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From YouTube: Board of Education Interviews – March 26, 2019
Description
March 26, 2019
The Asheville City Council conducts interviews for the City of Asheville Board of Education
B
C
Of
all
I'd
really
like
to
thank
you
for
allowing
me
the
honor
of
having
this
interview.
I
know,
you've
read
it's
not
working.
Go
ahead.
Okay,
I
know,
you've
read
my
information.
I
have
been
in
education.
My
entire
life
and
I
have
been
here
in
the
actual
city
district
since
1983,
which
is
probably
longer
than
a
couple
of
you,
have
been
alive,
but
education
really
has
been
my
passion,
and
my
life
and
I
feel
very
strongly
that
this
is
something
that
I
have
the
background
and
the
understanding
to
do
and
I.
D
D
C
We
have
a
community,
that's
incredibly
involved
and
is
very,
very,
very,
very
helpful
and
letting
us
know
what
it
is
that
we
need
to
do
because
of
our
community.
I.
Think
that
the
biggest
thing
we
have
facing
us,
as
far
as
the
community
is
concerned,
is
being
able
to
do
open
and
honest
communication
and
being
absolutely
transparent.
That's
what
we
are
attempting
to
do
at
this
point.
That's
why
we
invited
UN.
C
D
C
D
C
Really
glad
you
asked
that
question
because
that's
something
that
we
have
been
working
on
continuously
for
the
last
I
would
say
the
last
year
not
doing,
in
my
opinion,
the
best
possible
way
of
doing
things.
One
of
the
things
and
I'll
give
you
an
example.
Last
week
we
had
a
situation
at
the
high
school
and
by
the
time
we
were
made
aware
of
what
was
going
on.
C
C
We
realize
that
what
we
need
to
do
is
send
parents,
email
or
a
text,
and
let
them
know
that
there
is
a
situation
that
we're
on
it
and
things
are
being
taken
care
of
listening
to
the
community.
I
imagine
this
is
probably
going
to
sound
a
little
strange,
but
I
have
learned
an
enormous
amount
in
the
meetings
that
I've
been
a
part
of
in
the
last
I.
C
Guess,
six
months
hearing
what
people
have
to
say
is
very
different
than
reading
something
in
the
newspaper
or
seeing
something
on
television
when
you
have
a
face
to
face
when
you
have
the
opportunity
to
sit
down
and
talk
to
people
and
hear
what
they
say
when
you
hear
their
passion,
when
you
hear
when
you
hear
it
in
their
voice
that
that
makes
a
difference,
that's
one
of
those
things
that
we
realize
we
need
to
do
more.
We
need
to
make
sure
that
we
are
able
to
have
those
open
and
honest
conversations
with
community.
C
E
Okay,
mister
can
I
follow
up
so
so
I'm
I'm,
not
the
liaison
to
the
school
board
and
I.
Think,
as
everybody
knows,
I
don't
have
children,
so
I'm
I
don't
interact
with
the
school
system
very
much
so
the
my
awareness
of
it
really
comes
from
you
know.
Reading
the
paper
and
the
emails
that
we
get
right
and
so
to
this
point
about
involvement
of
the
larger
school
community,
be
it
teachers,
parents.
E
It
seems
to
me
that
it's
still
it's
still
not
working
and
I
don't
mean
in
situations
like
you
just
mentioned,
I
mean
in
in
the
long
in
the
bigger
conversations
about
what
happens
at
the
school
system.
So
you
know
I'll
harken
back
to
maybe
this
was
two
years
ago
when
there
were
discussions
floated
around.
E
E
Didn't
we
don't
have
any
decisions
to
make
there
so
I
wasn't
deeply
involved
in
those
discussions,
but
I
am
aware,
because
we,
these
are
the
emails,
that
we
got
right,
that
the
perception
is
that
the
school
system
was
making
these
decisions
without
sufficient
engagement
from
parents
and
teachers
and
I
guess
I
would
have
assumed
that,
in
the
wake
of
all
of
that,
that
perhaps
the
school
system
would
have
would
have
taken
a
different
approach.
The
next
time
around,
and
yet
here
we
have
just
sort
of
come
off
this.
E
This
controversy
around
this,
the
Defense
Advanced,
which
I
agree
in
the
in
the
scheme
of
things
that
the
school
system
is
dealing
with
I,
say
fence
advanced
elementary
school
is
not
hugely
important.
But
what
it
says
to
me
is
that
the
schools,
because
the
school
system
didn't
learn
how
to
engage
parents
and
teachers
in
discussions
about
things
that
are
going
to
impact
their
schools
and
so
and
so
you've
been
on
the
board.
For
all
of
that.
E
So
my
question
is
what
what
sort
of
how
did
this
happen
again
in
terms
of
big
decisions
being
made
about
what
happens
at
a
school?
Without
sufficient
involvement
from
the
parents
and
the
teachers
of
that
school
and
and
then
how?
What
do
you
think
the
role
of
the
board
is
in
making
sure
that
that
happens
differently?
The
next
time,
the
role.
C
Of
the
board
is
to
make
sure
that
that
handles
totally
and
completely
differently
next
time.
That
is
our
role.
That
is
why
we
were
appointed.
We
are
representatives
of
the
people
in
our
community,
and
that
is
for
me
the
one
place
that
we
have
not
done
as
well
as
we
should
yes,
I
have
been
here
for
all
of
these
and
could
speak
to
each
one
of
these
in
particular.
If
you
would
like
for
me
to
know.
E
It's
just
more
the
bigger
picture
about
sort
of
you
know
there
were
some
things
that
happened
a
few
years
ago
that
to
me
the
learning
for
the
school
system
should
have
been
yeah.
We
didn't
do
this
right
in
terms
of
involving
people
in
the
conversation
and
then
we've
just
had
this
other
thing.
That
is
it's
the
same
mistake
again,
so
it's
so
that's
why
I
sort
of
get
to
the
board
level
and
the
question
about
the
role
of
the
board.
E
You
know
back
in
when
in
those
instances
a
few
years
ago,
was
there
a
conversation
at
the
board
level
about
we've
got
to
do
this
better
next
time
when
we
have
big
decisions,
here's
what
here's!
What's?
Here's?
What
you
know
school
system
staff,
here's
what
we
as
your
board
are
telling
you
you
need
to
do
when
it
comes
to
public
engagement.
I
mean
have
those
conversations
happened.
Are
they
gonna
happen.
C
Have
they
happened?
Yes,
are
they
happening
now?
Yes,
will
they
continue
to
happen?
Yes
and
I?
Think
I
mentioned
that
we
have
at
very
involved
community
I,
think
the
Vance
elementary
school.
That
particular
event
has
caused
me
to
really
take
a
look
at
what
we're
doing
and
how
we're
doing
and
how
we're
not
doing
it
right.
D
D
So
one
observation
is,
it
doesn't
seem,
like
you
have
in
the
administrative
system,
any
kind
of
engagement,
team
and
I
would
like
to
see
the
school
system
build.
An
engagement
team
I
mean
I'm,
a
parent
of
students
in
the
system,
so
it
doesn't
seem
to
me
there's
an
engagement
team.
So
if
there
is
it's
not
very
engaging
so,
but
just
one
of
the
one
of
the
things
that's
curiosity
to
me
is
how
house
a
lot
of
times.
Things
happen
in
the
city
that
the
council's
not
aware
of,
and
people
will
become,
outraged
and
will
say.
D
We
don't
even
know
the
staff's
making
a
decision
about
some
some
issue.
You
know
there
was
a
recent
decision
to
stop
offering
math
1
to
7th
graders
at
Asheville
middle
and
I
sent
an
email
to
the
your
curriculum
folks
and
said
you
know.
I
just
want
to
know
what
was
the
process
around
making
that
decision
and
they
very
thoughtfully
sent
me
an
email
saying
you
know
these
six
people
made
this
decision
and
I
responded
and
said.
You
know,
I'm
not
second-guessing.
D
D
C
B
C
F
C
I,
like
that,
we
do
have
a
team,
but
perhaps
that's
something
that
you
could
talk
to
me
more
about
at
some
point
in
time.
The
math
situation
in
particular.
C
Are
we
aware
that
there
is
the
discussion
of
change?
Yes,
it's
interesting.
Yesterday,
I
was
in
a
meeting
with
Ian
Nelson,
who
you
know
is
our
math
person
and
I
asked
him
about
this.
In
all
honesty,
there
was
a
meeting
yesterday
with
the
six
people
that
I'm
sure
he
talked
to
you
about
the
superintendent
and
others.
Looking
into
exactly
what
math
one
is
going
to
look
like.
C
That
is
curriculum.
That
is
not
something
that
is
actually
in
our
purview.
What
will
happen
is
they
will
bring
to
us
what
they're
planning
on
doing
and
we
will
take
their
decisions,
their
discussions
and
we
will
discuss
it
ourselves.
What
I
can
tell
you
about
the
math
one
is
that
we
are
doing
something
that
is
similar
to
what
is
being
done
in
Buncombe
County.
