School Board Meeting 10/28/2025

001[music] Heat. Heat. Oh, [music] you Oh. Oh, hey. Oh, [music] la. >> [music] [music] >> Everyone, welcome to the Carson City School District Board of Trustees meeting. Today is Tuesday, October 28, 2025. We're going to call our board workshop to order at 6 PM and it's agenda item number one, round table discussion among board members and staff addressing the following topic for discussion only. No action will be taken. Presentation and discussion regarding pupil center funding plan PCFP funds in the Carson City School District. 206 English learners eel fund 207 gifted and academically talented education gate fund and 208 at risk fund. And at this moment we will start our workshop. Welcome Mr. Spencer. >> All righty. Thank you madam president and members of the board. just continue our workshop series here going over funds of

002importance. And so the three we're going to go over today are the the what we call the PCFP funds as you alluded to pupil centered funding plan. These are all uh um very related to the general fund. Uh the funding for these is received on a pure pupil basis based on our student population. Um it's also it's in relation to the student population of the state in its entirety. So sometimes our funding can fluctuate a little bit depending on how students in other districts identify in any one of the three categories here. It's been um there's been no drastic swings over the last couple years. Uh some modest increases. Um and [clears throat and snorts] and like I say, these are very closely tied to the general fund. These these three funds obviously aren't quite

003they're more restrictive than the general fund because we have specific uses we need to use for them. Um but if the funds that we receive from the state don't cover what we need, then we transfer funds from the general fund to fulfill the mission of these three funds here. So we'll start um with the first fund, fund 206, which is the English learner fund. [snorts] Uh that'll be page one of your handout there. And this one we received 3 point um $3.3 million of funding from the state. And as you can see, this one is very heavily um salary benefits, even a little bit more so than our our general fund is. And $3.1 million of that 3.3 goes directly to salarying benefits for um by and large people that are in the classrooms. It

004covers 17 teachers and 26 pair uh pair professionals. Uh which the m majority of >> Oh, sorry. I thought I thought I >> we were we were confused. We we wondered if you were going to do a PowerPoint or if we were going to just use the the hard copy. >> Just the hard copy. >> Okay, got it. Thank you. >> Stress you out. [laughter] >> Huh? I I just thought I heard a hand raise. That's all. >> And when Renee talks, [laughter] we all listen. >> Yep. >> Sorry about that. >> All righty. So, any are we all on page one of the handout there? >> Yes. And I apologize for those of you in the gallery behind us >> that it that it's not up on the board there, but you have a

005question while we're at a stopping point. >> Yeah, I do. Um, so with salaries and benefits, if it's 3.1 and our benefits are going up 6.5% in January, are we going to see an increase? The state, does the state increase as our expenses increase? >> They do not. It's a finite amount of dollars that we get to spend. So that 3.3 million does not change. Um so we'd have some fluctuations in a case like this. We'd look and see are there some program materials and supplies that we don't need necessarily that we can use to offset any increases to the salary and benefits that would happen. And then if there's necessary program material supplies those could come from the general fund or in the case this case we could uh as we amend the December

006budget write a transfer into this fund if necessary. And I think just to kind of set the stage that even if a child qualified for all three of these categories, they're only funded for one. >> Correct. >> So I mean, and I think that's important to think about is that Yeah. There's still expenses with some of these kids that aren't associated with the funding now or not not funded through the state. Yes, you you could have a child that qualifies for English learners and at risk, but we only get funded for the larger of the two that the student qualifies for. And that that is statewide. That's uh one thing that I think one of those things that kind of works it way through the plan that they're trying to figure out how to best

007resolve, but uh solutions aren't present at the time. [snorts] Um all righty. So, just kind of continue with those positions. 17 teachers, 26 in the classroom pair of pros. Uh we do have one director and half of an admin assistant that's split between this and the uh gifted and talented education fund. Uh we do have a little about $50,000 that's in there for professional services. Generally, I think most of that goes towards testing. And then we do have some supply materials that uh we budget for. And again, in in the case of if that was not all spent this year, we could have an ending fund balance in this fund, it's not common, but it could happen. Um, any other questions about English learner fund? >> So, just to be clear, the 0.5 administrative assistant

008is [clears throat] split is split into two uh programs. >> Yes, it's one full-time person. >> One full-time person. the split between this fund and the the uh gift and talent education fund. >> Got it. Thank you. >> So, if you move to page two there, that does show us the uh gift and talented fund or gate fund is as it's commonly called 207 for those of us that like numbers. Um this one is funded at uh $563,000, but that includes transfer from the general fund. the amount that we get from the state in the blue section, the lower portion is $322,000. Um, we're funded of higher some of our peer uh districts and and then we we do transfer in $241,000 to to meet the needs of the way we've been running our program

009over the [clears throat] last several years. So, have we had a discussion about if we change that? Like as we're looking at budget reductions, is there a different way that we could provide similar services? Um, so not not at this point. We haven't had any discussions about it, but I I think like everything there's there's consideration for it. But I know the model we've had in place has been in place for quite some time and so that's yeah that could be a fair discussion. >> Yeah. So this this program does run fairly lean as as far as we don't have a teacher in each school that is funded from here even though we have two teachers in all of our sites that do all of our elementary sites that uh perform gate services. So for

010salary and benefits it covers two teachers full-time. Um, and then we have a lot of supplementary salary and benefit costs. We have a gate coordinator at each elementary school that is uh in addition to regular salary uh supplemental cost and there's some extra hours there to run some of the programs that they do. >> Yeah. So, so for for example, we just don't have the funding to have a teacher at each site funded from this. Uh, so we do have those coordinator positions at each site that oversee that. And then we also do have this covers one half the admin assistant the other half that uh English learner does and then we have one implementation specialist that kind of oversees all of it. So we do have some funding. It just was kind of split

01150/50 between professional services. There is some testing that takes place in this for our gate students and then that same amount of 37,500 for materials and supplies. Any questions regarding this fund? Any questions? >> And if I may add, as you as you notice with English learner, the net deficit is is zero, but that this fund is different from the English learner in that we do anticipate a transfer from the general fund as budgeted in our final budget. [clears throat] >> I know that each year we supplement this fund out of general fund. Are we having to gener transfer more money from a general fund each year now versus say last year or a year before? >> Um, without looking right off the top, I don't think this one increased quite a bit. I would

012have to re review that and get back to you. >> Oh, no problem. Thank you. >> All righty. Next fund is the at risk fund, fund 208. Uh this is the middle size of the three. [clears throat] Gate is the smallest. The English learner is the is the largest of course. Uh this one we receive $728,000 from the state and I believe this was slightly less than what we received uh previously. And this is one that can can fluctuate because let's say a larger district in the state identifies another 7% of their students as at risk students. then that's that more students that the overall pot of at risk funding from the state is is divvied up amount. So we our students might stay the same but our funding might go down a little bit

013or conversely it could go and if if I could add just a little bit to that. So this is um of when the new funding model came into existence the pupil centered funding planner PCFP in 2021. [snorts] Um this was [clears throat] uh determined by a district's free and reduced lunch rate. And so they looked at um across the state free free and reduced lunch rates. And if however many kids you had that qualified for free and reduced lunch, you got some funds. And then it was changed in 2023 um to reflect something called the grad score, which is something buried inside of Infinite Campus that uses um 74 different data fields um and puts it into a a magic box and it spits out a number and they basically rank order every single kid

014in the state by their at riskness. Um and so this has caused a lot of angst um amongst school districts because it's one of the the premises of going to this new funding model was to make it really transparent so that you could explain what what is happening why things are funded in a certain way. and the fact that it's using like machine learning algorithms to decide how at risk a child is, it's it's impossible to to transparently explain that. Um, so right now there are discussions going on with the state board um and the commission on school funding about potentially making changes to that, but it it is the most volatile of these three um funds, at least the the revenue side, the funding side of it is and and a point that Trusty

015Walker brought up before um there there is a um like call like a waterfall effect, but basically As soon as you qualify for one, you don't qualify for the others. And so it actually starts with special education. If you qualify for So if you're a special education student and you're an English learner and you're considered at risk and and let's say you're also potentially gifted and talented in some way. So you have four qualifications, but the district would only receive funding for special education. So we are still for English learners certainly obligated to provide services students at risk. We certainly are doing things to intervene for them gifted and talented. We have gifted and talented programs but the only thing that would be funded are the special education services. So it puts districts in a

016tough spot um when you have kids that qualify for multiple categories. Um but as Spencer mentioned as well the the the total currently the total number of at risk students is is relative it's relative to the number of students in the state that are considered at risk but then it also some of it gets eaten up by special ed if a student spe qualifies for special ed if they qualify for EL. Um and so it's made it really problematic for districts to budget on this number. Um, so there is a lot of interest in trying to get it changed how these kids are um, determined so that there and so that it's not so much about being relative to the rest of the state to try to bring some stability to the funding amounts. I

017think it was um last year that WOO lost like $8 million that they they didn't find out until I think late May that they were going to lose $8 million and and you know they so they had to eat that in their general fund budget because they already had all these people on contract for the next year. Um so it just it's it's been problematic. ours hasn't been as volatile, but it definitely has um moved a bit, decreased a bit for us. >> And I think that AJ's been a little bit modest. So, I mean, when the grad score conversation happened at the state level, um not only are those things a company's secret of what those 74 things are, they could change arbitrarily like we don't know. So what those 74 factors are, two

018of those could change at any time based on their data. And so there's this blanket effect that nobody really knows how this is being funded. and AJ was actually one of the superintendents who not only participated on the funding commission, but also stood up and um helped shine light on the issue at the state board meetings. and the two of us started on a workg group and then uh I'm no longer on the state board so I'm not on that work group but he is actually working with a small group of people to find a solution to recommend for a more equitable at risk funding solution. And so I think that I just wanted to recognize that in this meeting that um he's stepping up and doing some work statewide to help impact funding and

019um it's going to benefit students. So I appreciate that. AJ, >> I do have a question as well. So can you um better describe at risk? I get the e um I get the gate, but can you >> Yeah. Well, could we do that for the public? >> Can you like better describe? Yeah. What is that risk? >> Yeah, it's there's a lot of different data points. So, I mean, it could be your attendance. It could be, you know, the grades that you received in the past. Uh there there's a lot of different factors that kind of go into there. >> I'm sorry. And and to clarify too, just kind of the full idea is at risk of not graduating high school. And what's really interesting about that is they are looking down at kindergarteners

020on some of this data and determining at the kindergarten level if the child is at risk of not graduating high school. digging deeper into the the budget itself, if we're doing the um behavioral plan, the MTSS, with all of what we're implementing, you know, to kind of catch it, are we seeing that there might be a possibility of not needing, you know, half a million, 647,000 coming out of the general fund. if we're going to be, you know, we're implementing all of these different programs and policies in hopes to catch these students, >> you know, that way, is there, >> you know, the possibility of decreasing that? >> I understand the question. I I think um there's there's some reality to um some of those people are the ones helping implement those types of services,

021the MTSS services and that sort of thing. But I think at the same same time um and similar you know maybe to that the gate question I I think um you know looking at the model that we currently have in place is there potentially you know room for making adjustments I think it's a fair question that it's something that we we potentially could we could look at doing. And I guess on that same point when looking at like if we're going to have to get lean, these are the places we're going to start with. So how how can we recalibrate these efforts without impacting funding, but then also spreading everything a little bit thinner to make sure that we're still meeting the needs of our kids as best we can. It's not optimal, but this

022is like 11 certified and two classified positions. And so, you know, I mean, I'd much rather cut from here than classroom teachers, if that makes sense. I mean, that was the the point as well is if we're, you know, implementing those others, then there might be the possibility because if you add up the two, you know, I mean, it's $889,000 that are that these three programs are coming out of the general fund. That's close to a million dollars. That could be bring us from a 5.4 deficit spending to a 4.4. We're on our way, you know, but but what would be the implication? Yeah, on that. >> Yeah, definitely things to consider because if you, you know, if you pull away some essential services that then an entire classroom is not performing as well because

023of that, then so a lot of lot of things to uh to consider as we figure out where's the where's the best place to to try and save funding. [clears throat] Um, as you can see from this one, this one's 100% salaries and benefits. Um certainly you could probably say that there's general fund items that could qualify for this that we do because you say that as you say there's a lot of programs that we do because really you could say every student is at risk at not graduating. So we want every student to to achieve that goal and we're going to do everything we can to make that happen. It's just there's this arbitrary line that's kind of drawn by the state and those 74 things and the students that fall below that who

024we don't even know who they are in our own district we provide those services for. So that's another unique thing about this is we provide the services for the students that we see the most need fit and they might not necessarily be the ones that are funded for the state. But we certainly are grateful to Mr. Fueling and that committee for looking for good solutions to to make things better for the future. [laughter] >> So any questions about all of those funds? >> I don't think so. just want to I want to stress that, you know, anytime you have these conversations and things aren't looking as rosy, there's an implication for employees and some anxiety that's caused by that. And so I think that we're trying to be honest and realistic with the projections we

025have in front of us, but knowing that we're happy with the programs we have in this district and we would love to sustain them at the current levels or maybe even expand them, but if we have to make cuts, we're going to have to look at the extra things first before impacting the classrooms. Mhm. >> And so I just want to be clear that, you know, these are the things that people need to talk to their legislators about is the way schools are funded because if we're having to make decisions based on what we have and what we're projected to get, it's not looking pretty right now. And it's not looking pretty for any of our school districts. >> And on that, I think as a side note as well is, you know, with these

026workshops we're we're getting, again, thank you. um we're getting a better idea of the general fund. I mean, it's really being broken out. But [clears throat] what would also, you know, be helpful too is, you know, we're if we're going to say yes, we only want to be at 3.4 deficit spending, where would it be? The idea of what is going to be the implications, you know, so say that if you turn around and say, okay, well, um 889,000 is coming out of the general fund, but we're going to propose it to be 400,000. we're going to take 489 and not take it from the general fund, but then to give us an idea, but here's going to be this is what's going to happen. You know, this is that yeah, this is what it

027would look like. These are going to be the implications and you know when it comes to students or or faculty you know staff classrooms um all of that you know the whole picture rather than um I guess just kind of saying yep we did it here's $3.4 4 million deficit just as you asked us to do, but to give us what the implications [cough] are going to be. >> Yeah. What it's going to look like. >> I I think that's the plan anyway, right? >> Yeah. >> Well, thank you, Spencer. I mean, that like it was already mentioned, you know, the purpose of asking for this type of information is so we can get a better idea of, you know, where we are um able to make cuts when when we get to the point.

