►
From YouTube: 2/11/2021 - Assembly Committee on Education
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
Okay,
we
will
call
the
meeting
of
assembly
committee
on
education
to
order.
Welcome
everyone
committee
members
for
roll
call,
please
unmute
yourself
and
say
here
or
present.
Will
the
secretary
please
call
the
role.
C
C
C
A
A
Let
me
know
if
there's
a
reason
that
you
need
to
leave,
so
I'm
aware-
and
we
can
stay
on
top
of
that
media
materials
can
be
accessed
on
the
committee
webpage
on
nellis
and
just
a
reminder
for
those
of
you
who
are
watching
online
in
this
virtual
world.
We
have
several
screens
going
on
at
once.
So
if
you
see
committee
members
looking
away,
they
are
looking
at
materials
for
the
committee
on
on
one
of
our
several
devices
we
have
so
the
overview
for
today
we
have
two
presentations.
A
Now
we
will
go
to
public
comments.
I
will
open
it
up.
Public
comment
will
be
limited
to
10
minutes.
Beginning
of
today's
meeting,
an
additional
opportunity
to
make
public
comment
will
be
available
at
the
end
of
the
meeting.
Please
remember
to
clearly
state
and
spell
your
name
and
limit
your
comments
to
two
minutes
staff
in
our
broadcast
and
production
services.
Please
add
the
first
caller
with
public
comments
to
the
meeting.
A
D
Good
afternoon,
it's
wonderful
to
be
here
with
the
assembly
committee
on
education,
chair
bill,
bilbray
asked
axelrod
wow.
Sorry,
I
had
a
hard
time
with
that
today.
Vice
chair
miller,
for
the
record,
my
name
is
joan
ebert,
I'm
the
state
superintendent
of
public
construction.
D
I'm
also
joined
this
afternoon
by
jessica
tudman,
as
well
as
sarah
nick
who
will
be
participating
in
the
presentation.
I
know
that
you
have
100
slides
before
you,
but
I
will
tell
you
we're
not
going
through
all
100.
We
just
wanted
to
make
sure
that
you
had
the
data
that
you
needed
for
the
annual
report
this
afternoon,
we're
going
to
be
sharing
a
combined
presentation
on
the
2020
step
or
the
statewide
plan
for
improvement
of
pupils
and
the
annual
report.
D
So
when
I
very
first
returned
home
to
nevada
and
realized
that
we
were
going
to
go
through
our
process.
Looking
at
this
step,
it
was
very
important
to
visit
every
single
school
district
in
our
states.
I
had
the
pleasure
of
working
in
the
clark
county
school
district
for
25
years.
I've
worked
with
my
colleagues
across
the
state,
but
I
had
not
spent
time
listening
to
the
voices
across.
D
So
I
was
joined
by
deputy
gonzalez
deputy
moore
and
deputy
hearts
and
we
toured
the
state
and
it
was
great
to
hear
from
our
constituents
and
those
we
serve,
and
I
will
tell
you
being
from
clark
originally
that
you
know
there's
that
tendency
to
say
clark,
county
school
district,
washoe,
county
school
district
and
the
rurals.
D
D
D
What
was
important
big
takeaways
there
is
that
our
students
clearly
articulated
what
they
wanted
to
see
for
their
education.
Things
like
they
wanted
to
have
a
licensed,
math
teacher
that
was
before
them.
Some
of
the
students
even
asked
for
a
longer
school
day
and
longer
school
year,
because
they
care
about
their
education
and
enjoy
it
so
much.
D
The
families
also
ask
for
additional
career
and
technical
education
courses,
art
music,
other
things
that
expand
beyond
the
core
courses.
Parents,
parents
want
to
be
informed
and
they
want
to
be
involved.
School
boards
were
asking
for
more
transparency
and
predictability
in
school
funding
and
our
teachers.
Our
teachers
were
candid
about
the
pressures
that
they
face
every
day
in
the
classroom.
D
They're
committed
to
the
communities
and
the
support
that
they
have
from
their
communities.
They
also
wanted
to
see
expanded
support
from
the
leaders
within
our
state,
and
so
those
were
the
major
components
that
played
a
role
in
the
development
of
our
step.
Every
single
staff
member
within
the
department
had
a
hand
in
voice.
In
the
culmination
of
this,
we
also
asked
superintendents
to
weigh
in
our
own
school
board.
Excuse
me
our
own
state
board
of
education,
weighed
in
several
times.
It
was
brought
to
them
four
times
prior
to
final
approval.
D
I
want
to
take
just
a
moment
with
our
values.
We
actually
started
this
process.
This
accountability
report,
as
well
as
our
stip,
is
due
in
march
of
every
year
and,
as
you
know,
it
was
a
year
ago
when
the
pandemic
hit,
and
so
all
of
this
work
column
work
was
prior
to
the
pandemic,
but
as
we
went
through
the
pandemic,
what
grounded
the
entire
team
were?
The
values
that
we
came
to,
as
as
we
brought
this
work
together
and,
first
and
foremost,
is
our
equity
value.
D
That
team
that
worked
with
our
teachers
and
teacher
effectiveness
was
in
charge
of
that
goal.
We
have
pk
standards,
it
was
very
siloed
and
so
we're
very
intentional
in
these
next
six
goals
that
you
see
that
it
is
every
single
team
member
across
the
department,
the
state
board
of
education,
leading
this
work,
making
sure
that
we
all
see
ourselves
in
every
single
goal.
E
E
This
slide
shows
how
our
values
and
goals
come
together
to
drive
the
department's
work,
where
each
goal
intersects
with
a
value.
There
is
a
strategy.
Like
the
example
you
see
on
this
slide,
we
also
developed
inputs,
outputs
and
outcomes
or
ios
that
represent
our
implementation
plan
for
the
step
in
the
spirit
of
transparency.
For
the
first
time
the
stip
publishes
what
nde
will
be
doing,
along
with
our
stakeholders,
to
accomplish
our
goals
and
strategies.
E
E
Initiatives,
including
full-day
kindergarten
read
by
grade
3
and
silver
state
star's,
quality
rating
and
improvement
system
or
qris
have
been
instrumental
to
improve
the
quality
of
early
education
in
nevada.
In
addition,
the
silver
state
stars
qris
informs
families
and
parents
regarding
care
choices
and
what
high
quality
truly
means
to
support
our
efforts
around
equity
and
accountability.
E
Research
shows
that
the
single
most
important
in-school
determinant
of
student
success
is
the
quality
of
teaching
goal.
2
reflects
the
importance
of
all
students
having
access
to
effective
educators
which
informs
the
supply
pipeline.
We
need
to
create
with
educator
preparation
programs,
as
well
as
our
work
with
public
schools
and
districts
and
regional
professional
development
programs
to
design
resources
for
educators.
E
Student
enrollment
in
k-12
public
schools
has
grown
by
nearly
a
15
percent
increase
in
students
in
just
10
years.
Our
student
population
has
been
changing
rapidly
over
the
past
10
years.
The
percentages
of
students
who
identify
as
black
students
who
identify
as
native
hawaiian
and
pacific
islander
and
students
who
identify
with
two
or
more
races
have
also
increased
while
percentages
of
students
who
identify
as
native
american,
indian
or
asian
have
decreased
slightly.
E
E
This
table
demonstrates
that
the
self-reported
race,
ethnicity
of
nevada's
teachers,
does
not
currently
reflect
the
demographics
of
our
students.
For
example,
while
only
28
of
nevada
students
identify
as
white
81
percent
of
nevada's
teachers
identify
as
white.
