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From YouTube: 5/20/2021 - Assembly Committee on Ways and Means
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B
B
B
We
have
a
work
session
on
sb
439,
but
we
need
a
couple
more
members
for
that
and
then
we
have
work
session
on
189
ab189
and
that's
under
matters
previously
considered.
It
is
now
ready
to
be
booted
out
of
this
committee
and
head
to
the
floor,
and
then
we
will
go
through
the
bills
as
many
as
of
them
as
we
can
this
morning
before
we
have
to
head
to
the
floor
because
it
is
a
deadline
day
and
I'm
not
used
to
seeing
myself
on
a
screen
without
a
mask.
B
That's
fair,
wow,
hello!
I
got
old,
okay,
so
take
that
out
of
the
minutes.
Okay,
so
with
that
miss
kaufman.
D
Thank
you,
madam
chair
bdr181103,
relates
to
emergency
management,
transfers,
the
division
of
emergency
management
and
its
powers
and
duties
from
the
department
of
public
safety
to
the
office
of
the
military
grants.
The
adjutant
general
of
the
office
of
the
military
authority
over
the
division
of
emergency
management
revises
provisions
governing
the
adjutant
general
of
the
office
of
the
military
and
provides
matters
properly
relating
there
too.
B
So
with
that
committee
members
or
any
questions
or
comments
on
the
bill
draft
introduction,
not
seeing
any
with
that,
I
would
accept
a
motion
from
miss
monroe
moreno,
a
second
from
dr
titus
comments.
Hearing
none
all
in
favor,
please
signify
by
saying
aye
aye
any
in
opposition.
No
opposition
passes
unanimously
of
the
members
that
are
present,
we'll
send
it
to
the
floor
and
it'll
be
right
back
up
here
as
soon
as
it
can
make
it
back.
So
with
that,
I
believe
we
can
go
ahead
and
do
assembly
bill.
189
can
process
that.
D
Thank
you,
madam
chair
assembly,
bill
189,
as
amended,
which
is
the
first
reprint
expands
medicaid
eligibility
for
pregnant
women
through
four
initiatives.
First,
it's
a
12-month
postpartum
coverage.
The
expansion
of
eligibility
to
200
percent
of
the
federal
poverty
level
covers
for
lawfully
reciting
pregnant
women
and
presumptive
eligibility
for
pregnant
women.
D
However,
a
an
amendment
was
submitted
that
would
change
this
bill
and
it
would
eliminate
the
provision
for
12-month
postpartum
coverage
and
the
expansion
of
eligibility
to
200
percent
of
the
federal
poverty
level,
which
essentially
then
leaves
remaining
the
coverage
for
lawfully
reciting
pregnant
women
and
presumptive
eligibility
of
pregnant
women.
The
division
of
health
care
finance
and
policy
provided
a
revised
fiscal
note,
which
indicated
the
total
amount
for
the
fiscal
note
would
be
one
point:
nine
million
dollars
with
state
general
fund
of
seven
hundred
and
thirteen
thousand
eight
hundred
fifty
three
dollars.
D
I
would
also
note
that
the
division
of
welfare
and
supportive
services
did
provide
an
unsolicited
fiscal
note
on
the
first
reprint
and
that
was
on
may
14th.
They
have
since
reviewed
the
revised
conceptual
amendment
and
they
indicated
that
if
the
conceptual
amendment
is
approved
that
they
would
withdraw
their
fiscal
impact.
Note.
B
Thank
you
chair.
No,
I
think
that
covers
everything.
Thank
you
very
much
so
committee
members.
Are
there
any
questions
of
either
miss
kaufman
or
ms
gorlo
at
this
time?
It's
another
one
of
these.
I
remember
hearing
about
presumptive
eligibility
on
this
floor
when
I
believe
it
was
assemblywoman
sheila
leslie
chairing
the
help
committee.
So
with
that
not
seeing
any
other
questions,
this
would
be
an
amendment.
D
B
Amended
this
the
motion
would
be
an
amend
and
do
pass
as
amended
I'll.
Take
the
motion
from
vice
chairman
moreno,
the
second
from
dr
titus,
any
questions
or
comments
on
the
motion
not
seeing
any
all
those
in
favor,
please
signify
by
saying
aye
annie
in
opposition
hearing,
no
opposition
passes
unanimously
of
all
the
members
present.
So
with
that
we
can
floor
statement
we'll
give
to
ms
gorlow
and
then
I
will
be
back
up
just
in
case.
She
needs
it
since
it's
her
bill.
Okay,
so
we'll
take
care
of
that.
B
B
B
C
You
chair
there
we
go.
I
appreciate
that
I'm
sitting
here
at
the
table
with
colonel
guerrero,
who
has
was
the
idea
behind
this
bill
and
he's
my
backup
and
I'm
proud
to
have
him.
As
my
backup,
I
got
to
tell
you
so
thank
you
committee
on
ways
and
means
for
being
willing
to
hear
ab156.
C
This
bill,
revised
provisions
governing
waivers
of
registration
and
lab
fees
by
the
board
of
regents
for
active
members
of
the
nevada
national
guard,
as
I've
already
introduced,
colonel
guerrero
he's
the
deputy
deputy
chief
of
staff
personnel
with
the
nevada
army
national
guard
and
I'm
going
to
give
a
little
background
on
the
bill,
and
then
he
will
be
here
to
explain
it.
C
This
program
allows
active
guard
members
to
register
for
courses
without
a
registration
themselves
during
the
reenlistment
program
to
have
that
turned
over
to
a
family
member
in
lieu
of
themselves.
So
the
program
already
exists
for
the
active
member.
If
they
re-register
or
re-enlist,
then
they
could
use
this
for
a
family
member.
So
it
doesn't
expand
the
eligibility.
This
money
is
already
obligated,
but
they
can.
It
was
an
enticement
or
a
encouragement
to
have
these
guards
re-enlist
and
so
only
those
guards
the
active
guards
that
have
been
there
for
six
years.
C
Then
re-enlist
would
be
eligible
for
this
program,
and
with
that,
madam
chair,
I'm
open
to
any
questions,
and
certainly
colonel
guerrero
is,
as
you
know,
we
have
the
fiscal
note.
The
fiscal
note
was
zero
from
entity
because
these
money
is
already
obligated,
so
the
national
guardsmen
could
use
the
schooling
themselves
or
they
could
use
it
as
a
family
member,
and
with
that,
madam
chair,
I'm
open
to
questions.
E
F
Good
morning,
ladies
and
gentlemen,
currently
colonel
jerome
guerrero,
the
deputy
director
of
personnel
for
the
army
national
guard.
Currently
there
are
between
the
army
and
air
national
guard.
There
is
approximately
700
currently
being
utilized
by
our
guardsmen,
so
total
number
of
guardsmen,
both
aaron
army,
is
approximately
4
400,
so
about
15
percent
of
them
currently
utilize.
This
program,
those
that
are
over
six
years,
are
approximately
2100
between
the
air
and
army.
That
would
be
that
have
six
years
or
more.
F
That
would
be
eligible
to
transfer
this
waiver
based
off
of
our
estimate
of
use
that
15.
If
we
were
to
apply
that
to
the
dependents
that
would
be
eligible
for
this.
We're
looking
at
between
two
to
three
hundred
family
members
would
take
advantage
of
this
program.
E
Thank
you.
I
appreciate
that,
so
it
would
be
the
700
that
kind
of
typically
used
the
program
and
then,
with
the
change
in
law,
you
anticipate
an
additional
two
to
three
hundred
coming
online.
So
am
I
interpreting
that
right?
It
would
be
about
a
thousand
of
these
now
between
those
who
keep
the
waiver
and
then
those
who
reassign
the
waiver
potentially.
F
Yes,
but
that
is
not
to
say
that
some
of
those
members
would
then
decide
to
transfer
because
of
those
700,
not
they're,
not
all
full-time
in
school.
A
lot
of
them
are
part-time.
F
B
F
So
so
I
I
believe
the
way
the
bill
is
written
once
that
member
elects
to
transfer
that
that
tuition
waiver
that
stays
with
that
individual
for
some
reason,
if
that
individual
something
were
to
happen
to
that
to
that
family
member
and
they
did
not
use
it,
then
they
could
transfer
it
one
time
to
another
family
member.
C
C
So
it's
it's
an
eligibility
that
they
already
have
that
they,
if
they
choose
to
use
it,
that
no
family
member
can
and
if
they
don't
use
it,
then
a
family
member
can
so
it's
not
like
they're
double
dipping
per
se
with
this
eligibility
and
again
the
important
thing
to
understand
is
why
we
brought
this
forward
and
so
I'll
do
a
little
bit
of
the
policy,
because
the
reality
was
they
were
having
they
needed
to
have
encouragement
for
their
members
to
re-enlist,
because
in
the
long
run
it
saves
dollars
to
have
somebody
re-enlist,
as
opposed
to
having
a
new
enlistee,
go
through
all
the
training
and
they
wanted
to
give
them
a
little
bit
more
incentive.
F
I
can
speak
a
little
bit
more
to
that.
We
recruit
colonel
jerome,
guerrero.
F
It
costs
approximately
80
thousand
dollars
for
basic
training
in
an
additional
twenty
to
eighty
thousand,
depending
on
their
specific
skill
that
they're
they're
receiving,
so
that
constant
churn
for
us
requires
us
to
find
ways
to
entice
them
to
stay.
So
when
a
member
re-enlist
past
their
initial
six-year
term
and
they
get
past
10
years,
there
is
a
higher
percentage
that
they
will
stay
till
their
20
years
to
to
receive
a
retirement
benefit
from
the
military,
so
that
initial
six-year
term
is
the
most
crucial
piece
for
us
to
try
to
get
those
members
to
re-enlist.
B
I
believe
that
answers
my
questions
so
with
that
committee
members
any
other
questions
of
the
presenters,
not
seeing
any.
Thank
you
very
much.
We
appreciate
that
this
is
the
hearing
on
assembly
bill
156,
so
I'll
go
ahead
and
open
it
up
for
folks
in
support.
If
there
are
folks
here
in
the
room
in
support,
please
come
forward.
G
B
D
B
H
Kent
irvin
e-r-k-n-t
e-r-b-I-n
for
the
nevada
faculty
alliance,
the
statewide
association
of
faculty
and
she
colleges
and
universities.
We
support
the
idea
of
supporting
our
national
guard
families
with
access
to
our
education.
It's
a
policy
decision
on
which
groups
to
include
since
this
is
the
fiscal
committee
and
several
tuition
and
fee
waiver
bills
are
coming
up.
I
would
just
like
to
give
a
brief
philosophical
discussion,
discussion
of
the
cost
of
such
bills.
As
you
know,
offering
courses
is
not
free.
H
H
So
our
concern-
our
fiscal
concerns-
are
just
that,
first
for
any
of
these
programs
that
fertile
aid
be
garnered
when.
C
H
Can
be
so
if
you're
giving
a
complete
waiver,
it
would
be
better
to
be
last
dollar
cost,
because
why
shouldn't
the
federal
government
still
share
in
costs
of
the
students
when,
when
that
aid
is
available,
and
secondly,
that
for
the
students
who
might
have
been
out
of
state
or
are
out
of
state
that
if
their
out-of-state
tuition
is
waived,
that
they
should
count
toward
the
weighted
student
credit
hour
formula
so
that
the
state
is
providing
that
amount
of
support?
H
B
B
Good
morning
mr
klinger
majority
leader.
E
Thank
you
so
much
so
I
think
what
I
just
want
to
get
to
and
what
I
want
to
understand
is
like,
and
some
of
it
were
along
the
lines
that
the
mr
irvin
was
talking
about.
I
guess:
does
it
make
a
difference
whether
two
or
three
hundred
dependents
come
on
and
there
and
that
I
I
would
assume
that
assumption
being
a
zero
fiscal
impact
to
ensi
or
whether
2100,
who
are
eligible
come
on.
So
I
guess
what
point?
E
I
Madam
chair
for
the
record
andrew,
cleaner
chief
financial
officer
to
you
assemblywoman,
so
on
the
fiscal
note,
we
put
no
impact
because,
given
the
variables
that
are
in
here,
it's
difficult
to
to
calculate,
but
to
your
question,
I
think
where
the
fiscal
impact
comes
in
is:
is
there
greater
utilization
of
the
waivers
than
there
would
be
without
the
expansion?
In
other
words,
if
it's,
if
they
have
the
ability
to
transfer
to
a
spouse
or
a
child,
does
that
then
increase
the
number
of
waivers
that
are
utilized
and
right
now
it's
costing
about?
I
E
Thank
you
so
much
for
that
response.
I
appreciate
that
so
I
guess
would
it
be
a
situation
where
I
do
see
here
that
in
section
one
subsection,
seven,
the
the
ad
adjunct
general
is
the
one
who's
responsible
for
keeping
track
and
notifying
and
she
of
a
transfer
of
the
waiver.
I
I
think
for
the
record,
andrew
klinger,
I
think
we
would
have
to
work
with
the
adjunct
general
on
that
to
make
sure
we
were,
we
were
tracking
that
I'm
not
sure
without
us
having
you
know
that
communication
with
them
that
we
could
track
it
independently.
E
And
then
I
just
want
to
make
sure
I'm
understanding
this
right,
because
I
it's
registration,
this
396
544
is
registration
and
laboratory
fees,
but
this
is
not
student
credit
hours.
Am
I
right
in
that?
Or
are
registration
fees
considered.
I
I
When
you
I'm
not
sure,
I'm.
B
C
Yes,
robin
titus
for
the
record
and
thank
you
for
great
questions
and
and
just
really
kind
of
working
through
what
the
fiscal
note
may
or
may
not
be
on,
and
the
ramifications
and
the
overall
take-home.
I
hope
that
you
have
is,
at
the
end
of
the
day,
that
that
cost
savings
to
the
overall
system
of
thousands
and
thousands
of
dollars
getting
these
men
and
women
to
re-enlist
in
that
one
period
of
time
is
not
only
good
for
nevada
but
good
for
the
guardsmen.
So
thank
you
for
your
thoughts.
B
So
with
that,
we
have
a
clarification.
Ms
gorlo
don't
come
out
of
your
seat,
everything's
good,
but
we
have
a
clarification
on
assemblyville
189
had
some
confusion
on
where
the
department
of
welfare
and
social
services
was
on
it.
So
we
need
to
clarify
something
we'll
rescind
that
previous
motion
and
we'll
take
another
motion.
So
that's
the
game
plan
ms
kaufman.
D
Thank
you,
madam
chair.
