ChurchillCSD Board Meeting

001Okay, I'd like to call this meeting to order. All trustees are present. Karina, has the agenda been posted according to the Nevada open meeting law? >> Okay. And for the record, um, legal counsel is online on the phone if we need something. Okay. Pledge of allegian um allegiance. Let's please Mandy, you want to start it? put you to work on your first day. You can start. >> Thank you. All right, moving on to public comment. Members of the public speak are asked to state their name for the record and will be limited to uniform number of minutes. That number is three minutes. Board members may respond briefly to public comment but cannot deliberate on matters that are not listed on the agenda. For matters on the agenda, the board will conduct public comment after discussion

002of each agenda action item but before the board takes any action. Summary of public comment will be noted in the minutes. Is there any public comment tonight? Okay, seeing none, review and adoption of agenda. Move to approve the agendas posted. >> I have a motion by Trusty McFaden and a second by Trusty Bullock. Is there any public discussion on the adoption of agenda? Seeing none, call for vote. All in favor? It is unanimous. Superintendent update. A future farmers of America FFA state winner under prepared speaking leadership development will present the winning speech. >> Hey, thank you. So Ally Fade is with us tonight. You want to go ahead and come up, Ally, and have a seat? Um, so she's going to present to the school board her statewinning FFA speech. Um, in preparation, she's on

003October 25th, she's going to the national FFA convention. And what it is, it's a prepared speaking leadership development event. Um, she'll present a 6 to8 minute speech um that she's written and answers three to five questions about the speech. So the challenge for the board is to listen to her speech and be prepared to ask her three, four questions, three to five questions when we're finished. Help her in preparation. So she'll she'll pre present that. You'll ask questions and we'll have somebody headed off to nationals. Okay, go ahead. Thank >> Yes. My name is Ally Fate. Um I'm the you got to keep it real close that one to you. Sorry. Thank you. >> You're okay. Um, my name is Ally Fate. I'm the Churchill County FFA president this year. Um, as Mr. Parsons mentioned,

004I won the state contest and I'm prepared nationals at the end of the year. And I appreciate you guys listening to my speech. I'm stand. >> You can hold it. >> We've all been told that breakfast is the most important meal of the day. But have you ever picked up the back of your cereal box, given the back of it, and actually read through the ingredients list? If you have, you are not alone. Food safety is a rising issue in today's society. Food regulations outline methods intended to protect public safety by ensuring the safety, efficacy, and security of our nation's food supply. But sometimes these become counterproductive. Everyone wants to make healthy food decisions. Eating healthy is becoming extremely important to consumers. Alternatives like organic foods have gained traction amid purchasers. According to the USDA

005Economic Research Service, the United States organic retail sales have increased an average of 8% per year over the past decade. However, the higher retail cost of these products in today's economy tends to be a drawback when compared to their conventionally produced counterparts. Foods labeled as natural or naturally grown are another alternative. However, the natural labeling process is often less consistent in terms of how it is defined and as to what the food actually is. These foods may not be any better than conventionally produced foods. Now more than ever, people are determined to know exactly what's in their food and where it comes from. Consumers feel more comfortable purchasing from farm-tomarket producers where healthy foods are more readily available. Farmtomarket producers are typically the smaller farmers and ranchers that don't have the economy of scale. These

006operations include private membership associations, co-ops, and farmers markets. According to the USDA's 2022 Census of Agriculture, from 2017 to 2022, sales through these three direct sales channels have increased 33.2% to 14.2 billion, and the number of operations selling through them has more than doubled to 60,332. As consumers, we are able to purchase pretty much anything that can be grown, harvested, and produced. Animal products like meat, dairy, and eggs are common, as well as fruits, vegetables, honey, and nuts, among others. Farm to market producers generate popularity because you can meet face to face with the producer, have a genuine conversation, and even possibly handpick your own products. For instance, someone wanting to buy a grass-fed and finished steer, communicate directly with the producer, and possibly even pick out which animal they liked best. Farmtomarket producers give

007the community healthy produce and dairy pro products with explicit ingredients and without extra additives. These types of operations have become so popular that my own state land granny university has created guidelines, classes and seminars to show producers how to tap into this market. Private membership associations are one of the last legal avenues p producers have to directly sell their farm goods to without government mediation. These private farmtomarket avenues are selling their products directly in public. Thus, they focus their business the public rather than wholesale producers. But these marketing methods are not without potential problems. Current state and federal regulations may prohibit the functionality of these farmtomarket producers. For instance, someone wanting or for example an almer farmer Amos Miller founded one of these co-ops to sell his products in January of 2024. Miller was being

008sued by the state of Pennsylvania in the pursuit of a complete and permanent injunction against him. His operation, Miller's Organic Farm, was legally forced to cease the sale of products by the Pennsylvania Department of Agriculture, even though his co-op members knew exactly what they were purchasing. The Pennsylvania Department of Agriculture and the local authorities then raided Miller's organic farm, leaving the farm with coolers full of products to be tested while not allowing Miller to perform independent testing counter any allegations from the state. Thousands of raw dairy products were counted, thrown out, and wasted. Each product was individually recorded to ensure not one would be revived for human consumption. thousands. During this raid, Miller's organic farm lost tens of thousands of dollars in highly perishable foods, creating a significant financial loss for Miller. Many of Miller's

009private members relied upon these healthy products as they were unable to obtain them from their local grocery store. Primary reason Miller's C customers purchases organic foods, raw dairy products, and meat is because in doing so, they know exactly what is in the products they and their families are consuming. Taking the option of private farm to market producers away also takes away the public's food freedom. Government control on local private producers also deprivives these businesses from thriving, making a profit. No one wants to run a business where no profit is being made. The farm to market approach supports local economies and communities. By purchasing directly from local farmers and producers, consumers contribute to their communities agric agriculture sector. This support helps small-cale farmers thrive and strengthens local food systems. Sustainable agriculture flourishes when consumers prioritize locally

010sourced seasonal ingredients, fostering a more resilient and interconnected community. When push comes to shrubs, that important breakfast meal can be made from healthy and safe local meat, bacon, milk, and eggs. As long as people desire healthier foods, the need for local, trustworthy food producers will continue to remain crucial. Farm to market producers have a closer, more personal relationship with their consumers than other producers. As with other local small businesses, word of mouth is vital to the successful marketing of farmtomarket sales. Thus, the batter review can be a serious setback to successful farmed tomarket sales. Thus, the incentive is strong for farmtomarket producers to provide safe and nutritious foods to their customers. So, what's on the back of your cereal box? Thank you. [Applause] >> Guys, have some uh questions for her? I've got a question.

011Um, so I can tell your speech is advocating for locally grown farmers markets, but in your opinion, what leads commercial food industry to have so many chemicals and additives? >> Um, I think that part of the reason a lot of our foods have chemicals and additives is for the fun colors and the things that draw the little kids in. If you notice, the fun cereals and fruit snacks are placed at on lower shelves eye level of our children rather than up high where the adults can see them. Um, I know that a lot of you guys have kids, so are you're more willing to look at your kids and be like, "Okay, I'll get this for you." Harder to say no than it is to say yes. And so I think that the some of

012the food producers have realized that and have shifted their market focus to the children and then parents just think it's easier to say yes to your kids than say no. I have a question for you. So great job. Um, there's a fine line between government oversight for safe farming practices and government overreach that inhibits local farming operations. Where do we draw the line to help keep consumers safe while giving people food access choices? That's a great question and I think it takes more than just figuring out what the line is because everybody's line's going to be a little different um with the new changes with our uh secretary of um health. I think that the policies and regulations that he's going to put in place will also help figure out where that line is. And

013um I think it's important to look at the views of the farmers and the ranchers and the people that are producing these local foods as well as the factory workers that are creating the more fun foods per se and um figuring out where that middle line will be for for consumers as well. >> A couple of questions. First of all, thank you, Ally. Um, and best wishes to you in Indianapolis, that um, typically the cost for products that are produced for farm to market or more expensive than in a store, which means it it removes access to families who are most vulnerable. Uh, how how do you address that uh, with a farm to market? Yeah, as I stated in my speech, organic foods, something that is very healthy and on trend uh nowadays is

014is more expensive than others. And I think part of that comes from the farming methods that are having to be used. So, there's probably going to need to be some innovation in terms of farming and land access that'll help make those foods cheaper to grow, but still able to produce the same amount of healthy benefits. Um, so as a followup, are you saying that any any food in the store is unsafe and unhealthy? >> Uh, no, I'm not saying that. I'm just saying that it there needs to be a wakeup call to look and see what is actually in our food and our ingredients list. Some of the things on the back of our cereal boxes, for instance, I can't even pronounce the name of, and there's factory workers that have to wear gloves in

015order to actually produce the food that we're eating it and consuming it in our daily lives. Um, it just kind of goes back to educating the public and seeing what are what public is willing to give and take as far as what they're willing to eat and what they want to feed their families. So, are you aware of what those chemicals are that are in the or additives that are in the food? Even if you can't pronounce it, doesn't necessarily mean it's unsafe. Um, there's one specifically that Subway has recently been called out before. Again, I am not sure how to pronounce it. I can just see the spelling in my brain. Uh, but they use it in their bread and it helps it rise in a uniform shape. But there's also been traces of

016that chemical found in the soles of shoes. And so it might be changed specifically for food. But if that is found traces are found in our bread that we eat and also in our shoes, public doesn't really understand that. So how can producers on that? Okay. >> Thank you. I just want to say thank you. >> Thank you guys. I appreciate for you for your time. >> I I hope their questions helped to prepare you. Um, one thing I did forget to mention I was going to is that Ali's grandfather used to sit on the school board a couple years ago, um, Tom Reagan. So, um, he would have been here had it been years ago, but Awesome. So, you did a great job and I say good luck. Um, >> thank you guys. >>

017We We look forward to seeing you again and and hearing how things go for you. >> Thank you guys so much. I appreciate it. >> Thank you. [Applause] >> Okay, moving on to B. The latest student enrollment data will be provided to the board. There was a written report. Any question on student enrollment? You're good. Okay. Human resources update. Written report provided. Any questions for Cameron? Okay. Principal reports. We have some of the principles here. Any questions on the principal reports? my it takes a little bit for the documents to open so where I have my notes. So, I apologize if it's taking me a second to um for those. And Melinda's not here this evening, is she? Okay. Um I'll go real quick. So, the principles, I know you guys do a plan with

018a group of teachers, staff members, parents, whatever. How do you relay the plan to the rest of your staff to make sure all the staff actually is going the same direction? I will let any one of you guys give that one a shot. Good boy. Sean Pearl, principal at New Elementary. So, the school performance plan or by a variety of names now, but the the main thing is that was due a lot earlier this year. So getting input from every everybody was a challenge and and uh there was a lot of work right at the beginning of the school period. So we didn't really go over it during the first initial staff meeting. Um I've I've had information from teachers given to me and we still honestly haven't gone through the whole plan as a

019as a staff yet. um that is a fluid document anyway and it can change u but it it's but I did communicate out that it's similar to our previous years because they do kind of pigeon hole you into three categories which are the adult learning the student learning connectedness was the third one you look in there but ours was always the staff knows new curriculum that's going to be a focus getting it's always student uh increasing student uh outcomes academically. Um so I communicated that out. Have they seen the the the full document yet? Not yet. But it will be in a in a staff meeting and then we'll have variety of meetings throughout the year for reviews, input, see where we're at on our goal setting. while you're still up here. Sorry. I just

020um wanted to uh commend you. I really appreciated the information about um having your SOP stations um in your school to help make sure that um you know students and everybody were familiar kind of kick off the year. on and um you're welcome to answer this and I would welcome any other principles too, but I I noticed in all of the principal reports that there's been a reduction in minor and major behavioral incidents and I know we're just in the first month of school, but compared to prior uh years and I'm just curious as to um what your take is on that. I mean, it's a great trend. I hope we keep that up. Um, but it, you know, it's significantly different on throughout all of our schools for this first month. And what do

