2018-2019_Student_Handbook

Theodore 

Roosevelt High School 

Student Handbook 

School Year 2018-2019

“Today the School, Tomorrow the World. Global Education for a Global Society” 

Table of Contents 

Welcome Letters 3-4 

Grade 9, Class of 2022 Information 5-8 



Leadership Team, Motto, and Mission 15-17 

RHS Bell Schedules 18 

School Calendar 19-20 

Assessment Calendar 21 

Section I: Student Responsibilities 

● Scholar Accountability - Textbook and Supply Loans 22 

● Cheating and Plagiarism 23 

● Disciplinary Policy & Student Accountability 23-25 

● SCAR Team (Student Character & Refinement Team) 25 

● Behavior Ladder 25 

● DC- CAP 26 

● Athletics 26-27 

● Clubs 27 

● Student Lockers 27 

Section II: Attendance and Absences 28-31 

Section III –Technology Use 

● DCPS Student Safety Use and Policy for Internet and Technology 32-34 

● Cellphones and Electronics 34-35 

Section IV –School Rules and Policies 

● Dress and Appropriate Attire/Uniforms 36-38 

● Grading 38-39 

● Instructional Practices 39-40 

● Assemblies, Special Events & Translation Services 41 

Section V –Building Security and Safety 

● School Emergencies or Accidental Events 42 

● Emergency Procedures: Fire Drills, Bomb Threats and Evacuation Plans 42 

● Visitor Policy 43 

● Surveillance & Safekeeping 43 

● Smoking on DCPS Property 43 

Graduation Requirements 44-49 

Glossary 50 

Appendix: Planning for College 51 

● How to Choose a College 51-56 

● College Comparison 57-58 

● What do Colleges look for when selecting students? 59 

● SAT 

59-61 

● ACT 

62-63 

63 

● Task List 

64-67 

● DOES Office of Apprenticeships


July 18, 2018 

Greetings Roosevelt Family, 

On behalf of the staff at Roosevelt High School, I am happy to welcome you to “SY 

18/19, school year! We are looking forward to a productive partnership with you to 

ensure your child(ren) can achieve their highest potential. We recognize that in order 

to be successful in academics, our scholars need support from both the home and 

school; I know a strong partnership with you will make a significant difference in your 

child’s education. 

As partners, we share the responsibility for our children’s success and want you to 

know that we will do our very best to carry out our mission. Moreover, I want our 

partnership to be stronger than ever by continuing with our 2nd Annual Ice Cream 

Social, coupled with our monthly Principal and community meetings, having a 

successful Back To School Night, and more participants with our community and 

extra-curricular events. 

As I reflect over last year, I want to build on our actions of “making good things 

happen for others” and cultivate a learning community where we experience a 

“culture of love in every classroom.” I’m excited to share that we have grown our 

community in multiple ways; for example, we have added a new foreign language 

to the Language Department, which includes Arabic; offering 4 World Languages! 

Additionally, our scholars who traveled abroad with the DCPS Study Abroad program 

have returned safely, and we welcome over ten new staff members to our team and 

new partners and programs! 

Lastly, I invite you to join us on August 16th, 2018 at 4:00 PM for our Rita’s Ice Cream 

Social, held in the atrium; this is the time to meet and greet our teachers, 

administrators, and staff! 

Included are some important documents to help guide you as we embark upon a 

successful school year! We look forward to seeing you on August 16th! 

Thank you kindly, 

Aqueelha James, Principal


18 de julio de 2018 

Saludos Familia de Roosevelt, 

En nombre del personal de la Escuela Secundaria Roosevelt, me complace en darle la 

bienvenida para el “año escolar 18/19” Esperamos con interés una asociación productiva 

con usted para asegurar que su hijo (s) pueda alcanzar su máximo potencial. 

Reconocemos que para tener éxito en lo académico, nuestros estudiantes necesitan apoyo 

tanto del hogar como de la escuela; Sé que una asociación sólida con usted marcará una 

diferencia significativa en la educación de su hijo. 

Como socios, compartimos la responsabilidad del éxito de nuestros hijos y queremos que 

sepan que haremos todo lo posible para llevar a cabo nuestra misión. Además, quiero que 

nuestra asociación sea más sólida que nunca al continuar con nuestra segunda reunion 

Social anual de Ice Cream, junto con nuestras reuniones mensuales con la Directora y 

reunions comunitarias, tener una exitosa Noche de Regreso a la Escuela y más 

participantes con nuestra comunidad y eventos extracurriculares. 

Al reflexionar sobre el año pasado, quiero aprovechar nuestras acciones de "hacer que les 

sucedan cosas buenas a los demás" y cultivar una comunidad de aprendizaje donde 

experimentamos una "cultura de amor en cada aula". Me emociona compartir lo que 

tenemos creció nuestra comunidad de múltiples maneras; por ejemplo, hemos agregado 

un nuevo idioma extranjero al Departamento de Idiomas, que incluye árabe; ofreciendo 4 

idiomas mundiales! Además, nuestros estudiantes que viajaron al extranjero con el 

programa “DCPS Study Abroad” han regresado de manera segura, ¡y le damos la 

bienvenida a más de diez nuevos miembros del personal a nuestro equipo y nuevos socios 

y programas! 

Por último, los invito a unirse a nosotros el 16 de agosto de 2018 a las 4:00 p.m. para 

“Rita's Ice Cream” Social, Sera en el atrio de la escuela; ¡este es el momento de conocer y 

saludar a nuestros maestros, administradores y personal! 

¡Se incluyen algunos documentos importantes para guiarlo a medida que nos 

embarcamos en un año escolar exitoso! ¡Esperamos verte el 16 de agosto! 

Gracias por su amabilidad, 

Aqueelha James, Directora


Dear Rough Riders Students and Families, 

It is with great pleasure that I welcome you and your family to the 2018-2019 school year 

at Roosevelt High School! While we have been eagerly preparing for the opening of 

school on Monday August 20, 2018, we hope that your summer has been restful and 

enjoyable. 

Student success is a top priority at Roosevelt High School and we are working closely 

with the faculty to ensure an exciting and fulfilling year of learning and achievement. 

We are invested in your student learning their course content and learning English. 

Our primary responsibility is student learning and offering all students the educational 

opportunities that will maximize their potential. This responsibility is supported in our 

school’s draft mission statement: 

“Theodore Roosevelt High School values all students’ unique talents and encourages 

and challenges students to become intellectually curious, world language proficient, 

internationally aware, and globally responsive.” 

Today’s world demands students who think critically. We do this by challenging them in 

their learning experiences as they work to achieve their dreams. This includes a unique 

combination of rigorous academic standards and achievement in an inviting school 

culture. 

We are looking forward to working with you and your student again this year! If you ever 

have any questions or concerns, please feel free to contact me at 202-576-6130 or send 

me an email at simone.wilkinson@dc.gov. 

Sincerely, 

Simone Portera Wilkinson 

Assistant Principal 

International Academy at Roosevelt HS


Grade 9 

Class of 2022


Greetings New Rough Riders, 

I am honored and excited to serve as the Ninth-Grade Academy Assistant Principal for 

School Year 2018-19! I look forward to serving as a supporting guide for this part of your 

educational journey. 

As a mother and educator for over 20 years, I value the importance of teamwork to 

ensure that our children reach their full potential. The Ninth-Grade Academy Team is 

extremely talented and ready to assist with navigating this first year in high school. 

Together, the school and community will work to empower our children to be globally 

responsible, culturally aware citizens. 

Rising 9 th grade scholars will face new emotions, responsibilities, distractions, social 

situations, and intellectual challenges. We are here to support our scholars through this 

process and share their success. The 9 th Grade academy team will push our students, 

challenge them to think, expect them to make mistakes, but more importantly to learn 

from them. 

All 9 th Grade Academy information will be disseminated via Remind. Please join the 9 th 

Grade Academy Remind Group using this link : https://www.remind.com/join/9ga-rhs 

Please contact me at melvina.jones@dc.gov with any questions or concerns. 

This year we promise to continue our theme of “Making good things happen for others 

while establishing culture of love in EVERY room”. Thank you for choosing Theodore 

Roosevelt, the Ward 4 High School of Choice. 

Yours in service, 

Mel Jones 

Assistant Principal 9 th Grade Academy 2018-19


Roosevelt Ninth Grade Academy 

CLASS OF 2022 INFORMATION 

Class Dean: 

Marvin Moore 

Class Sponsors: 

Begaeta Ahmic 

Julian Hipkins, III 

Dr. Ejima Baker-Morales 

Guidance Counselor 

Tomesha Jackson 

Social Worker 

Quinn Flowers


Ninth Grade Academies in DCPS 

Effective ninth-grade academies in DCPS provide rich responsive, and well-rounded 

educational experiences for students transitioning from eighth grade to succeed in 

ninth grade and beyond. 

Personalized instruction ensures that students have meaningful reasons to come to 

school and experience energetic learning to work toward individual and shared goals 

for future studies and work. 

Solid connections to adults and clear expectations about all facets of schooling and 

create and maintain the high quality learning environment of the successful academy. 

(excerpt from DCPS Ninth Grade Academy Handbook). 

All ninth grade academy scholars will have an opportunity to access English, 

Mathematics, Social Studies, World Language, JROTC, Technology, PE/Health and 

Elective classes. Ninth grade academy students will receive academic and social 

emotional support through tutoring, coaching and a targeted array of supports. Our 

Global Studies Course of Study will prepare scholars for Advanced Placement in 

subsequent years.


Grade 10 

Class of 2021


Greetings 10 th Grade Scholars & Families, 

Welcome to 10 th Grade Academy at Roosevelt High School (RHS)! Within the 10 th 

Grade Academy we are a community of Champions, consisting of a place where 

learning is valued, and collaboration and teamwork is embedded into our culture. 

Educating and serving our scholars is our top priority. Our students are champions of 

their own learning as in turn our community of learning is made up of outstanding 

teachers and staff that serve like champions. As we welcome you, our new 10 th Grade 

scholars, we are excited for what this year will bring. We want to assure you that we are 

committed to working toward the success of all our scholars. We want our scholars to 

work hard individually and as a collaborative school community to achieve an 

environment that assist all scholars to be successful. Our students will learn first-hand the 

pillars of our learning community which are our R.I.D.E.R.S Values (Responsibility, 

Integrity, Determination, Empowerment, Respect, and Success), all of which are critical 

in developing the habits of mind necessary to be successful in the worlds of college, 

work and life. 

As a 10 th Grade community, we are committed to working together toward the success 

of all our scholars. Students, you will have the opportunity to meet new friends, achieve 

new goals and expand your horizons within the 10 th Grade Academy community. 

Participation in co-curricular programs, along with academic excellence, will help 

develop the friendships and memories that will last a lifetime. Parents, we are excited to 

have you as partners and truly believe your role as a partner is vital to your scholar’s 

success. That role is to continuously show interest in and support your scholar’s 

academic growth. As the year progresses, we encourage you to join the PTA or 

volunteer in support of one of the many opportunities that will occur. Our staff, teachers 

and administrative team are available to keep you informed and to assist you and your 

scholar should the need arise. 

As a 10 th Grade community, we are here to support you, by any means necessary, to 

ensure your scholar(s) reaches his/her fullest academic potential. If you have any 

further questions, I encourage you to reach out to any member of the 10 th Grade 

Academy team. We look forward to working with you, our parents and the members 

of the community to provide a high-quality education for our 10 th Grade Academy 

Champions. 

With Children First, 

Darryl T. Powell, M.Ed



Class Dean: 

Dean Stevens 


Lichuya Reda, Darrell Smith, Joshua Hurley-Bruno, Pheobe Sherman 

and Brigid Hogan 

Class Theme: 

Guidance Counselor: 

Shantius Jackson 

Social Worker: 

Henrietta Bush-Sawyer


Grade 11 

Class of 2020


Welcome Class of 2020! 

As we embark on another school year, I want to take this opportunity to say how 

excited and proud I am to be the Administrator for the Junior and Senior class at 

Theodore Roosevelt High School. I am equally excited to work alongside Ms. Flowers, 

Ms. Green, Ms. Lum, Mrs. Rodriguez- Leon, and Mrs. Harris- Woodard who will serve as 

the Class of 2020 Sponsors. 

Class of 2020 new and exciting opportunities will take place and this will be your year 

with “A VISION” towards your future. In the words of Bernajoy Vaal “Millions of people 

can believe in you, and yet none of it matters if you don’t believe in yourself.” Before 

you know your senior year will be here and you will be graduating. Take this year to 

become laser-focused on your classes, community service, and choosing your 

pathway. As we continue to embrace college and career readiness, Roosevelt High 

School staff is eager to help you achieve your vision. 