C
There
was
a
comment
made
by
someone
that
that
it
was
a
different
situation.
I,
don't
like
to
speak
to
things
that
I
don't
have
a
lot
of
information
about
and
in
all
honesty
this
particular
situation.
I.
Don't
at
this
time
have
a
lot
of
information.
I
have
not
had
the
opportunity
to
speak
to
Ian
today
to
see
what
with
the
outcome
of
that
meeting
was,
but
I
will
be
delighted
and
to
let
you
know
what
I
know
if
you
would
like
for
me
to
give
you.
D
D
I'm,
not
I'm,
not
going
to
come
behind
the
experts
and
making
and
questioning
a
decision
like
that,
but
what
I
think
I
still
am
not
hearing
from
the
board
their
understanding
of
what
is
needed
here
in
terms
of
community
engagement,
so
I'm.
We
don't
have
time
for
it
here
today,
but
I
would
like
to
learn
more
from
you
and
from
the
board
about
what.
What
is
the
plan?
What
your
you
said:
you've
been
working
on
community.
You.
C
E
G
Time
served
and
thank
you
for
continuing
your
service
to
the
city
of
Asheville
through
the
Asheville
City
School
Board,
as
you
can
hear
from
the
conversation
there
are
arson
concerns
some
very
huge
concerns
that
the
community
have
and
thank
you
for
your
honesty
and
saying
that
you
know
there
are
some
needs
for
improvement.
G
My
question
to
you,
I,
see
very
often
working
in
the
community
and
being
a
voice
for
the
community
and
right
now
we're
having
a
lot
of
conversations
around
the
achievement
gap
and
just
the
formation
of
that
word
achievement
gap
makes
individuals
believe
that
there's
some
inherent
incapability
or
some
kind
of
character
issue
with
with
our
students
of
color,
but
I've
heard
you
often
say
tournament
as
an
opportunity
that
right.
Could
you
give
me
some
information
about
that
in
your
commitment
to
operate
on
closing
that
opportunity
together.
H
A
C
I
Know
we're
pressed
for
time
I
just
want
to
say
one
thing
since
I
won't
give
a
chance
to
ask
the
question.
I
just
want
to
tell
you
that
I
can
appreciate
your
service
to
the
community.
I've
been
out
of
high
school
for
at
least
20
years.
You
were
there
for
some
time
before
then
you
made
a
big
impact
in
my
life
as
well
as
many
other
students,
and
you
have
continued
to
make
this
your
life's
work
and
I
commend
you
for
that.
You
have
100
percent
attendance
you're,
always
there
you're
always
showing
up.
I
J
A
J
Thank
you
for
allowing
me
the
opportunity
to
seek
an
interview
for
reappointment
I
do
appreciate
that
my
name
is
Shonda.
Stanford
and
I
have
been
on
the
board
of
education
for
the
last
four
years
I
have
enjoyed
for
the
most
part
being
on
the
board
of
education.
The
best
part
about
being
on
the
board
has
been
they
I've,
given
people
the
opportunity
that
typically
don't
have
voices
in
our
community
to
have
someone
that
they
a
familiar
face
to
come
and
speak
to
and
to
also
help
the
school
district.
G
A
Well,
so
one
of
the
questions
is
we
we,
as
a
city
council,
get
kind
of
the
after
you
get
the
email,
then
we
get
it
and
a
lot
of
this
swirls
around
parents
and
teachers
telling
us
that
the
decisions
are
being
made
at
the
school
system
and
and
they're
not
either
informed
or
in
the
loop
or
involved
upfront.
What,
if
anything,
are
you
all
doing
as
a
school
board
to
improve
that
situation
so.
J
Of
course,
communication
is
difficult
in
this
community,
so
we
are
always
assessing
and
then
reassessing
what
we're
doing
with
communication.
We
do
a
lot
with
our
communications
director
actually
Michelle,
to
get
information
out,
whether
that's
through
social
media
telephone
calls.
She
works
with
our
parent
engagement
coordinator,
Marta
Alcala
Williams,
who
helps
get
that
information
into
some
of
our
neighborhoods
that
don't
often
get
the
information.
J
We've
also
kind
of
talked
about,
maybe
getting
some
other
communication
people
directly
for
the
board
to
help
push
that
communication
out
better,
and
then
we
have
to
also
ask
ourselves:
is
that?
Are
we
not
getting
enough
information
out
is?
Are
they
getting
the
information
and
they
just
don't
like
what
they're
hearing
so
there's
there's
a
lot
that
goes
into
the
information
piece
and
we
are
trying
to
get
the
information
out
as
best
as
we
can
and
we're
always
evaluating
and
thinking
of
new
ways
to
get
information
out
to.
D
J
B
J
Your
design,
your
plan
around
the
typically
around
engagement
every
school,
has
their
own
parent
engagement
activities
or
events
that
they
have,
for
instance,
at
the
middle
school.
They
do
the
homework
diners
where
they
can
come
in.
They
can
speak
with
the
principal
at
that
school
and
they're.
Welcome
and
open
to
ask
any
questions.
Most
recently,
we've
started.
Some
of
the
schools
have
started
targeting
topics,
hot
topics
that
are
you
know
the
parents
are
really
wanting
more
information
about
and
they're
talking
about
those
in
the
individual
schools.
J
We
have
our
60
seconds
that
dr.
Patterson
sends
out
every
week
communication
to
parents,
and
we
oftentimes
like
to
tell
our
principals
to
get
that
information
out
in
their
communications
to
the
parents
every
week
and
then,
if
they
have
questions
to
give
them
a
person
to
contact
so
that
they
can
have
more
information.
But
again
that
goes
along
with
our
communication
and
having
to
reassess
and
re-evaluate
and
think
of
new
and
innovative
ways
to
get
feedback
and
not
just
get
feedback
from
one
population
or
one
group
of
people.
We
need
the
feedback
from
every
body.
E
I
mean
I,
guess
I,
would
you
know?
We've
we've
had
examples
in
recent
past
Hall
Fletcher
and
the
preschool
and
changes
that
were
proposed
there
a
couple
of
years
ago
that
I
don't
even
know
if
they
got
made
or
not,
but
but
the
what
we
heard
was.
These
are
decisions
that
got
made
that
nobody
was
involved
in
and
then
the
most
recent.
Another
recent
example
is
the
the
fence
advance.
That
was
a
decision
that
got
made
and
there
was
no
involvement
from
the
people
most
directly
impacted.
B
E
So,
just
to
press
a
little
bit
on
Esther's
question:
you
know:
how
do
you
see
a
need
for
a
different
kind
of
engagement
again,
not
just
pushing
information
out,
but
inviting
people
in
you
know
either
to
help
them
understand
or
to
be
part
of
the
conversation.
So
that's
one
question
is:
do
you
see
that
need
and
then
number
two?
Do
you
see
it
as
your
role
as
a
board
member
to
push
the
staff
of
the
school
system
to
do
that
differently?
J
J
And
I
definitely
do
see
that
as
a
need,
because
if
parents
are
saying
they're
not
getting
enough
information
or
if
something
comes
up
and
they're
not
aware
of
it,
then
it
is
definitely
on
us
to
make
sure
that
we
do
a
better
job
of
getting
information
out
to
them.
Typically,
the
way
information
is
pushed
is
through
their
principals.
So
that
tells
me
that
we
need
to
do
a
better
job.
J
So
I
do
see
that
need
just
from
the
example
that
you
gave
and
also
to
let
them
know
that
on
a
board
as
a
board
member
that
we
do
hear
them
and
a
lot
of
times,
things
come
as
a
surprise
to
us,
because
this
is
a
lot
of
times.
They're,
not
aware
that
this
is
not
full-time
job.
But
when
we
hear
those
complaints,
we
do
act
immediately.
J
J
So
how
are
you
going
to
get
this
information
and
how
are
we
going
to
have
these
conversations
so
that
they
understand
that
this
is
not
a
final
thing
and
that
we
do
want
their
feedback,
so
we
are
looking
at
what
we're
doing,
and
sometimes
it
comes
in
a
moment,
and
we
just
have
to
take
that
and
you
know
apologize
for
not
you
know
if
it
didn't
go
out
the
right
way
or
if
we
didn't
do
things
right,
we
have
to
own
it
and
do
our
best
to
work
towards
doing
it
better.
The
next
time.
G
And
I
think
you're
hearing
some
of
the
top
concerns
and
I
think
these
are
concerns
that
have
been
echoed
the
numerous
emails
from
one
segment
of
our
parent
community.
What
is
your
plan
as
a
school
board
member
to
help
remove
the
barriers
for
other
parent
communities
to
be
vocal
around
the
achievement
gap,
our
disciplinary
actions
and
access
to
other
services
within
our
school?
That
would
help
close
what
we're
calling
now
the
opportunity
that
so.
J
We
have
to
figure
out
a
way
to
engage
those
parents
and
make
sure
those
parents
feel
welcome
coming
into
our
schools.
