►
Description
The Buncombe County Board of Commissioners' recently held a Strategic Session on Early Childhood Education on January 22, 2018.
B
B
B
D
B
Of
the
folks
in
this
room
work
on
this
issue
every
day
from
a
professional
or
academic
standpoint,
so
we
really
are
here
to
learn
from
you
about
what
we
can
do
to
help
achieve
this
important
in
a
vicious
goal.
So
thank
you
for
being
here.
Thank
you
to
all
County
Commissioners
who
are
with
us
this
morning.
Commissioner
Ellen
frost
will
also
be
joining
us
in
just
a
few
minutes.
B
E
Morning,
everybody
it's
great
to
be
here
with
you
all,
in
addition
to
thanking
everyone
for
being
here,
just
want
to
take
a
moment
to
thank
fellow
commissioners
for
sure.
Presley
and
I
have
had
the
great
honor
in
the
past.
You
are
really
getting
to
do
a
lot
of
work
in
this
area
and
there's
been
nothing
but
support
and
great
ideas
from
other
folks
on
Commission
around
that.
So
I
hope
you
all
knows.
This
is
something
that
we
take
very
seriously
as
a
priority.
E
I
want
to
give
absolute
deference
to
that
expertise,
and
today's
conversation
I
really
see
as
another
building
block
in
understanding
what's
happening
right
now,
but
also
imagining
together,
what's
possible.
We've
known
from
the
very
start
that
if
we
are
to
significantly
expand
access
to
preschool
and
pre-k
high
quality
preschool
in
pre-k,
it
was
not
going
to
be
a
one-off
project
that
involved
just
a
few
organizations
and
entities.
E
It
was
going
to
be
a
community-wide
commitment,
the
scale
in
which
we
hadn't
seen
here
previously
and
one
that
would
require
significant
investment
from
local
governments
from
school
systems,
from
providers
from
the
business
community
and
from
the
higher
education
community,
really
a
diverse
group
of
stakeholders.
Looking
at
how
we
can
come
together
to
begin
to
change
the
story,
that's
been
true
in
Buncombe
for
a
long
time,
which
is
that
we
know
one
in
four
of
our
kids
live
in
poverty,
about
that
number
of
kids.
E
Don't
have
enough
food
each
day
when
a
child
starts
their
life.
In
that
way,
we
know
the
kinds
of
things
that
they
are
likely
to
experience
and
if
we're
seriously
committed
to
changing
that
and
I've
heard
nothing,
but
that
serious
commitment
from
folks.
We
also
know
that
expanding
access
to
preschool
and
pre-k
is
one
of
the
most
positive
impactful
steps
that
we
can
take.
E
So
today's
conversation
is
about
diving
into
an
issue.
That's
been
there
from
the
start,
as
we've
been
looking
at
what
it
involved
to
scale
this
up,
which
is
how
do
we
help
recruit
and
support
and
retain
and
respectfully
compensate
the
teachers,
the
educators,
who
will
staff
these
classrooms
and
programs
as
they're
built
out,
and
that
conversation
naturally
needs
to
include
our
partners
in
higher
education?
There's
been
a
lot
of
exciting
work
done
locally
on
that
question,
and
it's
one
I
know
many
folks
have
been
working
on
again
for
decades.
E
One
thing
that
motivates
and
excites
me
with
thinking
about
this
on
the
policy
level
and
on
the
way
the
county
can
be
the
best
partner
possible
in
this
work.
Is
that
there's
incredible
opportunities
for
innovation,
for
creativity,
for
ideas
that
may
be
a
bit
outside
the
box
communities
all
over
the
country
are
wrestling
with
exactly
this
question
and
there
is
a
model
models
emerging
around
the
country.
E
Many
of
you
probably
saw
the
New
York
Times
Sunday
magazine
cover
about
exactly
this
issue
last
week,
but
what
excites
me
is
that
we
have
the
opportunity
to
create
a
bulk
of
the
model.
That's
really
built
around
the
incredible
strengths
that
we
have
here
in
our
communities
and
the
specific
characteristics
that
we
have
here
today.
So
thank
you
all
for
sharing
your
time
to
do
to
view
with.
F
My
name
is
Rachel
Nygaard
and
I
work
here
at
Buncombe
County
as
the
director
of
strategic
partnerships
and
have
the
honored
and
excited
to
have
the
opportunity
to
work
with
the
partners
in
this
room
to
continue
this
conversation,
and
today's
session
is
a
call
to
action.
So
we
have
like
Commissioner
Barrera
mentioned,
had
been
having
this
conversation
at
a
lot
of
for
a
long
time
and
in
our
September
work
session
that
the
Board
of
Commissioners
held
on
this
topic.
F
We
really
appreciate
the
representatives
of
the
colleges
and
universities
putting
this
into
your
schedule
this
morning,
but
we've
got
Western
Carolina,
University,
Warren,
Wilson,
there's
a
representative
for
more
in
listen
college
who's
on
our
way,
University
of
North
Carolina
UNC,
a
Marshall
University
will
be
here:
Laura
lenoir-rhyne,
University,
Blue,
Ridge,
community
college,
ap,
Tech
and
ASU.
So
very
much
appreciate
the
commitment
from
each
of
these
schools
to
being
part
of
the
conversation
and
also
here
to
share
regrets
from
the
members
of
the
legislative
delegation.
The
General
Assembly
members
are
double-booked.
F
Triple-Booked
they're
at
a
broadband
session
this
morning,
and
their
lack
of
being
here
is
certainly
not
an
indication
of
their
lack
of
commitment
or
interest
in
the
topic.
So
one
thing
that
we'll
do
during
the
conversation
is
make
note
of
things
that
we
want
to
carry
forward
to
the
to
the
General.
Assembly
that
might
come
out
is
next
steps.
F
So
I
will
do
an
overview
of
the
issue
to
cover
some
of
the
background.
The
where
we've
come
from,
we
will
have
an
opportunity
to
hear
from
some
providers.
We've
got
a
roomful
of
providers
and
we've
asked
three
providers
representing
public,
private
and
headstart
settings
to
share
with
us
that
provider
perspective
so
Don
mescal,
the
principal
of
Asheville
City,
Schools,
preschool
Jackie
Pennock
from
Berner
Center
for
early
learning
and
Brian
repass
from
Community
Action
opportunities.
F
Head
Start
will
be
on
the
agenda
a
little
bit
later
to
share
about
that
provider
side
what
they're
feeling
in
terms
of
recruitment
and
retention
and
development
and
compensation
of
teachers
in
early
childhood
education.
We
will
have
an
opportunity
for
remarks
from
the
college
of
university
representatives
and
and
finally
a
facilitated
discussion,
and
that
is
the
piece
of
the
agenda
that
we've
given
the
most
time.
F
And
we
invite
people
to
make
a
note,
as
the
presentation
happens
and
throughout
the
conversation
of
three
things.
So
if
you
think
the
question
that
you'd
like
address
during
this
conversation
or
later
write
question
at
the
top
of
your
post-it
note
and
make
a
note
of
your
question
same
with
comment,
we'll
go
around
and
kind
of
pick
those
up
and
make
sure
that
they
either
get
addressed
today
or
put
in
the
parking
lot
to
revisit.
And
finally,
what
we
really
want
to
hear
is
those
ideas.
F
We've
captured
a
few
ideas
so
far
that
we've
heard
from
listening
and
from
being
in
conversation
with
partners,
but
if
you
think
of
something
tangible,
short
term,
maybe
long
term,
that
we
can
do
from
our
various
roles
and
perspectives
to
to
get
at
solutions
related
to
workforce
issues
in
early
childhood.
Education
make
a
note,
and
then
we'll
have
time
during
the
discussion
to
talk
about
those
ideas.
