Additional Programming

Programs listed below are not required by DCPS but may have internal requirements for participating schools.

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Technology Purchasing

Purpose 

To compete in a global workforce, students must be equipped with the skills to use technology effectively. Technology in schools must also support instructional goals and online assessments. To ensure all DCPS students have equitable access to technology, DCPS Central Services will continue to provide primary student and teacher (WTU member) laptops centrally through the Empowered Learners initiative (ELi). It is the school’s responsibility to maintain an updated inventory and to ensure they receive sufficient devices to maintain the ELi ratios on campus. Students in grades PK-2 must be granted access to a shared, in-lifecycle device at a 3:1 student-to-device ratio, while students in grades 3-12 must be provided a dedicated device (1:1 ratio). Schools will continue to be responsible for the replacement of out-of-lifecycle secondary and shared student devices (e.g., devices in computer labs, libraries, media centers, etc.) and any non-WTU administrative staff devices.

Budgeting Recommendations

Schools should budget for the replacement of the following technology:

• Critical Windows 7 devices used by staff, students (e.g., computer labs), and/or other essential purposes (e.g., auditorium A/V controls, libraries/media centers, security cameras computers, HVAC controllers, building automation devices, etc.)
• Non-WTU member/admin staff devices not provided centrally.
• Out-of-lifecycle shared or secondary student devices in computer labs, libraries, and media centers.
• Additional accessories and ‘consumable’ supplies not provided centrally such as PARCC assessment headsets, desktop printer ink/toner, etc.

Technology Purchasing Guidance

A school’s non-personnel funds and At-Risk technology funds may be used to purchase the following: 

Student Computers 

In 2019, DCPS announced the Empowered Learners Initiative (ELi), a commitment to supply students with the appropriate technology in the classroom. In School Year 2020-2021 and beyond, DCPS has centrally distributed a 1:1 ratio of devices in grades 3-12, and 3:1 ratio in grades PK-2. Schools must consider requirements for any additional student device needs for shared spaces, such as in computer labs, MAC labs, eSport devices, library/media center devices. Purchasing these devices remains the school’s responsibility. To ensure effective security and compliance with standards, DCPS and the Office of the Chief Technology Officer (OCTO) will only support student devices purchased from the approved devices list in the Technology Purchasing Guide.

Smartboard Deployments

As part of the district’s multi-year approach to refreshing classroom interactive boards in all schools, DCPS Central Services will continue the deployment of classroom interactive boards in select schools in FY25. The IT team has shared that the following schools will be outfitted with new boards as part of school modernizations and/or Phase IV of the Interactive Board Deployment Plan.

• For schools slated to be in Phase IV: To learn more about the number of Smartboards your school will receive, please contact lashaunda.carter@k12.dc.gov.
• For schools not part of Phase IV: To learn more about which phase your school was or is in, please contact lashaunda.carter@k12.dc.gov.

Teacher Computers 

For SY23-24, DCPS purchased and deployed WTU member laptop devices centrally. DCPS will continue to purchase laptops for WTU member for SY2024-25 to replace out-of-lifecycle devices and to ensure that all teachers have a functioning device to support teaching and learning. Schools will receive additional devices based on the number of WTU members including teaching staff after accounting for centrally purchased staff devices in the environment. As a result of this investment, schools are encouraged to prioritize technology funds for non-teacher technology needs. Schools should plan to purchase devices for administrative staff and non-WTU instructional staff as needed, using the DCPS Technology Purchasing Guide to select devices.

Administrative (Non-Teacher) Computers 

DCPS recommends replacement of each administrative staff member’s computer every four years.  Schools must replace all out of life cycle devices. The OCTO support team will only support in-life cycle devices and will not provide support to outdated and out-of-life cycle devices. To ensure effective security and compliance with standards, DCPS and the Office of the Chief Technology Officer (OCTO) will only support staff devices purchased from approved devices list in the Technology Purchasing Guide found at http://dcps.tech/purchasing/. The guide includes instructions on how to purchase devices.

Supplies to Support Technology 

These items could include laptop power cords, laptop batteries, and bulbs for existing interactive boards.

Point of Contact 

DCPS Asset Administration team – assetadmin@k12.dc.gov

Frequently Asked Questions

• Will DCPS Central Services continue to purchase student and teacher devices? Yes, DCPS Central Services will invest in student and WTU staff technology in the upcoming budget cycle to ensure we maintain a 1:1 ratio in grades 3-12 and 3:1 in grades PK-2. Additionally, DCPS aims to replace approximately 1500 classroom interactive boards in calendar year 2024.
• What student device will DCPS be purchasing? In SY22-23, DCPS began deploying Lenovo 13W Yoga laptops for grades 1-8 and Apple iPad for PK -K grades. Students who take part in the Career Technology Education program will be provided with a high-powered Lenovo 13W Yoga device to support their learning.
• Will devices be LTE enabled? In SY20-21, DCPS invested in LTE-enabled student devices and hotspots to support districtwide virtual learning due to the COVID-19 pandemic. Given the return to an in-person learning posture, LTE connectivity on student devices is no longer provided as of the end of SY21-22. Devices will rely on an active Wi-Fi connection to access the internet, except for any students authorized to remain 100% virtual in SY22-23. This change was announced in the SY21-22 EOY Tech Guidance.  Eligible families and households may visit the federal Affordable Connectivity Program website for more information on available discounts toward internet services at home.
• Why is DCPS not purchasing 1:1 devices in all grade levels? DCPS is building on the investment made during COVID-19 while also replacing devices that will be out of lifecycle in SY2023-24 to ensure we meet our commitment for year 4 of the Empowered Learners Initiative (ELi). This plan includes a contingency reserve of devices and DCPS will have over 45,000 devices available and will be prepared for a pivot to virtual learning if needed. At the same time, we are making an additional investment to ensure that all teachers and WTU members have a functional device for teaching and learning.
• What staff will receive this device? DCPS will purchase devices centrally so that all WTU staff have a dedicated and in-lifecycle device. Schools will receive devices based on the number of WTU staff after accounting for devices provided centrally and through any recent school modernizations. Schools should plan to purchase devices for all other administrative staff and non-WTU instructional staff as needed using school budgets.
• What device will DCPS purchase for teachers? DCPS will continue to purchase the Dell 7340 and 7440 as our standard teacher device.
• When will student and teacher devices arrive? DCPS is leveraging funds available in FY24 to procure devices. We aim to have devices arrive in schools before school year 24-25 starts but this will depend on completion of the procurement process and availability of device inventory from suppliers. We will share a more specific timeline once the procurement process is complete.

