Asheville City Board of Education Regular Session May 11, 2026

001Good evening everyone. We're glad you're here with us at our board meeting and we are going to call the meeting to order as we usually do with a reading of our equity statement by Rebecca Stryimer. 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 name the harm and space to practice repair. Thank you, Rebecca. All members of the board are present and we have a quorum. And at this time, we will stand for the pledge of allegiance. Go. >> I

002pledge 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. >> Board members, you have the agenda before you. Um, is there a motion to approve the agenda as presented? I move that we approve the agenda. >> Second. >> All those in favor? >> I. >> The uh agenda is approved. At this time, we will hear from Kim Deckant with our good news. Good evening board. Dr. Ferman, I come to you with May's good news. Um, first of all, we would like to let you know that last week was educator educator appreciation week and we want to take a moment to thank all of our educators and staff for their dedication,

003compassion, and commitment to our students and families. Our staff are the foundation of our success as a district, which is why we are happy to deliver our Portrait of a Scholar T-shirts to schools this week, and we can't wait to see everybody wear those on Friday. um each teacher got to pick their own characteristic um and they'll wear those this coming Friday. So, we're excited to um see what that myriad of colors looks like. So, if um we would give a huge round of applause to all of our educators in the room this evening. [applause] I was looking to see if Sarah Monson was with us this evening. Um Sarah Monson, our culinary teacher at Asheville High in Silsa, has been awarded the prestigious Keenan Fellowship for the 2627 school year. Sarah is on is

004one of only nine teachers selected statewide for this leadership initiative which includes a three-week summer immersion with the Appalachin sustainable agriculture project and through this fellowship she will bridge the gap between the classroom and the energy sector developing a capstone project that connects our students to high demand career pathways and sustainable industry practices. Please join us in congratulating Sarah Monson on this outstanding achievement and her commitment to bringing professional expertise to our district. So, if you see Sarah, please um give her a huge shout. That's a that's a big accomplishment. [applause] I think this is elementary, one of elementary school's favorite days is Asheville School second graders going to the orange peel. They really rocked it out this year during Dr. Bob's Sound School performance. And through this innovative 10-week curriculum with the Bob Moog

005Foundation, our students explored the physics of sound using both acoustic and electronic instruments, demonstrating complex scientific concepts through live music performance. Thank you to the Moog Foundation for their partnership, the Orange Pill for hosting the event, and our dedicated music teachers, educators, and our transportation department for coordinating this effort and all the inspiration of our music teachers. It was an unforgettable experience that brought science and art to life. And we are so grateful for all the families who joined us to support our students success. So, thank you to all of those partners. At this time, I would like for the finance team to stand. Asheville City Schools received Asbo International's certificate of excellence in financial reporting for our 2025 annual comprehensive financial report. It is our 41st consecutive year earning this top honor. This recognition

006reflects our finance team's commitment to transparency, accountability, and strong stewardship of resources in support of our students and staff. And thank you to our finance team. They are the ones who make sure that our check shows up every month, that we can pay our bills. So, a huge round of applause to to all of them. [applause] Better World Day. Seventh graders at Asheville Middle School recently participated in a 3-day Better World service project. In a powerful demonstration of hands-on learning, our students partnered with a variety of community organizations to explore the vital importance of watershed health. By working directly on the Asheville Middle School campus, these scholars completed projects designed to protect the integrity of the French Broad River System. Through a unique partnership with Outwardbound, students built leadership capacity and teamwork while dedicating their

007time and labor to ensure a healthy watershed for all of Asheville's residents. The impact of this project expanded across our city as students traveled to several community gardens. They were engaged in essential service work, planting seeds, composting, and even preparing healthy snacks from the vegetables that help they helped cultivate. We want to thank our seventh graders and our community partners for showing us that when we work together, we truly can build a better world right here in our own backyard. Special thanks to 7th grade science teacher Marin Leroy. Is Marin here with us? Oh, stand up. I was like >> [clears throat and applause] >> She helped plan and execute this impactful project. And an additional thanks to all the seventh grade teachers who led these experiences with their crews and that is enabling students

008to see real world connections in their own backyard and we thank you for that. Do you have are those students with do you have students with you? No. Okay. Great. Thank you. Senior Decision Day. We celebrated National Senior Decision Day at Asheville High and Silsa and are so proud of the class of 2026 as they begin their next chapter. Thank you to our counselors for their support and to the Asheville High to the Asheville Sea Schools Foundation and the Hawk who is an amazing community partner for helping make this day a special day. The future is bright for our class of 2026. North Carolina Representative Lindseay Prather visited Mrs. Williams civics's class, sharing her experience in public service and engaging students in a thoughtful Q&A that connected classroom learning to real world government. Thank you

009to Miss Williams for creating this opportunity for students to see themselves as future civic leaders. It was prom. Um, this is when our high school seniors get to really dress up and and shine in our juniors. Um, as it was a special night of celebration, tradition, and community, and we are proud of how they represented Asheville City Schools and the joy they brought to this milestone event. Special thanks to Sarah Monson's culinary students who provided the delicious or derves for that event. Hall Fletcher Elementary's running club recently received a world-class visit from the 2013 USA cycling Olympian and silver medalist Lauren Tam Tam Tam Mayo. Um, Miss Tameo spent time with our young athletes to share her incredible journey of competing on the world stage. She spoke to the students about grit behind winning a

010silver medal, emphasizing that while talent is important, it is p perseverance and determination that truly allow you to reach your biggest goals. It was a powerful moment for our scholars to see how the values they practice in their running club can lead to extraordinary achievements. So, thank you to her for taking time to come and speak with our students. And last but not least, our amazing bus drivers. If we have any bus drivers in the house, if you will please stand at this time. Last month, we celebrated National Bus Driver Appreciation Day. [cheering] [applause] Our gratitude for the transportation department lasts all year long. Our bus drivers are crucial members of our Cougar crew who go above and beyond to ensure that all students have access to high-quality education. Bus drivers are among the first

011people our students see every day. And their commitment, kindness, and compassion for supporting our students is nothing short of inspiring. Thank you to our bus drivers for the dedication you show, rain or shine, each school day and for being the wheels that keep us moving forward. Thank you to our bus drivers. And as always, it's important to get involved and be a champion for public education. And we encourage you to follow us on our social media outlets. We encourage you to advocate for public education. Um it is extremely important, especially now more than ever. and thank you for all that you do every day. And that concludes May's good news. >> Thank you, Kim. I think you get to stay up there um and give us the roller coaster of a legislative update. >> Yes.

012Uh things are moving fast in Raleigh and um just literally right before this I got a a call from from somebody who works on the front lines and have some additional updates to share. Um but some highlights um you know governor sign the budget the governor's budget is always very is more aggressive than what the senate or the house typically brings forward. And in this presentation there's a link to um his full budget that you can access. Um he is wanting to put a moratorum on opportunity scholarship vouchers. Um he is also wanting uh an average 11 cent uh 11% pay raise for all teachers, restore master's pay, uh bonuses, expanding the teacher um leadership roles, and uh getting more health care um professionals in our schools to support mental health. His budget really supports

013public education. Um there's also he has lots of things in there about prek um and strengthening that um and the reimbursements that we will receive for students in our prek programs. There's also he has additional supports that he's outlined in there. Free breakfast um for all students K through 12 to to keep that in the budget. Um also uh resource officers for every middle school and adding new training. Um so it is and also reinstating the back to school sales tax which we used to have a long time ago and also salary increases and you can see this is what um has been proposed in his budget. Um really uh trying to take a huge increase to be more competitive. So the short session is underway. Um it kicked off on the 21st of April

014and lawmakers filed um almost 90 bills in 3 days and then there's been more bills that have been filed since then. Um we've seen bills on the expansion of parent bill of rights, remote learning time, free breakfast and lunch for all students. Um they're throwing things out there pretty fast. Um and so these are some of the bills that have been proposed. This doesn't mean these bills have not been passed. These are the ones that are out there and are in discussion. An omnibus bill is something where they've just literally thrown everything but the kitchen sink in there. And so it's always important to read these in their entirety because everybody typically throws in some of their special interest stuff in there. But um this has to do with courses. Um also 1017 now that

015Leandro was thrown out, you're going to see more um bills being proposed to address um quality education. um a basic sound education for every child. So, this is one of those that has been proposed. Um 1026 is um looking at adding additional remote days for emergency situations. Um and that would take uh at everybody has five. This is looking at increasing it to eight, giving three more days. Um but again, none of these things have passed. They're still out there um um being thrown around. Uh [clears throat] 10:31 um is universal breakfast and lunch, keeping that in the budget for all students. Uh that they would receive two meals a day. 10:32 uh would eliminate the 2% local sales tax on groceries. Um so again, that's one that's floating around. 1039, um they're saying no

016budget, no salary. And I think that we would probably all agree to that if the general assembly can't come to a budget, then they themselves would not get paid um for their time. Senate Bill 782 is um notifying parents of school threats, and I think we do a great job as a school district. Our principles are are very good about communicating to our families if there's something on campus that raises a concern. Um, Senate Bill 783, increasing student access to mental health care providers, which is something that we have all championed for in this room. Uh, Senate Bill 785, um, you know, with the parent bill of rights made it very uh, cumbersome to do those screenings for um, IEP meetings or student support teams. And so this would be a um we [clears throat]

017can do hearing, dental or vision screens without parent consent but with prior notice. That bill is out there. 787 um AI of course is a hot topic and so trying to get um training in there for our students and get a bill passed. 7 oh 788 um this is very interesting. adopt a policy where parents and guardians must certify if they have a firearm in the home that it's stored safely. So that'll be interesting to see how far that makes it. 789. This is great news for teachers if this moves forward. Um would be uh home first-time home buyer assistance. So one that you know these bills if you see things up here that you are passionate about, I encourage you to advocate for them and write to your representatives. um 7 Senate Bill 799

018uh looking at restoring medical benefits. You know, that was eliminated in 2021. Um everybody before that was grandfathered in. And so, u this is this would be a huge um benefit for our teachers who currently are not who were hired after that time period who would not receive health care in retirement. Um, [clears throat] Senate Bill 806. Again, this is another one, no budget, no salaries for the general assembly, which I think is a might be a good carrot. Um, Senate Bill 820, um, but can't deny students access to enroll in schools. This is extremely important, too. um and um to protect our students. Uh Senate Bill 822, uh hire um a development director. This is geared more towards um school districts who have um who are have low funding or in the poverty area.

019They would basically the state would pick up a grant writer for these schools um for three years. Uh Senate Bill 8.25 25. Um, this pertains to SRO training. Uh, Senate Bill 850, again, teacher pay. A lot of bills out there about, you know, teacher pay and making sure that teachers are paid what they deserve. And then Senate Bill 889, which we've all been looking at uh closely, is the property tax. Um, and this goes this is going to go to the finance committee in the morning at 9:00. And word coming from Raleigh is that this is going to move pretty fast and be pushed to the uh out of the House Finance Committee and to the onto the Senate floor. And just to uh let you know, Representative Ager does serve on that House Finance

020um committee. And so if you have any interest or passion about this, it's always good to reach out to your representatives and share where you stand on this. Um so again, this will this is going to move fast tomorrow. So keep an eye on um Senate Bill 889. And then Senate Bill 943, uh Kids Over Corporations Act. And again, this goes to um you know, the the desire to phase out the corporate income tax um and and keep it at you know, keep it at five, move it up to 5%, keep it at 5% instead of gradually taking it down to zero. Again, we're all watching how um things are going to play out with that with the um corporate tax cuts and there will be um lots of discussion about that this week in

021Raleigh. And again, this Senate Bill 1006, it's important to read those bills in their entirety because there are lots of things that are thrown into these um in order to capture people's special interest projects. And then um a house resolution supporting federal efforts to eliminate the US Department of Education and that's linked in this presentation that you can access on diligent. And then these are the uh when the general assembly is supposed to come together for the remaining uh for the remainder dates for June. And so um what's coming out of Raleigh today is that um the general assembly is very eager to get the budget passed before Memorial Day because they want to have the week off and uh their hope is to have a budget passed by the end of the week. And

022um it does contain um possibly um a small teacher pay increase. Nothing that is um adequate um by any means. And they have their plan word on the street is to not come back. Burger will bring everybody back together in November because he wants to bring everybody together to talk about gaming. So, that concludes the legislative update and I wish it was um better news, but thank you. >> Thank you, Kim. >> Yeah, I we appreciate you'll continue to keep us updated and um I'm sure there'll be a lot of movement Chair Thornberg. >> Yes. >> Um at some point I would like for us to revisit um one of the legislative updates uh talked about um what we do in the case of inclement weather and remote learning. And so at some point, not

