Asheville City Board of Education Regular Meeting June 8, 2026

001Um, thank you for being here for the last school board meeting of the school year. Um, I'm going to call this Sorry. >> Oh, we do have one at the end of the month. Sorry. But school won't be in session. I guess school's not in session tonight either. Okay. Um, going to call the meeting to order. Board member Pepia Asbo is going to read the equity statement. >> [snorts] >> Testing, testing in Asheville City Schools. We are committed to equity and anti-racist policies for all students and staff to learn and thrive. We recognize that our positions come with power, responsibility, and public service for the entire ACS community. We will model our commitment to equity through our practices and decisions. During this meeting, we invite a pause if harm has taken place, a moment to

002name the harm, and space to practice repair. Thank you. Um, board member Amy Ray is running late, but she encouraged us to start without her. We do have a quorum and we will get started. Um, at this time we will uh rise for the pledge of allegiance. >> I pledge of allegiance to the flag of the United States of America >> and to the republic >> for which it stands, >> one nation under God, indivisible, with liberty and justice for all. [clears throat] >> Thank you. Um, at this point in the agenda, we would, excuse me, we would approve the agenda. Um, I've shared with board members that I asked Maggie and Heidi to give a brief report ahead of public comment to address some of the things from last week that maybe needed clarification

003that I wasn't present last week. I thought would be helpful for everybody to have some clarification on it. I understand that everybody's here for public comment and I promise the report is not lengthy and it's not for purposes of board engagement. That's not the purpose. It's just to provide some facts ahead of public comment that might be helpful. So, at this time, I'm looking for a motion to amend the agenda to add a brief um report from Maggie and Heidi. Uh that would go, I guess, after good news and before public comment. I move we uh approve the agenda as amended. >> Second. >> All right. Two seconds. All those in >> um I at an appropriate time I also want to request adding a meeting to our schedule for um further discussion on budget

004and positions and for an additional close session. I know you've got a plan in place, but at some point we want to I want us to circle back on that. >> So procedurally, thank you Pepe. What we're going to do is let me first finish the motion to add the report to the agenda. Let me take care of that and then I'll address what you said. So there's a motion to amend the agenda to add brief um report from Maggie and Heidi ahead of public comment just for information purposes. And it's been motioned and seconded. All those in favor of amending the agenda? >> I I >> Any opposed? >> Okay. Second. And Pepe mentioned this to me right before the meeting started. Um, he has just identified additional meetings and I do think we

005may have I mean I I can't speak for this board. We may have close session at our June 30th meeting. Um, there may be other topics that we have. Did you want to add a topic to tonight's agenda? I I believe the board would benefit and the district would benefit from further close session discussions um particularly around the personnel report but there may be other things and I'm suggesting doing that on a different day and perhaps tableabling the personnel report. So that's my suggestion but I know that you've got a plan in mind. So, I think what would be I I hear you, Pepe, and we can talk about when the close session would be for purposes of tonight's agenda. What I heard you say was you're suggesting that we table the person approval of

006the personnel report, which I I'll just I was not here last week, but there's a lot of contracts and things to be approved and you're asking us to table that. Is that what I'm hearing? >> Yes, ma'am. >> Okay. So, there is a motion to take the personnel report off the agenda tonight. Is there a second? >> Second. >> Okay. All those in favor of that motion? >> I. >> All those opposed? >> Nay. Nay. >> Nay. So, the naysay have it. So, the personnel will remain on the agenda as it was. Then I request that the personnel report come off the consent agenda and I will have lines that I'm voting against. >> Okay. Then it is noted that the personnel report will come off the consent agenda. Okay. Thank you. So just to

007clarify the agenda is as circulated. There are is a report ahead of public comment and personnel is not on consent. Is there a we had a Is there a motion to approve I don't this may be overkill. Is there a motion to approve that agenda that I just described? >> So moved. Second. >> All those in favor? I >> I think that was procedurally not necessary. Sorry. Um [clears throat] at this time we'll turn it over to Kim Deant for good news. Good evening board. Dr. Ferman. Um we're at the end of 2526 and this is our last good news for the school year and it's jam-packed with exciting things. Um first of all, portrait of a scholar. This year we were proud to unveil the Asheville City Schools portrait of a scholar. And during

008educator appreciation week, Dr. Furman and the district gifted all staff with the unique portrait of a scholar t-shirts. Each staff member chose their own special characteristic, either continuous learner, curious and creative, critical thinker, communicator, or crew member. So, tonight we are honoring our board members with their very own portrait of a scholar shirt. So, if you'll hold up your shirts and if um if you need to make a size adjustment, just let Marilen know and she'll work with you to make sure that you um get the correct one. But yes, so thank you. >> At this time, I would like for Dr. Ferman to join me at the podium. Uh we would like for you to meet the second cohort of Dr. Ferman's Cougar Academy of Leadership and Learning. Cohort 2 participated in a book

009study with the song of significance and engaged with all of the district leadership to learn more about the areas that they serve. First of all, I will call up um Gabriel Alshare. [applause] [cheering] Yes. If you'll stand up there, we'll get a photo. Sarah Banks couldn't be with us this evening. Uh, Bets Conti, [applause] Shannon Hunt, [applause] Maria Malone could not be with us either, but we'll make sure to give her her certificate. Josh Riggsby was unable to be with us this evening, Lisa Smith, [applause] and then Callie Wilder. Is she with us? There we go. Awesome. [applause] Let's give these huge uh a huge applause to these staff members for participating in our call cohort. We will also have um be sending out um the application for cohort 3. So please be on the

010lookout. It's a great way to grow your leadership at your school level in your um the area you serve or at the district level. So uh we encourage all of you to apply and join us next year. [applause] We want to take a moment to congratulate and thank the new members of the superintendent student advisory council. These members will be advising district leadership on issues like school climate, discipline, support services, and working to ensure that every student feels a sense of belonging in Asheville City Schools. We believe that providing authentic opportunities for our youth to lead in the district decision-making is crucial to strengthening our schools and empowering the next generation of leaders. It's just like asking a kindergarter. If you want to know the truth, ask a kid and they'll tell you. So, thank

011you to students for their dedication and leadership. The new council members are Ebony Bergen, Achilia Wright, Alex Bartlett, Savannah Jefferson, Arabella Padilla, stand up y'all. Uh, Silus Davidson, Maya Patnak, Pepper Mackey, Mirabel Sarah Sek, Marggo Luft Perkins, if you're here, if you'll please stand. And I probably did not do a good job with the names. [applause] Asheville City School students joined athletes from across the region at AC Reynolds High School for a day of competition, celebration, and community at the Special Olympics. And Dr. Ferman joined Dr. Jackson and running in the um torch. Our athletes abilities were celebrated and their hard work and determination were showcased. The Special Olympics serve as a visible reflection of the foundational mission of public schools to build a true culture of belonging by welcoming, nurturing, and serving all students

012regardless of ability or background by ensuring our EC students have equitable access to experiences like this. We honor the dignity, worth, and potential of every Asheville City School Scholar. We are incredibly proud of these students and how they represented our district. In May, we had the opportunity to celebrate Asheville School's teachers of the year at our annual educators of excellent banquet ceremony. The evening featured moving speeches from Dr. Ferman, Dr. Dickerson, Copelan Rudolph, and most importantly, Mrs. Watkins. The District Teacher of the Year. Miss Watkins is a veteran kindergarten teacher at Hall Fletcher Elementary School whose 29 years of dedicated service make her a passionate legacy educator. Please join us in congratulating Miss Watkins and all of our teachers, instructional assistants, and staff who are recognized for their outstanding commitment. [applause] >> [applause] [applause] >>

013April Collins, who oversees the beginning teachers, wanted to extend a deepest gratitude and congratulations to all of our beginning teachers who serve throughout the district. Entering the teaching profession requires immense dedication and these educators have stepped into our classrooms with fresh energy and innovative ideas. They have worked tirelessly to build supportive learning environments where every student can succeed. Thank you for choosing to work in Asheville City Schools and thank you for pouring your hearts into our youth. We are so proud to have you as a part of our Cougar crew and we look forward to supporting your continued growth in Asheville City Schools. If we have any beginning teachers in year 1, two, or three here with us this evening, please stand. [applause] And a huge shout out to the HR department and Eddie Gibbs.

014They put on an amazing celebration last week. It was old timey um theme and they had all these old desserts from the south and it was just amazing and it was a good turnout and the food was absolutely amazing. District art show. Curiosity and creativity were on display at the annual Asheville City Schools art show last month. Students, families, teachers, and supportive staff all came together to celebrate the remarkable artist expressions of our students. We loved seeing their work displayed across every school and grade level, reflecting just how integral the arts are to Asheville as a whole. Thank you to your phenomenal Thank you to our phenomenal art teachers for championing students self-expression and imagination and for curating such a fantastic event. If any of our art teachers are with us this evening, K12, if

015you'll please stand and be recognized. Good. [applause] Asheville Middle and Asheville High AVID students recently celebrated their achievements at a special awards ceremony. AVID prepares students for college and strong academic support, college readiness skills, tutoring, and college visits. A huge thank you to Mr. Jerome Hughes and Miss Amy Sheieler for their outstanding leadership. This summer, AVID scholars will attend a summer bridge program at UNCCA where they will do hands-on learning. Congratulations to all of our AVID scholars. If we have any AVID scholars in the room with us tonight, will you please stand? [applause and cheering] We are recognizing two more state champions this month. Congratulations to Sydney Mark, if you'll stand. and Delaney Schwab for being named state champions in girls wrestling and girls swimming. Aside from demonstrating elite skill and discipline in their respective

016sports, these students are also exceptional leaders and role models for their peers, embodying the characteristics we strive to instill in our scholars every day. Sydney and Delaney, we are so proud of you both and can't wait to see what you continue to accomplish in the future. And I see Coach Moody here this evening. And so thank you to Coach Moody for all of his support to the his wrestling team as well. [applause] [applause] We are proud to celebrate another successful year for our 21st century community learning centers. The Claxton Busybees, Hall Fletcher Fort, and Herring Hearts. Together, these programs served 145 students, providing high quality academic support in literacy and mathematics while engaging students in hands-on steam learning through a powerful partnership with the Asheville Sea Schools Foundation, Feast, and the Asheville Art Museum. Students

