Level 2 Flexibility Allocations

Level 2 allocations are rarely flexible. Any shift in the allocation must maintain the intended purpose of the original allocation. Principals must demonstrate how they will meet related programmatic requirements.

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School Mental Health

Purpose

The School Mental Health (SMH) Team ensures the clinical efficacy of services provided by School Psychologists and Social Workers including screening, early intervention, evidenced-based treatment and practice, assessment, professional development, and consultation. School Psychologists and Social Workers are hired for specific areas of work that support both academic and social-emotional growth. Their roles are defined and should be limited to their areas of expertise to ensure their contributions to students, staff, and the broader school community are effective. If a school wishes to change their school mental health allocation, they can but must submit a petition that clearly outlines how services will still be provided. When submitting the petition, they must maintain a portion of the allocation and cannot reduce both positions to zero.

How Funds Are Allocated

The SMH team supports schools in determining mental health staffing models that best meet the needs of school communities using a two-part formula. The first part of the formula includes variables such as:

• Number of students (school size)
• Students receiving specialized instruction
• Students within Behavior & Education Support (BES) self-contained classes
• Economically Disadvantaged enrollment

In FY25, DCPS will continue the hold harmless methodology started in FY24. The hold harmless methodology compares the formula’s output to the prior fiscal year’s allocation. Only increases in staff allocations were allowed in this process.

The Role of School Psychologists

School Psychologists are integral members of school-based multidisciplinary teams. They can help educators isolate student strengths and deficits, making targeted remediation possible. School Psychologists also screen students who exhibit early academic or social-emotional warning indicators and collect data to determine the severity of student need at the lower tiers of a Multi-Tiered System of Support (MTSS). If concerns persist, School Psychologists will complete psychological assessments to help school teams determine if students meet eligibility criteria for a disability classification for specialized instruction and related services.

The Role of Social Workers

Social Workers are the only school-based mental health staff who are both licensed by the Department of Health (DOH) and the OSSE. They are trained to provide mental health evidenced-based treatments and practices to students and are best suited to provide behavior support services as prescribed on student’s 504 Plans and Individual Education Program. Social Workers also complete social work assessments, functional behavior assessments (FBAs) and behavior intervention plans (BIPs) to help school teams make data-informed decisions related to modifying behavior.

Allocation Flexibilities

School Social Workers and School Psychologists are level 2 flexibility allocations, and any change must still ensure that school mental health needs are met for the school community based on the position roles above. No school will be allowed to petition away their allocation to zero. Please see the guidance below for additional information related to petitions.

Potential criteria for converting a 10-month position to a 12-month position:

1. Schools must evidence that there is not a community partner available to provide needed services.
2. Schools must evidence a significant increase (not yet accounted for) in enrollment, the number of projected special education students, the number of BES/CES classrooms, or another significant area that will require additional support. 
3. Schools must evidence the unique needs necessary over the summer months that are separate and above the normal school year’s tasks. These summer specific tasks that require a 12-month employee must clearly be distinguished from the responsibilities of a 10-month related service provider.
4. School leaders must agree that the 12-month SMH provider, in addition to their school-specific duties, may be utilized to support CIEP, ESY, missed services, and other Central Services related tasks.

Before we approve a petition, the team will use data to determine the following factors:

1. Counselor selection – the level of support requested by the school for service delivery or assessments that were unmet by the selected position.
2. Reduced allocation – the level of support requested by the school that resulted from a decrease to the prior year’s allocation.
3. Role strain – the rate of attrition of service providers at the school. 

If it is determined based on these factors that a petition should NOT be granted, then the School Mental Health Team will not approve.

Additionally, schools must submit a request to the School Mental Health and the School Finance Teams to have access to a 12-month position in the Quickbase budget application. The School Finance Team may be reached at dcps.schoolfunding@k12.dc.gov.

Points of Contact

• Nigel Jackson, Director, School Mental Health (Social Work) – nigel.jackson3@k12.dc.gov

• Kevin Parker, Director, School Mental Health (School Psychology) – kevin.parker@k12.dc.gov

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School Counselors

Purpose

School Counselors design, develop, and implement a data-driven, comprehensive (PK-12) school counseling program to successfully prepare students to become global leaders in the 21st century. A comprehensive school counseling program serves the whole student by meeting academic, career, and social/emotional needs. PK-12 school counseling programs support students in achieving personal growth, acquiring positive social skills and values, setting informed career goals, and realizing academic potential to become productive, contributing members of a global community. 

• Elementary School Counselors help students gain the knowledge, awareness, and skills to become healthy, safe, competent, and confident learners. By providing education, prevention, early identification, and intervention, elementary School Counselors help all students achieve academic, social, and emotional success. Elementary School Counselors also teach students study skills, problem solving skills, emotional regulation, resilience, and help students successfully transition to middle school. 
• Middle School Counselors help students discover college and career interests and support students in selecting appropriate and rigorous courses to earn high school credits in math and world language. Middle School Counselors also help students successfully transition from middle school to high school. 
• High School Counselors have a critical role in graduation requirements. High School Counselors schedule students to ensure they are placed in every course required for graduation. High School Counselors connect with students about their progress towards graduation requirements and hold formal annual meetings. High School Counselors also provide community service opportunities so students can complete 100 hours of community service before graduation. High School Counselors help students successfully transition to various post-secondary options, including the military, college pathways, and career opportunities. 

How Funds Are Allocated 

• Grades PK-5: Schools are allocated discretionary funds including student-based budgeting (SBB) local funds and can use these funds to budget for School Counselors. 
• Grades 6-8: Schools are allocated a 10-month School Counselor at a ratio of 1:400 rounding up to the nearest 0.5 
• Grades 9-12: Schools are allocated a 11-month School Counselor at a ratio of 1:250 rounding up to the nearest 0.5 

Budgeting Requirements 

Schools must maintain allocation ratios budgeting 1:400 for grades 6-8 and 1:250 for grades 9-12. 

Budgeting Recommendations  

It is recommended that schools budget at a 1:250 ratio across all grade levels. See the Multilingual Learner budget guide section for more information on Bilingual Counselors. 

Role of the School Counselor 

• School Counselors should spend 80% of their time providing direct services to students, including classroom lessons, small group counseling, and individual counseling. Counselors also provide school-wide programming to promote academic, career, and social/emotional development. 
• School Counselors recognize and respond to the need for mental health services for all students. School Counselors offer instruction that enhances mental health awareness, provides appraisal and advisement for academic, career, and social/emotional development, provides short-term counseling interventions, and provides referrals to community resources for long-term counseling support. 
• School Counselors can provide support to a school’s Homeless Liaison and SEL Lead. 

