►
From YouTube: CCS BOE Meeting 11.17.2022
Description
Agenda: https://simbli.eboardsolutions.com/SB_Meetings/ViewMeeting.aspx?S=190&MID=12912
A
C
A
A
B
A
B
F
E
F
E
We
have,
there
was
life
after
the
elections
we
were
told
there
may
not
be,
but
there
is
life
after
and
we
will
continue
to
go
forward
regardless
of
what
some
people
may
think
by
gosh.
This
is
still
the
best
country
in
the
world,
not
a
lot
to
be
thankful
for
a
lot
that
we
still
need
to
pray
for.
So
at
this
time,
let's
have
a
moment
of
silence.
C
A
B
Do
we
have
a
motion
to
approve
of
the
agenda
so
moved?
Do
we
have
a
second
second
got
a
motion
and
a
second
all
in
favor
with
an
I
I
any
opposed
like
son.
Do
we
have
a
motion
to
approve
the
Personnel
agenda,
so
I'm
a
got.
A
motion
to
have
a
second
got
a
motion
this
second,
all
in
favor
with
an
I,
I
any
opposed
like
son,
and
do
we
have
a
motion
to
approve
the
consent
agenda?
Samu
got
a
motion.
B
G
H
G
H
I
Good
evening
gives
me
great
pleasure
tonight
to
be
able
to
recognize
one
of
our
staff
members
who
was
nominated
by
Leslie
Wilke,
who
is
a
parent
for
Chatham,
County,
School
student
and
also
Chatham
County
Schools
employee.
When
making
the
nomination
Ms
Wilkie
said.
Miss
Burke
is
an
amazing
bus
driver
who
puts
her
bus
riders
safety
first.
She
welcomes
each
student
with
a
smile
and
makes
each
student
feel
welcome.
My
kindergartner
cannot
wait
to
get
on
the
bus
in
the
mornings.
My
fifth
grader
makes
sure
he
teaches
his
sister
Ms
Burke's
rules.
I
In
addition,
she
is
an
awesome
kindergarten
assistant.
My
little
one
has
so
many
stories
each
day
of
Hell
Miss
Burke
helped
her
that
day.
It's
so
easy
to
trust,
Miss
Burke
with
my
kids,
which
is
why
bondley's
Miss
Burke
has
been
chosen
as
the
October
recipient
of
the
one
Chatham
power
of
one
award
and
on
her
behalf.
She
could
not
be
here
tonight,
but
her
principal
Ms
Merson
is
here
to
accept
the
award
for
her.
A
J
The
exceptional
children's
parent
advisory
Council,
our
EC
pack,
recognizes
two
EC
staff
members
each
month
and
they're
nominated
for
their
exceptional
work
in
supporting
students
and
schools.
Our
parents
actually
created
the
gift
baskets
that
these
teachers
received
earlier
this
month,
but
tonight
we'd
like
to
recognize
them
publicly.
First
up
is
Miss
Gabby
Rogers,
who
is
an
ECS
teacher
at
George,
Moses
Horton,
Middle
School.
J
She
was
nominated
by
Katie
powerick,
and
this
is
what
she
had
to
say
about
Miss,
Rogers,
Miss
Rogers
goes
above
and
beyond
each
and
every
day
she
has
made
a
difference
in
our
son's
life
through
working
diligently
with
him
all
year,
and
we've
watched
as
he's
made
tremendous
growth
not
only
socially
but
emotionally
and
also
academically.
Miss
Rogers
is
always
available
to
answer
questions
and
willing
to
work
with
us
to
work
on
Solutions.
J
J
J
Many
many
wonderful
Educators
played
a
role
in
getting
my
son
to
this
final
stretch
towards
graduation
and
Miss.
Terry
stands
out
as
one
of
those
who
just
believed
in
his
ability
and
potential
when
we
couldn't
see
the
path
ahead.
In
our
most
difficult
moment,
she
treated
Matthew
with
respect
and
patience.
As
a
mother
of
an
autistic
child
who
exhibited
aggression,
there
could
not
be
a
greater
gift.
She
was
his
seventh
and
8th
grade
teacher
at
Pollard.
He
is
now
a
senior
at
Northwood
who
has
not
had
a
single
meltdown
in
high
school.
J
Also
wanted
to
recognize
Mr
Brighton
Robinson
their
principal.
These
two,
ladies
represent
Horton
at
this
point
in
time,
and
they
were
recently
also
recognized
at
the
state
level
for
an
esea
distinguished
School
award
for
category
two.
There
were
nine
schools
eligible
in
North
Carolina
and
they
were
one
of
two
finalists
in
North
Carolina
for
this
award.
The
award
was
given
for
closing
achievement
gaps
for
EC
students
for
two
years
consecutively
and
Horton.
George
Moses
Horton
closed
those
gaps
by
seven
percent
over
the
last
year.
K
Good
afternoon
Mr
chairman
members
of
the
board,
who
want
to
first
start
by
our
Chatham
County
Schools,
Equity
definition
for
Access
and
opportunity.
We
will
reduce
the
predictability
of
who
seek
succeeds
and
who
fails.
We
will
work
hard
to
interrupt
practices
that
negatively
impact
diverse
students
in
school
settings
and
cultivate
the
unique
Gifts
of
every
student
in
our
school
district.
K
Our
October
Equity
Champion
is
Miss
L'oreal
edmison,
Miss
Emerson
was
nominated
by
Miss
Leanne
Cartman
Miss
Edmondson
is
the
lead
librarian
for
Chatham
County,
and
we
are
impressed
with
her
ability
to
hold
others
accountable,
while
also
being
very
kind.
Her
way
of
using
books,
literature
and
libraries
are
important
to
build
cultures
of
Excellence
for
all
Miss
L'oreal
Edmondson.
K
And
on
November's
excess
and
opportunity,
Champion
is
Miss.
Nikki
checkler
from
Margaret
pauler
Miss
chekla
leaves
in
the
support
of
the
school
environment
that
allows
for
all
students
to
be
successful,
academically
socially
and
emotionally.
She
keeps
close
tabs
on
all
students
in
our
school
and
she
identifies
ways
to
support
those
students
who
may
need
it
and
she
was
nominated
by
her
principal
Mr,
pearlberg
Miss
checkler.
F
C
G
Mr
chair,
it
is
also
a
privilege
for
me
to
share
with
you
and
the
board
and
the
public
tonight
that
the
state,
the
accountability
system
is
divided
into
two
sections.
You
have
the
achievement
section
and
you
have
the
growth
section,
and
each
year
schools
and
principles
are
recognized
for
their
performance.
G
You'll
hear
more
about
this
tonight,
but
I'm
pleased
to
share
with
you
tonight
that
13
of
our
19
principals
were
recognized
by
the
state
in
these
schools
for
leading
schools
that
performed
in
the
top
50
percent
of
schools
in
the
state
I'd
like
to
recognize
those
schools.
Some
of
our
schools
were
in
the
top
five
and
ten
percent.
