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From YouTube: 3/23/2021 - Assembly Committee on Education
Description
For agenda and additional meeting information: https://www.leg.state.nv.us/App/Calendar/A/
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E
A
Here
and
please
mark
assemblyman
absent
excused,
I
she
will
be
joining
us.
She
just
alerted
me
that
she
will
be
a
little
late
and
that
is
just
tis
the
season
right
now,
so
we
do
have
a
quorum
for
those
viewing
the
meeting
online
or
on
our
youtube
channel.
Welcome
and
to
those
participating
for
these
hearings
on
video
or
via
phone.
Welcome.
A
Before
we
begin
I'd
like
to
make
a
few
housekeeping
announcements,
if
you
have
not
done
so
already,
please
be
sure
to
mute
your
microphone
when
you're,
not
speaking
to
minimize
background
noise
committee
members,
please
make
sure
to
keep
your
cameras
on
for
the
duration
of
the
meeting
to
make
sure
a
quorum
is
present.
We
do
expect
courtesy
and
respect
in
this
committee.
A
We
don't
always
agree
on
policy,
but
we
need
to
be
respectful
to
each
other
and
the
legislative
process,
a
reminder
that
meeting
materials
can
be
accessed
on
the
committee's
web
page
on
nellis
and
for
those
of
you
who
are
watching
that
line
in
this
virtual
world.
We
do
have
several
screens
going
on.
So
if
you
see
members
looking
away,
they
are
likely
looking
at
another
screen
or
many
different
things
notebooks
to
to
look
at
the
meeting
material
for
for
the
meeting
today.
A
So
we
have
three
billion
bill
hearings
this
afternoon
for
the
bill
hearings.
This
afternoon
I
have
allocated
equal
time
for
testimony,
support
opposition
and
neutral
each
person.
Providing
testimony
will
be
allowed
a
maximum
of
two
minutes
staff
will
time
each
speaker
to
ensure
everyone
is
given
an
equal
opportunity
to
speak.
Speakers
are
urged
to
avoid
repetition
of
comments
by
previous
speakers.
So
if
they
said
exactly
what
you
wanted
to
say,
you
can
just
say
ditto
to
that.
A
We,
since
we
do
have
three
bills,
we
will
have
to
limit
testimony
to
30
minutes.
If
you
wish
to
testify-
and
you
have
not
done
so
already-
please
register
online
through
the
link
provided
on
the
agenda
for
the
meeting
upon
successful
registration.
You
will
receive
a
telephone
number
meeting
id
and
instructions
for
joining
the
meeting
so
that
we
have
an
accurate
record
and
count.
We
ask
you
not
to
share
this
information,
but
instead
encourage
others
to
register
online
to
participate.
A
A
I
am
now
going
to
open
the
hearing
on
ab67
superintendent
ebert.
Please
begin
when
you
are
ready.
G
Thank
you
good
afternoon
sheriff
bilbray
axelrod
vice
chair
miller
and
members
of
the
committee
on
education.
This
is
state
superintendent
of
public
instruction,
joan
ebert
for
the
record
presenting
assembly
bill
67,
also
known
as
our
discipline.
Clarity
by
the
department
assembly
bill
168
from
the
2019
session
chartered
an
ambitious
vision
for
restorative
practices
in
nevada.
G
G
G
G
G
G
G
G
This
with
the
last
session
of
ab168
in
this
bill
of
ab67,
I
want
to
personally
express
my
gratitude
to
all
of
the
superintendents
and
every
educator
that
has
worked
over
the
last
18
months
to
refine
and
clarify
many
of
the
aspects
that
were
in
the
original
bill,
a
lot
of
discussion
and
time.
The
team
here
led
by
will
jensen,
who
is
our
director
of
inclusive
education.
G
I
also
have
our
director
of
the
office
of
safe
and
respectful
learning
environments,
christy
mcgill
and
I
also
have
am
joined
by
amber
reed
and
dr
jonathan
moore,
who
is
our
amazing
deputies,
and
I
cannot
forget,
we
also
have
our
other
colleague
in
the
south,
felicia
gonzalez.
So
at
this
time
I
want
to
thank
you
all
for
hearing
this
bill
listening
to
and
seeing
our
conceptual
amendments,
and
we
are
open
to
questions.
H
G
You
chair
share
bill
reacts.
My
only
question
in.
I
When
section
24
talking
about
being
allowed
to
permanently
expel
someone
under
the.
J
G
G
A
You
thank
you
and
I
believe
we,
it
looks
like
assembly
woman,
marzola
asked
assemblywoman.
Hardy
asked
some
of
the
marzella's
questions,
so
is
that
correct?
Okay?
Okay?
So
any
other
questions
from
committee
members
looking
at
the
zoom
okay,
if
not,
then
we
are
going
to
move
on
to
testimony,
so
we
will
start
in
support.
A
Please
remember
to
clearly
state
and
spell
your
name
and
limit
your
testimony
to
two
minutes.
Bps.
Can
you
please
call
the
first,
the
first
caller
and
support.
K
K
J
K
L
A-N-D-E-R-S-O-N,
on
behalf
of
the
washoe
county
school
district,
I'd
like
to
thank
superintendent,
eva
and
her
team
for
working
with
our
team
extensively
over
the
interim
to
clarify
some
of
this
language.
In
this
case,
ambiguity
in
the
law
creates
inconsistency
across
schools,
and
so
these
definitions
are
very
important.
L
Our
team
will
take
a
opportunity
to
look
over
this
amendment,
but
it
appears
that
particularly
the
designee
language
is
very
helpful
to
make
sure
that
school
districts
can
respond
to
these
instances
in
a
timely
manner,
without
having
to
wait
for
boards
of
trustees
to
get
together.
So
we
are
in
support
and
we
are
grateful
to
see
this
legislation
coming
forward.
Thank
you,
madam
chair.
A
M
M
M-A-R-Y-P-I-E-R-C-Z-Y-N-S-K-I
representing
the
nevada
association
of
school
superintendents,
which
consists
of
all
17
superintendents
in
the
state,
and
we
very
much
appreciate
the
work
of
the
nevada
department
of
education,
superintendent,
ebert
and
her
staff,
and
especially
sarah
nix,
who
we
worked
with
quite
a
bit
on
this
particular
bill.
We
appreciate
the
definitions,
as
I
think
miss
anderson,
noted
and
also
we
appreciate
the
fact
that
the
school
boards
are
now
can
appoint
a
designee
when
it
comes
to
these
hearings
on
suspensions
or
expulsions.
M
K
N
Good
afternoon
chris
bailey
d-a-l-y
nevada,
state
education,
association,
the
voice
of
nevada
educators
for
over
120
years,
initia
believes
in
the
principles
of
restorative
justice,
which
proactively
build
healthy
relationships
and
a
sense
of
community
to
prevent
and
address
conflict
and
wrongdoing.
We
are
in
support
of
8067
to
make
important
clarifications
to
nevada's
system
of
restorative
justice.
N
The
issue
of
student
discipline
continues
to
be
one
of
the
more
vexing
ones
for
all
educators.
During
the
2017
session,
nsca
worked
to
improve
nevada's
old
system
of
progressive
student
discipline,
then
last
session
last
session,
this
was
replaced
with
a
restorative
justice
model.
Unfortunately,
school
districts
were
not
provided
with
the
guidance
and
resources
necessary
to
successfully
implement
and
student
and
educator
safety
has
has
been
compromised
every
day,
educators
make
students
feel
welcome
in
the
classroom
and
at
school
sites,
many
utilize
learning
circles,
conflict
resolution,
mediation
to
deal
with
challenges
and
resolve
conflict.
N
However,
this
work
is
often
independent
of
broader
school
culture.
It
is
necessary
for
there
to
be
proactive,
district
and
school-wide
plans
to
implement
restorative
practice
that
is
seamlessly
integrated
into
the
classroom,
curriculum
and
culture
of
the
school.
This
also
means
providing
needed
trainings
to
foster
an
environment
where
restorative
justice
systems
can
be
successful.
N
The
sort
of
practice
issues
extend
throughout
the
school
site.
You
should
engage
all
staff
to
create
and
maintain
a
safe
physical
space,
a
supportive
school
climate,
an
engaging
academic
environment
and
healthy
relationships
between
students,
peers
and
staff.
Meanwhile,
nsca
always
takes
a
strong
stance
for
the
safety
of
educators.
N
K
K
A
K
C
Hello
and
thank
you
chair
chairwoman,
bilbray
axelrod
and
committee
members.
My
name
is
dr
brenda
pearson,
and
I
am
here
representing
the
clark
county
education
association.
Cca
is
in
testifying
in
neutral
on
assembly
bill
67.
I
would
like
to
thank
this
committee
for
bringing
the
bill
forth.
This
bill
provides
much
needed.
Clarity
to
ensure
our
restorative
practices
are
implemented.
C
The
addition
of
definitions
for
expulsion,
permanent
expulsion
and
suspension
will
pair
very
well
with
the
additional
requirements
prescribed
in
av-194
and
will
help
to
standardize
the
approach
to
restorative
justice
across
all
17
school
districts.
However,
the
designation
to
include
include
pupils
with
disabilities
in
student.
Disciplinary
procedures
may
end
up
negatively
impacting
students
more
than
intended
this
session.
The
judiciary
committees
have
heard
many
bills
discussing
the
competency
of
a
minor
and
whether
that
competency
should
be
measured.
C
Similarly,
to
an
adult,
much
like
that
quandary,
we
must
ask
whether
a
child
with
a
physical
or
intellectual
disability
should
be
treated
similarly
to
any
other
child.
When
we
are
already
trying
to
change
our
approach
to
prevent
recidivism
a
successful
implementation
of
ab67,
ab194
and
preceding
student
discipline,
bills
must
be
built
upon
a
strong
foundation
of
restorative
practices.
C
Today
there
is
little
such
foundation
in
clark
county,
so
movement
toward
from
traditional
behavior
management
to
restorative
practices
must
encompass
robust
supports,
including
ongoing
training
and
coaching.
In
short,
a
move
to
restorative
practices
requires
both
the
change
in
the
behavior
of
the
educator
and
the
student
cca
appreciates
the
intent
of
the
spill,
but
we
ask
that
the
sponsors
look
at
the
significant
publication
materials
on
juvenile
justice
to
ensure
that
these
changes
are
something
that
will
be
standardized,
unbiased
and
easy
for
educators
to
adopt
and
students
to
understand.
C
A
Thank
you
broadcast.
I
will
ask
superintendent
ebert
well,
a
question
did
come
up
during
testimony.
It
is
actually
from
in
section
23
in
existing
language,
and
I
will
turn
it
over
to
assemblywoman
marzola.
To
ask
the
specific
question
that
we
would
just
like
some
clarification.
I
I
I
Correct
so
my
question
is,
as
I
read
it,
this
section
doesn't
prohibit
a
pupil
from
having
in
his
or
her
possession
a
knife
or
firearm
with
the
approval
of
the
principal
of
the
school.
So
I'm.
My
question
is
because
that
shocked
me:
when
would
it
be
okay
for
a
student
to
have
a
knife
or
gun
in
his
or
her
possession.
G
G
So
each
school
district
then,
would
have
their
own
determination
of
when
that
would
be
appropriate,
and
I
guess
I'll
pause
right.
There.
G
I
G
G
M
I
And
as
far
as
a
knife,
would
you
be
able
to
give
me
an
example
of
that
one.
G
A
Thank
you
for
that
clarification,
any
other
closing
remarks
that
you
would
like
to
make
superintendent
ebert.
G
A
O
Ready
good
afternoon,
thank
you,
chair,
bilbray
axelrod
vice
chair
miller
and
members
of
the
committee
on
education
for
the
record.
