Level 1 Flexibility Allocations

Level 1 allocations are unable to be changed. Even a within program, changes cannot occur. This may be determined by fund source requirements or allowability, such as grants and MOUs, legal requirements, or other core operational considerations.

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Special Education – Self-Contained

Special Education – Self-Contained staff (teachers, aides, behavior technicians, and board-certified behavior analysts) are level 1 allocations, while Special Education – Inclusion teachers are level 2 allocations. To see the complete Special Education information (both Self-Contained and Inclusion), please see the level 2 flexibility section for Special Education.

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Library Programs

Purpose

DCPS continues to make significant investments in school library programs in reading, technology applications, and online learning tools.  An effective school library program, implemented by a certified School Librarian, has a direct and positive impact on student learning.

Research shows that a strong library program is associated with a myriad of benefits to students, including increased achievement. DCPS Librarians support MTSS by developing programming in STEM, research, digital citizenship, and media literacy and building a culture of reading and achievement throughout the school.

Requirements

Personnel

• School Librarians must be licensed per the OSSE requirements for School Librarians.
• All schools have been allocated at least a 1.0 Librarian, which is a locked allocation.
• The DCPS Library Programs team interviews all applicants to create a pool from which principals must select. The team works with schools to match candidates to schools. 
• DCPS Library Programs also trains and has a master list of qualified school library substitutes.

Non-Personnel

• From every school’s total non-personnel allocation, $21.66/student is locked as “Library Funds” for the DCPL MOU and electronic library services.
• These level 1 funds are restricted to school libraries across the district. Central Library Programs will collect these specific funds from each school budget account to meet MOU requirements to provide equitable resources for libraries, including books, digital programs, and equipment.

How Funds Are Allocated

All schools are allocated funding for 1.0 Librarian. Due to building and library configuration, CHEC and Oyster-Adams are allocated funding for 2.0 Librarians. Schools are also allocated a library literacy budget of at least $21.66/student for library resources to maintain the MOU partnership with DC Public Library for electronic/print and online library applications.

Budgeting Recommendations

Schools should align support for the school library with additional staffing as per the personnel recommendation above. They should also provide funding to include needed supplies and technology resources for the library for student and staff engagement.

• Schools with more than 600 students should budget a Library Tech Aide to support the school library program.
• Schools with more than 1,000 students should budget a second School Librarian position to support the school library program.
• School Librarians will need to secure specific supplies to process donated books and make repairs to the library collection. Recommended supplies may include:
  • Educational/General Supplies
    • Follett Destiny barcode labels available from Follett School SolutionClear waterproof labels for protecting barcodesBookends, 6 inches in height, heavy duty, multiple quantitiesVinyl label protectors, round, 1.5 by 2 inches to cover book spine labels, multiple quantitiesBook binding repair tape, variety of colors, 2-inch by 15-yard, cloth libraryBook hinging repair tape, acid free and archival safeFolding book jacket covers in various sizesScotch book tape, 2.83 inches by 15 yards or longer to repair paperback booksBook display stands
    Furniture/Fixtures
    • Single- or double-sided book cart
  • Printing (if done professionally, otherwise supplies for paper and ink)
    • Library signage
• Recommended Technology
  • All schools’ libraries must have an instructional laptop for use by the School Librarian and a standalone device or desktop to use at the library circulation desk.
  • It is recommended that schools purchase a second device for the library before the start of the SY24-25 school year. In addition to the DCPS laptop provided by Central Services to School Librarians, schools should provide either a second laptop or desktop that meets the DCPS IT specifications to function as a library computerized check-out station (replace out-of-life-cycle library desk main computers with new laptops or desktop stations).
  • Schools should replace or order a second handheld Follett barcode scanner from Follett School Solutions to support the creation of a self-checkout station at the library desk.
• Funds for the library should not be taken from Arts, Music, or World Language programs.
• Scheduling recommendations and sample schedules can be found on the Academic and Creative Empowerment Planning SharePoint.

Role of the Librarian

The School Librarian empowers and develops every student through a strong schoolwide culture of reading, information literacy, and technology fluency. The School Librarian is expected to be a collaborative instructional partner with every teacher. The School Librarian should also be an integral part of the school leadership team to develop a library program that is responsive to and supportive of school goals. The School Librarian is to be an effective program administrator, developing and managing the library collection and library programs to support student learning. To achieve this and to provide equitable access to library resources and instructional partnership, the School Librarian should have a flexible schedule and cannot be a teacher of record for any course. During SY21-22, schools with a designated librarian professional or library aide staff member saw significantly higher utilization of district offered electronic eBooks. The Librarian supports the school and the library by:

