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From YouTube: Board of Commissioners' Pre-Meeting (May 7, 2019)
Description
Pre-Meeting to discuss budget requests from Asheville City Schools, Buncombe County Schools, A-B Tech, and medicated assisted treatment for inmates.
A
And
get
the
meeting
started,
I'm
going
to
call
the
meeting
to
order
and
our
work
session.
Today's
focused
on
discussions
with
our
school
partners
in
Buncombe
County,
the
Asheville
City
Schools
and
the
Buncombe
County
Schools,
and
a
BTech,
so
I
want
to
thank
everyone
from
all
the
different
school
systems
who
are
here
today
to
talk
with
us
about
these
important
budget
consideration
that
were
digging
into
your
over
the
next
couple
of
months.
But
before
we
do
that,
we're
gonna
do
is
short.
A
B
One
of
those
is
introducing
medicated
assisted
treatment,
which
is
considered
the
standard
of
care
in
treating
substance,
abuse
disorders
specific
to
opiates
these
days
into
detention,
centers
and
jails,
so
that
folks,
her
residents
there
have
access
to
that
standard
of
care.
I've
had
the
opportunity
to
be
in
dialogue
with
folks
at
the
sheriff's
office
and
in
other
parts
of
the
state
who
are
looking
at
programs.
B
So
what
just
requested
that,
as
part
of
that
presentation,
we
also
get
an
update
from
the
Sheriff's
Office
about
their
exploration
of
what
it
would
be,
what
would
be
involved
in
piloting
a
medication
assisted
treatment
program
here
at
the
Buncombe
County,
Detention
Center,
and
just
for
other
folks
on
Commission.
You
all
know
I'm
kind
of
a
nerd,
so
I
have
a
little
bit
of
handouts
to
share
with
everyone
just
to
provide
some
basic
information.
B
Medication,
assisted
treatment
has
been
around
for
a
while
with
access
to
methadone,
but
excitingly
in
the
last
couple
years
have
been
some
real
breakthroughs
in
terms
of
creating
additional
medication
options
and
I.
Think
the
more
we
understand
about
addiction
as
a
disease,
both
better
responses
and
and
more
compassion
driving
that
so
anyway,
look
forward
to
that
presentation.
A
thank
you
to
County
staff
and
fix
at
the
sheriff's
office
and
partners
in
the
community
and
across
the
the
state
as
well.
B
A
A
Right
great,
any
any
questions
all
right,
all
right,
thanks
jasmine
yeah
and
thanks
for
your
work
on
this
all
right,
let's
go
ahead
and
turn
to
the
budget,
presentations
and
I
think
the
Asheville
City
Schools
are
gonna
go
first,
so
also
just
maybe
just
a
quick
process.
Question
on
our
end
before
we
dive
into
it.
A
So
I
think
I
saw
a
couple
different
things
about
how
long
we
expect
the
work
session
today
to
go.
I
think
I
saw
four
o'clock
at
one
point,
but
I
maybe
saw
five
on
another,
so
I
just
maybe
wanted
to
get
clearer
clarity
on
how
long
are
we
anticipating
the
work
session
to
last
this
afternoon,
4:30
all
right
right
in
the
middle
perfect
all
right?
We
do
have
a
regular
meeting
at
five
o'clock
today
too,
and
we
need
a
few
minutes
to
get
organized
for
that.
C
Thank
you
for
allowing
us
to
share
our
information
regarding
our
needs
and
desires
for
Asheville
City
Schools
I'm,
Denise
Patterson,
the
superintendent
and
I
have
some
of
my
staff
here
with
me
today.
If
they
would
all
wave
we
are
so
we
are
all
here,
and
we
also
have
our
board
chair
and
our
vice
chair
that
are
with
us
here
today.
Thanks.
C
So
I
did
also
receive
some
of
your
questions.
Chairman
Newman
I'm,
regarding
the
academic,
achievement
and
I,
do
appreciate
our
meetings
so
that
we
could
share
some
of
our
information.
So
thank
you
for
that.
You
and
mr.
Pender
as
well.
We
do
appreciate
that
I
just
want
to
talk
about
our
average
daily
membership.
Our
enrollment
is
projected
to
be
for
2020
4330
students,
and
that
is
a
projection
enrollment
for
dpi
and.
C
Here
we
have
another
projection.
We
are
projected
to
have
328
kindergartners
1771
elementary
students,
888
middle
school
students
in
1343,
high
school
students
and,
as
you
can
see,
it's
steadily
been
increasing,
but
we
have
seen
a
shift
in
some
of
our
attendance
as
well
regarding
our
student
enrollment,
due
to
some
students
enrolling
in
the
charter
school
as
well,
but
we
do
have
those
numbers
there.
So
I
want
to
begin
by
talking
about
some
of
our
needs
or
wants
or
desires.
As
I
mentioned
earlier.
C
Mental
health
is
certainly
something
that
is
touching
our
hearts
and
definitely
with
our
students
today,
and
we
do
need
some
support
personnel
to
support
our
students
with
their
academics
and
also
with
their
behavior
and
so
in
North
Carolina.
They
now
have
a
title
emotional
instructional
support
staff
for
our
students,
where
they
can
be
provided
that
balance
with
academic
support,
as
well
as
behavior
support.
C
C
C
C
One
of
our
major
concerns
that
we
have
and
just
trying
to
make
sure
that
we
are
making
the
configurations
regarding
the
state
there
has
been
a
major
increase
with
the
salary
health
benefits
retirement
for
all
of
our
employees,
so
this
does
total
almost
1
million
dollars
and
it
has
increased
over
the
past
few
years.
Chairman
Newman,
you
had
asked
previously
when
we
talked
what
were
the
percentages
that
had
increased,
and
so
we
did
have
some
information
on
that
I
believe
that
might
be
in
your
packet.
C
Our
hiring
incentive
program.
We
really
believe
that
we
want
strong
applicants
in
our
school
district.
Some
areas
of
need
are
exceptional:
children's
teachers
and
math
teachers,
and
in
order
to
recruit
those
teachers,
we
have
decided
to
pay
them
a
signing
bonus
and
we
do
pay
that
locally.
So
we
do
have
a
process
for
the
teachers
to
receive
that
monies,
and
we
have
found
a
great
benefit
in
having
that
sign-on
bonus
to
recruit,
diverse
teachers
in
Asheville,
City,
Schools,
and
so
one
need
would
be
the
EC
teachers
as
I
mentioned,
and
math
teachers
as
well.
E
D
F
F
F
Fine
I,
don't
know
how
much
of
that
you
heard.
We
came
up
with
a
2,000
dollar
amount
and
with
that
amount,
what
happens
is
they'll
get
the
initial
$1,000
when
they
come
in
in
August
and
the
addition
and
the
remain
or
$2,000
will
be
paid
in
April
right,
I'm.
Sorry,
they
remain
in
1,000.
I
just
gave
him
$3,000.
F
G
D
H
H
C
Looking
at
our
revenue
sources
just
wanted
to
point
out
our
funding
for
that.
A
lot
of
that
is
based
locally
and,
as
you
can
see,
the
amount
for
the
state,
federal
and
fund
balance
and
transfers,
and
we
do
access
our
fund
balance.
We
do
look
at
that
monies.
We
do
make
decisions
around
that,
so
we
do
access
that
to
support
our
needs
in
Asheville,
City,
Schools.
C
Information
on
the
revenue
spent
with
the
requested
amount,
that
would
be
an
additional
two
million
dollars
plus
and
then
for
the
projected
district
supplemental
sales
tax.
As
you
can
see
there,
that's
a
little
over
two
million
plus
and
then
they
predict
it's
eltechs
a
little
over
three
million
dollars
and
some
information
from
there.
We
realize
that
that
2
million
the
little
over
2
million.
That's
that
supplemental
sales
tax
plus
we
understand
that
that's
money,
that's
generated
from
the
county
and
that's
appropriated
to
us.
C
C
C
In
looking
at
some
of
our
safety
needs
for
Asheville
high
school,
we
do
want
some
more
door
controlled
access
to
our
schools.
We
really
feel
like
that,
would
add
an
additional
safety
feature
and,
as
you
can
see
that
there's
that
amount
there
Jones
Park
need
to
update
that
playground
at
IRB
Jones
elementary
school.
I
A
C
C
E
C
D
Before
we
move
to
that
on
the
on
the
Capitol
okay,
let
me
make
sure
that
I'm
still
in
a
little
bit
of
whirlwind
coming
in
just
a
few
minutes
late.
But
so
are
you
requesting
those
as
a
one-time
pay
for
the
city
schools
from
the
county
budget?
Or
are
you
planning
on
wanting
to
borrow
those
funds
and
are
you
requesting
the
county
paid
that
debt
service,
or
are
you
just
asking
for
the
money
that
would.
I
C
C
And
we
will
get
that
added
up.
I
did
want
to
talk
about
our
achievement
gap
and
some
of
the
things
that
we're
doing
since
there
are
a
lot
of
needs
around
personnel,
because
that's
very
important
to
us
to
make
sure
that,
as
we
are
addressing
needs
that
you
understand
our
needs,
ask
and
request
for
our
personnel.
C
You
already
have
some
information
and
we've
already
discussed
our
gap.
That's
been
prevalent
in
our
district
for
more
than
20
years
and
in
the
recent
past
two
years
we've
had
a
heavy
focus
on
it,
since
I
have
been
here
in
the
role
as
superintendent,
so
you
have
been
previously
sent
that
information
I
do
have
some
drop
out
information,
dr.
ears,
I,
believe
you
have
that
information
for
drop
out
I
just
wanted
to
share
that
information
around
the
dropout
rate
overall
and
with
our
minority
students.
K
I
wanted
to
share
the
information
that
we
had
regarding
dropout
rate
for
the
past.
I
have
a
20-year
look
at
that,
but
specifically
comparing
it
to
other
districts.
So,
for
example,
you
have
this
linked
in
the
document
that
you
have
the
dropout
rate
for
2017-18
this
past
year
was
one
point,
seven
two
percent,
and
that
is
one
of
the
lowest
years
in
the
past
20
years.
In
the
past
two
decades,
minority
students
for
our
school
district,
we
had
less
than
10
on
that
dropout
for
the
2017
18
year.
K
Looking
at
the
previous
years
in
2016-17,
our
dropout
rate
was
3.04
percent.
So
we
nearly
cut
that
in
half
and
had
21
minority
students
who
dropped
out
in
1617
I'm
gonna
go
back
just
a
couple
more
years,
so
you'll
see
a
five-year
trend.
2015-16
our
dropout
rate
was
one
point:
nine
nine
percent
and
there
were
11
minority
students
that
dropped
out
in
the
2015-16
school
year
and
then
the
2014-15
school
year,
two
point:
nine
four
percent
students
were
dropped
out
and
that
would
be
twelve
students.
K
H
K
D
A
K
A
A
The
percentage
that
that
don't
that
don't
graduate
you
know
what
I
mean.
