001Heat. Heat. [Music] Uh, welcome to the Carson City School District. Board of Trustees meeting. Today is Tuesday, April 8th, 2025. And we are going to call the board workshop to order at 5:30 p.m. So, agenda item number one, round table discussion among board members and staff addressing the following topic for discussion only. No action will be taken. presentation and discussion regarding district policy regulation CCSD plan for restorative discipline and procedures for addressing student discipline including bullying and cyber bullying. So at this moment we're going to start the board workshop and we welcome Tasha and Christie I'm sorry I went blank. Good evening names. Um, so for the record, Christy Perkins, I'm the director of MTSS and student wellness. And I know you had a lot of paper in your packet for some um, guidance documents.
002I know we labeled those with different numbers. I thought we could start with just the Carson City School District plan for restorative discipline. Um, I believe it is number three. It looks like this. Number six. Number six. Let me see. Sorry. Okay. So, this plan um you'll recall I brought forward to the board in September, September 24th. It was adopted by the board of this year. It is a regulation that we must bring it every year to the board um by the month of September and by the as soon as it is adopted, it has to be posted on our district website as well as each individual school's website. It does require a team of administrators from each site is a part of this plan. So we send the plan to them in August. They
003then get together. It requires teachers, an alt ed teacher, an administrator and other staff member who looks at the plan. They provide their feedback to us. We make tweaks to the plan and make sure it is in alignment with their school practices for their restorative practices and discipline. And then of course we bring it to the board. So we did that this year. So that's this document here. Um this document really acts as a guide for our administrators as kind of a frame of reference for all things that can occur in a school. We start with our our values of being a safe and connected school. Our vision, our mission that students have an opportunity to feel safe and at school to access their education. And then the following pages after that you'll see um
004some information about MTSS and how as a district we are committed to that process that we intervene. We make sure we are collecting data in whether it's regarding academics, behavior, social emotional. So that's kind of our next few pages there. And then there you'll see some restorative questions and for teams to consider when you're dealing with a student with unwanted or habitual challenging behaviors. have we considered these items before we then you know go into discipline levels. So the the pages after that um kind of show some of our different tier one behavior supports we have and you'll recall tier one is universal for all students at the school. Those are ones that anyone can access. They have access to you know accessing their social worker, their counselor. They have access to making sure there's
005safe routines in place. There's teachers on duty. Those are things that we ensure all students have access to for a safe environment. And then you'll see our tier 2 behavior supports. And again, these are just ideas and things we have actively in place in all of our schools in Carson. So some targeted skills or maybe we might have a group for a student who is struggling with one of these specific skills that they would then go into a little more individualized um reteing of behavior or some checkin checkout. we're pairing them with adults. We're maybe changing their schedule. We might be altering their how they arrive at school, how they leave school. So, those would be more tier 2 for um specialized students. And tier three is even beyond that. That's when we step into
006more specialized behavior plans, safety plans, looking at the function of the behavior. So, maybe what is causing this behavior? How can we prevent this behavior? Have we provided wraparound services? So, those are just really ideas for our administrators to consider where the student is in that process. Now, you might have a student who's never had a discipline issue and suddenly hops right to tier three, right? It might be one severe incident that might move them along quickly. You might have other students who have a variety of smaller behaviors that we want to address in a proactive and preventative way, moving them into tier 2. The next page there really talks about our restorative practices. And again, this is a law that we have to follow in our schools that when students are involved in unwanted
007behavior, we do need to engage in a restorative manner. And really that talks about repairing the harm that was done to the situation, whether it was peer-to-peer, peerto adult. um we can just make sure we're repairing that harm and re-engaging the student in their education. So there on the next few pages you'll see some of our restorative practices, the questions we ask and how we provide that pathway to provide wraparound services and repair the harm that was done. The following next pages are really um kind of divided up like a matrix and it has a variety of behavior events and then we have a a chart on the top there that will say what is required you do and what are things you can do. And this is where judgment of the administrator is going
008to come in. Some of these situations, as I said, if it's a firsttime situation, you can do an inschool suspension, you must do a phone call home, a a meeting with restorative plan. So, that's where you'll see those charts on the next couple days or pages days. It goes on for days and days, but pages. Um, where these are all the behaviors that are also matching the laws. And with the MRS there in that first column, the board policies in that first column. The second is the the code that we have in our infinite campus system that we can select. And then there's some items on the top that you could do these things, but you must do these things in some of these situations. So, our administrators really use this as a tool and
009guide when they're working with students. There are some things that by law you just have to do every single time on children. And there's other things that you know it's going to be your judgment based on your investigation. Once you look into the situation and you get more familiar with what has occurred then you can go from there. So that goes on for many many pages. Um now it does cover most things that happen at a school but of course there's always those situations right that are still up to your decision making as an administrator. A lot of these things that we used to see in um school infinite campus that we were able to choose for behavior have now been captured under bullying. A lot of them have been moved over. For example, assault.
010Um you used to be able to choose assault if you were doing an investigation on something that seemed, you know, this kid punched this kid. It was simple. I looked at the situation. I know it was an assault. Now, what that would prompt you to do is open a bullying investigation. You would open that in infinite campus and you would start the process of determining if this would meet the letter of the law for a bullying event and there's different categories. Was this done based on race, on gender, on those type of factors. Was this one time severe, pervasive? Was it five kids against one kid? Was it an eighth grader and a third grader? An imbalance of power? So that's where you really start that bullying investigation and there's many steps along the way.
011So even though it looks like there's a lot of categories here, some of them have now been captured under bullying which used to be their own separate category. That's a change because we've kind of had to train our administrators that you kind of first have to look through the lens of bullying at most situations and then we have a flowchart you'll see here in a moment to you're going to rule that out right away. Sometimes you might say this was a pure conflict. This is not bullying. This was two fourth graders who were friends last week or not friends this week got in a little disagreement and it it's not bullying. It's Are you Are you then reporting all of those as unsubstantiated bullying? Because that seems like a lot. Tash if you some for
012the record or we have them go back and change it to what it is like. But we always this was done um uh the way this was structured was at the advice of legal counsel. We work with an Alexander as you know and she's actually the one who came in and did the presentation on the changes of state law in the last two legislative sessions around discipline. It was highly recommended and I wholeheartedly agreed with her that we we um organize it in this manner because the steps that our administrators have to take are the same like we have we have to adhere to the to the um investigation timelines. We have to notify um the parents of the victim as well as the parents of the um alleged um perpetrator if you will or
013you know aggressor in that particular case. And then we have to go through the steps of doing those investigations. you have to take the same the same steps. Um however after that finding right depending on what it is is is then we will go often and change it. So many times we will as a um in practice we'll actually just call it administrative investigation until we determine it's actually bullying or when it's going to fall under these these items. But um when when a student however or an adult says my child is being bullied or this child is being bullied and they use that verbiage then we have to list it as a bullying investigation and those become uns unsubstantiated in that way. So yes but no there's a little bit of nuance there kind
014of and we do report those to the state and our state reporting um at the end of the year how many substantiated bullying events happened within our district how many were unsubstantiated. So there is some back and forth with the administrators. There's quite a bit that comes with that. Um and we do the same even if something is put into safe voice. You know, my child was bullied walking home from the the bus um and they put it in safe voice. As soon as that administrator receives that safe voice, again, that timeline starts. You have to open the investigation. You have to contact the families. You have to take all those steps, start getting witness statements. And um we'll we'll kind of have much more on bullying in just a moment here because a lot
015of things kind of end up coming in that way. We also do a lot of preventative work with really teaching our kids and our students through our curriculum, our social emotional learning curriculum, the difference between conflict and bullying. There is a difference and some of this behavior is typical in childhood development, right? Um teasing can be at times um inappropriate behavior we know happens at schools. Not everything is bullying. There are very specific things that qualify for bullying um but not everything is even though that is kind of become a buzzword at times to to describe everything and that is not the case. Not everything meets the letter of the law for bullying. So, when you go through the rest of this restorative plan, um you'll see on the back there the committee members who
016participated in providing feedback to the plan before we came to get it approved um back in the fall that they're listed there on the last couple pages. And then if you flip through there, um there's some more information about uh truency procedures that is very specific. If a student is truent, that is one that we can't out of school suspend a student for. So if a student is struggling with getting to school and attending school regularly and even if we've confirmed them as truent, let's say the mom's dropping the child off and then they're leaving and walking to Mills Park and mom says, "Nope, dropped them off. I want it to be truent." We still then can't out of school suspend the child for that behavior. So there's pretty specific laws surrounding that. So that
017has some information there. And then that the last couple pages here are on creating the restorative plan of action. And this is also change a bit of a change for our administrators. And this is quite a bit of work um for these behaviors. So when a student is suspended from school for three or more days, the school must create a restorative plan for that student. And we have really emphasized that you really only want to suspend the student out of school. suspend the student for the number of days it's going to take you to really create that plan. It is the most restrictive and we should really use it sparingly and it's just enough time to get that plan together and created. So after three days of out of school suspension or five cumulative days
018and this is where it gets tricky. They might have a one day, a month later, a two-day suspension, a month, and then by that fifth out of school suspension day. The team would need to create a plan there. Again, it's a quite an extensive process. It involves a whole team. The parent has a voice in that team. The child should have a part of that plan. The teacher, if there's a caseworker, special education teacher, the social worker, the administrator, are all pieces of that plan. And then the parent actually signs the plan to let them know that this is what we're going to do when your student returns to school. Now, if a family decides they don't want to be engaged in that plan, they don't want to be a part of that plan. Um,
019we just then note there, you know, we we discussed the plan with mom and dad, they didn't want to sign here, but these are things we're going to put in place to keep their child safe, and we still will engage in making sure the child is safe and returning to the school. Can I ask a question? Sure. Are there parents that actually say no, I don't want to be part of this plan? Yes, it's rare. I mean, I think most parents want the best for their child, but um maybe at times if they don't agree with the out of school suspension or, you know, they feel it was the school's fault. We've had a few that haven't wanted to engage, but generally most parents want to be a part of that plan for their child's
020success. I think it's been pretty rare. Um I haven't Tasha for the record. um that we see that at times when for instance we put in the plan that we're going to provide wraparound supports for counseling clinical counseling at times families um will decline and say no we're going to do that on our own um it becomes difficult for us um to sometimes verify that they're actually getting those services for their children if we're not the ones that are providing that um we do that through um project aware that um we've talked to you about in the past but so It's it's yeah it's rare that we have a refusal but um like a blatant refusal but we have had families that will not come in to engage in the process either. So interesting that's
021a challenge. Yeah. So then the um following page there or the last page in this packet is the bullying flowchart we've created. And this kind of just gives our administrators, you're going to see several tools here that we've um made to make sure all of our administrators are following the processes and making sure the students are their safeguards are, you know, being given to them. So what do you do when So you receive a report of bullying and then what's next steps? And you can see there along the way there's several steps that must occur. Um, and that is just a good reference for administrators of did I do this? Did I notify the victim? Did I meet the timeline? Okay, it's on a Saturday we got the report. What should I do? Do I
022wait till Monday morning? Do I need to, you know, try and contact home now? Send a parent square. And then what happens if it meets and what happens if it does not? You'll see there. So the next thing kind of going back, we have some categories that um do if these occur at school or when these occur at school, NRS does permit a suspension, a long-term suspension, expulsion or permanent expulsion for seven areas. And um those are also listed in this matrix. You'll see that. But a student who sells or distributes a controlled substance on one of our campuses is eligible for a behavior hearing. And then they would go to a behavior hearing where the school would talk, the the child and the family would discuss and then the school hearing would make a
023determination of the child's placement for where they will get their educational services. And that is usually made up of of a panel of three school administrators within our district who maybe don't know the child. maybe they've worked with them at a different school or a different age, but so they can be um nonpartial to the student and make sure they are receiving all their rights. The second one would be for a student who commits a battery against a school employee. The third option would be a student who commits a battery against a school employee with intent to result in bodily injury. The next one would be a student who possesses a continuing danger to persons or property or an ongoing threat of disturbing the academic process. That one is ongoing, a little more difficult. That
024would be a student who's had at least five three out of school suspension days. So, we have a process. The first time if you got a three-day out of school, the next time three day out of school, you would come to the district intervention assistance team to make sure we have a strong plan in place. We have a safety plan, we have a restorative plan, we're connecting you with services. If we feel you're potentially on a path to become a habitual discipline problem and you've you're obtaining multiple out of school suspension days, we want to make sure we're providing you wraparound services before we just go 3 days, 5 days, 7 days, 10 days, 15 days, you're out of here. We would go 3 days, 3 days, make sure we have a strong plan. 3
025days, 3 days, and then you would potentially on your next violation be eligible for a behavior hearing and then they would make your determination. And the next one is the student in possession of a dangerous weapon other than a firearm. And that one of course has some different things that are connected to that if it meets stat if it doesn't. And of course our SRO's are involved heavily in that process. Um a student deemed a habitual discipline. I just discussed there. Sorry I kind of skipped around. Um or the Did I get all those? I feel like I skipped one. battery with oh res with intent resulting in a bodily injury and yes I think I did a student oh the other one separate is a student in possession of a firearm or other than
026a dangerous weapon um of course the superintendent must approve all suspensions of student under the age of six that um I don't believe has occurred here in a long time or ever that I'm aware of. Um, so if you're looking for this document, um, or reference to what Christiey's talking about, if you look at document number four, this is actually in our regulation 525 at the very beginning of the, um, on page one, it's an 11page document, but on that first page, there's the categories, the seven categories on that document that Christie was just referencing. And within this um within our regulation, it specifically goes over the legal definitions of what an expulsion, a permanent expulsion, suspension. Um in our district, just as uh an aside, we do have what we call short-term suspensions versus
027long-term suspensions. That's not defined in state law separately, but in our district, we do. So, a short-term suspension is anything under 10 days. Um our administrators are restricted to doing anything more than 10 days. um if they're going to ask for something longer than 10 days, that's when, like Christie was saying, it has to go to a discipline hearing. So, there's there's some other pieces if you've read through this regulation 525, right? That's that's where we've captured this information that we're going over right now. And then, um suspensions for students um under the age of 11 are slightly different. These would be the only categories that would um be even eligible for those type of suspensions for a younger student in elementary school. That kind of coincides with those students. A student can't be arrested
028um if they are under the age of 11 either. So we of course would be working in partnership with our um SRO team to determine what is appropriate for everyone's safety in any of these situations. So if you look on that same regulation starting on page five um it actually walks you through what those age limitations are. So again we have that in the district regulation um for our administrators um and actually put together for us um a document that actually has a flowchart for them um that makes it a little bit easier that shows the categories of um whether or not uh what age you have to be to do take each of those actions. So, but for for your reference in your packet, like I said, that starts on regulation 525 on page
029five that goes through the very specific um guidelines about ages. But yes, I agree with you. No, so far we've luckily um this year the the youngest student that we had that was impacted was nine. Um and we did a longterm suspension which ended up in a placement within our opportunity school program um that Mr. Chambers runs. That was the only um elementary school child that we've had that's access that service. Yes. And so there are some other safeguards built in for students. We have a couple categories. a student who is on an IEP plan in special education, if they are going to be suspended more than 10 days, you have to conduct a manifest to determine their disability is not what caused the behavior and led to the um suspension. And so that IEP
030team, which would include, of course, the student's case manager, their parents, the school site, they would all be a part of that process making a determination of is this related to their disability? There's also some safeguards for our students in McKini Vento programming. Um our students in transition which we did get some clarity on um just this week. They um qualify for 5 days. You can't suspend a student longer than 5 days. And same kind of process. You would make sure that their situation they're in is not what caused the out of school suspension. For example, a student who we caught stealing food from the cafeteria um who is Mckin Vento that wouldn't we would say yes their condition they're in maybe caused the behavior and we would not out of school suspend that child
031for that behavior due to the situation. So, it's kind of a case by case, of course, and we would want to make sure we're looking at the whole student, the whole situation, um, doing a thorough investigation before making any of these long-term decisions that can have a very negative and significant impact on students. As we know, research really shows that out of school suspensions can be detrimental to children. Um, that it can increase dropout rates. It it is not always the best option. There's not a lot of supervision at times at home. And so we try to use that as the last resort um when we can unless of course safety is our first priority. So um I know this workshop was really to be to ask questions and I could blabber on here for
032another 30 minutes or if we wanted to open it up. I wanted to share a few more resources we've created for our um admin team just because it is an extensive process and it's pretty complicated when you have one of these situations. You might have a bullying investigation that is 30 students and involving bus video and hallway video and um statements from students at different school sites and social media. That's the cyber bullying is where it can get very wildfire very quick. If someone's re-sharing and sharing and sharing, that can be a very thorough investigation and extensive. So, we've created some tools for our administrators. Everyone has access, I have it up on the screen here, with a Google Drive, and we've created a um district intervention assistance team folder for each school site. they
033in that folder um have some resources that's kind of we're trying to make it a one-stop shop for people because it is quite a bit where you would um there's documentation if you need to conduct a threat assessment. So, if there's a threat at your school, whether it's on um the internet or it's made in person, you would go through there's a flowchart there to see if this was just a child said something because they were upset and angry and in a temper tantrum or this is a legitimate threat. If it is believed to be a legitimate threat, you would fill out the threat assessment request and we would do a comprehensive threat assessment with a whole team of experts and that we have been trained upon of what how significant this threat is. Is
034it immediate? Is there access that would involve a home visit? All of those pieces. Also, here is where you could find your restorative discipline plan as well as any child you want to put in a district intervention assistance team referral because you need more support. The link is right there. You would click there and you would say, "Hey, we need help with this kid. We've we've done this. We've done that." It kind of gives you a place to list all the things you've tried at the school. and then we schedule those um every Friday. So the restorative discipline plan and so this is a sample flowchart. The colors are not great on here, but in your packet it should be better because I changed the colors to make it a little print a little better.
