Despite meaningful progress across DC’s education landscape, students with disabilities continue to experience some of the lowest achievement and growth outcomes in the city. This is not due to lack of effort. It is the result of systemic gaps in teacher preparation, professional development, and schoolwide capacity to deliver high-quality instruction to all learners. To address these gaps, the Co-op is launching ALL IN DC, a comprehensive five-year initiative to transform professional learning, instructional quality, and student outcomes across DC charter schools. By 2030, ALL IN DC will establish a sustainable, equity-centered ecosystem of educators and leaders equipped to meet the needs of every learner thus ensuring that students with disabilities not only participate, but thrive.
fewer than 1 in 5 general education teachers nationwide feel well-prepared to teach students with disabilities.
of special education leaders in D.C. spend less than half their time supporting instructional quality.
of students with disabilities in DC are proficient in reading; 9% are proficient in math
ALL IN DC addresses systemic disparities that limit access and outcomes for students with disabilities—particularly students of color—by expanding access to rigorous, inclusive learning environments across D.C.
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Developing a pipeline of professionals who understand the challenges facing our students in classrooms and are equipped with the skills and strategies to strategically remove barriers to student access.
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Building the capacity of instructional leaders to support the delivery of high-quality, evidence-based practices that drive measurable improvements in student achievement and engagement.
“I truly appreciated learning more about UDL and it has helped me reflect on my current practice and improve it. On the one hand, the training showed me how many things I am already doing for students and I was able to fine tune them to make them even more impactful. But I also took away additional teaching skills to support even more learners. I finished the training 6 months ago and it has stuck with me. I reflect regularly on how I am incorporating UDL strategies into my lessons and my teaching has changed a lot even though the training itself was not that much work. As a department chair, I can see similar changes in a lot of my team members. I am very grateful to the facilitators because this training has had a huge impact on my work!”
“When we first began the microcredential process, I wasn’t sure what to expect. This was my first year as a dedicated aide, and I had no way of knowing how this process would impact me. Now that I have completed the microcredential process, I am incredibly thankful that this opportunity was provided to me so early on in my educational career. This process has allowed me to add depth to my role as a paraprofessional in ways I may not have been able to without more experience. I am more aware of the ways I can assert myself in the classroom without overstepping, and I feel more comfortable integrating myself into my student’s IEP team.”
In 2023, the Co-op, with support from DC’s Office of the Ombudsman for Education, SchoolTalk, EmpowerK12, and the Gamba Foundation, brought together the Office of the State Superintendent, 27 DC charter LEAs, community partners, parents, and students to chart a vision that would transform outcomes for students with disabilities. Our report, ALL IN: Getting to Solutions for Students with Disabilities, chronicles the big ideas for how to chart a new course for students with disabilities.
Among the Recommendations:
