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From YouTube: 2/10/2021 - Senate Committee on Education
Description
For agenda and additional meeting information: https://www.leg.state.nv.us/App/Calendar/A/
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A
Thank
you
very
much
and
welcome
to
the
senate
committee
on
education.
Another
exciting
day
talking
about
important
things
to
help
our
kids
so
welcome
to
those
who
are
online
and
present
by
phone
will
the
secretary
please
call
the
roll
thank
you
chair
dennis
vice
chair
don
darrell
loop.
B
C
C
A
Senator
donate
here,
chair
dennis
here.
Thank
you.
Thank
you
very
much,
just
a
quick
question
for
broadcast
I'm
hearing
kind
of
a
white
noise.
I
don't
know
if
that's
supposed
to
be
there
or
not,
but
just
pointing
it
out.
A
For
those
on
the
video,
please
keep
yourselves
muted
when
not
speaking,
committee
information
is
developed
available
on
nellis
on
the
internet
through
our
website
which
can
be
accessed
through
ledge.state.mb.us.
You
may
also
watch
our
meetings
through
nellis
or
through
the
legislature's
youtube
channel
youtube
channel.
A
You
may
submit
written
comments
as
outlined
on
the
agenda
by
emailing
or
faxing
them
to
the
committee
manager,
courtesy
and
respect
in
our
interactions
we
expect,
and
even
even
when
we
don't,
we
may
not
agree
so
with
that
we're
going
to
have
some
presentations
today.
A
I
want
to
make
sure
all
right,
so
we're
we're
first
going
to
and
we're
going
to
follow
the
agenda
today,
we're
going
to
first
start
with
the
overview
of
the
nevada
system
of
higher
ed
entry,
strategic
plan,
performance
on
key
student,
success,
related
outcomes
and
future
initiatives,
and
I
believe
we
have
the
chancellor
with
us
here
today
to
present
that.
D
Yes,
thank
you
very
much
chairman
dennis
and
vice
chair,
bondero
lu
members
of
the
committee
for
the
record.
Melody
rose,
chancellor
of
the
nevada
system
of
higher
education.
I
am
joined
today
by
my
colleague,
cfo
andrew
klinger,
who
will
be
my
wingman
with
the
slides
so
as
he
is
preparing
the
slides
for
your
viewing.
D
I
just
want
to
share
a
few
quick
introductory
remarks
as
he's
working
on
the
deck
there,
for
you,
one
is
that
you
should
have
received
in
your
offices
yesterday
a
packet
from
enshi
outlining
for
each
of
you,
the
students
that
you
have
in
your
districts
and
as
well.
D
If
you
really
wish
to
do
a
deep
dive,
the
link
will
be
available
to
you
in
that
accountability
report.
So
I
see
our
slides
are
ready
to
go
here.
Just
if
I
you
might
indulge
me
chairman
just
for
a
quick
moment,
I
have
not
had
the
opportunity
to
meet
everyone
yet
on
your
committee,
and
I
just
thought
I'd
give
my
a
brief
introduction
to
those
of
you
who
do
not
yet
know
me.
D
It's
a
little
bit
challenging
during
covid
being
new
to
the
state
getting
to
know
everyone
so
25
years
in
higher
education.
I
come
from
the
state
of
oregon,
where
we
did
some
very
good
work
around
access
and
closing
achievement
gaps,
and
I
was
very,
very
thrilled
to
have
this
opportunity
to
come
to
nevada,
and
I
think
one
of
the
things
I
would
share
with
you
is
probably
more
important
to
know
about
me,
certainly
than
my
degrees
or
or
my
resume
is
a
little
bit
about
who
I
am
as
a
person.
D
D
I
was
born
into
a
very
low-income
family
with
generations
of
history
with
drug
and
alcohol,
addiction
and
teenage
pregnancy
and
all
of
the
attendant
challenges
that
come
with
that,
and
I
was
unbelievably
fortunate
in
my
third
high
school
as
a
17
year
old,
for
a
guidance
counselor
to
corner
me
in
the
hall
one
day
and
put
a
college
application
in
my
hand
and
the
rest,
as
I
say,
is
history.
D
I've
been
an
incredible
beneficiary
of
what
public
higher
education
can
do
and
as
a
result,
as
you
can
hear
in
my
voice
today,
I
am
a
big
champion
of
continuing
that
access
and
affordability
for
underrepresented
students,
and
so
with
that,
mr
chair,
I
will
jump
into
the
formal
presentation,
but
did
want
to
have
the
opportunity
to
share
just
a
little
bit
about
the
perspective
that
I
bring
to
the
work
that
I
share
with
you
today.
A
D
Thank
you
very
much.
People
have
been
very
welcoming
and
and
I'll
jump
in
now,
I'm
very
proud
to
share
with
you
how
we
are
doing
as
a
system
what
we're
focused
on
what
our
challenges
are
and
where
we
could
use
your
assistance.
So
thank
you
for
being
with
us
ander.
If
you
would
pick
us
to
the
next
slide
today,
I'm
going
to
very
briefly
provide
you
with
a
high
level
overview
of
our
strategic
goals,
how
we're
performing
on
those
schools
and,
of
course,
there's
much
more
behind
all
of
that.
D
Here,
by
giving
you
a
sense
of
where
I
am
hoping
to
move
forward
as
a
system
going
forward
and
where
we
might
be
able
to
partner
with
you
on
all
of
that
so
next
slide.
D
Thank
you.
Those
of
you
who
have
been
in
the
legislature
for
a
while
will
see
a
graphic
here
that
will
be
familiar
to
you.
These
are
the
five
strategic
goals
that
the
ancient
board
of
regents
approved
in
early
2018,
and
they
should
be
familiar.
Obviously,
here
we're
committed
to
expanding
access
for
all
students
in
nevada.
We
are
also
very
concerned
not
just
about
bringing
them
into
our
our
institutions,
but
making
sure
that
they
are
retained
and
they
complete
their
degrees.
That's
the
success
component!
D
D
We
had
something
of
a
bubble
which
was
related,
of
course,
to
the
great
recession
and
we've
had
a
slow
and
steady
rise
in
our
attendance
in
the
mid-teens
of
this
of
this
decade.
D
Next
slide
andrew
one
of
the
things
that's
of
course,
very
exciting
and
very
important
to
a
state
as
richly
diverse
as
ours
is
that
we
became
a
majority
minority
system
in
2015,
and
you
can
see
by
this
graphic
that
the
percentage
of
students
coming
from
households
of
color
is
steadily
increasing.
D
Next.
Moving
on
to
student
access
success
measures,
of
course,
success
is
best
best
measured
by
are
we
getting
our
students
across
the
finish
line?
There
is
no
more
exciting
day
in
higher
education
than
commencement
day,
and
that's
what's
represented
by
this
graph
here,
we're
basically
showing
you
on
this
slide
the
improvement
in
our
official
graduation
rates
for
the
four-year
institutions.
D
A
couple
of
important
fine
points
for
me
to
share
with
the
committee.
D
Obviously
the
most
important
thing
about
this
slide
is
that
our
institutions
are
moving
steadily
in
the
right
direction,
and
I
can
tell
you,
as
a
long
time,
member
of
higher
education
entities
that
it
is
very
hard
to
move
this
needle
and
so
to
see
these
improvements
over
the
span
of
five
years
is
very
impressive
and
due
to
the
good
work
going
on
on
our
campuses,
next
slide,
you'll
see
as
well.
We've
had
improvements
across
our
community
colleges,
and
these
again
are
the
official
graduation
rates
for
our
two-year
community
college
institutions.
D
You
will
see
here
steady
growth.
I
can
tell
you
that
great
basin
colleges
college's
success.
Rates
with
completion
are
above
the
national
average,
and
we
have
again
here
too
steady
improvement
and
again
I
give
credit
to
those
folks
who
are
working
hard
on
the
campuses
to
make
that
so
next
slide
going
to
our
third
strategic
goal
around
closing
the
achievement
gap.
What
this
slide
tells
you,
of
course,
is
that,
while
we
are
bringing
in
more
and
more
underrepresented
students,
we
have
much
work
to
do
in
terms
of
closing
the
achievement
gap.
D
What
you
see
here
are
the
completion
rates
between
students
of
color
and
caucasian
students,
and
you
can
see
that
there
is
in
the
aggregate,
a
gap
if,
if
we
had
the
time
to
dive
more
deeply
into
these
data,
we
could
break
out
by
demographic
groups,
and
you
would
find
that
we
are
making
more
progress
with
some
groups
of
students
than
others,
but
maybe
we
can
get
to
that
in
the
q.
D
A
what
this
says
to
me
is
that
this
needs
to
be
an
area
of
special
focus
and
investment,
as
we
move
forward
again
happy
to
answer
questions
in
a
few
minutes.
Folks
are
interested
in
learning
more
next
slide.
Please
here
I
think
it's
just
an
opportunity
to
see
that
growth
if
the
growth
is
not
only
in
attendance,
but
it's
in
completion.
D
I
would
be
remiss
if
I
didn't
talk
about
our
workforce
goal.
Obviously
there,
every
member
of
the
anshi
family
is
working
on
workforce
in
one
way,
shape
or
form
what
this
shares
with.
You
is
the
focus
areas
for
community
colleges
based
on
the
2018-2019
academic
year,
obviously
heavily
weighted
around
health
professions
and
related
programs.
D
Where
we
know
the
state
needs
us
to
close
the
gap
in
terms
of
supply
and
demand.
What
you
would
see,
I
think,
if,
if
we
had,
the
data
for
the
current
year
is
basically
probably
very
similar
degree
areas
or
certificate
areas
rather,
but
with
larger
numbers.
Not
a
surprise
during
an
economic
downturn.
D
D
D
D
First
and
foremost,
again,
I
never
miss
an
opportunity
to
give
a
shout
out
to
our
faculty
who,
on
a
dime,
took
their
classes
online
just
about
a
year
ago
and
those
some
of
those
were
expert
online
instructors.
Some
of
those
were
instructors
who
had
never
taught
that
way
before
and
so
there's
a
just
a
huge
thank
you
to
our
faculty
for
being
so
dedicated
to
the
needs
of
our
student
and
making
sure
that
we
were
retaining
our
students
during
the
difficult
period
of
time.
D
Chancellor
riley
at
the
time,
formed
an
all
system
task
force
of
subject
matter.
Experts
who
continue
to
meet
to
this
day
to
monitor
the
numbers
on
our
campuses
to
monitor
the
safety
practices,
make
sure
that
we
are
in
alignment
with
the
governor's
directions,
cdc
local
health
authorities
and
others,
and
they
are
now
beginning
to
really
look
at.
D
How
do
we
open
safely
in
the
fall?
What
will
be
the
mix
of
online
and
face-to-face
instruction?
And
I
should
say
too,
they,
our
campuses,
have
been
incredible
contributors
to
the
coveted
response
statewide.
So
we
have
real
experts
who
have
been
supporting
the
governor's
efforts.
We
have
a
group
of
scientists
who
are
advising
director
caleb
cage
in
the
work
they
are
doing
to
assess
hospital
utilization.
D
D
With
an
equity
perspective,
it
is
populated
by
students,
staff
and
faculty
from
across
inchi
to
provide
me
with
some
direction
and
recommendations
about
how
to
attend
to
the
wellness
of
our
communities,
because
the
impacts
of
course
have
coved
on
mental
health
are
real
and
they
in
some
ways,
are
doubling
up,
on
top
of
other
drivers
of
stress
and
anxiety
that
our
communities
have
been
facing
due
to
institutionalized
racism,
some
of
the
concern
around
environmental
issues
and
and
so
forth,
and
so
we
are
tackling
this
head
on
and
happy
to
explore
further
this
topic
again
during
q,
a
next
slide
just
a
pause
here
to
share
with
you
what
the
community
colleges
really
do.
D
D
So,
of
course,
you
all
know
that
community
colleges
are
the
front
line
workers
when
it
comes
to
workforce
development
during
a
downturn
attending
to
displaced
workers,
I
think,
is
going
to
continue
to
be
a
real
focus
area
for
them
very
proud
of
what
they
are
doing
in
this
regard.
I
know
csn,
for
example,
is
moving
to
add
some
weekend
certificate
programs
for
those
displaced
workers
who
are
maybe
caring
for
families
during
the
week
and
and
really
need
to
do
their
certificates
in
the
off
hours.
D
92.2
of
award-seeking
students
declare
that
they
intend
to
move
all
the
way
through
the
associate's
degree,
so
that
is
the
primary
driver
of
community
college
attendance.
We
also
like
over
30
states
in
the
united
states.
Do
issue
select
bachelor
of
applied
sciences,
degrees
on
our
campuses
and
the
nc
board
of
regents
has
guidelines
around
when
community
colleges
can
move
into
the
four-year
degree
space
so
that
we're
preventing
duplication
of
effort
next
slide.
A
Dr
rose,
this
is
senator
dennis
so
just
to
keep
us
on
track.
I
need
you
to
finish
up
as
quickly
as
you
can
so
that
we
can
get
to
questions.
D
Okay,
I'll
I'll
just
speed
us
through
here.
This
is
a
demographic
about
community
college
students
next
slide
very
important
to
know,
of
course,
that
we
are
doing
a
good
job
with
transfer
not
losing
credits
between
two
and
four-year
institutions.
Next
slide,
I
think
by
now.
Probably
everybody
has
heard
about
the
nearly
seven
million
dollar
grant
that
csn
just
received
news
about
last
week
in
partnership
with
the
city
of
las
vegas,
to
build
a
workforce
training
facility
next
slide.
D
Looking
forward
we're
moving
into
a
strategic
planning
process,
we
are
adding
metrics
and
targets
to
each
of
those
five
strategic
goals.
Next
slide
andrew.
We
are
in
addition
to
adding
metrics
and
targets
for
those
five
strategic
goals.
We
are
also
very
keenly
focused
on
where
we
need
strategic
initiatives
and
where
we
need
strategic
partnerships
and
if
you'll
move
to
the
next
slide
andrew.
D
I
think
what
you
see
in
these
next
few
slides,
which
of
course,
you
all
have
and
can
refer
back
to
at
your
leisure,
are
some
of
those
major
initiatives
that
we
are
focused
on,
where
which
will
allow
us
to
move
the
needle
on
the
five
strategic
goals,
so
you
have
most
of
them
here,
I'm
very
proud.
D
Big
focus
coming
forward
will
be
an
equity
agenda
coming
from
the
system
around
identifying,
hiring
and
retaining
diverse
faculty
to
make
sure
that
they
look
like
our
students.