021you attribute that to? >> Well, there's always a honeymoon period. We know that. So, and and we're starting to see some slight increases, but I don't have any formal uh data. Just personally what I think is happening is we are having more consistency throughout the elementary schools and and actually I don't know about the secondary but I'm sure it is. I know EC Best is doing those same stations now. Uh when I read the reports and I think it's really really important because there's a consistency now and of expectations and and no matter what school you're at, I think that attributes a lot to it. >> Great. Thank you. And also I just wanted to, you know, tell you that I really appreciate you having your smart goal and having something really specific about your,

022you know, 10 percentage points um, you know, with the um, for the end of the school year for the um, maps um, ready and math. So thank you for that. >> Thank you. Can I add one thing under that also? Sorry, I meant to do this at the start of the principles, but the data also we started school two weeks later. It's not going to be an exact comparison. And I appreciate Principal Pel though he's like here's the things we're doing because we do see a difference even even with that starting two weeks later when we're looking at things we are seeing a difference and it's for a lot of those reasons but it will as we get a couple months in we'll be able to start looking and maybe we'll try and do something

023to see a little comparison a little bit closer but but there is a two weeks skew kind of on that because of our school calendar this year. But I will say is we're we're monitoring um the things like every couple of days looking in there and and it is it is it's good. We're very I'm very um what's the word? Very um hopeful and very um pleased. I I guess the superintendent I don't please isn't the right word because that sounds like but I'm just so happy to see that there there is a trend of faith is going a good way and that's from the work of sta administration staff and the students themselves as well on on what's going on. So it does look it is it is a good start. >> Anybody else

024have questions? Yeah, Principal Barton, I I do have a question. In your first statement about points of celebration, you talk about um the data is being analyzed. I'm assuming that's of course the math and I ready data, but how do you analyze your data and what data data are you using um to help with help your students? So that just kind of goes along with what um what Sean Prell was saying that these these uh these goals that we're making. This isn't something that I'm creating. This is a discussion that we've had last year all year long. So we look at that uh we look at that data, the growth and achievement data from maps and I ready. Um and our teachers already know the concerns. They know the the expectations. So we don't really

025need to kind of push the the school improve improvement plan. What we need to do is we just we we make the school improvement event based on what the teachers know what the teachers know already need they need to do. So it's it's easy for us to roll that out because it's a conversation we've been having already and we look at those data. We look at the colors basically and so um if if if any students are in pink and red the goal is to get them out of the pink and red. So, it's kind of simplify that and and we we let our students know from the very first day, no more red. We're trying to get rid of the red. And if they find themselves in the pink or red, then they know

026they got to work a little extra harder. And I know that that helps clearly with identifying students, but when we when you get in those and determine what the are you using the data to determine why they're in those areas and what how to identify what >> Yeah, it's it's hard. It's hard when you're getting them from first to second grade to find out where the gaps are coming from. Um so that's difficult. But we don't just use those data points. We use other data points. Part of that is our um our PBIS screeners. And so we we identify the family concerns. We identify attendance. Use all of that data to kind of help around the student with the resources that they need to be successful. >> Thank you. I appreciate that. This is Michael

027Walker for the record, assistant superintendent. And just to clarify with school improvement plans or continuous improvement plans as they're called lately, um there's big shift. And so this year they gave us a little bit of leeway. So we had to have those submitted by uh September 15th to the Department of Education. And so some of these have been going through revisions and now they're ready to be shared with not just the staff but also whole community which schools will be required to do um for the law. And then we're starting to look at a real robust way to look at student achievement data and make those plans. And so now that we're past kind of formulating these initial continuous improvement plans, we're working on our read by grade three plan because we know early literacy

028is key to student success. So that'll be the next focus. And throughout this year in our principal PLC's and our leadership meetings, we'll be revisiting this process and formulating revisions to our school improvement plans that um make it possible. So next year, by the time the principles leave, we'll have these ready to go for the following school year because they will be due to the state um August 15th next year and they've told us there won't be any grace periods. So, we're um consolidating our efforts and alignment as we um revise these plans. And then it's a fluid time because there were quite a few changes in the last legislative session. And so, we're closely working with NDE to get the guidance as it comes out and implement it into our plans. And so it's

029hard for the principles to answer those specifically because as a team we're going to develop those plans as we get this guidance and data. >> Thank you. I did have a question for Oh, do you are you um Darl, I don't know if this is something that you can answer since um Principal Poretta is not here, but do you know what the character dares are? I was really in curious about what that was in their building strong character. Do you have any idea? >> Say it one more time, please. in the middle school report under building strong character that they said they're looking forward to the schoolwide character dares start happening on week five. >> I actually do not know what that is. I know they're doing lots of things. >> That was >> but

030I can um relay that to principal bread and we can get that information out. >> That would be great. >> That's all I have. >> Anybody else have any questions for principles? Thank you guys. Thanks very much. Moving on to E. Churchill County High School Hope Squad students will provide an update on their efforts towards suicide prevention through the Hope Squad program. So, I I'll get started. It was you may have seen if you saw our social media post last week, I was invited um the Hope Squad actually asked that um we come over and listened and they had to present some stuff to them. And as a result, we asked them to come to the board meeting tonight. Um, and it is it is cool because, you know, September is suicide awareness prevention month.

031So, there's lots of good things. And I tell you, the superintendent walked in the room full of energy and lots of cool things going on. And, um, high excitement for what they were doing. And throughout the presentation, it wasn't just for what they were doing, but why they were doing it and and the reasons behind it and how they were doing it. And I I was very impressed. um and they agreed to to come to the board meeting tonight and share with you some of the things that they're doing because um one thing that I did share with them is that this school board has been very um place a high priority on things with suicide prevention and that um one of the agenda items later on is a report on when we had almost

032we haven't quite got all staff members because it was really hard to one day but almost every staff member um trained in in safe talk suicide um prevention. So we're and and the board has I think the first in the state to do where we have a policy I don't know first in the state for sure but um the board recently did a policy and a regul policy and regulation for um policies for suicide prevention um among students and among staff um two different policies with two purposes um that are closely aligned and they are fulfilling um part of what this board is hoping or knowing and wanting to have done. So, I'm going to let them introduce themselves and and they're going to share with you some things about Hope Squad and when they're

033done, feel free to ask us some questions. Um, they were they fielded a lot of questions from us and did a great job. Okay, it's up to you. >> All right. Well, I want to I want to thank you for letting us come. Super excited. A little nervous. Um, my name is Noah and I am our host squad vice president. I'm >> Garcia. I'm our host squad. My name is Dominic Millie and I am the peer-to-peer communicator. >> At Church County High School, our students face challenges that go beyond academics such as stress, anxiety, and depression, and some in more intense cases, even feelings of hopelessness. Um, we know that, but we learned in Hope Squad that nationally suicide is the second leading cause of death for teens. And not only do we feel, but

034we know that our hope and connection and support can change that story. What is Hope Squad? Hope Squad is a peer-to-p peer suicide prevention program founded in Utah and now used in schools across the country. Built on the idea that students often turn to peers before adults when they are struggling. Fund members are nominated by classmates and trusted peers trained to listen without judgment. Offer support and encouragement. Recognize warning signs connecting struggling students with trusted adults and resources. Squad does not replace counselors or teachers. It strengthens the safety net by building a bridge between students and the adults who can help. In the 2024 25 school year, Churchill County High School launched its first Hope Squad. This year in 2025 through 26, Hope Squad is not only a recognized program, it has grown at an

035as an official class offered during the school day. Students in home school receive training in QPR, question, persuade, peer support, mental health awareness, and leadership. They also recognize schoolwise events like Hope Squad, awareness week, awareness campaigns, service projects, and classroom presentations that spread messages and connection resiliency. Hope Squad matters to us because data shows that schools with Hope Squad programs experience an increase in helpseeking behavior, a stronger sense of school connectedness and improved mental health awareness among students. Uh for Churchill County specifically, uh we are a very rural community where access to mental health sources can be pretty limited. So, we're kind of just we want to really get out there as much as possible. Um because our resources can be limited. So, our students need a safe and supportive environment where it's okay to

036ask for help. Uh peer leadership empowers students to take ownership for creating of creating a culture of hope. Every life saves makes the investment worthwhile. Our hope squad committee leads for peer support and events advisors, teachers and counselors who provide provision and guidance ongoing training and support to ensure students are wellprepared and never working alone. also built community partnerships connecting with local mental health professionals and organizations to strengthen our network our network of care is more than just a club. It's a lifeline. It's about creating a school culture where every student knows you are not alone. You are valued and there is hope and um this is this is our mission. So, we are proud to be one of the schools leading this effort in Nevada and we are grateful for this the board support

037and helping us in and expand the program. On behalf of Churchill County High School, thank you for investing in our students well-being and giving them the tools to support one another. Together, we're saving lives and building hope. Um, so back to me. >> Yes. So, I was looking I was taking your picture. I'll be sending you one. >> Thank you. >> This is awesome. So, I asked you a question when we were there. Um, and let's see. Let's see if I did a good job. What did I say was the the biggest um the biggest promoter of suicidal ideiation? In my opinion, this was an opinion. This isn't a fact statement, but it's an opinion. >> It was social media. >> That was part of it. >> Part of it. >> The other one was

038silence. >> Oh, yeah. Silence. >> Silence. Um, you know, it's it's often times that with with suicide and suicidal ideation things that that we that we re revert back to silence and we don't want to talk about it. We don't want to um address it. We don't want to acknowledge it. and Hope Squad um acknowledges it with students, allows and provides an opportunity for it to be addressed in a in a safe environment. I did ask Sam and I'm going to ask him again. So, when you encounter someone who does express suicidal ideation, what do you do? So, we are here to help them and kind of like ease them out of it. But if something were to go like a further line, further down the line, we can go to a higher up. Um,

039we have many of those to talk to such as Miss Spencer who's our adviser and we also have Miss Lisa Weapner. She's also another adviser and just some counselors also. So, it it depends on how far along the line they are. If they're too far, then we always go to a higher rep because then that's that's going to be unsafe for them and that's something that we shouldn't we shouldn't be dealing with and it should be helped with a professional. >> Awesome. And that's what was very impressive. They don't ignore it. They don't they don't talk about it. they address it and when they when they see the signs and and and they're ve they were very well learned I guess learned is the right word they're very well learned on what the signs were

040to be able to know when to refer to someone um and as I told them I as a as a teacher school teacher and administrator I am trained I know things to look for for suicide prevention but I am not a professional in that area and so it is important when there's a certain level that we get to those professionals and um I was very impressed with that and with the things that they were doing. So, I really appreciate you being here. Um, I told them you might ask them questions if you have any questions about what they're doing. Um, I don't know. I did agree. So, we're they said one of the things they really needed was some business cards. So, we're buying in some business cards from the superintendent's office to get them

041going. Um, and they're designing them though. They're once they're finished designing. I don't know if you've sent them over yet. They're going to send them to Caitlyn. Um, Caitlyn's also going to assist them. their big request was that we look into also what or how they can share with social media doesn't violate any of our policies and that allows them. So we're we're we're reviewing that figure out just how to do it. Um and they have had some examples that they're seeing from other hope squads um that are they're going one that's currently very active is an Elco as well um doing that. So I was very excited and impressed with them. And if you do have some questions for them, this is a good time. Now that there's four of you, I will take

042another picture. So, >> I do have two quick questions. How many members do you guys have in your chapter that are trained? >> So, currently I How much do we have like around 20 >> 20? I'd say we have around there. Um, we do have options to still switch in there right now. We either we either chosen to be in there or um you could you were asked to be in there by a teacher. Um, so you can switch in there if you if you want to still, but right now we're sitting at at about 20. So in the start of the school year, we started about started out like with like a small group of individuals, but it was like kids that wanted to be in the class. So just chose the elective and