So,
if
you're
saying
you
have
like
12
different
years
right
any
any
of
those
years,
you
could
drop
out
and
you
have
one
point:
nine
nine
percent
chance
of
dropping
out
that
year,
whether
you're
in
first
grade
or
12th
grade.
Of
course.
Mostly
it's.
You
know:
10th
11th,
12th
or
worse
yeah.
K
B
H
K
A
H
D
A
C
I'm
watching
my
time
so
I'll
jump
to
some
of
the
things
that
we
are
doing
to
address
our
achievement
gap,
but
I
knew
you've
wanted
that
information,
because
those
were
a
couple
of
your
top
questions.
Some
of
the
things
that
we
are
doing
in
Asheville
City
Schools
to
address
the
gap.
We
do
have
an
equity
plan,
our
district
equity
team.
We
meet
at
least
twice
a
week.
Sometimes
it's
once
a
week
but
I'm
here.
C
Lately
we
have
been
meeting
a
couple
times
a
week
to
discuss
equity
and
place
some
actions
around
that
we
are
continuing
to
work
with
the
integrated
comprehensive
system,
those
consultants
ICS.
We
also
have
been
in
collaboration
with
dr.
chance,
Lewis
from
UNC
Charlotte
and
dream
builders
with
dr.
Kingston
Griffin.
C
Those
companies
have
really
been
instrumental
in
helping
us
look
at
equity
regarding
race,
regarding
resources,
just
a
variety
of
things,
to
make
sure
that
we
are
providing
equitable
services
for
all
of
our
students
for
all
of
our
staff
in
our
district,
and
so
we
do
have
a
plan
for
that.
We
also
have
a
district
achievement
plan
and
we
review
it
on
a
regular
basis.
We've
set
goals
to
make
sure
that
we
are
attempting
to
close
the
achievement
gap.
C
Also,
each
school
has
a
student
achievement
plan,
so
whatever
the
district
has
whatever
type
a
plan,
we
also
make
sure
that
each
school
has
one.
We
have
an
administrative
team
meeting
tomorrow
and
in
that
meeting,
as
all
of
our
other
meetings,
our
principals
will
have
access
to
their
student
achievement
plan.
Our
district
staff
collaborates
with
them
and
we
actually
look
at
some
information.
I
would
like
for
you
to
look
at
some
just
one
piece
of
data.
C
Just
really
quick,
because
that's
been
a
question
about
how
do
we
maintain
and
monitor
that
data,
so
I
think
miss
hat
and
dr.
Ayers.
You
have
a
link
that
you
can
allow
the
audience
to
kind
of
glimpse
at
of
a
school
we've
hidden
the
school
name
and
student
names,
but
I
want
you
to
see
how
all
ten
of
our
schools
are.
C
Maintaining
the
data
and
then
they'll
give
you
some
information
about
how
many
of
our
students
are
performing
below
grade
level
that
are
in
the
AC
subgroup
and
that
are
in
the
black
subgroup,
because
that
has
been
one
of
our
questions.
So
if
those
ladies
could
come
up
and
as
they
are
coming
up,
I
will
just
continue
to
say
that
again,
it's
a
subgroup,
analysis
and
just
want
you
to
see
that
we
are
trying
to
make
sure
that
we
communicate
information
to
our
stakeholders,
our
families,
parents,
to
you
all
our
City
Council
commissioners.
C
C
It's
exceptional
children.
Those
students
may
have
a
challenge
in
being
on
grade
level
with
their
other
peers
and
so
they've
been
identified
and
they
are
exceptional
children
and
they
can
be
identified
in
the
area
of
math
writing,
sometimes
behavior
reading.
So
it
depends
on
their
area
of
need.
Thank,
You,
commissioners
and
I
will.
Let
them
just
show
some
information,
because
that
was
one
of
our
questions
and
then
that's
my
last
point.
Unless
you
have
any
other
questions.
E
M
I
can
talk
while
we're
transitioning,
so
we
don't
waste
your
time.
So
what
we've
done
is
we've
created
for
each
school,
a
document
that
lists
every
single
student
by
name
who
is
either
African
American
or
an
exceptional
in
the
exceptional
children's
program,
and
what
we
have
is
they're
all
their
historical
data
and
in
the
projection
of
what
their
projected
to
perform
at
the
end
of
the
school
year
and
then
we've
also
added
any
of
their
other
categorizations,
if
they're
academically
gifted
if
they
have
a
504
plan,
their
attendance
rates,
their
suspension
rates
etc.
M
So
that
the
school
teams
can
sit
down
and
look
at
each
of
those
students
individually
through
a
comprehensive
lens
of
their
historical
data.
And
then
they
enter
what
they're
doing
for
every
single
student
so
that
they
can
see.
Is
there
a
child
who
may
have
fallen
through
the
cracks
in
terms
of
interventions
and
support,
or
are
there
students
that
have
things
in
place
that
maybe
are
not
as
effective?
So
it's
allowing
the
schools
to
look
really
at
the
individual
level
for
both
of
these
groups
of
students.
K
And
I
wanted
to
add
to
that
that
there's
such
depth
in
doing
this-
and
this
is
not
something
that
is
completed
and
just
left.
We
revisit
this
at
our
administrative
team
meetings
every
month
so
that
we
are
able
to
hone
in
on
those
students,
those
african-american
students
and
those
exceptional
children
that
need
the
additional
support.
So
what
you're
seeing
is
an
example
of
one
of
our
spreadsheets
with
students,
names
removed
and
numbers
removed.
This
is
a
secondary
school,
so
go
back
to
there
right.
K
K
So
you
will
see
I'm
just
gonna.
Look
at
student
number,
four,
because
it's
the
one
on
the
top
that
that
student
is
an
african-american
student.
They
are
also
in
the
exceptional
children's
program
and
they're
labeled
with
an
LD
which
is
a
learning
disability.
They
need
some
additional.
They
need
additional
support.
The
next
data
that
you
see
is
a
projected
probability
that
the
state
generates
saying
how
likely
it
is
that
they
will
pass
the
end
of
grade
test,
and
you
have
that
probability.
Okay,.
D
K
D
K
K
D
K
What
we're
gonna
share
with
you
is
further
on
over
I
would
love
to
share
that
with
you,
so
we're
monitoring
the
progress
of
the
student
throughout
the
year
with
these
assessments,
Cod,
NC
chickens
and
they're
from
the
state,
so
they
parallel
what
the
end
of
grade
testing
looks
like
and
they
are
taken
quarterly.
So
this
student
in
mathematics.
This
is
the
percentage
of
correct,
so
16
percent
point
32
percent
and
20
percent.
K
Now
you
may
be
thinking
that
student
is
not
making
progress,
but
but
mathematics
is
a
little
different
because
you're
assessing
different
goals
each
quarter,
so
you
can't
compare
the
first
one
to
the
second
one.
Reading,
on
the
other
hand,
should
be
fluid
because
they
continue
to
work
on
the
same
reading
standards
throughout
the
year.
This
student
is
scoring
in
the
50
60
s
in
the
last
NC
check
in
this
student
scored
a
90
percent.
So
you
see
that
the
intervention,
some
interventions
that
we
have
with
this
student
seem
to
be
very
effective.
I.
D
D
L
Have
a
question
I
think:
will
circle
around
to
this
Commissioner
Whitesides
and
I
are
serving
on
the
equity
collaboration
committee
with
Asheville
City
Schools
and
at
one
of
our
most
recent
meetings.
Dr.
Howard
spoke
in
conjunction
I
think
with
some
principals
about
some
Monday
morning,
meetings
that
are
in
place
that
are
really
zeroing
in
on
some
of
these
students
and
the
wraparound
services
that
are
needed.
That
may
be
helpful
for
others
to
hear
how.
C
L
M
So,
as
you
see,
the
next
column
is
about
the
interventions,
and
this
student
is
getting
inclusion.
Math
services,
as
well
as
some
social
emotional
support
inclusion,
is
when
an
exceptional
children's
teacher
goes
into
the
regular
ed
classroom
and
the
two
teachers
are
there
together
supporting
students
and
so
I
think
you
exactly
right
that
what
we're
seeing
is
that
the
reading
is
growing,
but
the
math
is
stagnant.
M
So
what
we'd
want
to
do
or
what
this
team
at
the
school
would
want
to
do
is
have
that
conversation
about
what
is
working
with
reading
that
we
can
continue
to
support.
It
may
be
that
that
social-emotional
piece
is
allowing
the
student
to
access
more
of
the
curriculum
and
the
instruction,
and
then
why
is
math
stagnant?
M
This
student
categorization
is
with
a
learning
disability,
so
I
would
suspect
that
his
plan
says
that
disability
may
be
in
math
and
that
may
be
related
to
why
he's
not
growing,
but
some
of
the
things
that
may
happen
there
is
some
math
tutoring
during
lunch
or
after
school.
We
have
some
great
after-school
program
for
middle
school
students
that
have
some
hands-on
mathematical
steam
focused
IRL
program.
N
So
we
are
working
within
our
district
to
provide
comprehensive
mental
health
and
social
emotional
support
services.
One
of
the
reasons
that
we
are
asking
for
more
behavioral
social,
emotional
support
workers
in
our
district.
That
does
a
couple
of
things
that
allows
us
to
hire
individuals
from
a
lot
of
communities
that
are
affected
from
the
achievement
gap
and
we
can
put
in
mentors
and
support
for
children
there.
We
also
have
evolved
our
gender
support
plan
for
all
students
to
make
sure
that
we
are
covering
all
issues
of
identity.
N
We
also
are
making
working
with
our
you
know:
Buncombe
County,
DHHS
and
our
partners,
family
preservation
services
to
provide
comprehensive
mental
health
services
and
to
stay
coordinated
with
DSS,
as
we
all
know,
we're
very
married,
and
when
kids
come
into
crisis
and
there's
issues,
we
have
to
work
with
many
agencies
to
provide
that
wraparound
service.
Now,
once
we
get
those
services
put
in
place
and
we
continue
to
have
effective
strategies
around
that
achievement
will
and
prove.
N
However,
I
want
to
just
be
very
clear
and
transparent
that
you
know
all
of
our
agencies
need
to
be
together
to
make
these
things
happen,
because
right
now
we're
facing
just
in
February
payer
source
changes
with
mental
health
and
with
some
of
our
agencies,
you
all
well
know
so,
there's
a
lot
of
leaps
and
bounds
that
we
have
to
go
over
to
make
sure
that
kids
have
the
full
mental
health
assessments.
We
are
also
looking
at
clinics
and
schools
and
increasing
nurses
we
working
with
May
heck
as
well
for
that
on
that
comprehensive
health
assessment.
N
As
you
know,
a
lot
of
things
affect
achievement
from
poverty
to
health,
inequality
that
happens
here
in
Boone
County,
but
I
assure
you
that
we're
working
very
effectively
with
our
community
partners
and
you
all
to
provide
those
services
and
if
we
are
successful
and
getting
what
we
need
to
better
serve
those
students.
