►
Description
For agenda and additional meeting information: https://www.leg.state.nv.us/App/Calendar/A/
Videos of archived meetings are made available as a courtesy of the Nevada Legislature.
The videos are part of an ongoing effort to keep the public informed of and involved in the legislative process.
All videos are intended for personal use and are not intended for use in commercial ventures or political campaigns.
Closed Captioning is Auto-Generated and is not an official representation of what is being spoken.
A
A
A
A
A
I
did
ask
a
lot
of
the
members
that
are
sitting
here
in
front
of
you
to
watch
the
presentation
that
was
in
senate
finance,
so
they
do
have
some
basic
knowledge.
So
if
you
would
just
walk
us
through,
then
I'll
be
happy
to
open
it
up
for
questions
so
good
morning,
miss
ebert,
it's
nice
to
see
you
this
morning
in
person.
C
C
The
commission
met
22
times
since
september
2019
to
meet
its
charge,
and
I
want
to
take
this
opportunity
to
publicly
thank
them
for
the
time
and
effort
that
they
gave
in
this
incredibly
hard
work.
I
appreciate
their
commitment
to
the
guiding
principles,
equity,
transparency,
accountability
and
flexibility
in
all
of
their
conversations.
The
diversity
of
our
student
population
in
nevada
was
their
first
priority.
C
C
Those
two
meetings,
one
related
to
the
weights
for
categories
of
pupils
and
the
others
focused
on
defining
what
optimal
funding
meant
in
alignment
with
the
requirements
of
senate
bill
543.
The
commission
submitted
its
first
set
of
recommendations
regarding
the
implementation
of
the
people-censored
funding
plan
to
the
governor
and
the
legislature
in
july
of
2020.
C
The
public
centered
funding
plan
seeks
to
provide
all
students
with
a
base
level
of
resources,
and
I
just
I
need
to
pause
right
here.
Thank
you
so
much
this
morning,
half
a
billion
dollars,
500
million
dollars.
We
have
roughly
500
000
children
in
our
state
that
we
educate
in
k-12
that's
approximately
1
000
more
per
student.
C
C
That
being
said,
the
pupil
centered
funding
plan
is
not
a
reconfiguration
of
the
nevada
plan.
As
you
all
have
experienced,
it
is
a
brand
new
approach
to
funding
k-12
education,
rather
than
asking
public
schools
and
districts
to
cobble
together
their
budgets
through
categorical
and
competitive
grants.
The
pupil
center
funding
plan
provides
a
systemic
and
flexible
approach
to
k-12
education
funding
that
promotes
equitable
access
to
high-quality
educational
opportunities.
C
C
It
presents
revisions
to
statute
to
support
the
successful
implementation
of
the
people
center
funding
plan
you'll
see
alignment
from
what
you've
been
talking
about
over
the
last
couple
days.
As
I
walk
through
the
bill,
we
also
have
an
amendment
to
the
bill
which
we'll
walk
you
through
and
then
we'll
be
prepared
to
answer
any
questions
you
may
have
so
starting
in
section
one
section.
One
allows
interest
and
income
to
be
earned
on
the
education
gift
fund
and
allows
funding
in
education
gift
fund
to
balance
forward
to
future
fiscal
years.
C
Registration
fees
collected
by
the
department
of
wildlife
will
be
transferred
to
the
state
education
fund.
Subsection
5
removes
the
superintendent's
authority
to
establish
other
accounts
within
the
state
education
fund,
specifically
federal
funds,
and
this
change
impacts.
Additional
sections
of
sb
439,
subsection,
4
subsection
excuse
me
section
4,
subsection
2
also
removes
the
state
board
of
education
and
the
nevada
department
of
education
from
the
allocation
of
funding
through
the
pr
per
pupil
funding
plan
model.
C
Subject,
section
2
removes
pupils
with
disabilities
from
the
additional
weighted
funding
portion
of
the
pupil
center
funding
model.
The
commission
on
school
funding
recommended
that
the
state
funds
revenues
for
special
education
services
be
funded
outside
the
pupils
under
funding
model.
Subsection
3
removes
the
adjustment
for
necessarily
small
schools.
C
C
C
C
C
C
Excuse
me
to
the
account
for
state
special
education
services,
and
this
account
will
include
all
state
general
fund
appropriations
for
the
provision
of
special
education
services
and
used
as
moe
for
the
federal
funding.
It
also
included
conforming
language
regarding
the
statewide
multiplier.
For
the
pupils
of
with
disabilities,
we
have
section
24,
which
incorporates
the
changes
for
our
gifted
and
talented
section.
C
Section
36
repeals
sections
of
the
statute
related
to
various
accounts.
Section
37
allows
lcb
staff
to
make
corresponding
changes
to
nrs
and
nac
section
38
accounts
for
unexpended
balances
at
the
end
of
21,
for
certain
accounts,
section
39,
repeals
sections
of
statutes
related
to
the
necessary
small
schools.
The
bullying
prevention
account
the
account
for
instruction
in
financial
literacy
account
for
computer
education
and
technology.
C
In
closing,
I
need
to
put
on
the
record
that
I
am
honored
to
work
with
amazing
staff.
Like
deputy
hearts,
we
have
two
staff
members
that
have
been
working
on
this
for
almost
two
years:
james
kirkpatrick
and
bo
bennett,
and
then
finally,
our
chief
strategy
officer,
jessica
todman,
who
has
been
reading
all
of
the
public
comments
into
public
record
for
a
very
long
time
and
we're
thankful
for
her
work
as
well.
A
E
A
F
A
A
B
Thank
you,
madam
chair,
and
I
was
able
to
watch
the
hearing
on
the
in
the
senate,
so
that
did
answer
a
lot
of
my
questions,
but
because
of
the
way
we
closed
in
the
money
committee
yesterday,
it
brought
up
a
question
in
six
section:
five,
where
we're
changing
the
well
consolidating
this
small
district
size
adjustments
into
one
and
the
language
in
here
is
referencing
public
schools
only,
but
based
on
the
decisions
we
made
yesterday,
which
would
now
apply
to
charter
schools.
B
Well,
we
need
to
clarify
this
language
in
section
five
and
with
that,
will
the
criteria
for
the
the
adjustment,
the
small
schools,
adjustment
or
small
school
areas
will
that
be
in
statute
as
well,
because
I
know
we
had
we
had
it
in
our
closing
documents
in
the
money
committees
yesterday
what
those
size
adjustment
factors
would
be,
but
is
that
something
that
needs
to
be
included
in
this
as
well
as
well
with
the
change.
G
Heidi
hearts,
for
the
record,
I
serve
as
the
deputy
superintendent
for
business
and
support
services
at
the
department
of
education.
So,
with
respect
to
the
first
question,
yes,
clarifying
language
would
be
needed
in
statute
to
indicate
that
charter
schools
are
now
eligible
for
the
district
size
adjustment,
as
initially
prescribed
in
senate
bill
543.
G
They
were
ineligible
for
that
adjustment,
and
so
it
seems
to
me
that
could
be
done
either
through
an
amendment
to
the
proposed
legislation
or
your
staff
may
choose
to
include
that
either
in
the
k-12
funding
bill
or
other
appropriate
legislation,
with
respect
to
the
different
criteria
that
are
used
to
make
the
district
size
adjustment
based
on
attendance
area.
The
specific
parameters,
I
don't
believe
would
need
to
be
included
in
statute
and
they
were
reviewed
by
the
commission
on
school
funding
in
the
department
of
education.
G
H
H
The
bullying,
the
bullying
prevention
account-
and
I
was
just
wondering,
is:
is
there
going
to
still
be
a
bullying.
C
Thank
you.
Thank
you
for
the
question.
Superintendent
ebert
for
the
record.
The
bullying
accounts,
as
well
as
some
other
accounts,
are
being
eliminated.
Those
funds
are
being
placed
into
the
pupil-centered
funding
plan.
All
of
the
expectations,
though,
that
are
driven
bullying
read
by
grade
3,
comes
up
quite
a
bit
other
accounts.
Those
expectations
for
that
work
will
still
happen
at
the
school
district
level.
The
school
districts
wanted
the
flexibility
and
also
too
that
they
didn't
have
to
compete
for
those
funds,
and
so
that
was
the
ask,
and
that
was
on
the
legislation
that
was
enacted.
A
Good
miss
krasner
you're
very
welcome
assemblywoman
tolls.
G
Around
section
five
from
my
colleague
and
assemblywoman
how
to
gee,
so
we
would
have
to
make
an
amendment
in
regards
to
charter
schools.
G
And
we
had
a
lot
of
discussion
last
night
about.
I
believe
this
ties
into
that
discussion
about
lumping.
G
Out
my
understanding
as
we
had
that
discussion
was
that
that
would
be
in
the
same
way
that
we're
doing
that
by
district,
that
we
would
also
be
looking
at
charter
schools
by
district
and
then
lumping
by
district
and
then
evening,
out
or
smoothing
out.
I
just
wanted.
This
might
be
the
best
opportunity
to
ask.
G
G
Specific
sources
of
funding
identified
for
charter
schools
and
currently
in
statute,
they
are
not
eligible
to
receive
the
district
size
adjustment.
So
a
revision
to
statute
would
be
required
to
indicate
that
they
would
now
be
eligible
to
receive
that
adjustment,
as
well
as
the
cost
of
education
index.
H
B
J
You,
madam
chair,
it's
a
follow-up
to
the
question
asked
by
assemblywoman
krasner.
J
C
Thank
you
for
the
question
for
the
record
state
superintendent,
joan
ebert.
We
work
very
closely
with
the
school
districts.
There
are
many
many
different
reports,
whether
they
are
state
reports
that
are
required
and
or
federal
reports,
and
so
I
guess
let
me
back
up.
We
start
first
with
supporting
school
districts
in
all
of
this
work
collaboratively
those
that
are
being
successful.