028So, >> yes. >> So, Agent with the workg group, since I've kind of fallen off, what are what are we settling on to propose to the state board as an alternate to grad score? So, I mean, there had been talk about using direct certification numbers. You know, there's a host of ideas. >> Yeah. A lot of focus has been on direct certification. Um, and NDE has done a with a very limited staff has done a ton of work and data analysis trying to understand the implications of making some of these changes. Um, and again, sorry, it's a direct certification is if if we have a student whose family qualifies for some kind of federal assistance. So either um Medicaid or um Tannif on welfare, something along those lines. Um and th those kids are automatically

029getting qualified for free and reduced lunch. Um but the idea is that it it generally is a pretty objective measure of poverty and poverty is clearly uh something that is very impactful to our students lives and their learning. Um the other thing and sort of in maybe in tandem with that or maybe separately is actually looking at um uh looking at student standardized test scores effectively and looking at um how students are performing. And I think the idea again if it's about at risk of not graduating for students who are well below um a level of proficiency they probably are there is some risk of not graduating. So um something within those factors is likely how it comes out but there's also complication of um the the again the distribution of funds and how volatile

030it would be and I think everybody wants to get away from it being a volatile number like if it if it moves a little that's fine but if you're having you know 20% increases and then 30% decreases and then 10% increases it just like if So, so much of what we're trying to do is provide a stable service for our community that we can depend on that our that our leadership and our schools that our teachers can also depend on. And when you have that kind of volatility, when you're trying to provide resources and then you have to take them away and then you can put them back in again, it just it becomes becomes problematic for everyone. >> Yeah. Okay. Well, if there are no other questions, thank you so much Spencer for this

031report. We appreciate it. >> You're very welcome. >> And we are going to go for a fivem minute recess. [music] >> [music] >> Hallelujah. Hallelujah. >> [music] [music] >> Oh, for Heat. Heat. [music] Oh, heat. Oh, [music] >> [music] >> Hey. [music] Hey. Hey. Oh, you are. [music] >> [music] >> Going to call our board meeting to order at 6:30 p.m. Agenda item number two, adoption of the agenda as submitted. And this is for possible action. >> So moved. >> Second. >> Moved by Trusty Walker and second by Trusty Varner. Any board discussion? See none. Any public comment? Seeing none. All those in favor? I. Any opposed? Motion carries. Agenda item number three, flag salute. Uh, Trusty Walker, if you can please lead us. Ice flag of the United States of America and to the

032republic for it stands one nation under God indivisible and justice for all. >> Thank you Trusty Walker and I love the voices of the students. Thank you for helping us. And before I continue, um, I need to, uh, inform, um, the audience that Rebecca, trustee Rebecca Roberts and Trusty Mle Clappen are absent and but we do have a quorum and Michelle Peterson is here. Join us. Okay. Um, agenda item number four, superintendence report and this is for uh, information only. Superintendent Felin. Thank you, President Ramirez. Um, first thing, uh, tonight I, um, we have some people here, if, if you weren't aware, and and I just want to say for the record that I, I do not run. Um, it's not something I do. Um, however, >> not even when you see us. >> Not

033even not [laughter] when I see you coming. However, um we have some incredibly incredibly talented young people and they can run. And so tonight we get a chance to appreciate some of the success in showing off that running and doing it on a beautiful day right over at Carson High School. And so, um, we have the the gentleman who, uh, kind of hatched hatched the idea and, um, made all this happen, uh, Mr. John Hagar. If you wouldn't mind coming up. [applause] Good evening, schoolboard members. Thank you very much for having us and letting us recognize these runners. Uh, my name is John Hager. For the record, I'm the assistant coach for the cross country team. We have the head coach Munan over there and coach Thelen over there as well. Um so [clears throat]

034we we also brought the coaches of the kids who were our juniors and seniors. We brought a few of them. We didn't bring all of them. Um so uh I'd like them to stand up uh when I call up the runners. So uh first of all, Mila Camper is a fifth grader at Borderick in Miss is it Washen's class? I'm sorry. Washen. Vshian. Vloshian. Um, so if she can come on up here. She was third place in the race and this was out of uh we had 111 kids. Um, so come on up. Just stand up right there. Um, [applause] she got third place. And Maddie Mah from Fr and Miss Benson's fifth grade class. Come on up. [applause] Just stand off to the side for a second. And then first place for the girls

035was Eevee Baggley from Seagler, Miss uh Williams fourth [applause] grade class. Come on up. So stand up here next to your teammates. And uh so we have um Madison Hager, uh Sean Thornton, and Tegan Bman who were some of the coaches. Um also next we're going to do the boys. Um, so third place was Quest Dunbar from Bordwick Parker's class [applause] and four third excuse me, second place was Yelstrada from Empire fifth grade Caly's class [applause] and Brien Nunees was his coach and then Cameron Bartak from Bordwick fifth grade also from [applause] last class. So if you guys can look at the school board members real quick. Go and turn around. [laughter] >> So, these are the people that run the entire school district. They make sure that all the principles are hired to hire

036your teachers to help you in class. Okay. And this is the uh first, second, and third place runners in the elementary school race. Thank you. [applause] >> Congratulations. >> If we wanted to do a picture, can we have the coaches the coach then stand behind and picture? And which do you want you in the background or do you want which way? Okay. So, coach is coming behind them. Kids, why don't you get closer? Come right here. >> Yeah. >> Come right here. Close. >> Oh, before you do that, turn around so they can see your shirts. This is this has been a theme for our cross country program for all of the kids. Um, sometimes you need a little motivation. >> Nice. >> All right. So, turn around and you guys come. >> Oops. >>

037There you go. >> Look over here. right here. >> And then we can we get one guys. >> Right here. >> [laughter] [clears throat] >> two. Look over here, guys. Thank you. [applause] >> I will say middle school coaches can't wait to have you on their teams [laughter] next year. >> Well, I would say congratulations. um we had the pleasure uh the superintendent feel and I had the pleasure of being there and it was just so exciting to see them so excited about getting to the finish line and I I especially love seeing the parents there at you know during the day it was like midday and parents were there so thank you so much for you know uh supporting your children's education any other comments no yes >> just congratulations and where is and

038thank you uh coaches for getting it started. Um, extracurricular activities is always very very important um for education and so getting you out early and and doing this I think is great and um kudos for all of you who like to run. >> Um I was looking at the front of your shirts where it says future CHS runners and I love that and I hope you guys keep that in mind and stick with it. I'm all for investing in anything that continues growth and keeps things going. And so, uh, a big high five to the ideas, but not just the ideas, but the doers, because ideas don't go anywhere without people willing to step up and make things happen. So, a big high five to you guys for investing in the future and and making

039sure that um the sport stays alive and has people coming in excited. So, high fives to everybody that showed up and ran. You guys are great. I'm with AJ. I'm not a runner. That was like the punishment for every sport I ever did. You guys made a whole sport out of it and I think it's great. You guys are thriving and having a good time. So, keep it up. Stay Stay in it. >> Thank you. >> Yeah. One more. Of course. Of course. [applause] >> I I just wanted to say thanks again. I think uh Mr. Hager and I probably he floated the idea probably like a year and a half ago the first time of something like this. And um you know, it's one thing to to talk about it and another thing to

040to make it happen. and just great coaches, great community people trying to do good things for our kids. So, just very much very much appreciated. >> John, John, if I may say one more thing, thank you for introducing us to the future leaders and please um students, please consider being the future board members of this district. [laughter] All right, sorry you guys. Go ahead. Um should we just take a quick little break and sure everyone can excellent. Well, thank you once again for coming [snorts] >> and we're going to take a short recess. Heat. Heat. [music] Amen. >> [music] [music] >> We're going to continue with the Carson High School student board. Uh, repres or were you not done? I'm so sorry. I apologize. >> My apologies. Um, sorry. So uh so uh last week

041uh the um AASA which is the national superintendence organization um in one of their cohorts called redefining ready uh we hosted a summit at uh Carson High School in the library over a three-day period. Um the the the premise of this group is basically that there is a whole lot more that we want for kids and that is good for preparing kids other than looking just at standardized test scores. And so, um, came to Carson High, uh, talked about a lot of the things going on, um, a lot about CTE, dual credit, work-based learning, um, did some showed off some tours of, uh, our health science classes, um, engineering classroom, um, NJOTC, gave a presentation, had a student panel. Um, we got to show off our, if you remember last year, we had the entrepreneurs

042in action magazine that FBA and marketing classes put together. We had some of those kids come back to present on what they've done and just a really good well-rounded look at a lot of what is going on uh in Carson schools and a lot of the successes we are having and and they were so this group of of superintendent and um educational staff from across the country districts all over the country were just very very complimentary of what what is going on here. So it was fantastic. Uh, thank you to everyone involved and especially because I know she's probably watching at home, Candy Robas, you were amazing. So, thank you so much for all of your help in putting that together. >> Yeah. [applause] >> We will never do it again. [laughter] >> Um, want

043to say thank you to uh Leticia Servin. She has been putting on some um uh some parent events for our Spanish speaking families and I I attended one on Saturday. uh very well attended and just trying to help families um in in the complicated world of education and all the education ease language that we have. Trying to um help our families understand um what's going on at school and and how to how to really um be able to, you know, see what your child is doing, how well they're doing, how to keep track of events going on at school. And she just did a fabulous job with that. So, thank you to Leticia. Uh over at Borderick, um our uh new vice principal over there, Chelsea Barowski, has just been um a standout coming in

044and really helping out. Um our principal, Sher Retta, had to miss a little time. and Chelsea being new to this job here in Carson uh just has really stepped up for her school um and being a leader over there. Uh so I just really really appreciate that and and in in tow with that Shannon Slayman who is a teacher over there um that subbed in as an administrator for many days and otherwise has been taking on a lot of help in the district for um math uh curriculum support. So, thank you to both of them. Over at um Fremont Elementary School, um Sarah Sarah Quizenberry, who's a a teacher, but plays a critical role in their MTSS program as coordinator there, um and has just been a a quiet leader in that building, making sure

045that um kids are getting the support that they need. um over at Empire Elementary School, Kaylee Robinson, um who runs the the student leadership team over there. they have uh developed what they call Mustang moments um which are media clips that they put together and post on the school's Instagram page which has been hugely popular with parents um just highlighting events and what's going on at school so that parents know uh what's what's happening over there. um over at Frri um music teacher Cassidy Paul ran a hoown in uh in the lunchroom. So she had students doing folk dancing, uh swear dancing, line dancing, all sorts of dancing. I had a a whole bunch of dancing and and kids just having having a lot of fun. So, um, kudos to her to, uh, make that

046as, uh, to make it fun, make learning fun. Um, and last over at, um, Carson High School, they had students from Carson Middle School, eighth graders come over to learn more about um, what is offered at Carson High School. And, and Rebecca Hanick, who's the career center specialist over there, um, set up was responsible for setting up that experience. and uh our eighth graders got to learn about CTE and arts and other electives that are available to them uh when they uh will be graduating from being solons and into senators. So it's uh uh those kind of events I think are really important so that kids are looking forward to what's to come and and they see those pathways ahead of them for what is possible. So just a lot of great things going on

047and thanks to everyone uh for all your contributions. Wonderful. Thank you so much. Okay. Now I can invite the student um board representatives Cooper and Maggie to come forward and provide us with your report. >> I'm going first. >> What a gentleman. He says ladies first. [laughter] [gasps] >> All right. Well, starting off, uh, good morning members of the board and those here are not. My name is Maggie and I'll be sharing Silver Campus's announcements this evening. Starting with the Carson High School speech and debate team competed at Worster High School in Reno on the 17th and 18th. Our team did fantastically this tournament with Michaela her in third place for senior dramatic interpretation. Kaden Saw and Chelsea Imperro in first place for senior duo interpretation. John Fenton in third place for senior informative speaking.

048In senior US extra is speaking, we have Kyle Allen in second and Thomas Lance in third. Cal on also got third place in Congress. Zion King Brown in first place for senior big question. Lexi Rope in third place for senior Lincoln and Douglas. Kaden Saw and John Fenton in second place for policy speech and debate. And finally, I got first place in senior storytelling. >> Yay. [applause] Congratulations. >> Thank you. Silver Campus hosted a Silver Power Hour, also known as tutoring, on the 14th and 16th. Students went for help with their grades and assignments before the end of the quarter, and overall had a great turnout. On October 21st, the Silver Campus held their first family engagement night for anybody who was interested in learning about becoming an electrician. It was very electrifying night. A

049representative from the Northern Nevada Electrical Training Center came and shared what uh expectations and possibilities there were for students thinking about the trade. On October 22nd, the JAG program at Silver Campus held their first ever initiation and installation ceremony. Uh that the that was a blast. They enjoyed a welcoming first look into the program as well as good food and a bright atmosphere. Silver Campus will be holding a diia de lasertos celebration in Silver Commons on Monday on the 3rd of November from 6:00 to 8:00 p.m. It will be a night to remember loved lost ones and celebrate life itself. There will be food and drinks provided and bright colors all around. This concludes the announcement for Silver Campus. Have a wonderful rest of your night. This is Maggie signing off. Thank you, Maggie Cooper.

050>> Uh good evening everyone. I'm Cooper Feling, the uh Carson High School board representative. Um just a few things tonight. Mainly some um sports that have been going on. Uh we have almost all sports are into their uh playoff seasons now. Um yesterday girls volleyball uh had a um three 0 win against Reed, so they'll be moving on to play Spanish Springs tomorrow night uh at Spanish Springs. Um boys soccer had a playoff win against North Valley's on Saturday and they are playing Sparks High School tonight. Uh so hopefully we will get good results from that. Uh last Friday uh varsity football we hosted we had a home game against Reno and we had an overtime win. So, it's the second of the season uh with our kicker Caesar Pacheco being named the Colo8 High

051School Player of the Week for his game tying and game-winning field goals. Um and that also secured a uh playoff game against Reno. So, we'll see them again in a few weeks. Uh and then on Thursday this week, um Carson High Latino Club is hosting a Day of the Dead celebration event which is from 5 to 7:00 p.m. uh at the high school. Um, and then this uh Thursday is uh football is varsity football's uh senior night. So that game starts at 7:00, but I believe the uh senior night ceremonies start at about 6:30. And that's all I have. >> Wonderful. Thank you so much both of you. Have a great evening and a good week. >> Okay, >> President Ramirez. Yes, >> I apologize. There was actually just one quick other note I was

052supposed to make to you. So in the the back of the um agenda in theformational items >> um it lists that daylight savings time ends on November 9th. That is not correct. It is November 2nd. So this coming weekend uh daylights >> daylight savings time ends. So just just for any confusion for anyone at home who uses that to lock in their calendar, you you want to be careful of that date. >> Thank you for that correction. So it's November 2nd, correct? >> Okay, gotcha. Thank you. [laughter] >> Okay, very good. >> Okay, moving on. Nevada Association of School Boards NASBY update. Mr. Vardner, >> uh, no report tonight. >> No report tonight. Okay, very good. and announcements. Board announcements, Michelle. All right, so I'll start out with uh Carson High School. A lot of

053what was on my list already got touched on, so that's kind of nice. Um I do have a couple more to um mention. Um Carson High as a whole, I don't totally understand the details of how this happened, but they got on the radar and nominated to for all the Northern Nevada Ford dealerships get together. And AJ could probably fill in the cracks on this way more, but the short answer, we won. And so, um, our teachers all got honored with, um, a meeting where they got a $250 gift card, um, for every teacher there, which when you do the math on that, they they spent a lot of money to spoil our teachers. So, thank you local Ford dealers. Fabulous. >> That was really cool. Yeah. Um and uh keeping with the idea of

054tossing money at our school, um Darby Beckwith, um our theater, she was the recipient of a $5,000 grant from um is it Dolan Auto Group up in Reno. Um so they're going to use that to help make sure their next uh musical, Hades Town, is amazing. They're going to take that one to competition, too, and hopefully come home with some hardware on that. Um, also we had um what was it about 150 of our seniors. Um, so at UNR if you have good enough grades um and you're a strong performing student you get pre-mitted to UNR um where they basically say hey if you apply you're in because you're a great student. And so those kids that were pre-mitted um had the opportunity to go tour UNR. So, they took um several buses, about 150

055kids, and the counselors went up there last week and toured the campus to um help each kid decide if that's where they want to grow roots. So, that's a really cool opportunity for them. Um let's see. We Cooper touched a lot on athletics when he tennis um just had their regionals as well. And uh want to mention Suge Wall. I will butcher his last name, but I'm going to try. uh Yedan and Alry Mallister both um got the farthest for our Carson kids. We had several qualify, but they they made it pretty deep into the tournament. So um mentioned that and then also um we've mentioned them before, but um Artur Fernandez and Bernat Kasanovas, they are two of our exchange students um from Brazil and Spain and and um the Mr. Wood wanted to

056mention that they found a great community and friendship through the tennis team. So, shout out to the tennis team for making some new kids feel welcome in a strange place. [sighs and gasps] Um, and I think, oh, last one, basketball hall of fame inductions. That's kind of a cool thing over at Carson High. So, if you were an alumni of Carson High, who was incredible back in the day, um, periodically they, uh, bring bring you around and you get a chance to be inducted into the Hall of Fame. So, they had eight people, eight alumni inducted Dick Stoddard, uh, Carson High Basketball Hall of Fame. So, yeah, that's all I have for the high school. Um, and then I have Mark Twain. Get back up there. All right. So, for Mark Twain, um, we're so

057fortunate. The Rotary lunch uh last week honored Ameilia Henry as the Rotary Teacher of the Month, which is a great program. Super thankful for the Rotarians. Um, and then we will be honoring our students with quarter awards ceremony. Each teacher recognizes students for academic achievement, growth, and outstanding citizenship. Um, and we also give away awards for students with perfect attendance last quarter. They are enjoying parent teacher conferences right now and it's a lot of fun having the building full of families. And then they also have received a bunch of new furniture, academic furniture and bookshelves in the library. The new Luke has really elevated our library to a center for learning. It's a beautiful upgrade. We are thankful to Mark Johnson and his team along with Callario family. Um, so if you're in the area,

058go take a peek into the Mark Twain Library. It's got some beautiful new upgrades. That's all I have. >> Wonderful. Thank you so much, Michelle, Richard. >> Yes. Uh, thank you. I have several tonight. Uh, Mr. Clappam also asked me to give his reports. So, if that's okay. >> Of course. Um for French uh principal Brown would like to thank the French teachers for preparing to have some great parent conferences. We are uh they are shooting for 100% attendance by our parent by their parents. I don't know what's wrong with this thing. Anyway, um so they want to thank the parents have already attended and look forward to seeing more the next two days. And that's my report for him. I don't have one for board work tonight, but I do have Carson Middle School.