• Supporting online learning by working with students and collaborating with teachers to leverage access to quality online reading materials
• Serving as a school-based POC/lead for educational technology resources (e.g., Canvas Sub-Account administrator, Clever Tech lead, school administrator for digital apps such as BrainPOP, Follett Destiny, SORA, OverDrive, PebbleGo, etc.)
• Serving as the liaison between the school and the DC Public Library
• Engaging students and staff in research skills development, digital citizenship, and information literacy strategies
• Acting as the reading champions of the school, fostering a culture of reading and engagement
• Supporting “reluctant readers” through a variety of interest-based activities such as book clubs, book buddy programs, and individual reading conferences.
• Working directly with DCPS Educational Technology to coordinate access, solutions, and problem-solving for applications
• Serving as the “go-to” knowledge expert for the school, providing answers and/or recommendations to district-wide resources and best practices
• Curating and facilitating the use of knowledge database(s) to support engagement with students and staff
• Managing the school library space, which includes adding resources to the centralized library catalog, repairing library books as needed, inventing the library collection, collecting resources to be used in classrooms, collaborating with teachers to strengthen instruction and increase literacy, and any other duties that sustain and advances the school library program

Role of the Library Tech Aide

Library Tech Aides supports the school and the library by:

• Assisting the library media specialist in ordering and maintaining library materials, supplies and equipment
• Storing, maintaining, managing, and discarding materials according to standard procedures.
• Maintaining schedules for the use of computers, library media centers, books, and related reference materials
• Helping to maintain an orderly and functional room environment conducive to learning
• Assisting in coordinating events such as book fairs and planning activities that encourage and motivate students to read
• Supporting teachers in the instruction of information retrieval skills using the district’s centralized computerized library system
• Presenting educational information to students under the supervision of the School Librarian or a qualified classroom teacher
• Aiding students in accessing research materials to support units of study
• Assisting in the instruction of staff and students in the use and operation of networked computers, software, and related resources
• Assisting teachers in the supervision of students using the library media center and reviewing the work of student helpers or service students
• Reading aloud as required and provides book talks to groups of students
• Processing, circulating, and shelving books and various learning materials
• Stamping, labeling, mending, and cleaning library books and other learning resources
• Helping to conduct periodic inventories of book collection, materials, software, and equipment as assigned

 Central Support

• The Library Programs team handles the procurement of the library resources on behalf of schools via MOU requirements.
• Library Programs provide monthly PD meetings for School Librarians and support staff.
• Library Programs team provides collection development support through analysis and recommendations for the library collection using computer-based reporting.
• Library Programs will provide limited resources/supplies and professional development to enhance makerspaces during the school year. This information will be directed to the School Librarian or library POC administrator when available. The DCPS Makerspace Guide will be the framework that will drive this process.

Points of Contact

• Dr. Kevin M. Washburn, Director, Library Programs, ACE/OTL – kevin.washburn@k12.dc.gov, 202-680-2842
• Dr. Karen Cole, Deputy Chief, Academic and Creative Empowerment, OTL – karen.cole@k12.dc.gov

Helpful Resources

• IMPACT Standards for School Libraries and Librarians (Guidebook #9)
• OSSE Licensure Requirements
• Academic and Creative Empowerment Planning
• Library Programs SharePoint

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Title I – Parental & Family Engagement

Purpose

Title I – Parental & Family Engagement funding for DCPS is 1% of the district’s total Title I allocation. This allocation is distributed exclusively to Title I schools, also supplemental to their local funding, on a per-pupil basis based on the school’s poverty enrollment. The funds must be used to support family engagement initiatives.  

Allowable Uses

An event does not qualify for funding from Title I – Parent & Family Engagement money simply because parents will be in attendance (e.g., a 5^th grade graduation or volunteer awards ceremony). Title I – Parent & Family Engagement is specifically defined in the Every Student Succeeds Act (ESSA) to be used for:

• Helping families become more informed about Title I program expectations
• Helping families learn ways to help their children improve their academic achievement
• Encouraging parent participation in school activities where academic achievement is demonstrated

Expenditures should be planned in accordance with goals, objectives, and activities outlined in your school’s Comprehensive School Plan. Parents and family members of Title I students must be consulted regarding Title I and program implementation plans. Examples of allowable Title I – Parent & Family Engagement expenditures with Title I funds include: 

• Family literacy training
• Parenting skills building
• Meetings to engage parents in planning, development, and evaluation of Title I programs
• Professional development for parents to enable all children in the school to meet State Performance Standards, during the regular school year and the summer
• Translation of information into any language spoken by a significant percentage of the parents of Title I students
• Instructional supplies and materials to assist parent’s understanding of curriculum and content standards
• Equipment and books to create a lending library collection for parents
• Equipment and supplies for a parent resource room to be used for parent workshops and other training sessions
• Postage, communications, and printing to provide ongoing outreach and information services to parents
• Contracts with community-based organizations to provide parent involvement services more appropriately provided by an external agency
• Reasonable expenditures for refreshments or food at parent workshops and trainings, particularly when parent involvement activities extend through mealtime. Typically, meetings over four hours may include a meal as well as meetings that extend through a mealtime.