I
think
that
you
will
see
a
reduction
in
the
achievement
gap
and
full
support
for
a
lot
of
our
students
that
are
that
are
affected
by
those
things.
N
So
we're
very
working
very
hard
to
make
sure
those
things
happen
and
those
connections
are
made
and
it's
going
to
take
us
some
time,
but
we
need
your
support.
I
believe
that
it's
a
community
effort
and
I
think
together
we
can
get
there
we're
small
enough
but
big
enough
community
to
make
things
happen
for
all
kids.
Thank
you.
C
That
concludes
our
presentation.
Unless
you
have
some
additional
questions,
I
know
we
shared
some
information
that
we
needed,
but
also
I,
wanted
you
to
know
and
understand
what
we
are
doing
to
address
our
academic
achievement
gap,
and
it
takes
all
of
us
to
get
this
done
and
we
do
appreciate
your
support.
Thank
you
very
much.
I.
D
Have
one
last
question:
it's
just
more
of
a
statement.
Anything
doesn't
really
require.
I,
don't
think
the
response
back
have
you
looked
at
I
would
have
just
encouraged
you
to
look
at
other
models.
New
city
Christian
school,
you
know
is
one
that
is
I,
think
it's
been
very
successful
in
in
addressing
achievement
gap
and
and
just
looking
at
other
models
working
together
getting
outside
of
you
know,
whatever's
whatever
is
considered
normal
when
you're,
when
you're
trying
to
meet
these
needs.
So
thank
you.
Thank.
L
Also
want
to
say
thank
you
to
you
and
to
ashley
Michelle
deublin
I
feel
completely
aware
of
what
is
happening
in
the
district,
with
the
increased
communication
and
transparency
via
the
communications
department.
So
thank
you
so
much
for
that
effort.
I
feel
like
I,
have
a
great
handle
on
what's
happening
in
schools.
Thank
you.
I
have.
H
One
last
question
tell
me
young,
when
I
look
at
the
numbers
and
I
see
that
we
continue
to
lose
to
charter
schools
and
private
schools,
especially
where
I
see
the
building
that's
going
on
in
the
community,
but
you
know
with
charter
schools.
What
are
we
doing
to
retain
these
students?
You
know:
are
we
looking
at?
Why
we're
losing
students
why
the
students
leave
the
system
I
mean?
What
are
we
doing?
You
know
to
curve
that,
because
you
know
it's
concerns
being
from
I
guess
from
a
financial
point.
H
You
know
every
year
we
see
the
request
for
more
money,
but
we
also
see
less
students.
I
know
you
can't
go
ahead
and
hand
in
education.
I
understand
that,
but
still
I
think
it's
important
that
at
some
point
in
time
we've
gotta
curve
this,
because
it's
not
if
we
keep
going
the
way
we're
going
10
years
15
years,
we
might
not
have
asked
for
city
schools.
H
C
Share
your
same
thoughts,
Commissioner
lightside,
and
we
are
continuing
to
examine
our
numbers
and
we
do
a
lot
of
promoting
with
our
schools.
All
of
our
schools
do
have
a
theme,
so
we
are
constantly
promoting
what
we
have
to
offer.
We
do
see
some
students
return
to
our
district
as
well,
but
that
is
something
that
we
do
continue
to
monitor,
but
that's
also
a
trend
across
the
state.
What
students
go
into
charter
schools,
private
schools
or
even
being
homeschooled.
C
C
As
we
are
enrolling
students
we've
been
in
our
enrollment
season,
we
monitor
those
numbers
and
our
team
will
be
meeting
to
consider
what
other
efforts
that
we
can
do
to
retain
our
students
so
that
something
that
is
definitely
on
our
hearts
and
minds,
because
we
want
our
students
to
stay
here
in
Nashville,
City
Schools.
We
don't
want
to
see
that
trend
where
our
district
won't
exist,
and
that
is
not
our
goal.
Our
goal
is
to
keep
all
of
our
students,
but
sometimes
our
families
do
have
some
other
need
or
desire
that
they
want.
C
E
B
Thank
you,
dr.
Pearson,
just
a
follow
up
question
around
the
the
topic
of
the
achievement
gap
and
issues
of
equity.
More
generally,
are
you
all
implementing
sort
of
a
program
that
has
been
tested
and
tried
in
other
communities
and
is
being
kind
of
custom,
fit
to
Asheville
City,
or
is
this
more
of
a
amalgam
of
different
strategies
that
are
being
pieced
together?
B
I'd
like
to
be
able
to
learn
more
about
it,
I
appreciate
the
work
that
Amanda
and
I'll
do
in
that
community,
but
just
to
really
be
up
to
speed,
and
if
you
could
speak
a
little
bit
more
to
sort
of
that
kind
of
30,000
foot
view
of
what's
driving
the
work
around,
particularly
that
question
of
racial
equity
and
closing
the
achievement
gap.
We.
C
Have
researched
other
districts?
That
is
something
that
we
always
do
and
look
at
different
programs
as
far
as
looking
at
one
school
district
and
what
they're
doing
and
modeling.
After
that
wholly,
we
haven't
done
that
exactly,
but
what
we
do
is
take
components
from
some
of
those
school
districts
and
see
what
fits
in
Asheville
City
Schools.
So
our
next
goal
would
be
to
visit
other
districts,
other
schools
that
have
our
same
different
demographics,
like
needs
and
challenges,
to
see
what
we
can
learn
from
those
districts
who
are
excelling.
C
C
Some
of
those
enrichment
programs-
and
that
is
something
that
we
would
like
to
explore
even
more-
we
do
realize
all
six
may
not
be
able
to
have
it
at
one
time,
and
so
we
realized
that
maybe
we'll
have
to
try
one
or
two
schools
to
implement
it
and
figure
out
that
funding,
and
then
the
next
year
consider
some
other
schools
to
add
on.
But
that's
one
model
that
most
elementary
schools
have
is
that
component
of
enrichment
in
the
summer
time
and
also
after
school?
B
You
and,
and
just
a
quick
note
earlier
today,
Commissioner
Presley
and
Whitesides
and
myself
and
some
folks
in
this
room,
we're
at
a
Child,
Education,
Committee,
meeting
and
I
was
very
excited
that
we're
starting
to
have
this
a
similar
sort
of
mirrored
conversation
at
that
level,
as
well,
in
terms
of
thinking
about
from
the
earliest
days
that
kids
are
getting
access
to
education
as
young
toddlers
and
infants.
Even
is
how
we're
thinking
about
centering.
B
These
questions,
around
equity
and
particularly
kids
who've
been
exposed
to
trauma
early
on
so
that
by
the
time
they
are
entering
kindergarten.
Hopefully,
every
time
in
Buncombe
counties
had
a
chance
to
have
the
support
they
need
around
those
issues,
so
I'm
excited
at
the
level
of
Commission
and
the
ways
we're
partnering
with
different
local
institutions
to
be
seeing
some
more
opportunities
to
kind
of
be
connecting
to
connecting
these
dots
and
and
having
hopefully,
more
of
a
consistent
through
line.
As
we
look
at
these
thank.
A
As
expected,
we
are
not
gonna
have
time
to
talk
about
all
the
different
parts
of
the
budget
in
this
one
meeting.
So,
okay,
so
a
couple
of
questions,
one
is
and
you've
touched
on
some
of
these
things,
but
would
it
be
possible
for
us
to
ask
for
you
to
provide
answers
to
the
questions
that
I
submitted
to
the
schools
in
writing?
Yes,.
A
Great,
thank
you,
you
know
the
and
you
know-
and
we
may
very
well
need
to
you-
know,
carve
out
additional
time
if
there's
an
additional
discussion.
I
think
that
you
know
the
one
thing
that
I
really
at
a
high
level,
would
like
to
kind
of
come
out
of
this
budget
process
with
a
better
understanding
of
is
you
know.
Usually
the
the
budget
process
is
I.
A
Think
we
with
with
our
schools-
and
you
know
it's
not-
that
different
with
our
different
county
departments-
is
because
a
lot
of
what
the
schools
and
government
has
to
do
is
a
lot
of
what
you
did
last
year.
Right.
A
lot
of
stuff
is
just
kind
of
keeping
you
know,
keeping
the
operations
going
and
a
lot
of
the
budget
attention
goes
into.
You
know,
what's
different,
what
are
we
gonna
do
next
year?
A
Schools
is
about
the
supplemental
funding
the
City
Schools
get
because
it's
you
know
is
this:
a
very
significant
source
of
funding,
we're
fortunate
to
have
one
of
the
best
funded
school
districts
in
the
state
of
North,
Carolina,
and
so
I
would
really
like
to
have
a
better
understanding
of
just
at
a
high
level.
What
does
that
additional
local
funding
really
enable
the
City
Schools
to
do
that?
Others?
A
You
know
similar
school
districts,
just
just
can't
do
and
I
think
we
all
understand
parts
of
it,
but
rather
than
just
kind
of
talking
about
a
few
of
the
kind
of
new
things
that
we
want
to
do,
and
things
like
that.
I
would
really
like
to
have
a
kind
of
a
good
understanding
of
what
are
we
doing
as
a
district.
A
Now,
with
the
supplemental
funding,
you
know
compared
to
other
districts
that
that
don't
because
I
you
know
people
have
asked
me
that
I
said
that's
a
great
question,
and
so,
let's
really
like
to
dig
into
that.
So
that's
one
part
I'm
hoping
we
can
get
more
information
on
all
right.
Commissioners,
do
you
have
any
other
questions
before
we
move
on
to
the
County
Schools
all
right,
dr.
Patterson,
thank.
C
C
You
and
we
look
forward
to
more
meetings
and
collaborating,
so
I
would
love
to
set
up
another
time
for
us
to
meet,
but
some
members
of
your
team-
and
we
can
certainly
explore
all
the
questions
that
you've
asked,
but
as
far
as
the
information,
the
other
non
questions
that
you
have
I
can
get
that
to
you
right
at
this
time.
Okay,
thank
you.
Thank.
A
O
Everybody
have
a
copy
of
our
PowerPoint
in
front
cuz.
I
know
it's
difficult.
We're
gonna,
put
a
lot
of
data,
put
some
graphs
and
numbers,
so
I
think
for
for
accuracy
purposes
having
that
in
front
of
you,
and
certainly
copies
are
available
for
anyone
in
the
audience
that
wishes
to
to
examine
these
further.
O
You
know
I
can't
help
myself
30
plus
years
sitting
back
and
listening
to
some
of
the
most
recent
questions
they
asked
of
dr.
Patterson
and
specifically
focused
on
some
of
our
most
challenged
students
in
our
school
systems,
not
making
difference
if
it's
Asheville
City,
if
it's
Buncombe
County,
if
it's
McDowell,
if
it's
Henderson,
County
and
I
and
I've,
got
to
say
this,
there's
no
easy
fix,
there's
money
that
can
be
spent.
That's
flushed
down
the
toilet.
O
It's
going
to
take
a
lot
of
effort.
It's
going
to
take
resources!
