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From YouTube: 3/30/2023 - Assembly Committee on Education
Description
For agenda and additional meeting information: https://www.leg.state.nv.us/App/Calendar/A/
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A
Here
and
please
mark
assemblyman
Hardy
here
when
she
arrives,
she
is
presenting
in
front
of
another
committee,
welcome
to
everyone
in
Carson,
City
and
Vegas,
and
those
of
you
joining
us
over
the
Internet.
Please
make
sure
that
you
silence
your
electronic
devices,
anything
that
makes
noise
go
ahead
and
make
sure
it's
in
the
silent
mode.
A
If
you
wish
to
testify,
please
sign
into
the
table
by
the
door,
provide
a
business
card
to
committee
secretary
when
testifying
press
the
microphone
button,
clearly
State
and
spell
your
name
and
any
in
any
affiliation
for
the
record,
then
turn
the
microphone
off
each
time.
You're
done
speaking.
If
you
have
handouts,
you
should
have
brought
the
handouts
and
put
them
over
on
the
table
for
members
of
the
public.
We
expect
courtesy
and
respect
in
our
committees.
A
We
might
not
always
agree
with
each
other,
but
that
doesn't
mean
that
we
can't
be
nice
to
each
other
committee.
Members
will
be
using
their
laptops
during
a
committee
meeting
to
view
handouts
and
other
documents
do
not
take
this
as
a
sign
of
disrespect
or
inattention.
And
finally,
please
note
that
build
testimony
will
be
limited
to
20-minute
Windows,
which
means
that
even
if
you
have
signed
in
doesn't
mean
that
you
will
all
be
able
to
testify
we're
going
to
take
20
minutes
of
support,
20
minutes
of
opposition
and
20
minutes
of
neutral
I.
A
Will
we
have
people
in
Carson
City?
We
have
people
in
Las
Vegas
and
we
have
people
on
the
phone
line,
so
I
have
to
kind
of
toggle
between
those
three.
So
with
that,
let's
get
started
today,
we're
going
to
hear
three
bills,
we'll
begin
with
the
hearing
on
assembly
Bill
245,
then
we
will
hear
241
and
228
as
the
agenda
stated
with
that,
I
will
open
the
hearing
on
ab-245.
This
measure
revises
Provisions
governing
education.
To
present
this
measure,
we
have
assembly,
woman
Taurus,
who
is
joined
by
a
couple
of
co-presenters
that
she
will
introduce.
C
Thank
you
good
afternoon,
chair
bilbrey,
Axelrod
Vice,
chair
Taylor
and
members
of
the
assembly
committee
on
education,
a
working
committee
in
the
Nevada
state
legislature
today
I'm
excited
to
be
joined
by
students
to
present
ab245,
which
provides
these
Provisions
governing
education
last
legislative
cycle.
We
started
the
work
regarding
sexual
violence
in
schools,
both
K-12
and
in
higher
education.
The
reality
is
is
that
sexual
violence
and
violence
on
campuses
continues
to
impact
students.
Today,
today,
I
will
not
be
presenting.
Ab-245
I'll
be
allowing
for
my
co-presenters
to
present
to
talk
about
well.
C
First,
we'll
hear
from
Stephanie
magallanes
a
high
school
student
that
will
talk
about
the
impact
of
teen
Dating
Violence,
then
we'll
hear
about
Amanda
from
Amanda
vaskov
from
Asun,
and
she
will
speak
to
the
impact
of
sexual
violence
on
college
campuses
and
then
my
intern
Olivia
no
will
walk
us
through
the
piece
of
legislation.
I
will
remind
committee
members
that
there
is
an
amendment
that
has
been
posted
on
Nellis
and
I,
encourage
you
to
make
sure
you're.
Looking
through
that
I
apologize
for
this
hardiness.
C
D
Hello,
my
name
is
Stephanie
magayanes
and
I'm,
a
Survivor
of
teen
Dating
Violence.
This
bill
will
be
important
for
girls
and
boys.
Like
me,
victims
of
teen
Dating
Violence
as
a
victim
I
feel
that
this
bill
will
be
very
important
for
all
grade
levels
as
a
victim.
You
find
it
difficult
to
speak
about
it
to
peers
and
parents.
You
become
embarrassed
overwhelmed
with
many
emotions
and
confusion.
Knowing
that
you
have
a
place
or
someone
you
can
call
that
is
available
at
any
time
will
help
you
make
you
feel
safe.
D
It
will
help.
People
like
me
know
that
you
can
get
the
proper
assistance
and
support
to
get
out
of
that
domestic
violence
relationship.
It
would
be
a
great
relief
to
know
that
there
will
be
someone
there
to
help
you
when
you
need
it.
The
most
with
my
personal
experience,
I
feel
trapped
and
I
wanted
to
tell
my
mom
due
to
her
health
and
I
did
not
want
to
add
to
that.
D
I
would
hide
it
and
try
to
handle
it
myself,
but
it
didn't
help
me
if
there
was
any
kind
of
assistance
for
this
I
would
have
gladly
taken
it
and
reached
out.
I
ended
up
getting
myself
into
a
more
dangerous
and
difficult
situation.
I
felt
that
if
there
was
a
way
for
someone
to
help
me
besides
it
being
my
mom
and
I
could
get
the
guidance
along
with
support.
D
It
wouldn't
have
gotten
that
far
having
this
bill
will
mean
a
lot
to
victims
that
go
through
it
and
will
love
to
be
that
voice
for
others
that
are
currently
struggling
with
being
in
a
relationship
like
this.
We
can
prevent
many
incidents
and
losses
of
teens
if
we
pass
this
bill
and
are
able
to
send
that
help
and
support
out
and
make
sure
to.
Let
people
know
that
this
is
nothing
to
feel
ashamed
or
embarrassed
about,
and
that
there's
many
other
other
people
that
go
through
this.
Our
age.
D
Twenty
percent,
twenty
one
percent
of
girls
ages,
14
through
18,
have
been
kissed
or
touched
without
their
consent.
38
of
lgbtq
girls,
24
of
Latin
girls,
23
of
Indonesian
girls,
22
of
black
girls,
along
with
the
53.9
percent
of
lgbtq
Youth
13-21,
have
been
sexually
harassed.
I
urge
you
to
support
ab245.
E
Hello,
my
name
is
Amanda
voscov,
a
m,
a
n
d,
a
v-a-s-k-o-v.
I
represent
the
associated
students
of
the
University
of
Nevada
or
Asun,
and
that's
over
14
000
of
our
undergraduate
students
at
UNR.
At
my
institution,
research
from
2018
showed
that
10
of
our
students
reported
experiencing
sexual
assault
or
coercion.
E
23
percent
reported
unwanted,
touching
and
seven
percent
reported
experiencing
rape
within
their
collegiate
career,
given
that
58
of
those
students
who
reported
an
incidence
of
violence
experienced
it
in
their
first
year
on
campus,
our
newest
students
tend
to
be
the
most
vulnerable
this
school
year,
knowing
both
the
prominence
of
this
issue
and
that
Nevada's
legislative
session
was
coming
up,
I
began
having
conversations
about
existing
gaps
in
sexual
misconduct,
prevention
amongst
my
student
body
and
my
peers.
Additionally,
I
implemented
an
informal
survey
about
this
issue
and
received
responsive
from
over
1
100
students.
E
Here
are
the
sentiments
that
were
expressed
in
this
survey
and
in
conversations
with
students.
I
had
sexual
assault
happens,
often
as
a
resident
assistant
in
on-campus
housing,
I,
assisted
residents.
With
this
issue.
Often
there
are
victims
that
are
afraid
to
come
forward.
Most
girls,
I,
talk
to
or
have
been
or
know,
has
has
known
someone
who's
been
sexually
assaulted.
E
I
know
someone
or
I
am
someone
who
has
been
sexually
assaulted.
I
didn't
know
that
assault
could
happen
in
a
relationship.
I
didn't
want
to
tell
someone
for
fear
of
ruining
the
perpetrator's
reputation.
I
didn't
know
it
was
an
assault
because
the
perpetrator
was
female
and
I
didn't
have
any
resources
or
help
in
talking
with
my
peers.
It
has
become
abundantly
abundantly
clear
to
me
that
sexual
misconduct
is
a
problem
in
our
institution,
one
that
we
is
more
common
than
we
think.
E
While
these
sentiments
came
from
students
in
my
institution
UNR.
We
know
this
is
an
issue:
that's
cross-cutting
amongst
Youth
and
institutions
of
higher
education
in
Nevada,
the
Nevada
2021
Department
of
Health
and
Human
Services,
rape
prevention
and
education.
State
action
plan
reported
that
college
students
are
particularly
vulnerable,
nearly
one
in
four
but
women
and
15
percent
of
men
experience
forced
intercourse
throughout
their
Collegiate
Experience.
E
As
the
summer
when
Torres
mentioned
this
conversation
comes
off
of
the
tail
end
of
one
that
was
started
in
the
2021
session.
At
that
time,
SP
347
was
signed
into
law.
This
legislation
created
the
sexual
misconduct
task
force
within
NG
authorized
energy
institutions
to
enter
into
a
memorandum
of
understanding
with
organizations
that
assist
individuals
with
incidences
of
sexual
misconduct,
authorize
the
sexual
misconduct
task
force
to
develop
an
ng-wide
climate
survey
to
assess
the
scope
of
this
issue
and
authorized
energy
institutions
to
provide
training
for
faculty
and
students
regarding
sexual
misconduct
prevention.
E
While
the
passage
of
SP
347
was
a
significant
progress
in
addressing
power-based
violence
on
our
college
and
university
campuses,
more
work
must
be
done.
Ab-245
proposed
revisions
to
the
membership
tax
of
the
task
force
additional
specifications
regarding
the
task,
Force's
mandate
and
revisions
to
the
training
that
is
provided
for
students
and
faculty
regarding
sexual
misconduct.
Prevention
at
our
institutions
are
the
next
steps
in
continuing
to
address
this
Dynamic
issue
at
the
higher
education
level.
I
look
forward
to
answering
any
questions.
The
assembly
committee
on
education
may
have
today.
F
Good
afternoon,
chair,
belbray,
Axelrod,
Vice,
chair
Taylor
and
members
of
the
education
committee
for
the
record,
my
name
is
Olivia
no
o-l-I-v-I-a,
last
name
NGO
and
I'm.
A
third
year
student
at
the
University
of
Nevada
Reno,
currently
interning
for
assembly,
woman,
Selena
Torres
I'd
like
to
again
thank
the
assembly,
woman,
Amanda,
Serena,
Evans
and
Stephanie
for
their
work.
In
bringing
this
bill
forward.
It's
been
a
long
time
coming.
Our
community
deserves
the
resources
and
education
to
combat
the
prevalence
of
violence
on
our
campuses.
F
With
that
being
said,
I
will
now
provide
an
overview
of
ab-245
with
the
proposed
amendments.
This
bill
with
the
conceptual
amendments,
will
have
two
new
sections.
The
first
defines
power-based
violence
as
any
form
of
interpersonal
violence
intended
to
control
or
intimidate
another
person
through
the
assertion
of
power
and
control
generally
replacing
the
term
sexual
misconduct
with
power-based
violence
throughout
the
bill.
Power
based
violence
is
in
term
referring
to
domestic
dating
and
sexual
violence,
human
trafficking,
sexual
misconduct
and
harassment
and
stalking.
This
definition
is
more
inclusive
of
all
victim
survivors
experiences.
F
The
second
new
section
proposed
requires
that
the
committee
on
Statewide
school
safety,
through
the
governor's
office,
established
in
NRS
388.1324,
to
create
a
subcommittee
focusing
on
K-12
School
responses,
intervention
and
prevention
of
power-based
violence.
Again
in
K-12
schools
across
the
state,
the
subcommittee
will
examine
best
practices
and
make
recommendations
for
the
standardized
procedures
and
prevention
methods
in
a
victim-centered
trauma-informed
way.
F
The
subcommittee
shall
also
be
required
to
create
legislative
recommendations
to
submit
to
the
interim
committee
on
education
by
August
of
even
numbered
years,
so
moving
back
to
what
is
listed
as
section
one
in
the
original
introduced
text.
This
is
the
part
starting
with
chapter
388
of
the
NRS
shall
be
amended
so
starting
there.
Section
1
requires
that
the
Board
of
Trustees
of
each
school
district
and
the
governing
body
of
a
charter
school
to
enter
into
a
memorandum
of
understanding
or
an
mou
with
an
organization
that
assists
victims
of
power-based
violence.
F
F
This
section
also
establishes
that
the
director
of
the
office
for
a
safe
and
respectful
learning
environment
may
enter
into
one
or
more
agreements
with
agencies
and
organizations
to
facilitate
referrals
for
wraparound
services
or
Services
relating
to
domestic
violence.
Such
an
agreement
May
provide
for
certain
sharing
of
information.
F
One
is
a
chancellor
of
the
system
or
their
designee.
Eight
members
who
are
appointed
by
legislative
leadership,
that
being
four
legislators
and
four
community
members
who
work
with
sexual
violence
and
campus
safety.
Two
students
appointed
by
the
Nevada
student,
Alliance
or
NSA,
two
Governor,
employee
or
two
Governor
appointees,
excuse
me
and
one
Chancellor
appointee
from
the
University
Police,
as
well
as
one
faculty
member
appointed
by
the
governor
upon
consideration
of
any
recommendations
that
represent
professional
employees
of
the
Nevada
system
of
higher
education.
F
Section
7
of
this
bill
would
require
that
the
commission
appoint
researchers
either
within
NG
or
from
a
third
party
to
develop
a
bi-annual
climate
survey
on
average,
only
20
percent
of
victims
report
an
incident.
So
this
is
another
way
to
gauge
the
problem
of
sexual
misconduct
on
campuses,
because
we
truly
need
to
understand
the
problem
as
specific
to
our
state
in
order
to
solve
it
effectively.
F
Section
8
of
the
bill
outlines
certain
requirements
for
a
Nevada
system
of
higher
education,
students
and
employees
related
to
the
institutional
programming
on
the
awareness
and
prevention
of
power-based
violence.
The
section
adds
Provisions
relating
to
an
institution's
ability
to
incorporate
such
programming
into
coursework
and
degree.
Conferral.
F
Subsection
5
clarifies
that
the
programming
is
to
be
attended
in
person
for
any
college
with
on-campus
housing
institutions
May
create
a
waiver
for
students
in
a
completely
virtual
program,
so
this
includes
students
living
off
campus,
who
are
still
working
towards
a
degree
program
that
is
primarily
completed
in
person.
All
other
institutions
help
provide
training
virtually
or
in
person.
Furthermore,
it
outlines
certain
requirements
concerning
the
provision
of
such
programming
to
employees,
including
the
programming
delivery
and
materials.
F
We
wish
to
eliminate
subsection
5C,
which
originally
States
the
copy
of
the
syllabus
and
instructional
materials
be
made
available
for
viewing,
because
the
intent
of
the
bill
was
not
to
require
a
core
syllabi
to
be
made
publicly
available.
And,
finally,
the
bill
in
other
sections
make
certain
conforming
changes
and
defines
key
terms.
F
So
I
know
that
was
a
lot
of
information.
Thank
you
for
allowing
me
to
walk
you
through
the
bill
with
the
proposed
amendments.
I'd
just
like
to
conclude
by
saying
that,
unfortunately,
sexual
violence
continues
to
be
a
prevalent
problem
that
our
youth
face.
The
trauma
and
aftermath
of
these
experiences
can
be
mentally,
exhausting
and
affect
academic
and
professional
performance
and
lessen
the
feeling
of
safety
and
belonging
on
school
campuses.
F
So,
as
we
continue
to
celebrate
women's
History,
Month
I
humbly
urge
your
support
of
this
bill
to
defend
our
rights
to
a
safe
and
consensual
learning
environment.
Sexual
violence
also
disproportionately
affects
those
that
are
a
part
of
communities
of
color
or
the
lgbtq
plus
community.
So
we
must
continue
to
take
action
to
protect
the
vulnerable
in
our
community,
who
may
be
our
children,
our
siblings
and
our
students,
and
with
that
we
are
open
to
questions.
Thank
you,
chair.
A
Thank
you
very
much,
and
thank
you
all
three
of
you
really
for
coming
out
here
and
sharing
with
us
and
putting
yourself
out
there.
I
mean
I
I'm,
really
we're
all
very
impressed,
and
thank
you
for
sharing
and
thank
you
for
so
I'm
gonna
actually
start
with
a
clarifying
question
on
Section,
7
and
Section
8,
because
I
see
that
there
is
an
acquire,
a
requirement
for
our
Board
of
Regents
and
I.
I.
Just
would
like
our
Council
to
give
a
opinion
on
that.