This
problem
is
not
unique
to
the
silver
state,
while
approximately
50
percent
of
p12
students
in
the
u.s
are
young
people
of
color.
E
I
want
to
note
that
goal
3
articulates
our
commitment
to
support
student
achievement
with
a
focus
on
growth.
We
acknowledge
that
all
learners
come
to
school
with
different
assets
and
opportunities.
Our
job
as
educators
is
to
meet
students
where
they
are
and
encourage
their
growth
on
the
path
to
becoming
lifelong
learners.
E
The
2020
annual
report
of
accountability
looked
very
different
from
prior
years,
due
to
the
circumstances
of
covid19
nde,
applied
for
and
received
approval
for
a
federal
accountability
waiver
and
worked
with
the
governor
to
remove
state
assessment
requirements
for
the
2019
20
school
year.
This
means
that
districts
and
schools
were
not
required
to
administer
anticipated
assessments
and
meet
reporting
requirements,
including
the
svac
eocs.
E
Statewide
students
in
all
grades
improved
in
mathematics
proficiency
from
the
2018-19
school
year.
Over
the
previous
year
grades,
4
6
and
7
made
the
largest
percentage
point
gains
in
mathematics
proficiency
for
this
assessment
year.
I'll
now
turn
our
time
over
to
chief
strategy
officer,
jessica,
todman,
who
will
finish
the
tour
of
our
step
goals.
Thank.
F
You
sarah
good
afternoon,
chair
bilbray
axelrod
vice
chair
miller
and
members
of
the
committee,
I'm
jessica
todman,
for
the
record,
based
on
the
invaluable
feedback
gathered
during
the
listening
tour.
The
theme
of
the
2020
stip
is
battleborn
globally,
prepared
globally
prepared,
as
represented
in
goal.
4
encapsulates
what
our
students
need
to
be
future
ready,
whatever
the
next
few
decades
may
hold
the
strategies
in
goal.
4
seen
here
ensure
our
students
graduate
with
the
tools
they
need
to
build
a
home,
a
life
and
a
future.
F
Of
course,
graduation
looked
and
felt
a
little
different
for
our
class
of
2020
due
to
covet
19.,
based
on
the
recommendations
of
a
work
group
of
stakeholders
that
we
convened
and
with
the
support
of
the
governor,
we
also
issued
a
waiver
of
the
civics
assessment
as
a
graduation
requirement.
We
wanted
to
ensure
that
no
student
faced
an
undue
burden
in
receiving
the
diploma
they
had
earned.
The
next
slide
shows
the
top
level
highlights
of
the
class
of
2020
graduation
rates.
F
F
The
nevada
department
of
education
is
committed
to
addressing
gaps
between
and
among
student
groups,
as
reflected
in
our
step,
values
and
strategies.
Slide
45
of
this
presentation's
appendix
shows
how
we
hone
in
on
disaggregated
data
on
opportunity,
gaps,
expanding
equitable
access
to
high
quality
learning
opportunities
and
effective
educators
are
key
to
putting
all
learners
on
a
path
to
long-term
success.
F
F
The
strategies
that
support
goal
5
ensure
that
the
state's
investment
in
education
is
efficient
and
effective
and
supports
student
success.
These
strategies
focus
on
fully
expending
available
funding,
proactively
managing
funds
through
technical
assistance
and
monitoring
and
improving
our
customer
service.
F
As
you
know,
nevada's
public
schools
and
districts
are
currently
funded
by
the
nevada
plan,
which
does
not
adequately
account
for
demographic
and
socioeconomic
differences.
Among
our
increasingly
diverse
student
body
senate
bill
543
of
last
session
laid
the
groundwork
for
the
development
of
the
new
people-centered
funding
plan
to
address
the
current
and
future
needs
of
our
children.
The
commission
on
school
funding
has
identified
four
concepts
that
are
the
basis
for
their
work,
which
closely
align
with
our
stip
values
and
lead
with
equity.
F
F
This
approach
advances,
equity
and
transparency
and
supports
districts
and
schools
in
tailoring
supports
to
the
unique
needs
of
their
students,
for
example,
rather
than
a
student,
who
is
an
english
learner
only
receiving
funding
if
their
school
has
enough
english
learners
to
qualify
for
zoom,
they
will
now
receive
extra
support
through
weighted
funding,
no
matter
where
they
attend
school.
The
money
follows
the
student.
F
The
next
slide
shows
the
shifts
in
the
people
centered
funding
plan
that
are
included
in
the
governor's
recommended
budget.
The
governor
has
recommended
a
phase
implementation
approach
to
ensure
the
equity
and
transparency
that
are
the
core
of
this
work,
while
allowing
flexibility.
Given
the
current
circumstances.
F
The
phased
approach
includes
an
implementation
of
the
people-centered
funding
plan
during
the
2123
biennium
for
state
revenues
that
are
currently
distributed
through
the
department
which
includes
base
funding,
as
well
as
state-funded
grants.
The
second
phase
would
begin
in
2325
when
local
revenues
would
be
combined
with
state
revenues
as
part
of
full
implementation.
F
F
The
data
are
now
further
broken
down
by
personnel
expenditures
which
include
salaries
and
benefits
and
non-personnel,
which
include
all
other
costs
related
to
providing
an
education
to
students
appendix
I
of
the
presentation,
provides
step-by-step
instructions
on
accessing
this
financial
data
on
the
nevada
report
card,
our
final
goal
goal
six
focuses
on
providing
safe
learning
and
working
environments
where
identities
and
relationships
are
valued
and
celebrated.
In
2015,
the
office
for
a
safe
and
respectful
learning
environment
was
established
at
the
nevada
department
of
education.
This
prioritizes
the
safety
and
well-being
of
students
and
adults
in
our
schools.
F
We
know
that
if
students
do
not
feel
safe
and
valued
they'll
struggle
to
grow
and
succeed,
academically.
In
addition,
promoting
emotional
and
physical
safety
for
educators
means
nevada
is
more
likely
to
retain
them
in
2018.
The
school
safety
task
force
was
convened
and
tasked
with
making
recommendations
captured
in
senate
bill
89.
One
of
those
recommendations
was
disaggregating
discipline
data.
The
results
here
represent
the
first
time
these
data
have
been
reported
by
student
group
going
from
right
to
left.
F
The
green
columns
represent
the
percentage
of
total
enrollment
for
each
of
the
seven
major
race
and
ethnicity
categories
of
students.
The
yellow
column
represents
the
percentage
of
total
suspensions
experienced
by
the
group
of
students,
and
the
blue
column
is
the
percentage
of
total
expulsions
for
that
student
group.
F
The
next
slide
is
disaggregated
by
special
populations,
where
we
see
the
most
stark
disproportionality
among
special
populations
of
students
who
are
receiving
special
education
services.
During
the
2019
school
year,
those
students
were
expelled
or
suspended
at
rates
over
one
and
a
half
times
higher
than
their
proportion
of
enrollment
assembly.
Bill.
490
requires
regular
updates
on
this
disciplined
data
to
the
state
board
of
education.
F
For
each
of
these
four
climate
constructs,
as
you
can
see,
the
statewide
results
have
been
improving
in
all
categories
over
the
past
five
years.
It
is
important
to
note
here
the
large
difference
between
students,
perceptions
of
their
emotional
safety
versus
those
of
their
physical
safety,
which
indicates
a
need
to
continue
to
invest
in
increased
mental
health
and
social
emotional
supports
before
we
conclude,
I
wanted
to
provide
a
very
brief
overview
of
some
other
aspects
of
our
covenant,
19
response,
which,
of
course
has
significantly
affected
education.