043they they put you in that class, but we recruited kids to be in Hope Squad. So like there were um I don't know like 13 kids but I think we have a little over little over 20 think so. So I mean we're just recruiting kids by the by the minute and you know kids want to join and be interactive and help students with suicide prevention. >> One more. I noticed you have a life preserver ring on your sleeve. Whatize >> for us our life preserver means it's a lifesaver. So, kind of showing hope. Um, this is also in our when we always spell out hope, this is always represents our O. So, lifesavers, that's our that's kind of our job. That's what we trying to do is we're trying to help people as much as

044we can. What's the represent? >> Yes. Um, I was just curious, um, if you could give me an example of some planned outreach activities or if you guys are just doing mentorship stuff. >> Um, I am your or sorry, I am the hope squad social media manager. Uh some plans we have for the future are hopefully once we get the Instagram running and post some reals and stuff. It's not going to be the like it's not going to be anything away from suicide prevention. Mostly we are there being in the same for you pages as people watching depressing things or stuff like that using the same hashtags and all that just to reach them and I feel that that would broaden our reach and we are also open to any time for messages just in

045case if we are not at school you know if the hope squad's going to have a role when the school district puts on any kind kind of um you know trainings or assemblies and things like that for the students on suicide. >> Yes, we do plan and we and we we talked that about them and and they've already been invited to a few things. So they'll they'll have um and and one thing that that has impressed me about Hope Squad is that the the students do a lot of the stuff and they they will they'll even do activities that may be independent from those things but as we have those things they'll be involved with those have the opportunity to be there and I think probably some help in planning and doing some of that

046with it. Um so and Katherine um Bourbon Muller has um addressed them when we were there as well and and she's already they have dates and things on some stuff I believe already and um not I know that was coming I think in the meeting we they talked about a couple things and so they definitely will be have an active role and that's what they've asked to have most definitely. >> Well thanks for what you guys are doing. I think it's very important because I think for for students your age that peer support is such a key component and so thanks for your interest in in such an important mission and for what you're doing. Thank you. >> Thank you so much. And yeah, we're here to help as many people as we can, including

047volunteering. Um, so we're also working on that as long or as well as um what kind of what he was saying, we have a um our assemblies we're doing we have when our homecoming game for that we have a kind of student bonding activity for where you have to work together. We're still kind of working on the game, but right now we're leaning towards like a a three-legged race. So we have partners that like we'll get them from different, you know, kind of tables to kind of help people, I guess, more bond together that they might not know. So that'll help them in our in our team building. And more on the assembly. Um, we add on what Noah said about the game. We want to choose kids that aren't really popular if say and

048that don't really interact to students, you know, just to really like notice the kids. I mean, some kids are like left out in assemblies cuz if you put a student to it and they'll just go pick someone popular in the the class and there's different uh classes. So, they'll do a senior class, sophomore class, freshman class. So, it's like there'll be a freshman Kop freshman. You know, we want to we want to reach the kids that we don't really interact with so they're more comfortable, safe, and interact. you have some? >> Yeah. Um, not quite a year ago, I attended a learning session that White Pine County did. Um, and they had hope squad members there and they talked about what they were doing. So, uh, I was excited to learn asked from Superintendent Parsons

049after that, is that something we're considering? And he said, we absolutely are in the process of doing that. So I look forward to seeing what you do and as you build community re relationships to make this a community um so that we have a community support. I was in a meeting uh today where uh from se with members from different states and they were talking about the work that needs to be done for students and what people think need to be done with students. But the challenge we face is there aren't people who are willing step up to do the work. And so I appreciate that even though you're nominated um you're here and you're actively participating. So we appreciate so appreciate those who are willing to step up and do the work because there's

050a lot of things that need to be done but we need so many people to help help do that work. And so thank you so much for participating and we look forward to watching what you do. >> Absolutely. And um social media is a big part of, you know, teenagers life now. So that's something that we're trying to work hard to get approval of. But not only that, we're also trying to go more to school based, right? We're making posters pretty much every day. We're trying to get those up. We're also going to be at our games. Um, we're making t-shirts and we're trying to do bracelets along with the business cards and we're going to try to sell those things to kids so we can so they can represent Hope Squad, get our names

051more out there. Even if it's not on social media, we're trying to do it in person. We're just trying to get as much coverage for the school as we can. >> Else anything? Thank you guys very much. Appreciate it. Uh I would also like to add um visually just in general we are all from different backgrounds and certain groups and obviously um we are from popular to silent athlete to blob like just in general where we try to get everyone in there and it's not just because we want a range of diversity just naturally. Hope Squad and most of us has already came out and uh just we have a reach farther than any Instagram posters or anything could just from existing as we are. >> Thank you. Thank you very much. Appreciate you just

052tend to describe the school board when you were describing it. >> Yeah. Thank you. >> Thank you. I'll see you around. >> Thank you. Thank you for having us. >> Thank you, President Malovich, members of the board, Superintendent Parson, and guest. Thank you for giving us the opportunity to talk about Hope Squad today. Okay, moving on to F, superintendent update. Written report was provided. Do you have any questions on his written report? >> Hey, G. Superintendent quarterly update. >> Go ahead. it. So, Darl, this is just in regard to the information you provided on the transportation. >> Uhu. >> So, I'm, you know, glad to hear that our waiting list was um reduced from 368 to 178 um and that you guys have been working through that. Do you recall? I mean, you won't know

053the number just straight off the top of your head, like where we were sitting with our waiting list last year as compared to where we are now. Like, are we seeing is there an increase? Are there more kids on the waiting list now than there were last year? We have a couple less buses than we did last year. I could look back and see um we did have a lot of issues at the beginning of school with the waiting list. We had some of the same things that we've gone through this year as well last year and it took a little while to get things sorted out. Um we did have um some different groups were we're doing a few things to help out. Um it does seem to me that we're able to get

054that down fairly quickly even though we're running through buses, but we're we're routing them at capacity. Um, so and then people that didn't show up um that had signed up that aren't that weren't actively writing, we removed them and put them back to the list or or have them there so that we applied because after attempts to contact them and make sure because we don't want to think that they're on there, but we've done that. But um so it's similar, but we we have been able to get it down really quick. So, we have less buses running, >> less buses because we are short on drivers. >> We're short on drivers. We have um and as it always seems to cycle, there's always a couple that are that are out of periods of stuff like,

055you know, for a month or or longer for for various things and stuff. And we run into that. We we do have we have two drivers that are what we call standby drivers, but they fill in for the other drivers that aren't there. So, we don't really have the ability to add another route with them um because we just don't have substitute drivers. And so, at some point, we're hoping to do that. Um we we are um actively recruiting as I put on there. I see a social media campaign going on with it for drivers. Um we have had more applicants, so we do have some interviews coming up. We do see some on the personnel action tonight training and with the trainer. So, we're hoping to soon not have anyone on the wait list.

056It did go up. We had few families that have applied and increased our weight list since I wrote this since this was was provided on Friday. So, we're up about 10 more students on on the weight list right now. We were then, but um as it is, we're monitoring it daily and trying to have a fairly accurate count as to um the uh writer who's writing every day. >> Thank you. And we we do have and with that one way that we help too is we have one route and it's the in town route and our trainer drives that route. It it helps get employees kids between schools and um um kids to felon youth club to care and those programs that are high volume. But we we are able to get several kids because

057pick up go drop and you drop a lot of kids at one spot it's closed. >> So that that route's working. um the issues that we are dealing with our our transportation related issues and and you know I know we talk a lot about like haunting and it being landlocked and you know the different things and like Numa is one of our best setup and I'll tell you you know there school site but I follow the buses one day and I got stuck over at Numa because what happens at Numa is you come out and you have um they have to go one of two ways and then they go down they all end up on her there and they they come out they're they're turning left or right and then they're they're hitting each

058other twice. So, there's some things that we're trying to work out and and see if we can find ways to speed it up. Um, but by transferring those kids to those programs that are high volume of kids, that's one way that helps keep our number of parents that need to pick up down as well. Welcome. This question might be better suited and related to the chronic absenteeism, but you talk about in here about working very hard to accommodate everyone who wants to ride a bus. Is there ever has there ever been any um are schools looking at or considering chronic absenteeism a cause being not being on the bus or they're on the wait list or >> so we look at individually this year we're we're trying to um drill down with chronic absenteeism and

059and and see and and and and we will have a little it is mentioned on here. So, um but part of our discussion be too what we're looking at because we want to see the impact that it's having. We have the chronic absenteeism number. So, it is a number is a data point, but what is this impact with our students? So, one question I have is the number of chronically absent students at the high school. How many of those are in danger of not graduating or have low grades? How many of them failing through just fine? Because there there is a range in there. So, that's one of the things we're we're working on and drilling the data down and that's something that we can be looking at with that too. Um, we do, you

060know, one thing I should also mention is that we do have um we also have some employees um like with um title six and with McKenna, our students in transition and they um we have vehicles for those for the students and transitions program um and they will they are also transporting some students and getting them here. So, um We have other things going as well to help out with that. So, and that is our goal. And so, and and I I haven't asked the principles this year. Last year, I asked him and we were on the lookout to see if there were kids that weren't coming because they couldn't get here because of no transportation. And there were a couple of instances that we that we we've found solutions for individually. And and we have

061that same thing this year. We've had a couple of instances where there's absolutely is no way they can get them to school. and we've been able to find solutions for that. So, so once it once we have once it's to our attention that that happening that there there's just the family has absolutely no way um and and we realize it is their responsibility again the school transportation service but we realize sometimes they they can't we have been able to find solutions and all of those that we're aware of. >> Yeah. I just I mean I I think there are potential barriers that oftenimes unknowingly we've we've we have to those who are most vulnerable and who might need the service most whether it's knowledge about the process language barrier I I mean just so many

062things that potentially that need to be considered. So, >> and that's also one of the, you know, one of the solutions that we always have that we've discussed a couple of times is changing our walking zones, increasing those. But my fear is always that if we do that, we're going to see either an increase in tardies tardiness or a decrease in attendance as well. So, we're trying to make it work without doing that. But we are transporting, you know, is right now we're at 1300 um students. Um last year we were 1500. So that's approaching half of our student population on buses every day. I don't know how that compares with other districts. I know because we're we're unique, but that that's a lot. Any other questions on superintendent update? Then go down to superintendent

063quarterly update on goals and performance written provoke. Any questions? Parsons on that. Okay. And superintendent Parson's update on district related matters. >> Right. Thank you. Um appreciate as as you're aware we've already seen it already that this is suicide prevention month. So we're very glad to be able to have hope squad and another agenda item that will address that. Um, today was also Constitution Day. So, Constitution Day is uh um we we're required that all schools in that receive federal funding do activities on this day for the Constitution or during this week, but we were able to do them today. I I think all of our schools accomplished that. Um, a few of the things that happened is NEUMA had a a preamble scramble. I what I told Sean and an escape room um Constitution

064Day activity. Um, I know the middle school had a a lesson in the library that all the social studies classes attended and I I didn't wasn't able to get all the things at every school, but I know things were happening um at every school and um anyone the principles that are here had some cool activities and they wanted to say a little bit about those you can feel free mention those but um I think it's an exciting day to do that. We do keep track of what happened. the principal submit the things that are happening at their school and we keep a record of that so that we have um data to show that we supported that and we accomplished it. Um a lot of activities were available. Um I wanted to give the board

065an update at the last meeting um the board directed and and we've been working on uh statement with local law enforcement agencies that is very close. Um we've been going back and forth on some languages um and so we're we're almost there. should have that out soon. Just with with so many involved, it it's taking a little bit of time, but there's there's support for that and it's it's um getting very close. So, we've been working hard on that. Um I also wanted to say um we knew that at the time of the posting of the agenda that the star ratings would be released on Monday. Um, so we don't have an agenda item for that, but I I feel that it's appropriate under superintendent update to um mention that there was a a release

