HomeMy WebLinkAboutAbstract for Joint Meeting – Board of County Commissioners, Chapel Hill-Carrboro City Schools Board of Education and Orange County Schools Board of Education 1
ORANGE COUNTY
BOARD OF COMMISSIONERS
ACTION AGENDA ITEM ABSTRACT
Meeting Date: February 22, 2022
SUBJECT: Joint Meeting — Board of County Commissioners, Chapel Hill-Carrboro City
Schools Board of Education and Orange County Schools Board of Education
DEPARTMENT: County Manager/Finance and Administrative Services
ATTACHMENT(S): INFORMATION CONTACT:
Attachment A— Orange County Schools Bonnie Hammersley, 919-245-2300
Mental Health and Travis Myren, 919-245-2308
Achievement Grant Dr. Nyah Hamlett, 919-967-8211
Spending Plan Dr. Monique Felder, 919-732-8126
Attachment B — Chapel Hill Carrboro City Gary Donaldson, 919-245-2453
Schools Mental Health Rebecca Crawford, 919-245-2152
and Achievement Grant
Spending Plan and
Presentation
PURPOSE: To discuss the various School related issues that are of interest to the Board of
County Commissioners, Chapel Hill-Carrboro City Schools (CHCCS) Board of Education and
Orange County Schools (OCS) Board of Education.
BACKGROUND: The County/Schools Collaboration Work Group established the agenda items
for this Joint meeting. Both School systems have provided attachments for the first agenda item.
The appropriate page numbers and/or attachment numbers are referenced in that agenda item.
Welcome, Introductions/BOCC Roll Call, and Opening Remarks —
Chair Renee Price, Chair Deon Temne, and Chair Carrie Doyle
1. District Proposals for Behavioral Health and Achievement Gap
Initiatives
a. OCS — Superintendent, Dr. Monique Felder and Chief Financial
Officer, Rhonda Rath (See Attachment A for spending plan)
b. CHCCS — Superintendent, Dr. Nyah Hamlett and Chief Financial
Officer, Jonathan Scott (See Attachment B for spending plan and
presentation)
2. District Updates
a. OCS — Superintendent, Dr. Monique Felder
i. Masking
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ii. Mental Health Supports
iii. Teacher retention & recruitment
iv. School Safety
v. Equity Audit/Strategic Plan Development
b. CHCCS — Superintendent, Dr. Nyah Hamlett
i. Masking
ii. Mental Health Supports
iii. Teacher retention & recruitment
iv. School Safety
v. Equity Audit/Strategic Plan Development
3. County Updates — Deputy County Manager, Travis Myren
a. Broadband
b. Affordable Housing
FINANCIAL IMPACT: There is no financial impact tied directly to the discussion at this work
session.
SOCIAL JUSTICE IMPACT: The following Orange County Social Justice Goal is applicable to
this agenda item:
• GOAL: ENABLE FULL CIVIC PARTICIPATION
Ensure that Orange County residents are able to engage government through voting and
volunteering by eliminating disparities in participation and barriers to participation.
• GOAL: FOSTER A COMMUNITY CULTURE THAT REJECTS OPPRESSION AND
INEQUITY
The fair treatment and meaningful involvement of all people regardless of race or color;
religious or philosophical beliefs; sex, gender or sexual orientation; national origin or ethnic
background; age; military service; disability; and familial, residential or economic status.
• GOAL: ENSURE ECONOMIC SELF-SUFFICIENCY
The creation and preservation of infrastructure, policies, programs and funding necessary
for residents to provide shelter, food, clothing and medical care for themselves and their
dependents.
• GOAL: CREATE A SAFE COMMUNITY
The reduction of risks from vehicle/traffic accidents, childhood and senior injuries, gang
activity, substance abuse and domestic violence.
ENVIRONMENTAL IMPACT: There are no Orange County Environmental Responsibility Goal
impacts associated with these agenda items.
RECOMMENDATION(S): The Manager recommends that the Boards discuss the issues noted
and provide direction to staff, as appropriate.
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Orange County Schools Board of Education Meeting
02/07/2022 06:30 PM
Whitted Building-In Person
Printed:2/14/2022 7:53 AM ET 300 W.Tryon Street Hillsborough NC 27278
ITEM: III.J.Additional Local Revenue Plan
Date
2/7/2022
Action Item(Yes/No)
YES
Subject
Additional Local Revenue Plan
Staff Contact
Rhonda Rath,Chief Finance Officer
Dr.Monique Felder,Superintendent
Goals
Goal V-Orange County Schools will be the first choice for families...through the accountable,equitable and
transparent management of human and financial resources.
