School Board Meeting 6/24/2025

001[Music] for [Music] you. Oh. [Music] Oh, [Music] hey. Don't [Music] fall. [Music] District Board of Trustees meeting. Today is Tuesday, June 24th, 2025. And we are going to call um the board workshop to order at 6 pm. And this is agenda item number one, round table discussion among board members and staff addressing the following topic for discussion only. No action will be taken. Presentation and discussion regarding federal, state, and local grant funding in the Carson City School District. And I believe we have Mr. Spencer Winward, Miss Cassie uh Clark. Welcome. Sure. All righty. Thank you, Madam President, members of the board. Um, this is a kind of in response to the inquiry that you guys as board made to find out a little bit more about some of the separate funds. And so that's why

002we're having this workshop is to write a little bit more in-depth uh information than we typically do. Um, and we intend to do that for four separate funds. and to talk a little bit about a grants program. If you recall a couple months ago, we did talk a little bit about grants and we highlighted each uh the positions that were coming from which grants. Um so this will kind of pick up where we left off with that discussion. And as it is a round table discussion, we welcome questions anytime throughout. So, we'll go ahead and start with uh Cassie here to kind of explain a little bit about what she's been doing lately to uh procure new grants and and some of the stuff that she's been doing is she's developed that to a greater

003level than where we've been in the previous Yeah. Um, so I have been searching for grants and trying to expand where we can find grants because from what I've gathered, we've had from grants in the past, it's mostly title grants um grants that are given to us like ESSER where um ND it flows through NDE. They kind of just give us an amount that they're they have predetermined on their end and then we spend it. Um so I'm looking for stuff where we can branch out. And so, um, I have looked through Candid, which is a nonprofit, um, directory where you can search for all sorts of nonprofits, big huge names. You can look at their 990s. You can see what they're giving to and how. Um, I'm also have used instrumental, which is more

004of like a nonprofit and corporate giving. So you can see where corporate foundations are giving their money and then where also um private foundations are giving their money. We also have a resource from um the office of federal assistance from the governor's office called nava grants. Um and it's pretty much grants.gov but a little bit easier to use and better for searching and saving your searches. Um and then there's also grantstation which is more of a corporate search. I would say you can find foundations on there, but it's better for corporations. Um, so I have put together lists for teachers to go after where you can find smaller grants. Um, things that they can um yeah, they can go for if they're looking to plant trees or things for their their classroom. It is on

005our website where they can kind of search that and see what is available for that, what they can go for. Um, we have expanded and I have applied for the congressional senators grant and we focused that grant application on mental health which they have given funding to in the past to other um, school districts. We haven't heard back from them but we should soon. I'm assuming it's probably tied up with the big bill that's going through the Senate right now. Um, we also applied for the community mental health services block grant and I worked with Christina Stapion to determine what that program kind of needs and how we can get that funded. Um, and that's through the Nevada um, Department of Health and Human Services. We've gone for Mckin Vento and we had an increase

006from our prior cycle of $20,000 more. Um we've also gone for a couple um agriculture Nevada agriculture um grants and we were awarded one for our greenhouse. We are going to leverage our Carson City School Foundation 501c3 status. Um, so I did help them get the VARA Foundation grant and that was 25,000 for the AP testing and then it I've just been helping other people in the district. So, um, the McKini Vento, she's going for Nevada Power or Nevada Energy and trying to get funding for that program because they like to give to um people that are facing homelessness and that's what Mckin Vento is. Um, and so just been a resource for the the district as well for teachers or for administrators as well. So, great questions. Um, Yes. Yeah. Thank you. Um and

007thank you um Spencer for bringing this forward as well and and going over I think we as board members can benefit, you know, knowing what the future um is going to look like when it comes to budgeting and it helps us kind of understand um the budget as a whole. You know, I think this will be um very informative. So yes, thank you for um for bringing this forward. So the first question I have is the different color codings. Some of them are in blue, some of them are in green. Uh what does what is the different color codings? That was the secret of like the presentation was going to happen in like 20 minutes, but if we want to skip to that, we can. So Oh, are you go is there you're going to

008go through? Yeah, we'll go we'll go through these. So Oh, sorry. I thought I'll wait. But that is a great question. We will address it. I promise. Yeah. So I did you guys have any specific questions for Cassie? Yeah. No. Okay. She I just have to brag about her a little bit. She's done a wonderful job. Um the greenhouse grant that she procured that's slightly over $60,000 of money that just wasn't available to us. Wasn't going to show up on our doorstep. So she's done great to go out and get that. Um she's working on another one. I I forget the name for safety services for the Oh yeah, the um cops grant. So, it's school violence prevention program. And so, we're asking I our buildings, our brick and cement and um emergency uh public

009radios don't work in our buildings very well. And so, we're asking for funding for antennas to help them work in our buildings, which is a big safety gap. So, yeah. And it's a very, very expensive expense. So, yeah, we've been working to address that efficiency, but it is very expensive. and she's found this source uh her in compilation with Ann's here to to find some funding to be able to make that happen sooner than we could if we didn't have grant funding available. So yeah, I was wondering on the cops grant, uh do we get any money from the cops grants now for the school resource officers or is there any way to pursue that? This one I believe is specific to infrastructure. Um, so the repeaters, um, radios, um, getting a dedicated emergency services

010channel for the school district, um, so that all of our sites can communicate. It would really help if, you know, we always have those what if scenarios on if we have a widespread community issue where we need to talk from between schools and schools. That would be very difficult to do at this point. And with some of this grant fund available, we'd be able to bring that up to where all of our sites and transportation will be able to be in communication with each other without relying on cell phones in the event that that's not working in during whichever emergency may present itself. So, another great uh source that that has happened and she brings a lot of experience from the corporate and private side and has has been searching for avenues there that ordinarily

011school districts haven't gone after in the past. So, she's done a lot of great work for us. So, All right. Um, kind of for probably the remainder of our time, I've got um in front of these 10 pages are a synopsis of each of the grants that we currently have and they are colorcoded. So the blue are state grants. So very few of those as the PCFP kind of did away with a lot of those grants, but there are a few still still around. Green are federal sourced and then the yellow are private grants. And so as we kind of go through that just kind of gives you you can quickly glance and see how many grants we have of each of those sources and what they do. And then if you look to the

012right hand side of that there's two columns. We have the amount that is budgeted for FY25. Uh as we're wrapping up that year we felt like those are pretty good numbers to give you an idea of what we typically see from these grants. And then we have FY26. And there's a a lot of different things going on in the FY26 column. So on that very first page over to the right, there's kind of a little key that describes what you may see. One of the most important things um any that's in red text is amount that we're expecting we're anticipating to receive, but we actually have not received that. And that um you know, we're feeling we feel pretty confident with those numbers here. If we didn't expect to receive those, we wouldn't um show

013those numbers here, but they're in red just just to show you that that's not necessarily set in stone at this point. We're feeling pretty comfortable about it, especially grants that we've had for several years. We kind of know how they'll work, but the amount that that very first one, the prek for example, that's 1.3 million. That amount may be slightly more, slightly less when it's all said and done. Uh the other two items in that kind of key there up next to the FY26 budget of each grant funding source, there will be one asterct in green or two in blue. The green assets are funds from FY25 that run on the federal fiscal year, meaning they can be spent up till September 30th. In some of these cases, we'll have funds for FY25 we spend

014through through the September 30th and we haven't received or don't know what our FY26 funding will be yet. So, that's what those two different descriptions there are to kind of let you know what we may have. And again, those are the kind of things that we've built a picture based off of much information we have, but it's not all set in stone and some of it gets finalized February, March of the year before we finally say, "Oh, the 1.3 million you said we're going to get, we're actually going to get." So, it's lots of fun trying to to manage this kind of piece. And we have great people like Cassie and and her team that that stay on top of it and make sure that all of our eyes are dotted and teas are crossed

015so that we don't get our hands slapped for doing things the incorrect way. Um so to kind of talk through the the state grants um in the description it's pretty explanatory of what we have in each one of those. So the first one is is prek and there's a lot of talk this legislative session of whether that would be expanded or not. As far as I know it's going to look very similar for the upcoming years what as what it was the previous year. So out of that grant we do have eight uh classroom teachers for prek and eight pair of pros that are funded from that. Quest quick question on that. Do we anticipate enrollment at prek um increasing or decreasing? Just question since it's going to be staying the same or we is

016that too hard. My crystal ball is in my bag so I don't can't consult it to see. Um we we kind of we have some studies done that kind of look at the birth rate to kind of see hey we're going to see years of of fairly steady uh enrollment or we're expecting a dip because four years ago the birth rate was considerably lower. So it gives us a little bit we do those about every five or 10 years that gives us a little bit of an outlook but it's really there's just a lot that we don't know until we do the ready to rock kinder program and get a lot of people of those kids enrolled. And if I could add to that too. So the the the number of um classrooms we're expecting

017to have for next year is is the same at this point. Yeah. Um we're waiting um there were were some changes in the the rules. We we understand in terms of um eligibility potentially because it was very restrictive to um a certain uh income level um and some other considerations. But um there there our understanding is that some of those have been eased a bit. We haven't gotten guidance from Department of Ed on what those final rules are and how to apply them. And and potentially NDE is looking to I guess potentially start their own um like prek application system, which I I'm not that familiar with what that might be, but in in the bigger picture, the number of classrooms we're expecting to run are the same. Okay. Thank you. All righty. So, thank

018you, Mr. Fueling. Um, one of the other things, so, so again, you can see we have salary and benefits broken out in those, uh, following all of our funds. That's 80 to 85% of, of all of our expenditures across the district. So, some of these grants will even more heavy because they're restricted to only be used for salary and benefits. Um, so this this previous year, 1.2 million for salary. Um, excuse me, salary and benefits combined. And then you'll see professional services. These are usually contracted services. Um, in this particular case, it's QRIS, which is a prek rating system that we're required to have. That costs about $20,000 per year. And and so that's paid for out of this grant. And then the third section would be materials and supplies. And those amounts you'll see

019kind of a lot of times that's kind of okay, we've we've satisfied all the the needs we have for salary and benefits and any contracted services that we need. What do we have left over for salaries and supplies? That number can kind of go up and down based off of what we have available. Um because like I say, if it if it get ends up being September, November when these numbers are finalized, at that point it's really difficult to remove the personnel to run a classroom, but we can fluctuate the supplies funds that are available and may need to supplement those from the general fund. And then the final section in that first grant is dues and fees. And in this particular case, uh they pay for some family passes for children's museum and entrance

020fees there and also for uh prek field trips. Um any questions about that grant? The question I have, but it's going to be I think for all of the grants. Um so when there is a salary and benefits um positions within the grants do um is it your practice then to literally make a 100% of that grant pay for that um position or do we you know maybe partially pay for it with the grant and then partially pay for it with gen general funds. We do some have some instances where we split fund or braid funding um just for ease of practice if we can cover a position entirely from a grant. It's just so much easier from an accounting standpoint and keeping track of things. Uh but we have some cases where there's a

021lot of talk with the SP231 being rolled out of the general or rolled into the general fund from the special revenue fund where it resides and that might have caused some scenarios to where all of a sudden we have a 4% increase of cost of salary and benefits and grants might not cover that. So then that's where we could adjust supplies and keep those salaries and benefits whole or we'd look at doing a split funding okay scenario. Um, and then this would apply to all the grants as well, matching funds, you know, the grants that um require the matching, whether it be 15%, whatever the case may be. Um, does that do the matching funds come out of the general fund? Typically, yes. Yeah. Okay. And then if any time I'm you know out of

022curiosity I don't it's not in here but um uh maybe I'll follow up with an email just to kind of get that amount of what amount we put towards matching funds um from the what is taken from the general fund to match these grants. Yeah. For for the most the most part of the federal and state grants there's not matching requirements. Typically those the largest one we see are capital projects. Um NV energy will have some programs where they have some funding available and there there'd be a requirement or federal rate program which is separate from these funds has a matching requirement. They've updated that to where now we actually don't have to spend our portion to get the matching amount. We're just invoiced what our portion would be and we it's much cleaner than

023it has been over the previous years. So there there's not a lot of matching funds particularly in the federal state grants that are education based. And I I know that um the S the COPS SVP grant that we're um Cassie just mentioned that one I think has a 25% match if we get it. Yeah, that's 25. But again, it's like it's more capital intensive type. Yeah. But there are options like OFA does have a match federal match program where like they'll you can ask for a grant for that funding so that we would have there are I understand too there's foundations out there that will um that you can apply for that will match will take care of the match of some of these fundings. Yeah. Yeah. Yeah. So not necessarily it has to come