It's
going
to
take
interventions
and
dr.
biggie
I
know
him
as
Diggy
is
exactly
right.
You
got
to
look
at
those
kids
as
a
whole
person.
Don't
just
pull
the
academics
out.
You
look
at
an
EC
child.
Mr.
Belcher,
you
had
a
good
question
there
and
the
chances
of
proficiency
of
him
scoring
a
certain
score
on
a
test
with
one
seat.
Seated
test
administration.
That's
not
what
it's
about
it's!
O
How
are
you
growing
that
young
man,
because
every
child,
regardless
of
the
challenges
that
they
face,
you
can
grow
them
and
nothing
takes
the
place
of
teachers
in
those
classrooms.
Teachers
like
Paula
dinga
at
an
elementary
school
that
meets
on
a
daily
basis
and
looks
at
data
it's
no
different,
National
City
than
Buncombe
County
and
tries
to
identify
what
do
we
need
to
do
to
help
that
young
person
grow?
They
may
not
reach
the
proficiency
that
a
gifted
student
will
on
the
test.
Score
I
mean
that's
reality,
but
they
can
grow
so
again.
O
I
apologize,
I'm,
all
soaked
box.
Thank
you
for
allowing
us
to
present
this
afternoon.
I've
got
numerous
district
level
leadership.
Staff
I
also
have
six
of
our
seven
board
members
here,
I've
got
a
lot
of
info
for
you,
I'm
not
going
to
take
the
time
to
introduce
them,
but
I
will
say
that
at
certain
points
in
this
presentation,
I
may
ask
them
to
clarify
and
give
a
little
bit
more
data
to
what
I
presented
as
I
go
through
this
presentation.
Please
feel
free
to
stop
me.
Ask
questions.
O
Let
me
clarify
to
the
best
of
my
ability
again
a
lot
of
information
I'm
going
to
put
in
front
of
you.
So
let's
get
started
slide
one.
This
little
piece,
that's
blinking
at
me!
That's
like
a
about
that.
It
looks
ok
from
a
distance
school
performance.
This
is
a
significant
indicator
of
what
we
as
a
county
and
as
a
community,
invest
in
and
while
it's
not
the
only
indicator
of
success,
it's
a
very
important
one
and
our
performance.
O
If
you
look
at
that
particular
slide
in
front
of
you,
our
performance
is
measured
under
the
guidelines
of
federal
legislation
called
essa,
where
every
student
succeeds
act
and
within
that
focus
we
have
identified
subgroups
and
I'm
going
to
show
you
from
a
proficiency
and
gross
standpoint.
What
our
subgroups
look
like.
In
total,
there
are
twenty
three
thousand
four
hundred
students
in
Buncombe
County
Schools.
We
are
the
13th
largest
school
system
in
the
state.
O
Under
our
subgroups
we
have
six
that
are
based
upon
ethnicity
in
Buncombe,
County,
Schools,
less
than
1%
of
our
students
or
American
Indian,
1.3
percent,
Asian,
6.8%
or
black
or
african-american
17.4%
identifies
hispanic,
latino,
multi-race,
two
or
more
races,
4.5%
and
then
our
white
or
Caucasian
students
that
population
is
our
highest.
It's
at
sixty
nine
point.
O
Now
this
is
important
to
understand
too,
because
when
you
start
talking
about
achievement
gap
in
gaps,
you
got
to
go
beyond
ethnicity
and
we've
got
three
categories
where
any
one
of
those
students
in
that
ethnicity
group
could
fall,
and
the
first
is
economically
disadvantaged.
In
fact,
that's
one
of
the
primary
concerns
we
have
in
Buncombe
County,
because
fifty
point
three
percent
of
our
students
fall
under
economically
disadvantaged.
O
Does
it
make
any
difference
what
color
of
their
skin
is,
but
they
follow
under
some
real
challenges
from
a
socio-economic
standpoint,
we
also
have
english-language
learners
students
that
come
to
us
that
barely
speak
English,
and
that
equates
to
about
seven
percent
of
our
students
in
Buncombe
County
Schools.
That's
a
challenge
talking
about
support
and
resources,
not
only
for
those
students
but
their
families.
In
most
cases,
the
children
speak
much
better
English
than
the
families.
In
many
cases,
the
students
become
the
teachers
for
their
parents.
O
O
You
have
to
really
take
a
look
on
your
paper
with
this
one,
because
I
apologize,
it's
hard
to
read
that
it's
color-coded,
we're
gonna
do
the
best
that
we
possibly
can
now
remember.
Proficiency
and
I
showed
you
a
formula
previously
80/20
and
that's
important
because,
as
we
are
measured
on
performance,
80%
of
that
grade
is
on
proficiency.
O
Proficiency.
I
would
measure
with
you
if
I
walked
up
and
handed
you
a
single
test
right
now.
In
most
cases,
it's
done
at
the
end
of
school
year,
we're
almost
closer
than
the
school
year.
So
testing
is
right
around
the
corner,
not
growth,
not
improvement,
but
just
one-time
proficiency.
So
when
you
look
at
that,
what
you
see
is
well
first
off.
Let
me
talk
about
the
Green
Line,
because
that's
our
English
language,
learners,
I
just
talked
about
that
group.
O
You
see
a
spike
the
reason
we'd
love
to
take
credit
for
that
spike
in
improvement,
but
the
reality
of
it
is
the
federal
government
changed
the
category
change
the
guidelines
for
the
category.
So
it's
a
different
set
of
students
that
were
tested
under
that
category
that
last
year,
but
they
did
have
a
nice
spike
in
performance.
The
other
thing
that
you'll
see,
if
you
look
at
that
and
again
that's
reading
for
Buncombe
County
school
students,
and
it
also
measures
five
years
of
proficiency
and
it's
compared
on
the
right
side
with
the
state
average.
O
So
you've
got
comparisons
right
there
in
front
of
you
you'll
note
that
our
white
and
black
student
populations,
both
of
them,
perform
just
under
the
state
and
reading.
That's
something
we're
looking
at
very
closely
with
our
specialists
at
the
district
level,
which
then
translate
to
what's
taking
place
in
our
professional
learning
community
communities
in
each
school,
especially
at
the
elementary
level
for
the
total
number
of
students
in
Buncombe
County
for
the
subgroups
of
male
students,
female
students,
Hispanic
students
and
the
economically
disadvantaged
we
perform
higher
than
the
state.
O
That's
good,
but
again
we've
got
some
challenges
and
consistent,
though,
in
this,
this
is
something
that's
going
to
hold
true,
not
only
in
Buncombe
County,
but
across
the
entire
state.
And
again,
when
we
start
talking
about
gaps,
what
I
would
say
to
you
is
one
of
the
greatest
gaps
we've
got
is
with
our
students
with
disabilities
because
across
the
state
they
score
the
lowest
in
terms
of
proficiency.
O
Now
I'm
going
to
show
you
some
growth
figures
that
are
much
more
optimistic,
but
that's
a
challenge
now.
I'll
also
tell
you
that
there's
some
philosophical
issues
that
go
along
with
that,
because
the
most
serious
learning
disabled
child
that
we
have
or
that
you
have
in
any
school
in
North
Carolina,
is
held
to
the
same
standards
as
a
academically.
Gifted
now
is
that
fair,
but
on
proficiency,
that's
what
we
see,
but
that
is
a
challenge
and
we
can't
can't
forget
that.
O
Okay,
let's
move
on
to
the
next
slide
in
math
proficiency,
is
similar
to
reading
the
majority
of
our
subgroups
are
either
similar
to
or
they
exceed
the
state's
average
performance
and
that's
over
a
five-year
span
and
again
check
the
comparisons.
Buncombe
County
on
the
Left
North
Carolina
on
the
right
next
slide
reflects
high
school
biology
proficiency
and,
as
you
can
see,
and
I
can
promise
you
as
a
as
a
former
high
school
principal
at
Reynolds
high
school.
We
struggled
in
years
previously
with
biology
and
with
that
biology
test.
O
We've
struggled
to
reach
the
state
averages
that
says:
we've
experienced
significant
improvements
in
more
recent
years
and
compared
overall
quite
favorably
to
the
state's
average.
Now
again
we
talk
about
new
programs,
I
heard
that
referenced.
One
thing
that
has
a
lot
of
promise
for
us
and
in
County
our
STEM
labs,
that
we
begun
in
the
kindergarten
that
are
in
all
of
our
elementary
schools
and
even
though
it's
not
tied
in
directly
with
the
biology
exam
that
they
take
10th
grade
I
believe
it'll
have
an
influence
again.
A
O
O
O
Rise,
we
would
be
here
another
hour
if
I
put
everything
up
there,
but
I
just
want
to
show
you.
We
do
have
that
information.
It
gives
you
a
comparison,
I
think
it's
very
valuable.
Where
are
we?
Because,
when
you
allocate
money
to
us,
there's
an
accountability
factor
there
and
we
understand
that,
so
the
performance
is
important
for
you,
as
well
as
for
us
I.
L
O
O
E
O
L
O
L
O
It's
very
clear,
direct
relationship,
so
the
good
news
is
in
both
the
house
budget
that
was
recently
passed
and
what
I
understand
from
the
Senate
budget,
then
in
both
of
those
they
have
integrated
a
change
in
the
formula
50/50,
which
we
applaud.
50
percent
proficiency,
50%
growth,
we're
going
to
talk
about
growth,
which
I
would
argue,
is
the
most
important
thing
to
talk
about,
because
that's
what
learning
is
based
on
your
improvement?
O
Your
growth,
also,
the
formula
itself
is,
is
changing
50
to
50,
but
the
scale
the
15
point
scale
law
is
the
law
in
place.
Right
now
shifts
that
to
a
10
point
scale,
which
would
have
significant
results
across
the
state
again
within
both
budgets.
My
understanding
is
that
that
15
point
scale
is
is
mean
itched,
essentially
in
stone
permanently.
So
those
are
good
things
back
to
growth
by
subgroup.
O
O
Let
me
put
it
in
simple
Tony
Bowen
terms,
simply
put
green
meats
or
green
means
that
we
met
expectations
for
growth,
for
that
particular
subgroup.
Blue
means
that
we
actually
exceeded
what
we
expected
for
growth
or
improvement
for
that
subgroup
and
red
I
got
cautioned
by
my
leadership
staff,
not
to
say
red
is
bad,
so
I
won't
instead,
I'll
say
red
is
not
what
we
hoped
for.
O
O
For
the
one
year
right,
our
most
recent
results
on
math
five
of
our
subgroups
achieved,
expected
growth
and
six
of
the
subgroups
actually
exceeded
expectations.
We're
extremely
pleased
with.
What's
going
on
in
math,
education
and
I,
think
a
lot
of
the
credit
miss
huan'er
really
goes
toward
instructional
coaches
and
what's
taking
place
in
terms
of
our
math
curriculum
at
the
central
office
level.
All
the
way
embedded
into
the
classroom
is
swung.
You
agree
anything
you
want
to
add
regarding
math.