I
am
assemblywoman
selena
torres
and
I
proudly
represent
assembly
district
3
in
las
vegas
nevada,
and
this
afternoon
I
will
be
presenting
ab194,
which
revises
provisions
governing
suspension
expulsion.
O
Before
I
begin,
I
would
like
to
provide
a
brief
roadmap
of
today's
presentation.
First
I'll
provide
some
background
information
on
this
bill
and
why
I'm
bringing
it
forward
today,
then
I'll
pass
the
presentation
to
kelly
venchi
gonzalez
team
chief
of
the
education
advocacy
program
with
legal
aid
from
southern
nevada.
Who'll
walk
the
committee
through
this
bill
throughout
today's
presentation,
I'll
be
referring
to
the
legislation
as
modified
by
the
conceptual
amendment.
O
I
want
to
note
that
the
conceptual
amendment
has
been
emailed
to
my
colleagues
here
on
the
assembly
committee
on
education
and
has
already
been
posted
on
nellis.
I
want
to
thank
all
the
stakeholders
who
have
reached
out
and
collaborated
with
me.
Over
the
last
few
months,
we've
had
thoughtful
conversations
and
have
been
able
to
find
common
ground,
and
this
is
represented
with
the
work
and
this
conceptual
amendment.
O
The
genesis
of
this
legislation
was
watching
students
and
their
families
struggle
to
appeal
with
the
suspensions
and
expulsions
of
their
students
in
the
summer
of
2020.
Thanks
to
the
help
of
the
amazing
staff.
Here
at
lcb,
it
became
clear
that
the
appeals
process
for
nevada
school
districts
varied
an
incredible
amount.
If
a
student
violates
their
school's
code
of
conduct,
the
appeals
process
from
one
school
district
to
another
is
nearly
unrecognizable.
O
This
seemed
undressed.
This
body
knows
that
students
of
color
are
disproportionately
suspended
and
expelled
from
schools.
This
is
not
unique
to
nevada.
Nonetheless,
african-american
students
are
significantly
more
likely
to
be
suspended
or
expelled.
This
legislation
does
not
resolve
this
issue,
but
works
to
ensure
that
students
that
are
suspended
and
expelled
from
school
are
afforded
due
process
and
that
schools
are
required
to
plan
for
how
they
will
implement
restorative
justice
and
train
their
school
staff
and
faculty.
O
Nonetheless,
schools
have
the
responsibility
to
provide
students
with
this
due
process.
Education
is
a
right
afforded
to
nevadans
the
u.s
supreme
court
case.
Goss
first
lopez
indicates
that
the
rights
are
free
in
public.
Education
cannot
be
withdrawn
on
grounds
of
misconduct,
absent,
fundamentally,
fair
procedures
to
determine
whether
the
misconduct
had
occurred.
Nevada
students
do
not
shed
their
constitutional
rights
at
the
doors
of
our
school.
O
Education
is
a
property
and
a
liberty
interest
to
our
students.
School
suspensions
and
expulsions
have
a
lasting
impact
on
our
kids.
It
impacts
their
education,
their
likelihood
of
getting
accepted
in
college
and
may
even
impact
them
if
they
end
up
in
the
criminal
justice
system,
both
gods.
First
lopez
and
brown
versus
board
of
education
established
that
students
have
due
process
under
the
14th
amendment,
no
matter
how
arbitrary
the
incident,
this
legislative
body
had
the
responsibility
to
ensure
that
this
due
process
is
clear
in
statute
and
in
regulation.
O
This
legislation,
as
amended,
does
not
seek
to
outline
what
due
process
will
look
like
in
nevada
schools.
Rather,
this
legislation
seeks
to
require
the
office
of
safe
and
respectful
learning
environments
within
the
nevada
department
of
education
to
release
guidance
on
what
this
appeals
process
would
look
like,
and
what
that
timeline
should
look
like
at
this
time.
I'll
introduce
miss
kelly
vinci
gonzalez
from
the
legal
aid
from
southern
nevada
who
will
walk
the
committee
through
this
bill.
H
You
assemblywoman
taurus.
My
name
is
kelly
vinci,
gonzalez
team
chief
of
the
education
advocacy
program,
honorable
members
of
this
committee.
Thank
you
so
much
for
taking
time
to
listen
to
this
bill
today,
section
one
builds
off
the
restorative
justice
practices
that
were
implemented
in
the
last
session.
To
ensure
teachers
have
the
tools
they
need
to
effectively
implement
restorative
practices
in
the
classroom.
H
Listening
to
stakeholders
and
various
constituents,
there's
a
recognition
that
that
additional
support
is
needed,
so
teachers
can
do
the
the
hard
work
of
restorative
justice
and-
and
this
bill
aims
to
make
that
support
happen.
Section
two
and
three
require
that
when
a
child
and
family
is
exercising
their
right
to
appeal,
that
child
is
still
able
to
receive
the
education
in
the
least
restrictive
environment
possible,
that
might
mean
the
option
of
behavior
school.
It
might
mean
an
online
platform.
H
This
is
very
important,
because
kids
can
often
stay
out
of
school
for
weeks,
while
the
the
discipline
process
is
making
its
way
through
the
various
levels
of
appeal,
and
we
don't
want
kids
to
miss
school
just
because
they're
facing
discipline,
we
want
them
to
to
stay
current
in
their
studies
and
stay
up,
because
what
happens
is
if
they
miss
a
month
or
six
weeks.
They
are
that
much
further
behind
and
it
only
exacerbates
the
problems.
That's
what
we
have
found
in
our
in
our
practice.
H
Section
five
requires
school
districts
to
adopt
a
policy
for
appealing
suspensions
and
expulsions
for
students
and
that
the
process
must
be
explained
to
parents
so
that
they
have
information
they
need
to
decide
if
appealing
is
appropriate
in
their
case.
So
that's
just
making
the
appeals
process
consistent
across
the
state
and
very
clear
to
parents
so
that
they
can
make
choices
that
are
best
for
their
their
families.
It
also
clarifies
that
if
a
family
chooses
to
appeal,
the
punishment
cannot
be
increased.
H
Section,
5,
sub,
section,
2
and
3
requires
that
the
appeal
process
or
policy
be
posted
on
the
school
district's
website,
so
that
families
have
access
to
this
information
and
clarifies
the
appeal.
Hearings
are
closed
to
the
public
section,
5,
subsection,
4
sections,
7
and
8
added
in
by
amendment
that
the
office
of
for
a
safe
and
respectful
learning
environment
at
the
nevada
department
of
education
will
establish
a
timeline
by
regulation
for
students,
appeal
process
and
oversee
the
regulatory
process
of
the
bill.
H
As
a
result,
the
timeline
originally
proposed
in
this
bill
has
been
stricken,
and
at
that
I
would
just
welcome
any
questions
from
the
committee
at
this
time
and
thank
you
for
for
listening
to
us.
A
I
I
And
we
were
in
section
three:
you
mentioned
the
appeal
process
to
be
consistent
across
the
state.
I
was
just
curious
and
I'm
sorry
maybe
assemblywoman
taurus,
you
might
have
given
an
example.
I
I
had
to
go
off
the.
I
O
O
The
majority
of
our
districts
actually
did
not
have
one
appeals
process
for
short-term
suspension,
as
indicated
throughout
the
presentation.
That's
we
do
have
a
responsibility
to
provide
you
process,
regardless
of
the
length
of
the
suspension
or
how
arbitrary
the
issue
is.
Some
have
an
appeals
process
that
you
know
allows
for
this
to
with
the
principles
like
at
the
principal's
discretion,
so
it
just
looks
so
different
in
every
single
county
here
in
nevada
and
some
counties
don't
really
get
back
to
us
either.
O
So
I
think
it's
just
really
imperative
that
we
as
a
legislative
body,
create
some
kind
of
consistency,
so
that
there
is
that
it
just
makes
more
sense
for
nevada
students,
and
you
know
quite
honestly,
when
this
conversation
began,
we
were
looking
to
put
this
into
statute
and,
as
the
conversation
kind
of
evolved,
we
recognized
that
this
was
an
area
where
it
would
make
most
sense
for
these
stakeholders
to
come
to
the
table
and
have
this
conversation
with
the
nevada
department
of
education.
O
We
truly
believe
you
know
it's
going
to
understand
the
needs
of
our
students
and
be
able
to
work
on
a
process
that
makes
sense
for
us.
P
D
Is
thank
you
chair
and
thank
you
assemblywoman
for
bringing
this
bill
forward.
I
I
definitely
agree
with
the
value
of
it
and
and
the
need
for
it,
and
I,
I
think
you're.
I
just
have
a
clarifying
question
about
the
amendment
on
the
timelines,
because
I
did.
I
did
read
section
five
originally
before
seeing
the
amendment
and
I
thought
how.
How
would
that
work
practically
to
have
the
board
of
trustees
have
to
act
when
they
may
be
between
meetings
and
they're?
Not
you
know
full
time
around
and
then
so
then.
D
I
know
that
in
section
five
we've
deleted
the
timelines
and
we're
adding
so
that
that
helped,
because
that
now
no
longer
is,
I
think,
relevant.
If
I'm
understanding
the
amendment
correctly,
but
we're
adding
a
new
subsection
that
the
department
shall,
in
consultation
with
the
office
of
safe
and
respectful
learning
environments,
establish
a
timeline
by
which
the
actions
required
by
subsection
one
must
occur.
So
in
layman's
terms
who's
the
one
who's
actually
implementing
the
timelines.
D
O
Thank
you
so
much
through
the
chair
to
the
assembly
woman,
someone
mentors
for
the
record.
I
I
think
that's
a
I.
I
think
that
is
a
good
that
that
that's
a
good
point
right,
but
I
think
ultimately,
I
trust
that
the
nevada
department
of
education
isn't
gonna,
implement
timelines
that
the
boards
that
our
school
boards
wouldn't
be
able
to
meet.
O
I
trust
that
you
know
the
department
of
education
is
going
to
work
to
ensure
that
whatever
timelines
are
issued
would
be
reasonable,
but
also
allow
for
students
to
receive
due
process,
and
they
think
you
know
realistically,
like
having
some
type
of
timeline
is
a
part
of
that
due
process
and
I
think
that's
timelines
for
families
as
well
as
timelines
for
schools
right.
O
So
one
of
the
issues
that
we
see-
and
I
know
ms
benji
could
speak
more
to
this-
would
be
that,
like
families
are
considering
an
appeals
for
a
suspension,
expulsion
and
sometimes
they're
taking
three
weeks.
That's
three
weeks
when
their
student
is
out
of
school,
and
so
I
think,
having
timelines
for
families
having
the
timelines
for
the
individuals
that
are
administrating.
It
makes
sense
to
ensure
that
we
can
really
get
our
kids
back
in
school
or
continue
to
receive
as
much
of
an
education
as
our
children
deserve.
H
And
this
is
kelly
vincent
just
to
further
that
what
we've
seen
in
practice
is
that,
and
especially
this
we're
talking
about
vulnerable
kids.
I
represent
kids
in
foster
care
and
they
could
be
sitting
out
for
a
month
while
it
makes
its
way
through
the
process
and
the
reasons
for
delays
can
come
in
so
many
different
areas
it
can
be.
The
school
doesn't
submit
the
paperwork
properly,
so
it
gets
kicked
back
to
the
school
and
the
school
free
files
it
sometimes
the
school
forgets
to
file
it
to
esd.
H
That's
the
first
level
of
appeal,
so
there's
there's
a
lot
of
steps
along
the
way
where
paperwork
can
delay
and
meanwhile
that
child
is
sitting
out
of
school,
maybe
getting
some
level
of
instruction
an
hour.
You
know
a
week
or
so,
or
maybe
just
sitting
out
of
school
and
not
getting
any
instruction
and
for
our
kids
in
foster
care
for
our
vulnerable
kids.
