►
From YouTube: Early Childhood Committee Meeting Dec. 2, 2022
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A
B
Are
we
having
people
sign
up
for
public
comment,
both
on
paper
or
answered
with
apps?
So,
yes,.
A
A
A
You're,
good,
okay,
great
welcome
everyone
to
our
December
early
childhood
education
development
community
meeting.
A
A
A
We'll
do
our
votes
by
roll
call
today
and
we'll
also
do
attendance
by
roll
call
in
just
a
moment
for
members
of
the
community.
If
you
are
interested
in
speaking
during
public
comment,
which
will
happen
at
the
end
of
the
meeting,
there's
a
piece
of
paper
that
you
can
sign
up
on.
Please
go
ahead
and
do
that.
Thank
you,
Debbie.
A
If
you
are
joining
us
online
and
would
like
to
participate
in
public
comment,
please
indicate
that
in
the
chat
function
and
we'll
keep
track
of
that,
we
are
very
thrilled
today
to
be
welcoming
our
friends
from
banggun
partnership
for
children,
for
their
annual
visit
to
this
committee
to
provide
a
sort
of
State
of
the
State
of
the
Union
Address
on
early
childhood
education.
All
things
really
child
education
in
Buncombe.
A
To
you
all
for
the
work
and
effort
that
you've
put
into
preparing
for
this,
and
that
really
will
be
the
heart
of
our
reading
today,
so
we
will
get
through
our
agenda
items
and
be
able
to
turn
things
over
to
them
by
about
the
120
mark
and
and
we'll
have
a
presentation
and
time
for
discussion
and
then
time
for
public
comment
on
the
other
side
of
that.
A
Welcome
commissioner
Martin
Moore
birth
to
Buncombe
County
Commission
and
to
the
Early
Childhood
commission
serving
in
the
commissioner
slot
here
on
the
committee
and
Martin.
If
there's
anything
you'd
like
to
say
honored.
A
A
Off
to
that
I
think
with
that,
we
could
go
and
turn
over
things
over
to
Rich
to
do
a
I.
G
I
B
J
C
B
A
A
And
our
first
item
in
business
is
review
and
approval
of
minutes
from
our
November
1st
meeting.
Don't
take
emotional.
K
D
G
C
A
All
those
in
favor,
please
say:
aye
aye,
aye,
okay,
the
minutes
are
passed,
we'll
turn
our
attention
down
to
Old
business
and
turn
things
over
to
staff
to
walk
us
through
those
items.
B
Thank
you
for
the
discussion
coming
out,
the
post,
Grant
cycle
reflection
and
then
in
the
November
meeting
the
discussion
about
getting
ready
for
the
new
Grant
cycle.
We
sent
staff
since
an
email
to
the
committee
with
the
materials
for
today's
meeting
and
kind
of
a
bit
of
explanation
about
the
updates.
The
application
was
updated
to
reflect
the
changes
that
came
from
this
group.
B
B
An
example
of
that
is
the
equity
question,
where
we
have
been
more
clear
about
the
accounting's
definition
of
equity
I
offer
that,
in
the
way
of
reminder,
the
item
that
I
wanted
to
specifically
call
out
is
related
to
the
scoring
criteria.
So
we
shared
in
the
email
that
Buncombe
County
staff
is
recommending
to
this
committee
to
utilize.
The
group
that
we
sent
out
and
I
haven't
put
it
in
this
meeting
packet.
Essentially,
what
that
rubric
does
is
provides
narrative
descriptions
of
each
of
the
five
points
on
the
ratings
guide.
B
So
there
are
six
criteria
that
doesn't
change
and
Five
Points
available
for
those
criteria
that
doesn't
change.
What
it
does
is
offers
a
little
bit
more
guidance
and
Direction
and
anchoring
information
to
the
reviewer.
That's
you
when
you
go
into
the
grant
software
and
evaluate
and
assign
points,
and
it
offers
more
information
to
the
grantee
when
they're
preparing
your
applications
and
the
feedback
we
heard
is
what
is
good
look
like
for
some
of
these.
B
Hopefully
these
explanations
are
concise
and
straightforward,
so
as
not
to
limit
us
too
much,
but
give
some
more
clarity
about
what.
E
B
So
we
bring
those
forward
as
the
drafts
you'll
remember
from
the
schedule
that
we
are
hoping
to
our
planning
to
release
the
call
for
applications
Monday
after
next
so
December
19th
and
it
will
be
open
until
mid-February.
I.
Think
February.
10Th
is
the
deadline
when
the
nonprofits
or
the
organizational
submit
their
applications.
And
then
the
committee
will
move
on
into
the
review
face.
B
A
Is
there
anything
we
need
to
check
in
about
Rachel.
B
B
Do
you
have
information
Angelina
about
how
many
are
still
remaining?
Three
three
remain.
Thank
you.
It
is
a
lot
of
time,
commitment
to
participate
in
site
visits.
The
feedback
we've
been
hearing
is
particularly
from
the
committee
members
is
that
those
are
really
valuable
learning
opportunities
to
deepen
knowledge,
deeper
relationships.
B
We
have
some
thank
you
cards
that
we've
brought
home
from
some
of
our
site
visits
from
evolve,
Early,
Learning
and
from
the
quick
thank
you.
John
I'll
narratively
describe
them
for
the
people
online,
but
thank
you
not
from
the
from
the
kids
that
participate
in
these
early
learning
programs.
So
we
know
that's
a
lot
of
work.
Thank
you
for
participating
in
those.
B
There
are
still
a
few
left
to
sign
up
for
if
you
want-
and
it
is
helpful
for
you
to
do
those
posts
visit
surveys,
because
that
gives
a
way
to
capture
your
thoughts
and
feedback
and
share
it
with
others.
H
If
you
have
this
one
topic
that
I
want
to
bring
up
that,
that
also
could
also
impact
an
application.
This
was
a
visit
for
at
first
Incorporated,
paying
attention
to
about
the
sunshine
project
and
they
shared
with
us.
A
topic
have
to
do
with
expulsion
of
preschoolers
and
I
think
I
think
as
well.
They
were
talking
about
how,
in
some
situations,
two-year-old.
I
H
It
might
make
sense
for
us
to
add
a
question
about
you
know
what
policies,
if
any,
do
you
have
around
discipline
and
specifically
expulsion
just
so
we
begin
to
get
an
idea
of
what's
out
there,
because
it
obviously
I'm
sure
concerns
all
of
us
to
think
of
a
two-year-old,
a
three-year-old,
a
four-year-old
or
even
a
five-year-old
being
spelled
from
you
know,
a
setting
that
yeah
and
you
know,
then
it
raises
all
the
other
questions
about
what
are
the
demographics
of
that
Etc?
H
F
Well,
this
is
this
is
Philip
and
I
would
suggest
enough.
That's
not
a
question
that
you're
going
to
get
a
meaningful
answer
to
talking.
One-On-One
I
think
somebody
like
the
Buncombe
partnership
for
children,
who
has
information
across
the
board
would
be
useful,
but
I
think
I
I
think
there
would
be
I
think
there
would
raise
a
lot
more
concerns
if
we're
trying
to
base
some
kind
of
decision
making
on
what
individuals
are
seeing
at
individual
side
visits.
G
I
mean
it
could
be
interesting
to
track,
though,
and
get
and
develop
some
you
know,
I
don't
have
to
welcome.
Partnership,
for
children
may
very
well
already
have
this
but
advice
for
parents
who
have
a
biter
I
mean
there
are
just
so
many
kid
issues
that
parents
face
and
they're
being
a
parent
for
the
first
time
and
they
don't
want
their
children
to
fight,
but
they
could
use
help
not
just
not
expulsion
but
help
and
understanding
what
to
do
so.
G
C
D
Certainly
affected
by
suspension
rates,
and
that
is
obviously
an
equity
flag
and
something
that
and
especially
we're
looking
at
places,
and
we
don't.
We
don't
I
mean
that's
some
of
the
idea
of
understanding
what
the
demographics
of
the
staff
are
versus,
who
they're
serving
I
think
all
that
stuff
sort
of
rolls
in
together,
I.
G
Know
my
my
experience
in
K-12
education
excuse
me
that
there
was
a
a
big
correlation
between
African-American,
males
and
expulsions
in
in
large
part.
The
theory
is
that
you've
got
teachers
who
are
coming
from
a
middle
class
background
working
with
kids,
who
are
from
a
lower
socioeconomic
background,
and
so
the
rules
are
different
depending
upon
Ruby
Payne
was
a
person
and
I
don't
even
know
if
she's
still
still
working,
but
she
used
to
talk
about
the
different.
G
The
the
rules
of
living
in
poverty.
The
rules
of
living
in
middle
class
and
rules
in
upper
class
types
of
and
trained
teachers
wanted
teachers
to
understand
what
those
rules
were
or
for
poverty
to
have
a
better
understanding
of
where
the
little
kids
are
coming
from
and
where
their
parents
are
coming
from
and
on
the
whole
on
for
offer
more
education
for
for
parents.