O
My
mom
taught
math
for
42
years,
she'd
been
so
proud
to
hear
me
say
that
she's
no
longer
with
us,
but
I
know
she
heard
okay.
Let's
move
on
to
science
and
again,
chairman
Newman,
that
is
grades.
Five
and
eight
I
see
that
that
actually
shows
that
six
of
our
subgroups
grew
according
to
what
we
expected
and
for
the
subgroups
grew
beyond
those
expectations.
Again
we're
seeing
some
good
things
in
both
math
and
science
and
that's
important,
because
one
of
the
primary
emphasis
that
we
placed
in
our
curriculum
is
on
STEM,
education
and
I.
O
Think
we'd
all
agree
even
from
an
economic
standpoint.
That
stem
is
extremely
important,
so
so
some
good
results
there,
but
understand
growth
is
different
than
proficiency.
So,
when
you're
looking
at
that
student,
what
are
you
expecting?
You
expecting
every
student
to
score,
ninety
to
a
hundred
on
that
exam
or
you're?
Looking
for
the
growth
of
that
student
at
the
beginning
of
the
year
to
the
end
of
the
year,
I
tend
to
believe
growth
is
important.
O
He
said
that
over
25
years
ago
my
belief
is
superintendent.
Is
that
that
hasn't
changed
we
continue
to
put
or
to
provide
good
returns
on
that
investment,
I'm
gonna,
let
you
read
through
those
again:
it's
a
comparison
of
the
state
to
Buncombe,
County
and
remember.
The
grades
are
based
on
that
15-point
scale
and
they're,
also
based
on
that
8020
formula.
Now,
what
also
tell
you
that
this
would
look
as
far
as
our
D
schools,
our
three
schools
that
receive
DS
that
had
that
formula
been
shifted
to
fifty
percent
proficiency.
D
D
O
A
great
question
and
I
would
tell
you
that
Johnson
is
one
of
those
D.
Schools
has
been
now
for
two
years
in
a
row
and
you've
been
inside
Johnson,
so
I
know
that
in
fact,
I
think
I
think
mr.
Presley's
been
inside
mr.
Whiteside
to
me
of
being
you've
been
in
there
right
a
bit
so
and
I
think
you
would
agree
with
me
that
you
cannot
walk
into
a
school
anywhere
in
Western
North
Carolina
and
find
his
hard-working
dedicated
staff.
O
As
you
find
in
those
schools
we
literally
last
year,
I
walked
into
school
three
times
after
there'd
been
a
shooting
in
the
nearby
housing.
Now
that's
what
those
kids
are
facing,
walking
in
the
door
normal
day
and
they're,
driving,
past
police
cars
and
a
death.
That's
that's
challenging!
That's
going
back
to
the
whole
child!
That's
going
back
to
the
emotional
health
to
behavior
health
that
both
of
us
are
saying.
We
need
some
help.
O
L
L
O
But
but
what
I'm
saying
when
you
go
back
on
the
on
the
grades
themselves?
That's
not
growth,
but
the
grades.
Johnson
elementary
was
one
of
the
three
D
schools.
Had
the
formula
changed
for
the
grade
itself,
which
is
primarily
eighty
percent
proficiency.
Twenty
percent
growth
was
at
50/50
that
D
would
have
gone
to
a
C,
but.
O
O
L
I
hear
you
I
understand
how
important
growth
about
was.
My
husband
taught
math
and
his
stellar
success
I
understand,
but
when
I
want
to
be
able
to
compare
apples
to
apples
when
we're
talking
about
proficiency
and
growth
between
the
two
school
districts
and
I
mean
I'm
just
trying
to
wrap
my
head
around
well.
O
It's
no
different
in
Nashville
city
in
Buncombe,
County
they're,
under
the
same
type
of
evaluation
system,
as
we
are
right.
What
you're
seeing
on
that
slide
is
based
upon
is
grades,
and
you
can
look,
you
can
put
any
school
system,
you
want
in
North
Carolina
there.
It's
based
upon
80%
proficiency
and
20%
growth.
A
O
The
late
the
latest
slide
I
gave
you
the
return
on
investment
that
has
to
do
with
the
grades
based
on
the
formulas.
Not
just
growth
right
is
that
that
help
okay,
all
right,
I'm,
going
to
show
you
two
slides
that
I
think
are
absolutely
crucial
to
to
see
and
understand
because
it
justifies
statistically.
This
is
out
of
sass
out
of
Cary
North
Carolina
who's
internationally
acclaimed
for
for
data
analysis.
O
O
These
slides
demonstrate
how
important
that
investment
is
now
the
line
graph.
The
two
lines
that
you
see
represent
reading
performance
of
two
different
populations
of
students
across
North
Carolina.
This
is
a
North
Carolina
slide.
This
is
not
just
Buncombe
County
or
any
one
system.
Both
groups
represent
the
students
on
both
lines.
They
attend
both
fifth
grade
and
sixth
grade
two
consecutive
years,
but
here's
the
difference.
O
The
students
on
the
blue
line,
the
higher
line
that
you
see
we're
taught
both
years
by
highly
qualified
teachers,
we're
students
in
their
classroom,
they're
average
in
their
classrooms,
exceeded
growth
that
deems
them
it's
highly
qualified.
The
lower
line
represents
students
who
were
taught
in
fifth
and
sixth
grade
by
teachers
that
fail
to
meet
expected
growth.
Okay,
so
you
have
two
different.
You
have
actually
two
two
teachers
on
each
line.
The
two
on
the
upper
line
highly
qualified
the
two
on
the
lower
line
did
not
meet
growth.
O
Now
here's
the
important
takeaway,
because
when
they
followed
up
that
research
with
those
kids
when
they
left
sixth
grade
what
they
found
out,
was
that,
on
average,
the
students
on
the
lower
level,
the
red
line
never
called
up
on
average,
with
the
students
on
the
blue
line
in
reading
the
impact
of
those
two
years
with
highly
qualified
versus
not
meeting
growth,
and
so
we
talked.
This
is
another
way
to
look
at
a
gap.
O
It
also
is
a
way
to
say
it
is
absolutely
crucial
that
you
have
quality
teachers
in
your
classroom,
because
again
you
can
have
all
sorts
of
interventions
and
programs,
but
it's
that
relationship
that
teaching
ability
of
that
person
in
the
classroom
so
that
I
thought
that
was
pretty
significant
and
again
that
statewide
data
shows
the
importance
we
go.
The
next
slide
dr.
Bowen,
yes,
sir,
so.
D
O
That's
a
great
point:
I
think
it
would
be
interesting
to
actually
see
what
our
data
is
for
those
intermediate
schools,
because,
again
logically,
you
would
think
you
have
those
students,
fifth
and
sixth
graders
in
the
same
building,
and
you
have
the
opportunity
for
those
two
for
those
teachers
to
to
talk
together
to
plan
together,
as
they
follow
those
students
through.
So
absolutely
that
that
would
that
would
be
very
interesting
now
again
talking
about
a
gap
what
they
found
out
in
terms
of
math
same
thing.
O
O
O
O
Now,
while
our
total
still
remains
23
over
23,000
students,
that
decrease
represents
a
reduction
of
predominantly
State
dollars,
there's
twice
size
reference
net
and
here's
the
current
impact
that
loss
of
students
for
this
current
year,
resulting
in
a
reduction
of
six
hundred
fifty
eight
thousand
nine
hundred
fifty
nine
State
dollars.
Now,
if
you
equated
that
to
a
teacher
salary
that
roughly
equates
to
the
total
cost
of
seven
classroom
teachers,
that's
a
challenge,
and
what
are
we
doing
I'm
going
to
talk
about
that
later?
O
O
And
I
thought
you'd
be
interested
in
this.
This
is
again,
these
are
state
figures.
I
think
Denise
showed
you
something
pretty
similar
to
that,
but
it
just
it's
a
pattern
that
we're
all
facing
alternatives
to
traditional
public
schools
and
school
choice.
They've
not
only
impacted
our
school
district,
but
school
systems
across
the
entire
state.
Historically-
and
you
may
or
may
not
know
this,
but
historically
Western
North
Carolina
has
maintained
one
of
the
highest
home
school
populations
in
North
Carolina.
In
fact,
I
know.
O
L
O
B
Question
dr.
Baldwin
and
thank
you
for
the
presentation.
Could
you
just
because
there
are
folks
who
are
tuning
in
to
this,
and
this
is
a
question.
I
get
a
lot
and
I
just
love
to
hear
you
answer.
It
kind
of
in
laypersons
terms,
walk
us
through
your
response
to
the
question:
enrollments
declining
shouldn't
funding
decline.
Well,.
O
Let
me
go
back
to
numbers
with
with
at
least
in
my
brains,
trying
to
look
at
some
simple
math
and
simple
comparisons:
we're
talking
about
a
system
with
23,000
students
in
it,
so
we
proximately
lost
from
17
18
18
19
around
320,
one
students
I
think.
But
you
got
to
remember
those
321
students,
don't
just
come
in
nice,
just
big
packages
and
all
of
a
sudden
they're
coming
out
of
one
high
school,
so
you're
just
draining
the
9th
and
10th
grade
it's
spread
over.
O
So
what
happens
when
you
spread
it
over
as
big
a
system
as
we
are?
The
impact
really
doesn't
change
in
terms
of
the
number
of
teachers
that
you
need
in
a
classroom.
It
could
possibly
change
a
Johnston
elementary
from
in
a
third-grade
classroom.
It
could
change
25
students
down
to
222
students,
but
you
still
need
the
one
teacher
you
just
don't
eliminate
it
so,
but
it's
hard
to
understand
that
that
is
a
question
I
get
to,
and
it
is
difficult
to
understand
because
you
think
you
know
it's
a
direct
relationship.
O
O
O
No,
you
have
a
relief
relief
on
your
face.
Chairman
know
me
when
I
said
that,
as
you
can
see
in
this
slide,
our
current
per
student
expenditure-
and
this
is
state
federal
and
local
funds-
is
nine
thousand
four
hundred
eight
dollars.
So
in
the
upper
bracket
you
have
Buncombe
County,
broken
down
and
below
you
have
the
state
average.
So
you
can
follow
that
in
terms
of
state,
local
and
federal.
It's
important
to
note,
however,
that
the
amount
of
local
funding
it's
allocated
to
each
Buncombe
County
school
student
currently
ranks
us
15th.
O
Dr.
Patterson
I
belong
to
region,
8,
that's
about
15
school
systems
in
the
western
part
of
the
state.
Our
total
per
pupil
expenditure
is
a
bit
above
our
neighbors
and
Haywood
and
Henderson
compared
to
Asheville
city.
It
there's
a
considerably
different
results.
In
fact,
the
average
expenditure
is
around
2800
dollars
higher
than
students
in
Buncombe
County.
Again
the
difference
of
2,800
dollars
per
student
between
Buncombe
County
students
and
Asheville
City
students
I,
don't
say
that
in
any
way
shape
or
form
negative
toward
Asheville
City.
