2014-‐2015 New Teacher Handbook 1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov 2014-‐2015 New Teacher Handbook District of Columbia Public Schools | August 2014 Page 2 of 96 2014-‐2015 New Teacher Handbook Welcome to DCPS! ............................................................................................................................... 5 DCPS Information ..................................................................................................... 7 Who We Are ........................................................................................................................................ 8 A Capital Commitment ......................................................................................................................... 9 Our Schools ........................................................................................................................................ 10 Central Office Departments ............................................................................................................... 13 The Academic Plan and Support ............................................................................ 17 The 2014-‐15 School Year .................................................................................................................... 18 The Academic Plan ............................................................................................................................. 19 The Common Core State Standards .................................................................................................... 23 Literacy Programs .............................................................................................................................. 25 Ninth Grade Academies ..................................................................................................................... 28 Specialized Instruction ........................................................................................... 29 Overview ........................................................................................................................................... 30 Early Childhood Education ................................................................................................................. 32 Programs for English Language Learners (ELL) .................................................................................... 33 Special Education ............................................................................................................................... 35 Professional Development ..................................................................................... 43 Professional Development in Schools ................................................................................................. 44 Professional Development Resources and Opportunities ................................................................... 45 Human Capital Initiatives ....................................................................................... 49 IMPACT .............................................................................................................................................. 50 Teaching and Learning Framework ..................................................................................................... 52 LIFT .................................................................................................................................................... 53 Community & Family Resources ............................................................................. 55 Office of Family and Public Engagement ............................................................................................. 56 Field Trips .......................................................................................................................................... 62 District of Columbia Public Schools | August 2014 Page 3 of 96 2014-‐2015 New Teacher Handbook Reporting Child Abuse ........................................................................................................................ 63 School Facilities and Sustainability ..................................................................................................... 64 Youth Engagement ................................................................................................. 65 Homeless Children and Youth Program .............................................................................................. 66 Homeless Student Referral Form ........................................................................................................ 68 Health and Wellness .......................................................................................................................... 69 Support for Teen Parents ................................................................................................................... 70 DCPS Attendance Policies .................................................................................................................. 71 Human Resources ................................................................................................... 75 Benefits ............................................................................................................................................. 76 Creating an Absence and Requesting a Substitute .............................................................................. 79 Process for Becoming a Substitute Teacher at DCPS ........................................................................... 80 Labor Management and Employee Relations ..................................................................................... 81 Technology ............................................................................................................. 83 Electronic Systems within DCPS ......................................................................................................... 84 Internet Policy ................................................................................................................................... 86 Technology Support ........................................................................................................................... 89 Protecting Confidential Data in Your School ....................................................................................... 93 Appendix ................................................................................................................ 95 List of DCPS Acronyms ......................................................................................................................... A 40 Lowest-‐Performing Schools ............................................................................................................. B 2014-‐15 School Calendar ...................................................................................................................... C Health Provider Comparison ............................................................................................................... D School Map .......................................................................................................................................... E District of Columbia Public Schools | August 2014 Page 4 of 96 2014-‐2015 New Teacher Handbook Welcome to DCPS! A Letter From Your New Colleagues “Tell me and I forget. Teach me and I remember. Involve me and I learn.” – Benjamin Franklin Welcome! We are thrilled that you will be joining an extraordinary team of educators at a truly extraordinary school district. District of Columbia Public Schools prides itself in hiring passionate professionals like you to join our learning community. In DCPS there are many opportunities for you to develop as an educator and get involved in education reform. We need forward-‐thinking, dedicated people like you working with us to support our children and close the achievement gap. Your enthusiasm for learning and student growth makes you a wonderful addition to DCPS. DCPS’s mission is to ensure that all of our students, regardless of background or circumstance, are prepared for success in college, career, and life. As DCPS teachers, we know that with high expectations and unwavering support, all of our kids can succeed, despite adversity. The goals outlined in A Capital Commitment clearly define our mission. To further our ambitious academic goals we have adopted the Common Core State Standards (CCSS) and plan to embrace a rigorous and ambitious new assessment system: the Partnership for the Assessment of Readiness for College and Careers (PARCC), which will help us ensure that our students will be both successful and competitive in the 21st century global workforce. We recognize that it is our moral and professional imperative to prepare our students for the complex world that awaits them. To accomplish this, we provide numerous professional development opportunities, including several blended and personalized learning programs, to ensure the success of all learners. All DCPS teachers have access to high quality resources, mentorship, and coaching opportunities, including: the Educator Portal+, Instructional Coach support, Master Educator concentrated coaching, and MyPD. DCPS is a dynamic school system that will inspire, challenge, and motivate you. As you navigate your first year with DCPS, we would like to remind you to rely on your colleagues; DCPS teachers are dedicated, motivated, and approachable educators who will be a great resource to you as you develop as a teacher. Also, remember to keep your students at the forefront of your mind and focus on the successes you have with them; those small successes will add up to huge gains in the long run. DC has some of the most promising, creative, and compassionate students you will ever come across. You are here for them and they deserve only your best. With your guidance, they will achieve greatness. Best regards, Katie Chesterson – Beers ES Sekwana Horge – Simon ES Tanesha Dixon – Wheatley EC Kristina Kellogg – Watkins ES Kathryn Douglas – Jefferson MS Academy Jen Wang – McKinley Technology HS Brian Frye – Bancroft ES Rachel Williams – Leckie ES The 2014 Teachers Central to Leadership (TCTL) Fellows District of Columbia Public Schools | August 2014 Page 5 of 96 2014-‐2015 New Teacher Handbook District of Columbia Public Schools | August 2014 Page 6 of 96 DCPS Information 1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov 2014-‐2015 New Teacher Handbook Who We Are Mission The mission of the District of Columbia Public Schools (DCPS) is to ensure that every DCPS school provides a world-‐class education that prepares all of our students, regardless of background or circumstance, for success in college, career, and life. Core Beliefs Our work toward this mission is fueled by a set of Core Beliefs. We expect every adult in the system to act in accordance with these beliefs every day. • All children, regardless of background or circumstance, can achieve at the highest levels. • Achievement is a function of effort, not innate ability. • We have the power and the responsibility to close the achievement gap. • Our schools must be caring and supportive environments. • It is critical to engage our students’ families and communities as valued partners. • Our decisions at all levels must be guided by robust data. Commitments to Stakeholders Behind this plan are sincere promises to all the stakeholders in DCPS—students, teachers and staff, school leaders, parents, members of the DC community, and potential employers. • To the children of DC, we promise that our top priority is ensuring that you have the opportunity to attend a great school—one that you love and prepares you for success in life. • To DCPS teachers and staff, we promise to respect you as professionals and invest in your success by providing you and your students with the environment, resources, and tools you need. • To DCPS school leaders, we promise to respect you as professionals; give you the support to lead; and provide the environment, resources, and tools that you, your staff, and your students need to succeed. • To parents, we promise to partner with you to ensure your children’s success. • To members of the DC Community, we promise to provide opportunities for you to contribute to the success of our schools and school district. • To potential employers, we promise to provide you with a steady supply of well-‐educated young adults who will make positive contributions to the success of your organizations. • To the city (and state) of Washington, DC, we promise to make our school system one that all citizens are proud of—a school system that can be the anchor of thriving, productive, and growing communities. District of Columbia Public Schools | August 2014 Page 8 of 96 2014-‐2015 New Teacher Handbook A Capital Commitment Introduction The years 2012 to 2017 will be a time of dramatic progress for the District of Columbia Public Schools. With this strategic plan, we recommit DCPS to providing every student with a safe, academically challenging, and inspiring learning experience. DCPS’s five-‐year strategic plan, A Capital Commitment, provides a roadmap for building DCPS into a high-‐quality, vibrant school district that earns the confidence of our community. The plan defines an overarching purpose as well as five goals that will guide DCPS’s work through 2017. Our stakeholder commitments reflect our promises to the community and underscore our dedication to improving the quality of education in the District. Bold Goals Our goals are ambitious. Based on the hopes and dreams of DCPS stakeholders, these goals will help us align our resources and measure our success. • Goal 1: Improve achievement rates. At least 70% of our students will be proficient in reading and math, and we will double the number of advanced students in the district. • Goal 2: Invest in struggling schools. Our 40 lowest-‐performing schools will increase proficiency rates by 40 percentage points. (Please see the Appendix for a list of these schools). • Goal 3: Increase graduation rate. At least 75% of entering 9th graders will graduate from high school in four years. • Goal 4: Improve satisfaction. 90% of students will say they like their school. • Goal 5: Increase enrollment. DCPS will increase its enrollment over five years. Theory of Change In the classroom, our educators strive to give all students the knowledge and skills needed for success in college, career, and life. We believe that all of our students will succeed if there is a Highly Effective educator in every classroom, if all teachers and schools use rigorous academic content with a focus on literacy, and if all of our families are engaged in their students’ education. District of Columbia Public Schools | August 2014 Page 9 of 96 2014-‐2015 New Teacher Handbook Our Schools Overview Below are the names, addresses and phone numbers of the 111 school sites within DCPS. Collectively they serve over 45,000 pre-‐school through adult learners in all eight wards of the city. School Name Aiton ES Amidon-‐Bowen ES Anacostia HS Ballou HS Ballou STAY HS Bancroft ES Barnard ES Beers ES Banneker HS Brent ES Brightwood EC Brookland EC @ Bunker Hill Browne EC Bruce-‐Monroe ES @ Park View Burroughs EC Burrville ES C.W. Harris ES Capitol Hill Montessori School @ Logan Cardozo EC CHOICE Academy @ Emery Cleveland ES Columbia Heights EC (CHEC) Coolidge HS Deal MS Drew ES Dunbar HS Eastern HS Eaton ES Eliot-‐Hine MS Ellington School of the Arts Fillmore Arts Center (East) Fillmore Arts Center (West) Garfield ES Garrison ES H.D. Cooke ES H.D. Woodson HS Hardy MS Hart MS Hearst ES School Address 533 48th Pl. NE 401 I St. SW 1601 16th St. SE 3401 4th St. SE 3401 4th St. SE 1755 Newton St. NW 430 Decatur St. NW 3600 Alabama Ave. SE 800 Euclid St. NW 301 North Carolina Ave. SE 1300 Nicholson St. NW 1401 Michigan Ave. NE 850 26th St. NE 3560 Warder St. NW 1820 Monroe St. NE 801 Division Ave. NE 301 53rd St. SE 215 G Street NE 1200 Clifton St. NW 1720 1st St. NE 1825 8th St. NW 3101 16th St. NW 6315 5th St. NW 3815 Fort Dr. NW 5600 Eads St. NE 101 N St. NW 1700 East Capitol St. NE 3301 Lowell St. NW 1830 Constitution Ave. NE 3500 R St. NW 915 Spring Rd. NW 3rd Fl 1819 35th St. NW 2435 Alabama Ave. SE 1200 S St. NW 2525 17th St. NW th 540 55 St. NE 1819 35th St. NW 601 Mississippi Ave. SE 3950 37th St. NW District of Columbia Public Schools | August 2014 Phone Number 671-‐6060 724-‐4867 698-‐2155 645-‐3400 645-‐3390 673-‐7280 576-‐1100 939-‐4800 671-‐6320 698-‐3363 722-‐5670 576-‐6095 671-‐6210 576-‐6222 576-‐6150 671-‐6020 645-‐3188 698-‐4467 673-‐7385 939-‐4350 939-‐4380 939-‐7700 671-‐6080 939-‐2010 671-‐6040 698-‐3762 698-‐4500 282-‐0103 939-‐5380 282-‐0123 576-‐9709 729-‐3794 671-‐6140 673-‐7263 939-‐5390 939-‐2030 729-‐4350 671-‐6426 282-‐0106 Ward 7 6 8 8 8 1 4 7 1 6 4 5 5 1 5 7 7 6 1 5 1 1 4 3 7 5 6 3 6 2 1 3 8 2 1 7 2 8 3 Page of 10 96 2014-‐2015 New Teacher Handbook Hendley ES Houston ES Hyde-‐Addison ES Incarcerated Youth Program, Correctional Detention Facility 425 Chesapeake St. SE 1100 50th Pl. NE 3219 O St. NW 1901 D St. SE 645-‐3450 671-‐6170 282-‐0170 698-‐5978 8 7 2 6 J.O. Wilson ES Janney ES Jefferson MS Academy Johnson MS Kelly Miller MS Ketcham ES Key ES Kimball ES King ES Kramer MS Lafayette ES Langdon EC Langley EC LaSalle-‐Backus EC Leckie ES Ludlow-‐Taylor ES Luke C. Moore HS Malcolm X ES @ Green Mamie D. Lee School Mann ES Marie Reed ES Maury ES McKinley MS McKinley Technology HS Miner ES Moten ES Murch ES Nalle ES Noyes EC Orr ES Oyster-‐Adams Bilingual School (Adams) Oyster-‐Adams Bilingual School (Oyster) Patterson ES Payne ES Peabody ES (Capitol Hill Cluster) Phelps Architecture, Construction and Engineering HS Plummer ES Powell ES Randle Highlands ES Raymond EC Roosevelt HS @ MacFarland 660 K St. NE 4130 Albemarle St. NW 801 7th Street SW 1400 Bruce Pl. SE 301 49th St. NE 1919 15th St. SE 5001 Dana Pl. NW 3375 Minnesota Ave. SE 3200 6th St. SE 1700 Q St. SE 5701 Broad Branch Rd. NW 1900 Evarts St. NE 101 T Street NE 501 Riggs Rd. NE 4201 M.L. King Ave. SW 659 G St. NE 1001 Monroe St. NE 1500 Mississippi Ave. SE 100 Gallatin St. NE 4430 Newark St. NW 2201 18th St. NW 1250 Constitution Ave. NE 151 T St. NE 151 T St. NE 601 15th St. NE 1565 Morris Rd. SE 4810 36th St. NW 219 50th St. SE 2725 10th St. NE 2200 Minnesota Ave. SE 2020 19th St. NW 2801 Calvert St. NW 4399 South Capitol Terr. SW 1445 C St. SE 425 C St. NE 704 26th St NE 698-‐4733 282-‐0110 729-‐3270 939-‐3140 388-‐6870 698-‐1122 729-‐3280 671-‐6260 939-‐4900 939-‐3150 282-‐0116 576-‐6048 724-‐4223 671-‐6340 645-‐3330 698-‐3244 281-‐3600 645-‐3409 576-‐6090 282-‐0126 673-‐7308 698-‐3838 281-‐3950 281-‐3950 397-‐3960 698-‐1111 282-‐0130 671-‐6280 281-‐2580 671-‐6240 671-‐6130 671-‐6130 939-‐5280 698-‐3262 698-‐3277 729-‐4360 6 3 6 8 7 8 3 7 8 8 4 5 5 4 8 6 5 8 5 3 1 6 5 5 6 8 3 7 5 8 1 3 8 6 6 5 4601 Texas Ave. SE 1350 Upshur St. NW 1650 30th St. SE 915 Spring Rd. NW 4400 Iowa Ave. NW 939-‐4360 671-‐6270 729-‐3250 576-‐6236 576-‐6130 7 4 7 4 4 District of Columbia Public Schools | August 2014 Page 11 of 96 2014-‐2015 New Teacher Handbook Roosevelt STAY HS @ MacFarland Ross ES Savoy ES School Without Walls @ Francis-‐Stevens School Without Walls HS School-‐Within -‐School @ Goding Seaton ES Sharpe Health School Shepherd ES Simon ES Smothers ES Sousa MS Stanton ES Stoddert ES Stuart-‐Hobson MS (Capitol Hill Cluster) Takoma EC Thomas ES Thomson ES Truesdell EC Tubman ES Turner ES Tyler ES Walker-‐Jones EC Washington Metropolitan HS 4400 Iowa Ave. NW 1730 R St. NW 2400 Shannon Pl. SE 2425 N St. NW 2130 G St. NW 920 F St. NE 1503 10th St. NW 4300 13th St. NW 7800 14th St. NW 401 Mississippi Ave. SE 4400 Brooks St. NE 3650 Ely Pl. SE 2701 Naylor Rd. SE 4001 Calvert St. NW 410 E St NE 7010 Piney Branch Road NW 650 Anacostia Ave NE 1200 L St. NW 800 Ingraham St. NW 3101 13th St. NW 3264 Stanton Rd. SE 1001 G St. SE 1125 New Jersey Ave. NW 300 Bryant Street NW 576-‐8399 673-‐7200 939-‐2000 724-‐4841 645-‐9690 727-‐7377 673-‐7215 576-‐6161 576-‐6140 645-‐3360 939-‐3600 729-‐3260 671-‐6180 671-‐6030 671-‐6010 671-‐6050 724-‐4593 898-‐4660 576-‐6202 673-‐7285 645-‐3470 939-‐4810 939-‐5934 939-‐3610 4 2 8 2 2 6 2 4 4 8 7 7 8 3 6 1 7 2 4 1 8 6 6 1 Watkins ES (Capitol Hill Cluster) West EC Wheatley EC Whittier EC Wilson HS Youth Services Center 420 12th St SE 1338 Farragut St. NW 1299 Neal St. NE 6201 5th St. NW 3950 Chesapeake St. NW 1000 Mt. Olivet Rd. NE 698-‐3355 576-‐6226 939-‐5970 576-‐6156 282-‐0120 576-‐8388 6 4 5 4 3 5 Please see the Appendix of this handbook for a map of all DCPS sites. District of Columbia Public Schools | August 2014 Page 12 of 96 2014-‐2015 New Teacher Handbook Central Office Departments Office of the Chief of Schools (OCOS) Divisions Chief: John Davis Deputy Chief of Schools Youth Engagement Secondary Academic Support School Turnaround and Performance Office of Communications and Digital Engagement (Beginning SY 2014-‐2015—formerly within the Office of Family and Public Engagement) Divisions Chief: Ernestine Benedict Communications Digital Engagement Office of the Deputy Chancellor for Operations (ODCO) Divisions Chief: Lisa Ruda School Operations Contracts and Acquisitions Critical Response Facilities Planning School Security Strategic Initiatives School Opening Business Operations Compliance Technology Student Enrollment and School Funding Logistics Food and Nutrition Services Out of School Time Programs Office of Data and Strategy (ODS) Divisions Chief: Peter Weber Federal Programs and Grants Data Systems Data and Strategy Assessments Press and Media Intergovernmental Affairs District of Columbia Public Schools | August 2014 Page 13 of 96 2014-‐2015 New Teacher Handbook Office of Family and Public Engagement (OFPE) Divisions Chief: Josephine Bias Robinson School-‐Level Family Engagement Community Partnerships Family and Community Engagement