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From YouTube: 5/5/2021 - Senate Committee on Education
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A
Welcome
to
senate
committee
on
education
we'll
go
ahead
and
begin
welcome
to
those
president
here
in
carson
city
online
and
by
the
phone
and
by
phone
will
the
secretary.
Please
call
the
roll.
A
A
A
A
When
testifying
state
and
spell
your
name
and
affiliation,
if
any,
I
will
take
public
comment
at
the
end
of
the
meeting
and
may
limit
the
length
of
testimony
and
public
comment
to
two
minutes
per
person.
You
may
also
submit
your
full
comments
in
writing
and
then
briefly
summarize
them
in
spoken
testimony.
A
We
are
going
to
I'm
going
to
change
the
order
just
a
little
bit
we're
going
to
do
our
work
session
first,
because
I've
got
everybody
here
before
I,
okay
before
I
lose
anybody
and
just
wanna
make
sure
I
didn't
listen.
So
we'll
do
that
first
and
then
we're
gonna
go
to
ab195
ab19
and
then
we'll
do
235
266..
So
we'll
go
in
that
order.
A
There
is
a
work
session
document.
I
know
it's
available
online
on
nellis
here
I
have
okay,
all
right
so
with
that
we'll
have
our
miss
sturm.
If
you'll
walk
us
through.
C
This
thank
you,
mr
chair
jen,
sturm
committee
policy.
Analyst,
our
bill
up
on
work
session
today
is
senate
concurrent
resolution
number
nine,
which
was
presented
by
assemblywoman
peters
on
april
21,
2021.
senate
concurrent
resolution.
9
encourages
and
expresses
support
for
the
nevada
system
of
higher
education
to
work
collaboratively
collaboratively
among
its
institutions
on
science
and
research
efforts
addressing
the
specific
needs
of
the
lake
tahoe
basin
in
alignment
with
nevada's
state
climate
strategy.
C
The
resolution
also
recommends
that
the
nc
enhance
coordination
efforts
with
various
state
and
federal
agencies
to
align
its
science
and
research
efforts
with
the
policy
goals,
including
the
state
climate
strategy
that
are
established
by
the
tahoe
bi-state
executive
committee,
the
tahoe
science
advisory
council
and
other
relevant
agencies
and
stakeholders
in
the
basin.
Mr
chair.
A
It's
pretty
simple
bill,
the
concept
I
think
we
got.
I
don't.
I
don't
think
we
even
had
a
lot
of
questions
when
we
heard
it.
So
we
have
any
no
questions.
I
will
take
a
motion.
A
We
have
a
motion
from
senator
hardy
and
I
think
I
had
senator
lang
beat
you
to
it
for
a
second
any
further
discussion
on
the
motion
and
it's
just
it's
just
the
way.
It's
a
dupe
pass
right,
there's
no
amendment!
So
yes,
so
the
motions
do
pass.
We
have
a
motion
in
a
second,
no
further
discussion,
all
in
favor,
say
aye,
any
post
saying
okay
motion
carries
all
right.
So
now
we
will
go
and
I
will
open
the
hearing
on
sen
on
assembly
bill
195
and
we
have
assembly
woman
torres
here
with
us.
E
Thank
you,
chair,
dennis
and
committee
for
your
time
this
afternoon.
I
know
that
I
usually
speak
extremely
slowly,
so
I'll
try
to
make
sure
that
I
quicken
it
up
for
everybody
for
the
record,
I'm
assembling
selena
torres
and
I
proudly
represent
assembly
district
3.,
and
this
afternoon
I
will
be
presenting
on
ab195,
which
creates
the
english
language
learner
bill
of
rights.
Before
I
begin,
I
will
provide
a
brief
roadmap
of
today's
presentation.
E
First,
I'm
going
to
start
by
providing
some
background
information
on
this
legislation
defining
some
key
terms
and
second,
I
will
walk
through
the
committee
through
this
bill.
Throughout
today's
presentation
I
will
be
referring
to
the
legislation
and
the
as
it's
modified
by
the
conceptual
amendment
that
has
already
been
posted
on
nellis,
and
hopefully
the
committee
has
had
time
to
review,
although
it's
pretty
brief.
So
if
you
haven't,
I
will
walk
you
through
that
today,
as
well.
E
Throughout
this
presentation,
I
will
be
using
several
different
acronyms
that
apply
to
this
legislation
and
I'm
going
to
do
my
best
to
expo
explain
each
of
those
terms
as
we
work
through
the
legislation
as
an
educator.
Sometimes
I
get
lost
in
that
lingo,
so
I'll.
Try
to
make
sure
that
I
break
it
down
as
much
as
possible,
I'll
be
referring
to
el
or
ell
students,
and
that's
an
acronym
that
refers
to
english
language
learners.
Ell
students
are
students
that
are
learning
english
ell
students
in
nevada
speak
many
languages,
spanish,
tagalog,
chinese,
french,
etc.
E
Ell
students
can
thrive
when
they
are
given
the
appropriate
supports,
and
this
legislation
is
intended
to
help.
Instructional
leaders
and
policy
makers
alike
make
informed
policy
decisions
while
simultaneously
implementing
the
mechanisms
to
inform
ell
students
and
their
parents
and
guardians
about
their
rights.
Based
on
the
concerns
raised
throughout
this
throughout
this
session
about
this
piece
of
legislation,
I
just
want
to
be
abundantly
clear
that
this
legislation
does
not
give
ell
students
additional
rights.
E
Rather,
this
legislation
enumerates
the
rights
that
ell
students
and
their
families
presently
have
ell
students
make
up
14.1
percent
of
the
student
population
and
consistently
lag
behind
in
proficiency
tests.
Nonetheless,
there
is
little
data
aggregated
about
their
performance.
This
data
is
necessary
for
instructional
leaders
and
policy
makers
alike
to
implement
modifications
to
their
curriculum.
E
E
So,
first
in
section,
two
subsection
one
and
two,
it
requires
that
the
board
of
trustees
determine
the
number
of
students
that
are
immigrants,
refugees,
long-term
english
learners
and
english
learners.
Additionally,
this
bill
requires
that
the
district
aggregate,
the
data
for
el
students
who
are
in
career
tech
programs,
magnet
schools,
ap
courses,
ib
courses,
dual
credit
and
extracurricular
programs
to
the
extent
that
it's
possible,
we
know
with
some
of
our
extracurricular
programs
that
data
might
not
be
tracked
right
now,
and
so
we
don't
want
to
put
an
additional
requirement
that
is
tracked
that
doesn't
exist.
E
Section
2,
subsection
3
requires
that
the
board
of
trustees
of
each
school
district
determine
the
number
of
teachers
employed
that
have
an
endorsement
in
bilingual
education
and
teaching
english
as
a
second
language,
and
that
this
information
is
to
be
able
to
be
disaggregated
by
grade
level.
This
will
help
not
just
school
leaders
and
instructional
leaders
make
the
decisions
regarding
the
educators
that
they
have
in
their
school.
But,
furthermore,
this
will
help
policymakers
see
where
we
have
large
gaps
in
service
to
our
english
language
learners.
E
Additionally,
section
2,
subsection
3
requires
for
local
education
agencies
to
report
on
the
number
of
teachers
per
school
that
are
trained
in
the
lea's
adopted
language
development
program.
Many
of
our
districts
have
stepped
up
to
the
calling
to
ensure
that
we
have
language
development
programs
provided
to
our
schools.
E
I
know
that
clark
county
has
kind
of
been
a
role
model
in
this
way,
ensuring
that
all
educators
have
some
type
of
language,
development,
training
and
professional
development,
and
this
will
help
us
capture
how
many
teachers
have
completed
that
training,
as
we
know
that
all
students
are
language
learners,
section,
2,
subsection
4
requires
for
this
data
to
be
submitted
to
the
department
of
education.
Section
2,
subsection
5
requires
that
this
information
is
disseminated
to
the
legislature
and
subsection
6
defines
the
term
english
learners.
E
L
tells
as
a
learner
who
has
been
in
the
united
states
for
three
consecutive
years.
Section
3
enumerates
the
rights
of
an
english
learner
in
the
rights
of
a
parent
or
guardian
of
an
ell
student.
While
these
rights
are
presently
available
to
students,
the
education
community
knows
that
oftentimes
students
and
their
families
do
not
know
or
understand
their
educational
rights.
These
rights
include
the
rights
to
a
free
and
public
education,
regardless
of
their
immigration
status
or
native
language,
equal
access
to
programming
and
the
right
to
be
evaluated
annually.
E
Additionally,
parents
and
guardians
have
the
right
to
register
their
student
without
disclosing
their
immigration
status.
Have
an
interpreter
for
significant
interactions
to
the
extent
practicable
and
information
about
the
progress
of
the
pupil
section
3
subsection
3
as
amended
requires
that
schools
provide
ell
students
with
a
copy
of
these
rights
upon
annual
registration.
The
department
of
education
shall
provide
translation
for
the
rights
described
in
as
many
languages
as
possible,
but
at
least
the
top
five
spoken
languages
in
the
state
of
nevada.
E
The
rights
enumerated
in
ab195
will
empower
students
and
families
to
be
involved
in
their
school
community
and
empower
families
in
our
community.
When
parents
and
guardians
play
an
active
role
in
our
child's
education
students
achieve
section.
4
of
the
legislation
requires
that
the
board
of
trustees
report
annually
on
the
use
of
title
3
funds
to
allow
for
policy
makers
to
understand
how
the
money
designated
for
nevada,
english
language
learners
is
being
spent.
Their
part
will
also
be
posted
on
the
internet.
To
ensure
nevadans
can
understand
the
use
of
those
funds.
E
Section
5
authorizes
the
department
of
ed
to
adopt
necessary
regulations,
and
section
6
requires
that
schools
identify
the
primary
language
of
a
people
annually
upon
registration
to
ensure
that
students
are
properly
identified
as
ell
students.
Presently,
students
are
identified
as
ell
students
when
they
complete
the
home
language
survey,
so
that
would
be
upon
their
initial
registration.
E
Many
families
do
not
initially
admit
to
speaking
a
different
language
for
fear
of
making
their
child
have
a
less
equitable
education.
There's
just
oftentimes
misunderstandings
about
the
english
language
learner
program
and
they're
concerned
that
maybe
their
child
would
be
placed
into
a
special
education
program
instead
of
receiving
services
that
they
very
much
have
a
right
to
in
language
development.
Some
families
fear
that
this
information
can
also
be
flagged
to
immigration
authorities
or
worry
their
child
is
going
to
be
put
in
some
type
of
remedial
program,
as
families
grow
more
comfortable
with
their
child's
school
they're.
E
More
likely
to
reveal
this
information
section,
six
subsection,
two
sub
sub
g
provides
that
a
people
who
is
an
ell
student
remain
placed
in
the
yale
program
until
they
reach
language
proficiency,
as
determined
by
their
state's
assessment.
Thank
you,
chair
dennis
and
committee
members
for
considering
ab195.
E
I
urge
your
support
of
this
bill
and
I
now
stand
open
for
questions.
Additionally,
I
believe
that
mr
ignacio
ruiz,
the
ccsd
ell
superintendent
is
available
to
assist
with
any
specific
questions
that
would
pertain
to
ell
programs
in
our
districts.
D
Thank
you
very
much
chair
a
couple
things
in
section,
two,
subsection
six,
where
you're
talking
about
long-term
english
learners
who
have
lived
in
the
united
states
for
at
least
six
consecutive
years.
So
my
my
question
is
a
question
and
also
a
comment.
Is
that
so
what?
If
I'm
here
a
couple
years
and
my
family
goes
back
to
my
homeland-
for
I
don't
know,
take
care
of
grandma,
we've
lost
our
jobs
whatever,
and
I
come
back
that
consecutive
isn't
consecutive,
but
I
still
need
that
assistance.
What
happens
there.
E
I
think
for
the
question
someone
torrez
for
the
record
through
the
chair
to
senator
donder
loop,
so
I
think
I
understand
the
question,
I'm
not
sure
so
I'm
going
to
try
to
answer
it
and
then,
if
we,
if
you
have
additional
questions,
just
let
me
know
but
essentially
right
now,
our
ltl
students,
our
long-term
english
learners,
can
be
a
student,
maybe
that
was
registered
in
kindergarten
and
maybe
leaves
the
country
for
five
years
and
then
comes
back
and
technically.
E
That
student
is
tracked
as
a
long-term
english
learner,
and
so
this
this
is
trying
to
clarify
that,
though,
so
that
those
students
are
not
long-term
english
learners,
they're,
really
new
they're,
really
newcomers
right,
and
we
need
to
make
sure
that
we
provide
them
with
the
support
and
schools
are
kind
of
evaluated
too
by
how
many
ltels
they
have
that's
the
the
acronym
for
it
and
then
how
many
newcomers
that
they
have
that
are
still
in
their
programs
right,
because
the
goal
of
the
ell
programs
is
that
for
us
to
be
able
to
exit
kids
so
that
they
are
proficient
in
the
english
language.
E
So
essentially,
this
says
that
you
know
if
a
student
in
that
circumstance
were
to
leave
for
an
extended
period
of
time
register
in
school
somewhere
else,
then
that
student's
not
really
an
I'll,
tell
I
don't
know
if
dr
ruiz
wanted
to
or
to
provide
any
additional
remarks,
feel
free
superintendent.
B
Good
afternoon,
everyone
thank
you
so
much
and
committee
members
and
suddenly
women
don
darrell
loop,
great
question.
We
we
definitely
take
that
into
consideration.
B
Many
years
the
students
have
been
here,
can
you
hear
me.
A
B
Not
for
the
record
ignacio
reese
assistant,
superintendent,
ell
division,
clark,
county
school
district,
as
I
was
saying,
we
do
take
that
we
do
take
into
consideration
the
time
that
those
students
were
here
but
really
when,
when
they
do
return,
they
and
and
if
they
are
identified
as
english
language
learners.
Through
the
we
the
language
assessment,
then
they
would
be
eligible
for
for
any
services
and
resources,
just
like
any
other
english
language
learner.
B
But
definitely
we
take
into
consideration
how
many
years
they
were
here
before
they
they
potentially
left
the
district
and
then
obviously
the
other
pieces
that
are
very
important
is
the
language
level
that
once
they
are
assessed,
the
language
level
that
they
are
at
in.
In
order
to
be
able
to
differentiate
those
supports.
