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A
Well,
good
evening,
everyone,
thank
you
all
so
much.
We
apologize
for
our
tardiness,
but
bills
have
to
move
on
the
floor
to
end
up
in
the
right
place
at
the
right
time
on
the
last
day
of
the
session.
So
we
got
our
mission
accomplished
with
that.
I
will
call
the
committee
back
out
of
recess
joint
assembly
ways
and
means,
and
senate
finance
welcome
to
joint
meeting
at
dusk.
So
with
that,
we
have
the
k-12
budget
tonight.
A
A
Reviews
this
and
then
refers
it
over.
We
are
refu
reviewing
this
as
a
draft,
so
that
any
concerns,
if
there
are
any
concerns,
can
be
addressed,
because
these
are
not
the
types
of
bills
you
want
to
amend.
A
Then,
after
the
joint
meeting,
adjourns
senate
will
be
going
to
floor
and
they
will
take
the
next
steps
to
make
sure
that
this
bill
gets
processed
in
a
timely
fashion.
B
B
B
This
reflects
total
funding
of
4.95
billion
dollars,
and
I
would
note
that
these
amounts
include
all
state
k-12
funding,
including
people-centered
funding
plan
funding
for
both
the
base
and
the
weights
and
any
remaining
categorical
programs.
It
also
includes
federal
funding
provided
through
the
department
of
education.
However,
it
does
not
include
federal
funding
provided
directly
to
school
districts.
B
B
As
a
reminder,
under
the
nevada
plan
formula
funding
general
fund
provide
the
last
dollar
funding
based
on
other
revenue
provided
through
the
plan,
and
therefore
general
fund
appropriations
were
reduced,
based
on
increases
to
other
non-general
fund
revenue.
I
would
note
this
as
a
one-time
decision
to
implement
the
people's
centered
funding
plan.
B
B
Subsection
4
provides
the
adjusted
base
per
people
funding
amount
in
fiscal
year
2022
for
each
school
district.
The
wood
note
amounts
include
the
base
per
pupil
funding,
as
well
as
the
nevada
cost
of
education
index
and
attendance
area.
Adjustments
for
each
school
district
on
the
people's
center
funding
plan
or
the
calculator
per
people
amount
for
those
school
districts
on
hold
harmless.
B
Moving
to
subsection
five
provides
the
statewide
base
per
pupil
funding
amount
of
six
thousand
nine
hundred
eighty
dollars
that
is
provided
to
pupils
enrolled
full-time
in
a
program
of
distance
education
in
fiscal
year.
2022
subsection
5
also
provides
the
individual
adjusted
base
per
pupil
amounts
that
would
be
provided
to
charter
schools
and
university
schools
for
profoundly
gifted
pupils
operating
in
each
county,
and
these
amounts
exclude
the
attendance
area.
Adjustments.
C
B
Provides
the
final
adjusted
base
per
pupil
funding
that
would
be
provided
to
each
charter
school
currently
operating
in
the
six
counties
that
have
charter
schools,
inclusive
of
the
attendance
area.
Adjustments
for
those
charter,
schools,
as
illustrated
these
amounts,
vary
based
on
the
adjusted
base
amount,
as
well
as
the
attendance
area.
Adjustments
calculated
for
each
area.
B
B
Moving
to
section
six
section,
six
is
similar
to
section
five
and
begins
the
funding
for
the
people.
Centered
funding
plan
in
fiscal
year,
2023
again,
based
on
the
funding,
waterfall
or
tiers
established
in
chapter
387
of
nrs,
subsection
1
of
section
6
provides
the
transfer
of
funding
for
food
services,
totaling
2.2
million
dollars
and
transportation
costs
totaling
199.3
million
dollars
for
each
school
district.
B
B
Subsection
four
provides
the
adjusted
base
per
people
funding
amount
in
fiscal
year
2023
for
each
school
district.
These
amounts
include
the
base
per
pupil
funding,
as
well
as
the
nevada
cost
of
education
index
and
attendance
area.
Adjustments
for
each
school
district
on
the
people's
center
funding
plan
or
the
calculator
per
pupil
amount
for
those
school
districts
on
hold
harmless
subsection
5
provides
the
statewide
base
per
pupil
funding
amount
of
7
074
that
is
provided
to
pupils
enrolled
full
time
in
a
program
of
distance
education
in
fiscal
year
2023.
B
As
a
reminder,
virtual
charter
schools
only
receive
the
statewide
base
per
pupil
funding
amount
per
nrs
387
1214
subsection
5
also
provides
the
individual
adjusted
base
per
pupil
amounts
that
would
be
provided
to
charter
schools
and
university
schools
operating
in
each
county.
Excluding
the
attendance
area,
adjustments,
subsection
6,
provides
the
final
adjusted
base
per
pupil
funding
that
would
be
provided
for
each
charter
school
currently
operating
in
the
six
counties
that
have
charter
schools,
inclusive
of
the
attendance
area.
B
B
Subsection
7
provides
the
calculated
weights
for
english
learners
of
0.23
at-risk
peoples
of
0.03
and
gifted
and
talented
pupils
of
0.12,
and
again
that
calculation
is
based
on
the
money
committee's
decision
to
base
funding
on
the
english
learners.
