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From YouTube: CCS BOE Meeting (Mid-Year Retreat) 1.18.2023 #4
Description
meeting agenda: https://simbli.eboardsolutions.com/SB_Meetings/ViewMeeting.aspx?S=190&MID=12914
A
A
We
are
really
looking
at
more
than
just
phonics
instruction
with
our
literacy
framework,
so
it's
not
going
to
be
just
a
focus
on
Phonics
solely
it's
a
focus
on
all
areas
of
literacy,
but
the
the
legislation
really
focuses
on
the
science
of
reading
and
it
is
a
Statewide
mandate
that
all
teachers
in
pre-k
kindergarten
through
fifth
grade
are
exceptional
learner
teachers
and
our
English
language
teachers
and
one
coach
at
each
school.
That
mandate
make
sure
that
everybody
is
going
through
this
coursework,
but
phonics
instruction
has
always
been
a
part
of
literacy
instruction,
best
practice.
I.
B
Know
it
is
that's
why
I'm
wondering
why
it
was
in
your
time
on
this,
but
the
second
question
is,
and
after
a
lot
of
teachers
around
counting,
tell
me
and
I've
had
heard
it
validated
on
your
video
that
it's
time
consuming
and
it's
costing
you
all
a
lot
of
time
and
I
would
like
to
know
because
your
problems
are
our
problems.
I
would
like
to
know
if
you
want
to
speak
for
the
rest
of
the
teachers
in
the
county.
What
can
we
do
to
alleviate
some
of
this
and
I'm?
Not
talking
about
money?
B
I
know,
you're
getting
bonuses
and
everything.
I
know
everything
money
solves
any
problem,
because
you
still
have
the
stress
factor
there.
You
know,
so
you
can
buy
some
extra
chocolate
chip
cookies,
but
just
stress
fact
is
still
there.
So
I
would
like,
if
you
want
to
venture,
to
make
a
suggestion
to
us
as
to
something
that
we
can
do
something
substantive
and
definitive
and.
A
I'll,
let
you
guys
jump
in,
but
I
do
think
that
the
the
dedicated
work
time
per
having
Subs
throughout
the
year
has
been
something
that
I've
heard
teachers
say
has
been
very
appreciative.
A
They've,
been
appreciative
of
I've
also
think
that
some
of
the
creative
ways
principles
are
coming
up
with
adjusting
duties
or
trying
to
take
away
some
paperwork,
because
the
teachers
are
the
ones
that
are
involved
in
this
coursework
and
I.
I,
really
believe
that
the
stipend
you
know
you've
heard
in
the
news
about
other
districts
around
us,
paying
out
a
stipend.
We
are
cohort
three
and
this
the
money
from
the
state
didn't
come
until
November.
A
So
it's
time
for
us
to
talk
about
it
at
this
point,
but
I
I
feel
like
that
will
be
something
that
is
a
teacher's
teachers
appreciate
for
the
work
that
they're
doing
I
will
say
that
plcs-
and
this
is
where
you
guys-
can
jump
in
the
PLC
conversations
that
teachers
are
having
about
the
work,
the
learning
that's
happening
and
the
application
in
their
classroom
they're,
seeing
light
bulbs
I
had
a
teacher
reach
out
to
me.
Yesterday.
A
A
I
was
glad
they
said
that
on
the
videos,
because
that
is
the
reality
of
it,
but
I
think
we're
trying
real
hard
to
put
small
wins
in
place,
the
working
from
home
when
the
the
training
is
provided
virtually
so
instead
of
requiring
teachers
that
are
part
of
that
training
and
to
come
into
the
building
to
get
on
a
zoom,
they're
working
from
home,
that's
been
well
received,
so
we're
trying
to
put
small
plans.
I,
don't
know!
If
there's
anything
you
want
to
add.
C
I
was
just
going
to
say
that
teachers,
after
we've
gotten
through
the
first
unit,
which
Miss
Andrews
kind
of
made
reference
to
that
about
the
Neuroscience.
It
was
very
heavy,
and
now
these
units
are
like
Carl,
Miss
Murray
said
it's
applicable
right,
the
next
day
when
they
go
into
their
classroom
and
they
really
see
the
value
in
it.
I
think
you
were
asking
what
you
could
do,
how
we
could
support
I,
think
acknowledging
how
much
work
they're
doing
is
going
to
go
a
long
way
because
they
feel
it,
but
I
do
think.
