Level 1 Flexibilities

Title Funding for Title I Schools

How Title Funds are Allocated at Title I Schools: 

Title I schools receive an allocation for Title I instructional funds, Title I parental & family engagement funds, and Title II professional development funds.  

• Title I schools receive an allocation called “Title I Schoolwide Funds,” which is their Title I Instructional and Title II Professional Development funds combined. In Schoolwide schools, this allocation is a supplemental and a flexible (L3) allocation.
  • Title I Instructional funds are allocated on a per-pupil basis based on a school’s Free and Reduced meal (FARM) percentage.
  • Title II professional development funds are allocated to Title I schools on a per-pupil basis to be used for Professional Development. As individual Title II school allocations are small and to increase flexibility for schools in using Title I and II funds, the Title II allocation DCPS transfers the school’s Title II allocation into Title I schoolwide funds, which also includes the Title I Instructional allocation.
• Title I Parental & Family Engagement are allocated to school’s on a per pupil basis and the total amount makes up 1% of the District’s total Title I allocation. This is a level 1 allocation line on the school’s budget (Level 1 flexibility).The funds are supplemental to the school’s local funding and must be used to support family engagement initiatives. 

Purpose 

Title I, Part A 

Title I funds are used for a variety of services and programs to improve student outcomes. Title I funds are used to supplement the amount of funds that would be made available from non-federal sources and not to supplant funds from the regular budget. The key objective of Title I funds is to close the achievement gap and serve the most disadvantaged students. The amount of Title I funds a school may receive is determined by its poverty rate (the number of students within a school that qualify for free or reduced-priced meals). 

Schools with poverty rates of 40 percent and above to operate Title I School-Wide Title Programs. Each of these schools must use their Comprehensive School Plan (CSP) as a guide to ensure that the federal requirements of these funds are met.  

Title I, Part A Programmatic Guidelines 

Provide programs and services geared toward improving student achievement, such as: 

• Hiring instructors who provide intensive academic intervention to students; emphasizing access to a “well-rounded education” that includes not only reading and mathematics but also includes music, the arts, foreign languages, science, social studies, environmental education, computer science and civics.
• Administrative Premium to pay teachers for before- or after-school tutorial programs.
• Purchase of educational software and equipment to support and enhance classroom instruction.
• Development of reading and math intervention programs that target the most academically at-risk students; and
• Support for parental involvement activities included in the Comprehensive School Plan and/or articulated in the School Parental Involvement Policy’s Parent Compact (also known as Parent Partner activities) that complement their Title I Parent and Family Engagement allocation.

Other allowable uses 

• Hire or contract personnel to provide student instructional services.
• Payment of stipends to parents as volunteer partners in the school.
• Purchase of supplies and materials, equipment, software, and reference materials.
• Payment for approvedlocal and out-of-town travel, hotel accommodations, conference, convention, and registration fees that support research-based strategies; and 
• Payment for services that serve an educational purpose toward improving student achievement.

Non-allowable uses 

• Support catering services that are not explicitly and directly tied to its Title I program related to students and parents.
• Fund field trips to amusement or water parks (i.e., Six Flags) and paraphernalia (i.e., T-shirts, iPads, promotional items/swag); or
• Supplant (replace) funds from the required school budget.

Title I Parent and Family Engagement Funds  

The Title I Parental & Family Engagement funding for DCPS is 1% of the District’s total Title I allocation. This allocation is distributed exclusively to Title I schools, also supplemental to their local funding, on a per-pupil basis based on the school’s poverty enrollment. The funds must be used to support family engagement initiatives.  

