Student handbook

School Year 2023-2024 

 

 

Briya at Shepherd 

801 Shepherd St. NW 

Washington, DC 20011 

(202) 797-7337 

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Mary’s Center—Kalorama 

1707 Kalorama Rd. NW 

Washington, DC  20009 

(202) 420-7200 

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Fort Totten 

100 Gallatin St. NE 

Washington, DC 20011 

(202) 232-7777 

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Mary’s Center—Georgia Ave 

3912 Georgia Ave. NW 

Washington, DC  20011 

(202) 545-2020 

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June 2023 

 

Dear Briya Family, 

 

We would like to welcome you to Briya Public Charter School. Briya’s mission is to strengthen families through culturally responsive two-generation (2-Gen) education. Briya was originally founded in 1989 and is consistently ranked a Tier 1 high-performing school in both adult education and early childhood by the DC Public Charter School Board, which is the best ranking possible. 

  

Briya educates adults and young children who live in Washington, DC. 2-Gen programming includes adult education classes—which combine English for Speakers of Other Languages (ESOL), digital literacy, and child development — and infant, toddler, and pre-K classes for the children of adult students. Briya also offers a Medical Assistant Program and a Child Development Associate Program. 

 

We look forward to working together to meet your goals. We encourage you to take advantage of all the services provided by Briya by attending regularly and participating actively. We value your input and welcome any ideas or suggestions you have for improving our school. Feel free to contact us at any time if you have any questions or need assistance. 

 

We look forward to your participation! 

 

Sincerely, 

 

 

 

Christie McKay,  

Executive Director  

 

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Mission 

To strengthen families through culturally responsive two-generation (2-Gen) education. 

 

Educational Focus 

Briya has three main components: Adult Education (including ESOL/Digital Literacy and Workforce Training), Early Childhood Education (including Pre-K, toddlers, and infants), and Child Development/Family Time. The ESOL adult education classes have nine levels: Fundamentals of Reading and Writing, Basic 1, Basic 2, Intermediate 1, Intermediate 2, Principles of Writing, Advanced 1, Advanced 2, and Advanced 3.  Students at the Advanced 3 level may earn their high school diploma through Briya’s National External Diploma Program (NEDP). 

 

While parents are in the 2-Gen adult education classroom, their children are next door in the early childhood education classes. Pre-K is a mixed-age class for 3- and 4-year-old children. Children ages 0 to 2 are in infant and toddler classrooms. Early childhood classes focus on all areas of child development and learning including language, literacy, cognitive, social/emotional, physical development, math, science, and the arts. 

 

Weekly Child Development activities, including Family Time, help parents gain skills to support their children’s educational development. 

 

School Day and School Year Structure 

The school generally follows the DC Public School’s annual calendar.  The school year is 180 to 185 days. 

 

2-Gen ESOL 

Adults, infants, and toddlers receive 12.5 hours of school-based instruction weekly in either the morning or in the afternoon daily. Each week adult students participate in ESOL, Digital Literacy, and Child Development. Pre-K students come from 8:30 to 3:00, Monday-Thursday and 8:30-11:30 on Fridays.  

 

Workforce  

Briya offers workforce training in the healthcare and early childhood fields. A daytime Child Development Associate (CDA) class in Spanish and a Medical Assistant (MA) class are offered as part of the 2-Gen program. In addition, Medical Assistant (MA), CDA-Spanish, and CDA- English classes meet in a hybrid model that spans Monday through Thursday from 6:00-9:00pm 

 

Orientation 

Following the admissions process, students participate in a week-long orientation during the first week of the academic year. Adults who bring children to the program will also spend time in the early childhood classroom as part of the orientation to child development and the education program. During the orientation, students experience the three components of the program and other activities.  

 

Application and Enrollment  

Briya admits students to its program as a family unit in order to promote educational advancement of the entire family.  The adult files an application on behalf of the adult student and their child.  These applications are then submitted to an enrollment lottery if one is required due to receipt of more applications than slots available.  