035Um so this is just a tool that actually one of our administrators at Carson Middle School created to help again guide that process. I know we already saw a flowchart in the back of the restorative plan, but this is just another way um to remind you of those things you need to do. So, the student, you know, if you believe the student's going to be in out of school suspension and they are on an IEP, we need you to call right away the special education office because they need to know that that this child is on an IEP is going to be suspended. They'll talk you through. We we take some notes. Um also, we have a reminder there about the Mckin Vento students. So this is just another check and reminder for our um
036administrators. Um and then it again goes down. If you are doing an out of school suspension of three or more days mandatory you must create a restorative plan and then there we have some links active links for our administrators. They can click on that and it gets them right to the restorative plan. As I said there's a lot of required parts and pieces. I'll show you that in a minute. over here. If you did less than three days, um you maybe only did a one-day out of school suspension. A restorative plan is not required, but it should be considered. We might say, well, what could we do differently with this child to avoid an out of school suspension? And then as you go down further, you'll see um you know, just different pieces where things
037are mandatory, where things are optional, and then when you would refer to a discipline hearing, when you would refer to the district intervention assistance team. So, this is just an example of one of the tools we've created for our team. The restorative positive behavior support plan we have at this I'm just going to pop up on the screen here. This is just to help guide those conversations when you're trying to think what could help this student. So, we'd want to know what are their strengths? What is the known information? Maybe we know, you know, parents are going through a divorce or student just moved or things we might know and we want to consider. what improvements have we made that are working? So, we might say the student has great behavior in their PE class.
038Um, they have a great relationship with this teacher. So, we would put that any concerns, any recommendations, and then that action plan. So, just some topics so um our administrators, you know, know what we should be looking for. And then here you have a sample of a restorative plan, PBIS support, positive behavior intervention support plan. So it does take the administrator, student, a facilitator, parent, guardian. Um what are we trying to prevent? How what is the behavior we would like to look like? So let's say um we want to prevent your student from hitting other students. The pro-social behavior would be keeping your hands and feet to yourself when on the playground. And how are we going to reinforce that when student has no interaction of hitting other students for 5 days in a row?
039Students going to earn a free recess pass, something like that. So, we would create kind of that plan, a positive support plan. Um, the one that gets kind of real long here is the individual progressive and you have this in your pocket. I don't know what number it is. Number nine. So, number nine. Um, there is a state form. It's not user friendly at all. And we did ask if we could merge that into a form that was better and they told us yes. So now we've made it into a Google form. Um so it it gives you all those required pieces as you'll see in document 9 that you must consider when creating this restorative plan. And remember this is for any student who's been suspended three or more days out of school. This
040entire plan must be created. So it has some pieces there about the behavior about the other factors about um how we can prevent those factors who was in the meeting. Um, you'll check this. Now, we've made it so you can just check a box and have drop downs because before it was crazy. So, now you can just click um, what was the reason they're being suspended? Um, did you? And then it prompts this restorative questions. So, asking the student what happened and collecting a statement. What were you thinking about when this happened? You know, I wasn't thinking. I haven't eaten in two days. I was mad at my teacher. this kid is dating my girlfriend. Whatever they say, you know, you can put it there. What have you thought about since? So, this is supposed
041to not be done in the moment. This would be when the student has had some time to think after the out of school suspension. Um, what do you think has been affected by your actions? And you we get some interesting answers here. You know, I missed class time. My parents are mad at me. I lost my phone. You know, the things there, but those are important pieces. and how have others been affected by your action and is there anything you would like to say? Sometimes this would be good to prompt that restorative conversation if it's a peer-to-peer when the student comes back. Sometimes putting it in this plan helps them frame that so they can have a conversation with another student. And then we have a section here for the victim. Similar it follows those
042uh restorative questions. These are all required pieces in this plan. And then we have to talk about what discipline was issued. We list that there. And there's some other pieces. Um, did we create a positive behavior support plan? How do we have interventions in place? Have we asked for more support to a different team if we need more support? Is the student on an IEP? So, those are just procedural safeguards for the student um that we do every single time there's an out of school 3-day suspension. Tasha, a few for the record. I think one of the things too that's really important for the board to note that we've been working with our administrators on is state law does require again not only the creation of this restorative plan but it says very specifically that
043if the behavior can be addressed through restorative processes practices then the district is required to do that in lie of suspension. So, it's not a matter of where we can go. We we actually can say we're going to suspend you. We're going to suspend you. We're going to suspend you. It's we're going to suspend you. We're going to write the plan. Right? Again, we have we have to write the plan for any 3-day suspension or a a cumula cumulative 5-day suspensions. And then we have to get this team together. We have to come up with these processes. We have to come up with these steps. And every time that a student has a misbehavior, we have to look and say, did we do everything we were supposed to do? And is there something else we
044can do before we suspend this student? The intent of the law is for us not to suspend students. Right? There's safeguards in place so that we do not just arbitrarily suspend students without providing wraparound services and retaching appropriate behavior. That is at the heart of all the changes that have happened within state law in the last three legislative sessions. So these are all pieces that we have to do. Also a change in the last session is that we are required to provide educational services for students who are on suspension that will enable them to not lose academic credit or not fall behind in their education. A homework request doesn't cut it. Right? We can't say to teachers, "Oh, I'm turning whatever homework." Because if I'm sitting in algebra 2 class and I have these five
045pages with these problems to do, that's not education. That's not educational services. That is just a homework request. So now we have to come up with how are we going to provide that instructional support to that student to make sure that they can stay on top of their academics. Again, the intent is very clear in state law. We are not to suspend students unless it is the last possible thing or unless it's a safety issue. Right? We have it's absolutely if it's a safety issue, we're going to do that. But then we're going to put these plans in place and we're come up with another way to address that misbehavior of that student. So um before we just kind of open it up for discussions, I wanted to go through if I could just the
046documents you have so you know what we provided you in your packet. Document labeled number one is our district's policy on safe and respectful learning environment and the and document number two is the regulation that is very specifically on bullying and cyber bullying which kind of goes through all those requirements by state law that we have um that that have shown up for our administrators and our families in that um the matrix. Right? So that drives the work that's done in this. uh also talks about the training that we're required to do for um school board members, all administrators in the district, teachers, etc. Um document number three that we provided to you was the um policy 525, which is student conduct and discipline and regulation 525. And again, that's the one that we've already
047referenced that has all of the different um specifics about what expulsion, suspension, long-term suspension, has the appeal process because the parents and families have a right to appeal, any disciplinary action we take. We have guidelines in terms of our time frame of when we have to meet with those um families in order to address that appeal. That's in there. Um it has um information for administrators and what those investigations have to entail. students do have um due process rights when it comes to um actually being questioned about the behavior and what happened. All right? Before we can take disciplinary action, we actually have to investigate. We have to give them an opportunity to tell us what happened. We have to take action and we have to look um to verify that what was alleged happened
048happened before we can take disciplinary action. So that's in there. Um document number five is the appendices to that that actually gives the definitions of prohibited conduct. Um there's obviously much more different or there's many different categories that are not listed in here. It's these are the ones that are listed in the in the law for schools. Again, we're not law enforcement, so we don't have every single code that law enforcement would have. Um but we we do work with our administrators. They'll call us and say, "This occurred on campus. How am I going to what category am I going to put this in?" Because it's really it doesn't show up, right? So assault doesn't show up as its own category as an example that uh Christy used earlier. So we work with them on
049that. Um so that is then number six was the actual um matrix that you have that we show shared with you. Uh document number seven um in your packet is a list of all the different types of plans that we have to create within our district. So, if you'll look at number seven, if you'll pull that out, um it literally goes through what an individualized progressive discipline plan based on restorative justice is. That's one kind of plan. What a student safety management plan is, different plan. What a bullying cyber bullying student safety plan is, different type of plan. Positive behavioral support plan, again, another type of plan. And positive functional behavioral assessment and behavioral intervention plan. Um the following page, comprehens comprehensive functional behavioral assessment and intervention plan. then a student safety plan through student
050support services and a student study team or intervention assistance team plan. So we just wanted to give you definitions of all the different plans that we work with our school administrators on. All of these are different and all required in different situations and which one is appropriate when. So there's just an outline of what those are and what they're in that crosswalk that we were just looking at. We have there who are the required team members for some of those plans. There are plans that would require maybe a um behavior analysis person who has a different lensure than we would have at a school site. Um we might have to bring in outside people to support some of creation of these plans. Um but it is again pretty complicated and it's individualized based on the
051student situation. So then we have document number eight which was that flowchart. Um document number nine which was an example of our Google um form of the this long this very long state form that Christy showed you where we tried to make it in a Google form and and and shorten it a little bit for our school site. So that's document number nine. So, those are all of the supporting documents that we wanted to share with you just to kind of show you again in addition to um the stuff Christy showed you that we've created on the um Google site for them as well. So, Tasha, one of the things I'm wondering about is, you know, it's clear there's tons of resources for school administrators and we all live in that world. You know, there's
052part of that requirement that each year we're sharing this progressive discipline plan with our students, with our staff, with our parents. And I really think that part of it is kind of helping develop a nuance conversation which focuses on not just we have these procedures that are in place, district policy, state law, but also federal laws like FURPA and you know really what due process means and the explanation. I think that one of the problems is you know we run into because you don't know what happened to student X. nothing happened to student X, which isn't necessarily true. So, I mean, it's almost front-loading with when there is a problem, we could discuss, you know, in general terms, we could discuss your child with you, but another child, we can't. And I think that that's
053one of the things that is really frustrating. And I think that to get in front of when we're talking with families and um students and staff, I think that's really helpful. And I think that also um as administrators and I've talked to a couple administrators and I've encouraged them, you know, there's a lot that goes into this, talk to the school trustees, let them know the processes that go through because nobody knows how much work goes into these investigations if they've never been a school administrator. And even though they can't give specifics, they can tell parents, they could tell students, they could tell us as trustees how robust these investigations are without giving those details and I think that would help a lot. Thank you, Trusty Walker. So for everyone else on the board, um
054FERPA or Family Educational Rights and Privacy Act um prohibits um our employees for discussing um other people's children with with other people. For instance, if you call as a parent and you want to make a complaint that your child is being bullied by this other child and then we do an investigation, we do send notification to say that it was founded, right, or unfounded. So, we investigated. It was founded or unfounded. But we very often get follow-up phone calls from those families going, "Well, I want to know, did you suspend that kid? What did you do to that kid?" And we have to tell our families. We are unable by law to tell you what we did to another child, what disciplinary action was dished out. And it makes sense and most families understand that
055because they say, "Would you want me talking about your child with another parent?" Most parents can understand that and can support that. But it's very difficult especially especially when you have very upset parents. I mean I would be upset if my child was being bullied. I understand that. But it's it's it's an interesting thing that our our administrators try to navigate all the time exactly what you're saying Trusty Walker like how much can we say right we did this we investigated. Yes it was founded right yes we are taking action. And this is often when this document comes out and we explain to families, if you want to know what possibly can be done, look at this document. These are all the things that can possibly be done. I I can't tell you what I
056did. I can just tell you I took appropriate action for this student. The other thing that is often challenging is that progressive or discipline in nature in a school system is progressive. So, as Christie already stated, all right, a student who who is a firsttime offender, if you will, right, comes into the office and we're dealing with a situation, whatever that situation is. This student, we were maybe out at lunch passing a vape that had THC. It's my first offense, but it is her fourth offense. Right. Right. My disciplinary action is going to look very different than her disciplinary action. And that is a very difficult thing to explain to families too because they want to know why did she not get suspended and she got this drug class and maybe two days of inschool
057suspension. But you're putting my kid up for a discipline hearing. Um so it's progressive in nature and again that's very difficult and challenging to try to explain to families when it comes to state law. I cannot tell you what I'm doing with this job but the kids talk. The kids know this is what I got. Right? So it's but we do explain furpa often to families and explain to them this is why I can't tell you but that doesn't mean that that sometimes that that works. Um we we we still have people who disagree or go you didn't do anything. We hear that more often. You didn't do anything. You didn't do anything. We might have spent 15 hours investigating and had 20 parent phone calls and had 15 different parent teacher conferences and all
058this stuff. But if they're not seeing the kids suspended or kicked out of school, then the then the go-to is you didn't do anything. So, uh I agree with them on that um can mean layering on additional services and supports. Previous years ago in administration, progressive meant more days out of school suspension. You could go 3 days out, then 5 days out, then 7 days out, then 10 days out, and then it was like kids out of here and that's it for the rest of the year. That is not the case anymore. Progressive means we've layered on more supports and interventions and services. So that has been a change for some of our administrators who've been in school settings for a long time. That's very different and it's a different way. You really have to
059look at each situation. How can we prevent the behavior rather than react to the behavior behavior? I believe we have some questions. Is this a good time? Sure. Molly, did you want did you have one? Okay. Does anyone Does the board have any questions? I have a question regarding Furpa, I guess. Um, so we could have a bullying situation on a Friday and the kid returned to school on a Monday who did the bullying and it's federal law that we can't tell the victims, the little kid boy that your bully's coming back to school on Monday. That's protected. So the timeline starts as soon as the school became aware of the bullying investigation. So if let's say Friday afternoon it was put into safe voice um administrator law enforcement became aware we would have to
060notify the potential victim and the offender that we are opening a bullying investigation. Your student is the m potential offender. They're going to come immediately to the office and be in this I'm going to meet you at the your car on Monday morning. I'm going to walk you to the office. are going to be in here during the investigation so we can keep the potential victim safe as well because we have a duty to warn that potential victim that you could be in harm's way. Right? If we know, hey, I'm going to come to school on Monday and beat you up kid and this kid is afraid to come to school, we have a we have an obligation to notify that family to keep their child safe as well. So our clock starts as soon
061as we become aware of it that that notification process happens to the parents and then we would ensure that um while we're doing the investigation which may lead to an out of school suspension that we would keep those students safe from each other the victim potential victim safe from the offender. So to continue that then I guess so let hypothetically that kid is suspended for a day. Okay. And does Furpa cover this kid is returning to school? You might want to make your kid aware that they're coming because in my experience, I mean, I'll I'll be honest, it's happened to me and the frustration I have is nobody notifies people when um that kid is coming back to school. And I was told it was Furpa that we can't tell you when this kid is
062coming back, right? because I technically can't even tell you that the student has been suspended from school. So that would be accurate. But we do but we what we do is we put a safety plan in place and the safety plan for the victim would address that to say this is what's you know this is what is occurring to make you feel hopefully safe and secure at school. Right? These are the teachers that this is we typically will like identify a safe adult on campus that that student feels comfortable with. We we tell the student or the teachers in and around that area. So extra supervision can be provided. But yes, in your particular case, yes, you are correct. I cannot tell you that we suspended another student and when that other student's coming back.
063That is accurate. Any other questions? Um, so are we using this are you bringing this back in September for us to approve for the next year? We have to bring it every year. Um it is we we have to renew it every single year and as I said it'll go out in August with after it goes through our legal team. We send it to our administrators. They then give us feedback. We make the tweaks and then we bring it to the board um each year. Okay. Because I do have um you know like some concerns about like on page seven um attendance truency the first and second um you know the plan of action matches the third truency. They're exactly the same as um required actions and op optional actions as well. There's no differential.
064And so I just didn't know whether or not if it would be in the position of the board that we can encourage you to make some of the optionals required actions when you bring it back to us in September. For truency, what would you suggest would also be? Well, like the third, you know, I mean the third truency has there's no difference. So, you know, make an optional um one of the O's making an X. So, the first and second truency is different than the third one. Do you see what I'm saying? So, you're wanting to know what extent that you can dictate what actions take administrators take. I'm going to have to def defer to legal counsel on that. And it wouldn't be so much dictation but as much as um you know encouragement
065if you make it mandatory that's dictation because what I'm saying it is well what I'm hearing is this restorative um plan really does protect and it and it incur you know I mean we're working at keeping you know those who are habitual um ones who are classroom disturbing the classroom okay you know when a first grade class has to evacuate uate their classroom because one student is in there throwing desks and throwing things and it's like okay let them in their classroom while we evacuate everybody else and move them into a different classroom. This is habitual. I mean, this is a problem, but we're doing a lot to really put into place to make sure that this one student is um getting, you know, the the discipline or, you know, the positive behavior and all
066of this, but what are we doing with the other 20 students who are evacuating that room? You know, what what safety measures are we taking for them? Because one, you did put them in a it is safety for them. And then two, they're losing instructional time. And so what I'm getting as a schoolboard trustee is the fact of what are we doing to to help those that aren't the behavioral problem with their instructional time that they're missing. Whether it be, for example, um, MAPS testing, um, at, uh, Carson Middle and, you know, you have a student who continually is in the hallway, um, and yet screaming in the hallway, but we're working really hard to make sure that this student um, gets, you know, the um, the parent conference, the counseling pro, you know, the
067restorative, you know, plan, the positive behavior, but yet he's disrupting other classrooms. And so, um, you know, I did I shared this and said, "Here it is." You know, it's online. It's part of our supporting documents. You know, take a look, see what it would be, you know, and and, um, talk to your school administrator. you know, at what point do we then can we change any of these O's to X's to to maybe um start looking a little bit differently at those students who are losing academic time. Oh, so sorry. No, please. I was going to say Tasha Fusan for the record. I would think that probably the vast majority of students that you're referring to are being served on individualized education plans which is a totally different law and different requirements that we
068have in terms of their rights to a least restrictive environment. So I understand what you're talking about in terms of saying um what rights do non-special needs students have? Um, I cannot answer that and perhaps um Ryan will, but when it comes to special education and IEPs, you don't have the authority as a board to make any mandatory actions against them. That is all done by an individualized education plan and a behavior intervention plan, and that has to be done by a team. So, they don't they don't adhere to the restorative justice. Correct. if they have an individualized education plan that has their own behavior intervention plan written in it because of their it's a manifestation of their disability. That is correct. And and this is the frustration for educators, parents, students, including the students
069who are misbehaving in classrooms um because sometimes they can't control it. And so it's a very it's a very challenging conversation to have and it's something that school administrators work tirelessly on and I know Matt could vouch for that because he has worked with my team and I on multiple things like this in both Carson City and Line County. And so I think Molly the frustration is it's bigger than what we can just do in this room really and see and that's why I guess I need some more clarification because I think if it's an O it's optional and I that's where I would like to have the discussion on whether or not we can make it required like so for example on page 10 possession of alcohol that's illegal I mean that's illegal for
070under an 18 and it's optional that We um right now it says that it's optional that we involve the law. So I I'll tell you a couple things, especially noting that you guys are running out of time here pretty quickly. One, I can get you a memo on exactly what the stretch of your authority over this is before you have to consider it again. Um two, it's drafted intentionally to be in conformance with both federal and state law and guidelines. Um, but they are guidelines because there has to be some flexibility because truly no oneizefits-all. It has to be moldable to each situation in the in the administrator's uh discretion. If there's an IEP team, they have to be involved. There's there's a lot more to it than just making something mandatory and saying if
071you do this, if it's possession of a firearm, the law gives us some mandatory things that we can do. Um, but there's a lot of gray area behind that. And um, I I'll get you guys some follow-up research, though. And if I could then if you could um really kind of direct some of the stuff that is illegal for underage, you know, like possession of alcohol, arson, use of alcohol. Um you know, I would think those you would it would be required to have include law enforcement because it is illegal. And I can look at it like like Tasha said, um we're not at the school law enforcement. So the idea is do we bring in the SRO's or not? All the school can do is impose what they think is appropriate discipline taking into
072consideration everybody's rights including the alleged perpetrator. Um which I think is a really hard practical thing which is why there's so much case law and research on it. But I will get you guys more information. Molly, do you think it would help if maybe you volunteered to take part in the district's drafting of this in the fall and seeing what that process and that conversation goes goes through? Because you have to take the feedback of parents and students and staff members as you craft this and then you have to present it to everybody and post it and bring it to the schoolboard. It's real involved, but I think that maybe it'd be eye opening. maybe volunteer and help him with that next year and then that'll help you with that understanding and then you also
073could put those ideas into the formation of the plan and maybe that'd make you feel better about it. It would probably help um be able to answer the questions better to what I guess I would call my constituents who you know come because um yeah but I thought a board member is already on this. So I thought a board member is um aren't they? Not that we bring it to you and you have the final authority right board member was on the committee. No, this isn't a committee at each site. We send it out first. It goes through legal. We make sure all the NRS, you know, are addressed here and then we send it to each school site and then that school administrator meets with their team at their site for the feedback and
074then we bring it to the board for the final approval. Well, and what help in the research I provide you guys is understanding the legal legal parameters that are required because a lot of what we're talking about isn't going to be fixed at the board level. It's statutory, it's federal regulation. Um, and and we can't fix that here, but we can at least make people aware of it so they can write to the powers that be. So, and just adding to that conversation, I actually had some questions on on the handout number two. Um, and that was going to be actually the question that I was going to ask. I I know this is a workshop and and I I wanted and I also heard that we're bringing this document back in September, but I
075wanted to ask on page number seven um where it says um the school safety team will and it gives the list of things that they will but it does say um number three and I'm looking at the letter E number three it says review and strengthen school policies and so I my question to you is because it is a policy shouldn't be shouldn't we have a board member as one of the individuals that form part of the team? No, that is for the school safety team. So that is not the district safety team. That is not the school board safety team. That is the school each individual school site has their own safety team and that safety team meets twice a year. That school safety team is also a team who gives us feedback on
076the overarching document. Okay. Okay. Thank you for that clarification. But yeah, I would concur with your recommendation. I mean, if Molly's willing to, you know, serve on on that group, I think it would be beneficial to you guys and to us as well. Um, one other thing I was going to uh mention on number five under D, it says for middle school, junior high school or high school. We don't have a junior high school, right? Is that it changed that? That's correct. Both of our middle schools are middle schools, not junior high. Junior high is typically 7 through nine. So then for the upcoming revision that will be removed. That's verbiage from NRS, but if you would like us to take that and change it to what you want it to, we can do that.