017at all sites benefit benefited from specialized learning related to nutrition, gardening, and the arts. Throughout the year, families were welcomed into the learning process through family engagement events that strengthened connections between school, home, and community. Thank you to our dedicated 21st century afterchool staff for fostering safe and enriching afterchool spaces that support our entire entire education community. If all of if anybody who's here that supports the 21st century after school, if you'll come to the front and be recognized. [applause] >> [applause] >> And after listening to the list of amazing opportunities, I wish there was an afterchool programming for adults. All of those activities sound so amazing. This year, our district strengthened partnerships with more than 25 organizations serving Asheville City Schools students through a community partner engagement series. It was centered on a shared

018question. How can Asheville City Schools and community partners work together to improve experiences and outcomes for all Asheville City School students? Over the course of the school year, Asheville City Schools hosted 10 engagement events, including five lunch and learns on topics ranging from literacy to grant writing and three communities of practice focused on student mental health and maximizing the impact of afterchool and summer learning. These well-attended events engaged hundreds of individuals and created opportunities for partners to network, share resources, and learn from one another. A special thanks to Melissa Het, Shalisa McDaniel, and Erica Germer for organizing these impactful event series which engaged our community partners and built a strong lasting relationship. So, thank you to Melissa and her team. [applause] One of all, I think I can speak for everybody in the room of

019our favorite events of the year is the senior walk. The seniors took a trip down memory lane two weeks ago when they took a journey back to their elementary schools and the middle school to walk the halls in their cap and gown. It was heartwarming to see our graduates reconnect with their beloved elementary and middle school teachers while being cheered on by young scholars. This long-standing tradition makes Asheville City Schools a truly unique and special place. We are excited to announce that Asheville High School and Silsa graduated 357 seniors this past Friday evening. Congratulations to all of our seniors and we can't wait to see what their future holds. And if you haven't had a chance, um, Merrily went out to the elementary schools and asked kindergarteners to give advice to the graduating seniors. If

020you haven't watched that video, it's hysterical. And some of the things that they recommended and u, she also had the opportunity to show that video, the fulllength video while the graduates were getting ready the other night uh, to walk and so they got to watch the full five minute segment. But please go on social media and check it out. It's really cute. And as always, um public schools are the foundation of our democracy and it's important that we advocate um for our public schools and you can find all the amazing things that are happening in Asheville City Schools by following us on Instagram and Facebook. Um, we have a lot to celebrate and it's important that we are the storytellers of our story and our narrative and that we share all the positive things that

021are happening in our school district. At this time, I would like to turn it over to Brie Clayton who's going to tell you about all the amazing things that are happening at the Asheville City Schools Foundation. Good evening. How are you guys doing? Good. Yeah. Hey. Um, if we haven't met yet, my name is Bri Clayton. I'm the director of communications at the Asheville City Schools Foundation. Um, and many of you may know our mission is to do whatever it takes for ACS students and staff to thrive. Um, we have an intergenerational board of directors who are uh they are our driving factor behind what we do. They encourage us to be innovative, to uh take risks, and to find joy while we do all of that. And here are the people who make it

022happen. So, our leadership and operations team are at the the top. We're just right across Tunnel Road over there in College Place. If you're ever looking for us, come and visit. We love a visitor. And then our program staff, which are folks who are typically in the school buildings on at school sites, um are down below and many of them are at Asheville Middle School. All of our programs are um a piece of this leadership continuum that we've been building prek through 12th grade. I would petition to add another circle over here um with the 12 through 16 space for our college students because that is who I mainly support. Sydney being one of those. Congratulations. Um but all of our programs fall somewhere on this leadership continuum. Whether it's benefiting a teacher in an

023elementary classroom, um a middle school classroom or a high school classroom. We've got programming starting in our middle school, a lot of programming in our high school, and then of course our alumni center and scholarship program or that extra bubble that I was talking about. But I'm going to go through tonight with you and um we're going to talk about our investment in Asheville City Schools. So, in our preK program this year, we had two topis artist residencies, which is where an artist comes in and runs a curriculum with the teacher. Um, this ranges from Cherokee pottery to song making to songwriting, poetry, storytelling. You name it, we've probably got an artist for it. Um, and educator and PD grants, those will be the innovation grants that we awarded this year. So, if you did

024a cool project in your classroom and got funding for us, that counts over there. If you went to a professional development training, that counts over there. If you took a really cool field trip, that counts over there. Okay. So, prek program, we've got about $2,500 invested in our prek program this year with two topus residencies and five educator and PD grants. Claxton was celebrated with eight topis residencies and three educator and PD grants totaling to $5,293. Ira B. Jones had six artist residencies and 10 educator grants awarded with about a $12,000 investment in Ira. Jones. Hall Fletcher had three topis residencies and six educator grants with an almost $10,000 investment in Hall Fletcher. Isaac Dixon had a whopping 11 topest residencies and four educator and PD grants with again about 11,000 in Isaac Dixon. Lucy

025Herring had 11 topest residencies and seven PD grants almost 12,000 at Lucy Herring. Asheville Middle, our investment runs a little larger because again this is where we start implementing programming for students. So they had seven topest residencies, 11 educator and PD grants and then we celebrated 16 years of in real life after school this year which was a huge accomplishment. Right. Yeah. William Randolph campus had one artist residency and we awarded two PD grants and educator grants in there um for a total of $2,80. our high school programs. Future center, which was formerly known as the writing and learning center, I hear there's a name change on the horizon, uh, per our high school staff, which is great. Our future center comes in at about 215. REAp comes in at about 75,000. Dream with 90,000

026and our alumni center, including reunions, everything is about $3,000. So 189,000 invested in our high school programs for just high school um like TOPus and educator grants about $27,500 invested in the high school. Uh these are these are investing in teachers in their classrooms. So investing in TOPS residencies coming in and then them getting additional training or doing a cool project. In the district we awarded um $47,000 of emergency assistance this year. We invested $7001 in community advocacy, including things like families of Asheville City Schools and NCA partnering with them and then sending a bus to Raleigh for the Mayday um demonstrations. Our awards and recognition, which includes teacher of the year, educators of the year, um was about 14,000. Educator appreciation, not every elementary school took us up on this offer, I might add.

027We offered out food trucks and stuff. So, if you're an elementary person, um we had about $2,300 invested there. Educator grants and educator and PD grants for our um district staff were $19,000. And then our community engagement, that amazing ed talks celebration that we had was about $15,000. So, 104,000 invested in our district. We just awarded 265,000 in new scholarships, but total dispers 26. I don't know if this is going in and out or if it's me. Um, the total dispersed in 2526 will be $438,800 plus 10,000 in award management. Thanks. [applause] And that brings the Asheville City Schools Foundation's big grand total to Asheville City Schools this year to 1,67,000. $67,55. So, [applause] [applause] I just want to say we're really proud of what we do and we're really blessed to be able to

028work with and for people like you all. So, thank you for having us in your presence and always calling on us when you need something. Continue to do so. [applause] Thank you very much for the good news and particularly thanks to the Asheville City Schools Foundation. we couldn't do it without you. Um, so we're grateful for that. At this time, we're going to have just a brief report from Heidi and Maggie with some clarification coming out of last week. Again, not a time for board engagement, just a time to get some facts out there um that might be helpful. So, I turn it over to Heidi. >> Well, thank you very much. Um, we've made an abbreviated version of our um board report from last week. Uh what we have every year is our budget

029calendar. Obviously, we're approaching the end of that. Um I would love to say we came to you tonight with state budget news, but as uh we have yet again, we do not have that. Um right now, we're in a position where it's becoming by day more stat statistically impossible that that's going to happen by the end of June because once that budget gets passed by the legislature, the governor has 10 days to act on it. And then once the governor either decides to sign it, veto it or let it sit and pass on its own, um then DPI gets another 10 days to be able to make those aotments. So we are looking at a very low probability that we will get that information by the end of June. Hopefully we'll at least get it

030so that we can start the new year with that information, but right now that's questionable. So, um, that would then require us to do an interim budget at that June 30th board meeting, which would then probably lead us back to that kind of standard of recent years, uh, budget cycle of being September or October before we bring the board a budget resolution. Um, what we do have information about was in the press releases done by the legislature. um with a new salary schedule that is very exciting, especially for recruitment of beginning teachers. A little more disappointing for our veteran teachers, but it is uh they did include some one-time bonuses to try to make up that difference. And then we've trying to make up a little bit of that difference on the local level as

031well. We'll get into that in a minute. Um also, there's good news. Uh of course, we'd like for that to probably be a little bit bigger after missing a whole year of a raise, but 3% for everyone else. And they're also doing 3% and potentially bonuses for state employees. We're just not sure yet whether those bonuses will be for everyone and whether they'll be fully funded, which would of course impact the budget. Uh this is that draft teacher salary schedule. There is an error in that percentage on that last to next column on the right. Uh the last column on the right next to last cell. All those sales from 15 years and beyond are at 5 a.5%. But those early sales in order they they are at least listening that we do need to

032increase beginning teacher pay in order to recruit new teachers into our um district. So they did make those sizable increases and in their interpretation of what this will mean would mean that North Carolina would move to the top beginning teacher pay in the southeast. Um [clears throat] to work in conjunction with these proposals. Um, last year it was announced during the budget process that we would freeze the local supplements at the amounts that they were in the 2425 school year, but that word did not seem to get around quite as well as we would have hoped that it did. Um, and part of that would be because we never did new salary schedules for last year because we never got a state budget. So, um, I came with a suggestion to Dr. Maggie and we're

033bringing it to the board that in moving toward that frozen supplement amount again for starting next year that we go ahead and adjust the percentages um slightly in order to build those into those new salary schedules. Um we were going to have to round up in every cell to build those new salary schedules anyway. So we wanted to see that be made more standardized across the board and to bump that up just a little bit. And then if you'll notice, most of those increases are just a 0.05% until you get to that 15 years. And that's what I was mentioning a minute ago. So in recognition that the state kind of froze that um teacher pay at 15 years and then in our district actually we went all the way from 10 to 20 years