023necessarily today, I would like for us to review uh those remote learning days and whether there is any advantage to opting out of having a remote learning policy. Um uh because now we have so many remote learning days, we don't qualify for an early start. And so maybe that's a conversation for a different month, but that's something that all of these legislative updates brought up. >> Okay. And I think that's fair. I I don't I mean what happens with that particular bill, you know, who knows? Um I don't know that we have the ability to opt out. I would guess the calendar committee tracks that. I don't know. We'll we'll figure out what that might be. Yeah. Thanks. Okay. Um that's what I'm looking for. At this time, we will move to public comment and

024um the board of education greatly appreciates your interest in Asheville City Schools. We welcome your comments to the board. We um refer you to guidelines and policy 2310. Personnel and student matters are confidential and 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. So, we have a long list. Um, and individuals are allotted 3 minutes. If you speak for a group, you are allotted 5 minutes. Um, there is more than 30 minutes of public comment. And so we would need a motion from the board to extend public comment to accommodate everybody who signed up. >> So moved. >> Second. All those in favor? >> I. >> Any opposed? Okay. So we will hear from the 15 individuals

025and I'm just take people in order. Um and so first on the list is Mindy McCormack who is and I'm sorry I don't I'm trying to interpret. If one person is speaking for a group, I don't think we're gonna have more like the next person. Um, so Mindy, are you speaking on behalf of the entire Asheville High Art Department and nobody else is speaking on behalf of the art department? >> Correct. >> Okay, then you are allotted five minutes. >> Okay, great. Thank you. >> What do we have to do? >> We have to Just hold it like that. Is that the best way? Okay. Thanks for the tips. Good evening. My name is Mindy McCormack and I am the ceramic arts teacher at Asheville High School. I am here tonight to speak on behalf

026of the entire arts department. Um, I am an unlikely high school teacher myself. As a high school student, I didn't feel a sense of belonging or achievement in school until I connected with the arts. I see this in my students as well. There is a sense of ease that washes over their faces when they enter the ceramic studio. I am here tonight to advocate that protecting an artsrich culture at Asheville City Schools is good for enrollment and it aligns with our district's new strategic plan. When students were asked as part of the strategic planning process what qualities they hoped school would prioritize, there was one that stood above the rest. Creativity. A 21st century skill that AI cannot replace. This is reflected in the portrait of a scholar published earlier this year. So when we

027learned a visual arts teacher, Amanda Mcome's retirement, we thought of how we could best utilize this position. We were hopeful to find an individual with the skill set to teach one ceramics course as we were able to find more room and an individual that could teach two visual arts courses as well. We considered that this could build a channel for [clears throat] more students to take part in higher level two-dimensional and three-dimensional arts classes. When we learned this position was being cut through false choices drapped up dressed up in fancy language about future aotments and priorities, I was stunned. My mind went directly to all the kids who will not find their sense of belonging at Asheville City Schools on our campus because that means 150 students next year wouldn't be able to take part

028in art classes resulting in countless other students that aren't able to channel up to the rigorous artrich culture of both ceramics arts 2 34 and AP courses. That is simple math. Cutting a visual arts teacher at this time will cause harm to a department that has taken 15 years to build back from cuts over two decades ago. There are students that come to school because they feel at home in their art classes. That is not my opinion. Multiple studies have concluded that students show up to school more often when highquality arts programs are available. One study from the NAM Foundation that took place in New York City involving 1 million students showed offering more music and arts was associated with lower chronic absenteeism. Students feel a sense of belonging and purpose in the arts. The

029National Endowment of the Arts cites two sets of data that indicate students who had artrich experience showed overall higher GPA compared to students who did not. Art teaches students to learn from their mistakes, to revise their work, to think innovatively, and to understand that high quality work is the result of perseverance and problem solving. Western North Carolina has long been a beacon for creativity. According to a study from 2022 cited by the Asheville Arts Council, the Asheville Bunkham area rates 47th for arts out of the 3,144 US counties. We rank number one for the arts in North Carolina. And in 2022, creative industries in the region were responsible for 1.2 billion in sales. That accounts for 17,500 jobs. This does not include creative gig workers like myself that hustle handmade mugs out of my trunk.

030Our students have the unique opportunity to interact with this creative economy and see firsthand the opportunities that exist. Over the last year, our fine arts department has had student art exhibit exhibited at the Uncommon Market, at the Asheville Art Museum, and currently at Izzy's coffee shop. In addition, professional muralist Christopher Holt came to the high school recently and led students through the process of creating a mural that represents the narrative history of our school. Most recently, the owner of Poppy Popcorn reached out to our art department for students to pack design packaging for their popcorn. Is that my time? >> Okay, great. Thank you. >> I would see that you don't vote no on anything that would cut funding for these opportunities. >> Thank you. >> I mean, I would encourage you to vote no.

031[laughter] >> You're always welcome to email comments to us. If you have remarks that you didn't get through, you can send to us. Yes. Um, at this time it's Katie Williams and I think u Are you speaking as an individual? >> Childhood. [laughter] >> That's great. But you just get three minutes and you can talk about whatever you want. >> Yay. As long, >> you know, huge surprise that I'm the problem child. >> Hello board. My name is Katie Williams. I am speaking for myself. I have been with Asheville City Schools, specifically at Asheville High since 2004. I am here today to ask that no budget passes that does not include full staffing in the arts in the media center at Asheville High. The promise Asheville City School made to our community includes that all

032students will find a place of belonging. For many of our students, that place of belonging is the arts and our library. We promise challenging and relevant learning. Cutting arts means the loss of opportunities of upper level visual arts and AP opportunities. Cutting a librarian means that schools that excuse me, our staff won't be able to take our students to the library for work with the librarians. It cuts my classes out of the ability to reach some of their knowledge. Multiple studies, arts and achievement, at risk youth, snapshot of arts and education, childhood and adolescence, effects of art integrated technology, memory and science content. So many studies show over and over again that arts have been linked to higher academic performance. Students deeply involved in the arts earn better grades, graduate at higher rates, are more

033likely to aspire to college. Consistent gains in reading, math, and language skills. When art is participating strongly, abstraction becomes more accessible. Students engage in activities that create stronger divergent thinking skills. These are only elevated in students who are at risk. Then there is the impact of a librarian. If you have a social media account, you may have heard of Michael Threats. Michael the librarian who champions libraries and as an essential third space that offers refuge and unconditional belonging for everyone. More than 50 years of research across more than 60 studies show that students with a well-resourced library with certified librarians perform better on assessments. Again, underserved students see even bigger gains. To truly invest in student literacy, it is necessary to treat librarians as indispensable staff members. And studies show that even one additional certified

034librarian full-time results in an 8% increase in advanced reading scores. My comment I promised a co-teer Phoenix Swedland I would read. She teaches across the hall from me. She does an assignment an analog essay. The assignment is a handwritten essay with a throughine of personal story and societal analysis. A student was researching butterflies connecting to the re the connection of a butterfly brooch gifted by her great-g grandandmother on her deathbed. She had lost her grandmother to dementia. She called me over and said, "Did you know that because of their biology, we have no fossil records of butterflies. They're beautiful and cherished and then forgotten, and this is the perfect connecting piece to my essay." She told me, "If I had just been googling it, I don't think I would have ever found that information. It's

035perfect. We spend an entire week in the library for this crucial project and with obscure topics the kids want to research." I promised I would read her stuff. >> Thanks, Miss Williams. And again, feel free to email us. >> Email the rest. >> Yep. >> Next on the list is Elizabeth Davis, who I believe is speaking as an individual. And you have three minutes. Correct. >> My name is Elizabeth Davis. I am a parent of three. Oh, I'm already finished. [laughter] Oh, we will be quick. But I did want to say one a couple things. [laughter] Um I'm a parent of three students at Asheville High. We considered um schools across the county actually and chose Asheville High um in very large part because of the arts programming um because of its reputation that we'd

036heard about that preceded our attendance there. um because of the wide offering at the sort of bottom end of visual arts one and two but also because of the higher level in the APR that was very important to us as a family. Um there so many reasons that are being uh spoken about now but I'll just say three quickly that for us as a family um one is because arts are essential to critical thinking and we believe that's the highest goal actually um for our kids that it arts expose our kids to different perspectives. It connect they help them connect ideas across disciplines. Um they encourage multiple solutions. um two because it deepens their um the integration of learning that they're getting across their day. So, for example, my one of my daughters um worked

037on a sustained investigation in her AP art class that was her really like grappling with stuff she was learning in Williams women's studies and in her history class. Um, and she was able to just own that differently in a place. She was an active maker of something as opposed to like a passive re receiver of information. That's what I think we want for our kids. Um, and the third reason that I we think it's so important as in our family um is it's sort of a safety inclusivity um engagement piece that other people are talking about. Um it's a refuge. I think I think high school is a really tricky place for a lot of kids. Um it's hard to be a teenager. I think we all know that from experience. Um and from you

038could come live with me. I have three of them. It's really it's hard [laughter] time of life. And I think the arts the art classroom and the arts um when you're able to engage in them offers um a place for self-expression, a judgment free zone that feels um that feels really welcoming and um reassuring. And so I am encouraging you all to um help us support the visual arts um funding we need at Asheville High. Thank you very much. >> Thank you, Miss Davis. Next is Kim Frink Adams. Um, who speaking as an individual. That's great. Thank you. So, you have three minutes. Do I push anything or it just starts? Okay, cool. Okay. Good afternoon. I'm Kim Frink Adams. I have been a high school social studies teacher for 22 years. My total involvement

039with Asheville City Schools spans 30 plus years. I was an ACS parent from preK through 12th grade and a consultant for 15 years. I not only teach history, I have a lived experience of the history of Asheville City Schools, both celebrations and the harms. I believe that implementation of the current allotment formula will do critical irreversible harm. This manner of implementation treats students as data points to be manipulated. The superintendent's communication about the plan lacks transparency, something this community has been begging for through several generations of superintendent and boards. At last week's board meeting, the superintendent offered that principles have been given an opportunity to request enhancements for their schools. This is not transparent. This is not transparent because principles were directed to prioritize which essential currently staffed but student-f facing position to keep for

040the next round of cuts. At Asheville High and Silsa, that choice is framed as either cutting an existing arts position by not restaffing a retiring educator or cutting an existing media coordinator, a reduction in forces. This is not an enhancement. This is a forced choice. Insisting that these position cuts are necessary due to projected student enrollment numbers means that the board and the superintendent are deciding that regardless of the number of students who metriculate this coming August, there will be less options, resources, and support for the students than they had in August 2025. This is not equitable or in the best interests of students. This is not a celebration of our nationally recognized arts program. This is not enhancing the digital and creative enrichment opportunities for our students. Asking principles to make these choices is

041lacking in integrity. Asking a community to accept these shortsighted and harmful decisions is unconscionable. I've yet to hear board members speak in favor of these cuts. I've yet to hear elected leaders defend this formula of imposed austerity that further harms our students. There have been many references to hard choices, but I ask that each of you board members realize and publicly affirm the reality that a vote for any budget rooted in the current formula is a vote to further cut staff positions. Thank you. Thank you, Miss Frink Adams. Uh, next is Jess Mlan, who is speaking as an individual and has three minutes. >> Hi board members. Thank you so much for having me here. Thank you to everyone who's already given comment as well. My name is Jess Mlan. I'm a tutor in Asheville

042City Schools through Read to Succeed at Asheville Bunkham. Also happen to work there. I'm speaking today as an individual and I'm going to start off by letting you know I'm a big Star Trek fan. The reason I tell you that is because Star Trek is founded on the premise that you have all of these different people with backgrounds and expertise and experience that come together on the bridge. Right now that's you. You're on the bridge. You have the captain, the counselor, the doctor, the first officer, a science officer. And when they encounter challenges um which maybe we'll say the budget is a challenge they have to work together to better understand how they can overcome that challenge and a lot of times that challenge is affecting people directly on a planet they're visiting or in

043a solar system that they happen to find themselves in. So noted on that, I wanted to say I'm just someone on a planet that happened to come into your sphere right around the opportunity gap. And I wanted to touch base on that and just offer up some shared language that I can make sure are we all on the same page when we talk about the opportunity gap and not the achievement gap. So a very thoughtful school board member up here today once said, "Are we on the same page? Let's make sure we get back to basics when we're talking about things that affect students and families. So, the opportunity gap, when our organization thinks about it, we don't call it an achievement gap, and I don't think Asheville City Schools does most often either because

044we know when given the opportunity, all students can achieve. But what is opportunity? Want you think about that? Sometimes it's time, right? We might think like, oh, do we have the time? Is that opportunity? Is it a chance? And I'd like to offer the shared language that opportunity is access. It is support. It's experience. And it's a belief that a child is given. So when a student is able to access something, their opportunity increases. A lot of times that happens at public school because that access is withheld from them in a system that wasn't built for them or their families. You guys know what I'm talking about. Experience is building background knowledge by living something. Maybe it's art, maybe it's music, maybe it's reading a book with the li with the librarian in the library.

