001[Music] Hello. [Music] Oh, [Music] hey. [Music] Everyone, welcome to the Carson City School District Board of Trustees meeting. Today is Tuesday, July 22nd, 2025, and we are going to call the board meeting to order at 5:30. And agenda item number one, adoption of the agenda as submitted. And this is for possible action. I'm sorry, Michelle. Yeah. Okay. So, um, mo motion by Trusty Walt and second by Trustee Peterson. Any board discussion? See none. Any public comment? See none. All those in favor? I. Any oppose? Motion carries. Agenda item number two, adjournment to close session per NRS28A.220 to discuss labor relations with the district's management representatives and this is for discussion only. So at this moment we are going in um to initiate our close session. [Music] Oh, [Music] forever. [Music] la. [Music] Hallelujah. [Music] Heat.
002Heat. [Music] Hello. [Music] Amen. Oh. [Music] Oh, wow. [Music] Oh [Music] la. Heat. [Music] Hey, Heat. [Music] Heat. Heat. [Music] Hallelujah. [Music] Oh. [Music] Oh, [Music] oh, [Music] Oh. [Music] Hey, [Music] hey, hey. [Music] Hello. Hallelujah. [Music] Oh, [Music] hey. [Music] Oh, [Music] great. [Music] Oh, [Music] heat. Hey. [Music] Oh, [Music] la. [Music] Oh [Music] my [Music] god. [Music] Hallelujah. [Music] Oh, [Music] hey. [Music] Amen. [Music] Oh. [Music] Oh, [Music] hey. Oh, [Music] la. [Music] Hey. [Music] Hey. Oh. [Music] Come on. [Music] Oh, [Music] hey. [Music] Oh, [Music] oh, [Music] hey. Oh my god. [Music] Don't. [Music] Hey. [Music] Hallelujah. [Music] forever. [Music] Oh, [Music] heat. Oh, [Music] la. [Music] Hey, [Music] hey, hey. [Music] Hello. [Music] Oh, [Music] hey. [Music] Oh, [Music] hey. [Music] Oh, [Music] hey. Oh, [Music] woo. [Music] Hey. [Music] Hey.
003Hey. [Music] Come on. [Music] Oh, [Music] Oh [Music] Oh, [Music] I know. [Music] Oh, [Music] hey. [Music] Heat. [Music] Hello. [Music] Ohh. Oh, [Music] oh, [Music] Don't. [Music] Hey. Hey. Hey. [Music] Oh. [Music] Hallelujah. [Music] Okay, good evening everyone. We are going to reconvene to our public session. Uh we're going to call the board workshop to order at 6:00 p.m. Agenda item number four, round table discussion among board members and staff addressing the following topic. Discussion. This is for discussion only. No action will be taken. Presentation and discussion regarding federal, state, and local grant funding in the Carson City School District. And I believe this is a continuation of where we left off from our uh June 24th uh meeting. So, welcome um Mr. Spencer and uh Cassie. All right, take it away. All righty.
004Thank you, Madam President. As you said, we're just going to kind of continue where we left off. Um if if there's any questions you want to entertain before we kind of start, I'm welcome to those or we can kind of address those as we go through. So, the handout I've given you is the same as what we did last time. There are page numbers on that and based off my recollection, we made it through um Carl Perkins or title title 1D is where we finished and we started discussing Carl Perkins at the bottom of page two. Got it. And so just a kind of quick reminder, page one's still on there because that kind of has our little U legend of what the red text is and items with a green asterisk and a double
005blue asterisk are. So, and then we have our columns of first column is our FY25 budget, FY second column is FY25 projected expenditure and then our FY26 budget. We have not updated this although there would be a couple of those that would change from red text to black. Uh those only a couple at this point because uh and he's working on wrapping up FY25 first. So continuing um with Perkins again not a large this is u tied to uh the career center at CHS. So we cover one admin assistant there and then we have a little bit of the fees for uh professional development and then program materials and dues and fees um for our CTE staff. Again, we're expecting just slightly less than what we received last year for this upcoming year by about
0065,000. And next one is title 1A. Um, let me stop here really quick. We there's been some word in the news of frozen grant funds. Title one was one of those that since has been unfrozen. Um the other ones that are frozen are title three, title 2a, immigrant, and title 4 A. Those are frozen, kind of up in the air. What we do, we're not sure how things are. We've made some good plans. Um our grants department has done wonderful work to rearrange expenditures that would need to take place before we'll probably find out if those are unfrozen or not. Um, so between now and September 30th, we don't anticipate really changing any of our programming as we've been able to use either FY25 funds that were not frozen uh that rolls through the end
007of the uh federal fiscal year through September 30th. So, we've been able to to rearrange a couple of expenses to to keep things flowing the way they should. And I'm sorry. And those were immigrant and which other ones? Title three, title 2A, immigrant, and title 4A. Title two does cover a lot of our beginning of the year expenditures. We've been able to cover those out of the previous year's funds. We had an an unused FTE that we've done a grant amendment to reclassify that to use for our beginning of the year cost that we typically have that that grant covers. So, we're not looking at losing anything at this point for saying, "Oh, this is not going to be like what we've done the previous couple of years because we have that funding covered." And
008then if that is unfrozen, we can reallocate funds to where they have been in the past. Okay. So, on title one, so um I think this is the first time we ran into this one. Uh 50% of the full-time employee cost for Mckin Vento um is covered by the grant. Where is the other 50% covered of that position? The other 50% would be from Mckin Vento funding. So that's in a different grant. Yeah. So then like uh the 25% of the admin one to support the admin of these grants. Where's the other 75% paid from? Um off the top of my head I the second page. second page. Second page at the very bottom, title one A under Yeah. under salary and if benefits because I'm not seeing like if you go through all of
009the other grants, I'm not seeing like another 25% of an admin assistant. Another 75 I'm not seeing that would the other 75 would come out of general fund. Okay. I think that particular employee uh she does some HR work. So she's kind of a split between grants and HR other duties. Yeah. I'm not seeing another 20. Okay. Thank you. Yeah, that that's correct. That one is split with general fund because she is not 100% in the grants world. So she couldn't be paid 100% out of the grants, but the work she does do for grants can come from that title one fund. Um so th those FTs you've talked about that we have Artosa the Mckin Vental liaison 50% comes from title one uh the admin assistant that's partially covered and then we have um
010six instructional coaches that are covered by that and two pair of pros are also funded by title one and then we have extra duty sub pay for teachers and parapros that um correspond with that grant as well and to cover some of the programs that we have for the the extra duty including parent involvement uh professional development professional um there's a couple different PLC's for for uh acronyms professional learning committee is guess PLC's good enough Spencer when you're presenting as well can you kind of give us an idea of what you feel I mean I know we don't know the extent of the federal you know cuts that were but kind of just give us like hey this one might be on the fence So, title one, this is going 100% my opinion. Title one
011has been reviewed and is back on. So, I don't I don't foresee that the funding would change for that. But again, that's only my opinion. My crystal ball is very cloudy. Um, other things that we have funded out of that, you can see we do have some some contractor costs out of there for professional services generally tied to professional development trainings that we have to uh to increase um the value of our current employees and then some materials and supplies. Next grant is IDEIDA. This one's tied to special education. Um so we do have a a special education teacher on special assignment and one uh itinerate uh special education teacher and then this one covers a lot of personnel. So we have uh 29 and a half essentially parapros funded out of this and we
012have 64% of the special education teacher monator is covered out of this. Uh since we are the sponsoring organization for Carson Monatory, we do have to allocate some of our IDEIDA funds to them to cover the same needs that we have here. Uh they do I'm not sure how they fund that, but that is they they do cover the rest of that percent um FTE and that 64 that could change because it's going to be be based off of our student counts minus their student counts and how that's funded. So that's that's what it was, you know, at that snapshot in time. Um we do have some professional development for special education staff. A lot of training those um individuals need to keep up on. And then u evaluation of IEPs is something that's uh
013one of those necessary things. This covers um contract for services for that. And then we do have some supplies uh for a lot of our occupational therapists, uh speech therapists and physical therapists. this um handles a lot of their the necessary necessary supplies they need um to fulfill the requirements of our special needs students. Wow. So, correct me if I'm wrong, if I'm not seeing this correctly, but so for program materials and supplies in this last fiscal year, we had 319,000, but this year we only have 89,000. So 319 what was budgeted. We're expecting to spend that 89,000 because again there's this funding a lot of times has you can use it for this this or this and they'll give us 300,000 but we couldn't spend 300,000 in the categories they gave it to us.