It
affects
placement,
foster
parents
can't
kids,
but
our
home
if
they
work.
If
they
have
other
kids,
so
it
can
disrupt
placement
for
our
kids
at
child
haven.
H
It
can
hinder
placement
because
foster
parents
aren't
as
willing
to
maybe
take
a
child
that
shows
behavior
problems
to
the
extent
that
they're
out
of
school.
So
this
way,
I
think,
keeping
timelines
and
keeping
everybody
on
track
to
reach
that
final
determination
of
whatever
is
the
appropriate
discipline
would
be
really
important
for
families
and
the
school
district.
It
helps
everyone
out
and,
most
importantly,
it
helps
the
child
because
they
are
in
school,
they're
they're
keeping
current.
H
A
Let
me
just
say
something
for
the
record:
I'm
I'm
wondering
if
the
amendment
to
ab67
might
also
allow
for
a
designee,
and
I
don't.
I
know
we
don't
have
legal,
but
I
don't
know
if
miss
robusto,
if
you
had
a
thought
on
that.
I
Hi
chair
christian
busto
senior
policy,
analyst
lcb,
I
would
I
believe
we
still
have
superintendent
ebert
on
the
record,
who
spoke
about
the
allowance
of
a
designee
which
was
in
the
document
that
they
shared.
That
said,
for
section
24
with
nrs
392
467.
I
A
school
district
or
its
designee
may
authorize
the
suspension,
expulsion
or
permanent
expulsion,
I'm
not
sure
superintendent
ebert
would
like
to
clarify
if
that
would
also
be
addressed
with
regard
to
an
appeals
process.
If
she
has
any
insights
on
that,
I.
G
Right
for
the
record
superintendent
ebert,
we
would
love
to
work
with
the
bill
sponsor
to
make
sure
that
the
language
is
aligned
between
ab67
and
ab194.
A
D
I
did
if
I
may,
okay,
so
thank
you
and
I
and
I
I
had
no
questions
about
the
value
of
setting
up
the
the
timeline.
I
want
to
make
sure
that
that
was
clear.
I
definitely
see
that
value.
I
just
my
question
was
more
and
I
think
we
just
answered
that.
D
Is
it
possible
to
look
at
maybe
it's
better
to
have
the
department
of
education
direct
the
district
to
act
within
that
timeline
versus
the
board
of
trustees,
but
I
believe
that
we
just
answered
that
question
with
the
designee.
So
thank
you
for
that
discussion
and
I
did
have
one
more
question
about
section
11.
If
I
may
or
sorry
section
10.
D
Thank
you
so
much
and
I
just
wanted
to
revisit
in
section
10
subsection
five,
the
removal
of
the
section
that
says
the
department
shall
adopt
regulations
necessary
to
carry
out
the
provisions
of
this
section
and
maybe
I'm
missing
it
elsewhere.
But
I
just
I
I
I'm
wondering
if
that's
going
to
impact
the
ability
to
to
essentially
carry
out
or
enact
those
regulations.
O
Thank
you
assembly
inventories
for
the
record
through
the
chair
chasing
women's
holes.
I
I
think
that's
a
question
better.
Ask
for
legal.
That's
a
confirmation!
That's
a
conforming
change
to
the
legislation,
so
I
would
need
to
consult
with
legal.
I'm
not
sure
if
mr
robusto
has
any
thoughts
on
that,
but
I
I
that
was
a
that
was
communicated
to
me
as
a
conforming
change.
I
A
J
A
B
My
question
is,
and-
and
I'm
going
to
say
this
preface
it
because
of
the
risk
of
it
being
taken
out
of
context
but
often
or
the
intent
of
suspensions
and
expulsions
should
not
be
punishment,
but
it's
more
should
be
removal
removing
you
know
that
student
or
the
behavior
from
a
situation
to
maintain
a
safe
and
respectful
learning
environment
for
all
that
should
be
the
intention
and,
and
so
with
that
we
also
as
we're
and
I'm
just
considering
extreme
cases
of
ex
suspensions
and
expulsions,
and
also
with
our
restorative
justice
model
that
we
are
still
adapting
and
involving
into
you
know.
B
The
restorative
justice
is
for
not
just
the
person
who
committed
certain
acts,
but
also
for
the
victim,
and
so
with
this
I
was
just
wondering
if,
in
the
appeals
process
has
it
ever
been
considered
to
have
as
part
of
the
appeals
process,
maybe
the
parents
and
or
students
who
were
who
were
victimized
as
well
if
they
have
a
voice
or
an
opportunity
to
be
part
of
this
appeals
process.
O
Thank
you
for
the
question
by
chair
miller
through
the
chair
to
the
vice
chair,
for
I
appreciate
the
question,
but
I
I
I
I
think
this
legislation
and
the
intent
of
this
legislation
is
pretty
clear
in
allowing
for
the
nevada
department
of
education
to
create
the
guidelines
of
what
that
should
look
like,
and
so
I
think
that
it
would
be
up
to
the
amazing
team,
over
at
the
office
for
safe
and
respectful
learning
environments,
to
determine
what
that
appeals
process
would
look
like.
I.
O
I
don't
think
that
I
myself
as
a
legislator,
I'm
the
best
individuals
to
outline
exactly
what
that
appeals
process
should
look
like,
and
I
also
know
that,
due
to
legislative
process,
it
would
be
very
hard
for
us
to
come
back
and
change
it.
I
do
think
that
by
changing
it
through
regulation
and
empowering
the
nevada
department
of
education
to
create
the
guidelines
of
what
that
should
look
like,
we
allow
for
these
conversations
to
be
had,
and
I
I
think
that
that
is
a
viable
part
of
the
conversation.
O
B
B
Thank
you,
madam
chair,
and
thank
you
assemblywoman
torres
for
your
presentation.
B
So
I
have
two
questions
and
the
first,
maybe
is
a
little
bit
of
a
broader
question,
but
I
I
I
know
you,
you
walk
through
some
of
the
supreme
court
case
law
to
talk
about
where
we
get
some
of
our
guiding
principles
as
to
what's
protected
and
what
isn't
when
we
talk
about
a
school,
specifically
our
kids
in
our
schools.
B
So
do
you
have
a
position,
do
you
or
have
have
you
had
an
opportunity
to
discuss
with
the
stakeholders?
Are
we
not
complying,
then
with
supreme
court
case
law?
Presently,
you
know
it's
important
for
us
to
understand
that
and
the
urgency
of
a
bill
like
this.
O
Thank
you
for
the
question
of
the
woman
flores
through
the
chair
to
the
assemblyman,
and
you
know
I
I'm
not
an
attorney
and
I'm
not
an
education
attorney,
so
I
don't
want
to
get
into
the
nitty-gritty
of
whether
or
not
we're
meeting
we're
we're
following
this
law
in
each
school
district.
But
the
reality
is
that
the
appeals
process
that
we
have
is,
in
some
cases
non-existent
or
very
difficult
for
individuals
to
follow.
O
You
know,
I
think
that
it's
likely
that
we'll
hear
testimony
from
individuals
today
that
can
attest
to
the
challenges
that
they
received
while
appealing
a
school
suspension
or
expulsion,
and
I
think
it's
important
that
we
have
this
dialogue
in
conversation,
and
you
know,
given
that
the
appeals
process
that
due
process
is
a
right
for
students,
regardless
of
the
length
of
the
suspension,
how
long
it
is
the
expulsion
for
what
the
issue
is.
B
Thank
you,
madam
chair,
and
thank
you
for
that
assemblywoman
and
obviously
we
all
have
to
work
collectively
to
ensure
that
we're
doing
that
and
that's
why
I
bring
that
up.
B
I
also
during
the
presentation
with
your
co-presenter
one
of
the
things
that
was
brought
up,
that
just
struck
me
as
very
odd,
and
I
just
wanted
to
dive
a
little
bit
deeper
into
that
conversation
was
a
scenario
where
a
student's
about
to
be
expelled
and
then
because
the
parents
and
or
the
child
decided
to
appeal
that
the
consequences
could
be
more
severe
and
that
to
me
struck
me
as
incredibly
odd.
B
So
somebody
trying
to
appeal
resulted
with
them
being
threatened
that
the
consequences
would
be
much
more
severe
if
we
could
talk
a
little
bit
more
about
that.
What
I'm
assuming
anecdotally,
that
came
through
some
families,
I'm
just
curious
to
know
what
happened
in
those
scenarios.
H
This
is
kelly
vinci,
gonzalez
an
education
team
chief.
I
can
answer
that
question
and
in
my
capacity
as
an
attorney
representing
students
and
families
in
discipline
proceedings,
I've
seen
firsthand
the
school
district
say.
Well,
here's
your
next
level
of
appeal,
but
just
so
you
know
it
could
be.
You
know
they
could.
H
You
know,
implement
a
harsher
punishment,
so
you
want
to
take
that
into
consideration
about
whether
you're
going
to
appeal
or
not,
for
my
clients.
That
especially
I
mean
I
remember
one
client
this
child
had
autism
did
not
have
an
iep
or
a
504.
H
You
know
good
grades,
good
student
said
some
things
that
were
taken
out
of
context
and
it
resulted
in
his
expulsion
from
school.
You
know
the
family
was
really
felt
very
strongly
that
this
child
was
kind
of
the
subject
of
bullying,
of
targeted
and
kind
of
set
up
by
other
students.
But
since
he's
he
was
alleged
to
have
said
the
words
that
it
was
a
threat
it
kind
of
took
on
its
own
life,
and
so
you
know
a
discipline.
H
You
know
a
discipline
was
leveled
out
and
both
the
the
child
and
the
family
were
like.
We
didn't
say
this:
we
didn't
see,
you
know
we
don't
we
didn't.
We
don't
believe
this
happened
this
way,
but
I
don't
want
my
child
to
be
expelled
for
the
whole
semester
I'll
take
six
weeks
at
a
behavior
school,
because
I
don't
want
to
risk
it
being
that
much
worse.
If
I
go
up
that
other
layer
of
discipline
and
it's
worse,
I've
done
nothing
for
my
child.
So
it's
something
that
our
families
really
take
seriously
when
they
are.
H
You
know
considering
how
to
best
advocate
for
their
child,
and
it's
just
it's,
and
I
wish
that
was
an
isolated
incident,
but
it
hasn't.
It's
happened
over
the
course
of
me
representing
families
in
discipline
proceedings,
but
that
is
sort
of
hung
out.
There
is,
as
kind
of
a
consequence
for
families,
and
they
they
want
to
do
what's
right
for
their
kids.
Even
if
their
kids
have
made
mistakes,
they
still
want
to
do
what's
right
for
them.
B
Yeah
well
that
just
sounds
crazy
to
me,
so
I
appreciate
that,
but
that's
just
that's
just
crazy.
I
don't
got
any
other
word
for
that.
Thank
you.
A
Thank
you
assemblyman,
and
thank
you
for
the
answer.
Ms
gonzalez,
do
I
have
any
other
questions
from
the
committee?
Otherwise,
oh
okay,
I
have
two.
I
have
assemblyman
macarthur
and
assemblywoman
duran.
So
go
ahead.
Simon
macarthur.
Q
The
chat
for
some
reason,
quick
question
on
page
nine
number
four
says:
a
pupil
who
is
suspended
or
expelled
is
entitled
to
receive
an
appropriate
education.
How
was
that.
H
H
I
think,
in
working
with
the
school
district
here,
they've
come
up
with
a
wonderful
solution
which
will
for
kids
that
are
accused
of
significant
offenses,
maybe
offenses
involving
violence.
If
they
would
have
the
option
to
go
to
behavior
school
during
the
pendency
of
the
proceedings
or
they
could.
You
know
the
one
of
the
things
of
cobit.