077Okay. Wonderful. Thank you, Mr. President. It is 6:30. Okay. Well, we're going to thank you so much for for explaining us this thorough thorough um project that is intense as we can see. So, thank you so much and at this time we will close the board uh workshop. Intense. Are we ready? Okay, good evening everyone. We not yet. Okay. [Music] Okay. Sorry. Okay. I have been given the go ahead signal. So, good evening everyone. Uh we are going to call the meeting to order at 6:33 p.m. Um and we are going to go with agenda item number two, adoption of the agenda as submitted. And this is for possible action. Second. Okay. Uh moved by uh Trusty Walker, second by Trustee uh Burner. Any board discussion? Seeing none, any uh public comment? Seeing none, all
078those in favor? I. Any oppose? Motion carries. Agenda item number three, flag salute. If you can please join me. Allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Thank you. Agenda item number four, superintendence report. And this is for information only. Superintendent feeling of course you're excused. No, I'm just [Laughter] kidding. Right. Thank you, President Ramirez. Um, this evening we have a special guest with us and and I don't want to point out and embarrass this person too much, but hi. What's your name? Hi, Peyton. Um, Sheila, would you mind standing up here for a minute so I can embarrass you? Um, Sheila's story, our chief nurse. You've been with us for about a year
079now. Is that right? A year. About a year. Um, was recognized by the Nevada State Association of School Nurses as the 2025 School Nurse Administrator of the Year. Sheila is kind of a big deal and is someone because I really know nothing about this world that has been such a great resource for me and helping me understand and I know that if I have a question I will get a response a quick response a thorough response on any topic even things words I can't pronounce that Sheila knows what it is, how to handle things, and who to talk to if necessary. So, um, what we have here, and this was magically delivered to us, is a very nice award and recognition. Congratulations for this so much. [Applause] Thank you so much. It's very nice being
080honored and being nominated by my some of my school nurses. I greatly appreciate them. Real quick, I just want to tell the district office, thank you so much for all of their support. I've been chief nurse for almost 20 years, and uh they've really I call, they listen, and they respond. So, it's been really nice. I've had such incredible support from the district office. I've had great support from student support services and also each individual school and all the administrations throughout the whole year. They have allowed us the opportunity to keep nurses and clinical aids in all of our schools which has truly I feel benefited our student population in regards to keeping them in school, less absenteeism, less tardies and also resources. Um we are you know we help with all the first aid
081and medical throughout the day and part of our jobs is giving resources to families and students and faculty and staff in regards to how to keep them healthy and that type of stuff. So we've been very fortunate that the district has been so um supportive along with each school to allow these special programs to come in like um the alliance club for vision dental resources three or four dental resources. It has been amazing the resources we have found and basically I think the most important thing that I have learned throughout my years is we really need to network and develop those and foster those relationships so they continue to come back and help our students. The whole goal is health, safety, well-being and academic success. And that truly has been my goal since I started
082in 2001 with the school district and also being chief nurse. I also want to give a shout out to all my incredible nurses and clinical aids who work for the school district. They have shown total dedication, kindness, love to all of our students and I I can't say enough about them and how amazing they are. So, I want to tell them thank you so much for your [Applause] support. Also, we also have to thank our families. I know my children have been through a lot with me being at Carson High and being on them for grades and everything, you know what I mean? I'm there and I I'm always present. So, um, they have been very understanding, very kind, and very helpful over the years. Michaela was a nurse at Mark Twain with me. She
083just knew where the band-aids were. And same with my my two sons. I was a graduate of Carson High School. I went through the whole Carson City School District and all my all three of my children did. and they've all been very very successful. So along with being an employee of the school district, my children have received an excellent excellent education and I just have to thank all their teachers in and schools for helping me raise my children along with my husband. Thank you so much. Should we get a picture? Can we? Absolutely. Can we get a picture with You should hold this. Okay. Why don't you and I get a picture and then we'll do a picture. Nancy, you can come on over too. It's okay. Absolutely. Why don't Why don't you all come
084on up here right in front of the school board? Maybe board members, maybe you can even huddle behind [Laughter] All right. Right here. [Applause] Uh before the nurses run off, I would just like to say thank you to all you for all the work that you do at our schools and keeping our kids safe and well treated. So, thank you guys. I know that it's a hard job and you guys do a lot of excellent work. And Sheila, I was going to mention that you're a high school graduate from here at Carson High and this is what we like to see really as a board is somebody who's goes through our school system then uh comes back to serve in in the community. So that's kind of what we strive for. So, uh, just another
085example. Nancy is another one that went to school here and then came back and served Carson City School District for 28 years. So, and like I said, this is I think what the board kind of strives to do. So, uh, thank you, Sheila, and congratulations, Sheila. I also want to thank I want to thank you. I want to congratulate you and I want to thank you for everything you do for our students on your full-time job and after work um helping out with athletes. Um my daughter benefited so much from being in the cheerleading team and I know you and your daughter were instrumental in in giving those students um the skills um and the confidence to go out in the world and do good things. And so thank you so much. You are a
086tireless person that you just don't run out of energy. You're all over the place. So, thank you for everything you do. Uh, I believe we have other comments. Yeah. No, I just wanted to say congratulations. Welld deserved. Um, you know, the I think the thing that sticks out the most is yes, you are a leader when it comes to all of the nurses throughout the school district, but you didn't just stop there. for many many years your day did not just stop at three you know or 2:30m and I think that is a standout as well so you have been instrumental at Carson High School and throughout the district so this is welld deserved and congratulations um I was going to add um you know every time if the phone rings and you look at
087the number that's calling when it's a school phone number there's a moment of panic and then you answer the phone and it's hi this is a school nurse that panic is a little different but it always comes with comfort when it's one of your team on the other end of the line um because I know if it's getting a call it's because it's something that needed addressing and that it's being taken care of that my kids are in good hands whether it's they're sick and need to be picked up or somebody broke a bone and or dislocated a shoulder and you've tried your best and can't get it back in, come get them. um they're always taken care of and I appreciate there's um a level of confidence and trust when you send your kids
088to school knowing that you're not just sending them to be educated um academically but you're you're trusting them into the hands of good people and you are good people. So thank you for everything that you have been to my kids and based on the support that is here in this room to many people not just kids but your colleagues as well. So thank you for you. [Applause] [Laughter] Uh otherwise the only report is to let you know that spring break is almost here and everyone needs it. So um thank you. That's all I have for tonight. All right. Thank you, Superintendent Feling. Agenda item number five, board reports, a board member comments, and this is for information only. Uh do we have high Carson High School uh student representative? Yes, we do. Come forward, please.
089And then I will also invite our Pioneer Academy representative as well. And if you can please introduce yourselves and start off with your report. Um, can we start off with Crescent High School? Good evening everyone. I am Diana Ankod, one of the school board representatives for Crescent High School. For my report today, I will be talking about current and upcoming events for Crescent High School. For sports today, there is a baseball game or JV away game at Spanish Springs and a varsity home game versus Spanish Springs. And for softball, there is a varsity away game at Deonti Ranch. Tomorrow, there will be a track meet versus multiple schools at 1 p.m. On Thursday, April 10th, there is a baseball JV home game against Scalina and a varsity away game against Scalina. And for softball, there
090is a JV home game against Yarington. And on Saturday, April 12th, there is a home swim meet against Spanish Springs at 9:00 am. And for a leadership class, our new executive board for next school year just came back from attending the NASC state conference in Vegas where they got to meet different leadership classes from different schools all around the nation and got to do many different activities and workshops together. Also, two of our Cresston High School leadership students got to be junior counselors for that event. And also we won the regional wild west award, the state silver silver star award and this is the second time we've won it. It had been eight years before that. And lastly, we won the national council of excellence award for the first time ever. And we also have
091our three exciting upcoming dances. On Friday, April 25th is a fatherdaughter dance from 6:00 to 9:00 pm. And on Saturday, we have our friendship ball from 2 to 4 pm and our junior senior prom from 7 to 10:30 p.m. All will be held at the Carson High School gym. And our leadership class is currently working hard on preparing for all those events. And that is all for my report today. Thank you. Congratulations on those on those awards. Thank you so much. Hi everyone. Um, my name is Caitlyn Wyn, if you didn't know. Um, I'll be presenting Pioneers's announcements for tonight. Um, so I want to tell you guys something. I am pretty glad that our next meeting is going to be on the 22nd to my knowledge, right? Because if it came next week, then
092it wouldn't be me here, but a postcard from Tahiti with the announcements on it. Actually, we will not have a regular board meeting on the 22nd. We are having an employee recognition in place of so you will not be doing any reporting that day but you're welcome to come in and help us celebrate. Yes. All right. All right. I'll celebrate with you guys. Yes. Okay. Um anyway I'm excited for spring break. All of our kids are excited for spring break. It's like 7 in the morning in class and all I'm hearing for kids from kids is like, "What are you doing for spring break? It's Tuesday, man. Come on." Um, but we realized that there's only going to be about a little bit over a month of school days left after spring break ends. So,
093we're working on telling students that, hey, this is a break where you're not going to be assigned any more work. So, take advantage of it. Do what you can so you can stay on track because you don't want to do 18 missing assignments just before finals. Good advice. We're I wanted to give a shout out to our staff, namely our vice principal, Dr. Molden. She wrote that herself, by the way. um distance learning coordinator, Mrs. Jill Council, and our counselor, Mr. Jordan, for stepping up to the plate and talking to our students about where they want to go for the rest of the year and for the next school year. Um the greenhouse club and science teachers have also been using the hydroponic systems that we got from Greenup and they've been booming pretty well
094actually. So, we're going to be setting up a booth at the farmers market hopefully and we hope to see you all there. And finally, the speech and debate team will be hosting their last pizza pioneer pioneer pizza painting and punch event on the 21st and it's going to be from 5:30, I believe. So, if you haven't been able to join us before, please I would be happy to see you guys and I hope everyone enjoys their well-deserved spring break. What time was that again? I'm sorry. I believe it's 5:30 and I will be there too. So, okay. Yay. Thank you. This is Caitlyn. And that that was the 21st of April. The 21st of April. Yes. April. April. Okay. Thank you. Thank you so much. Thank you, Diana. And thank you, Caitlyn. There's no Okay.
