ERNA DC Provides Written Testimony on Child Behavioral Health Services Dashboard

Minetre Martin

Organizing Manager, DC

Education Reform Now Advocacy

Committee on Health Hearing on:

• B25-0692 – “Enhancing Mental Health Crisis Support and Hospitalization Amendment Act of 2024”

• B25-0759 – Child Behavioral Health Services Dashboard Act of 2024

• B25-0696 – Advancing the Range of Reproductive Options for Washingtonians Amendment Act of 2024

• PR25-0840 – Board of Dentistry Dr. Eric Bradshaw Confirmation Resolution of 2024

• PR25-0841 – Board of Dentistry Dr. Jonelle Anamelechi Confirmation Resolution of 2024

Good afternoon, Chairperson Henderson, Councilmembers, and staff of the Committee on Health. My name is Minetre Martin. I am a ward 4 resident and an Organizing Manager for the D.C. Chapter of Education Reform Now Advocacy (ERNA), an organization fighting for a just and equitable public education system for all students. Thank you for holding this hearing. I am here to provide comments on B25-759, the Child Behavioral Health Services Dashboard Act of 2024, introduced by Councilmember Zachary Parker.

ERN-DC supports B25-0759, which requires the Deputy Mayor for Health and Human Services to create a public dashboard of behavioral health services in DC by September 30, 2025. The dashboard would include features such as the ages the provider serves; what services/therapies provided and whether the service is LGBTQIA+ friendly; the provider’s language(s), ethnicity, and gender; the types of insurance accepted; and the zip code where services are provided (and whether telehealth is offered). Baltimore and Philadelphia have similar dashboards.[1] 

For families seeking behavioral health care for their children, navigating providers’ websites and calling their offices to determine potential fit can be extremely time-consuming. Creating a public dashboard is a common-sense solution to anyone who has ever had to find a speciality provider. 

Consider the challenges of a typical teenager in our District struggling with undiagnosed anxiety or depression. With 38% of students exposed to at least one adverse childhood experience[2] and only 68% of our schools having full-time clinicians,[3] many students in general education classrooms without an Individualized Education Plan (IEP) or a 504 plan lack access to school based mental health services due to staff shortages, according to interviews I’ve conducted with clinicians. This teenager may be one who doesn’t get support at school. Her working parents might spend months searching for an external provider while her condition worsens. A centralized dashboard could rapidly connect families to suitable providers, potentially preventing months of academic declines and emotional distress for our vulnerable youth, such as this teen.

For families whose students face behavioral health challenges, making it easier to access care may help improve students’ attendance and outcomes in the classroom. This is important because nearly half of our students are still missing significant instructional time due to chronic absenteeism.[4] In addition, DC student outcomes on the 2023 PARCC were very low:  just 22% of students met grade level mastery in math and 34% in reading.[5]

For these same reasons, ERN-DC also supports investments in school-based behavioral and mental health services. I testified earlier this year before this Committee regarding school-based recommendations.[6] Specifically, practitioners in schools need more training and resources to support students. Local educational agencies (LEAs) should also seek diverse community partners in planning behavioral health supports and interventions. Finally, LEAs must provide competitive compensation for school-based behavioral health professionals to ensure they have sufficient staff to serve students’ needs.

In conjunction with the development of a dashboard, we urge the Committee on Health to encourage the Department of Health Care Finance to change DC’s Medicaid claiming policy, as at least 25 states have done in the past two years,[7] so that LEAs can bill Medicaid for all covered health services delivered to all students enrolled in Medicaid. By expanding the Medicaid claiming policy, LEAs can generate more funds that could then be used to deliver supports, like behavioral health services, to all students.

1. https://www.bhsbaltimore.org/ and https://healthymindsphilly.org/

2. https://www.dcpolicycenter.org/publications/community-violence-exposure/#:~:text=According%20to%20the%202020%2D2021,they%20are%2018%20years%20old

3. Data source: FY 23 Oversight Question 67 Attachment 1 of 6 List of Schools with DBH CBO or both.xlsxI.The number of students attending schools without clinical support was determined by summing the reported student enrollments from schools lacking a clinician using My School DC, totaling over 25,000 students.https://lims.dccouncil.gov/Hearings/hearings/247

4. https://osse.dc.gov/publication/dc-attendance-report-2022-23-school-year

5. https://osse.dc.gov/assessmentresults2023

6. https://dferdc.org/archive/minetre-martins-testimony-on-dbh-performance-oversight

7. https://healthyschoolscampaign.org/blog/school-medicaid-expansion-publications/

Minetre Martin’s Testimony on DBH Performance Oversight

DC Council, Committee on Health
Department of Behavioral Health
Performance Oversight Hearing

Minetre Martin
Organizing Manager
Education Reform Now Advocacy DC 

Chairperson Christina Henderson and Committee on Health Members,

My name is Minetre Martin, and I come before you today not only in my capacity as Organizing Manager for Education Reform Now Advocacy DC (ERNA DC), an organization that advocates for a just and equitable public education system for all students in Washington, DC but also as a former teacher who has navigated the front lines of school-based behavioral health. My experiences within our city’s classrooms have granted me a unique vantage point on the School-Based Behavioral Health Program (SBBH) and its impact on our youth.

Drawing from my tenure as a teacher and the collective expertise of the Strengthening Families Through Behavioral Health coalition, I have seen the intent of SBBH firsthand, which is to remove barriers to mental health resources. When fully operational, its impact is transformative. Yet, the reality that many current educators, social workers, and I have observed is one of resource disparity, where the potential for positive change is compromised by insufficient support, leaving our foundational objectives unmet.

I recall a first-grader, usually filled with curiosity, left silent by the chaos of their home life. Despite their need for Tier 3 interventions, they could only access the general support I could provide within my Tier 1 whole group capacity because the clinicians lacked the hours to deliver services to students who did not have IEPs or 504s. There are various stories of students not having access to clinicians at school, and with students in the District reporting many mental health issues, adequate behavioral health support in schools is vital for addressing these widespread mental health challenges.1

SBBH serves students across 254 District schools, but only 68% have a full-time clinician on average, leaving 32% understaffed generally. 2 Last year, this gap affected over 25,000 students and overburdened educators with untrained mental health responsibilities, hindering their educational roles.3

The Department of Behavioral Health (DBH) must do the following through the lens of those who serve our students every day:

1. Enhance Training and Support for Classroom Staff: Allocate $2.4 million to the SBBH program to pilot the addition of non-clinical staff positions to SBBH teams and train teachers and staff, enhancing social-emotional learning, especially for schools without full clinical teams.4

2. Streamline the Multi-Tier System of Supports (MTSS): Develop a clear, efficient transition plan within MTSS, ensuring fluid movement through different levels of support, regardless of clinician staffing levels.

