School Board Meeting 9/23/2025

001[Music] Hey, [Music] I love you. Hallelujah. [Music] Amen. Evening everyone. Welcome to the Carson City School District Board of Trustees meeting. Today is Tuesday, September 23rd, 2025. And we're going to call the um board workshop to order at 6:00 p.m. 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 the nutrition fund in the Carson City School District. >> Welcome Spencer and Elizabeth. >> All righty. Thank you, Madam President, members of the board. Good evening. Happy to be here again and uh continue our workshops of discussing various funds um that we use to take care of our school business. So, uh we've we've had kind of some grouping of funds that are related. So in previous evenings

002we've handled one or two or three or sometimes more or the general fund of course which is very robust. Uh tonight we just have the nutrition services fund which is uh not really related to any others. So we'll get on with that discussion and let you answer ask all the questions you have and go from there. So um should have a handout that Mr. provided for you that shows very similar format to what we have that kind of shows the expenses that we have budgeted for this year and that's in the top of the page at green. A little bit different. We haven't focused on the revenue of the others because there's not a lot of volatility to the revenue of some of those other funds. This one's a little bit different. So, we'll spend

003a minute going over kind of the the different revenue sources that affect this fund and then just compare the two for a for an overall view. So, as with uh all of our funds, we tend to be very heavy, heavily cost involved in salary and benefits for personnel, and this fund is no exception. Uh so, we have 2.1 million almost 2.2 million budgeted to cover our 45 positions. Uh strike that 44 positions. I admin assistant actually funded out of general fund. um for simplicity of uh if if she were funded out of nutrition services but then did any other tasks that weren't related to that then we would have to deduct that. So we've just make that funded there. I do have it listed here as an admin assistant. Uh but technically she is not

004funded out of this. I want to make that quick quick correction. Um >> really quick. So >> Spencer, where is she located? >> In our nutrition services office which is our operation center. Excuse me. >> So then there's a total of 43 >> 44 >> 40 43 plus the admin. Is that correct? >> 44 including the director which is Elizabeth here with us. So we also have two Chartwells employees that are dedicated 100% to us that are they work only for us but they're not our employees. Uh we'll get a little bit to to where that cost is covered a little bit later. So we have eight cafeteria managers. That's all of our kitchens, including the central kitchen. And uh they handle some of the the ordering, inventory, those types of things there. A little

005bit more than just uh our cook bakers. And then we have 35 cook bakers spread across our kitchens based off of the the needs that each site has. And then of course our director that keeps the ship afloat and the admin assistant we discussed who who assists greatly with that. So that is a good chunk of our costs. Um, again following kind of our same format, our professional services, uh, which is contracted services, we have 1.9 million budgeted for that. And this is our, this is money that's all paid to Chartwells. Uh, it comes in a couple of different things. We have our Chartwells management fee, which essentially covers the salary costs for the two per Chartwells employees that are dedicated 100% to Carson City School District. And then there's a flat fee per meal

006or excuse me the flat fee that's the charge wells management fee and then the per meal fee which is based off of any meal that we serve and there's a little bit of a ratio for snacks allocart pricing that that comes up to a meal equivalent and that's included in there and then our food costs. So Chartwells does all of our food purchasing. They have a lot better purchasing power because they're buying for the whole region rather than just us and results in some better costs, lower food costs than sometimes we could achieve on our own. And with some of the agreements they have, we get rebates back. And so that's those usually end up being a couple hundred thousand a year of of rebates of food cost savings. So all of that rolls into

007that $ 1.9 million and food costs and like paper products, those types of things, consumables that are that are served along with lunch. So other items we budget for um is our program materials and supplies. Uh this includes a good bulk of that is commodities that we have to budget for. commod there's federal commodities that we receive um food from the federal government as a then we have to expense that it's um monetary value even though we received it as a commodity and then so we it kind of is a wash because we have to show that expenditure but then we also receive that as a as a revenue um some of our utilities in there that are that are uh can be extrapolated and and tied back directly to kitchen costs And then key

008kitchen cleaning supplies. If you think you serving gloves, all those kind of things, some of those consumables that aren't being put on a tray for children are expensed out of there. Um, I have utensils in the description. That would be serving utensils, not uh eating utensils, if you understand the difference there. And then we also budget another $250,000 for equipment. Um that's going to be very large, you know, industrial type mixers, steamers, bakers, ovens, those types of things that we have quite, you know, we have each of our kitchens set up and as things wear out or getting near the end of their useful life and it's getting to be not cost effective to repair them, we replace those as needed. And so all told, um that costs us $4.6 million a year. Any questions

009thus far? questions, comments? No, looks good. >> All righty. I'll go and move to the blue section, which is our revenues there. And this one's a little bit different because we receive federal funding based off the the national school lunch and school breakfast program. That's where we get a bulk of our funding, but then we also for students who don't qualify for free or reduced lunch, uh we get their per meal funding. Um these budgeted numbers are provided to us by Chartwells. they do up an analysis and work up for us and we use that for our budget. And often times, you know, it's um it's just that it's a budget. It's our best guess uh in May before the school year starts. And then we can amend these um in December when we amend

010the budget as we have a little bit of data to see how the year is trending. Are we serving more meals than we did the year prior? Less meals and we can adjust that as as accordingly. It's been kind of difficult over the last four or five years where every year has been different in some way, shape or form for the nutrition funds. Uh but we we've budgeted for just over a million dollars of in receipts of uh our meal sales. So this is going to be school breakfast, school lunch. If a student is receives a re reduced meal price, the um the portion they pay is included in this. And then any alle cart sales or student um excuse me teacher meals, adult meals um adult meals and allocart I think totals I think

011it was about 60,000 last year. It's not a lot but it helps out and that's all included in that daily meal sales. Our federal sources. So this is going to be the money the federal government provides to us per meal based off number of meals served. And the amount's going to be obviously different for free free and reduced and a and a full fair meal. That totals up to 2.8 almost $ 2.9 million. And again, as as we get through in December, we have a good chunk of months behind us and kind of see where things are trending. We'll adjust these these data kind of based off what we see. State sources, we get receive a small amount of of a state match that uh was slated to go away when the PCFP happened, but

012uh it did not. So, we still receive that and uh and it's very welcome because we we need every dollar we get here. that's budgeted to be almost $35,000. And then the commodities that I discussed earlier that are kind of a wash with our expenditures, uh we're anticipating to get about $270,000 with that. And so it sometimes we have some of that that can be carried from one year to the other. So that might that amount might be slightly more than what we have expensed. And that's why you see we have 250,000 budgeted in expenditures, but we're receiving 270 revenue. We never have a freezer that's all the way empty. So some of those commodities just the way it's pencileled out from being an actual product to dollars usually ends up with some inventory on

013hand. Um so all of our our revenues that we're anticipating this year is 4.2 million which you can see is less than our 4.6 million of expenditures. So if you look at the net deficit of this fund, we're going to be about $350,000 in the whole uh when it's all said and done bas based off our our projections done in the final budget. And so our our nutrition fund does have a fund balance that would cover that. So we're not anticipating a general fund transfer to cover that. >> So >> where would those funds be coming from? >> So in previous years, particularly the couple of years where we had universal free meals, we had a a surplus in the nutrition fund. And so that those that funds can't be transferred out. It has to

014stay in the nutrition fund. So we have kind of a little bit of a rainy day fund in there that will cover a couple years of deficits. >> Okay. Um when looking at you know the deficit, the first thing that would come to my mind is increase um increase the price of the daily meal. Is that um something that is um set by state or federal government? >> There are some guidelines with that. Um it it's a very fine line. And we got to walk with following the the guidance that we get and also not getting the commuting in the uproar. If if prices are increased too steeply and again just kind of also supply and demand. If if we outpric people from using it, then all of a sudden we're serving less mills and

015can actually lose money on on an increased price. So it it's a it's a tight rope walk. I don't know the exact formula, but we generally have been pretty conservative in increases just because and also we don't want to price out people that have the most need, the people that are kind of in that that bubble that don't qualify for free and reduce but maybe don't have the income of a of a comfortable household for food security. >> Um it depends on the grade. So, for um lunch for elementary school, it's 350, I believe. Could be wrong. I have it on my notes behind me. Um for middle school, it's 375 and for high school, it's 425. And we kind of do that because um the kids have access to like salad bar, they have

016access to extras. Typically, little kids take less, so we make it a little bit cheaper for them. >> And then is there a fee for breakfast? >> Yeah. Um, elementary and middle school. There we go. Elementary and middle school are 175 and high school is >> Oh, shoot. I forget if it's 275 or 250. >> That's very reasonable. So, I was just asking to see, you know, so those who are watching know that it is a reasonable amount. >> Yeah, we look at the school district around us to make sure that we're not priced way under or way above kind of to see that. A lot of factors go into that price. >> I if I I would just add to there's and Elizabeth, you don't have to get into this, but the the federal

017government does require us. There's some crazy formula where we do have to increase prices each year. Um but doesn't necessarily apply to all the different schooling levels at the same time. So it gets kind of funky. But um what was happening o over a decade ago is that the the reimbursement rates from the feds were going up, but districts weren't necessarily increasing their prices to kind of kind of in tandem. And so the feds wanted those prices to like the reimbursements were going to go up, they wanted the prices to go up as well. So, that's something that I don't know exactly when that happened, but um that's something every year Elizabeth has to go through this formula to try to figure out to meet whatever those federal requirements are. >> With with the um

018with inflation, have you seen an increase in those who have been going to get breakfast and and lunch that you're serving? >> Um this year we have seen a decrease so far. Last year we saw a dec decrease because not everybody was free and with losing the universal meals um the stigma came back of only poor kids eat free meals or eat school meals. Um so we have seen that also as Spencer mentioned there's a lot of families that um fall in that income gap where they technically make too much to qualify for free or reduced but they don't make enough to have a comfortable household income. Um, this year I believe a family of four can't make more than like 47,000 annually uh, gross and qualify for free meals. So, it's pretty unrealistic the

019income guidelines. So, we have a lot of families that fall in that gap where they can't necessarily afford anything for for they can't afford $7 a day for a high school student to eat breakfast and lunch, but they also don't qualify for aid. this sorry if I'm monopolizing but um because what I would would would find interesting as well is to see whether or not since we aren't free anymore if students are going without and that's what I think you know would be important to you know kind of see whether or not principles or anybody who would be able to identify that after this year that if students are going without the breakfast or the lunch because it's not free and whether it be the stigma of only you know you say like the poor

020kids get and if the families aren't able to get them you know the sack lunches I think that would be something um one thing that I've always kind of wondered too is whether or not it would ever be um a possibility for the school district to do something like sponsor a student you know or sponsor 10 students a month you know and go to different service organizations different um fundraiser efforts to sponsor meals for kids who are maybe at that 55,000, you know, where the family still really isn't making enough but don't qualify for that free and reduce because what I would hate to see is students going to school hungry and being at school hungry. Yeah. And we do have some very generous donors, which is really nice. I have one person in the

021community who sends $1,000 a month to our Angel account, which we can use to help pay off debt and things like that, so kids don't have to worry about that quite as much. But unfortunately, the debt is growing at a much greater rate than donations are coming in. So, I would love to figure out how to do that kind of research too and pinpoint those kids because it is really important. >> Keep in mind we do have a policy that if a student goes and requests lunch, we do feed them. So, um so that there no one's turned away. But it is a >> So while we have your attention on that then if somebody was were to want to donate hoping that the paper picks this up but if they are wanting to donate

022where would they donate for this particular reason. Yeah, they can uh send a check to 398 North Richmond Drive, Carson City School District Nutrition Services, and just write a note or you know somewhere on there that it's for the Angel account. >> So, Elizabeth, that does not go through the foundation. It goes directly to your department. >> Correct. >> Okay. And if people want to specify like, oh, I want this to go towards kindergarteners or I want this to go towards Borderwick Bray Elementary School. Don't do it to Bordwick Bray because everybody eats for free there. But a specific school or a specific grade, we can do that, too. They just need to let me know what they want. >> Okay. Thank you. >> All righty. That is all I have to present. So any

023further questions regarding nutrition services fund? >> Any other questions or comments? No. Okay. Well, if not, thank you so much for >> the same hurry fast. You get recess. >> Okay. Well, that concludes our um board workshop and at this moment we will go into recess for about 15 minutes. We will continue with our board meeting at 6:30. [Music] Oh, [Music] I know. [Music] la. [Music] Heat. Heat. [Music] Hallelujah. [Music] Oh, [Music] Oh, [Music] hey. Woo! [Music] Oh, [Music] hey. [Music] Hello. [Music] Oh, [Music] hey. [Music] Oh, [Music] hey. Oh, [Music] hey. Oh. [Music] Oh, [Music] woo. Hallelujah. [Music] Hello. [Music] Oh, [Music] Oh, [Music] hey. Oh, [Music] woo. Oh, [Music] hey. [Music] Come on. [Music] Oh, [Music] hey. [Music] Again, [Music] we are going to continue with our board meeting and we're going to