What
is
this?
What
would
it
take
to
make
it
happen?
How
do
we
move
it
forward?
F
So
question
comment
idea
before
I
became
with
background
I
wanted
to
mention
some
semantics.
We
talked
about
this
field
using
a
lot
of
different
words
I
today,
I'm
going
to
use
the
phrase
early
childhood
education.
We
really
are
talking
about
birth
through
kindergarten,
childcare,
early
care
and
education
preschool
pre-k.
There
are
a
lot
of
different
elements
of
this,
depending
on
whether
it's
all
day,
all
year,
what
age
group
is
being
served?
What
funding
source
is
being
pulled
in
so
I'm
gonna.
F
Those
parents
can
can
work
knowing
that
their
children
are
in
safe
and
developmentally
positive
environment
during
the
day,
and
it
has
benefits
early
child
education
for
the
students
for
those
children
being
served,
intellectually
developmentally
socially
well
they're
being
served
and
as
they
enter
school,
they
succeed
and
in
their
future
children
who
have
been
through
a
high
quality
preschool
program,
I've
proven
to
have
higher
math
scores
higher
reading
scores,
better
attainment
through
life
and
studies.
Point
to
the
economic
returns
for
at
the
community-wide
level
for
these
kinds
of
investments,
but
it's
complicated.
F
We
know
that
it's
a
good
thing,
but
we
have
a
lot
of
barriers
that
we
face
within
this
sort
of
fragile
and
complex
system.
We've
talked
a
lot
about
availability
and
affordability,
barriers.
There
isn't
enough
child
care
to
go
around
the
center's,
maintain
long,
wait
lists
and
the
care
that's
available,
isn't
always
affordable,
affordable
for
the
family,
the
care
affordable
for
the
provider,
who's
trying
to
maintain
this
business
model
and
meet
all
of
their
expenses,
and
if
a
family
can
find
care
that
is
affordable.
F
F
F
F
We
envision
a
community
in
which
every
child
has
an
equal
opportunity
to
thrive
in
that
first
2000
days,
and
in
order
to
achieve
that
vision,
we
need
a
few
things
to
be
in
place,
and
one
of
those
are
focus
of
our
session
today.
Is
that
career
track
that
robust
career
track,
where
people
can
enter
the
field
as
substitute
teachers,
they
can
go
through
the
stages
of
development,
have
people
who
have
associate's
degrees,
bachelor's
degrees,
master's
degrees,
years
of
education
and
opportunities
to
recruit
and
draw
to
this
field
and
retain
people
who
work
in
the
field.
F
The
board
has
done
a
lot.
Over
the
last
year,
108
new
slots
were
funded
through
these
partnerships.
The
Johnston
elementary
school
new
Head
Start
classroom
partnering
with
Elida
for
expansion
and
Christine
Avery
Learning
Center
for
a
new
classroom.
All
of
this
leveraging
NC
pre-k,
which
is
a
funding
source
for
for
preschool
to
to
make
the
sort
of
county
and
state
dollars
go
further.
F
There's
a
picture
of
the
Asheville
Duncan
preschool
planning
collaborative
report
on
preschool
expansion,
which
came
out
last
fall
that
was
presented
to
the
Board
of
Commissioners
during
that
September
work
session.
That
was
a
culmination
of
many
years
of
work
in
many
different
workgroups
within
that,
including
one
on
workforce,
and
that
work
continues
to
figure
out
how
to
operationalize
and
implement
that
expansion.
F
It
Nam
X
is
forums
that
are
being
held
by
the
Institute
of
emerging
issues
at
North,
Carolina
State,
which
also
held
a
blue
region.
Blue
Ribbon
Commission
that
Commission
Commissioner
Beach
Farrar
participated
in
we've.
Got
organizations
here,
welcomed
partnership
for
children
like
Southwest,
Child,
Development,
Commission,
we've
got
groups
of
organizations
like
the
WNC
early
childhood
collaborative
that
are
working
on
solutions
to
barriers.
We
have
these
state
firms
that
put
together
toolkits
and
summits
and
forums
like
the
Institute
for
emerging
issues
like
the
early
childhood
foundation
and
at
the
national
level.
F
F
It's
hard
to
talk
about
workforce
without
talking
about
quality,
so
quick
primer,
North
Carolina
uses
a
star
rating
system
for
child
care.
It's
a
point
based
scoring
system
based
on
program
standards
and
staff,
education
and
so
program
standards
might
be
things
like
classroom,
size,
teacher
ratios,
operational
policies
and
then
the
staff
education
speaks
to
credentialing
degrees,
but
also
coursework
and
experience,
and
this
system
has
been
in
place
for
about
20
years,
so
the
government
also
defines
quality
through
funding
sources.
F
Head
Start
is
another
that
has
very
high
quality
standards,
that's
funded
by
the
federal
government
that
have
similar
kinds
of
program
and
staff,
education
standards
that
are
specific
to
those
programs.
It
was
the
North
Carolina
pre-k
standards
that
were
in
place
in
addition
to
the
Head
Start
standards,
in
that
Juanita,
Burton,
classroom
and
recruiting
for
needing
simple,
specifically
in
that
case,
I
think
somebody
with
a
birth
to
kindergarten,
four-year
degree.
F
And
if
it's
hard
to
talk
about
workforce
without
talking
about
quality,
it's
hard
to
talk
about
quality
without
talking
about
cost
quality
is
tied
to
cost
it's
very
expensive
to
meet
those
standards.
I
see
heads
nodding
up
a
lot
of
providers
in
the
room,
the
teacher,
the
teacher
ratios
and
that's
in
the
requirements
for
staff.
F
F
I'm,
a
major
driver
of
Kostas
personnel.
It's
those
teachers
providers
are
challenged,
finding
qualified
teachers,
finding
people
who
schools
are
challenged.
Finding
people
who
want
to
enter
the
field
I
had
a
brief
conversation
with
one
of
the
education
with
the
University.
Before
the
session
started,
saying
we
use
I
think
we
used
to.
We
did
used
to
have
a
program
and
it
was
hard
keeping
students
in
the
program.
So
what
is
that?
That's
keeping
people
from
entering
the
field?
What
is
it
that's?
Keeping
people
from
advancing
in
the
field?
G
G
G
Kind
of
thing
is:
I
have
found
that
over
the
years
my
best
solutions
come
from
thinking
outside
of
the
box,
so
we
are
going
to
have
to
do
that
today.
So
the
first
thing
is
enrollment
in
teacher
education.
Programs
throughout
the
state
are
down
by
30%:
that's
not
just
for
birth
to
kindergarten
but
oldfield.
G
Secondly,
question
is
the
birth
of
the
kindergarten
degree
outdated.
Does
it
need
to
be
reviewed
in
light
of
our
focus
on
eighth
in
birth
through
third
grade,
and
that
we
know
early
childhood
is
truly
birth
through
eight
years
of
age
we
might
need
to
review
that
degree
itself,
but
while
we
have
it,
we
need
to
train
people
in
it.
They're
very
limited
opportunities
in
this
area
for
to
get
a
birth
to
kindergarten,
four-year
degree.
In
fact,
in
Buncombe
County
there
are
none
the
closest
colleges,
Western
Carolina
and
the
next
closest
is
Appalachian.
G
G
G
I
G
High
school
and
then
go
for
that
degree
oftentimes
after
they
get
the
degrees
they
go
back
home
to
work
and
jobs
are
plentiful.
If
they
live
in
North
Carolina
or
they
may
want
to
stay
in
the
center
or
program
where
they
got
their
degree,
did
their
practicum
do
their
internship
and
are
knowledgeable
about
those
centers
that
leaves
Montcalm
County
at.
