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From YouTube: 5/11/2021 - Assembly Committee on Education
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A
Welcome
to
the
assembly
committee
on
education,
madam
secretary,
will
you
please
call
the
roll.
A
Here,
let
it
note
that
all
members
are
present,
so
we
do
have
a
quorum
welcome
to
those
of
you
who
are
in
carson
city
or
viewing
on
our
youtube
page
or
through
the
legislature's
website.
Before
we
begin,
I'm
just
going
to
do
a
few
of
those
housekeeping
announcements
for
those
of
you
joining
online
via
the
zoom.
If
you
haven't
done
so
already,
please
make
sure
to
mute
your
microphone
when
you're,
not
speaking
to
minimize
background
noise.
A
A
We
do
expect
courtesy
and
respect
in
this
committee.
We
don't
always
agree
on
policy,
but
we
need
to
be
respectful
to
each
other
and
the
legislative
process
reminders
that
folks
watching
can
you
can
find
all
the
materials
on
the
committee's
web
page
on
nellis
and
finally,
for
those
of
you
watching
online
in
this
virtual
world,
we
do
have
several
screens
going
at
once.
So
if
you
see
members
looking
away
they're
likely
looking
at
materials
for
the
committee
meeting,
so
today
we
have
two
bills
to
hear
and
we'll
hear
them
in
order.
A
A
C
Madam
chair
and
members
of
the
committee
for
the
record.
I
am
senator
mo
dennis
representing
senate
district
two
in
clark
county
and
I'm
here
today
to
present
senate
bill
172,
which
strengthens
nevada,
dual
credit
system.
I
will
begin
with
a
little
bit
of
background
to
provide
some
context
for
sb
172.
C
Before
going
over
the
bill's
details,
research
indicates
growing
interest
in
dual
credit
programs
which
allow
high
school
students
the
opportunity
to
receive
both
high
school
and
college
credit
at
the
same
time
for
a
course
taken
after
the
financial
crisis,
around
200
2009
interest
in
these
programs
increased
as
students
and
their
families
in
dire
economic
conditions,
sought
low-cost
solutions
to
further
strengthen
their
educational
and
career
goals.
Some
believe
we
will
see
a
similar
surge
of
interest
as
a
result
of
the
condition
stemming
from
the
covet
19
pandemic.
C
Research
also
suggests
that
students
participating
in
dual
enrollment
programs
are
more
likely
than
their
peers,
who
are
not
participating
in
such
programs
to
finish
high
school.
They
also
have
greater
success
in
post-secondary
endeavors,
whether
that
student
chooses
higher
education
or
the
workforce.
However,
despite
the
success
of
these
programs,
access
to
dual
enrollment
is
not
equitable.
C
According
to
a
2019
report
published
by
the
national
center
for
educational
statistics,
while
30
38
percent
of
white
and
38
of
asian
students
participated
in
at
least
one
dual
enrollment
course.
Only
27
percent
of
black
and
30
percent
of
hispanic
students
participated
in
these
courses.
So
what
does
all
this
mean?
We
know
that
through
certain
programs,
like
dual
credits,
students
are
guide,
guided
on
a
more
transitional,
focused
path
to
life
after
high
school.
We
know
this
program
ultimately
supports
the
workforce
pipeline
and
post-secondary
pathways
by
providing
meaningful
learning
and
skills.
C
So
the
bill
summary
section
one
of
sb
172,
includes
dual
credit
and
international
baccalaureate
courses
in
the
list
of
courses
for
which
the
state
board
of
education
must
provide
a
uniform
grading
scale
and
requires
the
board
to
assign
the
same
weight
to
such
courses,
as
is
assigned
to
advanced
placement
courses.
In
certain
circumstances,
section
5
of
senate
bill
172
removes
the
enrollment
application
process
and
prerequisites
requirements
for
a
student
to
participate
in
a
dual
credit
course.
C
C
5.1
also
removes
relating
to
cooperative
agreements
to
offer
dual
credit
courses
instead
requires
each
school
district
and
charter
school
to
establish
a
dual
credit
program
or
partner
with
another
district
or
charter
school,
with
an
established
dual
credit
program
whereby
a
student
may
enroll
in
such
a
course
at
a
higher
education
institute
to
ensure
these
changes,
target
inequities
in
accessibility
and
provide
other
meaningful
data.
Sb
172
also
requires
a
board
of
trustees
of
school
districts
and
the
governing
bodies
of
charter
schools
to
report
information
on
their
dual
credit
programs.
C
That
may
include
the
number
and
demographics
of
pupils
enrolled
in
these
courses.
The
number
of
teachers
involved
with
such
courses,
the
associated
costs
and
the
program
outcomes.
The
specific
content
of
the
reports
must
be
prescribed
in
collaboration
with
various
education
stakeholders
and
finally,
to
provide
the
legislature
flexibility
to
make
any
necessary
changes.
Section
two
of
the
bill
requires
the
legislative
committee
on
education
to
study
dual
credit
programs
during
the
21
21
22
interim,
and
make
recommendations
to
improve
the
system.
C
In
conclusion,
I
urge
your
support
of
sb
172.
This
bill
removes
barriers
for
students
seeking
to
further
their
education
or
bolster
their
career
skills.
The
bill
also
serves
as
a
workforce
development
strategy
for
nevada.
It
may
help
support
the
state's
workforce
pipeline,
potentially
bringing
more
students
into
high
demand
fields
like
those
in
science,
technology,
engineering,
arts
and
mathematics
and
career
and
technical
education
fields.
This
strategy
will
further
leverage
nevada's
economic
competitiveness.
C
So
with
that,
thank
you,
madam
chair
members
of
committee,
for
considering
I'm
happy
to
answer
questions
I
have
mr
eddie
abusher
here
with
me.
Also
who's,
going
to
finish
out
the
presentation
and
then
we'd
be
glad
to
take
questions.
D
D
This
exciting
endeavor
was
met
with
open
arms
from
ng
institutions
whose
professors
eagerly
helped
in
developing
this
course
once
developed,
nde
and
local
schools
jumped
at
the
chance
to
offer
this
course
to
their
students.
The
response
we've
received
from
seniors
this
year,
who
took
the
course
as
part
of
the
pilot
program,
was
overwhelmingly
supportive.
D
The
program
has
so
far
been
a
success.
That
said,
the
education
initiative
did
meet
certain
challenges
through
tri
strategy's
work
with
blockchains.
We
found
gaps
in
the
current
dual
credit
system
that
this
bill
intends
to
correct.
First,
students
experience
complications
around
the
articulation
of
dual
credit
towards
all
nc
institutions.
D
In
most
cases,
unless
the
high
school
has
a
specific
mou
with
nc
the
nc
institution,
the
students
credits
might
not
easily
transfer
and
be
applied
towards
their
program
of
study.
This
bill
removes
that
requirement
for
an
mou
and
for
a
student's
application,
which,
in
turn
removes
the
barriers
that
schools
and
students
face
when
accessing
dual
credit
programs.
D
Furthermore,
this
bill
removes
language
that
narrows
which
institutions
are
able
to
receive
the
dual
credit
and
instead
makes
receiving
dual
credit
available
to
all.
Second
students
experience,
limited
access
to
dual
credit
programs.
Some
school
districts
lack
dual
credit
programs
or
accessible
opportunities
to
participate
in
the
diverse
array
of
classes
which
are
offered
throughout
the
state.
D
The
passage
of
sb
172
would
result
in
all
districts
and
public
charter
schools
providing
to
their
students
with
dual
credit
opportunities.
This
will
empower
nevada's
students
to
build
college
credits,
while
finishing
their
high
school
diploma,
allowing
educational
access
and
opportunities
that
will
accelerate,
enhance
professional
careers.
D
Third
students
experience
inequity
in
the
cost
of
dual
credit,
as
costs
are
currently
dictated
by
geographic
boundaries
and
in
energy
institution
participation.
