Additional Programming

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

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ANet

Purpose

All schools will be 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 SY25-26, can contact Anthony Hiller (anthony.hiller@k12.dc.gov), Senior Director of Literacy and Humanities, to discuss.

Budgeting Guidance

Schools can budget for additional ANet support with contract dollars.

Point of Contact

Anthony Hiller, Senior Director of Literacy and Humanities – anthony.hiller@k12.dc.gov

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Blended Learning

Curriculum for Content Areas (Electronic Learning)

The Office of Teaching and Learning plans to purchase and provide schools with resources to support instruction in various content areas. OTL has developed a SY25-26 (FY26) 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

When budgeting for blended learning curricula, schools should budget funds into Electronic Learning.

• Schools determine which programs they want to use based on recommendations from the specific content teams and Instructional Superintendents.
• Electronic Learning is a subscription and may cross fiscal years.
  • If schools do not budget and procure the program(s) on time, the program will be turned off for that school.
  • If the program start date is before 10/1/2025, use FY26 Advance Funds or current FY25 funds. We recommend using advance funds or current fiscal year funds whenever possible to ensure students can begin day one.
  • Programs with new contract start dates of 10/1/2025 or later cannot use advance funds.

Points of Contact

• Jason Moore, Manager, Literacy and Humanities Assessments & Interventions – jason.moore3@k12.dc.gov
• Mawuena De-Souza, Manager, STEM Assessments and Interventions – mawuena.de-souza@k12.dc.gov
• Kaila Ramsey Garza, Director, Elementary Math & Science – kaila.ramsey@k12.dc.gov
• Anna Salzberg, Director, Elementary ELA and Social Studies – anna.salzberg@k12.dc.gov
• Jessica Gonzalez, Director, Secondary Math – jessica.gonzalez3@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 (Dual and World Language) – kate.burkett@k12.dc.gov

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College & Career Coordinators

Purpose

College & Career Coordinators (CCC) provide proactive, targeted, coordinated college and career guidance and resources for 9^th-12^th graders to ensure every student develops a postsecondary plan and that each student receives targeted supports and opportunities for them to achieve that plan. They work closely with students and their families to navigate the complexities of postsecondary planning, ensuring each student receives the guidance and resources needed to succeed.

College & Career Coordinators support students in grades 9-12 with post-secondary planning by organizing college and career exploration events and providing personalized assistance to seniors based on their individual postsecondary goals. They collaborate across departments to streamline efforts, coordinate services among school-based teams, and oversee both the school year and summer internship programs for eligible students.

In addition, coordinators play a vital role in the postsecondary process, assisting with college entrance exam registration (PSAT, SAT, ACT) and helping students access financial aid and scholarship opportunities. They work closely with students and their families to navigate the complexities of post-secondary planning, ensuring each student receives the guidance and resources needed to succeed.

How Funds Are Allocated

High schools no longer receive a direct allocation for a College & Career Coordinator. Principals may use flexible funding to budget for a College & Career Coordinator.

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

Limited funding from the Central Services POC may be available 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, School Counseling and Postsecondary Planning, Office of SEAD Strategy – damali.stewart@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
• Caring Relationships
• Family and Community Voice
• 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 Connected Schools has continued to be funded through a combination of local and grant dollars for the past six school years.

In FY26, the Connected Schools Manager position will be centrally-funded at four schools: Hendley ES, Kimball ES, Malcolm X ES, and Turner ES. All other Connected Schools that would like to continue the Connected Schools Manager position will have to budget for this role using flexible funds.

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

Budgeting Recommendations

Schools choosing to budget for a Connected Schools Manager should also reserve flexible dollars to budget funds for the program into the appropriate non-personnel spending account strings, such as for community partnerships, basic needs supplies, and family engagement services (typically $30,000 – $75,000 depending on school need and partnership costs). 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, and support with partnership development.

Depending on FY26 allocations, schools may receive a modest non-personnel budget that may include:

• Partner-led programming
• Food security resources
• Supplies for resource closet

Point of Contact 

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

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Flamboyan

Purpose

Supported in part by the Flamboyan Foundation, the Family Engagement Partnership (FEP) helps school leaders and staff engage families in ways that promote 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 DC Public Schools (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 – Parent Involvement funds instead of local dollars. However, federal and local dollars cannot be combined to reach the total school-level contribution.