014We were a trust me if we can spend a grand dollar we're going to spend a grant dollar. We were able to spend that. So FY26 award is going to be kind of based off of what our need was this year. So that's sometimes we can reallocate those funds to other categories in the grant or sometimes just like well you didn't need it so we're going to reduce it and send it to where any where in the state it is needed. Thank you. Um I didn't mention federal or title 1A and then here there's indirect costs that essentially kind of covers the overhead of grants. Some grants we can collect that and that covers um our grants department some of our payroll and HR because they handle individuals that are grant funded. And so there's
015a big hairy formula that we use with the state to determine what that amount is and it's typically based off that a percentage that's generated every year and the award fund of the grant. Um if we do get reduced grant funding typically that's the first thing to go. Um but if not that does kind of help with some of our personnel costs. Next grant is um IDA for priority improvement project. PIP idea it's often called and this covers a contract for ABA services uh which is for behavioral health and also additional IEP management. So no personnel in that one. That is all for services that are easier handled by contractors that do the workforce as opposed to having our own employees do it. If you see the next year that's going to be rolled into
016IDA. The PIP portion is a carveout that's no longer there. Moving on again, we have uh disability innovation fund for special education. This again is for special education. It's a smaller one that kind of covers um a little bit of a stipen to cover an outreach specialist and then uh some some travel and registration for some PD for that individual. And we have been able to get a little bit of supplies material for FY26 we didn't have in the previous year. Uh moving on to page four, title three. Uh this is one that is currently frozen. Um, so you can see this was uh total about $99,000 of what was budgeted for uh last year. We're anticipating that same same one this year. Um, my most up-to-date information from today has not changed on that
017amount. So, that's something that we're looking at. Okay, what can we do to to keep providing the services that are here elsewhere? So, assuming that that's frozen, never comes back. If it comes back, then we pick up kind of where we were and and roll with it. So, you had a question. Yeah. So, if it is frozen and we're not getting it right now, how are we supplementing that? Um, so this would cover Oh, go ahead. We've done a lot of um well the program leader has been really really savvy with their money and so they've been using a lot of the um prior years and using up that funds and they actually got some extra funding that they were able to use to like uh museum passc cards. They were able to purchase those
018in lie of like losing this. They can have those for later. And so they've just been really savvy with budgeting. And so if this funding does go away, it's not as serious like we've paid for elevation that platform and um I think they paid for the Rosetta Stone out of the prior year. So they've really done some great planning and budgeting. Okay. Thank you. Yeah. So those would be kind of some enrichment services that wouldn't be there. Um and again some training for our EL staff that um we need to either if it's a required training we would need to look to find a different way for that or it's something that's like well let's see what we can do the following year to to cover what that training would have been. Uh next one
019is immigrant. This is also one that is frozen. You can see again not a large amount. It's about $27,000. Um for both title three and immigrant we don't have anyone's regular full-time position in there. So, this does cover some family engagement uh services uh which we'd have to look to either find a different funding source for that or or re reimagine what that would look like to kind of accomplish the same goal. And then some smaller amounts for supplies and and dues and fees. Again, u Cassie mentions family passes for the children museums. We're able to use some previously some some unawwarded previous fiscal year dollars that we were able to get our hands on to cover that. So that's something that we'll that's been alternatively funded and then if this does go back we'll
020we'll look and see which funding source makes makes sense to keep it in and what can we do with with the additional dollars. Next one is u IDEIDA early childhood. Uh this is one again that's tied to special education. Uh we do have one position in here that is u partially funded for a special education per professional. So, it's between uh this fund and the special education fund. Um if this one is not one that's frozen, if it ceased to exist, then that the special education fund would need to pick up that position or need to look and see if it's one that we could do without. In the special education world, we have all these uh requirements we must do for our students. And a lot of times it's those don't go away just
021because there's not funding available. So, we have to figure out how to make those happen. Uh this one's about $75,000. As you see, the amount that we're anticipating to get in FI26 is already half that amount. U so the supplies that we're able to get with that are going to be diminished based off the previous year. And then also some travel and registration for um some training. That amount is reduced. Next one is the bipartisan safer communities grant. Um, this one covers uh um almost three positions, two full positions and um 88% of another and also gives us some extra hours for our staff for our PLC meetings. It this this gives you an idea of what we had for FY 25 FY26. We do not have funding for this. Uh we've already moved those
022positions to other funding sources. Moving on to the top of page five. Mckin Vento. This is one that's uh services of of children in transition. If they don't have a stable home setting, uh this provides some supplemental benefits to them to help uh them get similar education uh opportunities as as those who may have a stable home structure. Uh so you can see there's there's the other half of our Mckin Ventila here and that's the only position based out of that. This covers a lot of times um if we have a student that would like to do something, there's a cost involved, but they don't have a way to pay for it because they don't they don't have a stable home situation, this can cover some small amounts for that. Provide some hygiene um and
023clothing for students that may not have that um so that they are fill as an equal to their other the other students that they go to school with day-to-day. also can be some health services, a laundry, transportation for students who may not have a stable place to live or they're living in a temporary situation. If they might be living out of a hotel for temporarily, this can help get them to to their uh assigned school if it's a temporary situation. Title 2A is the next one. This is one that's currently frozen. You can see we have um just slightly over one and a half FTEES in there. Um, let's see. So, that would be we've kind of talked a little bit about some some possible different funding sources, but we haven't settled on exactly where
024those would move to. Um, more than likely what we need to do is move them to the general fund temporarily till the freeze ends or permanently if it if it u does not unfreeze. So again, this one covers a lot of our our beginning of the year and training and and getting all of our staff up and ready for the school year. A lot of those C costs come out of this grant. Helps get helps everyone hit the ground running. Title 4A, the fun after that is the last one that that is currently frozen. Um this does we have a partial FT to to cover some computer science and technology that we need to find a different uh funding source for that. um that would would likely go to general fund if if that becomes
025permanent loss of this funding. In addition that FTE we have a little bit of some funding for some IT equipment uh for our STEM labs and uh some art enrichment. Those go to kind of cover um some of the other schools that we provide support to here in the community. Next grant is AB495. Um, this one covers our social workers currently. Um, so well it covers a a not quite a full FTE for school social worker and another for an MTSS TOSA. Multi-tiered system of support is what MTSS stands for. TOSAs teach on special assignment. Just as a reminder of what those are. Um, and then a lot of our extra hours for before and after school programs are funded through this. Um that so that one that one is very position heavy. One of
026the other things that we have been able to pay for this in the past is our raptor program that's that's covering the funding to get our volunteers in our school. I had a conversation with um an individual who's very familiar with WOO who does not cover that and he saw that as a great barrier to them getting volunteers in their schools because they show up to volunteer and say oh you just fill out this and pay this fee and then in two weeks you can volunteer for us. So, we have a great system that they can show up, they can do the background check, comply with all our laws, make sure they're safe to be around our students, and that happens near instantaneous, and this covers the cost for that. Uh, top of page six,
027we have our ARPs home. Uh, this is u one of the final of the ESER grants. So, you can see it was a small amount that we had for FY25 and no funds for FY26. Um, sorry, what was that? So a lot of this six, seven, and most of eight and nine are all no funding for fiscal year 26. So does that mean we're what are we doing with um these programs then? So the majority of these are the are the esser funds the end of the co funds. We've known this is coming for a couple years. So we have either moved we've we've done well to move positions out of this to other funding sources. So we didn't get left holding a bunch of positions that we feel are necessary and we don't have
