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From YouTube: Early Childhood Committee Meeting
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A
That
culminated
in
the
full
approval
of
the
committee's
grant
recommendations
as
part
of
this
year's
budget
process,
which
happened
towards
the
end
of
June,
so
that
money,
thanks
to
County
staff,
who
are
working
hard,
that
money
will
start
moving
through
contracts
fairly
in
short
order,
which
is
great
it'll
hit
the
ground
soon
also
want
to
just
thank
the
members
of
our
committee,
who
this
summer
have
done
some
extra
work
serving
on
that
ad
hoc
committee,
around
funding
issues
who
we'll
be
hearing
from
so
great
to
be
back
together,
and
we
will
begin
our
meeting
just
with
approval
of
minutes
and
then
a
quick
review
of
the
agenda.
A
Approved
second,
okay:
we
have
a
motion
to
approve
from
Philip
and
I
want
to
give
it
to
Martin
a
second
from
commissioner
Moore,
all
those
in
favor
of
the
motion,
please
say:
aye
all
right,
all
those
opposed,
please
say:
nay,
okay,
the
motion
carries
the
minutes
are
approved.
A
As
we
look
at
the
rest
of
our
agenda.
We
have
some
old
business,
a
few
items
of
new
business,
very
excitingly,
and
we
want
to
thank
the
panelists
who
are
taking
time
from
their
busy
days
to
join
us
today
and
start
start
off
a
conversation.
We're
all
really
excited
about
that
will
take
place
over
the
course
of
this
Fallen
Workforce
Development
issue.
A
So
we
will
move
through
our
other
items
fairly
quickly
so
that
we
can
get
to
the
Marquee
event
this
afternoon
and
again
appreciate
you
all
sharing
your
afternoon
with
us
our
first
item
of
old
business.
Our
only
item
of
old
business
is
getting
an
update
from
the
funding
subgroup,
so
I
will
turn
it
over
to
you.
Okay,.
C
Well,
we
met
on
what
Friday.
D
C
Sir,
let
me
put
my
glasses
on
yeah:
we
met
on
June
30th
and
it
was
the
Senate
group
that
was
made
up
of
me:
Leslie
Anderson,
Mark
and
Mark
Taft.
Unfortunately
Mark
you
couldn't
get
away
from
the
judge,
so
he
could
make
it
today
and
we
had
staffed
there,
of
course,
and
I'll
sum
it
up
right,
quick
what
we
decided
to
do
and
you
all
correct
if
I'm
wrong
or
any
other
with
the
money
that
was
left
over
one,
we
would
make
all
of
the
grants
that
we
awarded
a
hundred
percent.
C
We
were
able
to
do
that
and
two
we
bringing
support
to
you
to
make
to
give
evolved.
Seventy
five
thousand
that
they
asked
for,
and
it
would
be
how
much
is
left.
C
A
Great
well,
thank
you
all
so
much
for
diving
into
all.
C
That,
oh,
oh,
we
need
to
talk
to.
We
had
some
recommendations
on
there
for
multi-year
funding,
but
we
really
didn't
come
with
any
specific
recommendations,
because
we
think
that
that's
big
enough
that
it's
going
to
have
to
be
the
entire
committee
will
need
to
make
that
decision,
but
that
you
can
see
and
I
write
up.
We
have
several.
You
know,
recommendations
that
we
tossed
around
that
we
talked
about
great.
D
How
can
I
just
have
one
just
to
make
the
note
that
we
suggest
the
elevation
of
evolved
to
the
75
000
because
they
were
the
next
organization
in
line
when
we
cut
when
we
made
our
decision
to
stop
at
a
certain
place
on
the
chart,
they
were.
The
next
group,
damn
I
think
it's
important
to
say
why
we
chosen.
A
Document
provides
again
some
breakdown
on
the
funding
figures,
so
it
sounds
like
from
a
oops
I
just
lost
the
agenda
from
a
in
terms
of
actions.
A
committee
needs
to
consider
the
first
would
be
discussion
and,
if
we're
already
a
vote
on
the
recommendation
to
recommend
to
the
full
border
commission,
a
grant
of
seventy
five
thousand
dollars
for
evolve,
Early
Learning
Rachel
does
that
that.
A
Okay,
great,
why
don't
we
open
or
why
don't
we
turn
our
attention
to
this?
Whether
it's
for
emotion,
followed
yeah.
We
do
we're
just
at
Quorum
with
Marsha
Davis
Who's
online
Quorum,
plus
one.
A
A
C
A
All
those
opposed,
please
say,
nay,
okay,
the
motion
carries
unanimously
and
Rachel
just
to
kind
of
talk
through
next
steps.
I
would
think
we
could
get
this
added
as
an
agenda
item
at
an
upcoming
commissioner.
No.
E
E
Don't
need
to
take
any
action.
There
is
a
procedural
item
that
a
budget
office
is
taken
care
of
already
okay
related
to
carry
forward
yeah.
That
was
already
voted
on
by
this
group
and
discussed,
but
that's
a
part
of
the
support
of
Commissioners
plans.
There's
a
step.
The
board
takes
each
year
to
approve,
carry
forwards.
Yeah,
that's
county-wide,
and
the
budget
office
will
make
sure
that
the
early
childhood.
A
Okay,
maybe
a
notification
of
permission,
then
just
for
awareness,
sure,
okay,
let's
do
that
just
keep
things
moving
at
that
level
as
well
great!
Well,
thank
you
all
so
much
to
the
subgroup
and
it
sounds
like
you
are
also
flagging,
some
great
ideas
and
also
recommendations,
as
we
kind
of
consider
multi-year
funding,
and
then
we
have
this
rollover
funding
which
in
theory
goes
into
the
pot
for
disbursement
and
next
year's
Grant
cycle,
but
also
could
be
made
available.
A
E
There
is
some
information
in
the
packet
the
the
subcommittee
discussed
and
we
had
shared
to
the
chair
for
awareness,
but
one
of
the
grantees.
How
many
Baptists
declined.
E
A
Our
next
item-
new
business,
usually
takes
us
two
meetings
to
get
through
its
election
of
officers
so
annually
for
our
bylaws.
We
elect
officers
will
serve.
F
A
A
year
which
is
a
chair
price,
chair
and
secretary,
and
what
would
invite
everyone
to
do
is
take
some
time
to
think
about
whether
any
of
those
are
roles
that
you'd
be
interested
in
playing.
We're
always
excited
to
have
more
people
step
into
those
leadership
roles
and
Rich.
Who
is
now
psychological
committee,
served
very
heroically
in
the
role
of
secretary
for
I
think
two
terms
of
following
you
right
Phillip.
A
Yes,
it's
probably
one
of
the
that
role
requires
probably
the
most
work,
so
thank
you
to
everyone,
who's
done
it,
and
that
role
is
currently
vacant
with
Rich's
departure.
B
I
mean
it's
basically
taking
sort
of
the
official
role
at
the
meetings
and
then
looking
over
the
minute
staff
prepares
a
draft
of
the
minutes,
and
so
the
secretary
for
one
of
those
and
Compares
his
or
her
notes
with
those
staff
mixing
recommendation
changes,
but
that's
about
it.
Staff
does
a
great
job
getting
ready
and
preparing
a
really
good
draft.
In
the
minutes.
A
One
of
the
responsibilities
of
that
is
stepping
in
whenever
the
chair
is
absent
and
also
just
helping
you
represent
committee
at
community
events,
certainly,
and
then
the
chair
role
is
one
that
we
have
designated
for,
commissioner,
to
fill
over
the
years
just
to
have
the
strongest
possible
communication
between
the
board
of
commission
and
this
committee.
A
So
at
this
point,
what
we'd
like
folks
to
do
is
just
start
thinking
about
contemplating
whether
you'd
be
interested
in
any
of
those
roles
or
whether
you
see
someone
else
on
the
committee
who
you
think
is
ready
to
take
on
one
of
those
roles
that
you
might
want
to
nominate
and
on
our
September
meeting.
We
can
go
ahead
and
accept
nominations
and
our
officers
for
the
year
next
item
is
volunteers
for
Board
of
Commissioners
presentation
on
September
5th
Rachel.
Would
you
mind
walking
Book
Students
each.
E
Year,
the
Early
Childhood
committee
is
invited
to
go
for
the
Board
of
Commissioners
and
makeup
presentation
about
our
work
this
year.
We
would
also
like
to
invite
the
representatives
from
partnership
for
children
to
share
their
annual
report
on
the
first
year
the
two-year
Buncombe
Pre-K
pilot,
so
we're
looking
for
I.
Think,
probably
maybe
two
committee
members
would
be
a
good
number
to
do.
E
The
beginning
part
of
the
presentation,
work
with
staff
and
preparedness,
slides
and
attend
September
5th
at
five
o'clock
AM
and
provide
an
update
to
the
board
and
to
the
public
about
the
work
of
this
community.