045Maybe it's having a great teacher who takes you on an amazing field trip. I had a teacher one time who brought an aquarium into our fourth grade classroom and let us all scuba dive into it with a mask on. That was opportunity. that support system are all these community partners some of whom I work with some of whom you are experienced with who are in this ecosystem together to support students and then belief is that child knowing that there's nothing wrong with me that every adult around me is working on the conditions that I learn in to make sure that I have every opportunity in the world so access experience support and beliefs feel like an opportunity gap that we wish to close, we focus on those four things. Thanks so much. >> Thank you,

046Miss McClan. Uh, next is Bruce Monkey, who is speaking as an individual and has three minutes. Good afternoon, board members. My name is Bruce Muli and my wife Shaunie Lavender couldn't be here today because of work, but she asked me to share this letter that she had written to the board. This is from Shaunie. I am writing to express my support for continued funding and staffing of Asheville High Silsa's visual arts teaching position. Keeping this valuable position means ongoing wider access to visual arts and courses and opportunities for students to continue into advanced art classes including upper level visual arts and AP art. Visual arts though technically classified as an elective uh as elective courses are much more than optional nicities. visual arts classes and coursework. Improve student attendance and engagement in school overall. Enhance

047academic performance and therefore national metrics. Support student mental health and foster belonging and self-identity. develop essential skills uh that students will need in the adult world such as communication, creativity, collaboration, critical thinking, and problem solving. Additionally, as a nationally recognized arts creative community, Asheville schools are well positioned to support the future economic vitality of our region by nurturing young artists. The work at the recent art exhibit at ABT Tech shows the amazing potential in our community that is here in part thanks to having the skilled and dedicated arts staff at various school levels. [snorts] Our child started the ninth grade at an arts integrated high school but moved to Silsa in January where they were able to begin ceramics in a real coup for a freshman. We've been thoroughly impressed with the caliber of teaching

048and the quality of student work. Our student plans to continue ceramics and hopes to add other visual arts classes in service of a future career in the arts. Should continued funding be for the visual arts teaching position not be guaranteed, our daughter's educational goals could likely be compromised. Having lived in Asheville for nearly nearly 30 years, our family knows the hard work that has gone to into building a strong arts education. I respectfully ask each of you to take action to preserve the visual arts teaching position and continue the years of work done in service of creating an artsrich educational environment for our students and our community. Thank you for your time and consideration. Sincerely, Shaunie Lavender. >> Thank you, Mr. Moy. >> Next is Jen Lipy Edwards who's speaking as an individual and has

049three minutes. >> Hello board. My name is Jennifer Lipy Edwards and I'm a mom to an Asheville High grad and a 10th grader this year. I'm a professional artist and art educator in this community and I've seen firsthand how arts education contributes to a fulfilling life and develops the exact skills employers and colleges are looking for. Cutting an art teacher at Asheville High is not cutting an extra. It's cutting opportunities that help students thrive academically, emotionally, and professionally. [snorts] My daughter, Eleanor Violet Edwards, is here tonight. Um, and she was actually honored here one year ago um, for her National Scholastic Art Award. Um, she's loved art her entire life. Since putting her first marker in her tiny hand in her high chair, she's not stopped practicing and developing her creativity and her skill. She

050won multiple re regional Scholastic Art Awards in middle school with the dream of one day attending the University of North Carolina School of the Arts. Because Asheville High has enough art staffing to allow students to continue progressing. She was able to take art one and two as a freshman. That opportunity directly led to her earning a national scholastic art gold medal, one of the highest honors a young artist can receive in the United States. She was honored for this here and again at Carnegie Hall in New York City last year. She then continued into art three and four as a sophomore while building a competitive portfolio. And this year in 10th grade, she earned eight eight regional Scholastic Art Awards, more than any other student in our regional district, which includes students from across 20

051counties in western North Carolina. I'm so happy to share that these opportunities and the mentorship of her art teachers helped her gain acceptance into the highly competitive visual arts conservatory program at the North Carolina School of the Arts for her junior and senior year. And because UNCCSA is part of the UNCC system, this pathway now gives her access to opportunities our family could never otherwise afford, including attending any of the UNCC system universities tuitionfree after high school graduation. This all happened because Asheville City Schools invested in arts education at Asheville High School and has enough teachers to make it possible for freshman and sophomores to take art. Hundreds of students will lose out every year if we eliminate the second art teacher. When we remove art positions, we will never know which students lose the

052opportunity to discover their gifts, build creative confidence, earn scholarships, or completely change the trajectory of their lives. Thank you. Next is Adam Svidi Gucha. Sorry, you can correct me. And Adam, I think you're speaking as an individual. >> I am. >> Three minutes. >> Yeah, usually I'm on the watching the live stream. So, I'm excited to be here in person today. Hello everyone. Uh my name is Adam Savidi Gwa. I am a parent at Lucy Serring, a member of facts and creator of ACSportsnotes.com, which I messaged you all about. Um I'm here tonight with a concern about timing and then and two asks um according to the district's published timeline, phase four of the strategic plan, the action plans are not yet completed. That makes sense. We just finished the strategic plan. Um the facility

053needs assessment ends in in June. The fiscal year 20 26 27 preliminary budget um will be voted on in June. So the inputs that would inform uh the mo the uh the budget are scheduled to finish kind of at the same moment the budget is being sent. Right? So my question is how is the board sequencing these decisions so we know how the budget reflects the work that's still being done. So my asks tonight's are around helping to bring us along as the community during a time when there are a lot of moving parts and a new strategic plan to align to. Uh first, if it's possible before the next budget vote in in June that's coming up, um can we publish the action plans, the drafts of the action plans, really anything that we

054have tied to uh reflecting those aspects of the strategic plan that we are planning to focus on for this next school year. The strategic the strategic plan calls out doing a budget mapping where we map budget to strategic plan categories which is really cool. Love that part of it. Uh so it feels like anything we could do uh in this direction this next month would be a win and provide clarity around what those first areas will be and how we're kind of measuring success there. I think second this is ongoing beyond June. I I really like that the strategic plan is a great opportunity to bring uh visibility into how decisions are being made and then also how resources are being allocated. Um so beyond June, could we establish a regular public imple implementation report

055that covers the changes families and staff actually experience? Kind of getting at what a lot of people are talking about here today. Uh so that would be programmatic changes, staffing decisions including vacancies and how they are being handled, resource shifts between schools, progress on the strategic plan, KPIs. Um this is the way the community can regularly see how the plan and budget budget are translating into actual functioning of the district, right? Because I think sometimes we have our strategic plan and we have our budget and the budget is has a set of goals. We know that we're going to be focusing on a certain aspect of the strategic plan for this next year. that doesn't happen right away. How can we get some progress updates on that along the way? Because sometimes we hear these

056things like, you know, a position might not be being backfilled. That might be a part of the the equation. Is there another aspect to this equation that is part of that resource allocation in the strategic plan? Um, so any clarity there would would be helpful. Thank you all for your time. >> Thank you very much. We appreciate your remarks. Uh, next is Claire Bailey who is speaking as an individual and has three minutes. >> Hi, I'm Claire Bailey. I am the proud product of Asheville City Schools. I have two kids at Jones Elementary and another who will be there year after next and I'm a Jones representative to the Families of Ashel City Schools group. Um, I love that my kids go to the school that I went to. I do not love that I'm

057constantly worried that they're not getting the same quality of education and enrichment that I benefited from. And this is not a slight on any individual's qualifications or passion. This is just an overarching non-stop concern that I have that our schools are being underfunded and understaffed. And I know that it's complex and I know that there are variables from the federal government all the way down. I get it. I know that there's a lot to take into account when it comes to funding and staffing. I'm here today to ask for clarity, transparency, and honesty throughout the budget process um for the benefit of all of the stakeholders involved. The messaging that we got last year was that there weren't cut going to be cuts to studentf facing positions. And we now know that when someone retires

058or chooses to leave their position, it often stays vacant. attrition is cuts. And quite frankly, to suggest otherwise is kind of insulting. If those positions are empty, it's the same end result as that position being cut. If a staff person still has a job, but the art program that they're running is eliminated, it's still a cut. If a person who used to be full-time on site at one campus is now serving two schools, that's a cut. Call a cut a cut. So, I'm asking for this transparency and clarity and honesty because we're all on the same team. We share common goals, but a team cannot function when trust is eroded. And that's what we're in danger of here. I'm also here to advocate for no additional cuts um through attrition or otherwise because that shared

059goal that I mentioned is that we all want every student at Asheville City Schools to not just survive, but to thrive and really reach their full potential. And in order for that to happen, we have to nurture their curiosity and their creativity. Asheville City Schools used to be a district that was aspirational for others. And I'm not just nostalgic for my own glory days here. It really was. Um, and we're no longer that. And I think now is the moment that we could build towards that. It's my understanding that we have a robust fund balance and that we are getting additional funding from the new county funding model. This doesn't seem to be the time to make cuts. It's the time to build back those programs that made us really leaders of the pack in

060the offerings and the programs and the enrichment that we were able to give to our students. I think that our students deserve the absolute very best and I'm not confident that we're currently giving it to them. Thank you. >> Thank you. Um, next we have Ona Armstrong. And Ona, are you speaking individually? Yes. Thanks. You have three minutes. Hello everyone. My name is Ona Armstrong. I am the founder of Firefly Valley Pottery. I'm also one of your top USS artists. I serve over 700 kindergarten, preK, first and second graders in Asheville City Schools every year through pottery. Okay. And so today, of course, I'm here to voice that I am distressed at the thought of upper level arts classes being cut at Asheville High. Um, I'm also a teacher with the Masters of the Arts

061in Education. And so I was wondering, have you all ever heard of Bloom's taxonomy, right? So we know this triangle right at the very bottom. It's all the ways that we can, you know, have students think at the very bottom. So let's just imagine outside these doors tonight, what's happening in the world out there, right? Okay. So, at the very bottom of Bloom's taxonomy, it's important, but maybe not so important as the rest. Um, recalling facts and basic concepts. We need to do that, right? That's important. Um, the next level is um explaining ideas or concepts. That's important. But there are even harder things, more transformative things that we can invite our students to do. We can use information in new situations. It's good, right? We can analyze. We can draw connections among ideas. We

062can justify a standard position. But at the very top, I wish that I had this up on the screen. See that little red part at the very top of Bloom's taxonomy. Okay. Imagine the world as it is right now, right outside the door. Create create uh produce new or original work. That is the top of Bloom's taxonomy. And in art classes, upper level classes, this is what we can have students do, right? We can have them create literally a new world and practice th those skills that will help us really change what's happening outside of our door. I was very touched by your story because I have the same very um similar thing where I grew up in a family that didn't have a lot of money and the arts um gave me so many

063opportunities to a full ride for college and then a master's degree in education and everything else. It's just there are so many opportunities right now and I am a mom of two Asheville High students. one Miss Monson has led through the to the culinary program and he's you know all these opportunities are just amazing and so I'm here to support keeping um the teaching positions at Asheville High as they stand now. Thank you so much. >> Thank you Miss Armstrong. Next we have Nora Silverstein. And Nora, you're speaking as an individual. >> Yes. So you have three minutes. Hi, I'm Nora Silverstein. I graduated last spring and I had the pleasure to have all three teachers, Miss McCormick, Miss Driver, and Miss Mcomes. Thanks to the visual arts department having three visual arts teachers. I

064was able to have the opportunity to take art to the first level to the fourth level and sur art art to the AP level and for ceramics to take to the first to the fourth level. Cutting arts teachers will drastically reduce the students access to these classes. The art community at Asho High was in Salsa was a huge part of my high school career and everyone should have the experience to chance to experience what an accepting and warm community it is. Um, art class is art classes are more than just an extracurricular or a class you have to take to graduate. Art teaches us communication, problem solving, creativity, and comm community in community in ways standard classes doesn't. I ask the board to keep this teaching position because to cut this position is to cut

