DC Public Schools Engagement - DC Public Schools

Secondary Grading Policy

DCPS is committed to ensuring every student feels loved, challenged, and prepared to positively influence society and thrive in life by providing rigorous and inclusive learning environments for all students....

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DCPS Strategic Plan Community Update

Since 2012, DC Public Schools has developed a strategic plan every five years, and the district’s last two Capital Commitments have improved the educational experience of our more than 50,000 students....

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DCPS Title 1 Policy Feedback 2023

The DCPS Family and Community Engagement Division (FCE Division) is continuing to support our schools to assure full compliance with the Elementary and Secondary Education Act, as amended by the Every...

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DCPS Strategic Plan - UPDATED DEADLINE October 25

DC Public Schools (DCPS) is proud to be the fastest improving urban school district in the country. Our commitment to accelerating that progress is grounded in our five-year strategic plan, which centers...

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DCPS Safe & Positive Schools Policy - Deadline 10/14/2022

DCPS is seeking comments on a proposed draft of the Safe and Positive Schools Policy as part of our periodic policy review process and in order to best support and provide safe and positive learning environments...

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DCPS Local Wellness Policy - Deadline 6/3/2022

DCPS is seeking comments on a proposed draft of the Local Wellness Policy as part of our periodic policy review process and in order to best support and provide for student and staff wellness. A s a part...

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DCPS Restraint & Seclusion Policy - Deadline 4/29/22

DCPS is seeking comments on a proposed draft of the Restraint and Seclusion Policy as part of our periodic policy review process and in order to maintain alignment with local regulations and educational...

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DCPS Section 504 Policy Update - Deadline 3/18/22

DCPS is seeking comments on a proposed draft of the Section 504 Policy as part of our periodic policy review process and in order to maintain alignment with federal guidance and educational best practices....

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DCPS Elementary Report Card (Kindergarten - 5th Grade) - Deadline 3/1/22

DCPS is revising the Elementary (Kindergarten-5th Grade) report card for future school years in an effort to respond to staff and family feedback on the current report card and ensure that our report card...

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DCPS Calendar 2023-2026 Feedback

DCPS strives to create a calendar that reflects the needs and preferences of DCPS families and staff whenever possible maximizes learning time for students and allocates time for our teachers to engage...

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DCPS Student Protections and Civil Rights Policy

DC Public Schools (DCPS) is committed to ensuring that all students have access to rigorous and joyful learning opportunities within a safe, welcoming, and discrimination-free environment. In preparation for...

DC Public Schools (DCPS) is committed to ensuring that all students have access to rigorous and joyful learning opportunities within a safe, welcoming, and discrimination-free environment. In preparation for the 2021-2022 school year, DCPS created two policies critical to ensuring students understand the protections and rights afforded to them as they return fully to in-person learning.    Anti-Discrimination Policy  This policy expands and deepens DCPS’ standard Notice of Non-Discrimination in support of the agency’s commitment to becoming an anti-racist organization. The policy addresses the prohibition of and appropriate response to defined acts of discrimination including disability discrimination (Title II); discrimination based on race, color and national origin (Title VI); sex-based discrimination (Title IX) and applicable DC Human Rights categories. Use the following links to view the policy in English and Spanish: DCPS Anti-Discrimination Policy_DRAFT.pdfDCPS Politica Antidiscriminatoria Estudiantes_DRAFT.pdf This draft of the Anti-Discrimination Policy has been translated from its original English in order to facilitate comments and feedback from the non-English-reading public. While DCPS has made reasonable efforts to provide an accurate translation of the original English material, slight differences may exist due to the nuances involved in translating to another language. To the extent any such discrepancies or differences exist, the English version shall be understood to contain DCPS’ true intent. If there are any concerns regarding the accuracy of the information presented within the translated versions of this document, please refer to the English version of the document.   Preventing and Addressing Student-on-Student Acts of Sexual Harassment Sexual Assault and Dating Violence Policy  This policy addresses the prohibition of, and appropriate response to, sexual harassment, sexual assault and dating violence. The policy clearly defines prohibited sexual behavior occurring between students and includes behaviors not covered by current Title IX regulations. It is a requirement of the 2018 School Safety Omnibus Act. Use the following links to view the policy in English and Spanish: DCPS Preventing and Addressing Student-on-Student Acts of Sexual Harassment, Sexual Assault and Dating Violence_DRAFT.pdfDCPS Prevención y Abordamiento del Acoso Sexual_DRAFT.pdf This draft of the Preventing and Addressing Student-on-Student Acts of Sexual Harassment Sexual Assault and Dating Violence Policy has been translated from its original English in order to facilitate comments and feedback from the non-English-reading public. While DCPS has made reasonable efforts to provide an accurate translation of the original English material, slight differences may exist due to the nuances involved in translating to another language. To the extent any such discrepancies or differences exist, the English version shall be understood to contain DCPS’ true intent. If there are any concerns regarding the accuracy of the information presented within the translated versions of this document, please refer to the English version of the document. Open Public Comment Period   DCPS has released both draft policies for public comment. Members of the public can review the draft policy and submit comments through this form between June 30 and July 16.   