024call it to order at 6:30 p.m. Agenda item number two, adoption of the agenda as submitted and this is for possible action. >> So move >> second. >> Okay. Moved by Trusty Walker and second by Richard uh Trusty Verer. Any board discussion? See none. Any public comment? Seeing none. All those in favor? I. Any opposed? Motion carries. Agenda item number three. Flex Salute by Molly >> Waltg of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. >> Thank you Trusty Wall. Agenda item number four, superintendent report. And this is for information only. Superintendent Felin. Thank you, President Ramirez. Um, so quite a bit going on. Uh first uh here coming up soon on Tuesday, September 30th, we have Sonia Manzano who

025played Maria on Sesame Street that's going to be coming to town to speak to our kids and families starting at um our book signing starting at 5:00 pm and then speaking at 6 PM. So, that will be at the community center and should be a fun night. Um, I don't know if Big Bird or any of the other characters from Sesame Street are going to be there joining, but I know >> Maria will be there. Um we had our first community connections event of the year uh last Wednesday evening focused on um our CTE programming and a lot of the kind of planning um to to align with careers and and possibilities at Western Nevada College. And we had Dr. Dana Ryan from Western Valley College, Candy Robas from Carson High School. Um, just really

026laying out, I think, some of the incredible paths that we can offer for for our students. Um, so that was just a it was a great evening. It was very well attended. Uh, so that was that was fantastic. um if you didn't hear, which I know you did, um but our the state had um a bit of a technology issue over the past weeks and so um there was expected to be a delay in the release of the star ratings for schools. So, the Nevada School Performance Framework or NSPF um by federal law, they have to rank all of the schools in the state by some system. Some states do AB CD F I guess. Um we have a STAR system in the state of Nevada. And so, um, although I would offer that that

027accountability system is, um, very limited in its ability to judge, uh, the quality of schools. It's very narrow, especially for elementary schools. Um, our schools fared very well. Overall, um, statewide, uh, 30, I think it was reported that 30% of schools increased their STAR scores. um in Carson City it was 56% of our schools. So five out of nine schools. So um well ahead of the the state. So kudos to everyone um because everyone in the district makes makes that happen. So that that's exciting news. Um in the elementary schools we have the roll out um of our new ELA curriculum. We had a presentation on that. I can't remember if that was last meeting or meeting before. Um, Amplify CKLA. Um, it is a heavy heavy lift for our elementary school teachers and really

028just um getting around the schools a little bit and talking with them. Um, they're putting in a whole lot of effort to make that happen. And um, really want to just recognize our site coaches at all the elementary schools. Um, we have Lacy Carey at Fridge, Carol Reed at Celiger, um, Heather Han at Fremont, Laura Ricks at Empire, um, Marla Churchill at Mark Twain, and what school am I leaving out right now? Borderick, Lindseay Evans at Borderick. Um, they they are trying to make it happen. And with along with Pam Copperweight, who is here. So, just really want to recognize all of our teachers and all of our coaches who are trying to make that happen. Um, it's huge to roll out an ELA curriculum. It's also huge to roll out a math curriculum and

029they just did that la last year. So, this is a lot on our schools, but we saw some real incredible growth um in in math achievement. So, um hoping to to see kind of that same outcome on the ELA side this year. But just very excited and very grateful to all of those folks. Um, [Music] we have coming um and I I think I've mentioned this in email a little bit, but coming the uh it's I think Wednesday the 22nd, Thursday the 23rd, and Friday the 24th of October. Um, we have a a group from the there's a cohort out of the National Superintendent Association, AASA. Um, they have a cohort called Redefining Ready, um, that I've become a part of, and they, uh, there's, I think, 29 districts nationwide that are a part of

030it. And they we are going to be hosting, um, the conference here um, on well, at least on that Thursday and and probably Friday uh, here in the district. Um, so I'm just really excited to have have all those folks from across the country coming to see some of the great things we have going on and the opportunities we're um providing kids. The the focus of this group is we you know for for a long time starting in the late 90s was all about every kid needs to go to college. Every kid needs to go to college. And then somewhere around like 2010 or so it started becoming more like college and career, right? College and career ready. And this group kind of talks about too that there's these like life skills and I think

031everyone recognizes that there's these basic life skills that we all need. And so the idea is focus on college, career, and life ready. Um so that's what this group is really focused on. And I think there's so much that we do um to do all three of those. And there's clearly always room for improvement, but I'm just excited that we're going to be able to to show off um some of that. So I'll send out more information as as I have that. Um but really looking forward to having them all here. Um lastly, we have I would call it royalty sitting in this room right now. If you didn't know, our um Nevada appeal education beat reporter Jessica Garcia won for the Nevada Press Association first place for education reporting at the recent [Applause] >>

032congratulations. So, we appreciate all of Jessica's work and she's had a couple recognitions uh down the road here, but always happy to have her here in the room. So, with that, that is all I have. So, thank you. >> Wonderful. Thank you. And yeah, congratulations on that star rating increase. And it's, you know, congratulations to you as a leader of the of the district and to everyone else who um contributed to that, which is everyone. I'm sure it's it takes a village, you know, to make that happen. So, super proud of our district. Thank you. Um, agenda item number five, board reports, board member comments, and this is for information only. And I will invite uh Cooper and Maggie to come forward and provide us with your reports. one uh Cooper for Carson High School

033and Maggie for Carson High School Silver Campus. Welcome, guys. Um hi, I'm Cooper Fueling, uh Carson High School, uh student body school board representative. Uh I don't really have anything written down today. I wasn't really prepared, but uh just a few things that are going on. Um, sportsswise, um, just still in the fall season. Uh, we've had some success in some sports, not so much in others, but we're, uh, moving along. Uh, I know this Thursday is, um, for volleyball, there's a home game against Douglas, so that's a huge rivalry, and hopefully we should come away with the win. Um, and then, uh, also this, well, this week, next week is homecoming week, so we're getting right into that. Uh, this Thursday, uh, is during our BA intervention period is the homecoming assembly. Uh and

034then all of next week, um Tuesday through Saturday, we have events at lunchtime and at night headlined by the uh football game on Friday uh of next week at 7:00 p.m. And then the homecoming dances from 7 to 10 uh next Saturday. >> Sound like a busy schedule. Maggie. >> Good evening, members of the board and those here not. My name is Maggie Usuz and I'll be sharing Silver Campus' announcements this evening. Carson High School's speech and debate team completed their first tournament on the 12th and 13th of September at McQueen. The team went into the tournament with determination and carried CHS and Silver Campus with pride. We'd like to highlight the team me or we'd like to highlight the team members uh who went above and beyond. First, Danny Shell, who ranked third place

035in novice impromptu and congressional debate. Ivan Romeo, who ranked third in senior impromptu, uh, Captain Nessiah Perkins, ranking first in senior foreign extent and third in senior Lincoln and Douglas. Captain Kyle Allen and junior Claire Dylan, ranking first in senior public forum. And finally, Lexi Rope ranking second in senior linking and Douglas. We are very proud of the team and we will be competing again in Worster High School on October 17th and 18th. Next week is homecoming week and rack. To celebrate, we have fun ways to dress up all week. The leadership program wrote professional invitations to the teachers and staff on both campuses to sh and shared drinks of their choice with them to encourage them to attend and participate in the upcoming tour or upcoming activities such as the following dress up days.

036Tuesday, cowboy and cowgirl day or flannel. Wednesday, Western showdown. Staffs will wear blue, seniors pink, juniors green, sophomores purple, and freshman red. Tuesday is White Lies t-shirt and th or sorry, Thursday is White Lies t-shirt. Friday is courtesy of the red, white, and blue. A parade at 6:30 p.m. and a football game at 7:00 p.m. Saturday will be the dance from 7 to 10:00 p.m. in Senator Square. The first uh the week of respect is the same week as homecoming. So, Silver Campus will be organizing activities during lunch. This concludes the announcements of Silver Campus. Have a wonderful rest of your evening. This is Maggie signing off. Thank you both very much. You both did very well. We appreciate you guys' report and enjoy your week. Thank you. All right. Um, Nevada Association of School

037Boards, NASBY Update. Uh, Trusty Vardner, do you have anything for us? >> Uh, just one thing is the, uh, committee that's going to be reviewing the award nominations. We've now received the letters, the award nomination letters, and we'll start going through those, and uh, we received quite a few this year again, which is a good thing. So, uh, for the next couple weeks at least, uh, the committee will be going through those to try to make a determination of who, u may get the award. And that's all I have for NASV. >> Yes. Go ahead. >> And I would say thank you to Trusty Varner because those of you who haven't been on the committee have no idea the amount of paperwork you receive and it is a labor of love to get through them

038all and to really give them fair and full attention. So, thank you for doing that for us, Richard. Yeah, no problem. U I can't I don't know if I enjoy it, but it's something that needs to be done and it does take a lot of time and uh glad to do it. >> You mind if I ask you how many you got? >> You know, I got the package about that thick and I haven't gone through it yet to count them all, but uh there's a bunch. >> You have quite a bit of homework. Well, thank you. Like Mike said, >> couple hours every day for the next couple weeks, probably. >> Oh my goodness, that's a lot of work. So, thank you. Thank you for your for your work. All right, announcements. Uh Michelle,

039uh no report for Mark Twain this week, but I have some great um info coming from the high school from Carson High. Um let's see. We have uh Rotary teacher of the month was announced u from Carson High. It's Ben Spence. Uh he's the social studies department um March teacher of the month. Volleyball. Abby Franco leads the 5A North Sierra in hitting percentage and kills. Emma Sanders and Julie Salininoa are one and two in serving aces. And Carson is tied with Bishop Manog at the top of the league. So big high fives to the girls volleyball. Uh and to Mr. Spence, of course. Indeed. Soccer is just getting warmed up. The girls have a one and one record. Boys are two and two. Both teams have games on Saturday. Uh we're seeing growth in our

040football team. Coach Nelms, he has stressed being good young men and having sportsmanship throughout his program in the games. uh their team has exhibited class and grit which is a true testament to what it means to be a senator. NMS and his staff have made a commitment and it's paying dividends and the turf on the turf and in the building. Uh boys and girls tennis continue to battle with local rivals. Uh they played Reno today, the girls at home and the boys away. Um I'm not sure how the girls are doing. Reno's undefeated though, so um we're just showing up and having a good time today. But they play uh Reed on Thursday and the boys will be at home for that. It's going to be senior day. So can come uh support our one

041senior boy. Our cross country team uh Friday they went down to Woodbridge uh which is one of the top competitions in the country uh and did some good running and I know some of them got to stay and spend some time at Disneyland. So that's always an exciting adventure for the cross country kids. Um many things going on at our school as the community moves to fall. We're hosting family engagement summit on the 20th. that happened already. Um, homecoming, as they said, is coming up on the 25th, uh, for the assembly and then the dance the following week. And then I have a little bit more contributed by Principal Karsten's says, "Also, our student body president, Kyle Allen, who I know we've had a chance to meet here a few times. He was confirmed as

042a nominee for the 2025-26 US Senate youth program representing Nevada, which is pretty awesome and kind of a big deal. It's an honor just to be nominated. Now we wait for the application and interview process to see where Kyle ends up with that. Um, which is a pretty good spot for him. He's very personable. So hopefully he sails through that really well. Um, also we've worked very hard on shoring up our PLC process and behavior matrix procedures with our commitment to implementing the yonder patches in our classroom. So much of our discipline data has been reduced including uh physical fights which has been zero so far this year which is awesome. >> Very nice. >> Um, and all negative interactions with the teachers. uh PLC process is allowing our teachers to learn together, ensuring our

043students are learning the essential standards set by our teacher teams. It's been a great start. Staff members are putting a lot of time in the right kind of work. So, uh big kudos to Carson High for what sounds like a great start to the school year and a pretty strong first month. So, thank you to you and your staff for all your hard work and making sure that happens. >> A lot happening. Thank you so much, Michelle. Uh Rebecca. All right. So, from Fremont, they had a fabulous fall festival and they're so grateful for all their community partners that donated in order to have bounce houses and a dunk tank and we're excited to be able to advertise those partners on our fences. They've got big banners out um so they'll advertise those throughout the

044year um out there on the front fence. And then they were able to secure money for a fabulous good attendance award for students um who miss less than 12 days for the year this upcoming spring. And then they're looking ahead and enjoying the opportunities of working with all students to maximize their potential. That's from Dr. Ward. >> Thank you so much, Rebecca. Um, Matt. Oh, I'm sorry. I skipped Richard. Sorry. Forgive me, Richard. >> No problem. Um, I just wanted to comment. I was able to uh attend that community connections meeting the night along with President Ramirez and uh it was very well attended and I have to say that I really enjoyed the presentation made by Mrs. Robels and the lady from Western Nevada. I actually learned a lot and uh so I just

045wanted to thank you for putting that on. Uh it was it was really good. So thank you. And then I have a report for Boardwick. Uh they're having their first family engagement night on Wednesday, October 1st. It is a pumpkin patch night and they will be having lots of fun activities and please join them uh from 5:30 to 7 pm. Also, their cookie dough fundraiser begins this Friday and runs for two weeks. Uh they would like you to consider supporting their school by purchasing some delicious cookie dough and other other items that will be delivered before the holidays. And I got to say, I have purchased cookie dough from them before and it's pretty good. So, >> if you have a chance, go ahead and help support them. >> And then for Fritz, um is