Obviously
they
don't
feel
welcomed
if
they're
not
showing
up.
We
have
to
not
necessarily
expect
them
to
always
come
to
us.
We
need
to
be
going
to
them
more
often
they're,
not
they
may
not
be
getting
your
emails
or
your
phone
calls
or
they
may
not
want
them.
So
why
are
we
not
sending
out
people
to
go
knock
on
doors,
and
you
know
build
those
relationships?
J
I
think
it
all
starts
with
relationships,
the
better
relationships
you
have
with
families,
regardless
of
what
color
they
are
where
they
live,
then
the
better
the
communication
will
be
and
you'll
you'll
be
able
to
get
that
buy-in.
You
need
and
Thembi
active
participants
in
their
children's
education
because
we
they
value
their
children's
education,
just
like
the
other
parents.
They
just
may
have
a
different
way
of
doing
it.
Unfortunately,
in
some
communities,
email
is
not
the
way
to
get
information
to
them
or
for
them
to
get
information
out
a
lot
of
times.
J
It
has
to
be
face-to-face
and
direct,
and
you
need
to
build
that
relationship
and
that's
those
are
things
that
we're
working
to
do
and,
prior
to
you
know,
215.
We
didn't
have
a
student
services
department
department
to
focus
on
that
relationship
piece,
but
now
we
do
have
that.
We
have
different
people
in
that
department
that
are
out
there
who
are
trying
to
communicate
and
they
are
bringing
parents
into
the
buildings
to
be
a
more
active
part
of
their
children's
education
and
how.
G
G
Reason
why
I
exist,
because
that's
some
of
the
top
concerns
getting
information
to
parents
and
then
taking
parents
concerns
very
serious
and
at
least
acknowledging
that
they
have
that
information.
So
moving
forward,
how
you
plan
to
work
more
collaboratively
with
that
department,
so
that
these
concerns
will
be
met.
So.
J
Working
with
that
department,
I
think
what
we
do
is
we
make
sure
that
our
social
workers
and
people
that
are
working
in
student
services.
We
also
have
some
other
support,
support
people
that
we
have
that
will
be
working
in
the
buildings
as
well
as
in
the
community
to
help
bridge
that
gap.
So
we
have
to
make
sure
that
they're
also
informed
of
whatever
the
information
is
that
needs
to
go
out
and
make
sure
that
they're
relating
that
to
our
families
and
getting
feedback
and
bringing
that
back,
and
then
we
have
to
assess
and
evaluate
it.
J
I
To
jump
in
for
a
second
second
question
here:
first
off
I
want
to
say
thank
you
for
your
service.
Secondly,
I
want
to
say
that
there
have
been
some
questions
asked
about
communication
with
community
to
the
previous
individual,
miss
Martha
Geithner.
That
was
here
and
yourself
right
now.
As
far
as
communications
with
the
community
I
want
to
go
ahead
and
just
state
that
when
we
talk
about
community
I
think
we're
talking
about
two
different
segments
of
the
community.
I
The
information
that
we've
received
from
community
members
are
from
a
different
social,
economical
level
than
individuals
than
other
individuals
in
the
community.
So
I
noted
in
your
on
your
application.
You
said
that
you
all
are
working
diligently
to
bridge
communication
and
support
gaps
between
the
community
students
and
families
living
in
public
housing
communities
and
schools.
I
think
that's
a
separate
segment
of
the
community
that
we're
not
getting
but
we're
not
getting.
I
So
when
we
start
talking
about
communication
with
the
community,
I
hope
that
we're
talking
about
the
entire
community
and
not
just
the
ones
that
email
us
about
things
that
affect
them
socially
economically
in
their
in
their
space,
which
would
be
a
ball
field
or
whatever
it
may
be.
And
my
question
to
you
would
be:
can
you
talk
a
little
bit
about
what
you
think
the
most
important
work
of
the
school
board
is
moving
forward
and
how
you're
involved
in
that?
So.
J
In
our
efforts
to
close
those
opportunity,
gaps,
I
think
the
ICS
is
very
important
because
it's
going
to
look
at
all
children
and
it's
going
to
specifically
look
at
dismantling
the
system
that
was
created
to
do
exactly
what
it's
doing,
which
is
keep
us.
Keep
that
keep
that
gap
right
where
it
is.
The
gap
is
not
something
that
just
happened.
I
know
you're,
aware
of
that,
and
it's
been
steadily
increasing
since
2009,
so
we
definitely
have
to
figure
out
those
systemic
issues
that
are
causing
this
gap.
J
People
have
to
understand
we're
not
trying
to
blame
anybody.
We're
not
going
to
have
anybody
lose
their
job,
but
the
biggest
thing
that
we
can
do
was
hold
people
accountable.
If
you're
not
doing
something.
You
need
to
have
a
conversation
with
that
person
and
say:
let's
work
on
this
and
if
they're
not
willing
to
change
or
do
something
different,
then
you
know
we'll
have
to
reevaluate
that
and
then
we
need
the
support
from
all
stakeholders
in
the
community.
J
There
is
going
to
be
pushed
back
because,
when
you're
trying
to
dismantle
this
system,
it's
going
to
make
other
people
feel
uncomfortable
and
it's
not
going
to
feel
good
to
them
and
that's
typically,
the
people
who
the
system
works
great
for
so
in
an
effort
to
move
things
forward.
You're
going
to
have
people
are
going
to
have
to
be
okay
with
feeling
a
little
bit
uncomfortable,
but
we're
also
going
to
have
to
do
our
part
to
give
people
the
correct
information
so
that
they
do
understand
exactly
what
we're
doing.
J
Why
we're
doing
it
and
to
know
that?
It's
okay
for
you
to
ask
questions
and
feel
a
little
uncomfortable,
but
we're
here
to
serve
all
kids
and
we
want
them
all
to
grow
and
we're
not
trying
to
take
anything
from
one
set
of
kids
and
give
it
to
another.
We
just
want
all
kids
to
learn
and
become
successful
members
of
our
community
again.
I
A
A
K
My
name
is
John
Moscone
I've
been
in
Nashville
since
1984
I
worked
21
years
with
elementary
education
10
of
those
years
in
parochial
schools.
11
years
for
Asheville
City
Schools
left
in
2000,
I
was
just
it
was
getting
to
the
point
where
I
really
needed
to
change
positions,
and
so
then
in
2005
I
started
working
for
South
College
in
college
for
10
years.
I
also
worked
for
Biltmore
Estate
Winery
for
19
years
and
retired
two
years
ago.
L
K
I
worked
at
three
different
schools
in
Asheville,
City
Schools,
the
first
school
was
Randolph,
which
had
a
very
high
african-american
population
of
teachers
and
I
saw
how
the
kids
related
differently
to
the
different
role
models,
and
it
was
really
an
eye-opening
experience.
I
really
enjoyed
that
experience
and
I
moved
to
Dixon.
K
That's
when
the
magnet
schools
came
into
play,
I
helped
develop
the
magnet
school
for
Isaac
Dixon,
which
was
Foxfire,
which
was
a
really
open
experience,
and
we
tried
to.
We
also
had
a
lathe
on
at-at
Isaac
Dixon
and
that
liaison
person
was
responsible
for
bringing
parents
to
the
school
or
making
home
visits,
and
it
worked
out
really
really
well.
We
saw
more
people
coming
in,
and
volunteering
in
classrooms
and
also
looking
at
some
of
the
issues
that
they
might
have.
K
A
I
reading
your
application.
You
know
you
clearly
are
aware
of
the
opportunity
gap
and
one
of
the
one
of
the
things
that
at
least
I
fear,
is
that
people
out
in
the
community
that
the
system
does
work
for
are
going
to
be,
are
going
to
be
questioning
how,
when
closing
the
opportunity
gap
for
our
our
youth
of
color?
How
is
that
going
to
not
take
away
from
our
other
youth,
and
how
would
you
communicate
that
or
deal
with
it?
You
know
it
it
being
a
zero.
K
It
really
was
beneficial
and
I
would
like
to
see
that
in
all
schools
where
we
have
of
Laius
on
and
it
was
a
paid
position
at
that
time
and
she
would
go
and
she
would
bring
some
of
the
people
into
the
school
system,
making
them
aware
of
what
their
children's
needs
were.
Academically
sitting
down
and
having
almost
like
a
coffee
session
with
them,
or
she
would
make
home
visits
and
go
into
the
homes
and
make
sure
those
people
were
aware
of
their
children's.
How
important
it
was
to
study
at
home
even
showing
them.
E
So
we've
you
may
have
heard
us
talking
earlier
about
ways
in
which
the
school
system
interacts
with
and
provides
information
to
or
invites
people
to
participate
in
decisions.
I
think
you
know
from
my
perspective
that
that
can
be
done
better
again.
I
can't
comment
on
the
pushing
information
out
because
I
don't
get
that
information,
but
on
so
talk
a
little
bit
about
how
you
think
the
school
system
can
do
better
at
actually
engaging.