059They're in the middle of their parent teacher conferences, and their teachers look forward to the opportunity to meet with each of their family members this week. and athletics. Their girls basketball team, both seventh and eighth grade, brought home the first place trophies from the Tall NEA Championship. And our cross country eighth grade girls team finished in second place in the Tall NEA Championship. So, congratulations to them. Uh they are hoping they are hosting their first fall family festival on Thursday, November 6th from 5:30 to 7:00 p.m. at Carson Middle School. Uh they're inviting their entire school community to celebrate the wonderful diversity of their families and community with cultural and musical performances, food samples, arts, crafts, and family activities. Then their eighth grade US history classes are busy preparing their annual great stakeout on the

060front lawn of the middle school. They encourage the community to stroll through the signs to learn about US military veterans both past and present. And then finally, they're inviting the community to Carson Middle School for their Veterans Day performance on Friday, November 8th at 9:00 a.m. Uh, just like to mention, I've attended most of those ceremonies since I've been on the board a little bit before and they always do a great job honoring the veterans. Uh, I've been fortunate to have my name up there on two [snorts] different occasions now. Uh, so they do a wonderful job and they always do a wonderful u celebration for veterans. So, if you can attend that, I think you should. >> Thank you. >> Then I have an update for Eco Valley Middle School. U Principal Hoppy says

061they will be hosting a Halloween dance this Friday during the school day. Students will be allowed to dress up in costumes. Then a parent square message was sent out to families to recognize the Eagle Valley Middle School staff with positive recognitions. And the details that were sent to the families are as follows. The positive feedback can highlight anyone front office staff member, custodian, kitchen staff, teacher, counselor, social worker, anyone. Your feedback helps recognize the great things happen in Eco Valley every day and reminds our team how much their efforts matter. It goes on to state uh they know their t your time is valuable and we truly appreciate you taking a moment to share your feedback. As a small token of our gratitude, everyone who participate will be entered into a drawing. Before Thanksgivings, we'll

062be raffling off a grocery store gift card of your choice along with two restaurant gift cards for three lucky winners. Then they will also be hosting uh their first VIP lunch for families on Friday, November 14th to join their students during regular lunch times. More information will be posted on uh later this week and they look forward to having families in the building. They are excited to announce that Miss Amy Riddle, science and STEM teacher at Eagle Valley Middle School, is a winner of a $5,000 grant from the Rotary Club. The grant will fund a student-led citizen science initiative that will establish a permanent water quality monitoring station on the Carson River, which is adjacent to the Eagle Valley Middle School. Project Flow, which stands for future leaders observing water. The water quality monitoring station

063initiative is designed to connect students with authentic science experiences that extend learning beyond the classroom. Additionally, with the Rotary funding, students would be able to build civic responsibility for their local watershed with the specialized tools and technology required for consistent long-term monitoring. And congrat congratulations Amy. And I'm out of breath. No, it's a lot of reading. [laughter] Thank you, Richard Molly. >> Um, yes, from Empire Elementary School from Miss Virgil. Um, she just wanted to mention that her fall festival, their fall festival this last weekend was a huge success. On that note, I would also like to um thank uh Rotarians for donating. Um, I was asked to get some donations for parents, you know, for raffle prizes and small um, pumpkins and you always go to the people, you know, which is the Rotary

064Club. So, I thank them for their their donations as well for helping with that. Um, they had a great turnout and the students had a lot of fun. Their next event is the turkey bingo on November 20th at 5:30, which is on a Thursday night. Um, and it's 5:30 to 7:00 and they are getting lots of donations from families to win, including turkey dinners for Thanksgiving. That's it. >> Wonderful. Thank you, Mike. >> So, Celier Elementary School is also um in the middle of their parent teacher conferences and they are enjoying that opportunity to partner with families. They had their first quarter magnificent matey earners and they had an all-time high number of students who earned that. 133 students in grades kindergarten through fifth grade earned either a night monsters hockey field trip on November

06520th, but that's only for first grade through fifth grade or 100 extra positive pirates. During this, the students could only have one absence and no behavior referrals. So, they are killing it over there. Also, the PTO fundraiser ends on Thursday. So, Celiger is hoping to get new playground equipment. So, if you're able to contribute, please do so. And finally, all students in kindergarten through fifth grade have received tennis lessons from Nate Gross, who is a tennis pro, and they are enjoying partnering with the community. And I just want to give a shout out to uh Mrs. prior because I may or may not embellish on her reports sometimes and I think she put a few uh tongue twisters in here tonight to try to trip me up. So, [laughter] thank you, Mrs. Prior. >> Okay,

066so um Rebecca Roberts is not here today, but she asked me to uh share her report. um from Fremont. Um they will be hosting an absolutely fun night of math and games on November 4th at 5:30 p.m. And then also I want to remind um everyone that our um next board meeting will be on November 17 and it is a Monday. So just a reminder um that we will only have one meeting during the month of November and it will be on November 17. at 6:30 p.m. Okay, very good. >> Yeah, just a friendly reminder. Okay. And then I also um attended the conference that Superintendent Feling and and his staff um put together. I had the um pleasure of meeting or you know greeting um the group and I just have to commend you

067um superintendent because that was an amazing um um event that you put together and um you know you highlighted our district in what 15 states is that is that what what we had so it's incredible in fact one of them was Iowa and I know that um we have some family who lives in Iowa and they speak very highly of their education. So, I hope that superintendent took some, you know, some um good good tips from us as well. So, and you got some um tips from him as well. So, it's all it's all a win-win. It's it's um helping us all. Um and yes, I I couldn't agree with you more. um the superintendent feeling of Candy Robas. She's just an incredible administrator who is so passionate about her um programs and she definitely

068um you know highlighted all the wonderful programs that we have and opportunities that we have for the students in our district. So um big kudos to her and um also Leticia Cervin as you mentioned Superintendent Fueling I mean she has done an incredible uh work in getting parents to attend. you know, we always hear um our um administrators struggling in getting parents to attend um the um uh family events. Um I don't know what she is doing. Actually, I know what she's doing. She's actually making phone calls and texting them and you know the the parents are responding. So I I attended through two of them two of her um events that she's had and she has had over 50 parents with their students in there and listening to uh her presentations about the importance

069of being in school and what it takes to you know stay on track and graduate and um she invited me to attend those um uh presentations and I was very pleased you know to meet the parents and I just strongly um I I strongly recommended for them to um you know stay connected with their children and with us too. We want them to be part of our team and I reminded them how important their role is and so it was just very u nice to see the parents are responding and I believe she's got one more tonight as we speak. So we couldn't make it to that one but there is another one coming up um next week on the 4th and she's going to focus on uh middle uh Carson Middle School and Eagle

070Valley Middle School and she has about 70 pe 70 students who have 70 parents who have RSVP. So, it's an incredible turnout that she is um able to um get to to come to the school. So, it's it's a wonderful work that she's doing. And then um Dr. Molden and her staff did an amazing job as Maggie mentioned earlier on the JAG initiation. They had about 40 kids, 40 students and I I was so impressed to see them so excited, nervous but excited of being part of the program and having their parents there. In fact, I heard a student who said to the other student, "I can't wait till you meet my mother." You know, it was just really exciting, you know, to to to see them being um um inducted into this program and

071being so proud and and having their parents there. It was just such a wonderful wonderful um experience to um see that you know our students are excited about what the district is offering them. And again you know it's all about offering them opportunities for them to get excited about their education and and um learn about the different um opportunities that they have you know after high school. Um same thing with the electrician presenter. I I thought it was very impactful and again it was a family night event. So it was a parent and a student and they were very attentive. The students were very attentive to what the presenter was emphasizing about their program and about the opportunities of becoming you know very successful in the introduction in electrician industry and one of the comments

072from one of our administrators was that she heard that this the next millionaire is going to be the electrician. So that was if if anything, I think that students heard that piece for sure. [laughter] So again, super excited about what um our district is offering to our students and again uh kudos to Dr. Molden and her staff for um you know, putting these events together and just uh making an exciting campus at the Silver Campus. So I believe that concludes my report. Yes. Are we still having the board workshop on November 15th to noon? >> Yes, but we are working on the logistics. So, I will uh have Renee email you those logistics. >> Yes, it is still happening. Yes. >> The 15th. Again, we'll follow up with an email if that's okay with you.

073>> Awesome. Thank you. Okay. >> Very good. All right. We are moving on. Agenda item number six, association reports. And this is for discussion only. No one from the association. Okay. Agenda item number seven, public comment. And I was told we don't have any public comment online. Do we have inerson public comment? Seeing none, I will close public comment. And agenda item number eight, presentation of the 2024 2025 Nevada School Performance Framework, NSPF ratings for the Carson City School District. And this is for discussion only. Welcome Dr. Ricky Medina and Mr. Brendan Bringhurst. >> Good evening um President Ramirez and board members. It is great to be with you this evening. Um Dr. for Medina and I are excited to share information regarding uh the 2425 school ratings that we recently received. So uh the

074NPF or the Nevada school performance framework provides a variety of reports for us and these are can be very beneficial to us. uh they're beneficial in helping us to evaluate how we are doing in areas that are meaningful and matter to us as Carson City School District. So in our Carson City School District strategic plan, we have a mission that states that in partnership with families and the community, we will make the most of every day for each student by empowering them with the skills, knowledge, values, and opportunities to thrive. So, what we've done in this presentation is break out some of the information from the Nevada School Performance Framework and what it tells us about how we are progressing in these areas as we strive uh every day to help each student gain these

075specific benefits that that Carson City School District has identified as meaningful. We want students to gain skills, knowledge, values, and opportunities. The Nevada School Performance Framework or NSPF gives us a variety of information. Specifically, we get a lot of information on proficiency rates around standardized test scores. We also get information on attendance rates, graduation rates, participation in some different programs, and all of these results are broken down by various student categories. So this NPF is a very valuable and important tool to us. When we keep it in the context of what we as Carson City School District value, the values that we have identified um and we find some measures in here that really help us see the progress we are making in those areas and that's what we'll focus on this evening. So one

076of those is providing students with skills and knowledge. Particularly when we look at the NSPF, we can see uh with math and ELA in particular, those are tested in multiple grade levels. And we note that our students are improving in their math skills and knowledge and pretty significantly. So on the EL ELA side of things, our students the results there are a little bit more mixed. So to go into that in a little bit more detail, the knowledge and skills with math in particular, as I said, the results show that we're making some tremendous strides in this area. You'll note that at the elementary level, four out of our six schools saw growth in their math proficiency of anywhere between six and 10 percentage points, which is really uh tremendous amount of growth. As for

077all of the elementary schools combined, the median growth percentile for those uh schools increased from 44 to a median growth percentile of 55, which is great. We always want to strive for being above that 50th uh percentile and that median growth percentile showing that those elementary school students on uh have a median growth percentile of growing uh at a greater rate than uh students around the state. The middle school level we also saw significant gains in our math knowledge and skills. both schools showed gains in math proficiency and that's the first time since the since 21 to 22 that both uh schools showed gains in the same year with their math proficiency and again that median growth percentile increased there as well at the high school level that proficiency is measured by how the students

078do on the ACT test and you can see that proficiency went up as well so across the board with math we're seeing some great growth an improvement. Some key takeaways for us in that math proficiency. >> We so 18% average of math and ELA together for the high school level. >> Math that is just math. >> Just just math. Okay. >> Thank you. >> Um some key takeaways for us when we look at the math where we're at and where we need to go. you as we noted there was significant improvement especially at the elementary level and last year was our first year with a new elementary curriculum the math and u math curriculum so uh you know for the first year implementation to see those kinds of results is very encouraging often we don't

079see that necessarily in the first year because there's such a learning curve for our staff in implementing that so to already see those results is great and as we visit with our elementary teachers and principles they uh are even more comfortable with that curriculum this year and very excited about the work and the growth that they're seeing from their students. We also see that across the board we have been focusing working on our proficiency scales and the PLC process across the board and that's really bearing fruit for our students. This school year is also year one of implementation of a new math curriculum at the middle school level. I ready. And so we are excited about that and what that provide will provide for our students. Like any new curriculum, it is definitely a steep

080learning curve, but we're very excited about how it aligns resources for our students and it really pushes our teachers towards a much more student centered instructional approach um that we believe will certainly uh pay off in the long run. We had some a representative from Ire here last week doing some observations and training with us and uh we're really pleased with where that is and excited about where where we will go with I already math. Um moving over to ELA, as I mentioned, our results in ELA are are more mixed. the elementary school level, we uh only saw two of our six elementary schools that showed growth in their proficiency rates. And that median growth percentile was down by 1% one point. Um so not a significant change there in the median growth percentile at

081the elementary level. Um middle schools, uh proficiency rate at Carson Middle was essentially flat. Uh for Eagle Valley, we did see pretty significant increase in our ELA proficiency scores. However, middle schools as a whole, we see that drop in the median growth percentile from 48 down to 41. Um which is concerning their that our students aren't making uh growth. That's a important measure to us because it shows not just which students are proficient, but no matter where they're at, proficient or not proficient, how much are they growing? Um so as I mentioned we want to see that at at 50 or higher the high school level we saw a slight increase in proficiency on uh ELA. So some takeaways and I know we have come to the board uh recently with a presentation about reading

082in particular and uh as these results from last year would um reinforce what we shared in that presentation that we really needed to refocus our reading instruction uh more aligned with the science of reading. So we are implementing a new curriculum this year CKLA curriculum and along with that we're doing a variety of professional development around the science of reading. Um I uh Dr. Medina and I were in one of our elementary schools today and uh saw some of that CKLA implementation and really quite impressive the work we're seeing from our students even at some pretty young levels. Um saw some analysis of poetry today in third grade. Uh it was pretty great. Um at the secondary level, we are renewing that focus on professional learning community process or the PLC process and incorporating the

083proficiency scales. We've uh noted some misalignment that has occurred and so we are working to realign what we are teaching uh and how we are teaching that to make sure that our students get the growth that we need to see. The other piece that we want to highlight is values. That's something that our mission statement says we want our students to gain from their experience with the Carson City School District. That's a little bit tricky to measure values that students are obtaining. But I think one way that we can do that is uh through the attendance rates and showing the persistence and responsibility skills and values that our students are developing. When we look at our results from last year, we see significant gains there at the elementary level with students demonstrating greater persistence and

084responsibility. Um, we're not seeing that same growth yet in the secondary level in these values that we work towards developing with our students. So, breaking that down, uh, specifically what we're seeing with the chronic absenteeism as our indicator, four out of our six elementary schools saw a decrease in their rates of chronic absenteeism. And that marks two consecutive years of improvement. So, you can see that there the rates over the last three years going from 21.4 to 19.2 and down to 17.6 in our rates of chronic absenteeism. Uh so definitely moving in the right direction and doing that uh in consecutive years is a a very strong indicator for us that our students are improving and developing these skills. At the secondary level uh Eagle Valley Middle School did show improvement in their chronic absenteeism.