034without a change in that local supplement for some reason when they created the schedule years ago. This would give the veteran employees at 15 to 20 years a bigger increase than some of the other categories and try to help equalize that across the board. Now, you will see a slight decrease on that 0 to four years. Um, and that's only because those beginning teacher sales where most of our beginning employees are, we're getting such a huge increase this year. Again, trying to be more equitable across the board. We decreased that to line up with the other percentages. But in the hourly pay table, those amounts will all be rounded up to make sure everyone gets at least 11% or more just like in the prior years. Um, we did an example that Dr. Maggie sent

035out last week and that's all this is is a recap of that. So, you've probably seen it so I won't spend time on that. Um, we did a couple of additional examples where, um, you can see the difference between the local supplement at the rate that it was and the local supplement at the rate we're proposing it to be and what impact it would have on pay. Now, the thing to remember on any of these pay rates, if you do the math and look it up, um, we have yet to finish the review of the hourly pay tables. That's been part of the budget discussion from the beginning that we want to review those and see if we can move any of those actual levels of pay closer to the market and closer to that

036living wage level. Um, but until we get that final raise amount from the state, we can't really do that calculation till we have their calculation. So, that's kind of the hold up on that. On the teacher side, obviously in the beginning sales, that's a significant increase for all those folks. And we wanted to show you how then with the impact of the local supplement change that also significantly impacts our more veteran teachers. Um then did I'm sorry. >> All right. Um were you going to did you touch base on the 15-year one? >> I'm sorry. >> 15 years. >> Yes. That >> Oh, you did? Okay. Um All right. So, one of the other things that I am proposing in this budget is um a review of principal and central office salary schedules. Um our

037principles um much like all of educators in North Carolina are not paid for the job that they do. Um and want to make sure that since principal pay is not being addressed in the state budget that we're aware of, um Heidi and I want to take this opportunity to recommend to the board an updated salary schedule um for our principles. And the other place that we are going to recommend some updates is for our central office staff. There isn't a set salary schedule for central office staff. So it has got lots of variations for staff that if you're a coordinator uh level, if you have similar years of experience, there is a lot of variation on those salaries. So we want to create a unified salary schedule for central office. So it's very clear and

038there isn't some guessing game on how to put someone on a salary schedule to make it look very much like our teacher an hourly salary salary schedules to make sure that that is a unified and equitable um process and I just want to for updates on this you can go to the next slide Heidi um this is not this salary schedule changes and principal changes is not going to add any positions to central office the new salary schedule will not result in pay increases for any salary um co salary they will be staying at their current level and being held harmless until they get caught till the raises would catch up to them um in that way except though we do have some staff that are going to move may move from coordinator to director

039level so if anyone makes those moves those would obviously move to a different level of the salary schedule um central office staff only get raises when they come from the state so if the state does a 3% raise that's the raise that we pass on to all of our CEO staff as well. >> Um, this is just an update. Most of you that have come to budget meetings have seen the up and down arrows. This really didn't change much except we just wanted to make everyone aware if you hadn't already heard that um where everyone probably in this room and beyond this room did such a great job of trying to get our um local tax raised back to the 12 cents, but we ended up at 11 cents last year. Well, with the reassessment

040this year, it obviously was going to go down because that's what counties do. they have they're mandated by law actually to make a revenue neutral tax rate. Um so just like their tax rate went down, our tax rate was adjusted down and that was the 8.14 uh cents uh at the 8.14 cents. Then the board discussed it and recommended that we might move it back up to the 10 cents at least if we couldn't go all the way back up to the 11 cents. And in the first round of the county manager's budget, she approved no increase or recommended no increase at all. But in her last version that was approved last week at the commissioner meeting, they did increase that rate from the 8.14 revenue neutral rate up to the 8.64 cents of um

041in order to generate about $800,000 versus the revenue revenue I can't talk tonight. Revenue neutral rate of that would have only generated about $200,000. So that wasn't the increase we hoped for, but it was an actual increase for us. And then our prior estimates on raises, obviously the numbers we're seeing on those prior slides is somewhere between these two ranges. And so I had provided this to the board last week. I've changed that last column to reflect only the $800,000 increase instead of the $2.6 million increase as to what use of fund balance it might take in order to pay for the raise and the projected enhancements that were recommended last week. Thank you, Heidi. I appreciate those updates. Just wanted to offer them if they were helpful. Um, at this time, we're going to

042turn to public comment. And board members, there my rough math is we will exceed our 30 minutes by policy. I can entertain a motion that we extend time for public comment to accommodate all the speakers. I move that we extend the time for public comment to accommodate all speakers. >> Second. >> All those in favor? >> I I. >> Any opposed? Okay. Um, just so everybody knows, there's about 70 minutes of public comment. Um, I will read your name and take my best guess at what group you're with. If you wrote it, if I can um, read it. But we're going to start with Jennifer Bayer um, who is here on behalf of a group of AHS classified staff. I'm here to read a letter um from an instructional assistant over at the middle school.

043Priorit Prioritize more staff over a few. Priorit Prioritize the foundation of the schools. Classified staff are the hidden backbone of our of a functioning school and are often undervalued in appreciation, respect, and especially in direct compensation. Many positions remain unfilled and andor many classified p personnel frequently fill in for staff vacancies at schools. Currently, I'm finishing my 18th year as an exceptional children's instructional assistant at Asheville Middle. This year, I served as a long-term sub for a seventh grade exceptional children's teacher vacancy, teaching a math resource class, supporting inclusion classrooms, and attending IEP meetings. And last year, I frequently covered EC and nonC unfilled absences. Often, custodial staff are doubling up on their responsibilities. Quality staff stoically step up and help seal the gaps. How many times have buses had to double up because of

044lack of drivers? The result crow crowded buses, late arrivals, and delayed pickups. Even prior to the private privatization of our cafeteria, how many times have students had delayed lunches or closed lines due to staffing sort shortages? What are the increased safety risks and stress associated with such? When was the last time classified staff had raises? Why wouldn't all staff, certified, classified, and administrative, receive a simultaneous raise that lifts all into earning a livable wage regardless of years worked. Those who are making the least or struggling the most, especially in our current economic climate in Western North Carolina, compassionately consider prioritizing classified staff payraises. Thank you. [applause] Thank you very much. Next on the list is Christina Mason and you have three minutes. I'm a parent at Isaac Dixon and the voices that you're about to

045hear are actually those of our staff on why they feel they have no safe path forward within the district. So, these are quotes from them verbatim. I'm going to be honest. All the staff can be against the whole district. Our say doesn't matter, which is sad. But parents have the power more than us. For us, we don't know who's in whose pocket and who we can really talk to. I commend everything you are doing for us, but we have to leave this to y'all to be our voices on some things. Next quote. I'm grateful that other parents are getting wind of what is happening here. I think most of us are in fear of retaliation. Next quote. I can't believe that the board can't do anything. So disappointing. I think the only thing I would

046be able to comment on would be the low morale. Anything I have heard from someone else would identify them and I can't do that. Unfortunately, I know that ACS has long reaching arms and no one is safe from retaliation. In my opinion, they will find out who talks. Next quote. I really would appreciate them knowing like I literally could end up with no home. There's fear. This is my livelihood, not just a job. Next quote. I'm not available to speak. I'm single and I need a job with benefits. It's been awful for me. I've not been treated respectfully. I'm already so stressed about bills and everything. I'm just focusing on finishing the last week of school strong and I'm putting the rest of my energy into finding a new job. Next quote. Hey, so unfortunately

047I'm unable to talk. I was reached out to by a staff member at another school asking about the issues going on and I don't feel safe within my position to share despite the promises. I'm sorry. Next quote. I've spoken with HR, the three board members at the school, and have even talked out what happened and my feelings about it with the person involved. To put it bluntly, I can't lose this job. I don't have anything to fall back on, and I'm very concerned about retribution of any type. I do not want to risk making teaching next year any harder or more uncomfortable. I understand the urgency of this issue and I wish I was in the position to be the brave strong one to speak up. I'm unable to take such a financial or career

048risk at this time. Next quote. I've never seen someone who you're responsible for keeping people safe and implementing these policies. And when people come to you with concerns about stuff, you hear us and you use it as tea time conversation. Next quote. I feel like this is so much bigger than here. I think this is district-wide issue. I think the district does a really good job at keeping things hush hush and making sure everyone gets to go to their spin class and drive BMWs and everything else. I don't think they fully understand what's going on in schools. There are some people in central office who know because they are in the thick of it, but there are some who are so removed. Next quote. They're not doing anything. What's the point? Next quote. It wouldn't

049matter if we did. Nothing would change. Next quote. It's like unreal. When I got here, I was thrown into some crap. Every day is something. I feel like a lot of the stuff at this point is just numb. You never know what's going to happen. more so constant disbelief like wow but also what can we actually do and that's ultimately our question as parents too what is Asheville city schools actually willing to do about our leadership crisis because our staff either have come forward and feel that the resolution was not acceptable or they don't feel they can come forward for all the reasons I just listed >> [applause] [applause] >> Thank you. Next is Brooke Heaton and you have three minutes. Uh good good evening board members. Uh thank you for your time and your

050continued service to our community and our students. My name is Burke Heisen and I'm a district resident and deeply invested father of an Isaac Dixon Elementary student. My child has been at Dixon for six years and he will have spent eight years there by the time he graduates from Dixon. Over the time I have personally contributed dozens of hours actively supporting our teachers and the PTO, helping sustain our gardens, volunteering at school festivals, contributing snacks, food and materials, and chaperoning food trips field trips among other things. Because I'm on the ground, I see firsthand that our teachers and parents share an incredible close-knit alliance. Data from the 2026 NCDPI teacher working condition survey confirms this, showing that over 91% of our school staff agree that parents actively support them and contribute to student success. Yet,

051despite this strong foundation, there is a severe widening trust deficit between the public and leadership. This trust gap is being actively worsened by top-down administrative actions. Specifically, the decision to select our current school principal against the unanimous recommendation of the selection committee is in direct contradiction to the servant leader model of district governance we were promised. True servant leadership requires listening first, collaborating, not unilaterally overriding the unified consensus of stakeholders to protect unpopular administrative choices. The systemic fallout of these choices is clearly documented. The same 2026 teacher working condition survey showed that trust in school leadership at Isaac Dixon has collapsed from 78% down to a historic low of 47% and only 35% of staff feel a culture of trust is being created and a mere 52% feel comfortable even raising issues or concerns which

052should have been fairly clear from the statements you heard earlier. When professional educators courageously speak out about operational friction, their advocacy is increasingly dismissed by the administration as an attempt to undermine leadership. Defining professional feedback as insubordination is a dangerous defense mechanism. It has serious indices serious indications of a toxic workplace culture where valuable teachers fear retaliation for voicing valid concerns. Our district is already navigating a severe enrollment and budgetary crisis, attempting to patch a multi-million dollar gap, which we just saw. When an administration isolates and devaluates its workforce under these economic conditions, it accelerates staff turnover and pushes engaged families out of the district entirely. I must ask this board, is this top- down process working for our schools? As the ultimate stewards of our district's culture, I demand the board take immediate action.