3. Provide compensation and develop guidance for the SBBH Coordinator role: So that every school’s coordinator is equipped to effectively connect staff, students, and families with school behavioral health resources, at least $381,000 is needed.5

4. Increase Transparency and Outreach: Enhance SBBH service communication to families and students, and establish clear protocols for schools with unstaffed clinicians to sustain student support and engagement in SBBH services.

5. Facilitate Inclusive District-Wide Strategic Planning for Behavioral Health: Ensure the plan includes diverse community voices: families, students, educators, clinicians, CBOs, and healthcare providers.

6. Sustain compensation for SBBH’s community-based clinicians Adjust for inflation to maintain clinicians in DC public schools; $98,465 6 per clinician across 254 schools, totaling at least $25 million for CBO grants.7

Thank you for your consideration and unwavering commitment to our youth’s health and well-being. I welcome any questions you may have.

###

1 Metz, R. (2023, August 21). DC Must Continue Tackling the Youth Mental Health Crisis. https://www.wearedcaction.org/blog/dc-must-continue-tackling-youth-mental-health-crisis
2DBH Coordinating Council on School Behavioral Health slides, presented January 16, 2024
3Data source: FY 23 Oversight Question 67 Attachment 1 of 6 List of Schools with DBH CBO or both.xlsxI.The number of students attending schools without clinical support was determined by summing the reported student enrollments from schools lacking a clinician using My School DC, totaling over 25,000 students.
4Base salary of $52,672 based on bottom 10th percentile of salaries for bachelor-level Health Educators in DC (data from Salary.com as of November 13, 2023). Fringe and overhead calculated at 25% ($13,168 for each). Supervision cost is calculated based on a supervisor’s salary of $80,766 (bottom 25th percentile of salaries in DC from Salary.com as of November 13, 2023) plus 25% each fringe and overhead, shared between six supervisors. An inflationary adjustment of 4.5% for SY 2024 is based on the most recent 2023Q2 Medicare Economic Index (Forecast, Productivity Adjusted). Together, these costs total $103,663 per professional per school.
5 As a reference point, DC Public Schools pays $1,500 to schools’ “wellness champions” who perform additional duties that are comparable to the SBBH Coordinator role. At this level for all 254 Coordinators, an investment of at least $381,000 is required.
6 Base salary for clinicians of $74,033 is based on the bottom 10th percentile of salaries in DC (data from Salary.com as of November 13, 2023). Fringe and overhead calculated at 25% ($18,508 for each). Supervision cost is calculated based on a supervisor’s salary of $80,766 (bottom 25th percentile of salaries in DC from Salary.com as of November 13, 2023) plus 25% each fringe and overhead, shared between six clinicians. An estimated average of insurance billing revenue for each clinician is about $37,016. An inflationary adjustment of 4.5% for SY 2024 is based on the most recent 2023Q2 Medicare Economic Index (Forecast,Productivity Adjusted).
7 The grant amount for Community-Based Organization (CBO) clinicians in previous fiscal years comprised a combination of vacancy savings, American Rescue Plan ACT (ARPA) funds, and a consistently low base salary, cumulatively amounting to $99,371.9. With the expiration of ARPA funds, an adjustment in the base salary is necessary to offset the loss of these and other one-time funds. For Fiscal Year 2025, the proposed grant amount per CBO clinician is set at $98,465. This figure includes a base salary of $74,033, along with additional costs for fringe benefits, overhead, and supervision. Adjusting the base salary is critical for ensuring financial stability for both clinicians and CBOs, which is fundamental for enhancing retention and recruitment. The total expenditure to implement this adjustment across all 254 schools involved in the program is estimated at $25,010,110.

Sherri Daniels’ Testimony on Bill 25-55

Sherri Daniels
Civic Leader
Education Reform Now DC

DC Council, Committee of the Whole
Public Hearing:
Bill 25-55, “Pathways to Behavioral Health Degrees Act of 2023”

Honorable Chairman Mendelson and members of the Committee of the Whole, greetings. My name is Sherri Daniels, I am a proud resident of Ward 8 with a master’s degree in psychology, a community caseworker, and a prominent civic leader for Education Reform Now DC. As someone who works at the forefront of providing mental health services to DC residents, I am here today to wholeheartedly support the establishment of a Master of Social Work degree program at the University of the District of Columbia. I was pleased to testify¹ in support of this legislation in April, and I’d like to expand upon the previous testimony of Minetre Martin and delve deeper into the specifics of implementing the solutions discussed.

Minetre’s testimony accurately drew attention to the urgent mental health needs of our DC youth, especially in marginalized communities, and I am intimately familiar with this issue through my daily work as a community caseworker. The establishment of a Master of Social Work degree program at the University of the District of Columbia, as proposed in this bill, offers a direct response to these needs. However, the successful implementation and impact of this program will depend heavily on the strategic decisions we make now. To expand on the essential aspects Minetre touched upon I offer the following specific recommendations:

Collaborate with entities such as the National Institute of Mental Health and the American Psychological Association
Minetre suggested the importance of aligning with distinguished institutions such as the National Institute of Mental Health as well as local hospitals and organizations. To amplify the program’s reputation and facilitate enriched learning experiences, the program could develop a “Learning Partners” initiative where each semester, a group of students is paired with a partner organization for research projects or practicum experience. This model not only provides students with unique learning opportunities but also helps institutions gain fresh perspectives from the upcoming generation of social workers.

Partner with philanthropic organizations and foundations in DC to establish scholarships, sponsorships, or internships.
Through the scholarship program, UDC could support practical training opportunities. Internships or fieldwork experiences are essential components in the education of social
workers, and financial support for these experiences would significantly aid students. Additionally, UDC could leverage technology and innovation in its teaching methodologies. In
this digital age, there are myriad tech-based tools that can revolutionize the teaching of social work. For instance, incorporating simulation software and AI programs can offer students the opportunity to practice skills in a risk-free environment before working with actual clients and could make the program more future-ready.

Implement a DC-centered curriculum to address the unique challenges.
The program should engage with local community health centers, schools, and the Department of Behavioral Health to develop a comprehensive understanding of our community’s unique needs. By introducing courses or specializations that focus on DC’s specific demographic needs, we can ensure our graduates are well-equipped to serve their community effectively.

Develop and execute a comprehensive public awareness campaign to ensure potential beneficiaries are informed about this program.
Develop and execute a comprehensive public awareness campaign to market this program to Local Educational Agencies LEAs, so counselors are aware and can work to intentionally build out career pathways in these fields.