Points of Contact

• Charmian Makell, Director, Grant Administration – charmian.makell@k12.dc.gov
• Yiesha Thompson, Director, Monitoring and Program Support – yiesha.thompson@k12.dc.gov

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Title II – Professional Development

Purpose 

Title II, Part A funds may be used to support professional development activities as described by the Every Student Succeeds Act (ESSA) and approved in the ESEA Consolidated application for the relevant fiscal year. Funds may be used to provide training to teachers to ensure that the knowledge and skills they have learned are implemented in the classroom. 

How Funds Are Allocated 

Non-Title I schools receive a per-pupil allocation of Title II funding to be used for professional development. These funds are supplemental grant dollars which cannot be combined with local funds. For this reason, the Title II allocation must be used for professional development. Schools work with their federal programs and grants team points of contact to spend funds on allowable goods/services.

Budgeting Recommendations/Requirements

Title II funds for professional development can include teachers of every subject, as well as all other school staff – from principals to librarians to paraprofessionals. It also recognizes that educators learn best when they can collaborate and immediately apply what they learn by explicitly requiring ongoing job-embedded activities that improve instruction.

Title II funds must be used to provide quality, sustained professional development staff/services that:  

• Are intensive and yield a positive and lasting impact on instruction and teachers’ performance
• Are short-term workshops or conferences, supported with a sustainability plan articulated and approved in their Comprehensive School Plan
• Improve and increase teachers’ knowledge of subjects they teach, to include but not limited to, English, reading or language arts, mathematics, science, foreign language, civics and government, economics, arts, history, and geography, and health/physical education courses
• Are an integral part of a school-wide improvement plan
• Give teachers, principals, and administrators the knowledge and skills to provide students with the opportunity to meet challenging content and performance standards
• Improve classroom management skills
• Support training of highly effective teachers
• Advance teacher understanding of effective instructional strategies that are based on scientifically based research and include strategies for improving academic performance.
• Are aligned with and directly related to the content standards
• Are developed with extensive participation of teachers, principals, parents, and administrators
• Are regularly evaluated for their impact on increasing teacher effectiveness and improving student academic achievement

Other allowable uses include:

• Providing training for teachers and principals in the use of technology that improve teaching and learning
• Providing instruction in methods of teaching children with special needs
• Providing instruction in the use of data and assessments to inform classroom practice
• Attending conferences that are supported with a sustainability plan to ensure that essential information and strategies will have a lasting impact on classroom instruction
• Payment of professional development activities that may include tuition and employee training to improve classroom instruction and/or teacher performance

Non-allowable uses include:

• Providing direct services to students and parents
• Purchasing educational supplies, materials, or equipment for student use
• Constructing facilities or paying for installation fees or services

Points of Contact

• Charmian Makell, Director, Grant Administration – charmian.makell@k12.dc.gov
• Yiesha Thompson, Director, Monitoring and Program Support – yiesha.thompson@k12.dc.gov

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Pool Programming

Purpose 

The ability to swim is an important life skill that should be afforded to as many students as possible. Some schools have athletic facilities that include pools, as follows. The following information applies to the schools below, which are part of the DPR Memorandum of Understanding (MOU) agreement.

• Ballou HS 
• Cardozo HS 
• Dunbar HS 
• Marie Reed ES
• Roosevelt HS 
• Woodson HS

Staffing (Personnel Services)

DCPS partners with the Department of Parks and Recreation (DPR) to manage the safety and operations of the pools. Through this partnership, DPR will hire and staff pool managers and lifeguards. Schools that receive these funds will be responsible for hiring a full-time certified Health & Physical Education teacher with a Water Safety Instructor’s endorsement. Marie Reed ES will also receive funding for a Recreation Specialist (Aquatics).

River Terrace EC is not part of the MOU agreement but will receive an allocation of a PE Aquatics Teacher and Recreation Specialist (Aquatics) to support pool programming at their school.

Allocation and Budgeting (Non-Personnel Services)

• Schools will receive $141,583 for the DPR MOU agreement (Marie Reed ES will receive $94,389 through the MOU). These funds are locked into contractual services and moved to the Central Services budget as part of the MOU.
• Schools will be allocated $5,000 in supply funds for pool supplies. These locked funds should be budgeted into recreation supplies/materials and used by the school to purchase the supplies and materials needed for swimming instruction.

Flexibilities and Restrictions

Pool supply funds may only be used to support swimming instruction. Health & PE teachers who teach swimming courses should only teach swimming courses and should not be asked to teach other PE courses. The Pool Health & PE teacher can teach PE2 students during their swim unit.

Elementary Expansion Swim Program

Students from the 62 schools below will travel to nearby pools for swimming instruction. Funds for this program are allocated to the schools exclusively to support the program.

Participating schools will be allocated funding to support the program for the following items, to be shared across the 62 schools and managed by the Health & PE Team in the Office of Teaching and Learning:

• ET-15 PE Aquatics teachers
• Aquatics specialists
• Transportation funding
• Supply money
  • Swimming equipment (extra swimsuits, goggles, swim caps, and towels)
  • Instructional materials (kickboards, buoys, noodles, etc.)