Funding
that
and
at-risk
funding
that
was
provided
in
at
the
fy
2020
amount.
B
Subsection
9
details
the
school
districts
that
would
be
on
hold
harmless
under
the
people-centered
funding
plan
in
fiscal
year
2023.
This
includes
carson
city
douglas
elko,
esmeralda,
eureka,
humboldt
lincoln
pershing
and
story
counties.
It
further
clarifies
that
these
school
districts
may
reapportion
base
and
weight
funding
to
provide
a
reasonably
equal
educational
opportunity
for
its
people.
B
B
As
a
reminder,
state
special
education
funding
is
limited
to
no
more
than
13
percent
of
total
enrollment
for
each
school
district
and
charter
school
sub-section.
Five
and
six
provides
the
transfer
of
1.5
million
dollars
in
each
year
of
the
2021-23
biennium
for
state
special
education
funding
provided
to
school
districts
and
charter
schools
with
special
education
enrollment
that
exceeds
the
thirteen
percent
funding
and
cap
subsection.
C
Moving
on
to
page
20.,
subsection
3
of
section
8
authorizes
two
hundred
fifty
two
thousand
ninety
eight
dollars
in
fiscal
year.
Twenty
three
from
money
not
appropriated
from
the
general
fund,
related
to
the
one-time
match
or
requirement
for
the
job
for
america's
graduate
program:
subsection
4
of
section
8
transfers,
19.3
million
dollars
for
both
fiscal
year
22
and
fiscal
year,
23
from
the
other
state
education
programs
for
the
adult
high
school
diploma
program,
subsection
5
of
section
8
includes
an
annual
reporting
requirement
for
this
program.
C
Moving
on
to
page
21,
subsection
7
of
section
8
provides
that
money
appropriated
outlined
in
this
section
is
available
for
both
fiscal
year
22
and
2023
and
may
be
transferred
from
year
to
year,
with
the
interim
finance
committee
approval
paragraph,
a
transfers,
a
total
of
3.9
million
dollars
in
fiscal
year,
22
and
also
2023
for
the
job
for
america's
graduates
program
and
as
well
transfer
authorizes
expenditure
of
up
of
an
amount
up
to
252
dollars
in
each
fiscal
year,
contingent
upon
matching
money
being
provided
from
sources
other
than
the
appropriation
in
subsection.
One.
C
D
Madam
chair
for
the
record,
jamery
mangoba
and
I'll
be
walking
you
through
sections
9
to
19.,
so
starting
on
page
23,
section
9..
D
If
senate
bill
76
of
this
legislative
session,
which
abolishes
this
council
is
enacted
by
the
legislature
and
approved
by
the
governor
on
page
27,
section
13,
as
indicated
earlier,
this
provides
funding
of
8095
in
each
year.
For
the
teacher
of
the
year
program,
section
14
provides
general
fund
of
corporations
of
fifty
nine
thousand
eight
hundred
forty
nine
dollars
in
each
year
for
the
one
fifth
retirement
credit
purchase
program
account
to
purchase
one-fifth
of
a
year
of
retirement
service
credit
moving
on
to
section
15
on
page
28.
D
Section
16
is
a
transitory
language
that
clarifies
that
net
proceeds
and
minerals
are
revenue
source
in
the
state
education
fund
and
recognizes
that
net
proceeds
in
minerals,
collected
by
local
counties
in
fiscal
year
21
are
included
as
a
revenue
source
in
the
state
education
fund
in
fiscal
year.
22.
D
D
If
the
average
enrollment
of
pupils
during
that
quarter
is
less
than
or
equal
to
95
percent
of
the
enrollment
of
pupils
in
the
same
school
or
charter
schools,
this
provision
do
not
apply
to
any
decrease
in
enrollment
of
pupils
in
a
charter
school,
that's
caused
by
an
action
of
a
sponsor
of
that
charter
school
and
just
for
example.
If
the
sponsor
closes
an
elementary
school
for
poor
performance,
this
would
not
apply
to
them.
D
B
B
Moving
on
to
section
21
on
page
32,
this
modifies
nrs
387
122
by
eliminating
the
references
to
the
distributive
school
account
and
subsection
1,
also
clarifies
the
additional
support
for
special
education
that
would
be
provided
as
a
multiplier
under
the
people-centered
funding
plan,
while
also
considering
the
federal
maintenance
of
effort
requirements.
When
distributing
this
funding,
subsection
2
clarifies
the
additional
support
for
special
education
that
would
be
provided
as
a
multiplier
under
the
people-centered
funding
plan
for
those
school
districts
and
charter
schools
that
have
special
education,
enrollment
that
exceeds
the
13
cap
of
their
total
enrollment.
B
Moving
on
to
section
22
that
can
be
found
on
page
35,
subsection
10
of
section
22
clarifies
the
commission
on
school.
Funding
may
meet
between
july
1st
of
odd
number
years
and
september
30th
of
the
subsequent
even-numbered
years,
and
this
is
consistent
with
the
closing
action
of
the
money
committees
and
the
travel
funding
approved
for
the
commission.