046they're excited to share that they have 20 families interested in their parenting planning or excuse me, parenting partners program which begins on Wednesday night. The program will take place on Wednesday nights from 5 to 6:30 p.m. for the next six weeks. And that's my report for tonight. >> And that was from Fridge. Did you say? >> Yes, from Fridge. >> Okay. Thank you. Excellent, Matt. >> Thank you. I have uh two reports tonight. One from Carson Middle School and Eagle Valley. Thank you for both the principles and staff being here tonight. Um, from Eagle Valley, we have uh the week of respect is coming up October 6th through the 10th. 10th, excuse me. Dress up days will be the following. Monday, October 6th, we are stronger as a team. Wear any jersey. Tuesday the 7th,

047turn off bullying and wear black. Wednesday the 8th, keep the peace tie-dye peace symbol clothing. The 9th will be respect our military camo or military wear day and Friday the 10th will be a blue out wear blue to stomp out bullying day. Um also a post was shared with parents regarding employability skills that um are now being used for citizenship grades. So if they missed that, please check their parent square. Um after school homework club has begun. transportation home began this week and homework club is Monday through Thursday after school until 4 pm and there is also ESL support um provided daily as well. Um lastly from Eagle Valley um the students that made or showed some growth on their ESBACK last year, their fifth grade teachers came to the school to recognize them um

048and uh um applaud their achievements. So we we thank you for that. And lastly, if I can find it, my apologies from Miss Robinson over at Carson Middle. Um, they had a great turnout for their back to school night last week. Um, she hopes the families learned a lot about Carson Middle School and enjoyed meeting their children's teachers. This Friday is the hero lunch and we invite families to enjoin to join their students for lunch. They can bring a lunch or purchase one from the nutrition department for $5 and information can be found on Parent Square. That's all I have. >> Wonderful. Thank you, Matt. Molly. >> Yes, thank you. Um from Miss Virgil from M. Well, I have to start over. Um so she states that they are um off to a strong start

049at Stempire, not Empire. empire. Um, so that's why I had to start all over again. So they're off at a great a strong start at Stampire, a community garden in class hydroponic plants are all taking off beautifully. Adrien Wiggins has green biz kids up and running to allow the students to manage all of it. And they are also getting started on their second STEM tank with many exciting improvements to students sustainability projects. And don't forget that their fall festival fall festival is October 17th at 5:00 pm. Um I have another announcement. Um so at the same the Rotary uh meeting, not today but last week, uh Miss Rigggins was there with the Interact Club. And so I'd like to ask anybody who's interested in joining the Interact Club at Carson High School. It is a

050studentled service club that carries out mean meaningful community service projects. Please seek out Mrs. Rigggins. Please know that they are projects that um help the Rotary Club as well. And the Rotary Club is who sponsors the students of the week and the teachers of the month as well. And I'd also like to thank um Christine Perkins for attending the CHIP meeting. Um, as I mentioned at our last meeting about the transportation and trying to do um, the quad region, she was the only one who attended from any school district in the quad region, but her input was extremely um, it was in extremely invaluable. We learned a lot and I'm hoping that you did as well and that we can kind of um, find some solutions for our transportation needs. Thank you. >> Thank you

051so much, Molly. Uh Mike, >> so smooth sailing at Celiger Elementary School. They have completed fall assessments and they are making plans for another successful year with the Pirates and of course there's lots of celebrations with their four-star rating which they're very proud of and always a humble group. Uh Carrie asked them what they wanted for a celebration and they wanted Costco cake. So they had taco bar and Costco cake and there's lots of smiles at Sea Liger. That concludes my report. >> Yum, that sounds good. So for me um from Dr. Molden. I um I was informed that she submitted a grant u with the Carson City Foundation for the full $2,000 in order to obtain outdoor furniture and games to begin creating an engaging and cooperative space for students to come to feel

052connected while encouraging attendance. And she added, "This isn't the old saying, if you build it, you will they will come." So I think it will it will work. Um that's from um Dr. Molden and I too um echo and trust um superintendent feeling and uh trusty Vardner and the magnificent um turnout of attendance at the community connections. Um I love to see um and I appreciate um the strong collaboration that we have that the district has with um the college in creating a smooth path um for our students that are pursuing CT careers. Um, in my opinion, they're best. They're um they're they're two two um strong um entities that are that are bringing the best of all of all best of both worlds, if you will. Um let's see. Yeah, I I would say

053a special thank you to uh Candi uh Robless and um Dr. Dana Robin. They did an amazing job. You can tell that they they work very very well together. Um, I also attended the uh chronic absentism meeting. That was also um a good a good meeting and um I we realize there's there's work to be done and and we're excited to get some some work um going this this academic year. Um I also join uh Dan uh Davis and Christy Perkins today at um Kolo K channel 8 um and um Telmundo. We went to promote the um speaker uh Sonia Sandano who will be joining us as superintendent Felin mentioned on the 30th. Um we hope that we have a good turnout. Um I believe I'm going to remind everyone about the date. It's September

05430th, 6 PM at here at the community center. So hopefully those that are watching uh tonight's um meeting, they will remember that it's here, not not at the high school, but here at the community center. And again, thank you Dan for coordinating those um those interviews. And then we also did an interview yesterday at the um Spanish radio station. So again, thank you for coordinating that. I think they're going to help us promote this event in hopes that we have a good turnout of of parents. And that concludes my report. Okay. Agenda item number six, association reports for discussion only. Do we have any association reports? I see someone not here. No association reports. Okay. Agenda item number seven, public comment. Do we have inperson public comment? No. And I was told that we do

055not have online public comment. So at this moment, I will close public comment. And moving on to agenda item number eight,formational update on the Carson City School District nutrition services program. And this is for discussion only. Welcome back, Elizabeth Martinez. Hello again, Madam President, members of the board. Thank you for your time tonight. So, I'm going to try and make this short and sweet. All righty. So, just a little update. Um, I'm hoping to give you guys a little bit more information um on what we talked about earlier with Spencer. And if you have any questions, please feel free to interrupt and ask them along the way. So, a really interesting thing is how our nutrition department gets paid. As Spencer said earlier, we um don't share money with anybody. We are paid through the

056USDA and money has to only go to nutrition and stay in nutrition. Um so, we're a federally reimbured program. So, these numbers in front of you are from last school year. And I just use last school years because we have our audit from last school year. So I can show you the reimbursements um later. So uh per paid meal last year we got a reimbursement from the federal government of 59. For reduced price meal we got uh $429. And then per free meal we got 466. So and thank you Miss Renee for changing that for me. I had a typo on that that she changed earlier today. Um, so each lunch that we make last year cost approximately $3.60 to make and that includes food cost, paper cost, salaries, benefits, um, and other expendables. So

057for free meals and reduced meals, that's a pretty good deal. Um, but for paid meals when people aren't able to afford to pay their cost of the meal, um, that's what kind of gets us in a little bit of hot water in a deficit or part of it at least. So, it's about 160 for food and paper products and then about $2 per meal last year for our benefits and salaries. Um, we do receive the highest reimbursement available in the continuous United States. So, that's kind of cool. It's because our program runs so well. So we don't have any major deficiencies. Um and any questions on that slide questions? >> When you say we receive the highest in the contiguous we as a Carson City or like state of Nevada >> Carson City School District.

058>> Wow. >> Yeah. >> Nice. >> Yeah. All right. So um a big part of reimbursement is C. So that stands for community eligibility provision and it's a national provision where we're able to feed all students for free um without collecting household applications. So it's a big deal because without household applications it saves a lot of administrative time. Um it saves families stress and it saves students embarrassment because just everybody eats for free. So we don't have to worry about that stigma we talked about earlier of only people who can't afford to eat school meals. Um so if we can operate C or not is based on the percentage of students in a given population. It can be per school or per number of schools um that are receiving federal assistance such as SNAP or

059Fedipper or TANIF or Medicaid. Um, so we are a little bit concerned with our numbers with the SNAP and Medicaid um, changes coming down the pike, but we're not entirely sure how exactly that will affect us yet. It's all speculation. So, an example of how C runs um, just to and I hope this makes sense in the end just to kind of give you an idea of why reimbursement is the way it is. So if we have 50% of students in a gi given population qualify for free or reduced meals via federal assistance programs, we take that 50% and there's this random number that the government chose of 1.6. Um that's because Congress decided that for every student that qualifies automatically 6 of another student would qualify with an application. Um, I don't know why

060that's an that they chose that arbitrary number, but it is what it is. So 50 times 1.6 equals 80%. So for the meals served at that population, we get to claim 80% of those meals at the free rate. So if we serve 100 meals at that site, we claim 80 meals for free, 20 meals for paid. Now, if there's any difference, we have to make up that difference somehow with um funds such as all of cart sales or um from the general fund or something like that. So, for this particular example, using the rates from last year, if we served 100 meals, it would cost us about $360 to make those 100 meals. Um we would get about $384.60 60s um in federal reimbursement. So we would be $24 in the black. So um and

061it it increases exponentially. You can kind of see that. So all that to explain this slide. >> So the green line at the bottom is the number of schools that are we were serving at 100% free. The blue line is the number of meals served that year. And then the purple line is the reimbursement we received that year from the government. So you can see how exponentially it increases when we have all of our sites eating for free. Um I don't have the numbers for 2425 yet because we don't have that final audit yet back from that. Um but I think the numbers kind of speak for themselves. Um unless you guys have any questions about that. questions. >> Um, yes. Can you explain um so what schools eat for free because you had mentioned

062that in the workshop like Bordawick and um which ones or you don't have to go over which ones do do and don't but how are they determined is ones that do and >> Yeah. So from 20 um from school year well midway of school year 1920 when COVID hit until school year 2223 we were able to feed all of our students for free. Um 23 24 we had to decide what we could what costs we could eat for that. So that's why we went down to seven schools. And then why you see in 2425 we went down to six. And then this school year 2526 unfortunately we're down to five schools. And it all has to do with that percentage of students that qualify. Um, there are other provisions, but it's kind of a a

063good thing and a bad thing at the same time because if you've got students, a high percentage of students that qualify via federal assistance, um, you know, it's not great because it means your economy in your area is not great, but it means you get a lot of reimbursement for your meal program. And the the converse is true, too. If you don't have that many people qualifying, um that's great for your economy. Hopefully it means your families are doing better, but your program suffers from it. Um, so this year we have Borderick, Empire, Fremont, Mark Twain, and uh, Frri that we are able to feed everybody for free there due to the percentage of students that um, qualify there through those federal programs. And if if I could add one one of the interesting things

064that we've been tracking and I I don't I don't don't exactly I don't know how to explain it but I I would have expected these this direct certification rate. So that's this like federal how many like what percent of your families are qualifying for federal assistance that is a part of this calculation. Um that that number has actually been falling and I I don't think we really expected that. Mhm. >> Um but so from two years ago to last year the numbers started decreasing and I think this year too we're we're seeing a decrease in those percentages and it's not something we control like we're getting that information reported to us. Um and so it but that that number is so important to figuring out if the C pro C program if you run that

065if it is something that is financially sustainable or not. So I get as the year goes on and Elizabeth is it every like two weeks you guys run those numbers or every month? I I forget how often you run those direct certification >> every twice a month. >> Twice a month. So, it's something that we we will have kind of relatively real-time information and we'll continue to track as the as the school year goes on. >> And, you know, just to go back to Trusty Walt's question earlier, the formula for the price for the meals and all of this is very technical. And so, um, I wanted to publicly thank you, Elizabeth, and AJ, because I started a job in which I adopted a transition from C to paid, um, free and reduced lunch meals.

066And it is a lot of work. And so, um, we're very fortunate to have people with the expertise that we do here. And just know that you're given this much of a window. It's like you must raise your price by at least 25 cents but not go over this amount. So it's it's all very complicated and so thank you for doing the work for us. And I guess my concern is with the price of food and I think there's a lot of families that are struggling more than we even know right now. And I hope that our principles are keeping an eye on it and identifying kids that need that support because I think people don't want to shout from the rooftop. they need help. >> Yes. Thank you, Mr. Walker. >> On that note,

067um because you had mentioned too earlier that no one gets turned away. So, um would you know about how many um free like um ones that come up that don't get turned away that they're not really on the program, but they're not paying either. I don't have a number in mind. I do know that right now our unpaid debt is about 39,000. Um, so that kind of gives you an idea of it's quite a few. Can I clarify when you say that a kid doesn't get turned away, it's not that here we have this free lunch we're going to give you. It's we feed you and then what you should have paid gets negative on your balance. >> Correct. We used to have a different charge policy and I don't know if you guys remember

068over the summer speaking with Spencer and I about changing the charge policy or it wasn't last summer, sorry, it was the summer before changing the charge policy because we used to have a cap um where if like a full price student reached $15 of debt, they'd get a replacement meal which just meant they got access to the salad bar and milk. Um because of Well, first off, we want to feed kids. that's what we're here for. And second off, um, lunch shaming and how big of a of a hot topic that has become. Um, we have changed the meal policy. We're monitoring that debt. We're hoping it'll go down. Um, but we might need to think about rechanging that charge policy in the future, too. Unfortunately, I hope I hope we don't. Um, all righty.