Best Practices 

• School Counselors should not serve as 504 Coordinator, Bullying Coordinator, Testing Coordinator, Attendance Lead, Hall Monitor, or Substitute Teachers. 
• Since School Counselors fill a specific role in the school, they should not be replaced by Social Workers, School Psychologists, College/Career Coordinators, Pathways Coordinators, Paraprofessionals, Assistant Principals, Behavior Technicians, or Deans who also fill specific roles at the school. 
• The American School Counselor Association (ASCA) recommends every school has one School Counselor for every 250 students. For bilingual/linguistically diverse students, the recommendation is one School Counselor for every 100 students. 

Central Support 

Financial 

There is a small Central Services budget to purchase curriculum and resources for School Counselors. Counselors receive a list of approved school counseling vendors and can submit their budget request (up to $300) to dcps.counseling@k12.dc.gov. The counseling team will review budget requests and send approved materials directly to School Counselors. 

Non-Financial 

The School Counseling Team at Central Services provides professional development, coaching, leadership, and mentoring. 

Points of Contact 

• Dr. Fallon Dodson, School Counseling Manager, Office of Social, Emotional, and Academic Development (SEAD) Strategy – fallon.dodson@k12.dc.gov 
• Brittany Crumbling, PK-8 School Counseling Specialist, Office of Social, Emotional, and Academic Development (SEAD) Strategy – brittany.crumbling@k12.dc.gov
• Malik Williams, 9-12 School Counseling Specialist, Office of Social, Emotional, and Academic Development (SEAD) Strategy – malik.williams@k12.dc.gov

Helpful Resources 

• The Role of the School Counselor
• Effectiveness of School Counseling
• The School Counselor and Student Mental Health

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Multilingual Learners (formerly English Learners)

Purpose 

Students identified as Multilingual Learners (ML) are entitled to receive federally mandated English for Speakers of Other Languages (ESOL) services. ESOL/bilingual teachers and classroom support staff are allocated to meet the language/linguistic needs of the ML students. This linguistic and academic support supplements the full scope of academic programming that all students in DCPS receive.  The allocation of ESOL teachers and bilingual instructional aides ensures all schools receive adequate resources, based on the size of the ML student population at their school and the language needs of the students. 

When considering the staffing allocations and additional ML SBB funding, school leaders should note that Bilingual Counselor positions are required positions that are “pre-budgeted” at a ratio of 1:100 from the ML student-based funding. School leaders should work collaboratively with their ESOL POC and Special Education Coordinator to ensure that all dually identified students (ML students with IEPs) are scheduled to receive adequate language support, particularly those in full-time programs.

Requirements 

ML students must have access to all programming offered within the school community. This relates to academic, related arts as well as extra-curricular opportunities. As ESOL services are federally mandated, ESOL teachers and the general education teachers should work together so that ML students have a clear academic plan that supports access to grade level content and appropriate supports for their language development throughout the day. ML requirements are included in the District of Columbia Municipal Regulations (DCMR).

How Funds Are Allocated 

Funds for Multilingual Learners are allocated through direct staffing allocations and the ML SBB weight.

Staffing Allocations: ESOL Teachers

Schools receive allocations of ESOL teachers based on the ratios below. Instructional positions allocated based on the number of projected ML students must be dedicated exclusively to work in service of the ML students and cannot be assigned for other purposes. Schools with a projected enrollment of 11 or fewer ML students at the elementary level or 10 or fewer at the secondary level will receive an allocation for an itinerant ESOL teacher. This allocation of staff is managed by the Language Acquisition Division (LAD). Itinerant ESOL teachers are assigned to schools by the LAD and this allocation cannot be used for other purposes. 

*Funding for the itinerant ESOL teacher is on the school’s budget, but personnel are managed and deployed centrally.

Note: Dual-Language (DL) programs serve as the ESOL Service Delivery Model for native Spanish-speaking ML students. Accordingly, an ESOL teacher allocation may be used for a DL position. All DL schools must ensure that additional ESOL positions are held to support the language needs of ML students who speak languages other than Spanish. This is in addition to the regular DL programming. 

ESOL Teacher Responsibilities – School-Based ESOL Teacher (Part-Time or Full-Time)

• ESOL teachers may not be used as substitute teachers, given that the services provided by ESOL teachers are federally mandated. Schools with coverage needs should contract substitute teachers to fill those roles.
• ESOL teachers should not be assigned completion of BOY testing for students outside of their caseload.
• The ESOL teacher’s main responsibility is to provide English language development instruction with a focus on building skills in all four language domains (listening, speaking, reading, and writing) using the World-Class Instructional Design and Assessment (WIDA) English Language Development Standards and following the DCPS grade level curriculum. All MLs should receive appropriate ESOL services as determined by LAD guidelines. Some students, depending on their ELP level and past educational experiences, may need additional support. 
• ESOL teachers are allocated to work with ML students. The ESOL teachers must be dedicated exclusively to work in service of the ML students and cannot be assigned for other purposes.
• ESOL teachers may provide supports through inclusion (effective inclusion requires dedicated collaborative planning time that is scheduled regularly), pull-out/small group instruction, content-based ESOL (distinct language development and content classes), and DL instruction. 
• ESOL teachers should be assigned to specific grade levels as staffing permits.
• ESOL, general education, and special education teachers should collaborate to develop appropriate academic plans for ML students in schools using an inclusion model.

ESOL Teacher Responsibilities – Itinerant ESOL Teacher (Part-Time or Full-Time)  

• LAD assigns schools to itinerant ESOL teachers based on enrollment information available in August. School assignments are updated as needed and are subject to change. Principals will be informed of their assigned Itinerant ESOL teacher prior to the opening of the school year. 
• The itinerant ESOL teachers will collaborate with grade level classroom teachers to create a schedule that ensures appropriate ESOL services for the ML students. As ESOL services are federally mandated, classroom teachers must partner with the itinerant ESOL teacher to support student achievement and progress. Any questions or concerns regarding itinerant ESOL teachers should be directed to erika.pereira@k12.dc.gov.
• Itinerant ESOL teachers are assigned the provision of direct ESOL services. itinerant ESOL teachers are not available to provide support as substitute ESOL teachers. If the school-based ESOL teacher is out on leave, school leadership should hire a substitute teacher and contact LAD. The LAD will provide pedagogical support as needed.

Staffing Allocations: ML Support Positions 

Schools receive allocations of ESOL instructional aides based on the ratio below.

*The projected enrollment of ML students who have been assigned a detailed ML status as 1 or NES (non-English speaker) will be used to determine the allocation of ESOL instructional aides.

SBB ML Weight Allocation

ML SBB funds are provided to schools based on their ML projection. The ML weight is 0.3 times the base weight. Thus, schools receive that amount on top of the base student funding for every ML student. This funding is flexible for school leaders to budget for positions or goods and services that support ML students.

For schools who receive itinerant ML services, LAD strongly recommends using these funds to budget for supplies and materials needed by the itinerant teacher who provides services to these students. Please connect with Erika Pereira (erika.pereira@k12.dc.gov) to identify instructional supplies that are needed for each school.