This
inequity
is
unfair
to
the
broader
student
population,
especially
when
higher
costs
prevent
students
from
accessing
critical
education
opportunities
senate
bill.
D
D
Furthermore,
as
you
can
see
by
the
vast
amount
of
business,
support
and
industry
support
that
have
signed
in
in
support
of
this
bill,
employers
desire
a
well-trained
workforce
equipped
and
ready
to
work.
These
proposed
changes
will
assist
all
dual
credit
and
cte
pathways
in
this
state,
empowering
nevada's
students
to
aggressively
advance
their
post-secondary
studies
and
gain
advanced
skills
to
find
a
high-wage
career
upon
graduation.
A
Thank
you
and
I'll.
Have
you
stay
there
for
a
moment
because
I'm
gonna,
we
will
go
to
questions,
but
I
just
wanted
to
hone
in
a
little
bit
on
the
committee
that
you
mentioned.
Can
you
tell
me
the
makeup
of
that
and
then,
where
are
they
still
meeting
and
then
are
they
gonna
come
back
with
recommendations
or
have
they
already
and
if
to
to
whom.
D
Thank
you,
chair
bilbray
axelrod
for
the
record,
eddie
abolisser,
the
dual
enrollment
workforce
or
work
group
that
has
been
assembled
can
has
constituencies
of
nde
representation
across
the
state
and
I
believe
every
institution
that
participates
within
nc
as
well.
It's
a
pretty
robust
group
they
self-organized
and
and
divided
into
three
subgroups,
a
price
subgroup,
a
teacher
qualification
subgroup
and
a
district
support
subgroup.
D
And
over
the
past
I'd
say
six
months,
they've
been
working
as
a
a
collaborative
to
create
recommendations
and
bring
forth
to
the
broader
whole
as
policy,
so
that
nc
and
nde
would
create
policy.
Cr
changes
for
for
the
I
think,
subsequent
years
that
are
coming
cost
has
been
one
of
the
biggest
issues
and
I'm
I'm
happy
that
I
get
to
serve
in
that
capacity
to
oversee
the
conversations
around
cost.
D
I
think
what
we're
learning
is
just
how
entrenched
the
cost
issue
really
is
in
nevada,
that
you
have
different
entity
institutions
providing
different
costs
for
a
variety
of
things
and
there's
not
really
a
rhyme
or
reason
generally
to
it,
and
so
leaders
within
nc
nde
have
been
working
to
to
fix
that
issue
and
bring
forth
recommendations
to
the
broader
whole
and
then
once
I
think
they
do
that.
They'll
make
that
public
to
you
know
to
prop
more
than
likely
to
the
committee
and
and
other
members
in
the
education
system.
A
So
is
there
so
you
said
that
the
the
the
committee
kind
of
just
did
it
of
their
own
accord,
which
I'm
always
a
fan
of,
but
I'm
just
wondering
I
guess
you
you
kind
of
answered,
but
you
didn't
really
so
they're
meeting
and
that's
great,
it's
obviously
not
like
an
open
meeting,
because,
if
they're
just
kind
of
doing
on
their
own
accord,
I
guess
I
I
just
like
to
get
that
information
and
be
able
to
disseminate
that
because
we,
it
sort
of,
seems
to
be
a
theme
that
we're
getting
a
lot
of
these
dual
credit
bills,
and
I
know
we
had
one
in
2019.
A
We
had
another
one
earlier
this
session.
We
have
this
one
that
seems
specifically
for
blockchain.
So
I
just
I
feel
like
in
this
happens
in
the
legislature.
People
are
doing
sort
of
things
in
silos
and
I
just
think
that
this
needs
to
be
a
broader
conversation
that
involves,
I
don't
know,
legislators
or
business
folks
or
I'm.
I
just
I
feel
like
this
needs
to
be
a
broader
conversation.
A
So
I'm
just
trying
to
have
a
better
idea
on
on
what
we're
really,
because
otherwise
we're
just
going
to
keep
spinning
our
wheels
and
and
kind
of
doing
this
very
piecemeal,
which
is
kind
of
the
way.
It
seems
like
it's
happening
thus
far.
So
I
just
want
to
kind
of
get
that
on
the
record
and-
and
you
know
perhaps
the
the
the
folk
I
think
we
have
nde
on
the
on
the
line.
Maybe
if
they
want
to
weigh
in
on
that,
that
would
be
great.
E
Thank
you
and
chair
bilbray
astronaut,
felicia,
gonzalez,
deputy
superintendent,
for
the
nevada
department
of
education,
and
thank
you
for
the
opportunity
to
speak
on
this.
I
actually
am
a
co-chair
on
the
dual
enrollment
task
force
and
the
purpose
of
this
task
force
was
was
to
was
what
mr
abilities
are
actually
outlined
in
those
three
areas,
and
and
once
we
have
those
recommendations,
we
will
present
those
recommendations
to
superintendent
ebert
and
then
chancellor
melody
rose,
and
then
they
will
be
presented
to
the
board
of
regents.
E
The
point
of
this
work
is
to
take
a
look
at
and
take
a
take,
a
look
at
current
policy
and
current
current
current
pricing,
etc
that
are
in
place
and
take
a
look
at
things
that
are
currently
allowable
as
far
as
roadblocks
that
we
can
remove
without
without
legislation
and
and
if
legislation
is
neither
needed
then
later
to
bring
it
to
to
the
bring
it
forth
in
in
the
next
legislative
session.
E
But
at
this
point
we
are
working
towards
making
these
recommendations
to
create
policy
through
the
board
of
regents,
so
that
we
can
streamline
and
normalize
pricing
and
teacher
qualifications.
A
And-
and
thank
you
for
that,
ms
gonzalez-
and
I
I
would
just
ask
when
that
report
is
made
available
if
it
could
go
to
the
education
folks
or
you
know
at
least
to
me,
and
we
can
disseminate
it
out
just
because
I
think
that's
an
important.
So
when
we
come
back
in
two
years,
we're
not
you
know
just
the
more
information.
A
F
Chair,
I'm
not
sure
who
this
question
is,
for
I
was
one
of
those
kids.
It
seems
like
forever
ago
that
took
advantage
of
dual
like
dual
credit
programs,
so
I
completed
my
junior
and
senior
year
in
high
school
in
the
community
college
in
my
town,
so
you
know,
I
know
that
these
programs
have
been
around
for
a
long
time.
F
I
also
know
that
here
in
the
state
of
nevada,
there
are
a
lot
of
these
mous
that
exist
between,
like
engi
and
the
school
districts,
in
order
to
get
discounted
rates
on,
like
credits,
to
allow
for
other
courses
to
be
accepted
in
instead
of
in
lieu
of
other
courses
like
if
there's
a
political
science
class.
That
could
count
for
like
a
u.s
government
class.
F
F
F
I
know
that
was
a
long,
rambling
question,
so
hopefully
you'll
be
able
to
follow.
C
Yeah,
so
senator
dennis
for
the
record
so
that
that
doesn't
get
rid
of
those,
but
it
gives
the
opportunity
for
school
districts
to
individually
be
able
to
do
that.
Currently,
they
make
the
agreement
with
throughenchy.
They
have
that
opportunity
to
do
that.
What
we're
trying
to
accomplish
in
this
bill
is
to
try
to
make
it
easier
to
be
able
to
do
the
dual
credits
and
by
allowing
the
districts
to
be
able
to
have
those
also,
it
will
help
in
removing
that
barrier.
D
You
chair,
billboard,
axelrod
eddie
alvaser
for
the
record
through
chair
assemblywoman
win.
So
currently
the
the
mou
structure
is
a
mandate
that
any
dual
credit
course
must
have
an
mou
in
place
between
the
school
and
institution,
and
so
what
we
learned-
and
let
me
be
clear-
this
is
not
a
specific
distributed,
ledger
technology
bill.