Upon
further
analysis,
I
received
an
email
from
the
division
of
welfare
and
supportive
services.
The
the
peace
that
they
were
indicating
did
not
require
a
fiscal
impact.
Anymore
was
the
the
elimination,
the
expansion
of
eligibility
for
200
percent
of
the
federal
poverty
level.
However,
they
still
do
believe
that
there
is
a
fiscal
impact
related
to
the
coverage
for
lawfully
reciting
pregnant
women,
as
well
as
presumptive
eligibility
for
pregnant
women.
D
They
had
indicated
that
they
would
require
additional
general
fund
appropriations
of
one
hundred
and
fifty
thousand
nine
hundred
dollars
in
in
fiscal
year
2022,
as
well
as
federal
funds
of
one
million
three
hundred
fifty
nine
thousand
one
hundred
dollars
to
to
fulfill
the
the
requirements
that
they
had
previously
indicated
as
part
of
their
unsolicited
fiscal
notes,
and
so
the
the
motion
would
be
to,
if
desired,
to
rescind
the
previous
motion,
which
provided
for
the
funding
for
medicaid
of
the
1.922
million
total
with
the
general
fund
appropriations
of
713
856
and
then
the
addition
of
this
new
revenue
for
the
division
of
welfare
and
supportive
services.
B
Thank
you
and
I'm
glad
we
caught
it
before
it
left
left
the
room.
So
with
that,
I
would
take
a
motion
to
rescind
our
previous
action
from
assemblywoman
monroe
moreno.
Second
from
miss
vidinas
thompson.
All
in
favor,
please
signify
by
saying
aye
any
opposition
hearing,
none
passage
unanimously
of
all
the
members
present.
The
next
motion
would
be
to
amend
and
do
pass
with
the
miss
kaufman.
Do
you
want
to
put
the
amounts
on
the
record
again
and
then
we'll
go
from
there.
D
Thank
you,
madam
chair,
so
the
amounts
would
be
for
excuse
me,
fiscal
year,
2023
for
the
division
of
welfare
and
supportive
services
to
receive
general
fund
appropriations
of
nine
150
dollars
and
authorizations
of
one
hundred.
Thirty
excuse
me:
one
million
three
hundred
fifty
eight
thousand
one
hundred
dollars
for
fiscal
year,
twenty
twenty
three
for
federal
funds
and
then
also
the
motion
would
then
be
to
provide
the
division
of
health
and
welfare.
Excuse
me:
division
of
health
care
financing
and
planning
total
general
fund
appropriations
of
713
thousand
dollars.
D
D
D
And
one
million
two
hundred
eight
thousand
six
hundred
ninety
one
dollars
for
authorizations
for
federal
funds.
B
Love
hearing
those
federal
numbers
be
a
high
number.
So
with
that,
I
would
accept
some
a
motion
to
amend
and
do
pass
as
amended
from
miss
monroe
moreno,
a
second
from
dr
titus.
Any
questions
or
comments
hearing,
none
all
those
in
favor,
please
signify
by
saying
aye
any
in
opposition
hearing
no
opposition
passes
unanimously
of
the
members
present.
Second
time's,
the
charm
there
we
go
so
with
that,
since
we
are
in
work
session,
we'll
go
ahead
and
work
session,
sb
439,
I
believe
staff
has
an
amendment
that
they'll
be
passing
out
to
the
members.
D
B
B
Good
morning,
madam
chair,
if
you
could
wait
just
a
moment,
we're
still
passing
out
some
documents.
I
want
to
make
sure
everyone
has
them.
Did
we
make
enough?
I
hope,
if
not
we'll
get
more.
H
B
So,
committee
members,
you
have
the
amendment
being
proposed
with
the
to
address
some
of
the
concerns
that
we
heard
yesterday
in
the
joint
hearing
with
assembly
education.
We
have
our
education
team
on
zoom.
If
you
could,
please
walk
the
committee
through
the
amendment
and
then
we
will
open
it
up
for.
C
So
the
proposed
amendment
3410
to
sb439
revises
section
3
regarding
the
requirement
to
transfer
the
funding
to
the
education
stabilization
account
based
on
the
total,
budgeted
expenditures
for
the
county
school
district
fund,
rather
than
the
total
apple
expenditures
that
exceed
16.6
of
the
total
expenditures
for
the
fund.
C
The
amendment
further
adds
section
32.5,
which
revises
provisions
related
to
the
school
district's
ending
fund
balances
that
are
considered
for
collective
bargaining
purposes.
Specifically,
the
amendment
reduces
the
portion
of
a
budgeted
ending
fund
balance
of
the
county
school
district
fund,
which
is
not
subject
to
collective
bargaining
from
16.6
to
12.
C
The
amendment
also
excludes
ending
fund
balances
greater
than
16.6
from
collective
bargaining
and
requires
those
amounts
to
be
transferred
to
the
education
stabilization
account
pursuant
to
nrs
387.1213
and
madam
chair.
That
summarizes
the
amendment
to
sb
439
and
we'll
be
happy
to
answer
any
questions.
B
C
B
B
H
H
B
Thank
you
very
much,
mr
drost
assemblywoman
titus
answer
question.
C
B
You
statutes
are
sometimes
clear
as
mud,
assemblywoman
tools.
B
D
And
and
confirmation
from
both
the
nde,
as
well
as
our
legislative
council
bureau
on
section
five
about
making
sure
we
included
charters
with
the
school
districts
in
the
amendment
and
conforming
changes
to
the
bill.
And
I
just
didn't
see
that
in
this
amendment
is
that
another
amendment
forthcoming.
B
D
You
so,
and
I
appreciate
that
we
we
had
talked
about
that
last
night
as
well.
I
think
the
question
was
that
if
it
was
just
in
the
k-12
funding
budget,
then
we
would
have
to
keep
revisiting
it
every
two
years
versus
putting
it
into
statute.
Then
it
would
just
be
set
that
there
there's
parity
there.
D
Madam
chair,
thank
you
in
the
k-12
funding
bill.
They
are
allowed
to
actually
revise
nevada
statutes
within
there,
so
it
wouldn't
just
be
part
of
the
the
statutes
of
nevada
so
that
the
two-year
provision
and
then
essentially
sun,
setting
at
the
end
of
the
two
years,
but
our
legal
staff
also
has
the
capability
of
of
amending
current
statute
within
the
k-12
funding
bill.
D
B
Okay,
thank
you,
mr
hafen.
Did
you
have
a
question.
J
B
D
Issue.
Thank
you,
madam
chair.
Yes,
that
was
a
clarification
in
senate
bill
543
and
section
3.
It
identified
that
it
would
be
actual,
and
in
section
77
it
indicated
that
we'd
be
budgeted,
so
the
senate
bill
439
had
indicated
that
it
would
be
moved
to
actual,
and
this
amendment
now
makes
those
two
subsections
consistent
and
budgeted.
B
K
And
on
that
same
topic,
moving
it
from
actual
to
budgeted.
Is
that
a
functional
change
so
is
it
currently?
Is
the
stabilization
account?
Well,
I
guess
it's.
Currently,
it's
not
created
yet
right.
So
this
is
all
new
language,
so
it
doesn't
really
change
anything
of
what
we're
doing.
It's
just
the
way.
We're
moving
forward.
B
Yeah,
but
it's
it's
it's
my
impression
and
in
conversations
I
had
with
representatives
from
the
clark
county
school
district
last
night,
they're
at
two
percent
right
now,
so
you
know
getting
to
any
number
and
dealing
with
this.
It's
I
don't
believe
it's
going
to
have
a
huge
impact,
but
this
really
is
local.
B
Welcome
so
with
that
committee
members
are
there
any
other
questions,
the
concern
of
the
the
16
percent?
B
I
believe
we've
reached
a
happy
medium
with
the
proposal
on
page
five
there's
still
a
backstop
there,
we'll
still
make
sure
money
does
go
into
reserve,
but
at
a
certain
point
it
will
need
to
trip
into
the
stabilization
account
and,
as
I
said
earlier,
knowing
that
clark
county
school
district
is
at
two
percent
right
now,
I'm
wondering
when
they'll
ever
actually
implement
some
of
this,
but
we
do
need
to
set
up
some
types
of
safeguards,
knowing
that
every
single
county,
I
believe,
has
a
a
different
number.
B
D
Yes,
thank
you
chair.
I
just
I
just
wanted
to
acknowledge
the
stakeholders
and
that
that
number
that
was
finally
landed
upon,
and
I
think
that
that's
reasonable
and
it
meets
the
needs
for
that
stabilization
account,
and
I
appreciate
the
the
work
and
the
thoughtfulness
on
that.
So
I
will
be
supporting
thanks.
C
Miller,
chair
carlton,
I
would
also
like
to
tell
you
how
much
that
I
appreciate
the
listening
to
the
concerns
that
were
coming
from
educators
and
the
hard
work
that
I
know
that
went
into
this
late
into
the
night,
and
also
that
this
was
something
that
you
know
concerns
from
or
just
thoughts
from
our
own
members
and
stuff,
and
so
that
I'm
glad
that
there
there
was
a
number
that
was
able
to
be
reached.
That
you
know
is
comparable
for
everyone,
and
I
just
want
you
to
know.
C
B
B
Seeing
none,
then
I
believe
the
appropriate
motion
would
be
an
amended
due
pass.
This
bill
had
not
been
amended
on
the
senate
side,
so
the
appropriate
motion
would
be
an
amended
due
pass.
Oh
that's
right!
It
had
that
small,
so
this
would
be
an
amend
and
do
pass
as
amended.
So
the
correct
motion
would
be
an
amend
as
do
pass,
amend
and
do
pass
as
amended
I'll
accept
the
motion
from.
L
B
B
Hearing
none
all
in
favor,
please
signify
by
saying
aye
any
in
opposition
hearing
no
opposition
passes
unanimously.
Other
members
present,
I
wouldn't
have
laid
money
on
that
motion
for
anything
in
the
world
a
couple
of
days
ago.
So,
thank
you
all
very
much.
We
can
go
ahead
and
send
this
one
down
to
the
floor
and
keep
it
going
so
k12
can
get
drafted
and
we
can
all
go
home
so
we'll
go
back
into
hearing
now
we
will
address
oh
I'll,
take
the
floor
statement
on
that
one.
B
If
nobody
minds
well
and
that
way
we
get
it
done.
Okay,
unless
the
majority
leader
would
like
it,
okay.
So
with
that
our
next
one
assemblywoman
hardy,
if
you're
in
your
office,
if
you
would
proceed
to
the
ways
and
means
room.
B
B
If
not
members,
if
there's
a
member
in
their
office
waiting
for
assembly
bill
213
we'll
be
hearing
that
one
right
after
this
one
so
you'll
be
in
the
queue
next
and
then
after
that,
one
miss
anderson.
I
know
you're
in
your
office,
so
we're
just
going
to
go
right
in
order.
So
you'll
know
when
to
come
to
the
committee
room
for
262..
B
A
Good
morning,
thank
you,
madam
chair
and
members
of
ways
and
means
committee
for
the
record.
I'm
melissa
hardy
and
I
represent
assembly
district
22
in
clark
county.
I'm
pleased
to
be
here
today
and
have
the
opportunity
to
present
present
assembly
bill
165,
which
represents
a
key
tool
in
supporting
our
military
veterans.
A
This
bill
comes
before
you
today
as
a
recommendation
from
the
united
veterans
legislative
council
and
I'm
honored
to
sponsor
it.
The
nevada
legislature
has
a
record
of
proactively
addressing
student
veterans
transition
issues.
The
various
pieces
of
legislation
passed
by
this
body
demonstrates
our
support
to
veterans,
active
members
of
the
armed
forces
and
their
dependents,
so
basically
ab165
removed
the
five-year
limitation
on
assessing
tuition
charges
against
honorably
discharged
veterans.
A
Additionally,
the
bill
prohibits
the
board
of
regents
from
assessing
a
tuition
charge
against
all
veterans
that
were
honorably
discharged.
I
felt
this
was
an
important
bill,
those
that
serve
in
the
military
risk
so
much
for
us.
A
So
that's
the
policy
and
then
the
fiscal
note
that
was
was
on
there
was
from
was
from
inchi
and
basically
it
says,
zero.
I
guess
that
some
of
it
would
be
undetermined,
depending
on
how
many
veterans
would
would
take
advantage
of
this.
I
do
have
some
statistics
from
2019-2020.
A
B
And
thank
you
very
much
assemblywoman.
So
I
guess
I'd
like
to
understand.
I
can
understand
the
elimination
of
five
years
that
does,
and
you
know
the
conversations
around
the
five
years
is,
I
believe
originally
was.
We
didn't
really
know
what
the
impact
this
was
going
to
be
in
the
long
run.
So
the
limit
to
the
five
years
was
just
kind
of
get
a
feel
for.
B
It
could
spin
out
of
control
a
little
bit,
and
I
know
that's
not
anyone's
intention,
but
I
believe
we
have
to
put
those
safeguards
and
backstops
in
otherwise
it
would
have
an
adverse
effect
on
inchi,
which
would
have
an
adverse
effect
on
all
the
other
students.
So
we
just
want
to
make
sure
that
that
we're
balanced
so
was
there
any
conversation
about
maybe
taking
the
five
years
to
possibly
10
years,
because
we're
opening
it
up
forever
in
this.
B
A
Melissa
hardy
for
the
record.
Thank
you
for
the
question
and
no,
there
was
no
conversation
about
having
any
kind
of
limit.
The
thought
basically
was.
You
know
somebody
it
could
take
them
more
than
five
years.
They
could
come
out
and
have
a
career,
and
you
know
10
years
down
the
road
decide
that
they
want
to
go
to
school,
and
so
it
there
was
no
conversation
about
doing
that.
Just
but
you
know
I
understand,
and
it
is
kind
of
you
don't
know
how
many
we're
talking
about
is
it.
A
You
know
a
small
percentage
in
reality
compared
to
the
thousands
that
attend
an
inchi
institution,
and
so
that's
why
we
didn't
want
to
put
a
cap
on
it
because
it
is
relating
to
our
veterans,
and
you
know
it
may
they
may
decide
they
want
a
different
career,
10
or
15
years
down
the
road,
and
so
that
was
just
the
thought
behind
it.
But
you
know
it's
for
these
these
this.
These
special
group
of
people
that
wanted
to
give
them
opportunities.