O
In
fact,
I
applaud
that
I
applaud
what
the
city
government
has
done
in
terms
of
recognizing
the
importance
of
Education
for
the
city,
but
this
this
this
is
the
reality
in
terms
of
budgeting.
So
I
wanted
to
share
that
with
you,
because
comparison
locally
comparisons
locally
are
important.
Any
questions
is
this
good
information.
It
breaks
it
down
to
the
best
of
our
bill.
It's.
A
Really
good
information
I'm,
just
real,
quick
question:
why
is
there
the
difference
between
our
school
system
in
Buncombe
and
other
counties
around
the
state
in
terms
of
state
funding,
because
isn't
it
so
and
I'm
just
really
a
long
answer
so
I
don't
know,
don't
take
too
much
of
your
time
on
that.
But
why
is
there
why
we
rank
so
low
in
state
funding
relatively
well.
O
There
there's
some
incentive
type
funding
that
goes
for
this
particularly
low
County
funding
that
comes
from
the
state.
If
you
meet
a
certain
criteria
with
your
numbers,
then
you
get
additional
funds.
That's
one
right
federal
government
can
the
federal
funding
can
change
considerably
that
can
fluctuate
depending
upon
the
particular
demographics
in
your
your
county.
Thank.
E
O
I
know
you
I
know
you
know
this,
but
Buncombe
County
school
policy
calls
for
the
equivalent
of
one
month's
operating
expenses
to
be
held
as
unrestricted
funding
for
each
school
year.
Okay,
unrestricted
funds
just
to
give
you
a
number
for
Buncombe
County
Schools
this
year.
That
is
about
four
point:
eight
million
dollars
that's
one
month
and
its
local
current
expense.
One
month's
operating
expense
is
four
point:
eight
million
dollars.
This
slide
indicates
because
this
is
over
five
years,
a
pattern
of
ever
decreasing
fund
balance
that
is
available
to
carry
over
to
the
next
year.
O
So
just
just
to
help
you
read
through
that
graph,
where
you
see
the
number
the
dollar
number
up
at
the
top
of
that
graph
at
each
point,
that
represents
the
dollars
that
remained
at
the
end
of
the
school
year.
Undesignated
that
could
be
utilized
the
following
year.
Okay
I
had
to
work
on
that
because
I
had
it
absolutely
backwards,
but
the
dollar
figure
is
what's
left
at
the
end
of
the
year,
not
designated
to
move
forward.
Our
projection
for
the
current
school
year
is
two
and
a
half
million
dollars
of
undesignated
fund
balance.
O
O
We
had
a
higher
than
projected
state
retirement
rate.
I
think
you
were
aware
of
that.
That
was
two
hundred
fifty
four
thousand
dollars
that
we
weren't
expecting.
We
had
unanticipated
principal
salary
raises,
and
we
are
we're
we're
thankful
for
that
from
the
state.
We
cheered
our
principals.
They
deserve
every
dollar
of
it,
but
that
was
one
hundred
and
seventy-five
thousand
dollars
unexpected.
O
A
O
Scramble
as
fast
as
I
can,
okay,
the
challenge
of
meeting
that
requirement
is
very
difficult,
if
not
impossible,
to
meet
that
one
month's
operating
expenses,
so
I
want
to
put
that
out.
There
I
also
want
to
say
that
part
of
what
I
think
all
of
us
dealt
with
this
year
is
the
climate
and
the
weather
serious
issues
of
flooding
eastern
part
of
state.
It's
delayed
funding.
We
are
still
by
the
way,
waiting
on
federal
funds
that
normally
come
to
us
in
January.
O
O
I
O
O
You
see
up
there
on
that
bottom
line:
a
request
to
maintain
20
current
instructional
assistant
positions
because
of
reduced
state
funds.
Depleted
fund
balance
I've
shown
you
that
and
by
the
way,
the
the
tricky
part
dr.,
Pender,
I,
think
you'd
agree
with
me.
Is
it
it's?
It's
not
appropriate
to
use
fund
balance
to
pay
for
recurring
costs.
That's
times
that
happens
in
emergencies,
but
that's
that's
not
the
best
way
to
use
fund
balance.
We've
identified
a
reduction
of
40
instructional
assistant
positions
for
next
year
in
kindergarten
through
third
grade.
O
We
currently
budget,
eight
million
four
hundred
and
seventy
thousand
four
hundred
forty
dollars
for
two
hundred
and
thirty
two
instructional
assistant
positions.
The
state
covers
a
hundred
and
ninety
two
of
those.
That's
all
the
state
funds
cover
that
leaves
40
positions
not
covered
by
local
funds
and
while
the
state,
what
the
state
did
do
with
the
k3
mandates
you
saw
with
dr.
Patterson,
is
they
allotted
funds
for
teachers
for
additional
teachers,
but
not
teacher
assistants?
O
Right
now
we
have
one
assistant
for
each
kindergarten,
each
first-grade
classroom,
and
we
have
one
for
every
five,
second
and
third
grade
classrooms.
This
reduction
basically
maintains
the
one
in
each
kindergarten
class
and
one
in
each
first-grade
classroom
and
due
to
the
size
of
those
of
our
system,
because
we
are
large,
thirteenth
largest
in
the
state.
We
project
that
half
of
those
positions,
half
of
those
forty
will
basically
be
handled
through
attrition.
Henry
attrition
is
retirement.
It's
people
taking
new
jobs.
O
It's
people
leaving
jobs
and
while
these
positions
would
be
eliminated,
there
would
be
no
elimination
of
people
based
on
attrition.
You
understand
so
that
is
attrition
doesn't
require
essentially
laying
off
anybody.
The
additional
20
positions
that
we
come
to
you,
those
do
those
will
require
potentially
layoffs.
So
that's
that's
a
dilemma.
We
have
to
try
to
right
the
ship
in
terms
of
where
our
budget
budget
is
I.
L
Talked
about
being
in
the
people,
business
and
working
one-on-one
with
students
really
helps
ensure
their
growth.
From
my
understanding
of
being
somewhat
ingrained
in
educational
world,
those
folks
tend
to
play
a
really
significant
role
in
the
success
of
children
when
the
teachers
working
with
other
groups.
So
how?
How
can
you
make
up
for
that
loss
in
terms
of
that
add
added
benefit
that
they
provide
to
the
teachers
and
particularly
to
the
students?
It's.
O
Very
difficult
and
what
you're
seeing
more
and
more
of
our
principals
doing,
because
this
is
not
just
unique
to
Buncombe
County
you're,
seeing
this
across
the
state.
In
fact,
in
some
of
the
eastern
systems,
assistance
have
been
eliminated.
The
option
was
to
use
teachers
to
reduce
the
class
size
again.
I
would
not
our
everything
you
said
is
absolutely
correct.
O
They
are
extremely
valuable,
but
when
we
reach
a
point
where
diminished
state
funds
and
and
for
a
lot
of
principals,
now
they're
looking
at
volunteers
to
try
to
try
to
make
that
up,
that's
that's
really
hard
as
a
principal
because
of
volunteer,
even
though
we
have
some
dedicated
volunteers,
they're
not
committed
to
being
there
every
single
day.
So
it
is
a
challenge.
I
think
it
means
reaching
into
the
community
getting
us
more
assistance
and
help.
But
again
when
we
reach
86%
of
personnel
and
we're
looking
at
funds
decreasing,
we
have
to
go
somewhere.
O
We
have
always
maintained
classroom
teachers
and
certified
teachers
as
a
top
priority.
We've
done
that
this
is
not
new.
Since
2009-2010
I
became
superintendent
and
I
guess.
This
is
what
I
got.
It's
not
changed
so
this.
This
is
a
dilemma
for
us
and
very
quickly
the
the
the
behavior
specialist
you
saw
very
similar
to
what
let's
list
at
up
a
little
bit
or
I'll,
go
forward.
Cynthia
I'm!
Sorry
we're
asking
for
seven
additional
positions
for
our
behavioral
health.
O
O
Listen
to
what
they've
done
already
this
year.
They
work
directly
one-on-one
with
274
students.
They
conducted
47
staff,
development,
trainings
and
that's
impacted
1,600
of
our
teachers
and
staff
members
in
our
schools.
That's
phenomenal,
but
I
will
tell
you
this.
If
I
brought
every
one
of
our
principals
in
this
room
and
I
asked
them.
What
is
the
number
one
concern
that
they
have?
The
most
significant
need
they're
going
to
come
to
you
with
behavioral
health
I.
Think
you
heard
that
loud
and
clear
with
Asheville
City.
O
O
It
may
be
an
ROTC,
it
may
be
somewhat.
It
may
be
a
core
class,
but
that's
one
of
the
key
strategies
that
we're
gonna
put
in
place,
because
we
got
to
address
that
population
global
ed.
We
now
have
a
Dual
Language
Program
in
every
one
of
our
six
districts
and
it's
one
of
the
hottest
items
we've
had
parents
by
the
way
call
us
with
two
and
three
year
olds
wanting
to
make
sure
that
they're
on
the
list
for
the
Dual
Language
Program,
that's
powerful,
we're
a
large
system.
Thank
goodness.
O
It
took
us
years
to
get
there
but
we're
there
and
with
that
I'll
leave
you
with
one
last
slide,
take
a
look
at
this
graduation
cohort
graduation
rate.
Thank
you.
Thank
you,
graduation
initiative
back
in
2004
you
provided
funding
for,
and
you
can
see
the
results
cohort
graduation.
You
asked
this
question
before
this
is
a
ninth
grader
walking
in
with
their
ninth
grade
class
and
graduating
with
their
peers.
Four
years
later,
so
you
can
see.
We've
reached
that
point
where
we've
exceeded
the
state
average
on
it.
D
D
You
know,
there's
been
a
coup.
We
know
the
difference
it
makes
in
the
first
in
the
kindergarten
first
and
second
grade.
It's
critical
right.
We
all
agree
on
that.
So
if
that
is
true,
then,
and
I'm
not
diminishing
the
importance
of
behavior
health.
Okay,
then
you
know
I
would
like
to
see
the
information
on
what
does
it
cost
to
keep
them
there?
We
got.
You
know
F
schools
that
are
going
to
see.
What's
the
you
know,
I
mean
we've
made
major
steps
in
the
in
the
past.
The
state
has
and
this
local
Commission
has.
D
When
it
comes
to
teacher
pay.
We've
we've
made
a
major
commitment
to
that,
absolutely
absolutely
and
I
and
I.
Don't
you
know
I
don't
want
to
see
the
teacher
assistants
left
behind
in
that
it's
critical
in
those
first,
you
know
we
would
be
very
hypocritical
as
a
commission
if
we're
going
to
invest.
You
know
all
this
money
and
early
childhood
education
and
we
just
drop
them
in
the
first
and
second
second
grade.
That's
you
know
and
I
hear
it.
You
know-
and
this
is
not
directed
at
you.