These funds cannot be repurposed to support any other programs or positions. DPR will provide lifeguard and pool operator staffing at their pool sites. Participating schools must have one teacher to assist in the pool during instruction.

Points of Contact 

• Miriam Kenyon, Director, Health & Physical Education – miriam.kenyon@k12.dc.gov
• DPR Point of Contact: DPR Aquatics Division, 202.671.1289

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Credit Recovery

Purpose

Credit Recovery is an alternative to course repetition for students who have previously failed a course required for high school graduation. Credit Recovery targets the course standards in which students are deficient and allows students to work through the content in a self-paced, proficiency-based manner. All high school students who fail an eligible course required for graduation (DCPS 24-CU diploma) may be considered for enrollment in Credit Recovery. Credit Recovery allows students an opportunity to earn course credit by demonstrating mastery of content at the same level of rigor as the original course, consistent with DCPS curricula. This allows students who fail a graduation-required course to continue to stay on-track or get back on-track for a timely graduation.

How Funds Are Allocated

In FY25, a total of 17 schools will receive Credit Recovery funds as a program grant. Funding allocations are based on size of school, number of failures and anticipated course recovery needs, and program and funding usage during the prior year. Typically, schools receive a similar allocation year-over-year; however, there can be shifts to allocations if a school used significantly more or less of the allocation in the previous fiscal year and/or demonstrates a change in need (e.g., higher enrollment, high number of failures during the previous school year, etc.).

Credit Recovery programming is formally offered and funded at the following schools:

Opportunity Academies—Ballou STAY, Luke C. Moore, and Roosevelt STAY—will receive Credit Recovery funding as well. They do not offer Credit Recovery classes but have flexibility to use these funds to support other forms of academic recovery. If students need Credit Recovery courses but attend a school that does not offer programming, those students can cross-enroll in an available program at another school upon approval from that program’s coordinator and applicable teacher.

• In some limited instances, schools without formal Credit Recovery programming can offer Credit Recovery courses if there is a student need, but they must fund it with their own administrative premium. A program proposal must be submitted and approved by Central Services (SASS and Student Engagement divisions).

Requirements/Staffing Guidance

The Credit Recovery budget allows schools to provide administrative premium to compensate Credit Recovery teachers. Instruction can take place after school or before school, and students must attend a minimum of three sessions per week. Student enrollment can take place on an ongoing basis throughout the year, and students should be awarded a grade and withdrawn from Credit Recovery once they complete all required elements of the course, rather than at a pre-determined interval. As this allocation is connected to DCPS graduation requirements, funds must be exclusively used for supporting Credit Recovery.

The default staffing model for DCPS Credit Recovery courses shall be as follows:

• Credit Recovery classrooms shall be staffed by teachers certified in relevant content area(s).
• Credit Recovery classrooms may contain students who are working on different courses, provided that the teacher is certified to instruct across all courses within her/his classroom.
• The teacher-to-student ratio should not exceed 1:15 in Credit Recovery classes, if the teacher is teaching up to two courses at the same time. Teachers may be responsible for teaching up to three courses at a time but may only serve a total of 30 students across the three courses.
• Credit Recovery teachers are compensated $60/hour in administrative premium and should be provided 30 minutes of paid planning time for every three hours of teaching time.
• An administrator and security must remain on site during Credit Recovery program hours.
• Each high school will develop its own schedule for Credit Recovery courses and submit that schedule to the Student Engagement division for approval.
• Each school should designate a staff member to coordinate Credit Recovery and monitor the program (see Menu of Options for staffing suggestions).

Budgeting Recommendations

Since Credit Recovery programming has ongoing entry and is self-paced, the length of each class is difficult to determine; however, schools should anticipate that most courses will operate for at least three terms. The table below details the cost (per teacher) for several different scenarios. Please note, the numbers below are estimates and may vary slightly based on the total days in each term, length of course, etc.

Schools should create a plan for Credit Recovery at the beginning of the year to determine which courses they are able to offer. This plan should be based on student need, teacher availability, and the number of courses they can afford within their budget allocation.  

Menu of Options

Schools have the following scheduling and staffing flexibilities:

• Length of class: It is recommended that Credit Recovery courses take place for 60 to 120 minutes per day.
• Classes per week: Classes can meet three to five days each week. It is recommended that classes meet at least four days each week.
• Multiple teachers: School can choose to hire multiple teachers to co-teach a course. Depending on budget and student need, a school could have two full teachers for the course, or the teachers could “split” a class (e.g., each teacher teaches two days per week).
• Teacher aides: Schools also have the option to hire an aide (e.g., ESOL teacher or SPED support) to provide targeted support to students as needed.
• Courses per teacher: One teacher can teach multiple courses within the same content area simultaneously, as long as they are certified in all subject areas and do not exceed a 1:30 teacher-to-student ratio across all courses.
• Program Coordination: It is highly recommended that each school have a designated staff member to monitor and coordinate the program. This can be a teacher, administrator, Pathways Coordinator, or other support staff member.
  • If the coordinator is a WTU member and is supporting Credit Recovery outside of, or in addition to their tour of duty hours, they are eligible to earn administrative premium.
  • If the coordinator is not a WTU member, they should work with an administrator to create a flexible schedule to ensure that they are not working excessive hours.
• Principals may supplement their Credit Recovery allocation by using additional administrative premium funds to expand or improve the program, such as hiring additional staff or purchasing additional resources.  