B
And,
and-
and
thank
you
as
only
one
hardy-
I
I
totally
agree
but
there's
nothing
in
the
bill
or
that
that
I
see
and
if
I'm,
if
I
missed
it,
someone
can
please
point
it
out
to
me,
but
they
can
go
back
and
get
that
first
degree,
but
this
doesn't
limit
it
to
just
a
first
degree.
They
could
continue
on
with
graduates.
I
mean
this
could
go
all
the
way.
Through
I
mean
they
could
literally
get
their
phd.
B
I
believe
I
don't
think
this
limits
it
to
just
you
know
the
the
the
bachelor
level
so
I'm
I
I'm
just
concerned
that
without
any
top
wrong
or
any
parameters
at
all
that
it
could
have
an
unintended
consequence
and
end
up
causing
issues
in
in
other
ways.
So
I
just
wanted
to
make
sure
that
we
had
those
conversations
on
the
record
so
that
you
know
as
we're
moving
forward.
We
we
might
need
to
address
them.
So
with
that
majority
leader
did
you
have
a
question.
B
And
so
with
that
committee
members,
are
there
any
other
questions
of
assemblywoman
hardy?
Seeing
none
assemblywoman,
you
can
stay,
we'll,
go
ahead
and
bring
enchi
up
to
the
table.
Welcome
mr
klinger.
B
E
So
I
guess
what
I
was
trying
to
figure
out
is:
if
both
of
these
passed
and
were
codified,
then
do
we
are
we
ending
up
with
the
five-year
a
five-year
limitation
being
taken
off
and
an
ability
to
transfer
and
reassigned
a
waiver,
and
so
then
like?
How
does
this
all
come
all
together
at
the
end
and
mr
klinger?
That
might
be
more
of
a
question
for
for
our
staff
or
for
our
legal.
I
Madam
chair,
through
you,
two
assembly,
women,
benitez
thompson.
I
think
the
difference
here
is
you're
you're
talking
about
actually
two
different
populations.
I
mean
related
populations
but
different
because
in
ab-156
the
previous
bill,
it's
a
member
of
the
nevada
national
guard
and
in
this
one
you're
talking
about
a
a
veteran.
So
it's
a
little
bit
different
population.
But
I
guess
I
would
say
the
same
thing
I
said
on
the
national
guard.
I
E
So
if
a
person
is
a
veteran
and
has
served
and
then
they
come
back
and
then
they're
in
the
national
guard,
I
guess
if
at
any
point
are
you
do
you
default
to
active
default
to
the
396
544
status
of
or
could
you
be
because
you'd
be
one
person
being
a
veteran
and
then
also
if
you
were
serving
in
the
national
guard,
then
we
would
have
that
kind
of
population
where
they
they
could
transfer
it
and
then
not
be
under
the
cap
or
not
and
then
have
the
five
year
removed
you're
picking
up
what
I'm
putting
down.
E
I
Madam
chair
for
the
record,
andrew
klinger,
I
think
I
am,
and
I
guess
what
I
would
say
is
these
are
a
little
bit
different
as
well
in
that
one
is
a
waiver,
and
one
is
the
non-resident,
is
essentially
waiving
the
non-resident
tuition.
So
there's
there's
actually
a
difference
there
and-
and
I
suppose,
if
you
were,
if
you
were
in
both
classifications,
you
would
want
to
take
the
waiver
side
right
because
that's
the
the
greater
benefit.
Frankly,
okay,.
E
And
I
guess
I
would
need
to
know
from
once
again
the
legal
interpretation
if
it's
an
either
or
for
one
of
these,
if
you
opt
into
one
and
not
the
other,
and
I
guess
because
the
enrollment
number
sounds
so
same
on
the
last
one.
We
heard
a
population
of
about
700
enrolled
in
on
this
one,
it's
about
725.
So
that's
why
I
was
thinking
at
least
in
my
head.
E
I
B
Thank
you
majority
leader
is,
these
are
all
different
pieces
of
the
puzzle
and
we
want
to
make
sure
when
it
all
comes
together
what
the
long-term
impact
could
possibly
be.
So
thank
you
very
much.
Thank
you,
mr
klinger.
So
with
that
this
is
the
hearing
for
assembly
bill
165.
So
I'm
going
to
go
ahead
and
open
it
up.
Are
there?
Is
there
anyone
here
in
the
room
in
support
of
assembly
bill
165,
not
seeing
anyone
in
support?
G
G
B
K
K
So
I
suspect
this
number
is
not
very
big
for
the
garden,
although
I
believe
that
this
could
be
determined
through
the
guard
personnel.
As
for
the
veterans,
many
of
them,
after
serving
multiple
deployments
in
this
last
20
years,
have
had
a
very
difficult
time
of
restarting
their
education,
and
this
bill
would
help
them
get
started
again.
Most
of
them,
when
they
come
back
from
their
final
deployment,
are
trying
to
keep
their
families
together
and
get
them
their
feet
back
on
the
ground,
and
sometimes
that
takes
more
than
five
years.
B
G
G
C
B
And
thank
you
very
much
for
calling
and
you
sound
like
a
very
proud
mom.
Thank
you.
So
with
that
do
we
have
anyone
else
in
support.
B
H
H
So
tuition
is
only
charged
out
of
state
students,
including
international
students,
have
no
way
who
have
no
weight
of
becoming
a
nevada
residence
and
for
these
students,
their
credit
hours
do
not
count
towards
the
weighted
student
credit
hour
formula
for
state
funding.
So
there's
no
state
support
for
those
students
and,
if
I
say
anything
wrong
here,
I
expect
anshi
to
get
up
and
and
correct
me.
H
H
Those
include
health
fees,
student
union
fees
in
some
places,
athletics
fees,
laboratory
or
studio
course,
fees
and
technology
fees
and
those
fees
are
dedicated
to
only
those
uses
and
are
held
in
separate
restricted
accounts.
So,
as
you
look
at
the
fiscal
impacts
of
these
various
bills
that
look
at
various
different
buckets,
they
have
different
fiscal
impacts.
So
I
just
hope
you
all
will
consider
those
different
fiscal
impacts.
Thank
you.
B
A
B
M
M
Good
morning,
madam
chair
members
of
the
committee,
I
am
assembly
manager
flores
for
the
record
proudly
representing
assembly
district
28,
and
I
am
here
to
present
assembly
bill
213,
which
I
and
many
other
folk
refer
to
the
in-state
dream
act.
There
are
many
sections
to
this
bill,
but
for
those
specifically
pertaining
to
the
fiscal
notes,
I
will
try
to
hone
in
and
focus
my
comments
specifically
as
to
those
sections.
M
When
I
had
the
opportunity
to
present
this
before
the
education
committee,
I
I
had
the
opportunity
of
having
president
sandoval
president
solis
and
president
sarah
goza,
all
three
of
them
prepared
remarks
and
present
the
bill.
M
Alongside
of
me-
and
I-
and
I
start
with
those
remarks,
because
I
thought
it
was
a
very
impactful
way
of
saying
how
important
it
is
for
our
students
to
recognize
that,
if
you
graduated
from
a
high
school
in
the
state
of
nevada,
that
we
see
the
importance
of
you,
knowing
that
you
have
an
opportunity
to
attend
one
of
our
schools
in
our
nevada
system
of
higher
education,
and
that
you
know
that
you
are
welcome
here
specifically
and-
and
I
I
just
always
say
this-
and
I
have
to
say
for
for
my
constituents.
M
You
know
that
this
bill
is
for
you
specifically
section.
One
of
ab213
provides
members
of
any
federally
recognized,
indian,
tribe
or
nation,
all
or
part
of
which
is
located
within
the
boundaries
of
the
state,
will
be
considered
residents
for
tuition
purposes
and
as
such
will
not
be
charged
non-resident
tuition.
M
That
provision
is
a
reasonable
step
forward
in
recognizing
the
native
tribes
of
nevada
and
providing
them
access
to
higher
education
by
not
charging
them
non-resident
tuition.
Further
assembly
bill
213
recognizes
the
existing
board
of
regents
policy
such
that
students
who
graduated
from
a
high
school
located
in
this.
In
nevada
will
also
be
considered
resident
for
tuition
purposes.
M
Additionally,
section
two
of
this
bill
eliminates
the
affidavit
requirement
for
the
for
governor
gwynn
millennium
scholarship,
whereby
currently,
students
must
sign
an
affidavit
declaring
that
they
are
a
citizen
of
of
the
united
states,
have
lawful
immigration
status
or
have
filed
for
law
for
immigration
status.
This
is
a
significant
step
in
reducing
the
barriers
for
undocumented
students
to
access
the
millennium
scholarship.
M
Lastly,
under
federal
law,
some
students
are
prohibited
from
completing
the
fafsa
and
therefore
are
not
eligible
to
receive
the
silver
state
opportunity
grant.
Under
the
provision
of
section
3
of
ab213,
students
are
prohibited
by
federal
law
from
completing
the
fafsa
will
be
eligible
for
the
silver
state
opportunity
grant
by
completing
an
alternative
application
that
will
be
established
by
ng.
M
In
addition,
section
4.5
of
this
bill
will
allow
nc
to
use
not
more
than
five
percent
of
the
funds
appropriated
to
support
the
programs
to
pay
for
cost
ministering
the
program
which
would
include
administering
the
non-fafsa
fighter
applications
with
that.
Madam
chair,
I
I
just
wanted
to
say
that
these
are
practices
that
we
are
that
are
in
play
now,
and
she
will
be
able
to
testify
further
as
to
that.
M
The
treasurer's
office
is
also
here,
but
I
just
wanted
to
make
it
abundantly
clear
that
a
lot
of
this
we're
already
doing
the
only
real
big
change
on
top
of
what
I've
mentioned
here
is
just
making
it
abundantly
clear
that
before,
if
you
were
a
member,
a
citizen
of
my
tribe
in
the
state
of
nevada,
you
needed
to
be
living
in
that
tribe
in
that
in
that
actual
jurisdiction.
In
order
for
you
to
qualify
for
for
some
of
these
benefits,
but
understandably
you
may
move
to
las
vegas.
B
And
thank
you,
mr
flores,
so
that
was
one
of
my
first
questions.
I'm
I'm
glad
you
ended
with
that,
so
they
may
not
actually
be
living
in
that
particular
spot,
but
they're
still
living
in
nevada.
So
we're
not
opening
this
up
to
arizona,
utah.
California,
if
there's
any
cross-jurisdictional
lines
within
that
tribal
government,
we're
not
opening
this
up
to
residents
of
other
states.
M
J
Thank
you,
madam
chair,
so
I
just
wanted
some
clarification,
mainly
because
I'm
wondering
why
there's
a
fiscal
note
if
it's
currently
in
practice
and
we're
we're
currently
doing
this
and
I'm
I'm
assuming
that
it's
just
a
more
difficult
process,
but
it's
actually
happening
anyway.
So
is
it?
Is
it
a
situation
where
somebody's
was
previously?
You
know
on
tribal
land,
they
moved
to
las
vegas
or
reno
or
elko
or
whatever
it
is,
and
then
they
want
to
do
this
and
then
do
they
just
like
have
to
go
through
some
process.
J
M
Madam
chair,
through
you
to
somebody
levitt,
some
of
the
national
floors
for
the
record,
so
the
reason
we're
having
this
fiscal
conversation
now
and
and
quite
frankly,
I
know-
and
she
it's
very
difficult
to
determine
how
many
actual
students
will
capture-
and
I
know
that
we
tried
reaching
out
to
some
of
the
different
tribes
here
in
the
state
of
nevada.
But
it
was
very
difficult
to
actually
understand
how
many
folk
we're
going
to
capture
but
but
the
big,
I
guess,
the
the
conversation
about
the
fiscal
now
is
rooted
in
that
today.
M
If
you
have
a
student
who
lives
on
tribal
land
and
is
a
citizen
of
a
tribe
here
in
the
state
of
nevada,
they
have
that
in-state
tuition
qualification.
However,
if
they
were
to
move
out
of
that
tribal
land,
we
we
don't
necessarily
have
actual
data
to
say
how
many
students
have
moved
out
of
the
tribal
land,
but
are
still
in
the
state
of
nevada
right,
and
so
that's
where
the
fiscal
conversation
comes
in.
M
J
Now
but
they're
still
in
the
state,
so
how
does
that
make
a
difference?
I
guess
I'm
I'm
just
having
a
hard
time
understanding.
So
they
move
out
of
tribal
land.
They
have
the
in-state,
they
have
they.
They
receive
in-state
tuition,
they
move
somewhere
else
in
the
state.
They
have
a
physical
address
in
the
state.
J
M
Through
you,
madam
chair
to
assemblyman
levitt
or
something
that
goes
for
the
record,
so
if
I
could
post
three
different
hypotheticals,
I
think
if
I
lay
out
three
different
students,
I
think
I'll
help
explain
this.
If
we
have
a
native
student
who
is
a
citizen
of
a
tribe
who
graduates
from
a
high
school
here
in
the
state
of
nevada,
they're
already
protected
under
this
in-state
tuition,
conversation
they're
already
captured.
So
that's
not
the
student
we're
capturing
now.
M
That
particular
student
who
left
and
then
came
back.
We
would
be
capturing
here.
They
are
a
citizen
of
a
tribe
in
the
state
of
nevada.
They
may
have
come
back
to
the
tribe,
specifically
not
come
back
to
the
tribe,
but
come
back
to
las
vegas
or
lived
outside
of
the
tribe.
Now
we're
making
sure
that
that
particular
individual
is
being
captured
and
that's
where
the
data
is
not
very
clear
on
how
many
students
we
have
like
that.
M
I
don't
believe
it's
very
many,
but
but
there
are
students
in
that
world
and
and
the
reason
I
thought
this
was
a
very
important
conversation
for
us
to
have
is,
understandably,
if
you've
lived
in
a
tribe
for
a
very
long
time
and
I've
had
an
opportunity
to
speak
with
our
native
community,
you
live
in
a
in
a
in
a
particular
area
for
a
very
long
time.
Then
you
leave
the
state
and
you
may
move
and
work
and
live
in
a
different
drive
or
area
et
cetera
that
individual
when
they
try
to
come
back.
M
Sometimes
they
wait
a
year
so
that
they
can
qualify
for
in-state
tuition,
and
often
the
data
demonstrates
that
if
you
do
that,
statistically,
you
may
not
go
back
to
school.
So
what
we
don't
want
is
to
have
that
native
student,
who
leaves
the
state
who
may
have
graduated
in
a
different
state
or
what
may
have
occurred.
Whatever
may
have
been
the
circumstances
of
that
particular
student.
