001[Music] Hallelujah. [Music] Heat. Heat. [Music] Oh. [Music] Oh, oh. And I'm going to call this uh school board meeting to session. >> The first item on the agenda is adoption of the agenda as submitted. >> Second. >> We have a motion and a second. Do we have any discussion from the board? Any public comment about the agenda? Seeing none. All those in favor? >> Any opposed? Motion passes. So item number two on the agenda, we will uh go into adjournment for close session per NRS288.220 section 4 to discuss labor relations with the district's management representatives. And just a reminder, um, we'll turn our microphones off and, um, when it comes to question and answer period because I want to make sure everybody gets a chance. [Music] la. [Music] Hey [Music] Heat. Heat. [Music] Hello. [Music]
002Oh, [Music] heat. [Music] Oh, [Music] the Oh, [Music] oh, hey. Oh, [Music] la. [Music] Hey [Music] la. [Music] Hello. Hello. Hello. [Music] Oh, [Music] hey. [Music] Heat. Heat. [Music] Woo! [Music] Hallelujah. [Music] Heat. Heat. [Music] Hello. [Music] La. [Music] Oh, [Music] hey. [Music] Oh, [Music] woo. [Music] Hey. [Music] Hey. Hey. Happy. [Music] Oh, [Music] hey. Oh, [Music] hey. [Music] Oh, [Music] Oh, [Music] hey. Oh, [Music] la. [Music] Hey [Music] la. [Music] Hello. [Music] Oh, [Music] aha. [Music] Oh, [Music] Oh. [Music] Hey. Hey. Heat. Heat. [Music] Heat. Heat. [Music] Hallelujah. [Music] Oh, [Music] fall. [Music] Oh, [Music] hey. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Hallelujah. [Music] Oh, [Music] Amen. [Music] Oh, [Music] hold on. [Music] Oh, [Music] la. [Music] Oh, [Music] hey. [Music] Heat. Heat. [Music] Oh, [Music] heat. [Music] Oh, for
003me. [Music] Oh, [Music] oh, Heat. Heat. [Music] la. [Music] Hey [Music] Heat. Heat. [Music] Hallelujah. [Music] Heat. Heat. [Music] Oh, [Music] hey. Oh, [Music] heat. Oh, [Music] la. [Music] I reconvene this Carson City School Board meeting. And at this point, I'll call the board workshop to order. This will be a round table discussion uh focused on special education. And I will invite Spencer and uh Christie, are you coming up too? And Christie to the de. >> Thank you, Mr. Vice President. and uh welcome members of the board to this wonderful board workshop and also we're very grateful that Dr. Lennox is here with us because she is very knowledgeable when it comes to matters of special education. So I believe each of you received just kind of a three-page um handout that kind of goes
004over very similar in appearance and and organization to the other funds that we've gone through. We're just going through one fund tonight is the special education fund. Um it is specifically to to take care of our kiddos that have uh fall into that category which uh there's a myriad of ways that that can happen. Um but there's a they gain a whole new subset of laws and everything on on how we uh take care of these kiddos and their education needs. So as with most of our funds, the bulk of this one goes to covering staff salary and benefit costs. You can see that we've got $12.5 million of that covers that. So, what I'm going to do just going to do kind of a a quick overview of the 15.2 million of of the
005budgeted amount for this year and then we'll go back and spend a little bit of time on the decision positions and then also on the contracted services which is the lion share of of the funds that we pay out for this. So again, 12.5 million covers our um about 147 um uh employees that are funded out of fund 250, the special education fund, salary and benefits combined. And then next uh we have professional services, which uh a lot of the professional services that we do throughout the district are tied specifically to special education, and that's at 2.2 million. And then we have some pro program supplies of $55,000. And then equipment we did, this is there's a little asterisk next to the vehicles there. These were purchased and intended to be delivered during last fiscal
006year, but uh supply chain issues are no longer a thing apparently, except unless you're buying buses. So we we are a week or two away from taking delivery of those. It will help bolster the um uh special education transportation needs that we have. We're excited to get those on board. that $462,000 was from last fiscal year that we'll roll in that purchase authority over to this year to get that to complete that purchase. Um, and then a small amount for dues and fees. That's uh and knew what CPI stood for at 3:00 this afternoon, but I have that I've since forgotten, but we have Dr. Lennox here with us who can probably answer that question. So the acronym >> um CPI is for our verbal deescalation services we provide to our um staff who work
007with our students. So it's um what we do when um a student's struggling, how do we deescalate the situation? So as far as um CPI acronym, I don't have that off the top of my head, but that's what the program is. >> Oh, thank you. Thank you. Thank you. So all of our special ed um staff receive this service. Okay. >> All righty. Um and just quick overview um as of today you know this number can change and is fluid but we've got47 special education students in the district and of that funding of 5.4 million is state funded special education funds. Um 9.1 million is transferred from the general education fund. And then we have including the buses that was budgeted for last year about 700,000 of beginning fund balance budgeted to be spent this
008year to come up to that 15.2 million. So >> can you repeat that? >> Am I seeing it not somewhere? >> it's not on there. Sorry. That's >> Can you repeat that? >> Yeah. 5.4 million is the state special education funding. 9.1 million comes from the general fund of transfer and that's a budgeted amount that can kind of differ as we go throughout the year, but we that's we've got it pinned down to pretty good. And that's 14.5 million of the 15.2 that's uh on page one. 700,000 of that's beginning fund balance that that was in the fund from last year that's budgeted to be spent this year. >> Number,47. >> Yes. All righty. So, moving on. We'll go and spend some time on the positions that we have. Like I say, it's 147 positions.
009It's dedicated and paid through from this fund. We have three administrative assistants, um, an assistant director and director of support services, and then we have 11 bus attendants, 10 drivers that are dedicated special education, um, a couple of interpreters, um, and then eight psychologists, um, pair pros in in the various designations of one, two, and three. That's a total of, uh, 56, I believe. 57 right about there. And then we have 45 uh certified teachers and then 10 speech language pathologists. You notice there is an asterics next to the psyches, the special ed teachers and the speech language pathologist. Those are considered our certified employees. The rest are are either classified or or our leadership and admin assistants. Any questions about um positions funded out of this? All righty. Uh the next large expenditure if
010you move to page three is our professional services. Um this is largely contractors and you special education's kind of unique and you know it's very fluid. A lot of times we'll we'll have a special education student that can move in mid year and from day one we need to provide services. Um, having some contractors on hand helps with that fluidity because we can increase or decrease the hours of them where if we have a benefited employee position, they're with us for the year and if we have students move away, we still have that employee and and the cost associated with that throughout the year. So, we get some great fluidity with with having some of these benefits offered through contractors. Uh, additionally, sometimes it's difficult to find employees that want to do that. And in
011this segment of of education largely, there's been a lot of these people that offer these services, they like to do it as a contractor because it gives them different flexibilities than it would be being a payroll employee. So, a lot of the services that we provide through contractors, um, assessment services, which is something that's required by law for our special education students, uh, behavioral services and behavioral therapy. Uh, case load management, another one of those requirements that's a musto. And we have some consulting services that we have to do to kind of help manage and take care of all of our case load of our our special education pupils. And then evaluation services. A lot of, you know, a lot of these students have some needs and and some evaluation to help assist with what
012needs and what services to pair with them to best service the students and and take care of their education needs as well as making sure that we're compliant with all the laws surrounding special education. Uh we have some music therapy and then a lot of occupational therapy. Um this is one of those occupational therapy we could have uh employees on hand as it just stands now that's all being taken care of by contractors. It's been working out very well for us over the last couple of years. Also some physical therapy uh psychological services and speech. Uh we do have speech pathologists on staff as well as through contracting services. That's one that works out because you can have students that come in and out of speech needs throughout the year. Uh new students get identified
013of having some needs others improve beyond the needing the speech services and having contractors on hand really helps with being able to to staff that and get everything taken care of. Um some translating services as well because we have uh some special education needs also paired with English as second as a second language and then some vision services. Any questions about the professional services? >> Um, yes. So, thank you. Are all of these services required by law? >> I'll let Dr. Lennox answer that. >> So, what the requirement is is through the IEP team. And so, for instance, if um a parent is requesting an outside eval, we are required to to accommodate that. So maybe they need additional testing, those type of things. So through the IEP process, um it is decided what this
014child needs and that's all through data driven decisions, right? So like um our BCBAS, if there's behavioral issues, the schools tried everything they they know to do, then we might bring in one of our BCBAs that we contract with to do an FBA, that type of thing. So, so some of these services though um because I think what would been what would be helpful is um like a breakdown of how much of this 2.2 two million was put into these services, you know, these specific services and then to find out which ones were, you know, um like by law, you know, like for example, we know, like you said, um Spencer, assessment services, we have to assess by law. So that is something that if it comes down to where cuts need to be made,
015we know that well this isn't going to be a service that we can cut because this is by law. Um you know whether or not behavioral services is by statute, you know that this is something that we have to provide then we know that this wouldn't be something that we could cut. And I'm wondering if it wouldn't be a good idea to maybe do a workshop workshop on like that IEP process because really that's determined by the team and so it's not in the law. It's what the educational team deems is necessary for that child. And that's why the list is so expansive and it's hard to say because we could have an IEP tomorrow that adds something that's not on this list on there possibly. And so that's the challenge. >> Yeah. But I
016think where I'm coming from is at some point like we've stated, you know, in the next year or two, we're going to have to cut the budget. You know, that is going to be. And so this is why we're doing these workshops is to look at, you know, what what are our options? Where are they going to be? And so if we look and we tell these the student I mean I've been through several IEPs in my teaching years so I know how but you maybe at that point guide that team going hey you know we need to we need to make this work for the student within these guidelines you know on this this is all that we have really to kind of work with. So because there is no funding elsewhere is where
017I'm kind of looking at on um the point of these workshops I guess and I um because I am taken back that um and so correct me if I'm wrong on this but I'm kind of taken back that 9.1 you know million dollars is um coming from the general fund to go towards special outside of the state funding and the federal funding. Is that is that correct? >> That that it is 9.1. Um as long as I've been in educational funding, the state has not >> offered anywhere close to every district I work in transfers a considerable amount to special education funds. >> Okay. So then my next question is trying to and I'm just trying to wrap my head around this. >> So how much do we get per pupil? Is it >> special