053Please ex exercise your oversight authority to investigate these systemic communication failures, hold the superintendent accountable to the standards of true servant leadership, and ensure that voices of our teachers and parents are restored to their proper place in the decision-making process. Thank you. [applause] Thank you. Next, we have Hannah Trinity. And you have three minutes. And I'm sorry if I mispronounced your last name. >> Hannah Trinity. I'm a parent at Isaac Dixon. Um I am here to read a letter that was submitted anonymously from a teacher at Isaac Dixon to whom it concerns I'm an employee at IDES. I'm writing this anonymously because I fear repercussions from the administration. In the many years I have worked at the school, even with the high turnover, I've never seen the administration behave in such a way. I've witnessed

054reprimands that bring fear into students. A principal should be respected, not feared. When I first sat down with her for a meet and greet in one-on-one, she said that she was surprised that we have so many people in my position at this school and that she didn't feel that this many were necessary because of her her previous school. This immediately made me feel like I was unwanted and that my job was on the line even though I'd done any I had not done anything wrong or shown any inability to do my job. One instance, a students having a challenging time regulating and had chafing on the inside of her pant from being a poor fit. There already were staff helping the student reregulate and be a problem solver. But the principal barged in and insisted

055on seeing the student even though the staff had told her that things were being handled and they would be they would inform her when things were settled. The student was already embarrassed and disregulated and with the adults in the room they did not need in the room. >> I'm so sorry. Um when we get into student matters it's not appropriate for public comment. Okay. So, I I welcome your remarks, but it can't be about student matters. >> Let's see. We are Okay, I'm skipping down. This breaks my heart knowing that the principal has an EC background and she treated the students this way. I will not say what happened. Um, I feel like since the beginning of the school year when trying to dismantle the equity team that our school and district works so hard

056for to bring equity to all, I fear that if the principal stays in this position, there will be a mass exodus of great educators and staff. We're already losing one of the best people at IDES has ever seen and has been that that school for 20 years. With the amount of turnover IDEs has seen, I understand the hesitation of changing things yet again. But with that being said, I feel that maintaining the principal in her spot will be devastating to both morale and student families. They will want to leave. And isn't that the opposite of our goal of keeping families? I know she has been brought to HR before, but I do not think that that is enough. I fear that all we have worked towards as a staff will be disregarded. I know as

057a staff we can be challenging, but I know that we are fierce advocates for our students and their needs. Thank you for your time. A seriously concerned employee. [applause] Thank you for your remarks. And I want to apologize. I did not read the guidelines before public comment as I usually did. So I'm sorry I had to interrupt. So, I'm going to take this opportunity to remind everybody about the guidelines for public comment. Um, we greatly appreciate your interest in Asheville City Schools and we welcome your comments, but we ask that you be mindful of our guidelines. Personnel and student matters are confidential and therefore are not appropriate for public comment. If you have a concern about an employee or a student matter, please contact or see the superintendent after the meeting. and this is just

058for privacy and personnel concerns. So, I really appreciate your remarks. We just can't hear about student matters or personnel matters during public comment. So, um I apologize that I didn't read those at the beginning. >> Sarah, yes. I think in recognition of how tender and difficult I thank you for bringing the guidelines in, I' I would like to ask for a brief pause. What we're discussing is hard. What we're holding is hard. There's people in the room who are hearing hard things and experiencing them on all levels. And I I just like a brief pause. Okay, thank you Rebecca. Um, we will pick up and again if you would please refrain from talking about student matters or personnel matters. Um, the next speaker is Cat King and you have three minutes. Hi. Uh, my name

059is Kathleen King and I am the parent of two students at Isaac Dixon. I am also going to read a statement from one of the staff um to give them voice uh because they don't feel comfortable doing it themselves. So I am not exactly clear on the guidelines. So if I am violating at all, please let me know. I am submitting this statement to formally express concern regarding leadership practices and professional conduct of our principal specifically student support staff wellbeing. >> Miss King, I'm so sorry. It >> when it identifies the employee, it's a personnel matter. So if the I and I'm happy if you want me to give you a minute and like switch the order. I just need the remarks need to be more generalized. They can't be about a specific employee. Got

060it. Okay. May I I'll pick up where I >> Okay. Thanks. >> Over the course of this school year, I have observed repeated patterns of leadership that I believe create risks for students, staff, and families. One of my primary concerns is the lack of confidentiality and professional discretion. Sensitive information has been discussed openly with staff members who do not have direct need to know, which undermines trust and raises concerns about professionalism and ethical leadership. From the beginning of the school year, there were multiple situations where I did not feel comfortable receiving support from the principal. Oh, excuse me. um support during behavioral cries from involvement often escalated situations rather than helping deescalate them. In several instances, I found myself needing to intervene to calm situations that had become more intense after their involvement. I have

061also observed a concerning lack of empathy and traumainformed practices when interacting with students and families. Families experiencing hardship or trauma often need support, understanding, and relationship building. However, I have witnessed interactions that felt directive and judgmental rather than restorative and compassionate. This approach can alienate families rather than engage them as partners. I have observed what appears to be inequitable disciplinary responses. There have been instances where students of color, particularly black students, appeared to receive harsher disciplinary consequences, often without a full understanding of family context or student need. In contrast, students who were not students of color, particularly those with highly involved families, appeared more likely to receive restorative opportunities and additional considerations and were inconsistent with equitable student centered practices. Um, this is a longer comment, so I'm going to let the next uh parent

062continue. >> Okay. Thank you. Um, to several of you signed up together to speak as a parent at Isaac Dixon. And so I just want to go ahead and ask those of you who have remarks if you if anybody else has remarks from a teacher that you're sharing, which you're welcome to share, to please just go ahead and read through it and make sure you're not talking about a student matter or a personnel matter. You are welcome to bring those matters to the superintendent or me after the meeting or to email me and we can talk about them. It's just not appropriate for public comment. Um, so I'm just asking you to go ahead and look through your remarks if you're reading somebody else's letter. Um, next on the list is Daniel Sheffley and you

063have three minutes. >> Hi, my name is uh Daniel Shetley and just say thank you for allowing us to speak tonight and for all of your dedication to work for our students. I would like to say though, I find it disconcerting that we're celebrating arts and crafts when we know some of those teachers will not have a position next year potentially from based on some of the budget concerns that have been discussed and I know there has been numerous talks of possible cuts from teaching positions. So that is uh I would like to say that um I am a parent of Isaac Dixon. Um we have been there for got a child going into high school this year and another one there now. Um I have seen firsthand through numerous multiple um volunteer activities I

064have done there in the school in the classrooms field trips. there is a sense of not being able to speak without cause and effect and they're afraid of we have concerns that have been tried to be expressed that has not always been validated and I believe that is I've heard that from students I've heard that from staff and I've heard that from parents and as a parent coming here I do have concern with the way our school is heading uh we have if we have staff leaving, if we have students leaving because of issues, we already have enough problems as it is with student enrollment and we're fighting other various outofcount positions such as charter schools, such as private schools, such as moving out of district. I think we really need to focus on making

065sure that if we are a janitor, if we're a principal, if we are a teacher, if we are a parent, we need to be able to have a voice that we can be heard and it needs to be able to be addressed when the concerns are brought without any fear of any kind of repercussion. Thank you. [applause] >> Thank you, Daniel. Next is Crystal Nicholson. So, no worries. Don't The time doesn't start till you start talking. You'll have three minutes whenever you get there. Don't worry. >> Sorry. >> Hello. My name is Crystal Nicholson and I have three young children. Two are of which are at Dixon and one who will be in kindergarten next year. Um, I'm on the PTO board and head of staff appreciation. So, I have literally spent hundreds of hours

066over the last four years supporting our teachers in more ways than I can count. They pretty much all know who I am. I am there all the time. Um, it is because of this that I have seen firsthand the decline in staff morale at our school. It has continued to go down each year, this year being the absolute worst. And from what the staff has told me, it all begins at the top. As of this morning, we already have eight members of our staff leaving next year. Um, and these members are the heartbeat of of Isaac Dixon. Um, I'm about to read a direct quote from another staff member that is too afraid of retaliation to come forward themselves. I feel our beloved Isaac Dixon is mirroring the present climate of our country. Divided, our

067leadership cannot be a dictatorship. We are losing amazing people. the heartbeat of Isaac Dixon. What happened to the crew? What happened to rowing the boat together? What happened to team Isaac Dixon? Make Isaac Dixon great again. Thank you. [applause] Thank you. Um, next we have Bets Ki who is speaking on behalf of the meet and confer team. And so you have five minutes. Good evening. My name is Bets Ki. I teach fifth grade math at Claxton and I'm the elementary representative on the historic meet, confirm, collaborate team. I'm proud of the work that the MCC team has done this year. The fact that Asheville City Schools has an MCC team at all should be a point of pride for everyone in this district. ACS is one of two districts in the state that has established