Allowable uses for Family Engagement Funds  

An event does not qualify for funding from Title I Parent and Family Engagement money simply because parents will be in attendance – for example, 5th grade graduation or volunteer awards ceremony. Title I Parent and Family Engagement is specifically defined in ESSA to be used for helping families (1) become more informed about Title I program expectations, (2) learn ways to help their children improve their academic achievement, and (3) encourage parent participation in school activities where academic achievement is demonstrated. Expenditures should be planned in accordance with goals, objectives, and activities outlined in your school’s Comprehensive School Plan. Parents and family members of Title I students must be consulted regarding Title I and program implementation plans. Examples of allowable Title I Parent and Family Engagement expenditures with Title I funds include: 

• Family literacy training.
• Parenting skills building.
• Meetings to engage parents in planning, development, and evaluation of Title I programs.
• Professional development for parents to enable all children in the school to meet State Performance Standards, during the regular school year and the summer.
• Translation of information into any language spoken by a significant percentage of the parents of Title I students. 
• Reasonable expenditures for refreshments or food at parent workshops and trainings, particularly when parent involvement activities extend through mealtime.
• Instructional supplies and materials.
• Equipment and books to create a lending library collection for parents.
• Equipment and supplies for a parent resource room to be used for parent workshops and other training sessions.
• Postage, communications, and printing to provide ongoing outreach and information services to parents; and
• Contracts with community-based organizations to provide parent involvement services more appropriately provided by an external agency. Reasonable expenditures for refreshments are allowable. Typically, meetings over four hours may include a meal as well as meetings that extend through a mealtime.

Ongoing strategies that welcome families or seek to partner parents and classroom teachers to support student achievement are a better investment of school resources than “one-off” family-oriented events.  

Points of Contact 

• Divya Brown, Director of Grant Administration, Brown@k12.dc.gov
• Yiesha Thompson, Director of Monitoring and Program Support ,Thompson@k12.dc.gov  

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Title Funding for Non-Title I Schools  

How Title Funds are Allocated at Non-Title I Schools: 

Non-Title I Schools receive a per pupil allocation of Title II funding to be used for professional development. These funds are supplemental grant dollars which cannot be combined with local funds. For this reason, the Title II allocation is a Level 1 flexibility and locked into professional development. Schools work with their federal programs and grants team point of contact to spend funds on allowable goods/services throughout the year.  

Purpose 

Title II, Professional Development 

Title II, Part A funds may be used to support professional development activities as described by Every Student Succeeds Act (ESSA). Funds may be used to provide training for teachers who have participated in professional development activities to ensure that the knowledge and skills learned by teachers are implemented in the classroom. 

Non-Title I schools must use the following guidelines when developing their Title II professional development plan and budget: 

• Title II funds for professional development can include teachers of every subject as well as all other school staff, from Principals to librarians to paraprofessionals. It also recognizes that educators learn best when they can collaborate and immediately apply what they learn by explicitly requiring ongoing job-embedded activities that improve instruction.

Title II, Programmatic Guidelines 

Title II funds must be used to provide quality, sustained professional development staff/services that:  

• Are intensive and yield a positive and lasting impact on classroom instruction and teachers’ performance.
• Are short-term workshops or conferences, supported with a sustainability plan articulated and approved in their Comprehensive School Plan.
• Improve and increase teachers’ knowledge of subjects they teach, to include but not limited to, English, reading or language arts, mathematics, science, foreign language, civics and government, economics, arts, history, and geography, and health and physical education courses.
• Are an integral part of a school-wide improvement plan.
• Give teachers, Principals, and administrators the knowledge and skills to provide students with the opportunity to meet challenging content and performance standards.
• Improve classroom management skills.
• Support training of highly effective teachers.
• Advance teacher understanding of effective instructional strategies that are scientifically based research and include strategies for improving academic performance.
• Are aligned with and directly related to the content standards.
• Are developed with extensive participation of teachers, Principals, parents, and administrators. 
• Are regularly evaluated for their impact on increasing teacher effectiveness and improving student academic achievement.

Other allowable uses 

• Provide training for teachers and Principals in the use of technology used to improve teaching and learning in academic subjects in which the teachers teach.
• Provide training to incorporate technology that enhances classroom instruction.
• Provide instruction in methods of teaching children with special needs.
• Provide instruction in the use of data and assessments to inform and instruct classroom practice.
• Attend conferences that are supported with a sustainability plan to ensure that essential information and strategies will have a lasting impact on classroom instruction.
• Payment of professional development activities that may include tuition and employee training to improve classroom instruction and/or teacher performance.