F
F
The
governor's
responsiveness
during
uncertainty
allowed
the
department
and
our
schools
to
provide
necessary
guidance
and
support
to
student
staff
and
families.
The
six
emergency
directives
listed
here
address
the
phase
of
our
response,
beginning
with
school
building
closures
and
culminating
with
supports
and
guidance
for
reopening
school
buildings.
This
fall.
F
We
were
committed
to
providing
guidance,
flexibility
and
resources
to
district
schools
and
families
to
navigate
this
time.
All
of
our
guidance
was
seen
through
the
lens
of
what
would
support
success
for
students
and
educators.
Our
path
forward
plan,
along
with
other
resources,
were
developed
with
feedback
from
community
partners
and
public
health
experts.
F
A
A
D
D
It
included
several
components
that
you
see
implemented
in
several
of
our
school
districts,
I'm
proud
to
say,
health
and
safety,
health,
health
and
safety.
It
includes
social
emotional
was
at
the
top
of
our
work
and
then
all
the
various
components,
more
than
happy
to
make
sure
that
you
have
a
copy
as
well.
A
C
Thank
you
chair
and
thank
you,
superintendent
and
your
team
for
all
the
work
that
you've
been
doing
over
the
last
couple
months,
where
I
know
it's
been
particularly
challenging
as
education
has
truly
transformed
what
it
looks
like
only
just
a
year
ago
now.
So
my
question
is
regarding
english
language,
learners
and
kind
of
a
follow-up
from
ab219
which
passed
last
legislative
session,
which
said
that
our
our
nevada
assessments
would
be
available
in
other
languages,
and
so
I'm
just
wondering
if
we
can
get
an
update
on
that.
C
And
obviously
I
understand
that
the
department
is
hoping
that
the
assessments
won't
take
place
this
year.
But
what
work
has
been
done
to
secure
contracts
to
ensure
that
this
is
be
available.
D
D
When
we
went
to
work
with
the
contractors,
there
was
not
funding
that
was
made
available
to
administer
it
this
year.
As
you
note
in
multiple
languages,
as
you
noted
we're
not
quite
sure
at
this
point
in
time,
if
we
will
be
administering,
but
that
is
the
intent
to
continue
to
move
forward,
to
identify
those
funds
to
be
able
to
offer
in
multiple
languages,
not
just.
C
Pull
up
a
major,
absolutely
thank
you,
and
so
I
I
if
I
remember
correctly
from
the
last
legislative
session,
I
know
that
the
contract
was
about
to
expire,
so
I'm
just
wondering
when
the
new
contract
would
be
created
and
if
at
least
a
couple
languages
would
be
able
to
be
included
for
that.
D
We
will
be
going
out
for
a
new
rfp
in
two
years,
but
that
does
not
stop
us
from
funds
if
funds
are
made
available
to
and
negotiating
the
contract
as
well
to
be
able
to
move
forward.
So
at
this
point
in
time,
we're
currently
working
with
our
three
eights.
D
Excuse
me,
with
our
read
by
grade
three
assessment
tool
that
went
out
to
rfp
and
then
we're
working
with
purchasing
our
college
and
career
readiness
assessment,
the
next
rfp
that
we'll
do
and
then
after
that
will
be
the
full
38
spec,
which
is
currently
sbac,
will
go
out.
So
it's
it's
a
staggered
process
year
over
year.
G
C
And
if
you
could
send
us
any
information
too,
that
you
have
on
the
the
pass
rate
for
the
s
box
in
all
subjects,
for
our
english
language
learners.
My
understanding
right
now
is
that
our
english
language
learners
do
not
do
particularly
well
in
their
math
or
science.
As
fact,
despite
that,
english,
not
being
the
skill
that's
assessed,
so
I
just
want
to
make
sure
that
we're
getting
we're
capturing
accurate
data
for
ell
students.
So
I'd
like
to
review
those
numbers
as
well.
A
Thank
you,
superintendent
and,
if
you
could
send
them
over
to
our
committee
and
we'll
make
sure
that
all
all
the
members
of
the
committee
get
that
information.
Are
there
other
questions.
A
I'm
I'm
just
curious.
If
you
I
know,
we've
talked
to
superintendents
throughout
the
state,
and
I
obviously
you
have
as
well-
and
I
was
just
wondering
if
you
could
provide
a
picture
of
this
sort
of
an
aggregate,
the
amount
of
students
that
we
have
not
been
able
to
get
back
through
covid.
I
know
most
counties
are
at
least
in
a
hybrid
or
or
back
totally.
D
D
So
we
did
across
the
entire
state
we
did
see.
A
drop
in
enrollment
is
about
two
percent,
and
that
varies
based
on
you
know
the
school
districts
we
have
several
school
districts,
which
we'll
tell
you,
and
I
believe
they
presented
superintendents
presented
earlier-
is
that
some
families
were
opting
to
homeschool
their
children
during
the
pandemic.
D
What
has
been
wonderful,
our
superintendents
have
been
working
very
hard
is
that
those
school
districts
that
are
fully
face
to
face
have
been
offering
learning
at
a
distance.
So
there
is
parent
choice
in
that.
In
that
realm,
where
we
see
the
largest
dip
in
enrollment
is
actually
with
our
kindergartners,
so
there
we
have,
I
believe,
it's
around,
let's
say
close
to
10
drop
in
enrollment
from
year
over
year
and
right
now
you
know
we
speculate
two
things.
D
Thank
you,
chair
superintendent,
ebert
for
the
record.
I
I
really
appreciate
that
question
because
I'm
going
to
actually
expand
it
just
a
little
bit
during
the
pandemic.
We
know
that
we
have
had
several
families
and
children
that
have
been
able
to
accelerate
their
learning
they're
an
environment.
They
have
resources
I'll
use
an
example.
D
We've
spun
up
a
blue
ribbon
commission,
which
actually
assembly
woman
tools
is
part
of
and
we're
looking
at
moving
away,
especially
during
the
pandemic.
D
What
we
need
to
do
is
understand
where
our
children
are
at
when
they
return
to
a
face-to-face
environment,
and
I
will
also
add
some
of
them
may
not
return
to
a
face-to-face
environment
because
they
love
being
at
a
distance.
They're,
thriving
and
they've
learned
that
that
learning
at
a
distance
is
a
great
thing
so,
as
we
all
evolve,
the
adults
in
the
system
and
the
children
meeting
the
children
where
they're
at
is
critical
so
I'll
round
it.
D
Out
back
to
your
original
question
with
the
kindergarteners,
we
may
see
some
that
are
ready
and
you
know
charged
into
that
first
grade
classroom
because
of
of
the
exposure.
They've
had
the
experiences
they
have.
We
have
others
that
might
not
be
ready
and
we,
as
the
adults
in
the
room,
need
to
be
ready
to
meet
those
children
where
they're
at.
D
And
so
it's
going
to
be
a
large
continuum
that
that
we're
working
with
the
superintendents
across
the
state
to
make
sure
that
that
we
address
and
meet
the
children
where
they're
at
and
that
we
accelerate
them
through
their
learning.
If
they
need
accelerating
or
take
them
to
a
next
level
beyond
their
chronological
age
and
grade
and
curriculum.
A
H
Superintendent,
when
we're
referring
to
the
numbers
of
the
the
less
enrollment
that
we're
we're
having
across
the
state
this
year,
of
course,
kindergarten.