B
E
K
I
know
one
of
the
things
that
one
of
the
schools
that
I
worked
at
if
we
could
not
get
the
parents
to
come
in
for
a
teacher
conference,
we
were
asked
to
go
to
some
of
the
homes,
and
so
some
of
the
teachers
were
going
out
into
the
community,
visiting
homes
of
parents
who
either
didn't
have
the
transportation
or
the
school
was
even
providing
transportation
in
some
cases
and
I.
Think
it's
important
to
keep
that
communication
going
even
through
your
teachers.
I
think
it's
important
that
the
teachers
keep
that
communication
going
about.
E
G
There's
a
huge
disproportionality
and
disciplinary
actions
that
involves
our
black
and
brown
students
and
the
justice
system
very
early.
What
do
you
know
about
the
prison,
the
school
to
Prison,
Pipeline
and
as
a
board
member?
What
do
you
envision
happening
as
your
role
to
stop
that
school
to
Prison,
Pipeline
I'm.
G
So
it's
when
there's
discipline
a
disciplinary
action
cause
on
black
and
brown
students
because
of
their
behaviors
that
are
sometimes
seen
as
more
criminal
than
just
behaviors
or
and
then
it
leaves
them
into
the
court.
The
courtroom,
because
a
lot
of
times
when
simple
fights
and
simply
simple
behaviors,
we
tend
to
have
SROs
in
our
school
system
now
and
they
are
arrested
and
taken
into
custody.
So
that
starts
their
life
in
the
justice
system
and
it's
an
entanglement
that
happens
throughout
their
life
and
it's
kind
of
cyclical
throughout
generations
as
well.
So
when.
K
I
mention
future
I
had
some
issues
with
some
of
my
students
and
what
I
would
do
is
I
would
always
write
a
letter
home.
Tell
the
student
what's
in
the
letter
and
then
expect
the
parent
to
respond
back
to
that
letter
and
I
think
that's
important
to
make
sure
that
the
parents
are
aware
of
their
child's
behavior
and
how
they
deal
with
that
behavior
at
home
or,
if
they're,
seeing
some
of
that
behavior
at
home.
K
G
I
think
we've
seen
that
those
steps
have
been
taken
or
those
steps
have
been
kind
of
circumvented,
and
we
immediately
call
authorities
law
enforcement
into
our
schools.
So
you
know
in
to
ensure
that
this
doesn't
happen
and
to
ensure
that
all
children
are
receiving
school,
appropriate
discipline.
What
is
your
role
there.
K
I
think
one
role
is
the
fact
that
we
need
to
make
sure
our
guidance
counselor's
are
working
with
some
of
those
students
to
work
on
those
behaviors
and
how
those
students
can
curtail
and
I'd
be
willing
to
come
in
and
talk
to
some
of
these
kids
and
spend
some
time
in
a
small
group
discussing
what
their
issues
are.
What
their
concerns
are,
why
they're
acting
this
way
and
try
to
help
them
resolve
and
think
of
a
better
way
to
help
them
act?
I.
D
Would
think
kind
of
piggyback
in
here
at
councilwoman
smith's
question
what
we,
what
we
would
look
for
in
terms
of
the
board's
activities
is
institutional
change.
We
recently
had
a
joint
board
meeting
and
we
looked
at
the
discipline
rates
around
minority
students
and
white
students
and
minority
students
are
being
punished
at
multiple
times
greater
rate
than
white
students.
D
What
would
you
what
would
you
be
willing,
as
a
board
member,
to
look
at
changing
actual
policies
that
are
implemented
at
all
the
schools
across
the
entire
system
to
to
to
reform
the
way
that
discipline
is
being
managed
in
schools,
because
we
know
that
the
outcome
is
biased,
and
so
just
you
know
having
a
meeting
with
a
group
of
students.
It's
not
a
bad
thing,
of
course
that's
a
good
thing,
but
as
a
board
member,
would
you
see
your
role
as
implementing
policy
change
that
affects
an
entire
institution?
If.
K
K
Also,
you
know
if
a
student
is
I've
always
been
under
the
impression
that
the
punishment
should
fit
the
crime
so
to
speak,
but
we
need
to
make
students
understand
that
their
behavior
is
not
appropriate
for
school
and
how
to
deal
with
that
behavior.
So
I
would
like
to
see
some
policies
put
in
place
to
help
curtail
some
of
those
behavioural
problems.
M
K
The
school
board
actually
started
the
magnet
school
system
which
I
helped
I
think
helped
curtail
the
unbalanced
schools,
the
population
of
minorities
to
Caucasian,
kids
and
I.
Think
that
was
very
helpful.
I,
don't
know
how
well
that's
being
followed
to
this
day
or
how
much
the
magnet
themes
are
being
implemented.
But
I
really
think
that
we
need
to
kind
of
look
at
some
of
those
things
and
decide
what
needs
to
be.
I
It's
taken
aback
just
a
bit
and
it's
okay
to
some
certain
extent
that
you
didn't
know
what
the
school-to-prison
pipeline
was,
and
that's
that's
a
bit
troubling
to
me
in
the
sense
of
we
have
students
in
Asheville,
City
Schools
that
are
being
charged
with
crimes
handcuffed
and
walked
over
to
the
magistrate's
office,
and
that
happens
not
just
once
or
twice
it
happens.
Do
you
believe
we
should
be
charging
our
kids
with
crimes
in
the
school
system?
No.
K
I,
don't
think
we
should
I
think
that
there's
other
ways
we
can
deal
with
that
through
counseling,
through
intervention
through
psychologists,
etc.
I
think
there's
other
ways
we
can
do
that
I,
don't
know
if
that's
the
best
way
to
deal
with
students
by
cuffing
them.
It's
I
think
it's
only
reinforcing
bad
behavior,
sometimes
and
I
think
that
we
really
need
to
address
some
of
those
issues,
not
yeah
tart
students
off
in
handcuffs
I
think.
I
I
Are
these
are
these
are
conversations
that
are
happening
in
our
school
system
in
our
community
now,
I,
don't
know
if
I
have
time
for
someone
to
catch
up.
I
can
appreciate
you,
though,
and
I
know
it
doesn't
sound
earnest
and
honest,
but
I
can't
appreciate
you
and
as
being
a
teacher
and
selecting
that
role
to
serve
your
community,
but
we
have
greater
needs
and
asked
for
city
school
system.
Thank
you.
Thank.
A
A
A
I've
seen
how
this
works,
it's
15
minutes.
So
if
you
would
introduce
yourself
and
just
tell
us
why
you're
interested
in
being
on
the
school
board,
assume
that
that
all
of
us
have
read
your
applications
and
read
all
the
answers
to
your
questions
to
the
questions
and
then
after
you're
finished,
introducing
them
we'll
open
it
up
for
questions
from
the
council
members.
Thank
you
for
thank.
F
When
I
saw
this,
what
it
was
was
a
situation
where
they
had
started
to
walk
hand-in-hand.
The
adult
was
moving
too
fast.
The
child
wasn't
walking
fast
enough.
The
adult
was
firm,
the
child
pulled
back.
The
adult
was
insistent.
The
child
sat
down
the
adult
continued
to
pull
the
child,
another
10
feet,
dragging
the
child
down.
F
The
hallway
I
went
to
the
appropriate
people
in
Nashville,
City
Schools
and
talked
to
Paul
Parata,
who
used
to
be
in
charge
of
I,
believe
the
elementary
schools
curriculum
and
spoke
to
various
other
people
spoke
to
school
principals
wound
up.
Speaking
with
former
board
member
Matt,
buys
my
background
at
that
time
was
being
a
camp
director
and
using
various
discipline
approach.
F
'as
to
teach
young
20-somethings
older
teenagers,
how
to
work
with
kids
and
I
was
very,
very
lucky
to
be
trained
by
somebody
who
is
a
model
preschool
and
I've
got
a
hundred
something
slides
and
discipline,
training,
material
and
approaches
to
discipline,
so
I
thought
maybe
I
could
make
change
by
speaking
up
and
committed
to
talk
about
ways
to
to
intervene
with
students
or
how
to
get
their
needs.
Met
and
I'm
happy
to
share
this
I'll.
F
Just
I
put
in
some
effort
on
these
topics,
and
for
me,
when
I
see,
particularly
it
is
the
children
of
color,
more
often
who
are
being
yelled
at
across
the
room
and
being
disciplined
disproportionately
without
with
particularly
with
the
limits
on
our
training
for
a
classified
staff,
which
is
what
they
call
the
hourly
staff.
It
is
hard
to
bring
in
staff
trained
them.
F
Have
them
have
the
skills
when
they
get
frustrated
to
take
a
moment
and
breathe
now
I
think
we
are
better
off
now
than
we
were
five
years
ago,
but
when
I
met
with
Matt
four
and
a
half
years
ago,
he
said
well,
your
kid
is
moving
over
to
Isaac
Dixon.
They
won't
see
that
katieb
eyes,
who
is
now
a
middle
school
journalist,
I,
believe
she
said
at
the
next
table.