Parents, please join the Roosevelt Team in setting high expectations to support our 

scholars’ vision. I encourage all parents to be involved, ask questions, meet with your 

team, and be that listening ear for your child throughout this school year; so that our 

students will rise to the occasion and be successful. Our theme for the class of 2020 is 

“A CLASS WITH A VISION.” With your support and communication, we can help move 

towards your child’s vision. The student handbook will be the first step in helping you 

organize your thoughts and plans for your child’s future. 

I look forward to the Class of 2020 working towards their vision with Respect, Integrity, 

Determination, Empowerment, Responsibility, and Success. 

“Never Given, Always Earned!” 

Ms. Tawana Alston 

Assistant Principal- 11th & 12th Grade



Dean: 

Munier Howard 


Monica Green 

Cesar Juarez 

Florence Lum 

Sonia Rodriguez-Leon 

Simone Harris-Woodard 

Class Theme: 

“A CLASS WITH A VISION” 

Guidance Counselors 

Shantius Jackson


Theodore Roosevelt High School 

Leadership Team 

· Ms. Aqueelha James Principal 

· Ms. Melvina Jones Assistant Principal, 9 th Grade Academy 

· Mr. Darryl T. Powell Assistant Principal, 10 th Grade 

· Ms. Tawana Alston Assistant Principal, 11 th / 12 th Grade 

· Mrs. Simone P. Wilkinson Assistant Principal International Academy 

· Mr. Darrell A. Smith Sr. Director, Strategy & Logistics 

· Ms. Devon Wade Director of Specialized Instruction 

· Mr. Reginald Stevens Culture and Climate


Motto 

“Never Given, Always Earned” 

School Colors 

Orange and Blue 

Mascot 

Mascot Name 

“Rough Riders”


Values


Mission 

Theodore Roosevelt High School values all students’ unique talents and encourages 

and challenges students to become intellectually curious, world language proficient, 

internationally aware, and globally responsive. 

Vision 

Theodore Roosevelt High School for Global Studies engages students in an educational 

experience that fosters international understanding and welcomes diversity of thought, 

while preparing students for a globally interconnected world. 

Global Studies Vision 

Students of Theodore Roosevelt High School will strengthen their thinking abilities by 

building on their experiences and knowledge through rigorous data- driven instruction. 

As a result, students will progress from emergent to fluent readers and writers to become 

critical thinkers, global citizens and lifelong learners.


Theodore Roosevelt Staff will meet our goals by providing: 

● A print-rich environment. 

● Modeling of proficient reading, writing, speaking and listening. 

● Opportunities for daily practice; independent, directed and collaborative. 

● An environment that encourages instructional risk-taking and recognizes 

academic improvement and achievements. 

● Experiences with a variety of literature that reflects our diverse and multicultural 

society. 

● Opportunities to publish, share and respond to writing. 

● Access to technology to enhance communication. 

● Differentiated instruction. 

Philosophy 

It is the administration, staff and parents goal to encourage students to exercise 

self-discipline. Students share the responsibility for creating an atmosphere that is 

conducive to learning. This is demonstrated by practicing our six Rough Rider values: 

RESPECT, INTEGRITY, DETERMINATION, EMPOWERMENT, 

RESPONSIBILITY, SUCCESS or R.I.D.E.R.S.


RHS Bell Schedule | 2018 – 2019 SY 

9 th / 10 th Grade Daily Schedule 

PERIOD 

TIME BLOCKS 

1 st Period 8:45 am – 10:08 am (83 minutes) 

2 nd Period 10:11am – 11:34am (83 minutes) 

Announcements 

11:34am – 11:36am (2 minutes) 

1 st Lunch 11:39 am – 12:24 pm (45 minutes) 

3 rd Period 12:27pm – 1:50pm (83 minutes) 

4 th Period 1:52 pm – 3:15 pm (83 minutes) 

11 th / 12 th Grade Daily Schedule 

PERIOD 

TIME BLOCKS 

1 st Period 8:45 am – 10:08 am (83 minutes) 

2 nd Period 10:11am – 11:34am (83 minutes) 

Announcements 

11:34am – 11:36am (2 minutes) 

3 rd Period 11:38am – 1:01pm (83 minutes) 

2 nd Lunch 1:04 pm – 1:49 pm (45 minutes) 

4 th Period 1:52 pm – 3:15 pm (83 minutes) 

Half-Day Schedule (All Grades) 

PERIOD 

TIMES BLOCKS 

1 st Period 8:45am – 9:35am 

2 nd Period 9:39am – 10:28am 

3 rd Period 10:32am – 11:22am 

4 th Period 11:26am – 12:15pm 

LUNCH 

12:15pm 

2-Hour Delay Schedule (Grades 9 & 10) 

PERIOD 

TIME BLOCKS 


2 nd Period 11:42am – 12:37pm 

1 st Lunch (9/10) 12:37pm – 1:18pm 

3 rd Period (Grade 9/10) 1:22pm – 2:16pm 

4 th Period 2:20pm – 3:15pm 

2- Hour Delay Schedule (Grades 11 & 12) 

PERIOD 

TIME BLOCKS 


2 nd Period 11:42am – 12:37pm 

3 rd Period (Grade 11/12) 12:37 pm – 1:30pm 

2 nd Lunch (Grade 11/12) 1:33pm – 2:16pm 

4 th Period 2:20pm – 3:15pm


**A full school day consists of 390 minutes; 2-hour delay a total of 270 minutes; and a 

half-day 210 minutes.** 

Roosevelt SHS Calendar of Events 

2018 – 2019 SY 

Month Day Event 

13 – 17 Pre-service Week for Teachers/ Staff 

August 

September 

October 

15 Lunch w/Senior Staff 11:00am Location: Atrium 

16 Ice Cream Social: Family Welcome Back Event @ 4:00pm Location: Atrium 

17 BTS Staff Event @ 4:00pm-8:00pm: Ruta del Vino (800 Upshur St. NW) 

18 Beautification Day @9:00am/Varsity Football Scrimmage vs Friendly @6:00pm 

@Roosevelt 

20 First Day of School for Students 

22 Fall Sports Meeting @ 3:00pm Location: Gym 

23 Varsity Football Game: Roosevelt vs Falls Church @7:00pm Location: Falls Church 

Monthly Fire Drill @3:00pm (Scholars Dismiss from the Football Field) 

27 Senior Parent Meeting @6:30pm Location: Media Center 

29 Faculty Meeting @3:30pm Location: Media Center 

30 Varsity Football Game: Roosevelt vs Kipp @4:00pm Location: Kipp 

1 African Heritage Month Begins 

3 Labor Day: No School for Students, Teachers and Staff 

6 10 th GA Community Meeting (2 nd Period) Location: Auditorium 

7 Varsity Football Game Roosevelt vs McKinley @6:00pm Location: McKinley 

Updated School SERT Plan Deadline 

8 ACT Test Date 

12 DCPS (EP&G) Training 

11 th Grade Community Meeting (2 nd Period) Location: Auditorium 

Senior Inauguration @7:00pm Location: Atrium 

13 9GA Community Meeting (2 nd Period) Location: Auditorium 

14 Varsity Football Game Roosevelt vs Ron Brown @6:00pm Location: Roosevelt HS 

15 Hispanic Heritage Month Begins 

Underclass Portraits: Grades 9 – 11 @ 9:00am – 3:00pm 

19 BTS (Back to School Night) @6:00pm-8:00pm 

Faculty Meeting @3:30pm Location: Media Center 

Term 1 Progress Reports Due in Aspen 

20 


24 Term 1: Progress Reports Mailed/Term 1 Midpoint 

27 Monthly Fire Drill @3:00pm (Scholars dismissed from Football Field) 

African Heritage Month Assembly (Atrium) 

28 Varsity Football Game Roosevelt vs Ballou @6:00pm Location: Roosevelt 

1 Senior Parent Meeting @6:30pm (Location: TBD)



6 Varsity Football Game Dunbar vs Roosevelt @1:00pm Location: Dunbar 

8 Indigenous Peoples’ Day & Columbus Day: No School for Students, Teachers and 

Staff 

10 In-School PSAT and SAT Day 



12 Hispanic Heritage Assembly Location: (Auditorium) 

13 Varsity Football Game Eastern vs Roosevelt @2:00pm Location: Eastern 

15 National Hispanic Heritage Month Ends 

15 - 20 ***Homecoming/Spirit Week*** 

Faculty Meeting @3:30pm Location (Media Center) 

17 PTA’s Evening with the Principal 6:00pm – 8:00pm Location: Media Center 

Drop, Cover, and Roll Drill 

18 12 th Grade Community Meeting (2 nd Period) Auditorium 

Open House Perspective Seminar Location: TBD 

20 Homecoming Game Roosevelt vs Wilson @2:00pm 

Location: Roosevelt 

22 Senior Portraits 9:00am – 3:00pm Location: Auditorium 

Senior Portraits 9:00am – 3:00pm Location: Auditorium 

23 “Mix-it-up @Lunch Day” (Café/Atrium) 

Monthly Fire Drill @3:00pm (Scholars Dismissed from Football Field 

24 Islamic Heritage Month Event (Atrium) 

Professional Development Day: No School for Students 

25 Senior Bake Sale (9:00am-3:00pm) Location: Entry 

Term 1 Ends: Half Day PD & Half Day Records Day for Staff: No School for 

26 Students 

Varsity Football Game Roosevelt vs HD Woodson @ 6:00pm Location: Roosevelt 

Senior Night 


29 Term 2 Begins 

31 Term 1 Marks Due in ASPEN 

November 

10 th Grade Community Meeting Location: Auditorium 

1 

Winter Sports Begin 

2 Varsity Football Game Ballou vs Roosevelt @6:00pm Location: Ballou 

3 SAT Test Date 

4 Daylight Savings Begins 

Parent – Teacher Conference Day: No School for Students 

6 

Election Day 

Food Bank Day


December 

January 


9 Term 1 – Honor Roll Assembly Location: Auditorium 

Report Cards Mailed 

10 DCIAA Football Playoffs @6:00pm Location: Cardozo 

12 Veterans Day Observed: No School for Students, Teachers and Staff 


14 Faculty Meeting @3:30pm Location: Media Center 

PTA’s Evening w/ the Principal 6:00pm-8:00pm Location: Media Center 

15 12 th Grade Community Meeting (2 nd Period) Location: Auditorium 

16 International Night @5:30pm-7:00pm Location: Atrium 

21 – 23 Thanksgiving Break: No School for Students and Teachers 

22 Turkey Bowl Game @11:00am Location Eastern 

28 Term 2 Progress Reports Due in Aspen 

Senior Portraits Make Ups @9:00am-3:00pm Location: Auditorium 

29 Monthly Fire Drill @3:00pm (Scholars Dismissed from Football Field) 

30 American Indian Heritage Month Assembly Location: Auditorium 


Banner Reveal Event Location: (Gym) 

3 Term 2 Midpoint/Progress Reports Mailed 



8 EdFest 

ACT Test Date 

10 My Lottery DC Application Opens for SY 19/20 

Senior Parent Meeting @6:30pm Location: Media Center 




19 

PTA’s Evening with the Principal @6:00pm Location: Media Center 

20 12 th Grade Community Meeting (2 nd Period) Location: Media Center 

Holiday Assembly @ 2:30pm Location: Auditorium 

Staff Holiday Party (Date/Time/Location: TBD) 

22 – Jan Winter Break: No School for Students and Teachers 

2 



14 Term 2 Midterms/Finals Begin 


Faculty Meeting on @3:00pm Location: Media Center 

PTA’s Evening w/the Principal 6:00pm-8:00pm Location: Media Center 


18 Term 2 Midterms/Finals End


February 

March 

April 

21 Martin Luther King, Jr. Day: No school for Students, Teachers and Staff 

22 Term 2 Ends: Half Day PD| Records Day: No School for Students 

23 Professional Development Day (PD): No School for Students 

Senior Bake Sale (9:00am-3:00pm) Location: Entry 

24 Term 3 Begins 

25 Term 2 Marks Due in Aspen 

Senior Brunch @10:30am-1:00pm Location: A-Wing Gallery 

1 My School DC Application Deadline for Grades 9 th -12 th 

5 Term 2 Report Cards Mailed 

6 ***Senior Class Signing Day Location: Atrium 

7 10 th Grade Community Meeting (2 nd Period) 