018education pupil or >> just um general >> is it 9,000 >> 10,114 give or take. >> So it's $10,114. So sorry, bear with me here because I'm trying to get wrap my head around this right now. Special education students are um at 14,596.225 cents is what their average, right? because I just took the 15 and divided it. So then does that mean the they also are within that 10,000 as well? >> I think I think it probably maybe letting Christie just go through the requirements of special education because some of these things we don't have the >> right >> power to do that. So I think starting with Christie kind of going through what we must do would be great. Okay, that's what I'm kind of looking at. >> The state defines for us like
019how many students can be on a case load. Okay, so when I start with my teachers um a a student who might be in like um gened and maybe some resource, those teachers can have 22 plus 10%. So that's 24 kids per teacher for just that population. Then we get into our alternate standards programs. Those teachers can only have 12. Vision has a number. So every eligibility area of what we're supervising, the state says these are the numbers they can have. Okay. Then that goes the same for like our speech paths. They can have 50 plus 10. So they have 55. So all our students who have speech therapy, I go through and we do numbers every month. They send me in how many teachers have this many kids, how many speech pads service these
020many students, OT, PT, those things as well. When we assess them, we look at their deficits and it's all about accessing general ed. So, we look at what they need to access an educational environment. So, at that point, we say, okay, well, they have these behavior issues. we need some behavioral supports because they can't even maintain in the classroom or they they can't write because they can't hold a pencil. So that's where all these services start coming in. Okay. And so um through these various systems or these various supports sometimes there are staff on staff or like I said, you know, we have people who work like maybe 20 hours a week. They're just part-time. They're retired physical therapists maybe and they they choose to support us in surveying our children. Okay. Then sometimes we
021have services out there that um like our BLAST program. Okay. So that's a program this district supports, but it's a braided program. In the state we have the PIP. Um hold on tell you that acronym. That one is the priority improvement project and the state gives us money for that. So that's like 150 that goes into that. or if we have students that are district, we have done everything we can and there's reasons that they might need specialized program outside the district. We place them and then we request and it's not always a guaranteed. We've never not got reimbursed, but we put in um like what we call a case application. So, what we'll say is like we have this, we we lay out why we made this decision, we take care of it, and
022then they will refund. they've refunded us in the past for those. So, it's so complex out of the thousand 40 some odd kids we have, every IEP is so different and what the needs of our kids are. So, we have array here of different services, but the majority aren't getting these services. Like some of these services like our if we're doing an FBA, we have a real concern for sta safety. Those are 15 hour 10 to 15 hours by a BCBA who writes a pre report and tells our team hey this is what this child needs and then they follow to make sure we're implementing correctly. Okay. And those are professional services. These are PhD master level folks right um stuff like consulting services like that is with UNR. um what we do with our
023it's not UNR it's someone who is a professor at UNR who has a private who will come and consult with us on running specific programs like our ASP and helps our teacher do you know what they need to do for the kids to access so we can absolutely break these down and I can kind of say these are the services being provided those type of things for you if that is helpful um but a lot of our work it is dictated by numbers by the state you know and It's not it's numbers. It's not workload versus case load. Like you can have 10 kids who take very minimal time and maybe five who need a lot more support, right? So, but it all starts with the number base is where we start. And then the
024next process I do is each year and we do it in the beginning of the year and then I look again in um December on our contracts that what services are we providing? Looking at um can we lower the contract? Do we need to increase the contract? Are the services being provided of for what the district's needs are? Okay. So looking at very specific needs and it's not like well you have speed so everybody gets 30 minutes. It just depends on what the professional says this is a deficit. I need this much time to help them. And that's where all these variables come in. Does that does that help on how we do that? >> Yes. Um yes, it does actually. Thank you. Um some of it though too is any of this of the
025services that they receive could be build to um individual insuranceances. FAPE is the responsibility of the district and it cannot be. So we are responsible for FAPE reappropriate public education. >> Oh that I get but I thought possibly >> I mean and it's very complicated and I think this is why when you go to NASBY meetings and national schoolboard association meetings, one of the biggest points that are um always advocated is that special education be fully funded. And what that means is the federal government had >> set out to fund it what was it 40%. >> Which they've never come anywhere near. And so this these concerns we all deal with. And when you hit a certain point the state only funds you up to was it is it still 13%. >> 13 40. We
026were fully funded. I will say this year the state has been good. They they gave us what we had last year for special ed. So, >> but if all of a sudden a bunch of kids came in and were qualified over that percentage, we don't get that money. >> But wait a minute. When you say fully funded of what you got last year, but that's not the 9.1 million that was going. >> No, that's what they funded us last year. They gave us >> So, we weren't really, just so those who are watching, we're not really No, no, ma'am. I'm sorry. You're correct. >> We were not We were not the exception. They did not cut our >> Okay, that's our special education funding from last year is the same as this year. There's no
027reduction. >> No, I just wanted to make sure anybody >> which we cross our fingers every year that that will happen. >> Okay. >> Um and another thing the federal government has done to try and help districts out is at Medicaid. So, we spend a lot of time and that's the federal government's efforts on these funds that are only allowable for districts, but it's not for every category. So like our speech paths, >> we pay them and the district gets a reimbursement, right? Um OT's, PTS I think fall under that. There's some other categories we've looked at, but you really got to balance if the paperwork and the requirements to receive that funding if you are making any money or you're paying other people to manage it. Yeah, they're going to give you $10, but
028it cost us $20 to get the $10. So we're always watching that. Um counseling, nursing services. So, those are the areas that the federal government says, "Hey, let's kind of help you out and we'll give you some back." But it is not fully. >> Okay. My next because that's what I was looking like with because um so behavioral therapy, right? >> Um you could possibly go see a psychologist for that. You could possibly get your family physician to refer you to go see a psychologist for the behavioral the um therapy. So then is there any way or you know the psychologist as well? You know, I mean, you can sometimes get referrals from your family physician and then your insurance covers it, but that's not >> so the school psychologist is a different role than
029like a clinical psych in the community. They are assessing to see. So, it's a battery of tests. So um what will happen is someone suspects a disability, a parent, a teacher, somewhere they come in and they suspect a disability and then there's a conversation um with the psychologist on hey this is our concerns and they build what they call the scope and they do a battery of tests and they they take this test and then they look to see the scores if it aligns with the knack and what the knack says in eligibility out of the 13 categories. So they're not doing like therapy like you're thinking, right? But we do utilize like if a student's struggling, we have social workers and they do utilize um those as well in the school system um if
030someone on an IEP needed those. Okay. So, that's really assessments. Um you know, if there's um a crisis in school, they'll they'll help out with those type of things, but it's really assessing to see if they qualify under the NAP. Can I go on? >> Yeah. And then let's give other because it has been brought to my attention and the question was asked on, you know, whether or not the school is the school district is doing as much as they can when it comes to billing Medicaid. And I think you address that is by saying, you know, it we could be billing them for um $20 or how did you say it? I just said if if they're going to give us 10, but it cost us 20 to recoup it, >> right? And I
031see that happening. I mean, I can see that happening. So, thank you for addressing that. Thank you. >> Thank you. Good questions. Do I have any other questions from uh the board? >> All right. I think Did you have a question, Matt? No. I think that um I would recommend planning some kind of a workshop and really going through those special education requirements because they are complex. And Molly, one of the things that I think about as a school principal, sometimes you have those conversations with families and there are some things that the school psychologist can't diagnose that a family doctor or somebody outside the scope of the school can. And so sometimes a family will have reports from a doctor or a clinician that they share with the school. And so sometimes it's that
032process that it's the insurance and the school. But the educational side of things are it's our responsibility >> and we have to consider it. So if someone brings in a list of these, we go through each one and address it. Sometimes we collect more data, we do our own testing. like it is it is a process to really work with our families to meet the needs of of their students, >> right? And no, I um just being in the classroom, I understand that, but I do I don't think those who were just kind of like looking at the budget as a whole going, you know, how can you be in the position that you are actually understand the individual needs like you said, not one student's IEP is, you know, identical to the next. It
033isn't that easy >> and um so I do appreciate your time and bringing this forward. Thank you >> and absolutely I can put some a workshop together. >> Thanks. >> I just have a quick curiosity question just in the name of understanding um when a child is going through the process is it something that is initiated by the parents or is it something that the teachers and educators can also initiate to say hey I think there might be something to diagnose here or is it parent driven? >> So anybody can bring it to the attention and that's when they meet to see what the concern is and what our next step is. So sometimes it's maybe we'll make it real easy. Someone's concerned about a reading issue, we might return refer them to the MTSS
034process and start there and start collecting data and providing interventions. So as a district, we're required to have interventions for students. Or they could say, oo, you know, we're really concerned. Let's go straight to testing. Right? So it just depends on what the concern is, um what comes out of those conversation and our next move to support that student. Mike, I do have one thing. >> Go ahead. >> The thousand plus special ed students, is that kind of where it's been for a while or do we see that in the number increasing every year? >> We're down a little bit in the district. Yes. Um we, you know, um we have different areas that are rising, but across the board we're down about 30 40 students just off the top of my head. Thank you.