G
Thank
you,
madam
chair
Asher,
Killian
committee,
Council,
so
I
know
the
provisions
of
the
existing
law
that
are
amended
by
section
seven
and
eight
make
it
authorize
the
Board
of
Regents
to
engage
in
certain
activities.
G
The
request
and
the
proposed
amendment
is
to
require
the
Board
of
Regents
to
engage
in
those
activities
specifically
conducting
certain
research
relating
to
issues
relating
to
sexual
violence
within
the
system
and
then
requiring
employees
and
students
within
the
system
to
receive
certain
training
on
those
topics.
G
The
power
of
the
legislature
with
respect
to
the
Board
of
Regents
is
somewhat
limited
by
the
state
constitution.
As
interpreted
in
the
king
and
Oakley
cases.
The
Supreme
Court
has
held
that
the
legislature
does
not
have
the
power
to
interfere
with
the
management
and
control
of
the
State
University
by
the
Board
of
Regents
and
both
of
these
topics.
G
Research
done
by
employees
of
the
system
on
issues
within
the
system
and
the
training
provided
to
employees
and
students
within
the
system
could
be
construed
by
the
court
as
interfering
with
the
internal
control
and
management
of
the
State
University.
So
it's
not
clear
that
mandating
the
Regents
to
do
this
as
opposed
to
asking
them
to
do.
It
would
be
constitutional
under
the
king
and
Oakley
cases.
C
Chair
and
if
I
could
respond
real
quickly,
please
that's
something!
I'm,
sorry
for
the
rest,
I
think
this
and
you
know,
I,
had
the
opportunity
to
speak
with
legal
before
this
meeting.
So
it
doesn't
come
as
a
surprise
to
me.
So
obviously,
the
amendment
would
have
to
be
revised
for
Section,
7
and
Section
8
to
only
give
authorizing
permission
authorizing
the
Board
of
Regents
to
do
so,
but
not
mandating
that
and
I
think
this
highlights
a
greater
issue
in
our
community.
C
The
fact
that
the
legislature,
our
hands,
are
tied
because
of
the
the
the
the
current
status
of
engine
I
think
it's
just
highlighting
a
different
issue
and
I
think
it's
important
for
this
body
to
recognize.
The
fact
that
you
know
enchi
resides
right
now
within
the
Constitution
as
it
is,
is
preventing
us
from
protecting
our
kids,
so
I
hope
the
Board
of
Regents
do
something,
and
students
have
gone
to
the
Board
of
Regents.
This
isn't
the
first
time
that
you
know
they've
had
this
conversation.
C
This
isn't
the
second
time
they've
had
this
conversation,
so
I
urge
the
Board
of
Regents
to
do
something,
but
but
the
reality
is
like
our
hands
are
tied
right
now,
so
we
will
continue
to
work
with
permissive
language
asking
the
Board
of
Regents
to
do
this,
but
obviously
we
cannot
require
them
to
do
so.
A
H
One
thing
I
want
to
do
publicly:
that
was
the
best
presentation
I
have
ever
heard
in
this
body.
I
am
so
impressed
with
you,
so
impressed
so
kudos
to
you
and
I,
don't
like
the
subject
matter,
but
it
needed
to
come
forward
and
I
appreciate
you
doing
that.
You
know
as
a
college
student
myself
walking
campuses
at
night.
H
I
Thank
you
chair,
so
I
received
a
communication
from
a
person
in
one
of
my
really
really
really
rural
districts,
and
the
requirement
is
that
the
school
more
school
boards
enter
an
mou
with
a
community-based
sexual
miscontact
conduct
orientation,
and
this
wasn't
a
superintendent
for
sure.
I'd,
like
Mary
I,
assume,
is
going
to
come
up
and
I'd,
like
maybe
an
answer
from
her
and
I.
J
Serena
Evans
for
the
record
I'm
the
policy
director
for
the
Nevada
coalition
to
end
Domestic
and
Sexual
Violence,
and
we
currently
have
13
programs
Statewide
from
Northern
Nevada,
Southern
Nevada
to
our
rural
communities,
and
so
nothing
in
the
bill
specifically
states
that
the
mou
has
to
require
in-person
services,
and
so
our
advocacy
agencies
as
many
other
service
providers
throughout
covid,
became
very
comfortable
with
virtual
advocacy
as
well
as
many
of
our
rural
agencies
serve
multiple
rural
communities.
So
we
have
advocates
in
every
community.
I
J
Serena
Evans
for
the
record.
We
can
certainly
work
on
some
specific
language
to
clarify
that
community-based
advocacy
basically
just
means
a
non-profit
agency
within
a
community,
and
so
we
can
clarify
that
those
agencies
can
serve
multiple
counties
and
don't
have
to
be
located
directly.
In
said,
County
thank.
A
You
so
much
thank
you
and
I'm,
not
sure
we
need
language
for
that.
As
long
as
we
have
that
on
the
record.
Next,
we
will
go
to
assemblyman,
LaRue
hatch.
K
Thank
you
chair
and
thank
you
assembly
mentores
for
bringing
this
I
think
it's
really
critical
and
thank
you
all
for
your
testimony
today
and
for
the
presentation.
I
think
you
are
clearly
very
well
prepared,
and
you
have
thought
this
through
deeply
and
I
appreciate
that
I
just
had
a
question
on
the
new
term.
Power-Based
violence
in
in
the
amendment
I
just
wondered
if
there
was
a
reason
that
we
were
using
that
term
instead
of
a
term
that
we
typically
see
like
domestic
violence
or
sexual
violence
or
domestic
abuse,
or
anything
like
that,.
E
Amanda
Vasco
for
the
record
we're
using
utilizing
the
definition
of
power-based
violence
because
it
covers
sexual
misconduct
and
statute
covers
everything,
with
the
exception
of
human
trafficking
and
sexual
violence.
And
we
wanted
to
make
sure
those
were
covered,
because
we
would
see
some
of
that
in
our
communities
either
at
the
Collegiate
or
K-12
level.
As
well
and.
C
L
L
Sorry,
let's
scratch
that
from
the
record.
Thank
you.
Thank
you.
Assembly,
woman
I
can
continue
to
be
impressed
by
the
students
in
our
state
and
and
I,
really
commend
you
because
you
go
out
of
your
way
to
make
sure
they're
involved
in
what
you're
doing
and
when
I
listen
to
the
three
of
them
present.
L
Two
of
them
I'm,
certainly
familiar
with
I,
just
hope
you.
Let
me
stay
in
this
seat
a
little
bit
longer
before
you
take
it,
because
it's
clear
that
these
are
the
Future
Leaders
in
our
state,
and
we
need
you.
So
thank
you
for
coming
and
sharing
your
stories
and
advocating
for
those
who
have
dealt
with
things
so
that
others
don't
have
to
go
through
some
of
the
same
things
that
you
went
through.
So
I
really
really
want
to
commend
you
for
that.
There's
there's
really
power
in
this
legislation
and
I.
L
Think
you
all
know
that
and
I
know.
That's
the
intention,
and
so
my
question
is
we
don't
mention
and
I
know
the
the
the
the
Chatters
and
our
university
school
for
a
gift
that
aren't
a
part
of
this.
Unless
I
missed
it
did
I
miss
it.
Yeah
I
did.
C
For
the
record,
so
in
section
one
we
do
in
the
amendment
we
do
apply
to
Charter
Schools,
but
I
think
it's
a
fair
point
that
we
didn't
apply
for
to
the
university
school
for
the
gifted.
So,
okay,
we
can
expand
that.
L
N
Thank
you,
chair
and
I
also
would
like
to
thank
all
the
presenters
you
all
did
beautiful
and
just
makes
us
all
proud.
My
my
question
also
has
to
do
with
the
amendment,
especially
in
particular
in
the
new
section
it
has
to
do
with
the
committee
on
Statewide
school
safety.
I
love
this
language.
N
My
question,
however,
and
I
also
really
love
the
representation
of
Title
IX
being
present
and
the
nice
variety
of
individuals
you
have
on
there
I'm
wondering
if
you
would
also
be
open,
though,
to
somebody
that
is
actually
a
college
student
to
be
able
to
serve
on
this,
because,
unfortunately,
some
of
our
students
do
not
recognize
it
until
they're
away
from
the
school
site
or
when
they
get
a
chance
to
talk
with
others,
or
they
feel
that
there
will
be
no
repercussions
because
they
are
away
from
the
possible
School
site
area.
N
F
This
is
Olivia
no
for
the
record.
Thank
you
assembly,
member
Anderson,
for
the
question
through
you,
madam
chair.
Currently,
at
this
time
we
have
not
considered
adding
a
college
student
to
this
subcommittee
just
because,
with
the
intent
of
the
subcommittee,
we
did
intend
for
it
to
serve
K-12
students,
specifically
in
this
capacity.
I,
don't
know
if
assembly
woman
tours
you
want
to
add
to
that.
That's.
C
A
Okay,
that
will
have
you
guys,
step
back
and
I
will
open
it
up
to
support
as
a
reminder,
we're
doing
20
minutes
in
support.
If
there's
anyone
in
Vegas
who
would
like
to
testify
and
support,
you
can
go
ahead
and
fill
those
seats.
It
is
straight
up
two
o'clock,
so
we'll
go
to
2.
20
first
person
came
to
the
table
was
in
Vegas,
so
we
will
start
in
Vegas.
Please
go
ahead
when
you're
ready,
I.
O
L-I-Z-O-R-T-E-N-B-U-R-G-E-R
and
I'm,
the
CEO
for
safenest
I,
want
to
thank
assemblywoman,
Taurus
and
all
of
the
young
women
who
presented
today
and
the
committee
for
hearing
this
important
bill.
What
we
know
is:
undiagnosed,
unbelieved
and
uncared
about
early
sexual
abuse.
Rape
and
molestation
is
a
gateway
into
trafficking
by
girls
and
by
Boys.
Youth
and
Young.
Adults
must
have
support
Anonymous,
confidential
and
available
support
that
this
bill
provides.
P
Good
afternoon,
chair
and
members
of
the
committee,
my
name
is
Lindsey
Walter
beak
I
am
a
current
senior
at
Reno
high
school
and
I
am
a
survivor
of
sexual
violence.
After
my
assault,
I
found
myself
at
a
loss
for
words
on
what
to
do
and
navigating
the
aftermath
of
my
trauma
definitely
took
its
toll
after
breaking.
My
silence
admits
my
junior
year
last
year
and
Reporting.
P
Throughout
the
school
year,
I
was
met
with
Silence
from
those
that
were
supposed
to
support
and
help
me
as
I
tackled
the
hardest
year
of
my
life,
I
had
reached
out
many
times
and
was
simply
met
with
nothing
from
the
school
systems.
The
reality
is
that
I'm
lucky
to
be
here
today,
I'm
graduating
in
the
upcoming
spring
and
actively
taking
steps
to
heal
my
trauma
with
the
support
of
my
friends
and
family.
P
Unfortunately,
not
every
victim
in
my
situation
is
so
lucky,
so
it's
vital
for
our
schools
to
prioritize
prevention
and
response
to
power-based
violence
for
our
students,
safety
and
well-being.
I
am
here
today
telling
just
a
small
portion
of
my
story
in
hopes
to
make
change
for
the
students
in
the
future,
as
no
student
or
child
should
ever
have
to
go
through
what
I
did.
Thank
you.
R
Thank
you,
madam
chair
members
of
the
education
committee,
Reagan
comis,
with
r
r
Partners,
but
I'm,
not
here
today,
representing
a
client
I'm
here
representing
myself
today
and
I.
Just
want
to
share
with
you
the
experience
of
a
child
I
know
from
Northern
Nevada,
and
why
this
piece
of
legislation
is
so
important.
R
A
young
lady
I
know
was
sexually
assaulted
and
when
other
students
knew
and
reported
it
to
the
school,
the
school
took
no
action.
Students
again
went
to
the
school
administration
and
informed
them
that
an
assault
had
taken
place,
but
the
school
took
no
action.
This
caused
students
to
take
matters
into
their
own
hands.
They
did
a
walk
out
of
class
as
well
as
posted
online,
the
victim's
name,
thinking
that
they
were
being
helpful,
but
it
wasn't.
It
just
caused
more
trauma
to
that
victim.
R
Several
days
after
the
walkout,
the
administration
did
finally
reach
out
to
the
victim
and
sat
her
down
with
with
a
male
law
enforcement
officer
where
she
did
it
say.
Yes,
the
assault
had
taken
place
at
that
point.
They
had
her
pull
out
her
cell
phone
and
on
speakerphone
call
her
mother
to
tell
her
over
the
phone
that
she
had
been
sexually
assaulted.
R
Sat
in
the
chair
alone,
no
one
providing
her
support
other
than
the
vice
principal
sitting
at
her
desk
and
saying
to
the
student
I,
never
get
a
chance
to
eat
and
satin
ate
her
lunch.
While
this
child
sat
in
a
chair
alone
and
Afraid,
this
piece
of
legislation
must
be
passed.
We
cannot
have
any
more
students
like
the
beautiful
young
woman
that
was
sitting
next
to
me,
or
the
young
woman
that
I
know
go
through
what
they
went
through.
S
Hello
committee
members,
my
name
is
Nathan
Noble
for
the
record
n,
a
t
h,
a
n
n
o
b
l
e-
and
this
is
a
very
personal
issue
for
me.
It
said
the
opposite
of
good,
isn't
evil.
It
is
indifference,
and
over
the
past
few
years,
when
I
have
been
in
proximity
to
this
issue
and
have
attempted
to
work
towards
a
solution
that
has
been
my
experience,
this
began
my
freshman
year
of
college.
One
of
my
closest
friends
was
sexually
assaulted.
S
However,
when
she
went
to
the
Title
IX
office,
they
told
her
that
they
could
not
help
and
dismiss
the
investigation,
because
the
assault
had
occurred.
Off-Campus
premises.
She
was
then
referred
to
the
police
and
to
the
counseling
center.
If
you've
ever
tried
to
set
up
an
appointment
with
the
Counseling
Center,
they
are
so
underfunded
and
overworked.
That
is
virtually
impossible
to
set
anything
up.
S
So
I
took
upon
myself
to
try
and
create
some
campus
policy,
and
in
doing
so,
I
talked
to
the
Title
IX
office.
When
I
went
in
to
speak
with
them,
they
said.
Well,
we
appreciate
your
efforts,
but
we've
already
got
this
covered
when
last
session.
Sb
347
was
enacted;
it
was
a
massive
step
forward,
yet
it
had
one
fatal
flaw
that
it
had
so
many
Clauses
where
it
said
the
Board
of
Regents
may
do
this.
This
may
be
enacted.
S
S
T
I
was
someone
who
suffered
from
I
want
to
touching
and
our
base
violence
and
even
be
here
is
scary
and
that
little
girl
grew
up
with
parents
who
didn't
speak
English
we
were
undocumented,
and
on
top
of
that,
you
added
that
little
girl
was
born
with
massive
anxiety
and
ADHD.
So
you
can
only
imagine
the
confusion
of
what
was
that?
What
do
I
do
my
parents,
I,
didn't
even
tell
them,
I
didn't
know
what
to
do,
and
if
only
there
was
someone
there.
T
Maybe
it
could
have
saved
me
years
and
years
of
absolute
trauma
and
not
knowing
how
to
deal
with
it.
Only
in
my
adult
life
have
I
been
able
to
actually
come
to
terms
with
that
incident,
and
so
I
think
the
assembly,
woman,
I
think
the
wonderful
women
and
girls
that
came
up
here
to
do
what's
right
and
I
hope
you
all
stand
up
for
those
kids
present
future
and
past
that
have
been
affected
by
this.
So
please
support
this.
U
See
myself
up
there
I'm
a
junior
biology
major
at
the
University
of
Nevada
Reno
I
support
this
bill
because
I
work
on
campus
in
the
Greek
life
Community
as
a
kind
of
peer
victim
advocate
and
I'm
overwhelmed
with
how
many
people
there
are
to
serve
with
how
little
resources
that
we
have
I'm
tired
of
having
to
comfort
my
friends
and
panhellenic
peers
with
every
new
rape,
domestic
violence,
instance
or
worse,
immediate
situations
between
fraternities
and
sororities
and
want
to
stress
the
Deep
divides
in
sex
assault
prevention,
education
across
the
board.
U
I've
had
many
women
tell
me
that
they
didn't
understand
that
what
they
went
through
was
classified
as
sexual
assault
until
after
I
presented
to
their
organization.
On
the
topic,
let
me
be
clear:
these
are
not
small
transgressions,
but
rather
clear
situations
of
sexual
assault,
as
defined
by
NRS
200.66.
U
Allocating
resources
to
this
issue
will
not
be
done
in
vain.
There's
a
larger
population
of
victims
on
our
Collective
campuses
than
one
will
ever
be
known
by
a
climate
survey,
but
it's
a
start.
