School Budget Development Guide · school leaders more time to make thoughtful budget decisions....

ThisGuidecontainsDCPSstaffingguidelines.Wherethelawpermits,aschoolmaybeallowedtodeviatefromtheguidelinessetforthhereinuponapprovalbytheirInstructionalSuperintendentand/orappropriateCentralOfficeteam.

SchoolBudgetDevelopmentGuide

FiscalYear2017(FY17)SchoolYear2016-2017(SY16-17)

Updated:February19,2016

FiscalYear2017(FY17)SchoolBudgetDevelopmentGuideDistrictOfColumbiaPublicSchools

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TABLEOFCONTENTS1.What’sNewinFiscalYear2017(FY17)?

2.HowDoestheDCPSBudgetProcessWork?

2.1WhatDoestheDCPSBudgetCycleLookLike?2.2HowareFundsAllocatedtoSchools?2.3CalculatingAt-Risk2.4BudgetResources2.5GuidanceandRequirementsforLSATandPersonnelCommitteeBudgetCollaboration

3.BuildYourBudget

3.1 GuidanceforAllSchools3.1.1 AdministrativePremium3.1.2 AfterschoolSchedulingGuidance3.1.3 ANET3.1.4 AssistantPrincipals3.1.5 AssistantPrincipalsofIntervention3.1.6 At-RiskTechnologyInvestment3.1.7 AttendanceCounselor3.1.8 BlendedLearningCurriculumCosts3.1.9 CornerstoneAssignments–EquityinAcademicRigor3.1.10 CustodialGuidance3.1.11 DCTeachingResidencyProgram(DCTR)3.1.12 EmpoweringMalesofColorInitiative3.1.13 EnglishLanguageLearners3.1.14 ExtendedDay3.1.15 ExtendedYear3.1.16 FamilyEngagementPartnerships3.1.17 InternationalBaccalaureate(IB)Programming3.1.18 InstructionalCoach3.1.19 LibraryPrograms3.1.20 LiteracyPartnersandPrograms3.1.21 PoolManagers3.1.22 ReadingRecovery3.1.23 ReadingSpecialist3.1.24 RelatedArtsAllocation3.1.25 RelatedServiceProviders3.1.26 SchoolCounselors3.1.27 SchoolNurses3.1.28 SchoolPartnerships3.1.29 SchoolTurnaroundPartnerships


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3.1.30 School-wideEnrichmentModel(SEM)3.1.31 SpecialEducation3.1.32 Strategy&LogisticsProgram3.1.33 SubstituteTeachers3.1.34 TLITeacherLeader3.1.35 TechnologyInstructionalCoach3.1.36 TitleFunds

4.GuidancebyGradeBand

4.1 GuidanceforElementarySchools/EducationCampuses4.1.1 AdditionalSchedulingGuidanceforGradesK-84.1.2 EarlyChildhood4.1.3 EarlyChildhoodEducation(ECE)SchedulingGuidance4.1.4 ElementarySchoolSchedulingRequirements

4.2 GuidanceforMiddleSchools4.2.1 ContinuingMiddleGradeInvestments4.2.2 MiddleSchoolSchedulingRequirements

4.3 GuidanceforHighSchools4.3.1 AlternativeSchoolsGuidance4.3.2 AthleticsandActivitiesCoordinator4.3.3 ComputerLabExtendedHours4.3.4 EveningCreditRecovery(ECR)4.3.5 HighSchoolSchedulingRequirements4.3.6 JuniorReserveOfficerTrainingCorps(JROTC) 4.3.7 NationalAcademyFoundation(NAF)CareerAcademies4.3.8 NinthGradeAcademies(NGA)4.3.9 TwilightAcademy

5.Appendix

5.1 WashingtonTeachersUnion(WTU)ContractandClassroomRequirements5.2 RationaleTemplateforDepartingfromLSATorPersonnelCommittee(PC)

Recommendation5.3 AverageTeacherSalary5.4 Instructional&Non-InstructionalPositionsItemCatalog5.5 Non-PersonnelServices(NPS)ItemCatalog


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Dear District of Columbia Public Schools Community:

IampleasedtosharewithyoutheDCPSbudgetpriorities forFiscalYear2017 (FY17),aswellasyourschool’s allocation for next school year. This year, we started the budget development process byidentifyingpersistentchallengesfacingourstudentsandschools,andaskingforyourguidanceonhowbesttoaddressthosechallenges.Throughparentsurveys,apublichearing,LocalSchoolAdvisoryTeam(LSAT) meetings, and even a student hearing, we received input that significantly influenced ourinvestmentsforthe2016-2017schoolyear.

To start, Iwant to highlight amajor improvement to thebudget timeline itself.We launchedbudgetseason inOctober,a full threemonthsearlier thanusual, togiveour school communities, LSATs,andschool leadersmore time tomake thoughtfulbudgetdecisions.With twoadditionalweeks for schoolbudgetplanning,LSATsandschoolleaderscanbetteralignresourcestotheirgoalsfortheirstudentsinadeliberateanddata-drivenway.

Inthelastsevenyears,DCPSprovidedschoolswithmoremoneyeachyear,culminatinginanincreaseof22percentforschoolbudgets,whileCentralOfficefundinghasremainedflat.Ourinvestmentsoverthelastseveralyearsinclude:

• $17.5millioninmusic,art,worldlanguage,physicaleducation,andothercoursesinelementaryschools;

• $12.7million inelective courses, more core curriculum offerings, excursions and enrichmentopportunities,andsocialandemotionalservicesinmiddleschools;and

• $14.5millioninexpandingAPcourses,extra-curriculars,athletics,andcareeracademiesinhigh-wage,high-growthfieldssuchasengineering,hospitality,andtechnology.

Additionally, the budget allocation for teachers has increased by 14 percent since Fiscal Year 2013(FY13).This investment in the teaching forceenabledDCPS to retain93percentof itshighlyeffectiveteachersandexpandourworkforceinresponsetonewcourseofferingsforstudents.Thisyear,ourbudget isdesignedtomaintaintheseinvestmentsandmeetrisingfixedcostswhilealsoinvesting in threekeypriorities: (1)ExtendedYearEducation,and (2)Alternativeschoolsand (3)Newschoolsandprograms.

ExtendedYearEducationTen elementary and middle schools will offer extended year in School Year 2016-2017 (SY 16-17).Extendingtheschoolyearwillgiveourstudentstheequivalentofanextrayearoflearningby8thgrade,andwillminimizesummerlearningloss.Inadditiontomoretime,theseschoolswillreceiveadditionalresourcestosupportsocialemotionalneedsofstudents,pre-klearning,andteacherdevelopment.The10 schoolsmoving to extended year are: Garfield Elementary School, H.D. Cooke Elementary School,HartMiddleSchool,HendleyElementarySchool,JohnsonMiddleSchool,KellyMillerMiddleSchool,KingElementary School, Randle Highlands Elementary School, Thomas Elementary School, and TurnerElementarySchool.

1.WHAT’SNEWINFISCALYEAR2017?


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AlternativeSchoolsWealsoaskedfor inputonhowtoreducethedropoutrateandmakesurethateveryoneofourhighschool students is on track toward graduation, college, and career. In SY 16-17, our investmentswillincludeindividualplansforeveryover-age,under-creditedhighschoolstudenttoreachgraduationandbeyondattraditionalhighschools,withsupportfromanewpositionineachschool.Additionally,wearerevampingprogramsatalternativehighschools(LukeC.MooreHighSchool,WashingtonMetropolitanHigh School, Ballou STAYHigh School, andRoosevelt STAYHigh School)with the same individualized,dedicatedsupport,aswellasanemphasisonsocial-emotionallearningandcareerpathways.NewSchoolsandProgramsIn addition to our key priorities, we also plan to open four new programs for SY 16-17. First, theEmpoweringMalesHighSchoolwillopenattheRonBrowncampusinWard7with150studentsinits9thgradeclass.Second,wewillopenMacFarlandMiddleSchoolwitha6thgradeDualLanguageprogram.Theschoolwillbe located intheMacFarlandMiddleSchool facilityandwillultimatelygrowintoafullneighborhoodmiddle school in SY 18-19. Third,we are launching the re-envisioned Roosevelt SeniorHigh School with a global studies focus and a new Dual Language 9th grade program. Roosevelt willremain a neighborhood school and will move into its newly modernized facility in August 2016.Additionally,wewillintroduceaSpanishDualLanguageprogramatHoustonElementarySchoolinPreK-3.Thisprogramwillalsogrowagradeeachyearuntilitisafull-schoolmodel.Lastly,Eliot-HineMiddleSchoolwillprovidearigorouscurriculumasanInternationalBaccalaureateschool.Asadistrict,wecontinuedrivetowardthefiveCapitalCommitmentgoalswesetin2012:betterstudentoutcomes, improved student achievement in our 40 lowest-performing schools, increased graduationrates, improved student satisfaction, and rising student enrollment. While we have made incredibleprogresstowardthesegoals,wecannotacceptthatmorethanhalfofouryoungpeoplearestillnotontrackforcollegeandcareer.Friends,wehavesomuchmoreworktodo.

Thisyear,wecontinuetoputourresourcestowardourgreatestchallenges.Thankyoufortheideasandenergy you brought to the table aswemade these plans.Nowour teams are ready to support yourschoolcommunitiesasyouprepareyourbudgetstobestservestudentsintheyearahead.Thisworkisimpossiblewithoutyourwisdom,passion,andrelentlessdrivetosetourchildrenupforthesuccesstheydeserve.Iamsoproudtohaveyouaspartners.

Withsincereappreciation,KayaHenderson


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2.1 WhatDoestheDCPSBudgetCycleLookLike?

2.HOWDOESTHEDCPSBUDGETPROCESSWORK?


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2.2 HowareFundsAllocatedtoSchools?ItischallengingtoensuretheneedsofindividualschoolsaremetwithintheDCPSbudgetdevelopmentprocess.Notwoschoolsservetheexactsamepopulation.Eveniftheschoolshavethesamenumberofstudents,avarietyoffactorsaffecttheallocationfromwhichaschoolcanbuilditsbudget.DCPSusesamodel toallocatepositionsandfundscalledtheComprehensiveStaffingModel (CSM). Itaccounts forthefollowingwhencalculatinginitialschoolbudgetallocationseachyear:

• Projectedstudentenrollment;• Specialeducationstudentpopulation;• EnglishLanguageLearner(ELL)studentpopulation;• FreeandReduced-PriceMeals(FARM)eligiblestudents;• School configuration (Elementary School, K-8 or 6-12 Model School, Middle School, or High

School);• Teacher-to-studentratiosbygradeconfigurations;• Specialtyschoolstatus;• Non-PersonnelSpending(NPS);and• Per-pupilfundingminimum.


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2.3 CalculatingAt-Risk

2.4 BudgetResourcesDCPSisalwaysworkingtomakethebudgetdevelopmentprocesstransparentandaccessible.ThisyeartheSchoolFundingTeamiscontinuingtwonewmajor initiativesto improvethebudgetdevelopmentprocess.DCPS Interactive Data Center (www.dcpsdatacenter.com): Tobetterhelpprincipalsandparents understand how student enrollment and school funding interact, the School Funding Teamcontinuestoupdateaseriesofinteractivedashboards.Thesedashboardsprovidearangeoftoolsfroma broad overview of current and historical budget allocation data to an analysis of how one schoolbudgetsascomparedtoallotherschoolslikeit.DashboardswillbecreatedtoreflectFY17budgets.DCPS School Budget Guide Website (www.dcpsschoolbudgetguide.com): DCPS hastransitionedtheannualSchoolBudgetDevelopmentGuidetoacomprehensivewebsitewiththehopeto make information more accessible. While the most updated and comprehensive information isavailableonthiswebsite,wewillcontinuetocreateadownloadablePDFversion,whichwillcontinuetoserveasacompaniontothesite.


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2.5 GuidanceandRequirementsforLSATandPersonnelCommittee(PC)BudgetCollaboration

Theprincipal isultimatelyresponsibleformakingdecisionsregardingtheschool’sbudget,staffingandacademic planning. All schools, however, should involve the Local School Advisory Team (LSAT) indevelopingthebudgettobringcommunityinsightintotheprocess.TheChancellor initiated school budget discussionsby leading a series ofmeetings inNovember 2015thatbroughttogetherprincipalsandLSATmembers.Asbudgetsaredeveloped,principalsshouldsharethe school’s quantitative and performance goals (e.g., testing scores and benchmarks met in thecomprehensive school plan), and ask the LSAT to consider issues that impact the budget, such asmethodstoleveragefamilyengagementandcostsandbenefitsofcertainprogramsoractivities,etc.Before the school’s budget is submitted toCentralOffice, theprincipal should share the final budgetwith the LSAT. The LSAT does not have to agreewith the budget, but they do need to be informed.Additionally,theWTUcontractstipulatesthatwhenDCPSdeterminesanexcessisnecessary,theLSATshall recommend area(s) of certification to be affected (4.5.2.2). The Personnel Committee (PC) shallmakearecommendationtothesupervisorabouttheteacher(s)toexcess.Thoseteachersmayprovideevidence to the Personnel Committee (PC) to defend their position (4.5.2.3). The Supervisor shallconsidertherecommendationsofthePersonnelCommittee(PC)andshallretaintherighttomakethefinalexcessingdecision(4.5.2.4).LSATchairpersonsmustsign-offontheirschool’sbudgetintheQuickBasebudgetapplicationbyMarch7,2016.By signingoff inQuickBase, the LSATchairperson is reporting that the LSATwasbriefedandconsultedabouttheschool’sbudget.Itdoesnotmeanhe/sheagreeswiththesubmission.Aftera school’sbudgethasbeenapprovedby theCentralOffice, theschool’sprincipal isexpected topresent the finalized budget to the school community in conjunction with the Mayor’s formalsubmissiontoCouncil.

WhentheSupervisor’sfinaldecisiondiffersfromtheLSATorPersonnelCommittee’srecommendationsregarding excessing, the supervisor will be asked to prepare a written justification for the decision(4.5.2.9). That document can be downloaded from the DCPS School Budget Guide website(www.dcpsschoolbudgetguide.com/lsat.html) and should be submitted to the appropriate strategicstaffingrepresentative.


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3.1 GuidanceforallSchools3.1.1 Administrative Premium Purpose Administrative premium pay is a negotiated compensation for Washington Teachers’ Union (WTU)membersonly.TeacherwillbedefinedasanyET-15(includingET-15/12,ET-15/11,andET-15/10)orEG-9memberoftheWashingtonTeachers’Union.Nootheremployeeornon-employeeofDCPSiseligibleforadministrativepremiumpay.Theamountoftheadministrativepremiumpayiscurrently$34/hour,assetforthinarticle36.8.2ofthecollectivebargainingagreementwiththatunion.In accordance with the WTU collective bargaining agreement (article 36.8.1), Teachers working insecondjobsaspartofthefollowingprogramsshallbepaidatthesetrateforadministrativepremiumpay:

• SummerSchool;• SaturdaySchool;and• AfterschoolPrograms.

Similarly,administrativepremiumpayshallbeprovidedtoTeachersforparticipatingin:

• Exceeding15-studentIEPCaseManagerlimit(seeWTUcontractat24.5.5);and• OthereligibleactivitiesapprovedbytheSupervisororDCPS.

Allocation Guidance/Requirements In FY17, schoolswill be allocated $87 per student to cover Admin Premium and Custodial Overtime.Spendwillbecloselymonitoredtoensureschoolsremainwithintheirallocatedbudget.PrincipalswillreceivemonthlyreportstoensurethattheyareusingAdminPremiumfundsappropriatelyandthattheyremainawareoftheirmonthlyburnrate.Schoolsshouldallocateenoughtocoverallplannedactivitiesorprogramsthatfallintothecategoriesabove.

Point of Contact • AnjaliKulkarni,DeputyChief,StrategicSchoolPlanning,[email protected]

3.BUILDYOURBUDGET


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3.1.2 Afterschool Scheduling Guidance Purpose The Office of Out of School Time Programs (OSTP) exists to support the strategic goals of DCPS byprovidingaffordable,safe,structuredandengagingacademic,wellnessandenrichmentprogramsopentoallchildreninPKthrough8thgradetodevelopthewholechild.ThisuniqueopportunitybeyondtheschooldayisprovidedbyDCPSstaffandcommunitypartners. Allocation Guidance/Requirements

• AllocatedBudget:OSTPusesaveragedailyattendance,enrollment,andthestaffingstructureforSY15-16 (adjusted forprojected school-dayenrollment growth in SY16-17) todetermine theallocatedafterschoolbudgetperschool.

• Staffing:Staffingallocationisbasedona20:1:1(student:teacher:instructionalaide)ratio.o Classroomsizecanfluctuatedependingongradelevelorcontentarea.Forexample,since

the funding for staffing assumes an average of 20 students per class, a program can bestructured such that a PK3/PK4 class has 15 studentswhile a class for grades 4-5 has 25students.

o Noclassshouldexceed25students,andtheoverallnumberofstudentsservedmustmeetorexceedtheOSTPallocation.

• Hours:ProgramsmeetMondaythroughFridayfromtheendoftheschooldaythrough6:00pm.• Calendar: Just like last year, schools’ start dates vary (August 22,August 29, or September 6,

2016)andendthe last fulldayofschool.Schoolsstartingonthesecondorthirdweekshouldcommunicatethestartdatetoparents.

• GradeLevels:Afterschoolprogramsmustbeofferedtothesamegrade levels inSY16-17thatwereofferedinSY15-16.

• Program:Theafterschoolprogrammustcontainbothanacademicandanenrichmentportion.o AcademicPowerHour(APH):Usestudentprogressdatatoinforminstruction.o Enrichment:Focusedon,butnotlimitedto,project-basedlearning,scienceeducationfield

trips,arts,athletics,andcommunityservice.o OSTP encourages principals to leverage partnerships with OSTP-vetted community-based

organizations (CBOs) to help provide high-quality academic and/or enrichmentprogramming. OSTPstaffcanhelpprincipals identifyappropriatepartnersfortheirschoolcommunities.

• Supplemental Programming: A principalmay choose to supplement the OSTP allocationwithother flexible funds in order to expand or enrich the program. For example, a principalmaychoosetohireadditionalstaff,extendteachers’toursofduty,purchaseadditionalresources,orhiretheirownfull-time,school-basedafterschoolcoordinator.


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TheschoolsbelowhavebeenallocatedfundsbytheOfficeofOutofSchoolTimePrograms(OSTP)forFY17:

SchoolswithAfterschoolProgramsinSY16-17AitonES KimballES SavoyES

Amidon-BowenES KingESSchoolWithoutWalls@

Francis-StevensECBancroftES LangdonES SeatonESBarnardES LangleyES StantonES

BrightwoodEC LaSalle-BackusEC TakomaECBrowneEC LeckieES ThomasES

Bruce-MonroeES@ParkView Ludlow-TaylorES ThomsonESBunkerHillES MarieReedES TruesdellECBurroughsEC MinerES TurnerESBurrvilleES MotenES TylerESClevelandES NoyesES Walker-JonesECDrewES PattersonES WatkinsES

GarrisonES PayneES WestECH.D.CookeES PlummerES WheatleyECHendleyES PowellES WhittierEC

J.O.WilsonES RaymondEC KetchamES RiverTerraceEC

Staffing (Personnel Services) Staffing plansmust account for the entire budget allocation and serve, at minimum, the number ofstudentsidentifiedbyOSTP.

• Schoolsmustallocateanafterschooladministrativeaideor full-time,school-basedafterschoolcoordinatortomanagetheday-to-dayoperationsincoordinationwiththeschool’sprincipalandOSTP.o Funding for an afterschool administrative aide is included in all participating schools’

budgets.o Principalsmaychoose tocombine theafterschooladministrativeaide fundingwith school

flexiblefundstopayforafull-time,school-basedafterschoolcoordinator.§ ThesecoordinatorswouldadheretothesameOSTPpoliciesandproceduresthatapply

to the OSTP Analysts, including attending trainings, fulfilling the OSSE grantrequirements(e.g.,monitorprogramming,attendance),andsupportingsummerschoolasneeded.

• StaffTourofDutyandPay:o Teachersarepaid$34/hourandworkonehour.o Instructional/classroomaidesarepaid$15/hourandworktwoandahalfhours.o Administrativeaidesarepaid$15/hourandworkthreehours.o Thetotalbudgetedrateforeachposition,includingbenefitsandassociatedcosts,is$36for

teachersand$16foraidepositions.o Centralofficewillregularlymonitortheafterschoolpersonnelexpenditurestopreventover-

spending.• PrincipalsmustworkdirectlywiththeirHRAnalystsinmanagingthehiringprocessforteachers,

instructional aides and afterschool administrative aides/full-time, school-based afterschoolcoordinators.


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o PreferenceshouldbegiventocurrentDCPSemployees.However,iftherearenotsufficientDCPSemployeeswhoare interested inworking inafterschool,principalsshouldworkwiththeirHRAnalyststohirenon-DCPSemployees.

o Schoolsmustbefullystaffedforthefirstdayofprogramming.o Thereshouldbeatleastonestaffmemberfromtheendoftheschooldayto6:00pmdaily

whoistrainedtoadministermedication. Goods & Services (Non-Personnel Services)

• Schools with OSTP-sponsored afterschool programs receive some supplies and materials tosupportprogrammingusingco-payfundsthatarebudgetedcentrally.

• OCOOwillpayforsecurityatOSTP-sponsoredafterschoolprogramsuntil6:00pmeachday.Thefundingforthiscontractwillnotappearonschoolbudgets.

Exceptions/Restrictions

• Fundsshouldbeexclusivelyusedforstaffingafterschoolprograms.• Fundsarenotflexibleandcannotbereducedormoved.

Point of Contact

• KathrynKigera,InterimDirector,OutofSchoolTimePrograms,[email protected] Helpful Resources

• www.dcps.dc.gov/afterschool

3.1.4 ANet InSY16-17,schoolswillbeprovidedwithinterimassessmentsinELAandmath,aswellasshortcycletools(e.g.itemsbank).AnyschoolwishingtopurchaseANetcoaching–includingcurrentpartnershipschools--mustreachouttoMorganHallatMorgan.Hall@dc.govtodiscussprofessionaldevelopmentsupportthatwillbeavailablefromtheOfficeofInstructionalPractice. ProfessionalDevelopmentSupport CostInterimassessmentsandshort-cycletools(e.g.itembank)withimplementationsupport• Onlineinterimassessmentsanddatareporting(withlogisticssupport)• Onlineandpaperitembank(“quiztool”)• MYANetInstructionalplanningtools(e.g.standardsguides,lessonexamples,

verticalprogressions,misconceptionguides,etc.)