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ANet

IMPORTANT NOTE: The use of ANet for secondary schools is currently under review and deliberation. We will share an update around a final decision regarding the use of ANet for secondary schools as soon as possible.

Purpose

In SY23-24, all schools were provided with ANet interim assessments in ELA for students in Grades 3-10 and Math for Grades 3-5. Any school wishing to purchase ANet coaching for SY24-25, including current partnership schools, can contact the Director of Assessment and Intervention, Lola Odukoya (lola.odukoya@k12.dc.gov), to discuss.

Budgeting Guidance

Schools can budget for additional ANet support with contract dollars.

Point of Contact

Lola Odukoya, Director of Assessment and Intervention – lola.odukoya@k12.dc.gov

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Blended Learning

Curriculum for Content Areas (Electronic Learning)

The Office of Teaching and Learning, in collaboration with the Acceleration division, plans to purchase and provide schools with resources to support instruction in various content areas. OTL has developed a SY24-25 (FY25) OTL-Provided Resources document, which outlines materials that were thoroughly reviewed and selected based on school implementation needs, quality, and alignment to the standards. Schools should budget for any other digital curriculum using their flexible dollars budget in collaboration with their content cluster instructional teams.

Budgeting & Procurement Guidance

Follow these guidelines to budget for Blended Learning Curriculum by budgeting funds into “Electronic Learning.”

• Schools determine which programs they want to use based on recommendations from the specific content teams and with Instructional Superintendents. If schools do not budget and procure the program(s) on time, the program will be turned off for that school.
• Advance Funds: If the program start date is BEFORE 10/1/2024, use FY25 Advance Funds or current FY24 funds. We recommend using advance funds or current fiscal year funds whenever possible to ensure students can begin day one.
• Electronic Learning is a subscription and may cross fiscal years.
  • Programs with new contract start date of 10/1/2024 or later CANNOT use advance funds.

Points of Contact

• Jason Moore, Manager, Elementary Assessments & Interventions – jason.moore3@k12.dc.gov
• Kaila Ramsey Garza, Director, Elementary Math & Science – kaila.ramsey@k12.dc.gov
• Laura Sanzone, Director, Elementary ELA and Social Studies – laura.sanzone@k12.dc.gov
• Mawuena De-Souza, Manager, Secondary Assessments & Interventions – mawuena.de-souza@k12.dc.gov
• Kourtney Miller, Director, Secondary Math – kourtney.miller@k12.dc.gov
• Abby Welsheimer, Director, Secondary ELA – abby.welsheimer@k12.dc.gov
• James Rountree, Director, Secondary Science – james.rountree@k12.dc.gov
• Raymond Hamilton, Director, Secondary Social Studies – raymond.hamilton@k12.dc.gov
• Kate Burkett, Director, Language Learning – kate.burkett@k12.dc.gov

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School Partnerships

Purpose

DCPS defines a partner as an organization or group that is committed to work with DCPS to make a sustainable impact on a shared goal around student success. Partners may include community organizations, afterschool providers, corporations, donors, and/or vendors that collaborate with schools throughout the year (e.g., curriculum or professional development partners).

While many partner organizations are free to schools, they may still incur additional costs like security or custodial fees. There are also several partner organizations that do charge a fee. As such, schools should consider all potential budget implications related to working with external partners as schools develop their budget.

Restrictions

• All school program providers (external organizations that provide student-facing programming 3+ times/year) must register in the DCPS Partnerships Database. The DCPS partnerships website outlines all of the steps to register, as well as all other partnership requirements (including the DCPS clearance process and building use agreements). 
• Mental health and health care providers must be vetted and approved separately before programming can begin. Mental health providers should register here for vetting and approval by the mental health team. Schools should contact the health services team (healthservices.dcps@k12.dc.gov) with questions about health partnerships (e.g., mobile eye clinics).
• Only the Chancellor or his designated deputy has the authority to sign a legal Memorandum of Agreement (MOA). If a partner asks school staff/leaders to sign any type of legal document, please refer the organization to the DCPS Partnerships Team (dcps.partnerships@k12.dc.gov).
• For partners that charge a fee, a valid purchase order must be in place before programming can begin. Partners cannot be paid for services rendered before a purchase order is in place.

Specific Partnership Reminders

Below is a reminder on how schools should budget for the following partnerships:

City Year implements a Whole School Whole Child model through a group of carefully selected, highly trained AmeriCorps members who provide individualized support to at-risk students, while establishing an overall positive learning environment throughout the schools they service. All participating schools are required to budgeted $40,000 – $130,000 for City Year in contractual services from their school budget. The amount budgeted is associated with the number of corps members agreed upon with City Year. For specific inquiries on cost, reach out to michael.lamb@k12.dc.gov. Schools should advance funds for services to come in August and September 2025 to ensure readiness to continue the partnership at the start of SY2025-26.

Communities in Schools (CIS) is a nonprofit organization that supports schools by implementing the model of Integrated Student Supports (ISS), a data-driven, evidence-based solution to remove barriers to student success. ISS improves the delivery of services by enabling students to be linked to a broad set of community resources that address numerous needs in a coordinated way. CIS places a full-time site coordinator in each school to assess the needs at the school and develop an annual school support plan that outlines three tiers of supports. All participating schools should budget the cost-share for CIS in “Professional Services” (price should be negotiated with the partner).

Literacy Lab provides effective targeted reading intervention for students, helps students develop relationships with caring and literacy-trained adults and are less expensive than many alternatives. For these reasons, Literacy Lab is a recommended component of our reading acceleration strategy at DCPS. There is a strong correlation between students enrolled in Literacy Lab and accelerated growth towards proficiency on objective measurements (such as DIBELS). All participating schools are required to budget funds for Literacy Lab in contractual services from their school budgets. Returning school partners typically budget $15,000 (or approximately $7,500/tutor) towards their services, but the specific price of the partnership is negotiated with the partner based on the number of tutors provided. New partnerships should plan to spend $15,000 but the specific cost of the partnership is negotiated with the partner based on the number of tutors provided. Some schools may need to advance a portion of their funding for services in August and September 2024. Please reach out to Jason Moore (jason.moore3@k12.dc.gov) to determine if the advancement scenario applies to your school. 