I
urge
our
legislators
to
consider
their
own
daughters
and
sons
having
to
suffer
in
silence,
attending
lectures
of
the
same
institutions
where
their
traumatic
experience
took
place,
I
urge
them
to
think
of
their
mothers
and
grandmothers
that
experience
the
same
thing
that
our
Collegiate
women
are
experiencing
right
now,
but
in
a
social
climate
that
prevented
them
from
speaking
out.
Q
Good
afternoon,
chair,
bilbrey,
Axelrod
and
members
of
the
committee,
I
am
Elizabeth
abdur,
Rahim,
e-l-I-z-a-b-e-t-h,
a-b-d-u-r,
hyphen,
r-a-h-e-e-m
and
I
am
the
executive
director
of
the
Nevada
coalition
to
end
Domestic
and
Sexual
Violence.
First
I
would
like
to
thank
assemblywoman
Torres
for
continued
advocacy
for
ending
violence
and
establishing
resources
for
victim
survivors
and
I
would
also
like
to
thank
all
the
truly
brave
people
who
are
testifying
today,
knowing
that
this
could
create
continued
trauma
in
their
life
and
hope
that
they
are
also
getting
support
for
this
testimony
in
the
exhibits.
Q
Q
Currently,
schools
have
been
given
no
guidance
on
standardized
procedures
and,
as
a
result,
often
leave
student
survivors
and
their
families
to
research
and
seek
out
services
on
their
own.
However,
in
most
cases,
assaults
cause
victim
survivors
and
their
families
extreme
trauma,
and
we
routinely
hear
from
parents
that
they
just
don't
know
what
to
do
or
where
to
go
for
help
Unfortunately.
They
often
try
to
handle
the
aftermath
on
their
own.
This
approach
leaves
victim
survivors
and
their
families
in
a
vulnerable
state
without
critical
Services.
Q
Consequently,
Services
students
experience
significant
negative
effects
to
their
academic
and
overall
success.
A
warm
handoff
or
connection
to
a
community
resource
could
very
well
be
the
exact
intervention,
so
many
students
and
families
are
seeking.
Our
schools
and
systems
need
the
guidance,
support
and
resources
on
power-based.
Violence
that
are
community-based
agencies
are
able
to
offer
our
K-12
school
systems,
and
collaborators
need
to
carefully
examine
the
epidemic
of
power-based
violence
and
develop
recommendations
on
how
to
prevent
intervene
and
respond
to
these
forms
of
violence
in
a
way
that
is
victim-centered
and
trauma-informed.
Q
This
proposed
subcommittee
is
the
first
step
in
ending
violence
and
doing
better
for
Nevada
students.
Last
session,
we
were
able
to
start
the
process
of
preventing
and
responding
to
violence
on
our
higher
education
campuses.
This
year's
proposed
changes
are
necessary
to
ensure
that
the
work
continues
and
students
receive
the
best
possible
prevention.
Education,
power-based
violence
is
preventable
and
our
students
deserve
better
access
to
prevention,
education,
intervention
and
resources.
We
urge
this
committee
to
pass
ab245.
Thank
you
for
your
time.
Thank.
A
A
I
know
this
can
conversation
can
pull
up
a
lot
of
different
emotions,
so
if
anybody
feels
that
they
would
like
to
talk
to
someone
in
assembly
room
4115
right
here
on
the
corner
in
the
fourth
floor,
please
feel
free
to
go
there
and
thank
you
very
much
assembly
of
mentors
for
providing
that
we're
going
to
go
to
the
phone
lines.
Bps.
W
Okay,
sorry,
so
my
name
is
Mike
Hamer
and
I'm
senior
director
of
project
real,
that's
r-e-a-l!
If
you
don't
know
us
we're
a
non-profit
working
exclusively
Statewide
here
in
Nevada
teaching
Kindred
through
college
kids,
their
rights
and
responsibilities
under
the
law.
We've
been
doing
that
free
Statewide
for
18
years
at
no
cost
to
the
students
or
schools.
We.
W
That's
part
of
why
I'm
here
and
what
I'm
here
to
emphasize
today
and
along
those
lines
I
should
mention
we
will
go
into
any
rural
Nevada
Community
and
serve
in
person
at
no
cost
to
them
relating
to
that
earlier
question,
so
whether
it's
relationship,
violence
or
many
forms
of
sexual
violence,
oftentimes
the
people
involved,
don't
recognize
their
victims
or
just
involved
with
the
crime
until
they're
in
serious
trouble
over
the
next
12
weeks.
W
Project
real
is
going
to
be
serving
at
least
25
of
all
high
school
seniors
in
Nevada,
with
a
90-minute,
evidence-based
relationship,
violence,
prevention
experience
and
we
guarantee
that
no
less
than
80
percent
of
those
students
we
serve
will
be
somewhat
to
significantly
less
likely
to
become
trapped
in
abusive
and
dangerous
relationships.
Thanks
to
that
service,
we
stick
with
relationship,
violence
and
working
in
high
schools.
Out
of
an
overabundance
of
caution,
however,
we
have
a
similar
experience
covering
sexual
violence
and
consent
designed
and
ready
for
college
students.
W
The
current
cost
to
students
and
schools
that
were
going
to
be
served
with
these
is
absolutely
nothing
and
if
we
were
invited
to
something
like
unr's,
Nevada
fit
or
unlv's
freshman
orientation
to
do
it,
it
would
also
cost
them
nothing
other
than
the
time
they
spend
saying
yes
to
have
us
to
having
us
come
and
do
our
trainings.
We
just
need
the
doors
open
and
that's
the
challenge,
so
we
currently
actually
have
the
capacity
to
serve
more
than
40
percent
of
the
high
school
seniors
in
Nevada.
W
With
the
experience
we
offer
with
no
additional
funding
or
anything.
The
reason
we're
not
serving
all
40
is
that,
even
when
the
Nevada
Department
of
Education
highlighted
our
work
in
their
SB
108
report
that
they
issued
in
January,
schools
still
have
the
trouble
finding
time
to
fit
Us
in
they
need
the
incentive-
or
in
this
case
the
requirement
to
say
yes
to
work
like
ours.
8245
would
accomplish
that
and
it
would
potentially
do
it
while
costing
the
school
districts
and
University
Systems
little
to
nothing.
W
One
in
Four
Women,
one
in
seven
men,
one
in
three
non-cis
individuals,
are
going
to
experience
some
form
of
relationship,
violence
in
their
lives
and
again
most
of
them
don't
know
their
victims
or
even
perpetrators
of
crimes
like
those
until
it's
too
late.
So
if
you
do
the
math,
it's
saving
lives
and
saving
the
state
money
in
terms
of
funds
spent
on
investigating
Prosecuting
and
Prosecuting
the
crimes
housing
convicts
and
address,
addressing
the
needs
of
victim
survivors,
and
it's
all
thanks
to
low
to
no
cost
prevention.
Education,
that's
available.
W
If
these
systems
and
these
organizations
would
just
say
yes
to
letting
organizations
like
ours
in
so
really,
if
we
can
stop
the
next
Gabby,
potato
or
or
child
being
stuffed
into
a
freezer
like
what
happened
last
February
in
southern
Nevada
in
the
tozlan
case,
all
just
by
requiring
students
to
learn
about
these
matters
academically
and
again
it
that
it
can
be
done
at
little
to
no
cost
to
the
state
or
the
systems.
There's
just
no
good
reason
not
to
overwhelmingly
approve
this
bill.
W
So
that's
my
support
for
it
and
thank
you
for
your
time.
A
Y
A
Y
Hello
members
of
the
committee,
my
name,
is
Aaron
Sebastian
I
reside
in
Senate,
District
12
and
Assembly
District
41.
I
am
a
ctsd
high
school
student
and
founder
of
teams
against
trafficking,
which
is
a
non-profit
organization
aimed
at
fighting
domestic
violence
and
human
trafficking.
I've
seen
firsthand
the
impact
that
domestic
violence
has
on
our
students
in
Nevada
and
for
me
and
my
peers,
power-based
power-based
violence
is
an
imminent
issue
that
needs
to
be
solved.
Y
One
in
15
children
are
exposed
to
intimate
partner
violence
each
year,
even
more
stars
are
doing
millions
of
my
peers,
sitting
at
home
alone,
processing
their
reviews
with
no
one
to
reach
out
to.
Through
this
program,
safe
voices,
doctors
can
refer
those
who
sees
their
services
to
community-based
Victim
Advocacy
agencies,
which
means
our
students
will
always
have
someone
to
talk
to
that's
something:
that's
not
available
in
the
status
quo,
and
it's
so
important
to
our
students
for
my
peers
and
I.
Y
A
lack
of
resources
and
ability
to
consult
authorities
on
situations
these
days
in
relation
to
domestic
violence
has
always
been
an
issue.
Teachers
and
Educators
may
not
have
the
necessary
ability
and
training
to
handle
cases
of
domestic
violence
successfully
the
biologic
schools
to
sign
into
an
mou
agreement.
We
utilize
victim
Advocates
to
develop
necessary
policies.
Y
A
A
Z
Right
we'll
start
with
you
and
then,
if
you
guys
can
briefly
just
be
brief.
Okay,
my
name
is
Mary
przinski
I'm
here
representing
Nevada
Association
of
school
superintendents,
Warren
support
of
the
bill
because
after
qualifa
or
after
conversations
with
assembly,
woman,
Torres
I
was
given
the
same
Assurance
as
was
given
earlier
in
the
meeting
that
Statewide
organizations
can
meet
the
qualification
of
a
community-based
operation
for
the
mous
and
with
that
understanding
we're
in
support.
Thank
you.
AA
Good
afternoon
members
of
the
education
committee,
my
name
is
Jacob
Cole
Curcio
I,
come
to
you
today
in
support
of
assembly.
Bill
245,
as
a
student
of
the
University
of
matarino
for
several
years.
I
recognize
that
adding
further
language
in
accordance
with
Senate
Bill
347
is
important
for
the
continuation
of
our
fight
against
sexual
misconduct.
On
campus,
with
13
of
Nationwide
college
students
experiencing
some
form
of
unwanted
sexual
encounters,
it
is
necessary
to
require
climate
surveys
and
training
every
three
years
to
keep
topics
of
power-based
violence
fresh
on
College
grounds.
AA
Moreover,
we
need
the
government
support
within
the
task
force.
The
combined
efforts
of
both
Community
leaders
and
governmental
Personnel
can
push
the
envelope
for
promoting
change.
College
students
tend
to
spend
hours
on
end
in
their
pursuit
of
their
aspirations
and
are
loyal
to
their
home
campuses.
Let's
pass
this
bill
to
make
our
home
safer
and
a
more
suitable
place
to
pursue
our
passions.
I
strongly
recommend
you
pass
ab245
and
make
a
significant
impact
over
the
lives
of
those
who
have
withstanded
these
harsh
acts
of
violence.
Thank.
A
You
we'll
take
the
next
two
just
really
briefly,
please
Irvine.
AB
Nevada
faculty
Alliance
as
a
faculty
member
I,
get
more
of
these
cases
reported
to
me.
We
don't
have
the
training
some
Mental
Health
First
Aid
training
could
help,
but
we
also
need
to
be
able
to
refer
students
to
Title,
IX
and
counseling
and
expect
they
will
truly
be
supported.
Thank
you.
AC
A
A
It's
going
to
be
a
tough
room
for
opposition
I
just
want
to
let
you
know
you
might
need
to
go
up
to
the
victim
just
kidding.
It
doesn't
look
like
anyone's
coming
up.
Is
there
anyone
in
Las
Vegas.
A
A
AD
Good
afternoon,
chair,
Bill,
bright
Axelrod,
Vice,
chair
Taylor
and
members
of
the
assembly
education
committee,
my
name
is
Katie
Broughton
for
the
record,
and
I
am
the
legislative
liaison
for
the
Department
of
Education.
We
would
like
to
thank
assemblywoman
Torres
and
the
presenters
for
their
important
work
on
this
bill.
The
Department
of
Education
is
testifying
in
neutral
on
ab-245,
as
we
review
the
language
proposed
in
the
amendment.
On
a
personal
note,
I
would
like
to
commend
Lindsey
Walter
beak,
who
previously
testified
on
this
bill.
AD
A
E
Hi
Amanda
Vasco
for
the
record
I
just
want
to
thank
Selena
Torres
for
being
so
Cooperative
throughout
this
process.
She
brought
us
into
this
process
early
on
and
we
had
several
stakeholder
meetings
at
other
institutions
at
UNLV
and
last
week
we
had
a
zoom
meeting
with
several
institutions.
I
know
that
Nevada
states
in
the
room
and
they
were
in
the
the
room
for
that
conversation.
E
So
thank
you
so
much
for
that
and
I
do
want
to
extend
a
thank
you
to
chair
bilberry
Axelrod,
some
into
Silva,
so
I'm
moving
to
MacArthur,
and
it's
only
Goodman
Taylor
for
signing
on
to
this
bill
as
well.
I
really
appreciate
your
support
and
per
someone
Thomas's
comment.
If
any
of
you
would
like
to
sign
on
to
this
bill
as
well,
let
us
know-
and
we
will
make
sure
to
get
your
name
on
there
with
the
amendment.
So
thank
you
so
much
for
hearing
us
out
today.
F
Thank
you.
This
is
El
Vino
for
the
record.
I
would
like
to
thank
the
members
of
this
committee
for
welcoming
us
into
this
space
today,
not
only
to
present,
but
also
to
everybody
who
testified
in
the
room.
You
all
are
very
brave
and
thank
you
for
doing
this
work.
It
is
not
lost
on
me.
The
power
that
you
all
have
to
legislate
change
and
to
make
our
students
feel
more
comfortable
in
our
school
system.
So
I
humbly
urge
your
support
of
this
bill
again.
C
It's
a
actual
trauma.
It's
an
actual
experience
that
far
too
many
people
have
had
that
endured
and
continue
to
endure.
So
on
that,
you
know,
I
just
want
to
thank
Amanda
vaskov
from
Asun
who
really
took
the
initiative
to
reached
out
to
me
during
the
interim,
and
we
started
working
on
this.
C
What
feels
like
forever
ago,
but
I
think
it
was
probably
close
to
eight
months
ago
and
Olivia,
know
my
intern,
who
had
been
a
part
of
those
stakeholder
meetings
and
those
conversations
as
well
as
Stephanie
magayanus,
who
flew
up
here
from
Las
Vegas,
to
join
us
with
us
today
and
to
share
her
story
and
I
recognized
how
hard
sometimes
it
is
to
share
those
stories.
Thank
you
and
I
urge
your
support
of
ab245.
A
Thank
you,
Assembly
women.
With
that
we
will
close
the
hearing
on
ab-245
and
I'll
now
open
the
hearing
on
ab-241.
This
measure
revises
Provisions
governing
the
education
of
pupils
enrolled
in
public
high
school.
To
present
this
measure,
we
have
our
own
assemblywoman
mosca,
who
is
joined
by
two
co-presenters
who
she
will
introduce
and
please
go
ahead
when
you
are
ready,
assemblywoman.
A
AE
We've
got
a
lot
of
students
in
the
house
today.
We're
excited
well
thank
you,
chair
bilberry,
Axelrod,
Vice,
chair
Taylor
and
the
most
excellent
committee
on
education.
I
appreciate
you
today,
considering
a
pretty
big
policy
change
in
ab241,
so
I
really
look
forward
to
the
questions
as
well
as
hearing
your
thoughts
at
the
end
and
okay.
AE
Today,
I'm
going
to
share
my
personal
as
well
as
my
professional
experience.
First
to
frame
us
with
the
problem.
I'm
then
going
to
share
what
we
think
is
the
solution
with
the
College
and
Career
Readiness
diploma
I'll
quickly
review
the
national
as
well
as
Nevada
context
before
quickly
giving
it
over
to
my
colleague,
Dr
Tanya
home
Sutton
for
an
educator
perspective
as
well
as
Eddie
Martinez
for
a
student
perspective.
AE
According
to
the
Stanford
social
Innovation
review,
approximate
leader
is
defined
as
someone
who
has
experienced
the
Injustice
they're,
trying
to
solve
growing
up
I
had
the
most
loving
and
caring
parents.
I
would
not
be
here
today
if
it
were
not
for
them.
My
dad
is
an
immigrant
from
the
Philippines.
He
moved
here
and
learned
English
from
Sesame
Street
and
he
earned
his
GED.
AE
AE
AE
They
never
saw
each
other
because
of
that
and
they
tried
their
best
to
make
ends
meet
because
of
this
I
attended,
seven
different
schools
growing
up
and
every
time
we
moved.
We
we
moved
up
on
the
rung
of
economic
stability,
though
I
experienced
eviction,
the
judgmental
looks
of
buying
food
on
food
stamps
or
walking
to
school,
because
our
one
car
was
repossessed.
