001[Music] Oh, for [Music] Oh [Music] yeah. Oh. [Music] Oh, forever. [Music] Oh, [Music] hey. [Music] Good evening. Um, welcome to the Carson City School District Board of Trustees meeting. Today is Tuesday, June 10th, 2025, and we are going to call this meeting to order at 5:30 p.m. Agenda item number one, adoption of the agenda as submitted, and this is for possible action. One question, I'd like to pull consent agenda items. Um, when the consent comes up. All right. Thank you. Okay. So, motion by Trusty Walker, second by Trusty Walk. Any board discussion? See none. Any public comments? Seeing none. All those in favor? I. Any oppose? Motion carries. Agenda item number two, adjournment to close session per NRS288.220 to discuss labor relations with the district management representatives. And this is for discussion only. So we
002are Hallelujah. [Music] Heat. Heat. [Music] Oh, [Music] great. [Music] Oh, [Music] hey. Oh, [Music] la. [Music] Heat. Hey. Hey. Hey. [Music] Hello. [Music] Oh, [Music] hey. [Music] Amen. [Music] Oh, [Music] Oh, [Music] Hey, [Music] la. [Music] Hello. [Music] Oh, [Music] hey. [Music] Oh, [Music] hey. [Music] Oh, [Music] hey. Oh, [Music] la. [Music] Hey [Music] la. Hallelujah. [Music] Hallelujah. [Music] Happy. [Music] Oh. [Music] Oh, for me. [Music] Oh, [Music] hey. [Music] Don't. [Music] Hallelujah. [Music] Hello. [Music] Oh, [Music] hey. [Music] Oh yeah. Oh. [Music] Oh, [Music] hey. Oh, [Music] woo. [Music] Hey. [Music] Hey. [Music] Hello. [Music] Oh, [Music] hey. [Music] Oh, [Music] hey. [Music] Oh, [Music] hey. Oh, [Music] la. [Music] Hey la. Happy. [Music] Oh, [Music] hey. Heat. Heat. [Music] Oh, [Music] for Oh, [Music] hey. Oh, [Music] hey. [Music] Hallelujah. [Music] Oh, [Music]
003Oh, [Music] hey. Oh, [Music] hey. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Hello. [Music] Oh, [Music] hey. [Music] Oh, [Music] hold [Music] on. [Music] Oh, [Music] forever. [Music] la. [Music] Hey. [Music] Heat. Heat. Oh, you are [Music] Oh, [Music] oh, oh, God. [Music] Oh no. [Music] Oh no. [Music] I'm la. [Music] Heat. Heat. [Music] Hallelujah. [Music] Heat. Heat. [Music] Oh, forever. [Music] Oh, [Music] hey. Got [Music] la. [Music] Heat. Heat. [Music] Oh, [Music] heat. Hey. [Music] Heat. Heat. [Music] Oh, for [Music] Oh [Music] yeah. Oh. Heat. Heat. [Music] Oh, [Music] woo. [Music] Hey. [Music] Hey. [Music] Hello. [Music] Heat. Heat. [Music] Amen. [Music] Oh. [Music] Oh. [Music] Oh, [Music] woo. [Music] Hey, [Music] hey, hey. [Music] Hello. Hallelujah. [Music] Oh, [Music] hey. Oh, [Music] hey. Oh, [Music] la. [Music] Hey. [Music] Hey. Hey. [Music] Hallelujah.
004[Music] Oh, [Music] aha. [Music] Oh [Music] oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh Oh, [Music] I [Music] Hallelujah. [Music] Hey [Music] Heat. Heat. [Music] Oh, hey. [Music] Amen. [Music] Ohoo. [Music] Oh. Heat. [Music] Heat. [Music] Woo! [Music] Oh! Heat. Heat. [Music] Hello. [Music] Oh, [Music] hold Oh, [Music] forever. [Music] Woohoo! [Music] Hey! Heat. [Music] Heat. [Music] Oh, [Music] heat. [Music] Oh, for me. [Music] Oh, [Music] oh, [Music] hey. [Music] I'm la. [Music] Oh, [Music] how [Music] Oh, [Music] for me. [Music] Oh, [Music] Oh [Music] my god. [Music] Oh, [Music] you are. [Music] Oh, [Music] hey. [Music] Oh, [Music] hey. Oh, [Music] hey. Oh, [Music] woo. [Music] Hey [Music] la. [Music] Hello. [Music] to continue with our meeting. So, I'm going to continue
005with agenda item number four, which is flag salute u by trusty walker. If you can please lead us. Please join me. I also Thank you so much Trusty Walker. Agenda item number five, superintendence report and this is for information only. Superintendent Fing. Thank you, President Ramirez. Greetings, trustees. Um, we have a school year with a nice bow tie on it that we have completed. Uh, the last couple weeks has been a lot of fun events celebrating the end of the year and all the hard work going on. And just wanted to give a heartfelt thank you to all of our staff for u making the year happen and and the successes that we've had. um had some promotions and uh graduation last week. Uh as you know, um Eagle Valley had a an adjustment to
006what their end of year looked like and they have sent out a survey now to um parents to get some feedback on their thoughts on that. Um but I attended and it was a a pretty fun event. They had the Carson High marching band there to um welcome kids as they or I guess sorry. Yeah, welcome kids as now senators uh exiting Eagle Valley, which was uh a really nice touch. Um graduation at Carson High was an amazing event as it always is. Um thousands of people just having fun and and real happy. So that was that was fantastic. I think we ended up with um four was the number I believe was 490 um graduates. So that's up a bit from from last year. Um last thing, um we've been working on um Trusty
007Walt had made a request at a prior board meeting around um uh notification for when events are happening at schools. And so I've been working with um Mr. Maderis and it on a a fairly slick um calendar option that um we're going to get the schools to help us out with. Um but something that not only would have all those events for you to look at, but it would actually be on our um website for every for every school, a consolidated calendar with every single school event that's going on um so that the public could see that as well. So anyway, we're we're working on that and then um hope to be able to present that to you sometime here in the the near future. Um came back from the Nevada Association of School Superintendent
008conference um about two hours ago and it was all about AI. You have a presentation this evening on AI. Um there is are some amazing things happening um amazing possibilities and so I'm really just uh excited to have that presentation tonight on top of what I've been learning the last day and a half. Uh things are changing very rapidly in our world and uh it's pretty exciting and and scary all at once. That is all I have. Great. Thank you. Um, agenda item number six, um, board reports, board member comments, and this is for information only. And I believe we do have a student school representative. Is that so? No, no school representatives. Okay, then we are Well, I wasn't sure. I wasn't sure. I wanted to double check. Okay, very good. Um, let's see.
009Nevada Association of School Board, NASBY, update. Trusty Barner, I have no update tonight. Great. Thank you. And then board announcements. Do we're going to start with Michelle. I see her nodding her head. No. Okay. Rebecca. All right. From Dr. Ward. She said her and Mr. Herszel are super excited for this upcoming Thursday and Friday. We are hosting our very own Fremont AVID summer summit for our teaching staff. We have 23 teachers coming to participate in various relational capacity building and shared leadership activities. All board members are welcome to pop in Fremont between 8 and 2 p.m. to come and see the awesomeness that is Fremont staff. We have plenty of fun and learning on the agenda. Plus, our conference even includes a special dinner at the governor's mansion on Thursday. And she would like to
010thank Fremont staff for an amazing school year and all their hard work with their students. We're looking forward to a summer of rejuvenation and relaxation so that we come in strong mid August. Thank you so much. Um, and I just want to add a big thank you to the sheriff's office because I saw pictures of um a walking walking field trip that the students took walked from Fremont to the railroad museum and noticed that the sheriff's office was out stopping traffic and everything. So, just thank you for taking the time to keep our kids extra safe. Definitely. Richard, I have no reports tonight. Great. Matt, excuse me. Um, I have one from Dr. Connley over at Eagle Valley Middle School. Um, number one, he says, "The new eighth grade promotion celebration was a smashing success.
011Uh, we had many students and parents personally think thank us for a great event." Um, also thank you to the wonderful PTO for creating a great fun in the sun activity day for our eighth graders on stu, excuse me, eighth graders on students last day of school. And lastly, Miss Riddle, science teacher, will be supervising a summer greenhouse sustainability club on Wednesdays from 9:00 a.m. to noon at Eagle Valley Middle School. The roster is currently full and this will give um students an opportunity to be more engaged in a sustainability and greenhouse experience. And then lastly, I just want to thank because uh Eagle Valley and Carson Middle are um both the schools that I leaz for. Um just wanted to say thank you to both of those principles and um staff for everything they
012did this year. Um just being good good people and uh caring about our kids. Absolutely. Molly, no report from you, Mike. So, first of all, I'd like to say congratulations to our graduates and then to our teachers, administrators, district office, another school year down. And at the end of the year, it always feels like we just started, you know, where it's like, oh, school year just started. And then before we know it, we're here at this meeting after graduation. And at the end of the year is always a nice time to kind of reflect on the great things that happen here and how hard we work and the great systems we have. Even though the work can be hard, we seem to come together and really um help our kids get over the finish line.