068a process for staff representatives and district administrators to work together to improve staff working conditions and student learning conditions. Public sector employees in North Carolina have not had access to this type of self- advocacy since the 1950s. Over the course of the year, the meet and confer team delivered some tangible, meaningful improvements to operations in this district. We created an inclement weather policy that ensures that the staff members who are essential to keeping our buildings and buses operational are compensated for their time and in a way that honors the added risk of traveling to work in dangerous conditions. We devised a telework policy that treats school staff as professionals and keeps classified staff and those without leave from having to decide between their personal safety or a paycheck. These are no or lowcost initiatives that

069allow district leadership to show, not just say, that they value the contributions and the professionalism of staff members. These are practices that set ACS apart and people beyond this district took note. A few months ago, the ACA representatives on the meet and confer team brought forward a proposal that would have created an IEP coordinator position to help support EC teachers and give them more time with their students and less time working on paperwork. I met a teacher at a training from two counties away who asked me about this position and when I thought it would be posted when she found out that I worked in Asheville City. She had heard through the grapevine about the changes happening in ACS and was interested in making a move. MCC is doing work that directly aligns with the

070strategic plan, the values of and the values of this district and it gives voice to the staff that make this district work. We're going to go on a little side quest. My first year teaching, I was prepare preparing to host my first round of parent teacher conferences. I sent out signups to families with time slots from 8 to 3:30 on the required teacher workday scheduled by the district. Some families signed up and some didn't. Many of the ones who didn't sign up were the ones I most wanted to sit down with. The story I told myself was that those parents didn't care to be engaged with their child's education or they didn't want to hear what I had to share. Fast forward a few years and I started copying a colleague who sent out a

071questionnaire at the beginning of the year that asked what times of day parents preferred to be contacted and how they wanted to be contacted. What I found was that many of them weren't available until after three. Some of them shared that they felt overwhelmed by communication coming from different levels and across different platforms. So now I host my conferences over several weeks and I offer slots before and after school, by phone, on Google Meet. Soliciting meaningful feedback and holding space for honest conversations has to work for all parties. I've heard members of the admin team say that school staff are welcome to join strategic planning teams if we want to share our input about district initiatives or fill out surveys about different aspects of district operations. I've heard people question why we need to even

072have an MCC team at all. There is a difference between a group of people with more power inviting a group of people with less power to participate in an existing initiative and both groups collaborating to build something that works for all parties. Is it messier? Yes. Does it take longer? Yes. But is it more authentic, more responsive, more inclusive? Also yes. I'm not here to argue that principles do not deserve a pay raise. I believe you would be hardressed to find a building level staff member who doesn't deserve a pay raise significantly. I am here because I want to ask why we can't create a plan to provide payraises for some staff but not others. I want to ask how the state's potential new budget will impact admin pay scales. I'm here to ask why

073this wasn't brought as a proposal to the meet and confer team when budget policy and advocy was advocacy was the central goal of establishing the MCC process to begin with. I'm here as someone who has worked for many hours with people who worked for many more hours to come up with a plan that would offer the lowest paid staff members who are also usually the first to arrive, the last to leave, the most essential, our classified staff a $1.50 50 an hour raise only to be told it just wouldn't work. I have lots of questions and none of them will be answered here because that's not how public comment at a schoolboard meeting works. The meet and confer team exists so that staff representatives can ask questions and get answers. And I want to keep

074doing it. [applause] Thank you. >> Thank you very much. Um, and next we have Katie Williams who's speaking individually and has three minutes. It wasn't on purpose. I just signed up behind her. So, Katie Williams, I am a teacher at Asheville High. I've been there since 2004. I sit on the meet confer table as one of the teacher representatives for the high school. When I signed up for my spot, I didn't know what I was going to speak on. I knew I wanted to thank the board members for coming to MCC. I stood behind before you months ago and said, "Please come see what we're doing. It's important." And you did. You came and saw what we're doing. And I hope you see that it's important. And I hope you see the importance of enshrining

075it in making it something that is formal, not something that we'll see how it goes for a year. Because what you're hearing from a lot of people is what happens when we don't speak truth to power. And that is a very hard thing to do. And the members of MCC have to do that. We have to stand up and say this is our wants, our needs, our concerns in a place where there is a power dynamic. And the MCC process has done important work. We hope we'll continue to do important work especially around budget which stalled aggressively. I do hope just as my final moment to take a moment to say please be willing to walk the walk, not just talk the talk. We have taken a pause twice now in this meeting for harm.

076And across the board, what we're seeing beyond one school is the harm that is done from topdown decisions. Please don't just talk the talk. Speak truth to power when harm is happening. When your teachers say, "We love, we hate this initiative, this principle, this policy, we feel, hear us, and then act even when it's uncomfortable." THANKS Y'ALL. [applause] >> [applause] >> THANK YOU, Miss Williams. Next, we have Vicky Meath with Just Economics, and you have three minutes. Hello, my name is Vicky Meath. I live in the district. My daughter graduated from Asheville High and I'm the director of Just Economics, an organization that works to build a more just and sustainable local economy. On behalf of Just Economics, I'm here to support the Asheville City Association of Educators request to commit to raises of $1.50

077an hour for classified staff across all tiers and move closer to the Just Economics pledged living wage rate. Just economics defines a living wage as the minimum amount hourly a worker needs to make in order to meet just their basic needs. And in 2026 in Monome County, that rate is $24.10 an hour. This number is based on the very basic premise that an individual should spend less than a third of their income on housing in order to be housing secure and that many landlords require um a someone to prove that they make three times the rent in order to qualify for a lease. We use a 4-year average of the fair market rent for a one-bedroom apartment as determined by HUD to come up with our wage rate. This living wage does not include luxuries

078and is really the low end of what it takes to get by in this community. It's what all workers deserve, particularly in an area that has seen economic distress and housing loss as a result of Hurricane Helen. And in a time where costs for things like food and gas continue to rise, we understand tight budgets. And that is why we implemented the pledged living wage rate aspect of our program. That rate is $20 an hour in 2026. This is meant to be a stepping stone towards a living wage and a symbol of commitment by employers in our region that care about the economic conditions of their employees. According to ACA, 49% of classified staff do not make a living wage. While the district maintains a healthy fund balance and top district employees make a competitive

079wage, some of our hardworking public servants make nearly $4 less than even the pledged rate, which again is not a living wage as a stepping stone towards a living wage. And they do do not make enough to live in the community they serve. This means that some of our custodians working to keep our schools safe and clean for our kids and staff do not make enough money to adequately get by in this community. It means that some of our bus drivers who greet students every day may end up leaving for higher paying jobs, costing the district money in recruitment and training, and costing our children, our staff, and our families hardship without consistent staff. We know these are tough choices. I could go on, but we implore you to do everything in your power to

080move towards a living wage. Signal to your staff that you understand the economic realities in our community and honor the demand of Asheville City Association of Educators by raising classified staff $150 an hour. [applause] Thank you very much. Um, next we have Ivon Robinson and you have three minutes. Good evening everyone. My name is Ivonne Robinson and I am here to tell you my story. Um I am been at Asha High School for now eight years and I can tell you truthfully that this is the best job that I ever have. And it's not just a job. is something that I like to do because I think if somebody wants to have a job, it'll be something that you enjoy doing. It's not just like a duty like do this, do that and come, you

081have to get up so early. But what I think about is that when I see the students that I work with every day and I see their faces, their smiles, >> and they're so happy to be there just because we care. And I am here to tell you that I can be doing something else. But I ask God and I pray and that is what I should do. I'm working for the special education. And the reward that I get every day just from coming in the morning doing bus duty. Sometimes I have to sub for teachers. Even there are teachers in here that knows me and they know it's true. And you know what I said? Yes. I don't say well that's not my duty I should not be doing that I do it with

082joy because the students what are we teaching our students if we say you should be doing this and if we don't do it that's a bad example so I want to be a good example for our students for our community and I will just will um challenge you um all the board members I know some of you and I'm so glad that you are sitting over here because this is a place of choice. And just like I said to our students, please make the right decision. Do what is right, what you feel in your heart. And I'm telling you, this is the best place. And thank you for being here. And thank you so much for listening to everyone. Thank you. [applause] Um, next we have Levette McDaniel Kell. It's not here anymore. Okay. Um,

083and I'm so sorry. I Lynette, excuse me, Tanetta Ruff Beck and I she had to leave. Okay. Uh Franklin Keel >> and Franklin, you have three minutes. [clears throat] >> Hi everyone. Well, here we are again. The strings program had a truly spectacular year. As usual, I could not be more proud of my students. Our collaboration with Sirius B obliterated all expectations and set a new standard of quality for the strings program. At our culminating performance, everyone, the band members, the audience, the students, and I seemed to realize all at once that we were taking part in an act of alchemy. For the majority of the concert, the students played from parts they fashioned for themselves. The concert was so successful that I organized a reprise of our program. Last Wednesday, we took our concert

084program to the Orange Peel stage in front of a reasonably sized crowd. The hop brought ice cream. I didn't think we were ready to pull off a community event of this magnitude, but we did. And we organized the thing in a week's time. I have a video that I will be sending you once my work is completed. And I hope you will watch it because central office recently made the decision to pull the plug on the orchestra program. I was told that is because next year our numbers are expected to be about the same. It's not really a surprise that our numbers haven't changed. The recruitment model for our music department is still set up so that teachers are competing with each other for students. Um, it plays out in a couple of different ways.

