"All students who graduate from our Dual Language Immersion Early College Campus will be prepared to succeed in college and civic life as leaders in the quest for social justice and anti-racism. We develop intellectually curious, self-motivated scholars who are articulate communicators in two languages, critical thinkers and consumers, cultural ambassadors, and contributing community members. We focus on socio-emotional learning as a key part of our program for students and staff. We demonstrate perseverance, ethics and character in the pursuit of excellence. Restorative practices are the foundation of our school climate, as we enhance relationships and build community. As lifelong learners in the pursuit of excellence and innovation, we foster a growth mindset through which teachers, administrators, students, parents, and community members all collaborate to achieve goals and overcome obstacles. We utilize technology responsibly to personalize learning and support the learning process across distance. We trust one another to continually improve our practices."
Happy LGBTQ+ Pride Month! June is a wonderful opportunity to include LGBTQ+ history as well as current social justice issues within your curriculum. Please see below the Pride Month Guide for Educators published by GLSEN for some great ideas and resources. Additionally, if you have any ideas for whole school activities to celebrate please reach out.
Thank you as always for your solidarity,
Sarah Ermis (she,her,hers)
AP English Literature and Composition / Campus LGBTQ+ Liaison
The Educator’s Guide to LGBT Pride
Every year, in the month of June the LGBT (Lesbian, Gay, Bisexual and Transgender) community celebrates Pride Month. While including positive representations of LGBT history and people in the curriculum is most effective when it is regular practice, June provides an opportunity to connect topics with current events and celebrations. GLSEN’s National School Climate Survey consistently finds that students with inclusive curricula have a greater sense of belonging to their school community, hear fewer homophobic remarks and are less likely to be victimized or feel unsafe at school than those without inclusive curriculum. Including LGBT topics in your classroom year round helps make a school a safer place for all students. Unfortunately only 11.7% of LGBT students report that they learn positive things about LGBT related topics.
You can make a difference!
Celebrate LGBT Pride Month by highlighting historical LGBT leaders, discussing the LGBT movement or by simply creating a display for your classroom. When curriculum is inclusive of LGBT content, it serves as a mirror for LGBTQ youth. It not only validates the existence of an often invisible population but also reinforces the value of LGBT people. Teaching about LGBTQ-related issues and incorporating LGBTQ people in the curriculum provides all students a window into a world they might not otherwise have access to, raising awareness and promoting a general tone of acceptance.
Create LGBT affirming displays in your hallways. Use one of the six “Think Before You Speak” posters available online at
Include LGBT History in Your Lessons:
Use GLSEN’s Unheard Voices, an oral history and curriculum project, to discuss LGBT history in class.
Each interview is accompanied by a backgrounder with discussion questions and activities for educators, and a student reading with biographical information about the interview subject and historical background on the era.
Use GLSEN’s Talking the Talk: LGBT Terminology to discuss language in the classroom. This will act as a foundation
to begin discussing LGBT issues in class. This activity is included in GLSEN’s Safe Space Kit, which offers strategies for preparing students, faculty, and staff to be effective allies to LGBT students.
Read LGBT Themed/ Inclusive Books in Class:
The American Library Association provides a listing of LGBT-inclusive texts called The Rainbow Book List. It is an annual bibliography of quality books with significant and authentic LGBT content recommended for people from birth through eighteen years of age.
Use GLSEN’s Think B4 You Speak Educator’s guide along with public service announcements featuring Wanda Sykes and Hilary Duff and the NBA. Watch the PSA’s online or request a free DVD and set of six Think B4 You Speak Posters from GLSEN.
LINCOLN SUMMER ACCELERATION PROGRAM
PROGRAMA DE ACELERACIÓN DE VERANO EN LINCOLN
JULY 6 - JULY 30, 2021 / 06 de JULIO - 30 de JULIO
Join us for our Acceleration Program!