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DCPS Continuous Education Plan (CEP) Public Comment

The COVID-19 pandemic and systemic racial injustice have impacted students, families, and staff in a myriad of ways. At DCPS, we know that opportunity gaps were exacerbated during the public health...

The COVID-19 pandemic and systemic racial injustice have impacted students, families, and staff in a myriad of ways. At DCPS, we know that opportunity gaps were exacerbated during the public health emergency. That is why, as we developed school budgets and reopening plans, and initiate district-wide investments for the next school year and beyond, our efforts are directly aligned to our collective commitment to build back stronger.    DCPS is committed to a strong foundation for our road to recovery, following the vision of Mayor Muriel Bowser, and collaborating across the city with partners and stakeholders. We will continue to collaborate with our union partners in the development and refinement of our plans for the fall and appreciate the valuable feedback from our entire community as we recover strong.     Open Comment Period  DCPS has released the following draft Continuous Education Plan (CEP).  DCPS Continuous Education Plan for 2021-2022 School Year.pdfDCPS Plan De Educacion Continua Para El Ano Escolar 2021-2022.pdf This document is required by the Office of the State Superintendent of Education (OSSE) for 2021-22 school year.  It provides a detailed explanation of DCPS plans to provide both a full day of in-person instruction for all students five days a week and to offer virtual learning for medically eligible. Additionally, DCPS’ CEP provides the public and OSSE with information  supporting a Safe Reopening, Student and Staff Well-Being, and Accelerated Learning.     Feedback gathered from engagement this spring on the American Rescue Plan (ARP) Elementary and Secondary School Emergency Relief (ESSER) funds have helped to shape the draft CEP.     Please provide all feedback by Friday, June 25, 2021.  

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Tyler Bilingual-Arts Proposal

Context and History:

Thank you for participating in this open community survey! We welcome your feedback and perspectives on the possible integration...

  Context and History:  Thank you for participating in this open community survey! We welcome your feedback and perspectives on the possible integration of Tyler Elementary School’s Creative Arts program and Dual Language Spanish Immersion program into a single Bilingual-Arts program for future Tyler students.    Currently, most Tyler Elementary School students matriculate through either the Creative Arts program (in English) or the Dual Language program (in Spanish/English).  Tyler Elementary School also proudly serves students with specialized learning needs who receive their services and accommodations through Special Education inclusion and self-contained classrooms.   The conversation about programming at Tyler has been ongoing for years. Since the introduction of the Dual Language Spanish Immersion strand program in 2005, the Tyler community has sought to elevate the strengths of each program and unify the school.     Proposal:  Recently, Principal Brann has facilitated the discussion of possible programming integration during school-wide community meetings, staff conversations, and a variety of other events to present how both Bilingual and Arts-Integration Education positively impact learners holistically.   The proposed Bilingual-Arts program would be phased in over time for future incoming students beginning the 2022-2023 school year.  Tyler Elementary School students may benefit from increased exposure to art, music, dance, drama, production, language, culture, and more during the strategic evolution of unified programming.    This public input forum serves to meet the following objectives: Advocate and strengthen awareness for Bilingual and Arts-Integration EducationAuthentically engage and ensure equity of voice from all Tyler Elementary stakeholdersSynthesize feedback to inform Bilingual-Arts implementation at Tyler Elementary School  How to give feedback: View the videos/resources on the next tab.Answer each question by clicking through the tabs.Click the Comment Button to submit a response to each questionComments posted will be made public. You can make a comment private by sliding the "Post Public" to off.Complete the survey by clicking Finish Survey.   This survey will be open until Friday, July 2, 2021.   Questions? Contact us at 202-989-4810 or tylertigersdcps@gmail.com  