So
I
will
share
that
with
you
tonight.
It
is
my
privilege
and,
and
we've
celebrated
with
those
principles
as
we
were
required
to
do
so
by
October.
G
G
Seaport
high
school
was
in
the
top
10
percent
Virginia
cross
elementary
schools
in
the
top
20
percent
of
the
state,
Margaret
Pollard
Middle
School
top
20
percent
and
the
remaining
schools
scored
in
the
top
50
percent
Jordan
Matthews,
High,
School,
Moncure
school
still
hope
school,
Northwood,
High,
School,
Bennett,
School,
J.S,
Water,
School,
Chatham,
Grove,
Elementary,
School,
Silo,
City,
Elementary,
School
and
George
Moses,
Horton,
Middle
School.
All
of
those
schools
scored
in
the
top
50
percent
in
the
state
and
where
you'll
hear
again
more
data
about
specific
growth
at
those
schools,
but
we're
extremely
proud.
B
You
we'll
congratulations
to
Alabama.
We
appreciate
all
the
work
that
you
do.
We'll
move
to
the
public
comments.
Part
of
our
agenda.
We
have
two.
Each
speaker
will
receive
three
minutes
to
present
comments.
So
we'll
I
know
Ms
Glover
nope,
you
gotta
go
Okay,
so
we've
got
one
Amy
kappelman
Geo
come
on
up.
Please.
L
Our
chapter
came
about
because,
despite
the
efforts
purchase
to
participate
in
listening
sessions,
focus
groups
and
board
meetings,
the
legitimate
ideas
and
concerns
of
a
large
group
of
concerned,
parents
have
been
repeatedly
ignored.
It
was,
and
still
is
our
sincere
goal
to
give
voice
to
these
disenfranchised
parents
and
seek
out
solutions
that
work
for
all
Chatham
County
families,
but
before
I
highlight
some
of
our
ongoing
concerns
in
our
school
I'd
like
to
First
offer
some
clarity
about
our
organization.
L
Despite
the
media,
narrative,
Monster
Liberty
has
never
banned
any
books,
nor
will
we
we
won't
in
Chatham
County
and
we
haven't
throughout
the
country.
We
do,
however,
insist
on
age-appropriate
materials
in
schools
similar
to
movies
which
have
parental
guidance,
PG
PG-13
and
we
don't
see
say
those
movies
are
banned.
Do
we,
we
don't
say
they're
banned.
Ironically,
the
only
book
that
seems
to
be
under
any
scrutiny
within
our
school
system
is
inexplicably
our
U.S
Constitution.
L
Two
months
ago,
around
September
17th,
which
is
Constitution
Day
I,
distributed
I,
helped,
distribute
a
constitute
a
pocket
Constitution
for
every
eighth
grader
in
our
County,
and
they
were
donated
by
a
national
civic-minded
non-profit
organization.
However,
the
CCS
Administration
has
yet
to
distribute
these
constitutions
to
the
students.
Instead,
an
email
went
out
to
8th
grade
parents
yesterday,
asking
for
consent
to
receive
a
constitution.
L
Interestingly
moms
for
Liberty
across
the
country
has
been
accused
of
book
Banning,
simply
because
we
ask
for
parental
consent
for
certain
age,
inappropriate
books.
Therefore,
by
this
measure,
is
Shadow.
County,
Schools
Banning
our
constitution.
It's
a
reasonable
thought.
People
well
reasonable
people
understand
asking
for
parental
consent
is
not
the
equivalent
to
Banning
books,
My
Hope
Is
that
we
can
finally
put
that
false
accusation
to
rest.
We
live
in
challenging
times
we
have
been.
L
We
have
seen
a
significant
spike
in
mental
health
issues
among
students,
the
national
teacher
shortage
and
most
alarming
a
sharp
decline
in
accountability
with
respect
to
bullying
and
offensive
behavior
in
the
classrooms.
All
too
often
parents
are
told,
there's
nothing
we
can
do
so
surprisingly,
they've
been
calling
me
to
ask
for
help.
L
Why
are
parents
calling
me
when
I
don't
work
for
the
school
district?
They
clearly
don't
know
where
else
to
turn
I'm
almost
done,
so
something
is
not
working.
The
Board
of
Education
Mary
should
members
should
serve
as
advocates
for
public
interest
by
asking
hard
questions
and
holding
the
district
and
administration
accountable.
L
Moms
for
Liberty's
intentions
have
always
been
to
Foster
that
accountability,
despite
how
the
Meriter
I'm
really
close
to
being
that,
despite
how
the
media
characterizes
us,
we
are
not
here
to
ban
books
or
to
denigrate
this
board,
or
the
CCS
Administration
moms
for
Liberty
is
here
to
fight
for
all
children,
regardless
of
race,
gender
or
sexual
orientation.
We
are
here,
and
we
will
continue
to
be
here
in
the
spirit
of
Chatham
County.
Schools
tagline
collectively
create
success.
It
is
my
hope
that
all
parents,
all
parents,
are
included
in.
B
M
Good
evening
Mr
chair
members
of
the
board,
we
bring
to
you
tonight
our
school
Justice
partnership
in
2017.
The
raise
the
age
law
went
into
effect,
where
juveniles
are
no
longer
they're,
no
longer
considered
juveniles
at
the
age
of
16
I
mean,
but
as
of
18
year
olds
or
and
under
considered
juveniles.
M
So
this
was
something
that
was.
We
were
working
on
for
quite
a
while.
We
had
some
the
ball
rolling
on
this
kind
of
agreement
before
covet,
and
then
you
know,
as
that
happened,
we
put
some
pause
in
the
air
for
that.
But
tonight
we're
bringing
this
to
you.
This
has
been
a
hard
work,
heavy
lift
that
we've
done.
M
Dr
Jackson,
judge,
Cabe
she's,
the
chief
District
Court
judge,
Sheriff's
Department,
the
sheriff
Mike
Roberson.
We
also
included
on
this
agreement
the
county
manager's
office,
the
juvenile
court
system
and
the
public
defender's
office.
So
we
have
a
whole
group.
That's
come
together
to
bring
this
agreement
to
you
to
to
look
at,
and
the
goal
here
is
that
we
are.
You
know
we
have
an
agreement
in
Chatham,
County
school.
M
We
have
an
agreement
with
our
about
our
sros
and
memorandum
of
understanding
that's
in
place,
and
this
is
just
something
that
just
strengthens
that,
because
what
we
want
to
do
is
support
students.
We
want
to
make
sure
that
we
are
appropriately
utilizing
our
resource
officers.
We
want
to
make
sure
that
we
are.
We
have
laws
that
are
in
place
of
things
that
we
have
to
use
that
have
to
be
reported
to
law
enforcement.
Those
things
are
going
to
stay.
They
are.
M
We
continue
to
make
sure
that
school
state
the
safety
is
the
utmost
importance,
but
this
agreement
comes
together
that
what
we
know
that
kids
need
to
be
in
school
and
we
want
to
keep
kids
out
of
a
court
system.