H
Is
we've
learned
how
to
do
online
education,
and
so
that
would
be
another
opportunity
and
the
goal
is,
is
to
keep
kids
in
school
in
some
fashion,
even
if
they're
accused
of
of
violence,
they
still
need
to
be
marching
towards
school.
There
are
a
lot
of
studies
that,
when
kids
are
out
of
school,
they
get
into
trouble
when
they're
not
supervised,
they
get
into
trouble.
H
So
we
believe
that
the
behavior
school
option
for
some
of
our
kids
would
be
a
good
option
that
would
keep
them
in
school
during
these
proceedings,
while,
while
their
work
worked
through
the
appeals
process,.
H
I
ca
it's
a
I
apologize
down
south
here.
Behavior
school
is
another
campus
they're,
highly
structured,
they're,
smaller
they're
schools
away
from
other
campuses.
They
get
a
lot
of
attention,
a
lot
of
individual
attention.
So
that's
one
option:
there
are
star
on
programs
here
down
south
which
is
sort
of
a
behavior
school
on
campus
but
sort
of
segregated
from
the
other
kids.
So
there's
there's
different
options
available,
but
you
know
if
a
child
is
saying
expelled
for
bringing
a
gun
to
campus
or
getting
in
a
fight
or
sold
on
a
teacher.
H
O
Q
You,
madam
chair,
going
back
on
what
my
colleague
assemblyman
flores
was
talking
about
about.
You
know
somebody
you
know
getting
a
harsher
punishment
for
filing
an
appeal.
I
mean:
isn't
discipline
supposed
to
be
corrective
and
not
all
punitive,
and
does
that
what
example
is
that
sending
to
our
students
that
threats
are
okay,
that
you
can't
stand
up
and
and
try
to
fight
for
what
you
believe
in
if.
O
They
need
someone
duran
through
the
chair
to
someone
during
someone
go
directly.
Thank
you.
I
appreciate
it.
O
It's
always
such
a
mouthful
to
go
through
the
chair,
so
I
think
you,
I
think,
that's
exactly
why
I
brought
this
legislation
right,
like
I
recognized
how
challenging
it
was
for
students
sitting
in
my
classroom
that
were
struggling
through
the
appeals
process,
if
they,
if
they
and
their
family
were
comfortable
doing
so,
and
they
think
that
the
hope
really
is
that
the
school
districts
can
get
the
guidance
from
the
office
of
safe
and
respectful
learning
environment,
and
that
can
be
in
accordance
with
the
restorative
justice
principles
that
I
know
that
are
that
our
department
of
ed
has
worked
so
hard
to
implement,
and
I'm
hoping
that
you
know
that
appeals
process.
O
That
is,
you
know,
side
by
side
with
restorative
justice,
and
you
know
I
did
over
the
last
couple
of
months.
I
met
with
the
department
of
ed
and
we've
had
conversations
about
this
legislation,
and
I
think
that
this
was
actually
one
way
that
we
found
would
help
allow
for
this
process
to
really
be
restorative
and
to
be
part
of
that
cutting
edge.
O
So
that,
if
you
know,
as
educational
research
expands
to
ensure
that
the
regulations
that
are
put
into
place
with
this
appeals
process
for
school
suspension,
expulsions
makes
sense,
and
if
something's
not
working,
that
it
can
be
quickly
addressed
right.
If
that
timeline
makes
no
sense
in
that
circumstance,
that
we
can
then
address
that
timeline
and
give
it
and
expand
it
as
necessary.
O
That's
exactly
the
the
genesis
of
this
legislation,
and
I
I'm
excited
to
see
this
come
to
fruition,
so
that
we
can
ensure
that
all
of
our
students
have
due
process
and
that
it's
not
just
punitive
punishment
but
truly
restorative.
Q
That
you
know
people
should
be
held
accountable
for
for
not
following
the
process,
and
hopefully
this
this
bill
will
correct
that
as
well.
Thank
you.
A
Thank
you
and
I
think
we
are
going
to
go
ahead
and
move
on
to
testimony
just
because
we
do
have
another
bill
and
afternoon
committees
as
well.
So
with
that
we
will
go
to
testimony
in
support
of
av-194
bps.
Do
we
have
callers
in
support.
K
P
P
I
unfortunately
have
a
son
who
got
himself
into
some
discipline
problems
at
coronado,
high
school,
and
I
exp,
and
I
experienced
firsthand
this
situation
where
a
principal
kind
of
makes
it
up.
As
he
goes
in
terms
of
discipline,
my
son
was
told
that
he
was
going
to
be
expelled
from
coronado
for
a
second
offense,
and
when
I
received
that
news,
my
reaction
was
number
one.
You
never
told
me
about
this.
This
is
not
published
on
your
web
page
and
this
is
clearly
disproportionate
versus
the
offense
that
he
committed.
P
P
I
don't
know
how
a
normal
parent
navigates
this,
I
I'm
telling
you
literally.
It
took
two
skilled
lawyers
to
get
justice
for
my
child
and
when
that's
the
situation,
there
is
a
total
failure
of
the
system.
I
will
just
add
that
I
have
raised
this
repeatedly
with
ccsd
and
they
don't
seem
to
care
about
this
issue.
So
that's
when
the
nevada
legislature
should
step
in
when
a
school
district
doesn't
care
about
fairness.
K
R
Good
afternoon
madden
sheridan
members
of
the
committee
for
director,
my
name
is
cecia
alvarado
cecil
and
I
am
the
nevada
state
director
for
miss
amelia
botami.
It's
a
national
civic
engagement
organization
that
unites
latino
immigrants
and
allies,
communities
to
promote
social
and
economic
justice
through
citizenship
workshops,
water
registration
and
voter
participation.
R
Today,
I'm
submitting
this
testimony
in
support
of
ab194
on
behalf
of
my
family.
According
to
the
nevada,
according
to
the
american
psychological
association,
suspensions
increase
the
chance
of
a
student
leaving
school
prior
to
graduation
from
16
to
32
percent.
Another
study
found
that
students
who
were
suspended
or
spelled
were
29
more
likely
to
drop
out
at
some
point
during
their
high
school
school
career.
Loss
of
learning.
Time
is
a
serious
consequences
of
whose
discipline
black
and
hispanic
or
latinx
students
are
more
likely
on
average
to
be
suspended
and
spell
from
school.
R
K
N
N
A
K
F
Hello
and
thank
you,
committee
chairwoman,
bilberry
axelroding
committee
members.
My
name
is
hava
amas
h-a-w-a-h,
and
I
am
here
representing
the
clark
county
education
association
prior
to
accepting
my
job
at
ccea,
I
worked
at
a
rural
district
court
where
I
was
able
to
understand
the
juvenile
justice
system
that
in
many
cases,
began
with
minor
offenses
that
included
school
suspension
and
expulsion.
F
In
many
ways
we
must
approach
juvenile
justice
with
compassion
and
understanding
for
the
children
and
families.
That
is
why
ccea
supports
ab194
ab194
presents
an
opportunity
for
a
standardized
appeal
process,
with
notice
to
families
amended
to
allow
for
processes
to
be
defined
by
regulation
that
allowed
for
flexibility
in
the
evolution
of
the
sword
of
justice
in
nevada.
It
is
important
to
note
that,
though,
ccea
supports
the
spill.
We
feel
that
a
necessary
component
has
been
missing
from
our
change
to
restorative
practices,
and
that
is
training.
F
Our
teacher
currently
feel
that
the
implementation
or
lack
thereof
of
restorative
justice
practices
is
so
varied
that
it
fails
to
get
to
the
root
cause
of
the
issue
to
provide
healing
and
coping
mechanisms
for
children.
Instead,
many
of
our
processes
focus
on
the
aftermath
of
negative
conduct
and
highlight
punishment
and
confinement.
F
Additionally,
the
lack
of
accountability
that
has
accompanied
previous
bills
has
prevented
our
educators
from
buying
into
the
idea
of
restorative
practices.
Ab194
is
a
game
changer.
The
new
accountability
measures
will
help
to
ensure
that
data
is
collected
so
that
every
suspension
and
expulsion
is
analyzed
to
better
understand
and
highlight
the
disparities
in
the
current
scheme
and
to
ensure
that
we
can
address
why
we
have
racial
and
socio-economic
disparities
to
prevent
any
exacerbation
of
offenses.
F
K
E
Childbirth,
bill
barry,
axelrod
members
of
the
education
committee.
My
name
is
guido
lopez
g-I-l-l-o-p-e-z
with
the
charter
school
association
of
nevada.
We
are
here
in
support
of
assembly
bill
194
things
we
can
do
to
keep
children
in
the
classroom,
we're
in
total
support.
We
want
to
thank
the
assemblywoman
torres
for
her
work
around
restorative
justice.
Thank
you,
chair.
K
C
Hello
and
thank
you,
committee,
chairwoman,
bilbray
axelrod
and
committee
members.
My
name
is
dr
brenda.
B-R-E-N-D-A
pearson
p-e-a-r-s-o-n-
and
I
am
here
representing
the
clark
county
education
association.
Ccea
supports
assembly
bill
194.
Overall,
this
bill
provides
a
much
needed
due
process
for
student
discipline
in
nevada's
schools.
C
The
appeal
process,
through
guidance
by
the
office
of
re,
safe
and
respectful
learning
environment,
established
consistency
and
transparency
cca,
expressly
supports
the
submission
of
an
annual
report
of
accountability,
delineating
the
discipline
of
pupils,
but
we
would
be
remiss
if
we
did
not
stress
the
importance
of
utilizing
this
data
to
improve
practices
across
our
state.
The
collection
of
data
must
inform
actions
that
will
lead
to
the
reduction
of
racial
disparities.
C
This
data
is
a
tool
to
inform
our
evolving
practices
and
must
be
used
as
such.
However,
given
the
amendment
to
allow
for
the
creation
of
regulation
of
timelines,
we
believe
that
regulation
may
be
used
to
determine
the
best
practices
for
use
of
this
data.
This
bill
serves
as
an
impactful
continuation
of
our
move
towards
restorative
practices,
but
we
must
also
stress
the
continued
focus
on
building
a
strong
foundational
knowledge
of
restorative
practices
across
our
schools
in
clark
county.
Thank
you
again
to
the
committee
for
hearing
the
spill.
K
J
Good
afternoon
my
name
is
annette:
dawson
owens,
a-n-n-e-t-t-e,
dawson
d-a-w-s-o-n-o-w-e-n-s.
I
serve
as
the
school
readiness
policy
director
for
the
children's
advocacy
alliance.
Thank
you,
chairwoman,
bilbray
axelrod,
assemblyman
torres
and
the
committee.
We
support
ad194
in
creating
a
safe,
respectful
learning
environment
and
a
culture
that
implements
restorative
justice
practices,
while
revising
the
suspension
and
expulsion
procedures,
ensuring
clear
due
process
and
consistent
practices.
J
We
know
these
restorative
justice
practices,
transform
perspectives,
structures
and
students,
the
community
as
a
whole,
while
creating
a
culture
that
supports
the
development
of
our
students.
We
know
the
importance
of
all
students
continuing
to
be
educated.
We
believe
in
keeping
track
of
data
related
to
the
suspensions
and
expulsions
analyzing
such
and
with
an
eye
on
disproportionality.
J
A
K
K
L
On
behalf
of
the
washoe
county
school
district,
I
just
really
wanted
to
get
on
the
record
today
thanking
assemblywoman
torres
for
working
with
our
school
district
so
extensively.
We
had
many
meetings
about
this
in
washoe,
county
school
district
all,
but
a
handful
of
our
suspensions
are
short-term
or
insults
in
school
suspensions,
three
days
or
less.
We
certainly
share
the
sentiment
of
wanting
kids
in
school,
but
in
some
small
number
of
cases
there
are
safety
concerns
and
student
and
staff
safety
takes
precedence.