 

The enrollment and lottery dates are publicly announced through the Briya website, flyers, and the newspaper. Names of student applicants who complete applications within the enrollment period are selected at random and placed on the enrollment/waiting list in the order selected.  Students are either placed within any open class slots or assigned to the waiting list from the order in which they are selected in the lottery.  Applications received after the deadline are placed on the waiting list in the order received.  As spaces at each class level become open, students are contacted in order from the waiting list to fill the spaces.    

 

Under this enrollment policy, any parent of a child 0-18 years of age, who is a resident of the District of Columbia, is eligible for admission to the 2-Gen program at Briya. Additionally, any child of a 2-Gen adult student ages 3 to 4 years as of September 30th of the enrollment year is eligible for enrollment in the Pre-K program of Briya subject to the availability of spaces at each class level.  Prospective students are otherwise considered without regard to any measures of aptitude or achievement, ethnicity, national origin, gender, disability, language proficiency, or any other basis prohibited by law. DC adults (age 18 and above for MA, and 17 and above for CDA) are eligible for admission into Briya’s workforce programs.  

 

Admissions Process  

The school’s recruitment and admissions process includes an in-depth explanation of the focus of the school’s curriculum and activities on family literacy, parenting skills, and Family Time. If the school’s adult slots are filled through the enrollment lottery before the Pre-K slots are filled, the school will continue to accept Pre-K students for admission. The Pre-K students will start participation in the classes immediately, while the parents will be placed on a waiting list for adult education and child development classes. These adults will then be called from the waiting list as spaces become available. The prospective students will, in the meantime, be required to attend Family Time activities at the school with their Pre-K students while they are on the waiting list for adult education and child development classes. This policy will allow the entire three component programs—early childhood education, child development/Family Time, and adult education —to continue to function fully.  

 

Applicants are required to submit an application for enrollment as described above and attend a pre-registration/orientation session during the admissions period. During this session, families are informed of the goals and mission of the school, are given an overview of academic and non-academic programs, and are notified of school policies and procedures. The school makes especially clear the requirements related to proof of residency, immunizations and required participation in all aspects of the academic program. Adult students take an English placement test for class level assignment. 

 

During this time, students are assisted in gathering the required proof of DC residency. Any student who is unable to provide the documentation required to prove DC residency may request a home visit to certify DC residency. The required certification process is then completed by the director, or her designee as established by charter school guidelines. Applicants are required to submit all documentation of residency required for enrollment during the period beginning April 1 and prior to October 5 of the enrollment year as established by charter guidelines. 

  

Admissions Preference Policy 

This policy describes the preferences in admission that Briya Public Charter School (Briya) may give to its pre-kindergarten applicants in compliance with the DC School Reform Act. As noted in Briya’s charter, parents and children enrolling in two-generation programs at Briya submit one application for the family; therefore, parents and children are admitted together. Briya applies additional preferences in the following order: 

1. Briya may give enrollment preference to an applicant who is a child of a member of the public charter school's full-time staff so long as enrollment of employees’ children is limited to no more than 10% of the school's total enrollment. 

2. Briya may give enrollment preference to siblings of current or recently admitted Pre-K students.  

3. Briya may give enrollment preference to the child of a current or recently admitted student.  

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Regardless of the aforementioned preferences, Briya complies with DC residency requirements for all students.  

 

Enrollment and Tuition for Non-Resident Students 

Students from the District of Columbia will have priority in enrolling in the charter school, and any non-resident students must pay tuition as determined by the DC Public Charter School Board. Students who do not meet the DC Public Charter School residency requirements and who cannot pay this tuition may be served by non-charter school funding only if available. 

 

Philosophy 

Briya’s school design is based upon its core beliefs about family relationships in education and about how adults and children learn best. 

 

Educational Philosophy   

1. Education is a human right.     

2. Multilingualism and multiculturalism are assets to be cultivated; strong home language and shared cultural identity foster academic and psychosocial benefits.    

3. Education, health care, and social services are vital for families to achieve long-term, healthy outcomes across all aspects of life.    