066sent out. There's copies of it that are up there. Um, so with our schools, we did see some improvement and some growth. The state is having technical issues still with their with their attack that they had. So the data is not released yet. It's a tiered release. on Monday, a list of the star ratings was released. Later, hopefully by the end of September, the other supporting data will be released. Um I I do have some data that in in the October workshop, we'll have that all prepared and you'll have the details of the data. Whether it's confirmed with the state or not, doesn't matter. We have um almost all of it that that we need to be able to bring that to the board. I do have some highlights for tonight though that I'd like

067to to share out about our schools. Um, and it's mostly good news, but Churchill County High School, um, Churchill County High School was a two-star school and they're now rated a three-star school. We want to congratulate them for for movement on the star scale. Um, some of the highlights what happened with Churchill County High School is they increased the percentage of students considered proficient in science. They met all the participation requirements for assessments. There was a small decrease in chronic absenteeism. They increased the graduation rate during the 232 24 school year and they increased participation and completion in college and career readiness indicators CTE and dual enrollment. And they increased the percentage of advanced or career college readiness diplomas. So those were highlights that were mentioned um on our on our individual um things for

068each school. And so that was a lot of good work. I will say the one thing we did see an increase in science. Um I don't want to sound negative because I'm very happy that we have some growth. This is this is good. We didn't necessarily ascertain much academic growth but we're hoping that this is the second year we've implemented some things stronger but we start seeing that. Um so so the growth was from some other areas which are all as well as important too. The high school exceeded their goal. Um they had can't remember how many points but they had quite a few points to go to get two three stars and so they were able to to do that so that was was good um that happened um and okay county middle school

069although the middle school did not increase or still a one-star school um they did increase their index score by five points which was a a pretty good rise in points um they're within um I think I had a conversation the principal predator they're within striking distance of of a star increase um after this year um do that now they slightly increase the percentage of students considered proficient English language arts they did see some growth a very slight growth in that um they increased in the percentage of English language proficiency students they decreased their chronic absentism rate and they increase the amount of students who met the requirements for eighth grade credits we know we have room in all those areas but they did increase um in those areas. So that's that's good work for them.

070Even though the star didn't go up, the needle is moving in the direction it's supposed to be moving for them. Numa Elementary School. Um so our overall star increase from Numa went from one star to two star. Um they slightly increased the percentage of students considered proficient in English language arts. They decreased their chronic absenteeism. They increased the percentage of students who made adequate growth in English language arts. and they increased the percentage of students who closed the opportunity gaps in English language arts areas that are scored. So, good job for NUMA. That was um great to see that. Um so, we we had four stars between all of our schools. Now, we now have six stars. So, we that's a 50% increase in our stars. Um so, we're glad to see that that we

071that after it's been a few years that we're starting to see some movements. I just want to express how proud I am in the hard work for everyone. Changing these things takes time. The board has enacted policies. The principles have worked very hard. The teachers have worked very hard. All the staff are working very hard to do that. All the support staff and everyone with their kids to make learning our priority for what we're doing. And that's I feel confident we're going to continue to see things like this. Um EC Best and Lanton are not rated. Um best their index score did go down just a slight amount. We've had that conversation. Principal Barton's got some things in place working because we want to see that change as well and we know that they've been

072working hard and doing lots of things for that elementary um they did increase the percentage of students considered proficient English language arts and they did increase their chronic absenteeism. So even though they don't get a star rating they do get points assigned to them for the things that are there but they don't get anything for um achievement assessment because they're not assessed. um EC Best does get it points for third grade um in the end of the year assessments for that. So that's where those come from. So as a system we've been looking at those. We will have that data in more detail for the board in the in the October work October board retreat. Um we'll be a part of that and and more for the October meeting. um with that and and more

073things. I did say I think it's is it okay if I I just did mention up I did give you a updated progress report and I did say on there that we would provide more data at the board meeting. Haven't been able to get all of that data. Um I will as part of this talking about our star ratings just give you that um the graduation rates um won't be available for this last school year probably till late December. graduation rates. We have till September 30th for students to graduate for the cohorts and count as a graduate. Um in addition, many of the the things that are measured from the state are delayed currently because of their computer issues, their virus issue. Um we even found out that our our count day of October 1st,

074which is our federal count day, is delayed. Um there's just lots of things that they they can't get their systems all back up and running at once. And um and the the other data point that we do have is our daily average daily attendance rate for the district um our estimate because we don't have it officially from the state yet was 93.69% which was an increase over 92.9%. So we're fairly confident that that number could be a little bit different but it will increase our daily attendance rate. So that that's a a good sign. I mean, that's um 92% of our kids or 93% are at school every day. Um and that that's that's very good. It's it's and then we don't have state data, but we've we've exceeded the state average with that, I'm

075sure. Um and we weren't able to get the individual um scores as far as the district levels on the reading and language arts like we had hoped we would be able to by tonight, but we will have those um coming out soon. The state's working on it for us, but um how they provide us the data, we couldn't ascertain that. Um and there the one other area that we're still working on getting data from the state is is our CTE completers. Um it's included in the stuff in there, but they couldn't give us the number that's assigned to us because of their systems issues. Doesn't show up on their their spreadsheet that has about 120 different columns on it. Doesn't show up directly on that. It's a a factor in there. So, we're still working

076on that and the state has been very helpful um working within what they're able to um because of their systems shutdowns that they've had going. Okay. So, with that, that that was exciting to see that we have that we have a star rating increase. We want to we'll keep going with that um and continue doing the things that we're doing um to see increases. And I I hope that they um everyone told their staff good work, keep working hard. Um progress is being made. um when you you takes a lot to start seeing progress, but I just hope that we're we're we're going heading in the right direction that progress will keep going um fast. That is all I have for tonight. So, thank you. >> I I did have a question about the CTE

077completers. Um, can you remind me which year did they change it from threeyear to twoyear? >> I think they did you know Tim was that last year or the year before? >> And on on that while he's going up we did have a discussion at the superintendent's meeting with with Dr. can of Arrow. Um that and and they reworked some stuff because there were some some rural districts that they they changed some of the things that counted towards that as counties as completers and it was some things that some districts were doing. I don't think it affected us. It doesn't appear to, but the state actually had eliminated some things that they didn't count as completers because they weren't they didn't lead them into a direct career path like it wasn't a career path for

078like um CPR was one. Um where some of them though and OSHA is another one that they were doing that are requirements and they're very big in their communities such as Elco. Um, so they and they had but they they've also are re-evaluating that and they've already changed some of them. So they can so they don't necessarily have to be like this is a a job path to be uh an OSHA person, but OSHA is a requirement in a CT path. So it's they're allowing more of that to count. Um they they did a review, they marked a bunch of stuff off, they sent it out for feedback, got their feedback, so they're reviewing again and unchecking some boxes and leaving them. Sounds like >> it it wasn't a a one shot for that. So

079over the past several years programs have been phased out from three to two. So all the programs that we have at the high school are now two-year programs. >> I I believe there might still be some out there that are three-year, but nothing that we offer. >> Thank you. And one thing that that we're still don't have clear uh clarity on yet, but they were looking at some funding and the funding was going to be tied to two-year completers um rather than number of students in a course. So, they were going to tie it to the two-year completer, which I argued against that, saying, you know, student might take a course for the one year and decide that's not their route, but they're still getting CTE experience and things. So, we're not going to fund

080that, then we're going to be wanting to push everyone into two-year programs for funding. And um I understand the necessity of of completing because that's good. Um but also knowing that we we want to um encourage them to participate in things that are of interest to them if it is of not of interest and they they don't want to take it anymore. Don't want to put them in there just because we need it for funding. Not a finalized thing yet as far as I know, but we have we don't have clarity and direction on that yet. But working on that and that that should be for like additional grant things and stuff is what it sounds like. That's discussion that we're still having trying to get the guidance from. >> Thank you. >> Any other

081questions? Okay. Move on to business services update. A budget taxual report. Any questions on that report written? A B update regarding other business items. Amen to him. >> Um so just a couple quick things. Uh Patty Stoddard in her office gave her official notice that she's retiring December 31st of this year, which a bummer. That's going to be some big shoes to fill. Um so we've had a job posting go out for an accounting technician. Um don't think we've received any applicants yet, but hopeful for someone good. Um the fiscal year 25 audit is in full swing. This year we have two auditors on site which has been really helpful to questions answered in a timely manner and work together with the things they need. Um I spoke with them this evening and I think

082we're going to be on track to meet that October deadline. So that's good. Hopefully no extensions. And um just to follow up with Trusty GCH, I looked into that report that does not include the incumbrances. It is kind of a manual report that Christy did. So I'm going to work to see if Tyler can maybe make us a canned report so that it's easier to pull. Um I know a number of months back uh when I had started requesting that last year um don't know if you can look at I mean it was part of the the board books so you could look back and see because Tyler does have a way of of doing that where they can omit the incumbrances and so um I don't know maybe it would be helpful to look

083back at like one of the prior board packets That's where it's included in there. >> Yeah, I uh Terry and I got together and found those reports. Okay. >> It kind of looks like maybe she exported them and deleted the column, but I still need to do some more research. Probably after the audit's over when I have some time to >> dive into it and figure it out. >> So, it's still on my radar. >> Can I just add something to it? Commander Amanda, she's a new controller coming in and and she's been preparing for an audit of work that she didn't do and um she's had to do a lot with that and but it's gone very well. As long as the lights on, the auditors are still in there um tonight. It's gone

084very well and um she's she's there's been a lot of work is want to don't want to underscore that there's been a lot of work and time into the preparation for the audit but it is as she said on track and be completed and the data was good for them. So kudos. Good job. >> Thank you. >> Anybody have any questions and then we will move on upcoming board events. We have the Nevada one coming up in December, then the national one April 10th. Moving on to consent agenda. Possible action items may be pulled for discussion. A approval recommended personnel action. B approval of vouchers. C. Approval of August payroll. The acceptance of the budget transfer report and authorization to record budget transfers between functions or programs for the general fund for the period of

085812025 through 831 2025 is required by NRS 354.598005. Approval of Churchill County High School track and field holiday brief fundraiser F. Review of policy 6163.0 Z uh American Indian Education changes. Title view of regulation 6163 procedures for implementation American Indian education. G review of regulation 613 Indian policies and procedures. There was no changes. H approval to accept $10,000 from Gemini in support of STEM CTE focused programs and equipment. I policy second reading for approval policy 2121.0 superintendent evaluation for review regulation 6100 curriculum delivery of instruction three for review regulation 6100.1 instructional consultation four for review regulation 6101.0 instructional program and design for review regulation 6300.0 text adoption and six for approval policy 8140.0 zero board committees. >> I just want to make one quick comment and publicly um acknowledge the local businesses that contribute so

086much to our district such as Gemini and and other businesses, how much it's appreciated by the district. >> I move to approve consent agenda items A, B. >> I think we need to pull one. Oh, sorry. >> Go ahead. >> Um, can we please pull agenda item 10 F and 10G? There's a few changes that need to be made. >> Okay. So, we'll pull 10 F and 10G. Do you want to do the motion for the rest and come back to that? You want to do the 10F and G? Do you want to do that right now? That's the changes that you need to be made. So I think she can just read that in for the record, can't she? Since it's >> we'll have to prove it. >> We need discussion. >> So you

087want counc changes words on the second and fourth Wednesday of for the regulation that we approve regulation uh 10G policy and procedures wording of FY25 is listed instead of FY26. So 10F is >> basically we're getting rid of >> meetings and then changes the year. 10 of the year. >> Can I add? So, so after it was up was that there are two things that need changing. The one was was you said with the um the board meeting change that that's been a part of that but we don't meet every two two times a month like that on the same Wednesdays each month and then there we miss FY26. So even though they are regulation they have to be approved by the board for these um for the the impact aid and for title six.