E
A
I
will
not
be
at
the
meeting
that
night,
but
I
will
be
sending's
important
and
then
watching
watching
them.
So,
commissioner,
okay,
great
and
then
book,
A
partnership,
great
that'll,
be
a
great
lineup.
Thank
you.
All
next
up
is
review
and
approval
of
the
annual
roadmap
you'll
also
find
that
in
the
email
that
Angeline
sent-
and
this
is
a
a
roadmap
that
we
update
annually
to
to
kind
of
walk
us
through
month
by
month,
but
our
priorities
will
be
in
focus
is
for
our
meetings
again.
A
Thank
you
to
staff
for
working
hard
this
summer
to
line
up
the
ECE
Workforce
Focus.
That
will
kick
us
off
in
August
and
September.
So
right
now.
What
aspects
to
do
is
take
a
look
at
this
as
it
walks
us
through
basically
a
fall
of
digging
in
on
Workforce
issues
and
preparing
for
the
release
of
the
fiscal
year,
2025
application
process
and
then
the
timeline
for
reviewing
applications
getting
updates
on
it.
Pre-K
expansion,
data
review
and
other
priorities
as
a
year
progresses.
A
If
anyone
has
any
edits
or
changes,
they'd
like
to
meet
if
or
make,
rather,
you
please
feel
free
to
bring
those
up.
Now
and
we
can
work
on
getting,
is
edited.
E
If
I
might
have
one
other
comment,
which
is
that
something
not
reflected
in
this
roadmap
is
site
visits,
that
is
right.
It's
a
proposed
change
from
staff
for
the
consideration
of
this
committee
partially
because
of
the
work
on
the
Workforce
Development
series
over
the
next
four
months
that
we've
added
to
this
roadmap
for
this
fall
partially
because
of
the
strain
of
attending
site
business.
F
H
B
Is
there
a
way
to
think
about
site
visits
post
Grant
I
am
therefore,
when
you
I
mean
you
wouldn't
have
to
do
all
of
them,
but
you
could
find
two
or
three
that
might
have
programs
that
we're
particularly
interested
in
and
it
takes
the
pressure
off
the
nonprofit
to
think,
because
they've
already
got
the
money
when
you
come
so
they're
not
having
to
perform
in
some
fashion.
It
seems
to
me
that
the
less
stressful
white
would
be
after
the
fact
and
be
selected.
So
just
do
a
few.
H
We
have
surveyed
in
the
past,
but
I
don't
think.
Like
the
past
cycle,
we
haven't
or
anything
but
I
I
do
notice,
I'm
looking
around
the
room
I'm,
seeing
a
lot
of
hits
shaking.
Yes,.
E
F
E
A
Yeah,
that's
a
great
that's
a
great
question
and
actually
something
we'll
visit
at
the
end
of
the
meeting.
As
we
talk
about
membership,
we
have
a
number
of
vacancies
to
fill
and
some
applicants
in
the
pipeline,
and
so,
if
you're
parking
like
that
for
a
bit
awesome.
D
So
are
we
going
to
meet
next
Tuesday?
What's
up
this
says
we're
going
to
meet
on
August
the
8th.
E
D
A
A
E
Kick
this
off
or
I'm
happy
to
so
in
follow-up
to
the
last
meeting
of
the
Early
Childhood
committee,
where
we
were
talking
about
the
workforce,
crisis
and
different
ways
of
addressing
it,
do
we
set
up
a
subgroup
and
spin
off
and
work
there,
and
the
discussion
was
it'd,
be
valuable
to
the
full
committee
to
dig
in
on
Workforce
Development
topics
in
early
childhood,
education
as
a
whole
group,
and
so
the
road
map
you
just
saw
earmarks
for
the
next
four
meetings
for
a
focus.
E
So
this
is
the
first
of
the
those
four
plan
sessions,
and
this
is
around
setting
the
stage.
So
we
contacted
our
partners
and
said
all
right
so
help
us
figure
out
when
we
say
Workforce
crisis
in
the
field
of
Early
Childhood.
What
is
that?
How
do
we
Define
that?
What
are
things
that
contribute
to
this
Workforce
crisis?
What
does
it
look
like?
What
are
some
impacts?
E
We're
seeing
as
a
result
of
it
next
session,
we'll
be
talking
about
a
landscape
of
current
efforts
where
all
of
those
programs
and
initiatives
and
strategies
that
are
out
there,
we'll
move
on
to
looking
at
opportunities
and
best
practices?
And
then,
maybe,
potentially,
at
the
end
of
this,
be
more
clear
about
some
potential
recommendations
that
this
committee
might
want
to
make
or
adjust
into
the
next
unit
cycle
in
some
way.
E
So
back
to
today,
partnership
with
children
is
going
to
be
the
presenter
and
kick
us
off
by
help
setting
the
stage
and
then
engaging
our
panelists
here
who
I'll
introduce
Amy
Spooner
with
I
am
universe?
E
Is
it
so
speak
to
me?
Thank
you
with
Regent
Park
Early
Childhood
Development
Center
King,
the
Children's
Center
at
Graceland
and
Melissa
who's,
a
Wilson
who's,
a
colleague
of
Jenny's
and
child
care
resources
at
Boca,
partnership
for
children,
sharing
the
perspective
of
what
we
see
at
the
system
level
and
what
we
see
with
providers
who
are
facing
these
challenges
on
a
day-to-day
basis.
What
is
the?
What
is
the
crisis?
What
do
the
problems?
Look
like.
I
Thank
you,
I
think
I'm
going
to
stay
seated
so
that
we
can
go
back
and
forth
up
and
down.
I'm
Jenny,
vile
I'm,
the
director
of
child
care
resources
at
the
partnership.
So.
I
The
child
care
resources
project,
which
is
a
staff
of
screwed
up
to
five
I
work
with
the
Workforce
Development
program
at
the
partnership,
and
also
with
some
of
the
arba
funded
pre-k
expansion
work.
That's
specifically
the
pieces
that
are
working
directly
with
teachers
over
last.
F
I
This
year,
so
I
am
I,
hear
a
lot
about
the
successes
and
the
things
that
are
going
really
well,
but
also
I
hear
a
lot
about
the
things
that
are
not
going
well
and
where
are
the
challenges,
and
what
is
that?
And
so,
when
we
were
talking
about
it
talking
about
what
is
the
landscape?
Rachel
said:
I
want
real
talk,
we
want
to
know,
what's
really
happening
right
and
and
specifically
asked
for
not
a
ton
of
data.
I
So
if
you
want
more
data,
we
have
so
much
data
okay,
but
I'm
gonna,
I'm
gonna,
so
I
brought
a
little
bit
because
it's
a
job
to
bring
you
data,
but
we
also
want
to
know
what
it
looks
like
and
what
it
sounds
like
as
it
feels
like,
and
so
we
were
when
we
were
thinking
through
what
what
programs
right?
What
program
directors
would
be
a
good
representation.
I
I've
I've
been
in
I've,
been
in
the
partnership
for
10
years
and
there's
been
lots
of
really
interesting.
Things
happening
right
and
lots
of
like
I
know.
A
lot
of
programs
and
I
spent
a
lot
of
time
kind
of
paying
attention
to
what's
happening
with
teachers
and
programs
that
are
here,
I.
Think
as
we
go
into
talking
about
the
problems
right
and
what's
hard
I
want
you
to
as
they
kind
of
talk
about
their
landscape
and
their
program.
I
These
are
centers
that
again,
I
don't
have
data
for
this
right,
but
when
I
think
what
programs
have
really
kept
stats
or
staff
are
not
turning
over
as
frequently
even
in
the
middle
of
this
really
hard
time.
My
colleagues
here
are
going
to
be
speaking
from
this
programs
where.
G
I
I
There
are
a
lot
of
things,
yeah
all
right
and
then
Melissa
is
going
to
jump
in
and
talk
about
what
she's,
seeing
when
she's
working
with
teachers
right
and
what
what
it
sounds
like
to
be
talking
with
teachers
and
often
brand
new
teachers,
and
then
she'll
show
up
the
next
week,
and
that
teacher
is
not
there
anymore,
so
kind
of
starting
over
the
process
of
what
that
look
like,
but
I'm
going
to
go
through
some
numbers
and
just
give
a
little
bit
of
context.
I
So
if
you
will
go
to
the
next
slide,
and
also
just
these
slides
are
very
tiny
shortened
and
condensed
version
of
a
very
long
PowerPoint
that
I
think
most
of
you
know
that
lives
on
our
website
as
part
of
our
contract
with
the
county.
It's
called
the
state
of
child
care
and
it
is
in
Buckland
County.
It's
updated!
Every
quarter
there
is
a
plethora
of
data
if
you're
feeling
like
numbers
are
the
thing
you
need
today.
So
what
we're
going
to
talk
about?