024from the general fund especially where a lot of those are capital project based could come from those other funds and we we do look to see if there's some other sources to partner together and some matches can be like in kind like if SVP allowed it um and Sears salary could be applied towards that match. It not it's not applicable for that one. It has to be cash. But in some cases, matches can be in kind of. Yeah. If our personnel provided labor to install something that came from the grant, that could count towards matching in kind on the cases where that's allowed. All righty. Um, second state grant is E-Clip. This is a little bit of a smaller grant. Um, the one thing I'll just really kind of point out is we had that

025available FI25. We do not for FY26. Um, we only had one position in there and we need to find different home funding for that and then extra hours for Kinder Rocks. So, um, Miss Greener has done a great job of of reallocating some of the resources to get those covered. Spencer, excuse me, on that. Did you say you're going to try to find extra funding to keep that position or would that position uh be cut? not extra but alternative funding out and the alternative funding would be out of the general fund. A different grant source ideally is what we'd initially look for. Um I would have to look and see the specific position to see where it resides now. I apologize I don't have that off the top of my head and it uh oh

026I take that back. This one is actually one that was is this the vacancy? It was not filled for FY25. Okay. Okay. So, so there was no one in that position for this year. Okay. Thank you. Um, which makes it easier to It was not filled, did you say? Sorry. Yeah, it it was not filled for the entirety of FY25. Okay. Mhm. Yeah. Um, won't spend a whole lot of time on that e-clipip where it doesn't really apply to FY26, but you can see what we had in FY25 there to kind of get an idea of that's what available was available to us that we don't have um access to this year. The next grant is CTE allocation and these are very specific. Again, with all the grants, we receive these funds and they come

027with instructions on how we can spend them and we can kind of ask and modify a little bit, but for the most part, they're like these these funds are available for this. So, a lot of times, for example, we couldn't take CTE funds and fund that prek TOSA position. That just wouldn't be allowed. Um so we have some salary costs and this is mostly for um professional development and then um or excuse me it's there's no salary costs. So we have some teacher costs for professional development and then travel for student costs to CTESO events and uh competitions. Um a lot of materials are purchased out of this grant. um helps with the, you know, those those hands-on classes that have some consumable materials. This helps quite a bit and being able to provide those

028for us. And continuing on the next page, um you'll see there's some testing for health science programs. That's something that we didn't have this past year, but will be covering in FY26. And then also some additional materials and supplies that we didn't have funding for this year. We have some available of that for upcoming FY26. That is it for state grants. There just are not a lot now where most of those have been incorporated in the the PCFP funding plan. Um so that that is all of them which I I will say I'm a fan of not having 70 different state grants to keep track of. All right. So federal grants. Um you have a lot of these. We'll kind of go through which u a couple of these. We have some that are not

029very big. The very first one is farm to schools. You can see that was really a $4,000 grant for FY25. Uh we've been awarded some additional money there. Uh that's that sometimes can be based off of funding available based off of the good work that our grants department has done to justify our additional need for some funding. But you'll see that we're getting just shy of 60,000 for that for FY26. Going to be some professional development for agriculture teachers. um some construction to cover some assembly of the greenhouse that was funded through the other grant we talked about earlier and then some supplies to kind of get the a programs going particularly in the middle schools and some additional equipment there. Um tough shed and then and then is this the one the greenhouse is

030in? It is. Sorry, I didn't realize we had that one written down. And it shows 25 and 26 because it it has like a 27 month cycle. So it doesn't expire until 9:30 26. Yeah. So So I did see the greenhouse get unloaded by forklift about a week ago. So it's on the premises. That might make Miss Fusan really happy. She was hoping to be able to walk through it before she left. Uh next grant is um title 1D and this is a funding for department of corrections. So um and again about once a week or more I learn a new acronym in the education world. So um also about once a week I forget a new one I learned a YOP was one that I learned yesterday and already forgot. So, youthful offenders something

031something. So, it sounds like some of you know that, but that that covers one one full-time position for a YOP teacher and then some travel for them to attend a GED related event. And then also some supplies and equipment. And you can see where that's lower in FY26. This is FY23. That's one of those where those supplies can kind of fluctuate fluctuate based on what we have available. And sometimes there might be a greater need where we were able to purchase some larger supplies that last for two or three years. And I'll I'll just clarify the youthful offenders program. So those are um at Northern Nevada Correctional um basically 16 and I think mostly 16 and 17 year olds that have been adjudicated as adults. So they're they're they're kept separate from the forget the

032general population. Right. So we have a separate teacher for that and that was a new program as of two years ago that just over the past two years that came up on this grant. I see that uh looks like next year um the salary and benefits have been reduced considerably. Am I reading that right from so they have this this would be our first example of the green asterisk. So, if you refer back to the first page, um the the green ascript means there's funds from FY25 that don't expire till September 30th. Okay, that's what's going to be delineated there. Um we anticipate getting FY26 funds, but until we know what those are, we don't include those. So, if we had a pretty good idea, it would be in the red font where we don't

033have a really good idea, but we still anticipate it, it has that green asterisk. So, this is really that's kind of the remainder of the FY25 funds that can be spent up through September 30th and then we anticipate getting funding similar to FY25 uh to go throughout the rest of the year. Yeah, that was my fault. I heard you say that earlier. N that is a really small green asterisk. So, if you didn't see it on the first time around, don't feel bad. I I would just say too, I think it's one of the great frustrations on our side is you're trying to keep cons consistent programming, but the timing and awarding of funding doesn't always align. So truly, we we are kind of um making some decisions not knowing with certainty. There's imperfect information

034with some of this stuff um and and in varying ways with funds crossing multiple years that we have to continue to track. So it just it it gets very complicated I would say just trying to manage all this and stay on top of what we think is is going to be happening. Just a couple questions. So that helps those youth get their GED. Is that what that program is? Yes. Okay. And do you know about how many that we have go through that? How many students there? So last school year I think they had 15. I think it was 15. Yeah. Yeah. And they all completed like is it pretty successful? That that I don't I don't know. Um I can talk to Mr. Chamber. That's under Mr. Chambers privy. He would he would know.

035I I think some some of them um I think just still because they were so young. It it didn't it didn't happen as quickly for for sure. Sure. Is it an optin kind of thing? Do they have the choice or I don't think they have a choice. Okay. Actually, it's a good question too. I'm not positive. Yes. I think it's if they're under 18 and incarcerated, then they do have to participate until they're 18. Right. Right. Right. So, well, I'm glad there's something for them. Spencer, just so that I'm clear, so that 134 is for one teacher salary and benefits. Okay. So, that that would be like a similar to a topped out somewhere on the upper end of our salary scale would be closer to that. Okay. Um, so we're we only have four

036minutes left. So just kind of looking at this. Um, uh, I think I'm going to just jump ahead if you don't mind. Go ahead. Kind of looking. Okay. So, a couple questions that I have. Um, so every grant comes with indirect costs and then so where do um those indirect costs then you know the for where do we allocate those? Yeah, not all of them. that essentially kind of covers some of our office overhead, our grants department that's managing all of these, our fiscal department that's handling transactions for grants. So rather than us having to track and say, you know what, our our pay bill specialist spent 7% of her time on this grant, we're just able to apply those indirect costs for the grants that do allow it. Not all do allow it, but

037if we are able to, and that's another one of those that if there's funding available, then we'll we'll claim that. if there's not, you know, we'd rather that go to supplies or some to a direct cost if possible, but in cases where that's not all necessarily easy to do, we're able to claim some of that through indirect cost. Okay. So then looking at federal title 1A, um you know, I see that there's um 100% full-time, 50% full-time cost, 25% and 100. Um, so then to fulfill the 100% or is that funding coming out of the general fund? I'm on page three. It depends. So the McKini Vento leaison um it half of it comes from McKini Vinto and then half of it comes from Title 1A. So it really depends on the position. Um but

038usually it's braided funded with another grant. All right. Um, and then taking a look because we only have now two minutes or I've got 20 seconds. Question is, if we were to say to you next year that absolutely zero funding for grants can come out of the general fund because there is no we don't want to do any deficit spending. What would you do? How would you be able to to do that? I I don't know the exact number of what that works out to, but um I mean that just ends up being a part of the larger calculus of where else potentially could we fund people out of or I mean it just it's complicated. There's 22 funds and a thousand employees. So there's lots of different ways to try to make it happen.

039So unfortunately we ran out of time. Um may I suggest that we uh reach out to you guys? Is that okay? Can we reach out to you for any questions that we may have? Certainly. Okay. Thank you. We we'll happily share any questions you have. We'll share a response with the entire board so that everyone can Thank you. Thank you guys very much. We appreciate that. Time flies when you're having fun. All right. So, so we are going to uh call board meeting to order at 6:30 6:31 p.m. And I need to um uh inform everyone that um Mike Walker will be joining us by phone and we have um a couple of trustes that are absent. Um Trusty Peterson and Trusty Clappam and they are both excused. Okay. So, we're going to continue with

040agenda item number two, adoption of the agenda as submitted. And this is for possible action. So, so moved. Second. Um motion by trustee Verer and second by Trustee Wall. Any board discussion? Seeing none, any public comment? Seeing none, all those in favor? I. Any oppose? Motion carries. Agenda item number three, uh flag salute. If you can please join me for the pledge of allegiance. 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 all. Thank you so much. Agenda item number four. Good. Did you Did we get a call from Trusty Walker? Not yet. Okay. By the way, I need to disclose to that we do have a quorum. Even though we have two trustees

041absent and one should be calling in a minute, we still have a quorum. All right. Agenda item number five. Oh, excuse me. Four, superintendent report. And this is for information only. Superintendent Fielding. Thank you, President Ramirez. Um, well, the schools are rather empty at this point. Um but making rounds around the district, there's a lot happening um in terms of rooms being um cleaned out and uh our custodians are just tearing things up, trying to clean things uh as we get through started here in the summer. Um some of our capital projects have begun. Um so that's been good to see. um turn. Oh, the um the ticketing booth gate um over at Carson High School. Um we had the official ribbon cutting for that. Um it was just a fantastic event. I think there

042were at least 50 people um there to probably closer to 75 people there to uh be a part of that. And just a a huge huge thank you to again to um Carson City Chamber of Commerce in the leadership class of 2025 for making that project happen. I know it took extraordinary effort. Um I think some people's real real life jobs um the job descriptions got changed because they were working so often on trying to help make that happen. But it is just a a beautiful setup now. So I'm just very grateful for that. Um otherwise the the only item I had um we're going to be sending out uh an email to you all for for next year. One of the things um I talked with President Ramirez a couple months back is um

043trying to start regular like I don't know quarterly but three times a year meetings with each individual board member just to have an opportunity to um to chat um and talk about things going on. So um there'll be an email going out soon just uh trying to set up some of those times with you through the year so you can calendar them out for yourself. That's nice. Thank you. Oh, sure. Okay. And then I'm done. Sorry. And then Trusty Walker jump. It sounds like Trusty Walker is about to join us by phone. You ready? Okay. I could hear you. Hi, Mike. Hello. How's it going tonight? Good. Go ahead. You're good. You're done. Okay. Very good. All right. Thank you, Superintendent Feling. Agenda item number five, association reports. And this is for discussion only. Do

044we have a member from the association? No reports. Okay. As see agenda item number six, public comment. Um, do we have inerson public comment? I see none. And we don't have online public comment. So, I will skip that section and I will close at this point. uh the uh public comment section or the agenda item rather. Agenda item number seven, presentation and possible action to approve the renewal of proper property/casualty insurance package with Nevada Public Agency insurance pool for a total program cost including all pool services not to exceed 959,633.21. Uh, self insurance. Oh, never mind. Sorry. Am I Am I We're good to go. Okay, I'm good to go. Okay, I can continue. How about if I start over again? Okay, let's try this again. Agenda item number seven, presentation and possible action to

045approve the renewal of property property/casualty insurance package with Nevada Public Agency insurance pool for a total program cost including all pool services not to exceed $959,63321. self- insurance bond in an amount not to exceed $5,400 and excess workers compensation policy with Star Insurance Company in an amount not to exceed $78,500 for July 1st, 2025 through June 30th, 2026 as budgeted. And this is for possible action. Um we have um an Seir and Mr. Spencer Winward and Mr. Ryan Caraventa and Mr. Wayne Carlson. Thank you, Madam President. Uh, just want to make note that an Sir is joining us via phone. Via phone. That's correct. Okay. And, uh, again, we have Mr. Garventa, Mr. Carlson here who do some wonderful work for us on the insurance side of things for the school district. I don't know