D
A
Before
before
we
go
on,
there's
asher
kelly
and
our
legal
counsel
had
some
additional
information
that
might
be
helpful.
B
Thank
you,
mr
chair
asher,
kelly
and
committee
council.
I
just
wanted
for
the
committee's
reference
the
definition
of
long-term
english
learner
in
subsection
six
of
section
two
that
relates
back
to
the
language
in
subsection
one
paragraph
c
of
subsection:
two:
it's
not
a
limitation
on
the
pupils
to
which
these
rights
attach
it's
for
that
reporting
requirement.
That
reporting
requirement
requires
pupils
to
be
differentiated
based
on
whether
they
are
newcomers
to
the
english
language,
short-term,
english,
learners
or
long-term
english
learners.
So
all
english
learners
are
still
accounted.
That's
just
that
definition.
D
Thank
you
very
much.
I
I
think
I
was
caught
up
on
the
consecutive
and
I
wanted
to
make
sure
that
if
students
left
and
came
back
that
we
and
we
know
that
happens,
maybe
more
often
than
not
in
a
transient
population
in
nevada
that
we
have
so.
I
just
wanted
to
make
sure
and
then
the
other
question
that
I
have
and
dr
reese,
you
might
be
the
answer
to
this.
I
don't
know
us
or
assembly
woman.
D
I,
if
my
memory
serves
me
when
I
got
my
ell
endorsement,
I
felt
like
we
all
had
to
do
it.
I
felt
like
it
wasn't
even
an
option
that
we
just
all
went
and
did
it
is
that
an
option
now
and
what
is
what
percentage
of
teachers
do?
We
actually
have
that?
Have
that
endorsement,
because
I
know
I
was
at
a
school
where
we
all
had
it.
E
Associated
with
the
record,
so
I
think
I
can
answer
the
first
part
of
the
question
right
now:
it's
not
a
requirement
for
all
teachers
to
have
an
eol
endorsement,
and
I
think
that's
something
that
you
know
would
be
beneficial
right
like
as
we
see
as
we
continue
to
serve
our
english
language
learner
community.
I
think
it's
essential
that
we
have
enough
teachers
that
have
the
resources
they
need
to
be
successful
in
the
classroom.
I
can't
speak
to
the
percent
of
teachers
with
an
ell
endorsement.
B
Announcements
for
the
record:
we
don't
we
don't
have
information
as
far
as
statewide.
We
could
get
that
for
clark
county
but
I'll
defer
to
the
carl
wilson
on
that.
F
This
is
dr
jonathan
moore
for
the
rec.
The
department
will
certainly
look
into
that
number
provide
that
for
the
committee.
A
Okay,
hey,
can
you
say
that
again
just
do
a
little
louder.
I
think
we're
trying
to
get
our
volume
turned
up,
because
it's
really
soft
in
here
and
we
can't
hear,
but
just
if
you
could
say
that
one
more
time.
F
Jonathan
moore
for
the
record,
the
department
will
research
that
data
point
and
return
it
to
the
committee.
Thank
you.
D
Thank
you
very
much
and
thank
you
all
like
I
said
I
mean
I've.
I've
taught
in
several
ells
what
we
would
consider
higher
ell
language,
learner,
schools
and
and
the
training
that
you
get
is
is
very
important.
So
thank
you
very
much
and
dr
ruiz,
if
you
can
hear
me
great
to
see
you
again.
Thank
you.
G
Thank
you
so
much
and
spending
lots
of
time
in
the
ell
sphere.
Getting
my
endorsement
myself
and
being
a
coach,
I
sure
do
appreciate
this
bill.
Assemblywoman
torres.
I
have
a
couple
questions
for
you,
so
how
I
know
with
various
things-
and
I
know
when
I
was
actually
an
ell
specialist
in
the
district.
It
was
really
difficult
to
determine
the
difference
between
immigrant
refugee.
G
E
Thank
you
so
much
for
the
question.
Thank
you
through
the
through
the
chair
to
senator
buck
and
I
believe
that
information
is
available.
So
I've
worked
very
closely
with
districts
so
that
we
could
and
the
nevada
department
of
education
so
that
we
could
come
to
a
place
that
made
sense
and
where
this
policy
made
sense
for
nevada
and
my
understanding
for
my
conf
those
conversations
that
this
data
is
available
and
would
come
at
no
cost.
It's
just
a
matter
of
getting
that
data
aggregated
because
I
think
right
now.
E
It's
based
like
on
a
school
level,
but
this
would
be
data
now
that
we
can
look
at
on
a
county-wide
level
and
as
a
state-wide,
so
that
we
have
that
information
available
but
feel
free
to
chime
in
superintendent,
ruiz
or
nevada.
B
Department
for
the
record
yeah
that
that
that
is
available.
It
is
just
really
compiling
the
the
information
and
bringing
it
all
together
and
and-
and
we
we
already
tracked
some
of
this
some
of
this
data
already,
but
but
it
is
available
for
us
to
be
able
to
compile.
G
G
Chair
dennis,
I'm
also
wondering
so
with
the
weed
assessment,
and
so
how?
How
does
this
bill
actually
show?
You
know
progress
through
the
language
proficiency
process.
E
Thank
you
for
the
question.
That's
all
answers
for
the
for
the
record
through
the
chair
to
senator
buck.
I'm
not
sure
that
I
understand
the
question.
I
think
the
this.
My
from
what
I'm
understanding,
I
think,
like
how
we
evaluate
language
progress
is
better
identified
per
individual
people,
but
I
think,
what's
really
important
for
us
to
understand,
as
as
policy
makers
is
like
the
whether
or
not
the
systems
that
we
have
are
equitable
and
have
ell
students
reflected
in
them.
E
But
then,
additionally,
whether
or
not
we're
exiting
students-
and
I
think
that
being
able
to
look
at
the
this
data
will
help
us
make
those
decisions.
I
Thank
you,
mr
chair.
I
just
had
to
ask
someone
when
there's.
I
think
it
was
in
section
two
you're
talking
about
collecting
data
even
after
they
leave,
I
think
high
school.
Is
there
a
mechanism
in
place
to
do
that,
or
is
this
creating
a
mechanism
I'm
just
kind
of
curious
as
to
how
you're
gonna
collect
that
data.
E
Thank
you
so
much
for
the
record
so
in
that,
in
that
part
portion
of
section
two,
my
understanding
is
that
would
be
that
data
is
available
when
the
students
disclose
to
their
counselors,
how
much
money
and
scholarships
they've
received,
and
so
that's
the
number
we
would
be
looking
at.
Obviously
us
as
policymakers,
and
I
imagine
that
districts
and
ndu
will
put
together
a
report
that
says
you
know
that's
known,
because
not
all
students
report
all
of
the
scholarship
money
that
they
receive,
but
a
lot
of
times.
E
Oftentimes
schools
do
track
that
because
they
want
to
see,
and
they
want
to
be
able
to
share
that
with
their
community,
how
much
money
and
scholarships
their
students
have
received,
and
so
this
kind
of
just
says
you
know
of
the
money
that
you
know.
So
it's
for
the
senior
class
it
wouldn't
be
through
after
that.
I
E
Solomon,
sorry,
for
the
record,
through
the
chair
to
senator
hammand.
I
don't
believe
so,
and
I
you
know
if
legal
has
a
different
reading
of
that,
I'm
more
than
happy
to
make
a
change.
But
I
I
think
that
it's
just
really
asking
for
the
amount
of
scholarship
money
that's
raised
from
the
students
at
that
time,
while
they're
still
in
high
school,
if
known,.
E
A
Okay,
we
will
go
ahead
and
then
ask
those
that
are
here
in
support
we'll
go
first,
your
testimonial
support
is
there
anyone
in
the
room
who
would
like
to
testify
in
support
of
ab195.
A
C
Anthony
ruiz
and
t-h-o-n-y
r-u-I-z,
representing
nevada
state
college
chair
dennis
vice
chair
dendera
loop,
first
of
all
so
good
to
be
with
you
here
in
person.
You
know
members
of
the
senate
education
committee,
nevada,
state
college,
is
in
full
support
of
ab195.
C
I
first
want
to
thank
assemblywoman
torres
for
bringing
this
important
bill
forward.
We
certainly
support
this
bill
which
aims
to
better
meet
the
needs
of
english
language
learners.
In
this
state
we
remain
committed
to
expanding
the
teacher
pipeline
with
qualified
bilingual
educators
and
look
forward
to
working
with
the
school
board
on
the
bill's
tracking
data
and
transparency
measures.
This
bill
is
greatly
needed
in
our
state
to
ensure
equitable
practices,
and
we
urge
members
to
support
this
legislation.
Thank
you.
I
Mr
chair,
chris
daley
nevada,
state
education
association,
the
voice
of
nevada
educators
for
over
120
years,
nsa,
supports
ab195
to
establish
rights
for
english
learners
and
their
families
to
ensure
they
have
access
to
high
quality
education,
educators
who
are
bilingual
or
english
as
second
language
certified
advocate
for
their
students
and
their
rights.
Research
on
language
learners
has
proven
it
can
take
between
three
to
five
years
to
acquire
english
nsca
appreciates
classification
of
language
learners
in
this
bill.
I
Ell
or
bilingual
educators
also
spend
countless
hours
trying
to
find
ways
to
ensure
that
parents
and
students
know
their
rights
in
the
education
system
too
many
times,
parents
are
afraid
to
come
to
the
school
to
engage
in
the
education
process.
Their
child
is
pursuing.
Ab195
will
ensure
english
learners
and
their
parents
know
their
rights.
Educators
also
know
we
are
losing
fellow
educators
with
the
pedagogy
and
experience
to
assist
students
on
their
journey
to
learn
english.
We
believe
that
ab195
is
a
strong
start
to
supporting
educators,
teaching
the
acquisition
of
english
to
students.
I
I
C
Record
my
name
is
bruno
landavar
b-r-u-n-o-l-a-n-d-I
and
I'm
an
intern
for
the
nevada.
Hispanic
legislative
caucus
nhlc
supports
ab195
to
ensure
that
policymakers
have
the
data
they
need
to
make
decisions
about
ell
education.
Furthermore,
it
is
critical
that
parents
and
teachers
understand
their
students
needs.
Thank
you
for
your
time.
C
Thank
you
jared
dennis,
and
members
of
the
education
committee.
My
name
is
benjamin
challener
b-e-n-j-a-m-I-n
c-h-a-l-l-inor,
on
behalf
of
faith
in
action,
nevada,
a
multi-faith
organization
that
organizes
and
advocates
for
social,
racial
and
economic
justice
and
an
inclusive
democracy
both
in
southern
and
northern
nevada.
We
are
here
in
support
195,
like
to
thank
assemblywoman
taurus
for
bringing
this
important
bill.
I
would
like
to
start
with
the
personal
story.
As
my
family,
we
were
in
mixed
status
household
until
I
was
in
the
fourth
grade,
and
even
though
I
had
a
white
father
and
english
was
spoken.
C
C
Ab195
looks
to
build
on
the
amazing
work
that
zoom
schools
have
done
since
2013,
and
I
urge
you
to
support
for
this
bill.
Thank
you.
J
Hello
chair
members
of
the
committee,
my
name
is
gil
lopez
g-I-l-l-o-p-e-z
with
the
charter
school
association
of
nevada.
Here
in
support
for
ab195
anything
that
we
can
do
to
help
families
understand
the
rights
that
they
have
it's
you
know
better
for
the
whole
community,
so
the
charter
school
association
stands
behind
selena
torres,
I'm
bringing
this
bill
forward
and
thank
you
very
much
for
your
time.
A
H
H
K
Good
afternoon,
senator
dennis
and
committee
members,
marie
nicest
m-a-r-I-e-n-e-I-s-e-s-s
president
of
the
clark
county
education
association
cca,
is
testifying
in
support
of
assembly
bill
195..
We
thank
assemblywoman
taurus
for
bringing
this
bill
forward.
This
bill
is
very
timely
as
we
transition
from
the
nevada
plan
to
the
pew
to
the
pupil
center
funding
plan.
Instead
of
designated
zoom
and
victory
schools,
we
will
have
schools
that
provide
zoom
and
victory
services
for
their
el
and
at-risk
students
by
utilizing
the
el
an
at-risk
weights.
K
However,
as
we
proceed
with
this
pcfp
and
the
designation
of
the
state's
covered
19
pandemic
relief
funds,
we
know
that
we
must
up
our
data
collection
game.
Currently,
we
do
not
collect
the
amount
of
data.
We
need
to
best
guide
our
strategic
investment
and
el
students
to
ensure
that
they
have
the
opportunities
connected
to
outcomes
like
high
school
graduation
at
first,
this
data
will
probably
not
be
as
attractive
as
we
want
it
to
be.
We
know
that
the
pandemic
has
exasperated
many
related
issues
related
to
the
historic
underfunding
of
our
education
delivery
system.
K
However,
with
good
data,
we
can
understand
the
correlation
between
licensed
educators,
el
students
and
el
services.
Lastly,
cca
is
in
support
of
an
el
bill.
Of
wright.
Cca
would
be
remiss
if
we
ignore
that
this
data
will
only
show
improvement
if
we,
if
we
invest
in
our
students
and
invest
in
pcsp
ccea,
understands
that
do
to
pass
new
revenue
to
fund
the
pupil
center
funding
plan.
We
need
a
bipartisan
effort
led
by
the
governor
any
decision
short
of
passing
your
revenue.
K
This
session
communicates
that
being
ranked
at
the
bottom
of
the
nation
in
academic
achievement
is
acceptable.
However,
with
this
bill,
we
will
no
longer
be
able
to
ignore
the
relationship
between
our
students,
achievement
and
el
services.
As
a
classroom
teacher,
I
taught
only
at
title
1
schools
and
I
know
firsthand
the
needs
of
our
ill
and
at-risk
students.
All
children
deserve
a
quality
education
that
ensures
their
academic
success
and
prepares
them
for
the
future.
K
H
L
Members,
my
name
is
amy
coo,
a-m-y
k-o-o
and
I'm
the
deputy
political
director
of
one
api
in
nevada.
Thank
you
to
assemblywoman
selena
torres
for
this
important
bill
enumerating
the
rights
of
limited
english
households
in
education.
There
are
300
000,
limited
english,
proficient
nevadans,
who
lack
resources
to
help
translate
documents
or
critical
information.
Approximately
17
of
nevada's
k-12
students
are
designated
as
english
learners.