013And so that makes me proud. I spent the last two days up at NAS and I think um Mr. fueling doesn't necessarily say that he's part of the leadership that helps get those meetings together. And there were a lot of Carson City administrators. M. Perkins was one of them. So, it was nice to collaborate and learn alongside all of you. And um finally, last week, I was able to join uh Mr. Connley and some Celiger teachers who were retiring for a Celiger sendoff for the four of them. And it was really nice. You know, one of the nice things about our schools is they really are like families and you just get back in there and it's like you never left. So, congratulations to all of them. Nice. Thank you. Well, um my apologies that
014I did not reach out to the uh vice principal from um Pioneer. I did not think about it to be honest with you. I rely on the students. So I am sorry I don't have a report from her. But I do want to say that um graduation was amazing. Um they had I believe 35 students u from Pioneer and it was just such a wonderful um ceremony and the whole auditorium was full of family uh friends. It was just a a very very um very exciting uh evening. So um congratulations to all who u contributed to um coordinating the event and then the same for all the other graduations. There were many graduations and many um end of the year festivities that I had the pleasure to attend and it was just a phenomenal uh
015week. So um thank you to everyone who who worked so hard in putting all those events together and I hope that they do enjoy um their their summer very welldeserving summer. Um, I also want to um remind the board members that we do have to turn in the nomination letters for the uh NASBY um uh nominees uh by August 1st. We need to turn those letters to Renee by August 1st again. And I believe we do still need help from um uh trustees to write letters of um nominations. So, if you haven't um responded to Renee, if you can please um check with her um at the end of this meeting um and let her know what um names you want to write uh nomination letters for. I believe she still has about eight um
016nominees that we need um board members to um volunteer and and write those letters. Um, and also if I may recommend if you can please contact the nominees and ask for um ask them directly for any um recent accomplishments or any additional information that they would like for you to include on those um letters of nominations. I I think it would be helpful. Uh we definitely want to send strong letters in hopes that our our our employees uh receive those very welldeserving awards. Um I know that um Superintendent Feline offered to help us reach out to those individuals. Um I think he has a lot enough on his plate. So if we can just go ahead and and take this um and and help all of us, you know, wrote write those letters and submit
017to Renee on on time. Thank you. And then what else? I believe that is all I have for um announcements. So agenda item number seven, association reports for discussion only. Do we have any association representatives? I don't see any. Okay. Moving on to agenda item number eight, public comment. Do we have public comment? Inerson public comment. I don't see anyone. And I was informed that we do not have public comment online. So at this moment I will close uh public comment and move on to agenda item number nine uh this uh discussion on proposed changes to CCSD uh policy 245 wellness policy and this is first reading for discussion only. I believe Elizabeth Martinez yes is here. Welcome Elizabeth. Hello. Good afternoon, uh, President Ramirez and trustees. Thank you for having me tonight. So, um,
018this is something that really should be talked about every three years, but unfortunately, it has not been. So, we're going to just restart. Um, kind of the history of this is, uh, in 2016 was the last time we reviewed our wellness policy. In 2019 when we were in the process of reviewing it, um COVID happened that school year, everybody went crazy. Nobody knew what was going on. Uh since then, the Nevada Department of Agriculture has not had a whole lot of um direction on the wellness policies because we've all been just trying to rebuild. Um, as of last December, they did send out a revised state wellness policy and so we were able to revise our wellness policy. Um, it does include a few kind of large items, but they're items that I'm really excited
019about. So, um, before we were not able to allow fundraising for culinary arts programs, which is a huge bummer because we want to be able to support our culinary arts programs. Now we are able to do um curriculum based uh fundraising. So I'm really excited to start that next school year. I know that um the culinary arts teacher at Carson Middle School is also very excited. Uh also sodium limits, those were updated in 2016 but after the uh wellness policy was last updated. So those have been updated. Um, also some changes to beverages have been made. So before carbonated beverages and caffeinated beverages were not allowed in schools and now because of the emergence of things like seltzer waters and zeroc calorie um zero sweetener drinks that are carbonated or caffeinated um because they're so
020popular now they've allowed that. uh the caffeine is still not allowed at the elementary or middle school level, but it is allowed at the high school level now. And then um the last change that you'll notice is a lot of obsolete links have been removed from the wellness policy. Thank you. Any questions or comments from the board? Oh, sorry. No, we're just doing nine right now, right? We're doing nine first. Correct. Or did you did you combine them both? Well, 10 is really just saying that we're going to have a wellness regulation. I'm sorry. I didn't print out an agenda. That's okay. That's okay. I'm talking about the regulation. So, we can do nine first, which is Oh, sorry. The policy. The policy. That's item nine. Yeah. I'm sorry. The policy has not changed at
021all. Um, the policy is just stating that we'll have a local wellness pol or regulation. Sorry, I get confused too because the department of agriculture calls it a policy what the regulation is and then we call it a regulation. So it are we good to combine them? These are both uh discussion items and your agenda does allow you to combine them. So based on how the discussion has taken place, you can you can we can call it as combined and consider them both. Oh, continue. Okay. Thank you. Sorry about the confusion guys. Yeah. So then my question is do you want to for me to give my um edits? You can comment on you can comment on on on either one or both. Okay. All right. So I'll go ahead and start with the policy
022and then I know Okay. Um I was wondering you know when we have social, emotional and um behavioral development and physical activity for its students would we be able to add regular physical activity for students above um on that policy. So it's not just physical activity for students but it's regular physical activity. And then the district will also help inform families that good sleeping habits are necessary. and I was looking at possibly changing good to healthy. Okay, so that's the policy. Okay, so for the agenda item number 10, the regulation, um so we'll start with page one. Um paragraph two. So I see at the very beginning it says the Carson City School District and then we changed CCSD to district. But if you go to paragraph two, um we still have CCSD, uh wellness
023policy. So it would mean the districts. Okay. On page two, um three pillars of wellness and it says the school wellness policy goals and it um the second sentence has CCSD rather than the district. Okay. Um then on page five under uh seven vending it says during the school day is defined in in amendum E vending from machines not run by the nutrition service department may be accessible to students limited to and I don't um that one caught me just kind of like it didn't flow very well so I rewrote it and I don't know if if you would take that as um just a consideration. Yes, please. The wording is clunky. Okay. So, it says during the school day is defined amend students access to vending machines not operated um by the nutrition service
024department will be limited to the following. So, students access to vending machines not operated by the nutrition service department will be limited to the following. And I don't know if that just read a little bit better. No, thank you. Okay. Um, page six, um, where it says say no to late night TV and computer use, would we be able to cross out computer and say technology? Because I think it's important that we emphasize no phones. Maybe it's time to check in the phones, the iPads. So, no technology use on that one. Page seven under six, recordkeeping, it says CCSD. Um, which we would need to be consistent to say the district. Um, I sorry, I need my readers, but I don't have them. Oh, okay. And then um and I know it's not in there,
025but um on page 15 we have an addendum F, but nowhere in the regulation I does it really refer to addendum F. And so I was just wondering the need for I I want the addendum F, but I would like to be able to, you know, emphasize that, you know, really um withholding recess is not a healthy option. Um, I know sometimes our hands feel a little tied, but maybe the reason the behavior is the way that it is is because they need to be outside, you know, on that end. So, um, I'm not really quite sure um, where that addendum would fit in, but I would like to see that if there was some language that we could. Absolutely. Thank you so much. Yeah. So, that's all I have. Anybody else? Yeah, I have
026a few things. Go ahead. Uh Molly, you caught a lot of mine. Thank you. But I did notice on page three on the under nutrition, health, and education uh second bullet point down. We refer there's no requirement for teachers or principles. Um and then on the next page, uh the principles are referred to as site administrators. And I think at one point, didn't we decide that we'd use site administrator instead of principal in the policies? But it should be consistent whether it's going to be principal or site administrator. Other policies I read later on has site administrator in there. And so uh uh see that. And just a real picky little thing on page five under physical health and education on all the other um not bullet points but paragraphs there's no space in between
027the heading and the uh start of the sentence. So just to be consistent if you wanted to change that. Um, and then I don't know if you mentioned this, but on page seven there again, it has a CCSD under recordeping instead of district. But overall, uh, as long as I got you here, thank you for all the work you did on this. Kyle, thank you. I know you were involved in it. appreciate the work you guys did on. Thank you as well for your help. Molly, with your recommendation, I'm wondering instead of saying to make it sound like it's prohibited from detention during recess because that could interfere with our discipline policy which goes to committee and then we send it to the state. it might be say you know should be seen as last
028resort or something along those lines so that we don't have contradictory policy and that's something that every year we review and send to the state. So I would suggest that we were careful with that language. Rebecca, you had you had a comment. Um yeah, I was just going to mention the recess thing as well. Something you know I backed Molly on that with being taken away less. It It's happened a lot or it's happened as a a whole class punishment, which I think isn't necessarily a good situation. Um, but yeah, Mike, thanks for your comment as well and saying something maybe like as a last resort or um, you know, not not punishing the class as a whole for the one or two kids that are always having an issue and it's getting lost multiple
029times a week because I think it is important for kids to get out. Sometimes it's the behaviors are coming because they need a break and maybe that's better addressed in the discipline policy and sure maybe just a recommendation in this policy for healthy lifestyle basically. Right. Right. And I just feel like we wouldn't take um you know breaks away from adults legally you can't. So why would we be taking them from these poor kids that that just need need that? Thank you for the insight. Royers, I I just want to know at all. Thank you. Um Elizabeth for that trusty wall brought up the there's no reference to addendum F. I think on page five under that physical health and education um number one physical activity. You could probably find that as a good reference
030point for yeah somewhere within that. You might have to adjust the language just to shade but It does in um paragraph three it does an example recess or physical education. So maybe some Thank you. Okay. Any other comments? I think um we covered everything and thank you so much. We appreciate your hard work on this and we appreciate you um feeding our children healthy meals. Yeah. Thank you all very much. Okay. Agenda item number 11, discussion on proposed changes to CCSD policy 270 suicide prevention intervention and postvention. And this is first reading for discussion only. Welcome Christine Perkins. Mr. President, 11 and 12 are both discussion items only as well. So if you want to combine them, you can. Oh, okay. Is it okay if we combine them? Yeah. So, we're g we're going to
031combine 11 agenda item 11 and agenda item 12 and they are both for discussion only. Good evening. Christy Perkins. I'm the director of MTSS and student wellness for the school district and I'm joined here tonight with Christina Sapion. She is a licensed clinical social worker and she oversees Project Aare which is our mental health services we've been able to provide to students in our district over the last several years. um she's been instrumental in updating this policy um and making sure the work is aligned with the state and best practices. So when we first look at the policy, there wasn't a significant amount of changes to the policy except the updated language of using um the consistent language we've made changes to. This policy was first introduced several years ago when social workers were very
032new in our school system and we were using them as contractors. they weren't district employees. So, there was significant changes. Um, we didn't make a ton of changes to the policy. It just states that we will have a policy in our school district. We will have a post vvention plan. We will have intervention processes in place to prevent these type of events from happening um within our school district. We also took out some of the statistics because those are changing consistently um and they're usually about a year behind. So we didn't think those should be listed in the policy or the regulation. We removed those. So that was really there was not much work done on the policy but significant changes in the regulation. So if there's questions regarding the policy we could start there.