046if you guys would like some time to present or I can kind of give you my skinny rundown from the financial side of things. Unless that'd be stealing your thunder. Hi everybody. Good good to see some fi familiar faces. Uh thanks for having us out again. Um I'm happy to do whatever you want to do. I apologize. We've we were waiting out in the the hall and almost missed the missed the meeting. Uh glad glad we glad we made it in. Um I can I'm glad you're here. Thank you. I I can give a just kind of a a quick climate of the insurance industry. Um I think Wayne can give kind of a quick run through of the the program highlights this year if you'd like. Um if that if everybody's agreeable to that

047and we can get going and and move on. Sure. I'll f fill in any blanks they miss. Perfect. Please do. Um first off, I just wanted to say thank you. Um the team at the district is really phenomenal to work with. They make our our life and our job easy. um by by doing their part and and keeping up their portion of the work. So, thanks to everybody. Uh appreciate it. Um briefly, um and I think this is important because it's going to demonstrate um the hard work uh that Wayne and his team at the pool have done. Um insurance climate overall in Northern Nevada. Property due to predictive fire mapping is is skyrocketing. Um auto rates, commercial auto, personal auto in Northern Nevada are skyrocketing. umbrellas are getting harder to find. Limits are harder

048to attain. Um, and the abuse and molestation component, that's a very important component of the policy. Carriers are writing less and less limits, if at all. And that's getting to be harder to find as well, which is probably the most important portion of of this policy. And so knowing that climate in kind of the dicey area that we're in, um I think it speaks volumes to the hard work um that the pool has done year after year, but especially this year to even come in with lower rates than last year on the property and the auto, etc. Um yeah, it's just a really really wonderful job that they've done and and and I I don't want to steal Wayne's thunder either. He he can tell you kind of how we got from point A to

049point B, but I want to give you just a highlevel kind of overall what somebody in the open market is dealing with versus what a pool member is is getting the benefits of. And so, thank you for having us out here. Again, we're always happy to put this together for you. It's always good to see you guys. Um, and I'll let Wayne give his uh portion of the work that he did for the pool overall. And if there's any questions, um, oh, I guess I'd be remiss if I didn't mention, uh, the self- insurance work comp program is still performing really well. It's doing everything that we've wanted it to do year after year. Um, so that's a really good thing. We were able to secure um a less expensive number with a two-year rate

050guarantee on the reinsurance this year uh by going in a in in a different direction. Same broker, different company. Um, but but that continues to perform really well and so I'm I'm I'm happy to be able to to present that and have brought that to you guys year after year. So, thank you. If there's any questions, I'll be happy to answer at the end. All right. Thank you, Wayne Carlson, the executive director of the pool for reference. Um, you probably have this already in your packet. Yes. Uh I'll touch on a couple of highlights. Um the property is a big part of the program. Uh and we collectively as the combined property values for all the members is over $5 billion. So we take that kind of size program to the market and we've been

051in the Lloyd's market for just now our 21st year. And it's very important in that market to be there physically present. And so we send a team every year to negotiate with about 18 syndicates which is in Lloyd's language is similar to an insurance company and they all take a piece of the pie. Uh and so there's we have that built those long-term relationships. So when the market's tough, they give us a better price than than other clients might get. And when the market's soft, we don't push them down as much as other clients might want to do because we recognize that we have good years and bad years. And so the bad year that we had with the Wells earthquake, the 6.0 0 earthquake caused $5 million in payouts from the market. They didn't

052adjust the rate upward. They took it in stride because we had many years of good profitability and we go forward and after that it continued to be profitable for them. So that's the value of that long-term relationship. How it applies to you is, you know, obviously you're priced based on the average rate for the group as a whole on property less a deductible credit. You take a $50,000 deductible and we give you credit that reduces the rate for you on both property and liability. we were able to keep the 300 million per occurrence limit for property intact for all of our members. So if we have a multi-member loss at the same time, then 300 million would be the limit for all the members participating in it. So we model that to see if that's

053enough and for risks like fire in a confilration as spread out as people are and as well constructed as buildings are in this area. uh you have a lot of values concentrated within the district and the city but we still feel we have enough now on we also give we're able to keep earthquake coverage which is 150 million aggregate limit and the same with flood except zone A which is 25 million those because we're considered uh those are considered catastrophe perils um but we're considered noncritical cat as they put it. So even though Nevada is earthquake country and I used to sit on the state earthquake council and hear the scientists, seismologists and the geologists and all talk about all the earthquake risk. Uh we're not number one. That goes to California. One and two

054go to California and Alaska. But we're not far behind. We compete, if you want to put it that way, with Hawaii. They beat us on total earthquakes. We beat them on large magnitude earthquakes. So we like to say, we're fourth, which is better in the market. So, but we're able to keep those kind of limits and again through modeling the concentration of risk and seeing if that's enough and we wanted to make sure and we built that limit up over the years. So, we're able to retain that. Um, turning to liability years ago, we were able to get the liability limits up to $10 million. And that was a major accomplishment. happened at a time when the market was soft and we've been able to maintain that even through hard times. And the liability market

055is a bit stressed now because we're having more law enforcement liability claims which affects counties and cities. Um, we're also having more sexual abuse and molestation claims which affects all types of members and especially schools or targets. So, we've been able to hold the line and keep our sexual abuse sub limit at 2 a.5 million for several years now when the markets in other areas have been dropping that limit down substantially or eliminating it altogether. And so we spend a lot of time and effort trying to mitigate those kinds of claims because they are very tragic and very expensive. Um the the general claims for general liability those rates seem to be fairly stable like I said except for law enforcement. So we monitor these things and we again are collectively purchasing these limits with

056these markets so they know we're a strong buyer and stable in the marketplace for them. The next is our cyber risk. We included cyber coverage and this year we did a a couple of changes. One is we rewrote the language of the cyber form to simplify it because there was confusion about all the subp parts sublims and so we thought let's clean that up. So we made it basically a third party liability limit of a million dollars and then uh first party events 250,000. So that clarified how that will work. We also because of losses had to ex impose a deductible for the first time. We had been doing it without a deductible on cyber and this time it's 10% up to 25,000. So it's 10% of whatever the loss amount is up to 25,000.

057So that's a bit lower than your other deductible, but it's still an increase uh deductible. And then we've included at a very stable limits at price uh environmental liability coverage. We've been able to keep that as a 2 million uh with a 25,000 deductible with an aggregate limit of 10 million. Uh and this year the rates were slightly down. So that was that was helpful. But that's again available part of all for our members. And then for school districts, we've had uh accident medical student accident coverage at a $25,000 limit with a $250 deductible to the family. That's not your deductible, but that has proven valuable. In fact, we originally had 10,000 and then there was an incident where a student was injured and the medical costs were closer to $40,000. The carrier helped negotiate

058that medical bill down, but the parents were out of pocket, but at least they got 10. And we thought, okay, there's we need to increase that limit. So, we were able to do that. And so, that limit's been at 25 for several years now. And again, that's another stable program, but it applies to all of your school trips, your school events, um to protect the students if they have I do have a question on that. Does it also include incidents during practice at at any participating school sponsored event? Yes. Okay. Yeah. And in fact, it it actually helped with students not having to have proof of their own insurance in order to play sports or participate in something, a field trip or whatever. Um, which was difficult for some families who didn't have insurance at

059all for medical insurance. So, we fund this so that that's not an issue and keeping them from participating in school activities. And then the next um page is gives you some of the complexity of the program uh and the structure uh within that first tower, the property tower on the left. There's a huge number of syndicates that break up pieces of that, but that just shows you that there's complexity in putting the program together, but uh but it works because we've been doing it for a while. And then of course your uh program costs u are 959, 633, and 21 cents. And that's all driven by what's on the the chart on the next page, which is your exposures. Uh so that drives some of it and then your liability experience as well. And so

060you can see in in this case your percentage increase is 71%. You had a 13 and a almost 13 and 12% payroll increase. Your total insured values went up slightly, 1.21%. Your vehicle count went up 5%, your employees went down, and your student ADA went down, your teachers went down. So all of those are balanced out to get to the final pricing along with claims experience. Then the rest of this kind of gives an outline of how the program is structured, what all the pieces of the puzzle are, and what our services are. And there's a lot of riskmanagement support services and HR support services. And uh I have to brag on our HR team as they are just excellent. They really are a great resource for not only policies, but also job descriptions and

061troubleshooting problems. somebody to bounce things off. Uh and so they've been very helpful to all of our members. And then something that's in the risk management world are some some aspects of loss prevention. Um we have conducted for you this year. Uh it was actually in November of last year a passive network assessment. So that was looking at your IT system and your security That's a cost that we absorb of $18,000. You also in 23 received a riskmanagement excellence award of 87 uh for achieving the excellence in in how you run your risk management program. And then you've had an emergency operations plan assistance for about 8,000 a couple different times uh and a previous uh passive network assessment back in 2018 that was worth 18,000. So those are valuable tools to prevent losses and

062we do those kinds of things for all of our school districts. And then you've also have access to a grant program. And there's two types of grants that we have. One is for riskmanagement pro projects and the other is for educational grants. And you've taken advantage of those. Um, we've helped you with some of your uh your response protocol uh training and and and that documents. And those each of those times we've done that are is worth $9,500 alone. So again, it's us investing and reducing the risk which helps keep the cost down uh in a lot of areas. And then there's there's just tons of HR briefings uh and trainings that I have a list of, but I won't bore you with all that detail. But I do want to brag on you for

063your uh participation in e-learning or what they're online learning or ondemand learning now they're calling it. Um the in the current fiscal year your staff took 4,951 courses and of those 4600 were complete completed. So that's almost 96% completion rate on courses. So that's excellent and that's up from the prior year. um by quite a bit. You went up from I think 90% to 96%. So that means your staff are taking advantage of the training that we do. And our training uh guru Mike Vanhton is now using quite a few AI tools to revamp a lot of courses to make them much more interesting and and comprehensive. And so it's it's exciting to see him develop those capabilities. In fact, he's done presentations at the National Risk Pooling Organizations Conference and uh got a lot

064of rave reviews for that work. So we're proud of the program and again we're you're in in with the 15 other school districts. We don't have Clark and Washovers. They're much different from the rest of the state and they have their own self-insured programs. But um we think what we have here, we understand schools and we try to work with all the school districts to keep you all in goodstead from a risk standpoint. So I'll respond with questions if you have. Thank you. Thank you for this information and for your service. Any questions, comments, Molly? Um why are uh for the key exposures there's a line item for employees and then a separate line item for teachers. Oh yeah. Well that's a there's teachers is a headcount and the payroll is the dollar amount that

065they're paid. Um and the other employees are not teachers. They're your field your support staff. It's just dealing in teachers and all other employees. Why do they need to be separated? It's just a data gathering thing. Okay. It's not that our fundamental rate for schools is based on the average daily attendance more than any other factor. Okay. Thank you. Any other questions, Richard? I think I heard you right that law enforcement claims are up and they're part of pullpack, right? Quite a few different police agencies or sheriff's offices, right? How does that affect the O rate? Does everybody share that liability? Now, the schools are rated separately. Okay. So, the law enforcement agencies with law enforcement get charged for that risk. Okay. They they share in that rate. All right. But you don't. I was

066hoping that was the case. Thank you. Yeah. All right. If there are no other questions or comments, Madam President, if if I can just add, so our premium cost over this year over last year is is just under $7,000 difference, which is phenomenal. I want to commend the pool for the work they've done to keep those premiums essentially level. Uh we had a pretty good jump last year. we kind of were closing ours eyes and hoping the same thing didn't happen. So, we're very happy for that. I just want to note that that's just over $50,000 less than what we actually budgeted for this. So, there are some savings there that will reduce our deficit. I thought you might want to know that. Thank you. Yeah, thank you for noting that and thank you very

067much for for that. We appreciate that very much. And thank you to the volunteers um on the committee, especially um our own and sir. Thank you for all that work. I'm sorry. Did I have anybody else make comments or are we ready for a motion? Motion. Yes, absolutely. I move that the Carson City School District Board of Trustees approve as submitted the proposed renewal of property/casuity insurance package with Nevada Public Agency insurance pool for a total program cost including all pool services not to exceed 959,63321. self-insurance bond in an amount not to exceed $5,400 and excess workers compensation policy with Star Insurance Company in an amount not to exceed $78,500 for July 1st, 2025 through June 30th, 2026 as budgeted. Okay. Motion by Trusty Barner and second by Trustee Roberts. Any more discussion? Seeing none,