088So if the board directs that that change in regulation, we can do that. We would do that afterwards anyways, but then it would be approved by the board with those changes, >> but we should be able to make the motion with the changes mentioned. >> So that's it's just in 10F and the Well, it's is it in F2 or the regulation also? Move to approve consent agenda items A, B, C, D, E with, and F with recommended changes and G with recommended changes. H and I. >> Have a motion by Trusty Whitaker, second by Trusty McFaden. Is there any public comment or more comments on that? Okay, call for vote. All in favor is unanimous reports by board member. Let's go ahead and start this end. I don't have anything too exciting. I was able,

089of course, he picks me on the day that there's not a lot going on. I just want to note that. Um last week though I did get to go spend some time at the high school with um Dean Brazden. I did an entire lunch hour over there and um it was nice. She kind of walked me around to a few of the classrooms and I saw a lot of the kids that I know and it was just nice to be there and be out while they were all out also circulating you know the the campus and um it was a great visit. So I encourage everyone to do the same the lunch hour. >> Thank you. Trusty Gilitch. Nothing. Trusty Blakey. Um Wendy and I attended a Zoom training on public records request. Um and

090we also attended professional development training on conflict resolution and deescalation skills um in Las Vegas through the NASBY. And then I also attended the suicide prevention proclamation and fountain dying on Saturday. >> Thank you, Trusty Ghetto. >> I also was able to attend the training in Vegas. on conflict resolution. It was kind of a lot of oneon-one. Not my favorite thing, but it makes you step out of your box and kind of realize who you are and get to know one another better. Just how you handle. It was good. >> Whitaker, >> um, when I attended the Nazi board meeting, I'll let him report on that, but I spent uh four days last week in Los Angeles at national board meetings and then cube the cube conference. Cube stands for the council of urban boards

091of education. I will submit a written report uh for our next board meeting uh for that. But some just key key takeaways for the national board meeting. Um we've hired a new we have not had the national association has hired a third party advocacy group lobbying group and though we will maintain uh that partnership we now have hired someone inhouse to help build relationships on the hill uh to help um magnify the issues that we um approve every year yearly in our resolutions. Uh and as a reminder that the National School Boards Association is the only association national association that represents school boards legally um with the amicus briefs that they submit for state associations and local school boards as well. So, it's the only national association that does that work um in addition to

092the training that they provide in um and the advocacy work um with federal legislation. So, those are just some uh key takeaways. And I got to visit Compton High School. So that was actually was a great because they have a brand new they've only been at in three weeks high school and it is a beautiful campus but I got a shirt I gave everyone shirts that say straight into Compton. So maybe I'll have to wear that to a board meeting. Um it was pure it was strictly studentled. um had an opportunity to visit with a lot of the students at Compton High School. Anyway, fascinating. I could tell tell you all kinds of things about that, but um I will I'll refrain from anymore. And just as a reminder, because I'm on National School Board,

093this is not funded by Cho County School District. This is funded by the >> Bead. Um, yes, we had the NASBY director meeting. We renewed some contracts for the executive director and business manager. We reviewed some legislative initiatives. I just want to put a plug in there that NASB is always looking for sponsorships to help the So, if anyone knows any businesses that would like to give more money than they already do, NASBY would be happy to take it. Um, I also wanted to mention that I was nominated to the state school board um position that Mr. Walker was leaving. Um, the governor ended up picking or appointing Susan Neil from Elco for it though. So, congratulations to her. >> Thank you. I uh just got back today from the athletic administrators conference in Vegas

094for last. It's a unique group of people. Everybody should get in a room with all bunch of administrators of athletics and go back today. I have to fly back down to Vegas on Tuesday, Wednesday for the board meeting. I'm spending my time miles and once again that is not funded by us. It's funded by NIA. But, uh, it's kind of funny because there's California, it was western states, 13 western states, and California is being sued like crazy on transfer policy. And we got to hope that they do not lose some of those lawsuits or otherwise students are going to be able to go. Seven, eight students at a time could transfer to a school. They could change a basketball team totally. And you go as far as North Dakota, you wouldn't think they'd have that

095problem, but they have the same problems in North Dakota as they do in California. So, just kind of one to keep an eye on. It's uh I bet you California has 20 lawsuits going on just on people transferring. They are they're taking a whole team to a school. They change a team. And then think about if your kid was there, your student, what are they going to do? They're not going to be able to they're going to have to transfer to the other school. It has a bad team. It was just it's kind of an interesting one to follow. And that's about it. So we'll move on to 12. New business for discussion and possible action. The board of trustees will take action to approve or not approve early retirement incentives under policy 4811 classified

096licensing other employees in the 2025 2026 school year. And that's me. This is the one we have to approve every member whether we're going to do buyouts or not. Buyouts make no sense right now because we are short employees and we have employees that we bought them out. We'd be hiring them back the following year. So it really does no sense. I will take any questions you have on it or if not I'm looking for a motion to not approve early retirement incentive. I move to approve I move to not approve early retirement incentives under policy 4811.0 Z for classified, licensed and other employees in 2026. >> Motion from Trusty Whitaker, second from Trusty Ghetto. Is there any public comment? Any comment at all on this one? Okay, then I'll call for a vote to

097not approve. Who's in favor of not approving it? It is unanimous. Seems like a backwards motion, but okay. Moving on to B for discussion of possible action presentation on the leadership excellence and development lead project aimed at developing leadership capacity through church county school district for John. >> Good evening. Jennifer Jant, Churchill County School District teacher on special assignment through Northwestern Regional Professional Development Program. So, tonight um I know it's been something that the board of trustees has been interested in and Superintendent Parsons uh reinvigorating a grow your own program for Churchill County School District. So, in partnership with There we go. Uh, in partnership with RPDP, Kristen Campbell works out of Wo County and has 10 years of experience in leadership instruction with teachers and administrators and has been doing cohorts in Wo for

098years and in Carson. So, I've coraled her into Church Hill. I have a lot of leadership experience in the private sector is Massachusetts, but she's got extensive uh knowledge training in the education sector. So, she's come in and we have put together a cohort for Churchill County. Part of this came from Superintendent Parsons uh developing leadership capacity throughout our district for future success. So part of what we were looking at is not only people who are looking to move into administration, but looking for teacher leaders inside the building. Our administrators are amazing. There's not enough of them to do all of the amazing work that needs to be done in a school system. They are so overwhelmingly busy. So part of it is to help nurture people who want to move into those positions, but

099additionally it's to help create capacity amongst other teacher leaders to take on some of those projects. So, the RBDP connection, in addition to Kristen coming out to Church Hill two Tuesdays a month throughout this school year to help facilitate this coursework, we're also looking to package what we're doing here in Church Hill County and spread it out to other small districts who don't have programs like this. One of the things that RPDP does is since we work regionally and all three of the RPDP statewide work together on projects is to share information. So there's a lot that we get from southern RPGP from things in the uh northeast from Annie and now this is something that we're working on for Northwestern RPGP that we would potentially then move forward obviously with some modification but as

100we build out the course we're putting in some instructional notes for other educators to potentially take this on in other districts again with modifications. Our profile and learner first one is ours and only ours. So the things that we're putting in there throughout this course that address things for Churchill in regards to that would not necessarily be relevant to other places, but they've got their own messaging that they would then substitute. >> So we're looking for practical skills. Um the goal is to have enough theory in there to have quality explanation, but really give people some practical skills and meaningful connections and growth opportunities. When Superintendent Parsons came to the first meeting last week, um, one of the things that he indicated to the people in the room is if they have passion projects, if

101they see opportunities for growth, opportunities for leadership, being a part of this cohort in Churchill County is giving them a direct line to the superintendent's office to try and help exercise getting those projects on the move. So the logistics, it's 45 hours outside of the class of normal contract time. Um there's 17 meetings through the course of the year. We started last week, we'll end in May. So it's basically two Tuesdays a month and then they'll do additional work outside of that. A case study will be required on group of people that they currently work with. So, a PLC group, a department, um, grade level team, they're on some kind of a committee at their school site. They have to look at a team that's already in existence. Determine if the team is operating with

102good functionality and if it's not, where the opportunities for improvement would come. That's where the case study ends. There's no requirement that they move forward with um implementing any changes they see. Again, we're not looking necessarily people who want to move into administration that would have the desire to try and exercise that. We're looking at people to try and build capacity and recognize where teams could be more effective and efficient and kind of make those changes personally but not put peers in a position to flex on peers where they don't have any authority over. Um they'll get three pre three PD credits. Um they'll be good for CUS and good for salary advancement since they are outside of contract time. Additionally, if people want to take on a larger project, they have the opportunity to

103earn more hours. So, interactive workshops um there there won't be a lot of this in the workshop, somebody getting talked at. It's not a sit and get environment. There'll be some information provided obviously, but then there's a lot of collaborative work that will take place inside of the room. Um there's tons of reading that we're going to either be giving them excerpts or articles and things that are as contemporary as we can find. Um five functions of a team by Pat Lenion, Dare to Lead by Bnee Brown, The Science of Hope from Jamie Meade, Adam Grant and basically his entire catalog of work. Jennifer Abrams has a book simply called Hard Conversations moving in that direction so that people become more effective. the list of books as I am. Um, we're really looking to turn

104theory into action. So, helping empower people to say, "Okay, here's this really cool information that we've gathered. What does that look like when you're sitting in a room of individuals?" And a lot of what we're doing in terms of homework assignments and follow-up is reflecting on what's working and not working in their own systems, how they're working as part of an effective being an effective team member and how they can improve on that. uh the expectations they have to come. It's a very hard it's a very hard conversation to have if you're not in the room. Um and then of course participation and then I had already indicated the case study. In addition to the case study, there'll be lots of scenarios that we walk through. I mentioned Jennifer Abrams hard conversations book. There'll be

105practicing of hard conversations having to walk through those steps of how do you approach someone when it's a difficult topic and people can be defensive. How do you approach them with grace? Make sure that you're continuing to provide dignity for them, but have the discussion about something that needs to take change and take. So, haven't read the five dysfunction by Pation, I highly, highly recommend it. This is kind of what we selected as our north star to guide us through the course. As we go through 17 classes and our topics kind of eb and flow throughout those days, we want to make sure that we're always looking back at what we want to be doing. The way that Lion frames it in his book is the dysfunctions of a team. This visual kind of builds

106you through from going to the negative place to a positive place. So from guardedness to building trust to having openness ultimately so that there's collective success and we're achieving the things that we want to achieve and all the steps in between. So, as we go through all of the course, this is where we will come back to thinking about how you build trust, resolve conflicts, how you commit to something that you're doing. The district can tell everyone, the administrators can tell everyone, but if everybody who's on the team isn't committed to achieving those goals and it's lip service that they're being served. So, how do we build that capacity? that teamwork is more valuable in success and I think sometimes people give it credit for seems to be regarded in an athletic space very frequently.