This
applies
to
every
single
dual
credit
course
in
the
entire
state.
We
happen
to
learn
about
it
through
this
pilot
program
with
blockchain
technology.
D
A
And
assembly
women,
I
will
actually
have
legal
counsel,
get
you
off
the
hot
seat
for
one
second
and
and
and
please
thank
you.
H
Thank
you,
madam
chair
amanda
marin,
said
committee
counsel,
so
regarding
the
cooperative
agreements
or
mou's
memorandums
of
understanding,
this
bill
just
provides
flexibility
to
school
districts.
They
can
still
enter
into
an
mou
or
a
cooperative
agreement,
but
they
are
no
longer
required
to
and
then
for
any
agreement.
That's
currently
in
existence
with
a
school
district
and
institution
of
higher
education
that
could
still
be
in
place
and
this
bill
wouldn't
affect
that
and
I'll
just
note
that
for
section
five,
which
repeals
nrs
three
eight
nine
point.
H
Three
hundred,
that
three
nine
point
three
hundred,
I
think
touches
on
what
they
were
talking
about
earlier
regarding
the
prerequisites
and
that
section
currently
requires
pupils
to
apply
to
enroll
in
a
dual
credit
course
and
meet
all
the
prerequisites
and
that
is
being
repealed
in
this
bill.
B
B
You
know
prerequisites
are
a
basic
understanding
of
material
in
order
to
advance
to
another
level
of
class.
So
I'm
concerned
by
removing
a
prerequisite
that
that
might
be
setting
up
students
for
failure.
So
could
you
elaborate
a
little
bit
more
on
that
and
what
type
of
classes
could
you
take
that
wouldn't
really
need
that
prerequisite
like
you
wouldn't
jump
to
calculus
without
having
you
know,
algebra
one
and
two?
So
could
you
elaborate
a
little
bit
more
on
that?
Please.
D
Thank
you,
chair
gilbert,
axelrod,
eddie
albus,
for
the
record
through
chair,
billboard,
axelrod
to
assemblywoman
gorlo.
The
idea
of
prerequisites
don't
go
away
with
this
bill.
There's
ng
and
nde
institutions
are
still
going
to
create
what
prerequisites
are
necessary
for
the
courses,
the
dual
credit
courses.
What
we
learned
in
our
experience
is
that
every
ng
institution
has
a
different
prerequisite
for
the
course
that
that
student
is
taking.
So
these
mous,
as
ubiquitously
assigned,
don't
really
make
sense,
because
ng
institutions
determined
that
maybe
they
want
a
computer
science.
D
Maybe
they
want
a
math
course,
and
each
institution
has
that
ability
to
work
with
the
school
district
to
establish
what
that,
what
that
prerequisite
is
so
it
doesn't
eliminate
it,
and-
and
I
think
I
don't
know
if
deputy
superintendent
gonzales
wants
to
add
to
this-
but
I
know
that
there
are
requirements
that,
in
order
to
keep
that
dual
credit,
you
know
accredited
with
the
institution,
those
those
prereqs
have
to
be
met.
It's
not
like
the
student
can
just
enter
in
and
certainly
they
could
test
out
of
it.
D
E
Super
felicia
gonzalez
for
the
record
now,
actually
what
what
mr
abeleser
is
is
explaining
is
exactly
the
intent
of,
as
as
we
understand
it
at
the
department
of
education
that
these
prerequisites
do
not
do
not
do
not
go
away.
They're,
just
not
they're,
just
not
required
within
this
section
of
nrs.
G
Thank
you
and
thank
you
for
the
presentation
senator
dennis.
This
is
great
to
see
you
in
the
education
committee.
I
I
I
just
want
to
get
some
clarification
on
part
of
the
text
of
the
repealed,
section,
389,
dot,
300
on
page
five
of
the
legislation,
and
it
looks
to
me
that
in
current
statute
it
requires
our
students
to
enroll
60
days
ahead
of
time
for
those
dual
credit
courses.
G
So
as
I
understand
it,
then
this
would
take
away
that
requirement
so
that
then
they
could
register
a
little
bit
later
and
you
know
as
an
educator.
I
just
think
about
how
shorter
semesters
are
90
days.
So
it
requires
them
to
register
essentially
a
third
of
the
way
into
a
semester
for
the
following
semester,
and
I
can
see
that
being
maybe
challenging
for
students
not
knowing,
if
they'll
be
ready
for
the
next
course.
D
Thank
you,
eddie,
obviously,
for
the
record
chair,
billboard,
x-ray,
assemblywoman
torres
you're
correct,
so
removing
that
language
takes
away
the
mandate
that
statute
places
on
that
agreement,
and
it's
been
one
of
the
prohibitive
things
that
we've
seen
in
our
current
pilot
program,
where
we
had
students
that
were
interested
and
met.
D
All
the
qualifications
met
the
prerequisites
but
couldn't
enroll
in
some
of
the
programs
through
this
initial
pilot
program,
because
they
didn't
they
didn't
enroll
between
that
60-day
measure,
which
you
know
is,
is
I
mean
a
far-out
spot
and
students
change
their
mind,
often
so
it
doesn't
preclude
the
school
district
or
the
school
from
having
that
embedded
in
the
mou,
because
oftentimes
institutions
need
to
know
what
their
enrollment
looks
like
in
order
to
to
fully
serve
the
class.
But
it
doesn't
mandate
it
either.
D
So
it
opens
up
the
door
for
flexibility
so
that
that
that
individual
mou
that
that
the
school
and
the
nc
institution
has
can
accommodate
for
late
enrollment
into
the
course
welcome.
A
Thank
you
for
that
clarification.
I
think
we
were
all
reading
that
differently,
so
important
to
have
on
the
record
members
any
other
questions.
A
G
G
A
I
J
Afternoon,
madam
chair
and
committee
members,
for
the
record,
my
name
is
ariel
edwards
a-r-I-e-l-l-e
e-d-w-a-r-d-s
with
the
city
of
north
las
vegas.
We
would
like
to
state
for
the
record
that
we
are
in
support
of
senate
bill
172
and
would
like
to
thank
the
bill
sponsors
for
bringing
this
bill
forward.
We
appreciate
that
this
bill
will
allow
for
reporting,
as
this
will
allow
for
students
to
have
more
access
to
dual
enrollment
opportunities
to
achieve
their
educational
goals.
We
thank
you
for
your
time
and
consideration
on
this
piece
of
legislation.
I
A
A
I
K
Hello
and
thank
you,
committee,
chairwoman,
bilbray
axelrod
and
committee
members.
My
name
is
dr
brenda
pearson
b-r-e-n-d-a-p-e-a-r-s-o-n,
and
I
am
here
representing
the
clark
county
education
association.
Ccea
is
in
neutral
on
senate
bill
172,
though
ccea
agrees,
dual
credit
programs
must
be
accessible
to
every
student.
We
feel
that
this
bill
is
premature.
K
Currently,
there
is
a
task
force
working
on
the
standardization
of
the
cost
of
dual
credit
programs
to
mitigate
and,
in
some
cases,
end
the
variability
in
cost
from
school
district
to
school
district.
Until
that
task
force
is
able
to
standardize
the
cost
per
credit
that
a
student
will
pay,
should
they
enroll
in
a
dual
credit
program.
We
must
be
hesitant
with
our
support
for
an
undefined
dual
credit
program.
However,
cca
appreciates
the
reciprocity
that
is
given
to
school
districts,
who
partner
with
other
school
districts,
to
receive
the
same
per
credit
price
via
their
cooperative
agreements.