So
we
want
to
make
sure
that
we're
all
kind
of
coming
together
to
agree
that
we're
there
we're
we're
working
with
kids
to
make
sure
that
those
things
can
happen.
M
Chatham
County
has
been
involved
in
these
kind
of
efforts
for
years.
For
about
20
years
now
we
have
had
a
school
Community
liaison
person
that
Chatham
County
Schools
Orange
County
Schools
Chapel
Hill
schools
come
together
and
we
support,
along
with
the
county
governments,
to
make
sure
that
we've
got
a
person.
So
if
a
child
is
in
juvenile
court
and
they
have
a
court
counselor,
they
also
have
a
liaison.
This
person
comes
to
our
schools,
they
meet
with
parents,
they
meet
with
teachers,
assistant,
principals,
principals
and
student
service
staff.
M
G
C
O
Good
evening
board
members
and
Dr
Jackson
I
hope
you're
all
doing
well.
Each
of
you
should
have
received
an
electronic
copy
of
the
June
30th
2022
audited
financial
statements
that
we
issued.
The
financial
aid
was
covered.
Two
main
areas
that
we
audit
and
are
required
to
issue
reports
on
one
is
the
financial
section
which
covers
the
first
59
pages
of
the
report
and
then
the
compliance
section
starting
on
page
60..
O
The
first
page
I'd
like
you
to
turn
to
is
page
13,
which
is
exhibit
three
and
while
you
turn
their
exhibits,
three
and
four
are
essentially
the
balance
sheet
and
income
statement
for
all
of
your
governmental
funds.
These
schedules
show
the
fund
activities
and
the
fund
balance
on
a
fund
by
fund
basis.
In
the
first
column,
on
page
13,
the
next
to
last
number
at
the
bottom
of
the
page,
you
see
the
general
fund
fund
balance
as
of
June
30th
2022
is
8
million
360.046.
That's
right.
A
O
D
O
And
one
thing
we
do
want
to
highlight
is
with
all
the
uncertainty
in
the
economy
right
now,
along
with
minimum
wage
increases,
Rising
health
care
costs,
retirement
cost.
We
do
feel
it
is
very
important
for
the
district
to
have
extra
fund
balance
and
cash
reserves
for
when
the
federal
coveted
relief
funds
expire
within
the
next
few
years.
O
We
feel
that
these
Rising
costs
will
all
weigh
more
so
more
heavily
on
the
school
systems
once
those
funds
expire
in
the
next
few
years,
and
so
just
reading
through
at
the
bottom
of
the
other
funds,
you
have
other
restricted
funds,
had
an
ending
fund,
balance
of
392
156
capital
outlay
and
ending
fund
balance
of
a
million
seven
thirteen.
Eight.
Ninety
eight
and
individual
schools
had
an
ending
fund
balance
of
944
131..
O
E
D
F
O
And
one
thing
you
know
we'll
highlight
a
kind
of
along
your
point,
sir,
is
that
in
most
districts
fund
balance
increase
during
the
first
or
I'm
sorry,
the
few
years
following
the
2008
financial
crisis,
when
the
federal
government,
as
they're
doing
today,
had
distributed
millions
of
stabilization
funds
to
to
leas
across
the
country.
But
once
those
stabilization
funds
went
away,
most
districts
fund
balances
began
to
drop
back
down.
So
to
your
point
that
has
happened
before
we
have
seen
that
so.
O
Okay
and
the
next
page
will
be
page
59,
and
this
is
the
the
the
school
Food
Service
fund.
This
schedule
shows
the
revenues,
expenses
and
changes
in
net
position
or
fund
balance
for
these
School
Food
Service.
Fine,
it's
yeah
not
of
the
it's
page,
fit
actual
page
59,
not
I,
don't
know
what
pages
on
the
PDF.
O
D
O
O
And
we
also
performed
detail,
testing
of
receipts
and
disbursements
for
the
individual
schools,
noting
no
significant
issues.
We
typically
know
just
minor.
You
know
areas
of
improvement
and
any
of
those
recommendations
we
give
to
Mr
Messer
for
him
to
share
with
the
principals
and
bookkeepers,
but
overall,
it
appears
the
bookkeepers
are
doing
a
good
job
of
maintaining
accurate
books
and
Records
and
excuse
me
and
on
starting
on
page
60.
O
That
is
the
first
of
three
letters
we
issued
relating
to
our
compliance
testing
over
the
board's
internal
controls
and
expenditure
of
state
and
federal
Grant
Awards
we're
required
each
year
to
perform
compliance
audits
on
the
state
and
federal
grants
received
by
the
district,
we're
required
to
test
a
significant
amount
of
payroll
and
general
disbursement
transactions,
as
well
as
other
testing
for
Grant
specific
requirements.
We're
happy
to
report
that
all
three
of
these
letters
are
clean,
unmodified
opinions,
which
means
there
were
no
internal
control
weaknesses,
findings,
question
costs
reflected
in
any
of
these
letters.
O
Basically,
these
letters,
let
you
know
that
we
did
not
note
any
improper
use
of
Grant
funds
and
feel
that
the
district's
finances
appear
to
have
been
expended
properly
and
in
accordance
with
budgets
approved
by
the
Board
of
Education.
We
did
also
issue
a
separate
three-page
letter
that
details
specific
audit
items
that
were
required
to
communicate
to
the
board
about
this
letter
has
boilerplate
language.
It
discusses
that
there
were
no
difficulties
or
disagreements
encountered
in
dealing
with
management.
O
During
the
audit,
there
were
no
uncorrected
misstatements
were
noted
and
there
were
no
reportable
issues
noted
during
our
audit.
But
overall
we
felt
the
audit
went
very
smoothly
and
the
district
appears
to
be
in
sound
financial
condition
as
of
year
in
I.
Think
you
all
continue
to
do
an
excellent
job
at
maintaining
balanced
budgets
each
year
and
not
spending
money
that
you
don't
have
I'd
like
to
thank
Mr
Messer
and
his
staff
for
all
their
hard
work
and
helping
us
complete
the
audit.
O
His
Department
continues
to
do
a
great
job
of
managing
the
finances
of
the
district,
and
you
all
really
do
have
one
of
the
best
managed
districts
that
we
audit,
not
just
in
finance
but
pretty
much
every
Department
that
we
audit
was
very
conscientious
and
cares
about
quality
and
transparency.
So
it's
always
a
pleasure
to
come
here
and
work
with
Folks
at
try
hard
that
try
hard
and
take
pride
in
what
they
do
before
I
finish
there
anything
any
other
questions
you
may
have
good.
O
J
Good
evening,
Mr
chairman
members
of
the
board,
as
you
recall,
I,
think
it's
been
several
months
ago.
Now
we
shared
with
you
accountability
results
at
a
previous
meeting.
However,
since
that
time
we
have
received
additional
accountability
information
specifically
in
the
area
of
growth.