068any public comment? Seeing none, all those in favor? I. Any oppose? Motion carries. Once again, thank you so much for all that work and for your services. Okay. Agenda item number eight,formational update on edu staff substitute staffing services in the Carson City School District and this is for discussion only. I welcome Mr. Dan Sadler and Mrs. Heather Smith. Madame President, thank you members of the board and thank you Heather Smith. Uh Heather is the district manager for EDG staff and uh we're very excited to have her helping us out here. Um give me one second to get this up and running. All right. So, uh it was requested to just get anformational update on Edge Staff and our partnerships. So, that's what we're here to do tonight. uh wanted to start with just kind of

069where we were and the data is tracking back to September. August is kind of an off month when we look at substitute positions and what we needed to fill. But just to kind of set the stage before our partnership with EDG staff, we had 97 daily substitutes on our books. We had 12 long-term substitutes and 10 super substitutes. The super subs are those that report to a specific site each day and then they're used in different capacities if we have vacancies, last minute um illness calls, things like that. So this is where we um were September through March. Um this is kind of just setting the stage for absence trends again for the same timeline, September through March. So you can see on the graph there like in September as we're getting the school year

070started very low number of absences overall. And again uh as a reminder this is very specific just to teachers. Um peak absences we see those numbers start pumping up a little bit October, January and March. And that's pretty typical if we go historically back. We start having uh illness seasonal illness pop up and mid-year fatigue. That's a real thing as well. U by far March was our busiest month as far as getting coverage goes. Uh this slide shows how teacher absences increased steadily throughout the year. Again, it's kind of peaking in March. Um little bit different view on that though as far as looking at the fill rates. So uh we started the year off very going back here September we only needed what 390 to cover the entire month. So that fill rate was

071was up quite a bit in September. Then you see that dip down in October as as we needed more coverage. Um so 68.13% in October. February was another dip 69.61 and then we see a recovery starting in March 77.69. Now our our goal would be to have 100%. That's where we'd like to be. um we've never been 100% and and really since the days of of COVID being a thing um it it's been steadily in the 60s and 70s pretty consistently throughout the year. So this just compares those two data points. You can see in the blue the total number of absences and then that green graph overlay just showing what those fill rates are on the and the percentages on the right side. This is just a total look at the number of unfilled

072absences both in number and percentage by month. Um so you can see that in the blue the total absences and the number that were unfilled for that month. As board members you may hear people um bringing concerns about filling positions and not enough subs to go around. I have to cover on my prep period. So, anytime we have an unfilled position, um we're we're kind of scrambling and trying to find people who can cover those positions. And so, you can kind of just see the impact of that. Again, as we have more absences, typically um we we struggle filling positions. [Music] And so the reason I've been highlighting September through March is because our go live date with EDG staff uh was officially launched in April about mid midappril and really our goal initially is

073to improve subfill rates and reduce unfilled absences and then focus on increasing the capacity and responsiveness. So also adding additional staff and so um April was our first go live date. I'm going to turn it over here. Well, I've got one more slide here before I get to you, don't I? Um, so pre-partnership, again, back to that first slide, 97 daily subs, 12 long-term subs, 10 super subs. And then when we partnered with Edge of Staff, you can see some of those numbers start to jump here. Um, which is really positive momentum. Heather and her team, her team is fantastic. They've been very supportive from the get-go. And we have a very small sample size here so far. Um, essentially the numbers we're going to be showing you here are specific to April and May,

074but those were very busy months as far as subs needed. Also getting um, Heather hired and and moved here from Oregon. She'll tell you a little bit about that. Um, but she's been doing a tremendous job of recruiting and really just getting the word out there. She does the onboarding for all of our substitute teachers. she does has done all the transition for the uh previous substitutes that were employed by the school district as well. So, um we're seeing some really good numbers start to show up here at the end of the school year. So, um with that, I'll turn things over to Heather. Okay, awesome. Stay on that side just for a second. Yep. Um do I need to click this? Yep. Sorry, first time. Uh so, I just wanted to talk a little

075bit more about those numbers. So, original census list, that is the 97, 12, and 10 put together. Um, from that list, we've had 80 subs roll over to us, which is a a great number right now. One is pending. Um, the 21 applications not started, those are um partially the long-term and super subs that we waited until the end of the school year to finish out their um contracts and then to start rolling them over now. Um, so I expect those to start coming to us soon. Um the new recruits are included with anyone who has uh started an application or are pending a workshop or have been fully approved. So that 125 is exciting to see that there's people interested in um getting going. So uh so far since um midappril to now we've

076had 18 new uh subs come on which is exciting. Um and there are eight more pending right now. So just meaning they might be missing a a certain document or something that they're finishing up. Um the bottom number 105 is just saying the total number when we run our report that are approved and ready to work as of right now. And then hopefully once we get that 21 uh applications not started from the census going uh we'll be breaking even or going a little higher than uh where we started. Um and I'll be continuing my recruiting efforts all summer and ongoing. So, next slide. Uh, just thought it'd be kind of nice to see like a some of the recruitment that's going on. Um, anywhere from marketing more so yard signs, banners you might have

077seen around some of the school campuses, which is really nice to see. Um, I've heard people coming in as new recruits who are saying they're seeing them and it's helping them to apply. Um, so that will be refreshed every year. Um, I've gone to some college events like a edu info night at TMCC. uh Western Nevada College. They're getting going on getting Handshake and everything ready, but they just opened this awesome new um employer center at their campus. Um so I was able to connect with some people there and get some stuff going on how we can um find those future teachers and get them into subbing for us. Um we have a billboard added um on the highway. And um also just uh I'm frequently reposting the Indeed uh job posting just so it

078can stay fresh on people's minds when they're uh looking for jobs. Um so just some of those things that are going on, going through the community, canvasing, getting the word out. Um I even went to a fun Cinco deio event uh that was local um and connected with some people and one of the people I met there actually just came to our last workshop. So that was awesome to see. Um, last thing, we have a Carson City career fair going on this Thursday, which is exciting. And, um, some more stuff going on in the fall, uh, with the colleges, um, career fair wise. So, lots of exciting things going on. And for the listeners at home, where's that career fair located? Yeah. Uh, uh, it is actually just uh, I'm not sure yet. It just

079got rescheduled. Um, it was supposed to be two weeks ago and it got too big. So, they had to reschedu it for this week. So, TBD, I'm waiting for the email downtown, they said. Who's coordinating that? Uh, it's the um, uh, I'm blinking on the name. It's like a big organization that they do them throughout the entire country. Nice. Um, so that'll be cool. And they've been doing extra uh, like recruitment stuff for us and like getting advertising out um, from their end as well. Excellent. Yeah. Um, and then just brief uh ongoing marketing that's always happening, social media, uh, the yard signs that you see around business cards. Um, in the schools, I've seen some put like the big QR codes on the windows. Um, so just some visuals to see kind of what

080what's going around. And then digital as well. Um, YouTube, Facebook, Instagram, Google, Spotify. Uh, I know maybe it's because I work for EDGU staff, but I definitely am getting all of those myself. Um, so just some some stuff to let you guys know what's going on and how we're trying to improve those fill rates and really build a strong thriving substitute pool. Okay, so just back to some of the data and again I'll have this mapped out for you. So the fill rates did improve to 78.57% in April, 77.67 in May. Um sick sick leave coverage also rose to 76% in both of those months. Um I I broke down sick leave and school business because it's different in that we're have typically when we have school business it's planned for and we have people

081who are submitting that ahead of time. Those are getting picked up. We're getting those filled. Um what really is our struggle is when we have last minute illness absences and those are unavoidable. So so there's no fingerpointing there. It just comes with the territory. We have people who are out sick, they put in the day of could be uh you know even after their contract time started sometimes because they just weren't feeling well. Um those are the ones that were really struggling to fill overall. But um school business I I wanted to look at that a little bit differently because I kind of perceive that as as those are the absences we can control and what does that contribute to this as well. So um school business absences are getting filled at a higher rate

082but you can kind of see the number for April and May of absences that we had total and the number of unfilled absences. So what are what are school business days? So, it could be anything from uh you have a staff member who's a coach and they're going to a game in Reno, so they have to leave. So, that's school business. It could be professional learning. Uh could be that they're at a conference, anything that's related to school. Are the professional learning days, not the days that they in that we don't have school? Yeah, those are districtwide. Sure. But there's other trainings that are going on for for like MTSS as an example. If we have a school who's attending MTSS training up in Reno on a Thursday and a Friday, that's going to be

083a school business absence. Oh, there's a lot more training that goes on other than just the early release days districtwide. And so this is just a comparative analysis of the total absences again uh September through May. So including the entire school year, didn't include June, very small sample size there with the last week of school. Um and then again September being that low month. So really looking forward to our continued partnership and developing with edgy staff. Again, so far it's been really, really, really positive. We have heard from some of our um substitute teachers that have been with us for a very long time some frustrations in transitioning. It's changed. It's different. And so we've been trying to work through that. Um, and recently had a conversation with Heather about how we might be able

084to even differentiate support and training for some of our staff. We have somebody who is a retired teacher that's been subbing for us for 15 years. Their needs are going to be very different than somebody who's just coming into substitute teaching and hasn't been in a classroom. So we certainly identify that and Ed staff is a good partner in working through that with us. Um, but again, we would we want to keep pumping those numbers up as far as the coverage that we have and um look forward to the continued partnership. So, at this time, any questions that you might have, we'll be happy to answer. Thank you for this information. This um data is very helpful. Any questions or comments, Richard? If I'm reading this right, uh originally we had 119 subs on the

085books and now we have 105, but I know that doesn't count the ones in the pipeline, but yeah, you had 125 new recruits and only 18 have been approved. What's the delay in approving them, I guess? Is it just Well, really it's mostly Yeah, it's mostly just for either people start an application and they're not sure if they're starting yet, so they're kind of just sitting there. Uh we communicate every two weeks. I communicate every two weeks to incomplete applicants. Um so kind of just sending like a reminder of where they're at, what the next steps are, and we typically will see once that happens, um a few more will start applying again. Um, so I think it's just it is a lengthy process to become a sub generally. Um, needing to go through the

086Nevada Department of Ed and then go through um, edu staff or if it were a school district, however, however that is. Um, so I think it's just really people kind of taking the time and not knowing. Um, so with those little communications throughout the way, we've noticed more will continue to just keep slowly applying and get through it. Hopefully that's the case. U the other question I have is when we first discussed this uh there was supposed to be a financial break even and I'm curious about what where we're at financially. Are we breaking even? Is it costing us money more than it was before? Well, we essentially have a two and a half month sample size as of right now. And so there there is a markup for the the rate that we're charged

087for subs. the the break even for us is going to be overall as we continue this partnership, especially with the long-term subs and our super subs because there's a sign significant cost savings. Okay. So, right now we're not breaking even. There's an upcharge right now. Yes. And what is that? Uh off the top of my head 26%. I think it was. Yeah. I think the other the other side of that we know when and we talked about this in the presentation is that if if it is less expensive to have a sub cover a class than it is for us to pay our own employee to cover with their prep period. And so that's where it's it's kind of imperfect. I mean you can kind of guess at what that would be but it's kind

088of imperfect because we don't always know. I guess we I guess if we assume that we would always have someone cover with their prep period, every time that happens or I should say every time that doesn't happen, we know we're saving money as compared to what we would have spent. Um we could we could try to do some analysis especially once we get into next year. I think we're going to need to it's just a small sample size right now. But but to AJ's point like and I'll use middle school because that was my previous world. um if if we had to cover a teacher by prep period at six prep periods a day, that's a daily sub cost of 240 more than $240. Um so the other thing to keep in mind with the

089upcharge that that we're paying to edge staff is that we already have about 17 to 18% of that built into our own costs for the employment taxes that we have to provide as an employer. that EDG staff absorbs into that upcharge. Yeah. And I know it's a short period of time right now. So maybe next year when we get a bigger sample, we we can revisit that. Sure. Because I am concerned that why don't we be paying a whole lot more money than what we were before. Uh there is some advantages. I understand that. And then one of one of the things if I recall right uh to help offset the cost was we're supposed to get rid of Red Rover and that cost. Is that going to occur or am I mistaken on that?