033Okay. Okay. So moving on to the regulation. Um this is a very very long regulation and we have been working on it for many months. Um one of the main changes you'll notice is anytime a specific tool was mentioned we we did our best to remove that tool as those are changing all times. You might have seen words like using a lot of acronyms the ASQ and that was a screening tool. We took that out because that is not necessarily what the rest of the state is using at this time. So we removed any specific items like that and changed it to say a researchedbased intervention or a researchbased tool or a researchbased process. And then of course we'll have accepted processes for our staff that are aligned with the most current work. The other
034thing you'll see a lot of significant changes. We removed places and programs that don't even exist anymore such as West Hills Hospital. It's not even uh around anymore. So it didn't seem to make sense to have it in a board approved regulation. So starting there at the beginning, we have a lot of definitions and a lot of acronyms. I know Mr. Clappam loves those. So we'll if there are questions on those, we tried we can explain those um going through if you have questions on those definitions. We tried to define the main words we would be using here throughout um the regulation. Any questions on those definitions? Questions from the board? I don't see any. Molly, you do have one. So for these are just on page one um two and they they carry over
035into page three just the definitions before the scope of work. So uh number three suicide point contact um SPC. So it says appropriate staff to designate as SPS may include a mental health professional, social worker, counselor, director of wellness, principal vice, principal, nurse and psychologist. So where do we um get the mental health professional? Um, so in our hiring practices, we have changed when we post a social worker job. We now post it as a mental health professional because that allows us to hire people with a variety of different licenses, maybe a counseling license, a social worker license, a clinical social work license. So that is more consistent with our hiring practices. So we can hire a not just a social worker. We have some folks in our school who might hold multiple lensures and
036then they can um be in that role but they can have different roles. So this suicide point of contact really is to streamline that communication. If there is an event at a school that one person just like we would do in our emergency operations system kind of takes the lead with that communication with the task then they would bring in the other you know important people. They would of course contact Mr. Fueling. they would contact um Dan Dave is for communication. So we don't have information coming from all different points. We would make sure the information is confirmed and then that site point of contact would really be we'd go back to that person who would then you know continue with the work in the right flow. Right. Okay. Um and then are you okay
037I'm on page three number six the suicide screening. Can you elaborate on who um who are the trained staff members and how does the school district um select those trained staff members? Oh, sorry. Hello. I'm Christina Sapion. Uh the trained uh staff on suicide screeners are the social workers, what we're calling the mental health professionals, counselors, nurses, and any others that chose to go to the trainings that we've had this last school year. And we've trained on Colombia and Colombia is used within throughout the whole nation, but um definitely used in Nevada by hospitals, the sheriff's departments um and local mental health professionals. Would it be appropriate then um when the definition of number three is essentially who you just listed as a suicide point of contact rather than having the vague language of a
038trained staff member? or is that would it be appropriate for that to be listed as the suicide point of contact is the one confirmed doing the screening. Um those could be two different people. For example, for the district, I could be the suicide point of contact, but I wouldn't be necessarily in a school site performing the screening. Um we do the screenings a couple times a year. Um we do screen all of our seventh graders currently. we again screen all of our ninth graders and then of course when a student is in crisis we could also conduct a screener. Um so it's a little bit two different things. Um of course once you're trained you could also you could initiate that screener. Um I will say I will speak to the fact that Christina bringing
039her on this year we have really focused our trainings on a more comprehensive team so you're not doing these things in isolation. And this is very heavy work and it is very scary for maybe just a social worker in isolation to have a student who's in a in crisis. So we um offered trainings to our nursing staff, to our SRO's, and we had our counseling. We had people who've never been trained in these things want to come to these type of trainings this year. And we offered more trainings than we ever have. And now we have a whole team. So you're not there doing it by yourself when it it can be a very emotional situation. We c you can call in backup support. So that's why we incorporated these other groups. Um this year
040we've really put some more emphasis on the whole whole team being a part of the process. Okay. So moving on to that. Um we have a few more definitions on page four there. um defining suicidal behavior. Um this we did do some changes here. This can include attempts but also self-injury, having a plan, gathering means for a plan, action indicating intent. Um suicide contagion. This is um something we work hard in the school district. This is a a myth that sometimes talking about these things can make other kids want to do these things. And research shows that is not true. that actually talking about these things and um being able to understand these things can actually, you know, we need to make sure we have a plan to be preventative, but that we don't just
041not talk about these things. We need to make sure that we're doing it um honoring of the work. And then number 10 is a bit new. That's suicide postvention. That is in the unfortunate event that there is a completed suicide, the district is obligated to have a postvention plan. how we will support those students, that staff, the community and make sure that operations can continue on but that the students and the survivors are supported and that plan is really dictated by the state. They have a post vvention toolkit that we have aligned our work with. So the next section there is on prevention and as I mentioned our prevention work is done mainly by our school social workers, our counseling team but it is done by our whole school community. We have different anti-bullying weeks.
042We have um communications up throughout our school. Um and this piece really talks about what we're doing to make sure mental health is discussed in our district. We have that as part of our strategic plan, our wellness policy, the whole child philosophy. So that is really there on our prevention. We u made some updates again just to keep going back to that point of contact. So whenever you see SPC that's our point of contact. Who is the director of wellness? Me. Okay. So should we have the right the appropriate title because that isn't Oh, I guess you don't have to put the MTSS, I guess. And student wellness. So, I'm Yeah, I'm the director of MTSS and wellness. So, that's where I'm like a separate person. It's just one person. Yeah. Okay. It's one person
043with a couple titles. So, all right. Um and then you'll see on to p the top of page five there. That's where we added those school social workers, counselors, school resource officers, and school nurses. We just thought it was important to grow that team, that wraparound service team, rather than just have one group of people responsible for all of these things. Um, num bullet item number three there, we made some significant changes. Uh that's where we changed the verbiage to really say developmentally appropriate grounded in research and evidencebased rather than picking a specific program. We thought that was would encompass the type of work that we want to do. We would obviously not bring something in that was not best practice, not researchbased. We wouldn't bring something in like that, but we didn't want to
044name a specific program there. And then you'll see the highlights of what we cover in elementary level curriculum versus our middle and high school curriculum, what it will emphasize. And so there's some bullet points and there's was some pretty significant changes in that section. I just had some grammar. Okay. So it says um under a elementary school curriculum will emphasize recognizing basic warning signs of distress in oneself and it should say others with a comma and then this is just I think um format but under B middle and high school curriculum will emphasize prov I I believe evidence research should be indented. Correct. Mhm. And then a comma after training on programs. And then um you have the comma on the next one. And then strategies for seeking help for oneself and others. Uh refer
045friends for help. Calm comma after the help. And then should it say then and rather than an or? Correct. to to combine that with interactive and student centered activities or no. Okay. Thank you. Uhhuh. And the next section is on parental notification and involvement. Um this this section of course like this whole regulation can be touchy. We feel it is absolutely the responsibility of the mental health team to involve the parents when there is any sign of anything that could be involved in this policy. If their student is demonstrating these signs, if they have disclosed this type of information, that the parent is notified immediately of these risk factors and that they would be a part of the process. So that could be a part of creating a safety plan for the student. Maybe it
046just is a discussion. Maybe they need more time with a social worker. Maybe they already are involved in outside therapy with a mental health provider in the community. But it's very important to us that the parental notification and involvement is a part of this process all the way along. When we do our screenings in the fall for seventh grade students, a notification goes out to all parents that this screening is coming up. And if you do not want your child to be a part of that, you can opt out. But otherwise any results that come from that screening are shared with the family um immediately. I just have one recommendation on the second paragraph when we're talking about when families aren't engaged or when we think it might be detrimental to the student. Sometimes it's
047really hard as a school principal to reach DCFS. And so I would add in uh or um SRO or law enforcement. On that note, really quick then um should there be a period after delayed period division of uh child and family services may be contacted with all communication and a comma after well-being. But going up to the first uh paragraph, can you explain to me I guess why where we say additionally staff will request Why is that will rather than may Can can you tell me where you are exactly? The last the last sentence in the first paragraph and I'm sure you have a Oh, under the additional staff will request parental consent to communicate and partner with Okay, so I will instead of may so um that one is if you are going to
048partner with an external mental health provider. So, if you, let's say, are in with a student and they are um really struggling and you're going to need to call Carson Tahoe Health for them to send someone into the school, you would will have to contact a parent before you just bring this other person in here and dealing with the child. So, that's an instance where we would mandate that you would have contact. The only exception to that, as Mr. Walker pointed out here, if the child discloses something that um could put them in more harm's way, if they say, you know, if you call my mom or dad, this might happen. Um then we would go the SRO route, the DCFS route, um and do what we need to do to ensure the child is
049safe as our first priority. And then notifications could come at a different time, but student safety would always be our first priority there. I have a question going back under on paragraph one like under prevention that first one um is just talking about um staff members so that refer students they believe to be at elevated risk for suicide to an SPC um but it doesn't really talk about anyone else like if there's a student if they want to report maybe themselves or a friend if a community member has a concern anything like that is there um anything that talks about how they can contact them, how to identify who those people are. Um, if there's a way to report anonymously, um, just just to make it easier for that, like as you said, there's like
050a screening that goes out. Is there any sort of like um not necessarily a class, but you know, back to school kind of thing where this is covered and who they can talk to and go to to get that extra support. Yes. Um there are resources for that. Uh we have safe voice in our community which at is 247 anonymous reporting. Any student, community member, staff member, parent, anyone can use that service through their mobile device. There is a website. You can even call in and it is operate. There's an operator 247. Um if you are showing signs in that call or have concerns of the suicide ideation, they will do a screener with the student over the phone. They will use the Colombia which is what we will be using consistently and the operator
051will provide those screener questions either in text form or verbally and they can then um as we know the SRO's notified, the school's notified if those type of things go in there. So anyone could do that and then the the school sites do a lot of work at the beginning of the year of you know this is a safe person, this is who you can go see if you have concerns. They they meet their counselors. they meet their social workers and all students have access to that throughout the year. And um during SOS, the signs of suicide um screening that they do in seventh grade and then the other grades as well, uh they're asked again about themselves or if there's anyone else they're concerned with. Um so the next section there is talking about
052the intervention procedure. This is during the formal screening. If a student does become positive for suicide ideation and an immediate danger to self or others, a safety plan is initiated which may include a mental health crisis hold and transportation to the nearest emergency department. There's quite a few changes here in this section because per NRS, a mental health crisis hold can be initiated by our school site social workers, by law enforcement, a registered nurse, a psychologist, or a clinical therapist. The school site would then work with law enforcement to transport the student to a facility where only a physician, psychologist, or physicians assistant, an advanced practice registered nurse or a licensed clinical social worker with psychiatric training would actually um certify the hold and then one of those same people are the only people who
053can release the hold. So the the site the school social worker could initiate if they have significant concerns and the student has scored high on the screener and they are very concerned that the child needs immediate care, they could initiate that hold and then we would again work with that whole mental health team to certify the hold, transport the student, work with the family. Um it doesn't mean that the student might not be there for 72 hours. They might go to the facility. The doctor might say, "Okay, your parents have a plan in place. We're taking you to your therapist. We're adjusting your medication today and we're going to release you to mom and dad with a safety plan." They might need to stay longer, right? But that is really it's just the job of
054the school site to initiate that process and then we of course use the professionals to help us make sure we are following all the steps medically necessary at that time. Um and that same team also received this school year training on crisis holds. Another addition is the second paragraph under intervention procedure. Um if during the formal screener the student is positive for homicidal or danger to others because sometimes these can be interwoven but sometimes they are separate events. Um the school district does conduct a comprehensive threat assessment. Um I'm the lead of the comprehensive threat assessment as well. So if a school has a student in this situation, they we would immediately contact the point of contact myself and we would set up that comprehensive threat assessment. That is a huge team that looks at
055a lot of factors. We've had a lot of training to say how significant is this threat to harm others? Are you a danger to um others in your school community? And then we could also determine if you have expressed means, motive, opportunity, and intent. And depending on those findings, the um Terasoft rule must be implemented. This is the legal obligation for mental health professionals to warn individuals or law enforcement of a credible threat to violence. So if during this process we determine this is a credible threat, we have a duty to warn others. That might be another student, that might be a staff member, that might be someone in the home. Um, and that is the obligation of the district and the mental health team that once we determine the credibility of the threat, we