Office of Human Capital (OHC) Divisions Chief: Jason Kamras Principal Effectiveness Central Office Effectiveness Teacher Effectiveness Human Resources IMPACT Office of Specialized Instruction (OSI) Divisions Chief: Nathaniel Beers Early Childhood Operations Language Acquisition Compliance Inclusive Programming Office of Teaching and Learning (OTL) Divisions Chief: Brian Pick Literacy and Humanities Advanced and Enriched Learning Inner Core: Health, PE, Arts, Music, and World Languages Educational Technology and Library Media Services Instructional Coaching Program Science, Technology, Engineering and Math (STEM) Office of the Chief Financial Officer (OCFO) Divisions Chief: Deloras Shepherd District of Columbia Public Schools | August 2014 Budget Operations Accounting Operations Page 14 of 96 2014-‐2015 New Teacher Handbook Office of General Counsel (OGC) Divisions Chief: Robert Utiger Special Education Team Employment Team Policy Team Contracts FOIA Team District of Columbia Public Schools | August 2014 Page 15 of 96 2014-‐2015 New Teacher Handbook District of Columbia Public Schools | August 2014 Page 16 of 96 2014-‐2015 New Teacher Handbook The Academic Plan and Support District of Columbia Public Schools | August 2014 Page 17 of 96 2014-‐2015 New Teacher Handbook The 2014-‐2015 School Year Highlights for the Upcoming Year Please see the full calendar located in the Appendix of this handbook. The following are important dates during the 2014-‐2015 school year: • Monday, August 25, 2014: First Day of School • Monday, November 10, 2014: Parent-‐Teacher Conferences • Thursday, November 27, 2014 – Friday, November 28, 2014: Thanksgiving Break • Monday, December 22, 2014 – Friday, January 2, 2015: Winter Break • Monday, January 5, 2015: School Resumes • Monday, February 23, 2015: Parent-‐Teacher Conferences • Monday, April 13, 2015 – Friday, April 17, 2015: Spring Break • Wednesday, June 17, 2015: Last Day of School District of Columbia Public Schools | August 2014 Page 18 of 96 2014-‐2015 New Teacher Handbook The Academic Plan Preparing our Students for College, Career, and Life All of the District of Columbia Public Schools’ teachers, principals, school staff and district leaders are committed to preparing all of our students for success in college, career and life. This means that we must provide every student, in every school, in every ward an excellent education. Over the past five years, we have made great strides in improving education across the city and have built a solid foundation for the future. We started with the basics, ensuring that all schools open on time for the first day of school with books for every student; that teachers were paid on time and in the correct amount; and that the central office responded to teachers, parents, and principals quickly and with solutions. Then we set the bar high for teacher performance and student achievement with the firm belief that every child can achieve at high levels. We're proud to offer a growing number of robust program choices and school options, including International Baccalaureate; Advanced Placement courses; STEM (Science, Technology, Engineering & Mathematics); Career and Technical Education; arts integration; world cultures; Reggio Emilia; Montessori; and dual-‐language programs. We are also helping prepare students for the transition to college or careers with advisory programs; the Individual Graduation Portfolio (IGP), an online academic and career planning tool for all students in grades 6-‐12; free SAT preparation programs; dual enrollment agreements with local colleges; and a new common application for students in grade 8 to choose their high school. Put simply, DCPS has more to offer than ever before and will keep progressing to offer even more. We believe there's no limit to what our children can achieve. Common Core State Standards and the DCPS Academic Plan In July 2010, DCPS joined more than 40 states in adopting new and more rigorous academic standards in English Language Arts and Mathematics for grades K-‐12. The Common Core State Standards (CCSS) set clear expectations for what students should know and be able to do at each grade level. The full text of the standards, along with supporting information, is available at http://www.corestandards.org. The CCSS start by establishing what high school graduates need to truly be ready for success in college, career, and life. Then those goals are back-‐mapped down through the grades to kindergarten, so that students, parents, and teachers all know what skills and knowledge are necessary at each step along the way. We have crafted an Academic Plan that is the road map to implementing these game-‐changing new standards and to advancing student progress even further than we have over the past five years. Because the CCSS apply to almost the entire country and have been created to match the highest expectations around the globe, we can now be sure we are preparing our students in each grade level and subject area to be competitive not just in our city, but also our region, our country, and the world. Importantly, all of these components are closely aligned to our Teaching and Learning Framework (TLF) http://dcps.dc.gov/DCPS/TLF, which provides a common set of expectations for how teachers effectively plan and deliver instruction and then how they increase their effectiveness by reflecting on student progress. District of Columbia Public Schools | August 2014 Page 19 of 96 2014-‐2015 New Teacher Handbook Grades K-‐12 The information below explains which standards are being used in each grade (K-‐12): • For kindergarten through grade 12: DCPS has implemented the CCSS in English Language Arts and mathematics. • For grades 6-‐12: Science, social studies, and technical arts teachers will follow the DC Learning Standards but utilize the CCSS to guide reading instruction in their content areas. DCPS is currently developing new resources aligned to the newly adopted Next Generation Science Standards (NGSS). To access a copy of the DCPS standards please visit http://dcps.dc.gov/DCPS/standards. 120-‐Minute Literacy Block Teachers and students in all kindergarten through grade 5 classrooms follow a 120-‐minute literacy block. This block of time provides a common way that will help our students transition more easily between grade levels and schools. Here’s what a typical literacy block (or class period) looks like: Time Reading and Writing Instruction Sample Activities 20 Phonics and Morphology minutes • 60 Reading Instruction minutes • 30-‐35 minutes: shared reading of complex text • 20-‐25 minutes: small group instructional time -‐ Independent Reading -‐ Guided Reading -‐ Literacy Work Stations • 5 minutes: share and final check for understanding • 40 minutes • • • • 5-‐10 minutes: mini-‐lesson on specific writing • strategy • 25-‐30 minutes: student writing practice • 5 minutes: share and reflect on student work Teachers guide students through a series of practice exercises of how words and word patterns work. Teacher models the reading strategies for students and provides reading support. Students are actively engaged in discussion around text. The teacher provides opportunities for review and practice of the new skills presented. Teacher meets with small groups of students to target specific reading skills where students need extra support. Teachers guide students through a series of practice exercises on writing strategies. DCPS Unit Assessments (formerly Paced Interim Assessments (PIAs)) – Every 6-‐8 weeks The DCPS Unit Tests cover standards included in each unit as listed in the DCPS scope and sequence documents. These assessments show what knowledge and skills students have mastered, and where instructional time and resources need to be focused. The Unit Tests are administered six times a year in English Language Arts and Mathematics for students in grades 2 – 8, and those enrolled in high school courses that correspond to English I, English II, Algebra I, and Geometry. Included in the six administrations is one Pretest, Unit Test 1, 2 and 3 and Unit Test 4 (all selected response) and 5 (all PBA), which will be optional. District of Columbia Public Schools | August 2014 Page 20 of 96 2014-‐2015 New Teacher Handbook These interim assessments are a combination of multiple choice questions and Performance Based Tasks. Starting in the 2014-‐2015 school year, the Unit Tests will be administered online in English Language Arts and Math for students in grades 3 and up. They will incorporate interactive and technology-‐enhanced items. Second grade students will take both ELA and Math paper/pencil. The testing windows for the tests are as follows: Test Pretest -‐ Online, Grades 3-‐10 Dates Sept 2 – Sept 19, 2014 Unit Test 1 -‐ Paper/Pencil Testing Window (2nd Grade ELA & Math) Sept 30 – Oct 1, 2014 Unit Test 1 -‐ Online Testing Window (ELA & Math) Sept 29 – Oct 7, 2014 nd Unit Test 2 -‐ Paper/Pencil Testing Window (2 Grade ELA & Math) Oct 18 – Oct 19, 2014 Unit Test 2 -‐ Online Testing Window (ELA & Math) Oct 19 – Dec 2, 2014 Unit Test 3 -‐ Paper/Pencil Testing Window (2nd Grade ELA & Math) Feb 2 – Feb 3, 2015 Unit Test 3 -‐ Online Testing Window (ELA & Math) Feb 2 – Feb 10, 2015 Unit Test 4 -‐ Paper/Pencil Testing Window (2nd Grade ELA & Math) Apr 21 – Apr 22, 2015 Unit Test 4 -‐ Online Testing Window (ELA & Math) Mar 30 – Apr 28, 2015 nd Unit Test 5 -‐ Paper/Pencil Testing Window (2 Grade ELA & Math) Jun 3 – Jun 4, 2015 Unit Test 5 -‐ Online Testing Window (ELA & Math) May 4 – Jun 12, 2015 Partnership for Assessment of Readiness for College and Careers (PARCC) The Partnership for Assessment of Readiness for College and Careers (PARCC) assessment will be implemented in the 2014-‐2015 school year and will replace the previously administered DC Comprehensive Assessment System (DC CAS). In DCPS, the PARCC assessment will be entirely computer-‐based and is designed to assess student mastery of the Common Core State Standards. The PARCC assessment will assess students in mathematics and literacy/English Language Arts (ELA), and will be administered to students in grades 3 through high school. High school students will be assessed based on course enrollment. Grade Reading Math 3 X X 4 X X 5 X X 6 X X 7 X X 8 X X English I X English II X English III X Algebra I X Geometry X Algebra II X District of Columbia Public Schools | August 2014 Page 21 of 96 2014-‐2015 New Teacher Handbook There are two components of the PARCC: 1) the Performance-‐Based Assessment (PBA) and the End of Year (EOY). The PBA will be administered approximately 75% through the school year. In literacy/ELA, the PBA will focus on students’ ability to write effectively when analyzing text. In mathematics, for grades 3 – 8, the PBA will focus on applying skills, concepts, and understandings to solve multi-‐step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools. For high school courses, the PBA will focus on student expression of mathematical reasoning and modeling real-‐world problems. The EOY will be administered approximately 90% through the school year. In literacy/ELA, the EOY will focus primarily on students’ reading comprehension. In mathematics, the EOY will focus on student demonstration of mathematical fluency, and conceptual understanding of the Major Content and Additional Supporting Content of the tested grade. District of Columbia Public Schools | August 2014 Page 22 of 96 2014-‐2015 New Teacher Handbook The Common Core State Standards DCPS Rollout of the Common Core In 2011, DCPS began working towards a full adoption of the Common Core State Standards (CCSS) for English Language Arts; literacy in history/social studies, science, and technical subjects; and mathematics. To support this transition, we provide you with scope and sequence documents, unit overviews, recommended anchor texts, and suggested summative assessments. We will also be administering aligned, unit assessments for the 2014-‐15 school year, and you will continue to have the opportunity to participate in structured data cycles to support you with using student achievement information to guide your classroom practice. Overview of the District’s Three-‐Year Rollout of the Common Core State Standards (CCSS) School Year Grades/CCSS Focus Implementation Plan 2011-‐2012 K-‐12 Reading Implementation Focus: K–12 English Language Arts 6-‐12 Literacy in Content Areas teachers will utilize the CCSS-‐ELA and K–2 teachers (RH/RST) will utilize the CCSS-‐Mathematics to drive K-‐2 Mathematics instruction. Professional Development Focus: Foundational reading, CCSS-‐ELA instructional shifts, K–2 CCSS-‐ Mathematics 2012-‐2013 3-‐12 Mathematics Implementation Focus: K–12 math teachers will 6-‐12 Literacy in Content Areas utilize the Mathematics CCSS, and social studies, (RH/RST) science, and technical subject teachers will utilize the CCSSRH/RST to drive instruction. Professional Development Focus: Mathematics CCSS, differentiated literacy instruction 2013-‐2014 K-‐12 Writing Implementation Focus: K–12 teachers will utilize the 6-‐12 Writing in Content Areas (WHST) CCSS-‐W, and social studies, science, and technical subjects teachers will utilize the CCSS-‐WHST to drive instruction. Professional Development Focus: Writing and Language CCSS 2014-‐2015 K-‐12 English Language Arts: Academic Implementation Focus: K–12 teachers will utilize the Language; Close Reading; Small CCSS in Mathematics, English Language Arts CCSS, Group Literacy; Writing and social studies. Teachers will begin utilizing the K-‐12 Mathematics Next Generation Science Standards (NGSS) in SY 14-‐ K-‐12 Science 15. K-‐12 Social Studies Professional Development Focus: Mathematics CCSS, NGSS, English Language Arts CCSS, social studies CCSS District of Columbia Public Schools | August 2014 Page 23 of 96 2014-‐2015 New Teacher Handbook Common Core Reading Corps The Common Core Reading Corps (CCRC) is a group of DCPS educators who work together with central office content specialists to implement and sustain the rollout of the Common Core State Standards in English Language Arts (CCSS-‐ELA). The CCRC teachers will serve as models for the district in implementing CCSS-‐ELA best practices in their classrooms and designing curriculum, lesson plan modules, and professional development. Common Core Mathematics Corps The Common Core Math Corps (CCMC) is a group of DCPS educators who will work with the central office leadership to design, plan, and implement the CCSS-‐Math rollout. At each grade level from kindergarten to high school geometry, three to four educators will be selected to work together on curriculum design, professional development, planning, and implementation. Teachers, coaches, and master educators are welcome to apply to CCMC. District of Columbia Public Schools | August 2014 Page 24 of 96 2014-‐2015 New Teacher Handbook Literacy Programs DCPS participates in the following programs to support literacy instruction across the district. Consult your school leader or instructional coach to find out which of these programs are available in your school. Burst: Reading Burst is a literacy intervention program for students in kindergarten through sixth grade. Burst uses continual student assessment data and a complex algorithm to allow teachers to deliver instruction based upon specific student needs. Burst provides clear analysis and recommendations for reading instruction designed to develop skills with increasing difficulty until students master them. This makes it easier for teachers to differentiate instruction and build a foundation for students to read with comprehension. Teachers deliver this differentiated instruction in 30-‐minute interactive lessons that keep students engaged, inspired, and ready to learn. For more information, please visit http://www.wirelessgeneration.com/curriculum-‐instruction/burst-‐reading/overview/. DCPS Advanced Readers Extensions (DARE) DARE for grades 2-‐5 allows advanced readers to read above-‐grade level novels in their classes. Students then participate in Literature Circles to discuss the themes and literary elements evident in the text. The DARE curriculum is offered in more than twenty-‐five DCPS schools. Both programs are geared to prepare students for the academic rigor of honors level and Advanced Placement courses at the high school level. EBSCO DCPS purchased a district-‐wide subscription to EBSCO Host, a database of research and practitioner journals for teachers as well as grade-‐level appropriate informational texts for students. Packages for elementary, middle, and high schools include online access to thousands of texts ranging from Ranger Rick (elementary), to Sports Illustrated for Kids (middle school), to The New York Times (high school). Additionally, EBSCO houses grade-‐level appropriate lesson plans for teacher use (e.g. Journal of Educational Administration). While teachers can use EBSCO to find complex texts, access lesson plans, and stay informed on best practices, students will also find EBSCO useful in building research and citation skills. EBSCO is also available to other DCPS employees and parents too. For more information, contact Patricia Brown, Manager of Library Media Services, at [email protected] and visit the EBSCO website athttp://search.ebscohost.com or http://search.ebscohost.com/login.aspx?authtype=uid for off-‐campus access. Fundations Wilson Fundations for students in kindergarten through grade 3 is a phonemic awareness, phonics, and spelling program for the general education classroom. Fundations is based upon the Wilson Reading System principles and serves as a prevention program to help reduce reading and spelling failure. Teachers incorporate a 30-‐minute daily Fundations lesson into their language arts classroom instruction. District of Columbia Public Schools | August 2014 Page 25 of 96 2014-‐2015 New Teacher Handbook Fundations lessons focus on carefully sequenced skills that include print knowledge, alphabet awareness, phonological awareness, phonemic awareness, decoding, vocabulary, fluency, and spelling. Critical thinking, speaking and listening skills are practiced during Storytime activities. Furthermore, targeted small group intervention is available for students in the lowest 30th percentile. Please visit http://www.fundations.com/ for more information. Junior Great Books Junior Great Books is a curriculum that promotes critical thinking, student discussion, and advanced writing skills for students in grades K-‐9. Each grade level within Junior Great Books includes up to 20 short stories from a variety of noteworthy authors. Students partake in “Shared Inquiry Discussions” in which they discuss and write about the complex themes presented in a given story. Just Words Wilson Just Words provides a curriculum for the study of word structure through the six syllable types in English and the most common Latin roots. It is a highly explicit, multisensory decoding and spelling program for students in grades 4 and above who do not require intensive intervention, but do require explicit decoding and spelling instruction due to word-‐level deficits. Just Words moves at an accelerated pace by focusing primarily on the concentrated study of word structure for reading and spelling. Please visit http://www.justwords.com/ for more information. mCLASS mCLASS is the web-‐based assessments and reporting system aligned with Burst as well as several other literacy assessments. Through mCLASS teachers can access electronic assessments and related student reports for K-‐5 literacy assessments. This includes DIBELS/TRC, the Common Core-‐focused Paced Interim Assessments (PIAs) for grades 2-‐10, and additional supplementary resources to support classroom instruction. On this site teachers can also receive trainings on how to administer assessments linked to mCLASS, how to maneuver the mCLASS system reports, and how to access support materials found on the mCLASS website. For more information about login information, teachers are encouraged to contact their school administrators and visit http://www.wirelessgeneration.com/. READ 180 READ 180 is a reading intervention program targeted towards raising reading achievement for struggling readers in grades 4 and above. Designed for any student reading two or more years below grade level, READ 180 leverages adaptive technology to individualize instruction and provide data to inform differentiation. READ 180 Next Generation is now aligned to the Common Core State Standards. Please visit http://read180.scholastic.com/ for more information. Reading A-‐Z Reading A-‐Z is a website featuring 2,500 downloadable leveled books (including English, Spanish, and French texts) and thousands of teaching and learning materials. All books on the Reading A-‐Z website are leveled according to Fountas and Pinnell leveling system and can be correlated with other well-‐ known reading level systems as well. DCPS has purchased and maintained subscriptions for DCPS teachers to access this resource. For more information or school-‐specific login information, contact Angela Settle-‐Glenn in the Office of Curriculum and Instruction at angela.settle-‐[email protected] and visit District of Columbia Public Schools | August 2014 Page 26 of 96 2014-‐2015 New Teacher Handbook the Reading A-‐Z website at http://www.readinga-‐z.com/. Because it is delivered over the Internet, Reading A-‐Z is a constantly changing program. Each month, Reading A-‐Z adds new books, lesson plans, and other resources, thus continually expanding its wealth of materials. Reading A-‐Z materials are useful at a range of grade levels for guided reading, as well as to differentiate instruction in special education and ESL classrooms. Scholastic Reading Inventory Scholastic Reading Inventory (SRI) is a research-‐based, computer-‐adaptive reading assessment program for students in grades K–12 that measures reading comprehension by lexile levels. SRI includes fast, reliable, and low-‐stakes assessment to inform instruction and make placement recommendations. Aligned