We
don't
want
them
to
come
back
to
the
state
and
then
say
I'm
going
to
wait
for
a
year
so
that
I
qualify
for
that
in-state
tuition.
M
They
we
want
to
make
sure
that
right
when
they
come
back,
we
get
them
enrolled
immediately
with
one
of
our
entity
institutions
so
that
we
can
immediately
get
them
back
going
and
that
we
don't
have
that
huge
pause,
because,
statistically
that
gap
will
lead
to
them
not
enrolling.
B
And
if
I
could
follow
up
on
that,
mr
flores,
so
I
see
a
situation
supposing
so
we
we
have
a
student
they've
left
the
state
they
come
back.
They
did
not
graduate
from
a
nevada
high
school
but
they're
coming
back
they're,
not
going
back
to
tribal
land,
they're
going
to
live
in,
let's
just
say,
henderson
whatever
in
essence,
you're
almost
giving
out-of-state
tuition,
out-of-state
students,
in-state
tuition
fees-
is
basically
what
it
boils
down
to
and
by
opening
this
up.
B
For
people
to
come
back
it,
and-
and
that's
for
this-
this
is
not
free.
They
will
be
paying
tuition
they're
just
going
to
not
have
to
wait
that
year
pay
out
of
state.
They
are
going
to
be
considered
a
nevada
resident
when
they
come
back,
they're
still
going
to
have
to
get
a
driver's
license
and
or
show
insurance
registration
they're
going
to
have
to
prove
something
that
they
actually
are
in
the
state
of
nevada.
If
I
understand
that,
but
in
in
essence,
we're
giving
out
of
state
students
in-state
tuition
is
how
I
see
it.
M
Thank
you,
madam
chair,
for
that
question.
Some
of
the
medical
floors
for
the
record,
so
I
guess
the
the
way
my
analysis
in
in
getting
to
this
particular
section
of
the
bill.
The
my
rational
and
the
way
I
arrived
with
it
is
in
having
conversations
with
folk
that
are
members
of
our
our
different
tribes.
M
In
that
scenario,
madam
chair,
one
of
the
the
big
concerns
we've
had
and
what
we
were
trying
to
get
at
to
in
this
particular
bill
is
that
that
is
very
common.
We
we
do
have
members
of
our
citizens
of
tribes,
who
will
do
that
they're,
not
within
our
geographical
boundaries,
but
they
are
still
within
the
tribe
and
perhaps
a
neighboring
state,
and
they
try
to
leave
the
state.
They'll
try
to
go
live
elsewhere.
M
They'll
try
to
go
even
sometimes
they'll
try
to
do
college
in
a
different
state
and
they
have
the
intellect
and
all
the
the
capabilities
in
the
world,
but
unfortunately
because
they
are
accustomed
to
certain
things,
because
they've
they've
lived
in
a
very
particular
type
of
of
setting
that
they
have
a
very
difficult
time
adjusting
elsewhere,
and
so
they
find
themselves
coming
back
into
the
state
to
try
to
make
it
work
again.
And
though
it's
a
very
small
group
of
folk
that
then
we
are
then
they're
capturing.
M
But
again,
I
just
wanted
to
make
it
abundantly
here
clear
that
they
are
citizens
of
a
tribe
that
is
registered
with
the
state
of
nevada,
that
we
recognize
and
and
for
the
most
part,
I'm
sure
in
this
conversation
that
I've
had
it's
usually
folk
who
are
within
the
tribal
land,
but
not
necessarily
within
the
geographical
boundaries
of
just
nevada
that
they
they
may
cross
over
boundary
lines
and
how
we
would
see
our
state
lines,
but
they
are
still
within
their
own
tribal
land
and
they're.
Just
moving
back
and
forth
within
that.
B
Right,
thank
you
committee
members,
any
other
questions
on
this
component
of
the
bill,
other
components
on
on
this
particular
component,
because
there
are
other
questions.
So,
ms
miller,
is
it
on
this?
No,
so
I
think
we've
addressed
this.
I
think
the
next
one
I
I
think
I
would
like
a
little
bit
of
more
information
on
is.
B
M
Yes,
so
in
having
a
conversation
with
anchi,
we
recognize
that
there
are
a
whole
host
of
students
that
do
not
qualify
for
filling
out
the
traditional
fafsa
form,
and
so
the
the
thought
process
and
the
objective
now
is
that
they
we
have
a
a
secondary
form
that
will
be
created
by
ng
and
which
is
why
we
have
this
conversation
about
allocating
at
least
five
percent
up
to
five
percent
of
the
funding
there,
so
that
we
allow
for
the
creation
of
that
administration,
creation
of
the
forms,
etc,
and
then
the
students
would
just
fill
out
the
application
in
very
similarly
to
the
way
you
would
go
about
filling
out
the
fafsa,
except
that
it
would
be
our
own
revised
new
version
of
it
and
it
would
not
be
reported
and
it
would
not
go
out
to
the
federal
government.
M
It
would
be
just
locally
handled
within
the
jurisdictional
boundaries
of
nevada
and,
personally,
the
the
objective
behind
that
is
we
we,
when
I
look
at
things
like
the
millennium
scholarship,
for
example,
we
are
already
extending
that
to
our
students
so
long
as
they've
graduated
from
from
a
high
school
here
in
the
state
of
nevada
and
whether
you
have
status
or
not,
not
relevant,
and
so
the
next
question
I
asked
and
speaking
with
our
specifically
our
presidents
and
president
sandoval
president
sarah
goza
and
president
solis,
was
what
what
can
we
do
to
to
make
sure
that
we
are
sending
a
welcome
letter
to
to
a
lot
of
our
high
school
students,
and
the
conversation
was
well
what
what
about
silver
state
opportunity
grant
and
promise
and
making
sure
that
we
don't
have
these
priority
lists,
where
we
classify
this
student
first
and
then
this
student
and
then
that
student
and
or
how
do
we
make
sure
that
they
they're
even
eligible
and
in
that
conversation,
is
how
we
reached
the
consensus
with
this
particular
language.
M
I
also
wanted
to
make
it
abundantly
clear.
I
I
did
get
questions
from
folk
asking
me.
Well,
if
a
student
is
undocumented,
what
does
that
mean,
and
why
are
we
extending
these
benefits
to
them?
I
wanted
to
make
sure
that
I
I
put
on
the
record.
I
practice
immigration
law
and
I'll.
Tell
you
firsthand
that
the
majority
of
our
students
who
are
undocumented
will
not
remain
undocumented
throughout
their
history
throughout
their
course
of
life.
B
C
Thank
you
chair
and
thank
you
assemblyman
flores,
for
bringing
this
up
for
bringing
this
bill.
I
do
have
a
question
about
section
m
under
section
one,
two
letter
m,
and
so
we've
been
talking
about
the
scenarios
and
the
availability
for
this
for
students
that
are
part
of
tribal
communities.
C
However,
under
section
m,
it
just
simply
states
students
who
graduated
from
a
high
school.
So
I'm
reading
this
as
a
scenario
of
a
family
or
student
just
moves
to
nevada
in
march
or
april,
they
graduate
high
school
they've,
been
here
a
month
or
two,
and
then
now
this
would
apply
to
them.
Can
you
address
that?
Please.
M
Absolutely
madam
chair,
through
you
to
assemblywoman
miller
some
of
the
negro
floors
for
the
record,
so
that
is
in
practice
now
that
that
is
in
the
enchi
handbook.
If
I
could
simplify
it
in
any
other
way,
I'll
call
it
the
ng
handbook
that
is
in
practice
now.
M
So,
if
you
graduate
from
a
high
school
in
the
state
of
nevada,
you
will
be
eligible,
particularly
at
this
point,
we're
referring
to
the
millennium
scholarship
and
for
in-state
tuition
right
and-
and
so
we
are
simply
codifying
that
into
statute,
and-
and
that
is
a
practice
now
with
nc,
and
then
she
could
speak
further
as
to
that.
But
if
you
graduate
from
a
high
school
in
the
state
of
nevada,
you
are
eligible
for
in-state
tuition.
C
He's
mr
klinger
is
smiling
at
me,
but
that's
chair's
decision
on
whether
or
not
but
but
we
do
see
you
nodding
your
head.
So
mr.
I
Thank
you,
madam
chair,
for
the
record
andrew
klinger,
chief
financial
officer
for
inchi
and
first
I
want
to
thank
mr
assemblyman
flores
for
working
with
us
on
this
bill.
He
did
work
very
closely
with
us
on
this
bill
and
as
to
the
last
question
so
maybe
to
use
you
know
an
analogy
like
assemblyman
flores
did
if
you're
a
stu,
a
high
school
student
and
you
come
to
nevada,
and
you
spend
the
last
six
months
of
your
senior
year
here
and
you
graduate
from
a
nevada
high
school,
then
under
board
policy.
I
E
Leader,
thank
you
so
much.
I
appreciate
the
clarification
of
that.
So
it's
just
a
chunk
of
enchi
regs
going
into
nrs
okay.
So
when
we
but
and
there's
going
to
be
no
effective
change
from
that
rig
going
into
nrs,
there's,
not
a
distinction
between
it,
carrying
more
or
less
weight
or
changing
interpretation
being
an
nrs
versus
your
just
institutional
regs.
E
I
guess
when
I
go
to
so
we're
touching
lots
of
different
programs
here
and
we
end
on
promise.
We
start
with
millennium
and
then
we
touch
pell
grants.
So
I
guess
I
I'm
not
seeing
a
fiscal
note
related
to
having
to
create
a
pell-like
program
that
is
specific
just
to
the
institution.
So
I
guess
that
that
that
won't
take
additional
resources
or
you
have
a
model
that
you
think
that
you
could
use
already
or
that
you
are
using
already.
I
For
the
record
andrew
klinger,
through
you,
madam
chair,
through
the
assemblywoman,
so.
I
So
section
4.5
of
the
bill,
so
I
believe
what
you're
speaking
to
is
the
alternative
fafsa
language
that
is
on
page
8
of
the
bill
and
so
section
4.5,
which
is
on
page
9
of
the
bill
grants
inchi
the
authority
to
use
up
to
five
percent
of
the
silver
state
opportunity
grant
funds
for
administration.
So
that's
why
there's
not
a
fiscal
note
on
that
piece,
because
with
that
language
in
there
it
gives
us
the
resources
to
go
ahead
and
implement
that
alternative
fafsa.
I
I
I
don't
know
at
this
at
this
point:
okay
yeah,
I
mean
we'll.
Obviously
we
want
to
get
as
much
of
those
funds
out
to
the
students
as
as
possible,
so
we
will
keep
those
administrative
costs
as
low
as
we
can.
E
Okay,
so
I
know
you're
referencing
it
in
4.5,
but
we
see
this
similar
language
living
in
other
places.
So
what
your
I
guess
what's
being
proposed
here
is
all
of
the
administrative
costs
will
come
out
of
the
promise
scholarship
to
set
up
this
model,
then
will
then
be
used
for
millennium
and
silver
state
opportunity.
E
I
For
the
record
andrew
klinger,
the
five
percent
is
just
for
the
silver
state
opportunity
grant
and
it's
just
for
setting
up
that
alternative
fafsa.
So
I'm
not
sure
what
the
other
language
is
in
here
that
you're
referring
to,
because
I
think
that's
the
only
changes
to
the
silver
state
opportunity
grant.
Some
of
that
may
be
some
of
the
language
in
there
may
be
just
existing
language.
M
A
majority
leader,
if
I
may
assembly
microphones
for
the
record,
I
don't
mean
to
interrupt
the
dialogue
back
and
forth,
but
I
just
wanted
to
make
it
clear
that
presently
with
if
we
were
to
make
no
changes,
an
individual
is
already
eligible
to
apply
for
the
millennium
scholarship.
E
C
E
M
Silver
state
is
the
only
place
where
we're
adding
it
because
they
weren't
previously
eligible,
but
they
were
in
millennium
and
they
were
in
promise.
So
in
those
two
particular
conversations,
we
didn't
have
to
add
that
additional
language
of
up
to
five
percent,
because
they're
already
now
eligible
to
apply
in
those
two
categories.
It's
this
third
bucket
of
of
silver
state
opportunity
grant
where
they
weren't
previously
eligible.
But
now
in
order
to
be
eligible
because
it's
a
last
as
as
we
all
know,
the
silver
state
opportunity
grant
you
go
through
every
other
benefit.
M
E
I
could
correct,
I
think
the
promise
scholarship
is
last
dollars
and
that's
the
last
piece
of
this
bill.
So
that's
what
I'm
trying
to
figure
out
how
it
plays
out
across
all
of
these
different
ones,
right
so
on.
The
nevada
promise
scholarship.
So
we
see
the
language
here
on
page
12
lines
25
through
30,
where
we're
we're
stricken
once
again
that
that
need
to
having
to
complete
a
federal,
a
fossa
and
instead
of
using
the
fossa.
E
I
imagine
that
they
would
use
the
model
that
you're
standing
up
in
silver
state
opportunity
grants
under
that
language
in
order,
because
because
you're
striking
the
faucet
provision
right,
but
I
think
the
thing
that
the
question
then
on
the
promise
scholarship
there
is
that
the
promise
scholarship
is
kind
of
the
last
dollars
in
and
we're
taking
out
the
fossa.
How
does
that
end
up
looking
and
I
think,
that's
kind
of
more
like
the
flow
of
the
system,
mr
klinger,
so.
M
Majority
leader,
my
apologies,
I
misspoke
some
of
the
american
floors
for
the
record,
from
my
understanding,
with
promise
so
long
as
you
graduated
from
a
high
school
in
the
state
of
nevada,
you're,
going
to
be
eligible
for
that,
but
with
silver
state
opportunity
grant.
That
was
in
order
for
you
to
be
eligible
for
that.
You
have
to.
You
have
to
fill
out
the
fafsa,
however,
because
undocumented
students
cannot
fill
out.
M
The
fafsa
is
why
we
had
to
create
this
alternative
framework
to
where
which
they
would
apply
in
that
new
form,
which
will
give
up
to
five
percent
and
and
that
that's
why
we
need
it
with
silver
state
opportunity
grant,
but
we
don't
need
it
with
promise.
E
Yeah,
that's
what
I'm
saying
you're
going
to
build
it
out
of
one
you're
going
to
take
the
I'm
just
trying
to
make
sure
we're
getting
this
right.
So
you're
saying
up
to
five
percent
out
of
one
scholarship
program
to
stand
it
up
the
administrative
piece,
but
you're
also
going
to
be
using
it
in
other
scholarship
programs.
But
I
I
guess
I
do
want
to
hear
from
the
institution.