This Master of Social Work degree program is more than a course of study; it is a commitment to the future well-being of the District of Columbia. By investing in the program and its graduates, we’re investing in our community and shared future.

Thank you for your time, and I hope you will give due consideration to our proposals and the potential they have to enrich our District’s education landscape and uplift our community.

¹https://edreformnow.org/2023/04/14/ern-dc-advocates-for-mental-health-services-in-dc-schools/

Minetre Martin’s Testimony on Bill 25-55

Minetre Martin
Organizing Manager
Education Reform Now DC

DC Council, Committee of the Whole
Public Hearing:
Bill 25-55, “Pathways to Behavioral Health Degrees Act of 2023”

Chairperson Phil Mendelson and Committee of the Whole Members,

I am Minetre Martin, a Ward 4 resident, Organizing Manager for Education Reform Now DC (ERN DC), and a former classroom teacher. I hold a bachelor of science degree in psychology, but it is not my academic credentials that bring me here today. It’s the faces of the countless students I’ve seen over the years, their dreams and hopes for a better future. Their future, and the future of this city’s overall health, is what Bill 25-55 represents.

Earlier this year, I testified¹ in support of this bill and asked for there to be a hearing. Thank you for funding this legislation in the Fiscal Year 2024 Local Budget Act of 2023 and holding a hearing. In my previous testimony, I shared the alarming statistics pertaining to our youth’s mental health, the leading cause of death among them being suicide.
According to the American Foundation for Suicide Prevention (AFSP), in Washington, DC, suicide is among the leading causes of death for youth ages 10-24,² predominantly affecting Black youth.³

1. To put more detailed data into perspective, Let’s take a moment to imagine a classroom of 25 high school students in Washington, D.C. Among these students,
   About 13-14 of them, which is more than half of the classroom, would have experienced persistent feelings of sadness or hopelessness or seriously considered attempting suicide, according to a recent survey.4

2. Approximately two students in this classroom would have witnessed or experienced violence, reflecting the 7.4% rate in DC, which is nearly double the national average of 3.8%.5

3. If the students come from low-income households, the number of those who have witnessed or experienced violence would increase to around 3-4 students, reflecting the 14% rate, more than twice the national average of 6.8%.6

4. Among LGBTQ+ students they would have twice the likelihood of reported suicidal thoughts, compared to their peers, showing that LGBTQ+ youth are at a significantly higher risk.7

Alarmingly, one of those students could be your child, your child’s friend, your neighbor, or in my case, a former student.

It is no secret that research has shown that our students struggle with mental health issues or are experiencing numerous adverse experiences within their community. 8 However, this is not just about numbers; it’s about lives and futures that we can nurture or neglect. This is where this bill could have an impact. But for this program to serve its purpose, it must be dynamic, cutting-edge, and grounded in the realities of the District’s unique demographics and challenges. In light of DC’s wealth of resources, we propose the following recommendations:

Recommendations:

• Create alliances with renowned institutions and research centers here in DC, such as the National Institute of Mental Health, the American Psychological Association, and leading local hospitals, clinics, and organizations. These partnerships would facilitate research opportunities, hands-on experience, guest lectures, and real-world exposure for students. This would increase the program’s marketability and strengthen its commitment to serving the community.

• Leverage DC’s vibrant nonprofit and philanthropic sector. We have organizations and foundations committed to supporting education and mental health, such as the Strengthening Families Through Behavioral Health Coalition. Engaging them in sponsorship, scholarship, or internship programs would be a mutually beneficial partnership.

• Adopt a unique DC-centered curriculum that addresses our diverse communities’ specific behavioral health needs. This could be done through collaborations with local community health centers, schools, and the Department of Behavioral Health (DBH). Moreover, the use of advanced tech-based teaching tools and methodologies would ensure a comprehensive and effective education for our students.

• Market this program to LEAs so counselors are aware and can work to intentionally build out career pathways in these fields.

• Overcome any barriers to data sharing by providing information to the Office of the State Superintendent of Education, Department of Employment Services, LEAs, and other relevant agencies on the number of individuals taking advantage of this career opportunity and their outcomes.

We have the opportunity to make history here, not just for the University of the District of Columbia but for our children, our community, and our future. Thank you for your time and consideration. I am happy to answer any questions you may have.

[1]https://edreformnow.org/2023/03/30/ern-dc-urges-for-improved-behavioral-health-resources-in-dc-schools/
[2]American Foundation for Suicide Prevention. (2021). District of Columbia: Suicide and mental health fact sheet.
[3]American Academy of Child & Adolescent Psychiatry. (2022). AACAP Policy Statement: Increased suicide among Black youth in the United States.
[4]Office of the State Superintendent of Education. (2019). 2019 District of Columbia Youth Risk Behavior Survey: High School
and Middle School Reports. Retrieved from https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2019%20DC%20YRBS%20Report.pdf
[5]Child and Adolescent Health Measurement Initiative. 2020-2021 National Survey of Children’s Health (NSCH) data query. Data Resource Center for Child and Adolescent Health supported by the U.S. Department of Health and Human Services, Health Resources and Services Administration (HRSA), Maternal and Child Health Bureau (MCHB). Retrieved January 8, 2023, from https://www.childhealthdata.org/browse/survey/results?q=9535&r=10
[6] Ibid
[7] Suicide risk among LGBTQIA students in Washington D.C.: Office of the State Superintendent of Education. (2019). LGBTQ Student Report. Retrieved from https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/LGBTQ%20Student%20Report%20FINAL.pdf
[8]https://www.dcpolicycenter.org/publications/mental-health-supports/

Dr. Rabiatu E Barrie’s Testimony on Bill 25-55

Dr. Rabiatu E Barrie, PhD
Civic Leader
Education Reform Now DC

DC Council, Committee of the Whole
Public Hearing on:
Bill 25-55, “Pathways to Behavioral Health Degrees Act of 2023”

Chairperson Phil Mendelson and Committee of the Whole Members,

I am Dr. Rabiatu Barrie, a Licensed Clinical Psychologist, Assistant Professor at the University of Maryland, and a civic leader for Education Reform Now DC. Thank you for the opportunity to testify before you today. While I am a Maryland resident, I do have the privilege of training and collaborating with numerous students and professionals who serve DC residents. I see the impacts of policies in DC extend beyond its boundaries, significantly affecting the broader region, including Maryland. In March, I testified¹ in support of this legislation and urged the Committee of the Whole to hold a hearing on the bill. Thank you for listening. Today, I will present actionable steps to enhance mental health services in DC public schools, supporting the overall well-being and success of our students.

