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From YouTube: 3/11/2021 - Assembly Committee on Education
Description
For agenda and additional meeting information: https://www.leg.state.nv.us/App/Calendar/A/
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A
B
D
E
A
Here,
thank
you.
We
have
all
members
present,
so
we
do
have
a
quorum,
welcome
to
those
of
you
watching
us
online
or
on
our
youtube
channel
and
to
those
participating
on
our
zoom
or
by
phone
a
few
housekeeping
measures
that
we've
got
to
get
out
of
the
way.
If
you
haven't
done
so,
please
make
sure
to
mute
your
microphone
when
you're,
not
speaking
to
minimize
background
noise
and
many
members.
I
ask
you
to
keep
your
cameras
on
for
the
duration
of
the
meeting
to
ensure
a
quorum
is
present.
A
We
do
expect
courtesy
and
respect
in
this
committee.
We
don't
always
agree
on
policy,
but
we
need
to
be
respectful
of
each
other
on
the
legislative
process,
a
reminder
to
folks
that
you
can
find
all
meeting
materials
on
the
committee's
website
on
nellis
on
nvledge
and
to
those
of
you
watching
online
in
this
virtual
world.
We
do
have
several
screens
going
on
at
once.
So
if
you
see
comment
committee
members
looking
away,
they
are
likely
looking
at
materials
and
or
exhibits
for
the
bill
at
hand.
A
F
38.
you
chill
chair
bilbray
axelrod
for
the
record
christie,
robusto
research
division,
legislative
council
bureau,
as
nonpartisan
staff-
I'm
not
here
to
advocate
for
issues
I'm
here
to
assist
members
with
policy
issues
brought
forward
to
this
committee.
The
bill
on
today's
work
session
is
assembly
bill
38
sponsored
by
the
assembly
committee
on
education,
on
behalf
of
the
department
of
education
and
heard
on
february
16th.
F
The
bill
revises
the
membership
and
duties
of
the
advisory
technical
skills
committee
appointed
by
the
superintendent
of
the
school
district
that
has
established
a
program
of
career
and
technical
education
and
exempts
such
a
committee
from
nevada's
open
meeting
law.
It
allows
the
superintendent
to
consult
with
certain
stakeholders
to
perform
the
advisory
committee's
duties
and
revises
certain
provisions
governing
work-based
learning
programs
of
school
districts
and
charter
schools.
A
G
Chair
you
chair.
My
questions
are,
I
know
at
the
last
meeting
we
all
I
appreciated
the.
We
all
appreciate
the
fact
that
we
have
the
ability
to
read
through
the
full
amendment
thoroughly
and
now
that
I
have
I'm
just
wondering
when
I
look
at
the
full
amendment
submitted
by
cherry
vet
williams
from
the
clark
county,
black
caucus
and
I
look
at
the
portion
that
nde
is
accepting
as
a
friendly
amendment.
G
I
guess
I'm
wondering
when
I
look
at
sections
2.2
a
and
2.2
b.
There
is
some
really
some
really
strong
stuff
in
there.
I
hate
stuff
isn't
a
great
word,
but
again
there
are
some
great
policies
that
talk
about
describing
and
providing
the
activities
and
ensuring
equal
access.
G
And
how
will
you
know
the
strategies
to
overcome
barriers
and
providing
these
programs
and
activities?
So
I
guess
I'm
wondering
if,
if
someone
from
nde
can
explain
to
us
why
these
portions
of
the
amendment
were
were
eliminated,
there
was
one
portion
accepted
about
aggregating
the
data
by
special
populations,
but
I
guess
I'm
just
wondering
why
the
other
sections
were.
A
Accepted
ms
gonzalez,
if
you
would
like
to
take
that
you
are
on
mute.
H
Thank
you,
chair,
bilbray,
axelrod,
felicia,
gonzalez,
deputy
superintendent,
for
the
nevada
department
of
education
for
the
record.
H
Thank
you
for
that
question,
vice
chair
miller,
and
an
opportunity
to
also
provide
the
reasoning
behind
why
it
was
reduced
down
to
just
that
that
that
one
and
2.6
so
as
we,
we
had
the
opportunity
to
have
a
couple
conversations
with
the
clark
county,
black
caucus,
specifically
yvette
williams,
because
this
that
all
the
in
all
of
the
recommended
amendments,
we
were
able
to
explain
that
all
of
that
is
actually
already
being
done.
H
Each
school
district
must
complete
a
comprehensive
local
needs
assessment
and
it
it
in
detail,
addresses
inclusion,
special
population
preparation,
equal
access
and
addressing
addressing
disparities
or
gaps
in
performance,
which
is
what
the
clark
county
black
caucus
was
looking
for
in
cte
accountability,
and
so
that
and
so
that
satisfied
what
what
she
was
looking
for,
because
it's
already
in
place,
the
leas
or
districts,
must
address
these
topics
within
the
comprehensive
learning
needs
assessment.
H
H
In
addition,
this
language,
in
is
also
in
the
comprehensive
local
needs
assessment.
It
states,
if
the
lea
has
two
consecutive
years
of
underperformance
on
any
of
the
performance
indicators
outlined
in
that.
In
that
needs,
assessment.
H
The
lea
or
district
will
be
required
to
conduct
targeted
program,
improvement
and
report
such
to
the
department,
in
conjunction
with
state,
guided
technical
assistance,
and
when
we
shared
all
this
information
with
mrs
williams,
she
was
satisfied
and
she
agreed
that
to
to
the
one
amendment,
because
it
did
enhance
our
bill
so
that
so.
A
Thank
you,
I'm
going
to
ask
you
if
you
have
another
question,
but
I
before
that,
could
you
just
put
on
the
record
what
rfa
stands
for
just
so
you
know
we
have
a
tendency
to
throw
out
acronyms,
but
what
is
rfa.
H
Yes,
that
is
a
request
for
oh,
my
gosh
application.
Sorry.
A
I
You,
madam
chair,
I
have
a
question
concerning
the
committee.
That's
listed
on
the
first
couple
of
pages.
This
may
just
be
a
question
of
curiosity,
but
it
looks
like
there's.
A
about.
10
groups
looks
like
this
could
be
a
huge
committee.
The
first
one
says:
businesses
and
industries.
That
could
be
a
large
group
in
there
number
seven
special
populations
there's
six
groups
in
special
populations.
I
I
guess
my
question
is,
it
looks
like
this
could
be
a
very
large
committee,
but
there
are
no
standards
or
regulations
or
anything
set
up
for
this
committee.
So
I
wonder
if
that
was
left
out
on
purpose
left
up
for
the
people
that
formed
this
committee
to
kind
of
start
and
do
it
themselves
or
if
there's
a
reason
it
was.
Then
none
of
the
standards
were
left
out
or
regulations.
H
Alicia
gonzalez
for
record.
Thank
you
so
much
for
that
question.
Assemblyman
macarthur,
so
the
the
special
populations
are
actually
specified
in
federal,
perkins
and
and
in
and
and
it
details
it
outlines
each
one
of
those
groups
that
that
we
that
we
must
include
when
we
when
we
make
decisions
and
that's
why
we
are
moving
to
in
consultation
with
because
you
are
correct
it
is.
H
It
could
be
a
very
large
group
and
that's
why
in
federal
perkins
five,
they
moved
it
to
in
consultation
with,
and
once
again
as
I
explained,
there
is
a
comprehensive
local
needs
assessment
that
must
be
completed
and
within
that
each
district
or
lea,
which
could
be
a
district
or
or
charter
school,
must
outline
how
they
consulted
with
each
one
of
the
entities
that
is
outlined
in
nrs.
A
Thank
you,
ms
gonzalez,
and
we
do
have
one
more
question,
but
I
do
want
to
remind
the
committee
that
we
have
already
heard
this
bill
and
this
is
a
work
session.
So
we
could
keep
our
questions
specifically
to
the
work
session
documents
and
the
amendment
that
you
have
just
seen.
Assembly
women,
taurus.
J
Teacher
and
thank
you,
ms
gonzalez,
for
being
present
with
us
today,
I'm
not
sure
if
you're
the
best
person
or
miss
williams
is
on
the
call.
I
just
want
to
understand
the
definition
of
special.
A
A
And
unless
miss
robusto
might
have
that,
I
don't
know.
A
H
Thank
you,
felicia
gonzalez,
for
the
record.
It
is
male
female
american,
indian
or
alaskan
native
asian
black
or
african
american
hispanic,
latino
native
hawaiian
or
pacific
islander
white,
two
or
more
races;
individuals
with
disabilities,
individuals
from
economically
disadvantaged
families,
individuals,
preparing
for
non-traditional
fields,
single
parents,
out-of-work
individuals,
english
learners,
homeless,
individuals,
youth
in
foster
care
and
youth
with
parent
and
active
military
and
migrant
students.
A
A
E
C
I
E
A
Yes
and
the
motion
passes,
I
will
assign
the
floor
statement
to
assemblyman
macarthur.
This
will
close
our
work
session
on
the
agenda
and
now
we'll
move
on
to
our
bill
hearing
for
the
bill.
Hearing
this
afternoon
I
have
allocated
equal
time
for
testimony
and
support
opposition
neutral
each
person
providing
testimony
will
be
allowed
a
maximum
of
two
minutes
staff
will
time
each
speaker
to
ensure
everyone
is
given
equal
opportunity
to
speak.
Speakers
are
urged
to
avoid
reputation
of
comments
made
by
previous
speakers.
A
We
will
limit
the
overall
length
of
each
testimony
to
30
minutes
if
you
wish
to
testify
and
have
not
done
so
already.