107But teams are what make stronger your department, the stronger your PLC, the stronger your staff, the better they work together, the more crosscurricular cool stuff can happen, the more our test scores go up, the more our students succeed. Like every single aspect of this goes back to trying to build capacity with the people in this room to do projects or for themselves to recognize how they can be better at this and grow into those kind of roles. So we have three modules that we're going through. The first one is trust. Um going back to the idea of in order to be vulnerable, in order to have conversations, in order to have a strong heated debate, there has to be an ability to be vulnerable in a room. And how do we create those spaces? How

108do we create a department meeting where people can speak freely? And how do we empower people to have that skill set? So the first thing that we're going through, we went through the science of hope last week. This week we're going to be doing Bernay's bound container building or Amy Edmonson psychological safety. How do we create that space, build trust so that we can have bigger conversations? Module two is leadership through collaborative structures and systems. Be looking then at first and second order change. how people can kind of move things in a different direction and how you get people to sign on for change. Um, in general, people don't like it's unnerving. It's unsettling. People are scared. I know how to do this. You want me to shift to do this? I don't know how

109to do that. What if I'm not successful? Teachers get anxious about change because teachers thrive on being successful and making their kids successful. So change is it creates anxiety. Have something we know we like that works. We're being asked to move. How do we help facilitate those changes? How do we help people understand the value of them? How do we help people take steps? Third module is around community building and inclusive leadership practices. So, how do we extend leadership past those spaces that we're creating in our buildings to be inclusive in our community to make sure that we're reaching out to families effectively to make sure that all stakeholders are being included in the conversation that is education and church. So, that's kind of the big picture. Here's like a tiny snapshot of what's happened

110already. So, we had session one last week. We read an article around the science of hope which not the best description but it's kind of the reciprocal of trauma. So when you we talk about trauma and how that can diminish anyone's capacity to think effectively or to learn in a classroom hope is opposite. It gives you the opportunity for goal setting to to step forward and move forward. And so with the idea that we want this cohort to do something like that where we started as we did that one of the outcomes that we wanted is what how can you use what you've learned about the science of hope in your context. Do you recognize that having this kind of an attitude and this kind of a growth mindset is something that's going to encourage

111a positive working environment great morale with your peers and in your classrooms. So, some of the comments that we got back from the first class, there was 21 people attended from PK through the high school. Um, we have a couple of current administrators and teachers from every grade level, every building. So, they overall love the group discussions. Like I said, there won't be a lot of this. They like the group discussions, the conversation, collaborating with others, time to work together and discuss what we read, to learn from one another. the class participants are motivated, the discussion was healthy. So, I'm glad um in terms of it being reflective in a practical application space, their homework to come back for next Tuesday's class was to take an inventory of existing structures in their work environment. So,

112schools or communities where individuals interact with one another, what rules of engagement are in place for how these groups interact? So again looking at committees they might be on grade level teams PLC teams as they take a look at that they're going to come back there was an analysis sheet of what did they have what did they see that was working what are some things that could be implemented differently and then give them opportunity for questions and then every class will end with some reflection questions regarding what the instructional content was for that day. Ultimately, this will be one of the research projects that's done in the RPDP report at the end of the year, which everyone should read this year. They advocated to take it away from case studies, and it's all infographics. Actually,

113pretty cool and very user friendly. So, this this will be the Churchill County lead cohort will end up being in the RPDP uh research report for the end of this school year. So, at the end of every class, we're asking reflective questions to see if people have has a question. >> I keep making this meeting longer. Um, I appreciate number one, Darl, for leading this is something we've discussed a long time about helping to grow grow our own and build capacity within our own district um because we saw a need. So, I appreciate the work that you and your team, whoever is involved, has done for this, and I appreciate the review, the overview. Um, something that I've been thinking about since I've I've reviewed it and then now since you've shared is I recognize

114that leaders, site level leaders, you know, the day-to-day work is definitely with their their staff um staff community and you referenced that that their schools and their community. But one of my concerns is do not understand that the district is their community. Um we spend a lot of time here setting goals, developing policy and um trying to understand how to best support students, which is our goal. But all too often it feels that um people misunderstand um or by choice don't want to understand the how how district functions and how district leadership and board leadership plays into the work that they're doing and that they are part of that team too. and maybe it's maybe we need the training on how to be a better team with our schools, but I I didn't hear any

115of that as part of this. >> I think that overall we're looking at district initiatives and like I said, profile will be embedded in what we're doing with intention. And I think as far as the idea of the overarching district space, that's part of one of the things I'm really excited about is there are people in there from buildings all over the the community. So I think that sometimes we get very siloed because I mean it doesn't help that grade level wise like we're only living in our own little zone because of the way and it wouldn't matter even if we had K5s and maybe the K5s would be a little bit more but secondary would still be siloed because there's not anybody else to collaborate with that understands my student group and I think

116that having everybody in the room together um I think it will help kind of spread the idea of what district is trying to achieve. And that's sort of the capacity that we're kind of hoping to build, right? Is that we'll have people who have a better understanding of a global space that they can be more effective leaders and support things inside of their regular learning community. It's definitely wasn't iterated in my little conversation, but it is definitely part of what we're working to achieve. >> Thank you that >> and I like to add to that, too. And she's totally right. One of the things that we're we're we're trying to do there is there will be opportunities this year for those that are in this cohort and for others too. Um because we realize this

117is this is a group that we're trying to bring and get leadership skills out within the schools but utilize and do that and make that connection um with the districts and the schools a lot stronger as it needs to be. And there will be opportunities for um committees that the superintendent will organize the superintendent committees different things that need to be looked at and I don't know if evaluate is the right word but worked on and things throughout the year and they'll have the opportunity to participate in those and there'll be some others so that we can start to connect that work more seen on a school level rather than just school administrator brings it back which they do a great job they bring that stuff back but so that we have more people involved

118with some of those things because that's one of the the um things that we we've discussed before is that ownership in things that are done because um you know sometimes it's oh that's what the district says we have to do and there's no ownership or the district created that but we the district as a whole when we say the district that means everybody in the district um and often times there's there's opportunities to participate in those things it's not maybe known or it's missed or it just wasn't taken advantage of. So, we're trying to increase some of those opportunities and and get that awareness and and get some of these people and and that was what was really cool about in this first one though is that we had a range in there. We had

119we had current school administrators in there as well as you know teachers and some that and I know some of them they're like they're not playing but they want to be teacher leaders and really that that work at the schools um will just intensify with teacher leaders doing it and taking the lead and running a lot of those discussions and doing things and and Jennifer had um mentioned in the program that there was opportunity they might have to earn more credits. One of the things that that we can do is that people prepare to teach other people things as they prepare to teach them um some of the skills as things that are good for them and that they can actually earn credit by preparing and and teaching a class earn hours that count as

120as credits as part of the professional development guidance from the state and that we would do. So, we're we're promoting that this year. We're looking to have a lot more um classes that are taught by our by our staff part of that to promote some of those skills rather than everybody going in and saying this is how you're supposed to do it, but you're doing it and it's working well. So So how are you doing it and presenting and and and not just this is what I'm doing, but what's the science behind it? What's the research behind it? Why are you doing it? And and how how do how's your data shaping the results? You know, how the results shape or how how does the data show your results? and shaping that. So, trying to

121get that part of that process should make some of that happen. That's what we're really trying to do with it. And that's one of our our big pushes on that. And with this group, they'll have that opportunity to create and and teach classes. I know when um I started early on, one of the first things that I did and as a new teacher, it was to earn extra money. I'll I'll admit that's why I did it. Um but I was um we had a thing. It was through UNR. was called CNETC, Central Nevada Educational Technology Consortium. And I my my second job was teaching teachers about technology. Kind of funny because I've seen way behind the teachers now, but at that point in time, that was what I did. And I was I was up

122on I was a new teacher. I was very excited about it. And I I I learned so much by doing that. And I learned so much from the teachers that I taught. And and I I remember one of the the first smartboard that was used in a classroom in the district was in Russ Frost classroom and I wheeled in there on wheels. RPDP had it stored at West End. They had bought one and on wheels and we put a computer a desktop computer on a cart on one of those library carts and we wheeled it in there and hooked all the wires up and we we did some um geography activities that we were able to set up on the internet through that with a smartboard. I mean that's technology has changed so much in

123that time but I learned a lot. So we're hoping to provide those same opportunities because that really I think that really helped me become a better teacher um because because I if I'm teaching something I had to be good at it and knowledgeable and understand why I was doing it. So we want to provide those same opportunities for for staff. I am very excited about this and and and it was it was a very positive experience in there. I didn't stay in the whole time because I don't want them to be like, "Oh, we can't talk." They can. Um, and but when I every time I came back, they were collaborating, interacting, and um, and it it was really good. So, ever want to sit in one-on-one, I'm sure we can we can we can

124do that. But, um, we'll keep you updated as we go throughout the year. Anybody else? Anybody question? Thank you. Thank you very much. Everybody good? Keep moving. Yeah. Okay. So moving on to C presentation on chronic absenteeism rates in Churchill County School District. Superintendent Parsons. Right. Thank you, President Malovich. You'll see in board book that um there were two pages about chronic absenteeism rates and it's an update on the rates. In the charts, you'll see the yellow highlighted and the last column state and the district rate for 2425. Those are those are our best estimates. We think they're very accurate, but not confirmed yet by the state. Um but if there are any changes, it won't be very much. So those are our rates and and again we we've talked about it before, but um

125there's two ways where chronic absency is measured. Um the Nevada school performance framework rate is on the top. That is the rate that is used in our star ratings. Um so that rate is used to give us points within the star system. Bottom rate, the bottom one is the chronic absenteeism. When you go to Nevada report card, those are the numbers that you see and that is the federal rate. The difference is the top rate takes out absences that are medically excused. So for our star ratings that benefits us, but when the public goes and sees it on Nevada report card, they see the federal rate. So I know we've set a goal to decrease their chronic absenteeism, but we're shooting to we want both rates to be down there. um you know, we we

126we we probably have a greater chance to make that goal with with um the NSPF rate, but but really in all reality, the goal for chronic absenteeism, the reason for the goal is to have students in school more. And so even if we have the medical notes are good, it's important we will keep doing that because that is essential. Um, but the other the other goal is the other number is is an more accurate representation of the kids that are in school that aren't chronically absent. As you can see, we've made progress in those areas. Um, and I did I did list and so our current chronic absentee rate for the district on 2425 21.4%. Which is down from 24.2 the year before and 26.5 the year before that. the other data in red and

127I I know we have it written down somewhere but state didn't have it available because of the computer systems and so we we'll we'll have that in the future but we didn't um go put that out because for our purposes felt this was enough for tonight on the other one um you'll see that we we've again also went down on the report card rate 30 30.3% um our goal is 20% so that's still you know we still have ways for improvement and as I wrote in there. We have been going down since our peak in 2223 and we've been going down but we do have to increase the rate of decline to make this goal um within the Nevada report card rate. Um each school has has different as you can see within the schools

128um different levels. The high school running the highest on that rate. Um they actually they had a decrease this last year but the year before was an increase. um most the others went down and and the really cool thing is Lontan um they had 13.6 but they were at 14% um on the Nevada report card rate. So um we thought that's that's good and as you'll also remember might recall too last year was the first year where the the age level was changed last year before. So um kindergarteners are required to go to school at age six now not seven. So, um, years past sometimes we have kids that just aren't there till they're a little older. Well, now they're they're required to be there. So, um, those numbers are it's I'm I'm really pleased

129with those numbers to see that. Um, and has also added that the what we're going to continue to put on on the monthly principal reports. Um, once we start getting to the point where students hit the chronic absism mark, they have to miss the the 10% in order to make that point. So right now there shouldn't be any chronically absent students but as we progress along in a couple months there will be a note you'll start seeing that on the monthly principal reports. Um the schools are continuing to focus on the parent communication identifying intervening as find in our policies and regulations. Our process will continue referrals to DCFS and law enforcement will be made for truency and attendance issues as well. Um we are like and I said as we mentioned a little bit

130earlier we're going to study the secondary data to see the connection between chronic absences and school performance including graduation rates. Sometimes a student is determined chronically absent because um maybe an example might be a wedding in the family and they had to go for a two week vacation somewhere for that reason or something or they had to they pull them out. But the students make up all their work. They they do what's required. they still might be passing quite well. So that to me that's we want to study that data and see if how high a percentage that is for us because if if there is a difference I between being chronically absent and not graduating and chronically absent graduating. We want to know that effect. So, we're going to take and study that data

131a little bit deeper, get into the finer points and and look at that throughout this year and and just see where we're at so we know exactly what we're dealing with other than just we have a high chronic absism. Um, as you know, it's it's a issue in the entire state, the entire nation, chronic absenteeism, and you hear about it all the time. But I think it's very important to to to see just how it is impacting us now it's affecting us other than just this is our rate because we really have to know um because our our strategies interventions will be different think upon why they're absent as well. Um we we did just begin evaluating a program and and and Mike's familiar with it. They use it in Lion County. It's called Hazel