Building on the testimonies of my fellow education reform champions, Minetre Martin and Sherri Daniels, I would like to propose that UDC consider the following enhancements when implementing this program:

Consider broadening the eligibility requirements of the program. 

While the current criteria aim to ensure the program benefits the District, we must not forget about individuals who might not have attended a DC public school but have strong ties to the District or clear intent to serve our community in the future. For example, people who may have relocated to the District after their high school education but have been contributing to the community for a significant time or anyone who has completed relevant associate degree programs or earned certificates in the District and intend to pursue a career in behavioral health in the District could also be strong candidates for this program. 

Provide mental health services for program participants. 

The emotionally demanding nature of behavioral health work makes this proactive measure crucial for ensuring the well-being of our future professionals. As a current professional in this field, I can attest to the importance of this service.

Establish a clear framework for oversight and program effectiveness

To ensure the efficacy and accountability of these measures, I recommend that UDC establish a clear evaluation framework for these initiatives. Regular monitoring, tracking of graduates’ career progression, quality of education, and participant feedback will ensure the program meets its intended goals.
Key performance indicators could include clinician retention rates, student graduation rates, and post-graduation employment in the District’s behavioral health services.

In conclusion, by implementing these measures, UDC will send a strong message about its commitment to its long-term strategy of preparing our own local students for the careers that our community most needs.

The proposed solutions, backed by the DC Council’s unwavering commitment, can lead to profound and lasting positive impacts on the lives of countless children and adolescents in the District of Columbia.

Thank you for your time and consideration. I look forward to the opportunity to answer any questions you may have and to further discuss this legislation.

¹https://edreformnow.org/2023/03/30/ern-dc-testimony-on-mental-health-services/

ERN DC Commend D.C. Council for Additional Investments in Public Education

CONTACT: Cesar Toledo
cesar@edreformnow.org 

WASHINGTON, D.C. (May 17, 2023) – Today, Education Reform Now D.C. Executive Director Jessica Giles released the following statement after the first D.C. Council vote on the fiscal year 2024 budget:

“ERN D.C. mobilized hundreds of education advocates across the District to urge the D.C. Council to meet the urgent needs of our Black and Brown students and their educators,” said Jessica Giles. “The D.C. Council listened and took action. Thanks to Chairman Mendelson’s leadership and support for public education, this budget moves the District closer to equitable funding for schools via an increase to the at-risk concentration weights and an additional $15 million for public charter school salary increases with new funding flexibility proposed by Deputy Mayor Paul Kihn and Superintendent Dr. Christina Grant.”  

Giles continued, “Another new, positive investment is $1.2 million to create a pipeline of behavioral health specialists by funding a Master of Social Work degree program at the University of the District of Columbia.”

“As the next vote approaches, we look forward to continuing to work with the D.C. Council to ensure our Black and Brown students have a just and equitable education regardless of where they live or attend public school,” Giles said.

The next vote on the Local Budget Act of 2023 is May 30, and a vote on the Budget Support Act of 2023 is expected in June.

ERN Testifies in Support of Behavioral Health Services and Dual Enrollment

DC Council, Committee of the Whole
Budget Oversight Hearing

Joshua Davis
Student Civic Leader
Bard High School Early College DC

Good afternoon Chairman Mendelson and members of the Committee of the Whole. My name is Joshua Davis, and I am a senior at Bard High School Early College DC and a civic leader for Education Reform Now DC. Today, I am here to speak about two critical issues pertinent to this year’s budget: school based behavior health and dual enrollment.

Firstly, I want to commend Bard for its commitment to students’ mental health. During my freshman year, I struggled with anxiety that stemmed from the pressure to succeed academically. This anxiety negatively impacted my grades and overall well-being. Thankfully, Bard’s resources, including counseling sessions with a school-based mental health professional, allowed me to access the support I needed to overcome that anxiety. This experience has empowered me to speak before you today.

You all have been witness to the countless stories recounted by my peers and other advocates regarding the mental health challenges students face. The connection between trauma and the cycles of violence in DC is clear, and mental health services are a key component for addressing these issues. To ensure that all students have the support they need today, we must start by increasing funding for school-based behavioral health services to $3.45M in the FY24 budget. This will ensure that schools can provide at least one clinician in every public school to support all of my peers.

Additionally, DC must create opportunities for students to earn a degree in fields such as psychology, social work, or human services. It’s time we create a local pipeline of future social workers, counselors, and psychologists by creating a Master of Social Work program at UDC and providing scholarships to make the MSW and Master of Counseling programs free for DC residents and those who work in DC. I urge the committee to hold a hearing on the  “Pathways to Behavioral Health Degrees Act of 2023.”

Secondly, I want to touch on dual enrollment. It is concerning that only 8 out of 100 students in DC will go on to complete postsecondary education within six years after high school.[1] Research shows that students participating in dual enrollment programs are more likely to enroll in and complete college.[2] Bard has been around since 2018 and partners with several local colleges and universities, including George Washington University and Georgetown University, to allow credits to transfer in various subjects. I will graduate with an associates degree. As a dual enrollment program participant, I have gained invaluable experience and confidence in my ability to succeed in higher education. We have the data, the stories, and the resources, there is no reason why every student in DC should not have that same opportunity.

In conclusion, I want to emphasize the importance of mental health and dual enrollment and how Bard High School has been leading in addressing these issues. I strongly urge the DC Council to increase funding to ensure every school has one clinician and for the Committee of the Whole to hold a hearing on B25-0055, “Pathways to Behavioral Health Degrees Act of 2023.”  Thank you for your time and attention.

ERN DC Advocates for Mental Health Services in DC Schools

DC Council, Committee of the Whole
Budget Oversight Hearing

Sherri Daniels
Civic Leader
Education Reform Now DC

Honorable Chairman Mendelson and esteemed members of the Committee of the Whole, greetings. My name is Sherri Daniels, I am a proud resident of Ward 8 with a masters degree in psychology, a community caseworker, and a prominent civic leader for Education Reform Now DC. Today, I speak before you as someone who has experienced firsthand the critical importance of mental health services in our schools. As a DC native, my own journey to receiving mental health support began in high school, much like the students I serve today.

Growing up in the District, I experienced the adversities of becoming aware of and accessing the mental health services I desperately needed. It wasn’t until high school that I was introduced to a school clinician who, despite being overburdened and burnt out, inspired me to become a psychologist. This personal encounter underscored a persistent issue in our schools: the overwhelming workload placed on a single clinician is simply too much work for one person to manage effectively.

The connection between trauma and student engagement in DC highlights the importance of school-based behavioral health (SBBH) services for improving academic performance and overall well-being. However, the 2022 DC Health Matters assessment emphasizes the urgent need for workforce development, with a 21% average vacancy rate among DC Behavioral Health Association member organizations.