Budgeting for a Bilingual Counselor

The funding generated by the ML SBB weight will be used to pre-budget Bilingual Counselors at a 1:100 ratio for schools. This represents the same ratios that have been used as per the agreement with the Office for Civil Rights (OCR) and DCPS. The Bilingual Counselors that are pre-budgeted are not flexible. Pre-budgeting Bilingual Counselors will leave additional funding for schools to budget for additional positions or goods in support of their ML programming. Bilingual Counselors should be dedicated exclusively to working with ML students and their families. The Bilingual Counselor may not be used to substitute or supplant the counseling needs of the general student (non-ML) population.

Additional Staffing Options

Schools might use the ML SBB weight funds to budget for any of the positions below after the required Bilingual Counselor positions are accounted for.

• Additional Bilingual Counselor (recommended 1:100 ratio)
• ESOL Instructional Coach or TLI
• ESOL Coordinator (Coordinator – Program)
• Reading Specialist with ML focus

Additional Options

Schools might use the ML SBB weight funds to budget for any of the services and instructional materials below after the required Bilingual Counselor positions are accounted for. School-wide PD contracts can be used to support expanded understanding of working with MLs. 

Instructional materials include bilingual dictionaries, illustrative dictionaries, texts in students’ native language, school licenses for supplemental blended learning programs designed for MLs, etc. Please see the following chart of the Programs/Licenses that have been supported by LAD previously. Please note the adjustments for SY24-25.

LAD is happy to collaborate with school leaders to identify vendors. Other ideas for culturally responsive purchases with ML SBB funding include:

• Bilingual dictionaries
• Bilingual/multilingual books
• Multilingual welcome posters
• Multilingual board games
• Language access needs (e.g., translated printed materials and signs, school-based Interpretation costs for events not supported by the Language Access Unit, etc.)

In addition, principals should identify staff members to serve in the following capacities in support of the ML program: 

• ESOL Point of Contact (POC): Schools may designate a staff member/liaison to LAD who will serve at the ESOL POC for compliance related to multilingual learners. This ESOL POC can support the school with Every Student Succeeds Act (ESSA) compliance for MLs including referrals to the Welcome Center and mandated state assessment coordination. Schools should provide the ESOL POC with a prep period (or the equivalent of) for completion of Compliance Tasks, ACCESS coordination and planning to be done with the testing coordinator, and other duties, including sharing ML data and information with school staff. Schools should budget administrative premium to compensate this paid prep period.
• ESOL Department Chair: Secondary schools with more than four ESOL teacher positions may have an ESOL department chair as one of their four non-core department chairs through the typical department chair selection. If the department chair meets the above two conditions, the stipend is funded centrally.

Budgeting Considerations

• How are ML students included in enrichment and intervention opportunities? Do the enrichment and intervention opportunities have built in supports/considerations for MLs? 
• How is the professional development (PD) plan for the school inclusive of the PD needs of staff working with MLs? What support is needed?
• How are school banners, t-shirts, etc. providing affirming messages for the linguistically and culturally diverse (LCD) community? Are banners, signs, t-shirts, etc. available in the languages represented at the school? 
• How are school and community partnerships creating a plan for bilingual family and mental health supports? 
• How could school funds be used to supplement the ML-funded positions, identified above, to better equip the school? 

Central Support 

Financial 

Principals should remain in close communication with the LAD, as there may be available funding for ML student/family engagement opportunities with the District’s Title III Allocation. Examples of past school uses of Title III funding have included: 

• ML family Saturday academies 
• Purchase of ML blended learning licenses specific to school need 
• Purchase of bilingual dictionaries 

Non-Financial 

The LAD can support schools in the following ways:

• Language Access support (translation and interpretation) can be provided through the Language Access Unit. Contact language.access@k12.dc.gov for more information or use the links above. 
• Professional development/coaching support is available through the LAD Instructional Unit and through the Cluster Support Model (CSM). Reach out to the assigned LAD CSM member for the school cluster. For additional information regarding the LAD supports through the School Cluster Model, please contact maria.austria@k12.dc.gov.

Point of Contact 

Rosanna DeMammos, Deputy Chief, Language Acquisition Division – rosanna.demammos@k12.dc.gov

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Special Education – Inclusion

Note: This section contains information for both Inclusion and Self-Contained positions. Inclusion positions are level 2 allocations, while Self-Contained positions are level 1 allocations.

Purpose 

Special education services ensure eligible students with disabilities can successfully access instruction. Teachers and special education aides support students inside general education classrooms, in resource rooms, and in specialized self-contained classrooms to address individual needs and provide standards-based instruction. 

Requirements 

The purpose of the Individuals with Disabilities Education Act (IDEA) is “to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living” §1400(d)(1)(A). 

Schools must implement the following in accordance with federal law (IDEA) and DC law (DCMR):  

• Child Find – Schools must engage in continuous public awareness and screening activities to locate, identify, and evaluate children who are suspected of having a disability. 
• Initial Evaluation/Eligibility – Schools must make reasonable efforts to obtain parental consent to evaluate within 30 calendar days of receipt of referral for evaluation for special education services. Eligibility determinations must be made within 60 calendar days from the date of consent. 
• Annual IEP Review – IEPs must be reviewed and updated at least annually (or more often to meet the needs of the student).  
• Timely Reevaluation – Eligibility must be revisited at least every three years and can be more often based on the needs of the student.  

Schools are required to provide the supports and services outlined in each child’s Individualized Education Program (IEP) in the form of specialized instruction, related services, and assessments, and school leaders must ensure that specially designed instruction occurs for any child identified as a student with a disability under IDEA. Additionally, schools must include, to the greatest extent possible, students with disabilities with their non-disabled peers in the general education setting. 

Schools are required to include a Local Education Agency (LEA) representative as part of each IEP team. Principals automatically fill this role. Special education coordinators or other roles of special education administration have this role included in their tour of duty. If schools plan to designate an eligible and qualified staff member that is a teacher or TLI, they will need to compensate the individual with extra-duty pay and should budget for it in the line called “Special Education LEA Representative Designee.” The current rate is $1,500 per year (however, this is subject to change depending on the details of a new collective bargaining agreement between the Washington Teachers’ Union and DCPS).

Other special education requirements fulfilled by schools and school staff include progress monitoring of achievement, attendance, and behavior data for students with disabilities and family engagement. All federal special education requirements can be found in the Individuals with Disabilities Education Act (IDEA), and DC special education requirements can be found in the District of Columbia Municipal Regulations (DCMR). 

How Funds Are Allocated 

Inclusion/Resource Teacher Allocation Model 

The Inclusion/Resource Teacher Allocation Model is used to calculate the number of special education teachers allocated for students who have specialized instruction hours in their IEPs and are not in specialized self-contained classrooms. The model is based on the hours of instruction in each student’s IEP and the setting in which the instruction is to be provided. 