Non-allowable uses  

• Provide direct services to students and parents.
• Purchase educational supplies, materials or equipment for student use; or
• Construct facilities.

Points of Contact 

• Divya Brown, Director of Grant Administration, Brown@k12.dc.gov
• Yiesha Thompson, Director of Monitoring and Program Support,Thompson@k12.dc.gov

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School Security

Purpose 

DCPS contracts for security that provides approximately 340 security officers through Security Assurance Management, Inc. (SAM). These contract security guards are assigned to all schools throughout the school district and their performance is monitored by the DCPS School Security team.  

How Funds Are Allocated: 

The total amount for the cost of contracted security added to a school’s budget can be better understood by looking at the daily rate and class of each officer. The hourly rate for SY20-21 of each officer (based on negotiated union contract), is as follows:  

1. Guard I (SO): $39.77/hour
2. Guard II (SPO): $54.20/hour

Formula: (hourly rate by class of each officer) x (number of guards) x (Total number of days in school year) = Total Allocation 

Guard allocations will be allotted to schools based on the following considerations:  

• School Type (ES, MS, EC, HS)
• School Size (Square footage)
• Student Enrollment 
• School history/trends—this includes but not limited to current number of guards, number of incidents, regular schedule of before and aftercare programs, and neighborhood factors. 

The deployment represented in school allocations is based on a preliminary evaluation by the School Security team, while considering some of the standard factors above. If adjustments are required, schools will be notified accordingly.  

Funding for all assigned guards will be allocated during the budget process. Guards outside of the standard hours or changes during the year will be supported using a small central budget for this purpose. 

The number allocated towards a school’s security budget line does not include security cameras and surveillance, screening equipment (e.g., magnetometers, X-ray Machines, hand wands), radios, equipment maintenance (e.g., hardware and/or software). Central Office holds a separate budget for these items, and they are not the responsibility of the school. 

Restrictions & Requirements: 

Funding for security is a fully locked Level 1 flexibility in the budget application in contracts (409). However, In FY22, DCPS will provide an opportunity for secondary schools (middle schools, high schools, and grades 6-12 campuses) to propose a re-allocation to a portion of their security funding as DCPS re-envisions school security at DCPS with the Safe & Positive Schools workgroups.  All pilot schools (schools approved for re-allocation) will be required to maintain the critical number of security officers detailed below to ensure the safety of all members of the school community:  

Security requirements from beginning to end of school day: 

• 1 officer is required per each X-Ray machine; 
• 1 officer is required per metal detector; 
• 1 observational officer is required for additional monitoring and assistance.  

Re-Envisioning School Security in DCPS: Security Re-Allocation  

This past fall, DCPS launched a system-wide effort to re-envision school climate and safety. After a series of informative initial engagements over the past few months, we will continue this effort with the launch of a Safe & Positive Schools workgroup comprised of students, parents, staff and community partners. This group, which will launch next month, will inform our long-term plan.  

For FY22, DC Public Schools is committed to continuing to reimagine how we create safe and positive schools to ensure every student has an appropriate environment to encourage their growth. Specifically, we are providing an opportunity for secondary schools to propose an innovative approach to school safety and climate, to serve as proof points for what is possible.  

DCPS believes, that giving schools support in reallocating their security funds represents a tremendous opportunity for schools to enhance their SEL programming, and in doing so, instills the knowledge and awareness students will need to engage and respond to the challenges within their communities and nation.  

Through this initiative, you and your team will have an opportunity to propose how you would like to repurpose a portion of your security allocation. Your security allocation amount can be found in the Budget Development Application in Quick Base on your Initial Budget Allocation Worksheet and on your “Personnel Budget” page. 

In order to be considered, proposals must include: 

• A description of how core operational functions will be managed (e.g. arrival and dismissal procedures, emergency response)
• A component related to evidence-based, trauma- informed practice and social-emotional learning (SEL)
• Evidence of consultation with the school’s LSAT and 3-5 students.