B
Section
23
that
can
be
found
on
page
37
allows
transportation
funding
for
native
american
students
who
attend
school
outside
of
their
school
district,
to
be
provided
to
the
school
district
of
residence
by
the
school
district.
Where
the
student
is
enrolled
would
note,
this
funding
is
provided
through
the
people-centered
funding
plan
through
the
transportation
tier
funding.
B
Section
24
restores
nrs
387
122,
which
was
discussed
in
section
21
and
clarifies
the
additional
support
for
special
education
that
would
be
provided
as
a
multiplier
under
the
people-centered
funding
plan,
while
also
considering
the
federal
maintenance
of
effort
requirements.
When
distributing
this
funding.
B
B
C
Thank
you,
madam
chair
julie,
waller
for
the
record
section.
27
sections
27
to
30
in
including
section
33
amend,
sb
439,
to
make
performing
changes
for
the
addition
of
local
money
for
special
education
is
a
separate
tier.
C
52.
section
31
also
requires
local
funding
for
students
with
disabilities,
provided
a
separate
tier
to
be
counted
for
separately.
C
Oh,
we
addressed
section
33
already
as
conforming
language
and
then
the
last
section
of
the
bill
is
sections
1-3
of
section.
34
provide
the
effective
dates
of
various
sections
of
the
bill,
particularly
section
34
and
section
19
become
effective
upon
passage
and
approval.
This
is
to
create
the
state
education
fund
and
the
education
stabilization
account
in
order
to
receive
the
general
fund
appropriation
of
50
million
dollars
that
will
be
loaned
to
you.
C
Seed
seed
funding
for
the
education,
stabilization
account
and
subsections
4
and
5
provide
the
parallel
language
related
to
funding
for
the
statewide
council
for
the
coordination
of
regional
training
programs.
If
section
76
were
to
be
approved,
approved
and
signed
by
the
governor
with
that,
madam
chair
we're
happy
to
address
any
questions.
The
committee
may
have.
A
Thank
you
very
much.
That
was
an
excellent
walk
through
of
a
very
complicated
bill
with
all
the
changes
that
have
been
worked
on
over
the
last
year
or
so.
This
is
a
huge
sea
change
for
us.
So
with
that
committee
members,
I'm
going
to
open
it
up
for
questions
or
comments
at
this
time.
There's
a
lot
of
information
there.
A
So
does
anyone
have
a
question
at
this
time?
Assemblywoman
tolls.
I
think
your
section
is
number
20,
but
I'm
going
to
let
mr
drost
or
whoever
confirm
that
assemblywoman
tolls
is
interested
in
that
charter.
School
language.
She
wanted
to
make
sure
was
incorporated
with
all
the
conversations
that
we
had
had
so
assemblywoman.
Did
you
want
to
specify.
E
Thank
you
so
much
chair
and
I
think
you
did
a
good
job
summarizing
for
me,
but
we
had
a
lengthy
discussion
about
what
happens
to
charter
schools
since
they
operate
a
little
bit
differently
than
the
school
districts
by
county.
We
had
talked
about
lumping
all
the
money
together
by
the
county,
as
opposed
to
by
the
whole
state,
since
they
don't
move
money
around
the
same
way,
and
I
believe
that
I
see
this
covered.
E
Actually
I
see
referenced
numerous
times
in
here,
but
let's
just
go
with
the
chair,
because
she's
very
astute
on
these
things
and
look
at
section
20,
that's
page
31,
where
it
talks
about
maybe
that
regional
factor
with
the
reasonably
similar
level
of
funding
that
the
district
charter,
school
or
university
school
for
profoundly
gifted
principal
pupils
will
receive.
So
could
we
just
confirm
and
walk
through
that.
E
B
Thank
you,
madam
chair,
for
the
record,
adam
drost,
with
the
lcb
fiscal
analysis,
division,
assemblywoman
tolls.
I
would
note
that
yes,
section
20,
provides
the
clarifies
that
included
or
includes
charter
schools
and
university
schools
for
profoundly
gifted
in
the
calculation
of
holt,
harmless.
B
For
the
people-centered
funding
plan,
I
would
also
note
that
section
26
provides
that
attendance
area
adjustment
for
charter
schools
and
that
charter
schools
are
receiving
the
same
attendance
area.
Adjustment
on
a
per
people
basis
that
a
public
school
within
a
school
district
of
the
same
location
would
receive.
E
Okay,
thank
you.
So
thank
you,
so
I
I
think,
we're
speaking
the
same
language
that
we're
not
lumping
them
all
together
for
the
whole
state.
We're
doing
it.
Similarly,
within
that
that
same
county,
that's
what
I
heard
and-
and
I
see
you
nodding
so
yeah-
that's
that's
wonderful!
What
okay!
E
So
if
we
were
ever
in
a
situation
where,
even
within
that
district,
let's
say
we
have
a
school
that
might
be
losing
like
more
than
10
percent
of
of
what
they're
currently
budgeting
at
this
would
keep
that
from
happening
or
or
would
there
ever
be
a
situation
where
we
would
see
a
school
losing
more
than,
let's
say
ten
percent
from
from
where
they
are
even
within
that
regional
calculation.