Nocost

Targetedcoaching• School-basedleadershipcoaching(bi-weeklysupportfornewpartners;

monthlysupportforcontinuingpartners)• On-sitetrainingandsupportforALTsandteachers• Groupprofessionaldevelopmentsessions• AccesstobestpracticesandartifactsfromnationalnetworkofANetschools• Accessto2ndgradeinterimsandtools• AccesstoANet-authoredhighschooltasksforELAandmath

Newpartners:$18,000Continuingpartners:$14,000


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Points of Contact

• MorganHall,[email protected] 3.1.5 Assistant Principals Purpose Forthe2016-2017schoolyear,mostAssistantPrincipals(AP)willhaveacontentfocus.Thefollowingroleswillbeavailableforschools:

• AssistantPrincipal–EnglishLanguageArts(ELA)

• AssistantPrincipal–Math• AssistantPrincipal–Other

• AssistantPrincipal–SocialStudies• AssistantPrincipal–Science

PleaserefertotheLEAPTeamDesignGuide,distributedbytheOfficeofInstructionalPractice(OIP),foradditionaldetailsabouttheAssistantPrincipalrole.

Allocation Guidance/Requirements • Hours:APsarefull-time12-monthemployeesoftheirschool.• Calendar:APswillkeepthecalendarasdictatedbytheirschools’guidelines.

Staffing (Personnel Services) • TheOfficeofInstructionalPracticewillprovideallAPswithprofessionaldevelopmentduringa

SummerIntensiveandthroughouttheschoolyear.• AllAPsservinginELA,Math,SocialStudies,orSciencerolesmustpassthroughacontentscreen

bySpring2016inordertodeterminetheireligibilityfortherole.

Exceptions/Restrictions • AllschoolswillbeabletopurchasethispositionforFY17.• TheOfficeasTeachingandLearningwillcontinuetofundthecurrent12AssistantPrincipalsfor

Literacyat:AitonES,BrowneEC,DrewES,HartMS,HendleyES,LaSalle-BackusEC,LukeC.MooreHS,KingES,MotenES,NalleES,SavoyES,andWashingtonMetropolitanHS.

Points of Contact • OfficeofInstructionalPractice,[email protected]

3.1.6 Assistant Principal of Intervention Purpose TheAssistant Principal of Intervention (API) position supports individual school implementation of theResponsetoIntervention(RTI)framework. EitherastheRTICoordinatoror inpartnershipwiththeRTICoordinator, the API oversees the coordination of school staff responsible for: identifying studentsneeding interventions; crafting intervention plans; and progress monitoring the provision ofinterventions.WithguidancefromtheOfficeoftheChiefofSchools’YouthEngagementDivision,theAPI


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will work to ensure that all school RTI supports and services are leveraged to effectively address thesocial,emotionalandacademicneedsofallstudents.

Allocation Guidance/Requirements TheAPIwillbeacontinuedallocationfromFY16.Staffing (Personnel Services) ThefollowingschoolswilleachhaveanAPIduringSY16-17:

• CardozoEC• Eliot-HineMS• HartMS• JeffersonMS• JohnsonMS

• KellyMillerMS• KramerMS• SousaMS• Stuart-HobsonMS

TheresponsibilitiesoftheAPIwillinclude:

• LeadingInstruction:o Articulating a clear instructional vision alongside the principalwith a school-wide focus on

teaching and learning that is data-driven, standards-aligned and rooted in a belief that allstudentscanachieveathighlevels

• LeadingOperations:o Aligning human resources to school needs, setting high expectations and effectively

managingallorasubsetofschoolemployeestomeetResponsetoInterventiongoals• LeadingforIncreasedEffectiveness:

o Focusingonidentifyingevidence-basedinterventionsandresourcestoachievestudentgoalsandschoolgoals

• SupportingResponsetoIntervention(RTI):o Creates a positive, student-centered environment that believes in the possibility, promise

andpotentialineverystudent(noexcusesforwhychildrencannotachieve)o Implement strong proactive approaches to encouraging positive student behavior; i.e.

identify school core values, reinforce expectations with school staff and students, createsystemsofrewardsandconsequences

o Monitor the delivery and efficacy of universal, targeted, and individual student supports(academic,attendance,andbehavior)

o Assist RTI Coordinator with collecting, analyzing and reporting on trends in academic,attendanceandbehaviordata

Exceptions/Restrictions • FundsshouldbeexclusivelyusedforstaffingAssistantPrincipalofInterventionpositions.• Fundsarenotflexibleandcannotbereducedormoved.

Point of Contact • Jo-AnneHenry,Director,ResponsetoIntervention,[email protected]


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3.1.7 At-Risk Technology Investment Purpose Tosuccessfullycompeteinaglobalworkforceallstudentsmustbeabletobecomfortableandcapableofusingbasic technology.Technology in schoolsmustalsosupport instructionalgoalsandsupportonlineassessments. In order to ensure all DCPS students have an equitable distribution of and access totechnology,DCPS isallocatingadditional fundsfortechnologytoschoolswithstudents identifiedasat-risk.

Allocation Guidance/Requirements Each school’s at-risk technology investment amountwill be loaded in a placeholder line called At-riskTechnology and must be petitioned to be moved to the desired object codes. See section 5.4 for acompletelistofnon-personnelservices(NPS)objectcodesanddescriptions.

Program PerPupilSpendingElementarySchool(ES) $20.00MiddleSchools(MS) $20.00HighSchools(HS) $20.00

Schoolswith75%ormoreat-riskstudents $20.00Goods & Services (Non-Personnel Services) Eachschool’sat-risktechnologyfundsmaybeusedtopurchasethefollowing:

• Studentcomputers–TheITInitiativesteamrecommendsthateachschoolmaintainaminimumratioof1deviceforevery3students inyourtestingcohort. Thesedevicesshouldbereplacedevery5yearsatminimum.Onlyapprovedstudentdevices canbepurchasedusingDCPS fundsand to be included in centralized support. Information on approved student devices can befoundat:http://bit.ly/dcpspcprice.

• Administrative/Teachercomputers–Bestpracticeistoalsoreplacethesedeviceseverythreetofive years to support instructional technology. Only approved devices can be purchased, andinformationcanbefoundat:http://bit.ly/dcpspcprice.

• Interactivewhiteboardsordigitalprojectors–Theseareoftencalled“smart”boardsandcanbepurchasedwiththesefunds.Installationandinfrastructureupgradesmaybeneededtosupportthispurchasesandshouldbeconsideredduringbudgetdevelopment.

• Supplies to support technology – Supplies to support technology can also be purchases withthese funds. These items could include power cords, batteries, bulbs for interactive boards,projectors,headsets,and/ormice.

Inordertoensurethatfundsarespentonlyonthese itemsandtogetthe lowestpricepossible,thesefunds will be swept back from school budgets prior to the start of SY 16-17, and the items will beprocuredcentrally. The IT Initiatives teamwill consultwith theprincipal and/or IT coordinatorateachschooltodeterminewhichitemswillbepurchased.

Exceptions/Restrictions • Thesefundsarenotflexibleandcannotbereducedormoved.


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Point of Contact • BeulahDaniel,Director,ITInitiatives,[email protected]

Helpful Resources

• StandardTechnologyOperating,Self-Help,Purchasing,Policies&ProcedurescanbefoundontheDCPSPortal:https://dcps.instructure.com/courses/2025/pages/operations-technology-resourcesORhttp://bit.ly/dcpsprtltech

3.1.8 Attendance Counselor Purpose The Attendance Counselor provides school based support to ensure the improvement of studentattendance.Theobjectiveofthispositionistomonitorandsupportthelocalschools’implementationoftheAttendancePlan,GuidelinesandProceduresforTruancyCourtReferrals,aswellastoimplementtheTruancyPreventionProgram.

Allocation Guidance/Requirements TheAttendanceCounselorwillreporttotheprincipal.Theprincipalwilldeterminestaffingplan:

• TourofDuty:Monday–Friday8:45amtotheendoftheschoolday• Calendar:12-monthemployee

Several schools are specifically allocated an attendance counselor.Given the ongoing focus on In-SeatAttendance (ISA), all 40/40 schools are encouraged to have a designated attendance counselor. Allschools may budget attendance counselors, the final decision regarding this matter is within theprincipal’sdiscretion.

Point of Contact • AndreaE.Allen,Director,AttendanceandSupportServicesinOfficeoftheChiefofSchools,

[email protected]

3.1.9 Blended Learning Curriculum Costs Allocation Guidance/Requirements TheprogramsbelowhavebeenvettedandapprovedbytheOfficeofTeachingandLearningtobealignedwith DCPS curriculum and have had positive results in increasing student achievement, whenimplementedwithfidelity.Pleasebudgetsufficientfundstopurchasetheprogramsyouwishtocontinueaswellasheadsets intoCSG20andsufficient funds fordevices.CentralOfficewill supportyoureffortwithprofessionaldevelopment. DigitalContent Budget CSG Agency

Object Target Results/Efficacy UsageRequirements

STMath $3,500renewalyear 40418

ElectronicLearning

K-819%avggrowthonDCCAScomparedto5%

• Mustcompleteatleast50%of


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growthnon-STMschools(2yearstudy)

syllabusbytesting

• 90min/weekFirstinMath(FIM)

$8.00/student 40418

ElectronicLearning

K-12 • 50min/week

LexiaLearningCore5(K-

5)&Strategies

(6-8)

$30/student;or

$9,900unlimitedsitelicense(PDincluded)

Centralofficewill

contributeaportionforschoolswhohavemetusagefidelity(60%ofstudentswith20weeksofmeetingusagetarget)

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418ElectronicLearning

PK4-G8

StrongLexiausersweremorelikelytoimproveonDIBELSthanbothMediumorWeakLexiausersandNon-participantsacrosstheDistrict.

• 20-80min/weekusagebasedonstudent’sprescribedpathway.

• Mustmeetthistargetforatleast20weeksintheyear.

myONReading $7,000 40


(PK-6)

ProgrammeasuresLexilegrowth,#booksread,timespentreading.

• 60min/week(duringguided,paired,close,independentreading)

Newsela

ES:$3,600MS/HS:$5,300 40


3-12

• 2quizzes/weekforatleast3months

Point of Contact

• MichelleFoster,Specialist,EducationalTechnology&LibraryPrograms,[email protected]

3.1.10 Cornerstone Assignments – Equity in Academic Rigor Purpose Cornerstone Assignments are high-quality, in-depth core curricular activities that will be offeredconsistently across the district. Developed by DCPS’ top teachers, the assignments provide all DCPSeducators the tools they need to be even more effective. Anchored by content-aligned pedagogy.CornerstoneAssignmentsareasetofsharedDCPSacademicexperiencesthatprovide:

• Accesstorigorous,engagingcontentforeverystudent;• Improvedprofessionaldevelopmentforteachersanchoredbystudentwork;and• Continuityandconsistencyacrossgradesandacrosssubjects.


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Allocation Guidance/Requirements Afterlisteningtofeedbackfromprincipalsandcommunitymembers,DCPSknowshowimportantitistoprovidetheresourcesandsupportcriticaltoensuringthesuccessoftheassignments.Throughamixtureofprivateand local fundsDCPSwillprovidesupport forprofessionaldevelopmentonCornerstones,anelectronic curriculum management system, stipends for curriculum development, and specializedsupplies and student texts where required. Schools are asked to provide incidental supplies, such aspaper,scissors,andmarkersthatarepartofnormalclassroomoperations.

Points of Contact

• KarenCole,Director,CornerstonesProject,[email protected]

3.1.11 Custodial Guidance Purpose Thecustodialteamateachschoolisresponsibleforperforminggeneralmaintenance,cleaning,andothermiscellaneous custodial duties to ensure their buildings and facilities are safe and clean. The custodialteamischargedwithmaintaininganenvironmentthatisconducivetostudentlearning.

Allocation Guidance/Requirements Staffing (Personnel Services) Custodial Staffing: The custodial staffing allocated to each school is based upon several elements:studentenrollment,sizeofcommonareas,andthesquarefootageofthebuilding(s).Whendevelopingyourschoolbudget,itisimportanttobeawarethatnotallcustodianscanopenandclosebuildings.OnlyRW-5orhigherpositionedcustodiansareallowedtoopenclose/secureaschoolbuilding.Everyschoolisrequiredtostaff,atminimum,2custodianswhohavetheabilitytoopenandclosethebuilding(seethetablebelowforinformationonwhocanopen/closeabuilding).Ifaschoolhascommonareasexcessivein size, they may consider staffing an additional custodian (RW-3 recommended). A minimum of 1custodial foreman and an additional RW-5 or higher are required positions for SY 16-17 and can bechangedonlyviathepetitionprocess.CustodialStaffClassification BasicDuties

RW-3 Generalmaintenanceworkandcleaning;CANNOTopenandclosebuildingRW-5 Generalmaintenanceworkandcleaning;CANopenandclosebuilding

Foreman(SW-1,SW-3,SW-5) Workingsupervisor;supervisesRWlevelemployees;CANopenandclosebuilding

CustodialOvertime:Therearetimeswhencustodialstaffwillberequiredtoworkovertime(i.e.duringinclement weather events, special school programs or events, etc.). Therefore, schools must allocateappropriatelyforovertime.InFY17,schoolswillbeallocated$87perstudentstocoverAdminPremiumandCustodialOvertime.Spendwillbecloselymonitoredtoensureschoolsremainwithintheirallocatedbudget.Principalswill receivemonthly reports toensure that theyareusingCustodialOvertime fundsappropriatelyandthattheyremainawareoftheirmonthlyburnrate.Schoolsshouldallocateenoughtocover all planned activities or programs that fall into the categories above. Refer to the Teamsterscontractregardingovertimeamountsandplanaccordingly.


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Goods & Services (Non-Personnel Services) Custodial Supplies:TheWarehouseLogisticsTeamdoesnotstoreanddistributecustodial supplies.Allschoolsmustbudgetforcustodialsupplies.TheWarehouseLogisticsTeamwillonlyprovideemergencycustodial supplies. Schools are responsible for reimbursing the warehouse for all custodial supplyrequests.Schoolswillhavea requiredminimumforcustodial supplies.Theminimumrequired amountforcustodialsuppliesincludesaninitialbaseof$2,456withanadditional7centspersquarefootforhighschools and 5 cents per square foot for all other school types. These allocations are based on bothhistorical schooldataandareviewofnationalbestpractices.Addmoretocustodial suppliesbasedonyourschool’shistoricalspendingandcustodialovertimedata.

Equipment:Pleasebeawarethatneworreplacementequipmentmustbepurchasedthroughthelocalschoolbudget.

Point of Contact • ReneeJackson,Director,SchoolOperations,[email protected]

Helpful Resources • TeamstersLocal639Contract:

http://dcps.dc.gov/sites/default/files/dc/sites/dcps/publication/attachments/DCPS-TeamstersLocal639Contract2013-2017.pdf

• Forsquarefootageinformationforyourschool,consulttheESAwebsite:http://esa.dc.gov/node/601772

3.1.12 DC Teacher Residency Program (DCTR) Purpose TheDCTeacherResidency(DCTR)isafour-yearprogramthatpreparesrecentcollegegraduates,careerchangers, and outstanding paraprofessionals to be effective teachers in DCPS’s highest-need schools.SupportedbyUrbanTeachers (UT) incollaborationwiththeDCPSOfficeof InstructionalPractice (OIP),DCTRwill train residents in DCPS classrooms alongside high-performingmentor teachers for an entireacademicyear,inpreparationforassumingaleadteachingroleinthesecondthroughfourthyearsoftheprogram.At the conclusionof the residency,participantswill receive their teaching certificationandaMaster’sdegree(throughJohnsHopkinsUniversity)withadualfocusingeneralelementaryandspecialeducation,orinsecondaryliteracy,orinsecondarymath.

Allocation Guidance/Requirements Externalfundingcoversthemajorityofthecostoftrainingaresident.Theremainderofthecostwillbecoveredby schools incorporating the residentpositions in theirbudgets, inplaceof (or inaddition to)currenteducationalaidepositions. ForSY16-17, thebudget cost foreach resident is thecostofa10-month aide position. Additionally, schools are required to contribute $7,100 to the Urban Teachersprogram cost for resident recruitment and selection, training, and coaching. Please see part 4 of theapplicationformoreinformationaboutbudgetingforresidents.

• In order to participate, schools must have at least two current educational aide /paraprofessional positions that the school leader iswilling to convert to a resident positionor


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mustbewillingtocreateat leasttwonewresidentpositionsfromotherfundingsourcesforSY16-17.

• Additionally,schoolsmusthavethesamenumberofstrongteacherswhowouldbecommittedtoserving as mentor teachers, co-planning and co-teaching with residents in order for them todevelopintostrongnoviceteachers.Mentorteachersmusthaveatleastthreeyearsofteachingexperience and be at the Established Teacher stage of LIFT, and preferably would be at theAdvancedTeacherstageorabove.

Exceptions/Restrictions Schoolsmust have the same number of exceptional teachers whowould be committed to serving asmentor teachers, co-planning and co-teachingwith residents in order for them to develop into strongnovice teachers.Mentor teachersmusthaveat least threeyearsof teachingexperienceandbeat theEstablishedTeacherstageofLIFT,andpreferablywouldbeattheAdvancedTeacherstageorabove.

Point of Contact

• HannahLauber,Coordinator,InnovationandDesign,OfficeofInstructionalPractice,[email protected]

Helpful Resources • http://dcps.dc.gov/page/dc-teacher-residency

3.1.13 Empowering Males of Color Initiative Purpose Empowering Males of Color (EMOC) Initiative in DCPS is a comprehensive effort by the District ofColumbia public schools to identify and assess current challenges and successes of PK- 12 Black andLatinomales.DCPSwillcollaboratewiththecommunity,aswellasschool&districtleaderstoimplementeffectivestrategiestoenhancethestudentexperience,increaseachievement,andprepareourmalesofcolorforcollege,careers,andlifebeyondDCPS.Thethreeprimarystrategiesassociatedwiththeinitiativeinclude:

1. EMOC Innovation Grants – Targeted, multiyear, privately-funded grants that are available toDCPSSchoolsviaacompetitiveapplicationprocess.

2. 500 for 500: Mentoring Through Literacy – A citywide effort to connect 500 volunteers withyoungmalesofcolortohelpthembuildstrongliteracyskills.

3. EmpoweringMalesHighSchool-Anall-male,collegepreparatoryhighschooltoopeninAugustof2016,withacohortof150freshmanstudents.

TheEMOCinitiativeisfundedbyacombinationofpublicandprivatedollars.ThebreakdowninfundingwillbeprimarilydeterminedbyhowmuchmoneyisraisedinprivatedonationsbyourpartnersattheDCPublicEducationFund. Ingeneral, the localEmpoweringMalesofColorbudgetfundsacombinationofcontractsandsuppliestosupportstrategicinitiatives,targetedgrantstoschools,andpersonnelcosts.


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Points of Contact • EMOC Innovation Grants: Jennifer Nelson, Office of the Chief of Schools, [email protected] • 500 for 500 Mentoring Through Literacy: Burnell Holland, Office of Family and Public Engagement,

[email protected] • Empowering Males High School, Billy Kearney, Office of Family and Public Engagement,

[email protected]

Helpful Resources • http://dcps.dc.gov/emoc

3.1.14 English Language Learners (ELL) Purpose SchoolswithEnglishlanguagelearner(ELL)studentshaveresourceneedsthatgobeyondtheminimumstudentfundingweight.Students identifiedashavingEnglish languageproficiency(ELP) levelsbetweenLevel 1 and Level 4 receive additional funding so that schools can fund ESL/bilingual teachers andclassroomsupportstafftoservethesestudentsandmeettheir languageneeds.Thisallocationensuresthatallschoolsreceiveadequateresources,regardlessofthesizeoftheELLstudentpopulationattheirschool.

Allocation Guidance/Requirements Principalsmust identify at leastone staffmember to serveasACCESSCoordinator, their liaison to theLanguageAcquisitionDivision(LAD)forcompliancepurposes.Principalsinschoolswithmorethan5ESLteachersmustalsodesignateaLeadESL/BilingualteacherthatcancoordinatetheESL/Bilingualprogram.LAD will provide training in Ellevation to ensure school representatives can fulfill their complianceresponsibilities.• ACCESSCoordinator:AschoolshallappointastaffmembertoserveastheACCESStestcoordinator.

If thestaffmember isa teacher then it is recommended that theschoolallowthe teacherone (1)freeperiodadaytoattendtotestcoordinationduties.

• LeadESL/BilingualTeacher:Aschoolwithmorethan5ESL/BilingualteachersshallappointaFTEtoserveasaLeadESL/Bilingualteacherinthebuilding.ThisLeadTeachershallworkcollaborativewithothercontentleadteachers,resourceteachers,schooladministratorandcoachestoensuretheELLstudents can access the curriculum and that the ESL program is servicing all students inclusive ofstudentswithspecialneeds.

Staffing (Personnel Services) Bilingualand/orEnglishasaSecondLanguage(ESL)Teachersandsupportstaff (instructionalaidesandbilingualcounselors)areallocatedtoaschoolusingstaffingratiosthatwereagreeduponwiththeOfficeforCivilRights(OCR).Thenumberofstaff,andsubsequentbudgetallocation,assignedtoeachschoolisdescribedintheOCRagreementwithDCPSandusestheformulabelow:


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Ratio TeacherAllocation OtherStaffAllocation

22ELLstudentsormore

1ESL/Bilingualteacherforevery22students,roundedto

thenearest.5FTE

1translationaideforevery50LevelIstudents;1bilingualcounselorforevery

100ELLstudents

11-16ELLstudents .5ESLteacher

10ELLorfewer ItinerantESLteacher

DCPSdoesnotincludePK3orPK4studentsinitsELLallocationformulaexceptatdual-languageschools.