Please
register
online
line
through
the
link
provided
on
the
agenda
for
the
meeting,
as
I
mentioned
before,
that
link
does
not
like
chrome
as
a
browser.
So,
if
you're
having
an
issue
with
that,
try
a
different
browser
upon
successful
registration,
you'll
receive
a
telephone
number
meeting
id
and
instructions
for
joining
the
meeting,
so
that
we
have
an
accurate
record
and
count.
A
We
ask
you
that
you
that
you
do
not
share
the
information,
but
instead
encourage
others
to
register
online
to
participate.
You
may
also
submit
public
comment
in
writing
either
in
addition
to
or
in
lieu
of
testifying.
If
you
don't
want
to
testify,
you
may
still
register.
So
there
is
a
record
of
interest
in
a
particular
bill.
The
chair,
or
member
of
the
committee,
may
request
testifiers
to
submit
documentation
supporting
their
testimony.
I
am
now
going
to
open
the
hearing
on
ab109.
A
K
K
This
bill
comes
from
the
interim
education
legislative
committee
on
education
and
makes
changes
to
require
licensing
of
charter.
School
teachers
who
provide
instruction
currently
nevada,
resides
statute,
provides
that
all
special
education
and
english
as
a
second
language
charter
school
teacher
must
be
licensed
at
least
70
percent
of
charter
school
teachers
must
either
be
licensed
or
have
subject
matter
expertise
as
defined
in
statute
and
charter
school
teachers
for
specific
subject
areas,
including
but
not
limited
to
english
language,
arts,
mathematics
and
science
must
be
licensed
or
have
subject
matter
expertise.
K
Current
law
defines
subject
matter
expertise
as
a
person
with
a
degree
license
or
certificate
in
a
specific
field
in
which
they
are
teaching
and
at
least
two
years
of
experience
in
that
field.
The
statute
also
differentiates
how
a
teacher
may
demonstrate
experience
and
qualifications
based
on
whether
the
school
they
are
employed
has
shown
consistent
performance
at
or
above
three
stars
on.
The
statewide
system
of
accountability
for
public
schools
assembly
bill
109
eliminates
the
current
flexibility
within
the
requirement
in
exchange
for
our
uniform
system.
K
Specifically
section
one
of
the
bill
deletes
the
current
provisions
and
instead
mandates
that
all
teachers
at
charter
schools
be
licensed
to
teach
pursuant
to
chapter
391
of
nrs,
section
227
of
the
bill,
making
conforming
changes
to
nrs
to
reflect
the
updated
change.
Finally,
section
8
allows
all
teachers
employed
by
a
charter
school
as
of
july
1st
2021
to
continue
to
teach
without
a
license
until
july
1st
2026.
J
Good
afternoon,
rebecca
feiden
executive
director
of
the
state
public
charter
school
authority
for
the
record,
I'm
here
today
to
answer
any
questions
that
the
committee
may
have.
I
will
just
provide
some
brief
context,
as
the
committee
is
likely
aware,
this
topic
came
up
on
numerous
meetings
of
the
interim
education
committee
during
the
2020
interim.
J
At
the
end
of
that
interim
session,
in
late
summer,
we
were
asked
by
the
legislative
council
bureau
staff
to
share
any
proposed
changes
to
help
to
clarify
the
statutes
related
to
teacher
licensure,
which
entails
nrs388a
518..
J
In
order
to
to
come
up
with
that
proposal,
we
did
three
things.
First,
we
aggregated
the
data
that
we
looked
at.
The
aggregated
data
for
our
schools
found
that
there
are
very
few
unlicensed
teachers
in
our
schools
last
year
that
was
36
this
year.
That
data
shows
that
there
are
39
unlicensed
teachers.
J
Second,
we
talked
to
charter
school
charter,
school
principals,
about
the
hiring
process
and
the
licensure
process,
and
then
third,
we
looked
back
at
the
history
of
of
that
statute,
and
so
we
put
forth
a
memo
which
is
posted
today
as
an
exhibit
and
the
proposal
that
we
put
forth
is
at
the
bottom
of
page
two
and
again
we're
I'm
happy
to
answer
any
questions
that
the
committee
has
today
regarding
the
statute
or
the
context
with
regard
to
charter
schools
in
general,.
A
Thank
you
very
much.
I
will
open
it
up
to
questions.
I
know
that
I
was
skyped
that
assemblywoman
wynn
and
vice
chair
miller
both
have
questions.
Are
there
other
questions
from
the
committee,
so
I
can
write
them
down.
I
see
assemblywoman
tolls,
anyone
else.
Okay,
so
we'll
start
with
those
three
assembly,
women
win
go
ahead.
E
Thank
you,
chair,
bilbray
axelrod,
and
thank
you
for
presenting
this
bill.
Assemblywoman
gorilla.
I
you
know
I
when
I
first
got
it.
I
obviously
have
some
concerns
because
there
was
so
much
red
that
was
crossed
out
and
there
was
like
two
lines
of
blue
tail
like
insert
in
there
and
on
first
blush.
It
seems
like
that.
So
I
did
go
back
and
look
at
some
of
the
interim
work
to
see.
You
know
what
was
some
of
the
discussions
that
led
to
this
bill
being
proposed.
E
I
just
have
some
concerns.
I
know
that
you
said
it
impacts
39
teachers
as
a
whole
right
now,
but
who
are
those
teachers,
I'm
imagining
they're
like
in
these
like
little
niche
programs
or
electives,
and
we
are
always
cutting
things
in
the
arts
and
music
and
those
kind
of
like
programming-
and
it
just
seems
like
this-
would
limit
and
cut
some
of
those
types
of
unique
and
programming
and
like
the
arts.
So
can
you
kind
of
address
some
of
that?
Maybe.
J
Thank
you
rebecca
fighting
for
the
record.
Thank
you
for
the
question.
The
majority
of
these
individuals
at
this
point
are
folks
teaching
in
what
we
refer
to
as
specials,
so
our
non-core
content
areas,
those
might
include
your
traditional
specials,
such
as
dance
or
pe,
but
also
some
unique
ones-
photography,
media
arts
yoga,
so
some
kind
of
niche
classes
that
charter
schools
sometimes
have
because
of
the
unique
models
that
they
operate
under
their
charter
contract.
E
Like
in
the
clark
county,
school
district
or
outside
of
the
charter,
schools,
do
we
have
individuals
that
are
able
to
teach
in
these
kind
of
like
niche
areas
for
lack
of
a
better
term
or
like?
Is
there
a
mechanism
to
allow
people
to
teach
without
teaching
these
niche
areas
without
having
to
have
a
full
teaching
license?.
K
Actually,
if
miss
fiden
is
available
to
answer
that
question,
I
think
she
might
be
better
suited
for
that.
One.
J
Sure
rebecca
fighting
for
the
record-
I'm
not
I
don't.
I
don't
operate
a
school
district,
so
I
don't
want
to
speak
on
behalf
of
a
school
district,
but
my
understand
is:
that
is
one
thing
that
does
make
charter
schools
unique,
is
having
this
carve
out.
Currently
it
is
30
that
can
be
unlicensed
and
again
you
know,
based
on
the
numbers
we
have
between
2000
and
2500
charter
school
teachers.
Very
very
few
of
them
fall
into
that
category
of
being
unlicensed,
but
that
that
is
a
unique
thing
to
charter
schools
is
my
understanding.
K
And
sheriff
I
could
make
a
quick
comment
in
the
clark
county
school
district
and
I
will
assume,
probably
in
washoe
as
well
in
other
districts
throughout
the
state.
They
can
do
a
business
and
industry
license.
So
many
of
those
niche
areas
get
special
license
and
can
just
show
expertise
in
the
area,
but
they
still
get
licensed.
E
Chair
may
just
ask
another
follow-up
question
regarding
that,
so
and
I'm
not
sure
who
would
be
able
to
answer
this.
So
let's
say
you
had
like.
E
Let's
say
you
are
teaching
at
a
charter
school
and
you
were
very
limited
because
you
taught
like
some
sort
of
like
you
know,
orchestral
like
instrument
and
you
didn't
have
a
teaching
license.
Could
you
go
and
get
one
of
these
business
and
industry
licenses
fairly
easily
and
then
continue
to
work
at
the
charter
school
under
that
licensure?
Or
would
you
have
to
get
a
full
teaching
license.
K
For
the
record
assembly,
michelle
gorlow-
I'm
not
actually
positive
on
that,
but
what
I
would
like
to
know
is
that
many
of
the
orchestral
performers
do
actually
have
degrees
for
research.
Last
night
I
was
looking
up
the
las
vegas
philharmonic,
not
everybody
had
their
bio
listed,
but
those
that
did
have
their
bio
all
but
two
listed
degrees
in
either
bachelors
or
masters.
There
is
one
doctorate
and
of
the
two
that
did
not
list
their
degrees.
K
I
cannot
teach
someone
to
play
a
trumpet
or
play
a
string
instrument.
The
flute
is
a
c
instrument
and
there's
other
instruments
that
are
known
as
a
b
flat
instrument.
So
their
tone
is
different.
I
don't
have
an
expertise
in
music
theory,
so
just
because
you
can
do
something
doesn't
necessarily
mean
that
you
can
teach
it.
I
know
we've
all
met
some
really
brilliant
people,
especially
in
some
of
the
math
and
sciences,
and
yet
when
you
ask
them
to
explain
a
problem
to
you,
they're
talking
way
above
your
head.
K
A
Thank
you
assemblywoman
and
before
we
continue,
I
did
want
to
reach
out
to
miss
robusto,
who
did
have
some
clarifying
comments
regarding
charter's
ability
and
business
in
industry,
licensing.