I
All
of
us
is
kind
of
the
factors
that
are
impacting
our
Workforce
shortage
locally,
so
compensation
benefits.
How
does
money
play
into
it?
We
know
that
right,
High,
housing
costs
are
a
part
of
it
in
Nashville
and
Michael
County
transportation.
Right
sometimes
we
see
that
our
our
programs
on
the
edges
of
the
county
have
a
harder
time
getting
teachers
right
like
programming
in
Black
Mountain.
If
there's
a
teacher
that
lives
in
West
Asheville
that
they
have
to
factor
in
that
Transportation
right
what
if
their
child
Goes
to
School
somewhere
else?
I
What
does
that
commute
start
to
look
like
lack
of
child
care
slots
for
their
own
children?
Right,
I,
hear
from
directors,
I
hear
from
our
Workforce
program
graduates
right,
saying:
yeah
I
could
work,
but
I
don't
have
child
care
for
my
own
children.
So
how
much
you
know?
So
what
does
that?
Look
like
also
hearing
and
I
think
you
know
Amy's
going
to
talk
about
this
but
hire
you
know.
Child
and
family
needs
following
the
pandemic
right
families
are
coming
out
of
the
pandemic.
Very
stressed.
I
Children
are
coming
out
with
different
levels
of
social
emotional
skills.
What
does
that
look
like
in
the
classroom
paired
with
higher
teacher
turnover
or
causing
fire
teacher
turnover
right
as
a
cause?
Therefore,
right
high
stress,
job
environment,
I,
don't
know.
Last
time
any
of
you
spent
a
day
in
a
room
with
12
one-year-olds
14
one-year-olds
I
love,
one-year-olds
they're,
my
favorite,
and
that
is
tiring.
Like.
I
I
State
standards
are,
are
hot,
very
high
in
some
areas
and
confusing
in
some
other
areas.
If
there's
NC
Pre-K,
that
adds
in
a
whole
another
layer,
licensing
rules,
sanitation
rules,
so
much
those
things.
Sometimes
we
hear
teachers
go
it's
too
much
okay.
I
So
this
is
just
kind
of
a
quick
visual
of
program
licensed
facilities
in
Buncombe
County
over
time
right.
So
the
first
dot
says
172
is
from
2000,
oh
five
and
then
the
lowest
one
on
there.
111
facilities
is
from
2022..
Now
we
in
Buncombe
County
have
not
we'll
move
the
back.
I
We
have
what
we
lost,
two
programs
technically
during
the
pandemic,
but
one
of
them
was
a
planned
retirement
of
a
family
child
care,
home
provider
and
the
other
one
was
a
was
a
very
small
program
that
was
probably
going
to
be
closing
anyway,
and
it
was
a
handful
of
pre-K
slots
preschool
slots.
I
None
of
the
programs
that
closed
closed
as
a
reaction
to
the
pandemic.
Now,
what
we're
going
to
be
hearing
is
that
we
have
not
lost
programs.
We
have
lost
slots
in
those
programs
due
to
Staffing,
which
is
why
we're
here
talking
about
Staffing
in
the
workforce,
but
this
slide
is
in
the
is
to
put
us
in
the
context
of
we
are
already.
We
were
already
coming
into
this
Workforce
crisis
at
a
greatly
reduced
level
of
availability
in
the
community.
I
These
are.
These
are
from
the
Division
of
Child
Development
and
Early
Education
February
2020
to
April
2023
15
loss
in
children
enrolled
in
licensed
care
zero
to
five,
the
zero
to
the
the.
If
you
include
school
age,
so
zero
to
12
in
licensed
care,
it's
closer
to
17
percent.
I
Here,
so
this
is
a
really
fun
map
that
we're
not
going
to
play
around
with
it's
a
screenshot,
but
it
is,
it
should
be
in
your
packet.
The
link
should
be
in
your
pocket.
You
can
kind
of
Click
around
with
it
and
play
with
it
just
kind
of
put
different.
If
you
want
to
do
this
to
see
different
where
our
child
care
programs,
which
are
the
dots
related
to
population
density
related
to
percents
of
children
living
in
poverty,
you
can
also
look
at
public
housing
and
proximity
to
child
care.
I
You
can
look
at
funded
slots
right,
so
Head,
Start,
NC,
Pre-K
programs
like
that
you
can
look
at
bus
districts,
but
what
we
see
is
that
our
programs
are
highly
concentrated
in
downtown.
What
what
there's?
Also
some
large
programs
kind
of
running
down
the
Hendersonville
Road
kind
of
towards
art
room
area,
but
we
also
have
a
lot
of
families
living
very
far
away
from
programs
I'm
just
looking
at
at.
F
I
Say
unfunded,
that's
funny.
An
unfunded
site
in
this
context
is.
I
Okay,
thank
you.
That's
your
I've,
not
noticed
that
wording
there.
It
does,
though,
but
looking
at
where
some
of
these
dots
are
unfunded
does
include
programs
that
receive
Child,
Care
Subsidy
vouchers.
So
it's
kind
of.
I
The
map,
whether
to
the
to
the
graph
that
went
straight
down
with
numbers
of
programs,
this
is
Early
Childhood
Workforce
in
Buncombe
County
over
time.
One
of
the
reasons
this
does
not
follow
that
same
line
down.
Is
that
a
lot
of
those
programs,
the
40
or
40
ish
of
those
programs
that
we
have
lost
with
family
Chapter
House.
So
one
one
provider
a
program.
So
you
can
see
we
stayed
pretty
steady
over
time,
but
starting
in
2016,
2017,
right
kind
of
started
to
come
down
again.
I
The
final
date
here
is
2022.,
so
they're
there
are
about
overall,
a
hundred
fewer
teachers,
just
in
the
workforce
in
Monkey
County
right
now
to
do
the
same
to
meet
the
same
needs.
H
I
Okay
to
keep
going,
these
are
just
these
are
just
the
kind
of
the
raw
numbers
for
for
last.
F
I
So
I'm
gonna
pause
for
just
a
second
on
this,
the
average
teaching
wage.
This
number
is
from
2019..
It
has
gone
up
a
little
bit.
We
don't
have
new
data
on
that
number,
but
part
of
the
reason
it
has
gone
up
is
that
wages
in
general
have
gone
up
slightly
and
also
the
compensation
and
stabilization
grants
coming
from
the
Division
of
Child
Development
Early
Education
dcdee,
which
are
our
arpa
funds
right
that
went
to
the
division
and
have
been
distributed
since
April,
no,
no,
since
the
fall
of
2021..
I
So
if
you
go
to
the
next
slide,
these
are
the
kind
of
just
raw
numbers
for
stabilization
grants
to
date.
I
So
rough,
almost
seven
million
dollars
coming
into
Buncombe
County
just
of
the
compensation
pieces,
so
that
is
money
directly
into
pockets
of
teachers
and
directors,
and
not
all
staff
in
Buncombe
County,
since
the
fall
of
2021.,
in
addition
to
an
additional
10
million
of
kind
of
fixed,
applying
a
fixed
costs,
but
those
went
to
all
sorts
of
different
things.
Programs
could
use
it
for
additional
compensation.
They
could
use
it
for
subsidizing,
family,
family
fees
or
child
like
enrollment
fees,
could
use
it
for
I.
J
K
K
You
could
utilize
it
for
you,
depending
on
where
you
were
with
how
many
kids
you
actually
had
coming.
You
could
utilize
those
funds
to
continue
to
pay
rent
or
mortgage
on
your
site.
You
could
use
those
funds
for
utilities.
Those
funds
were
really
to
be
able
to
maintain
continuing
to
serve
the
kiddos
that
were
at
your.
J
L
Yeah,
we
used
only
ones
to
supplement
all
of
the
paying
on
to
our
teachers
So
within
the
stabilization
rates.
I
I
know
several
programs
that
used
it
as
additional
compensation,
so
teachers
were
really
getting
kind
of
a
bigger
increase
in
salary
during
that
time,
but
but
then
also
many
others
that
used
it
in
the
same
way
or
for
classroom
materials
or
whatever
some
playground
upgrades.
So
they
could
be
out
so
the
children
could
be
outside
more.
I
I
met
with
I
meet
with
the
somebody
from
Child
Care
Resources
meets
with
the
family
child
care
homes
in
the
community.
There's
11
of
them
now
twice
a
month
and
last
night
was
my
night
with
them,
and
they
are
it's
such
a
fun
group
of
women
and
they
always
have
something
to
say
and
I
was
talking
about
coming
to
talk
to
you
all
today
and
they
said
oh
yeah.
Well,
you
know:
can
they
do
something
about
the
money
I
was
like
No
just
hold
on.
I
You
know
they
kind
of
explain
the
system
again
and-
and
we
were
talking
about
and
I
pulled
this
up
and
I
I
said
you
know
the
division.