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.

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 to conduct home visits with up to 70% of their school’s student enrollment.

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.

Point of Contact

Sophie Hagan, Manager, Family and Community Engagement – sophie.hagan@k12.dc.gov

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Grade Level/Department Chairs

Overview

The elementary Grade Level Chair and secondary Department Chair roles work to support the instructional program in their schools. They serve as an instructional role model, support the development of a professional learning community and positive school culture, collaborate with classroom teachers, and keep current on content and best practices.

Elementary Grade Level Chairs and secondary Department Chairs will receive an annual non-pensionable stipend in the following amounts, as dictated by the Washington Teacher’s Union Collective Bargaining Agreement:

• All elementary Grade Level Chairs shall receive a $1,000 stipend (Section 36.10.2)
• All secondary Department Chairs shall receive a $2,500 stipend (Section 36.10.1)

Central Services will continue to budget for and process secondary Department Chairs and TLI LEAP Leader stipends (elementary and secondary), following successful completion of all program requirements. Schools will be able to request secondary Department Chairs and TLI LEAP Leaders (elementary and secondary) at their schools as they have in previous years, with no changes occurring to those roles, responsibilities, or stipend amounts. For more information on TLI LEAP Leaders, please see the LEAP section.

In most situations, schools are encouraged to leverage the centrally-funded TLI LEAP Leader role. If elementary schools would like to budget for an elementary Grade Level Chair who is not a TLI LEAP Leader, they must do so during the FY26 budget development process.

Requirements

Principals interested in budgeting for these roles will need to meet the following criteria. The difference in stipend amount reflects the scale of work performed for each role, where secondary Department Chairs are likely to support a larger number of teachers, content areas, and/or grade levels.

Essential Duties and Qualifications

The essential duties & responsibilities listed may include all, but are not limited to, those described below. Principals should clarify school-level expectations and responsibilities for selected elementary Grade Level Chairs and secondary Department Chairs.

Additionally, elementary Grade Level Chairs and Secondary Department Chairs will need to meet all qualifications listed, including a minimum of “Effective” or better rating on their most recent IMPACT evaluation. Principals will submit names of staff members via QuickBase each semester, and Central Services and Instructional Superintendents will review and approve selections to ensure minimum qualifications are met (more detailed information on this process will be shared by Fall of 2025).

Menu of Options

The table below details each role’s stipend amount, funding source, and budget guidance. Principals interested in filling the elementary Grade Level Chair at their school for SY25-26 will need to budget for it during the FY26 budget development process. Instructional Superintendents will review and approve all requested budget allocations for elementary Grade Level Chairs.

Please note that due to the similarity of the elementary and secondary Chair role to the TLI LEAP Leader role, staff members who serve in both roles concurrently are ONLY eligible to receive one stipend:

• A secondary Department Chair who serves as a TLI LEAP Leader concurrently will only receive one annual stipend of $2,500 upon successful completion of responsibilities.
• An elementary Grade Level Chair who serves as a TLI LEAP Leader concurrently will only receive one annual stipend (for the larger $2,500 amount) upon successful completion of all LEAP responsibilities; in this scenario, Principals should not budget for an elementary Grade Level Chair in their school’s budget.
• Elementary Grade Level Chairs and secondary Department Chairs who only serve in that function will receive their annual stipend amount accordingly.

Points of Contact

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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 flexible funding to budget for the position. 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

Central Services has prepared a list of recommended tutoring partners that schools may choose to work with using school-based funds. These partners are not centrally managed or funded: SY25-26 Recommended High Impact Tutoring Providers.

Points of Contact

• Breana Pitts, Manager, Systems & Strategy – breana.pitts@k12.dc.gov
• Steven Gornstein, Specialist, Strategic Initiatives – steven.gornstein@k12.dc.gov

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New Heights Programming

Purpose

DCPS provides targeted supports to expectant and parenting students in DCPS through the New Heights program. New Height Coordinators manages and implements the New Heights program at the high school and middle school level by collaborating with school staff to implement based on student needs. This includes identifying, recruiting, and enrolling expectant and parenting students, conducting needs assessments and providing basic case management services, and tracking and reporting program impacts.

