Agenda - 04-12-2016 - 1 - Review Chapel Hill Carrboro City Schools (CHCCS) and Orange County Schools (OCS) Priorities for the Potential Bond Referendum Funds

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20 teachers often must manage multiple demands that do not always easily complement each other. • Lack of a same assignment peer in schools with only one classroom means less opportunity for quality PLC work. • Lack of a peer with the same kind of challenges in schools with classrooms with different structures (ex, dual language/non-dual language; system level/non-system level) means less opportunity for quality PLC work and peer-to-peer consultation. • Providing targeted and more intensive curriculum and/or classroom management support to classrooms with new teachers or teachers with new challenges is more difficult. • When schools become overcrowded, moving PreK classes is often one of the first alternatives considered. This movement can be disruptive to the program and involves added expense and staff time for the PreK program and for the Maintenance Department to meet the more restrictive requirements of child care licensing • Logistical problems complicate the offering of extended care in all classrooms while maintaining child/staff ratios. • Local Travel expenses are greater for management team and intervention staff who must travel to 11 different sites, and for classroom staff who travel to another site to provide extended care coverage. • District bus transportation expense is increased to provide transportation for children with IEPs to 11 different classrooms in 5 different schools • Children often are not placed at their home school due to uneven number of classrooms at each school and funder priorities for which children are placed and served. PreK Center Model A PreK center would localize preschool services to a central location. Advantages • Increases teacher collegiality and support, both informal and through better utilization of PLCs. • Increases ability to provide staff development, both program-wide and targeted. • Increases ability to provide supervision and support through the teacher observation and evaluation process, and more consistent evaluation of PreK teaching staff. • Eases accessibility issues that are of concern at several schools. • Increases ability to utilize alternate funding sources (ex, Title I, NCPreK). • Provides savings due to increased efficiencies in providing extended care. • Provides savings due to decreased travel for management staff, classroom staff providing extended care, and special education staff providing related services. • Increases staff time availability due to less time spent traveling between sites. • Provides savings due to decreased bus transportation requirements for children with IEPs being transported to one location rather than five. • Increases efficiency of providing food services for preschoolers at one location rather than eleven Disadvantages • Decreases visibility of the PreK program in the elementary schools may lead to decreased awareness of the work being done, and support for the program in general.