Additional Programming

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

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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 SY26-27 (FY27) 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 (7131019)

• Schools determine which programs they want to use based on recommendations from the specific content teams and Instructional Superintendents.
• Schools must submit any digital tool intended for instructional use to Central Services for approval prior to procurement and receive formal approval before purchase
  • For more information, please visit the DCPS Education Technology Site
  • For Operational/Logistics tools, please send an email to dcps.tech@k12.dc.gov for approval
• All subscriptions must be submitted as an RK in PASS; P-Card may not be used to procure subscriptions at this time
• Electronic Learning is a subscription and may cross fiscal years.
  • Subscriptions can only have terms of one calendar year
  • The start date of the subscription must use funds from the fiscal year in which it began
    • A license that is activated between October 1, 2025 to September 30, 2026 must use FY26 funds.
    • A license that is activated between October 1, 2026 to September 30, 2027 must use FY27 funds.
  • If schools do not budget and procure the subscriptions on time, the subscription will be turned off for that school.

Please remember to take into account lead time for both digital tool approval and procurement processing

Points of Contact

• Jason Moore, Manager, Literacy and Humanities Assessments & Interventions – jason.moore3@k12.dc.gov
• Kaila Ramsey Garza, Director, Elementary Math & Science – kaila.ramsey@k12.dc.gov
• Dr. Elizabeth Baird-Thompson, Director, Elementary ELA and Social Studies – elizabeth.baird-thompson@k12.dc.gov
• Jessica Chong-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
• Lucas Torre, Director, Integrated Learning (EdTech) – lucas.torre@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 Coordinatorssupport 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, Navigator Supports, 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

• Brittany Crumbling, Manager, School Counseling and Postsecondary Planning, Office of Social, Emotional, and Academic Development (SEAD) Strategy – brittany.crumbling@k12.dc.gov
• Damali Stewart, Director, Postsecondary Success Programs, Office of Social, Emotional, and Academic Development (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.

Current Connected Schools that would like to continue the Connected Schools Manager position, or schools that would like to become a Connected School, will need to budget for this role using flexible funds.

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

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Budgeting Recommendations

Schools choosing to budget for a Connected Schools Manager position 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 $25,000 – $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 receive centralized supports, including in-school coaching, monthly professional learning communities, progress monitoring and data administration, and support with partnership development.

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

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

Point of Contact 

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

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Flamboyan Partnership

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 relationship building visits (which encompasses both home and community visits). Welcome phone calls or “virtual visits” are not compensated. In order to be compensated for in-person relationship building visits, teachers must enter home visit information into Flamboyan’s online database. If the relationship building visits meet compensation criteria, school-based timekeepers will be responsible for using this information in order to enter relationship building 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) and no longer receive active coaching from Flamboyan.

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)
  • Note: no individual teacher may receive more than $2,000 total
• 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 Engagement – sophie.hagan@k12.dc.gov

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Grade Level and Department Chairs (Elementary & Secondary)

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.

Central Services will continue to budget for and process secondary Department Chairs stipends as in previous years.

Elementary schools that would like to create Grade Level Chair roles must budget for those stipends and include this line in their school budgets during the FY27 school budget development process.

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)
  • School budgeted, centrally processed for payment
• All secondary Department Chairs shall receive a $2,500 stipend (Section 36.10.1)
  • Centrally budgeted, centrally processed for payment

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.

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Criteria

Principals interested in budgeting for these roles will need to meet the following criteria.

• Elementary Grade level chairs ($1,000 Annual Stipend budgeted by the school): Elementary school must have a minimum of 3 classrooms in a given grade for a Grade Level Chair to be budgeted for.

• Secondary Department Chair ($2,500 Annual Stipend budgeted Centrally): Each secondary school is allocated a maximum of 8 Department Chairs; it is not required to fill all allocations

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.

Additional Considerations

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, upon successful completion of responsibilities: $2,500 for secondary Department Chairs; $1,000 for elementary Grade Level chairs.