to state tests, SRI helps educators forecast student achievement towards reading goals. Please visit http://teacher.scholastic.com/products/sri_reading_assessment/index.htm for more information. Schoolwide Writing Fundamentals Schoolwide Writing Fundamentals is a CCSS-‐aligned writing and grammar program used to support K-‐5 instruction during the literacy block. The daily writer’s workshop program utilizes rich mentor texts, prescriptive mini-‐lessons, assessments, and rubrics to guide teachers and students through the writing process. Wilson Reading The Wilson Reading system is a highly structured remedial program that directly teaches language structures to students who have struggled in learning to read, or who may require multisensory language instruction. Wilson is appropriate for students in grade 2 and above and addresses decoding, encoding, oral reading fluency, and comprehension. Please visit http://www.wilsonlanguage.com/fs_program_wrs.htm for more information. Writing Revolution: Hochman’s Model for Writing A sound writing curriculum stresses narrative and expository writing skills, with an emphasis on the latter. Because teachers have limited time for such instruction, Hochman’s approach focuses on forming a solid foundation in the skills most needed for academic assignments. It assumes that writing and thinking are tightly linked, thus writing instruction should, above all, help students enhance clarity and precision as they structure their ideas. Teaching students how to construct complex sentences enhances their syntactic control, their ability to revise, their vocabulary, and their reading comprehension. When students are given an appropriate structure for writing essays and doing research, their thinking becomes more organized and they are able to express themselves with greater fluency and clarity. Note-‐taking and summarizing are embedded in the writing instruction since these skills are necessary for extracting the most important information from written text or oral presentations. District of Columbia Public Schools | August 2014 Page 27 of 96 2014-‐2015 New Teacher Handbook Ninth Grade Academies Overview In the 2013-‐2014 school year, District of Columbia Public Schools (DCPS) established targeted ninth grade academy programs at nine comprehensive high schools across the District to help first-‐year ninth grade students successfully transition to and succeed in high school. These programs, focused on supporting the academic, social and emotional needs of first-‐year ninth graders, are based on best practices, research, and successful programs in other urban school districts. Research regarding the ninth grade indicates that the ninth grade year for students is critical to college and career success. At DCPS, most comprehensive high schools have a disproportionate number of ninth grade students, due to a significant number of students repeating the ninth grade because of poor course performance and engagement. These factors are also major contributors towards DCPS’s dropout and truancy rates. To address the specific needs occurring as students transition to high school, the ninth grade academies began at the schools that contain the largest populations of ninth grade repeaters – Anacostia, Ballou, Cardozo, Coolidge, Dunbar, Eastern, Roosevelt, Wilson, and Woodson High Schools. Wilson withdrew after the first year, and Washington Metropolitan introduced their Ninth Grade Academy in the second year. The academy program model is driven by four strategies: frequent progress monitoring to use in data-‐driven decision making, teaming of instructional staff, course programming and assessment to meet student needs, and fostering student engagement. Teams of staff members design personalized learning experiences for students based on frequent assessments of students’ skills and knowledge. All students work towards the same learning outcomes for each unit in each course, based on the DCPS Scope and Sequence, course-‐specific curricular documents, and the Common Core State Standards for College and Career Readiness. Student instruction is designed to provide more teacher time and attention to those who need it to succeed, to teach students how to work together to support each other, and to cultivate independence for all. Team members use planning calendars for each unit to identify and sequence targeted content and skills, standards and sub-‐skills, source materials, learning modes, student sub-‐groups, and all levels of assessments. Team members know what students are studying in each other’s courses, and regularly cross-‐reference their instructional design decisions to ensure balance of activities and tasks for students. District of Columbia Public Schools | August 2014 Page 28 of 96 2014-‐2015 New Teacher Handbook Specialized Instruction District of Columbia Public Schools | August 2014 Page 29 of 96 2014-‐2015 New Teacher Handbook Overview Introduction The vision of the Office of Specialized Instruction (OSI) is to be the district of choice for students requiring early childhood education, students with disabilities, and English language learners. This vision is aligned to our belief that all students, regardless of background or circumstance, can achieve at the highest levels. We serve our students requiring additional supports by providing high-‐quality instruction and services as close to home as possible and in the timely and consistent manner they deserve. Strategic Plan In the spring of 2011, the Office of Specialized Instruction (OSI) embarked on a strategic planning process. At its inception, the plan was comprised of six core initiatives, with cross-‐functional teams composed of over 40 staff members. The core initiatives served as the bedrock of our strategic planning and implementation efforts. The success of the overall strategic plan lays in the hands of our people, and we developed the operating principles to show our commitment to value and develop our staff. These operating principles include: • We will first do no harm in making decisions for, with, and on behalf of students. • We will make informed, data-‐driven decisions based on what is in the best interest of today and tomorrow. • We value, trust, and support our people. • We value both independent and collaborative thinking. • We work collaboratively with our partners, including other offices, schools, community organizations, and families. In 2012, the Office of Special Education merged with the Office of Bilingual Education (now the Division of Language Acquisition [LAD]) and the Office of Early Childhood (now the Division of Early Childhood [ECE]) to become the Office of Specialized Instruction. Since that merging, the OSE strategic plan has been expanded to include goals for LAD and ECE. Goals for these divisions are still being developed, however, the below schematic provides insight into the strategic planning process and how it impacts the daily work of our office. District of Columbia Public Schools | August 2014 Page 30 of 96 2014-‐2015 New Teacher Handbook What’s New for the 2014-‐2015 School Year The OSI is excited to present some of the key initiatives that will be developed and/or implemented in SY14-‐15. These initiatives, which are bulleted below, are indicative of the OSI focus on supporting our schools, supporting our teachers, and supporting our families. Early Childhood Division • Supporting Our Schools: Expanded CLASS Data and Revised Coaching Rubric • Supporting Our Teachers: Summer Learning Institutes and Teacher Advisory Groups • Supporting Our Families: Home Visits, Electronic Newsletters, and Early Learning Centers Language Acquisition • Supporting Our Schools: Blueprint for Success • Supporting Our Teachers: Professional Development for Dual Language Teachers • Supporting Our Families: Internationals Academy Special Education • Supporting Our Schools: Admin Aide Pilot and Rubric • Supporting Our Teachers: Tier 2 Reading Interventions and Instructional Aide Pilot • Supporting Our Families: Parent/student engagement in IEP process, Supported Transitions, and Early Dispute Resolution District of Columbia Public Schools | August 2014 Page 31 of 96 2014-‐2015 New Teacher Handbook Early Childhood Education Overview The Academic Plan begins with our youngest students in early childhood classrooms (PK3, PK4, and Mixed Age) and Kindergarten. Early childhood classrooms implement research-‐based curricula designed to guide children’s learning and help them meet the expectations laid out in the DCPS kindergarten readiness standards. More information on these standards can be found at http://dcps.dc.gov/DCPS/standards. Curricula include Tools of the Mind, Montessori, Creative Curriculum, High Scope, and a Reggio-‐inspired approach. Children are supported in pre-‐literacy and math, as well as an array of activities designed to support the full range of their healthy development. The Tools of the Mind curriculum helps students focus their attention, remember things for long periods of time, and cooperate in the classroom, while other curricula focus on project-‐based approaches or student-‐centered learning. District of Columbia Public Schools | August 2014 Page 32 of 96 2014-‐2015 New Teacher Handbook Programs for English Language Learners (ELL) Overview DC Public Schools (DCPS) serves more than 4,800 students who are English Language Learners (ELLs). Our students come from 133 different countries and speak 107 different languages. DCPS offers several programs for ELL students which are described in more detail below. Linguistically and culturally diverse students registering in DCPS may be sent to the Language Acquisition Division for an English Screening Assessment. The Assessing Comprehension and Communication in English State to State (ACCESS of ELLs©) test places students in English language proficiency (ELP) levels 1 to 5. DCPS provides services to students scoring ELP levels 1 to 4 and exits students from support programs when they reach level 5. Students with an English language proficiency level indicating the need for English support will qualify for English as a Second Language (ESL) services. Content-‐Based English as a Second Language (ESL) Programs: The academic content areas of English Language Arts, social studies, science, and mathematics are used as the vehicle for language learning and to ensure that students master academic content and performance standards. Instruction is primarily in English, although native language support is provided when necessary and when possible. These classes are taught by ESL-‐certified teachers using a pull-‐out, plug-‐in, or inclusion approach. Dual Language Education Programs: Students in this instructional program develop literacy skills in their native language while simultaneously learning a second language. Instruction occurs in both of the languages supported by the program. The following schools have Dual Language Programs: Bancroft: grades PS–5; Bruce-‐Monroe: grades PS-‐5; Cleveland: grades PS-‐5; Columbia Heights Education Campus: grades 6-‐10; Oyster/Adams: grades PreK-‐8; Marie Reed: grades PS-‐5, Powell: grades PS-‐5; Tyler: grades PS-‐5. Secondary Newcomer Literacy Program: This program supports those immigrant students who come to DCPS with a limited formal education background and prepares them to become successful both in school and in the post-‐secondary world. Classes provide students with core academic and literacy skills and knowledge that address gaps in their prior education. This is a full-‐day intensive program that focuses on literacy development, language acquisition, and mastery of academic content. In addition, the program offers orientation on adapting to the life, culture, and educational system in the United States, as well as tutoring, parent workshops, and links to community resources. Newcomer support at Columbia Heights EC, Roosevelt SHS, Wilson SHS, and Cardozo EC includes targeted literacy, content-‐ based ESL, and foundational math support for students new to the country; this may also include native language literacy. Students are given additional support and guidance to ease the transition. International Academy at Cardozo EC: This is an Academy following the Internationals Network for Public Schools research-‐based model in which recent immigrant students are engaged in rigorous, collaborative, content-‐based study in which students are enrolled in their core content classes from day one. The language of each content area is supported through a variety of strategies. Students are grouped heterogeneously according to language proficiency and will experience elevated language and content growth. Sheltered Content: The goal of Sheltered Content programs is for ELL students to develop English proficiency, content knowledge, and academic language skills such that they can enjoy success in District of Columbia Public Schools | August 2014 Page 33 of 96 2014-‐2015 New Teacher Handbook mainstream classes with no ELL services. Sheltered classes are taught by either a dually certified teacher who holds licenses both in ESL and in the content being taught, or a content-‐certified teacher who has completed a minimum of 90 hours of professional development in ESL instruction. Language Line: DCPS offers all teachers and staff the convenience of the Language Line, a 24 hours a day, 7 days a week, telephonic interpretation system that allows the caller to get an interpreter (in more than 100 languages) at his/her fingertips. Language Line: 1-‐800-‐367-‐6559, 6-‐digit Client ID: 511049, Access Code for DCPS: 701001. Additional information regarding identification, placement, and services for ELL students and support for ESL teachers and schools is included in the Language Acquisition Division (LAD) Reference Guide. If you need further assistance, please contact the Language Acquisition Division at (202) 671-‐0750. The office is located at 1200 S Street, NW Washington DC, 20009. District of Columbia Public Schools | August 2014 Page 34 of 96 2014-‐2015 New Teacher Handbook Special Education Inclusive Programming Division The vision of the Inclusive Programming division is to provide a high-‐quality continuum of services in an inclusive environment so every student with disabilities is prepared for success in college, career, and life. Our goal is to provide high-‐quality services to students so that they may develop the skills they need to meet their academic and personal goals. The majority of students may be served in the following three environments. The appropriate placement for a student is based upon his or her individual needs and is determined by the IEP team: • The general education classroom with supplementary aids and services such as special education teacher support (inside of a general education setting). • A special education classroom for part of the day within a neighborhood school. The students spend the remainder of the day in the general education classroom or in activities with students who do not have disabilities (combination inside and outside of a general education setting). • A full-‐time special education classroom for 20 or more hours of specialized instruction per week outside the general education classroom within a neighborhood school. If a neighborhood school does not have a full-‐time class, DCPS will provide support to the school to identify an appropriate location of service. A student may enroll in a school beyond his or her neighborhood school: • If the student requires a level of support or program that is not offered at their neighborhood school. • If the student is enrolled in the Home and Hospital Instruction program (HIP). A student’s IEP services and placement are determined by the IEP team. The locations of special education services for students are determined by the Office of Specialized Instruction in consultation with school-‐based staff. Changes in a student’s location of services that result from a change in the student’s IEP must be determined via the location of services review process outlined in the special education resources section of this guide. DCPS schools are required to serve students based on the level of service determined in their Individualized Education Program (IEP) and are responsible for scheduling students accordingly. This requirement means that each school is responsible for providing services along the continuum based on the needs of its student population. When a school believes it requires additional resources to provide an appropriate setting, it should contact the OSI Inclusive Programming Division, which will complete a District of Columbia Public Schools | August 2014 Page 35 of 96 2014-‐2015 New Teacher Handbook thorough analysis of the staffing and determine if additional resources are required. When the appropriate services are not or will not be available at a student’s local school, DCPS may change the location of services after considering the following: • Program classroom locations • Classroom capacity • Proximity of classroom to home address Inclusion and Inclusive Practices DCPS believes that by including students with disabilities in the general school environment to the greatest extent possible, all students will be better prepared for postsecondary success. Inclusion affords students access to a rigorous Common Core curriculum, fosters relationships among students with and without disabilities, and provides access to resources for all students. Even when students require instruction outside of the general education setting, DCPS is committed to creating opportunites for students to learn together, regardless of disability. This commitment to inclusion drives our work. Inclusion practices and resources include, but are not limited to: co-‐teaching, learning lab, research-‐ based reading interventions for students with disabilities, research-‐based curriculum based on student needs, professional development to align IEP goals to the Common Core State Standards, and specialized instruction coaching to develop specific strategies to increase viable inclusive opportunites for students. OSI Inclusion coaches visit classrooms regularly to support teachers and classroom staff with instructional strategies, progress monitoring, and classroom management techniques. For more information regarding inclulsive practices, please contact [email protected]. Specialized Programs, School Year 2014-‐2015 The Inclusive Programming Division oversees programmatic implementation and quality in full-‐time specialized programs. These classrooms serve a very specific population of students who require a high level of support, in accordance with their IEPs, to access the curriculum. As such, OSI supports these classrooms with content-‐specific coaching and targeted academic interventions. Students in specialized program classes each have 20 or more hours of specialized instruction outside of the general education setting on their IEPs. The summaries below outline the distinguishing features of each of type of specialized program. If you have any questions regarding specialized programs, please contact [email protected]. Behavior & Education Support Program (BES) Contact: [email protected] Program Lead: Nicole Garcia, Manager, Behavior & Education Support Behavior & Education Support Program classrooms are designed for students who have been diagnosed with emotional disturbance (ED) or who exhibit challenging behaviors that interfere with learning. These classrooms provide comprehensive and specialized instruction for students in small, structured, and supportive classrooms to address the needs of students for whom behavior is the primary obstacle to being educated in a general education setting. Behavior coaches provide additional support to BES classrooms. District of Columbia Public Schools | August 2014 Page 36 of 96 2014-‐2015 New Teacher Handbook Communication & Education Support Program (CES) (Formerly Autism Support Program) Contact: [email protected] Program Lead: Megan Gregory-‐Morley, Manager, Communication & Education Support The Communication & Education Support Program is designed around principles of Applied Behavior Analysis (ABA) and uses research-‐based practices to provide students with a highly structured classroom. Students in the Communication & Education Support Program have a primary diagnosis of autism or require additional communication, social-‐emotional, and adaptive behavior development as well as academic support. Certified special education teachers, instructional paraprofessionals, and CES coaches in this program address these needs of students to enhance independent life skills and foster academic success. Early Learning Support Program (ELS) Contact: [email protected] Program Lead: Mike Zuerblis, Manager, Specific Learning Support Early Learning Support Program classrooms are designed for students in preschool through second grade with a primary diagnosis of developmental delay (DD), or those who demonstrate delays in cognition, communication, social-‐emotional, motor, and adaptive skills. Students are instructed using a center-‐based model that allows for a high degree of individual attention and provides access to research-‐based interventions that target growth in literacy and math. Each ELS classroom is staffed with a certified special education teacher and an instructional paraprofessional. Coaches working with the ELS program provide additional support. Independence & Learning Support Program (ILS) (Formerly Intellectual Disability Support Program) Contact: [email protected] Program Lead: Karen Morgan, Manager, Low Incidence Disabilities Independence & Learning Support Program classrooms address the needs of students who exhibit delays in measured intelligence as well as in adaptive and academic functioning or students who have a primary diagnosis of intellectual disability (ID). The Independence & Learning Support Program also provides targeted services for the medical and academic needs of students with chronic health