Oh
we've
seen
that,
so
it
isn't
something
that's
unique
to
one
Monde.
F
So
for
me,
I
want
to
start
with
the
approaches
to
discipline,
that's
most
important
and
when
I've
talked
with
leaders
in
the
district,
they've
spoken
about
or
they've
pointed
out
to
me
our
policy
about
physical
interventions,
which
allows
physical
manhandling
of
students
for
escorting
them,
and
they
use
that
so
I
think
what?
When
we're
talking
about
policy
changes
for
the
schools
to
Prison
Pipeline,
we
need
to
look
at
right
now.
Our
policies
are
not
differentiated
for
elementary
school
versus
high
school.
F
E
And
mr.
seabone
glad
to
see
that
you've
applied
Thank
You
mr.
seabone
I
met
not
long
after
I
moved
here
and
we
actually
share
a
common
school
in
our
history.
That
was
at
the
time
one
of
the
most
innovative
schools,
I
think
probably
in
the
country.
So
I
appreciate
that
you
come
out
of
that
tradition
and
I.
Appreciate
your
the
answers
to
a
lot
of
the
questions.
E
I'm
gonna
ask
the
question
that
I
think
you've
probably
heard
twice
now,
which
is
you
know
in
when
it
comes
to
the
school
system,
engaging
parents
and
teachers
and
decisions
that
are
being
made
talk
a
little
bit
about
how
you
think
that
could
be
done
differently
or
better
than
it's
happening
now.
And
what
particularly,
is
your
role
as
a
board
member
to
make
sure
that
that,
if
that
effective
engagement
is
happening.
F
There's
a
lot
of
things
that
we
need
to
be
doing
in
our
schools.
We've
got
parents
who
are
not
informed
about
big
changes
that
are
proposed.
We've
got
a
lot
of
references
to
we're
making
this
change
for
the
sake
of
equity,
but
not
all
of
our
teachers
and
our
minority
teachers
and
our
schools
would
agree
that
a
particular
change
is
the
right
way
to
go.
So
what
what
I
would
want
to
do
as
a
board
member
is
not
shut
down
members
of
the
community
when
they
don't
think
that
a
particular
approach
is
the
right
way.
F
As
an
example,
we
had
a
recent
board
meeting
where
Asheville
primary
school
parents
of
third
graders
arrived
expecting
to
find
out
what
the
recommendation
was
and
have
an
opportunity
to
speak.
There
was
no
public
comment
on
the
meeting
agenda,
so
the
board
voted
to
add
that
beginning,
and
it
happened
in
the
space
of
one
minute
that
it
was
approved
to
be
added.
The
board
asked
if
anybody
would
like
to
speak.
F
Nobody
was
prepared,
and
then
public
comment
was
over
and
then
the
superintendent
gave
her
a
recommendation
and
all
those
parents
who
were
there
were
not
given
an
opportunity
to
be
heard
and
that's
even
if
they
are
white
middle
class
upper
class
parents.
We
can't
move
forward
as
a
school
district
if
we
silence
our
community
and
so
for
me
as
a
board.
Member
I
would
want
to
amend
that
agenda
so
that
they
have
an
opportunity
of
speak
or
the
board
chair
can
always
allow
someone
to
speak
it
at
her.
A
F
F
I
would
be
a
board
member
who,
after
the
meeting
is
done,
would
go
and
talk
to
the
parents
who
are
there,
who
may
be
there,
their
needs
were
met
or
their
concerns.
Weren't
addressed
I'm
not
going
to
hide
behind
Robert's
Rules
of
Order
and
have
the
and
put
up
a
wall
between
the
board
and
the
Asheville
City
Schools
leadership
and
the
parents
who
are
so
invested
in
making
our
schools
better.
F
F
Is
a
big
question:
we
do
need
to
listen
to
our
teachers
more.
We
have
a
lot
of
outside
solutions.
We
get
a
lot
of
outside
contractors
coming
in
and
telling
us.
You
know
what
the
low-hanging
fruit
is
with
the
achievement
gap.
We
do
need
more
teachers
who
are
of
color
and
more
role
models
in
the
classroom
and
there's
research
that
backs
up
that.
That
has
an
improvement.
B
F
I
F
I
F
My
right
now,
our
principals
and
our
superintendent
are
examining
all
of
those
data
points.
One
thing
that
gets
missed
in
this
conversation
a
lot
is
that
the
cohort
in
a
particular
class
has
a
huge
impact
on
what
those
teachers
numbers
are.
So
that's
we
need
more
observations,
of
course,
in
the
classroom.
F
That's
a
really
tough
question
and
mass
hat.
Don't
have
all
the
answers.
I
have
to
really
listen
to
I.
Think
first
off
the
teachers,
because
the
teachers
have
a
lot
of
wisdom.
That
I
think
we
miss
frequently
at
the
border
and
of
course
we
have
to
it's.
Not
the
easiest
thing
to
to
figure
out
and
solve,
or
you
know,
obviously
would
have
already
been
solved.
F
M
Times
you're
gonna
be
in
a
situation
where
you
know
this
information
and
there
may
be
a
whole
lot
of
folks
who
are
pushing
you
to
take
a
position
one
way
or
the
other,
and
you
may
feel
that
personally,
you
don't
necessarily
agree
with
where
most
the
folks
are
going.
My
question,
I
realize,
is
how
I'll
stop,
but
you.
M
Problem
is
you
won't,
have
the
opportunity
answer
it?
So
I
guess
I'll
make
this
more
of
a
point,
but
one
of
the
difficulties
that
we
face
obviously
is
elected
officials
and
you
would
face
if
your
point
of
the
school
board
is
even
after
you
got
that
input,
you
may
feel
differently
and
you
will
be
in
a
spot
where
you
may
tell
internally.
You
may
need
to
say
to
yourself
I
actually
think
we
ought
to
be
doing
this
instead
of
where
the
majority
of
folks
are
going.
F
Wallflower
I
mean
there
are
going
to
be
difficult
choices
to
make,
but
I
really
need
to
listen
to
teachers
and
parents
and
not
think
that
we've
had
a
lot
of
leaders
who
are
the
smartest
person
in
the
room
and
we
have
to
even,
if
somebody's
the
smartest
person
in
the
room,
they
need
to
not
behave.
That
way.
Thank.
A
A
N
Name
is
James
Carter
I
am
a
I,
can't
say
a
lifelong
resident
of
Asheville,
but
been
here
since
1983
product
of
the
Asheville
City
school
system
started
at
Randolph
and
went
through
toe
Street.
Asheville
junior
high
in
Asheville,
high
I
still
live
in.
The
area
of
course
went
to
UNC
Asheville
graduated
from
there
with
a
history
degree
and
currently
I
work
in
the
with
United
Healthcare.
As
a
community
outreach
representative,
my
daughter
went
through
the
Asheville
City
school
system.
N
All
of
my
siblings
did
I
have
a
niece
and
a
nephew
they
do
feel
on
through
as
well
and
nephews
in
the
system.
Still,
my
mother
was
a
assistant
teacher
in
the
city
school
system
for
27
years.
My
brother
is
a
head
custodian
over
at
Claxton,
so
I
have
deep
roots
within
the
city
school
system,
but
with
also
with
in
Asheville
itself.
B
N
Do
I
possess
one
I
have
a
lot
of
board
experience.
I
have
been
the
chair
of
the
Literacy
Council
of
Macomb
counties
board
as
well
as
children.
First
Communities
in
Schools
I
also
chaired
the
Alumni
Board
at
the
University
for
a
total
of
three
years
four
years,
so
I
bring
a
lot
of
board
knowledge
and
that
think,
that's
very
important,
especially
with
a
body.
That's
important
that
there
be
some.
You
know
you
have.
N
I
was
the
PTO
president,
my
daughter's
eighth
grade
year
it
at
Asheville
middle.
She
hated
it
because
she
got
picked
called
on
by
teachers
to
do
things
and
didn't
like
it.
When
I
stood
up
in
front
of
people
and
pointed
her
out,
but
it
was,
you
know,
being
able
to
interact
with
parents
being
in
a
interact
with
students
and
teachers,
not
having
that
I
guess
fear.
Almost.
Sometimes
individuals
don't
want
to
step
out
of
their
Lane
or
their
comfort
area.
That's
something
that
I
don't
have.
B
E
If
the
organization,
either,
you
know,
isn't
doing
something
the
way
that
the
board
thinks
that
ought
to
be
doing
it
or
or
could
be
doing
it
better
in
the
you
may
have
heard
my
question
around
sort
of
public
engagement
and
and
how
it
it
seems
like
the
school
system
can
be,
can
do
better
in
that
and
that's
so
not
pushing
information
out,
but
engaging
people
in
decision
making
how
to
talk
a
little
bit
about
the
role.
Your
role
is
a
board
member
in
ensuring
that
the
school
system
does
that
either
differently
or
better.
N
I
think
one
of
the
things
that
as
a
board
member,
so
our
direct
report
is
the
superintendent
okay.