F
Mute
apologies,
christie,
robusto,
research,
division,
lcb
for
the
record,
so
in
consultation
with
legal.
Even
the
legal
counsel
is
not
currently
on
the
call
we
discussed
this
previously
and
it
was
per
legal
that
business
and
industry
endorsement
does
not
require
a
holder
to
otherwise
have
a
license
issued
pursuant
to
chapter
391
of
nrs.
F
Therefore,
a
person
holding
this
endorsement
would
not
be
able
to
teach
in
a
charter
school
with
the
way
section
1
of
ab109
is
currently
written
and
then
nac
391.120
sets
forth
requirements
for
a
person
to
receive
secondary
license
with
an
endorsement
in
career
and
technical
education,
which
would
be
covered
under
109..
F
I
also
received
clarification
from
the
school
districts
that
all
of
theirs
have
to
be
licensed.
Some
do
have
a
b
e
license,
but
they
all
must
go
through
nde.
So
just
for
some
clarifying
points
for
the
the
committee.
Thank
you
chair.
A
Okay
and
so
just
to
put
a
finer
point
on
it,
you're
saying
that
under
current
for
an
nrs,
if
one
of
these
teachers
in
the
specialty
area
got
a
business
and
industry
license,
they
are
not
eligible
to
teach
at
that
charter.
That
correct.
F
Christie
rabusto
for
the
record
again,
I'm
not
legal
counsel
but
per
legal
counsel's
email.
That
is
my
understanding
if
ab109
as
written
were
to
pass
a
teacher
who
is
unlicensed
that
had
a
b
and
e
b,
and
I
endorsement
would
not
be
able
to
teach
at
the
charter
school
with
the
way
the
bill
is
currently
written.
A
That
clarification
next,
we
will
go
to
vice
chair
miller,.
G
Thank
you
chair
my
question.
I
want
to
dig
in
a
little
deeper
into
something
that
that
the
bill
does
state,
and
so
director
feiden
just
mentioned
that
there's
currently
right
now,
39
teachers
that
don't
have
a
license,
and
we
heard
the
majority-
I'm
not
sure
what
number
that
is
and-
and
I
don't
expect
you
to
know
it
off
hand,
but
the
majority
are
not
teaching
in
academics,
but
the
bill
does
state
that
anyone.
So
I'm
gonna
segment,
this
question.
G
So
the
question
is
that
the
bill
states
that
anyone
currently
employed
to
teach
at
a
charter
school
before
july,
1st
2021,
so
that
means
they're
currently
teaching
there
now
that
they
actually
have
until
july
1st
2026
to
obtain
the
license.
So
that
was
and
and
if
we
go
back
and
review
some
of
the
interim
discussion
and
work.
That
was
a
concern
because
we
certainly
didn't
want
anyone
to
end
up
unemployed
because
of
this,
but
but
it
was
agreed
upon
that
five
years
was
ample
time
to
finish
a
degree
and
to
get
license.
G
I
know
that
sometimes
it
appears
that
you
know.
Why
is
there
a
bill
if
it's
only
impacting
39
individuals
right
now,
but
sometimes
we
need
to
be
proactive
as
well,
because,
depending
on
many
circumstances-
and
I
know
some
of
the
strategies
of
when
I've
spoken
to
people-
that
wanna
open
charter
schools,
the
strategies
were
actually
the
fact
that
they
didn't
have
to
rely
on
a
licensed
teacher.
So
I
guess
my
question
is:
is
if
this
doesn't
impact
those
individuals
currently
teaching
that
they
have
five
years
in
order
to
obtain
their
license?
K
J
Thank
you,
assemblywoman
gorilla
and
thank
you
chair
vice
chairman
for
the
question
rebecca
fighting
for
the
record.
J
I
believe
that
one
of
the
concerns
and
again
when
we
did
some
research
on
this
over
the
summer,
one
of
the
things
we
did
was
talk
to
our
schools
about
this
statute
in
particular,
and
the
circumstances
they
cited
most
often
were
unique
circumstances
related
to
hiring
where,
for
example,
a
small
charter
school
might
only
have
one
period
a
day
of
a
dance
class,
and
so,
if
that's
the
case,
hiring
a
full-time
person
for
that
job
could
be
hard,
but
they
want
someone
from
the
community
who
then
doesn't
have
a
teaching
license
right.
J
J
So
those
were
the
most
noted
types
of
circumstances
that
came
up
unique
content
areas,
small
number
of
courses
taught
or
something
along
those
lines,
and
so
that
was
why
the
focus
of
the
proposal
we
put
forth
was
leaving
the
exemption
strictly
for
the
non-core
content
and
again
just
to
provide
some
context
for
kind
of
how
we
thought
that,
through
when
we
were
working
working
through
this
last
summer,.
G
Follow-Up
chair:
yes,
okay!
So
with
that
and
and
going
back
to
something
assemblywoman
gorlo,
that
you
stated
about
the
difference
between
being
an
expert
in
something
and
being
able
to
actually
teach
that
even
with
as
director
fighting
was
saying,
the
need
to
maybe
that
just
that
one
individual,
that
one
dance
teacher
in
the
community
that
can
come
in
and
teach
even
with
all
of
our
specials,
because
I
never
want
to
minimize
the
importance
or
or
the
need
for
any
of
our
electives
or
specials
or
arts.
G
All
of
those
still
have
specific
standards
that
must
be
taught
and
and
with
those
standards,
there's
a
specific
pedagogy
and
and
way
to
teach
it.
And
so
I
guess
my
question
is
with
the
individuals
who
are
hired
to
teach
different
arts
or
athletics
or
electives
that
are
happening.
Knowing
that
there's
the
standards
are
still
required
to
be
taught.
How
do
how
do
do
the
schools
or
the
charter
school
authority,
ensure
that
they're
trained
and
actually
able
to
teach
those
standards.
K
Thank
you
vice
chairman
miller,
for
the
record
assemblyman
michelle
orlo
through
chair
bilbray
axelrod
to
you
speaking
from
my
own
experience
again
going
with
my
flute
playing.
I
did
teach
for
about
two
years.
While
I
was
in
college
again,
I
can
teach
flute,
I
cannot
teach
a
trumpet
player
or
a
clarinet
player.
I
could
possibly
fake
it
with
a
saxophone
player,
because
their
fingerings
are
very
similar
to
a
flute,
but
there
does
become
a
skill
that
takes
you
past.
K
K
I
would
want
somebody
that
doesn't
just
necessarily
know
how
to
do
tap,
but
also
knows
ballet,
also
knows
jazz
and
knows
the
proper
technique
so
that
our
children
aren't
getting
injured.
It's
one
thing
go
out
and
have
fun
and
do
the
ymca,
but
when
you're
talking
about
some
dance
classes,
there's
always
a
possibility
of
injury
say
when
we're
talking
about
phys
ed
teachers
there's
a
possibility
of
injury.
So
I
think
it
is
important
that
we're
looking
at
people
who
are
qualified
have
received
additional
training
and
again
know
how
to
manage
a
classroom.
G
B
Thank
you,
madam
chair,
and
thanks
for
bringing
this
discussion
forward,
I
probably
have
a
very
unique
perspective
from
where
I'm
coming
from,
because
I've
been
teaching
for
almost
17
years
now
and
I
never
needed
a
license
in
higher
ed.
Nor
do
any
of
my
colleagues
and
I
think,
we're
really
good
effective
teachers.
B
So
I
might
have
an
interesting
perspective
on
this
just
in
general,
but
I
know
we
have
a
problem
with
getting
teachers
into
the
workforce
and
I'm
just
wondering
I
don't
know
that
I
heard
in
this
discussion
what
problem
we're
trying
to
solve
with
a
a
small
handful
of
specialty
teachers,
many
of
them
part-time,
not
being
licensed.
K
The
movement
gorlo
thank
you
for
the
repair,
seven
woman,
gorlo
I'll
start
off
by
answering
and
then
I'll,
probably
also
punt,
this
one
to
a
miss
fiden.
K
You
do
have
unique
perspective
as
a
woman
tools
and
that
you
have
been
teaching
at
the
higher
ed
level,
but
for
many
of
the
elementary
school
and
middle
school,
we're
also
talking
about
classroom
management
and
making
sure
that
you've
got
40.
Kids
that
are
are
able
to
absorb
the
information.
You
have
five
kids
in
one
corner
that
they
know
it
already
so
they're
talking
and
goofing
off
and
then
you've
got
another
10
that
are
kind
of
struggling
with
the
information.
K
So
balancing
your
time
with
them
can
be
a
challenge,
especially
when
you've
got
some
of
these
classes
again:
you're
biz,
ed
your
dance,
your
your
band
classes,
those
classes
can
have
even
more
than
40
kids
and
my
band
had
68
in
it
and
so
you're
trying
to
work
with
one
section
of
the
woodwinds
and
then
you
look
over
and
the
brass
section
is
goofing
off
and
blowing
spit
all
over
the
floor,
because
that's
what
their
instruments
do
and
and
that's
what
high
school
kids
do.
K
J
Rebecca
fighting
for
the
record.
Thank
you
assembly,
woman
gorlo.
I
just
wanted
to
briefly
add
that
you
know
when
we
looked
back
at
the
statute
at
its
original
drafting
back
in
1997
and
to
where
it
is
today.
The
reality
is,
it's
become
significantly
more
complex
and
I
I
think
I
said
delicately
over
the
summer
and
I
will
say
again
I
do
think
the
statute
is
not
a
model
of
clarity,
and
so
I
do
think
there
is
reason
to
clarify
and
simplify
this
statute
for
ease
of
implementation
as
well
as
ease
of
oversight.