   

Family Relationships in Learning  

1. Strong family engagement beginning in the early years helps children succeed in school and life.    

2. Parents are children’s most important and lasting teachers; investing in them supports long-term success.    

3. Families pass on language and culture while simultaneously developing children’s cognitive, social, and emotional abilities.    

   

Adults and Learning   

1. Adults bring a wealth of knowledge and experience to the classroom. Effective instruction builds on students’ rich experiences and equips them with the skills and knowledge to meet their goals for themselves, their families, and their community.     

2. Adults learn best through a cycle of practice and reflection and thrive in a supportive learning community where their agency is prioritized.   

   

Children and Learning   

1. Caring relationships provide the foundation for gaining knowledge and skills in inter-related developmental domains and academic content areas.     

2. When teachers intentionally co-create learning experiences with students, children internalize the idea that they are agents of their own learning.     

3. Effective dual-language instruction builds on children’s and families’ unique and diverse cultures, backgrounds, languages, and strengths.    

4. Rich experiences with the natural world promote the development of important characteristics such as attention, mindfulness, self-regulation, and connection.   

 

School Organization 

 

Adult 

Briya strives to provide a supportive, safe, welcoming environment where it acknowledges that all students come with valuable skills and knowledge regardless of their educational level. Teachers help students recognize and value their gifts and abilities utilizing those to maximize learning while at the same time making students feel comfortable to learn at their own pace. 

 

Student Grouping: 

School organization and placement of learners is an important part of creating a supportive educational environment.  There are nine levels of English instruction: Fundamentals of Reading and Writing, Basic 1, Basic 2, Intermediate 1, Intermediate 2, Principles of Writing, Advanced 1, Advanced 2, and Advanced 3.  The initial intake assessment places adult students into their appropriate level. Children are placed into the Pre-K class corresponding to their parent’s class. 

 

Goal Assessment: 
Adult students identify goals for themselves and their family during the orientation as well as on an on-going basis in the adult classes.  Classroom instruction is tailored to meet those goals to capitalize on learners’ motivation, to maximize retention, and to increase outcomes. 

 

Progress/Monitoring: 

Through a comprehensive system of assessments and monitoring, we ensure that students receive the appropriate services, culturally responsive instruction, and the highest quality education.  Differentiated instruction is used to meet the individual needs of learners who may be struggling with the course work or who need more challenging content.  Students are reassessed throughout the year and have the opportunity to advance into higher levels if they show sufficient progress.  Adult students meet with their teacher and their child’s teacher for Parent/Student-Teacher Conferences three times a year to discuss individual progress and goal achievement. 

 

Tutoring: 

Individual tutoring sessions can be arranged for students who need extra academic support. 

 

Pre-K 

The Early Childhood classes offer a high-quality early education program that is based upon the Reggio Emilia approach which centers around the image of the child as a capable person with rights, important ideas, and potential.  The program values and implements inclusion, experiential and outdoor learning, play, relationships, and strong parent and community involvement.  The early education program also utilizes the Creative Curriculum and its fully aligned assessment, Teaching Strategies GOLD.  Teachers plan study topics that are relevant to children’s interests, daily lives, and learning needs. Examples of past studies include insects, trees, boxes, birds, bread, flowers, buildings, clothes, habitats, water, the human body, and wheels. The curriculum and assessment are aligned with the DC Early Learning Standards. The Pre-K program is bilingual 50/50 English/Spanish.  Teachers build children’s oral language in both languages throughout the day, as well as support children’s other home languages.  Briya is an inclusion program that welcomes children with special needs in the classroom.   

 

Pre-K children develop the knowledge and skills to set them up for a successful entry into kindergarten and beyond. Briya utilizes multi-tiered systems of support (MTSS) for language and social-emotional development teaching and emphasizing important skills throughout all parts of instruction.  Children gradually learn to follow routines, develop strategies to regulate their own emotions and behavior, and become part of a caring classroom and school community. At Briya children engage in outdoor play every day which provides them the opportunity to use their bodies, connect with nature and participate in creative play. Children must wear weather appropriate clothing and comfortable shoes. Briya provides outerwear for children who need it to participate in outdoor learning. In addition to schoolwide field trips there are occasional field trips that relate to the current topic of study, for example during a study on wheels children might visit a local car wash or mechanic shop.  