028a funding source for them. and we've used a lot of things to buy services um that we can use. Um so that it's kind of a it's helped fund things, but we also we've known that this funding wouldn't be here. So we've tapered that off so that we didn't fall off the funding cliff that Eser kind of created for us. So if we kind of look at all of page six, you can see a little bit what those were because there's not really any regular positions in those. Um, you know, so the ARPS for homeless kind of was a supplement to our our Mckin Vento funds. Uh, the speed grant, we did have half an FTE in there that's already been reallocated um for next year. And then we did have a little bit of
029our social workers come out of that just because we had this funding available to us and it made sense to spend it rather than dip into general funds already. Any questions on page six? No, but before we run out of time, can I jump? Because I think seven, eight, and nine are pretty much the same. You know that there are no there's no funding. Um, a couple of them are coming from the uh foundation. But yeah, so okay, so page seven through nine are are private grants or local grants. And so as of the time of this printing, there might not be funding, but sometimes we do get that. And this is a self- augmenting fund where if the foundation comes says, "Hey, we raised an initial $30,000 for you. We'd like you to spend
030it on this." Then we can create a fund for that so we can track that spending, make sure that we're spending it in the manner that they wish us to and that it's meeting their objectives and our objectives. So these are all fairly self-explanatory. very few positions, sometimes some supplemental hours here, but a lot of times it's going to be um you know, supplies, things that enrich our our educational offerings. So, if the description is fairly self-explanatory if you kind of want to go through those on your own, that would leave us about five minutes here for any questions you may have. And I will provide an electronic copy of this for those of you who dislike paper. Thanks, Spencer. We'll make sure that gets seated by tomorrow. I appreciate that. Um, okay. So, I
031wanted to jump back to page one. Do we have an update on um whether or not um the Nevada Ready PreK in the uh for fiscal year 26, it's in red. Items in red are budgeted but have not been yet awarded. Do we have an update on that? We don't. We still anticipate that. That hasn't gone away. nothing legislatively changed that. Again, this is going to be where NDE is working full steam to close out FY25. And once that's done, then they're going to kind of work on getting those awarded for FY26. They do great work with the number of staff they have. So, sometimes it's just we know that's coming since we don't officially have it. That's why it's in red. So, how do you start then a school year not knowing that the
032funding is not there? How do you do that? Okay. Welcome to the world of grants. Yeah. And I mean, I know I'm going through it, you know, personally as well. Go, we're spending the money hoping that it shows up. Um, you know, that the grants there on time. Um, my next question is, because it's very concerning, if you take all of the frozen items in which you told us are frozen, you're talking $2.1 million. Uh, that's much higher than what was frozen. Okay. So I then correct me if I'm wrong. Okay. So I looked at uh title 1A it's about 540,000 real rough estimate. Well title 1A is frozen, right? Title one is not frozen. It was previously has already been unfrozen. Okay. So title so that and that's the that's the one that we
033sided the largest on when we found out there was not frozen. So then we have title three, title three, title 2 A, immigrant, and title 4 A. And those collectively are about 540,000. Okay. So with that then um if it is say that it is um frozen and we start the school year with those programs and then we find that we do not get the funding then that is how does that affect our budget in coming back to the board? Would it be an augmentation or how is that? Yeah, that would be it. What we'll need to do and we have 2.2 FTEES in there. One full FTE and two partials. They're already split funded with general. Those are all going to shift to the general. And then if that becomes unfrozen, then we would
034move them back to where they are. Becoming unfrozen could mean that, hey, anything you spent till now has to stay in general. That's a possibility. Or they may let us retroactively account for all of it. Not sure what that'll look like, but and if it stays frozen, then we would be looking at adjusting our general fund budget or analyzing if there's any other grant funding sources that we can move the puzzle pieces around to cover those positions and maybe change some of the other services that we offer. I I would add too I think several of the departments are well especially ed services are very aware of this and so as a contingency plan knowing that there there's funds available in their budget they'll have to rep prioritize some of those those spending decisions to
035make some of that still happen. Yeah. And our grants department in in conjunction with those departments has other departments has covered the first 90 days. So that gives us till September to kind of get it more news or if we need to continue from there. Everything that we typically do has been covered from a funding source that we currently have that comes out of those frozen grants with the exception of those 2.2 FTEES. Those will likely need to move to hoping to get some some information any day that would kind of guide us on what we should do as opposed to what our best guess is. And if we don't get it, we'll go with our best guess. And when Yes. And when will you be able to provide us an update? I think it
036would be helpful for us to know where we stand. Uh as soon as we receive it could be okay sometime between now and September 30th or later. Okay. All right. But as we get information, we'll definitely keep you up to date on this because it's a you know half million's a chunk of change to worry about. So yeah. And I just want to and then with you know I appreciate your time on this and Spencer I really appreciate you going through this budget the way that you are with us. Um I know it's a lot to ask but I think it is extremely informative for all of us you know moving forward. So I really appreciate your time. I don't want you to ever think that I don't. Um and right now with the funding
037from the federal government I don't envy your job. I really don't because it is a guessing game and you're spending the money in hopes that you're going to get re, you know, reimbursed at some point as well. And it's um it's unfortunate. Um but I know a lot of entities are doing this and um fingers are crossed is all I can say and we hope for the best and we ran out of time. So we thank you so much both of you for all the information and for answering um the questions that are sometimes you know hard to answer you know because we really don't have any answers right so thank you thank you for all the work that you guys do appreciate it thank you okay before I move on to the next agenda
038item um I need to inform everyone that we have a couple of um trustes that are excused. Um VP Walker and Trustee Vardner, they're both um absent and they're they are excused. Um however, we do have a quorum. You do need to call the formal meeting to order though and and we do need to call the former Okay. So, uh we are going to call the board meeting to order at 6:31. Is it We're a little bit off. So, 6:31. Yes. And again, we do have a quorum. Okay. So, agenda item number five, uh, flag salute. Um, Trustee Peterson, if you can please lead us. I pledge 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
039all. Thank you, Trusty Peterson. Agenda item number six, superintendence report and this is for information only. Superintendent Feling. Thank you, President Ramirez. Um, illness has been spreading around the the district office. We are currently investigating who may have brought that to us. I got Miss Renee sick, so to bear that out here. Yeah, we're trying to stay away from you guys now. Um, no, it uh a lot of uh year- round staff, this is the time of year that they're um they they don't necessarily get off um during the breaks during the school year. Um so, this is a time of year that many of them are taking advantage of that and taking opportunities to get some time away. So, um it has been a little bit of a quiet early July, but it is
040definitely starting to ramp up um here as we're preparing for the the school year. Uh lots of work going on around the district related to um capital projects, maintenance, and just upkeep of facilities and grounds. Um really excited for for the new year with with some of the projects that are going on and and just really grateful to all of our custodial and maintenance and ground staff trying to um get everything ready for the the school year. We we have uh not an enormous staff uh that's doing all that work and we we have a lot of grounds and a lot of facility to cover. So just uh really happy with the work that we're seeing so far and um we'll be ready to roll here in just uh less than a month to start
041the school year. So that is all I have. Wonderful. Thank you. Okay. Um agenda item number seven, board reports, board member comments, and this is for information only. And I believe both of our trustees who report on Nevada Association of School Board um are not here. So I will move on to uh board announcements. Um Michelle, do you have any board announcements? Uh not a whole lot because nobody's there. Um I do know that Mark Twain is getting really excited. They have um the PTO with or PTA PTO with some of their funds that they've raised. They've hired um a muralist to paint a big mural on the exterior wall of the music room and they're in the um phase of finalizing what that artwork's going to look like and tweaking it and um firming
042it up with the artists. So when the kids come back, there's going to be a nice new mural on the outside of the music room that they're really excited about. Exciting. Awesome. Thank you, Rebecca. Just be on the lookout for Parent Square as school's going to be starting again. How are we already talking about this? You're like, "Ouch." Yeah, I know. So, um, August 15th for 1st through 5ifth grade and then prek and kinder will be August 19th. Wonderful. Thank you, Matt. Uh, no report. Thank you, Molly. No report. Okay. And I also don't have a report. All right. Thank you. Association report. And this is for discussion only. Do we have a representative from the association? And I don't see anyone. Okay. And agenda item number nine. And this is public comment. Um, do