085However, that uh was not the case at the other schools and it really has been a persistent pro problem uh for us postcoid. You can see the middle school rates there in 22 23 at 26.9 and in 25 20 I should say 2425 I apologize there um 28.6 so um not going in the right direction and you see similarly there with uh the high school those rates of chronic absenteeism continue to be a challenge for us. So what are we doing in order to uh help our students develop this persistence and responsibility, the values that we try um that we hope that our students gain, benefit from their time with the Carson City School District. We are continuing to strengthen community partnerships. That has been a big push uh working with the mayor, working with

086other community groups to help our students develop these these values that are so important and we'll continue to work in that that direction. Along with that, we we are working on our MTSS processes and the SARB process which is specific to attendance. Um and we are seeing as those processes and systems strengthen we are seeing improvement. Um again Dr. Medina and I at elementary school we visited today we talked their chronic absenteeism so far this year is showing really tremendous improvements and they've got a lot of that tied to the um because of the MTSS processes they have in place. >> Yeah. And the other thing I'd add about that chronic absenteeism piece is remember that it's a a 10% threshold. And so it's the number actually going down is kind of like the last

087thing that happens. We have kids that during the pandemic were missing like 30 40% of the school year. And so some of those kids, they're not down below that 10%. They didn't get below the 10% last year, but the percentage of days that they missed was reduced. And so that getting those days back is huge. >> Absolutely. So, as Dr. Medina said, we might go from a student might go from 40% absent one year to 20% absent the next year, which is great improvement, but they would still count as chronically absent for us. It takes sometimes uh multiple years to get them down where they need to be in developing these values. Uh something new that we are working on at the secondary level that we believe will help in this area is the implementation

088of an employability skills grade across all of our middle school classes as well as our high school CTE classes. This is one of the things that was highlighted at the redefining ready um co with the redefining ready cohort that that uh superintendent fueling spoke about. So, in the past, what students received was their academic grade and a citizenship grade for each of their classes. That citizenship grade is kind of vague exactly what does that mean? How do you get your grade in citizenship? Um, the middle schools have changed that to an employability skills grade. And within those employability skills have broken it down into very specific skills that we want students to develop. Obviously um attendance u being at work and being at work on time are key skills for employability. We feel that uh

089as students are taught those skills more explicitly and and related to employment and they get a grade on that they self assess themselves on that and obviously those grades are reported to parents. Um we think that's going to help the students develop these values that that are so important to us. >> Yep. I don't know. I've been questioning this because I mean it's the new thing so I'm trying to wrap my head around it. So is this like a separate grade on the report card? Is this a progress report that's sent home? Is there some uniform criteria that we're using for all classes for employability? Because you know for some people it could be sat in your seat. You know what I'm saying? Those are great questions. So, um, yes, it is a grade that

090goes home on the report card. Uh, to answer that first question, just like I said, what it used to be is you got your academic grade and a citizenship grade or some districts use behavior grade or citizenship grade. So, this replaces that citizenship grade. As far as the criteria for it, both middle schools um have used employability skills from a nationally recognized firm that this is what they focus in are employability skills and they're aligned to the CTE standards. So they took those CTE standards and employability skills and then uh they aligned those to each middle school has their matrix. um you know they each have an acronym and the kids are working on developing these different things, right? So they broke those skills down and said, "So what does this look like in a

091school setting to develop these employability skills?" So they've got a rubric that it is tied to. Um they teach the students about it during their advisory class. The students do some reflection and self assessment on it. Um it is by no means perfect as this is our year one of implementation. Um but I think it's a strong step in the right direction. One more question. >> Yeah. And hold on. Tied to that, it also gives students the opportunity to be a little bit more future focused. So you're not just being good for the sake of being good. Like if I'm talking with a student about being tardy or their attendance, I can relate that to in the future when you go off into a career, you go off to college. This is the reason why

092we got to kind of get this under control now for your future. Well, and I could see the importance of like teamwork, problem solving also. Um, but just to clarify, so all middle school classes, every subject have an employability grade and in high school just the CTE classes. >> Currently, that's where it's at is working on the high school and the in the CTE classes. as as this continues to develop um we'll see where we can um take and expand from there um anticipating obviously that things go well then we'll we'll look at doing it in other areas as well >> if I could yeah I'm assuming that all teachers have been trained in this so they're grading consistently across the board >> there was training at the at the middle schools um Candy Robas

093is working on a lot of the training there at the high schools with the DTE uh teachers as well. And so at the middle schools before the school year started, they went through these rubrics that they have developed and are working with the teachers on. Um again, I would point out that it's year one of implementation and so there's a lot that our teachers are still learning here along the way. Um, but like I said, I believe it is a a good step in the right direction and there has been some training to help the teachers have a higher level of consistency which is different than with the citizenship grades. In the past, it was very loose um as to uh how those were graded and different teachers used a variety of different types of

094criteria for that. It'll >> be interesting to see uh feedback from the parents when these grades go out. I guess they haven't gone out yet, right? >> Yeah, they'll be out shortly. Yeah. >> Yeah. So, uh maybe in the future you could give us some feedback on Okay. >> how it was accepted. >> Forgive me if I missed this part. Are these um uh employability skills um offered to students on their sixth grade, seventh grade, and eighth grade? All three? >> Yes, all three grade levels. >> That's awesome. Okay. Um along with the same area, it's important just increasing opportunities for students to have meaningful connections. We saw some of that today, right, with these cross country or these runner runners that were here. These opportunities for meaningful connections uh make a big difference for

095the students as well. And um students are also provided with direct instruction around these employability skills and skills. We don't just assume that they know what these things mean and how to do them. There is some direct instruction that's provided there as well. Uh the next >> I guess I have one more before I move on. I'm sorry. >> Has any information gone out to the parents about the change in this grading from behavior to this employability? I like the concept because I think anything we can do to help the child develop to be life ready >> versus just career or college ready, they need to be life ready. So if this helps, I I've gone forward, but I'm wondering if anything has gone out to the parents. Yeah, that's a a great question, Trusty

096Varner. I I know that there has been some information that has gone out. I'm not as familiar with all of the information that's gone out to the parents on that from the each of the middle schools. Um, but I I know that there has been some communication there and I'll follow up more with them and see what's been communicated and and also some of the feedback that they've received from parents and we definitely agree that life ready is important. I think it's great that in our mission statement we we include in that that we want students to one of the benefits we want them to get from being in Carson City School District is that they develop some of these values that are so important to being life ready is not just about learning how

097to read and write and do math. that is very important. Um, but to be life ready, you need some other skills as well. The other piece that's highlighted in our mission statement there is that students will be provided with opportunities, empowered with these opportunities. And there's some of that that we can get some indication of as we look at the NSPF. U particularly at the high school level, there are uh ratings around college and career readiness. uh and that's an indicator on the high school NSPF and what that is looking at is the participation and and completion rates of students who are participating in AP, dual credit, dual enrollment or CTE pro programs. It also looks at the number and percentage of students that are earning advanced or college and career ready career ready diplomas.

098Another indicator that we have in there is graduation rates. And from both of those, um, we could see the Carson School District is really offering some very robust opportunities for students to enhance their K12 experience. >> Yeah. And I have to kind of jump in for this one because I get a little bit passionate about it. So, my kids go to school in a different school district and I have one kid that wanted to do like the AP route. So, there was a specific school she had to go to for the gate program to do like all the AP classes. My other daughter wanted to do nursing, so she had to go to a different school. My nephew that I take to school in the morning, next year he'll go off to high school and

099he wants to be an engineer, so he has to go to a different school. And Carson High School offers everything. There's every CT track, there's every AP track, we have a huge dual program, dual credit program. the opportunities there for college and career readiness. I'll argue fight with anybody that says that there's any school in the state of Nevada that has more >> and we see that um echoed here in the results that that we get on this NSPF. So in that college and career ready indicator, schools can earn a maximum of 25 points and Carson High School earned 22.5 of those 25 points. So you can see um nearly maxing out that measure from the state. Uh breaking that down a little bit, you see the advanced or college and career ready diplomas. We

100saw those increase and increase pretty substantially which is great. Um participation in these different tracks, AP, dual enrollment um and CTE. We did see the participation drop a bit last year. However, we saw the completion rate increase. So the number or percentage of students who are completing AP dual credit, dual enrollment or CTE increased. Um so some great results there um with the opportunities that are available. As Dr. Medina said, we have great opportunities available. And then this is also telling us that they're not just there and available, but we have a lot of students who are completing these opportunities. on the graduation rates indicator. Uh Carson High School earned 29 of 30 possible points. Again, nearly maxing out that indicator. A note there that graduation rates is a because of the timeline of how

101those are calculated that um actually lags by a year in in the um reporting cycle. But our four-year graduation rate, a slight decrease there, point4% um and just continuing to knock on the door of that 90% graduation rate, which is um really exemplary. So next steps as we continue to try and provide these robust opportunities for students to empower them to move into their futures. We are working towards opportunities for more of our students at the secondary level to get into those first choice electives. Want to increase the participation in that college career readiness courses. We saw as I noted a decrease in that uh by a bit this last time. We are also working really hard on the workbased learning opportunities which are so uh impactful for our students and then just the athletics

102clubs co-curricular and extracurricular activities and a great example of that here today when we see all the way down to the elementary school level with students participating and those not just elementary students participating but their high school students helping to coach. um just a tremendous example of the kind of opportunities that are available here in the Carson City School District. Now, the last piece that we want to talk about a little bit, uh we also note in our mission that we want to provide these opportunities every day for each student that is uh enrolled with us in the Carson City School District. And the NSPF gives us a great opportunity to break down those results into a variety of student categories. Um, one thing that we note with that is that at our middle school

103level, um, we have a couple of groups that aren't receiving the full benefits to the extent we would like to see. Uh, that would be specifically our students with disabilities and our students who are English learners. We need some additional focus there. Um, the state has a process whereby they designate give identify schools with specific designations. Our middle schools have those and Dr. from Medina is going to talk to us a little bit more about how those work. So, [cough] so about 15 years ago when we used to have No Child Left Behind, there were 18 measures that kind of determined whether or not you were making adequate yearly progress. When we fast forward to today, what all those small numbers on the screen, you could ignore the numbers going vertically on that left hand

104column. Those are the measures that an a middle school has to meet. So, some of those are proficiency, some of those are growth, you have attendance, you have credit requirements. going across the top, those are all of the different subpopuls that we have to look at data for. So altogether, there's 140 different numbers that you have to keep track of to make sure that all of those are above where they need to be. And if you think about that, that's kind of like I went to the doctor a few weeks back and I got my blood work done. And when you get your blood work, there's like a 20page thing of like every medical test that they could possibly run on your blood. I tried to look some of them up on Google and Google

105didn't even know what they were. And that's kind of similar to kind of what happens with schools. There's 140 different things. There's no way that you're going to be able to keep your pulse on every single one of them. So this past year, we had two schools that ended up with designations from the state. So Eagle Valley ended up in what's called targeted supported improvement. So if you look back at this chart for their ELELLL students and their students with disabilities, for those two particular subgroups, they had some of these categories that didn't do well. And so that's an area, as Brandon said, we're going to have to focus on that for this year. For Carson Middle, they were designated as additional targeted school improve school improvement, which is similar except instead of just the

106overall individual things, one of their overall scores for the Hispanic subpop was an area of concern. But really, when you dig in and look at their data, it's the same. It's ELLL and students with IEPs. Carson High School. In the past, they were a targeted school improvement school. This past year, they came off of the list, which is was a huge accomplishment. That means that what they were on the list, what put them on the list before, they were able to make some some adjustments and some corrections. they are no longer on that targeted supported improvement list. So the goal is to do that same thing with Eagle Valley and Carson Middle this year. >> I and I think the challenge is I think number one, you know, we've talked about this. It's so complex

107that for a school principal, it would seem like a principal just gets a report and knows exactly where they're going to fall and what to look for. And in Carson City, they're fortunate to have somebody like you to sit down and really dig in because that's not something that happens in a lot of districts. But I think that another thing that I'm I still am trying to figure out because Brandon and I were just in a meeting last week, maybe it was this week, um talking about exiting schools on TSI status and the district sets the criteria. So we could exit a school and then first thing in fall they could put them right back on because it's a shifting criteria or it's kind of a gray area. And so I don't know how do

108we support our principles with that because they're going to do all this work and then we don't really know is that going to help them truly exit this status or not. you know, >> and I would say the the big thing there and and there's two parts to that. Like one, when you look at some of these numbers, like some of these numbers, I know like what a school has to do this year. I I know like how many kids they have to kind of get over the hump in order to meet that criteria. There's some that won't even be calculated again until next year. So those ones we don't even know really know what the target is. I could just tell them you have to try really hard and get the kids really far

109along. And so there there's that piece. I I would say the the big thing is is we have to identify things that are I I look at it like I'll use another medical example like when you go to the doctor, you get their professional opinion of what's wrong with you. they give you some medicine and you take it and you take the full amount and see if you get better and if you don't you know that medicine didn't work you know you need to try something new so I would say one of the most important things for our administrators is to help them identify what those things are that they think are going to be most beneficial for their school because they're the ones that are the boots on the ground. They know their kids,

110they know their teachers, and once we identify what those things are, give them the time to let them kind of work them out and make sure that they're using them with full fidelity and they're doing the best that they can with them and not just switch every year because like this year we might focus on ELLL and special ed and we might make major improvements and we might end up with one random box for say Native American students for attendance and we don't want to drop what we're doing and then move on to something new. So I would say it's helping them to to pick what they need to do and then giving them the time and the support to do it. The only thing that I would add to that I think Rick Dr.