Reading Partners provides effective targeted reading intervention for students, helps students develop relationships with caring and literacy-trained adults and are less expensive than many alternatives. For these reasons, Reading Partners are a recommended component of our reading acceleration strategy at DCPS. There is a strong correlation between students enrolled in Reading Partners and accelerated growth towards proficiency on objective measurements (such as DIBELS). All participating schools are required to budget funds for Reading Partners in contractual services from their school budgets. School partners typically allocate $20,000 towards the amount to cover their Reading Partners’ fee for service which is a flat rate. Schools should not advance a portion of their funding for services in August and September 2024.

SAGA provides high impact math tutoring to 9th and 10th grade students enrolled in Algebra 1 and Geometry through a combination of small group individualized instruction and an adaptive learning platform. SAGA partners with school administration and teachers to provide math support to students during the school day as an independent class that is aligned to the standards and objectives being covered in their math class. All participating schools should budget $55,000 in contractual services from their school budget. Schools should not advance funds for August or September 2024. Price may be subject to change. If you are interested in forming a new partnership with SAGA, please reach out to Dr. Kourtney Miller (kourtney.miller@k12.dc.gov) to confirm capacity.

Transcend has been supporting DCPS elementary schools for the past five years to implement the Whole Child Model that was first launched at Van Ness ES. Transcend currently supports four cohorts of schools, with the most recent cohort starting in SY23-24. DCPS and Transcend are not anticipating adding new schools in SY24-25, however current schools should work directly with their Transcend coach to identify needs and specific budget estimates for support in SY24-25. Please reach out to Mike Lamb (michael.lamb@k12.dc.gov) with any questions. 

Additional Tutoring Partners. Schools may choose to work with additional (not centrally managed or funded) tutoring partners using school-based funds. A list of recommended tutoring partners can be found in the OTL Curriculum & Assessment Resources & Recommended Programs & Partners for School Purchase document. 

Note on DCPS Operated Afterschool Programs: Elementary schools and education campuses that are part of the 21st Century Community Learning Centers Out-of-School Time Grant receive an afterschool programs allocation from the Out of School Time Programs division in the Office of Teaching and Learning. This personnel allocation cannot be reprogrammed to contractual services for an afterschool provider. These schools may budget for additional afterschool programing with partners using flexible funding.

Additionally, if a school is considering engaging with a partner to provide “full-time” afterschool programming (Mon-Fri, 3:30-6:00pm) as a supplement to the OSTP 21^st CCLC afterschool program, please reach out to the manager of OSTP afterschool programs, Daisy Hicks (daisy.hicks@k12.dc.gov) to discuss it before establishing any partnership. The added partnership may have an impact on DCPS’s ability to meet the obligations of our 21^st CCLC grant.

Budgeting Guidance

The following is a list of the most common costs associated with partner organizations. This is not an exhaustive list, and we strongly encourage all schools to work directly with partners to identify all costs. To budget for partnerships, use contractual services funds.

• Service Fees: Partners may require payment for services directly from the school and/or Central Services team supporting the work. If the school and/or Central Services team intends to pay the partner, they must budget funds in contractual services and have a valid purchase order in place before services begin.
• Custodial Fees: It is likely either the school or the partner will need to budget for custodial overtime if the partner requires building access after-hours or on weekends.
• Security Fees: It is likely either the school or the partner will need to request security overtime if the partner requires building access after-hours or on weekends. School Program Providers that offer programs free of charge to DCPS, students, and families between dismissal and 6:30pm on school days should not be charged security fees (pending approval).
• Supplies: While partners typically cover these costs, it is important to discuss who will fund supplies. This may range from office supplies (student journals, pencils etc.), to student athletic gear/uniforms.
• Fees for Families/Students: Some partners, especially after school programs, require enrollment fees for individual families. While this does not impact school budgets, it is important to know the implications for the school community.
• Funding Reliability: Many partners are funded by grants or other funding sources that are not consistently available or are not confirmed until after the school year has begun. On occasion, partners commit to serve a school but unexpectedly lose funding and must stop services mid-school year, which can be a challenge for the school community. To ensure continuity of the partnership throughout the school year, schools must have direct conversations with key partners to clearly identify funding reliability for the full breadth of services provided. Central Services is not able to fill funding gaps to ensure continued services.
  • Ask the partner to confirm that all necessary funding is secured to cover the full scope of partnership for the upcoming year.
  • If the partner is waiting on future grant awards or other allocations, gain clarity from your partner on what will happen if those funds are not secured and identify by what date the partner will know if they are awarded funds.
  • If the school decides to proceed with the partner, even if funding is not fully confirmed, the school and partner should develop an alternative plan if funding does not come through.
  • If this situation arises with a partner, schools are encouraged to contact the DCPS Partnerships Team for guidance at dcps.partnerships@k12.dc.gov.
• Partner-paid stipends to teachers: If a partner pays teachers a stipend for work conducted during their regular tour of duty, the stipend must go through DCPS’ donations process. Please reach out to dcps.partnerships@k12.dc.gov for guidance on next steps.

Points of Contact

• For general, afterschool, and summer partnerships: Abby Cohen, Manager, Partner Engagement – abigail.cohen@k12.dc.gov 
• For City Year: Michael Lamb, Deputy Chief, Learning and Development Sciences – michael.lamb@k12.dc.gov
• For Communities in Schools: Carla Mike, Manager, Connected Schools – carla.mike@k12.dc.gov
• For Literacy Lab and Reading Partners: Jason Moore, Manager, Elementary Assessments & Interventions – jason.moore3@k12.dc.gov 
• For SAGA Education: Dr. Kourtney Miller, Director, Secondary Math – kourtney.miller@k12.dc.gov
• For additional tutoring partners: Jennifer Rosenbaum, Deputy Chief, Schools – jennifer.rosenbaum@k12.dc.gov

Helpful Resources

• DCPS Partnerships Website
• DCPS Partnerships Database (View your school’s profile! Search for new partners!)
• DCPS School Partnership Toolkit

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Social Emotional Learning (SEL)

Purpose

The Science of Learning and Development tells us that the context in schools, including the environment, relationships, and experiences, drives development in positive and negative ways. School Culture and Climate Team supports all DCPS schools in working to apply the whole child lens student behavior and discipline aligned to Chapter 25 of the DCMR and the DCPS Student Behavior Tracker, Bullying Prevention, Restorative Practices, and proactive approaches to establishing and building a safe and positive school environment. This team supports schools in determining behavior support and responses to behavior. Along with student support staffing models to best meet the needs of the school’s student population.