069So, more information about Miss Walt's um question earlier about the future. So, what we're looking at for school year 26 and 27, C at Boardwick and Fremont may not be sustainable. Um, so we get to operate the community eligibility provision on a four-year cycle. So on year five, we have to redo the data so that basically the government can see your school still needs this. Um we're currently using data from school year 2223. So this is the last year we get to use it. And in school year 2223, we were obviously in a lot worse economic state because we were still just barely recovering from COVID. um by school year 2829 I will have to make completely new determinations for every site that is currently C. So with the numbers that we're seeing for direct

070certification it it is a very real possibility that no schools in our district will be able to operate C. Um we're hoping for change. I've been to Washington DC a few times now to um advocate for uh extensions of C, other universal meal type programs. Um so the the fight is not over but it is uh not going in our favor right now either. So uh as AJ mentioned a lot of these things are out of our control. the C number, stuff like that. We are trying to mitigate costs to our families to um have the best quality for the lowest cost we can. Um my team is working incredibly hard to make delicious food. Um we're doing more scratch cooking and they're short staffed and they're still doing it because they're absolutely amazing. Um

071these are actually our uh dishes from the high school. So you see our beautiful salad bar from the high school and uh some scratch made pizzole they made last year. And then of course that would be supplemented with fruits and vegetables from the salad bar. Um and then we're also getting parent and student feedback. So we do a an event called student choice where we present them a couple new items and then students get to vote on which one they like after sampling them. Um we send out principal surveys. We like to try and get parent feedback at like back to school nights and stuff like that. We had some QR codes for parents. So that is our plan so far. >> Last question I promise. >> Thank you for your presentation and thank you

072for all that work. I mean honestly when it comes to numbers I do not know how you do it but thank you for doing that. >> I'm surprised I can too to be honest. Are there grants for uh nutrition programs? >> So, there are grants for things like equipment um but there's not so much grants for um unpaid meal debt. I'm assuming that was kind of what you're getting at. Yeah. Yeah. I wish. Um like I said, we're just relying heavily on community donations. Anybody else questions? Uh, Rebecca, have >> one question. Um, in the past, like towards the beginning of the school year, um, they would encourage parents to fill out like the form so that they can turn those in and be able to continue this free meal program. Is that not something

073that will help in the future? Like, are you not getting enough or that just it's something entirely different that's making this go away? >> Yeah. No, that's a great question. Thank you. Um, we have done that and actually I'm going to be sending out a parent square tomorrow. So, you read my mind. um because there's a 30-day grace period at the beginning of the school year from last year's eligibility status and that ends on the 30th. So, I'm going to send a reminder out tomorrow. Um the low free and reduced um that we have right now is due to not getting a lot of applications because people aren't reading our blurbs saying please apply. Um or people don't want to apply because you know it like Mr. Walker said, you don't want to shout from

074the rooftop, hey, I need help over here. Um, also a lot of people in that income gap where they don't qualify for aid, but they also um can't really afford $7 a day. >> So then if you get more of those applications, will that help? >> It could potentially. There are different federal provisions that are a little bit trickier to run than the community eligibility provision. Um, but depending on how many free and reduced applications we're able to approve, um, there's potential. >> Okay. >> If I could, I just I I pulled up the what are called the income eligibility guidelines for for free and reduce and and it just is always so striking. And this kind of came Elizabeth had mentioned this in the prior presentation but how how low excuse me that threshold

075actually is. So the example in just in my mind you have a a single parent with one child so a household of two to be by federal guidelines considered in poverty you are at a an income threshold of $21,000 or less. So that's that's poverty. To qualify for free meals, that household would have to make less than 20 about 27,500 or 23 about $2,300 a month, >> right? So that that is a really really low threshold to qualify for free lunches. Um for reduced it would be under basically like $39,000. So that offers a little more space, but really to to get it's where the I think on the application side it can be so hard. Like you have families that apply and and that that's a a low number. So there's just a lot

076of families that you know I would argue for a family of two, if you're making, you know, say in the $40,000 range, there's probably some struggles going on trying to make ends meet yet. You would not qualify for any assistance. Yeah. And again, that is gross income. So, >> Right. Yeah. >> Yeah. So, for example, and with our cost of living right now, um I had one parent reach out last year um to see if they could get some assistance. They're a single parent of of one child and they make um pretty decent they gross a pretty decent income on paper. They brought in about 4,000 a month. But you then take into account that for a two-bedroom apartment, they were paying 24,400 a month, and that's not a whole lot of money left over

077to make the other ends meet. So, um, that is a very real reality for a lot of our families. Thank you for looking that up. >> Yeah, that's a tough situation. >> Well, again, thank you so much. I think you have provided us with a lot of information. We appreciate it. Thank you so much for your time. >> Okay, moving on to agenda item number nine,formational update on the CCSD summer school program for the 2024 2025 school year. And this is for discussion only. And we welcome Sha Woolridge, Dan Karstens, Gina Hope, and Amy Robinson. Hey, good evening everybody. Um, the real star of the show is Shauna over here because she runs the whole summer school program really and is really kind of the architect of it. So, um, I know that our fabulous

078middle school principles have I'm sure they'll have a few things to say too, but I'm going to go ahead and turn this over to Shauna. Uh, so Shauna Waldridge, >> Amy Robinson, >> and Gina Hoppy. >> Okay. So, we'll get into it. Um, I use the same presentation that I, um, presented to you guys last year, but with this year's data. So, there is some comparisons with last year's data so that we can kind of see where we're going. But, um, a lot of it's really good. So, we're going to go over summer school data supports during the school year. Um, and then our middle school principles will talk about students retained in middle school. Okay. So, our goals for summer school are always the same. Um, it is to get our high school students

079to be closer to graduating. Um, so our we always shoot for the standard diploma which is 24.5 credits. Um we allocate 300 seats for high school students. Um it's all done in our tech center. Um for middle school um we are looking for the students to be able to earn credits towards coming to the high school. So our seventh grade are working on classes that they failed. Our eighth grade are trying to hit that magic number of five um to be able to promote. So 1.5 for English, 1.5 for math, one for social studies, and one for science. Um and we do allocate a 100 seats for middle school students. Um 50 at each middle school. Um so this is the one that I am using to kind of compare our numbers. So I pulled

080um credit report um from Infinite Campus for last year um and compared that with what I presented to you last year. Um, so I set for credit deficiency last year, um, for our high school students, um, that are earning less than five credits per year. Um, which is a little bit low considering we're shooting for 24.5, but um, there's lots of ways for them to earn additional credits during the school year. So, that was kind of a good gauge. For our middle school students, um, set it at two credits for seventh graders or less and then 4.5 credits for eighth grade or less. Um so if you look through our high school numbers um our credit efficiency is getting less. Um so we were at 452 students the previous year last year um we were

081at 349. Um when I ran this data that includes the credits that they earned in this year's summer school. So our this year's summer school has an impact in the number of students who are credit deficient. um when I pull those numbers. >> Do you want to talk about yours? >> Sure. So, um we decreased our the number of credit deficient students from uh 2324 to this last year. Um and that that's always our goal is to we want zero. We want nobody to be credit deficient. So, um we've implemented quite a few interventions and credit recovery classes and uh things to support kids to help with that. So, we're making progress. Unfortunately, our numbers went up. Um, but we are working on some solutions for that, including the credit recovery classes, um, looking at

082our advisory classes, looking at our EL population. So, we are working on some solutions for that. Okay. So, getting into it, our numbers are down um from where we previously have been over the last couple years. Since I took over, we have maxed out um the start of the year and then added additional ones. So, we have been at over 300 served for high school, over a 100 served for middle school. Um because we implemented having students pay for the classes, um that did have an impact in our overall numbers. So we had 203 total students from the high school. Um that being said, our percentages are up from last year. Um so we had 194 students completed at least one class um at almost 96%. Um we had that's supposed to be a I

083think that's supposed to be a four. Um I think my goodness. Um we did have 53 total courses started. I do know that one's right. Um, I think it's 449. I do know the percentage is correct. So, um, that one's a little bit off, but anyways, um, we did have 98.2% of of our classes finished. Um, we did have nine students withdrawn. Um, six for attendance, one for discipline, and two did not complete a class. Um, but that's down by more than half. We were at 23 students last year. Um, so quite a bit down. Um, we still had 25 no-shows. Um, for Carson Middle and Eagle Valley, we were right around 40 students for both. Um, Carson Middle students, we had 100% completion for the students who started with us. Um, with Eagle Valley,

084we had one student who didn't complete the class who was withdrawn for attendance. Um, and then that was one class that didn't get completed. So, those percentages are right around 98 and 99%. So really great. Um did have some no-shows from both of the middle schools. Um eighth graders from Carson Middle and then seventh graders from Eagle Valley. >> Yeah, of course. >> So when you talk about going to a paid system, you know, part of me understands the tough love component and then part of me worries about the kids who can't afford it. So do we make deals? So maybe a family can't afford to pay for that credit and maybe we'll allow them to enroll and if they pass the class there's no fee. I mean do we make arrangements like that or

085>> so I will show you what the impact had on that. Um because there are lots of ways to qualify for getting the classes paid for. Um so we had actually a very small percentage of students who actually paid for classes. um because it was my first year having students pay. Um I will say there were definitely some mistakes in that of students who should have paid um that didn't because I was looking at the wrong stuff like that. Like things came in fast. We always have kids register the day that we start um which creates a whole lot of chaos. And so, um, with that being said, there there were a couple choices that I made, um, that allowed some students to stay and complete classes, um, at a free rate because of some

086hardships that they were going through. So, I did make some judgment calls on that. >> Um, and like Carson Middle, we were free lunch last year, so all of our kids went free. So, they use that criteria as well. Yeah, that that has a huge impact like when I show you the numbers of kind of where everybody fell for demographics like free and reduced lunch had a huge impact on um students paying or not paying. I just >> Oh, wait. Before you switch, >> and I just hope we keep that in mind as we go forward. Just, you know, the families who don't have a lot of money sometimes are the students who struggle the most. And so, as a district, if we have to put our heads together, I want to make sure that

087we're not disenfranchising students and leading them to drop out or fail out of school. >> For sure. Absolutely. >> Out of the 25 no shows, do they if they paid, do they get a refund? >> Um, they do. Yes. We had one um who did not show up and they did they have to apply for the refund so they have to come in and um talk to us. So we did have um we had two refunds that we gave. One was for a a child who didn't show up. Um we had another one we had a mistake in the classes that um and we gave a partial refund for that. So there were a couple pieces with that. Yes. >> Could you remind me what we're charging? Uh we are charging $100 a class um

088with a max of two. So if the students do more than two um they only pay $200. So um it's $100 for one, $200 for two or more. Um if they are reduced lunch, it is cut in half. So it's $50 for one class, a hundred for two or more. I really fought for that because when we get into this and we have the ability to have students take more classes because there's time um they're able to get a lot further um towards not being credit deficient. Um for our high school um we had mostly 9th, 10th, and 11th grade. We did have a larger amount of 12th grade um and we had a larger amount of in our um summer school graduation which was really awesome. Um they worked really hard to be able

089to get that diploma at the end of the summer which was awesome. Um but we did have quite a few um underassmen that were there. Um for middle school um for Carson Middle, we had more eighth grade um than seventh. Um, Eagle Valley, mostly seventh and a few eighth grade. I moved some stuff around, Gina. I'm sorry. I know you made notes. >> Um, so for our ethnicity, um, we had similar numbers to kind of our our ethnicity in the school. um where we had uh a large amount of Hispanic students, um Caucasian students, and then a smaller amount of Asian, black, African-American, multi-racial, and uh Native American. Um with our middle schools, um the ones that we had were just either Caucasian, Hispanic, or multi-racial. So, in our students paying um we had 39

090students at the high school that paid for classes. Um most of them had their fees wave waved u mostly due to free and reduced lunch. Um but also McKenna Vento um English language learners or special education. Um Eagle Valley had three students who paid for classes. Um and most of them were waved for the same thing. Um, and all of Chris Middle students were waved. So, these are kind of our demographics as far as like why the fees got waved. So, a large amount of our students who came to summer school um qualified for free or reduced lunch. Um, we did have a small percentage at all three um that would qualify due to being McKenna Vinto. um a larger amount for English language learners and then um a good size amount for students with

091IEPs. Um we do have support for our ELLs and our students with IEPs in summer school. Um we have bilingual teachers. We have paras for both of those demographics. We always have as many special education teachers as we can and as many um we try to stack as many paras as we can so that we have additional resources for the students. Um and then as the students leave then we allow the paras and the teachers to leave as well. Um so that when we get down to the last couple days um we do have a lot of students who are sitting with a person so that we can get through that class. um because it is painful to watch a kid work through a class over those three weeks and then not finish it at

092the end. Um so we work really hard to make sure that that doesn't happen. Any questions about kind of the the data side of this? I obviously have concerns um as I expressed it last last year and that still it seems to me that we still have a big problem that we have not addressed. What are your thoughts? What are what are your plans to um address this problem? So, we had a lot of kind of speed bumps at the high school to um kind of figure out how to do this paid system now that we were starting it up again because we hadn't for a number of years. Um and so what ended up happening is that a lot of the students who qualify for assistance for the summer school are the ones that

093got signed up first. So, um, just based on more or less what's easy, um, our counselors went through and they were finding these students, which they always do. They always make contact with students who would fit some of these criteria. Students who are really struggling like that's those are the ones that they look at first. But for students who have to pay, they take their form to their counselor, their counselor fills it out, then they have to take that form to our registar. our registar takes the money and puts that in and then it has to go back to be fully entered and put in. Um, and a lot of students they take the form and the form goes who knows where. Um, and so we did not capture as many of our students who

094would qualify for having to pay for the classes, but that allowed a lot of spots for students who really needed it, who really needed that assistance and really needed to be there and working towards classes. Um, I don't necessarily see it as a bad thing that we have a high percentage of our Hispanic students in summer school. Um, they typically work after school. Um and so some of our other ways that we work to have them earn credits are challenging for them. Um it is something where it is a lot of resources and a lot of time and effort in a short period of time which is like we have a high success rate because of that and they're able to earn a lot of credits based on that model. >> So this other question

095is for Mr. Karsten. So then with your initiatives that you have going um this this year, do you feel that we are getting those students started on on a better path at the beginning of the academic year to make sure that they don't end up um taking summer classes? >> That that is the goal. I mean we we have in place where we have they they can earn another e full extra credit this year as well. And if they, you know, that those are the hardest credits to recover is when they fail an elective credit. There's no credit recovery for that. You just have to take the class again. Um, we are I I do believe that what we're doing with our intervention time is more equitable for all students. Um, and the reason being

096is that you don't have to come after school to get the help that you may need. It is it is there available to them. Um, you know, we are out in the We are out in the hallways way more than I've ever been out in the hallways in my entire life. >> That's what I've heard. >> And so, but that's that's what we're doing. We we know that if we do this right, then then it's going to benefit not just our kids, it's going to benefit our whole community. Um, and so I I I'm not a betting guy even though we live in Nevada and everything, but I I would venture to say that we are we're going to see improvement for for our students. This is the first year of really making big change.