C
D
That
was
a
something
I
wanted
to
ask.
That
might
also
answer
Miss
Turner's
question,
but
the
the
Neuroscience
piece
I
was
excited
to
hear
that
because
for
some
reason,
I
really
like
to
read
books
about
neuroscience
and
I've
been
wondering
about
how
we
apply
that
and
public
education,
because
you
know
there's
so
many
recent
advancements
in
that,
and
so
maybe
an
example
of
how
like
teaching
phonics
has
changed
according
to
the
Neuroscience,
would
maybe
help
grasp
why
this
is
different
from
just
phonics.
Absolutely.
E
Yeah
I
was
just
going
to
say
that
Neuroscience
basically
gives
the
teachers
the
why
you
have
to
teach
these
things
and
in
the
order
that
you
need
to
teach
these
things
that
if
the
kids
haven't
gotten
this
first
part
it's
because
their
brain's
not
ready
for
it
yet
and
then
once
they
have
that
part,
then
you
can
go
into
the
next
step,
and
so
it's
really
given
them
a
step-by-step
guide
of
what's
best
practice
to
get
their
students.
So
it's
not
just
phonics
per
se,
but
them
just
knowing
best
practice
kind.
A
This
is
my
24th
year
as
a
K-5
educator
and
I.
It's
the
first
time.
I
ever
remember
legislation
that
spoke
to
something
that
really
looks
like
a
graduate
coursework.
It
is
two
volumes
lots
of
hours,
tell
me
the
hours
again
178
for
K-5
teachers.
A
So
it's
the
first
time
I,
remember
legislation
that
is
spoke
that
that
requires
it
mandates
and
it
will
actually
I
was
talking
to
the
Lexia
rep
this
week,
who
will
actually
be
coming
to
share,
do
a
presentation
with
principals
at
our
next
principal
meeting-
and
he
was
talking
about
this-
is
a
mandate
across
North
Carolina
that
all
teachers
will
be
expected
to
have
if
you're
a
K-5
educator.
So
it's
it's
a
it's
a
first
in
my
time
in
North
Carolina
as
a
K-5
educator.
F
A
Right
we
are,
we
are
well
on
our
way.
We
I
feel
very
fortunate
and
I
know
that
you,
ladies,
would
agree
our
summer.
A
The
literacy
plan
that
I
came
to
share
with
you
guys
about
last
year,
really
had
us
look
at
resources,
curricular
resources
that
we
had
and
have
a
streamlined
plan
for
Literacy
for
core
and
then
for
interventions,
and
that
was
part
of
our
some
planning
and
we
were
able
to
get
some
resources,
the
fundations
with
something
we
came
to
you
guys
about
last
year
that
aligns
with
the
science
of
reading
work,
and
so
we
have
that
in
all
schools.
We
of
course,
are
continuing
to
learn.
A
Within
this
year,
by
the
end
of
this
year,
we
are
they're
going
to
find
that
out
when
they
find
out
about
the
stipend
that
their
cycle,
because
of
the
number
of
hours
for
CEUs,
will
be
taken.
Care
of.
G
You
answered,
I
was
reading
an
article
and
I
might
have
shared
with
the
board
I'm,
not
sure
about
a
teacher
in
eastern
North
Carolina,
going
through
the
training.
I,
don't
know,
I
can't
remember
which
cohort
he
was
in,
but
he
said
one
of
the
things
he
missed
was
wish.
They'd
give
them
things
where
he
could
apply
in
classroom
and
y'all
answered
that
question
right
now
that
teachers
are
getting
those
type
of
things
and
to
mention
to
Ms,
Turner
I
think
you
know
there
there's
never
enough.
We
can
do
for
teachers.
G
I
know
that,
but
I
was
speaking
with
a
more
County
teacher
and
I
might
have
told
you
this
before
more
County
they're
having
to
do
it
all
is
my
understanding
on
their
own
time,
they're
not
being
provided
release.
Time
and
I
can
speak
for
pick
up
my
granddaughters
women's
kindergarten,
one
first
grade
periodically
and
when
I'm
gonna.
Let
me
know
one's
in
a
meeting
that
somebody
else
brought
him
out
and
that's
when
they're
getting
that
release
time
to
go
through
this
leverage
training.
G
F
F
A
A
A
I
I
I
A
That
is
really
why
Mr
ham
we
want
to
we
want
to
be
able
to
take
those
teachers
from
within
that
are
88
percent
is
what
Lexia
requires
and
have
facilitators
that
we
can
help,
make
sure
that
we're
we're
keeping
up
with
that
transition
of
teachers
in
and
out
and
and
have
the
training
that
they
need.