We
amplify
the
work
that
they're
doing
to
make
sure
that
other
school
districts
see
it
is
there
always
work
to
be
had
done?
C
J
Another
question,
madam
yes,
thank
you
so
much
in
your
opening
remarks.
You
made
mention
of
the
commission
that
had
worked
during
the
interim
and
thank
them
for
all
the
work
that
they've
done,
and
we
all
thank
them
for
the
work
that
they're
doing.
I
believe
there
were
a
number
of
recommendations.
Do
you
how
many
of
the
recommendations
that
they
came
up
with?
What
were
those
recommendations
and
how
many
were
actually
included
in
the
bill
draft
that
we
have
before
us
today?.
G
G
I
believe
they
put
forward
approximately
15
recommendations
and
at
this
point
I
believe
that
the
governor
and
the
legislature
have
moved
forward
with
adopting
all.
But
perhaps
two
please
don't
ask
me
what
those
two
are,
because
off
the
top
of
my
head,
I
could
not
tell
you
my
guess
is
that
they
would
pertain
to
inflationary
adjustments,
for
example,
for
the
fiscal
year,
2020
baseline
amount
for
districts
being
funded
at
that
hold
harmless
level.
B
Thank
you,
madam
chair,
in
relationship
to
the
bill
itself
and
I'm
looking
at
the
copy
of
the
first
reprinted,
with
amendments
adopted
on
may
13th
and
it's
section
17..
My
question
is
regarding
the
edition
on
that.
B
G
Heidi
hearts,
for
the
record,
when
the
money
committees
closed
the
department
of
education
budget
accounts,
one
of
the
transitions
that
was
approved
was
that
the
state
match
for
the
national
school
lunch
program
should
be
administered
by
the
department
of
agriculture,
not
by
the
department
of
education.
So
this
formalizes
that
change
within
statute-
and
it
now
allows
the
director
of
the
department
of
agriculture
to
administer
the
state
general
fund
dollars
that
are
used
as
match
for
those
federal
grant
dollars.
B
I
think
follow
up
on
that,
madam
chair,
just
just
by
the
wording.
It
wasn't
really
clear
what
that
role
was,
and
it
just
says
apparently
the
they
have
to
just
they
have
to
direct
the
money
from
the
state
treasurer
to
the
to
the
county
treasurer
on
a
certain
date,
but
it
could
also
you
could
request
it
from
the
superintendent
of
public
instruction
or
the
director
of
agriculture,
but
it's
not
clear
that
that's
just
for
the
food
program,
so
I
was
just
curious
that
they
could
ask.
G
Sorry,
heidi
hearts,
for
the
record
I
would
offer
if
you
would
like
the
language
to
be
clarified,
we
would
be
happy
to
work
with
the
members
of
your
legal
staff.
They
assisted
in
the
development
of
the
bdr,
so
if
they
have
better
language
that
addresses
your
concerns,
we're
happy
to
work
with
them
may
be
self-explanatory.
B
B
My
concern
is
that,
by
adding
the
way,
that
paragraph
reads
is
that
the
director
of
the
state
department
of
agriculture
has
equal
authority
to
ask
for
the
funds
to
be
drawn
down
as
the
superintendent
of
public
instruction
does.
It
doesn't
specifically
say
that
they're
asking
only
for
the
food
program
funds
see
that
it
just
says
they
I
that
either
or
could
ask
for
the
funds
to
be
directed
to
their
departments,
and
so
I'm
just
curious
about
that.
Okay,.
A
We'll
look
into
it
and
make
sure
that
there's
a
clarification.
I
think
we
all
know
where
we're
going
because
of
the
way
the
and
the
other
portion
the
funds
are
tiered.
The
way
we
we're
having
handling
this,
so
those
funds
are
actually
outside
so,
but
that
I
think,
there's
a
a
way
to
make
sure
that
the
intent
is
on
the
record
of
what
is
actually
going
to
happen.
B
A
All
right,
we
will
look
into
it
to
make
sure
that
that's
the
way
it
is,
but
with
with
the
way
the
dollars
are
tiered
inside
and
I
hate
to
use
the
word
silo
because
we're
trying
not
to
do
that
anymore,
but
the
way
we've
had
tiers
of
funding.
A
I
I
believe,
that'll
address
the
issue,
but
we
will
make
sure
in
the
long
run.
So
with
that,
I
believe
I
can
go
to
vice
chair
miller
next.
D
Thank
you,
chair
carlton.
My
question
is
a
bit
of
the
more
technical
nature
as
well
and
superintendent.
It's
actually
in
section
one.
So
one
of
the
first
amendments
under
section,
one
one
which
refers
to
the
interest
and
income
that
comes
to
the
education
gift
fund,
and
so
it's
my
understanding
that
this
is
for
basically
gifts
and
donations
made
to
the
schools
and-
and
I
see
an
existing
language.
It
goes
through
all
the
stipulations
of
what
that
would
include.
D
What
have
you
my
question
is
when
a
donation
like
this
is
made-
and
it
does
say
here
in
existing
language-
any
instructions
provided
by
the
donor
concerning
the
use
of
the
gift,
so
one
that
could
include
something
that
may
be
in
conflict
with
or
contradicting
something
a
goal
or
agenda
of
the
schools,
but
also
they
could
dictate.
I
want
this
to
go
to
this
particular
school.
This
particular
charter
school,
and
so
in
that
case,
if
we're
having
a
discussion
around
equity,
knowing
that
some
of
our
alumni
or
some
of
our
communities
have
additional
resources.
D
So
if
someone
was
to
make
a
donation
like
this
and
direct
it
toward
one
school,
doesn't
that
in
fact
actually
increase
the
purple
per
pupil
funding
that's
available
at
that
institution.
G
An
example
of
one
of
those
donations
would
be
the
donation
that
the
the
state
recently
received
from
ikea,
which
was
approved
by
the
interim
finance
committee.
I
believe
back
in
january
and
was
designated
for
investments
that
would
improve
educational
opportunities
and
support
within
the
state.
So
those
the
requirements
that
come
from
the
donor
would
be
specific
to
what
their
intent
was.
D
Chair
so-
and
we
know
that
our
schools
do
get-
and
I
understand
that
scenario
where
it's
saying
we
want
this-
to
go
to
a
statewide
program
or
statewide
initiative.
But
in
those
cases
where
we
know
that
us
individual
schools
are
getting
donations
and
such
how.
How
will
that
impact
our
per-pupil
funding?
Because,
if
we're
speaking
about
equity,
then
wouldn't
that
essentially
increase
the
per-pupil
funding
in
that
one
building
and
it
would
there
be
a
way
that
that
would
be
reallocated
or
adjusted.
Or
would
we
just?
C
Superintendent
ebert
for
the
record,
so
to
your
point
of
will
that
individual
school
receive
more
funding
and
then
so
the
individual
students,
when
you
do
the
math,
receive
more
funding.
The
answer
to
that
is
absolutely.
Yes.
School
gets
more
funding.
They
receive
it
that
this
funding
that
we're
talking
about
with
the
gifts
is
outside
of
the
per-pupil
funding
formula,
so
it
would
not
be
considered
as
the
money
flows
through
the
formula
would
not
be
considered.
It
is
outside
separate
of.
D
Yes-
and
I
understand
that
superintendent-
I'm
just
looking
at
as
we're
focused
on
equity
overall,
just
seeing
how
that
would
be
equitable
overall
jeremy,
I
have
one
quick
additional
question.
D
Okay,
I'm
going
to
shift
my
question
to
another
amendment
that
was
under
section
3
4,
which
is
about
basically
changing
enrollment,
so
acknowledging
the
fact
that
enrollment
changes
and
shifted
and
isn't
always
exact
toward
the
projections
that
were
made,
and
so
I
was
just
wondering
because,
especially
in
the
two
largest
districts,
where
it's
a
lot
more
transient
a
lot
more
enrollment
shifts
either
you
know
exceedingly
over
or
three
months
later
it
changes.
How
will
that
process?
Look,
because
the
challenge
in
the
schools
isn't
okay
next
year
or
next
biennium?
D
It's
we
just
had
an
additional
200
students
show
up
that
we
didn't
expect,
or
this
grade
just
has
an
additional
50
students
we
didn't
expect.
So
what
will
that
look
like?
How
often
and
what
will
the
standard
be?
Is
there
like
a
this
school
increased
by
two
percent
that
wasn't
expected
or
five
percent?
Do
you
have
some
process
around
how
that
would
look.
C
Superintendent
ebert
for
the
record
great
question
because
you're
getting
to
the
like
here's
step,
one
now
step
two
step,
three
step:
four,
so
for
to
remind
the
entire
body,
the
state
does
collect
enrollment
data
quarterly,
we
pay
out
monthly,
but
we
do
which
we
didn't
used
to
do.
We
actually
just
used
to
have
one
count
day
for
the
entire
year,
so
for
an
institution
like
the
clark
county,
school
district,
10,
000,
kids
move
in
it
didn't
matter
during
the
year,
because
there
was
only
one
count
day.
C
Now
there
are
four
that
being
said
for,
and
the
commission
worked
very
closely
and
the
team
worked
very
closely
with
school
districts
to
your
question
as
people
move
and
flow.
The
fact
of
the
matter
is
when
you
start
out
the
school
year,
you
need
to
know
how
many
teachers
you're
going
to
hire
based
on
the
number
of
students
that
are
there.
The
services
that
you're
going
to
provide
the
resources
that
are
needed
so
that
allocation
per
school
districts
is
set.
But
that
does
not
mean
that
they
will
not
move
things
during
the
year.
C
It
is
very
difficult
to
move
people,
but
they
should
always
in
the
conversations
that
we've
had.
They
should
always
be
providing
the
resources
so
in
some
schools,
I'll
use
our
english
language
learners
as
an
example,
some
schools
we
have
where
a
full
fte
can
be
dedicated.
There
are
enough
students
to
support
others.