035>> All right. Any last minute questions? All right. I thank you both for the presentation and great information and we will be in recess until 6:30. >> Thank you. [Music] Amen. Oh. [Music] Oh, [Music] hey. [Music] Hey. Hey. Hey. Happy. [Music] Hello. [Music] We're going to reconvene uh this Carson City Schoolboard meeting and I'd like to move on to item number five. Trusty Varnner, would you please lead us in the pledge of >> allegiance? Allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Thank you. Uh, I'm going to turn it over to Mr. Fueling for his superintendent report. Thank you, uh, Vice President Walker. Um, so, first I, uh, if you didn't know, school started
036on Monday. Um, and in leading up to that, just very very grateful and want to say a big thanks to our custodial and grounds staff for all the work they did this summer. Um, just it it's so much and going through the schools uh as you know checking out all the capital projects as they're going on, but then all of this maintenance work that's happening. Um, special shout out to um Mike at Mark Twain Elementary School. I it that place looked like it opened up back in 1992. It it was incredible um the work he did. But thanks to all the the guy's work. Um, special thanks to Mary Prey um, for helping organize the and and Renee Cortez, I'll throw her in there, too, for helping organize um, our back to school event. Um,
037Mary's also doing a lot of the work with our our new hires and organizing what has become just an incredible program to get our new folks ready to be a part of the district. Um, and there's a lot. So, um, it's a lot of work. So, special thanks to Mary and the, um, the kickoff event, uh, with, um, all of our school year staff coming back was fantastic. We had a beautiful day and, uh, just grateful that, uh, we got a whole lot of good folks working for us. Um, quick update on enrollment. um in looking at enrollment numbers this time of year is not uh it fluctuates a lot. I'll just say in the first two weeks um once we get past the first two weeks and really kind of Labor Day is really
038that first Monday after um I guess Tuesday after Labor Day is really the um kind of our best real start indicator. a lot of families um might be enrolling late or just moving into the community and just um getting into the schools. So that'll be our kind of benchmark. It looks like we are down a bit which uh is what we expected but we know over the first two weeks we're generally adding kids as those weeks go on. So we'll have a better uh feel for that here in about two weeks of where we landed. Um that is about all I have. So, thank you very much. >> So, Mr. Feling, one of the back to school comments I received was uh how appreciative staff members were for your address and um the relationship you
039have knowing so many people personally that work in the district and so um it was mentioned that they felt valued. So, thank you for that. Do we have any questions for the superintendent? All right, we will move on to board reports. And first up is uh Carson High School. Is that the other Mr. Fueling in the room? >> All right, we'll invite the other Mr. Fueling to the podium. Uh, hi, my name is Cooper Feling. I'm the uh student body school board representative for Carson High School. Um I just have a few things today. Um we uh so as we all know like school has officially started last uh Monday. Uh it's been pretty successful so far. Uh we have some new policies at the high school especially like with the phone pouches and so
040far it's been going well. Not too much resistance to that. Um uh fall sports are in full swing. Every sport has played some games so far. Uh and with that, uh student council has organized a student section for every single game. Uh whether or not there are many fans who show up, we wanted to uh show appreciation to all the teams, not just football. Uh so we're trying to be more inclusive in that this year. Um uh this, uh Thursday and Friday, varsity football is traveling down to Las Vegas to play Canyon Springs High School. Um, and then on Friday morning as well from 6:00 to 7 a.m. on the uh football field, uh, student council is putting on senior sunrise, which is just a fun event to kind of get the, um, year started
041for all of our seniors. Uh, so that the junior class puts that on, so all the seniors get to have fun. Um and then on Saturday following that uh this um all the seniors will be hiking up Sea Hill to change the 25 back to the C. Um that's about it. Any questions? I will um add I I did notice that you guys added themes for all the sports um which to I didn't know it was happening and then I saw it like after tennis. Wait a white out. Shoot. I didn't I didn't know you were going to do that. I'll start paying attention now. So, uh thank you for that. I think that's a really cool uh inclusion to make sure all sports feel like they matter. So, thanks for that. >> Thank you,
042Mr. Fueling. Uh unfortunately, Maggie was not able to join us and so I have a update from the Silver Campus uh to start and I'm going to read it. So, if it sounds a little this is in her voice, not my voice. The to start off, the silver campus has had a makeover and acquired many new faces over the summer. We'd like to give a warm welcome to all the new teachers and staff who we are happy to report have settled in nicely over the past week. The Silver Campus is holding its back to school night on September 9th from 5 to 6:30 for family members of students and the community to meet the new teachers and say hello to familiar faces as well. We hope that you will all be able to join us.
043The Carson High's speech and debate team, coached by our Mrs. Shufelt, is ready to kick off the season with their up andcoming tournament on the 12th and 13th of September. Make sure you wish the team some good luck. And this concludes the announcements from Silver Campus. So, we will move on to uh Nevada Association of School Boards. Trusty Varner. >> Yes. I I have a couple things. On this Thursday, August 28th, at 6 PM, NASBY is hosting a Zoom workshop on transparency and accountability, basically on navigating the public records act in education. Everyone who is registered should have received an email from Executive Director Rick Harris with several attachments to review before the workshop. and also be prepared to report out about a threeminut presentation on some of the questions he askked in the email.
044Um should be a good training class. And then on September 5th, a joint joint meeting with the executive board and directors will be held in Las Vegas at 400 pm and it's going to be held at the Clark County School District. Then on the following morning at 8:30, the professional development training will begin at 8:30. The topic is conflict resolution and deescalation skills. And again, it's going to be held at the Clark County School District. And this is also this training is also aligned with the certified public officers program. So if anybody's enrolled in that program, it'll count towards your hours for that completion of that program. No, the Saturday one will Yeah. And that's my report for NASBY. >> Thank you, Trusty Barner. So, we'll go through board announcements starting with Trusty Peterson. >>
045Um, I did not get responses to my inquiry, so I don't have a whole lot to report. Hopefully, it means that they are having a really, really great first week and they're just so busy having a good time and and making things happen. So, uh, Carson High, we had a great presentation by Cooper. So, thank you for all that. I will add the Carson High boys tennis team is undefeated because we just beat Douglas this week. So, go Carson boys tennis. Um, and Mark Twain. Um, yeah, I I hope all is well and I will check in in person and uh hopefully have a better update next time. >> Well, no news is good news, right? Trusty Roberts, do you have a board announcement? >> Yeah, just a couple things. Map testing is this week,
046so good breakfast, good night's sleep is always helpful. Um, and then the fall festival is coming up on September 12th from 4:30 to 6:30. And then they're just really excited about the district's new reading program that's going to support the students. Um, and it's been something that's been missing from general education, reading instruction. So, they're really excited for all that that's going to bring. And that's it. >> Thank you, Trusty Varner. Uh yes, I have one for Bray and Principal Reta stated that they started sorting their students into houses today and this will continue on Thursday. I'm not really familiar with the program she's talking about, but I will go down and visit with her and figure out more about it. But it's a new concept I guess they learned over the summer when they
047attended the Ron Wood Academy. Ron Clark, I'm sorry, Ron Clark. And so I will be going down and visiting and find out more about that program. And then um she would also like to have as many parents attend uh when they're doing these house um assignments and it has been a great start to the year so far and she wants to thank all of their parents and families for all their support. That's my report for Boardwick, but I have a short one for Fridge Elementary and Principal Brown would like to invite their families to the first PTA meeting which will be held on Monday, September 8th at 3:30. They will also be having Fritz Day at the Aces Ballpark on Sunday, September 14th, and you can enjoy $1.50 hot dogs, so you don't have to
048go to Costco. But anyway, uh that's all I have for my report. >> So, Trusty Verer, you could also watch Harry Potter. You'll get a good concept of houses. >> You know, I've never watched Harry Potter. I hate to say, but uh I may have to do that to get a concept of what they're doing. >> Uh Trusty Clappam, do you have a board announcement? >> I do. Thank you. Uh from Miss Robinson over at Carson Middle School, she said they had a great start to the year. um great turnout for their sneak peek and they're looking forward to seeing all the families at the back to school night September 17th from 5:30 to 7:30. Uh they had girls basketball triyouts and their season is underway. Cross country starts this week and they're now excited
049to announce that they have a cheer team at Carson Middle School this year. Cheer triyouts are this week as well. School pictures are going to be September 3rd and all picture orders are now online through mylifeetouch.com and the QR code was sent out through Parent Square. Uh from Miss Hoppy over at Eagle Valley. Sorry, I'm loading. This is not good. >> Darn it. Oh, I think I'm good. Maybe not. Come back to me, please. Sorry. Trusty Wall. >> Yes. Um, yes. So, Miss Virgil from Empire Elementary School states that Empire is off to a smooth start this year. They teamed up with Mark Twain staff for an excellent professional development on professional learning communities and had a great turnout of families at their back to school event. Their fall festival is October 17th at 5:00
050p.m. So, please mark your calendars. Um and the students I am so grateful for this Mr. Fueling but the students are loving their basketball court their new basketball court. Yeah. So um she said that this they are just doing great. So I and I would like to say you know appreciation on the fencing and getting all that done. So thank you. Um, but they are so grateful for that and they love their basketball court and they found a great long-term sub for music while they continue to search for a uh for their to fill that position. So, anybody interested in being a music teacher, um, please reach out to our district office. Um, and then I do, this is not about our schools, but this is about a lot of our teachers, I think. Um
051so um the University of Montana Western Bulldogs are um having a Bulldog uh back UNR. So the UNR coach or football is Jeff Chad who graduated um we graduated together. He played football with my husband as well and graduated from University of Montana Western in Dylan, Montana. And so they're coming down and they're doing an event where it says Bulldogs are backing the pack. So I would am asking any alum well anybody can go to the to the game of course it's Friday uh October 25th but they do they are going to have a section for all alumni from Western and I am surprised at how many teachers around here are from Western. So, um, please reach out to me if you have any questions or you can visit the, um, University of Montana Western