A
We
also
you
made
me
think
we
want
to
support
the
teachers
so
that
they
know
that
the
learning
that
they're
doing
is
so
much
and
it's
so
hard,
but
it's
so
connected
to
their
learning.
So.
I
I
H
A
And
that's
part
of
our
work
in
the
Strategic
plan.
I
know
that
Dr
Maureen
shared
last
night.
One
of
the
steps
that
is
underway
is
to
make
sure
that
our
literacy
framework
is
tied
to
the
learning
that's
happening
with
the
science
of
reading
tied
to
fund
foundations,
our
phonics
program,
tied
to
as
Mr
Hamm
just
mentioned
just
best
practice,
so
that
we're
not
just
forgetting
any
part
of
literacy
but
we're
looking
at
all
components
of
literacy.
G
H
G
J
It's
very
good
part
you
can
see
and
being
able
to
actually
start
moving
into
the
building,
and
what
we've
realized
early
on
in
this
Dr
Jackson
understood
it
before
I
did,
is
that
we
really
can't
just
have
a
moving
day
and
it's
all
going
to
move
and
still
be
able
to
conduct
businesses
right.
That
was
not
going
to
work
great,
so
we
had
to
come
up
with
a
stacker
plan,
and
this
gives
you
a
sense
of
what
that
could
look
like
and
again
at
this
point.
This
is
still
very
tentative.
Now
great
progress
is
underway.
J
K
K
J
D
J
J
But
that
was
a
lot
of
stuff,
so
things
things
are
progressive,
all
right.
That
was
good
for
you,
we'll
go
to
the
PowerPoint,
so
the
premise
behind
the
PowerPoint
is
and
you'll
see
this
as
we
go
through
this
next
slide
is
that
a
picture
is
worth
about.
There's
the
introduction.
Here's
our
first
picture-
this
is
the
front
of
our
current
Central
Services
building
I.
J
Think
we're
all
aware
of
that
in
1950s,
construction,
I,
think
I'm,
remembering
the
second
picture
here
and
and
both
of
these
pictures
are
shot
from
what
I
call
The
West
Wing.
You
ever
watched
that.
H
J
We
are
those
of
us
who
live
on
my
end
of
the
building,
so
we
shot
both
of
these
from
The
West
Wing,
the
boxes
that
you
see
that
are
right.
There
contain
these
big
plastic
tubs
that
we've
been
showing
it
again
in
just
a
minute.
We've
got
the
left
there.
That
first
doorway
that
you
see
is
the
conference
room,
the
sort
of
the
other
version
of
the
program
that
you
guys
sat
in
the
convocation.
The
conference
room
has
now
been
used
for
storage.
J
That's
what
that
looks
like
on
the
inside
the
groups
ago.
They
took
the
inside,
it
was
concrete
floor
and
they
divided
it
up
with
these
chamber
intense
areas
and
each
division
in
the
district
has
a
certain
number
of
these
I
went
through
this,
and
we
we
gave
everybody
two
that
they
had
to
clean,
that
this
is
what's
filling
up.
J
The
metal
container
is
unbelievable,
the
stuff
that
is
in
here
that
is
totally
useless
and
we
are
working
our
way
through
this
Edwards
much
easier
now
than
it
did
and
I
took
this
picture
about
a
week
right
next
picture,
but
this
is
another
shot.
This
shows
what
one
of
the
inside
storage
areas
looks
like.
You
can
see.
What's
all
kinds
of
stuff,
this
is
the
old
maintenance
shop.
J
This
was
the
gymnasium
it's
up
on
the
hill
behind
us
and
it's
got
to
go
to
the
next
pictures
and
that's
from
the
end,
and
it
gives
you
a
sense
of
how
big
this
building
really
is,
and
it's
barely
substantial,
so
next
picture
on
the
inside
and
that
used
to
be
the
basketball
court
and
for
about
a
year
and
a
half
Aura.
At
least
this
you
guys
had
approved
for
them
to
be
able
to
store
some
stuff
in
their
court,
has
now
moved
out
maintenance
that
most
have
moved
out.