D
D
What
schools
are
they
in
you
know,
I
would
I
would
like
to
see
that
I,
don't
I,
don't
want
it
to
just
kind
of
go
away,
because
we've
we've
kind
of
fought
this
battle
last
couple
of
years,
like
we've
increased
their
their
their
pay,
some
and
I
just
don't
want
to
I.
Don't
want
to
see
that
see
that
I'll.
D
E
H
L
A
I
would
agree
with
that.
I
person
would
agree
that
so,
let's,
when
we
get
through
everything,
what
kind
of
do
maybe
do
a
quick
debrief
on
kind
of
what's
next
in
terms
of
follow
up
on
education
funding
I
would
also
ask
dr.
Baldwin.
You
know
that
list
of
questions
I
sent
to
the
city
schools
I
sent
basically
the
exact
same
list
to
the
county
schools,
with
like
one
difference
that
just
was
not
relevant
to
the
County
Schools
but
yeah.
A
It
would
be
great
if
we
could
get
written
answers
from
the
County
Schools
on
those
two
I
know
that
you
just
got
it
so
I'm,
not
I,
wouldn't
expecting
all
that
to
be
organized
for
from
either
district
today,
necessarily
but
it'd
be
great
to
get
that
I'm
sure
we'd
love
to
read
the
read
that
information
and
then
we'll
talk
about
kind
of
what
are
the
questions
and
information
folks
would
like
them
to
get
over
the
next
month
or
two.
Thank
you
very
much.
Any
other
questions
folks
feel
like
we
burning
question.
A
P
Go
ahead.
Thank
you.
Let
me
begin
by
making
a
couple
couple
comments.
First
of
all,
Saturday
will
be
our
graduation
and
we
will
be
for
the
first
time
ever,
giving
more
than
1,000
degrees,
diplomas
and
certificates.
That's
1,000
people
whose
lives
have
been
changed
because
of
your
Community
College.
That
will
be
Saturday
afternoon
at
2
o'clock
in
the
in
the
Civic
Auditorium
area,
and
we
look
forward
to
sharing
that
success
with
those
folks,
particularly
those
those
individuals
who
have
gotten
a
quick
certificate
so
that
they
can
get
out
and
get
a
job.
P
P
Two
three
buildings
have
had
major
renovations,
and
at
least
two
other
buildings
have
had
minor
activities
done
to
them,
such
as
new
HVAC
systems.
I,
guess
that's
not
all
that
minor,
but
a
lot
is
going
on
on
our
campus.
You
will
see
again
this
year
about
another
3.6
million
dollars
worth
of
repairs
going
on
on
the
campus.
So
again,
thank
you
for
all
of
that.
We
appreciate
the
support
to
the
infrastructure
of
the
college.
P
My
presentation
is
going
to
be
remarkably
simple.
We're
gonna
start
with
this
chart,
which
shows
you
that
this
year,
you
gave
us
6.5
million
dollars
for
our
operating
budget.
We
had
one
point:
two:
nine
million
in
a
cash
reserve,
and
so
we
are
spending
some
place
in
the
vicinity
of
7.7
million
at
the
end
of
the
year.
P
We
project
that
we
will
have
spent
all
of
the
money
that
you
gave
us
plus
the
one
point,
the
majority
of
the
1.2
million
that
we
had
in
a
cash
reserve
and
at
the
end
of
the
year
we
anticipate
having
a
cash
reserve
of
$70,000.
That
is
about
one
percent
of
our
budget,
our
county
budget,
that
is,
we
are
asking
this
year
for
seven
point:
six:
three
million
dollars.
P
P
We
will
be
using
one
hundred
and
twenty
four
thousand
dollars
for
a
two
percent
pay
raise
to
the
county's
employees.
As
you
know,
the
county's
responsibility
is
for
our
safety
and
our
physical
plant
personnel,
the
state
when
they
give
us
a
two
percent,
raise
as
we
anticipate
this
year,
does
not
include
a
raise
for
your
employees,
and
so
last
year
we
asked
for
one
percent.
The
state
gave
two
and
a
half
percent
and
I
beg
your
pardon
two
percent,
and
we
had
to
make
that
up
from
from
that
cash
at
fund
balance.
P
P
Utilities
will
go
up
by
four
hundred
and
thirty
seven
thousand
dollars
and
that's
principally
because
the
state
has
told
us
that
we
cannot
charge
telecommunication
to
it
any
longer
under
North
Carolina
statutes.
They
have
decided
that
utilities
are
I
beg
your
pardon
telecommunication
is
the
responsibility
of
the
county,
and
so
to
pick
that
up,
we
need
four
hundred
and
thirty
seven
thousand
dollars.
There
there's
also
a
four
hundred
and
eighty
eight
thousand
dollar
difference
between
what
we
spent
this
year.
P
D
A
P
So,
in
the
end,
we're
asking
point:
seven
point:
five
million
dollars:
that's
a
little
over
1
million
dollars
more
than
you
gave
us
this
year
and
that's
again
because
we
spent
the
your
carry
the
carryover
of
your
money
that
we
have
had
over
the
years.
We've
spent
that
down
to
70
thousand
right
now.
So
that's
why
we
are
asking
for
you
in
the
increase.
P
We
were
supposed
to
have
a
meeting
yesterday
to
discuss
the
offer
that
we've
been
given
by
a
developer
for
that
land
as
it
turned
out,
the
meeting
was
not
properly
noticed,
and
so
we
had
to
cancel
it,
but
we
will
be
gonna,
be
meeting
with
the
the
buyer,
the
potential
buyer
and
making
a
decision
at
the
executive
committee
level,
and
then
that
will
go
to
the
entire
board,
perhaps
as
early
as
June.
The
developer
is
very
interested
in
it.
P
P
P
A
Are
there
any
other
campus
expansions
in
other
parts
of
the
county
that
are
the
college's
focused
on
right
now
or
I?
Know?
There's
been
different
ideas
about.
You
know
what
to
be
relocated
at
the
main
campus
I
think
any
other
any
other,
just
kind
of
general
physical
footprint
changes
that
are
being
contemplated
short
term
long
term
when.
P
P
We
then
went
into
a
joint
venture
with
Mars
Hill
University
on
Airport
Road,
and
that
has
done
very
well
by
us.
I,
don't
think
Mars
Hill
is
we've.
We
both
done
well
out
there.
What
we
need
is
more
space
in
the
south
part
of
the
county.
There
are
a
lot
of
things,
particularly
in
the
continuing
education
area
such
as
English
as
a
second
language
that
we
would
like
to
offer,
and
we
don't
have
room
for
it.
P
P
Building
that
we're
retaining
has
not
had
any
major
work
done
on
it
in
well
in
my
presidency,
and
and
certainly
a
lot
longer
than
that
we
need
a
new
roof
on
that
building.
As
soon
as
we
get
the
the
joint
committee
between
the
college
and
this
board
put
together,
we
intend
to
bring
a
project
to
them
for
approximately
1/2
1.7
I
believe
it
is
1.9
for
a
new
roof
on
that
TCC
building.
So
yes,
there's
a
lot
of
room
in
the
building.
P
H
P
How
is
it
doing
it's
doing?
Well,
everything
that
we've
got
going
out
on
the
Anka
campus
is
doing
well
we're
renovating
a
building
on
the
on
the
main
campus,
using
state
funds
that
will
have
a
new
machine
shop
in
it.
There's
some
equipment
that
we
were
given
by
a
Duke
Energy
a
number
of
years
ago
that
we're
going
to
set
up
in
there
we're
really
renovating
to
two
buildings
on
campus,
one
that
used
to
be
your
old
daycare
and
that
building
is
going
to
take
everything
off
the
ground
floor
of
the
maple
building.
D
Would
just
encourage
you
on
the
end,
the
inka
campus
and
we'll
go
back
to
that
for
a
little
bit
yeah
if
you're
planning
on
putting
a
new
roof
on
there,
you
gonna,
you're,
gonna,
sell
part
of
it
and
you've
got
some
room.
You
get
you're,
not
selling
part
of
that
building.
I
understand
what
you're
selling
you
know
that
you
know,
rather
than
looking
at
new
buildings
in
the
south
or
whatever
you
know,
build
that
build
that
building
out.
You
know
if
you've
got
the
programming
there
build
that
building
out.
You're
gonna.
D
P
N
H
J
H
P
B
Thanks
for
the
presentation,
could
you
kind
of
share
a
30,000
foot
view
of
what
y'all
are
seeing
right
now
in
terms
of
enrollment
and
any
emergent
trends
related
to
the
types
of
fields
or
degrees?
Folks
are
certifications.
Folks
are
attracted
to
especially
given
sort
of
what
we're
seeing
around
economic
growth
right
now,
there's.
P
A
phenomenon
in
higher
education,
particularly
at
the
community
college
level,
that
there's
an
inverse
proportion,
an
inverse
direction.
I
guess,
is
a
better
way
of
putting
it
between
the
economy
and
enrollment
when
the
economy
does
well.
Our
enrollment
drops
off,
conversely,
and
we
saw
this
in
2009-2010
when
the
economy
is
in
bad
shape.
Our
enrollment
goes
up.
There
are
a
number
of
reasons
for
that.
P
First
of
all,
federal
financial
aid
is
available,
the
Pell
Grant
and
when
a
student
can't
get
a
job,
our
tuition
is
so
low
that
the
individual
may
be
able
to
bankroll
a
little
bit
of
money
from
his
Pell
Grant.
So
that's
one
reason
why,
when
somebody
can't
get
a
job
in
a
bad
economy,
he
looks
to
going
to
school.
P
The
other
reason
in
a
good
economy
is
that
our
students,
probably
being
a
little
nearsighted,
if
you
will,
will
be
able
to
get
one
two
jobs
and
may
be
able
to
carry
away
enough
money
so
that
they
feel
they
they
can
take
care
of
themselves.
Those
jobs
are
the
first
ones
to
leave
when
the
economy
goes
south
again
and
as
a
consequence,
the
student
is
oftentimes
left
without
a
job
and
without
an
education,
even
the
ones
who
stay
with
us.
P
Instead
of
taking
12
credits
will
take
3
or
6
credits
because
they
can
get
a
job.
So
our
enrollment
is
down
not
not
appreciably
we're
down
by
about
300
students
out
of
7
over
7,000,
but
the
the
trend
right
now
because
of
the
economy
being
as
good
as
it
is,
is
downward
and
that's
a
national
phenomenon
not
at
a
BTEC
thing.
P
Absolutely
we
we
train
all
the
employees
for
GE
aviation,
all
the
new
employees,
that's
a
ceramic
activity
there
and
they
have
to
learn
the
parts
how
to
make
parts
out
of
ceramics.
So,
yes,
we
we
do
all
of
them
100%
of
their
training
for
their
people
same
thing
with
Linamar
we
are,
we
have
an
entire
division
in
the
maple
building,
which
is
the
one
that
I
was
just
referring
to
where
the
machine
shop
is
going
to
be
on
the
ground
floor.
P
D
A
I
just
kind
of
sitting
on
the
same
topic:
dr.