G
Then,
let's
talk
a
little
bit
about
the
local
availability
of
early
childhood,
focused
programs.
We
have
several
in
Western,
North
Carolina
that
are
available
to
our
students.
We
need
to
make
sure
they're,
rigorous
and
the
highest
quality
so
that
we're
training
people
either
in
certificate
programs
or
in
a
degrees
that
are
highly
skilled
and
can
give
us
what
we
need
the
cost
for
Community
College
for
many
of
us,
but
for
many
of
those
that
are
on
the
lower
end
of
the
pay
spectrum,
it
can
still
be
a
deterrent.
G
It's
something
that
we
need
to
take
a
look
at.
It's
also
teach
is
a
safe
program
that
helps
people
go
to
school.
It
helps
offset
the
cost,
but
with
teach
your
center
that
you
work
in
has
to
provide
you
bonuses
at
different
levels
and
also
time
out
of
the
classroom
to
study
both
of
those
things
are
various
when
you
suddenly
to
have
people
to
teach
children
in
the
classroom,
and
you
have
very
little
subs,
which
is
also
a
challenge.
I
think
one
of
the
real
challenges
is
accessibility.
G
If
you
are
working
in
the
day
time,
it's
very
difficult
to
get
out
to
go
to
classes
the
classes
being
online,
how
a
great
deal
with
that,
but
it
still
can
be
a
struggle
to
only
have
what
you
need
perhaps
happening
in
the
day.
I
think
the
other
thing
that
we've
dealt
with
the
most
is
if
somebody
needs
a
certain
class
and
it's
not
offered
that
term.
It
may
not
be
offered
for
two
terms,
and
so
what
happens?
Is
you
either
have
to
delay
being
hired?
G
D
So
I'm
gonna
talk
a
little
bit
about
the
teacher
support
challenges
that
we
face.
I
will
say
that
it's
important
to
note
that
these
are
challenges
we
face
and
they
look
very
different
for
our
three
centers.
Even
though
we
represent
public
private
and
headstart,
we
are
larger
centers
so
for
smaller
centers.
These
these
issues
are
ten
fold.
D
First,
the
lack
of
a
career
pipeline
for
early
educators.
We've
talked
a
little
bit
about
that
already
this
morning
we
have
high
school
programs,
we
have
a
strong
community
college
representation
and
then
we
have
our
universities
in
the
surrounding
area,
but
we're
looking
for
that
pipeline
to
kind
of
help
people
get
through
all
of
those
programs
and
then
come
into
our
centers,
a
piece
that
is
really
probably
more
relevant
to
those
of
us
providing
NC,
pre-k
and
I.
Think
there's
a
lot
of
centers
out
there
who
would
like
to
provide
NC
pre-k,
but
can't
barriers.
D
D
Of
what
we
do,
but
for
those
community
providers
who
also
want
to
hire
licensed
teachers,
they
have
to
use
the
early
educator,
support,
licensure
and
professional
development
program
to
do
this,
and
that
is
an
underfunded
program
that
results
in
kind
of
delays
and
getting
teacher
support.
I
think
teachers
have
faced
licensure
delays
because
of
that
program
being
unfunded,
underfunded,
unfunded.
D
So,
while
we're
all
kind
of
held
to
that
same
standard,
it
looks
different
depending
on
which
agency
work
for
another
piece
is
the
professional
development
requirements
versus
what
we
feel
like
our
teachers
need
and
so
again,
I.
Don't
know
that
anyone
Jackie
O
Brien
can
correct
me.
I
would
argue
with
the
heart
and
the
spirit
of
the
requirements
that
we
have
from
DC
EEE
and
little
teacher
licensure
programs.
D
But
it's
a
lot,
and
so
right
now
this
year,
we're
required
to
provide
20
hours
of
pro
Solutions
training,
which
is
really
your
basics,
your
blood-borne
pathogens,
your
safe
environments,
things
like
that.
Ii
wouldn't
argue
that
they're
not
important
and
then
also
22
hours
of
North
Carolina's
foundations
for
early
learning
training.
So
that's
42
hours
of
training
were
required
to
provide
our
staff.
We
all
agree
it's
important,
but
we're
not
provided
with
the
time
or
the
funding
to
do
that.
D
The
two
of
them
are
provided
for
free,
but
the
time
to
do
them
is
it's
hard
to
come
by
and
a
point
that
Jackie
made
when
we
were
talking
earlier,
our
subsidy.
If
you
closed
for
more
than
15
days
a
year,
you're
penalized.
So
so
we
are
kind
of
penalized
for
trying
to
provide
the
time
to
provide
these
trainings.
In
addition
to
holidays.
D
We
also
have
a
new
requirement
that
all
staff
for
CPR
trained
again,
not
something
we
would
argue
with,
but
we
have
to
fund
that
or
require
our
staff
to
pay
for
it,
so
I'm
getting
a
cold.
The
other
piece
to
this
that
I
think
I
find
at
the
barrier
and
I.
Imagine
other
folks
do
as
well
is
that
if
you
have
a
substitute
in
a
classroom
or
in
a
center,
not
just
a
classroom
in
your
Center,
so
my
Center
has
one
of
my
centers
has
seven
classrooms.
D
D
And
then
the
last
piece
I
think
for
the
professional
development
is
that
we
all
want
to
respond
to
the
needs
of
our
children
and
our
staff,
and
so
there's
some
pieces.
I
think
Brian's
going
to
talk
about
caregiver
well-being
and
what
we
know
is
best
for
kids
and
what
we,
what
our
population
that
we're
serving
might
need.
D
But
we
have
a
hard
time
finding
the
time
to
provide
that
training
when
we
need
to
provide
all
of
these
other
trainings
without
that
time,
a
quick
antidote
that
I'll
give
to
what
we
taught
we're
talking
a
lot
about
teacher,
but
in
terms
of
workforce,
administrative
needs
to
four
centers
is
lacking.
Jackie
also
mentioned
difficulty
finding
qualified
center
managers.
We
recently
had
a
staff
member
who
has
a
master's
in
Britain
kindergarten,
education,
20
years
of
experience.
J
J
J
J
J
The
challenge
that
the
industry
has
as
a
whole,
our
teacher
assistants,
were
at
$12
an
hour
for
those
folks
for
our
qualified
teachers,
with
the
license
we're
at
1963,
beginning
salary,
our
average
teacher
salaries
about
20
dollars
and
50
cents.
So
what
I
hope
and
what
we
strive
for
is
to
first
of
all
it
to
be
able
to
hire
experienced
people
with
those
degrees.
But
we
also
work
to
develop
that
pipeline
within
ourselves.
The
things
that
I
think
Head
Start
for
the
great
we
have
parents
who
come
in
and
start
volunteering
in
our
classrooms.
J
They
can
become
substitutes
for
us
once
they
become
a
sub.
We
have
an
education
program
that
will
help
them
go
back
to
school
and
they
become
a
teacher
assistant
from
teacher
assistant.
They
can
work
their
way
into
being
a
licensed.
You
go
through
get
a
four-year
degree
and
then
get
their
license,
and
so
you
know
the
challenge
that
I've
seen
over
the
since
I've,
been
here,
we've
probably
had
maybe
three
or
four
employees
that
have
done
that
whole
process.
So
it's
exciting
to
see
when
it
happens,
but
it's
not
a
daily
occurrence.
C
C
J
Touched
on
our
teacher,
licensure
and
qualification
barriers
and
talked
a
little
bit
about
those,
but
the
real
challenge
is
that
I
see
is
that
early
childhood
education
is
a
really
it's
a
complex
regulatory
environment
and
you
don't
think
of
people
who
are
just
taking
care
of
children
and
educating
children.