Students with specialized instruction hours both inside and outside of general education are counted twice: once toward the appropriate inside general education ratio and once toward the appropriate outside general education ratio. Students whose IEPs contain only related services do not count toward the teacher staffing total. 

Small School Allocations 

Schools with 65 or fewer inclusion students receive automatic minimum inclusion/resource teacher allocations. The small school allocations ensure schools receive enough staffing to provide services across their entire grade distribution. 

10:6 Inclusion Classroom Support 

Schools with 10:6 Inclusion classrooms, as previously determined by Early Stages, are allocated an additional inclusion/resource teacher to support classroom instruction for students with disabilities. The six schools with 10:6 Inclusion classrooms are Amidon-Bowen ES, Burroughs ES, Cleveland ES, Garrison ES, J.O. Wilson ES, and School Without Walls @ Francis-Stevens.  

Example: Inclusion/Resource Teacher Allocation Model 

Specialized Self-Contained Classroom Staff Allocation Model

Specialized self-contained classrooms serve a specific population of students who require the highest level of support, in accordance with their IEPs, to access the curriculum. Teachers, special education aides, and behavior technicians are allocated to each self-contained classroom according to the table below. For example, if a school has two Communication and Education Support (CES) classrooms, they will be allocated two (2) teachers and four (4) special education aides. 

Board Certified Behavior Analysts (BCBAs)

Schools with at least four (4) Communication and Education Support (CES) classrooms are allocated a board certified behavior analyst (BCBA) to support students with Autism Spectrum Disorder (ASD) and their teachers, conduct social skills groups, implement executive function curriculum, conduct functional behavior assessments, and implement behavior intervention plans, as well as support general education teachers in engineering the general education environment for students with ASD. River Terrace EC, DCPS’s only special education school, is also allocated one (1) BCBA position. 

Special Education SBB Weight Allocation

The special education per student weight is 0.3 times the base weight. Thus, schools receive additional funding on top of the base student weight for any student with an IEP. This funding should be used to budget for positions or goods and services to support special education programming at the school. 

Menu of Options 

Schools may use their supplemental Special Education SBB Weight allocation to budget for any of the below special education positions or to budget for supplies and services for student programming. 

• Aide – Special Education 
• Aide – Administrative (to support special education administrative duties) 
• Coordinator – Board Certified Behavior Analyst (BCBA) 
• Coordinator – Special Education 
• Director – Specialized Instruction 
• Manager – Specialized Instruction 
• Teacher – Inclusion/Resource 
• TLI Teacher Leader – Special Education  

Flexibilities

Local Education Agency (LEA) Representative Designee

Under IDEA, each IEP team is required to include an individual who serves as the LEA representative. This person must be: 

• Qualified to provide or supervise the provision of specialized instruction to meet the unique needs of children with disabilities 
• Knowledgeable about the general education curriculum
• Knowledgeable about the availability of resources of the LEA

The Principal is the default LEA representative. Principals may identify one or more other staff members to serve as their designee. If the Principal chooses to serve themselves, they may want to identify at least one backup. The LEA representative designee cannot be the school psychologist.  

If a school decides to invest in a special education leadership position, in addition to serving as the LEA representative designee, the responsibilities of the position include: 

• Ensuring special education teachers are meaningfully engaged in content-level co-planning, using student data to develop lessons that are aligned to the CCSS and appropriately modified and accommodated to meet the needs of individual students
• Completing regular observation and feedback of teachers, behavior technicians, and special education aides on the implementation of lesson plans
• Overseeing IEP and assessment quality, timeliness, and compliance by supporting case managers to effectively manage their caseloads
• Leading the special education team in building cohesive and trusting relationships with families
• Schools may invest in the following positions to support instruction and/or compliance, as well as serve as the LEA representative designee. Only TLIs are eligible for extra duty pay as the LEA representative designee role is considered part of the tour of duty for the other positions. 

Central Support 

Financial 

The Division of Specialized Instruction (DSI) centrally manages the following positions that provide supports required by students’ IEPs. These itinerant supports are managed centrally to meet the student needs across multiple schools.  

• Assistive Technology 
• Dedicated Aides 
• Dedicated Nurses 
• Related Service Providers (e.g., Audiologists, Occupational Therapists, Physical Therapists, Speech-Language Pathologists) 
• Itinerant Vision Teachers  

DSI also provides financial support for specialized self-contained classrooms in the form of nurse allocations for MES classrooms, specialized curricula and interventions, and specialized assessments.  

Non-Financial 

The Division of Specialized Instruction also supports schools in the following ways:  

• Each school has an assigned manager of accountability and manager of inclusion from DSI who participates in the DCPS Cluster Support Model and are chiefly responsible for developing school leader capacity to support special education accountability and inclusive best practices. 
• Each self-contained classroom has an assigned manager and specialist from the Academic Programs team. 
• Each school has a discipline-specific Related Services program manager who provides direct clinical supervision and support for DSI related service providers. 
• DSI provides special education professional development sessions on district-wide professional development days.  

Points of Contact 

• DSI Senior Deputy Chief – Regina Grimmett (regina.grimmett@k12.dc.gov) 
• Academic Programs (Self-Contained Classrooms) – Willina Robson (willina.robson@k12.dc.gov) 
• Monitoring and School Support – Sheila Grant (sheila.grant@k12.dc.gov) 
• SPED Inclusion – Jennifer Carpenter (jennifer.carpenter2@k12.dc.gov) 
• Secondary Transition – Ashlie Jones (ashlie.jones2@k12.dc.gov)  
• Related Services – GaBriana Dennis (gabriana.dennis@k12.dc.gov)  
• Non-Public – Josh Wayne (josh.wayne@k12.dc.gov) 
• Resolution – Courtney Ballard (courtney.ballard2@k12.dc.gov)
• Division of Specialized Instruction (dcps.specialed@k12.dc.gov)

Helpful Resources 

• DCPS Special Education Website

• DCPS Way Special Education Resources

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Afterschool Programming

Purpose

Afterschool programming provides affordable, safe, structured, and engaging academic, wellness, and enrichment programs that are open to all children in PK through 8th grades whose schools are included in the DCPS Out of School Time Programs 21st Century Community Learning Center Grant (21^st CCLC). These programs are designed to develop the whole child and are not solely focused on academics. This unique opportunity beyond the school day is provided by DCPS staff and community partners and is funded by local funds and a federal grant called the 21st Century Community Learning Center (21^st CCLC) grant. This grant works to attain specific outcomes in attendance, academics, behavior improvement, family engagement, and partner engagement, and, as such, it supports schools’ goals. The 21^st CCLC grant funds roughly 5,600 students at more than 50 Title I schools. The combined grant and local funding support programming for an average of 6,500 students annually.