L
Parents
are
given
a
form
at
the
time
of
suspension,
with
some
options
for
an
appeal
and
never
would
a
student
penalty
be
worse
after
the
appeal
process
in
the
washoe
county
school
district.
So
we
appreciate
the
chance
to
work
with
the
department
of
ed
to
make
sure
that
our
process
aligns
with
certainly
the
law
and
the
intent
of
this
legislation,
but
giving
us
a
little
bit
more
flexibility
through
the
conceptual
amendment
is
very
welcome
news.
So
thank
you
to
the
sponsor
for
her
work
on
this.
Thank
you,
madam
chair.
K
E
Thank
you,
chair
bilbray
axelrod
and
the
committee
members
for
your
consideration
today.
For
the
record,
my
name
is
bob
deroos
v-o-b
d-e-r-u-s-e,
I'm
the
director
of
ace
charter
high
school
base.
High
school
is
a
washoe
county
school
district
sponsored
charter
school.
We
are
a
small
200
student
9th
through
12th
great
cte
high
school,
with
a
focus
on
industry
level,
learning
experiences
and
construction
manufacturing
and
transportation
trades
for
our
students.
At
this
time
we
are
testifying
in
neutral,
changing
from
a
pose
with
the
presentation.
The
conceptual
amendment
presented
with
av
67.
E
E
K
J
P-A-I-G-E-B-A-R-N-E-S,
I'm
with
crowley
and
frato
public
affairs
here
representing
the
nevada
association
of
school
boards.
We
are
in
neutral
on
ab194
we'd,
like
to
thank
assemblywoman
tourist
for
working
with
our
partners
in
the
school
districts.
On
the
amendment
we
are
looking
forward
to
collaborating
with
the
department
on
regulations.
I
would
just
like
to
note
that
all
school
districts
are
handling
suspensions
differently
and
in
whatever
regulations
we
establish,
we
would
like
to
maintain
some
of
that
local
controls
for
our
districts
and
our
boards
and
to
manage
that
process.
Thank
you.
K
E
Good
afternoon,
madam
chair
and
members
of
the
education
committee,
my
name
is
leonardo
benavidez,
l
e,
o
n,
a
r
d,
o
b
e
n
a
v.
I
d
e
s
with
the
clark
county
school
district,
testifying
today
in
neutral,
we
have
worked
with
assemblywoman
taurus
and
the
legal
aid
center
over
the
past
few
months
to
ensure
students
are
given
due
process.
Based
on
the
questions
today,
we
want
to
make
it
clear
that
we
are
always
willing
to
work
with
students
and
their
families
as
they
go
through
this
difficult
process.
E
To
answer
any
questions
from
the
committee
with
regards
to
the
process
through
ccsd,
also
in
regards
to
the
proposed
conceptual
amendments
with
allowing
ccsd
to
nnde
to
draft
the
regulations
and
provide
guidance
which
allows
for
best
practices
in
each
school
district
and
as
the
regular
regulations
are
promulgated,
we
will
continue
to
work
with
our
partners
like
the
legal
aid
center.
E
K
A
Thank
you,
bps
assemblyman
taurus.
Did
you
have
any
closing
comments.
O
Thank
you
chair,
and
I
will
keep
my
final
remarks
free.
I
really
would
just
want
to
begin
by
thanking
the
different
stakeholders
that
have
been
working
with
me
on
this
piece
of
legislation,
specifically
miss
venchi
gonzalez
from
legal
aid.
Mr
again,
who
actually
made
himself
available
during
the
entirety
of
the
zoom
call-
and
we
didn't
get
to
speak
with
him
today,
but
he
has
been
an
excellent
ally
in
ensuring
that
we're
providing
our
students
with
due
process.
O
A
Thank
you
assemblywoman,
and
with
that
I
will
close
the
hearing
on
ab194.
I
did
want
to
point
out
that
we
have
been
joined
by
assemblywoman
wynn.
I
know
you
came
in
during
testimony
when
we
are
on
audio
only
so
if,
madam
secretary,
if
you
could
please
mark
assemblywoman
win
as
present,
I'm
now
going
to
open
the
hearing
on
assembly
bill
195,
this
bill
revises
provisions
relating
to
relating
to
pupils
who
are
english
learners,
assembly,
women
tourists.
Please
begin
when
you're
ready.
O
Thank
you,
chair
good
afternoon
to
the
education
committee.
Thank
you,
chair,
bilbray,
oxford
vice
chair
miller
and
members
of
the
committee
on
education
for
the
record.
I
am
assemblywoman
selena
torres
and
I
represent
assembly
district
3
in
las
vegas
nevada,
and
this
afternoon
I
will
be
presenting
ab195,
which
creates
the
english
language
learner
bill
of
rights.
Before
I
begin,
I
would
like
to
provide
a
brief
roadmap
of
today's
presentation.
O
First,
I
will
provide
some
background
information
on
this
legislation
and
second,
I
will
walk
the
committee
through
the
sections
of
this
bill.
Throughout
today's
presentation.
I
will
be
referring
to
the
legislation
in
amman,
as
it
is
modified
by
the
conceptual
amendment.
I
want
the
committee
to
know
that
this
amendment
comes
from
the
thoughtful
conversations
that
I've
had
with
representatives
from
the
various
school
districts
here
in
nevada,
I'll
begin
with
background
information
on
this
legislation
and
throughout
this
presentation
I
will
be
using
several
different
acronyms
that
apply
to
this
bill
and
our
english
language
learners.
O
I'll
do
my
best
to
explain
each
of
the
terms
as
we
work
through
the
legislation,
but
during
questioning
I'm
more
than
happy
to
explain
any
of
those
terms
as
necessary.
El
or
ell
is
an
acronym
that
refers
to
english
language
learners.
Ell
students
are
students
that
are
learning
english
elo
students
in
nevada
speak
many
languages,
spanish,
tagalog,
chinese,
french,
etc,
and
many
of
them
are
born
here
in
the
united
states.
O
Ell
students
can
thrive
when
they
are
given
the
appropriate
supports.
This
legislation
is
intended
to
help
instructional
leaders
and
policy
makers
alike,
make
informed
policy
decisions
while
simultaneously
implementing
the
mechanisms
to
inform
ell
students
and
their
parents
and
guardians
about
the
rights
that
they
already
have.
O
Based
on
the
concerns
raised
throughout
the
day,
I
just
want
to
be
abundantly
clear
that
this
legislation
does
not
give
ell
students
additional
rights.
Rather,
this
legislation
requires
that
the
rights
that
english
language
learner
students
and
their
families
have
is
enumera.
O
O
This
data
is
necessary
for
instructional
leaders
and
policy
makers
alike
to
implement
modifications
to
the
curriculum
I'll
next
walk
through
the
sections
of
the
legislation
chair,
bilbray
axelrod.
I
submitted
an
amendment
to
this
bill
and
I'll
be
referring
to
the
amendment
as
we
work
through
this
piece
of
legislation
so
section
through
this
legislation,
subsection
one
and
two.
It
requires
that
the
board
of
trustees
determines
the
number
of
students
that
are
immigrants,
refugees,
long-term
english
learners
and
english
learners.
O
Additionally,
this
bill
requires
that
the
district
aggregate,
the
data
for
ell
students
who
are
in
career
tech
programs,
magnet
schools,
ap
courses
or
advanced
placement,
international
baccalaureate
or
ib
courses,
full
credit
courses
and
extracurricular
programs
to
the
extent
possible
section.
Two
subsection
3
as
amended,
requires
that
the
board
of
trustees
of
each
school
district
determines
the
number
of
teachers
employed
that
have
an
endorsement
in
bilingual,
ed
or
teaching
english
as
a
second
language,
and
so
that
this
information
is
then
disaggregated
by
the
grade
levels
that
those
teachers
teach.
O
This
will
allow
for
school
districts
and
policy
makers
and
administrators
to
truly
understand
how
many
of
their
teachers
have
the
certification
to
provide
our
ell
students
with
the
top
tier
instruction
that
each
student
deserves
additionally,
section
2,
subsection
3,
as
amended,
requires
for
local
education
agencies
to
report
on
the
number
of
teachers
per
school
that
are
trained
in
the
leas
adopted
language
development
program.
A
lot
of
our
school
districts
throughout
the
state
have
adopted
their
own
language
development
program,
and
I
know
that
we
have
an
el
administrator
on
this
call
as
well.
O
This
section
also
requires
that
this
information
is
submitted
to
the
department
of
education
and
disseminated
to
the
legislature.
Section
2,
subsection
6
defines
the
term
long-term
english
learner
I'll
tell
there's
another
way
that
they're
referred
and
I
might
refer
to
them
and
throughout
the
presentation.
O
A
long-term
english
learner
is
a
learner
who
has
been
as
a
learner
who
has
been
in
the
united
states
for
three
consecutive
years.
This
obviously
would
be
applicable
in
a
circumstance
where
perhaps
a
student
was
born
here
in
the
united
states,
grew
up
here
in
the
united
states,
left
and
lived
in
a
different
country
for
several
years
and
then
comes
back.
O
That
student
has
not
been
in
the
united
states
for
three
consecutive
years
and
so
they're,
not
a
nuke
they're,
a
newcomer
they're,
not
a
long-term
el
student,
even
if
they
attended
school
six
years
ago
here
in
the
united
states
section
three
of
this
legislation
enumerates
the
rights
of
an
english
learner
and
the
rights
of
the
parent
guardian
of
an
ell
student.
While
these
rights
are
presently
available
to
students,
the
education
community
knows
that
oftentimes
students
and
their
families
do
not
know
or
understand
their
rights.
O
These
rights
include
the
right
to
a
free
and
public
education,
regardless
of
their
immigration
status
or
native
language,
equal
access
to
programming
and
the
right
to
be
evaluated
annually.
Additionally,
parents
and
guardians
have
the
right
to
register
their
student
without
disclosing
their
immigration
status.
They
have
the
right
to
have
an
interpreter
for
significant
interactions
with
their
school
districts
to
the
extent
practicable
and
information
about
the
progress
of
their
people.
O
Section
3,
subsection
3
as
amended,
requires
that
the
schools
provide
ell
students
for
the
copies
of
these
rights
upon
annual
registration.
Upon
review
of
the
amendment
submitted
to
this
committee,
I
realized
that
the
addition
in
section
4
it
should
most
likely
be
added
to
section
3.
Although
I'll
leave
that
decision
to
our
legal
team
that
I'm
sure
will
know
exactly
where
that
should
be.
As
a
conceptual
amendment
states,
the
department
of
education
shall
provide
translations
of
the
rights
described
to
the
primary
languages
of
the
households
within
each
school
district,
including
english,
spanish
and
tagalog.
O
These
rights
will
empower
students
and
their
families
to
be
involved
in
their
school
community
and
empower
families
in
our
community
when
parents
and
guardians
play
an
active
role
in
their
child's
education
students
perform
section.
4
of
this
legislation
requires
that
the
board
of
trustees
reports
annually
on
the
use
of
title
3
funds
to
allow
for
policy
makers
to
understand
how
the
money
designated
for
nevada,
english
learners
is
being
spent.
O
This
report
will
also
be
posted
on
the
internet
to
ensure
that
nevadans
can
understand
the
use
of
those
funds.
This
will
be
helpful
to
policymakers,
like
ourselves,
section
5
authorizes
the
department
of
ed
to
adopt
the
regulations
necessary
for
this
legislation.
Section.
Six
of
this
legislation
requires
that
schools
identify
the
primary
language
of
a
pupil
upon
registration
annually
to
ensure
that
students
are
properly
identified
as
ell
students.
Presently,
students
are
identified
as
ell
students
when
they
complete
the
home
language
survey,
which
is
upon
their
initial
registration
in
a
school
district.