K
K
The
k-20
education
delivery
system
and
the
optimal
funding
of
the
people-centered
funding
plan
as
such,
we
must
urge
this
committee
to
be
cautious
when
opening
the
gates
to
privatized
education,
program
development
without
regulations
necessary
to
ensure
that
students
walk
away
with
a
tangible
skill,
cca
thanks
the
committee
and
all
sponsors
for
their
effort
and
looks
forward
to
supporting
the
match
full
maturization
of
dual
credit
programs
that
will
come
with
this
session.
Thank
you.
A
A
Thank
you
very
much
and
with
that
I
will
close
the
neutral
testimony
and
invite
senator
dennis
back
up,
and
I
just
wanted
to
get
one
more
thing
on
the
record.
If
that
is
okay,
I
just
I
know
that
there
had
been
some
concerns
brought
to
me
and
I,
and
I
I
think
it
was
covered
in
this
and
that's
why
I
kind
of
didn't
bring
it
up,
but
I
just
would
like
to
have
this
on
the
record
that
some
school
districts
currently
have
mousse.
They
have
contract,
they
have
something
that's
working
really
well.
A
C
Thank
you.
So,
as
I
listened
to
the
questions
and
comments,
I
wanted
to
address
a
few
things.
First,
while
blockchain
folks
did
see
an
issue
that
needed
to
be
resolved,
this
bill
does
not
just
address
their
issues.
This
is
this
is
a
bill
that
does
address
dual
credit,
especially
the
the
the
barriers
that
are
in
place
that
make
it
hard
for
all
kids
to
be
able
to
participate.
C
You
asked,
madam
chair,
you
asked
about
being
able
to
standardize
and
and
a
committee
that's
meeting.
I
know
that
the
legislative
commission
on
education
that
meets
in
the
interim
has
has
addressed
these
issues
in
the
past
and
will
I'm
sure
we'll
continue
in
the
future
to
be
able
to
to
look
at
that
and
get
presentations
and
be
able
to
suggest
legislation
as
we
move
forward.
C
So
there
is
a
legislative
opportunity
also
to
be
able
to
to
talk
about
these
issues.
This
bill
doesn't
necessarily
address
all
the
issues
with,
as
was
mentioned
earlier,
it
doesn't
address
all
the
issues
with
dual
credit,
but
I
think
the
the
the
thing
that
drew
me
to
it
was
the
fact
that
it
removes
some
of
these
barriers.
So
that
more
kids
have
an
opportunity
to
participate,
and
it
also
provides
some
consistency
throughout
the
state
on
on
how
we
do
these
dual
credit
courses.
C
So
I
urge
support
and
thank
you
for
the
opportunity
to
present
the
bill.
A
C
Good
afternoon,
madam
chair
and
committee
members
for
the
record
senator
mo
dennis
representing
senate
district
2.
this
afternoon
I'll
be
presenting
senate
bill
354,
which
built
on
our
continuing
work
to
improve
and
increase
transparency
in
school
discipline
and
ensure
students
experiencing
homelessness
are
not
unduly
burdened
by
the
school
discipline
practices.
C
C
Section
4
is
a
conforming
change
that
ensures
suspensions
and
expulsions
are
not
related
to
homelessness.
The
provisions
detailing
this
change
are
later
in
the
bill.
Section
5
relates
to
districts,
restorative
justice
plans,
senate
bill
354
requires
each
school
district's
board
of
trustees
to
solicit
input
from
students
on
the
plan.
It
also
requires
a
district's
plan
to
align
with
the
statewide
framework
for
restorative
justice.
C
C
L
A
Your
presentation
has
been
emailed
out
to
all
members
so,
but
all
we
see
is
a
screen
that
says
please
wait
as
content
sharing
is
launching.
So
if
you
want
to
go
back
to
your
video,
that
might
be
the
best.
L
L
Perfect
then,
I
will
stop
sharing.
Okay
with
that.
First
of
all,
we
want
to
thank
the
senate
committee
and,
and
especially
senator
dennis
as
well
as
recognize
and
thank
the
former
or
the
late
assemblyman
tyrone
thompson
and
assemblywoman
selena
torres
who
carried
the
bill
the
first
time
around.
To
start
this
work-
and
this
cleanup,
I
think,
is
going
to
be
very
helpful
as
we
continue
to
advocate
for
kids
educational
equity
task
force
of
the
las
vegas.
L
My
brother's
keeper
alliance
is
really
focused
on
promoting
optimal
education
outcomes,
specifically
for
marginalized
youth
youth
of
color.
The
task
force
contributes
or
monitors
policies
that
contribute
to
disproportionality
and
looks
for
evidence-based
recommendations
to
increase
opportunities
for
students
of
color
to
succeed.
L
The
american
academy
of
pediatrics
issued
a
statement
basically
urging
that
the
most
that
exclusionary
practices
are
inappropriately
inappropriate
and
only
be
used
in
the
most
extreme
and
dangerous
circumstances.
L
The
us
department
of
education
and
health
and
human
services,
as
well
as
the
national
education
association
and
national
association
of
the
education
of
young
children,
have
also
publicly
recognized
the
ineffectiveness
of
suspension
and
expulsion
and
the
resulting
harm,
not
to
mention
it.
It
really
carries
with
it
significant
civil
rights
implications
and
it
disproportionately
impacts
students
of
color,
particularly
african-american
and
native
american
students.
L
L
I
won't
re
iterate
all
of
the
sections,
but
a
couple
of
things.
I
would
like
to
highlight
the
section
one
of
the
bill,
as
the
senator
pointed
out,
really
protects
a
group,
a
subsection
of
students,
that's
addressed
in
385
a
250.
L
In
section
two
one
of
the
things
that
the
standards
for
the
restorative
plan,
the
framework
must
include
that
the
standards
for
the
restorative
plan
include
identification
for
homeless
or
unaccompanied
youth
and
or
pupils
in
the
foster
system
address
occurrences
that
disproportionately
impact
the
students
listed
on
the
previous
slide
and
provide
improvement.
What's
the
plan
to
improve
the
school
climate
and
culture.
L
We
can
skip
section
3,
the
senator
covered
that
in
section
5,
I
think
one
of
the
noteworthy
points
is
the
written
report
that
would
be
required
to
issue
to
the
state
superintendent,
addressing
those
occurrences
and
the
removals
and
also
the
plan
of
action.
So
what
is
the
plan
on
the
on
the
part
of
the
district
to
address
that
moving
forward
section?
Six?
There
was
a
change
in
that
at
the
request
of
districts.
L
We've
learned
a
lot
through
distance
education
and
we've
learned
that
we've
sometimes
have
to
provide
content
in
a
variety
of
ways.
So
this
section
would
require
schools
to
come
up
with
an
opportunity
to
provide
instruction
for
students
that
are
removed
for
more
than
two
school
days
so
three
days
or
more
so
that
they
can
continue
education
to
prevent
the
loss
of
credit
or
to
diminish
academic
disengagement.
L
We
think
the
fact
that
the
state's
in
a
much
better
position
right
now
with
devices
and
access
to
broadband,
we're
in
a
much
better
place
than
we
were
a
year
ago
in
that
regard,
and
so
that
might
be
an
opportunity
for
schools
to
think
about
how
they
continue
engaging
youth.
Even
when
they're
at
home,
awaiting
a
conference
or
going
through
a
process
or
receiving
the
impact
of
a
dis,
exclusionary
discipline,
it
also
requires
principles
to
determine
if
the
removal
of
the
student
who's
homeless,
the
impact
when
we
think
about
homeless
youth.
L
Some
of
the
obvious
things.
I
think
that
people
think
of
is
the
fact
that
there's
no
dwelling
oftentimes,
but
the
other
thing
is
the
food
insecurity
that
comes
with
homelessness
for
many
of
our
homeless
youth.
The
place
that
they
count
on
to
get
food
or
access
to
food
is
their
school,
and
so,
when
we
remove
them
from
school,
there's
an
unintended
consequence
that
impacts
the
ability
to
access
food.