We
are
proud
to
say
that
Chatham
students
and
teachers
outperformed
their
peers
in
academic
growth.
J
According
to
the
Department
of
Public
Instruction,
the
North
Carolina
State
Board
of
Education
has
selected
evos,
which
stands
for
Education
value
added
assessment
system
as
a
Statewide
model
for
measuring
student
growth,
and
they
do
that
for
areas
that
we
have
common
assessments,
such
as
end
of
grade
and
end
of
course,
assessments.
They
started
this
back
in
2011-12
evos,
examines
the
impact
of
teachers,
schools
and
districts
on
the
learning
of
specific
students.
J
Evos
is
provided
to
the
state
by
the
SAS
corporation,
which
you
may
know
is
headquartered
here
in
Cary,
North
Carolina
and
it's
a
world
leader
in
data
analytics
pretty
much
across
every
type
of
sector,
so
Insurance
business,
industry,
Life,
Sciences
Etc,
so
education
is
not
their
only
area
that
they
provide
analytics
for
so
what
is
growth?
A
lot
of
people
get
really
confused
when
we
talk
about
proficiency
and
we
talk
about
growth,
and
we
have
been
talking
a
lot
lately
about.
J
What's
the
kitchen
table
language
around,
what
growth
is
and
actually
one
of
our
staff
members
came
up
with
this,
and
it
was
actually
a
person
in
our
maintenance
division.
Growth
is
a
positive
change
in
student
performance
for
assessments
given
during
a
school
year,
pretty
simple,
the
evos
language
around.
That
is
it's
looking
where
a
student
is
performing
upon
entering
a
grade.
They
make
a
statistical
prediction
about
where
a
student
should
be
at
the
end
of
that
pre
that
year
across
multiple
assessments,
and
then
it
reviews
where
the
student
is
upon
exit
and
it's
a
fancy.
J
J
J
We
look
at
Trends
across
the
district,
and
so
if
we
see
that
there
are
several
teachers
in
a
particular
subject
area,
we
may
provide
professional
development
for
those
teachers.
We
may
go
in
and
do
lesson
plan
reviews
with
those
teachers.
We
may
sit
with
plcs
on
those
learning
communities
and
we
may
work
on
differentiation
for
those
classrooms.
So
we
provide
support
for
these
particular
teachers
that
are
not
meeting
growth.
E
That
report
says
seven
percent
of
our
teachers,
but
if
we
look
at
that
group
of
people,
I
will
say
were
all
of
them:
teachers,
because
we've
had
classrooms
with
full-time
Subs
or
15,
subs
or
whatever,
but
that
that
class
is
still
going
to
be
dubbed
and
someone's
name
still
going
to
be
put
there,
as
teacher.
So
I
was
just
wondering,
I
mean
and
not
trying
to
make
excuses,
but
if,
if
a
class
and
unfortunately
have
some
right
now
presently,
if
they
don't
have
a
full-time
teacher,
that's
kind
of
tough
to
get
those
scores.
J
A
E
J
And
I
could
follow
up
with
you
with
the
specific
accounting
manual
and
the
Rules
book
related
to
that.
But
that's
one
of
the
things
that
principals
do
have
to
account
for
at
the
end
of
the
year
is
looking
at
students
and
where
they're
served.
What
percentage
of
their
time
is
with
the
classroom
teacher
versus
other
teachers?
J
The
next
slide
just
shows
you
examples
of
how
we
compared
with
the
state
with
all
of
the
measures,
so
we
had
18
percent
of
our
teachers
who
exceeded
growth
expectations.
That
means
those
students
grew
more
than
what
was
expected,
and
the
state
had
only
15
percent
of
teachers
that
exceeded
growth,
and
then
we
had
75
percent
of
our
teachers
meet
growth.
Expectations
in
the
state
comparatively
had
71.
J
J
So
this
really
helps
us
be
able
to
drill
down
more
specifically
to
teachers
that
might
have
met,
but
just
kind
of
right
on
that
Fringe,
so
we're
able
to
provide
more
targeted
support.
This
shows
you
EOG
math
by
grade,
so
you
see
grades
four
through
eight
here
and
kind
of
where
we
fell
there.
We
were
in
the
high
green
or
the
blue
in
each
of
those
areas.
J
The
next
slide
shows
you.
Reading
growth
by
grade
third
grade
is
the
area
that
we
want
to
Target
this
year,
which
is
what
we're
doing
with
the
science
of
reading
training
and,
if
you
think
about
it,
those
are
those
students
that
had
virtual
instruction
in
first
and
second
grade,
which
are
the
most
pivotal
years
for
early
literacy
instructions.
So
we're
not
surprised
by
that
and
that's
pretty
much
a
trend
that
you
see
across
the
state.
J
Our
K2
literacy
growth-
you
can
see
there
that
is
looking
at
our
m-class
data
for
kindergarten,
first
and
second
grade
which
measures
those
early
literacy
components
and
you
can
see
EOG
science
we'll
be
paying
some
extra
attention
to
that
eighth
grade
science
this
year.
That
is
kind
of
an
anomaly
for
us.
Typically,
in
the
past,
we've
always
outperformed
the
state
in
eighth
grade
science.
So
we'll
have
to
do
a
little
more
analysis.
It
could
go
back,
Mr
ham,
to
what
you
were
mentioning.
J
That
is
really
what
college
readiness
is
looking
for.
So
this
is
what
universities
use
to
determine
if
a
students
are
ready
to
enter
the
university.
So
back
in
many
years
ago
it
was
the
SAT
and
now
we're
looking
at
the
act.
So
Chatham
is
doing
really
well
in
this
particular
area,
and
this
was
also
a
year
that
the
ACT
changed
the
way
that
they
normed
the
assessments
and
across
the
state.
There
were
actually
declines
and
Chatham
saw
significant
gains
in
our
act.
J
So
we're
exceptionally
proud
of
that,
and
this
next
slide
shows
you
what
I
mentioned
earlier,
which
is
each
of
our
subgroups
that
were
held
accountable
for
in
evos,
and
you
can
see
here
that
we
met
or
exceeded
for
every
single
group.
So
our
students
AIG,
stands
for
our
students
that
are
academically
an
intellectually
gifted
our
Asian
students.
Black
EDS
is
for
our
students
that
are
economically
disadvantaged.
Ill
are
students
that
are
English,
who
are
learning
English
as
a
second
language,
Hispanic
homeless,
EC,
two
or
more
races
in
white.
J
So
those
are
the
categories
that
we're
held
accountable
for
for
federal
guidelines,
as
well
as
with
ebos
growth.
So
that's
something
we're
particularly
proud
of
this
year
and
then
we
also
broke
it
down
for
each
of
those
particular
groups
for
Math
and
for
reading.
So
you
can
see
some
of
those
subgroups
who
might
have
been
overall
just
meeting
in
a
specific
category
they
may
have
exceeded.