065opportunities for young students like me. Thank you for for your time. >> Thank you, Miss Silverstein. We appreciate your comments. Um, I'm so sorry. I'm having a hard time with your handwriting, Zeke Pucket. >> Yeah, sorry. Thank you. >> I could read out your email address, but that didn't really help. >> Yes. So, thank you. So, you have three minutes. >> Of course. >> Hello. That's loud. Um, hi. I've never done this before, so I'm a little nervous, but I too am an Asheville High alumni, and some of the arts programs have been the best learning I have ever done. I've learned the most through arts programs, and it has stuck with me the longest. So, and I also am speaking on maintaining the arts position. While I may not have taken that class, I

066passed through those classrooms as I had many friends in there. and it was just they're very welcoming and they encourage everybody to try art. So, I believe keeping art within the um within Asheville High School is very important. Um yeah, thank you. >> Thank you. We appreciate your remarks. Um next we have Magnus Mhalland and you're speaking as an individual and have three minutes. All right. I too am a Nashville High School alumni and have spent my entire education up to college uh going to ACS schools. Um and I am not a art major. Uh however, art has been very foundational to my life. Uh both of my parents are artists of some variety. Uh, one of them is uh, I suppose you could say a visual artist and the other is a musician. Art

067is why I am alive. Um, knowing everyone who has gone to uh, Asheville High School and its arts departments, even though I did not have any of Miss Mcome's classes, um, all of them are very lovely people. And the people who I have seen pass through their classrooms have become much better as individuals. They have become better people. they have become better stewards of the community and the school system. Um, art is foundational not just to our school system but to this town as a whole. I would like to remind the board that the district by the French Broad River is the river arts district. Art is why we are who we are as a city. Um, it is foundational to our biology, I suppose you could say. Um, and I understand that ongoing budget

068cuts from up on high are draining. Um, but in a in a world at large where creativity is being burned very quickly, I would ask that the board keep both the art position and the media center position as both are vital to our continued existence as a community. Thank you. >> Thank you. Uh, next we have Ciso Bathwell and I believe you're speaking as an individual and you have three minutes Cecil Bothwell. Um, I didn't know about the arts issue when I came here tonight. That wasn't what I came to talk about. Although I am an artist and I sell paintings and that sort of stuff and I had good art education from grade school all the way through in my schools and so I really support that. But I'm here to talk about the

069budget and that does relate to this. I am u child-free but I still believe in paying for public education. Um it's one of the best things I pay tax money for. I really support public education, but it really troubles me that I've learned that a school the size of Asheville High nationally would have three to five administrators and Asheville High has eight administrators. And it really puzzles me why we need so much administration when we could use more teaching. I mean, is it something that's happened to administration that that suddenly there's more paperwork? Maybe plug in an AI. But I it really bothers me that our school when in times of of budgetary problems is paying the highpriced people more highpriced people instead of paying teachers. And I'd really like to see that change. Thank

070you. >> Thank you, Mr. Bathwell. Next, we have Maria Jackson. And Maria, are you speaking as an individual? >> Yes. And have three minutes. >> Hi. Um, I'm Maria Jackson. I've I'm a native of Asheville. Um, my oldest is 17. She's attended SLSA since the ninth grade. Um art is everything for her for our family. Um she breathes, walks, talks art. Um my daughter is very nonsocial and with art it's she's opened up a lot. Um, we don't live in the most ideal place right now. And with art and going to Silsa, she expresses herself in so many ways that I could never. Um, and being from Asheville, being a musician myself, our whole family is art. And taking that away just see it seems crazy. It seems unethical just because of where we do

071live. Just how he mentioned the river's art district, the Asheville Museum. Um, you can look at everybody in here and see art. Like [laughter] I know in your families like somebody in your family, if not you, can express yourself the way you want to, how you want to through art, whether it's music, painting, sculpting, dancing, yoga, whatever. And if you just give it a chance, I feel like you guys will come come out see what these kids are really producing. Like it's amazing. And I went to um AB Techch last year for a was it a um like a art show and it blew my mind to see these children so young create what they did and I feel like if you guys seen it you I mean it it's not a thought to to

072keep it. Um, but again, my daughter is everything's art and I feel like that would really change her her whole being to not be able to attend any art classes anymore. Um, since 7 years old, I can remember telling her, "Stop. Don't don't bring a journal. Stop bringing that to the store, to the grocery store, everywhere we went." And my mom's like, "Don't do that. Don't do that." And let her hone it. And she's amazing. And like it blows my mind cuz I can't write with a lick. You know what I'm saying? But I can sing. I can dance. Like some divination of art is in our family. And and please please think about it. Like really think about it because out of like in this world that is her safe haven. A lot of

073people's safe haven. Thank you. >> Thank you Miss Jackson. And our last um is Christina Mason and you're speaking as an individual. >> Oh, I'm sorry. Okay, so we have two. >> Okay. My name is Henry and I'm a third grader at Isaac Dixon. I am here to talk about the school nutrition and share my pers perspectives as a student. I've been eating school lunch since I was in prek. at Tessa Dixon and the food quality has gone down since the new company took over. Just a few examples are the spoiled cream cheese three times in a row, spoiled chocolate milk. They change from fresh foods to processed foods. Here's an example. We have gone from fresh peaches to ones that are in containers and are in sweet sugary sho syrup. It got a bit

074worse in second grade and then it got much worse in third grade. Kids throw away a lot of food. I think that the new food program is really wasteful. For the last two days, food has been served on um for the last 2 years. Food has been served on cardboard paper trays with plastic forks. I took in school lunch almost every day, but it's gotten worse, so I don't take it as often. I hear a lot of people complaining that the food is gross. I think the school lunches should be fresh fresher with less processed food. My friend Russell goes to Jones Elementary and he also complains that the food is gross. I hope that you fix the food problem. >> Thank you very much. And then Christina, you'll be our last speaker and you

075have three minutes. I'm Christina Mason, Henry's mom. Um, he's been coming home a lot more often complaining about the food, so I encouraged him to come talk to you. Um, I've sent you emails about the quality issues and about um, poor student feedback and about Chartwell's harming employee working conditions. And the union has also really clearly documented a lot of these problems that staff are experiencing. Um, I'm disturbed by all these complaints and to be clear, they reflect broad systemic problems. I think nothing to do with our local nutrition staff or anything that they're failing to do. Um, I think that serving substandard food is a disservice to all our students, but especially with grocery prices being so high and families relying on school lunches to bridge the gap. Um it's just raising equity problems.

076Um because a lot of kids don't have the option to bring lunch from home right now. And um I think that the lowquality, poorly handled, highly processed food and our stressed out nutrition staff are not flukes. They are Chartwell's business model and it's a multi-billion dollar corporation and all they have to do is create profit for shareholders. I'm really concerned about what renewing Chartwell's contract would communicate to our kids that we don't really care about something as intimate as what they put in their own bodies and that we only pay lip service to sustainability. I mean, what are we modeling to kids when we are serving all their food on disposables, a lot of which is plastic and is just never going to degrade? [snorts] Um, on a different subject, I want to draw your

077attention to the broader situation at Isaac Dixon Elementary this year. I appreciate that this is not the appropriate venue to talk about specific personnel issues. However, I can say broadly speaking that as a parent, I am deeply concerned and disturbed and angry to hear accounts from staff about screaming and yelling at students and anyone getting physical with students in any form. I have witnessed a few disturbing things myself. Furthermore, there are troubling indications that personal alliances and politics are unfairly influencing staffing decisions, some of which may be violating federal law, and all of which I think sound really unfair and unethical. As a parent, I demand a full investigation. I hope that you take the complaints that you hear seriously and support our staff. The time to minimize and brush under the rug and explain

078things away is passed. This is a pattern. It needs to be addressed. Retaliation by the administration is a huge concern and you have to appreciate that when you talk to staff that they are risking their necks. And as schoolboard members, I think that the buck stops with you. And I hope that you will address this. Thank you. >> Thank you. We appreciate these and all the comments. Um, thank you. Okay, board members. The next item on our agenda is the consent items and these include draft minutes from April 2nd, work session minutes from April 13th, and I'm going to come back with a comment about that. regular meeting minutes of April 20th and then the listed contracts of Mountain Professionals Republic Services of North Carolina, Tarhill Paving, True Blue, Western Waterproofing, as well as the

079May 4th, 2026 personnel report. So, all of those are before us on the consent agenda. Um, it has been brought to my attention that the work session minutes have um a possibly confusing um use of language and um I had it up. I'm sorry, but it speaks of in one place of um the bus stop arm letter that we asked be written and we indicated that the following week we would vote on it. And so the request is that that language be modified to remove the words board action and replace it with something more like next steps and the board agreed to get a letter that would be received the following week to take out words that make it seem like we took action at a work session. So, I'm asking if you all are

080comfortable with that being um an edit that is made and it remains on the consent agenda or if someone feels it needs to it requires more um of our attention, we can take it off the consent agenda. We can delay a vote on those work session minutes. >> I'm comfortable with approving that minor edit to the minutes and moving forward. >> Okay. looking at other board members. Okay. So, when you vote on the consent agenda, you will know that the work session minutes will be edited to take away the verbs that made it sound like we took action and instead use verbs that described it was moving to action the next week. So, with that understanding, is there a motion to approve the consent agenda? >> I move that we approve the consent agenda with

081that one modification. >> Second. >> Is there a second? All those in favor? I >> I >> Any opposed? The consent agenda passes. >> Eric, can I um add one thing just for the record in this meeting that we did discuss on a few of these contracts given the timing that was important that we did those renewals, but that uh Miss Dockery is going to look next spring at more carefully pursuing some local options, that kind of thing. I'm thinking specifically about Republic Industries, those kinds of things. So, I just wanted to be stated again for the record that we are going to look at these contracts with a little more depth next spring. >> Great. Thanks, George. Yes, that was discussed last week. Um, we turn now to um action items on our board

082meeting tonight. The first of which is strategic planning recommendations. And you all received a memorandum um which outlines where we are with the strategic plan and what we will be voting on is this um memorandum with the recommendations about the vision statement, the mission statement, and the core values. I'm going to let Maggie explain a bit more, but that's what's in front of us for a vote. >> Sure. Um for approval tonight is the updated vision and mission statement. the core values that the board adopted or the board created and then the objectives um that were developed for the strategic plan based on feedback um from the work session. We did make some changes to the student outcomes objective um and got feedback and input on that from staff as well as students and they

083were supportive of the updates. So, board members, I'm going to start with a time for questions about what you have prior to us um looking for a vote. >> Okay. Um I have a question, Dr. Ferman, just in light of one of the public comments tonight about whether we should be using a opportunity gap instead of achievement gap language. Yeah, I I've talked with several black staff members and they were adamant that it should be achievement gap. We had it in there as opportunity gap and the black staff were the ones that said it felt important to them that we actually name it. That opportunity gap sometimes is the shared that their community feels like that's glossing it over and not really saying, "Hey, we're we have an achievement gap." So, that was the feedback

084from the black staff that reviewed it. >> Thank you. I'm just going to share because a black community member reached out to me also explaining that the and I know we heard um about the the use of the word opportunity gap earlier, but the black community member that reached out to me said that that is sugarcoating the problem that the black community uses the word achievement gap. And for us to use words that the black community recognizes focusing on the issue was important. Um, this same person, just so we know, also felt strongly about um that not that we're um narrowing it. I can't remember what another word had been, but that we're closing it. That was very important, too. I just offer that as input. >> Would you repeat that last comment? It got

085uh I couldn't hear it over the um uh the HVAC system, >> the whole thing or just the very last thing? >> Just the last bit. Um the the the way it was explained to me is that it was important that we use plain real language and so that we close the gap not not narrow the gap. I offer that I think that is why these words were chosen and obviously we've heard from community members with a different perspective. Jesse, >> yes. Um, achievement gap is there for a reason because the problem that we have in ASA City School is the biggest achievement gap in North Carolina. So, it's not because the word opportunity is not important, but what is important is what we trying to fix here in Asheville City School is the achievement

086gap. Um and [clears throat] that's the reason why the achievement gap is there instead of the opportunity gap. Now we might [clears throat] can place the opportunity gap somewhere else but we also need the achievement gap to be placed inside of the um plan. Thank you. >> I appreciate the moment to consider it. I think that the concept of language is something that we try to take very seriously and hold ourselves accountable to use with a lot of integrity. one of our core values and the idea of when you measure something you see the gap achievement gap but then if you want to get down to the reality of changing it well how are you going to do that and therein we start talking about opportunities and so I don't think we can get wedded