Next
slide.
D
And
that
does
it,
mr
chairman,
I
will
defer
to
you
now
for
questions.
A
Okay,
thank
you.
Let
me
switch
my
view
here,
so
I
can
see
everybody
all
right.
Thank
you
very
much,
you're
doing
some
great
things.
We're
excited
about
the
work
that
we're
seeing,
and
you
know
I've
been
here
long
enough
that
I
we've
had
a
lot
of
this
discussion
in
the
past,
trying
to
see
graduation
rates
going
up
and
those
kinds
of
things
and
it's
exciting
to
see
all
that
happening.
A
It
just
seems
like
it
takes
forever,
but
once
it
starts
it
seems
to
to
snowball
that's
good,
so
hoping
we
can
keep
that
that
momentum
up
committee
members
questions
just
raise
your
hand.
If
you
do.
Okay,
senator.
E
Donate
great,
thank
you
so
much
for
your
presentation
and.
F
F
C
For
background,
I
want
to
mention
that
I'm
a
recent
alum
from
unlv
and
I've
been
fairly
involved
with
higher
ed.
But
given
what
you
have.
E
Presented
to
us
today,
I
shared
the
sentiment
with
other
former
students
across
all.
E
At
nc
have
not
really
prioritized
the
health
and
safety
of
students,
faculty
and
staff,
and
I'm
glad
that
you
mentioned
about
mental
health
counselors
and
advising,
but
there's
a
lot
of
work.
That
needs
to
be
done.
So
my
question
for
you
today
is
what
is
nc
doing:
to
invest
in
public
health,
faculty
students
and
research,
and
my
follow-up
question
to
that.
A
D
Thank
you
very
much
chairman
dennis
to
you
and
through
you,
for
the
record,
chancellor
rose.
I
very
much
appreciate
the
question.
Senator
donate
and
look
forward
to
meeting
you
as
time
allows.
Obviously
public
health,
faculty
and
research
is
a
focus
area
across
inchi.
We
know
that
there
are
workforce
gaps.
D
I've
had
recent
conversations,
for
example,
with
bob
potts
at
goed
about
those
gaps
between
the
need
and
the
supply,
and
I've
been
really
eager
to
have
those
conversations,
of
course,
because
we
need
those
data
in
order
to
effectively
align
our
production
of
experts
with
the
state's
needs.
So
those
conversations
are
now
well
underway.
D
I
know
you
know
I
think
we're
going
to
see
some
really
good
momentum
at
your
alma
mater
at
unlv
with
under
president
whitfield,
given
his
own
expertise,
given
the
momentum
behind
the
medical
facility,
of
course,
which
was
in
the
governor's
recommended
budget,
I
think
we
have
every
reason
to
believe
that
we
are
going
to
accelerate
our
efforts
in
this
regard.
So
that's
on
the
faculty
and
research
side.
D
D
So
we
really
have
to
elevate
this
conversation
about
healthy
communities
and
making
sure
that
and
she
and
our
member
institutions
are
doing
everything
within
our
power
to
meet
the
mental
health
and
wellness
needs
of
everyone
in
our
community
and
that's
the
reason
we
launched
the
mental
health
task
force.
They
are
a
very
eager
bench.
They
are
they've
met
once
and
they've
already
come
to
me
with
some
concepts
for
improvement.
D
Of
course,
I
will
need
to
take
those
in
prioritize
them
and
vet
them
with
the
board
of
regents
to
move
them
on,
but
you
can
expect
to
see
this
to
be
a
focal
point.
I
also
hope
to
be
moving
into
a
full-blown
strategic
planning
process
in
in
the
fall.
If
I,
if
the
regents
approve
my
doing
so-
and
I
would
imagine
that
this
will
become
an
elevated
aspect
of
our
overall
strategic
plan.
A
Thank
you.
Anyone
else
wishing
to
ask
the
question
I
I
will
say
while
I'm
waiting
here,
dr
rose
and
her
staff
are
amazing.
So
any
questions
you
have,
but
you
can
always
call
her
directly
or
her
office
and
they'll
be
glad
to
answer
any
of
those
questions
because
I
know
sometimes
we
get.
We
don't
have
a
lot
of
time
in
our
meetings,
but
if
you
do
have
those
questions,
I
know
that
they'll
do
great
any
other
questions
for
her
at
this
time.
A
Okay,
if
not,
then
we
will.
Thank
you
very
much.
Dr
rose
great
news.
Thank
you
for
coming
and
reporting
to
us
with
that.
We'll
go
ahead
and
move
to
the
next.
Our
next
item,
which
is
the
presentation
on
the
state
of
public
education
and
the
statewide
plan
for
improvement
of
pupils,
and
we
have
our
our
superintendent
public
instruction
ever
with
us,
and
so
when
you're
ready.
If
you'll
go
ahead,.
G
G
Ebert
this
is
broadcast.
I
apologize
for
the
interruption.
We
are
currently
viewing
someone's
desktop
and
not
you.
G
Now
I
will
move
ahead
with
the
presentation,
while
they're
picking
the
slides
in
order
for
all
of
us.
I
know
that
you
do
have
on
the
deck
as
well
so
this
afternoon,
we'll
be
sharing
with
you,
a
combined
presentation
of
our
2020
step,
as
well
as
the
annual
report
that
is
required
by
statute,
and
it
does
have
our
accountability
data
in
there,
as
well
as
other
components
which
I
know
all
of
you
are
very
interested
in.
G
One
of
the
key
recommendations
is
that
the
stip
would
take
the
place
of
the
annual
reports
requirement
and
look
at
it
as
a
holistic
component
component
informed
and
by
our
educational
partners
and
still
meeting
the
intent
of
all
of
the
law
and
requirements
and
expectations
that
we
have
for
our
students.
G
The
2020
step
was
informed
by
our
statewide
listening
tour
returning
home.
I
was
really
excited,
even
though
I
spent
quite
a
bit
of
time
in
the
clark
county
school
district
and
have
colleagues
all
over
the
state.
It
was
important
for
me
and
the
team
to
actually
get
boots
on
the
ground
and
to
have
conversations
with
those
that
we
serve.
G
One
of
my
sayings-
and
I've
known
many
of
you
have
heard
this
before-
is
that
god
gave
me
two
ears
and
one
mouth
and
with
that
we
need
to
listen
more
than
we
speak
during
these
listening
tours.
It
wasn't
just
hey
we're
here.
You
know,
let's
walk
a
few
classrooms,
but
we
actually
sat
down
with
students.
We
sat
down
with
the
superintendent,
the
superintendent's
leadership
team
board
members
community
members,
some
of
the
legislators
actually
joined
in
during
the
legislative
or
during
our
listening
tour,
and
it
was
a
wonderful
experience.
G
I
guess
my
time
in
the
clark
county,
school
district
and-
and
I
hear
it
still
quite
frequently-
is
that
people
like
to
group-
you
know
they
say
clark,
county
school,
district,
washoe,
county
school
district
and
the
rurals,
and
the
fact
of
the
matter
is,
I
can
tell
you
by
visiting
every
single
rural.
They
are
unique
in
their
own
needs,
how
they
meet
the
goals
and
expectations
for
our
students
and
their
communities,
and
it
was.
G
Parents
parents
wanted
to
be
more
informed.
They
wanted
to
be
involved
in
the
education
experience
and
have
voice
the
school
boards
were
very
clear.