That's
having
to
deal
with
that,
but
not
only
the
administrators
and
center
directors,
but
the
teachers
deal
with
a
very
complex
regulatory
environment
every
day
and
that's
from
keeping
children
safe
to
doing
high
quality
education,
our
curriculums
and
then
through
our
child
outcomes.
J
Data
which
is
our
sort
of,
is
how
we
measure
child
progress
and
they
report
that
to
the
families
to
our
program
into
the
community,
so
I
think.
The
the
other
issue
that
we
have
certainly
to
the
substitute
pool
is
a
real
challenge.
Is
that
making
sure
we
have
that
pipeline
of
folks
coming
in?
And
then
you
know
the
other
thing
that's
really
important
to
talk
about
is
I'm
sure
any
caregiver
employment.
J
J
C
D
The
area
we
North
Carolina
is
still
41st
in
the
nation
for
teacher
pay
and
that's
the
pay
that
we're
offering
and
so
while
they're
competitive
sure,
just
in
general.
That
locally
across
the
state,
coupled
with
the
high
cost
of
living
in
Buncombe
County
and
to
me,
makes
that
that
more
even
more
of
a
dire
situation
and.
K
L
G
When
there's
not
much
money,
I
know,
even
one
of
the
larger
centers
in
our
town
had
to
hire
a
staff
person
just
to
manage
the
childcare
voucher
system
and
the
requirements
of
funding
agencies.
It's
an
extreme
burden
on
the
smaller
centers
and
then
just
to
reiterate
real
quickly
what
Brian
and
Dawn
said.
But
this
I
don't
have
to
tell
you.
The
salaries
in
Buncombe
are
depressed,
not
just
in
our
field
but
across
the
board
and
yet
the
cost
of
doing
business.
G
The
cost
of
living
here
is
not
depressed
and
it
mirrors,
if
not
exceeds
the
other
metropolitan
areas.
So
there's
a
big
gap
between
what
parents
here
can
afford
to
pay
for.
High
quality,
early
care
and
education
and
what
the
costs
are.
So
what
happens?
How
do
we
do?
How
do
we
fill
that
gap?
Sinners
clothes
which
has
happened?
We
don't
expand.
G
We
focus
on
the
area
where
we
get
reimbursed
the
most,
which
is
three
to
five
year
olds,
especially
the
MC
pre-k
the
year
before
school.
What
that
means
is
that
we
have
an
extreme
shortage
of
places
for
infants
and
toddlers
to
be
served
and
those
parents
need
to
work
as
much
as
anybody
else
if
they
are
in
the
workforce
and
infants
and
toddlers
need
a
very
enriching
environment
more
than
any
other
age
child.
G
I
could
talk
a
whole
hour
and
a
half
about
subsidy,
but
I
won't
childcare,
subsidy
reimbursement
rates,
as
I
hope.
Everyone
knows
are
low
in
Buncombe
County.
They
are
the
lowest
of
any
other
metropolitan
area
by
far,
but
I
am
excited
to
say
after
10
or
15
years
of
work
we
have
finally
gotten
a
green
light
from
the
division
of
child
development.
Early
childhood
we
have
a
subcommittee
to
look
at
alternative
methodology
to
try
to
to
try
to
make
the
reimbursement
rates
more
equitable.
Well,
we're
gonna
do
our
darndest.
G
That
could
take
two
to
five
years
because
of
the
way
the
pipeline
works
and
we
have
a
crisis
right
now.
So
that's
what
we
need
to
talk
about
did
mention
administrators
there's
a
shortage.
This
is
the
most
stressful
time.
I
have
ever
experienced
to
be
an
administrator
in
early
childhood,
and
so
the
skill
level
that
is
needed
for
administrators
is
the
highest.
It's
ever
been
in
our
training.
M
O
O
I
M
Of
things
just
for
the
previous
topic,
and
then
some
of
the
questions
up
here
that
there's
a
couple
of
initiatives
in
the
state
that
are
pretty
exciting
and
my
colleagues
from
the
community
college
and
in
four-year
institutions
that
have
became
very
committed.
There's
a
going
to
be
an
articulation
agreement
that
all
early
childhood
students
who
are
in
community
colleges
in
bringing
two
three
and
sixty
hours
into
four-year
institutions,
which
hopefully
fast-track
students,
make
it
easier.
M
H
Gonna
be
great
and
we,
the
West,
was
well
well
represented
in
the
planning
of
this
articulation
agreement,
both
Cathy
and
I
were
on
that
planning
committee,
so
we
had
hands-on
with
what
was
going
on
and
the
decisions
that
were
made.
It
was
a
great
experience
for
us
because
it
was
an
opportunity
for
us
to
come
together
and
make
this
decision
ourselves,
rather
than
in
some
states
I'm
Lee
Florida
in
Texas.
In
fact
they
were
told
their
legislature
did
something
similar
to
what
ours
did
and
said
here.
H
C
I
H
M
M
M
M
N
In
fall,
2018,
one
of
the
great
things
about
Twitter
net
Western,
which
would
also
program,
is
that
the
legislature
put
this
program
in
place.
Starting
fall.
2018.
Our
tuition
is
going
to
be
$500
of
semester,
for
our
students
and
for
a
full-time
student.
So
if
there
is
someone
who
is
using
our
online
program
and
and
they
were
part-time,
it
would
actually
cost
less
than
your
dollars
a
semester
for
someone
to
pay
tuition
for
Western.
So.
K
K
But
the
regulations
and
the
licensing
that
fire
chiefs
have
to
do
it's
not
sustainable,
it's
simply
not
sustainable.
So
now
our
firefighters
are
making
nine
dollars
and
20
cents
an
hour.
They
don't
have
the
equipment
they
need
to
be
safe
and
now
hearing
this
a
commonality.
It's
almost
as
if,
if
people
in
charge,
don't
believe
in
something
they
keep
changing
the
Gulf
Coast
once
one
thing
has
have
been
achieved,
then
they
move
it
further
and
it
puts
this
onus
on
the
counties
to
pay
whether
it
be
raising
wages
for
teachers,
assistance
to
be
competitive.
K
T
I
think
you
just
take
it
higher
than
this
sampler
guys
take
it.
You
gotta,
take
this
state
and
federal
overtones
and
I
said
20
years
in
this
is
happening
over
with
a
regulatory
environment
has
a
lot
of
that.
We
live
in
a
litigious
environment.
We're
coming
we're
the
people
on
I
mean
I.
Just
think
of
you
know
school
bus
drivers.
Everybody
has
heard
the
stories
over
and
over
and
then
that
when
I
was
a
kid,
it
only
took
one
look
in
the
mirror
from
a
guy.
T
Know
sometimes
this
is
just
overwhelming
really
when
you
sit
here
as
a
commissioner,
you
have
a
heart
for
the
lowest
lowest
paid
people,
and
but
maybe
we
don't
have
a
heart
for
everybody
else,
but
when
you,
when
you
hear
the
information
about
firefighters
and
you
hear
the
information
about
teacher
assistants-
and
you
know
you
have
an
opportunity
to
do
something
about
it,
you
really
you
really
want
to
do
that.
And
then
you
do
the
math
and
you
go.
T
C
T
What
I
hear
I
won't
get
into
that
because
I'll
just
say
this:
Trump's
broadband,
that's
awesome,
but
they're
both
very
important
to
the
education
of
your
children.
So
we
have
to
look
at
that,
but
this
becomes
overwhelming
as
it
as
a
commissioner
because
we're
we
are
not
only
charged
to
serve
from
her
heart
but
we're
also
charged
to
serve
from
her
from
her
head.
When
we
look
at
funding
so.
F
T
Q
Can
we
want
to
do
that?