Purpose
To obtain Board approval for a recommended spending plan of the additional online sales tax
revenue committed to Orange County Schools from the Board of County Commissioners.
Background
The Board of County Commissioners recently adopted the following resolution:
WHEREAS; School Districts throughout the United States have been challenged with
ensuring that students are provided appropriate resources to address both Mental
Health and Student Achievement Gaps that has been exacerbated during the COVID-
19 pandemic;
WHEREAS; in recognition of these issues, the Orange County Board of County
Commissioners (BOCC) approved $1,500,000 in additional funding for both School
Districts to support Mental Health and Student Achievement Gap initiatives;
WHEREAS; the County used the October 2021 Average Daily Membership (ADM)
figures from the North Carolina Department of Public Instruction (NCDPI) which
represented the most updated data which resulted in an ADM percentage of 42.1% for
Orange County Schools (OCS) amounting to $631,500 and an ADM percentage of
57.9% for Chapel Hill-Carrboro City Schools (CHCCS) amounting to $868,500;
WHEREAS; the BOCC has requested that both School Boards approve a Spending
Plan and Performance Metrics and present this information back to the BOCC at a
business meeting;
WHEREAS; the BOCC did not set any target dollar allocations on how much each
School Board should appropriate for either Mental Health or Student Achievement;
WHEREAS; the BOCC desired that OCS spend their FY 2021-22 Mental Health and/or
Student Achievement amounts by June 30, 2022 and not have any amount revert to
fund balance;
WHEREAS; OCS will provide a FY 2021-22 Spending Plan and Performance Metrics
report to the BOCC;
NOW THEREFORE BE IT RESOLVED;
OCS will provide a Spending Plan which includes Key Performance Indicators and
Program Description.
MAIN POINTS:
Request to leverage the $631,500 in additional local funding to address findings in the district's
recent salary study for Classified staff and principals.
Classified staff are employees of a school, district, or county office of education who are in a
position not requiring certification. Classified staff include paraprofessionals, office/clerical staff,
as well as other classified staff, such as custodians, business managers and Teaching Assistants
and are all valued employees who are essential to the effective operation of the school district.
For example, in a recent article published on the Brown Center Chalkboard, "Teacher Assistants
are needed-now more than ever" by Ladd, Hemelt and Clifton. It was noted that "TAs in the
state's elementary schools had positive effects on student test scores in both reading and math
—with the largest, most consistent, and most robust effects in reading." 4
Additionally, Senior Research Associate, Xianxuan Xu, Ph D. noted in "Principal's Impact on
Student Achievement" that research confirms an effective principal is the key to a successful
school and that a highly effective principal is equivalent to raising the achievement of a typical
student by two or more months of extra learning in a single school year." Principals are also
critical to recruiting and retaining highly qualified teachers and staff. "Great principals lead
effective schools. Under the leadership of a great principal, teachers thrive, students engage with
core content and school administrative functions run smoothly" (ASCD, 2021).
As a result, it would be recommended that the full $631,500 be dedicated to implementing
enhanced compensation for our staff as noted in the salary study conducted by the HIL Group,
LLC.
Financial Impact
$631,500 in additional local funding will be leveraged to address findings in the district's recent
salary study for Classified staff and principals.
The district will utilize Teacher Turnover data and personnel vacancy reporting as a Key
Performance Indicator as required by the Commissioners.
Recommendation for Action/Next Steps
It is recommended that the Board approve the use of the additional $631,500 to address findings
in the district's recent salary study.
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GCTY SCHOOLS
Subject: CHCCS Spending Plan for the Orange County Mental Health and Achievement
Grant
Attachment(s): Slide Deck
PURPOSE: To provide the Board of County Commissioners with a proposal for approval
of the CHCCS Spending Plan for the Orange County Mental Health and Achievement
Grant.