One
of
the
things
that
dcde
did
really
really
well
was
really
making
sure
the
compensation
and
stabilization
grants
were
fair
for
small
programs,
so
homes,
really
it
was
really
essential
for
them
right.
This
had
even
smaller
number
of
children
right,
so
there
are
ratios
of
you,
know
children
weren't
coming
and
how
could
they
hold
open
a
slot?
I
You
know
this
goes
directly
often
to
them
for
rent
or
mortgage
or
those
things
in
their
home,
and
so
this
number
here
on
the
bottom
is
really
only
divided
by
by
10
or
11
for
the
community,
which
is
which
is
huge.
It's
a
huge
impact
for
some
of
those
films.
J
J
Many
programs
had
lost
so
many
children,
because
families
were
afraid,
and
so
you
pretty
much
only
had
the
ability
that
you
were
caring
for
those
who
were
essential
workers,
and
so
that
money
was
also
given
to
try
to
help
stabilize
the
business
so
that
could
it
could
continue
to
run,
given
they
weren't
having
private
paying
families
to
provide
care
or
to
pay
so
that
the
building
of
the
center
could
continue
to
run.
So
that
was
another
really
great
benefit
yeah.
That
was.
L
There
was
a
lot
of
families
that
didn't
meet
that
criteria,
so
we
were
impacted
being
limited
on
who
you
could
serve
during
that
time
and
then,
when
those
families
weren't
working
and
then
it
was
opened
back
up
a
lot
of
our
lower
income
families
because
it
couldn't
work,
couldn't
come
back
to
the
center
because
you
have
to
be
working
to
gain
your
voucher.
So
there
was
a
big
lapse
in
time
for
some
of
those
families
to
gain
those
supports
again
and.
K
To
piggyback
sort
of
on
what
she
said
when
you
could
only
serve
essential
workers,
you
a
didn't
want
to
lose
your
stack
because
the
idea
was
at
some
point.
You
would
continue
to
serve
more
of
your
families
again
if
they
would
be
able
to
come
back
in
so
that
funding
not
only
to
maintain
your
program
and
your
site,
but
also
to
continue
to
maintain
your
staff
and
you
weren't,
because
from
those
centers,
your
main
source
of
funding
is
your.
I
The
building,
so
they
were
talking
about
these
coveted
stabilization
funds
because
they
are
still
flowing
into
programs
right.
The
programs
will
receive
compensation,
support
through
December
there's,
maybe
two
more
payments
and
okay,
and
so,
when
we're
talking
about
Workforce
crisis,
we're
talking
about
the
current
landscape,
where
it
is
very
hard
to
hire
and
many
programs
have
classrooms
that
are
closed
or
reduced
hours,
because
they
can't
cover
the
beginning
and
the
end
of
the
day
as
to
meet
licensing
standards.
I
That
kind
of
thing
we're
talking
about
that
with
these
funds
still
flowing
right,
and
so
we
take
that,
and
we
say:
okay
well
in
December,
you
know
I,
some
programs
are
going
to
have
figured
out
how
to
keep
staff
at
how
to
keep
their
teaching
staff
at
the
rate,
their
current
pay
rate
that
includes
stabilization
grants,
but
many
other
programs
are
not
are
not
going
to
be
able
to
do
that
and
are
starting
to
remind
teachers.
Remember
when
we
added
this,
you
know
we
signed
this.
This
is
a
short-term
pay
increase.
I
For
this
reason,
and
in
a
space
of
already
extreme
turnover
of
what
does
that,
look
like
in
December
got
one
more
slide
and
then
we'll
kind
of
go
down
the
thing.
So,
if
going
from
what
we
talked
about
earlier
of,
what's
happening
to,
what's
the
impact
right
on
Children
and
Families
right
so
reduce
slots
right,
some
programs
just
I'll,
let
them
kind
of
talk
through
their
numbers
of
that.
I
But
there's
there's
not
enough
slots,
even
within
programs,
if
we're
not
losing
programs,
we're
losing
slots
all
right.
So
this
reduce
Child
Care
times
limited
slots
for
children,
for
families
to
use
subsidy
in
the
media,
travel
farther
right,
which
then
pulls
in
there's
some
polls
in
transportation
as
a
barrier,
and
also
with
staff
leaving
Amy's
going
to
talk
about
this,
but
with
with
stat,
with
higher
stock
turnover,
we're
losing
some
of
the
knowledge
within
a
program
to
be
able
to
handle
and
support.
I
Children
with
developmental
or
behavioral
needs
right,
so
not
only
increase
social,
seeing
increase
social
emotional
needs
from
children
coming
in
after
the
pandemic,
but
also
right.
How
are
this,
how
prepared
to
the
staff-
and
how
stressed,
are
the
staff
right,
how
stressed
are
all
of
us
after
three
years
of
the
pandemic
and.
D
I
Take
that
and
put
that
in
a
preschool
classroom.
What
does
that
look
like
so
right
what
it
looks
like
a
Grace
teacher
and
administrator
burnout.
People
are
tired
right
in
a
field
that
was
already
hard
and
what
does
that
look
like
because
loving
what
we
do
only
can
take
us
so
far
and
then
talking
about
kind
of
less
supports
right
kind
of
the.
What
what
is
happening
for
staff
can
will
they
leave
their
classroom
right?
I
I
know:
I
talk
to
teachers
and
Melissa
could
probably
speak
to
this,
who
they're
not
going
to
take
vacation
time
because
they
don't
they're,
not
sure
about
the
newly
trained
sub.
That's
going
to
come
in
right,
you
know,
or
the
floater
who
maybe
has
been
there
but
they're
going
to
come
into
the
classroom.
And
what's
my
classroom
going
to
be
like
when
I
come
back
right,
we
hear
this
from
K-12
teachers
as
well
so
kind
of
the
workforce
shortage
and
these
kind
of
little
impact
Pockets
around.
I
L
Out
of
them,
some
Amy
I'm,
the
director
at
Irene
Wortham,
so
we're
a
developmental
Day
program,
so
we
serve
children
with
disabilities
alongside
typically
developing
peers
and
the
workforce
crisis
impacts
us
at
our
higher
rate.
Due
to
our
ratios,
our
ratios
are
lower
than
typical
centers,
so
I
have
to
have
more
staff
per
child
ratios.
L
Pay
rates
is
a
high
factor
because
they
can
go
to
other
fields
that
can
pay
higher
with
less
education
than
what
we
require
at
our
Center,
so
trying
to
build
our
budget
to
be
able
to
pay
what
they're
really
worth
and
what
they
should
be
off
of
education
is
really
difficult,
being
a
non-profit
and
when
you're
relying
on
currencies
or
vouchers
or
are
the
other
funding
that
you
gain
in
it
does
not
meet
the
needs.
L
We
run
in
the
red
every
year
within
our
budget,
to
be
able
to
balance
everything
you
need
to
provide
and
pay
staff
what
they
should
be
paid
along
with.
You
know,
benefits
and
things
like
that,
and
then
we
set
a
lot
of
our
standards
across
the
board
from
our
infant
to
other
teachers
all
the
way
through
preschool
the
standards
we
do
across
the
board
for
education,
for
documentation
for
implementation
of
IEPs
or
ifsps.
L
All
of
that,
so
we
tried
to
set
our
pay
scale
across
the
board,
because
NC
Pre-K
sets
a
specific
pay
scale
going
off
the
county
schools,
which
is
very
hard
to
do
across
the
board
because
paying
that
right
is
really
out
of
our
budgets,
but
it
really
we
need
to
work
to
try
to
get
to
there
across
the
board
for
all
teaching
staff.
L
So
that's
a
big
impact
on
trying
to
gain
teachers
in
and
not
lose
them
to
the
school
system
if
they're
preschool
bracket
and
have
those
degrees
they
can
go
to
the
school
system
and
make
more
family
needs.
Like
I
said,
we've
served,
though
mental
day,
probably
85
percent
of
my
wait
list,
which
is
over
I,
think
we
just
breached
over
500
children
on
our
wait
list
about
85
percent
of
that
is
either
children
with
a
diagnosed
disability
or
ones
that
are
marked
with
high
severe
behavioral
needs,
which
is
a
lot
of
families.
L
We're
seeing
more
and
more
the
past
few
years
of
those
social,
emotional
behavioral
needs
and
having
staff
that
have
the
ability
to
be
able
to
serve
those
children
and
maintain
their
own
self-help
is
critical,
so
that
can
play
into
turnover.
If
you
don't
have
the
skills
or
the
supports
for
these
children
and
your
ratios
don't
meet
the
needs
where
you
can
meet
the
needs
of
all
children
that
can
play
a
factor
we're
about
60
of
our
enrollment
numbers
that
that
are
currently
enrolled
and
looking
to
try
to
get
back
to
100
with.
M
L
Leaving
on
the
wait
list,
but
it's
the
Staffing
piece:
that's
hindering
us
to
be
able
to
enroll
more
children
with
that
so
I.