E
B
Assemblywoman
tolls
just
to
clarify
the
lumping
of
charter
schools
together.
That
is
an
initial
calculation
to
determine
if
they
would
be
placed
on
hold
harmless
or
the
people-centered
funding
plan.
So
I
just
wanted
to
clarify
that.
I
think
your
question
is
if
their
funding
would
be
reduced
by
10
percent.
Is
that
correct.
E
Just
yeah
just
throwing
out
a
hypothetical
do
we
have
any
situations
where
we
see
any
charters
that
they
are
going
to
be
held
harmless
at
the
same
level,
we're
not
going
to
see
any
that
are
going
to
drop
lower.
B
All
charters
would
be
under
the
pupil
center
funding
plan
in
in
the
2021-2023
biennium
okay,
so
they
would
not
be
under
the
whole
harmless.
They
would
all
be
included
in
the
people-centered
funding
plan,
absent
any
kind
of
enrollment
drop
and
the
protections
provided
in
nrs
or
the
two-year
look-back
period
that
ms
bangoba
mentioned
earlier
to
address
any
decreases
in
enrollment
beyond
the
five
percent.
E
Okay,
thank
you.
I
appreciate
that
clarity
and
if
I
cast
one
more
just
overarching
question
as
a
follow-up
from
last
week,
so
as
we
look
at
this
overall
new
estimated
average
of
our
base
peer
people
funding,
do
we
have
an
estimate
of
where
that
would
put
us
in
our
national
rankings.
E
A
E
F
Thank
you,
ma'am
chair,
and
to
all
the
staff
involved
with
this
yeoman's
work,
and
I
thank
you
for
all
your
long
hours
and
and
the
work
that
you've
put
on.
I
have
some
specific,
specific
questions
regarding
this
bdr
and
I'll
start
with.
If
I
might,
madam
chair
page
18.
F
and
on
page
18
number
five
in
regards
to
the
department
of
education
shall
transfer
from
the
account
for
special
ed,
based
on
the
nrs,
the
the
1
million
500
000
and
the
two
separate
fiscal
years,
and
is
that
to
be
distributed
equally
among
the
schools.
Do
the
school
districts
have
to
apply
for
that?
Can
you
explain
what
that
transfer,
how
that
transfer
works.
B
Certainly
for
you,
madam
chair
to
assembly,
moment
titus,
the
1.5
million
dollars
is
provided
as
additional
funding
for
those
school
districts
that
exceed
the
13
funding
cap,
based
on
their
enrollment
or
in
their
account
of
special
education
pupils.
The
department
has
a
calculation,
they
they
go
through
to
determine
that
amount
and
it's.
It
generally
provides
one
half
of
the
multiplier
or
a
reasonably
similar
amount,
and
there
is
no
application
process.
It
is
a
formulaic
process
by
the
department.
B
B
Dr
titus,
it
appears
there
are
only
two
districts
that
are
below
the
13
percent.
I'm
sorry,
three
districts
as
well
as
the
charter
charter,
schools.
F
F
Then
for
clarity,
then
it
says
it
shall
so
that's
a
must
to
transfer
that
money
to
those
districts.
Then
I'd.
Can
you
clarify
then
on
number
seven
where
it
says
they
may
transfer
that
money
for
special
education
purposes?
It
seems
like
it's
the
same
use,
but
one
is
a
mandate.
Shell
and
the
other
is
may
do
we
know
what
the
trigger
is
for
that
may.
B
Dr
titus,
I
would
note
that
subsection
seven
is
related
to
extraordinary
expenditures
associated
with
special
education
delivery,
so
these
would
be
some
high
cost.
Extraordinary
expenditures
that
districts
would
would
have.
This
is
is
through
an
application
process
that
districts
apply
for
so
I
believe
that
is
why
that
language
includes
may
great.
F
And
thank
you
so
just
for
clarity,
so
that
would
cover
those
those
special
situations.
Special
needs
children,
just
so
school
districts.
If
they
had
that
unique
child
or
so
or
several
of
them,
then
they
could
apply
for
this
additional
resource.
B
That
is
correct.
As
an
example,
there
may
be
a
small
rural
district
that
has
a
deaf
student.
They
want
to
transport
that
student
to
a
neighboring
district.
This
would
provide
funding
for
those
transportation
costs.
F
Could
you
clarify
that
that's
kind
of
an
in
italics
and
I
just
in
a
special
writing?
Could
you
explain
so
each
school,
not
just
the
district,
would
then
be
able
to
apply
for
a
special.
How
does
that
work?
With
the
talks
about
you
know
the
disabilities
received
by
public
school
pursuant
to
the
same
nrs
chapter
and
I'm
just
wondering
if
that's
a
different
set
of
funding,
or
is
it
the
same
set
of
funding?
A
You're
welcome
so
with
that
other
members
questions
at
this
time.
Senator
gokuchiya.