L
So
maybe,
if
transportation's
a
barrier,
we
would
hope
that
they
would
look
at
other
alternate
ways
to
get
the
kiddo
to
and
from
a
bus
pass
a
location
closer
to
where
they
are
couch
surfing
or
what,
whatever
they're
doing
to
address
their
homelessness
at
the
shelter.
How
do
we
get
kids
access
and
not
create
more
barriers.
L
Section
eight
was
very
well
covered,
as
was
section
nine,
so
we're
gonna,
I'm
gonna
skip
those
section,
10
and
11.
I
just
want
to
point
out.
The
difference
is
based
on
the
offense
in
section
10.
That's
the
shall
part
of
the
law.
A
current
statute
so
for
certain
offenses
state
law
requires
discipline
and
very
specific
discipline.
L
Section
11
is
that
discretionary
offense
area,
where
principals
have
some
authority
to
use
exclusionary
practices,
even
when
it's
not
required
by
statute
and
so
once
again,
and
ask
that
there
be
a
consultation
with
the
liaison
for
homeless
youth,
a
social
worker
counselor
on
site,
to
look
at
homelessness
and
foster
care
status
and
look
at
the
impact
or
the
relationship
between
that
and
that
trauma
and
the
behavior
and
then
to
take
into
consideration
as
we're
coming
up
with
a
plan
for
the
student,
how
we
can
keep
the
students
needs
at
the
forefront
of
that
plan.
L
Ultimately,
we
believe
sb
354
helps
nevada's
students
stay
in
school.
We
know
the
benefit
of
kiddos
finishing
school,
with
a
high
school
diploma
and
then
going
on
further
what
we
hope,
but
minimally.
We
need
to
get
that
high
school
diploma
in
kids
hands,
and
so
how
do
we
help
serve
kids?
It
protects
him.
L
This
takes
it
to
just
the
next
step
ensures
that
unaccompanied
youth
are
not
impacted
by
the
barrier
of
not
having
an
adult
in
their
life
that
advocates
for
them.
L
Ultimately,
the
las
vegas,
my
brother's
keeper
alliance
advocates
for
youth
of
color
homeless,
youth
youth
in
the
foster
system,
which
are
also
youth
that
are
over
represented
by
the
way
of
youth
of
color
and
educators
and
advocates
from
the
state,
and
we
worked
with
many
stakeholders
on
this.
We
think
it
is
a
great
example
of
a
result
of
collaborative
work,
and
then
I
provided
references
to
the
information
that
is
referenced
within
the
presentation,
and
with
that
I
thank
you.
Thank
senator
dennis
and
thank
you
for
considering
senate
bill
354.
A
A
11
is,
is
kind
of
the
one
that
kind
of
glares
to
me,
because
I
I
so
appreciate
this
bill,
and
I
I
appreciate
little-known
fact
that
mckinney-vento
homeless
assistant
act
was
actually
signed
into
law
under
ronald
reagan
in
the
100th
congress,
which
was
the
first
session
that
my
father
served
in
with
with
congressman
john
lewis
and
congresswoman
nancy
pelosi,
both
as
freshmen,
and
I
was
really
fought
hard
for
that
bill,
because
the
homelessness
in
this
country
at
that
time
was
absolutely
paramount
and
no
one
really
had
discussed
it
and
it
was
extremely
stigmatized.
A
And
so
I
think
this
is
so
the
tone
and
tender
of
of
that
bill
right
that
we're
we're
realizing
that
there's
so
many
more
issues
that
go
with
with
especially
kids
being
in
a
homeless
situation,
and
so
I'm
just
worried
that,
with
the
the
language,
that's
written
right
now
that
we
are
putting
an
undue
burden
on
those
counselors
to
make
that
determining
cause-
and
I'm
just
wondering
if
we
couldn't
have
a
language
that
said
that
the
presumption
was
that
homelessness
is
a
cause
unless
it
could
be
determined.
Otherwise.
A
A
The
reason
if
there
is
a
behavioral
issue
that
that
homelessness
is
part
of
the
issue,
and
so
I
just
I'm
wondering
if
we
can't
come
to
a
place
that
that
might
be
because
I
I
do
think-
and
you
can
let
me
know-
I
think
that
is
what
you
believe.
I
mean
I
I
mean
that
that's
probably
the
intent
of
the
bill
is
that
correct.
L
Madam
chair
members
of
the
committee-
yes,
that
is
the
belief
in
the
sense
I
did
speak
with
washoe
and
clark.
I
spoke
with
the
homeless,
the
title
one
homeless
office
in
clark
and
the
leadership
and
the
staff
there
just
to
get
a
sense
if
they
felt
it
was
reasonable
for
both
the
office
as
well
as
their
school
site,
advocates
to
manage
this.
They
expressed
that
they
felt
that
was
very
reasonable.
L
I,
like
the
language
that
you
proposed.
There
was
some
hesitation
around
them,
making
a
statement
or
an
assumption
that
it
was
a
result
of
homelessness.
So
I
like
that
language,
that
you
recommend
it
as
well.
B
Thank
you,
chair
and
hello.
Senator
dennis
it's
good
to
see
you
and
and
doctor.
I
hope
I'm
saying
it
right
is
it
malice?
Am
I
saying
that
right?
Thank
you.
I
actually
just
want
some
data.
I
have
some
data
questions.
I
don't
think
it
was
mentioned,
but
I
stepped
out
for
a
moment.
How
many
do
we
know
how
many
homeless
students
we
have
in
the
state?
Do
we
track
that?
I'm
assuming
we
do
and
also
how
many
foster
students,
students
that
are
in
foster
care.
Do
we
happen
to
have
those
statistics.
L
Both
of
those
madam
chair
members
of
the
committee,
yes,
both
of
those
data
points
are
tracked.
I
will
send
those
to
you.
I
don't
want
to
make
up
two
numbers
off
the
top
of
my
head,
so
I
will
verify
those
right
now
and
then
I
will
send
those
to
you.
B
Thank
you
and
then,
if
I
could
share
one
other
question,
I
had
on
your
slide
on
the
powerpoint.
I
think
it
was
the
second
slide
I
I
was
just
curious
when
it
talks
about
benefits
of
restorative
practices
and
certainly
I've.
I
believe,
and
I've
tried
to
practice
that
as
a
parent,
you
know
at
times
you
have
to
discipline
sharply,
but
then
afterwards
show
an
increase
of
love
because
you
don't
want
them
to
think
you're
their
enemy,
and
I
understand
restorative,
is
trying
to
you
know
to
do
that.
B
L
L
A
lot
of
schools
use
that
method.
Whatever
the
methodology,
the
the
expectation
with
restorative
practices
is
twofold,
a
that
there
be
some
some
area
of
restorative
behavior
for
the
wrongdoer.
L
If
you
will
and
then
that
restoration
for
the
the
student
that
was
wronged
often
times
it
is
allowing
that
student
remedy
having
letting
them
have
a
voice
in
the
remedy,
letting
them
talk
about
the
impact
of
the
wrongdoing
and
and
requiring
the
the
person
that
committed
the
offense
to
be
accountable
for
that,
we
don't
generally
with
young
children,
suggest
putting
them
in
the
room
together.
L
So
that
would
not
necessarily
be
the
case
with
high
school
students
and
college
students.
That's
a
pretty
typical
process,
though
so
letting
them
face,
but
talking
the
student
through
giving
that
the
student
who
the
wrongful
act
was
committed
against
a
voice
and
an
opportunity
to
weigh
in
on
what
what
they
feel,
what
information
would
they
like
to
be
have
shared?
What
is
the
impact
of
the
hurtful
behavior
and
that
is
far
more
rewarding?
L
We
find
in
research
for
the
kiddo
that
has
been
wronged
versus
oftentimes
a
kid.
A
kiddo
makes
a
does
something
egregious
to
another
student
and
the
we
punish
the
student,
the
wrong
doer.