Thank
you
all
for
taking
the
time
to
listen
and
hopefully
can
help
us
find
some
solutions
to
increase
more
people
in
this.
I
L
Many
slots
Oh
So.
Currently
we
just
dropped
so
right
now
we're
at
66
children
and
my
capacity
limit
is
115..
We
normally
cap
it
at
100,
I,
don't
think
we'll
ever
be
115
just
because
the
Dynamics
of
children
we
serve.
L
Some
rooms
may
have
to
be
a
little
lower
number
to
meet
the
needs
of
the
children
in
there.
So
that's
a
big
chunk
of
children
that
we
we
could
potentially
serve.
If
we
have
the
Staffing.
J
I
think
your
number
of
Jenny
that
you,
when
you're
on
the
screen
you
had
a
one
of
your
the
slideshows
it
the
the
100
teachers
list
is
on
average
about
500
children.
I
mean
that's
just
if
you're
averaging
one
teacher
caring
for
a
group
of
five
children,
so
we're
talking
about
from
that
time
span.
You
know
we're
serving
500
children
left
in
the
county,
yeah.
I
I
The
teacher
numbers
do
include
after
school
staff.
Yes,
although
we
have
like
the
YMCA
has
contracted
some
of
their
licensed
sites,
so
we
have
fewer
there's
kind
of
there's
fewer.
I
That
number
goes
up
and
down
because
of
the
way
the
after
school
licensing
has
changed
a
little
bit,
which
is
not
what
we're
going
to
has
a
whole
other
piece,
but
but
in
general,
yes,
it
is
largely
birth
to
five
teachers
yeah
and,
if
you're
looking
at
the.
This
is
why
we
pulled
the
enrollment
numbers
to
look
at,
because
those
are
zero
to
zero
to
five,
but.
L
Members
I
have
to
have
to
run
that
room
that
don't
that
are
not
in
their
numbers,
so
in
a
lot
of
other
centers
may
have
to
have
those
floating
staff
that
aren't
counted
in
numbers
to
meet
those
ratios
that
are
added
staff
members.
You
need
to
be
able
to
run
your
program
that
are
not
counted
and
a
lot
of
what
we're
missing
like
in
my
facility
is
those
extra
numbers
staff
that
we
need,
that
don't
count
in
those
numbers
for.
F
J
J
So
that's
true
numbers
really
are
still
would
still
be
the
same,
because
private
sites
that
also
have
child
care
zero
to
five
and
school
age
they're
using
those
teachers
all
day
long,
even
though
they're
only
provided
Direct
Care
to
school-aged
Children
during
the
latter
part,
that's
because
it's
after
school
or
before
school,
but
it's
hard
to
get
breaks
their
break
in
they're,
providing
time
for
the
teachers
to
plan,
depending
on
the
curriculum
and
what
the
expectation
is
of
the
program.
Yeah.
I
In
101
reason,
for
for
that,
especially
in
licensed
programs,
is
that
the
sanitation
rules
changed
around
around
some
piece
of
base
and
pieces
that
made
it
very
hard
for
after-school
programs
to
operate
in
public
school
buildings,
because
the
way
that
kitchens
were
kept
safe
and
various
things
which
is
great-
let's
not,
let's,
keep
children
safe,
absolutely,
but
a
lot
of
the
programs
that
we
just
are
not.
I
We
can't
operate
a
site
here,
so
a
lot
of
children,
especially
who
subsidy
vouchers,
are
going
to
go
to
some
of
the
larger
programs
who
are
operating
after
school
programs
as
well.
Jcc
chapter
networks,
some
of
those
and
absolutely
is
the
way
they've
been
able
to
recruit
and
maintain
staff
because
they
can
hire
them
this
full
time.
So
they
can.
H
K
Going
and
then
my
name
is
also
Amy
I
work
at
Region,
Park,
Early,
Childhood,
Development,
Center
and
very
similar
to
what's
happening
in
the
city
center
I
also
I,
also
I.
My
classrooms
are
all
open,
but
with
much
much
lower
ratios,
because
I
don't
have
the
staff
to
support
filling
them
so
I
very
similarly,
and
running
to
I,
haven't
I'm
serving
I'm
swimming
about
47
kids.
Currently,
our
licensing
capacity
is
90
we're
a
smaller
center.
K
We
typically
also
don't
go
to
our
licensing
capacity,
but
we
typically
serve
around
closer
to
70
kids
and
the
reason
that
we
are,
we
aren't
serving
that
additional
amount
of
kids,
because
we
don't
have
the
staff
to
do
it.
You
have
to
maintain
your
ratios
for
licensing
purposes,
and
so
you
can
only
you
can
only
serve
kids
to
the
point
that
you
have
the
teachers
to
do
it,
and
you
not
only
do
you
need
that,
but
you
have
your
staff
that
you
need
in
your
classroom.
K
You
do
still
you
need
additional
floaters
staff
still
need
additional
support.
During
the
day.
You
need
people
to
get
breaks.
You
need
people
to
go
a
third
person
to
go
into
a
classroom,
sometimes
because
you
know
it's
a
hard
day,
especially
now.
Emotions
are
higher.
K
The
ability
to
regulate
I
think
for
a
lot
of
kids
is
a
little
bit
lower
coming
out
of
this.
So
I
think
that,
because
of
a
we're
not
serving
as
many
kids
who
need
to
be
served,
B
there's
a
lot
of
kids
in
our
community
that
need
care
that
don't
have
it,
because
we
don't
have
the
teachers
and
so
I
think
when
I
look
at
it
and
I
think
about
the
you
know
what
this
crisis
means.
We
need
to
figure
out
how
to
get
more
people
into
this
field.
K
I
also
have
a
group
of
teachers
who
have
been
there
over
10
years
and
they're,
wonderful
and
they're,
amazing
that
they
need
those
support,
staffs
and
I.
Think
that's!
K
What's
where
the,
where
we're
really
showing
that
we
need
to
figure
out
how
to
maintain
and
and
still
work
to
increase
teacher
pay
to
make
it
a
field
that
people
are
interested
in
coming
into
and
to
also
have
it
feel
like
they're,
coming
into
a
field
where
there
is
enough
support
to
want
to
stay
in
it
long
term
and
that
it
feels
like
a
decision
that
isn't
going
to
just
eventually
lead
to
burnout,
and
then
also
you
know,
sort
of
to
what
Jenny
said.
K
I
do
think
that
sometimes
they're
there's
such
a
lack
of
child
care
across
the
board,
from
what
we're
talking
about
with
early
childhood
education
into
serving
kids
for
after
school,
is
that
that
is
hindering
the
ability
to
get
new
people
into
the
door,
because
people
have
to
figure
out
what
they're
doing
with
their
kids
too.
K
So
even
older
kids
who
need
after-school
care.
Maybe
those
people
can
only
work
during
the
school
hour.
Well,
we're
trying
to
run.
You
know
7
30
until
the
end
of
a
typical
working
day,
so
we
need
there
needs
to
be
some
more
support
all
over
to
be
able
to
give
enough
support
to
Child
Care
Centers,
to
continue
to
serve
these
kids
and
then,
hopefully
get
back
to
a
point
where
you're
serving
the
amount
that
you
were
serving
previously
can.
B
K
F
L
M
J
I
will
answer
that,
so,
if
there's
a
copy
out
there,
if
we're
talking
about
license
facilities,
yes,
Buncombe
County
also
has
have
a
lot
of
families
that
are
fortunately
wealthy
or
that
have
the
means
to
be
able
to
select
other
child
care
options,
which
is
another
reason
why
we're
starting
to
see
an
increase
of
other
child
care
options
come
up,
but
they
aren't
licensed
providers
so
they're
shortening
their
days.
J
They
are
finding
ways
around
or
even
I
mean
gs10
is
an
option
as
well
for
a
licensure,
but
it's
for
religious
based
facilities,
so
we're
seeing
more
of
those
type
of
programs
become
open
and
available,
and
so
I
think
to
answer
your
question:
if
we're
only
speaking
about
license
centers
being
available
to
Children
and
Families,
we
don't
have
enough,
but
if
we're
talking
about
options
for
families
to
be
able
to
tap
into
different
Avenues
I
mean
you
also
have
some
some
cohorts
where
moms
are
getting
together
right
now
to
help
you
know,
support
each
other
to
provide
care.
J
So
it's
it
really
becomes
down
to
the
decision
of
the
parent
on
what
type
of
setting
they
want
best
for
their
children,
and
we
know
that
licensed
Child
Care
is
important.
We
know
the
importance
of
it.
You
know
we
work
in
it
and
we
study
it
a
lot,
but
there's
some
families
who
may
not
be
interested.
You
know
in
full
day
programs
all
day
so,
just
depending
on
which
direction
you
know
the
parent
or
the
family
is,
is
wanting
to
go
in
or
looking
for,
but
for
licensed
care.