issues. These classrooms offer life skills and focus on literacy to prepare students for a life of employment, productive citizenship, and long-‐term independence. ILS coaches provide classrooms with additional support. Medical & Education Support Program (MES) (Formerly Medically Fragile Support Program) Contact: [email protected] Program Lead: Kerri Larkin, Director, Academic Programs Medical & Education Support Program classrooms are designed for students who experience chronic health issues and who also have severe cognitive disabilities. This program provides services and supports to address students’ intellectual, physical, social-‐emotional, and medical conditions. Students in this program receive instruction in life skills and activities of daily living, which incorporate Common District of Columbia Public Schools | August 2014 Page 37 of 96 2014-‐2015 New Teacher Handbook Core State Standards when appropriate. Oftentimes, these students work to achieve individual IEP goals and objectives, and work towards certificates of IEP completion. Sensory Support Program (Formerly Sensory Impairment Support Program) Contact: [email protected] Program Lead: Karen Morgan, Manager, Low Incidence Disabilities The Sensory Support Program offers students who are deaf/hard of hearing or blind/visually impaired a full array of services and supports to meet their unique educational needs. The program includes access to braille literacy and numeracy instruction and orientation and mobility services for students who are blind/visually impaired. Students who are deaf/hard of hearing have access to instruction in American Sign Language and audiology services. This affords students with sensory support needs the opportunity to learn alongside their nondisabled peers and access the Common Core State Standards-‐based curriculum. Specific Learning Support Program (SLS) (Formerly Learning Disability Support Program) Contact: [email protected] Program Lead: Mike Zuerblis, Manager, Specific Learning Support The Specific Learning Support Program caters to students who have been diagnosed with a specific learning disability (SLD) or who demonstrate complex learning needs and require specialized instruction. Specific Learning Support classrooms use research-‐based interventions and curricula that are aligned to grade-‐level Common Core State Standards to address the needs of students for whom learning is the primary obstacle to being educated in a general education setting. SLS coaches provide classrooms with additional support. Related Service Teams Contact: [email protected] Program Lead: Regina Grimmett and Deitra Bryant-‐Mallory, Directors, Related Services Mental Health and Behavioral Support Services The MHBSS program consists of over 150 DCPS social workers who work with children on issues they face at school, home, and in the community, that may affect their ability to participate in and/or benefit from their education. These services can include group or individual counseling; mental health consultation; home visits; and social, emotional, and behavioral assessments. School social workers work with teachers to analyze student behavior and functioning over time to develop strategies that help maximize learning in the classroom. Social workers also connect students and families with community resources as needed to maximize the impact of in-‐school behavioral support services. Finally, social workers are part of the Crisis Response Team, which supports students and school staff when a crisis occurs. Physical Supports (Occupational and Physical Therapy): Occupational therapists work with students and teachers to improve a student’s ability to attend to and effectively carry out everyday tasks (such as reaching and grasping) so they can better access the school environment. Occupational therapy (OT) services help address the needs of children relative to self-‐help skills, adaptive behavior and play, District of Columbia Public Schools | August 2014 Page 38 of 96 2014-‐2015 New Teacher Handbook sensory and motor skills, and more. Physical therapists work with students and teachers to help students with challenges related to movement, such as climbing stairs or transitioning from class to class. After identifying areas presenting challenges, occupational and physical therapists may provide support including consultation, direct service, and identification of special equipment to help students. Psychology Program: School psychologists collaborate with teachers, parents, students, and other stakeholders to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community. School psychologists help develop student support systems by collecting data, identifying students at risk for poor academic or behavioral outcomes, providing evidence-‐based interventions, and intensively monitoring progress and student achievement. The school psychologist is a core member of each of the school-‐based multidisciplinary teams responsible for RTI, 504, and special education. School psychologists are also responsible for completing psychological assessments and supporting eligibility determinations. Speech and Language Pathology & Audiology Services: The Speech-‐Language Pathology program serves children with specific disorders and delays related to language and communication. It provides therapy to help students overcome the academic impact of these challenges. Support may include the use of technology (such as devices that assist nonverbal students with communication) to help students become more independent. Speech-‐language pathologists also work closely with teachers and parents to build speech-‐language skills and help students apply those skills to all learning opportunities. Other Programs, Supports, and Resources Assistive Technology Contact: [email protected] Program Contact: Lisa Brodjieski, Program Manager Assistive Technology (AT) is an umbrella term for all services that directly help a student with a disability select, acquire, or use an AT device to access the curriculum. AT devices, tools, and services are used by students with IEPs or 504 plans to access the general education curriculum. There are three major categories of AT: AT for access, AT for communication, and AT for learning. AT for access supports the physical and sensory needs of students with disabilities. DCPS provides devices, tools, and services to students with AT prescribed in their IEPs served in DCPS. Extended School Year: Contact: [email protected] Program POC: Sarah Scherer, Specialist, Resources & Analysis Extended School Year (ESY) refers to special education and/or related services provided beyond the normal school year to a student with a disability in accordance with his or her IEP. To support the individual needs of students found eligible for ESY throughout the year, DCPS offers a summer program focused on providing opportunities to help assist critical skill retention so these students are ready to begin school in the fall. ESY summer sites are located at various schools each year. To be considered eligible for ESY, a student must qualify under the following three criteria: 1. The IEP team must identify a critical skill or skills that will be at risk if a break in the student’s services occurs. A critical skill is something essential to a student’s progress. 2. Once the critical skill(s) has been identified, the team must determine if the student will experience unusual levels of regression (or a loss in skill proficiency) if a break in services occurs. District of Columbia Public Schools | August 2014 Page 39 of 96 2014-‐2015 New Teacher Handbook 3. If the IEP team is concerned about the level of regression of a critical skill, they must then determine if the student will take an unusual amount of time to relearn, or recoup, that skill to his or her previous level of mastery. Home and Hospital Instruction Program (HIP) Contact: [email protected] Program Lead: Denise China-‐Johnson, Program Manager, Home and Hospital Instruction Program DCPS Home and Hospital Instruction Program (HIP) services students who are identified as having medical and emotional conditions that interfere with their ability to attend school in a traditional classroom setting. HIP offers both instructors and online resources to provide highly effective instruction aligned to the DCPS curriculum. Students in elementary general education or in special education (regardless of grade level) receive individualized instruction from a HIP instructor. Students in secondary general education and students in secondary special education on the diploma track (earning Carnegie units) are enrolled in DCPS online PLATO learning courses. Professional Development Contact: [email protected] Program Lead: Kara Mitchell, Specialist, Professional Development Registration for Professional Development is done through the Professional Development Planner. 1) Go to http://dcps.schoolnet.com. 2) Sign-‐in using your assigned PD Planner username and password. Your username is different from your DCPS login (ex. your username on the PD Planner would not be [email protected]) 3) If you do not know your username, click Trouble Signing In and enter your DCPS email address. Your login information will then be emailed to you. 4) After you sign-‐in, go to the upper left of the page and hover your cursor over Educator Development. 5) You will see three options, click on PD search. 6) Type in the title of the session you wish to attend (i.e., How to Write Effective Standards-‐Based IEPs). The other option is to click on calendar, located to the right of the Browse by option to view available sessions. 7) Click on the title and you will come to the registration page for the session. The register option appears on the right in an orange rectangular box. 8) After clicking on the Register option, you will receive an email confirmation of your registration. Section 504 Contact: [email protected] Program Lead: Colin Bishop, Specialist, Section 504 Program The Section 504 Program provides necessary accommodations and related services to eligible students through a 504 Plan. Students are eligible for accommodations and related services under Section 504 if they have a (1) physical or mental impairment that (2) substantially limits (3) a major life activity. The student must meet all three criteria to be eligible. Additional Resources: • Training materials, policy guidance, and materials are available through Educator Portal: https://www.educatorportalplus.com/group/edportal/504coordinators • 504 Plans and additional documentation for specific students are available through the 504 Student District of Columbia Public Schools | August 2014 Page 40 of 96 2014-‐2015 New Teacher Handbook Tracker: https://octo.quickbase.com/db/bhfcm44b3 Transition Contact: [email protected] Program Lead: Pamela Downing-‐Hosten, Director, Transition Within the Inclusive Programming Division, the Transition team helps schools prepare students with disabilities for postsecondary transition. The transition team supports schools to offer transition course such as Self-‐Advocacy. Additionally, the team provides two additional postsecondary transition preparation programs. The Competitive Employment Opportunities Program (CEO) provides high-‐school age students with disabilities the opportunity to connect with professional mentors who work in a range of competitive occupations. Students attend paid weekly professional development classes, and work with mentors to complete a career-‐focused capstone project. Upon completion of the program, mentors assist participants in obtaining paid summer internships at their place of employment. Project SEARCH is a school-‐to-‐work program that takes place entirely in a workplace setting where students gain real-‐life work experience combined with training in employability skills. Students work with various federal agencies to further career exploration. For more information about transition programs please contact [email protected]. IEP Process Guide The IEP Process Guide outlines the four steps for the IEP Process and explains the related timelines and steps that the team should take to complete the process thoroughly and timely, and can be accessed on the Educator Portal+. https://www.educatorportalplus.com/group/edportal/viewko?p_p_id=20&p_p_state=normal&p_p_mo de=view&_20_struts_action=%2Fdocument_library%2Fview_file_entry&_20_redirect=https%3A%2F%2 Fwww.educatorportalplus.com%2Fgroup%2Fedportal%2Fofficeofspecialeducationreferenceguide&_20_ fileEntryId=125223 District of Columbia Public Schools | August 2014 Page 41 of 96 2014-‐2015 New Teacher Handbook District of Columbia Public Schools | August 2014 Page 42 of 96 2014-‐2015 New Teacher Handbook Professional Development District of Columbia Public Schools | August 2014 Page 43 of 96 2014-‐2015 New Teacher Handbook Professional Development in Schools At DCPS we recognize that the best schools are those focused on the learning of children and adults. This is why providing educators with outstanding support is a top district priority. The following are ways that the district and schools support teachers through professional development in their schools. Instructional Coaches Instructional Coach (IC) support is an integral part to a teacher’s development and to a school’s improvement. Most schools have one IC who is a member of the Academic Leadership Team (ALT). The IC is an experienced teacher who is trained in best practices of adult learning and understands how to best facilitate adult learning. During the school year, the IC has five Learning Cycles (LC). Each LC is six weeks long. Throughout the Learning Cycle, the IC works with eight-‐to-‐ten teachers intensely. There are two different types of Learning Cycles: Collaborative Learning Cycle and Individual Learning Cycle. Collaborative Learning Cycles (CLCs) Collaborative Learning Cycles are six-‐week professional development cycles facilitated by instructional coaches. CLCs focus on improving the academic achievement through job embedded support. Each instructional coach supports teachers in better understanding student data and identifying appropriate instructional and planning strategies. CLCs are designed to provide teachers with intensive classroom support, over several weeks, in a small-‐group setting. This approach exemplifies research-‐based best practices for professional development: extend support over time, provide targeted and specific feedback, and have ongoing follow-‐up. Individual Learning Cycles (ILCs) Related to the CLCs are Individual Learning Cycles that occur between a coach and an individual teacher. ILCs also take place over a six-‐week period, but are tailored to the specific needs of the focal teacher. The instructional coach works directly with the teacher to create a coaching plan to meet the teacher’s specific goals and aid him or her in implementing new instructional practices. Like CLCs, ILCs are also based upon proven best practices. Master Educators Master educators provide professional development to teachers through post-‐observation conferences (POCs), during which master educators and teachers debrief a recent observation and discuss strengths and areas for growth according to the Teaching and Learning Framework (TLF). These conversations are opportunities for teachers to both reflect on their practice and seek content-‐specific guidance and resources. Shortly after these conferences, teachers may view their final written reports, including scores and comments for each of the nine Teach standards, by logging into the IMPACT database at http://impactdcps.dc.gov. During the 2014–2015 school year, Master Educators will provide intensive support to a subset of teachers through the MyPD initiative as part of the DCPS five-‐year strategic plan, A Capital Commitment. Master Educators will lead content-‐specific, collaborative learning cycles and provide individualized coaching to teachers participating in this initiative. Master educators will also provide professional development sessions on the TLF to teachers across the district. District of Columbia Public Schools | August 2014 Page 44 of 96 2014-‐2015 New Teacher Handbook Professional Development Resources and Opportunities Educator Portal+ The Educator Portal+ is an online platform where DCPS educators can connect with colleagues and access differentiated high-‐quality professional development resources aligned to the Teaching and Learning Framework (TLF) and Common Core State Standards (CCSS). Featured resources include: • Teach Standard Resource Sets: Self-‐assessments, high-‐impact instructional strategies, annotated resource lists, and other tools aligned to each Teach standard • Reality PD: A video library of outstanding DCPS teachers in action, covering all nine Teach standards and a variety of grade levels and major subject areas • Curricular Resources: DCPS’s scope and sequence documents and unit overviews aligned to the CCSS • Policies and Procedures: DCPS’s policies, procedures, and practices that are in place to support a safe learning environment Access these resources and sign up for relevant events and announcements by visiting http://dcps.dc.gov/educators and logging in using your DCPS email address ([email protected]) and e-‐ mail password. Please contact [email protected] with any questions. Teach Resource Sets The Teach Resource Sets were created by the IMPACT team with input from master educators in order to share high impact instructional strategies and best practices that teachers can implement right away in their classrooms. Each Teach standard has one resource set, which can be used as a tool to deepen understanding of that standard. Electronic versions of all nine Teach Resource Sets are located on the Educator Portal+. If you have questions about the Teach Resource Sets, please email the IMPACT team at [email protected]. All Teach Resource Sets include the following components: • The Teacher Self-‐Assessment is a tool that can be used to facilitate reflection on the different rows of the Teach standard. The self-‐assessment can be used as a starting point to create essential questions and action plan goals for individual professional development. It can be revisited to assess growth. • The Enhancing Professional Practice Guide is the central document of the resource set; it is aligned to the TLF rubric and Teacher Self-‐Assessment. It outlines suggested reflection and instructional activities for each row of the Teach standard. Connections to other parts of the resource set are noted. • The Short List is a list of five to ten books, print articles, websites, and online articles that are highly recommended to develop proficiency in elements of a specific Teach standard. Each entry includes a brief description. A more extensive list of resources is available in the Annotated Resource List. District of Columbia Public Schools | August 2014 Page 45 of 96 2014-‐2015 New Teacher Handbook • The Annotated Resource List is an extensive compilation of books, print articles, websites, and online articles that are recommended to develop proficiency in a specific Teach standard. Each entry includes a description of the resource and an indicator of the elements of the Teach standard to which it applies. • Additional resources, highly effective strategies, and templates aligned to a specific Teach standard have been collected and created to support educators in focusing on their instructional practice. These resources supplement existing DCPS and external resources and include guides on using district professional development modules and Reality PD videos. These additional resources are often highlighted in the Enhancing Professional Practice Guide. Using Teach Resource Sets for Individual Professional Development Teach Resource Sets are designed to support teachers during individual professional development as well as when they are working with an instructional coach during an Individual Learning Cycle. One suggested sequence of using a Teach Resource Set for individual professional development is described below. More information and sample templates are found in the User Guide section of each of the Resource Sets. Self-‐ Assess • Complete the Teacher Self-‐Assessment to begin refleczng on the different elements of the Teach standard. • Use the Enhancing Professional Prachce Guide to idenzfy suggested strategies and next steps for the elements you want to improve. Gather Strategies & • Explore the Short List and Addihonal Resources for descripzons of instruczonal strategies and resources. Resources Plan & Implement Reflect • Use the Achon Plan Template to outline which instruczonal praczces and strategies you will implement in your classroom. • Use the Reflechon Template, student work, and classroom data to reflect on your progress and to idenzfy your next area of professional development focus. District of Columbia Public Schools | August 2014 Page 46 of 96 2014-‐2015 New Teacher Handbook Reality PD Reality PD is an extensive library of professionally-‐produced lesson videos, filmed in DCPS classrooms and featuring our own outstanding teachers. Each video focuses on one Teach standard from the Teaching and Learning Framework (TLF). The clips cover all nine Teach standards in a variety of grade levels and subject areas. These videos celebrate excellent teaching across the city and are a powerful professional development tool to drive great practice. Reality PD supports strong instructional practice in a variety of ways: • Teachers can view videos as part of their own, self-‐guided, professional development. • Instructional coaches can ask teachers to view specific videos as part of an individual learning cycle. • School leaders and/or master educators may refer teachers to videos in written reports or during post-‐observation conferences (POCs) that are relevant to the teacher’s particular areas for growth. • School leaders may use videos as part of the collaborative professional development in their buildings. You