Asian-American
pacific
islanders
are
the
fastest
growing
population
here
in
the
state
growing
150
in
the
last
10
years,
and
more
than
12
000
asian
households
are
limited.
L
English
proficient
as
a
young
student.
I
was
part
of
an
asian
household
with
limited
english
proficiency,
and
I
remember
how
little
support
I
received
from
my
school.
I
was
reading
above
my
grade
level,
but
I
didn't
receive
any
additional
help
when
it
came
to
passing
out
of
the
ell
program
or
my
transition
into
other
classes.
My
parents
were
unfamiliar
with
ell
programs
and
didn't
know
what
rights
they
had
to
discuss.
L
The
quality
of
my
education
with
my
teachers
and
administrators
ab195
ensures
that
students
are
provided
a
quality
public
education,
regardless
of
their
parent's
native
language,
by
providing
written
notices
in
both
english
and
the
primary
language
of
their
parents
or
legal
guardians.
This
allows
students
from
limited
english
household
or
mixed
fluency
households
like
mine,
to
focus
on
being
on
being
students,
not
unofficial
translators
for
their
families.
Thank
you
so
much.
H
L
Chairman
dennis
and
committee
members
for
the
record,
my
name
is
mary,
janet
ramos
m-a-r-y-j-a-n-e-t
a
m
s,
and
I'm
here
on
behalf
of
the
culinary
union.
The
culinary
union
supports
ab185,
because
it
is
an
important
step
towards
improving
outcomes
for
english
language
learners
and
protecting
the
rights
of
students
and
parents.
As
the
largest
organization
of
immigrants,
black
aapi
latinx
workers,
the
culinary
union
represents
six
hundred
thousand
working
families
in
nevada,
culinary
union
members
come
from
178
different
countries
and
speak
more
than
40
different
languages.
L
Ab-195
would
ensure
that
our
schools
are
meeting
the
needs
of
all
students
as
the
largest
organization
of
parents
in
nevada.
The
coronary
union
believes
that
having
a
robust
english
language
awareness
program
is
critical
to
the
future
of
our
state
and
a
necessary
component
of
a
just
education
system.
The
culinary
union
urges
the
nevada
legislature
to
support
and
pass
ap185.
H
H
L
Good
afternoon,
for
the
record,
my
name
is
erica
castro,
e-r-I-k-a
c-a-s-t-r-o,
organizing
director,
with
the
progressive
leadership
alliance
of
nevada.
I
want
to
echo
many
of
the
sentiments
expressed
before
me
and
share
how
critical
it
is
to
move
this
bill
forward
as
a
product
of
ccsd
and
former
ell
student.
I
know
firsthand
how
important
this
program
is
for
the
success
of
children
and
youth,
whose
first
language
was
not
english.
I
vividly
remember
my
kindergarten
teacher,
not
speaking
any
spanish.
While
I
spoke
no
english
and
how
hard
that
was
for
me
to
integrate
into
the
classroom.
L
L
Ab195
will
ensure
that
our
school
system
is
not
leaving.
Children
behind
this
is
especially
important
because
we
know
that
this
has
been.
This
has
been
communities
of
color,
who
have
been
disproportionately
impacted
by
low
funding
of
our
educational
system.
We
urge
you
to
support
ab195
to
make
sure
that
kids,
like
myself,
have
the
opportunity
to
flourish
as
bilingual
learners.
Thank
you
for
your
time.
H
M
M
I
am
someone
that
came
to
this
country
with
english
as
my
second
language
and
had
family,
who
you
know,
unfortunately,
did
not
speak
fluently
the
language
when
we
got
here-
and
I
am
very
thankful
that
I
in
another
state
before
we
came
here-
that
we
had
our
a
school
district
and
and
teachers
that
had
what
we
are
trying
to
implement
here
in
nevada
and
because
of
that,
when
I
did
come
here
to
nevada,
I
I
was
able
to
do
really
well,
and
unfortunately,
you
know
I
had
a
lot
of
classmates
and
friends
that
you
know
are
would
be
would
have
been
significantly
helped
by
having
the
same
the
same
sort
of
rights
and
and
equity
in
their
education,
and
that's
what
we
need,
because
there's
still
a
lot
of
students,
as
you
have
heard
throughout
the
testimony
that
will
be
greatly
benefited
with
this.
M
H
L
L
H
A
H
H
N
L-Y-N-N-C-H-A-P-M-A-N
and
I'm
the
state
vice
president
of
nevada
families
for
freedom,
we
oppose
ab195
federal
law,
mandates
that
all
states
educate
all
children.
What
issues
in
this
bill
are
already
covered
in
federal
law
that
our
state
is
already
following.
There
is
an
unfunded
mandate
in
this
bill.
The
education
commission
of
the
states
did
a
state
profile
on
nevada
in
2014.,
in
fy
2014-15,
the
state
of
nevada
allocated
24.95
million
dollars
for
ell
services.
N
N
How
much
money
is
being
spent
per
ell
students
over
and
above
the
per
pupil
spending
for
our
american
children.
Our
concern
is
the
families
of
this
state
that
are
already
financially
hurting.
One
of
my
friends
who
has
retired
said
to
me:
if
property
taxes
go
up
anymore,
I'm
going
to
lose
my
house
and
she
won't
be
able
to
live
in
her
own
house
and
she
isn't
the
only
one
in
this
predicament.
N
H
B
Cyrus
hajjadi
c-y-r-u-s-h-o-j-j-a-t-y,
I
am
totally
in
favor
of
people
learning
english.
We
have
to
learn
the
language
that
everybody
has
to
know.
Many
of
my
families
are
still
working
on
them,
but
again
the
question
is
what
the
assemblywoman
doesn't
tell.
You
is
that,
first
of
all,
why
we
have
a
very
high
disproportion
number
of
the
population
in
our
state
that
don't
know
english
and
what
are
the
benefits
of
having
a
population
like
that
into
our
state?
B
Therefore,
if
you
look
at
myself,
by
contrast,
I
am
bilingual.
I
was
born
to
a
mom
who
just
recently
came
to
the
us
two
years
ago
before
I
was
born,
but
despite
all
that,
I
did
not
take
any
ell
courses,
and
this
and
the
and
the
language
that
I
know
as
well
is
called
persian,
and
it's
vastly
different
than
many
other
languages
that
people
already
know
but
are
struggling
to
learn
english.
B
I
also
think
it's
also
a
red
flag.
We
have
many
politicians
when
I
ask
these
kinds
of
questions
they
ignore
us,
they
put
us
under
the
bus
and
they
just
simply
assume
that
whatever
they're
doing
is
okay.
Well,
I
don't
accept
that.
We
have
the
right
to
know
why
we
have
these
kinds
of
populations
in
our
state.
We
already
have
federal
law
that
mandates.
B
Everybody
has
to
be
educated
in
these
public
schools,
regardless
of
their
situation,
and
I
don't
understand
why
we
need
additional
funding
and,
more
importantly,
how
is
this
going
to
benefit
the
average
nevadan?
So
therefore,
unless
these
questions
are
answered,
I
am
not
in
support
of
this
bill
and
I
urge
you
to
vote.
No.
Thank
you
so
much.
A
Thank
you
very
much.
Let's
go
then
to
anyone
wishing
to
testify
who
is
neutral
on
the
bill.
Is
there
anyone
in
the
room
who'd
like
to
testify
in
neutral,
not
seeing
anyone
coming
forward
bps?
Can
we
add
the
next
caller
in
neutral.
H
O
L-I-N-D-S-A-Y-A-N-D-E-R-S-O-N,
on
behalf
of
the
washoe
county
school
district
for
testifying
in
neutral
today
on
assembly
bill
195,
I'd
like
to
thank
the
sponsor
of
the
bill
for
working
with
us
extensively,
as
she
mentioned
during
the
hearing
to
address
some
of
the
initial
concerns,
we're
certainly
in
support
of
the
conceptual
amendment
and
her
explanation
of
the
bill
during
the
hearing.
Thank
you,
mr
chair.
E
Thank
you
for
your
goodness
and
someone
selena
torres
for
the
record,
and
I
I
just
want
to
thank
this
committee
for
hearing
this
piece
of
legislation.
Once
again,
I
want
to
thank
the
stakeholders
for
working
with
me
extensively
to
ensure
that
we
could
get
a
piece
of
legislation
that
made
sense
for
nevada,
pass
and
out
of
this
committee,
and
you
know,
I
think
the
opposition
called
urging
for
the
exact
same
things
that
I'm
I'm
aiming
to
get
with
this
piece
of
legislation.
E
The
opposition
calls,
because
we
want
to
ensure
that
we
have
more
individuals
in
this
nation
that
can
operate
in
the
predominant
language
spoken
in
this
nation,
which
is
english,
and
by
ensuring
that
we
have
strong
english
language
learner
programs.
We
give
that
opportunity
to
hard-working
nevada
students,
I'm
excited
to
to
work
to
do
that
with
ab195,
and
I
urge
your
support.
Thank
you.
I
You,
mr
chair,
and
and
while
you're
there
assemblywoman,
I
think
I
you
know,
I
want
to
address
a
portion
of
what
we
heard
in
opposition,
because
I
thought
it
was
important
to
kind
of
get
out
there
for
for
folks
to
know
as
a
teacher
in
the
state
of
nevada.
I
When
a
student
comes
to
you-
and
this
is
sort
of
a
yes
or
no
question,
your
obligation
is
to
teach
that
student,
no
matter
what
no
matter
if
they
come
to
you
speaking
whatever
language,
no
matter
what
background
you
don't
even
ask
them
where
they
come
from,
it's
not
even
something
that
you're
even
allowed
to
ask
really,
but
we
don't
even
ask
is
that
is
that
correct?
Is
that
a
correct
statement?
That's.
I
Okay
and
then
most
of
the
testing
that
we
do
standardized
testing
or
other
testing
it's
done
in
english-
is
that
also
correct.
I
I
I
We're
going
to
have
them
come
in
and
then
make
sure
that
we
are
on
the
same
path
as
you
are:
we're
we're
on
the
same
page
and
we're
trying
to
make
this
student
more
academically
proficient
in
the
english
language
in
order
for
their
own
test
scores
their
own
lives
to
improve
right.
Their
potential
earning
goes
up,
but
also
so
that
the
schools
and
their
overall
schools
and
the
state
education
system
goes
up
correct
statement.
Thank.
E
A
All
right,
that's
all
I
have
thank
you.
Thank
you
and
I
just
the
last
comment,
because
that
just
reminded
me
not
only
does
this
make
it
better
for
the
student
because
they
can
learn
more,
but
it
makes
it
better
for
the
teacher,
because
the
teacher
can
then
you
know,
have
the
tools
and
be
able
to
really
help
that
child.
E
So
the
source
for
the
record-
if
I
could
just
add
on
to
that
too-
I
mean
as
an
educator,
I'm
always
trying
to
get
in
touch
with
parents
and
get
them
engaged
in
the
classroom,
because
I
know
that
when
my
parents
and
my
families
are
engaged,
my
students
are
more
likely
to
achieve,
and
so
I
really
believe
that
this
piece
of
legislation
helps
reinforce
some
of
the
other
policy
that
we've
done
to
ensure
family
engagement
in
schools
and
this
piece
of
legislation
does
exactly
that.
A
F
F
The
bill
was
pre-filed
by
governor
sisselak
on
behalf
of
the
department
of
education,
but
this
bill
was
truly
filed
on
behalf
of
our
school
districts,
who
requested
clarification
of
the
social
studies,
requirements
for
graduation
and
our
teachers,
who
use
standards
as
posted
by
the
department
in
their
intended
form
diagrams
and
illustrations,
and
not
the
limited
use
knack
that,
due
to
its
legal
nature,
cannot
post
standards
as
professional
educators.
Use
them
to
inform
instruction
section.
F
Section
3
makes
a
conforming
change
to
academic
standards
adopted
by
the
state
board
of
education,
sections,
4
and
5
exempt
academic
standards
from
being
included
in
knack
and
repeals
existing.
That
I'd
like
to
note
for
the
record
that
academic
standards
will
still
receive
oversight
and
accountability
from
their
adoption
with
the
state
board
of
education.
A
I
don't
see
any
questions.
I
will
mention
that
I
submitted
an
amendment
which
is
on
nellis
on
behalf
of
our
committee,
that
removes
the
section
on
homeschoolers
based
having
listened
to
the
discussion
in
the
assembly
and
also
the
discussion
that
we've
had
here
in
our
committee
to
be
consistent
with
what
we've
done
on
other
bills.
That's
why
I
submitted
that,
so
that
amendment
removes
section
I
believe
it
just
all
it
does.
Is
the
rule
of
section
one.
Is
that
correct?
Mr
killian.
B
For
this
committee
number
3341
just
removed
section
1
from
development.
A
Thank
you
and
then,
while
I
have
you
that
still
does
not
remove
the
the
requirement
that
the
homeschoolers
still
have
to
do
their
plan
and
and
all
of
that
correct.
B
Thank
you,
miss
chair
usher,
killing
community
council,
that's
correct.
All
this
does
is
remove
the
section
from
the
bill
that
would
make
a
change
to
that
underlying
section
of
nrs
and
our
s388
e050.
It
does
not
repeal
that
section
of
nrs,
so
they
would
still
be
required
to
submit
the
plan.
A
I
I
Research
affirms
what
educators
intuitively
know,
multicultural
education
or
the
study
of
social,
political,
economic
and
historical
perspectives
of
of
our
nation's
diverse
racial
ethnic
groups
helps
foster
cross-cultural
understanding
among
students
of
color
and
white
students,
multicultural
education,
aids
students
and
valuing
their
own
cultural
identity.
While
appreciating
the
differences
around
them,
students
who
participate
in
multicultural
education
are
more
academically
engaged,
develop
a
stronger
sense
of
self-efficacy
and
personal
empowerment,
perform
better
academically
and
graduate
at
higher
rates.
Thank
you.
A
H
H
L
E-R-I-C-A-V-A-L-D-R-I-Z
with
the
vagus
chamber,
the
chamber
is
in
support
of
ab19.
The
chamber
has
been
supportive
of
previous
legislative
measures
that
have
included
classes
like
financial
literacy.
We
believe
these
types
of
curriculum
components
are
important
classes
to
students.
Thank
you,
chair
members
of
the
committee.
For
your
time.
We
urge
your
support
for
this
bill.