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Community Survey on Foxhall and MacArthur Planning

Thank you for participating in the community survey for Foxhall and MacArthur schools. The purpose of this survey is to gather feedback on how DCPS should use the Foxhall and MacArthur...

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DCPS FY22 Budget Engagement

Looking Ahead to FY22 and Beyond

For Fiscal Year 2022, which will take effect in School Year 2021-2022, we are taking a step back to holistically evaluate our budget model. Our goal is to determine...

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DCPS Family Cornerstones: Teacher Feedback

The DC Public Schools (DCPS) Family and Community Engagement Team needs your feedback!

Over the last year, we've collaborated with multiple offices from the Office of Teaching and Learning...

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Public Input on New Name for DCPS’ Ward 3 High School

In summer 2020, Mayor Bowser formed the District of Columbia Facilities and Commemorative Expressions (DCFACES) Working Group. She charged the group with evaluating named DC government-owned facilities...

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Community Feedback for Proposed Name Change of Maude E. Aiton Elementary School

In spring 2019, B23-0263 – the “Lorraine H. Whitlock Elementary School Designation Act of 2019”, was introduced by Councilmembers Vincent Gray, Anita Bonds, and Elissa Silverman, and...

In spring 2019, B23-0263 – the “Lorraine H. Whitlock Elementary School Designation Act of 2019”, was introduced by Councilmembers Vincent Gray, Anita Bonds, and Elissa Silverman, and co-sponsored by Councilmembers Charles Allen and David Grosso. The bill seeks to designate the school located at 533 48th Place NE, now known as Maude E. Aiton Elementary School, to Lorraine H. Whitlock Elementary School. Maude E. Aiton was a kindergarten teacher in DC schools before becoming the Principal of the Americanization School in the District of Columbia from its opening in 1918 until her retirement in 1945. She also served as President of the DC Grade School Teachers Union and was President of the National Education Association (NEA) Department of Adult Education. Lorraine H. Whitlock was a Ward 7 resident, a native Washingtonian and an alumnus of Paul Laurence Dunbar High School. In her career as an educator in the District of Columbia, she served as a teacher at Charles Young Elementary School, Leader of the Spingarn Instructional Unit, and Trustee at the University of the District of Columbia (UDC). She was also a longtime civic activist who was particularly involved in the Deanwood and Northeast Boundary neighborhoods of Ward7, where she resided for over 60 years. She served as President of the Deanwood Gardens Alliance, was a leader in the Far Northeast/Southeast Council, and was deeply involved in her local ANC. Mrs. Whitlock lived directly across the street from Aiton Elementary School during most of her adult life and was deeply involved with the Aiton community until her passing in 2003. It should be noted that the desire to change the name of Maude E. Aiton Elementary School is not meant as any reflection on the legacy of Maude E. Aiton, but rather to honor Lorraine H. Whitlock’s contributions to the District of Columbia and Ward 7. Please complete the brief form below, which is being administered in an effort to gather community sentiment on the potential name change.

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DCPS Graduation Regulation Revisions

On June 22, DC Public Schools (DCPS) released draft regulations and policies regarding attendance, student promotion, secondary grading, and graduation for public comment. Throughout this past winter and...