O
Additionally,
you
will
note
in
the
amendment
that
there
is
an
amended
section.
The
amendment
makes
a
modification
to
the
current
nrs
388.157
by
requiring
that
the
read
by
grade
3
assessments
is
a
criterion-referenced
assessment
to
understand
this
assessment.
I'll
provide
two
different
definitions
of
different
types
of
assessments,
there's
norm,
referenced
assessments
and
criterion-referenced
assessments,
a
norm-referenced
assessment
measures,
a
student
in
relation
to
other
students
that
took
the
assessment.
O
This
is
when
students
are
ranked
by
percentile
and
measured
in
comparison
to
how
their
peers
performed.
I
know
that
there's
several
parents
on
this
committee,
as
hell
that
might
be
when
your
child
receives
an
assessment
that
says
during
the
97th
percentile
or
the
57th
percentile.
That
would
be
a
norm.
Referenced
assessment,
a
criterion-referenced
assessment
assesses
the
student's
knowledge
and
skills
against
where
their
performance
should
be.
This
does
not
measure
them
against
their
peers
for
the
purpose
of
assessing
student
reading
in
elementary
school.
O
These
assessments
should
be
criterion
referenced
as
educators
are
attempting
to
understand
the
student's
skills,
specifically
illiteracy.
Currently,
some
schools
are
using
criterion-referenced
assessments
and
others
are
using
norm
referenced
assessments
to
assess
elementary
reading
on
literacy.
The
issue
is
that
norm.
Reference
assessments
is
that
the
information
compares
the
students
to
one
another,
instead
of
actually
tracking
their
literacy
skills,
we're
comparing
them
to
their
classmates,
so
some
students
have
to
win
and
others
have
to
lose
in
that
type
of
assessment
when
they
get
to
third
grade.
O
We
monitor
student
literacy
data
using
the
sbac,
which
is
the
state
assessment,
and
that
assessment
is
a
criterion-referenced
assessment
norm.
Reference
assessments
don't
allow
for
us
to
truly
measure
the
literacy
abilities
of
our
students.
They
are
designed
to
discriminate
among
students
and
allow
comparisons.
O
A
A
I
will
point
out
that
we
do
have
a
translator
on.
I
believe
the
first
caller
sounds
like
they
do
speak
english.
So
but
after
this
we
will
have
our
translator
saying
the
same
thing
olivia.
If
you
want
to
say
that
in.
S
Q
A
K
R
I
am
the
nevada
state
director
for
mi
familia
vota
and
I'm
calling
one
to
one
again
in
support
of
ap
195.,
approximately
587
000
foreign-born
individuals
residing
in
the
state
of
nevada
and
accounting
for
20
of
our
population,
a
large
share
compared
to
immigrants
in
the
united
states,
which
overall,
is
14
with
a
relatively
large
population
of
immigrants.
R
It
follows
that
a
student
population
with
with
one
or
more
foreign-born
parents,
which
is
about
42
percent
in
our
state
and
overall
48
of
those,
are
low-income
students
that
come
from
a
household
with
one
or
more
foreign-born
parents,
nevada,
set
to
long-term
goals
in
respect
to
english
language
proficiency.
The
first
is
that
ninety
percent
of
elo
or
english
learning
students
will
meet
the
six
year
maximum
timeline
to
proficiency
by
2022,
but
only
25
percent
of
them
achieved
that
in
2016..
R
The
second
is
that
80
of
ell
students
will
make
adequate
annual
growth
first
professions
by
2022,
which
only
40
percent
of
then
did
sold
in
2016,
which
is
a
reflection
of
the
need
for
comprehensive
support
for
students
and
their
parents.
Ell,
parents
and
students
have
been
facing
challenges
way
before
the
pandemic
and
ms
emilia
vota
work
with
a
large
population
of
the
community
that
requires
ell
resources
and
access,
and
even
though
we
are
happy
to
help
our
community,
we
believe
that
it's
time
for
our
school
districts
to.
K
K
K
P
Good
afternoon
my
name
is
sylvia,
lassos,
l.a,
diaz
and
zebra
os.
I
am
with
a
nevada
immigrant
coalition
and
the
nevada
immigrant
coalition
have
made
ab195
one
of
its
priority
bills.
I
want
to
spend
the
time
addressing
what
I
will
call
five
myths
regarding
ells.
I
have
submitted
a
testimony
that
provides
a
lot
of
statistics
on
ells,
which
you
can
read
and
have
a
good
snore
about
it.
But
let
me
just
address
some
of
the
myths
that
may
be
landing
in
your
email
inbox.
P
P
This
is
a
myth
in
that
good
teaching
practices
for
ells
translate
to
good
teaching
practices
for
all
students.
In
particular.
The
approach
that
is
taken
with
respect
to
ells
is
very
helpful
to
students
from
poverty
and
students
who
may
have
a
limited
vocabulary
because
of
their
ethnic
or
cultural
background.
P
P
No,
the
ell
status
was
made
up
by
the
supreme
court
of
the
united
states
in
the
case
called
lao
versus
nichols
in
which
the
san
francisco
district
simply
ignored
chinese
students
put
them
in
the
back
of
the
room,
made
no
attempt
to
teach
them
under
american
civil
rights
laws.
That
is
not.
That
is
the
denial
of
equal
opportunity
and
that's
how
ell
status
came
to
be,
and
that
is
that
every
unit,
every
school
district
has
a
legal
obligation
to
provide
all
students,
including
ells,
an
education
opportunity.
P
P
40
percent
of
latinx
are
immigrants
and
10
of
blacks
are
immigrants,
so
the
ell
population
is
very
varied
and
multi-and
ethnic
and
some
given
ell's
parents,
the
right
of
advocacy.
The
knowledge
to
advocate,
is
not
a
zero-sum
game,
but
it's
additive.
It
benefits
every
single
stakeholder,
every
single
student
demographic
group
and
we
should
be
encouraging
every
parent
to
understand
their
rights
and
be
the
best
advocate
that
they
can
be
for
their
particular
student.
Thank
you
very
much
for
the
opportunity.
A
Thank
you
for
the
call,
and
I
just
wanted
to
point
out
to
the
folks
on
the
line
we
do
have
a
translator.
So
after
bps
says
the
three
digits
we
will
have
olivia
then
say
the
the
last
three
digits
in
spanish.
So
even
if
you
go
ahead
and
hit
the
numbers
to
unmute,
you
could
wait
for
her
to
finish
that
and
if
you
are
a
caller
in
spanish,
we
will
translate
for
the
committee
go
ahead.
Bps
and
olivia.
K
M
M
M-A-R-I-E-N-E-I-S-E-S-S-
and
I
am
the
president
of
the
clark
county
education
association,
the
clark
county
education
association
represents
more
than
18
000
licensed
professionals
in
the
clark
county
school
district.
We
are
the
largest
independent
teachers
union
in
the
country
and
the
state
of
nevada.
We
engage
in
bipartisan
advocacy
for
advancing
public
education
in
nevada.
M
During
my
28
years
of
employment
with
ccsd,
I
worked
at
three
title:
one
schools
with
predominantly
english
learner
students.
I
know
firsthand
how
getting
a
quality
education
impacts
an
el
student,
because
I
was
an
el
student
when
I
started
kindergarten.
Spanish
was
my
first
language
and
having
access
to
quality
instruction
and
effective
educators.
Helped
me
learn
english
rather
quickly
and
excel
academically.
M
This
is
why
I
am
strongly
in
support
of
ab195.
Last
school
year,
nearly
53
000
english
learners
attended
clark
county
schools.
Each
of
these
students
deserves
equal
access
to
quality
education.
Ab195
establishes
rights
for
both
the
el
parent
and
the
students
and
details
specific
data
to
be
collected
by
school
districts.
It
is
with
this
data
that
nevada
can
learn
about
the
success
and
struggles
of
our
el
population.
M
Data
must
drive,
nevada's
steps
towards
equity
and
access
for
english
learners,
as
our
state
moves
towards
implementation
of
sb
543,
we
believe
ab195
would
also
add
a
layer
of
accountability,
accountability
that
enables
legislators
and
lawmakers
to
review
our
english
learner's
academic
engagement
and
progress.
Thank
you.
A
J
Good
afternoon
my
name
is
felicia,
ortiz
spelled
f-e-l-I-c-I-a
last
name
o-r-t-I-z.
I
am
the
president
of
the
state
board
of
education
coming
to
you
today,
on
behalf
of
myself
in
support
of
sb
195,
I'm
coming
to
support
it
for
a
couple
of
reasons.
Specifically
the
latest
amendment
section
number
two
for
the
number
of
teachers
that
hold
bilingual
or
english
language
acquisition
endorsements.
J
We
just
got
off
a
phone
call
with
superintendent
jara
here
in
clark
county
we're
working
on
starting
a
bilingual
education
program,
and
one
of
the
key
things
we
need
to
know
is
how
many
teachers
we
have
that
are
endorsed
to
teach
our
courses,
and
that
is
not
currently
data
that
we
have
at
our
fingertips.
So
that's
a
huge
need.
J
Second,
I
come
from
a
policy
perspective
in
that
from
an
equity
perspective,
competency-based
exams
are
more
equitable
and
are
not
comparing
students
against
one
another,
actually
testing
what
students
know.
So
I
strongly
support
that
piece
of
the
amendment
and
third,
I
come
to
you
from
a
business
perspective.
J
Our
community
depends
on
visitors
from
around
the
globe
and
helping
our
scholars
embrace
their
aspect
of
being
bilingual
will,
in
turn,
make
them
more
marketable
to
our
local
employers.
I
believe
that
it's
imperative
that
we
provide
all
of
the
resources
that
they
need
to
support
their
emerging
bilingual
status
and
hopefully
get
them
to
the
point
where
they
earn
our
seal
of
by
literacy
as
part
of
their
diploma
when
they
graduate
from
our
schools.
K
S
J
I
am
here
representing
the
nevada
state
education
association.
I
am
the
assistant
executive
director
of
nsca
and
an
english
language
educator.
I
am
not
here
representing
the
clark
county
school
district.
As
a
trustee,
the
nevada
state
education
association
has
been
the
voice
of
nevada
educators
for
over
128
years,
nsca's
reach
for
the
stars
foundation
and
our
instruction
and
professional
development
department
provide
educators
across
the
state
support
in
all
areas
of
education.
J
J
Nfca
supports
ab195
to
establish
rights
for
english
learners
and
their
families
to
ensure
they
have
access
to
highly
qualified
education
educators,
who
are
both
bilingual
or
english.
As
second
language
certified
advocate,
update
for
their
students
and
their
rights,
research
on
language
learners
has
proven
it
takes
between
three
to
five
years
to
acquire
english
nsca
appreciates
the
classification
of
language
learners
in
this
film
elo
bilingual
educators
also
spend
countless
hours
trying
to
find
ways
to
ensure
that
parents
and
students
know
their
rights
education
system
too
many
times.
J
J
A
K
L
L
Specifically,
I
would
like
to
address
the
conceptual
amendment
of
requiring
assessments
for
re
by
grade
three
to
be
criterion
referenced
rather
than
norm
records
criterion
reference
assessments
measure
what
students
can
do.
Each
student
is
measured
in
relation
to
a
standard
performance
level
or
learning
goal.
Student
scores
are
not
based
on
how
their
peers
perform.
L
These
results
give
teachers
actionable
data,
so
they
can
understand
how
each
student
is
conceptualizing.
The
standards
allowing
them
to
plainly
instruct
target
specific
gaps
criterion.
Reference
assessments
are
the
most
culturally
responsive
method
for
el
students
because
they
truly
measure
what
students
are
and
are
not
able
to
do
norm.
Reference
assessments,
on
the
other
hand,
measure
students
in
relation
to
how
well
they
did
in
comparison
to
a
group
of
peers
norm
reference
norm.