Program Guidance

Schools are not allocated Deans, Restorative Justice Coordinators, or Behavior Techs; however, Principals have been provided the flexibility to hire a dedicated staff member for these positions or assign the duties to other staff in the building.

The behavior staff within a school will report to the Principal who will determine the staffing plan to include protected time for the work listed below. Typically, this team is made up of Deans, Behavior Techs, and Restorative Justice Coordinators. These positions focus on creating and maintaining a safe and positive learning environment and student behavior, with the shared common goals of:

• Creating and maintaining an intentional Safe and Positive School Culture/Climate,
• Working with all school resources to provide comprehensive student supports,
• Having an instructional approach to behavior and discipline which focuses on positive skill development, and
• Ensuring the consistent implementation of discipline responses that minimize disruption to Instructional time.

In compliance with the Student Fair Access to Schools Act and DCPS’ behavior/discipline philosophy, schools should structure their staffing with the goal of working to keep students in the building and using exclusionary disciplinary practices for only severe issues.

Budgeting Recommendations

The School Culture Team provides staffing recommendations for schools based on overall enrollment, special education programming, behavior and suspension data, in-school suspension programs, and other relevant factors. Schools should intentionally fill these roles with staff members who can build positive relationships and support students’ academic success while working to develop positive Social and Emotional Learning skills to help minimize the occurrence of negative behaviors moving forward.

• Dean of Students: Schools are recommended to have 1.0 Dean of Students for populations of 200 students.
• Supporting Dean/Behavior Techs: Schools are recommended to have a Behavior Technician and/or another Dean of Students for each additional 200 students.
  • Note that Restorative Justice Coordinators and Behavior Techs may assist the Dean, but cannot complete duties assigned to a Dean alone, as outlined in the Dean position description.
  • Schools should regularly monitor their student behavior data to see if additional support is needed.

Restorative Justice Coordinator: All middle and high schools are recommended to have at least one Restorative Justice Coordinator. Effective RP programs can help students experiencing challenges develop positive affiliations with schools and a sense of belonging, while not falling behind on their academic work. A full-time RP Coordinator is strongly recommended for schools who have the following suspension days per 100 students:

• 20 for middle and high schools
• 5 for elementary schools

Personnel Staffing Recommendations

Based on the table of descriptions above, schools should use the following data to drive their school staffing:

• Panorama Data (LCPI)
• Multi-Tiered Systems of Support (MTSS)
• Student Behavior Tracker (Student Discipline Data)
• Trauma Responsive Schools Model Action Plan Survey

If unable to staff one of the positions above, please reach out to the Learning and Development of Science (LeaDS) team via email (LDS@k12.dc.gov) to advise on how to best staff schools.

Menu of Options

In addition to the below specifics, Deans, Behavior Techs, and Restorative Justice Coordinators must be:

• Knowledgeable on Student Fair Access to School Act and Chapter 25
• Trained in Student Behavior Tracker
• Able to implement and incorporate Restorative Justice measures in their work

School Culture Staff Responsibilities

Central Support

The School Culture Team will build school level capacity by providing ongoing professional development in the following areas:

• Crisis Prevention Intervention (CPI)
• DCPS Becoming Core Practices
• Student Behavior Tracker (SBT)
• Bullying Prevention

Point of Contact

Shelley Anderson, Director of Supportive Learning Environments – shelley.anderson@k12.dc.gov

Helpful Resources

• Bullying Prevention
• Student Fair Access to Schools Act
• DCPS Becoming School and Classroom Practices Tool 23-24

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Pathways Programming

Purpose

DCPS continues to prioritize supporting over-aged and under-credited students towards earning a high school diploma and achieving postsecondary success through Pathways programming at high schools.

Pathways Coordinators work directly with over-aged and/or under-credited students, often with a specific caseload of students, to ensure they understand what they need to graduate and are receiving the right supports and services. They also work across departments within the schools to streamline efforts and lead programming to help all students get and stay on-track towards graduation.

How Funds Are Allocated

High Schools and Opportunity Academies no longer receive a direct allocation for a Pathways Coordinator. Principals may use discretionary funding to budget for a Pathways Coordinator or other staff member to maintain duties of Pathways Programming.

Budgeting Recommendations/Menu of Options

Pathways Coordinator positions are full-time roles that should not be combined with other positions at the school. The Pathways Coordinator is a dedicated staff member charged with ensuring all students who are off-track to graduation complete individualized learning plans, are scheduled properly, and have the supports they need to be successful. The Pathways Coordinator collaborates with school staff (e.g., school counselors, social workers, College and Career Coordinators, etc.) to monitor the adjusted cohort graduation rate report and individual progress towards graduation to help the school leadership develop strategies to support all students who are off-track. They are also tasked with creating, leading, and monitoring school-level initiatives and programming that support off-track or at-risk students.

Principals can tailor the position to their school needs; an example of core roles and responsibilities is below.

Central Support

Financial

Pathways Coordinators are provided a request form and may request limited funding from the Central Services POC to support approved programmatic activities at their school.

Non-Financial

• Monthly professional development meetings for Pathways Coordinators along with professional development opportunities created by other Central Services teams– e.g., Counseling, College and Career Prep.
• Data and guidance to help Pathways Coordinators identify and monitor their student caseload and overall school performance on key metrics.

Point of Contact

Liz Wiemers Smith, Director, Student Engagement, Graduation Excellence, Office of Secondary Schools – elizabeth.wiemers@k12.dc.gov

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College & Career Coordinator Initiative

Purpose 

The College & Career Coordinator (CCC) Initiative provides proactive, targeted, coordinated college and career guidance and resources for 9^th-12^th graders to ensure every student develops a college or career plan, and that each student receives targeted supports and opportunities for them to achieve that plan. 