How Funds Are Allocated

Central Services will no longer fund New Heights coordinators. Principals may use flexible funding to budget for a New Heights Coordinator or other staff member to maintain the duties of the New Heights Program.

Budgeting Recommendations/Menu of Options

New Heights Coordinator positions are full-time roles that should not be combined with other positions at the school. The New Heights Coordinator is a dedicated staff member charged with ensuring expectant and parent students receive the internal and external supports needed to support their mental and physical needs while staying on track to graduate.  The New Heights Coordinator collaborates with school staff (e.g., school counselors, social workers, College and Career Coordinators, etc.) to monitor graduation rates, attendance and credit accumulation, and subsequent pregnancy rates.  They are also tasked with facilitating workshops and building relationships with community-based partners to provide case management and provide additional education workshops and workforce development opportunities.

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

Central Support

Financial

New Heights Coordinators are provided with 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 New Heights Coordinators along with professional development opportunities created by other Central Services teams
• Data and guidance to help New Heights Coordinators identify and monitor their student caseload and overall school performance on key metrics.

Points of Contact

• Kathleen Sheridan, Manager, New Heights Programming – kathleen.sheridan@k12.dc.gov
• Greg Dohmann, Senior Director of Graduation Success Initiatives – greg.dohmann@k12.dc.gov

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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 flexible 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; a list of core roles and responsibilities is below.

Central Support

Financial

Pathways Coordinators are provided with 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., Postsecondary Success Programs).
• Data and guidance to help Pathways Coordinators identify and monitor their student caseload and overall school performance on key metrics.

Points of Contact

• Shemia Anderson, Manager, Graduation, Office of SEAD Strategy – shemia.anderson@k12.dc.gov
• Greg Dohmann, Senior Director of Graduation Success Initiatives – greg.dohmann@k12.dc.gov

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Redesign

Purpose

The following schools are eligible to participate in the Redesign program in FY26: Anacostia HS, Ballou HS, Cardozo EC, Columbia Heights EC, Coolidge HS, Dunbar HS, Ron Brown College Preparatory HS, and Woodson, H.D. HS. Centrally-funded roles have already been discussed with schools. However, if these schools would like to add additional approved positions to support Redesign initiatives, they may do so using flexible funds.

Redesign Director

The Redesign Director (RD) will support Redesign by ensuring the successful design, implementation, evaluation, and refinement of the Redesign model. The Director will also serve as a key liaison between the school leadership team, school-based collaborators, central office staff, and external design partners. This includes consistently facilitating processes to collect and reflect upon data related to the model with a variety of stakeholders, identifying opportunities to refine and improve.

Student Experience Coach

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.

Content and Curriculum Coach

The Content and Curriculum Coach (CCC) will support Redesign by aligning curriculum and instructional practices with the school’s innovative model, fostering collaboration among staff, students, and community partners, and providing professional development focused on student voice, choice, and engagement to enhance academic and personal success. Additionally, the CCC will contribute by:

• Developing and refining curriculum to ensure it reflects Redesign priorities and prepares students with essential skills.
• Modeling and coaching effective teaching practices that promote fairness and adaptability.
• Implementing data-informed strategies to improve student outcomes and align instruction with redesign goals.
• Integrating real-world and culturally responsive learning approaches to foster deeper student engagement and achievement.

Budgeting Recommendations/Restrictions

The Redesign Team provides staffing recommendations for schools based on school Redesign designation, the focus model implementation, and other relevant factors.

Personnel Staffing Recommendations

If unable to staff the positions 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.

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

Arianna Ashton, Specialist, Innovation & Design XQ, Office of School Improvement and Supports – arianna.ashton@k12.dc.gov

Helpful Resources

• SEC Role Overview
• CCC Role Overview

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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 already employed with DCPS into highly effective teachers within our district. Over the last three years, at least 76% of teachers completing this residency program have earned an IMPACT rating of either Effective or Highly Effective, raising student achievement outcomes, and positively impacting our schools. 