095All right. Okay. We're going to move on with the agenda. Okay. So, Nevada Association of School Board NASBY update. Trusty Barner. Yeah. I really have no update tonight. Okay, thank you. Um, board announcements and we will start off with Michelle. All right, mine are kind of quick tonight. Um, what I have for Mark Twain this Thursday, so you got two days away. Um, they are having a bingo night. They'll have a food truck, ice cream, raffles, and more. Um, it's three cards for a dollar. It's this Thursday the 10th from 5:30 to 7:00. And even though it's hosted at Mark Twain, everybody is invited and welcome and encouraged to attend. They would love to have you. They're also still looking for donations. So, if you or someone you know has something that you'd love to
096donate um as a prize for that, you can take it to the office tomorrow or Thursday and they would love to have it. And then my only other one would be um for Carson High. Um I passed it down the board. We got a sneak preview. Um it's been mentioned and I know there's been an article about it but um the FBLA and marketing team um class have worked really well as a team and worked very hard um with the help of Carson now and a lot of community support has been tremendous for this but they are putting out their first magazine um the entrepreneurs and act entrepreneurs in action. Um, so the FBLA kids, they were responsible for uh soliciting sponsors and selling ad space to fund raise for it. And then the marketing
097team um interviewed local entrepreneurs. So people who had a vision and chase the dream and and are are out there doing great things. And some faces um that are familiar to the Carson City School District family are in here. Um they have got some articles, but um several articles were written. Unfortunately, they couldn't all fit in here, but um the list is long of other local people who would love to be featured. And so um they felt very supported and are hoping that this will be an annual thing, but the launch party for this is um this Thursday as well on the 10th um from 5:30 to 8:30 at the Brewery Arts Center. U Mayor Bagwell will be there as well as another distinguished guest, Mr. uh AJ Fueling will be a part of of
098that meeting as well. So, um, and the kids that that were a part of this. So, it's if you haven't seen it yet, it will be free. You can take a sneak peek, but just don't take the magazine, but this will be here. So, congrats to those kids that worked so hard. Wonderful. Yes, I agree. I saw the magazine. It's impressive. I mean, the work that they've done and some of those entrepreneurs are alumni Carson High and WNC students. So, really, really cool stuff that we have going on. So, okay. So, Rebecca. All right. Well, Fremont is holding a enormous STEM night. Um, it's going to be April 30th at 5 o'clock and um I think there was a QR code to um RSVP to that. Um and it's they will have huge participation with
099students um parents. They have had so many community members involved in this including Home Depot, DRRI and just many more to be able to um create this experience for our families. And then also look at it. Showcase Avid Avid ADVID. Sorry, still learning all the acronyms. Come on. I know. Been here three months. Four months. Um so it's it's been a major undertaking um and um for this national showcase school and um yes so sorry I'm like to become to become this um national strike case school. So uh a great thing to celebrate and it'll be May 6th from 8:30 to 12. So please reach out to Dr. reward if you have questions on that event. Um, and that's it for Freemat. Thank you, Rebecca. Um, Richard, yes. Uh, for Borick Bray, they're still working
100on their math ESPback testing that's continuing this week for their third, fourth, and fifth grade students. The fifth graders will also take the science test on April 24th and 25th when they return from spring break. The students worked very hard last week on the ELA test and the principal Ricetta wanted to thank all the parents for ensuring that their children got a good night's rest and are at school each day of testing. And it's still not too late to get your tickets for the Boardwick Bray night at the Reno Aces on April 25th. Uh please see Parent Square for the link. As a reminder, their choir will be singing the national anthem. Then, uh, their next Math Fact Bunny Challenge is on April 23rd. And, uh, please help your students practice their math facts each
101night and over spring break. Students who improve by 20% will get to participate in an egg hunt on April 29th. And the students are all very excited and really want to meet their goals. So, good luck with uh everybody at Bordick Bay. And then for let me get down here for Fridge Elementary. Principal Brown wanted to thank all the Fritz parents for their support in preparing their students for their ESPback testing each day by ensuring they were well rested and motivated for the test. He also wanted to wish everyone an amazing spring break and a happy Easter. And that's my report. Thank you, Matt. No report for me today. No report from Matt. Okay, very good. Um Molly, um mine, um I do believe the fence went up at Empire, correct? Yeah. All right. So,
102yeah. So, we have Okay. So, we're going to say that um we're excited to see that um we have now a public park that is now separated from a elementary school. So, that is exciting news for Empire Elementary School. And we are working on um now developing the playground for the fifth and uh for the fourth and fifth graders as well. and um we do believe that we have some donated soccer goals and whatnot for that area. So that is quite exciting. That's what I have for him. Thank you and thank you for spearheading that that init that um request. That was very important. So okay, Mike, so great things are happening at Celiger Elementary School and so they are doing well with their ESPback testing. Sounds like one more day to go and uh
103they want to congratulate Mr. Iikenberry who's in the audience for his first year coordinating testing for them and the students for doing so good good on their tests and showing what they know. Uh they are thankful for the foundation for donating snacks to the APTT math night for third graders last week and tomorrow they are going to have a scavenger hunt to support the specialist teachers in getting the supplies they need for PE, music and computers and they thank all the generous support from families and the community. So that concludes the report from Celiger. And then uh this week just got back very late last night with uh trustees Peterson and Barner. We attended the national conference and um it was great to attend some sessions with Michelle and we um learned about our colleagues
104in White Pine and their steam academy and um there were a number of sessions on AI and um accountability measures that help schools. So it was a good session and it was great to um collaborate with the two of them. Wonderful. Thank you, Mike. I think uh if it's okay with you guys, I'd love to have you guys share those uh some key points or some bullet points of information that you guys brought back from the conference. That would be awesome. Thank you. Okay. And for me, um Kayn did a wonderful job in reporting uh from Pioneer as usual. Um the one thing I want to say is thank you to uh Mrs. Virgil from um Empire Elementary School. She u spent some time with me um talking to me about her u goals um
105what she is bringing you know uh from Wash I believe is where she came from. Um so she's excited to be part of our school district um staff and had I know she was um hired in August but I had not had a chance to meet with her. So, I was able to um have a good conversation with her and I'm just very pleased that she is part of our staff and she um I look forward to seeing good things happening. Um okay, so uh that concludes our announcement. So, we will go on with agenda item number six, association reports. And this is for discussion only. Do we have an association representative? I don't see one. Okay, we will move on to agenda item number seven. Information uhformational update from Carson High School Student Council
106on hosting the Nevada Association of Student Council NASC 2026 state conference. And this is for discussion only. And we welcome Tana Kramer, uh Karolina Gabika, Kyle Allen, and Leah Vasquez. Good evening. Good evening, Carson City School District families, staff, and a special thanks to the board of trustees for having us here tonight. My name is Kyle Allen. I am the student body president elect at Carson High School. And I'm Leah Vasquez, the student body vice president at Carson High School. I am Tana Kramer. I am going to be the co-leership adviser for next school year. and I am Caroline Gabika and I'm also one of the co-advisers for next year. And we are super excited to announce that Carson High School will be hosting the 2026 Nevada Association of Student Council state conference. Um we
107worked super hard um to get the bid. Um it deferred to an oped bid this year and so um I'll let kind of Leah talk about some of the major components of the conference. Um, but this is a huge success and a huge win for Carson High School, especially our council. Um, I do want to say I've been joking with Miss Kramer for the last two years, um, that we would be hosting a state conference. Um, and I never thought that I would be here today, um, explaining that I would be, um, the next NASC state chair. Um, and so it's a huge honor. Um, and so the Nevada Association of Student Councils allows for collaboration and diversity among student councils across the state of Nevada. Um and so I'll let Leah talk about um
108the state conference and some of our upcoming plans. So the state conference is a really big thing. Um and we're really excited. Um on the the conference lets us like share ideas about like other other councils that they have like during workshops or even roundts, right? And what's the last one? JC groups. And it also like just lets like everyone bond together like the whole state with everyone's councils. Um I don't know what else said the theme. Yeah, the theme is opening doors to leadership and it's kind of like a Monsters game kind of theme. So yeah. Um so I'll just kind of emphasize too that our conference, our planning, we have a huge emphasis on community partnerships, um leadership and education. Um this is the it's been 20 years since Carson High School has
109hosted the state conference. Um and so we have a huge emphasis on that. Um our Friday activity at school will be in session. Um we're going to be having different rotations in different centers at the capital complex. Um and so the state executive directors and the state board are super excited um to be able to learn about leadership and all um that happens here in the state capital. Um and so that is a huge um kind of area that we are highlighting at during this 3-day conference. Yeah. As uh welcoming to you guys, we would also love to uh invite you to come and attend one of our general sessions. We invite speakers from around the country. We'll be um smiling very nicely at our superintendent to uh come and speak as well at that
110first opening session on that Thursday. And of course, we'll give you more details as we get closer, but we'll definitely be inviting you guys to come and witness the 1,00 to,500 Nevada Student Council students. And when you get to see our promo video, you will understand the hype that is this. Uh, as Kyle says, they've been kind of playing up the 20 year because it will be my 20 year next year from Carson High School. So, they're uh going to play that up a little bit as well. And I um were you trying to tell me that we have the video? When is this going to take place? So, so the conference is taking place in 2026, April 16th through the 18th. And so this was this is um the promo video that was shared
111to the state. So enjoy. Okay guys, we're back. Did you miss us? Cuz we missed you. In 2006, they hosted lights, camera, leadership, and action. But now, they're back and better than ever. As they prepare to open doors and plan an action-packed weekend, get ready for your 2026 state. Get hyped for your state chairs. Meet student body president Kyle Allen and student body vice president Mia Vasquez who are ready and more at this amazing conference. Are you ready for state 2026? [Music] Miami. [Music] That looks exciting. No, that's pretty much it. Um, we're super excited. Um, and it's going to be a long year of planning. Um, but we're looking forward to it. Um, and so if there's any questions right now, we'll be happy to answer them. Um, I have multiple emails, so if
112you have any questions, please feel free to, um, reach out. Um, we're super excited to be working with community leaders and community partners over the course of the next year. Um, so yeah, thank you so much for having us here tonight. Thank you. Uh, board members, do we have questions or comments? I have a comment. You know, um, one of the things I do, I work with the state board of education and each year they have a student representative and it's usually somebody from the south and I think I was nudging Nanda to nudge her daughter maybe to do it next year. So, I'd love to see somebody from the north maybe from Carson City put their name forward and uh, collaborate with the state board of education. So, food for thought. Michelle, you had
113it come in too. Sorry. Go ahead. I was actually going to say thank you for that. We're really excited that um so we're the western region and um because of the north is kind of our rules and we're actually very excited about the fact that we have so many people on our Nevada Association of Student Council um board this year. Last year they had just one and this year I think we've got four. So we're slowly like getting our area onto more of these boards to get Carson High and then our Northern Nevada's name out there for sure. And I will say I think one of the um students that was nominated for that position is from the west. So just that there. So wonderful. That's super exciting. Okay. Michelle, uh I was just going
114to um Kyle, you had made a comment when you were starting that uh if you had said that this is what things were going to look like. You were like, I did not see this coming. You might be the only one that didn't see it coming, sir, because you've been amazing in a million ways for forever. So yeah, thank you. We've seen this coming. So, good job being you. Thank you, Molly. Um, congratulations though. Um, nicely done. If you I don't know if you guys would be looking for volunteers or Okay, so there might be um there might be a few service organizations out there that might be able to, you know, use this as their project or something for that. So, um, just let me know and we can try to see if we
115can get some adult volunteers to help you. It's a good idea, Molly. And the Nevada Promise students are always in need of volunteer hours, so keep them in mind. Anybody else? I'm sorry. I thought I saw someone else raise their hand. No, we're good. Richard, did you did you already I really don't have a question, but uh Kyle, I forget your first name. I'm sorry. Leah, thank you both for the work you've done to get this uh conference to come to Northern Nevada and Carson City specifically. Kyle, I've been very impressed with you for several years. I've had my eye on you since I watched you do a debate a couple years ago. Uh you're amazing and so are you. So, uh thank you for all the work you're putting into this and all the
116work you will have to put into it. And uh like Molly says, maybe if you need some volunteers to reach out. So, thank you and thank you guys. Yeah, I also want to thank you guys and that just says the quality of students that we have in our Carson City good district. So, thank you so much for stepping up to the plate and we look forward to the conference. It looks super exciting. The video is super exciting. All right. Well, thank you. Okay. Moving on to agenda item number eight, public comment. Do we have inerson public comment? You do. Okay, very good. Um I was told that we don't have um online public comments. So I'm just going to um invite you to come up to the um uh podium and I'm just going to
117remind you that in making public comment speakers are asked to come to the table or podium, sign in, speak into the microphone and identify yourself for the record. Commenters are instructed to limit their comments to no more than three minutes and not simply repeat comments made by others. And this is for discussion only. Oh, give us a second, please. Okay, we're ready. Go ahead. Thank you for letting me come here tonight. This is the first time I've ever done anything like this, and unfortunately, it's not as light-hearted as what we've been hearing so far this evening. I've come here today to ask the school board to amend their policies regarding releasing teachers records of reprimand and to ask you to make them available for parents for review. I'm asking for ma'am. I'm sorry. I'm going
118to uh interrupt you if you can please state your name. Oh, apologies. My name is Sunonny Cadill. I'm a parent or guardian to a student at Borderick and at CMS. Thank you. I'm asking for transparency. I'm asking for accountability. We have a middle school teacher in culinary at CMS who has a continuing history of being foul-mouthed, for screaming at her students, for threatening to physically harm them, for throwing chairs at them, and in one instance she has even struck a child in the back of their head. Her verbal assaults continue even though reportedly she has yet another behavioral plan. As parents, we've spoken up. We've even filed police reports, but the situation continues unchecked. Instead of keeping us in the loop regarding her reprimands were being purposefully kept in the dark. And why is this?
119To protect her. This specific teacher has been aggressive and violent towards students starting while she was teaching kindergarten and then the fifth grade in the Dayton schools. Then she was given a position here at CMS which afforded her a fresh set of innocent young victims. The school board refuses to notify the public of its actions regarding her, claiming a privacy policy. My sixth grader, who has severe PTSD, is going into culinary next year, and she is in fear for her safety. This year, she takes a class right next door to the culinary class, and she hears, I won't mention the teacher's name, screaming at her students every single day through the wall. I came here today to beg the board to consider releasing its records of action regarding teachers and to increase the severity of
120reprimands so that they match the level of crimes being committed against our children. She is a loose cannon and she needs to be held properly accountable for her violence before a student is seriously injured. She needs some sort of supervision. Please imagine if your seventh grader was being victimized by this dangerous person. And then imagine what you would want to know in order to take necessary action. This teacher is an adult bully who is being paid to verbally and physically assault our children by your board. Today I'm here to represent all parents and children in our district. And I'm hopeful that you'll consider my requests and I thank you for your time. Thank you. and I apologize for that unfortunate situation. I will ask uh Superintendent Feline to um schedule a time to meet with
121you. Um are you able to provide that? Yeah. Okay. So, he will provide you with um he he'll reach out to you and and schedule a time to meet with him. Yes. Okay. So, he'll Yeah. So, he will be in contact with you to schedule a meeting. Thank you. Thank you. Okay. Agenda item number nine. Umformational update on the Western Nevada College Jumpstart program in the Carson City School District. And this is for discussion only. And we Mr. President, I'm sorry. Would you officially close public comment if there's nothing further? I'm so sorry. I did not close a public comment. I'm so sorry. I'm so My apologies. Okay. So at this point, do we have any additional public comments? We do not. Okay. So then at this point, I will close public comment. Thank you
122legal council for pointing that out. Okay. Now I will move on to agenda item number nine. And I welcome Dan uh Karstens and Tasha Fusen, uh Lauren Stevens, and JW Lazeri. Welcome everyone. And uh welcome Lauren and JW. I have not seen you guys for a while and I'm so glad to cross paths with you guys. I work with you guys at WNC for many years and it's so nice to have see you guys again. All right. Um Okay. Before we start, I think I'll just have everyone introduce themselves and tell you what their role is. We'll start with Lauren. Good evening and thank you for the invitation to be here. My name is Lauren Stevens. I'm the director of academic advising and access at Western Nevada College. And good evening, Tasha Fusan, chief academic
123officer. Dan Karstens, principal, Carson High. Good evening, JW Lazaria, executive director, student services, Western Nevada College. We're going to start our presentation with Lauren. She's going to talk to us about Western Nevada College and their jump start program um since they work with several different districts within the region. We are really grateful for the opportunity to talk about the partnership we have with Carson City School District and Western Nevada College and how that all ties in with dual enrollment. Uh you know I will be talking about different types of enrollment that we have uh with duel. One of them will be jump start concurrent and then what we call uh just general dual enrollment. And so we'll cover that more as we go along. And I just want to say that we really enjoy working
124with Carson High School and the students are amazing. Uh I have a student inspirational story from someone who was in what we call a concurrent class. They were taking one graphic design class at Carson High School and just getting college credit for that. And it was kind of a funny story because we were preparing for another presentation and we were asked to get these testimonials and I'm cold calling all these high school students from all these different districts just hoping for someone to pick up because we all know high school students screen their phone calls, right? And it just so happened to be a break period. So there was no school happening. So we couldn't recruit the high school counselors for help in getting these testimonials. And I had called so many students. I had
125already prepared my letdown message because I had been let down so many times already of students not interested in providing a testimonial. And I call this Carson City High School um GRC student and he is so kind to me and he he gets on the phone and he and he's like, "Well, you know, I I could I could give you a quote, but I just woke up." And so, you know, I'm a little rusty. I really need to think about this. And then he just produces this beautiful statement about his experience with dual enrollment. And I thought, did you really just wake up? because I I swear it was scripted. So, I'll just read this off to you. I I'll keep it anonymous, but um I'm super blessed and privileged to be able to be
126enrolled in a college class while in high school. While being enrolled in high school, I'm able to get both high school level and college level education. So, this is just, you know, a little statement to say that it's about the students. And uh the presentation itself might be a little bit dry because it's about our interlocal agreement, but the interlocal agreement is what makes it all happen. So it gets to the students. So um I can imagine everyone here can think of a time or many times of wondering about the future of a young person in their life and maybe dual enrollment has been a part of that conversation and and wonder. So, it's great that we have so many options available to our students as they begin to look at what's next for themselves
127in life. Uh, the plan today is to review the agreement to learn about how this partnership works. And for the sake of time, I'm not going to go through all the slides, but the slides are available to the board for viewing. So, let's dive in. Overall, I wanted to start with just the scope. So, the idea of scope is really valuable to this conversation. You know, WNC works with this very wide scope and we're looking at all different types of student populations and their needs and we have skills certificates, certificates of achievement, a variety of associate degrees and then two bachelor degrees. uh and then when we partner with schools the scope becomes smaller because we have to look at what is what are we able to do within this school's needs and this school's
128scope. So we kind of take everything that WNC can do and this wide perspective and then we kind of narrow it in for each high school that we work with and customize it against their needs. So, at Carson High School, we have the jump start program. We have a little bit of those concurrent classes I was talking about where where they're the high school teachers teaching the college content. Uh there's some graphic design and some education. And then we have some auto going on where the students are coming up and meeting with our faculty and doing some auto classes. So, that's the the gist of it. So currently WNC has 14 of these agreements in place and the agreements are right now two years in length but we're about to shift to three-year agreements and
129then within that we have 18 yearly addendums. So the addendums we revise every year and will continue that way to keep track of some of the specific adjustments that need to happen as things shift. And uh I'm going to kind of move on to some other slides here. So, the idea with these agreements is that we're looking for students to be able to satisfy both high school graduation requirements as well as college graduation requirements. Um, when it talks about summer not being a part of it, the classes could still count um depending on what we've agreed upon with the school. It's just that we don't include those in the scope of the interlocal agreement. And then the district works with the Nevada Department of Education on a list of approved courses that can count uh
130for these satisfying of high school graduation requirements. And so that's not our list, but what we do is our advisors will focus on what is needed for the college side of things and then we will work closely with the high school counselors so that they can figure out what's needed on the high school side of things to satisfy the high school graduation requirements. And so these are the different types that I was speaking of earlier. So jumpst start is for students interested in earning a transferable associates degree or a certificate of achievement. Um and it's really a prescribed set of courses. So that's in their first year. Their first year is very prescribed. If we're looking at juniors that then will become seniors and they do the full 60 credits, we also have jump start
131students that are only taking 30 credits that start in their senior year. So we would kind of call that jump start 30 and then we have the jump start 60. Uh so for the jump start 60 students that first year is fully prescribed and applicable to an associates degree agreed upon with this high school. And then in their senior year, we start to better customize against what their interests are and where they might be going with their pathway and career plans. Um, but again, those classes are still going to be applicable to the degree type that they are under. And then we have concurrent students. And in this instance, we're talking about what we call kind of um allocart concurrent. So, it's students that are taking oneoff classes with their high school teacher that's been
132approved to teach college content. So, that would be those graphic communications type courses in the education here at Carson. And the high school teachers that are teaching the college content, we call them affiliates. And then we have general dual students. I think you guys would probably call them dual credit students. and the dual credit students, they're interested in taking, you know, any sort of variety of classes of their choosing. Um, generally it's taught by a WNC faculty member either in person or online. And one thing I wanted to talk about too is just how we uh sort of prioritize these students. So the jump start students the second years because we're customizing what they're taking against their degree plan and that customization means that they're starting to take classes with our general population. Uh we
133we have to prioritize their enrollment. So our adviserss have them as the first students on their plan to advise for enrollment. the first year students that have the prescribed classes, those prescribed classes are closed. So, no other students can enroll in them except for the students that are in that group. And so, uh we we do them after that because there's no competition for those courses. The courses are exclusively set aside for them. So, you know, just kind of to sum it up, we have the jump start students that are in pursuit of an associates. Um, and then we have those independent students, which could be in those one-off concurrent or those general dual credit type courses. And so, this really lays out uh in a chart format the instructional modes that we're looking at.