H
P
P
Things
like
mortgages,
credit
cards,
taxes,
insurance
student
loans
and
the
preparation
for
real
life
is
all
part
of
financial
literacy.
In
today's
world.
More
than
ever,
especially
during
this
pandemic,
students
must
be
prepared
with
a
solid
financial
background
in
the
foundation
in
carson
montessori.
We
have
always
had
a
financial
literacy
component
in
practical
life.
Lessons.
P
P
B-A-S-A-N-T-H,
I
am
in
fourth
grade
and
part
of
carson
montessori's
student
legislative
team,
I'm
here
from
india
going
to
school
in
america,
because
my
dad
was
hired
by
the
state
of
nevada
as
part
of
their
technology
department.
I
want
to
speak
in
favor
of
ab19
and
specifically
the
civics
portion
of
this
bill.
My
sister
poorby
was
part
of
carson
montessori's
legislative
team
for
the
2017
legislative
session
that
worked
on
both
the
financial
literacy,
sb
220
and
the
civic
spill
sb
322.
P
P
Every
person
needs
to
know
about
his
or
her
country,
its
laws
and
its
history,
because
without
that
knowledge,
you
won't
be
a
well-informed
citizen
to
take
in
to
take
everyone
in
america
has
rights,
but
those
who
have
rights
have
a
price
and
to
take.
This
test
seems
like
such
a
simple
way
to
pay
that
price.
P
P
My
sister
sadie
was
part
of
both
the
2017
and
the
2019
legislative
session,
and
I
have
strict
orders
that
we
need
to
be
sure.
Ab19
gets
passed.
Sadie
was
part
of
a
real
world,
hands-on
legislative
process
where
the
students,
with
the
help
of
assemblywoman
sarah
peters,
wrote,
eb,
182
and
lobbied
it
through
the
legislature
making
neon
the
new
state
element
for
the
state
of
nevada
she
stated
over
and
over.
P
A
H
M
H
H
A
Okay
and
if
we
lost
them,
if
they'll
call
back,
come
we'll
put
them
back
on,
let's
go
then
to
those
wishing
to
give
testimony
opposition
anybody
here
in
the
room.
H
H
H
L
L
It's
being
said
that
this
is
a
clarification
of
education
standards
on
social
studies,
but
the
definition
of
social
studies
is
history,
geography
and
political
science.
It
doesn't
say
anything
about
multicultural
studies,
so
I
disagree
that
it's
a
clarification.
It's
a
new
and
different
standard
and
I
do
support
the
amendment
that
was
supposed
to
remove
homeschooling,
but
I
am
in
opposition
to
the
entirety
of
the
bill.
I'm
a
little
confused
on
why
you
would
take
away
government
at
the
home
school
level
and
then
add
civics
to
the
other
students.
I
don't.
L
H
J
With
w-I-z
last
name,
r-o-u-z-a-r-d
calling
as
a
parent,
african-american
nevada,
and
I
asked
that
everyone
oppose
this
bill.
As
the
previous
caller
kind
of
stated
here,
I
have
some
concerns
with
the
title
and
description
of
multicultural
education.
More
importantly,
this
more.
This
has
to
do
with
the
authority
that
the
government
is
asking
to
impede
on
the
ability
for
parents
like
myself,
who
have
chosen
to
homeschool
my
kids
for
very
good
reasons
to
to
to
basically
undermine
our
ability
to
have
control
over
our
kids
education.
J
I
think
government
needs
to
be
taught
and
learned
a
lot
more
in
depth
and
to
to
see
that
category
removed
and
replaced
with
civics
is
problematic
and
all
together,
like
I
said,
homeschoolers,
we
do
a
pretty
good
job
in
really
diving
into
actually
going
more
in
depth
with
our
children
on
these
issues
already,
and
so
for
this
to
be
more
of
a
power
authority
perspective,
I
see
this
being
abused
and
people
not
feeling
that
certain
families
are
not
teaching
what
they
think
their
students
should
be,
or
their
kids
should
be.
J
H
H
L
L
L
H
L
E-R-I-N-P-H-I-L-L-I-P-S,
I'm
the
president
of
power
to
parent.
I
was
actually
calling
in
support
earlier
and
my
call
dropped,
but
parents
want
the
right
to
choose
and
direct
their
child's
education
as
they
see
fit,
and
we
understand
that
the
intent
of
this
bill
is
to
bring
conforming
language
to
the
statute
and
align
the
existing
standards.
We
previously
opposed
this
bill
on
the
language
of
section,
one
that
added
the
core
requirements
to
homeschool.
L
Homeschool
families
have
taken
on
the
responsibility
to
direct
their
child's
education
outside
the
traditional
school
setting,
and
these
families
really
value
their
autonomy
and
they're
not
amenable
to
any
addition
of
any
unnecessary
burden
to
their
educational
plans.
We
want
to
thank
chair
dennis,
thank
you
so
much
for
introducing
this
amendment
that
would
allow
home
school
families
to
maintain
their
autonomy
and
with
the
addition
of
this
amendment,
power
to
parent
will
gladly
support
ab19.
Thank
you.
So
much.
H
L
I
just
want
to
thank
cherdos
for
submitting
the
amendment
to
strike
section
one,
removing
homeschoolers
and
for
working
with
and
listening
to
nevada
homeschool
network,
who
should
who,
if
they're
the
largest
homeschooling,
obviously
group
in
nevada
and
really
they
should
have
been
involved
with
this
bill
at
the
beginning,
when
the
department
of
education
was
writing
it
up
with
the
striking
of
section
one
I
am
neutral
to
8019..
Thank
you.
A
Okay,
all
right,
so
let's
go
back
any.
Do
we
have
any
closing
comments
from
the
department.
A
It's
I'm
lulin
miller.
It's
good
to
have
you
here.
We're
gonna
have
you
with
with
us
for
a
little
while
here.
A
Q
Before
the
pandemic.
I
was
at
a
conference
alongside
vice
chair
don
darrell
loop
of
the
education
commission
of
the
states,
where
I
heard
governor
tom
wolf
of
pennsylvania
talk
about
legislation
they
were
bringing
around
fafsa.
I
quickly
learned
that
a
few
other
states
had
implemented
mandatory
applications
of
their
high
school
seniors.
Q
There
are
currently
many
activities
and
efforts
occurring,
so
I
don't
want
to
make
it
sound
like
there's
nothing
out
there
happening,
but
the
strength
is
in
unifying
our
efforts
that
will
make
the
real
impact
for
more
students
and
families
in
2018.
The
national
center
for
education
statistics
published
the
results
of
a
study
undertaken
to
figure
out
why
more
students
were
not
completing
fafsa.
Q
The
center
found
that
roughly
65
65
of
students
completed
the
form
of
those
who
did
not
complete
the
form
33
percent
thought
they
or
their
family
could
not
could
afford
training
or
college
without
it,
32
percent
thought
they
were
ineligible
for
financial
aid.
28
did
not
want
to
take
on
the
debt,
not
understanding
that
there's
also
free
grants
available
that
you
don't
have
to
pay
back
at
all.
23
did
not
have
enough
information
on
how
to
complete
the
fafsa.
Q
15
did
not
even
know
that
a
fafsa
existed
and
nine
percent
thought
the
fafsa
forms
were
too
much
work
or
too
time
consuming,
which
is
what
we
often
hear
about
the
challenges
around
completing
the
application.
Q
Q
The
website
nerd
wallet,
found
that
nevada's
class
of
2018
left
behind
more
than
17
million
dollars
in
unclaimed,
fine
federal
aid.
They
estimated
that
33
percent
of
graduates
or
8
200
students
did
not
fill
out
the
fafsa
that
year
and
that
4
800
of
those
students
would
have
been
eligible
for
a
federal
student
age
of
approximately
3
600
each
clark
county's
own
data
insight
partners,
maintains
a
fafsa
tracker
that
shows
the
percentage
of
students
filling
out
the
fafsa
for
each
high
school
in
the
state.
According
to
their
research.
Q
Fafsa
submissions
are
down
11
percent
from
the
same
time
last
year
in
order
to
get
our
students
back
on
track
for
college
and
career
training,
especially
in
these
unprecedented
times.
We
want
to
ensure
that
they're
getting
all
the
financial
aid
for
which
they
qualify.
Hence
why
I
requested
assembly
bill
235.
Q
I
will
go
briefly
through
a
few
major
parts
of
the
bill.
At
this
point
section
one
requires
that
high
schools
educate,
12th
grade
students
and
families
on
the
importance
of
filling
out
the
fafsa
and,
of
course,
that
it's
not
just
for
college.
Q
It
also
requires
that
in
our
two
largest
school
districts
that
they
hold
two
fafsa
assistance
events,
while
our
other
15
smaller
districts,
will
hold
one
fafsa
event
each
year.
It
also
needs
to
be
at
the
very
beginning
of
october,
which
is
when
the
federal
government
recommends
that
they
basically
say
the
early
bird
gets
the
worm
that
it's
more
lucrative
to
apply
for
and
three
which
is
really.
Q
R
I
R
And
thank
you
for
letting
me
be
a
co-presenter
of
with
you.
It's
actually
an
honor.
I
also
want
to
thank
the
members
of
the
committee.
I
know
you
have
so
much
work
these
days
and
to
take
the
time
to
hear
about
a
simple
thing,
really
filling
out
the
fafsa.
I
appreciate
your
taking
that
time.
I
I
just
wanted
to
add
a
personal
story.
R
I
came
from
a
family
that
had
not
attended
college
and
I
ended
up
going
to
a
parochial
school
on
a
scholarship
and
worked
in
the
library
or
I'm
sorry
in
the
bookstore
at
the
school
in
the
morning
and
in
the
afternoon
to
pay
for
my
tuition
there,
and
so
the
mother
superior
at
that
school
demanded
that
I
take
the
sat
other.
R
Otherwise
I
would
get
detention,
which
is
the
only
reason
I
took
the
sat,
because
I
didn't
want
to
get
detention
and
then
called
my
parents
in
for
a
parent-teacher
meeting
and
told
my
father
under
no
uncertain
terms,
he
would
be
filling
out
the
fafsa.
R
R
I
did
end
up
going
to
college.
I
remember
not
even
knowing
what
colleges
to
put
I
just
put
colleges
I
had
heard
of.
In
other
words,
I
didn't
have
any
sense
of
what
colleges
one
might
go
to,
but
that
opportunity
meant
that
I
got
pell
grants.
I
got
cal
grant
a
and
cal
grant
b,
and
I
got
called
by
colleges
saying
that
I
could
actually
go
there
and
and
that
changed
my
life.
I
I
wouldn't
be
here
in
front
of
you
today.
R
R
There
are
other
states
that
do
this
louisiana
illinois,
texas,
have
varying
degrees
of
policies
requiring
fafsa.
I
thought
it
was
really
really
important
to
say
that
many
people
don't
realize
that
they
will
get
financial
aid.
They
don't
know
that
what
might
be
possible
with
financial
aid,
they
don't
see
those
opportunities
in
front
of
them
and
putting
those
opportunities.
There
is
a
win-win
for
nevada.
So
thank
you
very.
Q
Much
with
that
senator
dennis
we're
open
for
questions.
A
All
right,
thank
you.
Actually,
if
I
take
questions
just
wanted
to
make
a
comment,
because
I
know
we've
had
this
discussion.
One
of
the
reasons
that
I
brought
the
promise
scholarship
forward
was
that
one
of
the
big
benefits
was
that
you
have
to
fill
out
the
fafsa.
In
order
to
do
that-
and
I
remember
like
that
first
year
we
did
it
like,
I
think
it's
like
12
000
kids
signed
up
and
our
our
fafsa
app.
A
We
were
leaving
millions
of
dollars,
as
you
already
mentioned,
on
the
table
and
after
that
first
application.
I
think
our
fafsa
applications
went
up
by
nine
percent,
so
anything
that
we
can
do
to
help.
A
I
think
is
amazing
one
of
the
things
that
we
we
saw
that
even
though
they
they
made
many
of
the
kids
that
actually
signed
up
for
the
for
the
promise
realized
that
they
had
enough
money
with
just
the
fafsa
and
didn't
need
it,
and
so
we
kind
of
tricked
them
into
doing
the
fafsa
right-
and
this
is
this-
is
kind
of
a
similar
thing
right.
It's
going
to
help
them
understand
that
you
know
that
many
of
them
qualify,
even
if
it's
not
the
full
amount
for
some
amount.
A
So
I
think
this
is
great
to
bring
this
forward
so
that
we
can
get
more
of
our
kids
to
to
realize
that
they
can
go
to
college
and
that
there
are
there's
help
out
there
for
them.
Other
questions,
yeah
senator,
donate.
D
C
So
earlier
today,
we
had
a
really
good
conversation
about
the
rights
of
ell
students,
and
you
know,
as
a
first
generation
student,
I
actually
attended
one
of
the
trainings
that
my
high
school
did
my
senior
year,
and
that
was
the
reason
why
I
learned
about
what
the
fafsa
application
was.
I
remember
dragging
my
mom
after
hours
because
of
it,
and
I
think
when
we
talk
about
racial
justice,
this
is
access
to
higher.
Ed
is
definitely
something
that
can
definitely
pave
the
way
for
that
conversation.
C
So
I
guess
my
question
to
you
today
is
you
know
I
was
reading
the
bill
yesterday
and
I
didn't
think
I
caught
it,
but
does
your
bill
ensure
that
these
training,
seminars
and
documentations
are
done
in
other
languages,
for
perhaps
families
that
don't
speak
english
but
would
like
to
have
access
to
that
information?.
Q
Q
It
should
be,
however,
I'm
in
my
hopes
that
that's
part
of
what
will
happen
because
it's
housed
at
their
individual
high
schools.
So
because
again
sometimes
we
have
students
where
concentrations
of
languages
are
at
one
particular
high
school
or
community
and
again
with
the
resources
coming
in
that
the
colleges
are
able
to
bring
to
the
table.
It's
my
hopes
that
at
least
some
languages
would
be
available
in
in
certain
support,
but
no
it
does
not
require
that
the
assistance
would
be
provided
in
those
particular
languages.
C
Thank
you
so
much
chair
dennis.
I
just
have
one
more
thing.
You
know
the
other
thing
that
I
that
came
to
my
thought.