So,
for
example,
our
black
students
this
year
exceeded
growth
expectations
in
math
and
then,
if
you
go
to
the
next
slide,
it
shows
you
the
same
thing
for
reading.
J
All
right,
so
that
is
the
additional
growth
information
that
we've
received
and
again
at
this
point,
our
next
steps
we're
working
with
principals
on
setting
growth
goals
for
teachers,
we're
working
on
providing
professional
development
and
support
in
schools
that
need
additional
support.
But
overall,
we're
really
proud
of
these
growth
data
and
we
hope
to
be
able
to
replicate
that
in
the
future
and
I'm
happy
to
answer
any
questions
you
might
have.
J
That
no
I
don't
have
it
in
front
of
me,
but
I
believe
it's
10
point
scale.
No,
so
it
well,
it
does
go
up
into
I.
Believe
plus
12
is
about
usually
the
highest
I've
ever
seen,
but
any
remember
anything
that
is
plus
two
or
higher
is
considered
exceeding
and
anything
and
anything
that's
blue
and
anything.
That
is
that
right
under
two
down
to
negative
points,
something
it's
right
across
the
negative
line,
that's
green
and
then
I
believe
it
has
to
be
in
the
negative
one
point
1.2
to
be
able
to
be
in
the
red.
J
J
A
J
So
we
are
excited
to
share
with
you
a
unique
partnership
that
we
are
moving
into
with
the
North
Carolina
Ed
core
organization,
and
this
is
an
additional
tutoring
option
that
we
hope
to
be
able
to
have
here
in
Chatham
in
three
of
our
schools,
starting
in
January
and
I.
Just
want
to
say,
though,
just
so
it's
kind
of
noted.
This
is
not
our
only
tutoring
program
that
we
have
so
we
currently
have
Ava
tutors
in
Avid
schools
we
have
after
school
and
before
school,
tutoring
and
quite
a
few
of
our
schools.
J
We
have
YMCA
Boys
and
Girls
Club
communities
and
communities
and
schools
in
Chatham
who
also
have
tutors
that
work
with
our
students.
We
also
have
individual
schools
and
individual
teachers
that
also
have
tutoring
programs
that
they
might
do
in
their
classrooms
or
after
school.
We've
also
worked
with
Chatham,
Education,
Foundation
and
Chatham
reads
specifically
for
helps
tutors
as
well,
so
you
may
have
heard
about
that.
So,
while
this
is,
this
is
going
to
be
another
menu
item
that
we'll
have
for
high
impact
tutoring.
J
The
files
that
you
have
included.
There
are
quite
a
few
files
there
and
we
have
the
overview
slides
the
job
description
for
these
tutors,
which
are
posted
on
our
website.
Now.
Also
the
program
overview
flyer,
our
application
that
we
put
in
not
all
districts
are
approved
to
be
able
to
go
in
with
this
partnership
with
NC
Ed
core,
so
we're
excited
our
application
was
approved
and
also
there's
a
partnership
guide.
J
That
kind
of
shows
you
step
by
step,
what
we'll
be
doing
and
just
I'm
going
to
go
through
these
slides
really
quickly,
but
if
you'll
keep
going
NC
Ed
core
partners
with
public
school
districts
and
particularly
looking
at
closing
achievement,
gaps,
post,
coven
and
the
role
of
this
organization,
they
help
with
recruitment.
They
help
with
professional
learning
and
have
a
very
specific
training
plan
which
is
outlined
here
in
just
a
moment,
and
then
they
also
look
at
monitoring
the
effectiveness
of
high
impact
tutoring.
J
These
are
District
employees
that
we
would
be
hiring
as
tutors.
They
will
focus
on
grades,
k-3,
specifically
honing
in
on
Phonics
and
phonemic
awareness
and
those
specific
skills
at
K3,
they'll,
utilize,
District
resources
and
curriculum.
So
it
won't
be
something
separate
or
new,
it'll,
be
the
same
types
of
materials
that
our
reading
teachers
use
and
our
classroom.
Teachers
use
it'll
just
be
a
high
dose
and
a
second
dose
for
many
of
these
students
that
have
specific
learning
gaps.
J
They
also
require
us
to
keep
very
specific
data
on
session
logs,
so
we'll
be
tracking
and
monitoring
how
many
minutes
of
additional
tutoring
each
student
receives
there's
a
ton
of
research
behind
high
impact
tutoring
and
specifically,
why
that
particular
model
is
effective.
If
you'll
go
to
the
next
slide,
it
gives
you
an
overview
here
of
what
constitutes
high
impact
tutoring.
J
So
we
know
we've
had
reading
buddies
in
the
past,
we've
had
a
variety
of
other
types
of
tutoring
program,
but
high
impact
tutoring
is
really
specific
and
it's
different
because
it
requires
at
least
three
sessions
per
week
for
30
to
60
minutes
and
it's
a
ratio
of
three
to
one
to
a
teacher.
So
the
groups
cannot
be
any
larger
than
three
students.
So
that's
where
you
get
that
high
yield
effect
and
what
makes
it
different
than
other
tutoring
programs,
and
you
can
see
the
research
that's
cited
there
and.
J
Can
a
variety
of
different
models
are
used
sometimes
before
school,
sometimes
after
school?
Some
of
this
could
be
done
during
school
as
well.
What
we
require
as
a
district
is
that
we
never
remove
a
student
for
any
literacy
tutoring
from
their
core
literacy
instructions,
so
it
has
to
be
in
addition
to
so
oftentimes
in
our
literacy
instructional
blocks.
You
will
see
that
the
students
will
have
direct
time
with
their
teacher
and
then
they'll
circle
into
a
small
group
where
they
might
be
working
independently.
J
That
could
be
a
time
that
a
tutor
could
work
with
them,
but
it
will
never
replace
that
core
instruction
with
the
classroom
teacher
and
the
next
slide.
I
keep
going
one
more
we'll
be
utilizing
a
platform
which
is
required
by
NC
Ed,
core
called
litera,
and
it
tracks
the
student
data
as
well
as
the
attendance
so
that
they
can
measure
Effectiveness
over
time.
J
There
will
be
a
lead
person
at
each
school
that
will
kind
of
Monitor
and
help
select
students
utilizing
data
that
we
have
for
each
of
our
students,
so
that
we're
also
making
sure
that
we're
utilizing
our
teachers
within
the
school.
Our
reading
teachers
and
our
interventionists
and
then
also
selecting
students
for
the
NCAA
Core
Group
with
recruiting
and
hiring
we're
looking
at
a
variety
of
different
Avenues.
It's
posted
now
on
our
website
I
believe
we
have
five
applicants
already
that
are
being
reviewed
by
NC
Ed
core
we're,
also
working
with
Chatham
Education
Foundation.
J
J
J
There
is
a
really
specific
and
articulated
coaching
model
that
they
use
as
well
as
training
module,
and
if
you
keep
going
one
more
you'll
see
here,
they
have
an
outline
of
the
training
that
the
tutors
will
receive.
