FY22 Budget Development Guide
To enable authentic and fluid school planning and support around the DCPS Strategic Priorities and OSSE’s STAR Framework, the Comprehensive School Plan (CSP) will build on the analysis and planning already required for budgeting and staffing decisions. Similar to SY2020-21, the CSP process will start in January and will ensure that the later stages are logical extensions of key decisions made at each juncture. The process for SY2021-22 is outlined in the five steps below:
Step 1: Budget Planning & Development*
Step 2: MOY Data Review & Needs Assessment*
Step 3: SY21-22 Goal Setting and CSP Draft
Step 4: EOY Data Review & Finalize CSP
Step 5: CSP Signature Page
The initial phase, School Budget Planning and Development, is designed to prepare schools to complete the required budget narratives for each budget category. It supports the strategic alignment of fiscal investments to the achievement of school-wide performance outcomes outlined in the CSP. Throughout the process, schools are supported by the Continuous Improvement (CI) team, part of the School Performance and Continuous Improvement (SPCI) Division of the Office of School Improvement and Supports, as well as the Data Specialists in the Office of Data, Systems, and Strategy (ODSS), and other relevant teams in Central Office including Cluster Support Team Content Leads.
*Although the MOY data and formal needs assessments are completed later in the calendar than the budget window, schools are expected to consider available data when making strategic budget decisions.
Points of Contact:
- Tiphanie Scroggins, Director, School Performance & Continuous Improvement, Office of School Improvement and Supports, TScroggins1@k12.dc.gov
- Kirsten James, Manager, School Data and School Performance, Office of Data and Strategy, KGood@k12.dc.gov
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.
Staffing (Personnel Services)
All DCPS schools receive full-time school health services coverage at no charge to the school. Staffing is provided through a blended model of nurses and allied health professionals through a contract between DC Health and Children’s School Services (CSS).
Because these nurses and allied health professionals are not DCPS employees, CSS maintains all employer rights and responsibilities for these staff (some specialized schools may receive additional nursing services). If a nurse or allied health professional at a participating school is unable to continue employment, DC Health will provide replacement staffing for that school as soon as possible. Principals may work with the appropriate CSS supervisor to evaluate staffing and request any kind of disciplinary action or removal.
Some schools have students with low-incidence disabilities that require nursing services beyond the capacity of DC Health’s school health services program. The Office of Teaching and Learning’s Division of Specialized Instruction will provide supplemental nursing services to schools serving these students at no cost to the school.
Additional Staffing Recommendations
When a nurse or allied health professional is not in the building, either due to scheduled or unexpected circumstances, schools are still responsible for meeting student health needs. To this end, schools should ensure at least three staff members are trained and prepared to provide medication and first aid as needed. The Office of School Improvement and Supports offers multiple medication administration and CPR/first aid trainings every school year at no charge for school staff.
Goods & Services (Non-Personnel Services)
It is the school’s financial responsibility to maintain functioning technology for its school nurse(s), including a desktop 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 (bandages, gloves, linens, 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.
For additional information on School Based Health centers please reference section 4.1.7.
Points of Contact
Whitney Carrington, Manager, Student Health Services, Office of School Improvement and Supports. Whitney.Carrington@k12.dc.gov
Seven schools (Anacostia High School, Ballou High School, Cardozo Education Campus, Coolidge High School, Dunbar High School, Roosevelt High School, and Woodson High School) host school-based health centers (SBHCs) that provide a full spectrum of primary care services to students attending the school and children of the school’s students, including behavioral, oral, and reproductive health care services.
Staffing (Personnel Services)
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, and Unity Health Care). As these are not DCPS employees, the SBHC operator maintains all employer rights and responsibilities for these providers and DOH maintains all selection and oversight responsibility.
Principals may work with Whitney Carrington 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.