Central Support

Central Services provides BOY teacher training and professional development opportunities for program coordinators monthly during the school year. Credit Recovery Coordinators are also included on relevant Central Services newsletters (e.g., College Prep, Counseling Weekly).

Points of Contact

• Liz Wiemers, Director, Student Engagement, Office of SEAD Strategy – elizabeth.wiemers@k12.dc.gov
• Shemia Anderson, Manager, Graduation, Office of SEAD Strategy – shemia.anderson@k12.dc.gov
• Oluwaseyi Oseni, Specialist, Twilight, Office of SEAD Strategy – oluwaseyi.oseni@k12.dc.gov

Helpful Resources

DCPS Credit Recovery Policy

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NAF

Purpose

DCPS currently has 35 NAF Academies (formerly known as National Academy Foundation) across 17 schools. The academy model is embedded with strong college and industry partnerships, internships, and rigorous curricula that culminate in industry-recognized certifications. All academies are supported by Industry Advisory Boards whose members include local business leaders.

NAF Academies may receive funding support from both the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins) grant and the Career Academy (formerly known as the DC CAN) grant. Please refer to the Career & Technical Education section for relevant information.

Requirements

OSSE requires NAF Academies to have a Director (NAF Academy Director, ET-6). Multiple academies within the same school may share a Director, per the College and Career Programs Division’s approval. In some cases, the Director positions are funded externally (Career Academy or other grant) for the first two years, after which point the unit cost of a position will be added to a school’s budget as part of their allocation to cover the Director position. These positions are required to ensure sustainability of the program, and Principals must use the funds as allocated.

The College and Career Programs Division requires NAF Academies to have Career Technical Education teachers (CTE Teacher, ET-15, unless otherwise noted) to sustain a quality program and schedule to required course offerings, as determined by a school’s master schedule. NAF Academy program requirements are as follows:

• Students participate in 3-4 themed courses in sequence as well as take certain core academic classes in cohorts, at times determined by a school’s master schedule.
• Programs start on the first day of school and end on the last full day of the school year.
• NAF Academies are offered to high school students in grades 9^th through 12^th; schools determine if students begin their NAF Academy experiences and coursework in either 9^th or 10^th grade.
• The curriculum for the 3-4 themed courses is determined by the theme of an academy (e.g., Engineering, IT, Health Sciences, Hospitality, etc.).

How Funds Are Allocated

Personnel

All NAF related positions NAF Directors (ET-6), NAF Academy Managers (ET-8), and/or NAF Academy Coordinators (ET-10) are allocated and pre-loaded onto school budgets in the budgeting application based on advisory of the College and Career Programs Division in the Office of Secondary Schools and consultation with school leaders.

Non-Personnel

All academies will have access to OSSE Career Academy Activity Funds through Central Services (CTE Department); the amount academies receive will vary based on academy outcomes and compliance. These funds may be spent on supplies, professional development, equipment, marketing, and activities intended to support the success of students in the program. Career Academy grant funds are managed and controlled by the District’s CTE Director.

Menu of Options

Assistant Principal – If schools wish to have an Assistant Principal over the Academy, Principals should contact the College and Career Programs Division to discuss this option. To budget for the position, Principals should submit a petition and use flexible funding on to budget for the increased cost above the NAF Academy Director role. Unlike NAF Directors, Assistant Principals have evaluative authority and are required to hold OSSE Administrative licensure. As there is no specific AP-NAF Academy position, Principals should select the appropriate Assistant Principal position that fits their program. This Assistant Principal should primarily oversee the NAF Academy.

Central Support

Financial

Utilizing the centrally managed Perkins grants, the College and Career Programs Division supports the purchasing of supplies, professional development, equipment, marketing, and activities intended to support the success of students in the program. Requested non-personnel services funds must be spent on allowable uses according to Perkins Grant.

Non-Financial

The College and Career Programs Division at Central supports operations and implementation of Career Education programs, including but not limited to data collection and feedback reporting, professional learning and development, and management coaching and training. Additionally, they provide budget management and support to meet annual funding goals.

Point of Contact

Crystal Smith, Director, Career Education Programs – crystal.smith4@k12.dc.gov

Helpful Resources

DCPS CTE Website

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Ninth Grade Academies (NGA)

Purpose

Ninth Grade Academies nurture first-year 9^th grade students, so they transition successfully to high school, promotion, graduation, college, and career. Progress and results are measured by the following student outcomes:

• On-track to promote rates each term and final promotion rates after summer school of each year.
• School attendance as measured by an average in-seat attendance rate.
• Student conduct and behavior as evidenced by the number of student suspensions and in active student engagement in academic tasks.