Groups
are
a
national
sample
of
students
in
each
grade
level.
They
do
not
measure
proficiency
or
mastery
just
relative
proficiency
compared
to
peers.
L
These
assessments
do
not
give
teachers
the
insight
they
need
to
make
instructional
decisions.
Most
importantly,
these
assessments
measure
english
learners
against
native
english
speakers,
causing
the
test
results
to
present
bias,
starting
in
third
grade,
students
are
measured
using
criterion-referenced
assessments.
Currently,
students
in
earlier
grades
use
norm
reference
assessment.
The
testing
instrument
should
be
consistent.
L
L
K
F
Hello
and
thank
you,
chairwoman,
shannon
bilbray,
axelrod
and
committee
members.
My
name
is
hava
ama
the
ccea
and
I
am
reading
testimony
for
angie
joy.
My
name
is
angie
joy,
a-n-g-I-e-j-o-y-e
and
I'm
a
second
grade
teacher
at
anne
lynch
elementary.
I
strongly
support
ab195
the
english
laner
english
learners,
bill
of
rights,
because
many
english
learners
do
not
receive
equal
or
adequate
support
in
their
education
in
the
state.
As
a
teacher,
I
have
frequently
asked
what
were
the
expectations
for
my
students
that
did
not
speak
english
or
were
very
new
to
speaking
english.
F
Sadly,
the
answer
was
always
the
same.
Oh
don't
get
it.
This
never
sat
well
with
me
because,
for
my
english
speaking,
students
they
were
frequently
tested
and
planning
was
very
purposeful
around
what
they
didn't
know
and
what
they
should
know
by
a
certain
point
for
my
english
learners
at
some
schools
there
were
some
supports
and
at
other
schools
there
were.
The
only
supports
were
what
I
provided
with
the
assistance
of
google
translate
and
any
volunteers
or
friends
that
I
could
get
to
help
me
create
bilingual
documents
and
learning
aids
at
parent
teacher
conferences.
F
Parents
of
my
english
learners
were
grateful
for
any
assistance
I
was
providing,
but
they
never
asked
me
the
important
questions
I'm
sure
they
had.
They
never
asked
me
how
much
support
is
my
child
receiving
during
school
in
english?
Is
my
child
receiving
equal
support
when
they
take
tests
in
english
that
they
may
not
fully
understand?
F
Or
what
does
english
support?
Look
like
for
my
child
during
school
day?
Or
do
you
think
my
child
is
missing
out
on
any
important
opportunities,
because
my
child
does
not
speak
english?
Like
their
peers?
Parents
often
rely
on
schools
to
make
the
best
choices
for
their
children.
They
often
feel
nervous
scared
or
inadequate,
asking
questions
to
the
people
whose
job
it
is
to
make
sure
their
kids
get
the
best
education
ab195
will
establish
some
clear
standards
that
are
greatly
needed
for
our
english
language
learning
students
and
support
to
their
families.
F
Data
is
very
important
to
collect
and
it
will
allow
us
to
know
the
type
of
resources
that
are
needed
to
help
our
educators
provide
support
for
the
english
learners
in
their
schools.
More
resources
are
needed,
but
they
vary
from
school
to
school
and
with
sufficient
data,
appropriate
planning
can
be
made
to
ensure
a
more
equal
educational
context
for
these
children.
The
english
learners
bill
of
rights
will
ensure
that
students
have
access
to
all
services
that
our
schools
provide
and
will
ensure
that
parents
understand
the
placement
and
development
of
their
children
and
programs
for
english
learners.
F
I
strongly
implore
each
of
you
to
pass
this
bill
to
make
sure
a
large
population
of
our
students
no
longer
falls
by
the
wayside,
but
is
ensured
equal
access
and
equal
rights
to
quality
education
in
our
state.
Along
with
this
testimony,
our
educators
have
submitted
additional
testimony
located
in
the
exhibit
section
on
nellis,
and
we
especially
ask
all
of
our
members
on
this
committee
to
review
that
testimony.
Thank
you.
S
S
K
N
Chair
miller,
members
of
the
committee
in
education,
my
name
is
anthony
ruiz
a-n-t-h-o-n-y
r-u-I-z,
representing
nevada,
state
college
nevada.
State
college
is
in
full
support
of
av-195
and
want
to
thank
assemblywoman
selena
doris
for
bringing
this
bill
forward.
We
certainly
support
this
bill
which
aims
to
better
meet
the
needs
of
english
language
learners
in
the
state.
We
also
remain
committed
to
expanding
the
teacher
pipeline
with
qualified
bilingual
educators.
I
look
forward
to
working
with
the
school
board
on
this
bill's
tracking
data
and
transparency
measures.
E
A
A
K
J
J
I
was
once
a
former
esl
ell
student
who
personally
went
through
the
struggles,
many
students
and
families
faced
in
my
school
district,
which
is
in
clark
county
or
was
in
clark
county.
Unfortunately,
due
to
the
immense
language
barrier
we
face,
our
children
have
gone
through
receiving
inadequate
services,
abuse
that
is
not
communicated
to
parents
due
to
the
fact
that
many
families
face
being
limited
in
english
proficiency.
J
Families
do
not
know
who
they
can
turn
to
for
help,
as
they
fear
retaliation
from
school
families,
also
not
also
knowing
that
they
have
are
entitled
to
having
an
interpreter
accompanying
them
in
a
meeting
at
school.
I
grew
up
having
parents
that
didn't
know
how
to
advocate
for
me
as
a
special
niche
child
with
autism.
Therefore,
impeding
me
on
having
a
quality,
education
and
services,
my
parents
didn't
know
how
to
express
or
be
able
to
address
concerns
that
they
had
as
interpreters
in.
J
I
faced
schools
that
would
become
frustrated
as
I
interpreted
to
the
mothers
that
I
volunteered
to
help
with
what
was
being
said,
because
they
couldn't
understand
what
I
was
translating
to
the
parents
now.
Can
you
imagine
and
now
understand
the
same
frustrations
that
countless
families
face
in
my
community?
J
A
S
A
K
E
Chair
vice
chair
member
of
the
committee,
my
name
is
gail
lopez
with
the
charter
school
association
of
nevada.
Here
we
are
here
in
support
of
assembly
bill
195
growing
up
as
a
ccsd
esl
student
in
northtown.
I
can
attest
that
access
to
information
should
lead
to
well-informed
decisions.
Thank
you,
assemblywoman
taurus,
for
this
important
bill,
and
we
urge
your
support.
Thank
you,
chair.
A
Thank
you
for
the
call
broadcast,
were
you
able
to
did
hands,
go
up.
S
K
N
Thank
you,
chairwoman
and
member
of
the
committee.
My
name
is
vida
lynn,
lin
v-I-d-a-l-I-n
and
I'm
the
founder
and
president
of
the
asian
community
development
council.
Acdc
is
a
product
of
a
long-term
dream
of
mine.
I
moved
to
nevada
to
help
my
extended
family
to
navigate
the
public
school
system,
my
nephew
needed
academic
accommodation,
but
due
to
the
cultural
differences
around
schooling
and
a
language
barrier,
it
was
difficult
for
my
family
to
access
necessary
resources.
N
N
N
A
Thank
you,
bps,
any
other
callers
in
support.
K
E
K
C
B-R-E-N-D-A-P-E-A-R-S-O-N,
I'm
reading
into
the
record
a
statement
by
anna
ocasio-mcandrew,
hello,
chairwoman,
bilbray
axelrod
and
committee
members.
I
am
a
learning
strategist
at
fremont,
professional
development,
middle
school
and
I
have
been
a
ccsd
employee
for
27
years.
I
am
writing
to
you
as
a
strong
appeal
that
you
support
ab195
for
english
language
learners.
I
have
been
a
strong
advocate
for
these
students
throughout
my
entire
career,
because
I
am
also
one
of
them.
I
can
empathize
with
the
inadequacies
and
lack
of
support
from
the
educational
system.
I
was
an
english
language
learner.
C
When
there
were
no
pro
programs,
it
was
sink
or
swim.
Fortunately,
I
was
able
to
swim
and
survive
to
continue
with
my
quest
to
help
those
who
need
it
most,
the
children
they
depend
on
adults
for
their
expertise
so
that
they
too
can
endure
and
swim.
The
time
is
urgent,
with
the
upcoming
influx
of
newcomers
expected
to
arrive
at
our
doors.
Now
more
than
ever,
we
need
to
provide
for
these
students.
If
we
are
to
welcome
them
with
open
arms,
we
must
be
prepared
to
demonstrate
that
they
are
important.
C
C
This
information
will
be
most
beneficial
to
guide
those
responsible
and
help
direct
them
with
the
implementation
of
adequate
programs
and
resources.
I
humbly
ask
you
to
support
ab195
for
english
language
learners
to
give
them
the
resources
they
need
and
help
them
become
productive,
viable
citizens
that
we
can
all
be
proud
of.
Please
aid
them
by
providing
the
necessary
tools,
give
them
the
chance
to
be
educated
and
become
tremendous
assets
of
our
great
nation.
Thank
you.
K
J
Good
afternoon
and
thank
you
to
madame
cheer
and
to
the
members
of
the
committee,
my
name
is
augusta.
Massey
matthew
spelled
m-a-s-s-e-y
and
I
am
the
president
of
the
las
vegas
chapter
of
the
national
bar
association,
the
oldest
and
largest
association
of
african-american
attorneys
lawyers
and
jurists
in
the
country.
The
lvmba
is
justified
in
support
of
ab195.
J
J
J
P
K
J
J
First
thank
you,
chair,
bilbray
axelrod,
for
bringing
this
important
bill
for
a
hearing
and
thank
you
to
assemblywoman
taurus
for
carrying
the
bill
as
an
immigrant
child
who
grew
up
in
clark,
county
and
a
product
of
the
park
county
school
district.
I
can
personally
say
that
this
bill
is
necessary
to
promote
to
promote
the
advancement
of
students
in
nevada.
J
They
are
the
future
of
our
state,
and
this
bill
ensures
that
our
future
is
bright.
Our
elo
puppy
population
is
not
adequately
informed
of
their
existing
rights.
Many
parents
are
not
provided
information
in
a
language
that
they
can
understand
in
order
for
them
to
adequately
be
informed
of
the
rights
of
their
children.
The
elo
program
has
long
been
a
program
that
parents
do
not
know
what
it
involves,
and
usually
all
they
know
is
simply
the
title
of
the
program,
but
not
what
services
it
provides
or
what
services
services
it
entails.
J
J
These
rights
belong
to
all
children
raised
in
non-english,
first
language,
households,
for
example,
my
nephew,
whose
first
language
is
not
english.
He
is
a
u.s
citizen
born
in
nevada,
and
he
too
has
a
right
to
ell
services.
Being
bilingual
is
a
quality
that
makes
children
more
likely
to
be
successful
in
school
that
they
need
the
support
necessary.
In
order
to
do
so.
K
R
Gur
can
you
hear
me
yes,
you're
members
of
the
committee?
Thank
you
so
much
for
your
time.
My
name
is
valeria
gur
v,
a
l
e
r.
I
e
a
g,
u
r,
r
and
I'm
the
nevada
state
director
for
the
nevada,
school
choice
coalition,
and
I
work
with
hundreds
of
low-income
families,
I'm
here
to
to
share
my
support
for
av
195.
R
It
is
extremely
important
to
have
data
on
ell
students
and
I
would
prefer
to
say,
emerging
bilinguals,
so
the
legislators
at
the
school
board
can
take
and
have
informed
decisions
and
implement
programs
that
will
really
support
their
learning.
Research
shows
that
parental
engagement
is
key
of
success
on
the
life
of
a
child,
and
if
parents
have
more
information
about
their
children
and
how
they're
performing
our
schools,
we
will
be
able
to
help
them.