G
Thank
you,
madam
chair,
and
I'm
going
kind
of
back
to
a
basic
I'm
trying
to
understand
on
page
15
sub
six,
why
the
there
seems
to
be
a
real,
significant
difference,
say
between
churchill
and
white
pine
when
we're
talking
twenty
five
hundred
dollars,
I'm
trying
to
figure
out
why
that
would
be
so
so
big.
G
B
G
If
I'm,
if
I
may,
madam
chair,
follow
up,
I
guess
I'm
again,
like
I
say:
we've
got
a
2
000
difference
between
white
pine
and
elko.
I'm
sure
it's
just
the
way
the
numbers
fell
out,
but
it
kind
of
intriguing.
Thank
you.
Thank
you,
madam
chair.
A
Thank
you
senator
other
questions
from
other
committee
members.
At
this
time,
senator
ki
cover.
H
Thank
you
very
much.
I
appreciate
it
clarification
on
a
couple
of
sections
section:
18..
Does
this
sort
of
refer
back
to
the
old
hold
harmless
provision
to
protect
against
student
population
drops.
H
D
You're
correct
senator
this
is
the
hold
harmless
provision
if
their
enrollment
drop
to
95
or
less,
but
the
change
that
was
made
in
here
is
to
instead
of
just
using
the
previous
fiscal
year,
which
is
fiscal
year
21.
This
section
would
allow
them
to
use
fiscal
year
20
or
fiscal
year
21.
Whichever
is
higher.
A
And
I'll
hop
in,
I
wouldn't
ask
staff
to
do
that.
But
we
did
have
a
couple
of
discussions
in
the
subcommittee
on
education
about
making
sure
that
there
wasn't
any
unintended
consequences
because
of
the
way
the
school
districts
operated
and
the
kids
went
to
school
during
that
pandemic
year.
And
we
wanted
to
give
them
the
opportunity
to
be
able
to
work
with
the
year.
A
That
would
get
them
at
the
level
that
they
needed
to
be
because
remember
we're
starting
a
base
here
and
we
didn't
want
to
artificially
penalize
them
because
of
the
way
the
pandemic
impacted
the
school
year
and
enrollment
in
some
cases.
So
that
was
a
a
topic
of
discussion
that
we
had
in.
In
a
couple
of
the
meetings.
Yeah.
H
I
I
I
remember
the
topic
coming
up.
I
don't
remember
a
decision
point
on
it
and
I'll
have
to
go
back
and
check.
So
I
appreciate
that
my
second
question
was
related
to
I'm
sorry
on
page
37
of
our
draft
when
it
relates
to
the
commission
on
school
funding.
H
I
also
recall
our
conversations
on
this
front.
Circling
around
an
appropriation
sufficient
to
support
a
number
of
meetings,
but
I
don't
I
don't
recall
us
discussing
whether
we
were
going
to
prohibit
them
from
meeting
following
september
30th
of
a
of
an
even
numbered
year.
I
mean
if
there
was
a
if
there
was
a
need
for
them
to
meet,
to
clarify
something
before
the
legislature
comes
into
special,
I
would
come
into
session.
H
I
would
hate
to
preclude
them
from
throwing
together
a
quick
zoom
meeting
by
the
language
that
we
see
here
in
subsection,
10
of
section
22.
A
And
that
was
part
of
the
budget,
closing
differences
that
we
discussed
that
one
saturday
morning.
I
think
it
was
a
saturday
morning
but
miss
kaufman
or
any
of
the
folks
on
the
education
team.
I
know
there
was
a
lot
of
conversation
from
the
majority
leader
on
this
item.
So
if
anyone
wants
to
provide
some
clarification
for
the
senator.
I
Madam
chair,
this
is
sarah
kaufman
legislative
council
bureau.
I
believe
this.
The
discussion
was
around
having
this
commission
also
act.
Similarly
to
the
other
interim
commissions,
and
so
I
believe
that
was
the
discussion
point.
A
H
A
And
it's
my
recollection
that
that
was
all
part
of
that
budget.
Closing
differences
but
I'll
be
corrected
by
staff,
because
there
were
so
many
different
conversations
about
this.
But
the
indication
was
that
they
were
going
to
operate
along
the
same
lines
as
the
other
committees
so
that
they
could
get
their
work
to
the
legislature
so
that
we
could
go
ahead
and
working
start
working
on
things.
So
that
was
part
of
that
conversation.
To
my
recollection.
A
Other
questions
from
other
committee
members
senator
seaver's
cancer.
J
J
But
it's
my
understanding
that
some
of
the
charters
and
the
rurals,
when
you,
when
you
put
them
all
together
and
made
that
decision
individually
as
schools,
they
still
aren't
held
harmless.
So
the
units
are
held
harmless
but
not
in
certain
school
or
like
district
areas
are
where
they
fall
and
I'm
not
quite
sure
if
we
ever
talked
about
that
or
how
that
exactly
happened.
J
So
if
we
had
a
school
that
was
getting
eight
thousand
dollars
per
student
per
year
originally
and
we're
going
to
be
held
harmless,
we
thought
they
were
starting
at
that
point,
not
a
lower
point,
and
it
sounds
like
some
of
them
were
starting
at
a
lower
point
because
of
the
the
way
that
they
were
grouped
for.