Effective Ninth Grade Academies in DCPS provide rich, responsive, and well-rounded educational experiences for students transitioning from eighth grade to succeed in ninth grade and beyond. Personalized instruction ensures that students have meaningful reasons to engage in school and that they experience energetic learning and work toward their individual and shared goals for future studies and careers. Successful Academies have strong student to adult connections, clear expectations of all facets of schooling create, and maintain a high-quality learning environment. The participating schools are Anacostia, Ballou, Cardozo, Coolidge, Eastern, Dunbar, Ron Brown, Roosevelt, and Woodson High Schools.

Requirements

• The Ninth Grade Academies program is subject to the terms of the Title I grant which funds it.
• Academy APs must be fully dedicated to academy implementation with additional duties as time permits.
• Academy money must go directly to support academy students, teachers, and staff, and spend plans must meet the terms of the Title I grant.
• DCPS offers this program as a strategy to increase the number of ninth graders who graduate from high school in four years. The schools that currently have this program – Anacostia, Ballou, Cardozo, Coolidge, Eastern, Dunbar, Ron Brown, Roosevelt, and Woodson High Schools – have a demonstrated need in this area.

NGA students are first-time 9^th grade students who are registered in English 1 in the current school year. English 1 and at least 6 credits are required for promotion to the 10^th grade and for graduation. “First-time 9^th grade student” is defined as a student whose first 9^th grade year is the current school year. Students receiving special education services with 20+ hours on their IEPs who are in self-contained classrooms and ML level 1 students are excluded.

How Funds Are Allocated

Every school is allocated an assistant principal to oversee academy operations, evaluate staff, and support students. Additionally, each academy is allocated a specific amount of administrative premium and non-personnel dollars relative to their size to fund academy operations and activities.

Menu of Options

Ninth Grade Academies spend their funds according to spend plans they create annually. There are no changes schools can make to allocations during the budget development process. However, adjustments can be made throughout the year as each academy AP works with the NGA Central Coordinator to reprogram funds to where they foresee the most need and based on where the school spent the most money the previous fiscal year. See the spending guidance included in helpful resources for more information.

Central Support

Financial

Each academy is allocated their own NPS and PS funds from the Title I grant. No additional financial support from Central Services is provided.

Non-Financial

The Director of Ninth Grade Academies leads on-going, job-embedded professional development for ninth grade academy APs focusing on: leadership, facilitation skills, feedback to teachers, instructional practices, student engagement, cultural competence, DCPS curriculum and assessments, consistent grading practices, and routine analysis of all data used to measure student progress.

Points of Contact

• Chrisanne LaHue, Director, Ninth Grade Academies – chrisanne.lahue@k12.dc.gov
• Sara Hassan, Specialist, Grade Level Academies – sara.hassan@k12.dc.gov

Helpful Resources

Ninth Grade Academy Handbook

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JROTC

Purpose

Army Junior Reserve Officers’ Training Corps (AJROTC) or Navy JROTC (collectively, “JROTC”) is a dynamic, challenging, and rewarding leadership development program based on the principles of performance-based, learner-centered education that promotes development of core abilities: capacity for life-long learning, communication, responsibility for actions and choices, good citizenship, respectful treatment of others, conflict resolution, and critical thinking techniques.

Requirements

Based on an agreement with the Department of Defense, programs must have two instructors:

• Senior Instructor (Teacher – JROTC Department Chairman) who is a commissioned officer; and
• Instructor who is a non-commissioned officer (Teacher – JROTC Instructor).

Unless otherwise noted, both instructors must be ET-15 positions with a bachelor’s degree and higher or EG-9 with a minimum of an associate degree.

If a JROTC program has had two consecutive years with enrollment greater than 150 students, a third instructor may be added in the third year, pending approval from DCPS and the appropriate branch of the U.S. Military.

How Funds Are Allocated

The JROTC Instructor’s salary is funded through a cost-sharing agreement with the U.S. Department of Defense unless the program is classified as an NDCC (National Defense Cadet Corps) program. DCPS schools pay the equivalent of a full-time position, and the Department of Defense reimburses per the cost-share agreement.

Under the advisory of the College and Career Programs Division in the Office of Secondary Schools and through consultation with school leaders, JROTC Instructors will be pre-populated in school budgets according to the requirements above. These positions will appear as Teacher – JROTC (Senior) or Teacher – JROTC (Junior) and cannot be removed without loss of funding.

Central Support

Financial

Central provides support to JROTC for Director’s Office administrative supplies, cadets’ physical training uniforms, the City-Wide Dining Out/Military Ball, transportation support to extracurricular competitions, college visits, and educational staff rides events.

Non-Financial

The JROTC Team within Central provides curriculum, teacher support, and IT equipment for JROTC classrooms. The JROTC Team also leads the JROTC Cadet Leadership Challenge Summer Camp, available to JROTC students based on availability.