You
know
that
makes
it.
I
think
we
can
all
agree.
There's
probably
some
obvious
anecdotal
reasons
why
we'd
see
a
reduction
in
kindergarten,
but
for
the
other
grades
do
we
know
yet,
because
I
know
you
know
just
from
the
experience
that
the
state
had
in
2011.
H
You
know
people
need
work
or
people
need
to
then
live
with
family
members
that
may
be
in
another
state,
because
again
finances
are
dictating
what
needs
to
happen,
and
so
I'm
just
wondering
do
we
have
and
on
the
same
token,
I
know
that
I've
been
teaching
my
students
virtually
all
and
they're
in
different
states
and
in
some
cases,
different
countries
and
and
still
because
the
the
idea
is
that
they
will
return
back
to
nevada.
H
So
do
we
know,
has
anyone
looked
at
or
we
have
a
handle
on
how
many
of
the
students
that
we
say
are
not
enrolled
anymore
because
they're,
all
not
just
home
schooled?
Do
we
actually
know
where
they
are
and
how
many
is
it
because
they
actually
physically
have
left
the
state
or
let
the
district?
Even
you
know,
move
somewhere
else
in
the
state.
D
D
We
have
the
aggregate
data
for
you,
know
school
districts
and
grade
levels,
but
those
individual
children
that
you're
talking
about
that
is
not
data
that
we
collect
at
the
at
the
state
level.
We
just
know
if
they've
enrolled
or
unenrolled
and
moved
to
another
state,
and
that
would
be
in
that
two
percent-
in
reduction
overall
in
enrollment.
H
Okay,
so
that
would
state
that
they
have
left
the
state
if
they
identify
that
they
moved.
D
A
Thank
you
chair,
thank
you
and,
and
thank
you
again
superintendent.
I
did
want
to
let
everyone
know
the
committee
and
anybody
who's
watching
that
the
annual
reports
are
also
on
nellis.
A
We
are
really
trying
to
do
everything
we
can
to
provide
information
to
folks
out
watching
us
virtually
so
everything
that
we've
discussed
or
mentioned
you
can
find
in
those
annual
reports
as
well.
So
thank
you
very
much
again,
superintendent
and
team,
and
we
look
forward
to
working
with
you
this
legislative
session.
A
Okay,
so
now
we'll
move
on
to
our
second
presentation,
I
oh,
I
believe,
actually
superintendent
you're
going
to
introduce
our
next
presentation.
Yes,
thank
you,
yeah
on
nevada
class,
size
and
educator
workforce.
So
thank
you.
D
Thank
you
for
having
us
here
today
to
be
able
to
present
this
information.
One
of
the
things
and
your
colleagues
here
are
great.
You
know
asking
those
questions
with
data
and
that's
one
of
the
things
that
we
asked
as
a
team
deputy
gonzalez
who
leads
our
work
with
educator
effectiveness
about
a
year
ago.
We
said
you
know
we
need
to
have
data,
we
can't
just
go
by
you
know.
Well
I
heard
this.
I
heard
that
I
think
you
know-
and
I
know,
there's
great
brains
out
there
but
being
a
mathematician.
D
I
love
to
have
data,
and
so
we
used
part
of
our
title:
2a
federal
funds
to
contract
with
data
insight
partners.
To
answer
these
questions
that
we
that
you're
going
to
receive
a
little
bit
of
insight
into
here.
Again
too,
there
is
a
very
large
deck
for
you
to
refer
to
at
a
later
time.
D
We
know
that
we're
time-bound
this
morning,
but
this
is
a
great
presentation
that
has
historical
data
that
will
show
trends
within
our
workforce
and
then
also
how
you
as
legislators,
have
supported
education
in
the
past
and
have
seen
great
strides
because
of
that
support.
So
with
that,
I'd
like
to
turn
the
time
over
to
nathan
trenholm,
who
is
an
amazing
human
being
to
share
what
we
have
learned
through
the
data
that
was
collected
across
the
state
over
years.
G
Thank
you
very
much
superintendent
ebert,
chair,
bilbray
axelrod
vice
chair
miller
committee
members.
For
the
record,
my
name
is
nathan
trenholm
with
data
insight
partners,
data
insight
partners
is
a
small
business
in
las
vegas
nevada.
We
work
with
schools,
districts,
state
departments
of
education
non-profits
in
the
education
sector.
G
G
So
we're
really
excited
at
this
opportunity
to
share
this
with
you
and
before
I
get
started,
I
want
to
say
a
big
thank
you
to
the
nevada
department
of
education
for
their
support
in
this
work,
under
the
leadership
of
superintendent,
joan
ebert,
as
well
as
the
leadership
of
deputy
superintendent,
felicia
gonzalez
and
her
team
who've
been
instrumental
in
supporting
this
project
over
the
last
year.
What
you're
going
to
see
today
is
a
report
that
summarizes
over
a
billion
data
points
spanning
two
decades
of
information
coming
from
sources
from
the
u.s
department
of
education.
G
G
However,
we
won't
be
going
through
all
170
pages
today,
it'll
kind
of
be
a
highlight
the
best
of
the
best
of,
but
if
you
have
the
opportunity,
if
you
haven't
already,
I
strongly
recommend
you
take
the
time
to
review
all
70
pages,
all
170
pages,
because
this
is
honestly
one
of
the
most
important
and
honestly
impressive
pieces
of
work.
I've
ever
had
the
opportunity
to
contribute
to
so
with
that.
Let's,
let's
get
started
so
one
of
the
things
that
when
we
look
at
education
data,
a
critical
question
we
need
to
ask
and
investigate.
G
So
over
about
the
last
seven
years,
hundreds
of
millions
of
dollars
were
directed
towards
early
literacy
through
the
programs
of
full
day
kindergarten
class,
size
reduction,
zoom
schools,
victory
schools
and
read
by
grade
three.
Now
not
all
of
this
money
was
specifically
for
early
literacy,
but
a
huge
portion
of
this
money
was
directed
towards
early
literacy
and,
as
it
happens,
the
federal
government
tests
the
nation's
fourth
graders.
In
reading
every
two
years
they
use
an
assessment
called
the
national
assessment
of
educational
progress.
It
is
the
largest
assessment
in
the
country.
G
G
So
what
we
see
here
is
the
national
average
reading
scores
for
fourth
graders
from
2003
to
2009..
Now
what
you'll
see
right
below
that
is
nevada's.
Fourth
graders
over
that
time.
Prior
to
this
massive
investment
in
early
literacy,
nevada's,
fourth
graders
were
consistently
performing
academically
a
year
behind
their
national
peers.
G
Now,
in
2019,
the
first
cohort
that
had
exposure
from
kindergarten
through
fourth
grade
to
these
massive
investments
in
early
literacy
took
the
nape
4th
grade
reading
test.
So
what
happened
when
this
cohort,
who
had
the
exposure
to
investment?
What
happened
when
they
finally
were
tested
in
4th
grade
reading
for
the
first
time
ever,
nevada's
fourth
graders
performed
in
line
with
their
national
peers
so
prior
to
the
investment
fourth
graders
were
performing
academically
a
year
behind
their
national
peers
in
2019.
G
Fourth,
graders
were
performing
for
the
first
time
ever
in
line
with
their
national
peers,
but
you
don't
have
to
take
my
word
for
it.
We
can
look
at
this
screenshot
from
the
us
department
of
education's
website
here.