J
H
L
J
Amount
of
it
now
most
everything
that's
in
there
is
on
pallets
when
it's
time
to
do
this,
but
we're
going
to
have
to
go
through
this
building
and
be
sure
that
we're
not
moving
stuff
that
we
no
longer
all
right
so
we'll
be
doing
the
throwaway
Surplus
type
of
a
thing
in
there
as
well
and
that's
another
shot
and
that
shot
shows
you
some
of
the
boxes
that
we've
got,
that
we're
giving
people
to
put
materials
used.
I
J
Don't
think
so,
yeah
it's
steel
and
concrete
yeah.
J
I
I
M
That
would
have
historical
significance,
we
don't
know
yet.
We
have
found
school
board
minutes
from
1900.
really.
D
I
M
D
M
Well,
that's
part
of
it
that
we
want
to
have
that
conversation
with
the
museum
down
there,
but
we
have
lots
of
things.
We
found
it's
amazing,
great
books
from
the
early
1900s.
I
I
H
I
J
I
I
M
N
Good
afternoon
Mr
chair
members
of
the
board,
first
and
foremost,
when
we
talk
about
affordable
housing,
we
want
to
publicly
acknowledge
that
this
is
a
crisis
and
a
concern
not
just
in
our
community
but
in
any
developing
areas.
We
continue
to
have
our
federal
programs
grouped.
We
participate
with
Habitat
for
Humanity,
so
we
definitely
remain
concerned
about
the
outcomes
for
students
and
families
in
our
community
specific
to
employees,
and
we
can
go
to
the
next
slide.
N
One
of
the
things
that
we
know
is
the
case
is
a
key
component
of
retention
and
recruitment
is
being
able
to
offer
to
new
employees,
access
to
Affordable
house
and
for
our
purposes
affordable
housing,
that's
defined
as
less
than
or
equal
to
30
percent
of
your
annual
income.
If
you
think
about
a
first-year
teacher
annual
salary,
it's
around
41
000
dollars,
forty
one
thousand
eight
hundred
dollars
with
salary
and
supplement,
and
when
we
look
at
that
from
a
monthly
standpoint,
we're
looking
at
a
rent
or
mortgage
of
just
over
a
thousand
dollars.
N
N
So
we
begin
to
take
a
real
Keen
Eye
on
what
is
going
to
be
the
rental
rates
for
these
new
units
for
the
size
of
these
rental
units,
because
we
know
they've
advertised,
live,
work
and
play,
and
we
want
teachers
classified
staff,
support
staff
and
be
able
to
experience
that
as
well,
so
the
build
it
and
they
will
come
mindsets
and
when
we
think
about
retaining
recruitment
or
for
ours-
and
we
begin
to
Overlay
with
that.
You
see
on
this
next
slide.
N
These
high
benchmarks
that
Chatham
County
continues
to
reach
in
comparison
to
the
state
and
other
parts
of
the
state,
so
that
again
again
Builds
on
people
having
an
interest
to
work
here
on
the
next
slide.
We
have
to
mention,
of
course,
the
influx
of
new
talent
that
will
come
as
a
result
of
new
industry
to
our
area.
It's
pretty
routine
now
that
at
our
front
desk
at
Central,
Services,
Bloomfield
phone
calls
from
families
from
Colorado,
California
or
other
places,
where
they're
expressing
that
they're
moving
to
the
area
because
of
wolf
speed.
N
We
go
to
the
app
with
the
software,
though,
please
we
go
to
the
next
slide
and
again
just
reiterating
what
we've
seen
through
our
current
initiatives,
we're
at
about
93
to
94
Staffing,
so
we're
able
to
bring
people
in
so
this
is
about
what
does
a
model
look
like
or
we
can
include
access
to
affordable
housing
when
we
get
into
the
next
slide.
This
really
introduces
what
we've
been
exploring
so
again
on
the
on
the
side
of
that
slide.
You
see
this
marker
that
we
put
out
there,
and
this
is
for
a
certified
teacher.
N
Obviously,
with
a
classified
staff.
Member,
that's
monthly
income
level
is,
is
much
lower
if
we're
looking
at
15
an
hour
wage
right.
So
you
have
to
have
to
bear
that
in
mind
that,
for
this
example,
I'm
sharing
with
you
it's
based
on
a
teacher's
salary,
some
options-
we've
looked
at
this
goes
back
even
pre-cover
19..
What
were
informal
agreements
we
could
reach
with
local
lease
agencies
with
property
owners.
N
Could
we
acquire
possible
property
when
we
drive
around
the
county
various
places?
Would
that
be
an
option?