That
decision.
B
B
However,
the
money
committees
did
determine
that
the
size
adjustment
would
be
provided
for
those
districts
and
that
largely
did
benefit
those
rural
charter
schools.
As
indicated
on
page
eight
and
noted
earlier
by
senator
gokakia
that
increased
the
funding
for
those
rural
charter,
schools
based
on
their
size
adjustment
factor.
J
That's
what
I
thought
I
mean,
I
thought
they
were
all
going
to
be
up
a
little
bit
because
the
size
adjustment
factor,
but
but
I'm
I'm
being
told
that
they're
not
that
some
of
them
are
below
what
they
used
to
be,
even
with
that
size,
adjustment
factor
and
I'm
not
quite
sure
how
that
happened.
I
wanted
to
make
sure
that
they
were
at
least
the
level
they
were,
even
with
the
size
adjustment
factor
that
they
at
least,
were
held
harmless
individually
in
those
counties.
J
J
B
Senator
sievers
cancer.
I
would
just
note
that,
yes,
they
are
considered
as
a
whole
as
a
group
for
the
hold
harmless
provision
for
the
size
adjustment
factor.
It
does
consider
the
size
adjustment
factor
that
is
provided
for
public
schools
in
that
same
area
for
that
operate
in
within
a
school
district.
So
for
the
greater
reno
sparks
area
and
the
greater
las
vegas
area,
there
is
no
size
adjustment
applied
for
those
public
schools
within
the
school
district.
So
therefore,
there's
no
size
adjustment
applied
for
those
charter.
Schools
in
that
same
area.
J
J
A
Other
questions
from
other
committees
committee
members
at
this
time
hold
on
for
just
a
moment,
so
I
think
I
need
to
clarify
a
couple
of
things.
I'm
going
to
go
back
to
to
senator
kitkapper's
point
with
the
the
time
frames
on
that
miss
kaufman,
so
there
there
seems
to
be
some
some
confusion
on
the
commission
and
the
ending
date.
A
I
The
the
ability
to
make
this
very
similar
to
how
other
interim
committees
are
operated,
and
so
that
is
why
this
this
language
was
provided
for
in
here,
because
it
was,
I
believe
it
may
have
been
an
assumption
on
on
staff's
part.
But
it
was
our
assumption,
then,
that
because
the
travel
was
limited
to
september
30th-
and
there
was
the
discussion
to
make
this
similar
to
how
other
commissions
are,
are
handled
that
this
would
then
provide
a
limit.
A
And
thank
you,
ms
kaufman.
I'm
going
to
go
to
senator,
brooks
senator,
had
pulled
up
the
final
budget,
closing
differences
document
and
it
does.
It
does
enunciate
that
date.
So
senator
if
you
would
just
clarify
this,
because
I
wanted
to
make
sure
that
I
was
remembering
the
right
thing
too,
because
there
was
a
lot
going
on
at
that
time.
K
Yeah,
when
we
go
back
to
our
our
report
on
budget
closing
differences
and
and
this
particular
difference
that
we
discussed
I'll
read
it
word
for
word
here-
it
says
the
assembly
committee
on
ways
and
means
approved
general
fund
appropriations
of
15
000
and
fiscal
year,
2022
and
5000
in
fiscal
year,
2023,
which
will
provide
two
day:
monthly
in-person
meetings
every
other
month
or
six
in-person
meetings
and
six
virtual
meetings
in
fiscal
year
2022
and
two
two-day
in-person
meetings
and
one
virtual
meeting
through
september
30th
2022
in
fy
2023
for
the
commission
on
school
funding.
K
The
assembly
committee
on
ways
and
means
further
approved
general
fund
appropriations
of
seven
thousand
seven
hundred
forty
five
dollars
in
fy,
twenty
twenty,
two
five
thousand
five
hundred
and
ninety
five
dollars
and
fy
twenty
twenty
three,
and
that
was
the
motion
that
we
ended
up.
Taking
collectively.
A
H
You
manager,
I
appreciate
it,
so
we
appropriate
them
x,
number
of
dollars
right
and
we
we
say
we're
funding
it
based
on
acts,
which
is
these
numbers
of
meetings
that
we
came
up
with.
H
If
they
don't
spend
all
of
those
funds,
are
they
I
would
not
have
interpreted
or
motioned
it,
and
that
in
that
meeting
to
say
that
they
would
then
not
be
able
to
meet,
I
would
say
we're
funding
them
to
this
level
if
they're
more
efficient,
perhaps
they
could
throw
another
meeting
in
if
they're,
if
they
decide
to
have
more
virtual
meetings
than
in
person
meetings
that
they
could
continue
to
meet
generally,
when
we
appropriate
money
into
categories.
H
The
agency
then
manages
those
funds
throughout
the
course
of
the
year
to
the
level
that
that
they
deem
appropriate.
So
I
just
I
guess
I
never
interpreted
that
we
would
say:
okay,
you're
shut
off
after
after
september
30th,
and
I
just
think
we
may
find
value
of
having
them
at
our
disposal
if
we
ask
them
for
some
expert
opinion
on
some
system
stuff,
as
we
move
into
the
next
legislative
session,
maybe
I'm
harping
on
something
that
isn't
a
big
deal.