E
I'm
I'm
on
the
nevada
promise
page
how
it
works
as
a
last
dollar
scholarship,
the
nevada
promise
scholarship
covers
the
cost,
so
it
just
we
built
that
to
be
last
dollar,
but
if
we
take
the
fossa
piece
out
and
that's
going
to
affect
the
whole
population
who
applies
this,
I
guess.
Where
does
that?
Leave
us
if
it's,
because
it
almost
moves
it
to
first
dollars
in
a
way
or
we
or
it
just
it
would
just
strike
that
intent
of
being
last
dollars.
I
Madam
chair
for
the
record,
andrew
clearing
chief
financial
officer,
so
I
guess
the
difference
is
that
on
the
silver
state
opportunity
grant
it's
a
need-based
grant
right,
so
you
fill
out
the
fafsa
and
if
you
and
depending
on
you
know
your
income
level,
the
dollars
are
allocated
that
way,
and
so
that's
the
reason
for
the
alternative
is
that
for
for
those
students
that
can't
fill
out
the
fafsa
now
they
have
an
alternative
that
they
can
fill
out
because
it's
need-based,
the
nevada
promise,
is
not
a
need-based
scholarship.
It's
it's.
I
There
are
certain
criteria
in
statute.
If
you
graduate
from
nevada
high
school,
there
are
certain
number
of
hours
of
community
service
that
you
have
to
do
and
as
long
as
you
meet
those
criteria,
it
is
not
a
need-based
scholarship.
It
is
it.
We
do
apply
other
other
grants
to
that.
But
it
is
not
a
need-based
scholarship,
but
as
long
as
you
meet
those
criteria
graduate
from
high
school
and
meet
the
the
other
criteria
laid
out
in
statute,
you
you
can
receive
that
scholarship.
So
that's
the
different
need
based
versus
non-need,
based.
E
Thank
you.
I
understand
that,
so
it
look
just
looking
at
the
flow
here
from
the
documents
that
you
guys
published
on
how
nevada
promise
works,
I'm
just
nevada
promise
is
supposed
to
be
the
last
dollars
in
kind
of
it's
like,
and
I
you
hear
me
ask
this
a
lot
like
the
order
of
operations,
then
right
because
millennium
is
is
we.
These
are
all
fixed
pots
of
money
because
we
always
have
more
applicants
than
we
have
the
ability
to
award
pots
of
money.
E
Therefore,
the
legislative
intent
of
making
sure
that
we
kind
of
had
an
idea
of
how
some
of
these
dollars
would
floor.
So
I
guess,
does
this
change
the
order
of
operations
at
all,
then?
Would
we
we
would
we
see
one
pot
of
money
coming
in
in
a
spot
where
we
didn't
imagine
like
leading
with
nevada
promise
versus
nevada
promise
being
the
finishing
dollars.
I
For
the
record,
ender
klinger
chief
financial
officer
this,
this
would
not
change
the
order
of
operations
to
answer
your
question,
but
it
does,
but
it
does
open
up.
Essentially,
it
opens
up
the
silver
state
opportunity
grant
to
students
that
wouldn't
otherwise
be
eligible
for
it,
but
it
doesn't
really.
It
doesn't
change
the
order
of
operations
for
the
nevada
promise,
scholarship.
I
Madam
chair
for
the
record,
andrew
chief
financial
officer,
this
would
be
codified
in
statute,
so
this
would
be
up
to
five
percent
moving
forward.
But
to
your
point,
madam
sure,
there
would
be
obviously
some
stand-up
costs
initially,
but
potentially
there
could
be
ongoing
costs
of
just
tracking
and
maintaining
sort
of
our
own
internal
system.
For
these,
these
documents.
B
I
B
Knowing
full
well
that
this
amount
of
dollars
will
not
go
to
a
student
now,
they'll
they'll
go
to
enshi.
So
at
the
beginning
of
the
session,
when
everybody
was
afraid
of
money,
it
was
a
way
to
make
sure
that
we
could
accomplish
the
mission.
If
I'm
understanding
you
correctly
without
actually
having
a
fiscal
note,
but
I
think
the
concern
that
that
I
have
is
these
are
dollars
that
were
meant
to
get
to
students.
B
So
I
think
that's
another
conversation
that
we
we
should
probably
have,
and
I'm
always
concerned
about
indirects
mr
claire
and
I
have
had
a
number
of
conversations
about
indirects,
so
we
won't
go
down
that
rabbit
hole,
but
we
can
have
further
conversations
if
it's
a
if
it's
a
one-time
hit
to
do
it.
B
That's
one
thing:
if
it's
an
ongoing
cost
and
we
start
scraping
money
off
of
tops
of
scholarships
to
get
things
done,
then
I
think
that's
a
a
bigger
policy
discussion
for
everyone
to
have
so
just
wanted
to
get
that
on
the
record.
So
committee
members,
are
there
other
questions
of
mr
flores
and
or
mr
klinger
at
this
time?
B
Not
seeing
any.
Thank
you
very
much
for
the
presentations.
This
is
the
hearing
for
assembly
bill
213,
so
we
will
go
ahead
and
open
it
up.
Are
there?
Is
there
anyone
wishing
to
testify
in
support
of
ab213
here
in
the
room?
Mr
irvin.
H
We
support
ab213
I'd
first,
like
to
acknowledge
that
we
are
presently
on
the
lands
of
indigenous
peoples
and
that
our
universities
and
colleges
are
in
the
lands
of
indigenous
peoples
and
that,
in
particular,
the
land-grant
institutions
were
initially
funded
through
transfers
of
the
lands
of
indigenous
peoples,
and
we
should
just
all,
acknowledge
and
recognize
that
all
of
my
completely
neutral
comments
about
fiscal
impacts
for
various
different
buckets
apply
here
in
it.
H
For
this
bill
and
the
reason
we're
in
support
it's
a
matter
of
recognizing
students
who
are
nevadans
in
all
senses
of
the
word,
except
for
some
particular
jurisdictional
issues,
and
so
treating
those
students
as
nevada
and
res
nevada
residents
for
the
purposes
of
in-state
tuition
makes
sense
to
us,
as
well
as
all
of
the
things,
to
make
sure
that
students
are
who
are
nevadans,
except
for
those
particular
jurisdictional
issues,
are
able
to
apply
for
all
of
the
available
state
and
federal
scholarships
that
they
can.
So.
Thank
you
very
much.
L
Good
morning,
chair
carlton
and
members
of
this,
the
committee,
my
name,
is
marianna
quinn,
I'm
the
director
of
government
affairs
for
the
college
of
southern
nevada,
I'm
here
on
behalf
of
dr
sarah
gosar
csn
president.
I
know
that
he
in
the
assembly
education
committee
was
traveling
the
day
that
that
bill
the
bill.
L
This
bill
was
heard,
but
he
really
wanted
to
at
least
express
his
support
for
giving
our
students
more
of
our
students
access
and
eliminating
any
barriers
that
give
them
access
to
higher
education
as
an
immigrant
himself,
myself
and
many
of
our
students,
we
speak
on
behalf
of
of
them
and
and
wanting
to
give
them
more
access
to
scholarships
and
grants,
particularly
the
ss,
the
ssog
scholarship,
and
I
know
that
our
csn
generation
dreamers
club
advisor
esther
pla
submitted
a
letter
of
support
to
the
assembly
education
committee
and
I'm
just
here
to
echo
her
sentiments
in
support
of
this
bill,
and
we
we
thank
assemblyman
flores
for
bringing
it
forth.
B
G
G
C
K
R-U-I-Z
representing
nevada
state
college,
chair
college,
carlton,
nevada
state
college
is
in
full
support
of
ab213
and
was
proud
to
support
the
bill
in
the
policy
committee.
I
really
appreciate
the
partnership
with
the
cinema
floors
on
this
bill
to
increase
access
to
higher
education
in
this
state.
Thank
you.
G
C
Good
morning
sharing
committee
members,
my
name
is
marianito
orta
m-a-r-I-a
last
name
n-I-e-t-o
space
o-r-t-a,
and
I
am
the
nevada
state
coordinator
for
my
family,
as
well
as
the
co-chair
for
the
undocu
council.
A
subcommittee
of
directly
impacted
folks
to
the
nevada
immigrant
coalition
mi
familia
botanian,
dr
council,
is
in
full
support
of
ab213
ab213
will
allow
students
to
access
state
funded
financial
aid,
regardless
of
their
status
as
a
current
staff.
C
As
a
current
student
with
daca
aionov,
I
know
the
financial
hardship
that
comes
with
going
to
school,
providing
equal
opportunity,
regardless
of
a
person's
family
background
or
status,
will
allow
more
students
the
opportunity
to
strive
for
higher
education
many
times.
There's
not
enough
resources
or
support
to
go
to
college,
and
this
bill
will
show
thee
will
show
undocumented
students
like
myself,
that
the
state
of
nevada
wants
all
nevadans
to
be
able
to
achieve
higher
education.
C
B
B
M
Comments.
Thank
you
again,
madam
chair
and
esteemed
colleagues.
Thank
you
for
the
time
some
of
the
editor
first
for
the
record.
M
If
I,
if
I
may
just
one
more
time-
and
I
think
I
didn't
do
a
good
job
in
the
beginning
of
the
conversation
of
just
making
it
clear
that
when
it
comes
to
students
graduating
from
a
high
school
in
the
state
of
nevada,
we
are
simply
codifying
what
the
practice
is
now
when
it
comes
to
that
when
it
comes
to
the
millennium
scholarship,
again
we're
not
changing
or
allowing
students
to
qualify
for
the
millennium.
That's
something
in
practice!
M
Now
we're
simply
putting
that
into
statute
when
it
comes
to
promise,
there's
undocumented
students
who
already
now
qualify
for
that
as
well
we're
putting
that
into
statute.
There
was
with
promise.
We
had
this
tiered
system
that
we
are
changing
that,
but
undocumented
students
already
qualified
for
that
we're
putting
that
into
statute.
The
service
state
opportunity
grant
is
the
only
one,
because
you
have
to
fill
out
the
fafsa
that
undocumented
students
did
not
qualify
because
they
cannot
fill
out
a
fafsa.
M
So
that
is
where
we
have
to
create
an
alternative
form,
because
that's
the
one
conversation
where
undocumented
students
wouldn't
qualify,
so
that's
a
significant
shift
in
change
from
what
is
in
practice
now,
and
with
that,
madam
chair
and
members
of
the
committee,
I
appreciate
the
conversation
today.
Thank
you
to
engi
and
thank
you
to
all
the
presidents
who
have
worked
alongside
of
me
and
I'm
very
grateful
for
this
conversation
today.
Thank
you,
madam
chair.
B
B
If
you
would
give
us
just
a
high
level
overview
of
the
bill
and
then
we
can
discuss
the
fiscal
note,
thank
you
very
much.
N
Thank
you
and
and
good
morning,
chair
carlton,
vice
chair,
heregy
and
members
of
the
assembly
ways
and
means
I'm
nathan,
anderson
representing
assembly
district
30
in
washoe
county.
It
is
my
pleasure
to
be
here
this
morning
to
do
a
very
high
look
at
ab262,
I'm
proposing
ab262
based
upon
an
ongoing
conversation
with
representatives
from
the
tribal
community
across
our
state.
N
However,
more
importantly,
it's
a
way
for
us
to
recognize
our
history
as
a
state.
It's
also
a
way
for
us
to
recognize
the
contributions
of
the
native
american
community
for
our
beautiful,
wonderful
land.
Yesterday,
this
committee
made
history
by
clearly
showing
that
education
is
the
priority
for
our
state.
N
We
need
to
also
continue
this
when
it
comes
to
higher
education,
especially
for
our
native
american
community.
The
conversations
actually
started
because,
as
many
of
you
know,
I'm
a
teacher,
and
so
I
was
looking
at
some
different
stats.
Our
native
american
students
graduated
almost
10
percent
less
across
the
state
than
the
other
cohorts.
N
N
Why
should
I
graduate
how's
this
going
to
help
me
later
in
life,
et
cetera,
so
one
of
the
solutions
was
both
speaking
with
this
commu.
This
incredible
group
of
individuals,
as
well
as
others
across
the
nation,
was
to
actually
offer
free
tuition
for
our
nevada
system
of
higher
education
for
our
native
american
students.
N
N
N
After
speaking
with
other
individuals
again
in
this
in
this
incredible
group
of
people,
one
individual
said:
if
you've
ever
been
to
a
reservation
in
nevada
you'll
realize
how
remote
they
truly
are
and
how
these
locations
have
contributed
to
the
difficulty
of
attending
college.
It's
not
a
reality
for
too
many.
The
resurrect
reservations,
don't
have
the
same
economic
opportunities
as
urban
areas
and
most
students
who
leave
the
reservation
to
attend
college
needs
numerous
financial
challenges,
in
addition
to
the
other
challenges
of
losing
of
leaving
a
community,
that's
so
much
a
part
of
their
world.
N
It's
very
unique.
According
to
this
individual,
the
bill
has
had
a
tremendous
amount
of
support
in
the
assembly
education
committee.
I
was
honored
to
to
also
have
chair
arlen
melendez,
with
reno
sparks
indian
colony,
attend
with
me,
former
assembly
member,
shea
bakas
and
cal
boone,
the
president
of
the
unlv
native
american
organization,
and
they
all
presented
the
bill
with
me,
and
I
do
ask
that
you
look
at
that
testimony.
N
N
N
It
also
shows
that
this
is
an
opportunity
for
us
to
reset
some
mistakes
from
the
past,
as
we've
worked
through
different
provisions
of
the
bills,
you'll
actually
see
an
amendment
that
has
been
offered
and
the
main
reason.
Why
is
because
of
conversations
that
we've
had
with
nevada
system
of
educate,
nevada
system
of
higher
education
about
some
concerns
that
they
brought
up?
N
The
amendment
today
would
waive
only
the
in-state
fees
for
labs
for
courses
only
for
students
with
a
tie
to
a
nevada
tribe,
that's
it
and
that
tie
would
be
a
decision
of
the
nevada
tribe
because,
as
you
heard
from
the
past
bill,
there
are
some
individuals
that
would
have
a
connection
or
an
enrollment
in
one
of
our
tribes.
That
is
here
in
nevada,
but
they
might
not
be
a
nevada
resident
at
this
time,
but
they
have
been
in
some
time.
N
But
this
way
we
would
be
able
to
bring
them
back
to
our
state
and
hope
and
work
with
them
to
keep
them
in
our
state
to
invest
in
them
as
they
have
invested
in
us
again.