Were
there
Community
Partnerships?
We
could
Leverage.
We
explored
through
our
Chatham
Ed
Foundation,
the
insane
State
Employees
Credit
Union
Foundation.
They
do
a
grant
program.
It's
been
in
existence
for
over
a
decade
where
they
assist
local
communities
with
building
out
teacher
housing,
a
teacher
Village
and
educator
Village.
So
we
explored
that
as
an
option.
N
Did
some
conference
calls
with
other
parts
of
the
state
that
explored
that
model,
and
then
we
just
looked
at
what
were
some
other
best
practices
around
us
we've
heard
of
some
communities
that
have
used
these
types
of
Partnerships
to
create
teacher
housing.
The
next
slide
shows
you
what
We
Came
Upon,
which
was
a
newer
concept
from
Master
Leasing,
and
this
this
slide
just
gives
you
what's
really
the
basic
difference
between
that
and
the
traditional
leads
really
in
layman's
terms.
It's
a
sublease,
okay,
it's
just
in
this
most
basic
definition.
N
The
difference
is
for
a
school
system
is
that
we
become
the
initial
leasing
with
a
rental
agency,
and
then
we
were
able
to
subsidize
the
rental
costs
that
the
employee
then
has
per
month.
This
puts
fixed
cost
on
that
from
year
to
year
and
can
be
collected
through
something
like
payroll
deduction.
Okay,
if
you
go
to
the
next
slide,
this
would
be
an
example.
J
N
The
basic
figures
of
what
this
might
look
like
again
for
a
first
year,
classroom
teacher
who
you
know
was
looking
for
that
30
or
less
of
their
income
being
tied
toward
housing
and,
as
you
see
in
the
green,
an
employee
has
an
opportunity
for
substantial
savings.
You
know
that
then
is
returned
to
them.
If
they're
able
to
have
this
reduction
in
rent,
I
I
want
to
point
out-
and
this
is
listed
there
in
that
box
at
the
bottom.
This
master
leasing
concept.
N
This
isn't
about
Chatham,
County
Schools,
but
hey
we're
coming
here
to
say
we
need
Chatham
County
Schools
to
subsidize
some
of
this
rent.
You
know
with
this
model,
there's
all
kinds
of
ways
we
can
explore
to
subsidize
this
corporate
sponsorships
grants
contributions.
You
know
it
could
be
school
system
funds,
but
just
want
you
to
know
for
the
information
piece
there's
multiple
ways:
we
can
explore
a
concept
like
this.
N
This
this
slide
really
just
wraps
up
where
we're
at
right
now
in
terms
of
acknowledging
the
opportunities
and
challenges
we'll
just
have
concept
having
this
type
of
subsidized
lease,
it
does
provide
some
stability,
particularly
based
on
the
growth
projections.
We
saw
over
the
next
10
years
and
the
potential
Rising
costs
of
things
I've
heard
on
the
radio
today
about
the
rising
cost
of
eggs,
and
so
each
day
there's
a
rising
cost
of
insert
insert
here.
N
Housing
is
certainly
one
of
those
things
that
will
follow
that
the
emerging
access
to
new
rental
housing
throughout
the
county.
This
has
become
very
appealing
to
us
to
even
consider
a
concept
like
Master
leasing,
because,
just
as
there
are
Apartments
coming
online
in
Pittsboro,
there's
apartments
that
will
come
online
in
Siler
City,
so
very
appealing
to
us
that
it's
not
just
one
portion
of
the
county
that
this
concept
can
be
applied.
An
Innovative
Design,
Within,
North
Carolina.
N
This
becomes
very
exciting
to
create
to
innovate
for
Chatham
County
to
be
a
leader
in
this
right
now
we
can't
find
an
example
of
any
school
system
in
North
Carolina.
That's
undertaken
this
some
of
the
larger
areas,
Wake
County
Charlotte
Mecklenburg.
They
may
have
agreements
with
an
existing
Apartment
Company,
where
the
teacher
maybe
gets
the
first
month.
You
don't
have
to
pay
right.
You
pay
the
following
month,
but
nothing
like
this,
where
the
concept
is.
Let's
provide
a
fixed
costs
and
what
subsidized
is
so.
N
It
is
Affordable
and,
finally,
the
idea
that
in
our
city,
it
could
be
applicable
to
larger
Community
needs
and
not
just
the
school
system
in
terms
of
service.