They
wanted
transparency
and
predictability
in
school
funding
and
our
teachers,
our
teachers
and
our
great
leaders
we're
very
candid
about
the
pressures
that
they
face
and
how
they're
committed
to
supporting
their
community.
G
So
all
of
those
concepts
you'll
see
reflected
in
our
step.
Every
single
staff
member
within
the
department,
our
state
board
members
provided
clear
direction.
We
even
had
listening
tours
with
the
superintendents
before
the
goals
were
developed,
and
we
knew
that
as
we
were
moving
forward.
It
wasn't
just
about
writing
goals,
but
it
was
grounding
ourselves
in
values.
G
You
can
see
on
this
slide
our
definition
of
equity,
which
we
spent
a
lot
of
time
on,
and
the
stip
also
addresses
opportunity
gaps.
I
think
in
the
past
a
lot
of
people
would
stop
and
say
there
are
achievement
gaps,
achievement
gaps,
identify
gaps
in
a
child
and
and
in
our
learning
system.
What
we
know
is
that
we
need
to
meet
our
children
where
they're
at
at
a
specific
point
in
time
and
that
we,
as
adults,
are
the
ones
that
create
gaps
for
our
children.
G
Given
the
time
I
will
just
quickly
go
over
these
next
two
slides
before
passing
it
off.
What's
important,
to
note,
with
all
of
our
goals,
is
that
these
goals
prior,
we
had
12
objectives
in
our
previous
plans
and
each
kind
of
part
of
our
department
took
you
know,
teacher
and
leaders
took
the
teacher
and
leading
council
part.
G
Our
assessment
took
one
part
and
the
fact
of
the
matter
is:
we
all
need
to
work
together
to
move
our
state
forward,
and
so
all
of
these
goals
are
inclusive
of
every
single
staff
member
in
the
department
and
every
single
person
that
is
part
of
the
educational
system
in
nevada,
and
so
with
that,
I
am
pleased
to
turn
the
presentation
over
to
sarah
nick
who's,
who
has
led
a
lot
of
this
work
across
the
department.
She
in
turn
will
pass
it
over
to
jessica
todman,
who
is
our
chief
strategy
officer.
H
Thank
you,
superintendent.
Good
afternoon,
chair
dennis
vice
chair,
dondero
loop.
This
is
sarah
nick
for
the
record.
This
slide
shows
how
our
values
and
goals
come
together
to
drive
the
department's
work,
where
each
goal
intersects
with
the
value
there
is
a
strategy.
Like
the
example
you
see
on
this
slide,
we
also
developed
inputs,
outputs
and
outcomes
or
ios
that
represent
our
implementation
plan
for
the
stip.
H
In
the
spirit
of
transparency.
For
the
first
time
the
stip
publishes
what
nde
will
be
doing
alongside
our
stakeholders
to
accomplish
our
strategies
and
goals.
Now
that
we've
introduced
the
stipps
organizational
framework
will
tour
through
each
of
the
stip
goals
with
relevant
data,
as
required
by
the
annual
report.
H
Our
very
first
goal
relates
to
early
childhood
learning,
where
our
investment
has
the
highest
return.
Investing
in
early
care
and
education
is
important,
because
the
circumstances
of
the
first
1000
days
of
a
child's
life
can
change
the
course
of
their
future.
As
the
superintendent
noted
on
many
stops
of
the
listening
tour,
we
had
the
opportunity
to
observe
high
quality
early
education,
as
well
as
hear
directly
from
our
families
about
pre-k
access
as
a
game
changer.
H
In
their
communities,
initiatives,
including
full-day
kindergarten
read
by
grade
3
and
silver
state
star's,
quality
rating
and
improvement
system
or
qris
have
been
instrumental
to
improving
the
quality
of
early
education
in
nevada,
to
support
our
efforts
around
equity
and
accountability
and
in
accordance
with
the
federal
every
student
succeeds,
act,
nevada
reports,
student
data
disaggregated
by
race
and
ethnicity,
as
well
as
special
population
status,
which
includes
students
with
disabilities
or
differently
abled
students,
students
who
are
english
learners
and
students
eligible
for
free
or
reduced
price
lunch.
As
of
2018
and
19.
H
We
also
include
data
for
students
experiencing
homelessness,
foster
youth
and
military
connected
students
for
goal
number
two.
It
reflects
the
importance
of
all
students
having
access
to
effective
educators
which
informs
the
supply
pipeline.
We
need
to
create
with
educator
preparation
programs,
as
well
as
our
work
with
public
schools
and
districts
and
our
regional
professional
development
programs
to
design
resources
for
educators.
H
Student
enrollment
in
k-12
public
schools
has
grown
by
nearly
a
15
percent
increase
in
students
in
just
10
years.
Our
student
population
has
been
changing
rapidly
over
the
past
10
years
today,
over
40
percent
of
nevada
students
identify
as
hispanic
while
white
students
make
up
just
over
30
percent
of
the
student
population.
H
H
For
example,
while
only
20
percent
of
nevada
students
identify
as
white
81
percent
of
nevada's
teachers
identify
as
white.
This
problem
is
not
unique
to
the
silver
state,
while
approximately
50
percent
of
the
p12
students
in
the
us
are
young
people
of
color.
Approximately
80
percent
of
the
current
us
teacher
force
is
by
societal
definitions,
white
recruiting
and
retaining
a
diverse
group
of
highly
effective
educators
is
essential
to
our
efforts
to
ensure
that
all
students
experience
continued
academic
growth
and
graduate
globally
prepared
goal.
H
Statewide
students
in
all
grades
improved
in
mathematics
proficiency
during
the
2018-19
school
year
over
the
previous
year.
They
were
assessed
with
the
exception
of
third
grade
students,
raids,
4,
6
and
7
made
the
largest
percentage
point
gains
in
mathematics
proficiency
for
this
assessment
year
and
at
this
time,
I'll
turn
it
over
to
our
chief
strategy
officer,
jessica,
todman.
To
finish
the
tour
of
the
stipples.
B
Thank
you.
Sarah
good
afternoon,
chair
dennis
vice
chair,
dendera
loop
members
of
the
committee.
This
is
jessica
todman
for
the
record,
based
on
the
invaluable
feedback
gathered
during
our
listening
tour.
The
theme
of
the
2020
step
is
battle
born
globally
prepared
globally
prepared,
as
represented
in
goal,
4
encapsulates
what
our
students
need
to
be
future
ready,
whatever
the
next
few
decades
may
hold
the
strategies
in
goal.
4
seen
here
ensure
our
students
graduate
with
the
tools
they
need
to
build
a
home
life
and
a
future.
B
Of
course,
graduation
looked
and
felt
different
for
our
class
of
2020,
based
on
the
recommendations
of
a
work
group
of
stakeholders
we
convened
and
with
the
support
of
the
governor.
We
also
issued
a
waiver
of
the
civics
assessment
as
a
great
graduation
requirement.
We
work
to
ensure
that
no
student
face
an
undue
burden
in
receiving
the
diploma
that
they
had
earned.
B
The
next
slide
shows
the
top
level
highlights
of
the
class
of
2020
graduation
rates,
thanks
to
the
work
of
our
amazing
students,
educators
and
staff
nevada
had
a
graduation
rate
of
over
80
percent
for
the
fourth
year
in
a
row.
The
rate
fell
slightly
from
the
prior
years,
but
we
did
have
13
districts
with
rates
exceeding
the
state
average
and
five
districts
with
rates
over
90
percent.