can access these resources by visiting http://www.educatorportalplus.com and logging in using your DCPS email address ([email protected]) and e-‐mail password. Please contact [email protected] with any questions, or visit the DCPS homepage for more information. PD Planner PD Planner is an online catalogue of professional development opportunities that enable DCPS educators to target support where they need it most. Educators can browse offerings and register for workshops presented by DCPS, the Washington Teachers’ Union, and other organizations. At the conclusion of a training course, a certificate of completion can be submitted for recertification credit, as applicable, with the Office of the State Superintendent of Education (OSSE). Visit PD Planner at http://dcps.schoolnet.com and log in with your DCPS email address and password. Teaching in Action The Teaching in Action program allows teachers to observe high-‐performing “consulting teachers” in their same content area or grade level at other DCPS schools. Consulting teachers list their profiles, instructional strengths, and times when interested visitors may observe them. Visiting teachers sign up for free slots via QuickBase, and visit that classroom at the selected time. After the observation, consulting and visiting teachers debrief the lesson and discuss best practices. To sign up for Teaching in Action, visit https://octo.quickbase.com and click on ‘DCPS Teaching in Action’. For any questions, contact [email protected]. The Washington Teachers’ Union The Washington Teachers’ Union (WTU) offers the Educational Research and Dissemination (ER&D) program — research-‐based professional development courses held after school, on weekends, and during district professional development days. In addition, the WTU professional development office coordinates free, site-‐based, professional learning opportunities designed to support local school improvement initiatives. For more information, please visit http://www.wtulocal6.org. District of Columbia Public Schools | August 2014 Page 47 of 96 2014-‐2015 New Teacher Handbook District of Columbia Public Schools | August 2014 Page 48 of 96 2014-‐2015 New Teacher Handbook Human Capital Initiatives District of Columbia Public Schools | August 2014 Page 49 of 96 2014-‐2015 New Teacher Handbook IMPACT Introduction IMPACT, first introduced in 2009, is a teacher evaluation system designed to help staff become more effective by: • Clarifying Expectations: IMPACT outlines clear performance expectations that are tailored to staff members’ specific job responsibilities. • Providing Feedback and Support: Quality feedback is a key element to the improvement process, which is why IMPACT provides staff members with multiple opportunities to engage in conversations about strengths and areas for growth. IMPACT also provides data that helps instructional coaches and other support personnel be more effective in their work. • Retaining Great People: Having highly effective staff members in our schools helps everyone improve. IMPACT helps retain these individuals by providing significant recognition for outstanding performance. How does IMPACT work? IMPACT ratings for teachers are based on the following: • Student Achievement: We believe that a teacher’s most important responsibility is to ensure that her or his students learn and grow. DCPS uses two student achievement measures: Individual Value-‐Added Student Achievement Data (IVA) and Teacher-‐Assessed Student Achievement Data (TAS). In the 2014-‐2015 school year, students will take the PARCC test instead of the DC CAS. Due to this transition in assessments, IVA will not be included in final IMPACT scores in 2014-‐2015 but will be in future years. • Instructional Expertise: This is assessed through formal and informal observations each year by teachers’ administrators and by independent, expert practitioners called master educators. Feedback and guidance for growth are provided in five post-‐observation conferences. • Collaboration: Education is very much a team effort, which is why IMPACT also measures the extent to which educators work together as a school on behalf of students. • Professionalism: Teachers are also held accountable for key professional requirements, including following all school policies and procedures, and interacting with colleagues, students, families, and community members in a respectful manner. IMPACT ratings for other school-‐based staff are based on criteria specific to their jobs. For example, instructional coaches are evaluated based on how well they support teachers, while custodians are evaluated based on building maintenance and safety. How will my instructional practice be assessed? Your instructional practice will be assessed through four formal, 30-‐minute classroom observations according to the Teaching and Learning Framework (TLF), a rubric that reflects DCPS’s definition of effective instruction. Formal observations will be conducted by administrators (principals or assistant principals) and by independent, expert observers called master educators. All teachers who are new to DCPS will receive a 30-‐minute, informal (non-‐evaluative) observation from an administrator before they receive any formal administrator or master educator observations. This District of Columbia Public Schools | August 2014 Page 50 of 96 2014-‐2015 New Teacher Handbook means that teachers who are new to DCPS will not be observed by a master educator until after January 5, 2014. These informal observations are purely for your professional development and will not count toward your final IMPACT score. You should familiarize yourself with the expectations in the TLF by reading the rubric and participating in the interactive module. Please visit http://dcps.dc.gov/DCPS/tlf to access these materials. Please visit the following link for more information about IMPACT: http://dcps.dc.gov/DCPS/In+the+Classroom/Ensuring+Teacher+Success/IMPACT+(Performance+Assess ment). Please visit the following link to view a digital copy of your IMPACT Guidebook: http://dcps.dc.gov/DCPS/In+the+Classroom/Ensuring+Teacher+Success/IMPACT+(Performance+Assess ment)/IMPACT+Guidebooks. District of Columbia Public Schools | August 2014 Page 51 of 96 2014-‐2015 New Teacher Handbook Teaching and Learning Framework Overview At the heart of the Effective Schools Framework sits teaching and learning, with a focus on strong classroom instruction. In order to ensure continuous academic growth and high levels of student achievement, all teachers must engage their students in rigorous and relevant classroom instruction that improves the students’ academic and social-‐emotional skills and abilities. The Framework’s Purpose Guided by the district’s core beliefs, the Teaching and Learning Framework has been developed with three purposes: • Provide clear expectations for teachers; • Align professional development and support; and • Support a fair and transparent educator assessment system. For more information, please refer to the website: http://dcps.dc.gov/DCPS/About+DCPS/Strategic+Documents/Teaching+and+Learning+Framework. District of Columbia Public Schools | August 2014 Page 52 of 96 2014-‐2015 New Teacher Handbook LIFT Overview Beginning in the 2012-‐13 school year, DCPS rolled out its Leadership Initiative For Teachers (LIFT), a groundbreaking teacher career ladder that aims to guide outstanding DCPS teachers on the path to a long, fulfilling career in our district. LIFT is a five-‐stage career ladder that provides high-‐performing teachers with opportunities for advancement inside and outside of the classroom, as well as greater autonomy and increased recognition and compensation as they advance. All DCPS teachers are placed in one of the five LIFT stages, and become eligible for a variety of opportunities and benefits corresponding to this stage. Your advancement up the LIFT ladder is determined by your annual IMPACT rating. Once you’ve entered a particular stage, you will remain there until you earn the requisite Effective and/or Highly Effective ratings to progress to the next stage. You cannot move backwards along the ladder; you can only advance. LIFT was based upon the input of hundreds of DCPS educators, administrators, and central office staff members. Ultimately, LIFT will ensure that we are able to attract and retain outstanding teachers in DCPS. With LIFT, teachers at every stage and experience level will be able to envision a future in this district that will help them to meet their personal and professional goals. Please visit dcps.dc.gov/DCPS/LIFT or email [email protected] for more information. District of Columbia Public Schools | August 2014 Page 53 of 96 2014-‐2015 New Teacher Handbook District of Columbia Public Schools | August 2014 Page 54 of 96 2014-‐2015 New Teacher Handbook Community & Family Resources District of Columbia Public Schools | August 2014 Page 55 of 96 2014-‐2015 New Teacher Handbook Office of Family and Public Engagement Overview The Office of Family and Public Engagement works to accelerate the rate of achievement in DC Public Schools by investing families and the greater DC community in student and school success. The Office of Family and Public Engagement has three divisions: • School Level Family Engagement • Family and Community Engagement • Community Partnerships School Level Family Engagement Mission The School Level Family Engagement Division seeks to build capacity among school administrators and teachers to engage families in strong, meaningful relationships wherein families are actively engaged in and contributing to improving student achievement. What does good family engagement look like in DC Public Schools? In DC Public Schools we define Family Engagement as the collaboration between families and schools that drives student achievement. Great teachers use a number of strategies to engage families; these strategies have three key things in common: • Build trusting relationships with families: Before many families feel ready to engage as partners in their child’s education, they need to trust and feel respected by their child’s teachers. Teachers build that trust by reaching out to families at the beginning of the year, and learning about them and their child. • Engage families as partners in their student’s academic success: Once the foundation of mutually respectful relationships is in place, teachers provide the information families want most: how their individual child is doing in school and what they can do at home to help. • Communicate consistently and meaningfully with families: Good family engagement is an ongoing process, not a series of isolated events. Teachers communicate with families throughout the year to further strengthen their relationships, seek advice and feedback, and encourage and follow-‐up on academic partnering activities. Recommended reading for teachers interested in learning more about this work: For helpful Family Engagement resources like parent-‐teacher conference templates and positive phone call scripts visit educatorportalplus.com/group/edportal/familyengagement. District of Columbia Public Schools | August 2014 Page 56 of 96 2014-‐2015 New Teacher Handbook To read about how DC Public Schools is supporting student, achievement-‐focused, family engagement efforts through partnership and professional development visit dcps.dc.gov/DCPS/Parents+and+Community/Engaging+Families+and+Community/School+Level+Family+ Engagement. Source: Flamboyan Foundation Family and Community Engagement Mission The Family and Community Engagement Division engages with families, partners, and community stakeholders to build and strengthen critical relationships that improve the educational environment for our students, informs the development of resources, and in turn, drives student academic success. The three primary focus areas for the Family and Community Engagement Division include: • District-‐Level Engagement: Periodically host large scale, district-‐wide engagement events to share information about key priorities, solicit feedback, and encourage relationship building at the school level. Examples include engagement around the FY13 School Consolidation and Reorganization Plan and the Boundaries and Feeders Revisions. Additionally, technical and operational support and guidance provided to DCPS-‐wide specialized committees (i.e. task forces, working groups, etc.) tackling major policy changes and new initiatives that impact the district’s stakeholders. • Chancellor and DCPS Leadership Activities: Regularly coordinate engagement efforts for the Chancellor to demonstrate her commitment to engage parents and community members in a variety of settings. Examples include Chancellor’s Living Room Chats and Parent Cabinet in addition to State of the Schools meetings and the Chancellor’s Address. • Targeted School and Community Level Engagement Activities and Resources: Develop, coordinate, and navigate issues that are of interest to particular communities. This engagement strategy involves hosting and supporting community level meetings and providing resources to community members and parents. Examples of activities and resources are detailed below: • Individual Parent Organization Supports: Provide technical assistance to parent organizations (PTAs, PTOs, etc.) around working in an aligned manner with principals, developing effective programs and initiatives to support schools, strengthening the executive board, and more. • Local School Advisory Team (LSAT): Provide guidance materials (LSAT guidelines, FAQs), training on the purpose and role of LSATs, trouble shooting, training on the LSAT’s role in the annual school budget process, and more. • Resources for Parent Leaders: o Monthly email to parent leaders containing important reminders and key dates and helpful information and updates on district-‐wide initiatives (Parent Leader Academic Network – PLAN) District of Columbia Public Schools | August 2014 Page 57 of 96 2014-‐2015 New Teacher Handbook o o Parent Leader Toolkit; The Skills for Effective DCPS Parent Leaders: A Toolkit for Moving Forward serves as a guide to help parents create, strengthen, and expand parent-‐led organizations in DCPS. The toolkit offers a series of one-‐ pagers that center on a key skill parent leaders can use to support their school success (i.e., Working Effectively with School Leaders, Understanding and Using Data) DCPS Parent Handbook provides families with comprehensive information about district-‐wide policies, practices, and protocols. Schools, families, and community members can access this resource online in six languages. Recommended reading for teachers interested in learning more about this work: Henderson, A. T. (2007). Beyond the Bake Sale: The Essential Guide to Family-‐School Partnerships. New York: New Press. Johnson, J. (2011). What's Trust Got to Do With It: A Communications and Engagement Guide for School Leaders Tackling the Problem of Persistently Failing Schools. Public Agenda. Please contact the Family and Community Engagement Division at [email protected] or 202-‐719-‐6613. Community Partnerships Mission The Community Partnerships Division is charged with maximizing resources and supports in the community in order to build a world-‐class school system. We do this by guiding the strategic approach for volunteers, donations, and partnerships at the district and school levels. Four primary focus areas for the Community Partnerships Division: • Partnerships—managing a variety of relationships with external stakeholders • Volunteers—connecting volunteers to one time and episodic events • Donations—processing cash and in-‐kind donations • Events—managing district-‐wide events including our annual Beautification Day Recent initiatives include: • Beautification Day (End of August, before School Opening) • School-‐based partners database • Partnerships best practices toolkits • DC Teen Design Fair • DCPS Night at the Nationals Please contact the Community Partnerships Division at [email protected]. As this relates to teachers, there are a few important policies and reminders you should have on your radar regarding donations and volunteers! Please read the FAQs below to learn basic policies and legal requirements for volunteer clearance process and donation acceptance procedures. District of Columbia Public Schools | August 2014 Page 58 of 96 2014-‐2015 New Teacher Handbook Frequently Asked Questions 1. Do schools have to work with the Community Partnerships team every time we want to partner with an organization? No, the partnerships team does not manage or vet all partners within DCPS. Schools are best positioned to select, manage and assess partners for their community. Our team is here to provide your school leaders with recommendations on partnerships and general best practices to ensure all partners are making meaningful contributions to your school goals. 2. Do teachers have to work with the Community Partnerships team every time we want a volunteer in our classroom? No. You should be working with your school and school leaders to determine who should be volunteering in your class. Ultimately, individual schools form and manage the majority of partnerships with in the school system. OFPE provides schools with system-‐wide strategic support around partnerships and community engagement. 3. When is a volunteer required to be fingerprinted and go through DCPS’s volunteer clearance process? If there is a possibility that the volunteer could be alone with students (refer to scenarios below), then the volunteer must go through the DCPS fingerprinting and background clearance process. This is a legal requirement. More information is available at http://dcps.dc.gov/. 4. What are common scenarios in which a volunteer may be left alone with a child? This can often happen during tutoring and mentoring programs or even includes taking a child to the bathroom during a field trip, or supervising a class while a teacher steps out for a few moments. One tip is to always make sure there are at least two DCPS employees on a field trip with young children—one DCPS employee who can take children to the bathroom and one who can stay with the remaining children and other volunteers. As long as the volunteer is never alone with a child other than his or her own, then they are not required to go through the clearance process. 5. What does a volunteer need to do to get a DCPS background clearance? Volunteers must bring the following items to DCPS central office during specified processing dates/times (details online). They will then be fingerprinted by the Office of School Security for a background check. -‐ State issued photo identification -‐ Complete DCPS volunteer application -‐ Tuberculosis (TB) test results (taken within one year of the application date) 6. How do I know if a volunteer has been cleared? Volunteers will receive a clearance letter in the mail 10 business days after being fingerprinted. The exact date of clearance can be found on the top of the letter. Your school should have a point of contact on campus that is collecting and maintaining background check clearance letters on file. District of Columbia Public Schools | August 2014 Page 59 of 96 2014-‐2015 New Teacher Handbook 7. How often do volunteers need to have a background check? Volunteers are required to renew their background checks every two years. The exact date of clearance can be found on the top of the volunteer clearance letter. 8. Where can I find out more information about DCPS Fingerprinting? There are different policies for volunteers versus DCPS employees. To find out information about volunteers, visit http://dcps.dc.gov/DCPS/Parents+and+Community/Volunteer+in+Our+Schools 9. What are the donation policies for DCPS? Because DCPS is part of the District of Columbia Government, all DCPS donations must adhere to the Mayor’s Office of Partnerships and Grant Services (OPGS) policies. This is a legal requirement. Each school should have a point of contact who manages this process for school donations. It is typically the Business Manager. 10. If I get a donation for my classroom, what do I need to do? You should work with your school’s Business Manager (or designated staff) to make sure that you are submitting the appropriate forms to process the donation. If the donation is less than $500, there is a quick form your Business Manager can give you to complete. If the donation is more than $500, your Business Manager will have to help you ensure all the appropriate forms are submitted. 