Yes,
there's
a
shortage.
J
If
we're
including
programs
in
different
types
of
other
facilities,
they're
not
licensed
there
are.
There
are
tons
of
options
right
now
for
a
lot
of
people
that
to
tap
into
I.
F
I
Is
what
I
was
going
to
say
is
that
it
sounds
right?
It
sounds
great.
Families
are
being
creative.
Is
it
great
with
all
these
things,
except
that
if
you
are
a
family,
who's,
working,
full-time,
yes
and
you're,
dependent
on
Child,
Care
vouchers,
and
maybe
your
child,
because
they've
grown
up
in
a
space
where
there's
lots
of
stress
right,
has
some
behaviors
right
they'll
that
child
doesn't
have
Choice?
Yes
right?
I
That
child
needs
to
be
in
a
licensed
facility
where
their
family
can
be
supported
and
use
a
voucher,
and
so
what
happens
is
when
Amy
talked
about
the
you
said,
it's
so
nicely
about
a
blend
that
you
said
alongside.
What
do
you
say,
children
with
higher
needs.
I
A
great
mix
right,
whether
in
those
classrooms
function
so
beautifully
right
and
lots
of
programs.
Do
this
so
very
careful
about
kind
of
blending
children
with
variety
of
needs
together
and
what
happens
when
families
who
can
afford
a
nanny
who
can
afford
a
you
know
an
unlicensed
situation
to
pull
their
kids
out
in
the
concentration
of
children
with
higher
needs
in
programs
gets
it
gets
higher,
and
so,
when
we
can
get
more
programs
to
be
licensed
right,
it
becomes
an
equity
issue.
Because
then
those
vouchers
can
go
to
a
wider
variety
of
programs.
L
If
the
teacher,
if
the
ratios
are
too
high,
you
have
a
child,
you
know
with
significant
behaviors
or
significant
disability
that
pulls
a
staff
member
away
almost
like
a
one-on-one
setting,
because
that's
what
that
child
needs.
What
are
we
doing
for
the
other
children
and
that?
So
you
really
got
to
look
at
the
balance
and
the
skills
and
the
supports
for
these
teachers
to
want
to
stay
in
the
field
to
meet
the
needs
of
these
children
and
the
families
and
learning
those
skills
to
to
get
the
parents
involved
in
doing
a
team
approach.
L
So
they
see
the
benefit
long
term
and
that
child
can
be
more
successful.
That's
really
increased
over
the
last
three
years,
where
we're
seeing
it
across
the
board.
It
doesn't
matter
what
economic
factor
that
child's
coming
from
we're,
seeing
it
across
the
board
with
children,
that
their
social,
emotional
skills
and
regulations
and
things
are
a
lot
lower
because
they
didn't
have
those
social
interactions
during
covet
or
families
were
drawn
back
and
those
aren't
skills
that
children
and
they
they
already
have.
They
need
to
be
modeled
they
needed.
L
The
impact
in
a
classroom
setting
is
a
lot
higher,
which
then
is
a
lot
more
stress
to
the
teachers
because
we're
having
to
work
so
much
on
that
social
emotional
area
that
some
of
the
other
areas-
okay,
yeah
I-
can
get
missed.
So
it's
putting
that
child
behind
even
more
so
we
need
to
support
those
teachers
and
the
education
for
that
to
be
able
to
keep
people
in
this
field
too.
So
it's
a
whole
another.
Well.
I
L
I
Sorts
of
us
like
even
right,
my
child
right
turn
two
right
before
the
pandemic,
she's
about
to
go
into
kindergarten
personal.
If
she's
been
in
high
quality,
Early
Education
programs,
except
for
18
months
in
the
middle
right,
her
she's,
going
into
kindergarten
with
some
very
different
social
emotional
skills
than
her
brother's
head
right
and.
J
K
K
It
can
become
a
big
challenge
or
a
classroom
can
feel
like
a
challenge
so
having
those
additional
supports,
having
more
people
in
a
classroom
to
help,
you
know
sort
of
tag
team
things
you
have
one
teacher
who
is
so
potentially
able
to
work
on
some
of
the
academics,
and
then
you
have
someone
else
who
is
then
able
to
help
support
some
of
the
kids
who
are
really
needing
a
lot
more
with
regards
to
Social
and
emotional
development,
there's
a
huge
deficit
from
these
kids,
even
kids,
who
were
in
care
the
majority
of
it,
even
if
they
only
pulled
out
for
a
little
bit
of
time,
they
were
they
weren't
they
weren't
pulling
out
and
then
still
going
on
play
dates.
K
I
mean
it's
most
of
these
families
were
completely
isolated
and
therefore
so
were
their
kids,
and
so
bringing
them
back
into
group
CARE
is
is
challenging
all
across
the
board.
I.
L
Think
and
that's
where
the
Staffing
issue
plays
more,
if
you
don't
have
a
consistent
team
teaching
team
with
these
children
and
you
have
that
revolving
door,
because
people
are
not
staying
in
the
field
or
we're
getting
people
that
want
to
try
out
early
childhood,
they
get
in
there
and
it's
too
much
for
them,
and
then
they
leave
you
get
another
one.
That's
impacting
those
children
just
as
much
as
you
know
being
home
during
coven.
You
have
to
have
that
consistency
for
that
child
to
feel
safe
secure.
G
I
N
I
F
I
Mean-
and
this
has
happened
historically
right-
we've
got
lots
of
programs
to
start
it
at
12
months,
because
at
some
point
they
thought
we
want
to
serve
slightly
more
children.
We
only
have
this
much
space,
so
we're
going
to
go
so
yeah.
It
is
very
different.
Going.
N
I
D
L
A
lot
and
in
the
preschool
bracket,
if
you're,
serving
at
C
Pre-K
things
like
that,
the
pay
for
those
teachers
is
normally
significantly
higher
because
it
said
what
programs
have
to
pay
them.
You
know
so
like
with
our
program.
We've
tried
to
make
it
even
across
the
board
with
this
education.
This
is
what
you'd
start
with
didn't
matter
if
it
was
an
infant
teacher
or
a
preschool
teacher,
because
if
the
focus
is
on
pay,
we
had
a
lot
of
our
infant
toddler
teachers
that
have
heard
what
the
pay
was
for.
M
L
Able
to
make
more
money
because
they
needed
it
for
their
family,
so
that
is
hard
to
prepare
for
programs
to
be
able
to
pay
across
the
board,
because
we
know
the
benefit
of
a
really
good.
Infant
teacher
is
just
as
impactful
as
a
really
good
preschool
teacher
for
that
child
and
needs
to
be
thought
of
across
the
board
with
pay
and
the
expectations
you
know,
for
those
teachers
too
so
but
like
I,
would
say
a
lot
of
programs.
Don't
do
that.
L
Yeah,
definitely
programs
to
be
able
to
sustain
paying
their
bills,
paying
teachers
they're
going
to
opt
out
for
more
preschool
rooms,
because
you
can
bring
in
more
income
that
way
than
an
infant
room.
You
lose
money
running
an
info
room
and
we've
done
the
data.
We
have
our
reports.
We
lose
money
on
our
infant
room,
running
a
different
room.
A
Quick
time
check
it's
210.
If
there
are
any
members
of
the
community
who
want
to
participate
in
public
comment,
there
should
be
a
sign
up
sheet
behind
Rachel.
Please
go
ahead
and
sign
up
there
and
then
move
it
up
to
Rachel.
So
we
can
allow
time
for
that
if
needed,
and
then
we
have
about
20
more
minutes
so
excited
to
keep
hearing
from.
I
I
want
to
pass
it
down
that
way.
We
can
thank
you.
We
get
one
more
another
way,
thinking
about
the
slot
issue
and
license
capacity.
We
try
to
always
the
partnership
break
it
down
by
here's
the
license
capacity,
but
often
that
includes
more
children
than
they
want
in
the
best
of
times
to
have
in
a
room.
Sometimes
it
includes
a
weird
space
that
they're
not
really
going
to
use
for
children.
I
J
I'm
Tamika
King
I
am
the
executive
director
at
the
Children's
Center
at
Graceland,
just
to
give
a
bit
of
a
background.
So
Graceland
right
now
is
different
than
these
providers.
We
have
four
classrooms.
We
do
not
serve
infants,
we
serve
toddlers,
twos,
threes
and
fours,
so
very
small,
very
small
facility,
our
lead
teachers
and
most
of
our
full-time
permanent
staff
have
all
been
at
this
Center
for
greater
than
five
years,
and
so
that's
great
turnover.
J
We
also
have
the
benefits
for
our
teachers.
So
having
great
benefits
is
great
for
the
you
know
teacher,
but
it
can
be
taxing
on
the
employer
and
as
a
non-profit
right
now
we
are
challenged
with
trying
to
look
for
additional
options
for
the
benefits
to
be
able
to
provide
to
our
staff.