A
And
I
appreciate
your
concern
senator
kikefer,
but
we
are
on
the
clock
and
this
needs
to
get
done
tonight
so
that
we
can
stay
on
track.
I
believe
if
it
was
a
more
significant
issue,
we
could
have
further
conversations,
but
at
this
moment
in
time
I
don't
believe
this
is
the
issue
that
should
cause
the
train
to
jump
the
track
at
this
time.
A
L
Just
a
quick
question
for
staff,
so
if
we
did
need
them
to
meet,
I
mean
what
would
be
the
process
for
that
I
mean
if,
like
during
session,
we
needed
them
to
review
something
for
us.
Is
there
a
process
for
that
or
is
it
I'm
not
saying
we
need
to
set
something
up,
but
I
just
want
to
know
if
there
is
anything
for
that.
L
Okay,
yeah,
I
think
definitely
you
should
look
at
that,
because,
when
we
designed
this,
we
didn't
design
it
to
be
treated
like
a
interim
commission
is
something
that
would
just
meet
all
the
time
to
be
able
to
look
at
the
trends
and
what's
happening
with
the
changes
in
in
funding
for
education
and
those
kind
of
things.
So
that's
something
you
may
want
to
look
at
in
the
future.
A
A
A
I
Thank
you,
madam
chair,
so
the
next
steps
would
be
to
adjourn
the
full
committee
and
at
that
point
in
time
the
senate
committee
on
finance
will
come
together
and
they
will
introduce
the
bdr.
It
will
then
be
reassigned
back
to
them
in
order
for
them
to
have
a
hearing.
Okay,.
A
Thank
you
very
much,
so
if
there's
a
moment
in
time
where
someone
has
something
that
they
needed
to
discuss,
this
is
the
time
because
when
this
bdr
gets
introduced
and
moved,
we
typically
do
not
amend
the
k-12
education
bill.
This
is
what
you
see
before
you
is.
What
will
be
the
pupil
centered
funding
plan
and
education
funding
for
the
next
two
years
in
the
state
of
nevada,
so
assemblyman
miller?
Did
you
have
a.
L
Question
thank
you
chair.
That
being
said,
my
question
is
I
heard
during
the
presentation
there
was
a
mention
of.
Basically
this
section
is
contingent
upon
certain
bills
passing,
and
so
I
was
just
wondering
what
happens
with
the
those
allocated
funds
if
those
bills
weren't
to
pass.
I
I
yes,
madam
chair,
I
believe
you're
referring
to
sections
11
and
12.
yes,
so
there
there's
parallel
language
for
sections,
11
and
12.
If
one
instance
occurs,
then
one
section
would
take
their
place
and
if
another,
if
if
it
doesn't
happen,
then
section
12
takes
over
so
they're
parallel
language
parallel
languages
in
the
event,
either
situation
occurs.
A
Good
question
so
not
seeing
any
other
questions
from
any
other
committee
members
at
this
time,
you've
been
walked
through
the
k-12
funding
model,
the
pupil
centered
funding
model,
and
I
would
be
very
remiss
if
I
know
senator
woodhouse
is
watching
this
right
now,
senator
woodhouse.
Thank
you
for
all
of
your
hard
work.
This
is
what
you've
been
working
for
for
a
very
long
time.
So
congratulations
on
everything
that
you
have
done
in
your
passion
for
people-centered
funding.
A
A
M
You
know
you
you've
heard
nsca
and
you've
heard
me
talk
a
good
bit
about
zoom
in
victory
schools
over
the
course
of
this
session
and
over
the
last
two
years,
and
I
think
you
know
what
we've
seen
in
this
budget,
although
there
is
a
whole
lot
of
good
there's,
also
a
particular
problem,
which
I
think
is
the
reason
why
we've
been
talking
about
this
and
that's
the
the
weight
for
at-risk
pupils
for
both
next
fiscal
year
in
the
out
fiscal
year
at
being
.03.
M
I
think
that's
one-tenth
of
the
targeted
weight
and
if
you
multiply
the
.03
out
by
the
base
funding,
that's
about
209
dollars
per
pupil
and
if
you
harken
back
to
two
years
ago
in
passing
543
and
moving
victory
schools
which,
by
the
way,
a
model
program
of
education,
equity,
necessarily
located
in
nevada's,
poorest,
zip
codes
serving
the
highest
needs
students.
M
Those
programs
are
basically
watered
down
in
that
funding
that
went
to
victory
and
zoom
gets
distributed
through
the
weights
and
the
victory
services
that
schools
are
to
provide
in
lieu
of
the
victory
schools.
These
victory
services,
there's
a
menu
of
options
and
senator
dennis
knows
this:
one:
a
pre-kindergarten
program,
summer
academy,
additional
instruction
for
other
learning
opportunities,
professional
development
for
teachers
and
other
education,
personnel,
incentives
for
hiring
retaining
teachers
or
other
licensed
education,
personnel,
employment
of
additional
paraprofessionals
or
other
education
personnel
that
you
can
do.