087to any particular word over another necessarily as long as we work with integrity about not losing our focus on what will be the experience of students in our schools but I appreciate the opportunity to consider it >> other George oh I'm sorry Pepe >> so on that subject um one of the things that stands out to me is the achievement gap how we define it in testing and I I appreciate the the changes is to the student outcomes. Um, I still it it um it's troubling to me when we use that word proficiency because it's it's so often in the testing whether you're above and below the median result. Um, as um, uh, Shannon Bagot explained to us some sessions ago that that's a reality with a lot of our assessments and testing. And I

088think that that's not a helpful metric. And so I'm looking at wanting to get more information about what are our gaps in that bottom quintile or quartortile. I want to know more about where our gaps are and understand it better. Um, separately, I I don't know what the difference is between every student meets or exceeds grade level standards and every student um meets or exceeds grade level proficiency standards. So, one says whether you're above average to me and the other says we're going to have every student have um a skill with all of the standards. And so I don't know that it's necessarily something to change today. I'm more comfortable with proficiency being dropped from that. But I understand that there's a lot of a lot of guidelines that use that term proficiency. I just

089want us to understand that sometimes that proficiency term isn't the proficiency that most members of the public consider. It has more to do with this technical testing thing. other board members comments. >> Uh I I do want to I first of all, Maggie, thank you for for hearing us last week and putting in closing the achievement gap. I do wonder if we need to be even more um clear and [clears throat] say close the racial achievement gap. I'm just putting out there to the rest of the board. >> Other board members comments. >> What did >> I quite understand where you were coming from? >> So, yeah. So under that paragraph that we've been looking at a lot um on equitable student outcomes it says um we eliminate performance disparities and close the achievement gap

090by implementing etc etc. Does it need to read to be very clear about the decadesl long failing of this uh of this district to close the racial achievement gap? Does racial has to be in it? >> I don't know. >> No, I don't think it does. I mean, it's it I mean, it's nice. I mean, it is it's proper the way that she put it in since last week. Yep. And I mean I have went over it and other people have mentioned it and it seemed like it is solid the way it is right now. Okay. >> Instead of saying race I mean it is everybody know that the achievement gap is what it it's a racial statement right >> here in Nashville. I don't know unless I'm wrong. Can somebody um does it have

091to be in there? >> I that was my question as well. So, I don't Okay. I don't know. >> I think that um first we've it's time for us to do this. >> Oh, I personally think that because it says the achievement gap and we've kind of been talking about this race-based achievement gap for a long time. I feel like it's it's more than implicit. So, I'm I'm comfortable with it as is. Um, if it would if if on the other hand our black community were speaking up and saying this is important, I'd be like all about it. Um, but as we got feedback and we've adhered to that feedback, I'm I'm comfortable with it. >> Other questions or comments about the um recommendations that we have before us? I move that we adopt the

092memo that we've received about strategic plan. >> I'll second that. >> I I have some additional questions. >> Um okay, there procedurally there's a motion and a second on the floor, but we can certainly discuss other questions. >> Okay. Um the descriptions of the core values. Um where did the descriptions come from? I know that we talked about core values. >> Those were on the posters that you guys put together. So when you identified your core values, you started saying specifically like what you see and we transposed those onto this paper onto this. >> Yeah. >> So I just want to be clear that um honoring collective decisions. You folks know that if there's a collective decision that has been made that I'm seeing uh that I have concerns with, I'm going to speak up.

093And just as long as we know that going forward, um, in the past we've made some collective decisions and prior boards have made collective decisions that have done harm and we don't have to honor every past decision, but we do need to honor working collectively and moving forward together as a district. And I understand that. Pepe, I'm a little um I'm having a hard time squaring what you just said, [clears throat] right? Because as a board, this is true of any elected body or any board as far as I know, when a when a board takes a vote, even if it's not unanimous, whatever is is voted on becomes then the the policy procedure or whatever it might be of the board and therefore the district. So I hear you saying there might be votes

094that you don't agree with. My concern is how you have in the past spoken up about them and from my perspective operated from a place of uh of of similar disinformation that you think you're correcting. [clears throat] Your use of the pulpit that you have leads me to gives me concern about how you might then affect your displeasure with a vote that the that the majority has made right in the past. You have [clears throat] called out other board members. You have made divisive comments. And so I guess what I'm wondering in in what you've just said to us is [clears throat] are you saying that you will continue to operate in that way if you find displeasure in how the board is voted or are you saying you yes you understand theoretically how a

095board operates and you'll you'll use the use the voice that you have understanding that sometimes this board will vote in ways that you don't agree with that. I I I I feel like I'm leaving leaving the witness here a little bit, but I guess I'm I guess I'm asking is, you know, what would that look like from your point of view if you if we do make a vote that you don't agree with, which you know, this is kind of true of it's not just for you, Pepe, it's for all of us. Like there might be moments that that others disagree with a vote that the board has made. And so I guess the question is what does that look like out in the public? >> Well, and I think that's a fair question. Uh

096I may disagree with some of the details of what you said. Um uh but an example that comes to mind is the board of education voted to keep Asheville Primary School open. The membership of the board changed and then the board voted um by a majority of one vote to close Asheville Primary School. And I will continue to recognize that that has had an impact on enrollment. And so when we have decisions and they have unintended consequences um or negative consequences, I would still want us to remember the impact of those decisions moving forward so that we don't repeat avoidable mistakes or we don't make assumptions that we made before that didn't pan out. And so, you know, like it's a fair question. You bring it, criticize whatever, you know, specific thing for me, I'm

097durable. Um, but we need to be able to honor the work of the board and the district. And at the same time, we need to be willing to say, "Whoa, you know, this didn't turn out that as well as we wanted it to." Um, and maybe we should look at it again. >> And so there's a, you know, I recognize there's a balance there. I'm going to chime in because I think it's important to clarify something that you said, Pepe, that gets at the heart of this and and I want to I say this with all due respect that it's when you think the decision created harm that you wish to continue to refer to it. That decision may have also had some other consequences. There were budgetary reasons. None of us was on the

098board, but I am positive that that maybe George was sorry, but I am positive that it was far more nuanced than what you are holding on to. And so I think what I want to offer is what this statement says and it's what's it has been sent to us I don't know how many times over the past month. We've had this for a long time. If this is me clarifying George's question, if a collective decision is made and you are indicating that you're not going to honor it, that's fine. You don't have to. We have said as a board that that's how we demonstrate our values. I just wanted to offer to you that again, I find that you hold on to one piece of something and just really hold on to it and are

099not seeing other sides because that decision may have had other positive impacts financially and other ways. I don't know, but I'm not sure you alone are the arbiter of the truth. And so I just want to say that that's what I find troubling about these convers conversations. None of us is. We only act as a board. So >> I completely agree that I do not see all the outcomes and all of the impacts. >> Right. So, I think that what is there's a motion and a second for this document and we're hearing questions about interpretation. We're hearing how it might play out. All of that's outside of our control. If >> for me it says integrity and it would not be with integrity that I would pretend to hold my tongue like with the uh

100misalignment of spring breaks. >> Okay. Hey Jess something >> we're not going to go into this right now because this is not about all of that. It's not where you think we have done wrong. This is not the place for that. We have a motion and a second for the approval of this document before us. >> Well, I am saying that it it respected past decisions to align spring breaks. >> I'm going to I'm going to Thank you for your comments. I'm going to see if we're ready for a vote on this. All those in favor of approving the recommendations for the vision, mission, core values, and strategic plan objectives. >> I I >> I >> Okay. Any opposed? Okay. It passes unanimously. Thank you. Okay, I am gonna let Amy Ray speak because I

101cut her off. >> Sorry. Thank you. Um, well, all I'm going to say is this. I think we have different roles in this world. And once you become a member, a board member, you represent the board. I think that when you are an individual and you want to go out and and and participate, that's before that's not in your role as board member. So once you become a member of the board, you're elected. It's an honored position. It's part of governing that when the collective board makes a decision, you don't then go out and undermine that institution um by naysaying it. We don't see that with the county commissioners. You might see that with Congress, but we don't want to behave like that. Um, and so I just want to make the distinction between a

102private citizen who gets to say anything they want about any decision and those values that we aspire to as a board to support each other and support the mission of this district by speaking as one and and that's the important thing and I just wanted to make that distinction. Thank you. >> Thanks. Okay, we are going to move on to the fiscal 27 budget memo and I'm going to let Maggie speak. Um, so every year we have to send a memo to the county commissioners with our request for funding. Um, and because we have the kind of the formula that's been set up, that piece is done. Um, so we, um, Heidi actually crafted this and a couple edits have been made just to really hone in on some of the changes to the revenue

103and, um, expenditures over time. Um, and then our request for the 10-cent supplemental tax. So, it um is a letter from the superintendent to the county commissioners that does need approval from the board. >> Okay. At this time, if board members have substantive comments, not so much grammar and word smithing, we can save those to the end and and talk about those, but um substantive comments. Can we have some comments, but I'll hold off? >> Let [clears throat] other folks go first. >> Okay. >> You mind if we look at the third paragraph? And I Sarah, I want [clears throat] to be clear. I'm not trying to I I want to make sure I'm not word smithing, but the first sentence says, "Due to continued um and strict implication of our staffing aotment, rightsizing Asheville

104schools continued in 2526 in response to decreased student enrollment." Uh and [clears throat] then it says, "We are pleased to report that the loss of ADM for ACS is only 23 students for next school year. [clears throat] Um so >> that's cap that's cap. So just for clarification, that's capturing because we're funded in a rears the upcoming school year was funded with 23 less students than we were the previous year. So that enrollment drops every when it does drop or changes, we're funded in a rear. >> Sure. >> So as we move forward to the next year, >> we get those decreased allotments for the following. >> Sure. Yeah. And I appreciate seeing that a lotment of approximately 150,000. I I guess I'm wondering, and this is where I want to be careful that I'm

105not stepping into what you just said, Sarah, about um [clears throat] about word smithing. It's pointed out to us every year budget time whether we've already had like what we have this year with the with the county or in previous years that when we lose enrollment let's say 23 students it's not from one school right it is across usually every single school and how that then impacts how we're able to still provide the same level of service to our students from facing positions that kind of thing if it were 23 students out of one classroom then [clears throat] I I guess what I'm saying is we as board members have a much better that's unfair to say it that way but I I do think it's accurate a much better understanding of the nuances of

106school budgets as opposed to our county commissioners who are looking at lots of different budgets and so I'm wondering if we need to be more clear about that that 23 students is over the over the the realm of the district as opposed to just being clear that it's not just one school That's all this decrease. Does that make sense? >> It does. Um, and I just I mean I don't I think it's implied that that's across the whole district because it isn't just in one. Another thing that will happen frequently is like there's a large grade level. So right now second grade is is a big group and it's got like you know 50 more kids in it than our other than first or third grade. So when it moves up, you know, you've got

107to adjust a lotments even within a school to accommodate those class sizes. So sometimes that creates changes in the staffing aotment, not just the number of students we've lost. just to kind of keep us all moving. George, I've written down, you know, something about ACS district or I think what will be helpful because we have to vote on this tonight is to keep going to get comments and then at some point we might just But I've written it down and um so >> yeah. Oh, can I go back? >> I think I'm sorry. George, were you done? >> Oh, Liza, go ahead. >> I I didn't see Liza. Sorry. >> Oh, okay. You >> want me to go? >> No, I I I'll go. Sorry. Um, two things. One, I do think the only 23

108students for next year is a little bit confusing only because of what you just explained. There might a little of more explanation about how that works might be helpful. The other thing that I was going to comment on is um something that we've sort of heard about tonight but also struck me when I read this, which is, you know, all these changes were made through attrition or transfers. And I'd almost suggest that there wasn't real pain. And um I would like to say I would I would suggest anyway that we make it clear that although they were through transfers, these represent lost positions and that that has requ that has resulted in larger class sizes um per grade level, the loss of certain programming and um you know that that the this is these have

109been real measurable painful cuts that we've done in response to our um budget challenges um without naming that. But anyway, I just I feel like this sort of glosses over how painful our decisions have been to our teachers and our staff and our students. Um so, thank you. Okay, I'm sorry. I was looking specifically at paragraph 3. I would say though that um you know the more we can emphasize that we've done it, we don't think those changes have been positive. I don't know if you can say that, but I mean I I think for purposes of our our students, they haven't been good. >> Yeah. >> Um thank you. >> I I appreciate that. And if if I could take the opportunity to build on it and see if we're the the to represent

110the the you know years ago when many of us joined this board there was a lot of political pressure to to get you know to shrink down and and and I think what when when I read this continued implementation of the aotment formula is you're when you first got here Maggie I remember you speaking to teachers about this is going to be hard and it's not going to happen in one year. It's going to take a while because that's how you implement an aotment strategy with a a modicum of compassion is you look for retirements, you look for opportunities where people aren't getting a pink slip. Um so it's not a harsh do it all at once. And so it's it's the way to do it, but to Amy's point, it's not been easy or

111fun or you know, it's it's it's not it's not cuz we want to. It's not because we think it's what's um optimal and some of the public comment tonight really highlights how important and hard the transparency of that can be. And so in a document like this, you know, I don't think everybody's going to read it, but it is an opportunity to remind folks that that's that's what this has been >> noted. Thank you. >> Liza, did you have a comment earlier and I skipped over you? I didn't mean to. um I'm not putting you on the spot and we can come back to you, but I >> No, I'm just trying to figure out like when when to fit this in and it now seems like as good a time as any. Um, but

112Amy, when you spoke to the loss of certain programming, >> [snorts] >> um, I think that going into this budget memo saying these are the cuts that we've made and and saying we're not going to make anymore. like this is as as thinly as we can trim it in our student-f facing positions. Um would be valuable to staff morale and family morale in particular. Um, and I'm also curious about how central office staff figure into the allotment formula. And with with central office staff now being mandatorily posted for public consumption, um, there depending on how you sort the data. Um, it becomes very easy to see that there are roughly 20 positions that total more than $2 million in salary and the optics of that when we're cutting the programs that serve our students directly.