11. What are some tips to keep donation processing as simple as possible? Encourage in-‐kind donations whenever possible. This will allow the resources to reach your school as quickly as possible. Communication and Digital Engagement Mission The Office of Communications and Digital Engagement supports DC Public Schools’ efforts to keep parents, families, and other key stakeholders regularly informed of DCPS’s progress, goals, and key initiatives. The below are best practice “Do’s and Don’ts” for DCPS teachers when communicating, using Twitter and other forms of social media. Do’s: • Create your teacher Twitter account with your dc.gov email address so there isn't any confusion between your personal account and official business account. • Be sure the device you use when tweeting from your official account has a password and locks when you're not using it. • Once you set up a Twitter account, please submit your account name and password to your principal for safe keeping. • Be a human being. Be yourself. And tweet as often as you can. • Be positive. You’re the champion of your students, fellow educators, and schools. Shout out people that you feel are doing a good job. District of Columbia Public Schools | August 2014 Page 60 of 96 2014-‐2015 New Teacher Handbook • • • • • • Take pictures as often as you can—but get permission. When you are photographing students, take the picture at their eye level. Avoid shooting into direct light. It'll make for dark photos. Make sure your students’ media releases are up-‐to-‐date. The media release is a part of the annual enrollment form. Retweet people, especially other teachers and parents. Reference/Expert power: Give advice or guidance on pertinent issues. Be a source of information. Be responsive to your school community. Before you send each tweet, ask yourself, "How would I feel if this ended up being printed in the newspaper?" Don’ts: • Engage in arguments with people e.g. debates about education reform or labor policies. • Have location tracking services turned on for Twitter. It will attach GPS coordinates to your tweets. District of Columbia Public Schools | August 2014 Page 61 of 96 2014-‐2015 New Teacher Handbook Field Trips Scope and Sequence Alignment To support your classroom goals and student learning, DCPS has shared our English Language Arts (ELA) and Math scope and sequence documents with various arts-‐focused partners in the city. The purpose of this partnership is to align external resources—field trips, programs, and web sites with our academic goals, vocabulary, and standards. You can find these resources within the ELA and Math unit overviews. In the coming years we plan to expand these resources across content areas. DC Arts and Humanities Collaborative The DC Arts and Humanities Collaborative, a nonprofit community partner, publishes a catalog of field trips that offer free and reduced ticket prices to school groups. If you sign up for their educator program, Arts For Every Student, they will provide free bus transportation for their field trips. This coming year the catalog will also highlight the DCPS standards that align with each event. Please visit them online at http://www.dcahec.com/. District of Columbia Public Schools | August 2014 Page 62 of 96 2014-‐2015 New Teacher Handbook Reporting Child Abuse Overview DC Child and Family Services (CAFS) takes reports of child abuse and neglect 24 hours a day, seven days a week at 202-‐671-‐SAFE [202-‐671-‐7233]. This hotline is the gateway to protection and help for child victims and those at risk up to age 18 in the District of Columbia. Sometimes, people fear that reporting child abuse or neglect will destroy a family. The truth is that getting help can protect children from further harm and assist the family in overcoming problems. Your call to the District hotline at 202-‐671-‐SAFE is confidential. When you call, a trained hotline worker will ask you for: • The name, address, age, and gender of the child • Who is caring for the child and whether other children live in the home • The nature and extent of the abuse or neglect, as you know it—and any previous abuse or neglect you know about • Any additional information that may be helpful District of Columbia Public Schools | August 2014 Page 63 of 96 2014-‐2015 New Teacher Handbook School Facilities and Sustainability Overview The Department of General Services (DGS) is responsible for providing facility management services to all municipal buildings including DCPS schools. These include construction and modernization of school buildings as well as operational services related to integrated pest management, water quality, indoor air quality, and energy, waste, and water management. To learn more about DGS, visit http://dgs.dc.gov/. DGS provides recycling and energy conservation programs for all DCPS schools. In 2014-‐2015 the recycling program is expanding to include recycling organics in cafeterias in all DCPS schools. Schools will also be invited to participate in an energy competition. To get involved in school sustainability initiatives, visit http://dgs.dc.gov/page/healthy-‐schools or contact Beth Gingold, Schools Conservation Coordinator for the Department of General Services, at [email protected]. District of Columbia Public Schools | August 2014 Page 64 of 96 2014-‐2015 New Teacher Handbook Youth Engagement District of Columbia Public Schools | August 2014 Page 65 of 96 2014-‐2015 New Teacher Handbook Homeless Children and Youth Program Mission and Purpose The Homeless Children and Youth Program (HCYP) seeks to ensure free, appropriate, public educational opportunities for homeless children and youth and students in temporary or transitional housing. As governed by Title X of the No Child Left Behind, McKinney-‐Vento Homeless Assistance Act, students in homeless situations should have equal access to the same educational opportunities and services as non-‐homeless students. HCYP Core Services and School Supports: • • • • • • • Identification of the number of DCPS students in homeless situations or temporary housing Provision of transportation assistance (Metro passes and tokens) Resolution of disputes between homeless families and local schools Assistance with rapid school enrollment Support with November Homeless Awareness Month activities Professional development for school-‐based homeless liaisons and staff Educational workshops for parents of homeless students Federal law defines homeless children and youth as: • Children and youth who lack a fixed, regular, and adequate nighttime residence; • Children and youth who are sharing the housing of other persons due to loss of housing, economic h ardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to lack of alternative adequate accommodations; are living in emergency or transitional shelter; are abandoned in hospitals; or are awaiting foster care p lacement; • Children and youth who are living in cars, parks, public spaces, abandoned b uilding, substandard housing, bus or train stations, or similar settings; • Migratory children who qualify as homeless because they are living in circumstances described above; and • Unaccompanied youth, including youth who are not in the physical custody of a parent or guardian, who qualify as homeless because they live in circumstances described above. Schools are Required to Provide Students in Homeless Situations: • Rapid school enrollment: schools must immediately enroll homeless children and youth, even when school or health records, birth certificates, or proof of residency are unavailable at the time of enrollment. • • • • Homeless students have the right to stay in their school of origin (the school they were attending when they lost their housing), the school in boundary for their current, temporary residence, or the school in the best interest of the student. Unaccompanied youth must be provided educational access through the support of the local school-‐ based liaison. Transportation assistance (metro passes or tokens)* School uniforms* School supplies* District of Columbia Public Schools | August 2014 Page 66 of 96 2014-‐2015 New Teacher Handbook • Referrals to other in-‐school or community-‐based resources * HCYP and the Neediest Kids Program can supply these items to your school. Key School Staff Actions to Support Homeless Students in SY 2014-‐2015 1. School-‐based Homeless Liaisons: • Serve as your school’s point-‐of-‐contact for homeless families. • Assist with identifying homeless students enrolled at your school who may be in need of supports. • Pick up monthly transportation assistance (metro tokens and passes) from the Central Office, or designated site, and distribute to homeless students, as needed. • Connect students to other in-‐school or community-‐based resources, as needed. • Maintain an accurate roster of homeless students and families at your school. 2. Registrars and other front office staff: • Ensure that homeless students are enrolled immediately. A parent or student may verbally disclose they are homeless or will note it in the Housing Status section (#23) of the DCPS Annual Student Enrollment Profile. If you have concerns about a student’s housing status, the student should be enrolled and then you should contact OYE for assistance. • Notify your homeless liaison of all homeless students who enroll. • Update the housing status in DC STARS (or Aspen SIS) for students who become displaced during the school year. This helps us accurately track the number of homeless students within DCPS. You should consult with your homeless liaison about these changes. 3. Other school staff: • Know your school’s homeless liaison. • Complete a Homeless Student Referral Form for any student who discloses their homeless status and submit it to your school’s homeless liaison. The form should reflect the student’s current housing status and any areas of concern or support. For more information or to receive assistance, contact: Nicole Lee-‐Mwandha Specialist, Homeless Children and Youth Program Office of Youth Engagement 1200 First Street NE, 8th Floor (202) 576-‐9502 nicole.lee-‐[email protected] District of Columbia Public Schools | August 2014 Page 67 of 96 2014-‐2015 New Teacher Handbook Homeless Student Referral Form This form is intended to address the requirements of the McKinney-‐Vento Act (Title X, Part of C of the No Child Left Behind Act). The questions below assist in determining which services and supports DCPS must provide. Date: ___________ School: _____________________________ Student Name: ______________________________________ Student ID #: ________________________ Grade: _________ Student Phone Number: _______________ Date of Birth: ____________ Parent/Guardian Name: ___________________________________ Parent Phone Number: ________________ Temporary Street Address: _________________________________ City: _____________________ Zip: _______ Where does the student stay at night? □ Shelter Family lives in emergency or transitional shelters □ Hotel/Motel □ Doubled Up □ Awaiting Foster Care □ Unsheltered Family lives in motels, hotels, trailer parks, or camping grounds due to lack of alternative adequate accommodations Family lives with others due to the loss of housing stemming from financial or other difficulties. (Generally, families who are voluntarily sharing a home simply to save money are not considered homeless.) Students who have been removed from their homes and have not yet been placed with a ‘permanent’ foster family (This is typically a very temporary – 24 to 48 hours -‐ situation.) Includes any other non-‐permanent housing not covered above such as families living in a vehicle, public park, bus station, abandoned building, etc. Guardianship Status Is the student an unaccompanied youth and without a parent or guardian due to legal emancipation, abandonment or reaching the age of majority? □ Yes □ No Areas of concern or support needed (check all that apply): □ □ □ □ □ □ □ □ □ □ Student is unable to pay school fees Immunizations are needed Lacks academic records/documents Needs school uniform Needs other clothing Needs school transportation Needs medical attention Possess a current IEP/receiving SPED services Needs 504 plan LEP/ESL Is this a change from the student’s housing status reflected on his/her original school enrollment form for this school year? □ Yes □ No Referred by: ______________________________ Position: _____________________________ Received by: ______________________________ School-‐based Homeless Liaison Position: _____________________________ Fax copy to Office of Youth Engagement Homeless Children and Youth Program, ATTN: Nicole Lee-‐Mwandha at (202) 535-‐2325. If you have questions on this form, please call Ms. Lee-‐Mwandha at (202) 576-‐9502. District of Columbia Public Schools | August 2014 Page 68 of 96 2014-‐2015 New Teacher Handbook Health and Wellness Special Health Care Needs and Medication Access Many of our students have ongoing health care needs. Your school’s nurse will be able to advise you as to which of your students have special health care needs, and may require your vigilance in recognizing any signs of illness or distress. Some students require access to their medications during school. DCPS requires all schools to designate specific school staff members to attend trainings in the administration of certain medications to students. Only these trained staff may administer certain medications to students with approved medication plans, when the school nurse is not available. Speak with your school nurse to learn which school staff are trained. If you are interested in becoming trained, please let your principal know. School-‐Based Health Services School nurses promote a healthy school environment and provide for the physical and emotional safety of the school community. DCPS partners with the DC Department of Health (DOH) and Children’s National Medical Center to ensure that each DCPS school has nursing coverage during the school year and during the summer if DCPS summer school is in operation at the school site. Other school-‐based health services include: • Oral health program provides onsite screenings and basic treatment to students in schools with a recognized need for school-‐based services. • Select high schools have on-‐site, school-‐based health centers (SBHC), providing primary medical care to students in each school. SBHCs are located at Anacostia, Ballou, Cardozo, Coolidge, Dunbar, Eastern, and Woodson high schools. Teachers are encouraged to refer students to enroll in the SBHC and benefit from the available services. • In our high schools, DCPS participates in DOH’s Wrap M.C. condom program, where school staff and some students are trained to make condoms available to students. If you are interested in becoming a Wrap MC, please speak with your principal and complete the online training on the Educator Portal. • Also in each high school, DOH offers a chlamydia and gonorrhea screening event during the school year, and teachers are key to the success of the screenings. Schools develop a schedule during the screenings for each teacher to release their class to a central location to participate in the screening. Please make sure you bring your students to the screenings according to your school’s schedule. LGBTQ Supports We are working to make our schools safe and inclusive for our lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students, staff, and families. We are committed to welcoming all families into our schools, to foster a strong sense of community among families, and to help families engage fully in their children’s education. Many of our secondary schools (and a few of our elementary schools) have LGBTQ Liaisons who support student Gay-‐Straight Alliances and plan school-‐wide events. Speak with your principal to learn more about your school’s plans for the school year. District of Columbia Public Schools | August 2014 Page 69 of 96 2014-‐2015 New Teacher Handbook Support for Teen Parents New Heights The New Heights program is a school-‐based initiative that engages expectant and parenting students in 12 DCPS high schools. The program seeks to improve attendance and graduation rates, prepare students for college and/or careers, and prevent subsequent pregnancies. To participate in the New Heights Program, the student must be enrolled in a District of Columbia public high school and be an expectant or parenting student (male or female). There are additional eligibility requirements that will vary depending on the program site. Students participating in New Heights work as partners with program staff members to develop strengths-‐based solutions to the challenges confronting them and their children. Primary program components include supportive case management and educational workshops. New Heights offers: • Supportive case management and assistance with securing services, such as a childcare vouchers, WIC, housing, TANF, employment, job training opportunities, college/university admissions, and more. • Educational workshops including topics such as pre-‐natal care, parenting, life skills, financial literacy, career planning, healthy relationships, and other issues concerning today’s youth. • An incentive program that allows participants to earn free items for their children such as diapers, clothing, toys, equipment, and accessories. • If eligible, program participants may receive tokens for transportation and/or a daily stipend. The following schools have New Heights programs in their buildings: School Anacostia HS Ballou HS Ballou STAY HS Phone Number 202-‐645-‐4040 202-‐645-‐3400 202-‐645-‐3390 Cardozo EC Columbia Heights EC Coolidge HS Dunbar HS Luke C. Moore HS 202-‐673-‐7385 202-‐939-‐7700 202-‐671-‐6080 202-‐698-‐3762 202-‐281-‐3600 Roosevelt HS Roosevelt STAY Washington Met. HS Wilson HS Woodson HS 202-‐567-‐6130 202-‐576-‐8399 202-‐671-‐1788 202-‐282-‐0120 202-‐939-‐2030 District of Columbia Public Schools | August 2014 Page 70 of 96 2014-‐2015 New Teacher Handbook DCPS Attendance Policies Overview It is our goal to ensure that every DCPS student achieves academic success by being present in school every day. Research shows that students who have regular school attendance not only experience higher academic achievement in school but also success in work and life. Students who miss too much school—excused or unexcused— can fall behind academically. Students are less likely to succeed if they are chronically absent—which means missing 18 or more days in a school year. Studies show: • Children that are chronically absent in kindergarten and 1st grade are much less likely to read at grade level by the end of 3rd grade. • By 6th grade, chronic absence is a warning sign for students at risk of dropping out of school. • By 9th grade, good attendance can predict graduation rates even better than 8th grade test scores. • Students with good school attendance achieve better academically and are more apt to go to college. • Education has a direct impact on each student’s future financial success. Students that graduate high school or even college have the potential to earn higher incomes. Is school attendance required? Yes. School attendance is required by law for all students who reach five years of age on or before September 30 of the current school year. Students must attend school every day until they meet high school graduation requirements or reach their 18th birthday. Attendance Expectations for Students • • • • Arrive on time to school and to class each day. Bring your books and materials to class. Ask your teacher for missed work or make-‐up assignments for days you were absent. Ask school staff for help if you have academic or other concerns (e.g. safety or lack of transportation) preventing you from coming to school. District of Columbia Public Schools | August 2014 Page 71 of 96 2014-‐2015 New Teacher Handbook How families can help students succeed: • Let students know that school is important. • Set a regular bedtime so that the student is well rested. • Provide students with plenty of time to get ready for school. • Provide an alternate transportation plan for getting to school on time. • Make sure students arrive at school on time daily. Classes begin promptly at 8:45 a.m. Students should arrive at least ten minutes early. • Plan medical, dental, and other appointments before and after school if possible or when school is out. We recommend parents refer to the school calendar when planning appointments. • Request a meeting with their child’s school’s attendance committee or student support team to discuss any attendance concerns they may have. Excused and Unexcused Absences Excused absences are when school-‐aged students are absent from school with a valid excuse and parental approval. Unexcused absences are when school-‐aged students are absent from school without a valid excuse, with or without parental approval. Students who miss 20% of the day will receive an unexcused absence for the full day. Examples of Excused Absences Examples of Unexcused Absences • Death in the immediate family • Family vacation • Student legal proceedings • Babysitting • Religious holiday • Doing errands • Temporary school closings due to weather, • Car not working unsafe conditions or other emergencies • Traffic • Medical reasons such as a doctor’s • Cutting classes appointment (a doctor’s note is required) • Oversleeping • Failure of DC to provide transportation where legally responsible • Visiting a parent in the military • Emergency circumstances approved by DCPS. What do I ask a student’s parents to do if s/he is absent? When a student returns to school after an absence, a note should be sent to the school office or attendance counselor. The note should include the date(s) of the absence and the reason. Parents should also speak with the student’s teacher(s) to obtain any missed assignments the student needs to complete. A doctor’s note is required if a student is absent for five or more consecutive days. Student absences without notes will be marked as unexcused. If absences are due to chronic health issues (i.e., asthma) the school nurse will develop an Individual Health Plan. What happens if a student misses school? • 1-‐3 Unexcused Absences: Teachers and Robo-‐Call will call the student’s home as a follow up to the day’s missed instruction; a letter will be sent to student’s home. District of Columbia Public Schools | August 2014 Page 72 of 96 2014-‐2015 New Teacher Handbook 5 Unexcused Absences: The parent and/or student will be invited to a Student Support Team to discuss excessive absences; a warning letter will be mailed to the student’s home. If the parent fails to attend, the school may perform a home visit. • 10 Unexcused Absences: The student will be considered chronically truant; a Metropolitan Police Department Letter will be mailed to the student’s home. Students from 5 to 13 years old will be referred to Child and Family Services Agency for educational neglect; parents of high school students will be invited to a follow up SST meeting. • 15 Unexcused Absences: A warning letter will be sent to the student’s home. The student will be referred to the Office of the Attorney General and/or Court Social Services. A student is skipping school. Who can I talk to? • Your school’s attendance counselor. • The Office of Youth Engagement Attendance Specialists at 202-‐442-‐4404. • What is truancy? • Truancy is the unexcused absence from school by a minor (5-‐17 years of age) with or without approval, parental