111Dr. Medina did a great job explaining um that that when we break down break it down like this and we're able to identify here's a couple of groups of students that that aren't um getting all the success that we want them to get, it gives our um administrators an opportunity to go and look with a little bit different eye and be specifically looking, okay, for these groups of students, what can we identify that might be some areas where we need to shore some things up. I agree 100% that we don't shift that around willy-nilly year to year, but we look a little bit closer at each of these particular groups of students to make sure that well, we know that some things aren't working with those groups of students. So, it gives us an opportunity

112to look at those groups of students with a little bit more critical eye and see where we can make some uh some adjustments to provide higher levels of support to so they can access those benefits. Yeah. And some of those things that kind of the the middle schools are already doing that they started a little bit last year and now they're fully invested is one is the focus on the multi-tered systems of support and they're doing that for academics, they're doing that for behavior, they're doing that for attendance, they're doing MTSS across the board. So they're working through the tiers. We're trying to build up our tier one instruction so that that way it's meeting the needs of most of our kids and then coming up with interventions for those tier 2 and tier three

113students. They also are utilizing Avid strategies, strategies that focus on sound instructional practices, different ways of taking notes, using notes, different ways of helping [snorts] the students to kind of advocate for themselves in their own learning. And they're also doing Avid XL courses, which is a curriculum that's geared towards ELLL learners. and that's new this year. >> Just to hit some overall takeaways from what we see in the NSPF result really um we're making some good progress in the outcomes that Carson City values. I think it's important to look at these state reports, but most most importantly to look at them through the lens of what does it tell us about the things that that are meaningful to us as a school district. Um, and they give us some great indications about some adjustments that

114we need to make and we've talked about some of those today. Some big highlights. nine uh of the nine schools in Carson City School District, they earned a total of 25 stars last year, which is up by five stars from 20 just the year year before. So, an increase overall from those nine schools, an increase of five stars is uh very significant. The largest gain uh in stars was at Fremont Elementary School going all the way from a one-star school to a three-star school. um not easy to do and shows some very significant gains. Seven of our nine schools, even though they may not have increased in stars, they didn't get enough points to jump a full star, but seven of those nine schools saw an increase in the total number of points that they

115earned in the NPF um rating, which is also tremendous. Um big asterisk here uh around Carson High School. Carson High School was penalized four points for participation on the ACT exam. So uh the state requires that 95% of students in each group of students that Dr. Medina shared with us take the test. Doesn't matter how well they do on the test. They simply have to take it. And if you don't hit that 95% threshold, then you get penalized for that. Um, so that resulted in a four-point penalty for uh Carson High. Really, that would have just been those students literally sitting down uh clicking submit on their test. It wouldn't have mattered how well they did on the test at all, just taking it, and they wouldn't have lost those four points. And those four

116points made the difference between them being a three-star school and a four-star school. >> Yeah. And it and it takes some explaining that four points. Like first off, like I'm the biggest advocate for every kid testing. Like that's I come from like a a strong supporter of civil rights. Like we we test every single kid. However, the the reason why that's important is because districts were taking advantage of the system back in the days. Like you would schedule your special ed students, your ELLL students would all all of a sudden have like a field trip the day of testing. So those kids didn't count against you. Today I was on a technical advisory group with my colleagues from across the state and we were looking at this because this is something that has affected a

117lot of schools statewide and Nevada has I want to say we're in like the top three across the country for like the the penalty for students not meeting that 95% participation. And what we proposed to the state is we said, "Okay, if if students don't participate, just let us count them as having the lowest possible score on the test." Because it's not that schools are like not trying to test kids. Like on the day of testing, we're doing everything we possibly can to get kids in to take the ACT. We're sending out the truency officers, principles. I might get a phone call to like go and bang on some kid's door and and get them to school. >> And what the problem is is like it's usually like we have kids that they've either they've

118withdrawn from school but they haven't told anybody. So they leave like 5 days before testing even takes place. Testing is only one day for the ACT. We can't remove them even though we know that they've are most likely not coming back. We have to wait 20 days. we have to keep them on the books and so they count against us. And when it's 95% when we're when you have 25 kids in a subpop that means only one kid cannot test. So if you have two kids that are brother and sister and mom says I'm not going to let you test any of my either of those kids or I'm going to keep them home. or heaven forbid something happens like one of those kids ends up in the hospital and they can't test, they those

119are the kids that count. And so for this particular one with the ACT, it was three kids. It was a kid that was Hispanic and they had an IEP, so they counted for both tests and they also counted for English and math because you miss the full day of ACT day and there's two tests that are given. So that's where the four points came from. >> Is there a reason then why this isn't if it's so important to the schools, why isn't this um connected to graduation? I would think then they would really >> yeah% testing >> the ACT is actually the only test that's linked to graduation. Kids don't have to pass it but they have to participate. >> So those three kids then are not going to graduate. >> Yeah. So we either

120retest them as a senior or they could test like on the weekend. >> Two of the two of the kids will probably never see again like they are most likely in other districts. One of the kids was new in country like the day before the test. So, it wouldn't have been We could have made him sit in front of the test, but he didn't speak a lick of English. >> But if all he has to do is commit or submit the test, then it might be worth having >> take it then to retake it. But if even if they >> I would push back on that because >> wait even if they go to so say that if they don't take it the day that everybody's supposed to take it and they're going to take

121it that next weekend that still counts against us even though they took it within that school year. >> Yeah. There there's only so there's what's called the census day which last year was February 28th. So that was like the official day that you had to take it. If you missed that day, there was a makeup day a month later. The problem was is a lot of kids that don't do it on the 28th. They're no longer enrolled with us for that makeup day. So for the ACT, if there if you don't test that first day, chances are you're going to count against us. Whereas like for ESPback or some of the other tests that are online, we could bring them in like the very next day and have them test. But for ACT, we have

122to wait a month. So, one last question then. So, you're telling me three students were responsible for the high school from going from a four four point or four star to a three star. >> Yes. >> Three. Seriously? >> Yeah. Out of >> Oh, that is utterly ridiculous. >> Yeah. And that's why like across the state we were having that conversation because in some districts >> do you >> if if you have a kid that if you had say two kids that were Hispanic FRL and had IEPs you could lose the maximum of six points just because of those two kids. I just find that that well and I've said this before that it's flawed and I think our legislators need to realize how flawed you know the star ratings is and how schools are

123rated because that is how many are in our high school >> two 22 >> 23 and three students >> affected us from going from being a four-star school to a three star school >> yeah it It's we we all um note a variety of flaws with the NSPF system. Um which is why we we've really tried to kind of gear the presentation around what are some of the um things that we do find um valid and we find that align with the values um that Carson City School District has and what can we take from those indicators to help us make some decisions um about the instruction that we're providing to students. But the headline that always hits home is the number of stars, right? Like we can break this all down. People just want

124to know, well, are we a it's only a three star school, why not a four-star school? We get that. And there are definitely some large flaws in it. Um where yes, as as small as one student can make a difference between a school being losing a star, um which uh I I fundamentally disagree with, but um it's the system that we have. And I appreciate that Ricky is advocating for some changes to it that I think would still hold schools accountable for we want to test every student and not try to game the system, but a more realistic way of doing it that's that's uh just more fundamentally fair. I know Trusty Walker, I'm apologize. I know you had some questions as well. I was just gonna say >> I, you know, I'm reminded of

125being at Fridge Elementary School and being told that I had to map test all kindergarteners the first month of school and we had a newcomer who spoke no English. And I'm sitting there beside this sweet little girl who's trying to tap the screen and turning and talking to me, probably asking me what she's supposed to do. And I'm saying, "Well, just click." And even though we might get points because we force a kid to sit through a very uncomfortable situation, I think we're better than that. And I think that there needs to be a way to exempt students who have cognitive disabilities, who have, you know, who are multilingual learners who might not have English language skills. And so, yeah, that might be the system the state has, but I think that for a kid

126that's torturous and a very uncomfortable situation becomes even worse when you're sitting there forced to do something you have no idea what you're supposed to be doing. And so that worries me. >> Can stu can school districts exempt put in for an exemption? >> No. >> Yeah. There there's an exemption for there's medical exemptions, but it's really we've never been successful with our medical exemptions. Really? You almost you almost have to prove that the test is going to almost kill the kid in order to get the exemption. It's like >> and you're going to have we're going to unplug the life support to plug in. >> And I have one more point that I think the main thing that really should be an eye openener for this board is how few measures really go into

127ranking our high schools and it is based on that one test that ACT for our juniors. um there's some points for our science test which is ninth or tth grade and then you have your graduation rates and so it's really hard to gauge because every year you're getting a new group of kids taking that test. It's not like you could look at the the data and say Molly grew three points this year. So I think that if anything there should be a deep understanding that there really are few measures that are used to measure our high schools. >> I agree with that and I think it's important that you know as we started here with this mission statement that's that's in the strategic plan that really as a school district we value a lot for

128our students not just how they did on this particular test on this particular day. as you mentioned in high school it's very narrow uh elementary and middle school if you look at the elementary schools you test third fourth and fifth grade you don't test kinder one and two so you're you're uh how you are rated as a school is based solely on third fourth and fifth and based on just the aspect test and essentially aspect test and attendance is your elementary uh star rating um whereas we have a much broader view of what the benefits of schooling are. Uh this provides us with some indicators, but I I I've I look at the NPF indicators as only valuable in so much as that they illuminate what we have identified as valuable for our students. Right?

129So, we have said that it's important for our students to gain skills, knowledge, values, and opportunities while they're with the Carson City School District. NPF gives us a little bit of a window into how we're doing in some of those areas. Um, I wish it wasn't the big headline that it is of how many stars does each school have. Um, and I think it's important that we as a school district really clearly understand and message to our community that we're about providing a a very robust education that empowers students for a future where they thrive in in whatever it is that they choose to pursue and that they are truly life ready um when they leave us in 12th grade. And I also want to point out like even within the existing system, we did

130go up quite a few stars. >> A lot to be proud of, a lot to celebrate for sure. Well, and I think you you know and I appreciate what you just said is the headline because we know and I mean we know up here as a board and and the school district as well there is a lot to be proud of and yet um the headline focuses on you know Carson High goes from a four point to a to a three point but that's not and that's what I think the message gets you know um it's not out there for the public. We get it and we get that the the schools are doing phenomenal work, the teachers, everybody is doing great work. The students um and we should be celebrating rather than focusing on

131three students that didn't take, you know, the test because the the overall scoring is flawed. You know, we all know that and you and I spoke about it, you know, last week as well. the ones the decision makers are the ones that don't get it >> and hopefully hopefully there will be some changes there and like I said it's great that Dr. Medina is is advocating for that in some meaningful ways and hopefully people listen um because it makes a difference how our schools are perceived and how our schools are perceived is very important to funding and support that we receive and and the community at large. >> Well, yeah, thank you. I also want to say I appreciate that you are focusing on all students and so I think we are all in agreement

132that all of our students can be successful if we provide them with the right support and I hear from what I hear that's all what we're focusing on. So thank you. Anybody else comments? Go ahead Richard. Uh, I don't want to get down in the weeds too much, but as I looked through this information earlier today, I noticed that there was some schools that there I just chose eel, there were five points uh last year, five points this current year, and I'm wondering when you don't see progress being made in a certain area, is that something you guys focus on to see if you can help that program because that may have made the difference and them raising up to the next star. >> Yeah, that is certainly something and and um you know we

133Dr. Dr. Medina and I visited schools today and we've been vis um and we go through EL in particular is one of the things that you spoke about and that's something that we talk with each of the schools about what is the system that's currently in place how is it working how do we know it's working what additional supports do we need to put in place there so we're having those discussions about um the different systems in place to support all of our students and make sure that every student is getting the full benefit of their educational experience. >> Yeah. And the the principles and VPs and school staff, they like dig in like they look [clears throat] at they like overanalyze every number. And I would also point out like the EL numbers. Sometimes

134the EL number is a little bit misleading because I think that we treat all ELLL students is the same. So all English learners, whereas some of those English learners, you might be a school where you get a lot of newcomers and then you might be a school that gets a lot of kids that are at weed to level four and you only need to get up to like 4.5 to exit. And so that's two very different expectations for growth for those kids depending on where they're pulling from. So sometimes that's some of that fluctuation in the EL numbers is because of those differences in kids and especially if certain schools have really small EL populations compared to others. >> But it is something that we look at. >> Yeah. Good. Because I just noticed some

135schools are getting the 10 points quite a few. And then there's a few that seem like at least the information we had consistently like five. Mhm. >> And so, uh, I just, that was my question if you guys are paying attention and getting the extra help to them. >> Absolutely. >> So, then with those schools when you notice that, do you then um move staff around for support? >> It can be that school. >> Um, it it depends on um it depends on the situation. So, for instance, um you might have a student or a school that has 200 students who are EL and only getting five of the points. You might have another school who only has 20 students who are EL and also only getting five points. Um the school with 20 students

136and they already have a teacher probably doesn't need a second teacher, right? the school with 200, it might be that they need an additional teacher or additional aids, additional resources in that way, right? So, we're going to dig into that number a little bit more and see what is it that is um the root cause of the problem and is it a question of we need more uh staff to support? Is it a question of we need to align curriculum a little bit better? That was the discussion that we had today with one of the elementary schools was um they're seeing uh some things that we could possibly do with some different alignment in curriculum so that we are providing that support not not with more people but with better alignment of resources um if

137that makes sense. Yeah. So we do we do look at each of those and then the support that is provided to the schools is based on uh working with them and helping to identify what is the root cause of of the challenges that they're dealing with. >> Yeah. Welcome. >> I'm I'm just going to say you know it's an interesting um observation. it. I I I noticed that our students on the read by three proficiency, our Latino students have a higher percentage than than the Caucasian and many of those many of the schools. I I thought that was interesting. Yet, we uh look at the um data on science and the students, the Latino students are way lower than than the Caucasian. It's it it was an interesting observation, but I thought they start off

138well and then they get to the, you know, fourth grade and then things start changing. >> It's one of the great benefits of getting this type of data on our students is when we dig in, we find some things that are surprising, some things that might not be surprising that fall in line with maybe, well, that's kind of what you would expect to be happening. Um, but then there's times where you find things that you're like, that is not what I expected to be happening. Why is that happening? And how can we make some adjustments around that is is one of the benefits that we get from getting this this type of detailed data on our students. >> Well, once again, thank you so much for all that work that you guys put into this.

139We appreciate it. >> Thank you. >> Anybody else questions or comments? Yeah, I just wanted to leave basically thank you as well um for putting together that presentation and bringing it all to us to to look at tonight. U Dr. Medina, thank you. Um I really appreciate your passion and you've seem very invested and very thorough and and like we're lucky to have you and you're a good guy to have on the job. So just in case you don't hear that enough, I wanted you to hear it again tonight. Thank you for all the ways you shine. >> Yeah, thank you. >> Definitely. >> Got to listen, AJ. [laughter] >> [gasps] >> Wonderful. Well, thank you both very much. Right. Agenda item number nine, discussion and possible action to approve a monetary incentive for early

140notification from administrative certified and classified staff of their intent to resign um slash retire from the Carson City School District at the conclusion of the 2025 2026 school year, which may have a fiscal impact not to exceed $60,000 within the current budget cycle. And this is for possible action. Uh, Superintendent Felin and Mr. Dan Settler. >> Thank you, President Ramirez. Um, tonight we're bringing to you something that is not a new idea to the district, but um the the timing is a little different. Um, the the dollar amount tag to it is a little different. Um and so we need to talk uh a little bit through that for your consideration to approve this. Um so starting two years ago uh the district for the first time offered an incentive um for our staff to

141notify us early um at a specific date of their intent to uh resign or retire from the district. And and I think it's um important to frame this and just think of this as a tool that we have in our tool belt. Um and it was very much a tool used to help us in hiring of staff. That that was the absolute intent of it. Um, and I think from a hiring standpoint, it was a tool that was very successfully used and and certainly we appreciate that the board was willing to um allow us to do that. It it has helped us get ahead of the hiring timeline that many other districts have um and get positions out there. And with the the fine work that Mr. Sadler and his staff um have done it,

142it really has been beneficial for us. I would also note that um while there is a cost to that, it is a cost that um is paid for out of existing uh vacancy savings. And so we at at all times have some positions that are open sometimes for the whole year, sometimes for a partial year, but the the value of that vacancy savings well exceeds this amount. So um in the past when we've um asked for $40,000 and and this current time as presented is asking for $60,000. It is not an additional burden upon the budget. it is um funds that are within the current budget uh as approved. the um the difference I think this time and uh and really it has to do in the bigger picture of the the budget situation that

143we're we're looking at is that we're looking at it um it's still a tool um to support hiring um but it is also a tool to help with budget planning and uh staffing. So by [snorts] the notifications happening potentially earlier. So last year we were looking at these notifications. I think it was end of February was the the time frame um that we were asking for staff to notify us. Um, in this case, it would help um for budget planning going forward and uh planning for staffing going forward to know if there are staff that are planning to leave the district. Um, as as I stated at the last meeting, we um, you know, Mr. Winward uh presented uh a projection on the budget for next year. Um and that if if adjustments need to

144be made um to reduce the projected budget deficit that um if if staffing would be impacted that by all accounts the the goal would be to do that through attrition. And so this is kind of a way to um allow for that understanding and to have that knowledge ahead of time um so that thoughtful planning can occur. this is still really early in the budget cycle. Um and so having this kind of information can be helpful as we start um moving into that that budget building process. One thing to note specifically as well is um staffing for the um or at this at the secondary level. This is especially helpful. And so what what you're going to have here coming right around the corner in uh January or early February is students at the middle

145school and high school level are going to be submitting requests for their classes for the next year. And so as as the secondary schools are planning on what classes are going to be available, knowing potentially if there's going to be impact to their staffing would be helpful in terms of determining what the capacities are of the different programs at the schools, how many students um they can serve in in all of these different programs. But so this this the timing of it really is the primary factor in bringing this much earlier than we have in in previous years. And so the um the idea is really the same is offering some some type of incentive for staff to notify us um uh that they are going to be leaving the district um here sometime before

146the end of the the first semester likely. And um we have more um a larger dollar amount in there. And the the thought to that is um if if giving that notice to us uh a bit earlier than maybe uh a timeline that they um had planned on that there is um kind of more of an incentive to try to figure that out on our staff members side. if that's a decision that they are going to be making and then uh notifi committing and notifying us of that decision. >> So, I'm just wondering if we're going to ask earlier, is this binding? Because if somebody's going to project in November that they're going to separate at the end of the year and then spring comes along and they're like, "Never mind, I changed my mind."

