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resources, changing societal needs and student demographics require schools to manage these <br /> community needs as the quality of our schools determines the quality of our community. For <br /> many children schools are where social and emotional needs are identified and appropriate <br /> services can be delivered. <br /> The following data shows some details of our student community: <br /> • Economically disadvantaged students - In 2008/9, the percentage of students who face <br /> economic insecurity and the associated stress of poverty was 23%. In 2016/17, that <br /> percentage has increased to 29%. <br /> • English as a Second Language (ESL) students experience the stresses acclimating to the <br /> norms and expectations of an unfamiliar culture and learning a new language. These <br /> students have additional instructional and other support needs. In CHCCS, ESL students <br /> represent 11% of our population. <br /> • The Newcomers Program is a district-level program which supports CHCCS students who <br /> have gaps in their formal education and lack the most basic fundamentals of English <br /> proficiency. These refugee and immigrant families face similar challenges to ESL students <br /> but typically have additional needs. Approximately 6% of our CHCCS community falls in this <br /> category. <br /> • Gifted students -The state of NC provides limited funding to provide services for gifted <br /> students (up to 4% of a district's students). In the CHCCS, the percentage of students <br /> identified as gifted is nearly 30%. This requires additional local funding to support an <br /> appropriate level of support for these students. <br /> • Exceptional children includes students who experience difficulties in learning as well as those <br /> whose performance is so superior that modifications in curriculum and instruction are <br /> necessary to help them fulfill their potential. These students require an individualized <br /> program of special education and related services to fully benefit from education. Exceptional <br /> children represent 10% of our students. <br /> An increasing percentage of students with higher resource needs, present significant challenges <br /> to an increasingly strained budget. <br /> III. GOING FORWARD <br /> We believe CHCCS has the right administrative leadership, concerned and committed teachers <br /> and building leaders, and the necessary community support and board commitment. Our key <br /> goal of reducing inequity is a long-term goal that will require new ways of addressing many <br /> aspects within the district. This includes a longer term view of how we fund and manage the <br /> district. We are asking for a long-term partnership with the County Commissioners to achieve <br /> the goal of a profound reduction of inequity and improved outcomes for all our students. <br /> We commit to being honest partners, responsible managers of resources, and to collaboratively <br /> work with our stakeholders to develop creative solutions for our pressing issues. We will <br /> transparently communicate and prioritize needs and wants. <br /> Help needed: <br /> 1. Investment in capital for facility renovation. A significant number of our buildings are <br /> aging and in disrepair, creating instructional, health and safety challenges to our students <br /> and staff. Additionally, delay in addressing repair needs increase overall costs of <br /> renovations and increase issues regarding student and staff safety. Even our newer <br /> buildings require funding for necessary repairs. As we look at our asset base of about <br /> $400M, industry standards and benchmarks would suggest 5-7% of value should be <br /> 1 -3 <br />