043we have inperson public comment? We don't have inerson public comment, but we do have an online public comment. Um and as it is um indicated, we are only um in need to read the individual who submitted the public comment and that was Erin Bean and her comment will be included on the um on the packet. Okay. And agenda item number Oh, excuse me. Is there any inerson public comment before I close it? Okay. So, close. I am closing public comment and I'm moving on to agenda item number 10. Um, discussion on proposed changes to CCSD policy 817 identification badge and this is first reading for discussion only. Welcome Miss Ansier. Good evening, President Ramirez and trustees. Nice to see you. Um, I'm sorry I missed you last month uh for the exciting conversation regarding our
044insurance renewal. But uh tonight we're going to talk about ID badges and keys. So should be really exciting. Just as exciting. Yeah. So, um you have the uh existing uh policy statement for uh policy 817P uh identification badges. And we're not proposing that we make uh any changes to this policy statement. It's short and sweet. basically states the purpose of why we have identification badges and what we hope to accomplish um by requiring uh employees to wear them. Okay. Um but I think a few years ago when we very first started implementing electronic access control um I came and presented change to um the identification badge regulation. So are we moving into regulation which is the next item on the agenda. I do have a um correction on on the policy. Yes, President Ramirez, I'm
045I'm sorry to interrupt, but these are both discussion items. You can take them together. I think the record just needs to reflect. We can go ahead and take them together. Oh, okay. Okay. Very good. Then we can go ahead. You'd like to tell me I was just going to I I was just going to point out a very small um typo at the very um beginning of the document. Board of Trustees. It has an A in front of the board. the very first letter on on the title. Ah, okay. Anybody else have any changes or comments? I have a question. Yes. Go ahead. Yes. question about um at the high school specifically. Oh, good. My mic's on. Um that like um for coaching staff um when they have badges, there are some that are that
046are hired on and have um pay and then some that are and I'm I'm remembering from memory on this, so if I get it wrong, please forgive me or correct me. um some that have access um because they get paid and some that are completely volunteer but they still get a badge for security purposes. And there was um a question asked is there a way even on the ones that um that don't get paid to give them access um for example if it's um football practice and there's nine coaches but the first three that show up are are not paid and so they can't access any of the um routes. they have to just kind of stand at the door and wait for somebody who does get paid. Even though they're all doing the same
047job, they're doing it as a volunteer and so their badge won't let them in. And and so it was asked if that's something that can be looked at that they go through the same background check. Is there a way to make it so that their badge will also let them through the door without having to stand there and wait for Yeah. another person. Um so athletic director uh Rhymer did bring that topic to us at the district office and we have had some conversation about that. um it would not be a change that we would incorporate into the um identification badge regulation. We would have to really do a deep dive into the board's regulation on volunteer management. So the volunteers um under the uh volunteer regulation require supervision at all times. So when we
048give someone a badge that provides them with access to the building, what we're really saying to them is you can enter the building unsupervised. So that just kind of cracks open a whole another discussion regarding our current um view on management of volunteers. So and I'm happy to come back and talk about that with you in more detail. He had just brought it up with me. So I said I'm happy to to bring it up. I'm glad that he's had that conversation with you as well. Um because I think it is noteworthy that the the volunteers who are doing the same amount of work and being as present as the people who are receiving the stipend. Um I get it. I've been the volunteer my whole life. So stand there and like, well, I'm not
049quite as important as them. But I understand that there are safety regulations tied to it as well. Yes. And our volunteer regulation was written to align with state law as well. So, um there's there's just some some details there that we have to attend to. Yeah. Okay. Any other questions, comments? Okay. And as Mr. Russell um stated, we are combining um we are able to combine two agenda items, which is agenda item number 10 and number 11. So, we are continuing with the um conversation on agenda item number 11, identification matches. So um the only change as I was saying a few years ago when we began implementing electronic access control we took the key protocol which is the next item we're going to talk about and we added in some verbiage regarding uh key
050cards because the key cards essentially were keys. Uh now that we have implemented access control, electronic access control across the district throughout all of the buildings, it makes sense to distinguish between the identification badge and the access that is provided by that badge and the hours of access that are provided by that badge and uh the physical key control protocols that are managed uh out of the operations department. So, safety services manages the identification badges and the operations department is responsible for the physical key controls. So, we've taken those two items and separated them. Um, there hasn't been any change in language to either of these regulations. We've just taken the paragraph that we put into the key control policy about three years ago and put it into the badge protocol. took it out of
051keys, put it into batches. So those um changes um are in red. Do you have any questions in comments? I do, but I mean it's just um I didn't realize we had a safety services office. That's my office. That is okay. All right. N plus one. That's me. All right. Thanks. Okay. So, I do have a question. So, for the um uh let's see on the second paragraph under B on page number two where it says photo identification will be updated and a new patch issued every 3 years. Yes. That only pertains to all the employees. Correct. That does not pertain to us as trustees. If we have provided you with a badge, then the system is automatically going to ask us to take another photo in three years. Okay. Yeah. That's all in the
052um badge um management software database or something. Okay. Exactly. Okay. Okay. Anybody else questions, comments? No. Okay. Well, thank you. Thank you. Then we will go on to agenda item number 12. Discussion on proposed changes to CCSD regulation 76.1 key protocol which includes renumbering the regulation to 815 in section 800 operations and this is for discussion only and again Miss Ansir thank you. So um as I just uh described uh the only changes uh to this regulation is the renumbering. So we've taken it out of uh the property section of the um policy and regulation manual and placed it into the operations section, renumbered it to and um just indicated that it's the director of operation who is responsible for implementing the regulation pertaining to the physical control of keys. But the rest of this
053is um unchanged. In terms of how we manage our keys. So on page number three u let's see on the third paragraph where it says substitutes teacher substitutes teachers. Is it substitute and then teachers or or is that correct? Is it plural on both? substitutes teachers. I think there should probably be a um Did you take it out? Okay. Was there another one? Okay. Okay. Ah, I did not I did not see it. Okay. And do you guys see anything else? Okay. All right. Very good. No questions. Okay. Excellent. Thank you. Thank you very much. Thank you for your time. Thank you for bringing this to us. Little clean up on aisle 9. Thank you. We appreciate your work. Right. Agenda number item number 13, discussion on proposed changes to CCSD policy 539 independent study
054in physical education. And this is first reading for discussion only. Uh welcome Mrs. Stasha Fusen and Mr. Brandon Ringhurst. Welcome to your first meeting board meeting. Thank you. Um, pleasure to be here and and go over this with you. I appreciate the time, uh, President Ramirez, and appreciate everybody's service here on the on the board for the students of Carson City School District. So, uh, we are looking at revising policy 539 in order to align with some changes that have been made to the Nevada Administrative Code. This policy allows for exemptions for students participation or requirement for graduation uh of PE credits. So these changes that we've proposed are in alignment with that. If you look at the proposed policy, we did this under the independent study and physical education because these changes would uh
055in essence eliminate the independent study and physical education that was in place has been in place previously. What previously has been in place along with this independent study is students have been able to receive waiverss or exemptions for PE for one of their two graduation requirements. The change in Nevada administrative code changes that to allowing students to receive exemption for both of their physical education requirements. Um and also changes some of the conditions under which they can get those exemptions. So if you look at those conditions for exemptions, there is a medical exemption which students can receive based on a statement from a licensed physician. There is also a religious belief exemption that is uh given if there is a religious belief issue that would be documented by a statement from the parent or guardian.