052Foundation page, but they have a tailgate, a game, the game, and then they'll have bowling the next day as well. I think it's going to just be great because there's so many people from Montana in the area. That's all. >> Thank you. Trusty Clappam, are you ready? >> Thank you. Sorry about that. Um, so from Miss Hoppy at Eagle Valley, she says that they've made it through the first week of school. Um, they have open gym for girls. Uh, will be on Monday and Tuesday from 3 to 4:45. And then, uh, tryyouts for girls basketball will be on Thursday and Friday from 3 to 4:45. This week, Mrs. Miss Tucker will be hosting a Lego robotics meeting in her classroom on Tuesday, August 26th from 2:30 to 3 in room 150. Um, and parents are
053welcome to attend with their student. Starting on Tuesday, September 2nd, they will start their fall map testing. Uh, picture day is going to be September 18th. And finally, they're looking for some donations from families for pants and shirts so that they have extra clothes on campus for the students. And then along with map testing, they'll be celebrating arts and education week with activities at lunch for the students. So, um, they got a lot going on. I won't read each day, but it looks like it's going to be a fun week. So, great. And we'll close us out with announcements from Celiger Elementary School. Uh there is lots of excitement this new year and so they want to thank all the parents and community members who came to their back to school night last week. They
054are taking MAP tests this week and the PTO is having a fundraiser at the ASA's baseball game on Sunday and she is hoping to see lots of Celiger Pirates in the stands. So that concludes my report as well. Next on the agenda will be association reports. Do we have any association reports to present? Seeing none, next item on the agenda will be public comment. Do we have any inerson public comment? Okay, seeing none, I will close inperson public comment. So item number 10 is I'm going to introduce uh Trusty Walt and uh Lucia Maloney uh to present on the Sea Hill Flag Foundation and the Sea Hill Flag. >> Thank you. Um so here tonight we have um the chair I believe of the Sea Hill that is your position right chair. president, sorry, president
055of the Sea Hill Flag Found Foundation, Lucia Maloney. Um, she'll go, she'll describe to you what this um what the project is, but I had asked um Lucia when we met that it would be possibly a great partnership to um get the JOTC program in in with this with the idea from Mr. Fueling. But yeah, so I think this would be a great uh partnership and Lucia will explain what the flag what the whole um project is going to be and where possibly you know JOTC program can fit in on this as well. But yes, thank you for coming and then if you'll introduce your guest as well. Thanks so much. >> Um hi, good evening. I'm Lucia Maloney. I'm the president of the Seahill Foundation and I'm joined tonight by Katie Laura who's the
056treasurer of our foundation. Uh the flag has been up on Sea Hill since after 911 and last fall um the original folks that started this the Seahill flag uh were ready to pass the baton. The flag's in need of rehabilitation um some panels have been removed, panels are peeling back um and a portion of the flag has collapsed after time, weather, you know, and all the visitors that have been up there. Um, so we have we have taken the torch and over the past few months we've worked with uh the city of Carson City um and are partnering with the both the city and uh the foundation for Carson City Parks and Recreation to rehabilitate the flag. Um, as Molly said, I discussed with her a few weeks ago how we can get ROC students
057involved in the project. Uh, and you know, we're we're looking to make this rehabilitation project something that uh is is fun and inclusive of everyone here in town. The flag is a symbol on the hill of of what Carson City can achieve when we come together, right? And so we would love the ROC to be part of it. Uh big picture on the schedule for the rehabilitation, we are planning, as it says in your staff report, uh a decommissioning ceremony at 10:00 a.m. on October 4th. Um a press release is going out in the next couple of days, so you'll see something in the paper on that. Um the ceremony will take place at the base of Sea Hill, so folks that want to participate and come, you don't have to do a big hike.
058Um we'll have a little ceremony. I have been in contact with ROC and they are willing to present the colors for us, which I think will be really nice at the beginning. Uh we'll give a little background on the flag and then following the ceremony, we'll have a volunteer workday. So, right now we're recruiting volunteers. There are several hundred panels. Um, and as Katie can attest, uh, the panels are are much bigger than you you think. They're 3 feet by 4 feet. They're aluminum. You can think of it like an aluminum sandwich with a corrugated plastic in the middle. So, they're fairly light, but they're big and they're awkward. So, we're looking for as many volunteers as possible. Uh we've been in contact with some offhighway vehicle folks that may help bring people up the
059hill and materials and supplies. Uh but we'll be taking down the flag on October 4th. Um so big volunteer effort there. Over the winter uh and early spring we'll be doing some engineering and some structural work on the flag itself. And then there'll be another big push for volunteers when we replace the panels u prior to flag day or fourth of July of next year. Um, so we're looking for any help that the ROC and and really any students and anyone in Carson City wants to provide. Um, we also will be having a big fundraising effort. So for more information on all of this and to sign up to volunteer, our website is carsonfloundation.com. Um, and you can also email us at carsonfloundationgmail.com. Did I miss anything, Katie? >> Got it. >> Okay. Um, and
060we're happy to answer any questions. >> What is your anticipated cost? >> We have a for replacing it. >> That's a great question. We have a quote to replace the panels at roughly $30,000 right now. And if you've hiked up there or you've seen some of the photos online, um, you can see that some of the aluminum framing is damaged and some of the steel underneath needs work as well as some of the concrete footings have just eroded over time. But we really don't know what's going on on the structure until after we remove the panels. So right now the total project cost is estimated at somewhere between4 and $75,000 depending on how much steel needs to be replaced. >> Do we have any other questions from the board? >> Go ahead, Richard. >> Are
061you looking for the uh NJOTC students to go up and actually help uh remove the panels and put the panels back. >> We would appreciate all the help we can get and as we understand there's several hundred ROC students and so um if they're willing to help us and and u we would appreciate it. Yes. >> And maybe this is a question for um superintendent or Mr. Ryan Russell. If one of the students, if it's a school sponsored activity and one of the students by chance gets injured, what's our liability? >> I don't know off the top of my head. Um, but if the ROC is going to be involved, the superintendent can certainly coordinate that and I'll work with him to make sure that everybody's protected from a liability standpoint. I think that'd be
062important and hopefully nothing like that would happen, but we got to look at that possibility and make sure we're prepared. >> If I may, in addition to any anything that the school district does, uh, we in partnership with Carson City, all of the volunteers that go on site will sign a a waiver, uh, the city's waiver and will be covered under the city's liability insurance as well. Well, just to close this out, you know, Sea Hill has become really synonymous with Carson City School District, and I know all of us look forward to that day in May or June when that number, the C turns into a number, and uh wait till it turns back to a C. So, uh, I hope that we rally together as a community and get that updated because it
063is a great feature and I think it's important to all of us. So, thank you for doing this. >> Yeah, it's a very important program. >> Thank you. >> We agree. Thank you so much for your support >> and before I just want to thank you as well and thank you for coming this evening and I hope your dry run goes tonight. Thank you so much for having us. Next up, we have Linda Fields and Dan Karsten's presentation of the Civ Civ Civics test results um for the Carson City School District class of 2025. This is for discussion only. Turn the clicker on with the on the side of it. There's a power button. The little handheld clicker. Get it, Linda. If you wouldn't mind starting by introducing yourself, I'd appreciate it. >> Hi, my
064name is Linda Fields and I'm the new uh social studies coordinator for the Carson City School District. >> Dan Carson's principal at Carson High School. And the learning outcomes for this presentation is um I will be reviewing the statutory requirements for Nevada's eye statute 389009 which is the civics test requirement for graduation and Mr. Carson will be reviewing the updated uh Carson City School District civics test administration and reporting requirements as well as previewing the uh results from the 2425 civics test participation and pass rates. Uh just to review the legislation, NRS um sort of mandates that all students uh that are wanting to receive a rep a diploma in the state of Nevada take the civics test. Um section one just sort of describes the content of the test and the test is really
065uh the questions are identical to the questions contained in the civics portion of the naturalization test. Um section two goes over the scope and format of the test and also determines the course in which the examination will be administered. Um it uh each school district establishes also the number of questions that will be included that much which be u much not less than 50 and then also determines each school district determines the desired score on the examination and the manner in which those results um are administered. And then uh finally then two section D is that that the board report um that the results and the um uh that the results are reported to you guys at the school board uh by August 31st of each year. Section three um in section three of the
066statute states that all students um must take this test in order to um be able to be eligible for graduation. However, section 4 states that there could be a waiver based on um a student with a a disability that that's on a IEP that where the disability doesn't allow them to be able to take the test. Um section B really doesn't we haven't had too much issues with in a Carson City School District, but it's for English learners in which the language is not provided. And then section C is that a principal also can be able to give a waiver in terms of good faith when all other academic requirements have been satisfied. Section five is the new requirement um that um came out of the 81st legislature and that honor before December third December
06731st, the board of trustees of each school district will report the aggregated results of the examination to the Nevada Department of Education. All right, my turn. Um so basically our our test administration we have to determine where it's going to be given. Uh government is a one semester course. Some kids take it in the first semester, some kids take it in the second semester. And also juniors take it during their jump start year for political science. Um, and uh, we're actually working on a few things to make sure that uh, our counselor goes up there a little bit more to uh, WNC to make sure we capture all of our uh, jump start juniors. The number of questions we hit the minimum 50 and uh, pass rate or the passing score is a 60%. Um,