That
would
be
a
decision
of
the
enrollment
department
of
the
of
the
nation
or
the
bureau
of
indian
affairs
to
make
that
decision
as
to
whether
or
not
they
are
in
fact
able
to
get
this.
That's
not
a
decision
of
inchi.
N
It
keeps
the
integrity
of
the
bill
and
goes
a
very
long
way
in
giving
very
important
students
a
chance
at
successfully
completing
their
college
education
in
closing
and
although
I'd
love
to
go
over
other
things
but
understand
the
realities
of
time.
In
closing,
I
would
like
to
point
out
that
this
investment
in
a
community
has
not
always
been
traditionally
given.
N
This
bill
has
the
capacity
to
change
the
socioeconomic
landscape
within
our
tribal
communities.
This
theme
is
was
again
mentioned
and
a
few
other
letters,
and
in
particular
mcdermott
paiute
shoshone
tribe,
member
darla,
thomas,
who
is
an
educator
she's
working
with
secondary
students
to
obtain
credits.
To
graduate
her
comment
of,
I
hear
and
see
the
dreams
that
my
students
have,
the
passing
of
ab262
would
open
the
door
for
many
generations
to
come
to
make
these
dreams
a
reality.
N
B
Thank
you
very
much
so
with
that.
Yes,
there
are
some
questions
so
with
the
amendment
it
would
limit
it
to
descendants
of
an
enrolled
member
of
the
tribe
or
nation,
regardless
of
the
status
but
they're,
not
actually
nevada
residents.
B
B
Have
this
open
a
door
to
a
lot
nevada
students
are
one
thing.
We
always
have
a
conversation
about,
there's
a
nexus
they're
nevadans
they're
part
of
the
system,
I'm
seeing
this,
and
it
could
possibly
open
a
very
large
door
by
allowing
the
tribe
to
make
this
decision
or
the
nation
to
make
this
decision
and
not
having
that
backstop
to
make
sure
that
we
don't
end
up
with.
N
And
assembly
member
anderson-
thank
you
so
much
for
that
question
chair
because,
as
you
as
you
and
I
have
talked
about
about
it
being
nevada
students
and
graduates
and
everything,
because
that's
initially
how
I
had
envisioned
the
bill.
O
Proceed.
Thank
you,
madam
chair,
for
the
record.
Marlon
mcdade
williams,
with
strategies
360
and
actually
here
today
on
behalf
of
the
reno
sparks
indian
colony.
But,
as
you
know,
I'm
an
enrolled
member
of
the
tmok
tribe
of
western
shoshone
and
each
tribe.
So
there
are
27
tribal
communities
in
nevada,
not
27,
separate
tribes.
The
tomok
tribe
of
western
shoshone
actually
has
four
bands.
I
grew
up
on
the
south
fork
indian
reservation
in
lee.
O
My
daughter
is
not
eligible
for
enrollment
in
the
timoth
tribe
she's
enrolled
in
the
walker
river,
paiute,
tribe
and
walker
river
again
is
going
to
only
recognize
people
who
have
an
ancestral
tie
to
the
walker
river
paiute
tribe,
so
she's
enrolled
on
descendancy
and
that's
what's
referenced
in
the
bill.
The
tribe
has
determined
that
it's
important
for
them
to
recognize
all
of
their
tribal
history,
and
so,
unlike
my
tribe,
they
didn't
cut
off
people
who
have
ties
to
their
reservations,
so
it
differs
throughout
all
of
the
other
tribes
in
the
state.
O
Washoe
tribe,
for
example,
I
believe,
is
a
is
a
quarter.
So
one
of
the
people
that
we
talked
to
is
that
as
we've
gone
through
this
process,
she
lives
on
the
washer
reservation.
Her
family
is
all
washo
she's
washo,
but
she
is
not
eligible
for
enrollment
in
the
tribe.
So
what
she
is
going
to
have
to
do
is
go
to
the
bureau
of
indian
affairs
and
get
what
they
call
a
certificate
of
indian
blood.
It
acknowledges.
Yes,
you
have
all
of
these
ancestors
that
were
all
washoe
tribal
members.
O
And,
yes,
you
are
a
washo
tribal
member,
but
no
you're
not
eligible
for
enrollment
in
the
washoe
tribe,
so
she
then
becomes
eligible.
So
if
you're
from
a
tribe
outside
of
the
state
of
nevada,
say
you're
blackfoot,
say
you're,
your
paiute
from
you
know:
burns
oregon,
you
don't
have
a
tribal
affiliation
here
in
the
state
of
nevada.
You
you,
you
know,
and
unless
you
do,
I
mean
there's
potential
that
somebody
could
be
enrolled
in
the
fort
mcdermott
paiute
tribe,
because
they
border
the
oregon
nevada.
O
So
somebody
could
have
ended
up
in
burns,
but
they
they
are
enrolled
in
the
in
the
fort
shoshone
tribe,
the
same
with
the
shoshone
tribe
and
duck
valley.
You
have
some
people
who
live
in
idaho
because
they
are
on
the
border
of
idaho,
but
their
ties
are
to
nevada.
B
B
How
far
down
the
line
of
lineage
is
this
descendancy
going
to
go
because
they
could
possibly
go
back
and
find
a
very
remote
family
member
and
then
their
two
children
could
possibly
access
this
benefit.
So
it's
it's
not
like
we're
opposed
to
the
benefit,
we're
just
trying
to
figure
out
where,
where
the
corrals
are
where
the
breaking
off
points
are
because,
as
we've
noticed
today,
there
have
been
a
lot
of
bills
in
front
of
us
talking
about
tuition
and
registration
and
fees
and
lab
fees.
B
So
we
just
want
to
make
sure
that
we
put
some
parameters
in
so
that
that
unintended
consequence
that
mr
klinger
doesn't
call
me
on
the
phone
16
months
from
now
and
say
he
just
got
a
thousand
students
from
someplace
and
is
his
hair's
on
fire.
So
we
just
want
to
make
sure
we
understand
this
descendancy
part
too.
O
Thank
you,
madam
chair,
for
the
record,
marla
mcdade
williams.
I
can
tell
you
that,
for
example,
the
cherokee
nation
they
have-
I
don't
know
we
mean
we
assembly
women
back
us
when
she
testified.
You
know
she's
an
enrolled
member
in
the
cherokee
tribe.
They
would
not
be
eligible
for
the
tuition
waiver
or
waiver
fees
in
nevada,
but
you
know
they
do
have
a
long
lineage
of
of
people
that
they
recognize
nevada
tribes
are
generally
not
that
large.
You
know
it
they're,
just
they're.
Just
not.
O
You
know,
I
think
you
know
they're
between
fifteen
hundred
and
three
thousand
people
who
are
enrolled
in
any
in
any
of
the
larger
tribes
in
the
state.
I
can
also
tell
you,
based
on
the
fiscal
note
that
was
put
together
by
ng.
They
estimate
they
have
837
students
who
self-identified
as
native
american,
but
they
don't
have.
O
My
bet
is
that
less
than
half,
probably
a
quarter
of
those
people
are
willing
to
invest
in
determining
if
they
have
an
ancestral
history
that
actually
would
qualify
them
for
the
bill,
and
you
know,
and
if
they
do
it's
likely
that
they,
you
know,
are
identifying
as
cherokee
they're
identifying
as
some
other
tribe.
That
is
not
a
nevada-based
tribe.
B
J
Thank
you,
madam
chair,
and
it's
just
kind
of
a
follow-up
on
here,
so
I
can
get
some
just
some
understanding.
So
the
the
the
I
guess,
what
I'm
looking
from
the
from
with
the
way
the
bill's
written
the
the
big
difference
in
eligibility
for
outside
of
the
millennium
scholarship,
because
if
you're,
if
you're
in
nevada,
if
you're
in
a
nevada,
tribe
and
you're,
located
in
nevada
and
you're
a
student
you're
and
you
meet
the
criteria
of
the
millennium
scholarship,
then
you
for
all
intents
and
purposes,
would
receive
it.
J
And
that
would
pay
for
your
your
tuition
in
an
institution
here
in
nevada.
But
when
I'm
looking
through
here
it,
the
the
big
differences
are,
is
you
you?
You
don't
have
to
maintain
a
gpa
that
high
a
2.0
is,
is,
is
you
know
the
baseline
standard
for
eligibility
for
this
and
you
don't
have
to
live
in
nevada?
J
And
so,
although
I
I
don't
disagree
with
the
concept,
I
just
wonder
where
that
came
from
what?
Why
the?
Why
the
why
the
criteria
was
minimized
to
2.0
gpa,
coming
out
of
I'm
assuming
that's
coming
out
of
high
school
and
and
I'm
also
kind
of
trying
to
figure
out
with
with
chair
carlton's
line
of
questioning
like
how
that
eligibility
is
expanded
to
any
tribal
tribal
member
of
any
tribe
throughout
the
nation,
whether
it's
in
oregon
or
south
dakota.
O
In
the
state
of
nevada
and
that's
what
we're
seeking
to
remedy
with
this
legislation
is
recognizing
that
those
lands
were
sacrificed
by
the
tribal
people
to
a
larger
society
and
we're
asking
that
larger
society
to
recognize
that
and
to
allow
these
students
to
benefit
in
any
way
that
they
can
so
that
they
can
get
their
education
and
then
contribute
back
to
society
in
a
different
way.
And
you
know
when
chairman
melendez
testified
in
the
policy
committee.
O
He
talked
about
right
now,
where
unr
is
was
a
traditional
encampment
of
you
know,
tribal
people
in
this
area,
I'm
from
elko.
You
know
people
had
to
migrate
here
at
some
point
and
that's
why
you
have
the
reno
sparks
indian
colony,
which
consists
of
washoe,
paiute
and
shoshone
people,
because
all
of
those
people
had
to
migrate
here
from
other
areas
and
try
to
figure
out
how
to
make
a
living
for
themselves.
B
The
questions
will
be
more
for
enchi.
So
we'll
we'll
wait
on
that.
So
I
I
think
you
could
probably
find
general
consensus
on
this
committee
of
of
where
we're
all
trying
to
get
it's
just.
We
need
to
make
sure
that
we
craft
it
in
such
a
way
that
it
doesn't
open
it
up,
and
I
don't
want
to
use
the
word
abuse
but
maybe
misuse.
It
is
a
better
word
in
conversations
that
I've
had
with
with
miss
anderson
over
the
last
couple
of
months.
It's
like
if
this
were
for
strictly
nevada
students.
B
I
don't
think
a
lot
of
this
conversation
probably
would
have
happened,
but
I
believe
it's
the
the
concern
of
how
far
open
this
has
become.
I
mean
originally,
it
was
really
far
open
and
it
is
coming
back,
but
it
still
is
not
to
my
understanding,
limited
to
nevada
students.
It
is
still
fairly
expanded
and
we're
just
trying
to
make
sure
that
we
understand
with
that
expansion
what
the
possible
consequences
and
impact
would
be
to
to
ensie.
B
So
I
I
think,
that's
where
you're
you're
hearing
those
concerns
and
when
we
see
a
fiscal
note
for
two
and
a
half
million
dollars
in
each
year.
We
want
to
make
sure
that
that's
accurate
for
one
and
because
it
could
be
inaccurate
on
both
ends
of
the
spectrum,
not
necessarily
too
high,
but
it
could
be
too
low
and
that
would
cause
an
adverse
effect.
So
I
think
that's
where
a
lot
of
the
the
questions
and
concerns
are
coming.
B
Is
the
expansion
of
this
and
the
possible
misuse
of
of
this
with
that
descendancy
language,
not
knowing
what
that
what
that
really
means.
I
I
think
you'd
find
a
lot
of
support
for
typically
nevada
students
or
have
that
tie
to
nevada,
even
if
they're,
in
that
tribal
nation
and
the
tribal
nation
isn't
is,
is
bifurcated
by
jurisdiction.
We
still
understand
that
that
is
a
separate
nation,
so
I
don't
think
that's
an
issue
either.
I
would
consider
them
nevadans
myself.
B
If
that
tribes
homelands
are
nevada,
I
would
consider
them
nevadans
myself,
but
we
with
some
of
the
other
components
of
this
and
the
expansion
of
it.
I
think
that's
where
some
of
the
concerns
lie
and
I
think
that's
those
are
the
things
that
we're
going
to
need
to
get
some
data
on
to
make
sure
that
we
really
understand
what
the
possible
fiscal
impacts
could
really
be.
B
I
mean
honestly,
if
I
could
just
give
every
hold
on
to
your
seat,
mr
klinger,
if
I
could
just
give
every
kid
in
the
state
free
education
I'd,
be
there
right,
I
mean
that's,
probably
a
no-brainer,
but
since
that's
not
where
we
are
at
this
moment
in
time,
we
have
to
make
sure
that
we
address
this
appropriately
and
make
sure
the
resources
are
there.
You
don't
want
to
sink
the
ship
because
you've
put
too
many
people
on
it,
so
we
just
have
to
be
careful
of
that.
B
So
are
there
any
other
questions
from
any
other
committee
members
at
this
time?
If
not,
thank
you
both
very
much,
and
I
now
understand
a
lot
more
about
how
it
all
works,
so
learn
something
new.
Today,
that's
always
a
good
day.
So
with
that,
this
is
the
hearing
on
the
bill.
I
will
allow
mr
klinger
to
come
up
because
I
know
there's
some
questions
of
of
mr
klinger
he's
not
technically
a
presenter,
but
I
think
having
more
information
is
a
good
thing.
So
majority
leader,
you
had
a
question
for
mr
klinger.
E
Thank
you
so
much
so
it's
coming
back
to
the
same
conversation
that
we've
been
having
on
the
other
bills,
which
is
in
order
to
put
in
order
to,
I
guess,
determine
if
you
need
more
funds.
We
have
to
quantify
things
and
as
we
quantify
them,
it
can
be
hard,
but
that
obviously
makes
it
different
as
to
whether
or
not
there's
a
fiscal
impact
or
not,
and
so
we've
got
some
amazing
amazing
bills,
like
they're
all
wonderful
they're,
all
things
we
have
to
say
yes
to
and
then
they
all
say,
undetermined
fiscal
impact.
E
I
Thank
you,
madam
chair,
for
the
record,
andrew
klinger,
chief
financial
officer
and
madam
chair.
I
wanted
to
thank
you
for
having
inchi
day
in
ways
and
means
today
to
you
to
assembly
one
woman,
benitez
thompson.
I
think
from
a
from
a
fiscal
note
standpoint.