056would warn those who may be impacted by the threat. So, that that is new to this policy. So, might be some questions on this section. I just have a quick spelling thing. uh on that paragraph the fourth line down where you talk about the Toros soft rule must be implemented which is just misspelled. Thank you. So my question um why the tariffs off rule rather than NRS uh 629.550 which is Nevada statute that legally obligates the reporting and so I don't know um I don't know if it's just something that you'd look into rather than because I know the Terasoft rule was you know uh Supreme Court in state of California then uh Nevada statute has its own And so I don't know if we would just want to use NRS. Yeah, I think I
057think we could list both. Okay. And in that situation, we would rely um on our school administrators to do the notification. Sometimes that can be a very difficult conversation, especially for our mental health providers if it's involving other students and families. And it's it feels awkward to call another parent and say, "Hey, this kid might be upset with your child and your student's name was on, you know, they're upset and they have a plan to harm." So, we would really um rely on our school administration and our district team to make those phone calls because those can be very um scary and difficult. And we want to ensure the other families and all students and staff at that time that we have a plan in place. And then we also have a plan for those
058who may be impacted or might be afraid to return to school or whatever that we would make a a plan to support them as well. So moving on to page five again we just um extended the group of folks who can be part of this team. We added again school social workers, counselors uh SRO's. Number three says, "Our youth suicide prevention programming, we changed the language again to be developmentally appropriate, grounded in research." We've already discussed that, right? Yeah, I'm going backwards now. Just want to keep this going on forever. Just to reiterate, to reiterate, we've made that correction. Okay, so we're we're now moving on to page seven. Seven, not backwards to page five, please. Um seven, we're going to get rid of that whole page. And that is where we just had some
059really outdated resources. West Hills no longer exists. Um there the numbers were incorrect in some of these other um items. Um the ASQ is an kind of an outdated tool. We're not using that anymore. So we've just removed that whole page there on page seven. On to page eight. Um in and out of school suicide attempts. Um, a lot of the verbiage was changed here because it was very um centralized just around students. We wanted to change that to be more inclusive of any person who had an in and out of schoolside attempt. If it could be a staff member, it could be a parah who works in the school. You know, we wanted to make sure it's not just students that this regulation would um anyone who works for the school district. Um, we
060would have a plan to support the school. So, of course, the immediate response, whoever the first staff member to discover this information of an active suicide attempt must of course call 911. When 911 is called and dispatched, when they arrive on scene, they take over the scene. So, then the school district um would just be to support students families and provide mental health services, but we would of course allow um the first aid and all of those things to be administered by the professionals that come into the situation. Our priority would be focused on student safety. Any students who were involved close in the area, we would we would make sure they are cared for as the site administrator or that site point of contact would be doing control of you know moving students out
061of the area notifications um and communication and then they would engage the crisis team to make sure we can come to the school to support those efforts. So that's really the steps they would take. And we would of course reach out to our licensed mental health team. We have several contractors who come into our school sites and work with our students. And they have been more than willing to support the school district whenever there is something like this going on. They want to come and help because our staff and our students have a different relationship with the student and they can then relieve them of their duties and um you know help those students in need. So on uh number three, area control. Um you talk about the school crisis response team, but it's not
062in the definition of who makes that up or did I miss it? Might have taken it up. So our crisis response team is that that site point of contact. Um yeah, we could define that. Okay. For sure. And that crisis uh it's number two we have our mental health crisis response team in the definition. So a multip multi-disciplinary team of primarily administrative mental health safety professionals and support staff whose focus is to address crisis preparation interventions response recovery. They've been trained in crisis preparedness through recovery and take the leadership role in developing the crisis plan. So I'm wondering then if we make an acronym for that, you know, mental health crisis response team, make an acronym for that and replace then the school crisis response team to that acronym the whatever acronym team because then
063it would be consistent with um lots of acronyms I know on page nine and then it says if appropriate the crisis response team um because then we refer to the school crisis response team then we go just to the crisis response team, which um probably should be capitalized there as well. So, I would just encourage that we're consistent throughout the whole um document. And I I can clarify that for sure. We have two different teams. So, you're going to have your site response team um at let's say at Carson High, the lead counselor, social worker, SRO. Then we have a district team as well um who would be coming in to support the site and the students and the staff which would include myself you know Christina perhaps other folks from the community. So I
064can define those better so it's clear we have a school site response team and we have a district crisis response team. Okay. because then further down in nine to um where it says the re-entry procedures and I know you're not there but we'll um but then it just refers back to the school team. So there's another one where we might want to just it's a test to keep up with all the acronyms. So we will I will clarify that. So it um which team we're talking about and and it is of course going to be a mix of these people and who's available and what team is responding where um and the how many people are impacted. So, we can make that a little more clear. Um, re-entry procedures, there wasn't a ton of changes
065done here. Um, something we have incorporated this year, some work we've done is students who have been hospitalized for a mental health crisis, maybe a suicide attempt or psychiatric hospitalization. There hasn't always been great communication um between these two organizations. Sometimes a student is out and we don't know why they're out. Maybe it's the parents or the family doesn't feel comfortable disclosing that information. Maybe the students out for a few weeks. Maybe it's only a few days. But we're really working with these outside agencies to have a better re-entry plan so we know what was decided what the student needs to feel safe. Um and Christina is working on umus with these different folks so we can make sure our students are supported when they return and we can have that better communication of what
066you know what occurred when they were out of school. Page 10, we took off the whole page. So again, there was a lot of repetition here. Um but there was also um some things that are just outdated practices. On the top of page 11, we talk about the post vvention and that is a vital aspect of suicide prevention as it helps reduce the risk of suicide contagion within the school community. Following a student's death, especially by suicide, immediate and thoughtful steps must be taken to support those affected and restore sense of safety. The district will follow the suicide postvention toolkit to ensure a coordinated and compassionate response. So the district crisis response team will meet twice a year to ensure that implementation and recommendations from any incident are reviewed and that the school's postvention plan
067is integrated into our staff induction processes. The district crisis response team will review and refine the postvention plan regularly, ensuring continuous improvements based on lessons learned and current best practices. We will maintain comprehensive documentation of all actions taken during the postvention process and we will provide regular suicide prevention and post vvention training for staff, students and parents to foster a culture of awareness and proactive care. I would just ask if you would define who is in the district crisis response team in your definition. Yes, I will. Okay. Thanks. And while you you were reading that, um, can we change students death to individuals death going back to if this was a staff member or someone who worked within the school? So this um then there at the bottom we did make some changes because again
068some of those practices are outdated. Some of those um phone numbers and things don't work. So we just updated it with 988 which is the suicide and crisis lifeline. The National Institute of Mental Health warning signs of suicide and the crisis hold packets. um if you are at a situation where you need to initiate the crisis hold and we also are developing accepted practices for our internal working documents that um Christina can discuss. They're not going to be part of the um board voted upon regulation and policy but we can just um go over those. So, we're working on a flowchart and um we've shared this with our social workers and counselors and the um SRO's and the MOST team at the sheriff's department and it's just helping them go through the process of when
069they may have a student or somebody with them who is in crisis and because like we said this can be a scary situation. So, it's involving someone like myself or the SRO's and then we're going through that those steps of when they need a screener, when they need a safety plan, if that student or individual is at risk, is a crisis hold needed or is the family engaged and able to support in a safety plan. So, the flowchart will go through that with them. and we've been getting a lot of good feedback and adding information to this. So, I I feel like it's a really good tool for them as well as then helping them when the screener shows are they um high risk, low risk, medium risk, what do I do then? And we've
070been sitting with the social workers on their first um crisis screeners and walking through that with them to help them with their comfort level. And as um I kind of opened with our work this year has really been focused on comprehensive services intervention and prevention um and putting a lot of our efforts and focus on that on building that toolbox of this team of the mental work mental health team. Um so I can't keep up with my own acronyms now. We've really been trying to build their toolbox of when to create a safety plan. How do I create a safety plan? is this am I when do I call mom or dad? Do I wait? Do I call right away? So that's the the work we've been really focused on building up that group that
071you have a team. You're not alone doing this work and it is comprehensive. Um but that we are documenting. We are really accessing those tier 2 tier three services in more a preventative mindset. So other questions, inputs, typos. Yeah. No, not um sorry. No, but so I was just looking at the um assessment and um the second paragraph it mentions that um this is a free and confidential service and so how is the school district able to offer a free this free service um like what is the fiscal impact or you know is it a grant that we get or is it through community services but this seems um I it's extremely important don't get me wrong Um, but I just think, you know, how are how is a school district able to offer it
072to be free? So, signs of suicide that we do with all the um like middle school students and at the high school as well as Erica's Lighthouse, those are grant-f funded. So, we partner with partnership Carson City and they've written it into a grant and then they we plan that together. They come in with our teams and we provide that training in the classroom. So, that one is grant funded. Colombia is free to use and um and they have even like an app for it and so we can as the social workers, the counselors, the nurses, anyone trained on it can provide that service right then. Um we will in the future be able to bill for this for through Medicaid. So um because it's crisis intervention, the screener and the time spent with that
073student on a safety plan that's for the assessment. Mhm. Okay. Great. Thank you. Thank you for the presentation. That was very well. Thank you, Richard. Yeah, very very good. I I really like the regulation. But I do have a question and maybe for Mr. Fueling and maybe the board in general. uh throughout this on several occasions um I brought up the last policy there's referred to a site administrator and then other areas as a principle and so I don't know if we've I thought we talked about that one time before and did we come up with are we going to use site administrator and policies or are we going to use principal I know they're interchangeable but just for consistency I can change it to site administrator I think that's a good call because sometimes
074the principal is off campus and your vice principal is going to act as the site administrator. You might have a dean of students who is going to be taking the lead on the case. So I can go through and make sure it says site administrator consistently. All right. Yeah, there's I could tell you where they're at, but you can go through. So that'll be on both on the policies and the regulations. Yep. Okay, great. Any other questions? No. Well, thank you so much for this presentation and and for all the work that you're putting into this. This is definitely a very critical service to our families and the students. Thank you. Okay. Agenda item number 13, presentation and discussion from the CCSD artificial intelligence learning ambassadors, AIA cohort on the use of artificial intelligence AI
075in the Carson City School District. And this is for discussion only. And I believe we have a group of individuals. Come on up. Turn the clicker. If you're going to be the boss, you just have to do it yourself. There you go. All right. Hello and good evening. I'm Mary Prey. I'm the professional learning coordinator for Carson City School District. You've probably seen me several times. Um we're here tonight to talk about something that seems to have popped up pretty quickly in um school classrooms and that's um artificial intelligence. So whether we're ready or not, AI is here. Um it's writing essays, it's generating pictures, it's answering questions, and even doing kids homework. So, our cohort, what was it created for? Um, Superintendent Fueling asked us to and actually asked Leanne Morris and I to
076try to figure out um how to help teachers and students um use it wisely and not wildly. And so, Leanne Morris and I talked about how can we best get teachers input on what that should look like in our in our Carson City School District classrooms. So with me tonight are some of the 16 teachers who are part of the AI learning ambassadors cohort and they were from across schools across um departments grade levels. Mary, may I interrupt you? I'm sorry. Sorry. Can you please introduce yourselves? I sure can. Thank you so much. So I'm going to let them introduce themselves. So we'll start with Rachel down here. You got to press your microphone. I'm Rachel Overreet. I teach fourth grade at Fr. I'm Jessica Scholes. I teach um sixth grade digital explorers and seventh
077eighth grade agriculture at Carson Middle School. I'm Tamara Turbo. I'm the head of the English department at Carson High School. Marvelly Clayworth. I'm speech language pathologist um department chair of the speech paths in the district. Did you get that? Yeah. Okay. Thank you so much. We appreciate that. Absolutely. All right. So these teachers volunteered their time um to dive in to explore what AI looks like, to ask the hard questions and start building that responsible path forward for AI in Carson City's classrooms. So basically some of the questions we've wrestled with are things like what is helpful AI and how do we define and redefine the idea of cheating and plagiarism? How do we save teachers time without losing the heart of good teaching? Um, and how do we prepare our students for a world
078that's already constantly changing under their feet? So, the big ask in this, oops, sorry. The big ask in this is really was pretty clear directive from um, Superintendent Fueling and that was we're not just trying to jump on a trend, right? We know what's here and so we're trying to lead with purpose and we want our teachers and our students to be smart users of AI including being critical thinkers who understand when to use it, how to question it, and what its limits are. So, and we want our teachers to feel equipped and not behind the eightball and not overwhelmed when it comes to AI use. So tonight, some of our learning ambassadors are going to share what our cohort has been learning and building and starting to shape that idea of a district-wide approach.