Rachel,
I
bike,
to
make
a
comment
in
is
because,
just
recently
this
weekend,
I
read
something
from
the
North
Carolina
policy
watch,
which
is
a
project
of
the
Justice
city
center
that
really
caught
my
eye
and
I.
Think
it
points
out
and
Jackie
said
something
a
friend
jacket
is
so
true
and
I
was
working
in
the
70s.
Q
Oh
yeah,
that's
so
true
in
that
we
got
to
look
at
ways
to
come
out
of
the
box,
and
we
also
have
got
to
have
representatives
like
my
friend
Susan,
who
understands
what
needs
to
be
done
and
school
systems.
But
let
me
read
something
and
we
need
to
think
about
this
because
folks,
this
is
series
and
it's
taxpayers.
We
got
to
step
up
to
the
plate.
Q
Here
is
our
problem.
Folks,
we've
got
to
step
up
to
the
plate
and
we
got
to
do
it.
You
know
we
can
talk
about
Washington,
which
we
know
it's
probably
look
at.
Raleigh
is
just
as
bad,
but
we
gonna
have
to
take
it,
and
here
in
Buncombe,
County
we've
got
to
survive.
What's
going
to
be,
we've
got
to
do
it,
but
unfortunately
those
I
had
a
conversation
with
Commissioner
Belcher.
He
was
saying
we
can't
way
out
of
this.
Q
We've
got
to
all
hands
of
guy
to
come
on
deck,
and
we
got
to
look
at
all
ideas
and
when
I
hears
talk
about
new,
it
would
take
two
to
five
years
to
implement
something.
Folks
that
won't
cut
it,
we're
losing
kids,
we're
losing
we
probably
down
to
generations
now
and
going,
but
we've
gotten
I'm
glad
to
see
here
that
we're
stepping
up
to
the
plate,
but
as
citizens,
we're
gonna
have
to
take
something
too
high
to
make
some
Corrections.
Q
Q
H
We've
got
employers
who
are
hiring
these
parents
who
have
children
that
are
in
child
care
and
if
we're
talking
about
the
fire,
they've
got
fire
department
protection
in
those
businesses.
This
has
got
to
be
a
community
issue.
So
what
can
we
do
to
leverage
those
businesses?
We've
got
biltmore
we've
got,
and
these
are
just
the
two
off
the
top
of
my
head
mission.
These
are
two
of
our
largest
employers.
H
Where
are
they?
Because
you
guys
can't
do
it
all
you
don't
have
a
money,
the
state
can't
do
it
all.
We
clearly
aren't
getting
money,
it's
a
community
issue
and
we
need
community
public
buy-in
so
that
these
businesses
will
make
investments
in
the
things
that
matter,
because
if
they
don't,
families
will
move
away
from
this
region
because
they
can't
afford
to
live
here
any
longer
as
a
lifelong
resident.
That's
really
hard
to
hear
I
couldn't
afford
to
buy
my
own
house
again.
Quite
awesome.
H
You
know
it's
it's
a
community
issue
that
we
need
community
buy-in
and
business
participation,
I.
Think
if
we
need
your
help,
we
need
your
help
as
well,
but
it's
a
bigger
picture
and
until
our
community
sees
children
as
a
priority,
we're
going
to
be
stuck
because
parents
send
their
children
to
child
care
sick,
because
if
they
don't
go
to
work
they
lose
their
job.
So
then
other
children
get
sick.
It's
a
vicious
cycle!
There
isn't
sickly,
it's
you
know
it's
just
all
these
things.
Building
on.
R
R
The
thing
that
I
think
that
I
see
is
that
we
have
one
or
two
friends
in
the
General
Assembly
right
now
who
get
the
voucher
problem
for
example,
or
who
get
the
articulation
problem,
for
example,
but
they
haven't
gotten
quite
yet
a
handle
on
any
of
it,
and
we
don't
have
enough
momentum
or
enough
physical
energy
in
the
in
the
form
of
bodies
in
place
in
the
General
Assembly.
To
make
these
things
happen,
and
so
I
I
hesitate
to
do
this,
but
I
will
take
it
right
down
to
the
voting
booth.
R
T
R
Think
that
what
you
all
are
doing
here
by
keeping
this
conversation
going
is
one
of
the
most
important
things
you
can
do,
because
part
of
the
problem
is
that
everybody
went
to
school.
So
everybody's,
an
expert,
not
everybody,
went
to
medical
school
and
not
everybody's
dr.,
so
they're,
not
an
expert.
So
you
don't
hear
a
whole
lot
of.
You
know
talk
about
medicine
founding
or
in
the
General
Assembly,
but
everybody
went
to
school.
So
everybody
knows
everything.
So
what.
R
Without
ER
and
you
have
to
be
consistent
and
you
keep
it
keep
that
conversation
going,
which
I
really
applaud
you
for
doing,
keep
the
conversation
going
and
make
sure
that
loud
speakers
that
go
all
the
way
Raleigh
and
you
know
wherever
it
needs
to
go
and
I
am
so
glad
to
be
here
today.
For
so
many
reasons,
thank
you.
U
E
Question
lucky
hit
perspective
of
folks
in
higher
ed
at
every
level.
We've
heard
just
about
some
of
the
challenges
to
recruitment
and
retention.
Can
you
all
talk
to
us
about
what
happens
when
it
works?
What
are
the
conditions
that
exist
when
folks
are
drawn
to
the
field
and
are
able
to
enter
the
pipeline
and
progress
the
long
pipeline
just
and
some
of
the
things
that
perhaps
could
be
replicated.
E
U
Almost
30
years
in
k-12
are
almost
twenty
and
the
teacher
out
there
two
side
comments
before
establish
your
question:
I
think
that
the
training
of
the
professionals,
whether
it
be
the
pre-k
or
the
k-12,
the
infrastructure,
is
in
place
at
refinements.
Of
course,
rules
keep
changing,
of
course,
but
there's.
U
The
community
colleges
and
higher
ed
holistically
public
and
private
of
the
private
system
and
then
individual
campuses
Marcille
specifically
have
a
specific
articulation
agreements
or
problems
across
a
broad
spectrum
of
programming,
with
a
BTech
and
Blue
Ridge,
as
well
as
others,
and
not
just
in
education.
But.
U
You
know
those
least
able
to
afford
it,
so
the
slots
that
are
available
in
quality
childcare
to
3
gauge,
whether
it
welcome
or
Madison
or
any
they've
surrounded
the
larger,
the
larger
metro
community.
So
you
know
the
ability
to
do
those
programs
and
attract
the
personnel
is
all
driven
by
a
living
wage
Jim,
a
living
wage
as
I
was
driving,
and
into
this
comment
I
heard
on
the
phone
we
are
about
the
volume
we
have
virtually
fully
important.
U
Jobs,
but
so
many
of
them
there
are
contract
jobs,
they're,
not
gonna
fish,
there's
no
health
care,
so
they
are
anxious
and
their
little
hops
giving
job
to
get
there.
So
if
you
know
we
are
community
where
there
is
the
university
system
or
our
county
government
government,
you
know
how
do
we
structure
ourselves
with
our
employer
employees
and
do
we
help
them
find
an
avenue
to
advance
themselves
lessen
this
employee,
for
your
smile
will
provide
an
incentive
for
their
employees
to
advance
their
education.
Now
there.
U
U
So
we
take
and
not
to
criticize
that
particular
convention,
but
it's
certainly
true.
We
have
school
for
just
a
little
while
we
know
what
the
student
is.
I
mean
that's
kind
of
the
mentality
of
experience
through
50
years
of
work,
almost
so
I'm
sorry
I'm,
not
giving
you
the
hard
part
in
fast.
There
are
no
hard
and
fast,
but
it
does
come
down
to
slobs.