L
I
think
there's
I
I
wanted
to
chime
in
on
from
Zoom.
This
is
Marcia.
I.
Think
you
know,
there's
got
to
be
a
distinction
in
the
conversation
between
are
these
systems
level
issues.
Are
these
individual
level
issues,
and
you
know
when
we're
talking
about
a
child's
biting.
That's
that's,
not
a
socioeconomic.
L
You
know
that
doesn't
come
up
just
because,
based
on
socioeconomic
status
or
racial
or
an
ethnicity,
that's
a
that's
a
thing
that
toddlers
do
and
the
the
question
becomes.
You
know:
what's
a
systems
level
response
to
that
and
whether
or
not
expulsion
makes
sense
in
an
early
childhood
education
setting,
which
you
know
most
updated
data
at
this
point
says
it
does
not
right.
It's
not
a
developmentally
appropriate
intervention.
L
You
know
so
I
think
that
that's
something
for
us
to
keep
in
mind.
But
my
question,
you
know,
as
a
newer
member
of
the
committee
is,
is
what's
the
purview
of
the
committee
I
think
there
are
actually
some
wonderful
advocacy
groups
locally.
L
You
know
I
think
folks
have
brought
up
the
partnership
as
an
option,
but
you
know
the
question
for
me
is
whether
or
not
recommendations
are
to
to
link
up
with
Community
Partners,
who
are
already
doing
this
work,
as
opposed
to
asking
another
question
on
on
our
on
our
application.
Is
whether
or
not
I
guess
I'd
need
some
clarity
about
what
we've
seen
historically
to
actually
be
a
more
powerful?
You
know
strategic
lever
for
us.
K
I
was
just
thinking
that,
because
of
the
lack
of
staff
and
the
frustration
level
in
centers,
they
are
not,
and
the
lack
of
training
for
teachers
also
is
a
big
issue.
I
think.
A
Partly
because
we're
keeping
an
eye
on
the
clock,
this
feels
to
me
like
one
of
those
areas
where
there
might
be
some
opportunities
for
first
to
learn
more
about
the
landscape,
but
then
to
think
about
whether
there
are
some
technical
assistance
or
training
or
resource
opportunities
that
might
already
exist
and
or
the
committee
might
have
an
opportunity
to
support,
or
at
least
be
aware
of
or
make
grantees.
A
Aware
of
so
maybe
we
can
flag
flag
just
for
some
future
discussion,
but
and
also
invite
Partners
to
share
resources
that
they're,
aware
of,
and
we
could
maybe
develop
sort
of
a
toolkit
of
resources
for
grantees
around
particularly
Equity
issues,
including,
but
not
limited
to
disciplinary
issues.
Does
that
sound
like
an
okay
set
of
the
next
steps
for
folks
thanks
thanks
for
raising
that
issue,
Mark
on
a.
G
Slightly
different
subject:
I
don't
know
if
now
is
the
time
to
bring
this
up,
but
I
sent
Rachel
a
note
when
I
was
perusing
this
stuff
and
and
was
thinking
from
the
philosophical
perspective.
From
this
committee's
perspective,
our
focus
on
three
and
four-year-olds
versus
infants
and
through
H2
I,
mean
I.
Think
the
brain
research
is
pretty
compelling
about
what
happens
in
the
very
very
beginning
and
I
know
I
think
we
have
a
tendency
to
think
well
we're
going
to
buy
one.
You
know,
take
one
mouthful,
the
Elephant
at
a
time,
I
just
fear.
G
If
we
wait
we're
going
to
be
waiting
a
long
time
before
we
begin
to
focus
on
those
infants
and
and
toddlers
and
I'm
I,
don't
know,
don't
know
how
everybody
else
feels
about
it,
but
I'd
like
to
in
term
we're
thinking
about
what
our
our
strategic
Focus
might
be
related
to
the
grants.
I'd
like
to
see
some
enhanced
focus
on
those
earliest
days.
I
said
I'm,
just
one
person
just
wanted
to
bring
that
up
right
there
with
you.
A
Thank
you
for
sharing
that
and
I
think.
All
of
that
will
to
be
continued
as
we
head
into
this
year's
cycle
for
sure
we
are
now
going
to
we
got
through.
We
got
through
some
reflection
on
site
visits.
I
think
we
could
go
very
deep
on
everything.
That's
been
raised,
got
through
the
application
and
now
very
excited
to
turn
the
mic
over
to
Uncle
partnership
for
children.
A
They
have
a
prepared
presentation
and
then
we
will
open
it
up
for
discussion
and
we
will
add
a
profit
at
in
about
an
hour,
need
to
wrap
up
both
pieces
of
that.
So
we
have
time
for
a
public
comment
and
thank
you
all
so
much.
M
So
so
we're
going
to
talk
about
kind
of
what's
happening
right
now,
right
what
we
see
in
our
work
across
several
different
funded
projects,
what
we
see
in
our
work,
both
in
child
care
resources
and
in
Workforce
Development
and
in
the
Arca
funded
Pre-K
Expansion
Project.
It's
across
lots
of
different
things
that
we
are
doing
in
the
partnership,
we're
going
to
focus
on
facilities
right
exactly
what's
happening.
What's
available,
it's
right!
There,
I
don't
have
to
look
behind
these
over
there.
All
right,
what's
happening
with
the
workforce
right.
M
M
So
if
you'll
go
to
the
next
slide,
we
are
probably
familiar
to
most
of
you,
but
my
name
is
Jenny
vile
I'm,
the
director
of
child
care
resources,
so
I
work
with
the
child
care
resources,
team,
that's
training,
technical
assistance,
coaching
with
early
Educators
across
the
county
and
also
business
startup,
pretty
much
anything
that
is
related
to
early
care
and
education
and
child
care.
We
can
help
support
it
in
child
care
resources.
I
also
work
with
the
Workforce
Development
program.
N
And
I'm
Deanna
Lamont
I
am
now
the
interesting
expansion
director
was
previously.
My
title
was
the
Early
Childhood
systems
coordinator
with
work
largely
funded
by
this
committee,
so.
M
It's
great
to
be
here
all
right,
so
if
you
go
to
the
next
slide,
we're
gonna
start
I'm,
going
to
start
with
something
that
we've
been
bringing
to
this
committee.
For
since
you
began,
but
also
to
the
county
for
for
years,
which
is
a
report
that
comes
out
quarterly.
It's
on
our
website,
I'm,
pretty
sure
it
was
included
with
your
packet,
a
link
to
it
just
call
the
state
of
child
care
in
Buncombe
County.
M
We
are
not
going
to
go
through
the
whole
thing
because
it
is
dense
and
there
is
a
ton
of
information
there
again
updated
quarterly
from
a
wide
variety
of
sources.
You
don't
have
to
go,
hunt
it
down
yourself.
M
Yes,
thank
you
for
showing
it.
We
do
have
a
couple
slides
to
pull
from
it
for
today,
but
definitely
takes
some
time
if
you're
not
familiar
with
it.
To
look
in
there
see.
What's
there
myself,
my
team
Caroline,
we
are
all
available
to
help
translate
it
into
real
life
and
what
this
means
on
the
ground,
but
that,
but
that
is
there
what
else
yeah
all
right.
M
So
if
you'll
go
to
the
next
slide,
please
so
one
of
the
things
that
we
look
at
that
we've
tracked
kind
of
over
time
in
that
report
is
just
number
of
children.
You
care
by
type
of
facility.
So
don't
worry,
I'm
gonna,
we're
gonna
go
to
another
slide.
That
is
slightly
easier
to
read.
So
don't
worry
about
this
one
too
much
in
terms
of
numbers,
but
just
for
the
overall
snapshot
right.
What
we're
looking
at
is
children.
This
is
enrollment.
This
is
not
slots
right,
so
maybe
the
other
slots.
M
So
this
is
actual
enrollment
over
time.
The
first
date
is
2005
all
the
way
to
2020..
M
So
if
you'll
just
look
at
the
overall
trend
right,
it
kind
of
goes
up
and
down,
but
you
see
the
clear
downshift
right
at
the
beginning.
Ever
since
the
pandemic
beginning
the
other
thing
I
want
to
look
on.
The
slide
is
at
the
very
bottom,
and
so
the
top
is
child
care.
Centers
right,
the
Top
Line,
the
blue
line,
centers,
the
green
ish
line
on
the
bottom
is
family.
Child
care
homes
which
refresher
family
chapter
homes
are
a
is
a
special
type
of
license
by
the
Division
of
Child
Development
and
Early
Education.
M
M
right.
So
we
think.
Oh,
it's
closed
right.
There's
five
175
kids
and
we
don't
know
we
could
figure
it
out,
but
how
many
largely
infants
and
toddlers
right
a
lot
of
one
and
two
year
olds
being
served
with
family
child
care
homes,
historically,
so
just
kind
of
when
we're
looking
at
what
kind
of
loss
of
slots
in
our
kind
of
our
extra
crisis
when
it
comes
to
infants
and
toddlers.