079Um, and that we aim to put ethics and creativity and real classroom needs at the center of any AI that we put forward as part of those policies. So, we know that AI is moving fast and it's always changing. So, thanks to the curiosity and collaboration and courage of our teacher cohort, um we're trying to take that thoughtful approach um grounded in what classrooms actually really need as far as AI tools. So, we don't have all the answers yet, um but we're asking the right questions and we're taking the right first steps, I believe. So, and we want to thank um the board for supporting the work that teachers are doing around AI. So, I'm going to introduce again Rachel and Jessica who are going to talk a little bit about teacher use. So, again,
080I'm Jessica Scholes and I teach uh sixth grade digital explorers, which is a computer class at Carson Middle School, and I teach seventh and eighth agriculture. I'm Rachel Overreet and I teach fourth grade at FRE Elementary. Um, so I am I tend to be a fairly cautious person. And I'm very hesitant with um dipping my foot into it and saying, "Okay, do I want to do this? Is it going to save me time? Um is the learning curve going to be um take me longer it than it would take me to generate things on my own?" Um and so I've really been hesitant to jump into AI. I definitely consider myself still very much a beginner, especially compared to some of my co-workers. Um, so I I also in the back of my head as
081that computer teacher, I'm always trying to incorporate the thoughts of like safety, data, privacy, security, um, and then how can I teach that to my students like you need to be aware of these things. So, but it's I've seen it coming around and one of the reasons I signed up for this cohort was I'm like, this is going to be important. This is definitely changing the way we do things. So, my conservative steps using it, I've primarily used it for revision and editing. I will spend forever on an email just choosing different words, um, asking my co-workers to please read it for me. Does it sound okay? And AI is so useful for that, especially for the word choice. Um, silly little editing errors, that type of thing. It tends to catch for me. Um,
082I've also used it minimally in lesson planning. Um, I use it really as a compliment. Um, I I'll write the lesson, I plug it in, and it comes up with ideas, and I'm like, "Oh, yeah. It's been a while since I've I've used that technique in the classroom." Um, so I tend to do the majority of the thinking there, and I come back to it, and it it edits for me. I've also been on the CT committee for um revising standards for the middle school for uh career and technical education. And we're going through revising them. I'm like, "How are how are they done so fast?" And then I talk to the my co-workers from Vegas, from um Elco. Oh, we plugged it into AI and then they go back and they edit and they
083check. Um so that was super useful for aligning standards. Saved a ton of time. We still have to go back and check. Um but as someone who doesn't teach English and the English standards aren't memorized. It's very helpful for me to go back and say, okay, I'm a verification as opposed to the the creation at that point. Um, so some of my major takeaways is this has been a can be a huge timesaver. I will say I have spent more time um with the AI than it would have taken me to generate something on my own like fine-tuning asking it to correct. Um, I'm definitely cautious. I'm I'm kind of excited to see where it goes. Still a little cautious. Um, and then as far as the student engagement piece goes, I try to tell
084them when I've used AI and something that I use with them. I don't ask them to use it. Um, and they're very excited. They're like, "Can we use it?" So, I know they want to um they want to use it correctly, hopefully. Um as well as they're actually using it without realizing now. Anytime they do a Google search, it's the AI generated responses. And I've asked them and whoever raises their hands, it's about 5050 if they realize that AI will make up the information to answer your questions. So, they definitely need to be aware of how to use it um and how to look at it and use it responsibly from that perspective. And they're not even really fully aware um when I asked them to site their sources and they say, "Oh, Google." And
085I'm like, "Did you click on the link? Did you see if it was a correct link?" So, they they need to be taking those next steps. Our cohort is definitely in a unique position because we're teaching, learning, and leading AI all at the same time. And it's changed so much from the time we started, you know, not less less than a year ago. Um, AI has developed so much in in that time. So this year I used AI as a personal assistant again, revision of emails, communication. Um, but it was really nice to use when other teammates would ask me for feedback. I would not only provide feedback, but then I'd show them how to plug it into AI and get additional responses or ideas. Um, and they were completely blown away away by by
086how they could potentially use it in the classroom. I also used it a lot this year for grant writing. I do a lot of grant writing for this school. And grants that were taking me two to three weeks to write are now taking me two to three or four days, which has been such a timesaver. And so, not only have I learned this year how to help teachers be more strategic, it's also helped me be more strategic with the use of my time. And really ultimately it's honoring the time the limited time that teachers have. Um in future one thing that we've talked about is having more transparency for teachers and administrators because feedback is so personal and we don't want to take the humanness out of that. So when an administrator is using AI
087for evaluations or when teachers are providing feedback to students and they're using AI, we just want transparency with letting people know when we're using it. So that way um we are thinking also about using it in an ethical way. Marvelly is going to talk a little bit about using it with our special ed students. Yes. Um so I mainly use AI to generate um materials to to work with my students. Um, I don't give grades and um to create uh um what's the word I'm looking for? Motivation to do my tasks that I have them. I use AI to um use the student interests to create like a slideshow um to work on specific lessons. Like for instance, I have one where um working on inferencing and the student really likes airports. So we I'm
088I created um a slideshow using AI to um talk about inferencing at the airport, but a lot of it I had to edit and you know make it more you know make sense for the student and what his cognitive level is at. Um, I use it to create word lists, um, to create sentences, um, like if we're working on a skill like, um, irregular past tense verbs. Uh, so then the student can edit the sentences. Um, and then the big thing is, um, differentiation of lessons um, for different levels of learning in the regular ed classroom. So I interviewed um my uh colleagues who teach special ed at Carson Middle and um that is one of the ba main things that they use AI for. It's very useful like if a student is working on
089something in social studies but their reading level is lower than you know seventh grade. So it helps them access that curriculum to um be able to understand the information that is being taught to them. All right. So, Carrie Xavier couldn't be with us tonight. She had a family emergency, but she asked me to share her middle school lesson. Um, our teachers were asked to create things like lessons for their students if they were to teach their students AI. And she was working on teaching AI to her middle school students. This was a lesson she created on prompt engineering, which is one of the big things that students will need to know how to do. And it's important for um teachers to use as well to get what um you want from the prompt. And so
090students were working with um what they called the five E and it was a lesson generated about um prompt engineering. She gave her students a checklist which is something that would be an excellent idea in the future for the cohort to work on. checklists around assignments that specifically um talk about which types of AI and in what ways AI will be used in a lesson. It also is standards aligned because basically the ITY ISTY standards that Leanne probably talked to you about a hundred times um talks about students using digital tools to broaden their pers perspectives and enrich their learning. And so, as we know, AI is pretty much here to stay in that um idea of increasing their technology use in ethical ways. It also meets some of the Common Core State standards as
091they're conducting research projects. We know they're going to be using AI in this because often we do as well. Um, and that they should all be teacher refined and checked by structuring their prompts. I'm Tamara Turnbo from the high school. I teach English there and so I want to talk about using AI for engagement and inclusion. Um, and the bottom line is that students are using AI and they are going to be using AI and there's no reliable way for us to check that. Um, the slide here, this is an AI detector. I put in a text that was 100% AI written and it comes up as 100% human content. So there is no way um I I I'm a pretty good prompt engineer. So when I generated the AI text, I asked it to
092talk like a high school student and it did and it was undetectable. So really we need to be more engaged in the conversation and the process of what our students are learning. Uh right now a lot of our classrooms, our assessments focus on that final product and so we're seeing the essay, the poster, even the presentation, but not the thinking or questioning or the processing that goes into that. So not only is that the easiest thing to cheat on, the easiest thing to generate with II, a lot of times our students don't see value in it, you know, a literary analysis essay maybe is kind of archaic. We need to be looking at other things. We need to evaluate the process of what they're doing, the planning and thinking and conferring. And one of the
093nice things about AI is that as the students are using that, that also frees up the teacher. So instead of being the sage on the stage, as they say, we can be the guide on the side and walk around and interact more one-on-one with our students as we go through that. what that looks like in is assessing the process more than the final product. So in my classroom this year, we used AI with our final research papers. So one thing to think of with AI is in general, we think of AI as a singular thing. There's just kind of one entity, one robot overbrain out there. But in reality, it's a whole world of tools. And we have access to those tools. And those tools can also be really empowering for our students, especially for
094our special ed students, our students with learning differences, our students with language differences. A lot of times they freeze up when faced with a task like an extended research paper. But we were able to use resource chat bots to talk to talk to the sources. We were looking at research assistants to help with what do we ask next? I was able to pause those tools, turn AI off and talk about what is appropriate and inappropriate in the research process and they did their own research without those robot tools. And then we came back to the revising and talked about what is effective for revision. And so throughout that process, not only did I have control of turning the magic school AI on and off, but I also got to be more engaged in what they
095were doing. Um, it would tell me who is engaged, moderately engaged, highly engaged. I got to see their questioning process. I could go through their prompt history and see what they were asking and how their thinking was evolving and changing. So, it really gave me a better look of what they were doing in the classroom. And again, I had that time to interact one-on-one with those students as opposed to reading everything on paper myself and giving independent food feedback. Um, so on Magic School, what that looks like, you can see there are a number of different rooms there on the left. They're called student classrooms, and you can add different tools to the different classrooms. You can turn those on and off. You can pause them, which really invites the conversation of when is it
096appropriate and when is it inappropriate? How do we use this ethically? Which brings us to the metaphor that we're looking for as we develop our policy and implementation, which is a basic stoplight. You know, a red assignment, no AI, you're on your own. Show me what you can do. Yellow, we're going to have a conversation about it and use it with specific intentions. Or green, get creative. Show me what you have. Write that vocab list into a Taylor Swift song. Cool. Right. So having having the conversation and then students don't feel like it's taboo, you know, they're more willing to ask is it okay on this project or not on this project because it's not just offlimits and scary. It's something that we're having conversations about and they can see that we value some of
097the tools that they're using and it really opens up their thinking there as well. So in thinking about the stoplight system for Oops. So in thinking about the stoplight system for consistency across the grade levels, one of the tasks that was set before the um cohort was the idea of creating something teachers could use in classrooms from elementary up. And so using the idea of the stoplight system, we as a cohort created um more friendly versions for each kind of level of students. So you could see a K2 example with the no AI where the kids know I do all the thinking here. Um and then it gives some points on the side. My brain is the boss. I don't use AI. AI helps me a little and my teacher tells me how much. Um