147and we've set budgets based on ratios. I guess my question is if they could change their mind, it's not going to make any sense to do it earlier. >> That's a great question. Uh Dan Sadler for the record. So through board policy, I accept the letter of resignation, but only the board can release a letter of resignation. Um, so we would set it up so that if if we're putting this out there to employees and they're filling out that they're resigning, that that is their indication to us that they are resigning. Um, and you as a board would be the only decision maker to to release them from that obligation. To follow up on what Mr. Walker said, "I I think my problem with that is a lot can happen in 6 to 8 months

148in somebody's life, you know, and I don't know if we want to time into not being able to change without coming before the board. I guess we could do that, but I also have other problems with the concept." If I could go ahead. Um, everybody says and you both you guys say that this has been a a tremendous success, right? And I believe it has by the stats and everything. But what I disagree with is if it's a tremendous success now, why do we want to change it? Why do we have to change it? Why do we have to go from offering $1,000 to $2,000? and what is the real benefit of moving it up two months or whatever it's going to be >> and I don't know the exact time frame that you want

149to move it back to. >> Yeah, I I would say we don't have to. That's a suggestion. Um I think in particular if people are if they know they're retiring at the end of the year, $2,000 is is more of an incentive to to get that conversation completed with PERS than than 1,000. Um, so that's certainly something up for discussion. That's just a suggestion >> because they're also, you know, getting a buyout from their time they have. So, you know, they have other money coming at the end of their u employment. Um, I I'm just opposed to increasing it from 1,000 to 2,000. I could support doing what we're doing now for another year, but also um we're in the budget talks about the deficit that we're going to be having and and to spend

150even though it's only $20,000, but maybe that money could go somewhere else that may be more beneficial. >> And I think just a couple things. I think that this is probably prompted from the discussion at the last board meeting where we're asking to identify areas to cut. And so to do that effectively, they're going to have to have a good sense of who's going to stick around and who we're going to be replacing with potentially cheaper labor. Uh so I think that's one thing I think that and I just want to clarify we are not buying out people's contracts. We're given an early incentive. So what you're talking there is a retirement most employees who are vested have in pers but that's not an expense to the district. But I just want to be clear

151that we're not buying out contracts >> and I realize that and I'm saying that the program has been successful according to the information we've been provided. So my question is why do we need to go from $1,000 incentive to a $2,000 incentive >> if the program has been successful? >> Why why are we increasing the incentive? I guess. >> Yeah. Thank you, Trusty Warner. I I I think that's a very fair question. Um I I I don't know that it does have to. I I think in our in our minds there was um maybe something to increasing the incentive a bit just so that recognizing that this is an even earlier notification and maybe takes a little more logistical work on the part of our employees to to figure out you know is this really

152something that they are um ready to do and can can commit to do. Um, so I think the reality is we we would be very grateful if we think it would be helpful for the district if if something was approved to even if it is in line with what we've done previously. Um but the the the key again the key thing with this is the because of the the timing um when you're when you're talking about scheduling for for next year it's helpful um [clears throat] for our schools to know what their staffing may look like and and just for example if at at one of our schools um maybe it's identified that there is a uh a a math teacher there there's a little bit of a difference between If there is a math

153teacher that is retiring and how we handle that and if there is a retirement in a in our vernacular what we call a singleton classroom where there is only one teacher who teaches a specific class and if it's something that we we do need to continue. So we may we handle those may handle those situations a little bit differently. But just so it's clear, I'm sorry, is I would be in favor of continuing in the program with the 1,000. I'm just opposed to increasing the incentive to 2,000 when we're talking about budget deficits. And even though it's a tiny amount of money overall, it's still $20,000 that may be able to go to some other program to reduce the amount of general fund that we're having to uh put into those programs. And just for

154the record, because I don't think you had this information, um we did this first two years ago, uh approved $40,000 and spent 28,000 and then last year again approved 40,000 and spent 30,000. So we we have not reached the the ceiling of of either year. >> Michelle, >> and those are kind of where my questions were going to go. Um we've had this the last two years and and it's been if you notify by February, it's $1,000. And then is the change to 2,000 is is that just if you notify by December and then if it's still December through January, it's still just down at that thousand incentive. >> Um potentially um we haven't actually defined a date um for when the notification this earlier notification would would >> It says December 1st on our

155paperwork. >> Oh, Mr. Sadler identified a date. We had talked about it, but >> yeah. >> And so is is that how that would read that if it's by December, it's the the 2,000 bump, but if it's after December, but still before February, it's down at that thousand. >> I I think it certainly could be. Uh this this was put together as if we were just doing $2,000 and getting that early early notification. I think one thing that to the staffing conversation and the way we do scheduling and whatnot too, it it's not just we're going to take if if somebody notifies us, we're going to put that position on hold. Some of these we're g we know we're going to have to fill just based on what we know about our student populations, but

156it could also be a trickle down effect in that maybe there's another position that's going to be something that we're not going to be able to support in the future, but that person could go back into one of the positions that we know we're going to have open. And so again, kind of back to what Mr. Fing was saying, you know, attrition is really the way that we would like to approach a lot of the staffing um budget conversation. And this time is on our side right now as far as if we can get in front of this and we do have people who identify uh that they're going to be retiring, resigning at the end of the year, that gives us a little bit more to work with in that conversation for for all

157of those reasons. >> Um and then to follow up on that, um you I think you had said 28,000 was what was spent for it last year. >> That was in 2324 last year was 30,000. >> Okay. So does that mean there were 30 people who let you know that far in advance that they're okay. So, I was going to ask typically how many people take advantage and so if we have uh that $20,000 cap that's only where did that 20,000 come from? I don't know if that was in here. >> So, last time the last two years it was approved, it was approved for 40,000 in total and this year we have 60,000. >> And so, have we seen success in that? like um I feel like more of the focus last time we

158talked about it last year or earlier in the year was um so that when we knew there were vacancies, we could get the jobs posted sooner so that we had the broad pool to draw from rather than kind of the the dried up puddle to choose from for people letting us know late. Like that seemed to be the major push of why we wanted people to let us know. Um have you rather than that have you been able to find places where we've been able to just cut? like how much has this incentive actually ended up I don't know if that's too exact of a number but has it seen yielded results on the other side of things that make sense? >> Well, I I think our staffing numbers kind of speak for themselves in

159that and when you look at the the information that we've gathered over the last couple years and just like this year we started the school year with three teacher vacancies like that's a historic low for us. Um so is it just a direct result of this? No, but it helps us get the first crack at people as far as when they're out there looking for positions. Um, again, time has been on our side by having this approved and that we can beat other counties to the punch, so to speak, as far as candidates who are who are looking for positions. Um, I still think this would be very helpful for filling positions because we're we're usually about 50 people that leave us, not this early and notify us, but just year by year, if we

160go look at the data, there's about 50 people that resign or retire. And so those are replacements that we're having to do year by year. Um, so so I think even at the end of any conversation with budget, we're still going to have positions that we're going to need to fill. And so I do think that um that looking at the the previous two years and how this has helped us especially with the timing of it, it would continue to do so. >> So Mr. Settler, so the funds from the vacancy positions, are we able to transfer those funds to other um categories if needed? So then yes, so it's possible that we could use those funds for other areas where we are in need of. Okay. So that's that's my my hesitation on on

161the increase because I'm thinking if we have a budget deficit, we certainly would want to keep those funds and be able to utilize them for other expenses that we must have cover. Did you have Molly? Did you have a question or comment? >> Yes. >> Um, okay. So, I do have a concern about the timing being December 1st and my um my uh I should say my reservation is that um we're asking for retirements without even a classified contract yet. And so we don't have right the classifies don't have their contract yet and yet though we're going to put out who's ready to retire and here's an incentive for those of you who are ready to retire. But so I would it feels as though we're putting something in front of the horse. But I

162would be more comfortable if we had the contract, the classified contract in place before we go ahead and start asking for retirement and giving incentives for retirements on that end. Um so that's one concern. And then yes, I feel as though it's not broken. The 10,00 isn't broken. We saw um you know the um [clears throat] the 24 with the 31 year and the 24 one year with a thousand. And so I feel as if it, you know, if it decreases and if it isn't an incentive at that end, then maybe at the time, you know, increase it. But, um, my overall heartburn though is the timing. I would I wish we would have that, um, finished first. Anybody else comments, concerns, questions? I think what hasn't been addressed is because I'm comfortable with either

163way supporting you with moving it to $2,000, 1,000, 2,000. It's not a huge difference. What was the motivation for proposing an increase? Is it that you're trying to make it more attractive to find out earlier from people? Um, I think that's what isn't clear is what was what was the reason for that. I I I think that's exactly it. It's uh especially in in terms of people considering retirement, it's especially it's a it's a big decision. And so um there is time spent going to PERS offices to figure out what that looks like. Time spent with family trying to understand if this is something that um you know makes sense for them. So I I I think that happens at any point on the timeline, but we're asking for it a bit earlier than we

164have in the past. And you know, it's hard. We're barely through the first semester of school, right? And and so it it seems strange to be thinking that, right? Sorry, first quarter of school. Yeah. Um so it seems like we're we're well ahead of the game. Um but again, for planning purposes, it actually is helpful. and and and I think the um again the the the the bottom line is we would certainly like to continue offering this to staff if the dollar amount looks different than what it is here. Um I I I think as as long as it is in line with what we've done the last couple years and we've had success with it. Um so I I think the bigger issue is that we we for us is that we have something

165um that we can offer but uh certainly up to your discretion. >> Yeah. I I think the timing of it like earlier is better. So maybe December 1st is too early. Maybe January 1 is better. February we know that worked. But back to the scheduling of especially in the secondary schools, the staffing conversations that that is starting to push that conversation pretty late. [clears throat] >> Sorry, you were going. >> Uh, I would support continuing with $1,000 and if you wanted to move it um back a little bit from February to January. I don't see that as a real big hindrance or even incentive really. Um so I I would be willing to support to continue this program. One other concern I have long term is when you offer things like these incentives and then

166at some point you have to take them away and then somebody's going to say well last year they got $1,000 dollars or 2,000 whatever the case may be and now we're no longer able to offer it. So I think that's something that we have to keep in mind too. But I would support uh continuing the program like we have it now, but not with the increase in the incentive. >> Just so we know what the feeling of the board is, I I would as well, but I would not support December 1st um to start it. I think that's too early and I'd like to see other things get um rectified before then. But if it's whether you know February 1st, um January 1st, um I would support that at 10,00 as well. >> Did you

167say a thousand? Okay. All right. Well, if there are no other questions or comments, this is an action item. I want to add in I really appreciate you guys and and coming up with these ideas and I'm kind of leaning with my board members here of my fellow members um about keeping it at the thousand but um like I I hate saying no cuz like the more you shoot down creative ideas like people might stop coming up with creative ideas but um I think this incentive program is great and I it's clearly been um working and it's yielded some really great results and so um even if this goes to a no for you I please keep coming up with these creative ideas and swinging for the fences on stuff even if it doesn't always

168turn out into a yes because when it does turn into a yes and it's successful we come up with really great things so please keep thinking >> I appreciate that just so you know I've got all kinds of crazy creative ideas that he shoots down before they even make it here >> all the time [laughter] he's incredibly creative >> I have a question though I mean we can amend the action item we don't have to read it verbatim of what's here right we can This [clears throat] is just a suggestion. So, I can make a motion right now and then we can go for it so we're not shooting down the whole line. Okay. Thank you. Can I >> I will entertain a motion. >> All right. Thank you. I move that the Carson City

169School District Board of Trustees approve a $1,000 monetary incentive for early notification for administrator certified classified staff of of their intent to resign, retire from the Carson City School District. um at the conclusion of the 2526 school year um and employees who would submit when written notification of retirement by January 1st, 2026, which may have a fiscal impact not to exceed 30,000 within the current budget cycle. >> I'll second with an amendment. I' I'd like to suggest we move that to the end of the first week back from winter break. So it's typically like that would be like January 7th or 8th or whatever that would be. >> I'm right here. So I'm going to go >> Yeah. >> So I'll go ahead and amend amend that to um >> January 16th, which is a

170Friday, January 16, 2026. I'll second that. >> And I'm sorry, Molly, what was the amount? Hold on. If >> if I could just ask. So, so the the past few years the the cap amount has actually been 40,000, not 30,000. >> That's why I was asking. Okay. Sorry. Then I shall amend [clears throat] that as well. >> Okay. Thank you. >> Um Okay. So then, thank you, Spencer. uh which so the amendment would read then that the um the district at the conclusion of the 2025 resigned school year which would then submit their um written notification of retirement by January 16th of 2026 which may have a fiscal impact not to ex exceed 40,000 within the current budget cycle >> and I'll admit my second >> and can I just make a clarification for the

171record to make sure I understand it's Your motion is to approve a monetary incentive plan of up to $40,000 allocated up to $1,000 for each employee that participates. >> That is correct. >> Okay. >> Thank you, Ryan. >> And with the date of um employees would have until December 16th to submit their written notifications to submit their notification of retirement. Sorry, did we say um Trusty Walker, I think you said when they re return from the break. >> Winter break. I was thinking because sometimes people are traveling. >> Sure. >> And I would >> I just don't know actually what that date is. >> She looked it up. >> Yeah. So we return, we would return from winter break on January 5th and he said the week after. And so then I picked that Friday

172which is January 16th because January 19th is a Monday and it's a holiday. So it would be Friday, January 16th. >> It it would actually give them the employees the entire week back if we went with the 9th the Friday the 9th >> January 9th 2026. >> I'll agree to that also. >> Okay. Okay, >> good luck, Renee. >> So, motion by Trustee Walt and second by Trustee Walker. Any board discussion? >> Well, I would just say I would if needed this could be revisited if there is a real need for an increased incentive. And so, I would say that you just need to let us know and if we need to revisit this item, then bring it back. And before I say I, I just want to confirm we're saying 1,000 each. Yes. Capped

