State law requires districts to implement community service education or service learning programs, or encourages and offers student incentives for participation (e.g., recognition programs or course credit).
Code of the District of Columbia 38-754.03. Administration of Community Schools Incentive Initiative.
(a) The Mayor shall establish and administer the multiyear Community Schools Incentive Initiative (“Incentive Initiative”) to award multiyear grants to incentivize the establishment of no fewer than 5 new community schools within one year of June 19, 2012, with priority given to schools that have:
- (1) A focus on mental health prevention and treatment services;
- (2) A student population where more than 60% of the students are at-risk as defined in § 38-2901(2A); and
- (3) A focus on improving academic outcomes for students. (b) The Mayor shall promote and encourage the use of public school and public charter school facilities by community and neighborhood groups. (c) Within 60 days of June 19, 2012, the Mayor shall convene a Community Schools Advisory Committee that shall consist of:
- (1) The Chancellor of the District of Columbia Public Schools, or designee;
- (2) The Director of the Department of Parks and Recreation, or designee;
- (3) The Director of the Department of Health, or designee;
- (4) The Director of the Department of Employment Services, or designee;
- (5) The President of the State Board of Education, or designee;
- (6) The President of the University of the District of Columbia, or designee;
- (7) The President of the University of the District of Columbia Community College, or designee;
- (8) The Deputy Mayor for Education, or designee;
- (9) Representatives from at least 4 community-based organizations;
- (10) Representatives from at least 4 philanthropic or business organizations;
- (11) The Director of the Public Charter School Board, or designee; and
- (12) The directors of 2 public charter schools. (d) The Community Schools Advisory Committee shall:
- (1) Advise the Mayor on the development of the Incentive Initiative, including the development of a results-based framework and accompanying performance indicators with which to measure the success of the Incentive Initiative;
- (2) Participate in the selection process for Incentive Initiative grantees;
- (3) Develop recommendations on how all public schools can become centers of their communities by opening school facilities for nonprofit and community use;
- (4) Identify potential funding sources for the provision of eligible services within the Incentive Initiative;
- (5) Develop yearly measurable performance goals to assess:
- (A) How to increase the percentage of families and students receiving services for each year of the Incentive Initiative;
- (B) The outcomes for students and families, particularly student academic achievement; and
- (C) The number of public schools and public charter schools that have established formal relationships with community and neighborhood groups to use school facilities; and
- (6) Meet at least annually to review and evaluate the annual progress of the Incentive Initiative and to make recommendations, if any, to the Mayor and the Council for improvement of the Incentive Initiative. (e) Within 180 days of June 19, 2012, the Mayor shall establish a process for awarding grants of no more than $200,000 a year to successful eligible consortiums and shall require that each application for an Incentive Initiative grant include:
- (1) An assessment of the local school community, the neighborhood’s needs and assets, and an analysis of the academic, health, and social service needs of the target population of students;
- (2) A description of the proposed eligible consortium, including the type and number of community partners, as defined in § 38-754.02, and how the eligible consortium shall address the needs and build upon the assets of the community that the eligible consortium will serve;
- (3) A proposed budget and narrative description of the proposed use of grant funds, which budget shall reflect a core concept of service coordination and integration and the narrative describe how the eligible consortium shall provide at least 4 additional eligible services that did not exist before the establishment of the eligible consortium;
- (4) The identification of operational funding for eligible services and community partners;
- (5) A plan for the development of a community advisory board to include members of school leadership, school faculty, parents of school students, community leaders, community-based organizations, and other community members;
- (6) A narrative description of the program approach, including an implementation action plan and explanation of how the chosen approach is evidence-based either through research or other proven community schools models; and
- (7) A plan for quarterly qualitative and quantitative program evaluation, including measurable indicators of success in areas such as student academic achievement; graduation and attendance rate; and improvement in student health and socio-emotional well-being. (f) The Mayor shall:
- (1) Conduct periodic evaluations of the progress achieved with funds allocated under a grant, consistent with the purposes of this section;
- (2) Use the evaluations to refine and improve activities conducted with the grant and the performance measures for the activities;
- (3) Make the results of the evaluations publicly available, including providing public notice of the availability; and
- (4) Identify best practices and lessons learned for the purpose of informing the District-wide community school policy. (g)
- (1) In Fiscal Year 2020, the Office of the State Superintendent of Education shall award, on a competitive basis, 2 one-year grants in the amount of $300,000 each, to increase attendance and literacy support for students in grades kindergarten through 5, with priority given to eligible consortiums that include:
- (A) An elementary school with:
- (i) More than 25% of students in grades kindergarten through 5 who were chronically truant in the 2018-2019 school year; and
- (ii) More than 25% of students who scored at level 1 or level 2 on the state assessment for English language arts in the 2018-2019 school year; and
- (B) Three or more community partners that provide at least one of the eligible services described in § 38-754.02(4)(D), (G), and (N).