 

Parent Integration 

Parent integration is critical in providing a family literacy environment where parents play an important role in their children’s education.  The first few days of class parents often accompany their children in the early childhood classrooms to ease the adjustment to a new environment and learn about their children’s daily schedule and the learning activities that take place. Parents are encouraged to arrive early to spend time playing in the classroom with their child.  Story times and regularly scheduled Family Time are opportunities for parents and children to learn together. Teachers and parents regularly have conversations about children’s development, learning, and progress.  Parents are encouraged to take books home daily from the classroom lending libraries to read with their children. 

 

Curricula

 

Adult Education Curriculum:   

Briya has adopted the CASAS Competencies & Content Standards, the College and Career Readiness, and English Language Proficiency Standards for Adult Education as key tools for the development of the adult student content and performance standards, curricula, lesson planning, and goal setting. The curriculum is designed to raise English proficiency and literacy levels; to improve computer, job, and parenting skills; to promote problem solving, critical and creative thinking; and to strengthen successful interpersonal skills and the ability to work as a team. These skills are essential for full participation in daily American life, for supporting one’s child’s education, and for economic success. 

 

Pre-K & Early Childhood Curriculum:   

As mentioned above, Briya uses a Reggio Emilia-inspired approach as well as the Creative Curriculum which is a developmental curriculum that provides a clear sequence of objectives for birth to third grade, as well as essential experiences to meet those developmental and academic milestones. Briya’s approach to curriculum for children is emergent; the curriculum and classroom experiences emerge from a combination of the children’s interests, the local environment and resources, and provocations that teachers provide for children that are designed to engage the senses and support knowledge and skill development.  Careful observation and documentation of learning gives teachers necessary information to be able to scaffold and guide children in pursuing their interests while meeting academic goals. Briya also draws from its active engagement in Project Zero (a research center that explores topics in education such as deep thinking, understanding, intelligence, creativity, and ethics) to create a culture of thinking and encouragement of student voice and purpose. 

 

Assessment 

The school uses a variety of assessment methods including standardized testing, portfolio assessment, teacher-created assessments, progress reports, and goal setting to make certain that it is meeting the needs of students and offering high quality services. 

 

Adult Assessment:  

Adult students are pre-tested using the Comprehensive Adult Student Assessment System (CASAS). The CASAS system is a widely used national assessment tool which integrates assessment, curriculum, and instruction. The results of the exam help students and teachers to identify educational needs and to see the progress students are making when post-tested. 

 

Pre-K Assessment:   

Briya uses Teaching Strategies GOLD (ongoing curriculum-based assessment throughout the year), the Ages and Stages Questionnaire (ASQ), and ASQ SE, the Pre-IPT (Oral Language Proficiency Test), and additional diagnostic assessments when necessary to gather information to support children’s success. Teacher/child interactions are evaluated using the CLASS assessment in Pre-K, toddler, and infant classrooms. Additionally, the Pre-K classroom may use additional assessments as part of the MTSS model. 

 

Student-Teacher Meetings 

Student-teacher and parent-teacher conferences are scheduled three times per year.  In the adult student-teacher conferences, the discussion covers the student’s progress in class, CASAS scores, results of teacher-created assessments, attendance, progress towards individual goals, and any other relevant topics.  Conferences with parents of the children cover the child’s academic progress. Parents and teachers communicate and collaborate on establishing learning plans and goals for each child. 

 

Recognition Ceremony 

A recognition ceremony is held in June.  In acknowledgement of their hard work and effort, all students are presented with individual certificates stating the total number of hours they have participated in Briya classes. Children also receive a certificate for their participation in the school. 