If
you
will
and
the
victim
never
really
knows
what
happens,
there's
no
outcome
for
them.
They
may
not
see
the
other
party
for
a
couple
of
days,
but
there's
not
necessarily
any
repair
for
them.
So
restorative
practices
provides
a
lot
of
opportunity
to
repair
that
relationship
or
to
repair
that
internally,
for
that
individual
students.
C
Madam
chair
senator
dennis,
I
think
that
one
of
the
previous
questions
asked
about
the
number
of
homeless
students
mde
in
in
2018-19
school
year,
listed
18
624.
A
M
I
think
I
was
trying
to
kind
of
walk
through
hypotheticals
and
maybe
move
a
work
away
from
the
word,
expulsion
and
suspension,
but
I'm
thinking
about
like
the
scenario
where
we
have
chronic
absenteeism
right,
I
think
10-
is
it
10
consecutive
absences
will
get
you
withdrawn
from
the
school.
So
I'm
trying
to
think
of
that
scenario.
Right
we
have
a.
We
have
a
a
student
who
is
struggling
with
housing.
M
M
Does
this
bill
contemplate
that
conversation
and
then
the
second
thing,
and
and
thank
you
because
I
think
we
were
hitting
on
it
a
little
bit,
but
if
I
could
just
understand
the
behavioral
interventions
that
we're
talking
about
so
hypothetically,
we
have
a
student
who's,
not
you
know,
fortunately
not
facing
any
housing
and
security
issues,
and
we
have
the
same
equally
situated
student
and
what
I
mean
situated.
I
just
mean
grade
same
classroom,
same
scenario,
but
they
are
experiencing
housing
and
security
and
both
of
them
are
involved
in
misconduct.
M
A
I
just
want
to
see
how
that,
if
you
could
just
walk
me
through
that
whole
hypothetical,
how
that's
going
to
play
out
student
without
housing
and
security?
Here's
what's
going
to
happen
right
now,
even
after
this
bill
passes,
and
here
here's
what's
going
to
happen
with
the
housing
and
security
student
and
if
you
could
just
help
me,
so
I
can
just
kind
of
put
put
them
each
in
their
lane
and
I
can
see
it
play
out
for
either
one
of
you
senator
or
or
whomever.
L
Happy
to
answer
so,
let's
say
two
young
people
get
into
a
fight
at
school
during
lunch
entertaining
for
those
watching
a
nightmare
from
administrators.
Having
been
one
myself,
so
the
difference
might
be.
L
We
talk
through
the
situation
with
the
kiddos,
try
to
understand
the
mitigating
circumstance
and
resolve
that,
if
we
can,
the
final
outcome
may
be
a
short-term
removal
assist
a
three-day
suspension
might
be
the
course
of
action
the
school
wants
to
take
for
the
homeless
youth.
The
consideration
might
be
in
talking
to
that
youth,
about
the
home
insecurity
pretend
potentially
food
insecurities
or
other
needs.
There
might
be
an
outside
agency
referral
or
an
internal
social
worker
referral.
L
There
might
also
be
an
agreement
with
that
young
person
on
how
we
can
accommodate
getting
food
to
that
young
person.
During
that
three
day
there
may
be
an
in-school
suspension
option
or
a
distance
learning
option
to
keep
that
student
focused
and
on
track.
I
would
hope
that
we
would
give
both
students
the
ability
to
stay
engaged
during
the
learning
process,
but
one
student
may
be
more
better
equipped
to
request
their
work
and
get
it
picked
up
every
day
so
that
they
have
that
opportunity,
whereas
our
homeless
student
may
not
have
that
opportunity.
M
Thank
you,
manager
might
have
a
quick
follow-up
and,
and
that
same
exact
hypothetical,
let's
say
the
one
one
of
the
students
is
experiencing
housing
and
security
and
the
other
student
is
not
the
student.
That
is
not,
let's
just
say,
he's
making
fun
of
the
other
students
saying
you're
poor
and
that's
what
triggers
the
fight
between
the
two
now.
M
Obviously,
somebody
making
fun
of
another
kid
and
saying
you're
poor
does
not
allow
for
for
the
other
student
to
react
in
a
violent
way
right,
but
let's
say
that
that's
what
it
happens
and
it
triggers
a
very
personal
thing
inside
of
that
child.
Do
you
see
that
hypothetical,
as
you
described
it
now
playing
out?
Similarly,
in
that
scenario,
just
the
fact
that
it
was
what
was
said
to
the
kid
that
triggered
that
incident.
L
I
see
it
could
play
out.
Similarly,
if
I'm
handling
the
situation,
no,
I
feel
like
a
more
appropriate
course
of
action,
is
to
engage
in
a
tribunal
situation,
a
restorative
process
with
both
of
the
students,
young
men
or
young
women,
whichever
the
case
and
talking
the
students
through
the
impact
of
making
fun
of
somebody
and
then
the
the
self-restraint
that
is
required.
L
I
think
it's
a
teachable
moment
for
both
young
people
and
I
think
that
it
is
an
opportunity
for
schools
to
train
students
on
appropriate
behavior
and
how
we
handle
things
depending
on
either
student
of
course,
but
I
think
the
the
lesson
learned
for
our
student
making
fun
of
is
that
you
know
when
you
make
fun
of
people.
Sometimes
they
turn
around
and
punch
you.
L
I
think
that's
one
of
those
life
lessons
that
we
talk
the
student
through
and
and
help
them
see
the
impact
from
that
student's
eyes
of
making
fun
of
a
student
for
the
homeless
student.
I
think
a
great
lesson
as
well,
for
sometimes
there
are
people
in
this
on
this
earth
that
are
going
to
be
insensitive
or
make
statements,
maybe
intentionally
harmful,
maybe
not
intentional,
but
harmful,
nonetheless,
and
how
we
respond
and
behave
to
those
impacts.
L
The
future
course,
if
you're
on
the
job
and
you
you
know
a
customer,
makes
an
inappropriate
comment
and
you
punch
them.
You
lose
your
job
and
the
impact
of
that.
I
think
it
presents
a
great
opportunity
to
talk
kids
through
especially
high
school
kids
through
and
even
younger
kids
through
the
impact
of
bullying
and
hurtful
statements,
as
well
as
how
we
maintain
our
self-control
and
decorum,
and
continue
to
to
make
keep
our
own
self
focused,
instead
of
letting
others
kind
of
write
our
history
for
us.
L
So
that
would
be
the
way
I
the
most
appropriate
way.
I
think,
to
handle
it.
M
Madam
chairman,
if
I
could
just
go
back
to
my
original
question
regarding
the
ten
consecutive
absences,
does
this
bill
in
any
way
impact
that
scenario
where
you
have
a
a
student
experiencing
housing
insecurity?
There's
ten
consecutive
absences?
My
understanding
is
at
that
time
the
school
would
withdraw
that
child.
M
Would
this
in
any
way
play
into
that
balancing
of
balancing
tests
that
we
talked
about
and
understanding?
If
it
was
the
you
know,
the
absences
were
100
correlated
or
in
any
way
correlated
to
the
housing
and
security.
L
So
dr
tammy
mounts
for
the
record
again,
yes,
and
no
so
the
10
consecutive
absences
would
be
when
we're
talking
about
a
student's
whereabouts
unknown.
So,
despite
our
attempts,
we
really
don't
know
where
that
student
is,
we
haven't
been
able
to
locate
the
student.
That
is
a
different
scenario.
L
However,
suspensions
do
count
as
absences
against
a
student,
so
do
required
parent
conferences.
So
we,
when
we
put
a
student
out
for
disciplinary
reasons,
save
a
few.
It
counts
against
the
student
as
an
absence,
even
though
some
might
argue
it's
an
absence
beyond
the
student's
control,
it
impacts
the
student's
attendance.