085The size discrepancy places the band at a distinct advantage in a competitive environment. A particular difficulty lies in social needs of rising sixth graders. I've heard multiple students tell me that they personally know someone who initially wanted to take strings, but since all of their friends were taking band, they went to band instead. Class size also affects the fundraising power. With studentled fund raisers, 120 kids are going to raise far more money selling cookie dough than 30 kids can. Breaking this cycle takes time and it takes cultivation. Another way this plays out is the general lack of cooperation and collaboration. When teachers are placed in an environment where they have to compete with each other, at best the environment lacks mutual support and at worst, the environment can com become unsustainably toxic. So over the

086core, so of course our numbers didn't change. A brief list of what I have done to move the the numbers needle. I've organized a program to offer afterchool classes to elementary students. As a strings focused version of the retired music works program, this class has the potential to revive the string program numbers to prepandemic levels. Then there's our community outreach concert at the Orange Peel. The response to this effort has been enormous and I think it will go a long way in making our program more attractive to prospective students. I've created better access for students. Students do not need to be in sixth grade to start taking strings anymore. And we currently serve a number of students who are disabled and disadvantaged. While the impact of these efforts did create did not create immediate tangible

087results, I firmly believe that I've created better conditions for positive growth. The orchestra program is beneficial for everyone, but it is vital for some. I've had students tell me that strings motivates them to show up for school each day. I've had a handful of students tell me that strings literally saved their life. The loss of this program is bigger than the students in my program. My heart breaks for my students and for the students we would have served for their families and for our community. Thank you. [applause] >> Thank you, Mr. Keel. Next is Trevor Sheets. and you have three minutes. >> Hello, my name is Trevor Sheets and I'm a CTE teacher for Asheville City Schools. In my first year of teaching for ACS, I have had the privilege to witness the successes and

088failures of Asheville City Schools. And those failures are what I would like to speak on today. Asheville City Schools has committed to practical STEM and CTE educations in order to prepare students to enter into the workforce able and educated and as capable human beings. I do not see this as a failure but as an incomplete success as I have seen time and time again a neglect of the humanities and the arts in funding and commitment. Throughout my year teaching, I have been told whatever you need in terms of supplies and programming membership necessary to teach my class. The same cannot be said for my fellow teachers who do not teach practical skills or subjects. Time and time again, I have seen teachers in the arts bring boxes of supplies they purchase themselves and personal equipment

089into their classes. I have been told by co-workers that they have had to beg for their job each year, forced to tell their students that their favorite class and their favorite teacher may not be there for them next year. I have seen students transform over the course of a school year. their passion, their confidence, and their presence in a classroom all changed for the better. And this transformation stems from the students building themselves up with these impractical skills that they learn in their arts and their music classes. The passions ignited in these classes are vital to the development of our students as scholars and human beings. The dignity of my co-workers has been trampled on as they stand next to their achievements and are forced to justify why they matter. Why the opportunities they provide

090to their students matter. We cannot let our dedication to the arts become derelictked. We cannot let our dedication to the human beings that lead and take these programs go unmaintained. And we cannot claim to value the holistic education of students while while only dedicating ourselves and funding to the technological and the practical and the profitable skills. Thank you. [applause] >> Thank you, Mr. Sheets. Um, next we have Kate Shim who's speaking on behalf of Fax. And so you have five minutes. Hello, I am a parent representative for Fax and have a rising junior at SLSA and a rising eighth grader at AMS. Uh, families of Asheville City Schools is a group of parents working to support and defend public schools. We want to say thank you um to the ACS board and staff for working

091tirelessly this year on behalf of our students. One area we want to lift up is Dr. Maggie's communications this year and particularly are grateful for her message in November that schools are a welcoming, supportive, and inclusive learning environment for all students regardless of their immigration status. and also for the recent invitation for parents to submit feedback in the school climate and culture survey. We hope all parents will use this opportunity to provide feedback on what's going great and what can improve at their schools. And we look forward to hearing about the results of the survey and how the feedback will be used to better improve the learning experiences for all children. Additionally, FACK supports ACE's MCC ask of a $1.50 per hour um pay increase for each tier of classified employees and is asking that

092the board commit to include that next year's school budget will support this proposal. It's hard to believe that half of our classified staff, our bus drivers, custodians, front office staff, and instructional assistants are being paid less than what is needed to be able to live in Asheville. The budget is a moral document and should reflect the values of equity that are our district's values. We believe the strategic plan aligns with this move to paying staff to to paying all employees a living wage, particularly the areas of climate and culture and staff retention. Additionally, Fax wants to advocate for clarity and transparency regarding decisions that will be made based on the feasibility study. Thank you for holding town halls this summer to solicit feedback. And we hope the virtual town hall will be recorded and shared

093for those who cannot attend. We hope additional town hall dates will be offered closer to the school year when families are back in town and folks are focused on school again. When the board does vote to move forward with one or more of the scenarios presented by the feasibility study, we are asking for transparency and priorities and explanations behind why decisions are being made. Parents want to support the board and the superintendent, but it's hard when it feels like minds are made up before community input is received or that the true reasons for poly decision policy decisions aren't being shared. We are asking that you support us in being good advocates for your decisions within the district by trusting us to understand the rationale behind decision-m and allow for as much community input as possible,

094especially when the reconfiguring of how we offer elementary options is one of the possible scenarios. Finally, in preparing for the upcoming school year, we hope the board will carefully examine enrollment trends, staffing aotments, and teacher working conditions. Declining enrollment, increasing staff turnover, and concerns about employee morale are interconnected issues that deserve thoughtful attention. When teachers feel supported, students benefit. When families trust district leadership, enrollment grows. When communication is clear and proactive, communities become stronger partners for public education. Thank you for your time and service. [applause] Thank you, Kate. Um, next we have Cassandra Wells. And Cassandra, you're speaking on behalf of a group, I think. No. Okay, then you have three minutes. I know you're waiting on me to say something, but I wanted to be silent for a minute because that's what I feel

095every time I hear about all the stuff that's going on in Asheville City Schools. I feel like people are silent. They're not doing anything to move things forward cuz we here again. We are here again talking about teacher pay. We are here again talking about the conditions of the school. We are here again talking about all the things that we've been talking about. And no matter what people we put in position, nobody's listening. Everybody is silent. And that's the part that hurts. I love my job. I was a bus driver, a teacher assistant. Now I work my way as a teacher assistant to be a teacher. And it took me 18 years to get here. And it's the same thing for the 18 years. I have heard over and over and over and over again.

096And no matter how much we march, no matter what we say, no matter who's in position, nobody's doing anything about it. And every time we take two steps forward, we take 20 steps backwards like we in 1960 or 59. What is it going to take? What is it going to take? Cuz no matter the position you sitting in, we have not moved. We have said the same thing over and over and over and over and over and over again. To be in the next school year to say the same thing over and over and over. What are you going to do about it? When are you going to make a change? And I'm talking about something that we can see. I'm talking about something we can feel in our pocket. I cannot move out of

097Asheville Housing Authority. I have been there for over 30 years in the same apartment because I cannot get a pay raise that's going to satisfy the people where I can move in Asheville and you know it. This is not new news to anybody's ears. When are you going to do something about it? [applause] >> [applause] >> Thank you, Miss Wells. Um, the next name is just a singular name and I'm not sure if it's Jones or Gon. Is that you? Sorry. Thank you. You have three minutes. Good evening. My name is Clarissa Jones. I go by Charmaine. I'm here to advocate advocate for people like me. I am an instructional assistant for Claxton Elementary. I am also a single mother of four kids who all attend ACS. I believe that IAS are the backbone of

098classrooms. We support teachers and students including students with disabilities, struggling readers, and English learners. We manage small groups, one-on- ones, monitor students at lunch, recess, field trips, and let's not forget them behaviors. IAS help prepare materials, assignments, and classroom displays. We help the classroom run more effectively so that teachers can focus on the lesson. Some even do more than their job description without additional pay. A lot of them and still we are living paycheck to paycheck. staff are leaving these position for higher paying jobs when it's clear as day that children thrive academically and emotionally from consistency. We are asking for a $150 raise. It's not much, but it's something. The cost of living has clearly gone up and my paycheck is not even in the race. The only benefits that my family receives are

099Medicaid, public housing, and food stamps. A raise would acknowledge the important work we as IAS do and help upgrade morale and retention. The bottom line is IAS are essential to student success, classroom stability, and teacher support, and our pay should reflect the important work that we do every day. Thank you. [applause] [applause and cheering] Thank you, Miss Jones. Next, Paula Martinez. And you have three minutes. Good evening. Um, I wasn't going to speak, but anybody that works with me knows I talk a lot, so I just decided to put my name down. Um, two things. The first being, um, I have sat in the back of MCC meetings almost every every week that we have them. And I'd like to say that if it was a policy that would make so many staff feel more

100comfortable that things are happening because we actually get to watch it happen. And it's so beautiful when just the chemistry is flowing and everybody is offering ideas and they're able to actually come to a consensus that works for everybody. And we've seen awesome results from that. So please consider moving to make that a policy so that we can protect that going forward. Two, uh this was a very hard personal year for myself. I lost my mother and as part of that I was out a lot traveling back and forth from Connecticut. And who stepped in to my classrooms to make sure that my kids were still taken care of? IAS, classified staff, stepping up, doing everything they could to make sure that things were still connected, still working. Every second counts, even if I wasn't

101there, even more than that, we talk about kids not being able to learn unless their needs aren't met. Well, let's talk about our school needs. Can the kids come to school if THERE'S NO BUS? CAN THE kids eat if there's no cafeteria workers? Can the kids learn in a safe and prepared environment if there aren't people behind the scenes making sure that that is the case? All of these jobs are taken up by classified staff. They are doing not just the hard work but the hard work. And nobody would say that any teacher or uh any staff is not there to do their best. But you cannot deny that a lot of our success is on the backs of volunteer work. That people are going above and beyond their station and we count on them

102to do so because we couldn't do it without that. All we are asking for is some acknowledgment and a plan and a preparation for those people to get even something just slightly towards what they deserve because we know that we can't give them everything they deserve. We can't get what we deserve. So we we all acknowledge that. And so I just ask that if you could please consider it seriously and carefully and curiously as well as you can. Thank you very much. Have a great day. [applause] >> Thank you Miss Martinez. Um our last speaker aventure. >> Oh okay. You are welcome to do so. >> Hi, my name is Michael Trinity. Um, I'm a parent of two kids at Isaac Dixon and I'm here kind of pinch hitting to read a statement from another

103parent at Isaac Dixon. Um, here's your comment. I want to say that I want real accountability and followup. Surveys are a way to hear from folks, but we want to see real changes in responses beyond words and rhetoric. I find all of this deeply disturbing, and we will be thinking seriously about whether we want to continue at Isaac Dixon if this isn't addressed. One of the biggest reasons we chose Isaac Dixon was for the education for the education of our three kids is this school culture of inclusivity, positivity, and exploration that we feel the vice principal that is leaving uh has held up for everyone. That is what we need IDES Isaac Dixon to continue to be a supportive and academically strong environment that is held up by its teachers not by top- down strong

104armed policies. Thank you. [applause] Appreciate everyone's comments. Um, and that is the end of public comment. So, at this time, board members, what is on the agenda in front of us is our consent agenda. And the items that are on the consent agenda are draft minutes work from close session work session um May 4th close session May 4th regular meeting May 11th [snorts] the budget amendment and expenditure reports that Heidi shared last week. The student fees that were shared last week. The four contracts from last week. the approval of the yellow buses over the summer and excuse me the board work calendar for 2627. Is there a motion to approve the consent agenda? >> So moved. >> Second. All those in favor of approving the agenda. >> The consent >> I >> Any opposed? Okay.

