HomeMy WebLinkAboutReports - 2022.09.29 - 37644 9/13/2022
To: Oakland County Board of Commissioners
From: Commissioner Penny Luebs, Chairperson - Oakland County School Mental Health Grant
Program Oversight Ad Hoc Committee
Date: September 13, 2022
Re: Grant Proposals
On June 23, 2022 the Board of Commissioners passed M.R. #22238 which authorized a $10,150,000
appropriation of American Rescue Plan Act Local Fiscal Recovery fund dollars to create the Oakland
County School Mental Health Grant Program.
The need for mental health services for all students is becoming increasingly urgent. According to the
U.S. Department of Health and Human Services, one in five children and adolescents experience a mental
health problem. In addition, serious mental health problems are on the rise. Emergency room visits of
children 5-11 for mental health related reasons have increased 24% since the onset of the pandemic. Yet
only about 20% of those students who experience mental health problems receive treatment. Of those
who do, 70%-80% receive the services in school. Schools are the ideal place for families and students to
have access to these services. Schools have ongoing and consistent communication and connections with
families. Research has demonstrated that students are more likely to seek counseling whe n it is available
at school.
The purpose of the Oakland County School Mental Health Grant Program is to provide funding for
Oakland County public school districts and academies to fund efforts that address the mental health needs
of Oakland County students. The grant program includes, but is not limited to:
I. Additional mental health professionals in schools,
II. Training to increase the capacity of faculty and administrators to identify students in need
of mental health intervention services,
III. Programming to improve the social and emotional needs of students, and
IV. Increase the capacity to do school-based mental health screenings and/or assessments of
students.
The Oakland County School Mental Health Grant Program provides each Oakland County school
district a base grant up to $175,000. In addition, an additional grant funding opportunity, up to $175,000,
if matched with equal funds by the public school district. Or, if a public-school academy, a base grant of
$10,000 with an additional grant funding opportunity, up to $10,000, if matched with equal funds by the
academy.
The Oakland County School Mental Health Grant opened to receive applications on July 28, 2022 and
closed on September 1, 2022. This process was administered by the Oakland County Board of
Commissioners. Overall, 51 school districts and public-school academies were distributed the grant
application form. A total of 34 districts and academies responded with proposals for the grant funding.
Of the submitted proposals a total of $8,100,000 of grant funds will be allocated from the County
authorized $10,150,000. $3,140,000 is identified as the matching funds by the local school districts
and/or the public-school academies.
The applications have been reviewed by the Ad Hoc Committee and meet the criteria outlined in the
Resolution.
9/13/2022
Attached you will find the recommended program participants along with their funding proposals. The
Ad Hoc Committee recommends approval of the grant proposals from the participating schools districts
and public-school academies and requests the release of funds.
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Avondale School District
2940 Waukegan St.
Auburn Hills, 48326
James Schwarz
2485376002
James.Schwarz@avondaleschools.org
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
Grant funds will be utilized for additional psychologist, nurse, and social worker, restorative practices
training, mental health screener tools, Capturing Kids Hearts Program training for middle school staff
and all district administration, applied behavior analysis training for staff.
3,500
Additional psychologist, nurse, and social worker ($157,000), restorative practices training ($40,000),
mental health screener tools, training, and materials ($60,000), Capturing Kids Hearts Program training
for middle school staff and all district administration ($228,000), applied behavior analysis training for
staff ($40,000).
$175,000
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
Yes
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Berkley School District
14501 Talbot
Oak Park, MI 48237
Lawrence Gallagher
2483025710
lawrence.gallagher@berkleyschools.org
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
Social-emotional leadership that would be provided by the "Leader in Me" program, a component of
Berkley School District's proposal, will help build positive mental health in students and teachers. The
Leader in Me aligns with the 4 pillars of positive Mental Health: 1) Social and Physical Environment 2)
Teaching and Learning 3)Partnerships and Services 4) Healthy School Policy.
Sources of Strength is a universal suicide prevention program designed to build socioecological
protective influences around youth and to reduce the likelihood that vulnerable youth/young adults will
become suicidal. Placed on the Substance Abuse and Mental Health Services Administration (SAMHSA)
National Registry of Evidence-Based Programs and Practices (NREPP) list since 2012, Sources of
Strength is an innovative and effective prevention program.
"Assist" training is provided to several of our special education teachers and will build capacity of these
staff members to further support our students' mental health.
Berkley High School's "Mental Health 101" program will provide teachers the critical training to assist
with supporting students' mental health and well being.
And a significant portion of the funding if awarded an Oakland County Schools Mental Health Grant will
provide critical funding to support/assist with compensation costs for some of our key Social Workers,
Counselors, Psychologist and School Nurse staff members to continue their good work to support our
students' mental health and well being on a daily basis.
3,900
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
Total Grant Request - $ 525,000 = ($175,000 base, $175,000 add'l grant, $175,000 match)
* Leader in Me - $ 78,100
* Sources of Strength - $ 5,000
* "Assist" training - $ 5,000
* "Mental Health 101" - $ 5,000
* Staffing - $ 431,900 (Social Workers/Counselors/Psychiatrist/School Nurse)
$175,000
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
Yes
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Birmingham Public Schools
30101 Evergreen Rd.
Beverly Hills, MI 48025
Kaitlyn Billops; April Imperio
248-203-3606; 248-203-3012
kbillops@birmingham.k12.mi.us; aimperio@birmingham.k12.mi.us
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
Birmingham Public Schools seeks a grant of $175,000 from the Oakland County Schools Mental Health
Grant Program for a newly launched initiative entitled "BPS, Better Together."
For the 2022-23 school year, Birmingham Public Schools has launched "BPS, Better Together" to serve as
a way forward for our school district as we recover from the Covid-19 pandemic and its impact on our
staff, students, and community. This idea has emerged from our community's vested interest in how
Birmingham Public Schools cares for the social-emotional health of our staff and students and the
district's unwavering commitment to providing a safe and loving learning environment where all staff is
valued, and children feel like they belong. Through BPS, Better Together staff, students, and families
unite to nurture a civic-minded community where learners are critically reflective, show empathy and
compassion, and honor the beauty and joy of diversity.
BPS, Better Together consists of five strategies aligned to our newly minted Strategic Plan that positively
impact the mental health of students, staff, and the community.
• Strategy 1: Develop and implement a school improvement planning process that addresses the
needs of all learners, is aligned with the strategic plan goals, is based on valid and reliable data, and is
flexible to the unique learning community of each school.
• Strategy 2: Utilized the district-developed framework that aligns DEI, Character Education, and SEL
work to create a district-wide ecosystem that celebrates diversity and cultivates a kind and welcoming
environment where all students feel a sense of belonging.
• Strategy 3: Empower the Better Together Steering committee to develop community engagement
strategies to keep the broader community informed and engaged in our BPS Better Together program
and cultivate an environment where staff and students care for their personal and professional well-
being.
• Strategy 4: Hire Better Together Coaches for each school to lead professional learning and support
Better Together Students groups that will plan student-led messaging campaigns focused on social-
emotional learning, character education, and DEI.
• Strategy 5: Develop and implement a sustainable 3-year professional learning plan for leaders and
teachers on the district’s SEL standards.
• Strategy 6: Select and implement an SEL, and mental health screening for students along with an
MTSS Tiered support system.
Programs nested under the abovementioned strategies still require funding to bring them to fruition.
Below is a synopsis of the programs enacted under our BPS Better Together initiative that still need
funding.
Additional Mental Health Professionals and Services
Easter Seals
Under BPS, Better Together, we plan to partner with a community-based organization that has a local
comprehensive health care center to magnify our focus on student, staff, and community mental health
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
needs, substance abuse, and services. After researching multiple organizations and programs, we have
selected Easter Seals as the mental health service center best poised to support our needs. We plan to
expand our program within this partnership from one district center to two. Grant funding will assist this
program by providing funding services for students whose families do not have insurance or cannot
afford their copay/deductible.
In-House Group Therapy
To assist with the number of students that qualify for Tier II and III services, BPS would like to offer
group counseling services before and after school hours staffed by our counseling and teaching staff,
that are licensed mental health professionals. Counseling sessions would meet multiple times per week
and cater to our underserved student subgroups, as evidenced by our recent equity audit. Grant funding
will provide stipends for the BPS staff providing the group therapy services.
Professional Learning
Restorative Practices
To support tiered SEL interventions, BPS would like to incorporate Restorative Practices for students and
staff. Four years ago, 15 staff members were trained using the train-the-trainer model, and one was fully
immersed and licensed during this training series. To reactivate this program, we plan to introduce 30
staff members across the district in the model using the train-the-trainer sequence and have another
staff member become licensed. Grant funding will provide funding for the professional learning sessions
and stipend compensation for participating staff.
Panorama
BPS has adopted Panorama as the platform to engage the BPS community in a mental health screener
multiple times per year. Under our current contract, Counselors, Better Together Coaches, and
Administrators will engage in professional learning to familiarize themselves with the platform and turn
key the sessions for building staff during staff meetings. Because teachers will be administering the
screeners, additional professional learning is required for them to interpret the screener results and
determine the best interventions for students flagged for more intensive services. Grant funding will
provide professional learning sessions and stipend compensation for participating staff.
Corwin Trauma Informed Workshops
To support staff with administering multi-tiered strategies to support the behavioral and social-emotional
success of all students, we plan to partner with Corwin to offer workshops geared toward trauma
response. These school-based professional learning series will provide strategies for cultivating self-
awareness, growth mindset, resiliency, and self-care in students and assist in developing action plans to
implement a trauma-informed multi-tiered system of supports within your school that integrates social-
emotional learning, restorative practices, and trauma-responsive care. Grant funding will provide
professional learning sessions and stipend compensation for participating staff.
Programming
Better Together Coaches
To fully support the BPS Better Together initiative, the department will hire two BPS Better Together
Coaches per school to serve as initiative liaisons in buildings. These coaches will attend meetings and
training events, assist in planning and leading building-level professional learning and turn-key
presentations, provide ongoing support to school staff centered on SEL, DEI, and Character Education,
and assist with district initiatives around diversity, equity, and inclusion. BPS Better Together Coaches
will also lead and implement student-led campaigns and lesson plan banks to support teachers in
engaging students. Coaches will also create an SEL lesson plan bank to engage students in this initiative
that teachers can use during class. Grant funding will provide stipends for BPS staff that serve as Better
Together coaches as compensation for work that needs to be completed outside of the school day.
Better Together Campaigns
Within BPS Better Together, coaches will partner with students and other staff members to launch four
messaging campaigns each year. Campaign themes are rooted in CASEL SEL competencies, BELE, and
Character Education principles. Each campaign will last approximately nine weeks in length, and during
the campaign window, Better Together coaches will engage educators in professional learning
surrounding the team. Teachers will then use this learning to transfer knowledge of the theme to
students using grade band leveled lesson plans created by the Better Together coaches. At the end of
the 9-week period, coaches and teachers will support students with the creation of a culminating school-
wide project. Examples of projects include murals, classroom posters, and poetry slam events. Grant
funding will provide supplies and materials for BPS Better Together campaigns.
Therapy Dog
During the 2021-22 school year, BPS has begun adding therapy dogs in some of our buildings to improve
students' and staff's social-emotional and mental health. For the 2022-23 school year, we'd like to
expand this effort to add two additional therapy dogs to the district. These dogs will be stationed in the
buildings with the highest populations of Tier II and Tier III students, as evidenced by the Panorama SEL
screener. Grant funding will cover two therapy dogs' acquisition and training costs.
Calming Room for LSA
To ensure all students are supported with BPS Better Together, we would like to open a wellness center
in our alternative school so students can have a location to take a break when feeling overwhelmed or
anxious. This room can be used to calm students and as a place to meditate or quietly socialize with
peers. Students can use the space as needed with permission from their teacher or before school or
lunchtime. Staff will supervise the room and walk students through coping strategies such as mindful
breathing. Grant funding will cover the creation of a calming room and staff professional learning for
proper usage at Lincoln Street Alternative School.
Mental Health Screener
Panorama
Better Together will utilize a custom Panorama survey as a mental health/SEL screener. The screener will
be administered three times during the school year by educators to students in grades 3-12, and data will
be used to determine appropriate services as needed. To further this initiative, BPS is seeking additional
funding to upgrade the Panorama platform to Panorama Student Success.
Student Success is a dynamic platform that gives staff immediate access to the data that is most
important for them to support students. It syncs with PowerSchool to send nightly data updates,
including SEL and behavior metrics. The platform calculates "On Track" and "At Risk" indicators for each
student using the imported data so staff can support students with relevant and timely information.
Designated staff can also view data at a school and district view to see trends across different
demographic groups to ensure students have an equitable schooling experience.
7,400 students
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
Budget Item Description Total Cost
Mental Health Professionals and Services
Easter Seals Co-Pay/Deductible Funding $200 per family x 50 students = $10000 $10,000
Group Therapy Stipends $3000 stipend + .375 FICA/Benefits x 4 professionals = $16500 $16,500
Professional Learning
Restorative Practices PD Train the Trainer PD Session for 12 participants and licensing kits x 2 =
$23160 $23,160
Panorama PD $1500 per session x 4 sessions = $6000 $6,000
Corwin Workshops $2000 per session x 4 sessions = $8000 $8,000
Programming
BPS Better Together Coaches $540 stipend + .375 FICA/Benefits x 28 Coaches = $20790 $20,790
BPS Better Together Campaign Supplies and Materials $500 per campaign x 4 campaigns x 16 buildings
(1 Preschool, 8 Elementary Schools, 3 Middle Schools, 3 High Schools, 1 Adult Transition Center) =
$32,000
Therapy Dogs $10000 x 2 dogs =$20000 $20,000
Calming Room $10000 x 1 room = $10000 $15,000
Mental Health Screener
Panorama Student Success Platform 7400 licenses for SEL and Interventions + Progress Monitoring
$23,550
Total $175,000
PROJECT MATCH
Are you providing matching funds?
*
No
N/A
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Forms
OAKLAND COUNTY SCHOOLS MENTAL HEALTH GRANT PROGRAM
Application Link -
https://docs.google.com/forms/d/1rlAbtaSXStZGgyO4re0328T7pLnNZID9sH7T60sYPfU/viewform?edit_r
equested=true
Grant Proposal
PROPOSAL GUIDELINES
1. Additional mental health professionals in schools
2. Training to increase the capacity of faculty and administrators to identify students in need of
mental health intervention services
3. Programming to help meet the social and emotional needs of students
4. Increase the capacity to provide and utilize school-based mental health screenings and/or
assessments of students
PROPOSAL DRAFT
Birmingham Public Schools seeks a grant of $175,000 from the Oakland County Schools Mental Health
Grant Program for a newly launched initiative entitled "BPS, Better Together."
For the 2022-23 school year, Birmingham Public Schools has launched "BPS, Better Together" to serve as
a way forward for our school district as we recover from the Covid-19 pandemic and its impact on our
staff, students, and community. This idea has emerged from our community's vested interest in how
Birmingham Public Schools cares for the social-emotional health of our staff and students and the
district's unwavering commitment to providing a safe and loving learning environment where all staff is
valued, and children feel like they belong. Through BPS, Better Together staff, students, and families
unite to nurture a civic-minded community where learners are critically reflective, show empathy and
compassion, and honor the beauty and joy of diversity.
BPS, Better Together consists of five strategies aligned to our newly minted Strategic Plan that positively
impact the mental health of students, staff, and the community.
• Strategy 1: Develop and implement a school improvement planning process that addresses the
needs of all learners, is aligned with the strategic plan goals, is based on valid and reliable data,
and is flexible to the unique learning community of each school.
• Strategy 2: Utilized the district-developed framework that aligns DEI, Character Education, and
SEL work to create a district-wide ecosystem that celebrates diversity and cultivates a kind and
welcoming environment where all students feel a sense of belonging.
• Strategy 3: Empower the Better Together Steering committee to develop community
engagement strategies to keep the broader community informed and engaged in our BPS Better
Together program and cultivate an environment where staff and students care for their
personal and professional well-being.
• Strategy 4: Hire Better Together Coaches for each school to lead professional learning and
support Better Together Students groups that will plan student-led messaging campaigns
focused on social-emotional learning, character education, and DEI.
• Strategy 5: Develop and implement a sustainable 3-year professional learning plan for leaders
and teachers on the district’s SEL standards.
2
• Strategy 6: Select and implement an SEL, and mental health screening for students along with an
MTSS Tiered support system.
Programs nested under the abovementioned strategies still require funding to bring them to fruition.
Below is a synopsis of the programs enacted under our BPS Better Together initiative that still need
funding.
Additional Mental Health Professionals and Services
Easter Seals
Under BPS, Better Together, we plan to partner with a community-based organization that has a local
comprehensive health care center to magnify our focus on student, staff, and community mental health
needs, substance abuse, and services. After researching multiple organizations and programs, we have
selected Easter Seals as the mental health service center best poised to support our needs. We plan to
expand our program within this partnership from one district center to two. Grant funding will assist this
program by providing funding services for students whose families do not have insurance or cannot
afford their copay/deductible.