097Um, the first year of making big change, you're not going to see a ton of gains. It's that sustained change, the consistency over the course of three to five years. And so, while we believe we are doing the right things for kids where we're um we're we're getting them in, we're providing those opportunities, we are um doing all the right things, we may not see that improvement in data for another year or two. And so I just want to make sure that while we're doing these things, it takes time. We are going to be consistent. We've made the commitment. Um but it's it's going to take time. >> I understand that and I appreciate your, you know, um commitment in in making this, you know, in offering these opportunities for kids. I would um like

098to see more parent engagement in this um because that's that's the key in my opinion and having those parents at the beginning of the school year know what is offered to their kids you know for the rest of the year. I feel that those conversations will take place at home and I and I feel that we need them we need the parents to help us with this. We cannot do it alone. We need them to be part of these conversations. So, I would encourage you guys to have more parent uh meetings and you know, increase awareness to to the parents of what you guys are doing. >> Funny you should mention that. That's one of our um internal goals on our admin team is to have at least one parent engagement night per month throughout

099the school year. not a game, not a, you know, sporting event, not something that's already there, but to try to engage with our parents and not just come on in here, we're going to give you some info. It's got to be relevant. It's got to be meaningful to both the parents and the kids. And so we have um you know, we we started with our open house. Um we have everything lined up to get kids engaged in school, not just, hey, come to classes, but these are all of the activities, all of the clubs that we have going on. Um we're starting to plan a dia de los muertos um at the end of October. Um and then going into November and December, we're looking at what we can do there. Um looking into next

100um the second semester um we're trying to match some some things with um what happens when you don't graduate, what happens when you do graduate, certification programs, work-based learning, college degrees, all all of those things. And so we're looking at putting those things in the evening. So we've we've had those discussions and we start when we're starting those plans. >> Thank you. I appreciate it. I know that that's a lot of work, but I feel again, you know, so strong about getting the parents to be educated about, you know, all the good work that the district is doing to get in there, you know, to get their kids to graduate. So thank you. And I would just say that it makes sense to me that you would have a lot of a higher percentage of

101multilingual learners that are needing remediation. Um a higher number of students who have learning disabilities. And so I think it's twofold. And so those intervention blocks are really key to meet them where they are during the day and give them the help they need, but then also engaging the families and providing that communication. And so I think it's just standing strong and really making sure that you're getting out there and helping those kids and building relationships with families. It's it's a heavy lift. >> It is. >> You mentioned the um the different stuff that you're implementing this year and it would be consistency that is going that we're going to see in the future. with those implementations. Are they starting at the middle school as well of what you're doing? So then you're kind of

102teaching the kids how to attend Carson High. >> We we've had a lot of preliminary discussions with our middle schools. Um while I I don't think they're doing exactly what we're doing, we are having those discussions. Um, and they they already have their advisory periods and I'll let them speak to speak to that. >> Uh, so we do the intervention courses and we we've got them at every grade level. So, um, it's not as schoolwide as like with the high school's doing, but we identify kids through our MTSS process to um, you to be in intervention classes and credit recovery classes to get that support. Um, and we're really, in fact, we we're meeting tomorrow to figure out how we can really maximize that time for those kids. Um, we also have a multicultural family

103event coming. We're expanding from last year. Lupe came uh in so we we're going to have uh dancers and everything. So, it's pretty cool. But yes, exp inviting the families in to get them comfortable with the environment and really educating them, I think, about credits. I when it's such a big change from elementary up to middle school and just that whole credit conversation and I remember being here last year and talking about let's start that conversation earlier. Um and so and we are working on that. We also have uh the our kids are going to go to the our eighth graders going to the high school uh this month to look at the CTE department to start making those connections to the high school. So, we're really working on expanding all of that so that

104we re start reaching out to more kids and them seeing the relevance in in why we're here and why we're in school and how they can grow with the in as they move to high school. >> I love that. That's I think it's wonderful to get them excited about career paths, you know, get them to start thinking about what do I want to do, you know, there this is what's waiting for me at the high school, you know. So, I I I like that. That's that's great. I would also just add that our e department as I familiarize myself with everything Eagle Valley um they are also working on Paris supports and what they are doing even for our newcomers and for that population and so they're going to be doing some walkthroughs just to

105go in and see monitor their students and also see how the paras are supporting the students so that kind of branches out on how we are supporting students while they are in class. Uh with those supports in mind, um then they're also going to be setting up some goal setting for all of their ILPS and making sure that the students are aware. They have digital goal setting sheets that the families will then see what their goals are, what they're working on. So, we're trying to communicate with families and with students so that they know what they need to work on. Yeah. And again, your your parent engagement um u events are well attended or how are how are you doing with that? >> Um actually the so our sneak peek is always a huge event.

106That's the very first event that we have and then our back to school night. Um I think the when I did looked at the numbers I think we had um a little over a third of the families came. So if we, you know, it was a good, it was a good turnout. So we're just hoping that we keep can keep that going. And we have conferences coming up, parent teacher conferences that we usually have a pretty good turnout, too. So um yeah, so far so good. >> And you still speaking of the parent teacher conferences. So you still have those only during the fall, correct? >> Yes. Yes. >> Are you considering doing them in the spring or is that still >> So they aren't on the master calendar. So that would be it. But

107it could definitely be something that we would consider >> um as we create that moving it. But it is something that has to be on that calendar because it's those minimum days. >> Sure. >> For a week. Yeah. >> And the same thing for Ego Valley. >> Um we're trying to plan an event before spring break so that we can get um buildup to that. So we are working on a huge event for the school. >> Wonderful. >> Yeah. But we did have a good turnout for the boot camp and back to school, so it was good. Yeah. >> Great. Well, thank you all for all that hard work that you're doing. Yeah. >> Okay. >> Yeah. Um Okay. So, going back to kind of how summer school went. Um most of our students finished

108a class and were able to be done. Um so, we had a good amount that were just there for one class. Um we also had So, it's one class is a half a credit. So when you look kind of across um you kind of double it for the amount of classes that they took. So um we had a good amount that finished two classes and earned a credit. Um a little smaller amount that did three classes and earned 1.5. Um a little bit less for two credits. And then kind of on our 5.5 that's 11 classes. Um, so that was actually one of our graduating seniors. Um, who he was very motivated. Um, we had a lot of conversations about how great his high school experience would have been if he had done some classes

109along the way. Um, he he was a student who struggled. He was in the office quite a bit for behavioral issues. Um, he started to turn around at the end of his junior year. Um, and did work very hard his senior year. um but was so far behind that it was just not going to happen. And so um he did a lot of classes in summer school um and was able to earn his diploma. >> Wonderful. >> Um for our middle schools, um Carson Middle, I I will say those students worked really really hard. Um Eagle Valley also worked really hard. They just worked a lot slower. Um and so we had um quite a a number of students who took just one class and were able to be done. Um more than took two

110classes. Um for Carson Middle, we had a student who did take five classes. Um which was pretty awesome. I can't remember why. Um because we don't typically every once in a while we Yeah, he for sure needed them. um kind of our our baseline kind of idea for summer school for middle school is that they should really only be signed up for us if they need to do two classes. That's kind of um if they are a half a credit. Um every once in a while we have a kid who has really pulled on the heartstrings of a counselor and um they end up on the list and we do our best to get them through as many classes as they can. So, we are very, very good at convincing students to do more classes.

111We really kind of take our used car salesman hat and we put it on and try to see how many classes we can get them to take. Um, and so we we do the same with our middle school as we do with a high school. If you got time, you're doing another class if you have it. Um, for our summer graduation this year, um, it was very well attended. Um, we had seven students who were there. Eight stu I think seven students who were there. Um, we worked really hard to get them all caps and gowns um, from our stockpile of ones over the years. Um, and so we did have three students who were kind of our last of Pioneer Academy. Um, and so they were able to wear their purple. Um and then

112we had and two of them came. Um for Carson High, we had 10 students who graduated. Um and we had five of them that came. Um they brought their family, their friends. Um it's really cool during the summer graduation because a number of our high school students come to celebrate their friends, which is really it's really nice. Like it's really really awesome um to see it. and it was very very well attended this year. Um we had way more people than we expected. Um we had to keep moving chairs and moving tables so that we had enough space for them. Um and it was it was really really nice. The families are always very very appreciative. They are so excited to celebrate their graduates. Um and we really love putting it on. It's it's a

113really awesome event to be part of. And there was one kid there that I think licked every single cupcake that was on the table. >> It wasn't one of the graduates. >> It one of the siblings. >> No, one of the siblings. Yeah, he licked everything. >> Yes. Yes, he really did. >> Okay. And so we've kind of gone over this, but I will kind of turn over to um our principles here um as far as what our supports are. or we can kind of talk on both of them. Um, for our credit recovery, um, we do have afterchool online learning. Um, our ninth graders can start in the spring. So, if they fail a class in the fall, then they can start attending with us in the spring. Um, but we try to get

114in our 10th grade and our 11th grade. Um, we don't have a lot of 12th grade students that come for after school, but some of them do if they just have one class. um because most of our credit deficient 12th grade are enrolled in an online learning class. So they have a class in their schedule where they are doing that. We have also implemented as part of our intervention block um credit deficient 12th grade students are working on online learning classes um credit recovery classes um in their actual classes. So they are in with um you know their government teacher and and they're working them through some classes and so um that's been working pretty well um just as our our first little bit with it. Um last year we started our power hour program

115with some afterchool tutoring. We're going to be starting that up again in October. Um we also have online tutoring through paper. Our intervention block expanded this year. Um we hold a lot of parent teacher conferences on ways to support students um and trying to find some individualized supports that'll help them um for attendance which is such an impact on our credit deficiency um our intervention specialists conferences with parents and students um to implement restorative attendance contracts. Um counselors, social workers and teachers communicate with our families to offer support. Um, and we really work to advocate to our students and families to attend classes. Why that's important. All right. Uh, Carson Middle, we also have credit recovery courses. Um, we start the second semester of seventh grade. So, if they don't pass math or English, their

116first seme is seventh grade. So, if they don't pass that first semester, then that we start them in that credit recovery. um and interventions as well. We have some courses that we've started instead of being online credit recovery, they're it's credit by exam. So, they are actually getting some instruction from the teacher and then they're working through those benchmark um assessments to earn their credits. So, they're getting that kind of intervention at the same time um which I think is that live instruction is super important for them. Um we have for academic support we also have our afterchool program is starting um next week. We have an intervention uh math math teacher who teaches that and our interventionist does homework club and intervention with paraprofessional support for kids with IEPs and ESL kids. Um so

117that will be starting up. We also are our grading policy. Um we've worked with our teachers on really assessing what kids know and are able to do. And a lot of times like in the middle, you know, comes to October and they've got a lot of zeros and they start to give up. They're just like, well, I'm never going to make it out of this hole. And so part of our grading policy is that teacher needs to work with the students to find a pathway to success. So there is a way out of the hole. Um, and still feel good about that they've earned a passing grade. I mean, it's not just passing kids, but knowing that they can do the work that's required for a seventh or eighth grader in that subject area, but

118not by making up every single little assignment. So, they they find that pathway. Um, we have our our math and ELA supports, their intervention courses. All of these kids uh go through our MTSS tier 2 and three um process. So, we're looking at them all of the time, looking at their MA, their test scores. They can move in and out of interventions. Um, so if they need an intervention course, but they or or a credit recovery, but they make they make progress and they earn that credit, they can move back into their elective. Um, so there's some incentive to do that. And if if you look at the correlation between kids who need credits and their absenteeism rate, usually it's a pretty high correlation. They're usually chronically absent. So that attendance support is really important.