Mentor Teacher Eligibility

Interested schools must have enough exceptional teachers willing to serve as mentor teachers to co-plan, co-teach, and advise City Teaching Alliance resident teachers 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 a City Teaching Alliance resident position as a replacement for an educational aide position (though they should note that a CTA resident costs $51,498, while an aide costs $45,244). When budgeting for the position, principals should consult with Corina Hopson, the DCPS staff member who works with the program team at City Teaching Alliance (see her 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.

Residents cannot be replacements for special education aides. Also, starting next school year (2025-2026), City Teaching Alliance will no longer place residents in Pre-K classes (the preferred placement grades will be 1st grade and older). However, residents can be placed in kindergarten classes on a case-by-case basis. This is a result of OSSE’s accreditation guidelines which require schools to be in full compliance of CAEP.

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. 

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 Corina Hopson at corina.hopson@k12.dc.gov. She 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 Corina before formally submitting any budgets that contain City Teaching Alliance resident teachers.

Point of Contact

Corina Hopson, Specialist, Educator Pipelines – corina.hopson@k12.dc.gov

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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 HS, Ballou HS, Cardozo EC, Coolidge HS, Dunbar HS, Roosevelt HS, and Woodson HS) 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.

School Health Services

Staffing (Personnel Services)

All DCPS schools receive school health services coverage and health suite supplies 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.

Administration of Medication (AOM)

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. At least one staff member is required by law to be present to administer medication at all times. This includes before care, lunch, afterschool programming, and field trips.

Schools should factor in afterschool and after hour field trip AOM coverage when planning for administrative premium, to ensure that there is always someone AOM-trained on site when students are present. Ideally, at least three staff members should be 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 AOM training, at no charge for staff.

School Health Services Coordinator

Schools can also add a Student Health Services Coordinator using their flexible 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 Children’s 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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School Partnerships

Purpose

For DC Public Schools (DCPS), a partner is defined as an organization or group that is committed to work with DCPS to make a sustainable impact on 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 or more times/year) must register in the DCPS Partnerships Database. The DCPS partnerships website outlines all registration steps and requirements (including the DCPS clearance process, partnership agreements, and building use agreements). and building use agreements). 
• Mental health and health care providers must be vetted and approved separately before programming can begin. Mental health providers need to register here for vetting and approval by the DCPS 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 the Chancellor’s designee 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 schools 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 budget $40,000 – $130,000 for City Year in contractual services. Schools will be charged $17,000 per ACM, with up to 50% of ACMs available for after care support.

For specific inquiries on cost, reach out to michael.lamb@k12.dc.gov. Schools should advance funds over the summer to cover services in August and September 2026 to ensure the continuation of the partnership at the start of SY2026-27.

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 support. All participating schools are required to budget funds for the cost-share for CIS in “Professional Services” (the price should be negotiated with the partner).

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 SY25-26, however current schools should work directly with their Transcend coach to identify needs and specific budget estimates for support in SY25-26. 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 here: SY25-26 Recommended High Impact Tutoring Providers.

Note on DCPS Operated Afterschool Programs: Elementary schools and education campuses that are part of the 21st Century Community Learning Centers grant (21stCCLC) receive an afterschool 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 programming with partners using flexible funding.

Additionally, if a school is considering engaging with a partner to provide “full-time” afterschool programming (Monday-Friday, 3:30-6:00pm) as a supplement to the OSTP 21^st CCLC afterschool program, please reach out to the specialist for the 21stCCLC grant in OSTP afterschool programs, Margot Berkey (margaret.berkey@k12.dc.gov) to discuss it before establishing any partnership. The additional partnership may have an impact on DCPS’s ability to meet the obligations of the 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: Partners must request security overtime if they require building access outside of regular school hours (8:00am – 4:30pm) or on weekends. Depending on program hours, the partner may be responsible for some or all security costs. The total cost and schedule will be determined during the approval process of the Building Use Agreement.
• 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 or uniforms.
• Fees for Families/Students: Some partners, especially afterschool 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, presenting challenges for the impacted school community. To ensure continuity of the partnership throughout the school year, schools must have direct conversations with key partners to ensure funding reliability for the full breadth of services provided. Central Services is not able to fill funding gaps to continue 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 the date the partner can confirm they have been 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 is not actualized.
  • 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 and be processed via a Special Pay Request. Please email 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 additional tutoring partners: Steven Gornstein, Specialist, Strategic Initiatives – steven.gornstein@k12.dc.gov

Helpful Resources

• DCPS Partnerships Website
• DCPS Partnerships Database (View your school’s profile! Search for new partners!)
• DCPS Partner Success Guide (Review partnership requirements and best practices)

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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 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 flexible dollars. As Principal, if you decide to make changes to the position, please contact Dedra Adams 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.