B
The
strategies
that
support
goal
5
ensure
that
the
state's
investment
in
education
is
efficient
and
effective
and
supports
student
success.
These
strategies
focus
on
fully
expending
available
funding,
proactively
managing
funds
through
technical
assistance
and
monitoring
and
improving
customer
service.
B
As
you
know,
nevada's
public
schools
and
districts
are
currently
funded
by
the
nevada
plan,
which
does
not
adequately
account
for
the
demographic
and
socioeconomic
differences.
Among
our
increasingly
diverse
student
body
senate
bill,
543
laid
the
groundwork
for
the
development
of
the
people-centered
funding
plan
to
address
the
current
and
future
needs
of
our
children.
The
commission,
on
school
funding,
identified
four
concepts
that
are
the
basis
for
their
work,
which
closely
align
with
our
stip
values
and
lead
with
equity
slide.
B
27
summarizes
the
pupil
centered
funding
plan,
as
laid
out
in
sb
543
revenue
sources
that
previously
funded
over
80
programs
are
now
combined
into
the
state
education
fund
and
distributed
through
the
tiered
progression
on
the
right
side
of
the
slide.
This
approach
advances,
equity
and
transparency
and
supports
districts
and
schools
and
tailoring
supports
to
the
unique
needs
of
their
students.
B
The
next
slide
shows
the
shifts
in
the
pupil
centered
funding
plan
that
are
included
in
the
governor's
recommended
budget.
The
phased
implementation
will
ensure
the
equity
and
transparency
that
are
at
the
core
of
this
work,
while
allowing
flexibility.
Given
the
current
circumstances
caused
by
covid19,
we
will
implement
the
people-centered
funding
plan
during
the
2123
biennium
for
state
revenues
that
are
currently
distributed
through
the
department.
This
includes
base
funding,
as
well
as
categorical
grants.
The
second
phase
comes
in
2325
when
local
revenues
will
be
combined
with
state
revenues
as
part
of
full
implementation.
B
The
data
are
now
further
broken
down
by
personnel
expenditures
which
include
salary
and
benefits
and
non-personnel,
which
include
all
other
costs
related
to
providing
education
to
a
student
appendix
I
of
the
presentation,
provides
step-by-step
instructions
on
accessing
this
data
on
nevada
report
card
goal.
Six
focuses
on
providing
safe
learning
and
working
environments
where
identities
and
relationships
are
valued
and
celebrated.
B
In
2015,
the
office
for
a
safe
and
respectful
learning
environment
was
established
at
the
department.
The
safety
and
well-being
of
our
students
and
adults
in
our
schools
is
a
paramount
concern.
We
know,
students
don't
feel
safe,
they
will
struggle
to
grow
and
succeed.
Academically
and
promoting
safety
for
our
educators
mean
we're
more
likely
to
retain
them.
In
2018,
the
school
safety
task
force
was
convened
and
tasked
with
making
recommendations
that
were
captured
in
senate
bill
89,
and
one
of
those
recommendations
is
around
disaggregating
discipline
data.
B
The
results
here
represent
the
first
time
these
data
have
been
reported
by
student
groups
going
from
right
to
left.
The
green
columns
represent
the
percentage
of
total
enrollment
of
each
of
the
race
and
ethnicity
categories
of
students.
The
yellow
column
represents
the
percentage
of
suspensions
experienced
by
the
group,
and
the
blue
column
is
the
percentage
of
expulsions.
Each
experienced
the
rates
of
expulsion
and
suspension
are
not
proportional
to
enrollment
for
many
of
our
groups,
and
the
disproportionality
is
most
drastic
for
our
students
who
identify
as
black
this
slide
is.
B
The
next
slide
is
disagreed
by
special
populations.
Most
stark
in
this
group
is
the
dis
proportionality
for
students
who
receive
special
education
services.
The
passage
of
assembly
bill
490,
which
is
sponsored
by
this
committee
in
2019,
requires
regular
updates
on
this
disciplined
data.
It
also
requires
the
department
to
support
schools
through
training
and
professional
development
on
generating
and
interpreting
these
reports,
as
well
as
developing
response
plans
of
action
for
addressing
disproportionality
another
length
through
which
we
assess
learning
environments
as
the
school
climate
survey,
which
has
been
administered
since
2015.
B
We
work
closely
with
stakeholders
to
develop
resources
and
tools
to
make
them
available
and
useful.
You
can
see
here
the
links
to
a
peer
matching
tool
and
interactive
data
tool
that
allow
users
to
explore
and
compare
detailed
results,
because
the
state
school
climate
survey
includes
items
from
the
national
survey
we're
able
to
benchmark.
We
can
see
here.
B
The
different
results
have
improved
in
all
categories
over
the
past
five
years
and
it's
important
to
note
the
large
difference
between
students,
perception
of
emotional
safety
versus
their
perception
of
physical
safety,
which
indicates
and
highlights
the
need
to
continue
to
invest
in
mental
health
and
social
emotional
supports
and
quickly.
We
wanted
to
give
a
brief
overview
of
our
coven
19
response,
as
has
been
significantly
affecting
our
students,
schools
and
communities
for
the
past
11
months.
B
When
the
department
began
to
organize
in
response
to
the
public
health
crisis,
we
worked
with
our
state
board
to
identify
priorities
that
have
guided
all
of
our
work
with
equity
lead
among
them
the
governor's
responsiveness
during
the
uncertainty
allowed
the
department
and
schools
and
districts
to
provide
necessary
guidance
and
support
to
students,
staff
and
families.
The
six
emergency
directives
listed
here
addressed
the
phase
of
our
response,
beginning
with
school
building
closures
and
culminating
with
supports
and
guidance
for
reopening
this
fall.
B
We
are
committed
to
providing
guidance,
flexibility
and
resources
to
district
schools
and
families
to
navigate
this
challenging
time.
All
of
our
guidance
was
seen
through
the
lens
of
what
would
best
support
success
for
students
and
educators.
Our
path
forward
plan,
along
with
other
resources,
were
developed
with
considerable
feedback
from
community
partners
and
public
health
experts.
In
addition
to
accountability
and
distance
learning
guidance,
we
provided
supports
to
districts
and
schools
to
continue
to
serve
students
most
in
need
of
support,
including
those
who
are
differently
abled
and
students
who
are
english
learners.
B
A
Thank
you
very
much.
Let
me
see
committee
members
any
questions,
any
questions
that
can
be
answered
quickly,
dr
hardy.
C
Senator
thank
you,
mr
chair,
so
my
obvious
question
is:
it
looks
like
we're.
Not
we're
planning
on
opening
for
the
fall,
and
I
you
know
march
april
may
are
months
that
I
think
we
are
going
to
lose
significantly
and
then
through
the
summers
I
feel
very
badly.
When
I
look
at
plans
for
opening
for
the
fall
and
not
plans
for
opening
for
next
month.
C
C
G
Thank
you
senator
I.
I
will
tell
you
that
16
of
our
17
school
districts,
as
well
as
the
state
public
charter
school
authority,
have
children
in
a
face-to-face
environment.
The
clark
county
school
district
has
been
educating
children
at
a
distance
since
last
march.
They
have
plans
to
open
up
in
march
on
march,
first
for
their
pk
through
three.