119So we really work on just building their attendance. um and rewards for good attendance and and working with parents in that area. >> Okay, for Eagle Valley, a lot of these things have already been mentioned. Um but we do have two periods offered to our eighth graders um to do those Apex classes. So, props to one of our teachers who happens to be here. Uh thanks for all the hard work. Um we also have intervention classes for sixth, seventh, and eighth grade students. Um so that's built into their schedule. Um yes again we have reviewed our grading policy with our teachers. Uh yes uh we are doing exact path and advisory to fill in those academic gaps. Um we also have um we've hit the ground running with MTSS this year. So we have modified

120some of our supports and interventions and we have a target list of those kiddos that are you chronically absent. Um we also have I forgot to mention an EL allocation. So we have another teacher this year. Uh so that has been really great to support our EL students. Um and just looking at what we're doing in advisory that first 40 minutes of the day. How are we getting students set up for their day? making sure that they know what their gaps are, where they're at with their classes. Um, so we we have been looking at all of our students in a variety of ways and um making sure that our teachers are aware of this too. So, retained students, uh, Carson Middle School, we retained three students this year. Um, so that is down from

121last year, which is good. Our goal obviously is to h not have to retain anybody. Um and of those four of them were chronically I was not sure how that worked, but um they were they were all chronically absent. Um so and and I believe one of them was a student who's moved around a lot. So there it's hard sometimes to even see what their credit history is. So those are always challenging. Um but yeah, those are u three of them that were and so we immediately put supports in place for those kiddos um with interventions and credit recovery and and working with families >> and we have two students that are currently at Eagle Valley that were retained. So yes, we are monitoring those students through MTSS and using incentives and quarterly recognitions for

122the students that uh those two students along with all the rest of the students. >> If you retain five, what happened to the other three? >> They are just no longer enrolled at Eagle Valley. Yeah. And that is the end of our presentation. Um, obviously open to questions. >> Thank you so much for your presentation. I know that that you guys put a lot of work into this. We appreciate it. Questions, comments, Matt. >> Um, so I don't want to be a pessimist when I ask this question. I just I'm curious. Um, so I appreciate that kids are able to knock out a lot of classes. I really I I like that with credit recovery and stuff. I know our goal is to graduate kids. Um but when the kids are taking like let's just

123say five classes. So I think it looks like we had about 15 kids take five classes in three weeks are the kids retaining this information um in a three-week period? And I guess with that I wonder are we doing what's best for them versus retaining them? And I and I don't know like the drawbacks. I mean, I guess I would understand the drawbacks of retaining them, but my concern is are we just passing them or are they learning? And I asked that because I think about our job is also to set them up for a successful future and learning how to be on time and to turn things in on time. And the average job is not going to say, "Hey, just do this in three weeks and you're done." And so I guess I

124guess what I'm curious is are we doing letting them take that many classes? Is it okay? >> So our credit recovery classes are set up for a student who has sat in that class all year. Um got close to passing but was just not able to pass. And so I I say that because they're in a full online class. They there is a good amount of work that they go through. In our credit recovery class, there is a pre-EST that they can take that can basically wave units if they are able to demonstrate that they understand the curriculum at enough of a level and then they still have to take the unit test at the end of that unit and then the final at the end. There's no waving those. Um, we have struggled with

125these kind of impacts of COVID and absenteeism. So, our typical student may not have sat in that class the whole year. And so, some students need more help than others. Um, students can do work outside of class. And a number of the students who look like it's, you know, it's over three weeks, they got a lot of classes done. Those are students who are going home and they are working through the curriculum at home. They're coming back to take the tests and are able to move through it at a quicker pace. Um most of them are hitting pretty close to what our kind of recommended parts for um classes which is 20 hours per class. Um because we did have I think 15 days this year um they're there for six hours. I mean that's

126a good amount of time even in a short period of time. um they're not really set up for students to learn the curriculum. Like that's not how the classes are designed. That's not how they're set up. Um they do learn along the way. There's students as they get into the higher higher levels. So our our ninth grade classes, they can typically kind of get them done fairly quickly. when they get into the higher level math classes, they end up sitting with our math teachers for a good chunk of time working through the curriculum because they get stuck in different areas. So, there is learning that is being done as they go through that those courses. Um, if you take math, for example, with something that is so progressionbased, if you failed your algebra class and

127you go into geometry, you're at a huge deficit. So if we can get even closer to having an understanding of algebra for when they're sitting in their geometry class, they are at a better point. So there there is definitely a piece to it where they do better having done the summer school classes in their their next level classes. It's not perfect. Um we would love for them to take more time. Um for the students who are taking a lot of classes, they are at a a pretty high aptitude like they they're going through it and they're doing it on their own. Um we monitor that as best we can to make sure that there's not cheating being done or or different things like that which does have an impact in the students doing a lot

128of classes. Um, it's definitely not perfect, but it it is something that does help in the overall system of them learning as well. As well as there's a number of the students who do a lot of classes, we have light bulb moments where they're like, "Oh man, I need to be in my classes next year. Like, I need to not be roaming around. I need to be sitting in because this is painful." Um, and the first little bit when if they can knock out a class, like the first week is social hour. Um, you would think that they hadn't seen their friends in weeks, but they saw them last Friday. Um, but they're hanging out, they're having a good time with their buddies. Um, but as students start leaving, we have a switch of a

129definitely more somber mood. um because they're still working through those classes when their friends are, you know, at the beach or just hanging out. Um and there are some light bulb moments on those kind of compliance pieces of man, I really do need to be in my classes next year. I do not want to be here next year. Um not for all of them, but for enough of them, like there's I like the conversations I have with kids during summer school because we kind of make plans for the next year. Like, hey, how's this going to go? like, am I going to see you next year? Even with the middle school kids, um we don't have a lot of the seventh graders that are in there, we don't have a ton of them return as

130eighth grade. Um the ones that we have as eighth graders just blew it off their seventh grade year. Um and so then it's like, okay, am I going to see you next year? No, no, no. I'm going to get all of my credits. Okay, cool. Like, I hope I don't see you next year. Um which is I mean, there's definitely a benefit to it. I I could speak to the middle school part of that too. I because that's definitely a concern I have that you know they're Yeah. And I and I I see kids say I'm not going to worry about this cuz I can just do this in summer school and they they know they can get through it quicker and and we know that there's a lot of difference between sitting online at

131a class and then and actually sitting in seat and getting good instruction. And so um I've actually already started talking to Mr. bringhurst about maybe changing that a little bit on what does that summer school look like for kids um that might benefit them more going into high school. What's some maybe teaching them how to be better students? Like what is it? What is a credit? Why is this important? How do you study, you know, and doing some tutorials that build their skills but maybe not worry? And we we're at middle school. We're lucky we have a little different situation because it's not the high school. It is the the end of the road, right? they have to have those credits. Middle school, we have a little wiggle room because we it's kind of up

132to to me whether I get to I have to retain them or or not. And sometimes in middle school, retaining them, sometimes I think if I retain this kid, this is going to be the last year this kid's in school because they're not going to do this again, you know? And so coming up with ways that we can support them, have them understand the importance of earning those credits as we go, um, and not relying on that online, uh, is our goal for sure. I appreciate the answers. I I I um by no means am I communicating like, hey, let's retain these kids. Like, that's not what I want. I just, you know, I hear a lot of the complaints about the schools. And in my job, I see a lot of kids that just

133don't have the skills, but they've been moved on and they're not hireable. like they can't write sentences. And that's my concern is when we're saying like this kid takes five classes and he passed an English class and he can barely, you know, read a full sentence or write an adjective clause or whatever it is, which I probably can't even do anymore. But I just have that concern and I just for our sake as a school district, I want to make sure like we're we're not just pushing them through to to get the statistic that we want because I would rather not have a statistic than and let a kid get a good job one day. >> We're really hoping that our intervention block is going to help with that. Um we've tried some other ways

134to help them earn credits like doubling up English or doubling up math. um that are super unsuccessful. They just end up failing two math classes instead of one and then they're also out in elective class which is almost impossible to earn any other way. Um it's it's a good response to a bad situation kind of thing. Um, we are, you know, working through different things like Exact Path, which they have been doing in the middle school. We're doing it more widespread at the high school this year to help get some of those gaps filled in to help this problem. Um, this is just one part of a much bigger puzzle. um it it's just a a piece of the puzzle that's very expensive and um does get a lot of kids through. Um and so

135I always love coming and talking to you guys about it because it's something that I do see a lot of value in as something that helps a large number of students um be able to be more successful moving forward. all of those pieces. I mean, literacy rates and the ability to do math and and all of that is such a a huge issue um that we are all working so hard um and our elementary schools are working so hard to address and it's it's such a a big giant problem. >> Yeah. Just real quick, credit recovery is double-edged sword is really what it comes down to. If you look at the research behind it, you're not getting a ton of learning from it. What you are getting a ton of learning from is through this

136MTSS process, our intervention time. If you look at the way it's designed, and that's that's a conversation for another night. I'm not going to get into everything about it. If you guys ever want a presentation on how it's designed and how it works and the research behind it, you let me know. I'll I'll more than happy to share everything that we're doing. Um, but also with credit recovery, sometimes we don't have a choice. you know, we're we're graded. We we are out there in the court of public opinion and sometimes it's just this is what we have to do to get these kids across the stage. Is there a ton of learning? I don't know. Is there some? There's some. Um but again, like Shauna was saying, these kids have been through these classes. They

137take these preassessments. They've obviously absorbed something somehow, right? But at the same time, it's not a it's not a perfect system. But sometimes you have to have a response in order to help kids get through it. If they didn't get through it, they would know even less. >> And that's the thing. >> I think the bottom line is kids deserve a second chance. And this is a second chance. And most of us, if we mess up in our jobs, we get a second chance unless we do something really bad. So, I mean, this is it's not a perfect system, but it is a system we're working to perfect. And so, I thank you guys for doing that work. >> And and I must I I know I sound like a broken record when it when

138it comes to parent engagement, but I again, if we have those parents um at this, you know, for to discuss this u plans like to Matt's point, it's like, is this really beneficial to the student? Yes or no. I think that parents should weigh into this into making those decisions. So again, parents should be part of these conversations. So um thank you. Thank you. Thank you Shauna. We know that you do everything you possibly can to get these kids um through the summer school and we appreciate all that work and all of you. Thank you so much. >> We appreciate you all for supporting it. >> Thank you. All right. Agenda item number 10. presentation and possible action to adopt the CCSD restorative discipline plan for the 2025 2026 school year as required by NRS392.4644

139and this is for possible action. Welcome Christy Perkins. Good evening members of the board. Christy Perkins for the record. Um, tonight we'll be reviewing the district restorative plan. NRS requires us to do this each year in September. It is a plan that is developed by a lot of stakeholders in our community, including administration, teachers, classified staff, parents, and there are pieces and parts that we don't have much control and say over and then there's parts that are a little bit customized to the Carson City School District. Once the plan is approved, it does have to be posted on our district website in each of our schools sites by the end of the month and then distributed to all our community. So, you have the plan in your packet and the plan starts with our safe

140and connected school statement. This discussed how our um board maintains a safe and productive learning environment that's essential to learning. We feel as a district that is important for students to be able to learn to have a safe environment. We are an MTSS district as all states across the United States states have to be engaged in a system of restorative practices and intervention and prevention model. So the model we choose is MTSS. We have made great strides in our work in MTSS and preventing and prevention behavior is our focus rather than um a consequence-based system. So you'll see there uh just our standards empowering a positive and safe respectful learning environment learning from high quality staff and these these here bullets are aligned with our uh strategic plan. Next there on the next couple pages

141you'll see um MTSS or multi-tiered system of supports explained. I know I've done several presentations for the board on MTSS and the work our schools have done along that pathway. We have completed our five-year cycle with the University of Nevada Reno TA um assistance team and we are continuing the work with them. We have many sites that are model MTSS sites. Our elementary schools have won many awards and are earning more awards this year for the work in MTSS and the prevention and intervention model. So that really explains there what MTSS is, how it's a team support, it's a wraparound service model and it is a whole child model. We're not just looking at academics or behavior. We're looking at the whole situation, the whole child, and how we can best support their learning. Um,

142on the next page there, you will see some of our tier 1, tier 2, and tier three behavior supports that we have within our district. Tier one again is universal for all students. Tier two is when students might need more support, be it behavior or academic. and tier three is more specialized and individualized supports and then the students can move throughout the tiers. We've brought on a lot of new um research-based interventions over the years that show their success when implemented with fidelity and those are those are listed there including check-in checkout, mentoring, peer groups with our social workers, um different intervention versus online programming, small group, afterchool tutoring, those type of things are listed in this p on page three. The next few pages describe restorative practices. And as I said, Nevada does operate