Point of Contact
Whitney Carrington, Manager, Student Health Services. Office of School Improvement and Supports, Whitney.Carrington@k12.dc.gov
Extra Duty Pay is provided only to ET 15- (including ET 15/12-month, ET 15/11-month, and ET 15/10-month) and EG 9-classified employees in WTU positions. No other employee of DCPS, or non-employee providing services for the benefit of DCPS, is eligible to receive ED. Usually, ED is authorized for services performed beyond the normal tour of duty. See more information on the types of stipends for SY20-21 at https://dcps.dc.gov/publication/additional-compensation-procedures.
The following activities are centrally budgeted:
- Tech POC stipends
- Athletic coaches
- Home visits
- Reading clinic (small set of teachers)
- TLI stipends
- We the Girls leads
DCPS substitutes ensure that students receive continuous instruction throughout the school year. Substitutes provide coverage when teachers and educational aides are out on sick leave, administrative leave, extended leave, professional development opportunities, or if there are vacancies.
Schools do not specifically budget for substitute teachers during budget development. Substitutes are budgeted for centrally through an “add-on” on the average teacher salary. To ensure that all DCPS students have access to high-quality substitute coverage, schools will receive a DCPS centrally budgeted annual substitute allocation.
Each school will receive a fixed amount of substitute requests to use throughout the school year based on the number of budgeted teachers and educational aides and the size of special education and at-risk populations.
Schools will utilize the DCPS Substitute Reporting tracker in QuickBase to track their substitute usage. Schools that exceed their projected allocation throughout the year will be notified by the Office of Resource Strategy, and a member of Strategic Staffing will follow up with both the Principal and instructional superintendent directly to determine a course of action.
Process and Restrictions
- To secure a substitute, schools are required to submit requests to fill assignments for sick leave, administrative leave, extended leave, professional development opportunities, and vacancies into SmartFind Express for teachers and educational aides.
- If schools are not able to secure a substitute teacher, they will enact internal coverage plans, which typically include internal staff coverage of classrooms paid by administrative premium.
- Schools can create a maximum assignment of 90 days for a substitute. Assignments can be renewed after a 90-day period if coverage is still required.
- Substitute Staffing has collaborated with the Office of Teaching and Learning to offer self-paced training courses for substitute teachers on Canvas and Microsoft Streams.
Point of Contact
Charelle Jeffries, Manager, Temporary Instructional Staffing, Charelle.Jeffries@k12.dc.gov
Individualized Education Programs (IEP) Caseloads
The IEP caseload should not exceed 15 IEPs per teacher. In cases where a special education teacher is required or agrees to act as case manager for more than 15 students with IEPs, the WTU Contract provides that the teacher will receive three hours of administrative premium per year for each additional student (WTU Contract 184.108.40.206, 24.5.5). The current administrative premium rate is $40/hour (WTU Contract 36.8.2). For example, if a special education teacher acts as case manager for 16 students with IEPs he/she will receive $120 per year (3 hours of administrative premium pay); for 17 students with IEPs, he/she will receive $240 per year (6 hours of administrative premium pay), and so on.
Acceptable Reasons for Altering Class Sizes
Schools should make a reasonable effort to meet the classroom size requirements set forth in 23.13 of the WTU Contract. However, schools may need to alter class sizes for the following reasons (WTU Contract 23.13.3):
- Lack of sufficient funds for equipment, supplies or rental of classroom space.
- Lack of classroom space and/or personnel available to permit scheduling of any additional class or classes in order to reduce class size.
- Conformity to the class size objective because it would result in the organization of half or part-time classes.
- A class larger than the above is necessary and desirable to provide for specialized or experimental instruction.
- Placement of pupils in a subject class for which there is only one on a grade level; or
- Size of specific classroom space is inadequate.
Early childhood classrooms cannot exceed the ratios and group sizes listed in the Early Childhood section (4.1.2) for any reason.
Principals, please list below your reason(s) for departing from:
- The Local School Advisory Team’s (LSAT) recommendation as to the area of certification to be affected by an excessing division, and/or
- The Personnel Committee’s (PC) recommendation as to the individual employee to be affected by an excessing decision
Complete one form for each instance in which you have deviated from an LSAT or PC recommendation as it relates to an excessing decision.