ESL/Bilingual Teacher: The ESL/Bilingual teacher’s main responsibility is to provide English languagedevelopmentinstructionwithafocusonbuildingskillsinallfourlanguagedomains(listening,speaking,reading,andwriting)usingtheWIDAEnglishLanguageDevelopmentStandardsandfollowingtheDCPScurriculum. All ELLs should receive at least 45 minutes of ESL services daily with some students,dependingon theirELP level,needingadditional support.Schoolswith fewer than10ELLstudentswillreceiveservicesbyanESLitinerantteacherassignedandmanagedbytheLanguageAcquisitionDivision(LAD).Thesestaffarenotschool-basedbutwillbedeployedtoeachschoolbyLADtoservestudents.BilingualCounselor:Thebilingualcounselor isresponsibleforprovidingbilingualcounselingservicestolinguisticallyandculturallydiversestudentsandtheirfamilies.Thebilingualcounselorisnottobeusedtosubstituteorsupplantthecounselingneedsofthegeneralstudentpopulation.Translationor InstructionalAide:The translationor instructionalaide isallocated toschoolsbasedonthenumberofELLstudentatthebeginningstagesoflanguageacquisition(Level1).Theaidemightneedtofollowthesestudentstocontentclassesandelectiveclassestoensuretheyunderstandandcanaccessthecurriculum.Goods & Services (Non-Personnel Services) LADcanprovidecustomizedguidanceandservicedeliveryrecommendationsbasedontheneedsofyourschool’s ELL population. Existing guidance for services to ELLs in early childhood education (ECE),elementaryschoolsandeducationcampuses,middleandhighschools,inclusionservicesandservicestostudentswithspecialneedscanalsobefoundintheDCPSHandbookforESLServicesandinCanvas.LADstaff canhelp schoolswith course selection and student schedules that ensure that ELLs are receivingservicesasstipulatedinourguidance.

Exceptions/Restrictions Duringtheformalbudget-buildingprocess,schoolsarenotabletorepurposefundsdesignedtosupportELLneeds.The Office for Civil Rights (OCR) requires that ELLs receive at least a period of English as a SecondLanguage(ESL)instructioneachday.ELLsmayreceivethisservicewithinanyofthecontentareasintheirschedule,butadditionalflexibilitymaybeneededbasedonthelanguageproficiencyleveland,thetypeofservicedeliverymodelateachschool.RegardlessoftheESLservicedeliverymodelateachschool,theESL teacher(s) should work collaboratively with the general education teachers to make languageinstructionbothrelevantforthestudentandalignedwithcontentareainstruction.


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Dual language programswill require flexibility around the scheduling of instruction during the literacyblock(andofthemathblockinsomeschools).Duallanguageschoolsmustensurethatstudentsreceiveafull120minutesofliteracyandbothSpanishandEnglishareequallyrepresentedonadailyorweeklybasis. Someschoolsmaychoose todivide the componentsof the literacyblockacross languages (i.e.,interactive read-aloud in Spanish and guided reading in English), and other may choose alternatelanguagesdailyorweekly.Similarly,forschoolsteachingmathintwolanguages,studentsmustreceive90minutesofmathinstructionineitherorbothlanguagesdaily.

Point of Contact • ElbaGarcía,ExecutiveDirector,LanguageAcquisitionDivision,[email protected]

Helpful Resources There are a number of resources listed in the DCPS and Canvaswebsites under Language AcquisitionDivision. Most recently, the Department of Education and the Office of English Language Acquisitiondeveloped a Toolkit for services to English language learners that have best practices for schools. Inaddition, the instructional staff at LAD can provide classroom observations, program consultation,professionaldevelopment,additionalsupplementalsuppliesandspecializedsupporttotheschool.

3.1.15 Extended Day Purpose ExtendedDayinDCPSisanextensionofthetraditionalschoolday,currentlyrangingbetween1-2hoursaminimumoffourdaysperweek,duringwhichstudentshavetheopportunitytoengageinmoretimeontaskand teachersareable to impartmore information,bothofwhichenhance thequalityof learning.Ideally,this instructionisdeliveredbythesamecontentteachersthatstudentsarewithduringthedayand there is no transition, thus maintaining the integrity of the natural extension. Attendance is notoptional and this program does not allow for the non-instructional variance permitted in after schoolprogramming. The purpose of the program is to enhance student learning and increase academicachievementofstudentsbyimplementingextendedlearningtimeattargetedDCPSschools. Allocation Guidance/Requirements For continuingextendedday sites in FY17with samegrade levels, each schoolwill beallocatedactualcosts associatedwith implementing the extended day program based on the number of teachers andinstructionalaidesthatareneeded.AllfundswillultimatelybeloadedinadministrativepremiumforET-15 teachers and an additional hourwill be added to the regular time for instructional aides, properlycompensatingthemforeachdayworked. Staffing (Personnel Services) ExtendedDayfundingissolelyforPersonnelServicesforthepurposeofcompensatingstaff.

• ET-15teachersarecompensatedviaadministrativepremium(AP)toworkanadditionalhourattheendofeachday.

• Instructional aides are compensated via additional hours (up to 10) to their straight salary tocompensatethemforoneadditionalhoureachday.

• Fivepilotsitesareabletoextendbeyondonehouradayandmayhaveaneedforovertimepayforinstructionalaidesandmorethan1hourperdayforET-15teachers.


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Thefollowing32schoolsareparticipatingintheExtendedDayprograminSY16-17:

ExtendedDay:ElementarySchoolsinSY16-17AitonES WholeSchool(PK3-5th)BarnardES Partial(2nd-5th)BruceMonroeES Partial(Select2nd-5th)BurrvilleES WholeSchool(PK3-5th)CWHarrisES WholeSchool(PK3-5th)DorothyHeightES WholeSchool(PK3-5th)DrewES Partial(1st-5th)HoustonES Partial(3rd-5th)KimballES Partial(3rd-5th)LeckieES Partial(3rd-7th)MalcolmXES WholeSchool(PK3-5th)MinerES Partial(2nd-5th)NalleES WholeSchool(PK3-5th)NoyesES Partial(4th-5th)OrrES WholeSchool(PK3-5th)PowellES Partial(PK-5th)SavoyES Partial(1st-3rd)SimonES WholeSchool(PK3-5th)SmothersES WholeSchool(PK3-5th)ThomsonES Partial(K-5th)TubmanES WholeSchool(PK3-5th)

ExtendedDay:EducationCampusesinSY16-17BrowneEC Partial(6th-8th)CapitolHillMontessori@Logan Partial(1st-8th)CardozoEC Partial(6th-8th)ColumbiaHeightsEC Partial(6th-8th)LaSalle-BackusEC Partial(Select5th-8th)SchoolWithoutWalls@Francis-Stevens Partial(6th-8th)TruesdellEC WholeSchool(PK3-8th)WalkerJonesEC Partial(K,1st,2nd,5th)WheatleyEC Partial(SelectPK-8th)WhittierEC Partial(SelectPK-8th)

ExtendedDay:MiddleSchoolsinSY16-17

HardyMS Partial(Select6th-8th)

Points of Contact • NatashaDavis,Specialist,SpecialProjectsinOfficeofChiefofSchools,[email protected]• StaciPayne,Director,SpecialProjectsinOfficeofChiefofSchools,[email protected]


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3.1.16 Extended Year Purpose AtDCPS,webelievethatstudentsdeservetheopportunitybothtoexcelincoresubjectslikereadingandmath,and toexploreawide rangeof interests includingart,music,PE,advancedcourses, library, andforeign language. To give our students this opportunity, 11 schools will move to an extended-yearcalendarinSY16-17.Thischangewillallowformorelearningandenrichmenttimeforourstudentsandhelpeliminatesummerlearningloss.Byextendingtheschoolyear,studentswillgettheequivalentofanextra yearof learningby the8thgrade. Specifically, theExtendedYear calendarwill have200 studentdays, twoweeksof intercession for students that need additional support, andbreaks inOctober andJunetoaccompanythenormalwinterandspringbreaks.Teachers return the firstweekofAugustandschoolrunsthroughthesecondweekofJuly.

Thefollowing11schoolsareparticipatingintheExtendedYearprograminSY16-17:• GarfieldES • KingES • HartMS • RandleHighlandsES • HendleyES • RaymondEC • HDCookeES • ThomasES • JohnsonMS • TurnerES • KellyMillerMS

Allocation Guidance/Requirements TeachersandinstructionalaidesatExtendedYearschoolswillbetwelve-month(12-month)employees.Instructionalaideswillwork35-hourworkweeks.DCPSwillusethecomprehensivestaffingmodel(CSM)thatcorrespondstoeachschool’sgradeconfigurationtoallocatepersonnel(PS)andnon-personnel(NPS)resources.ExtendedYear schoolswill receiveadditional funding to cover the increasedcostofmovingthesepositionsfrom10-monthemployeesto12-month.

Allschoolsreceiveanallocationof$87perstudentforadministrativepremium(AP)andovertime(OT).ExtendedYearschoolswillreceive$97perstudenttoaccountforthelongerschoolyear.

All schools receive an allocation of 1.5% of their personnel allocation to budget for non-personnelservices(NPS).ExtendedYearschoolswill receive1.65%insteadtoaccountformore instructionaldaysandtheneedformoregoodsandservices.

Points of Contact • NatashaDavis,Specialist,SpecialProjectsintheOfficeoftheChiefofSchools,

[email protected]• ReneeAbdullah,Specialist,SpecialProjectstheOfficeoftheChiefofSchools,

[email protected]• StaciPayne,Director,SpecialProjectsintheOfficeoftheChiefofSchools,[email protected]


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3.1.17 Family Engagement Partnerships Purpose SupportedbytheFlamboyanFoundation,theFamilyEngagementPartnership(FEP)helpsschoolleadersandteachersengagefamiliesinwaysthatbenefitstudentlearning.Participatingschoolsreceivetrainingandongoingsupportinthefollowingareas:

• Relationship-Building Home Visits: Teachers and families form trusting relationships throughhomevisits(schoolsarenotresponsibleforstaffcompensationforHomeVisits).

• Academic Partnering:TheFlamboyanFoundationprovides training for threedifferent typesofacademicpartnering tohelp families support academics at home: 1)Academic Parent TeacherTeams(APTT);2)ParentTeacherConferences(PTC);and3)StudentLedConferences(SLC).

• Regular and Positive Communications: Teachers receive ongoing training and support to helpthemestablishregularandpositivecommunicationswiththefamiliesofstudentsintheirclass.

Allocation Guidance/Requirements TohelpsustainthisworkandallowFlamboyantofund itacrossmoreschools,Flamboyanaskspartnerschools to contribute to the costs of the partnership. The overall costs of the work vary per schooldependingon:1)studentenrollment;and2)theamountofsupportaschoolneeds,whichisafunctionoftheamountoftimeandtheschool’sperformanceinthepartnership.SchoolPerformanceiscategorizedinthefollowingways:

• Initiating(I1):FlamboyansupportfocusesonProjectManagementandInvestment• Implementing(I2):FlamboyansupportfocusesonQualityProcessandProduct• Institutionalizing(I3):FlamboyansupportfocusesonIntegrationandIndependence

TheFEPisdesignedsothatschoolsexercise increasingautonomyovertimeandFlamboyan’scoaching,directprofessionaldevelopment,andtechnicalassistancearereducedovertime.

• ForSchoolsapplyingtoentertheFamilyEngagementPartnershipforSY16-17:o Firstyearschoolsshouldanticipateacontributionofupto$7,000.o Schools shouldworkwith their BudgetAnalyst todesignate funding in theproper codes. -

March2016o SchoolsreceivequotesbasedonenrollmentnumbersoncetheyareacceptedintotheFEP.-

April2016• ForSchoolswhohaveparticipatedinFEPinpastyears:

o Schoolswill receive a quote for their contribution. School contributionswill vary by iLevel(see above) and by enrollment, per the table below. Schools should budget based on thehighest priced iLevel and projected enrollment for SY 16-17. If a school is ultimatelydesignatedasI3forSY16-17,theirpaymentwouldbeadjustedtotheI3schoolcontribution,basedontheirschoolenrollment.-February-March2016

o Schools shouldworkwith their BudgetAnalyst todesignate funding in theproper codes. -March2016

SchoolSize

SchoolContributionInitiating(I1)&

Implementing(I2)&year1partners

SchoolContributionInstitutionalizing(I3)

Small/Medium(enrollment<450) $5,000 $3,000Large(enrollment>=450) $7,000 $4,000


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Exceptions/Restrictions • FundsshouldbeexclusivelyusedfortheFlamboyanFoundationFamilyEngagementPartnership• Fundsarenotflexibleandcannotbereducedormoved

Family Engagement Spending (Title I, A) IfyourschoolreceivesTitleIfunding,1%ofthatmoneyis“setaside”forprojectsfocusedonimprovingfamilyengagementinstudentandschoolsuccess.Forexample$300,000TitleIbudget=$300forFamilyEngagementprojects.

Ongoingstrategiesthatwelcomefamiliesorseektopartnerparentsandclassroomteacherstosupportstudentachievementareabetterinvestmentofschoolresourcesthan“one-off”family-orientedevents.

Strategies for budgeting Title I, A funds to Build Family Relationships and a Welcoming School Environment ***=HigherImpactonStudentAchievement$$$=MoreTimeandDollarsRequired

**;$

WelcomeLettersandSurveystoFamilies:Thisisaninexpensive,butrelativelyeffectiveschool-widestrategytohelpteachersbuildtrustinginterpersonalrelationshipswithfamilies,basedinstudentachievement.Teacherssendhomealettertoeachstudentand/orfamilybeforethestartoftheschoolyeartointroducethemselvesandtogettoknowmoreaboutthechildfromtheirfamily.SamplesofstronglettersandsurveysareavailableonCanvass

**;$$

Signs:Puttingupsignsinwell-traveledareasoftheschoolbuildingthatwelcomeandorientvisitorstokeydestinationsareasimplewaytomakefamiliesfeelsafe.Translatingsignsintolanguagesspokenbyfamiliesshowsthatyouwantthemasapartnerintheirchild’slearning.Investsomefundsonprofessionally-madesigns;thesignswilllook“official”andwilllast.

**;$

IntroductoryPhoneCalls:Thisisaninexpensive,high-yieldstrategytobuildrelationshipswithfamilies.Asimplephonecalltoeachstudent,byeachteacher,isaninvestmentoftime.Thatinvestmentoftimeletsfamiliesknowateachercaresinapersonalwayabouttheirstudent.Thecallalsogivesteacherssomebaselineinformationaboutwhatthefamilyexpectsfortheirchild.SamplesphonescriptsareavailableonCanvass.

**;$

GettoKnowYouMeetingsintheClassroom:Thisisaninexpensive,buteffectiveschool-widestrategytohelpteachersbuildtrustinginterpersonalrelationshipswithfamilies,basedinstudentachievement.Thereisacostoftime,andmoneyforpurchasingrefreshments.Studentsandfamiliescanvisittheclassroomtomeettheteacherandtoorientthemselvestothebuildingandtheclassroombeforetheschoolyearbegins.


31

**;$

TakeParentTeacherConferencesintotheCommunity:Movingthelocationofparentteacherconferencesfromtheschoolsiteintothecommunityisaninexpensivewaytobuildrelationshipsspacesthatarecomfortableforfamilies.Possiblelocationscouldincludealibrary,anapartmentmeetingroom,acommunitycenter,orachurchmulti-purposeroom.Theselocationscanoftenbesecuredforlittleornocost.

**;$$

BulletinBoard:Someschoolsmaintainafamily-orientedbulletinboardinspacefrequentedbyparents.Thisisagreatspaceforphotosofkidslearning,photosoffamilieslearningwithstudents,timelyschool-relatedinformation,andideasforhowparentscansupportschoollearningathome.

**;$$

Toddler-FriendlyBooks/Toys:Maintaininganareainthemainofficewithtoddler-friendlybooksandtoyswelcomesfamilieswithyoungerchildren.Havingatoytosharewithayoungsiblingsetsparentsateasewhenthey’revisitingtheschoolforimportantmeetingsrelatedtoanolderchild.It’sasmallinvestmentthatshowstheschoolwantstounderstandthefamilylifethatexistsoutsidetheschool.

**;$$

StaffWalking/BusTourofCommunity:Schedulingafacultyfieldtripwithstopsatkeylocationsintheschoolcommunityhelpsbuildteacher’sunderstandingofstudentandfamilylifeoutsidetheschool.Theseeventsalsohelpcommunitymembersconnectwithteachersandstaffinanon-schoolsetting.Charteringabusisaninvestment,butcanwidenthescopeofthetour,andcanhelpalargegroupofpeoplegettomultiplestopsmorequickly.Invitingaveteranteacherandakeycommunitymembertoactas“tourguide,”insuresthetourwillincludeinformationthatwillbeofgenuineuse.

***;$$$

ParentTeacherHomeVisits:DCPSpartnerswiththeFlamboyanFoundationtoworkwithselectschoolstotrainteacherstofacilitaterelationship-buildingparentteacherhomevisits.Schoolsenterthepartnershipthroughacompetitiveapplicationprocess,andthereissomefinancialinvestmentrequiredonthepartoftheschool.Ifyouareinterestedinlearningmore,contactDCPSOfficeofFamily&PublicEngagement

Strategies for budgeting Title I, A funds to Help Famil ies Support Student Achievement

*$ClassroomShowcase:Studentsworkcollaborativelywiththeirteacherstodevelopandfacilitateactivitiesthatteachfamiliestosupportstudentlearningathome.ThereareexamplesofthisonFamilyEngagementpageofCanvass.

*$RegularGrade-SpecificNewsletter:Newslettersthatprovidesfamilieswithactivitiestheycandoathometosupportcurrentareasoffocusisalow-coststrategythatcanbeeasilypublishedwithexistingschoolresources.

*$$ParentandStudentIncentivesforImprovedAchievement:Someschoolsperiodicallyrecognizeparentsofstudentswhohavemadesignificantacademicimprovement.Ideasincludeanexclusiveluncheventwherefamiliesarerecognizedfortheirhardworkinsupportingachievement.Studentscanbelikewiserecognizedforachievement.

**$WeeklyDataFolders:Sendingaweeklysnapshotofstudentprogressinakeyacademicareacanbeapowerfulwaytoopenhome/schooldialogueaboutlearning.Asuccessfulinitiativerequiresmaterials,clearexpectationsfromtheprincipalandongoingteachertrainingandsupport.

**$ ClassroomDataMeetings:Bringingfamiliestogethertotalkabouthigh-leveltrendsinclassroomandschoolachievementorientsfamiliestowhatteachersareworkingonwith


32

students.Thereisacostoftimetoteachersassociatedwithpreparingformeetings.

***$$$

AcademicParentTeacherTeam(APTT)ClassroomDataMeetings:DCPSpartnerswiththeFlamboyanFoundationtoworkwithselectschoolstotrainteacherstofacilitatedata-driven,wholeclassfamilymeetings.Schoolsenterthepartnershipthroughacompetitiveapplicationprocess,andthereissomefinancialinvestmentrequiredonthepartoftheschool.Ifyouareinterestedinlearningmore,contactDCPSOfficeofFamily&PublicEngagement.

**$

DailyHome/SchoolNotebook:Thisisalow-coststrategythatisparticularlyeffectiveinbuildingthehome/schoollearningdialogueingradesPK-2,butcouldbeadaptedforolderstudents.Theschoolprovidesasmallnotebookforeachstudenttocarrybetweenschoolandhome.Eachevening,thefamilyrecordsthetitlesofthebookstheyhavereadtogether,plussimplenotesabouttheexperience.Inreturn,eachdaytheteacherrecordsacommentaboutanareaofacademicfocusoradevelopmentalcommentspecifictothechild.

**;$$

YouTubeVideos:Filmingexamplesofgreatteachersfacilitatingactivitieswithstudentsthatsupportkeyskillsgivesfamiliesavisualunderstandingofhowtheycanworkwiththeirchildathome.ThisstrategycanbeparticularlypowerfulinconnectingwithlowliteracyorwhereEnglishisanewlanguage.Anassociatedcostcouldincludeportablevideoequipmentandteacherstipendsfordesigningandfacilitatingsamplelessonsoutsideschoolhours.

**;$$$

CollegeTours:Inthishighimpact/highcoststrategy,secondaryschoolstudentsmakeaguidedvisittoacollegecampuswithparentsandteachers.Thesevisitsservemultiplepurposes:studentsexperienceacollegecampusinaction;studentsandtheirfamiliesshareanexperiencethatcansparkadiscussionaboutcollege;teacherscanbetterunderstandhowtohelpfamiliesapproachthepathtocollege;familiescanbetterunderstandthepathtocollege.

Point of Contact

• NatalieFoglia,Specialist,FamilyEngagement,[email protected]

3.1.18 International Baccalaureate (IB) Programming Purpose DCPS continues to develop International Baccalaureate (IB) programs across the school district in aneffort to increase access to rigorous and international programming. The school district will providefundsforanIBcoordinatorforschoolsthathavebeenidentifiedbytheChancellor’sOfficetopursueIBauthorization.SchoolswillcontinuetoreceivefundstocovertheirIBcoordinatorsafteraschoolreceivesIBauthorization.

Allocation Guidance/Requirements StaffingrequirementsforSY16-17byprogramandschoolareasfollows:

Program PYP(PrimaryYearsProgramme)

MYP(MiddleYearsProgramme)

DP(DiplomaProgramme)

SchoolsthatareIB-authorizedorexpectedtobeauthorizedforSY16-17

H.D.CookeESShepherdESThomsonESTurnerESBrowneEC*

DealMSEliot-HineMSBrowneEC*

BannekerHSEasternHS

IBCoordinator IBCoordinator IBCoordinator(ET-10 IBCoordinator(ET-10


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requirements orhigher) orhigher)

Classroomteacherrequirements

Classroomteachersforallgradelevels

Classroomteachersforallgradelevels;allcontentareas

Teachersforeachsixgroupsofstudy

WorldLanguage/CASrequirement

WorldLanguageteacher

Atleast2WorldLanguageteachers(mustservicethewholeschool,theentireyear)

CASCoordinator

Additionalstaffingrequirement

ArtEducation:Physical,ArtandMusicteacher

Arts,PhysicalEducation,Technologystaff

ExtendedEssaySupervisor

Specialist–Library/Mediarequirement

Specialist–Library/Media



*DenotesschoolsthatarecontinuingorinitiatingtheIBcandidacyprocessinSY16-17

Point of Contact

• HeatherHoladay,DeputyChief,InnerCore,[email protected]• KateMcNamee,Director,GlobalEducation,[email protected]

3.1.19 Instructional Coach Purpose Forthe2016-2017schoolyear,allInstructionalCoachpositionswillhaveacontentfocus:eitherMathorEnglishLanguageArts.Thefollowingroleswillbeavailableforschools:

• InstructionalCoach–EnglishLanguageArts

• InstructionalCoach–Math

Please refer to the LEAP Team Design Guide, distributed by the Office of Instructional Practice, foradditionaldetailsabouttheInstructionalCoachrole.

Allocation Guidance/Requirements

• Hours:ICs(exceptinYear-RoundEducationschools)arefull-time10-monthemployeesoftheirschool

• Calendar:ICswillkeepthecalendarasdictatedbytheirschools’guidelines Staffing (Personnel Services) TheOfficeofInstructionalPracticewillprovideallICswithprofessionaldevelopmentduringaSummerIntensiveandthroughouttheschoolyear.AllICsmustpassthroughacontentscreenbySpring2016inordertodeterminetheireligibilityfortherole.AllschoolswillbeabletopurchasethispositionforFY17.