So
we're
not
just
taking
Warm
Bodies
off
the
street
and
putting
them
in
front
of
our
neediest
students.
They
really
are
receiving
high
quality
training,
as
well
as
coaching
and
Fidelity
support
as
well,
and
that
just
shows
you
their
model
for
how
a
core
member
is
assigned.
J
J
And
then
the
Playbook
that
is
also
attached
has
all
of
the
specific
roles
and
responsibilities
as
well
as
timelines,
if
you're
interested
in
learning
more
about
that-
and
the
next
slide
just
shows
you
kind
of
where
we
are
in
the
process.
So
we
are
in
the
process
of
recruiting
and
they
will
be
helping
us
with
that,
so
they
screen
and
they
look
at
all
of
the
different
applicants.
And
then
we
have
the
final
screening.
So
we
will
be
bringing
to
you
for
your
approval
in
the
future.
J
J
F
N
J
J
There
is
a
parent
communication
that
will
go,
there's
two
different,
actually
Communications,
that
will
happen.
There's
the
NC
Ed
core
kind
of
overview
parent
communication,
but
then
also
one
of
the
things
we
do
as
a
district
is
any
student
that
is
receiving
tier
two
or
tier
3
instruction,
which
is
working
with
an
interventionist
or
a
reading
teacher
or
tutor.
Like
this,
we
are
required
to
send
home
letters
that
outline
to
the
parent
the
progress
of
the
student
as
well
as
what
intervention
those
students
are
receiving,
so
parents
will
get
both
of
those
Communications
great.
N
J
So
it
depends
on
the
student,
so
we
have
our
ell
instructors,
who
would
be
the
first
line
of
contact
for
the
students
and
we
want
to
make
sure
that
we're
matching
student
needs.
So
it
could
be
that
if
we
have
a
student
who
is
just
learning
English,
they
may
or
may
not
be
paired
with
an
NC
Ed
core
instructor.
If
we
have
an
ell
instructor
who
can
also
pull
that
student?
That
might
be
where
that
student
is
best
served.
J
So
it
will
kind
of
depend
upon
the
data
for
each
specific
school
on
which
students
are
pulled
and
how
often,
and
by
whom
some
of
our
schools
have
reading
teachers
that
are
full-time
some
have
half
time.
That's
based
off
of
number
of
students,
as
well
as
number
of
at-risk
students,
so
depending
upon
the
need
of
each
individual
school,
will
kind
of
designate
which
instructors
are
selected.
N
M
Me
in
our
October
meeting
we
brought
to
you
a
proposal
for
a
just
looking
at
non-traditional,
Pathways,
specifically
R1
Academy,
which
would
be
a
reboot
of
sage,
making
sure
that
we
have
options
for
students
who
need
maybe
a
smaller
setting.
You
know,
we've
got.
We
covered
the
many
different
options
that
we
have
for
non-traditional
Pathways
at
this
point,
but
we
do
find
that
we're
needing
kind
of
that
brick
and
mortar
space
for
kids
who
need
the
smaller
setting.
M
We've
continued
to
allow
the
22
credit
diploma
in
all
the
high
schools,
but
we've
we
do
absolute
kind
of
realize
that
we
have
kids
for
just
multiple
needs.
You
know
it
could
be
that
they
just
are
having
difficulty
in
a
bigger
group.
Maybe
they
are
not
performing
well
academically,
there's
just
many
many
options
opportunities.
We
wanted
me
to
give
kids
so
they
can
so
any
questions
about
the
do
you
want
me
to
go
back
through
that
or
any
questions
you
have
about
one
Academy
I'll.
B
G
G
B
G
E
F
G
So
we
it
there
this
may
be.
Our
hope
is
that
this
is
going
to
be
the
type
of
program
where
teachers
with
a
specific
passion
will
pursue,
and
we
have
some
other,
maybe
others
internally,
who
may
be
interested
in
it
long
term.
But
right
now
we
posted
the
jobs.
As
we
said,
we
would
last
year
to
see
what
the
interest
is.
We'll
continue
to
look
at
and
we've
had
applicants
so
I
would
say:
We'll
look
to
those
and
see
how
how
we
can
best
make
that
make
that
work
and
when
we.
E
When
we
have
to
be
politically
correct
of
how
we
State
and
Tracy,
you
did
a
good
job
of
the
needs
of
these
children
and
whatnot.
These
are
going
to
be
some
of
our
highest
needs
children.
What
other
specific
support
Personnel
are
going
to
be
there
to
on
a
daily
hourly
basis,
I
mean
we
can't
have
you
know
with
this
type
of
student.
We
can't
have
somebody
there
two
days
a
week.
You
know
it.
You
got
to
have
that
extra
support,
Personnel
the
whole
time,
and
so
how?
E
M
M
Had
parts
to
reach
out
this
year
that
this
you
know
my
kids
struggling
after
covid
after
being
out
of
school,
maybe
they're
on
remote
learning,
they're
having
a
hard
time
coming
back
into
a
large
setting.
So
we're
not
really
talking
about
just
a
student
who
needs
the
kind
of
support,
but
we
do
have.
We
do
have
staff
and
we
have
a
behavior
specialist
for
high
school.
M
We
have
Behavior
Specialists
for
K-8
and
that's
in
the
student
services
side
and
there's
folks
on
the
EC
side
as
well,
so
we
would
utilize
them
to
help
in
support
their
social
worker,
that's
assigned
to
the
school
now
that
person's
not
there
every
day.
It's
something!
That's
right!
Now,
it's
small,
but
we
would
want
to
First
utilize
the
staff
that
we
we
do
have
and
then
I
can.
Thank
you
for
needs,
grow
kind
of
coming
back
and
having
those
conversations.
F
B
E
G
E
To
fill
it
as
a
problem
here
is
we're
having
to
put
the
cart
before
the
horse
and
the
horse
after
the
cart.
No,
you
know
I
understand
that,
but
it's
if
we
didn't
have
such
a
teacher
sure
did
you.
It
wouldn't
bother
me
as
much
and
and
it's
bold
it's
great.
We
need
it,
I'm,
not
I'm
100
forward,
but
at
the
same
time
there's
a
part
back
here.
That's
saying,
but
let's
be
realistic
here
we
got
fifth
grade
classes
that
don't
have
teachers
I
mean
you
know
so.
M
I
think
the
other
thing
is:
we've
got
a
lot
of
tools
already
at
our
disposal
because
we
do
have
Virtual
Academy,
because
we
do
have
staff
and
places
for
that
because
we
do
have
access
to
the
North
Carolina
public
virtual
program.
I
mean
there's
lots
of
things
that
are
there,
so
I
think
that
we
can.
We
can
be
creative
and
I
I
do
believe
when
we've
had
conversations
with
folks
about
this,
you
know
any
kind
of
possibilities.
It.
It's
been
really
clear
that
you
know
this
is
something
we
need
to
bring
before
you.