090Sorry, Spencer. For the record, I I think when we initially had um EDG staff come present, uh they talked about covering the cost of Red Rover for us. In the time frame they initially came to the time that we actually did enter into contract with them, they reduced their percentage of markup and just had us keep the over the Red Rover cost that we have. Red Rover replaced the ASOP well formerly ASOP system that we had that that's our subfinder. So that's a necessary software that we need to get our our subs in place. So that'd be a cost that we'd have with or without edge of staff. Does that answer your question? Yeah. Yeah. Okay. Okay. Thank you. Um Okay. So um I understand that we pay the daily subs $150 a day, correct?

091So how and how much do we pay the super subs per day? The super subs is 175. So um if we're looking at because you had mentioned that within the 119 we would maybe eliminate the super subs. But if they're within the number you know that you gave us which was the 105 why would they go? I can't see that they would want to go from a super sub just to a regular sub because isn't I thought that's what I heard when you answered Trusty Barner is that within there the 119 has all of the subs right and that um how many moved over 105 and within that 105 are super subs correct not all of them no just because we just started the process for rolling over the those applications not started the 21.

092We've had about eight rollovers since summer started. Um but we're still communicating and trying to get them to do the process. So 105 is included with some of them, but not not all of them yet. Okay. But in that 105, we will have a line item that says the 10 super subs. Correct. Because I mean, you're not putting the super subs back into the pool, are you? Well, so everyone applies just as a sub and then when we get told who the super subs are for the district. Um, we put that pay code on their account essentially so that they get paid at that rate. Okay. I just was in fear that you're putting them all in a pool and then you know what I'm saying? Okay. Maybe I didn't come out of but I'm

093like hold on a minute. That's not Yeah, cuz I understand um that the super subs are extremely um a relief for the the schools. They're permanent. They they know that they're there and they do at the end of the day keep teachers from going having to go into the classroom. So, they are a savings as well. So, I just wanted to make sure that they weren't being put into that 105 and then whoever gets a lottery being picked out, they're a super. Yeah. Right. I think right now we're just putting it into one lump sum because we haven't identified who all is going to be in those positions yet for the next school year. And and it would be the same with with long-term subs. We don't know what our need is going to be

094there. Um right now, if you look at the vacancies that we have posted for certified teaching positions, we have seven districtwide as of right now. So, our hope is that we'd fill all seven of those this summer and have zero vacancies. But if we do have a vacancy and need to place a long-term sub, it would be somebody who's already gone through the hiring process in EDG staff. And then the principal would request that person from EDG staff to be the long-term sub. Okay. Okay, that makes sense. Um and then during the months of April and May, um if I went to the different schools and talked to the secretaries who normally filled these positions at, you know, the subs at 6 6:30 in the morning calling around, would they say that Edgy Staff has

095made a huge improvement in them not having to do that? Not on the daily scramble. that that's where we all struggle is we go to bed at night and we're filled. We don't have any vacant positions and we wake up in the morning and we've got 10 teachers out and so edgy staff doesn't take care of th those fillings. Those are still within this individual school. It's kind of all hands on deck when it comes to that point. And so I I don't think that's something that's going to completely go away if we have last minute vacancies. It's going to be how do we fill this last minute? Um, so yeah, that that is certainly involving the sites. Um, when we say edgy staff for our district, Heather is one person. So when we look

096at all schools, she can't do that by herself either. Wake up in the morning and say, "Okay, now I've got to cover vacancies at every single one of these sites." That's always going to be a team approach. Okay. But you you are in that. Yeah. So let let me uh kind of explain. So for my part, I'm like the mass communicator. So essentially I have, you know, like a generator that I go on Red Rover. I pull every name that says they're available and willing to get a communication about a job for the day. And then I send a message saying, "Hey, uh, this school, this school and this school have openings, we need help, you know, or it's a high need day, you know, anything just to get a message that goes directly to

097their a text to their phone um to let them know that like we're we we need extra help." So, it's kind of um like a enhanced communication. Um plus, you know, we just need those office managers who are have those connections with subs they know they can rely on um to also help if they can't get it filled from our communications coming out and guiding them to Red Rover. That makes sense. Thank you. Yeah. And then teachers are still able to um request certain subs, right? So, like if they know that they're going to be out, how do they do that within the system to request a certain substitute? Well, you can assign a sub if you know, like you pre spoke with the sub about it and you want to say, "Hey, are you

098willing to sub for me on Wednesday, I'm going to be out and they can say yes." And either the teacher or office manager or even I can assign them to the job. Yeah. Great. Oh yeah. The number of absences it went up, you know, um on your first is that did you calculate that day or periods? Was that a full day? Because it went like it went from three 300 and something to over a thousand. Go back. You talking about this data here? Yes. So are those um full days or did you calculate periods in there as well? is anytime we have something that's unfilled or anytime we have something that's requested and covered. So that could be a half day, it could be a full day because I think it would just make sense

099like um you know some months are going to be higher when you have, you know, six different sports going on versus Okay. Okay. Any other questions or comments? Um uh I have a comment. Um, you already said you've had feedback from some of those that have been with the district for a while. Um, so thank you. I also reached out to the few that I know for feedback and it's mostly been positive. Um, just so the board is aware. Um, and yeah, if you want those responses, I'd be happy to share them or I don't know what the best way to do that is. Read them now, email you all. What do you think? Email you all. No, like individually or email AJ. AJ. Okay. Okay. And then yeah, just a couple like little hiccups

100that um maybe I can reach out to you guys. You've probably already heard him, but just to make sure that everyone's being heard. Absolutely. Yeah. Okay. You know, and that might be something that you may consider doing in the future. Maybe doing a survey u from all those um individuals that have gone through this process just so that they can provide us input on how they feel that this system worked. um it may be helpful for for everyone. Yeah. I I one thing I do want to highlight that was attractive to our partnership with ed staff from the get-go is the training opportunities that are provided for substitute teachers. And when we compare to the training opportunities that exist existed previous it was zero. And so I think a lot of the the veteran substitutes

101especially if they're a retired educator they they have a lot of experience. they know what they're doing and and very much have communicated that they feel they need zero training. But some of these trainings are mandatory as well, things that we have an obligation to provide. So, um that is definitely a different part of the conversation for people who have not had to do trainings in the past. But again, trying to recognize where people are in their skill sets that that training isn't necessarily going to be applicable to every single person who's you in a different spot. I guess I should say understandable. Yeah. If the training is mandatory then we have to pay them to take it right how we handling that staff employees. So I would ask how they cover it. I don't

102believe that it's um required in Nevada what I was told to pay for um that training. So they don't get paid while they attend the training. No. Okay. I had another qu question off that one. Um or off that if a substitute only wants to do a certain level. Yeah. Is that like in their profile they just kind of click elementary, middle, or high school and then you know not to contact them. So on Red Rover, it's more of an absent management thing that they can do, but they can put their preferences on like school sites that they want. um or like they can be favored at certain school sites or blocked at certain school sites. Um so yes, they have a ability to pick and choose essentially what they want. A lot of them

103tend to stay in one area. It seems like like the high school likes the high school, the elementary likes the elementary. Um but there's some that like to float around. So yeah. Awesome. Well, if there are no other questions or comments, thank you so much for this presentation. We appreciate it. Thank you. You thank you. We want the program to be successful. So, yes, I am going to do all I can to make it successful even though we have questions, but uh and I'd like to revisit maybe mid year next year to see how things are going. Thank you. Excellent. Okay. Agenda item number nine, discussion and possible action to approve renewal of agreement between Compass Group, Inc. USA Chartsfield Food Service Management Con consult consultant and the Carson City School District from July 1,

1042025 to June 30th, 2026 at a cost to the district of an administrative fee not to exceed $6,500 per month for 10 months and a management fee not to exceed 101, excuse me, per meal with funding to come from the nutrition fund and this is for possible action. Mr. Spencer Winward, welcome back. Thank you, Madam President. Um, so it wasn't galaxy far far away, but a long long time ago, there was a RFP process that started. So, back in October, um, our our um Julie from operations and Elizabeth from food services got together to to begin to put together this RFP process. Very lengthy. I think it's about 60 pages that they complete and then that goes to the Nevada Nevada Department of Agriculture for their approval um to start the RFP process. So that

105all happens. It gets approved and then we have the the official RFP where we put it out to any interested company who wants to come and apply to be our food service management company. And they have to check all the boxes, do everything they do, and then they they apply and if they they go through a vetting process and if they we had two companies that applied and both of them actually received or qualified through that vetting process, they were formally interviewed through a panel in the RFP process. Mr. Mr. Clap who's not here tonight was part of that panel. There's stakeholders from the community um stakeholder stakeholders from different uh employee groups in the district. Um I was there in a facilitator role so I did get to observe all of this and it's

106a very quite extensive process to get to that point and then uh the RFP you know these companies pre present you with a binder with a couple hundred pages of information. So that all took place until about February and then we have uh one of those is selected based off the recommendation of the RFP committee. Uh I I believe it was unanimous this year in who we selected which was Chartwells u subsidiary of Compass Group. I'll just I call them Chartwells. So I'll just keep using that name. Uh they were selected to to continue to provide this service for us. So once that all happens then we actually have an application or a contract which in years past so this happens every five years. Five years ago uh a separate contract was extrapolated from all

107that data from the RFP. Nevada has now adopted a process similar to the state of Arizona where they take the bulk of the documents of that RFP and that becomes the contract. So that was pro that's what was provided to you in your packets and then that that becomes the contract that once again has to go to Nevada Department of Agriculture for them to approve it. Um our actual uh policy doesn't require that this contract comes to you for your approval but the USDA does require that the board approves it. So that's why we're here. And that's a very long story on on how this all happened. So this wasn't something we just threw together last week and like hey let's do this. It's been a lot of input, a lot of process thought out

108uh to bring this together. And um I I'm not sure if any of you have any questions specific to the documents that were provided. Um Chartwells does offer a financial guarantee. Um in this particular case, it would be that they would refund their administrative and um excuse me, let me find the exact words here. management. There we go. I was like, I heard something from over there. It was faster than my eyes in the small print. So, their their administrative management fees, they they offer to refund those if they don't hit the level of revenues minus expenditures that we're hoping for. So in this particular year, uh they say that they can make it to where we will lose $40,000, which I know that sounds bad, but given the landscape of of uh student nutrition,

109it's very very difficult to turn a profit at all. And so we feel that if if that they came in with some very likely um goals and projections of what that would be and we would do that. The nice thing is over the course of the five years they project that would slowly get closer to zero and year five would actually turn a profit. So that's based off their projections. Those are on page 59 of um it's called fixed fixed price financial projected worksheet at the top if you wanted to review those. Shows all the revenues that they anticipate and expenditures. Uh they base that off of food costs. They factor in some inflation. uh they have a lot of professionals who who put a lot of time into these projections. They use our labor

110costs and and some projections from there to come up with those numbers. So, I welcome any questions you may have regarding uh this agreement. Once again, this is a five-year agreement. It does come before you once a year for any amendments um that we have. So, you've seen this probably each a very shortened form of this every year for the addendum to this actual contract. questions or comments? Molly? Um, so this actually came from a member of the public when it comes to the menus. Um, and just a curiosity of why the menus um every day are different at the schools instead of being the same. Like so for example, you know, an elementary school might get um I don't know, pizza, whereas another ele and pizza might be a bad example because we know

111all elementary schools get pizza, but it's probably not a good example, but other elementary schools may never see that. And so within the menu, I'm I noticed that within the contract, it doesn't say that, you know, there because I think it would be quite simple then even on our website if we could say every Monday, every Tuesday, you know, and every elementary school is going to have the same thing. Every both middle schools are going to have the same thing, you know, on that end. Um, but the menus are always different for each. Yeah. So, they have found and they they're continually getting input from the students. they have some samples that they they'll they'll have a a a smiley face or frowny face and you you taste it and you you put your vote

112and yes, I like it. No, I don't. And so they they're constantly evolving those menus and they've found that in each of the schools, even though they're not very far apart from each other, some of those tastes and likes of the students are different from one school to to the other. So that's that's one of the main reasons. a couple of our other kitchens. Sometimes the the kitchen's a little bit different from one school to another and they can't quite accommodate what some others do. So, you might see a few menu differences just because it would be really difficult or not cost-effective to serve one item at one school where they could do it another just based off of resources of the kitchen. And I I would just add too just because I know the

113history on this. So, back in 2010 when we first went with a food service management company, it was a different company at that time. Um but my my understand the what we offered in our menus was very very limited. It was um at at least at the elementaryaries I believe there was one entree um and I think it was the same at every school and so in that part of that process and in kind of gathering well what what are we looking for it was trying to add more variety to the menus. I think over time as data collection has become so much easier and analysis they've as Spencer said they they've learned that certain sites have certain tastes and so they can actually modify because every they do like a it's every three or

