School Profile: Bruce Monroe Elementary School
By Ingrid Drake - DC NORTH/CAPITAL
JUNE 2006


An Emphasis on Multi-Cultural Education


When Bruce Monroe Elementary participates in Teatro de la Luna’s Spanish poetry contest each September, Spanish-speaking students serve as translators and are seated next to their classmates who are learning the language.

Teachers see immigrant students display greater self-confidence, African American students more quickly acquiring second-language skills, and closer relationships developing between the two groups.

With recent lessons in the Chinese New Year and trips to the Smithsonian’s Native American museum, Bruce Monroe emphasizes multi-cultural education. During Hispanic Heritage month, “La Plaza” is set up for children to learn arts and crafts, including tortilla-making. This past African American History Month, children made masks and enjoyed food-tasting, as well as joined into the “Dream Alive” program at nearby Howard University.

Bruce Monroe’s goal that “Our Heritage Grows” is attracting the interest of neighborhood families. “We have a waiting list for our pre-K and Kindergarten Dual Language Immersion program,” says Dr. Palacios, who is serving her 5th year as Principal.

Two years ago, Bruce Monroe launched the Immersion Program, which teaches English and Spanish to pre-k through 1st graders. With each passing year the program will include another grade, and next year it will be 2nd grade. A committed group of teachers crafted the program, attending conferences and working unpaid on Saturdays to make sure the program reflects current research and student needs.

Why is bilingual education so important? “The research shows [Spanish speaking] students do better if they learn reading and writing in their first language,” says Kindergarten English language teacher Ms. Snydacker, a recent DC Teaching Fellow. “Then, with English, they just pick it up,” adds Ms. Toledo, the Spanish language Kindergarten teacher.

Ms Toledo taught at Bruce Monroe before the students had the opportunity to learn Spanish and saw the children from immigrant families appear very shy. “They didn’t feel part of what was happening.”
“It’s sad to see a child who cannot speak a word of Spanish. Those are their roots,” says Ms. Toledo, who is originally from Puerto Rico and uses folklore, music and other creative methods to bring many different cultures into her classroom.

Another bright spot at Bruce Monroe are the new windows that recently replaced dark tinted windows. This change came from years of parent advocacy to the Board of Education. In fact, parent leadership is an extraordinary element of the school.
When repeated calls to facilities management at DCPS headquarters did not result in repairs, last Thanksgiving break parents and staff pooled their time and money to fill a hole in the school’s parking lot. This May, a mother testified in Spanish and a grandmother in English at the School Board about the slow progress of renovation efforts, which have left no space for the 6th grade graduation ceremony.

Another policy change that could support the education of children at Bruce Monroe is the preservation of affordable housing. According to Dr. Palacios, many families who are very happy at the school are faced with the loss of affordable apartments in the neighborhoods surrounding Georgia Avenue. A former teacher in her native of El Salvador, who attracts the smiles and attention of children when she walks through the school, Dr. Palacios says sadly, “All the time, kids are moving.”

Academic Achievement:

When DC North asked a group of 2nd graders what they thought of their school, the Bruce Monroe students did not reply, “recess.” Instead, they displayed a real love of learning.
“Math is fun,” chirped Natalie, who is happy to be learning how to “write neatly.” Her classmate Kenneth likes reading and to “add stuff.”

After three years of “needs improvement” based on national standards set by the No Child Left Behind Act, Bruce Monroe made Adequate Yearly Progress (AYP) in Reading, Math and Attendance in 2005. Students scoring proficient/advanced in Reading: 40% and Math: 69%. This marks significant progress from 2004, when 27% were proficient in reading and 39% in math.

Improving Student Achievement:

In the front entranceway of the school, near a chart showing that Bruce Monroe’s Penny Drive raised more than $1,000 to fight childhood leukemia, is a very visible posting of the school’s testing results. It is a battle-call to parents.
With the help of the Ms. Hernandez, the Parent Coordinator, parents have formed an Academic Achievement Committee to regularly observe classrooms activities and share feedback with teachers and staff. “This is not to evaluate teachers, but to see how we can support learning,” says Ms. Hernandez, who also has a child at the school.
Bruce Monroe has a full-time math and reading coach to assist teachers. There are also ten Americorps volunteers serving as teacher’s aides.