134So, we could have students that are going in person or online with our campus or their campus um with our instructor or their high school teacher that's qualified to teach college content. And then that, you know, breaks out into the students either being grouped together with only other high school students or some of them might be combined with high school students and the general public. So the eligibility I want to emphasize that this is the very bare minimum and it's not just for jump start it's for those concurrent students and the general dual students. The the real bare bare minimum that we're looking at is a 2.0 uh for a GPA and some of that can change. There's some discussion around it changing even at the NSI level to where we might have to up
135that. And the reason why we set that as our very bare minimum is because you have to have a 2.0 to obtain an associates degree from Western Nevada College. Now, for the jumpstart program in particular, all of our high schools generally are looking at much more uh I say competitive and higher criteria for students to be in that program. And it's not just GPA based. Usually there's other standards that have to be met because these are supposed to be our high achieving students that are 100% college ready um and able to take on this unique type of enrollment and experience while they're in high school. So this section is really about that concurrent enrollment where the high school teachers teaching the college content and we call them the affiliates. Um so the main idea here
136is that we work closely with those affiliates to ensure that the way that they're teaching in the classroom is of college standard and it's meeting the college level rigor that's needed for these students to be successful. You know, because the main idea here is if a student takes what is considered a college level class, we want them to be able to leave their high school and go to another institution if they choose of higher learning and be able to be ready for the next course that comes along and that this college level course that they've had in high school has prepared them to do that. So this section is about tuition fees. So the Nevada system of higher education sets the fees for all types of dual and concurrent enrollment. So the for the purpose
137of fees um basically the way that it is outlined by the Nevada system of higher education is that if a WNC faculty member is teaching the class it's a per credit fee. If a concurrent teacher is teaching the class it's a per course fee. So right now the way that it's outlined is if a student's taking a WNC faculty taught class, it's 85 per credit and most classes are three credits. If they have been uh qualified as an FRL student and confirmed as that, then it could be 58 per credit for that student. And that's a tricky one because, you know, the fees are set by the Nevada system of higher education and then we have to figure out how to how to successfully get that information from the high school so that we could
138honor that fee structure for FRL. If a student's taking a concurrent taught class with one of their high school teachers, then right now it's $75 per course. So with the faculty taught, there's associated fees with it. with the uh affiliate taught or concurrent type class. Um there are not extra associated fees. It's that 75 per course. Uh that's going up. So the as you can see the Nevada system of higher education has set out some incremental changes here for the next uh few years. And so next year the concurrent fee will go up to 100 per course and that per credit fee will go up to 8750 per credit. Quick question. I saw um on the last slide that FAFSA doesn't apply to these. Does the Nevada prepaid um tuition help cover that if we've
139already purchased that as like a parent? So JW may speak to this. Yes, in general, any federal financial aid, state financial aid, or any sort of prepaid tuition, the student has to be a high school graduate to to access those funds. Um, so so usually not. Um, but sometimes fee wavers, so if a student qualifies for like a Native American fee waiver, that could assist a student promise, you have to have graduated from from high school. Usually all financial aid programs you have to have a high school diploma or high school equivalency. Good question. So some of these upcoming slides here I'm going to really just touch on because it's very detailed about how we enroll students. So, this is just the program management piece of how we get students from point A to Z
140in order to actually be enrolled in that college class and take it. And then this is just a very detailed area of what happens if a student changes their schedule. And I will tell you that it's complicated how these things work because we have like college we have college dates, deadlines, and uh I guess policies and standards of how we do things. And then we're trying to work that against the high school. And uh so it's it's fun. It's fun. That's all I can say there. And this this is about student withdrawal procedures. So uh and this is more in the case of what we sometimes have is like a student will separate from their high school uh and maybe move or something and we have certain protocols in place of how that's supposed to
141go or this particularly applies to students that are in those concurrent classes that are taught by their high school teachers. So sometimes the high school will need to make sort of a quick adjustment and and move the student into some other class type like maybe that's not the right class type for them. And so it's just how we communicate with each other about those school separations or those overall schedule changes with uh students so that uh it's so that we have something in place as much as reasonably possible to protect the student because it's really challenging sometimes for students because they you know they look at Infinite Campus, they know they kind of know what's going on there and they have a good idea of it but then for the first time ever in their
142lives they also have a college transcript that's being developed and it's sometimes it's it's hard for students to really recognize that the impacts of that college transcript can be lasting for them either in positive or negative ways. So, you know, we really have to work with the schools to ensure that we we know what to do with these types of situations. So the next areas are really just these in-depth slides about the responsibilities that we have. We have responsibilities for affiliates if they're teaching the college content on their high school campus, uh for the district, for the student, and then for WNC. And all of this is outlined in the agreement so that it's clear of each party what their responsibility is in order to effectively run all dual enrollment types and for us to
143have a good partnership and and kind of know who who's doing what and when. So that's for the affiliates. This one's for the district and for our agreements. The district just means uh a as you would assume what we have here. School for us is a charter or a private. So we that's when we say school, we're referencing a charter or a private school. And then you can see the student responsibilities and obligations. And then you can see the WNC responsibilities and obligations. So that really concludes our portion of the presentation. Um I hope this has provided some helpful information for everyone to see the thoughtful steps that we take to contribute to this success of each partnership and and to our students ultimately our shared students. And um now I'm going to pass it
144off for your part of the presentation. Thank you Tash Fusan for the record. So within our school district um we create we have created an accepted practice document that helps us guide um our internal practices. You will find that in your board packet as well. It is part of the um dual enrollment jump start program evaluation uh report that I gave you. It's one of the appendices. Um but this basically um like I said make sure that we um have consistent practices uh well one at both sites when we had Pioneer had its own program but also to make sure um from year to year that we know exactly how we did business the year before. So we're just going to talk about a couple of pieces of that. If you would like to find
145it, it's appendix D, page 23 of this report if you want to actually see what I'm referring to in your documents. So the areas that I wanted to actually I'll walk you through it. Um if you find that on the very first page it goes through the scope, the responsibilities, approval, authority and definitions. Those are just really um they're not as important as the fact that what the contents are. So I'm going to skip over those. But if you look at 5.0 um on page 23, this gives you um the specific guidelines that we use for placement and qualifications for jump start. So, like Lauren said, all districts um have been able to make their own entrance requirements. For us, um we have to have a junior or senior on track to graduate. Our students
146who uh are eligible to apply for the jump start program have to have completed algebra 2 with a 75% or higher or algebra 2 honors with a 70% or higher. And they have to have a 3.0 in their high school ea courses. So, that's we do have the higher um GPA requirement than Lauren was talking about. So, I won't read through all of those, but that that 5.0 port um portion 5.1 portion talks about those requirements for each one of the different groups that we had. In 5.2, this talks about the courses. So, as Lauren was saying that we have very prescribed courses that a first year jumpstart student takes that lists them, right? So, they don't get choices whether they're a first year junior or they're a first year senior. They're taking those courses.
147And the reason why they're taking those courses is because that's what covers the requirements that um will uh fulfill their high school graduation requirements, right? So we have to have for instance um like e ECON 100 and political science 101, it fulfills their government and their economics requirements. So we've been very strategic about the courses that we've picked to make sure they match what we can give them credit for so that they can get their high school diplomas, right? Because first and foremost, they're a high school student, so we need to make sure they graduate. Um, so that's those. Yeah. Go ahead. Um, so then for the English, math, and econ, are those all taught by high school teachers? Um, we have in the past had them taught by high school teachers. And when we
148can't um supply those teachers, then WNC steps in and supplies those teachers. So, it depends on the year. Um, many of you know Mr. Macy, Mr. Macy, um, who retired last year. I think he taught English 101 and 102 for us for I think two years. Jennifer Chandler, if you know Jenny Chandler at the at the high school, she's taught dual credit courses for us in the past. We've had a few. So, it depends on the in each year, but if the high school himself does not have an affiliated instructor um an instructor that's been approved by WNC, then they have sent teachers over to us. So, it depends. Yeah. Um and then to go further on in this, if you look at 5.3, it talks about attendance and grading. So we have very specific
149pieces that people that our students have to take into account. For instance, they're to keep a 2.0 to remain eligible. Um we do um have to take attendance. Uh you know, those types of things. So that's addressed in that area. And then on the page 26, it goes into payment. This is something gets updated. Actually, this accepted practice is updated every single year because we have to depending on what like funding we have, how we're going to pay for that, whether or not we're going to um pass on some of those costs to students, which we have changed in the past. I'll talk about that in a little bit, but that's so this has actually changed. The reason why I'm saying this is you're looking at the current agreement that this year students are under,
150but we've already updated it for next year's students. But it talks about payment. 5.5 talks about textbooks. Um 5.6 talks about transportation. And so we don't provide busing to students, but we will provide them a a jump around cursen pass if need be. And again, it just um then goes further that the fact that we we revise this every single year. And if you look at page 27, um you can actually see all the dates and the amount of times this has been revised. So that's our accepted practice document. Like I said, that talks about our internal processes. Um let's talk about the parent contract. Um, this is another piece that um is in your packet. It's on the very last page. It's page 38 of 38. Because I'm often asked and have been when
151I was the principal of the high school, like um you know, parents want to know, for instance, well, how come they can't have parental loginins to um the grade book at Western Nevada? Well, because they're parents and because these are college students. So, um we make sure that we go over families with that when they apply for the program. The intent is that the students are of the mature level that they can handle college um classes and that the parents should be asking their students to share with them their grades, right? Like that's the expectation. So these things on this jump start parent contract. Again, I won't go through that with you, but those are the things that have come up as like frequently asked questions or things throughout the years that families have said,
152"But how come this or if I would have known this, I would have done something differently." Right? We've put those in that contract so that we are sure that our parents know what they're signing up for and what the students are signing up for when they apply for this program. So that's where that came from. Okay. All right. Tuition costs. So um Lauren has talked to you about the fee structure and I wanted to make sure you knew where we how we've paid for this. I only put the last three years last two years this year and next year. um in the past prior to 22 23 we had a designated grant that paid for all of the jump start program right so we applied for that every single year and we got funding for
153it at the state so it didn't hit this the district's general budget at all but in 2223 that changed so the overall cost for our school district that year you can see up there was just under 240,000 um 178,000 a little over 178,000 came from SR grants uh college and career ready portion of ESR grants and we did pay as a district where it says ed services that like that 61,000 that came from the ed services my budget that I managed so I had to make up the difference there in 2324 um we paid um as a district right for the whole cost of the jump start program and this year in 2425 um we were able to pay for the program for a semester from ESSER, but we were just notified on March 23rd,
154I think was the date that we could no longer expend those ESSER funds. And um so we as a district are now going to have to pick up those second semester costs. So this was inaccurate. I that came out after I did this slide. So we will be paying for that. Really quick, so uh for the 2425 it says 77 students. Is that the total students or just the ones that are covered under the SR? That is the the total of students um that are in the jump start program. Not does not not the concurrent or the dual enrollment the other students, right? Those are your what' you call them like 30 jump start 30 or jump start 60 students, right? That we consider full-time jump start students, full-time college students. We do have more
155students involved than that because we have again those students who are taking the graphic design class that's not in that 77 um the costs are but I just wanted you to know how many students that was in terms of full-time enrollment. Okay. So is so that is that is the cost that we will have the 77 students was just an aside to remind me to tell you we had 77 full-time students represented in there but that is the whole cost of the program. So is that why the numbers would be different on page five of the correct? Okay. Correct. Thank you for pointing that out because I made myself a note and then didn't remember why I did it. So in 2526 and this was specifically why I did it because the estimate for 2526
156is going to be 337,000 and I that is that is accounting for 30 extra full-time students and it's because 3 years ago we started a jump start academy which no longer exists where we were trying to give an opportunity for students to start the jumpstart program in 9th grade where they take one class in ninth grade, two classes in 10th grade, you know, then four classes I think in in their junior year and four classes in their senior. It was our attempt to to get them started early and we did and it was fairly successful, but um through our discussions in our advisory group, it was decided that um we we didn't feel that we actually needed to onboard them that early. And what was occurring is we were unfortunately racking up too many electives
157for the students. Like they can only earn so many um elective classes towards their associates or even that are transferable if they're going to go to a 4-year university, right? So trying to figure out what can a ninth grader take that's really not going to be too academically robust because we're obviously not going to put them in math 26 and math 127 which is the equivalent to trig. All right? Or put them in English 101 102. You know what I mean? So it was literally we were we were putting them in classes like communications which again a good course but by the time you're adding those up then you're just overstacking them on electives. So we decided that that was not something that we were going to continue buying that beyond that year. So this
158is the group of students that started and so next year is going to be our pinnacle in terms of the number of students in the program and then it's going to start going down again um because we have put a cap of about 30 students per grade level. Right. So that I wanted to make sure. So, thank you for pointing that out, Molly, because I I didn't write myself good notes to remind myself why I'd actually put those numbers on there. So, I appreciate that. Okay, so those are the costs. Book fees have also changed over the years. Um, so again, prior to 2223, our um grant covered the cost of all books. I will tell you for the last 10 years that we've had this program, 11 years, I have tried to get us
159out of the book business. The book business is awful when it comes to trying to help kids with college books. So, um, but we did have grant funds. So, we did it, which means we as the district um, our team actually did all the purchasing and the dissemination of books and the collection of books and the return of books and then try to get refunds and all this other kind of stuff that we went through. It was really challenging. In 2223 again that changed because we decided as a district that we could not afford that continued cost not having the grant available. Right? So then we turned the cost of books back over to the families. That's when our foundation stepped in and said you know what we will take on the cost of books.
160So that was wonderful. Um but um I don't think they expected to cost them $30,000 that year. Right? So that's the cost up there. it was a little over $30,000 for um 67 students to have books purchased for them. So after that year again wonderful that they jumped in or they stepped in. We had a conversation about that was not really sustainable and what could be done and we um went on needs-based right so then students could apply and say yes I need support or I need help in paying for my books and then the foundation supported those students. So in 2324 they supported 65 students in purchasing books covering $11,900 um dollars. Right? So that breaks it down by semester. Then um then Western Nevada came to the table with us and said, you
161know what, we realize this is really being a hardship on all of our students and we're really going to make a really um concerted effort to try to go to a lot more open ed resources, cut down on book costs for our families and our students. Right. So this is where you see a big difference in terms of the cost of books for this school year. So our foundation ended up supporting 25 students um purchasing books that totaled $4,156. So less less than 5,000 and that is really attributed to the fact then again that the college has tried really hard to manage those costs. So I got to give kudos to the college in terms of working with us on that. Um so the foundation allocates $20,000 each of the last three years is what
162they've allocated to pay for textbooks and support for um jump start students. So it was significantly as you see significantly less this year. All right. So um before we hit our conclusion, I guess this is a really good time to kind of turn it over to all of you if you have specific questions for things that we've not covered. Questions from the board. Um, well, thank you for the presentation. I do have several concerns. U 337, $695 per year. That's going to go up steadily each year. My concern is, can we financially continue this program uh the way we're doing it now? Especially seeing that we're facing a $3.5 million at least $5.3 million deficit this year, which in my opinion is only going to increase every year. So, I'm just wondering about the sustainability
163of the program. I am so glad you asked that, Mr. Verer, and I am prepared for your question. So, I am very happy about this. So, I think um what we really need to think about is the fact that again going back to my second thought of why I was going to put student count on there is we have 107 students that are full-time students taking WNC classes. If those students were with us taking classes at our high school, we would actually have to provide four additional teachers to the high school. So, the cost that we're paying now, you add the cost of what it would take to pay for four additional teaching allocations. Um, and it costs approximately just under $100,000 per teacher. So, it would cost us about $400,000 to provide the extra
164staffing to teach these students full-time classes versus them taking at the college. I can I jump in on that really quick? Yeah, go ahead. I had a followup. Okay. Yeah, but I'm hoping this will don't lose your thought. Um, so for the juniors though that are taught by high school teachers, they're still in there and those high schools teachers are still there. So wouldn't we be able to minus them out of the 107? Also, but before I do that though too, who pays the affiliate teachers cost? Does WNC or does Carson City School District for the juniors? So the right now primarily the juniors are being taught by our faculty and I believe the one that is an affiliate is an English teacher and for the affiliates they're employed by the district. They're not employed
165by us. technically they're more or less considered a volunteer um in terms of our relationship to them because they're an employee of the district and so they have just chosen to do this within their school district. Now depending on the school district that we work with, we do honor a small stipen um but because they're a full-time employee of the district, that's their primary salary. So, and in our particular case, we're talking about it being one, maybe two classes for that teacher out of a normal sixth period day or five period day depending on what campus they're on. I'm wondering, uh, you mentioned happen to hire four additional teachers, but would those four additional teachers that you hire or would have to hire, would they benefit more students than just these 107? That's a good
166way to think of it. But what you what we typically do um and we actually we actually do a really good job staffing our schools. So I hate to say that on some place where it can be recorded. If you work for a different district, um say the two larger ones in this state, the way your school gets staffed for a high school, um is for instance, um in Wo County, you take your overall enrollment and you divide it by 27 and that gives you how many teachers you get. So that's where I'm saying if you looked at 107 teachers or 107 students that are not taking classes at the campus that now take classes at the campus. If you divide that number by 27 that's basically in essence four, right? Four teachers. So that's
167what that means. And that would be in order to do not that four teachers are going to teach um I don't know how to say what I'm going to put. You figure those four teachers are teaching six classes each. Can they technically teach more than 107 students? I mean, I guess depending on what you want to set those class sizes at, but that's how you pretty much figure out allocations if that makes sense. I think Vegas uses a 30 to1 ratio. At least they used to use a 30 to1. It might be higher now. But, you know what I mean? So, if you're at a school of 2400, they're going to give you Well, what is 2400 divided by 30? I was doing pretty good until I tried to do math. 80. They're going to
168give you 80 teachers, right? 80 allocates. Is that correct? No. Okay. He's a math teacher. Um, I was like, "Do my do my math for me." That was correct. Okay, good. uh mental math. So, so that would be 80 allocations or 80 teachers, right? So, then if you remove those 70 or those 107 students off that, then you would lose four teachers. That's why I'm saying it's equivalent to four teachers. Does that make sense? Now, when you're doing an actual master schedule, could you probably fit more than that? But that potentially, but those students need to take six classes each or seven classes each at the high school. And there would be approximately 25 students per class. So, you would need four classes just to cover them um for one period. And then they would
169each need seven periods. So basically 28 classes and then teachers only teach six classes a piece. Like I can do the math for you on a board but yes in essence that's what you need to cover all of that. Does that does that make sense? Okay. So okay so 107 students 107 students that have to take seven classes each. Right. That's going to tell you how many seats there are. I've done master scheduling. I was going to say I've done master scheduling for 20 years. So, so trust me on that one, right? But that's what that's equivalent to. I do trust you and and I did get the concept there. So, um and then when I looked through this packet that was provided, one of the recommendations was to expand the access to dual credit
170opportunities for all students. And that's probably not realistic, is it? Correct. So this is this is done by an external evaluator. We had um we've started doing external evaluation of this program back when it was grant funded and we've just continued that on just so that we have um that historical data. So that's what you're looking at. So every year as part of that external program review. It's not done by our district. It's done by somebody outside of the district. Right? That's that's recommendations that they come up with. We're not required to follow those. It's just from an external perspective what they think would benefit students best would be that. So let me So this in this packet the recommendations for the program improvement are not necessarily all of ours the school districts correct? Is