To address vacancy issues and our urgent need for workforce development, I implore the Committee of the Whole to take the following actions:

1. Increase funding for school-based behavioral health services to $3.45 million to ensure stable compensation per clinician.
2. Convene a hearing on B25-55, the “Pathways to Behavioral Health Degrees Act of 2023.”

This bill will lower the financial barrier for people of color to enter a field that requires more clinicians with cultural competency. A 2020 report found that 22% of new social workers were Black/African American, and 14% were Hispanic/Latino.  Additionally, a 2016 community needs assessment conducted by the District of Columbia Healthy Communities Collaborative identified cultural competency as a priority need, for behavioral health specialists working with children in Wards 7 and 8.  Holding a public hearing would be a step in the right direction to address the District’s long-term
issues.

Our children’s mental health is a critical component of their overall well-being and academic success. By investing in the school based behavior health and supporting initiatives like the :Pathways to Behavioral Health Degrees Act of 2023,” we can create a brighter future for every student in the District.

Thank you for your time and consideration.

Barrie’s Testimony for DBH Budget Oversight Hearing

Rabiatu E Barrie, PhD
Civic Leader
Education Reform Now DC

Chairperson Christina Henderson and Committee on Health Members,

I am Dr. Rabiatu Barrie, a Licensed Clinical Psychologist, Assistant Professor at the University of Maryland, and a civic leader for Education Reform Now DC. Thank you for the opportunity to testify before you today. In this testimony, I will present actionable steps to enhance mental health services in DC Public Schools, supporting the overall well-being and success of our students.

Our primary asks are:

1. Ensure stable compensation per clinician in FY 2024
2. Ask the Committee of the Whole to hold a public hearing on the B25- 0055, the “Pathways to Behavioral Health Degrees Act of 2023.”

We propose the following solution:
Increase funding for school-based behavioral health services to $5.7 million for FY 2024 to ensure stable compensation per clinician
The FY 2023 budget allotted $80,000 per clinician per school to place a community-based organization (CBO) clinician in each of DC’s 253 public schools. Due to staffing cost increases, DBH increased funds for CBOs by over 40%, to $99,000 per clinician per school in December 2022. However, CBOs are still facing challenges in recruiting and retaining clinicians due to a shortage of behavioral health care professionals in the District. We applaud DBH’s efforts and urge them to invest at least $5.7 million in the SBBH program to ensure stable compensation for partnering CBOs in fiscal year (FY) 2024.

We also recommend the following:

1. Ask the Committee of the Whole to hold a public hearing on the B25-0055, the “Pathways to Behavioral Health Degrees Act of 2023.”

Community members and clinicians have been discussing this bill and believe that it is time to take action. Holding a hearing would be a step in the right direction to address the District’s long-term goals. Holding a public hearing will increase awareness of the proposed legislation among the general public and stakeholders, allow for a comprehensive discussion of these provisions, ensuring they are well-designed and effective in attracting and retaining students in this field, and help to ensure that mental health professionals better reflect the communities they serve.

By implementing these measures, the DC Council will send a strong message about its dedication to promoting mental and behavioral health in schools.

In conclusion, investing in school-based mental health services is vital for the well-being and success of our students. The proposed solution, supported by the DC Council’s commitment, can make a lasting positive impact on the lives of countless children and adolescents in the District of Columbia.

Thank you for your time and consideration. I am happy to answer any questions you may have.

DC Council, Committee on Health Budget Oversight Hearing

Minetre Martin
Organizing Manager
Education Reform Now DC

Chairperson Christina Henderson and Committee on Health Members,

My name is Minetre Martin, I have a bachelor of science in psychology, I am a former classroom teacher, a Ward 4 resident, and Organizing Manager for Education Reform Now DC (ERN DC). ERN DC is a non-partisan, nonprofit organization that advocates for a just and equitable public education system for all students in Washington, DC. Today, I am testifying to advocate for improved behavioral health resources in schools.

According to the American Foundation for Suicide Prevention (AFSP), in Washington, DC, suicide is among the leading causes of death for youth ages 10-24,[1]predominantly affecting Black youth.[2]

To put more detailed data into perspective, Let’s take a moment to imagine a classroom of 25 high school students in Washington, D.C. Among these students,

1. About 13-14 of them, which is more than half of the classroom, would have experienced persistent feelings of sadness or hopelessness or seriously considered attempting suicide, according to a recent survey.[3]

2. Approximately 2 students in this classroom would have witnessed or experienced violence, reflecting the 7.4% rate in DC, which is nearly double the national average of 3.8%.[4]
3. If the students come from low-income households, the number of those who have witnessed or experienced violence would increase to around 3-4 students, reflecting the 14% rate, more than twice the national average of 6.8%.[5]
4. Among LGBTQ+ students they would have twice the likelihood of reported suicidal thoughts, compared to heterosexual students, showing that LGBTQ+ youth are at a significantly higher risk.[6]

Alarmingly, one of those students could be your child, your child’s friend, your neighbor, or in my case, a former student.

These numbers demand that we prioritize the emotional and mental well-being of our children. Our youth face challenges deeply rooted in their development, and childhood trauma can profoundly impact their growth into adulthood. Yet, we are shocked that only 8 out of 100 9th graders in DC will complete postsecondary education within six years after high school.[7]

According to the Department of Behavioral Health (DBH) school-based behavioral health services have the highest utilization with 26,681 individuals served. We applaud the Mayor for not cutting school-based behavioral health services during a fiscally challenging year. However, the Mayor only proposed a $113,000 increase, which we know is not sufficient to meet the needs of all of our students. What is the
strategy for improving the pipeline of clinicians?

To improve mental health support in our schools, I ask this committee to consider the following budget
request and suggestions:

Increase funding for school-based behavioral health services to $5.7 million for FY 2024 to ensure stable compensation per clinician

The FY 2023 budget allotted $80,000 per clinician per school to place a community-based organization (CBO) clinician in each of DC’s 253 public schools. Due to staffing cost increases, DBH increased funds for CBOs by over 40%, to $99,000 per clinician per school in December 2022. However, CBOs are still facing challenges in recruiting and retaining clinicians due to a shortage of behavioral health care professionals in the District. We applaud DBH’s efforts and urge them to invest at least $5.7 million in the SBBH program to ensure stable compensation for partnering CBOs in fiscal year (FY) 2024.

We also recommend the following:

1. Ask the Committee of the Whole to hold a public hearing on the B25-0055, the “Pathways to Behavioral Health Degrees Act of 2023.”