098the teacher gets to choose the tools like Tamara was talking about in the um magic school. Tools can be pushed out to students and those can be the only ones they use for certain assignments or AIU. Okay. I use AI tools, but I still think for myself, right? And I'm always checking my work. It goes up from there. How do we use it in 35? Our cute pictures go away. The wording is a little more um 35 ready. Um but it's the same basic process, right? And as we're teaching kids through the years, as they go from elementary into junior high, they um already understand the process of how we use it, when we can use it, how do we use it responsibly, and how do we cite that? If you notice right here on
099the 68 scales, the first time human thought and creation only the bullet point appears using AI here would be considered cheating because the teacher has specified no AI in this assignment. And then the um AI use expectations for 9 through 12. So basically we created the stoplight system and we'll be refining the wording of these. So these would be um possibly a poster in each classroom for teachers to utilize. Um we have created and started to create well we've started to create um the beginnings of a step-by-step guide for teachers getting started with Magic School. one of the professional learning opportunities that teachers will um be experiencing next year. Um during the days um that professional learning we have uh we pull out certain populations of teachers. The other teachers will be um exploring AI
100through some um asynchronous learning um through Magic School. Magic School has a great professional learning system where you can get certified in different parts of Magic School, how to use the tools. So, our teachers will actually get um time to look at all of those tools and be certified through magic school next year for PL. So, the future of AI in CCSD, right? Um so, the task for the cohort is um with magic school. Um how do we um help encourage our teachers to utilize the tools we have? um how do we provide learning ambassadors at school sites that can help their fellow teachers in a kind of grassroots movement of using AI and then the idea of creating some guidance documents um for teachers for students on that idea of ethical use. What is
101this acceptable in Carson City School District around AI use? Always thinking of that student data and security and um where is that role in assessment? If we're looking to grade a student on something, where is AI's role in that? And I think Tamara spoke very well about recreating the idea of the process as an assessment as opposed to just one product. You know, one of the things that always worries me a little bit about this topic because it's even how the tone started of AI as a negative and AI is the future and whether or not we like it, our kids are going to come with those skills and using those tools and we have to get on board and we have to also broaden our thought process. this because you can use AI. Sure,
102they're going to use it to help put something together, but then they're also going to have to use those higher levels of Bloom's taxonomy to evaluate, analyze, is this meeting the requirements of the rubric. And you know, as a teacher, you could even add a challenge. So, now that you have this, how do we incorporate blank? So, there's a way to really up the rigor in our instruction while also streamlining the process for teachers and helping them. So, I think that there's there are things that we have to worry about. There are potential downsides, but there are ways to really streamline and and really elaborate on what we're doing with students. And so I just want to say that I think that our generation is always going to be very skeptical of this tool because
103it's not a tool of our generation. But as these years go on, I mean, my three-year-old niece could do things with my phone I didn't even know I could do. And that's not because somebody told her. She just knows because that's been her world. And so I just would say that yeah, it's scary. We have to learn a lot and we have to make sure we know what's out there. Um, but we also have to be open to it because it's here. Exactly. Thank you for that. And that is part of what this cohort always considers is our job as teachers is to train this generation and what they're going to be doing in the future. And they're already careers in AI that we never would have dreamed of. careers as a prompt engineer is
104probably not that far off. So, our training ground for our kids now is what they're going to be dealing with in the future. And we have a feeling the genie is not going back in the bottle as far as AI. So, what we teach now is not going to go to waste for either our teachers or our students. So, one big takeaway for me um is the fact that it's teaching the children how to be ethical. I think that's huge in addition to everything else that they're going to be learning. I think that that that is definitely one thing that is being instilled in this um you know um um whatever you call it pro program or however you want to call it but I want to thank you for educating us. I mean this
105is huge to me. This is very intimidating. Like one mentioned earlier, it's very intimidating, but I know that I need to get over it and I need to start using it. So, thank you for educating us and for everything you're doing for um to educate our children. Comments. Uh I really appreciate it. And somebody said the phrase um uh during the presentation that this teaches them to assess the process versus the product. And I think that's something that carries a lot of value. Um one of my high schoolers um sometimes he'll come home with a writing assignment in high school and he'll be like, I have no idea what this prompt like. I don't know what I'm supposed to write about. Or he'll start with a sentence and say, can you help me? I don't
106I have a couple sentences, but I don't know where to go. And so, um, teaching that breakdown of of, um, how to dissect a prompt and how to pull parts and pieces out of it, um, even if it is to get a robot to give you answers back. Um, I think there's a lot of value in that. So, I don't know, just a little feedback on there. I think it's good. And as far as next steps, we've asked um, Superintendent Fueling if he wants to us to continue our work next year, and I think we're trying to figure out a way to move forward. um with continuing the cohort if these teachers are willing to come alongside and continue this work over the next school year. Definitely. Thank you. Um I appreciate it. It was
107a very good um presentation. Question I have is I think more for Mr. Fueling. Are there any AI websites that the school district doesn't allow? Like for example here Carson City, not one city building you will be able to get on to chat GPT, not using their website. So like I just It's really interesting you said that because I texted Raymond. I thought he was messing with me. I've been trying to get on to chat GPT and Gemini and it it's blocking me and now I know why. Yeah, because if you're on their on any of the city um buildings or offices or whatever, they don't allow you on chat GBT. And so um you know, and and I never really asked anybody really why, but um I wonder then though if the school district
108will ever get to that point where there's, you know, certain AIs that will be using the the school district what you know, internet will not be able to access. Sure. If if I can actually have Raymond come up because I think there's some details around this given ages and certain um privacy issues and things like it's actually a a rather deep question. Uh yeah, thank you for the question Raymond Madaris for the record. So in terms of AI being blocked within the school district, it really depends on the privacy policies and what age groups are permitted to use it. So, for instance, Google Gemini just recently released um for the education sector under the Google core licensing, which means that we could use it for students 13 and over. So, that's been opened up for
109students 13 and over. Magic School is K12. So, that's been opened up for K12. So, it really depends on the resource and what we can legally open up for our students to use. Does that answer your question? Currently, we have Magic School open. We have Gemini open for 13 and over um and chat GPT for our um staff as well. So the students are a little more restricted than staff but um we have several of them open. The rest of them are blocked. So I guess my question would be with using chat GPT do we have data rules because if there's sensitive information shared then that's information that is owned by chat GPT at that point. So unless we're doing the paid version whereas Gemini is more secure from what we learned the last couple
110days up in Tahoe. So I guess that is something that's important that we have rules in place to protect personal personal identifiable information. [Music] One of our last discussions, every meeting that we've had as a cohort has just completely evolved to not only what we need as teachers but also what the district is looking at and one of our last classes was all about cyber security with that. And so along with teaching AI, like there are cyber security concerns that teachers also need to be taught. And one of them is putting personal data in or including names in those in um whatever it is that they're using. And so um yes, that is definitely a topic that we've been discussing. And I mean that that's a whole another year of courses that teachers could be
111taking and investigating because it goes into the ethics and cyber security of the Is this something Raymond that this board and you should work on some kind of a policy to um kind of set those guard rails in place for the future? I think so. Um so with Mr. uh Mr. fueling in the guidance that we're receiving out of this cohort helping us kind of shape what that looks like. U we could have some, you know, additional policy around the the data security piece of that. Yeah. Currently the ones that are open are either uh paid for or like chat GPT we pay for for our administrators that are using it with PII. Our teachers have been asked to not put that information in there and uh into chat GPT because they're using the free
112version at the moment. And then with Magic School, that's a gu walled garden. So that information is secured with inside the district. And the same with Gemini. So those can be used a little more liberally. Great. I just have Does do the students have access to Magic School and these other tools after hours at home? That's up to the teacher and whether we pause it or lock it or not. So they they cannot get on to Magic School without being in one of our virtual classrooms. And so we could leave that virtual assistant open. Say if they needed homework help or if their homework is to go home and generate the answers on their own, then we can turn that off as well. And then online students naturally would have access, right? I I would
113like to add to that. Um, as I wasn't using Magic School in my classroom, some of my colleagues have been doing great things with it and I'm kind of excited to um try to implement what they've been doing so far. Um, but that is that shutting off the magic school. I've actually blocked it using GoG Guardian in my classroom um because some when is it appropriate and for what activity it's appropriate for and teaching the kids to regulate that. Um, so I had a few students who were pulling up magic school. like that's not what we're working on right now. So, I had to I I blocked it. I had a conversation with them um and I said, "Do you want me to block it?" And I asked them and they said, "Yeah, just take
114away the temptation." So, nice. Talk about trust. And yeah. Yeah. Working together. President Ramirez, if I could, I really first want to thank Mary and Lean Morris when when we first started talking about this. Um I didn't really know what I wanted but something right because this is clearly happening and um you know so many districts are in very different places and um I I learned that in in spades up in in Tahoe here over the the past couple days. Um but very grateful that um really thoughtfully trying to put this together. And then um Leanne went around to meet at different schools and talk about AI a little bit and see who would be interested. And so thankful to our teachers who voluntarily decided they wanted to be a part of this. Um I
115know we have many who are not here tonight. Um, Tira Babulla, Nancy Cole, um, Mark Couna, Ch the Chandlers, Thomas Chandler, Jenny Chandler, JP Albert, um, just taking time out of their personal time to, um, really help us, help themselves, too. I'm sure that you learned a lot in the in the process, but um just help us as we continue to try to wrap our heads around this. Um but I but I really feel a lot of a lot of what we have learned just from um talking with other districts earlier today and yesterday, we've we've already come leaps and bounds ahead of of many in trying to understand this um and think of it in a in a holistic perspective as a district. So just thank you to you all for for being a
116part of this. Yeah, definitely. I echo that. Thank you so much. That is a tremendous work that you guys are doing. So, thank you. Thank you. Okay. Moving on to agenda item number 14. And I believe um we are going to table um this agenda item. Um yeah. Uh, Superintendent Feling, would you like to elaborate a little bit? Yeah, I can talk to this. So, um, we've gone through an RFP process for our food service management company, FSMC, um, here, uh, some months ago and and have been in, um, final, I guess, contract negotiations with them and and thought we were, uh, at a final final place, but, um, after some some reviews after the fact, there were still a couple items that we we still needed to u make modifications on. So, um, that