105The consent agenda passes. At this time, we will turn to two action items. The first is the 441 maintenance needs and the second will be the personnel report. Good evening board. Give you just a second. Thank you. As we know, last week I spoke of a long time about the different options that we were asking the board to consider. I tried to summarize that for you and we did our best to attach dollar amounts. Um, but I just want to remind the board these are truly just estimates just to help you kind of frame your decision. Are there any questions? Anything that can help with clarity? >> Sorry, board members. Um, and April, do we have an email of that just because I think it's hard to read. >> It's in the agenda. It's in

106the agenda. Okay, great. Sorry. >> It's the very first item. There's a memo and then Oh, I'm sorry. It's the second one. The memo. >> Apologies. I just didn't have it. >> No problem. >> Um George mentioned this last week and under Robert's rules of order in order to avoid, you know, just a bunch of competing motions, which is a hard way to get at where there's consensus. Um there's a period, it's a dumb name, but it's called crystallization. Um and so it's having listened to last week's board meeting um and hearing from everyone, there were lots of positions on this. Um so my suggestion is an effort to see where we have consensus before we ask for a motion that board members might take one minute each to let us know where they think

107about the um three options that are in front of us and then after that period of crystallization we would entertain a motion. Does that seem acceptable? Um Pepe, I'm going to start with you if you want to take one minute to share with us where you are. [clears throat] Um I'm at the option two uh facility stabilization. Um I am not sure that that will take the high end of that figure. I'm thinking it would be closer to the lower end. Um but I think that it's important for us to preserve um the assets that we have and um would also like to see a policy about and procedures related to decommissioned uh buildings and and uh maintenance of that as a separate thing. >> Okay. Thank you. Jesse, >> is there a fourth op

108uh option? >> No, sir. I did my best to come up with these three. >> So, if we don't agree with none of them, >> well, you're the board. You can do what you want. I'm just >> Okay. I don't I don't agree with none of them. I think that we should not place no more funds into building 441. I feel that we are more or less wasting and we can use that fund for somewhere else like in a classroom or somewhere instead of putting it into a building that we're probably never going to use again. Thank you. >> Thanks Amy. >> Um I'm really close to that. I would say option one, but I would be on the way minimal into that. Uh, I think $100,000 plus. I I will note that option one

109is asset preservation. So, it's not um actually allowing in terms of what you said, Pepe. But I think the less we spend right now when we don't know how much of that property the state is going to take during the expansion of the highway and like Jesse I am skeptical that that building will ever be able to be used as it in the shape like even I think it would just end up having to be bulldozed and we put something new and effective in that space. Okay. >> Um I'm go last. So Rebecca. >> Yeah. I am uh looking at option one and being as judicious as possible um to preserve funds for spaces where we teach children. >> I am in favor of option two. Um I would also like some reassurance. We have

110a a position dedicated to um ongoing maintenance and I would like to ensure that that that the duties associated with that position are are being completed on all of our buildings, not just the ones that are currently housing children. Um, I agree with Pepe's assessment that the stabilization would likely be on the lower end. Um, and I believe that in the process of assessing the results of the feasibility study, um, I believe we need to just hold for now. And ensuring that all of our buildings are taken care of is part of that. And I acknowledge that part of the need behind this is deferred maintenance. and lack of investment in a building and prior to that a lack of investment in a program that could have thrived. Um, I'd like to invite a pause

111for that. Thank you, Liza. >> George, [clears throat] I am looking at option one. I tend to agree with others that [clears throat] point of clarification, money that goes to buildings, you know, is earmarked for building maintenance. Um, so I I know that we can't move this money toward, for example, requests we heard earlier. However, I understand that we have other needs in other buildings that do house students. And I I have a hard time um uh earmarking a significant amount of money for a building that more than likely, as Amy said, would have to be or space that, you know, we're unsure of. So, I'm thinking option one. Um speaking just as a board member, I'm also in the option one um field. Um I agree that there are other buildings in which we

112should invest that um students are in. Um there's a lot of needs and so the buildings where students are not would not be a priority for me. I would give just speaking for myself deference to the operations. I don't know what on this list needs to be done for safety reasons like the smoke alarm and I don't need an answer to that April. Um I I would echo what Amy said. I'd be on the low end of option one giving difference to what would actually need to be done. Um so that's where I sit. understood. >> Um, so I I will point out that one, two, three of us were option one. Jesse is less than option one, and there were two for option two. Um, sorry, did I count wrong? Four for option one,

113two for option two, and then Jesse's nonvote. Um, so I will at this point entertain a motion. >> I move that we um offer our maintenance department guidance at the option one level with the request that the maintenance department put only the amount of funds in that building that are needed to protect the assets and asis. >> Is there a second for that motion? Second. >> Any discussion of that motion? >> Pepe. >> For clarification, this off this is an authorization for the $65 to $100,000 range >> as guidance. >> And if we get additional information or additional needs, then the board can take this up again. in the future. Um, and it is my hope that some not $50,000, but some amount of money or some amount of time is spent clearing some of

114those drains so we don't get water pulling outside and clearing some of those gutters so that we don't get water pulling outside. And we do the best we can. Hey, can I get some clarification on one thing? Uh, how many years are we looking at for option one? >> I cannot speak to that. I'm in hopes that we complete the study and the board and our stakeholders are given some suggestions that would be good for the longevity of our school system and then we would make adjustments as needed. It just had gotten to the point where I needed a little bit more guidance and I just wanted to get a sense of where the board was. >> So that option one can easily >> easier. that option one can easily over a period of time

115be option two. >> I think that once we have some clear guidance on where we want to go with that property, it would evolve as needed as appropriate. >> And and I just want to clarify because I want to make sure everybody understands that you're talking about the feasibility study. >> Yes. and the fact that we've got some public input sessions coming up on that feasibility study and hopefully the result of that will be this board making decisions about our various buildings and capacities and what we're going to do with those buildings. If after all of that we decide that we're going to do something with 4041 that would mean it gets leveled and either something else is put in or you know who knows what happens then that's then then option one would you

116know who know I guess what I'm saying is is that this maintains the status quo until the board gives the maintenance department uh different direction based on the results of the feasibility study and our decisions. >> Yes. Thank you. If that's the case, could we put a year end in on this right here before we um I mean, if it's going to be more than 3 to four years, it's going to cost more than what option one is going to be like regardless of the building. So, I mean, can we put a time frame on this and get back to it within 15 months? I mean, I I think you could if that's what the board wants to put a, you know, kind of a a time frame on this, knowing that probably September is

117when we'll be looking at taking action on the feasibility study options, which would then re, you know, whatever that decides is going to change or continue the trajectory of what's planned for that site. >> So, we could bring this back into a vote in September. >> Yeah. just depending on where the feasibility study and what decision the board makes then. >> Well, I still say no, but >> so for my clarity, it could be September, it could be October when I just am speaking for myself because I think this is the reason it was brought to us. Those of us advocating for option one are saying do the the minimal investment at this time and from us we will not look up in September and October and be um you know alarmed that the building

118has had minimal investment in I mean that's that is the decision we are making today is to really do not much at all um and when we take this up with the feasibility decision we can revisit all of Yes, >> that's how I'm understanding it. Does that is that where you are, Jesse? Is that good? >> From the work session briefing, my understanding is that all of these options involve pouring water down any traps to prevent any additional contamination or flushing [clears throat] toilets or something like that and trying to maintain the humidity and the climate in the building. Yes, the main focus right now is controlling the humidity and the climate because we do still have a lot of assets stored on that property. >> I I just want to say that I don't

119think we're binding the operations department from doing anything or requiring that they do any step. We are authorizing them to do the minimal necessary to preserve the asset without directing them to do any particular work. >> That is the way I am receiving it and I will take that back to my team. >> Okay. Any other discussion on this end from board members about the motion in front of us? Are we ready to vote? Um, I'm not quite sure I can get Amy's vote, but excuse me. Motion that's on the table is option one. Why don't you state it again? I'll have to figure out if I can repeat myself. Um, I um move that we adopt option one with the request that the maintenance department spend only what is minimally necessary to maintain the

120problem the property at status quo. Okay. All those in favor of the motion. >> I do need I'm going to request a roll call vote. I do want to clarify is status quo meaning mold and anything or are they able to do the minimal steps to have the building improve >> asset preservation. >> Okay. >> And I leave it up to the maintenance and department and operations because they are the experts to determine what that means. >> Okay. So we will do a roll call vote. Pepe, what's your vote? >> I am definitely in favor of doing at least this. Thank you. That is a yes. I'd like to do more, but yes. >> I'm so sorry. You're voting yes for Amy's motion. >> I am voting yes. >> Okay, Jesse. >> Hey. >> I

121I I >> I >> Thank you, April. Um the last action item, um we don't have council with us tonight, although I did talk with council earlier today about this personnel report is obviously confidential. It is no longer on the consent agenda and so it would be appropriate if we just have a straight up or down vote. Um, if I'm going to start there. Um, if if the vote if not a majority of the board approves the personnel report, we I will go to plan two, but I think I'll start with all those in favor of the personnel report. And I'm going to say in its entirety, but for the one omission that Maggie emailed about after last week's meeting, there was a a matter that she pulled off the personnel report. So that is