A
H
You,
sir,
and
thank
you
superintendent,
for
presenting
the
piece
of
legislation,
it's
great
to
see
you
this
morning,
so
my
question
has
to
do
with
section
20
on
page
34
of
the
piece
of
legislation
regarding
merit
pay,
and
so,
as
I
was
as
I'm
reading
this
in
preparing
the
annual
bi-annual
budget
request
for
the
state
education
funds,
we
are
eliminating
the
language
that
would
allow
for
any
type
of
merit,
salary
increases,
cost
of
living
adjustments
or
inflation.
H
I
just
want
to
understand
why
this
language
is
is
eliminated
and
whether
or
not
we
believe
that
this
is
going
to
impact
our
educator
advancement.
G
Heidi
hearts,
for
the
record,
under
the
nevada
plan,
these
adjustments
were
included
in
the
development
of
the
projected
expenditures
for
each
year
of
the
upcoming
biennium.
The
nevada
plan
is
an
expenditure-based
funding
model.
The
pupil
centered
funding
plan
is
a
revenue
driven
funding
model,
so
all
allocations
to
school
districts
and
charter
schools
are
driven
by
the
amount
of
revenues
available
in
each
fiscal
year.
So
the
language
that's
proposed
to
be
removed
from
statute
is
reflective
of
language
that
pertains
specifically
to
the
nevada
plan.
G
H
Thank
you
chair,
and
I
I
guess
I'm
just
trying
to
understand
that
at
what
point
would
the
would
there
be
those
plans
to
kind
of
address
that,
because
we
obviously
know
that
merit
salary
increases
are
going
to
take,
take
place
right
and
so
we're
going
to
encourage
our
educators
to
continue
achieving.
So
I'm
just
like
wondering
at
what
point
in
the
budget
process
that's
going
to
occur.
G
Heidi
hearts
for
the
record,
so
each
school
district
and
charter
school
would
accommodate
that
in
their
their
local
budget.
From
a
state
perspective,
when
the
biennial
budget
is
prepared
using
the
pupil
centered
funding
plan,
the
adjustments
that
are
made
are
tied
to
inflationary
factors
and
increases
in
enrollment
growth,
as
well
as
projected
increases
in
state
revenues,
either
the
general
fund
or
the
other
revenues
that
will
flow
through
the
state
education
fund.
G
A
With
that,
I
believe
I
have
miss
marzola
next.
B
Thank
you,
madam
chair.
My
question
was
asked
and
answered.
A
Thank
you
very
much,
ms
marzola,
but
I'm
put
a
little
mark
next
to
it.
If
something
else
comes
up,
be
happy
to
come
back
to
you.
H
Thank
you,
madam
chair.
I
have
a
question
existing
language
in
section,
4
talks
about
transportation
and
food
services,
and
then
I'm
looking
at
this,
the
draft
that
came
from
the
last
meeting
and
looking
at
auxiliary
funding
at
night.
I
know
that
a
lot
of
charter
schools
do
not
offer
transportation
and
that's
been
a
an
issue,
and
I
know
they're
starting
to
move
towards
that,
but
they
do
provide
food
services.
I
believe
most
of
them-
and
I
was
just
wondering
why
we're
not
seeing
any
money
specifically
for
that.
G
Heidi
hearts
for
the
record
senate
bill
543
indicated
that
auxiliary
services
would
be
funded
for
school
districts,
and
so
that
is
how
the
model
was
stood
up
at
this
point
in
time.
I
would
note
that
the
money
committees
have
indicated
that
they
wish
to
issue
a
letter
of
intent
to
the
department
of
education
to
work
with
the
commission
on
school
funding,
to
look
at
funding
methodology
specific
to
transportation
services,
and
so
that
may
very
well
be
a
part
of
that
conversation
during
the
next
interim.
B
Thank
you,
madam
chair,
thank
you
for
the
presentation
today
and
for
answering
most
of
our
questions.
My
question
is
dealing
with
the
doubling
of.
Why
are
you
doubling
the
nac,
which
is
eight
point?
Three
percent
now
for
the
education
stability
stimulates,
I'm
sorry,
stabilation
account
stabilization
account.
A
B
A
G
Heidi
hearts,
for
the
record,
so
within
the
provisions
of
senate
bill
543,
there
is
the
establishment
of
the
education
stabilization
account
and
when
school
districts
have
an
ending
fund
balance
that
exceeds
16.6
percent
of
their
actual
expenditures
in
a
fiscal
year,
the
the
amount
over
the
16.6
percent
would
be
transferred
into
the
education
stabilization
account
unless
they
had
a
higher
percentage
at
the
end
of
fiscal
year,
2020,
in
which
case
that
would
be
their
minimum
threshold
moving
forward.
It's
my
understanding
that
the
16.6
percent
makes
the
transfer
amount
consistent
with
other
local
governments.
C
Superintendent
ebert
for
the
record
through
the
negotiation
process
with
each
school
district
they
make
those
determinations
and
as
I've
seen
just
in
being
back
the
short
time
that
I've
been
back.
It
varies
across
our
state.
There's
not
one
set
increase
across
the
entire
state
because
it
is
negotiated
locally.
A
So
I
think
that
would
be
a
better
question
for
the
district,
but
the
chair
is
going
to
take
an
opportunity
here
since
we're
on
this
particular
topic
and
I
know
miss
hearts
and
miss
ebert.
It's
very
hard
to
see
us
up
here.
So
I
am
here.
Look
at
the
screen.
It's
okay!
It's
very
hard
to
see
through
this
plexiglass,
it's
hard
to
see
where
the
voice
is
coming
from
so
and-
and
I
have
heard
this
concern
numerous
times-
we
could
probably
recite
it
verbatim.
A
I
think
I
hear
it
in
my
sleep
and
I
think
we
really
need
to
have
a
conversation
along
this
duran's
line
of
questioning
of
the
16.6
percent.
We
understand
is
at
other
local
government
levels,
so
I
think
that's
probably
where
you
peg
that
number,
but
it's
my
understanding
that
in
a
lot
of
other
cases,
it's
the
budgeted
16.6,
not
the
actual,
and
it's
my
understanding
that
that
can
make
a
signif
significant
difference
in
what
that
actual
16.6
percent
can
be.
G
Heidi
hearts,
for
the
record,
I
believe
senate
bill
543
from
the
2019
legislative
session
established
that
16.6,
based
on
actual
expenditures
later
in
senate
bill
543.
I
believe
in
section
77
there's
a
provision
that
indicates
that,
if
you're
ending
fund
balance
at
the
end
of
fiscal
year,
2020
exceeded
16.6
percent.
That
would
be
your
starting
point.
When
we
get
to
fiscal
year
2022
and
begin
transferring
the
difference
into
the
education
stabilization
account
within
senate
bill
543
and
section
77,
it
referenced
the
budgeted
expenditures
where
earlier
in
the
bill,
it
referenced
the
actual
expenditures.
G
A
And
and
thank
you
miss
hearts,
I
do
appreciate
that,
but
it
still
is
different.
The
question
still
is
basically,
if
we're
looking
at
this,
the
difference
between
what
you
budget
and
what
is
actual,
I
think
the
committee
needs
to
understand
what
is
the
significant
difference
between
those
two
and
I'll
just
put
this
on
the
record,
because
not
a
lot
of
folks
have
been
willing
to
say
it,
but
this
is
no
longer
543.
A
So
I
appreciate
it
was
in
543,
but
one
legislature
can't
tie
the
next
legislate
next
the
legislature's
hand,
so
we
really
need
to
have
a
conversation
and
make
sure
the
record
is
very
clear
on
what
those
differences
will
actually
be,
because
we
have
heard
significant
concerns
from
folks
on
that.
So
I
think
it
it's
best
for
us
to
have
that
conversation
in
a
public
forum
like
that.
So
what
is
the
real
difference
between
budgeted
and
actual.
C
A
G
G
This
recommended
revision
was
proposed
to
be
included
in
the
bill
draft
request.
So
the
fact
that
this
is
here
is
not
reflective
of
the
department
of
education
or
the
governor's
office
saying
we
want
to
change
this
terminology.
It
is
reflective
of,
I
believe,
lcb
staff
saying
we
would
like
to
make
sure
that
the
terminology
is
consistent.
H
Thank
you
chairs.
This
is
kind
of
in
section
13,
page
22,
if
you're
looking
at
it.
Regarding
like
the
zoom
and
victory
schools,
I
just
have
a
lot
of
concerns
about,
while
I'm
appreciative
of
like
the
overall
increase
in
spending
across
like
all
of
our
title,
one
in
zoom
schools
in
general.
H
I
just
have
concerns
like
I,
I
think
of
like
I've
spent
a
lot
of
time
with
the
staff
of
a
vegas
verde
elementary
school
in
my
district
right
across
the
street
from
my
house,
and
I
know
that
victory
school
has
been
so
successful
and
part.
You
know
obviously
they're
amazing
teachers,
but
this
addition
additional
funding
that
comes
with
this,
and
there
are
so
many
of
these
schools.
I
know
in
many
of
our
districts
that
are
on
this
committee.
H
How
would
this
these?
You
know
this
decrease
in
cutting
of
these
funds
to
these
schools
impact
these
schools?
You
know,
I
think,
in
part,
they're
successful
because
of
that
additional
funding.
So
I'm
concerned
that
when
we
take
them
away,
are
we
going
to
have
the
flexibility
to
give
them
more
money
back
in
the
future?
If
we
find
that
they're
now
starting
to
slip
because
they
don't
have
that
funding
any
longer.
C
Superintendent
ebert
for
the
record,
thank
you
for
the
question
and
it's
been
one
that
has
been
asked
over
and
over
again,
and
so
I'm
I'm
more
than
happy
to
to
share
the
thought
process
behind
all
of
this.
First
and
foremost,
zoom
and
victory
were
the
beginning
of
all
of
this
work
right.