132Physical Health. So we we are um we are bringing we we we have um paid for by by a private donor. Um we are bringing Hazel Health in for um mental health um the ability to to see mental health provider virtually um no cost the district but it will be available for our students we're bringing online now. That is in addition to the other things that we are doing. Um so for at least this year it will be paid for Hazel physical health and we may look at it for the company as well what trying to say so what what can we do because we're talking about we want to decrease their chronic abnism but what can we really do you know sar we make letters and we call that stuff so when we we

133thought about this this this hazel health um or or a service like that what happens is the parents sign a waiver they can actually have access to see a at school through a video connection. Each school would have a cart that would have that would be locked with some different medications that could be distributed because it's authorized by a doctor. Parents would have access to this at home before school. If their child wakes up, they're really not sure. Should I take them to school? Should I not? They can see one of the medical professionals through Hazel Health. I can tell them, "Yeah, go to school. Don't go to school." Um I I put some of the key points on the data there that made us, you know, as we're looking at it, really think about

134what it what it could do. the um health the Hazel Health or post visit staff documents indicate that nine out of 10 students can return to class after a hazel health visit. You know, as as parents who probably have all been there at some point in time, child's not feeling well, you get a call, you go down, do you take them to the doctor, do you not bring them home? Sometimes it's just something simple and they were good. Might give them some Tylenol or some ibuprofen and they're good. Other times they might need to see a doctor. Um this can help with that. Um, and when they do meet with uh someone, the parent can actually join that as well. If they're not down at school, they can actually join that remotely and be a

135part of that. It is not intended to replace a primary care visit, primary care doctor. It's just intended to look for those things, provide the services beyond what we can do with a school nurse would be done by with the school nurse there and present that. So, so we're looking into that. Um, cost that we receive for it, you know, we're negotiating with them. It's not not a huge amount. um investment and the the cost that they're they're giving to us would include unlimited number of visits for our students. So, you know, you use a thousand times over the year and it wouldn't cost us anymore. It's first student rate for the year. So, from from the viewpoint of um and then you know there's the other data there. 86% of the parents indicate that

136they reduce missed work or child care could be a benefit to our families. I mean, if they can do a medical visit right there, not have to leave work and can do it and participate in it for small things um there um that can help out our families as well. Um um 91% of parents that take the survey recommend Hazel Health to another family. Um it does require parental consent and like I said, parents have the options to join remotely when the visit occurs in the nurse office. Um they wouldn't need to leave work to see medical provider. the child will not need to leave to leave school. So even if you do sometimes we'll have children checked out to go see somebody because they're not sleeping well come back an hour two hours later

137they missed quite a bit of instructional time by that point. This could have this could reduce that. Um so we think that there's the potential there. Um and if we can reduce absenteeism through this and there's the potential to increase performance in all the other goal areas as well because we have our students at school more. Um, we know I talked to um, Chasse today about it and she's aware of another one and we don't know the details of them all yet because we're just looking into it, but there's actually they have instruments where they can listen to the heart and lungs remotely as well and do those things. So, we're we think that investment like this um, and it looks like we may be able to utilize some grant funds for this um, that

138are are towards medical things that um, that we might be able to do. So it wouldn't be a cost if we if we move forward with this necessarily out of general fund at this point. Um and we're not talking, you know, we're talking 20 less than $20,000 for a year, probably $17,000 for a year roughly. So um if if it can help us reach that goal and if it can um increase our our decrease our chronic absenteeism, it has the potential there. We don't have any data saying it's a direct link, but when you think about what it might do, possible. So that's so we're trying to look for different solutions than we've been doing to try and reduce that may be one. Um we'll also find out more about districts that are using them

139already on how that may help them as well. We're we're trying to we're working on that right now, but with our chronic absenteeism, that's a possibility. Um, we're glad to see increase the decreases in our rate, but we have not seen enough yet. So, we want to get to that point where, um, not a discussion we have to talk about all the time because we've got the rate down to good level. That's where we're at with that. Um, that update with that information. Um, have any questions about what's there or any more thoughts about chronic absenteeism? >> Just add a quick comment or request uh for future I think it would be helpful when the chronic absenteeism information is provided um have the percentage of students that that is occurring by. So like as an

140example with the um high school I mean 40.90% on the Nevada report card as the percentage for this last school year. How what's the percentage of students that created that 40 >> that is 40.9% of the students were chronically absent. >> Okay, because I >> so it it is a direct number related to the number of students. I thought we had a discussion about that previously when we were drilling into um into data on the chronic absenteeism rate and how that was caused because there was a conversation about how um like one student could be I I don't remember exactly how to articulate it, but it it seemed kind of confusing. And so then that led me to believe that that's not really 40% of of the student population, but you're saying it is. >>

141Yes. So I think I remember the discussion. So once a student hits a chronic absenteeism point, they they it doesn't go away. Once they've made that point in the year, unless absences were well actually on the lower number, it doesn't go away, but that is the percentage of students that met the chronically absent level. So that means at the high school 40.9% of their students um have 10 or more absences for the year. >> Just to add on to that data point, that's not a far jump from 50% of our high school population is chronically absent. That is alarming. Now, I I will add I do need to this this just generated a question in my mind. I do want to go and make sure what they're counting as a day for that because once

142you're out of elementary and you start doing it by periods, I can't say for sure that you have to miss an entire day's worth of period to be counted chronically absent. I I do believe if you're absent for part of the day, it will count as a chunk of time, not just as one period. So it so at the high school and middle school the numbers may I don't want to say be inflated that way but they may not be as accurate repres representation of miss instructional time as the elementary school. So I'll look into that a little bit more. Maybe I can clarify that the pointy >> mad the second thing your um research into this Hazel Health is your internal data showing that majority of the chronic absenteeism is health related or >>

143that's what we're looking at now. Um there there is um well I think we can safely say that um when you look at the difference between um the the lower rate and the higher rate on the two charts the the difference is the ones that they were excused by medical providers. So they are but within that we also have to take into account this doesn't mean that every every everything could be seen by Hazel Health. If you have a pretty serious thing, you're not going to be seen by Hazel Health. You're going to have to go to a doctor. It'll have it would have its limitations or by a service like this that would have its limitations or, you know, or if you're you're having surgery or something like that. It's not going to change

144that, but it would make a change for some of those that are I just don't feel very good. I need to see someone see if I'm able to stay at school or not. And I I know, you know, personally with younger kids, they wake up, they don't feel good, not going to take them down to ER. You're just going to put some chicken noodle soup in them and let them stay home for the day. You don't get that excused absence. and and we still want to make sure that we're if they if they're sick and shouldn't be at school. This isn't an attempt to keep them at school if they're sick because that just kind of spreads it around. And I was at North Side yesterday and in a few minutes somebody came in with

145a trash can said we got to throw a wrapper here. So that's just, you know, that's what happens around the little kids at school. >> Anybody else have anything on this one? Got to make it sure it's farm fresh. Want to read the label on the can. So, moving on. Report regarding safe talk suicide prevention training that occurred August 21st and information on future plans at you again. >> Thank you. Excuse me. So, in your packet, you will see that that I did provide the data that Emma White provided us that was in charge of our training that day. Um, and I know we discussed a little bit because it was prior to the last board meeting and a couple of trustees were able to attend. Um, I want to give you the numbers and

146things of where we were at. Um, and and the safe talk was to enhance the knowledge and the skills in suicide prevention, wellness, and and related topics. So, there's some both quantitative and some qualitative data she provided, but basically we fully trained 346 people, 986 6.8% 8% completion rate and that that was simply because something did happen one of them where some people weren't able to finish. Um but we we have um we do have um we'll have makeup session available. It was scheduled for September 26th, but it looks like it's not going to happen. So we'll let the trustees know if anyone does want to attend the session. We have the makeup they can't. We'll probably have at least two makeup sessions to make it work. um because the the assignments of staff that

147that weren't able to finish it or that that didn't make it have to work that around so we can make it work. Um I'll be in one of the makeup sessions because we had issues going I I couldn't attend mine that day. Um but so we will our our goal is to have 100% of our staff trained. Um and even if we bring new people on later in the year, we'll have an opportunity for them to be trained as well. Um and do that. And then with this we'll we'll be looking because there's required training every year. I don't think I want to say that we'll do safe talk every year because then it's the same thing every year. There will be different things and stuff to do that. Um but we do want to

148have everybody trained with safe talk. It's universally accepted. Um it has it has good um data behind it and it's very helpful. So even with new people that will be a component that we plan to continue with. Um the average rating on the sessions um everyone had to rate their session was 4.75 out of five. Um there was a 35% increase from the pre and post test and the suicide prevention knowledge and then um 12 participants did request additional resources and follow-up materials and support and that was provided. Um some of the key qualitative data that that we had was um one of the participants in increasing confidence skills and now feel more prepared to talk openly about suicide with my students. Um and and like I said earlier when we had hope squad here,

149you know, I I really understand and think that you know we can't avoid the subject if the subject is there and need as we talked about it have to. that's that's promoting it. By avoiding it, we promote what we what we're trying to avoid. Um, and so we need to we need to be prepared as adults working with students. We need to we need to have enough knowledge to know what we need to do. That may not mean we're able to solve that situation. And we may not be able to, we probably can't on most of them, but we know what we need to look for and what to do and how to get them to someone that can assist um with that. um the value of interactive activities and one of them wrote the

150scenarios felt real and helped me practice what to say. Um several participants about the desire for ongoing support. So the training was great. They want to dive deeper into advanced intervention techniques. And then on line four um for cultural linguist revalence um it was highlighted the need for more Spanish language resources and culturally tailored materials. We'll be working on that. Um, and the trainer experience said the trainers were knowledgeable and approachable which made this sensitive topic top topic easier to discuss. And then we wrote the 10 training sessions demonstrated strong success increasing participants knowledge, skills, confidence, and suicide prevention. Quantitative data shows high attendance, excellent completion rates, and measurable knowledge gains. Qualitative feedback highlights the effectiveness of interactive methods trainer expertise while identifying areas for growth such as cultural adaption and ongoing learning opportunities. So

151we we will be continuing to use that data and working to develop other things. I don't have a list of the things that will be happening with the students yet, but I know that's being worked on. Um Katherine has been working on that with with the high school and with some of the other schools on on things that will be happening. Um but I think this is was a good step for us to do this. Um I the feedback I've had from everyone that I've talked to about it has been positive and so um I don't see how it can do anything but have a positive impact on our school and our community. Um as and I and I mentioned this when I spoke with the hope squad students last week. Um, you know, we've

152been working and we've been integral part of working with our communitywide suicide prevention plan with other agencies and things and that's all important that we tie this together and bring things together um for the support of our students, their families and um things go with that go along with that. Any questions for me? Okay, so let's move on. Um board will discuss student recognitions and possible alternatives to presenting boards students intends. So I was asked and we thought it would be a good idea to bring it to board discussion. I I know last year we had some times where we had varying levels of success and getting students here when we have board recognition. And so I've been asked by a few people about should we look at other ways to do that perhaps that

153maybe some other events or something like that. So we thought that would be a good idea to get to the board for discussion and see if there are thoughts or ideas or we can also continue as we are as we have been and work really hard to try and get those students here. Um, we did, excuse me, we did learn some things last year and we we're and tried to make sure that we've prevented every conflict that could pull them away and stuff and that there's some scheduling things that don't occur. Um, but you know, we we did have a couple meetings where we had literally almost no one show up. I think one meeting maybe even no one show up and we had hired like 20 30 different awards. And so, um, it's it's