Points of Contact

• Colonel (Retired) Martin D. Compton, Director, JROTC, Office of the Secondary Schools – martin.compton@k12.dc.gov
• Federico Boyce, Operations and Training Specialist, JROTC, DCPS – federico.boyce@k12.dc.gov

Helpful Resources

U.S. Army Junior ROTC Website

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International Baccalaureate (IB)

Purpose

DCPS continues to support International Baccalaureate (IB) programs across the school district to provide access to rigorous and internationally recognized academic programming. IB aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. IB schools receive ongoing, IB-accredited professional development in support of IB’s approach to teaching and learning, including developing students who are global-minded, critical thinkers.

Requirements

The following chart describes staffing requirements for the authorized IB programs. These requirements are mandated by the International Baccalaureate Organization and are required for schools to maintain their IB World School status.

How Funds Are Allocated

Schools will receive an allocation line item titled “IB Funds.” This line is inclusive of the chart below, and once budgets are submitted, the “IB Funds” will be moved into the appropriate budget lines by the School Finance Team based on the below spend plan.

The following chart describes what is funded in the “IB Funds” line allocated to schools. Central Services is responsible for managing procurement through IBO and IBMA for annual fees and IBO trainings. All other IB funds are managed by schools.

Central Support

Financial

Based on available funds, the Office of Teaching and Learning may provide opportunities for NPS support, such as teacher professional development for IB schools.

Non-Financial

The Office of Teaching and Learning provides direct support to IB schools, by serving as an intermediary between IB and the schools as needed, supporting procurement as IB’s central billing contact, submitting IB requisitions for all schools, and coordinating district-wide IB showcases and events. Additionally, the Office of Teaching and Learning supports school IB Coordinators through collaborative IB Coordinator meetings and direct individual support.

Points of Contact

• Rohan Dharan, Manager, Advanced and Enrichment Instruction – rohan.dharan@k12.dc.gov
• Bianca Duphey, Director, Academic Innovations – bianca.duphey@k12.dc.gov

Helpful Resources

Schools can learn more about International Baccalaureate at https://www.ibo.org.

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Twilight

Purpose

Through the provision of Title I funding, the Twilight program offers opportunities for students to participate in original credit courses outside of the traditional school day at selected high schools. The Twilight program allows students who are behind in original course credits to get back on a timely path to graduation by providing more flexibility in scheduling and completing courses. Twilight classes are taken in addition to, and not in place of, a full schedule taken during the traditional school day. This means that any students enrolled in Twilight courses must also be enrolled in a full schedule during the traditional day. All students who need to earn one or more credits to get on-track for graduation may be considered for enrollment in Twilight. Twilight cannot be used to accelerate the academic progress of a student who is on track to graduate. Students earn original credits by meeting the required seat hours and successfully completing assignments, assessments, and expectations consistent with DCPS curricula.

How Funds Are Allocated

In FY25, Twilight programming will be offered at all Title I comprehensive high schools. Beginning in SY22-23, Central Services will also offer virtual course offerings available to eligible students in DCPS. Central virtual courses will be funded through the Title I grant, with funds allocated specifically for central programming. Students can also cross-enroll in a Twilight program at another school if programming is not available at their home school. On a limited basis, and with approval from Central Services, schools can offer virtual Twilight classes as well.

The exact amount of funding available to each school is determined based on past funding usage and projected student need. Typically, schools receive a similar allocation year-to-year; however, since the overall grant funding is spread across all participating schools, there can be shifts to allocations if schools used significantly more or less of the allocation in the previous fiscal year.

Requirements

Twilight programing is funded by Title I funding, and all funds must be exclusively used to compensate time spent in direct support of Twilight programming. A designated Twilight Coordinator or other designated staff member should track teacher time and must certify that all time billed to the Twilight fund was completed in service of Twilight programming.

Budgeting/Spending Recommendations

On average, a Twilight teacher position costs about $9,500 per 1-credit course. This includes 120+ hours of instruction, plus planning time. Full credit courses can be scheduled across 1 or 2 terms and should align with the start and end dates of the term(s). A half (0.5) credit costs roughly $4,700 and can be scheduled across one or two terms. For more detailed information on cost, please see the table below. Please note the numbers below are estimates and may vary slightly based on the total instructional days in each term.

Twilight funding operates on the fiscal year timeline; schools that anticipate offering Twilight courses in term 1 of the following school year should ensure that they maintain ample funding in their budget to support programming through October 1.

Staffing Requirements/Menu of Options

School schedules and staffing will vary across schools. Schools have the flexibility to create a schedule that best addresses the needs of their students and accommodates teacher availability within their budget.

Each high school will develop its own schedule for Twilight courses based on the guidance below.

Twilight classes can be scheduled across one or two terms. Course schedules and student enrollment should align with the start and end date of the term(s) and semester. Courses must be scheduled in such a way that students are able to meet the minimum seat hour requirement – 60 hours (for a .5 credit course) or 120 hours (for a 1-credit course) – and must be staffed by a certified teacher.