OSSE awards DCPS the 21st CCLC grant for a period of five years, and the overall annual award is a fixed amount per year. In developing the grant application, DCPS seeks to support Title I elementary schools and education campuses unless the school has a pre-existing afterschool program or has opted not to become part of the cohort. The grant requires DCPS to fund specific activities in addition to daily programming, such as an external evaluator and professional development.

Requirements

• Sufficient funds based on the number of seats designated by the Out of School Time Programming (OSTP) Team to pay a site leader, teachers, and paraprofessionals (formerly known as afterschool aides) for the year are loaded onto school budgets.
• Staffing: The staffing model is based on 20 students:1 teacher:1 paraprofessional. No class should exceed 20 students.
  • Staffing plans must account for the entire personnel allocation and serve, at a minimum, the number of students identified by OSTP. The personnel allocation cannot be reprogrammed to non-personnel services.
  • OSTP will regularly monitor afterschool personnel expenditures to prevent over-spending.

*This is a shift from 2.5 hours per day in FY24. There will be some instances of external hires that are not daytime DCPS aides or individuals with adjusted tours of duty that will still be eligible for 2.5 hours of pay per day.

• Principals must work directly with OSTP Coordinators or their full-time or part-time, school-based Afterschool Coordinator, and Employee Services (HR) in managing the hiring process for afterschool site leaders, teachers, and paraprofessionals.
  • Preference should be given to current DCPS employees. However, if there are not enough DCPS employees who are interested in working in afterschool programs, principals should work with Employee Services to hire non-DCPS employees.
  • Schools must be fully staffed for the first day of afterschool programming.
  • At least one afterschool staff member must have taken Administration of Medication (AOM) training and be present from the end of the school day to 6:00pm daily.
• Hours: Afterschool programs meet Monday through Friday from the end of the school day to 6:00 pm.
• Calendar: Afterschool programs begin on the first day of school. Parents and guardians receive this information during afterschool registration, but schools should also communicate the start date to parents and guardians. There is no afterschool programming on half days, parent-teacher conference days, canceled days (such as inclement weather days, “snow days”, etc.), teacher professional development days, or the day before the Thanksgiving and Winter breaks.
• Grade levels: Afterschool programs must be offered to all grade levels present at the school.
• Program: The afterschool program must contain both an academic and an enrichment portion.
• Academic Power Hour (APH): Literacy or math activity, academic/homework support, and academic enrichment, including use of Zearn or other software aligned to the school day.
• Enrichment: Uses a standard curriculum with monthly themes such as kindness, gratitude, social justice, STEM, and other topics.

How Funds Are Allocated

Within the overall 21^st CCLC grant, DCPS determines the allocation of funding for features of the grant, such as staffing, supplies, professional development, evaluation, and partner contracts needed to fulfill grant activities. Schools served by the grant typically remain the same for the five-year period unless a school no longer has Title I status or opts out of programming. Schools receive a combination of local and grant funds to compensate teachers, paraprofessionals, and site leaders based on the number of afterschool seats determined at each school.

After accounting for the above-required grant components, the number of students that can be served by the grant is based on:

• The prior year’s afterschool enrollment and average daily attendance,
• The demand for additional seats based on the waitlist, and
• The capacity of school program providers to serve additional students.

Generally, the number of students to be served at each site remains the same for the multi-year grant period unless one of those factors changes. Seats will decrease, or additional seats can be funded, within the overall grant award.

Menu of Options

Staffing

Afterschool Coordinator

• Schools with larger enrollment or schools with significant afterschool programming can budget for a full- or part-time Afterschool Coordinator using their afterschool site leader allocation, along with flexible school budget funds. It is also possible to use only flexible school budget funds for the Coordinator position and also employ a site leader to help manage a large, complex program.
• These Coordinators adhere to the same OSTP policies and procedures that apply to OSTP Coordinators, including attending training and fulfilling 21^st CCLC requirements (e.g., monitoring program quality, tracking student attendance, etc.).

PK3-PK4 Recommendation

It is recommended that for grades PK3 and PK4 the school plans to hire two paraprofessionals instead of the teacher-para combination. This is not recommended outside of ECE.

Not Recommended

It is not recommended to hire a part-time afterschool site leader to oversee daily program operations. If the ASL is not dedicated solely to the afterschool program from the start to the end of the program period, program administration and quality suffer.

Programming

Principals may choose to supplement the OSTP afterschool allocation using flexible funds in their school budget allocation to expand or enrich the program. For example, a principal may choose to extend teachers’ tours of duty, purchase additional resources, or hire their own full-time, school-based afterschool coordinator.

• If a principal is interested in using flexible funds (not the school’s afterschool allocation) to partner with an afterschool provider or community-based organization, please contact abigail.cohen@k12.dc.gov in School Partnerships.
• OSTP encourages schools to develop and leverage partnerships with DCPS-reviewed School Program Providers (SPP’s) to provide high-quality academic and/or enrichment programming. Partners may be able to provide weekly specialized enrichment opportunities, such as dance classes or robotics. Additionally, as a community service, partners may use their own funding. Please refer to the School Partnerships section for additional guidance on working with school program providers.

Central Support

Financial

• Schools with OSTP afterschool programs receive some centrally procured supplies and materials to support afterschool programming using 21^st CCLC grant funds. Schools do not need to budget for these supplies.
• Funding for security until 6:30 pm each day is included in schools’ security allocation.

Non-Financial

• Programs are supported by an OSTP Coordinator who monitors program quality and activity unless the school has hired its own full or part-time afterschool Coordinator.
• Professional development is provided to all afterschool staff before the opening of programming in August. Two additional events are offered in the winter and spring each year.
• OSTP Coordinators actively seek to expand enrichment offerings at sites by engaging SPP’s that provide programming for free to students. Some enrichment partnerships are also funded by the 21^st CCLC grant.

Points of Contact

• Daisy Hicks, Manager, Afterschool – daisy.hicks@k12.dc.gov
• Margot Berkey, Specialist, Out of School Time Programs – margaret.berkey@k12.dc.gov

Helpful Resources

Additional information on afterschool programming can be found at dcps.dc.gov/afterschool, including a summary of the prior year’s program evaluation.

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Career & Technical Education (CTE)

Purpose

DCPS offers career education pathways supported by the Carl D. Perkins Career & Technical Education Act of 2006 (Perkins) across 17 high schools. These career education programs are not only rigorous and engaging, but they offer work-based learning and industry certification opportunities to help prepare students for college and career.

Career education programs may receive funding support from both the Perkins grant and the Career Academy grant. Please also refer to the NAF section for relevant information.

Requirements

Each career education program requires at least one qualified teacher, although that number increases as enrollments in the pathway increase. These positions are locally funded and are required to ensure the sustainability of the program. Additionally, to access funds from the centrally managed Perkins grant, schools must maintain their specified level of Career & Technical Education (CTE) teachers noted for principals in the budget application.