114five weeks they do menu planning I think and so they will modify kind of in real time based on how students are responding to certain menu items. Yeah, they're also checking if if they serve the same meal at two schools and at one school it was a hit and the other one it wasn't. That's where they'd modify and maybe pull that out of the next rotation and serve something else because they saw a lot of food waste happening on a on the broccoli pizza day. Yeah. Okay. And then this I don't think has anything to do with it has to do with nutrition but not part of this contract but and I know it's by statute that we are allow um that we are to allow students to um eat breakfast after the bell. Do

115you ever foresee that changing? Because I just see that if they're bringing breakfast into the classroom, it may or am I outside of I do have a question. Um on the advisory board um it says that it it is composed of parents, teachers and students to assist uh in many of planning. Do you know how often they meet? I believe they meet Quarterly. Yeah, it's quarterly or every other month. Okay, great. And then I do have on page number one, this is just a a minor um recommendation. Um let's see on on item number three, the second to last line where it says the warrant the warrantied sub subsidy to the S FA shall be reduced to the account for increase etc. But FSFA, I could not figure out what that meant until I went

116through other pages and I found the definition and it's um school food authority. I'm wondering if it would be um uh helpful to add um the description of what SFA means. We could and that's that's something we probably should look. The order that we provided this to you is the order that NDA gave it approved it for us. That's actually like 300 pages into the RFP. So that's probably why it wasn't delineated right there. Gotcha. We could kind of look at those kind of some of those things to make sure um you know that was your acronym for the week. Took me a while to figure out what that meant until I got to the um definitions. Okay. Anybody else has any other questions or comments? I have one random question. Is it a Chartwell

117thing or a school um site thing where the kindergarters don't get a choice, they just get the main whatever is being served. There's a couple choices, but they are just told you get this. It's the two of them in conjunction. Okay. Just because you have a finite amount of time to serve kindergarteners and some of them it takes seven or eight minutes to decide if they want the blue pop-tart or the red poptart. Okay, that's what I figured. I just for parents to know when they're like, "Oh, you can do you want this or this or a home lunch and they don't really actually have either choice." Yeah. Some of those decisions are reduced just for ease of serving the kids in the aotted time allowed. Those are whole grain Pop-Tarts, just for the record.

118So if there are no other questions or comments, I will entertain a motion. That was nine, right? Yeah. I move that the Carson City School District Board of Trustees approve renewal of agreement between Compass Group Incorporated, USA Chartwells, Food Service Management Consultant, and the Carson City School District from July 1st, 2025 to June 30th, 2026 at a cost to the district of an administrative fee not to exceed $6,500 per month for 10 months and a management fee not to exceed uh Do I have to read that whole 1.1050 1050 per meal with funding to come from the nutrition fund. We have a motion from Trusty Roberts and second by Trusty Walt. Any board discussion? See none. Any public comment? Seeing none. All those in favor? I. Any oppose? Motion carries. Thank you, Mike. Thank you,

119members of the board. Thank you so much, Spencer. We appreciate it. Okay. Agenda item number 10, discussion and possible action to approve proposed changes to CCSD policy 245 wellness policy. Second read, this is for second reading and this is for possible action. Mr. Superintendent Adan Fing. Thank you, President Ramirez. Um, excuse me. At our last board meeting, um, we had a reading of policy, first reading of policy 245, the wellness policy. Um, there were no, um, substantial substantial changes, some type typographical corrections. Um, and nothing has changed, um, since then and here for your consideration. Okay. Okay. Any questions or comments from the board? If not, this is pretty straightforward. Do we have a motion or unless I'll make a motion. Yeah, you're okay. Go ahead. I move that the Carson City School District Board

120of Trustees approve June 24th, 2025 as a revised date on policy 245, the wellness policy. Okay. Trust uh motion by trusty Barner and second by trustee Roberts. Any board discussion? Seeing none, any public comment? Seeing none, all those in favor? I. Any oppose? Motion carries. Thank you so much. And agenda item number 12 presentation on the 2024 uh-2025 map measures of Oh, I'm sorry. I'm sorry. I skipped one. Sorry. Sorry. Oh my goodness. I checked them both. Um, agenda item number 11, discussion and possible action to approve proposed changes to CCSD policy 270, suicide prevention, intervention and postvention and this is for second reading for possible action. Thank you again, President Ramirez. Um at the last meeting of the board of trustees, the um revisions to policy 270, suicide prevention, intervention, and postvention uh were

121brought before the board. Um and again uh no substantive changes uh just a few typographical uh fixes. So here again for your consideration. Okay. Any questions or comments from the board? See none. I in that case I will entertain a motion. I move that the Carson City School District Board of Trustees approve June 24th, 2025 as the revised date of policy 270, suicide prevention, intervention and postvention. Second. Okay. So motion by Trusty Walt and second by Trusty Barner. Any board discussion? Seeing none, any public comment? Seeing none, all those in favor? I. Any oppose? Motion carries. All right. Now I can say agenda item number 12. Presentation on the 2024-2025 map measures of academic progress testing results and district initiatives to support growth in math and literacy in grades K through 8th. And this is

122for discussion only. Superintendent Felin and Miss Tasha Fusen, welcome. Thank you, President Ramirez. Um, this was an effort to uh get Mrs. Fusan up here one more time to talk about one of many. Oh, do you? Okay. Um, but thank you again, President Mir and trustees. So, um, as I I'm you're aware, um, the school district, Carson City School District has done MAP testing as interim testing for a long time. Um, and so this is something that is happening every fall, every winter, and uh, every spring uh, for our staff, our our principles, teachers um, to be able to look at how students are progressing. Um, and so this spring data is the the final data of the year. And so we thought we would bring that to you to take a look at how

123um what those results looked like. So um first in the elementary schools. So um there's there's three uh primary um charts that I'll pull for uh each one of these. And the first one here is um achievement. So, it's the this is the for the spring map the reading achievement quintile and and I guess um the I guess greatest similarity to the idea of like what what would we um to that the ESPback that's going to be coming up and I think that's an important piece of this too is when we talk about um uh account like state accountability and that sort of thing that's really the ESPback test which also happened but we won't have results um still for a number of weeks. But as a kind of a proxy of of how things

124are looking going into that um testing, this is uh something we can look at. So you have the the different quintiles. Um blue is um I guess the highest performing. I don't know if there's a tech exceeding expectations. Um and then green moving down, yellow, orange, red. red of course are um students who are performing at the lower end of that spectrum. So overall um I mean like in thinking about the um I guess if if green and blue are those higher quintiles where you'd like to see students be yellow being um kind of in that mid-range but still doing well. That's kind of that grouping that we're looking at for um change. And so overall with with reading um some incremental improvement in increasing the range of that yellow, green and blue um for

125our students um again in this achievement um metric that we're looking at when you go to growth. So this is looking at growth from last spring to this spring. Um, so you're getting that that whole year look at how students are doing. And so again, here even more pronounced. You're seeing a better look at growth than you did the previous year. And even the previous year and and in fact the growth is better than we've seen in the last four years. [Music] Um sorry, spring to spring met projected growth. So the map test itself generates what it expects your growth rate to be and Mus if you want to explain. So based on where a student is, each one of their scores are basically individualized for um for the student so that they they are

126in all these different comparisons. One, they're compared to the whole group of students at their same time of learning in that same grade level. But another element is if you're growing, so say for instance, you're a year behind in terms of your achievement, but we we actually need to close the achievement gap. So we need you to learn more than a year and have more than a year of growth to close that achievement gap. So that's another measure. Um and then the like the met projected growth. So saying based on where you're learning if you were to that's what I was getting to. If you were to actually try to to move forward and and start to close that achievement gap over a three-year period of time, are you meeting that particular goal? So that's

127why you have three different indicators. Does that make sense? So where are you in terms of achievement? Where are you in terms of last year from spring to where you are now? And are you meeting your projected growth if we're going to close the achievement gap to get you on track to be at grade level? So, you're looking at it three different ways or three different scores. And of course, in all these areas, we want students to be in the green and the blue. I mean, that's where we want them to be. Um, our our our red and our yellow or red and our orange students in this particular one are the ones that we're really working on trying to um support them in interventions. So, we'll talk a little bit about what that looks

128like in a in a few slides. Um, but these are the this is what we're looking at for ELA. You can see we're rebounding a little bit, but not nearly where we would want to be. So, again, we'll we'll talk about what steps we have going on there, but we do have a little bit better um results to discuss in math. And then we'll go back to what is it that we're doing for ELA and math. Right? So we just wanted to go over the scores first before we talk about the steps the district and schools are taking. So here this is math achievement. So again that um kind of the closest similarity to the aspect in terms of trying to measure um achievement levels. So you have um pretty significant growth actually with um

129again the blue, green and yellow categories from the prior two years and again exceeding what we've seen over the past four or five years. Um, so that's again that that doesn't necessarily mean it exactly translates onto the ASPback, but it gives you a pretty good sense of um our kids moving in the right direction where hopefully that performance will translate translate over. Um spring-to-pring growth again pretty substantial the the best growth that we've seen in the past four years um across our elementary schools for mathematics and then students meeting projected growth. So um again noticeable um improvement uh over the past few years uh in terms of kids meeting u getting to a point in their achievement level that we would um have projected them or that MAP would have projected them to meet. Um

130so incremental um growth and improvement in uh ELA in in reading um and but some substantial movement in math over the past year and then we have the middle schools who also take the MAP tests. Um so middle school ELA again looking at the the blue green and yellow um trending improving over the last two years and and definitely trending in the right direction overall for reading achievement spring-to-preening growth again improvement over the past couple years um and the best we've seen in the past three four years. Oops. And then met projected growth again seeing some substantial improvement there across the the middle schools. Uh mathematics achievement um again improvement from the last two years about in line with where we were in 2022. Um so moving in the right direction. Uh spring-to-pring growth substantial

131improvement, the best we've seen in the last four years and meeting projected growth. Um again kind of that same story. So um really on the mathematics side in particular across not only elementary but middle school levels we are seeing some um quite a bit of movement um in those areas. So that's that's great to see. We know that we have a lot of people working really really hard um to make all of that happen for our students. So um kudos to all of them to help bring that along. Um, so Mrs. Fusan is going to take a little time. Um, I guess maybe before I let Mrs. Fusan kind of elaborate more on what's going on and some of the changes that have happened, are there any questions about the data at all? Questions or

132comments? I'm sure it's too early to know where we standwide comparison. Okay. Okay. So, you have all heard, I'm sure, numerous times, um, our teachers, um, talk about proficienc proficiency skills or we've mentioned proficiency skills. Um, and I thought this would be a good time for us to dive into those a little bit. So, we will and I put some in your packets and there's some things I'm going to point out, but I um in in having conversations with our elementary um teachers, getting feedback from them as well as our elementary principles about why we feel like we're seeing such remarkable growth over the past couple years. Really, it comes back down to the work we've been doing around proficiency scales. Um we also were able to as you all know um uh adopt a

133new math instructional resource math and u for K5 elementary mathematics. Um and the the thing that was really so important about that step is that after we had re um written our curriculum, reassigned our our uh taken our proficiency skills, broken them up into units of instruction to find a math re resource that actually met those profic proficiency scales and gave the teachers the resources that they need to be able to teach the students at that level. That has been a gamecher for our teachers versus them having to go out and do a lot of research, pulling things off a teacher paid teacher, pulling things here, there, everywhere else, trying to put together strong curriculum for the classroom. Um, we were able to provide a comprehensive um, a math instructional resource for them. We were

134also able to rewrite all of our common assessments aligned to those instructional resources and aligned to the proficiency scales so that then teachers had those assessments that they were able to give in class, get the assessment results back, and then start making adjustments for students based on where their weaknesses um or where they where they hadn't um uh succeeded on those assessments so they could retach that. Again, I'm going to show you what that looks like on a proficiency scale. But then overall, we've had really high quality ongoing professional learning for teachers throughout this school year. So, we kicked off the 2425 school year with a full day of math PD for um elementary schools. And then each of our elementary schools had additional PD time, I think three other um days during on those

135minimum days where we did followup training um on the math instructional resources and assisting them to to utilize them to to the to all the different areas within the math instructional resource um that exists. It's very difficult. People think sometimes they can just literally take a textbook and go, "Okay, here's my textbook and a teacher's going to be able to use it." We are so fortunate nowadays that everything is basically technology based and many of the resources that we get have um built into them supports for teachers to be able to take in and help fill in achievement gaps for students. But as a teacher, it takes a lot of time to do planning um utilizing those resources to dive in, dig in and find out where they're at and how to match them to