In-House Group Therapy
To assist with the number of students that qualify for Tier II and III services, BPS would like to offer
group counseling services before and after school hours staffed by our counseling and teaching staff,
that are licensed mental health professionals. Counseling sessions would meet multiple times per week
and cater to our underserved student subgroups, as evidenced by our recent equity audit. Grant funding
will provide stipends for the BPS staff providing the group therapy services.
Professional Learning
Restorative Practices
To support tiered SEL interventions, BPS would like to incorporate Restorative Practices for students and
staff. Four years ago, 15 staff members were trained using the train-the-trainer model, and one was fully
immersed and licensed during this training series. To reactivate this program, we plan to introduce 30
staff members across the district in the model using the train-the-trainer sequence and have another
staff member become licensed. Grant funding will provide funding for the professional learning sessions
and stipend compensation for participating staff.
Panorama
BPS has adopted Panorama as the platform to engage the BPS community in a mental health screener
multiple times per year. Under our current contract, Counselors, Better Together Coaches, and
Administrators will engage in professional learning to familiarize themselves with the platform and turn
key the sessions for building staff during staff meetings. Because teachers will be administering the
screeners, additional professional learning is required for them to interpret the screener results and
determine the best interventions for students flagged for more intensive services. Grant funding will
provide professional learning sessions and stipend compensation for participating staff.
Corwin Trauma Informed Workshops
3
To support staff with administering multi-tiered strategies to support the behavioral and social-
emotional success of all students, we plan to partner with Corwin to offer workshops geared toward
trauma response. These school-based professional learning series will provide strategies for cultivating
self-awareness, growth mindset, resiliency, and self-care in students and assist in developing action
plans to implement a trauma-informed multi-tiered system of supports within your school that
integrates social-emotional learning, restorative practices, and trauma-responsive care. Grant funding
will provide professional learning sessions and stipend compensation for participating staff.
Programming
Better Together Coaches
To fully support the BPS Better Together initiative, the department will hire two BPS Better Together
Coaches per school to serve as initiative liaisons in buildings. These coaches will attend meetings and
training events, assist in planning and leading building-level professional learning and turn-key
presentations, provide ongoing support to school staff centered on SEL, DEI, and Character Education,
and assist with district initiatives around diversity, equity, and inclusion. BPS Better Together Coaches
will also lead and implement student-led campaigns and lesson plan banks to support teachers in
engaging students. Coaches will also create an SEL lesson plan bank to engage students in this initiative
that teachers can use during class. Grant funding will provide stipends for BPS staff that serve as Better
Together coaches as compensation for work that needs to be completed outside of the school day.
Better Together Campaigns
Within BPS Better Together, coaches will partner with students and other staff members to launch four
messaging campaigns each year. Campaign themes are rooted in CASEL SEL competencies, BELE, and
Character Education principles. Each campaign will last approximately nine weeks in length, and during
the campaign window, Better Together coaches will engage educators in professional learning
surrounding the team. Teachers will then use this learning to transfer knowledge of the theme to
students using grade band leveled lesson plans created by the Better Together coaches. At the end of
the 9-week period, coaches and teachers will support students with the creation of a culminating
school-wide project. Examples of projects include murals, classroom posters, and poetry slam events.
Grant funding will provide supplies and materials for BPS Better Together campaigns.
Therapy Dog
During the 2021-22 school year, BPS has begun adding therapy dogs in some of our buildings to improve
students' and staff's social-emotional and mental health. For the 2022-23 school year, we'd like to
expand this effort to add two additional therapy dogs to the district. These dogs will be stationed in the
buildings with the highest populations of Tier II and Tier III students, as evidenced by the Panorama SEL
screener. Grant funding will cover two therapy dogs' acquisition and training costs.
Calming Room for LSA
To ensure all students are supported with BPS Better Together, we would like to open a wellness center
in our alternative school so students can have a location to take a break when feeling overwhelmed or
anxious. This room can be used to calm students and as a place to meditate or quietly socialize with
peers. Students can use the space as needed with permission from their teacher or before school or
lunchtime. Staff will supervise the room and walk students through coping strategies such as mindful
breathing. Grant funding will cover the creation of a calming room and staff professional learning for
proper usage at Lincoln Street Alternative School.
4
Mental Health Screener
Panorama
Better Together will utilize a custom Panorama survey as a mental health/SEL screener. The screener
will be administered three times during the school year by educators to students in grades 3-12, and
data will be used to determine appropriate services as needed. To further this initiative, BPS is seeking
additional funding to upgrade the Panorama platform to Panorama Student Success.
Student Success is a dynamic platform that gives staff immediate access to the data that is most
important for them to support students. It syncs with PowerSchool to send nightly data updates,
including SEL and behavior metrics. The platform calculates "On Track" and "At Risk" indicators for each
student using the imported data so staff can support students with relevant and timely information.
Designated staff can also view data at a school and district view to see trends across different
demographic groups to ensure students have an equitable schooling experience.
Grant Budget Proposal
Budget Item Description Total Cost
Mental Health Professionals and Services
Easter Seals Co-
Pay/Deductible
Funding
$200 per family x 50 students = $10000 $10,000
Group Therapy
Stipends
$3000 stipend + .375 FICA/Benefits x 4 professionals =
$16500
$16,500
Professional Learning
Restorative Practices
PD
Train the Trainer PD Session for 12 participants and
licensing kits x 2 = $23160
$23,160
Panorama PD $1500 per session x 4 sessions = $6000 $6,000
Corwin Workshops $2000 per session x 4 sessions = $8000 $8,000
Programming
BPS Better Together
Coaches
$540 stipend + .375 FICA/Benefits x 28 Coaches =
$20790
$20,790
BPS Better Together
Campaign Supplies
and Materials
$500 per campaign x 4 campaigns x 16 buildings (1
Preschool, 8 Elementary Schools, 3 Middle Schools, 3
High Schools, 1 Adult Transition Center) =
$32,000
Therapy Dogs $10000 x 2 dogs =$20000 $20,000
Calming Room $10000 x 1 room = $10000 $15,000
Mental Health Screener
Panorama Student
Success Platform
7400 licenses for SEL and Interventions + Progress
Monitoring
$12,950
Total $164,400
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools Mental
Health Grant Program to address students’ mental health needs in Oakland County public schools during
its June 23 meeting. The county has appropriated $10,150,000 in American Rescue Plan Act - Local Fiscal
Recovery Funds for this program. Each school district and public school academy is invited to submit a
proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee has
established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Bloom eld Hills Schools
7273 Wing Lake Road
Bloomfield HIlls 48301
Margaret Schultz
248-341-6842
mschultz@bloomfield.org
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
We have a full detailed proposal that has been emailed to andrewsmb@oakgov.com
All of our students - approximately 5500
$525,000 - Full budget details outlined in the proposal emailed to andrewsmb@oakgov.com
$175,000
If you have any suppor ting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
Yes
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Bloomfield Hills Schools
School Mental Health Grant Program Proposal
Oakland County Board of Commissioners
Total Grant Proposal: $525,000 (with $175,000 matching)
Proposal 1: Therapy Dog Program $125,000
Proposal 2: School Psychologist $160,000 - $200,000
Proposal 3: Mental Health Specialist $160,000 - $200,000
Proposal 4: PrepareU Mental Health Curriculum $30,000
Proposal 5: Professional Learning for Staff $50,000
_________________
$525,000 - $605,000
Proposal 1: Therapy Dog Program, Budget: $124,250
During the 2021-2022 school year, Bloomfield Hills Schools launched its Therapy Dog program.
Five dogs have been placed since September 2021, and you can now find Daisy, Paul, Ollie,
Douglas, and Ace, spreading smiles and love across the district.
Including social emotional support dogs as part of our schools was an initiative that Bloomfield
Hills Schools explored for several months, coordinated by our Director of Special Education,
Jennifer Perrone and our Director of Instructional Equity, Margaret Schultz.
Therapy dogs provide students with a friend, and a safe place to come to every day. They create a
comfortable, happy, and judgment-free environment. Studies show that children’s reading
abilities improve with the use of therapy dogs. Changes in attitudes toward reading, reading skill
levels, schoolwork, attitudes toward homework, attendance, and changes in self-esteem and
self-confidence can be seen by involving a therapy dog in a school. Therapy dogs have also been
known to decrease levels of anxiety.
We are so excited for these canine buddies to help improve the emotional, social, and academic
well being of our school communities.
Benefits of Therapy Dogs
●Enhances relationships with peers and teachers due to experiencing trust and
unconditional love from a therapy dog. This helps students learn how to express their
feelings and enter into more trusting relationships.
●Increases in:
○School attendance
○Positive moods
○Reading confidence
●Positive changes towards learning and improved motivation.
●Decreases depression and anxiety behaviors resulting in improved learning outcomes.
●Eases social isolation and helps children learn social skills.
Our goal is to have one therapy dog in each building with two dogs to support the high school
campus. In the few short years that we initiated the program we have seen overwhelming
success with our student population! Don’t take it from us! We have included direct
testimonials from students along with several pictures of the dogs engaging students
academically and supporting their overall mental health.
Description of Cost Cost Per Dog Total Cost
Dog Purchase (Including all
training, initial
immunizations, and
spay/neutering)
$10,000 $100,000
Initial Equipment (two crates,
two beds, food, supplements,
leash, collar, treats, toys,
bowls, waste management)
$500 $5,500
Pet Health Insurance $1,200 $13,200
Annual Vet Care $500 $5,550
Supplemental food, supplies $750
Total Budget $125,000
Rationale, Impact, and Research
●Our therapy dog program is a mental health support for all of our students and staff
●We could not be more excited about the impact in such a short amount of time (see
testimonials below)
●Dogs are trusted immediately and judgment free (see research below) which allows for
positive impact to students and staff from day 1 (see testimonials)
●The total cost of the program is similar to the cost of one staff member, yet has district
wide impact with students/staff.
Testimonials
Daisy stands at the front door and greets all of the kids on their way in to school. She is one of
the first faces they see, and it starts the day off with huge smiles and exclamations of excitement.
Many times I have heard, "She makes me want to be at school," "This is the first time I
actually wanted to come to school," "It's so much better with Daisy here!”
“A 5th grader received a consequence on the playground and sat in the
hallway crying and yelling, refusing to go into his classroom. Daisy and
the social worker approached him, and he agreed to get up and walk to the
social work office with Daisy within 3 minutes. Once in the office, he was
able to sit with Daisy on the floor and share his feelings both about home
and school.”
“Last week, a student who attempted suicide over the December break was
having a very difficult time entering the building. Their mother called
from the parking lot to ask for assistance. The social worker brought
Daisy out to the car and within 5 minutes, the student was in the building
with the motivation to have a break with Daisy before class started. When the time came to go to
class, the student became anxious about walking into class late and having peers look at them.
They agreed to follow Daisy in so that the class would be focused on greeting Daisy and they
could get to their seat comfortably.”
“Two 8th grade girls were having friendship challenges resulting in experiencing strong
emotions in class. They agreed to sit with the counselor and social worker to mediate for them
and help with a restorative conversation only if Daisy could be present to lessen the tension.”
“A 6th grade boy struggling with anxiety was unable to attend classes as he was disregulated,
crying, and yelling. Daisy came to the office with the social worker, and the boy immediately
opened up his arms. Daisy laid her head in his lap and he began crying and talking about what
was going on with him.”
“A young girl recently moved here from South Africa, crying and wanting to go home, but
decided to stay in school so she could see Daisy. Daisy also came to visit her when she was
taking a test due to test anxiety.”
“They help kids who are going through something challenging. I am
working on focusing. Paul helps me focus by being calm and helping me feel
confident and excited.”
“I feel lucky to have a therapy dog because he helps me with math. I love teaching Paul what I
am learning in math!”
“Paul is loving and caring and helps me stay motivated”
“Because last year we didn’t. Paul helps me with math because when I was sitting next to him,
he made me feel more comfortable ”
The Emotional Power of Pets:
As Classrooms Reopen, Why Schools Should Also Save a Place for Therapy Animals
“Education experts are proposing myriad interventions to address the harm the pandemic is
having on students’ academic progress and social-emotional well-being.National tutoring
programs. More school counselors.Year-round school.
But scientific research and findings from a new market research survey of 2,000 parents align
with an idea already backed by decades of robust research: give pets a place in schools.
Robust research backs these parents’ view. In her role as Vice President at the Waltham Petcare
Science Institute, Kay has worked with global partners for over 10 years exploring human animal
interaction in settings from classrooms to hospitals and at work or at home.Research published
in 2020 in partnership with the National Institutes of Health (NIH) found that having animals in
the classroom can have a positive impact on learning by directly increasing motivation,
engagement, self-regulation, and human social interaction.
Previous studies have shown that children with pets have higher levels of self-esteem than
children without pets and dogs in particular can help children cope with
attention-deficit-hyperactivity disorder (ADHD). And research conducted by Washington State
University with support from Waltham also found that therapy dogs can help boost college
students’ attention and memory and help them tackle stress, and a similar study at Kent State
University showed dogs can help younger students relieve stress, too.”
Additional Research and Data Supporting Therapy Dog Programs in Schools
●NAASP - Therapy Dog Programs: Improving Student and Staff Well-Being
●Are Therapy Dogs in Classrooms Beneficial?
●Therapy Dogs in Classrooms improve SEL, Cognitive and even Reading Skills
●Therapy dogs can help reduce stress and anxiety
●The Effects of Therapy Dogs on Children in the Learning Environment
●Education and Mental Health in President-Elect Biden's American Rescue Plan
●Biden Sounds Alarm on Youth Mental Health, Urges Americans to Aid Schools' COVID
Recovery
●Emotional support dogs in school? Animals may help grow the class menagerie in
Spokane Public Schools | The Spokesman-Review
●The Emotional Power of Pets: As Classrooms Reopen, Why Schools Should Also Save a
Place for Therapy Animals | The 74
●Strengthening My Students' Social-Emotional Learning through Animal-Assisted
Therapy | Teach For America
●What Do Teenagers Need? Ask the Family Dog - The New York Times
●MI Schools Address Rising Mental Health with New Strategy: Dogs
Proposal 2: School Psychologist Budget: $160,000-$200,000
NASP strongly recommends no more than 1 school psychologist for 500 students. We are currently
averaging 1 school psychologist for 1,000 students. The workload has become excessive with the
increased number of referrals, which in turn increases the number of meetings, high demanding
families, the addition of the FRP and Level classrooms and supporting the number of new staff have
all contributed to the need to add support. The grant is only funded until August 2024 but wondering
about the possibility of the grant funding to help front load 2 years of cost and we could revisit the
need at that time. We have included the job description here for your review.
POSITION SUMMARY:
Provide services to help children succeed academically, socially, behaviorally, and emotionally by
collaborating with educators, parents, and other professionals to create safe, healthy, and
supportive learning environments that strengthen connections between home, school, and the
community for all students.
ESSENTIAL FUNCTIONS:
Note: These duties and responsibilities are judged to be "essential functions" in terms of the
Americans With Disabilities Act or ADA. To perform this job successfully, an individual must be able
to perform each essential duty satisfactorily. The requirements listed below are representative of
the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable
individuals with disabilities to perform the essential functions. The statements below are intended
to describe the general nature and level of work being performed by a person in this position. They
are not to be construed as an exhaustive list of all duties that may be performed by such a person.
• Work with teachers and school staff to individualize instruction and monitor student progress in
order to improve behavior and/or learning.
• Participate regularly, and sometimes lead, problem-solving teams at all levels (district, school,
grade, classroom, student) to analyze data and select evidence-based interventions and supports.
Provide crisis interventions and administer threat assessments
Coordinate with school leadership teams to incorporate and enhance mental health, behavioral and
social-emotional services in a multi-tiered system of support (MTSS)
• At the systems level, collaborate with staff to develop and sustain multi-tiered systems of support
(MTSS) and positive behavioral interventions and supports (PBIS).
• Collaborate with staff and parents to implement evidence-based strategies to support students
within the school setting.
• Consult with staff and parents about proactive curricula and resources.
• Assist teachers and staff in incorporating evidence-based activities and practices in small- and
whole group instruction within the school setting.
• Conduct assessments and analyze student-, grade-, and school-level data in order to provide
recommendations for staff and families.
• Observe, describe, and refer children with suspected impairments.
• Serve on multi-disciplinary evaluation teams to complete comprehensive evaluations to identify
whether students are eligible for special education services.
• Design individualized programs for each IDEA-eligible student in the least restrictive environment
based on a comprehensive evaluation.
• Complete IEPs and other required paperwork in accordance with timelines.
• Maintain records and complete Medicaid School-Based Services billing, if required. • Assist in
proper referrals of students to agencies and specialists within the community. • Participate in regular
professional learning opportunities to stay abreast of current research-based practices within the
field.
ADDITIONAL DUTIES:
• Performs other related tasks as assigned.
Proposal 3: Mental Health Specialist Budget: $160,000 - $200,000
BHS School Mental Health Specialist
The Bloomfield Hills School District is seeking a caring, non-judgmental professional who values
developing connections with students and families to serve as a School Mental Health Specialist.
The School Mental Health Specialist integrates into the professional teams of the schools being
served in order to expand the availability of support available to K-12 students with mild to moderate
mental health issues and social-emotional needs. For students requiring more intensive services, the
School Mental Health Specialist will coordinate with community mental health agencies to make
appropriate referrals.