It
also
impacts
the
school's
attendance
when
we,
when
the
school's
attendance
rate
is
calculated,
but
it
would
not
cause
the
student
to
be
withdrawn.
A
Thank
you
for
that
and
we
have
a
question
from
assemblywoman
torres.
G
Thank
you.
Thank
you
for
the
presentation.
I
really
like
this
bill,
especially
with
the
additional
language
from
the
chair.
G
I
think
that
gives
me
the
clarity
that
I
need
for
the
legislation,
but
obviously
we've
had
a
number
of
restorative
justice:
peace
bills,
this
legislative
session,
ab1,
n4,
ab67
and
now
sb
354
as
well,
and
so
I'm
just
wondering
if
perhaps
nevada
department
of
education
could
get
us
some
type
of
crosswalk
about
what
this
is
going
to
look
like
when
all
three
bills
take
effect,
because
obviously
it's
a
significant
amount
of
changes
to
what
restorative
justice
looks
like
here
in
nevada,
and
I
just
want
to
make
sure
that
we
have
a
full
understanding.
C
E
G
That
would
be
appreciated
if
you
could
send
it
to
the
assembly
committee
on
education,
and
then
I
I
believe
our
committee
manager
and
secretary
will
make
sure
it's
posted
on
ellis.
Thank
you.
N
N
Good
afternoon,
alexander
marks
with
the
nevada
state
education
association,
nsca
supports
set
of
bill
354
to
make
important
updates
to
nevada's
system
of
restorative
justice,
including
requiring
the
department
of
education
to
develop
a
statewide
framework
for
restorative
justice.
Nsa
believes
in
the
principles
of
restorative
justice,
which
proactively
build
healthy
relationships
and
a
sense
of
community
to
prevent
and
address
conflict
and
wrongdoing.
Nsa
always
takes
a
strong
stance
for
the
safety
of
our
educators
issues.
Student
discipline
continues
to
be
one
of
the
more
vexing
ones
for
all
educators.
N
During
the
2017
session,
nsca
worked
to
improve
nevada's
system
of
progressive
student
discipline
last
session.
This
was
replaced
with
a
restorative
justice
model.
Unfortunately,
school
districts
were
not
provided
with
the
guidance
and
resources
necessary
to
successfully
implement
and
student
and
educator
safety
has
been
compromised.
N
Sb
354
provides
this
important
missing
piece
every
day,
educators
make
our
students
feel
welcome
in
the
classroom
and
at
our
school
sites,
many
utilize
learning
circles,
conflict
resolution
and
mediation
to
deal
with
the
challenges
and
resolve
conflicts.
However,
this
arc
is
often
independent
of
a
broader
school
culture.
It's
necessary
for
there
to
be
a
proactive
district
and
school-wide
plan
to
implement
restorative
practices
that
is
seamlessly
integrated
into
the
classroom,
curriculum
and
culture
of
the
schools.
This
also
means
providing
needed
trainings
to
foster
the
environment
where
restorative
discipline
systems
can
be
successful.
N
A
I
K
K
Ccea
is
in
support
on
senate
bill
354
and
thanks
the
senate
committee
on
education
for
bringing
this
bill
forward
after
reviewing
and
supporting
ab67
and
ab194
cca
acknowledged
that
we
must
have
a
department-led
framework
statutorily
provided
to
help
support
our
educators
as
they
transition
to
trans
restorative
practices.
Additionally,
cca
is
in
support
of
the
prohibition
on
the
suspension
or
removal
of
a
pupil
from
school
without
first
providing
a
plan
of
action
based
on
restorative
justice,
though
we
are
in
strong
support
of
this
bill.
K
Cca
believes
that,
along
with
this
bill
and
ab67ab
194
in
the
preceding
restorative
practice
bills,
this
is
just
the
first
step.
Acknowledgment
of
behavior
issues
due
to
the
child
circumstances
around
homelessness
and
foster
care
are
important.
However,
those
are
not
the
only
life
events
that
impact
the
development
of
a
child
cca
expressly
supports
the
submission
of
an
annual
report
of
accountability,
delineating
the
discipline
of
pupils,
but
we
would
be
remiss
if
we
did
not
stress
the
importance
of
utilizing
this
data
to
improve
practices
across
our
state.
K
The
collection
of
data
must
inform
actions
that
will
lead
to
the
reduction
of
racial
disparities.
This
data
is
a
tool
to
inform
our
evolving
practices
and
must
be
used
as
such.
The
full
implementation
of
senate
bill
543
will
help
to
provide
some
much
needed
resources
to
specific
populations
in
tandem
with
this
mandate
that
an
educational
plan
must
be
had.
However,
we
are
not
able
to
allow
our
students
our
future
to
become
dis
interested
in
their
education.
K
Ccea
appreciates
the
intent
of
this
bill,
and
we
encourage
this
committee
to
look
for
the
significant
publication
materials
on
juvenile
justice
to
ensure
that
these
changes
are
something
that
can
be
standardized,
unbiased
and
easy
for
our
educators
to
adopt
and
students
to
understand.
Thank
you
again
to
this
committee
for
hearing
this
bill.
We
look
forward
to
continuing
our
work
to
strengthen
restorative
practices
within
our
schools.
Thank
you.
I
O
We
believe
strongly
in
restorative
justice
as
a
way
to
correct
wrongdoing
on
the
individual
level,
while
at
the
same
time
also
protecting
and
enhancing
the
safety
of
the
community
as
a
whole.
Sb
354
would
ensure
that
this
principle
is
applied
in
a
way
that
recognizes
the
special
challenges
faced
by
children
experiencing
homelessness,
and
so
we
support
it.
Thank
you.
I
O
Thank
you,
chairperson
and
members
of
the
committee.
My
name
is
arash
kapoori
a-r-a-s-h
last
name,
g-h-a
episode,
frank
oori
and
I'm
the
executive
director
of
mphy,
one
of
nevada's,
most
comprehensive
service
providers
for
young
people
experiencing
homelessness.
I'm
here
today
to
express
our
full
support
for
sb
354..
O
In
my
over
10
years
at
mphy,
I've
seen
countless
youth
experiencing
homelessness,
be
incorrectly
labeled
in
school,
as
troublemakers,
disruptive,
poorly
behaved
or
not
caring
about
school
or
wanting
to
succeed.
However,
these
students
are
exhibiting
behaviors
or
signs
of
larger,
underlying
issues
outside
of
the
school,
such
as
not
having
a
safe
or
stable
place
to
sleep,
take
a
shower
or
study,
extreme
hunger
or
experiencing
abuse,
neglect
or
other
traumas
caused
by
serious
family
breakdown
and
or
life
on
the
streets.
O
These
stressors
can
cause
youth
to
be
distracted
in
the
classroom,
worry
of
their
peers,
who
are
bullying
them
and
cause
mental
health
challenges
that
can
manifest
in
difficult
behaviors,
resulting
in
students
experiencing
homelessness
being
subjected
to
punitive
discipline
measures
at
a
rate
twice
in
under
house
peers.
The
truth
is
that
schools
are
often
the
last
base
of
refuge
that
many
young
people
have,
whether
you
can
count
on
a
meal,
supportive
adults,
consistency
connections
and
hope
for
a
brighter
future.
Contrary
to
what
many
may
think,
students
experiencing
homelessness
are
often
incredibly
invested
in
school.
O
They
just
need
understanding
and
support
to
succeed.
Nevada
is
experiencing
one
of
the
worst
incidents
of
youth
homelessness
in
the
country.
In
1819
school
year
we
had
over
18
000
students
and
old
homeless
in
nevada
k
through
12..
What
happens
when
you
give
an
out-of-school
suspension
to
a
homeless
student
who
may
be
living
in
a
night-only
shelter
in
a
weekly,
a
car
or
on
the
streets?