AE
School
was
always
the
most
stable
place,
an
important
place
in
my
life,
but
sometimes
School
saw
my
home
life,
the
poverty
we
lived
in,
my
young
immigrant
parents,
only
that's
all
they
could
see
so
in
the
seventh
grade.
After
earning
Straight
A's,
they
didn't
put
me
on
the
accelerated
track,
which
we
know
is
what
puts
young
people
on
a
path
to
college.
My
seventh
grade,
English
language
arts
teacher,
finding
this
out
the
very
first
week
of
eighth
grade,
was
so
irate.
AE
AE
We
didn't
realize
that
we
would
be
in
the
same
position
because
of
the
higher
cost
of
living.
However,
for
the
first
time,
I
went
to
a
non-title
one
school
now,
I
was
a
lower
class
Brown
kid
in
a
rich
School
and
though
I
was
ranked
in
the
top
20
of
my
class
in
my
first
High
School.
It
was
this
new
school
that
showed
me
what
I
never
had
access
to
classes
that
I
earned
A's
in
I
would
have
to
retake,
because
I
knew
nothing
compared
to
my
peers.
AE
I
was
very
confused
and
I
knew
that
the
one
place
I
had
found
solace
in
was
no
longer
that
place,
but
because
I
went
to
a
better
school
I
was
able
to
get
a
scholarship
and
no
surprise
become
a
teacher
to
help
those
growing
up.
In
a
similar
background,
as
myself
as
someone
who
was
a
teacher
worked
on
policy
and
supported
a
non-profit
for
10
years,
I
saw
the
same
issues
the
same
issues
of
low
expectations
for
our
most
marginalized
youth,
better
quality
in
some
schools
than
others.
AE
Like
Linda
on
this
slide,
who
was
told
to
stop
asking
for
letters
of
recommendations
because
we
knew
she
was
just
going
to
stay
in
Las
Vegas
anyways,
she
graduated
from
UNR,
and
she
is
now
a
student
at
Toro
University
to
become
a
physician's
assistant
in
her
home
Community
to
students
like
Eddie,
who
we're
going
to
hear
from
soon.
We
know
that
this
is
an
issue
our
students
face,
and
so
what
can
we
possibly
do
as
a
state?
I
know
that
this
awesome
committee
here
knows
that
I'm,
try
so
hard
to
be
pragmatic.
AE
AE
So
what
can
we
do,
though?
Really
the
most
pragmatic
thing
that
we
came
up
with
was
when
it
comes
to
the
College
and
Career
Readiness
diploma.
You
do
have
this
graphic
at
your
desk
and
it
was
hard
to
see
up
here.
What
we're
saying
is
why
don't
we
just
allow
all
young
people,
regardless
of
their
background
or
their
school,
they
go
to
to
be
able
to
take
the
most
advanced
coursework
or
the
highest
expectations.
If
you
look
at
the
different
diplomas,
we
have
in
our
state,
the
electives
are
the
same.
AE
So
if
you
see
that
down
here
and
what
really
is
different,
is
that
one
we
know
there
is
a
GPA
requirement.
We've
heard
a
lot
of
feedback
about
this,
which
I
totally
understand,
and
this
is
why
we're
we
want
to
make
this
opt
out
versus
opt-in
one.
So
we
don't
take
away
graduation
opportunities
for
students
and
two,
so
we
don't
create
great
inflation.
AE
Really
it's
the
column
on
the
right,
which
I
would
argue
from
a
values-based
position.
We
should
probably
I
hope,
want
all
students
in
Nevada
to
have
access
to
language
classes,
advanced
placement,
IB,
dual
credit,
Career,
Tech
or
worst-based
learning
work
based
learning
you'll
see
the
endorsements
on
the
bottom
here.
AE
I'm
excited
to
take
questions
about
this
when
we
get
to
it
so
I'm
going
to
briefly
go
over
the
national
context,
it's
just
that
we
were
really
trying
to
figure
out
what
our
other
states
doing.
There
are
35
states
that
do
have
a
CCR
or
a
higher
expectation
diploma,
but
there
is
really
no
standard
of
how
different
states
are
doing
when
it
comes
to
opting
in
versus
opting
out.
I
thought
this
was
really
interesting.
I
shout
out
our
legislative
legislative,
Council
Bureau
for
doing
all
this
research
before
the
session
started.
AE
We
see
in
some
states
such
as
the
ones
on
the
slide
we
do,
they
do
ask
for
plans
and
you'll
see
that
later
in
the
bill,
when
it
comes
to
what
young
people
are
doing
when
they
graduate
and
then
finally
I
mean
the
question
really
should
be
okay.
So
then
what
is
happening
in
Nevada
I
know.
Some
of
our
state
board
of
education
members
are
here
as
well,
and
they've
been
working
really
hard
on
this
issue.
So
these
slides
come
from
one
of
their
presentations.
AE
AF
Afternoon,
chair
Phil
brayaxel
arrived
Vice,
chair,
Taylor
and
members
of
the
committee.
My
name
is
Tanya
home
Sutton,
t-o-n-I-a-h-o-l-m-e-s,
hyphen,
s-u-t-t-o-n
I
am
a
national
board.
Certified
teacher
and
the
executive
director
of
teach
plus
Nevada
I
support
teachers
and
Leadership
and
advocacy
and
policy
I
sit
before
you
today
as
an
individual
who
has
earned
a
doctorate
degree,
but
who
was
also
told
that
she
should
not
go
to
college
that
she
should
stay
home
and
help
her
mother
take
care
of
the
children
in
pursuing
that
doctorate
degree.
AF
I
acknowledge
that
Not
only
was
I
dissuaded
in
high
school,
but
also
dissuaded
as
a
classroom
practitioner
by
administrators
and
my
colleagues
I
appreciate
the
opportunity
to
be
able
to
speak
with
you
today
and
to
share
just
a
little
bit
about
what
my
colleagues
and
I
have
been
working
on
on
the
next
slide.
There
is
a
summary
of
the
Endeavors
that
we
have
been
pursuing
since
last
year.
AF
We
have
the
opportunity
to
connect
with
assembly
woman
Moscow
this
year,
but
we
have
been
looking
at
this
issue
since
our
2021-22
cohort,
as
teach
plus
fellows
we've,
hosted
focus
groups
and
also
had
one-on-one
sessions
with
individuals
who
have
attended
and
graduated
from
Nevada
high
schools.
We
had
the
opportunity
to
engage
with
a
diverse
number
of
individuals
who
are
represented
in
attendance
at
traditional
public
schools
at
ctes,
at
alternative
public
schools
at
public
charter
and
those
individuals
identified
as
white
black
or
African-American
latinx
Asian,
two
or
more
Races.
AF
They
also
included
those
who
identified
as
female
and
male
him.
Her
excuse
me
he
and
him
she
and
her
they
and
them
our
graduates
articulated
through
the
focus
groups
and
the
one-on-one
interviews
that
they
wished
for
greater
preparedness
for
college
career
and
Community.
They
acknowledge
that,
even
as
though
some
of
them
were
accepted
into
college,
they
did
not
feel
as
they
were
prepared
to
be
successful.
We
had
one
of
the
graduates
join
the
focus
group
from
Hong
Kong.
AF
He
appreciated
the
opportunity
to
be
able
to
travel
and
study
abroad,
but
he
noted
that
he
did
not
have
confidence
in
his
competency
with
his
peers.
We
also
note
there
were
individuals
who
had
attended
School
in
other
states
and
then
transferred
here
in
those
other
states.
They
were
on
a
trajectory
for
College
and
Career
Readiness,
and
here
they
were
told
that
they
didn't
have
opportunity
to
place
them
in
a
College
and
Career
track.
AF
I
want
to
acknowledge
that
during
the
policy
Summit
and
as
well
as
working
with
my
teach
plus
fellows,
we've
had
an
opportunity
to
hear
from
Educators.
We
also
have
heard
their
concerns,
but
here
on
the
slide,
we
will
acknowledge
that
what
we've
excuse
me,
what
we've
detailed,
is
that
we
do
have
a
collective
responsibility
to
serve
our
students
well
and
to
ensure
that
they
they
are
prepared
for
college
career
and
community
and
that
they
have
options
that
they
deserve
to
have
those
opportunities.
AF
We
should
not
resign
ourselves
to
allowing
our
students
or
saying
that
our
students
should
get
the
minimum.
We
also
acknowledge
that
there
were
colleagues
who
shared
that
there
should
be
intentional
and
strategic
engagement
of
students
and
connections
to
real
world
applications
in
their
pursuit
of
College
and
Career
exploration
and
post-secondary
success.
AF
He
was
very
upset
with
me
as
he
transitioned
out
of
my
preschool
classroom
and
he
struggled
in
kindergarten
because
he
said
home
Sutton,
you
lied,
you
said,
I
was
going
to
college
and
I'm
in
kindergarten,
so
he's
been
waiting
a
long
time
for
this
opportunity.
He
deserves
this
opportunity.
There
are
students
who
are
not
getting
this
opportunity
and
I
compel
you
today
to
consider
adopting
ab241
and
giving
all
of
our
children
what
they
deserve.
Thank
you.
AG
Okay-
and
my
name
is
Eddie
Martinez
and
I
am
here
to
share
my
story.
As
I
graduated
eighth
grade
I
decided
to
start
my
high
school
journey.
I,
unfortunately
had
a
CCSD
teacher
attempt
to
shoot
down
my
dreams.
He
told
me
I,
wouldn't
make
it
past
11th
grade
I
drop
out
and
most
likely
turn
to
fast
food.
AG
I
use
this
as
fuel
to
push
forward
in
life
while
attending
Las
Vegas
high
school
I
realized
I
was
in
an
environment
that
did
not
encourage
academic
success,
leaving
students
behind
and
making
high
school
a
place
for
socialization.
My
high
school
never
encouraged
me
to
reach
my
potential
a
school
with.
So
many
students
facing
more
than
just
educational
issues
did
not
help
prepare
me
for
the
future
or
how
to
advance.
In
general,
they
never
reached
out
to
see
how
I
was
doing.
AG
I
wasn't
learning,
nor
replying
myself
as
I
could
no
one
gave
me
direction
until
I
finally
met
my
mentor
outside
of
high
school,
to
which
they
presented
me
the
opportunity
to
attend
CSN
High,
School
I
appreciated
it
so
much
because
this
did
help
me
out
a
lot.
I
was
able
to
get
college
credits
in
high
school,
and
this
helped
me
prove
those
who
had
low
expectations
of
me
wrong
and
led
me
to
join
a
new
type
of
environment,
I'm
now
a
senior
at
UNR
and
graduating
soon.
AG
It
took
me
a
little
longer
due
to
a
firearm
accident.
I
had
back
in
my
freshman
year,
first
fall
semester
resulting
in
my
traumatic
brain
injury,
but,
due
to
my
accident,
I,
unfortunately
was
left
in
a
coma
and
as
well
had
to
learn
how
to
do
everything
again.
I
am
happy
to
be
going
back
to
Las
Vegas,
a
community
once
I
graduate
I
plan
to
give
some
of
my
extra
time
helping
our
community
that
I
love
so
deeply
I
want
to
help
give
back
to
my
community
community
by
allowing
more
access
and
resources.
AG
It
will
ensure
other
kids
like
me,
coming
from
low-income
families
and
marginalized
communities
to
have
opportunities.
I
could
never
imagined
I,
don't
know
what
could
happen
if
I
stayed
at
Las
Vegas
high
school,
but
I
am
certain
leaving.
Lvhs
was
the
best
outcome,
because
New
Opportunities
opened
after
going
to
CSN,
High,
School
I,
hope
every
student
out
there
has
a
chance
I
had
to
prove
everyone
wrong
and
succeed,
and
that
is
why
I
support
the
bill
as
well.
AE
Thank
you
finally
chair
on
committee.
This
is
the
a
very
brief
Bill
overview
section.
One
five
just
calls
for
what
what
we're
sharing
that
all
high
school
students
will
be
enrolled
in
the
College
and
Career
Readiness
diploma
courses.
However,
section
15a
says
after
the
ninth
grade,
so
that
could
be
10th
11th
or
12th.
AE
It's
just
after
the
ninth
grade,
the
pupil,
the
parent,
the
admit
or
an
administrator
or
a
counselor,
so
one
of
them
can
meet
and
decide
if
the
student
should
stay
on
the
current
track
or
if
they
should
take
the
advance
the
standard
or
the
adjusted
or
alternative
section.
15B
says
that
students
with
an
individualized
education
plan
so
when
IEP
are
exempts
because
they
must
follow
their
IEP
by
law.
Section
16
defines
what
an
IEP
is
and
again
trying
our
best
to
be
pragmatic.
AE
Section
two
is
a
phased
implementation
plan
by
grade
level
so
that
we're
not
trying
to
put
this
on
all
of
our
districts
right
away,
and
so
before
we
get
to
questions
the
last
thing
I'll
just
say
is
that
I.
Thank
you
for
your
time
and
for
considering,
and
though
this
is
a
policy
committee.
AE
Only
because
this
is
the
biggest
thing
that
comes
up
I
do
want
to
say
on
the
record
we
I
and
all
of
us
that
support
this
bill
do
support
the
fiscal
implication
it
would
take
to
make
this
bill
happen
for
all
students
in
our
district.
So
we
do
support
that
and
know
that
that's
a
thing,
but
we
think
that
the
policy
is
what's
most
important.
So
we're
now
open
for
questions
chair.
A
Thank
you
for
the
presentation
and
Eddie.
Doesn't
it
feel
good
to
prove
him
wrong?
Absolutely!
Thank
you
for
being
here
and
thank
you
for
presenting
this
bill.
Members
I
got
so
caught
up
that
I
haven't
looked
at
our
signal
chat
to
see.
Oh,
we
have
a
question:
okay,
we'll
start
with
assemblywoman
Thomas.
H
Thank
you,
madam
chair,
and
thank
you
assemblywoman
for
bringing
this
bill
forward
and
thank
you
to
the
presenters
I.
Do
appreciate
your
testimony
and
your
witness
to
what's
wrong
and
CCSD,
so
I'll
make
that
a
record
right
now.
I
do
have
a
question
about
section:
1.5
a
are
you
saying
that
individually
or
you
know
the
student
plus,
the
parent
plus
the
administrator
and
or
and
or
a
counselor.
AE
Thank
you
through
you,
chair
to
the
assembly,
woman.
Oh,
thank
you
a
great
question.
So
it
is
the
intent
and
we
want
to
make
sure
if
legal,
that
it's
correct,
the
intent
was
that
it
would
be
a
pupil,
so
the
student,
the
parent
or
legal
guardian.
So
there
has
to
be
a
parent
or
legal
guardian
there
and
an
administrator
or
a
counselor
so
would
be
the
student,
the
parent
and
the
school
staff
would
would
make
the
decision
together.
H
Thank
you.
Thank
you
for
the
clarification,
because
I
I
do
believe
that
the
parents
should
be
involved.
Thank
you.
Thank
you.
Chair.
K
Thank
you
chair
and
thank
you
for
bringing
this.
You
know.
I
am
a
teacher
in
a
high
school
where
I
see
this
right
and
I
see
it
in
a
lot
of
our
schools
across
the
state
and
I
see
the
need
to
raise
the
expectations
for
our
students
and
I,
see
my
students
asking
us
to
raise
the
expectations
on
them.
I
think
your
your
story
on
tracking
is
accurate.
K
I
have
taught
a
an
honors
freshman
course,
and
the
kids
that
come
into
that
course
are
the
ones
that
the
eighth
grade
teacher
decided
should
be
in
that
course
right
and
that's
not
always
a
standard
process
across
every
school
and
I
think
we
need
to
ensure
that
that
our
students
are
getting
the
skills
that
they
need
right,
even
if
it's
hard,
even
if
it
takes
more
work.
That's
why
we're
here
right,
but
here's.
K
K
It
just
says
that
nde
can
decide
what
that
is,
and
so
my
question
is:
if
these
are
the
things
that
we
want
for
our
kids
and
I,
think
we
do,
should
we
perhaps
specify
a
little
more
clearly
what
that
means,
because
my
concern
is,
if
we
put
this
in
statute
tomorrow,
nde
could
take
away
these
requirements
and
then
we're
back
to
where
we
started.
So
what
are
some
safeguards
to
ensure?
It
really
is
a
higher
level
diploma.
G
Thank
you,
madam
chair
Asher,
Killian
committee,
Council
So.
Currently,
the
department
of
education
does
have
the
authority
to
adopt
regulations
that
set
with
the
diploma
requirements
are
those
are
in
NAC,
390
430
for
the
advanced
diploma,
392
440
for
the
standard
diploma
and
then
390
443
for
the
College
and
Career
ready
diploma.
G
As
the
assembly
woman
stated,
those
are
all
set
by
regulation.
None
of
that
is
in
statute.
It
certainly
would
be
within
the
legislature's
authority
to
put
all
of
that
in
statute
instead.