BACKGROUND:
Our district continues to recognize the many challenges faced by students, staff, and families when we
returned to school for the 2021-2022 academic school year. While everyone has been uniquely impacted
by the pandemic, many of our students and staff share a common impact on their social, emotional, and
behavioral well-being. With over 19 months into the COVID-19 pandemic, it is particularly important to
acknowledge the impact this national crisis has had on the overall mental health of us all, but most
importantly our students. Prior to the pandemic, nearly one in five North Carolina students had at least
one emotional, behavioral or developmental disability (Splett, 2014). Without a doubt,the emotional and
mental health concerns of our students have only been exacerbated as a result of the pandemic along with
academic concerns they have experienced this school year. For many of our students, our schools are the
only place they receive access to academic, social and mental health support.
Mental health is important at every stage of development in our lives from early childhood, adolescence
and adulthood. As we focus on the development of mental health in our students, our schools focus on
three priority areas: social (how we relate to others), emotional(how do we feel) and behavioral(how do
we act), all which contribute to our overall well-being. As some of our students struggle with the
development of skills in these areas, mental health challenges contribute to their inability to achieve
success in our schools which will inevitably impact their success in life. Our efforts to improve the
outcomes for our students must go beyond the focus on academic instruction to include providing them
with a strong foundation of social, emotional and behavioral development to leverage their academic
success.
Current Status of Social and Emotional Learning,Mental Health Needs and Supports
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Throughout this school year, CHCCS has used a variety of assessments to understand our current status of
student needs and our district's ability to provide appropriate support. Bulleted below are some of our
findings:
2021- 2022 Budgetary request from elementary and middle school principals indicated a need for
additional funding in social and emotional learning. Schools highlighted the need for additional support
to address mental health needs of students after experiences of social isolation for over a year.
Based on the needs assessment presented to the Board of Education in July of 2021 regarding on the
state required Social and Emotional Learning and Mental Health Improvement Plan, secondary schools
lack a core instructional framework for social and emotional learning, all schools need more professional
learning in effective implementation of Multi-tiered Systems of Support, and consideration should be
given for expansion of mental health supports at the elementary and middle school level.
Based on student results in grades 4-12 from the Fall 2021 administration of the SEL Universal
Screener, there is a significant decline in favorable responses of students feeling safe and connected to
schools. School safety favorable perceptions declined 10 percentage points (83% to 73%) in elementary
schools and 12 percentage points (76% to 64%) in secondary schools. Based on teacher-student
relationships, favorable responses decreased (86%to 83%)in elementary schools and 7 percentage points
(70% to 63%) in secondary schools. Overall favorable perceptions regarding school climate declined 7
percentage points (76% to 69%) for elementary schools and 8 percentage points (60% - 52%) in
secondary schools.
A recent assessment of our social and emotional learning programming across the district conducted
in November 2021 by CASEL (Collaborative for Academic, Social and Emotional Learning) noted the
following existing barriers and recommendations based on critical components for systemic SEL
implementation:
- Build Foundations Support and Plan
Barrier: While there is support for social and emotional learning in the central office,
there is no common definition of SEL districtwide.
Recommendations: Create a district SEL department to oversee this work and carry it
forward; Create a vision and shared definition of SEL; Communicate the vision and
definition with staff/stakeholders; Create an implementation plan including an evaluation
component.
- Strengthen Adult SEL Competencies and Capacity
Barrier: Teachers are experiencing fatigue and feel they do not have support from the
central office to fully implement SEL.
Recommendation: Provide SEL foundation learning for all staff through professional
learning; Plan and implement ongoing professional learning sessions differentiated by
need/role; Continue to offer SEL foundational professional learning for new staff, Build
upon SEL professional learning to empower deeper adult reflection and engagement.
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- Promote SEL for Students
Barriers: There have been many disparities in disciplinary practices for students across
the district; SEL instruction is inconsistent and taught mostly by student support staff
rather than teachers; There is a need for more parent engagement and specifically how
this work reflects the district's commitment to equity; There is a perception of a lack of
support around mental health.
Recommendations: Assess current SEL curriculum and explore other options;Examine
how to ensure high schools can offer effective SEL instruction, Expand SEL instruction
to teachers; Develop outreach and engagement strategies for families and community
members that reflect a full range of student demographic; Work with Instructional
Services to integrate SEL into academic core instruction; Deepen implementation of
explicit SEL instruction through supported curriculum and other strategies.
Reflect on Data for Continuous Improvement
Barrier: The district has not fully integrated the Assessment and Research Division into
the evaluation of SEL.
Recommendation: Engage the Assessment and Research department in the development
of SEL Implementation; Identify and leverage existing data that can help monitor
progress toward goals; Incorporate schoolwide SEL and systemwide walkthrough tool;
Collect, reflect and analyze data to ensure progress is being made; Communicate and
share findings with stakeholders; Establish continuous improvement plans at the school
and district level.