Honor Roll Assembly (Auditorium) 

13 11 th Grade Community Meeting (2 nd Period) 

***Faculty Meeting @3:30pm Location: Media Center 



18-22 President’s Day | February Recess: No School for Students 

25 Term 3 Progress Reports Due in ASPEN 

27 Black History Month Assembly Location: Auditorium 


Monthly Fire Drill @3:00pm (Scholars Dismissed from Football Field) 

Term 3 Midpoint 

1 

Term 3 Progress Reports Mailed 

2 Read Across America Day (Saturday) 

4 Senior Class Parent Meeting @6:30 PM Location: Media Center 

6 In-School SAT Day | Ash Wednesday 


8 Parent Teacher Conference Day: No School for Students 

Senior Bake Sale Location: Entry 

Food Bank Day 


10 Daylight Savings Time Begins 





17 St. Patrick’s Day 



29 My School DC Lottery Results Released 


4 Professional Development Day (PD): No School for Students


May 

June 

Senior Class Trip (GradBASH) Orlando FL (4 th – 6 th ) 

5 Term 3 Ends Half Day PD/ Half Day Records Day: No School for Students, 

Teachers and Staff 

8 Term 4 begins 

9 Term 3 Marks Due in ASPEN 

10 ***Faculty Meeting @3:30pm Location: Media Center 

PTA’s Evening w/the Principal @6:00pm-8:00pm Location: Media Center 


Monthly Fire Drill @3:00pm (Scholars dismissed from Football Field) 

12 Term 3 Report Cards Mailed 

13 ACT Test Dates 

15-19 Spring Break: No School for Students and teachers 



26 Jazz/Poetry Appreciation Assembly Location: Auditorium 

1 My School DC Enrollment Deadline for Matched Students 

2 10 th Grade Community Meeting (2 nd Period): Auditorium 

Senior Awards Night @7:00pm Location: Atrium 


6-10 Teacher Appreciation Week – We ♥ our RHS teachers! 

9 Term 4 Progress Reports Due in Aspen 

9GA Community Meeting (2 nd Period) Location: Auditorium 

13 Senior Parent Meeting @6:30pm Location: Media Center 


Term 4 Midpoint 

Progress Reports Mailed 




23 Monthly Fire Drill @3:00pm (Students dismissed afterwards) 

27 Memorial Day: No School for Students, Teachers and Staff 

28 Parent Teacher Conference Day: No School for Students 

Senior Bake Sale Location: Entry 

Food Bank Day 

30 Athletic Banquet @6:00pm – 8:00pm Location: Atrium 

31 Asian Pacific American Heritage Event Location: Atrium 


3 – 7 Senior Week 

3 Senior Career Day (Howard University) 

4 Senior Taco Tuesday Location: Atrium 

5 Senior Cookout Location: Football Field 

6 Senior Graduation Cap Decorating and Yearbook Signing Location: Art Gallery


9GA Community Meeting (2 nd Period) Location: Auditorium 



10 Term 4 Final Begin 

11 Monthly Fire Drill @ 3:00pm (Scholars Dismissed from Football Field) 

12 LGBTQ Pride Month Assembly Location: Auditorium 




13 Term 4 Finals End 

Principal’s Scholars Focus Group Luncheon @12:00pm-2:00pm Location: TBD 

14 Last Day of School for Scholars 

?? Senior Graduation Date TBD 

17 Term 4 Ends/Marks Due in ASPEN by 3:15pm 

Half-Day PD and Half-Day Records Day for Staff 

17 -21 ***Snow Make Up Days 

24 Summer School Begins 

Term 4 Report Cards Mailed


Assessment 

ANet ELA 

Reading 

Inventory 

(RI) 

MAP Math 

Diagnostic 

Assessment 

SAGE 

Social 

Studies 

Eureka 

End-of-Mod 

ule 

Assessment 

PARCC 

***= Subject to Change 

Senior Graduation Date: TBD 

RHS Assessment Calendar, School Year 2018 – 2019 

Grade 

Level(s) 

9 & 10 

Algebra I, 

Geometry, 

and Algebra 

II Students 

9 

9 – 12 

Purpose 

Computer-based assessment that 

measures students' progress in ELA 

towards meeting Common Core 

State Standards 

Testing Window 

Window 1: 10/15-10/19 

Window 2: 1/7-1/11 

Window 3: 3/11-3/15 

Computer-adaptive reading & Schoolwide BOY: 8/20-8/24 

phonics assessments that measure Schoolwide EOY: 5/13-5/17 

students' reading levels and help 

teachers adjust instruction according 

to students' needs and track students' 

progress. 

Computer-based adaptive 

assessment that measures students' 

understanding of algebra and 

geometry concepts and tracks 

student progress. 


measures student growth toward 

Common Core State Standards for 

Literacy in History/Social Studies. 

Measures students' progress towards 

meeting selected Common Core 

State Standards in Mathematics, 

aligned to the Eureka scope & 

sequence. 

Students Computer-based assessment that 

enrolled in measures students' progress toward 

Algebra I, meeting the ELA & Math Common 

Geometry, Core State Standards. 

English I, 

And English II 

NAEP 12 

MSAA 

DC Next 

Gen 

Science 

ACCESS for 

ELLS 

11 & C3 

Students 

enrolled in 

HS Biology 

9 – 12 

Used to assess progress in math and 

reading and develop ways to 

improve education in the United 

States. 

only one high school was selected to 

participate in the 2018 NAEP 

administration 


measures students' progress toward 

meeting alternate achievement 

standards. 


measures students' progress toward 

the Next Generation Science 

Standards (NGSS). 

Measures English language learners 

progress toward meeting the 

BOY: 8/27/18-9/28/18 

MOY: 1/7/19-2/8/19 

EOY: 5/6/19-6/7/19 

Pre-test: 8/27/18 

Post-test: TBD 

Testing windows are based on 

course enrollment. Please refer 

to the Math Assessments page 

on Canvas for specific testing 

dates for each course. 

April 2019 thru May 2019 

(Tentative) 

TBD 

TBD 

5/1/19 - 5/24/19 

TBD


STAMP 

English 

Level 

Proficiency 

Screening 

Advanced 

Placement 

(AP) Exams 

Level II 

Students 

9 – 12 

9 – 12 

SAT 11 – 12 

academic English language 

proficiency (ELP) standards. 

Web-based and computer adaptive 

assessment of student proficiency in 

world languages. 

Assess students for English Level 

Proficiency (ELP) at LAD and ensures 

that eligible students in grades Pk3-12 

are immediately able to access 

ESL/bilingual services. 

Measures learning in AP courses and 

with a qualifying score, students are 

eligible to receive college credit. 

Measures skills required for college 

applications. 

TBD 

Year-round (as needed) 

05/06/19 – 05/17/19 

TBD 

Section I –Student Responsibilities 

Scholar Accountability 

▪ Scholars should not be allowed to leave any classroom unless for an emergency. 

If a student forgets his/her materials for class or needs to talk to another teacher, 

it is not considered an emergency. Advise students to make arrangements with 

other instructions prior to coming to class. 

▪ When granting permission to leave the classroom, all instructors should provide 

students with a color coded hall or health suite pass; students without a pass 

should be prohibited from entering or exiting the classroom, which ensures that 

students are accountable and safe during the school day. 

▪ Any visitor throughout the building, including parents who wish to visit classrooms 

without an appointment, should be redirected to the main office. All schedule 

changes for students can only be made after the approval and/or clearance 

from administration. No classes will be changed after the 5th day of a new 

semester. A student must be registered for eight (8) subjects each semester or 

have permission from the principal to do otherwise. Please visit 

www.theodorerooseveltdc.org; guidance counselor’s page to find more 

information on scheduling. 

▪ Students are not allowed to be in any classrooms before 8:40am or after 3:15pm 

without a pass from receiving teacher/staff member. 

▪ Students are not allowed in the teacher workroom, mailroom or copier room. 

▪ Food and drinks are prohibited outside of the cafeteria unless for the following 

reasons: medical requirement, mandated IEP accommodation or other reasons 

pre-approved by administration. 

▪ Students should not be given school keys or FOBs to gain access to any part of 

the building.


Textbook & Supply Loan 

Textbooks are loaned to students for use during the school year. Teachers will issue book 

slips to be completed and signed, in ink, by both students and parents. The name of the 

student and his/her classification must be written on the bookplate as soon as the book 

is received. 

Textbooks will be issued only when the student has cleared prior obligations and 

presents a signed slip for each book. Parents are responsible for paying for any book 

that is lost or severely damaged. 

Cheating & Plagiarism 

Cheating is a direct infraction according to the expectations of Theodore Roosevelt 

High School Code of Conduct Policy and the DCMR, chapter 25. Any student caught in 

the act of cheating or other forms of academic dishonesty will face possible suspension 

and or immediate removal from the RHS program. 

Plagiarism is copying or imitating the language, ideas or thoughts of another person 

and passing them off as one's original work. Plagiarism and all other forms of cheating 

will not be tolerated under any circumstances. Students should never pass someone 

else's findings off as their own, when writing down someone’s exact words, you must 

cite the source according to the format determined by the instructor (i.e. APA Style 

Citation, MLA Citation, etc.); when you borrow someone's ideas, identify the author or 

artist. 

Borrowing without acknowledgment is plagiarism. Plagiarism is stealing. It is dishonest. It 

is also intellectually lazy. Teachers should review this policy with students: 

1st Offense – Verbal Warning 

2nd Offense – Tier 2 intervention or consequence: Take “How to Recognize Plagiarism” 

basic level tutorial: 

https://www.indiana.edu/~academy/firstPrinciples/tutorials/index.html 

3rd Offense – Tier 3 intervention or consequence


Disciplinary Policy & Student Accountability 

It is the policy of DCPS as defined in “Chapter 25” (http://dcps.dc.gov/chapter25) that 

a safe environment conducive to learning is maintained to provide equal and 

appropriate educational opportunities for all students. Only Tier 3 referrals or higher 

should be reported immediately to administrators, Tier 1 and 2 behaviors must be 

managed in the classroom unless behaviors are continuous and persistent. Major 

disruptions to the classroom environment and learning are viewed as a serious, 

behavioral offenses and instructors should contact the respective grade-level dean of 

students immediately for support. RHS will apply a fair and consistent approach to 

student discipline, within the context of the student’s rights and responsibilities, and will 

remain in effect throughout school hours, on school premises, when transporting 

students on trips, and during any school-sponsored activity. For additional information 

regarding DCPS’ Student Accountability Policy, reference the full policy in the appendix 

section of this handbook. 

The below factors will be considered with applying disciplinary measures: 

● 

● 

● 

● 

● 

● 

● 

● 

● 

● 

● 

● 

● 

Nature of the infraction 

Circumstances relating to the infraction (SEL) 

Age of the student 

Student's previous behavioral history 

Injury occurred 

Whether a weapon or controlled substance was involved 

Probability of repeat violations 

Safety of other students and staff 

Educational needs of other students 

Educational needs of the student to be disciplined 

Extenuating circumstances 

Harm inflicted upon the reputation of the RHS Community 

Harm inflicted upon the wider community 

Disciplinary measures shall be aimed at remediation and rehabilitation to enable 

students to complete their instructional programs. Disciplinary options for intervention, 

remediation, and rehabilitation shall include, but are not limited to, the following 

measures: 

Tier 1&2 Infractions (Handled in Class by the Teacher) 

• Excessive student talking 

• Student not doing assignment 

• Horse-playing 

• Student not prepared for class 

• Student late for class (up to 5 minutes) 

• Chewing gum 

• Minor disruptive behaviors 

• Using the computer without permission 

• Inappropriate language (not directed at teacher) 

**ALL INFRACTIONS ARE NOT LISTED


Tier 3-5 Suspension Warranted Infractions (Dean/ Administrator Involvement) 

• Documented pattern of continued Level 1 or Level 2 infractions as evidenced by 

documentation of steps taken by instructor. 

• Verbal, written or physical threat to a person 

• Engaging in behavior that demonstrates gang, neighborhood or crew affiliation 

• Leaving school without permission 

• Student leaves class without permission 

• Gambling 

• Slurs based on race, color, gender, sexual orientation, religion, disability including 

derogatory sexual language 

• Forgery 

• Cheating 

• Bullying or using humiliating or intimidation language or behavior 

• Fighting (no weapons/no physical harm) 

**ALL INFRACTIONS ARE NOT LISTED 

DCPS has established a Student Discipline Policy designed to ensure the rights and 

responsibilities of all students. While grounds for disciplinary action are outlined in the 

DCPS policy, Roosevelt High School has the authority to transfer a student to his/her 

neighborhood school if the student is not meeting the expectations of the RHS 

community or fails to maintain eligibility for a DCPS special or city-wide program. 