I
would
just
note
that
the
complication
of
that
is
once
the
legislature
puts
it
in
statute.
The
legislature
controls
it
and
it
can
only
be
changed
by
law,
so
the
legislature
would
only
have
the
opportunity
to
modify
those
during
its
session
once
every
two
years.
C
Thank
you
for
the
presentation
and
and
fellow
presenters,
I
appreciate
it.
I
thought
it
was
a
phenomenal
presentation.
I
definitely
understand
the
importance
of
making
sure
that
we
are
allowing
for
students
that
are
to
be
in
rigorous
academic
environments.
My
question
has
to
do
with
I
guess
it's
section
15b
looking
at
the
because
it's
exempting
students
from
disabilities,
I
I
think
my
understanding
would
be.
C
AE
A
And
to
actually
piggyback
on
that,
what
you
mentioned
IEPs:
what
about
504s?
Would
they
still.
AE
Yes,
thank
you
chair
good
question.
It
does
in
one
one
five
b
do
does
mention
Section
504,
so
I
believe
that
that's
included
so.
A
The
same
language
would
probably
be
necessary
to
say
you
know,
but
for
the
504
the
IEP
pulled
in
back
from,
they
would
still
be
included.
Okay,
great.
A
L
Okay,
thank
you
Maven
chair
and
thank
you
assembly,
woman
and
and
presenters
for
this
really
really
important
piece
of
legislation.
I'm,
certainly
one
that
believes
in
high
expectations
for
low-income
kids,
for
students
at
Title,
One
schools
and
others
that
are
some
of
our
most
vulnerable
and
actually
research
backs
that
up.
One
of
the
first
papers,
I,
actually
wrote
in
my
master's
degree
program,
was
about
high
expectations
for
all
students.
L
My
question
had
to
do
with
you.
I
know
we
said
it
looks,
looks
like
you're
looking
for
a
phased
in
implementation.
Can
you
talk
a
little
bit?
What
does
that
look
like.
AE
Thank
you,
assemblywoman,
yes,
great
question,
so
in
section
two
in
the
bill
on
page
five,
what
we're
attempting
to
do
is
say
that
this
would
only
start
for
students
in
the
ninth
grade,
starting
in
the
2024-2025
school
year.
So
we
really
do
not
want
to
impact
young
people,
even
though
we
kind
of
do.
But
you
know
the
way
policy.
AE
Does
we
really
don't
want
to
mess
with
what's
happening
right
now,
but
so
what
what
that
means
is
that,
with
the
new
coming
freshman
class,
we
would
put
this
in
and
then
the
next
year
2025-2026
would
be
9th
and
10th
to
and
then
the
following,
9th
10th
and
11th
to
really
give
give
understanding
to
our
school
districts,
especially
those
in
our
rural
communities,
who
this
would
be
hard
to
make
sure
we
have
enough
sections
teachers
classes,
but
I
think
that
those
students
in
the
rules
would
want
it
as
well.
L
Thank
you
may
I
follow
up
quickly.
Thank
you,
melon,
chair
and
I
I.
All
of
our
schools
I
believe
have
this
as
an
option,
because
that's
part
of
what
what's
it
what's
in
statute
to
do,
and
so
I
would
I
would
I
would
hope
that
this
would
really
just
helped
up
to
build
up
those
programs
that
are
already
in
existence
and
and
looking
at
fiscal.
There
are
only
a
couple
of
districts
that
that
mention
that
there
should
be
a
fiscal
impact
if
I
read
that
correctly.
L
So,
hopefully
what
that
means
is
in
in
Oliver,
we
don't
want
to
leave
rural
students
behind
either.
We
want
them
to
have
those
opportunities
for
for
excelling
at
a
higher
level
and
preparing
them
for
whatever
Future
Track
they
decide.
So.
Thank
you
very
much
for
this
really
important
piece
of
legislation.
Thank
you,
chair.
AH
Thank
you,
madam
chair.
Oh,
my
goodness
I
you
are
channeling
my
education
hero,
Marva
Collins
from
West
Side,
Preparatory
Academy
in
Chicago.
Back
in
the
day,
this
I
I
might
be
missing
things,
but
based
on
your
presentation,
based
on
things
that
we
have
known,
are
going
on
statistically
in
our
state.
AH
This
is
the
path
I
am
so
thrilled,
I'm
gonna,
you
know,
surprise
everybody,
Wow,
money,
right,
I,
I'm,
all
about
I'm,
not
going
to
talk
specifics,
we're
here
to
spend
money
and
we
need
to
spend
it
in
the
right
places
and
for
me,
I
I
see
this
as
a
path
forward
for
a
solution
that
we
really
need,
and
so
I
got
to
get
my
rural
counties
to
settle
down,
but
I
just
really
mainly
wanted
to
make
the
comment.
Thank
you.
AH
This
is
I
like
I,
said,
I
think
a
path
that
we
need
to
consider
getting
on
the
sooner
the
better.
But
yes,
it's
always
the
rollout
I
think
that's
what
all
of
us
have
been
humbled
by
that
what
we
do
here,
it's
the
rollout
that
can
get
a
little
tricky
so
in
humility,
I,
understand
that
could
maybe
be
difficulty,
but
I
do
want
to
be
on
the
record
for
saying
this
is
definitely
a
step,
in
my
humble
opinion,
watching
education
issues
over
multiple
of
decades.
AH
A
I
know
assemblywoman
Marilyn
Kirkpatrick
used
to
always
say
at
the
end
of
a
comment
right
make
it
a
question.
So
we'll
just
add
that
right,
okay,
assembly,
woman
Thomas,
has
another
question.
H
Thank
you,
madam
chair,
just
one,
since
you
already
have
an
amendment
going,
I
would
like
to
add
my
name
to
your
bill.
Thank
you.
A
Should
we
just
preemptively,
add
you
to
another
one:
okay,
any
other
questions:
okay,
great
present,
presentation
and
we'll
have
you
guys
sit
back
and
I
know
we
have
a
lot
of
people
who
want
to
testify
completely
okay
to
say
me
too,
I
agree,
ditto,
any
sort
of
thing
like
that
I'd
like
to
get
as
many
of
you
guys
on
the
record
as
I.
Can
it
is
three
o'clock
straight
up?
We're
gonna
go
to
3
20
in
support.
A
AI
Every
student
deserves
access
to
a
high
quality
education
and
to
be
College
and
Career,
ready
upon
graduation,
with
no
option
being
unavailable
or
unattainable
for
them,
and
their
future
careers
in
education
are
often
a
freeway
with
on
and
off
ramps
at
different
times
in
one's
life,
depending
on
when
or
what
one
decides
to
pursue.
Raising
the
bar
for
education
in
Nevada
and
putting
in
supports
necessary
to
help
all
our
students
and
be
prepared
for
their
future
is
Paramount.
AI
We
believe
this
bill
does
this
and
is
more
inclusive
for
all
of
our
students,
as
well
as
it
will
reduce
some
of
those
disparities
that
we
are
seeing.
Student
student
to
guidance,
counselor
ratios
that
schools
are
often
High
and
the
graduation
degrees
can
be
confusing
for
parents
and
others
who
may
not
be
aware,
therefore,
providing
a
College
and
Career
ready,
high
school
diploma.
That
is
a
higher
standard
and
will
better
prepare
students
for
a
future
Workforce
and
their
future
with
an
opt-out
provision
if
it
is
found
necessary,
makes
a
lot
more
sense.
M
And
currently,
I
am
a
student
at
unovi,
former
student
from
Chaparral
High
School.
The
fund
program
has
been
there
for
me
and
in
my
journey
to
fulfill
my
dreams,
this
organization
contributes
to
much
of
my
pursuit
to
finish
college.
They
have
given
me
the
tools
necessary
to
just
just
not
only
for
myself
but
just
to
adhere.
My
education
I
actually
come
here
directly
from
a
my
class
and
thanks
to
my
professor
that
I.
It
is
why
I'm
here,
it's
really
crucial
for
me
to
just
be
here.
M
M
I
in
the
current
system,
students
are
automatically
enrolled
in
a
surrender
to
a
standard
diploma
notice,
not
our
students,
access
to
the
College
and
Career
ready
track,
meaning
they
may
not
be
ready
for
their
next
step
as
they
graduate
high
school
students
are
leaving
High
School
currently
without
the
foundation
necessary
for
their
success,
which
is
really
significant
and,
and
it
has
a
disadvantage
for
them
to
impart
their
own
future.
To
this,
because
this
problem
will
continue
to
compound
every
single
student
deserves
a
chance
to
graduate
from
high
school
College
and
Career
ready.
M
AJ
Thank
you,
madam
chair
members
of
the
committee.
My
name
is
Dr
Brenda,
Pearson
and
I'm
here
today,
representing
the
Clark
County
Education
Association
and
testifying
in
support
of
ab-241
cea
believes
that
students
across
Nevada
deserve
the
opportunity
to
be
prepared
for
college
career
and
Beyond
Nevada's
economic
future
is
dependent
upon
the
quality
of
our
education
system.
The
low
performance
of
our
schools
is
often
cited
as
one
reason
why
businesses
do
not
come
to
Nevada.
AJ
Our
state
must
take
steps
towards
ensuring
that
our
graduating
seniors
are
prepared
to
enter
High
skill,
high-wage
industries
of
Nevada's
future
Nevada
boasts
a
High
graduation
rate,
but
approximately
half
of
all
Nevada
high
school
graduates
entering
into
UNR
and
UNLV
must
have
courses
remediated
to
meet
their
current
academic
needs.
Nevada
has
communicated
to
students
of
the
ultimate
goal
of
the
K-12
education
system
is
graduation,
nothing
more
and
nothing
less.
AJ
Nevada's
low
expectations
for
students
impacts
their
belief
in
themselves
and
the
goals
they
set
for
their
own
future
CCA
believes
that
Nevada
students
can
and
will
do
better
when
offered
a
path
towards
college
or
career.
Enrolling.
All
Nevada
students
in
the
College
and
Career
ready
diploma
gives
every
student
the
opportunity
to
succeed
at
their
highest
level
during
the
presentation
today,
assemblywoman
mosca
shared
data
that
demonstrates
the
lack
of
equity
and
access
to
the
at
the
College
and
Career
Readiness
diploma.
AJ
This
is
a
session
about
accountability
at
every
level
of
our
education
delivery
System,
including
the
equitability
and
accessibility
of
educational
opportunities,
Clark
County,
Education
Association
supports
assembly,
Bill
241,
and
we
thank
assemblywoman
mosca
for
her
leadership
on
this
issue.
Thank
you.
AK
Good
afternoon,
chair
and
members
of
the
assembly
education
committee,
my
name
is
Jesse
Cruz
j-e-s-s-e
I
am
a
graduate
of
a
Clark
County
School
District
High
School,
magnet
program,
Kane
Springs,
specific
and
I'm
here
to
testify
in
support
of
assembly
Bill
241.
As
someone
whose
older
brother
graduated
from
a
magnet
program
similar
to
mine
with
an
advanced
honors
diploma
on
top
of
the
College
and
Career
Readiness
honor
the
process
of
going
through
and
advocating
for
yourself
to
receive
a
diploma.
AK
That
reflects
the
hard
work
you
put
into
not
only
graduating
but
receiving
as
much
financial
aid
as
possible
at
only
17
years.
Old
is
unbelievable
and
should
simply
not
be
the
case.
What
ABS
241
does
is
streamline
the
process
for
excellence
in
academics,
allowing
students
to
begin
the
track
of
receiving
a
prestigious
Honor
on
their
diplomas
that
exemplify
it
and
highlights
hard
work
and
employability.
AK
AL
Hello
Taran
members
of
the
committee
I'm
Kevin,
osori
Hernandez
and
I'm,
a
first
generation
student
at
Nevada
state,
I'm,
majoring
in
history,
in
a
constituent
of
ad14
and
I'm,
also
a
supporter
of
ab241.
So,
firstly,
I
want
to
thank
my
assembly
woman
for
this
amazing
bill.
AL
Her
story
is
similar
to
mine
and
I,
actually
see
myself
in
her
shoes
one
day,
I
graduated
from
Valley
High
School
in
2021,
and
because
because
my
first
generation
identity,
I
did
not
have
a
person
in
my
family
to
look
up
to
or
to
seek
guidance
from
and
subsequently
I
felt,
as
though
I
was
stuck
in
the
standard
diploma.
Designating
me
as
a
standard
student
within
my
high
school
education.
AL
AL
AM
Good
afternoon,
chair,
Bill,
Bray
Axelrod
and
vice
chair
Taylor,
my
and
members
of
the
assembly
education
committee,
my
name
is
Jeff
Horn
and
I
am
the
executive
director
of
the
Clark
County
Association
of
school
administrators
and
professional
technical
employees.
Kasapi
representing
over
1450
CCSD
administrators
kasapi,
is
in
support
of
ab-241.
As
a
former
High
School
principal
I
saw
firsthand
the
positive
impact
that
Educators
have
on
students
too
many
times.
Students,
especially
minority
students,
are
told
that
this
is
where
you
will
do
your
best.
Don't
take
that
class,
it
is
too
difficult.
You're
doing
just
fine.
AM
Just
where
you
are.
There
is
nothing
more
powerful
than
a
teacher
or
an
administrator
who
believes
in
a
student
and
encourages
them
to
achieve
at
a
higher
level.
In
my
past
life
as
a
high
school
principal
at
nccsd,
our
staff
created
an
AP
World
History
Class,
with
the
same
rigor
and
curriculum
as
any
other
section.
The
goal
was
to
select
students
who
have
never
taken
an
honors
or
apib
class
targeting
under
represented
student
subgroups.
We
would
enroll
them
in
the
World
History
AP
class.
AM
We
recruited
an
amazing
teacher
who
could
who
nurtured,
guided
and
believed
in
their
success
that
amazing
teacher
was
Miss,
Vaden
Fowler,
who
has
sadly
since
passed
away
at
the
end
of
that
school
year.
Students
of
Miss
Fowler's,
World,
History
AP
class,
achieved
at
the
same
rate
as
honors
AP
students
who
were
enrolled
in
the
other
traditional
World
History
AP
classes,
Ms
Fowler,
students
achieved
because
she
believed
in
them
it
was
never
requested.
AM
A
AN
Good
afternoon
I'm
Lauren
Bowie,
a
junior
at
West,
Career
and
Technical
Academy
in
Las,
Vegas
Nevada.
Thank
you
for
giving
me
this
opportunity
to
testify
for
assembly
bill
241.
here
at
wcta.
With
my
CTE
program,
we
get
a
College
and
Career
Readiness
diploma.
This
isn't
something
that
I
actively
chose
or
thought
about.
However,
I
am
glad
to
be
given
this
opportunity,
because
it
gives
me
a
better
education.
However,
other
students
may
not
have
access
to
or
the
knowledge
about,
their
diploma
type.
AN
AO
Hi
good
afternoon
committee
members.
Thank
you
so
much
for
the
opportunity
to
talk
to
you
today.
My
name
is
Sebastian
Cardenas
I
am
a
CCSD
educator
and
a
constituent
of
assembly
in
District
28
here
to
testify
in
support
of
assembly
bill
241.
as
a
High
School
freshman
in
2013
I
attended
the
school
with
the
lowest
high
school
graduation
rate
in
CCSD.
AO
At
the
time
what
was
said
to
us
in
our
freshman
orientation
was
all
you
have
to
do
is
get
this
amount
of
credit,
not
do
anything
too
bad
and
you
can
graduate
nothing
was
mentioned
about
career
and
college
opportunities.
The
system
gave
up
on
us
achieving
those
things
before
we
even
had
a
chance
to
give
up
on
ourselves
if
it
wasn't
for
adults
in
my
life
that
held
me
to
the
expectation
of
continuing
my
education
and
me.
AO
Having
decided
that
I
needed
to
at
the
age
of
five
I
would
be
in
the
same
grave
or
jail
cell.
Many
of
my
friends
who
were
also
in
that
room
are
in
now
the
current
opt-in
status
of
the
College
and
Career
Readiness
degree
sends
the
same
message.
Every
student
deserves
to
feel
worthy
of
their
dream.
Our
school
system
needs
to
do
that.
For
them,
please
help
uphold
that
ideal
by
working
potassium
we
go
241.
Thank
you.
So
much
for
your
time.
A
AP
Hello,
my
name
is
Michelle
Tapia
I
am
a
recent
graduate
of
the
University
of
Nevada
Las
Vegas,
and
an
emergency
emerging
professional
with
the
American
Institute
of
Architects.
As
a
student
in
a
low-income
minority
household,
my
family
and
I
were
never
made
aware
of
opportunities
like
the
College
and
Career
Readiness
track
and
going
into
college
I
felt
like
I,
was
incredibly
unprepared,
so
I
urge
you
to
support
Bill
241
and
give
all
of
our
students
the
opportunities
they
deserve
and
help
prepare
them
for
their
future.