113How can we how can we justify that when when we look at those numbers? um point of clarification. So the request last year from um ACE and facts was for a no cuts budget and that's what the board voted for. However, we didn't get the funding to continue with a no cuts budget. So we did have to make cuts and that's what the board voted on was reduction in positions through natural attrition. So I'm not sure where this the idea that we were we approved a no cuts budget. We didn't we didn't riff anyone, but we did have open positions that we didn't fill. And that was very clear when the board approved the budget last year. Um, so and the whole point of a staffing aotment formula is it is responsive to student enrollment.

114And as we look at student enrollment, the the aotment the positions increase as students we have more, but it decreases as we lose students. So that's the whole idea of an aotment formula is that we are not going to bust at our over you know fill our class sizes to 34 35 students because we're going to add positions as we grow and but we also then have to be responsive and do the same as we shrink or we're going to be in a position where we're have to make big cuts. This is that gradual time over time to make small changes as those positions are open. And this is just my recommendation to the board. It is difficult. But if we don't make those position changes when we have the chance, then we're going to

115get to a point where we won't have a fund balance that can take that. We won't have funding and we're going to have to say, "All right, we're going to have to just cut x number of positions." So, it is difficult. I'm not making light of not filling positions as they come open. But if we don't do that all the time as we move through the budget and be responsive to student enrollment, we'll be in a position where we won't be able to continue responsibly funding and paying our staff. So, I get it is difficult and I don't like it and we all have to make some tough choices when we have limited resources. >> Okay. [clears throat] All right. Liz, I do understand where you're coming from and this is a board message, correct?

116It's not a 100% guideline that we're going to go through this right here so that once we see the budget, it can be changed to affect the board. I mean to to agree with the board. So this right here it to me when I read it, it says message is like a guideline. So, we can get as close to this as possible, but if we see some changes that we heard tonight that we want to make some changes, I think as a board, we can. We just have to figure out how we going to do it and get with the superintendent, get with the um get with uh >> Heidi and make sure [laughter] Hiy and make sure that we are that we can. But to me, this is just a message going out saying

117that this is part of the criteria that we're going to try to go with. But we really don't have to go with this, >> right? >> Well, it's it's just the ask to the county commissioners for tax rate and funding. This is not a budget yet. This is like, hey, county commissioners, here's what we're requesting for you for our supplemental tax and for the funding that we get through the aotment. And I just want to offer kind of what both Liza and Jesse are saying to that point. This is to the county commissioners and that is our audience. And I'm very respectful of other people who are going to read this, right? We have a broader audience. We know that. I'm just using this as an example. I don't love the word right sizing. County

118commissioners, I don't love the word right sizing. I don't like what it implies. The county commissioners use that word to me all the time. So, if our point with this is to communicate to the county commissioners, then we have a particular way we're approaching that. I guess I'm just saying I don't think this reflects our um whole policy on the budget. This is a to me this serves a very particular purpose and we should remember the audience. But, Liza, I take your point that there's all these other things at play. I'm just not sure that in this particular letter to that particular audience that they that that's what they want to hear. Yeah, this I mean if I may this is just an argument. This is an argument for a higher tax rate than we

119would get otherwise. So we want to make the most persuasive argument to that group and talking about central office and being you know that's probably not the place to me to make that point um as much as it is here's what we lost because of the things we've had to do because of the budgeting so far and we need to stem that bleeding as much as possible and here's how you can help us do that. Um, Pepe, do you have comments about the >> There's a few things. I am wondering for expediencyy's sake so that I don't have to explain it if we can simply delete the first two sentences from paragraph 3 and just start with we are pleased because I think that gets to the point without bringing up a lot of controversial

120issues. Um, I have sent more detailed word smmithing stuff to all of you and the superintendent. Um, so we don't need to get into all of that. Um, I am concerned about the term enhancement. I think it's come up before. Um, so it may just be budget requests would be more neutral. >> What paragraph is that Pebb? >> Uh, that is under the budget enhancement request. >> Sorry, I see it. So >> it could be additional budget requests or something. Um but so that we are respectful of the comments of staff um and recognize that some of those enhancements are existing positions. Um and uh I ask that um Heidi Karns just double check that uh $2.6 6 million figure. Um because I got a different calculation number last week. Um and just want to

121make sure that that's accurate that it's not uh uh 2.79 which is what the number I got last week would indicate. The 2.6 this would produce an estimated additional um uh 2,600,000. to respond to your question, Jesse. Um, and I am wondering if we after the final line, we request a revision to this rate to the requested uh uh 10.00 rate, whether we want to add um or whether you would like to add Dr. Furman um a either a statement saying we would like to keep the 11 cent rate if there is an re-evaluation moratorum or something to the effect that um we will send you an update if you know just so that they're not thinking that we want 10 cents if there's a moratorium on the um uh revaluations. So, those are the

122the topline things. >> Are you comfortable um uh Dr. Ferman removing those two sentences or are you >> I'm not. >> You're not. Okay. >> That to me that goes to the know your audience. I mean, I think that's what the county commissioners want to see. >> Okay. Then, um I guess I I'll explain what my concerns are. Um I think that uh right now we have uh 157 students who could have been our students that are over at the Monasury Charter School. There were 140 students last year. >> I'm going to stop you. How is this about the first two sentences of this paragraph? >> Well, um it is the myth that we save money by closing schools. And I think I can have private conversations with county commissioners more effectively if we can

123talk about closing schools didn't result in the savings that were forecasted and that there are unintended consequences to the right sizing approach including um lower enrollment. And so it's a it's a balance there. And that's the conversation, the type of conversation that I've been having that right sizing doesn't fix numbers. Increasing enrollment and supporting what is great about Asheville City Schools is what fixes our financial position. >> Okay. Thank you for that explanation. Are there looking at other board members I there's a lot of comments about the third paragraph that we can review together. Um, there's a discussion of whether to use the word enhancement in the budget enhancement request and there was a request to add a sentence at the very end. Maggie, did I miss anything? >> Uh, nope. I got that. >>

124Okay. So, >> clarification um that the across the district and how difficult it is for families and staff when we do have to leave positions unfilled. >> And that was in the third paragraph, right? But I I think what I want to do because I need to find out where we have consensus on the board. And then there was one place where there was a request just to um make sure a number is accurate and I didn't write that down. I don't >> I've got that. >> Okay, you got that. So, okay, let's just start with that one. Board members, we need to vote on this tonight because it's due to the county by May 15th. It's a required deadline. Is there agreement that that number and whatever that number Maggie just said out loud

125will be factch checked and that number would be revised if needed? Are we all in agreement with that? >> Yeah, >> I'm seeing nodding heads. Okay, so that's a done deal. Can we look at the third paragraph? Um, and I'm I'm hearing lots of things about the first two sentences, whether we need the ACS to say the district. um whether we need to add comments about I mean what I've wrote and I think I don't know who said this but you know changes were made through attrition but noting that those were painful that was a shorthand way of saying that I need to know the consensus of the board and so I'm going to start with do we keep the first two sentences I know we've had a request to remove them but I want

126to know where the rest of the board is >> I'm going to say that yes we keep them and I'm also going to say that I think we've all given given you our concerns and I personally would be very comfortable with voting for this and allowing Dr. Ferman to incorporate our suggestions, maybe reviewing it with you and Rebecca to to ensure that they're consistent with the spirit of what we seem to want. Um I just that's the most efficient way for me to do it rather than go by line by line or ask for specific language. I do if the if the discreet question is do we keep the first two sentences? Yes. And I would recommend uh maybe another sentence or so explaining why those right sizing choices res really actually resulted in a

127reduction of um classes and programming that were val valuable and we still mourn their loss. >> Something like that. >> I need to hear from other board members on that. I I appreciate that. I'm not sure everybody's in the same place. >> Exactly. I offer that for consideration. >> Yeah. Jesse, what do you think? >> Do we need to [clears throat] I mean, is it a requirement? I mean, I think people know just by having charter schools and uh enrollment issue. If we put too much in it, it's not going to make sense anyway. Someone else is going to argue, right? But if we just keep it plain and simple and readable and understandable, people will implement whatever they want to inside of those languages there, inside the sentence. I think we put too much

128inside of if we add all of that extra that you are asking to add. Um, another thing here is it could have went either way because if we didn't close something and made a difference, it could have been a different outcome regardless of what we could have been into a bigger hole because we kept something and we shouldn't have kept it and blah blah blah blah blah. We made a decision. So, we just got to live with the decision that we made. Same thing with everything else across the board. All right. So, every time you come up, we're closing something. We made a decision. We just got to live with it. I'm sorry. All right. Um, this right here, once again, it just a message to the county commissioner that she put together, that the

129superintendent put together. All right. when we start putting dollars together, we could change, we are the board, we could change that. We could see and make sure that what the staff, what the teachers are requesting, you know, maybe when maybe we can make a change, but this right here is not going to say we can't make that change. All right? So, I think if we just let it go and then when we deal with the budget, all right, as as a board, we have to do the right thing. All right. We have to do the right thing. And we heard it. You mentioned all of this um implementing that everybody belongs and everything else. We're just going to have to put it all together and come up with at least 99.9% of what we feel

130is worth as for city school. All right. So that's my >> I interpret that as you're okay with the third paragraph as written >> really more than once and if there was a difference we would have heard it before now because we had it for a couple days and they said send in your if you have a issue send it in. So no one did. Now we're trying to change something you know let it go. Okay, thank you. Um, there's been a suggestion that Maggie take the input she's heard and revise this, but that would be after the vote and there's there's I I guess I'm going to say there's not a chance to come back to this. Um, there's been a suggestion to leave it as is. There's been a suggestion to delete two

131sentences. Um, >> may I um I would be most comfortable if the two sentences were deleted, but understanding the point that you're wanting to make, um, I might strike uh, and strict and right sizing from that first sentence and change the second sentence to indicate that most changes were made through attrition and transfers within the district. um and some modification of that that acknowledges that that is painful for um for students and staff. >> I I agree with that, Pepe. Um I would also like to echo your earlier request that we modify the the word enhancement. Um, and we I I promise we're getting to it, but on the third paragraph, >> I'm good. >> Okay. So, I still don't really know what to do, folks. Um, if you all are saying that that is

132the spirit of your comments and you're giving Maggie discretion and you're not going to fuss if she doesn't do it exactly the way you said, I guess that's one thing. if we want to just leave it as is and we've had a thorough discussion of the underlying meaning and that's George and Rebecca I'm gonna you guys want to do [clears throat] >> actually Pepe I appreciate uh striking strict it does feel yeah um but I also heard you Sarah a reminder that the county even if it's misguided really likes to hear about right sizing so I think that does need to stay otherwise I yes I would agree that you Maggie, with the you everything you've heard, I trust that you'll put good language in there. So, thank you. >> I think Maggie's heard what

133we've asked for, and I trust Maggie to make whatever edits feel appropriate to paragraph 3. What I'm hearing for paragraph 3 is we've all heard the comments and we're asking Maggie based on our comments to make what I'm going to call modest revisions to the third paragraph to reflect some of the conversation that we've had. And we're going to move on, but when this comes up for a vote, when you all vote for it, it will be with that understanding. Just so we're all clear, modest revisions. I know, Jesse, but does that okay? I've emailed what I said to all of you and the superintendent for as adisement and I'm comfortable with the approach you're taking. >> But just to be clear, if we don't do it exactly, >> I don't control anything around here.