068and it is 10% of their summitive grade. uh the biggest thing the the change in red there is report the aggregated results uh to NDE by December 31st. So that's uh what we are preparing to do and uh we'll have that done by the 31st. So and this just kind of uh this slide just kind of tells you that that is what we're doing where we revised the policy uh to include the submission of the final report to NDE by December 31st. and then also um to test students in online and jump start programs. So, we just made sure that uh that policy was revised there too. Um for our internal protocols, it it's this is just really what we're doing on uh on the back end of this to make sure everybody takes the
069test. Um, and and really I can read it to you, but I know that you guys probably can read pretty well at this point. Um, the the next next one is just a couple of sample questions there. Um, does anybody know the answer of that one? Who's commander-in-chief of the military? >> Mr. Feling, you know, I'm sure you know that one, correct? >> It's not you. All right. Uh, and then just here's our participation data. Uh, 99.6% participation rate, which I think the 90% is the is the threshold. Uh, we got a little bit higher than that. So, that was good. Um, there were a few waivers. Um, there was only two students that did not take it. Um, but those students did uh get a I believe they did get a waiver on it
070because they um met all of the other requirements for graduation. And I believe the reason was they just weren't weren't there. And then our pass rate, pretty high pass rate, pretty similar to last year. We had a few more students take it this year, but 97.4% of our students passed the civics test. That's it. Short and sweet. Any questions? >> Oh. Um, just an easy one. On the the previous slide, page where it said did not receive diploma to students. Um, is that students who did not receive because they did not take it or they would not anyway? >> Two students that did not meet graduation requirements. >> Thank you. >> Yeah, >> that was I hoped. >> No, we we didn't we didn't hold anyone back from for the civics test. G. Barner. >>
071Uh, how's the test administered to online students? Do they have to come in person to take it or do they take it online? >> Yes, this year we had formalized procedures where all students are coming in person to take the test. Um, so that's where the good cause waiver perhaps sometimes get in. We had a couple students that were under Mckin Vento that weren't unable to be able to come in person to take the test. Um but by by streamlining and having it all on one line uh this year it was all taken through mastery connect and so even the jump start students and online students were um enrolled in a mastery connect so that they were all taking the same form um with the same method. So um that was some one of the
072things that we did clean up a little bit to make sure that it was consistent with other graduation tests like ACT ESPback and things like that. Is this something that is um administered all at once in one time or is it like when you finish your government class, then you take it at the end of course so everybody's fresh when they take it? >> Yeah, typically that's that's when they take it because it is 10% of their summit of grade. Um we there's makeup tests and everything too. There's a date that we got to bring in our our jump start juniors. So there there's times where we have to pull kids back in is really what it comes down to. Any other questions? Thank you for presentation and maybe next year we could get that
0733% and see 100% on that. It'd be nice, >> but we want to see 100% on all those assessments. Mr. Carstens, >> we always shoot for perfection. I know. And I apologize that we don't quite reach it, but that's that's the goal. >> But we blame Ricky for that. I do, too. >> So, we're going to grill him when he gets up here in a minute. Sounds like a plan. >> Thank you. >> Next up, we have Pam Copperweight and Brandon Bringhurst presentation of the K5 core knowledge, language, arts, and literacy program for Carson City School District. And this is a discussion only. I'd appreciate if you introduced yourself to start with. Good evening. My name is Pam Copperweight. I'm the Carson City School District literacy coordinator. >> And I'm Brandon Bringhurst, chief academic officer
074for Carson City School District. I have my notes with me because this is really important and I want to make sure I don't forget to tell you anything. Um, so I'm here to talk about the adoption of our new reading curriculum for elementary school. It is amplify CKLA which is core knowledge language arts. So I have some statistics I want to present to you that you probably don't know but Mr. Walker you might know these. Um, okay. So, students who are proficient in reading by the end of first grade have a less than a 12% chance of not being proficient in the future. And that's a pretty big deal because students who are not proficient by the end of first grade have a 90% chance, Did I say that wrong? The first part? I think
075I said 90%. they have less than a 12% chance of not being um proficient if they are proficient, but if they're not proficient, they have a 90% chance of struggling in the upper grades and into adulthood. Sorry if I messed that up. So, you might be asking yourself, what is a proficient reader in first grade? It is a student who can read grade level text fluently and ask and answer questions about stories and books and other texts that they read or have read to them. Okay? And on our map test, students who are proficient usually score within the six above the 60th percentile. So here's our map data for Carson City the last three years. The Nevada Read by Grade Three Law requires that students who score below the 41st percentile must have an individual
076literacy plan. However, students who score between the 41st and the 60th percentile are considered average readers. But we know that students who score in that area most likely will not pass the ESPback assessment. Students who are above the 61st percentile are more likely to do that. Okay. Before we start talking about why we chose CKLA, I want to talk to you about what happened previously in the Carson City School District. So in the year about the year 2000 I believe um we adopted success for all SFA and that was in our schools for about 20 years and I'm not positive that it was the year 2000. I just know that we had it for 20 years um and it got a little bit stale. So we decided in 2019 that we needed a new curriculum
077and so we chose HMH into reading. But over time we found that HMH was not structured nor was it explicit for our teachers. And 8 months into our first year of adoption, 2020 happened and our school shutdown. And because we did not have a structured or explicit curriculum, our students and our teachers struggled. So I want to talk a little bit about the science of reading. The simple view of reading is a view that reading comprehension is made up of two components. Word recognition and language comprehension. Okay. You might notice that there is a multiplication sign and an equal sign. And when I first saw this, I wondered to myself, why is that not a plus sign, an addition sign, right? Why isn't it word recognition plus language comprehension equals reading comprehension? But it's because
078reading comprehension is the product. Okay? So if a student has all of the skills needed to read, all of those foundational skills and they have really good language comprehension, then they will have great reading comprehension. But what happens if they don't have one of these things? If they have zero word recognition, they don't have those foundational skills. They could have great language comprehension. They're going to have zero reading comprehension because 0* 1 is zero. If they have partial word recognition and partial language comprehension, they're going to have very little reading comprehension. Reading is not a natural process in our brains. It's not like language acquisition. It's not babies come out and they start grasping language immediately. Right? Reading is not that. It is man-m It is a man-made process. Reading and writing are man-made processes.
079Some students pick it up easier than others, but lots of them need more practice explicit with explicit instruction. So, this looks pretty simple, right? Teach them some phonics, give them some vocabulary, and they'll be able to read. But it's not quite as simple as that. So, Dr. Scarboro in 2001 said, "I think we need to break down word recognition and language comprehension for our our educators." If you look at the left side of the reading rope on the bottom, we have funological awareness, which is sounds um and um syllables in words. You have decoding which is the um sound symbol correspondence. So actually being able to read and then you have site recognition because when you're a good reader all words are site words. Okay. And those three things make up word recognition. When we
080look at language comprehension that's a little even a little more complicated because language comprehension requires background knowledge. It requires vocabulary knowledge. It requires a knowledge of language structures like syntax and semantics. And it requires students to have some verbal reasoning, being able to make inferences for example. And it requires basic literacy knowledge, just being able to read from left to right, um knowing different genres. So what Dr. Scarboro said is we could represent each one of these skills um with a strand in a rope. And as word recognition becomes increasingly automatic and language comprehension becomes increasingly strategic, then those strands are woven together to create skilled readers, which is reading comprehension. So, why did we choose Amplify CKLA? First and foremost, because it's aligned with the science. It's strong in all strands of the reading
081rope. It includes writing every day for kindergarteners through fifth grade. and it assesses all five pillars of literacy and writing which is something that was lacking in our previous um curriculum. So remember when I told you that HMH was not explicit and it was not structured. Well, Amplify is structured. It's explicit for our teachers so that our teachers can be explicit with our students. It's systematic. It's cumulative and it focuses on building knowledge for our students. Students want to know about the world around them and they deserve to know about the world around them and that's what CKLA does. I also want to add that all of our schools, all of our classrooms are uh piloting the Amplify MC class this year, which is an aligned um intervention program. It's aligned with CKLA. It provides
082a lot more information for our teachers and our parents and it's going to help uh with our when our teachers have to create individual literacy plans. It's going to um decrease the amount of time that takes. >> So yeah, >> just to get in the weeds a little tiny bit, >> how often is that given? Is it a three times a year? >> Yes. and we were already screening three times a year along with our MAP test. We were giving universal screeners. Um, but then teachers were having to figure out the scores and put all of those those scores into a spreadsheet, right? And do all of the analyzing of all of that data. And MClass does that for them. They still sit one-on-one with students, but they're taking the actual data right into the
083program. So they have immediate feedback on what those students need. So you probably know that to have an effective curriculum, we have to have effective instructors, right? Effective teachers. So over the past year, we have been building capacity. This year we had a full day of amplify training before school started, but that's never enough when you're adopting a new curriculum. We will have additional on-site training this year that's differentiated by school site, and each school will have a full day of observation and coaching with an Amplify expert. We have a cohort of 38 teachers in their second year of letters, which is language essentials for teachers of reading and spelling. It's an intensive two-year um professional development program that teaches teachers about how the brain learns to read and what effective instructional practices look like.