 

Student Services 

Student Services coordinators provide support and referrals to community resources, including Mary's Center.  They also plan workshops, information fairs and other events for students.  Student Services coordinators help with a variety of needs, including health insurance, medical care, legal services, food, clothing, housing, jobs, domestic violence, mental health, school lottery applications and more. Briya is a Community School, which means we work closely with partner organizations, including Mary's Center, to assess needs and coordinate programs and services that support students and their families. 

 

Student Leadership 

Student Council  

The Student Council is comprised of student representatives from each adult class and PreK parent representatives. Student Council members have input into decisions that affect curriculum, school schedule, social events, and other school policies and activities. In addition to these duties, the Student Council gives input on improvements for the coming semesters. They are also called upon to represent the program to visitors and evaluators of the school. Student Council members may be invited to represent Briya and its student body at relevant city and nationwide events. Student Council meetings are held three times per year.  Before each meeting, teachers provide an opportunity for all students/parents to give input. The 

 representatives discuss student/parent comments and recommendations during the Student Council meeting where the Briya School Leader and Student Services staff are present. Student/parent recommendations are then presented at Board of Trustees meetings and appropriate actions are taken as needed. 

 

Briya Voices for All 

Briya Voices for All is a student group that is open to all Advanced students who are interested in advocating for city level changes that impact students, families and community.  This group meets weekly to learn about issues that affect our school and community; how DC government is structured and how decisions are made, civic engagement and rights, and how to organize and advocate for change.  Students participate in advocacy events, DC council hearings, and other meetings with experts.  They also share important information with classmates and promote advocacy efforts 

 

Student Ambassadors 

Student Ambassadors are a group of diverse and dynamic students who help promote Briya in the community; at schools, businesses, clinics, and churches, as well as during special events and activities. 

 

Student Agreement 

•  I agree to fully participate in my educational program,   

• If enrolled in 2-Gen, I will fully participate in parent education, the education of my children, digital literacy and English or Workforce.  

• If enrolled in a workforce program, I will adhere to all program requirements. 

• I understand that the program is for a total of 12.5 hours a week. 

• I understand that the attendance policy states that I am allowed a maximum of 4 absences per month. I understand I should call, text or e-mail my site when I am absent. 

• I agree that I will participate for a minimum of 6 months in order to meet my family’s educational goals. If I am also enrolling my child at Briya, I commit to participate for a minimum of a year. 

• I understand that I will participate in field trips including library visits, parent-teacher conferences, and home visits. 

• I understand that as a member of Briya, I can participate in the decision making of Briya through the Student Council. 

• I acknowledge receipt of the student handbook and agree to follow school policies. 

 

Pre-K & Early Childhood Expectations 

• Briya recognizes that parents are children’s first and most important teachers. It is very important for families and staff to work together to support children’s learning. 

• When a child is new to the class, the parent may be asked to stay with the child until the child feels comfortable in the new environment.  Parents may also spend more time in the early childhood classroom to learn about the child’s class. 

• Children should come to school on time and every day. If children miss more than 4 days of class per month parents will need to talk with the director and make an attendance improvement plan. The parent may need to bring doctor’s notes or other documentation. 

• Parents must arrive on time and participate in all Family Time activities. 

• Parents must complete a survey about their children’s development and skills.  Briya will use the assessment (Ages and Stages Questionnaire) to monitor young children’s development and communicate with families. 

• Parents must attend three parent-teacher meetings a year with their children’s teachers. Parents and teachers talk about how the child is doing and ways work together to help the child.  

• Briya uses positive behavior strategies to help children learn appropriate behavior. Parents must not use physical punishment at school or during any school events such as field trips, parties, etc. When needed, staff and families can collaborate on behavior support plans.  

• Sick children must stay at home (vomiting, diarrhea, fever, etc..) Parents must take their child home if their child becomes sick at Briya.  Children must be fever-free for 24 hours before coming back to Briya. 

• The program will not accept children that are not enrolled.  