She
is
in
charge
of
the
teachers,
the
assistant
principal
that
everyone,
so
we're
not
going
to
go
in
I,
don't
see
a
my
role
as
the
board
members
going
in
and
telling
her
you
need
to
get
rid
of
this
person
or
you
need
to
do
this
better.
No,
our
our
role
is
to
almost
act
as
they.
E
Members
hearing
from
the
community
that
there
is
there
is
a
problem
you
and
they
want
change.
Do
you
view
it
as
and
I
don't
mean
change
in
a
person?
I
mean
change
in
a
in
a
system
in
a
way
that
something
is
happening.
Do
you
view
it
as
your
job
to
as
a
collectively
as
a
board
to
to
say
to
the
superintendent?
We
think
you
need
to
do
this
differently
going
forward.
I
think.
N
N
I
mean
I
have
done
more
research,
and
that
is
still
one
of
the
things
that
I
feel
has
not
been
presented
in
a
clear
enough
manner
to
the
community
as
a
whole,
if
I'm
having
trouble
finding
information
on
either
ICS
s
website
the
asheville
city
school
systems
website,
which
they
have
some
great
graphics
but
they're,
not
telling
me
anything
and
I'm,
not
saying
I'm.
The
smartest
person
in
the
room
but
I,
know
how
to
search
and
I
know
how
to
look
for
information.
N
So,
if
I'm
having
those
problems,
I
can
only
imagine
what
other
people
are
having
those
same
problems,
there
have
been
two
things
that
I've
ever
seen
and
they
one
was
in
Mountain
Express
one
was
in
citizen
x,
that's
it
and
I
was
in
2017.
I
would
love
to
see
something
else.
I
need
to
see
all
right,
we've
been
in
this
for
a
year
and
a
half
now,
where
the
system
paid
for
this.
Let's
give
some
accountability.
I
know
that
there
was
a
year
to
get
something
set
up,
but
all
right
we've
had
that
year.
N
A
N
N
So
I
think
that's
a
great
first
step.
It's
honestly,
something
should
have
been
done
a
long
time
ago.
I
think
that
there
will
be
some
good
op
information
that
comes
out
of
it,
but
also
I
would
like
to
see
a
little
bit
more
about
the
group
itself
and
what
their
mandate
is
and
in
what
they
are
planning
to
come
up
with
as
a
whole,
I
mean
what
you
know.
I
know
you
can't
fix
it
all
by
yourselves.
So
thank.
M
Given
that
kind
of
piggybacking
off
of
that
off
of
that
question,
I
mean
you
really
can't
do
this
all
by
yourself
and
oftentimes.
The
public
expects
you
to
be
able
to
do
it
by
yourself
right,
the
expected
of
us
they
expected
of
you,
and
so,
given
your
experience
here
in
Asheville
and
your
current
role,
what
allies
or
what
groups?
What
would
you
be
able
to
bring
to
you
know
in
terms
of
additional
resource?
M
It's
not
just
from
yourself
but
in
terms
of
other
community
members,
other
community
groups,
the
business
community,
etc
to
be
able
to
attack
some
of
these
issues
because
you
know
obviously
I
think
I.
Think,
like
anyone
who
looks
at
this
would
agree.
You
know
this
is
not
something
the
school
board
or
the
school
district
can
can
deal
with
what
it's
the
achievement
gap
or
otherwise.
Well.
N
In
my
history
here,
I
worked
for
the
Chamber
of
Commerce
for
several
years.
Of
course,
at
the
University,
of
course,
it's
the
hospitals
have
been
one
of
the
hospital
systems.
I
know
a
lot
of
individuals
within
the
community.
There's
a
lot
of
opportunity
for
buy-in
from
different
groups.
One
of
the
things
that
I
would
love
to
see
if
I
am
on
the
board
would
be
that
the
board
go
out
into
the
community
more.
N
We
have
a
number
of
you
know:
community
centers
around
around
the
city,
where
we
could
easily
hold
within
that
community
center
a
board
meeting
to
to
address
concern
from
the
community.
That's
something
that
we
don't
do
enough
of.
In
my
personal
opinion,
I
would
love
to
see
the
board
members.
We
televise
meetings
be
televised
again
or
streamed.
Live
stream
like
they
were
under
Charlie,
there's
opportunity
that
that
we
can
bring
ourselves
to
incorporate
more
individuals.
N
I
personally,
like
I,
said,
know
a
number
of
individuals
within
the
business
community
that
are
concerned
as
well,
and
they
see
concerns
in
that
what
our
students
are.
You
know
people
who
are
still
here.
What
do
they
have
to
do?
You
know
jobs,
housing
so
forth.
How
is
that
affecting
our
students
when,
with
their
parents
and
in
home
situations?
So
there
are
a
lot
of
individuals
who
have
those
who
have
who
have
expressed
concerns,
and
that
would
be
my
role
is
to
help
bring
them
their
concerns
forward.
Do.
M
B
A
N
N
I
think
at
some
point
is
their
right.
Person
hasn't
asked
him
where
they've
never
been
us.
Okay,
that's
you
know.
That's
that's
true
about
a
lot
of
people,
people
they
don't
do
things
because
they're
not
as
they
might
not
see
the
information.
They
might
not
see
the
opportunity
that
there
is
or
the
lack
of
an
opportunity.
That
is
that
that
someone
has,
until
they
know
a
little
bit
more
and
that
goes
back
to
the
education
part
of
it
is
getting
out
in
front
of
those
individuals
and
letting
you
know
more
about.
What's
going
on.
B
A
O
O
As
far
as
myself,
I
am
a
product
of
the
public
school
system,
as
you
saw
in
my
essay
responses.
I
grew
up
in
Nashville,
Tennessee
I
grew
up
in
the
inner
city.
Schools
I
was
able
to
graduate
and
I
had
opportunity
going
to
Tennessee
State
University
or
the
University
of
Tennessee.
I
chose
the
University
of
Tennessee
because
it
had
at
that
time
in
1987,
one
of
the
best
accounting
curriculums
for
a
public
institution,
I
graduated
and
went
into
public
accounting
and
then
went
into
the
nonprofit
governmental
side
of
account.
O
Now
as
to
that
as
to
that,
you
know,
working
in
the
municipal
entity,
you
know
public
service
is
one
of
those.
You
know
things
that
if
we
can
bring
something
to
the
table,
we
should
and
currently
I
am
on.
The
Audit
Committee
for
the
city
of
Asheville.
I
am
the
treasurer
for
the
PTO
for
the
North
Star
Academy.
E
O
E
B
B
E
That's
sort
of
the
the
premise
of
my
of
my
question,
which
is
that
it
seems
like
there's
a
there's,
an
opportunity
for
the
school
system
to
do
better
and
engaging
parents
and
teachers
in
decision-making.
So
the
first
question
is:
what
what
do
you
think
about
that?
And
do
you
see
that
same
opportunity
and
then
the
second
and
really
more
important
question
is.
B
E
O
The
first
part
of
that
question
actually
dovetails
behind.
The
second
part
of
that
question
is
transparency
when
you
look
at
Buncombe
County
school
systems,
a
website
and
what's
on
the
agenda,
everything
that's
being
discussed
is
out
there
for
public
consumption,
all
the
presentations,
all
the
items
that
are
going
for
action.
All
budget
amendments
everything's
out
there
for
public
consumption.
O
Now
I've
been
talking
to
the
vice
chairman
for
the
past
six
months
to
say:
hey,
you
know
you
want
public
engagement
to
address
all
issues,
how
about
putting
all
that
information
out
on
your
website,
they're
starting
to
get
there,
but
it's
taken
six
months.
So
pure
transparency
is
one
of
those
things
you
know
to
ask
a
parent
to
come
to
the
work
session
before
those
items
are
being
discussed.
It's
hard.
O
O
What's
going
on
at
up
at
central
office
and
as
a
parent,
you
know
dealing
with
Montford
North
Star
Academy
we've
had
the
same
type
of
issues
you
know
and
and
that's
one
of
those
things
that
as
a
parent
and
working
for
a
municipal
entity,
you
know
transparency
is
a
paramount
of
if
you're
getting
public.
You
know
public
buy-in,
that's
one
of
the
first
things,
I
think
the
school
board
could
do
in
relation
to
addressing
some
of
the
you
know
some
of
the
issues
there
now
as
a
school
board
in
general.
O
You
know
what
I,
what
I
think
you
know
your
appointing
the
members,
but
we
represent
the
children
and
the
parents
of
the
school
system,
and
as
that
representative,
we
as
board
members
or
potential
board
members
need
to
be
accessible
to
all
parents,
listen
to
what
the
parents
have
to
say,
find
out
if
there's
something
that
we
can
provide.
That
is
currently
not
being
you
know,
provided
or
you
know-
maybe
some
outside
the
box-
thinking
to
address
some
of
the
issues
that
we
you
know
that
are
going
on
in
the
school
system
right
now.
O
What
we're
dealing
with
is
the
achievement
gap,
which
is,
which
is
a
very
big
issue.