M
This
is
something
that
would
go
into
effect
if
we
had
the
staff
there,
so
I
think
we
would
just
have
to
kind
of
take
some
steps
along
the
way
and
just
really
put
the
support
where
it's
needed
as
we
come.
If
we
can
get
one
person
and
then
we
kind
of
work
from
there,
you
know
see
what
that
looks
like,
but
we
do.
We
have
more
tools
than
we've
ever
had
that
we
can
use
so
I.
Think
that
that's
a
positive
thing
we've
got
more
support
to
that
point.
C
H
M
It
is
we
we
had
our
Sage
Academy
in
place
for
quite
a
number
of
years
and
I
think
that,
basically,
when
we
started
utilizing
that
space
for
the
early
college-
and
we
allowed
our
schools
to
be
able
to
do
the
22
credit
diploma,
both
of
those
things
kind
of
led
to
not
having
students
enrolled
in
sage,
and
so
what
we've
realized
is
that
we,
of
course
we
need.
We
need
that
as
well
and
for
a
while
I
think
we're
trying
to
do
both
with
the
same.
M
You
know
space
and
people,
and
it
just
needs
to
be
that
we
have
both
of
those
opportunities
and
I
do
think
that
the
needs
are
different
than
they've
been
before,
and
I
do
think.
We've
got
kids
who
are
just
in
a
place
where
they,
it
might
not
be
the
behavioral
things
not.
You
know,
I
know
this
Pam,
we've
we've
lived
in
this
space
a
long
time
and
you
wouldn't
even
worked
in
the
district.
E
It's
it
I
feel
like
it's
William
Shatner,
saying
well
we're
boldly
going
where
no
one
else
has
gone
before
and
I
commend
that,
because
we
we
got
to
make
those
those
those
stabs
in
the
dark,
sometimes
and
and
that's
and
I-
think
if
we
can
hold
off
the
numbers
and
I
know,
there's
more
in
20.,
so
don't
hesitate
to
come
back.
I
mean
we.
You.
H
B
G
G
And
I
really
do
believe
that
we
we're
going
to
have
to
really
look
at.
This
is
again
I
want
us
to
see
this
as
a
pathway
for
a
different
pathway
for
kids
and,
let's
not
try
to
decide
which
kids
are
going
to
go
into
this
program
before
we
before
the
program
is
fully
established.
There
will
be
a
pathway
for
those
kids
who
have
discipline
issues,
but
there
will
also
be
a
pathway
for
those
kids
who
may
be
just
like
she
said,
want
a
smaller
setting,
or
it
could
be
for
that.
G
That
parent
who
this
child
has
been
in
Virtual
and
wants
to
step
back
in
to
us
a
different
kind
of
environment
and
use
the
virtual
option
here
to
do
something.
So
we
we
have
some
some
we're
going
to
have
to
learn
and
we're
not
going
to
overwhelm
the
system.
It'll
be
proof
of
concept.
Much
like
we've
done
every
other
program.
G
Here
you
did
Abbott
in
a
few
schools
before
you
did
all
schools,
and
so
the
teacher
shortage
is
not
as
much
a
concern
for
for
me
as
making
sure
we
get
the
right
people
in
in
there,
because
I
do
believe
that
that's
going
to
be
more
important.
This
is
not
one
where
you
just
put
anyone
and
they
have
to
really
have
a
passion
for
those
for
those
kids.
E
G
They
begin
to
see
it
as
an
option
for
me
to
avoid
having
a
failure
in
the
traditional
setting,
and
it
helps
us
because
we
don't
have
to
continue
to
make
the
assumption
that
every
single
child
is
going
to
be
successful
in
the
same
environment
that
that's
all
it
does
for
us.
So
I
think
it's
worth
the
worth
a
shot.
My
love
for
your
approval
of
that
tonight,
I.
B
F
J
You've
heard
us
talk
about
before
having
multiple
we've
heard:
Dr
Jackson
talk
about
having
multiple
Pathways
for
students,
both
academic
Pathways,
Arts,
Pathways
and
Athletics,
to
be
able
to
focus
on
unique
gifts
for
each
of
one
of
our
students.
We
do
have
with
us
tonight.
Mrs
Sarah,
Whitney
he'll
stand
she's
the
executive
director
of
the
triangle,
youth
music
program,
who
we
are
partnering
with
she's.
Also
a
Chatham
resident
has
had
students
go
through
our
schools.
She's
also
worked
for
Duke,
University
and
Carnegie.
Hall
was
a
music
teacher.
G
J
Right,
but
we're
so
grateful
to
have
her
expertise
and
advocacy,
as
she
really
has
partnered
with
us
to
make
this
happen.
So
I'll
get
into
a
couple
of
the
specifics
about
the
program
strings
programs
have
had
over
the
years.
Many
many
benefits
for
students
and
research
does
show
that
having
music
programs
for
students
can
increase
Scholastic
performance.
It
also
can
increase
social
interactions,
increase
self-efficacy
and
self-esteem
for
students,
and
so
this
is
a
program
that
we're
excited
to
be
able
to
offer
our
students.
J
So
if
you'll
go
back
to
the
very
first
slide
there,
our
PR
department
has
worked
really
hard
on
developing
kind
of
a
branding
and
logo
for
this.
So
you
can
see
that
there
so
that'll
go
out
on
our
information
Flyers
to
families
and
again
it's
a
partnership
with
both
Chatham
County
schools
and
the
triangle
youth
music
program.
If
you'll
go,
keep
going,
see
a
couple
of
photos
from
other
strings
programs
just
so
you
kind
of
get
an
idea
of
what
we
would
be
looking
at
here.
What
it
would
look
like
with
students.
J
It
is
also
something
that
we're
working
with
the
Chatham
Arts
Council
to
seek
some
additional
grant
funding
Chatham
Education
Foundation.
We
want
to
be
able
to
try
to
bring
in
some
additional
funding,
particularly
to
offset
the
cost
of
the
instruments,
which
is
the
the
cost
mostly
to
be
able
to
start
the
program.
J
Also
for
the
first
year
we
would
be
serving
Siler,
City,
Elementary
and
Virginia
cross
elementary
schools.
We
would
be
looking
at
about
20
to
25
students
per
School,
specifically
targeting
grade
three
in
year.
One
the
classes
would
be
about
one
and
a
half
hours.
They'd
have
a
snack
set
up
time
time
for
their
strings
class.
The
class
would
usually
be
about
40
to
60
minutes.
J
So
looking
at
a
time
frame
of
3
30
to
5
o'clock
after
school,
just
a
little
overview
of
the
Staffing
here,
the
visiting
teacher
would
be
teaching
about
two
hours
a
week
at
two
schools
and
they
would
be
paid
100
per
hour,
which
is
a
total
of
about
four
hundred
dollars
per
week.
So
we
would
be
looking
at
about
twelve
thousand
dollars
for
that
cost
and
travel
Etc.