- (A) An elementary school with:
- (2) In Fiscal Year 2019, the Office of the State Superintendent of Education may solicit proposals and rank recipients in funding order for the expenditure of grant funds authorized in paragraph (1) of this subsection.
- (3) The goal of this pilot is to test whether additional resources concurrently focusing numerous community partners dealing with literacy intervention, parental engagement, and social-emotional issues with elementary school students will significantly improve attendance and state assessment outcomes.
Code of the District of Columbia 38–1801.01. Long-term reform plan.
(b) Contents. — (1) Areas to be addressed. — The long-term reform plan shall describe how the District of Columbia public schools will become a world-class education system that prepares students for lifetime learning in the 21st century and which is on a par with the best education systems of other cities, States, and nations. The long-term reform plan shall include a description of how the District of Columbia public schools will accomplish the following: (H) The establishment of after-school programs that promote self-confidence, self-discipline, self-respect, good citizenship, and respect for leaders, through such activities as arts classes, physical fitness programs, and community service
Code of the District of Columbia 38–754.02. Definitions.
(4) “Eligible services” means: (E) Youth development programs designed to promote young people’s social, emotional, physical, and moral development, including arts, sports, physical fitness, youth leadership, community service, and service-learning opportunities.
District of Columbia Municipal Regulations 2203 Academic Requirements
2203.2 At the beginning of the ninth (9 [th]) grade, students shall develop a graduation plan pacing the courses they will take to complete high school. This shall be done with the assistance of the school counselor or other school official designated by the local education agency (LEA).
2203.3 (a) A total of twenty-four (24) Carnegie Units in corresponding subjects and required volunteer community service hours shall have been satisfactorily completed for graduation.
(b) The following Carnegie Units in the following subjects shall be required:Courses Unit(s) English 4.0 Mathematics; must include Algebra 1, Geometry, and Algebra II at a minimum 4.0 Science; must include three (3) lab sciences 4.0 Social Studies; must include World History 1 and 2, United States History; United States Government, and District of Columbia History 4.0 World Language 2.0 Art 0.5 Music 0.5 Physical Education/Health 1.5 Electives 3.5 Total 24.0
(c) At least two (2) of the twenty four (24) Carnegie Units for graduation must include a College Level or Career Preparatory (CLCP) course approved by the LEA and successfully completed by the student. The course may fulfill subject matter or elective unit requirements as deemed appropriate by the LEA. CLCP courses approved by the LEA may include courses at other institutions.
(d) All students must enroll in Algebra I no later than tenth (10 [th]) grade commencing with the 2016-2017 school year, unless the school is approved for a waiver pursuant to Subsection 2203.7.
(e) For all students entering the ninth (9 [th]) grade beginning school year 2009-2010, one (1) of the three (3) lab science units, required by paragraph (a) of this subsection, shall be a course in Biology.
(f) In addition to the twenty-four (24) Carnegie Units, one hundred (100) hours of volunteer community service shall be satisfactorily completed. The specific volunteer community service projects shall be established by the LEA.