We
as
educators
have
been
asking
for
additional
funds,
knowing
that
our
students
are
different
and
need
different
resources,
and
so
the
zoom
concept
and
schools
were
developed
out
of
that.
C
C
We
need
to
to
carry
that
success
now
throughout
the
rest
of
the
state,
so
those
30
plus
schools
received
additional
funding.
We
know
that
through
the
additional
funding,
students
were
successful.
Now
that
concept
needs
to
transfer
out
to
all
of
the
students
across
the
entire
state,
because
there
are
students
in
other
schools
that
are
english
language
learners
that
have
not
been
receiving
those
resources.
C
The
through
the
pupil-centered
funding
plan,
each
ell
student
will
be
receiving
approximately
now
fourteen
hundred
dollars,
so
the
students
that
are
in
those
various
schools
that
had
zero
zero
resources
and
zero
access
now
have
access.
C
C
C
C
There's
a
lot
of
conversations
of
the
schools
will
not
have
enough
funding.
We
believe
in
some
instances
some
of
these
schools
will
actually
have
more
funding,
because
they're
students
they're
differently
abled
students,
they're
ell
they're
at
risk-
are
identified
now
all
of
them
and
the
resources
will
be
for
those
students.
We
haven't
had
the
opportunity
to
now
run
with
the
additional
funding,
but
I
do
believe
in
some
instances
those
schools,
zoom
victory-
will
have
more
funds
than
they
had
in
the
prior
model.
H
Thank
you,
chair
just
to
follow
up
on
that.
I'm
just
concerned.
If
we
have
a
successful
model
in
those
like
limited
schools
that
what
will
happen,
I
mean
I,
I
I'm
very
uncomfortable,
legislating
and
making
legislative
policy
decisions
on
what
we
believe
might
happen,
and
I
realized
that
we
have
a
lot
of
faith
in
the
decisions
that
we
make,
that
they
are
hopefully
going
to
fall
to
that.
H
A
B
G
B
K
Thank
you
chair.
I
think
my
question
has
been
answered
already
by
assemblywoman
nguyen,
but
I
might
have
another
question
soon.
So
thank
you.
L
L
But
I
guess
I
can
come
back
a
little
bit
with
the
conversations
that
we
had
about
the
charters
and
hold
harmless
and
and
there's
things
that
we
discussed
in
the
presentation.
But
I
know
that
are
not
specifically
laid
out
in
language
here
and
I
guess
maybe
we
could
go
into
that
conversation
now.
L
So
I'm
going
through
the
language
here
of
the
original
version
and
I've
gone
back
and
forth
between
the
reprint,
but
I
know
that
there's
a
conversation
about
charters,
access
to
size,
adjustment,
inclusion
and
hold
harmless,
etc,
but
none
of
that
language
is
actually
codified
in
the
nrs.
Is
that
correct?
L
And
so
does
that
mean
that
we're
going
to
have
this
conversation
consistently
every
single
time
we
come
back
to
the
legislature,
I'm
just
trying
to
understand.
I
we
had
the
conversation
and
and
I'm
looking
at
the
language
and
we're
having
this
overarching
conversation.
I
just
wanted
to
understand
where,
where
the
I
guess,
where
we're
going
or
if
that
is
the
intent
that
we
continue
to,
have
these
conversations
throughout
the
you
know
x,
amount
of
years
that
we're
going
to
be
back
in
this
room
every
two
years.
C
Superintendent
ebert
for
the
record
to
answer
your
question
in
regard
to
the
charter
component.
We
do
realize
there
are
components
that
have
been
discussed
over
the
last
few
days
that
needed
to
be
added
in
here
to
make
sure
that
it
is
captured
the
other
components.
In
regard
to
a
specific
calculation,
I
will
turn
to
miss
hearts
on.
L
Madam
chair,
if
I
may
follow
up
and
thank
you
and
I
had
an
opportunity
to
speak
with
some
charter
schools-
and
I
know
that
this
was
a
conversation
we
had,
and
I
wanted
to
just
get
clarification
on
that.
So
just
for
the
sake
of
clarity
presently,
and
then
I
heard
you
say
that
that's
something
that
we
need
to
do
in
the
future.
But
again
I'm
confused.
That's
something
that
when
we
say
future,
are
we
talking
about
in
the
next
five
days
or
or
are
we
talking
about?
G
M
A
I'm
going
to
go
to
fiscal
staff
to
help
mr
flores
out
here.
H
A
You're
welcome
so
with
that
I
believe,
looking
for
other
questions
at
this
time,
miss
gorlow.
It
did
come
to
you,
we've
got
you
go.
K
For
it,
thank
you,
chair
and
thank
you
for
being
here,
I'm
still
trying
to
kind
of
wrap
my
head
around
the
victory
in
zoom
schools,
and
I
know
that
we've
got
the
hold
harmless
on
districts,
but
not
necessarily
each
individual
school.
So
could
you
explain
a
little
bit
more
about
the
safeguards
that
are
in
place
and
how
we
can
make
sure
that
those
schools
are
not
receiving
less
funding?
I
believe
there
was
report
out
that
said
that
some
of
these
schools
might
receive
30
to
50
percent,
less
funding.
C
Superintendent
ebert
for
the
record,
so
there
are
a
couple
moving
parts
going
on
right
now
so
number
one
to
your
point
with
the
identification
of
the
supports
that
are
needed
for
our
diverse
population
and
as
the
shift
goes,
all
the
students
will
receive
the
base
and
then,
if
there
are
additional
resources
that
are
identified,
to
make
sure
that
the
student
is
successful,
those
run
through
the
model,
so
individual
schools
again,
we
haven't
had
the
opportunity
to
run
some
of
those,
but
they
will
receive
their
funding
via
the
school
district.
C
What's
interesting,
that's
happening
right
now,
and
I
know
that
are
all
of
our
conversation
and
especially
with
this
being
an
equity
model,
the
federal
funds
that
are
being
allocated
at
this
point
in
time
by
us
accepting
those
funds
school
districts
if
they,
if
they
determine
that
they
would
like
to
accept
those
funds
as
well.
There's
an
equity
provision
in
that
bill
that
states
that
no
school
district,
no
low
performing
school
district
shall
receive
less
funds
than
they
have
in
the
prior
years.
C
So
we've
got
two
moving
parts
I
think
through
both
of
those
right
now
we
should
be
covered
again.
It
would
only,
I
think,
be
with
school
districts
that
make
a
determination
if
they
did
not
want
to
accept
the
funds
that
there
may
be
a
drop.
But
again,
I
think
that
question
is
better
suited
for
the
school
districts
themselves.
K
C
Superintendent
ebert
for
the
record,
the
beauty
of
543
that
was
built
in.
We
know
that
as
a
state,
we
could
not
flip
a
switch
overnight
and
go
from
where
we
are
in
the
40s
in
funding
per
pupil
to
even
getting
to
the
average.
So
the
commission
on
school
funding
has
met
over
this
time
to
develop
that
path
forward.
C
That
isn't
just
a
flip.
The
switch
that
we
build
out
the
capacity
within
our
state
to
support
our
children,
the
school
district
superintendents,
as
well
as
the
team
within
the
department
of
education,
is
very
cognizant
of
what
can
happen.
If
you
are
not
mindful
with
one
shot
funds,
it
just
ends
up
being
a
roller
coaster
that
is
not
actually
beneficial
to
our
students,
even
though
there's
great
intent
at
times
with
one
shot
funds.
C
It's
you
see
capacity
built
within
staff
and
supports,
and
then
it
goes
away.
So
we've
been
working
with
the
school
districts
superintendents
when
they're
planning
the
use
of
the
funds
that
they're
building
capacity
within
the
system
that
they're
making
sure
that
the
allocations
are
invested
in
the
students
and
the
staff
and
systems
that
there's
a
systems
approach
to
all
of
this,
and
as
those
funds,
the
federal
funds
start
to
go
off
that
we
see
an
increase
in
state
funds.
A
L
Madam
chair,
thank
you
for
the
the
indulgence,
so
I
just
had
one
quick
question
to
try
and
tie
this
up
to
make
sure
that
we
get
our
questions
to
the
right
folks.
So
I
know
that
we've
just
made
some
funding
decisions
and
that
there's
time
needed
to
update
some
of
the
the
modeling
and
and
address
some
of
the
questions
that
have
come
up
around
the
equity
components.
L
L
And
is
there
any
timeline
that
you
can
provide
for
the
updates
that,
based
on
the
funding
adjustments,
that
nde
will
be
making.
L
Yes,
well,
I
had
heard
the
department
responding
in
in
response
to
some
of
the
questions
about
equity,
that,
in
figuring
out
the
impacts
on
certain
schools,
that
that
was
something
that
was
going
to
be
figured
out
based
on
some
of
the
updated
funding
decisions
that
we've
made.
So
I
was
just
asking
if
running
those
models
and
trying
to
figure
out
the
impact
on
individual
schools,
including,
for
example,
zoom
in
victory.
A
And
I
think
you're
all
beginning
to
feel
some
of
the
I
won't
use
the
word
frustration,
but
the
unknown
behind
the
curtain,
as
the
state
sends
the
money
to
the
districts
once
it
gets
to
the
districts
it's
at
the
district
level,
so
our
our
function
is
to
provide
the
dollars.
The
district's
function
is
to
make
it
work,
and
sometimes
those
things
happen
with
the
curtain
open
and
sometimes
they
happen
with
the
curtain
closed.
A
So
that's
been
an
ongoing
conversation
for
for
a
long
time.
So
that's
that
can
be
a
difficult
way
to
deal
with
it,
but
using
that
k-12
funding
bill,
as
your
guide
will
point
you
in
the
direction
of
where
you
think
the
monies
are
supposed
to
be
going
and
then
sometimes
you
just
have
to
backtrack
for
accountability's
sake.
A
A
I
think
the
better
off
the
whole
state
is
so
that's
why
we're
happy
we're
able
to
do
this?