Bad
things
happen
quickly
on
the
streets
and
removing
them
from
school
makes
them
more
vulnerable
to
labor
or
sex
trafficking,
drugs,
gang
involvement
or
leaving
school
permanently.
O
You
also
remove
them
from
one
of
their
places,
one
of
their
one
place
of
stability,
consistency
and
support
their
lifeline,
which
is
their
school.
It
is
an
unsafe
and
dangerous
and
harmful
practice
to
put
students
in
these
situations,
because
they've
been
suspended
or
removed
from
school
as
a
result
of
out
of
school
factors
beyond
their
control.
Sb
354
aims
to
keep
our
most
vulnerable
students
safe
by
seeking
to
ensure
students
experiencing
homelessness,
are
removed
from
school
only
when
absolutely
necessary.
O
This
seeks
to
increase
positive,
positive
behavioral
intervention
and
trauma-informed
supports
which
have
been
shown
to
increase
attendance
and
decrease
serious
behavioral
incidents.
It
will
make
students
experiencing
homelessness.
It
will
make
sure
students
experiencing
homelessness
are
not
inadvertently
subjected
to
more
trauma
by
schools
than
they
are
already
experiencing
in
their
complicated
lives
and
put
schools
into
positions
to
better
support
students
experiencing
homelessness.
For
these
reasons
and
more
mphy
is
in
full
support
of
sb
354
in
the
positive
collaborative
work
of
my
brothers
keepers,
alliance,
caa
house,
state
local
house
officials
and
others
driving
this
important
legislation.
I
J
J
There
is
research
from
multiple
states
that
shows
that
students
experiencing
homelessness
are
subjected
to
punitive
discipline
measures
at
twice
the
rate
of
their
housed,
peers
and
also
more
often
than
other
poor
students,
and,
as
we
just
heard
from
mr
grafori
for
homeless
students,
school
can
be
a
lifeline
providing
emotional
support,
positive
connection
and
basic
needs
like
food
and
safety.
When
homeless
students
are
removed
from
school,
they
may
have
literally
no
place
to
go
nothing
to
eat
and
no
one
to
keep
them
safe.
J
We've
already
heard
a
lot
about
the
value
of
restorative
practices
and
other
positive
discipline,
not
only
for
individual
students,
but
also
for
the
overall
school
climate
and
for
the
classroom
environment.
So,
in
the
interest
of
time,
I'll
just
say,
ditto
to
all
that
this
bill
will
keep
students
safe,
it'll,
mitigate
the
impact
of
their
trauma
and
homelessness
on
their
education
and
the
access
of
homeless.
J
I
J
A-R-I-E-L-L-E-E-D-W-A-R-D-S
on
behalf
of
the
city
of
north
las
vegas,
the
city
of
north
las
vegas,
is
in
support
of
senate
bill
354
and
appreciates
the
plan
to
develop
a
statewide
framework
for
restorative
justice
for
our
students.
We
would
like
to
thank
the
bill
sponsors
for
their
work
on
this
important
bill
and
urgent
support
and
passage.
Thank
you
for
your
time
and
consideration.
I
J
Good
afternoon,
madam
chair
members
of
the
committee
joanna
jacobs,
j-o-a-n-n-a-j-a-c-o-b,
on
behalf
of
clark,
county
clark,
county,
is
in
support
of
this
measure.
I
want
to
thank
senator
dennis
dr
mileage
and
all
the
people
have
worked
on
this
and
for
thank
them
for
including
our
people
who
are
in
foster
care
in
this
measure.
J
We
know
that
our
pupils
in
foster
care
school
may
be
the
only
safe
place
that
the
child
has
much
like
our
homeless
youth,
and
that
has
been
stated
by
the
previous
callers.
The
schools
provide
a
supportive
environment,
supportive
staff,
members
and
peers.
Removing
a
foster
care.
Child
from
school
could
further
re-traumatize
the
child,
and
we.
K
J
J
We
know
that
also
I'd
like
to
say
a
decision
to
expel
or
suspend
a
foster
child
does
have
repercussions
on
not
just
the
child's
academics,
but
also
on
their
placement.
Stability
and
we've
had
foster
care
placement
disruptions
because
of
the
impacts
that
may
happen
on
our
caregivers
and
our
foster
care
parents
who
may
have
to
take
time
off
of
work
and
other
things
our
foster
care.
Kids
may
not
have
a
an
adult
who
is
advocating
for
them
on
a
permanent
basis,
and
that
is
some
of
the
challenges
that
we
know
that
they
face.
J
So
we
are
in
support
of
this
bill.
I
want
to
really
thank
the
dr
malach
and
everybody
who
included
foster
care
kids
in
this
bill
and
assembly
and
hanson.
I
know
that
there
was
a
request
for
data
and
so
dr
melich
assemblywood
hanson,
I
did
put
out
that
request
so
see
if
we
can
be
responsive
to
that
request
during
the
hearing.
Thank
you
for
the
time.
Madam
chair
and
members
of
the
committee.
We
are
in
support.
A
Thank
you
so
much
for
your
testimony.
I
believe
that
is
our
last
caller
and
support
bps.
A
Thank
you
because
the
committee's
getting
rowdy
I
will
move
on
to
testimony
in
opposition.
I
don't
believe,
there's
anyone
in
the
room
or
on
the
zoom,
so
we
will
go
to
bps.
Anyone
in
opposition.
I
A
I
A
C
Thank
you,
madam
chair.
I
did
get
some
additional
information.
The
foster
care
kids
statewide
from
dfs
is
five,
approximately
five
thousand,
and
with
that
just
thank
you
for
the
opportunity
to
come.
I
think
this
is
an
important
issue.
C
You
know,
we've
got
these
kids,
that
for
no
fault
of
their
own
have
these
issues
that
might
cause
them
to
to
not
be
able
to
get
the
education
that
they
need,
and
this
bill
aims
to
try
to
help
them
to
be
able
to
overcome
that
and
be
able
to
continue
in
their
educational
pursuits.
Thank
you.
Men.
A
Thank
you
very
much
senator
dennis,
and
I
guess
we
will
probably
see
you
on
thursday,
okay,
so
that
I
will
with
that.
I
will
close
the
hearing
on
sb
354,
which
then
brings
us
to
our
last
item
on
the
agenda,
which
is
public
comment.
I'm
not
sure
if
we
have
any
public
comment.
Anyone
on
the
room
just
want
to
remind
you
two
minutes
and
it's
just
things
within
the
preview
purview
of
this
committee,
but
you
both
are
looking
down.
A
So
I'm
guessing
you
don't
have
public
comment
and
now
you're
shaking
your
head,
like
I'm
gonna
call
on
you,
okay,
so
anyone
on
bbs
anyone
on
the
line
for
public
comment.
I
A
Thank
you
very
much.
I'm
surprised
members
don't
have
public
comment
after
this
committee
and
the
rowdiness
okay,
so
lay
of
the
land
we
guys
were
in
great
shape.
We
heard
all
our
bills,
we
will
anything
else
is
exempt.
So
we
will
still
obviously
have
committee
meetings
the
next
18
days,
but
we
are
going
to
hit
that
deadline.
No
problem.
We
will
have
a
big,
not
a
big
work
session,
not
like
a
ga
judicial
work
session,
but
a
10
13
bills.
A
So
we'll
be
okay,
I'm
thinking
that
at
1
15
on
thursday,
if
we
can
go
out
into
the
front
of
the
building
and
we'll
just
have
my
attention-
do
a
quick
picture
of
us.
So
we
have
something
for
posterity.
A
A
I'm
bringing
a
clown
you
guys.
No,
I'm
not
richard
macarthur
is
dressing
up,
it's
gonna
be
super
fun.
No
it
we
have
a
presentation
that
I
think
you
guys
will
enjoy.
I'm
excited
about,
and
so
and
with
that
any
other
comments
from
committee
members.
I
shocking
assembly,
woman
hansen.