154it's a a wonderful thing for the board to be presenting those and doing that. But then the question that came back was brought to me by board members was, is that consideration we want to talk about and think about? So, that's why we we talked about it and brought it here to to see where we're at because this is the only form where you can really discuss that. You think that when we didn't have them show up a couple of the times they didn't know like they weren't informed by >> there were a couple of times they where um we were informed that they knew but when I talked to people >> they didn't always know so there there were some times yes >> couple of those times when a big group they weren't informed

155>> and we address that to try and make sure that's not going to ever happen again. um because we do we we always confirm back and get confirmation and so um uh people do know now that we're double-checking confirmation which we we don't feel like we should have to that but we we found that we we had to >> I don't feel like it was us I feel like >> there was the roof and balls dropped on that yes >> and then I don't know if this is I know we don't all agree on the metrics of our system I mean should we kind of be recognized the high school for their name. We could do that and we um and I have talked with Tim a little bit about so that we're trying to

156do something at the schools and notice that they've kind of they're they doing they're doing some stuff but if the board wants to do that we could definitely do that because that's a part of >> I don't know and I I don't know if it's I mean since we're >> I don't know if agree or like Um, yeah. >> So, have we heard anything from like Mr. Spencer, some feedback from the students themselves? Like, do they really want to come here or is it just kind of a, you know, something that's not really that important to them? >> I've talked to have have enjoyed it. >> I can't speak for everyone. like would it be more um meaningful to the students to receive the recognition in front of their peers? I mean that tends to

157be a bigger deal sometimes for students is like being recognized at an assembly. Not that like I mean the board could still have representation you know or you know the awards are still signed by the board president or things like that but I mean that would be a question in my mind is is does that give the students um more of an opportunity because they can't always make it here in the evenings and then is it more meaningful for them to be called out in front of their peers. I feel like that was something that I had mentioned um last year as well is doing something at an assembly and maybe if it were planned out maybe even a couple of us could attend that um you know more space more people there everyone ready

158to go. I'm I mean I'm open to whatever everyone else wants to do. I I I think it's important that if we do move it there that we need to recognize that board members should be somebody from the board to be there to present. They shouldn't just be handed to the high school. So we have to commit to that and and that creates challenges for some board members that option >> like it creates challenges for students. I mean I mean which one is more positive? But >> so maybe we're looking at um more than one way to present things. Maybe there's certain things or or certain times we maybe there's potential to um look at each situation possibly. um that that's a little more complicated, but and see is there is there a way to

159do it that might is the most meaningful way to do that which allows for board board member participation um and ability because I I I do think that there are some that this venue has worked really well for um and and been very good for especially um there there were a few times last year where uh some of the recognitions were associated with may with a presentation they were doing to the board thinking about like esports and then we recognize them for something else, you know. So, so there might be some opportunities for that. Maybe maybe we we can come up with a mix solution that that provides and and one thing I know is that I was thinking this doesn't have to do with recognition, but um I know when graduation's a little bit

160different, but I I know last year we we had to do some split and div conquer and divide stuff and things, but when you said that about maybe an assembly or something with their peers. thinking about when we had the middle school had the promotion ceremony and a couple board members that were there for that um and different so something you know and that's that's different that's not award so I guess that's a little off topic um it's the same same idea is >> in a group >> so I know more thoughts we truly said the ball was dropped We I'm going to just try it again just to just to see we're trying to fix something that really isn't broken. >> That's kind of where I'm at too is maybe fix the communication on

161it and see how bad it really is if it does need to be addressed. >> Is there a way we can like maybe send an email to the parents saying this? cuz I mean if my kid's in high school and she only tells me last minute or on the clock, maybe there's a way we can let the parents know. >> Yeah, we can. Um, so if I'm understanding correctly, I think that the consent kind of is. I know we haven't actions been taken or anything, but this kind of let's continue with that and we'll we'll do our due diligence, everything that we can to make sure and see how that's going to work. Um, also I think that maybe there are certain situations that arise and there may be other opportunities outside of a board

162meeting for board members to participate in some recognitions that that might be better done in that venue. Um, we could look at that as well. um probably ones that may be a little bit different, but sometimes that they they do have um got to keep an eye on >> I think right now let's just focus on seeing if we can improve tighten up the communication and see what happens here and then we can move on to the discussion of that. You know, we we rarely did any of that until recently. So, and then with changes in staffing everywhere then some of that that gets lost. But >> had a lot of changes in staffing and yeah and even when we were talking athletics and even some of the other things it was coaching changes and

163stuff and that's and that was a thing that we did find is we were we were establishing a an expectation with new staff members that that just really weren't aware of the say the gravity of the expectations. >> Exactly. Yeah. And and I'm not opposed to the assembly idea if it's not going to work here, but one of the reasons that I like doing it here is that it brings people to us. Um, and I know they leave, which is perfectly fine, but at least um they're participating um even for a minute in a board member in a board meeting. Um, and us being able to have that connection and here I think can be helpful. >> No, I completely agree. I get good pictures here, too. >> My name is Clarina Springer and I

164come from Southern California and I was born and raised in a smart in a farming community. I don't know if you guys know the al central and pro valley brley community. So out there kind of like putting everything in into perspective of everything that as a board member has board meetings are all about. I was raised in um an opportunity community that had different things placed knowing that we were low income. So, it's just kind of like overall what do we need to do to get this school from this point where they're at right now to where we want them to be so they can be successful community members in the future. So, I was part I parttook in the high mscalante program which was getting me from a math level to become to from

165beginning math to calculus by the end of high school. I participated in a program called AVID, which taught you how to get higher SAT scores and that was only for the morning. You would go to a class in the morning and they would teach you life skills in or study skills for the SATs. Um, the main thing that stuck out on me on that one was the Latin part, learning Latin and learning different words in the vocabulary so that when you would read a sentence or when you would read a subject, you wouldn't know what that word meant because Latin root word for for the word that where it was um coming from. Then um the other program I participated in was called uh Upwardbound which was a college program that helped and participated in

166uh improving their scores after school. So you would go after school and stay after school for at least two hours to get your homework done. And then there they actually paid you for doing your homework by the end of the week. They gave you a $20 stipen because it was funded by the local college that helped and part and uh participated in getting the kids motivated to do their homework or to go to school. And then the other thing that it also brought up was that awards, how important awards are. And students today don't really see where awards plug in or where notifications plug in or attendance plug in because not sure if they're being taught that if they are to keep a portfolio of their life schedule from starting from kindergarten all the way

167till they're high schoolers. I grew up, like I said, going back kind of like full circle growing up in a family that was low-income, uh, bilingual, which my mother and my father, my father worked in the field. My mother was always trying to attend board meetings. I remember her telling me board meetings. That's how I know what starting school. And I was like, "Hey, mom, I have a kid. You know, I might think about this." And now I have my first child. He's in grade at EC Best. and parents letting you guys know how hard it is what you guys are. It's emotional to me because I see how hard you guys are working and the amount of people that are here today. I don't know how your numbers are, but I can hear that

168you guys are all trying to plug in to try to figure out what we can do to make our better and there's just a lot of emotion because now as parents and I see all struggle that my mom and dad went through. I'm sorry. very important for you guys to hear this transportation. um being a parent raising a sec a second grader and wanting her future to be successful because I see all the people in my life and how they put and they put their effort and how the awards have made an effort and I think it's important for those kids to know they are recognized because they struggled through school or like for me attendance was very low for me I was an aszmatic as a little child always missing school and if it

169wasn't for my sisters, my siblings to help me do my homework, I wouldn't have been as I suppose I was. So, tutoring programs are very important for especially for kids who are struggling with their health. And then with my um support from uh uh my parents give you my sister being silly, she says, "I'll give you 20 bucks if she gets an an honor roll in high school." And my sister put that bet on my mom, my mom and dad and they're like it was a motivation like but I said no that's not the reason why I did well is because um there was a health service program that helped me with my health with putting like allergy shots to help my asthma to fight the allergy. So that improved me and then um but

170like going back it's just everything that you guys said today is just overwhelming because it's just the community wants to do better. the awards. They're not kids are not coming in, but yet there's technology that they're involving themselves in. Maybe there's ways that we can uh we can partake in making some sort of a an app or say right now Dojo is what they're using at my school. If their kid can be then told by their parent or their says your child is receiving an award today for this because my daughter received the award for for student of the month. I was waiting for my teacher to tell me guess what your teach No, I think I just heard it from her telling me mom the month and I said how did you know they

171said it and the loudspeaker and principal said my name and I couldn't believe it but I don't know if he said my name but I then later they took photo of me and they were you know was very excited but I was waiting like as a like anticipating for a call or a letter saying your child has because I'm the type of person that was raised that way that I wanted to you know put that in her little portfolio that starter. >> Thank you. Thank you. That that's well said. So I think we need to just kind of keep what we're doing. >> Yeah. >> And then like I said, like what you guys said, if you guys want to make more people come here, if you guys want to have more people come to

172attend these meetings, >> wouldn't it be neat that maybe you can do a red carpet kind of thing and get actually maybe pick up those students in the limousine or something like that? Make it fun and make it different. I don't know. Just make it like paparazzi style or a theme to each director's meeting. I don't know. It's just some some ideas for the modern for me. I don't have to be modern to understand what's important. But I have a good taste of classic style of raising kids because of my parents. And I am also part of the new generation of technology and something different. >> Thank you. >> But sorry for my emotional, but it is emotional because the hard work. >> Thank you very much for speaking up. But I do agree with

173um maybe a little better communication and you know a lot of the students that we've been recognizing are you know everyone well not everybody but um I kind of babysit my parent portal app and maybe if those kids the students that are going to be recognized if a something can go through on the parent portal and say the golf team is going to be recognized tonight and then you as a parent when you see that and then you can ask like Celeste was saying hey you're on the golf team. Are you sure you we supposed to be somewhere right now? Like I think that that would be helpful. Um, you know, I had a similar experience with the Girka great where my kid was like, I think I heard my name on there. I'm not

174really sure. And we really actually never knew if he if he heard his name or not, but you know, all the kids said they did and I never got the call. So, >> okay, ready to move on? I I mean I think with if there's any way to do these announcements saying announcements one thing but to actually put in there we invite all golf team members and parents so the parents know we would we want them there in the in the state. Yes. Instead of just golf team will be recognized. Well, what does that mean? Who's supposed to be there? >> We'll work on that. >> Okay. Perfect. Let's move on to 13. discussion and possible action regarding future agenda items as requested by the board of trustees. Clarification of requested agenda items. What side

175do you want to start on? >> All right, we um so recently I was made aware of assembly bill 501 which gives trustees the power to allow credit for certain outdoor recreational activities. I would like to have a discussion about that along with any other new laws that the board doesn't know about that we need to address. That one kind of caught me by surprise. >> No, that one. And we've we've requested information more for clarification on 501. I guess we can't discuss it, but just know we're we've been actively seeking for information on that. So I think we have some programs that for that ahead of some others we've been seeking that but >> you didn't Yeah, we can't discuss >> and so so it's for 501 and also some other new ones that

176are coming down. So so for clarification I ask clarification right as we receive information on some of those um because we're some guys in the state will make sure that we do inform and have discussions. Yeah, I know that request has potential to be pretty vague, so I guess we can narrow it up to 501 and take the other ones when they come down. >> Trust Whitaker. No, Christ. >> I'd like to request a conversation on staff exit interviews to see if the board would entertain creating policy to ensure our district is doing everything we can to retain employees. have any either. So, next board agenda setting it is on the day of the retreats are October 15th at 4:30. Do uh we have close session. Okay. Moving on to 15. in close session for

177discussion and possible action. Discussion of negotiations and strategies regarding contract with Churchill County Administrative Association, Nevada classified school employees association pursuant to NRS288.220. >> I move to go into close session. >> I have a motion by Trusty McFaden and a second by Trusty Ghetto. Any public comment on going into close session? And now call for a vote. All in favor? Unanimous.