You
know,
but
you
know
that's
just
one
data
point
you
know
my
question
is
if
we're
having
such
that
big
of
a
deceiving
gap-
and
we
are
when
you're
looking
at
the
graduation
rates-
they're
not
telling
us
the
same
story.
So
the
question
is:
why
isn't
it
telling
us
the
same
sort?
O
You
know
when
we're
looking
at
the
graduation
rates
of
all
children
in
actual
city
school
systems,
they're
exceeding
the
national
averages,
based
on
the
four-year
cohort
of
the
2017
and
right
now,
when
you're
looking
at
the
graduation
rate,
for
you
know
2017
for
just
a
black
child.
You
know
it's
83.3.
Eighty
three
point:
one
percent:
you
know
national
average
was
seventy
seven
point.
Eight
percent.
You
know
that
is
you
know,
that's
something
that
is
is
a
you
know
as
a
positive,
but
we
can't
just
stop
there.
O
O
Now,
with
the
last
one
that
prevents
that
child
for
doing
good
on
those
standardized
tests,
but
how
does
she
perform
in
school?
She
straight
out
straight
A
student,
so
that
test
is
not
indicative
to
what
our
children
know
and
we
need
to
ask
ourselves.
Is
that
test
that
North
Carolina
State
issues
to
our
children
is
that
representative
of
all
the
other
tests
there
in
the
state
are
going
to
give
me
in
the
nation?
And
that
answer
is
no.
O
If
they're
not,
you
know
the
way,
I
look
even
being
an
accountant,
I'm,
a
numbers,
man
I,
like
numbers,
and
what
we're
seeing
is
that
in
the
sixth
grade
EOG
there
was
more
writing
or
reading
involved.
Then
it
was
actually
doing.
Math
I
mean
the
math
was
there,
but
you
had
to
do
a
lot
of
reading.
You
know
math
is
supposed
to
be
the
universal
language.
Now,
when
you
compare
our
Yoji
to
Virginia's
EOG,
there's
a
lot
of
math
question,
just
straight
out,
math
questions
and
then
there's
some
look
at
those
verbal
questions
as
well.
O
So
there's
a
lot
of
things
that
we
need
to
get
together
and
look
at
to
address
a
lot
of
the
issues
that
are
going
on,
but
I
think
the
board
members
should
be
open
to
all
of
the
parents
and
children
expressing
issues
in
addition
to,
we
need
to
be
looking
at
what
is
the
cause
of
us
being
deficient
and
trying
to
address
those
efficiencies
and
the
school
the
school
is
trying.
I
mean
they
never
minted
a
lot
of
plans.
O
Ics
is
being
one
of
them,
but
you
know,
as
the
gentleman
previously
stated,
that
you
know
it's
been
in
place
for
a
year
and
a
half.
And
then,
when
you
look
at
the
last
two
years
achievement
gap,
the
gaps
have
been
the
greatest
over
the
last
five
years.
Now.
Is
there
a
cause
and
effect
I
doubt
that
really
seriously
you
know
any
plant
being
in
in
here
at
half.
O
I
Have
a
question
you
kind
of
sparked
my
interest.
She
talking
about
graduation,
graduation
rate
of
african-american
black
students
to
other
counterparts
and
the
correlation
between
the
achievement
gap,
and
it
may
help
me
follow
what
you're
saying
Frank,
which
is
that
there
is
no
correlation
between
the
graduation
rates.
Well,.
O
I
would
I
would
say
that
when
you're
looking
at,
for
instance,
the
math,
the
math
for
high
school
2018,
there
was
a
60
point
gap
in
a
correlation
now
its
2017.
If
I'm
not
mistaken,
it
was
like
a
54%
down,
but
yet
the
gap
between
the
white
child
and
the
black
child
in
graduation
I'm.
Just
talking
about
graduation
rates,
it's
only
6%.
O
Now
me
looking
at
data
and
I
look
at
data
log.
A
lot
I
would
expect
there
would
be
a
bigger
disparity
there
and
I'm
not
saying
that
I'm
not
I'm,
not
saying
that
there's
not
a
big
issue
in
relation
to
the
performance
gap.
There
definitely
is,
but
when
I'm
looking
at
that
data,
I'm
saying
what's
going
on
here,
there's
there's
something
else.
There's
other
points
there
that
either
a
teacher
or
the
administration
or
looking
at
there
is.
O
B
I
O
I
O
Well,
to
be
honest,
we
I
don't
know
and
I
would
like
to
get
behind
that
data
to
find
out.
What's
going
on
there
to
the
extent
of
the
achievement
gap.
I
think
that
you
know,
where
is
the
school
system
has
tried.
Many
programs,
such
as
you
know,
at
Hollis,
Fletcher,
year-round
education
I
mean
there's
data
out
there
that
states
that
that
does
help
with
the
achievement
gap.
You
know,
there's
programs
out
there
I'm
from
Tennessee,
you
know
in
in
Memphis
there
was
a
program
that
was
called
a
pre
headstart
and
that
was
engaged
in
children.
O
Not
at
you
know,
four
euros
but
engaging
you
know.
Parents
and
children
had
two
heroes
and
that
had
change
that
had
had
positive
impact
on
it
in
Nashville
or
in
Tennessee,
but
specifically
in
Nashville,
there
was
a
programming,
the
90s
it's
called
star
program
and
what
that
program
did
is
that
it
made
class
sizes
smaller.
So
the
actual
you
know,
imparting
of
information
was,
you
know,
readily
available
to
those
kids
in
relation
to
learning
what
I
have
seen
you
know:
I'm
old
school
I'm,
50
years
old
and
taking
that
in.
O
O
What
I
have
seen
is
that
when
I
was
in
elementary
school
when
she
was
in
elementary
school-
and
you
have
ten
ways
to
learn,
one
problem
in
math
and
then
you're
expecting
that
kid
to
translate
all
those
concepts
into
trying
to
you
know
score
good
on
Annie,
oh
gee,
I
think
Yogi's
are
part
of
the
problem.
I
think
you
know
actively
engaging
the
you
know
the
public
to
help
address.
This
issue
is
one
of
those
as
well.
A
I
Think
you
know
I
think
it's
interesting
to
see.
You
have
to
look
at
that
and
know
that
when
we
talk
about
the
achievement
gap,
the
biggest
the
biggest
separation
between
black
and
white
students
happens
and
occurs
before
you
actually
get
to
high
school.
Absolutely
interesting
to
see
you
know
maybe
and
I'm
not
a
numbers
person,
but
maybe
you
know
the
correlation
which
you
was
trying
to
make.
I
O
I
O
I
Getting
at,
though,
is
that
the
achievement
gap,
the
largest
point
in
the
achievement
gap,
happens
before
an
individual
comes
to
high
school,
so
the
individuals
that
you
get
in
high
school
when
they
start
looking
at
the
achievement
gap.
It
is
a
different.
It
is
a
different
measurement,
and
so
you
might
be
capturing
numbers
from
individuals
that
are
graduating
almost
at
equal
rates
to
their
white
counterparts.
But
these
are
different
individuals,
not
taking
an
account
all
those
individuals
you
lost
in
the
earlier
years.
That's
all
I
was
saying
now
I
point.
B
A
H
You
so
much
and
thanks
the
opportunity
to
be
here
today
as
I
emailed
some
of
the
earlier
I
had
jury
duty
this
morning.
So
it
wasn't
a
hundred
percent
sure
I
would
make
it
today,
but
thanks
if
I'm
in
County,
Courthouse
they've
rescheduled
my
jury
duty
for
another
day,
I'm
Melissa
Cledus
I
am
an
Asheville
City
school
parent,
my
oldest
child,
is
set
to
graduate
from
solsa
this
year.
M
M
H
It's
incredibly
difficult
and
sometimes
unthankful
job
I
left
teaching,
because
I
had
the
same
problem.
I
think
a
lot
of
teachers
have
is
I
became
a
parent
and
when
my
second
child
was
born,
I
was
looking
at
the
cost
of
full-time
childcare
for
two
children
versus
my
salary.
As
a
teacher
and
basically
my
monthly
income
would
pay
for
childcare,
so
it
was
like
whoa.
Does
this
make
sense
anymore?
Probably
not,
and
teachers
have
to
face
that
reality.
H
Also,
on
the
flip
side
of
that
working
as
a
part-time
assistant,
when
I
took
some
time
off
and
went
back
to
work
as
a
part-time
assistant,
it
was
really
interesting
to
see
the
dynamic,
not
as
the
lead
classroom
teacher,
but
now
suddenly
being
the
part-time
assistant.
That's
there
for
four
hours
a
day
trying
to
come
in
and
help
the
teacher
in
any
way
possible,
and
often
your
role
is
to
try
and
fill
in
the
gap
for
kids
that
have
such
a
high
need
of
attention
that
the
teacher
can't
give
them
so
that
kind
of
changed.
H
Sure
there
is
I
think
the
two
biggest
issues
that
Asheville
City
Schools
faces:
one
is
the
achievement
gap
and,
secondly,
is
a
lack
of
transparency
and
Trust
from
the
community.