G
G
G
Yesterday,
monday
and
the
approval
of
the
acceptance
of
the
federal
dollars,
477
million,
will
be
coming
in
for
k-12.
The
expectation
is
that
school
districts
will
use
that
money
for
extended
day
extended
year,
and
we
need
to
think
differently
about
this
year
and
this
time
in
supporting
our
children.
G
A
A
Time,
kids
will
be
in
front
of
teachers
instructors
less
under
than
under
many
of
the
hybrid.
C
Plans,
I've
seen
so
your
plans
in
the
fall.
G
Thank
you,
senator
superintendent
ebert
for
the
record
at
this
point
in
time.
My
understanding
is
that
all
school
districts
will
be
offering
a
face-to-face
instruction
based
on
you
know,
making
sure
that
the
health
and
safety
of
our
children
and
staff
is
there,
and
so
you
know,
I
will
tell
you
that
when
the
pandemic
started,
we
thought
that
in
september
of
2020
we
would
all
be
back
into
school
buildings,
and-
and
we
saw
what
transpired,
but
the
goal
again
is
to
have
children
have
the
opportunity
to
be
face
to
face,
especially
those
that
are
most
vulnerable.
A
A
G
Time,
thank
you,
superintendent,
ebert,
for
the
record.
Yes,
we
continue
to
work
with
the
superintendents
on
that.
I'm
not
sure
if
you've
had
the
superintendents
present
to
you,
but
I
know
that
our
rural
school
districts,
very
few
of
the
students
are
learning
at
a
distance
and
the
majority
of
them
are
learning
face-to-face
not
in
a
hybrid.
A
Environment.
Thank
you
other
questions.
A
Okay
and
there's
a
lot
of
information
here
we
have
the
also
on
nellis,
all
the
materials
that
are
available
and
the
superintendent
is
always
willing
to
answer
questions
and
her
staff
they're
great.
So
if
you
have
any
additional
questions,
you
can
always
ask
those.
A
G
Yes,
thank
you,
chair
dennis
also,
I
do
want
to
give
a
shout
out.
I
meant
to
we're
moving
fast,
but
chancellor
rose
has
been
amazing
to
work
with
the
teacher
pipeline
that
we
did
in
the
presentation.
G
She
is
very
open
to
ideas
and
pulling
all
of
the
presidents
together
to
meet
the
needs
of
the
state.
So
I
just
wanted
to
put
that
on
the
record
as
well
with
that.
I
am
very
excited
to
share
with
you
on
some
work
that
we
have
been
doing
since
last
may
and
it
has
been
led
by
deputy
gonzalez.
G
We
know
that
when
we
or
we've
heard
for
many
many
years
and
again
myself
as
part
of
the
educational
community
here
in
nevada,
these
different
pieces
of
our
educator
pipeline,
what
we're
seeing
and
we
stepped
back
and
said-
I
want
data
right,
it's
one
thing
to
say
things,
but
it's
another
thing
to
have
actual
data
of
the
workforce
that
we
have
and
the
class
sizes.
This
presentation
was
done
to
our
state
board
of
education
and
it
was
a
58-minute
presentation.
G
A
And
this
is
senator
dennis
just
for
our
for
my
folks.
I
know
they
have
a
lot.
I
think
there's
like
a
hundred
different
screens,
but
I
know
they're.
They
are
gonna
speed
it
up
so
that
we
get
through
so
that
we
can
get
on
to
the
other
things.
So
just
a
heads
up,
thank
you.
Go
ahead.
E
Thank
you,
chair,
dennis
vice
chair,
dondero
loop
committee
members.
For
the
record,
my
name
is
nathan
trenholm
with
data
insight
partners.
I'm
very
grateful
for
the
opportunity
to
share
with
you
today
our
analysis
on
nevada
class
sizes
and
the
teacher
workforce,
and
before
I
get
started,
I
want
to
say
a
big
thank
you
to
state
superintendent,
joan
ebert
and
the
nevada
department
of
education,
especially
deputy
superintendent,
felicia
gonzalez
and
her
team
who've
been
a
tremendous
support
in
this
work.
E
E
So
before
we
get
started
with
nevada
class
sizes,
there
is
a
critical
question
we
need
to
answer,
which
is
what
happens
when
nevada
makes
strategic
investments
in
education,
so
the
lars
the
last
major
strategic
investment
in
education
was
towards
early
literacy.
E
This
is
in
the
national
assessment
of
educational
progress.
This
is
the
biggest
assessment
in
the
country.
It
is
the
gold
standard
of
assessments
whenever
you
see
national
education
rankings.
This
is
the
assessment
at
the
heart
of
those
rankings
to
show
you
what
fourth
grade
literacy
scores
have
looked
like.
This
is
the
scores
in
the
country
for
2003
through
2009.
E
So
over
this
time,
prior
to
this
major
investment
in
early
literacy,
nevada,
4th
graders
were
consistently
performing
about
a
year
behind
their
national
peers
in
2019,
our
fourth
graders,
who
went
through
kindergarten
through
fourth
grade
with
exposure
to
this
massive
investment
in
early
literacy.
This
was
the
first
time
a
cohort
who
had
exposure
to
that
money
was
tested
by
the
us
department
of
education
in
reading.
E
So
what
happened
for
the
first
time
ever,
our
fourth
graders
in
nevada,
performed
in
line
with
their
national
peers
that
had
never
happened
before
prior
to
this
investment.
Our
fourth
graders
were
a
year
behind
their
national
peers.
After
this
investment
they
were
performing
in
line,
but
you
don't
have
to
take
my
analysis
for
it.
We
can
look
at
a
screenshot
here
from
the
us
department
of
education's
website.
This
is
from
the
nape
and
it
says
2019
average
scale
score
for
nevada
is
not
significantly
different
from
the
national
public.
E
Here
is
another
screenshot
from
their
website,
which
shows
the
ranking
of
improvement
in
fourth
grade
reading
for
every
state
in
the
country,
from
2009
to
2019,
only
three
states
in
the
entire
country
made
more
progress
than
nevada,
in
other
words,
nevada's.
Fourth
graders
were
improving
significantly
faster
than
the
national
public.
E
E
E
E
Just
this
last
november,
there
was
an
emergency
to
allow
substitutes,
with
only
a
high
school
diploma,
to
become
substitute
teachers
right.
So
this
is
a
major
massive
issue
for
nevada,
and
the
point
of
this
analysis
is
to
get
into
the
details
and
say
specifically:
how
big
is
this
problem
and
what
are
the
obstacles
that
we're
facing?
E
E
E
What
you'll
see
in
this
chart
here
is
the
average
class
size
experience
for
students
in
first
through
fifth
grade
in
their
core
class
and
then
the
course
subjects
for
secondary
of
english,
math
science
and
history.
So
the
way
you
would
read
this
is
the
average
second
grader
in
nevada.
Had
a
class
size
of
20.,
similarly,
the
average
secondary
student
in
history
had
a
class
size
of
30..
E
E
What
we
see
now
is
that
same
chart
with
those
recommended
sizes
imposed
over
the
bars
and
you'll
see
every
cl
every
size
is
a
beyond
the
recommended
class
size.
So
the
million
dollar
question
these
are
averages.
What
we
really
want
to
know
is
how
many
students
are
impacted
by
this,
how
many
students
were
in
a
class
size
larger
than
the
recommended
class
size?