knowledge, or consent. What happens when a truant student is picked up by police? • All uniformed law enforcement officers in the District are responsible for truancy enforcement. • Students are transported in a police vehicle to their school. • Parents are notified of the student’s truancy status. • Parents of students picked up will attend a truancy conference at the local school. What should I do if a student does not have stable housing and needs assistance with school? The DCPS Homeless Children Youth Program provides students who are in temporary or transitional housing with the following educational supports: o Enrollment in school o Transportation assistance o Personal necessities (uniforms, schools supplies and more) For more information or assistance, please contact the school-‐based homeless liaison at your school or call 202-‐576-‐9502. District of Columbia Public Schools | August 2014 Page 73 of 96 2014-‐2015 New Teacher Handbook District of Columbia Public Schools | August 2014 Page 74 of 96 2014-‐2015 New Teacher Handbook Human Resources District of Columbia Public Schools | August 2014 Page 75 of 96 2014-‐2015 New Teacher Handbook Benefits Benefits Overview District of Columbia Public Schools (DCPS) provides comprehensive benefits plans to eligible employees and their qualified dependents (brief overviews detailed below). You are encouraged to review the ET-‐ 15 Benefits Enrollment Guide for more information, at http://dcps.dc.gov/DCPS/About+DCPS/Human+Resources/Benefits/Health+Benefits. Health Insurance • Health Maintenance Organization (HMO) – Provided by Aetna and Kaiser Permanente • Open Choice (PPO) – Provided by Aetna • Nationwide Choice (HMO) – Provided by United Health Care • Consumer Driven Health Plan (CDHP) -‐ Provided by Aetna Dental and Vision Insurance The Washington Teachers Union (WTU) sponsors a full coverage vision and dental plan for its members, which is provided at no cost to you. To participate, you must enroll during the 31-‐day period following your first day of employment or during the annual open enrollment season with the WTU. Union representatives will be present at New Teacher Orientation to assist you in this process or you can visit http://www.wtulocal6.org/ for more information. Life Insurance All employees are automatically enrolled in the basic life insurance plan unless the coverage is declined through PeopleSoft during the first 31 days of employment. Basic life insurance provides coverage equal to your annual salary plus $2,000 for any beneficiaries you have named. In addition to basic life insurance, DCPS offers three supplemental options, each of which is managed by The Standard. The cost of each plan is an individualized post-‐tax rate, dependent on your current salary: • Standard: An additional $10,000 worth of insurance coverage • Additional: Additional coverage equivalent to one up to five times your annual salary • Family: Additional coverage for spouse and dependent children Supplemental Benefits • AFLAC Indemnity Plan • Disability (Short-‐Term and Long-‐Term) • Flexible Spending Accounts (Dependent Care, Healthcare, Parking, and Transit) Please visit our website for a full list of supplemental benefits and employee discounts. Leave Banks As a member of the WTU you are eligible to participate in the union sponsored Sick Leave Bank and Maternity/Paternity Leave Bank. To participate, you must enroll at the beginning of each school year between September 1 and September 30 or during the WTU benefits open enrollment season. You may participate in either or both leave banks. Each bank requires a contribution of eight (8) hours of leave per school year. Please visit http://www.wtulocal6.org/ for more information. District of Columbia Public Schools | August 2014 Page 76 of 96 2014-‐2015 New Teacher Handbook 403(b) Tax Shelter Annuity (TSA) These optional retirement savings plans provide employees the opportunity to make pre-‐tax contributions for retirement purposes. Eligible employees may defer up to $17,000 annually through these accounts. There are seven partner vendors that employees can choose from to establish a 403(b) TSA account. Contact information for these vendors can be found on the DCPS website and in the Benefits Guide. Please do not enroll in this option before contacting a vendor. 457 Deferred Compensation Plan The 457 is an optional retirement savings program that allows employees to tax-‐defer income and invest for the future. Eligible employees may defer up to $17,000 annually through this account, which is offered through ING. Contact information for ING can be found on the DCPS website and in the Benefits Guide. Teachers’ Retirement Plan The Teachers’ Retirement Plan is an automatic retirement savings plan established for all WTU members. WTU members begin contributing to this account upon hire and contribute at a rate of 8% of your annual salary on a pre-‐tax basis. Employees enrolled in this plan do not pay Social Security or Medicaid fees. DCPS Employee Assistance Program Work-‐life balance is of critical importance at DC Public Schools. To help employees balance the demands of a full-‐time job and life outside of work, DCPS offers an Employee Assistance Program as a benefit of employment. Currently, DCPS partners with COPE, Inc. to provide confidential assessment, short-‐term counseling, and referral to employees and their immediate family members. The goal is to ensure DCPS employees are healthy both mentally and emotionally. For questions or referrals, please do not hesitate to contact either your Principal or Labor Management and Employee Relations (LMER). LMER can be reached at 202-‐442-‐5373 or at [email protected]. Helpful New Employee Contacts Department Contact Information DCPS HR Answers – Human Resources 202-‐442-‐4090 or [email protected] DCPS HR Benefits [email protected] or http://dcps.dc.gov/DCPS/benefits DCPS Payroll 202-‐442-‐5300 Washington Teachers’ Union 202-‐293-‐8600 or http://www.wtulocal6.org PeopleSoft Employee Self Service In network: https://pshcm.dc.gov & Out of network: http://ess.dc.gov Technology Services (password reset) 202-‐442-‐5715 or [email protected] The ET-‐15 Benefits Enrollment Guide is available on the DCPS website: http://dcps.dc.gov/DCPS/About+DCPS/Human+Resources/Benefits District of Columbia Public Schools | August 2014 Page 77 of 96 2014-‐2015 New Teacher Handbook DC Employees Health Benefits (Employees hired on or after 10/01/1987) The premium rates listed below are for the 2014 Calendar Year. This includes ET-‐15 teachers who work ten-‐ months of the year but are paid over twelve months. Please note that if you are enrolling a domestic partner or a domestic partner and children, you will pay the corresponding (Self +1 or Family) rate after tax. This applies to common-‐law or same-‐sex spouses. AETNA Healthcare Consumer Driven Health Plan (CDHP) TYPE ENROLLMENT CODE PREMIUM BI-‐WEEKLY PREMIUM MONTHLY Self-‐Only HM1 $ 45.53 $ 98.64 Self + 1 HM2 $ 89.49 $ 193.90 Family HM3 $ 131.56 $ 285.06 AETNA Health Maintenance Organization (HMO) TYPE ENROLLMENT CODE PREMIUM BI-‐WEEKLY PREMIUM MONTHLY Self-‐Only AH1 $ 64.65 $ 140.06 Self + 1 AH2 $ 127.07 $ 275.32 Family AH3 $ 186.81 $ 404.75 AETNA Open Choice PPO TYPE ENROLLMENT CODE PREMIUM BI-‐WEEKLY PREMIUM MONTHLY Self-‐Only AP1 $ 68.90 $ 149.28 Self + 1 AP2 $ 135.43 $ 293.44 Family AP3 $ 199.10 $ 431.39 KAISER PERMANENTE Health Maintenance Organization (HMO) TYPE ENROLLMENT CODE PREMIUM BI-‐WEEKLY PREMIUM MONTHLY Self-‐Only KP1 $ 57.16 $ 123.84 Self + 1 KP2 $ 109.17 $ 236.53 Family KP3 $ 167.47 $ 362.84 United Healthcare Choice Nationwide (HMO) TYPE ENROLLMENT CODE PREMIUM BI-‐WEEKLY PREMIUM MONTHLY Self-‐Only MD1 $ 60.39 $ 130.85 Self + 1 MD2 $ 115.35 $ 249.92 Family MD3 $ 176.95 $ 383.39 District of Columbia Public Schools | August 2014 Page 78 of 96 2014-‐2015 New Teacher Handbook Creating an Absence and Requesting a Substitute Introduction There will undoubtedly come a time when you need to miss a day of school. At DCPS we use a system called SmartFind Express to catalog teacher absences, match substitutes, and communicate specific instructions to a substitute. SmartFind Express Please follow these steps: • Go to https://dcps.eschoolsolutions.com. • Log in using your Access ID and PIN number. • Click Create an Absence. • The Location field will display your primary location of employment. • The Classification field will display your primary employment classification. • Select a Reason to assign to this absence. • Choose Yes to indicate if the absence requires a substitute. • The default for entry of an absence is today’s date. To edit the dates, click the calendar icon. Please not that you may only enter an absence for today’s date or a future date. • The selected location’s Start Time and End Time are displayed. If your school has different hours, or if a substitute is needed for different hours, please change them here. • You can modify your work schedule; however the workdays must correspond to the dates of the absence you are reporting. • To specify a substitute for the absence, enter the substitute’s ID number. If unknown, click Name Lookup to search by name. If you are specifying a substitute, you MUST click “Yes” next to the question “Has the substitute accepted this job?” • If you don’t have a substitute in mind for the assignment, leave this section blank. The system will robo-‐call the sub list, and substitutes can log-‐in online to search for jobs. • Add any Text Instructions you want to provide to the substitute. These instructions will also be voiced to a substitute over the telephone. **You must include instructions** • Attach any Files that you want to provide to the substitute and/or administrator. Up to three attachments can be included. It is recommended that you upload your lesson plans. • Click Continue for the next page. If any errors are detected on the form, you will have the opportunity to make corrections. • Verify the absence information and then click Create Absence to create the job and receive a job number. To modify the absence information, click the Cancel button to return to the Create Job screen. • After the job is over, either you or your school’s sub timekeeper must Verify that your substitute worked the hours reported. To do this, simply go to Job Inquiry and type in the job number. Then click Save Verified for the selected jobs. If you have any questions about substitutes, feel free to email [email protected] or visit our website at http://dcps.dc.gov/DCPS/substitutes. District of Columbia Public Schools | August 2014 Page 79 of 96 2014-‐2015 New Teacher Handbook Process for Becoming a Substitute Teacher at DCPS 1. Licensure. The first step to becoming a Substitute is to obtain a Substitute Teaching license from The Office of the State Superintendent of Education. Please see OSSE’s website for instructions. The Substitute License is the easiest to get, as it only requires a bachelor’s degree, but we can also accept most other types of Educator’s Licenses from OSSE. Please note: a. OSSE takes 6-‐10 weeks to process licensure applications. b. We are happy to accept the receipt of submittal in lieu of the full license, but only for Substitute licenses. The receipt also must be accompanied by transcripts, to ensure that the candidate holds a bachelor’s degree. c. Please apply in person at 810 First St. NE in order to receive that receipt. 2. Apply. The second step is to go to http://dcps.dc.gov/DCPS/substitutes to apply for the position of Substitute Teacher with DC Public Schools. Applicants should be careful to answer each and every question, even if it does not seem applicable. A confirmation email will be sent when the application has been submitted. 3. HR Review. After the application is submitted, the Office of Human Resources will review the application and resume, and we will decide whether to invite the applicant to a group interview. The applicant will receive an email notification either way, with all the pertinent information. 4. Interview. We will conduct the interview, which includes a 5-‐minute mock lesson, and decide whether to hire the applicant. The applicant will be notified via email within one week, either way. 5. Fingerprinting. At the interview session, we fingerprint all candidates, even if they have been fingerprinted by another agency (such as a police station). DCPS-‐specific fingerprinting lasts two years. 6. TB and Drug Testing. If we intend to hire the candidate, we will send a list of next steps, including TB testing, document collection, and drug testing. The drug testing must be completed with our vendor within two weeks. 7. Orientation. Once the candidate has completed the list of next steps, he/she may sign up to attend an orientation session. The candidate may not attend orientation without all documentation, including licensure, a TB test, a drug test, and fingerprinting results. We will conduct the orientation session, ensure that the candidate signs all the HR paperwork, and ensure that the candidate has passed all background checks. 8. Offer Letter. We will issue an official offer of employment with DC Public Schools, and the candidate can begin working after s/he signs and accepts this offer letter. 9. SmartFind Express. After signing the offer letter, the new hire will appear in SmartFind Express (dcps.eschoolsolutions.com). No substitute may work in any school if their name does not appear in SmartFind Express. Note: No person shall work with DC Public Schools’ students without passing a drug test, a TB test, and a DCPS-‐specific fingerprinting check. District of Columbia Public Schools | August 2014 Page 80 of 96 2014-‐2015 New Teacher Handbook Labor Management and Employee Relations DCPS Mandatory Drug and Alcohol Testing Program Overview In 2013, DCPS implemented a Mandatory Drug and Alcohol Testing (MDAT) Program as part of our mission to maintain safe schools for our students and employees—and as mandated by the Child and Youth Safety and Health Omnibus Amendment Act of 2004 (CYSHA). Under CYSHA, all employees in “safety-‐sensitive” positions – those with a significant degree of contact with students – must be subject to drug and alcohol testing. Employees in “safety-‐sensitive” positions may be required to submit to testing in the following circumstances: • Upon reasonable suspicion of drug or alcohol use • Before being permitted to return to duty after seeking drug or alcohol treatment • As a follow-‐up to drug or alcohol treatment • After an accident which could reasonably be attributed to drug or alcohol use Employees in “safety-‐sensitive” positions will receive an electronic copy of the MDAT Policy following the completion of the Human Resources onboarding process. The Policy and Frequently Asked Questions may also be viewed on the DCPS webpage at http://dcps.dc.gov/DCPS/MDATProgram. Employees must acknowledge receipt of the MDAT Policy. Note that refusal to acknowledge receipt of the policy will not exempt you from testing. If you are currently struggling with drug or alcohol addiction, please immediately contact the MDAT Team so that you can confidentially receive the appropriate treatment and avoid disciplinary action. The MDAT Team can be reached at 202-‐724-‐5682 or [email protected]. You may also contact the team if you have any questions about the policy, or if you have technical difficulties with the link to the policy or the acknowledgment page. Mandatory Drug and Alcohol Testing Program Resources DCPS Mandatory Drug and Alcohol Testing Program (MDAT) Phone: 202-‐724-‐5682 Email: [email protected] Fax: 202-‐654-‐6047 Website: http://dcps.dc.gov/DCPS/MDATProgram Employee Assistance Program (COPE Incorporated) Phone: 202-‐628-‐5240 Email: Website: eap@cope-‐inc.com www.cope-‐inc.com/dc-‐eap District of Columbia Public Schools | August 2014 Page 81 of 96 2014-‐2015 New Teacher Handbook DCPS Corporal Punishment Policy The use of corporal punishment in public schools is expressly prohibited by District law and will not be tolerated (5 DCMR §2403.1). All DCPS employees are prohibited from engaging in corporal punishment at all times and no student shall be subject to corporal punishment. All reports of corporal punishment are thoroughly investigated, and if substantiated, can result in criminal charges against each offender and disciplinary action, up to, and including, termination. Definition of “Corporal Punishment” Corporal punishment is defined as the “use or attempted use of physical force upon, or against, a student, either intentionally or with reckless disregard for the student’s safety, as a punishment, or discipline (Id.).” Such behavior is strictly prohibited and includes, but is not limited to, shoving, striking, grabbing, shaking, hitting, throwing of objects, unreasonable restraint, and directing others to inflict any of these practices on students (Id.). Narrow Exceptions The actual or attempted use of physical force against a student is prohibited unless the conduct is prompted by reasonable efforts at self-‐defense or the defense of others, or such conduct is necessary to maintain or regain order or for the safety of the educational environment. The necessity and reasonableness of the conduct is determined on a case-‐by-‐case basis. DCPS Discourteous Treatment: Overview DCPS strives to create and maintain positive and productive workplace climates in every school and office. As such, DCPS endeavors to ensure that employees treat students, colleagues, supervisors, and others in the community in a courteous and respectful manner at all times and model such conduct for the students in their care. Employees who engage in discourteous treatment may be subject to adverse action (Title 5-‐E DCMR §14.). To ensure that they are interacting with others in a courteous manner, employees should be mindful to, among other things: • Show respect to other employees, students, and members of the community at all times • Take direction from supervisors respectfully and promptly • Refrain from cursing or using vulgar, sexual, or profane language • Refrain from raising their voice • Refrain from physically aggressive behavior • Refrain from bullying, including name-‐calling, teasing, or taunting • Refrain from gossiping or spreading rumors • Refrain from making false, derogatory statements about others • Refrain from threatening or intimidating another • Avoid taking actions that will publicly humiliate or embarrass another District of Columbia Public Schools | August 2014 Page 82 of 96 2014-‐2015 New Teacher Handbook Technology District of Columbia Public Schools | August 2014 Page 83 of 96 2014-‐2015 New Teacher Handbook Electronic Systems within DCPS DCPS Email Once you have been completely on-‐boarded into DCPS you will be issued a @dc.gov email address and password. DCPS emails follow a standard format: [email protected]. Your DCPS email can be accessed on your school-‐issued computer or online by visiting http://mail.dc.gov. When prompted for credentials, please enter “hq\yourusername” and network password. IMPACT Database School-‐based personnel can access the IMPACT assessment system through an online portal. To access the site go to impactdcps.dc.gov and log in with your DCPS email address and password. Through the IMPACT database you can: • Review your IMPACT assessment group • View your IMPACT assessment reports, including scores and comments for each observation • See your TAS achievement goals • Provide master educators with contextual information about your students and your teaching • Communicate to DCPS your decision to participate in various programs related to your IMPACT evaluation • View your final IMPACT score and rating PeopleSoft PeopleSoft is the Human Resources Information System that all DC Government agencies use to track and maintain employment data. PeopleSoft has two major components, one of which is ESS (Employee Self-‐Service). ESS is used by all employees to do the following: • Enroll in benefits within the first thirty-‐one days of employment • View paychecks prior to payday • Download historical compensation summaries • Establish and manage direct deposit • Select and update tax deductions (W-‐4) and print W-‐2 forms • Maintain beneficiary information • Update personal information such as mailing & email addresses, phone numbers, and emergency points of contact Every DCPS employee has a unique PeopleSoft User ID and password. User IDs and passwords are generated by Human Resources and sent to the new employee via @dc.gov email within 5-‐8 business days of the employee’s start date. It is important that employees log on to PeopleSoft soon after receiving their login information, as it is the employee’s responsibility to update and maintain many components of their personnel and pay information. There are 2 ways to access the PeopleSoft website: If you are using a computer on the DCPS network use https://pshcm.dc.gov: • Direct Deposit and W-‐4 information must be entered via this website on the DCPS network, so you cannot make these changes from home or another non-‐DCPS location. This is to ensure that sensitive banking and tax information is protected by the network’s firewalls. District of Columbia Public Schools | August 2014 Page 84 of 96 2014-‐2015 New Teacher Handbook If you are using a computer from home or outside the DCPS network use http://ess.dc.gov: • All other PeopleSoft components may be inputted via this website. If you have forgotten your user ID or password, please reach out to OCTO (Office of Chief Technology Officer) at [email protected] or 202-‐442-‐5715. Student Tracking and Reporting System (STARS) DC STARS is a comprehensive student information system used to track and manage student data. It is accessible from any computer with internet capability. Student information, inclusive of registration, demographics, grade reporting, master timetable and student scheduling, attendance, diploma management, and reporting are all a part of the core system. DCPS utilizes an additional module, Teacher