You
know,
I
think
your
your
build
does
one
thing
that
it
says
like
for
those
that
aren't
seniors
but
like
between
grade
four
to
twelve,
like
let's
make
sure
that
parents
receive
the
information
to
like
the
nevada
college
kickstart
program,
which
is
an
excellent
like
an
excellent
example
of
what
we
can
do
before
seniors
get
to,
and
I
think
you
know
I
would
like
to
see
like.
C
I
know
it's
probably
too
late
in
the
session,
but
beyond
this
bill
and
after
the
session
I'd
love
to
have
a
conversation
about
you
know
how
we
can
have
the
conversation
on
college
preparedness
or
scholarships
at
the
junior
level
before
they
even
get
to
college
before
they
even
get
to
seniors,
because
by
the
time
they're
already
seniors
deadlines
already
happening.
We
already
missed
them
scholarships
already
due
mixed
with
college
applications.
I
know
that's
the
that's
the
step
beyond
that,
but
I
hope
we
can
address
that
at
some
point.
So
thank
you
so
much.
Q
Q
Why
is
because
I
also
have
the
opportunity
this
session,
that
I'm
sitting
on
ways
and
means,
and
so
I'm
sitting
there
and
learning
about
how
much
of
the
kickstart
money
isn't
utilized,
and
we
know
it's
often
simply
because
parents
just
don't
know
about
it
or
maybe
you're,
not
thinking
about
what
happened
when
you're,
when
your
kids
started
kindergarten
and
and
so
again
to
make
sure
that
parents
are
aware
that
this
is
happening
and
that
their
responsibility,
I
believe,
it's
by
fourth
grade,
to
make
some
claim
or
participate,
not
participate,
but
acknowledge
it
just
again.
A
Anyone
here
in
the
room
in
support
of
ab235,
if
you'd
come
forward.
I
Michael
flores,
with
the
university
of
nevada
reno,
I
want
to
thank
the
sponsor
of
someone
miller
for
working
with
us
on
this
bill.
We
worked
with
her
in
the
interim
on
this
and
really
believed
this
is
really
going
to
encourage
a
college-going
culture.
I
was
happy
to
work
with
senator
dennis
in
2017
on
the
promise
scholarship,
and
we
saw
that
immediate,
immediate
impact
of
that
of
that
scholarship,
and
you
know
we
think
that'll
have
the
same
impact
here
and
to
senator
danato's
point
about
bilingual.
I
These
workshops
happening
in
bilingual
in
multiple
languages.
You
know
we
a
lot
of
our
recruiters
are
bilingual
and
we
try
to
make
sure
when
we're
going
to
schools
where
we
know
there
might
be
a
high
spanish-speaking
population
that
we
have
recruiters
there
and
people
providing
these
workshops
to
be
able
to
answer
questions
in
spanish
as
well.
We
know
it's
not
enough.
We
know
we
need
to
have
more
languages
available,
but
just
wanted
to
make
sure
that
you
knew
that
you
know
we
were
cognizant
of
that
and
working
on
that
as
well.
Thank
you.
C
Thank
you,
chair,
anthony
ruiz
ruiz,
nevada,
state
college,
nevada.
State
college
is
in
strong
support
of
ab235.
You
know
first
like
to
thank
assemblyman
miller
for
bringing
the
college
in
as
a
partner
on
this
bill.
86
of
the
students
at
madison
state
college
received
some
sort
of
financial
assistance.
You
know
86
percent,
and
so
you
know
we,
the
fafsa
is
really
a
gateway
issue
for
a
lot
of
students
to
access
this
aid.
We
think
that
this
bill
is
going
to
help
more
students
complete
the
fafsa
and
continue
to
build
that
partnership.
C
You
know
we're
really
committed
to
first
generation
students
at
nevada,
state
college,
it's
something
that
we've
been
able
to
help
really
improve
those
outcomes,
and
so
we
think
the
fafsa
is
really
key
to
helping
students
access
that
aid,
and
you
know
just
really
get
more
students
pursuing
higher
education
nevada,
so
urge
your
support.
I
really
thank
you
for
the
time.
A
Okay,
so
let's
go
bps
if
you
could
add
the
first
caller
in
support.
H
H
O
Thank
you,
mr
chair,
for
the
record.
This
is
lindsey
anderson,
l-I-n-d-s-a-y
a-n-d-e-r-s-o-n,
on
behalf
of
the
washer
county
school
district,
testifying
in
support
of
assembly
bill
235.
I'd
like
to
thank
its
only
woman
miller
for
reaching
out
to
us.
I
think,
even
during
the
interim
to
talk
about
this
concept,
our
high
schools
are
excited
to
support
our
students,
our
guidance
counselors
at
the
high
school
level
and
our
college
and
career
counselors
want
to
support
our
students.
O
We
need
the
partnership
with
higher
education
and
we
believe,
there's
more
work
to
do
at
the
federal
level
to
make
the
fafsa
easier
to
complete
for
our
families
right
now.
It's
technical
and
there's
work
happening
nationwide
to
make
it
easier
to
complete,
and
we
promise
to
continue
that
work
to
make
sure
more
of
our
students
are
accessing
the
funds
they
need
for
their
post-secondary
success,
but
we
are
in
support
of
this
bill.
Thank
you,
mr
chair.
H
K
Marie
nicest
m-a-r-I-e-n-e-I-s-e-s-s
president
of
the
clark
county
education,
association,
cca,
is
specifying
in
support
of
assembly
bill
235
and
thanks
assemblywoman
miller,
for
bringing
this
bill
forward.
Cca
believes
that
a
high-quality
k-12
educational
system
should
also
lead
to
a
clear
path
to
post-secondary
opportunities
and
includes
ensuring
that
every
student
receives
any
grant
scholarship
or
low-interest
loan
opportunities
available
to
them.
Ab-235
helps
to
remove
barriers
to
post-secondary
and
create
a
data
collection
mechanism
to
understand
how
nevada
can
improve
upon
access
and
equity
and
higher
education
to
the
fafsa
completion.
K
Nevada
has
a
49
fafsa
completion
rate,
and
it
is
important
to
understand
what
the
statistic
means
to
nevadans
of
the
anticipated
33
000
high
school
graduates.
This
year,
16
830
will
not
have
filled
out
the
fafsa.
A
2020
report
revealed
that
only
55
percent
of
students
enrolled
in
higher
education
completed
the
application.
Additionally,
students
of
color
are
less
likely
to
complete
the
fafsa
and
actually
34
of
hispanic
students
and
25
of
african-american
students
do
not
complete
the
fafsa
completion
is
an
access
and
equity
issue
for
students
across
nevada
barriers
exist
to
fast
the
completion.
K
Whether
there
is
a
lack
of
awareness.
The
complexity
of
the
form
or
parental
mistrust,
one
strategy
to
increase
completion
is
to
create
a
system
that
supports
students
in
navigating
its
completion.
Cca
believes
that
this
bill
will
provide
an
important
informational
opportunity
for
teachers,
students
and
parents
on
how
to
leverage
existing
federal
funds
vfsa
to
pursue
and
achieve
success
in
higher
education.
K
Every
student
deserves
the
opportunity
to
pursue
their
education
and
costs
should
not
be
a
prohibiting
factor.
It
is
our
duty,
as
an
association
representing
educators,
to
make
sure
our
students
leave
k-12
with
the
tools
they
need
to
pursue
their
dreams.
Building
a
more
diversified,
nevada
economy
means
that
we
work
to
remove
barriers
and
align
our
k-12
system
with
post-secondary
opportunities
and
ensure
that
we
fund
those
opportunities.
K
The
data
collection
mechanism
quantifies
a
submission
of
applications
in
the
populations
accessing
this
benefit
and,
and
those
who
are
not
with
this
data
nevadas,
can
strategically
invest
in
structures
to
resolve
the
acts
as
an
equity
issue
for
nevada's
high
school
graduates.
Of
course,
we
still
need
a
bipartisan
effort
to
fully
implement
and
fund
senate
bill
543.
To
achieve
this
goal,
we
urge
support
of
this
bill
and
look
forward
to
working
together
to
provide
opportunities
for
students
who
did
not
qualify
for
the
fafsa.
Thank
you.
H
J
Hi,
my
name
is
renee
cantu
and
I
am
the
executive
director
for
jobs
for
nevada
graduates.
All
of
you
probably
know
us
as
jag.
I
am
here
to
testify
in
support
of
ab235
sponsored
by
assemblywoman
miller,
to
make
sure
that
students
in
nevada
have
the
information
and
the
guidance
that
they
need
to
complete
the
free
application
for
federal
student
aid.
J
I
can't
emphasize
enough
the
importance
of
having
as
many
students
as
possible
apply
for
financial
aid
here
in
nevada,
for
some
families
applying
for
the
fafsa
is
automatic,
as
we've
heard,
but
for
many
low-income,
first-generation
students
of
diverse
backgrounds,
the
fafsa
is
not
known
to
them.
It
was
like
this
in
my
own
latinx
family,
my
my
dad
received
his
ged
from
the
us
army
and
my
mom
was
a
dropout
in
the
11th
grade.
J
They
had
no
clue
what
the
fafsa
was,
and
so
that
first
year,
when
I
went
to
college
I
applied
late
and
had
to
take
out
a
lot
of
loans.
The
second
year
I
was
able
to
get
access
to
pell
grant
which
really
helped
to
reduce
my
loan
burden.
So
this
bill
ensures
families
like
mine
and
many
others
here
in
nevada
have
the
information
they
need
to
know
that
this
opportunity
exists
and
that
it
is
for
them
and
their
families
at
jag.
Our
own
data
demonstrates
that
completing
the
fafsa
increases
college
going
rates.
J
Jag
requires
all
students
who
can
complete
the
fafsa.
I'm
sorry.
We
require
all
students
to
complete
the
fafsa
as
seniors.
Our
philosophy
is
that
when
a
student
has
an
acceptance
letter
in
hand,
even
if
it's
from
a
community
college,
that's
open,
enrollment
and
they've
done
the
fafsa
they're
much
more
likely
to
go
to
college.
In
fact,
our
own
data
bears
that
out
when
we
moved
from
when
we
moved
to
having
everyone.
J
Do
the
fafsa
and
and
complete
a
community
college
application,
our
college
going
rate
skyrocketed.
So
we
believe
strongly
that
fafsa
completion
is
strongly
correlated
to
post-secondary
enrollment
rates.
A
high
school
diploma
is
not
enough
for
students
to
successfully
enter
the
workforce
with
some
degree
of
upward
mobility.
Post-Secondary
education
in
its
many
forms
is
a
must,
even
as
our
students
have
achieved
in
almost
98
graduated
jag,
it
is
essential
that
they
continue
their
education
beyond
high
school
in
order
to
find
upward
mobility.
J
That
is
why
ab235
is
so
important
and
it
ensures
that
all
students
have
a
better
chance
to
enter
and
succeed
in
post-secondary
education,
so
on
behalf
of
jag,
this
bill
we're
in
full
support
of
this
bill
and
know
that
this
would
help
us
help
more
kids
access
post-secondary.
Thank
you
very
much.
H
B
B
We
are
here
to
this
is
exactly
what
we
do
on
our
youth
development
program
last
weekend.
Well,
four
days
ago
on
may
1st,
we
held
a
successful
our
seventh
annual
college
readiness
boot
camp,
which
included
treasurer's
office,
with
with
our
team,
to
talk
about
a
million
scholarship
and
also
fafsa
breakout.
So
for
us
this
has
been
part
of
our
program
in
so
long
and
having
a
bill
to
make
sure
that
all
schools
give
the
resources
to
our
students
for
them
to
succeed.
That
is
something
we
are
in
fully
support
of.
B
By
providing
financial
aid
resources
at
school,
we
are
preparing
young
students
for
financial
literacy
and
especially
for
nevada,
with
the
highest
student
loan
debt
default
rate
and
also
for
asian
pacific
islanders
that
have
the
highest
highest
unmet
financial
need
for
the
national
group.
So
for
us,
this
is
something
that
we
would
love
to
be
part
of,
and
we
urge
you
for
your
support
for
assembly
bill
235.
Thank
you.
H
B
B
B
We
are
in
full
support
as
we
understand
the
importance
of
the
fafsa
and
the
accessibility
it
gives
for
our
underserved
communities
to
be
able
to
access
higher
education,
and
so
we
would
like
to
thank
assemblywoman
miller
for
working
forward
with
for
bringing
forth
this
bill
and
working
forward
with
us
to
making
sure
that
we're
able
to
address
the
needs
of
our
students.
Thank
you
very
much.
H
R
Good
afternoon,
mr
chairman
and
members
for
the
record,
my
name
is
tia
mathis
coleman,
t-y-a,
m-a-t-h-I-s
coleman,
c-o-l-e-m-a-n,
deputy
treasurer
of
the
college
savings
division
in
the
state
treasurer's
office.
Our
division
is
committed
to
helping
nevada
families,
as
they
plan
save
and
pay
for
post-secondary
education.
One
program
administered
by
our
team
is
the
nevada
college
kickstart
program.
Since
2013
the
state
treasurer's
office
has
established
529
college
savings.
Scholarship
accounts
for
all
public
school
kindergarten,
children
in
the
state
of
nevada.
The
nevada
college
kickstart
program
is
a
free,
50
college
savings
scholarship
account
for
students.
R
The
program
uses
a
portion
of
the
program
management
fees,
not
taxpayer
dollars
to
open
an
ssga.
You
promise
529
college
savings
account
with
an
initial
deposit
of
50
for
every
public
school
kindergarten
student
in
nevada.
As
of
may
2021,
more
than
275
thousand
students
have
been
added
to
the
program
statewide.
We
encourage
families
to
call
our
office
or
visit
navigate.gov
to
learn
how
to
claim
their
child's
college
kickstart
account.
We
are
so
glad
to
see
that
the
information
about
the
nevada
college
kickstart
program
was
amended
into
this
bill.
R
It
is
our
belief
that
the
sooner
families
start
thinking
about
and
planning
for
their
child's
higher
education,
whether
that
be
a
trade
school
community
college
or
a
four-year
institution.
The
more
likely
it
is
that
our
students
will
attend.
Studies
show
that
the
percent
of
jobs
requiring
a
college
degree
will
jump
to
70
percent
by
2030.
R
as
nevada
works
to
diversify
the
local
economy,
creating
level
jobs
with
better
pay
and
benefits
will
require
a
more
educated
workforce
to
fill
those
positions
to
develop
a
workforce
that
could
compete
in
a
global
economy.