E
E
So
how
many
teachers
do
we
need
when
we
look
at
just
those
core
classes
for
grades,
one
through
five
and
the
core
subjects
subjects
in
secondary?
We
need
over
two
thousand
more
teachers,
just
in
grades,
one
through
five
and
almost
another
thousand
just
for
the
core
subjects
in
secondary
school
right.
So
we
need
over
three
thousand
more
teachers
today
right
now
right-
and
that
sounds
like
a
really
big
number,
because
frequently
you
hear
about
this
as
how
many
teacher
vacancies
are
there
right
like
clark,
county
has
200
teacher
vacancies.
So
how
could
it
be
possible?
E
We
need
3,
000
teachers.
Well,
teacher
vacancies
is
just
a
function
of
how
many
positions
you
have
funded
that
are
open.
The
question
is:
how
many
do
we
want
and
need,
and
so
we
need
over
3
000
teachers,
and
that
is
a
conservative
estimate
and
to
investigate
that.
This
truly
is
a
conservative
estimate.
What
we
can
do
is
look
at
the
national
student-teacher
ratios.
E
So
in
the
country
there
is,
on
average,
a
teacher
for
every
students,
so
about
a
teacher
for
every
15
students.
The
best
ratio
in
the
country
is
in
vermont
where
they
have
a
teacher
for
every
10
and
a
half
students.
So
the
question
is
how
many
teachers
do
we
need
in
nevada
to
meet
these
national
student-teacher
ratios.
E
E
In
summary,
if
we
want
to
improve
our
core
classes
to
the
recommended
class
sizes,
we
need
over
3000
more
teachers
right
now.
If
we
wanted
to
meet
the
national
average
for
the
entire
system,
we
need
almost
10
000,
more
teachers,
and
if
we
want
to
lead
the
nation
in
teacher
staffing,
we
need
over
23
000,
more
teachers.
E
So
the
next
question,
then,
is:
is
this
disparity?
Is
it
equitable
across
students?
Do
all
students
have
equitable
access
to
teachers
to
investigate
this
question?
What
we're
going
to
look
at
is
the
classroom
experience
for
students
by
ethnicity
and
what
we're
going
to
plot
here
is,
as
the
dots
move
along
the
x-axis
that
is
left
to
right
farther
to
the
left
is
smaller
class
sizes
farther
to
the
right
is
larger
class
sizes
and
then
along
the
y-axis
is
the
access
to
experienced
teachers
so
the
higher
your
dot,
the
more
access
you
have
to
experience
teachers.
E
E
The
next
question
is:
does
the
same
pattern
exist
for
secondary
students?
The
answer?
Yes,
it
does
again
black
and
hispanic
students
get
slightly
smaller
class
sizes.
However,
they
have
significantly
less
access
to
experienced
teachers.
Now
you
may
notice,
at
the
secondary
level,
teachers
are
less
likely
to
switch
subjects
or
move
around,
so
everyone
across
the
bar
has
more
access
to
experienced
teachers,
but
the
pattern
of
disparity
still
continues
to
exist.
E
So
that's
just
the
access
now
the
question
is:
does
access
to
experienced
teachers
is
that
associated
with
disparate
student
outcomes,
we're
going
to
look
at
the
same
type
of
chart,
but
instead
of
looking
at
student
ethnicity,
now
we're
going
to
look
at
school
outcomes
by
school,
star
rating?
That
is
how
schools
were
rated
by
the
nevada
school
performance
framework
which
uses
student
outcomes.
E
E
E
So,
let's
see,
if
that
same
experience
or
pattern
exists
at
the
elementary
level
and
it
does
again
if
you're
in
a
five-star
school
you
more
than
likely
have
an
experienced
teacher
if
you're
in
a
one
star
school,
you
only
have
a
one
in
three
chance
that
you
have
an
experienced
teacher
and
the
trade-off
is
your
class
sizes.
Are
a
little
bit
smaller,
which
leads
us
to
the
next
question?
Should
it
be
surprising
that
these
one
and
two
star
schools
have
smaller
class
sizes,
but
they
don't
have
higher
results?
E
This
is
a
summary
of
class
size
research
by
the
brown
center
on
education
policy
at
brookings,
and
this
first
here
is
a
summary
of
a
student
class
size
study
that
was
done
in
tennessee
in
the
80s.
This
is
the
most
famous
class
size
study
that
was
ever
done.
It
was
a
massive
randomized
control
study
throughout
the
state
and
it's
always
alluded
to
and
in
this
study
the
regular
large
classes
had
22
students
and
they
reduced
class
sizes
by
32
percent
down
to
15,
and
they
found
that
doing
that
did
increase
student
achievement.
E
E
Additionally,
the
difference
in
class
sizes
between
the
one
and
two
star
schools
and
the
four
and
five
star
schools
is
half
of
the
magnitude
that
the
research
says
is
necessary.
Our
class
size
difference
is
two
to
four
students
per
class.
The
research
says
you
need
difference
of
seven
to
ten
students
per
class
and
finally,
not
only
is
the
class
size
not
of
a
large
enough
magnitude.
E
E
So
what
are
the
obstacles
we
face
to
improve
this
situation?
The
first
is
the
educator
pipeline
when
I
say
the
educator
pipeline,
I'm
talking
about
the
programs
that
people
complete
so
that
they're
eligible
to
get
a
teaching
license.
This
could
be
an
education
program
at
a
university
or
an
alternative
route
to
licensure
we're
going
to
show
you
the
ranking
of
the
preparation
programs,
their
pipeline,
how
many
completers
they
put
out
as
a
ratio
to
the
students
they
serve
so
that
we
can
have
an
apples
to
apples
comparison
across
states.
E
E
They
put
out
almost
six
completers
for
every
student
they
serve
and
if
you're
and
they're
the
ones
who
have
the
lowest
student
teacher
ratio,
so
where's
nevada
we're
down
at
the
bottom
about
1.6
completers
for
every
thousand
students
we
serve.
So
our
pipeline
is
about
half
of
what
the
national
average
is
and
about
a
third
of
what
it
is
in
vermont.
E
E
This
is
the
national
pipeline
of
program
completers.
We
can
see
that
it
has
been
consistently
and
significantly
declining
u.s
teacher
preparation
program
graduates
have
dropped
by
over
30
percent
over
the
last
decade,
and
this
is
the
pipeline.
We
rely
on
for
most
of
our
teachers,
so
nevada's
teacher
pipeline
significantly
lags
the
national
averages.
E
E
The
next
thing
I
want
to
talk
about
is
teacher
retention
and
attrition
very
quickly,
so
for
classroom
teachers
we're
going
to
categorize
people
into
one
of
three
categories:
you're,
either
a
stayer,
a
mover
or
a
leaver.
A
stayer
is
someone
who
stays
at
the
same
school
and
stays
in
the
classroom
year
over
year.
A
mover
is
someone
who
continues
to
be
a
classroom
teacher,
but
they
move
schools
year
over
year
and
a
lever
is
someone
who
leaves
the
classroom
all
together
for
any
reason
whatsoever.
E
This
is
a
methodology,
that's
used
by
the
us
department
of
education,
and
this
is
the
most
recent
information
that
we
can
get
that's
publicly
available.
That
shows
the
lever
rates,
the
percent
of
teachers,
classroom
teachers
who
leave
the
classroom
every
year.
This
is
from
1989
through
2013.,
so
the
range
of
leader
lever
rates
goes
from
5.1
percent
to
8.4
percent,
which
is
the
yellow
band
in
this
chart.