College & Career Coordinators work with grades 9-12 to support post-secondary planning, coordinate college and career exposure events, and deliver tailored support to seniors based on their individualized post-secondary plan. They also work across departments within the schools to streamline efforts, coordinate services among school-based teams, and manage the school year and summer internship process for eligible students. 

How Funds Are Allocated

High schools no longer receive a direct allocation for a College & Career Coordinator. Principals may use discretionary funding to budget for a College & Career Coordinator or other staff member to maintain duties of the College & Career Coordinator and student-specific postsecondary planning efforts.

Budgeting Recommendations/Menus of Options 

College & Career Coordinator positions are full-time roles that should not be combined with other positions at the school. The College & Career Coordinator is a dedicated staff member charged with ensuring all students complete individualized postsecondary plans, support with college planning (e.g., FAFSA completion, college application assistance), and career readiness (e.g., internships, apprenticeship applications, resume building, etc.), and postsecondary pathway exposure through presentations and events. An example of core roles and responsibilities is below.

Central Support

Financial

College & Career Coordinators may request limited funding from the Central Services POC to support approved programmatic activities at their school. 

Non-Financial

• Monthly professional development meetings for College & Career Coordinators along with professional development opportunities created by other Central Services teams (e.g., Counseling, Graduation, College Prep, etc.)
• Data and guidance to help College & Career Coordinators identify and monitor their student population and overall school performance on key metrics. 

Point of Contact

Damali Stewart, Manager – Postsecondary Planning, Student Engagement Division, Office of SEAD Strategy – damali.stewart@k12.dc.gov  

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High Impact Tutoring (HIT)

Purpose 

The High Impact Tutoring (HIT) Manager supports the implementation and expansion of High Impact Tutoring (HIT) within the school. The Manager coordinates with school leadership, school staff, and

tutoring providers to support tutoring scheduling, data analysis and progress monitoring, and continuous improvement. They provide administrative support for tutoring programs and work directly with students. Ultimately, the Manager plays a critical role in a school’s implementation of HIT – a pillar of the district’s strategy for learning acceleration and an evidence-based Tier 3 intervention.

How Funds Are Allocated

Comprehensive Support and Improvement (CSI) schools no longer receive central funding for a HIT Manager. Principals may use discretionary funding to budget for the position. The position cost is $110,079. If there is not an option to budget for this position, please reach out to the School Finance Team to have it added as an option.

Budgeting Recommendations/Menus of Options 

HIT Manager positions are full-time roles that should not be combined with other positions at the school. The HIT Manager is a dedicated staff member charged with developing and implementing the school’s HIT program in alignment with research-backed guidelines; this can include designing HIT schedules, identifying and evaluating HIT curriculum, identifying and cultivating partnerships with external providers, providing training and support to school staff and partners, and engaging in ongoing data analysis to effectively support students.

An example of core roles and responsibilities is below. 

Central Support

Information about central support for the HIT Manager position is forthcoming.

Point of Contact

Jennifer Rosenbaum, Deputy Chief of Schools – jennifer.rosenbaum@k12.dc.gov

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Schoolwide Enrichment Model (SEM)

Purpose

The Schoolwide Enrichment Model (SEM) is a pedagogical framework used to develop the full potential of the student through an inquiry-based, student-choice driven approach that leads to creative-productive giftedness, increased enjoyment, and student satisfaction with the learning experience. Based on the belief that all students have gifts and talents, Enrichment Resource Teachers operationalize the SEM at schools.

How Funds Are Allocated

In FY25, funds for a SEM Enrichment Resource Teacher are not specifically allocated to schools. K-12 Schools who wish to participate in the SEM will budget for the program using their discretionary funding including student-based budgeting (SBB-local) funds. To fully implement the SEM, we recommend hiring 1 (one) ET-15 FTE SEM Enrichment Resource Teacher who should have at least 80% of their focus be on implementation of the SEM.

Program Implementation

Enrichment Resource Teachers serve as enrichment specialists operating within the pedagogical framework known as the SEM. Enrichment Resource Teachers primarily provide inquiry-based facilitation as well as some direct instruction for individual students or small groups of students. This instruction can occur in a pullout or scheduled-class format.

SEM teachers also plan enrichment opportunities such as field trips or recruiting speakers for the whole school. The Enrichment Resource Teacher serves as a liaison to families, to the community, and they serve as an integral part of a school’s Response to Intervention (RTI) efforts.

Menu of Options

If a school would like to implement aspects of the SEM in their school but does not have the ability to staff an Enrichment Resource Teacher position, they may create a SEM committee to organize school-wide aspects of the SEM.

• A SEM committee may organize and manage school-wide enrichment activities, clusters as well as student showcases. A SEM committee typically consists of a combination of administrators, instructional leaders, and/or teachers from various content areas and grade levels who are enthusiastic about SEM to coordinate enrichment opportunities for all students in the school.
• These opportunities could be for small or large groups of students in the form of one-time activities or weekly school-wide enrichment clusters. The point of contact for the SEM committee will communicate and collaborate with Central Services staff for training and resources.

Central Support

Financial

Contingent on available funding, the Office of Teaching and Learning supports teacher and administrator attendance at the Schoolwide Enrichment Model training at the University of Connecticut, held each summer. Each spring, an interest survey is sent to SEM administrators and contacts to gauge interest in attending this training. Once the registration and other costs have been confirmed, interested staff are notified if funds are available. Priority is given to participants and/or schools who have not attended in the past. Teacher and administrator SEM resource books are provided to support implementation of the SEM.

Non-Financial

The Office of Teaching and Learning provides additional support for year-round professional development and coaching as well as providing any available curricular and instructional resources. In order to receive these resources, please contact the Central Services POC below to be added to the SEM cohort.