Community members have been discussing this bill and believe that it is time to take action. Holding a hearing would be a step in the right direction to address the District’s long-term goals. Holding a public hearing will increase awareness of the proposed legislation among the general public and stakeholders, allow for a comprehensive discussion of these provisions, ensuring they are well-designed and effective in attracting and retaining students in this field, and help to ensure that mental health professionals better reflect the communities they serve.

Thank you for your time and consideration.

[1]American Foundation for Suicide Prevention. (2021). District of Columbia: Suicide and mental health fact sheet.
[2]American Academy of Child & Adolescent Psychiatry. (2022). AACAP Policy Statement: Increased suicide among Black youth
in the United States.
[3]Office of the State Superintendent of Education. (2019). 2019 District of Columbia Youth Risk Behavior Survey: High School
and Middle School Reports. Retrieved from https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2019%20DC%20YRBS%20Report.pdf
[4]Child and Adolescent Health Measurement Initiative. 2020-2021 National Survey of Children’s Health (NSCH) data query. Data Resource Center for Child and Adolescent Health supported by the U.S. Department of Health and Human Services, Health Resources and Services Administration (HRSA), Maternal and Child Health Bureau (MCHB). Retrieved January 8, 2023, from https://www.childhealthdata.org/browse/survey/results?q=9535&r=10
[5] Ibid
[6] Suicide risk among LGBTQIA students in Washington D.C.: Office of the State Superintendent of Education. (2019). LGBTQ Student Report. Retrieved from https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/LGBTQ%20Student%20Report%20FINAL.pdf
[7]DC Policy Center. (2022, October 27). Schools 2021-2022: How DC students, teachers, and parents are faring. Retrieved from https://www.dcpolicycenter.org/publications/schools-21-22/

DC Council, Committee of the Whole Public Oversight Hearing on Attendance, Chronic Absenteeism, and Truancy in the District

DC Council, Committee of the Whole 

Public Oversight Hearing

Attendance, Chronic Absenteeism, and Truancy in the District 

Community Organizer, Minetre Martin

Education Reform Now DC 

Good afternoon Chairman Mendelson, Councilmembers, and staff of the Committee of the Whole. My name is Minetre Martin. I am a ward four resident, former classroom teacher, and a Community Organizer for Education Reform Now DC. (“ERN DC”). ERN D.C. is a non-profit organization fighting for a just and equitable public education system for all students.

Recent attendance data has shown an increase in chronic absenteeism since the pandemic. Though the increase was primarily due to excused absences related to Covid, areas that were present pre-pandemic still persist. For example, middle school students, high school students, students designated as at-risk, and students of color still show high rates of chronic absenteeism. Additionally, the Office of State Superintendent’s (OSSE) teacher and principal retention report highlights the correlation between school leadership and student attendance.

These reports are devastating and based on conversations with parents, students, and community advocates, I can attest to the impact of this data. In my previous testimony, I recounted the story of one parent who was reported to (CFSA) the D.C. Child and Family Services Agency (CFSA) after a substitute teacher confused their child with another student. Additionally, a second parent disclosed to me the trauma their child experienced around attendance after being attacked by a group of students, first on school grounds and later after being followed to their residence. A third parent reported that their child was terrified of the behaviors of students experiencing mental health issues. In a more recent conversation, a student at a public school in D.C. affirmed that the school environment, mental health issues, the absence of teachers, and students’ behavior make getting up for school more difficult. Attendance advocates also pointed out the lack of resource allocation for 7th and 8th grade students and families, which has often resulted in students dropping out by 9th grade. None of these stories are okay. We all have a duty to be relentless in maintaining families’ trust and that includes keeping students safe and in school.

How are we addressing this data? 

As a community, under the guidance of the Deputy Mayor or Education (DM), OSSE, and the State Board of Education (SBOE), and partner programs, we have worked to shift from the “80/20 rule” to the “60/40 rule,“, improved safe passage for students, fund programs to provide technology that nudges schools and parents about their child’s attendance, and more.  But we must not stop there. We must ask: How can we make school more meaningful for students? We offer one overarching solution and four ways to achieve that goal.

Reimagine how we make school more joyful and meaningful for students

Recently, two 8th-grade students, an attendance counselor, and a community partner coordinator were individually interviewed by me about attendance. One student had nearly perfect attendance while the other student’s attendance was unsatisfactory prior to this school year. When asked what the one thing that motivated them to attend school was, they both stated “knowing the importance of education and the role it plays in my future.” Additionally, both adults said their most effective conversations were about why school attendance was important for the students’ future. 

Based on students, parents, and educators, we believe that helping students comprehend the significance of education in their life is the first step to making school more joyful and meaningful. 

 Achieving the Goal 

• Continuing to aggressively invest in safe passage and other safety efforts 

On Tuesday, November 28, 2022, Jakhi Snider became the 18th person under 18 to be shot and killed in D.C. this year. Additionally, since 2020, the number of youth suffering from car incidents have increased as well. We can no longer wait for another child to die while waiting for the D.C. Council to take action. The time is now, and we strongly urge you all to take aggressive action towards investing in safe passage effort. A good first step would be to approve amendments to the Safe Routes to School Act.

• Address the mental health crisis

Investment in the Behavioral Health’s school-based behavioral health program (SBBH) is as important as ever, as the behavioral health crisis our children are experiencing continues to grow. In D.C., the rates of children and teens with anxiety or depression in 2020 were the highest in the previous five years of data (11.7% children). Among D.C. high schoolers, 17% reported a suicide attempt, compared to about 7.4% nationally. As of 2020, 48.7% of D.C. youth with Major Depressive Disorder (MDE) did not receive mental health services.

To increase attendance rates, we must prioritize students’ mental health challenges and social and emotional needs. With investments that raise the at-risk weight of the uniform per student funding formula, schools are better situated to provide critical services that increase their capacity for supporting students with chronic absenteeism. To ensure every school has a clinician, the D.C. Council should continue to invest in the SBBH program to:

• Build a pipeline of mental health providers. 

• Maintain stable funding for SBBH, including robust grants to Community-Based Organizations (CBOs) – adjusted for inflation – so that every school has a clinician;

• Expand information-sharing and family engagement efforts by directing DC education agencies and LEAs to make the implementation of SBBH a top priority and providing any necessary resources; and

• Ensure inclusive and actionable data collection and program evaluation by providing the resources needed to bring all stakeholders into these processes.