Students must maintain a cumulative 2.5 GPA to remain a student athlete of RHS. The 

instructional superintendent of cluster 9 will receive all recommendations for dismissal of 

any student who does not meet the academic criteria to remain a student of Roosevelt 

SHS. 

SCAR Team (Student Character & Refinement Team) 

The SCAR Teams (Deans/ ISS) functions as a support system for all staff and students 

participating in the learning process. The fundamental purpose of the SCAR Team is 

to promote and sustain a positive and challenging learning community through 

discipline, character development, motivation and teaching students how to make 

wise day to day decisions. Our goal is to foster a socially transforming environment 

that inspires our children, empowers our teachers and encourages our parents to 

participate in the child’s learning process. 

The Dean’s office is not the first option for discipline. Teachers should hold students 

accountable for their actions before involving the Dean. Our Discipline Plan involves 3 

fundamental components: to teach, to discipline and to inspire. 

● 

● 

● 

Teach – Dean’s will teach students the skills and habits necessary to succeed in a 

structured learning community 

Discipline - Discipline will be used as a means to bring about change in the 

students philosophy and actions towards the learning community. 

Inspire – Dean’s will consistently motivate students. Through motivation, students 

will develop positive habits and have a desire to participate and perform within 

and beyond the Roosevelt HS learning community.


Behavior Ladder 

Each class will have a posted set of the school expectations and your classroom 

procedures. 

● Verbal/Non-Verbal Warning 

● Redirection (warning) 

● In Class Consequence 

● Teacher Conference 

● Send Referral (make parental contact)


DC – CAP 

The DC College Access Program (DC-CAP) is an important and valuable resource 

made available to the students of DCPS and Roosevelt SHS. The program allows for 

students to gain further access to college scholarship and financial aid opportunities, 

along with assisting in test prep courses and sign-up. The DC-CAP office is only available 

to students before school, during their lunch, or after school. At no time should a student 

be in the DC-CAP office during class time unless they have signed up for a previously 

scheduled college presentation. Teachers should never send a student to the DC-CAP 

office for any reason during instructional time. 

Students who wish to access the DC-CAP office are required to follow these specific 

guidelines: 

● Sign up for an appointment during their lunch period. There will be a weekly 

appointment sign-in sheet in the front of the DC-CAP office. ONLY students with 

an appointment are permitted to be in the DC-CAP office at any point 

throughout the school day. 

● College presentations also require students to sign up prior to attending the 

session. Students who have not signed up will not be permitted to attend. 

● Once students have signed up to attend a college presentation or to visit the 

DC-CAP office, they will receive a pass. Students must have this pass on their 

person during their visit. 

Athletics 

The principal is ultimately responsible for the operation of the school, including all 

matters pertaining to the athletic program. The Director, Strategy & Logistics will work 

with the athletic director and coaches to develop and support a high- functioning 

program for student athletes that reflect the school’s mission, philosophy and DCPS 

policy. 

Student Eligibility 

Student athletes must maintain eligibility to participate in sports through academic 

performance and positive behavioral conduct. The athletic director will work with the 

counseling department to ensure all athletes meet eligibility requirement to participate 

in sports, and will provide updated lists to coaches after each grading period. 

If a teacher feels that a student athlete should be deemed academically ineligible 

he/she should present that concern in writing to the athletic director as immediate as 

possible. 

The following behavior guidelines will apply to student athletes: 

● First Offense – 1 game suspension (student may practice but cannot participate 

in the next game) 

● Second Offense – multiple game suspension (r participate in games for the 

determined amount of games)student may not practice, attend


● 

Third Offense – student is removed from the team. 

Student Dismissal for Athletic Events 

At the beginning of a sports season, the athletic director or coach will circulate a team 

roster and game schedule. Teachers should retain these lists for reference through the 

season. 

Each Monday, teachers will receive notification regarding student absences pertaining 

to athletic participation via Edmodo form Mr. Grimsland. This information must come 

directly from the coach or athletic director. Students on school teams should be 

dismissed from class for posted games and only if they eligible to participate. Each 

student athlete must have a pre-signed pass to be dismissed from class. 

Clubs 

Clubs must provide a service to the school, student body or community. Membership 

must be open to the entire student body, except in the case of various honor societies. 

Club sponsors and advisors must submit, in writing, their request to be appointed advisor 

to the principal before the end of the school year. Club sponsors for specific 

organizations must go through approval by Mr. Grimsland. New teachers may submit 

their request to sponsor a club after the school year has started. 

Student Lockers 

Lockers should be used for: 

• Storing books and other personal belongings necessary for educational growth 

• Storing coats, jackets, and other personal items 

• The Roosevelt staff is not responsible for personal property, loss or theft, therefore 

students should not: 

➢ Give their locker combination to another student 

➢ Share lockers with anyone else 

➢ Keep valuables in lockers. Students are strongly advised not to keep 

valuable items in their lockers. 

Additional Important locker information: 

• Students are permitted to check lockers before 1st period begins, before lunch 

and after school. 

• When students are tardy to school, they should not be in their lockers more than 

five minutes after the documented time on the hallway pass by the attendance 

counselor. 

• Locker usage is a privilege that can be revoked if the student fails to adhere to 

this policy. 

• During winter months, all jackets and coats must be place in lockers throughout 

the school day


Section II –Attendance and Absences 

Here at Roosevelt High School, it is our goal to ensure that every student achieves 

academic success by being present at school every day and on time. Students who 

have regular school attendance learn more and are more successful in school. 

Attending school is required by law! All students must attend school every day until the 

student reaches age eighteen. Absences hinder the student’s ability to be successful. 

Tardy means that the student arrives in the middle of an ongoing lesson and creates a 

disturbance for other students. Student absences are excused for the following reasons: 

Excused Absences: 

· Student illness (a doctor’s note is required if a student is absent for five (5) or more 

consecutive days) 

· Death in the student’s immediate family 

· Necessity for a student to attend a judicial proceeding as a plaintiff, defendant, 

witness, or juror 

· Observance of a religious holiday 

· Temporary school closings due to weather, unsafe conditions or other emergencies 

· Medical reasons such as a doctor’s appointment (a doctor’s note is required) 

· Failure of DC to provide transportation where legally responsible 

· Visiting a parent in the military 

· Emergency circumstances approved by on a case-by-case basis 

Excused Absences will be coded in APSEN as “A-E (excused reason)”. 

Suspensions are considered as excused absences; however, teachers should ensure 

that they have coded the student with an unexcused absence. Deans will record 

suspensions through the Student Behavior Tracker (SBT) and the unexcused absences 

will automatically change to an excused absence “A-E (au. Suspended)” within 24 

hours.


· Family Vacation and/or Function (graduation) 

· Babysitting 

· Shopping 

· Doing errands 

· Oversleeping 

· Cutting classes 

· No clean clothes 

· Parent’s illness


A. General Attendance Requirements 

All children who reach five (5) years of age on or before September 30th of the current 

school year are considered school-aged and must attend school on time every day 

until they meet high school graduation requirements or reach their 18th birthday. DC 

Code § 38-202(b)-(c) establishes the justification for requiring no further attendance for 

minors who graduate from high school and flexible school hours for students who reach 

17 years of age and are gainfully employed. 

(b) Any minor who has satisfactorily completed the senior high school course of study 

prescribed by [DCPS] and has been granted a diploma that certifies his or her 

graduation from high school, or who holds a diploma or certificate of graduation from 

another course of study determined by [DCPS] to be at least equivalent to that 

required by [DCPS] for graduation from the public senior high schools, shall be excused 

from further attendance at school. 

(c) Any minor who has reached the age of 17 years may be allowed flexible school 

hours by the head of the educational institution in which the minor is enrolled provided 

he or she is actually, lawfully, gainfully, and regularly employed, but in no case shall he 

or she be excused entirely from regular attendance or excused to the extent that his or 

her timely graduation would be jeopardized or prevented. 

B. School Expectations 

All schools shall implement a specific protocol for attendance monitoring and 

absenteeism, including a focus on prevention of unexcused absences and the use of 

academic and behavioral interventions to address the needs of students. School 

officials are responsible for taking attendance accurately every day in the student 

information system (SIS). 

A written note must be provided to the school by the student’s parent within five (5) 

school days after the student’s return to school in order for an absence to be excused. 

Upon receipt of appropriate documentation within this time period, schools must 

update absences as excused within 48 hours. 

C. Excused Absences 

The following absences may be classified as an excused absence:


● Illness of the student (a doctor’s note is required for a student absent five or more 

days in a term 

● Illness of a child for parenting students (a doctor’s note is required for a student 

absent five or more days in a term); 

● Medical or dental appointments for the student; 

● Death in the student’s immediate family; 

● Exclusion by direction of the authorities of the District of Columbia, due to 

quarantine, contagious disease, infection, infestation, or other condition 

requiring separation from other students for medical or health reasons; 

● Necessity for a student to attend a judicial proceeding, or court-ordered activity, 

as a party to the action or under subpoena; 

● Observance of a religious holiday; 

● Absences to allow students to visit their parent who is in the military, immediately 

before, during, or after deployment; 

● College visits for students in 9th- 12th grades (up to three cumulative days); 

● School visits for students in K through 8th grades (one day); 

● Absences of expectant or parenting students for a time period specified by their 

doctor and any accommodations mandated by law; 

● Take Our Daughters & Sons to Work Day; 

● Religious event or celebration outside of a religious holiday (up to five cumulative 

days); and 

● An emergency or other circumstance approved by DCPS. The following 

absences may also be excused without written documentation from the parent, 

as verified by the school: 

● Lawful out of school suspension or exclusion by school authorities; 

● Temporary closing of facilities or suspension of classes due to severe weather, 

official activities, holidays, malfunctioning equipment, unsafe or unsanitary 

conditions, or other condition(s) or emergency requiring a school closing or 

suspension of classes; 

● Failure of the District of Columbia to provide transportation in cases where the 

District of Columbia has a legal responsibility for the transportation of the student 

● An emergency or other circumstance approved by DCPS.


If a student or parent anticipates an absence not covered by the excused absences 

listed above, they may submit a request for an excused absence due to a special 

circumstance to the school principal. The principal shall consult with his or her 

Instructional Superintendent before determining whether to grant the excused absence 

request. 

Any absence that does not meet the criteria of an excused absence or fails to satisfy 

the documentation requirement of an excused absence within the allowable time 

frame will be classified as an unexcused absence. 

If a student is absent for a total of up to four (4) cumulative days in each grading period, 

a parent’s written excuse is sufficient for explaining the absence. Such absence will be 

excused if it falls under one of the excused absence reasons noted above. 

If a student is absent for five (5) or more cumulative days per term, further 

documentation is required beyond communication by the parent for the absence to be 

excused. Written explanation of the student’s absence must be submitted by a doctor 

or staff of a relevant agency, on official doctor’s office/agency letterhead and signed 

by a relevant official. Note: 

● Medical or dental absences must be submitted on official doctor/dentist office 

stationery or form; and 

● Student’s required presence at judicial proceedings must be documented by a 

document from the court stating the need for the student’s presence on all the 

relevant dates. 

● Funeral programs may be accepted as appropriate documentation. 

D. Absences Due to School-Sponsored Activities 

1. Athletics


Students participating in DCPS-sponsored athletic events during regular school class 

hours are considered present. Students must adhere to all attendance requirements as 

dictated by state regulations. In order to participate in any athletic tryout, practice, 

game or match, a student must be present in school on the day of that event, unless 

the student has an excused absence.17 

2. Other Activities 

Students participating in DCPS-sponsored events, field trips, or study abroad travel 

during the regular school day are considered present. 

3. IEP or 504 Plan Service Delivery 

Students who miss class to receive related services documented on their Individualized 

Education Programs (IEPs) or 504 plans are considered present. 

4. Suspensions 

Students shall be marked present while serving in-school suspension. Student absences 

due to out of school suspension shall be classified as excused.


E. School-Based Attendance Interventions Related to Absences 

1 day of 

unexcused 

absence 

Contact parent on the same day and each time a student has the 

equivalent of one day of unexcused absence, with daily follow-ups 

as necessary. 