M
This
is
just
I
just
like
to
kind
of
wave
the
flag,
but
this
is
a
piece
of
it
for
sure
all
right
we'll
go
to
the
next
slide.
We
can
see
what's
going
on
a
little
bit
easier.
Okay,
this
is
the
same
data
from
the
top
blue
line
from
the
slide
before
this
enrollment
and
license
facilities.
These
are
only
zero
to
five.
This
is
not
the
next
slide.
M
We're
going
to
look
at
school
age
data
as
well,
because
it's
kind
of
combined
in
a
lot
of
our
data
sources,
but
this
is
this-
is
just
zero
to
five,
and
so
what
we're
seeing
right
is
this
declines?
It's
a
pandemic
right
and
some
of
this,
it's
just
families,
figuring
out
other
Alternatives
right
pulling
their
children
out
having
them
like
my
own
child
right
she's,
almost
five,
she
was
two
at
the
beginning
of
the
payment.
M
You
should
just
turned
three
at
the
beginning
right
we
pulled
her
out
because
we
had
an
option
because
my
mom
could
watch
her
right.
So
there's
so
there's
no
one-
and
we
all
have
stories
like
that
right,
she's
now
back
in
preschool
right.
So
there's
lots
of
these
individual
stories
out
there
of
why
this
has
gone
down
right,
I'm
about
to
go
into
talking
about
Workforce,
because
we
know
right.
We
know
that
the
availability
of
teachers
is
a
huge
piece
of
it,
but
keep
in
mind
that
that's
not
always
that's
not
the
whole
story.
M
Right,
there's,
probably
a
lot
of
children
like
mine
who
came
out
in
2020
and
they
go
back
and
wait
a
minute.
Is
there
a
slot
right?
Is
there
a
place?
Is
it
close
to
home?
Is
it
is
it
all
of
that?
So
thinking
about
our
data
only
gives
us
a
little
piece
of
it,
giving
you
what
we
know
all
right
so
Workforce
who
is
who
was
with
these
children?
If
you
will
go
to
the
next
slide?
M
Okay,
so
we
know
that
enrollment
is,
has
continued
to
be
low
right
since
the
pandemic,
so
what
we've
got
is
February
2020,
May,
2020
and
then
September
2022..
So
the
first
line
is
just
children
enrolled,
so
we've
got
14
decline.
M
The
next
one
is
facilities.
Now
we
only
lost
a
couple
of
programs
and
the
middle
line.
The
May
20
line
is
because
of
many
programs.
M
K
M
A
family
child
care
home
she
was
always
going
to
retire
and
another
one
was
a
very
small
program
that
I
think
it
was
20
slots
and
that
was
kind
of
also
possibly
going
to
happen
anyway.
So
in
Macomb,
County
honestly,
like
the
rest
of
the
state,
the
issue
has
not
been
actual
programs
closing.
It
has
been
how
many
slots
are
available
for
children
all
right
so
because
this
is
where
the
kicker
is
at
the
bottom
line,
so
we're
looking
at
staff
now.
These
numbers
include
administrative
staff,
support
staff
and
teachers.
M
Law
Firm
says
anybody
employed
by
the
program
is
what
this
number
includes.
The
next
slide
will
break
it
down
a
little
bit
more,
but
so
going
from
977
in
February
2020
to
822.
Now
right
this
is
16
decline,
which
is
why
you're
hearing
so
much
about
well
the
center,
but
they've
got
two
closed
classrooms
right,
because
there's
they're,
just
not
able
to
hire
so
looking
at
facilities,
doesn't
show
the
whole
show
the
whole
picture
all
right.
So,
if
you'll
go
to
the
next
slide,
I,
don't
remember
when
we
started
talking
timer.
M
Yes,
all
right.
So
final
number
kind
of
broken
down
by
the
type
of
employee
right
so
of
that
822
699
are
teachers.
100
of
those
are
administrators
and
about
33
are
support
staff
and
so
in
the
support
staff
line
is
really
important
because
that's
where
we're
seeing
a
lot
of
a
lot
of
loss,
I
because
think
about
it.
If
you've
got
a
floater
right,
a
teacher
who
goes
to
get
breaks
from
classroom
to
classroom
to
classroom,
but
that
person
has
had
to
be
pulled
in
to
a
classroom,
full-time
right.
M
So
thinking
about
those
support
staff
which
seem
like
a
very
small
number,
but
especially
in
larger
centers,
those
long-term
subs
or
even
short-term
jobs,
right
temporary
substitutes
or
the
floater
or
the
assistant
director,
who
could
be
really
flexible
and
do
lots
of
different
things-
are
super
important
and
a
lot
of
those
people
are
spending
a
lot
of
time
in
mushrooms.
Right
now.
M
So
we're
thinking
about
overall
right,
there
are
lots
of
factors
that
go
into
where
the
teachers,
what
it,
what
does
recruitment
look
like?
What
does
retention
look
like?
What
are
all
those
things,
and
one
of
the
major
pieces
right
is,
of
course,
is
how
much
are
they
getting
paid
right?
What
is
compensation?
What
does
that
look
like?
M
So
these
are
some
baseline
numbers
from
2019,
which
was
the
last
Statewide
kind
of
big
book
at
data.
It's
things
like
how
many
other
pieces
here
right
who's
getting
wages
who's
getting
some
of
those
other
salary
supplement
supports.
M
So,
for
example,
the
average
hourly
wage
right
for
a
teacher
in
2019
was
1337.,
so
we're
going
to
come
back
to
that
in
just
a
minute.
Go
to
the
next
slide
is
okay,
so
stabilization
grants.
These
are
recovery
dollars
from
the
federal
recovery
dollars
that
are
being
funneled
through
the
Division
of
Child
Development
and
are
coming
to
directly
to
programs
right.
M
We
started
in
Fall
2021
they're
continuing
in
some
form
through
next
year,
the
last
full
payment
which
actually
isn't
even
a
full
payment,
is
in
January,
and
then
the
compensation
pieces
will
continue
through
December
there'll,
be
three
more
payments
for
the
compensation
section,
but
a
huge
amount
of
money
coming
into
Buckland
County
right.
This
is
directly
from
the
division
of
child
development's
data
dashboard.
You
kind
of
look
around
all
the
different
counties
and
see,
but
so
in
total
15
million
dollars,
and
this
isn't
actually,
this
is
as
of
right
now.
M
This
is
as
of
the
last
payment,
so
this
does
not
include
what
is
still
coming
in
2023..
This
is
this
is
to
date
quarter,
so
programs
got
an
amount
and
and
had
opt-in
right,
they
did
have
to
apply
and
across
the
state
about
seven.
Well,
let's
do
it
the
other
way
93
of
programs
opted
in
to
at
least
the
the
compensation
I
mean
I'm,
sorry
at
least
the
fixed
cost.
Based
part,
there
were
some
programs.
That
said,
for
various
reasons,
that
said,
they
couldn't
like
locally
right,
like
they're
receiving
arpa
funds.
M
In
other
ways,
you
couldn't
get
it
right.
So
submission
Head
Start,
like
there
were
different
pieces
where
they
were
not
eligible
for
it,
because
they
were
getting
funds
from
the
same
pot
in
a
different
way.
So
there's
basically
huge
amounts
of
money
that
are
coming
in
that
are
going
to
go
away
next
year.
M
So
my
point
is
that
even
in
light
of
this,
even
in
light
of
this
money
coming
in
right,
so
even
if
we
just
take
4.6
million
going
directly
to
teachers,
there's
our
compensation
support
so
mostly
those
are
coming
in
the
form
of
salary
supplements
where
they're
coming
in
the
form
of
some
programs
locally,
that
did
bonuses,
they
have
the
option
and
if
a
few
are
using
it
for
other
benefits,
but
most
it
is
just
directly
going
into
the
teacher's
paycheck.
M
So
one
example
of
what
isn't
happening
is
a
program
locally,
five
stars
central
part
of
the
county.
They
had
nine
classrooms.
Three
pandemic
they've
got
they've,
got
they're
operating
seven.
Now
before
the
stabilization
grants
came
out,
they
figured
out
how
to
add
three
dollars
an
hour
to
their
teacher
wages
because
they
were
trying
to
hire
more
right.
Stabilization
grants
came
and
they
worked
it
out
that
they
could
you
they
used
some
of
their
base
and
the
compensation
to
add
almost
four
dollars
an
hour
more
to
their
to
their
pay
right.
M
So
their
teachers
got
they're
getting
temporarily
right,
seven
dollars
more
an
hour
and
they
still
cannot
recruit
for
those
two
classrooms
right
and
if
I
had
come.
A
couple
I
keep
saying
this,
but
three
years
ago,
come
here
and
said:
Jenny:
how
are
we
gonna
fix
it
like?