U
Let's
come
down,
providers
have
the
programs
that
are
high
quality
and
that
comes
down,
and
so
whether
it's
probably
four
years
where
you
know
childcare,
substates
fifty
percent
of
cost
whatever
it
is.
It
makes
a
difference
for
people
feeling
willing
to
in
a
certain
tree
the
point,
my
colleagues,
that
they
take
their
children
to
child
care
when
they're
sick,
because
they're
afraid
to
lose
her
job.
H
C
C
B
We
have
data
on
that
question
in
terms
of
that,
you
know,
there's
a
lot
of
attention
that
we
give
to
that.
How
do
we
recruit
people
to
enter
this
profession
right,
which
obviously
people
enter
enter
the
pipeline?
But
equally
important
is
people
not
leaving
the
pipeline
right
and
in
some
ways,
maybe
more
because
once
you
get
people
trained
and
they've
done
this
for
a
few
years,
they
get
really
good
at
it.
So
they're
your
you
know,
they're
our
most
valuable
employees,
so
keeping
people.
V
As
far
as
turnover,
I
don't
have
that
matter
on
top
of
my
head.
We
do
know
that
the
lowest
paid
workers
in
our
society
are
those
that
take
care
of
us
when
we're
diving
and
those
that
take
care
of
us
with
our
tomorrow.
So
if
we
look
at
the
valley,
ask
the
issues,
but
we
look
at
the
long-term
care
challenges
and
CNAs
we
could
employ
over
500
CNAs
today.
If
we
have
facilities
in
our
region
and
hospitals
and
care
facilities
and
other
other
settings,
you
know
the
economics,
that's
really
tough
and
that's.
V
Why
I'm
here
to
try
to
run
some
wisdom,
because
you
know
I
think
that
the
Chairman's
point
is
well-taken
that
well,
we've
got
to
focus
on
turnover
because
you
trained
someone
and
they
leave
you,
but
it's
a
tight
labor
market
now
and
we
have
the
tightest
labor
market
in
the
state.
The
the
challenge
macro
challenge
in
our
region
and
I,
don't
know,
there's
an
easy
solution,
but
the
top
20
sectors
of
our
economy
you're
only
two
sectors
in
our
region
that
pay
above
the
state
average
for
that
sector.
V
In
that's
healthcare,
hospitality,
tourism,
every
other
sector
pays
less
and
our
biggest
disparity
is
in
our
highest
paying
sectors
so
like
ID
or
finance
or
other.
There
is
that's
where
actually,
the
our
wagers
or
the
lowest,
even
in
manufacturing,
that
type
of
manufacturing
away
from
our
region's
over
fifty
thousand
dollars
that
our
manufacturing
way
to
serve
below
the
state
average.
So
that's
that's
the
macro
challenge.
You
have
a
good.
V
We
have
about
thirteen
thousand
job
openings
today
and
they're,
not
all
about
paying
jobs.
We
go
paying
jobs
and
waiters
are
struggling
the
field.
So
when
someone
considers
we'll
all
go
to
school
and
go
into
early
childhood,
well,
look
at
nursing.
There
look
at
the
engine
and
look
at
other
career
opportunities.
They
have
over
a
lifetime
between
their
lifetime
earnings.
They
choose
to
go
into
early
childhood
versus
going
into.
F
T
T
T
T
It
was
part
of
their
thought
process
to
provide
a.
There
are
employers
that
it
is
part
of
the
thought
process
to
do
two
things
part
of
their
business
model
to
two
things.
One
is
to
provide
that
ongoing
education
that
dr.
Lunsford
mentioned
it's
a
farm
boy
and
the
other
is
to
provide
Chow,
is
to
provide
childcare
and
I
know
it's
it.
I
know
it's
a
different
thing,
but
it's
all
part
of
the
same
conversation.
What
were
they're
trying
to
do
is
provide
opportunities
for
their
parents
and
also
to
provide
some.
U
T
U
D
U
U
It
was
not
plus
ten
years,
but
it
was
plus
five,
whereas
the
rest
of
the
state
had
a
much
lower
a
retention
rate
and
then
has
to
go
back
to
what
Frances
said
in
terms
of
people
want
to
live
here
in
the
environment.
Quality
experiences.
But
it's
still
an
enormous
loss
of
resources
to
the
Chairman's
point
when
you
train
them
and
they're
out
the
door
in
you
know,
in
five
years
that
lost
investment.
F
W
Respond
to
the
Higher
Ed
question:
what
what
examples
are
out
there
and
I
apologize
for
being
late?
I
know
I,
missed
minutes,
so
I
want
to
talk
a
little
bit
about
the
relationship
that
Warren
Wilson
has
I
think
as
an
anchor
institution.
Really
to
respond
this
we
have
a
relationship
with
Berner
Early
Learning
Center,
where
our
students
are
working
at
a
highly
effective,
so
they're
Co,
educators
with
students
that
are
in
our
coursework,
see
that
relationship
there
as
as
a
really
a
way
of
half
way
into
early
childhood
and
I
think
by
professionalizing
it.
W
W
The
same
problem
of
the
fewer
financial
incentives
to
stay
in
the
in
the
work
but
I
think
in
terms
of
drawing
them
into
working
in
early
childhood
and
being
effective
by
having
that
co-educational
relationship.
They
are
really
becoming
the
leaders
and
feel
and
I
also
I,
think
for
us
as
a
in
higher
education.
We
see
it
as
our
responsibility
really
as
a
lead.
X
X
How
do
we
retain
and
I
think
it's
exactly
what
miss
or
look
you
know
I'm
looking
to
do
that
it
takes
a
passion,
and
so,
if
we
don't
develop
that
passion,
these
students
are
not
going
to
come
to
us
to
begin
with,
and
then
we're
not
going
to
be
able
to
continue
through
with
that
process,
to
not
only
educate
them
but
to
have
that
passion
OU's
as
to
where
they
want
to
be
in
that
field.
When
you
talk
about
burnout,
I
cannot
even
imagine
I
mean
I,
have
twins,
choosing.
X
A
classroom,
full
and
so
I
did
think
about
you
know
if
we
don't
have
that
passion
that
exists,
and
we
know
the
pace
not
there
and
that's
something
that
can
be
worked
on.
But
it's
not
something
that's
gonna
be
changed
overnight.
So
I
think
one
of
the
things
that
we've
not
mentioned
but
I
think
it's
a
really
crucial
part
of
this.
It's
going
back
to
even
to
CTE
classrooms,
where.
X
Childhood
education
programs
can
exist
to
develop
that
passion
that
brings
them
that
pipeline.
It's
developing
that
pipeline,
as
you
were
just
saying
in
him,
where
does
that
pipeline
began
as
early
as
possible?
We've
gotta
get
you
know
to
develop
a
passion
so
that
when
they,
you
know,
think
about
early
childhood
education,
they're,
not
looking
at
the
financial
side
of
it,
we'd
like
to
say
our
students
are
not
just
on
them,
not
being
financially
literate
coming
in,
but
I
can
guarantee
you
as
someone
who's
recruiting.
That's
one
thing
they
do
go
well
financially.
X
I
F
X
N
N
D
C
N
Y
Y
So
I
would
challenge
everyone.
Look
at
the
model
that
we
operate
under.
Are
there
opportunities
to
tweak
that
aspect
of
it
and
see
where
we,
where
we
may
be
cutting
our
nose
off
to
spite
our
face
in
allowing
people
to
gain
the
passion,
shadow
in
the
classroom
or
come
back
in
and
work
in
early
education.
T
T
It
I
mean
it's
just
it's
just
not
some
people,
just
love
it
and
I.
Think
about
the
retired
people
it.