Thank
you.
AQ
Good
afternoon,
I'm,
Tristan,
Osorio,
t-r-I-s-t-a-n-o-s-o-r-I-o
and
I
am
in
support
of
ab241
I
also
went
to
West
Career
and
Technical
Academy,
where
I
received
my
Advanced
honors
diploma
and
having
that
diploma,
and
that
study
track
allowed
me
to
be
highly
successful.
In
my
college
Years,
where
I
switched
from
civil
engineering
to
architecture
and
now
I
am
an
emerging
professional
at
TSK
Architects
and
having
this
Foundation
of
having
strong
study
habits
is
imperative
to
the
success
of
establishing
a
strong
future
Workforce
in
Las,
Vegas,
Nevada
and
other
in
other
parts
of
Nevada.
Thank
you.
AR
to
me.
This
bill
is
not
just
about
the
diploma.
It's
also
about
educating
parents
and
students
about
what
their
education
actually
means.
As
a
first
generation
college
students,
I
I
was
pushed
to
graduate
and
push
to
go
to
college,
but
I.
Don't
think
people
like
me
and
in
our
community
really
understand
what
that
means
and
the
way
that
the
school
system
is
set
up
currently
doesn't
allow
students
and
parents
to
kind
of
understand
what
the
education
actually
means
and
not
just
as
a
checklist.
Thank
you.
AS
Hello,
my
name
is
Miriam
La
chica,
Miriam
l-a-c-h-I-c-a
I'm,
here
in
support
of
Av
Bill
241
I
graduated
high
school
from
a
College
Prep
charter
school
in
east
Las
Vegas
that
I
now
work
out
work
at
helping
students
like
myself
with
college
access.
Our
school
does
not
use
a
standard
diploma
only
in
special
circumstances,
as
we
consider
the
relationship
between
teacher
expectations
and
student
outcomes.
I
ask
that
you
hold
students
success
in
education
in
higher
regard
as
it
is
now.
The
standard
diploma
does
not
adequately
prepare
students
for
higher
education.
AS
Many
competitive
pro-secondary
programs
require
credits
from
classes
that
students
are
not
required
to
take
or
simply
do
not
have
access
to,
and
students
often
do
not
realize
this
until
it's
much
too
late.
Making
the
career
in
college
readiness
diploma,
the
new
standard
will
raise
the
standard
for
everyone
and
will
make
the
sorry
and
we'll
make
the
students
expect
more
from
themselves.
It's
better
to
be
optimistic
about
what
our
students
can
do,
rather
than
focus
on
what
some
think
they
can't
if
I
hadn't
had
teachers.
AS
That
believed
in
me,
before
I,
even
believed
in
myself,
I,
probably
wouldn't
have
got
been
graduating
I,
would
probably
wouldn't
be
graduating
from
four
University
in
May,
and
this
bill
is
a
clear
example
of
how
we
can
challenge
our
soft
bigotry
of
low
expectations
that
we
have
for
students
in
Nevada
I,
adamantly
support,
ab241
and
I
urge
that
you
do
as
well.
Thank
you.
AT
Cynthia
Romero
for
the
record
I
am
an
educator
from
Las
Vegas
and
also
a
high
school
program
manager,
as
well
as
a
constituent
from
Abu
14..
My
experience
in
education
has
allowed
me
to
inspire
many
Elementary
School
students
which
I
teach
them
that
through
rigorous
academics,
they
will
achieve
life's
fullest
opportunities,
be
it
College
trade
schools
or
the
military.
AT
To
see
many
students
miss
out
on
opportunities.
I
recall
asking
my
students
if
they
knew
what
they
needed
to
achieve
their
to
be
on
track
for
college
and
a
lot
of
them
said
no.
It
became
more
awesome
to
me
because
I
was
working
with
students
that
wanted
to
pursue
College.
AT
So
I
can
only
imagine
what
was
happening
to
students
that
were
not
part
of
our
program
and
we're
not
getting
the
support.
My
students
were
getting
by
supporting
ab214.
You
are
supporting
the
opportunity
to
provide
students
with
opportunities
to
succeed
and
opportunities
to
Life's,
fullest
opportunities.
AU
Madam
chair
members
of
the
committee
Nick
vasiliadis
here
for
the
record
on
behalf
of
the
Nevada
Resort
Association
we'd,
like
to
thank
the
sponsor
for
bringing
forth
this
bill.
We'd
like
to
thank
the
committee,
For
What
appears
to
be
bipartisan
support
and
as
the
state's
single
largest
funder
of
Education,
we
too
agree
that
this
is
the
right
path
forward.
So
thank
you
and
we
urge
your
support
on
this
bill.
A
AV
AV
A-N-G-E-L-I-K-A-T-A-B-U-J-A-R-A
I'm
a
first
generation
immigrant
college
student
at
UNLV
and
also
a
proud
graduate
of
CCSD
at
Chaparral
High
School.
As
a
scholar
of
fulfillment
fund,
Las
Vegas
I've
received
additional
support
and
guidance
than
your
typical
graduate
of
CCSD.
As
a
result,
I
completed
the
career
in
college
ready
or
Advanced
honors
diploma.
That
is
why
I'm
here
to
support
ab241.
AV
There
are
many
reasons
to
support
ab241,
but
I
want
to
highlight
my
perspective
as
a
passionate
high
school
student
athlete
I
notice,
a
significant
difference
between
the
peers
that
I
had
in
my
advanced
classes
and
the
teammates
I
had
in
the
field
in
court
today
because
of
the
guidance
that
me
and
my
peers
had.
Many
of
us
agree
to
be
confident
about
our
College
journey
and
career
options,
but
unfortunately
many
of
my
teammates
who
focused
on
the
only
choice
they
felt
they
had
Sports
scholarships,
never
had
the
opportunity
to
have
an
alternate.
AV
AV
Furthermore,
I
can
confidently
say
that,
when
I
first
step
into
college,
I
especially
came
easy
to
seek
support
from
my
counselors,
who
had
been
with
me
since
high
school
to
relieve
that
sudden
pressure
that
higher
education
put
on
me,
even
until
this
day,
despite
my
tumultuous,
College
Journey
college
career
programs,
like
fulfillment
fund,
have
helped
me
stay
in
college.
With
that
said,
all
students
deserve
to
graduate
from
high
school
College
and
Career
writing
no
matter
what
their
next
step
is.
AV
By
enrolling
every
high
school
student
in
the
College
and
Career
ready
diploma,
we
will
be
putting
every
student
on
a
path
to
success,
Beyond,
high
school
and
creating
opportunities
for
brighter
futures
for
kids,
families
and
our
communities.
For
these
reasons,
I
am
proud
to
support
ab241
today.
Thank
you.
Thank.
A
AX
AY
AZ
Hello,
Tamika,
Henry
parent,
most
importantly,
but
co-founder
of
rise
up,
Nevada
family
advocacy
group
and
co-education
chair
for
NAACP
chapter
11-11,
and
we
are
in
full
support
of
this
Bill.
Thank
you.
BA
For
the
record,
Eric
Chang
e-r-I-c-j-n-g,
acting
executive
director
for
Juan
API
Nevada,
and
also
today,
with
my
hat
director
of
Outreach
for
Asian
Community
Development
Council,
proud
sponsor
for
college
readiness
boot
camp
for
the
eight
years
straight,
proud
to
support
this
Bill.
Thank
you.
BB
AY
Aiden
Downey
Las
Vegas
global
economic
Alliance
did.
AT
Tamara
Hudson
teach
Nevada
ditto.
A
BC
BD
A
BF
Thank
you,
madam
chair
Chris,
Daley
Nevada
State
Education
Association,
the
voice
of
Nevada
Educators
for
over
120
years.
We
certainly
appreciate
the
intent
of
this
bill.
Yet
we
are
in
opposition.
Today,
I
will
be
reading
some
comments
submitted
by
carlana
kulseth
teacher
at
Cimarron,
High
School
in
Las,
Vegas
Carolina,
writes,
quote
I'm
in
opposition
ab-241
to
place
all
high
school
students
on
the
College
and
Career
to
diploma
track.
I
teach
240
students
out
of
all
9th
and
10th
grade.
BF
Students
on
our
campus,
nine
percent
are
proficient
math
and
22
of
those
22
percent
of
those
students
are
proficient
in
writing
and
reading
skills.
What
if
none
of
the
College
and
Career
Readiness
courses
being
offered
at
a
school
appeal
to
a
student,
cannot
imagine
that
we're
going
to
four
students
through
four
years
of
courses
that
didn't
interest
them?
We
should
be
working
on
making
sure
students
want
to
show
up
to
learn,
not
push
them
away
with
requirements
that
don't
interest
them.
That
is
currently
not
funding
our
public
education
system
at
an
optimal
level.
BF
There's
a
teacher
shortage.
What
support
will
be
given
to
school
districts
to
hire
more
teachers?
Who
can
teach
the
additional
College
and
Career
Readiness
courses?
If
our
state
requires
students
to
take
College
and
Career
Readiness
courses,
there
needs
to
be
lasting
commitment
to
support
students
in
this
manner.
This
commitment
needs
to
include
optimal
funding,
as
well
as
ensuring
districts
are
not
carrying
the
burden
of
State
requirement
for
graduation
and
have
financial
support
to
hire
the
highly
qualified
teachers
to
teach
those
courses.
Thank
you
for
your
time
and
attention
sincerely
Carolina
culseth.
BF
Lastly,
I
just
want
to
add
that
SB
241
would
lead
to
additional
costs
to
school
districts.
We
know
that
there's
three
school
districts
projected
to
receive
no
increased
funding
from
the
state
in
the
next
biennium
and
College,
and
Career
Readiness
includes
an
emphasis
on
high-stakes
testing.
Nsca
has
been
a
vocal
over
the
years
about
moving
away
from
a
culture
of
high
stakes
testing,
instead
of
instead
focusing
on
classroom
learning.
Thank
you
very
much.
A
AO
A
BG
A
BC
Thank
you
chair
and
members
of
the
committee
Katie
Gilbertson,
with
the
governor's
office
of
Workforce
Innovation,
for
the
record
here
to
support
in
neutral
for
ab-241.
Going
is
committed
to
building
a
talent
pipeline
for
Nevada
businesses,
ab241
prepares
more
students
for
Career
Success
and
that
builds
a
homegrown
Workforce
that
will
help
the
state
achieve
its
long-term
economic
goals.
Thank
you.
AE
Thank
you
chair
and
thank
you
for
a
committee.
I
really
appreciate
it.
We
will
continue
to
work
on
it
and
I
just
wanted
to
say
that
I
know
that
I
wouldn't
be
here
if
it
weren't
for
that
teacher.
That
believed
in
me
enough
to
change
my
track
and
I
hope
we
can
do
that
for
all
of
our
young
people.
Thank
you.
Thank.
L
K
Okay,
are
we
waiting
for
people
to
return?
Are
we
just
okay,
perfect
all
right?
Thank
you
to
chair,
billboard,
Axelrod
and
vice
chair
Anderson
and
all
of
my
excellent
colleagues
on
this
most
excellent
committee.
I
am
assembly,
woman,
Selena,
LaRue,
hatch,
from
District,
25
and
I
am
here
to
present
on
another
bill
to
raise
expectations
for
our
students
and
make
sure
that
every
student
is
having
the
opportunity
to
get
the
skills
they
need
to
graduate
before
we
continue
I'll.
Let
my
colleague
introduce
herself.
BH
Thank
you,
chairperson,
and
thank
you
committee
for
allowing
us
to
present
today.
I'm
super
nervous
so
in
front
of
students.
I
do
great
in
front
of
adults
I'm
shaking
like
a
leaf,
so
my
name
is
Julie
Wakefield,
I
retired
from
Washoe
County
School
District
last
year
after
25
years
of
teaching
geography.
Now
in
my
semi-retired
life,
I'm,
a
geography
instructor
at
Truckee,
Meadows,
Community
College,
a
college
board
consultant
for
AP
human
geography
and
the
professional
development
coordinator
for
the
National
Council
for
Geographic
education.
K
And
Selena
LaRue
hatch
for
the
record.
You
know
me,
as
your
colleague
but
I
am
also
I.
Think,
as
we
all
know,
a
social
studies,
teacher
I
teach
world
history.
I
have
spent
my
career
teaching
world
history.
To
give
you
some
background,
I
helped
write
the
standards
that
we
just
recently
adopted
a
few
years
ago
in
world
history.
Well,
in
fact,
in
all
of
social
studies
and
I
was
really
one
of
the
driving
forces
in
that
committee
to
make
sure
that
our
standards
were
truly
Global,
that
they
truly
represented.
K
Every
group
that
is
in
history
and
we're
not
just
eurocentric
as
they
used
to
be
and
Julie
and
I
have
both
been
very
active
in
the
writing
of
the
curriculum
within
Washoe
County
School
District
we're
very
active
within
the
social
studies
community
and
through
that
work
we
came
to
this
bill,
so
this
bill
comes
from
the
teaching
Community.
This
has
been
a
push
within
the
community
for
a
long
time
in
order
to
support
our
students.
K
Now,
as
we
jump
in
I'd
like
to
explain
what
geography
is,
because
many
people
believe
geography
is
looking
at
maps,
and
that
is
not
what
geography
is
and
so
I
am
going
to
show
you
a
very
quick
geography
lesson.
Normally
this
takes
half
a
class
period
and
we're
going
to
do
it
in
about
two
minutes,
so
you
have
a
handout
that
is
geography
in
your
Starbucks
I.
Ask
my
kids
to
think
about
the
four
main
ingredients
in
a
Java,
Chip
Frappuccino,
and
they
list
them
and
then
I
want
them
to
think
about.
K
Where
did
that
ingredient
come
from?
Who
is
the
first
person
that
looked
at
a
cow
and
decided
to
milk
it
and
drink?
What
came
out
right
like
where
did
chocolate
come
from?
Where
does
coffee
come
from,
then
I
asked
them
to
think
about.
Where
does
it
come
from
today?
Where
is
it
grown?
How
do
we
get
it
here
for
your
morning?
Frappuccino
and
yes,
my
students
do
come
in
with
a
morning
Frappuccino
and
then
who
consumes
it
the
most
now
normally
I'd?
K
Let
you
have
some
think
time
to
try
to
have
those
answers,
but
I'm
just
going
to
tell
you
the
answers
today,
because
we
got
to
get
going.
So
if
you
were
to
say
chocolate,
these
are
the
places
the
red
is
where
chocolate
originates.
It's
Mesoamerican,
the
green
is
where
it
is
most
grown
own
in
West
Africa
today
and
the
blue.
That
is
where
chocolate
is
most
consumed
per
capita
today
and
there's
a
lot
of
cultural
significance
to
cacao
in
mesoamerica.
There's
a
lot
of
colonialism
tied
into
Africa.
K
K
The
reason
that
Brazil
has
some
of
the
largest
afro-latino
populations
is
because
slaves
were
brought
into
gross
sugar
on
those
plantations
and
the
slave
trade
was
largely
tied
to
Sugar,
which
many
people
don't
know,
and
obviously,
today
the
people
that
consume
the
most
sugar
per
capita
are
us,
the
United
States.
We
can
continue.
Cows
come
from
the
near
East
they
from
Southwest
Asia.
Excuse
me,
they
are
now
largely
in
India
and
they
are.
Milk
is
most
consumed
in
Eastern
Europe
today
and
I
won't
go
into
all
of
the
the
details
of
these
like
I
said.
K
These
are
usually
a
huge
lesson,
but
the
same
thing
for
chocolate.
We
can
see
the
place
where
it
originates
the
place
where
it's
grown
in
the
place
where
it's
consumed
are
all
very
different
places,
and
so,
when
you
come
to
all
of
it,
even
ice
ice
is
the
one
that
is
American.
There
actually
was
an
ice
industry.
K
We
are
talking
about
modern
issues.
We
are
talking
about
culture
we
are
talking
about.
Why
is
the
world
the
way
it
is
today
and
I'm
gonna?
As
we
continue
I
notice?
We
actually
had
our
third
presenter.
He
was
just
teaching
geography
at
UNR,
but
it
looks
like
he
was
able
to
join
us.
So
I'll
pause
for
a
moment
and
let
him
introduce
himself.
BI
Hi
there
I'm
Dr
Adam
tank
80
a.m.
C-S-A-N-K
I
am
a
professor
and
chair
of
the
geography
Department
of
University
of
Nevada
Reno
and
as
representative
LaRue
hatch
was
just
saying.
Geography
is
a
critical
issue
to
the
world.
Today,
geography
is
more
than
just
maps
and
knowing
the
state
capitals.
It's
about
Connections
connections
between
people,
connections,
between
places,
connections
between
people
and
place,
and
connections
between
the
environment
and
Society.