It
says
the
2019
average
scale
score
for
nevada
is
not
significantly
different
from
the
national
public.
G
G
G
Just
this
last
november
there
was
an
emergency
so
that
substitutes
with
only
a
high
school
diploma
could
be
hired
right.
So
we
know
we
have
a
massive
problem
here
in
nevada
regarding
our
teacher
shortage.
So
the
purpose
of
today's
analysis
is
to
ask
some
strategic
questions,
so
we
can
get
more
specific
about
the
scope
of
this
problem
and
what
are
our
obstacles
to
solving
it?
So
the
strategic
questions
we're
going
to
investigate
today
include
what
are
the
actual
class
sizes
our
students
are
experiencing.
G
G
G
G
G
Now
these
recommended
recommendations
were
set
by
the
state
board
of
education
in
2018.,
so
we're
going
to
take
those
recommendations
and
impose
them
on
this
chart.
Now
we
see
that
all
the
averages
are
larger
than
the
recommended
class
sizes,
but
the
million
dollar
question
is
how
many
students
is
this
pet,
impacting
right,
so
how
many
students
were
in
a
class
size
larger
than
the
recommended
class
size
I'll?
Let
you
think
about
it
for
a
second:
do
you
think
it
was
less
than
a
hundred
thousand?
G
G
The
answer
is
more
than
three
hundred
thousand
there
were
three
hundred
seventy
four
thousand
students
sitting
in
a
core
class
last
year,
larger
than
the
recommended
class
size.
That's
eighty-seven
percent
of
all
students,
in
other
words,
about
nine
in
ten
students,
had
a
class
size
larger
than
the
recommended
class
size
last
year.
G
So
that's
where
we
are.
Where
do
we
want
to
be
how
many
teachers
would
we
need
to
meet
the
recommended
class
sizes
currently
for
just
the
core
classes
in
grades?
One
through
five?
We
have
about
8
300
teachers
to
get
to
the
recommended
class
sizes.
We
would
need
over
2
000
more
teachers
for
the
core
subjects
in
secondary.
We
would
need
almost
another
thousand
teachers.
G
Okay,
now
that
can
sound
like
a
huge
number
three
thousand
teachers,
because
we're
used
to
kind
of
hearing
about
teacher
shortages
in
how
many
vacancies
there
are
right.
So
you'll
hear
clark.
County
has
300
teacher
vacancies.
So
how
could
you
say
we
have
300
teacher
vacancies,
but
we
need
3
000
teachers.
G
Teacher
vacancies
is
a
function
of
how
many
funded
positions
are
empty.
It's
a
different
question
to
say
how
many
teachers
do
we
need
right
and
to
verify
that
this
is
actually
a
very
conservative
estimate.
We
can
look
at
national
student-teacher
ratios
so
right
now.
The
average
in
the
country
is
that
there
is
a
classroom
teacher
for
every
14.9
students
so
about
a
teacher
for
every
15
students
in
vermont,
where
they
have
the
lowest
ratio.
G
To
summarize
what
we
just
looked
at
just
to
improve
core
classes,
we
need
over
three
thousand
teachers
to
improve
the
entire
system
to
staff
at
a
national
average.
We
need
almost
ten
thousand
more
teachers,
and
if
we
wanted
to
lead
the
nation,
we
would
need
over
twenty
three
thousand
more
teachers.
Today,.
G
So
we've
looked
at
where
we
are
where
we
wanna
be
now.
The
question
is:
are:
are
these
differences
equitable
across
student
groups?
Do
all
students
have
equitable
access
to
teachers
to
investigate
this
question?
We're
going
to
plot
the
average
classroom
experience
for
students
in
first
through
third
grade
by
student
ethnicity?
G
G
So
it's
one
thing
that
they
have
disparate
access.
The
next
question
is:
is
this
disparate
access
associated
with
disparate
student
outcomes
to
investigate
this
question?
We're
going
to
look
at
the
same
type
of
plot,
but
now
we're
going
to
plot
schools
by
star
rating
and
again
we're
looking
at
the
secondary
level,
and
what
we
see
is
that
five-star
schools,
students
in
those
schools
have
significantly
higher
access
to
experienced
teachers
and
they
have
slightly
larger
class
sizes.
G
So,
if
you're
in
a
five-star
school
at
the
secondary
level,
there
is
a
three
and
four
chance.
You
have
an
experienced
teacher.
If
you're
in
a
one-star
school
there's
only
a
one
in
three
chance,
you
have
an
experienced
teacher,
so
you're
twice
as
likely
to
have
an
experienced
teacher
in
a
five
star
school
than
you
are
in
a
one
star
school.
G
G
G
Here's
a
summary
of
class
size
research
from
the
brown
center
on
education
policy
at
brookings.
Now.
The
first
summary
here
is
for
a
class
size
reduction
study
that
was
done
in
tennessee
in
the
80s.
This
is
the
most
famous
study
on
class
sizes
that
was
ever
done.
It
was
a
statewide
randomized
control
study
and
they
found
that
when
they
reduced
class
sizes
from
22
down
to
15
a
32
reduction
in
class
sizes,
they
saw
an
increase
in
student
achievement.
G
Here's
a
summary
of
subsequent
research
that
validated
those
findings,
and
in
this
they
say
very
large
class
size.
Reductions
on
the
order
of
magnitude
of
seven
to
ten
fewer
students
per
class
can
have
significant
long-term
effects
on
student
achievement
and
other
meaningful
outcomes.
So
let's
go
back
to
what's
happening
in
our
schools.
G
G
So
we
do
not
have
a
difference
in
class
sizes
here
that
would
be
required
to
us
expect
a
higher
improvement
in
student
outcomes
and
finally,
these
they
don't
have
the
same
access
to
teachers.
The
students
in
the
one
and
two
star
schools
have
significantly
less
access
to
experienced
teachers
than
do
students
in
four
and
five-star
schools.
G
So
to
summarize,
black
and
hispanic
students
have
significantly
less
access
to
experienced
teachers
compared
to
their
asian
and
caucasian
peers.
Students
in
one
and
two
star
schools
have
significantly
lower
access
to
experienced
teachers
and,
despite
the
slightly
smaller
class
sizes,
the
research
says
it's
not
a
large
enough
difference
to
expect
improved
student
outcomes.
G
So
next,
what
are
the
obstacles
we
face
to
improve
these
issues?
First,
we're
going
to
explore
the
educator
preparation
pipeline
when
I
say
the
educator
preparation
pipeline,
I'm
talking
about
programs
that
people
go
through,
so
they
can
be
eligible
for
a
teacher
license.
So
this
could
be
a
fro,
a
four-year
program
in
education
at
a
university
or
it
can
be
an
alternative
route
to
licensure.
G
What
we're
going
to
do
is
compare
these
pipelines
across
all
the
states
in
the
country
to
make
it
an
apples
to
apples
comparison.
We're
going
to
look
at
this
as
a
ratio
of
the
students
that
each
state
serves.
So
we're
going
to
look
at
the
number
of
education
preparation
graduates
for
every
thousand
students.
A
state
serves.
G
What
you
see
in
this
chart
is
every
state
every
state
ranks
from
top
to
bottom.
On
average,
a
state
puts
out
three
program
completers
for
every
thousand
students
they
serve
at
the
top.
We
have
vermont
they're,
putting
out
almost
six
program
completers
for
every
thousand
students
they
serve.
Now,
that's
not
surprising.
We
just
earlier
saw
they
have
the
lowest
teacher
ratios
in
the
country,
so
where's
nevada
we're
down
at
the
bottom
right.