The School Mental Health Specialist offers individual therapy, family therapy, assessments and crisis
intervention services. The School Mental Health Specialist can also offer group therapy, behavior
modification, and other rehabilitative behavioral health services. The School Mental Health Specialist
regularly collaborates with teachers, administrators, and school teams, and participates in the
prevention and early intervention efforts of the schools on a year-round basis. When school is not in
session, the School Mental Health Specialist engages clients in group therapy and a range of
therapeutic activities and interventions that help children achieve success in their homes, schools,
and communities through development and application of social and emotional skills.
QUALIFICATIONS:
• Masters degree or higher.
• Must possess one of the following cer tifications: A licensed master’s level psychologist, MDE
credentialed master’s level school psychologist, or a limited licensed master’s level psychologist
under the supervision of a licensed master’s level psychologist. A licensed master’s level social
worker or school social worker, or a limited licensed master’s level social worker under the
supervision of a licensed master’s level social worker. A LARA licensed master’s level professional
counselor.
• Experience directly providing mental health services in a K-12 school setting preferred.
• Strong interpersonal skills.
• Experience with a diverse student and parent population.
• Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
RESPONSIBILITIES INCLUDE:
• Administer a comprehensive behavioral health assessment, including the use of validated
screening tools, to determine students’ needs for specific psychological, health or related services.
• Develop a treatment service plan for students with behavioral, social, emotional, or mental health
concerns with input from the student, school personnel, and parents/caregivers as appropriate.
• Coordinate with school leadership teams to incorporate and enhance mental health, behavioral and
social-emotional services in a multi-tiered system of support (MTSS)
• Obtain, integrate, and interpret information regarding a student’s behavior and supports necessary
for success in school and life, and plan and management of mental health services.
• Assess the effectiveness of delivered services toward achieving student-driven goals and
objectives.
• Assess needs for additional services, making referrals when appropriate to the Community Mental
Health System.
• Provide crisis intervention and be an active member on school-based behavior intervention teams.
• Assist student and parents/caregivers in understanding student diagnosis, behavioral health needs,
and suppor t services offered.
• Maintain confidentiality.
• Perform other duties as assigned.
Proposal 4: PrepareU Mental Health Curriculum. Budget: $30,000 ($15,000 per year)
WHY IS THIS IMPORTANT?
In recent years, there has been a dramatic spike in serious mental health concerns in general and in
adolescents in particular. By bringing Prepare U into our school and homes, we are better equipping
our youth to maintain health, minimize distress, and seek appropriate resources when needed. Our
goal is to further develop a student culture in our school that nurtures meaningful relationships, is
free of stigma, and empowers students with tools to help themselves and each other in the pursuit
of a long and healthy life.
WHY PREPARE U?
Prepare U is an innovative, experiential, mental health curriculum which research has shown:
leads to increased knowledge about mental health facts and healthy coping skills, decreases trauma,
contributes to a student’s overall health and wellbeing
It has been featured in the U.S. Department of Education’s Newsletter, Teen Vogue, and newspapers
around the country. Prepare U has been implemented in leading schools across North America and
has been independently reviewed by experts in psychology, health, and education.
WHAT IS THE PREPARE U MENTAL HEALTH CURRICULUM? WHAT WILL CHILDREN LEARN?
The Prepare U Mental Health Curriculum is a dynamic program that consists of 15 modules that will
take students and their classmates through a range of experiences designed to build resilience. The
topics are focused on dealing with difficult emotions, anxiety, depression, anger, suicide risk, healthy
relationships, healthy use of technology, coping with stress, and accessing effective resources. The
Prepare U curriculum will also involve take-home reflections and activities to anchor and extend
student learning, sometimes inviting your participation. You can help your child by engaging with
them in some of their activities, by simply checking in with them on what tools they are learning, and
engaging in the Home Edition with your child and other family members. You can see examples of
the curriculum content, and student testimonials at:www.PrepareU.Live
Proposal 5: Professional Development for Mental Health Support Services Budget: $50,000
($25,000 per year)
Bloomfield Hills Schools will provide professional learning opportunities for all staff, in addition to
focused professional learning specifically targeted for roles that directly support the mental health of
our students (Social workers, psychologists, and counselors). If the funds are approved, we would
structure out “Train the trainer” models of professional learning in order to build capacity across the
district and allow internal staff members to continue the training after the funding from the grant
runs out.
Jessica Minahan offers several ‘train the trainer ’ sessions for school district staff. Jessica
Minahan is a licensed and board-certified behavior analyst (BCBA), author, special educator,
and consultant to schools internationally. Since 2000 she has worked with students who
struggle with mental health issues and challenging behavior in public school systems. She
specializes in training staff and creating behavior intervention plans for students who
demonstrate explosive and unsafe behavior. She also works with students who have emotional
and behavioral disabilities, anxiety disorders, or high-functioning Autism. Her particular interest
is to serve these students by combining behavioral interventions with a comprehensive
knowledge of best practices for those with complex mental health profiles and learning needs.
She is a blogger on The Huffington Post, the author of The Behavior Code: A Practical Guide to
Understanding and Teaching the Most Challenging Students,with Nancy Rappaport (Harvard
Education Press, 2012), and author of The Behavior Code Companion: Strategies, Tools, and
Interventions for Supporting Students with Anxiety-Related or Oppositional Behaviors (Harvard
Education Press, 2014).
She holds a BS in Intensive Special Education from Boston University and a dual master’s
degree in Special Education and Elementary Education from Wheelock College. She has a
certificate of graduate study (CGS) in teaching children with Autism from the University of
Albany and received her BCBA training from Northeastern University in Boston. She is
sought-after internationally to speak on subjects ranging from effective interventions for students
with anxiety to supporting hard-to-reach students in full-inclusion public school settings.
Reducing Anxiety in the Classroom
The National Institutes of Health (NIH) reports that one in four thirteen to eighteen-year-olds has
had an anxiety disorder in their lifetime. Without intervention, these children are at risk for poor
performance, diminished learning, and social/behavior problems in school. Understanding the
role anxiety plays in a student’s behavior is crucial and using preventive strategies are key to
successful intervention. Effective behavior plans for these students must avoid the reward and
punishment-based consequences from traditional behavior plans and focus instead on the use
of preventive strategies and on explicitly teaching coping skills, self-monitoring, and alternative
responses
Behavioral and Educational Best Practices for Students with Mental Health Disabilities
About 10 percent of kids in school –approximately 9-13 million students — struggle with mental
health problems. Whether they’re running out of a class, not doing their homework, disrupting
others, or quietly being defiant, their behavior is often misread and misdiagnosed. The
frustration level teachers and parents face can be overwhelming, and traditional behavior plans
are often ineffective and even unhelpful in addressing certain behaviors because they do not
acknowledge the underlying causes. The training will provide empathetic, flexible, practical, and
more importantly effective strategies for preventing inappropriate behavior from the start in the
classroom, and dealing with it once it’s already happening.
Kids who Challenge Us: Increasing Work Engagement and Reducing Oppositional
Behavior in Students
Among the many reasons new teachers leave the field within their first five years, disruptive
students are on the top of the list. Without intervention, these children are at risk for poor
performance, diminished learning, and social/behavior problems in school. Overwhelming,
negative, and inaccurate thoughts can contribute to student disengagement. When this is the
case, traditional suggestions such as incentives, offering breaks, graphic organizers, or even
checklists will not help the student initiate an activity. As a result of this workshop, participants
will be able to easily implement preventive tools, strategies, and interventions for reducing
oppositional behavior, increasing work engagement, initiation, persistence, and self-monitoring.
Reaching the Withdrawn Child
When we see a child who is withdrawn and shut down teachers will sympathize and make
attempts to cheer up the student. When these attempts fail and the child continues to have low
engagement, to be irritable, and never express happiness, teachers can feel at a loss. This
workshop will give teachers the right tools to make these students feel better, think more
accurately, and become more engaged.
Proactive, preventative approach for reducing problem behavior for students
Ninety percent of any effective behavior program is preventative. This workshop will review
easy to implement evidence-based strategies to prevent challenging behavior from occurring in
children with autism.
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Clarkston Community Schools
6389 Clarkston Rd
Clarkston 48346
Mary Beth Rogers
2486235410
mbrogers@clarkston.k12.mi.us
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
The grant proposal will provide one fte new nurse position, two fte new Social Workers and two fte new
Psychologist over the 2022/23 and 2023/24 school year to meet the increasing demands of mental
illness as a result of the pandemic.
6,835
$525,000
$175,000
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
Yes
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
Forms
CLARKSTON COMMUNITY SCHOOLS
OAKLAND COUNTY MENTAL HEALTH GRANT BUDGET
2022/23 & 2023/24
Clarkston's projected K-12 enrollment for 2022/23 is 6,835 students
All of these students will have access to mental health services with the assiance
of these grant dollars.
Position FTE 2022/23 2023/24
Nurse 1.00 99,000 99,000
Social Worker 2.00 198,000 198,000
Pyschologist 2.00 198,000 198,000
Total Budget 5.00 495,000 495,000
** Requesting $350,000
***District Match $175,000
*Includes average total cost of employment (salary, insurance, retirement, fica, workers comp &
other)
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Clawson Public Schools
Baker Administration Center 626 Phillips
Clawson 48017
Amy Carpenter, Kevin Taratuta
2486554441
amy.carpenter@clawsonschools.org, kevin.taratuta@clawsonschools.org
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
Clawson Public Schools proposes to use the Oakland County Schools Mental Health Grant Program
funds to address students’ mental health needs in our schools. The funding would provide us with the
addition of a School Resource Officer (SRO) in our schools everyday, working with our students, staff and
parents. Over the past few years, and especially this last year, our students and schools seem to get
closer and closer to experiencing a school tragedy. After Oxford and then again after Uvalde, our
students and their families are emotionally fragile. Their emotions about being safe while coming to
school are in the forefront of their thoughts causing anxiety and distress for many. Schools have
become common targets for mass shooting events and school administrations, school boards, and
teachers are looking for answers to better protect the mental health and wellness of our students. We
believe that we must find solutions that make everyone feel safe and secure each day. We know there
are gaps in the safety protocols at every school but adding a School Resource Officer can certainly help
fill some of those gaps. When a SRO is on campus everyday, that alone will help ease the minds of
many. But even more, when the SRO builds relationships with our kids and partners with our staff, this
will enhance the feeling of security each day. Receiving funds through this grant would be integral in
helping our small district fund an SRO in partnership with the Clawson Police Department. We propose
that Clawson Public Schools use the funds from this grant to pay a portion of a Clawson police officer’s
salary to act as our campus SRO during school hours for the next 2 years.
In addition to an SRO, we also propose to use funds to provide therapy dog services in our buildings. The
therapy dog would be available for students experiencing trauma and would attend sessions held by our
school social workers, psychologists, counselors, and principals.
Finally, we propose to use matching funds to help fund the three extra social workers we were able to
hire with special funding from a State 31o grant. We added these staff members solely to support the
mental health and wellbeing of our students. This state grant was a three year commitment for us but
only 100% funded for the first budget year, which was SY22. Each year of the grant the district must take
on additional financial responsibility for these additional staff members. If we received the matching
funds from the Oakland County Schools Mental Health Grant this financial responsibility would have less
impact on our school budget. We would also apply these funds toward counseling services in middle
school and high school should there be any remaining funding.
1353 students
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
$160,000 for SRO salary= $80,000 per year for 2 years, expense to be shared with the Clawson Police
Department
$15,000 for daily therapy dog services= $7500 per year for 2 years
Total=$175,000
$175,000 to apply towards social work and counseling services.
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
Yes
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Forms
2022 - 23
Year
2023-24
Year
SHERRY, JOH 45,151.00 0.4 18,060 18,060
ADOLPH-BLA 42,721.00 1 42,721 42,721
Laura Hall 66,942.00 0.6 40,165 40,165
Amy Maglio 74,971.00 1 74,971 74,971
Sharon Kroll 78,642.00 0.2 15,728 15,728
3.2
Wages 191,646 191,646
Retire 29%55,577 55,577
FICA 7.65 14,661 14,661
Insurance 60,000 60,000
Total all in cost 326,884 326,884
31 O funding at 66%215,744 31 O funding at 33%107,872
Unfunded amount for 2023 111,141 Unfunded for 2024 219,012
219,012
Total unfunded from 31O 330,153
Additional expense from couselors: below 194,847
525,000
Counselors:Full Time Equivalent Oakland County Grant 350,000$
Amy Reaume 78,462 1 Clawson School Match 175,000$
Rebecca Rice 45,294 1 525,000$
Katlynn Murp 78,462 1
202,218
Retire 29%58,643
FICA 7.65 15,470
Insurance
276,331
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Farmington Public Schools
32500 Shiawassee Street
Farmington Hills 48336
Onisia Martin
248-426-4795
onisia.martin@fpsk12.net
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
Farmington Public Schools serves approximately 10,000 suburban students in Farmington and
Farmington Hills. We service students from ages 3-26 in our preschool to post-secondary educational
programs. In the 2021-22 school year 24.9% of our students met federal parameters of being considered
economically disadvantaged, and 11.4% of our student population identified as having educational
disabilities. Through support with this grant, we are looking to expand the support that we have available
to all of our students in order to improve their mental health awareness and increase their social-
emotional skills.
Our proposed mental health program, SEL for All, includes building intentional structures to increase
social-emotional knowledge for students, staff, and families in order to improve the overall educational
outcomes for our students. This programming will include community collaboration, professional
development for educators, teaching materials, mental health awareness events, universal screeners,
and connecting families to appropriate resources.
We appreciate the opportunity to apply for this grant in order to increase the social-emotional
development and educational outcomes for all of our students. Should you have any questions, please
contact me at 248-426-4795 or via email at onisia.martin@fpsk12.net.
10,052
175,000
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
N/A
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
PROJECT MATCH
Are you providing matching funds?
*
No
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Forms
1 September 2022
Michael Andrews
Oakland County School Mental Health Grant Program
Oversight Ad Hoc Committee
1200 N. Telegraph Road
Pontiac, MI 48341
REF: 1 September 2022- Mental Health Grant Program
Dear Mr. Andrews:
Farmington Public Schools serves approximately 10,000 suburban students in Farmington and
Farmington Hills. We service students from ages 3-26 in our preschool to post-secondary
educational programs. In the 2021-22 school year 24.9% of our students met federal parameters
of being considered economically disadvantaged, and 11.4% of our student population identified
as having educational disabilities. Through support with this grant, we are looking to expand the
support that we have available to all of our students in order to improve their mental health
awareness and increase their social-emotional skills.
Our proposed mental health program, SEL for All, includes building intentional structures to
increase social-emotional knowledge for students, staff, and families in order to improve the
overall educational outcomes for our students. This programming will include community
collaboration, professional development for educators, teaching materials, mental health
awareness events, universal screeners, and connecting families to appropriate resources.
We appreciate the opportunity to apply for this grant in order to increase the social-emotional
development and educational outcomes for all of our students. Should you have any questions,
please contact me at 248-426-4795 or via email at onisia.martin@fpsk12.net.
Sincerely,
Onisia Martin, LMSW
Mental Health Program Coordinator
Table of Contents
Executive Summary ………………………………………………………………………. 3
Needs Assessment ………………………………………………………………………… 5
Expected Outcomes ……………………………………………………………………….. 7
Project Narrative ………………………………………………………………………….. 8
Assessment of Outcomes ………………………………………………………………….. 14
Utilization Plan ……………………………………………………………………………. 15
Key Personnel ……………………………………………………………………………… 16
Budget ……………………………………………………………………………………… 18
Budget Justification ………………………………………………………………………… 19
Bibliography ……………………………………………………………………………….. 20
Appendix A - Winter 22 Wellness Survey Data ……………………………………………. 21
Appendix B - Winter 2022 SAEBR Data ..…………………………………………………. 21
2
Executive Summary
Project Title
Social-Emotional Learning for All
Contact Person
Onisia Martin- Phone (248) 426-4795 email:onisia.martin@fpsk12.net
Applicant Information
Farmington Public Schools
32500 Shiawassee Street
Farmington, MI 48336
Mission Statement
The mission for Social-Emotional Learning for All is to create an equitable learning environment
and increase educational outcomes for all students by providing access to understanding mental
health to all students, educators, and families in our district.
Problem Statement
During the 2021-22 school year, 24.9% of our students were identified as economically
disadvantaged; however, due to all students receiving free lunch this number is believed to be
higher. Per student self-ratings in the 2021-22 school year, over 30% of students ranging from
3rd to 12th grade self-identified as struggling with anxiety, depression, and/or low self-esteem.
Similar to the rest of the world, the long-term implications of Covid-19, distance learning, and
limited social engagement has yet to be understood. At this time, we know that neither educators
nor parents have had proper training on understanding mental health for themselves or their
students. This lack of understanding impacts how they respond and their ability to appropriately
support the emotional well-being of students. The lack of understanding leads to lowered
outcomes in academics, behavior, attendance, and social engagement for our students.