Point of Contact • OfficeofInstructionalPractice,[email protected]


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3.1.20 Library Programs Purpose DCPScontinues tomakesignificant investments inschool libraryprograms.Aneffectiveschool libraryprogram has a direct and positive impact on student learning that results in increased test scores,particularlyinreading.

Allocation Guidance/Requirements Staffing (Personnel Services) A required librarymedia specialist position is allocated to every school based on the ComprehensiveStaffingModel(CSM)andisexpectedtobeacollaborativeinstructionalpartnerwitheveryteacherandbe an integral part of theALT tobest support all academicprograms in thebuilding.To achieve this,librarymedia specialists shouldhavea flexiblea schedule, and isnota teacherof record, inorder toprovide the greatest access to library resources and instructional partnership possible. The LibraryProgramsteaminterviewsallapplicantstocreateapoolforprincipalstoselectfromandwillworkwithschoolstomatchcandidateswhowillbestsupporttheschool’sneeds.Largeschoolsmayconsideraddinganaide–library,inadditiontotheirallocatedLMS.

Point of Contact

• JenniferBoudrye,Director,LibraryPrograms,[email protected]

3.1.21 Literacy Partners and Programs Purpose TheOfficeofTeachingandLearningwillcontinueitsfocusonliteracytutoringprogramsbyworkingwithexternalpartnerswhohaveproventobeexceptionalperformers.

Allocation Guidance/Requirements Staffing (Personnel Services) The external partner will provide staffing. The school need only designate a POC to liaise with thepartner.Goods & Services (Non-Personnel Services)

• TheOfficeofTeachingandLearningstronglyrecommendsthatall40/40elementaryschoolsbudgetforatleastoneliteracypartnerforSY16-17.

• Approvedpartnersinclude:o LiteracyLabReadingCorpso ReadingPartnerso ReachInc.o LindaMoodBell

• Every40/40elementaryschoolisallocated$10,000intheirSY16-17budgetstoputtowardsareading partner. These fundswill be locked and supplementedwith central funds, aswell asspent down centrally once a partner is identified with the principal. The literacy team will


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managethecontractinglogisticswithDCPS’procurementteamforall40/40schools.Non-40/40schools interested in partnering with a reading organization should budget approximately$23,000.

Readingpartnersprogrammingadherestothefollowingguidelines:

• Hours:Partnersserveatschoolseachdayduringvaryinghoursdependingonthesite.• Calendar:Programsstartonthefirstfulldayofschoolandendonthelastfulldayofschool.• GradeLevels:Programsarerecommendedinallgradelevels.• Curriculum:Theexternalpartnersprovidecurriculumfortheprograms.


• Fundsshouldbeusedexclusivelyforsupportingliteracyprograms.

Point of Contact • CorinneColgan,DeputyChief,LiteracyandHumanities,[email protected]

Helpful Resources • http://theliteracylab.org/• http://readingpartners.org/

3.1.22 Pool Managers Purpose Inthepastseveralyears,DCPShasrenovatedmanyofitsschools.Studentsandcommunitiesareabletoexperiencebeautifularchitecture,spaciouslearningcenters,andnewathleticfacilities–includingpools.DCPSwantstoensurethatschoolshavetheresourcesnecessaryforthesefacilitiestobefullyutilizedandbelievesthattheabilitytoswimisanimportantlifeskillthatshouldbeaffordedasmanystudentsaspossible.

Allocation Guidance/Requirements Staffing (Personnel Services) Recognizingthatpoolsrequireadditionalsupporttooperate,DCPSispartneringwiththeDepartmentofParksandRecreation(DPR)tomanagethesafetyandoperationsofourpools.Throughthispartnership,DPRwillhire,staffandmanagepoolmanagersandlifeguards.SchoolswillonlyberesponsibleforhiringafulltimecertifiedHealthandPhysicalEducationteacherwithaWaterSafetyInstructor’sendorsement Goods & Services (Non-Personnel Services) Schoolswillbeallocated$5,000insupplyfundsforpoolsupplies.Thesefundsshouldbeusedtopurchasethesuppliesandmaterialsneededforswimminginstruction.Additionally,schoolswillreceive$105,000tobuyintotheDPRagreement.Thesefundswillbemanagedcentrally.

Exceptions/Restrictions o Poolsupplyfundsmayonlybeusedtosupportswimminginstruction.o HealthandPEteachershouldbededicatedtoteachswimmingonlyandnototherPEcourses.

He/ShecanteachPE2studentsduringtheirswimunit.


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Points of Contact • OTLContactMiriamKenyon,[email protected],[email protected]• DCPSPOCforDPRPartnership(MOU)

o RebeccaNewman,[email protected]• DPRPointsofContact:

o DPRAquaticsDivision–202-671-1289o DPRAquaticsSupervisor–PrestonGraham,[email protected] DPRAquaticsDirector–TyrellLashley,[email protected]

Helpful Resources • DPRAquaticsWebsite-http://dpr.dc.gov/service/aquatics-division• InternationalLifeguardTrainingProgram-

https://dcdpr.asapconnected.com/CourseDetail.aspx?CourseId=65247

3.1.23 Reading Recovery Teachers Purpose ReadingRecoveryisaschool-based,short-terminterventiondesignedforchildrenagedfiveorsix,whoare the lowest achieving inliteracyafter their first year of school. The intervention involves intensiveone-to-onelessonsfor30minutesadaywithatrainedliteracyteacher,forbetween12and20weeks. Staffing (Personnel Services) InSY16-17,PattersonESandSmothersESwill receiveonefull-timeReadingRecoveryTeacher,whichwillbeTitleIfunded. Exceptions/Restrictions

• FundsshouldbeexclusivelyusedforReadingRecoveryTeachers.• Fundsarenotflexibleandcannotbereducedormovedtoserveanotherpurpose.

Points of Contact

• AmandaAlexander,DeputyChief,ElementarySchoolsinChiefofSchools,[email protected]

• DonnaraeWade,Coordinator,ElementarySchoolsinChiefofSchools,[email protected]

3.1.24 Reading Specialists Purpose / Mission ReadingSpecialistshaveexpertise indiagnosingandrespondingtodifficultiesstudentsmayhavewithreading.ReadingSpecialistswillberesponsibleforacaseloadofapproximately25-30studentsatatimewhomtheywillmeetwithonvaryingschedulesandgroupsize,dependingonstudents’need.


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Allocation Guidance Staffing (Personnel Services) InSY16-17,DCPSwillcontinuetofundareadingspecialistpositionforthefollowingschools:

o AitonESo DrewESo MotenESo NalleESo KingESo BrowneECo WashingtonMetropolitanHS

Goods & Services (Non-Personnel Services) Itisstronglyrecommendedthatallschoolswithareadingspecialistshouldallocatebetween$500and$1000ofNPStoallowtheirreadingspecialisttopurchaseresourcestosupporttheirinterventionwork.Forguidanceonsuggestedresources,pleasecontactJenJump([email protected]) Exceptions / Restrictions

• FundsshouldbeexclusivelyusedforReadingSpecialists.• Fundsarenotflexibleandcannotbereducedormovedtoserveanotherpurpose.

Points of Contact

• JenniferJump,DirectorofLiteracy,[email protected]

3.1.25 Related Arts Allocation Overthepasttwoschoolyears,theChancellorcommittedtoensuringallDCPSelementaryandmiddleschoolsofferedfullacademicprogrammingincludingart,music,physicaleducation,scienceandlibraryservices. To that end, DCPS allocates the necessary teaching staff to support schedulingmodels thatallow all students to receive instruction in each content area. To fully support these content areas,schools must often replace consumable supplies such as paper and paint, or repair equipment thatbreaksorislost.Assuch,andconsistentwithconcernssharedbyprincipals,DCPSwillallocatefundstoschools to ensure that schools have the necessary art supplies (paper, paint etc.), library books andmaterials, science equipment and supplies,music supplies and equipment (music, instruments, etc.),andphysicaleducationequipment(all-purposeballs,heartratemonitorsetc.).The per pupil allocations provide funding to support the goal of ensuring students across the districthaveaccess to theappropriatematerials alignedwith thevisionand curriculumof ahigh-quality artsandphysicaleducationprograms.Fundingwasallocatedwith thegoalof increasing theavailabilityofaccesstoappropriatematerialsforstudentsidentifiedasat-risk.When considering how to best use the related arts allocations, attention should be given to thereplacementoftechnologyassociatedwiththeartsandphysicaleducationsuchasheartratemonitors,digitalcameras,recordingequipment,computers,scannersandcolorprinters.Thesereplacementsare


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costlyand,therefore,moneyshouldbebudgetedtoconsidertotalreplacementoverafive-yearperiod.Relatedartsnon-personnelspendingisallocatedtoschoolsinthefollowingways: Art Allocations AllrequiredartperpupilallocationswillbeloadedintoaplaceholderlinecalledArtSuppliesandmustbe moved to the desired object code(s) via a petition. See section 5.4 for a complete list of non-personnelservices(NPS)objectcodesanddescriptions.

SchoolType PerPupilSpendingElementarySchool(ES) $5.00MiddleSchool(MS) $8.00HighSchool(HS) $25.00

Plus15%oftotalallocationforreplacementsHealth/Physical Education (HPE) Allocation All required HPE per pupil allocations will be loaded into a placeholder line called Health/PhysicalEducationSuppliesandmustbemovedtothedesiredobjectcode(s)viaapetition.Seesection5.4foracompletelistofnon-personnelservices(NPS)objectcodesanddescriptions.


Music Allocation AllrequiredmusicperpupilallocationswillbeloadedintoaplaceholderlinecalledMusicSuppliesandmustbemovedtothedesiredobjectcode(s)viaapetition.Seesection5.4foracompletelistofnon-personnelservices(NPS)objectcodesanddescriptions.


Science Allocation All requiredscienceperpupilallocationswillbe loaded intoaplaceholder linecalledScienceSuppliesandmustbemovedto thedesiredobjectcode(s)viaapetition.Seesection5.4 foracomplete listofnon-personnelservices(NPS)objectcodesanddescriptions.


Plus15%oftotalallocationforreplacements Library Book Allocation Allschoolsreceive$20perpupilfor librarybooks. Inordertosupportschoolsandreducecosts,thesefunds will be swept back from school budgets prior to the start of SY 16-17, and the items will be


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procuredcentrallythroughthesharedtechnicalservicesofDCPSandtheDCPublicLibrary.TheLibraryProgramsteamwillconsultwiththeprincipaland/orlibrarymediaspecialistateachschool. Point of Contact

• JenniferBoudrye,DeputyChief,Arts,[email protected]• NathanDiamond,Director,Arts,[email protected]• HeatherHoladay,DeputyChief,InnerCore,[email protected]• DavidRose,DeputyChief,EdTechandLibraryPrograms,[email protected]

Helpful Resources

• Alistofrecommendedpurchasescanbefoundonthebudgetguidewebsite:www.dcpsschoolbudgetguide.com/changes/ra.html#recs

3.1.26 Related Service Providers Purpose Relatedserviceproviderssupportstudentstoensuretheyareabletofullyparticipateintheacademicsetting.Providersassessstudentstoidentifydeficitareas,andthenworkwithstudents,teachers,staff,families, andother stakeholders throughdirect service, consultation, anda varietyofothermeans toassiststudentsinaccessingthecurriculum.

Allocation Guidance/Requirements Staffing (Personnel Services) Social Workers: School social workers address student engagement, mental health and behaviorsupportneedsofallstudents.TheyareresponsiblefortheprovisionofbehavioralsupportservicesasmandatedonIEPs;thesedutiestakeprecedenceinordertoimplementIEPseffectivelyandcomplywithIDEA. Additionally, school socialworkersprovide teacherconsultationandprofessionaldevelopment.Social workers coordinate school-level crisis response. They serve as the primary liaison betweenschools, other DC government agencies (Department of Mental Health, Department of YouthRehabilitationServices,etc.)andcommunitypartners.School Psychologists: School Psychologists develop interventions and strategies to address learning,academic, and behavioral concerns for students identified by teachers and parents.They are crucialmembersoftheResponsetoIntervention(RTI)processbysupportingtheimplementationofacademicand behavior interventions through teacher consultation and monitoring efficacy of theinterventions. School psychologists are uniquely qualified to assess for cognitive, achievement, andpsychologicalconcerns.Theyareintegralmembersofthespecialeducationeligibilityprocess.Speech-LanguagePathologists:Speech-languagepathologistsservestudentswithspecificdisordersanddelays related to language and communication. SLPs provide direct and indirect interventions todecrease the potential educational impact related to a speech and language deficit and to improveacademicachievement.

Occupational Therapists: Occupational therapists help address the needs of students relative to self-helpskills,adaptivebehaviorandplay,sensoryandmotorskills,amongothers.Afteridentifyingareas


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presenting challenges, occupational therapists may provide support including consultation, directservice,andidentificationofspecialequipmenttohelpstudents.

Physical Therapists: Physical therapists work with students and teachers to help students withchallenges related to movement, such as climbing stairs or transitioning from class to class. Afteridentifying these challenges, physical therapists may provide support including consultation, directservice,andidentificationofspecialequipmenttohelpstudentstravelaroundtheschool.

Audiologists:Audiologistsprovidediagnosticservicestoevaluatehearingandauditoryprocessingandselectionand fittingofamplificationandhearingassistance technology. Educationalaudiologistsmayalso provide direct intervention services, calibration and maintenance of audiologic equipment, andcounselingstudentsandfamiliesabouthearingloss.

Relatedserviceprovidersareallocatedtoschoolsperthefollowingguidelines:• Schoolsreceiveallocationsforschoolpsychologistsandsocialworkers.• Speech-languagepathologists,occupationaltherapists,physicaltherapists,andaudiologistsare

hiredandbasedcentrallyandareassignedtoschoolsbasedonstudentneed.• Schoolswillreceivefundingforschoolpsychologist(s)andsocialworkersbasedonmultiple

variables,including:o Projectedtotalschoolenrollment,o Specialeducationenrollment,o SSTreferrals,o Numberofassessmentsordered,o PrescribedandconsultationIEPservices,o Suspensiondata,o ManifestationDeterminationmeetingdata,ando Tier1and2interventions.

Exceptions/Restrictions • Schoolpsychologistandsocialworkerallocationsarerequiredstaffingandschoolsarenotable

torepurposethosefunds.• Ifaschoolisallocateda0.5SocialWorkeranda0.5Psychologistandpreferstohireafull-time

staffmember,theyshouldpetitiontoreducetheirsocialworkerforafull-timepsychologist.Apetitiontofundafull-timecounselorwillnotbeapprovedsincetheneedisforacredentialedprofessionaltoprovidepsychologicalassessmentsandservices.

Points of Contact • DeitraBryant-Mallory,Director,SchoolMentalHealthinOfficeoftheChiefofSchools(School

Psychology&SocialWork),[email protected]• ReginaGrimmett,Director,OccupationalTherapy,PhysicalTherapy,Speech-Language

Pathology,Audiology,inOfficeofTeachingandLearning,[email protected]

Helpful Resources • https://dcps.instructure.com/courses/2025/pages/teaching-and-learning-related-services


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3.1.27 School Counselors . PurposeThe school counselor is responsible for developing, implementing, and managing a comprehensiveschool counseling program to serve the academic, social, and career development needs of studentsenrolledinDCPS.Theprimarypurposeofthecomprehensiveschoolcounselingprogramisthesupportofthe instructionalandacademicgoalsofDCPS.TheroleoftheschoolcounselorsupportstheCapitalCommitmentGoals3and4. Allocation Guidelines/Requirements SuggestedAllocations

• TheAmericanSchoolCounselorAssociationrecommendsastudenttocounselorratioof250:1;forbilingual/linguisticallydiversestudentsthestudenttobilingualcounselorratiois100:1.DCPSadherestotheserecommendationswhenallocatingschoolcounselors.

PositionRequirements

• All school counselorsmust have aMaster’sDegree in the areaof counseling and guidance inordertoworkasaschoolcounselorinDCPS.

• Elementary and middle school counselors are 10-month full-time employees; high schoolcounselorsare11-monthfull-timeemployees.

Inorderfortheschoolcounselortobemosteffectiveintheschoolenvironment,thepositionshouldbeapartofa“fixed”allocationataratioof250:1atallgradelevels.Theonlyexceptionisthatifitisnotpossibletohavea250:1ratioattheESlevelthenschoolsshould,atminimum,haveatleastoneschoolcounselor.

Points of Contact

• Kia’V. Jones-Raye,Director,AcademicPlanningandSupport inOfficeof theChiefofSchools,[email protected]

• ThérèseFarmer,Coordinator,AcademicPlanningandSupportinOfficeoftheChiefofSchools,[email protected]

3.1.28 School Nurses Purpose The school nurse is responsible for promoting health and wellness and actively collaborating withstudents, familymembers, school personnel, and community-based organizations to ensure that thehealthneedsofthestudentsarebeingmet.

Allocation Guidance/Requirements Staffing (Personnel Services) AllDCPSschoolsreceivepart-timetofull-timenursingservicescoverageatnochargetotheschool.Thenurses are provided through a contract between the DCDepartment of Health (DOH) and Children’sNationalMedicalCenter(CNMC).


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As these are not DCPS employees, CNMCmaintains all employer rights and responsibilities for thesenurses (somespecializedschoolsmay receiveadditionalnursingservices). Ifanurseataparticipatingschoolisunabletocontinueemployment,DOHwillprovideareplacementnurseforthatschoolassoonas possible. Principalsmayworkwith the appropriate DOH/CNMC supervisor to evaluate nurses andrequestanykindofdisciplinaryactionorremoval.Some schools have students with low-incidence disabilities that require nursing services beyond thecapacityoftheschoolnurse.TheOfficeofTeachingandLearning’sDivisionofSpecializedInstructionwillprovidesupplementalnursingservicestoschoolsservingthesestudentsatnocosttotheschool.Nurseallocationsadheretothefollowingguidelines:

• Staffing:A schoolnursewill beprovided toeachDCPS school for at least20hoursperweek.Althoughnoonefactorisdeterminativeofcoveragestatus,amongthekeyconsiderationswhenassigningcoverageare:o Schoolenrollment;o Schoolhealthsuiteutilizationrates;o Medicalacuityoftheschool’sstudentpopulation;o Numberofidentifiedmedically-fragilestudents;ando Totalresourcesavailable.

• Hours:Schoolnursesarecontractedtoworkbetweenthehoursof8:00-4:30pm.• Calendar:NursingcoveragewillbemadeavailableforthetraditionalschoolyearandforDCPS

sponsoredsummerprogramming.• GradeLevels:SchoolnursesareavailableforPK3-12thgradestudents.

Goods & Services (Non-Personnel Services) It is the school’s financial responsibility to maintain functioning technology (e.g., desktop computer,dedicatedprinter,phone,and faxmachine) for its schoolnurse(s) aswell asa functioningphoneandfax/e-faxline.Nurseofficesmusthavedirect911andlongdistanceaccess.

Points of Contact • DianaBruce,Director,HealthandWellnessinOfficeoftheChiefofSchools,

[email protected]• ValentineBreitbarth,Manager,HealthServicesinOfficeoftheChiefofSchools,

[email protected]

3.1.29 School Partnerships Purpose DCPublicSchoolsdefinesapartnerasanorganizationorgroupthatiscommittedtoworkwithDCPStomake sustainable impact on a shared goal around student success. Partnersmay include communityorganizations,afterschoolproviders,corporations,donors,and/orvendorsthatcollaboratewithschoolsthroughouttheyear(e.g.—curriculum/PDpartners).While the majority of partner organizations are free to schools, there are a number of partnerorganizations who do require a small fee, and therefore it is important for schools to consider all


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potential budget implications. In some cases, DCPS CentralOffice teamsmay help cover the costs ofcertainpartnersand resources.Please review this section in itsentirety fora fulloverviewofCentralOfficecontributions.

Allocation Guidance The following isa listof themostcommoncostsassociatedwithpartnerorganizations.This isnotanexhaustivelistandwestronglyencourageallschoolstoworkdirectlywithpartnerstoidentifyallcosts.

• ServiceFees:Partnersmayrequirepaymentforservicesdirectlyfromtheschooland/orCentralOfficeteamsupportingthework. If theschoolprovidespayment, thefeeswilloftengo inthebudgetlineitemforcontractservices.

• Custodial Fees: It is likely either the school or the partnerwill need to budget for custodianovertimeifthepartnerrequiresbuildingaccessafter-hoursoronweekends.

• Security Fees: It is likely either the school or the partner will need to budget for securityovertimeifthepartnerrequiresbuildingaccessafter-hoursoronweekends.

• Supplies:While partners typically cover these costs, it is important to discuss who will fundsupplies.Thismayrangefromofficesupplies(studentjournals,pencilsetc.),tostudentathleticgear/uniforms.

• Feesforfamilies/students:Manypartners,especiallyafterschoolprograms,requireenrollmentfeesforindividualfamilies.Whilethisdoesnotimpactschoolbudgets,itisimportanttoknowthe implications for the school community. Formore information see theOutof School TimeProgramssection.

School Turnaround Partnerships ThereareseverallargeschoolpartnershipsthattheSchoolTurnaroundandPerformanceDivisionoftheOfficeof theChiefof Schoolshelpsmanage in collaborationwithDCPS’40/40 schools toensurehighlevelsofstudentperformance. City Year: City Year implements a Whole School Whole Child model through a group of carefullyselected, highly trained corpsmemberswho provide individualized support to at-risk students, whileestablishing an overall positive learning environment throughout the schools they service. Allparticipatingschoolsarerequired toallocate$100,000 forCityYear incontracts (CSG409) fromtheirlocalschoolbudget.Experience Corps: The AARP Experience Corps (EC) program places adults aged 50 and older intoelementaryschools totutorandmentorstudents inreadingand literacy.ExperienceCorpsvolunteersprovide tutoring services as well as opportunities for mentoring and encouraging positive classroombehaviorsthroughclassroomsupport.Allparticipatingschoolsarerequiredtoallocate$7,500-$15,000forExperienceCorpsincontracts(CSG409)fromtheirlocalschoolbudget(priceisnegotiablewiththepartner).Turnaround for Children: Turnaround for Children (TFC) is a nonprofit organization that supportsschoolsindevelopingtheinternalcapacitytorespondtothechallengesstemmingfrompoverty.TFC’sprioritymission addresses gaps in teacher and leader preparation and re-engineers school behavioralandinstructionalsystems.Allparticipatingschoolsarerequiredtoallocate$5,000-$10,000forTFCincontracts(CSG409)fromtheirlocalschoolbudget(priceisnegotiablewiththepartner).