• Take advantage of the multimillion-dollar investment from XQ-DC Institute to reimagine high school and to help improve attendance

In SY 23-24, XQ-DC will be partnering with two schools in D.C. to help them dream big about what high school could be, turn their innovative ideas into action, and create a more rigorous and equitable school. It would be unfortunate if we didn’t take advantage of this opportunity to prioritize what attendance could look like at all schools in the District. XQ mentions in a number of articles that school attendance has been a major factor in remaining high school. We highly recommend Chancellor Ferebee use this opportunity to ensure that our two pilot schools prioritize improving attendance in their plans.

• Consider incentivizing 7th and 8th students financially for attending class and doing well in school.

Education is the primary work of young people. DC has tried many strategies to increase school attendance, but incentivizing students had not been considered as a quality solution.  

​​In 2008, D.C. paid 6th-8th grade students for a combination of attendance, behavior, and academics through private funding via participation in a study from Allan and Fryer (2011). The intervention distributed $3.8M in D.C., paying students up to $100 every two weeks, or up to $1500 for the year. While the intervention in D.C. was not associated with statistically significant gains on the state assessment, it was successful in getting students to school. After many disruptions in school, D.C. may want to explore incentivizing students and families in DC in raising attendance at a critical time of year.

While there are several ways we can continue to improve attendance, we believe that reimagining how to make school more meaningful again will move us all closer to closing the attendance, and eventually the opportunity gap. 

My previous testimony related to school attendance can be found here. Thank you for your time and consideration.

Statement from Democrats for Education Reform D.C. on the Final Budget Vote

CONTACT: Joshua Hodge

jhodge@dfer.org 

The D.C. Council Makes Historic Investments in Public Education, a Win for Students

WASHINGTON, D.C. (June 7, 2022) – Democrats for Education Reform D.C. (DFER D.C.) State Director Jessica Giles released the following statement on the inclusion of DFER D.C.’s priorities in the FY2023 budget:

“Our community urged Mayor Muriel Bowser, Chairman Phil Mendelson, and the D.C. Council to pass an education budget that helps fix school funding inequity, invests in safe and positive learning environments, and supports our educators; and they delivered,” Giles said.

“Last Tuesday, the D.C. Council voted in support of historic investments in per-pupil funding, greater funding for schools serving high percentages of students designated as at-risk, an updated adequacy study for education, a 3.1% increase in the charter facilities allotment, structured literacy training for educators, school-based behavioral health supports, and an expansion of a pre-existing first-time homeowner financial assistance program to educators.

“Our elected officials continue to show that education is of utmost importance by making these historic investments. 

“Our students must come first  – no matter what. Their race, gender, sexual orientation, class, zip code, or disability should not impact the quality of education they receive. This is why we fight for a budget that works in the best interest of our students and our community. 

“We look forward to continuing to partner with the office of the Mayor, D.C. Council, and the D.C. State Board of Education to ensure all students—especially those who have been historically disenfranchised — have the opportunity to have a fair, equitable, and high-quality public education.”

On Tuesday, June 7, 2022, the fiscal year 2023 budget and financial plan included the following investments: 

• Two new concentration at-risk weights in the Uniform Per Student Funding Formula (UPSFF), for a total of $10.4 million in recurring funding;

• A $300,000 adequacy study every five years to ensure the UPSFF increases adequately for all students;

• A 5.9% increase to the foundation of the UPSFF for all schools in FY 2023;

• A 3.1% increase to the public charter facilities allotment in FY 2023 to keep up with rising costs in the District;

• Structured literacy training for D.C. Public School teachers, a $2,000 stipend for those who complete the training, and a task force; 

• An increase in community-based organization grant sizes in the School-Based Behavioral Health program and $150,000 to fund a cost study; 

• Expansion to educators of a pre-existing first-time homeowner financial assistance program; and 

• Continued funding for restorative justice, dual enrollment, and High-Impact Tutoring.

Committee on Health’s Budget Oversight Hearing: Department of Behavioral Health

Joshua Hodge

Policy and Communications Manager 

Education Reform Now DC
March 21, 2022

Hello, and good morning Chairperson Gray and the Committee on Health. My name is Joshua Hodge. I am the Policy and Communications Manager at Education Reform Now DC (ERN DC), a Ward 6 resident, and a member of the Strengthening Families Coalition. ERN DC is a non-profit organization that fights for a just and equitable public education system for all students in the District of Columbia. I am pleased to provide testimony at the Department of Behavioral Health’s budget oversight hearing. We are asking for the Committee on Health and the D.C. Council to increase community based organization clinicians grants to $80,000 and to fund a cost study of the school-based behavioral health (SBBH) program so that D.C. can finally right-size the cost of the program.

First, we are very grateful for the Mayor’s continued investment in the SBBH program. The Mayor proposed $3.8 million to support the SBBH program. The $3.8 million includes: $1.76 million to fund additional clinicians; $908,000 to fund 8 FTEs at DBH to support program infrastructure, data oversight, and program evaluation; $829,000 to fund high fidelity wraparound services to support 6-7 schools; and $281,000 to strengthen the SBBH program workforce pipeline. These are crucial investments, and if withheld many students would not have the support they need. 

We are asking for the D.C. Committee on Health and DC Council to raise CBO clinician grant amounts from the Mayor’s proposed $70,000 to $80,000 so that CBOs are able to provide needed services in schools. Without additional funding to permanently stabilize CBO grants, it will be difficult to retain the clinician workforce we have and fill additional open positions. The District should maintain grant levels from the current fiscal year for the next three years and include increases to cover the cost of inflation. The difference in funding from the Mayor’s proposed investment in the program and what is needed is $2.4 million. The D.C. Committee on Health and D.C. Council should also fund a cost study, which is estimated to be $300,000 so that D.C. can finally right-size the cost of the SBBH program.

Behavioral health services have always been crucial for a student’s success in school, but these needs have been exacerbated by the pandemic. These needs will continue to persist as we are not headed towards a post-pandemic world, but instead, we are in a new covid era of life that directly affects schools and students well-being. Since the start of the pandemic, emergency department visits for children with mental health emergencies have risen sharply. Tens of thousands of children have experienced a pandemic-related death of a primary caregiver across the world, country, and right here in D.C. In October of 2021, the American Academy of Pediatrics, the American Academy of Child and Adolescent Psychiatry, and the Children’s Hospital Association declared a national state of emergency in child and adolescent mental health.[1]

As we know, the pandemic has not impacted communities the same, with more Black, Brown, and low-income households being affected more severely by the effects of Covid-19, ways include; financial losses, housing instabilities, long-term health repercussions, physical sickness, loss of family members, and decreased overall mental health. Increased access to behavioral health services is proven to be transformative for students and their families and can boost the long-term overall health and productivity of communities as evidenced by school outcomes, overall health and well-being, and reduced crime rates. Behavioral health is foundational to the District’s long-term recovery from the impacts of the pandemic. Currently, only about 80% of public schools here in D.C. have a mental health services provider on-site and this needs to change to 100%, as all students have the right to, and need access to a mental health provider. [1] 

In closing, District leaders have an opportunity to deepen investments and focus on students to continue to address some of the most severe issues facing our youth. Presenting the chance to create a behavioral healthcare system that is more just and equitable for DC children, students, and families. Thank you for allowing me to testify today. 