It
is
essential
that
more
nevadans
plan
for
a
higher
education,
the
nevada
college,
kickstart
program,
the
fafsa
assistance
and
other
services
offered
through
our
office
play
an
important
role
in
creating
this
college-going
culture.
R
We
are
planning
seeds
in
the
minds
of
nevada
students
and
their
families
that
attending
and
graduating
from
an
institution
of
higher
learning
is
a
global
with
and
within
reach.
Ab235
is
an
excellent
opportunity
for
our
office
to
expand
our
reach
and
complement
the
work
that
our
team
is
doing.
Statewide
again,
thank
you
to
assemblywoman
miller
for
her
tireless
commitment
to
supporting
our
families
by
providing
additional
opportunities
and
access
to
post-secondary
education.
Thank
you.
H
B
B
Grants
went
unclaimed
which
could
ease
the
uneven
financial
burden
that
low-income
students
bear
to
complete
their
college
education,
thereby
disrupting
cycles
of
generational
poverty
at
communities
and
schools
of
nevada.
Our
mission
is
to
surround
students
with
a
community
of
support,
empowering
them
to
stay
in
school
and
achieve
in
life.
B
We
see
the
many
barriers
that
students
face
in
completing
their
high
school
education
and
the
effect
those
barriers
have
on
post-secondary
planning
and
attainment
legislation
that
encourages
greater
awareness
and
access
to
federal
student
aid
will
move
nevada
closer
to
its
vision
of
ensuring
we
provide
equitable
education
opportunities,
both
in
the
k-12
and
higher
education
systems
to
our
young
people
and
established
a
well-trained
and
prepared
workforce.
Ensuring
our
students
do
indeed
achieve
in
life.
B
We
know
that
if
we
could
scale
access
to
supports
and
financial
aid
for
post-secondary
plans,
more
students
like
those
we
serve
would
receive
the
education
and
training
required
to
improve
their
lives
and
their
careers
communities
and
schools
of
nevada
and
our
statewide
site
coordinator
workforce,
stand
ready
to
partner
with
school
districts
and
governing
boards
of
charter
schools
to
implement
and
ensure
those
we
serve
have
greater
knowledge
about
the
process
for
the
free
application
for
federal
student
aid.
Ab-235
is
an
important
step
forward
to
expanding
access
to
post-secondary
attainment.
B
H
L
L
Ab235
is
about
access
and
equity
for
students.
It
does
create
another
pathway
to
higher
education,
particularly
for
first
generation,
low-income
and
immigrant
students.
Csn
stands
ready
to
execute
the
requirements
of
this
bill
and
to
support
students
with
the
financial
aid
education
to
get
them
get
them
through
the
doors
of
higher
education.
Thank
you
for
your
time.
H
L
L
F-A-B-R-A-N-E-W-B-Y
and
I
represent
the
university
of
nevada
las
vegas.
We
are
in
strong
support
of
ab235
today.
On
a
personal
note,
even
after
all
of
the
years
that
have
passed
since
I
applied
to
college,
and
I
I
won't
go
into
how
many
of
those
have
been,
I
still
recall
the
feelings
of
fear
and
confusion
when
my
single
mother
and
I
first
tackled
the
fafsa
fast
forwarding
to
now
over
85
percent
of
unlv
students
come
from
nevada.
L
H
L
L
We
know
that
these
practices
benefit
students
and
families
and
are
the
right
direction
for
nevada
to
be
headed
and
our
schools
to
be
implementing
so
that
all
our
students
have
access
to
the
financial
aid
supporting
their
next
steps
to
college
and
careers.
Thank
you.
Lieutenant
governor
marshall,
for
sharing
your
story
and
assemblywoman
miller
and
the
committee
for
all
your
efforts.
H
M
Thank
you
good
afternoon
again,
chair
dennis
and
vice
chair
don
darrell
loop
for
the
record.
My
name
is
mary
perzinski
m-a-r-y.
M
P-I-E-R-C-Z-Y-N-F-K-I
representing
the
nevada
association
of
school
superintendents,
we
are
in
full
support
of
ab235.
This
is
a
very
important
piece
of
legislation
and
I
think
our
lieutenant
governor's
personal
story
really
pinpointed
how
important
this
piece
of
legislation
is.
We
want
to
thank
assembly,
woman
miller
for
bringing
this
forward
and
also
for
listening
to
one
concern
we
had
with
the
original
bill
and
making
a
small
amendment
to
to
that
bill,
so
we're
in
support
and
thank
assemblywoman
miller
for
bringing
it
forward.
Thank
you.
H
M
L
S
p,
I
n
a
with
the
rho
law
group
on
behalf
of
the
nevada
system
of
higher
education
in
support
of
ab235
we'd,
like
to
thank
assemblywoman
miller
for
engaging
nc
on
this
issue
and
would
like
to
give
our
support
of
ab235.
Our
institutions
stated
it
best
earlier
and
we
would
like
to
echo
their
comments.
Thank
you
for
your
time
and
we
encourage
your
support.
A
Okay:
let's
go
to
anyone
wishing
to
speak
in
opposition
here
in
carson
city,
not
seeing
anybody
coming
forward.
So
if
we
could
bps,
if
you
could
put
the
next
scholar
in
opposition.
H
H
A
H
Q
It's
been
a
while
thank
you,
chair
good
afternoon,
again,
tear
dennis
and
vice
chair,
don
darrell
loop
and
all
the
members
of
the
committee
for
the
record,
I'm
brittany
miller,
representing
assembly
district,
five
in
clark
county
and
the
measure
before
you
is
assembly
bill
266,
which
increases
transparency
around
class
size
and
class
size
ratios
for
the
last
three
sessions.
I've
sponsored
legislation
to
sign
to
shine
a
light
on
the
large
class
sizes
in
our
state,
including
both
sessions
documenting
that
nevada
has
the
largest
class
sizes
in
the
country.
Q
One
thing
I've
never
done
is
request
any
type
of
study
on
class
sizes.
We
know
the
problems
and
we
need
to
move
toward
the
solution.
We
know
the
impact
that
large
class
sizes
has
on
the
social
and
academic
development
of
our
students.
We
also
know
the
impacts
it
has
on
physical
and
emotional
safety
for
our
students.
We
know
the
additional
strain
it
adds
for
the
working
conditions
of
educators.
Q
So,
coming
back
this
third
session,
I'm
no
longer
trying
to
convince
you
of
the
idea
in
2017,
I
sponsored
assembly
bill
312,
which
required
the
state
board
of
education
to
develop
recommendations
for
student-teacher
ratios
in
kindergarten
through
12th
grade
for
each
classroom,
and
course
of
instruction
the
only
exceptions
being
performing
band,
performing
orchestra
and
performing
choir.
The
recommendations
were
based
on
evidence-based
national
standards
and
best
practices
that
were
taken
into
consider
that
took
into
consideration
the
unique
needs
of
certain
students,
including
students,
english
learners
and
students,
with
special
needs.
Q
In
july
2018,
the
state
board
of
education
recommended
a
student-teacher
ratio
of
1
to
15
first
grades,
kindergarten
through
third
grade
and
1
to
25
for
grades
4
through
12..
We
are
extremely
far
from
reaching
this
prescription
in
many
of
our
schools
and
districts,
and
we
know
that
a
major
part
of
the
solution
is
funding
and
staffing.
Q
However,
we
also
first
need
accurate
data
on
what
staffing
should
actually
look
like
to
gain
an
understanding
of
the
number
of
positions
it
would
take
in
each
district
to
fill
classrooms
with
the
ratio
of
student
to
teach
with
the
ratio
of
students
to
teachers
recommended
by
the
state
board.
Ab266
requires
the
district
board
of
trustees
to
base
the
number
of
job
vacancies
in
the
school
district
on
the
number
of
teachers
that
would
be
required
to
achieve
those
recommended
ratios
to
the
extent
that
funds
are
available.
Q
Q
On
april
5
8
news
now
reported
that
ccsd
reported
only
479
vacancies,
but
we
also
know
that
that's
based
on
the
practice
of
having
extreme
class
sizes
upward
of
50
students
per
class
and
filling
classes
with
full-time
subs
to
cover
vacancies.
What
would
the
numbers
be
if
we
actually
staffed
by
recommended
ratio
in
2019?
I
sponsored
assembly
bill
304,
which
also
included
obtaining
recommendations
for
student
to
social
workers.
Q
One
requirement
was
that
the
board
of
trustees
of
each
school
district
maintained
on
the
website
of
the
school
district,
the
number
of
pupils
per
licensed
teacher,
not
averages
that
are
in
each
class
in
the
district,
not
less
than
30
days
after
the
beginning
of
the
year.
During
the
interim,
we
found
that
this
was
not
occurring
overall,
there's
a
question
about
the
data,
how
it's
collected
and
reported,
because
the
only
explanation
is
that
school
personnel
who
are
licensed
but
do
not
teach
their
own
classes
are
also
calculated
in
class
size
ratios.
Q
In
other
words,
you
can
access
reports
online,
whether
you
go
to
department
of
ed
or
you
go
to
the
school
districts
and
even
individual
schools
and
individual
grades.
There's
also
a
huge
discrepancy
between
what's
published
as
the
student-to-teacher
ratio
there
and
the
realities
that
all
teachers,
students
and
parents
experience.
So
exactly.
How
does
the
school
present
an
average
of
1
to
24
when
everyone
in
that
building
knows
that
the
average
class
size
is
above
40.,
sections,
1
and
2
of
assembly
bill?
Q
Q
This
would
remove
license
personnel
such
as
counselors
coaches,
strategists,
special
ed
teachers,
those
on
special
assignment
those
during
prep
periods
and
so
on.
To
further
enhance
transparency
regarding
staffing
in
our
schools.
Assembly
bill
266
also
contains
a
provision
to
require
each
school
district's
board
of
trustee
to
post
on
the
website,
the
number
of
positions
held
by
full-time
substitutes
and
those
through
and
those
that
are
employed
and
working
through
an
alternative
route
to
licensure.
Q
This
requirement
appears
in
section
3
of
the
bill.
Finally,
in
2019,
I
also
worked
to
ensure
that
teachers
in
oversized
classes
were
not
harmed
by
the
working
conditions
during
performance
evaluations
in
both
sessions.
I
reported
the
data
of
increased
work,
stress
workload
and
frustration
based
on
large
class
sizes
and
the
impact
it
has
on
teacher
retention.
Q
The
burnout
is
very
real.
In
fact.
Eight
news
now
also
reported
on
april
5th
that,
just
for
the
month
of
march
400
teachers
had
resigned
from
ccsd
last
session.
We
passed
senate
bill
475,
which
requires
an
administrator
who
conducts
an
evaluation
to
consider
the
student-teacher
ratios
recommended
by
the
state
board
and
the
impact
of
class
sizes,
the
impact
that
class
sizes
have
when
they
exceed
those
recommendations.
Q
Again
when,
when
these
tools
were
developed,
I
don't
think
anyone
envisioned
40
or
50
students
in
a
classroom,
nde
recommended
to
hold
a
conversation
about
it.
During
the
interim,
we
also
discovered
that
this
isn't
occurring
at
all
in
the
desperate
in
the
desperate
times.
We
need
to
acknowledge
the
work
and
efforts
of
teachers,
respect
and
acknowledgement
go
a
long
way
in
terms
of
retention.
Q
Q
However,
I
will
say
well
I'll
make
that
adjustment
in
just
a
moment.
So
what
what
this
includes
in
regards
to
teacher
evaluation
is
that
there's
two
separate
sections
to
the
napf.
There
is
an
instructional
and
there
is
a
professional
and
in
the
instructional
there
are
19
instructional
indicators
or
categories
of
those
19
instructional
indicators.
Q
Q
The
additional
weight
is
the
class
size
equivalent
to
the
percentage
that
exceeds
the
applicable
recommend
recommended
ratios
of
pupils.
In
other
words,
if
your
class
is
20
larger
than
recommended,
you
will
receive
a
20
bonus
on
that
one
indicator.
In
this
example,
it
a
small
percentage,
would
jump
up.
For
example,
3.2
could
change
to
a
3.84.
Q
The
rationale
is
that
a
teacher
who's
already
performing
at
a
3.2
in
that
one
specific
category
is
doing
so
with
an
increased
class
size.
The
question
is
imagine
if
they
actually
had
a
reasonable
class
size
or
class
sizes
within
recommendations.
What,
then,
would
their
their
scores
on
those
performance?
Evaluations
be
this?
Q
The
second
amendment
was
accepted
from
nde,
which
pertains
to
the
professional
standards.
The
professional
standards
contains
15
indicators,
and
this
involves
things
like
physical
space,
environment
and
parent
outreach.
Again,
these
are
all
impacted
by
increased
class
sizes
for
each
new
additional
student
you
have
in
the
class
again.
We
know
that
we
have
teachers
that
have
rosters
individually
of
of
240
students
in
this
amendment.
It
would
add
an
additional
point
to
each
of
these
two
standards.
Q
I
would
like
to
mention
that
in
many
states
and
in
fact,
in
2019,
I
reported
this
as
part
of
my
bill
presentation
that
in
many
states
not
only
is-
and
I
believe
it
was
like-
the
top
100
largest,
not
only
is
class
size
actually
negotiated
in
collective
bargaining,
but
there
are
many
states
and
districts
that
actually
pay
teachers
per
each
student.
They
have
over
the
contracted
numbers
and
I've
spoken
to
teachers
all
over
the
country
and
in
some
cases
I've
asked
teachers.
So
what
happens?
So?
Q
Not
only
do
you
get
paid
for
each
additional
student
because
of
the
the
acknowledgement
of
what
it
does
to
the
workload,
but
I
said
so.
What
do
you
do
when
if
the
principal
comes
in
with
a
new
student
and
you've
already
exceeded
these?
What
are
you
doing?
They
literally
say
we
just
tell
them.
We
can't
take
any
more
and
so
again
an
acknowledgement
dealing
with
the
struggles
that
we
have
here.
Q
I
think
that
acknowledging
that
we
know
that
we
have
the
workload
and
also
not
just
the
work
that's
being
put
in,
but
also
the
fact
that
performing
at
one
level,
when
you
have
ideal
situations,
is
much
different
than
performing
when
you
have
very
drastic,
desperate
situations
now
in
this
reprint.