On June 22, DC Public Schools (DCPS) released draft regulations and policies regarding attendance, student promotion, secondary grading, and graduation for public comment. Throughout this past winter and spring, DCPS engaged students, families, and school staff through more than 20 public engagement events and online surveys. The proposed changes, which will go into effect in School Year 2018-2019, were created to ensure all students have equitable access to an excellent education.   The proposed revisions reflect a commitment to empowering students and families on their paths to graduation. Examples include:   increased flexibility with school schedules that will allow DCPS to build school days that meet the needs of specific school communities; a system of early-warning notifications that will give students an opportunity to get back on track, and the removal of automatic grade reductions and failures (for 10 absences) that will create new opportunities for students to make-up work and demonstrate mastery; the grade appeals process will be streamlined to ensure timely responses for families, reduce administrative burden, and ensure good stewardship of funds; and punitive consequences for highly mobile students will be replaced with opportunities to make up work and show mastery when transferring into a new school.   DCPS collected feedback on current policies this spring and determined that changes were necessary to both regulations and policies to better meet the needs of school communities.  DCPS will seek feedback from the community on a rolling basis through the public comment period from June 22 to July 22, 2018.   Everyone has a part to play in supporting our students toward graduation and we want to make sure that all voices are heard in this process. Please review the regulations in this form and submit your feedback by July 22. All feedback will be reviewed on a rolling basis. For more information, please visit http://bit.ly/dcpsfeedback . 

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DCPS Graduation Policy Revisions

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Community Survey on Foxhall and MacArthur Planning TRAINING

Feedback on DCPS Policies

Secondary Grading Policy

DCPS Strategic Plan Community Update

DCPS Title 1 Policy Feedback 2023

DCPS Strategic Plan - UPDATED DEADLINE October 25

DCPS Safe & Positive Schools Policy - Deadline 10/14/2022

DCPS Local Wellness Policy - Deadline 6/3/2022

DCPS Restraint & Seclusion Policy - Deadline 4/29/22

DCPS Section 504 Policy Update - Deadline 3/18/22

DCPS Elementary Report Card (Kindergarten - 5th Grade) - Deadline 3/1/22

DCPS Calendar 2023-2026 Feedback

DCPS Student Protections and Civil Rights Policy

DCPS Continuous Education Plan (CEP) Public Comment

Tyler Bilingual-Arts Proposal

Community Survey on Foxhall and MacArthur Planning

DCPS FY22 Budget Engagement

DCPS Family Cornerstones: Teacher Feedback

Public Input on New Name for DCPS’ Ward 3 High School

Community Feedback for Proposed Name Change of Maude E. Aiton Elementary School

DCPS Graduation Regulation Revisions

DCPS Graduation Policy Revisions

Meetings & Events

Boards & Committees

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Community Survey on Foxhall and MacArthur Planning TRAINING

Feedback on DCPS Policies

Secondary Grading Policy

DCPS Strategic Plan Community Update

DCPS Title 1 Policy Feedback 2023

DCPS Strategic Plan - UPDATED DEADLINE October 25

DCPS Safe & Positive Schools Policy - Deadline 10/14/2022

DCPS Local Wellness Policy - Deadline 6/3/2022

DCPS Restraint & Seclusion Policy - Deadline 4/29/22

DCPS Section 504 Policy Update - Deadline 3/18/22

DCPS Elementary Report Card (Kindergarten - 5th Grade) - Deadline 3/1/22

DCPS Calendar 2023-2026 Feedback

DCPS Student Protections and Civil Rights Policy

DCPS Continuous Education Plan (CEP) Public Comment

Tyler Bilingual-Arts Proposal

Community Survey on Foxhall and MacArthur Planning

DCPS FY22 Budget Engagement

DCPS Family Cornerstones: Teacher Feedback

Public Input on New Name for DCPS’ Ward 3 High School

Community Feedback for Proposed Name Change of Maude E. Aiton Elementary School

DCPS Graduation Regulation Revisions

DCPS Graduation Policy Revisions

Meetings & Events

Boards & Committees

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