Letter to Mayor Muriel E. Bowser

The Office of the Mayor

1350 Pennsylvania Avenue NW

Washington, DC 20004

Dear Mayor Bowser:

Thank you for continuing to prioritize public education in the budget. Your proposed investments: 5.9% increase to the base of the Uniform Per Student Funding Formula (UPSFF) for all schools, $36 million in stabilization funding for D.C. Public Schools (DCPS) and public charter schools, a salary increase for substitute teachers, and an updated budget model for DCPS with initial budgets for individual schools – will not only help schools bridge the gap in learning but strive for new heights in public education and supports for all students.

For the past two years, our students have been through extraordinary circumstances which have caused unfinished learning and diminished well-being. As we look to recover from the effects of the pandemic, even more should be done to continue the progress we’ve seen in public education for the past 15 years. Therefore, we respectfully urge you to ensure funding equity, provide educator support, expand access to high education, and invest in behavioral health supports for all students. Our FY2023 budget priorities are the following:

PROVIDE EQUITABLE RESOURCES TO ALL SCHOOLS.

• Raise the at-risk weight of the UPSFF to .37 or higher as recommended by the 2014 adequacy study to provide more significant support to students designated as ‘at risk’—those who qualify for Temporary Assistance for Needy Families or the Supplemental Nutrition Assistance Program, are experiencing homelessness, are in the District’s foster care program or are one year or more older than expected for their grade in high school.

• Increase the public charter school facilities allotment by 3.1% beginning in FY 2023. The District government must ensure that all students have safe and educationally appropriate buildings.  

• Conduct an adequacy study every five years to ensure the UPSFF increases adequately for all students. 

ENSURE ALL STUDENTS HAVE ACCESS TO HIGHER EDUCATION THAT IS HIGH-QUALITY AND AFFORDABLE.

• Study, expand, deepen, and reform our current dual enrollment opportunities to, at a minimum: expand access to all interested students, particularly students of color, students from low-income backgrounds, and students with disabilities; make the application process more efficient; and ensure students receive maximum dual enrollment credit hours for both high school and college classes.

INVEST IN SAFE, STABLE, AND POSITIVE LEARNING ENVIRONMENTS FOR ALL STUDENTS.

• Build on past years’ investments in the School-Based Behavioral Health (SBBH) program by investing in the following: 

  • $300,000 for a cost study to determine what it truly costs to implement the SBBH program now and in the future;

  • $2.4 million to stabilize community-based organization grant funding each year; and

  • Adequately funding the Community of Practice, building a workforce pipeline, and expanding information-sharing and family engagement efforts.

• Maintain the current investment of $920,000 for SY 2020-21 for restorative justice; provide school-wide technical assistance and individual capacity building in DC schools. 

ENSURE ALL EDUCATORS RECEIVE HIGH-QUALITY TEACHER PREPARATION AND SUPPORT. 

• Provide sufficient funding so that all PreK-5 DC leaders and teachers can receive free and accessible structured literacy training with incentives in three years. In 2019, 70% of DC students were not proficient in reading in fourth grade, according to NAEP. The District must ensure all students read at grade level by third grade regardless of where in the city they live, what school they attend, and their ability or language-learning status. They should be confident in their independent reading abilities and enjoy reading. 

• Support educators with housing by creating housing and tax incentives, implementing housing affordability programs, and ensuring eligible educators are connected with the existing programs that can reduce the cost of homeownership. 

Thank you for all you do for our students and families! We look forward to continuing to work with you to ensure we have a just and equitable public education system for all students.

In service,

Education Reform Now DC

Jessica Giles, State Director of Education Reform Now DC (ERN DC), delivers testimony in favor of Mayor Bowser’s FY2022 budget and fiscal plan

WASHINGTON, D.C., (June 4, 2021) – Jessica Giles, State Director of Education Reform Now DC (ERN DC), delivered testimony today in favor of Mayor Bowser’s FY2022 budget and fiscal plan. The proposal outlines many critical investments that prioritizes community and with the inclusion of ERN’s priorities, can significantly advance educational equity among students.

Low-income communities and communities of color are currently experiencing concurrent crises in Washington, D.C. Over 80 percent of Coronavirus cases have disproportionately affected the Black community. Gun violence and homicide rates remain rampant. Workforce opportunities have narrowed and therefore have created job, food, and housing insecurity. For these reasons, and so many more, ERN remains deeply concerned about how these “at-risk” communities are not only coping and managing, but ultimately being supported.

Mayor Bowser recognizes the urgency of a budget reflecting critical investments for students in these unprecedented times and has consequently allocated a total of $8 million for school-based mental health services. Although ERN finds the Mayor’s investments to be vital and a testament to her commitment to the mental and emotional support of DCPS and charter school students, Director Giles recommends three key improvements be considered:

• Provide more significant support to students who are considered “at-risk” – To ensure the budget fully reflects the needs of our “at-risk” students, the budget must fully address vaccination access and hesitancy, specifically in Wards 7 and 8. Each year ERN urges the DC Council to raise the at-risk weight to move closer to fully funding the need and each year, ERN falls short. It is highly recommended that the DC Council further investigate and utilize the American Rescue Plan (ARP) Act funding to support the learning and well-being of “at-risk” students.

• Fully fund the expansion of school-based mental health (SBMH) to all remaining schools – While Mayor Bowser has allocated $5.8 million to the Department of Behavioral Health for SBMH, there is still an $841,000 gap to cover the real costs of providing services to all DCPS and public charter schools. ERN urges the DC Council to fill the gap by providing an additional $1.5 million in one-time federal dollars from the ARP to cover the costs. Findings also indicate there is a need for $4 million to restore funding for Community Based Behavioral Health Services back to FY20 levels.

• Ensure funding equity – While the proposed budget contains many crucial investments that ERN applauds, Director Giles raised concern about budget inequities between DCPS and public charter schools. To ensure funding equity, ERN urges the DC Council to increase facilities allowance and establish equity in stabilization funding for DCPS and public charter schools.

By implementing the aforementioned improvements to Mayor Bowser’s budget proposal, ERN believes the DC Council can facilitate the much-needed expansion in civic education and empowerment that will reflect the needs of all DCPS and charter students, particularly in the most marginalized and vulnerable communities.