BI
All
of
the
big
issues
the
world's
facing
today
are
fundamentally
tied
to
space
and
place,
and
they
are
Geographic
issues
and
to
Grapple
with
those
issues
requires
a
population
that
can
assess
and
use
geographic
information
to
make
these
decisions.
For
example,
how
could
you
understand
environmental
justice
issues
around
Urban
heat
and
its
impacts
on
disadvantaged
populations
in
Las,
Vegas
or
Reno,
without
understanding
both
the
scientific
dimensions
of
urban
heat
waves
and
the
social
aspects
that
underlie
why
those
populations
are
disadvantaged
or
how?
BI
How
could
you
understand
the
interplay
of
Water
Resource
issues
and
policies,
how
they
impact
agriculture,
Mining
and
communities
in
rural
Nevada,
geography
and
the
connections
studied
in
that
discipline
are
at
the
heart
of
those
issues.
More
and
more
fields
in
stem
and
Engineering
are
becoming
interdisciplinary
and
in
their
focus,
and
geography
can
also
serve
as
a
way
to
lower
that
barrier
of
Entry
to
stem
Fields.
BI
Geography
can
serve
as
a
way
to
engage
students
of
anxiety
around
Math
and
Science
in
a
way
that
keeps
their
interest
by
focusing
on
Concepts
in
an
applied
approach
to
math
and
science,
and
it
shows
them
that,
yes,
you
can
do
science,
even
if
you
don't
think
you're
good
at
it.
I
see
this
all
the
time
in
my
freshman
introduction
to
geography
course,
which
includes
mostly
non-science
Majors.
Likewise,
geography
can
also
serve
as
a
way
to
demonstrate
to
stem
Focus.
BI
BH
Julie
Wakefield
for
the
record
geography
of
2023
is
the
most
relevant
Global
course
taught.
Today.
Geography
is
so
much
more
than
what
people
think,
which
is
memorizing
locations
and
capitals.
As
you
can
already
see,
we've
already
told
you
it's
more
than
that.
Geography
is
the
science
of
understanding
the
spatial
organization
of
space
and
place.
Geography
is
the
science
that
uses
field,
work,
observation
and
Technology
to
gain
that
scientific
spatial
understanding.
BH
Our
students
are
Global
Citizens,
but
don't
know
much
about
the
world
they
take
for
granted
the
power
of
globalization
because
for
them
it's
always
how
it's
been.
They
don't
understand
the
interconnectedness
our
world
has
today
and
the
impacts
it
has
on
our
everyday
lives
at
a
local
scale,
geographies
everywhere
urban
geography
and
transportation
infrastructure.
Why
does
the
spaghetti
wubble
keep
getting
bigger?
Why
do
the?
Why
did
the
price
of
eggs
Spike
and
now
I'm
going
back
down
contagious
diffusion
with
regional
outbreaks
and
Supply
chains
trying
to
make
up
for
those
deficits?
BH
Why
the
development
of
the
industrial
park
industrial
park
on
USA
Parkway
have
an
impact
on
local
housing
markets
and
the
demand
for
skilled
labor
requiring
Statewide
education
systems
to
respond
appropriately
on
an
international
scale
geography's
everywhere?
How
does
a
cargo
ship
getting
stuck
in
the
Suez
Canal
impact,
global
trade
and
Supply
chains
and
Christmas?
BH
How
is
that
affected
when
those
two
factories
are
shut
down
by
a
global
pandemic?
How
does
understanding
the
cultural
heritage
of
the
people
of
Ukraine
and
Russia
help
lead
to
a
better
understanding
of
the
ukraine-russia
conflict,
only
a
better
understanding,
not
the
answer
to
that
one
at
a
national
scale,
geography
is
everywhere.
How
is
urban
planning
responding
to
environmental
and
social
injustices?
How
has
urban
planning
responding
to
food,
medical
and
daycare
deserts?
How
are
urban
areas
responding
to
remote
workers?
That's
changing
their
economic
and
demographic
makeup
of
those
Central
Business
districts.
BH
Many
of
my
examples
are
from
Human
Geography,
but
the
physical
geography
branch
is
just
as
important.
Can
we
talk
about
this
winter,
hello?
That
would
be
global
warming?
That
would
be
the
human
impact
on
our
environment,
access
to
resources
and
their
environmental
impact,
lithium
mining,
the
impact
of
urban
heat
Islands,
as
we
have
said,
in
Las,
Vegas
and
Reno,
and
so
much
more
is
the
field
of
geography.
Today,.
K
So
I
think
you
can
see
these
are
skills
that
we
believe
that
our
students
need
to
be
prepared
to
compete
in
a
global
economy.
We
are
in
an
increasingly
Global,
World
and
and
the
rest
of
the
world
is
having
an
impact
on
us,
whether
we
realize
it
or
not,
and
so
we
want
to
make
sure
that
our
students
are
being
prepared
with
those
skills.
BH
Geography
will
develop
this
spatial
thinking,
skills
that
will
help
other
social
studies
classes
it'll,
introduce
Technologies
to
students
that
are
involved
in
every
sector
of
the
economy,
Technologies
like
GIS
remote
sensing,
all
of
which
go
from
everyday
life.
Your
cell
phones
is
geographic
technology.
You
guys
farming
is
now
done
with
geospatial
technology.
Where
does
our
food
come
from?
BH
We've
already
talked
about
that
offering
this,
as
a
ninth
grade
course,
will
help
fill
that
learning
Gap
as
a
geography
teacher
who
didn't
who
got
students
is
a
sophomore
who
didn't
have
a
social
studies
class
9th
grade.
BH
K
To
clarify
that,
for
those
of
us
that
are
not
in
a
classroom
or
in
a
high
school
right
now,
our
students
don't
take
a
social
studies.
Freshman
year
they
have
a
gap
year.
Then
they
come
in
sophomore
year
and
they
are
expected
to
learn
the
entire
history
of
the
world
in
one
year,
which
doesn't
make
a
whole
lot
of
sense,
and
so,
as
a
result,
world
history
is
one
of
our
top
failed
courses.
K
It
is
my
belief
and
I
think
the
belief
of
the
social
studies
community
that
this
would
help
alleviate
that
that
we
would
have
far
fewer
students
failing
world
history
if
they
were
prepared
with
geography
beforehand.
In
addition
to
the
fact
that
I
think
it's
our
last
testimony
from
my
colleague
pointed
out,
we
should
have
high
expectations
of
our
students
and
we
should
ensure
they're
graduating
with
the
skills
that
they
need,
and
so
this
is
twofold.
K
BH
I
would
love
to
see
Nevada
on
this
list
and,
as
I've
talked
to
colleagues
in
many
of
these
states
in
the
past
couple
days
asking
if
they
could
give
me
some
information
of.
Do
they
see
this
as
an
additional
burden
to
students
or
do
they
see
this?
Is
it
as
an
advantage
and
without
going
into
Data,
because
I
gave
them
very
little
time
and
they're
all
overworked
classroom
teachers?
BH
They
anecdotally
could
tell
me
that
they
saw
Geographic
thinking
skills
in
upper
level,
Social
Studies
classes.
They
could
see
patterns
that
they
would
talk
about
like
in
migration,
in
U.S
history
and
looking
in
their
Civics
course.
When
we
talk
about
redlining
and
gerrymandering
that
that's
just
not
a
political
process,
it's
a
spatial
pattern,
okay
and
so
we're
looking
at
all
of
these
social
studies
working
together
and
by
not
having
a
geography
course
in
there
we're
missing
a
really
important
link.
BI
I
I
often
find
it
a
little
bit
frustrating
in
my
introductory
geography
classes,
where
sometimes
you
get
students
who
come
in
that,
don't
even
know
which
side
of
the
United
States
the
Atlantic
Ocean
is
on,
and
it
actually
makes
it
very
hard
to
teach
more
advanced
concepts
when
this
basic
knowledge
is
lacking,
I
will
say:
students
that
have
taken
geography
courses
often
have
a
the
ability
to
grasp
these
patterns
and
to
understand
these
connections.
BI
When
we
start
talking
about
how
events
that
may
have
happened
in
the
past,
could
impact
what's
happening
today
or
how
events
that
may
be
happening
in
other
parts
of
the
world
are
impacting
places
today,
also
being
able
to
read
maps
and
gather
basic
visual
information
is
a
skill
that
we
do
teach
in
in
geography,
not
just
with
maps
but
read
graphs,
read
figures
and-
and
these
are
critical
skills,
that
anyone
in
society
needs
to
develop.
K
So
Selena
LaRue
hatch,
for
the
record
on
to
the
bill,
so
ab228
means
to
address
this
Gap
and
to
raise
the
expectations
for
our
students.
So
what
it
would
do
is,
it
would
add,
geography
as
a
graduation
requirement
for
high
school.
Currently,
students
have
to
take
a
half
credit
of
American
government,
one
credit
of
American
History
I,
have
credit
of
economics
and
then
they
are
allowed
and
or
they
can
take
one
credit
in
world
history
or
geography.
We
are
saying
it's
an,
and
so
there
will
be
four
credits
of
social
studies.
K
Now
I
I
understand
that
people
get
concerned
when
we
are
adding
courses,
but
what
I
would
like
to
point
out
is
I
teach
world
history,
but
I
have
also
taught
geography
at
my
school
and
many
other
schools.
Geography
is
an
honors
course
and,
as
I
mentioned,
when
our
colleague
presented
on
the
last
bill,
the
kids
that
get
chosen
to
take
geography
are
tracked.
They
are
chosen
by
their
eighth
grade
teacher
at
random
for
honors
material.
Whatever
that
teacher
decides,
honor
material
is
and.
AA
K
Believe
every
student
deserves
to
learn
this
I
believe
every
student
should
have
these
skills
and
in
the
course
that
I
have
taught
here's
the
other
component
we
haven't
mentioned
I
teach
at
a
very
diverse
School
in
my
geography
course.
That
is
the
one
time
in
the
curriculum
where
every
student
in
my
classroom
gets
to
see
their
culture
positively
reflected
in
the
curriculum
and
I.
K
Don't
think
that
happens
enough
and
I
think
that
this
is
something
that
is
important
for
all
of
our
students
to
have
their
cultures
honored
and
recognized
and
taught
in
our
schools,
so
that
they
can
see
that.
So
this
would
change
those
credits.
Now
we
are
not
requiring
additional
credits
to
graduate
the
standard
diploma
would
still
be
23
credits.
The
way
we
are
doing
that
is,
we
are
changing.
One
of
the
flex
credits
So
currently
nde
requires
two
Flex
credits.
Those
Flex
credits
can
be
filled
with
math,
science
or
geography.
K
We
are
saying
one
of
those
Flex
credits
now
has
to
be
geography.
You
can
still
do
math
or
science
for
the
other
one,
and
there
is
still
plenty
of
room
in
the
schedule
for
electives.
If
you
still
want
to
take
more
math
and
science,
there
is
room
for
that,
but
we're
just
saying
explicitly:
geography
is
a
science,
it
is
a
social
science.
It
includes
math.
We
think
that
it
encompasses
those
other
things
and
it
is
worthy
of
its
own
place.
K
The
second
part
of
the
bill,
you'll
notice
that
there's
some
compulsory
language
in
there,
that
is
to
make
sure
that
the
State
Board
of
Education
adopts
these
standards
within
a
certain
time
period.
So
we
want
this
to
go
into
effect
for
the
class
of
2029
and
we're
going
to
go
into
all
of
those
requirements
in
in
just
a
moment
before
we
get
to
that.
I
just
want
to
make
it
clear.
This
does
not
require
more
credits
for
graduation.
It
does
not
require
new
certifications
for
teachers.
All
of
our
social
studies.
K
Teachers
are
licensed
to
teach
geography,
so
it
does
not
require
that
additional
change
in
licensure
and
our
students
will
still
have
plenty
of
elective
opportunities.
Many
high
schools
are
on
a
seven
credit
schedule.
That
means
by
the
time
they
graduate
they
will
have
taken.
28
credits.
You
will
notice.
A
standard
diploma
requires
23
credits,
that's
with
five
elective
credits
built
in
and
the
flex
credit.
So,
in
addition
to
the
electives
and
the
flex,
credits
they've
got
five
extra
credits
to
do
whatever
they
want.
With
those
credits
that
is
so
in
case
they
fail.
K
There's
some
redundancy
built
in,
but
I
just
want
to
be
clear,
we're
not
taking
away
their
options.
This
is
a
side
by
side
showing
the
change,
so
you
can
actually
see
the
change
we're
making.
We
are
adding
world
history
and
geography
as
separate
courses
we're
taking
away
one
Flex
credit
and
then
the
timeline
I
am
in
this
community.
I
have
been
part
of
the
standards.
Writing
I've
been
part
of
curriculum.
K
BH
So
currently
in
the
Nevada
state
standards
for
social
studies,
there
are
four
geography
standards
that
are
dense,
complex
and
impossible
to
teach
on
on
their
own,
let
alone
incorporate
into
other
social
studies
courses.
So,
as
a
geography
teacher,
my
responsibility
was
with
the
social
studies.
Standards
was
not
just
to
teach
geography,
even
though
that
was
the
title
of
my
class.
My
job
was
to
also
incorporate
the
Civic
standards,
the
history
standards
and
the
economic
standards
to
the
best
of
my
ability.
BH
Well,
I
have
training
most
of
it,
taken
upon
myself
to
learn
the
content
to
be
able
to
incorporate
those
into
my
geography
classes.
Okay,
so
every
social
studies
teacher
according
to
the
standards
should
be
teaching
every
single
part
of
those
standards.
Unfortunately,
geography
has
become
since
the
early
70s
ish,
the
stepchild
of
social
studies
because
it
was
mapped.
So
we
do
maps
in
world
history.
Let's
show
a
map
of
the
Roman
Empire.
BH
That's
geography
right,
that's
not
geography,
anymore,
okay,
and
so
we
need
to
expand
their
exposure
to
the
different
social
studies
and
geography
is
not
historical's
perspective,
it's
spatial
perspective,
and
so
we're
not
looking
at
things.
Literal
linearly
linearly
sorry,
it's
getting
late,
we're
looking
at
things
spatially,
okay,
and
so
it
does
take
time
to
train
the
thinking
and
if
we're
doing
this
in
ninth
graders,
we
have
to
start
developing
our
critical
thinking-
and
this
is
a
great
way
to
do
this
by
looking
at
what
geography
is
Maps
charts
graphs,
the
world.
BH
Why
is
this
important
to
them?
Why
is
this
happening?
That's
building
critical
thinking,
so
we're
step
number
one
in
the
process
now
across
the
United
States
geography
doesn't
have
to
be
a
freshman
course,
in
fact,
with
the
AP
course.
It's
a
great
debate
on
whether
we
offer
AP
geography
as
ninth
graders
or
seniors
granted.
Ap
geography
does
great
with
seniors
because
they
have
so
much
more
life
experience,
but
I
know
my
students
taking
AP
geography
as
sophomores
work
towards
that.
K
K
So
if
you'll
notice
in
NRS,
which
I've
highlighted
we
are
requiring,
as
I
said,
have
credit
in
government,
the
two
credits
in
American
history,
world
history,
geography
and
the
one
half
Credit
in
economics
that
is
not
currently
listed
on
the
standard
diploma
and
and
I
can
pass
it
to
our
illustrious
Council
to
talk
about
why
that
is
an
issue,
but
at
his
advice
we
included
that
compulsory
language
to
make
sure
they
are
actually
getting
aligned.
So
we're
not
out
of
compliance.
A
A
Okay,
I
know
we're
assemblyman
de
Silva.
You
had
a
question.
I
know
we're
going
to
lose
you
in
a
minute.
BJ
Thank
you
chair.
Thank
you
again
for
a
great
presentation
and
I
just
want
to
give
a
shout
out
to
my
colleague,
assemblywoman
LaRue
hatch,
for
a
being
not
just
a
teacher
but
the
best
of
teachers
out
there,
social
studies,
teachers.
So
thank
you.
My
question
is
this
so
I
know
there's
there's
some
concern
amongst
some
folks
in
the
education
Community
about
the
addition
of
an
extra.
You
know
a
mandatory
credit
requirement
and
what
kind
of
effects
that
may
have
on
a
failure
rates
and
high
school
graduation
rates.
K
Yeah,
thank
you
so
much
for
the
question.
I
know
people
get
concerned
when
we
talk
about
graduation
requirements,
I
believe
that
this
will
actually
help
our
graduation
requirements
because,
as
I
mentioned,
world
history
is
one
of
our
Top
Field
courses,
so
I
believe
students
coming
into
world
history
more
prepared
means
that
they
are
less
likely
to
fail.
That
course.
So,
while
yes,
there
is
an
opportunity
for
freshmen
to
fail
a
course
that
they
didn't
have
to
take
before
there
will
be
significantly
fewer
sophomores
that
are
failing
world
history
and
I.