Project Summary
Social-Emotional Learning for All includes the following components:
1.Social-emotional screeners, learning materials, programming and access to psychiatric
evaluations for students with significant need;
2.Professional Development for educators and administrators to learn how to support
mental health for themselves and their students;
3.Roundtables/ panels/ wellness events for families to learn about mental health and how to
support themselves and their child(ren).
3
Expected Results
Building the foundational knowledge of mental health for our students, educators, and families
along with using district data to assess our progress will assist in shifting how we engage with
our students. By increasing the exposure and understanding of the adults, we can then begin to
shift the culture so as to better meet the needs of the students.
Our Investment
Farmington Public Schools’ investment covers staffing across the district to support
social-emotional learning. Each pre-school and elementary school has at least one designated
social-emotional staff person and each secondary school has a restorative practices facilitator to
support student and staff social-emotional well-being. The district also has a Mental Health
Program Coordinator and a community support services team which includes the Director of
Community Services, our McKinney-Vento Coordinator and our Access & Opportunity
Coordinator.
Funding Request
We are requesting $175,000 in funds for professional development, universal screeners, learning
materials, assessment tools, and community programming to support student, educator, and
family social-emotional learning.
4
Needs Assessment
Student Well-Being
Farmington Public Schools is committed to shifting the way that we understand, engage, support,
and educate our students so that they all are learning in an inclusive environment that utilizes a
restorative justice lens. Similar to most districts around the country, the pandemic has identified
increasing social, emotional, behavioral, and academic needs of our students. As shared by
Hamilton and Gross (2021) data shows that “rates of anxiety and attempted suicides appear to
have increased among all students, especially among girls”. This information coincides with the
frequency of suicide-risk assessments that were completed across grade levels once our district
resumed in-person learning. The Center for Disease Control reported an increase in emergency
room visits related to mental health among people ages 12-17 by 31% in 2020 compared to 2019
(Yard, E., Radhakrishnan, L., Ballesteros, M.F. et al, 2021). The research has also shown that
even though some students thrived initially, or even fared better than they did in person before
the pandemic, the positive effects were not observed long term (Hamilton & Gross, 2021). While
this data is important, it should also be viewed as incomplete, because there is minimal data on
mental health for children between ages of 5-11 years old. This is why we utilize the SAEBRS
universal screener and wellness surveys to identify social, emotional, behavioral, and academic
needs. District data (appendix A & B) shows that effective supports are in place; however due to
the intensity of the post-pandemic needs of our students we are shifting our systems towards
being more intentional, restorative, and data-driven.
Educator Well-Being
An additional layer to identifying and supporting needs in the arena of education involves the
well-being of teachers. The following graph comes from the 2021 State of the U.S. Teacher
Survey (Steiner & Woo, 2021) and identified feelings of teachers identified as 1. likely to leave
due to stressors of teaching during the pandemic, 2. were likely to leave prior to the pandemic
due to stressors of teaching, or 3. unlikely to leave prior to, or during the pandemic.
5
As evidenced by the chart, the need to monitor and support educator well-being is vital to
retaining educators. Creating effective programming that allows educators to learn about how to
identify, acknowledge, and support their own mental health is necessary to creating healthy
learning environments for improved staff, student, and building cultures. Data from educator
needs assessments will be utilized and reviewed to improve how we provide support and
resources to them. Collecting this data and following through with support will also create an
improved district culture in which the staff feel as if their feelings and needs matter. Engaging in
this practice will also support our district initiative for improving talent development through
retaining and hiring highly qualified educators.
Community Well-Being
In an effort to improve student well-being by structuring systems of support and intentionally
creating programming for educator well-being, we would be missing the mark if we didn’t also
address the need to support the well-being of our students’ families. Patrick, Henkhaus, et.al
(2020) conducted a national survey in June 2020 in which 27% of parents with children under
the age of 18 reported worsening mental health for themselves. In the same study, 14% of those
parents reported experiencing worsening behavioral health for their children (Patrick, Henkhaus,
et.al, 2020). With limited access to childcare and mental health support, a growing number of
parents struggled with managing their own mental health and their child/children’s behaviors. In
order to appropriately meet the social-emotional needs of our students, we need to build
opportunities for parents to learn healthy social-emotional skills so that they can model them.
Implementing family/ community wellness initiatives play a pivotal role in improving academic,
social, emotional, and behavioral outcomes for students. The district will provide questionnaires
6
to our families in order to determine the needs of the various communities that we serve. This
data will be used to create effective programming that will be assessed and addressed as the
needs grow or shift.
Expected Outcomes
Goal 1:District social-emotional and behavioral data for all students will be reviewed at least
three times a year to identify trends, and used to implement effective interventions in order to
increase positive behaviors.
Objective 1:The district will provide a universal screener which all teachers will
complete for all K-5 students in October, January, and May.
Objective 2:The district will provide a universal screener for all 3rd-5th grade students to
rate their social, emotional, academic, and behavioral well-being in October, January, and
May- unless their parents “opted-out” of them completing this assessment.
Objective 3:The district will provide a wellness screener to be completed in October,
January, and May by all 6th-12th grade and post-secondary students.
Objective 4:After each assessment cycle, the mental health program coordinator will
review data with the district MTSS coordinator in order to identify trends and support
building MTSS coordinators in folding SEL and Behavior into the tiered system.
Objective 5:The mental health program coordinator will meet with building
administrators and SEL staff at least 3 times a year to review social-emotional and
behavioral data to address trends and identify strategies to improve supporting student
well-being.
Objective 6:The district mental health program coordinator will offer monthly
case-study/ problem solving meetings with SEL staff to support buildings with
implementing effective interventions.
Objective 7:The district mental health coordinator will collaborate with SEL staff to
identify books for SEL libraries that teachers can access to support student learning.
Goal 2:Intentional programming that supports educator wellness and professional needs will be
created based on data collected from educator needs assessment and self-rating scales.
Objective 1:The district mental health program coordinator will identify or create a needs
assessment that is to be completed by all educators 2-3 times each year.
Objective 2:The district mental health coordinator will review the data with building and
district administrators after each assessment cycle to identify trends and implement
strategies to support educator well-being.
Objective 3:The district mental health coordinator will contact educators who
demonstrate significant need to share resources for professional support on an ongoing
basis as the need is expressed.
7
Objective 4:All staff and administrators will participate in professional development
which will build their understanding of their own mental health needs and how stress
impacts them at least twice per year, with optional trainings offered during the summer.
Objective 5:The mental health program coordinator will facilitate a short (5-10 minute)
adult learning opportunity each month to increase educator knowledge and ability to
model social-emotional skills.
Objective 6:All staff will complete a self-rating on how they intentionally create a
“belonging” environment for their students 3 times per year, which will provide data
towards staff and building culture for administrators.
Goal 3:Data from a community needs assessment will be utilized to create programming that
increases the knowledge and skills of district families.
Objective 1:The district mental health program coordinator will identify or create a
community needs assessment and distribute it to families of students at least twice a year,
ensuring that there is accessibility in multiple languages.
Objective 2:The district mental health program coordinator will collaborate with the
Community Support Services Team monthly to review data and create engaging
programming.
Objective 3:The district mental health coordinator will compile resources to support
social-emotional, mental, and behavioral wellness for the various communities that the
district serves and provide the resources upon request and/or during events on an ongoing
basis.
Objective 4:The mental health program coordinator and identified staff will attend Parent
Cafe training in Fall 2022 in order to facilitate parent cafes across the district.
Project Narrative
The mission for Social-Emotional Learning for All is to create an equitable learning environment
and increase educational outcomes for all students by providing access to understanding mental
health to all students, educators, and families in our district.
The process for supporting equitable learning for the various communities that Farmington
Public Schools serves can be detailed in the following topics:
1.Planning
2.Research and set-up
3.Training
4.Implementation
5.Data-driven interventions
6.Assessment of interventions and efficacy
7.Evaluation
8.Managing and Communication
8
Topics 1-6 will be described in detail in this portion of the proposal. Topics 7 and 8 have their
own components within the proposal, and will be addressed in detail within those sections.
Planning
Throughout the summer and at the beginning of the school year, the mental health program
coordinator created timelines for student universal screeners, wellness surveys, and intervention
cycles. Once the timelines were completed the coordinator met with elementary administrators to
review the Action Plan for the year in regards to social emotional learning and PBIS data
collection for educators. The next step for planning at the elementary level included meeting
with all elementary SEL staff in order to review the same information and create foundational
expectations for the school year. Follow up meetings with building administrators and monthly
meetings for elementary SEL staff have been scheduled.
The next steps in planning will be to meet with the district SEL Instructional Leads (Restorative
Practice Facilitators, Social Workers, Counselors, and Psychologists) in order to review and
schedule district level plans for this school year. The district has also created two (2) part time
SEL positions at the high school level, so the mental health coordinator will be meeting with
these staff members, as well as secondary administrators to create plans for how these positions
will support the building.
Additional planning takes place through collaboration with the McKinney-Vento Coordinator,
Access & Opportunity Coordinator, MTSS Coordinator. In these collaborations, we are able to
review data from previous years in order to plan for predictable needs that may arise this school
year.
Research and Set-Up
Research will be utilized for implementation of student, educator, and community programming.
Student programming
To start with student programming, research will be conducted for developmentally appropriate
books for teaching social-emotional skills. As a part of funding from this grant, the district will
provide SEL libraries in every building so that teachers can have access to these materials to
integrate them into their lessons. Ongoing research that will take place throughout the year will
include best practices to support student learning and demonstrate growth through the 5 CASEL
competencies (self-awareness, self-management, social awareness, relationship skills, and
responsible decision making) .
The most critical component of research will come from our students. By conducting roundtables
with various student populations, we can collect data on what they perceive to be their needs.
Empowering students to participate will be a non-negotiable component of conducting research,
9
as they are our primary stakeholders. In order to do this with efficacy, the appropriate questions
will need to be asked in order to gather the correct information. Research will be conducted to
assess if there are any tools that meet the fulfill the expectations of information that we are
looking to gather. Utilizing universal screeners and student wellness survey data will be a
component of measuring universal needs. This will set the foundation for how we implement our
interventions and practices. The universal screeners and student wellness surveys will be
completed in October, January, and May.
As SEL is being folded into the MTSS system, research is being conducted into effective
assessment tools that can be utilized for students who demonstrate higher needs of support.
These assessments can assist in creating personalized interventions that can be implemented
prior to referring a student for an outside evaluation or special education testing.
In addition to creating internal systems and supports, a vital component of ongoing research will
be in building collaborative partnerships with wellness providers outside of the school system.
This could include, but is not limited to: hospitals, mental health practitioners,
colleges/universities, cultural community leaders, and local businesses. These partnerships could
support in fulfilling the gaps that the school may require additional assistance in order to meet
the needs of all students.
Educator programming
The initial phase of educator programming will require research in order to determine the most
appropriate needs assessment tool. If necessary, the tool can be created using evidence-based
tools for reference. In addition to this formal data collection, building observations will be
conducted in order to research student, staff, and building cultures. Teacher wellness surveys and
building observations will take place at least twice each school year- around October and
February, with follow-up discussions taking place with building administrators.
Evaluating these data components along with teacher self-ratings of implementing strategies to
create a “belonging” environment through PBIS will provide information on areas of need for
integrating SEL into professional development. Research will be conducted to ensure that
best-practices are utilized in teaching staff. We will also create opportunities for outside speakers
to support our educators' learning needs of mental health for their students.
Aside from creating programming to support educators’ learning about mental health for
students, we will also create programming to intentionally guide mental health for themselves.
Teaching educators to assess, understand, and address their own mental health needs will
improve their capacity to model these skills and increase their capacity to support students.
10
Community (family) programming
Initial research for community needs will be based upon data collected from community
engagement initiatives that took place in previous years. Community roundtable discussions will
take place in order to determine current needs and areas for support. These events will take place
with collaboration with our English Language department to ensure that families are able to ask
questions and receive support regardless of their ability to speak or understand English.
As data is gathered on community needs, research is also being conducted into various
community providers that can be utilized as resources. These resources are shared with our
community at events, and whenever they reach out specifically requesting support. Input
gathered from meeting with families and community members will also be used to schedule
monthly wellness events so that families have the opportunity to learn about mental health and
social-emotional learning.
Training
In order to ensure that results from universal screeners, student/ educator wellness surveys are
reviewed and utilized appropriately training will be provided to administrators and staff. All
elementary administrators and SEL staff will receive training on accessing and completing the
universal screener. Administrators and SEL staff will then be able to provide visuals, a quick
reference sheet, and a 5-minute training to all teachers so that the universal screener is completed
by everyone within the scheduled assessment windows. SEL staff will also be provided training
with how to determine results of the universal screener in order to appropriately provide
interventions.
For student and educator wellness surveys, the SEL staff will be trained on supporting students
and staff on how to access and complete the screeners. SEL staff will also be provided training
on how to utilize data from the wellness surveys to provide effective interventions with students.
SEL staff will be provided with training on the curricula that are available for them to utilize for
interventions with students that demonstrate increased need for social-emotional support. They
will also be provided with support to improve their ability to provide feedback in order to help
educators effectively implement social-emotional learning in their classrooms.
Tiered intervention supports were provided to administrators to implement into their building
PBIS plan. Training in implementation of these structured supports will be ongoing in order to
improve student, staff, and building cultures.
All administrators and mental health practitioners (social workers, psychologists, and counselors)
are trained in collaboratively conducting suicide risk assessments and threat assessments. These
11
trainings occur at the beginning of the year and are reviewed throughout the school year to
support understanding and collaborative decision making.
Implementation
Student Programming
Supporting student social-emotional learning begins with ensuring that all students are
participating in learning about school, building, and classroom expectations at the beginning of
the school year. In addition to these foundational topics, all students should be learning
developmentally appropriate self awareness and social skills. Utilizing PBIS and creating a
culture of belonging so that all students feel safe and welcome to learn creates a foundation from
which we can begin to determine additional levels of needs for students. These skills and
expectations should be reviewed and enforced throughout the school year.
This additional level of need can be determined using data from universal screeners/ wellness
surveys, office referral data, attendance, and suspension data. Utilizing informed data reviews by
connecting with parents, speaking with the student, gathering input from 1-2 teachers, and/or
collaborating with secretaries if you need access to specific data assists in building a whole-child
support system which leads to effective supports being implemented. The mental health program
coordinator will meet with building administrators and SEL staff after each screening window in
order to review data and support with any identified concerns. SEL staff can bring student
concerns to the monthly case study/ problem solving meetings that will be offered by the mental
health program coordinator.
SEL staff have access to curriculums in order to meet the emotional and developmental needs of
students. In addition to curriculums, teams can create behavior plans, utilize check-in/check-out
systems, incentive plans, small group lessons, and school-home communication as a way to
support a student’s needs. Interventions and personalized plans should be reviewed in 6-8 week
cycles in the event that updates need to be made based on data. Student interventions based on
universal screeners and wellness surveys take place in two 8 week cycles. The screeners are
scheduled in October, January, and May. The May screener is used for progress monitoring, and
is not explicitly used to determine needs for Fall of the following school year.
When a student requires more intensive support, makes a violent threat, or threatens self-harm,
then more intensive strategies will be utilized. These could include risk assessments, threat
assessments, functional behavioral assessments, referrals for evaluation and/or outside mental
health support.
As a Tier 1 support for all students, Mental Health Awareness Month will take place in May.
During this month there will be one activity a week provided at students' developmental level to
support their learning about Mental Health. Based on data from secondary students in the
12
2021-22 school year, students preferred having one mental health awareness day each semester.
This frequency and scheduling will be decided as a part of district planning.
Educator programming
Educators will complete wellness surveys at least twice a year in October and February. Data
from these surveys will be used to create building and district level professional development to
improve mental health and coping skills. The mental health program coordinator will meet with
building administrators to review the data and strategize ways to support their professional and
emotional needs after each assessment window.
The mental health program coordinator will facilitate monthly asynchronous (5-10 minute) adult
SEL lessons to improve self-awareness and coping skills. Administrators will provide a mindful
moment at the beginning of each monthly staff meeting in order model appropriate use of
self-awareness and integrating SEL into learning.
To further support integration of mental health awareness as an impact of student, staff, and
building culture, staff will also complete self-ratings to assess how they create an inclusive
educational environment. These will be complete once each trimester to connect data with PBIS
implementation and building behavior outcomes.
Community (family) programming
Programming for families within the community will be centered around adult mental health and
wellness in order to provide parents/guardians/ caregivers with strategies to support their own
mental and emotional well-being. Programming will be created based on the needs of the various
communities that we serve and there will be at least five events during the school year. Wellness
events/ panels/ and roundtable discussions will take place at a district building and be facilitated
by a district coordinator.
Data-driven Interventions
Student programming
Utilizing PBIS as a foundation for providing equitable learning opportunities for all students will
ensure effective data collection and response to best meet the social-emotional and behavioral
needs of students.
When students require additional support, then data from attendance, office referrals, universal
screeners/ wellness surveys will be used to create plans to better support the students’ needs.
When students are receiving intervention supports, data is collected from each session/ learning
module in order to track if, and in what ways, progress is being made. When the data shows that
13
progress is not being made, or is being made inconsistently, then the team will work to determine
what the barriers are and implement strategies to mitigate them.