Typically,
we
would
go
to
support
opposition
and
neutral,
and
I
believe
I
will
give
guidance
to
the
districts
depending
upon
where
they
are
when
we
get
when
they
are
here.
If
you
do
have
a
specific
question
for
the
district,
we'll
go
ahead
and
have
questions
within
that
period,
also
to
make
sure
that
everyone
gets
their
answers
so
with
that,
we
will
open
it
up
for
support
at
this
time.
A
N
N
Afternoon,
yes,
obviously
here
in
support
of
senate
bill,
430
eight
wanted
to
provide
comment
as
it
relates
to
the
people-centered
funding.
Plan
has
been
discussed
at
great
length
today
and
previously
over
the
last
few
days,
months
and
18
months.
For
that
matter,
ccsd
supports
the
new
funding
model,
which
holds
it
as
its
core.
A
principal,
a
pupil-centered
approach,
which
is
proposed
and
passed
by
this
body
in
2019,
addresses
the
needs
of
every
student
throughout
the
state,
we're
appreciative
of
the
conversation
and
the
dialogue.
Today
we
support
senate
bill
439.
N
A
L
Get
ready,
mr
keating.
Thank
you
very
much,
madam
chair,
and
thank
you,
and
I
wanted
to
follow
up
on
the
conversation
that
I
think
I
think
several
members
that
I
know
assemblywoman
win
went
into
that
conversation
and
it
really
comes
to
the
question
of
equality
and
equity
and
what
that,
what
the
district
envisions
with
with
that
playing
out.
I
think
a
lot
of
members
specifically
in
my
district.
L
You
know
I
represent
northeast
vegas
and
we
have
a
whole
host
of
folk
there
when
we
talk
about
victory
and
zoom
that
are
directly
impacted
by
these
conversations,
and
so
I've
had
a
whole
host
of
emails
and
conversations,
and
I'm
very
happy
that
the
community
is
that
involved.
N
Thank
you,
assemblyman
brad
keating
for
the
record
ccsd.
So
when
we
talk
about
the
equity
conversation,
it
is
incredibly
important
to
the
clark
county
school
district
that
we
move
forward
with
that
lens.
As
one
of
our
top
priorities
I
do
want
to
mention.
N
We
currently
have
31
zoom
schools.
We
currently
have
22
victory
schools.
We
have
committed
in
writing
into
all
of
the
principles
across
the
clark
county
school
district
that
through
I
believe,
it's
76
of
sb
543.
It
allows
us
the
ability
to
continue
funding
those
schools
over
this
next
biennium
for
these
next
two
years,
as
we
transition
transition
to
the
people-centered
funding
plan.
N
So
we
have
committed
fully
over
the
next
two
years
to
fully
fund
every
single
zoom
in
victory
school
at
the
current
level
in
which
they're
receiving
funding
today-
and
we
have
discussed
over
these
next
two
years
in
working
with
your
sots
and
the
district
administration
as
we
implement
the
people-centered
funding
plan
and
dollars
truly
follow
the
students.
At
that
point,
we
would
fully
implement
and
the
funding
formula
would
take
effect.
We
have
nearly
fifty
thousand
students
that
are
english
language
learners
in
this
district
and
again
only
33
zoom
schools.
N
Clearly
not
every
english
language
learner
is
at
a
zoom
school,
so
we
want
to
make
sure
that
we're
providing
the
best
services
possible
to
every
one
of
those
students,
but
in
knowing
that
there's
going
to
be
growing
pains
and
in
working
closely
with
the
principals.
Over
the
last
few
months,
we
have
committed
as
a
district,
to
fully
funding
them
the
next
two
years
and
an
off-ramp
so
that
they
know
where
we're
headed,
and
we
can
work
closely
with
them
as
a
district
to
ensure
year
three
will
work
smoothly.
L
And
madam
chair,
if
I
could
have
a
quick
follow-up
to
that,
and
thank
you
for
for
saying
that
publicly
and
I
guess
with
some
of
my
more
committed
constituents
who
often
follow
these
public
forum
conversations.
L
I
am
curious
to
know
prior
to
this
conversation
that
we're
having
here
publicly
where
we've
had
this
conversation
and
these
commitments
made
before
because
again
up
until
now,
the
position
of
the
community
was
that
none
of
these
commitments
had
been
made.
There
was
none,
none
of
these
promises
and-
and
so
understandably,
many
constituents
have
been
horrified
of
of
what
the
consequences
unintended
consequences
could
potentially
be.
N
Brad
keating
for
the
record
and
what
I'd
like
to
do
for
just
one
second,
is.
N
I
am
pulling
pulling
up
the
email
that
I
believe
we
we
had
sent
and
worked
with
senator
dennis
on.
I
will
pull
it
up
and
provide
it
to
this
to
this
group
so
that
you
have
it
and
we
will
post
it
as
an
exhibit
as
well,
where
it
commits
to
our
principles
and
our
community
that
we
will
hold
these
programs
harmless
over
the
next
two
years
and
work
with
them
afterwards.
So
we've
been
working
on
this
for
a
number
of
months,
just
like
you
have
heard,
we
have
heard
the
same
thing.
N
Our
principals
in
our
school
community
are
concerned
that
we
don't
pull
anything
out
from
immediately
from
them
that
we
work
with
them
so
that
they're
not
hurt
or
harmed
in
any
way
shape
or
form.
So
we
will
provide
to
this
group
a
letter
from
the
clark
county
school
district
that
states
specifically
that
we
will
hold
those
all
of
the
zoom
and
victory
schools
harmless
for
the
next
two
years.
A
Got
it
because
I'm
taking
over
so
mr
keating,
I
I
guess
I
just
have
some
concerns,
because
the
whole
process
that
we
have
gone
through
and
stayed
awake
all
night
over
was
basically
to
make
sure
that
we
increased
the
base
that
the
weights
worked
and
now
I'm
hearing
for
the
first
time
that
the
district
is
going
to
come
up
with
their
own
version
of
a
hold
harmless
to
take
care
of
zoom
and
victory.
That
has
not
been
proposed.
A
I
believed
any
member
of
the
ways
and
means
committee
or
to
any
other
member
in
this
body.
I
believe
it
was
one
conversation
with
one
senator
and
if
you're
going
to
do
that,
where
are
you
going
to
get
the
money
from
and
what
will
these
dollars
not
go
to
because
you
are
going
to
artificially
hold
up
zoom
in
victory.
N
Brad
keating
for
the
record.
I
I
am
happy
to
again
provide
this.
This
was
a
state,
a
request
from
the
vice
chair
of
senate
finance,
so
that
we
submitted
that
on
march
24th
and.
N
A
A
Next
question
is
how
you're
going
to
pay
for
it,
because
the
way
this
plan
is
now
set
up,
it
is
very
prescriptive
on
what
you
are
doing
and
if
you
are
going
to
move
money
from
one
category
to
another.
This
is
what
I
talked
about
when
we
talk
about
things
behind
the
curtain.
This
is
a
behind
the
curtain
maneuver.
A
N
Brad
keating
for
the
record.
I
appreciate
the
question
I
truly.
I
do
not
want
to
give
this
committee
a
wrong
answer.
I
can
provide
an
answer
in
20
minutes
or
less.
Let
me
give
you
a
10.
perfect.
I
can
call
my
cfo
and
get
I
just
don't
want
to
give
you
or
any
of
this
committee
the
wrong
information.
So
I'm
happy
to
get
that
right
after
I'm,.
A
Done
I
do
not
want
a
commitment
made
that
cannot
be
followed
through
on
or
causes
harm
to
other
students
in
the
clark
county
school
district
no
side
deals
were
to
be
cut.
This
is
the
pupil
centered
funding
formula
and
we
understand
we
found
the
district
and
then
the
district
does
it,
but
we
are
being
very
prescriptive
on
how
this
funding
formula
should
be
working,
and
I
had
heard
rumors
of
this,
but
nothing
nothing
ever
came
before
us.
A
N
Can
can
I
give
you
I
can
give
you
the
answer
in
less
than
10
minutes,
we
are
going
to
use
federal
funds
to
take
care
of
the
next
two
years
for
those
schools.
I
need
to
see
the.
A
N
A
O
O
We
had
this
exact
same
conversation
about
the
lack
of
communication
last
special
session.
I
I
don't
want
to
beat
up
on
the
only
one
person
of
a
school
district
that
happens
to
be
sitting
right
here
so
for
all
of
the
school
districts.
Please
hear
if
this
gets
messed
up.
It's
on
you.
We
have
been
asking
for
over
a
year
for
steady
communication.
O
We
have
been
prohibited
from
having
that
kind
of
conversation
which
I
believe
has
prohibited
us
from
being
able
to
do
our
jobs.
So
when
we
were
here
trying
to
figure
out
last
night
and
the
night
before
all
night
long
how
to
allocate
upwards
of
half
a
billion
dollars
for
education,
we
are
talking
about
victory
and
zoom.
We
are
talking
about
how
to
best
meet
the
needs
of
these
kids
and
for
there
to
be
conversations
taking
place.
O
That
don't
include
the
policy
makers
that
have
to
do
this
and
have
to
take
the
hits
and,
with
all
due
respect,
none
of
you
with
the
school
districts
have
to
go
out
and
knock
on
doors.
None
of
you
get
the
emails,
I'm
glad
to
forward
all
the
emails
that
we
get
about,
people
that
are
frustrated
about
funding
for
public
education
because
we're
the
ones
that
get
it
and
for
these
conversations
to
take
place
without
the
ability
for
us
or
our
staff,
who
have
to
stay
up
all
night
to
come
up
with
ways
to
implement.
O
This
is
inconsiderate.
At
the
very
least,
it's
counterproductive.
It's
disrespectful
and,
I
think,
creates
a
problem
in
how
we
fund
education
moving
forward.