How
are
we
going
to
recruit
t-shirts?
M
How
are
we
going
to
get
up
what,
if
you
gave
everybody
a
seven
dollar
raise
an
hour
I'm
like
done
right
and
it's
not
it's
like
what
else
has
happened
right,
it's
the
systemic
pieces,
it's
whatever
you
all
been
talking
about
right.
It's
one
of
those
teacher
supports
it's.
How
stressful
is
the
classroom,
because
I
haven't
gotten
a
break
today?
It's
where
is
my
child
in
child
care?
It's
is
a
program.
That's
trying
to
hire
me
all
the
way
across
the
county
and
I
can't
get
there
right.
It's
all
of
those
other
pieces.
M
That
I
think
is
another
opinion.
I
know.
You've
said
it
right
of
like
what
else
we
need
to
work
on
and
the
money
is
going
away.
Is
the
other
piece?
Okay,
so
one
more
tiny
thing
that
I'm
gonna
let
Deanna
talk
if
you'll
go
to
the
next
slide.
It's
not
a
tiny
thing.
Oh
there's
more
subsidy
money,
so
the
subsidy,
the
subsidy
reimbursement
rates,
went
up
officially
in
October,
although
it's
retroactive
to
July.
M
M
Some
programs,
don't
don't
charge
the
parent,
the
difference
between
that
rate
and
if
they
have
a
higher
private
pay
rate,
some
do
but
either
way
you
know,
monthly
more
money
is
coming
in
the
other
place
that
I
think
this
whole
spreadsheet
was
shared
with
you,
because,
if
you're
looking
at
that,
the
other
place
to
really
see
that
there's
been
a
big
difference
is
that
the
the
school
age
rates
went
up
by
almost
200
across
the
board,
which
is
great
because
one
problem
locally
is
that
school-age
care?
M
We
have
a
lot
of
a
lot
of
unlicensed
school-age
care,
which
is
fine.
They
don't
need
to
have
a
license,
but
if
you
have
a
talker,
voucher
and
you're
a
parent,
you
have
to
go
to
a
licensed
program
which
is
which
is
good,
but
we're
hoping
that
this
will
encourage
more
of
those
programs
to
operate
the
license,
because
some
could
do
it
either
way.
M
Okay,
we'll
see,
am
I
missing,
oh
yeah,
so
the
other
piece
of
kind
of
what
so,
if
you'll
go
to
the
next
slide,
so
that's
kind
of
kind
of
Current
financial
picture
right,
Current
financial
picture,
as
is
related
to
just
to
compensation,
into
a
kind
of
basic
funding
for
programs.
So
there's
already
some
things
happening
right
that
you
all
know.
J
M
But
that
are
happening
in
Buncombe
County
right.
So
one
is
our
Workforce
Development
program
that
I'm
bringing
people
in
getting
them
all
of
the
free
service
training
that
they
need
doing
digital
ship
and
it's
on
learning
as
they
go
out.
They
can
enter
into
working
in
a
certain
pool
right
so
also
trying
to
get
at
providing
substitutes
there
so
needed
and
then,
as
they
go
into
full-time
jobs,
have
to
support
them.
M
How
can
we
support
kind
of
that
entry
into
I
mean
they
came
up
like
that
on
our
site
visit
was
well
wait.
M
Only
doing
24
hours
of
training
yeah,
but
that's
eight
more
than
is
required
by
the
state
right
I
mean
that's
kind
of
the
fundamental
part
of
teacher
training
right.
It's
kind
of
the
fundamental
thing
is
that
you
can
hire
a
brand
new
person
with
no
education
or
no
anything,
no
experience
whatsoever,
give
them
16
hours
of
basically
like
bloodborne
pathogens,
and
how
do
you
wash
your
pants
and
kind
of
some
basic
safety
training
and
put
them
in
a
classroom
with
kids
legally
right?
M
Most
programs
don't
do
this,
but
legally
you
can,
and
so
there's
some
kind
of
huge
systems
pieces
to
to
look
at
and
overcome,
which
is
why
we
do
so
much
partnership
and
then
also
Deanna
is
going
to
talk
about
the
higher
education
coaching.
That
is
a
part
of
our
office.
N
C
N
If
you
can
go
to
the
next
slide,
so
Jenny
gave
you
a
little
bit
of
of
the
data
just
for
the
context
of
the
county,
looking
at
everything
mostly
zero
to
five
and
ended
with
that
focus
on
here's,
a
local
solution
that
the
partnership
has
been
working
on
for
a
couple
years
with
the
Workforce
Development
program.
N
There's
another
big
local
solution,
all
right.
Another
big
set
of
strategies
that
largely
came
out
of
the
work
of
this
committee
and
then
you
all
recommended
it
to
be
funded
to
the
Commissioners
with
arpa
funds
and
that's
those
building
capacity
in
montgom
County
to
expand
and
see
Pre-K,
availability
and
accessibility.
It
just
rolls
right
off
the
top.
N
So
if
you
I'm
going
to
tell
you
a
little
bit
about
that,
not
a
comprehensive
update,
because
we
don't
have
time
but
hitting
on
some
of
the
things
that
we
can
celebrate
now,
basically
kind
of
four
months
into
the
school
year
and
some
things
to
be
aware
of
as
as
funders
and
as
community
members
around
what's
what's
happening
here,
you
can
hear
the
next
slide
to
be
great.
N
Many
of
you
have
seen
this
slide
many
times.
I
apologize,
but
this
is
kind
of
how
we've
laid
out
what
the
strategies
are.
Just
a
quick
reminder.
The
three
big
goals
at
the
top
were
hoping
you
know
over
the
long
term
to
increase
kindergarten
Readiness.
It's
been
an
access
to
pre-k
across
the
county
and
then
reduce
racial
disparities
in
those
child
outcomes
we
have
the
top.
N
Three
strategies
are
really
focused
on
barriers,
that
providers
experience
and
and
providing
and
see,
Pre-K,
and
then
the
bottom
ones
are
barriers
that
families
experience
in
and
trying
to
access
the
program.
So
I'm
going
to
talk
just
about
three
of
these
today,
the
three
that
were
that
we've
that
we're
currently
implementing,
then
the
other
three
are
going
to
roll
out
in
the
spring
and
summer.
N
The
first
one,
if
you
click,
is
this
fully
funded,
NC
Pre-K.
The
strategy
is
by
far
takes
the
the
biggest
bulk
of
the
funding
that
we
are
receiving
through
this
Arbor
Grant,
and
it's
mostly
just
giving
more
money
to
those
NC
Pre-K
providers,
because
we
know
from
a
2017
I
think
state
report,
the
the
state.
You
know
the
report
at
the
state
level
said
the
state
funds
about
60
of
what
it
costs
to
offer
this
program.
N
N
We
also
another
thing
that
providers
said
that
we
wrote
into
this
project
is
to
require
K-12
pay
parity
for
these
licensed
teachers.
Nc
Pre-K,
you
has
a
licensed
teacher.
This
has
the
same
exact
licenses
as
a
kindergarten
teacher.
Many
of
our
NC
Pre-K
teachers
last
year
could
have
gone
and
taken
a
job
in
kindergarten
and
made
like
ten
thousand
dollars.
More
I
mean
it
was
ridiculous.
N
The
the
paid
disparities
were
the
same
exact
license
in
a
lot
of
the
same
requirements,
and
then
the
third
piece
is
just
some
extra
classroom
supports
that
we've
added,
so
we
get
in
the
next
slide.
I
want
to
give
this
a
group
an
opportunity
to
celebrate
something.
That
is
an
immediate
impact
of
this
program.
N
I
do
want
to
point
out
this
number
at
the
bottom.
Average
increase
is
a
different
number
than
what
you
have,
because
we
found
one
error
in
the
stuff
that
the
monitor
person
did
for
us
and
taking
all
the
pay
information.
So
it's
a
slightly
different
number,
but
I
want
I.
Want
you
all
to
be
able
to
celebrate
today
that.
K
N
Five
of
them
got
a
raise
of
it
over
40,
the
average
increase
in
their
in
their
paycheck.
Their
take-home
paycheck
was
almost
800
a
month.
So
usually
it
was
more
significant
for
the
more
experienced
teachers,
which
is
wonderful,
because
we
need
to
send
the
message
that
your
15
years
of
experience
working
with
kids,
this
age
is
valuable
and
we
want
to
keep
you
here
so
yeah.
So
next
slide.
N
Please
I
do
want
to
point
out,
because
you
all
are
funders
and
wrestling
with
some
of
this
hard
stuff
that
oh
I
think
go
back
one
doing
this
one.
There
should
be
another
yeah,
so
I
want
to
point
out.
There
are
some
real
challenges:
challenges
with
this
kind
of
strategy,
because
a
lot
of
the
things
really
focus
on
the
fact
that
we're
doing
this
salary
kind
of
implementation
at
the
at
the
NC
pre-k
program
level,
but
that's
often
one
or
two
classrooms
that
live
within
a
a
bigger
Center
or
a
bigger.