Kenan,
the
paper
had
a
great
story
this
week
about
you
know
the
economy
is
good
right.
Now,
there's
a
lot
of
good-paying
jobs
out
there
that
you
know,
as
commissioner
Whiteside
said,
or
are
not
being
filled
as
quickly
as
people
would
like.
Do
we
is
there
more
that
we
could
do
to
kind
of
help
people
connect
the
dots
on
that.
A
You
know
cuz
feeling
people
see
stories
like
that
and
I
think
oh
wow,
there's
all
these
really
good
opportunities,
but
I
think
to
a
lot
of
people.
It's
still
a
bit
mysterious
about
how
you
go
from
kind
of
where
you
are
to
like
getting
one
of
those
really
good
jobs.
So
how
do
we
help
people
kind
of
understand?
Like
here's,
you
know
here's
the
jobs
that
are
out
there
and
they're
really
specific
pathways
to
get.
You
know
the
skills
that
you
would
need
to
be
qualified
to
to
get
there.
P
You've
you've
touched
on
a
very
difficult
project
problem
and
the
the
issue
really
is
I
think
with
the
18
year
old,
coming
out
of
high
school.
It
is
what
parents
want
versus
what
perhaps
the
student
wants.
Specifically
what
I'm
talking
about
is
so
many
times
we
have.
Students
tell
us
that
I've
gone
through
a
four
year
degree
program
at
a
university
and
I
have
a
degree
in
history
or
psychology
and
I'm
coming
back
to
a
BTech
to
get
a
career.
Now
over
half
of
the
students
in
the
brewing
program
have
bachelor's
degrees.
P
P
P
We
have
a
young
man,
I'll,
be
speaking
about
him
at
graduation,
young
man
who
just
finished
one
of
our
our
welding
programs,
and
he
is
now
out
there
right
now
making
$60,000
a
year
two
years
at
a
BTech
$60,000
a
year.
It's
a
it's
a
fantastic
return
on
investment,
but
it's
the
attitude
of
the
public
I
don't
want
my
fam,
I
son
my
daughter,
working
in
these
fields,
so
I.
A
Think
that's
true
so,
but
folks,
food
for
folks
who
do
have
the
kind
of
orientation
that
you're
I
think
trying
to
encourage
you
know
and
do
we
do
enough
to
kind
of
help
them
understand
in
really
specific
ways
like
here:
here's
the
opportunities
in
our
community
and
here's.
You
know
and
here's
kind
of
them.
You
know
the
the
pathways
to
get
connected
to
those.
You
know
the
specific
opportunities
that
are
out
there.
You.
P
Just
touched
on
one
thing
called
the
pathways:
we
have
three
different
people
in
all
of
the
high
schools
that
we
serve.
We
serve
a
total
of
nine
high
schools
and
we
have
three
different
people
who
go
in
there
and
are
constantly
talking
to
students
about
these
kinds
of
jobs.
We
also
about
I,
guess,
a
month
ago,
a
little
bit
less
than
that
had
all
of
the
seniors
who
were
interested
in
visiting
the
number
was
over
700.
P
D
So
so
I
want
to
get
on
my
soapbox
for
just
a
minute
for
that,
since
we
go,
we
got
a
little
bit
of
time
and
I'm
glad
that
the
City
Schools
are
still
here,
I.
Think
there's
still
some
representing
the
other
County
schools
still
here
too
so
good.
So
the
Career
and
Technical
Christian
Sheikh,
whose
yes,
if
she
was
here,
I'd,
give
her
a
big
big
hug.
But
you
know
when
I,
when
I
was
in
in
school,
was
college
prep
and
and
vocational
training
right
I
mean
I'll.
D
Remember
that
so
college
prep,
with
whatever
what
I
wanted
to
do
because
and
was
was
pushed
towards,
and
it
worked
for
me
because
I've
told
this
story
before
maybe
not
in
here:
I
was
in
West
Virginia
I
was
scared
to
death
of
the
coal
mines.
Knew
I
didn't
want
to
go
in
that
direction.
Had
some
people
help
me
go
to
the
other
way?
Okay!
Well,
my
brother
went
towards.
He
was
the
mechanic.
I
was
not.
He
went
the
other
way.
He
did
very
well
and
he's
still
still
there
and,
like
I
said
he
did
it.
D
He
did
it
very
well
and
so
I
think
that
the
the
the
three
schools
I'm
just
going
to
give
you
my
opinion
of
the
three
schools.
It
has
to
start
in
middle
school.
This
head
start
early,
vac
work.
You
know
where
you
have
the
career
days
and
you
have
somebody
that's
coming
in.
That's
a
Mason.
You
have
GE
coming
in
I
mentioned
before
from
a
marketing
standpoint.
You
know
you
have
to
get
with
GE
you
get
with
Len
Tamar,
and
you
know,
and
somewhere
in
in
one
of
your
schools.
D
D
You
know
fifteen
sixteen
dollars
an
hour
at
Linamar
and
in
GE,
and
you
know,
and
in
other
schools,
are
doing
this
and
I'm
not
saying
that
the
city
school
or
the
County
Schools
are
not
doing
this
but
I'm
saying
and
we're
not
doing
it
at
a
at
a
world-class
or
national
model
level,
and
and
that's
what
we
got
it
we
need
to
get
to
and
all
these
are
going
to
work
together,
because
these
people
are
going
to
you
know
a
lot
of
them.
Oh
will
work
here,
they'll
stay
here.
D
D
I
believe
that
if
it's
presented
properly
to
every
student
and
parent
in
Buncombe,
County
it'll
help
the
achievement
gap
it'll
help
every
way,
because
there
are
just
some
people
that
when
they're
sitting
at
home
and
they're
sitting
around
the
kitchen
table-
and
they
have
conversations
about
college-
they
go
honey,
I'm,
sorry
you're,
just
not
going
to
be
able
to
do
that,
but
there's
plenty
that
they
can
do.
You
know
and
there's
testing
and
some
things
I
just
think
as
a
county
that
we
met
adjust
some
I.
Don't
have
the
answer.
D
You
know
have
the
vision
in
the
end,
the
heart
for
seeing
some
of
it
being
being
done,
but
I
think
that
we're
gonna
have
to
come
together
in
a
summit
kind
of
fashion
and
bring
the
the
three
systems
together
and
and
really
really
go
after
this
and
I
think
the
results
will
be
will
be
amazing.
It
you
know,
there's
places,
there's
organizations
like
SkillsUSA
across
this
across
this
country
that
are
that
are
promoting
the
skills
gap
and
there
are
some
places
that
are
going
after
a
wide,
open
and
I
think
in
Buncombe
County.
D
P
P
D
A
We
are,
we
actually
do
have
a
couple
minutes
left
there
was
what
was
I'm
sorry.
What
was
the
question
that
we
had
that
we
thought?
Maybe
we
would
come
back
to
if
there
was
time
I
think
was
a
city,
school
question
and
I
camera.
What
the
question
was
off
the
time
I
had
was
it
was
it
about
the
which
it
wasn't
my
question
so.
D
D
K
I
went
ahead
and
pulled
the
last
five
years
for
the
prior
five
years,
even
though
the
document
you
have
goes
all
the
way
back
20
years,
I
didn't
have
a
sufficient
time
to
do
that.
But
looking
at
our
numbers
and
I'll
be
happy
to
share
this
document
that
I've
revised
in
the
2017-18
school
year.
There
was
the
dropout
rate
was
one
point:
seven
two
percent
that
was
twenty
four
students,
all
students,
but
of
those
students.
Those
students
that
were
black
were
less
than
ten.
K
This
is
reported
from
a
state
site
in
1617
we
had
a
three
point:
zero
four
percent
dropout
rate
in
Asheville
city,
meaning
42
students,
21
of
those
students
were
black
students.
So
fifty
percent
of
the
students
who
dropped
out
in
16
17
were
black
students
going
back
to
the
year
2015-16
one
point:
nine:
nine
percent
dropout
for
the
city,
28
total
students,
11
students,
were
black
students.
A
K
A
I
know
that
and
I
know
that
you
know
kids
transfer
and
things
like
that.
It's
not
always
possible
to
track
where
every
single
person
ends
up
in
the
in
the
in
the
world.
But
if
there's
a
way
to
just
because
I
guess
I'm
just
admitting
my
ignorance,
I
still
don't
quite
understand
the
1%
2%
3%
stat.
So
if
there's
another
way
to
make
that
a
little
clearer,
that's
what
I'm!
Looking
for
and.
B
More
data
request
in
the
same
subject
area.
If,
if,
when
you
pull
that,
you
could
also
just
pull
the
the
the
raw
number
of
african-american
students
who
are
graduating
per
year,
so
we
can
so
we
can
figure
out
drill
down
to
the
percentage
of
african-american
students
who
are
graduating
in
a
given
cohort.
B
K
D
K
D
A
Thank
you
all
right.
Thank
you.
Thank
you
again
to
the
City
Schools
County
Schools
and
a
BTEC.
We
appreciate
the
work
that
all
of
you
do
in
this
really
important
part
of
what
local
government
and
our
academic
institutions
are
here
to
do
so.
Thank
you
all
I'm
sure
there
will
be
follow-up
questions.
Commissioners,
any
other
kind
of
initial
debrief
on
I
think
we're
gonna
get
some
additional
information
got
any
additional
thoughts
about
what
information
you're
gonna
want
to
get
as
part
of
this
process.
A
L
A
I
would
the
information
that
was
just
requested
of
Asheville
City
Schools
for
the
drop
out
by
race
and
economic
disadvantaged
students
would
be
helpful
from
the
county
as
well.
I'm
also
curious,
I
mean
they
also
have
students
of
color
and
multiracial
students.
Any
type
of
equity
plan
that
you
have
in
place,
I've
looked
at
your
North
Carolina
school
report
card
and
only
five
percent
of
african-american
students,
and
only
five
percent
of
multiracial
students
are
in
AP
classes
in
the
county.
L
A
All
right
well,
so,
thank
you
again,
I
think
we
just
let's
get
the
information
that
comes
in
and
then
we
will
kind
of
talk
about
whether
we
need
to
have
another.
You
know
kind
of
formal
session.
You
know
there
have
been
some
great
meetings.
You
know
folks
I
know
good.
Is
the
different
school
board
meeting?
Sometimes
there's
been
some
meeting
of
the
small
commissioners,
but
these
are
really
important
issues.
A
I'm,
certainly
happy
to
meet
with
people
anytime,
but
I
do
think,
there's
a
lot
of
value
and
kind
of
everyone
being
together
kind
of
hear
all
the
same
information.
So
if
we
do
need
to
have
some
follow-up
questions,
I
think
probably
this
is
the
best
way
to
do
it.
Just
so.
Everyone's
kind
of
you
know
getting
all
the
same
data
and
learning
together
about
the
answers
to
the
different
questions.
People
have
I
appreciate,
hearing
the
questions,
other
folks
have
and
the
answers
to
them
all
right.
So
there's
no
other
questions
right
now.