J
But
again,
that's
that's
through
the
lens
of
of
the
state
public
charter
school
authority
and
through
the
experience
that
we've
had
and
the
conversations
we've
had.
You
know
we
didn't
sponsor
this
bill,
but
are
happy
to
answer
questions
and-
and
I
do
think,
there's
a
need
to
help
to
clarify
the
language
of
it.
B
And
if
you
follow
madam
chair
sure,
thanks
and
and
I
definitely
don't
mean
to
suggest,
we
should
get
rid
of
licensing
or
that
there's
not
definitely
unique
challenges
there.
Just
more
explaining
my
my
mind
frame
whenever
we
have
these
conversations
about
this,
but
I
do
notice
that
there
was
an
exhibit
and
there
was
a
proposed
amendment,
and
so
I
was
wondering
if
the
charter
school
authority
could
walk
us
through
what
that
proposed
amendment
entailed
just
because
I
have
it
here
before
me.
B
B
Should
clarify
it's
from
it's
from
our
interim
memo
that
was
given
on
september
11
2020..
B
Thank
you
for
the
clarification
language
in
the
second
section
of
that
some
some
proposed
language
that
I
just
wanted
to
ask
for
some
clarification
or
just
a
walk
through
that.
J
Thank
you,
chair
bilbray
axelrod,
for
the
record
rebecca
fein
again
our
the
request.
Us
was
provision
potential
proposals
to
clarify
the
language,
and
so
what
you
see
before
you
is
is
just
that
at
the
bottom
of
page,
two
I'll
briefly
summarize
here,
we
proposed
first
that
we
maintain
the
requirement
for
special
education,
yale
teachers
to
be
licensed
as
currently
required.
J
We
add
and
clarify
that
all
core
content
areas,
and
so
all
core
subjects
those
teachers
would
be
required
to
be
licensed
and
that
at
least
70
of
all
teachers
would
have
to
be
licensed
again.
J
Those
that
that
weren't
licensed
would
have
to
be
outside
of
the
core
content
outside
of
the
eln,
special
ed
and
so
again,
it's
far
less
than
30
right
now,
but
we
stuck
with
the
construct
of
the
initial
statute
as
written
and
then
for
our
non-licensed
teachers
continue
to
require
that
they
be
background,
checked,
as
is
established
in
nrs38515,
as
well
as
some
qualifications
related
to
their
experience
and
expertise
and
then
finally,
assemblywoman
gorilla
did
a
very,
very
thoughtful
and
and
clear
explanation
of
a
statute
that
we
sometimes
find
confusing.
J
But
two
of
the
confusing
parts
of
that
statute
are
the
subject
matter,
expertise
component
and
the
differentiation
based
by
school
performance,
and
we
recommended
doing
away
with
both
of
those,
as
I
think
they
lead
to
some
complexity,
that
candidly
just
does
not
does
not
serve
schools
or
the
authority,
particularly
well,
given
the
conversations
we
had
had
so
hopefully
that
provides
a
summary
and
again.
That
was
our
attempt
to
help
to
provide
some
suggestions
on
clarification
to
to
the
teacher
licensure
statute.
B
A
Is
that,
are
you
good
okay?
Thank
you.
We
do
have
some
quest
more
questions
coming
in
as
I
sus
suspected,
we
would
so
the
next
three
will
be
assemblyman,
assemblywoman,
margolis,
assemblyman,
flores
and
assemblywomanhansen.
So
we'll
start
with
you,
assemblyman
margolis.
L
K
A
Or
we
could
also
have
miss
robusto
if
you
wanted
to
certainly.
F
Christina
busto
for
the
record
with
regard
to
sections
two
through
seven
of
the
bill,
as
assemblywoman
gorlow
noted
during
her
initial
remarks.
These
are
conforming
changes
to
the
bill.
So
what
they've
done
is
they've
gone
through
when
legal
wrote
the
bill
they've
gone
through
and
seen
other
statutes.
That
would
be
impacted
by
the
change
in
section
one
and
have
updated
those
statutes
accordingly.
F
So,
for
example,
in
section
two,
where
it
says,
nrs
388.5334
is
amended
so
that
the
department
shall
adopt
regulations
that
establish
a
procedure
for
the
notification,
tracking
and
monitoring
of
the
status
of
criminal
cases
involving,
and
then
it
deletes
out
teachers
and,
and
so
it
says,
involving
administrators
who
are
employed
by
the
charter
school
but
are
not
licensed
pursuant
to
chapter
391.
L
L
So
who
is
monitoring
them
for
that
amount
of
time?
Yep
am
I
making
sense
with
my
question.
F
L
K
J
Rebecca
fighting
for
the
record,
I
actually
the
legal
opinion
that
mr
bruto
provided
earlier.
I
did
not
have
the
details
on
so
I
might
ask
her
to
speak
to
that
since
she's.
Had
that
conversation
with
lcd's
legal
counsel
and
stuff.
F
Certainly,
christian
rusto
for
the
record
again
policy-
analyst,
not
legal
counsel,
but
per
legal
counsel's
advice
and
I'd
be
happy
to
again
get
more
information
for
the
committee
following
this
hearing
from
them
in
in
writing
to
everybody,
business
and
industry.
Endorsements
do
not
require
to
are
not
required
to
otherwise
have
a
license,
a
license
issued
pursuant
to
chapter
391
of
nrs.
A
Thank
you,
assemblywoman
marzola.
We
will
next
go
to
assemblyman
flores.
C
Thank
you,
madam
chair,
and
thank
you
assemblywoman
for
the
bill
presentation
and-
and
I
I
tend
to
oversimplify
things
sometimes
when
I
and
I
think
it's
just
because
it's
easier
for
me,
but
but
if
I
could
just
recap
the
whole
conversation
and
I
really
appreciate
the
committee's
questions,
because
I
think
I
walked
in
thinking
one
thing
and
then
now
after
having
had
a
meaningful
dialogue,
I'm
trying
to
just
simplify
it.
C
So
just
for
the
sake
of
clarity-
and
I
want
you
to
where
I'm
over,
simplifying
it
to
tell
me
no,
no,
no
you're
you're
you're,
making
that
too
simple.
It's
actually
more
complex.
But
but
if
my
understanding
from
from,
if
I
could
recap,
it
impacts
less
than
40
teachers,
we're
not
talking
about
poor
subjects
and
the
real
concern
here
is
from
me
trying
to
decipher
what
the
issue
we're
trying
to
address.
C
Is
that
section
one
has
written
this,
maybe
slightly
over
burdensome
with
with
the
amount
of
text,
but
that
there's
no
actual
real
heavy
fear
or
concern.
That's
been
brought
forth.
C
Am
I
oversimplifying
any
one
of
those
statements
and
if
I
am
because
I'm
just
trying
to
again
I've
gone
through
the
whole
conversation,
and
so
I'm
saying
well,
it's
less
than
40
we're
not
talking
about
core
subjects
and
we
have
a
lot
of
crossing
out
of
text,
but
I'm
I
still
haven't
been
able
to
understand
where
the
meeting
occurred,
that
there
was
a
meeting
of
the
minds,
their
stakeholders
involved.
In
a
conversation
saying,
we
have
a
huge
problem
right
here.
C
If
we
don't
do
this,
here's
here's
what's
going
to
continue
to
happen
or
you
know,
or
if
we
were
saying
these
schools
where
we
have
this
situation
are
underperforming.
C
C
On
top
of
that,
we're
trying
to
fix
this
other
thing,
and
I
guess
if
you
could
help
me
and
I
may
have
missed
it,
but
what
that
is
what
is
the
on
top
of
there
being
a
lot
of
language
here?
The
stakeholder
meeting
agrees
that
we're
also
need
to
do
this,
because
there's
this
huge
problem
right
here.
K
J
No,
I
don't
have
anything
to
add
again.
We
rebecca
fighting
for
the
record.
This
wasn't
our
bill,
we're
just
here
to
answer
questions
and
receive
some
questions
on
it.
So
nothing
to
add
at
this
point.
C
A
C
Madam
chair
yeah,
if
I
could
just
make
a
quick
comment-
and
I
appreciate
the
the
desire
to
want
conforming
changes
and
or
to
kind
of
say
we
want
everybody
to
have
you
know
this
basic
set
of
skill
sets
it's
just
I
I
have
a
hard
time
when
we're
talking
about
niche
subjects,
because
you
know
and-
and
I
may
be
wrong
in
this
assessment-
maybe
assembly,
woman
gordo.
C
You
know
I,
I
always
imagine
these
folk
they've
been
in
the
in
the
industry
for
a
long
time.
They've
had
employees
underneath
them
they've
been
a
supervisory
role.
They've
had
to
be
teaching
their
employees.
They've
ran
a
business
they've
they've
been
in
a
role
where
they've
been
teaching
people
consistently
because
part
of
being
a
subject
matter,
expert
or
knowing
an
area
very
well
is
that
you've
been
doing
it
for
so
long
that
you
usually
had
people
underneath
you
right.
C
C
But
maybe
maybe
I'm
wrong,
and
maybe
you've
had
an
opportunity,
and
not
maybe
necessarily
yourself,
but
in
in
talking
with
stakeholders
that
they've
walked
into
some
of
these
classrooms
and
that
they've
walked
into
or
they've
had
conversations
with
some
of
these
instructors
and
and
realized.
There's
a
huge
problem
here:
they're
grossly
underprepared
in
classroom
management.
C
Again,
because
if
that's
what
we're
saying
then,
then
absolutely
I
get
that.