Point of Contact

Felicia Messina-D’Haiti, Manager, Academic Enrichment Programs – felicia.messina-dhaiti@k12.dc.gov

Helpful Resources

• SEM Handbook
• Schoolwide Enrichment Model

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Flamboyan

Purpose

Supported in part by Flamboyan Foundation, the Family Engagement Partnership (FEP) helps school leaders and staff engage families in ways that benefit student success. Participating schools receive phased coaching, training, and ongoing support in the following areas:

• Relationship-Building: Teachers and families form trusting relationships through home/community visits. Welcome phone calls or “virtual visits” are not compensated. In order to be compensated for in-person home/community visits, teachers must enter home visit information into Flamboyan’s online database. If the home visits meet compensation criteria, school-based timekeepers will be responsible for using this information in order to enter home visit hours in PeopleSoft.
• Academic Partnering: Flamboyan provides training for academic partnering in phase 2 and 3 schools to enable families to support academics at home.
• Ongoing Communication: Teachers receive training and support to help them establish regular and ongoing communication with students’ families.

The FEP is designed so that schools’ autonomy increases over time, while Flamboyan’s coaching, direct professional development, and technical assistance reduces over time.

Program Guidance

Schools in the Family Engagement Partnership (FEP) will move through four phases in the program.

• During the first phase of the FEP, schools will receive significant coaching from Flamboyan and will focus. most significantly on relationship building and creating systems for REAL Family Engagement at the school level.
• During the second phase, schools will continue to receive coaching and will focus most significantly on academic partnering.
• During the third phase, schools will receive pared down coaching support from Flamboyan and will focus on sustaining family engagement practices in their school community.
• Once schools successfully complete these 3 phases, they will be graduated from the program (phase 4).

Budgeting Recommendations

To ensure that DCPS has a sustainable approach for effectively embedding family engagement practices in school communities, and to enable Flamboyan to fund effective family engagement across more schools, Flamboyan asks partner schools to contribute a small amount to help with the overall costs of the partnership program.

Schools participating in the FEP will receive a quote for their minimum possible contribution in early February. The contribution guidance below applies for elementary and secondary partnership schools. The funding for Flamboyan must be budgeted in Contractual Services.

Note: It is allowable to use Title I – Parental Involvement funds instead of local dollars. However, federal and local dollars cannot be combined to reach the total school-level contribution.

Central Support

Financial

The Family Engagement Division provides financial support to schools to help with implementation.

• Funds permitting, bi-annual stipends for teacher leads on the Family Engagement Leadership Team (FELT) who take on additional responsibility to support staff and ensure the quality of family engagement at their schools.
  • $4,000 total for elementary schools (recommended for 2 teacher leads)
  • $6,000 total for secondary schools (recommended for 3 teacher leads)
• Funds permitting, staff compensation from central budget for home visits

Non-Financial

After budgets are finalized, the Family Engagement Division works with the Office of the Chief Financial Officer to encumber, or freeze, the minimum contribution from each school’s budget to facilitate procurement and payment to Flamboyan.

Flexibilities and Restrictions

• Participation in this partnership is entirely voluntary.
• Once partnership with Flamboyan is committed to and budgeted for, funds are swept from school budgets and cannot be reprogrammed or repurposed. By entering into partnership with Flamboyan, school leaders are committing to honor the intended partnership outcomes, commitments, and expectations for that year.
• The FEP functions on a year-by-year basis, with the goal that all schools will graduate from the partnership by the end of year 5.
• Renewal of partnerships will be dependent on a mid-year review, which will assess the fulfillment of the partnership commitments.

Point of Contact

Sophie Hagan, Coordinator, Family Engagement – sophie.hagan@k12.dc.gov

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School Strategy & Logistics

Purpose

The School Strategy & Logistics (SSL) program was designed as an option for instructional gains and operational efficiency across DCPS through school-based operational leadership.  Eligible schools will receive communication from Dedra Adams-Johnson about adding their school to the program.

Budgeting Recommendations

Continuing Schools

For schools that are already part of the SSL program, Principals can budget for positions using discretionary dollars. As Principal, if you decide to make changes to the position, please contact Dedra Adams-Johnson as soon as possible.

New Schools

Principals will have the Director of Strategy & Logistics (DSL) and Manager of Strategy & Logistics (MSL) positions as options in their budgets. Operations work must be led by a DSL or MSL based on student enrollment and other factors. If a school has budgeted for an MSL or DSL, they are also eligible to add the Coordinator of Strategy & Logistics (CSL), and Assistant of Strategy & Logistics (ASL) positions. The Central Services SSL team will advise each Principal on which is appropriate based on the table below.

The SSL staffing allocations outlined below are based on student enrollment, school type, and the size of the building.

Candidates for the DSL/MSL roles are accepted through a centralized selection process managed by the SSL Team. Principals will then make final decisions about which candidates to hire from a recommended applicant pool. To petition for this position, Principals should meet with their Instructional Superintendent and the SSL Manager.

Menu of Options

Participating schools may only add Coordinators (CSL) and/or Assistants (ASL) of Strategy & Logistics if there is an MSL or DSL. These two positions will hold a broader and more flexible range of responsibilities than the previous, more narrowly defined traditional operations roles (i.e., Registrar, Administrative Aide, Attendance Counselor, and Data Clerk). These roles will address current challenges in the following ways:

• More flexible position descriptions will allow Principals to design front office and other operations roles that best meet the needs of their schools; and
• Operations staff will be trained in all office duties to ensure appropriate capacity during the natural ebbs and flows of different seasons.

Since the DSL and MSL positions are made to hold a broader and more flexible range of responsibilities, Principals are encouraged to design the roles to fit their schools’ unique needs. They may take on logistical roles that are traditionally associated with other operations positions (such as managing enrollment or attendance), and/or they may take on additional responsibilities (such as emergency response and reporting). See below for examples of responsibilities that are commonly assigned to SSL program staff.

Central Support

Schools that participate in the SSL program will continue to receive support and guidance from Central Services’ Operations Specialists, including streamlined communication, resources, and emergency support through their SSL staff. As part of the SSL program, DSLs and MSLs will also have regular opportunities for professional development on pertinent topics throughout the school year.

Point of Contact 

Dedra Adams-Johnson, Director, Strategic School Operations – dedra.adams-johnson@k12.dc.gov

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Resident Teachers

Purpose

The DCPS Office of Employee Services has partnered with City Teaching Alliance (formerly Urban Teachers), who will train residents in DCPS classrooms alongside high-performing mentor teachers for an entire academic year to prepare residents to assume a lead teaching role in the second year of the program. DCPS’ teacher residency partnership programs prepare recent college graduates, career changers, and outstanding paraprofessionals to be highly effective teachers in DCPS schools. 