How Funds Are Allocated

The College and Career Programs Division in the Office of Secondary Schools consults with Principals and provides the School Finance Team with the number of CTE teachers required by the school to maintain programming.

Schools must maintain their current CTE Perkins teacher allocations from the current FY, based on Perkins and OSSE guidance. Schools must go through a sunsetting process to remove CTE programs which can take between 1 to 3 years to finalize.

Budgeting Recommendations/Menu of Options

Based on a school’s master schedule, CTE teachers can also teach core content courses. When budgeting for one teacher who teaches both CTE and core courses, please use the option in which the teacher spends most of their time.

CTE positions that are allocated to schools are done so to meet the curricular programmatic requirements, sustain a quality program, and ensure continuity of a program of study. These allocations may be repurposed through a petition, and Principals must demonstrate how they will still meet any programmatic requirements (DCPS and citywide) with the proposed change.

Conversely, schools may use discretionary funding to budget for additional CTE teachers to staff their programs and academies if desired.

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 Preparedness Programs – crystal.smith4@k12.dc.gov

Helpful Resources

DCPS CTE Website

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Early Childhood Education (ECE)

Purpose

DCPS’ Early Childhood Education program ensures that all our youngest students are prepared for success in kindergarten and beyond. The Early Childhood program focuses specifically on Pre-K3 (PK3) and Pre-K4 (PK4) students and supports their kindergarten readiness by promoting high quality instruction and learning experiences in all Pre-Kindergarten (PK) classrooms, and by supporting families who are furthest from opportunity through the provision of family services that include case management, family workshops, and additional parent engagement activities. While PK programming supports all PK3 and PK4 students in all elementary schools and education campuses, schools that serve higher percentages of at-risk students and families receive more robust instructional coaching and family support services.

Requirements

Staffing (Personnel Services)

It is DCPS policy that every early childhood classroom (PK3, PK4, and mixed age) has one full-time teacher and one full-time aide.

• Staff-to-child ratios (two adults per class) must be maintained in Pre-K classrooms.
• Staff must directly supervise children during all daily routines, including sleeping, eating, and diapering or bathroom use.
• Mixed-age classrooms are allowed in early childhood programs to serve PK3 and PK4 students together, although non-mixed age classrooms are recommended. Mixed age classrooms cannot include children of kindergarten age.

Newly Enrolling PK Children with Special Needs

To comply with the Individuals with Disabilities Education Act (IDEA) “child find” requirement, Early Stages identifies children with special needs who are not yet enrolled in school. If a child is eligible for an individualized education plan (IEP), DCPS must provide an opportunity for the child to enroll. Consequently, a small number of seats are reserved in PK3 and PK4 classrooms in all DCPS schools for students with IEPs. This provides a system-wide network of available placements into which DCPS can enroll children as close to their homes as possible. This work happens year-round, so it is common that Early Stages placements may occur late in the year after the typical age cut off.

Unique Programs

Early Learning Support

The Early Learning Support (ELS) program is designed to meet the individual needs of students with developmental delays. Students in the ELS program have full-time IEPs (20+ hours of specialized instruction outside of general education) and frequently require a range of related services, such as speech and language, occupational therapy, and physical therapy.

Communication and Education Support

The Communication and Education Support (CES) program is designed to meet the individual needs of students with significant communication issues and significant behavior issues. Primarily, CES classrooms serve students who have Autism Spectrum Disorders. Students who have full-time IEPs (20+ hours of specialized instruction outside of general education) may also be served in CES classrooms.

10:6 Inclusion Classroom

The 10:6 Early Childhood Education Classroom represents a type of inclusion model used to serve students with disabilities in DCPS. The 10:6 Early Childhood Education Classroom is a general education classroom and does not constitute a more restrictive environment. The classrooms are staffed with a general education teacher, a special education teacher, and a paraprofessional and maintain a student ratio of ten general education students and six students with special needs. Typically, these students have a Developmental Delay (DD), Other Health Impairment (OHI), demonstrate delays in cognition, communication, social/emotional, motor, and adaptive skills. The following schools have 10:6 classrooms: Amidon-Bowen ES, Burroughs ES, Cleveland ES, Francis Stevens ES, Garrison ES, and J.O. Wilson ES.

Resources for the ELS and CES are allocated by the Division of Specialized Instruction (DSI). The 10:6 classroom has a special education teacher allocated by DSI and a general education and paraprofessional allocated by ECE.

How Funds Are Allocated

Staffing Allocations

Staff for PK programs are allocated using a staffing ratio to ensure that each classroom has the required number of staff. Every PK classroom will have at least two staff members – one lead teacher and one instructional aide.

Student-Based Budgeting (SBB) ECE/Early Learning Center (ELC) Weight Allocation

The ECE weight is 0.3 times the base weight. This funding amount will be visible in student-based budgeting (SBB) – local allocations in the budgeting application and calculated on your budget worksheet.

The ELC weight is 0.85 times the base weight, thus Military Road and Stevens Early Learning Center receive a different Early Learning Center weight per student.

Budgeting Recommendations

Personnel

Principals of schools with PK programs must ensure there is at least one additional school-based staff member available to support PK classrooms when one of the classroom teachers or aides takes a break. Principals are encouraged to use the ECE or ELC weight to budget for a PK floater aide position in order to ensure that PK classrooms are appropriately supervised at all times.

For increased instructional development, Principals may consider hiring an Early Childhood Instructional Coach, rather than using the centralized ECE coaching program, provided that the coach has early childhood instructional expertise. Also, principals may hire Relay residents as ECE aides.

Non-Personnel

Using the supplemental ECE weight, schools must budget for Pre-K classroom materials, including consumable and non-consumable items such as:

• Pull-ups and wipes
• Classroom safety materials, including outlet covers and cabinet locks
• Arts supplies such as paper, paint, glue, crayons, sand, etc.
• Manipulatives
• Blocks
• Puzzles
• Age-appropriate books
• Field Trip expenses (buses, entry fees, tickets, etc…)
• Cots and mats for napping
• First aid supplies such as first aid kits, assorted bandages, ice packs, gauze pads, gloves, antibacterial hand soap etc.
• Tissues
• Disinfectant wipes
• Family-style meal items
• Replacement area rugs and furniture (please contact dcps.earlychildhood@k12.dc.gov to determine if we have excess items in storage)
• Inner Core experiences for Pre-K students

Central Support

The DCPS Early Childhood Education Division (ECED) provides a variety of centrally-funded supports to ensure high-quality early childhood programming in schools. The supports are differentiated to provide a baseline level of ECE support to all schools and to target the most robust supports to schools serving young children furthest from opportunity. The centrally funded supports include the following:

• ECE Instruction – ECED provides tiered early childhood instructional coaching support to schools. Schools receive different levels of support, with support levels determined by the percentages of PK students who meet the at-risk criteria, CLASS scores, and the availability of expert ECE coaching at the school level.
  • Schools receiving robust supports have an assigned ECED Early Childhood instructional specialist who leads LEAP seminars, provides individual teacher coaching, and provides school leadership coaching.
  • Other schools are assigned an ECE instructional specialist who serves in a consultant role to the school-based ECE LEAP leader.
  • ECED also provides instructional support through the development and implementation of PD sessions and the provision of a variety of instructional resources and supports on Canvas.
• Family Support – ECED has a team of Family Service Specialists who are assigned to Title I schools. These specialists work closely with the school-based team to support families of DCPS’ youngest learners as they acclimate to the school environment, advocate for their children, and support their children’s learning at home.
  • These specialists support schools and families through the provision of family services that include case management, family workshops, and additional parent engagement activities.
  • They also serve on the school-based attendance team and partner closely with school-based social work or social-emotional learning (SEL) staff.
• Curriculum – All ECE classrooms (other than Montessori classrooms at Nalle ES, Langdon ES, and Capitol Hill Montessori) use Creative Curriculum, Building Blocks Math Curriculum, and Heggerty. ECED can provide Creative Curriculum, Building Blocks, and Heggerty training and materials for new PK teachers at all schools.
• GOLD – ECED is responsible for the contract for Teaching Strategies GOLD, the online assessment system used in PK classrooms. ECED also provides GOLD training.

Points of Contact

• Cheryl Ohlson, Deputy Chief, Early Childhood Education – cheryl.ohlson@k12.dc.gov
• Dana Caffee-Glenn, Director, Strategy, Logistics, and Special Programs – dana.caffee-glenn2@k12.dc.gov

Helpful Resources

• Early Childhood DCPS Way
• DCPS Early Childhood Programming website
• DCPS Ready for Pre-K! website

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Dual Language

Purpose

Students graduating from DCPS Dual Language (DL) programs will be able to communicate effectively in two or more languages and will be able to engage productively in an increasingly diverse and multilingual global community. All DCPS DL programs have as their primary goals the promotion of: 

• Bilingualism and biliteracy 
• High academic achievement 
• Cultural competency 

DL programs serve as a service delivery model for multilingual learners and a means to acquire a language other than English for native English speakers. Please note that any DL multilingual learners whose home language is not Spanish must receive additional ESOL services.

Note: DL programs serve as the ESOL Service Delivery Model for native Spanish-speaking ML students. Accordingly, an ESOL teacher allocation may be used for a DL position. All DL schools must ensure that additional ESOL positions are held to support the language needs of ML students who speak languages other than Spanish. This is in addition to the regular DL programming. 

As a reminder, DL requirements by grade band are:

• PK-5: It is required that DL programs provide a minimum of 50% of content area instruction, including literacy, in Spanish at each grade level.
• 6-12: It is required that students be enrolled in at least two year-long (or equivalent) content courses in Spanish in grades 6-12 throughout the program.

How Funds Are Allocated

This funding allocation recognizes that students learning in a new language have specific and additional instructional needs and that schools with language learning programs require administrative and instructional supports not needed in monolingual programming. Spanish language learners will generate funds to support the programmatic needs.

Schools that are recognized as Dual Language programs by DCPS through meeting DCPS Dual Language non-negotiables receive funding for Dual Language programming as a program grant. Funds are allocated differently based on whether schools have One-Way (>70% Non-MLs) or Two-Way (≥30% MLs) DL Programs. Schools will receive a program grant allocation based on the methodology in the chart below. Principals can budget for personnel and non-personnel items at their discretion in support of DL programming.

Budgeting Recommendations

Dual Language program grant funds are allocated to support DL programs in implementing their DL Program plans, such as supplementing Spanish literacy instruction and language development, ensuring linguistic equity, professional learning specific to DL, and family engagement specific to bilingual learners.

Personnel Spending Recommendations

As possible, Dual Language funding should be used to create the personnel structures needed to ensure that programmatic goals are met and that there is equity in supporting specific Dual Language functions. These structures will vary depending on program size, configuration, and specific school needs. Dual language schools will need to determine use of the Dual Language funding while considering that optimal staffing for Dual Language programming includes the positions listed below. Principals may also combine the DL allocation with other funds to support a shared position (e.g., a position that coordinates DL part-time and has other responsibilities).

Non-Personnel Spending Recommendations

These funds can be used to provide Spanish language supports such as:

• Licenses for Spanish interventions
• Acceleration programming
• Out-of-School Time language-focused enrichment
• Family outreach specific to language learning
• Spanish classroom and school library books

Central Support

Financial

Central Services provides the following financial support for DL curriculum and assessment:

• Eureka Math in Spanish K-5
• Materials for Paired Literacy Curriculum K-5 (as developed)
• Amplify K-8
• Star Spanish Reading assessment for 3-12
• MClass Lectura Spanish Reading Assessment for K-2
• Benchmark Fonetica y Gramatica for K-2Imagine Lectura (3-5) and Imagine Espanol (K-5) Digital Spanish Reading and Language Interventions

Non-Financial

• Central provides support to K-5 DL programs through the Cluster Support Model, and for K-12 through district-wide professional development days when applicable.
• The Language Learning Team is overseeing the development of Paired Literacy Curriculum for grades 1-5, and a Spanish curriculum for kindergarten.

Points of Contact

• Kate Burkett, Director, Language Learning – kate.burkett@k12.dc.gov
• Katarina Brito, Bilingual Program Developer – katarina.brito@k12.dc.gov 
• Juliette Steadman, Dual Language Specialist – juliette.steadman@k12.dc.gov
• For ML-specific funding questions, see the Multilingual Learners point of contact.

Helpful Resources

See the DCPS Way Dual Language SharePoint for more information specific to Dual Language, including DCPS Dual Language program non-negotiables and the guiding principles for Dual Language education (CAL).

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Custodial

Purpose

The custodial team at each school is responsible for performing general maintenance, cleaning, and other miscellaneous custodial duties to ensure buildings and facilities are accessible, clean, and safe. The custodial team is charged with maintaining an environment that is conducive to student learning. To reach these goals, it is imperative that schools allocate the necessary budget for custodial staff, overtime, supplies, and equipment.

Requirements

When finalizing school custodial allocations, there are several important considerations:

• Every school is required to staff according to the breakdown below. Minimum requirements are contingent upon building size and enrollment.
• Every school is required to have a Custodial Foreperson (SW). 
• Only RW-5 or SW Custodial Forepersons may open/close a school building. However, one employee should not be regularly tasked with BOTH opening and closing the school building.
• Schools may not budget a .5 Custodian. Schools with two campuses may budget 1.0 FTE Custodian to work .5 at each location.