3 days of 

unexcused 

cumulative 

absences 

4 days of 

absences 

(excused or 

unexcused) 

5 days of 

unexcused 

cumulative 

absences 

Send 3-Day Unexcused Absence Letter to parent. 

Phone call home after four absences to discuss the student’s 

attendance. 

Send 5-Day Unexcused Absence Letter to parent and refer student to 

Student Support Team (SST) for an attendance intervention 

conference to be held within five days of the referral. (Applicable to 

five unexcused absences within one term.) The SST will develop an 

action plan in partnership with the student and the student’s parent.


7 days of Send Metropolitan Police Department (MPD) warning letter to 

unexcused parent.19 

cumulative 

absences 

10 days of Student is considered chronically truant. Contact the District Child 

unexcused Family Services Agency (CFSA) for students aged 5-13. Refer student 

cumulative for follow-up attendance SST interventions for students aged 14 and 

absences older. The SST assigned to the student will notify school leader of 

action plan within two days of the referral. 

15 days of Submit referral within two days to Court Social Services Division (CSS) 

unexcused for students aged 14 through 17. 

cumulative 

absences 

20 days of Notify parent that student is eligible for withdrawal due to 20 

unexcused consecutive days of unexcused absences. 

consecutive 

absences 

F. Prohibited Actions Related to Absenteeism 

DC law prohibits specific actions related to student truancy and absenteeism as follows: 

● No minor may be expelled or receive an out-of-school suspension due to an 

unexcused absence or due to a late arrival to school. 

● No minor may be un-enrolled from DCPS due to unexcused absences or due to 

late arrival to school unless the student has accumulated 20 or more 

full-school-day consecutive unexcused absences. 

● No student will be transferred from their school for absenteeism, including 

students who are attending an out of boundary school. 

● At the beginning of the school year, no student should be withdrawn unless they 

fail to attend at least one (1) day of school in the first three (3) weeks of school 

without notification for such absence; or transfers to another educational 

institution. 

G. Attendance, Grading, and Promotion


Student grading and promotion can be impacted by an accrual of unexcused 

absences as follows: 

- Secondary students with ten (10) unexcused absences in any class shall receive 

an initial written notice that they are at risk of receiving a grade of “FA” (failure 

due to absences) in that subject upon accumulating more than thirty (30) 

unexcused absence 

- Secondary students with fifteen (15) unexcused absences in any class shall 

receive an additional written warning that they are at risk of receiving a grade of 

“FA” (failure due to absences) in that subject upon accumulating more than 

thirty (30) unexcused absences. 

- Secondary students accumulating more than thirty (30) unexcused absences in 

a course within a full school year shall receive a failing final grade in that course 

with a resulting loss of course, credit.25 

- Students accumulating more than thirty (30) unexcused absences within a 

school year shall only be promoted if a written justification is submitted by the 

principal to the Chancellor,26 or the student attends summer school and is 

reevaluated for promotion.27 

H. Late Arrival for Secondary Students 

● Students will be marked tardy if they arrive in class 5 minutes or more after the 

official start of the period. 

● Students who enter class late should be given clear guidance regarding how to 

get caught up with the class lesson. 

● Students will be allowed to enter their scheduled course regardless of what time 

they arrive. Teachers should make every effort to make late arriving students feel 

welcomed. 

● There is no point in a class period that a tardy will convert to an absence. If a 

student attends a portion of the class, he or she will be considered present and 

tardy. 

● Students must always have access to make-up work. 

● Multiple instances of a student being tardy may not be accumulated to count as 

an absence. 

● Responses to student tardiness should be appropriate and logical. A student 

should never be suspended due to being tardy.


I. Early Dismissal 

DCPS will not recognize early dismissal of students unless that dismissal is related to an 

excused absence. Parents must notify the school when requesting an early dismissal. 

Impact of Absences on Student Grades 

Students with 10 unexcused absences during a single term will receive written 

warning that they are at risk of receiving a failure due to absences upon 

accumulating 30 or more unexcused absences. Students must also receive a written 

warning at 15 unexcused absences. 

Attendance Documentation 

All excuse notes should be submitted directly to Mr. Perry/Ms. Willingham daily. 

Teachers are required to collect excuse notes during 1st period and their assigned 

Student Attendance Ambassador will bring the notes to the Attendance Office. 

Parent/Guardians are responsible for submitting an excuse note within 5 days 

immediately following the last day of their student’s absence. WE WILL NOT ACCEPT 

EXCUSE NOTES AFTER 5 DAYS! For convenience, Roosevelt has an “Absence Excuse 

Note Form” available in the Main Office. Although we have an “Absence Excuse 

Note Form” parents are more than welcome to submit a handwritten document. All 

notes will be time stamped and logged into ASPEN within 48 hours of receipt. 

Parent/Guardian Contact: 

Any contact that is made with a parent regarding attendance should be logged into 

ASPEN and shared with an Attendance Counselor (via email) immediately following the 

conversation. Text messages and verbal conversations are not acceptable forms of 

notification of a student’s absence. However, an email is appropriate and acceptable. 

Please forward these messages to Mr. Perry (james.perry@dc.gov) or Ms. Willingham 

(krystal.willingham@dc.gov). An excuse note is mandatory. 

FAQ’s 

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 daily until they meet high school graduation 

requirements or reach their 18th birthday.


What is the school attendance law? The District of Columbia Compulsory School 

Attendance Law 8-247 and DC Municipal Regulations Title V Ch. 21govern mandatory 

school attendance and the ways schools must respond when students are truant. 

The Compulsory School Attendance Law states that parents/guardians who fail to have 

their children attend school are subject to the following: 

● 

● 

● 

● 

● 

● 

● 

Truancy charges may be filed against the student or parent; 

Neglect charges may be filed against the parent; 

Parents may be fined or jailed; 

School-aged students may be picked up by law enforcement officers during school 

hours for suspected truancy; 

Students may be referred to Court Diversion and other community based 

interventions; 

Students will be referred to SST’s and school based intervention services; 

Metropolitan Police Department (MPD) and the Office of the State Superintendent 

of Education (OSSE) will receive notice of all students with 10 or more unexcused; 

and Parents and students may be assigned community service and placed under 

court supervision/probation. 

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 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 and students attend a truancy conference at the local school. 

Support Services 

DCPS is committed to serving all students residing in the District of Columbia, including 

homeless children and youth. 

A homeless student is defined as a child without a regular, fixed, and adequate 

nighttime residence. The child may live in a shelter, a temporary home, a motel, a car, 

a campground, or on the street. Homeless children may also be living temporarily with 

relatives or friends because of a loss of permanent housing.


Neediest Kids Fund/Bridge to Success 

Neediest Kids is a charitable organization, now associated with National Council for 

Children and Families that provides emergency resources to help students whose basic 

needs might otherwise go unmet. The organization’s mission is to help meet immediate 

needs of students so they can stay in school and reach their full potential. At present, 

DCPS school staff can request uniforms, shoes, and groceries/personal items/medicines 

to supports student needs. 

To learn more about supports offered by this program contact your school counselor or 

teacher.


Section III –Technology Use 

DCPS Student Safety Use and Policy for Internet and Technology 

Policy 

DCPS will use 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, and 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. 

1. Acceptable and Prohibited Internet Use 

A. 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. 

B. Prohibited uses of email and Internet on the DCPS computer network 

All DCPS students are prohibited from the following when using 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. 

● Personally meeting anyone with whom they have only had prior contact with on 

the Internet. 

● Using profane, vulgar, or abusive language. 

2. Procedures and Guidelines: Content and Conduct 

A. 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:


1. Messages sent under an assumed name, modified email address, or with the 

intent to obscure the origin of the message. 

2. 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. 

3. Messages that are obscene, contain pornography, or are harmful to minors. 

4. Messages containing indecent speech or hate speech. 

B. 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. 

C. Students shall not display or transmit any images, sounds, or messages, or other 

material that could be considered pornographic in nature. 

D. Students shall not display or transmit any images, sounds, or messages, or other 

material that could create an atmosphere of harassment or hate. 

E. 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. 

F. 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. 

G. Students are prohibited from accessing social networking sites, including, but not 

limited to, My Space, Facebook, and Twitter. 

H. 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. 

I. 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. 

J. 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. 

K. 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. 

L. Students shall not read, modify, or remove files owned by other students.


3. Procedures and Guidelines: Network Security and Equipment Maintenance 

A. Students are prohibited from sharing their password or login identification with any 

other person. 

B. Students are prohibited from logging into the network by using account information 

belonging to another student, teacher, or network administrator. 

C. 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. 

D. Students are prohibited from modifying or rearranging technology equipment 

belonging to DCPS, including keyboards, monitor, printers, and computers. 

E. 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. 

F. When using public workstations, students shall log off of the network before leaving 

the workstation. Students shall further ensure that the workstation is in suitable condition 

for the next student. 

G. When using private or individual workstations, students shall lock their computer or 

log off of the network if they will be away from the workstation for an extended period 

of time. 

Cellphones and Electronics 

Cell phones and electronics are not permissible in the school during instructional day 

(per RHS policy). 

Students may activate cell phones before school and after school. All cell phones must 

be stored in RHS cell phone lockers before school and retrieved after school ends. 

Students who violate this policy will have their phones taken and returned by an 

administrator or dean at the end of the school day. Other electronics will be held by an 

administrator or dean and must be picked up by a parent or guardian. If a student 

refuses to give a teacher his/her phone, do not discuss further, instead call an 

administrator to address the situation.


Section IV –School Rules and Policies 

Dress and Appropriate Attire/Uniforms 

During school hours, the primary obligation of all members of the RHS community is to 

be engaged in educational pursuits. Therefore, all members of the RHS community are 

expected to dress in an appropriate manner during school hours and school-sponsored 

activities. 

Roosevelt’s Uniform Policy includes khaki/tan bottoms and polo shirts that can be 

purchased from any store you would like: 

● 9th - 11th Grade: Royal Blue 

● 12th Grade: Black 

● Failure to wear the designated uniform will result in progressive discipline 

as per Chapter 25, DCMR. 

Uniform patches can be purchased in the Main Office (once available). 

● First patch is free, $5 for additional patches (patch purchases are 

non-refundable). 

● All students with appropriate grade level shirts (seen below from last year) 

can still wear these shirts as long as they are grade level specific.


Inappropriate Dress includes, but is not limited to: 

a. Any clothing jewelry or accessories with decorations, patches, lettering, 

advertisements, etc., that may be considered obscene or offensive are not to be worn 

to school This includes any clothing, jewelry, accessories that may be used of weapons, 

accessories having drug, sexual emblems, tobacco or alcoholic beverage references 

or designs. 

b. Any clothing, accessories, symbols, jewelry, or other paraphernalia, which depicts or 

suggests association with a gang, secret society, or fraternity, shall not be brought to 

school, worn at school, or in any way be present at any school-sponsored event. 

c. Form-fitting garments such as spandex may only be worn with another layer of 

clothing, which meets the dress code. 

SHIRTS & BLOUSES: 

a. Crop tops, tube tops, halters and spaghetti straps are unacceptable (anything less 

than 2 inches is considered a spaghetti strap.) Strapless dresses without jackets are 

unacceptable. 

b. The display of cleavage is unacceptable. Low cut blouses, tops, sweaters, etc. with 

plunging necklines are not allowed. 

c. Transparent and/or see through material is considered unacceptable. Shirts/tops 

must touch the waist of pants/shirts at all times (i.e. when in movement, when arms are 

extended or raised, and when in seated positions, etc.) 

d. A boy’s shirt should cover the entire crown of the shoulder.


DRESS, SKIRTS, SHORTS & SKORTS: 

a. Not permissible 

PANTS: 

a. Intentionally torn or cut/slashed pants that are considered indecent exposure are 

inappropriate. Manufactured boot-cut slits are acceptable. 

b. Pajamas and flannel pants are inappropriate. 

ACCESSORIES: 

a. All students must wear shoes. Slippers are inappropriate. 

b. Students should wear athletic footwear in order to participate in any physical 

education class. 

c. Proper undergarments should be worn but not visible. 

h. Oversized chains or spiked jewelry are unacceptable. 

I. Headwear: No hats, headbands, bandanas (any color), beanies, scarves, or hairnets 

will be allowed to be worn inside of the school building. This includes time before class, 

in-between class, and after school. Theodore Roosevelt High School Global Studies 

Campus recognizes and respects the religious expression of all our students. Students 

who wear head coverings for religious purposes are exempt from this policy. 