171that what I just said? So so this external evaluation this is an external evaluation. Um the again I just just from a historical perspective anytime you typically have external grants that pay for a program you usually have an external evaluator right so it's not internally we're judging ourselves how we do so that's why we started with an external evaluator 11 years ago even though it's not grant funded currently well it was right part Esser we we continued that external gr that external evaluator perspective so the external evaluator is just looking at the data from a non- internal perspective and saying hey here's all your data here's what I'm doing and here's recommendations I would make from this external perspective. We are not required or obligated to follow any of them. It's just, hey, based on
172your data, here's what you should think about next steps. And some of them we're already doing, correct? Yeah. Yes. Yes. Okay. Yeah. Okay. So, I'm going to um go to the email that I sent to y'all in February. Okay. Um so but before on that one um so my question is if you know like WNC is part of ENI why wouldn't all of ENI's institutes and the WOOI accept all of the credits that they take in Jumpstart? Because I'm learning that they don't. So, like if a student receives their associates from WNC in the jump start program and then they transfer to UNR, they're having to take some of these credits over again because UNR isn't accepting them. And neither is Yeah. Oh, I did. I heard that just two nights ago. I I can
173answer that. So, when a student receives an associates degree from any community college in the Nevada system of higher education, they earn 60 credits. And those 60 credits can then be applied to their bachelor's degree at the universities. Where students get tricked up is if they change their pathways because they might not have taken the prerequisites to get them on the right pathways. So, a student maybe got an associate of arts, maybe they didn't get the right math pathways or the right engineering courses, and that might delay their progress to graduation. But really we use common course numbering in and she so courses are accepted. So I'd love to hear the examples you know in act in in all honesty that parent was supposed to be here today. Yeah tonight's meeting to give us that
174you know that because I wasn't taking notes. So um but I will most definitely and then I'll send Yeah. because ENI takes it pretty seriously about our transfer processes and there's a whole transfer articulation agreements that are built at the ENI level um so students don't get caught in these sort of situations. So, and that's why we have common course numbering. So, if you take English 101 at WNC, that's English 101 at UNLV or UNRMC. Um so, that's really really our goal is to make the transfer process seamless, but each student is unique following a different pathway. So we hear stories like I didn't get everything I needed but you you might have gotten everything you needed at the time but if your pathway changed or if your degree program changed at the universities like
175now there's maybe new prerequisites we didn't know about when you were a junior and now you're at UNR and there's a new pathway. I ask a question about that because you know way back in the day when I was student by president at TMCC one of the things we always advised everybody was to get transfer agreements. Yep. And I would hope that we're doing that with our high school students because if we are giving them academic advising and giving them that transfer agreement and here's your catalog, put your name in it right now. Do not lose this. And then when that happens, they have something to come back on. Go back on. So we still use transfer agreements. That is the common practice to help students stay on the right right pathway. The tricky part
176sometimes for high school students is like we're working sometimes within some confinements for them to get all of the things that maybe are on that transfer agreement because we got to do it during the day or whatever the case might be. Um so but that is the pathway that is how we advise students who are transfer bound. So Tash if you so for the record I can tell you I've been working with this program for 11 years and I have never heard once that something has not transferred with the exception. there's an exception and that is sometimes that um if a student takes classes in a certification program, right? There are courses that even with our own accepted practice and with within our own processes like we only give a 025 GPA bump for a
177student that's not transferable to a four-year college where the students get a 05 GPA bump for one that is some of the courses are not transferable because they are certification specific programs. For instance, if you're taking auto classes at Western Nevada, those are not going to transfer to a four-year college. they don't have auto programs. So, that is when that has occurred. But I have never heard of an actual student who's worked on an associates degree and gotten an associates degree not having credits being transferred. I will agree with JW, right? I said that right. I was thinking I flip-flopped your initials. Sorry, JW. Um, but I've heard again as as he stated, we've had families that have reported back concerns that, you know, well, my student got this general associates degree, but then they
178decided they wanted to get a bachelor's of science degree. Well, it's not that the college, the university won't take the courses they do. It's simply that they don't apply to that degree path, as you were stating. So, that's where I was talking about having surplus or or too many elective credits. They give them credits. They have them, but they're considered elective credits. they don't go towards their actual degree because they're not taken in the right area. Another challenge that we've had families that have expressed concern about, which is why we work so hard with the college to really dictate what courses the students can take in that year one, is the fact that we try to be as global as we can in terms of the classes that they're taking um for what degree programs
179exist out there. So, a lot of you might hear double dipping. A lot of students who go to a four-year college, right? They'll say, "Well, I have to take nine humanities credits or three humanities credits, but I know I'm going to get my degree in economics or this probably not a good example, social work, and if I take this course, I can cl it as part of my humanities, but I can also apply it to this particular u my degree field, right? So, I can double dip on that class." when a student doesn't know what they're going to do for their four-year degree or if they change their mind, they often lose their ability to double dip or double apply a course because that is exactly what you were stating like it depends on if
180they changed their career path. And we do counsel students about that because that is the number one complaint that we had from families coming back and going, "Hey, yeah, great. May got an associates degree. It still took them three years to get their bachelor's degree because they didn't know what they really wanted to do once they got to the four-year college." So, we are very mindful of that and we make sure that's a a critical component of their academic advising and again why we actually got rid of the academy piece because we were overstacking too many electives and it really wasn't doing the kids any good by the time they got done with us. Tasha, thank you for making that clarification because I know that there was a at one point in time there was
181a misconception that um students were not able to transfer their classes from their jump start program. And uh based on my understanding and based on what you're what you're clarifying is that that was definitely a misconception because from what we see I mean the academic advising is thorough in and explaining the students you know what classes will transfer and whatnot. And I um I also am glad that you mentioned that because here on the dual enrollment um program uh the sentence concludes by saying uh credits may or may not transfer to another institution. So based on what a uh JW and you just said that may be the reason why some classes may not transfer because they changed their degree or because of various uh components or various and it's really not that they won't
182transfer it's how they're applied. How they're applied. they can transfer but they might not be degree applicable based on the student's new goals. So I remember when I was involved on that program one of the things that we constantly reminded the students is like you got to do your homework. It's like you need to check with the institution that you are transferring to to ensure you know that they will take uh or how they take the the how they count the credits uh that they took through the jump start. And I would just add too that sometimes, you know, because we're trying to prescribe a first year to potentially 30 students, you're looking at trying to prescribe something that works for most everyone in most every way. Um, and and but sometimes where it could
183get tripped up is like with sequencing. So, you know, if they take math 126 in their in their junior first semester and then 127 and then they take 181 in their senior year, well, they can't even take a highlevel physics course until they get done with their calculus one. And so, by then they're they're already like getting close to the conclusion of their jump start program, you know. So some of it is just like for these heavy STEM pathways when there's um you know abundance of highlevel sciences with intensive prerequisites sometimes they're just not able to do all of that within the uh sort of parameters of the jump start program and the time frame of of the jump start program. So you know there's just a lot of considerations like you were saying. Um
184thank you. All right. Another question I had too was um so online you um I know for the juniors they attend at the high school but some of those courses are offered WNC online and the students sign up for those courses and they don't know that until you know a week or two before school starts and so if they don't want to take courses online um because they want to be physically at the school for the entire day. Um, but by the time they learn that it's an online course, it's too late to change because there really isn't anything else for them to take at the high school because of the affiliate instructor and whatnot. So I would ask maybe that when we because I see that this interlocal agreement expires June 30th of 2025
185that if we kind of look in that and see at least for the juniors that don't drive you know because not all of them drive you know that are taking them at the high school because right all the juniors who are taking jump starter at the high school that their courses that they are taking are not offered online um because that's for instance what I I think I mentioned that with my son so he signed up for his five classes. He then gets it and um a couple weeks before school started in in August it turned to be online and so now you know he's um I think at school for three periods and then at home for online classes on two and that wasn't you know and I know within the parent agreement I
186don't really have much to say but that isn't something that um that I would have signed him up for I don't think and at this time it was probably a little too Um, so I would ask on that, you know, that we be aware of what is being online and and also I just don't know that a 16 17 year old coming out of COVID and whatnot that we were anticipating having online classes. Um, so I don't know if you were aware of that if that happens and and I it's not really Yeah. Um, the school districts, but it was a WNC thing. Um, just to clarify, you're saying it was in his junior year that it was the online. Okay. Because the the prescription of classes in the junior real year really should be
187in person with our faculty. Now, you know, like let's say the faculty decide that there's a week where things are moving online for for some sort of reason, that could happen. But, I mean, the classes are at the high-tech center. Um and they're intended to be in person. So I is it it was like the whole semester was online. Yeah. Yeah. Okay. Unfortunately. Yeah. Um Yeah. So and then um the other thing I mentioned in the with the books as well. So the foundation's paying for the books. Then you physically have the book and if the student goes to sell the book, who gets the money for the book? So, I did speak to some of our foundation members and was told that that that is not their intent to ever try to recall money
188from students. That their intent as a foundation was to do scholarships and they intended it to be just like any student who got a scholarship for something else. You know, they would never be asked to return the money for that scholarship. So, that was a decision the foundation made and they have no desire to collect books or or collect fees for people to sell their books back and give them money back. And and just just to note, that's the standard financial aid operation for regular college students. If you receive a scholarship above and beyond your tuition and you use that to go buy your book and then you sell it back, you get that money back. Like you don't return it to the donor. Okay. And then I also um a question was too is
189if a student doesn't finish the jump start program, you know, they go for a year, they go for a semester and they don't finish it. Um, is there anything that we can add into the student parent contract, you know, that kind of says maybe at some point then there is a financial burden on that family for not completing what they I mean I don't know. I just think that you know the school district paid 100%. And now they went and then they said oh well so just recently we're paying but before that it was grants. So I I that has been a challenge in the past like when we're grant funding that we're not going to actually charge people and make money off of a a grant like to recoup that money if the board
190wills it and wants us to change our practice and wants us to penalize those students in some way um as an I guess to to try to incentivize them to continue the program I think is what you're trying to say right accountability um then we can consider that as a practice of That's the board's will. I don't particularly agree with it. I think that the um the accountability piece is that they take the failing grades. They do I mean I it would add burden to our to our staff to to then go and try to send out bills to families and say you're going to now pay this back as a penalty. We've never done that as a not for-profit um K12 institution charging families for things like that. We do charge him for like
191lost and stolen books, I guess, but I don't I don't know. But if that's the will of the board, we can research it and see if that's legal. And my thought on that, Molly, would be we're paying for teachers and if somebody fails a class, we don't ask them to reimburse us for their portion of that teacher's salary. You know what I mean? It's I think it would be problematic. I'm not sure how we would. Yeah, but that you would they end with a college or a high school diploma. Here they enter a jump start program in hopes to get their associates degree and then they drop out. And on whose dime are they dropping out on is what you know it's no longer a grant. So it's the dime of the school district or
192the taxpayer. I think one of the things that really when we're looking at this and you know there's all this work going on in the state with portrait of a learner programs and competency based education and really what is that going to look like for our secondary students as we go forward and I think that jumpstart is a great option for our students who are going into trades and going to be going into you know university system in Nevada and then I I think we also need to have that robust AP program for those kids who are going to go to those Ivy League schools that are wanting to go out of state and they know they want to go out of state, so why would they do jumpstart? And I think the thing I
193worry the most about is as we have these discussions about budget cuts and constraints, it's really going to limit what options are available to our students. And I think that hopefully our governor, our legislators are paying attention to that because if we want these kids to have the best and the brightest future possible, we have to give them the tools to attain that. And it's going to be something that we can't do if we don't have the means to support these systems. And so I'm thankful that there is a program like this. I wish there was a program like this when I was in school. And I hope that we're able to maintain it and continue it. I think that probably listening to some of these conversations, yeah, we need to probably strengthen academic advising
194and get some transfer agreements and really strengthen that and make sure people know, you know, when I was going to school, I knew um gosh, what was it? Western traditions. And so you could either take this class and this class or you could have to take these or these. But there were only so many different ways you could alternately go around some of those standards. And so if you did A, B, you were going to be taking the math and the science or whatever. But those are conversations that we have. And with high school kids, we have to remember we are training them to be college students. And so the accountability piece, we all know we deal with issues of high school and middle school kids every day. And that responsibility piece is something that
195we're cultivating and working with our school administrators and our teachers and our families with. And I think that to strengthen it, it's going to be these kind of conversations and then putting things in place to strengthen what we have and to really advocate our policy makers to make sure that we have the means to continue these programs. Richard, I I agree, Mike. Thank you. Um, my concern is I would like to see I let me start by saying I support the program, but my concern is I would like to see even more students have access to this uh type of thing. And uh we're capped at at 30 students per uh class now. I mean not class but uh we were trying to come up with a way to solidify the knowing what the cost
196of the program was going to be every single year right so instead of it just being in the past we've been so fortunate to have enough grant funding etc that we've just said every student who applies who meets the minimum criteria gets in and um with the budget concerns that you've expressed as well as other board members throughout our budgeting process we determined that we would say okay we want to continue the program but we want to make sure that we have a basically a cap on what it's going to cost the district which is where that number of 30 per per incoming class. I I is there any possibility of grants in the future or they kind of uh done? I think in the current political culture it's highly unlikely that we're going to
197see any additional funding come across that's going to support us in that. I could be wrong though and just I wouldn't want to count on it. I I agree with you, but um if we wanted to open it up to more students, could there be a sliden skill maybe put in for uh financial assistance to the uh students who were uh want to So if we started charging them, is that what you're saying? At least maybe uh partially. Uh one of the things that I just again I want to make sure that everyone thinks about is the fact that this program is currently basically costneutral. So the funding that we get for those students to attend our schools, we basically yes are turning around giving it to the college. But in essence, if we want
198to start charging them so that I mean I I guess we could. I just am I'm I would want us to consider what that means. like we're going to charge students to go to to take degree program classes that we're are in essence already receiving funding to pay for even though it's not grant funding but it is in terms of the money that we get for per pupil um for for them attending our schools. I mean it's just something to think about like it's really currently a costneutral program for us and and I know there's at least several districts that uh don't pay anything towards it. So, I was going to say it's too bad we're not able to use the Nevada Promise to help us with, you know, getting the students to start taking
199these classes earlier while while they're still in high school. Um but anyway, I was looking at the data the data um the appendix B um page and I just wanted to um point out how I um I mean I'm pleased to see that the students that are in free and reduced lunch are a group of students that are participating in this program as well as the students that are enged to see that we are giving all students um regardless of you know of their soio economic background an opportunity to excel and to get ahead in their education. So um I'm I'm very pleased to see that. Um and then um I also uh see that our numbers on the Hispanic have almost match the Caucasian. That's something that we had um we had been keeping
200an eye on and I'm I'm I'm grateful for the for the administration, you know, that you are giving all again all students the opportunity to excel and and do well. Now, President Ramirez, I'll let you know I intentionally didn't go through any data in this in this presentation because principal Karsten's is just um ready to go through his Carson High School state of the school presentation as soon as this agenda item is done. and he always or the principal of the school has always gone through like here's my AP data, here's my jump start data, here's how well our students are doing. So, I just didn't want to duplicate efforts. So, just he's already getting a cheer for me. No, but thank you very much for all this work and again thank you to WNC
201and to the you know to our um high school administration for working um very closely um in making sure that this program continues um uh going strong and I think that quite a few of us from the board have um had our children um benefited from this program. So, I thank you. Um, I thank the school district. I thank the WNC for, you know, giving my daughter an opportunity to excel and um I mean, you know, thanks to this program. She's already, you know, she's only 24 years old and she's already um in the workforce um building a a a um building at UNR for those students that are, you know, coming on the pipe. So, um I feel that this um this program is definitely a program that we want to continue supporting for
202all those students that are coming up the pipe because we owe it to them. So, thank you. Anybody else? Any other additional comments? I'll just add some thanks as well. Um I have one son who went through the program already and graduated it in 23. Um, and he was one that we pushed through like my kid said, knowing that I've always known he's my blueco collar kid and and at least like I he was definitely not going to be academic after high school. So, at least when you go into that field, you have this in your back pocket. And so, um, his reason for for doing the program was different versus my I have a son who will be starting the program next year who is just chomping at the bit, eager to I want
203to get into college. I want to be done. I want to start my career. and he's got goals that he cannot get to fast enough. And so for that it's for him it's kind of an achiever express pass. Um, and then I think to my sister, for example, 30 years ago, she um, nothing like this existed and she was another one who was eager to get out and so she just took her GED and then she's since she's got her master's degree and is doing incredible. But there wasn't a path like this available for for whatever reason you have for wanting to be a part of this um to be able to take advantage of it and for the countless hours and the effort that goes into preparing and and not just making this program
204available but then the selection process of who can go into it and finding the funding for it and securing the amount of work represented in this little packet is uh not unnoticed. So, thank you as a parent who has two kids who have have taken advantage of it and two who didn't for other reasons as well. I thank you for for what you've done and what you prepare and for um being willing to work through the kinks of of continually polishing it and ironing it out so that it can can remain as effective as it can be. Excellent. So if there are no other questions or comments, I thank you very much for your presentation and um and for all the work that you put into this program. So thank you and your partnership definitely.
205Thank you. Thank you. And at this point we are going to take a five minute recess. [Music] Oh, for [Music] Oh, of [Music] Oh, hey. [Music] Oh, [Music] hey. Heat. Heat. [Music] Hello. Heat. [Music] Oh. Oh. Oh. [Music] Oh wow. [Music] Oh, forever. [Music] la. Hey [Music] Heat. Heat. [Music] Hallelujah. Hallelujah. [Music] going to continue with our um board meeting and we will continue with agenda item number 10 annual report from Carson High School on programs supports for students and celebrations and this is for discussion only. Welcome back Mr. Dan uh Carson. Do you mind if I stand? I've been sitting for a long time. Not at all. [Laughter] They wanted me to do an interpretive dance. Um I don't know if I'm going to go that far. I may sing a sing a tune
206or two, but uh we'll just Oh, go for it. We'll just we'll just do this. So, uh for the record, Dan Carson's principal of Carson High School. First off, uh thank you for having me here. Um, everybody, and before I start, I just want to say I have three of my my biggest fans in the back corner here. And a lot of this stuff I I couldn't do with without those three. I mean, there's there's a few more. We got Dr. Molden in front also. I don't know if she's my fan, but she's uh um but the incredible amount of work that they put into our school. Um I just I'd be remiss if I didn't say anything about them. So, um thank you all very much. All right. So, this first one, this is
207our this is our mission. Um, we we did this a little bit uh worked on this last year. Um, and we finally made a poster. Uh, and these will be hanging in our school soonish. Um, but it's really opportunity, growth, success, and anytime there's so many mission statements that are, you know, 10 lines long. Nobody knows what they are. But this one is really um if you think of it, opportunity, growth, success. That's that's what we try to um just frame everything we do around. Um and if you look, I just want to focus in on that opportunity component by ensuring high levels of learning for all. And that's really going to be going where uh what we're Mr. Fueling, do you need a yonder pouch? [Laughter] Good one, I tell you. I tell you.