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Higher Achievement: Higher Achievement is a year-round program provides high-level support fordemanding academic work plus mentoring, skill-building, individual student achievement plans, andpersonal encouragement. Higher Achievement has an Afterschool Academy, which includes coveringcore subjects, as well as seminars, artistic electives, field trips, and opportunities to engage incommunity service. There is also a Summer Academy that includes coursework in literature, science,mathematics, social studies, and electives, as well as a three-day trip to a college. All participatingschoolsarerequiredtoallocate$20,000forHigherAchievementincontracts(CSG409)fromtheirlocalschoolbudget(priceisnegotiablewiththepartner)forayear-roundprogram.

Exceptions/Restrictions • OnlytheChancellororherdesignateddeputyhastheauthoritytosignalegalMemorandumof

Agreement(MOA)withpartnerorganizations.Ifapartnerapproachesaschoolaskingtosignalegaldocumentthatengagestheschool inpromisesandprogrammaticresponsibilities,pleaserefertheorganizationtotheDCPSOfficeoftheGeneralCounsel.

Points of Contact Forgeneralschoolpartnerships:

• Najla Husseini, Director, School Partnerships, Office of Family and Public Engagement,[email protected]

Forturnaroundschoolpartnerships:• KathrynKigera,InterimDirector,OutofSchoolTimePrograms,[email protected]• Jasmin Jones, Specialist, Partnership Management, Office of the Chief of Schools,

[email protected]

Helpful Resources • OfficeofOutofSchoolTime:http://dcps.dc.gov/afterschool

3.1.30 School-wide Enrichment Model (SEM) Purpose Based on the belief that all students have gifts and talents, Enrichment Resource Teachersoperationalize the Schoolwide Enrichment Model (SEM). SEM is a pedagogical framework used todevelopthefullpotentialofthestudentthroughaninquiry-based,student-choicedrivenapproachthatleadstocreative-productivegiftedness,increasedenjoyment,andstudentsatisfactionwiththelearningexperience.

Allocation Guidance/Requirements AnenrichmentresourceteacherisaFull-TimeEquivalency(FTE),IMPACTGroup2,10-monthemployeewith the same associated costs as a regularWTU-teacher position. Schools that wish to add a SEMpositionshoulddosowiththeirflexiblefundsorothersourcesofschool-basedfunding.As part of the district’s continued investment inmiddle grades, the following schools are allocated aSEMpositionthroughtheComprehensiveStaffingModel(CSM):HardyMiddleSchool,JohnsonMiddleSchool, Sousa Middle School, Kelly Miller Middle School, Stuart-Hardy Middle School, and West


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EducationCampus.TheseschoolswillcontinuetoreceivethispositionaspartoftheirstaffingmodelforFY17. Staffing (Personnel Services) Enrichment Resource Teachers serve as enrichment specialists operating within the pedagogicalframework known as the SEM. Enrichment Resource Teachers primarily provide inquiry-basedfacilitationaswell as somedirect instruction for individual studentsor small groupsof students. Thisinstruction can happen in a pullout or scheduled-class format. SEM teachers also plan enrichmentopportunities(suchasfieldtripsorbringinginspeakers)forthewholeschool.TheEnrichmentResourceTeacherservesasaliaisontofamilies,thecommunity,andasanintegralpartofaschool’sRtIefforts.TheDCPSOfficeofTeachingandLearning(OTL)providesadditionalsupportforyear-roundprofessionaldevelopment,aswellasanynecessarycurricularorinstructionalresources.

Exceptions/Restrictions Inordertomaintaincentralofficesupports,EnrichmentResourceTeachersfollowingtheSEMapproachmustspendatleast80%oftheirtimeprovidingenrichment-basedinstructionorrelatedcoordinationofenrichmentactivities.

Point of Contact • MatthewReif,DirectorofAdvancedandEnrichedInstruction,[email protected]

Helpful Resources • http://gifted.uconn.edu/schoolwide-enrichment-model/about_sem/

3.1.31 Special Education Purpose Special education servicesensure studentswithdisabilitiesareable to successfully access instruction.Teachers and paraprofessionals support students inside general education classrooms, in resourceroomsandlearninglabs,andinspecializedprogramclassroomstoaddressindividualneedsandprovideCommonCore-alignedinstruction.

Allocation Guidance/Requirements Staffing (Personnel Services) SpecialEducationLeadershipEachschoolwillidentifyaleaderforspecialeducationwhoreportsdirectlytotheprincipal.Thisindividualisoneoftheschool’sLEArepresentatives(seebelow)andoverseestheoverallspecialeducationprogramoftheschool–bothinstructionandcompliance.Theresponsibilitiesofeachpossibleleadershippositionsinclude:

§ Ensurespecialeducationteachersaremeaningfullyengagedincontent-levelco-planning,usingstudentdatatodeveloplessonsthatarealignedtotheCCSSandappropriatelymodifiedandaccommodatedtomeettheneedsofindividualstudents.


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§ Completeregularobservationandfeedbackofteachersandparaprofessionalsontheimplementationoflessonplans.

§ OverseeIEPandassessmentquality,timelinessandcompliancebysupportingcasemanagerstoeffectivelymanagetheircaseloads.

§ Leadthespecialeducationteaminbuildingcohesiveandtrustingrelationshipswithfamilies.§ Positionsthatcanfillthisroleinclude:

·AssistantPrincipal·DirectorofSpecialEducation·ManagerofSpecialEducation·SpecialEducationCoordinator·Leadteacher

AssistantPrincipal-SpecialEducation(APSPED):AnAssistantPrincipalcanbedesignatedastheleaderforspecialeducation,andinsomecasesaschoolmaydecidetohaveanAPSpedaswellasoneoftheotherleadershippositionsdescribedinthissection.DirectorofSpecialEducation(DSE);ManagerofSpecialEducation(MSE):TheDirectorofSpecialEducation(DSE)isrecommendedforschoolswithover100studentswithIEPs,andtheManagerforSpecialEducation(MSE)isrecommendedforschoolswithunder100studentswithIEPs.TheDSEandMSErequireapplication.Coordinator-SpecialEducationCoordinator(SEC):Thespecialeducationcoordinatorisdesignedforschoolswithfewerthan40studentswithIEPs,althoughsomeschoolswithlargerpopulationsmaychoosetohaveanSECaswellasoneoftheotherleadershippositions.InthiscasetheSECmayfocusonspecialeducationlogisticsandcompliance.WhentheSECistheprimaryleaderofspecialeducation,50%oftheirworkloadshouldbefocusedonleadinginstruction,and50%onlogisticsandcompliance.LeadTeacher:Aleadteacherisrecommendedforschoolswithfewerthan20studentswithIEPs.Thisteacherspends50%oftheirresponsibilityprovidingdirectinstruction,25%leadinginstructionand25%ensuringeffectivelogisticsandcomplianceforthespecialeducationdepartment.TheseteachersareeligiblefortheTeacherLeadershipInitiative(TLI).LEARepresentativeUndertheIndividualswithDisabilitiesEducationAct(IDEA),eachIndividualizedEducationProgram(IEP)teamistoincludeanindividualwhoservesasthe“LEArepresentative.”Thispersonshouldbe:

• Qualified to provide or supervise the provision of specialized instruction tomeet the uniqueneedsofchildrenwithdisabilities;

• Knowledgeableaboutthegeneraleducationcurriculum;and• KnowledgeableabouttheavailabilityofresourcesoftheLEA.

TheprincipalisthedefaultLEArepresentative.PrincipalsmustidentifyatleastoneotherstaffmembertoserveastheirdelegateLEArepresentative.TheDivisionofSpecializedInstruction(DSI)mustapprovedelegatesduringtheschoolbudgetdevelopmentprocess.SpecialEducationTeachers&ClassroomSupportStaffStudents identified as special education are issued additional funding so that schools can adequately


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fund special education teachers and classroom support staff (instructional aides and behaviortechnicians).Thestaffingratioslistedbelowarefordeterminingthetotalnumberofspecialeducationteachers,notspecialeducationteachercaseloadsorclassroomcomposition. TeacherAllocationforStudentsNotinFull-TimeProgramsTheteacherallocationforstudentswithfewerthan20hoursperweekofspecializedinstructionoutsideof the general education setting is based on the hours of instruction on each student’s IEP and thesettinginwhichtheinstructionistobeprovided,accordingtothetablebelow.

• Studentswithhoursbothinsideandoutsideofgeneraleducationarecountedtowardboththeappropriateinsidegeneraleducationratioandtheappropriateoutsidegeneraleducationratio.

Inclusion/ResourceTeacherAllocationClassificationsInsideGeneralEducation

SettingTeacher-

StudentRatioOutsideGeneralEducation

SettingTeacher-Student

RatioStudentswithFewerThan11

HoursPerWeekinIEP 1:15 StudentswithFewerThan11HoursPerWeekinIEP 1:24

Studentswith11orMoreHoursPerWeekinIEP 1:12 StudentswithBetween11to

19HoursPerWeekinIEP 1:12

SpecializedProgramsTeacherandParaprofessionalAllocationModel• Full-time specialized programs serve a very specific population of students who require the

highestlevelofsupport,inaccordancewiththeirIEPs,toaccessthecurriculum.• Students are placed into these classes after schools collaboratewith theDSI Least Restrictive

Environment (LRE)ReviewTeamanddetermine together thata full-timeprogram is themostappropriatesettingforthestudent.StudentsareassignedaspecificschoolsitethroughtheDSIlocationreviewprocess.

• Specialized programs accept students from across the district and this process applies to allstudents, even those whose home school hosts a specialized program. Schools cannotunilaterallyplaceastudentintoaspecializedprogramclassroom.

• Teachersandparaprofessionalsareallocatedtoeachclassroomaccordingtothetablebelow.

Full-TimeProgram TeacherRatio

InstructionalAide

BehaviorTechnician Nurse

(Perclass) (Perclass) (Perclass)

Communication&EducationSupport 8:1 2 - -

EarlyChildhoodCommunication&EducationSupport 6:1 2 - -


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SpecificLearningSupport 12:1 1 - -

EarlyLearningSupport 10:1 1 - -

Behavior&EducationSupport10:1

(ES/MS)12:1(HS)

1 1 -

Independence&LearningSupport 10:1 1 - -

SeparateSchoolIndependence&LearningSupport 8–10:1 1 - -

SensorySupport 12:1 1 - -

Medical&EducationSupport 8:1 1 - 1

SmallSchoolAllocations:• Schoolswitha totalof less than65 specialeducationstudentsnot receiving services ina full-

timespecializedprogramreceiveautomaticminimumallocations.Theseallocationsensurethatschoolsreceivesufficientstaffingtoprovideservicesacrosstheirentiregradedistribution.

SmallSchoolMinimumTeacherAllocations

TotalNumberofSpecialEducationStudents NumberofFTETeachers

1to15 1.016to25 2.026to45 3.045to55 4.056to65 5.0

Exceptions/Restrictions • Personnelfundsareallocatedasnecessarytomeetthespecializedinstructionneedsofstudents

and cannot be repurposed without consultation with, and approval by, the Division ofSpecializedInstruction(DSI).

Point of Contact • OTLDivisionofSpecializedInstruction,[email protected]

Helpful Resources • https://dcps.instructure.com/courses/2025/pages/teaching-and-learning-specialized-instruction• Thereare9offulltimespecializedprogramforacompletelistanddescriptionssee:

https://dcps.instructure.com/courses/2025/pages/teaching-and-learning-specialized-instruction


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3.1.32 Strategy & Logistics (SSL) Program Purpose The School Strategy & Logistics (SSL) program allows participating schools to structure their non-instructional staff differently than other schools in order to increase operational efficiency andinstructional gains. Schoolsmust apply and be accepted to participate in this program. Schools thatparticipateintheSSLprogramreceivedthefollowingsupport:

• Access to several new, flexible school-based operations positions (Director, Manager,Coordinator,andAssistant,Strategy&Logistics);

• Directors/Managers who will serve as high-level school-based leaders of operations who areabletodirectlysuperviseandcomplete IMPACTevaluations forcurrentoperationsstaff (frontofficeandcustodialpersons)aswellasCoordinatorsandAssistants,Strategy&Logistics;

• The recruitment and selection of outstanding individuals for these leaders of school-basedoperationspositions;

• High-qualitytraining,support,andcoachingfortheseschool-basedoperations leaderspriortoandthroughoutthe2016-17schoolyear,aswellassupportforprincipalsinimplementingthisnew operations structure. .

Allocation Guidance/Requirements Staffing (Personnel Services) All SSL schoolswill have aDirector of Strategy& Logistics (DSL) or aManager of Strategy& Logistics(MSL).Schoolswithfewerthan400studentshavetheoptionofselectingaMSLtoserveinlieuofaDSL.In these cases, the MSL will serve as the operations leader for that school and will report to theprincipal. In these smaller schools, the work of theMSL will mirror that of a DSL in a larger school,including supervisoryand IMPACT responsibilities. Schoolswith400ormore studentsare required tohaveaDSL.OtherOperationsSupportStaffRolesSSL schoolsmayalsochoose tohaveCoordinators (CSL), and/orAssistants (ASL), Strategy&Logistics,whowillholdabroaderandmoreflexiblerangeofresponsibilitiesthancurrent,morenarrowly-definedtraditionalroles(e.g.Registrar,AdministrativeAide,AttendanceCounselor,DataClerk).Theseroleswilladdresscurrentchallengesinthefollowingways:

• More flexible position descriptions will allow principals to design front office and otheroperationsrolesthatbestmeettheneedsoftheirschools;

• Operations staffwill be trained on all office duties to ensure appropriate capacity during thenaturalebbsandflowsofdifferentseasons.

SSLschoolswillworkcloselywiththeSSLteamintheDCPSOfficeoftheChiefOperatingOfficer(OCOO).The team will onboard new staff; provide workshops for principals; provide ongoing training forDSLs/MSLs;providecoachingforDSLs/MSLs;andwillassistwithrecruitment,selectionandtrainingofDSLs/MSLs.Director,Strategy&Logistics(DSL)oraManager,Strategy&Logistics(MSL)willleadoperationswiththefollowingresponsibilities:

• Fullymanageallschool-basedoperationaltasks(e.g.,budgeting,procurement,scheduling,dataandreporting,fieldtrips,facilities,technology,foodservices,transportation,etc.);


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• Directly superviseand conduct IMPACTevaluations fornon-instructional staffmembers (frontofficestaffandcustodians);

• Supportprincipalsindefiningrolesandresponsibilitiesforoperationssupportstaffmembers.TheDSL/MSLwilladdresscurrentchallengesinthefollowingways:

• Oversee/manageday-to-dayoperational issues,withonly themosturgent issuesescalated toprincipals;

• Havetheauthorityandskillstomanageotheroperationsstaff;• Participateonthe leadershipteamtostrategicallyplanforandaddressoperationalchallenges

impactingcoreschoolfunctionsandspecialevents;• Serve in a robust leadership role that is more clearly defined and better compensated than

currentroles,helpingtoattractstrongercandidates;

Exceptions/Restrictions • Schools must be accepted into the program to have the DSL or MSL position available for

selectioninschoolbudgeting;• AllschoolsmusthaveaDSLorMSLleadtheoperationsworktoparticipate;• Selectedschoolswillworkwithintheirexistingbudgetstofundanypositionstheywouldliketo

add;• Candidates for the DSL/MSL roles will need to successfully advance through a centralized

selection processmanaged by the SSL Team. Principalswillmake final decisions aboutwhichcandidatestohirefromtherecommendedapplicantpool.

Point of Contact • DougHollis,DirectorofSchoolStrategy&LogisticsProgram,[email protected]

3.1.33 Substitute Teachers Purpose DCPS substitutes ensure that students receive continuous instruction throughout the school year.Substitutesprovidecoveragewhenteachersandeducationalaidesareoutonsickleave,administrativeleave, extended leave, or attending professional development opportunities. Substitutes also providecoverageforteacherandeducationalaidevacancies. Allocation Guidance/Requirements SchoolswillnotbedirectlyresponsibleforfundingsubstitutesinFY17.However,toensurethatallDCPSstudents have access to high-quality substitute coverage, schools will receive a portion of the DCPScentrally budgeted annual substitute allocation. Each schoolwill receive a fixed amount of substituterequeststousethroughouttheschoolyearbasedonthenumberofbudgetedteachersandeducationalaides.

• Eachschoolwilluseitsannualallocationforteacherandeducationalaideabsencesduetosickleaveandprofessionaldevelopment.

• Absences due to vacancies, administrative leave, and extended leave (i.e. FMLA) will not bedeductedfromaschool’sannualallocation.


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• The allocationwill provide enough substitute coverage so that every teacher andeducationalaidecantakeallavailablesickleaveinagivenyear.

• Schoolswill be notified of the annual allocation in the spring andwill receive regular reportsfromStrategicStaffingtotracktheirsubstituteusage.SchoolsthatmustexceedtheirallocationmustsubmitarequesttotheInstructionalSuperintendentandStrategicStaffing.

Exceptions/Restrictions • Beginning in SY 16-17 (FY17), schools will be required to submit substitute assignments for

vacancies, administrative leave, and extended leave to Strategic Staffing for entry intoSmartFind Express. Strategic Staffing will create the substitute job request in incrementsbetween5and60days.

• Beginning inSY16-17(FY17),schoolswillbeabletocreateamaximumassignmentof90daysforasubstitute.Assignmentscanberenewedaftera90-dayperiodifcoverageisstillrequired.

Point of Contact • JohnIsabella,InterimDirector,StrategicStaffing,[email protected]

Helpful Resources • http://dcps.dc.gov/page/substitute

3.1.34 TLI Teacher Leader Purpose AllTLITeacherLeader(positionshaveacontentfocus,andforthe2016-17schoolyear,thesecontentareasoffocuswillbereflectedinthepositiontitles.Thefollowingroleswillbeavailableforschools:• TLITeacherLeader–EnglishLanguageArts• TLITeacherLeader–Math• TLITeacherLeader–EarlyChildhood

Education• TLITeacherLeader–SpecialEducation

• TLITeacherLeader–Science• TLITeacherLeader–SocialStudies• TLITeacherLeader–Culture

PleaserefertotheLEAPTeamDesignGuide,distributedbytheOfficeofInstructionalPractice,foradditionaldetailsabouttheTLITeacherLeaderrole.

Allocation Guidance/Requirements • Hours:TLs(exceptinYear-RoundEducationschools)arefull-time10-monthemployeesoftheir

school.• Calendar:TLswillkeepthecalendarasdictatedbytheirschools’guidelines.

Staffing (Personnel Services)

• TheOfficeofInstructionalPracticewillprovideallTLITeacherLeaderswithprofessionaldevelopmentduringaSummerIntensiveandthroughouttheschoolyear.

• TeacherleadersservinginELA,Math,SocialStudies,orSciencerolesmustpassthroughacontentscreenbySpring2016inordertodeterminetheireligibilityfortherole.


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Exceptions/Restrictions • AllschoolswillbeabletopurchasethispositionforFY17.

Point of Contact

• KatieBurke,Director,TLITeacherLeader,[email protected]

3.1.35 Technology Instructional Coach Purpose The Technology Instructional Coach (TIC) works to increase the instructional use of technology toimprovestudentoutcomes.

Allocation Guidance/Requirements SchoolswillhavetheoptiontobudgetTechnologyInstructionalCoachesinFY17.DCPSwillnotallocatefundsforthesepositions.Staffing (Personnel Services) TheTICfacilitatestheeffectiveuseofinstructionaltechnologyintotheteaching/learningprocessanditsuse throughout the curriculum. This individual coaches and models the effective use of technology,includingblendedlearning,centeredaroundtheISTEEducationalTechnologyStandardsandtechnologystandardswoventhroughoutCommonCoreandNGSS.TICswillreceivedualcoachingsupportfromtheOffice of Instructional Practice and the Office of Teaching and Learning’s Educational Technologydepartment,butwillbeevaluatedbytheschool. TICsmustbeavailableforatwo-weekintensiveandongoingdistrictPDopportunities.

Point of Contact • DavidRose,DeputyChief,EducationalTechnology,[email protected]

3.1.36 Title Funds Title I, Part A Title I funds are used for a variety of services and programs, with a special focus on instruction inreadingandmathematics.TitleIfundsaretobeusedtosupplementtheamountoffundsthatwouldbemadeavailable fromnon-federal sourcesandnot tosupplant funds fromthe regularbudget.ThekeyobjectiveofTitle I funds is toclose theachievementgapandserve themostdisadvantagedstudents.The amount of Title I funds a school may receive is determined by its poverty rate (the number ofstudentswithinaschoolthatqualifyforfreeorreduced-pricedmeals).Schoolswithpovertyratesof40percentandaboveoperateSchool-wideTitleprogramsinwhichbothTitle IandII fundsareconsolidatedwithlocalfundsintothetotalschoolbudgetandareusedtofundhighlyqualifiedinstructionalteachers.EachoftheseschoolsmustusetheirComprehensiveSchoolPlan(CIP)asaguidetoensurethatthefederal requirementsof thesefundsaremet.Schoolswithpoverty


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rates between 35-40 percent are considered TargetedAssistance schools andmust use educationallyrelated criteria to identify those studentswhowill receive Title I-funded services as defined by theirTargetedAssistanceprogramplan.

WithinaTargetedAssistanceschool’sbudget,TitleIfundsarenotconsolidatedwithlocalfunds.Theterm"TargetedAssistance"signifiesthattheservicesareprovidedtoaselectgroupofstudentswhomustbeidentifiedbyusingmultiple,educationallyrelatedobjectivecriteria”(MERC)thatprioritizesforeligiblestudentswiththegreatestneed.TargetedAssistanceschoolsmustusethefollowingguidelineswhendevelopingtheirTitleITargetedAssistanceprogramplanandbudget:Title I, Part A – Programmatic Guidelines Provideprogramsandservicesgearedtowardimprovingstudentachievement,suchas:

• Reading and/or math resource instructor who provides intensive academic intervention tostudents;

• AdministrativePremiumtopayteachersforbefore-orafter-schooltutorialprograms;• Purchase of educational software and equipment to support and enhance classroom

instruction;• Embeddedprofessionaldevelopmentactivitiestosupportstudentlearning;• Developmentofreadingandmathinterventionprogramsthattargetthemostacademicallyat-

riskstudents;• Conferences that focus on closing the achievement gap, at-risk student populations, climate

andcultureanddifferentiatedlearning;• SupportforparentalinvolvementactivitiesincludedintheComprehensiveSchoolPlanand/or

articulatedintheSchoolParentalInvolvementPolicy’sParentCompact(alsoknownasParentPartneractivities)thatcomplementtheirTitleIParentInvolvementallocation.