Our
staff
are
also
kind
of
asking
for
more
money.
They're,
anticipating
everyone
is
kind
of
waiting
to
see.
J
What's
going
to
happen
in
December
with
stabilization
grants
and
them
going
away
and
what
that's
going
to
mean-
and
they
absolutely
have
you
know
been
saying:
hey,
we're
we're
needing
more
money
to
be
able
to
sustain
just
the
cost
of
living
I'm
in
the
area,
with
us
being
housed
right
in
the
middle
of
Buncombe
County.
Many
of
our
staff
reside
either
on
the
outskirts
of
the
county,
so
they
drive
from
either
the
northern
part
of
the
county
or
the
western
part
of
the
county.
J
I
got
a
couple,
I
think
that's
East
and
then
two
that
actually
hits
right
next
right
to
the
center,
but
that
commute
you
know
to
them
is
a
lot
as
well,
for
them
is
a
lot
as
well.
So
we're
we're
seeing
where
I've
seen
and
within
the
center
retention
is
great
and
we
are,
we
don't
have
we
I
think
since
the
pandemic,
the
center's
been
over
85
utilized.
So
since
I've
been
here,
we've
not
chopped
under
85,
but
again
we're
serving
toddlers
to
four-year-olds,
four
and
five-year-olds.
J
So
I
really
think
that
having
additional
funding
and
having
attention
on
Child
Care
teachers
and
not
just
their
hourly
or
salary
wages,
but
also
their
benefits,
you
know
the
benefits
that
they
can
access.
We've
had
teachers
to
leave
and
go
to
the
school
system,
and
that
is
in
part
due
to
there
being
a
better
benefit
package,
so
benefits
is
also
included.
It
included
in
you,
know
their
wage
packet
and
you
know
what
they're,
what
they're
able
to
take
from
their
their
employers.
J
So
I
think
that
this
is
a
the
perfect
time
for
us
to
be
having
this
conversation
and
really
looking
at
what
the
county
can
do
to
help
sustain
Child,
Care
and
Mr
Taft,
you,
you
said
it
best
when
you
hit
the
nail
on
infant
toddler
care,
because
that's
where
we
certainly
are
seeing
I
get
probably
about
five
to
ten
calls
a
day
for
infants
and
toddlers
and
I'm
now
having
families
call
me
for
2024..
J
Their
babies
aren't
got
here
yet,
but
they're
calling
and
they're
trying
to
get
on
the
waitlist
already
so,
but
so
there
is
there's
absolutely
a
shortage
there
and
and
where
you
know
they're,
you
know
really
I'm
hoping
that
we
could
start
seeing
additional
funding
so
that
we
can
provide
more
supports
for
the
staff
and
families
and
children
alike.
I
I
M
Melissa
Wilson
I
work
with
child
care
resources
at
welcome
partnership
for
children
and
I'm.
An
early
childhood
specialist
I
have
been
in
the
Early
Education
field
here
in
Brooklyn
County
for
over
30
years,
so
I've
seen
the
ebb
and
flow
of
what
our
child
care
looks
like
for
the
for
30
years.
I've
been
in
this
field,
so
my
position
allows
me
to
train
teachers
with
formal
training,
also
I
go
in
and
do
mentoring
and
coaching
with
teachers
I'm
pretty
new
to
the
partnership.
M
There
are
many
times
cooking
the
food
for
the
children
and
are
unavailable
whenever
a
behavior
arises
and
a
teacher
needs
some
extra
support
or
when
a
teacher
calls
out
and
they're
over
ratio
and
they're
frantically
calling
someone
for
help,
because
they
they're
worried
about
getting
in
trouble
because
they're
out
of
ratio
with
children,
and
so
with
all
these
stressors
that
the
teachers
have
I'll
go
along
with
all
of
my
panelists
here
is.
We
really
need
teacher
support.
M
The
mental
health
of
the
teacher
is
at
a
critical
state
right
now
and
that
flows
down
to
the
care
that
they
give
the
children
it's
not
that
they
don't
want
to
be
there
with
the
children.
They
chose
the
field
because
they
love
the
field.
It's
that
the
support
isn't
there
and
it's
again
like
I
said
it's
not
because
people
don't
want
it
to
be
there.
M
It's
that
it
can't
there's
too
much
it's
too
hard
and
so
again,
I'm
thankful
that
we're
having
this
meeting
to
highlight
what
the
needs
are
of
our
teachers
and
in
our
Workforce
and
how
we
could
add
to
it,
not
just
the
teacher
Workforce
themselves,
but
the
mental
health
of
our
Workforce
and
how
we
can
help
support
our
teachers
in
being
able
to
feel
proud
that
they're
in
the
field
and
they
they
don't,
they
don't
feel
embarrassed
to
say,
I
work
at
a
child
care
center.
I
I'm
going
to
wrap
what
Melissa
said
back
around
to
what
we
talked
about
earlier
about
support
staff
right
by
my
Workforce
and
that
I
think
Amy's
point
was
really
good,
that
reflected
in
the
numbers,
it's
very
hard
to
reflect
in
the
numbers,
the
the
floaters
and
the
where
the
teachers
that
maybe
don't
have
a
classroom
of
their
own,
but
they
give
breaks.
They
come
in
to
support
other
teachers
when
maybe
a
handful
of
children
are
having
a
really
hard
day
right
or
they
can
come
in
to
help
with
lunch
right.
I
They
take
just
a
little
bit
of
load
off,
which
also
means
directors
are
in
the
classroom
as
much
so
they
can
do
other
things.
So
they
can
I,
don't
know
talk
to
their
families
at
night
right,
which
means
they
go
to
work
the
next
day
and
they're
ready
to
be
to
be
able
to
be
there
and
and
I
think
you
know.
Melissa's
point
is
really
great
about.
I
L
H
L
L
J
One
of
the
things
that
we
are
doing
right
now
and
our
board
just
actually
passed
it
50
days
ago,
but
we
really
looked
at
how
much
time
off
you
know.
Are
we
allocating
for
our
staff?
How
many
breaks?
Are
they
getting
just
time
with
their
families
right?
It's
it's
hard,
I,
really
Advantage,
managing
or
can
be
difficult,
managing
call
outs,
and
you
know
we
need
staff
to
provide
the
care
to
the
children.
J
So
we
looked
at
that
and
and
tried
to
pull
some
days
enough
days
out
as
much
as
we
could
to
that
were
around
the
the
county,
the
school,
the
School
System
calendar,
so
that
we
could
say:
okay,
if
you
have
children
that
are
in
the
schools,
you
know
as
well
as
children
in
the
facility
you're
getting
that
time
off
around
the
same
time,
a
lot
of
students
are
already
doing
this,
but
I
see
that
that
is
a
a
really
good
benefit.
J
It
could
be
a
really
good
perk
and,
in
addition
to
that,
it's
as
there
stating
having
support
staff
available
readily
available
as
an
administrator
with
just
four
classrooms.
It's
me,
and
my
assistant
director
and
I
have
come
from
managing
several
different
sites
and
classrooms
and
schools
larger
than
this
one.
But
it's
a
joy
to
only
have
four,
and
you
know
these,
ladies
and
some
other
child
care
center
directors
have
anywhere
from
12,
I've
managed
centers
that
had
17
18
classrooms
so
and
only
one
director
and
only
one
assistant
director.
J
So
when
you
think
about
those
sizes,
sometimes
you
know
the
larger
centers
are
where
it
gets
more
and
more
difficult.
So
when
you
even
think
about
trying
to
recover
from
the
pandemic,
we're
like
we'll
slow
down
on
enrolling
a
little
bit
because
we
need
to.
We
need
to
make
sure
we're
taking
care
of
the
mental
health
of
our
staff
and
as
an
administrator
myself,
because
I
don't
want
to
put
more
on
myself
than
I,
know
I'm
going
to
be
able
to
provide
and
support
my
staff
with
so
I
think
having
the
physical.
E
We're
going
to
talk
about
Solutions
in
meetings,
but
I've
heard
several
mentions
of
child
care
stabilization
grants
that
seems
urgent
committee
or
following
along,
wants
to
know
about
the
funding
Cliffs
that
we're
facing
and
wants
to
get
involved
to
try
to
use
advocacy
to
keep
that
from
happening.
Where
can
they
go
to
learn
more.
L
J
And
yeah
families
have
been
supporting
us
with
the
initiative
of
writing
the
legislators
and
letting
them
know
the
importance
of
the
stabilization
Grant
right
now
and
it's
again
their
providers
like
you
know
you
are
I,
think
Amy.
You
said
it
where
we
were
getting
additional
funding,
and
so
we
were
using
the
funding
to
go
directly
to
the
employees
compensation,
but
some
of
that
additional
funding
that
could
have
gone
to
fix
cause
it
could
have
gone
to
rents
and
other
things
or
even
benefits.
