At the Asheville City Schools Board of Education meeting, staff from the William Randolph campus described growth in the campusalternative programs and said they are weighing whether to convert the programs into a separately numbered school to improve data management, accountability, and access to certain state-funded positions.

Carrie Buchanan, program staff at the William Randolph campus, told the board, "we believe that every path matters. That there's not just 1 path for each student." She said the high school alternative program (ECA) had 49 students this semester, "which is more than double" last year, and that the middle-school Cougar Academy had six students and a student who will return to Asheville Middle School after meeting goals.

Why it matters: adding a school number would change how the district tracks attendance, testing and staffing allocations and can trigger state resources tied to Average Daily Membership (ADM) or full-time-equivalent teacher thresholds. Staff and the board treated the issue as a programmatic and policy decision rather than an immediate action item.

Program structure and student supports

Buchanan described three scheduling options for ECA (8:30 a.m. to 1:30 p.m.; a hybrid 2:00 p.m. to 4:00 p.m. model; and fully online options) and a portfolio of supports including a CTE teacher, credit recovery staff, a shared social worker, and partnerships with AB Tech and local employers for internships and work-based learning. She said attendance is higher than last year, roughly "85 to 90%" most days.

Assistant Principal Sybil Jefferson (William Randolph campus) and Buchanan discussed the campususe of advisory and weekly "flex Fridays" for field trips, guest speakers and clubs. Buchanan said staff have been trained in Responsibility Centered Discipline (RCD) and restorative practices to coach students toward better behavior.

Students who attend the program spoke briefly. One student, Lucia, said, "William Randolph helped me by helping me get my grades up. The staff is really good here. They'll help you if you need, like, support in certain things. They'll support you." Another student described the campus as "the right place for you to come" to catch up on credits and graduate.

Open questions and needs

Staff said they are researching the pros and cons of a school number versus staying a district program, citing data-management challenges when students remain enrolled through other schools (Asheville High, SELSA, or Asheville Middle). Buchanan described state criteria her team is reviewing: "each school with 100 or more pupils in final ADM and or 7 or more full time equivalent state allotted paid teachers... is entitled to that principal," and said the program is assessing whether it meets those thresholds.

Leaders asked the board for support to expand CTE offerings on campus and for a dedicated nurse and emergency medication access. Buchanan said, "that is our biggest ask" for at least one more CTE class so students can pursue certificate tracks when they leave the program. Staff also reported being denied an EpiPen on campus because the site is currently a program rather than a school, and raised concerns about having students with health needs without a nurse on site.

Board questions and follow-up

Board member George Seberg asked how the program's attendance (described by staff at about "85 to 90%") compares to district averages; Buchanan said she did not have the district number on hand but "we can figure that out." Other board members asked about teacher retention; Buchanan described onboarding, weekly crew/professional development time, and targeted supports for beginning teachers.

Next steps: staff presented options and clarifying data rather than requesting a vote. They said they would gather comparative attendance and staffing data and continue discussions with district leaders about resource allocation and potential conversion to a school number.