Educator programming
Educator programming will be provided based on consensus of need with exit tickets used to
demonstrate learning. Each professional development opportunity will offer simple techniques or
strategies that educators can quickly implement without extensive planning. Educators should be
able to provide feedback on the impact that the strategy had for them and/or their students.
Should educator engagement decrease, then this data will be used to shift the manner in which
we are supporting their learning.
Community (family) programming
Programming for families will be evaluated based on the number of attendees and attendee
feedback. Allowing families to access learning that is most necessary for them is important to
ensure engagement and retention.
Assessment of efficacy
Data from each area of programming will be taken at regular intervals in order to determine areas
of strengths and weaknesses. Utilizing informed data reviews and reflection will be a critical
component of improving the way that we provide supports to students, staff, and families. The
overall goal of implementing social-emotional learning for all is to create learning environments
that support emotional well-being. Evidence of a shift in educational culture (student, staff, and
building) will demonstrate the impact of efficacy plays in supportive learning environments.
Assessment of Outcomes
Student Social Emotional Learning:
Data on student social-emotional well-being is taken universally three (3) times per school year
in order to identify needs, and appropriately provide interventions and support. At the elementary
level, teachers rate all students from Kindergarten through 5th grade, and students in the 3rd
through 5th grades complete a self-rating scale. This data is then used in collaboration with any
discipline data in order to determine how best to support students in each building. All of this
data is viewed at building level Multi-Tiered System of Support (MTSS) meetings at least once a
trimester in order to determine if there needs to be shifts to supporting students in Tier 1 and/or
how students are supported as they move through the tiers.
Students in secondary and post-secondary schools complete a self-rating wellness survey three
times a year in order to provide information on how their social-emotional needs are being met.
14
This data is reviewed by social-emotional staff and administrators in order to determine how to
best meet the needs of identified students. The goal for this upcoming school year is to integrate
behavior into MTSS at the secondary level so that discipline data is also considered and
appropriate interventions are implemented.
Educator Social Emotional Learning:
Equity is a foundational learning block in Farmington, and equity cannot be achieved without the
integration of social-emotional learning for all. Educators will be provided with professional
development focused on equity, restorative practices, and social emotional well-being. Their
growth in these areas will be evident in various areas, including: improved ratings on self-care
and PBIS scales, improved staff and building culture, and improved student outcomes.
Community Social Emotional Learning:
Collaboration with the Community Support Services team will create opportunities for families
to participate in roundtable discussions, learning panels, and wellness activities. There will be
requests for feedback to assess learning outcomes after each activity. The hope is that as families
begin to learn, they will encourage other families to attend and participate as well. With
increased family involvement, we expect increased educational participation and collaboration
between families and the school community.
Utilization Plan
Data from educators and community learning will be assessed at least once each trimester during
the school year by the mental health program coordinator in collaboration with the Community
Support Services team. The mental health program coordinator and MTSS coordinator will
review student data in conjunction with behavior and academic data across the district in order to
identify trends that should be shifted. These data components will be shared with building
administrators and social-emotional staff in order to support continued progress monitoring,
engagement, and growth for students, educators, and families.
Data from these programs will be presented at a district board meeting at the end of each school
year in order to demonstrate how funds and programs are being utilized. The aim of this program
is to “investigate ways to leverage community assets” and “reimagine measurement,” as outlined
by Hamilton & Gross (2021). Data collected from students, staff, and families throughout this
grant cycle will be published, presented, and will add to the growing research which positively
demonstrates the implications of providing whole-child learning as well as the necessity to
provide social-emotional learning to families and educators. As a condition of this grant, a report
and/or presentation will also be provided to the Oakland County Mental Health Program
Oversight Ad Hoc Committee by August of 2024.
15
Key Personnel
Executive Director of Special Services,Jacqueline McDougal, Ph.D.
Dr. McDougal has held the Executive Director of Special Education position in Farmington
Public Schools for over five (5) years. Her knowledge of education, child development, law,
systems, and budgets are vital components of her role, which oversees budgets and staffing for
special education and social emotional learning. She holds degrees in Psychology and Education;
certifications as a Special Education Supervisor, Special Education Director, and K-12
administrator. Her most recent accomplishment was winning the Beekman Award from the
Michigan Association of Administrators of Special Education.
Director of Community Support Services,Christopher O’Brien
Mr. O’Brien is a former elementary school principal who oversees budget, personnel, and
planning of the district’s homeless, accessibility, and English language learner programs. These
programs, in conjunction with the multi-tiered support systems coordinator, and the mental
health program coordinator collaborate to ensure that all students have access to an equitable
learning experience.
Mental Health Program Coordinator,Onisia Martin,LMSW
Ms. Martin is a licensed clinical social worker who has worked in a school setting for seven (7)
years. In addition, she has an outpatient private practice which has allows her to expand her
knowledge and ability to support community members who are outside of the school-aged range.
Her knowledge of law, systems, resources, and human development will assist in building
necessary systems to support student, staff, and family learning with the goal of improving
student outcomes across the district. Ms. Martin conducts research and identifies best practice
resources that will be purchased with the grant funds.
McKinney-Vento Coordinator,Hatti Ligon
Ms. Ligon has been our district McKinney-Vento Coordinator for over 10 years and is dedicated
to supporting families in receiving needed in-kind, financial, and/or transportation support. Ms.
Ligon secures funding and manages budgets on an ongoing basis in order to ensure that families
can receive the support that they need.
Access & Opportunity Coordinator,Shannon Daniel
Mrs. Daniel is a career educator who recognizes the impact that inequity has on students’ ability
to engage in their learning. Mrs. Daniel works closely with Ms. Ligon to solidify funding and
provide opportunities for students and families to meet their personal needs so that we can then
assist them with meeting their educational needs.
16
Building level Social-Emotional Staff
Licensed Clinical Social Workers, Limited Licensed Clinical Social Workers, School
Counselors, School Psychologists, and Restorative Practice facilitators who are employed by
Farmington Public Schools to provide direct services to students. These employees may also
facilitate parent cafe’s/ meetings. Lastly, they are responsible for providing building-level
professional development to educators in order to support Social Emotional Learning for All.
17
Budget
Expense
Type:
Item:Cost/ unit:No. of
units:
Total Cost:
Personnel
Professional speaker for professional
development/ parent wellness panels/
student mental health presentations
$1,500/
speaker
15 $22,500
Psychiatrist for psychiatric testing and
consultation for students with immediate
needs
$2,000/
case
30 $60,000
Extra- duty pay for summer professional
development
$26.14/
hour/
person
14 hrs:
30
people
$10, 978.80
Supplies
Universal Screener for elementary schools
that includes student self-rating component
$12,382.70/
yr
2 years $24,765.40
Social- Emotional Curriculum for student
learning (K-5)
$2,500/yr 2 years $5,000
Social-Emotional Curriculum for student
learning (K-8)
$4,800/ yr 2 years $9,600
Social-Emotional Curriculum for student
learning (6-12)
$3,600/ yr 1 $3,600
Books for social-emotional library in each
school building
$1,500 17 $25,500
Mental Health Assessments and digital
scoring for Tier 3 supports
$600/
assessment
2 $1,200
Wellness materials for families when they
attend panels
$25/
family/
event
20
families
/ 5
events
$2,500
Raffle items for educators $25 241 $6,025
Training
Parent Cafe Team Training (3-days for 4 $3,325 1 $3,325
18
people)
Total 174,994.20
Budget Justification
1.Professional Speakers will be brought in to provide equitable learning opportunities for
the various cultures that we support in our district. Speakers may be a part of community
wellness activities, professional development, and/or student learning panels.
2.Having a psychiatrist to provide outside evaluations when parents aren’t able to
immediately get support and/or medication will assist in decreasing the number of
emotional crises that lead to unhealthy reactions.
3.Extra-duty pay for summer professional developments will assist in providing suicide
prevention trainings, restorative practices trainings, and other trainings which might not
be able to fit during the school year. The cost is our district extra-duty hourly rate, and the
hours are based on 2 full days of training. The number of people is based on who
participated in summer SEL trainings in 2022.
4.The SAEBRS is the universal screening tool that elementary schools in the district are
using this year. 5 schools piloted this screener last year, and all elementary schools are
utilizing this tool for the 2022-23 school year.
5.The social emotional curricula that have been identified and utilized by SEL staff are
SecondStep, QuaverSEL and Suite360. Suite360 is paid for with ESSR funds this year, so
it will only require payment for next school year.
6.To support staff in incorporating SEL and equity into their teaching, each building will
receive an SEL library with age and developmentally appropriate books.
7.Wellness materials and healthy snacks will be provided to families when they attend
wellness events. This will support their ability to generalize what they learned and
encourage them to return to future events.
8.Raffle items for educators will support in encouraging staff to engage and intentionally
integrate learned skills into their teaching practices.
9.Parent Cafe training for 4 staff members will provide staff with materials and skills to
facilitate Parent Cafe’s- which is founded on the principles of building strong families.
Incorporating Parent Cafe’s on a wide scale will support in shifting community and
student outcomes.
19
Bibliography
Hamilton, L, & B Gross. “How Has the Pandemic Affected Students’ Social-Emotional
Well-Being? A Review of the Evidence to Date.”CRPE,Aug. 2021,
https://crpe.org/how-has-the-pandemic-affected-students-social-emotional-well-being-a-rev
iew-of-the-evidence-to-date/#:~:text=Our%20main%20findings%20reveal%20widespread,
emotional%20development%20in%20normal%20times.
Patrick, S. W., Henkhaus, L. E., Zickafoose, J. S., Lovell, K., Halvorson, A., Loch, S., Letterie,
M., & Davis, M. M. (2020). Well-being of Parents and Children During the COVID-19
Pandemic: A National Survey.Pediatrics,146(4), e2020016824.
https://doi.org/10.1542/peds.2020-016824
Steiner, E, & Woo, A. “Job Related Stress Threatens the Teacher Supply: Findings from the 2021
State of the U.S. Teacher Survey.”Rand Corporation,2021,
https://www.rand.org/pubs/research_reports/RRA1108-1.html.
Yard, E., Radhakrishnan, L., Ballesteros, M.F., et al. Emergency Department Visits for
Suspected Suicide Attempts Among Persons Aged 12–25 Years Before and During
the COVID-19 Pandemic — United States, January 2019–May 2021. MMWR Morb
Mortal Wkly Rep 2021;70:888–894. DOI:
http://dx.doi.org/10.15585/mmwr.mm7024e1
20
Appendices
Appendix A
Appendix B
21
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Ferndale Public Schools
871 Pinecrest, Room 332
Ferndale, MI 48220
Natalie Kulikowski
2485868693
natalie.kulikowski@ferndaleschools.org
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
- Developing a district MTSS data- driven structure for Tier 1/ 2/ 3 SEL and mental health supports
- Crisis intervention training for teachers
- Teacher training to implement SEL/ Mental Health
- Training for Trauma- Informed Practices and Restorative Practices building trainers
- Professional Development- for Restorative- practices building trainers
- Purchasing assessments and data tracking system/ providing building admin and staff with training
and support for implementation
- Stipend for district-wide mental health data and program coordinator
- Providing effective Tier 1/2/3 SEL and mental health interventions for students district-wide via
teachers and mental health providers
All district students (3128)
-3 gen ed mental health support staff (SSWs, counselors)- estimated cost salary/ benefits for each=
$120,000 x 3.5= $420,000
-SEL data tracking system- $20,000
-Stipend for district coordinator- $20,000
- Purchase assessment materials- $10,000
-Train the trainer (Restorative and Trauma- Informed Practices)- 2 trainers per building for each- 7
buildings x $8000 per building trainer= $28,000 for training fees= $55000
Total- $525, 000
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
$175,000
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
PROJECT MATCH
Are you providing matching funds?
*
Yes
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Hazel Park Schools
1620 East Elza
hazel Park. 48030
Amy Kruppe
2246296435
amy.kruppe@myhpsd.org
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
This grant will increase services to students by developing two positions that support mental health
support through counselor, social work and psychologist training. Additionally , the addition of ABA
training from Oakland University will provide behavior support and guidance before students behavior
increase to unsafe and threating behavior.
3000
Increased social work at high school. .50 $ 50,000, Increase 1.0 administrator to coordinate services for
counselors, and alternative programs. $140,000, 1.0 administrator to support psychologist, social
workers and threat assessments $140,000, ABA graduate students and directors. $95,000 each year.
$175,000
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
Yes
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Holly Area Schools
920 Baird St
Holly, 48442
Jennifer Lauria and Scott Roper
248-328-3073
jennifer.lauria@hask12.org; scott.roper@hask12.org
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
The grant funds that are made available to us will be utilized to address mental health needs in the
follow manner:
1. Increase mental health staff to support the needs of our students: hire 2 additional (new) social
workers/psychologists/licensed counselors so that each elementary school building has dedicated
mental support staff.
2. Permanently hire previously contracted Behavior Interventionists/Coaches to become district
employees to support retention and establish consistency of program support.
3. Establish a consistent district Multi-tier System of Supports framework, district-wide, to increase
capacity of current staff and administrators in identifying students in need of receiving additional mental
health support.
4. Research and establish an evidence-based social-emotional curriculum that can be purchased and
implemented to support all students pre-K-12 grade.
This grant will serve all 3200 Holly Area Schoolsls students.
1. Cost of 3 additional social workers/psychologist/ licensed counselors = $360,000
2. Cost to move previously contracted Behavior Interventionists/Coaches to district employees = $85,000
3. Cost to establish consistent MTSS framework district-wide = $29,520 (20 people x $41 per hour x 2
hours x 18 meetings)
4. Cost to research and pilot phase to develop evidence-based K-12 social-emotional curriculum K-12
district-wide = $50,000
Projected Budget
$525,000
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
Base Amount from Oakland County Grant is $175,000 Additional Grant Funding Amount from Oakland
County = $175,000 Match Amount from Holly Area Schools = $175,000
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
PROJECT MATCH
Are you providing matching funds?
*
Yes
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Huron Valley Schools
2390 S Milford Road
Highland, MI 48357
Jennifer Bjorkman
2486848284
jennifer.bjorkman@hvs.org
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
Huron Valley Schools proposed to use the grant funding provided through Oakland County to support the
social emotional and behavioral needs of our students. Over the past few years, Huron Valley Schools
has continued to develop our Multi Tier Systems of Support (MTSS) model to support our students'
social emotional and behavioral needs. The COVID 19 pandemic had a profound impact on our students
ability to self regulate their emotions, solve problems productively and be a member of a classroom and
school community. We are finding our youngest learners are in need of much more intensive support
than we currently have available at the elementary level. With the identified need for more support, we
want to use the funding from the Oakland County Schools Mental Health Grant to provide increased
programming to improve the social and emotional needs of students through our established Positive
Behavior Interventions and Supports (PBIS) programming.
Through the collaborative work of our social workers, PBIS coordinators and PBIS para educators, we
have developed a system of support for our elementary students to address the challenges students are
experiencing with self regulation. Our PBIS para educators under the guidance of our PBIS coordinators
and social workers, work with students to provide sensory breaks, self regulation activities, social
emotional lessons and just in time support to students in crisis. With these grant dollars, we will be able
to double the amount of time our para educators have to support our students throughout the day. The
increase in staffing will amount to a total of 396 hours of PBIS para support per week across eight
elementary schools.
The grant funds will be used to cover the cost of increasing our PBIS programming for the 2023-24
school year.
3427
The proposed budget for our PBIS program at the elementary level includes 396 hours of para educator
support each week across eight elementary schools. The projected cost for this PBIS para educator
support includes $261,360 for wages and $133,085 for benefits, for a total amount of $394,444.
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
$175,000
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
PROJECT MATCH
Are you providing matching funds?
*
Yes
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Lake Orion Community Schools
315 N. Lapeer St
Lake Orion 48362
Kerri Anderson
2486935400 x3909
kerri.anderson@lok12.org
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
Lake Orion Community Schools will match $175,000 to help curb the cost of additional general education
social workers and Family School Coordinators the district has hired or will hire for the next two years.
These staff members are hired to help with social emotional learning of all students. They are also
available to support parents and provided community resources as needed.
2909
$175,000 covers the salaries and benefits of approximately 2.5 school social workers. The district is
matching that number and have hired 5 general education school social workers at the elementary level.
$175,000
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
Yes
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Lake Orion Community Schools
315 N Lapeer St
Lake Orion 48362
Kerri Anderson
2486935400 x3909
kerri.anderson@lok12.org
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
Lake Orion Community Schools plans to use this grant in several ways to help support student’s mental
health. At the elementary level, the grant will be used to purchase a SEL program for the district Family
School Coordinators and Social Workers to use with small groups of students as well as whole
classrooms. The program purchased is based on the CASEL Framework. Teaching young student social
emotional skills early is beneficial. The grant will pay for 2 years of this program.
All six elementary schools, one middle school and Learning Options have implemented or are going to
implement the Positivity Project. This is a school wide SEL program that teaches students about
character strength. The Positivity Project helps schools develop a common vocabulary and self-aware,
empathetic students. The grant will be used to pay for this program as well. The grant will pay for 2 years
of this program.