All schools are required to purchase green cleaning supplies per the Healthy Schools Act of 2011. Green cleaning supplies are defined by the DC Office of Contracting and Procurement and summarized in the DCPS Green Cleaning Supply Purchasing Guide. Schools are advised to work with local vendors to identify affordable products that comply with purchasing requirements.

How Funds Are Allocated

Custodial Staffing

The custodial staffing allocated to each school is based on square footage of the building, student enrollment, and school type. The following table outlines how custodial staff allocations are determined:

Custodial Overtime

There are times when custodial staff may be required to work overtime (e.g., weekends, summer deep cleans, during inclement weather events, special school programs, or events, etc.).

Principals must budget for custodial overtime based on prior year spending and should budget enough to cover all planned activities or programs, as well as coverage for custodial leave. Spending will be closely monitored through a custodian overtime tracker to ensure schools remain within their allocated budget. Additionally, Principals will continue to receive regular reports from OCFO budget analysts to ensure that they are using custodial overtime funds appropriately and that they remain aware of their monthly usage. The lack of appropriate funding for overtime may affect a school’s ability to offer programs outside of regular hours.

Custodial Supplies

Schools are allocated custodial supplies at a base rate of $2,640.20 (a 3.7% inflation increase from FY24) with an additional amount added for square footage. High schools receive an additional 7 cents per square foot, and all other school types receive an additional 5 cents per square foot. All schools must budget for custodial supplies. The typical costs for custodial supplies based on school enrollment are outlined below:

Menu of Options

Principals should ensure that they:

• Meet the mandatory minimum requirement of custodial staff per building and enrollment.
• Remain at or higher than the number of staffing from the previous year or have a justification for reduction of staff

Schools with high building use outside of core school hours are encouraged to consider budgeting for additional custodial staff beyond their initial allocation. When budgeting for a new or additional Custodial Foreperson, please reach out to your Strategic Staffing Coordinator to determine the SW grade level.

Budgeting Recommendations

The Strategic School Operations team will share a sample listing of custodial supplies and price points with each Principal. Principals are encouraged to add more to their custodial supply allocation based on their school’s historical spending, community use, and custodial overtime data. Custodial supplies should be advanced during summer advance and ordered to ensure enough supply inventory for the start of the school year.

Custodial Equipment

New or replacement equipment must be purchased with individual school budgets. The Strategic School Operations and Warehouse Logistics teams do not purchase custodial equipment. Principals should work closely with their Custodial Foreperson and DSL/MSL (if applicable) to prepare for custodial equipment needs.

Central Support

Non-Financial

Principals, DSL/MSLs, and/or Business Managers must review their year-to-date custodial inventory and monthly spending for supplies and equipment. However, they will also be provided with suggested supply and inventory lists created during onsite coaching with the Strategic School Operations (SSO) Team. The SSO Team provides these to ensure the amount budgeted for supplies in FY24 will meet the schools’ needs. Principals should work closely with their Custodial Foreperson and Business Manager or DSL/MSL (if applicable) to review the supply needs from the previous year to inform the needs for the upcoming year.

Points of Contact

• Day-to-Day Operations:
  • Sydney Moreau, Manager, SSO – sydney.moreau@k12.dc.gov
• TSHO Selection:
  • Charlena Murray, Division Specialist, SSOs – charlena.murray@k12.dc.gov
• Dedra Adams-Johnson, Director, SSO – dedra.adams-Johnson@k12.dc.gov
• Lisa Putman, Deputy Chief, SSO & Warehouse Logistics – lisa.putman@k12.dc.gov 

Helpful Resources

Teamsters Local 639 Contract

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Global Studies

Purpose

DCPS continues to support Global Studies School (GSS) programs across the school district to provide access to rigorous and international programming including opportunities for immersive local and global education experiences and exchanges. Through research-based pedagogy, ongoing professional development for educators, and globally-focused programs and community partnerships, Global Studies Schools cultivate students’ capacity to engage in deep learning across disciplines to investigate the world, recognize perspectives (others’ and their own), communicate across differences, and take informed action.

Current Global Studies Schools include: H.D. Cooke ES, MacFarland MS, and Roosevelt HS. Schools that are interested in becoming a Global Studies School should contact Bianca Duphey (Director, Academic Innovations), Bianca Bennett (Manager, Global Education), and their Instructional Superintendent.

How Funds Are Allocated

Global Studies Schools are required to allocate funds for one Global Studies Coordinator role and non-personnel services (NPS) to support the program. Principals can budget for positions and non-personnel items using discretionary dollars.

Non-Personnel Services (NPS) Budget Allocations

Schools will receive an allocation line item “Global Studies NPS.” Funds may be budgeted by the school in support of their Global Studies program based on the chart below. Schools will submit their NPS spend plan via petitions.

Requirements

Staffing requirements for SY24-25 by program and school are as follows:

Menu of Options

In limited situations, schools may request to reallocate Coordinator position funds, for roles such as a Global Studies elective teacher or World Language teacher. However, schools must meet the following criteria before requesting this option:

• A strong full-school model for Global Studies must already be in place.
• Schools must have a concrete plan for how their staffing will promote a full-school model of Global Studies.
• Schools must account for a Global Studies coordination point person.
• The plan for repurposing the allocation and the Global Studies coordination point person must be communicated to Kirsten Hagen (see contact information below).

By following these guidelines, schools can effectively allocate their budgets towards Global Studies programming and reinforce their commitment to a full-school model.

Central Support

Financial

Based on available funds, the Office of Teaching and Learning may provide opportunities for NPS support, such as teacher professional development and curricular resources to support Global Studies Program. Central Services also manages the procurement of GEBG memberships.

Non-Financial

Central Services provides support for schools by providing professional development and supporting in identifying and securing school partnerships. Central Services also supports schools as they develop and implement plans for school global studies programming. Additionally, Central Services supports the coordination and publicity of district-wide Global Studies Schools showcases and events.

Points of Contact

• Caroline Faircloth, Specialist, Global Studies – caroline.faircloth@k12.dc.gov
• Bianca Duphey, Director, Academic Innovation – bianca.duphey@k12.dc.gov
• Kirsten Hagen, Manager, Global Education – kirsten.hagen@k12.dc.gov

Helpful Resources

• Schools can find more information about Global Studies at https://dcpsglobaled.org/
• Contact Caroline Faircloth for the Global Studies Implementation Guide

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Safe & Positive Schools

How Funds Are Allocated

Schools that received the Safe & Positive Schools allocation in FY24 will receive 75% of that allocation in FY25 as DCPS begins to step down the program.

Requirements

Schools are required to apply this funding in support of a safe and positive school environment. They will submit their spend plan for this funding via petitions.

Point of Contact

Mike Lamb, Deputy Chief, Learning & Development Sciences – michael.lamb@k12.dc.gov

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