Grading


Grades shall be based on student achievement and the timely completion of work. 

The classroom teacher is responsible for the evaluation of student academic 

performance, Intervention Support, accompanied with Student Success Plans (SSP). 

and the awarding of grades. Teachers are expected to use a variety of methods in 

evaluating students: examinations, teacher-made tests, homework, projects, and 

student classroom participation are examples of methods that may be used to 

evaluate students. Teacher-made summative assessments are approved by 

Department Instructional Coach and should be appropriate, rigorous, and meet or 

exceed DCPS standards for the subject matter and the age or maturity level of the 

students. 

All students with unexcused absences are allowed to make up work at the teacher’s 

discretion and must be given 48 hours to complete assignments. Teachers should follow 

the DCPS Roosevelt High School grading and attendance policy set values for each 

category. Teachers are expected to submit progress report and report card grades 

based on the deadlines determined by the DCPS calendar. 

DCPS Grading Policy 

● Teachers will enter numerical assignment grades into Aspen’s gradebook feature. 

Instructors are required to enter three grades per week; 1 participation, 1 assessments 

(e.g. exit ticket, tests or quizzes), 1 practice and application (e.g. Classwork and/or 

homework). 

● Teachers will consistently log in journal notes into ASPEN for both positive and 

redirection purposes to inform students and parents of progress towards student success 

plans. 

● Aspen will generate term letter grades from “A” to “F” (which can be modified by 

instructors). Note: Aspen maintains a record of grade modifications. 

● Aspen adds the weighted, 4-point numbers together to find the appropriate number 

utilizing a 4-point scale (e.g. A=4, A-=3.7, B=3, C+=2.3, F=0, etc. ). 

● Based on this range and average of scores, a final letter grade is assigned. 

● RHS makes every effort to recognize students who are academically successful. At 

the end of each grading term, students are eligible and recognized on the honor roll 

list; provided they meet the established minimum requirement of a 3.00 GPA. 

● Student Success Plans [SSPs] must be completed by students and families no later 

than the midpoint of the term. 

Numerical Value 

Grade


93 – 100 A 

90 – 92 A- 

87 – 89 B+ 

83 – 86 B 

80 – 82 B- 

77 – 79 C+ 

73 – 76 C 

70 – 72 C- 

67 – 69 D+ 

64 – 66 D 


Incomplete grades must be closed out within the first two weeks of the following quarter 

and should not appear on any students report card. Approval of incomplete grades will 

be given from the principal and exceptions will be made on a case by case basis – 

requests for exceptions must be submitted to the principal two weeks before the end of 

the term. Incomplete grades are not permissible in the fourth quarter or as a final grade. 

Students are responsible for completing classwork during in-school and off-campus 

suspensions; requests for classwork will come from the school Dean of Students, 

Reginald Stevens. All assignments must be immediately submitted to the instructor upon 

the students return to class, and students are expected to makeup any additional 

assignments that may have been missed as a result of their absence. 

Instructors must allow students with excused absences to makeup any work missed and 

it is the responsibility of the student to submit documentation of their excused absence 

(school related absences are considered excused). Students are expected to make 

every effort to see their teachers for the makeup assignments; tests, quizzes and labs will 

be completed at the convenience of the teacher. Generally, make-up work should be 

completed within two days of returning to school. Extended absences of three or more 

days will be given an extended deadline to complete missed assignments; students 

should be allowed extra time and support to complete said assignments. 

In the case of an intentional, unexcused absence (i.e. skipping school, cutting class or 

non-medical absence), all students with unexcused absences are allowed to make up 

work at the teacher’s discretion and must be given 48 hours to complete assignments. 

Instructors must review this policy with students at the beginning of each term. 

Guidance Services 

The overall goal of the counseling department is to provide information and resources 

for students, parents and teachers. The resources available to students will consist of 

academic advising, college and career information, personal counseling, parent 

involvement groups, student records and outside agency referrals. 

The counselors will seek to help students establish academic goals, develop personal 

strengths and interest, and help prepare students for college and after high school. 

The counselor will communicate with parents regarding their child’s academic progress, 

and assist parents with any concerns they may have regarding classes and programs 

their child may participate in. 

Students in 9th- 11th Grade will meet quarterly with their counselors while 12th Grade 

meet monthly with their counselor. Students are permitted to schedule individual 

conferences at their discretion. All appointments with counselors should occur before 

or after school, during lunch period and/or advisory. 

Health Services 

The school nurse and suite is available Monday – Friday, from 8:00am – 3:30pm to assist 

students with their medical needs. Teachers must provide students with a pass before 

granting permission to visit the health suite – medication is only given to students with 

written authorization from a licensed physician and parental consent.


Assemblies & Special Events 

All students will be escorted to assemblies and special events by a teacher or 

administrator in an orderly and prompt manner. Each grade and class will be assigned 

a permanent seating space during the school year. To ensure a productive and 

organized event, teachers are required to remain with their class throughout the 

duration of the assembly. 

The days and times of all assemblies will be calendared and announced in advance. 

The following guidelines are designed to provide members of the RHS community with 

guidance on how they can both enjoy and support school performances and 

assemblies: 

● Teachers will sit with their students during school wide assemblies. 

● Give your full attention to the performance – come to performances prepared to 

give your full attention. 

● Undesired noise is not only distracting to other audience members, but can be 

disruptive for those on stage. The highest regard should be given to performers. 

You can show your appreciation during a performance by applauding when 

appropriate and by giving performers positive words of encouragement. 

Translation Services 

DC Public Schools provides language line services to assists with communication and 

translation services. You can reach these services through the following steps: 

1. Dial 1-800-367-9559 

2. Enter on your telephone keypad or provide the representative: 

▪ 6 digit client ID: 

▪ Press 1 for Spanish 

▪ Press 2 for all other languages (Speak the name of the language at the 

prompt). An interpreter will be connected to the call. 

3. Brief the Interpreter-- Summarize what you wish to accomplish and give any special 

instructions. 

4. Add the limited English speaker to the line 

Section V –Building Security and Safety 

School Emergencies or Accidental Events 

Accidents involving students must be reported immediately to an adult.


Emergency Procedures: Fire Drills, Bomb Threats and Evacuation Plans 

The procedures for evacuation must be reviewed with all students at the beginning of 

each semester, so students understand the necessity for order during an evacuation. It 

is vitally important that all staff review the procedures for emergencies with students. 

When the fire alarm sounds: 

● Teachers and students must move quickly and quietly toward exit specified in the 

emergency evacuation plan; if your exit is blocked use the nearest alternate exit. 

● Report any unaccounted students to the school administration ASAP. 

● Students are to line up in the areas that have been designated in the 

emergency evacuation plan. 

● Remain in the assigned waiting area with the students until given the “all clear” 

to return in the building. 

● Students are not allowed to visit other classes during this time. If an evacuation 

happens between classes, students will meet with their 2nd Period Teacher on 

the football field. During lunch and other non-class events, students will meet with 

their 2nd Period Teacher. 

All personnel shall adhere to the following guidelines if there is a lockdown: 

Support Staff and Students 

● Close and lock all classroom doors and turn off the lights. 

● All individuals in the classroom should move to one side of the classroom and 

away from windows, if possible – out of sight, and should remain quiet 

● Do not leave the classroom FOR ANY REASON. 

● Listen carefully to announcements. DO NOT dismiss until advised by the principal 

or his designee.


Visitor Policy 

We welcome parents and other visitors to Roosevelt SHS during the school day. 

However, we ask that all staff persons adhere to the following procedures to ensure the 

safety of our students and our staff. 

All visitors are to sign in at the security station and present identification upon arrival to 

the building. To ensure the safety of students and staff, do not accept visitors or 

volunteers who come to your office or classroom unannounced or without a visitor pass 

or volunteer badge. This ensures that all individuals have reported to the security station, 

and that we have an account of who is in the building. This includes individuals working 

with our school’s maintenance staff, personal friends and relatives. 

Surveillance & Safekeeping 

Under NO circumstances, should any external doors be propped open at any time, for 

any reason. This poses a serious safety threat to our entire school. 

Unfortunately, RHS is not immune to thefts. We have had several incidents of theft from 

personal items in classrooms and offices – please adhere to the following guidelines: 

● 

● 

All personal items (i.e. pocketbooks, leather coats, electronics, etc.) should be 

locked and secured. 

Never leave personal items in open sight on desks and around the classroom. 

RHS is not responsible for lost, missing, stolen or damage to personal or professional 

property. 

Smoking on DCPS Property 

Smoking in all District of Columbia Public Schools is strictly prohibited, both inside and 

outside, and all school property.


Graduation Requirements 

Subject Credits Required Notes 

English 4.0 Must include English I, II, III, IV (or their equivalents) 

Mathematics 4.0 Must include Algebra 1 (must enroll in Algebra 1 in or 

before 9th grade), Geometry, and Algebra 2 at a 

minimum 

Science 4.0 Must include three lab sciences 

Social Studies 4.0 Must include World History 1 and 2, U.S. History, U.S. 

Government, and D.C. History 

World Languages 2.0 Must include 2 credits of the same world language 

Art 0.5 

Music 0.5 

Career and 

Technical 

Education and/or 

College-level 

Courses 

Physical 

Education/ Health 

2.0 The Career and Technical Education (CTE) and 

college-level course requirement shall be met by 

identified AP, IB, HiSCIP, and CTE courses as well as 

courses taken at accredited colleges. 

1.5 

Electives 1.5 

Total 

24 Credits* 

Students must also earn 100 hours of volunteer community service to graduate. All 

community service hours must be verified by a nonprofit organization with a valid 

501(c)3. 

*Please note that 24 credits are the minimum number of credits required by DC 

Public Schools for a student to graduate.


Carnegie Units and Graduation Requirements 

The Carnegie Unit is awarded upon successful completion of a course. One (1) 

Carnegie Unit is equivalent to 120 – 150 hours of instruction earned over a period of 36 

weeks in the District of Columbia Public Schools. 

Subject Grade 9 

Grade 10 

Seal of Biliteracy Pathway Seal of Biliteracy 

*One content course in WL Pathway 

*One content course in 

WL 

Grade 11 

Seal of Biliteracy Pathway 

*One content course in WL 

Grade 12 


*One content course in WL 

English English I English II English III English IV 

(4.0 req) Honors English I Honors English II AP English Lit & Composition Honors English IV 

Seal of Global Comp 

AP English Lit & Composition 

Pathway 

Plus 

Public Speaking (.5) 

Math Algebra I Geometry Algebra II Pre-Calculus 

(4.0 req) Honors Algebra I Honors Geometry Honors Algebra II AP Calculus 

Must include: Pre-Calculus Probability & Statistic 

Algebra I 

Geometry 

Algebra II 

Upper Level 

Math 

Science Biology I Chemistry I Physics I Physics I 

(4.0 req) Honors Biology I Honors Chemistry I Honors Physics I Anatomy & Physiology 

Must include: Concepts of Physical Forensic Science Anatomy & Physiology Honors Environmental 

Biology Science Honors Environmental Chemistry I Science 

2 lab sciences Environmental Science Science Honors Environmental AP Environmental Science 

1 other science Robotics Science 

Social World History & World History & US History & Geography US Government (.5) & 

Studies Geography I Geography II AP US History DC History (.5) 

(4.0 req) AP World History AP Psychology (.5) AP US Government (.5) 

Must Include: AP Psychology (.5) 

World History I Global Perspectives (.5) 

World History II Seal of Global Comp African Studies (.5) 

DC History Pathway Asian Studies (.5) 

US Government Seal of Global Comp Plus Latin American Studies (.5) 

US History Seal of Global Comp Pathway Comparative Religion (.5.) Middle Eastern Studies (.5) 

Pathway Plus AP Comparative 

Plus Model UN & International Government (.5) Seal of Global Comp 

Global Perspectives (.5) Diplomacy (.5) Pathway 

Plus (select 2) World Plus 

Asian Studies (.5) Problems/Contemporary AP Human Geography 

Latin American Studies (.5) Issues(.5) 

Middle Eastern Studies (.5) 

African Studies (.5)


World 

Languages 

(2.0 req) 

Options: 

French 

Spanish 

Mandarin 

Chinese 

Level I 

(new language for adv. 

proficient) 

-OR- 


Level 2 

Level 2 


proficient) 

-OR- 

Seal of Biliteracy 

Pathway 

Level 3 

Level 3 


proficient) 

-OR- 


Level 4 

& 

New Language Level 1 

Level 4 


proficient) 