So
I
would
urge
every
single
school
district,
no
matter
what
you're
told
by
somebody
above
you
to
communicate
with
the
people
who
have
to
cast
votes
and
have
to
come
up
with
these
policies
and
implement
it
for
our.
O
A
A
A
N
Brad
keating
for
the
record.
The
only
other
thing
I
would
like
to
add,
because
it
was
a
question
that
was
brought
up
was
the
ending
fund
balance
conversation
and
I
wanted
to
address
that
so
from
the
clark
county,
school
district's
perspective.
N
At
least
I
wanted
to
let
the
committee
know,
regardless
of
if
the
word
is
budgeted
or
actual
we're
fine
with
either
moving
forward
in
the
conversation
as
you
make
decisions,
the
only
thing
we
would
ask
is
that
what
we've
worked
on
and
the
commission
discussed
this
at
length
was
that
we
call
out
that
the
ending
fund
balance
be
the
unrestricted
dollars,
not
I'd,
hope
not
to
bring
this
up
since
the
special
session
ever
again,
but
the
carry
forward
dollars
that
are
at
schools
that
have
been
a
conversation
in
the
past.
N
A
B
A
B
So
there's
a
lot
of
pieces
to
this
puzzle
that
are
moving
quickly,
and
I
do
think
that
the
the
change
in
funding
as
a
result
of
the
pupil
centered
funding
plan
will
be
taken
into
consideration
by
our
team
as
we
decide
how
to
use
those
federal
dollars
going
forward.
But
there
has
not
been
an
external
or
public
commitment
in
any
way
about
that.
At
this
point,
as
far
as
I
know,.
A
And
thank
you
miss
anderson,
and
we
realize
that
the
district
has
to
make
decisions
at
that
moment
in
time
when
they're
faced
with
a
problem
and
if
they
have
federal
dollars
that
they
that's
that's
how
the
process
works.
I
think
you
heard
the
frustration
was
more
about
a
previous
conversation
and
any
other
questions
of
miss
anderson.
At
the
same
time,
oh,
the
budgeted
versus
actual.
B
Thank
you,
madam
chair,
again
lindsay
anderson
for
the
washoe
county
school
district.
I
think
we
don't
feel
strongly
about
budgeted
versus
actual.
There
is
a
difference
as
you've
indicated,
but
our
team
does
not
believe
it's
material.
At
this
point,
we
would
support
the
recommendation
from
the
clark
county
school
district
about
using
the
word
unrestricted
ending
fund
balance
to
clarify,
but
the
actual
versus
budget
at
this
point
is
not
a
priority
for
us.
Thank
you.
A
Thank
you
miss
anderson.
We
appreciate
that
committee
members
any
questions
of
miss
anderson
at
this
time.
Not
seeing
any.
Thank
you
very
much,
miss
anderson.
We
will
definitely
put
you
in
neutral.
Thank
you.
A
It's
okay,
mr
keating.
This
is
not
his
first
rodeo
he
will
survive.
He
may
even
get
a
buckle
with
that.
We'll
go
ahead
and
open
it
up
for
those
in
support
of
sb439.
E
Hello
and
thank
you,
committee,
chairwoman,
carlton
and
billboard
axelrod
for
the
record.
My
name
is
hava
ahmed
h-a-w-a-h-a-h-m-a-d
and
I'm
here
representing
the
clark
county
education,
association,
ccea
represents
over
18
000
licensed
educators
and
is
the
largest
independent
teacher
union
in
the
country
we
engage
in
bipartisan
bipartisan
advocacy
to
advance
public
education
in
nevada.
E
I'm
only
going
to
read
a
portion
of
my
testimony
just
because
I
can
kind
of
go
off
of
a
little
bit
of
what
brad
has
said,
but
in
the
commission
school
fundings
april,
23
2021
report,
four
plans
to
gradually
increase
revenue
are
suggested
to
put
our
students
first
in
fund
education
in
nevada
step.
One
in
our
goal
is
restoration.
The
budget
with
step
two
being
the
addition
of
new
revenue
to
ensure
the
base
and
weights
are
well
funded.
We
thank
everyone
on
this
committee
for
working
so
hard
to
make
this
happen.
E
Ccea
thanks
you
all
for
your
hard
work
and
we
ask
that
you
join
and
support
join
us
to
support
our
educators
and
students,
and
we
stand
ready
to
work
the
legislature,
governor
gaming
and
mining
to
find
a
solution
again.
Thank
you
for
your
hard
work,
this
legislative
session,
and
we
cannot
wait
to
continue
this
discussion
on
how
to
ensure
that
k-20
that
the
k-20
education
delivery
system
works
and
puts
students.
E
First,
though,
one
thing
I
did
want
to
comment
on
is
that
currently
I
know
that
this
document
has
floated
around
some
of
the
members
on
this
committee.
We
did
calculate
out
how
many
students
in
clark
county
school
could
potentially
be
receiving
language
services
and
that,
right
now,
81.81
of
those
students
are
not.
So
we
are
super
supportive
of
this
bill
because
of
the
fact
that
it
is
more
equitable
in
our
approach
to
el
students.
E
In
addition
to
that,
I
believe
in
an
exhibit,
it
should
be
on
there.
There
is
a
petition
that
over
5000
of
our
educators
have
signed
supporting
the
full
implementation
of
543
in
this
form
of
sb
439.
We
thank
you
all
for
going
to
full
implementation
versus
a
phased
approach,
because
a
phased
approach
would
have
hurt
us.
Lastly,
when
it
comes
to
the
16.67
and
fund
balance
as
a
collective
bargaining
agent
for
ccsd,
we
do
not
have
an
issue
with
this
at
this
time.
E
Due
to
how
the
interactions
of
how
the
board
of
trustees
utilizes
unrestricted
funds
and
realistically,
as
I've
mentioned
to
many
of
the
people
on
this
committee,
we
have
a
teacher
recruitment
and
retention
issue.
So
when
it
comes
to
collective
bargaining,
we
don't
necessarily
see
an
issue
in
this
idea
that
this
would
that
the
end
fund
balance
would
prohibit
any
type
of
teacher
raises
or
anything
of
that
sort.
E
I
I
know
we
do
have
some
more
meetings
that
with
a
few
more
members
of
this
committee,
if
you
guys
have
any
questions
or
if
you
would
like
a
breakdown
of
the
data
in
your
school
district
on
zoom
schools,
please
let
us
know,
and
we
can
get
that
to
you.
Thank
you
so
much
for
all
of
your
hard
work.
We
are
in
full
support
of
this
bill
and
full
implementation,
and
we
do
look
forward
to
working
to
make
sure
that
this
really
truly
does
put
our
students
first.
Thank
you.
A
P
A
H
H
H
H
Sb
439
was
introduced
on
the
19th
day
of
this
session
and
heard
and
passed
out
of
the
senate
committee
on
the
following
day.
It
was
also
developed
behind
closed
doors
without
even
a
preview
of
its
content.
We
hope
today's
joint
hearing
of
the
assembly
education
in
ways
and
means
allows
for
a
more
transparent
process
that
incorporates
stakeholders
input,
nevada
ranks
48th
among
states
in
education.
Funding
nsca
applauds
the
actions
taken
by
the
budget
committee
this
morning
to
increase
k-12
education
funding
by
a
significant
amount
in
fy
22..
H
Second,
whole
districts,
truly
harmless
by
using
the
greater
of
the
2020
total
budget
or
perpetual
amount
by
districts,
adjusted
by
the
inflationary
cost
of
doing
business
and
finally
remove
the
anti-union
language
that
increases
the
district's
ending
but
fund
balance
walled
off
from
collective
bargaining
up
to
16.6
of
the
annual
operating
cost.
To
preserve
the
collective
bargaining
process,
thank
you.
Q
While
districts
will
be
required
to
provide
services
from
a
menu
of
related,
zoom
and
victory
programs,
these
schools
will
receive
significantly
less
money
for
these
services
and
won't
be
able
to
maintain
their
current
level
of
services
for
students
to
continue
their
success
with
reduced
funding.
The
current
model
will
be
watered
down
and
we
believe
compromised
with
that
shift
away
from
the
school-based
approach.
These
schools
lose
significant
momentum
on
school,
climate
and
culture
jeopardizing
gains
made
in
our
most
impacted
schools.
Q
Meanwhile,
language
in
senate
bill
543,
limiting
the
application
of
student
weights
to
an
either
or
approach,
runs
counter
to
educational
best
practices
that
recognizes
our
most
impacted.
Students
fall
into
multiple
categories
of
weights
and
require
much
greater
investment
than
provided
by
any
single
weight
in
543.
Q
The
need
is
greater
for
students
and
communities
that
are
beset
with
serious
and
tractable
social
and
economic
issues.
Backers
of
senate
bill
543
have
claimed
that
the
new
funding
formula
was
all
about
equity,
but
if
that
were
true
schools
in
our
most
impacted
communities,
serving
students
with
the
greatest
needs
would
not
be
facing
the
largest
budget
cuts
next
year.
This
is
the
definition
of
education
and
equity
in
the
assembly.
We
believe
should
right
this
wrong.
Q
We
certainly
appreciate
and
share
and
share
carlton
and
speaker
fryerson's
concerns
about
the
I
guess,
breaking
news
that
was
made
a
few
minutes
ago.
We've
been
concerned
about
these
programs
for
two
years
now
and
while
we
appreciate
the
investment
from
the
district,
we're
certainly
concerned
about
the
long-term
implications
of
that
proposal.
Q
The
new
funding
formula
creates
new
winners
and
losers
among
school
districts.
Modeling.
The
new
funding
formula
versus
varied
across
the
interim
show
different
winners
and
losers
at
different
times.
Even
with
additional
funds
programmed
and
to
this
plan,
nine
school
districts
will
still
be
under
the
hold
harmless
for
a
period
of
years,
squeezing
those
districts
operations
over
time
as
their
costs
continue
to
increase.