But
I
don't
know
that
we're
saying
that
or
if
we
have
that
as
actual
feedback
that
we're
getting
that
because
they
don't
have
it
they're
not
performing
at
that
same
level.
And
that's
all
you
know.
Maybe
maybe
we
have
some
info
on
that
or
not.
K
Thank
you,
assemblyman
florist,
and
for
the
record,
some
of
them
michelle
gorlow.
Thank
you
for
those
comments.
It's
my
understanding
that
welder
would
be
able
to
get
a
business
and
industry
license
and
that
they
would
be
able
to
teach,
but
talking
to
legal
counsel.
That
might
not
be
what's
going
on
with
section
one.
So
I
don't
believe
that
is
the
intent
that
someone
with
a
business
and
industry
license
could
not
teach.
K
So
I
will
work
with
legal
and
clarify
that
for
you,
you
know
I
was
re
last
night
doing
some
research
and
watching
the
hearing
from
a
year
ago,
and
I
don't
remember
hearing
anything
about
the
business
and
industry
license
so
again.
Let
me
do
some
more
research
and
clarify
for
you.
C
And
I
think
our
assemblywoman
taurus
has
clarified
that
for
me
that
it's
her
understanding
that
it
does
not
cover
into
this
come
into
this
discussion.
But
I
appreciate
that
and
thank
you
for
your
indulgence,
madam
chair.
A
Thank
you
so
much,
and
I
know
we
have
a
a
question
from
assemblyman
hanson,
but
if
I
could
talk
to
either
some
miss
fiden
or
someone
else
from
the
the
charter
folks,
if
we
if
we
could
find
out,
if,
if
that's
what
they're,
seeing
if
they're
seeing
issues
with
people
who
are
unlicensed
having
and
this
that
could
be
a
real,
a
real
issue
that
we're
not
aware
of
so
maybe
we
can
get
some
follow-up
on
that
and
then
I
just
just
pointed
personal
privilege,
if
I
may
ask
have
have
the
school
districts
been
involved
at
all.
A
In
this
conversation,
I
I
and
the
reason
I
ask
that
is
because
all
I
keep
hearing
from
the
school
district
is
that
we
need
more
teachers.
We
need
more
teachers,
we
need
more
teachers.
So
if,
if
the
charter
schools
are
now
have
to
have
fully
licensed,
is
there
a
concern
that
they
might
poach
some
of
the
the
teachers
from
the
district?
A
I
I
would
just
hate
for
that
to
be
an
unintended
consequence
of
this
bill,
and
I
I
just
wondered
if,
if,
if
similar
mogorlo,
if
you
remember
any
anything
coming
up
in
the
interim
committee
in
regards
to
that.
K
Thank
you,
chair,
bilbray
axelrod,
for
the
record
of
someone
michelle
gorlow
when
I
was
reviewing
the
testimony
from
the
hearing
of
about
a
year
ago.
I
believe
it
was
just
miss
biden
that
was
at
the
table.
I
did
not
see
anything
from
the
school
district,
but
that
may
have
happened
a
little
bit
later
on.
I
was
very
specifically
watching
this
portion
and
then
the
testimony
went
to
talk
about
the
managing
and
growth
of
the
charter
schools,
so
this
was
not
discussed
a
whole
bunch
in
the
interim
committee
meeting.
Okay,
thank.
A
You
for
that,
and
I
and
I
can
follow
up
offline
with
the
folks
at
the
district,
assemblywoman
hanson.
L
Thank
you
chair
for
the
opportunity,
and
thank
you
all
for
being
here.
I
wanted
to.
I
have
two
questions,
so
I
just
I'm
I'm
having
some
confusion
here,
so
the
bill
is
asking
for
all
teachers
to
be
licensed,
but
miss
fiden
you're
here
on
behalf
of
the
state
public
public
charter
school
authority.
To
answer
questions
we
might
have,
which
I
appreciate
and
the
briefing
memorandum
that
we
have
in
regards
to
clarifying
language.
L
The
state
public
charter
authority
is,
is
recommending
the
70
stay
there
right,
but
this
bill
is
asking-
and
I
know
it's
not
your
bill,
but
this
bill
is
asking
for
all
teachers
to
be
licensed.
Do
I
have
that
correct?
Just
because
it's
a
little
confusing,
because
I
know
we
have
you
here,
as
you
know,
as
a
resource,
but
I
just
don't
want
to
blur
the
lines.
J
Chair
bilbray
axelrod
through
you
to
assemblywoman
hanson,
so
just
to
be
clear.
Our
memo
was
drafted
over
the
summer
in
response
to
a
request
regarding
clarification
right,
so
we
took
the
vantage
point
of
okay.
What
should
we
clarify,
and
that
was
what
was
put
forth
in
our
proposal?
We
do
think
that
there
may
be
some
unintended
consequences
of
the
current
bill.
Bill's
language.
But
again
you
know
we,
we
didn't
come
up
with
a
new
proposal.
J
Today
we
simply
put
forth
what
we
had
had
previously
provided
regarding
clarification
just
again,
because
that
that
context
was
important
as
we
thought
about
kind
of
you
know
what
has
happened
with
this
with
this
section
of
statute.
In
this
conversation
over
the
last
18
months,.
L
Thank
you
and
then
share
if
I
could,
with
my
second
question:
okay:
assemblywoman
gorlo.
So
what
was
the
genesis
for
this
bill?
What
problems
were
we
seeing?
Do
we
have
any
real
life,
stor
real
antidotes
of
what
was
going
on?
Maybe
that
this
bill
will
solve
that
problem?
Do
we
have
any
real
life
examples
that
you
could
share
with
us.
A
And
as
sibling
hanson,
I
I
think
you're
asking
something
very
similar
to
what
assemblyman
flores
asked
and
I
did
kind
of
put
a
call
out
there.
If,
if
we
could
have
some
examples,
some
of
them
and
gorlo
if
you
want
to
respond,
but
it
you
kind
of
said
the
same
thing
in
a
different
way.
So
I
just
want
to
I
I
think
that's
been
put
out
there
and
sort
of
a
call
to
to
folks
to
see
if,
if
there
might
be
some
real
live
examples,
but-
and-
and
I.
L
Appreciate
that
I
I
just
I
thought
I
think
it
maybe
was
asked
of
the
charter
authority
or
somebody
in
that
world.
I
was
just
curious
if
the
assembly,
a
woman
orlo,
had
I
know
with
me,
I
have
constituents
that
bring
issues
or
bills.
I
was
just
curious
if
she
had
any
constituents
or
people
that
in
her
circle
that
had.
A
K
Thank
you,
chair,
bilbray
axelrod,
for
the
record.
I
send
me
one
michelle
gorlow
and
yes
as
a
reminder.
This
is
a
committee
bill.
However,
you
know
for
personal
experience.
I
can
tell
you.
I
had
a
friend
that
had
a
daughter
that
was
in
a
charter
school
in
middle
school
and
ended
up
that
the
math
teacher
was
not
certified
and
used
to
go
home
and
have
her
husband,
explain
the
math
questions
and
then
come
back
the
next
day.
K
A
Thank
you
and
I
think
we
can
all
agree
that
we,
those
core
subjects,
should
not
even
be
on
the
table
and
we
need
to
have
license
say
I
think,
we're
all
in
agreement
on
that
one.
I
think
that
I
have
assembly
woman,
hardy
nixon
and
I
I
do
want
to
get
to
all
the
questions,
but
I
just
checked
and
we
do
have
14
people
on
the
line
to
testify.
A
B
Thank
you,
madam
chair,
and
I
don't
want
to
belabor
the
point
but
usu
when
I
read
a
bill.
I
always
try
in
my
mind,
to
ask
myself:
what's
going
on,
you
know:
is
there
something
that
needs
to
be
corrected
or
a
problem,
as
has
been
stated
and
and
why
the
change,
and
so
I
think,
that's
kind
of
what
we're
all
trying
to
get
at
here
and
it's
we
mentioned.
B
There's
39
individuals
in
this
situation,
and
so
I
think
that
those
are
just
my
thoughts
and
those
would
be
my
questions
is:
what
are
we
trying
to
get
out
here
in
a
limited,
limited
scope?
So
I
think
in
all
of
our
questions,
that's
kind
of
what
is
going
through
my
mind,
so
I'm
sure
that
that
will
be
answered
somehow.
So
thank
you.
A
Thank
you,
simon
hardy,
and
I
yeah.
I
think
that
that
question
has
come
up
several
times.
I
will
let
the
committee
know
that
there
will
be
a
email
going
around
with
putting
a
like.
I
said,
a
little
finer
pine
point
on
it
about
what
the
bni
in
the
district,
except
from
deputy
superintendent
gonzalez
as
well,
so
be
on
the
lookout.
For
that
I
know
it
will
be
coming
from
miss
robisto.
A
So
with
that,
I'm
going
to
open
up
testimony
and
support
opposition
in
neutral
of
ab109.
Please
remember
to
clearly
state
and
spell
your
name
and
limit
your
testimony.
As
close
as
you
can
to
two
minutes.
I
know
people
are
quite
passionate,
so,
as
close
as
you
can,
I
would
appreciate
that
we
will
begin
with
testimony
in
support
of
ab109
staff
from
bps.
Can
you
please
add
the
first
caller
thank.
M
M
N
I'm
alexander
marks
of
the
nevada
state
education
association
in
keeping
with
nsca's
theme
of
listen
to
educators.
I'm
going
to
read
some
comments
from
nevada
educators
about
the
need
for
a
bill
like
ab109
from
selena,
relu
hatch
up
north.