056Then there are a few ways students can receive this exemption based on their participation in different classes or activities at the school. Those classes that would qualify for the exemption are the ROC and marching band. There are also a variety of activities participation in athletics, dance, cheer, other such school sponsored um activities, physical activities would qualify for that exemption. In addition, number six authorizes for exemption given for competitive club uh or sports that are recognized by the school or the district. The state has a list of currently recognized activities. I believe that list currently has about 37 different activities that fall under this qualification. In order to receive that in section two, their participation in those activities, whether they are school-based or not school-based, need to meet this criteria. They need to participate in a
057minimum of 120 hours. There's one change that we need to make there is that's 120 hours per one credit exemption. So 60 hours for a half credit, 240 hours for both of the credits. Those activities, those 120 hours have to con happen outside of the regular school day and participation must be verified by the by the school. It's important to note too that this is an exemption from PE. It is not awarding students credit for PE. So in essence, instead of taking the two PE classes that are required for graduation, the requirement of PE is exempted, but the number of credits required for graduation remains the same. It just allows students to take other elective classes in order elective or any type of classes uh to get that elective credit in in lie of physical
058education classes. So uh there is no credit that is awarded in order for students to receive physical education credit. They would have to take the actual physical education class. Okay. And then um the school will develop procedures for uh as far as timelines and paperwork that is required for students and parents to submit their requests for these exemptions. Perfect. Any questions on questions or comments from the board? Um, so I guess uh my question would be um looking at this um why did we deviate from um what was passed from LCB um on September 13th of 2024. Because we look in section one, conditions of exemptions, and we threw in, you know, the athletics, dance, and cheer all under the same where in the knack it has it as a second a separate item. And
059it says the school district charter school shall exempt a pupil from one credit in physical education if the pupil participates in intercolastic activities on drill team in a dance or cheerleading. Um but we took that out and made it separate and put it with the rest of it. It also then um it looks as though we're going with um you know we mentioned 60 hours versus the 120. And in the knack it says the school district or charter shall exempt a pupil from one credit in physical education if the pupil actively participates in 120 hours outside of regularly scheduled school day. And so, um, I was just wondering why we would deviate from rather than just, you know, kind of writing it up just the way that it was presented, um, and passed, why we
060would combined it all. Okay. Uh, great question. So, I think one of your questions was regarding the hours, the 120 hours for per credit. Uh, and I believe we're in alignment with that. uh what we have here in section two number one it's a minimum of of 120 hours as I mentioned we will add some clarification there that it's 120 hours for per one exemption so it would be the 240 hours for both exemptions and then your other question was in the knack it had the other activities in a separate section. Is that correct? Yeah. So, what it was is um in NAC section one, it only talks about uh physical, mental condition, religious belief, enrollment in our ROC, and enrollment in marching band. And that doesn't really it just says from taking the course
061in physical education if the pupil requests an exemption. But then in section two of the knack, it states that it will only be one credit as to where we put it all into one. And then it's stating that it falls under the exemption and that doesn't really say one credit versus two credits. So Tasha, if you for the record, I'm actually the one who drafted this and um it was based on not just what Knack how Knack was written, but it was drafted based on the guidance document we received from the Department of Education. The guidance we received from the Department of Education allows those credits to be waved based on semester credit, which starts at 60 hours, which is what Mr. Bringhers and I actually spoke about earlier today, making that clarification under section
062two, number one, right, in terms of the credit. So it can be 60 hours for half credit, 120 for full credit, 1080, etc. up to two. So the guidance that we received from the Department of Education very specifically spells out that um this allows up to two full PE waiverss for those. So that was included in here. And I just didn't feel like it needed to be word for word exactly the way it was written in Knack. I didn't think it changed whatsoever the essence of what was written there. If you feel that this somehow confuses that or changes the meaning of what the intent was or the guidance we got from the Department of Education, we can change verbiage. I do because the knack says one credit and we're lumping it in as excusing
063both credits and I really wouldn't um and they can both be excused by guidance from NDE. I mean, we receive that. So I guess what what is the meaning of why would we want students to be able to get an exemption from physical education as a whole for two credits? That's really but two I don't not up to us. That was decided by the state board of education through work from the Nevada department of education. They included um work program which or u excuse me work groups from people all over the state. So we if you would choose to as a board be more restrictive and not go along with administrative code, we would have to see Google counsel to whether or not you could do that or not. But the guidance we got from
064the department of education was very very clear. um that said the expectation from the Department of Education is that all districts update their board policies that they have them in place for the 2526 school year and that two PE waiverss would be possible for students. So again, if you choose not to go with what we're being directed by the board of education or by NDE, I'm sure Ryan can let us know if that's okay. But that wasn't something that we came up with on our own. Well, I guess I just look because it specifically says here in the knack that it the pupil from one credit in physical education for this. It doesn't lump it into two and that's where I would go then is going from one rather than two. But my question to
065legal counsel is it says that a school district charter school shall exempt. Does that mean we have to? Yeah. And the Nevada administrative code provides a minimum that you have to exempt. So NDE does have the discretion to come in and say you have to do at least one, you can do at least two. You're going it's still consistent with the way the the knack is written. The policy is consistent with it. It doesn't offend it. It just marries the the administrative code itself with the guidance that was provided by NDE. So NDE, it's right here. So we could go with one versus two. I so I asked that question this morning. Uh I contacted NDE. There's a couple of pieces with some clarification around that. One, they sent us a guidance memo on how
066this is to be implemented. Um, and in that guidance memo under the section what what changed from with this change, it says students may now earn up to two physical education exemptions. And I had a conversation this morning uh with NDE asking them, does it have to be two? Can we do just one? uh and he said no the expectation is that they we allow exemption of two of both of the physical education. So that's why that we we have it in here that way. It's aligned with the guidance that we received from them as well as the conversation that I had with them this morning. Uh it is a significant change part of when I talked with him uh about that why the change there's obviously various reasons and as Mr. Fusan mentioned they
067had a variety of um focus groups and whatnot talking about it but does allow students for that greater flexibility in some of their options towards graduation allowing them to take more CTE completer courses allowing them to take more um electives in different areas of interest while still with 120 hours per exemption being required to participate in a significant amount of physical activity while not specifically physical education. um but still meeting those physical activity requirements but allowing for some greater flexibility in their graduation pathway. So what does this do for our physical education program at the high school? Um I think that remains to be seen. The again referencing the conversation I had with NDE this morning, their thoughts and experience are that a lot of these students uh still continue to take PE. they enjoy
068taking PE. Um they may be in athletics, they may be in football for instance, but still continue to take weights because that's an expectation so that they can succeed um in football or basketball or whatever it is that they're taking. Um I think it will definit we we will see how the course requests change, right? are fewer students requesting to take that and instead taking other courses and then PE teachers. Do we need to look at how we're offering PE and what that looks like in order to encourage more students to choose to take that class? Um, or are they taking classes elsewhere that better meet their goals towards graduation and after graduation? And then do we need to make some adjustments in how we support that so the students are following a pathway that
069best meets their goals for after high school? I personally like the idea of giving students options, you know, and if it's something that they aspire to do versus just the regular PE and if that's going to get them under, you know, more interested in doing something that they're passionate about, I think it's a win. So I I like the idea. Tesha if you for the record also I can tell you that my 10 years as a high school principal the student who typically um asked for waiverss from PE were usually a student who was coming in wanted to take world languages and a career in technical education pathway and a music pathway and their schedule would not allow them to do all of those things with PE and those were usually the students that were
070asking well can I take summer school PE can I do an external credit for PE can I do online PE what can I do so I can take these other courses in seat. So that's really the typical student that we see um in my experience um at the site level who's trying to look for a waiver or way to take PE outside of the school day. So you don't you don't envision this uh increase to two years of exemption. There's not going to be like a mass exodus from PE or anything that we need to like I don't believe so. We have a lot of student athletes as u Mr. ing her said actually take four years of PE especially um you know football players will take football weights four years in a row or