What
trust
me
crazy
is
when
you
tell
me,
there's
five
retired
people
that
want
to
go
back
and
help
kids,
who
has
raised
more
kids,
I
mean
we
probably
it's
amazing,
how
many
children
they've
influenced
over
maybe
50
or
60
or
70
years,
and
they
can't
go
back
and
do
it.
That's
a
that's
a
big
issue
from
a
legislative
standpoint
or
wherever
that
we
can.
We
need
to
try
to
fix,
but
if
we.
U
S
U
T
If
we
can
start
early
and
find
those
that
love
their
mamas
and
daddies
love
children
and
grandmas
and
grandmas
the
love,
children,
they
love
home
and
we
can
go
back
to
the
seat.
The
CT
model.
It's
a
big
deal
in
Buncombe
County.
We
can
go
back
and
find
those
they'd
love
these
children.
Then
we
can
figure
the
rest
of
it
out
if
we
can
get
it.
If
we
can
do
that,
that's
a
that'll
be
a
big
help.
E
But
the
model
is
I
understand,
sir
than
didn't
a
thin
layer
of
what
it
does,
but
it
allows
people
who
are
currently
employed
in
the
field
to
become
apprentices
and
through
their
daily
work
and
mentorship
in
that
setting
advance,
as
they
show
up
to
work
each
day.
Basically,
so
just
wondering
if
there's
been
thought
about
approaches
like
that
or
if
there's
anything
underway
currently
in
the
region,
that's
looking
at
the
apprenticeship
model
as
one
vehicle
that
might
sort
of
you
know
we're
operating
in
a
tightly
constricted
system.
E
C
E
Was
our
one
of
our
interests
today
was
giving
creating
a
space
and
giving
lift?
So
what
are
some
of
those
ideas
where
there
might
be
some
room
to
run
even
in
a
pilot
levels,
look
and
figure
out
whether
we
might
sort
of
learn
enough
to
figure
out
some
ways
to
work
around
the
system
while
it
continues
to
get
fixed?
Hopefully
so.
E
E
D
H
What
our
licensed
teachers
and
non
public
schools
they
have
mentors
and
evaluators
that
support
them.
It's
really
complicated
system
and,
as
please
folks
share
earlier,
it's
a
complicated
system
and
underfunded
and
there's
not
enough
people,
but
there
is
some
piece
of
that
happening.
I
know,
at
least
on
other
side.
We
have.
All
of
our
classes
requires
some
interaction
with
children
throughout
the
semester
it
varies
in
forms.
Sometimes
it's
just
a
single
assignment.
H
You
go
observe
some
courses,
it's
you're
going
to
do
a
number
of
observations
and
then
we
top
off
the
degree
with
our
early
childhood
capstone
practicum
and
then
that's
where
our
students
are
placed
for
the
semester
for
nine
hours
a
week
in
local
programs.
Sometimes
it's
their
employer
many
times
it's
not
whether
it's
difficult,
if
they're
already
employed,
because
then
they
have
to
leave
work
and.
H
H
Already
require
it,
but
it's
going
to
become
more
formal
and
be
in
the
course
description
for
all
the
colleges.
So
we
already
do
some
of
that
work
now
and
and
kind
of
tied
to
that
is
our
high
schools.
So
Rachel
handed
me
an
idea
of
what
the
education
options
are
for
high
schools,
some
of
our
high
schools,
locally
Erwin,
Reynolds,
Robertson,
Asheville,
high
and
Madison
attaches
a
text.
Catchment
area
have
child
care,
centers
on-site.
H
D
H
Way,
in
fact,
I
have
students
that
are
in
a
high
school
that
don't
have
an
early
childhood
program,
so
we've
got
those
pieces
that
they
can
come
and
get
and
through
that
they're
in
our
courses,
which
means
they
have
to
go
to
observe
children
or
interact
with
children
and
group
behavior.
So
there's
a
number
of
options
for
high
schools,
although,
unlike
what
we've
said.
H
Emma
C
does
and
I
added
that
to
this
idea,
because
now
I've
got
three
students:
an
Enka,
this
semester,
who
don't
have
an
early
childhood
classroom
on
site
in
their
high
school.
So
now
I'm
going
to
go,
find
somewhere
for
them
to
go
and
partner,
because
I
think
that's
a
really
great
opportunity
and
I
know.
Henderson
County
has
they'll,
have
childcare
and
couple
in
high
school
yeah.
C
I
Anyone
on
our
campus,
we
have
a
head
start
program
there
on
campus
too,
because
we
have
an
innovative
high
school
campus
as
well
as
an
early
college
on
campus.
So
we
have
also
have
been
college
and
current
promised
certificates
that
the
students
in
high
school
can
also
earn
and
doing
observations
within
the
classroom
isn't
just
the
same
as
a
BTech.
So
we
are
doing
a
lot
of
that
already
and
that's
kind
of
that
CTE
right.
E
H
C
R
G
R
And
then
the
other
thing
is
that
I
want
to
suggest
that
we
look
at
incentives
other
than
just
apprenticeship,
which
is
awesome.
I
think
apprenticeships
are
very
important,
but
we
need
to
look
at
incentives
or
pay
for
poor
childcare
providers.
When
you
have
a
situation
that
I've
heard
after
city
preschool
talking
about
where
you
pay
your
folks,
but
they
still
are
eligible
for
Social
Services.
R
R
Ridiculously
impressive
incentive
packages.
We
need
to
look
at
an
incentive
package
that
comes
from
the
county
from
the
city
from
wherever,
through
the
chamber,
from
from
from
public/private,
wherever
we
pay
these
childcare
providers
as
they're
coming
out
of
their
education
programs
to
go
into
that
business.
And
you
know
that
will
help
all
the
way
down
the
line
from
the
people
from
the
companies
who
want
to
locate
in
this
area
when
they
see
that
we
support
childcare
and
not
just
in
curriculum
but
in
pay
for
the
providers.
You're
gonna
want
to
be
here.
A
I
wanted
to
mention
one
thing:
/,
no
Fisher.
This
is
I'm
going
to
add
something
we
mentioned
earlier,
that
reimbursement
rates
are
amongst
the
lowest
in
the
state
for
childcare
subsidies.
I'm
about
pop
of
blood
vessel
last
year,
when
I
learned
that
economic
incentive
tiers
are
used
to
help
figure
out
what
reimbursement
looks
like,
and
let
me
know
all
right
so
you've
got
if
we're
amongst
the
lowest
and
we're
tier
3,
which
is
the
highest
tier
in
Buncombe,
County,
Haywood
County,
and
that's
we're
in
a
st.
A
here
with
Raleigh
and
Charlotte,
and
some
of
the
largest
communities
in
the
state
and
Haywood
County
is
also
a
tier
3.
Whereas
Greensboro
is
a
tier
2.
Community
I
mean
it
makes
absolutely
no
sense
to
me.
So
our
lobbyist
has
been
working
with
some
legislators
to
try
and
and
eliminate
the
use
of
incentive
tiers
number
one.
The
incentive
tier
system
is
just
screwed
up.
A
Being
used
for
economic
subsidies,
but
it
was
being
used
to
determine
whether
art
museums,
what
kinds
of
what
kinds
of
reimbursement
or
granted
they're
capable,
if
they're
in
Tier
three
they're
in
the
lowest
ranked,
whereas
we
so
it's
a
huge
problem.
We've
been
working
on
suggesting
some
changes
to
the
economic
incentive,
an
effort
to
because
40%
of
the
people
who
work
in
Buncombe
County
come
from
outside
the
county.
So
we
have
to
care
about
the
whole
the
whole
MSA.
We
actually
have
a
ten
County
labor
chef.