• Twilight classrooms shall be staffed by a teacher certified in a relevant content area.
• Teachers can only teach one Twilight course during a scheduled time block and may not combine courses; teachers are able to teach two separate sections of Twilight (e.g., block 5 and block 6).
• Full (1.0) credit courses can be offered across 1 or 2 terms and can begin in any term.
• Half (.5) credit courses can be offered across 1 or 2 terms and can begin in any term.
• Courses offered across two terms must align with the start and end of the semester. Courses cannot be scheduled across term 2 – term 3.
• The teacher-to-student ratio should not exceed 1:30.
• Twilight teachers are compensated $60/hour in administrative premium and should be provided 30 minutes of paid planning time for every three hours of teaching time to Twilight students that occurs outside of normal school hours.
• An administrator and security must remain on site during Twilight program hours.
• Students can cross-enroll and participate in Twilight programming at other schools, including virtual classes.
• It is recommended that schools designate a Twilight Coordinator to oversee the program, such as the Pathways Coordinator, counselor, or other student support team member.
• It is not recommended that schools staff a Twilight course with more than one full-time content teacher. If necessary, full- or part-time support staff can be hired to support EL students or students with IEPs.
• Principals may supplement their Twilight allocation by using additional administrative premium funds from their own budget to expand or improve the program.
• Twilight funds cannot be used for any other purpose. If schools feel that they will not use their entire Twilight budget or think they may require additional budget to fully fund the program, they should reach out to the Central Services to determine if reallocation is possible.

Schools should closely examine their student data at the beginning of the year and use the guiding questions below to help determine which courses they should offer via Twilight each year:

• How many students at the school need the course?
• Are there any potential graduates who need the course to graduate this year?
• Of the students who need the course, can any or all of them be scheduled to take the course during the regular school day without disrupting their schedule?
• Could the student cross-enroll at another school that is offering the course or in central virtual programming?

Schools should prioritize courses with a high student need, as well as any courses needed by student(s) for graduation that cannot be taken at another school, through central virtual programming, or during the school day.

Central Support

Central Services will support schools in monitoring teacher hours and submitting appropriate documentation of time worked per the Title I guidance. This will include providing coordinators with a timesheet for monitoring staff hours, an administrative premium memo, reminders for documentation submission, and monitoring spending with individual follow-up as needed. Central Services will also provide teacher orientation for new teachers and provide support with identifying eligible students, creating Twilight schedules, and trouble-shooting technology needs.

Points of Contact

• Liz Wiemers, Director, Student Engagement, Office of SEAD Strategy – elizabeth.wiemers@k12.dc.gov
• Shemia Anderson, Manager, Graduation, Office of SEAD Strategy – shemia.anderson@k12.dc.gov
• Oluwaseyi Oseni, Specialist, Twilight, Office of SEAD Strategy – oluwaseyi.oseni@k12.dc.gov

Helpful Resources

Twilight Program Overview

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Title I – Reading Specialists

Purpose

Reading Specialists have expertise in diagnosing and responding to students having difficulty with reading or writing at all levels. They are responsible for a caseload of approximately 25-30 students at a time. Reading Specialists meet with students on varying schedules and group sizes, depending on students’ needs. They also work collaboratively with classroom teachers and LEAP leaders to support Tier 1 and 2 instruction in the classroom (e.g., collaboratively reviewing student data, providing resources to support needs-based, small group instruction).

*Schools that identify an educator that does not meet DCPS’s qualifications (see Budgeting Recommendations) for a Reading Specialist can leverage educators’ knowledge in the cognitive science of reading research as a Reading teacher.

Educators previously trained as Reading Recovery teachers can be budgeted either as a Reading Specialist or a Reading teacher based on their qualifications. Reading Recovery teacher is no longer a district-supported position, as of SY23-24.

How Funds Are Allocated

In FY25, the following schools will receive a Title I-funded Reading Specialist or Reading teacher:

Schools may choose to budget for a Reading Specialist or Reading teacher. The cost of the position is the average teacher cost.

Budgeting Recommendations

Personnel

• New Reading Specialists must be hired out of a district-approved Reading Specialist candidate pool. The title of Reading Specialist is reserved for educators holding a master’s degree in Reading.
• Schools wanting to hire an educator that does not hold a master’s degree in Reading for a reading intervention-type role should budget for a Reading teacher.

Non-Personnel

• It is strongly recommended that all schools with a Reading Specialist or Reading teacher budget between $500 and $1,000 of educational supplies or electronic learning to purchase resources to support their intervention work. For guidance on suggested resources, please contact jason.moore3@k12.dc.gov.

Central Support

Non-Financial

Reading Specialists and Reading teachers are strongly encouraged to attend PD offered by the Office of Teaching and Learning. This includes English Language Arts sessions which are aligned to evidence-based literacy practices and PD that focus on strategies for planning and facilitating Tiers 2 and 3 literacy instruction.

Points of Contact

• Shareen Cruz, Director, Literacy Strategy – shareen.cruz2@k12.dc.gov
• Laura Sanzone, Director, Elementary ELA and Social Studies – laura.sanzone@k12.dc.gov

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