071basketball players will take basketball um so I I don't foresee that happening and again the the students who typically already looking for ways that have already looked for ways to do that we offer currently three and a half or three semesters or one and a half years of online PE so we have several students who do that we have students who access PE through BYU correspondence because that's the so what I see this happening again and I obviously have been at the site level for many many many years. um is really those students and just giving them an opportunity to wave it in this manner but it doesn't a student just doesn't get to say I don't want to take PE they're still engaging in some kind of external PE u many of our students
072for instance who will do junior rodeo right so they come in and they want to they are very um involved in athletics outside of the school environment so it gives them around to do that we have also allowed supervised curriculum PE since 2020 in our district and really that doesn't very much whatsoever from the processes that we are going to suggest um that the high school continue to use including paperwork. It it really we've had that opportunity for 5 years. This just streams line streamlines it for students and makes it a little bit easier for them versus all the hoops that we made them jump through. But a student can't just opt out of physical activity. I mean that's not what this is saying, right? This is saying if you're involved in in sports and
073athletics outside of the school day, right? That you can that you can wave both. And again, students have been able to wave one for over a decade. I It's been a long time. So, this just allows them to wave the second one. I don't see a mass exodus for PE. I don't see us firing PE teachers. I don't see that kind of thing happening. Again, students have looked for this opportunity many ways before. And if there's a will, there's always been a way. And again, I can't tell you how many kids do BYU PE, which is very interesting to me. Be you be PE by correspondence. Very interesting. But, but it happens and it's permissible. So, this just gives us a different option for those students. And this doesn't necessarily open a hole in their
074schedule. They would still have to fill it because they still need another credit. And so if anything, this exemption puts more on their plate because now they have to fulfill it externally. Correct. They would have to be doing something outside of school to get the PE exemption. And then they would still have to take another class during school in order to get their required credits for graduation. And I would also add to what was said about will we see significant shifts in students not taking PE? And I don't know that we will, but I would say that if we do, what that is in my view is that's data for us to suggest that our students have and are expressing some different needs. And so, are we then meeting the students needs? That's what we
075should be focused on is are we putting the resources where the resources need to be to meet the students needs for what they have in high school and what they what they are preparing for beyond high school. I think we can all agree with that. The more we can get the students excited about being in school, the the better off we all are. So, yep. Excellent. Thank you so much for your presentation. I believe um Do we have any additional questions or comments before we move on? No. Okay. I do. I just um I'm going to be the naysayer up here because I disagree. I really do. I think that um one we were at Rotary today and we learned about trails and how important it is for the mental health to be active. Get
076away from the screens, you know, get away from um just sitting, being active, and most importantly being physically active outside the classroom, be outdoors. PE brings that to us. Physical education brings that to the student during the day. I find it to be extremely um extremely effective. I taught physical education for years and I feel that there is a um a benefit to it whether it be their freshman year or not. I think it is a huge benefit. Um I don't agree um I don't agree in two credits. I believe in the one you know maybe the one exemption as well but we're taking away that um mental health even the nutrition part of it. in physical education they teach they teach about nutrition and we we are a nation or a United States is
077becoming obese you know and we're getting higher up there and I think we're taking away from that um so I just want that on record I don't agree um that we should be making exemptions for any reason out of physical activity thank you Molly okay so again this is uh for first reading we will see this in the next meeting or so. Okay, very good. Thank you. Uh, moving on to agenda item number 14, discussion on proposed changes to CCSD regulation 517, graduation requirements, and this is for discussion only. And again, Miss Tasha Fusen and Mr. Brandon Brinhurst. Two agenda items in a row for you for the first time. For the first time. All right. So, this is um adjustments to regulation 517 to align Carson City School District graduation requirements to some revisions
078that have been made to the Nevada Administrative Code. Um changing some of those requirements. So, that's the purpose behind this uh update to the regulation. You look on the regulation on page one, we haven't made any adjustments to the regulation there. On page two, there are some significant adjustments that I'll I'll try and explain. You see the variety of diploma options that are offered. There are five different diploma options that are offered to our students. Most of the changes, the most significant changes uh happened under the standard diploma options. Mhm. So, previously Carson City School District required students to take to earn four credits of math and three credits of science. There were options for students to apply for a waiver to that based on some specific circumstances and some of that is outlined here
079in the policy that um as well as what the previous practice was. What this change does in the regulation is change that from four and three down to three and two. And the primary reason for that if you look further down um there is a section that says college and career flex credit. So that is increased from previously being at zero credits required to now two credits required. College and career flex credit. What is that? If you look on the next page, page three in red there, it describes what qualifies as the college and career flex credit. Now, students need two of these credits. They can do level two or three CTE courses, that fourth year of math, third year of social studies, or third year of science. So where we previously required it to
080be math and science and it was requiring students to take some of those higher level things, there is now there are now more options again for it to be able to fit best what a student's particular path is. It still requires those higher level types of courses, but in this case it gives options for CTE courses and social studies whereas previously it was restricted to only math and science. That's a change that is part of the changes to Nevada administrative code. Based on those changes to the Nevada administrative code, we feel like that meets what the intent was of the fourth math and third science. And now we can simply align the graduation requirements for Carson School City District directly with um the requirements for ad Nevada administrative code. Are there questions about that part
081of the change? That's probably one of the biggest changes. Questions from the board? You know, I I just have a comment on the um on page number one where it says it's actually under the academic plan last sentence on on that paragraph. It says the parent or guardian has a right to wave this requirement on behalf of the student. I find that like disad dis a disadvantage to the student because I personally feel that the parent should be part of the education the children's educational plan as much as possible and instead of not um meeting with the counselor I I would say it should be the opposite. they should be meeting with the counselor every semester, not once a year, every semester. And so to to me that I find that that sense um I
082don't know a little bit again as a disadvantage, you know, to this to the family because I feel that the student and and the parent should be meeting with a counselor so frequently. Tash a few for the record. I mean, we can remove that if you like, but we have no way to require a parent to come to the school for a meeting once a year. I we invite them, we encourage them, as you know, we do parent teacher conferences. Um, we just extended that back even to allow those PE parent teacher conference days for the middle school again, but there's no way for us to require that. So, if you'd like that to be removed from a passive position, meaning we're not indicating that a parent can can um wave that requirement, just know
083that there there's still no way for us to require them to do that. I mean, we can leave it out, but I I understand that we cannot require that, but I think that we should not give them ideas. I'm not coming to meet with the counselor. On the contrary, you know, I feel like um with the strategic plan um the parent engagement, that's one one of the things that we point out is like we want to get the parent to be part of the conversation of a of their their children's academic plan. You know, that's one of the things that we have on our strategic plan. And so when I see this sentence here, I'm like, well, we're kind of, you know, giving the parent. So, let me give you I'll give you some historical
084context to that statement. um is it was required in the past that we had signatures from parents on an academic plan. It was part of each school's NSPF, the Nevada school performance framework, the star rating system for schools. So, it was one of the indicators and schools actually got rated and there was a point value attached to what percentage of parents you actually got to to to come in and sign that academic plan. because many parents work, right, and could not physically come in, even though we do evening, some evening nights for our staff. They'll flex out days, that kind of thing. The state allowed a waiver. So, a parent could send in a waiver that said, "I understand that this is the plan." Basically, I can do it remotely, right? You're sending stuff home
085to me. I can sign this and then we could count it for the school as a signed um parent academic plan. That's where that statement came from. that um piece is still on the NSPF today, but it's not worth a point value. So, we could remove it, but that's where it came from. Um specifically, it was because we didn't want to penalize schools for not having 100% parents there when parents could remotely say, "Yes, I've reviewed this and I'm happy about it." And signed it and then sent it to the school. Right. still assuming that the parent is is an active participant in terms of communicating with the school but not necessarily physically there. So that historically that's where that came from and we didn't update that first page but again we can take that