143under NRS, which says we must operate in a restorative mindset. Um students are at an age where there's a lot of teaching, reteing, reteing, reteing and making a plan to support that work that um sometimes you know students do things that are not appropriate. And we have to um engage with that student and that family in a way to a teaching model of how can we get the behavior to be the desired that we want. So teaching those more pro-social behaviors and restorative practices and the MTSS systems are really about modifying that adult behavior and the things we can control and how we respond to that behavior um while working with the student to continue their learning. Restorative practices also must um be in place in a situation that re involving bullying first to protect

144the victim but also to make a plan to protect and support the offender to change that behavior. Again, the next couple pages show some examples of practices and interventions in the restorative model in the classroom, in the school setting, and in the district at a tier 1, tier 2, and tier three level. So I have some examples there for you of things we do to restore these things. If you cause harm, let's say in the classroom to the whole class, maybe your behavior was disruptive to the entire classroom and disrupted the learning. We then teach those students, how can you repair that harm you caused? What can you do to to what can we do to help you repair the harm that was caused? Maybe student to student. That's a more frequent example of studentto

145student harm that's caused between peers. The next several pages are our restorative discipline matrix. This a lot of this again is dictated by NRS. Some of it um is of course at administrative discretion when dealing with different behaviors. Each behavior is individual and you do need to conduct a full investigation to make sure that it's a thorough investigation and that the the consequence is appropriate or the intervention is appropriate for the behavior. The next few pages really help guide our administration of what is required to do for some of these behaviors and what um you can do for some of these behaviors. And again, some of that depends on students age, the severity of the the situation. There are some though situations that we really um it is mandated by the board that the student

146has certain consequences and that is really out of our control no matter the age. Uh so those are listed there on the next several pages and it goes through all the codes that we have in Infinite Campus when we're coding behavior such as attendance, um bullying, administrative investigation, discrimination based on race, uh alcohol, alcohol use versus alcohol possession. So, it breaks it down by these behavior categories. And these are the only options that the administrator can choose in our reporting system. And then you'll see the little grid there will say what we what we need you to do. Parent contact. Maybe you're going to have a restorative conversation with the social worker counselor. Maybe you're going to make a safety plan that involves the parents, the teachers, the the school staff. Um and then what

147is mandated that you must do? um all of them say we mandate you do contact family and you involve them in that process. So that's several pages that goes on for many many pages. And then the next section I'm on page 17 is the how we document these behaviors. We do use infinite campus as our reporting system. a functional behavior assessment. When we have these um repeat offenders or higher level offenses or a student who requires more assistance, we oftent times bring in a team that has much more training than I or anyone who works in this district on a contract and we bring them in to help support us with conducting that assessment of the student, collecting data and helping us write the plan. The next few pages talk about temporary removal of a

148pupil from the classroom. This is regarding with um out of school suspension. There are different NRS guidelines around that. As I said, if a school district suspends a student, removes them from instruction for three or more days, they must write a restorative plan on the third day. And the rule is that the student is only suspended for the amount of time the school team needs to put together the plan. If a student has every 3-day suspension or a cumulative 5 days, if let's say you suspend the child for one day, one day, one day, one day, on the fifth, one day out of school suspension, you also need to write a restorative plan. So the next several pages are all every year we have to review this plan. Each site in our district has to

149put together a restorative discipline plan review team that has to include a teacher, an alternate teacher, a classified staff, alt classified staff, an administrator. We request that it also has social workers, counselors, parents as part of that team, although they're not required members. And you can see there all of our sites. Um we had 75 members in our school district who were a part of that review team this year. Some of our teams are large, quite large. And that is because the principal put it out to the whole staff and said, "Who's interested in being on this review team?" And they had sites, several sites had quite a bit of interest of um teachers and other staff members who wanted to be a part of that process. That's actually the most people we've ever had

150review the plan. that group that also reviews this plan. If there is a situation at the school where a um parent perhaps or a teacher disagrees with the consequence that was given to the child, this team could review that finding as well and offer different ideas, interventions, and supports um for that student. So, you can see listed there updated all of the folks who met um the start of this year to review this plan. Christy, I do have a question. >> Yes. >> So, um, the parent involvement is not is not required because I only see that I a couple of schools have a parent as a member of this team, but the rest of the schools do not. Is it not? >> So, that is one that it is difficult sometimes to have a

151parent review. A lot of our teachers and staff and administrators are also parents. So they serve in dual capacity when reviewing the plan if they can't find a parent who wants to sit on the committee. Um then that's they kind of operate in both roles, but we do put it out to our family to see if there is someone interested. Um and oftentimes they'll say, "Well, I'll read the plan, but I don't want to be on the committee, you know, um with discipline." So, it was also emailed out to a few like our PTO presidents and things that um to offer their input and then if they wanted to formally be on the review team, then they're listed here on the document. >> Okay, >> Christine, in addition to parents, I noticed there's also at

152Carson High there's one student. How did that one happen? >> So, yes, that was it's not a required, but that was a student who was interested in being part of the review team. And so, we thought that was actually an interesting um member on the review team. um and they were a part of the process of looking at the document since it doesn't have any other identifiable information about students. We thought it was appropriate for their input on the plan as well. >> I think we should have a student in all of the committees. >> Truly, >> one quick question if you can just address what changes were made from last year to this year's. >> Yes. So, the plan is very very similar from year to year. It has gone through our legal team

153and our special ed laws and our NRS. The the biggest changes this year are the removal of the word contract and replaced with the word plan. It's um what research has shown is contracts are highly ineffective with students saying you won't do this and you won't do that and you won't do this. We don't really have a lot of control over some of those things and the switch to a plan is really layering on more supports. So, let's say a student is engaging in inappropriate behavior and they're fighting. We might suspend them for 3 days and then our first intervention might be that Saturday school intervention that I've talked about to the board before. Okay, we that was part of our plan. Then you come back, let's say you get in another fight. Rather than

154just having the student sign a contract that says I won't get in any more fights, doesn't seem to really be helpful. We we change that plan. We tweaked the plan. Okay, maybe this student we need to walk them from class to class or maybe this student's not going to eat lunch outside because they lose their temper during that time. So then we add more layers to the plan rather than just signing a contract. So that's really the most significant changes in the plan is the layers of support rather than a punitive you broke your contract, you said you weren't going to fight anymore and you did. So so what? Um so the plan seems to have a better lasting effect. Another question I have though is and it you know kind of ties into why

155we why students are in summer school as well and I know uh pres president Ramirez you know speaks about the parent engagement but I don't know that we'll ever get those parents that need to be there there to those parent engagements. What about having the parents on a contract? make a plan for a student, but make a contract for a parent because I think at some point these parents need to be accountable, held accountable because as I think we're going to learn with summer school, it's costing us, it's costing the school district taxpayers quite a bit of money to be offering all of these different plans in these summer schools and, you know, ways to get these students to to have success, which we want. Everybody in this room wants a student to be successful,

156but when does the parent >> become held accountable? So I don't know if ever we could have a contract put in this restorative plan for the parents that aren't being held accountable for their students success because we all know that the school district now has become not just teachers you know I mean they're they're counselors they're um social we have social workers the schools have become so much of everything their parenting as well. And so when when is it that we turn around and say it's you have to have some accountability, you know, get your kid to school if they're chronically absent. There has to be something. And that's where I just have um I support MTSS totally and completely. I believe that it's great and I believe that the schools and the teachers are

157working so extremely hard to make it successful because without their hard work it wouldn't be successful and they are. But at some point I just sit up here going here we are accountable for a budget. When are the parents going to be accountable for their own students success? So, sorry that was my soap box, but I just I wish that we could at some point add that in there. And >> so, the the parent is I I know we can't obviously do that at this time, you know, we're not I'm not in charge of the parents, but um we do try to engage the parent in the restorative plan in and let them they are part of those meetings. We say, "Okay, your child's repeated this behavior. This is your piece in that." and really

158make them part of the team. Um, in a student who is chronically absent, we find in our elementary schools that usually is a parent problem, not necessarily a a secondary student, but more so in the elementary. And in those extreme cases, we are going forward with the SAR, which is the student attendance review board. we have the the backing and support of our district attorney who in that situation the family or the parent is cited not the student. Um we also you know of course if need be make our calls to DCFS um if we feel it's educational neglect and that is our attempt at holding those very extreme this is not the norm of course those extreme cases there's a piece of parents that we can control that we try to you know provide

159those type of interventions also working with our JO partners um often times if your student is engaging in inappropriate behavior and then you're inconvenience by, oh, you have to now bring them Saturday and you're going to have to take off work to come pick them up. It's not ideal and we don't see the biggest impact with that, but that is really the only parts we can control. So, we really try to focus more on on the adult behavior and on supporting the students needs where they are to help show those pro-social behaviors um with the idea that it trickles down to the whole family. Um, but that's that's what we can do now. Christine. Um along um on on the same um topic, if we go back to um page number seven on the attendance

160and trreny um under implementation documents and guidelines, it says that um Infinite Campus will notify any parenting guardian who has chosen to receive attendance notifications. How are we educating parents about this option? >> So, when you enroll your students in Infinite Campus each year, which you have to do annually for your student to get a schedule and those things, um part of that enrollment process is our parent square notification system. Parents um anyone who's enrolled in our school district can have access to parent square and then the parents have some control over whether they would like a text or an email at what time of day. And we are committed to doing a better job of informing parents of how you can get those notifications earlier, more frequent notifications. Um maybe some data nights where

161we can have our IT staff on hand to show you how to set up a parent square, how to set up um that communication. Myself as a parent, I sometimes don't get those notices till the evening. Um and maybe that's too late. Maybe if a parent is struggling with their child who is walking to Mills Park instead of class and they got that message at 9:00 a.m. it might be more preventative rather than 6:30 at night when the day is done and they've missed the whole day. So we are working with individual families. Um, Brenda Ramirez at the high school has really focused on our freshman class to really establish those good habits for attendance and really has a cohort going with the families of putting those prevention pieces in in place to um make

162families understand every minute of school counts. Even if your student is excessively tardy all the time, the amount of instruction they're missing is quite extreme. And in our uh attendance meeting we had LA this week, I guess that was still last week. That's a long week, I don't know. Um, you know, research is showing that if you are chronically absent one year between 8th grade and your senior year, you are seven times more likely to not graduate. So, the impact is pretty significant and we're really trying to get that word out of the early prevention. and we're trying to catch those students in elementary and middle and change those family habits that maybe lead to, you know, reduced outcomes. >> Thank you. I don't know if this is possible, but I think if it could

163ever be done, we might um get further with it, but can you ever connect parent square to social media because I see parents Okay, Dan, shaking his head. No, but I look and I think parents are always on social media. >> I mean, it seems as though, but if they're not getting the notifications on parent square, >> maybe if you could link it to social media, they might actually see it >> and pay attention. I don't know. >> We are looking at the features of Parent Square. Um Raymond Madera's the other day did mention that there are some new features in Parent Square that maybe will help us track our attendance a little better and um we're looking into that. There are some schools that have figured out a way that parents can excuse their

164child's attendance through parents like press one if this was a medical appointment. Press two if you need to call someone to call you. And so we're looking at those features to see if we can help um reduce that chronic absenteeism number. So we are checking into that. I'm not promising it's ever going to be on Facebook, but it maybe it would improve just that communication, that two-way communication. I was going to say even you know by being able to send those texts to the parents I think that that would be extremely helpful. >> Yeah. >> So page 21 again goes on to truency. Of course we all in this room believe that being at school is very important and that's the best place for all students to be. Um we have a task force committed

165on improving our chronic absenteeism numbers. We have made significant improvements over the last two years since we have been focused on the SAZO district and community. Last year, eight of our schools made improvements. This year, about six of our schools made improvements, but that was on top of the improvements they had already made last year. So, they're going in the we're trending in the right direction um with our efforts around attendance and truency. Th those next pages talk about what it means if you're truent. And truent is not just you're at a medical appointment. truent is your parent thinks you're at school then you're not at school or you're refusing to come to school or your parents dropping you at school and then you're leaving. Those are where we go down the truency route of

166involving our truency officer um and an intervention specialist more wraparound services. Law enforcement is often involved with some of these cases. And then ultimately the student can go to the SARB attendance review board and be cited for not attending school or the family in in different uh age brackets. And then the next the last few pages there are just our school restorative plan of action. As I said, if a student is suspended for three or more days, the school does have to write a restorative plan. It's very complex. We've made it a fillable form and tried to help the team that has to put these together because it is a lot to be able you're dealing with the behavior. You have a school you're running and now you have to form this whole team and

167get everyone together and write this plan. So, we've tried to make it as user friendly as possible. Um, it is all in one SharePoint drive for our administrators and our teams to use. We still have our district intervention assistance team that meets every Thursday to offer support in writing those plans and then helping implement the plans. Our co coaches and coordinators can often come to the site, collect data, help you implement the plan because it's more than just we all know it's more than just writing the plan, right? We can all write a good plan, but then can you can you um have the plan in action at your school when you have a million other things going on at your school. So that's really the role of my team is to offer that on-site

168support to help implement those plans and see and collect the data if the plan is working or we need to tweak the plan. As you've heard from Carson High earlier today, they have had zero fights this school year that have led to any students going to Saturday the Saturday intervention that we are still doing this year. We also that was program was successful last year and we're now able to offer that at our middle school both middle schools as well which um we think that that was an intervention that we feel worked and so we're going to keep that going this year as a prevention intervention. And the last page there is just a resource of the bullying flowchart. Again a lot of this is dictated by NRS what we have to do. There's time