Otherallowableuses• Hireorcontractpersonneltoprovidestudentinstructionalservices;• Paymentofstipendstoparentsasvolunteerpartnersintheschool;• Purchaseofsuppliesandmaterials,equipment,softwareandreferencematerials;• Purchaseoffurnitureforstudent/teachercomputerstationsandotherinstructionalmedia;• Payment for approved local and out-of-town travel; hotel accommodations; conference,

conventionandregistrationfeesthatsupportresearch-basedstrategies;and• Payment for services that serve an educational purpose toward improving student

achievement. Non-allowableuses

• SupportcateringservicesthatarenotexplicitlyanddirectlytiedtoitsTitleIprogramrelatedtostudentsandparents;

• Fund extracurricular activities (i.e., Six Flags) and paraphernalia (i.e., T-shirts, iPads) that arenotdirectlylinkedtoaTitleIacademicprogram;or

• Supplant(replace)fundsfromtherequiredschoolbudget.


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Title II, Part A – Professional Development Title II, Part A funds may be used to support high-quality professional development activities asdescribedbytheEveryStudentSucceedsAct(ESSA). Fundsmaybeusedtoprovidefollow-uptrainingforteacherswhohaveparticipatedinprofessionaldevelopmentactivitiestoensurethattheknowledgeandskillslearnedbyteachersareimplementedintheclassroom.ForTargetedAssistanceandnon-TitleIschools,TitleIIfundsarenotconsolidatedwithTitleIandlocalfundstofundhighlyqualifiedinstructionalteachers.TargetedAssistanceandnon-TitleIschoolsmustusethefollowingguidelineswhendevelopingtheirTitleIIprofessionaldevelopmentplanandbudget:

Title II, Part A – Programmatic Guidelines Providehigh-quality,sustainedprofessionaldevelopmentstaff/servicesthat:

• Are intensive and yield a positive and lasting impact on classroom instruction and teachers’performance;

• Arenotone-day,short-termworkshopsorconferences,unlesssupportedwithasustainabilityplanarticulatedandapprovedintheirComprehensiveSchoolPlan;

• Improve and increase teachers’ knowledge of core subjects they teach (English, reading orlanguagearts,mathematics,science,foreignlanguage,civicsandgovernment,economics,arts,history,andgeography);

• Areanintegralpartofaschool-wideimprovementplan;• Giveteachers,principalsandadministratorstheknowledgeandskillstoprovidestudentswith

theopportunitytomeetchallengingcontentandperformancestandards;• Improveclassroommanagementskills;• Supporttrainingofhighlyqualifiedteachers;• Advance teacher understanding of effective instructional strategies that are impacted by

scientificallybasedresearchandincludestrategiesforimprovingacademicperformance;• Arealignedwithanddirectlyrelatedtothecontentstandards;• Aredevelopedwithextensiveparticipationofteachers,principals,parentsandadministrators;

and• Are regularly evaluated for their impact on increasing teacher effectiveness and improving

studentacademicachievement.Otherallowableuses

• Providetrainingforteachersandprincipalsintheuseoftechnologyusedtoimproveteachingandlearningincoreacademicsubjectsinwhichtheteachersteach;

• Providetrainingtoincorporatetechnologythatenhancesclassroominstruction;• Provideinstructioninmethodsofteachingchildrenwithspecialneeds;• Provide instruction in the use of data and assessments to inform and instruct classroom

practice;• Provide instruction in ways that teachers, principals and pupil-services personnel can work

moreeffectivelywithparents;• Attend conferences that are supported with a sustainability plan to ensure that essential

informationandstrategieswillhavealastingimpactonclassroominstruction;and


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• Paymentofprofessionaldevelopmentactivitiesthatmayincludetuitionandemployeetrainingtoimproveclassroominstructionand/orteacherperformance.

Non-allowableuses

• Providedirectservicestostudentsandparents;• Purchaseeducationalsupplies,materialsorequipmentforstudentuse;or• Constructfacilities.

Parental Involvement Funds Q.IsthisaseparatefundfrommyTitleIallocation?A.Yes,whileitisapartoftheoverallfundingyoureceivefromTitleI,theParentalInvolvementFundsareaseparateallocationfromyourTitleISchoolwideorTargetedAssistanceallocationandmustonlybeusedtosupportparentalinvolvementactivities.Q.WherearemyTitleIParentalInvolvementdollarsinmyschoolbudget?A.ForallTitleISchools,yourTitleIParentalInvolvementDollarsareincludedinyourtotalbudgetbutmustbeallocatedseparately.OneormorelineitemsmustbeusedtobudgetyourfullTitleI,ParentalInvolvementallocation.Or schoolsmayelect to contribute their allocation toadistrictwide initiativemanagedbytheOfficeofFamilyandPublicEngagement.Q.Whatareappropriateusesforparentalinvolvementmoney?A.AneventdoesnotqualifyforfundingfromTitleIparentinvolvementmoneysimplybecauseparentswill be in attendance - for example, 5th grade graduation or volunteer awards ceremony. Parentinvolvement is specificallydefined in ESSA tobeused forhelping families (1)becomemore informedabout Title I program expectations, (2) learn ways to help their children improve their academicachievement,and(3)encourageparentparticipationinschoolactivitieswhereacademicachievementisdemonstrated. Expenditures should be planned in accordance with goals, objectives, and activitiesoutlined inyourschool’sComprehensiveSchoolPlan. ParentsofTitle Iparticipatingchildrenmustbeconsulted regarding Title I and program implementation plans. Examples of allowable parentinvolvementexpenditureswithTitleIfundsinclude:

• Familyliteracytraining• Parentingskillsbuilding• Meetingstoengageparentsinplanning,development,andevaluationofTitleIprograms• Professional development for parents to enable all children in the school to meet State

performancestandards,duringtheregularschoolyearandthesummer• Translationofinformationintoanylanguagespokenbyasignificantpercentageoftheparents

ofTitleIparticipatingchildren• Reasonable expenditures for refreshments or food at parent workshops and trainings,

particularlywhenparentinvolvementactivitiesextendthroughmealtime• Instructionalsuppliesandmaterials• Equipmentandbookstocreatealendinglibrarycollectionforparents• Equipmentandsuppliesforaparentresourceroomtobeusedforparentworkshopsandother

trainingsessions


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• Postage,communications,andprintingtoprovideongoingoutreachandinformationservicestoparents

• Contracts with community-based organizations to provide parent involvement services moreappropriatelyprovidedbyanexternalagency

Q. May Parental Involvement funds be spent on food and refreshments provided during parentmeetingsortraining?A. Reasonable expenditures for refreshments are allowable. Typically,meetings over four hoursmayincludeamealaswellasmeetingsthatextendthroughamealtime.

Point of Contact • JocelynBasley,DeputyChief,FederalProgramsandGrants,[email protected]


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4.1 ElementarySchool/EducationCampusGuidance4.1.1 Additional Scheduling Guidance for Grades K-8 Breakfast Operations for Elementary Grades Everyeffortshouldbemadetobegininstructionpromptlyat8:45AM.Schools with a free/reduced lunch rate greater than 40% are expectedto operate Breakfast in theClassroom(BIC)andensureproperstaffispresenttomonitorclassroom-basedbreakfastoperations.Inschoolswheremanystudentsaretakingbreakfastintheclassroom,practicessuchassharedreadingorread-aloud can be implemented while students are eating.If collaborative teacherplanning isscheduledin the morning and adults are unable to monitor individual classrooms, thefoodservicesteamwillworkwith theprincipal ordesignee todetermineanalternative compliantbreakfastmodel.Regardlessofthemodel,instructionshouldstartat8:45AM.For schools that do not operate Breakfast in the Classroom(less than 40% free/reduced lunch), themorningandbreakfastproceduresshouldalsoensurean8:45AMstart for instruction.Toensure thatourfoodserviceoperationsrunsmoothlynextyear,foodservicepersonnelwillworkwiththeprincipalordesigneetoenhanceoperationalefficienciesandverifyeachschool’sapproachbytheendofApril.

Departmentalized Instruction in Elementary Grades When students rotate through subjects in departmentalized instruction via 90 to 110 minuteinstructionalblocksofmath,languageartsandscience/socialstudies,schoolsmustensurethatatleast30 minutes daily of the science/social studies block is dedicated to literacy instruction, including:independentreading,closereadingofcomplextext,questioningbasedonstudentreadingoftexts,ordirect,text-basedinstruction.Thissatisfiestheoriginal120minuteliteracyblockstructure.If only math and language arts are departmentalized, both must meet the minimum requirementsdescribedintheelementaryschoolschedulingsection(6.1).

Complying with the Healthy Schools Act The Healthy Schools Act is designed to improve the health and wellness of students attending D.C.publicschools.TheActmandatesthefollowing:

4.GUIDANCEBYGRADEBAND


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• Physicaleducation-GradesK–5musthaveanaverageof30minutesperdayor150minutesperweekforthedurationoftheschoolyearandGrades6–8musthaveanaverageof45minutesperdayor225minutesperweekforthedurationoftheschoolyear;and

• Healtheducation–GradesK–8musthaveanaverageof15minutesperdayor75minutesperweekforthedurationoftheschoolyear.

The elementary and middle grades scheduling requirements underscore the importance of physicaleducation and health education and we anticipate that schools will be able to increase the timedeveloped to each content area as we continue to strive towards full implementation of the Act,consistentwithavailablefunding.

Note Recess and other physical activity programs such as Playworks and BOKS do not replace physicaleducation instruction with a certified teacher and are not eligible to be used to meet the physicaleducationtimerequirementsoftheHealthySchoolsAct.Schoolsmaycontractwithanexternalphysicalactivity vendor aftermeeting the above staffing recommendations for physical education and healthinstruction.

4.1.2 Early Childhood Purpose Beginning inSY10-11, theEarlyChildhoodEducationDivision (ECED)made significant changes tohowHead Start operates in DCPS, namely to allow for the equitable distribution of its federal Head StartfundsacrossallTitleIschoolsthatofferPK3andPK4.Thisapproach,theHeadStartSchool-wideModel(HSSWM),combinesthebestelementsoftwoprogrammodelsservingchildrenages3-4(HeadStartandPK) andblends funding sources (federal and local) to forma coherent systemofhigh-quality servicesandsupportsforearlychildhoodstudents.

Allocation Guidance/Requirements Staffing (Personnel Services) It is DCPS policy that every early childhood classroom (PK3, PK4, and mixed age) has one full-timeteacher and one full-time aide. For Title I schools, this is mandated by federal and staterequirements. Staff must be in the classroom during their tour of duty and available to fulfillinstructionaltaskswheneverstudentsarepresent.AlthoughtherearenofederalrequirementsforNon-Title I schools, the staffing requirements are best practice and expected for all DCPS early childhoodclassrooms.

Multi-AgeClassroomsMixed-age classrooms are allowed in early childhood programs to serve three- and four-year oldstogether. These classrooms cannot include children of kindergarten age, unless they are using theMontessoricurriculumandtheclassroomconfigurationthathasbeenapprovedbyECED.ECEStudentswithSpecialNeeds


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Early Stages is responsible for identifying all children ages 3 to 5 who may be eligible for specialeducation,aprocessknownas“childfind.”Thisworkcontinuesyearround,soasmallnumberofseatsare reserved for these placements in the PK3 and PK4 classrooms of all DCPS schools. Early Stagesplacementscanoccurlateintheyearorafterthetypicalagecutoff.UniqueProgramsThefollowingschoolshaveauniqueinclusionprogram,whichutilizestheToolsoftheMindcurriculum:Amidon-BowenES,BurroughsES,ClevelandES,GarrisonES,andJ.O.WilsonES.Theseprogramshavetheoptionofhavingoneduallycertifiedearlychildhoodspecialeducationteacherandtwoinstructionalaides OR one general education teacher, one early childhood special education teacher, and oneinstructionalaide.Schools thatarepilotingtheDCTeachingResidency (DCTR)Program(seesection3.1.2)willhavestaffallocationsthatcombineECEstaffandDCTRstaff.GeneralEducationClassroomSizes

ClassType ClassroomComposition Teacher/StudentRatio Aide/StudentRatioPK3 3-year-olds 1:16 1:16PK4 4-year-old 1:20 1:20

MixedAge 3and4yearolds.Nomorethan50%maybe3-year-olds 1:17 1:17

Montessori3-,4-,and5-year-olds.8PK3

students,8PK4students,and8Kindergarteners.

1:24 1:24

Goods & Services (Non-Personnel Services) Allearlychildhoodclassroomsmustusearesearch-basedcurriculumapprovedbytheECED.Approvedcurricula include: Montessori, Creative Curriculum, or Tools of the Mind. While Title I schools areprovided a curriculum, ECED will continue to work with Non-Title I classrooms to ensure that allstudentshaveaccesstoaresearch-basedcurriculum.CentrallyFundedSchoolSupportsTheHSSWMgrant dollars are limited to support of positions and services that serve to enhance thequalityofearlychildhoodprogramsatallTitle I schools.ForSY16-17,allHSSWMschoolswillbenefitfromthefollowingCentralOffice-basedsupports:

● ECE Instructional Coaching: Provide ECE specific coaching and school-specific technicalassistanceforearlychildhoodteachersateachschool.

● ECEFamilyEngagementSupport:EachschoolisassignedaCaseManagementSpecialistandinsomecases,aCommunityandParentOutreachCoordinatortosupportfamilyengagementandfamilysupportservices.Staffmembersareavailabletoassistschoolsinrecruitment,enrollment,andattendancesupportforfamilieswiththreeandfour-year-olds.

● EarlyChildhoodFieldTripFund:HeadStartfundingwillsupporteachearlychildhoodclassroomsintakingtwofieldtripsperyear.

● ECESuppliesandMaterials:


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o Health and Safety – Head Start funding will be used to purchase health and safetysupplies throughout the year. This includes, but is not limited to: pull-ups, wipes,cleaning products, first-aid kits, toothbrushes and toothpaste, thermal Cambros,servingdishesandutensils,andcoldandhotbags.

o Curricular-Fornewearlychildhoodexpansionclassrooms,HeadStartfundingprovidesfurnishingsand instructionalmaterials. HeadStartalsoprovidesa limitedamountoffundingforreplenishingfurnishingsandinstructionalmaterialsbeforethestartofeachschoolyear.

o Consumables-HeadStartfundswillsupport,toalowerdegree,thereplenishmentofconsumableearlychildhoodclassroommaterials(paint,glue,crayons,markers,etc.).

Point of Contact • KateMcMahon,Director,StrategicInitiatives,ECE,[email protected]

4.1.3 Early Childhood Education (ECE) Scheduling Requirements AllearlychildhoodclassroomsinTitleIschoolsmustusearesearch-basedcurriculumapprovedbytheECEoffice.TheseincludeMontessori,CreativeCurriculum,orToolsoftheMind.

RequiredCourses RequiredTimeSpecials 45minutesRecess 30minutes

Nap 90minutes-3yearolds60minutes–4yearolds

Specials and Electives Early childhood students should have access to 45 minutes of electives per day. Specials should bescheduledattimesthatdonot interrupt learningcentersorsmall-group instructionaltime.Wheneverpossible, specials should be provided in the classroom and should build on and integrate the work(themes, projects, learning goals, etc.) as developed by the classroom teaching team. If specials areoffered outside of the classroom, every effort should be made for the 45 minutes to include thetransitiontimetoandfromthespecial.Ataminimum,early childhoodstudentsare required toengage inat leastoneelectiveeachdayandteachersshouldhave45minuteplanningtime.Schoolshavetheflexibilitytodivideupthetimeandtheactualelectives.

Health and Nutrition TitleIearlychildhoodclassroomsshouldspend30minutesperdayengagingstudentsinafamilystylemealtime(studentseatlunchintheclassroominafamilystylemannerasoutlinedbyFederalHeadStartGuidelines).TitleIearlychildhoodclassroomsshouldalsospend10minutesperdaysupportingstudentsin tooth brushing. The Early Childhood Education Division will provide materials and staff trainingaroundfamilystylemealsandtoothbrushing.


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Point of Contact

• KateMcMahon,Director,StrategicInitiatives,ECE,[email protected]

4.1.4 Elementary School Scheduling Requirements At each DCPS elementary school and education campus, students in grades PK-5 will receive thefollowingsubjectseachdaywithinstructionbeginningat8:45AMandendingat3:15PM:

Principalswillusetheremaining,flexible40minutesbasedontheneedsoftheirstudents.Ultimately,principalswillworkwithinstructionalsuperintendentstoensuretheaboverequirementsaremet,andinstructionalsuperintendentswillapprovetheschoolschedule.Literacy Block Theliteracyblockwillfollowtheprescribed120minutesofinstructionthathasbeeninplaceforthreeschoolyears.Math Block Likethe literacyblock, themathblockwill followtheprescribed90minutestructurethatwasstartedlastschoolyear,2015-16.Science and Social Studies Socialstudiesorscience isscheduled for45minuteseachday.Principalsmayelect tostructurethesesubjectsinavarietyofwayssothathalfthetimeisscienceandtheotherhalfissocialstudies.Examplesinclude,butarenotlimitedto,threedaysforonesubjectandthentwodaysfortheother,alternatingeachweek;oralternatingscienceandsocialstudiesdailyorweekly.Specials Studentswill have45minutesof specials eachday. Art, health,music, physical educationandworldlanguageoccuronce/weekataminimum.Remaining Flexible 40 Minutes Theremainingflexible40minutescanbeusedforavarietyofpurposesdependingonstudentneeds.Examples includeusingthis timeforreading,mathandspecific interventions,butcouldalso includeavarietyofactivitiesimportanttotheschool.Examplesinclude,butarenotlimitedto,additionaltimefor

RequiredCourse RequiredTimeLiteracyBlock 120minutesMathBlock 90minutesScienceorSocialStudies 45minutesSpecials 45minutesLunch 30minutesRecess 20minutes


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writing,phonics,independentreading,readers/writersworkshop,literaturecirclesandliteracystations,alongwithadditionaltimeforthemathblock,responsiveclassroomcomponentsandadditionaltimeforrecess.

4.2 MiddleSchoolGuidance4.2.1 Continuing Middle Grades Investments from FY15 Purpose AtDCPS,middle grades are viewed as an important transitional period,which canpropel a student’sacademic,social/emotionalgrowth,andoveralldevelopment.Well-adjustedandpreparedmiddlegradestudentsarethekeytoasuccessfulninthgradetransitionandmeetingDCPS’CapitalCommitmentGoal3whichis75%ofstudentsgraduatinginfouryears.TheMiddleGradesInitiative(MGI)wascreatedtoprovide support to schools and assist in ensuring each sixth through eighth grade student enjoys amiddlegradesexperiencethatisacademicallychallenging,culturallyenriching,andsociallystimulating.ThefollowingtableoutlinestheschoolswhowillcontinuetoparticipateinMGIinSY16-17.

SY16-17MGISchoolsWalker-JonesEC WheatleyEC BrightwoodEC

BrowneEC LaSalle-BackusEC RaymondECRiverTerraceEC TakomaEC TruesdellEC

WestEC WhittierEC BrooklandMSDealMS Eliot-HineMS HardyMSHartMS JeffersonMS JohnsonMS

KellyMillerMS KramerMS SousaMSStuartHobsonMS McKinleyMS ColumbiaHeightsEC

Allocation Guidance/Requirements Staffing (Personnel Services) In FY17, each MGI school will continue to receive $100,000 in Personnel funding to fund one highpriority socio-emotional FTE such asDeanof Students, In-School Suspension Teacher, ExtraGuidanceCounselor,AttendanceCounselor,orSocialWorker.Thissocio-emotionalstaffpositionwillensurethatthe social and emotional needs of adolescents are met with a goal of always providing educationalopportunitieswithintheschoolhousewhensuspensionsoccur.Goods & Services (Non-Personnel Services) Exposure and Excursions: Middle grades are the best time for curious students to be exposed toofferingswithinthedistrictandtotravelregionallyorinternationally.Itisalsothetimethattheymustbeexposedtocollegesanduniversities.Therefore,eachgradelevelwillattendaday-tripeachquarterthat coincides with academic units, cultural exposure or college awareness. Additionally, sixth andseventhgraderswillhavetheopportunitytoparticipate inanovernightexperiencetoamajorcityontheeastcoast.Thetripwillincludeadayonauniversityorcollegecampus.Asaculminatingtrip,eighthgraderswillhavetheopportunitytotravelinternationallyoverspringbreak.Forallexcursions,therewillbe academic, attendance and behavior requirements that must be met. Ultimately, our adolescents


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mustbeexposedtothewondersoftheregion,nationandworld.EachMGIschoolwillreceive$23,000forlocalandout-of-towntravel,includingMetrofarecards.EnrichmentandInterventions:EachMGIschoolshouldofferanarrayofclubs,withanemphasisonhighperforming clubs such as robotics, engineering, junior achievement, chess, debate, and studentgovernment.DoubledosingofEnglishandmathcancontinueasinterventionsandtheadditionaltimeallowsRead180andthedoubledosingclassestonot interferewithelectivesandotheropportunitiesformiddlegradestudents.Tohelpsupportcluborenrichmentactivities,eachMGIschoolwill receive$5,000forsuppliesand/orfieldtripandadmissionfees.

4.2.2 Middle School Scheduling Requirements Non-Negotiable Course Offerings Allstudentsingrades6th–8thshouldreceivethefollowing8courses:

o English,o Math,o Socialstudies,o Science,

o Art/music,o Health/PE,o Worldlanguage,ando Intervention/elective

• Eachofthesecoursesshouldmeetforatotalof7560minutes(126hours)annually.Split

coursessuchasart/musicshouldeachmeetfor3780minutes(63hours)minimumannually.• Schedulesshouldreflectconsistentexposurethroughouttheyeare.g.studentsshouldtake

Englishallfourterms.

Intervention Block Options and Electives • All 6th graders who are two or more grade levels below in reading should be placed in an

interventioncourse.• In7thand8thgrade,studentsstilltwoormoregradelevelsbelowinreadingcouldbeplacedin

an elective, but it is highly recommended they continuewith an intervention.If progresswasnotmadeinthe6thgradeintervention,schoolRTIteamsshouldexamineandassesswhyandconsideradifferentintervention.