Our partnership with City Teaching Alliance is also an effective way to develop educational aides and paraprofessionals already employed with DCPS into highly effective teachers within our district. Over the last 3 years, at least 75% of teachers completing this residency program have earned either effective or highly effective on IMPACT, raising student achievement outcomes, and positively impacting our schools. 

Mentor Teacher Eligibility

Interested schools must have a sufficient number of exceptional teachers willing to serve as mentor teachers to co-plan, co-teach, and advise City Teaching Alliance resident teachers in order to help them develop into strong lead teachers. Mentor teachers must have at least three years of teaching experience and be at least at the Established Teacher stage of LIFT (Leadership Initiative for Teachers), but preferably at the Advanced Teacher stage or above.

Note: City Teaching Alliance strongly prefers that schools host at least two residents in the same year.

Budgeting Recommendations

Schools are required to budget City Teaching Alliance resident positions as a net-neutral replacement for an educational aide position. When budgeting for the position, principals should consult with Jason Brown, the DCPS staff member who works with the program team at City Teaching Alliance (see his contact information below). Principals should only budget for the number of residents they anticipate receiving. Whether these residents are current aides applying for acceptance into the program or new residents that the school will select externally, we recommend budgeting for those positions during budget development. In the case that no residents are ultimately hired, principals will work with the School Finance Team to reprogram the position back to an educational aide position. 

The Office of Employee Services cautions against having too many residents in one school at a time. Since the goal of this residency program is for residents to become full-time teachers at their original placement schools, we urge principals to forecast if they will have enough teaching position vacancies to hire the residents as lead teachers the following year. 

Please note that the budget catalog item for City Teaching Alliance resident positions is still named “Urban Teacher Residency.”

Central Support: Steps for Approval to Add to Your Budget

Because City Teaching Alliance has a limited number of residents to offer each year, principals will need to get approval from Central Services before requesting and budgeting for resident teachers.

If you are interested in hosting City Teaching Alliance resident teacher(s) at your school, email Jason Brown at jason.brown7@k12.dc.gov. He will confirm with the organization that there are available residents for your school before you submit your school budget in March. Please wait to hear confirmation from Jason before formally submitting any budgets that contain City Teaching Alliance resident teachers.

Point of Contact

Jason Brown, Specialist, Teacher Pipelines – jason.brown7@k12.dc.gov

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Connected Schools

Purpose

Connected Schools is the DCPS model for full-service community schools. Connected Schools take a whole child, whole school, whole community approach by making schools spaces that support not only a student’s academic development, but also a family’s overall wellbeing through access to resources, services, and programming. The model is grounded in national research and educational best practices and includes six key elements:

• Connected School Manager Role
• Strong Student Support Systems
• Authentic Community and Family Engagement
• Healing-Centered Practices
• Place-Based Services
• Academic Enrichment

Eligibility

The Connected Schools Initiative launched in 2019 through a mayoral expansion investment, a Department of Education award, and the 1003 Investment in Schools grant. The cohort of Connect Schools has continued to be funded through a combination of local and grant dollars for five school years.

Budgeting Recommendations

Schools should contact the Connected Schools Team if they are interested in adding the Connected Schools Manager position. Once approved, the Connected Schools Team will reach out to the School Finance Team to open the position as an option on schools’ budgets.

Schools choosing to budget for a Connected Schools Manager should also reserve discretionary dollars to budget funds for the program into the appropriate non-personnel spending account strings. For specific guidance on budgeting for and procuring non-personnel items for Connected Schools, reach out to the Connected Schools Team.

Central Support

Participating schools will continue to receive centralized supports, including in-school coaching, monthly professional learning communities, progress monitoring and data administration, budgetary and procurement support, and support with partnership development.

Schools will receive a modest non-personnel budget that may include:

• Partner-led programming
• FELT stipends
• Supplies for resource closet
• Afterhours meals for family engagement

Point of Contact 

Carla Mike, Manager, Connected Schools – carla.mike@k12.dc.gov

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Redesign

Purpose

The following schools are participating in the Redesign program in FY25: Anacostia HS, Ballou HS, Cardozo EC, Columbia Heights EC, Coolidge HS, Dunbar HS, Ron Brown College Preparatory HS, and Woodson, H.D. HS.

The Student Experience Coach (SEC) will be pivotal in developing systems, tools, and student experiences within the designated Redesign school as determined in collaboration with the Design Lab. The primary focus is to ensure the continuous success of the school’s Redesign model by measuring and elevating student voice and providing professional development to educators and staff on strategies that will help create and/or enhance the collaboration between students and adults within the school. As a lead advocate for the students, including students furthest from opportunity, the Student Experience Coach will implement and support new pilots and existing programming that authentically reflect the current and future voices of students aligned to the Redesign model by progress monitoring and maintaining a student design team. Additionally, the role involves engaging with the school’s community to help sustain the new school model, ensuring that student voices actively shape the evolving educational landscape.

Budgeting Recommendations/Restrictions

The Redesign Team provides staffing recommendations for schools based on school Redesign designation, interest of the school’s model implementation, and other relevant factors. Schools should intentionally fill these roles with staff members who can build positive student relationships and support student skill development, while also providing support and coaching to staff with around student voice and engagement.

• Student Experience Coach: Schools are recommended to have 1 SEC per Redesign school
  • Note that the Student Experience Coach position differs from that of a Student Activities Coordinator and should focus on the student academic and social-emotional experience within a school’s redesign model.
• Effective SEC can provide great insight into the skill development needed for students to be successful within the school’s model and also after graduation. SECs will ensure that skills are growing for students and staff around the model. 

Personnel Staffing Recommendations

Based on the table of descriptions above, schools should use the following data to drive their school staffing:

• Designation as a Redesign School
• Panorama Data (LCPI)
• Student Engagement Survey (Provided by Design Lab)
• In Seat Attendance (ISA) & Chronic Absenteeism (CA)

If unable to staff the position above, please reach out to the Design Lab team via email at design.lab@k12.dc.gov to advise on how to best staff schools.