I've
also
noticed
that
the
language
is
not
as
precise
as
it
should
be,
so
I
will
be
submitting
another
amendment
to
make
sure
that
the
language
is
precise
and
some
of
that
language
is
described
specifically
in
the
rationale
that
ccs
that
ccea
has
submitted.
Q
So
what
will
be
changed
is
to
state
that
to
specify
first,
that
it
only
applies
to
these
three
individual
indicators,
which
are
standard
two
indicator.
One
standard
three
indicator,
one
and
four,
and
also
nde
notice-
that
something
else
that
was
overlooked
was
that
it
didn't
have
a
limit
or
a
cap
on
it.
So,
in
other
words,
saying
that
the
the
teacher
evaluation,
the
highest
you
can
get
in
any
category
is
a
four,
so
it
would
cap
it
so
that
it
would
just
go
to
a
four.
Q
It
wouldn't
end
up
being
like
a
five
or
a
six
or
anything
like
that.
That's
also
expressed
in
the
rationale
that
ccea
submitted.
So
I
believe
that
the
amendment
is
necessary
to
clarify
and
make
sure
that
it
is
very
that
the
intent
is
very
specific
and,
of
course,
executed
consistently.
Q
It's
no
secret
that
I
live
and
experience
these
struggles
and
firsthand
myself
and
the
same.
I
experience
the
same
challenges
that
many,
if
not
most,
of
our
educators
in
the
state
do
not
only
do
I
feel
the
additional
stress
of
increased
class
sizes,
but
the
demoralizing
disappointment,
knowing
that
as
one
person,
I
can't
give
each
and
every
student
everything
that
they
need.
On
average,
my
class
sizes
have
always
been
over
42
and
at
with
42
students
in
a
class,
they
don't
get
all
the
time
and
attention
that
they
deserve.
Q
I
know
that
I
don't
have
the
money
or
the
staff
or
the
buildings
to
magically
change
our
class
size
ratios
overnight,
but
I
am
committed
to
addressing
the
issue
as
we
strive
to
move
forward
each
session.
As
a
teacher,
this
was
an
extremely
difficult
year,
if
not
the
most
difficult
year.
For
myself
and
many,
I
feel
the
full
weight
of
being
blamed
for
everything
that
happens
in
society,
whether
it's
fact
or
just
plain
narrative.
Q
This
is
teacher
appreciation
week.
I
believe
it's
time
to
show
our
teachers
that
we
appreciate
them
not
just
by
discounts
to
supplement
inadequate
pay,
not
just
by
snacks
or
postings
on
social
media,
but
by
actually
listening
to
what
they've
been
telling
us
for
years
with
that
chair
vice
chair
and
committee
members.
D
Thank
you
very
much
and
thank
you
for
the
bill.
I
I
know
how
firsthand
how
stressful
it
is
to
have
a
large
class.
Can
you
clarify
you
said?
First
of
all,
you
said
400
teachers
had
resigned
so
do
we
do
we
have
some
information
on?
We
just
know
that
400
teachers,
that
present,
we
don't
have
like
documents.
Q
Well
I'll
say
this
senator
it's
a
very
interesting
interview
and
they
did
interview
teachers
and
stuff
like
that
and
teachers
that
were
quicking
quitting,
so
I
would
say
to
google
it
or
find
it
it's
a
very
insightful
interview,
but
in-
and
I
maybe
I
should
have
prepared
this
more
in
2019
I
have
and
also
2017
nsea
had
done,
surveys
and
studies,
and
so
it
is
well
documented
that
class
size
is
one
of
the
primary
reasons.
D
I
I
have
no
doubt
so
is
the
the
also
I
see
this
I'm
assuming
this
is
a
friendly
amendment.
A
Q
Yes,
thank
you
for
that
chair.
This
is
assemblywoman
brittany,
miller.
What
you
physically
have
and
at
last
check
it
hadn't
been
uploaded
to
nellis.
Yet
that
is
the
rationale
to
ccea's
amendment
that
I
accepted
on
the
assembly
side.
So
just
spelling
out
more
the
rationale
and
the
specific
indicators,
the
the
original
amendments
are
all
loaded
on
or
conceptual
amendments
are
all
loaded
on
nellis.
But
this
was
just
the
rationale
to
further
explain.
Q
Thank
you.
This
is
a
brittany
miller
for
the
record.
What
the
bill
came
out
with
with
the
amendment.
If
you
look
at
section
number
four
f,
it
says
requires
a
person
who
evaluates
a
teacher
responsible
under
the
statewide
performance.
It
says,
award
the
teacher
an
additional
weight
for
criteria
relating
to
learning
and
engagement
by
pupils
that
are
equivalent
to
the
percentage
by
the
ratio
of
pupils
for
which
the
teacher
is
responsible
that
exceeds
the
ratio
of
pupils
per
licensed
teacher.
Q
I
think
a
few
things
are
missing,
one
that
it
specifically
needs
to
say
those
particular
three
indicators.
The
other
thing
that
it
needs
to
specifically
say
is
not
to
exceed
four
and
the
other
part
that
it
specifically
needs
to
say.
Is
that
again
the
additional
point
in
the
professional
not
to
exceed
four.
D
Okay,
thank
you
I
and
we
can
talk
about
that
offline.
I
know
we're
short
for
time,
or
at
least
I
am
because
I
have
a
committee
to
get
to
I'm
gonna
stop.
I
have
some.
I
have
a
couple
other
questions
for
you
just
clarifying
things,
so
I'm
gonna
stop
right
now
and
let
the
chair
go
ahead
because,
like
I
said
I
know
we're
short
on
time
and
they
appreciate
the
bill.
Thank
you.
Senator.
G
G
You
know
1
to
25
in
k-5
and
6
to
12,
with
no
facility
funds,
sixth
to
twelfth
grade
they
have
one
to
thirty,
thirty,
two,
it's
just
in
our
in
our
districts,
there's
not
enough
classrooms,
not
enough
teachers
who
who
will
teach
if
no
substitutes
thousands
of
long-term
subs
in
our
district
schools,
and
so
I'm
just
wondering
how
you
know
how
this
bill
actually
addresses
the
root
of
the
problem,
which
is
teacher
pipeline
and
encouraging
our
substitutes
to
go
back
to
school
and
get
their
degrees.
Q
G
Q
Q
Well,
it's
actually
very
specific.
This
is
brittany
miller
for
the
record,
because
we
said
when
it
exceeds
the
recommended
recommendations
from
the
department
of
ed,
so
if
they
have,
if
your
class
size,
if
the
recommendation
for
fourth
grade
is
that
you
have
25
students
and
you
have
40
students,
that's
where
the
value
base
increase
would
come
in,
and
I
know
that
not
all
schools
use
the
nepf,
but
so
I'm
happy
to
explain
it
further.
If
anyone
has
any
questions
about
how
it's
administered.
Q
You
could
this
is
brittany
miller
for
the
record.
You
could
look
at
that
essentially,
but
I
choose
to
look
at
it
as
when
we
put
that
many
students
in
a
classroom
when
we
put
that
many
students
and
oftentimes,
as
I'm
sure
you
would
be
familiar
of
admin,
also
stack
classes,
so
they
intentionally
will
stack
all
the
students
that
are
learning
english
or
all
the
students
with
special
needs
or
all
the
students
with
behavior
problems
or
all
the
students
that
are
more
academically
inclined
in
one
class.
Q
That
could
be,
for
a
variety
of
reasons,
I'm
not
implying
that
oh
we're
trying
to
stick
it
with
our
worst
teachers.
Often
those
are
the
students
that
get
sent
to
the
better
teachers
and
they
can
handle
the
large
class
sizes
and
on
and
on
and
on
if
someone
is
performing
at
a
3.2
and
they
have
40
students
in
that
classroom.
The
question
is:
how
well
would
they
perform
if
they
had
25
or
30
students.
Q
And
I
know
that
ccea
in
the
rationale
also
explains
and
addresses
the
multiple
studies
that
have
been
done
about
the
effectiveness
and
the
reliability
and
the
I'll
just
say
that
about
the
nepf
that
we've
been
discussing
session
after
session
after
session.
A
S
Forward,
oh
I'm
sorry
good
afternoon,
chair
dennis
and
members
of
the
committee.
My
name
is
dr
brenda
pearson,
and
I'm
here
representing
the
clark
county
education
association,
ccea
is
in
support
of
assembly
bill
266.
class
size
impacts,
the
quality
of
educator
interactions
with
students,
as
well
as
a
level
of
individualized
academic
supports
students
receive.
S
The
impact
of
class
sizes,
clear
and
assembly
bill
266
ensures
that
classrooms
that
exceed
the
recommended
teacher
to
student
ratios
are
reflected
as
a
weight
in
the
teacher
evaluation
framework
within
the
nepf
three
out
of
the
19
standard
indicators
in
the
instructional
practice
domains
are
particularly
susceptible
to
class
sizes.
The
three
indicators
are
as
follows:
activates
all
students,
initial
understandings
of
a
concept,
provide
opportunities
for
extended
and
productive
discourse
and
structure,
an
environment
that
enables
collaboration
and
participation.
S
It
is
clear
that
these
three
indicators
are
impacted
by
class
size
assembly.
Bill
266
intends
to
add
a
weight
to
those
three
indicators
equivalent
to
the
percentage
by
which
the
recommended
ratios
of
pupils
is
exceeded.
The
addition
of
a
weight
will
ensure
that
class
sizes
uniformly
and
consistently
apply
to
teachers.
Valuation
there's
a
misconception
that
adding
a
weight,
instructional
standard
indicators
will
sacrifice
the
validity
and
the
reliability
of
the
nepf.
But
that's
not
the
case.
S
S
We
know
that
the
students
and
the
families
in
nevada
cannot
wait.
Another
legislative
session
class
size
matters
to
every
student
in
every
classroom
across
our
state
cca
is
in
support
of
assembly
bill
266
and
we're
eager
to
continue
conversations
with
the
sponsors
of
the
spill
and
surrounding
class
size,
I'm
sorry
the
bill
surrounding
class
size
and
the
quality
educator
evaluations.
I
Thank
you,
mr
chair.
Chris
daley
nsca
in
support
of
ab266
advancing
work
on
one
of
nevada's,
most
intractable
public
education
issues
that
have
large
class
sizes.
Common
sense
tells
us
in
research
confirms
it.
The
number
of
students
in
a
class
makes
a
real
difference
for
students
and
teachers
alike.
The
issue
of
large
class
sizes
remain
remains
one
of
the
most
frustrating
issues
for
nevada,
educators,
students,
parents
and
school
communities.
I
Nevada
continues
to
have
the
largest
student
to
teacher
ratios
in
the
country,
while
rapid
growth
fueled
the
problem
in
previous
decades.
The
lack
of
sufficient
funding
for
school
districts
is
the
main
reason
nevada
ranks
dead
last
in
the
country
in
this
metric.
Meanwhile,
we
know
smaller
class
size
has
real
benefits
for
students.
Smaller
class
size
can
help
close
the
racial
achievement
gap
lead
to
earlier
identification
of
learning
disabilities,
improve
high
school
graduation
rates,
improve
student
behavior
and
allow
for
more
engagement
and
lessons
for
educators.
I
Nsca
supported
ab
304
last
session,
requiring
recommendations
for
teacher
pupil
ratios
ab266
will
ensure
account
that
more
accurately
reflects
the
realities
of
nevada's
classrooms
and
moves
nevada
toward
actively
addressing
overcrowded
classrooms
by
requiring
school
boards
to
determine
the
number
of
job
vacancies
based
on
how
many
teachers
are
needed
in
order
to
achieve
the
recommended
ratio
of
pupils
per
licensed
teacher.
Finally,
nfc
has
also
long
been
engaged
in
ensuring
teacher
evaluations
are
a
fair
and
valid
measure
of
a
teacher's
performance.
I
Teachers
with
overcrowded
classrooms
have
a
disadvantage
in
their
evaluations
through
no
fault
of
their
own.
The
double
whammy
of
overcredit
class
sizes,
combined
with
punitive
evaluation
measures,
is
too
much
for
many
educators
who
instead
opt
to
leave
the
profession
providing
legislative
fix.
This
issue
is
not
just
a
matter
of
fairness,
but
will
also
help
address
the
issue
of
teacher
retention.
A
I
Undoubtedly,
this
results
in
some
students
not
getting
what
they
need:
educators
in
schools
not
receiving
the
evaluations
that
are
appropriate
and
likely
results
in
more
educators,
leaving
education,
making
our
shortages.
Worse.
Nevada
has
sought
to
limit
class
sizes
for
decades
in
order
to
lay
the
foundation
for
success.
However,
the
guidelines
set
by
the
nevada
department
of
education
or
non-binding
recommendations
and
the
funding
to
achieve
these
goals
has
never
been
adequate.
So
in
a
nutshell,
nevada
has
never
really
implemented
class
size
reduction
as
intended.
I
Furthermore,
it's
not
just
the
number
of
students
per
educator,
but
the
needs
of
the
students.
Recently,
I
spoke
to
a
second
grade
teacher,
who
has
a
class
close
to
the
recommended
limits,
but
included
in
that
number.
Are
10
students
with
ieps
and
6,
who
are
english
learners?
Think
about
trying
to
implement
the
appropriate
accommodations
for
those
students
think
about
the
planning
and
preparation
to
make
sure
the
students
get
what
they
need
to
learn.
The
workload
on
the
teacher
is
much
greater
than
the
numbers
themselves
would
indicate.
I
The
state
needs
to
more
accurately
report,
not
just
the
class
size,
pupil
teacher
ratios,
but
also
more
accurately,
the
assets
they
assess
the
workloads
that
educators
face
and
then
adequately
fund
according
to
the
needs
of
our
students,
let's
post
the
number
of
full-time
subs
and
include
that
number
in
the
vacant
positions,
let's
publish
the
number
of
educators
that
would
be
needed
if
the
actual
class
size
recommendations
were
being
met.
That
would
help
give
more
accurate
measure
of
the
situation
and
potentially
provide
policy
makers.
The
information
needed
to
help
solve
this
problem.
I
A
H
K
Marie
nicest
m-a-r-I-e-n-e-I-s-e-s-s
president
of
the
clark
county
education
association,
cca,
supports
ab266
and
would
like
to
thank
assemblywoman
miller
and
anderson
for
bringing
this
bill
forward.
There
has
long
been
a
nationwide
conversation
about
the
impact
of
class
size
on
student
achievement
and
educator
practice,
but
nevada
has
not
been
able
to
accurately
quantify
the
current
ratios
in
our
classroom.