134>> Just making sure we're on the same page. >> Okay. Um third paragraph, that's our understanding. Okay. Two more things to my knowledge. the paragraph about budget enhancement request. The the request was not to use the word enhancement. I'm going to actually say why do we have this paragraph at all? Does the county commissioner care? But but that's just my two thoughts on that. >> Sarah, could you please repeat what you just said? >> Do we need the paragraph at all? >> We put it in there just so they knew we weren't adding things to the budget at this point. like we have a list but we don't we haven't approved a budget that's incre in incorporating anything new at the moment. >> Thank you. >> I mean it could stay or go >> other

135thoughts about that paragraph? >> And I'm happy to keep I mean I I don't feel strongly about it. I was just a question Yeah, I I probably would omit it. Um, and the reason I would omit it actually is because unless the supplemental tax increase is requested, I don't know. I I um I think I would just sort of let that go and not admit of the possibility that they won't. >> Sure. Got it. >> Well, what do others think? >> I agree with that. >> Okay. >> Agreed. >> So, that paragraph simply comes out and then the last um which we may get there with giving discretion to Maggie. I understood the sentence would say the very last sentence. We requested a revision to this trade to the requested 10 cents rate. Probably should

136have a sent there or something in there. Um with a statement about the uh whatever the Senate bill was, we don't have to necessarily reference it, but absent a moratorum. >> Yep. >> Are you all fine with that addition? >> Yes. Maggie, are you gonna um Dr. Ferman, are you going to get the chance to talk to them or is like are you giving this in a presentation or this is just the presentation? >> That's what I was thinking. >> Thank you. >> Okay. >> I there was uh something that I had emailed about earlier. Um I'm suggesting that where you say under are we removing the whole section sub supplemental tax rate or No, we're keeping that right. >> Okay. So under that where it says the revenue neutral rate I would suggest either

137the projected revenue neutral rate or the published revenue neutral rate just inserting the word to indicate that it's that revenue neutral rate of a specific time with a certain set of assumptions that's subject to change but without having to explain it all just that we tag it as what they published. So your recommendation is to say projected revenue neutral rate. Is that what you were? >> Either projected revenue neutral rate or more technically correct would be the published revenue neutral rate since the law requires them to publish a revenue neutral rate. >> Agreed. as a suggestion. >> Board members care which word is used. >> All right. >> So, Maggie, you'll pick one of those words. Got it. >> Or some similar word. >> Yes. >> Okay. >> So, just to recap, it is the

138local budget message that we were sent. Maggie has discretion to um make modest revisions to paragraph 3 to take into account some of the statements that were heard. We're removing the budget enhancement request paragraph and sorry Pepy's um adding a word in that paragraph about the published or the right >> projected revenue neutral and then adding a sentence um acknowledging that's our request absent a moratorum. >> Got it. I move that we approve the um letter as drafted amended by any modifications that the superintendent wants wishes to make consistent with our discussion today. >> A second. >> Okay. All those in favor? >> I. >> Any opposed? All right. Thank you. That is good. >> [sighs] >> Um we have two more action items uh before us and these are two different contracts and the

139first one is the Chartwell dining contract that we discussed last week and I will open it up for [snorts] comments, questions. I think the comment that I'll make is that um we had a some public comment tonight about how sort of um there's abuses of staff and um lots of we there were there were some assertions in one public comment that I want to say we have not heard before and um in this year and we have not heard um most of what was said and we've been talking about this contract for a little bit. So I I just make that observation because and I also heard that it was like NCE wanted us to it sounded like reject this contract or that there were concerns and we just have I have not heard those

140concerns. though I have heard concerns about food quality um issues or whatever, but I just want to make the statement that I personally as a board member have not heard any of those other concerns. >> I don't know that this is the moment for somebody to contradict that um uh personally or to go into comments about what we've heard or what we've not heard from me. Uh, I do have concerns about uh that I voiced last week about the contract not having an option for new employees to choose whether to be directly employed by Asheville City Schools with those benefits or limitations or choose to be employed by Chartwells, which has the benefit of summertime unemployment pay. um but not you know the same retirement benefits and whatnot. Um I don't know what the right

141course is with that. I know last year after the vote, I had a lot of comments from food service staff that they didn't know the vote was coming or they would would have been here and they had concerns then. And I don't feel like I've got an update on how the staff that are um doing our food service feel about Chartwells in this moment. So, I don't feel like I have enough information to vote on this. >> Other comments? >> I'm aware that we that without voting on it, we'd probably would it would result in chaos. I understand that we probably need to get this done tonight. That's my it's an assumption, but I think it's pretty pretty fair. I also, you know, this would be our third year entering into this next contract cycle,

142right? Or would it be fourth? >> Third. This will be the third. >> It would be fourth. >> Oh, third. >> Anyway, third or fourth? >> Maggie just said three, I think. >> Four or five or five? >> Okay. I I thank you. Thanks. I understanding this puts additional um work on you Heidi specifically. I would be curious as this comes up next year and maybe a little further ahead than you know kind of the the crunch time of getting it done. What would what would be the pros and cons of going back to doing all of our food services in house? I think I think what now that we're into these many years in I'd love to see what what the b cost benefit analysis is of continuing char wells are going back to

143what I'm not asking for that right now right again I understand that we've got to get this done but I do think it would behoove us as a board to look at that now that we've been had this many years with jaw wells >> um the other comment I just want to make is that because I'm not sure everybody would have heard the work session last week we do have a new person who's going to be leading our local Chartwells um implementation and who seems to be um I mean spoke to and spoke I think fairly well to my mind about the commitment to making sure we have more fresh food, no more um spoiled milk situations. And um so I I just want to say that there is some changes that Chartwell seems to

144be making in response to our concerns or seem to be in response. >> I um echo what what George said that, you know, in a year where we've really focused on building a rockolid strategic plan to guide um educational outcomes for kids, I'm really glad we've invested in that work. Um, and you know, I think the chaos that could ensue from us not having a nutrition services contract is pretty compelling. Um, and I look forward to the type of thoughtful long-term planning where we've had enough time because while yes, I I enjoyed that presentation, but I think we've seen a lot of new Chartwell staff show up to say, I'm now in charge of this. And so um you know just understanding what all our options are after four years if something gives us enough

145data and I look forward to that. I I would offer that um speaking just for myself. We many of us were on the board when we picked Chartwells as the vendor and when we did it differently there was um a significant revenue loss and that was one of the reasons why we did this and we're hearing lots of uh comments that there are concerns and I ask our staff to look into those and address them and talk with our new chart wheels person. Um it may be we are hearing reasons why when this five-year term is up we ought to be ready to have other options. Um there is a price tag to providing nutrition and we just all have to be mindful of that. Um, and so, um, those are my thoughts on it

146that that we've heard good, valuable input and we need staff to look into some of the concerns and we need to be ready, you know, [clears throat] probably in the next year or two to discuss um, the vendor after this 5-year term. Those are just my personal thoughts. I do appreciate that um Chartwells has new local staff working with us and there's a lot of opportunities for improvement. Um I I'm caught up simply well I want to be respectful of our food and nutrition staff that have raised concerns with me. Um, I wish that there that they were able to come here and speak with a voice tonight. And I'm not sure um uh why we haven't heard from them more directly recently. Um the the sticking point for me is the the um saving

147money by paying staff less with our lowest paid staff or some of our lowest paid staff. And I don't know if that's real because they have the additional benefit of the summertime unemployment. I don't know. I don't have enough information. So, even though I look forward to working with Chartwells this next year and seeing that, I'm expecting that I'll vote no in a few minutes. >> Are we ready to vote? Members, >> I move that we approve the chart rules agend uh contract. >> Second. All those in favor? >> I I >> All those opposed? >> Nay. >> Okay. Uh the contract is approved. The last um contract and last action item for the board is the contract for EL education. Again, a vendor that we've been working with. It is up again. And uh

148comments or questions about the contract board members? >> Hey, I got a question. [clears throat] Um, last year we spent 324,000. This year we're going to 327,000. Has E closed the achievement gap or behavior within the last two to three years? I mean, is there any data that can prove that we are spending so much on eel and we're not seeing the benefit that eel is uh is costing us. I mean that is a that's salaries. >> I would disagree. I think it is showing benefits. So you saw the better world activities that are happening at um Asheville Middle School. That's all part of the EEL framework and the students are doing hands-on learning, problem solving. that's helping our students become critical thinkers. Um the students are every day focusing on what's their learning objective,

149knowing every day here's what I'm learning, here's why I'm learning it, reflecting on their progress. So all these pieces are being embedded. It takes takes a while to implement and get things moving. Um so I I'm I'm seeing positive changes in our classrooms. Um, I don't know that we're going to see, you know, some big changes in our achievement gap right off the bat because we still have a lot of implementation to move forward with these really critical highlevel effective practices. >> What >> is there a way we can cut down the cost a little bit? I mean, could we use more inside ask for city school staff to uh to teach more classes or to give I mean I mean it keep going higher and higher instead of >> Yeah. And I like I

150said, one of the main reasons it's higher is I added um for our uh teachers of the year a trip to the national conference. That was one of the reasons it's increased. The main reason Okay. >> What do everybody else think? I mean, >> I'm I'm curious to to know what what measures have been taken to to address the lack of buyin. Um I mean, an an isolated comment from a student was that they're they're all passengers. There is no crew. >> And that's at an elementary school. Um, and I' I've heard from secondary students that there's just there's no they don't know what it is >> and it's not it's not being reflected. It's not being implemented equitably and so I'm I'm curious to know like how how are we increasing buy in? >>

151Yeah. So, a couple ways I think as our teachers start seeing successes in their classrooms and making sure that we say, "Look, here what here's what you're seeing now with your student results. Here's a positive impact." Um, we did some student focus groups around mid-year reviews and the students were sharing the students that we talked about were like, "Hey, we want these things." And what I'll share a little bit in my um superintendent remarks is the students from my advisory team also are supportive of investing in professional learning for our teachers and keeping them up to date on some of the most you know new trends in in education. Um so it's implementation. It takes a while. This is like turning the Titanic. It's not going to happen overnight. It's deeply embedding high quality professional

152learning with our teachers. One thing that we learned um that we're really making sure we solidify is professional learning expectations as a school district. So that's another update from meet confer collaborate is reviewing what is that expectation? What do we expect of our staff to be demonstrating portrait of a scholar aspects like continuous learner and part of that is investing in your professional development leaning in and reflecting on your practice. So you know year one was kind of half a year two we had Helen. So we didn't really get as much traction the second year. Um this year I feel like we are making a lot of positive progress. I think we are getting much more teacher buyin and it's not this isn't e what we are adopting is a framework for school improvement and

153reform so we can close the achievement gap. All the research is going to show and tell you that when you implement these core practices of researchbased strategies effectively across the district because as we are working towards becoming a highquality district, it's about finding high-quality practices and effectively implementing them across the district in every classroom. Not this one teacher is great, that teacher is great, but no matter what classroom your child ends up in, they're going to get an amazing teaching and learning experience. and we're not there yet, but it's it's going to take some time. So, it it is making an impact. We've sent um principles to site visits to see schools that have the framework in place and are doing it really well. And everyone who went to those came back going, "Yes, that's

154what we want. We need more support to help make this progress in our school system." So, I have had some questions through the year throughout the year that I've I've voiced about buyin and about some of the same things you've talked about, Liza. Um, I will cut to the chase to say that Shannon Hunt's letter to us made a big difference for me as I thought about I mean I was going I'm going to support Eel um the superintendent's request, but I will say that I felt better about it when we got Shannon's letter because I respect her as a leader in this district and I also think she's somebody who um doesn't support initiatives because they're initiatives or because somebody told her to support an initiative. I do think that when we look at,