Summary

Points of Contact

• DCPS.Chairs@k12.dc.gov: Elementary Grade level Chair & Secondary Department Chairs
• TLI LEAP Leader: LEAP.DCPS1@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. Schools implementing HIT in both ELA and math may find this position especially valuable for managing school-wide logistics, strategy, and communication among staff and providers.

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.

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 and curated a comprehensive folder of High-Impact Tutoring resources to support effective HIT implementation. The Content and Curriculum team also organizes and facilitates professional development for HIT managers.

The Office of Teaching and Learning has prepared a list of recommended tutoring providers that schools may choose to work with using school-based funds. The partners are not centrally managed or funded: SY25-26 High Impact Tutoring Providers – Updated 6.3.25.pdf

Points of Contact

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

Helpful Resources

• High Impact Tutoring – DCPS Way
• Selecting a HIT Provider

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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

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., Graduation Success Initiatives and 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
• Ashleigh Tillman, Director of Graduation Success Initiatives – ashleigh.tillman2@k12.dc.gov

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Redesign

Purpose

The following schools are eligible to participate in the Redesign program in FY27: Anacostia HS, Ballou HS, Cardozo EC, Columbia Heights EC, Coolidge HS, Dunbar HS, Ron Brown College Preparatory HS, and HD Woodson HS. During the budget development process, any opportunities for centrally funded roles will be shared. 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 Design Lab 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

• Constance Parham, Director, Innovation, Office of School Improvement and Supports, constance.parham@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 two 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 $60,210, 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 serve as replacements for special education aides. Effective school year 2025–2026, City Teaching Alliance no longer places residents in Pre-K classrooms. Preferred placement grades will be first grade and above, although kindergarten placements may occur on a case-by-case basis. Residents may be placed in the following subject areas: Elementary (Grades K–6), Secondary Math (Grades 7–12), and Secondary English Language Arts (Grades 7–12). These changes are a result of OSSE’s accreditation guidelines, which require schools to maintain full compliance with Council for the Accreditation of Educator Preparation (CAEP) standards.

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. 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 two 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 AOM training, at no charge for staff.

To ensure that all schools have the required minimum of 2 AOM designees, a one-time $600 payment will be made to staff that complete or recertify their AOM training. Accepting the payment to certify means that the staff person is agreeing to serve in the AOM role for the year.

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.

School-Based Health Centers (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 working 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 (BUAs). 
• 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 of 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 (ACMs) 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 $68,000 – $136,000 for City Year in contractual services. Schools will be charged $17,000 per ACM, with up to 50% of ACMs available for afterschool support.

For specific inquiries on cost, email 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 SY26-27, however current schools should work directly with their Transcend coach to identify needs and specific budget estimates for support in SY26-27. 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 (21^st CCLC) receive an afterschool allocation from the Out of School Time Programs team in the Office of Social and Emotional Academic Development . 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  Program Manager for the 21^st CCLC grant in OSTP afterschool programs, Elizabeth Robinson (elizabeth.robinson@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: 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 (8:00 a.m. – 4:30 p.m.) 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 BUA.
• Supplies: While partners typically cover these costs, it is important to determine 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 serving 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 and duration of the school year. Central Services cannot 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.
• 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, Director, Partnerships  – 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, Director, Connected Schools – carla.mike@k12.dc.gov
• For additional tutoring partners: Steven Gornstein, Specialist, Strategic Initiatives – steven.gornstein@k12.dc.gov
• For OSTP: Elizabeth Robinson, Manager OSTP or Ashleigh Tillman, Director Graduation Success Initiatives

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 Renee’ Edelin 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 Renee’ Edelin 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 Strategic School Operations Division, including streamlined communication, resources, and emergency support. 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 Atara Muhammad  (atara.muhammad@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

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 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.  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

• Atara Muhammad, Manager, Literacy and Humanities Enriching Experiences –Atara.muhammad@k12.dc.gov

Helpful Resources

• Schoolwide Enrichment Model Overview

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Safety and Belonging

Purpose

The Science of Learning and Development emphasizes that school context—including environment, relationships, and experiences—shapes student growth in both positive and negative ways. The school-based Culture and Climate Teams support all DCPS schools in applying a whole-child lens to create safety and belonging and manage student behavior and discipline, aligned to Chapter 25 of the DCMR (2009, updated 2015 and 2021–22), the Student Fair Access to School Amendment Act of 2018, and the Safe and Positive Schools Policy of 2023. These teams lead efforts in bullying prevention, restorative practices, and proactive strategies to build safe, supportive, and positive school environments. In addition, they partner with schools to determine appropriate behavior supports and responses, and to design student support staffing models that best meet the needs of each school’s population.