Points of Contact 

• Dedra Adams, Deputy Chief, Strategic School Operations & Warehouse Logistics – dedra.adams@k12.dc.gov
• Renee’ Edelin, Manager, School Strategy & Logistics – renee.edelin@k12.dc.gov

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Schoolwide Enrichment Model (SEM)

If you are considering joining the Schoolwide Enrichment Model cohort, please reach out to Felicia Messina-D’Haiti (felicia.messina-dhaiti@k12.dc.gov) prior to budgeting to discuss and determine how the SEM can be best implemented in your school community.

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 FY26, 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 flexible funding. To fully implement the SEM, we recommend hiring one ET-15 FTE SEM 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 MTSS 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 SEM 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. 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

• Schoolwide Enrichment Model Handbook
• Schoolwide Enrichment Model Overview

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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 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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Substitutes

Overview

The following adjustments will take place to balance needs with our financial resources:

• Effective March 1, 2025, there are documented ways in which schools cannot utilize substitutes. ​
• Effective for SY25-26 (FY26), there will be a two-part system to manage substitute usage where schools:​
• Can utilize substitutes for teacher and educational aide (ECE and SPED only) vacancies and absences; AND​
• Will receive an allocation* for other allowable school-based needs (e.g., IEP meeting coverage)​ outside of vacancies and absences for teachers and aides
• Once schools spend their centrally-funded allocation, they can only use substitutes for teacher and aide (ECE + SPED) vacancies and absences.

*This allocation will come from the centrally funded substitute budget; however, schools will not see this on their budgets. Schools will be able to track their allocation usage via a QuickBase dashboard.

Non-Allowable Substitute Usage (Effective March 1, 2025)

Two-Part System for Managing Substitute Usage in SY25-26

Key Headline: Schools will be able to utilize substitutes for teacher and educational aide (ECE and SPED only) vacancies and absences and will receive a centrally funded allocation* for other allowable school-based needs (e.g., IEP meeting coverage). ​

• Allocations will be based on the number of budgeted teacher and aide positions at schools and a combination of other factors that would be likely to impact the need for substitutes outside of vacancies and absences (e.g., the number of students with IEPs which would impact the need for coverage for IEP meetings).​
• Schools will have a dashboard where they can see their allocation usage. If a school spends all their allocation, they can only use substitutes for teacher and aide (ECE and SPED) vacancies and absences. Each school’s exact allocation will be determined in the coming months.​
• OES will closely track the vacancies and absences data to ensure aligned usage.

*This allocation will come from the centrally funded substitute budget; however, schools will not see this on their budgets. Schools will be able to track their allocation usage via a QuickBase dashboard.

Budgeting Recommendations

If schools want more flexibility and autonomy on how often and in what situations they can utilize substitutes, they are highly encouraged to budget for a School Building Substitute Teacher ($42,632).

Central Support

Financial

Central Services will continue to cover the cost of substitutes for any absence or vacancy for a teacher and SPED or ECE educational aide. Additionally, Central Services will provide each school with an allocation from the centrally funded substitute budget that is meant to cover other allowable substitute needs, such as IEP meeting coverage.

Non-Financial

• The Temporary Instructional Staffing Team will continue to strengthen the substitute pool.
• The Temporary Instructional Staffing Team will continue to support schools in communicating coverage needs to our Substitute Teacher pool.
• The Temporary Instructional Staffing Team will continue to assist school timekeepers in ensuring timely creation and verification of job assignments through SmartFind Express.