173at 40 by January 9th 26. >> Up to 40. Mhm. >> Thank you. >> Any public comment? See none. All those in favor? I. Any opposed? Motion carries. Thank you so much for both of you for those creative ideas. We appreciate it. >> Okay. Agenda item number 10, discussion on CCSD budget for fiscal year 2026 2027 and this is for discussion only. Uh superintendent feeling >> thank you president Ramirez and and yeah I think it's really important to understand that this is not an action item. This is this is just discussion. Um so at the last meeting uh Mr. Winward presented a projection on the next year's um budget a very and I just want to emphasize again early projection um but it was was a number I think higher than um everyone would be

174everyone would be comfortable with for the long term and so one of the things I think to to understand is how how did we get where we are um you have uh [snorts] a really interesting legislative session that happened in 2023 that created the largest single year increase that education has ever seen that that I'm aware of. um which was hugely beneficial. And we were able to not only offer um salary increases but also um identify areas where we could use um some additional resources to to support students. Um, and and the the the hard part about having such a huge win is that it lulls you into thinking that this is how it's going to be and and that that clearly is not the case, you know. Um and so you have two two

175really big factors that play in um to where we are what we're looking at in the 2627 school year. Um and one of those the the two primary factors in in revenue are your enrollment and your per people pupil numbers. And there is a reality that Carson City, like every district across the state and like the majority uh overwhelming majority of districts across the country are seeing enrollment declines. And so as as enrollments decline, you are generating less revenue. And then you have that per pupil amount that is often talked about. And in this last legislative session, um the the per pupil amounts after enormous increases over the past two years, the per pupil per pupil amount for this year was effectively flat. And for next year, there is a a slight increase, but it's

176not. And um as impactful as we certainly would would like it to be. And so I think that is just the nature of the the the business that we are in. Um, but I think it's it's important to to understand and this is something I I haven't said to this group in a long time, but um we we have a revenue problem. We don't have an expenditure problem, but that revenue problem forces expenditure decisions. Um, having a stable um, stable funding stream that you can rely upon over time is incredibly valu valuable to any organization. Um, and that when you when you have a revenue stream that is um, primarily funded from sales taxes, sales taxes tend to be rather volatile and really follow the economy. And so the the reality is as um going

177into the 23 legislative session, sales taxes absolutely exploded because of all the inflation going on. When the price of something goes up because of inflation, well more sales tax gets collected on it. So we we really reaped the benefit of that. um as that has not continued um increasing at such a rate uh that's where I I think the impact on that per pupil amount really um was impactful. Um but I think it's also important then as we look at this that we're we're not we're not in panic mode. This this isn't a a crisis time. um we we have been through times like this before and uh successfully navigated those and continue to be in a a strong financial position. And I still and I want to reiterate again that it is still really

178early in this budgeting process. Um historically we really haven't had these kind of conversations this early in a school year. Um, so one of the things that I'm I'm looking for um from you is just a sense of what what is a reasonable place to land in terms of what this budget for the 2627 school year looks like. And um that landing point is effectively um not uh not asking necessarily how much we need to cut. It's just in every given school year we have a budget and that budget may land with a surplus or a deficit. Generally lands with a deficit. Um, but what what is the deficit that at least at this point and and I think recognizing that there are a lot of variables in all this and and things could change.

179You could have a recession hit and in this special session all of a sudden we're talking about further cuts. You could find out that Sea Hill is actually made entirely of gold and all of a sudden we there's more funds for the state of Nevada. Um but just given where we are right now, what's that? They might sweep those. Yeah. Don't don't talk to Eureka County about that. Um and so yeah, go ahead. You know, one of the things that I don't even want to say bothers me about this conversation, but I think I want to be careful because when we keep saying we have deficit spending, it sounds like we as a board and you as a district office are being irresponsible with our resources and by nature of our funding mechanism, it's a

180projected deficit and we shore up multiple times throughout the year based on enrollment and expenses. And so, you know, yes, there's a projected deficit and all districts in the state are dealing with this right now. And so, I just want to be really clear that we're not deficit spending because we're just spending handover fist. This is the mechanism of educational funding in the state of Nevada. >> Thank you, Trusty Walker. And and I would go back again to it's a revenue problem, not an expenditure problem. Um you you look at uh Nevada school districts comparably to school districts out east that have much higher levels of funding. Staffing looks very different, right? Because they have more money to to support their students. Um but I think it's a good point too that that ultimately um

181when we we talk about this um there there is a a really important difference in terms of budget and audited actual figures that that finalize. And so when we budget, we're budgeting at 100% of the costs of all of the staff we are expecting to have serving students. The reality is that we never are fully staffed, right? So there there always ends up being savings. We have a long history in this district of um also when it comes to um operational budgets, so non-staffing budgets that all of our departments and our schools have where if um we we try to avoid the use it or lose it mentality. And so if um departments or schools have some underspend on their budget up up to a certain amount, they can carry some of that over into

182the next year so that they're not wasting funds buying ridiculous things that aren't helpful, but they're trying to spend it down for fear of potentially losing that budget authority in future years. Um I think it's also important to note too that the nature of our industry is it's very labor intensive. So over 80% of our costs are are staffing costs. If you um I think our operational budgets are are right around nine $9 million. Our non-staffing budgets are right around $9 million in total. And so, you know, you you could say, well, let's cut $1 million of that. Well, we can't shut off the lights and and turn off the heat, right? there there's certain things that we we need to keep going and utilities happen to be a really big chunk of of that

183$9 million. So, um I think the the way I'm kind of processing this in my mind is um there are certainly adjustments that need to be made for next year. But I think there's also a reality to we are seeing declining RO enrollment likely for for years on out at this point based on the size of our kindergarten, first and second grade classes versus our 10th, 11th, 12th grade classes. And so I think this is something that um you know being cognizant of that and how that impacts the budget is is something that is just going to become a part of what we do and how we plan. Um, so in my mind, it's maybe a um two-year process to try to get fully back to a place where whatever wherever the budget lies that

184it's much more likely that we end up coming in about break even. We're we're spending all the revenues that we we have in that given year. Um, with that said, the um I think for next year, the idea of knowing that we may need to deficit spend a little bit and dip into reserves, which we have we have and we can easily cover that, may give us a nice bridge over a two-year period to get us back to a point where we feel more comfortable with the numbers that we are seeing. And so, um, the projected B, um, budget deficit that, um, Spencer had for next year was, I think, $5.8, um, million. if we were able to I in my mind I'd like to have it be just because of um when you're talking

185about programs sometimes the costs um are very locked in and so if you're removing them um or adjusting them it may not have like to say well we we really want to see a um no more than a $2.5 million projected deficit. um that that might be really difficult to navigate to a number that clean. But if there were a range of like um 2.5 at least initially for what we bring back to you, if there were a range of say 2.5 to three or 2.5 to 3.5, then we can come back with, you know, here are the options that we see given what's happening with staffing, given enrollment levels. Um but but ha having that I think would at least give us a relative goal in mind of what what we need to do

186to get down to that number. [cough] Excuse [clears throat] me. So um that's I guess effectively what I'm I wanted you all to be able to have a little conversation about um or at least kind of show your your thoughts on it. Um but but in my mind my my suggestion at this point would be for a goal range somewhere between say 2.5 and 3.5 million. And then from from there we can come to you with you know here here's what that impact may look like. Here's what options we do have. Um and and we can continue the conversations from there. But it it really really at this point there's no commitment. It's just giving us an idea of what we need to be looking at. If if it were saying look you need to

187cut completely in one year 5.8 million that that is a very different conversation than saying bringing it down to three or 3.5 million or 2.5 million. >> And it's really hard to do this without numbers in front of you, you know. So if we did >> that incremental approach and so we said get it down between 2.5 3.5 what does that do to our ending fund balance? >> Sure that's a really important question. So I I think again there's a reality to the difference between what we're budgeting and where the numbers actually fall. And so, for example, you know, historically, well, let's say that we don't fill 10 positions throughout a school year. That could generate a savings anywhere between 800,000 to a million dollars. So [clears throat] when when you're talking about the impact

188to ending fund balance, the projected deficit is not going to be the actual impact because of that. But if if ending fund balance were to fall by say $4 million, we would still end up having approximately a 16% ending fund balance. So, we're still by we're still healthy by the judgment of national organizations that specialize in this sort of thing. Um, and that's where too I I think we we have some wiggle room to potentially navigate this over a two-year period because I I don't I don't necessarily think it'll actually drop that much. Um but it does give us some wiggle room in the same way we we had um we had some wiggle room back coming out of the great recession. Um the district had a healthy fund balance at that time. There were

189I was looking back at um historical um budgets and there there have been um I think three three different times that we've had approved budgets with deficits of over 5 million and none of them came in anywhere near in those years to those numbers. We had one that was over 6 million. Um and again when you have vacancies and things like that it it always ends up reducing the the impact of that. So um so so I think maybe the way to approach this I know this is a really hard question to like give a de definitive answer to but if if we come back with uh a range somewhere in the range of reductions to get us to a point where it's about a 2.5 to3.5 million projected deficit. Is that a reasonable place

190to come back and as a a starting point for conversations? >> Um, yeah. So, thank you. That's a fair question and I think um we addressed, you know, that it's not nothing binding and you would come back to us and let it, you know, give us an overall what it's going to look like if we did [clears throat] that. So, I think that's um fair to ask and I appreciate um the time and the work that you're all putting into this and giving us a heads up before, you know, it comes down to the um I guess the nuts and bolts of it all. But my one question before I get into the budget is we continue to discuss um enrollment, you know, and decreasing, but we continue to see building going on in Carson,

191you know, I mean, they're getting ready to do whatever by Smiths, you know, to my understanding, an apartment complex or whatever, and they have the new stuff over um, you know, by Highway 50. So, why is our enrollment decreasing? who's moving in if who's filling those spots. >> Um, so to our west a bit there's uh some mountains we call the Sierra Neadas. On the other side of those mountains is a a land called California. And um there are many people who seem to be trekking across that mountain range um that don't have children. Um, so it it it really is, you know, I go back to 2015, 2016 when I, you know, first couple years here and talking with um Hope Sullivan at the um and Lee Plummel when he was uh at the

192city about all the developments that were planned for Carson and we we were running projections assuming that the ratio of children um of of the entire population of Carson City, which I think trying to remember I think it was like 15% like 15% was all um like school age children's I can't remember exactly what it was but kind of extrapolating that out because they were talking about well full buildout for Carson City was expected to be 75 to 80,000 people right and that with all these construction projects happening that would probably happen sooner than later and so we had come up with um an enrollment projection where we would we would end up landing around having about 10,000 kids in the district and we would need to build two more elementary schools um one more

193middle school and unless you wanted Carson High School to have between 30 I think it was like 3700 or 4,100 kids we were doing ranges um you need to build a new high school and that incredibly I think caught us all off guard is all of this construction has happened and there aren't nearly as many kids coming with it that that we would have expected. I I think a really good example actually so Empire Elementary in 2014 had almost 600 students. It's now under 400. And and even just in the last I think year, year and a half, there were all those apartment complex or the apartment complex that opened over there and I think it's a um um like a lower rent apartment complex and yet and we went into a new school year.

194I mean that was built last school year went into a new school year and Empire's enrollment fell again. And you would just think that that might be a place where if if young families are trying to find something affordable in Carson City, that might be where they landed. Well, apparently not. So, it's it's really interesting to see um that the apartment complex behind Casino Fandango that was built some years ago, Carson Hills Apartments, I think it's 391 units. Um I haven't looked at this in a while, but I think we looked at it two years ago. 391 units and there were only 19 children. We just would have expected many more um over a hundred based on our original calculations. So >> uh thank you for that information. I appreciate it. >> I I can

195tell you I mean we all know it's not just here. It's kind of a nationwide thing as you know. I was just back in Wisconsin and some of the local news there was talking about the drop in enrollment in the school systems and the effect it's having on their budgets. And so I think it's um kind of nationwide. >> It is in a lot of it. I mean clearly they don't all have the all states don't have the um proximity to um California and and just the situation. It's kind of unique to us. Um but the reality is that there are lower birth rates. So families are just having fewer kids overall. And and I think that that is really impactful as well. um the the birth rates in Carson City, if you go back

19620 years, um I think there were over there were a number of years where there were over 800 births uh in Carson City and now it's in the like in the like mid low 500 range for the most part. >> Do we have any information about uh the amount of kids that are being homeschooled here in the Carson City area? Do we track that or get any information on that? So, um, homeschooling has definitely so, so from prior to COVID, the number of homeschool students has certainly increased um, in terms of applications we're getting in a year. What is really unfortunate is that after that application happens, the first application, there is no um no information after that. So families don't need to check in with us again each year. Um there's no real relationship

197otherwise between the the district and and those families. Um so it it certainly yeah it certainly has increased um with the number of applications we have received. It it increased dramatically kind of in the middle of of the the COVID times and it has fallen off but it's still higher. It's it's seemed to have landed higher than where we were prior to CO. What one thing to to note too um within Nevada um Elco County School District I I believe in the last 3 years now has almost lost 1,000 students. They were almost they were getting I think around like 97 9800 um maybe a little lower than that but they have seen significant population um enrollment declines out out in that area. Um so yeah it's impacting different districts differently. Lion has declining enrollment,

198not nearly as much as we have, I think, because of the growth out in Fernley. Um, and there's affordable housing out in in that area. So, that certainly helps them out. Um, but every district that I'm aware of in the state has some level of declining enrollment. >> Mer. >> Yeah, if I could. Um, getting back on the budget. Um, um, I know it's a lot of work for you guys to concentrate. so heavily on the budget this time of year, but I think it's very prudent of the board and the district to look at the numbers as we go along, especially as we know the declining enrollment, the lack of funds that coming in. So, I appreciate you guys being willing to take this task on because I know it's a lot of work,

199but but like I said earlier, I think it's a prudent thing for all of us to do. And uh I think we just appreciate uh you bringing the information forward and it's a hard thing for us to sit here and say, okay, well, 2.5 to 3.5, you know, it's kind of difficult um because How many years do we do that? you know, >> and I I think it's important again just to to note that the I I think this is going to be more than a one-year process in terms of we we expect to see we not really knowing what's going to come out of the legislature, but if we know that there is generally enrollment decline, it's something that just needs to be in our radar year after year that we're we're looking at,

200you know, looking at class sizes, making sure that they they make sense. Um and otherwise continuing to look for other opportunities to to just reduce as we go. Um it's just a different situation than we were in going into CO because we had several years even though we we did have some deficits during that time. We had several years of just enrollment growth. It looked like it was going to continue on and and that's just not where it seems to have kept going. >> Then then we talk about vacancy savings and my concern there is If we rely upon uh vacancy savings, if we have to reduce due to uh student enrollment drops, then we're not going to have the vacancy savings because we're not going to have those positions available. Is that right? >>

201I that could be absolutely correct. Yeah, it it's really it is something we have to take into consideration. And I I think we we've never really had that good problem before of of just having full staffing and not having or not considering any type of vacancy savings. Um but I I think the you know depending on how this year goes next year will be kind of a really good snapshot of what that looks like. Um if as we make some adjustments for next year. [snorts] Molly, did you have another? >> Well, I just So, so right now you're asking I'm sorry I took you on the tangent on enrollment, but thank you for the information. Um, but what you're asking of us then is to kind of give you a baseline and you're suggesting, you

202know, like 2.5 to 3.5. And so then are you asking us if we're comfortable with that or if you would like more of a pinpoint? I I think just generally and again not there's you know no voting or anything like that but just generally if if if that ballpark is a is a good place to start and maybe it's more of instead of needing people to say I think that's a good idea is does anyone really not like that as a >> I like two better than three. I was gonna say that's all I say. [laughter] >> Okay. [gasps] >> Yeah. >> Okay. I do I do think that we want to be careful in that and so I want to say the responsible thing for us to do would be to say yes please