They
will
be
able
to
help
their
children
at
home.
R
I
have
seen
firsthand
how
language
is
a
barrier
for
bilingual
parents
when
it
comes
for
helping
their
children
or
accessing
information.
However,
these
parents
are,
if
they
would
have
more
information,
they
would
be
doing
a
wonderful
job
at
their
home
with
their
children,
because
I
know
that
parents
care
about
the
education
of
their
children
also
working
with
particular
with
latino
and
hispanic
families.
R
I
have
learned
that
in
many
cases
parents
don't
understand
their
rights
and
and
if
they
see
something
that
they
don't
agree
with,
with
their
students
or
if
they're,
not
at
level,
they
just
don't
say
anything
because
they
fear
of
regulation
or
legal
status
and
their
and
language
barriers
instead
of
speaking
up,
they
simply
leave
the
school
or-
and
I
also
have
learned
in
some
of
the
cases
that
some
of
the,
if
anything
happens
in
the
school
and
and
the
students
have
not
been
helped
also
the
person
that
might
be
doing
something
wrong
in
that
school.
R
R
A
S
S
Q
S
S
S
S
S
S
K
S
S
S
S
S
Q
Why
I
feel
that
bill,
ad1
and
195
seems
like
a
good
idea,
as
proposed
law.
S
A
Which
is
gracias
next,
caller
and
sport?
I
think
we
have
one
more
callers
at
correct
bps,
that.
S
S
S
A
Muchas
gracias
and
I
did
want
the
committee
to
know
and
the
public
we
had
41
minutes
of
support,
so
I
will
allow
41
minutes
of
opposition.
If
that
is
there,
so
we
will
move
on
to
opposition
testimony
and
I
I
just
want
to
thank
committee
members,
for
I
know
this
is
a
a
long.
It's
been
a
long
day,
thus
far,
so
thanks
for
sticking
it
out
and
and
for
those
who
are
waiting
on
the
phone,
I
promise
we
will
get
to
you.
So,
let's
move
on
to
opposition.
O
H
K
N
Good
afternoon
my
name
is
janine
hansen.
I'm
the
state
president
of
nevada,
families
for
freedom.
We
oppose
ab195
nbc
news
reported
covet.
19
began
battering
families
putting
parents
out
of
work,
shrouding
their
homes
with
grief
and
loss,
shutting
children
out
of
schools
that
taught
and
cared
for
them.
It's
taken
an
unthinkable
toll
on
children,
social,
emotional
and
academic.
From
the
associated
press
we
read.
N
The
report
cards
of
the
school
year
are
arriving
with
more
f's
than
usual
in
a
dismal
sign
of
the
struggles
students
are
experiencing
with
distance
learning
school
districts
from
coast
to
coast
have
reported
the
number
of
students.
Failing
classes
has
written
risen
by
as
many
as
two
or
three
times
in
this
devastating
situation.
For
our
children,
ab195
is
inappropriate.
N
We
are
giving
special
rights
to
students
and
their
parents
who
are
likely
here
in
our
country
illegally.
At
this
critical
time,
we
should
be
concentrating
on
our
own
citizens
needs
my
own
granddaughter
from
washoe
county
is
failing
because
she
has
had
such
a
difficult
time
with
online
learning.
In
addition,
ab195
contains
an
unfunded
mandate,
forcing
local
school
districts
and
taxpayers
to
pay
for
the
myriad
of
mandates
contained
in
this
bill.
School
districts
are
already
strapped
and
many
taxpayers
who
have
lost
their
jobs
and
businesses
have
hit
bottom.
N
We
now
have
an
extreme
crisis
at
the
border
bringing
more
illegal
aliens
into
our
nation
state.
We
already
have
programs
for
english
learners.
How
much
more
will
taxpayers
be
forced
to
pay
and
how
much
more
will
school
districts
be
burdened,
leaving
our
own
citizens
without
the
necessary
help
they
need
to
succeed
in
school?
We
oppose
special
rights
for
children
and
their
parents,
who
are
here
illegally.
Thank
you.
K
T
T
I
have
a
friend
who
is
retired
and
told
me
a
couple
of
days
ago
that
if
the
property
taxes
go
up
anymore,
she's
going
to
lose
her
house,
this
is
not
the
way
we
should
be
treating
nevada
citizens,
the
taxpayers
are
already
taxed
out
and
with
as
much
money
as
esl
or
the
ell
program
is
receiving.
T
A
K
K
K
L
L
L
These
children
will
be
receiving
a
free
education,
regardless
of
their
immigration
status
or
primary
language.
Schools
must
supply
an
interpreter
in
all
meetings
with
the
guardian
or
parent
in
their
primary
language.
Realistically,
we
are
going
to
have
a
huge
influx
of
children
coming
from
the
southern
border
because
they
are
already
here
if
they
are
being
registered
by
a
legal
guardian
most
likely
their
parents
are
not
here,
which
means
they
could
possibly
have
come
across
the
border
with
a
coyote
or
a
human
smuggler.
L
If
this
is
the
case,
they're
going
to
need
additional
psychological
counseling,
because
they're
traumatized
children,
my
heart
goes
out
to
these
children
as
they
are
pawns
in
a
perverse
political
system.
All
of
this
puts
huge
financial
burdens
on
the
school
systems
which
are
already
having
problems.
The
big
question
is
what
about
the
american
children?
They
have
not
been
in
school
for
a
year,
and
now
their
education
is
being
diminished
by
children
who
are
here
illegally.
Our
country
is
a
country
of
laws,
and
we
have
borders.
L
K
A
I
believe.
Actually
we
have
someone
on
the
zoom
who
would
like
to
testify
in
neutral.
Did
you
want
to
go
ahead
and
do
that
department
of.
A
K
M
The
department
thanks
the
assembly
woman
for
bringing
forward
ab195
to
support
nevada's
families
of
english
learners,
and
we
would
like
to
work
with
the
assemblywoman
on
an
update
amendment
to
ab195,
as
we
are
testifying
in
neutral
to
the
current
amendment
introduced
to
today,
and
the
inclusion
of
a
criterion-referenced
assessment
for
the
literacy
of
pupils
enrolled
in
elementary
school.
Thank
you,
chair.
K
K
A
Thank
you
broadcast
services.
I
appreciate
your
hard
work
as
always,
and
thank
you
to
our
translator,
olivia
buford
as
well
your
hard
work.
Thank
you,
lucious,
gracias,
assemblywoman
taurus
did
you
want
to
make
an
enclosing
remarks.
A
O
Me
are
you
I
think
assemblymarzala
is
going
to
make
a
comment.
I
don't
know
if
you
want
to
go
to
her
first.
I
I
missed
that.
Oh
no,
no
problem
at
all.
I
just
wanted
to
make
a
statement.
I'm
an
immigrant
I'm
originally
from
brazil.
I
I
came
to
this
country
with
not
knowing
one
word
of
english,
so
I
was
an
ell
student,
I'm
not
sure
if
such
a
program
was
in
place
when
I
came
here,
it
definitely
was
not
in
my
school,
so
nobody
knew
what
to
do
with
me
once
I
was
registered
I'm
10
years
old
and
I
was
put
into
kindergarten
to
try
to
communicate
and
learn
the
english
language
which,
let
me
tell
you,
it's
really
hard
language
to
learn.
I
You
know
the
pressure
of
a
child
coming
to
another
country,
not
knowing
anything,
not
knowing
the
language.
It's
really
tough.
Let's
remember
that.
It
doesn't
matter
where
you
come
from.
What
your
language
is
what's
important
is
that
we
encourage
these
children
is
that
we
empower
them.
Is
that
we
give
them
tools
to
succeed.
I
You
never
know
who
they're
going
to
be.
They
can
be
your
next
teacher.
They
can
be
your
next
attorney
doctor
assembly
person
right.
Let's
give
these
children
the
tools
necessary,
let's
not
discriminate,
because
whether
you
like
it
or
not,
these
kids
are
our
future
and
we
have
to
invest
in
them,
because
investing
in
them
means
we're
investing
in
nevada.
A
O
O
It's
not
too
often
that
we
have
translators
come
into
our
hearings
to
ensure
that
members
of
our
public
can
participate
in
the
hearings
and
that's
exactly
what
we
did
today
and
I
really
commend
you
for
taking
the
time
and
making
and
the
the
staff
here
at
lcb
for
ensuring
that
we
could
get
a
translator
on
today's
call
so
that
every
nevadan
that
was
eager
to
participate
in
our
call
today
could
I
want
to
make
it
abundantly
clear
that
this
bill
does
not
propose
special
rights
for
our
english
language
learners.
O
The
opposition
today
argued
that
students
are
struggling
in
response
to
covet
19
and
for
whatever
reason,
this
legislation
was
going
to
take
away
from
other
students
that
are
struggling
with
coven
19
and
as
an
educator
who
taught
throughout
the
entirety
of
this
pandemic.
I
can
say
that
a
piece
of
legislation
like
this
will
help
empower
the
ell
students
in
our
community
and
their
families
that
continue
to
sit
in
our
class
throughout
summer
school.
O
They
would
not
have
had
that
interaction
that
that
engagement,
that
conversation
with
myself
and
would
not
have
had
access
to
any
education
throughout
the
pandemic,
and
so
I
think
a
piece
of
legislation
like
this
will
provide
opportunities
for
nevada
families
and
nevada
students.
I'm
committed
to
working
with
the
stakeholders,
and
I
I
do
want
to
note
that
several
individuals
noted
that
there
was
a
physical
note
for
the
counties
and
that's
just
simply
not
true.
I
spoke
with
the
counties
earlier
today.
There
the
fiscal
note
has
been
removed
from
local
counties.
O
I
do
understand
that
there
has
been
a
small
fiscal
note
from
the
nevada
department
of
education
for
less
than
I
I
think
it's
less
than
fifteen
thousand
dollars.
O
Quite
honestly-
and
you
know
I
do
want
to
remind
the
committee-
and
I
I
know
we're
not
a
money
committee-
but
with
the
recovery
act-
funds
that
are
coming
in
right
now
over
a
hundred
fifteen
thousand
dollars
will
be
designated
to
the
nevada
department
of
education
for
translation
services,
and
I
definitely
think
that
a
piece
of
legislation
like
this
would
help
align
with
the
vision
of
the
the
recovery
act
if
so
desired.
O
So
I
really
appreciate
the
committee
for
the
time
today
and
ensuring
that
we
get
a
fair
hearing
on
this
piece
of
legislation
and,
additionally,
I
know
several
individuals
have
reached
out
to
me
and
someone
when
claire
thomas
assembly
and
michelle
gorlo
assemblywoman
elaine
marzola,
to
be
added
as
co-sponsor
sales
legislation
look
forward
to
adding
them
on.
Thank
you.
A
Thank
you,
assemblywoman
and
once
again
thank
you
to
our
broadcast
services
and
everyone
who
helped
out
in
in
this
tough
time
that
we're
we're
dealing
with
having
a
fair
and
and
committees
that
people
are
involved
in.
So
with
that,
I
will
close
the
hearing
on
av
195
and
I
will
move
to
our
last
item,
which
is
public
comment.
As
a
reminder,
you
have
two
minutes
public
comment,
and
this
is
not
to
discuss
the
bill
that
we
have
heard.
It's
just
to
general
matters
that
fall
within
the
purview
of
our
committee.
A
Thank
you,
bps.
Are
there
any
comments
from
members
before
we
adjourn
now?
Look
I'm
not
seeing
any
okay.
The
next
meeting
will
be
thursday
march
25th
at
1
30..
We
do
have
a
packed
agenda
and
probably
will,
for
the
next
few
weeks
at
least
so
bring
a
snack
if
you
need
one.
This
concludes
our
meeting
for
today
and
meeting
is.