We
have
about
half
the
national
average
we're
putting
about
out
about
1.6
program
completers
for
every
thousand
students
we
serve
the
result.
G
The
conclude,
or
the
ramifications
of
this,
as
noted
in
the
teacher
workforce
report,
is
that
nevada
relies
on
over
60
percent
of
its
new
teachers
to
come
from
preparation
programs
outside
of
nevada.
So,
if
we're
relying
so
heavily
on
external
programs,
we
need
to
know
what's
happening
with
that.
National
pipeline
here
is
the
national
pipeline.
Over
the
last
decade,
u.s
teacher
preparation
program
graduates
have
dropped
by
over
30
percent
over
the
last
decade
and
that's
not
just
as
a
ratio
to
students
that
is
actual
total
numbers.
G
Right
graduates
went
from
216
000
down
to
150
000
nationally
over
that
decade
right,
so
this
pipeline
is
significantly
and
consistently
shrinking
over
time.
So
to
summarize,
nevada's
teacher
pipeline
significantly
lags
national
averages.
We
rely
on
out-of-state
teacher
prep
programs
for
over
60
percent
of
our
new
teachers,
and
the
national
pipeline.
We're
relying
on
is
significantly
and
consistently
shrinking
over
time
and
nevada's
pipeline
is
not
expanding
at
a
fast
enough
rate
to
make
up
for
the
shrinking
national
pipeline.
G
G
Now
this
is
a
methodology,
that's
used
by
the
us
department
of
education,
so
we
can
look
at
national
data
that
they've
put
out
so
the
most
recent
data
that
they've
put
out
spans
1989
through
2013,
and
we
can
look
at
the
lever
rates
of
what
it
looks
like
nationally.
That
is
what
percent
of
classroom
teachers
leave
classroom
teaching
every
year
over
this
time
frame
it
range
from
5.1
percent
to
8.4
percent.
G
So
that's
what
this
yellow
band
here
is
in
this
chart.
Those
are
the
national
averages
for
teacher
lever
rates.
Now
you
want
to
try
to
beat
the
national
rate
you
want
to
have
less
teachers
leaving
the
classroom.
So
green
is
better
if
you
have
higher
lever
rates
that
would
be
up
in
the
red.
So
now
we're
going
to
look
at
nevada's
teacher
lever
rate
over
the
last
two
decades.
G
What
you'll
see
is
that
nevada's
teacher
lever
rate
has
consistently
been
higher
than
the
national
average
for
the
last
two
decades.
The
only
time
we
even
touched
the
national
average
was
at
the
height
of
the
great
recession
in
2009,
when
there
was
nowhere
to
leave
to
right.
Now
you
look
at
this
and
see
that
nevada's
teacher
lever
rates,
kind
of
bounce
around
between
10
and
12
and
the
national
average
is
around
7.
G
So
that
seems
like
it's
not
a
big
deal,
but
if
you
wanted
to
reduce
your
teacher
lever
rate
from
12
down
to
7,
that's
a
42
reduction
in
the
number
of
teachers
leaving
the
classroom
every
year
and
if
we
had
matched
the
national
rate
2011
through
2017,
that
would
have
resulted
in
thousands
of
more
teachers
in
the
classroom.
Today.
G
Their
lever
rates
reduce
right
until
they
get
down
to
about
age
45
to
49
at
age.
50.
The
lever
rates
start
to
increase
again
as
teachers
approach
retirement
by
age
55,
the
teacher
rate
exceeds
the
state
rate
okay.
So
what
we
can
see
here,
then,
is
that
age
50
lever
rates
start
to
accelerate
by
age
55
they
exceed
the
state
rate.
G
So
the
question
is
how
many
of
our
teachers
are
50
years
or
older
right
now,
it's
the
highest
that
it's
ever
been
almost
one
in
three
nevada
classroom
teachers
are
age,
50
or
older
back
in
1998
it
was
one
in
four
teachers
so
how
many
of
our
teachers
are
younger,
so
the
percent
of
teachers
who
are
under
30
years
old
is
14
back
in
1998.
It
was
all
the
way
up
at
22
percent.
G
Now.
What
I
want
to
draw
your
attention
to
here
is
that
what
happens
every
time
we
have
a
recession,
our
teaching
workforce
gets
older,
because
what
happens
is
it's
not
that
teachers
are
getting
laid
off?
Instead,
we
don't
fill
vacancies
so
every
time
there's
a
budget
cut,
we're
not
hiring
young
teachers
and
our
teacher
workforce
is
getting
older.
G
G
G
G
So
the
conclusions
of
all
this
analysis
right,
nevada
class
sizes,
are
too
big.
Nine
and
ten
students
are
sitting
in
a
class
larger
than
the
recommended
class
size.
Nevada
needs
more
teachers
just
to
improve
the
core
classes.
We
need
three
thousand
teachers
today
to
improve
the
system-wide
totals.
We
need
almost
ten
thousand
teachers
and
to
to
lead
the
nation.
We
would
need
almost
twenty
four
thousand
teachers
today,
not
all
of
our
students
have
equitable
access
to
experienced
teachers,
and
the
lack
of
access
to
experienced
teachers
is
associated
with
lower
student
outcomes.
G
We
saw
that
nevada's
teacher
pipeline
significantly
lags
national
averages
to
the
point
that
we're
relying
on
over
60
percent
of
our
teachers
to
be
prepared
outside
of
nevada,
and
the
national
teacher
pipeline
is
shrinking,
which
is
what
you
see
in
that
top
line,
while
at
the
same
time,
nevada's
teacher
pipeline
the
lower
line.
There
is
not
expanding,
something
we
didn't
have
time
to
go
into
today,
but
is
in
detail
in
the
exhibit
that
you
have
is
sometimes
you'll
hear
that
classroom
positions
or
positions
external
to
the
classroom
are
inflated.
G
So
we
investigated
that
as
well,
and
we
saw
that
in
all
the
positions
where
national
data
is
available.
Nevada
is
staffing
these
positions
under
national
staffing
ratios,
so
we
have
less
school
administrators,
less
counselors,
less
central
administrators
and
less
library
specialists
than
national
staffing
ratios.
G
G
G
A
A
I
think
we
have
a
assemblywoman
win
up.
First.
C
Thank
you
chair.
I
do
have
a
question
you
had
mentioned
some
of
the
specific
differences
and
equity
like
inequity,
I
should
say
between
our
black
and
latino
students
as
compared
to
the
asian
and
caucasian
populations
within
these
students.
Like
this
data,
like
I
guess,
information,
and
I
know
that
the
asian
community
is
just
growing
in
nevada-
it's
probably
the
fastest
growing.
C
I
don't
believe
that
you
do
this,
but
would
you
be
open
to
disaggregating
that
data,
so
we
would
be
able
to
see
the
real
results
within
that
asian
community,
so
we
don't
get
that
model
minority
and
we're
not
losing
out
on
true
representation
within
you
know.
The
inequities
within
that
group
is
that
something
that
you
guys
do
one.
I
don't
think
you
do
or
is
that
something
too,
that
you
look
at
in
determining
some
of
these
inequities.
I
know
that's
an
important
aspect
of
what
you
guys
are
doing.
G
Assembly
woman,
thank
you
so
much
for
that
question,
so
the
data
that
we
had
to
do
this
analysis
does
not
allow
us
to
dis
aggregate
any
farther
than
where
we
did
so
that
information
is
coming
from
the
student
information
system
and
so
the
most
disaggregated
that
it
is
is
asian.