086piece out. It's really no longer applicable because that point piece is no longer on the NPF. If we could that would be wonderful. You can strike that if that's the and it does say on and let's see on the second sentence of again the par the same paragraph where it says at least once each school year is when the student is supposed to meet with the with the counselor. Again, in my opinion, if we really are trying to get the students to if we if we try to get the students in the habit of meeting with the counselor uh once a semester, it will be easier for them to do that in college because in college they have to meet with the counselor at least once each semester. So, it's kind of like getting them
087in the mindset, you know, get preparing them, if you will, preparing them for for college um by having them meet with the counselor once once a semester. It also um so depending on the grade level of the student, they will at times meet more than well they actually meet more than once but it's it's a credit check versus um signing up for classes. So our counselors meet with students once a year specifically to do credit checks. Obviously as a ninth grader you don't have credits until after your first semester. So usually for 9th graders the credit check is done at the same time as they when they do course selections which is like February um for the following year. Right. So they'll get did you pass all your fifth semester courses etc. When you become
088a 10th grader now they're usually meeting with the the student twice because they can now meet with them at the beginning of the year as a 10th grader to talk about did you pass your second semester courses and where are you at creditwise and then they meet again with them in February March time frame to look at how they did first semester and sign up for courses next year. So usually for the sophomore and junior and senior year they're meeting twice once per semester. Freshman year it's usually only once. Gotcha. That's why it says at least. Typically counselors meet with them more than that, but that's why it says at least once. At least once. And that's actually what's required by state law. It says in NRS at least once. I think it's an important
089distinction, too. Like we were talking about getting the parents to school. Nothing about that first paragraph says that the parent is involved in that meeting. It's just that when you're in high school, the student has to meet with a counselor. But the I agree it seems silly that the parent can exempt them from that. But I think we're saying, well, parents can't make it or parents can't return. That's not a part of that paragraph. It's just the student will meet with the counselor. And I think I mean obviously I think that's great but I just wanted to point that out because we had mentioned a couple times well parents can't get there they don't have to according to that. Right. Right. Right. Right. Yep. Yep. Thank you. Yep. Go ahead. Okay. So um one when
090I saw that the you know we removed or removed the one math credit s and science credit moved it down to the uh college career flex credit. I'm thinking to myself going oh wow this is great. you know, you're going to be able to get a credit for auto body, you know, something to career ready for those who are not academic, wanting to go to college or want the CTE. They're the more hands-on. Do you ever anticipate that we'll ever get there? I know they're electives and they have the option to do that. Do you think we're ever going to get where the hands-on um more career ready plumbing electrician of that ever be part of and as important as like um computer science? So I think this is was was NDEs or this the
091state board's attempt at that because if you look they are also required to have a full credit in arts humanities or uh CTE or JOTC. So that's that is its category. It's on on its own as well as then these flex credits. So for for those of you for for those of you newer to the board, um one thing to note again historically, right, is that our district has had higher graduation requirements than the state. Over the last six years, the state has little by little edged up their requirements. Um so Carson City School District, I think for 12 or 13 years now has required um 24 credits to graduate for math res science. A student could opt out but only if they were taking a full load of courses their senior year and they
092couldn't fit it into their senior year. There was a very specific rationale for when students could opt out because they still make state requirements for high school graduation. So little as as the state has continued to up their requirements, ours have stayed the same. And it was just at this particular point in time that it's like okay the the state has finally raised the requirements for graduation close enough to what we've had that um the my thought in talking with the high school principal Mr. Carson's last year was that it's probably a good time for us to finally align our district requirements for graduation for a standard diploma to what the state is and instead of having a separate set of requirements because what that looked like um the past several years is that if
093a student got to their senior year and again they weren't going to be able to get that fourth math and third science then there was a separate form that had to be signed off by the parent, the student, the counselor and the principal to exempt the student or to wave that that requirement. Now with the state and I think Molly you're exactly correct right is that the state is trying to say one we as a state are trying to up our requirements we really want our kids to be academically competitive on the national level um and we are trying to promote career technical education and really looking at um meeting the needs of students beyond just potentially the two-year four-year college route right so trying to get kids to go into the trades and industry
094so I think that's what actually prompted the flex credit piece but in addition to that flex credit piece there's still the CTE credit and you cannot take a course that will fulfill more than one category. So if you take a CTE course for instance auto if you would and that is your CTE credit in order to do those two college flex credits it has to be above and beyond that one credit right so a credit can't fulfill multiple categories you can't double dip like you can in college right where you can take this humanities credit but it's also your elective and it can also you can't do that in high school in high school it fulfills one and only one category so yes Molly I think that's what you're saying and I think that's really
095what the intent is right it's trying to get kids to filter into that post high school thinking, right? Whether you're going to go to a two-year college, a four-year college, or to a career tech academy or, you know, um into the training, yeah, you know, into a the world of work, if you will. But yes, so that's really so that's why even though it looks not awesome that we've reduced the number of 24 credits down to 23 in essence, know that at one point in time the state was only 22, then it was 22 and a half, and now it's 23. And so we just felt instead of having a separate and still have to have an opt out for that last credit, we would come in alignment 100% with what the Knack updates are.
096Does that answer your question? Okay. You know, I do have another question on page number two um on the uh diploma options. Um I noticed that um adult education is still listed as one of the option yet on the column it has been crossed the education part has been crossed off. And it says adult standard is that that's the change that's that's also the change in knack. It refers to that diploma as an adult standard diploma now. That's instead of adult ed, it's called an adult standard. Okay. So then the adult education should be changed to adult standard. No, it's just the name of the the diploma type. Adult education is still adult education. The name of the diploma is now an adult standard diploma. Gotcha. Okay. Thank you. And then on page number three,
097just a small typo on requirements where it says additional college and career ready um CCR diploma requirements and E is missing. Thank you. Okay, any other questions or comments from the board? Okay, see none. Thank you so much for this presentation. We appreciate it. Thank you. All right. Agenda item number 15. Um,formational update on the district strategic plan Power Carson City 2027. And this is for discussion only. Superintendent Filling [Music] Sorry. Good evening, trustees. President Ramirez. Um so tonight is um one of our updates as we uh have them four times a year. Uh some of the the data points that we had previously agreed upon um related to the district meeting um the obligations of and being accountable to the the strategic plan for the school district. So the the document you have um
098is one that we have looked at several times and um for our newer trustees I I know uh we you we've looked at these I think two times since you started maybe maybe just one other time. Um but I I hope this kind of makes sense. Again there's a um one page for each of the goals of the strategic plan. Um there are objectives that are listed within the strategic plan. Those objectives are listed here. Uh to the right of that are success standards. And just one of the things I always try to clarify um like in in the case on goal one. So when you're looking at goal one, there's four objectives and there's four success standards. Those success standards are not attached to the individual objectives. The idea was to come up with
099what what would be potentially some metrics that could give us some idea of how we are meeting the goal itself. So the fact that there's four success standards and four objectives is is really just kind of coincidence. We're we were looking for different metrics that we thought would be appropriate. But I think when I initially brought this, there might have been like 12 um and we just narrowed them down to ones that um we thought were maybe um most valuable. And so then uh when that was completed, we tried to get data um baseline from the 223 school year as we started this. Um and there were many things that we simply didn't have data for. So we had to start um building to uh processes and and aligning resources to be able to start
100gathering some of this data. Um but then as you as you carry forward into um the different quarters as you move to the right um you'll see that in in some cases where we didn't have data in 2223 we now we then got it during the 2324 school year or we were still building and then in the 2425 school year. Um hopefully I believe we've we've now kind of gotten to that point. Um although I know there is still some fine-tuning and I I'll note that when we go through this. So um first goal exceptional staff um two of the success standards um have their data in now. So the the first one all vacant positions will on average have three qualified candidates that apply. Um so back in 2223 that was at 82%. last