N
You
know
program
with
other
kinds
of
things
going
on,
and
so
direct
we've
heard
from
several
directors,
and
we
knew
that
this
was
going
to
happen.
We
heard
from
several
directors
who
said
my
NC
Pre-K
teacher
makes
more
than
I
do
now.
N
We've
also,
you
know,
there's
also
like
there's
another
teacher
here:
who's
been
teaching
for
15
years
and
she's
excellent,
but
she's,
not
in
NC
Pre-K
and
so
now,
she's
making
ten
thousand
dollars
and
more
than
less
than
this
person,
so
so
I
mean
those
are
real
challenges
at
the
center
level
that
they're
navigating.
N
We
also
wanted
to
wanted
to
require
a
higher
living
wage,
living
wage
bumped
up
a
lot
this
year,
salary
or
per
hour
rate,
and
we
also
got
some
some
conversation
with
centers
who
just
said
like
putting
up
putting
that
putting
that
at
1770
again,
because
it's
just
that
that
assistant
teacher
in
that
NC
Pre-K
classroom,
we
we
don't
have
the
leverage
to
kind
of
navigate
everybody
else
that
we're
also
trying
to
you
know,
encourage
to
go
and
take
classes
and
do
all
this
stuff
like
we
need
more.
N
We
need
more,
you
know,
leverage
with
all
of
our
assistant
teachers
and
it
just
has
been
in
such
a
hard
spot.
Looking
Pro,
you
know
looking
Center
wide
to
focus
on
this
one
teacher,
so
just
just
to
say
it
gets
complicated
and
we're
we're
working
as
much
as
we
can
put
centers
and
really
listening
to
that
capturing.
All
of
that
another
thing
just
to
throw
out
there,
we
wrote
Into
the
report
and
it's
the
right
thing
to
do
that
our
local
funding
is
always
used
last.
N
So
if
the
state
says
hey,
we
want
to.
You
know
we're
going
to
give
some
extra
money
to
NC
Pre-K
here
in
in
you
know,
I
think
the
money
is
coming
in
January
or
something
they've
added.
Some
money
to
some
programs
in
NC
Pre-K
with
our
budget
is
always
flexing
depending
on
what
you
know
when
the
state
has
a
whim
to
do
this.
N
Our
budget,
like
oh,
we
have
40
000
more
dollars
than
we
thought
we
had
and
how
you
know
like
the
short
term,
so
I
think
it's
the
right
thing
to
do
to
make
sure
that
local
funds
are
spent
last,
but
it
does
provide,
or
you
know,
present
challenges,
and
then
this
one
I
I
want
to
I'm
going
to
say
more
about
this
later,
not
Head
Start
as
our
biggest
program,
not
in
any
way
Jenny
was
very
clear
that
all
programs
are
experiencing
this
challenge,
but
as
far
as
NC
Pre-K
impacts,
there's
and
just
like
Jenny
said,
programs
are
still
really
having
trouble,
recruiting
and
and
less
less
retention,
mostly
really
about
recruiting,
and
so
with
our
NC
Pre-K
numbers,
because
Head
Start
is
our
biggest
program.
N
N
So,
just
with
Bluetooth
with
time
here,
do
you
want
to
so
the
next?
The
next
strategy
that
I
want
to
talk
about
briefly
is
just
the
that
second
one,
if
you
can
click
it
again,
but
education
and
career
pipeline.
This
is
when
we
talk
to
directors
and
said:
how
can
we
encourage
teachers
to
increase
their
education
to
stay?
To
really,
do
you
know
dedicate
themselves
to
the
profession,
long
term?
N
What
a
lot
of
folks
said
the
word
that
multiple
directors
used
and
not
in
an
insulting
way,
but
the
word
that
multiple
directors
use
was
like
peop,
my
teachers
who
are
working
full-time
and
have
jobs
and
are
trying
to
take,
have
kids
and
families
and
trying
to
take
classes.
I
have
to
do
a
lot
of
hand-holding
to
get
them
to
register,
to
get
them
to
apply
for
teach
to
get
them
to
apply
for
other.
N
You
know
grants
and
things
that
they
might
be
able
to
do
to
to
get
them
through
that
math
class,
if
they're
doing
their
AAA
to
this
General
I
think
so
we
were
trying
to
to
kind
of
to
address
some
of
that.
That
word,
that
they
used
was
hand-holding,
but
really
it's
it's.
N
What
the
way
we
have
implemented
this,
it's
a
higher
education
coach
to
do
some
individual
coaching
on
all
kinds
of
things,
and
also
some
cohort
focused
support
some
study
sessions
that
include
child
care
and
things
like
that
and
then
a
little
some
Financial
supports
and
other
logistical
supports,
as
as
next
slide.
N
So
one
celebration,
we
have
our
higher
ed
coach,
Amy
McNeil,
who
started
in
September
and
it's
been
recruiting.
Mid-October
recruiting
will
be
in
much
larger
Force,
starting
with
this
new
the
spring
semester.
N
I
want
to
give
you
another
like
to
have
a
moment
of
of
Celebration
again
two
quick
examples
of
what
Amy's
job
looks
like
and
what
the
impact
of
her
job
is.
She
works.
She's
recently
worked
with
one
teacher,
a
family
child
care
provider
who
has
been
a
family
child
care
provider
since
2001
in
our
community
she's
never
been
eligible
for
wages
because
she
needed
one
more
class.
E
N
These
supports,
and
just
you
know
and
Amy
reaching
out
and
saying,
hey
I
can
help
meant
that
she
can
enroll
in
that
one
class
and
be
eligible
for
wages
and
make
more
money
and
then
another
participant
who
is
actively
working
on
her
BK
license,
didn't
realize
she
was
eligible
for
a
Pell
Grant
and
wasn't
signed
up
for
teach
either
and
got
both
of
those
that
perspect.
N
That
teacher
now
actually
has
all
of
her
educational
expenses
paid
for
she's
gonna
have
a
little
extra
at
the
end
of
the
semester
and
that's
huge
so
worth
worth
celebrating
next
slide.
N
The
last
strategy
that
I
just
want
to
highlight
and
give
you
a
little
bit
of
an
update
on,
is
the
push
the
button
again
coordinated,
Outreach
and
enrollment.
This
is
one
that
this
committee
actually
started.
Funding
last
year
launched
last
year
and
it's
the
single
portal
of
entry
right.
There's,
there's
an
online
application
portal
right
now
where
families
can
go
and
get
information
about
funded,
funded
pre-k,
they
can
apply
for
NC,
Pre-K
and
head
start
with
one
application
and
we're
still
working
on
it.
N
You
know,
like
lots
of
magic,
happens
behind
the
scenes
and
we
are
figuring
out
ways
to
simplify
the
processes
and
and
communicate
better
behind
the
scenes,
so
the
families
don't
have
to
navigate
different
programs
in
different
timelines
and
different
requirements
and
all
that
stuff.
N
So
if
you
go
to
the
next
slide
this
so
one
of
the
one
of
the
great
things
about
having
this
single
portal
of
entry
as
well
as
making
it
easier
for
families
to
to
navigate
these
systems,
is
we
have
one
place
where
all
of
our
funded
pre-k
applicant
data
lifts
now,
which
is
really
I,
think
it's
going
to
be
great
for
this
community
moving
forward.
So
this
is
actually
a
heat
map
of
the
applicants
for
this
past
year
that
from
their
home
addresses.
N
So
we
can
see
and
not
that
it's
hugely
surprising.
But
we
can
look
at
this
and
really
that-
and
you
know,
map
onto
where
are
the
nc3k
and
Head
Start
sites.
And
how
do
you
know?
How
are
we
making
sure
that
you
know
adjusting
our
Outreach
strategies
adjusting
future
site
selection,
that
kind
of
thing
and
then
a
little
bit
of
the
data
from
our
first
year?
N
With
this
portal,
we
had
590
applications
in
total
this
year
and
not
not
considering
where
we
are
in
covid
I
think
it
was
because
everybody
was
real
happy
about
that.
In
most
ways,
we
also
were
able
to
ask
families
some
more
information-
and
you
know
again
across
the
board,
see
unduplicated
data
around
the
families
applying
who
need
Transportation.
The
family's
applying
who,
who
you
know,
have
IEPs
or
have
concerns
about
develop
their
child's
development.
N
Who
are
we
really
who's
applying
that
is
learning
English
and
this
coming
year.
We
actually
have
a
whole
series
of
questions
that
we're
going
to
ask
around
Transportation
so
that
we
can,
because
we're
going
to
have
some
some
pilot
funds
to
kind
of
support,
creative
Transportation
Solutions,
and
we
have
this
portal
to
kind
of
be
able
to
do
that
and
and
work
with
families
and
across
the
board
so
yeah
and
we're
the
the
next
year.
Application
is
launching
in
January.