136your students. So that that takes a lot of time. Sometimes people wonder, well, geez, this is a first grade teacher. What is this teacher doing in terms of planning and preparing and why, you know, they're giving a worksheet that has like one plus one on it. How hard is that to do? No, it is way more complicated than that. So we're going to dive into that a little bit. So if you look at in your packet, you have proficiency scales. I actually gave you the addition proficiency scale for kinder math, the addition proficiency scale for first grade math, and the addition proficiency scale for second grade math. If you look at that in a level three, so on the board, you also again have them in your packet. But what's showing on the screen here,

137our proficiency scales actually start at a level four at the top. A level level four is exceeding grade level standard. So when you have a student who's mastered the grade level and needs to have enrichment so that they can move forward these proficiency scales give that example to teachers to say here's how you can extend learning for students and then again in our math and you resources it has those resources built in so that the teacher doesn't have to go looking for that right they can look at this and go okay I need to pull this and enrich for this student but at the 3 point yeah does it also then give resources for teachers for students who are above. That is what the four Yeah, that is the enrichment what we call the 4.0

138and the enrichment. So yes, our math and you resources have it for so you've say we're a classroom of six, you four have got it um and you're ready to go on there's resources for them to take that extension activity. So it it is related to the the standard, the grade level standard, but helps the students dive in deeper and not necessarily go to the next grade level expectation, but actually work on that grade level expectation in a deeper, richer way. Well, then AJ and I over here, we need a little remediation. So then it gives them resources for helping figure out where our gaps in learning are and they can fill in the gaps, right? So it has those resources available for teachers and it has resources for teachers um to help meet the

139needs of like English language learners and it has additional um suggestions and supports for them for the language side to help students even in mathematics because many of our EL students who struggle in mathematics it's a language issue more so than a you know whether or not I know how to do the math right so um that's that's been we've gotten a lot of very favorable feedback from our teachers on that and the resources that are available to them. And so then I noticed in the packet this the packet was the math it do are the same type of resources available for the literacy. So we're going to talk about that in a minute. Thanks. Yep. Um okay. So then at the 2.0 level that is what we call a learning progression. And what sometimes

140families and or community folks don't understand is that in order for a student to do something at grade level, there's a lot of base skills that a student needs to have, right? Mastery of be able to put those together to do that thing at grade level. So these proficiency skills describe that everything at a 2.0 level is part of that learning progression. A student has to know and be able to do those things to do to do the grade level standard at a level three. So when we talk about learning gaps, if you go to the next one, if you talk about learning gaps, um, oh, actually, let me go back. So before I talk about learning gaps, nope, this is good. Before I talk about learning gaps, I think the important thing is to

141know for teachers to also know what addition looks like in kinder, first, and second, right? Sometimes you go, okay, well, you have to teach the kids addition. Well, addition in second grade looks very different than addition in kinder. So looking at your three proficiency skills that you have for instance if you look at that 3.0 level right I look at the kinder one the A1 students need to solve or add to addition problems in the range 1 through 10 and it gives an example. So when given the the problem 4 + 2 equals what? A student has to be able to do that. Or three plus five more verbally saying to a student, they have to be able to go, well, three plus five more means this. Or if two bunnies are sitting in the

142grass and five more hop there, how many bunnies are now there? Right? So that's what kinder edition looks like. If you go to first grade, they have to add up to three numbers whose sum is less or equal to 20. For example, adding 10 + 6 + 2, right? Or adding 4 + 7 plus 6. So again, this gives you an example of what that looks like. And then you go into second grade math. Now they're adding three-digit numbers within 1,000. So 705 plus 180. The reason why this is important is you say to a teacher, well, I have struggling learners in my classroom. I'm a second grade teacher and I have 20 students and they're all at different levels, but I'm teaching addition and I'm trying to accommodate for my students who maybe aren't

143up to grade level task. Well, if I'm teaching those students at the kinder level and then they have to roll in and take an S back. Well, actually, I don't take S back the third grade, so I should have used third grade as an example. But so, if you're teaching third graders, right, addition, but you're teaching addition and you're accommodating for students who are struggling learners and you're only hitting that that kinder level addition or that first grade level addition, then they're never going to be able to perform on a third grade assessment. So, it's important for teachers to know very specifically what that grade level standard means, what it looks like, and what the students actually need to be able to do. And it's important for students to know that as well, and for

144families, right? So, we actually um have worked on these scales to be able to provide this information to families as well, so they can see the difference. Addition is not the same in kinder as it is in second, right? So, here's a prime example. And then for teachers now if you'll go to the next one when you get down to the learning progression at that 2.0 um these are the things that when we say we have to fill learning gaps most of our students for instance this is a second grade example right who who come in who struggle to hit that adding three-digit numbers for instance it's not because they don't know anything about addition it's because somewhere within this progression of learning somewhere within all of these little um 2.0 no items. They might

145have a misconception. They might have a misunderstanding. They might have a misstep. They maybe missed instruction for two weeks when they were in first grade when they covered that. Teachers have to be able to identify those gaps and fill those gaps or they're never the students are never going to be able to get to the 3.0. Now, thinking about it, I'm a second grade teacher. I have 20 students in my classroom. All 20 students might have different missing pieces. So, as a teacher, I have to be able to identify where are my kids? Where what are they missing? How can I fill that in for you and another one in for you and another one in for you so that we can all eventually get to that grade level? And then, by the way, Lupe

146over there is an accelerated learning. So, I can't bore the heck out of her and I need to I need to extend for her, right? And this is what our teachers are doing every day in their classrooms and they need to have the resources and materials to do that. So, we're we're very happy about what our selection was with Math and Youu. And like I said, the teachers have so far been very favorable about having those at their fingertips so they're not searching far and wide or developing. Many of our teachers would actually make their own resources for their kids. So, the other thing that we've had that I didn't put on here is we also have had Exact Path in our district. So, you've probably heard that, but that is um that is an

147online program that teachers are using like in what their what I need time that also assesses where students are in there and fills in those gaps. So, the teachers can have students working independently while they work with small groups and then shuffle the kids out and around. But, there's a lot of planning and preparation that goes on with our teachers. So, all of those things being put together and having those things all online um is why we feel again going back to having the proficiency scales to drive that instruction. And by the way, those of you who've been along long enough to know all the work that we've done through Race to the Top, this is why I always call this our our race to the top 2.0, right? The first time we went through,

148we took the state standards. We ourselves as a district took and and deconstructed those standards and we came up with our own our own um learning targets, etc. And we did that work. What we found that we happened organically as we were working through that is we lowered the standard. So, we would take math and we would break that down for for second grade math and we'd say, "Oh, everything at this 2.0 is what the students need to know and be able to do to get to that 3.0." And then we'd spend the entire year focusing on the 2.0 and never getting the kids teaching teaching the kids at the 3.0. So, we lost a lot of the level of rigor that was going on in the structure uh instruction when we did it ourselves.

149So when we brought in the proficiency scales and worked with the Marizo Marzano team um to make sure we had something that our teachers could anchor that on instead of us taking them and deconstructing them pulling them apart, right? It helped keep us on track of where that grade level was. So again, we're showing that that work we are actually four years, well actually five because we had a whole planning year. We're like in five years into this planning and the work that we've done in math. The reason why I say that is because we're not that far ahead in in ELA. So if you go ahead and go to the next one, we have started the work in the language arts, but um math is a lot more linear. It's a lot more um

150you know, easier for people to understand and and and um grasp. When it comes to English language arts, there's a lot of it that um it's harder to see if a student is processing what a student's processing in their head to put it on paper, especially in younger grades. So, we've been struggling with English language arts to be honest with you. And then also um the proficiency scales we purchased and again worked on with Marzono partners are aligned to the NVAC or Common Core State Standards. So, the Nevada academic content standards which are aligned to Common Core State Standards. But really all the research that's been coming out and some of the bills that were just passed um actually in this last session talks about the science of reading. That's what SO stands for by

151the way, science of reading. And so we are finding that we are having to do some shifting right in the middle of building the plane which we hate doing because we know if you actually were to build a plane while you were flying it you would uh crash to the ground and everyone would perish. That's the way it feels like what's happening in English language arts to be honest with you because we now made this shift to the science of reading and we're having to to it it's going to be good in the long run but in the in the meantime it's been a little messy. So right now, the past year, we had rubric se assessments that our our teachers utilized that were aligned to the proficiency skills that we currently have that are

152aligned to the ENVAC. It's going to have to be redone, like I said, to bring in the science of reading components. We did hire this past year a title one funded literacy coordinator at the district level. So each of our elementary schools use their title one funds for what we call instructional coaches/ literacy coaches at each of their schools. That's what um every all six of our elementary schools are using um if not all of their title one funds, a good portion of their title one funds to fund. And then we have a district literacy specialist to support them. Um and that's new and she leads this work and that's Pam Calbrathweight. So, in addition to doing that this year, there is a lot of professional development that's been going on in our district. And

153again, for those of you who followed the legislative session, don't remember which bill it was, but one of them just passed requiring districts uh to provide 460. SB 460. Thank you. I I don't memorize those numbers. He has them. SB 460. That is going to require districts to provide I think it's it's three or four. Is it three? three days, three full days of literacy training to teachers starting in the we hope the following school year. So, not this upcoming school year because we don't have plans for that to happen being that it just passed. But in the meantime, we have um trained teachers and our schools have trained teachers and many of our principles like Dr. Ward behind me have been trained in press which is a researchbased framework for reading intervention in elementary

154grades. We've been doing press in our district I believe for three years now. We have done training for Orton Gillingham uh which is a researchbased approach to teach students with dyslexia. This is the first year we did that. Orton Gillingham training is a five-day training with ongoing monthly supports beyond that. Um and we sent a a team of teachers through that this past year. We have another group going through this upcoming year. And then we also have letters training going on which is language essentials for teachers of reading and spelling. Um we have one cohort of approximately 38 teachers. Uh that our teachers just so you know we did pay for the training for them but they are doing it 100% on their own time. Um for the letters the Orton Gillingham we were able

155to to do during the first week of school last year. Terrible timing but it was the only time we could actually get the training scheduled um and press was done during school district time. But for our letters teachers we paid for the training. They have all dedicated their time um their own time to do that. So we have 38 teachers um that have been trained on that and then our district literacy coordinator Pam Calperweight is actually going to training now to be a trainer of trainers so that we can bring that training inhouse. It's not inexpensive. You can see that her training alone is costing almost $34,000. But we will then have an in-house trainer to train our teachers. So, we have a good head start on this um before the state ever decided to

156pass the bill and say that we needed to do it. So, I think kudos to our schools and to um our professional learning team within the district um because we've gotten ahead of this and we're really positioned well. Um however, there's still a lot of work to be done and again, it's now legislated. So, um, we'll continue to work on that. And I do feel that once we get all of these pieces in place, um, language arts will will come alongside math and we'll start to see the same types of gains we're seeing in math. Again, we're seeing little little gains, just not as extensive as math. And I think again, that's because we do have the scales and we do have our teachers understanding what grade level rigor looks like and having intervention, supports,

157and resources. But once the whole system is lined, then I think it's just um well, it just m makes it much easier for teachers to actually effectively plan, right? So it takes some of that work off their load so that they can spend more time diving into their students and knowing their students and being able to plan for their individual students. So that's the work that we've been doing um for several years and that's the work that honestly will probably never quite be done with because it just you know we we learn and we evolve. But um so far we're very excited about the growth that we've been seeing rebounding after um co I have a question on the trainer. What is the timeline for Pam to become a a trainer? So she's already gone

158through level one training. She finished her level one training. I believe it was like the first week of May. Um so she has to go that second level of the second group of training which we have her she'll be going through this coming school year I think first semester. The way it's offered is it's offered like four or five times throughout the year. So, we just have to narrow down her schedule when she's able to go and then um then we send her. But she did finish the first stage, I guess, if you will, of training. But now she has the second one to go through and then she'll be a certified trainer and she they have to be certified to be able to access the u resources and materials um and then bring it

159to our teachers. Well, thank you for being proactive and getting that started. Um we we are sounds like we are ahead of the game. Yeah, thank you. And thanks and it's probably another initiative of yours. Well, I have a lot of help because our elementary principles are very vested of course in making sure that their schools are are successful. So, honestly, press was um grassroots. I like to say that because that was definitely not a Tasha thing. It was organically started at the elementary schools until it was like no, the district is going to adopt this and do this all six schools. And I was like, okay, we're going to do that. That sounds great. Um, in the meantime also we are looking for and we will be we're working on new instructional resources for