Assistant, which allows teachers to take attendance, enter marks, and create an electronic grade book to manage student assessments and grade calculations. DC STARS is the system of record for all student data, which includes demographic, attendance, marks/grades, and transcript information. Teachers are responsible for: • Entering daily and period attendance • Entering student marks/grades To access the DC STARS homepage simply type in the DC STARS web link, https://dcstars.k12.in.dc.gov; you do not need a user account to access the homepage. Valuable information is available on the home page including user forms, links to the training calendar, training registration forms, and important system announcements. The DC STARS Website can be accessed from outside of the DCPS network using the following URL https://dcstars.k12.dc.gov. Aspen Student Information System Beginning in SY 2014-‐2015, DCPS elementary schools will begin using the Aspen Student Information System to track and manage student data. More information about Aspen is available at participating schools. District of Columbia Public Schools | August 2014 Page 85 of 96 2014-‐2015 New Teacher Handbook Internet Policy DCPS Student Safety and Use Policy for Internet and Technology Purpose • To establish standards for the acceptable uses of internet and electronic mail (email) services within the computer network maintained and operated by the District of Columbia Public Schools (DCPS computer network) • To prevent unauthorized and unlawful uses of email and internet within the DCPS computer network • To establish procedures for the use of computer equipment that is maintained and operated by the by District of Columbia Public Schools (DCPS) • To comply with the Children’s Internet Protection Act of 2000 (CIPA) This policy is applicable to all current DCPS students who use computers within the DCPS network. Policy DCPS uses technology protection to block or filter Internet access to visual depictions that are obscene, pornographic, or harmful to minors. DCPS reserves the right to supervise and monitor students’ online activities and to access, review, copy, and store or delete any electronic information or files and disclose them to others as it deems necessary. Students should have no expectation of privacy regarding use of DCPS property, the DCPS computer network or the use of the Internet, files, or email while within the network. Penalties for prohibited use may result in restrictions to network access or cancellation of accounts. Additionally, violations may result in disciplinary and/or legal action for students including suspension, expulsion, or criminal prosecution. DCPS makes no guarantee that the functions or quality of the network services it provides will be free of errors or defects. DCPS is not responsible for any claims, loss, damages, costs, or other obligations arising from use of the network or accounts. Any charges a student incurs due to network use will be borne solely by the student. DCPS is not responsible for the accuracy or quality of the information obtained by the student through use of the system, unless the information is obtained from the DCPS website or the District of Columbia Government website. Any statement accessible on the network or the Internet is understood to be the author’s individual point of view and not that of DCPS, the District of Columbia Government, their affiliates, or employees. Acceptable and Prohibited Internet Use Acceptable uses of email and Internet on the DCPS computer network: • Use of network email and Internet that is directly related to the mission, business, and educational goals and policies of the D.C. Public Schools. Prohibited uses of email and Internet on the DCPS computer network: • Accessing DCPS network and email accounts outside of school without a parent or guardian supervising the usage, unless the student is 18 or older. • Revealing personal information about themselves on the internet, including name, address, telephone number, and uploading photographs. District of Columbia Public Schools | August 2014 Page 86 of 96 2014-‐2015 New Teacher Handbook • • Personally meeting anyone with whom they have only had prior contact with on the Internet. Using profane, vulgar, or abusive language. Procedures and Guidelines: Content and Conduct 1. Students are prohibited from using the DCPS computer network to transmit fraudulent, harassing or obscene, or otherwise inappropriate email messages. Examples of such messages include, but are not limited to: • Messages sent under an assumed name, modified email address, or with the intent to obscure the origin of the message. • Messages that harass an individual or group because of race, color, religion, national origin, sex, age, marital status, personal appearance, sexual orientation, gender identity or expression, family responsibilities, genetic information, disability, matriculation, or political affiliation. • Messages that are obscene, contain pornography, or are harmful to minors. • Messages containing indecent speech or hate speech. 2. All contents of all files located on computer equipment owned or maintained by DCPS are considered property of DCPS and are subject to search by DCPS at any time and for any reason. 3. Students shall not display or transmit any images, sounds, or messages, or other material that could be considered pornographic in nature. 4. Students shall not display or transmit any images, sounds, or messages, or other material that could create an atmosphere of harassment or hate. 5. Students are prohibited from online game playing and gambling, unless these activities are legitimately related to school curriculum and coursework a teacher or other appropriate school personnel is supervising the activity. 6. Students are prohibited from accessing Internet chat rooms, unless the chat rooms are related to school coursework and access is made under the supervision of a teacher, parent, or guardian. 7. Students are prohibited from accessing social networking sites including, but not limited to, MySpace, Facebook, and Twitter. 8. Students shall not download or spread computer viruses on DCPS network computers or engage in any other deliberate conduct that disrupts, obstructs, or burdens the resources of the DCPS computer network. 9. Students shall not use the DCPS computer network to engage in any illegal or criminal acts, including, but not limited to, criminal gang activity, threatening the physical safety of another person, or computer hacking. 10. Students shall not install or run any type of software on a DCPS network computer without the consent of the Office of the Chief Technology Officer. 11. Students may not use network computers for personal financial gain by posting messages that advertise the student’s own personal business or any business or venture in which the student has a financial interest. 12. Students shall not read, modify, or remove files owned by other students. District of Columbia Public Schools | August 2014 Page 87 of 96 2014-‐2015 New Teacher Handbook Procedures and Guidelines: Network Security and Equipment Maintenance 1. Students are prohibited from sharing their password or login information with any other person. 2. Students are prohibited from logging into the network by using account information belonging to another student, teacher, or network administrator. 3. If a student discovers, or has reason to believe, that another student has obtained unauthorized access of his/her account, the student shall contact a teacher or other school personnel, as well as immediately change his/her password. The teacher or school personnel shall immediately contact the Office of the Chief Technology Officer or a network administrator. 4. Students are prohibited from modifying or rearranging technology equipment belonging to DCPS, including keyboards, monitor, printers, or computers. 5. Students shall report any cases of malfunctioning equipment or other network issues to a teacher, or other school personnel. The teacher or other school personnel shall contact a network administrator. 6. When using public workstations, students shall log off the network before leaving the workstation. Students shall further ensure that the workstation in in suitable condition for the next student. 7. When using private or individual workstations, students shall lock their computer or log off the network if they will be away from the workstation for an extended period of time. District of Columbia Public Schools | August 2014 Page 88 of 96 2014-‐2015 New Teacher Handbook Technology Support Introduction Technical support for school staff is provided by the District’s IT agency, the Office of the Chief Technology Officer (OCTO). OCTO is the central information technology and telecommunications agency for DCPS and the District of Columbia government. It is not a DCPS office. OCTO’s IT ServUs program is the one-‐stop shop for all desktop support issues, including hardware/software issues, password resents, trouble connecting to the Internet, software installations, etc. IT ServUs is available 24 hours a day, 7 days a week at 202-‐442-‐5715 or [email protected]. When calling, please be prepared to provide your name, @dc.gov email address and phone number. The technician that handles your call will send you a ticket number via email to your @dc.gov address. Be sure to keep your ticket number until your issue has been completely resolved. Frequently Asked Questions 1. I need help with logging into my email, computer, PeopleSoft, DIBELS, READ180, Quickbase, Accelerated Math, Microsoft Office, downloading software, accessing the internet, accessing GoogleDocs, changing my network password, etc. IT ServUs is your one-‐stop shop for all IT needs! Many issues can be handled over the phone, as technicians are able to remotely access your computer. If your issue cannot be handled over the phone, a technician will be dispatched to your school to assist you. Please keep your ticket number until your issue is resolved. 2. How can I get a new computer? Each school is responsible for its own IT purchases, so please consult with your Business Manager. All the current hardware standards are available at https://sites.google.com/a/dc.gov/business-‐operations-‐sync-‐site/technology/hardware-‐ standards. Please note that Dell PCs are the current standard for school staff due to compatibility with PASS, DCSTARS and the District’s Internet filter. Apple computers will default to “student” level Internet access. 3. What is the DCPS Google Apps suite, and how do I gain access? You can use your @dc.gov email address and password to access great Google Apps like Google Docs, Google Talk, and Google Sites. Visit http://start.dc.gov and click on “Documents” in the top left corner. Use your network ID to login and access the entire suite of applications. Many DCPS internal sites are hosted on Google sites, so you will need your login information to access them. We encourage you to use Google Apps in your school and classroom! For a tutorial on Google Apps, visit http://learn.googleapps.com. To access Google Apps for the first time, email [email protected] and request that your Google Apps account is created. If you access a personal Gmail account at work, you will need to use a different browser for your @dc.gov Google account (i.e., Internet Explorer for accessing your @dc.gov Google account and Mozilla Firefox for accessing your personal Gmail). District of Columbia Public Schools | August 2014 Page 89 of 96 2014-‐2015 New Teacher Handbook 4. How can I change my network password? Your network password is the one you use to log into your computer, the @dc.gov Google Apps suite (http://docs.dc.gov), and Web mail (http://mail.dc.gov). There are two ways to change your network password: • Call or email IT ServUs at 202-‐442-‐5715 or [email protected] • Change your password yourself by logging into any PC connected to the DCPS network. Mac and PC users should follow the same steps: o Log into any PC (it doesn’t have to be your assigned computer) with your network username and password o Hold down CTRL + ALT + DELETE o Select “Change password” o Follow prompts and log out 5. Am I required to periodically change my network password? Yes. You will be prompted to change your password on regular intervals. In order to further protect students and data, DCPS must follow the password policy and procedures of the DC Government. Your password must be kept confidential and not written near the computer. Never allow a student to access a computer that is logged on to by using a staff login. Please remember the following when designing your password: • Password history = 5 passwords remembered before they can be recycled/used again • Passwords must be kept confidential • Password must not be written/located for possible public access (e.g., under keyboard, on bulletin board, around computer) Passwords must meet the following complexity requirements: • Minimum password length is 6 characters • May not contain the user's account name or parts of the user's full name that exceed two consecutive characters • Contain characters from three of the following four categories: o English uppercase characters (A through Z) o English lowercase characters (a through z) o Base 10 digits (0 through 9) o Non-‐alphabetic characters (for example: !, $, #, %) 6. How can I access my email from home? You can check your email by visiting http://mail.dc.gov. When prompted for credentials, please enter “hq\yourusername” and network password. 7. Why can’t I access certain web sites? Federal law requires that DCPS have a web content filter in place that blocks access to specific web sites. As of summer 2012, Apple computers are not compatible with the DCPS Internet filter, and will be automatically filtered at the most restrictive “student” level. Staff with PCs will be able to access additional sites, including YouTube. If you need a specific web site unblocked, please contact [email protected] with your request, including the planned instructional use of the website. District of Columbia Public Schools | August 2014 Page 90 of 96 2014-‐2015 New Teacher Handbook 8. I can’t access the Internet at all. What should I do? Unfortunately, Internet outages happen. First, check to make sure that your problem is localized to your computer by speaking with other school staff to see if they are experiencing the same issues. Afterward, please call IT ServUs to report the issue. 9. Can I use my personal email address to conduct work-‐related business? No. All work-‐related communications must be conducted through your @dc.gov email address. It is important to check your @dc.gov email address at least daily, as this is the only channel through which official DCPS communications (including emergency information) are sent. 10. My classroom computers need Internet access and there are a limited number of network ports. Can I plug in a personal wired/wireless router? No. Plugging in a personal router can potentially bring down your entire school’s network. If you need more network ports in your classroom or wireless access, consult with your Business Manager(s). They will work with OCTO to get both installed. 11. I’m moving to another school. Can I take my computer with me? No. Your computer is property of the school that issued it to you. See your new Business Manager to request a computer. 12. I need software installed on my computer but I don’t have administrative rights. You can either ask your tech coordinator for support or call IT ServUs. They can install software on your computer over the phone. 13. How do I get access to IMPACT? Contact the IMPACT Help Desk at 202-‐719-‐6553 or email [email protected]. 14. How can I get a classroom phone? Consult with your Business Manager(s) as they are typically the only authorized school personnel who can order the phone for you. 15. How can I access my voicemail? To access your Cisco voicemail, dial 671-‐2161, enter your password (temp passcode 147852), and press #. To access your Avaya voicemail, dial 478-‐1000, enter your passcode (temp passcode 1000), and press #. 16. My classroom phone is not working/I need to change my voicemail password. What should I do? Call IT ServUs from any available phone and listen to the voice prompt menu. When prompted, press 1 to be connected to the DC-‐NET support team. 17. How can I configure my own personal Smartphone to receive my DC Government emails? If you have been issued a Smartphone by your school, your email account will be pre-‐configured by DC-‐NET. Any issues you have will also be supported. If you have a personal Smartphone, OCTO will help walk you through configuring it to read your emails but will not be responsible for supporting or troubleshooting any issues that arise. District of Columbia Public Schools | August 2014 Page 91 of 96 2014-‐2015 New Teacher Handbook Information Technology Technical Support Quick Reference _ Please allow 24-‐48 hours for all issues to be resolved. Computer & Fax Support (OCTO-‐IT ServUs Help Desk) (Hardware/Software Issues, Email, Password Resets, Trouble Logging in, Printers, Internet, eFax, Calendars, etc.) Phone: 202-‐442-‐5715 Email: [email protected] Phone Support (OCTO-‐DC-‐Net) (Desk Phones, BlackBerrys, Aircards, Report Phone Theft) Phone: 202-‐715-‐3733 Email: [email protected] Online Systems Support (DCPS Office of Data & Accountability) (QuickBase, SEDS/EasyIEP, DC STARS, see Computer & Fax Support not ODA for GoogleDocs) Phone: 202-‐442-‐9281 Email: [email protected] Access your email online by going to http://mail.dc.gov Log in with hq\yourusername, for example: hq\jane.doe District of Columbia Public Schools | August 2014 Page 92 of 96 2014-‐2015 New Teacher Handbook Protecting Confidential Data in Your School Introduction Under The Family Educational Rights and Privacy Act (FERPA), DCPS has a legal and ethical obligation to protect the privacy of our students. FERPA is a federal law that, among other things, protects the privacy of student education records. A pattern of FERPA violations may expose DCPS to loss of federal funding, and DCPS employees may be subject to disciplinary action if DCPS determines they have improperly handled confidential data. Additionally, the DCPS Office of Data and Strategy (ODS) urges the same level of care in protecting the privacy of employee records. For all questions related to data sharing or data confidentiality, please contact Kelly Linker in ODS at [email protected] or 202-‐724-‐4651. For specific questions about FERPA, you can also reach out to the DCPS Office of the General Counsel at 202-‐442-‐5000. Practical Guidelines for School Staff • • • • • • • DO keep confidential data in the school building unless performing your professional duties requires that you take them to another location. DO keep confidential data where unauthorized individuals are unable to access them. DO set passwords on confidential data files on computers and storage devices, especially whenever your computer or storage devices are not under lock and key, or if you have to take them outside of the building. DO prevent students from accessing grade books or other student education records. DO submit requests you receive for student data (from school staff or non-‐DCPS employees) to your principal. DO email confidential data only between DCPS employees using your dc.gov email addresses, and not a personal email address. DO notify ODS of any data security breaches you become aware of (e.g., if your laptop or thumb drive is lost or stolen) so we can take necessary steps to remedy the breach as soon as possible. DCPS takes its responsibility to maintain the privacy of our students and staff very seriously and we greatly appreciate your cooperation. Research Requests Anyone wishing to conduct research within DCPS must follow the process found at http://dcps.dc.gov/DCPS/About+DCPS/Contact+Us/Research+Request, including DCPS employees. Additionally, please forward to ODS any requests you get for interviews or surveys that you do not think have been previously vetted through ODS. District of Columbia Public Schools | August 2014 Page 93 of 96 2014-‐2015 New Teacher Handbook District of Columbia Public Schools | August 2014 Page 94 of 96 2014-‐2015 New Teacher Handbook Appendix District of Columbia Public Schools | August 2014 Page 95 of 96 2014-‐2015 New Teacher Handbook List of DCPS Acronyms The following is a list of some common acronyms that you will encounter in DCPS. ALT ANet AYP BIP CCMC CCRC CCSSM CP CSC DIBELS EC ELL ESL IEP IIM IVA LIFT LSAT LSRT MDT ME OCFO OCOS OCTO ODCO ODS OFPE OGC OHC OSI OSSE OTL SAS SLA SEDS SST STARS TAS TCTL TLF TRC Academic Leadership Team Achievement Network Assessments Adequate Yearly Progress Behavior Improvement Plan Common Core Math Corps Common Core Reading Corps Common Core State Standards Math Core Professionalism Commitment to the School Community Dynamic Indicators of Basic Early Literacy Skills Education Campus English Language Learners English as a Second Language Individualized Education Program Individualized Instruction Model Individual Value Added Leadership Initiative for Teachers Local School Advisory Team Local School Restructuring Team Multidisciplinary Team Master Educator Office of the Chief Financial Officer Office of the Chief of Schools Office of the Chief Technology Officer Office of the Deputy Chancellor for Operations Office of Data and Strategy Office of Family and Public Engagement Office of the General Counsel Office of Human Capital Office of Specialized Instruction Office of the State Superintendent of Education Office of Teaching and Learning Scope and Sequence Summer Leadership Academy Special Education Data System Student Support Team Student Tracking and Reporting System Teacher-‐Assessed Student Achievement Data Teachers Central to Leadership Fellowship Teaching and Learning Framework Text Reading Comprehension District of Columbia Public Schools | August 2014 Page 96 of 96
© Copyright 2024 Paperzz