Q
While
the
budget
subcommittee
did
recommend
adjusting
for
growth
in
student
enrollment,
these
school
districts
will
still
be
impacted
by
increases
in
the
cost
of
doing
business.
Increasing
costs
for
things
like
utilities
and
health
care
will
have
a
squeezing
effect
on
school
district
budgets,
effectively
cutting
most
districts
inflation-adjusted
dollars.
This
will
make
it
harder
for
those
districts
to
attract
and
retain
educators,
maintain
class
sizes
and
effectively
operate
their
districts.
Q
J
Thank
you
so
much.
So
I'm
really
glad
you
brought
that
up.
Let's
talk
a
little
bit
more
about
some
of
those
counties
that
aren't
going
to
move
on
to
hold
harmless
because
I
think
there's
some
things
that
we
should
hold
in
mind
here.
So
let's
look
at
one
of
them.
Let's
look
at
story
county.
What
do
you
think
things
look
like
for
them
in
let's
say
2024.
J
J
How
much
right
now
does
esmeralda
school
district
have
in
their
reserves
that
they
can
use.
J
I
think
you
can
get
that
number
to
get
back
to
us,
but
it's
it's
it's
a
big
chunk
of
money
right
and
then,
let's
talk
about
the
numbers,
we
could
talk
about
the
additional
resources
that
are
coming
in
in
these
rural
districts,
but
they've
got
one
thing
in
common,
which
is
proceeds
coming
and
money
from
proceeds
coming
in.
J
So
there
are
some
pieces
that
are
in
the
books
here,
so
I
would
hate
for
you
to
think
that
we
didn't
give
consideration
to
all
of
those
and
look
at
the
big
picture
down
the
line
about
additional
revenues,
because
we
did.
I
think
it
would
be
unfair
to
paint
this
as
just
because
they
are
on
a
hold
harmless,
that
they
are
somehow
left
in
a
completely
unfortunate
spot,
because
I
also
think
that
isn't
fair.
J
So
if
we
want
to
talk
more
specifically
about
those
real
districts
and
on
the
other
resources,
they
have
absolutely
happy
to
do
that.
But
I
don't
want
to
leave
anybody
on
this
committee
with
the
impression
that
there
wasn't
a
lot
of
thought
put
into
that
and
a
lot
of
future
looking
into
that
and
that
we're
not
leaving
anyone
in
a
bad
spot
with
this.
After
you
know,
five
half
a
billion
dollars
going
in
across
the
board.
A
And
mr
marks,
I
think,
you're
going
to
want
to
remember
that
93
over
93
of
the
children
in
this
state
are
being
taken
care
of
with
the
people's
center
funding
plan.
That
was
made
very
clear
today,
so,
let's
make
sure
we
are
talking
about
the
real
impacts
of
what's
going
on.
Thank
you
very
much.
Mr
marks
appreciate
that
mr
daley.
R
So
I'm
going
to
talk
a
little
bit
about
the
anti-union
provision
included
in
sb
543.
It
was
the
language
that
increased
districts,
ending
fund
balance
walled
off
from
collective
bargaining
up
to
16.6
percent.
Now,
historically,
for
school
districts,
the
nevada
administrative
code
provides
for
up
to
8.3
percent.
R
We
believe
the
8.3
figure
is
appropriate
as
school
district
budgets
have
a
high
level
of
predictability,
given
their
state
funding.
Sb
543
also
contains
a
provision
in
a
separate
section
that
I
believe
ms
hart
spoke
to,
which
sweeps
district
ending
fund
balance
over
16.6
percent
and
deposit
deposits.
Those
funds
into
the
education
stabilization
account
nsca
is
very
concerned
that,
when
taken
together,
there
is
no
room.
16.6
walled
off
16
over
16.6
swept
that
there
is
no
room.
R
An
ending
fund
balance
will
effectively
be
removed
as
a
source
of
funds
to
justify
any
union
proposal
with
a
cost.
This
fundamentally
compromises
the
collective
bargaining
process,
slanting
bargaining
entirely
in
favor
of
employers
for
a
little
bit
of
just
back
history
in
the
late
60s
teacher
strikes
and
walkouts
became
increasingly
common,
both
in
clark
and
washoe.
In
response
to
this,
in
a
movement
across
the
country,
republican
senator
carl
dodge
brought
forward
nevada's
public
sector
collective
bargaining
process.
R
This
provided
public
employers
and
employees
with
a
process
for
discussion
and
resolution
of
differences
regarding
wages,
hours
and
conditions
of
employment,
while
also
ensuring
the
public
would
continue.
Public
service
would
continue
without
interruption.
R
The
collective
bargaining
process
is
designed
to
push
parties
to
reach
agreement
whenever
possible,
accomplished
through
a
series
of
proposals
and
counter
proposals
where
parties
move
towards
agreement.
It
also
includes
binding
arbitration
with
a
less
ba
last
best
offer
total
package.
If
parties
cannot
reach
agreement,
either
side
can
declare
impasse.
Under
this
method,
parties
present
their
proposals
to
an
arbitrator
who
accepts
either
the
association
or
district's
position.
Both
parties
are
bound
to
that
decision.
The
process
also
requires
parties
to
determine
the
district's
ability
to
pay
for
any
items
before
the
arbitrator.
R
That
is
why
the
issue
of
ending
fund
balance
is
so
important
in
most
negotiations
with
school
districts,
ending
fund
balance
is
the
main
source
of
funds
identified
to
cover
proposals
with
a
financial
cost
proposed.
This
includes
wages
and
benefits
like
healthcare
and
retirement,
but
also
includes
many
proposals
related
to
workplace
safety.
If
the
16.6
any
fund
balance
language
goes
unchanged
and
takes
effect
on
july
1st,
it
will
drastically
slant
bargaining
in
favor
of
employers,
making
it
nearly
impossible
for
employees
to
win
even
the
most
modest
proposals
through
the
collective
bargaining
process.
R
M
Thank
you,
madam
chair
and
members
of
the
committee
for
the
record.
My
name
is
anna
magnus
and
I'm
the
executive
director
of
battleborn
progress,
I'm
the
daughter
of
a
mother
who
works
for
the
clark
county
school
district
at
a
title,
one
school,
the
same
elementary
school
that
I
went
to
my
mom
sees
the
actual
impact
of
policies
like
this
every
day,
without
input
on
how
they
are
created.
M
M
43
439
fails
to
address
a
single
issue
raised
by
educators,
especially
around
zoom,
and
victory
schools
and
welling
off
district
ending
fund
balances
from
collective
bargaining.
We
ask
you
to
oppose
this
bill
and
work
with
educators
who
do
this
work
every
day
to
implement
the
actual
policies
they
have
been
asking
for
for
the
past
few
sessions.
M
M
As
we
have
heard,
there
is
zero
transparency
by
these
school
districts
on
what
they
do
with
the
money
that
you
all
put
in.
This
is
what
these
educators
and
support
staff
are
so
frustrated
about.
I
hear
this
from
my
mom
every
single
day.
I
got
a
text
from
her
about
it
this
morning.
To
be
clear.
Our
organization
is
all
for
actual
fixes
for
our
education
system.
M
I
lived
this
issue
firsthand
in
the
clark
county
school
district,
as
I
sat
on
the
floor
in
my
french
class
in
ninth
grade
because
we
didn't
have
enough
desks
or
when
we
didn't
have
enough
books
for
everyone
in
11th
grade
educators
and
our
support
staff
deserve
to
be
included
in
a
real
way
in
this
conversation
and
all
conversations
around
raising
revenue
and
education
funding
this
session.
This
is
simply
more
of
the
same.
Thank
you.
A
P
S
Just
after
hearing
you
know
testimony
from
the
presenters
and
the
questions
from
the
great
questions
that
were
being
asked,
I
want
to
say
thank
you
to
assemble
the
woman
wayne
and
assemblyman
eleanor
florence
for
advocating,
for
the
part
that
I'm
in
opposition
is
the
concern,
not
just
my
concern
as
an
organization,
but
the
concern
of
our
community
and
the
students
of
the
future
and
human
victory.
S
We
we
can
live
up.
The
promises
of,
I
do
believe,
and
we
hope-
and
this
is
up
to
the
school
district.
I
believe
from
my
own
perspective
that
this
piece
of
legislation
should
ensure
that
it's
funding
the
future
of
the
poorest
kids
in
our
district
and
not
just
in
clark
county
but
in
the
state
of
nevada.
Now
I
think
that
this
bill
does
not
address
equity
and
those
are
my
concerns
for
the
lack
of
clarity
and
also
the
future
of
the
programs
that
have
proven
to
work
now.
S
This
programs
were
designed
to
help
schools
that
were
underperforming.
These
programs
were
designed
to
help
students
and
as
much
as
I
hear
and
advocate
and
love
the
fact
that
many
of
you
are
speaking
for
the
ell
students.
Swimming
victory
benefits
more
than
yellow
students.
Human
victories
are
benefiting
our
the
low-income
communities
that
benefit
not
just
immigrants,
not
just
those
that
need
help
learning
english,
but
it
also
benefits
the
schools.
S
They
need
the
additional
support
to
support
this,
the
school
that
they
serve
to
support
the
communities
that
they're
serving
and
so
mi
familia
volta
is
an
astronaut
position
of
this
build
understand,
and
I
hope
that
you
know
we
can
work
with
the
district,
and
I
hope
that
our
community
input
is
also
taken
into
account
when
we're
making
the
decision
that
our
community
wants
to
see
more
human
victory
beyond
two
years
and
beyond
promises
that
we
can't
rely
on
broken
promises
to
fund
our
school
district.
Thank
you.
P
I
I
I
In
particular,
the
ending
funding
ending
fund
balance
issue
is
particularly
concerning
to
the
afscme
retirees
and
labor
in
general.
Therefore,
we
certainly
hope
that
the
compromise
possibilities,
as
suggested
by
sca's
testimony
just
a
few
minutes
ago,
are
a
at
least
a
possibility
for
this
committee
at
this
state.