155you know, what the seventh grade did, I I'm I'm not entirely persuaded that that's eel. It is eel. It is the it is the embodiment of it. The challenge, I think, is that we don't hear I don't hear personally a lot about expeditional kind of learning or these these are expeditions. I don't think it's happening at every grade level. I don't think it's happening nearly in every classroom. I don't think crew is happening in every classroom in a meaningful way. Um I agree that I think it makes sense that it would take time and I confess that 3 years in I would like to have seen more uh um manifestation of this and seeing meaningfully what it means because I know that in my own students lives it's not necessarily happening um in the way

156that I thought when I watch the videos early on and I hear about what expedition learning is. Um so I think we have a long way to go. I'm not willing to abandon um this journey yet because I do know that it's been powerfully successful in some schools and I think it requires a longer term commitment for it to become successful. That said, I really hope that our staff principles in particular will figure out a way to to get that buyin from students and and staff and make sure that they're naming this is an expedition. this is why we're doing this. This is we're going to collaborate across English ELA classes grade multi grade levels or we're the entire you know 9th grade is going to do this. So I I would like to see

157that manifested more but I will support it and I'm sorry I talked too much. I'm with you. I would also like to see more expeditions in our classrooms. We're getting there. It's it's not as easy as it sounds. There's a lot that goes into planning an expedition. because you've got to be very clear about the long-term learning that your students are going to, you know, generate and it's it's it's a big it's a process and and the you've got to make sure all of your students are moving through that, not just some of them. Some of them will naturally be ready to come in tomorrow and do an expedition, but we also have students in our high school that can't read. So, we've also got to support that process, and this is a critical piece

158for that. I'd be curious to know how our use of Chromebooks figures into this. Um because as we've touched on previously, um it strikes me that we're we're overusing them and that that it's not providing challenging and relevant curriculum. Um and it's it does not strike me as particularly conducive to EL. Oh, I don't I would away with Chromebooks 100%. [laughter] >> Let's do it. >> That's a whole another topic. [laughter] Stay on this topic. >> Okay. Are there other comments about the EL education contract before us? >> I I said this last week, I believe, and I just want to uplift Jesse the acknowledgement of the the cost of this, right? And Amy, to your point that we would hope three years in, we'd have some data by which to to give maybe a

159more informed um interpretation of how it's going. >> [clears throat] >> So I would just ask that given this price tag that we do start to see some real data points as we get into this next school year that we see a connection with the impact of EL toward achievement toward student belonging toward lots of things and I you know I going to beat this drum all the time about how it impacts our strategic plan. So >> I'm going to offer just um for myself that I think professional development is crucial for teachers and all and we have to have it and to not continue to give this a chance. I can't imagine the lack of buy in if we said okay we'll try something different. Um that seems to me to be disastrous and

160so we are hearing of positive outcomes. We are hearing concerns that maybe they're not fast enough. And I I trust Maggie will take all this into consideration, but speaking for myself, I'm not interested in the alternative. >> And I would echo I think that the field of implementation science would provide us with a lot of information about the reality of um the time that it takes for people to do to learn something new and to do something differently. And um while I'm also a parent in this district and I would have loved this to look more like turning on a light switch, I'm totally uh comfortable with the pace because I think the pace of change is what it takes. And what I hearken to and reflect on is what Blair Johnston shared with us

161at the last time we were together. And in a way what he shared is that what he's found is this has been support to implement really sound educational practices not necessarily a toolkit or a box that you open and take the toys out. And that will be harder at the end of the day. If it's just prescriptive >> you might be able to do something faster if it's just follow the prescription. And I'm glad that what we're doing and I think isn't that and I'm okay with the time and I'm appreciate what George said too because now I think we have the tools to better understand um as we evaluate our district. So I'm in favor of of continuing the work. >> So is there a um yes >> believe it or not I haven't

162spoken. Oh. >> Um, so I appreciated you referred to uh Shannon Hunt's uh email. Um, I acknowledge that there are a lot of positive things in the EL framework. the idea of this year was um communicating um I believe learning goals as an overall focus for the district and next year it would be an overall focus of um what does it mean to have high quality work? Am I understanding that? >> Well, we'll be getting there. >> We'll be getting there. Okay. It's not next year. >> We'll be introducing it next year. >> Okay. Introducing it. But it's a it's a long-term thing. Um what I'm recognizing is that there is a great need for different kinds of um professional development and for a common language for staff for uh guiding student behavior. Um and

163um that's something that keeps coming up in conversations with staff and parents. um some schools different from others uh and that we really need to provide those supports. Um my understanding at this point is that EL's not incorporating some of those things that are important for the elementary school level and I'd love to learn that I'm wrong. um the sorts of things that conscious discipline or love and logic would uh provide um uh to help with the classroom management aspect or what they call classroom management. Um for me also I'm looking at the loss of intervention time on the middle school level and the high school level specifically uh in the the push into fifth period um reducing MTSS and intervention time and study time and group work uh project time. Um, and that concerns

164me. And then I look at the price tag of this and I'm seeing the major benefit in uh coaching principles on implementation. And I'm wondering if that can be done for $100,000 instead of $330,000 or 327. Um, so for me it's the price tag being too high and at the same time I'm recognizing that there are a lot of good parts and I'm also recognizing that we have resources in our schools and resources like North Carolina Outwardbound who do things like Crew that are similar to Crew that could have been a resource for a district to partner with that are here locally. So I have real mixed feelings. Um, and I'm just hoping that some of those scheduling issues that are taking MTSS time, intervention time away get resolved this year. >> Okay. I think

165I move that we um approve the contract with Eel. >> Second. >> All those in favor? >> I. >> Those opposed? [clears throat] >> Nay. >> Okay. the uh contract is approved. Thanks everyone. I appreciate your uh thoughts and comments. Um at this time we will hear the superintendent report. Thank you. Um several great updates for today. I'm going to share with the board. I did a feedback session with my student advisory team on strategic plan. I'm going to summarize some highlevel results from our teacher working condition and share with the board some of the topics we are discussing in meet confer collaborate. So just we've gone through this it feels like it was just yesterday but we have been working on strategic plan now for a while. So we are now it's approved we

166are moving into action planning phase um which will be lots of more details and inclusive of what are those particular steps and levers that we're going to pull um to make this work happen. Um, so I met with my student advisory team last week and there's a snapshot up in the upper right hand corner of the the vision setting elements that our students drafted and then in the other column is what the board drafted. And what I asked the students to do is look at all of those vision setting elements that they wrote on their vision document and then I said, I need you to find where those are reflected in this strategic plan kind of overview and outline. And if they put one each element on a sticky note and I said and if

167you can't find where it is, give me the sticky note so that I can go back to my team as we do action planning to make sure that we've incorporated all those things that our students agreed they want to see in Asheville City Schools um in the next 3 to 5 years. So they were really pleased that a lot of what they wanted was in there and I left with several things that we are going to take back to the action planning teams um to talk through. I also asked the students to give me warm kind of we went a a tuning protocol which resulted in some warm and cool feedback. Um so lots of some warm feedback that they provided was they really appreciated the focus on continued um professional learning for teachers. Um

168they really appreciated that we have a focus on the rebuilding trust and improving communications. They specifically were very appreciative that we were naming things like critical thinking, problem solving, communication, and incorporating real world learning opportunities in instructional expectations. And then again, also they were very appreciative and and supported the focus on safety and improvements in that area. Some of the cool feedback or what we kind of said this plan would be even better if um statements and they said again like we heard with our staff is they want to see the details. what are those action steps that we're going to put in place? Um, they wanted to make sure that as we are developing the action plans, we have classroom teachers at the table to help work through those details, which I said 100%.

169Um, they wanted to see more um details on how we're supporting our veteran teachers. Uh, they very were very clear that we have to have a much stronger stop vaping campaign. Like they that was came across loud and clear. Um and they want to know um clarifying priorities. So continually communicating what are the priorities, what are we focused on, which they also really appreciated the rewarding of the student outcomes objective to include closing the achievement gap and then another one was hey what are and Amy you would appreciate this what are some of those alternative funding sources that we can continue to explore. So, it was just really wonderful to have time with the students and hear directly from our kiddos on what they want to see in the plan, what they appreciated seeing, and

170their excitement with knowing that the board was just about to approve their vision statement. So, I felt that was really great. So, next I'm going to talk about teacher working condition surveys. And as we now have our strategic part of the plan done, what you're going to start seeing is a reminder when we go through presentations of things that relate back to those focus areas. So we have staff recruitment, retention, and development. And that focus is on making sure that we are committed to building and sustaining a diverse highc caliber workforce to attract and retain exceptional educators while fostering a culture where they are um can grow, lead and advance in the district. So at data point we have for um every two years we give the teacher working condition survey and we were reviewing

171the data and really pleased to see significant growth across the teacher working condition survey. Um so some schools had some ups and downs but as a district we saw really strong improvement from two years ago um which was really exciting to see. um lots of um one of the very first sections is about school leadership uh our teacher one of the sections is all focused on teacher leadership and those were really strong results um some of the really key ones for me that was a big growth is 80 about almost 89% of our staff said that their school was a good place to work and learn um which is a 16 point a little over 16 uh% increase from last time um 82% of the staff share that there there's an atmosphere of trust and

172mutual respect in their school. Again, an increase of almost 13 points and 90 almost, you know, 91% of our staff said that they are proud to work at their school. So, some really strong um growth points there. But we also want to focus on where areas that we can continue to grow and particularly as we look at advance, attract, and retain that work that we're going to be putting forward is knowing that now we have some really recent data to say here's some opportunities for growth for us as a district. Um so supporting our staff well-being, having systems for more involvement um with our staff in the budget. Um being involved in the hiring process at the school was another area that I think we can work on. um being more inclusive with staff in

173that opportunities for teachers to facilitate professional development sessions which I think is one of the best ways for teachers to learn is from each other. Um and then use of time. We always want to help our teachers feel like they have more time. I wish I could create more time and turn time back so that they had more time. Um, but I think again as we talked about in setting the stage for strategic plan is how do we find ways to to reduce things for staff takes things off their list to do, but also um making sure that we're supporting them with reductions in things like interruptions and um making sure they can use their instructional time to the best of their ability. Uh meet, confer, collaborate, we continue to meet. Um last uh time

174we met, we did a deep dive into professional development expectations. We looked at an updated teacher job description. They gave me a lot of great feedback. So I've got updated versions of those that I will be bringing to meet confer collaborate um for our meeting on Wednesday uh to review and get their input on that. And then we al obviously are continuing to have budget conversations. Um and that concludes my updates for the board this month. Any questions or comments? Uh thank you Maggie. Board members questions, comments, >> just really great to see the um highlights from the teacher working condition survey. Wonderful to see and I appreciate you also highlighting uh areas of growth. Thank you. >> The uh working condition survey that is that was taken last school year or this school year?

175>> It was taken I think March. It's just this past March. >> Oh. like two months ago. >> Yeah. >> Okay. >> Yep. And the results are public. You can Google teacher working conditions North Carolina. Um school level results are up there as well as district level results. And then they also have a historical report so you can see what our scores were from two years ago. >> That that's what I was going to ask you to remind us. This is completed every two years. So we don't have last year to compare to where you said the two-year change. That's the last time it was measured. Yep. And we talked about like in the intermediate, what are some ways to see how we're doing? So instead of waiting every two years to see how we

176are, but what are some opportunities to have some teacher focus groups in in the in between years to just get more anecdotal data and qualitative data from our staff on, hey, here's areas we're trying to work on improving, how are we doing? Um, and I think continuing with lots of the all the educator input opportunities we already have through EAC and meet, confer, collaborate, I think are, you know, strong ways to continue letting teachers know they have a voice. Um, and that we listen to that. >> If it is an option to do it annually, um, I would love for us to opt into doing it annually. >> I'll check on that. I don't I'll double check. I think they said you could do parts of it annually but not the whole thing, but I

177I definitely can. >> Understood. Thank you. >> Sorry, one more thing. Also, Maggie, I love um the SACE. I'm just so grateful >> for that. I'm grateful that you're involving [clears throat] them in a way. I'm glad that they >> um see the benefit of having teacher voice as well, and it just I I really think it's a nice addition to this district. Thank you. Other comments? Wonderful. Um, [clears throat] you'll be happy to know the board chair has no additional comments. Um, I draw your attention to future meetings and announcements that are on the agenda. Um, and would entertain a motion to adjurnn. >> I move that we adjurnn. >> Second. All those in favor? >> I I Any opposed? All right, we are adjourned.