Past
practices
of
including
other
licensed
professionals
and
non-classroom-based
educators
into
the
overall
ratio,
has
inaccurately
skewed
the
recorded
ratios
to
give
false
impressions
of
our
classroom
environment.
K
For
years,
clark
county
has
had
the
largest
class
sizes
in
the
nation,
with
87
of
all
nevada
students
enrolled
in
classes
larger
than
recommended.
As
a
former
first
and
third
grade
teacher,
my
class
sizes
were
consistently
larger
than
the
recommended
ratios
and
many
of
my
third
grade.
Students
were
two
or
three
grade
levels
behind
the
size
of
a
classroom
is
challenging
because
it
limits
the
ability
to
move
around
but,
more
importantly,
it
impacts,
instructional
learning,
larger
class
sizes
impacted.
K
K
This
starts
with
our
data
collection
and
ensuring
that
class
size
is
standardized
and
how
it
is
applied
to
the
napf
that
information
is
collected
to
be
able
to
work
towards
our
goal
of
recommended
class
size
ratios,
incorporating
a
weight
to
be
included
in
three
instructional
standard
indicators
for
class
sizes,
above
the
recommended
ratio,
will
account
for
the
impact
of
class
size
on
instruction.
Additionally,
the
addition
of
a
class
size
weight
removes
the
requirement
of
an
administrator
to
subjectively
weigh
classifieds
on
an
educator's
evaluation.
K
This
additional
weight
will
be
consistently
applied
to
all
evaluations
and
allow
districts
and
the
state
to
quantify
the
number
of
classrooms
above
the
recommended
ratios.
Additionally,
this
weight
will
help
school
districts
and
nde
to
understand
what
schools
have
the
largest
class
sizes.
It
will
help
alleviate
the
stress
associated
with
neps
to
ensure
that
our
educators
are
not
just
complying
with
the
indicators,
but
ensuring
that
the
student
achievement
is
put
first
ab266
is
a
proactive,
is
proactive
step
in
reducing
class
sizes
to
the
recommended
ratios.
H
L
Afternoon,
chair
dentists
and
members
of
the
committee,
my
name
is
annette
a-n-n-e-t-t-e,
dawson,
d-a-w-s-o-n
owens-o-w-enf,
and
I
serve
as
the
school
readiness
policy
director
at
the
children's
advocacy
alliance.
We
are
in
support
of
ab266
and
our
educators.
We
support
transparency
and
more
accurate
accountability
and
reporting
regarding
student-to-teacher
ratios.
L
We
especially
support
transparency
surrounding
the
manner
of
reporting
and
the
documentation
of
the
number
of
full-time
substitutes
in
each
school
building.
We
know
nevada
has
the
largest
class
sizes
in
the
country.
We
must
do
better
with
solutions
going
forward.
I'd
like
to
thank
you,
assemblywoman
miller,
for
all
of
your
service
and
to
the
senate
committee
on
education
for
all
your
efforts.
A
Okay:
let's
go
to
those
wishing
to
testimony
in
opposition
anybody
in
the
room;
no
one.
Let's
go
to
the
first
caller
in
in
opposition.
H
H
H
L
My
name
is
brittany,
sheehan,
b-r-I-t-t-a-n-y-s-a
and
testifying
in
opposition,
because
of
the
effect
of
this
bill
is
creating
theoretical
performance
evaluations
of
teachers.
Therefore,
it's
masking
the
reality
of
the
impacts
on
the
students
by
excusing
it,
the
children
are
due
equal
quality
education,
regardless
of
the
size
of
the
classroom.
So
I
don't
think
that
by
creating
you
know
an
elevation
of
their
ranking
or
their
score,
we're
doing
anything
good
by
the
students
and
that's
my
concern
with
the
bill.
Thank
you.
H
O
L-I-N-D-S-A-Y-A-N-D-E-R-S-O-N,
on
behalf
of
the
washoe
county
school
district,
I'd
like
to
thank
assemblywoman
miller
for
working
with
the
washoe
county
school
district
on
the
issue
of
class
size
for
many
sessions.
Now
we
have
agreed
together
that
we
are
on
the
same
team
on
this
issue.
Class
sizes
in
nevada
are
too
high
and
that
issue
needs
to
be
addressed.
We're
certainly
willing
to
report
class
size
data
in
any
way
that
we
can.
O
In
a
way
that
makes
sense
what
we're
opposed
to
is
the
automatic
increase
in
teacher
evaluation
as
a
result
of
class
size,
certainly
class
size,
impacts
performance,
but
we
do
believe
our
administrators
are
taking
that
into
account
when
performing
their
teacher
evaluations
and-
and
we
want
to
make
sure
that
that
relationship
between
administrator
and
teacher
remains
productive
and
relevant
and
that
the
administrator
is
able
to
rate
the
educator
based
on
the
performance
of
that
teacher.
O
H
B
Good
afternoon,
mr
chair
members
of
the
education
committee,
my
name
is
brad
keating
b-r-a-d
k-e-a-t-I-n-g,
with
the
clark
county,
school
district,
testifying
and
opposition
of
assembly
bill.
266
student
achievement
and
reducing
class
sizes
is
a
priority
for
this
district.
While
we
appreciate
the
class
size
certainly
plays
a
factor
in
the
ability
to
teach
all
of
our
students.
B
Administration
is
cognizant
of
this
and
takes
it
into
consideration
into
consideration.
Excuse
me.
When
evaluating
our
hard-working
employees,
we
appreciate
assemblywoman
miller
bringing
this
bill
forward.
We
look
forward
to
working
with
her
during
the
rest
of
the
legislative
session
and
in
the
interim
on
a
number
of
these
issues
as
class
size
is,
like
miss
anderson,
said
a
number
one
priority
for
our
school
districts,
and
we
will
also
work
to
ensure
that
that
all
data
is
shared
in
a
way
the
public
feels
is
accessible.
B
H
H
M
Begin,
mr
chair
and
members
of
the
committee,
my
apologies,
I
had
some
technical
difficulties.
I
am
calling
in
an
opposition
and
I
realize
you're
in
the
neutral
position
right
now,
so
I
don't
know
if
you
want
me
to.
M
That
could
happen
all
right
yeah.
Thank
you
very
much
for
the
record.
My
name
is
mary,
presents
the
m-a-r-y-p-I-e-r
representing
nevada,
association
of
school
superintendents
and,
first
of
all,
I
think
all
of
us
want
to
thank
assembly
woman
miller
for
always
bringing
this
issue
forward.
It's
very
important.
M
Our
class
sizes
are
too
big
in
nevada
and
she
is
the
one
person
who
has
really
pointed
that
out
over
the
last
couple
of
sessions,
and
our
concern
with
this
particular
bill
is
in
the
relationship
to
the
mepf,
and
I
think
my
colleagues
in
washoe
and
clark
have
already
expressed
those
concerns
and
thank
you,
mr
chair,
for
allowing
me
to
speak.
Thank
you.
A
Okay,
let's
come
back
and
any
final
comments.
Q
Yes,
senator
thank
you
for
that.
Yes,
again
still,
you
know
fighting
the
good
fight
when
it
comes
to
class
size,
but,
as
I
stated
before,
none
of
us
right
now
have
the
money
or
the
staffing
or
the
buildings
to
be
into
our
ideal
class
size
ratios.
Q
What
we
do
have
is
an
emergency
that
we
need
to
make
sure
the
question
was
brought
up
about
pipeline,
but
before
pipeline
we
spend
so
much
money
and
effort
and
different
strategies
in
recruiting
teachers,
and
yet
if
we
were
to
put
that
same
type
of
energy
and
passion
and
financial
investment
in
retaining
the
trained
teachers
that
we
already
have,
I
it's
not
unexpected,
but
it's
an
interesting
position
to
look
at,
especially
during
teacher
appreciation
week
that
the
groups
that
were
actually
in
opposition
of
acknowledging
the
hard
work
that
teachers
do
actually
came
from
the
districts.
Q
While
I
have
already
stated
and
put
on
the
record
in
previous
sessions
that
there's
other
districts
that
actually
pay
teachers
for
each
student
over
the
recommended
ratios
and
that
student-teacher
ratios
are
actually
collectively
bargained.
Two
of
the
largest
districts
stated
that
they
believe
this
is
already
happening.
They
know
that
admin
are
already
taking
this
into
consideration,
and
yet
I
would.
Q
I
would
really
request
that
if
the
districts
could
submit
names
of
all
of
these
teachers
that
actually
say
that
their
admin
are
accounting
for
their
excessive
class
size
that
there's
discussions
about
their
class
sizes
that
there's
considerations
about
their
class
sizes
during
the
evaluation
process,
I
would
be
highly
interested
to
know
who
these
teachers
are
which
schools
they
work
at
and
who
are
these
admin?
Because
we
can
believe-
and
we
can
say,
we
know
that
this
is
happening.
But
the
reality
is
is
that
we?
Q
If
we
actually
asked
our
teachers,
they
would
respond
completely
differently
and
in
the
opposite,
and
it's
because
it's
not
happening
even
after
last
session,
when
recommendations
were
put
out
by
the
department
of
ed
that
aligned
with
the
bill
that
was
passed.
That
said
that
admin
are
supposed
to
have
a
discussion
during
the
evaluation
process
and
again
it's
not
happening
so.
Q
A
Thank
you
very
much.
It's
good
to
have
you
here
with
us
this
afternoon
with
that
we'll
go
ahead
and
close
the
hearing
on
ab26,
maybe
266
and
we'll
go
to
the
next
item
on
the
agenda,
which
is
public
comment.
Anyone
wishing
to
get
public
comment
here
in
the
room
please
come
forward.
A
Okay,
no
one's
coming
forward.
Let's,
let's
go
to
those
online.
Anyone
wishing
to
give
public
comment
online
if
we
could
queue
them
up.
H
H
A
H
L
My
name
is
brittany,
sheehan
b-r-I-p-t,
a-n-y-s-h-e-e-h-a-n,
and
I've
come
into
these
hearings
in
good
faith
to
participate.
So
chairman
and
members
of
the
committee
today,
my
public
comment
is
about
an
experience
I
had
with
a
member
of
this
committee.
I
recognize
that
we
do
not
assault
the
character
of
members
of
the
chamber
and
I
will
choose
my
word
selectively,
and
I
ask
that
you
give
me
space
to
make
my
comment
on
monday.
During
my
testimony,
senator
fabian
danatay
shook
his
head
repeatedly
and
later
tweeted
commentary
on
my
testimony.
I
am
his
constituent.
L
I
live
in
district
10,
east
central
las
vegas,
which
isn't
an
easy
area
of
town.
Some
parts
are
frankly
dangerous.
I
feel
disrespected
by
the
obstruction
of
my
testimony
by
my
own
representative,
and
I
would
like
to
remind
you
all
that
in
the
senate
standing
rules,
rule
number
21
is
about
decorum.
I
live
in
a
state
where
I'm
often
made
to
feel
that
contempt
is
directed
at
me.
I
was
docked
on
twitter
by
a
promised
democrat
who
admitted
to
using
the
voter
rolls
to
post
a
street
address
for
me
and
now
on
public
record.
L
My
own
representative
didn't
give
me
proper
treatment
to
exercise
my
right
to
speak
as
the
youngest
legislator
at
age
24.
I
think
the
way
you
treat
your
constituents
should
be
used
to
demonstrate
that
young
adults
can
and
should
be
included
in
these
seats
with
the
duty
to
serve
nevadans,
and
you
have
a
duty
to
listen
for
a
full
two
minutes
without
gesture
or
condemning
their
opinion.
I'm
asking
my
representative
for
a
personal
apology
and
acknowledge
that,
even
if
we
don't
agree
on
issues,
we
can
extend
respectful
treatment
to
one
another.
H
B
Begin
good
afternoon,
mr
chair
brad
keating
for
the
record
representing
the
clark
county
school
district
b-r-a-d-k-e-a-t-I-n-g.
I
am
here
with
a
good
news
minute
for
the
senate
committee
on
education.
I'm
excited
to
share
with
you
all
on
the
heels
of
it
being
teacher
appreciation
week
and
while
a
comment
may
have
just
been
made
insinuating
that
districts
do
not
care
about
their
teachers
on
a
week
like
this
week.
B
I
did
want
to
let
this
committee
know
some
great
news
that
just
occurred
this
week
was
the
magnet
schools
of
america
came
together
and
honored
30
schools
in
the
clark
county
school
district
for
their
efforts,
including
providing
the
most
prestigious
award
in
magnet
schools
of
america
to
thurman
white
academy
of
the
performing
arts.
It
is
the
most
prestigious
award
for
magnet
schools
in
the
nation
and
the
winning
school
was
awarded
five
thousand
dollars
along
with
that
distinguished
award.
They
were
given
their
choir
director
and
teacher
athena.
Murtaz
was
named
region.
B
Two
teacher
of
the
year
so
during
teacher
appreciation
week,
I
would
love
nothing
more
than
to
thank
athena
for
what
she
does
every
single
day
and
finally,
one
other
bit
of
good
news.
Great
news
for
us
is
the
magnet
schools
of
america
named
ccsd
administrator
giamore
as
their
magnet
schools
of
america,
national
district
administrator
of
the
year
she's,
our
director
of
college
and
career
readiness
and
school
choice,
and
we
are
extremely
proud
of
everything,
she's
done
to
increase
equity
and
access
in
all
of
our
magnet
schools
across
the
district.
B
H
O
L-I-N-D-S-A-Y-A-N-D-E-R-S-O-N
on
behalf
of
the
washoe
county
school
district,
with
a
good
news
minute
in
honor
of
teacher
appreciation
week,
I'd
like
to
honor
raymond
swigert,
who
is
teaches
science
at
wooster
high
school.
He
was
named
outstanding
stem
educator
of
the
year
by
the
society
of
women
engineers.
He
has
taught
at
wooster
high
school
for
23
years
and
several
of
his
former
students
submitted
testimonials
and
his
support.
Congratulations
ray
and
thank
you
for
all
that
you
do.
A
Okay,
so
we
will
close
public
comment.
Let's
go
to
the
next
item-
monitor
that
was
the
last
item
on
our
engine.
We
have
no
further
business
to
come
before
us
just
to
note
that
we
will
not
be
meeting
on
friday,
so
our
next
meeting
will
be
on
on
monday,
with
that
we
are.