Lake Orion Community Schools built an SEL program for all elementary classrooms to use called SERA
(Social Emotional Read Aloud). This program teaches the CASEL framework through reading aloud
books in a consistent manner that all students receive SEL education. Each elementary teacher has
books to teach SERA but different titles are needed to continue to build this program. This grant money
will be used over the next two years to invest in books for elementary teachers to use for the SERA
project with their students.
Last year Lake Orion high school implemented Sources of Strength which is based on the CASEL
framework. This program is designed to harness the power of peer social networks to change unhealthy
norms and culture, ultimately preventing suicide, bullying and substance abuse. This grant will pay for 2
years of this program.
At the district level the grant will be used to pay for 90 certified staff, at all levels pre-K through 12, to be
trained how to conduct a threat assessment, suicide assessment along with case management program
to help staff monitor where the student is in the process. Being able to identify early that a student needs
intervention and support will be key to their success. The grant will be used to pay for the training and 2
years of the case manager.
6820
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
Budget:
Quaver SEL elementary program $12,600 x 2 years = $25,200
Positivity Project $21,000 x 2 years = $42,000
Threat Assessment training $24,085 = $24,085
Threat Assessment Case manager $13,821 x 2 years = $27,642
Train the Trainer for Threat Assessment $4,500 =$4,500
SEL Service, Support and Intervention $1,250 x 2 years = $2,500
Sources of Strength $5,000 x 2 years =$10,000
LOCS SERA Project $39,073 = $39,073
Total $175,000
N/A
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
No
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Lamphere Schools
31201 Dorchester
Madison Heights, 48071
Jen Cumiskey
248-589-1990
jen.cumiskey@lamphereschools.org
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
We would like to dedicate a portion of this grant money to hiring a School Social Worker to provide
support to all students who demonstrate mental health concerns. The Social Worker will work directly
with identified students to support their social and emotional needs. They will also consult with teachers,
parents and administrators to offer ideas on whole and small group support, and provide coaching
opportunities to build capacity within our own staff. As we are becoming more proficient in our MTSS
process at the elementary level, our middle school and high school has committed to the MTSS process
for the 2022-2023 school year. We are confident that this will help us identify and support all students
emotionally and help us be responsive in our teaching. With our economically disadvantaged numbers
climbing, we went from just above 50% during the 2020-2021 school year to 53% during the 2021-2022
school year, many of our families continue to be unable to access professional help for their children,
thus relying solely on the schools.
During the 2021-2022 school year, our middle school and an elementary school suffered tremendous
losses. Two students in the middle school and one student at the elementary level died unexpectedly.
Our elementary and middle school staff, students and families have had an incredibly difficult time
recovering from these traumatic events. Healing circles and other supports have been used, however, we
are currently in need of more mental health support in our district. Having an additional Social Worker in
our district would provide the ability to have dedicated Social Work support in each building to work
directly with students who are identified as needing additional social emotional support.
We also would like to use a portion of this grant to continue our work with Shenandoah Chefalo on
training our district in Trauma Informed Teaching and Learning. Our administrative team began meeting
with Shenandoah, a trauma and mental health expert as we began preparing for the return of staff and
students last fall for the 2021-2022 school year. As we have learned throughout last year and this year,
staff and student wellness continue to be a priority for our district. Students and staff returned to school
last year amidst a variety of personal trauma and struggle. Additionally, we are welcoming a large
number of new students and staff who are joining our Lamphere community. As a result of these factors,
our Lamphere administrative team feels that continuing to strengthen relationships, connections,
reaffirming our core beliefs and values in Lamphere, as well as providing a strong and cohesive social
emotional support system is a priority for the 2022-2023 school year and beyond. Shenandoah Chefalo
offers a unique process of support for districts around trauma-informed teaching, developing mental
health supports and assisting schools as they build their own capacity to meet the social-emotional and
mental health needs of the students, staff and community. She helps districts determine their core
beliefs, strengthens their response to needs and creates a framework for sustainability.
Shenandoah’s personal story of trauma and resilience and her background work in mental health,
includes extensive work around the country with school-aged students, families and school employees.
She helps provide an action plan of support for staff who are working with students every day, and helps
districts establish protocols to recognize and support their communities so that students are healthy and
ready to learn and grow.
Shenandoah provided professional learning last year with an identified core leadership team in the
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
district over three days. This summer we expanded our core leadership team by adding a second cohort
group that attended three days of training with Shenandoah. Shenandoah’s goals in working with us over
the three days of training centered around the science of trauma, A.C.E.S., and the pivotal role of
responsive teaching and empathy built through relationships have on building resilience and healing.
We plan to dedicate the grant money to having Shenandoah come to our district as a Key Note Speaker
in October, provide two days of on-site “Train the Trainers” professional learning to build capacity for
additional trainers of Trauma Informed Teaching and Learning in our district, provide a 3 day training to
additional staff groups to learn more about Trauma Informed Teaching and Learning, provide additional
substitute teacher costs to release staff members to attend professional learning on Trauma Informed
Teaching and Learning, provide the cost of lodging, travel and meals for Shenandoah to be in our district
for professional learning, provide consulting costs with Shenandoah throughout this school year, and
purchase Shenandoah's book, Garbage Bag Suitcase: A Memoir for all district staff to read.
2300
Full Time School Social Worker: $100,000
Costs for Shenandoah Chefalo (A Trauma-Informed Implementation Consultant): $75,000
This includes paying for her as a Key Note Speaker and provides two days of on-site “Train the Trainers”
professional learning to build capacity for additional trainers of Trauma Informed Teaching and Learning
in our district, a 3 day training to additional staff groups to learn more about Trauma Informed Teaching
and Learning, additional substitute teacher costs to release staff members to attend professional
learning on Trauma Informed Teaching and Learning, the cost of lodging, travel and meals for
Shenandoah to be in our district for professional learning, consulting costs with Shenandoah throughout
this school year, and the ability to purchase Shenandoah's book, Garbage Bag Suitcase: A Memoir for all
district staff to read.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
N/A
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
PROJECT MATCH
Are you providing matching funds?
*
No
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools Mental
Health Grant Program to address students’ mental health needs in Oakland County public schools during
its June 23 meeting. The county has appropriated $10,150,000 in American Rescue Plan Act - Local Fiscal
Recovery Funds for this program. Each school district and public school academy is invited to submit a
proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee has
established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Madison District Public Schools
26550 John R
48071
Aaron Ondra, Patricia Perry
248-953-7512 (Aaron Ondra) 248-953-7095 (Patricia Perry)
aaron.ondra@madisondistrict.org, patricia.perry@madisondistrict.org
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
Through this grant funding students' mental health need will be addressed by providing staff professional
development, student workshops, mental health screening, and mentoring services to our students.
The entire population of the Madison District Public Schools, about 1000 students, will be serviced through
this grant.
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
Staff Professional Development:
Eighty-seven thousand five hundred dollars will be allocated for staff professional development. Through
these sessions our goal is to educate staff on how to recognize student's mental health needs. Upon
recognition, staff will be given tools needed to suppor t the mental health needs of the student.
Student/Family Workshops:
Thir ty-five thousand dollars will be allocated for student family workshops. These workshops will take
place several times a year. Students and families will be given the opportunity to be educated on mental
health and how to suppor t needs in the home.
Student Mentoring:
One hundred twenty-five thousand dollars will be allocated to student mentoring programs. These
programs will meet after school hours with a focus on increasing self-concept within students.
Mental Health Screening:
Fifty thousand dollars will be allocated to purchase mental health assessment programs and technology
devices to administer and collect data.
Twenty two thousand five hundred dollars will be allocated to expand the Community In Schools partnership
by adding an additional building.
Matching Funds Request:
District Wide social emotional learning program Capturing Kids Hearts in the amount of one hundred
thousand dollars.
Community In Schools partnership program in the amount of for ty-five thousand dollars.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
Yes
One hundred for ty five thousand dollars
If you have any suppor ting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Oak Park Schools
13900 Granzon Street
Oak Park, MI 48237
Jody.Malbon
2483367709
Jody.Malbon@opsk12.org
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
The Oak Park School District consists of nearly 4000 students, 350 staff members, including 250
teachers and 11 building administrators with a 27:1 student to teacher ratio. Although the Oak Park
School District has many strengths, our student population faces a significant number of challenges-the
biggest challenge of all being Mental Health supports.
We are currently enduring a mental health crisis and the onset of the Covid-19 Pandemic has intensified
significant, pre-existing challenges in our district. Over 82% of our students receive federally funded free
or reduced lunch. Over 60% of our students are enrolled in our Schools of Choice program, which
requires them to travel a substantial distance to and from school from a city outside of Oak Park’s
boundaries, including as far as Inkster and the East and West sides of Detroit. In total, our student
population consists of our (74) different zips codes in Southeast Michigan. Over 30% of our student
population is considered chronically absent due to a litany of inequities that exist in our surrounding area
and 25% of our students are transient. Additionally, 60% of our students enrolled in our Schools of
Choice program live in Wayne County, precluding them from student support services as they are
enrolled in a district outside of the county. The city of Oak Park at the onset of the pandemic had the
highest number of COVID-19 cases per capita in Oakland County.
Considering our unique challenges as a district, our first priority is to ensure the well-being of all
members of our school community. Because of the wide range of experiences students had during the
remote learning for over 18 months, we anticipate that students will come to school in the Fall of 2022
with an unusual and highly variable range of mental health support needs. We do not currently have a
functional system in place and we would very much like to use grant funds to support our students-
specifically with mental health.
We expect that many students will be behind academically and will need opportunities for outreach and
healing. Our pedagogical and ancillary staff will need opportunities for professional development and to
collaborate with each other as they support students, and make considerations for their social-emotional
and mental well-being. Staff will better determine what comes next in providing mental health services
and supports to increase positive student outcomes.
If granted the opportunity to receive funding from the Oakland County Schools Mental Health Grant we
propose using these funds to cover the cost of implementing K-12 school based mental health screening
and assessments. The district is also in dire need of a daily mental health screener and assessment tool
that helps identify which students are in need of additional support and referrals. The district is also in
need of a supplemental K-12 Social Emotional Learning curriculum. At this time, we are vetting Trails,
Capturing Kids Hearts, and Second Step for K-12 programming. We are also seeking professional
development support from a myriad of programs nationwide and most ideally within the tri-county
region. Staff are in need of additional Suicide Prevention training and resources.
We are seeking to apply for $350,000 in addition to the district’s match of $175,000 for SEL and Mental
Health Curriculum, staffing, professional development, and full implementation of a K-12 Mental Health
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
Screener. If remaining funds are available, we would like to hire up to 3 Mental Health Coordinators
(Grades K-5 and 6-8, and 9-12) to oversee and coordinate mental health initiatives and processes.
3900
If granted the opportunity to receive funding from the Oakland County Schools Mental Health Grant we
propose using these funds to cover the cost of implementing K-12 school based mental health screening
and assessments. The district is also in dire need of a daily mental health screener and assessment tool
that helps identify which students are in need of additional support and referrals. The district is also in
need of a supplemental K-12 Social Emotional Learning curriculum. At this time, we are vetting Trails,
Capturing Kids Hearts, and Second Step for K-12 programming. We are also seeking professional
development support from a myriad of programs nationwide and most ideally within the tri-county
region. Staff are in need of additional Suicide Prevention training and resources.
We are seeking to apply for $350,000 in addition to the district’s match of $175,000 for SEL and Mental
Health Curriculum, staffing, professional development, and full implementation of a K-12 Mental Health
Screener. If remaining funds are available, we would like to hire up to 3 Mental Health Coordinators
(Grades K-5 and 6-8, and 9-12) to oversee and coordinate mental health initiatives and processes.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
Yes
$175,000
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Oxford Community Schools
10 N. Washington St.
Oxford 48371
Ken Weaver
2484674426
ken.weaver@oxfordschools.org
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
Part #1: Oxford Community Schools will add an extra counselor at Oxford Middle School. By adding an
extra counselor, student ratios will be reduced from 325 per counselor to 244. This reduction would allow
better service and higher epectations for individual involvement with students. OMS has an articulated
MTSS system that would support the identification of at-risk students who may not be identified by
academic screeners. We use SAEBRS from FastBridge to screen all students for social, academic, and
emotional well being.
Part #2: Have Melissa Reeves (National Trainer) of Behavioral Threat Assessment and Management
(BTAM) train mental health staff on best practice threat assessment and management.
“Behavioral threat assessment and management (BTAM) is a multidisciplinary, fact-based, systematic
process designed to identify, assess, and manage potentially dangerous or violent situations. The
purpose of the BTAM team is to identify, evaluate, and address potential threats to help schools
distinguish between incidents where a student made a threat that is not actually legitimate (with no
intent to harm) and other incidents in which the student does pose an actual threat of targeted violence.
In all cases, the goal is to pair the student with proper school and community-based intervention and
supports.”
Part #3: Have Ali Hearn, LCSW and a national keynote speaker, trainer, and coach to train and support the
district coordinators (MTSS/Restorative Practice/Recovery Coordinators) in aligning and district wide
implementation of (1) installing data-driven decision-making frameworks; (2) supporting the
implementation of evidence-based practices; and (3) developing social/emotional learning
competencies, to ensure positive outcomes for both students and staff.
Ali Hearn will provide 5-3 hour sessions initially with coordinators and ultimately with
school mental health teams to support and further develop our MTSS Framework to
include PBIS, Restorative Practices, and Social Emotional Learning competencies.
#1: 975 middle school #2 7,000 students district wide #3 7,000 students district wide
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
$169,000
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
Proposal #1: Additional middle school counselor - $146,000
Proposal #2: Threat assessment training - $15,000
Proposal #3: PBIS, Restorative practices, and trauma informed training to support for district level
coordinators on aligning MTSS framework - $14,000
PROJECT MATCH
Are you providing matching funds?
*
Yes
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Forms
Corrected-No
Corrected-n/a
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Rochester Community Schools
52585 Dequindre
52585 Dequindre
Karen Gelardi
248-726-3129
kgelardi@rochester.k12.mi.us
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
Please see the proposal sent to Andrew. Several programs would be offered to support student mental
health needs K-12. The programs address both their mental and social well being.
15,000 students K-12
Proposed budget to be e mailed to Andrew
108,400
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
Yes
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Corrected: n/a
Corrected: No
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
Forms
ROCHESTER SCHOOLS – Oakland County Schools Mental Health Grant Program - App
283400Restorative Practice Training
Restorative Practices: Foundations of Restorative Practices
Participants: K-12 Administrators, Counselors, Social Workers, Psychs, Consultants,
Interventionists, Coaches
Participant Size: 40
Date: Wednesday, October 12-13, 2022
Description: The purpose of this training is to introduce participants to Restorative Practices
through immersing them in learning about its philosophy, engaging them in circle work, and
having them participate in a learning experience that explains the basic premise of Restorative
Practices.
Impact: Restorative Practice provides students and caring adults with an intentional, inclusive,
and respectful way of thinking about, talking about, and responding in a community of learners.
It helps to build healthy relationships, grow trust, and encourage communication to support the
mental health of all involved.
Number of students impacted: 15,000
Monitor: Student social-emotional learning survey data, Staff social-emotional learning survey
data, Discipline/Suspension data
Cost: $3,800 ($1400 Training, Materials: $2400)
Restorative Practices: Foundations of Restorative Practices (Saturday Cohorts)
Participants: Classroom Teachers and Staff
Participant Size: 120
Date: Fall, 2022 and Spring, 2023
Description: The purpose of this training is to introduce participants to Restorative Practices
through immersing them in learning about its philosophy, engaging them in circle work, and
having them participate in a learning experience that explains the basic premise of Restorative
Practices.
Impact: Restorative Practice provides students and caring adults with an intentional, inclusive,
and respectful way of thinking about, talking about, and responding in a community of learners.
ROCHESTER SCHOOLS – Oakland County Schools Mental Health Grant Program - App
It helps to build healthy relationships, grow trust, and encourage communication to support the
mental health of all involved.
Number of students impacted: 8,200
Monitor: Student social-emotional learning survey data, Staff social-emotional learning survey
data, Discipline/Suspension data
Cost: $79,200 ($72,000 for 120 teachers at $50/hr rate for 12 hours of training, Materials:
$6000, Food: $1200)
Restorative Justice: Repair Circles
Participants: Administrators, Counselors, Social Workers, Psychs, Consultants, Interventionists,
Coaches
Participant Size: 40
Date: Wednesday, February 1-2, 2023
Description: The purpose of this training is to train participants in Restorative Justice repair
circles.
Impact: Restorative Practice provides students and caring adults with an intentional, inclusive,
and respectful way of thinking about, talking about, and responding to issues or problems that
arise. When integrated in a school community, restorative practices help to build and repair
relationships, prioritize student agency, and de-emphasize punitive discipline in favor of
communication to resolve conflict.
Number of students impacted: 15,000
Monitor: Student social-emotional learning survey data, Staff social-emotional learning survey
data, Discipline/Suspension data
Cost: $3,800 ($1400 Training, Materials: $2400)
Restorative Practices: Trainer of Trainers
Participants: Administrators, Counselors, Social Workers, Psychs, Consultants, Interventionists,
Coaches
Participant Size: 10
ROCHESTER SCHOOLS – Oakland County Schools Mental Health Grant Program - App
Date: Tuesday, June 20-23, 2023
Description: The purpose of this training is to train participants to become trainers in
Restorative Practices.