084We will have an additional 20 teachers begin year one this year. >> Yes. >> And I think I just want to highlight for the board that this is a very rigorous program and to become certified they have to pass it at 80% which it's insane how hard some of those things are for the teachers and how much work they put into that. And so to have what 58 teachers that are going to be working on letters endorsement is huge and I think that's going to be great for our students. >> It absolutely will. Uh they put in about 170 hours over two years that they don't get paid for. They do that on their own time. In addition, um our instructional coaches and site leader, uh administrators have been leading book studies around the science
085of reading um to help our teachers understand what best practices look like and to let go of some of those practices that we need to let go of. But before I leave you tonight, I want to share with you why I am so passionate about literacy and about the science of reading. And that is because of the consequences of what happens with our students when they leave our elementary schools without being proficient readers. First of all, they will have persistent reading difficulties into adulthood. remember that statistic about 90% of them will not be able to to be proficient later on. They have lower academic attainment, less likely to go to college. They're more likely to have poor physical health as well as mental health issues such as anxiety and depression. They will have limited employment
086opportunities and reduced earning potential and they will have a higher risk of social issues such as poverty and potential involvement in the justice system. So we owe it to our students to have the most effective teachers teaching the most effective curriculum. And with that, I will ask if you have any questions. >> Um, is this uh digital? Like I think back to the SFA and my kids bringing home the paper with like tangible. Is this a tangible or is it >> It's tangible. They have books. The books stay at school, but they have uh things that they will be bringing home to practice reading. Just a question probably for another day, but um so the the kids that went through is it the HMH? >> Yes. >> What can the district do to help those
087kids that went through the the pandemic and all of that in elementary school? What are we are we able to do something to help them get caught up if they are behind? So, our current fifth graders are the ones that started school in 2020 2021 school year. Um, they came to school for two years with masks which difficult to learn to read when the teacher is masked and the students are masked. We have we have been doing interventions. MCL class is going to make it much easier. Um the interventions we have been doing were supported by evidence but it took a lot of time for the teachers to figure out which interventions students needed. They had to prepare the materials for those interventions. They had to analyze all that data. So we have been doing
088things for them. Um and we're hopeful that with the new curriculum that we have that we will be able to help those students um that have fallen behind. >> Sorry, what about those kids? So for instance, like my kids were in elementary school, I think second, third grade. Now they're one's in high school, one's in eighth grade. So what about that age group? Is there something that we can catch them up with by any chance or >> the middle and high schools? That's a great question. We want all of our students to be able to be proficient readers. Um, and that's a big part of the MTSS process that um has been worked on here for the last couple of years of really identifying students no matter where what grade level they are in and
089providing the additional time and support that they need in order to get them up to where they need to be. So if they're in seventh grade, eighth grade, and they're not at that proficient level of reading, then the middle schools have intervention opportunities to give those students some additional support. And it is interesting uh not only with the different curriculums that have been taught, but depending on kind of where students were in their progression when COVID hit, we see different types of impacts. Um and the middle schools and high school are certainly um addressing those through that tiered support model. Yeah, I if I if I could I would just add as well at the all the secondary schools now they have built in intervention periods into their calendars for students and so in line
090with the MTS MTSS modeling um for students who do need that extra support there there is now time that that didn't exist before where they can get extra support and extra help with with reading or whatever it is that they need support. >> So, really quick, just I know I'm probably going off topic here, but so in that interventions class, they can actually reach out and get services in those classes for help like for reading for kids that are struggling reading. >> Yeah. And >> or is that more like a time to do homework? >> So, the the focus there or the intent there is not that the kids need to reach out for help. Certainly they can, but that we as a system identify the students who need help and get them grouped into
091the right with the right teachers at the right time during that intervention period to provide them with the support that they need whether it's they need additional support in reading or in math or in other areas. Um students who are on track will that that that time will look different for them. uh but that time being targeted based on the data that the schools are able to collect um and we're just in the process right now of as you know MAP testing also getting back the ESPback scores. So these are important data points that we utilize in order to identify which kids need which support and having that time as Mr. Mr. Fueling mentioned having that time built into the students day is critical for us to be able to be flexible and provide students
092with the support they need in the in the right time. Yeah, >> I did notice Mr. Barner had uh I saw your eyes go up when I was reading some of these um consequences and I wanted to explain the Connecticut longitudinal study because it started in 1983 and they took 4 they observed and interviewed 445 kindergarteners and every year they came back and interviewed these same students um throughout the years. It is still ongoing 40 years later and they have more than 80% of those original students still participating in the longitudinal study. That's how we get a lot of this information. >> I appreciate that and I didn't know my eyes went up. I guess it did. Um but anyway, I do have a question. Um >> okay, >> we know that it's very important
093for kids to read. That's a given. We know that the school plays a large part in their learning to read, but we also know that parent involvement, >> yes, >> is a large part of it. >> So, I guess my question is, is there anything the school district can do or is doing to sendformational uh items home to the parents stressing the importance of the children reading at home or being read to? So, I'm kind of wondering uh if the schools do anything along >> you're going to I'm going to get on my soap box because I agree with you, right? Um we do need to partner more with our community. I truly believe that. I think that our physicians, our pediatricians need to be telling parents after a baby is born, you need to
094start reading to your kids right now. Um I don't know what the literacy rate is among our do adult population. Um asking parents to read to their students yes it's important but if they struggle to read that's going to be difficult for them to be able to do. Um the new program does have does provide letters to parents with every unit that is taught skills and knowledge um in both English and Spanish. Um all of the reports that come out of the program are in English and Spanish. Um one of my colleagues Joanna Kaiser and I will be talking to Mr. Bringhurst and uh Mr. fueling about having uh some type of a night where parents can come and learn about literacy, just about literacy, K5 literacy. >> Good. And also, I guess I'm disappointed,
095but I'm glad that we're moving away from HMH because my understanding it was not as successful as what we hoped it would be when it was purchased. So, I'm I'm glad that we're moving on. >> We purchased it because it had a lot of text with it. Uh but it didn't help teachers at all. >> That's my understanding. >> So, thank you. >> I have a purchase question. Um is this something that is purchased once or is it for a set number of years? Like how often is this reinvested in? >> We uh the contract is for seven years. So, and that's the pretty typical rotation for the curriculum. Some generally speaking, five to seven years between each adoption. Uh, and so we were able to do this one on a seven-year purchase. I'll just
096close this up with saying one of the things that Pam is really humble and when she is a leader in the state when it comes to literacy and any initiative that was coming up in the state board of education, she and uh one of my teachers last year were always involved. And so I would have a board meeting, then I would know the next day Camille was going to come in and say, "Oh, Pam and I are enrolled in the blah blah blah." I'd say, "Yep, of course you are." Uh, so not only that, but the RFP process to look at the read by grade three examination um the extra work and um vetting of things like letters. And so your leadership is appreciated and we appreciate all you do because you're not only a
097great teacher, but you're a great leader. So, thank you. >> I appreciate that. Thank you. >> Yeah, you're welcome. >> And also, thank you for the teaching reading is rocket science. >> I enjoyed reading reading that. Thank you. >> Good. Great. Okay. Let's see here. Right. >> Thank you. Next up, we have Ricky Medina. Adoption of CCSD test procedures and security plan test security plan for the 2526 school year as required by NRS 390.275. This is for possible action. Good evening, Mr. Medina. >> Okay. Good evening. Ricky Medina, director of accountability and assessment for the school district. Yeah, thank you for having me. The document that's in front of you is pretty much the same document that we've gone over I want to say like almost the past probably like 10 years. There's two pages
098that have been added at the end and I'll kind of explain what those are in a few minutes and I'm going to walk through I'm going to kind of highlight some of the big takeaways that are inside the plan. And the the plan opens up talking about test participation and the way test participation works from the feds as well as the state. We have to test 95% of all of our students. We also have to test 95% of all of our subgroups. And the reason why that's required was because in the past school districts would do shady things and not test kids that were that they knew weren't going to do well. Like you would schedule field trips for certain subpops because you knew they weren't going to do well on the test. So it's
099a a federal and state requirement that we test all of our kids. And when we're talking about subpops, a lot of our sub pops, like when you're talking about the special ed students or ELLL students or pretty much any of the subpops, they could be really really small at a particular school, especially at an elementary school. So, usually that means that if any we're only allowed to not test one kid out of a small subpop and there's consequences if we don't test kids. One, there's consequences for the schools. It could result in a reduction in points for their star ratings, but most importantly, it could have instructional impacts on students. So, we have students that your test scores are used for things like gate placement or your math placement or your reading placement. So, like
100for GATE, we're able to look back like the previous two years of your test scores. If we don't have any test history for you, you're not as likely to have the scores that you need to get into that particular program. Teachers also use these scores for instructional purposes, making planning decisions when they're planning for what they're going to do when kids show up. So there's, so long story short, there's no exceptions for students opting out of testing. I get that question every year like my student I they don't I don't want them to test for this particular reason and unfortunately if they're enrolled in our school they have to test and the state looks at it like and there's like a a super duper like exception that we've never really been successful at applying for
101the state like if a kid's medically fragile if we can document that like taking the test is going to result in the kid dying or being injured really badly, the state would allow them not to test. But the state's position is like, if you're providing instruction every day to kids for seven hours and we're paying you to do that, how come they can't take the test for two or three hours? Like it sometimes there's a disconnect there. So yeah, there's no opting out. this particular plan. This is our our district test security plan. There's a state test security plan that's very similar. Schools also have their individual site security plans that kind of go into details about like where they're going to st store their test materials. What are they going to do if a