160K5 ELA as well. I mean so that's something that you know we're in the works from. So too the same kind of concept is we want to be able to have the um we want our teachers not to spend their time or their own personal money buying stuff or looking for things. We want to make sure that they have a guaranteed and viable curriculum that's available for them within district. Absolutely. Any other questions or comments? Okay, Mike. Okay, thank for her leadership. Obviously, she's done a tremendous job for us. Um, and then I just want to highlight what you were saying, Tasha, about the struggles with those proficiency scales with ELA. And it's kind of the same argument I made during a state board meeting when we were looking at assessments for read by grade

161three. And reading and language acquisition is so complex that there really isn't a standardized test that's truly going to tell you if a kid's going to read without some form of assessment and input from teachers with boots on the ground. And so I think taking the time to really build the the knowledge base of our teachers and giving them the skills to truly know a child's reading abilities is huge. So thank you for that. Thank you, Mike. Definitely. Yeah. Um yeah, so uh quick question because you know most times you do a pre and a post, right? You go in and you do a a pre-questnire and then you attend a training and you do the post. Why do we do the winter? So I feel like the fall is the pre, the spring is

162the post testing of maps. So why do we do the winter testing other than it's required by the state? I'm not real sure except for the fact that um I think they want benchmark assessments more frequently. really if we were going to benchmark effectively without overesting kids because you don't want to keep testing kids to test kids, right? We're really wanting to benchmark more like on the every 3 to four week time frame. Um but it doesn't have to be a test. I'm not saying that when I'm saying we it's really a lot of it can be teacher observation assessment, right? To to assess are the students learning what we what we are teaching them. But yeah, I mean I think it's just falling in line with the fact that under read by grade three

163legislation, we have to we have to do the MAP assessment. we have to administer it three times a year. And so, I mean, from a standpoint of whether or not it's beneficial to our schools, um I'm probably not the best person to ask. Dr. Ward would be better, but I think we really use our spring to spring scores more within our district than really those winter scores. Um the the fall scores, you get a lot of um learning regression during the summer, right? So, those fall scores are always sad. um you know, I mean, compared to if you're looking at where the kids were in the spring, I mean, and then looking at where they're in the fall, you have learning regression. So, we have a tendency to look a lot from spring to spring

164to see where were they last spring, where they are this spring. Um, and that's the most useful I think that our our schools are using really beyond knowing where they're at at the beginning of the year. So, I agree, Molly. I mean, in terms of just testing to test, I don't know that the winter assessment score is the most important thing. I mean, if we were to give instructional time back to schools, that would definitely be where we'd want to do it. That's what I um is an observation but yeah I mean I understand that it is uh by state um maybe we can talk to somebody um okay but you know what I would find very interesting with these map um the map uh scores the spring by spring would be um if you

165could ever within a your database I'm not quite sure you could ever do this but tie in attendance to the red and the orange. I would love to be able to see, you know, we've actually done that and we we can provide that for you. That would be because it's validating, right? We know attendance is an issue and um it would be really kind of um I think beneficial to see where we are with that is and we we actually have the same data too at the high school level looking at um the ties of attendance to GPA and it's exactly what you would think as well. And then um I know for special education there's accommodation. So map testing usually takes what? Two partial days, right? Two or three, two hours, two days or

166one day. Okay. Two hours over a three-day period of time. There's three portions to the assessment. And so feedback that I I have heard is that it just really is a lot on a special education um student because it might take them all week and it's just extremely draining and I don't know how you would ever um deal with that or you know I'm not quite sure. Yes. Unfortunately, those assessments were required to assess all students unless it's written in the IEP that they're not assessed and the only way they can be excused from those assessments is if they're like in an alternative standards program. So, I mean I I agree. Um it's it's a hard situation. It's the same thing for English language learners, you know, our newcomers who come in and just until

167they learn the language and they're being assessed in a language that they don't naturally speak, it's a challenge. Absolutely. Of course. Yeah. Yeah, thank you for all this work, Natasha. I know your retirement is approaching and you're yet you're working so hard in helping with all these reports, so we appreciate you. Okay, very good. Thank you both. Agenda item number 13, approval of consent agenda. And this is for possible action. I'll make a motion. I move that the Carson City School District Board of Trustees approve the consent agenda as submitted. Second. Okay. Motion by Trustee Barner and second by Trustee Roberts. Any board discussion? See none. Any public comment? Seeing none. All those in favor? I. Any opposed? Motion carries. Thank you. And then agenda item number 14,formational items. And this is for discussion only.

168No action will be taken. any comments or questions? No. None. Okay. And agenda item number 15, board reports, uh board member comments. And this is for information only. We will start off with Nevada. Association of School Board NASBY update. Trusty Varnner. Hey, I put my notes away because I didn't um I do have um some today I asked Renee to send out kind of an update on the legislative session bills that were submitted and so everybody should have got that in their email and uh it'll tell you which bills died, which ones were passed. So it's interesting reading. Thank you. That's very helpful. We'll we'll definitely read that. And then the only other thing really is that uh planning is ongoing for the 2025 annual conference. So there's a lot of work being done behind

169the scenes. Um we're still looking for sponsor, additional sponsors. There's quite a few, but if anybody knows of an organization that may want to help sponsor the conference, uh let me know and I'll pass it on. It's going to be at the same place last year at the Silver Legacy. No, not Silver Legacy. GSR in Reno. Okay. In Reno. Pardon? Yeah. Yeah. Right. That's that's what happens. Yeah. Okay. Great. All right. And and that's my report for NASBY. Okay. Thank you. Do you want to just go ahead and do your report for um your board your board report? I do for Frri Elementary. Um we talked a little bit about uh absenteeism. So this is kind of a neat thing here. Uh Principal Brown would like to thank the Fridge families for helping to reduce

170their chronic absenteeism rate from 17% to 7.5% this school year. Oh yeah. So that's pretty cool. That is great. They are very excited about the results and he says they could not have been this successful without their fridge families uh everybody making sure the kids can came came to school. So good job there. And then for Boardwick Bray, Principal Reta's uh thinking about the new school year and she wanted everybody to give uh give everybody an advanced notice that there will be a parents meeting on August 11th, 12th, and 13th at 6 PM. And they'll be held in the multi-purpose room on August 19th. And this is where parents can find out their child's homework teacher or home room teacher and hear about all the exciting things that's going to be happening at Boardwick. And

171that's my report. Thank you so much, Trusty Bardner and Trusty Roberts. Uh yes, from Dr. Ward. They had their AVID summit and it was a huge success. 23 teachers completed 19 hours of professional learning and cultural building over the course of two days. It was very engaging and unique experience. Um, and then I just want to add a big thank you because I forgot. Um, with the PTA's fund run fundraiser, their goal I believe was it 5,000 and they exceeded that six six over 6,000. So amazing job. Thank you families. Thank you community. Everybody who who participated. Wonderful. Thank you. Trusty Walt. Um, so I don't have anything for Empire Elementary School, but last Monday, um, as part of my duties as a school board member, I am on the, um, parks and recck commission.

172And so we had on June 16th, we had a joint meeting with the open space advisory committee and the parks and recck commission. Um, so there was a few things that we discussed um, and had presentations on. So, first the park ranger uh presented all of the different activities that they're doing within Carson City. And I would first and foremost at the last meeting we had with them, I had mentioned um last year if he could possibly um reach out to the schools and this is John Castello to reach out to the schools and you know try to get the students more involved and he did and so I would like to thank all of those schools or classrooms teachers that invited him in um because that was it was very successful. So, um I

173would, you know, like to thank anybody and I would encourage um anybody who's listening or principles as well. Um it's an ongoing park ranger um program that they have and they get out there, they get the parks, the rivers, you know, and they do different educational um learning and so um and they can bring it into the schools if we have funding and we can't do field trips. They can bring it in. So, I would encourage you to reach out because John and his team are extremely eager to get in in there and get it done. Um, we also had a presentation on the Carson City Trails um by uh Greg Bergrren and I have been here for all well a lot of years. Um, so for yeah 30 31 years I've been here and

174I had no idea about our trail system and it's what we found at this presentation is it really is kind of underutilized but it's underutilized by a demographics in Carson City which is families. It's families and students and so he then I asked him if he would possibly um look and you know be consider um doing something with the schools as well. So he task he gave me a task and um I'm going to read it. Sorry I have too many open things going on. Um but the task was then to you know kind of get back to him on you know what would it look like? Would it be the possibility of um field trips you know going to the trails but um or learning where they are. he comes into the schools and

175you know shows the students where all of the trails are you know kind of like this is how it is but I don't know that it would go from a student to a family you know to the parents who are actually going to get the students there so I would maybe you know look at if there isn't a possibility when student when te when schools do um family nights or family activities that we ask you know that somebody from the trails um you you know, Greg or somebody from his team participate. So then he c they can show because it it really is um remarkable the um trails that we have um throughout Carson City. It's it's really So he was wondering would it be a presentation in a school classroom, outdoor field trip, whatever

176that would look at. So I would if I could get some suggestions um to get back to him, that would be great. Um I would appreciate that as well. And then um as part of um my day job, I was asked by the Carson City Health and Human Services to lead um what's called the CHIP um group, which is a community health improvement plan. They call it their CHIP. And they um it's to go over the 2022 community health needs assessment. Um and yet, you know, meeting is a quad county. So, we held our f first meeting on um the second Thursday in June. I think it was like June 12th and the community then comes together and it's not just seniors. It's anybody who has a barrier with transportation and we know that some

177of our families do, you know, um how do some of our kids get to medical appointments after school? You know, how do they get to the dentist after school? And so um I would really appreciate and I don't know who um to to reach out to but um so in this meeting is Douglas County Carson Lion in story and so it's um Jack Bus, it's Dart, it's um us obviously it's the it is the hospital was involved um NDOT's involved um school districts are involved. So if we could if there isn't somebody I could get involved in that. And so what this is then is getting da d d d d d d d d d d d d d d d d d d d d d d d d d d d d

178d d d d d d d d d d d d da show um where are we and where do we need to be what are the barriers where um what are the struggles you know that's that um our families are having um I you know speak on the the for the seniors and then you know spoke a little bit as a school board member because I'd love to be able to see some transportation for students to get to extracurricular activities after the school day, the bus drops them off at home, but you know, if there's only one car and dad has it, how are these students participating? And so that was something that um was brought up as well, you know, Boys and Girls Clubs there. So, if we can do that, I would

179greatly appreciate it on that because I think um it could be valuable on that as well. And then lastly, um I need to it's going to be in the paper, but um I would like to take this opportunity to um invite everybody to look up in the sky on the 4th of July at the fireworks show because it is a free show. There is parking up at Upper Centennial. There's free parking at Lower Centennial um as well. And so the um fireworks show will start at 9:30 on July 4th, Friday. Um up at Centennial though there are no trailers, RVs, camping, open open flames, glass bottles, pets, no parking within the fallout zone which we will have um barricaded and so I would ask that um people enjoy um you know the patriotic holiday in

180which we celebrate and um please be responsible as well. Um but there is a lot of free parking. I'd like to emphasize that. Lots of good stuff. Thank you, Molly. Appreciate that. Okay, for me, I just want to remind um the trustees to please um write those letters of nominations for our wonderful um staff that we want to nominate for the Nasbian um awards. And I believe um Miss Cortez sent out an email to all of us late um this afternoon. And then um Superintendent Felin also sent another reminder. So, please uh look at those emails and um if you have not signed up to write letters of nominations, please do so. Um help us with that task if you would, please. I appreciate it. And then also we have tr uh Vice President Walker

181on the phone joining us um for for the meeting as you all heard, but I also um need to ask him for his uh report. Vice President Booker. Jeff, for a minute I was like, uh, what was I supposed to do? I don't have a board report tonight. So, thank you so much. You don't have a report? I do not have a report this evening. Okay. Very good. Thank you. I just want to make sure that I did not forget you. Thank you. All right. Very good. Then we will move on to agenda item number 16, and that's request for future agenda uh topics. Do we have any requests for future items? Um, so we're not going to have the first meeting in July. So the second meeting um would be what is that? July

182what? What's it? So So yes, correct. So our next meeting, our next board meeting will be on the 22nd. That is correct. Okay. So then I would ask if we could get um you know like another funding line item and um have that presented as well. Wonderful. Thank you. Any additional items? Don't see any. Okay. Agenda item number 17 adjournment. Thank you so much everyone. Mike, thank you so much. Thank you. Have a great night. Heat. Hello. [Music] Heat.