There's
the
sheriff's
deputy
office,
who
continues
to
need
to
hire
people
emergency
service
workers,
the
community
policy.
The
list
could
go
on
and
on
as
far
as
community
based
employees.
B
Well
see
if
there's
going
to
be
a
collaborative
effort,
then
I
could
go
with
those
fees
that
you
throw
thrown
out
there,
but
I
I
have
made
it
really
clear.
David
has
also
that
teachers
need
their
own
place.
You
know,
teachers
are
the
only
work
group
I,
think
that
can
actually
mitigate
whatever
they're
doing
police
can't
do
that.
Firemen
can't
do
that.
Anybody
else
can
I.
Do
that,
then
then
sprung
to
their
rules
and
regulations.
B
They
can't
do
what
teachers
can
create
and
innovate
and
get
permission
to
go
ahead
and
do
any
kind
of
project
they
want.
They
need
a
space
where
they
can
have
professional
development
that
they
can
have
or
I.
When
David
and
I
proposes,
we
looked
at
a
mixed-use
development
where
they
could
have
a
store,
get
their
supplies
and
what
happened
in
in
every
it
was
a
house
or
an
apartment
house
had
a
place
where
they
could
have
conferences
and
so
on
and
so
forth,
and
just
be
their
space.
So
I
just.
B
Tell
you
yeah
yeah
whatever
well,
if
you're
talking
to
to
the
county
about
this,
you
know
I
I
would
rather
teachers
have
their
own
space
period
and
not
be
Workforce
housing
along
with
you
know,
because
there's
no
I
don't
see
any
point
and
if,
if
you
use
those
figures
that
I
took
your
figures,
putting
1
800
annual
salary,
one
thousand
forty
five
dollars
a
month
in
rent
the
teacher
for
a
teacher,
her
gross
after
being
paid
twice-
is
only
17.45.
That's
before
taxes.
B
C
M
At
this
point
and
go
back
to
I
believe
this
slide
eight,
where
then
yeah
that
one
and
really
kind
of
look
at
what
that
that
investment
could
or
could
not
be.
One
is,
let's
say
we,
we
pilot
with
20
20
teachers
or
20
employees
to
see
what
that
looks
like,
and
if
the
investment
is
about
7
200,
that's
that
would
be
our
our
portion
of
it
right
now.
I
understand
them.
There's
there
are
multiple
layers
on
this,
but
what
I
would
ask
you
to
consider
is
right.
M
Now
we
have
teachers
driving
as
far
as
ash
brown.
Yes,
and
you
know
they
that
that's
unsustainable
in
a
growth
and
with
the
kind
of
growth
we're
talking
about
so
this.
This
takes
away
the
notion
of
us
having
to
go,
build
and
do
own,
and
all
of
that
it
helps
us
kind
of
serve
as
that
intermediary
to
support
them,
while
their
salary
increases
and
and
not
everyone
will
be,
it
even
allows
for
some
of
our
younger
teachers
even
to
to
to
live
together.
M
That's
something
they
want
to
do
in
terms
of
roommates
and
things
like
that.
There
are
multiple
options.
What
I
didn't
hear
is
that
we
would
ask
for
a
commitment
back
to
State
with
us,
but
what
we
I
guess,
what
we're
seeking
today
is
just
are
we
on
the
right
track
to
be
thinking
along
these
lines
of
having
these
kinds
of
conversations
to
really
kind
of
shape?
This
this
thing
a
little
better,
bring
it
back
as
a
formalized
proposal.
M
At
some
point,
we've
got
some
developers
who
are
interested
and
we
have,
but
it's
not
a
teacher's
model.
It
truly
is
the
Master
Lease
model
where
we
right
now
they
can't
even
get
in
the
door.
That's
the
problem,
we're
having
our
new
employees
can't
get
in
the
door
when
you
you
look
at
that
amount
of
money
when
a
one
bedroom
or
is
15
16
1800
a
month,
that's
that's
prohibiting
period,
so
we're
trying
to
figure
out.
How
can
we
start
this?
D
If
we
go
down
that
route
a
little
bit.
I
would
like
to
see
us
engage
more
Community
Partners
in
the
design
of
that
and
have
a
task
force,
because
we
have
a
an
incredible
pool
of
people
here
in
this
County
that
have
worked
on
affordable
housing
issues
and
that
have
expertise.
That
I
think
could
benefit
the
conversation
and
so
that
we
don't
have
to
put
too
much
on
ourselves
and
and
I
know.