All
students
deserve
a
rigorous
and
quality
education,
supported
by
highly
trained
and
qualified
teachers.
Students
at
charter
schools
are
no
different
from
students
in
public
schools.
In
this
regard,
it
seems
like
common
sense,
to
insist
that
teachers
at
charter
schools
are
held
to
the
same
standards
as
teachers
in
public
schools
across
nevada.
Why?
N
This
isn't
already
law
is
beyond
me
and
speaks
to
the
disturbing
lack
of
accountability.
Charters
have
faced
in
our
state.
Teachers
are
teachers,
regardless
of
the
type
of
school
that
employs
them.
They
should
be
held
to
the
same
standards
and
in
the
state
of
nevada.
That
means
a
teaching
license
from
gary
murphy
down
south
north
las
vegas
charter.
Schools
should
have
the
same
standards
as
far
as
licensure
in
public
schools,
especially
because
charter
schools
receive
state
money.
N
Also,
nevada
students
deserve
a
licensed
teacher
in
the
classroom
and
not
just
teachers
with
substitute
licenses
from
a
recent
article.
In
the
nevada
current,
the
charter
authority
was
unclear
how
many
teachers
only
have
a
substitute
license,
so
I
think
that's
worth
addressing
from
a
retired
member
of
north
susan
kaiser,
the
art
of
teaching
is
a
craft
learned
through
study,
hard
work
and
application
in
the
classroom.
Successful
educators
of
those
who
have
been
trained
in
best
practices
interpret
student
learning
and
challenges
and
respond
to
their
unique
needs
to
facilitate
their
success.
N
Completing
a
credential
program
and
participating
in
ongoing
professional
development
is
why
students
in
public
schools
generally
outperform
their
peers
in
charter
schools.
There
is
no
substitute
for
an
educator
who
earned
their
teaching
credential
rather
than
just
beginning
in
their
journey
as
a
lifelong
learner.
Every
student
deserves
to
learn
from
a
certified
educator.
N
M
O
Good
afternoon,
madam
chair
chris
bailey,
d-a-l-y
nevada,
state
education
association,
the
voice
of
nevada
educators
for
over
120
years,
nfca
supports
ab109,
requiring
all
charter
school
teachers
to
be
licensed.
Ab109
is
an
important
accountability
measure
to
help
level
the
playing
field
between
charter
schools
and
neighborhood
public
schools,
while
also
helping
ensure
every
nevada
student
has
access
to
a
highly
qualified
teacher
during
the
last
legislative
session,
as
well
as
at
the
interim
nfca
pushed
for
greater
accountability
for
charter
schools.
O
We
applaud
the
interim
committee
on
education's
introduction
of
ab109
a
common
sense
measured
to
require
all
teachers
who
provide
instruction
at
a
charter
school
to
be
licensed
to
teach
in
this
state.
The
explosive
growth
of
charters
has
been
driven
by
deliberate
billion,
billionaire-backed
efforts
to
exempt
charters
from
the
basic
safeguards
and
standards
that
apply
to
our
neighborhood
public
schools.
This
growth
has
created
an
uneven
dynamic,
undermining
local
public
schools
and
communities
without
producing
an
overall
increase
in
student
learning
and
growth.
O
It's
important
to
note
that
most
recent
studies
have
shown
that
traditional
public
schools
outperform
charter
schools
when
accounting
for
student
demographics.
We
know
charter
schools
in
nevada,
teach
a
lower
percentage
of
students
who
are
english
learners,
students
in
poverty
and
students
with
individualized
education
plans
regarding
the
profession
of
teaching
educator
leader,
linda
darling,
hammond,
has
said
quote:
teaching
is
the
profession
on
which
all
other
professions
depend.
There's
a
pretty
wide
and
deep
basket
of
knowledge
that
teachers
need
to
have.
They
need
to
understand
how
people
learn
and
how
people
learn
differently.
O
They
need
to
know
how
people
develop
in
social
and
emotional
and
academic
and
moral
and
physical
ways
and
how
all
those
areas
of
child
development
interact
with
each
other.
They
need
to
understand
the
relationship,
for
example,
between
emotion
and
learning.
Teachers
also
need
to
know
how
to
build
a
curriculum
that
gets
kids
from
wherever
they
are
to
the
curriculum
goals
we
have
for
them.
O
They
need
to
understand
assessment,
not
only
how
to
give
a
test
and
give
a
grade,
but
also
how
to
assess
how
kids
are
learning
and
then
either
reshape
the
teaching
or
help
students
revise
their
own
work
so
that
they
can
improve.
End
quote
great
teaching
takes
so
much
more
than
just
subject
matter,
expertise
or
even
excellence
in
another
field.
Ab109
recognizes
this
and
honors
the
profession
of
teaching
and
the
educators,
who've
committed
significant
time
and
energy
in
rigorous
study
and
practice
to
become
great
teachers.
Thank
you.
I
I
Good
afternoon
chairwoman,
bilberry
axelrod
and
members
of
the
committee
for
the
record,
my
name
is
tom,
wellman
w-e-l-l-m-a-n
and
I'm
a
resident
of
assembly
senate
district
1..
I
was
employed
by
the
clark
county
school
district
for
32
years.
I
was
a
classroom
teacher
and
school
counselor,
I
successfully
retired
from
the
school
district
and
currently
serving
as
president
of
the
nevada,
nsca
retired
program.
I
may
be
retired,
but
I
still
care
very
deeply
about
nevada
and
public
education.
I
E
I
This
afternoon,
to
offer
my
public
comments
regarding
ab109,
every
student
deserves
to
be
in
a
classroom
with
a
licensed
certificated
teacher,
regardless
of
their
zip
code.
A
licensed
teacher
is
prepared
to
instruct
students
in
the
subject
they're
certified
in
to
teach.
This
ensures
that
students
receive
a
well-rounded
education
and
are
more
thoroughly
prepared
to
move
on
to
the
next
level
of
instruction.
I
Students
who
receive
instruction
from
a
licensed
teacher
are
more
sorry,
more
well-rounded
and
better
prepared
to
go
on
to
higher
education
or
technical
studies
and
are
prepared
to
take
their
place
in
a
global
economy.
Students
and
parents
deserve
this
accountability
from
the
teachers
in
our
schools
and
classrooms.
I
support
ab109
and
urge
you
to
move
this
bill
forward
into
law.
A
M
O
Good
afternoon
my
name
is
steve:
horner
h-o-r-n-e-r,
madam
chairman
and
members
of
the
committee.
I
live
in
assembly,
district,
35
and
senate
district
39..
I
am
the
president-elect
of
the
nevada
state,
education,
association,
retired
and
the
vice
president
of
clark,
retired
education
association.
I
agree
with
the
previous
testimony.
I
just
want
to
add
that
to
maintain
a
license,
you
have
to
continue
your
education
and,
as
a
non-licensed
teacher,
they
would
no
longer
have
to
continue
with
their
education
and
that's
an
important
part.
O
A
Thank
you,
mr
horner.
Next
caller
in
support.
M
N
Good
afternoon
my
name
is
ignacio
prado,
I-g-n-a-c-I-o
p-r-a-g-o,
I'm
the
executive
director
and
principal
of
couture
academy
charter
school.
I
think
in
all
in
all
on
the
balance
of
the
law.
It
represents
our
reality.
We
have
no
unlicensed
teachers
in
our
building.
Currently,
I
think
I'll
add
there
was
a
discussion
earlier
about
anecdotal
evidence.
N
We
did
at
one
point
when
we
only
had
kindergarten
in
first
grade
and
115
students
in
the
building
hired
an
adjunct,
professor
from
csn,
to
teach
some
spanish
classes
who
came
for
a
very
limited
amount
of
hours
per
week
on
a
contracted
basis.
The
person
did
not
hold
a
teaching
license
at
the
time
and
then
obviously,
as
we
scaled
up
our
changes,
our
plans
changed
and
now
that
that
position
and
that
enrichment
program
is
being
taught
by
a
licensed
teacher,
that's
currently
employed
full-time
at
our
school.
I
N
To
my
recollection,
I
don't
recall
anybody
necessarily
having
complaints
or
reporting
complaints
at
the
time
about
that
teacher,
and
I,
if
anything,
recall
a
lot
of
gratitude
that
we
were
able
to
provide
that
elementary
spanish
opportunity.
That's
really
unusual!
So
as
far
as
the
support,
I
would
just
qualify
that
I
support
the
bill
in
general
and
would
hope
that
we
could
adopt
that
amendment.
A
Mr
prada,
if,
if
I
may
so
under
our
standing
rules,
if
you're
in
sport
you're
in
support
of
the
bill
as
it's
written,
it
sounds
to
me
like
you
like
the
bill,
but
you
would
like
to
incorporate
possibly
amendments.
So
if
it's
okay
with
you,
I
will
put
you
in
the
opposition
and
but
for
the
record.
We
know
that
you,
like
the
general
concept
of
the
bill.
You
just
think
it
should
be
slightly
amended.
Is
that
fair
to
say.
N
A
Thank
you.
Thank
you,
mr
prado,
for
calling
in,
and
thank
you
for
all
you
do
next
caller
do
we
have
collar
and
support.
M
M
A
M
P
P
That
forced
me
to
change
and
file
under
opposition,
at
least
until
that
issue
is
clarified,
because
that
would
be
that
changes
the
calculation
quite
a
bit
as
far
as
the
impact
it
would
have
with.
That
said,
what
I
would
like
to
say
is
that
I
believe
everything
that
happens
in
this
committee
should
be
focused
on
the
best
results
for
the
students.
P
I
believe
that's
how
we
should
look
at
this
bill.