Impact: Restorative Practice provides students and caring adults with an intentional, inclusive,
and respectful way of thinking about, talking about, and responding in a community of learners.
It helps to build healthy relationships, grow trust, and encourage communication to support the
mental health of all involved. By training trainers in the district, we are laying groundwork for the
continuation and the continuity of Restorative Practices in the years to come.
Number of students impacted: 15,000
Monitor: Student social-emotional learning survey data, Staff social-emotional learning survey
data, Discipline/Suspension data
Cost: Training $15,000 (staff developer fee $10,000, materials $5,000)
Coaching for Equity
Participants: K-12 Instructional Coaches, MTSS Coaches, Learning Consultants, Teacher
Consultants, Interventionists, Administrators
Participant Size: 20
Date: Wednesdays, January 11 - February 15, 2023, 9:30 a.m. -12:30 p.m.
Format: Virtual through the National Equity Project
Description: Participants will develop and refine their coaching practice to support educators in
their school, district, or organization to become more effective teachers, teammates, and
leaders. Participants will examine their own coaching style with a focus on equity while
practicing new coaching skills with each other. Participants will learn about approaches and
stances to establish rapport and trust in coaching relationships, coaching interventions that build
the capacity of individuals to create greater equity, deepen their understanding about what it
means for them to support the learning, growth and development of another adult, and how to
utilize tools and frameworks to plan, implement, assess, and improve coaching.
Impact: Through their learning, participants will gain the knowledge necessary to understand
and address equity issues present within their practice. Participants will be able to coach
educators within their district in how to create barrier-free, equitable learning environments for
all students to thrive to their fullest potential.
ROCHESTER SCHOOLS – Oakland County Schools Mental Health Grant Program - App
Number of students impacted: 15,000
Monitor: Student social-emotional learning survey data, Student academic data, Student
intervention and MTSS data, Discipline/Suspension data
Cost: $50,000 ( $1,200/person, Materials: $1,000)
Inclusive Text Teaching and Learning Cohort (5 Cohorts)
Participants: K-5; 6-8 Classroom Teachers and Staff
Participant Size: 150, 30 participants per cohort
Date: Winter 2023, Spring 2023, Summer 2023, Fall 2023 (2-summer 2023 cohorts)
Description: The purpose of this training is to develop an understanding of the importance of
inclusive text. Participants will learn about the value of including inclusive text for their students
to be able to recognize and value the lived experiences of people like and unlike them.
Participants will learn about representation, authors and own voice texts, examining their own
classroom text resources, and methods for selecting inclusive text. Participants will receive
books to enhance their classroom libraries.
Impact: Teachers will be able to expand their classroom libraries with inclusive text for students
to be able to see themselves and others in these books. Students will be able to experience
stories with a diverse array of characters, settings, and images that teach them about
multiculturalism and humanity.
Number of students impacted: 5,000+
Monitor: Student social-emotional learning survey data, Student academic data (ELA)
Cost: $127,500 ($50/hr (hourly rate with benefits) for 150 teachers for 12 hours of training or
$90,000, Text Materials: $250 per teacher, 150 teachers or $37,500)
School Clubs and Activities that Encourage Student Belonging for Marginalized
Populations
Participants: 6-12 RCS Students (Examples of clubs might include, but are not limited to,
LGBTQIA+ student groups, Black Student Unions, etc.)
Participant Size: 100
Date: 2022-2023 School Year
ROCHESTER SCHOOLS – Oakland County Schools Mental Health Grant Program - App
Description: The purpose of these groups is to support students from marginalized populations
in RCS and ensure their social-emotional wellbeing and belongings in RCS. Through these
affinity groups, students from marginalized populations, and other non-marginalized students
who support this effort, will come together to develop a bond with one another and come up with
initiatives to support the wellness and mental health of these students in RCS. Students will
learn about their intersecting identities, the power of affinity, and strategies to support their
mental health and wellness.
Impact: Students will be able to spend time with other students who share similar identities
and/or a passion for supporting students from marginalized populations with their progress and
success. Students will have a safe place to belong where they are able to advocate for
equitable changes in RCS. Students will engage in learning through reading books and utilizing
other learning resources.
Number of students impacted: 100+
Monitor: Student social-emotional learning survey data
Cost: $4,100 ($1500 books and materials, $2000 guest speaker, $600 snacks and bottled
water)
Total for all programs: $283,400 (108,400 to be funded/matched by the district)
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Royal Oak Schools
800 Devillen Avenue, Royal Oak
48073
Mary Beth Fitzpatrick
248-435-8400
marybeth.fitzpatrick@royaloakschools.org
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
Royal Oak Schools will use the grant funding to create a position that manages services related to
student well-being, social emotional learning, restorative practices, and trauma informed instruction. All
students in the district will benefit because we are focusing on Tier I, Tier II, and Tier III
5000
$350,000 from the grant: $175,000 annual Wellness Coordinator, includes benefits
This is a two year commitment equaling $350,000
$175,000 matching funds from the district: For the matching $175,000 from the district, we will use it to
pay for our Trauma-informed Consultant and professional development for our staff on the topics of
Social Emotional Learning and Trauma-informed instruction. This includes developing a core leadership
team for the work, which would be 24 days of PD over two years for 50 people.
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
Yes
$175,000
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
South Lyon Community Schools
345 S Warren
South Lyon 48178
Kelley Engblom
248-573-8139
engblomk@slcs.us
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
The district will provide a contracted psychologist for 2 school years (22-23 and 23-24) and will provide
professional development for social workers to better address the needs of the students. The district will
register K-12 social workers for the annual Michigan Association of School Social Work conference held
in the fall of 2022.
Since this plan is developed to address needs across our K-12 system, and the professional learning will
be brought back to support staff members across the district, the number entered in the "Students
Served" section below is the total student population.
8400
Psychologist - $84,950/year x 2 years = $169,900
MASSW Conference Registration for 12 social workers $425/each = $5100
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
No
N/A
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Troy School District
4400 Livernois
Troy 48098
Jessica Carrier, Kandice Moynihan, Christin Silagy
248-823-5001
jcarrier@troy.k12.mi.us, kmoynihan@troy.k12.mi.us, CSilagy@troy.k12.mi.us
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
Additional Social Work, Psychologists and Counselors were added for the 21-22 school year using 31o
funding. In an effort to maintain this level of care for our students we are applying for funding through
this grant. We are asking that this grant cover the following 22-23, we will receive 66% of salaries and
benefits from 31o funding (state and local funds), and in 23-24, we will receive 33%. In 22-23 the grant
would cover the 33%, and in 23-24 the grant would cover 66%. As you can see from the spreadsheet the
district is covering additional costs outside of the 175,000 over two years.
Social Workers, Psychologists and Counselors FTE was increased to a 1.0 impacting support for
students across the district. We anticipate that this will provide access to around 5,000 students.
I will send this spreadsheet to the email listed below.
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
Yes
175,000
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Forms
Total Salaries Total Benefits Total 22 23 (33%)23 24 (66%)
SW 1 61,600.00 54,738.93 116,338.93 38,391.85 76,783.69
SW 2 66,800.00 44,641.00 111,441.00 36,775.53 73,551.06
SW 3 49,600.00 30,154.55 79,754.55 26,319.00 52,638.00
SW 4 52,600.00 36,802.48 89,402.48 29,502.82 59,005.64
396,936.96 130,989.20 261,978.39
Counserlor 1 56,600.00 34,235.97 90,835.97 29,975.87 59,951.74
Counselor 2 49,600.00 29,978.15 79,578.15 26,260.79 52,521.58
170,414.12 56,236.66 112,473.32
187,225.86 374,451.71
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Walled Lake Consolidated Schools
850 Ladd Road, Building D
Walled Lake, MI 48390
Teri Les
248-956-2007
teriles@wlcsd.org
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
We are asking to fund 1 Special Education Coordinator and a Nurse. The SE Coordinator will establish
support systems for special education teachers and support staff (e.g. behavioral strategies, modeling,
and general guidance); coordinate and collaborate to ensure continuity of services; and supervise and
coordinate instruction for homebound or hospitalized students.
Our student count for the year is expected to be 11,769. Our nurse has the potential to assist with all
students. The SE Coordinator will actively support over 1,500 students.
Full cost of Nurse for a two-year period = $234,000. Full cost of SE Coordinator for a two-year period =
$291,000. These costs will include our district match of $175,000. Thank you very much for this
opportunity!
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
Yes
$175,000
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Waterford School District
501 N. Cass Lake Rd
Waterford, MI 48328
Lisa Eldredge
2487064865
mcfeel01@wsdmi.org
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
Four years ago, Waterford School District initiated a program to address emotional and behavioral issues
demonstrated by our students, often those impacted by trauma. We organized a group of behavior
support interventionists, working under the direction of a licensed social worker, also known as our
Student and Family Engagement (SAFE) Coordinator. This program has been a huge success but
increased need has made it almost impossible to address all the issues that are arising for our students.
Therefore, Waterford School District is hiring three additional behavior support interventionists to
accommodate the needs of students in terms of social and emotional health. These professionals will
work with our Student and Family Engagement Program Coordinator to provide the following services for
our District:
1. Train staff to identify students' behavioral needs, identify triggers and resolutions specific to individual
students and assist in the development and implementation of behavior plans.
2. Work with individual students and families to address home issues which may be impacting school
behavior and/or performance. This includes home visits, referrals for intervention services and helping
families ensure good attendance and organization through parenting skill support.
3. Meet with students individually and in small groups to discuss behaviors and/or issues which may be
impacting their school relationships, giving them strategies to resolve them and be successful.
4. Provide appropriate activities outside of school to promote family engagement and appropriate
behavior in a groups setting, such as the 5th grade basketball league, the Elementary Spelling Bee,
Middle School Puzzle Night or the High School Mentoring program which will begin this year. In this
program, high school students will go to elementary schools to mentor young students who are
struggling in a school setting under the supervision of our Behavior Support Specialists.
5. Work one on one with teachers within their classrooms to address specific behavior issues and
identify mental health concerns.
I will forward additional documentation of the program to the email listed.
Over the course of the 2022-23 and 2023-24 school years, we anticipate that 600 students will receive
individual or small group assistance and another 1200 will participate in engagement programs.
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
3 Behavioral interventionists @ 29167 for two years =175,000 As we are matching funds (see below), we
are also seeking the additional $175,000 for additional salary costs as well.
We will be spending over $600,000 on this program for the next two years without these funds, and so,
we surpass the $175,000 in matching funds. Therefore we are seeking the additional $175,000 as well.
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
Yes
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
West Bloom�eld School District
5810 Commerce Road
West Bloomfield, MI 48324
Johanna Mracna
248-865-6422
johanna.mracna@wbsd.org
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
The West Bloomfield School District (WBSD) is committed to improving mental health outcomes for our
students. Outside of a student’s home, schools are where students spend the majority of their time, and
in some cases, they have more contact with school personnel than with anyone else. The adults and
peers with whom our students interact, can be empowered to help connect our students with early
interventions for mental health supports that can allow for improved outcomes for students. In order for
the adults in our buildings to support students’ mental health needs, structures must exist that support
building authentic relationships. These structures allow our educators to know our students' unique
experiences, support community building, provide for consistent opportunities to assess our students’
academic, social-emotional and mental health needs and connect students to support when necessary.
Within the WBSD, the commitment to training our staff and developing structures to aid in student mental
health support is strong.
At our elementary levels our focus on Capturing Kids’ Hearts allows for a focus on practices that center
on the social-emotional wellbeing of our students. Our programming is relationship-oriented, teaches
emotion regulation and focuses on connecting students to our school communities in meaningful ways.
In addition, the implementation of the RULER approach as a systemic SEL focus allows for our teachers
to provide support for all students. SEL connections and lessons are embedded into our instruction
through morning meetings, Reader’s Workshop, read alouds and specials. In order to continue
consistent RULER programming to our students, our RULER implementation team will meet throughout
the year to align practices, observe model RULER classrooms and review our student surveys. Our team
has focused on classroom-based supports and through the success of this programming, has
recognized a need for extended support in our playground settings. In the upcoming school year, our
team is seeking to further expand our supports with an intentional focus on playground support for
students by developing Laker Play. The goals of Laker Play are to educate our lunch and playground staff
about the benefits of healthy play, the importance of inclusive play, strategies for conflict resolution and
additional games that provide students with structured support that extends beyond the classroom and
into our recess periods. In addition, classroom based paraprofessionals will be trained in a similar
workshop to Laker Play that will equip them with conflict resolution skils to use with students and
strategies to increase student engagement and wellbeing in the classroom. This program will support all
K-5 students in the district. With the support of the OS School Mental Health Grant, we will be able to
supply our buildings with the necessary tools to continue to build on our elementary mental health
support foundation.
For our elementary students of color, we know the importance of providing opportunities that support
both their academic and social-emotional growth in a manner that is supportive and provides robust
opportunity for connection and belonging. Pretty Brown Girl is a school program for Black and Brown
girls offering Social-Emotional Learning (SEL), academic support, and leadership. WBSD plans to
implement the program as an added layer of our elementary support plan. The program will be tailored
and geared toward girls in grades 3-5 with a concentrated focus on grade 5. Self-Awareness, Self-
Management, Social Awareness, Relationship Skills, and Responsible Decisions Making are the focus
areas for each 15-week cycle. The goal of the program is to increase each participant’s positive attitude
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
towards self and others by cultivating values that include self-love, academic achievement, character
building, community advocacy, and leadership.
At our secondary levels, we seek to promote mental wellness and combat stigma, build awareness of
indicators of mental health concerns and intervene early with coordinated support. In seeking a whole-
child approach to education, we know that restorative approaches are a central component of support
that recognizes and attends to the unique strengths, needs and interests of students. Through a
restorative approach to relationships, we can support students’ academic, cognitive and social-
emotional growth, thereby allowing them to reach their full potential, not only academically, but socially
and emotionally as well4. The foundations of a restorative approach to education include creating safe,
supporting environments where there is relational trust. In building supportive relationships, adults in
school systems can help protect against adverse experiences and support strong brain development2,3.
Stable, caring relationships with teachers and other adults are also linked to better school performance
and engagement6. Even one stable relationship with a committed adult can help buffer a child from the
effects of serious adversity7. When school leaders commit time and resources to address the mental
health of young people they serve, the entire school community benefits. In addition to enjoying a
healthier student body that is more engaged in school life, young people who receive appropriate mental
health supports have improved academic achievement, are more likely to graduate, and are more likely to
attend and successfully complete college1, 5, 8. Of course, these are outcomes in which all educators
are invested because when young people thrive, school communities thrive. In order to continue to train
our secondary staff to provide robust support, WBSD, with the support of the OS School Mental Health
Grant, will embark on a broad professional development plan that will seek to train many of our
classroom educators via formal IIRP restorative practices certification. With consultation and support
from a seasoned IIRP trainer, each of our buildings, we will form a team of teachers and support staff
who will work together to broaden understanding of restorative practices and embed the “5 Rs”
(relationships, respect, responsibility, repair, reintegration) into everyday classroom practices. By
prioritizing mental health support via a restorative culture and identifying potential mental health needs
at the classroom level, we will support students struggling with barriers to learning to flourish in a
supportive environment that places a priority on wraparound services. In addition, we will provide
families and the community with opportunities to learn more about restorative practices and the
connection to mental health for students.
The wraparound mental health services at our secondary level are becoming ever more critical. In our
secondary buildings, our goal is to embed social-emotional learning and mental health education during
the school day to ensure that all of our learners have access to education and experiences that support
their mental health. Too often, adolescents are not given the time and space in a school day to process
their emotions, learn effective coping strategies, and understand habits that will support their mental
health. At the high school and middle school level, we are creating structures to provide this space. This
includes a seminar period at the high school and an advisory hour at the middle school level. In order to
support educators and learners in these spaces, we will need to develop curriculum and resources so
that there is a clear framework for systematically teaching mental health habits and emotional
intelligence. We will leverage the expertise of key educators within our district to help develop this
curriculum over the course of the year.
We also know that Suicide Prevention Training is important for our school community. Our teachers
sometimes are the first to find out that a student is struggling with suicidal ideation, either in creative
writing assignments or during conversations with students. As a result, we would like to train some of
our high school teachers in order to build their skills at navigating these conversations with students and
linking them with appropriate support. We additionally will need substitute teachers to cover the time
that teachers will be out of the classroom for training.
As we build our mental health support plan, we would like to engage our high school students in Mental
Health Dialogue Day. Students at the high school will be engaged in a day of dialogue and discussion
around topics that involve the issues that are concerning high school students such as test anxiety, peer
pressure, societal concerns, coping and management skills, college, and careers. The day will include
speakers and small group dialogue sessions. In addition to Mental Health Dialogue Day, we also plan to
have our students participate in U-Matter Week. The high school has a U-Matter Week committee as part
of the Student Leadership class that is dedicated to raising mental health awareness among students.