Program Guidance

Schools are not allocated Deans, Restorative Justice Coordinators Behavior Techs, or In School Suspension Coordinators; 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 culture 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:

• Ensuring all students have a deep sense of safety and belonging due to proactive implementation of DCPS’s five Power Practices
• 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 federal and District laws and policy, and the DCPS Strategic Plan, schools should structure their staffing with the goal of ensuring all students feel safe and have a strong sense of belonging.

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 (student sense of safety and student sense of belonging)
• Multi-Tiered Systems of Support (MTSS)
• Student Behavior Tracker (Student Discipline Data)

If unable to staff one of the positions above, please reach out to the Learning and Development of Science (LDS) 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 the DCPS Safe and Positive Schools Policy, Student Fair Access to School Act, and Chapter 25
• Trained in appropriate use of the Student Behavior Tracker
• Able to implement and incorporate Restorative Practice 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 Power Practices
• Student Behavior Tracker (SBT)
• Bullying Prevention

Point of Contact

• Michael Lamb, Deputy Chief, Learning and Development Sciences – michael.lamb@k12.dc.gov

Helpful Resources

• Power Practice Walkthrough Tools
• Bullying Prevention
• DCPS Safe and Positive Schools Policy
• Student Fair Access to Schools Act
• DCPS Becoming School and Classroom Practices Tool 25-26

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Substitutes

Overview

The following will remain in place for SY26-27 to balance school needs with financial resources:

Schools will continue using the two-part system to manage substitute usage where:​

• Schools will be able to utilize substitutes for all teacher and educational aide (ECE + SPED aides, only) vacancies and absences, and
• Schools will receive a centrally funded allocation for other allowable school-based needs outside of absences and vacancies for teachers and aides (e.g., IEP meeting coverage). Refer to this resource for non-allowable use cases.

Once schools spend their centrally funded allocation, they can only use substitutes for teacher and aide (ECE + SPED) vacancies and absences.

Details on the Centrally Funded Allocation

• Allocations are 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).​
• Allocations comes from the centrally funded substitute budget; however, schools will not see this on their budgets. Schools can track their current year allocation usage via a SmartFind Express dashboard. Schools will receive their allocation for the upcoming school year over the summer.
• If a school spends all their allocation, they can only use substitutes for teacher and aide (ECE and SPED) vacancies and absences. OES will closely track the vacancies and absences data to ensure aligned usage.

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

The following activities are not allowed utilizing any of the centrally allocated substitute funding.

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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 one or more School Building Substitute Teacher. Please note that School Building Substitute Teachers do not need to hold an OSSE-issued license and they are not evaluated under IMPACT.

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Central Support

Financial

Central Services will continue to cover the cost of substitutes for any absence or vacancy for a teacher and educational aide (SPED and ECE aides, only). 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)
• Anna Rabideau – Manager, Temporary Instructional Staffing (anna.rabideau@k12.dc.gov)

Helpful Resources

• Payroll Schedule 2026
• SY25-26 DCPS School Administrator – Substitute Teacher POC Training – Substitute Teacher Usage &  Job Assignment Creation in SFE
• DCPS School Building Substitute Teacher – SY25-26 Comparison
• DCPS Position Description_ School Building Substitute Teacher (1).pdf

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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 (5 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 FY27, 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 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
• 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.
• 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 in-person learning, LTE connectivity on student devices is no longer provided as of the end of SY21-22.
• 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.
• When will student and teacher devices arrive? DCPS is leveraging funds available in FY26 to procure devices. We aim to have devices arrive in schools before school year 26-27 starts. We will share a more specific timeline before summer 2026.

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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