Points of Contact

• Temporary Instructional Staffing Team (substitute.dcps@k12.dc.gov)
• Juan Delgado-Veliz – Manager, Temporary Instructional Staffing (juan.delgado-veliz@k12.dc.gov)

Helpful Resources

• SY24-25 DCPS SFE How to Create Job Assignments
• SY24-25 DCPS SFE_How to Modify Job Assignments
• Comparison of Regular Substitute Teacher vs. School Building Substitute Teacher
• Payroll Schedule 2025

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Technology

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 sufficient access to technology, DCPS Central Services will continue to provide primary student and teacher (WTU) laptops centrally through the Empowered Learners initiative (ELi). It is the school’s responsibility to ensure their inventory is up-to-date at all times and any loss and damage to devices are captured in the district’s IT asset management system, TIPWeb on an ongoing basis. This is an important prerequisite to receiving replacement devices from Central Services. The Empowered Learners initiative ensures that students in grades PK-2 are granted access to a shared, in-lifecycle device (4 years or newer) at a 3:1 student-to-device ratio, while students in grades 3-12 are provided a dedicated in-lifecycle device (1:1 ratio).

Budgeting Recommendations

Schools should budget for the replacement of the following technology:

• Out-of-lifecycle non-WTU staff devices that are not provided centrally
• Out-of-lifecycle shared or secondary student devices in computer labs, libraries, and media centers
• Any accessories and “consumable” supplies not provided centrally
  • In FY26, DCPS IT will be able to provide a 30% contingency of student laptop chargers (power adapters) to each school to replace lost or damaged chargers. If a school experiences a higher loss rate, it should budget sufficient funds to purchase additional power adapters.
  • Other accessories and consumables that are not provided centrally and for which schools must budget include student and staff headsets, printer toner/ink, external mice and keyboards, monitors, webcams, and other peripherals.

Technology Purchasing Guidance

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

Secondary Student Computers 

Schools must consider requirements for any additional student device beyond their allocated ELi ratios, for instance, devices in shared spaces, such as in computer labs, multimedia/MAC labs, eSport devices, and 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 DCPS Technology Purchasing Guide.

Administrative and Non-WTU Computers 

Starting in SY21-22, DCPS IT purchased and deployed WTU laptops at all schools. DCPS IT will continue to provide in-lifecycle laptops to your WTU staff members for the foreseeable future, replacing out-of-lifecycle devices and ensuring that all teachers have a functioning device to support teaching and learning. Each summer, schools will receive additional devices based on the number of their WTU members after accounting for centrally purchased in-lifecycle staff devices in your inventory. Schools must prioritize their technology funds to replace outdated technology for non-WTU admin staff and offices within your building. For a list of approved devices, please visit the DCPS Technology Purchasing Guide.

Supplies, Accessories, and Consumables to Support Technology 

These items could include laptop power cords/chargers, laptop batteries, headsets for assessments, desktop printers and scanners, mice, keyboards, monitors, docking stations, and more.

Technology Support Staff

There are several positions that schools can budget for with flexible dollars to support with technology maintenance and usage:

• Aide – Library/Technology (see the Library Programs section for more information)
• Aide – Computer Lab
• Coordinator – Technology
  • Previously, schools could also budget for a Coordinator – Computer Lab and/or a Coordinator – Computer Lab/Technology. In FY26, these roles will be consolidated, and only the Coordinator – Technology will be available.
• Technology Instructional Coach

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.
• What student device will DCPS be purchasing? In SY25-26, DCPS-IT will deploy Lenovo 13W Yoga Windows laptops in grades 1—12 and Apple iPads in grades PK—K. Students who take part in the Career Technology Education program will be provided with a high-powered Lenovo 13W R5 Yoga device to support their learning. All Microsoft Surface Go devices will be retired in summer 2025.
• 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, 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 SY25-26. This change was announced in the SY21-22 EOY Tech Guidance.
• What staff will receive this device? DCPS IT 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 in-lifecycle devices provided centrally and through any recent school modernizations. Schools must plan to purchase devices for all other administrative staff and non-WTU instructional staff as needed using their school budgets.
• What device will DCPS purchase for teachers? DCPS will continue to purchase the Dell 7000 series 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.

Points of Contact 

• Please contact the DCPS IT Asset Administration team at assetadmin@k12.dc.gov to request replacements for broken or lost devices.

For all day-to-day technology support needs, please contact your OCTO technician or submit a support request through https://dcps.tech/support.

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