-OR- 


AP 

& 

New Language Level 2 

Art & Music Art & Design Foundations AP Studio Art/Drawing AP Studio Art/Drawing (.5) AP Studio Art/Drawing (.5) 

(0.5 req for (.5) (.5) Art & Design Foundations Art & Design Foundations 

each) Art History I (.5) Art & Design Foundations (.5) (.5) 

Band I (.5) (.5) Art History 1 (.5) Art History 1 (.5) 

Concert Band I (.5) Art History 1 (.5) Concert Band I (.5) Concert Band I (.5) 

Cultural Studies (.5) Concert Band I (.5) Cultural Studies (.5) Cultural Studies (.5) 

General Music (.5) Cultural Studies (.5) General Music (.5) General Music (.5) 

Survey of World Art (.5) General Music (.5) Survey of World Art (.5) Survey of World Art (.5) 

Global Music Survey of World Art (.5) Global Music Global Music 

Global Art Global Music Global Art Global Art 

Global Art 

Health/PE 

(1.5 req) 

Global Fitness (.5) 

Global Sports (.5) 

Health Education (.5) 



Health Education (.5) 





Additional Seal of Global Comp Seal of Global Comp Seal of Global Comp 

Pathway Work Pathway Pathway Pathway 

Advisory (.5) Advisory (.5) Senior Seminar (.5) 

Internship (.5) Internship (.5) 

Business Mgmt & Admin Business Mgmt & Admin CTE Business Mgmt & Admin CTE 

CTE Pathway Pathway Pathway 

Intro to Business I (.5) Microsoft Office Business Communications 

Entrepreneurship (.5) 

Culinary CTE Pathway Culinary CTE Pathway Culinary CTE Pathway 

Culinary I Culinary II Culinary III 

JROTC Pathway JROTC Pathway JROTC Pathway 

Army JROTC II Army JROTC III Army JROTC IV 

JROTC Pathway 

Army JROTC I 

BUILD Pathway BUILD Pathway BUILD Pathway 

BUILD Afterschool BUILD Afterschool Program BUILD Afterschool Program 

Program 

EMS CTE Pathway 


EMS CTE Pathway EMS 

Clinical EMS 

Anatomy & Physiology 

BUILD Pathway 

BUILD: Entrepreneurship 


Health Career Exploration

“Today the School, Tomorrow the World. Global Education for a Global Society”


GLOSSARY 

Dean of Student: responsible for maintaining school culture and climate, PBIS, and 

facilitating positive discipline of the student population. 

Guidance Counselors: support the student’s academic, social, and career 

development needs. Support the instructional goals of the school. 

Intervention Coaches: provide mental health counseling and support to general 

education students, oversee advisory groups, community-outreach, 

training/Edu/consult services for staff. 

LEA Representative: lead and oversee all things special education and support services 

for students. 

Partnering Agencies: this includes speech pathologist, occupational therapist, physical 

therapist and additional social-emotional support positions. These agencies provide 

support to students and collaborate with school staff to support student behaviors. 

RTI/504 Coordinator: leads and coordinates 504 meetings. Responsible for planning and 

coordinating RTI team meetings, collaborates with the MDT members, collaborates with 

PBIS team, and trains staff on RTI process. 

School Social Workers: provide mental health counseling and support to students 

receiving Special Education (IEP/504) services, collaborates with the team to provide 

additional support as needed. 

School Psychologist: administers testing and interprets results to determine student’s 

eligibility for support services.


APPENDIX


PLANNING FOR COLLEGE 

Information on the following pages has been prepared to inform students and 

parents about the college admissions process. By using this guide, you will find a 

step-by-step process for both college decision-making and the application 

process. Colleges have differing selection criteria. Well-informed applicants 

can enhance their admission chances by making sure that the amount and 

quality of information in their admissions folders are appropriate. Admissions 

officers are interested in the qualitative nature of student’s achievements, as 

well as in supportive comments from teachers, counselors, and friends who write 

on the student’s behalf. 

Most colleges consider factors such as grades, class rank, quality of academic 

preparation, standardized tests, extracurricular activities, work experience, and 

volunteer participation when considering a candidate’s application. However, 

colleges have varying criteria for admission, which is published in college 

handbooks and catalogues. Generally speaking, the smaller private and highly 

selective colleges rely on subjective, as well as objective, data contained in a 

student’s application and recommendations. By contrast, the larger public 

and/or less selective colleges rely more on objective data as they review 

hundreds or thousands of applications. 

Although much of the following information in generally applicable to the 

college applications process, some information, such as that on the personal 

essay, relates only to the application process at highly selective colleges. A 

happy and successful match between college and student is the goal of both, 

and it is well worth the time and effort required to assure this satisfying outcome. 

The Theodore Roosevelt College and Career Counselor and support staff is here 

to assist you in this process. Feel free to contact us at any time with your 

questions or needs. 

HOW TO CHOOSE A COLLEGE 

The process of choosing the “right” college can be an exciting and rewarding 

experience. The term “right” refers to a college where you fit in academically 

and socially. It should be a place where you can prepare for your future as well 

as pursue other interests. You will probably find many schools that meet your 

needs and at times you may become confused, even if you approach your 

selection through a step-by-step decision-making process. Eventually, however, 

you will find the college, or colleges, that are right for you.


STEP 1: KNOW YOURSELF 

Take a self-inventory – get to know yourself. A college that is right for you will 

depend upon your individual goals and characteristics: 

● Goals 

● 

● 

● 

● 

● 

● 

● 

● 

● 

● 

● 

● 

● 

● 

● 

● 

● 

● 

Knowledge 

Public Service 

Money 

Creative Freedom 

Prestige 

What kind of person do you wish to become? 

Of your particular gifts and strengths, which would you most like to 

develop? 

What are your academic strengths and weaknesses? 

Where do you excel? 

Do you excel in any extracurricular or non-school activities? 

What social interests do you have? 

How do you spend your free time? 

How do you relax? 

What are your work habits? 

Would you expect to thrive at a highly competitive college or one where 

the program was less demanding? 

What kind of academic extracurricular balance would help you to grow 

academically and socially? 

How do you learn best? 

Do you work best independently or with others?


STEP 2: GET TO KNOW THE COLLEGES 

Establish a list of criteria for the college you would like to attend. Know the TYPE 

of school you want to attend: 

● Do you want to attend a 2 or 4-year school, college, university, or 

● 

technical school? 

Do some reading about each type of college, university or technical 

school. 

SELECTIVITY: 

● 

● 

● 

How selective do you want the college to be? Admission decisions vary 

widely from institution to institution. 

On the basis of your grades, college admission tests, and special talents, 

develop a range of admissibility for yourself. 

Remember, no single factor (particularly SAT), will, by itself, determine 

admission. 

MAJOR: 

What majors are you looking for? If you are like most students, you aren’t sure. 

That’s o.k. Seek colleges that offer a broad curriculum so that you have the 

flexibility to change majors as your interests change. Of course, if you are 

anxious to pursue a certain specialty, such as engineering or architecture, be 

sure you look for schools with strong programs in those areas. 

PRICE RANGE: 

WITH YOUR PARENTS, decide what you can afford to pay. Total expenses vary 

greatly among schools. Don’t rule out a college simply because of cost. Most 

institutions have scholarships, loans, grants and jobs to help pay bills. Please 

note that as a District of Columbia Residents you qualify for the DC Tuition 

Assistance Grant (DCTAG). Please ensure that you meet with your guidance 

counselor to register and find out additional information. 

SIZE OF SCHOOL: 

Does the idea of a large school appeal to you, or is it fulfilling?


LOCATION: 

Local or distant – consider the mode of transportation to and from school, 

climate, and environment. You will be living there for 4 years. Do you want to 

be on an urban or rural campus? 

RELIGIOUS ORIENTATION: 

Many schools are church-related, but the degree of student involvement and 

the percentage of students practicing the predominant religions vary widely. 

Look for a place where your value system will allow you to feel at home. 

FRATERNITIES, SORORITIES AND SPORTS: 

Do you want to be a part of a Greek system, or would you prefer a social 

climate where most students are independent? 

MAKE-UP OF STUDENT POPULATION: 

● Does this matter to you? 

● Do you want co-ed, state school (where most student are from within the 

state), private school (where a deliberate attempt is made to admit 

students from a variety of cultures, countries, and socio-economic 

backgrounds)? 

SPECIALTY PROGRAMS: 

● Do you want to study abroad? 

● 

● 

Are you interested in a co-op or internship experience where you can 

combine practical work experience with education? What other factors 

are VITAL to you? 

By seriously considering the factors mentioned above, you have 

completed the toughest part of this process. By now, you should have a 

reasonably clear idea of who you are and what you are looking for. Now 

it is time to do some research.


STEP 3: WHERE TO TURN 

● Start with your school or local library (or bookstore if you prefer). There are 

● 

● 

● 

many college guides, search books, etc. available. You can also find 

books written from students’ perspectives. 

It is important to consult a variety of sources when dealing with subjective 

information. 

Visit your Guidance office/Career Center. Look through catalogues and 

college bulletins. 

Do a computer search with your counselor. 

● Begin an information network. Seek out alumni, friends and family 

● 

members who are familiar with schools that interest you. 

Keep in mind; you are looking for something that will be right for you, not 

Uncle Mike or Aunt Kim. 

WHAT’S NEXT? 

● Experience the real thing – plan to visit several campuses. 

● 

● 

● 

● 

● 

● 

● 

● 

● 

Always write for information and plan your visit before going to a campus. 

Find out about campus tours, weekend sleepovers, interviews, and 

describe your areas of special interests. 

It is best to visit when the college is in session. 

If you can, spend the night on campus. Talk with students and faculty, 

attend classes, look for signs of what is important on that campus (politics, 

sports, cultural activities, partying) 

Check out the surrounding town or city. Do you feel comfortable there? 

What is the atmosphere like on campus (easygoing, rushed, dead)? Do 

you feel comfortable there? 

If possible, attend a college class in the department of interest to you. 

Talk with professors in that department. 

Do you like their approach?


● What do students say about the department? 

● Will you have the opportunity to do research? 

● Who lectures – professors or teaching assistants? 

● Is tutoring available? 

● What other support services will be available to you? 

● What are the students like? 

● Do you anticipate that you would fit in? 

● How is the food? 

● What do the kids do to relax? 

● What type of entertainment is available to you on and off campus? 

● What does it tell you? 

● Write down your impressions at the end of the visit to a college. 

● What was good? 

● What was bad? 

● Read the school newspaper (preferably several issues) 

● Compare colleges on your list.


College Comparison Worksheet 

COLLEGE 

NAME 

LOCATION 

· Distance from home 

SIZE 

· Enrollment 

· Physical size of 

campus 

ENVIRONMENT 

· Type of school (2 

year; 4 year) 

· School setting (urban, 

rural) 

· Location and size of 

nearest city 

· Co-ed, male, female 

· Religious affiliation 

ADMISSION REQUIREMENTS 

· Deadline 

· Tests required 

· Average test scores, 

GPA, rank 

· Special requirements 

· Notification


ACADEMICS 

· Your major offered 

· Special requirements 

· Accreditation 

· Student-faculty ratio 

· Typical class size 

COLLEGE EXPENSES 

· Tuition, room and 

board 

· Estimated total 

budget 

· Application fee, 

deposits 

· Register for DCTAG 

FINANCIAL AID 

· Deadline 

· Required forms 

· % Receiving aid 

· Scholarships 

HOUSING 

· Residence hall 

requirement 

· Availability 

· Types and sizes 

· Food plan


FACILITIES 

· Academic 

· Recreational 

ACTIVITIES 

· Clubs, organizations 

· Greek life 

· Athletics, intramurals 

CAMPUS VISITS 

· When/ Special Events 

WHAT DO COLLEGES LOOK FOR WHEN 

SELECTING STUDENTS? 

Colleges look at the “total student” when making admissions decisions, but they 

also have some minimum criteria they expect candidates to possess. Listed 

below are some areas that are considered. Check the college catalogue to 

find out what the specific colleges you are looking at expect of you. 

High school grades/courses/class rank 

Schools look not only at your grade point average (GPA) but also at the type of 

courses you have taken. Many schools have minimum requirements for 

entrance, such as math through Algebra 2 and foreign language. Some schools 

only count major subjects when calculating a GPA. Some schools also look at 

your class rank (how your GPA places you in comparison to other students in our 

class). Are you in the top 5%, 10%, 25%? 