Applications are due by 5 pm on February 26, 2021 to William Blake (Director, SEL) and Ricky Brown (Director, Contract Security). Please note that all applications will be reviewed by a team minimally comprised of each school’s Instructional Superintendent and representatives from the Office of School Improvements and Support and the Office of the Chief Operating Officer.

Also note that all pilot schools will be required to maintain a minimal number of security officers detailed below to ensure the safety of all members of the school community: 

• 1 contracted guard is required for overall support
• Guard II recommended due to responsibilities of role 
• 1 contracted guard is required per each X-Ray machine to support arrival
• Guard I recommended (Guard II is appropriate only if school has high or specific need)
• 1 contracted guard is required per each metal detector to support arrival
• Guard I recommended (Guard II is appropriate only if school has high or specific need)

For additional context, Guard I stands for Security Officers (SOs) who provide general security support for schools, whereas Guard II stands for Special Police Officers (SPOs) who have more specialized training and experience. 

For planning purposes, contracted guards should be calculated at $61,524.19 per Guard I (Security Officer) and $83,847.40 per Guard II (Special Police Officer) annually. These estimates are for 8.5 hour shifts for 182 days per year.  

Menus of Options: 

Schools may purpose to re-allocate security funding to budget for both Personnel and Non-Personnel goods and services. Below is a sample proposal spend plan identifying some different types of Personnel and Non-Personnel options available to schools to request in their proposals.  

Points of Contact  

• William L. Blake, Ed.D Director, SEL & School Culture: William.Blake@k12.dc.gov
• Ricky A. Brown, Jr., Director, Contract Security: Ricky.Brown@k12.dc.gov

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Pool Operations

Purpose 

The ability to swim is an important life skill that should be afforded to as many students as possible. Some schools have athletic facilities that include pools, as follows. The following information applies to the below schools:

• Ballou HS 
• Cardozo HS 
• Dunbar HS 
• Marie Reed ES
• Roosevelt HS 
• Woodson HS

Staffing (Personnel Services)

DCPS partners with the Department of Parks and Recreation (DPR) to manage the safety and operations of the pools. Through this partnership, DPR will hire and staff pool managers and lifeguards. Schools that receive these funds will only be responsible for hiring a full-time certified Health and Physical Education teacher with a Water Safety Instructor’s endorsement. 

Allocation and Budgeting (Non-Personnel Services)

• Schools will be allocated $5,000 in supply funds for pool supplies. These funds should be budgeted into Recreation supplies/materials and used by the school to purchase the supplies and materials needed for swimming instruction.
• Schools will receive $113,946 (Marie Reed $70,583) for the DPR Memorandum of Understanding (MOU) agreement. These funds are locked into contractual services as part of the MOU. 

Flexibilities and Restrictions

Pool supply funds may only be used to support swimming instruction. 

Health and PE teachers who teach swimming courses should only teach swimming courses and should not be asked to teach other PE courses. The Pool Health and PE teacher can teach PE2 students during their swim unit.

Wards 7 & 8 Elementary Expansion

Students from the below 16 schools will travel to nearby pools for swim instruction. Funds for this program are allocated to the schools exclusively to support the program.

Participating schools will be allocated funding to support the program for the following items, to be shared across the 16 schools and managed by the Health and PE team in the Office of Teaching and Learning:

• ET-15 PE Aquatics teacher
• Aquatics specialist
• Transportation funding
• Supply money
  • Swimming equipment* (extra swimsuits, goggles, swim caps, and towels)

*Work with OTL team for specifics on orders (sizes etc.)

• Instructional materials (kickboards, buoys, noodles, etc.)

These funds cannot be repurposed to support any other programs or positions. DPR will provide lifeguard and pool operator staffing at their pool sites in Wards 7 and 8. Participating schools must have one PE teacher to assist in the pool during instruction.