We
don't
want
it
to
also
jump
the
fence
and
lose
focus.
D
But
but
you
know
even
considering
things
like
Community
Development
block
grants
by
you
know
HUD
block
grants
because
Siler
City
lost
its
rural
designation
about
10
years
ago
for
as
far
as
federal
grants
go
so
I,
don't
know
how
that
applies,
and
if
that
means
that
it
would
make
Siler
City
city
eligible
for
a
block
grant.
D
But
you
know
there's
also
Self-Help
Credit
Union
I
mean
there
may
be
means
that
we
don't
have
to
put
up
the
money
and,
and
so
I
think
it
would
benefit
us
if
we
pursue
this
option
to
have
a
like
a
local
think
tank
of
people.
D
M
Did
not
want
to
go
any
further
without
putting
this
in
front
of
you
all
saying
that
this
is
an
opportunity,
I
think
to
really
talk
about
something
pretty
Innovative
and
pretty
outside
that.
It
really
does
it's
a
perfect
timing
for
it
all
to
come
together,
don't
know
exactly
what
that
what
it'll
look
like
at
the
end,
but
we
do
know,
there's
an
opportunity
here,
because
we've
got
some
people
who
step
forward
and
say
we're
interested
in
doing
exactly
what
you're
talking
about
coming
together.
To
make
this
happen.
M
So
we
would
love
I
want
to
make
sure
that
as
a
board,
you
guys
are
supportive
of
us
engaging
and
being
a
part
of
that
conversation
and
in
fact
we
may
have
to
pull
some
of
you
into
that
conversation.
We
we
we've
shared
some
things
already,
but
but
we
don't
want
to
go
down
that
road
and
then
get
to
the
for
lunch,
and
then
we're
like
what
is
this
so
This
I.
D
M
I
I
M
I
just
want
to
make
sure
that
we're
all
good
you
all
have
signed
an
mou
that
that
property
as
soon
as
we
vacate
belongs
to
the
county
already,
so
they
I
mean
I,
think
you
can
have
the
conversation,
but
that's
not
I,
don't
know
what
plans
are
there
and
I
don't
want
to
superimpose
that
there?
That's
not
the
the
idea
that
we've
we've
started
with.
It
was
really
to
begin
to
work
with
developers
who
or
owners
of
properties
that
were
already
in
inventory.
M
We
do
have
a
timing
issue,
because
right
now,
this
year,
I
think
and
I
hope
I'm
correct.
For
the
first
time
our
International
teachers
are
having
to
drive
to
other
places
and
I
I.
Think
that
that
that's
a
that
that
is
so
the
our
inventory
is
not
enough
now
to
help
us
so
some
of
the
things
that
are
long-term
building
and
things
like
that.
We
have
to
engage
in
that.
M
This
was
a
way
to
begin
to
accelerate
that
process
and
get
at
least
some
we've
got
some
new
inventory
coming
on
board
in
our
community
in
in
Siler
City.
We've
got
some
coming
in
in
all
over
the
place
and
we
wanted
to
to
do
so.
M
Let
us
begin
that
will
be
more
Earnest
and
come
back
with
a
more
detailed
if
they're
people
that
you
believe
could
be
helpful
if
you
would
just
send
their
names
and
we'll
definitely
engage
them
in
the
conversations
or
if
you
have
that
expertise,
I
would
love
to
do
that.
Here's!
What
what
was
amazing
to
me
by
law,
there's
only
one
person
who
works
for
the
school
system:
that's
required
to
live
in
Chatham,
County.
B
M
F
N
I
haven't
seen
it
with
teachers
specifically
and
I
will
tell
you.
The
one
example
that
has
come
across
is
in
the
Northeast
and
it's
typically
with
people
that
have
been
released
from
a
Detention
Facility.
So
it's
part
of
their
reproduction
reactivation
to
society
is
to
have
affordable
housing
so
that
they
don't
turn
back
to
a
site.
N
So
that's
one
example
of
senior
literature
related
to
it
and
really
the
the
Genesis
for
us
for
agreement.
Coming
to
this
point,
as
a
discussion
was,
we
did
a
conference
call
with
Dare
County
just
to
find
out
more
because
we
really
like
this
idea
about
the
village
and
what
they
described
was.
You
know
it
starts
out
great,
but
then
they're
dealing
with
issues
of
ownership,
maintenance
of
the
property
and
when
we
started
to
look
at
that
cost
benefit
analysis.