Standardized test scores 

Many schools require that you take one of the college admissions tests and use 

your scores as a predictor of how you will do in their college setting. Check the 

college handbooks, catalogues or with your counselor to find out what the 

average SAT’s or ACT’s are for the schools in which you are interested. There is a


school for everyone, no matter what the test score, but you should not apply to 

some schools if your scores are way “out of the ball park.” Prince George’s 

Community College will accept any high school graduate and does not rely on 

these admissions tests. If you do not score well, perhaps you want to start at a 

local two-year community college and then transfer to a four-year college 

(which will then not look at test scores but only at your grades in college level 

courses) 

The Scholastic Aptitude Test (SAT) 

What is the SAT and how is it structured? 

The SAT is a standardized, multiple-choice test used by most U.S. colleges and 

universities for admissions and placement decisions. SAT scores can also be used 

to determine scholarship eligibility. The test is administered by the Educational 

Testing Service (ETS) and given nationally seven times a year. 

The SAT is a seven-section, three-hour exam. Three of the sections are Verbal, 

three are Math, and one is experimental. The experimental section, used by ETS 

strictly for its own research, can be either Verbal or Math and is not counted 

toward your final score. The seven sections appear in a slightly different order 

every time the SAT is administered. 

2018 – 2019 SAT Schedule 

Test Date 

Registration 

Deadline 

Late 

Verbal 

SCORE 

Math 

August 25, 2018 July 27, 2018 August 15, 2018 

October 6, 2018 September 7, 2018 September 26, 2018 

November 3, 2018 October 5, 2018 October 24, 2018 

December 1, 2018 November 2, 2018 November 20, 2018 

March 9, 2019 February 8, 2019 February 27, 2019 

May 4, 2019 April 5, 2019 April 24, 2019 

June 1, 2019 May 3, 2019 May 22, 2019 

*The late registration deadline is one week earlier if you are registering by mail. 

**Regular SAT only


REGISTRATION 

Registration deadlines fall approximately five weeks before each test date. To 

register by mail, simply fill out the registration form in the College Board's Bulletin 

for the SAT Program. You can obtain a free copy of this publication from your 

school's guidance counselor. You can also register online at 

www.collegeboard.com.


Practice 

We highly recommend preparing for the SAT. There are many sources on the Internet to 

support your effort. It is unwise to take or retake the SAT without adequately preparing 

for the challenge. You can be successful, if you are willing to make the sacrifices for 

success! 

Sites 

● The World’s Best Prep Couse for the SAT I: www.bestprep.com 

● http://www.collegeboard.com/student/testing/sat/about.html 

● http://apps.collegeboard.com/satprep/index.jsp 

● http://testprep.princetonreview.com 

● http://a4esl.org/g/h/fb007-ck.html 

● http://www.puzz.com/analogies.html 

● http://www.freesat1prep.com/sat/verbal/critical reading tips and advice.htm 

● http://www.freesat1prep.com/sat/verbal/critical reading questions.htm 

● http://www.freesat1prep.com/sat/verbal/sentence completion 

● http://www.freesat1prep.com/sat/verbal/sentence completion/tips and 

advice.htm 

● http://www.freesat1prep.com/sat/verbal/sentencecompletion questions.htm 

The following sites are for SAT I vocabulary study: 

● http://www.kent.wednet.edu/KSD/MA/resources/greek_and_latin_roots/page_1. 

hrml 

● http://www.kent.wednet.edu/KSD/MA/resources/greek_and_latin_roots/prefix1.h 

rml 

● http://www.freevocabulary.com 

Services for Students with Disabilities 

The College Board is committed to serving students with disabilities by providing services 

and reasonable accommodations appropriate to the student's disability and the purpose of 

the exam. Services for Students with Disabilities (SSD) provides PSAT/NMSQT, and SAT 

testing accommodations for students who have documented disabilities.


Preparing for and TAKING “THE ACT” 

Test-Taking Strategies 

The ACT Assessment ® measures the knowledge, understanding, and skills that you have 

acquired up to now. Although the sum total of this knowledge cannot easily be 

changed, your performance in English, mathematics, science, and reading can be 

affected by adequate preparation, especially if it has been some time since you have 

taken a course in that area. 

Three strategies can help you to prepare yourself for the content included in the ACT: 

● Familiarize yourself with the content of the ACT tests. 

● Refresh your knowledge and skills in the content areas. 

● Identify the content areas you have not studied. 

Registration Deadline 

Test Date Regular Late SCORE 

English Math Reading Social 

Studies 

September 

8, 2018** 

October 27, 

2018 

December 

8, 2018 

February 9, 

2019* 

April 13, 


August 10, 


September 


November 2, 


January 11, 


March 8, 


August 

11-26, 2018* 

September 

29-October 


November 

3-19, 2018 

January 

12-18, 2019 

March 9-25, 


June 8, 


May 3, 2019 May 4- 20, 


July 13, 

2019* 

June 14, 


June 15-24, 


*No test centers are scheduled in New York for the February and July test dates. 

** See non-Saturday testing for information related to this test date.


Sites 

● 

● 

● 

● 

● 

● 

http://aapsample.act.org/aap/testprep/samples2.html 

http://www.act.org/aap/taking/index.html 

http://www.act.org/aap/testprep/engstrat.html 

http://www.act.org/aap/testprep/mathstrat.html 

http://www.act.org/aap/testprep/readstrat.html 

http://www.act.org/aap/testprep/sciencestrat.html 

Task Checklist 

Use this checklist as your personal record to ensure that all tasks are completed in a 

timely manner. Moving from left to right, if task has been completed, place an “X” 

under the completed column, if task is in progress, then place an “X” in that column. If 

a task requires time for completion, then record the date that you worked toward 

completion of the task. 

Task/Requirement: Completed In 

Progress 

Date Date Date Date 

RHS Credits 

Community 

Service Hours 

Attendance 

College Visits 

SAT 

ACT


DOES Office of Apprenticeships 

1. Students register on www.dcnetworks.org – include high school information, work 

history, and a completed resume; call 202-724-2337 to verify that the student’s 

information registered the following day. 

2. Randall Shannon is the POC for placing individuals in apprenticeships at the 

DOES Office of Apprenticeships 

● Students can email their resume, with a brief cover letter intro in the body 

of the email detailing their interest in an apprenticeship, along with 

whether they have a DL or will take public transit to a job site to Mr. 

Shannon (Randall.shannon@dc.gov); if you have students do this, please 

DCPS Central Office contact Katherine Novinski 

(Katherine.novinski2@dc.gov) so that I can follow up as necessary by 

phone or have the student cc the relevant school-based staff member. 

● Mr. Shannon will conduct a pre-screening (interview) where he covers 

expectations, such as the fact that they will be drug tested on a regular 

basis; students should come “Dressed to Impress” for the pre-screening 

● 

If students pass the pre-screening, Mr. Shannon identifies the 

apprenticeship sponsor in the area and sends the student to interview with 

the company; he said there are both union and non-union electrician 

apprenticeships (union is the local-26 and applications are due at end of 

March); non-union companies often have their own test, etc. and he has 

prep materials. 

Organization Organization Website Training Programs Offered 

IT Training 

Year Up 

Per Scholas 

www.yearup.org 

perscholas.org 

Cosmetology & Barbering Programs 

Ballou STAY 

Roosevelt STAY 

Bennett Career Institute 

Workforce Development Programs 

UDC-CC Workforce 

Development Life-long 

Learning Center 

United Planning 

Organization 

http://www.balloustay.com/apps/pages/index.jsp?uREC_I 

D=204297&type=d 

Barbering teacher: Marsten Davis 

Cosmetology teacher: Helen-Marie White 

http://www.rooseveltstay.org/apps/departments/ 

http://www.bennettcareerinstitute.org/ 

udc.edu/wd 

http://www.upo.org; 

http://www.upo.org/building-careers-academy/ 

IT, Software Development, Business 

Operations 

Free IT Training - entry level 

positions in IT: Help desk support, 

field technicians, etc 

Cosmetology, Barbering & Culinary 

Arts program (free for DC residents) 

Cosmetology, Barbering, Culinary 

Arts, (free for DC residents) 

Cosmetology program (not free; 

FAFSA can help cover some cost) 

Certificates in following fields; 

Hospitality, Construction, IT, and 

Nursing; students must take the 

CASAS exam; free 

CDL, EMT, Hospitality, Culinary, 

Plumbing, Electrical Tech, Tele-Com, 

Professional Building Maintenance,


Excel Automotive 

Institute 

Public Allies 

http://www.excelautomotiveinstitute.org/ 

PublicAllies.org 

Career Technical Institute https://careertechnical.edu/ 

DC Central Kitchen https://dccentralkitchen.org/enroll/ Culinary Arts 

DC Job Corps Outreach & 

Admissions 

DCPS Leading Men 

Fellowship 

Cadet Programs 

Metropolitan Police 

Department - Police Cadet 

Academy 

DC Fire and EMS 

Metro/WMATA 

www.jobcorps.com 

http://www.dcedfund.org/leadingmen/ 

https://mpdc.dc.gov/page/cadet-program-application 

-process 

https://fems.dc.gov/page/cadet-program 

https://www.wmata.com/about/careers/ 

Apprenticeship Programs – Construction Trades 

DOES Office of 

Apprenticeships 

IBEW Local Union 

26/JATC 

Randall Shannon (randall.shannon@dc.gov) & Larry 

Barnes (larry.barnes@dc.gov) 

https://www.washdcjatc.org/onlineapplication.cfm 

POC: Lawrence Hyson 

Overview: 

https://www.iecchesapeake.com/electrical-apprenticeshi 

p-training-program 

and Information Technology (IT); 

students attend information session 

and must pass the CASAS exam; free 

Auto-tech program (cost associated 

unless you qualify through DOES 

under WIOA) 

10-month apprenticeships with 

nonprofits fulfilling a 

capacity-building role 

IT, medical assistant, hospitality 

training programs; (cost associated 

unless you qualify through DOES 

under WIOA) 

Nursing, Office Administration, 

HVAC, Carpentry, Computer 

Technology 

One year fellowship in early 

childhood education 

Metropolitan Police Department 

DC Fire & EMS cadet program; need 

a 2.5 GPA 

Entry-level jobs that only require a 

high school diploma; most bus 

driver and or metro driver jobs 

require that you must be 21+ and 

have a driver’s license 

Apprenticeships – DC area; send 

resume and cover letter to Mr. 

Shannon to be interviewed and 

connected to DC apprenticeship 

sponsors for an interview if you 

meet standards 

Electrician – Apprenticeships 

(Union); apply online; need diploma 

or GED 

Independent Electrical 

Contractors 

Mid-Atlantic Regional 

Council of Carpenters 

Application: https://www.iecchesapeake.com/apply-now 

POC: Ed Hersl 

www.mactc.net 

Electrician – Apprenticeships 

(non-union); need diploma or GED 

Carpentry – Apprenticeships 

(union); need diploma or GED


International Union of 

Elevator Constructors – 

Local 10 

Plumbers and Gasfitters – 

Local Union 5 

www.iuec10.com 

www.local5plumbers.org 

Apprenticeships – Elevator 

Constructors (Union) 

Apprenticeship – Plumbing (Union); 

need diploma or GED 

International Union of 

Painters and Allied 

Trades www.iupatdc51.com Apprenticeship – Painters (Union) 

International Association 

of Heat and Frost 

Insulators and Allied 

Workers – Local 24 

GRID Alternatives – 

Mid-Atlantic 

(DOEE Solar Works 

partner) 

Military Pathways 

National Guard 

U.S. Coast Guard 

Army 

Navy 

Marines 

www.insulators24.org 

https://gridalternatives.org/regions/midatlantic/solar-w 

orks-dc 

http://www.dcnationalguard.com/eligibility.html 

https://www.gocoastguard.com/ 

https://www.uscg.mil/top/careers.asp 

Apprenticeships and 

Pre-Apprenticeships – Heating, 

Ventilation and Air Conditioning 

(HVAC – Union); diploma or GED 

preferred but not required 

Solar panel installation training & 

OSHA 10 certification (construction 

pre-apprenticeship) 

Meet with recruiter; take and pass 

ASVAB; civilian positions exist that 

do not require you to pass the ASVAB 

exam 


ASVAB exam to enlist 



https://www.navy.com/joining/ways-to-join/never-ser 

ved#ft-qualifications-&-commitment 




https://www.marines.com/request-information ASVAB exam to enlist

2018-2019_Student_Handbook

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