Points of Contact 

• Miriam Kenyon, Director, Health and Physical Education, Kenyon@k12.dc.gov 
• DPR Point of Contact: DPR Aquatics Division, 202.671.1289
  

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Literacy Materials

Schools receive an allocation of $20 per student to fund a Memorandum of Understanding (MOU) between the DC Public Library and DCPS. Given the nature of this fund source, the funds are a locked Level 1 flexibility and will be loaded into a school’s contracts budget line. During the school year, the Library Programs team will encumber these funds and procure literacy materials for schools.

Points of Contact

• Kevin M. Washburn – Manager, Library Programs, Kevin.Washburn@k12.dc.gov, 202-680-2842
• Karen Cole – Deputy Chief, Academic and Creative Empowerment – OTL, Karen.Cole@k12.dc.gov
  

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Level 2 Flexibilities

Technology Purchasing Including At-Risk 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. In calendar year 2021, schools must also use their funding to replace all Windows 7 staff and student devices that are not eligible for upgrade to Windows 10. To ensure all DCPS students have equitable access to technology, DCPS Central Office will continue to provide primary student devices centrally through the Empowered Learners Initiative. However, schools will remain responsible for the replacement of out-of-lifecycle shared student devices (e.g., computer lab devices, library/media center devices, etc.).

Allocation Guidance/Requirements 

Schools receive funding for at-risk technology based on their percentage of students designated “at-risk.” For schools with greater than 25%, they receive $20 per at-risk students. Schools with greater than 75% of students designated at-risk, receive $40 per at-risk student.

Budgeting Recommendations

At-risk technology funds must be petitioned and moved into the desired line item in QuickBase. These funds should be moved into IT Hardware/Equipment to purchase technology or IT Supplies to budget for supplies to support technology.

Technology Purchasing Guidance

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

Student computers 

In 2019, DCPS announced the Empowered Learners Initiative (ELi), a three-year commitment to ensure a 1:1 student device ratio in grades 3-12. In School Year 2020-2021 and beyond, DCPS will ensure a 1:1 ratio in grades 3-12 and 3:1 ratio in grades PK-2, schools should consider requirements for any additional student device needs for shared spaces, such as in computer labs or library/media center devices. Purchasing these devices is 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 approved devices in the Purchasing Guide for Computers found at http://bit.ly/dcpspcprice. 

Teacher computers 

We are pleased to announce that DCPS will be purchasing teacher laptop devices centrally for the coming budget cycle. This summer, we will purchase laptops for SY2021-22 to replace out-of-lifecycle devices and to ensure that all teachers have a functioning device to support teaching and learning. Schools will receive devices based on the number of teaching staff after accounting for centrally purchased staff devices in fall 2019 and recent modernization purchases. More information is forthcoming about the make and model of devices that will be purchased. As a result of this investment, schools are encouraged to prioritize technology funds for non-teacher technology needs. Schools should plan to purchase devices for administrative staff and non-WTU instructional staff as needed, using the DCPS Technology Purchasing Guide to select devices.

Administrative (Non-Teacher) computers 

DCPS recommends replacement of each administrative and teacher computer every four years. Please note that Microsoft support and security updates for Windows 7 devices ended on January 15, 2020. Schools must replace any Windows 7 devices that are not eligible for upgrade as soon as possible or they will be blocked from accessing the school network. Please click here to view the communication shared with schools in early 2020 regarding Windows 7 support. To ensure effective security and compliance with standards, DCPS and the Office of the Chief Technology Officer (OCTO) will only support staff devices purchased from approved devices in the Purchasing Guide for Computers found at http://bit.ly/dcpspcprice. The guide includes instruction on how to purchase devices.

Interactive Whiteboards 

Interactive whiteboards, often called Smart or Promethean boards, are also suitable for at-risk fund usage. Every interactive whiteboard purchase must include installation, warranty, and training and these essentials should be considered during budget development – not the base cost of the device alone. 

Network projectors 

Ceiling or wall mounted Epson or Hitachi network projectors are the suggested product if using at-risk funding to purchase projectors. These projectors allow teachers or students to wirelessly display content from his or her computer. Installation, warranty, network adaptors, and training must be purchased with any interactive board and should be considered during budget development – not the base cost of the device alone. 