101uh I the 23 24 school year. So, and we're looking at this at the end of the school year. So, this is really reflecting all of the vacant positions we had during the school year. Um and then how many that how many applications then would we get for those? Um you'll note a slight increase then going into the 24 25 year um up to 86.76. Although in the process um mi Mr. Sadler and and thank you to Mr. Sadler for continuing to find new ways to get creative with data and to crunch things. Um we are averaging 10.5 applicants per position. That doesn't mean we are getting applicants for every position. There still are are those out there. Um but uh compared to last year, we were around nine applicants per position on average. So
102that that in itself, even though that percentage only improved a bit, um the actual like having basically one and a half more applicants per position. So that's um that's good. We It's progress. Yeah. Um we we and and that um I don't know. It's just been a real uh a real improvement um across the district in terms of seeing this pool come in with almost every position um folks who are interested. So, it's been a positive change. Um and we will we're continuing to look at this. One of the things that um we were talking about is that currently um this is including if we have a position that has only been posted internally and we might have one internal candidate that is um interested and then hired for that position. That would count against
103this because we only had one one person. And so it's kind of a unique circumstance that maybe we should um peel those out, but but we would have to do that back for three years. And so we we just haven't gotten to that point, but we're still, you know, just trying to think about how to best represent this um to you all to the public. Uh the second success standard related to goal one, 90% of staff believe CCSD is a good place to work. So that this one is uh this year we have kind of the purest um uh answer since 2223 I guess although it was asked a little bit differently in 2223. So um what this success standard says that staff believe CCSD is a good place to work in our end of
104the year um Jack survey which is the joint advisory committee with representatives from our three um employee associations. We put out this survey and this year we we added specifically that verbiage that I believe CCSD is a good place to work to be as clear as possible and make sure it's aligned with this. And so there was a a a liyker scale response of strongly agree, agree, somewhat agree, and then on through the disagrees. So um for those people in the in the three to the affirmative, um that was uh answered uh that was 96% of our staff that answered to the affirmative to to to varying levels. So clearly um we're not perfect or that would be 100%. Um, but it it's still it's it's in a reasonably a good place. So, I I
105think um I think the whole district should be should be proud of that. Uh, moving to goal two, we don't have anything for goal two. A lot of the academic um numbers are still going to be rolling in here now in the fall. So, we'll be we'll be getting to those here in the fall, like fall, probably more late fall in some cases. um but we will have those soon. Under goal three, um the metric here we have and again it's the end of the school year and this is looking at volunteerism as a proxy for engaged parents and families goal three uh and trying to what we do is we look at uh a ratio of the number of people who are um approved as volunteers and then we divide that by the student
106enroll. enment of the district. And the idea is just getting a sense of what what does that ratio look like? What does that percentage look like? And so what we've seen over time is that that percentage has actually um gone up slightly each each year. And so, and you know, I it's hard to get a a maybe a perfect metric with this, but just the idea that um a larger percentage of our families are volunteering to do something in our schools. And so, I think that's that's a a positive um positive trend. I I don't I don't exactly know again like I I don't think this is ever going to be 100 realistically, but but I don't exactly know either how good that number is. I don't know how that maybe compares to other districts.
107I don't know that other districts even look at this sort of thing. I think we're better than everyone else, so they probably don't. So, I'm just kidding. Sorry, I shouldn't have said that publicly. Um so anyway, so again moving in in a positive direction, not an enormous move, but just um uh just positive. Um moving on to goal four, healthy generations. So one of the things that we never had kept track of um in a in a systematic way uh was tracking the number of kids participating in co-curricular extracurricular activities and I have to give um a lot of credit to Dr. Ricky Medina um who found a way for us within our existing systems I I guess with minimal impact to our schools in terms of um trying to account for this within our
108student information system but that they're accounting for it enough that we can now pull this data um and and we can actually pull it. There is fine-tuning to do. this is really the first time that we've um we've collected this kind of data and pulled it and I there's some things I think that we can maybe improve upon and how we're doing it. Um but I'm just I'm really excited that we we have it now. And so um the percentage of students that are at the secondary level participating in co-curricular extracurricular activities um 41.6%. You'll see under the success standard we said 25%. that number was a a a shot in the dark. I we we didn't really know what was good or what it should have been. We don't know what it is at
109other schools. And so now now that we are able to generate some numbers, we can maybe start doing some research to understand what what would be a good place to really be. So that might be something that that changes in the future. Um and uh one of the things Ricky um set this up K12 so the elementary schools also were entering you know if kids are participating in clubs at the at the elementary level that's really the only option they have at this point um but so when you when you include that um you have the percentage drops to 32.5% um and there's still some reporting inconsistencies between the uh between some of the schools we need to figure some of that out. Um but but overall I'm I'm really happy that I'm actually finally
110able to present you some data. Um my my guess is um as we continue to look at this and try to understand it and make sure we're reporting it I guess as accurately and meaningfully as we can um that some of these numbers might get fine. So I might retroactively come back to you and say well um you know this 41.6% 6% really should have been 43% because we didn't we realized we didn't include one activity or we thought or maybe it drops because we thought one activity for some reason shouldn't have been included. So there's still um a little bit of work to do but uh again just excited that we we have something and absolutely again thank you to Dr. Medina. Uh the last one um uh communityful partnerships. So, one of them
111was having a um a higher retention ratio of our um community partners. Um we still don't have and a big thanks on this goes to um uh well Ky Robas and uh Dan Davis um trying to help track all of these community partners. We will have a more robust system for um tracking this next year with a uh there will be a new software platform coming on so that we can um kind of I don't know just query on it, track on it and have better information. Um but our overall number of community partners we believe went up from 109 last year to 127 this year. Um, and so, uh, we're I mean that that increase is good. Um, again, I still think we need something to better capture and track some of that data,
112um, just to make sure it's uh, 100% accurate as as we're presenting it, but we we do believe that that is the number. So, um, so, you know, not maybe nothing earthshattering, but again, the idea is just kind of consistently bringing this back and hopefully things are moving in the right direction. and we're not seeing any negative trends. Um, but I I think we're um seeing generally good direction overall. Um, as uh and again then we'll we'll be back again um talking about this once we get a little bit into the the fall. That will be heavy on some of the academic data. Um, and I I think there might be a couple other items, but that one tends to be more about um academics as we start getting our askback um data and some
113other um little data points back for us to to share. So, with that, uh, thank you and I'm happy to take any questions. Well, this is starting to look good. Like you say, you know, it definitely is heading the right direction. So, thank you for this information. Any comments or questions from the board? No. Awesome. Well, thank you. Thank you for sharing this with us with us. And our community connection meetings will be starting. Yep. We our first one is when I believe September. This is I'll just say this is tentative because I know Miss Renee is going to get mad if I throw a date out there. September 17th. September 17. Right. There you go. I'll still say tentative though. Just you never know. Um, and I I think the first the first one
114will be centered around um some more about our uh CTE work. Um, and uh, Candy Robos actually will be helping us out quite a bit with that. But wonderful. Um, show off to the community a little bit more to showcase those programs. Wonderful. Excellent. Thank you very much. All right. Agenda item number 16, approval of consent agenda. And this is for possible action. Anybody? Okay. I move that the Carson City School District Board of Trustees approve the consent agenda as submitted. Did I get a second? Do I have a second, Rebecca? Okay. So motion uh by trustee Walt and uh second by trustee Roberts. Any board discussion? See none. Any public comment? See none. All those in favor? I. Any opposed? Motion carries. Agenda item number 17. Umformational items and this is for discussion only.
115No action will be taken. Any comments or questions on that item? Seeing none. Okay. Agenda item number 18, requests for future agenda topics. Um I don't know if this is really an agenda topic, but we do you have your microphone? Sorry. Is it I don't know if it's really something for the agenda, but just um maybe an update with schools starting soon. We talked about um the bus routes and kind of aligning those. we could get an update on if they're what they're doing with that. Just send us information on your one of your updates maybe. Okay. Okay. Molly, um question then. Are we still looking at the last meeting of every month to do um something off the budget? So like the next one we were going to do was special education. Would that
116still be going on the last meeting of the month? Um, we're looking at are we doing the last meeting or at every meeting that we have to review bud uh budgets budget items? Mhm. So, once a month. So, the last meeting of the month. Does that sound Yeah, sounds doable. Okay. You you good with that? Okay. All right. Uh, agenda item number 19, a German. Thank you so much everyone. [Music] Oh, [Music] hey. [Music]