So
that's
exciting
next
slide.
N
N
Our
visit
has
just
been
funded
since
July
the
school
system
just
started
in
really
September
NC
Pre-K
is
currently
at
88
of.
F
N
At
the
end
of
October
was
90,
so
that's
yeah
we're
right
there
much
higher
than
we
have
been
in
covid.
You
know
up
to
this
point.
N
We
have
added
and-
and
that's
the
the
piece
that
I
did
want
to
say
about.
That-
is
that
that
is
mostly
because
there
are
some
classrooms
who
that
are
closed
in
the
NC
Pre-K
World.
Those
classrooms
happen
to
be
Head
Start
classrooms,
because
they're
such
a
large
portion
of
our
you
know
the
nt3k
slots
so,
but
that
88
is
not
as
much
about
the
demand
side
as
it
is
about
the
supply
side.
N
In
those
cases
we
have
this
year
added
two
more
NC
Pre-K
sites
and
the
site
selection
process
is
opening
soon.
So
we
know
we're
going
to
have
another
one
more
side
apply,
and
hopefully
another
couple
who,
if
they're
not
ready
to
apply
this
year,
might
be
willing
to
engage
in
and
ramp
up
supports,
which
is
another
piece
of
the
arpa
funded
project.
To
get
programs
who
were
like
I
might
want
to
do
that,
but
we
got
a
big
learning
curve
or
a
big.
N
You
know
capacity
curve
to
get
there
to
get
really
specific
supports
to
get
there
so
the
next
year
they
would
be
prepared
slot
allocation,
and,
but
you
know
those
pieces
are
happening
where
the
flaws
where
they
needed.
Where
are
they
now
and
then
hope?
N
We
are
hoping
at
the
end
of
the
year
that
the
Investments,
especially
in
the
league
teacher
salaries,
will
really
show
up
in
retention
data,
as
Jenny
said,
we
don't
know
because
there's
a
lot
a
lot
Beyond
money
right
now
that
it's
affecting
the
retention
and
again
especially
I,
think
more
than
retention
Recruitment-
and
you
know
in
our
discussion
there
are
providers
here
who
can
speak
to
that
way.
It's
better
than
I
can
so
and
I
think.
That's
it
next
slide.
I
think
is
the
question
so.
M
C
N
What
I
think
I'm
hearing
is
the
you
know
the
turnover
like
if
there,
when
there's
turnover
it's
those
newer
teeth,
we
have
teachers
coming
in,
who
are
pretty
new
and,
as
as
you
all
discussed
earlier,
we
have
kids
who
haven't
been
in
care,
have
been
more
isolated
than
usual
for
two
years
coming
in
to
schools,
and
so
we
have
kind
of
in
a
lot
of
cases,
the
newer
teachers
might
be
less
prepared.
The
kids
are,
you
know
more
challenging
than
a
normal.
N
A
classroom
would
have
been
three
years
ago
and
it's
there's
new
teachers
that
are
harder
to
keep.
It's
not
that
we're
losing
a
lot
of
well
yeah
I,
won't
I,
won't
be
too
speculative,
but.
I
M
Not
real
for
us,
it's
not
related
to
the
pandemic.
Okay
at
all,
it's
it's
just!
It's
been
historical.
It's
been
happening
for
a
long
time
and
it's
it's
partly
that
so
I
came
into
the
field.
Actually,
as
a
family
chapter
kind
of
accidentally
right
and
the
program
I
was
able
to
charge
more
when
I
closed
in
2007
than
programs
than
some
homes
are
charging
now.
So
so,
like
costs
like
what
people
are
able
to
charge
is
not
going
up,
but
we
know
cost
of
living
among
the
county
is
going
up.
M
You
know,
there's
no
flexibility
in
terms
of
number
of
children
that
you
can
serve
what
else,
and
also
the
state
continues
to
add,
which
is
good
right
like
please
have
good
oversight,
but
when
you
talk
to
some
of
the
kind
of
the
very
experienced
family
photography
providers,
they're
like
I,
don't
want
to
do
it,
I'm
not
gonna.
Do
it
all
right,
so
they
can
figure
out
how
to
maybe
keep
two
children
and
not
have
to
be
licensed
they're
going
to
do
it
because
there's
a
lot
happening.
M
The
only
way
I
was
going
to
get
children
was
if
I
was
licensed
on
the
referral
list,
and
my
name
was
on
the
thing
right:
I
mean
on
the
list
of
license
providers.
The
only
way
that
you
were
gonna
get
families,
but
now
I
mean
it's
like
I
hate
to
say
it.
But
right
now
the
illegal
Child
Care
Home
Market
is
huge.
The
families
don't
have
any
other
options
right.
M
So,
whereas
15
years
ago,
families
really
wanted
to
know
if
it
was
legal,
if
it
was
licensed
now
they're
like
I,
don't
you
see
really
nice?
Please
keep
my
baby
and
those
people
in
charge
the
same
amount
that
a
licensed
home
can't
without
the
drama.
So,
as
you
know,
we're
really
actively
working
on
it,
but
I
mean
it's
been
hard
and
we've
had
a
grant
some
way
shape
or
form
for
years
to
be
able
to
give
startup
funds
and
we've
had
a
very
hard
time
giving
it
away,
because
people
are
just
like.
M
Why
would
I
become
licensed
when
I'm
already
making
the
money
over
there
and
that's
happening
across
the
state,
but
in
places
like
Montgomery,
we
have
a
high
cost
of
living
and
even
fewer
infant
toddler
slots?
It's
really
that
you
don't
need
a
license
anymore
to
feel
the
service,
which
is
both
good
as
a
parent
right.
It's
like
good
I
could
find
some
somebody
I
could
find
Kara,
but
as
a
system
means
they
can't
take
vouchers,
it
means
oh.
A
To
get
this
data
and
also
great,
to
get
to
kind
of
note
and
celebrate
some
of
the
real
progress,
as
you
all
are
talking
with
counties
like
Durham
Forsyth
Max,
some
of
the
other
counties
in
North
Carolina
that
are
really
working
with
the
needle
on
this.
Are
they
seeing
particular
Trends
in
terms
of
overall
lower
enrollment,
and
some
of
that's
Workforce
related
challenges?
It
and
the
second
part
of
that
question
is:
are
you?
Are
you?
Are
you
hearing
about
any
sort
of
breakthrough
strategies
that
seem
to
be
reversing?
N
So
one
of
the
cool
things
that
has
actually
happened
since
we
got
this
arpa
funding,
is
we
there's
a
there
every
other
month?
I
guess:
there's
actually
now
a
community
of
practice
of
of
folks
who
are
working
on
locally
funded
pre-k
initiatives,
so
we
meet
every.
N
With
with
Durham
and
Mecklenburg
and
Forsyth
and
wake
those
are
the
that
are
currently
there
and
I
think
we
I
think
Chatham
may
be
a
a
future
participant
and
we.
N
Last
conversation
was
about
transportation
and
wrap
around,
which
is
the
other
two
areas
of
parent
family
barriers
that
we
want
to
focus
on
and
everybody
else
on
other
communities,
radar
and
honestly,
when,
when
we
asked
that
question
at
the
community
of
practice,
what
it,
what
are
folks
doing
around
transportation
and
wrap
around
all
the
other
communities
said.
Well,
you
know
we
issued
a
report,
but
the
Staffing
is
so
dire.
Now
we're
not
like
we're
not
touching
we're,
not
even
trying,
because
both
you.
O
N
You
know
jobs
if
you're
looking
at
providing
Transportation
or
wraparound
care
after
school
care,
which
was
it
was
such
a
desperate
such
a
like
despairing
conversation,
but
but
no
like
every
the
other
programs.
I
mean
there
are
some
programs
Stacy
might
know
more
about.
There
are
some
programs
who
are
fully
funded
or
who
are
that
are
fully
enrolled
across
the
county
that
it's
you
know
it's
everybody
is
everybody
is
experiencing
Staffing
challenges
and
I.
Don't
know
that
I
don't
know.
Is
there
a
great
solution
that
somebody
came
up
with.
M
No,
it's
I
mean
right,
I
think
in
the
same
way
that
we've
lost
teachers
a
little
bit
by
bit
by
bit.
It's
a
thing,
maybe
varies
one
time
so
she's
like
what's
the
silver
buck
shot
right.
M
If
there's
not
Silver
Bullet,
there's
like
a
bunch
of
little
things
and
I
think
she
was
quoting
someone
else,
but
I
don't
remember
who
it
was,
but
but
it's
that
right,
it's
like
where
we've
seen
some
good
movement
as
programs
that
have
some
flexibility
right,
so
they
figured
out
how
to
offer
free
or
very,
very
reduced
child
care
for
their
own
staff
right.
So
they
can
use
that
as
a
recruitment
tool.
M
It's
programs
that
have
figured
out
how
to
cover
health
insurance
for
a
whole
family
right
for
at
a
at
a
affordable
rate,
and
we
keep
co-pays
low
right.