102fire drill happens in the middle of test? That type of thing. In addition, for all of the tests, there's test manuals that that teachers and site test coordinators, which in our district are the vice principles, have access to that they have to read to prepare for the test. And there's also individual training. So like when we take the Smarter Balance Summitive Assessment, there's training that that company provides in addition to what's in the test security plans. So the the test security plan, it lays out like that we have to do things like when we have to send out test results. So we do that within 15 days of getting the results back. We test at schools whenever possible. There are there's one exception for homebound students. If we need to go out and test students
103at their household, we send somebody that's a licensed teacher out to the site to to test the students. The the process is super duper secure. So like we materials get delivered to the the district warehouse, those get delivered to the individual school sites. Once they get to the school site, they're locked up either in a secure cabinet or at the high school. They have like a a room that all their test materials are stored in. The materials get checked out each and every day. Teachers have to sign that they're taking this many test books and then at the end of the day they have to submit those test books. Most of the online tests have tickets that come with them. Those tickets are treated as being super duper secure. So, if a kid goes to
104the bathroom, they have to be escorted to the bathroom and they take their ticket from them before they leave. This past year, we had a total of 13 irregularities. And they were I don't want to say trivial because I never want to say a an irregularity is trivial, but four of those were students logged into the test and within like the first minute something happened. there was a technology issue, the test shut down and I had to they site had to reach out to me to log in for them. That happened four times. Four other times it was an accommodation issue that like the accommodations didn't work. So maybe the kid was supposed to get like a text to speech and their headphones didn't work. Those were caught were allowed to get like for the
105Smarter Balance assessment within the first like five questions. Most of those four happened like immediately like as soon as the the test started, teachers realized that accommodations weren't working. So, they stopped the test and redid it. The only one that that would that I would consider an irregularity was we had a teacher that didn't read the directions like verbatim. Like you're supposed to you have your test manual. You're supposed to read it directly from the test manual. That didn't happen. And then one of the other ones was we had a issue where a teacher gave an extra minute of testing like anywhere else. I don't know if anybody would have ever like reported that that like to me that speaks to the integrity of the teacher. Like it created a lot of paperwork for that
106one extra minute, but the fact that they were willing to kind of fess up and said that they did like that kind of speaks to their character. The two pages that were added at the end, the state has like a weird rubric because it's they have like federal requirements of what has to go in the test security plan. And most normal people could care less about what some of those are. Like one of them is that we're going to protect FURPA, which is the Family Education Rights Protection Act. We're going to make sure that like no personally identifying information gets out with test administration. Everything's super secure. Nothing leaves the classroom. So there's really no way to kind of like break FURPA. So that's why at the end there's that two pages that kind of
107addresses the things that the that the state needs so that they don't it's in the document but so that they don't have to read through it and kind of hunt and find where it's at. Yeah. And with that any questions, comments, complaints. Seeing none, uh I'll call for this is an action item. So I'll entertain a motion. [Music] What number is this? >> 13. >> Okay. Okay. I move that the Carson City School District Board of Trustees adopt the Carson City School District test procedures and test security plan for the 2025 2026 school year as submitted in accordance with NRS 390.275. >> We have a motion from Trustee Roberts and a second by uh Trustee Walt. Do we have any what do we have any uh further board discussion? Seeing none, do we have any
108public comment? Seeing none, I'll call the question. All those in favor? >> Any opposed? Motion passes. >> Thank you, Mr. Medina. >> It's good to see your face. I hear your voice on uh all these meetings uh recently. Item number 14 is a discussion on proposed changes to CCSD policy 546 electric device usage. This is a first reading and discussion only. Uh assistant Superintendent Springhurst. >> Thank you uh Vice President Walker and board members. This is a look at revisions to policy 546. uh there was passage of SB 444 that updated uh requirements about use of electronic devices in schools. So as such we have made some proposed updates to policy 546. Um some of these updates are driven by those changes in SB 444. Some of these updates are based on feedback from our
109administrators. As you as you know um electronic devices are an everchanging um challenge that schools face and experience has has led us to make some additional changes as well. So um just walking through the policy. You see the first changes is um adding the student clinics and health offices as places where it is uh prohibited to capture audio or video uh along with the restrooms and locker rooms. Feedback from our administrators that those are also critical. >> We have a question for you real quick. I'm sorry. Okay. Sorry. >> I have um I didn't know we had student clinics. What are student clinics >> and health and are the health offices the nurs's office? >> Um yes, we also have our our school-based um health clinic behind PDC. Um >> that's okay. Um, you also
110see a paragraph that has been added there about secondary schools that have tools to help reduce um, cell phone usage, other electronic devices. Currently, those, as you are aware, are the yonder pouches. Um, and so we wanted to to address that in this policy that those that there are tools. We didn't specify exactly what those tools are because those change over time, but that there are tools and the specifics of those would be laid out in the student handbook for those schools. Um, below that paragraph talks about recording without the consent of another of the other individual being prohibited. Again, that was based off of feedback from our administrators as well as using electronic devices to share personally identifiable information of others without their consent. The next section is directed by SB 444 uh that
111we specify the consequences that are issued that they can be progressive in nature and as determined by the number and seriousness of the violations. As you know that falls in line with board policy 525 that addresses student behavior. the consequences that you see listed there below those progressive consequences are there no change to those um consequences also dictated by SB 444 is that there are some exceptions to this that students may be able to use electronic communication devices during emergencies uh for instructional use when the teacher authorizes that or in some cases based on a student's IEP or 504 plan and then that definition there is also drawn from SB 444. Those are the changes that we have proposed um for this policy. >> Thank you Mr. Bringhurst. Do we have any discussions, questions, clarifications
112from the board? >> Go ahead Mike. Um, no. I just have one comment. I am so thrilled to see that there is going to be a consequence if a student is videotaping when somebody is not aware. I am thrilled to see that. But thank you. >> Okay. Thank you, Steve. Varner, were you >> Yeah, I just wanted to clarify. I think I know the answer, but those pouches yonder pouches are still going to be utilized. Is that correct? >> That is correct. uh at the high school and as well at the middle schools. Um a little bit different implementation at each school based on the needs of their school, but those are still be being utilized. Yes. >> Okay. Thank you. >> Mhm. >> All right. Last call. Thank you, Mr. Bringhers. >> Okay. >>
113Molly can't control herself. >> Sorry. That's fine. >> I mean, and and this is just um I think and I don't know if this will ever come. again. But in all honesty, I um I would wish that the consequences were a little bit more harsh. Honestly, like the first is just a warning and a confiscation, you know, of the device. Um I at this point when we say that it is not to be out, you know, I would um I know it's not for us to but just know that if you ever decide to make those consequences a little bit more harsh, you would have my full support. >> Thank you. And I would uh say with that the these consequences are are at baseline and different schools um based on their needs may have
114consequences that are more severe. It is also written such that um they the administrator has the leeway based on the seriousness of the violation. Right? It's a little bit different. Uh let's say if I take my phone out in class um and I'm playing a game on my phone, not appropriate. There's a consequence versus I take my phone out in my class and I'm filming my classmate uh in order to make fun of, bully, harass them. a totally different consequence in which case you're probably not even following that's not simply an electronic violation, right? There's bullying that's taking place there. So the consequences would be more severe and we give that leeway to the administrators to make those decisions based on the circumstances. Yeah. Item number 15 is the discussion and possible action on selecting
115a topic for the 2526 Carson City School District Board of Tri Trustees sponsored Great American Essay contest. This is for possible action and we will turn to Mr. Fueling. >> Thank you, Vice President Walker. Um, as you may remember or be aware, uh, annually, uh, the board of trustees sponsors an essay contest and this started soon after the events of 9/11 in 2001. um and really an opportunity for um the the board, I think, to recognize students and their work um and being thoughtful about um society and and America and the opportunities that we have here. Over the years, um there have been many different topics for the essay. Um and so that that is a part of this evening trying to uh begin that conversation at least of potential topics for the essay um
116for um uh fifth grade, eighth grade, and 12th grade. Um there are there's a first, second, and third place winner. And each one receives uh a cash uh cash award for being selected as um one of the top essays um that is submitted. So um this is also just to note this is open to all um all kids of Carson City. So it's not just Carson City School District students. Um but I I think uh recognizing uh that this is something that it's important for our community for for all of our kids. Um and so giving that opportunity to all the kids to be a part of that. So um participation is voluntary. That's important. Um we don't force our our kids to write these essays. Um there's what they're looking for when judging is
117adherence to the topic, originality of thought, and um use of the traits of writing, ideas, organization, voice, word choice, sentence fluency, and conventions. So, tonight is um the beginning of that conversation of selecting a topic uh for the 2025 essay. Um in your packets, some um some general ideas were added in here for what uh you may consider, and you may have some very different ideas of what you you think would be appropriate for a topic. Um I I would just always try to uh you know just recognize that we have elementary age kids, middle school age kids and high school age kids. So um you know the answers can be very different but something that um conceptually that at least in an elementary school student can can wrap their head around if they're going
118to write that. So um happy to turn that over. When is what's the timeline? So, like when is the essay due? >> Um, >> oh, I didn't get to last. >> Oh, there we go. >> Timeline. >> Ah, shoot. >> Yeah. >> Okay. >> So, uh, October 15th, the essays are due. Um, and then we have, uh, a judging panel that will review them after that. >> So, I was thinking as we were talking about Sea Hill, um maybe something about symbols of freedom are all around us and maybe even listing things like Sea Hill, Statue of Liberty, you know what I mean? What are what symbols are important to you and why? Something along those lines. >> Okay, on that subject, I think mine is I did have I don't it says celebrating freedom.