Supplies to support technology 

At-risk funds can be used to purchase supplies to support technology. These items could include laptop power cords, laptop batteries, and bulbs for interactive boards. This funding should not be used to purchase batteries and small accessories that can be purchased with office supply funds. 

Point of Contact 

Cyrus Verrani, Deputy Chief, Information Technology, Verrani@k12.dc.gov

Helpful Resources 

Standard Technology Operating, Self-Help, Purchasing, Policies & Procedures can be found on the DCPS Canvas Portal.

Frequently Asked Questions

• How much is DCPS investing in technology for FY22? DCPS is investing $27 million in student and educator technology in the upcoming budget. This includes $13.2 million for student devices through the ELI program to ensure we maintain a 1:1 ratio in grades 3-12 and 3:1 in grades PK-2; $5.7M to ensure every teacher has an updated, dedicated device; and $8 million for enhanced technology support and continuing software to support virtual learning.
• What student device will DCPS be purchasing? We will continue to provide the Microsoft Surface Go for grades K-12 and Apple iPad for PK grades. These devices will be LTE enabled and be able to support learning at home.
• Why is DCPS not purchasing 1:1 devices in all grade levels? DCPS is building on the investment made during COVID-19 while also replacing devices that will be out of lifecycle in SY2021-22 to ensure we meet our commitment for year 3 of the Empowered Learners Initiative (ELi). This plan includes a contingency reserve of devices and DCPS will have over 45,000 devices available and will be prepared for a pivot to virtual learning. At the same time, we are making an additional investment to ensure that all teachers have a functional device for teaching and learning.
• What staff will receive this device? DCPS will purchase devices centrally so that all teachers (i.e. WTU staff) have a dedicated and in lifecycle device. Schools will receive devices based on the number of WTU staff after accounting for devices provided in fall 2019 central purchase and any recent modernization purchases.   Schools should plan to purchase devices for administrative staff and non-WTU instructional staff as needed using school budgets. Schools must plan to replace any Windows 7 devices for SY2021-22.
• What device will DCPS purchase for teachers? DCPS is reviewing the current models of devices in use by teachers and previous purchases for staff to determine a standard for this purchase. More information is forthcoming about the make and model of devices that will be purchased. The current standard devices for staff are included in the DCPS Technology Purchasing Guide.
• When will student and teacher devices arrive? DCPS is leveraging funds available in FY21 to procure devices. We aim to have devices arrive in schools before school starts but this will depend on completion of the procurement process and availability of device inventory from suppliers. We will share more specific timeline once the procurement process is complete.

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ESSA Supports for One STAR Schools

Purpose/Mission

The DC School Report Card is published by the Office of the State Superintendent of Education (OSSE) and includes information about how every public school in the District performed in the previous school year. The DC School Report Card includes more than 150 data points, including the School Transparency and Reporting (STAR) Framework rating of overall school performance. This framework rates schools from one to five stars, with five being the highest. More information and individual school ratings can be found here on the OSSE web site. 

DCPS has committed to supporting schools who received a one-star rating from OSSE.  Funds will be budgeted in alignment with the Instructional Superintendent and School Improvement team. 

How this Program is Allocated

Due to the pandemic, DC did not administer PARCC in 2020, and thus, OSSE did not refresh STAR ratings in 2020. Schools that received one-star ratings in 2019, the most recent rating, will continue to receive dedicated funding of $75,000 for SY21-22 to support the acquisition of professional development, partnerships, electronic licenses, and/or resources to address areas identified for improvement based on their STAR rating.  

Flexibilities and Restrictions

This allocation will be visible during budget development, but the spend plan will be determined in a collaborative effort by April 30, 2021, with the Instructional Superintendent and the School Improvement team. As such, it will remain a non-partitionable locked budget line and will be budgeted in contractual services. 