*Exceptions require joint approval of the Office of Teaching and Learning and InstructionalSuperintendentSampleSchedulesSampleScheduleA8Periods

Semesterize Semester1Term1

Semester1Term2

Semester2Term3

Semester2Term4

Yearlong 1stPeriod English2ndPeriod Mathematics


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3rdPeriod Intervention/Elective4thPeriod Science

Lunch/Recess5thPeriod WorldLanguage6thPeriod HealthandPhysicalEducation7thPeriod SocialStudies8thPeriod Art/Music

SampleScheduleB7periods,8DayRotating

Term1

Day1 Day2 Day3 Day4 Day5 Day6 Day7 Day8

1stPeriod English WL Intervention/Elective

Health/PE Art/Music Science SocialStudies

Math

2ndPeriod Math English WL Intervention/Elective


3rdPeriod SocialStudies

Math English WL Intervention/Elective

Health/PE Art/Music Science

4thPeriod Science SocialStudies


Health/PE Art/Music

Lunch/Recess5thPeriod Art/Music Science Social

StudiesMath English WL Interventio

n/ElectivesHealth/PE

6thPeriod Health/PE Art/Music Science SocialStudies


7thPeriod Intervention/Elective


Math English WL

DoesNotMeet

WL Intervention/Elective


Math English

SampleScheduleC4periodsA/B

DayAMON

DayBTUE

DayAWED

DayBTHUR

DAYAFRI

1stPeriod English WL English WL English2ndPeriod Math Art/Music Math Art/Music Math

Lunch/Recess3rdPeriod SocialStudies Health/PE SocialStudies Health/PE SocialStudies4thPeriod Science Intervention/

ElectiveScience Intervention/

ElectiveScience


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4.3 HighSchoolGuidance4.3.1 Alternative Schools Guidance For Comprehensive High Schools ForFY17,wehaveprioritizedsupportingover-aged,under-credited(OA/UC)studentstowardsearningahighschooldiplomaandachievingpostsecondarysuccess.ThisincludesstudentsatourfouralternativeschoolsaswellasOA/UCstudentsatourcomprehensivehighschools.Each comprehensive high school will be expected to monitor the progress of all over-aged, under-creditedstudentswhoareoff-tracktograduation.Theywillbeexpectedtoofferrepeatercoursesto9thgrade studentswhohave not completed all promotional criteria (if they do not already). In addition,theywillsupporttheirstudents increatingandsupporting individualized learningplansthatwillguidestudentsinworkingtowardsgraduation.Thefollowingchartdetailstherequirements:Schools ProgramElementsComprehensiveHighSchools:• Anacostia• Ballou• Cardozo• Coolidge• Dunbar• Eastern• Roosevelt• Wilson• Woodson

• Schoolsmustofferconsistentaccesstotheclassesrepeatersneedandensurestudentsareenrolledinthosecourses.Thecurriculumofthesecoursesshouldshowalternativeandengagingapproachestoinstruction.

• Schoolsshoulddevelopindividualizedpromotionplansforeachstudent• Aplanforsharingpromotionplanswithstudentsandregularlyupdatingthem

mustbedevelopedandimplemented• Studentsshouldbecohortedspecificallybyneeds/serviceprovided(not

physically)• Repeaterteachersinselectschoolsshouldreceiveandimplementspecialized

climatetraining• Thereshouldbeastaffmemberdedicatedtomanagingprogramcomponentsand

progressmonitoringThis spring, we will provide additional guidance on how exactly the central office plans to supportPathways Coordinators, repeater course staff and social-emotional support staff through explicitguidance,coachingandprofessionallearningexperiences.StaffingGuidance(Personnel)Ateachcomprehensivehighschool,aPathwaysCoordinatorisallocatedtoserveastheprimarypointofcontact. This position is required and may not be reprogrammed or repurposed. The PathwaysCoordinator will be dedicated staff member charged with ensuring all over-aged, under-creditedstudents complete individualized learning plans and are scheduled properly. This position will alsomonitorOA/UCstudents’creditaccumulationandpromotionalstatuswiththegoalofimprovingboth. For Alternative Schools ForFY17,wehaveprioritizedsupportingover-aged,under-credited(OA/UC)studentstowardsearningahighschooldiplomaandachievingpostsecondarysuccess.ThisincludesstudentsatourfouralternativeschoolsaswellasOA/UCstudentsatourcomprehensivehighschools.


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Alternativeschoolswillalsobeexpectedtomonitorprogresstowardsgraduationcloselyaswell.Eachprogramwillberequiredtodesignateapointofcontacttoliaisewithcentralalternativeschoolssupportstaff.Morespecificrequirementscanbefoundbelow:Schools ProgramElementsAlternativeHighSchools:• BallouSTAY• RooseveltSTAY• LukeC.Moore• WashingtonMet

• Studentsshouldexperienceengaging,alternativeapproachestoteachingandlearning

• ASocialEmotionalLearning(SEL)focusmustbeimplemented• Awhole-schoolcareerpathwaysprogramshouldbedevelopedandimplemented• Atleastonestaffmembershouldbededicatedtomanagingprogramcomponents

andprogressmonitoring(couldbeAsst.Prin.,Admin.Officer,CounselororSocialWorker)

• Theremustbecompliancewiththeremodeled9thgraderepeaterexpectationsdetailedabove

• Allstudentsshouldhaveindividualizedpromotionplans• Plansforsharingpromotionplanswithstudentsandregularlyupdatingthemmust

bedevelopedandimplementedThisspring,wewillprovideadditionalguidanceonhowexactlythecentralofficeplanstosupportthefour alternative schools with dedicated central support and professional learning targeted towardsalternativeschoolstaffmembers.

Allocation Guidance/RequirementsEachschoolreceivingdedicatedfundsrelatedtoalternativeschoolsintheirFY17budgetwillhavetosubmitanarrativeofhowtheyplantomeettherequirementsabove.Alternativeschoolswillseetwoallocationsontheirbudgets:• PathwaysCoordinator:Thispositionisflexibleforalternativehighschools,aslongastheydesignate

apointofcontactforstudentmonitoringandcentralofficesupport.Schoolleadersmayrepurposeitiftheysubmitapetitionwithproperjustification.

• PathwaysProgramming($150K):ThismoneywillappearonallalternativeschoolinitialbudgetallocationsbutwillnotbeloadeddirectlyontoyourbudgetbecausewewillbecontractingcentrallywithpartnerstosupportyourstaffwithSELandinstructionalpracticetogetthebenefitofthescaleofall4staffs.

Points of Contact

• JaneSpence,DeputyChief,SecondarySchools,[email protected] 4.3.2 Athletics and Activities Coordinator Purpose ToaccelerateoureffortstoachievetheCapitalCommitmentGoal3ofa75%graduationrateby2017,DCPS will continue the investments in high schools in FY17 from FY16. In response to high schoolstudents’request,mosthighschoolswillbeallocatedafull-timeAthleticsandActivitiesCoordinatortooversee student clubs and sports programs and provide greater extracurricular opportunities forstudents.


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Allocation Guidance/Requirements TheAthleticsandActivitiesCoordinatorposition isanET-10position,which isa full timepositionandthereforeineligibleforextradutypayoradministrativepremium. Staffing (Personnel Services) Exploring one’s interest is an integral part of the high school experience. DCPS wants to be able toprovide students the opportunity to learn new skills and participate in fun and engaging activitiesoutsideoftheregularschoolday.TheAthleticsandActivitiesCoordinatorswillensurethatthestudentclubs, sports programs and other extracurricular activities operate smoothly,manage the budget forextracurricularandathleticsprograms,andoverseeTitleIXcoordinationandaccountabilityattheirhighschool. To support these efforts, all comprehensivehigh schools and applicationhigh schools (exceptEllingtonSchoolfortheArts)willbeallocatedafull-timeAthleticsandActivitiesCoordinator.

Point of Contact • MaryOutlaw,DeputyChief,SecondaryAcademicSupport,OfficeoftheChiefofSchools,

[email protected]

4.3.3 Computer Lab Purpose ToaccelerateoureffortstoachievetheCapitalCommitmentGoal3ofa75%graduationrateby2017,DCPSwill continue the investments inhigh schools in FY17 fromFY16. Students facedifferent schoolconditionsandopportunitiesinthedistrict’shighschools.Duringthepublicengagementmeetingslastyear, parents and students shared that studentswant to havemore time before and after school toaccessthecomputerlab.Studentsneedthistimetoworkonclassassignments,completeonlinecreditrecovery,andworkonotherprojects. Goods & Services (Non-Personnel Services) To support this effort,DCPSwill continue toprovideeveryhigh school administrativepremium fundsthatwillpayforateachertomonitorthecomputerlabfortwohourseveryschooldayoutsideofnormalschool hours. This is approximately $12,240 per school in administrative premium. Schools have thediscretion to choose the best time to open the computer lab based on their students’ needs andschedules.

4.3.4 Evening Credit Recovery Purpose

• EveningCreditRecovery(ECR)providesstudentswhohavefallenbehindinnecessarycreditstheability togetbackon trackandgraduateon time in supportof theCapitalCommitmentGoalthree.InFY17,atotalof15schoolswillreceiveECRfunds.Onaverage,anECRteacherpositioncosts $4,046 for 119 hours of ECR instruction. Instruction hours are typically distributed asfollows:threehoursofinstructionand0.5hoursofplanningeachdayfor34days.


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. Allocation Guidance/Requirements Staffing (Personnel Services)

• Staffingplansmustconsidertheneedsofindividualschoolsbasedonstudentcreditdeficienciesandpotentialtoincreasecohortgraduationratesandadheretothefollowingguidelines:

• AnadministratormustremainonsiteduringECRprogramhours.• Teachershiredmustteachfortheentireclassperiodovertheentireterm.• Tour of Duty: Teachers are paid admin premium ($34/hr) and paid for 3.5 hours per day,

MondaythroughThursday.• ProgramStructure:

o ECRstudentsmayrecoveruptoonecreditpernine-weekterm.o ECRclassesmeetforthreehoursperday,MondaythroughThursday.o ECRclassesmeetfortheentirenine–weekterm.

• StudentEnrollment:Enrollmentdetermineswhetheraclassremainsopenfortheterm.Schoolsmustfill80%ofseatsforthecoursetobeoffered.

• Staffing:Staffingallocationisbasedona25:1student-teacherratioperclassroomperterm.• Hours: ProgramsmeetMonday–Thursday from3:30–6:30pm,with a teacherplanningperiod

from6:30–7:00pm.• Calendar:ProgramsstartonthefirstdayofTerms2,3,and4andcontinuetomeetfourdays

perweekthroughoutthe9-weekterm.• GradeLevels:ECR isaccessiblebyallstudents ingrades9–12providedthattheyhavefaileda

course.• Curriculum:ECRfollowsthesamestandardstaughtduringoriginalcreditcoursesbutfollowsan

acceleratedtimeline.

The school-by-school allocations of admin premium funds described below are based on factorsincluding,butnotlimitedto:

• Studentneedforcreditrecoveryopportunities;• Promotionandgraduationrates;• FY16ECRusage(Schoolsarerequiredtofill80percentofseatsoffered,assuminga25seatclass

whenexaminingpreviousfiscalyearfunduse);and• Enrollmentprojections.

School RequiredECRAllocation #OfTeachers

AnacostiaHS $97,104 24BallouHS $80,920 20CardozoEC $48,552 12ColumbiaHeightsEC(CHEC) $52,598 13CoolidgeHS $40,460 12DunbarHS $56,644 14EasternHS $60,690 15


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IncarceratedYouthProgram $8,092 2LukeC.MooreHS $80,920 20PhelpsACEHS $24,276 6RooseveltHS $56,644 14WashingtonMetHS $40,460 10WilsonHS $72,828 18Woodson,H.D.HS $72,828 18YouthServicesCenter $8,092 2Total $801,108 200

Note:HighSchoolsnotlistedhaveinsufficientstudentdemandforECRtoefficientlyrunECRsectionsattheircampuses.Asinthepast,theseschools,withsupportfromCentralOffice,willarrangeforstudentstoenrollinandattendECRcoursesatnearbyschoolsofferingECR.

Exceptions/Restrictions • Schoolsmaydesignalternativestaffingmodelsthatbettermeettheirstudents’needs.However,

approval fromthe instructional superintendentandOfficeofSecondaryAcademicSupport foralternativemodelsisrequired.

• FundsshouldbeexclusivelyusedforsupportingECRprograms.• Principals may supplement their ECR allocation by using additional administrative premium

funds to expand or improve the program. For example, the principal may choose to hireadditional staff, extend teachers’ tours of duty, purchase additional resources, or hire a part-time,school-basedECRcoordinator,amongotherthings.

Point of Contact

• Kia’V. Jones-Raye,Director,AcademicPlanningandSupport inOfficeof theChiefof Schools,[email protected]

4.3.5 High School Scheduling Guidance Master Schedule Uniformity/Uniformity of OptionsTherearecertainparameterstoschedulingthataschoolmustadhereto:

• Theremustbe8classesforeachstudentunlessschoolshavereceivedpriorapprovalforanexception.Unlessanexceptionhasbeenapproved,one-creditclassesmustbetakenforafullyear.Inotherwords,aone-creditclasscannotbetakeninasemesterbydoublingthetime.

• Thecoursescanbeinatraditionalsetting(8eachday)orina4periodday.Witha4periodday,aschoolmustutilizeanA/Bstructuresothatall8classesaretakenovertwodays.Inthecasewhereaschoolhasan8creditcaptureinanA/Bstructureandwantstoaddaninth,skinnyclass,approvalfromtheinstructionalsuperintendentisrequired.


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Scheduling requirements are designed to ensure a rigorous set of course offerings across the districtsuchthatanystudentatanyschoolcanenrollinengagingelectivesandtheappropriateclassesforhighschoolgraduation.CurrenthighschoolgraduationrequirementsSubject CreditArt 0.5CreditsElectives 3.5CreditsEnglish 4.0CreditsHealthandPhysicalEducation 1.5CreditsMathematics (including Algebra I, Geometry, Algebra II or equivalent andUpperLevelMath)

4.0Credits

Music 0.5CreditsScience(includingBiology,2labsciencesand1otherscience) 4.0CreditsSocial Studies (includingWorld History I and II, US History, US Government,andDCHistory)

4.0Credits

WorldLanguages(bothcreditsinthesamelanguage) 2.0CreditsCreditTotal 24Credits

At least 2.0 credits of the 24.0 required creditsmust be earned through courses that appear on theapproved“CollegeLevelorCareerPrep”list(AP,IB,CTEcoursesandcollege-levelcourses).100hoursofCommunityServicemustbecompleted.

Elective Offerings In addition to courses required for graduation, every schoolmust offer an engaging set of electives.DCPS has identified 35 different engaging electives and each school must have at least 20 of themofferedeachyear.Thiswillensurestudentscanparticipateinengagingelectiveswithoutworryingaboutwhethertheywouldhavetosacrificecreditiftheymovedbetweenschools.

Additional High School Requirements and Guidance • AdvancedPlacement(AP)-Everycomprehensivehighschoolmustofferatleast8APcoursesin

the 2016–17 school year (including one in each of the four core content areas and APPsychology).

o Eachcourse that is scheduledcountsasa stand-alonecourseon the transcriptand intheGPAcalculation.CertainAPcoursesaredesignedwith thepossibilityofa “linked”course; all AP science courses should be linked with a corresponding Lab course. APEnglishcoursescanbelinkedtoanoptionalExtensioncourse.Extensionsandlabsallowforadditionaltimebeyondthenormalseathoursinastand-aloneAPcourse.However,eachcoursereceivesseparatecreditandaseparategradethatfactorsintothestudent’sGPA.

• InternationalBaccalaureate– IBstudentswillhaveamuchdifferentschedule.Whiletheystillneed to fulfill graduation requirements, their schedulemaysubstantially changebasedon thespecificIBrequirements.


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• CareerandTechnicalEducation(CTE)-EveryschoolthatimplementsapprovedCTEprogramsofstudywillberequiredto:

o OfferthefullcomplementofcoursesnecessaryforstudentstocompleteCTEprogramstudyrequirements.

o Adopt an “opt-in” process for students who want to enter a Program of Study andappropriatelycodethesestudentsinASPEN(JaneDoeatBallouisaculinarystudent).

o Schedule students who have formerly opted into a particular Program of StudysequentiallythroughtheProgramofStudy(MassMediaIIIcannotbetakenuntilMassMediaIandIIhavebeencompleted);and

o SchedulestudentsinawaythatwillallowthemtocompletethefullProgramofStudypriortograduation.

o AwardCLCPcreditonly to thosestudentswhohave formerlyopted intoaProgramofStudy.Nostudentisallowedtoenroll inaLevelIIIorLevelIVCTEcoursethatwasnotpreviouslyenrolledinaProgramofStudyandisworkingtowardscompletion.

• GeneralExplorations–CertificateOptionstudentsmustparticipateinthethree-partsequenceforthiscoursebeginningingrade10andendingingrade12.

• Self-Advocacy–CertificateOptionstudentsmustparticipate intheSelf-Advocacybeginning ingrade10andendingingrade12.

• DoublingUpinthe9thGrade-Attimesitisbesttodoubleupamathclass(algebrawithamathelective)orEnglishclass(English Iwithextended literacy)whenachildhasdifficultyaccessinggrade levelmaterials. No student should have a schedule that doubles up in bothmath andEnglish.Thiswouldprovideverylittle,ifany,opportunitiesforotherengagingclasses.

Grade Level Course Offerings By Subject Foreachsubject,specificclassesmustbeofferedineachhighschool.EnglishGrade Classes Notes

9th • English1*• English1Honors

10th • English2*• English2Honors

11th • English3* APLit/APLangcouldreplaceEnglish312th • English4* APLit/APLangcouldreplaceEnglish4*Denotesagraduationrequirement.Math

Grade Classes Notes

9th• AlgebraI*• Geometry• AlgebraII/Trig

10th• Geometry*• AlgebraII/Trig• Pre-Calculus


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*Denotesagraduationrequirement.SocialStudiesGrade Classes Notes9th • WorldHistory1*

10th • WorldHistory2* AP World History may substitute for WorldHistory2

11th • U.S.History* APU.S.HistorymaysubstituteforU.S.History

12th • D.C.History(0.5credit)*• U.S.Government(0.5credit)*

AP U.S. Government may substitute for U.S.Government

*Denotesagraduationrequirement.ScienceGrade Classes Notes9th • Biology* 10th • Chemistry 11th • Physics

12th

• EnvironmentalScience,• AnatomyandPhysiology• EarthScience• ForensicScience

An AP science class such as AP Biology,ChemistryorPhysicscouldtaketheplaceofthese classes, or anyof theparallel classesinthepreviousyears.

*Denotesagraduationrequirement.Health/PEEveryschoolmustofferLevel1PhysicalEducation(PE1)andLevel2PhysicalEducation(PE2)alongwithHealth(P26).Grade PhysicalEducation Health9th Level1PhysicalEducation–PE1* Health-P26*10th Level2PhysicalEducation–PE2* 11th 12th

*Denotesagraduationrequirement.WorldLanguage

11th

• AlgebraII/Trig*• Pre-Calculus• APCalculusBC• APStatistics

12th

• Pre-Calculus• Probability/Statistics• APCalculusBC• APStatistics

*One upper level math class is required forgraduation


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EveryschoolmustofferthefollowingsequenceinatleasttwoWorldLanguages.Coursesmustbefull-year,andstudentsmusttaketherequiredcoursesconsecutively(i.e.,studentscannottakeLevel1inGrade9andLevel2inGrade12).StudentsshouldhavecompletedaLevel1WorldLanguagecreditinmiddleschool,andthuswillenterhighschoolpreparedtostartatLevel2.Beforeaschoolbeginsasequenceinasecondlanguage,thefullsequenceinthefirstlanguagemustbeoffered.Grade EnteringHSwithLevel1Credit EnteringHSwithoutCredit9th WorldLanguageLevel2* WorldLanguageLevel1*10th WorldLanguageLevel3 WorldLanguageLevel2*11th WorldLanguageLevel4/AP WorldLanguage312th WorldLanguageContentCourse WorldLanguage4/AP*Denotesagraduationrequirement.

ArtandMusicEveryschoolmustofferatleastonevisualartandonemusiccourseforgraduationrequirements:Grade Art Music9th ArtA/ArtB* FromBachtoRaporGeneralMusic*10th 11th 12th *Denotesagraduationrequirement.Electives**DesignatesrequiredifaschoolhasJROTC***Designatesacourseasrequiredateachcomprehensivehighschool.MusicElectivesChoirsequence*** ConcertBandsequence***JROTCsequence** MarchingBand/DrumLine***BusinessElectivesBUILD EconomicsFinancialPlanning*** EnglishElectivesAfrican-AmericanLiterature*** CreativeWritingJournalism MulticulturalLiteraturePublicSpeakingYearbook***

SocialStudiesElectivesAfricanAmericanHistoryComparativeReligionConstitutionalLawCurrentEvents(WorldProblemsandContemporaryIssues) PhilosophyStreetLaw StudentGovernmentTopicsinGovernment(WethePeople) StudentDevelopmentDebate SATPrep***


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ArtElectivesArtHistory CeramicsCinematicArtsDanceTechniqueDrama(ActingI) Drawing&Painting Imaging Sculpture ScienceElectivesMarineBiology

MicrobiologyProgramming(ExploringComputerScience)Psychology Sociology PEElectivesHealthProblemsofUrbanSocietyIndividualSportsSportsMedicineSwimmingTeamSports WeightTraining(BodyConditioning&Fitness)

4.3.6 Junior Reserve Officers Training Corps (JROTC) Purpose Junior Reserve Officers' Training Corps (JROTC) or NJROTC (collectively, “JROTC”) is a dynamic,challenging and required program designed based on the principles of performance-based, learner-centered education and promotes development of core abilities: capacity for life-long learning,communication,responsibilityforactionsandchoices,goodcitizenship,respectfultreatmentofothers,andcriticalthinkingtechniques.Theprogramdevelopsleadershipandencouragesacademicexcellenceinitsparticipants.

Allocation Guidance/Requirements Staffing (Personnel Services) IfaschoolofferedtheJROTCprograminSY15-16,theschoolmustprovidethesameprogramminginSY16-17.JROTCstaff isanadditionalallocationprovidedtoaschooltosupporttheJROTCprogram.Asinpastyears,allDCPSJROTCprogramsmustbestaffedwithtwoinstructors:

• Seniorinstructor(Teacher–JROTC(Senior))whoisacommissionedofficer;and• Instructorwhoisanon-commissionedofficer(Teacher–JROTC(Junior)).

If a JROTCprogramhashad twoconsecutiveyearswithenrollmentgreater than150students,a thirdinstructormust be added in the third year. Currently, noDCPSprogramsare slated to receive a thirdinstructor. The JROTC instructor’s salary is funded through a cost-sharing agreement with the U.S.DepartmentofDefense.DCPSschoolspaytheaverageunitcostofa10-monthteacherpositionandtheDepartmentofDefensecoversalladditionalsalaryandbenefits.