But
we
do
thank
you
very
much
for
all
your
hard
work.
P
I
My
name
is
sylvia
lozos
l-a-z-o-s,
I'm
with
the
nevada
immigrant
coalition,
and
I
have,
from
the
very
beginning,
been
a
true
advocate
of
zoom
and
victory.
I
do
want
to
first
thank
senator
mo
dennis
and
dr
john
joan
ebert
for
their
hard
work
to
try
to
make
this
formula
work.
I
I
It
is
really
beautiful
to
watch
a
vegas
verde
go
from
a
school
that
was
a
total
failure
for
10
or
more
years
to
a
school
where
you
and
I
would
put
our
children
in
and
that's
what
we're
asking
the
school,
the
nevada
legislature
to
please
preserve
beyond
arp
monies
and
to
look
at
that
aspect
of
what
makes
children
successful
and
not
successful.
I
I
just
want
to
add
my
frustration
with
the
school
district
in
terms
of
transparency,
communication
and
taking
into
account
community
input,
it's
very
hard
to
work
with
ccsd
I
can.
I
can
only
underline
that
as
infinite
amount
of
times
so
when
the
nevada
legislature
happens
off
an
important
program
like
zoom
and
victory
and
says
yeah
geography
is
important.
It
is
an
incredible
help
for
us
to
our
advocates
at
the
local
level,
because
we
don't
have
to
fight
those
battles
over
data
over
transparency.
I
Have
you
kept
your
work?
Well,
you
keep
your
word
and
so
that's
why
this
ask
is
coming
again.
I
appreciate
all
the
hard
work
that's
gone
into
this,
but
I
ask
you
to
please
think
of
the
children
who
never
had
an
opportunity
and
now
because
of
zoom
and
victory,
we're
watching
these
kids
go
to
college
and
be
successful.
Thank
you.
P
F
F
So
we
are
in
my
position
for
many
of
the
same
reasons
that
they
are,
and
I
will
just
add
and
emphasize
what
they
said-
that
collective
bargaining
is
the
best
way,
for
you
know,
teachers
and
the
school
district
to
come
to
an
agreement
that
works
for
everybody,
and
that
process
must
be
completely
fair,
and
we
believe
that
the
provisions
in
this
bill
prevent
that
from
being
completely
fair,
collective
bargaining
process
and
that,
therefore,
we
are
opposed.
Thank
you.
P
F
Good
afternoon,
this
is
camp
irvin,
k-e-n-t
e-r-v-I-n
for
the
nevada
faculty
alliance,
the
independent
professional
organization
of
faculty
and
city
colleges
and
universities,
sure
carlton,
chair,
bilbray,
axelrod
and
members
of
the
committee
first,
I
would
like
to
thank
you
strongly.
Thank
you
for
your
support
of
education
there
for
the
budget
add-backs
for
both
k-12
and
higher
education
in
the
past
week,
juggling
all
the
changing
budget
circumstances
has
been
a
monumental
challenge
and
we
appreciate
your
hard
work.
F
Those
cost
factors
obviously
still
exist
and
will
exist
in
the
future
and
are
important
regardless
of
the
budgeting
mechanism,
and
she
is
a
case
in
point
of
the
disastrous
consequences
of
the
lack
of
budgeting
for
professional
merit.
Salary
increases
over
the
past
dozen
years
with
no
funding.
Since
we
went
to
a
formal
funding
distribution
mechanism
and
which
has
resulted
in
severe
salary
compression
issues
and
low
faculty
morale
to
follow
best
practices,
the
compensation
system
must
include
a
means
to
increase
the
salaries
of
employees
who
are
performing
well
over
their
careers
and
to
meet
inflationary
changes.
F
P
P
S
I
first
want
to
address
the
16
percent
ending
from
balance.
When
I
first
came
to
las
vegas
in
2004,
I
was
invited
to
the
grand
failure
building
at
that
time
the
senators
were
sitting
in
front
of
me.
I
had
no
idea
what
was
going
on.
S
Somebody
came
and
said,
terry.
We
know
your
story,
you
need
to
tell
it,
and
so
I
shared
with
them
that
I
came
from
mississippi
and
that
at
that
time
mississippi
was
las.
Vegas
was
48,
I'm
sorry,
47
and
mississippi
was
48,
but
by
the
time
I
got
to
las
vegas,
I
was
informed
that
mississippi
had
just
jumped
las
vegas
and
I
remember
senator
horsford
being
in
the
in
the
legislature,
and
he
stated
well
now
you
have
somebody
to
look
up
to.
S
S
The
other
thing
that
is
I'm
concerned
about
with
this
439
is
this
year
I
celebrated
my
15th
year
in
the
district.
S
So
I'm
asking
you
please
do
not
take
collective
bargaining
from
our
from
our
unions,
as
our
employees
desperately
need,
whatever
we
can
get
and
since
we
do
not
have
a
cost
of
living.
I'm
also,
as
I
stated
last
night,
many
of
our
support
staff
are
at
or
below
poverty
as
it
is.
They
need
collective
bargaining.
We
need
negotiations,
we're
asking
you
please
do
not
take
that
from
us.
S
P
S
S
S
Now
more
than
ever,
we
feel
attacked
by
the
limits
on
our
bargaining
language
and
as
a
side
note,
this
is
the
eighth
time
I
have
called
in
to
give
comments
during
the
session,
and
I
have
only
been
able
to
get
in
fifty
percent
of
the
time
I
called
mary
o'hare
last
night
after
the
meeting
adjourned,
because
I
was
in
the
queue
and
was
not
able
to
speak.
So
this
is
an
ongoing
problem
with
the
voters
voice
and
in
particular,
for
educators.
S
A
And
thank
you
and
we
know
that
there
were
some
folks
that
had
problems.
Last
night
we
had
some
technical
difficulties
and
we're
accepting
any
written
comments
to
be
added
to
the
public
comment,
because
we
know
that
there
that
there
has
been
some
problems.
So
we
apologize
for
that
and
we're
doing
everything
we
can
to
make
sure
that
folks
have
access.
So
thank
you
for
your
patience
and
don't
give
up
trying.
Thank
you
so
with
that
folks,
I'm
just
going
to
take
two
more
because
we
do
need
to
get
to
the
phone.
A
A
Good
timing,
so
with
that,
if
we
would
open
it
up
for
those
in
neutral.
A
Thank
you
very
much,
miss
ebert.
Would
you
like
to
go
ahead
and
come
back
down
for
just
a
moment?
It's
not
going
to
be
long
because
we
need
to
get
to
the
floor,
but
it's
always
good
to
have
a
little
bit
of
wrap
up
and
final
conversation
as
we
move
forward,
and
we
appreciate
you
being
here
in
person,
it's
very
nice
to
have
you
in
the
room.
So
with
that
miss
ebert,
you
heard
a
number
of
the
concerns
around
some
of
the
issues
in
the
bill.
A
We
look
forward
to
working
with
you
and
having
some
conversations
as
we
move
move
forward.
We
know
this
is
an
important
bill.
Is
it
is
in
essence
the
budget
implementation
bill?
That
needs
is
the
first
domino
that
will
fall
in
order
for
the
k-12
funding
bill
to
go
through,
but
it's
more
about
it,
getting
it
right.
So
do
you
have
any
closing
comments
and
we
look
forward
to
working
with
you
on
these
issues.
C
Thank
you,
madam
chair,
for
the
record
state
superintendent,
joan
ebert.
We
have
taken
copious
amounts
of
notes
from
the
conversation
this
morning:
components
around
charter,
schools
and
others.
We
will
be
working
collaboratively
with
you
and
your
staff
and
what
I
would
like
to
note.
I
heard
several
times
about
transparency
and
the
expenditure
of
funds,
so
I
want
to
make
sure
that
everyone
is
aware
that
the
state
department
of
education
does
have
the
nevada
report
card,
which
is
where
the
funding
for
each
school
district
as
well
as
individual
schools.
C
It
is
inclusive
not
only
of
the
funding
that
is
allocated
through
this
body,
but
also
federal
funds,
and
so
that
is
another
source
for
open
transparency,
where
people
can
see
that
funds
being
made
available
to
schools,
it
breaks
down
the
cost
of
staff,
as
well
as
professional
development
supplies
and
other
components
as
well,
so
to
help
everyone
understand
where
there
are
resources
when
they
want
to
drill
in
either
on
a
school
district
or
on
a
school
specific.
That
is
a
resource
that
is
made
available.
A
And
thank
you
very
much
miss
eberton
and
for
the
the
public
and
the
members
of
the
committee
that
didn't
know
those
reports
existed.
That's
wonderful
information,
but
I
think
the
frustration
level
comes
to
more
on
the
front
end,
not
on
the
back
end,
giving
the
money
and
watching
it
flow
versus
finding
out
later,
where
it
actually
went
so
we'll.
A
We
need
to
keep
working
on
that
part,
but
we
do
appreciate
you
making
sure
that
folks
know
that
they're
there
is
reporting
and
accountability
on
these
issues.
So
thank
you
very
much,
miss
ebert,
and
with
that
I
don't
believe
there
is
anything
else
to
come
before
us,
except
for
public
comment,
so
I
will
go
ahead
and
open
it
up
for
public
comment,
keeping
in
mind
that
we
opening
oh,
I
will
close
the
hearing
on
senate
bill
439,
going
to
public
comment.
Keeping
in
mind
public
comment
is
on
issues
that
are
not
before
the
committee.
A
At
this
time
we
open
and
close
the
record
to
create
we
open
and
close
the
bill
to
create
the
record.
So
no
comment
on
439
would
be
part
of
public
comment
today.
Do
we
have
any
public
comment
in
the
room
this
afternoon,
not
seeing
anyone
dashing
to
the
testimony
table
broadcast
services?
Do
we
have
anyone
in
public
comment
on
the
on
the
audio
line?
Please.