Points of Contact

• Paige Hoffman, Deputy Chief, Deputy Chief, School Improvement, Hoffman@k12.dc.gov
• Maria Aguilar, Manager, Budget & Strategy, Aguilar@k12.dc.gov

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Level 3 Flexibilities

Related Arts and Science Supplies

To maintain effective related arts, physical education, and science programming, schools receive a flexible allocation of dollars to replenish supplies and allocated as follows:

Art Allocations:

Music Allocations: 

Physical Education Allocations:

Science Allocations:

Budgeting Recommendations

Art & Music:

• Consumables such as paper and paint
• Instruments that were lost or beyond repair.

Physical Education:

Refresh heart rate monitors and associated equipment annually.

Replace other supplies on a two-to-three- year cycle based on consumption (balls tend to need replacement more quickly than fitness equipment and larger items).

Science:

• Replace and/or repair science supplies and equipment

Spending Recommendations

To spend funds on supplies throughout the year, schools should load funding onto their P-card for quicker procurement and to ensure students have supplies from the beginning of school.

Helpful Resources

Academic and Creative Empowerment Planning

Points of Contact

• Mary Lambert, Director, Arts, lambert@k12.dc.gov
• Lindsey Vance, Manager, Visual Arts, vance@k12.dc.gov
• James Mitaritonna, Manager, Music and Performing Arts, mitaritonna@k12.dc.gov
• Katy Weatherly, Manager, Music, weatherly@k12.dc.gov
• Miriam Kenyon, kenyon@k12.dc.gov
• Michael Posey, Posey@k12.dc.gov

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Middle Grade Investment (MGI)

Purpose

This investment provides support to middle schools to ensure students enjoy an experience that is academically challenging, culturally enriching, diverse, and socially stimulating. DCPS middle school students are to have the opportunity to participate in at least one enrichment field trip per semester, per grade level. Schools also have the option to have middle school students participate in one international field trip for the year.

As health guidelines allow, it is suggested that each grade level attend a daytrip each quarter that coincides with academic units and/or promotes cultural awareness. Additionally, schools should ensure sixth and seventh graders can participate in an overnight trip to a major city on the East Coast, which will include a day on a university/college campus and eighth graders can travel internationally over spring break. For all excursions, there will be health, academic, attendance, and behavior requirements that must be met.

Requirements/Restrictions

All middle school students are required to participate in an extracurricular activity – a club or a sport – each semester throughout middle school unless prohibited by a parent. Extracurricular activities are defined as any activities falling outside the scope of a regular curriculum; specifically: of or relating to officially or semiofficially approved, and usually organized student activities, connected with school that do not usually afford academic credit.

Each MGI school should offer an array of sports sponsored by the DCIAA and clubs that appeal to the student body. Requirements for clubs are based on student enrollment. Schools with fewer than 200 students are to offer a minimum of three clubs with at least one offering each semester. Schools with greater than 200 students are to offer one club per fifty students enrolled with at least one club offering per semester.

Allocation Guidance

Staffing or Non-Personnel Spending (PS or NPS)

• Social Emotional Support Funds ($100,000): Schools serving middle grades will continue to receive $100,000 in funding to fund one high-priority social emotional initiative, which may include a full-time employee (FTE). A school may use these funds toward purchasing a dean of students, in-school suspension coordinator, social worker, extra guidance counselor, attendance counselor, or similar position designed to meet the social emotional needs of middle grades students.

Goods & Services (Non-Personnel Services)

• Exposure and Excursions ($23,000): Each school serving middle grades will continue to receive $23,000 for local and out-of-town travel, which can be used for Metro farecards.
• Extracurricular/Enrichment Activities ($5,000): To help support extracurricular and enrichment activities, each MGI school will receive $5,000 for supplies to cover educational and recreational supplies, as well as admission fees for field trips. DCPS believes in providing students with experiences that will help them develop socially as well as benefit them academically, so they are better prepared to positively influence and contribute to their school climate and community.

Budgeting Recommendations

Social Emotional Support funds are a placeholder level 2 flexibility meaning this allocation must be petitioned to be used. Funds can be used for PS or NPS items towards a high priority social emotional focus at the school including.

Extra-Curricular/Enrichment Activities and Exposure/Excursions are a fully flexible allocation and Principals should budget funds to support middle grade initiatives.

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