208Yeah. Sorry. I know. He's my boss and Yeah. Anyway, um do you need a raise? Nice. Perfect. Perfect. All right. We get derailed. Anyway, uh the opportunity component by ensuring high levels of learning for all. But when you when we talk about high levels, that is at grade level or higher. Um, and it's learning for all. That is any student that is going to be an independent adult. Um, and so that's just what I wanted to focus in on for that one there. Um, and this this are these are kind of the things that we'll be going over today. The big three, AP, Jumpstart, CTE. Um, we even snuck a library slide in there, too. Um, if you know Ananda, we got to we got to get those libraries in there. uh accreditation. We went
209through accreditation. Don't know if you've heard or not. I mean, that was a little tiny process. Uh yonder pouches, um PLC's and MTSS, professional learning communities and mult uh multi-tered system of supports. Uh and then our pioneer merger, uh that we'll just kind of go over real quick. So, AP advanced placement program. I think the biggest thing that there there's a couple a couple things. First off, I I know uh President Ramirez talked about it earlier uh by pointing out some of that data where our Hispanic population is starting to come in line with the with the population of Carson High School. Um and another part that I really want to point out is that if you look at um our levels, if you look at the total um percent of total AP students with
210a score of three plus, if you look at our scores from last uh last spring, it's going back to that precoid level. And there's not a whole lot of things that have risen to that. Um, but I do want to point out that uh that our AP exams have done that. Um, and so if you look at also the number of kids that are taking AP classes, the number of students that are enrolled in them, it's and I'm sure most people know that AP is just extremely rigorous, extremely high level, and there's a lot of um a lot of our average scores are higher than not just the state average, but the global average. So we have um a lot of highle teachers that are uh that are doing that with a lot of highle
211students. Jump start jumpst start career. This is uh some of the data that goes along with um the previous presentation. I wish my eyes were a little bit better and I can see those a little bit more. Um yeah, I got my glasses over there. Um, but if if you look at that the program GPA 3.51, I know that some of the comments were, you know, what happens if a student doesn't finish or if they they they fail or if they drop out of it. Not very many students do. Um, the majority of students will finish that. Um, and so I think it's it's one of those programs where they see that opportunity and they do take advantage of that opportunity. Um, and looking at that again, if you look at the Carson High demographics
212versus the jumpstart demographics, it's starting to really match up with uh what we have in our uh in our program. And we did um add on the jumpstart career this year. Um, and that was for an auto program there at uh there at WNC. So, we had 16 students that are um in that auto program and doing uh a little bit more of that hands-on component, but a lot of those uh the skills that they learn there will lead right into highpaying jobs here right in Carson City. So, it's a great program. Will they be able to get a certificate for that? Like they finish? I don't like right now if you're a senior, I don't know if they're going to get a full certificate. it's a it's a good start for them and then
213they can roll into that program once they graduate high school and everything. So, we don't at at its current inception right now there it's not necessarily a certification program, but it's a taste of what they can do and what they can get as soon as they're done. Um, and we are exploring some ideas to expand that uh jump start career. Currently looking at the construction trade. I don't know if you've noticed or not, there's a lot of houses that are being built. Um, and I know that a lot of some of the older houses that are around are in need of remodeling. And so there's all sorts of opportunities for for that to happen. CTE um CTE is not sure if you know, but it's huge in our building. There are just like it says
214up there um 15 CTE pathways. We have all sorts of CTSOs, which are career and technical student organizations. Um, you heard about one of those earlier uh this evening. Um, Trusty Peterson talked about the uh entrepreneurs in action, and that was a great uh collaboration with some of our community members with FBLA, the future business leaders of America in our business and marketing class. So, our CTE programs are are great. And one thing I do want to point out there is the um the graduation rate for our CTE completers last year alone was n like 97%. So pretty incredible. Pretty incredible. And all the rest of that data is right up right on up there. I won't read all of it to you. So when we went through accreditation, this is one of the things
215that the company sent to us, the guy that did our accreditation review. And these are a lot of the words that um when we had our student panel, our parent panel, our staff panel. Um these are some of the words and our admin panel and a leadership panel. All sorts of panels, lots of lots of people. Um, these are some of the words that uh that came from it. You know, it was student centered, community, extracurricular, small town, opportunities, approachable, pioneer made the made the cut, right? They they had all sorts of people talk about that and they mentioned that component in our in our accreditation as well. And these are some of the things that we got. This these this was our panel feedback. Some of it was really positive, some of it was,
216hey, yeah, we there's some things that we need to work on. Um, and I think that as as we progress and finish up with this presentation, um, you'll see some of the things that we are working on. Um, the the big thing, you know, Pioneer offers a muchneeded niche, right? Um, not enough time for hot lunch lines was a was a common thing. But I've been noticing I every time I walk by at lunchtime because we're out there all the time and literally between 10 and 15 minutes after lunch starts and we have a half hour lunch, there is nobody in line. So what I'm thinking is that probably came from when there were free lunches, free breakfast, all that. And so a lot more students were eating um eating the lunch that we provide
217at school. And now I don't we probably don't have as many that uh that eat there at school because it's not free anymore. So they get lunch elsewhere. So my I I don't I don't know the total uh or the solution to that right now, but uh I'm sure a lot of people have ideas. Maybe maybe even watch in the fall because sometimes a pattern develops because somebody might give up because they are tired of waiting and so then you know what I'd hate to think is we have kids that are just going without lunch because they'd rather not stand in line the whole time. Yeah. No, and I I understand that too. And so that would be that would be a good thing for us to do is to uh to to do that.
218Um, I know that Elizabeth Martinez is always going or is going to be looking at kind of redoing our line to make it a little more efficient as well. So, we'll see what uh what that does. Um, and then we got our successes versus our challenges, strengths and weaknesses, whatever you want to call it. Um, one of one of the things I did want to mention though from the panels is they did commend us for not bringing in the people who are big CHS cheerleaders, right? We brought a wide variety of people, our staff, our students, our parents that maybe they weren't big Carson High School rah people. And they gave us good, honest feedback. And that's what we were looking for. We weren't looking to go through this and pat ourselves on the back
219and say, "Yep, we got a good thing going. We don't need to change anything." We wanted some honest feedback and and I do believe that we got it. Um, if you look here for our successes and challenges, um, respectful and supportive interactions with staff, teachers are honest, caring, supportive, um, all a lot of good a lot of good stuff, right? But challenges too. Um, you know, one of the things differentiated learning opportunities where we we can't have a one-sizefits-all. One of the things that we talked to our staff about at the beginning of the year is, hey, we got these yonder pouches and now guess what? We got to bring our agame. And so, we still have to work on that and work on those instructional strategies. Um, so, and some of the other things,
220students feel a great deal of stress and pressure. Our ACT performance, we need to improve. I mean, there's no question about it. And we have some plans in place to help us improve on our ACT as well. So, bottom line, what he told us, you're a good school doing good things. So, but we'll have some specific feedback and we'll have a full report come in here later in the spring. Cell phones update page. I I think the biggest thing that that you look at here is Yeah. Have we had a reduction in um negative behaviors? Yeah, we have. As as the year progressed, have we had some fatigue in this, especially with having a very late spring break? Yes. Right. It everybody experiences it, but we still have to make sure that we are focusing
221in on what we're doing. Um and one of the things that we are going to do moving forward is we will mandate the use of the yonder pouches. We used it as a tool more this year um than anything else. And if we didn't see that, then we weren't digging through and say, "Hey, get your get your phone in your pouch." Because if we didn't see it, usually it wasn't wasn't happening, right? And one of the big things that you have to look at here, and again, wow, little tiny writing. Um, if you look at those graphs in there, uh, restricting phones/earbud use has had a positive impact on my classroom this year. That's that top one. And if you look at it, it's it's pushing in the 90%. Positive impact on the classroom. We
222had one person that said it didn't. I don't know. I I really want to talk to that one person just to see their see their perspective. Um and you know same thing restricting phone or inbreed use had a positive impact on school climate this year overwhelmingly fours and fives right. So this obviously had a very positive impact on on our school library. Ananda, thank you so much for making that because I couldn't have come close to doing this. I mean, the biggest thing is our our library is literally the hub of our school. Kids go through it. I don't know, you probably have about 6,000 different kids go through that school through go through the library every day, multiple times. That's why there's 6,000. Yeah. It seems like there's someone always in there. Seems like
223there's something always going on. And uh Ananda has does such a such a great job with that. And so I'll let you guys read those on your on your time. Did you just read the top? Which one? Oh, yeah. No, no, I cannot. [Music] She's good. That's that's the summary. Um PLC and MTSS. Basically, we're we're going from capacity com to commitment. Um, and uh we'll talk about that here right now. So, really our PLC process, professional learning communities is really focused in on identifying best practices, right? You analyze your data from your assessments. You determine, hey, who's who's doing who's doing the best? And this is how it's supposed to work. Are we are we there? Are we exactly there yet? No, we're still working on it, right? but who's doing the best and
224what sort of strategies are you using, right? That's that's really what we want to do. And that way all students are going to win when we have that happen. Um, dedicated intervention time. This year we had a couple days a week where we had a half hour piece of time where students could get what they need from their from their teachers. Next year we're expanding that. We actually have a 4x4 schedule schedule change up there. Um, there's two things I had to focus in on with the uh with the current teacher contract. One of them was the amount of time that you that you have that you can teach that you have instructional time. I think it turns out to be like 25 hours, right, Mr. Sadler? 25 hours. And you also had to have
225an average of 45 minutes a day for prep time. And so that was a challenge. Huge challenge. We got it fixed. We got it worked out though and it basically we're starting 5 minutes earlier and ending 2 minutes later. So we added seven minutes to the day but we were able to do this 4x4 to where at the end of the day we have an intervention block where the first part of the block all freshman and sophomores will be working through their exact path. It's a very specific and targeted and individualized path to work on things that they need to work on. Um, if you look at it and if you think about it, that's really going to it should affect their ACT scores. All juniors will be placed into an ACT prep course during
226that time as well. Um, and then the second half of that time is going to be our flex time where students and teachers get to kind of choose where they go. um our teachers will be where they a lot of them already have but have prioritized their standards and that's where the students will get intervention for mostly. We're also going to run some extensions in there as well for students that may not be in need of interventions. Yes. Uh it's a four-wheel drive truck. Uh 4x4 means we have eight periods and you're going to have four periods each day. So you have an A day and a B day kind of like what we have now. You still have four periods every day right now, but the last one is an AB55 which is a
22755minut period day whereas the other classes were 90 minute periods. And so it created a huge problem for our teachers were able to work through it, but it was it was difficult to have your pacing similar for your AB55, a 55minute class than every other day with a 90-minute class. Um, it may seem like there's more time in an AB-55, which there is, but there's also more transition time up and out of class, back into class, where if you have a 90-minute piece of time, a block together, then there's less transition time out of the classroom. So, that's that's one of the one of the theories behind it as well. Um, do you understand that now? Okay, thanks. Uh, how does that affect is it going to affect the start, the stop, the lunch time?
228Uh, yeah, our lunch will probably be a little bit earlier um right now than than it was than it was this year, but they still have a half hour lunch. So, yeah. Um, so I talked a little bit about the personalized academic support through our edmentum and uh, exact path data, the intervention team formation, and one of the people that has really been spearheading that a lot this year is Cheryl Macy over there. I stole her from district office, which was a very good steal for me. Um, but we've really built up our intervention team to take a look at our processes through our intervention and uh and really be able to provide different interventions or develop some interventions. Not not do the interventions but provide what we need to do for s certain students
229that kind of slip through the tier one and the tier two. And that tier three is more individualized for students. Tier one is what everybody gets. Tier two is 15 to 20% that didn't quite get it that first time. It's usually small groups. And then tier three is more of a uh individualized intervention for students. And then we'll be looking at a specific team formation uh to um tackle all of the different tasks that come along with PLC's and MTSS. So now we uh the the the other little tiny thing that got put onto our plate this year was the Pioneer campus. Um and so that it's it's been a a very it it's been it's been challenging to say the least. Right. Um there's it's challenging. I don't I don't know how else to
230go how else to put it. But it's been a good challenge and and I do believe we have a very good um plan moving forward. I would just ask you what have some of the challenges been? Um I I I I don't know I don't think there's always been a good relationship between the two campuses. Um, I'm not saying that everybody hated each other, but there's been there's been some hard feelings between the two campuses. Um, and we're trying to work to to mend that right now. And that that's one of our that was one of our the big things that I knew we needed to do. Is that with the student to student or staff to staff or I think it's a little bit of both. Um, sometimes you may feel like a like
231a little brother or a little sister in a in another in in a smaller campus, right? Um, and so it we're we're trying to just mend that to make sure that everybody knows that we're one campus or it's we're we're one school, two different campuses, but one school. And so that that's that's the biggest thing is that it was very relational this year and that's what I tried to focus in on before we made a decision as to how we're moving forward. Um and it I I wish I had more time um with the accreditation piece and everything it it was difficult and it was difficult to get into both places as much as I wanted to is what it comes down to. Um that was probably another big challenge for it. Um and then
232just trying to decide how to move forward. Um we did talk to a lot of a lot of people along the way um to try to to try to figure out but I think as we as we did the biggest thing was a focus on graduation and and something right. um what if is it a certification? Is it you know should we make it a magnet school? Should we make it this? Should we make it that? Um and really what we did is it so here here's what it is. First off, it's a rebranding. Sometimes some I I guarantee you there's some people in the community that have a negative connotation of Pioneer right now. Okay. Um and for whatever reason, right, I I've only been here for two years. I don't have the complete
233history. I hear I hear people from all all walks of life that have their that have their different opinions on it and everything. Um, but I knew we needed a rebranding and that was I think very that was a common theme from a lot of people that we spoke with, right? Um, and so what we did is Dr. Molden had a great idea with with her staff with her staff and students over there of how how about we rename it and so it was a joint effort by the staff and students to rename it into the silver campus. So CHS silver campus is what it'll be named. Um it was what'll be named moving forward. Um the goal also is to maintain a small school atmosphere. I mean, first off, we're not going to fit
234a ton of kids in there, right? We can fit a few more right now. And the goal is to have about 50 students per grade level. Um, we're not there at every grade level. I think our senior class is the only one that has 50. Junior, that's what I said, right? Yes. So, right now, our junior class is the only class that meets that level. Um and so right now we're making a very concerted effort to go over to Eagle Valley in Carson Middle to um give them a survey as to what um what we're looking for for the kind of kid that that uh that that would fit into the goals of our silver campus. Um and I also sent an email home, a parent square home today to all the Eagle Valley and
235the Carson Middle School um eighth graders and eighth grade parents. So, they should see I haven't I haven't checked my emails to see if I have any hate mail yet. So, um we that's that's yet to come. But that that was the start of it. And then we'll we're going to make a video so that we can push it out to all of their advisory classes and then we'll have a survey and based on the results of those surveys um we'll see where where we're going to go, what what students we're going to target to try to bring in. And again, we're going to try to target about 50 students. Um, so the graduation and if you look at that, we're looking at more of a career exploration type through JAG. Um, jobs for Nevada's
236graduates is is what that stands for. The A is really an N, but JAG just sound way better than Jung. Mhm. So, so really what happens is all freshmen will be enrolled in a JAG program. Um, and they'll be taking those classes. They'll be looking, they'll be exploring different options, different ideas, different things that are out there for our graduates. um and really be able to focus in on on on the skills um skill development, all all that stuff. Um we're also going to the goal is to have Avid over there as well. And um and a lot of times what that does is it helps our students in uh being able to explore some of these different options that they have. Uh, we're streamlining the classes. Our AP, our jump start, our CTE programs,
237they'll all be run over at the main campus. Does that mean this these kids are don't have access to them? That's not what it means. Um, but right now, as freshman and sophomores, we're going to ask them to make a two-year commitment to this so that by the time they're in the third quarter of their sophomore year, they can decide, hey, yeah, I want to continue to do this. I want to try to do some work experience, um, internships, apprenticeships, things of that nature. Or maybe maybe we have students who say, you know what, I really want to go to the main campus because this CTE program is really intriguing to me and I and I want to start attending over there or the AP classes because now after going through AVID and getting some
238of these other skills, um, I really think I can jump into either jumpstart or AP classes. So there they still everybody still has options. Everything is still open to our students. We're not restricting anything. We're just trying to make sure that they have an option for moving forward and after they graduate. Um and then the communication piece is the parent square that goes out and uh all that stuff. So, and and one of the things is I know that one of the reasons that Pioneer had um increased their level of AP classes and jumpstart and CTE is because it was that star rating system and they were a standalone high school and so they didn't really have a choice but to do that. And so now that it's under one umbrella, we're all part of
239that same same Carson High School community and we don't need to run everything in every place. So So then I'll wrap it up with our celebrations this year. Um Oh, and I forgot. Yeah, apparently I added something to it after I gave it to Renee. Anyway, um chamber leadership if uh the chamber leadership group threw a great uh great idea from uh Superintendent Fueling over here with hey, what about putting a new ticket booth out there, right? So, it's in the construction phase. So, the demolition's done and now we're trying to build it back up. And right now, you're going to have I mean a ton of people can go through that gate. But but we'll uh it'll get built up and and it'll it'll be good. Uh the collaboration with Carson now like we
240talked about before the entrepreneurs in action that was a huge huge um celebration for us and they made a they made a ton of money off of that. All sorts of generous um generous businesses and individuals here in our community and we are uh very very grateful for them. and our star rating gained points from the 23 24 star rating. So, we're we're adding we're doing well. CTE programs, EL testing, it's it's increasing. We still again have work to do and a lot of our teachers have specific goals that that do tie into that. It's not because of it, but we also know that a lot of the things that are rated in that star rating are important. Um, we're building capacity for our PLC's and our MTSS work that we talked about. I had
241uh about 25% of my staff attend a conference that was very specific with what we're what we're going to do and how we're going to move forward. Um, and we're actually bringing those presenters in at the beginning of the school year this next year um to make sure that my whole um staff gets that same sort of training so that we can all speak the same language and we can have a better understanding of how we're going to help these kids moving forward. And um one thing that I really want to point out is our the TFI increase. It's a tiered fidelity inventory. Um that is through our MTSS process. It's tier one, tier two, tier three. We talked about tier one being what every student gets. Tier two being what small groups get through
242through an intervention type um activity and then tier three um through very individualized um interventions for students. And what we did is we went from a 29% implementation to a 70% implementation in one year. And again, I I do have to point out uh Cheryl Macy on that one. The work that she did um is is truly incredible for uh for for pushing through that stuff. There you have it. Quick update. It might have been a little bit longer than I had hoped, but there was there's a lot of things that happened. A lot of things that happened this year. So, lot of good things. Yes. A lot of good things. We we kind of swept the bad things under the rug. Any questions from anybody? I'm sure there's lots of questions and comments, right?