119>> Okay. But um the reason is I guess because July 4th, 2026 is the 250th >> anniversary, right, of the Declaration of Independence. So um that's where I kind of went with my ideas was um towards the 250th, which is why Sea Hill is getting done. And then I don't know if you all know that we're going to get two big flags, one at the hospital and the one at the other end of town by like the size of the one the Reno RV park. Um they're doing that. It's all going to be celebrated on the 4th of July is the anticipation. So on that line it says celebrating freedom the importance of Independence Day and its meaning in our lives. >> Sure. Celebrating freedom the importance of Independence Day and its meaning in our
120lives. I had another one but I think it would be too hard for elementary. I on that topic. What's a a leading question we could put on the end of it? Kind of a prompt for writing which and that could also be a way to support the younger students into formulating some thoughts. >> Yeah. So read it again. So and I'll think as you're I don't mean to do that. So, one I the one that I just read was celebrating freedom, the importance of independence day and its meaning in our lives. The other one though that I had, but I just thought it might be too um too much for elementary is the impact of the declaration of independence on American identity and values celebrating 250 years of freedom. So, I don't know if we
121could include like celebrating 200 years of freedom, the importance of independence day and its meaning in our lives to do something with the impact. Can >> we write something along the lines of what do you hope the next what do you hope freedom looks like in the next 200 years >> of our country's existence? >> Thoughts from >> you ready Michelle? Is that your >> uh just a thought on it? I love where you're going with that, but with the actual 250th anniversary being in 2026, would that be one that would be better suited to next year since this one rolls into 2025? >> See, and that's what I thought too. But it's leading in and we're all these activities like Sea Hill and then what we're doing for the flags are all kind of
122leading in because it is on the 4th of July is when we actually celebrate 250 years and then 2026 would be after. So, I thought about that too and I thought, well, should I throw it out there? But um just because I know the city itself is the planning and everything is already started to try to so I don't know >> I don't have any super formulated thoughts but um we could also >> yeah um along those same um lines something to do with the courage of the founding fathers to do what they did the to um to step up and speak out and um be justice warriors or whatever. I don't I don't have the words, but um if you don't want to go straight to the text, you can go to the people.
123>> Okay. Do you Rebecca, you have any idea thoughts? >> Not really. I was just looking at the list that was already provided. I thought that was here's what you pick from. So, um, I liked number seven. Think of someone in your life who is a hero and why? Because I thought that was a good, um, you know, simple for the elementary level, yet you're going to get some really good responses from the older kids as well. So, that's what I was looking at. Richard, >> I found several that may be um worth considering. Uh one is what does patriotism mean to you? Simple. Um another one uh why is it important to love and respect your country? That would be maybe all age groups. But I I like where Molly's going with the 250th
124coming up. But um uh there's so many um what could you contribute to make your country better? I have one more. Um how do national festivals help us uh feel pride in the country? So that was just a couple ideas that I found today. Matt, I liked your comment on the symbols. You know, I do think for me, just being born and raised here in Carson, I love that flag and the sea um up there. It's just always been something that's very symbolic that I like. But I think everybody whether you're from the east coast, west coast, south, another country, um what what is symbolic that makes this country great that you like something like that? Um I think we could really personalize it to each student and they could make it their own. I
125think that would be great. Some, you know, Statue of Liberty makes me think about how great this country is. I don't know. Just I like the symbolism aspect. >> Well, and maybe pulling some >> Well, or even with yours um as we near the 250th birthday of this great nation, what what symbols of freedom are important to you? >> And then I like Richard's putting in something about the patriotic as well, >> adding that in. I don't know how you would do that, but I think um that is because the flag is, you know, >> I would just caution us not to get too complex because we're going to have young young kids writing. So, we we want to be able to >> pick it down to something that's easy to formulate a response to.
126>> What happens if we did something with the 250 but made it a patriotic symbol? something to that. >> So, do you have you want to draft something for us? >> You know, >> you can't do that in here. >> Mr. Felin, you have any suggestions? >> So, and just for Trusty Robert's sake, every year this is the discussion that catches us. So, there's suggestions. I don't think we've ever just gone with a suggestion. >> Just saying. >> FYI, I think last year, I think it was Mr. Sadler that >> Mr. Sadler came up with >> he came up with his chat GBT and put all of our thoughts together and came up with a great >> Are you working on that? [Laughter] >> At least At least you're honest, Mr. Sadler. >> Trusty Walker,
127you're you're all my bosses, so I I like everything that everyone has said. >> Absolutely. What about like just what symbol makes America your home? So like for instance, I was born in Carson City. Sea Hill makes America my home because >> what symbol of freedom? Brian for instance like Seill is always been there. So but in the past I mean the kids have always put a lot of thought into it and u so we want to give them something that really provokes that thought process where we just don't get a one or two paragraph. you know, some of the kids have written five, six pages uh to answer the question and I might add uh they all put a lot of effort and they do a very good job. So something that's very thoughtprovoking
128for the younger kids and the older kids. I guess >> we could start it with as we approach the 250th anniversary of the Declaration of Independence, what symbols culturally or historically do you see in your life that um that lead you to gratitude for the freedoms secured by those before you or something. >> Okay, I like I think we're on the right track there. So yes, that so I did just chat to PTF because you can use your phone if you can't use your computer. But um so it says the 250th anniversary of the Declaration of Independence calls us to celebrate our patriotic symbols while renewing our commitment to freedom, equality, and justice for all. But then you'd have to add like what does this mean? What symbol means something to you? What patriotic symbol
129means something to you? >> So, read that again, would you? >> Sorry. The 250th anniversary of the Declaration of Independence calls us to celebrate our patriotic symbols while renewing our commitment to freedom, equality, and justice for all. Then we would add >> of freedom >> important to you or impact you or important to you >> I think are are most important to you. >> Are you capturing that Renee? [Laughter] >> Yeah. Do >> you want us to read it again? Yeah. >> Okay. >> Don't get me in trouble with the bus. >> Yeah. >> Okay. The 250th anniversary of the Declaration of Independence calls us to celebrate our patriotic symbols while renewing our commitment to freedom, equality, and justice for all. Then what >> what symbols of freedom and and then I wanted to say
130like culturally or historically because I don't want it super limited but um my mind is blank because I did not ask Jack PP >> are most important to you and >> are impactful to you and um yeah I don't remember. I'm sorry. >> One suggestion for Molly, I would say um call on us, right? Are you serious? So, I would say Renee, would you read back what you have, please? >> Really? >> Yeah. >> The 250th anniversary of the Declaration of Independence. >> And then Michelle says, What symbols of freedom are most important to you? >> Okay. So, >> all right. The 250th anniversary of the Declaration of Independent calls us to and your >> on us too. >> Okay. So, calls uh calls >> on us to celebrate. Okay. Somebody should be writing this.
131I'll write it. Okay. And then go on. And then what was Michelle's then? It's what >> what symbols of freedom are most important to you and why. >> Yeah. And I think that's for all levels that could get us there. >> The rest when I if you know me when I go to listen back or I can take it from you, but then I have what symbols of freedom are most important. >> So just just for the record, I think it was what symbols of freedom culturally and historically are important to you and why? >> Yeah. Okay. Thoughts, discussion, alternatives? Okay. This is a action item. So, I will entertain a motion. >> Do we re need to read it or can we just say >> no? It is presented. It can be a motion
132to approve the discuss or the essay item as presented and discussed. >> Okay. So, I move that the Carson City School District Board of Trustees approve the um essay uh the sponsored grade American essay contest um topic as discussed in or presented and discussed as the topic for the 2025 2026 board sponsored Great American Essay Contest. >> I'll second. All right, we have a motion from Trusty Walt. >> Sorry, Mr. Vice President, before you call for the vote, the record should reflect that the full text uh that was presented and discussed will be included in the minutes. >> We have a motion by uh Trusty Walt and uh seconded by Was that you? Miss All right. Any discussion? Okay, seeing none. Any public comment? Seeing none, I will call the question. All those in favor?
133>> Any opposed? Motion motion passes. And I think that was one of the quickest uh trips down this topic we've had in years. So, that was a great job, guys. >> It's always so difficult. >> Yeah, I mean, we got we got it down. Uh item number 16, approval of the consent agenda. This is for possible action. >> Okay, we have a motion by Trusty Wall, second by Trusty Clappam. Any discussion from the board? Go ahead. This is probably for Mr. fueling. But as I look at the consent agenda and I look at the requests for vaccination exemptions and uh I see that there's 73 religious requests for exemptions uh this year. Is that seems like more than in the past or is that about what we get every year? Um I think that's about
134in line with what we've received over I'd say the past few years. It it there definitely has been a little bit of an uptick um compared to where we were say 10 years ago. >> Yeah, it just seemed higher to me this time. Rene just noted too just that the timing of the start of the school year. There's a larger chunk that happens at the beginning of the school year that is traditional. All right. Any other questions about the consent agenda or discussion? Seeing none, I'll call for any public comment on the consent agenda. Seeing none, all those in favor? >> Any opposed? Motion passes. Thank you. Uh item number 17 areformational items. These are for discussion only. No action will be taken. Uh I trust everybody has read through those. Do we have any
135specific questions aboutformational items? Right. Seeing none, item number 18, requests for future agenda topics. Go ahead. Are we going to continue with the financial workshops next month as well? >> Yeah. >> Okay. Thank you. I just find them very helpful. I appreciate it. Thank you. >> And do we know when the star ratings are coming out yet? >> September 15th typically. >> Yes. >> So maybe sometime after that we can get a presentation on those. >> Yeah. We we um I believe it's that second meeting in September after they've been released that we have a formal presentation on those yet. Michelle, were you getting ready to weigh in? Okay. It looked like you were getting ready to push a button. So, all right. Any other future agenda topics? Seeing none, we will move on to
136item number 19, adjournment. Thank you everyone for your work tonight. [Music] Oh yeah. Oh. [Music] Oh, [Music] hold