I
believe
it
should
be
student
focused
and
student
first.
After
all,
that's
why
we
we
all
agree
that
we
want
licensed
teachers,
because
we
believe
it
leads
to
better
outcome
for
the
kids,
it's
as
simple
as
that.
P
P
I
would
answer
that
it
does
and
because
I
reach
those
two
conclusions
that
one
we
want
licensed
teachers
for
the
benefit
of
the
students
and
two.
We
want
these
enriching
options
for
the
benefit
of
our
students.
I
believe
we
can
come
to
a
common
sense
compromise
that
again,
would
be
for
the
benefit
of
our
students.
P
Q
Hi,
my
name
is
darlene
anderson,
d-a-r-l-e-n-e
anderson
a-n-d-e-r-s-o-n,
and
I
have
a
great
concern
with
the
limited
outcomes
of
children
who
are
high
in
poverty
who
have
disabled
disabilities
or
learned
differently.
Simply
because
I
saw
where
the
nevada
department
of
education
dropped
down
to
high
school
students
still
work
with
children.
Q
But
it
doesn't
in
essence,
because
there's
still
basic
requirements
for
under
title
one
under
idea
and
for
the
teacher
training
for
teachers
who
don't
want
to
teach
with
those
children
you're
under
you,
don't
have
enough
teachers
simply
because
teachers
get
to
choose
where
they
work
and
all
services
are
equitably
divided.
But
when
you
have
higher
functioning
programs,
teachers
want
to
work
there,
lower
functioning
programs.
Teachers
don't
want
to
work
there.
Temporary
teachers-
and
this
is
dysfunctional-
never
seen
anything
like
this.
Q
In
my
life,
it's
called
manipulation
supplanting
and
I've
seen
it
and
I'm
frightened,
because
some
kids
never
have
an
opportunity
and
you
need
to
know
suicide
is
real
and
thank
you
and
I
live
right
over
here
at
lake
mead
and
boulder
highway,
and
I
don't
know
my
district
I've
been
here
for
three
years
and
I've
participated
in
democracy,
stuff
and
voted,
and
all
that
other
stuff
very
getting
little
information,
even
in
the
live
stream.
Little
information
about
how
things
are
governed
here,
but
when
you
see
it
it's
frightening.
Thank
you.
A
M
R
S-H-E-I-L-A-M-O-U-L-P-O-N,
I
want
to
tell
you
that
I
am
a
member
of
the
state
public
school
charter
authority,
but
today
I
do
not
represent
the
authority
only
my
own
personal
views.
Thank
you,
chairman
bill,
bray,
axelrod
and
members
of
the
assembly
education
committee.
I
speak
in
opposition
of
ab109.
R
R
R
R
Our
current
statute
does
allow
for
experienced
teachers
with
a
lot
of
oversight
and
accountability
to
teach
in
our
charter
schools.
The
third
item
is
trust
and
accountability.
After
I
left
the
ccsd
board
I
was
approached,
I
was
invited
to
become
a
member
of
the
committee
to
form
for
the
matter
academy.
R
As
I
did
this,
I
knew
I
had
the
trust
in
the
board
and
the
school
leadership
that
they
would
hold
teachers
accountable,
and
I
believe
that
this
is
paramount
in
charter
schools.
Again,
I
thank
you
for
all
of
your
public
service.
I
know
that
this
education
committee
is
laser
focused
on
good
education
for
our
students,
but
I
do
stand
in
opposition
of
109..
Thank
you.
A
Thank
you,
miss
moulton,
for
your
testimony.
It's
good
to
hear
from
you.
Do
we
have
another
caller
in
opposition
bps.
S
We
are
against
ab109
because
it
will
affect
charter
schools,
ability
to
provide
enrichment
programs,
enrichment
experiences,
make
charters,
unique
parents,
often
choose
charter
schools
because
they
want
their
children
exposed
to
a
broad
range
of
specials.
There
is
not
any
evidence
to
suggest
that
requiring
a
few
teachers
to
get
licensed
licensure
in
their
respective
specialty
fields.
S
That
would
make
a
difference
in
the
quality
of
education
delivered,
especially
since
these
teachers
are
subject
to
the
same
administrative
oversight
and
performance
reviews
that
licensed
teachers
are
subject
to
unlicensed
teachers
can
work
under
the
supervision
of
a
licensed
teacher,
similar
to
how
a
physician's
assistant
operates
under
the
supervision
of
a
medical
doctor,
ab109
seems
to
be
a
solution
in
search
of
a
problem.
We
asked
the
committee
not
to
pass
the
bill
and
allow
charter
schools
the
ability
to
maintain
some
flexibility
in
hiring
practices.
Thank
you.
So
much.
A
Thank
you,
mr
oil,
for
your
testimony.
Do
we
have
another
caller
in
opposition.
M
D
Good
afternoon,
madam
chair
and
members
of
the
committee
for
the
record,
my
name
is
eileen
gilligan
e-I-l-e-e-n,
g-I-l-l
igan.
I
am
the
proud
principal
at
the
durell
academy
of
nevada
saddle
campus
durell
academy
of
nevada
is
an
arts
integration,
k-12
public
charter,
school
system,
four
ka
campuses,
one
k-12
campus
serving
approximately
6
000
students.
D
Students
in
grades
k-5
are
exposed
to
the
following:
art
mediums,
music,
visual
arts,
violin
theater,
dance
and
media
arts.
These
experiences
provide
students
with
exposure
to
the
art
form
that
they
might
not
typically
be
exposed
to,
and
often
students
develop
a
new
found,
passion
and
appreciation
for
the
arts.
D
I
have
a
statement
prepared
by
one
of
my
teaching
staff.
I
would
like
to
read
this
on
the
behalf
of
mrs
tara
heard
my
media
teacher,
I'm
a
las
vegas
native
and
I've
earned
my
bachelor's
degree
in
communication
from
unlv
I
immediately
after
college.
I
went
to
work
in
the
marketing
industry
and
worked
for
r
r
advertising.
D
Where
I
spent
most
of
my
career,
I
had
the
opportunity
to
work
with
many
different
clients
from
a
variety
of
industries
and
brands,
both
large
and
small.
From
there
I
worked
at
the
smith
center
for
the
performing
arts
and
supported
the
marketing
and
promotion
of
this
much
needed
art
center.
I
was
able
to
see
firsthand
that
commitment
to
supporting
teaching
and
learning
in
and
through
the
arts
when
the
opportunity
to
teach
media
arts
at
jorel
academy
came
along.
I
had
obtained
my
substitute
license
and
was
ready
to
pursue
teaching.
D
I
was
grateful
to
get
the
opportunity
to
have
my
education
and
career
experience
valued
and
given
the
chance
to
bring
that
experience
to
the
classroom.
Since
then,
I
realized
that
teaching
is
the
right
fit
for
me
and
I
was
inspired
to
obtain
my
teaching
license.
I
am
now
licensed
to
teach
grades,
k-8
nevada
and
I
continue
to
teach
my
favorite
subject.
D
As
you
can
see,
someone
with
this
type
of
background
is
an
asset
to
our
program
and
allows
us
to
expose
our
students
to
media
arts
beginning
at
the
elementary
level.
While
we
strive
to
have
all
teachers
licensed.
This
allows
us
the
flexibility
to
find
the
staff
that
can
truly
enrich
the
student's
experience
with
real
world
applications.
D
M
S
I
am
the
principal
of
doral
academy
of
nevada,
red
rock
elementary
campus,
where
we
have
earned
a
five-star
rating
since
we
opened
five
years
ago.
Doral
academy
is
an
arts
integration,
k-12
public
charter
school
system
with
four
k-8
schools
and
one
k-12
school
serving
6
000
students
in
my
arts
integration
charter
school,
we
serve
790
students
and
we
have
the
wonderful
ability
to
provide
supplemental
enrichment
to
our
students
in
addition
to
core
curriculum.
S
In
addition
to
our
students
receiving
a
weekly
music
class
from
a
fully
licensed
music
specialist,
we
are
also
able
to
provide
a
violin
program
to
expose
students
to
an
instrumental
experience.
I
have
found
that
hiring
a
part-time
violin
teacher
for
elementary
students
is
a
very
challenging
process
due
to
the
unique
and
specialized
qualifications
of
that
position.
S
S
This
program
was
of
great
benefit
to
our
students
of
working
parents,
as
they
were
able
to
access
private
lessons
at
the
school
campus,
while
parents
were
still
at
work.
In
addition,
our
violin
teacher
taught
private
lessons
at
a
fraction
of
the
cost
of
lessons
at
the
nevada
school
of
the
yard
and,
furthermore,
the
school
offered
scholarships
to
students
who
needed
financial
assistance
to
attend
our
conservatory.
S
The
halftime
violin
teacher
position
is
a
very
unique
position
and
requires
specialized
qualifications
and,
as
such,
in
order
for
charter
schools
to
continue
the
unique
and
specialized
programming
that
schools
of
choice
have
to
offer.
Doral
academy
would
support
the
licensing
bill
at
95
percent
of
the
school
staff
to
allow
for
non-core
specialized
teachers
to
continue
the
important
work
they
do
with
our
students
that
provides
exposure
and
appreciation
for
the
arts
in
our
school.
M
L
You
my
apologies
good
afternoon,
madam
chair
and
members
of
the
committee.
My
name
is
kelly.
Gerdes
e
r
s-
and
I
am
the
principal
of
doral
academy
of
nevada
fire
mesa
campus.
I
would
like
to
share
with
you
a
statement
prepared
by
my
amazing
dance
teacher,
nicole
bender,
as
a
professional
ballet
dancer.