School Culture Staff Responsibilities

Central Support

The Design Lab Team will build school-level capacity by providing ongoing professional development in the following areas:

• Student Engagement and Strategies
• Effective Progress Monitoring
• Resource Library
• 1:1 Coaching

Point of Contact

India Little, Specialist, Design Innovation – india.little4@k12.dc.gov

Helpful Resources

SEC Role Overview

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School Health Services & Centers

Purpose

The School Health Services Program (SHSP) is responsible for promoting health and wellness and actively collaborating with students, family members, school personnel, and community-based organizations to ensure that the health needs of the students are being met.

Additionally, seven schools (Anacostia High School, Ballou High School, Cardozo Education Campus, Coolidge High School, Dunbar High School, Roosevelt High School, and Woodson High School) host school-based health centers (SBHCs) that provide a full spectrum of primary care services to students attending the school and children of the school’s students, including behavioral, oral, and reproductive health care services.

Program Guidance

School Health Services

Staffing (Personnel Services)

All DCPS schools receive school health services coverage at no charge to the school. Staffing is provided through a blended model of nurses and allied health professionals through a contract between DC Health and Children’s School Services (CSS).

Because these nurses and allied health professionals are not DCPS employees, CSS maintains all employer rights and responsibilities for these staff (some specialized schools may receive additional nursing services). If a nurse or allied health professional at a participating school is unable to continue employment, DC Health will provide replacement staffing for that school as soon as possible. Principals may work with the appropriate CSS Nurse Manager to evaluate staffing and request any kind of disciplinary action or removal.

Some schools have students with low-incidence disabilities that require nursing services beyond the capacity of DC Health’s school health services program. The Office of Teaching and Learning’s Division of Specialized Instruction will provide supplemental nursing services to schools serving these students at no cost to the school.

Additional Staffing Recommendations

When a nurse or allied health professional is not in the building, either due to scheduled or unexpected circumstances, schools are still responsible for meeting student health needs. In addition to the school day, this includes ensuring trained staff for before care, lunch, aftercare, and field trips. To this end, schools should ensure at least three staff members are trained and prepared to provide medication as needed. The Office of School Improvement and Supports can assist schools in signing up for the DC Health owned and CSS operated “Administration of Medication (AOM)” training, at no charge for school staff.

Additionally, schools can budget for a Student Health Services Coordinator using discretionary funding.

Goods & Services (Non-Personnel Services)

School Responsibility: It is the school’s financial responsibility to maintain functioning technology for its school nurse(s), including a computer, dedicated printer, phone, and a functioning fax/e-fax line. Health suites must have direct 911 and long-distance access.

Provided to Schools: Medical supplies and equipment (bandages, gloves, linens, weight scale, etc.) for Health Suites are paid for by DCPS through an agreement with DC Health. Schools are not responsible to stock medical supplies within the Health Suite.

Telehealth Program: provides consultative calls, connecting school nurses with health care providers at Childrens National. Directly connect students and providers without leaving school to minimize on out of class time. The school is responsible for providing access to internet. The program, at no cost to the school, provides telehealth equipment and covers maintenance. Students who are enrolled in the program are subject to co-pay and associated costs when program pilot is at completion.

School-Based Health Centers

Staffing (Personnel Services)

Available at select high schools only: Anacostia High School, Ballou High School, Cardozo Education Campus, Coolidge High School, Dunbar High School, Roosevelt High School, and Woodson High School.

SBHC services are provided at no charge to the school. The centers are operated through grants from the DC Department of Health (DC Health) to local providers (Children’s National Medical Center, MedStar Georgetown, Mary’s Center, and Unity Health Care). As these are not DCPS employees, the SBHC operator maintains all employer rights and responsibilities for these providers and DC Health maintains all selection and oversight responsibility.

Principals may work with the DCPS Manager/Director for Student Health Services when there are questions or concerns about actions taken by the SBHC team.

Goods & Services (Non-Personnel Services)

It is the school’s financial responsibility to clean and maintain the physical space of the SBHC, including provision of restroom paper products. The school must also ensure the SBHC has functioning technology, internet access, and dedicated telephone and fax lines for the SBHC. In addition, there must be dedicated telephone lines for health service providers and SBHC offices must have direct 911 and long-distance access.

Points of Contact

• Whitney Carrington, Director, Student Health Services, Office of School Improvement and Supports – whitney.carrington@k12.dc.gov
• Sophie Murphy, Specialist, Student Health Services, Office of School Improvement and Supports – sophie.murphy@k12.dc.gov

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Historical NPS Spending & Reprogramming

Budgeting Recommendations Using Historical Spending Data 

Principals and Finance Professionals should look through their historical spending data and identify the appropriate amount of non-personnel funding they need to budget in different spending categories. Historical data can reveal insightful trends to support spend planning and successful budget execution.

Typically, non-personnel funding is the last to be budgeted and often what is sacrificed. While certain Central Services teams can be helpful when they face challenges, Central Services does not have the ability to supplement school budgets during the year if they do not have sufficient non-personnel funding. Schools should ensure an adequate NPS budget for their needs throughout the year by creating an informed and data-driven spending plan. Additionally, planning with historical data can reduce the need for reprogramming during the summer or throughout the school year.

Schools should also note that donations are not included as part of schools’ allocation, but any unused donations roll over to future years.

Reprogramming 

Continuing in FY25, schools are able to reprogram a cumulative amount of $25,000 before the additional approvals of DC City Council and the Office of Budget and Performance Management are required after the standard approval needed from Central Services and the Office of the Chief Financial Officer.

To mitigate the need for reprogramming, schools should analyze their historical non-personnel spending data and projected end-of-year spending to ensure that funds are budgeted in the proper line items.

Commonly Reprogrammed Goods and Services 

The table below displays examples of goods/services that are commonly entered into incorrect budget lines and, thus, require reprogramming. The column on the left shows examples of purchases a school may want to make, while the column on the right shows the correct budget line item schools need to have funds in to buy it. Oftentimes, these are the budget lines that do not have enough money initially budgeted in, requiring Principals to reprogram money from other funding lines into the depleted one.

What is the difference between professional services and contracts?

Typically, professional services are one- or two-time occurrences whereas contracts are multiple occurrences over the year whether PD, student services, or a consultant. Oftentimes, if a school has contract funds but no professional service funds, you can use contracts for a one-time PD. Similarly, a school could use PD funds for a multiple occurring PD rather than contracts.

Point of Contact 

School Finance Team – dcps.schoolfunding@k12.dc.gov

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