We
were
layering
that
money
into
the
employee
conversation
so.
K
You
can
utilize
that
you
could
utilize
that,
in
you
can
do
bonuses
with
that
money.
So
you
have
the
piece
that
allowed
you
to
raise
hourly
wages,
and
then
you
could
still
use
the
additional
funding
to
then
on
top
of
that,
do,
bonuses
and
things
of
that
nature,
which
you
know
that
stuff
yeah.
J
L
K
And
that
time
is
coming
and
I
think
that
and
well
we
feel
like
we're
in
crisis
now,
yeah
I
think,
while
we
feel
like
we're
in
crisis
now,
if
the
funding
does
not
continue
and-
and
you
are
really
left
in
this
position-
where
you
remind
them
hey,
we
told
you-
this
was,
for
you
know
a
period
of
time,
and
that
period
of
time
is
over.
That's
gonna
put
some
people
back
in
a
position
where,
even
if
they
really
love
it,
it's
a
hard
job.
K
The
requirements
are
high,
the
stressors
are
high
and
now
they're
not
feeling,
maybe
as
valued
as
as
they
certainly,
they
should
feel,
and
so
that
I
think
I
think
if
we're
a
think
we're
in
crisis
now
I
think
come
December.
It's
going
to
feel
like
we're
in
even
bigger
state
of
Crisis.
J
K
L
K
Education
on
top
of
that
and
professional
development-
and
it's
there's
a
lot
that
goes
into
it.
That's
behind
the
scenes
that
I
think
people
don't
really
understand.
Yeah.
A
A
That's
pretty
spend
your
time
with
us
today
and
the
work
that
you
do
each
and
every
day
we
just
have
a
few
quick
items
to
get
to
before.
We
adjourn
right
around
2
30..
The
first
is
just
in
terms
of
announcements.
Just
some
membership
updates.
E
A
Yeah,
so
I
don't
want
to
speak
from
our
Chef
she's
able
to
so
jump
in
if
you
can,
but
on
the
bittersweet
news.
I
think
exciting
news
from
Russia
and
her
family
is
that
they
are
have
a
move
coming
up
to
the
Northeast
as
I
understand,
which
we
wish
them
the
absolute
best
with,
and
also
thank
Marcia
for
all
her
leadership
and
service
and
the
committee,
and
that
also
means
that
Marshall
will
be
vacating.
Her
committee
role,
so
I
don't
know
if
Russia
is
still
online
with
us
she's
showing.
A
Well,
Marcia,
please
hear
our
tremendous
gratitude
and
appreciation
for
all
you've
brought
to
the
committee's
work
into
our
community,
we'll
miss
you
as
part
of
Buncombe,
County
and
issue
as
part
of
this
team,
and
what
that
means
also
is
that
we
will
now
have
a
fourth
vacancy
to
fill
on.
A
The
committee
I
think
we
have
three
prior
vacancies
have
had
the
application
open
and
currently
have
three
applicants,
but
I
think
would
like
to
have
a
larger
roster
pool
to
pull
from,
and
what
we've
done
in
the
past
is
have
a
ad
hoc
subcommittee
of
committee
members
conduct
interviews
once
we
have
a
diverse
and
sort
of
strong
applicant
pool
and
then
bring
forth
recommendations
to
come
first
here
and
then
to
the
full
Board
of
commission.
A
So
I
think
what
we
discussed
just
briefly
at
the
commissioner
level,
was
wanting
to
reopen
that
application
process
with
that
fourth
vacancy
available
and
really
asking
everyone
on
the
committee
and
everyone
in
this
room
and
your
broader
networks
to
push
hard
to
move
this
or
through
your
networks.
It's
an
amazing
committee
to
serve
on
and
would
really
really
love
to
see.
A
strong
group
of
applicants,
in
addition
to
the
the
folks
who've
already
applied,
which
we're
so
grateful
for
so
I,
think
we'll
revisit
this
in
September.
A
If
that
sounds
okay,
Rachel,
okay,
great
and
then
finally,
we
have
two
products.
You
assignment
for
public
comment.
You
can
either
deliver
public
comment
from
where
you
are
or
you're
welcome
to
come
here
if
you'd
like
to
be
in
the
center.
If
you
have
up
to
three
minutes,
I
will
be
your
time
keeper
and
we'll,
let
you
know
the
one
minute
Mark
the
two
minute
Mark
and
then
start
signaling,
and
you
have
about
10
seconds
left
and
first
we'll
hear
from
Betsy.
G
Right
I'll
get
to
where
everybody
can
maybe
see
me.
First
of
all,
I'm
Betsy,
stocksliger
I,
know
many
of
you
in
here,
but
for
those
of
you
that
I
don't
I'm
the
director
for
BCS
learning
Labs,
which
is
the
preschool
sites
that
are
connected
to
the
CTE
sites
and
I,
want
you
to
put
into
the
committee
and
the
Commissioners
for
funding
this
next
year
of
our
grant.
I
know
that
the
past
few
months
have
just
been
so
much
work
and
I'm
very
grateful
for
that
and
I
was
thinking
today
of
a
thing.
G
That's
I've
been
sitting
with,
since
you
all
reviewed
the
data
months
ago
in
March
or
February
for
the
school
systems,
and
if
you
find
yourself
with
stakeholders
such
as
board
members
or
District
leaders,
things
you
can
ask
them
are
specifically.
How
are
you
Bridging
the
connection
between
our
preschool
and
Early
Learning
Centers
into
your
kindergarten
classrooms
go
straight
in,
for
it
ask
that
question
can
also
say:
how
are
you
creating
and
investing
in
environments
that
are
ready
to
serve
all
students,
our
stakeholders
and
administrators
and
District
leaders?
G
K
A
For
children
and
a
couple
of
things
just
Rose
to
the
top,
for
me,
some
very
clear
seeds
and
so
I
just
wanted
to
share
a
couple
of
things
that
really
resonated
with
me
and
see
if
it
hit
home
for
you.
So,
first
of
all
the
stabilization
grants
you
saw,
the
numbers
were
solving
tremendous
amount
of
dollars
that
you've
heard
from
folks
on
the
panel
how
helpful
it
was
and
we
had
a
crisis.
A
A
So
when
those
stabilization
grants
end,
we've
heard
directors
who
have
had
staff,
who've
come
to
them
and
said
I
just
want
to
let
you
know,
because
I
love
it
here
and
I
want
to
give
you
a
fair
notice,
I'm
going
to
have
to
leave
then
those
stabilization
rents
and
if
you
can't
figure
out
how
to
detainment,
pay
fair
enough,
they
have
to
support
their
own
family.
So
dcbe
vision
of
Child,
Development
and
Early
Education,
they
knew
this
was
at
risk.
A
A
D
A
Now
the
issue
is
that
it's
not
a
topic
within
the
conference
committee
right
now.
It's
dead
in
the
water.
It's
not
going
to
happen.
A
So
that's
huge
and
I
think
that
Buncombe
County
folks
have
been
this
committee
and
Commissioners
have
been
exceedingly
generous
about
the
level
investment,
marriage,
childhood
and
I.
Think
there's
some
more
you
can
do,
but
you
can't
solve
this
problem.
It's
going
to
take
federal
state
local
government.
A
So
if
you
want
to
continue
to
Advocate,
though
sort
of
prep
for
the
next
round
around
stabilization
grants,
if
you
go
to
Children
First
communities
and
Schools
website,
that
has
been
a
key
area
of
focus
for
the
wnc
Early
Childhood
coalition
at
Children's
Schools
facilitates
so
there's
kind
of
like
a
physician
paper
there
and
all
the
key
points.
Super
helpful
I.
A
This
Loop
right
new
teachers
not
prepared
they
don't
have
the
skills,
more
kids,
the
social
emotional
challenges
they
can't
support
those
kids
needs.
They
leave
bad
for
the
child,
who
doesn't
have
the
continuity
of
care
and
bad
for
the
center.
That
now
has
to
hire
again
and
the
cost
of
all
that
and
kids
will
go
to
kindergartens,
not
ready
to
be
in
kindergarten.
N
A
That
concludes
our
reading
today.
Thank
you
all
again.
So
much
for
joining
us.
Thank
you.
Committee
members
again
be
thinking
about
whether
you
like
serving
an
officer
role
would
be
an
email
if
you
can
reach
out
to
not
just
with
an
email
or
with
a
personal
phone
call
or
text,
whatever
works
best
to
think
about
joining
or
applying
to
join
our
committee,
particularly
thinking
about
representation,
diversity,
inclusion
and
just
building
out
the
strength
of
this
amazing
committee.
With
that
you
will
adjourn
and
reconvene
next
month.
A
I
will
regret
not
being
with
you,
but
our
vice
chair
will
leave
the
meeting
that
day
work.
So
thank
you
all
so
much.