I
have
had
the
opportunity
to
perform
in
over
18
countries
in
21
states.
L
I
began
my
career
at
the
age
of
seven
as
a
scholarship
student
with
numerous
professional
ballet
companies
and
now
have
over
50
years
of
experience
in
dance
after
retiring
from
the
professional
ballet
world.
I
began
teaching
in
professional
ballet
schools,
as
well
as
three
years
in
cad
walleter
middle
school,
show,
choir,
gilbert,
magnet
school's,
go
move
dance
program
through
nevada,
ballet
theater's
outreach
program
and
many
more
in
2015.
L
I
was
hired
by
mrs
gerdes
to
teach
the
dance
program
for
dorel
fire
mesa.
This
was
a
true
dream
for
me,
since
I
was
teaching
kindergarten
in
kindergarten
through
eighth
grade,
as
well
as
continuing
the
go
move
dance
after
school
program.
In
the
six
years
that
I
have
been
with
dorel
fire
mesa.
I
have
collaborated
with
other
specialists
in
creating
performances
with
our
dance
students.
These
performances
have
not
only
been
for
our
school
community,
but
also
the
darrell
gala,
the
cirque
du
soleil
mysterio
cast
crew
and
director
on
the
stage
at
treasure.
L
L
In
closing,
I
first
met
miss
bender
when
she
worked
with
the
nevada,
ballet
company
and
taught
the
go
move
dance
after
school
program
at
gilbert
magnet
school.
When
I
opened
dorrell
fire
mesa
six
years
ago,
I
knew
I
immediately
wanted
miss
bender
to
teach
dance.
Her
experience,
passion,
background,
love,
her
teaching
and
the
experiences
she
gives.
Students
is
outstanding,
although
the
state
of
nevada
does
have
a
business
and
industry
license
for
dance,
it
is
only
applicable
for
grades
7
through
12..
L
Excuse
me,
as
of
now,
there
isn't
an
option
for
kindergarten
through
fifth
grade,
as
it
is
not
a
core
subject
in
closing
doral
academy
staff
would
be
in
support
of
the
bill,
if
amended,
to
95
of
teachers
being
fully
licensed,
thus
allowing
schools
to
have
some
flexibility
in
hiring
non-core
teachers
that
support
the
school's
vision
and
mission.
Thank
you.
A
M
M
O
O
O
M
P
Thank
you
chilled
chair,
billbray,
axelrod
and
community
members
for
your
consideration
today.
For
the
record,
my
name
is
bob
deruss
d-e-r-u-s-e,
I'm
the
director
of
ace
charter
high
school
ace
high
school
is
the
washoe
county
school
district
sponsored
charter
school.
We
are
a
small
200
student
9th
through
12th
grade
cte
high
school,
with
a
focus
on
industry
level,
learning
experiences
in
the
construction
manufacturing
and
transportation
trades
for
our
students.
P
We
have
currently
two
bni
licensed
teachers.
I
know
that
discussion
came
up
earlier
and
it's
from
our
understanding
that
these
licenses
allow
an
educator
to
teach
specific
occupational
trades
or
subject
matters
in
grade
7
through
12
through
a
b.
I
endorsement.
I
P
We
could
get
further
clarification
on
that.
That
would
be
very
helpful
related
to
ab109.
I
am
here
in
neutral
because,
as
a
charter
school,
we
have
always
employed
licensed
qualified
student
or
staff
for
our
classrooms,
so
this
bill,
as
written,
does
not
presently
impact
our
school.
But
in
looking
at
the
big
picture,
the
pipeline
of
teachers
is
drying
up
rapidly
in
nevada.
P
Now,
having
seen
the
department
of
education's
presentation
on
class
size
overview
from
february
11th
showing
nevada's
almost
3
000
teachers
short
to
meet
the
current
demand
and
almost
10
000
teachers
short
to
meet
the
national
average
for
a
appropriate
student
teacher
is
our
hope.
This
committee,
as
well
as
our
your
counterparts
in
the
senate
side,
can
continue
to
work
with
the
department
and
other
leaders
to
find
new
and
innovative
ways
to
develop
individuals
to
become
classroom
teachers.
P
M
A
Thank
you
very
much
pps,
and
I
just
like
to
thank
you
again
and
again
for
all
your
work,
making
this
go
so
smoothly.
I
would
like
to
give
the
opportunity
for
assembly
women
gorlo
to
come
back
up.
If
you
have
any
closing
comments
or
up
to
you.
K
K
15
other
states
do
require
charter
school
teachers
to
be
certified
in
the
same
manner
as
traditional
public
school
teachers.
I
also
would
like
to
just
take
a
moment
to
thank
everyone
for
your
questions,
and
I
know
I've
got
some
homework
to
do
and
get
some
answers
back
to
some
of
you,
and
also
I
want
to
thank
everyone
who
called
in
in
support
opposition
in
neutral.
We
appreciate
your
voice
and
being
a
part
of
the
process.
Thank
you.
A
Thank
you,
assemblywoman
with
that
I
will
close
the
hearing
on
ab109
and
I
will
move
into
our
final
thing,
which
is
public
comment
before
we
go
to
this
agenda
item.
I
would
like
to
remind
those
presenting
in
the
period
for
public
comment
that
this
is
an
opportunity
to
discuss
general
matters
that
fall
within
the
purview
of
this
committee.
A
M
M
T
Hello,
my
name
is
cyrus
hojatti,
o
c-y-r-u-s-h-o-j
j,
a
t
y,
I'm
just
curious.
We
have
this
very
large
public
education
system.
Compulsory
schooling.
Are
students
really
learning?
That's
just
really.
My
question:
you
know
we
wake
up
early
in
the
morning.
Take
all
the
lessons
do
all
the
homework
cram
for
exams.
Are
we
really
really
learning
and
a
lot
of
people
like
to
point
out
grades
as
a
symbol
of
whether
people
have
understood
the
concepts?
T
I
really
don't
see
that
as
true
education,
I
see
real
education
as
somebody
absorbing
the
material
and
contributing
to
the
real
world.
You
know.
We
often
think
that
the
schools
here
are
underperforming
because
of
the
grades,
but
in
reality
I
don't
see
grades
as
measure
of
true
education
nor
credentials.
I
think
that
one
of
the
reasons
why
students
don't
do
so
well
is
mainly
due
to
parental
influence.
T
Many
of
their
parents
did
not
do
well
in
school
while
they
were
younger,
but
the
reality
is,
is
credential
levels
really
necessarily
determines
how
smart
you
are,
and
we
talk
all
about
funding.
How
are
we
going
to
get
funding
at
this
rate
if
the
u.s
national
debt
keeps
skyrocketing?
Do
you
really
think
we
can
have
a
debt
to
gdp
ratio
of
500
percent?
Tell
me:
do
you
really
think
this
is
going
to
work,
because
at
this
rate
we
certainly
are
so.
My
question
is:
are
kids
really
learning
doing
the
homework
cramming
for
exams?
T
Is
this
real
education,
or
maybe
we
have
to
admit
that
more
and
more
students
need
more
flexible
ways
of
learning
or
perhaps
more
people
learn
on
their
own,
because
all
the
stress,
all
the
pushing
and
and
just
all
of
the
inconvenience
of
this
system
are
kids
really
learning.
Let's
talk
about
this
because
I
don't
really
think
that
grades
and
somehow
credentials
is
somehow
a
measure
of
true
education.
T
It's
kind
of
like
saying
well,
100
degrees
in
las
vegas
is
the
same
level
as
100
degrees
in
atlanta,
and
we
know
that
that's
just
not
how
things
actually
feel.
So
why
are
we
doing
this?
Should
we
think
about
that?
Maybe
we
need
to
understand
that
this
few
size
fits
approach
doesn't
work
for
everyone.
People
tell
me
I'm
very
smart,
but
the
sats
do
not
reveal
that.
A
Mr
odaji,
you
are
thank
you
over
two
minutes.
Thank
you.
Thank
you
for
the
call
bps
do
we
have
any
other
callers
for
public
comment.
M
R
Please
keep
in
mind
that
nevada
is
a
wep
gpo
state
and
many
of
our
retired
members
won't
have
access
to
affordable
health
care
because
they
won't
and
don't
qualify
for
social
security
or
medicare.
Unless
you
qualify
for
medicare
through
your
spouse
or
worked
enough
hours
in
another
job
paying
into
social
security.
R
Public
school
employees
in
nevada
are
on
their
own
to
search
for
health
care.
Currently,
as
my
colleagues
retire,
they
face
insurance
costs
from
800
to
a
thousand
dollars
or
more
a
month
after
spending
their
entire
career
as
public
school
employees
working
together.
I
hope
we
can
solve
this
problem.
Thank
you
for
your
time.
M
A
Okay,
thank
you
very
much
and
I
just
received
a
message
from
my
vice
chair
that
there
were
possibly
people
who
were
trying
to
call
in
to
testify,
but
were
not
let
in.
A
If
that
is
the
case,
and
you
are
one
of
those
people
I
apologize
profusely,
I
I
I'm
looking
and
it
looks
like
we
had
everyone
who
is
registered,
but
if
you
would
please
submit
your
comments
in
writing
and
I
will
make
sure
that
every
member
of
the
committee
receives
that
and-
and
let
me
just
say
again-
I
I
apologize
I
it
was
you
know,
I
don't
know
what
to
say.
So,
I'm
please
send
your
emails
to
our
committee
and
we
will
make
sure
those
comments
get
out
to
all
committee
members.
A
Thank
you
for
that.
Are
there
any
other
comments
from
members
before
we
adjourn.