Exceptions/Restrictions • Allsupplementaryfunding,suchasuniforms,supplies,etc.,willremaintheresponsibilityofthe

federalgovernment,purchasedbytheschoolinstructors.

Points of Contact • ColonelMartinCompton,Manager,JROTCinOfficeoftheChiefofSchools,

[email protected]

FiscalYear2017(FY17)SchoolBudgetDevelopmentGuide

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• Kia’V.Jones-Raye,Director,AcademicPlanningandSupportinOfficeoftheChiefofSchools,[email protected]

4.3.7 NAF Career Academies DCPScurrentlyhaseightNAFAcademiesacrosssevenschools. InSY16-17,DCPSwillopen twomoreAcademies at an eighth school, H.D. Woodson HS. The Academies center around three themes:Engineering,Hospitality,andInformationTechnology(IT),whicharethreeofthehighestwage,highestdemand career sectors in the District. Embedded within the Academy model are strong college andindustry partnerships, internships, and rigorous curricula that culminate in industry-recognizedcertifications. All Academies are supported by IndustryAdvisory Boardswhosemembers include localbusiness leaders. Nationally, NAF Academy students graduate high school, enroll in college, retainemployment,andearngreatersalariesathigherratesthantheirpeers.NAFAcademyprogramsadheretothefollowingguidelines:

• StudentEnrollment:VariesdependingontheschoolandthethemeoftheAcademy.• Staffing:1Directorand1CoordinatorforeachAcademy.• Hours:Studentsparticipatein3-4themedcoursesaswellastakecertaincoreacademicclasses

incohortsattimes,determinedbyaschool’smasterschedule.• Calendar:Programsstartonthefirstdayofschoolandendthelastfulldayofschool.• GradeLevels:NAFAcademiesareofferedtohighschoolstudentsingrades9ththrough12th.• Curriculum: The curriculum for the 3-4 themed courses is determined by the theme of the

Academy,whichcanbeEngineering,IT,orHospitality.Staffing (Personnel Services) Each Academy has a Director and College and Career Coordinatorwhowork together to ensure thatstudents are receiving direct and regular college and career advising and are connecting often withindustry opportunities. These positions are required to ensure sustainability of the programming, andprincipalsmustusethefundsasallocated.

Goods & Services (Non-Personnel Services) Academieswill continue to receive $65,000-$85,000 in AcademyActivity Funds. These fundsmay bespentonsupplies;professionaldevelopment;equipment;marketing;andactivitiesintendedtosupportthesuccessofstudentsintheprogram.


• Funds should be exclusively used for staffing the two administrators that each NAF Academyreceives.

• Fundsarenotflexibleandcannotbereducedormoved.

Point of Contact • AliciaBolton,Director,CareerEducation,[email protected]


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4.3.8 Ninth Grade Academies Purpose NinthGradeAcademieshelpfirst-yearninthgradestudentssuccessfullytransitiontoandsucceedinhighschool.Thisinitiative,focusedonsupportingtheacademic,socialandemotionalneedsoffirst-timeninthgraders,isbasedonbestpractices,research,andsuccessfulprogramsinotherurbanschooldistricts.

Allocation Guidance/Requirements Staffing (Personnel Services) A portion of Title I fundswill be allocated to select high schools for the DCPS Ninth Grade Academyprogram. All schoolswith an Academywill be allocated one full-timeNinthGrade AcademyAssistantPrincipal using Title I funds. This Assistant Principal is assigned first and foremost to developing theacademy,withotherdutiesastimepermits.

Goods & Services (Non-Personnel Services) Schools will also be allocated a specified amount of Title I funds for Non-Personnel Services (NPS).Schools will submit Spend Plans for Ninth Grade Academy NPS funds to include admin premium,supplies,andfieldtrips.

NinthGradeAcademiesNPSAllocationsforSY16-17School AdminPremium Supplies FieldTripsAnacostiaHS $30,000 $6,000 $4,500BallouHS $30,000 $6,000 $4,500CardozoHS $20,000 $4,000 $3,000CoolidgeHS $20,000 $4,000 $3,000DunbarHS $30,000 $6,000 $4,500EasternHS $40,000 $8,000 $6,000RooseveltHS $20,000 $4,000 $3,000WoodsonHS $30,000 $6,000 $4,500


• FundsshouldbeexclusivelyusedforstaffingNinthGradeAcademy.• Fundsarenotflexibleandcannotbereducedormovedtoserveanotherpurpose.

Point of Contact • ChrisanneLaHue,Director,NinthGradeAcademiesinOfficeoftheChiefofSchools,

[email protected]• SherriDavis,Coordinator,NinthGradeAcademiesinOfficeoftheChiefofSchools,

[email protected]

4.3.9 Twilight Academy Purpose Researchshows that themajorityof studentswhodropoutareover-ageandunder-credited.TwilightAcademyservesthesestudentsbyprovidinganalternativesettingwithintheirhomeschooltorecovercreditsandgetthestudentsbackontrack.TwilightAcademystudentsparticipate ina laterschooldayfrom3:30-7:00pmthatofferssmallerclasssizesandintensesupportfromateamofteachers.Studentscan enroll in Twilight Academy as a stand-alone program or in addition to their regular coursework


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during the normal school day. Last year, students who enrolled in a Twilight Academy had a lowersuspension rate (55% to 39%) and a higher credit-earning rate (39% to 62%) than they did beforeenteringtheprogram.

Allocation Guidance/Requirements Staffing (Personnel Services) Eastern SHSandAnacostia SHSwill receiveone full-timeTwilightAcademyCoordinator,whichwill beTitleIfunded.Goods & Services (Non-Personnel Services) In addition, Eastern SHS and Anacostia SHS will each receive $15,000 in administrative premium tosupportprogramcosts,whichwillbeTitleIfunded.

Exceptions/Restrictions • FundsshouldbeexclusivelyusedforstaffingTwilightAcademy.• Fundsarenotflexibleandcannotbereducedormovedtoserveanotherpurpose.

Points of Contact • MaryOutlaw,DeputyChief,SecondaryAcademicSupportinOfficeoftheChiefofSchools,

[email protected]


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5.1WTUContractandClassroomRequirementsIndividualized Education Programs (IEP) Caseloads TheIEPcaseloadshouldnotexceed15IEPsperteacher. Incaseswhereaspecialeducationteacher isrequired or agrees to act as case manager for more than 15 students with IEPs, the WTU Contractprovidesthattheteacherwillreceivethreehoursofadministrativepremiumperyearforeachadditionalstudent (WTUContract 23.13.2.4, 24.5.5). The current administrativepremium rate is $34/hour (WTUContract36.8.2).Forexample,ifaspecialeducationteacheractsascasemanagerfor16studentswithIEPshe/shewillreceive$102peryear(3hoursofadministrativepremiumpay);for17studentswithIEPshe/shewillreceive$204peryear(6hoursofadministrativepremiumpay),andsoon. Acceptable Reasons for Altering Class Sizes Schoolsshouldmakeareasonableefforttomeettheclassroomsizerequirementssetforthin23.13oftheWTUContract.However,schoolsmayneedtoalterclasssizesforthefollowingreasons(WTUContract23.13.3):

• Lackofsufficientfundsforequipment,suppliesorrentalofclassroomspace;• Lackofclassroomspaceand/orpersonnelavailabletopermitschedulingofanyadditionalclass

orclassesinordertoreduceclasssize;• Conformitytotheclasssizeobjectivebecauseitwouldresultintheorganizationofhalforpart-

timeclasses;• A class larger than the above is necessary anddesirable in order to provide for specializedor

experimentalinstruction;• Placementofpupilsinasubjectclassforwhichthereisonlyoneonagradelevel;or• Sizeofspecificclassroomspaceisinadequate.• EarlychildhoodclassroomscannotexceedtheratiosandgroupsizeslistedintheEarlyChildhood

section(4.1.2)foranyreason.

5.Appendix


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5.2RationaleTemplateforDepartingfromLSATorPersonnelCommittee(PC)RecommendationInstructions Principals, please list below your reason(s) for departing from: (1) The Local School Advisory Team’s(LSAT)recommendationastotheareaofcertificationtobeaffectedbyanexcessingdecisionand/or(2)the Personnel Committee’s (PC) recommendation as to the individual employee to be affected by anexcessingdecision.Completeoneformforeach instance inwhichyou’vedeviatedfromanLSATorPCrecommendation.Pleaseprovideyourcompletedform(s)toyourstaffingspecialist.

LSATorPCRecommendation:

Principal’sFinalDecision:

Reason(s)forDeparture:

PrincipalName:_________________________________PrincipalSignature:_________________________________ Date:_____________

Upon completion by the Principal, this form should be submitted to the Strategic Staffing Division.


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5.3AverageTeacherSalaryDescription LineItem FundingInformation FY16Cost

PerWTUFY16Budget(4,300WTU)

FY17CostPerWTU

FY17Budget(4636WTU)

MutualConsentExcessingOptions

ExtraYearOptionSalary(111) $513 $2,205,346 $572 $2,653,999Fringe(147) $80 $344,186 $24 $110,316

EarlyRetirementOption ContractualServices(409) $395 $1,700,000 $367 $1,700,000BuyoutOption AdditionalGrossPay(173) $58 $250,000 $59 $275,000

IMPACTBonuses IMPACTBonuses AdditionalGrossPay(138) $2,320 $9,976,000 $2,157 $10,000,000

BackgroundChecks

Drug&AlcoholTesting ContractualServices(409) $58 $250,000 $65 $300,000FingerprintingScreen ContractualServices(409) $63 $270,000 $39 $180,000FitnessforDuty/FMLAVerification ContractualServices(409) $5 $21,000 $5 $21,000

EmployeeSupport

Start-UpSupplies GeneralSupplies(210) $209 $900,000 $200 $927,200

ADAAccommodationsContractualServices(409) $17 $74,176 $16 $75,000Equipment(710) $5 $20,000 $4 $20,000

WTUTuitionReimbursement Tuition(419) $13 $56,250 $12 $56,250

InternationalVisas ContractualServices(409) $9 $40,000 $9 $40,000EmployeeAssistanceServices ContractualServices(409) $7 $29,865 $6 $29,865

StipendsDINRBonus Stipends(506) $47 $200,000 $53 $247,000DepartmentChairStipends AdditionalGrossPay(132) $148 $635,500 $137 $635,500

School-BasedCosts

SubstitutesSalary(111)

$2,530 $10,880,000 $1,833 $8,500,000Fringe(147)ContractualServices(409) $8 $35,000 $7 $32,000

EnrollmentReserveSalary(111)

$1,662 $7,145,000 $1,510 $7,000,000Fringe(147)

$8,147 $35,032,323 $7,076 $32,803,130$75,095 Benefitsat

13.5%

$76,413 Benefitsat13.5%$85,233 $86,729

$93,380 $93,805


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5.4Instructional&Non-InstructionalPositionsItemCatalog

Title AverageCost

PayPlan

PayGrade SchoolBudgetCategory

Principal $167,314 ET 616263 SchoolLeadershipAssistantPrincipal-Intervention(API) $132,179 ET 8 SchoolLeadership

AssistantPrincipal-Other $132,179 ET 8 SchoolLeadershipAssistantPrincipal-EnglishLanguageArts(ELA) $132,179 ET 8 SchoolLeadership

AssistantPrincipal-Math $132,179 ET 8 SchoolLeadershipAssistantPrincipal-Science $132,179 ET 8 SchoolLeadershipAssistantPrincipal-SocialStudies $132,179 ET 8 SchoolLeadership

AssistantPrincipal-SpecialEducation $132,179 ET 8 SchoolLeadership

AssistantPrincipal-NinthGradeAcademy $132,179 ET 8 SchoolLeadership

AssistantPrincipal-SchoolImprovementGrant(SIG) $132,179 ET 8 SchoolLeadership

DeanofStudents $98,552 ET 10 SchoolLeadershipTeacher-PK3 $93,805 ET 15 EarlyChildhoodEducationPositions(ECE)Teacher-PK4 $93,805 ET 15 EarlyChildhoodEducationPositions(ECE)Teacher-PK3/PK4(MixedAge) $93,805 ET 15 EarlyChildhoodEducationPositions(ECE)

Aide-EarlyChildhood $25,728 EG 4 EarlyChildhoodEducationPositions(ECE)Teacher-Kindergarten $93,805 ET 15 GeneralEducationTeachersTeacher-1stGrade $93,805 ET 15 GeneralEducationTeachersTeacher-2ndGrade $93,805 ET 15 GeneralEducationTeachersTeacher-3rdGrade $93,805 ET 15 GeneralEducationTeachersTeacher-4thGrade $93,805 ET 15 GeneralEducationTeachersTeacher-5thGrade $93,805 ET 15 GeneralEducationTeachersTeacher-6thGrade $93,805 ET 15 GeneralEducationTeachersTeacher-Career/TechEd(CTE) $93,805 ET 15 GeneralEducationTeachers

Teacher-Computer $93,805 ET 15 GeneralEducationTeachersTeacher-English $93,805 ET 15 GeneralEducationTeachersTeacher-Math $93,805 ET 15 GeneralEducationTeachersTeacher-Reading $93,805 ET 15 GeneralEducationTeachersTeacher-Reading-SchoolImprovementGrant(SIG) $93,805 ET 15 GeneralEducationTeachers

Teacher-Resource $93,805 ET 15 GeneralEducationTeachers


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Teacher-Science(Biology) $93,805 ET 15 GeneralEducationTeachersTeacher-Science(Chemistry) $93,805 ET 15 GeneralEducationTeachersTeacher-Science(General) $93,805 ET 15 GeneralEducationTeachersTeacher-Science(Physics) $93,805 ET 15 GeneralEducationTeachersTeacher-STEM $93,805 ET 15 GeneralEducationTeachersTeacher-SocialStudies $93,805 ET 15 GeneralEducationTeachersTeacher-VocationalEd(12mo) $98,933 EG 9 GeneralEducationTeachers

Teacher-JROTC(Senior) $93,805 ET 15 GeneralEducationTeachersTeacher-JROTC(Junior) $87,491 EG 9 GeneralEducationTeachersTeacher-SchoolwideEnrichmentModel(SEM) $93,805 ET 15 GeneralEducationTeachers

TLITeacherLeader-Culture $93,805 ET 15 GeneralEducationTeachersTLITeacherLeader-EarlyChildhoodEducation $93,805 ET 15 GeneralEducationTeachers

TLITeacherLeader-EnglishLanguageArts(ELA) $93,805 ET 15 GeneralEducationTeachers

TLITeacherLeader–Math $93,805 ET 15 GeneralEducationTeachersTLITeacherLeader-Science $93,805 ET 15 GeneralEducationTeachersTLITeacherLeader-SocialStudies $93,805 ET 15 GeneralEducationTeachers

TLITeacherLeader-SpecialEducation $93,805 ET 15 GeneralEducationTeachers

Teacher-Non-CategoricalProgram $93,805 ET 15 SpecialEducationPositions

Teacher-EarlyLearningSupportProgram $93,805 ET 15 SpecialEducationPositions

Teacher-Communication&EducationSupportProgram $93,805 ET 15 SpecialEducationPositions

Teacher-EarlyChildhoodCommunication&EducationSupportProgram

$93,805 ET 15 SpecialEducationPositions

Teacher-Behavior&EducationSupportProgram $93,805 ET 15 SpecialEducationPositions

Teacher-SensorySupportProgram $93,805 ET 15 SpecialEducationPositions

Teacher-Inclusion/ResourceServices $93,805 ET 15 SpecialEducationPositions

Teacher-Independence&LearningSupportProgram $93,805 ET 15 SpecialEducationPositions

Teacher-SpecificLearningSupportProgram $93,805 ET 15 SpecialEducationPositions

Teacher-Medical&EducationSupportProgram $93,805 ET 15 SpecialEducationPositions

Director-SpecialEducation(DSE) $113,072 ET 6 SpecialEducationPositions


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Manager-SpecialEducation(MSE) $92,441 ET 10 SpecialEducationPositions

Coordinator-SpecialEducation(CSE) $99,451 ET 10 SpecialEducationPositions

Aide-SpecialEducation $25,728 EG 4 SpecialEducationPositionsTeacher-ELL $93,805 ET 15 EnglishLanguageLearnersPositions(ELL)Aide-ELL $25,728 EG 4 EnglishLanguageLearnersPositions(ELL)GuidanceCounselor-11mo(Bilingual) $108,318 ET 15 EnglishLanguageLearnersPositions(ELL)

GuidanceCounselor-10mo(Bilingual) $93,805 ET 15 EnglishLanguageLearnersPositions(ELL)

Teacher-Art $93,805 ET 15 RelatedArtsTeacher-Music $93,805 ET 15 RelatedArtsTeacher-Health/PhysicalEducation $93,805 ET 15 RelatedArts

Teacher-WorldLanguage $93,805 ET 15 RelatedArtsTeacher-PerformingArts/Drama $93,805 ET 15 RelatedArts

Specialist-Library/Media $93,805 ET 15 RelatedArtsAide-Library/Technology $41,497 EG 4 RelatedArtsAide-Kindergarten $25,728 EG 4 ClassroomInstructionalSupportPositionsAide-Instructional-(10mo) $25,728 EG 4 ClassroomInstructionalSupportPositionsAide-Instructional-YearRound(80hr) $33,295 EG 4 ClassroomInstructionalSupportPositions

DCTeacherResidencyProgramResident $32,828 EG 4 ClassroomInstructionalSupportPositions

Psychologist $93,805 ET 15 Social-EmotionalPositionsSocialWorker $93,805 ET 15 Social-EmotionalPositionsSocialWorker-SchoolImprovementGrant(SIG) $93,805 ET 15 Social-EmotionalPositions

BehaviorTechnician $44,063 EG 5 Social-EmotionalPositionsGuidanceCounselor-11mo $108,318 ET 15 Social-EmotionalPositionsGuidanceCounselor-10mo $93,805 ET 15 Social-EmotionalPositionsCoordinator-In-SchoolSuspension(ISS) $52,431 EG 7 Social-EmotionalPositions

AttendanceCounselor $57,251 EG 9 Social-EmotionalPositionsCoordinator-StudentResource $99,451 ET 10 Social-EmotionalPositions

Social-EmotionalSupportFunds $100,000 - - Social-EmotionalPositions

InstructionalCoach-SchoolImprovementGrant(SIG) $93,805 ET 15 SchoolwideInstructionalSupportPositions

InstructionalCoach $93,805 ET 15 SchoolwideInstructionalSupportPositionsInstructionalCoach-EnglishLanguageArts(ELA) $93,805 ET 15 SchoolwideInstructionalSupportPositions

InstructionalCoach-Math $93,805 ET 15 SchoolwideInstructionalSupportPositions


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Coordinator-Program $99,451 ET 10 SchoolwideInstructionalSupportPositionsInterventionCoach $93,805 ET 15 SchoolwideInstructionalSupportPositionsInterventionCoach-SchoolImprovementGrant(SIG) $93,805 ET 15 SchoolwideInstructionalSupportPositions

Coordinator-Academy $99,451 ET 10 SchoolwideInstructionalSupportPositionsCoordinator-IntlBaccalaureate $99,451 ET 10 SchoolwideInstructionalSupportPositions

Coordinator-AthleticandActivities $99,451 ET 10 SchoolwideInstructionalSupportPositions

Specialist-Reading $93,805 ET 15 SchoolwideInstructionalSupportPositionsSpecialist-Transition $67,420 EG 12 SchoolwideInstructionalSupportPositionsTechnologyInstructionalCoach(TIC) $93,805 ET 15 SchoolwideInstructionalSupportPositions

Aide-ComputerLab $48,328 EG 6 SchoolwideInstructionalSupportPositionsCoordinator-ComputerLab/Technology $53,286 EG 9 SchoolwideInstructionalSupportPositions

Specialist-TechnicalSupport $92,909 ET 9 SchoolwideInstructionalSupportPositionsDirector-NAFAcademy $125,846 ET 6 SchoolwideInstructionalSupportPositionsCoordinator-NAFAcademy $99,451 ET 10 SchoolwideInstructionalSupportPositionsTeacher-2ndChanceAcademy $93,805 ET 15 GeneralEducationTeachers

AdministrativeOfficer $85,614 EG 12 AdministrativeBusinessManager $75,673 EG 11 AdministrativeRegistrar $46,136 EG 5 AdministrativeClerk $40,835 EG 4 AdministrativeAide-Administrative $53,397 EG 79 AdministrativeCoordinator-Parent $53,286 EG 9 AdministrativeDirector-Strategy&Logistics(DSL) $113,072 ET 6 Administrative

Manager-Strategy&Logistics(MSL) $92,441 ET 10 Administrative

Coordinator-Strategy&Logistics(CSL) $81,751 ET 13 Administrative

Assistant-Strategy&Logistics(ASL) $52,804 EG 7 Administrative

CustodialForeman $64,700 SW 135 CustodialStaffCustodian(RW-5) $50,235 RW 5 CustodialStaffCustodian(RW-3) $40,039 RW 3 CustodialStaffAfterschoolTeacher $5,930 - - AfterschoolProgramsAfterschoolAide $6,540 - - AfterschoolProgramsAfterschoolAdministrativeAide $7,848 - - AfterschoolPrograms

AfterschoolCoordinator $55,743 EG 11 AfterschoolPrograms


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5.5Non-PersonnelServices(NPS)ItemCatalog

CSGCode Title GoodExample201 OfficeSupplies Staplers,copypaper202 CustodialSupplies Icemelt,toiletpaper,handsoap203 HealthSupplies 204 EducationalSupplies Schoolsupplies,guidedreadingmaterials205 RecreationalSupplies ForH/PEConsumables207 ClothingandUniforms 209 FoodandProvisions

210 GeneralSupplies ForRelatedArtsConsumablesandPoolSuppliesONLY

219 EdTechandSystemSupport USBstorage,cables,mice

401 LocalTravel Metrocards402 OutofCityTravel PlaneTickets408 ProfessionalDevelopment 409 ContractualServices 411 Printing Pamphlets,fliers414 Advertising 418 ElectronicLearning STMath,Lexia

419 TuitionforEmployeeTraining

424 ConferenceFees(OutofCity)

507 Stipends Fornon-schoolbasedonly(example:students,parents,outsidevolunteers)

701 Furniture&Fixtures

702 EquipmentandMachinery(LargePurchases) Technologyandequipmentover$5,000

708 LibraryBooks

709 Textbooks Anynon-pedagogicalbooksthatstayinschoolbutnotthelibrary

710 EquipmentandMachinery(SmallPurchases) Technologyandequipmentunder$5,000

712 E-books Kindles,ElectronicTextbooks


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