K
C
The
argument
here
is
that
that
year
is
more
important
than
a
fourth
year
of
mathematics,
which
is
often
required
for
in
entry
into
universities,
or
they
could
take
geography
because
there's
also
the
flex
credit
that
they
could
use
it
for
social
studies
or
science,
so
I
guess
I,
just
I'm,
not
understanding
I.
Just
don't
know
that
I
see
that
the
that
this
is
so
critical
that
we
don't.
We
don't
already
have
this
like.
Don't
we
already
allow
for
geography
to
be
taken?
C
C
Don't
know
what
has
been
done
to
address
the
issue
that
you
know:
oftentimes
their
students
go
to
school
for
their
CTE
classes,
they're
going
I
and
I
am
an
educator
at
school
with
a
strong,
robust
CTE
program
and
our
kids
come
for
those
CT
classes,
and
so
that's
why
they
come
to
school.
I
can
tell
you
right
now:
they're
not
coming
for
geography,
they're,
not
coming
from
my
English
class,
either.
K
Some
women,
liver
hatch
for
the
record
I
would
argue
some
of
my
geography.
Kids
are
coming
from
my
geography
class,
but
I
understand
the
argument
and
we're
not
taking
away
any
of
those
I,
don't
think
it
is
an
ore.
They
still
have
the
other
Flex
credit.
They
still
have
the
five
electives.
They
still
have
the
additional
room
built
into
their
schedule
and
I
would
like
to
point
out
in
the
College
and
Career
Readiness
diploma,
which
we
just
heard
in
this
committee.
K
It
seemed
like
was
pretty
excited
about
that,
takes
away
both
Flex
credits
that
that
takes
away
significantly
more
than
this
one
does
and
it
mandates
significantly
more
and
it
it
restricts
significantly
more
and
I
think
if
we
are
on
board
and
I
am
on
board
on
that
bill.
We
are
on
board
of
raising
our
expectations
on
that
one.
Then
it
makes
sense
on
this
one
and
I
don't
think
it
is
an
either
or
but
I
also
think
Civics
is
critical
and
I.
K
Think
social
studies
is
critical
and
I
think
these
are
skills
that
our
kids
need
in
the
real
world.
I
think
that
social
studies
is
critical
thinking.
It
is
learning
how
to
analyze
evidence.
It
is
learning
how
to
craft
an
argument.
It
is
learning
how
to
get
along
when
you
have
different
viewpoints,
and
you
can't
agree,
but
you
can
have
a
civil
discussion
and
I
think
those
are
skills
that
we
are
critically
lacking
in
the
world
today
and
I
think
that
this
is
one
of
the
most
important
classes
that
a
student
can
take.
K
And,
yes,
it
is
offered
at
some
schools,
but
in
Washoe
I
think
we
counted.
There
were
four
high
schools
that
offer
it,
and
even
when
we
offer
it,
it
is
only
for
those
tracked
honored,
kids,
and
so
it
is
not
being
widely
offered
to
everyone
and
I
think
this
is
a.
This
is
a
course
that
everyone
deserves
to
take.
AE
Thank
you
chair
and
thank
you
for
this.
I
know
that
you
had
told
me
before
you
talked
to
nde
about
it.
So
just
love
to
know
more
and
just
kind
of
talk
about
that
on
the
record.
K
Yeah,
thank
you
for
the
question.
Selena
LaRue
hatch
for
the
record
I
have
talked
with
nde
and
I
have
talked
with
their
social
studies
coordinator
and
we've
worked
with
her
in
the
past
on
standards
and
and
we
are
working
with
them
to
make
sure
that
the
process
is
smooth
and
that
they
have
everything
that
they
need
for
this
to
be
successful.
They
obviously
can't
testify
in
support
or
opposition
on
that,
and
she
has.
Let
me
know
she
cannot
do
that
either
way,
but
we
are
definitely
including
them.
In
the
conversation.
G
Thank
you,
madam
chair
Asher,
Killian
committee
Council,
so
just
to
respond
to
the
issue
that
the
assembly
woman
had
brought
up
during
her
presentation
about
the
difference
between
the
required
courses
in
NRS
and
the
graduation
requirements.
So
nrs39018,
which
is
being
amended
by
this
bill,
establishes
the
courses
that
pupils
are
required
to
take
in
high
school.
G
When
SB
249
was
enacted
in
2017,
which
added
the
half
unit
of
credit
in
economics,
I
think
there
was
an
intent
at
the
time
that
the
graduation
requirements
be
updated
to
reflect
successful
completion
of
that
half
unit
of
Economics.
But
as
of
yet
the
Department
of
Education
has
not
adopted
a
regulation
that
updates
graduation
requirements
to
require
completion
of
that
half
unit
of
economics.
L
You,
madam
chair,
and
that
thank
you
to
my
colleague,
the
assuming
woman,
LaRue
hatch,
and
just
there
are
a
lot
of
teachers
in
the
room
and
you
retired
and
you're
still
in
the
business.
So
thank
you.
Thank
you
for
all
those
years,
you've
put
in
I
I
think
this
is
a
great
conversation
to
have
around
requirements,
because
we've
been
doing
that
all
day.
So
really
just
just
two
things.
L
One
thought
is:
is
the
I'm
in
my
mind,
I'm
thinking
of
the
balance
between
the
College
and
Career
Readiness
diploma,
which
which
will
take
away
those
Flex
credits,
which
would
then
leave
a
student
with
the
five
electives
to
choose
from
so
there's
a
little
bit
when
you
put
those
two
together,
there
is
a
little
bit
more
of
a
shift
in
the
options
of
that
for
students
which
could
be
okay
right,
because
you
know
we
want.
K
Yeah
so
Selena
hatch
for
the
record.
Again,
though,
this
wouldn't
stop
them
from
having
four
years
of
math
and
it
wouldn't
stop
them
from
having
three
years
of
science,
so
they
can
still
take
geography
and
still
meet
those
requirements.
So
I
just
want
to
make
it
really
clear
on
the
record.
They
have
every
ability
to
still
do
that.
K
I
can
pass
it
to
our
colleague,
who
actually
is
a
professor
at
UNR
to
see
if
he
knows
the
exact
requirements,
I
know
that
some
states
do
require
geography
and
our
students
that
go
out
of
state
are
at
a
disadvantage
because
they
don't
have
it,
but
I
do
not
know
all
of
the
requirements
so
we'll
see.
If
he
can
answer
that.
BI
Yeah
I,
just
the
requirements
required
high
school
coursework
for
new
freshmen,
at
least
at
the
University
of
Nevada
Reno
I
can't
speak
to
what
UNLV
might
be,
but
it's
Inc,
four
units
of
English
three
units
of
mathematics,
three
units
of
Natural,
Science
and
three
units
of
social
studies.
BK
Thank
you
for
the
presentation
and
I
can
remember
myself
and
both
my
daughters
of
going
into
as
sophomores
taking
AP
World
History,
and
that
was
quite
quite
quite
a
struggle.
I
will
say
so
I
appreciate
you
know
what
this
bill
is
trying
to
do.
So
my
my
question
is
just
simply:
you
both
mentioned
that.
Currently
it's
it's
a
honors
geography.
So
what
would
it
just
only
be
an
honors
class
offering
or
is
it
you
know,
honors
AP,
regular.
K
Thank
you,
hatch
for
the
record,
so
the
intention
is
for
it
to
be
all
of
the
above,
so
it
could
be
an
honors.
It
could
be
a
regular,
it
could
be
an
AP,
but
it
is
offered
to
everybody,
and
so
it
would
be
offered
at
the
level
that
is
appropriate
for
each
student.
We
currently
have
some
AP
courses.
We
currently
have
some
honors
courses
in
the
district,
but
we
want
to
ensure
that
there
is
also
just
the
regular
geography
so
that
every
student
has
that
opportunity.
A
A
AL
Well,
hello,
chair
and
members
of
the
committee
I'm
Kevin
osori
Hernandez,
a
first
generation
student
at
Nevada,
state
majoring
in
history
and
I'm
in
full
support
of
ab228.
So
I
want
to
thank
assembly,
woman,
LaRue
hatch,
for
this
necessary
Bill.
You
know
the
more
I'm
involved
in
this
excellent
committee
on
education,
I
am
inspired
to
pursue
a
career
in
education
and
so
I
remember
in
high
school.
AL
My
favorite
course
was
geography,
which
was
which
has
subsequently
helped
me
in
my
major
in
history,
at
Nevada
state
and
currently
I'm
taking
Latin
American
history
and
which
is
my
favorite
course,
and
can
you
guess
what?
First,
what
what
the
first
test
I
received
was?
It
was
a
geography
test,
so
I
believe
that
history
is
not
only
a
discipline
of
the
past,
but
a
connection
to
the
present
and
the
future
and
the
study
of
geography
only
amplifies
the
ability
for
students
to
better
understand
the
world
they
live
in.
AL
So
please
support
this
Common
Sense
legislation.
Thank
you.
AK
Good
afternoon,
chair
and
members
of
the
assembly
education
committee,
my
name
is
Jesse
Cruz
I'm,
a
community
advocate
and
sophomore
at
the
College
of
Nevada
I'm
here
in
Las
Vegas,
oh
I'm,
here
from
Las
Vegas
to
speak
in
support
of
ab228
I
hope
you
are
not
tired
of
us.
Yet
one
of
the
underlying
positives
of
this
bill
is
its
inclusion
of
a
credit
course
in
geography.
AK
Is
the
ability
for
students
not
just
future
cartographers,
to
understand
the
basic
fundamentals
of
countries
outside
of
our
own
and
to
expand
their
knowledge
of
their
own
country
and
those
of
their
peers?
What's
important
is
that
students
have
the
opportunity
to
learn
more
about
cultures,
ideas,
arts
and
peoples
of
different
States
cities
and
continents?
I
know
for
myself,
I
was
not
tall.
I
was
not
taught
all
the
states
in
the
United
States
and
the
Clark
County
School
District
must
let
much
less
countries
on
the
other
six
continent
continents
excluding
Antarctica.
BF
Okay,
Madam
chair
Chris,
Daley,
Nevada,
State,
Education
Association
nsca
supports
ab228
to
strengthen
education
and
social
studies.
Strong
education
and
social
studies
teaches
students
to
be
better
citizens.
It's
not
just
foundational
for
Education
it's
critical
to
building
a
better
Society
according
to
the
National
Council
for
social
studies.
The
primary
purpose
of
social
studies
is
to
help
young
people
develop
the
ability
to
make
informed
and
reasoned
decisions
for
the
public
good
as
citizens
of
a
culturally
diverse
Democratic
Society
in
an
interdependent
World.
BF
Geography
is
an
important
component
of
social
studies,
studying
how
Place
impacts
why
the
modern
world
works.
The
way
that
it
does
geography,
prepares
students
to
compete
in
a
global
economy
and
allows
them
to
learn.
Real
World
skills
leading
to
Greater
success
and
a
student's
post-secondary
career
nsca
initially
did
have
some
of
the
same
concerns
we
had
about
the
previous
bill
with
this
bill.
BF
You
know
in
terms
of
impact
on
Dish
districts,
but
we
felt
that
AB
228
after
looking
at
it
further
and
talking
to
the
sponsor,
actually
does
a
pretty
good
job
of
meeting
an
important
need,
while
also
balancing
additional
burdens
on
students,
Educators
and
districts.
We'd
note
that
there
would
be
no
new
requirement
for
certification
for
teachers,
no
increase
in
the
total
required
credit
for
graduation
or
I
guess
unless
the
previous
bill
passes
as
well,
wouldn't
take
away
the
ability
of
students
to
take
elective
courses.
Thank
you.
AT
For
me,
it
is
crucial
that
we
support
this
kind
of
like
he
said
it
teaches
us
about
different
cultures,
teaches
our
students
how
to
interact
with
each
other
now
more
than
ever,
where
students
in
elementary
level
are
learning
how
to
interact
with
one
another
and
people
come
from
different
cultures
in
Las,
Vegas,
we're
super,
diverse
and
understanding
interactions
with
one
another
is
crucial.
I
think
we
need
to
know
geography
to
understand
where
people
are
coming
from.
I
know
when
I
took
geography
in
high
school.
That's
what
sparked
my
interest
to
travel
to
different
countries
know.
AT
Where
places
were
we
learned
from
people
that
came
from
the
community
from
different
cultures?
And
now,
when
I
ask
my
high
school
students
about
different
things
with
their
learning,
they
don't
know
what's
going
on
and
as
some
of
them
have
experienced
like.
Oh,
we
did
this
in
AP
geography
and
I'm
like,
but
not
everyone
else
did
and
I
feel
like
it's
really
crucial
for
everyone
to
be
knowledgeable
about
the
outside
worlds.
I
have
students
that
have
never
left
Las
Vegas.
AS
My
name
is
Miriam
La
chica
m-I-r-I-a-m-l-a-c-h-I-c-a
I
am
supporting
Bill
assembly
Bill
228.
Most
of
my
knowledge,
I
didn't
have
geography
in
high
school.
Most
of
my
knowledge
on
it
came
from
four
years
of
Spanish
class,
where
every
every
week
we
learned
about
a
Spanish-speaking
or
like
Latin
country
and
I
would
have
definitely
liked
to
know
more
that
wasn't
just
limited
to
that
side
of
the
world.
AS
AS
A
BL
A
X
Hi
good
afternoon,
chair
and
members
of
the
committee
will
pregvin
representing
battleboard
progress.
It's
w-I-l-l-p,
as
in
Peter
r-e-g-m-a-n,
we're
in
full
support
of
the
Bill
thank
the
assembly,
woman
for
bringing
it
Forward
simply
ditto
the
remarks
from
nfca.
Thank
you
very
much.
A
BL
I
see
us
here
talking
about
these
Flex
credits
and
how
you
can
get
takeaways
from
teaching
how
to
want
interact
with
one
another
in
social
studies,
but
I
believe
that
there's
a
new
class
that
should
be
required
that
could
more,
that
it
there's
room
for
greater
benefit,
which
would
be
mental
health
teachings
inside
of
schools
with
that
with
all
these
children
now
that
are
suffering
from
depression,
gateway,
drugs
and
suicides.
BL
If
you
look
at
some
of
these
statistics,
it's
almost
gut-wrenching
to
see
how
high
those
numbers
are
and
the
school
that's
the
environment,
that's
inside
of
schools!
Today,
it's
hard
to
kids
to
blossom
into
leaders
or
creative
thinkers
that
can
actually
help
the
world.
BL
With
these
mental
health
teachings
inside
of
schools,
it
will
allow
kids
to
learn
self-love
and
emotional
intelligence,
which
is
terms
that
sound,
almost
foreign
in
today's
world,
which
is
just
full
of
hate
and
assumptions,
and
there's
a
lot
of
differences
in
the
world
that
many
of
the
teachers
and
administrators
teaching.
These
kids
don't
know
about
since
they're,
not
inside
our
shoes
but
I'm
speaking
from
the
students
learning
and
getting
taught
this
material
and
there's
a
lot
of
differences
in
today's
world
than
back
then,
which
would
be
phones
for
one.
A
BB
BG
BB
Made
by
some
Torres
in
our
agreement
there
and
then
in
addition
on
behalf
of
this
Clark
County
School
District
I'd,
like
to
respectfully
share
our
opposition
to
this
legislation.
Making
geography
a
separately
required
course,
rather
than
maintaining
the
ability
for
students
to
have
a
choice,
will
create
undo
issues,
including
undo
issues
around
Staffing
and
financial
stressors
on
the
district,
namely
major
challenges
with
high
school
Master
schedules
and
in
a
time
of
teacher
shortages,
creating
the
need
for
additional
teachers
to
meet
this
requirement.
BB
It's
also
important
to
recognize
that
the
shared
world
history,
geography
standards
are
already
in
the
existing
world.
History
geography,
credit
requirement.
In
addition,
students
receive
instruction
through
the
interwoven,
standards
of
Economics,
Civics,
geography,
history,
multiple
Multicultural
and
financial
literacy
in
every
social
studies
course
from
class
from
kindergarten
through
grade
12..
BB
Finally,
while
I
recognize
this,
as
a
policy
committee,
I'd
be
remiss
not
to
also
mention
that
this
will
require
the
district
to
purchase
additional
tier
one
instructional
materials,
and
we
are
currently
in
the
midst
of
a
multi-million
dollar
purchase
of
state
adopted
tier
one
instructional
materials
aligned
to
the
current
Nevada
academic
content
standards
for
social
studies,
which
were
approved
by
the
State
Board
of
Education
this
school
year.
So
appreciate
your
time
and
and
and
appreciate
this
committee's
consideration.
A
V
K
K
A
V
A
With
that,
we
will
I'll
tell
you
that
our
next
meeting
will
be
Tuesday
April
4th
at
1
30..
This
concludes
our
meeting
for
today
and
the
meeting
is
adjourned.