Budget Recommendations
The district has an opportunity to address many critical areas reflected in the current status of student
needs and our district's ability to provide appropriate support through the additional funding provided by
the Orange County Board of County Commissioners. This funding has been provided to support the
mental health and wellbeing of our students. Given the fact that we know not all student needs are the
same, we have used the current status assessment along with student performance data (attendance,
discipline, and academics) to prioritize mental health supports needed for our district. When we think
about the implications for our students and their mental well-being, it is vital that we focus our efforts on
strengthening the core practices of social and emotional learning, but given this past two years and its
impact on student learning and well-being, we must plan for a continuum of services to include tier II
targeted supports.
During the 2021-2022 budget report, we discussed the need for additional support in high schools to
create safe and inclusive learning environments through the implementation of the additional student
support positions. These positions will help our high schools build their SEL programming with
intentional emphasis on supporting students in developing social and academic efficacy within the
teaching and learning experiences in their core classes. These positions will also support increasing
teacher and staff capacity of applying an integrated approach to social and emotional learning to include
effective strategies such as Restorative Practices. Research indicates that Restorative Practices is an
evidence based strategy that when used appropriately and consistently, can improve teacher to student and
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student to student relationships Additional priorities for this position would include offering direct skill
building experiences to students in the areas of executive functioning skills, de-escalation, and problem
solving. The estimated cost of implementing three Social and Emotional Learning Specialists totals
$240,000.
Three years ago, the Board approved adding four mental health specialists, one for each high school, to
address the mental health needs of our students. This addition was driven by the need to offer a continuum
of services in advancing school-based mental health awareness, quality prevention,intervention, and other
supports provided to students, staff and families. During the pandemic, mental health specialists were able
to offer additional counseling sessions to students to address needs varying from dealing with acute stress
and trauma to increasing executive functioning skills. Mental Health Specialists provide clinical and
practical knowledge in the areas of Cognitive Behavior Therapy (CBT), Dialectical Behavior Therapy
(DBT), Individual, Group, and Family Modalities and Mindfulness, all of which offer tiers II and III
supports for our students. Data collected this school year indicates that elementary and middle school
students could benefit from consideration of increased school-based mental health staff. The estimated
total cost of implementing a part time mental health specialist at each elementary and middle school
would be$560,000 in salaries and benefits for the 7 positions.
In total, this estimated budget request item includes 10 positions to expand the District's SEL and Mental
Health services. The three SEL Specialists at an estimated cost $240,000, and the 7 Mental Health
Specialists at the elementary and middle school levels will cost $560,000. The estimated total cost for
these positions will be $800,000. Remaining funding of$68,500 will be used for professional learning,
curriculum development, and program evaluation.
Key Performance Indicators
Key performance indicators are critical to measuring progress toward intended results. CHCCS
Assessment and Research department will lead the work in this area to ensure we have evidence of
progress towards addressing the needs of students.Key indicators will be used to inform decision making
and performance change over time, and to track the overall effectiveness of the listed mental health
supports on student success. Key performance indicators to be measured over time include:
- SEL Universal Screener Student Surveys
- Service Access and Delivery Measures by Student Groups
- Measure of student referrals for specific infractions to be determined by Assessment and
Research Department
- Strength and Difficulties Questionnaire or a similar instrument
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Recommended Spending Plan for Orange County
Mental Health and Achievement Grant
Board of County Commissioners Meeting
3,I,
Grant Overview
• Since COVID - 19, school districts across the country have
been challenged with providing supports to address
mental health needs and achievement gaps.
YOUTH MENTAL HEALTH
• The 2021-22 Chapel Hill Board of Education's BY THE NUMBERS
Approved Budget Request presented to the Orange , Suicide90K
County BOCC contains an expansion budget request of ,,,,,,hVdre-gesIa'8 have,e, have an tinderlying
$1 million for additional resources to address the Mentale1.11 1024. App ot swdencs Illness begi,by age 14. age 14 of Me,Wth a
Health and Social Emotional Learning Supports.
• In October of 2021 , BOCC provides additional funding I It It It I MINIM
for both School Districts to support Mental Health and
Student Achievement Gap initiatives. Based on ADM
provided by NCDPI, CHCCS was awarded $868,000.