117will be brought to the the next, uh, meeting for for consideration. Thank you. So, President Rome, uh, just because of the way the agenda was approved, I would recommend opening up for public comment just to be safe. Okay, good. So, is there any public comment? Seeing none, we can go ahead and proceed. All right. Thank you. All right. Agenda item number 15. um discussion on scheduling a board retreat for the Carson City School District Board of Trustees. And this is for discussion only. So, as you may remember, uh we've talked about this um um topic before. I um asked Superintendent Fing to put it back on the agenda so we can have the opportunity to um further discuss this and see what the appetite is of the um of the trustees. Um, I had suggested
118that we have this ret retreat, but I would like to get input from from the rest of the trustees and and um determine if we want to move forward and having this perhaps during the summer or just, you know, identify some of the logistics involved um in in executing this this um event. So, I will open it up for discussion. I am curious what is your um what what would the purpose of it be and what is your vision for what this would look like? So what we were thinking I was talking to um superintendent feeling and one of the things that I would like to um do is have the opportunity to um do like a team bonding activity so that we can actually um get to know each in you know it we
119can get to know each other um individually and see how we can better collaborate um as a as a group as a board. I know that um we come here to these meetings but um we are not able to have that opportunity to um identify each other's strengths or our communication styles or so forth. And so I figured that by having a retreat as this has been suggested at conferences that we've gone to would help us grow as as a board. Um, another thing that we talked about was um perhaps uh working with superintendent feeling on um on a um subject subject matter such as um um family engagement. That's one thing that we are always looking for ways to improve um participation from families. I don't know what that is. It's air conditioning. Okay,
120good. I'm like, what is that noise? If I may, and I know this is off topic, but I just emailed the director of parks and wreck, and I honestly did not think I would get a response, but I said, "The air conditioning is not kicking on. It is extremely hot." She goes, "I am so sorry. I will have facilities take care of it." And boom. So, you know, for Yes, Jennifer Budge, thank you if you're out there listening or anybody else. I honestly did not think she would respond to the email, but thank you. Okay. So, so anyway, so yeah, um that's th those are the things that I had um thought we would include in our retreat. But again, this is a um discussion for us to have and perhaps you know um provide
121some suggestions of what we could um discuss, what we could talk about um at the retreat and we could you know identify first of all how lengthy of a time frame we're we're looking into u perhaps you know starting off with three hours um and then I guess my suggestion President Ramirez would be that we pick topics as opposed to personality traits and just because it's a public meeting and sometimes those are sensitive and so I would I would probably feel more comfortable with picking a topic that we really want to develop and kind of flesh out. Good. And again, this is this is why I wanted to bring it back up so that we can actually discuss how we want to proceed. President Ramirez. Yes. Just just to maybe help clarify what Trusty Walker
122is talking about. If you guys are not conducting, deliberating, or acting on any school business, you can have it akin to a training uh which would not have to be or which would not be subject to the open meeting law. So, it would not need to be a public um training. Is that what I'm hearing? Right. Only if you're going to discuss school district business or deliberately take action. Um otherwise it's just like going to a NASBY training or or anything else. It's not subject to the open meeting law. Thank you for the clarification. Okay. So um yeah. So I go I'll start. I think um no I think it's a great idea. Um I think you know a way of possibly moving forward is you know ask giving us some homework on what it
123is we we think you know that the retreat would look like what we would like to see you know you know take the next couple weeks to to look and see what it would be. Um, and then even at that time, you know, what would be a great, you know, a good time to do it, whether it be I think summer is too too early um for us to really kind of um have an agenda and make it worth our time, but I think fall and, you know, moving into maybe the early winter wouldn't be a bad idea. Um, but no, I I I do I support your idea. Thank you. Any other input? Um, I would support it. Okay. You trustees? Yeah, I'm in support. Okay. I don't know what it would look like
124again. Um, I like the idea of um, also being able to get to know each other more because we don't really get to do that. So, I'm looking forward to that aspect of it. Michelle? Yeah. I I don't remember where. It might have been Atlanta. And I went to a training and they were talking about um a board retreat that they had done. It was definitely Atlanta and they they did like a a personality not just personality like a trait strengths weaknesses and and everybody took the same like I don't know test type thing and identified where they excel and where they maybe a little weaker and and they actually put it on their name tags at every meeting to remind each other that like okay maybe if it's something that revolves emotion we don't
125talk to Michelle about it. if it's something that somebody has to be really good at math. We talked to I don't know Matt, you seem like a math guy, you know. So, um I don't know. It it I like the idea of learning more than just right now we know each other's faces and we know what we said on our campaigns. Um but we don't know each other as individuals and as people um and so I like the opportunity or the idea of having the opportunity to to get to know each other beyond the surface of a trustee. Excellent. Thank you, Matt. I will support doing it. Um, when I think of a retreat, I think about like just a bunch of hanging out and getting to know each other. Yeah. Like a barbecue and
126shooting the breeze. And so, I'm kind of confused on if are we learning something or are we discussing something, whatever. So, um, but I I'm all for it. I think it'd be great. I like to get to know you guys. I know um we don't get to do that. So, uh thank you. Uh my idea is that definitely get to um know each other better and also how do we work together more effectively. I think it's it's um I think it's important, you know. Um Mike, any additional thoughts or I don't know if I already had asked. No. Okay. Okay. Good. Well, then how about if we um look at the calendar? Um I I agree with you guys that maybe um in the fall um identify a date in the fall that works best
127for everyone. And um perhaps we could send that information to Renee. Would that be the best way to go so that we don't um create Yeah. Okay. So, how about if you guys look at your calendars and pick a um date in the fall? Um perhaps um I don't know, October. Be able to use Dber. Can we use Sorry. Oh, that wasn't me. Um sorry. Um, I think what maybe to start what would be helpful instead of um maybe specific dates is are there maybe general times in the the months like is is November good? Is like late September good? And then from there, I can reach out and try to if we're gonna have someone help us to see what is actually available and we'll see what overlaps for all of you and then
128I can start doing some research. I have a clarifying question. Are we looking at something during the week or on the weekend? Sorry, did I say that again? Are we looking at a date on the week during the week or on the weekend? Whatever works for the for the group. I I am open to suggestions. Okay. Yes. And again, I'm thinking maybe a threehour um time frame uh or three-hour commitment um and perhaps you know um working with superintendent feeling to see if we are able to hire a um um trainer um that will help us you know grow um we can we can certainly explore explore that option. Okay. So then that's what that's where we will leave it at. Then we will look at our calendars. I would say perhaps um beginning of
129October. I know that November it gets um a little more um it gets busier with um holidays and whatnot. So perhaps we could start looking at the first two weeks of October and see what that looks like and and then send send that information to your office. So we'd be looking at an indoor venue then. Indoor venue. Correct. Yeah. Yeah. And again, I would like to uh hear from the group um whether we want to go with um a weekday evening um time frame or a Saturday morning from um I don't know 10 9 to 11 9 to 12 something like that. So that would be wonderful if you guys can um look at your calendars and please um notify um superintendent feelings office. Okay. Awesome. Thank you. Thank you. All righty. Any additional discussion
130from the board? We're good. All right. Thank you, guys. All right. Agenda item number 16, discussion and possible action to change the CCSD school board meeting date from Tuesday, November 11, 2025 to Monday, November 17, 2025 due to the veterans holiday. And this is for possible action. Um so um do you want me to you want to take that? Yeah. So um the uh so in the past the board it well agenda item 17 for consideration is the board has canled um the correct Yeah. Oh sorry. Yeah, ju just referencing 17. We will be talking about potentially cancelling the uh board meeting during the week of Thanksgiving, which we've done for a number of years. Um as as we were then looking at the month of November, um Renee caught that the first meeting in
131November actually falls on Veterans Day, which all all schools are closed on that day. Um and so as We were considering that and looking for other options. It it so happens that this room is pretty much booked out all over the month of November except for Monday, November 17th. So, um there's there's really nothing wrong with that. If we're going to have one, we still want to have that that one meeting that month. The only thing that's a little strange is it's a Monday and we generally haven't had meetings on Mondays, but we, you know, we post all this. it's not um it'll be widely available that this will be happening. But that that's really the the question is um would we be okay with since no one will be here, no one in the
132district will be here on Veterans Day, that Tuesday, changing the date. Ultimately, it may even be beneficial because it's kind of midway through the month then of um because we wouldn't be having that meet that second meeting potentially. How does everyone feel? I I personally feel that it would be a good idea um to have one meeting. It would I mean it would give us the opportunity to have that one meeting that month and it would be in between the scheduled meetings. Um go ahead. I'm ready to make a motion if uh you are ready to make a motion. Oh, okay. Perfect. I move that the Carson City School District Board of Trustees change the Carson City School District board meeting from Tuesday, November 11th, 2025 to Monday, November 17th, 2025 due to the Veterans
133Day holiday. Okay. So motion by Trusty Vardner, second by Trusty Wall. Any board discussion? Seeing none, any public comment? Seeing none. All those in favor? I. Any oppose? Motion carries. Thank you. Um agenda item number 17. Um discussion and possible action to cancel the November 25th, 2025 school board meeting. And this is also for possible action. Um as Superintendent Phying noted, it is during the um Thanksgiving holiday and I believe um we are on vacation that week, right? And so it would be it would make sense for us to cancel that meeting and historically has been cancelled. I'll make a motion. Okay. Go ahead. I move that the Carson City School District Board of Trustees cancel the November 25th, 2025 school board meeting. Okay. So motion by Trusty Roberts and second by Trusty Walker. Any
134board uh discussion? Seeing none, any public comment? Seeing none, all those in favor? I. Any oppose? Motion carries. Thank you guys. All right. Agenda item number 18, approval of consent agenda. And this is also for possible action. Um yes, I would like to be uh pull um item D and item E from the consent agenda for discussion. Okay. President Ramirez, I just because this doesn't happen very often, uh the way you handle that is you'll just treat uh DNE as their own administrative items. You'll call them as an item, take public comment, and everything else, but you could still approve the remainder of the consent agenda with one motion. Say that again. I'm sorry. Sorry. Was I mumbling? Sorry. Sorry. The way you'll handle that is items D and E will just be treated as
135their own separate administrative items separate. So you'll call them discussion uh public comment on each one. Okay. Gotcha. Okay. So, I'll move that we approved item approve items A, C, and E from the consent agenda. I think it was uh D and E that were pulled. So, it' be A, B, and C. D, D, and E. Correct. So, I'd approve I move that we approve A, B, and C from the consent agenda. Okay. Any board discussion? Any public comment? Seeing none, all those in favor? I. Any oppose? Motion carries. And I'm sorry, you said to do both at the same time. Separately. Okay. So, we did D. Okay. Are we Are we clear on that? Sorry about that if I messed it up. Okay. So then I will entertain a motion for um item E.