• Please bring an extra set of clothes for your child. Write your child’s name and classroom on the clothes.  The clothes will be kept in the classroom.  If these clothes are used, please take them home and bring in clean clothes. 

• Children should wear clothes that are appropriate and comfortable for the weather.  Children should wear shoes that are comfortable to walk in and play in at the park. Children’s clothes will get dirty at Briya as they play and do arts and crafts. 

• Children do not need to bring toys from home unless the teacher asks for a special activity.  Toys are to be kept in the child’s cubby.  

• Please put your child’s name on all bottles, snacks, and belongings. Do not bring glass bottles or containers. 

• Snack and lunch foods in the infant/toddler program must be healthy. 

• Juice is not allowed.  Children may drink milk or water while at school. 

• Soda, chips, gum, and candy are not allowed at school.  

• Peanut-butter is not allowed at school. 

• As soon as class is over, please go immediately to the area to pick up your children.  

• Birthdays: Briya early childhood teachers use a special routine to make each child feel special on their birthday. Please talk to your child’s teachers or the Early Childhood Coordinator at your site and do not plan to bring treats in for children’s birthdays. 

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Infant/Toddlers Specific -  

• Infant and toddler parents MUST always remain in the building. 

• Staff will tell you if your child needs a diaper change. Please go to the Early Childhood classroom to change your child’s diaper.  

• Please bring a small blanket, diapers, wipes, a bottle and all the supplies that your child may need. 

 

Attendance Policy 

Students are expected to come to school every day. Instructional days include field trips, celebrations, and Parent/Teacher, Child/Teacher conferences. It is mandatory for all students and parents of Pre-K students to call-in to let us know when and why they are missing class. 

 

2-Gen Attendance Policy  

Briya’s attendance policy is to promote student learning and community building. Adult learners have complicated lives, face barriers and have competing priorities that can interfere with attending class. The intent of this policy is to support learners in addressing barriers and mitigate competing priorities to enable them (and their infant and toddler children) to attend class regularly. When this is not possible, we will be in conversation with the student so that they have the support they need to focus on immediate matters and return to class when they are able to attend regularly. 

 

If adult learners miss more than four (4) days of class per month, they are required to meet with a Briya staff to develop an attendance plan. If a 2-Gen ESOL adult student, infant or toddler is absent (excused or unexcused) 10 instructional days in a month, they are unenrolled and removed from the class list. 

 

Individuals who take parental leave may return at any time if there is space for their newborn child and if they return within the timeframe arranged with staff. Pre-K students are expected to remain in class while the adult student is on parental leave or has been unenrolled. 

 

If a Pre-K student misses four or more days of class in one month, whether excused or unexcused, the Pre-K child’s parents may need to meet with Early Childhood Management to develop an attendance improvement plan. 

 

The following will be considered excused absences. Documentation should be provided as proof. Note: Absences due to poor weather or over-sleeping are not excused absences. 

• Employment (for adult students) – work schedule conflict 

• Illness – provide proof from Doctor’s office if available (ex. appointment card, prescription, medication) 

• Doctor’s Appointments – provide proof from Doctor’s office if available (ex. appointment card, prescription, medication) 

• Quarantine of family – provide proof such as a doctor’s note 

• Renewing health insurance – provide proof (ex. paperwork) 

• Emergencies (ex. accidents, death in the family) 

 

Tardiness and Absences Policy 

 

Phase 1: The teacher/coordinator talks to student with excessive tardiness or absences. 

Phase 2: The coordinator or Director of Adult Education does a Student Attendance Report where issues related to tardiness or absences are discussed, referrals for services are provided, and an improvement plan to reduce tardiness is developed. 

Phase 3: The student and staff meet to discuss if the student is following the plan or not; and what steps need to be in place if the situation continues. 

 

Home and Hospital Instruction Policy 

 

The purpose of this policy is to document the processes and procedures for applying for and receiving home or hospital instruction (HHI) at Briya Public Charter School.  