So
I
can't
I
love
the
question.
I
would
love
to
be
able
to
break
it
down
further.
We
just
don't
have
that
granular
information.
Unfortunately,.
B
C
Be
able
to
look
at
that
kind
of
information
and
maybe
we're
a
little
behind,
but
if
it
is
something
that
you
guys
are
collecting
data,
I
would
hope
that
we
would
start
to
include
that
kind
of
disaggregated
data,
because
it's
more
representative
and
chair,
I
do
have
one
other
question.
If
it's
possible.
C
Somewhere,
yes,
go
for
it.
Okay,
thank
you.
You
know.
I
think
everyone
can
agree
that
smaller
classrooms
are
needed,
and
you
know
I'm
new
to
the
education
committee
this
session,
but
obviously
it's
something
that
I
hear
about
in
my
community
from
parents
from
my
neighbors,
and
I
see
it
with
my
own
kids
in
school
and
especially
as
they've
gone
through
school
and
they've.
C
You
know
they're
still
in
elementary
education,
but
their
class
sizes
are
getting
bigger
and
bigger
and
bigger,
and
I
it
doesn't
seem
like
there's
some
sort
of
disconnect
between
what
we've
enacted
as
legislation,
because
I
am
imagining.
We
have
the
same
conversation
every
two
years
during
these
presentations
about
how
class
sizes
need
to
be
smaller
and
what
what
the
problems
are,
and
I
know
that
there
has
been
legislation,
that's
passed
and
it
seems
like
there's
just
no
accountability
in
our
schools,
and
I
was
wondering
where
that
disconnect
comes
from.
C
I
mean
I've
heard
from
teachers,
and
I've
heard
I've
seen
for
myself
that
it
seems
like
some
of
these
numbers,
even
with
the
ratio
of
teacher
to
student,
are
taking
into
consideration
they're
dividing
the
number
of
all
the
licensed
staff,
so
librarians
coaches
learning
strategists
on
special
education
teachers,
and
so
the
ratio
isn't
even
accurate.
C
So
you
could
have
a
ratio
that
looks
like
it's
one
teacher
for
every
20
students,
but
when
you
go
into
a
classroom,
it's
actually
one
teacher
and
you
have
40
students
in
it.
So
I'm
wondering
where
that
like
happens.
Is
that
just
like
our
math?
Is
that
the
way
we
do?
We
need
to
be
more
clear
when
we're
doing
our
legislation.
So
we
can't.
We
can
capture
that,
and
I
was
wondering
if
you
have
any
opinions
about
that.
G
Similar
one
so
to
that
point,
one
of
the
things
that
we
did
in
this
analysis
that's
different
than
what
you'll
see
oftentimes,
you
kind
of
alluded
to
oftentimes
they'll,
take
here's
all
the
number
of
students
we
have
in
a
grade
level
and
here's
all
the
number
of
positions
we're
paying
for.
For
this
analysis,
we
went
into
actual
core
classrooms
in
the
student
information
system
to
make
a
more
accurate
picture
of
what's
happening.
G
On
top
of
that,
what
we
did
was
instead
of
averaging
class
sizes,
we
average
student
experiences
so
the
difference
between
those
two
things
we
believe
paints
a
more
accurate
picture.
So,
for
example,
if
you
had
a
class
size
of
30
and
then
you
had
a
self-contained
class
of
four,
the
class
average
is
34
divided
by
2,
which
is
17
right,
and
so
you
would
report
an
average
class
size
of
17..
G
The
way
we
did
this
analysis
is.
We
said
this
student
experienced
a
class
size
of
four.
This
student
experienced
a
class
size
of
four.
This
one
had
four
and
this
one
had
30
30
30
30
30,
which
brings
your
average
out
to
like
29,
because
now
you're
averaging
at
the
student
level
instead
of
the
classroom
level.
G
So
so
what
this
analysis
did
a
few
things
that
we
hope
right
is
really
change
the
scope
in
the
in
the
way
people
approach
this
information.
So
I
kind
of
alluded
to
in
the
presentation
where
a
lot
of
times
people
think
about
the
teacher
shortage
as
like
200
teachers
right.
But
what
we
really
need
to
think
about
is
what
do
we
want
from
our
system
right?
We
have
recommended
class
sizes.
What
would
that
take
right?
And
now
it's
10
000
teachers
right.
G
It's
a
very
different
conversation
and
the
same
thing
happens
with
this
class
size
discussion,
where
compliance
with
state
with
federal
law
and
reporting
class
sizes
they
average
at
the
class
size,
which
is
why
we
often
see
numbers
that
don't
jive
with
people's
experiences
right
it'll
say:
oh,
the
average
class
size
was
17..
Well,
every
student
is
saying
I'm
sitting
in
a
class
of
30.
A
Thank
you
that
that's
a
very
important
distinction.
I'm
I
appreciate
that
you
made
that
the
next
question
we
have
is
from
vice
chair
miller,.
H
Thank
you
chair,
and
yes,
this
is,
I
hate
to
say
that
it's
music
to
my
ears,
because
it's
really
not
a
great
song,
and
yet
we
we
keep
singing
it.
H
But
I
have
been
you
know,
diligently
ticking
away
at
the
class
size
issue
for
the
past
two
sessions
and
and
specifically
what
assembly
woman
win
was
just
referring
to
about
how
we
actually
come
up
with
those
numbers
and
and
again
why
the
reality
of
what's
in
the
classroom
is
different
because,
as
you
explain
for
everyone,
you
know
it's
pretty
much
capturing
all
licensed
employees
and
it's
not
the
real
true
experience
of
you
know,
classes
with
40,
50
and
60
kids,
and
so
my
question,
based
on
the
data
that
you
and
I
also
just
want
to
really
applaud
you
too,
because
I
appreciate
the
fact
that
it's
also
being
said
that
we're
not
just
a
few
hundred
positions
short
if
we
took
into
consideration
the
recommendations
of
the
what
the
recommended
class
sizes
actually
are
that
our
numbers
would
be
much
higher.
H
That
being
said,
the
other
thing
I
look
at
when
we're
looking
at
class
sizes
and
how
I
I
comfortably
know
we
could
we're
in
need
of
ten
thousand
teachers.
Is
that
we're
not
just
stating,
including
all
the
licensed
employees,
even
if
they,
you
know,
don't
have
their
own
student
student
roster
or
or
such,
but
what
about
the
full-time
subs,
because
in
nevada
we
also
have
you
know
thousands
of
students
that
they
actually
don't
have
a
full-time
license
teacher
they
have
a
full-time
substitute.
Who
is
filling
that
vacancy?
H
So
again,
that
makes
our
vacancies
look
much
lower
and
again,
you
know
there
is
a
difference
between
a
full-time
substitute
and
a
fully
licensed
teacher,
there's
also
other
programs
and
alternative
programs
and
stuff
that
fast
track.
People
in
with
you
know
it
I've
seen
as
little
as
two
three
weeks
of
training,
and
so
when
we're
looking
at
these
numbers
and
we're
talking
about
the
teachers,
are
we
considering,
there's
and-
and
you
even
put
up
in
in
some
of
your
information
about
you-
know
emergency
licenses
and
stuff?
G
So
vice
chair
miller,
thank
you
so
much
for
those
questions
and
astute
observations.
Exactly
right
right.
You
already
know
you're
right,
but
I
want
to
reiterate,
like
all
the
things
that
you
just
pointed
out,
are
so
important.