J
We
also
would
be
leaning
on
our
music
teachers
on
site
to
be
able
to
help
oversee
students
and
help
with
set
up
and
that
type
of
thing,
and
they
would
receive
a
stipend
for
that
strings.
Teachers
would
be
hired
by
the
triangle.
Youth,
music
organization,
and
you
do
have
a
copy
of
what
that
job
description
looks
like
in
your
materials,
so
we're
in
the
process.
J
Right
now
of
working
with
our
Arts
lead
teacher,
Ms,
Sharon
Allen
working
with
each
of
our
school
principals,
and
probably
the
biggest
next
step,
is
looking
for
an
instructor
and
that's
where
the
triangle
youth
music
organization
comes
in.
So
this
is
just
an
opportunity.
Another
menu
of
enrichment
opportunities,
we'd
like
to
be
able
to
start
again.
It
will
be
something
we
would
love
to
be
able
to
offer
in
other
parts
of
the
district
as
well.
But
this
was
kind
of
a
starting
point
for
us
in
Year,
One
and
I'm
happy
to
answer
any
questions.
N
So
it's
it's
exciting
to
think
about
bringing
More
arts
opportunities
to
Siler,
City
and
Virginia
cross,
Elementary
and
I'm.
You
know
glad
we're
considering
bringing
More
arts
when
it
comes
to
Transportation.
So
a
you
know,
number
of
kids
at
Virginia
cross
are
on.
You
know
free
and
reduced
lunch
and
doesn't
mean
they
couldn't
get
there
in
the
afternoons.
But
is
there
anything
any
consideration
being
given
to
how
those
kids
would
get
there
if
their
parents
were
busy
working
and
they
don't
have
someone
to
take
them?
Would
they
be
excluded
from
participating.
F
N
J
It
kind
of
will
depend
upon
each
school,
but
one
of
the
things
that
we
had
talked
about
tapping
into
was
any
after
school
programs
that
we
already
have
in
existence
where
students
will
be
staying
longer
after
school.
Already.
We've
also
found
that
oftentimes
for
after
school
programs
or
enrichment
programs,
we've
been
able
to
work
with
families
to
develop
carpools
or
other
types
of
structures
for
families
to
arrange
pick
up
for
students
and
depending
upon
the
need.
J
We
can
also
look
at
any
type
of
Transportation
needs
that
we
may
have
at
this
point
we're
not
planning
to
do
any
type
of
bus
transportation
unless
it
becomes
a
need,
but
with
our
other
academic
programs,
we've
traditionally
provided
we've
been
able
to
work
that
out
within
those
communities.
Oftentimes,
because
that
particular
feeder
pattern
is
very
close
together
and
many
of
the
students
are
in
tighter
communities.
We've
been
able
to
work
that
out
with
families,
so
we'll
have
to
cross
that
bridge.
Once
we
see
who
the
students
are
because.
N
I
do
think
that
would
be
important
if
the
goal
is
to
bring
more
Arts
to
kids
that
might
not
benefit
from
the
Arts.
Otherwise,
I
think
it's
really
crucial
that
we
make
sure
they
could
participate
and
since
the
number
of
them
do
rely
on
the
school
bus
to
get
back
and
forth,
I
just
wanted
to
make
sure
that
that
they
would
be
able
to
benefit
and
not
excluded
if
they
didn't
have
the
financial
resources
so
and
that,
and
on
that
question
too,
any
string
instruments
can
be
pretty
expensive
and,
if
a
so
where?
J
J
Instruments
as
well
on
the
Chatham
Arts
Council
has
also
shared
with
us
they'd
be
willing
to
help
support
some
of
the
instruments
and
we
do
have
some
Arts
instructional
Supply
funds
within
the
district
that
we
could
tap
into,
but
we
always
want
to
try
to
go
to
donations
as
well
as
Grant
funds
first.
But
if
you
have
anything,
you
want
to
ask.
A
F
F
N
B
G
C
E
B
P
Mr
chairman
members
of
the
board,
Dr
Jackson.
Our
next
item
is
Legion
Baseball
and
Jordan
Matthews
high
school
I'm,
going
to
ask
this
group
to
come
up
and
join
me.
We
have
Miss
April
burko,
who
is
the
principal
at
Jordan,
Matthews,
High,
School,
Mr,
Josh,
Harris
who's,
the
athletic
director
at
Jordan,
Matthews
high
school,
as
well
as
two
representatives
from
the
post
93
organization
and
that's
Mr,
garlett
and
Mr
hedden.
P
B
Don't
let
Mr
headington
he'll
take
too
long,
so
we'll
be
careful.
I'll
just
say
this
before
Joshua.
Whoever
speaks
fortunate
to
play.
American
Legion
Baseball
for
about
four
years
high
school
and
then
I
also
was
able
to
assist
for
three
or
four
years
and
then
coached
it
for
a
while.
So
I
think
it's
a
wonderful
Endeavor
and
what
it
also
does
is
give
not
only
the
students
in
Siler
City
but
elsewhere
in
Chatham
County
an
opportunity
to
play
during
the
summer,
and
it's
it's
a
great
organization.
That's
all
yours.
Q
It
takes
about
two
hours
of
mowing
two
to
three
times
a
week
and
then
also
with
consistent
activity
on
the
field.
It
allows
for
the
care
and
maintenance
of
the
infield
dirt,
as
well
as
the
mail
on
the
plate
and
all
the
restrooms
facilities
cages,
which
takes
a
lot
and
would
be
put
it
in
a
better
position
when
our
students
do
return
to
campus
and
the
community
is
on
campus
in
the
fall
for
football
and
other
events,
and
it
also
provides
our
entire
Community
with
a
cost-effective
option
for
summer
baseball
as
well.
Q
Like
Mr
Leonard,
said
right
now
in
the
baseball
scene.
Speaking
from
past
experience
as
a
collegiate
baseball
coach,
as
well
as
a
High,
School,
baseball,
coach
and
travel
baseball
scene
is
not
friendly
to
the
community
as
it
takes
student
athletes
away
from
the
community
and
also
costs
them
a
lot
of
money
to
do
so,
which
hinders
participation
at
a
even
level
across
the
playing
field.
So
to
say
so.
Q
This
will
provide
our
entire
County
as
well
as
some
other
surrounding
schools,
with
a
a
prime
opportunity
to
play
a
high
level
of
baseball
during
the
summer
and
be
a
beacon
in
the
community
to
draw
people
in
and
show
people
how
we
can
lead.
And
we
have
a
very
nice
facility
for
baseball
at
Jordan
Matthews.
B
Asheboro
also
am
I
correcting
you
know,
people
having
to
go
outside
the
county
so
and
I
like
the
part
about
it,
gives
people
a
chance
to
come,
come
and
see
our
athletes
play
too
so
I
like
that
motion
a
second
any
other
comments,
All
In
favor
with
an
I,
please
I
any
opposed
like
son
thank
y'all
for
taking
that
on
too.
We
appreciate
very
much.