 

Pursuant Chapter 25, Subtitle A, Title 5 of the DC Municipal Register: Students’ Right to Home and Hospital Instruction HHI, Briya is required to offer academic instruction and support to students who have been or will be absent from school for ten (10) or more consecutive or cumulative school days during a school year due to a health condition. For non-compulsory age students who do not have Individual Education Plans (IEPs), Briya will work with the student and their family to determine if exiting for a period is a better fit for that student’s situation (e.g., if an adult student gives birth to a child).  

Briya’s unenrollment policy gives preference to previously enrolled students who wish to return after a medical absence. 

 

Application for Home and Hospital Instruction 

An adult student or parent of a prekindergarten student seeking HHI may submit an oral or written request to Briya PCS. Within two school days of an initial request for HHI, Briya will: 

• Make available the written application for HHI; and 

• Document the request for HHI in the student’s record.  

Any applicant for HHI is required to present a medical certification from their health care provider. The request cannot be granted until medical certification is provided. Briya will deny any application for HHI if the application is missing information or is otherwise incomplete. An application for HHI should not be used in the instance where a student’s IEP requires HHI as the student’s least restrictive environment under IDEA.  

 

Briya will provide a written decision on the submitted application that:  

• Includes a written explanation of the basis for the approval or denial; 

• If approved, describes a written plan for the delivery of HHI that includes the service delivery location, service to be delivered, identification of virtual and/or in-person service delivery as the method of service, identification of the number of hours per week of direct instruction for eligible students according to the medical certification of need, and the schedule for service delivery;  

• States specifically, if Briya denies the application, that the basis for that determination is that the application or medical certification of need was missing information or incomplete; and  

• Provides information on the right of a parent to appeal Briya’s approval or denial of the application to the Office of the State Superintendent of Education (OSSE). 

If HHI is approved, during the provision of such instruction Briya may make reasonable requests for information from the parent concerning the student’s continuing medical need for HHI and work with a student’s parent to develop accommodations or measures that would permit the student to return to school. 

 

Medical Certification of Need 

A medical certification of need is a written statement, either on a form provided by OSSE or any other form containing this information, signed by a licensed physician, licensed nurse practitioner, licensed clinical psychologist, licensed mental health counselor or therapist, or physician assistant that: 

• States the signatory’s license number; 

• Certifies that a student has been diagnosed with a health condition and explains how the health condition has caused or is anticipated to cause the student to be unable to attend in-school instruction, on a continuous, partial, or intermittent basis, at the student's school of enrollment or attendance for ten (10) or more consecutive or cumulative school days during a school year; 

• Contains a recommendation that the student receive HHI, to the extent permitted by the student's health condition; 

• States whether there is a maximum number of direct instructional hours that the student may receive per week based on the student’s health condition; 

• States the anticipated duration and frequency of the student's health condition, and the needed start date of services; and 

• States whether the student's health condition is anticipated to cause continuous, partial, or intermittent absence from school. 

A medical recertification of need is a written statement, either on a form provided by OSSE or any other form containing this information, signed by a licensed physician, licensed nurse practitioner, licensed clinical psychologist, licensed mental health counselor or therapist, or physician assistant that: 

• States the signatory’s license number; 

• Verifies the continued need for HHI and whether the student requires instruction in a home or hospital; 

• States whether there is a maximum number of direct instructional hours that the student may receive per week based on the student’s health condition; and 

• States the anticipated duration and frequency of the student’s health condition. 

 

HHI Delivery and Attendance 

Briya will design a HHI program that promotes participating students’ academic progress, allows the student to stay current with classroom instruction in core subjects to the greatest extent possible, fosters coordination between the student’s classroom teachers and the HHI instructors, and facilitates the rapid reintegration into classroom instruction when the student returns to school. HHI instructors will provide content aligned to that being provided in the student’s classroom at Briya. 

 

Briya will begin delivering HHI to a student whose application has been approved no later than five (5) school days after Briya approved the application. 

 

Briya will identify and provide a minimum number of hours per week of direct instruction for an approved student based on the medical certification or recertification of need. 