122off. But apart from that, the personnel report it's in its entirety is before us for a vote. So is there a motion to approve the personnel report? >> I move that we approve the personnel report. Second. >> Second. There's a motion and a second. All those in favor of approving the personnel. I'm sorry. >> I I'm sorry. I need to recuse myself as to one Leslie Muer. >> Okay. >> And I was told I could do that >> just with respect to her and uh so I will recuse myself as to that. But voting without that when you vote >> when I vote it is not with respect to that individual's contract. >> Okay. Okay. As far as discussion goes, I have emailed the board members what my concerns are. I I believe that it

123would be pragmatic to delay the vote. I've said that. But given that it has not been delayed, um I ask you to um review the email that I sent to you and we and look forward to additional uh close session discussion. Okay, thank you. So, the motion to approve the personnel report has been seconded. Understanding the recusal, understanding the request for some further discussion if appropriate. All those in favor of approving the personnel report. >> I I >> Any opposed? >> Nay. >> Uh the eyes carry and the personnel report is approved. Um, at this time we will hear from Maggie with the superintendence report. >> Uh, yes, I am trying to connect to the Streamcast. Um, so we might need the backup. I don't know why it doesn't like connecting to that anymore. You

124go ahead and pull it up on there. Thanks, Kim. Thank you. Got to fix that display back there. That is quite the color. Um good evening board members, um members of the audience, administration that's here. Um just a few remarks for this evening. I'm going to do an update on strategic plan and where we are with that and then um share a updated organizational chart. And regarding the strategic plan, um we are now in the action planning stage and developing the action step. So what the team leads are doing is developing something called a logic model and in that logic model that's going to be a more detailed road map for each of the critical initiatives to plan out the action steps and identify their their measurement. So they're going to identify what are the

125input inputs or resources or what are those raw materials that they need to implement the initiative. It includes material items like paper and books and um funding and facilities, but also non-material items such as time or community support for something. They're also then going to identify what are the activities that's that are going to be completed. And these are typically your process related um steps which are actions and events. Um things like conducting training, producing a manual, analyzing data and then they also identify what we call our outputs which are our process oriented results such as we need to train 100% of our staff. Um and they're monitoring that on on one strategy or one um process um testing x number of students to collect baseline data. And then all of that is aimed at

126achieving outcomes. And those outcomes can be short-term, midterm, or long-term outcomes. Um so one outcome might be, you know, improved student performance on um a common assessment. But then we're looking for greater long-term outcomes, which is our students are succeeding in life um in um you know, finding productive careers. Um this is a quick example of a logic model. Um, and it basically just so you could see as an example of what might be put in a resource as activities, outputs, those long-term to short-term outcomes. Um, so each of the teams is working on developing those logic models um to for us to review as a team and I've been very impressed with how they are investing significant time to get staff and school level input as they're building those um logic models. So also

127want to touch on how we are buil um going to make sure that we are accountable to what we say we're going to do in the strategic plan. Um one area is um creating a crossf functional accountability team and I'm thrilled that Miss Tanya Persche is going to serve as the chair for this committee and get it up and running. It's going to be about 20 members um cross-sectional stakeholders from across our communities from representatives from um the county commission are being asked um representatives from um the um Asheville housing authority looking at teachers, school level staff, leaders to make sure that we are getting a wide range of stakeholders including students. This group will meet quarterly and at this quarterly meetings very similar to the presentations that the board will hear um is progress

128updates from the district leaders that are in charge of implementing these different critical initiatives as well as providing data um on their updates and outcomes that we're monitoring. Um and this group will have the opportunity to provide feedback on the progress making sure that they're holding us accountable in a public and transparent way for um implementing our strategic plan. Um, we'll also be giving quarterly updates to the board that's noted on the board work calendar. Every week the team updates will be giving me an update on how they're doing on a weekly basis. So, what have I done? What's coming up next? Um, what artifacts have been produced? And for me, a critical piece here will be communication. Who needs to know what about different critical initiatives or steps that are being taken so we

129can make sure we are cascading that information. Um, and then the final uh an additional accountability piece will be a data dashboard that we are in in development of TBD, but that will be coming hopefully maybe by the end of next year or the start of the following year. We'll have a live dashboard that will report out on the KPIs for all of the critical initiatives. Um, we are working on some initial dashboards just to get folks familiar with different things already happening in the district, some data that we keep, um, so they can start getting used to this. Hey, every week I can check and there's going to be an update more additional information to track how our students are doing or enrollment trends over time. Um, and this is wow that's really small

130but um also want to give an update um had to take a look at how things were organized. I've been doing some research on effective central office organization focusing on the what we do not the people in the positions. Um so as we looked at this um wanted to take the opportunity to make sure that I can focus um attention on supporting principles and supporting our schools. Um and to do that I needed to make sure that my supervision across the district level was not as wide. So did some combinate combinations here. Um the biggest changes that I'm going to point out that you're going to see is Melissa Het and Carrie Buchanan will move up under Dr. Deken and this um uh chief of staff office. uh you will see prek which is Suzanne

131Smith moving up under curriculum and instruction. It's been in that place before. Um so it made sense to put that back there. Um and then what you're going to notice is um a a new position but it's combining two departments. So combining human resources with operations and Dr. Gibbs who is current who has been currently serving as the princip principal at SILSA is going to lead that. He has immense expertise in human resources. He has done that work at a district level before very successfully. Also has deep knowledge in operations. So I know he is going to be able to take that role and really um bring some um some of that dis that uh state level knowledge and accountability for that. But then Dr. Dickerson and human resources will then be um reporting to

132Dr. Gibbs. Um but that means April Dockery is going to transition and move to the principal position at Sulsa. Um, so that is the updated organizational chart. Um, planning to put that into effect on July 1st and um, relieved that I'll have some additional time freed up for myself to really lean in and support our principles and be more ready to hear our staff um, staff concerns at the school level. So investing already working on my calendar for next year to make sure that I am holding time to be at our schools um on a more regular basis to have meetings with staff, open office hours. Um so I've heard that from the the districts uh the school level staff. I want to be responsive to that and this will definitely help me make that

133possible. Um so that's all I have for updates um for the board at this time. >> All right. Thank you, Maggie. Um, at this time I have Oh, I'm sorry. >> Hey, can I have a question, Maggie? Where is the academy? I'm confused. Where's the academy going to fall under? >> Oh, yeah. Thank you. U, Dr. Gibbs has been working with Civil Jefferson at the academy. That's going really, really well. He's been very supportive and knowledgeable about alternative programming um and has worked with her very well. I don't want to disrupt that and change again for William Randolph. Um, but William Randolph is a program. It's not a school. Um, so it doesn't fall under kind of like prek. It's a program. It's not a school. Um, so civil will continue to report to Dr.

134Gibbs. >> So it'll fall under which one? >> It's going to fall under auxiliary services operations and Yep. >> So it would be kind of a like if you you could take from Dr. Gibbs two lines, one for human resources and one for William Randolph. >> Correct. Yes, you got it. >> Um, I am a little surprised to see this rolled out before you had the opportunity to get close session feedback. Um, I do have some concerns. I look forward to sharing that. >> Thank you. >> Other comments. >> Okay. Um, I have very brief board chair comments. Um, I'm sorry to have missed uh the work session and I'm grateful to Rebecca for facilitating that. I have a very brief update about South French Broad, sorry, South French Broadide High School. Um, Kimberly Jones

135has been meeting with um, Monument Producer and meeting with representatives from the South French Broad High School alumni group. Uh, details have been shared. They've looked at potential spots. um waiting on drafts and quotes and um are hopeful we will have a marker marker installed in the fall if not sooner. So look forward to hearing more about that. Um just to let board members know um in the time since our last meeting I've met with many county commissioners that was sort of in advance of their budget meeting. Um and I am in fairly uh frequent contact with Rob Elliot at the Bunkome County Board of Education. And I'm sure you all know that uh Rob Jackson is retiring. Um but they have a plan. So he seemed to be have a plan. Um, I want

136to close um by saying to the listening audience um that we've gotten a lot of emails over the past month from teachers and parents and as I reflect on that and how the board has responded, I wanted to offer just a couple of thoughts that aren't going to necessarily solve anything. Um, but we hear all the comments, whether they're made at the podium, whether they're emailed, whether people stop us at the grocery store. We welcome your comments. The board is not always going to be able to respond in the way that you want us to. We don't have that power. We can't do what you're asking us to do. It's not in our It's not something that we can control. Um, so sometimes there are personnel matters that we simply can't discuss at all. Sometimes

137there are risk factors related to personnel or other issues. And so it may seem that we are unresponsive. And I regret that. And and me saying it doesn't cure it. I realize that. Um, I just wanted you to know that I I I speak for all of us that we welcome your comments and we hear you. And I am fully aware that the way we respond is sometimes underwhelming. Um but there are constraints to what we can do. I want to take personal responsibility that um our policy or or norm is that the board chair will respond to all emails on behalf of the board. And I am not good at this. I'm just going to own it. Um there's a lot of emails. I try I know there are some I haven't responded to.

138I've been out for 10 days. if you've emailed in the past 10 days, you did not get a response. Um, so I just want to apologize for that. That that lack of response from the board is my failing of not responding to those emails. So I just wanted to acknowledge that. And I'm looking at all of you here, but I hope other people are listening as well. Um, so that concludes my board comments. And interestingly, the announcements say that vice chair Rebecca Stimer will cover announcements. So [laughter] have at it, Rebecca. Does it really? What am I not looking at? I love it. I'm happy to get us out of here. So, I'm going to I'm going to encourage everyone to read the announcements. >> Uh, and that school's out for summer. [laughter] All right.

139Now, back to me on my agenda that I printed that apparently was older. Um, I will now entertain a motion to adjourn the meeting. I move that we adjourn. >> Is there a second? >> Second. All those in favor? >> I. >> Any opposed? It is unanimous. Thank you everybody.