In terms of special programs, K-3 grades are using Reading First, which involves rigorous student performance monitoring and follow-up activities. Teachers and students from grades 4-6 have already seen great learning outcomes from the Writing Project, developed by the Teacher’s College at Columbia University.
While the rigid curricula of these programs is considered a good way to measure student progress, they can limit teacher’s creativity, warned some teachers. “Pressures from No Child Left Behind and Reading First can make teachers so fearful, so nervous,” explained Ms. Toledo.
Yet, by far the biggest obstacle to children’s learning at Bruce Monroe, in the eyes of parents, teachers and staff, is the building’s open-space design. Currently three grades are located in large high-ceilinged rooms, split into sections by short moveable dividers. The noise level makes it harder for children to concentrate and makes teaching more challenging.

While DCPS is renovating one floor to create separate classrooms, if the other 2/3 of the school is to be renovated, it is up to parents to supply the materials and labor, says Ms. Hernandez. DCPS did not respond to DC North’s request for a comment.

Parent Teacher Association (PTA):

There is not currently a PTA, but an active group called Parents and Friends of Bruce Monroe meets every Tuesday 8:30-10 a.m. With support from the Tellin’ Stories Project, a nonprofit group, Ms. Hernandez coordinates this group, which includes many grandparents, and helps coordinate school activities, including making reminder calls for parent/teacher conferences.

After School Programming:
As part of DCPS’ After-School for All program, almost 150 students participate and many teachers work to coordinate arts and crafts, homework help, and sports from 3:30 p.m.- 6 p.m. The program is free and open to all students.

Technology:
After renovation of its media center, Bruce Monroe will have a computer lab. Currently each teacher has at least four computers for student use.

Faculty and Staff:
Of 27 teachers, nine are men, and many are immigrants from around the world. While losing six teachers last year, this year Dr. Palacios does not think she will lose any. All three of the faculty DC North asked said they love being part of the school.

Physical Education (PE):
A young and energetic full-time PE teacher uses a sizable concrete playground for basketball, health, games, and soccer, to name a few of the activities.

Physical Plant/Playground:
Renovations of the gym, parent’s resources room and some classrooms were supposed to be completed by March. DCPS was not able to provide DC North with a timeline for completion.

The school is kept very clean - only the classrooms are cluttered with student’s artwork and projects. Although inspiring messages of peace are painted on some of the walls, the stairwells and lunchroom are windowless and painted a dreary grey green.

With the help of parents and Hands On DC volunteers, the school’s outside dark brick walls are covered with cheerful and colorful murals, including a world map. The schoolyard holds new playgrounds, but there is very little green space or trees surrounding the school.

There is a constant battle against trash and graffiti caused by people have been cutting locks and fences to get into the playground. This is partially a result of a lack of adequate recreation space in the neighborhood, believes Dr. Palacios. “You can’t blame them, what else are they going to do?”

The DC government is in the midst of redeveloping the nearby Bruce School, likely entering into a long-term lease with a charter school, which gets first preference for public land. Other possible uses of the site include “recreation, park or landscaped open space for the use and enjoyment of neighborhood residents,” or “new housing, both affordable and market rate.”

Community Partnerships:

Tellin’ Stories Project of Teaching for Change
Americorps
Howard University
DC Reads
Lunch-time tutors from the law firm of Piper Rudnick, LLP
Big Brothers/Big Sisters

Uniforms:

Yellow tops and dark green bottoms are required.

Discipline/Conflict Resolution:

Dr. Palacios feels “lucky” to have two counselors in the school helping children, families and teacher’s address behavior and emotional issues. Bruce Monroe boasts almost zero suspensions, with in-school detentions used as a last resort.
While some children have been trained as peer mediators, there does not seem to be a lot of emphasis on that program or other conflict resolution efforts at this time.
Two officers from the nearby police substation are often in the school. Their presence helps the children behave, believes Dr. Palacios, who sends the officers to visit the children who are in school-detention.

Security:

One guard on duty from 7:30 a.m. to 6 p.m. All visitors must sign-in at the front desk.

Bruce Monroe Elementary School
3012 Georgia Ave.,
NW Washington, DC 20001
PH :202.576.6215
Early Childhood/Head Start, Pre-K through 6th
Size: 338 (65% Latino, 35% African American)
Class Size: 20 (average)Free Lunch/Breakfast: 90 %

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