So
there
is,
you
could
think
about
the
teacher
shortage
as
vacancies
or
you
can
think
about
how
many
do
we
need
right,
and
that
was
one
of
the
distinctions
we
made
here.
You
could
also
talk
about
class
size
and
just
say
how
many
kids
are
sitting
in
this
class,
but
not
realize.
G
Is
it
an
experienced
high
quality
teacher
sitting
there?
So
that
is
why
we
made
those
charts
that
showed
what
is
the
access
to
experienced
teachers
to
try
and
get
to
that
one
of
the
limitations
to
this
analysis
is
we
couldn't
connect
the
information
that
is
in
the
state's
teacher
licensure
system
to
what
is
in
infinite
campus,
so
infinite
campus
has
the
class
sizes,
but
the
state
licensure
will
tell
me
if
the
person
is
a
long-term
sub
or
a
experienced
teacher.
G
G
So
I
can't
tell
you
right
now
from
the
the
data
that's
available,
how
many
of
those
classrooms
were
long-term,
subs
or
maybe
first-year
alternative
right
route
to
licensure,
just
because
the
way
it
currently
exists,
those
two
systems
don't
have
information
that
we
could
connect
across
there,
but
but
all
of
like,
and
we
try
to
go
into
with
this
analysis.
All
these
nuances,
because
again
class
sizes
could
be
manipulated
by
putting
unexperienced
people
in
there.
Teacher
vacancies
can
be
manipulated
by
increasing
class
sizes,
so
we
try
to
approach
this
from
multiple
angles.
G
H
It
does
follow
up
chair
all
right
and-
and
I
would
I
would-
I
would
like
to
I'll-
take
this
offline
with
you
about
how
to
actually
make
these
systems
connect.
Because
last
session
I
actually
passed
a
bill
that
required
the
school
boards
to
actually
publish
publicly
how
many
students
were
actually
in
front
of
each
teacher.
H
You
know
per
the
day
so
that
that
information
would
be
available
because
of
that,
so
that
it
wasn't
just
the
schools
or
the
districts
giving
averages.
But
you
could
see
that
period,
one.
This
teacher
has
47
students
period,
2,
45
students,
sometimes
as
high
as
close
to
60
students.
So
again,
I
really
would
like
to
get
to
the
core.
H
If
you
have
some
suggestions
on
how
we
can
get
to
the
court
where
we're
actually
seeing
the
real
raw
numbers
and
not
these
averages,
because
the
averages
you
that
even
in
this
report
are
very
far
off
from
the
experiences
as
assemblywoman
wynn
said
the
experiences
of
many
of
our
students
in
in
many
of
our
classrooms.
So
I
would,
I
would
love
to
take
that
offline
with
you.
But
thank
you
for
your
your
report
and
your
data.
A
Thank
you,
and
I
know
thank
you
miller,
vice
chair
miller.
I
I
believe
that
we
still
have
superintendent
ebert
here.
Assemblywoman
hardy
had
a
a
question
for
you,
but
if
you,
mr
channel,
if
you
would
just
stay
put
for
a
moment
because
we
might
be
coming
back
to
you
as
well.
B
Thank
you,
madam
chair,
and
thank
you
for
this
presentation
and
especially
for
the
way
that
you
laid
out
the
data
in
a
very
easy
way
to
understand
and
and
grasp,
and
I
think
it
just
shows
you
know
all
of
the
different
areas
of
nevada,
that
we
have
some
some
problems
and
things
that
need
to
be
addressed
in
our
schools.
B
It
was
interesting
when
you
went
through
and
talked
about
how
the
higher
higher
star
schools
had
more
experienced
teachers
and
the
lower
start.
Schools
had
more
unexperienced
teachers
and
the
correlation
in
the
student
performance
between
if
they
had
a
more
experienced
or
unexperienced
teacher.
So
I
just
wanted
to
ask
the
department
of
ed:
do
we
have
programs
currently
to
incentivize
teachers
to
stay
in
their
schools,
especially
like
in
those
underserved
communities.
D
B
Okay,
because
I
think
that's
important
because
you
know,
ideally,
we
would
like
to
have
more
teachers
so
that
we
can
have
smaller
class
sizes,
but
if
there's
somehow
a
way
to
get
those
experienced
teachers,
as
you
said,
to
not
be
movers
but
to
maybe
stay
stay
where
they
are
and
and
and
work
with
some
of
these
students
it
would,
I
think,
could
be
beneficial.
So
thank
you.
A
Thank
you
so
much
for
jumping
back
on
their
superintendent.
Do
we
have
any
other
questions
for
all
this
great
data
that
we
just
got?
I
I
had
heard
about
this
presentation
and
we
actually
got
the
sort
of
the
cliffs
notes
version
of
it.
I
don't
know
if
superintendent
ebert
mentioned
that,
but
you
have
all
the
entire
slide
presentation,
so
you
can
go
and
look
at
that,
but
it's
some
really
great
information
that,
as
you've
seen,
has
not
been
presented
this
way
before
so
did
assembly
women
handsome
did
you.
A
All
right
well,
thank
you
that
was
a
was
fantastic
and
and
believe
me.
We
will
be
in
contact
more
and
I
we
really
appreciate
you
spending
some
time
with
us
and
talking
about
where
we're
headed,
where
we
need
to
head.
So.
Thank
you
very
much.
Thank
you
for
having
me
have
a
great
day.
Absolutely
all
right
now
we
will
go
on
to
our
last
public
comments.
A
Remember
you
have
two
minutes
from
how
to
comment
and
clearly
state
and
spell
your
name
broadcast
production.
Do
we
have
any
callers.
B
I
Hi,
my
name
is
chris
bailey,
d-a-l-y
nevada,
state
education,
association,
voice
of
nevada
educators
for
over
120
years
gotten
to
watch
the
the
presentation
on
class
size
three
times
now
and
a
few
of
the
slides
really
really
jump
out.
The
slide
on
the
progress
made
in
the
fourth
grade.
Reading
scores
on
the
nape
examination,
great
news
that
nevada's
early
literacy
supports
in
special
categorical
programming
have
paid
off.
I
Unfortunately,
in
the
governor's
budget,
submission
we're
faced
with
a
33
million
dollar
proposed
cuts
to
early
literacy
supports
in
in
the
read
by
grade
three,
and
also
keep
in
mind
that
any
movement
to
the
new
funding
plan
really
just
dissolves
the
state's
strategic
investments,
including
read
by
grade
three
zoom
and
victory.
Why
nfc
has
been
calling
for
a
delay
and
a
rethinking
of
the
implementation
of
sb
543.
I
Another
slide
that
jumps
out.
Obviously,
the
the
87
percent
of
nevada
students
in
a
class,
that's
larger
than
the
size
recommended
by
the
board
of
education
g
is
375
000,
nevada,
students
in
overcrowded
classrooms-
and
I
know
this
is
not
a
money
committee,
but
over
in
the
money
committees.
We're
fighting
proposed.
156
million
dollar
proposed
cut
to
the
class
size
reduction
program
in
the
next
biennium.
That's
why
msca
is
red
dread?
That's
why
we'll
be
out
in
front
of
the
legislature
monday
at
noon.
We
hope
to
see
you
there.
Thank
you.
A
Thank
you,
mr
daly,
for
the
phone
call,
and-
and
thank
you
for
confirming
this
presentation.
I
understand
you've
seen
it
in
its
entirety
and
it
really
is
fascinating.
So
we
have
no
more
public
comment.
Is
that
correct.