M
A
reading,
skills
center
or
integrated
student
supports,
wrap
around
services
and
evidence,
evidence-based
programs
designed
to
meet
the
needs
of
at-risk
pupils.
These
are
the
menu
of
services
that
victory
schools
provide
and
when
taken
together,
they
transform
those
schools
that
school
climate
and
culture
in
that
school
community.
What
out
of
this
menu?
M
Are
we
going
to
be
able
to
provide
at-risk
students
with
209
dollars
in
incremental
funding
per
pupil
per
year?
You
know
that
I
think,
is
the
tough
pill
to
swallow.
There's
a
lot
of
other
stuff
in
here,
that's
very
good,
but
in
terms
of
moving
towards
greater
equity.
M
N
N
We
request
request
that
you
extend
colas
to
all
state
employees,
including
classified
employees
in
the
bargaining
units
under
nrs
288
that
have
not
yet
organized
and
the
ng
professional
employees
who
do
not
yet
have
collective
bargaining
and
statute
pending
passage
of
sb
373,
the
last
state
cola
was
in
july
2019
and
since
then,
the
consumer
price
index
has
increased.
4.6
percent
state
employees
are
currently
taking
4.6
pay
cuts
in
furloughs,
housing
costs
are
skyrocketing
and
over
the
past
10
years,
stakeholders
have
trailed
inflation
22
to
12
for
a
10
net
loss
in
purchasing
power.
N
State
employees
have
worked
through
the
pandemic
under
difficult
circumstances.
We
are
grateful
that
there
were
no
mass
layoffs,
but
positions
held
vacant
and
furloughs
have
increased
workloads
and
we
have
suffered
through
the
furlough
pay
cuts,
45
percent
higher
health
care
premiums
and
greatly
reduced
benefits.
N
25
million
was
saved
from
pebb
and
fy
2021
through
the
employer
premium
holiday
of
the
special
session
and
another
25
to
30
million
was
saved
by
furloughs.
Now
that
additional
state
now
that
additional
state
fund
and
federal
funds
are
available,
it
is
time
to
pay
back
your
state
employees
by
fully
restoring
compensation
and
benefits.
Thank
you
for
your
consideration.
A
O
Good
evening,
madam
chair,
mr
chair
and
members
of
the
committee,
my
name
is
sarah
adler,
representing
the
charter
school
association
of
nevada.
We
greatly
appreciate
your
collective
work
in
recognizing
charter
schools
in
the
formula
in
section
5
of
sb
439
and
the
work
on
hold
harmless.
O
Nonetheless,
we
are
concerned
that
there
are
still
individual
schools
that
may
not
be
held
harmless
when
this
formula
is
applied.
We
appreciate
the
work
to
lump
and
then
disaggregate,
but
we
want
to
register
that
concern.
It
was
always
the
understanding
that
no
pupil,
no
student
would
be
harmed
as
this
transition
occurred.
So
we
want
to
put
that
concern
on
the
record.
O
In
addition,
when
you
look
at
the
numbers
on
page
13
versus
the
numbers
on
page
15.,
I
understand
one
is
district
and
one
is
the
exact
attendance
area
the
charter
schools
sit
in,
but
in
some
cases
those
are
3
000
dollar
differences
within
the
same
county.
So
we're
we're
appreciative
and
we
still
have
a
few
questions,
particularly
about
rural
schools.
Thank
you.
So
much.
A
K
P
Doug
unger
d-o-u-g-u-n-ge
unlv
chapter
president
and
southern
government
affairs,
representative,
nevada,
faculty
alliance.
Thank
you,
chair,
carlton
and
chair
brooks
and
members
of
the
committee
for
this
work
on
k-12
funding,
and
I
would
also
like
to
echo
the
thanks
to
senator
woodhouse
for
the
per-pupil
funding
formula
that
she
worked
on
for
most
of
her
career.
P
I
would
like
to
echo
what
ken
irvin
testified
to
in
public
comment
that
that
nevada
state
employee
employees
are
very
concerned
with
pet
benefits
and
possible
cola
for
this
session.
If
it's
at
all
possible
to
do
the
full
restoration
of
peb
benefits,
we
think
is
really
warranted.
We've
worked
very
hard
through
the
pandemic,
we're
in
open,
enrollment
right
now,
and
my
email
has
lit
up
with
state
employees,
faculty
members
who
are
looking
at
their
health
benefits
and
only
realizing
now
the
tremendous
cuts
that
are
being
inflicted
on
them
on
the
plan
for
2122.
P
44
higher
premiums,
17
higher
deductibles
28,
higher
out-of-pocket
maximums
and
45
lower
hsa
contributions,
particularly
those
members
with
families,
are
feeling
this,
and
also
the
plan
designs
that
shift
costs
to
the
sickest
and
most
vulnerable.
It
would
only
cost
30
million
dollars
to
restore
peb
plans
back
to
2019
levels
for
the
23
fiscal
year.
We
hope
that
you
will
do
this
and
hope
that
you
will
consider
other
measures
to
help
our
state
employees
catch
up
and
to
recover
from
the
pandemic.