I
I
think
one
thing
to
to
keep
in
mind
is
the
difference
between
a
waiver
of
registration
fees
versus
some
of
the
other
bills
that
we
heard
that
are
a
waiver
of
non-resident
tuition,
which
means
the
student
still
pays
in-state
tuition
right
so,
whereas
this
bill
waives
all
fees,
some
of
the
other
bills
simply
waive
the
out-of-state
portion.
So
the
students
would
still
pay
in-state
fees.
So
I
think
that,
as
you
look
at
these
and
determine
from
you
know
the
fiscal
impact.
I
I
think
that
is
one
thing
as
a
legislator
to
to
keep
in
mind
is
there's
a
huge
difference
from
from
a
fiscal
impact
to
us,
because,
as
you
know,
if
we're
waiving
the
out-of-state
fee
and
the
student
is
determined
an
in-state
student,
not
only
do
we
continue
to
collect
the
ins,
the
in-state
student
fees,
but
we
also
receive
funding
from
the
state
for
students
that
are
in
state
as
well,
which
we
don't
for
out-of-state
students,
but
when
you
wave
it
all
together,
you
know,
that's
that's
a
a
much
more
significant
impact.
I
guess.
E
Thank
you
so
much.
I
appreciate
that.
I
guess
well,
I'm
asking
the
question
on
this
spill.
It,
madam
chair
and
my
apologies.
It's
not
specific
to
this
bill.
Does
it?
How
true
is
undetermined
fiscal
impact?
If
we
pass
all
of
these
versus,
do
you
get
what
I'm
saying
like?
E
If
I
have
undetermined
undetermined
undetermined
at
some
point,
you
will
have
a
determined
impact
right,
so
I
think
that's
kind
of
hard,
because
I
I
feel
like
we're-
and
I
appreciate
what
you
just
put
in
the
record,
because
that
helps
otherwise,
I
think
we're
it
can
be
hard
because
I
feel
like
we're
not
getting
much
feedback
from
the
institution
to
help
us
make
the
decision
it
feels
like
we're
guessing,
which
is,
I
think,
the
scariest
thing
you
can
do
in
ways
and
means
we
don't
yeah.
We
can't
guess
we
got,
we
have
to
quantify
right.
E
E
Is
it's
not
about
the
policy
or
the
merits
about
what
best
we're
going
to
be
able
to
to
quantify,
and
I
actually
chair
like
liked
how
we
have
all
of
these
spills
at
once,
because
I
think
seeing
them
in
in
aggregate
that
we
might
see
on
the
back
end
in
aggregate,
but
at
least
to
the
public
or
to
other
members,
seeing
them
in
aggregate.
I
think
helps
understand
how
the
how
complex
making
some
of
these
decisions
can
be.
Thank
you
so
much.
Mr
klinger.
I
Madam
chair
and
I
think
assemblywoman
to
your
point
on
some
of
these.
It's
you
know
it.
It's
just
almost
impossible
to
determine.
You
know
if
you're
talking
about
the
expansion,
for
example,
of
a
national
guard
fee
waiver
to
to
spouses
and
to
to
kids
it's
hard
to
determine
okay.
Is
that
how
much
more
demand
is
there
going
to
be
for
that
waiver?
Based
on
that
change
and
I'll
use
this
this
bill
as
an
example,
and
it
was
testified
to
earlier?
I
You
know
we
used
837
as
the
estimate
for
our
fiscal
note,
but
I
can
tell
you
with
almost
certainty
that
830
we
don't
have
those
837.
Students
are
not
all
nevada,
tribes
members,
but
we
don't
have
data
to
say
how
many
of
them
are
right.
So
this
fiscal
note
to
the
chairs
point
earlier,
I
would
say,
is
probably
overstated,
but
we
don't
know
how
many
of
those
837
are
members
of
a
nevada
tribe,
and
the
other
thing
I
would
point
out
about
ab262
is
that
you
know
the
national
guard
fee
waiver,
for
example.
I
It
waves
registration
fees
and
lab
fees.
This
bill,
at
least
in
the
current
form,
waives
all
fees,
and-
and
you
know
there
are
many
other
fees-
you
know
course
fees
and
other
fees
that
are
charged
this
waves,
all
of
those,
whereas
the
national
guard
fee
waiver,
only
waives,
the
in-state
tuition
and
the
lab
fees.
So
it's
it's
sort
of
the.
How
broad
is
the
universe
of
students
that
are
going
to
come
and
and
this
one
it's
essentially
all
fees
are
waived.
B
B
B
This
is
where
we
are
so
that
as
they
move
forward,
if
they
need
to
expand
or
contract
it,
they
can
make
decisions
based
on
data
on
what
the
real
impact
has
been,
and
my
biggest
concern
is
to
the
community
college
system
and
to
nevada
state
college.
I
think
the
two
universities
are
better
suited
to
absorb
a
bump
in
the
road
like
this,
but
I
believe
the
community
colleges
and
and
nevada
state
it
could
have
a
more
significant
impact
to
them,
and
these
decision
points
are
across
the
board
for
all
institutions.
B
So
I'm
having
that
particular
conversation
and
having
that
data
in
the
future-
and
maybe
some
of
these
need
to
have
an
have
a
let's
try,
this
portion
of
the
population
first,
as
we've
done
with
veterans
and
national
guard
and
then
have
the
conversation
about
expanding
it
and
changing
it,
because
you've
had
a
chance
to
adjust
and
look
at
it.
So
just
not
going
to
put
you
in
the
hot
seat
for
an
actual
answer
at
this
moment
in
time,
but
there
there's
needs
to
be
a
way
in
the
future.
B
I
J
J
I
I
B
So
with
that
committee
members,
I
believe
we
can
go
ahead
since
this
is
the
hearing
on
assembly
bill
262.
We
can
go
ahead
and
move
forward
with
support,
opposition
and
neutral.
I
think
we've
gotten
enough
information
at
this
moment
in
time,
so
with
that
those
here
in
support
in
the
room.
If
you'd
like
to
come
forward-
and
please
keep
in
mind
the
two
minutes
that
would
be.
B
K
Hello
will
adler
for
the
record
representing
pyramid
lake
paiute,
tribe
pyramid
lake
paiute
tribe,
would
like
to
come
in
in
support
of
assembly
bill
262..
I
would
like
to
speak
to
the
premise
of
assembly
bill
262.
First,
if
I
may,
because
I
do
feel
like
this
matters,
because
what
a
state
gives
out
as
a
waiver
indicates
who
they
value
in
the
state.
You
know
and
that's
just
flat
out
what
it
is,
but
in
some
level
we
want
to
figure
this
out
and
it's
a
long-term
conversation.
K
We
do
understand,
but
tribal
communities
have
had
a
long-term
problem
with
getting
higher
education
into
their
communities
and
then
bringing
that
education
back
to
the
community
and
the
best
way
to
do
that
isn't
by
hiring
an
outside
consultant
honestly,
is
by
educating
a
member
of
that
community
because
they
bring
it
back
to
the
community.
So
any
way
we
can
increase
higher
edge.
Participation
amongst
tribal
members
in
nevada
would
be
great.
K
The
amendment
to
senate
bill
262,
I
want
to
point
out-
does
limit
it
to
tribes
and
tribal
nations
that
have
their
borders
at
least
touching
or
within
the
state
of
nevada.
So
it
is
tribes
or
partial,
tribal
relations
to
the
actual
state
and
then
as
descendants
of
those
tribes.
As
a
representative
of
roman
sparks
indian
colony,
maryland
dave
williams
said
it
is
very
difficult
to
get
enrollment
into
tribal
nations,
and
it's
not
something.
That's
given
out
willy-nilly
at
all.
K
In
fact,
lots
of
tribal
communities
struggle
with
this
imbalance,
because
as
populations
get
more
and
more
diluted,
is
a
struggle
to
say
where's
the
line.
What
is
the
blood
newman
count?
What's
the
cutoff
and
it
becomes
a
very
heated
battle
amongst
tribes
and
their
descendancies,
who
is
or
isn't
a
member
of
that
tribe
anymore.
So
I
just
want
to
put
on
the
record
that
is
not
a
willy-nilly
decision.
It's
not
sort
of
flippantly
given
out,
and
it
would
be
a
very
restrictive
and
very
thoughtful
process.
K
These
tribes
have
to
go
through
saying
who
is
a
descendant
of
their
members
and
then,
if
there's
any
dispute
of
that
membership,
it
has
to
go
to
the
council
and
usually
is
fought
over
in
in
real
time
about
membership
and
what
what
is
or
isn't
available.
So
I
do
think
this
would
be
a
very
thoughtful
program.
H
I
would
like
to
repeat
my
previous
comments
about
the
ferris
fiscal
buckets
and
I
would
I'll
restate
my
acknowledgement
that
the
university
and
colleges
are
on
the
lands
of
indigenous
peoples
of
the
that
were
here
before
we
were
before
others
were,
and
that
their
initial
funding
through
the
land
grant
system
came
from
transfers
of
lands
of
indigenous
peoples,
some
of
which
were
transferred
by
treaties
and
others,
not
so
forcibly
and,
furthermore,
that
the
state
of
nevada
itself,
the
state
was
funded
when
it
became
a
state
partially
through
transfers
of
such
lands
of
the
traditional
lands
of
the
indigenous
peoples.
H
I'd
like
to
thank
assemblywoman
anderson
for
bringing
this
bill
and
getting
us
to
a
point
where,
with
appropriate
fiscal
support,
we
we
support
it.
I'll
note
that
this
is
the
bucket
I
talked
about
earlier,
which
is
the
part
that
in-state
students
pay
both
the
per
credit
charge,
which
I've
heard
the
word
tuition
used
on
both
sides
of
this
table
this
morning,
when
talking
about
the
in-student
in-state
resident
fees
and
I'm
prone
to
do
that
too.
So
so,
but
we're
talking
about
the
in-state
fees,
not
the
out-of-state
tuition.
H
I'll
note
that
section,
1,
sub
1
c
restricts
this
to
students
who
have
been
a
resident
of
the
state
for
not
less
than
one
year.
So
we
are
talking
about
nevada
residents
already,
so
they
would
not
be
charged
out
of
state
tuition
anyway,
and
then
we
are
talking
about
this
really
pretty
small
population
of
native
american
students
with
a
connection
to
nevada
tribes,
getting
this
waiver
of
the
in-state
registration
fees,
laboratory
fees
and
other
mandatory
per
semester
fees
or
per
course
fees,
and
so
that's
where
the
fiscal
impact
is
that
I
hope
you
can
support.
B
D
B
Thank
you
very
much.
Is
there
any
opposition
here
in
the
room,
seeing
no
opposition
here
in
the
room?
Is
there
any
opposition
on
the
phone
line.
B
N
B
K
Thank
you,
madam
chair,
for
hearing
this
bill.
My
name
is
assemblyman
tom
roberts
from
assimilate
district
13..
I'm
here
today
to
discuss
dual
enrollment
assembly
bill
319.,
we'll
take
it
from
a
high
level,
and
I
promise
it
will
be
high
level
with
me
today
is
I
have
mariana
cuban
and
on
the
on
zoom.
We
have
mr
yeah.
Mr
all
right,
mr
mccoy,
sorry
spaced
it
in
case.
We
need
to
answer
any
technical
questions
that
you
have,
but
basically
I'll
run
over
the
high
level
of
the
bill.
K
So
the
idea
for
this
bill
came
from
the
southern
nevada
forum.
During
the
interim
I
was
a
co-chair
along
with
assemblywoman
haudegee,
senator
cannizzaro
and
senator
pickard,
specifically
our
our
work
for
our
excuse
me.
Our
committee
was
on
economic
and
workforce
development.
This
committee
was
co-chaired
obviously
by
the
members
here.
This
was
one
of
the
ideas
that
came
out
of
the
the
the
committee
and
I
chose
we
all.
We
all
accepted
one
bill
draft
request.
K
I
chose
this
one
and
just
to
give
you
an
idea,
we
held
eight
meetings
over
a
six-month
period.
We
had
120
stakeholders
involved
in
the
process.
We
took
suggestions
from
the
stakeholders
to
come
up
with
these
ideas.
As
you
can
imagine,
we
came
up
with
hundreds
of
ideas.
We
trimmed
them
down
to
the
final
three.
K
The
three
ideas
that
we
came
forward
with,
which
is
one
of
those
and
those
were
ratified
by
those
folks
and
this
bill,
basically
is
a
dual
credit,
provides
dual
credit
courses
for
both
community
colleges
and
high
school
students
that
are
at
risk
and
basically
it's
a
pilot
program.
The
original
idea
was
a
fully
funded
program,
but
it
came
with
a
15
million
dollar
physical
note.
So,
as
you
can
imagine,
we
did
not
bring
that
bill
forward.
So
that's
why
it
was
scaled
down
to
a
pilot
and
that's
basically
the
gist
of
it.
B
K
So
I
will
first
start
with
what
I
forgot
to
talk
about.
There
is
another
bill:
senator
mo
dennis
has
a
bill
senate
bill
172.
his
bill
is
similar
to
this.
I
don't
believe
it
competes
with
it,
because
this
is
a
pilot
specific
for
the
community
college
of
southern
nevada.
K
I
can
let
ms
kewin
delineate
the
differences
between
those,
but
if
there
is
a
conceptual
amendment
I
forgot
to
discuss
that
would
align
the
language
of
this
bill
with
that
bill
by
deleting
the
words
or
any
references
to
cooperative
agreements.
So
we'd
have
to
clean
up
the
language
to
do
that,
but
I
will
let
mariana
answer
the
question
about
what
the
differences
are.
B
L
Good
morning,
chairwoman
carlton
mariana
keyon,
director
of
government
affairs
for
the
college
of
southern
nevada.
Thank
you
for
the
question.
I'll
start
with
the
first
one
in
regards
to
the
difference
between
this
bill
and
the
sb
172.
As
assemblyman
roberts
already
indicated,
there
is
a
conceptual
amendment
that
removes
from
this
language
from
this
bill.
Any
references
to
cooperative
agreements,
so
there
won't
be
a
required
cooperative
agreement
between
csn
and
ccsd.
L
Our
interim
vice
president
of
academic
affairs,
he's
our
guru
on
dual
enrollment
program,
so
he
could
chime
in.
If
I
don't
answer
it
correctly,
but
this
this
vision
is,
as
assemblyman
roberts
indicated.
Our
our
wish
list
was
to
create
four
pathways
expand.