136So I'm sorry, President Ramirez, you need to call agenda item D agenda as its own item. Discussion uh then action and public comment. So D. Yes, that's the one we we voted on. Okay. So now then you're going to have us discuss. Okay. All right. Let's try this again. Okay. So we're going to discuss agenda item number 18D approval of renewal application for CCSD distance education for 25 uh 2025 through 2028. And this is for action. Yeah, this is for discuss. This is for discussion. That's for action. It's for action. I'm sorry. I am so confused. Okay. Sorry. This is for for action. Uhhuh. It's an go ahead. So I I can I can speak to it. Okay. So yeah, like I'm the presenter. So um so what you have there in item D the
137uh renewal application for our distance education program for the next three years. So um the Nevada Department of Education um requires for so I should say Carson City School District has been running a distance education program which is in my mind kind of kind of an older term but it's an online education program for many years. Um so every three years uh we have to apply to the department of education with our um program uh to get approved by them. Um so the program the application that has been included um other than uh dates on here and some changes in the classes that the department of education if I recall um actually recognizes those are the only two things that have changed since the last application. So, it it's been three years. So, this is
138a every three-year item that that comes to the board. If if there were any um significant changes to the program or what we're offering or planned on doing, um this would have been uh a regular agenda item for the board to consider. Um but due to the not really having any um substantive changes, that's why it was put into the consent agenda. Okay. Any board discussion? So, um, what caught my eye is that the application, um, was supposed to be submitted by May 31st of 2025. And so, um, so when I was looking at uh, is there going to be any, um, negative implications towards that if we're submitting it, if we sign it here today on June 10th, Oh yeah, if Yeah, if you could, Mrs. Fusan. Thank you. Tasha Fusan, chief academic uh
139officer. For the record, I um No, there is no implications that that was the due date, correct? We did submit it to the dis or to the state with a note that there's we have to tell them what differences are made in the application with a note that we would be bringing it to the board during this board meeting. Um it is actually not those changes are not um taking effect until the beginning of the school year. So it's fine. It's just yes. Would I have preferred that we had gotten it in before that due date? Yes, I would have. Unfortunately, we did miss that to get them on your agenda. So that's there's there will be no problem. We've already submitted it and the state knows that we're talking about it this evening. Okay.
140So the state accepted it without approval or just on contingency of approval. Um they usually take two months themselves to return back an approval of it. So we've we've submitted it um as requested and said we were bringing it to you this evening. We will let them know as a follow-up if it gets approved. If not, we'll let them know that it's going to be brought back and done as a a presentation item. So, it's um for lack of a better way to state it, it's a it's a soft date. Um they it's a living breathing application. Anytime we make a change to the program, we actually update it. We do what they call an an addendum to this plan as Superintendent Fueling stated. Um there was no sub substantive changes whatsoever to um our
141processes. So, it's almost like a rubber stamp approval. I don't know. We've had we've had a distance ed program for 15 years. So, we submit it, they go, "Thank you." And we usually don't get any feedback whatsoever. And it's routine and that's why we have on the consent agenda. It's just something that we normally do. Are you Are you good, Molly, with that? Yep. Okay. Any other questions or comments? No. Okay. Then at this moment I will entertain a motion. I move that we accept item D in the consent agenda. Second. Okay. So moved by Trustee Walker, second by Trustee Verer. Any board discussion? Seeing none. Any public comment? Seeing none. All those in favor? I. Any oppose? Motion carries. All right. So then I we will move on to the next one. Um again
142on agenda item number 18, approval of consent agenda item E, approval of the removal of obsolete sta obsolete staffing positions from the educational support professional ESP bargaining unit. I can uh take that. Mr. Sadler, if you want to come up and and help me as I go through this, but um effectively there there are um positions that had existed at one time in the district and over time as operations have changed and that sort of thing um there there haven't been positions filled in any of these positions for quite some time. So, it's really um cleaning that up. It's it's not we're not hiring um these positions anymore. So, Mr. Sadler, I don't know if you want to expand on any of that. Yeah. No, that's exactly right. We've we have added positions over the
143years with different titles, but we don't have a formal process in any of our policy or regs for quote unquote abolishing a position that we no longer fill. Um, so in recent conversations we've been having with uh CESA and trying to make sure that we have an accurate listing of positions that we actually fill and intend to fill, the positions that are listed as pending board removal are positions that do not have employees and we would not be filling those positions. So we want that listing to be accurate. Okay. Any board discussion or comments? Yeah. So, if I could um if we could just go kind of go through and then just let me know or let us know. Um so, like is the HR benefits analysis HR supervisor those positions were they were the
144titles changed or these are complete eliminations? So, like HR supervisor hasn't been a position that's been filled in over three years. That was replaced with an executive level position in 2022. Okay. And then the DHS interpreter one, you had mentioned that um do we not hire ones anymore? Just go we just go right to twos. Correct. Okay. Do we have any ones in the district right now? No. No. Okay, great. Um, and then I think the one that really caught my eye that I I don't know that um I want to see go away, but I don't know where you find the funding for it is the truency and dropout prevention specialist. Is that a different position in this? Because I really don't want to see that go away. I I apologize. I I didn't
145hear that question. So, the one that caught my eye when reading over this was the truency and dropout uh prevention specialist. Oh, I don't want to see that go away. Yeah. Um, so, so, um, that that position was, um, retitled and I'm trying to think of specialist re-engagement specialists. Yeah. So, so that it effectively exists. It's it's it's changed a little bit. This was the um old title up until I think four years ago. Um, and then that Yeah. So when when when we hired um this the new re-engagement specialist um position, there were some changes to um some of the expectations of the jobs. That's really what it was. So we we if we were going to we we plan on keeping this re-engagement specialist and rehiring if if needed over time, but this
146the job description attached to this position isn't um something that we're hiring for anymore. Okay. No, I just didn't want to see um truency. Yeah. Go away. Okay. Yeah. And some of as I said, some of these have changed. So like this is just the positions that are no longer needed. They're obsolete. But like as an example, the safety officer one and two, we we have campus supervisor that replaced it that is listed under CESSA. Okay. Any additional questions or comments? I'm ready to make a motion. I'll move that we approve uh consent agenda item E as submitted. Okay. So motion by Trusty Walker and second by Trusty Walt. Any board discussion? See none. Any public comment? Seeing none. All those in favor? I. Any oppose? Motion carries. All right. Thank you. Completely new item
147for me. My apologies on that. Okay. Agenda item number 19,formational items. And this is for discussion only. No action will be taken. Any comments or questions on that? Any discussion? No. Okay. Agenda item number 20, requests for future agenda topics. Yes, I do. Um, as I mentioned at the last meeting, if we could try to um, go over each account, I'd like to start that at the next meeting and if possible, we could maybe go over um, I'm just looking at the budget, you know, gathering one of the largest um, you know, so the largest line item looks like it's beyond bonds would be special education. So, if we could, I would like to be able to go, you know, month by month, you know, each meeting once a month and go through the funds
148that the school district has, you know, detailed, not just what's in our budget. I don't think we, like I mentioned at the budget meeting, I don't think we grasp what's actually in there. And if we're going to be asked in the next couple years to make some cuts, I think we should have an idea of what is actually in there. So, if we could maybe start with um we could either start small and go large or vice versa, but special education looks like it's one of the largest state grants. Um, uh, the PCFP, English learners, something like that. Um, that we might be able to do, you know, one fund each time so we get an idea of what is actually in there, a detailed idea of what's in that budget. Um, so I guess
149I would like that on the next agenda and then you know um, Superintendent Fueling can kind of decide what which one to start with. Are you looking for expenditures or like Yeah. And revenues and like for grants, you know, what grants do we have and what grant what do they fund? And you know, to my understanding, it was always I always thought until this last budget session that special education was 100% within grants. It was the first time I learned that some of special education does come out of the general fund. I was not aware of that. And okay, and so he's saying a lot of that because that's not what we learned at the last one. You know, it was kind of it of it of its own. So, um, yeah, I would like
150to be able to do one fund once a month, get detailed. Wonderful. Thank you. I also would like to add an agenda item. Um, I would like to see um Dr. Scott come and present to us um the um information about the English language learners. I believe we've had that um presented every year and I believe we have not had that this year. So I would like to have her come and present the data and show us you know where we are with say in August August is fine. Yeah, absolutely. Thank you. Yep. Okay, great. I I have something. Yes. um in the near future, I don't know if it has to be on this next one, but what I'd like to do is have an update on EDG staff, you know, cost versus cost
151savings, uh the effectiveness of the program, if we've uh had more um applications for substitute teachers, etc. Just kind of gives an overview of how the program is working. Wonderful. Okay, very good. Any additional items? No. Okay. within agenda item number 21 adjournment. Thank you so much everyone. [Music]