LSAT or PC Recommendation
Principal’s Final Decision
Reason(s) for Departure
Principal Name: ____________________________________________
Principal Signature: _________________________________________ Date: ______________
Upon completion by the Principal, this form should be submitted to the Strategic Staffing team by emailing your staffing coordinator or firstname.lastname@example.org.
FY22 Item Catalog
Assistant Principal - English Language Arts (ELA)
Assistant Principal - Intervention (API)
Assistant Principal - Literacy (APL)
Assistant Principal - Math
Assistant Principal - Ninth Grade Academy
Assistant Principal - Other
Assistant Principal - Science
Assistant Principal - Social Studies
Assistant Principal - Special Education
Dean of Students
Early Childhood + General Education
Aide - Early Childhood
Aide - Instructional - (10mo)
Aide - Instructional - Year Round (80hr)
Aide - Kindergarten
Instructional Coach - English Language Arts (ELA)
Instructional Coach - Math
Relay Teacher Resident
Teacher - Career/Tech Ed (CTE)
Teacher - Computer
Teacher - English
Teacher - K-5
Teacher - Math
Teacher - PK3/PK4
Teacher - Reading
Teacher - Resource
Teacher - Schoolwide Enrichment Model (SEM)
Teacher - Science (Biology)
Teacher - Science (Chemistry)
Teacher - Science (General)
Teacher - Science (Physics)
Teacher - Social Studies
Teacher - STEM
TLI Teacher Leader - Culture
TLI Teacher Leader - Early Childhood Education
TLI Teacher Leader - English Language Arts (ELA)
TLI Teacher Leader - Math
TLI Teacher Leader - Science
TLI Teacher Leader - Social Studies
Urban Teacher Residency
Aide - Special Education
Behavior Technician (BES Classroom)
Coordinator - Board Certified Behavior Analyst
Coordinator - Special Education (CSE)
Teacher - Behavior & Education Support Program
Teacher - Communication & Education Support Program
Teacher - Early Childhood Communication & Education Support Program
Teacher - Early Learning Support Program
Teacher - Inclusion/Resource Services
Teacher - Inclusion/Resource Services (10:6)
Teacher - Independence & Learning Support Program
Teacher - Medical & Education Support Program
Teacher - Non-Categorical Program
Teacher - Sensory Support Program
Teacher - Specific Learning Support Program
TLI Teacher Leader - Special Education
Aide - ELL
Guidance Counselor - 10mo (Bilingual)
Guidance Counselor - 11mo (Bilingual)
Teacher - ELL
Aide - Library/Technology
Recreation Specialist (Aquatics)
Specialist - Library/Media - 12 mo
Teacher - Art
Teacher - Health/Physical Education
Teacher - Music
Teacher - Performing Arts/Drama
Teacher - World Language
Teacher, Physical Education Aquatics
Social Emotional Learning
Coordinator - In-School Suspension (ISS)
Coordinator - Student Resource
Psychologist - 12mo
Restorative Justice Coordinator
School Counselor - 10mo
School Counselor - 11mo
School Counselor - 12mo
Afterschool Site Leader
Aide - Computer Lab
Coordinator - Athletic and Activities
Coordinator - Computer Lab/Technology
Coordinator - Global Studies
Coordinator - Intl Baccalaureate
Coordinator - NAF Academy
Coordinator - Program
Director - Early College Academy
Director - NAF Academy
Manager - NAF Academy
Specialist - Reading
Specialist - Transition
Technology Instructional Coach (TIC)
Administrative and Custodial
Aide - Administrative
Assistant - Strategy & Logistics (ASL)
Coordinator - Parent
Coordinator - Strategy & Logistics (CSL)
Director - Strategy & Logistics (DSL)
Manager - School Administration and Operational Support
Manager - Strategy & Logistics (MSL)