We've
seen
that
throughout
this
year,
every
time
there's
something
that's
happening.
Parents
don't
like
they're,
not
a
part
of
the
process
and
feeling
their
voices
are
not
heard
and
I.
Think
that's.
One
of
the
most
important
roles
of
a
board
member
is
to
actively
listen
and
to
get
the
voices
of
all
stakeholders
that
can
be
difficult
to
do
when
there
is.
H
You
know
not
a
lot
of
opportunity
for
the
board.
The
way
the
constructure
currently
is
is
to
hear
from
voices.
Yes,
we
advertise
that
the
board
meeting
is
open.
The
work
session
is
open.
The
work
session
is
half
the
size
of
this
room,
so
if
parents
actually
showed
up
they're
not
going
to
have
space
to
even
be
there
to
listen
to
what's
happening
in
the
room,
and
it's
also
important
to
make
sure
that
you're
not
listening
to
just
the
loudest
voices,
because
there
are
a
lot
of
parents
that
have
a
lot
of
strong
thoughts.
H
H
I
think
we
have
to
look
at
if
you
keep
doing
the
same
thing
and
expecting
different
results
right,
that's
the
definition
of
insanity,
so
you
have
to
think
about
okay.
We
want
to
focus
on
equity
and
inclusion.
Well,
how
is
the
board
operating
in
a
way
to
make
sure
that
we
are
following
that
guideline
as
well,
so
we
have
to
be
inclusive
and
we
have
to
make
sure
that
we're
not
just
posting
out
there.
Parents
please
come
to
this
meeting,
but
what
are
we
doing
to
think
about?
H
It's
something
that's
really
important,
because
what's
happening
within
our
school
system
with
this
achievement
gap
is
not
happening
in
isolation
of
the
school
system.
This
is
a
community
problem,
and
so
we
need
to
engage
the
entire
community,
and
that
means
partnering
with
City
Council,
to
see
what
are
the
policies
and
structures
in
place
not
just
in
the
school
system,
but
within
our
city
that
are
impacting
students
at
home
and
families
at
home
with
before
they
come
into
the
school
doors.
A
H
I'm
fortunate,
as
a
small
business
owner
of
having
a
flexible
schedule,
I
have
for
the
last
five
years,
served
on
the
board
for
the
Junior
League
of
Asheville
and
this
year
serving
as
president,
which
tonight
will
be
my
second
to
last
board
meeting
that
I'll
be
chairing
looking
forward
to
that
concluding
in
May.
But
that
has
been
something
that
I've
been
able
to
manage
with
my
work
life
trying
to
fit
in
that
schedule,
which
that
is
a
commitment
of
well,
you
kind
of
go
in
thinking.
H
It's
going
to
be
one
time,
commitment
and
finding
real
quickly
that
it's
another.
So
for
the
last
week,
I've
been
trying
to
help
our
treasurer
get
our
990
together
meeting
that
file
to
ocean
I'm,
probably
spending
about
40
hours
a
month
in
a
volunteer
position.
So
once
that
is
done,
I
see
no
problem
with
time
commitment.
H
G
H
I
think
that
it's
not
necessarily
about
ICS
in
particular,
it's
that
the
school
board
is
trying
to
take
an
active
role
into
addressing
the
equity
issues
and
I.
Think
that
we're
seeing
that
in
our
school
communities
as
well,
I'm
very
proud
of
one
of
the
endeavors
that
Claxton
is.
We
have
Ted
Claxton
social
justice
league,
which
is
trying
to
engage
the
community
at
large
on
a
variety
of
issues.
H
What
we
have
today,
but
there's
bias
from
parents
that
live
here
that
are
sending
their
kids
to
these
schools.
That
can
remember
what
it
was
like
when
they
were
there,
so
you
have
to
make
sure
we're
trying
to
not
just
erase
and
forget
all
this
history,
but
that's
going
to
be
a
part
of
it
as
we
move
forward.
There
were
years
of
policy
and
structure
put
in
place
very
intentionally,
and
we
have
to
be
very
intentional.
How
we're
going
to
break
that
down
to
make
sure
all
students
give
me
forward.
I
hear.
G
That
but
but
I
want
to
know
specifically
about
this
program,
because
it's
really
huge
and
and
I
can
take
it
that
he's
been
in
a
parent
community
for
a
very
long
time.
You
talked
about
the
history
there
and
I'm
sure
that
when
you
stepped
up
to
take
this
position,
you've
got
some
direct
feedback
about
this
specific
thing,
because
it
is
huge.
So
could
you
tell
me
a
little
bit
about
those
conversations
and
how
you
are
gonna,
be
an
influence
and
moving
us
towards
different
things,
but.
H
I
think
that
goes
back
to
that
transparency
and
parents
only
not
being
a
part
of
the
conversation,
because
most
people
couldn't
tell
you
a
whole
lot
about
paisius
in
the
equity
program
that
we're
moving
forward
with.
Yes,
it
was
adopted,
there's
not
a
lot
information
out
there
for
Asheville
City
parents
to
find
there's
not
a
lot
of
information
meeting
with
the
City
School
Board.
You
know
the
answer
was
like
well,
it
took
me
48
hours
at
a
workshop
to
really
even
wrap
my
head
around
it.
So
how
can
parents
get
their
head
wrapped
around
that?
H
If
we
don't
have
the
opportunity
to
get
that
information,
so
that
goes
back
to
that
transparency
issue
of
how
is
information
being
delivered
to
parents
and
what
was
the
due
diligence
process
in
selecting
that
program?
I'm
just
happy
to
see
that
the
city
is
looking
at
an
actual
way
to
address
it,
whether
it's
the
right
program
or
not?
How.
H
M
Had
a
question
about
certification:
cuz
we've
been
talking
a
lot
about
communication
this
morning
and
there's
a
lot
about
engagement
and
so
you're.
The
last
person
we're
interviewing
today,
and
so
one
of
things
I
couldn't
help
notice.
The
kind
of
throughout
this
process
is
I
realized
we
were
doing
in
the
morning
during
the
weekday,
but
they
were
like
no
more
than
ten
people
in
this
room
at
any
given
point
today.
M
It's
the
business
community
I'm,
not
sure
if
there's
a
parent-teacher
organization
groups
over
here
and
this,
this
decision
that
we're
making
here
is
probably
one
of
the
biggest
drivers
of
where
the
school
district
may
go
and
there's
you
know,
there's
been
good
journalism
about.
There
is
one
journalist
in
here
there's
one
journalist
in
here
and
I
folks
may
be
looking
this
online
and
I
guess.
You
know
where
we
face
similar
problems
here
on
council,
where
we
sometimes
you
know,
try
and
get
try
and
meet
people
out
there
and
try
and
get
it.
M
You
try
and
get
input,
but
often
times
we
don't.
We
don't
get
that
right
and-
and
so
there's
there's
part
of
me
too-
that
kind
of
hears
a
lot
of
this
right
now,
but
it's
also
saying
okay.
Well,
we
also
need
folks
to
step
up
as
well
and
I
get
I
get
that
there
may
be
barriers
them
I'm,
just
wondering
in
terms
of
that
kind
of
duality.
From
your
perspective
as
a
parent,
you
know,
and
now
someone
who
wants
to
serve
on
the
board,
you
know
where:
how
do
you
get
past?
M
H
And
when
is
that
happening,
and
you
know
no
mountain
express
covered
it
in
their
paper,
but
I
could
probably
count
one
hand
the
number
of
people
that
said,
oh
I
saw
in
the
paper
that
you're
doing
this,
so
we
do
have
to
look
at
what
are
you
know
not
just
this
barriers,
but
how
are
we
communicating?
But
again
it
comes
back
to
I
think
if
what
we're
doing
isn't
working,
then
we
have
to
evaluate
how
are
we
sending
those
invitations
and
communications?
H
You
have
to
evaluate
what
we're
doing
to
try
and
help
engage,
and
you
know
you
can't
just
assume
people
are
going
to
find
it.
We
have
to
be
thinking
about
well
clearly
what
we're
doing
isn't
working.
So
what
is
another
step
we
can
take
and
we,
you
know,
I,
don't
know
they
answer
that.
That's
you
know
some
thoughtful
brainstorming
to
try
and
figure
out
how
to
get
the
business
community
engaged
community
members
at
large
to
engage
folks
that
don't
have
kids
in
the
city
school
system,
but
they're
still
part
of
cities
school
district.
G
H
We
also
know
that
the
disciplinary
actions
for
black
students
are
way
off
from
what
we
see
for
white
students.
They
may
have
the
same
issues,
but
the
disciplinary
actions
they're
taken
or
not
equitable
at
all,
and
so
I
think
part
of
that
is
looking
at
not
just
the
achievement
gap.
But
what
is
it
within
our
structure?
You
know?
Do
we
need
to
be
addressing
implicit
bias
that
all
people
carry
whether
they
want
to
admit
it
or
not?