It's
programs,
it's
also
I'm
talking
about
teach
I'm
thinking
about
teachers
that
I've
heard
that
are
just
like
they're
saying,
even
when
it's
hard
and
it's
about
I
hate
to
like
it's
about
Community
right.
It's
about
like
how.
How
does
that?
How
does
the
leadership
of
the
program
make
them
feel?
M
How
do
they
feel
when
they
show
up
every
day
is
that
there
was
a
big
piece
you
know
early
on
in
the
pandemic,
where
everybody
was
talking
about
teachers
right
talking
about
things
right
like
they
felt
like.
Yes,
like
I'm
the
hero
I'm
coming
to
work
every
day,
everybody's
at
home,
but
I'm
doing
my
job,
because
this
is
my
job,
and
that
is
wrong.
They
do
not
feel
that
right
and-
and
we
know
right-
that
in
general,
Society
does
not
value
our
Educators.
M
The
way
that
we
should
and
it's
the
programs
who
are
keeping
teachers
are
the
ones
that
have
figured
out
how
to
make
them
feel
that
all
the
time
right,
whether
that's
I
mean
sometimes
it's
just
as
simple
as
like.
If.
M
Bathroom
or
go
call
my
doctor,
my
somebody's
going
to
step
in
right,
like
I,
can
whatever
take
an
afternoon
off
to
pick
up
my
kid
if
I
need
to-
or
it's
those
it's
some
of
those
things
that
aren't
really
quantifiable
and
are
in
some
ways
not
fundable
right,
but
it's
kind
of
valuing.
How
do
we
build
that
and
not
to
say
that
we
can't
because
you're?
Actually
it
is
fun,
it's
just
looking
at
the
whole
system
and
how
much
money
is
coming
into
it.
So,
therefore,
where
does
that
create
some
flexibility
for
programs?
So.
A
Thing
that's
striking
to
me
is
that
I
mean
the
story.
Y'all
are
telling.
Today
is
a
really
different
story
than
we've
gotten
here
in
the
past
years
for
years
and
years
and
years
it
was
here's
another
report
documenting
the
same
cycle
and
do
we
start
with
teacher
pay
or
do
we
expand
classrooms
and
I
feel
like
bit
by
bit.
The
story
is
Shifting
here:
teacher
pages
for
NC
Pre-K
teachers,
at
least
just
moved
significantly
under
this
program
and
the
stories
of
the
work
that
you're
doing
around
the
higher
ed
piece.
A
Our
challenge
is
how
do
we
scale
and
or
systematize
those
so
that
we
can
do
this
with
enough
force
to
move
some
of
these
Trends?
So
we
have
the
so
we
have.
The
sort
of
this
I
mean
it's
tough.
We
had
at
our
commission
meeting
last
night.
We
got
a
some
metrics
in
on
most
of
our
resident
well-being,
goals
and
they're,
pretty
much
all
in
the
red.
A
We're
not
I
mean
across
the
board
in
many
of
the
areas
we're
working
hardest,
we're
seeing
data
that
is,
is
pretty
sobering
and,
at
the
same
time,
seeing
Innovative
impactful
strategies
that
are
truly
different
to
making
at
the
individual
level
a
life
saved
from
an
opiate
overdose
that
someone
is
rebuilding
their
life
or
a
teacher
who
is
getting
a
772
raise
so
I.
M
Trends
like
it
said
earlier
about
benefits
and
toddlers
And
it
before
thinking
about
stress
right,
I
mean
you
know,
some
of
you
visited
programs
right.
This
is
my
life's
work
and
early
childhood
programs
are
a
stressful
place
to
be
if
you're,
tiny,
right,
it's
just
even
just
from
the
best
classroom
and
the
best
days
right.
So
thinking
about
those
tiny
bodies
right
and
then,
if
you
take
your
infants
and
toddlers
who
we
know
kind
of
what
I
was
saying,
is
that
the
impact
of
the
rest
of
the
program
right?
M
M
So
you
just
so
it's
that
it's
that
piece
and
so
I
wonder
just
kind
of
what
would
happen
if,
as
a
system
we're
looking
at
those
younger
children
and
because
then
when
they
hit
preschool,
do
they
have
more
skills
and
are
they
more
secure,
because
the
other
thing
that
happens
right,
no
attachment
I'm.
Sorry,
I'm
gonna
stand
on
my
little
soapbox
here,
but
we
know
about
attachment
right.
We
know
that
if
it's
their
teacher,
that's
turning
over
right
every
four
months,
every
six
months
they
bought
a
new
teacher.
M
It's
definitely
coming
to
school,
doesn't
feel
so
great
when
you're
two.
But
you
can't
talk
about
it,
you
don't
know
what
to
say,
and
so
then
yeah
I
would
bet
that
I
mean
we'd
fight
right
and
then
what
does
it
look
like
when
you're,
three
and
then
you're
in
pre-k
and
suddenly
we're
talking
about
Behavior
Sports
when
we're
going
back
to
I,
mean
I
can
link
most
things
to
teacher
turnover
right
so
thinking
about
kind
of
as
the
whole
system?
M
How
are
we
looking
at
all
of
the
teachers
across
the
world
and
that's
how
all
of
these
things
you
all
talk
about
all
day
long
right,
I
mean
it's
pulling
all
day
long.
This
whole
meeting
kind
of
linked
together
is
the
child,
that's
moving
between
those
classrooms
and
how
do
they
show
up
at
the
end
and
what
are
the
systemic
pieces
that
we
need.
C
M
Those
teachers
are
when
they
come
into.
Classrooms,
are
incredibly
well
prepared
and
tend
to
once
they
get
in.
They
stay
one
of
the
things
that
our
Workforce
Development
program
is
working
on,
is
connecting
with
them
and
getting
them
and
working
with
them
so
that
maybe
they
come
into
our
sub
pool.
Maybe
they
get
some
extra
training
over
the
summer,
so
we
don't,
because
what
happens
often
is
we,
they
do
great
work
in
high
school
and
then
they
get
a
summer
job
and
we'll
lose
them.
M
So
the
Workforce
program
has
been
trying
to
connect
with
them,
and
it's
had
great
luck
actually
pulling
them
in
as
Subs
over
winter
break
over
summer
break
so
that
we're
not
using
them
from
their
fields
because,
yes,
they
are
I,
mean
well
prepared.
Okay,.
L
Well,
thank
you
so
much
I
I
think
I've
appreciated
the
level
of
nuance
in
this
conversation
and
just
won
the
immense
amount
of
work
that
you
all
do.
I
think
as
I
wanted
to
kind
of
piggyback
on
on
Jasmine's
question
about
like
what
is
scalable.
If
there
were,
you
know,
I
I
know
that
there's
kind
of
the
intangibles
of
of
the
the
directors
who
are
able
to
build
community
for
their
teachers
that
allows
them
to
to
kind
of
to
retain
their
staff
and
make
them
a
little
happier
is.
L
But
if
there
were
like
maybe
one
or
two
mandates
that
you
see
from
this
this
data
for
this
committee.
What
would
that
be?
If
any.
M
M
M
How
that
shows
up
right
because
we're
looking
at
behavior
and
behaviors
about
relationships
and
how
safe
you
feel
in
the
room,
but
if
I'm
stressed
whether
I'm
my
age
or
two,
so
what
that
looks
like
in
the
classroom
and
also
racial
Equity
right,
looking
at
how
you
all
started
out
talking
about
studies,
around
teacher
bias
has
not
taught,
but
just
right,
there's
white
people
are
soaking
in
it.
So
how
does
that
show
up
in
the
classroom?
How
can
we
build
which
faculty
training
into
that's,
where
I
would
start.
N
N
I
mean
I.
You
know,
I
had
a
friend
the
other
day,
who's
talking
about
a
little
guy
that
is
I
have
a
friend
who
this
is
a
half
day
program.
It's
not
even
a
licensed
program,
but
she
was
saying
you
know
we
have
this.
We
have
this
program.
We
have
never
in
the
history
of
this
program.
It's
been
around
a
really
long
time,
it
expelled
a
child
and
we,
you
know
we
were,
and
they
have
three
teachers
in
every
classroom
right,
which
is
more
than
it's
required.
N
More
than
NC
prepaid
classrooms
have
usually,
and
they
have
this
little
guy
who
yeah
I
mean
the
other
children
are
in
danger
like
he
a
couple
days
ago.
He
took
a
whole
box
of
scissors
and
threw
it
up
into
the
air
and
scissors
like
flew
everywhere
in
the
classroom
right,
and
so
you
know
again
back
to
what
Mark
was
saying
like
yeah
like
there.
N
Whether
it's
a
that,
whether
it,
whether
it
gets
classified
as
an
expulsion
or
the
parents,
decide
that
their
needs
aren't
getting
met,
and
you
know
those
conversations
get
really
mushy,
sometimes
about.