These student-driven activities occur during a week in the fall and we hope to use funds for the students
to plan additional activities and have materials to carry out the activities. It is important to WBSD that
we are able to support student-driven initiatives and this generous grant funding will allow us to do so.
Another area of needed support at the high school level is for mindfulness supplies. At the high school,
the counseling office has a Zen Room where students can go if they are upset, in crisis, or need a break
in order to calm down and use positive coping strategies. We hope to use funds in order to purchase
materials for the high school Zen Room and middle and high school counseling areas.
One goal we have is to provide real-world opportunities for our students to connect and engage with
those outside of our direct community. We would like to attend the MASSP Student Mental Health
Summit with a group of high school students. MASSP holds a student mental health summit every year
and students are able to attend. We would like to use funds in order to transport a group of 30 students
to one day of the conference in Lansing, MI. The goal of the conference is to “provide a unique
opportunity for building principals, counselors, student leadership advisers and student leaders to come
together to discuss and seek solutions for student mental health concerns impacting our schools.”
Finally, we will use some of the support for the Great Kindness Week for all levels of our learners. The
Great Kindness Challenge Week is a proactive and positive way to improve the climate of our schools,
while increasing student engagement as it relates to what it takes to treat ourselves and others in a way
that promotes the mental health of all. As our students engage in the challenges promoted throughout
this week, we will also provide programming and guest speakers that will highlight & celebrate how
kindness can positively impact the mental health of all.
Thank you for your consideration. We are committed to improving our mental health supports and
grateful for this opportunity.
References
Baskin, T. W., Slaten, C. D., Sorenson, C., Glover-Russell, J., & Merson, D. N. (2010). Does youth
psychotherapy improve academically related outcomes? A meta-analysis. Journal of Counseling
Psychology, 57, 290–296.
Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2019). Malleability, plasticity, and individuality: How
children learn and develop in context. Applied Developmental Science, 23(4), 307–337.
Darling-Hammond, L., Schachner, A., & Edgerton, A. K. (with Badrinarayan, A., Cardichon, J., Cookson, P.
W., Jr., Griffith, M., Klevan, S., Maier, A., Martinez, M., Melnick, H., Truong, N., & Wojcikiewicz, S.). (2020).
Restarting and reinventing school: Learning in the time of COVID and beyond. Learning Policy Institute
DePaoli, J. L., Hernández, L. E., Furger, R. C., & Darling-Hammond, L. (2021). A restorative approach for
equitable education. Learning Policy Institute.
Kang-Yi CD, Mandell DS, Hadley T. (2013). School-based mental health program evaluation: children’s
school outcomes and acute mental health service use. Journal of School Health, 83, 463-472.
Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2019). Drivers of human development: How
relationships and context shape learning and development. Applied Developmental Science, 24(1), 6–36.
Relationships are the positive connections between students, adults and peers that foster positive social
interaction and establish a nurturing environment of trust and support in schools. National Center on
Safe Supportive Learning Environments . (2022). Retrieved August 5, 2022, from
https://safesupportivelearning.ed.gov/topic-research/engagement/relationships
United States Government Accountability Office. (June 2008). Young Adults with Serious Mental Illness;
Report to Congressional Requesters GAO Report Number GAO 08-678. Washington, D.C.
Should WBSD be granted the funding, all K-12 students will benefit from the funding. There are currently
5,439 K-12 students enrolled in the WBSD.
Link to detailed budget proposal (please request access and I will grant it): https://docs.google.com
/spreadsheets/d/1Fg8pWb2YchuQfObmSpV47KwcS_sFfBwOc7X2EhzL62Y/edit?usp=sharing
Our main categories are:
IIRP Training and Support $53,741.10
Ruler Support and Training $9,620.00
Laker Play Development, Support, Materials, Training $61,523.44
Suicide Awareness Staff Training $5,095.00
Mental Health/SEL Planning and Supplies $41,850.60
Misc Materials $3,169.00
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
No
N/A
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Crescent Academy
17570 W 12 Mile Rd
17570 West Twelve Mile Road
Mrs. Michelle Sanders
248-416-0015
msanders@crescentacademycharterschool.com
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
Crescent Academy understands the importance of mental health education in our school District.
Crescent Academy would like to use the grant funding to provide training for teachers in order to build
stronger and safer relationships with students.
Crescent Academy would like to use the grant funding to address student's mental health needs by
providing a series of Parent University Workshops.
Topics:
- Communication between you and your child. What does that look like? (Mrs. Porter)
- Nutrition - How does this affect your Childs school life? (Mrs. Mason)
- Etiquette (Mrs. Bennett)
- Relationship Building with teachers, your child and school staff. (Mrs. Sanders)
- Are you watching your kiddos on social media platforms? (Mrs. Bailey)
•Culminate the series of events with a Dad’s and Donuts event with the boys in the district at CTAB inn
the gym for donuts, juice, and coffee while engaging in conversations led by Ms. Dortch, Therapist and
Mrs. Porter, Therapist, and Mrs. Sanders, SSW. Also, a Daddy Daughter Dance with the District Dads and
Daughters at CTAB in the gym.
•Have Raffle for nutrition class.
•Have raffles and food for each parent university event
Crescent Academy would like to provide a professional development training for teachers called,
"Strategies for Creating Social and Emotional Learning Environments."
If there is one thing teachers can agree on, it's that social and emotional learning (SEL) is a hot topic in
education. But beyond this, questions still remain. What exactly is SEL? How should it be taught? What
does it look like in the classroom? How do we teach students non-academic life skills?
This session will help to define SEL and dig into the real work of how to incorporate SEL in K-12 schools.
Strategies learned will help to addresses students' different interests and varied learning styles to help
teachers recognize alternative opportunities for engaging students in activities that support SEL.
Crescent Academy would also like to provide professional development training for teachers called,
"Social-Emotional Strategies for Every Classroom."
There has long been a focus in education on the whole child and student well-being. That focus gained
increased attention recently due to the challenges posed by remote learning. This workshop provides
educators and parents with easy-to-implement social-emotional learning (SEL) strategies to address and
improve student well-being.
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
780
Presenter Stipends (5 presentations) - 2500.00
Donuts with Dad / Daddy Daughter Dance - 2500.00
Raffles and Food for Each Parent University Event - 2500.00
Professional Development from company, Teacher Created Materials - 2500.00
n/a
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
No
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Faxon Academy
26275 Northwestern Hwy
Southfield, Michigan 48076
Erika Beal
2483099909
e.beal@globalpsychology.net
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
Faxon Academy would like to provide additional group and individual counseling sessions for both our
scholars and staff members. We currently use a contracted vendor to provide services, any additional
funding will be used to continue providing services throughout the school year and to add more tangible
workbooks, teaching materials and to pay for outings and field trips.
130 scholars
$3,000 for additional counseling services
$3,000 for workbooks and materials
$4,000 outings and field trips
N?A
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
No
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Kingsbury Country Day School
5000 Hosner Rd
Oxford 48370
Lisa Halushka
12486282571
lhalushka@kingsburyschool.org
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
We have recently hired a full time social worker to assist us with not only social work needs for an IEP,
but also behavior interventions and mental health risk assessments. We want to purchase products that
will assist us in that end. Our initial investigation reveals that the Positivity Project
https://posproject.org/) will help us in the prevention realm. We also want to find risk screener programs
to help us determine level of need for students who are reported or being reported as exhibiting mental
health concerns. The cost of the Positivity Project materials is estimated at $4,000, but we seek the
entire $10,000 to cover costs of evidence based mental health screeners once we evaluate them.
350
10,000. $4,000 for the Positivity Project and the balance of the $6,000 for additional screening services.
N/A
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
No
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Oakland FlexTech High School
23801 Industrial Park Dr
Farmington Hills, MI 48335
Dr. Sarah Pazur
313-244-3982
spazur@charterschoolpartners.com
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
The grant funding will be used to purchase the SEL-based curriculum, Wayfinder. Oakland FlexTech High
School institutes a robust Advisory program where students meet daily with their cohort to receive
instruction and support in social and emotional learning using the Wayfinder curriculum. Wayfinder is
aligned to the CASEL framework and focuses on 6 core competencies: Self-Awareness, Empathy,
Adaptability, Collaboration, Agency, and Purpose. The program develops students’ capacity to build
healthy interpersonal relationships and positive self-perception. The lessons provide the tools for
students to lead lives of purpose and belonging at school; prepare for college and career success; and
master the critical life skills needed to make good decisions. The program is research-backed. More info
can be found here: https://www.withwayfinder.com.
200
The Wayfinder workbooks + online subscription to the digital materials is $50 per student. The grant
would offset this cost for 200 students.
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
No
N/A
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Oakland County Academy of Media & Technology
48980 Woodward Ave
Pontiac, 48342
Angilean Fleming
248-972-9100
afleming@ocamt.academy
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
The funding will be used to purchase and maintain Social Emotional Services Program through
Panorama
50-177
10,000- Panorama Program Cost
N/A
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
No
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
This content is neither created nor endorsed by Google.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Dr. Joseph F. Pollack Academic Center of Excellence (PACE Academy)
23777 Southfield Rd.
Southfield, MI 48075
Pat Snyder
810-623-6649 or 248-569-1060
psnyder@pacek-8.org
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
PACE will use funding to pay for Councilors using braided funding with 31o. Identified students with
emotional issues see Councilors either on a pre-arrange appointment or when they are referred by a
teacher.
450
31o Award Budgeted Need 31o Award Budgeted Need
YEAR 22-23 22-23 to Fund YEAR 23-24 23-24 to Fund
66% 22-23 33% 23-24
Counselor 1 47,235.90 97,157.47 23,617.95 97,157.47 (137,931.00)
Counselor 2 49,782.06 89,282.51 (28,980.77) 24,891.03 89,282.51
97,018.63 186,439.98 (28,980.77) 48,509.31 186,439.98 (137,931.00)
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
Yes
$145,528
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Brandon School District
1025 S. Ortonville Rd.
Ortonville 48462
Jessica Cohen
248-627-1856
jcohen@brandon.k12.mi.us
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
The Brandon School District has utilized existing grant funding to support the addition of social work and
counseling staff in each of our four buildings. The increase of mental health support to students has
positively impacted both our achievement and discipline data. The current grant funding will not be
continued into next year, impacting our ability to continue to fund these critical mental health support
positions.
This Oakland County Mental Health grant funding would allow the district to continue funding these
critical positions. The additional social work and counseling support has increased focus on mental
health, and we are committed to maximizing this support and expertise to build upon our Tier 1 support
as well as intensify our Tier 2 and Tier 3 mental health interventions to students. We will be utilizing the
Student Risk Screening Scale (SRSS) as a universal screening tool to assess risk factors for all students,
K-12. The data garnered from the SRSS will inform our Tier 2 and Tier 3 interventions and supports.
We are in the process of adopting the Michigan Cares/Navigate 360 framework, which is aligned to the
CASEL core competencies. The additional mental health staff members will be tasked with program
coaching and implementation to ensure access to all of our 2300 students and their families.
Additionally, we will pursue Restorative Practices training for our mental health team, including key
identified personnel in each building. The district will also sent building teams to Traumatic Event Crisis
Intervention Planning (TECIP). These trainings will build capacity across teams to approach discipline
through a restorative lens while also providing staff with specific training on responding to crisis events
in buildings and district-wide.
A portion of the grant funding will be allocated towards materials to support the growth and
development of social emotional skills, as linked to the CASEL core competencies and to our specific
student needs identified in our mental-health screener (SRSS). These materials may include curriculum
and materials as determined appropriate by a committee made up of all stakeholders.
Implemention and outcomes of this grant will be measured through ongoing data analysis of curriculum
measures, school discipline, special education referral, and mental-health screener data.
2300
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
Resource
Continued mental health staffing across all buildings.
$155,000
TECIP Training
$2000
Restorative Practice Training/Materials
$10,000
SEL curriculum and materials
$8,000
N/A
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
No
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
Pontiac School District
47200 Woodward Avenue
Pontiac, MI 48342
Dyan Perez (financial side) and Yvette Williams (program side)
248.451.6869; 248.451.6825
dyan.perez@pontiacschools.org
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
The School District of the City of Pontiac would like to provide our students with mental health resources
(supplies/materials/equipment) for at-school and/or at-home use (11 schools x $15,909.00 =
$175,000.00). These resources would be passed out to students to keep and/or kept in the school to be
used with multiple students. Our student support team will support in choosing, implementing and
tracking these resources at each school with the support of our district MTSS Coordinator.
3706
$175,000.00
N/A
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
PROJECT MATCH
Are you providing matching funds?
*
No
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
Forms
School Mental Health Grant Program
BACKGROUND: The Oakland County Board of Commissioners created the Oakland County Schools
Mental Health Grant Program to address students’ mental health needs in Oakland County public
schools during its June 23 meeting. The county has appropriated $10,150,000 in American Rescue
Plan Act - Local Fiscal Recovery Funds for this program. Each school district and public school
academy is invited to submit a proposal for grant funding to address students' mental health needs.
DEADLINE TO APPLY: September 1, 2022
GUIDELINES: The Oakland County School Mental Health Grant Program Oversight Ad Hoc Committee
has established GUIDELINES for proposal consideration.
AVAILABLE FUNDING: Each school district can apply for a base grant of $175,000. Each public school
academy can receive a base grant of up to $10,000.
MATCHING FUNDS: A school district may apply for additional funding up to $175,000 if matched with
equal funds. A public school academy may apply for additional funding up to $10,000 if matched with
equal funds.
QUESTIONS regarding the application and approval process should be directed to Michael Andrews
at andrewsmb@oakgov.com or by phone at 248.425.5572.
School District/Public School Academy *
South�eld Public Schools
John W. English Administrative Building
24661 Lahser Road Southfield, MI 48033
Paula Lightsey
248-746-8565
paula.lightsey@southfieldk12.org
SCHOOL ADDRESS *
STREET ADDRESS
SCHOOL ADDRESS *
CITY and ZIP CODE
CONTACT PERSON (Name)*
Please include the primary contact person for this program. All communications will �ow through this
individual. If communications should be sent to multiple persons, please include all names.
CONTACT TELEPHONE *
CONTACT EMAIL ADDRESS(ES)*
The creation of a ZEN Zone in each district school. The Zone would offer proactive experiential
opportunities that support mental health, moment to moment. The environment would also provide a
safe space for students and staff to learn mindfulness strategies and social-emotional learning skills
that align to the CASEL five core competencies.
Self Awareness
Social Awareness
Self Management
Relationship Skills
Decision Making Skills
Each location would include rotating staff members to oversee the Zen Zone. Training would be provided
for the Zen Zone facilitator. The furniture would include large comfortable chairs, large pillows, weighted
blankets, equipment to project music, soft lighting, positive quotes, CASEL wheel posters, mindfulness
tools, and toys to use and explore.
A library of research base breathing techniques will be available, along with an SEL curriculum,
Students and staff who experience anxiety, anger, fear, and loss of focus, would be encouraged to use
the environment during appropriate times.
5000
$175,000.00
PROPOSAL *
Provide a proposal how the grant funding is going to be used to address students' mental health
needs.
STUDENTS SERVED *
Provide the number of students who will be served by this proposal.
PROJECT BUDGET *
Provide the total break down of the cost of the proposal.
N/A
If you have any supporting documentation you would like to include, please email files to
andrewsmb@oakgov.com
This content is neither created nor endorsed by Google.
PROJECT MATCH
Are you providing matching funds?
*
No
MATCH AMOUNT *
Please provide the match amount below. If there is NO match, please write N/A.
Forms
OAKLAND COUNTY SCHOOL MENTAL HEALTH GRANT APPLICATION ANALYSIS
(based on proposal guidelines)
Additional mental health professionals in schools
• Avondale, Birmingham, Bloomfield, Clarkston, Clawson, Hazel Park, Holly, Lake Orion, Lamphere,
Oak Park, Oxford, Royal Oak, South Lyon, Troy, Walled Lake, Waterford, PACE
• 16 public school districts and 1 charter
Training to increase the capacity of faculty and administrators to identify students in need of mental
health intervention services
• Avondale, Berkley, Birmingham, Bloomfield, Brandon, Farmington, Ferndale, Hazel Park, Lake
Orion, Lamphere, Madison, Oak Park, Oxford, Rochester, Royal Oak, South Lyon, Waterford,
West Bloomfield, Crescent
• 18 public school districts and 1 charter
Programming to improve the social and emotional needs of students
• Avondale, Berkley, Birmingham, Bloomfield, Brandon, Clawson, Farmington, Ferndale, Holly,
Huron Valley, Lake Orion, Madison, Pontiac, Rochester, Southfield, Waterford, West Bloomfield,
Crescent, Faxon, Kingsbury, Oakland Flex Tech, OCAMT
• 17 public school districts and 5 charters
Increase the capacity to do school-based mental health screenings and/or assessments of students
• Avondale, Birmingham, Bloomfield, Brandon, Farmington, Ferndale, Holly, Lake Orion, Madison,
Oak Park, Oxford, Kingsbury
• 11 public school districts and 1 charter
Note: Supplement existing or recently hired mental health professionals instead of adding new staff
• Berkley, Brandon, Clawson, Ferndale, Huron Valley, Faxon
• 5 public school districts and 1 charter