203bring us options in that range so we can make a final decision because if we say let's go to two and then we're looking at mass layoffs >> I know I mean I'm just saying that I think that what we should say to him is yes bring us options in that range and then we'll assess as we get closer to that range in the year. >> That's fair. >> Yeah. I Yeah. So I I I feel comfortable um with the discussion and I I think we we can move. >> Well, thank you for bringing this discussion to us and and for you know asking for input and being most importantly for being proactive you know in in this topic. So all right, we are going to move on to agenda item number 11, discussion and

204proposed changes to CCSD regulation 805, emergency operations of schools. And this is for discussion only. Superintendent Philly. >> Thank you, President Ramirez. Um th this is a pretty simple one. Um it's a regulation, so it it doesn't um We're not looking for action on this. One of the so regulation 805 um regarding emergency operations of schools and and really um for the most part if you can think about what how does a snow day work? This is how a snow day works. Like that's where that's where this goes. Um or just you know bad weather, bad air quality, things like that. Um some some minor modifications. We've added um some of the primary media contacts on the second page. Just added um two more that we we do get information out to just so that

205is known and available when uh we have a snow day or a delayed start or or anything like that. Um on the the last page of this regulation um under delayed opening really this is the kind of most significant change although I don't think it is um very very significant. Um when when we initially last time we brought this to the board um back in October of 22 um we we made quite a few adjustments to this and and one of the um one of those was with a delayed opening um asking staff to in and the idea was um really was safety and and the idea of asking staff to report at least 15 minutes early um but no more than 30 minutes early on on a delay. late start school day. One of

206the issues we have run into is that um students are showing up before um that 15 minutes and so then you run into a different safety issue and supervision issue of students and so um reached out Yeah. [laughter] Yeah. Um, and so the the thought was uh changing this really to be more in line with kind of a normal workday anyway, but reporting at least 30 minutes before, but not more than 45 minutes before. And that will likely help with the supervision of of students who may be arriving uh a little bit earlier. Um we did um did reach out to our um to OCA CESA and our administrators association. Um they were all supportive of the change. So just bringing it to you to uh to notify you and and just take any questions

207or or concerns about that >> questions or comments? >> I just have one off-the-wall question. So, when it's when you anticipate snow, do you set your alarm for 5:00 a.m. just to see what it looks like or 4:55? >> 3 3:00 a.m. >> or 3:00 a.m. >> We have we have to make the call by five. >> Yeah, that's why. >> So, I I have a route that I drive around to go check out what things look like. I I actually I have a a doctorate meteorology um and road uh quality. So, >> in a magic eightball. >> Yeah. In a magic eightball. Yeah. Yeah. Those are early days. The winter of 2223 was horrible. >> I still think uh Mr. Stokes had to be I think he was in his van before 3:30. >>

208Mr. Mr. Stokes didn't he didn't sleep actually. [laughter] >> No other questions or comments? All right. Well, thank you. And agenda item number 12,formational update on the district strategic plan power Carson City 2027. And this is for discussion only. Superintendent Feling. >> Thank you, President Ramirez. Um, so every quarter we we bring back um success standards or metrics related to the the strategic plan that have were approved by this board. just to give a sense of um given the five goals of the strategic plan, are you know what what direction are we moving in um to be able to have some conversations around um are are we are we moving towards trying to um meet those goals of our strategic plan. Um, so each quarter then bringing this back to you. Um, and as as

209a reminder, well, we are in f this is uh the fall of 2025 report. We actually did have a couple of the data points that are in the winter category. The the white box signifies we would be reporting in that quarter. Um, but since we did have some of the data, I did add that in here. Um [clears throat] uh the there there were none for goal one. We'll be bringing you the two um white box white boxes there the information to you um likely at the beginning of January um on page two uh goal two um the ELA and math proficiency rates and very related to the presentation the the excellent presentation I do say so myself, Ricky left, but um that yeah, you guys did a great job. Um but those proficiency rates

210very much play into the the star ratings. Um and and so as you kind of saw generally, especially in uh math, moving uh much much in the the right direction. Um ELA not moving as much, but but generally um moving in the right direction as well. So um happy to see that. Clearly we would like to see um those numbers continue moving um in that positive direction. um uh having uh below that 100% of our students having access to onetoone technology we still are maintaining that um I read something interesting that um in the country of Sweden where scan the Scandinavian countries are are generally pretty cutting edge when it comes to technology adoption and usage. Um, and so Sweden was one of the first countries that brought technology in heavily into its schools. And

211they have over the past few years had some schools across the country that um really qu kind of questioning the allout um usage and adoption of of devices in the schools and starting to pull back from that. And apparently that is now an ongoing conversation in that country where um they've fully embraced technology and the use in education um that they're uh now starting to question um I don't want to necessarily say the value but I think the impact um impacts beyond what they ever expected and how that may actually be hindering um learning in some ways. So more to come I I would guess on that but >> that's interesting. [clears throat] Um, for goal three, don't have anything to report right now. Um, on goal four, [clears throat] I left one from last

212year, still red. That should be black. Sorry, the the second one down. Um, [sighs and gasps] for the amount of student or 100% of students having access to health or wellness curriculum in their different schooling levels, that still is at 100%. um or and physical education being offered each year. Um daily average attendance did um increase slightly. Um and and I thought that was a really good point that um Dr. Medina, Mr. Bringhurst brought up regarding chronic absenteeism where you can actually have a child that you know moving from missing 40% of days down to 20% of days. a huge improvement and that would really show up in your average daily attendance and in some ways I I think this may even be a better um a better statistic in kind of getting a sense

213of what's happening in the schools. Um but but in that case that child would still be considered chronically absent even though they improved dramatically. So but regardless it it continues to to slow slowly tick up. Um yeah, >> it's um just because it's next week and it may affect attendance. Are we a tad bit concerned on how the um elimination or hold on snap might affect our attendance when it comes to um yeah you know because I with that I mean when and I bring it up in goal four because it is healthy generations of students and I don't know what we're thinking and if the school district has anything that they're looking at doing you know to kind of help students But I bring this up because um ironically in the last week I

214received three phone calls asking whether or not um one they said why are we not um why are we allowing one gentleman was very very upset why are we allowing students to go hungry I said that's not true >> if you go and watch the video on this meeting we specifically state that every student has the um will not get um declined breakfast or lunch, right? They may get a bill at the end and they said that's why, you know, they may not be going, but I said then we work to get those bills um paid for by fundraising. I was then also approached by a group that would like to fundra for this. Um, and so I'm wondering if one if we could send out an email ahead of November 1st to just kind

215of say, you know, no, no student will be turned away from breakfast or lunch if that would be the >> So, >> but I'm afraid that this might away from the agenda. >> Well, because I'm a feeling that this might affect our attendance um with that. So, so what I would say, I mean, we could talk maybe talk more offline, but um if if a student's family qualifies for SNAP, >> they automatically get free and reduced lunch. So, in terms of I I think if anything, students may be actually more likely to come to school just because they know that they that meals are going to be provided there. >> So, that's what you guys are thinking rather than a decrease in attendance. >> Okay. Um then moving to page five. Um the standard 15%

216of all grade 612 students will take part in a work-based learning opportunity appropriate to their grade level. Um, and so there is a work-based learning continuum um that that spans from I think it's third grade through 12th grade that the state of Nevada has provided. Basically saying these are these are age appropriate work-based learning opportunities, whatever they may look like. It might be um job shadowing, it may be an internship, it may be um having someone come to a class and talk about their career, which might be more common at the elementary level. And so, um, it it took us some time to get a a system in place to actually start capturing this information. Um, and I would say it it definitely still needs to be refined. We we have a there's a new

217software that um actually our CTE program at at the high school level is going to be rolling out, but it will be be used 612 um and eventually I think expanded. But the the percentage that it where it seems to have landed was 29.7%. And and what I you know in full transparency when when creating this metric and we said 15%. I I I don't really we picked a number. We picked a percentage there. There wasn't necessarily rhyme or reason other than it's a decent chunk of our kids getting an opportunity. So, I think as we continue to refine this number, we might we might find what what really is a a good number or a good expectation to have and then potentially revise that success standard really to be more in line with the

218the reality of the opportunities we're giving our students. Um, so red just signifies it's it's uh it's new to this document. And so then next time when I bring it back, it should be black. So, just so it stands out. um and then offering 50% of all the high demand pathways. Um we haven't really changed uh anything and uh that we're currently offering. So still um sitting at 86% of all of the possible high demand pathways that are available in career and technical education. So um generally um you know good numbers. There's clearly more work to do in in all areas and ways to improve, but um just coming back to you as a part of the district's accountability to the strategic plan and giving you an update. >> Well, thank you, AJ, because this

219is a tool that is going to be very helpful for us to stay focused on, you know, where we need to be, you know, assessing our work. And I know this was a lot of work that you did this last year. We appreciate it. Any questions or comments from the board? We Okay, never mind. Okay. All righty. I think that is all we needed for that. So, agenda item number 13, discussion and possible action to approve the superintendent's evaluation form and the timeline for completing the superintendent's evaluation for the 2025 calendar year. And this is for possible action. So, we all have in our packets the um evaluation that we need to approve or um uh if anybody has any um concerns, this is a time to address it and then we will also work

220on the timeline. I just I'm not sure that it'd be fair to alter the evaluation rubric at this late date when we're like we're at the point where we need to fill it out. >> Good point. Good point. >> That might be recommendations for next year. >> For next year. >> Yeah. >> Thank you. That's a good point. >> Okay. Very good. Well, in that case, then we will move on to the timeline and I will share with um with you what I have um come up with with with the assistance of Renee. >> So, Mr. President, I'm sorry to interrupt, but you are still going to have to actually approve the form um >> first before we go into the timeline. >> No, it'll be one motion, but I just you said we'll move

221on to the timeline. I just want to make sure you understand the correct still. >> Yes, we will approve. Yes. Thank you. Thank you for um correcting me on that. Yes. >> Um so the the one suggestion I had with the um because the superintendent is still going to do a self- evaluation. Correct. >> Correct. And that's one of the things that we're going to talk about. >> So on weight. >> Yeah. Go ahead. Go ahead. Since you brought it up. Go ahead. >> No, go ahead. We'll wait. It's coming up, right? Yeah. >> Okay. [laughter and gasps] >> Okay. So um so the the dates that I um um propose um and again I work with um superintendent's office to make sure that this would work for them um as well. So um we

222will have we will need um superintendent self evaluation um to be submitted to us by the 12th of November and then we will submit our evaluation to Renee by December 1st and then that'll give um Renee enough time to compile it and then we will discuss it at the December 9th board meeting and that's taking consideration um that's taken into the account the the holidays that we have the veterans holiday and uh Thanksgiving um holiday >> and will we use the Google form like we've done in passed to >> Yes. >> make it easy on Renee. >> Yes, that is my understanding. Renee will send it to us. Um and then we will send we will fill it out and then send it to to Renee and um essentially the electronic version will look like

223the print out that we received in our packet. How does that sound for for the group? Would that work? Okay. Okay. Now, um going back to Molly's point, um we will um need um superintendent self-evaluation. Um and then it would also be helpful in addition to the self-evaluation that you have provided to us, AJ. it would be helpful if you provide us with a summary of your accomplishments u throughout the year just simply because we know that you've done so much and um that that self-evaluation does not cover everything I think it would be helpful what does everyone think about any any other recommendations >> okay [clears throat] another recommendation that I would have is last year's evaluation you know like if there were suggestions or um you know like I was reading it here

224and it just said um one like one of the board members mentioned you know I recommend that the presentations and and data provided to the board throughout the year be more emphasis on how the district if the superintendent could go back to last year's evaluation and kind of see at any suggestions that board members have address that in his summary as well on how those suggestions were implemented or brought forward >> to help with the goals that he he accomplished throughout the year. Is okay. Is that is that okay with you? >> Yeah, because all of the suggestions or recommendations all went with a goal, you know, um and if we're using the same form, it would just be like that. But how were they addressed? >> Great. And then on um I just want

225to point out on the superintendence evaluation form evaluation overview that would be in our packet. It would be uh page number three where it says evaluation overview. I just want to point out that's the um those are the the three parts that we're going to be uh completing. And part three, it says that the final summary sheet is placed in the superintendent's personnel file. So I would recommend that we um you know um include um comments about his accomplishments and um areas of improvement because I think that the this is how we help him grow in his profession. So I I would just put um I wanted to point that one out. Um, anybody else have any Oh, I do have a question. Um, the drop-down, uh, do you remember AJ what that gives us?

226What where were what information that gives us on the electronic version? It says it it says drop down like on the professional practice um number two on the right hand side it says drop down. I was just curious about that one. >> I guess I guess we'll figure it out on the electronic version. >> Yeah. So I'm looking at it and what I what it looks like from last year is then the dropdown um you put in your your com uh your number and then the drop down is your ability. where you select the number. Oh, okay. Okay. >> Yeah. And then it looks as though then Renee takes everybody's comment for each um practice and puts them all together in by paragraph. >> Okay. Yeah. >> Okay. And speaking of comments, so at the

227end of each standard, that's where we are able to provide comments. And so the you can do it for each professional practice and then at the very end you can do it for a summary of the goal. >> Okay. >> Of the electronic standard. >> Okay. Yeah. Great. >> And then another thing to note is that when you select superior you are supposed to provide uh comments and then same thing if there was um an area of unsatisfactory you also needed to provide comments. Okay, great. Okay, very good. So again, this is a um an agenda uh I mean a possible action item and >> that we accept the superintendent's evaluation tool and timeline proposed. >> Second. >> Okay, so motion by trusty Walker and second by Trusty Bartner. Any board discussion? Can you um

228just clarify real quick? Um the superintendent is the self assessment by AJ is due what day and by us is due what day? >> You bet. So um AJ's self self assessment is due by November 12th and then we need to submit it to Renee by December 1st and then the board will discuss it at that December 9th meeting. >> Thank you. Okay. >> Okay. Any additional board discussion? >> I think I think Renee has some clarifying information for us. >> Go ahead, Renee. >> Lupe, if I could clarify, please. And so I thought u Mr. Feling would submit his self assessment by November 7th >> to you, right? >> To me >> and then I would then in turn submit that to you guys by the 12th. I just want to make sure. >>

229Yeah. Yeah. Yeah. Yeah. So we we just need to make sure that we know when we're we are supposed to receive it by >> Yep. I'll have it to you then by that November 12th. >> By November 12th. Yes. Okay. Any public comment? See none. All those in favor? >> I. Any opposed? Motion carries. Thank you so much. And then agenda item number 14, discussion and possible action to cancel the December 23rd, 2025th school board meeting. And this is for possible action. Um as we all know our um students will be on vacation and um a lot of our staff will also be on vacation and so that is a reason why we would want to consider this um >> yes I'm ready for >> Okay. All right. Go ahead. [laughter] >> No discussion. >>

230Let's go for it. I move that the Garson City School District Board of Trustees cancel the December 23rd, 2025 school board meeting. Okay, >> go ahead, >> Michelle. Okay, so motion by Trustee Walt and second by Trusty Peterson. Any board discussion? See none. Any public comment? Seeing none. All those in favor? I. Any oppose? Motion carries. and agenda item number six uh 15 approval of consent agenda. This is for possible action. >> So motion by trusty Walker and second by Trusty W. Any board discussion? Excuse me. Seeing none, any public comment? Seeing none, all those in favor? I. Any oppose? Motion carries. Okay. Agenda item number 16,formational items. And we already have a correction by um superintendent feeling on the daylight savings time. Any other comments or concerns? See none. Agenda item number 17, request

231for future agenda topics. See none. Okay. Agenda item number 18 adjournment. Thank you so much everyone. [music] Oh, [music] la.