243Um, who wants to start? Sure there's none. Richard. Richard. No, I I really don't have a question, I guess, but just the comments. Uh, thank you for the work you guys are doing, all your staff here. Um, I know the accreditation process is very, very rigorous. And, uh, are we actually did you actually get accredited or you just still in the process? No, we didn't get accredited this year. I mean, I had to hurt. It was just a joke. the final the final um accreditation report has not been released to us yet, but he said it everything looks good. There's no problem. It should be no problem then and it's for six years. That's good. It used to be for five, but it's for six now. Okay. And uh I'm glad that um the change
244maybe with Pioneer is taking place and I think that'll be helpful and hopefully it'll be successful. So, thank you guys for your work on that. All right, Molly. Yeah. So, um, no, I I really don't have a question or it's just more of a um question for you, I guess, or if there's something that the board could do, you know, that would help Carson High School, what would it be? I mean, and and I said this to the middle school as well, this middle school principles, but they and then I said, "You don't have to answer right now, but send us an email." And I still haven't seen one. So, um, do do I have a deadline for that email? Yeah. Yeah. Exactly. Um but no I mean you know we are here and you
245know I mean we get our week or our bi-weekly report but um you know I mean if there is something that we could be doing to support please let us know. I know all of us are you know very interested in all the different activities. So, I would ask, you know, everybody that's at the high school, please make sure that when you have an activity going on, you know, um let the board know because if we can attend, we more than like, you know, would would be grateful to get that and to attend um those activities and whatnot as well. But, um you know, we need it's a team effort and it's a community effort and um you know, I know that there was a challenge that was parent student and parent engagement. if there's
246any, you know, thing that we could do to help with that, please feel free to reach out because I believe a lot of us are parents up here. Yeah. I mean, it's an open invitation to come into the school whenever you want, right? Anytime. Um, I would encourage you like next year when we give us some time to kind of streamline a little bit of our intervention because there's going to be bumps in the road. It's not perfect, right? But once we get through a couple weeks, please come in, check it out. Right. Um, you guys are always welcome and I would welcome you with open arms. May not hug you, but I can be, "Hey, all right." Right. I would echo um Molly's um comment about you know um our our desire to go
247and be uh in as many events as we possibly can to support what you guys are doing because I mean this entire report I can't help it but just you know smile of everything that you're doing here. innovative um ideas are just impressive and and I am so pleased that our students are are going to benefit from all of these and that's what they need. I mean it's a large school and we have all kinds of students um somes that are you know doing the average others going above and beyond but we I I feel that with what you are approaching them is with opportunities for all and that is a blessing. So, thank you for all this work. I'm extremely impressed um with um your idea of getting the students um to take the
248JAG um courses um the freshman and sophomores is my understanding. Correct. Yeah. And and that is that is going to be required. They're not going to have an option. I was telling AJ, I think that is exactly what many of our students need is that little push. you know, it's like don't you don't have an option. You're going to you're going to take it and at the end of the day, they're going to thank you. They're going to think thank you. So, I personally thank you for that. I think it's impressive. So, thank you so much. Well, thank you. Okay. So, if we don't have any other comments or questions, I thank you very much for this report and for all the work that you are doing. Seriously. I'll say good uh selection of your
249team because yes, Ananda is probably the only person who could pull me out of a a meeting and uh have me send text and stuff for your uh accreditation. So, you picked the right people. Good job. And I and it's a question because it was brought up at the middle school level as well. Do you find that um the busing that some of your students find find it hard to get to school because of the radius of our bus, if we were to expand the busing, you know? Okay. I'm seeing heads being shaken. So there you go. Um you know because it it just it was brought up when they did the the middle school presentations that um you know our radius with our bus routes is a little bit too small. And so if
250there was a possibility that we could expand it, it could benefit some of the students as well. And I'm going going to say too that um you know with the legislation that is moving forward with the um the um time time change the time change that scares me. you know, a little bit as well. But, um, yeah. So, your staff just answered that question for me, but you could be you can feel free to to add on to it if you feel is that it might be one of the reasons for the absenteeism would be the busing. Obviously, if we have more busing, more kids are probably going to get on, right? I I don't know if that's the reason for chronic absenteeism. Um but uh and we work with a lot of families to
251try to get them there. Um we have a very a specific person that is dedicated to that that position. I know we've we've done it at the district level as well. Um so so yeah, it's to provide more busing is is never going to hurt. I don't know exactly what the impact is going to be because I haven't really done the study. I know that I'm sure our counselors and Miss Gordon over there probably has um some pretty good insight as to um how many families that would affect. I do have one. I'm sorry. Um maybe I missed picked up that microphone. Maybe I missed it in your presentation, but you mentioned abenteism. Do you see the rate dropping or is it the same or um the the rate is probably about the same. It's
252probably dropped a little bit as much as we want to. No. Um it's it it's still a challenge. It's it's a challenge. And uh so you know through some of these different processes that we're doing with PLC's and MTSS we're hoping that um our that the classes are more and more engaging more and more relevant. And I think those are some of the big things that we can immediately control um to up our game a little bit to to encourage our students to be there. All right. Thank you. done. You may go home now again. Okay, let's see. So, we are going to we're moving on to agenda item number 11, presentation and discussion on the tenative budget for the Carson City School District for fiscal year 2025 2026. And this is for pause for
253discussion only. Uh, welcome Mr. Spencer Winward. Thank you for your patience. No problem. Thank you. Members of the board, do we have spare batteries for this microphone just in case it dies midway through? I think it's seen some mileage tonight. All righty. Well, again, this this is our first look. Uh you should have had in your packet a copy of the tenative budget, how it will look when we provide it to taxation. This gives us a chance to kind of review a few things, uh take input from you guys to, uh move into and apply into the final budget as we see fit. answer any questions you see along the way. So, kind of in in a continuation of the couple of presentations before we did on budget assumptions, we'll kind of compare how it
254looks compared to what our last uh assumptions were a couple weeks ago that we spoke about. So, start off just kind of a little timeline from taxation uh that goes through the things that we go through um that we get to. So, we have the blue arrow where we're at right before April 15th where we discuss this before we provide it to taxation. And then, uh, again, a month from now, um, we'll have a meeting on May 27th. We have to publish that in the newspaper. Um, as it says there on May, you know, 14 days before, but not seven days before hit that magic number when we put it in the newspaper. And then we have to have that meeting sometime between the 19th and 31st of May. And that'll be May 27th, our
255board meeting. And then uh um once we do that, then we provide that to taxation, the final budget on June 8th per statutory requirements. Then finally, on the last day of December, we can amend that budget should the need arise. Uh once we've had uh some of the school year to go through, we know what our enrollment is at that point and can make any adjustments if we've had any any large items that would require changes. So one other thing also in a legislative year is um in any any year the legislature meets um and revenues or expenditures are increased or decreased we can go ahead and amend our budget uh within 30 days of the close of the session. So that usually ends up right around the beginning of July when we uh would
256prevent present that uh amend budget I'm sorry I cannot speak English today that amended budget should the need arise. Okay, just a few things of the budget mechanics that we go through. Um, you know, again, essentially what budgeting is is we have infinite needs and finite resources and so we do our best to to use those resources to get the most mileage we can out of them. Um, this budget was built with information available at the time, which again, some of that is a conjecture at this point and our our best guess. uh we always use conservative and reasonable assumptions uh as as best we can about any future events. A revenue generally is based on prior year or estimates given by NDE taxation or other governmental entities that provide that to us. And the
257expenses are a combination of prior budgets, projections, some of our historical trends, uh agreements that we have in place and inflation factors. And it's been very good to us over the years to use conservatism if we built our budgets which is um given the choice about out outcomes we choose the lower amount of revenue and a greater value of expenditures and that that has treated us very well and put us in a good position to to have a plan spend down this year. Okay. So this is a slide from um two weeks ago um just where we left off on kind of the the assumptions. 80.8 8 million of general fund revenue and 84.3 million of expenditures for a $3.5 million deficit. That's kind of where we left off with our projections. Um, so that's
258different than what's on page two. I'll get to that. Thanks. So, and again, this is what I presented last two weeks ago and and then we'll we'll kind of see how it's different in the actual budget based off of what our assumptions were. So, and from we have some very astute board members. Page two is is a great spot to look for those. Um, this is our our general the bottom line of the general fund for this budget. It says 83.5 million of revenue. And then I have in parentheses no change there. Those of you who think that I'm bad at math, that would be some good good like, yeah, this this guy kid doesn't know what he's talking about. That number is different because we have the SB231 revenue that slid from one of
259our special revenue funds to the general fund this year. That's $2.7 million. So in this budget, it now lives in our general fund because that's what we're being asked by the state to do. So our 80.8 million that we used for our assumptions is still that same number. We now have this 2.7 million of existing money that we had the last year is now supposed to be recognized in our general fund. So at 80.8 8 plus 2.7 million is the 83.5 million. And I believe my math worked out on that. And then our expenditures, again, no change here. Um 88.2 million, but if you'll notice, that's different than what I had. If I go back a slide, um that 84.3 million, that's sounds looks considerably lower than this 88.2 million that you see um in
260our general fund budget. So again, 2.7 million of that is exactly we have $2.7 million of SP231 money that's spent on salary and benefits in a special revenue fund. We have 2.7 million of expenditures now recognized in our general fund budget. So it just slid from the funding source where it has been recognized to the funding source they wanted to be recognized. So that accounts for 2.7 million of that. And with those accounts in there, our deficit stays the same at 3.5 million. And this is where if you're really good at math, you're like, "This kid is bad at math again because 88.2 million minus 83.5 is more than 3.5 million." So, I knew someone would have that question. Um, and I I could put paragraphs of description on the on these slides or figured
261I would just talk about it. So, this shows uh our 84.3 million of expenditures from our assumptions. And then what you see on page two of the budget expenditures of 88.2 2 million the items that take place into that. So we don't use include in our our um in our deficit the 1 million of contingency. We put that in our budget in the event that we should need to spend it but we don't have that intention now. And then also there's $200,000 of carryover carry forward that's also in the budget. That's we don't put that in there because really what what that is is $200,000 of FY25 money that's not spent that we're rolling that budget authority forward to next year. So we don't uh calculate those in there. And then again the 2.7 million
262of SP231 expenditures. So if you subtract those three items from our 88.2 million that gets us back to that 84.3 from our assumptions. So in all for all intents and purposes no changes from what we presented two weeks ago. Um the next slide just goes in a little bit more to the difference of that structural deficit versus the taxation deficit. And I have a couple snippets from uh page two that shows our total revenue of 83.4 million and our total uh expenditures with transfers of 88.2 for the projected deficit of 4.7 million. Keep in mind that's our taxation deficit. That's not really what our our structural deficit is. And that the main reason being is that $4.7 million minus the million dollars of contingency and the $200,000 carry forward. Um you reduce those out of
263that brings us back to the $3.5 million deficit we were talking about last year or excuse me last meeting. This meeting has not been so long that I thought that was last year. That was not a Freudian slip. Uh any questions at this point? Questions from the board? No. No questions. All righty. In nutshell, that that really covers kind of the the general fund. There's no no huge surprises or changes from what we had put together for our assumptions and what we presented earlier. Um, if you have specific questions on anything on the budget, I'm happy to answer those. Uh, what I foresee from the tenative budget to the final. Again, keep in mind this is a legislative year and anything could change. Um, but based off the information we have now, I'm expecting little
264to no change for our general fund, special education fund, or PCFP funds. Those are are pretty dialed in. I don't think that we'd see a lot. We may still have some employee turnover that could generate some savings. Um, but as of what we know at this point, we everything that we know has been put into the budget. Um, state and federal grants wouldn't expect any change from the tenative to the final. Keep in mind those are self- augmenting funds that as we learn what our revenues are, we're allowed to adjust those throughout the year. Uh local grants and gifts and donations student activities um relatively little change if any at all from the tenative to the final budget. And our bond and capital project funds will probably we might have some changes in as we
265know a little bit more about how our summertime projects are shaping up. if we have any of those that will be front-loaded in the construction season, meaning we'll see more expenses prior to June 30th or if we'll see more of those after July 1. And as we have a wrap up a few things from this year going on that there might be a few changes there. Nutrition services don't expect to change and nor any changes to the proprietary funds. Um other items to consider in our budget, um Esser spending is now a thing of the past. doesn't really affect our budget. There's none of that for FY26. And uh we're continuing to kind of monitor federal revenue sources or changes that are coming down the pipeline. A lot of uncertainty there. Uh that's something that
266I just wanted to make mention here because that could affect how our budget looks and and may be the kind of thing that would uh be reason for us to amend our budget after the close of the session. And then also legislative changes. Once the session's done and all the dust settles, there may be need to to change um the budget based on what's passed into law and how that would affect us. Um we're in the process of changing our contract with uh finalizing a new contract with Chartwells and that shouldn't change it, but as they provide some updated revenue that might that might change that. So our revenue number is in there are kind of based off some older projections and we would expect to get a newer projection and if that's significant then
267we'd want to reflect that in our final budget. Speaking of nutrition, if the state does go forward with universal free meals for all students for breakfast and lunch, what's that going to look like for us? I think longer lines of the high school based off the Mr. But I mean budgetarily. So generally I think we would see probably a little bit of a bump in participation from where we're at now. Um which generally we we'd probably look at probably a break even type of year to maybe a small increase um in excess or in the nutrition fund. Whereas currently I think we'll probably have a slight deficit in the nutrition fund. It does have enough ending fund balance to cover any sort of def deficit we could end up with this year. So I'm not
268anticipating any transfer from the general fund to nutrition fund. So for the next year or two, nutrition fund will be selfsufficient even in the event of a deficit and that'll kind of get us through to kind of see what what changes may come down the pipeline legislatively either on the state or federal level. Great. Thank you so much for the Oops. Go ahead. Is your other items asking us what other items we might have? Well, in this case, yes, it is because I don't have any other items. So, okay. I would I would like to see us expand the radius for the busing for the bus routes. And what would that, you know, if you worked with the middle school and the high school and the elementary schools obviously as well, what would that look
269like? And then what would be the expense to that? and then what would that do to our overall budget is what I would like to for the school district to consider because it is an issue and we hear it a lot um you know on on that route. So if we could possibly look into that, talk to them and to the administrators and see I would like to add that in if that's possible. But then I do on that note on your budget here that you gave us the um the tenative budget for the fiscal year, you have color codings and I'm not really quite sure what they all mean. So, a large amount of them are tan and then So, does that just mean that they um are different than and then you have
270some green? Um and so I'm not um sure what the there's no color legend. Generally, generally the color codings are just kind of up my own notes for cells that I need to take a look at. Again, sometimes I take a look and I don't change the color coding off of it. um or some of the tan ones are ones that require different input as opposed to having something formulaic flow through. So there's not any any of the color codings are don't have any significance as far as the budget or numbers or anything. It's more kind of just keeping track of it in the Excel document that we use to to put this all together. Okay. And so um I did go through I did go through it and I had some questions but I
271think I'll deal with them offline for you. And there were just questions where it really was more of a um the expenditure was 100 uh thousand plus from you know whether it be from the ending year of 630 24 to the our current year and then our current year going into the next year um school year it would have been like you know plus 100,000 in expenditures. So, I'll take that offline with you just to kind of see what um you know why such an increase. Yeah. On that, I'd be happy to address any of those you have if you want to either meet or send them via email. Either way. Okay. I appreciate it. Thank you. And then I think for the the busing, I don't know if that's the kind of thing maybe
272I'm getting stepping on Mr. Russell's toes, but is that something needs to come up for uh as like another agenda item or is that something that uh we could discuss in the future as part of budgetary concerns? So, I think if we're talking about applying funds for that, you can budget for it. If it's going to require any new contracting, new buses, um, anything like that, it would probably need to be another agenda item, but you you can budget for it to to create the space. You don't you don't need anything other than budget approval for that. All righty. Thank you. And that is all I have this evening, unless you like me to talk for another 45 minutes. I can arrange for that. Just one. Okay. Just one more thing. Um can you tell
273me though where in this budget um the tenative budget is the allocate and this is something you could probably do on but where is the allocation for busing to where then we can see what we're allocating towards now versus what it might cost us in the future if we expand it. But again, you can um follow up on that in an email. Thank you. Yeah, I I will send that. There's a it mostly lives in general fund and special education fund is where our it is. There's a function code called 2700 student transportation which anywhere you see that that would have numbers would would show that. So again that's largely going to be in the general fund and special education fund and I I can get you a little bit more a look on this
274page. So no problem. It is page 13 for general funds if you want to get a head start. Any other questions or comments? Okay. Thank you, Mr. Winward. You always have the answers to our questions. Thank you so much. Appreciate it. Thank you. Okay. Moving on to agenda number 12. So, um Mr. Uh, superintendent feeling um requested if we can um table this agenda item for our next meeting. So I will entertain a motion to take You don't need a motion. You can I don't need a motion. I can just go ahead and do that. Okay. So then Excuse me. Go ahead. Okay. Good. Then we have um table that agenda item number 12 for um our next meeting. And then agenda item number 13, approval of consent agenda. And this is for possible action.
275Second. Okay. Motion by trustee Walt and second by Trustee Walker. Any board discussion? Seeing none, any public comments? Seeing none. All those in favor? I. Any opposed? Motion carries. Agenda item number 14,formational items. And this is for discussion only. No action will be taken. I see no discussion. Any discussion? Molly, did I see? Um, and that's again, does it say where our next board meeting is? Where is? Yeah. So, Tuesday. Oh, at the board at the theater. Okay. Thank you. Yep. You're good. Okay. Agenda item number 15, requests for future agenda topics. Seeing none. Okay. Item agenda item number 16 adjournment. Thank you so much [Music] everyone. [Music] Oh, hey. [Music]