What's
an
expulsion
I
think
there
are
lots
of
things
that
are
kind
of
90
expulsion
that
wouldn't
get
counted
as
an
expulsion,
because
the
conversation
is,
we've
tried
everything
and
we
can't.
We
can't
meet
your
child's
needs
in
our
community.
There's
there's
no
way
like
that.
N
A
Yeah
sure,
just
quick
time
check,
we
have
probably
about
two
plus
four
minutes
more
minutes
for
this.
Before
he's
transition
into
public
comment
and
final
announcements,.
M
That
was
super
fast.
This
is
another
impact
of
our
Workforce
problem.
Our
Workforce
struggles
right
now
right.
Is
it
a
director
who
I
think
a
couple
years
ago
might
say:
hey
we're
actually
going
to
work
with
this
child
and
we're
going
to
keep
going
and
we're
going
to
support
them.
That
director
is
not
going
to
lose.
That
teacher,
so
we're
seeing
more
children
than
ever
being
asked
to
leave
and
again
we
don't
have
to
because
they're
they
want
to
keep
the
teachers
which
I
did.
The
other
piece
is
as
a
system
nationally.
M
We
don't
actually
have
expulsion
data
that
is
system-wide
is
the
only
programs
that
are
required
to
keep.
It
are
federally
and
state-funded
programs
like
in
secret,
Head,
Start,
An,
Early,
Head
Start,
which
technically
aren't
really
supposed
to
be
expelling
children
anyway.
So
any
expulsion
data
you
have
seen
is
actually
a
million
times
worse
than
you've,
actually
read:
Because
private
programs,
don't
report
it
anywhere
and
they're
spelling
to
learn
all
the
time.
Try
to
end
on
that
note,
but.
O
Yeah
Jasmine:
this
is
Susan
on
the
yeah
on
the
thing
and
chat
I.
Just
it's
I
probably
can't
go
into.
You
know
too
many
details,
but
I
will
say
that
through
the
RFP
work
that
dogwood's
doing
through
our
education
focused
on
Early
Childhood,
we,
you
know
we
have
the
landscape
study
and
then
based
on
that
I
will
tell
you
that
there
are
really
a
lot
of
exciting
ideas
that
Dogwood
that
we're
able
to
fund
that
are
going
to
be
coming
out
and
I.
O
Think
some
of
them
are
linked
to
what's
happening
in
other
parts
of
the
state
like
you
were
talking
about.
Some
are
related
to
the
data.
We're
seeing
and
I
know
that
the
Buncombe
County
partnership
is
heavily
involved
in
that
work
as
well.
So
I
think
there
are
a
lot
of
things
that
are
coming
that
are
related
to
this
conversation
and
it
it
may
be
work
down
the
road
trying
to
think
about
how
how
we
can
link
that
that's
you
know:
18
countywide
died
in
this.
O
You
know
we're
focused
on
bunkum,
but
I
just
wanted
to
point
that
out.
A
Thanks
for
sharing
that
Susan
Susan's
like
great
great
news
in
the
pipeline
and
we'll
just
reiterate
our
tremendous
thanks
to
the
whole
partnership
team
for
the
work
you
all
do
every
day
and
then
taking
the
time
to
pull
together
a
presentation
like
this
and
kind
of
keep
us
abreast
of
what's
happening
at
the
system
level,
the
community
level
and
we'll
look
forward
already
to
the
next
time
that
you're
back.
A
So
we
can
kind
of
keep
tracking
sort
of
how
these
stories
are
moving
and
how
the
data
is
moving
and
just
really
really
appreciate.
A
Yeah
doing
this
work
and
I'm
sure
there
will
be
follow-up
questions
both
from
committee
members
and
then
community
members
who
weren't
here
today.
So
maybe
we
can
share
those
with
staff
who
could
share
them
with
you
all,
as
as
they
come.
B
In
certainly
and
welcome
partnership
for
children,
reports
to
us
monthly
on
the
federally
funded
and
c3k
expansion
program,
so
we've
got
workbooks
and
loads
of
information
if
you're
ever
curious
about
taking
a
deeper
dive.
Just
contact
us
great.
A
B
A
Great
and
public
comment:
we
have
two
folks
signed
up
pepian
and
Brian.
You
each
have
three
minutes.
You're
welcome
to
make
your
comment
from
where
you
are
or
you're
welcome,
to
join
us
at
the
podium.
Whatever
you
prefer,
I
will
I
will
be
time
for
and
let
let
you
know,
as
as
as
you
get
close
to
three
minutes.
E
E
It
was
200
about
200,
that's
short,
but
yeah,
there's
always
next
time,
but
I
keep
an
eye
on
what
all
of
you
are
doing,
and
what
you're
funding
and
for
me
looking
at
achievement
gaps,
testing
gaps,
everything
that
is
top
of
mind
for
Asheville
City
Schools,
the
biggest
thing
that
I
think
that
the
County
Commissioners
can
do
to
help
and
the
community
can
do
to
help
is
to
close
our
access
gap
for
early
childhood
education.
E
Since
what
2001,
No
Child
Left
we've
pushed
the
early
literacy
standards
from
first
grade
into
kindergarten.
You
could
folks
all
know
this
and
we're
expecting
kindergarteners
that
first
week
to
be
able
to
sit
still
for
literacy
instruction
and
the
only
way
that
we're
possibly
going
to
be
able
to
handle
emotionally
behaviorally.
The
push
down
of
academics
is
for
us
to
bring
early
childhood
education
to
its
many
families
who
are
willing
to
permit
to
participate
as
an
awesome.
J
Come
here,
let's
talk
about
if
that's
okay,
I
wanted
to.
First
of
all,
I
want
to
follow
up
with
one
of
the
comments
were
made
today.
Head
Start
and
NC
Pre-K
have
pretty
strict
guidelines
around
expense,
expansion,
around
suspension
and
expulsion,
and
so
you
know
we
really
work
with
families
with
the
teachers.
We
put
a
lot
of
supports
in
those
classrooms,
but
we
see
a
lot
of
children
having
Behavior
challenges,
mental
health
issues.
J
My
concern
is
I,
think
we're
going
to
see
that
really
increasing
over
the
next
year
or
two
before
it
starts
decreasing,
hopefully
because
of
the
pandemic
and
the
social
isolation,
isolation
that
we
see
with
families
these
days.
The
other
thing
I
want
to
thank
the
committee
and
the
Commissioners
and
staff.
We
were
able
to
give
races
for
a
lot
of
our
teaching
staff.
We
have
some
teaching
staff
have
30
years
a
year,
30
years
of
experience
on
their
license,
they're
making
over
36
an
hour.
J
We
took
all
of
our
staff
to
15
minimum
our
teachers
with
AAS
to
1628
over
that
1580
requirement.
So
hopefully
we
can
recruit
more
staff,
but
one
thing
we
don't
want
to
do
is
we
don't
want
to
turn
staff
internally
within
Buckle
County?
We
want
to
be
able
to
recruit
people
to
come
into
Buncombe
County
and
we
want
to
be
able
to
grow
our
own
from
Head,
Start
parents
and
or
from
our
community.
J
So
it's
four
by
six
percent
success
rate
on
that
piece,
but
one
of
the
neat
things
was
that
we
had
about
42
that
we
had
the
response
from
and
Carol
gave
a
suggestion
on
what
they
do
at
her
work,
which
was
to
use
texting
instead
of
just
emailing
calling,
and
so
last
time
we
went
through
around
a
couple
weeks
ago
we
had
out
of
15
calls.
We
had
one
contact,
we
I
was
like
if
I
could
text
them.
J
Let's
try
that
out
and
we
had
five
additional
contacts
for
texting.
So
that's
just
a
one
of
the
little
things
where
you
never
know
where
a
difference
is
going
to
be
made
and
the
experience
of
the
committee
and
the
different
committee
members
hopefully
will
help
us
out.
I
just
want
to
thank
everyone
here
and
thank
Carol
specifically
for
her
suggestion
and
thank
you
all
for
all
the
work
that
you
do
everywhere.
A
B
Yeah,
we
will
invite
you
to
participate
to
attend
and
participate
in
the
workshop
for
applicants
if
you're
interested.
A
But
we
will
be
back
in
February,
for
those
who
are
new
to
the
committee
buckle
up
February
to
April
is
when
the
roller
coaster
takes
off
and
things
start
moving
fast.
A
A
It
is
a
more
streamlined
process
each
year
that
we
do
it
I'll
never
forget
year.
One
I
think
I
that.
F
A
A
wild
west
of
ramping,
gang
I
think
luckily
Rachel
stayed
with
us,
but
but
it
but
it'll
be
an
exciting
another
exciting
cycle
and
we'll
look
forward
to
seeing.
A
For
a
wonderful
holiday
season,
however,
you
celebrate
and
hopefully
lots
of
rest
and
our
our
biggest
gratitude
for
all
the
incredible
work
represented
in
this
room
and
we
are
adjourned
right.
Everyone
online.