Fourth
pathways
of
dual
enrollment
in
the
state
dr
jarrah
superintendent,
jarrah
and
dr
zaragoza
from
csn,
have
been
sharing
a
vision
about
where
nevada
should
be
in
terms
of
dual
enrollment,
to
expand
many
of
the
programs
that
csn
is
currently
offering.
L
However,
as
assemblyman
roberts
indicated,
it
would
require
a
larger
fiscal
note.
So
what
we
did
is
created
a
pilot
program
that
would
blend
in
our
essentially
our
jumpstart
current
concurrent
enrollment
program
that
allows
15
credits
for
high
school
students,
so
the
first
semester
of
college,
combined
with
the
cte
track,
dual
enrollment,
so
it'll
be
allowing
the
students
to
have
career
technical
education
path.
In
addition
to
having
the
15
core
credits
of
the
jump
start
program.
And
it's
it's
a
good
combination
of
a
pilot
program.
L
We
feel
confident
that
we
will
be
able
to
show,
in
our
reports
the
success
of
this
program
and
hopefully
come
back
in
2023
and
show
the
results
so
that
we
can
either
expand
this
current
pilot
program
or,
at
that
point
expand
those
dual
enrollment
pathways
that
I
just
discussed
but
again
I'll
defer
to
mr
mccoy.
If
he
has
any
other
additional
comments.
Thank
you.
F
I'm
sure
I
would
just
add,
and
thank
you
very
much
for
hearing
this
bill.
I
would
add
just
two
quick,
very
brief
points
to
carry
on
with
what
mariana
has
indicated.
One
this
bill
is
is
projected
to
support
and
get
into
high
schools
that
are
underrepresented,
zip
codes
that
have
students
who
otherwise
would
not
have
access
to
early
college
experiences
and
two.
F
What
we're
trying
to
test
the
hypothesis
on
in
this
pilot
is
to
marry
the
current
state
cte,
articulated
college
credit
program,
whereas
we
deploy
high
school
teachers
who
are
credentialed
to
deliver
the
college
curriculum
and
provide
that
opportunity
for
students
to
both
earn
high
school
credit
and
college
credit.
At
the
same
time,
and
essentially
then,
after
these
students
complete
this
pilot
program,
when
they're
walking
out
of
their
senior
year,
we
hope
they'll
be
employable
within
their
given
career
technical
education
pathway.
B
And,
and
thank
you
very
much,
I've
heard
of
a
number
of
different
programs
across
the
country
and
sat
through
a
seminar
on
one
back
on
the
east
coast,
where,
literally
as
the
students
are
leaving
high
school,
they
have
almost
their
associates
as
they're
walking
out
of
out
of
high
school.
So
I
think
that
just
gets
them
on
the
track
to
succeed.
B
B
Okay,
good,
thank
you
very
much
just
want
to
make
sure
we
have
the
record
clear
so
with
that
committee
members
are
there
questions
of
mr
roberts
or
the
other
presenters
majority
leader.
E
Thank
you
so
much,
and
I
know
that
the
fiscal
note
has
been
removed,
and
I
know
that
there's
another
bill
and
I
I
kind
of
remain
house
agnostic
in
a
way
I'm
not
going
to
read
stuff
until
it's
in
front
of
me
right
because
I
don't
know
what
shape
or
form
it'll
come
in,
so
not
going
to
pretend
to
know
that
I'm
queued
in
on
that
bill
at
all.
E
But
I
guess
where
I
get
nervous
is
I
don't
understand
how
these
are
becoming
money
conversations
because
we
find
enshi
and
we
fund
k-12,
and
we
have
established
programs
out
there
working
with
understandings
and
arrangements
for
how
dollars
will
work
with
the
established
pots
of
money.
So
I
guess
I'm
wondering
why
why
there
would
have
been
the
consideration
from
new
money
for
from
the
state.
L
Thank
you
for
the
question
mariana
kiewen
with
csn.
I
I
think
it's
a
great
question.
We
all
of
us
in
the
back
are
like
this.
This
made
it
to
the
assembly
ways
and
means
committee.
What
we
did
is
when
we
really
officially
there
wasn't
a
fiscal
note
ever
really
submitted
as
part
of
the
bill
we.
What
we
did
is
csn
has
a
private
donor
who
has
designated
philanthropic
dollars
for
dual
enrollment
programs.
L
L
I
just
assume
assume
based
on
process
and
procedure
that
it
would
obviously
make
it
to
this
committee,
but
we
are
not
requesting
any
any
state
money
for
for
this
program,
hopefully
in
2023
in
our
meetings
with
you
all.
Maybe
we
will
at
that
point,
but
our
hope
at
this
point
is
to
just
demonstrate
a
model
pilot
program,
a
dual
enrollment
pilot
program
that
will
work
for
southern
nevada
and
hopefully
the
rest
of
the
state
and
eventually
I
hope
that
answers
your
question.
But.
E
It
kind
of
does-
I
guess
it's
coming
back
to
that.
I
don't
understand
why
it
would
be
a
conversation
of
new
money
when
we
have
existing
dual
credits
happening
and
have
been
happening
without
a
new
without
having
to
make
a
case
for
new
dollars,
and
so
I
guess
I'm
just
I'll
wait
to
see
that
other
bill
come
over.
But
I
know,
as
we've
talked
about
other
education
pieces,
you've
got
charters,
they're
doing
dual
online
and
you've
got
all
these
different
things
and
considerations,
but
all
of
them
are
ones
where
I'm
like.
E
I,
the
funding
is
already
there.
I'm
not
I'm
not
sure
why
we
would
need
new
funding
for
a
student
who
is
hypothetically
already
funded
in
systems
that
are
already
funded,
so
that
I
guess
that's
the
question
but
since
you
say
you're
going
to
bring
it
next
time
bring
it
next
time,
but
I
would
just
I
guess
that
would
be
the
the
I
don't.
I
don't
unders
when
we
get
to
that
money
piece.
It
doesn't
make
sense,
but
I
understand
that
this
has
been
removed,
so
I'll
leave
it
at
that.
For
now,.
L
And
if
I'll,
if
I
may
add
mariana
keewen
again
with
csn
for
the
record
and
again,
I
can
defer
to
mr
mccoy
he's
been
doing
dual
enrollment
for
a
lot
longer
than
I
have.
But
I
can
say
to
you
that,
in
terms
of
the
the
vision
of
initially
to
request,
more
money
is
if
we
had
gone
down
the
road
of
those
four
pathways
of
dual
enrollment.
L
What
we
were
looking
at
is
to
model
states
such
as
florida
and
texas,
that
already
have
nrs
statutes,
specifically
on
dual
enrollment,
and
they
do
receive
state
money
for
those
specific
dual
enrollment
tracks.
Again,
since
we
didn't
go
to
that
path,
we
you
know
plan
b
was
to
insert
our
philanthropic
dollars
for
it.
L
F
Madam
chair,
if
I
may,
I
would
just
emphasize
that
this
pilot
is
focused
on
providing
access
to
early
college
experiences
for
the
most
underserved
populations,
and
so,
as
you
can
imagine,
students
who
have
access
to
money
to
pay,
for
course,
registration
fees
at
the
at
the
institution
and
have
access
to
pay
for
textbooks,
and
those
sorts
of
things
therefore
have
access
to
dual
enrollment.
F
And
so
what
we're
trying
to
prove
in
this
concept
is
that
every
student
in
nevada,
every
high
school
student
should
have
at
least
the
opportunity
of
access
for
early
college
experiences
and
and
to
get
every
student
the
opportunity
to
enter
into
a
pathway
for
a
career
through
that
post-secondary
access,
while
still
in
high
school.
And
so
while
school
districts
across
the
state
and
engineering
institutions
across
the
state
can
go
after
grant
monies
to
support
costs
associated
with
deploying
this
college
curriculum
in
the
high
school.
F
It
is
only
as
good
as
the
next
grant
and
so
what
we're
hoping
to
follow
models
in
other
states
in
the
future
in
future
legislative
sessions,
conversations
that
we
might
be
able
to
provide
every
student
the
opportunity,
while
still
in
high
school,
to
not
only
have
access
to
it
but
not
allow
the
financial
barrier
to
get
them
that
access.
Thank
you,
madam
chair.
J
Thank
you,
madam
chair.
So
I'm
reflecting
back
my
nephew
went
to
nevada
state
high
school,
which
I
don't
know
how
affiliated
they
are
with
nevada
state
college
or
not
they're,
pretty
close
to
that
campus
and
from
what
I
recall,
he
said
that
he
graduated
from
nevada
state
high
school
with
an
associate's
degree,
and
so
are
you
is,
is
the
is
the
goal
here
to
to
try
and
expand
that
to
other
high
schools?
J
Is
that
kind
of
the
goal
of
the
pilot
program
to
to
really
and
and
did
you
look
at
that
model
to
to
see
how
their
how
it
works
with
them?
You
know
they.
They
don't
ask
for
additional
funding
to
to
operate
the
way
they
do,
and
so
I
guess
that's
my
question
is
is
is:
did
you
look
at
that
csn's
just
down
the
road
in
henderson
to
to
try
and
maybe
expand
it
to
what
mr
mccoy
was
was
referencing?
All
you
know
all
or
or
a
majority
of
the
high
schools
moving
forward.
F
F
Thank
you,
madam
chair
and
mr
sullivan.
Thank
you
very
much
for
that
quest.
That
question
you
know.
Nevada
state,
high
school
is
a
wonderful,
wonderful
charter
school.
It's
a
charter
school
that
is
designed
with
dual
enrollment
in
mind.
Students
enter
these
pathways
at
nevada,
state
high
school
and
do
indeed
complete
the
first
two
years
of
college
and
it's
funded
exclusively
by
the
by
the
charter
school
and
so,
rather
than
the
charter
school
paying
for
high
school
teachers
to
deploy
both
high
school
curriculum
and
college
curriculum.
F
They
use
their
charter
dollars
to
support
student
registration
fees
at
any
of
the
entry
institutions.
Again,
they're
not
affiliated
with
nevada
state
high
school,
apparently
not
nevada,
state
college.
They
are
a
state
charter
school
and
they
do
serve
and
send
students
to
all
of
our
entry
institutions
across
the
state,
but
they're
fully
funding
that
that
model
through
their
own
state
charter
budget.
B
B
G
Thank
you,
member,
madam
chair
members
of
the
committee,
for
the
record.
My
name
is
dylan
keith
policy,
analyst
with
the
vegas
chamber.
It's
also
my
duty
to
oversee
the
southern
nevada
forum,
I'd
first
like
to
thank
the
sponsors,
all
the
other
co-chairs,
attendees
and,
of
course,
the
stakeholders
that
brought
this
bill
forward.
The
vegas
chamber
is
in
strong
support
for
the
economic
development,
the
workforce
development
that
it
will
bring,
and
we
strongly
support
this
going
out
to
regularly
underserved
communities
to
make
sure
that
there
is
more
parity
and
equity
for
those
individuals.
M
We
want
to
thank
some
of
men
roberts,
along
with
csn
in
the
vegas
chamber,
for
the
work
in
pushing
forward
this
bill,
as
well
as
for
the
southern
nevada
forum,
for
making
this
a
high
need
priority.
As
at
ccsd,
we
think
that
dual
enrollment
expansion
is
a
very
important
thing
opportunity
to
serve
our
underserved
students.
As
for
the
fiscal
note,
our
career
and
technical
education
team
has
been
in
constant
discussions
with
csn
on
the
implementation
of
this
pilot
program,
and
we
appreciate
csn's
willingness
to
cover
the
cost
for
this.
B
Thank
you
very
much,
ms
brzezinski.
It's
nice
to
see
you
thank
you.
Thank
you
so
much.
Madam
chair
good
morning,
madam
chair
and
members
of
the
committee.
O
O
B
B
Thank
you
very
much.
Is
there
anyone
in
the
room
in
opposition
of
ab319.
B
Not
seeing
anyone
broadcast
services,
anyone
in
opposition
on
the
phone
line.
K
Thank
you,
madam
chair.
I
appreciate
you
hearing
the
bill
today.
Also,
I
want
to
appreciate
my
school's
my
co-sponsor
assemblywoman
hadiki,
that
worked
on
this
issue.
D
Thank
you,
madam
chair
s1041
relates
to
property,
defining
certain
terms.
Temporary
requirement
we're
temporary,
requiring
a
court
to
stay
certain
proceedings
for
evictions
under
certain
circumstances,
where
a
tenant
who
has
defaulted
in
the
payment
of
rent
has
a
pending
application
for
rental
assistance.
Establishing
procedures
relating
to
certain
claims
for
wrongful
eviction
temporarily
temporarily.
Expanding
the
circumstances
under
which
is
a
court
is
required
to
stay
proceedings
for
evictions
in
order
for
to
facilitate
alternative
dispute
resolutions
requiring
notice
of
for
certain
proceeds,
evictions
containing
certain
information
and
other
matters
properly
related.
There,
too,
thank.
B
You
very
much
miss
kaufman.
We
have
any
questions
or
comments
from
any
community
members
at
this
time,
not
seeing
any
with
that,
I
would
accept
a
motion
for
introduction,
from
vice
chairman
moreno,
a
second
from
dr
titus,
any
questions
or
comments
on
the
motion.
B
Seeing
none
all
those
in
favor,
please
signify
by
saying
aye
any
in
opposition
hearing
no
opposition
passes
unanimously
of
the
members
present.
Typically,
we
would
probably
just
recess
but
with
a
floor
today
and
other
things
that
are
going
on.
I
don't
and
all
the
work
that
our
staff
has
to
do
to
get
all
these
other
bills
drafted.
I
don't
believe,
there's
any
reason
for
us
to
come
back
this
evening.
B
B
So
what
did
he
say?.
B
Don't
give
my
husband
any
ideas,
I'm
gonna
stop
right
there.
It's
I'm
amazed.
We've
made
it
to
almost
40
years,
so
so
so
with
that,
I
believe
we
can
go
ahead
and
adjourn
today.
So
oh
public
comment,
hello
public,
so
we
have
do.
We
have
any
public
here
public
comment
here
in
the
room:
it's
been
a
long
week,
no
broadcast
services.
Do
we
have
any
public
comment
on
the
phone?
Thank
you
committee
for
not
letting
me
miss
that.
G
B
Thank
you,
I
think
broadcast
services
was
laughing,
but
when
I
went
to
them
so
with
that
committee,
we're
are
going
to
go
ahead
and
adjourn
today.
So
with
that
we
are
adjourned
and
we'll
see
you
tomorrow
morning.
Thank
you
very.