N
As
far
as
you
don't
just
have
it
there,
but
then
somebody
has
to
take
it
on
it,
maintain
it
the
Ed
Foundation
there
they
spoke
very
frankly
with
us
and
Jamie
Deets.
He
included
with
that.
So
we'd
have
our
comparable
representation,
and
this
would
led
us
to
the
Distortion
of
well.
What
if
we
did?
A
lease
approach,
so
we
take
out
that
cost
associated
with
demands
and
really
getting
that
part
of
what
we
wanted,
which
was
an
affordable
place.
D
G
Like
the
idea
of
I,
think
with
with
the
financial
cliff
coming
in
at
the
end
of
2024
and
I
would
really
like
to
see
Mr
Turner
what
you
and
Mr
Hamm
talked
about,
but
as
building
costs
are
so
expensive
now
and,
of
course,
land
is
too
I.
This
is
a
way
to
get
our
foot
in
the
door
to
help
some
people
and
we
find
out
you
know
I,
like
the
part
of
the
ownership
not
being
the
school
system,
so
that
somebody.
I
M
That's
that's
what
I
I
we
we
kind
of
talk
that
our
our
folk
can't
manage
other
properties,
and
so
we
were
trying
to
partner
and
and
take
advantage
of
inventory
and
even
you
know
be
able
to
work
with
with
local
developers
as
they
build
out
to
to
help
our
employees
find
and
secure
the
more
employees
that
live
in
our
County
the
better.
So
we
become
stronger
so.
H
F
F
L
Go
ahead
just
to
give
you
an
example
of
how
the
financial
piece
of
the
work
is
that
we
would
have
to
guarantee.
L
We
have
to
guarantee
20
apartments
or
10
apartments
and
we
would
pay
the
entire
lease
a
minute,
our
sale.
What
we
would
do
is
pay
do
pay
payroll
deduction
from
employees.
Therefore,
the
least,
if
there
are
any
any
donations
from
corporate
sponsors,
then
they
would
just
make
those
donations
to
Chatham
County
Schools.
We
would
have
since
it's
our
lease.
We
would
have
to
be
the
one
to
handle
all
the
financial
terms
of
the
lease.
My.
F
My
one
suggestion
is
that
especially
your
new
teachers,
salary,
like
that
a
thousands
like
this
Turner,
sounds
very
high
to
me,
maybe
reaching
out
I've
seen
what
would
get
teachers
into
Apartments
like
what
kind
of
a
brand
we
gave.
I
G
Again,
you
have
to
figure
out
also
too
now
there
are
a
limited
number
of
places.
We're
in
and
you've
got
a
boatload
of
new
teachers
and
they're
all
wanting
the
same
Apartments.
You
know
lower
cost
housing,
then
that's
a
raise
to
them
too
soon.
There's
some
difficulties
there
also.
So
we
have
to
have
to
figure
that
out.
That's
important.
H
I
K
I
I
I
F
I
D
You
know
if
we're
talking
about
incentives
for
like
housing
incentives,
not
not
to
put
too
many
things
on
the
table
but
on
the
plate,
but
it
also
occurs
to
me
that
you
know
partnering
with
habitat,
for
some
of
our
some
of
our
staff
and
teachers,
make
quality,
apply
for
Habitat
homes
and
I.
Remember
here,
I,
don't
know
if
this
is
still
true
a
couple
years
ago.
They
didn't
have
enough
applicants
at
habitat
in
Chatham,
so
you
know,
maybe
we
could
serve
as
a
bridge
to
helping
them.
D
I
M
Yeah
we
tried
to
give
you
Clarity
around
our
strategic
Direction.
We've
tried
to
give
you
Clarity
around
the
instructional
direction
of
the
district
and
what
we're
trying
to
accomplish
and
doing,
as
well
as
our
approach
to
growth
right
now,
and
so
we're
hoping
that
by
providing
this
information,
you
get
a
clear
sense
of
the
work.
That's
happening
every
day
in
the
district,
and
we
will
continue
to
pursue
this
forward.
M
We
would
do
that,
but
with
that
I'm
pleased
with
the
staff
and
their
preparation
for
today
and
I
hope
that
it's
been
helpful
for
you
for
the
last
two
days
to
kind
of
see,
if
nothing
else
you
got
to
see
kids
last
night
show
you
the
outcomes
of
the
work
that
we
do
every
day.
So
with
that
we're
done.
Thank
you.
Thank.