169very strict timelines when you get a bullying investigation or a claim of bullying. You have only 24 hours to initiate that um full investigation. All of that has to be done wrapped up within 2 days documented parent letters sent all of those things unless it's cyber bullying and then you can have up to 5 days if the victim's parents agrees to that. Um but of course some of these cases are very complex with a lot of layers and take time. But this just helps guide the work of our administrators um when they are conducting a bullying investigation. >> I have a question real quick. Um it might be a side note, but on the second square of the flowchart, it says a personnel or a safe voice report. Um can you explain when a safe

170voice report comes in, is that something that gets called directly to a line in the school or is that like a uh a company that funnels it back to us? How does that work? So, I'm also the Safe Voice leaison for our school district. So, Safe Voice is an online um reporting 24-hour tool. Um it is through an app, but it also is through phone. There's two ways to report those also on the internet. You can just go on their website and report directly. The the there's an operator who answers all those calls or online. Students use the online version much more than the call-in. um when we get the ones that called in, it's usually an adult in the community, right? Um which is fine. Anyone can file a safe voice report. So the

171operator takes the initial report and then there are certain members of the team that are notified right away. Myself, the principal of the school, the social worker, law enforcement. Um so Sergeant Mars is on every single Safe Voice. So myself and sergeant mayors get every single safe voice in the district and then the site is notified as well. Um and then they have to take action and then they can comment in there. Okay, there's this bullying report in here. I'm going to call the student in tomorrow or it's one we go this is urgent and then the the police will respond to the home um right away because we're all notified immediately and then we can um engage in conversation back and forth with the operator or the reporter of the safe voice tip. Sometimes

172though, unfortunately, you know, students will put something like, "There's a kid in a black sweatshirt. He's bothering me." Right? And then the operator will say, "Where are you? What school are you in? How old are you? What does the kid look like?" And then we'll never hear from the kid again. Or 3 days later, they'll be like, "That kid's bugging me again." You know, so we're we really have to train students how to use the tool. um not as a tattlele tooling, tattlet, tattletelling. Um you know, snitch voice is sometimes what it has been relabeled by secondary students. Okay. Um but it is a very important tool for that immediate safety for students who are possibly feeling suicidal. Um that is a tool that you can have an instant response. If you're in a situation

173where maybe you can't make a phone call and you could get on your phone and put it in, it does go to law enforcement right away. >> Thank you so much for this uh report. Any comments, uh questions, concerns? No. Okay. Okay. If I don't have any questions, I will entertain a motion. >> I'll move that we accept the progressive discipline plan as submitted. >> I'll second it. >> Okay. So, motion by trustee Walker, second by Trustee Verer. Any board discussion? Seeing none, any public comment? Seeing none, all those in favor? I. Any opposed? Motion carries. Christie, thank you again so much for all your work on this. >> Thank you. >> Okay. Agenda item number 11, discussion on proposed changes to CCSD policy 343, prohibited conduct, employee bullying, harassment, intimidation, and discrimination, which includes

174renumbering the policy to uh 140 in section 1000. All staff for this is for first reading and for discussion only. Welcome Mr. Dan Settler. >> President Ramirez uh trustees. Good evening. Uh before you is a very important policy that uh comes before you uh based on recommendations. You may remember discussion starting two years ago with pool pact and kind of revising and updating some of our policies and regulations. Uh this is one that we worked on last fall and have been working on since then. Um and it's really about ensuring that we have a safe and respectful environment not just for student learning but also for our employees. Um this is being proposed as a policy 1040 uh to replace 343 and 443 which are mirrored policies in the uh Carson City School Board policies

175and regulations. Actually the the regs are also mirrored both for classified and certified in the 300 and 400 sections. Um you can see the changes there before you and uh just to kind of highlight specifically in the policy um you'll see that the words sexual harassment are removed and that's really because there there needs to be a separation uh for sexual harassment under title 9 and the process uh for filing a grievance is a separate process from harassment, bullying, discrimination and intimidation. So, we're not removing protections for sexual harassment. In fact, I think we're strengthening them and creating some clarity legally under Title 9 through these revisions and clearly spelling out what that process looks like for sexual harassment. >> Okay, >> Molly. The only question I have is on um the last paragraph and

176it's so why um if you can explain why if the alleged bullying could constitute sexual harassment under title 9 the district title 9 non-discrimination grievance procedures apply rather than board policy 1040. Can you explain that? it it's just a legal requirement of title nine. >> If it's if it's something that's filed under sexual harassment, >> then that gets filed under title 9. Um spec something could still be cons filed as harassment. But if it's specific to the conditions of title 9, it needs to be filed under such >> under title nine and not this policy. >> Correct. >> Okay. >> The grievance procedures for title n. >> Okay. Thank you. Yep. Just to put on the record what I had messaged um Mr. Sadler about in the first paragraph I suggested um after the list

177of prohibited behaviors to change it to these behaviors. So it would read as these behaviors seriously interfere with the ability of teachers to teach in the classroom and the ability of students to learn. >> I thank you for that suggestion. >> Yeah. Thank you, Mike. Anybody else? Seeing none. Okay. And again, this was our first reading. We will, um, continue on with agenda item number 12. And actually, um, if it's okay with everyone, um, I'd like to combine agenda item number 12, 13, and 14. Does anyone have an issue with that? See none. Okay. Are you okay with that, Mr. Sedler? >> Okay. >> Yeah, you bet. Well, um, this this is the regulation to support the policy. So, there's more detail here, some more specifics with the definitions. Um, you'll see that there are

178some examples that previously existed that are crossed out. Um, again, specifically to sexual harassment. And there were some examples that were provided there, and the thought was removing those would be better. Um, sometimes people would say, "Well, it's not under those examples, therefore it doesn't exist." And we don't want to create those perceptions by giving a false narrative. So, um, you'll see a lot that has been crossed off there and replaced with some updated terms. Um, >> see in my notes here, things to point out. >> The complaint and investigation procedures are important. Um and there is a form that goes with this regulation as well. Uh so that if somebody would like to file a complaint that they start with that process. This uh regulation also spells out the steps to follow to file

179that complaint um and whether we move forward with formal or informal support. Uh again referencing the who to send information to is really important. myself in the position that I hold as chief human resources officer also as the equal or the EEO officer. Um any questions that you have I'll be happy to answer >> questions comments. >> I just have a >> random weird question on the harassment in under G on page four. Um why age 40 or older? What is that? >> Protected. >> A bust. >> Yeah, protected class. >> Finds it a protected class >> for age. >> Okay. Yeah, it's >> interesting. Okay. >> Yeah, you're a protected class. >> So, >> Mr. Seller, just a um a sidebar that Trusty Wall and I were just having. Just to be clear, we

180are eliminating those because the one policy is going to speak for all all employees, correct? Regardless of classification. >> Yeah, thank you for asking. So, we currently have policy and regulation 343 and policy and regulation 443. Those are mirror policies and regulations. One, 300 section covers certified staff. 400 section covers classified ESP staff. We've kind of embedded over the years administrative staff under certified staff. So when when appropriate, we're trying to take those policies and regulations, make revisions, and put them under the all staff because it covers all staff in the same way. >> Thank you. >> Okay. Uh we're on to well that I don't know if I need to explain the next two. It's really just that um with the policy and reg the 400 sections the recommendation would be to remove those

181because they'll be replaced with the 1000 >> policy and regulation. Yeah. 143. >> Yep. >> 140. Sorry. Excuse me. Did um did this do these or do they have to go to the bargaining units? >> No, these do not. >> No. Okay. >> I I did give them a heads up that we were making changes just if they wanted to tune in tonight or if they had any questions. >> And did you >> I did not receive a response. >> All right. Thank you. >> Yep. >> Yeah. Okay. So, we're good with 14. Everyone's good with that. Okay. All right. Then I'll move on to agenda item number 15. Um discussion on proposed changes to CCSD policy 225 drug and alcohol-f free workplace program statement and policy. And this is for the first reading uh

182for discussion only. >> Thank you, Madam President. So, uh, policy 225, you'll see that there is some updated language. Again, this comes from the recommendations from pool packed and has been reviewed by legal. Um, you can see, um, on the second page there, uh, there's some examples of the different tests that we provide as a school district for drug and alcohol testing. um what is prohibited under this PO policy as far as uh attempted manufacturer, attempted sale. We've added some things to that area. Um and I don't have I think the last do you have in front of you when this was last revised? >> It didn't print on my >> January is this adapted February 12th, 2008. and then revise question mark. >> So, no, >> things have changed since it was last adopted.

183And so, one of the conversations we had with uh Pool Pact pretty explicitly was about uh you know, marijuana, recreational marijuana in the state of Nevada. And uh so we didn't have anything in place since that had changed. And so, yeah, we wanted to make sure that we had updated language that still identifies that uh we 2008. Thank you, Mr. Feling. Um that that because we're a school district and we receive federal funds that we still follow the federal law and don't don't recognize that marijuana is recreational for our employees. Uh it's still an illegal substance. So, how do you how does the school district test employees? Is it by referral or I mean, how do how do you test them? >> Yeah, it depends on the situation. So, if you look at the second

184page there, you'll see that we have uh pre-employment testing and so all of our employees do have a pre-mployment drug screening. Um could be required for pre-ervice testing of volunteers. I'm not aware that we currently do that, but it could be like if we have a coach that is maybe not an employee of the district other than being a coach that they do go through that drug screening. Um reasonable suspicion testing. Um that'll we'll get more into that when we go through the regulation. It's not on the agenda tonight, but but there's more that we need to look at there as far as what's the process if we have reasonable suspicion uh for drug or alcohol. Um then there's some different requirements for the Department of Transportation employees as far as um requiring um commercial

185driver's license and um that will again be looked at in the regulation. Um we do have in this policy post accident reasonable suspicion testing so that if we had somebody who was um driving even their own vehicle but any of the district vehicles from one campus to another and they were in an accident that they would also then uh be going through a testing process. >> I do have a question if I could. >> Go ahead, Richard. Um Matt and I come from a law enforcement background and as part of our job there we had uh subjected to a random drug testing. Um your name is pulled out of a computer and then you went in for a drug test. Has PP pack ever suggested that uh that policy be uh maybe implemented in a

186school district? >> No. Uh you know we did a pretty thorough review of this policy with pool pact at the start of that conversation. Um there is a random test done for again the department of transportation or safety sensitive positions but um not for not as far as a recommendation from pool to just do that districtwide. No >> then also um I don't see anything about tobacco or vaping in here but we have a separate policy for that. Is that correct? where uh we don't want people to have the tobacco smoking tobacco or using vapes on the >> tobacco is Yeah, it is a separate policy. >> Okay, that's what I thought. Thank you. >> Mhm. >> Anybody else questions? >> Yeah, just is there a testing site in Carson City? >> Yeah. Um we

187we I'm going to forget the name of it off the top of my head. Um we we have two centers. One is through a renown that we can use for testing and that's more for like on the place excuse me on the work accidents on the workplace accidents. It's getting late, isn't it? Been a long day. Uh work site workplace injuries um and whatnot. And then um AJ, you could probably help me out here. Or Spencer Conentra. Thank you. Concentra is where we do our pre-employment screening >> here in Carson. Great. >> Any other questions? >> There are no other questions. Thank you very much. And again, this is the first reading. >> So, thank you. >> Thank you very much. >> All right. Agenda item number 16, approval of consent agenda and this is

188for possible action. >> So moved. >> Okay. Motion by Trusty Verer and second by Trusty Walker. Any board discussion? Seeing none, any public comment? Seeing none, all those in favor? I. Any oppose? Motion carries. Agenda item number 17,formational items. And this is for discussion only. No action will be taken. Any comments or questions, concerns? See none. >> Trust Ramirez, President Ramirez. Um, I have a question related to this for Mr. Russell. Real quick, >> um, I'm concerned that the board members may lose their packet with this some of the information about events that are happening. Um, could I show them another place where to see they can see that information quickly? >> Yeah. >> You mean like put up on the computer? >> Yeah. >> Okay. Serious. [Laughter] >> This will be quick. Um, as

189long as as long as I can find a Chrome. Here we go. Um, so this is actually Carson City Schools. If if you happen to lose your board packet. Oh, there's no internet. >> Carson City. >> How's there no internet? >> I don't think it'll show. >> Does that >> Oh my goodness. >> You could just have us. >> Okay. So, you guys have computers. If if you go to the website, okay, and you start scrolling down, you'll see there there's kind of a standard where it'll show three dates of things coming up. To the right of that, you'll see a little link for district calendar. Um, Mr. Maderos has fixed that for us now that it brings in all it aggregates all of the dates of events happening at all of the our schools

190and the district. So all all these things on the informationformational items. So if you want a one-stop shop for everything happening in the district we we kind of talked about um this earlier it it now works. >> Beautiful. So if you can go, you can thank Mr. Maderas can take credit for that. >> That's exciting. Thank you. >> Okay. No other questions. Okay. Thank you. All right. Agenda item number 18, request for future agenda items. See none. Agenda item number 19, adjournment. Thank you so much. Easy, bro. [Music] Oh, [Music] hey. [Music]