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Current Assessment of Needs and Support
• 2021 - 2022 Budgetary Request from Elementary
and Middle School Principals
• Required Social and Emotional Learning/Mental
Health Improvement Plan
• Fall 2021 Social Emotional Learning Student
Universal Screener
• CASEL Social and Emotional Learning Readiness
Engagement Analysis
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Required Social and Emotional Learning/Mental
Health Improvement Plan Component
• Assessment of Mental Health(MH) and Social and
Emotional Learning (SEL) Prevention Strength and Needs
• Description of existing Mental Health and SEL Initiatives
• Preparation for new training requirements
• Plan alignment with existing academic objectives
• Mental Health and SEL program evaluation and
policy/practice review
• Student re-entry, case management and safety planning
Information presented at the July 2021 CHCCS Board of Education Meeting
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MH/SEL Plan
Implementation Progress
PROGRESSIN PLACE IN OPPORTUNITIES
• Panorama SEL Universal Screener Social Emotional Learning • Selection of SEL
• Second Step SEL Curriculum Grades Program Engagement Analysis—
curriculum/framework for secondary
K-8, SPARCS Grades 6-12 Fall 2021
schools
• School based Co-located Mental Health Training all staff in the required six • Plan alignment with existing academic
Services , Referral Process (6) hours of SEL/Mental Health - objectives
2021/2022 School Year
• Existing Trainings—Youth Mental Health Integration of Equity Centered Classroom
First Aid, Crisis Prevention, Community Strategies— Launched 2020-21 School • Program review of current co-located
Resiliency Model Year mental health services
• Mental Health Specialists in all high Selection of Progress Monitoring tool for
schools, Multi-tiered System of Support academic progress, threat assessment tool •
(MTSS)Teams, Mental Health/SEL Task — Fall 2021 Continued development of effective
force implementation of MTSS teams
• Community Engagement in mental health/
SEL practices—Launched 2020-21 School • Expansion of mental health supports at
Year elementary and middle school levels
Information presented at the July 2021 CHCCS Board of Education Meeting
Social and Emotional Learning Universal Screener
Comparison Results - • 1 • Fall 2021
• School safety favorable perceptions declined 10 percentage points
(83% to 73%) in elementary schools and 12 percentage points (76%
to 64%) in secondary schools.
• Teacher - student relationships favorable perceptions declined(86%
to 83%) in elementary schools and 7 percentage points (70% to
63%) in secondary schools.
• Overall favorable perceptions regarding school climate declined 7
percentage points (76% to 69%) for elementary schools and 8
percentage points (60% - 52%) in secondary schools.
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CASEL - Social and Emotional Readiness
Engagement Assessment (SELREA)
Critical Components of Systemic SEL Implementation
COMMUNITIES
• Build Foundations Support and Plan FP°"`LYSCH6 LS€G'1/f�S
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In
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Strengthen Adult SEL s°`ruin
• Emotional
Res ansihle
Social learning pespon
Awareness Making
Relationship
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Promote SEL for Students Sc�OO{Trru�tO"R`[lassr°°�`Q°�°e�
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Source: CASEL.org
• Reflect on Data for Continuous Improvement
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CASEL SELREA - Barriers and Recommendations
There is no common definition of SEL Create a district SEL department to
districtwide. oversee the work and carry it forward
Teacher feel they do not have support Provide SEL foundational learning for all
from the central office to fully implement staff and professional development based
SEL. on need/role; Empower deeper adult
SEL instruction is inconsistent - needs to reflection and engagement
be expanded to teachers and integrated Provide more parent engagement,
into academic instruction; There is a need Explore current SEL curriculum to ensure
for a community engagement component high schools can offer effective instruction
SEL needs to be integrated into Leverage data to monitor progress rogress
Assessment and Research towardsgoals
BARRIERS RECOMMENDATIONS
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Recommendations
Continue services in Support students in the
advancing school-based development of social and
academic efficacy through
mental health awareness, -Professional learning
direct skill building of Curriculum development
quality prevention, executive functioning, p
intervention, and other problem solving, -Program Evaluation
supports provided to restorative practices, and
students, staff and families
de-escalation
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Key Performance Indicators
• SEL Universal Screener Student Surveys
• Service Access and Delivery Measures by Student Groups
• Measure of student referrals for specific infractions to be determined
by Assessment and Research Department
• Strength and Difficulties Questionnaire or a similar instrument
SCHOOLS
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