 

Briya may adjust the minimum required amount of direct instruction based on the student’s schedule and amount of in-school instruction the student is expected to receive. 

 

Direct instruction will be provided in-person by a home or hospital instructor, except that with the consent of the parent, direct instruction may be provided by a home or hospital instructor via real-time videotelephony or asynchronous learning. Briya may provide direct instruction via videotelephone in real-time or asynchronous learning without a parent’s consent in the following circumstances: 

• During a public emergency, including a public health emergency, declared by the Mayor of the District of Columbia; 

• When the student has been diagnosed with a communicable disease as defined in 22-B DCMR Chapter 2, or any superseding regulation; 

• When a household member has been diagnosed with a communicable disease as defined in 22-B DCMR Chapter 2, or any superseding regulation, if the student is to receive instruction at home; 

• When Briya determines that safety concerns prevent in-person instruction; or 

• When the student is receiving medical treatment outside of the District of Columbia. 

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Briya may satisfy the provisions of this section through employing staff to provide instructional services to a student, contracting with private providers to deliver instructional services, contracting with other LEAs to provide instructional services, or combining any of the foregoing delivery options. 

 

Briya will maintain a student receiving HHI on the regular attendance roll and count the student as medically excused, except when a student is not available for HHI, in which event the student may be counted absent. 

 

Briya will ensure due deference to the medical opinions set forth in the medical certification of need, including any medical opinions regarding the return of the student to in-school instruction when medically feasible, including the use of accommodations or supports recommended by the medical professional. 

 

Upon return of the student to in-school instruction, Briya may propose accommodations to allow the student to remain in school. Such accommodations must be agreed upon in writing by the medical professional signing the medical certification of need who agrees that such accommodations meet the medical needs of the student and permit in-school instruction. 

 

Students with Disabilities 

For students with individual education plans (IEPs), Briya will continue to deliver instruction in accordance with each individual student’s IEP. Content delivered during HHI will continue to align with the content being covered in the student’s class for the duration of their time away from school.  

 

When a parent makes a request for HHI for a student who is suspected of being or is eligible for special education services under the IDEA, Briya will:  

• Provide the parent with notice of the procedural safeguards under the IDEA defined by 34 CFR § 300.504; and 

• Consider whether the request for HHI could impact the student’s educational placement in the least restrictive environment, and if so, convene a placement determination team to review and revise the educational placement of the student, as appropriate, and to review and revise the student’s IEP, as appropriate. 

If Briya convenes a placement determination team to review whether the educational placement of a student with a disability should be changed, the determination and eligibility for HHI will be governed by the IDEA and any applicable District law or regulation governing IDEA rather than the standards in this chapter. 

 

If a student with a disability is placed in HHI in accordance with the IDEA, the provision and duration of services will be governed by the IDEA and any applicable District law or regulation governing IDEA rather than the standards in this chapter. 

 

Mediation and Appeals 

Should a parent or adult learner wish to appeal the decision made by Briya about their right to HHI, they can submit an appeal to the Office of the State Superintendent of Education. The appeals form can be found here. 

 

A parent may appeal Briya’s decision to approve or deny a request for HHI by submitting a written request for an appeal to OSSE. An appeal to OSSE will be submitted within ten (10) calendar days of receipt by the parent of the Briya’s written decision. The written request for an appeal will:  

• Include the student’s name, date of birth, universal student identification number (USI), and the name of the LEA of enrollment (Briya) and school of attendance at the time of the appeal request;  

• Describe how the denial or approval decision made by the LEA was not made in accordance with this chapter; 

• Include a copy of the medical certification or recertification of need in support of the request for HHI; and 

• Include a copy of the written decision of Briya.  

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If a parent appeals a decision by Briya to approve a request for HHI, the appeal will be limited to Briya’s decision to approve and will not include an appeal of Briya’s written plan for implementation of HHI. 

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Upon receipt of the parent’s request for appeal, OSSE will provide mediation between the parent and Briya. OSSE will provide the parent notice of the proposed mediation date and an opportunity to request an alternative date for mediation.  

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