A
L
F
L
L
L
L
J.J
stepped
out
to
really
address
a
number
of
issues,
looking
at
recruitment
attention
and
ongoing
professional
development
by
creating
a
highly
qualified
substitute
pool
that
involves
some
training
and
then
placement
of
folks,
and
that
is
the
way
for
folks
to
really
determine
hey.
Is
this
a
career
I
want
to
take
on
and
then
get
access
to
higher
education
through
a
t-test
as
well
as
work
more
closely
with
the
high
school
program?
Some
folks
have
friends
quit
CTE
program,
so
Buncombe
County
Schools
has
some
great
programs.
L
F
O
The
reason
why
we
no
longer
have
a
be
pay
program
is
simply
that
there
weren't
enough
students
in
the
program
we
had
a
cohort
four
or
five
students
here
and
when
the
faculty
member,
who
was
directing
the
program,
took
a
job
elsewhere.
It's
another
retention
issue.
The
faculty
member
took
a
job
elsewhere.
The
university
decided
that
we.
O
And
also
want
to
point
out
that,
for
me
is
I'm
not
overseeing
just
a
Department
of
Education
but
working
about
the
university
more
broadly.
This
is
a
workforce
issue
for
us
as
well,
and
it's
because
we've
had
conversations
as
a
university,
mostly
driven
by
the
Faculty
Senate
and
the
Faculty
Welfare
and
Development
Committee
I.
Think
that
has
a
conversation
we're
not
talking
about.
C
C
W
I
think
we
have
a
strong
as
I
talk
about
the
Warren
Wilson
relationship,
the
lab
school
model
with
burner,
but
hearing
you
know
the
from
community
colleges
I
think
there's
a
possibility.
I
want
to
explore
the
possibility
of
a
partnership
with
a
DTAC
mini
and
a
detective
Warren
Wilson
burner
relationship,
Warren
Wilson
just
rolled
out
this
in
C
free
tuition
that
will
make
higher
ed
that
four-year
degree,
more
accessible
and
but
I
think
what
we're
lacking
is
so
the
expertise
for
maybe
tech
and
some
of
the
licensure
pieces.
That.
C
W
C
W
H
F
And
compile
and
share
out
this
information,
any
materials
that
we
use
during
the
session
will
be
on
the
three
of
Commissioners
webpage
for
the
meeting.
The
one
thing
that's
not
on
there.
Yet
is
the
PowerPoint
presentation
we'll
get
that
up
later
today,
and
we
will
make
these
notes
available.
Please
make
sure
you
sign
that
the
sign-in
sheet
and
if
you
haven't,
leave
me
a
business
card
so
that
we
can
touch.
S
S
Strategies,
especially
as
you
talk
about
900
work,
you've
done
on
the
articulation
agreement.
What
are
going
to
put
those
concrete
challenges
for
people
moving
from
an
associate
degree
to
a
four-year
degree,
I've
heard
substitute,
pool
I've
heard
stipends
for
practicum
when
you're
missing
work,
the
more
we
can
get
our
handle
arranged
our
fence
around
those
concrete
things
that
we
can
do
now,
while
we
wait
for
State,
Nationals
I.
Think
that'll,
be
really
helpful,
is
how
we
do
that.
S
E
Again,
Express
incredible
thanks.
Thanks
for
sharing
your
time,
your
expertise
and
appreciation
of
my
fellow
commissioners
and
the
county
staff
for
an
approach,
that's
I
think
really
good
about
trying
to
identify,
there's
actual
areas
where
we
can
take
immediate
steps
where
we
can
be
learning
immediate
lessons
and
in
some
way
sort
of
build
the
road
by
walking
as
we
work
for.
E
Vision
of
ultimately
being
able
to
ensure
that
every
kiddo
and
our
community
has
equal
access
to
high-quality
education
and
beyond
that
not
just
education,
of
course,
everything
they
need
to
be
able
to
thrive.
But
we
can't
state
enough
the
openness
to
hearing
ideas
and
I
think
that
I've
heard
from
everyone
on
Commission
certainly
a
real
recognition
that
we're
going
to
have
to
try
out
a
lot
of
different
things,
and
so
please
don't
hold
back.
E
If
you've
got
ideas,
it
doesn't
mean
we
can
act
on
all
of
them
immediately,
but
we
certainly
want
to
hear
them
and
figure
out
how
the
county
can
be
an
effective
partner
and
and
continuing
to
move
forward.
So
it
was
awesome
to
hear
some
concrete
ideas,
kind
of
starting
to
bubble
up
by
great
questions
about
where
this
might
go
next,
so
I
just
personally
want
to
say
thank
you
to
everyone.
P
P
To
say,
thanks
to
everyone,
this
was
very
educational
for
me
today
and
being
part
of
what
Jasmine
helped
me
with
and
I
whispered
to
her.
During
this
this.
This
is
further
deeper
than
I
ever
thought.
It
was
the
couple
notes
that
I
made
here:
Jennifer
I
mean
I,
just
loved
everything.
You
said
I
mean
it
made
such
good
of
what
the
community.
Yes,
we
go
state
week
of
county
week
of
federal,
but
it's
got
to
start
in
two.
We,
you
know
the
YMCA.
You
know
these
already.
Did
the
community
started
it.
P
You
know,
I
was
fortunate
enough
to
jump
in
element
and
so
over
the
death
of
the
little
girl.
You
know
a
year
and
a
half
ago
that
I
took
it
on
myself
as
a
commissioner
out
there
not
to
spend
the
taxpayers
money
went
out
and
funded
a
playground
and
the
kids
whenever
I
went
out
there,
and
they
say
this
is
absolutely
the
best
day
of
my
life.
You
know
you
don't
know
what
that
means
to
me
that
you
hear
that
kind
of
thing.
Susan
one
thing
you
said
there.
P
P
That
Jasmine
and
myself
and
I
mean
listen.
I
was
small
small
part
of
what
she
has
done
here
and
once
we
leave
here
today,
this
don't
need
to
roll
over
and
okay
whatever
our
next
workshop
is
their
priority
code,
I
think
as
a
commission,
all
seven
of
us
voted
unanimous
that
this
is
one
of
the
three
top
priority
and
let's
keep
it
going.
Q
Both
of
you
told
me,
you
know
this
has
been
all
of
my
life.
I've
spent,
let's
see
16
years
on
two
different
University
boards,
eight
years
on
K
to
12
years,
but
the
most
frustrating
thing
to
me
over
that
twenty
forty
year
term
is
to
see
us
continue
to
talk
about
preschool
of
K
through
3
education,
and
we
can't
afford
to
talk
in
now.
It's
time
for
that
and
Commission
the
press.
That
is
right.
You
know
we
can't.
You
know
you
see
all
politicians
step
up
to
the
plate.
Q
You
only
run
for
you
action
and
talk
about
education,
but
it
disappears
into
four
years
on,
though
two
years
late,
but
a
lot
of
us
have
lived
it
and
we're
going
to
continue
for
five.
Fourth,
but
my
concern
is
and
that's
why
I'm
glad
to
see
all
of
us
here
in
the
room,
because
in
Rankin
County,
which
we
can't
control,
let's
get
something
done
and
I
feel
calm
we
will
and
with
in
the
county,
because
if
we
don't
do
it
nobody's
going.
F
Through
the
ideas
and
continuing
conversations
with
partners
in
the
room,
what
are
some
things
we
can
do
right
away
here?
Please
contact
me
as
a
liaison
any
time
to
reach
the
anyone
in
the
county,
I
mean
go
to
the
Board
of
Commissioners
website
for
phone
numbers
or
email
addresses
for
any
of
the
members
of
this
elected
board.
We
can
extend
this
invitation.
We're.
Thank
you,
thankful
for
the
board
for
setting
this
stage
today.