This Summer we are providing in-person programing to a select group of students (7th-8th). Students can expect to prep for Math & ELA while also engaging in Theater, Art, App Builder, Zumba classes and off campus adventures!
Su estudiante fue seleccionado para reconectarse y participar en nuestro Programa de Aceleración! Este verano brindamos programación en persona a un grupo selecto de estudiantes (7º a 8º). ¡Los estudiantes pueden prepararse para matemáticas y ingles mientras también participan en clases de teatro, arte, creación de aplicaciones, Zumba y aventuras fuera de la escuela!
July 06th - July 30th Monday - Thursday:
Normal Scheduling Fridays: Field Experience
HORARIO DE VERANO
06 de Julio - 30 de Julio Lunes - Jueves:
Programación normal Viernes: Experiencia fuera de la escuela
What TIME is the Acceleration Program?
10AM - 2PM (ALL STUDENTS)
9AM - 10AM (SMALL GROUP SUPPORT)
¿A qué HORA es el Programa de Aceleración?
10AM - 2PM (TODOS LOS ESTUDIANTES)
9AM - 10AM (APOYO PARA GRUPOS PEQUEÑOS)
WHAT'S FIELD EXPERIENCE
Every Friday Students will participate in outdoor activities and off campus adventures. (Field Day, Sports Day, Field Trips, etc.)
¿QUÉ ES EXPERIENCIA FUERA DE LA ESCUELA?
Todos los viernes los estudiantes participarán en actividades all aire libre y aventuras fuera de la escuela.(Día de deportes, excursiones, etc.)
SUMMER BRIDGE PROGRAM
ÚNAS E AL SUMMER PROGRAM A BRIDGE
JULY 6 - JULY 30, 2021
Students will become familiar with the learning environment and get acclimated with CHEC culture while building relationships with staff.
Los estudiantes se familiarizarán con el entorno de aprendizaje y se aclimatarán con la cultura CHEC mientras construyen relaciones con el personal.
NEW ACTIVITIES AND PROGRAMS AWAIT!
NUEVAS, ACTIVIDADES ESPERANY PROGRAMAS!
SUMMER BRIDGE PUENTE GRADE 9/10: CLICK HERE
Perla Guzman Martinez, a sophomore at Columbia Heights Education Campus, struggled to catch up in her classes after recovering from COVID-19.
Tyrone Turner / WAMU/DCist
Perla Guzman Martinez woke up on the second day of the year in a cold sweat. The 15-year-old’s body ached and she could not stop shaking.
The teenager said does not know how she and the rest of her family became infected with the coronavirus. The family is careful to wear face masks outside their apartment in Fort Totten, which they only leave for necessities.
After two weeks of missing class, Guzman Martinez’ coronavirus symptoms began to ease. But as she prepared to log back on for virtual learning, the sophomore at Columbia Heights Education Campus in the District faced another challenge: finals.
“At that point, school wasn’t even important, if I’m being completely honest,” she said.
Her mother and stepfather, who are not fluent in English, suffered more severe symptoms of the virus than the teenager did. The language barrier meant Guzman Martinez and her older sister, a college student, became responsible for tracking down information about COVID-19 testing sites and local organizations that were offering food and other assistance. The 15-year-old helped care for her parents as they recovered, brewing tea and cooking eggs and bacon and quesadillas.
“What people don’t talk about is the emotional toll that having COVID takes on you,” she said. “It’s really hard to focus because there are so many other worries.”
That toll has been unevenly felt among the D.C. region’s public schoolchildren.
MISSION AWARD RECIPIENTS - TEACHER OF THE MONTH
SOCIAL MEDIA HUB
At CHEC, there is power in student voice, and it isn't a voice that teachers can give. We don't give voices here. We make space for students interested in learning how to fight for their lives, our lives, and their nation. From discussion about the disproportionate impact of Covid-19 in communities of color, to immigration reform, housing descrimination, mass incarceration, police brutality our students are ready, willing and able to engage in courageous conversations.