E
So
here
is
nevada's
lever
rate
over
time.
We
are
consistently
worse
than
the
national
average.
The
only
time
we've
come
close
to
the
national
average
was
during
the
great
recession
when
there
was
nowhere
else
to
go
now.
You'll
look
and
see
our
lever
rate
bounces
around
between
10
and
12
percent,
and
it
may
seem
minor
to
move
from
12
down
to
7,
but
in
order
to
achieve
that,
we
need
a
42
reduction
in
the
number
of
teachers
leaving
the
classroom
every
year.
So
this
is
a
massive
problem
right
here.
E
So
the
next
question
is
there
anything
to
help
predict
this.
What
we
have
here
is
plotted
the
lever
rate
by
teacher
age,
so
this
is
the
lever
rate
for
teachers
under
age
25
for
age,
25
to
29,
30
to
34
and
you'll,
see
lever
rates
decrease
as
teachers
make
it
towards
their
middle
career
at
age
50.
It
starts
to
creep
back
up
by
age
55.
It's
exceeding
the
state
average.
So
what's
important
here
is
realizing
once
teachers
get
to
age,
50
lever
rates
increase.
E
So
we
need
to
know
what
percent
of
our
teachers
are
over
50
years
old,
it's
the
highest
rate.
It's
ever
been
one
in
three
teachers
is
now
50
years
or
older.
Back
in
1998.
They
only
made
up
one
in
four
teachers:
here's
the
percent
of
teachers
who
are
under
30
years
old.
It
went
from
22
percent
in
1998
now
down
to
14
percent.
What
you
should
notice
and
take
away
here
is
every
time
there's
a
recession.
This
drops
significantly.
E
E
So
what
do
we
know
about
this
age?
50
lever
rates
start
to
increase
age
55
they
exceed
the
state
average
age.
50
is
currently
our
most
popular
classroom.
Teacher
age
right
now
hiring
young
teachers
contracts
during
recessions.
So
why
is
that
alarming
again,
the
pipeline
for
new
teachers
is
consistently
and
significantly
shrieking.
E
E
We
also
saw
not
in
this
presentation,
but
if
you
get
a
chance
to
look
at
the
fuller
one
is
that
our
licensed
staff
that
are
outside
the
classroom?
These
are
not
inflated.
You'll
hear
a
lot
of
times.
We
have
too
many
administrators
or
we
have
too
many
teachers
out
of
the
classroom.
The
reality
is
our
staffing
in
all
of
those
positions
across
the
board
are
well
below
national
staffing
averages.
E
This
is
happening
at
the
same
time,
our
teacher
population
is
older
than
it
has
ever
been
and
another
part
of
the
presentation
we
had
to
kind
of
skip
over
is
around
teacher
morale,
which
is
the
teacher
morale
for
teachers
in
nevada
is
alarmingly
low.
E
So
again,
to
reiterate:
does
nevada
have
an
education
system
worth
investing
in
when
we
made
the
last
massive
investment
in
early
education?
We
saw
that
the
cohort
who
got
exposure
to
that
money
performed
in
line
with
their
national
peers
for
the
first
time
ever
so,
yes,
nevada
does
have
an
educational
system
worth
investing
in.
So
I
leave
you
with
this
quote
from
saint
augustine,
who
said
hope
has
two
beautiful
daughters.
Their
names
are
anger
and
courage,
anger
at
the
way
things
are
encouraged
to
see
that
they
do
not
remain
as
they
are.
A
Thank
you
very
much.
Yeah
questions
senator
buck.
C
C
D
Pre
pandemic,
when
you're
talking
about
class
sizes,
it's
I
saw
on
the
nape
where
we
finally
achieved
2019.
We
achieved
the
same
as
the
national
average,
with
the
highest
class
sizes
in
the
nation.
So
I
mean
to
me:
there
were
other
things
at
clay
that
really
helped
our
in
our
early
literacy
rates
or
making.
D
So
I
I
mean
just
to
put
this
on
record.
I
know
that
read
by
three
was
vital
because
it
forced
every
single
school
and
school
principal
and
the
teachers
to
really
focus
on
those
students
that
weren't
achieving,
and
that
was
across
all
demographics.
D
And
so
I
was
sad
to
see
that
go
away
in
special
session,
and
so
anyway,.
D
That
are
achieving.
I
think
your
answer
may
be
to
be
incentivizing
more
of
the
title
ones,
school
staff,
so
that
we.
C
D
D
C
The
k-5
space
that
class
sizes
matter
because
a
good
teacher
can
teach
you
know
within
limits-
that's
not
going
to
matter
as
much,
but
it's
more
of
the
instructional
time.
So
have
you
looked
into
that.
E
A
All
right,
senator
lane.
C
Sorry
I
thank
you
chair
dennis
sorry,
I
don't
have
a
raise
your
hand
button
on
my
zoom,
so
my
question
asked
you
at
the
class
size.
I
know
you
were
able
to
give
us
a
statewide
average
on
class
size.
I
would
be
really
interested
at
if
you
had
that
district
by
district
and
if
there
are
some-
and
I
guess
my
question
is:
are
there
some
districts
where
their
class
size
is
in
line
and
then
are
their
results.
E
So
senator
lang
for
this
analysis,
we
kept
the
level
of
analysis
at
the
state,
so
we
have
not
looked
into
looking
at
results
with
class
sizes
at
the
district
level,
disparate
outcomes
across
districts.
So
this
is,
I
hope,
kind
of
the
first
step
of
this
work
to
kind
of
the
illinois
state
board
of
education.
Maybe
a
few
weeks
ago,
maybe
a
month
ago,
just
launched
a
whole
set
of
dashboards
around
their
teacher
preparation
pipeline,
and
that
was
the
culmination
of
four
years
of
work.
E
C
Thank
you
and
also
one
more
question
chair
dennis
it
has
to
do
with
the
I
know
you
talked
about
the
instructional
time.
Kids
have
I
really,
as
as
I've
been
learning
more
and
more,
and
I've
been
out
of,
I
used
to
teach
school,
but
I've
been
out
for
a
while.
It
just
seems
to
me
that
our
kids
are
having
less
and
less
instructional
time
more
and
more
test
time.
So
I'm
wondering
if
you
might
address
that.
G
This
is
superintendent
ebert
for
the
record
I'll.
Let
you
hop
off
the
hook
nathan.
Thank
you,
senator
lang
for
the
question
we
actually
are
in
the
process
of
of
putting
out
a
member
memo.
G
All
other
assessments
are
at
the
district
level
or
at
the
principal
building
level,
but
at
the
state
level.
That
is
the
program
that
is
required
federally
and
then
also
two.
We
have
the
early
learning
literacy
component
with
read
by
grade
three.
A
Thank
you,
and
I
know,
we've
had
a
lot
of
we've
had
bills
that
that
have
talked
about
those
assessments
and
how
do
we
reduce
those
and
we've?
I
think
we've
we've
made
some
movement
on
that,
but
we've
got
to
keep
going
okay.
Well,
I
we're
going
to
move
on
because
we've
got
a
bill.
We
got
to
hear
if
you
have
other
questions,
make
sure
to
follow
up.
You
can
follow
up
with
the
superintendent
and
the
materials
that
they
gave
us
the
full
presentation,
the
400.
A
Slides
are
out
there,
so
if
you
want
to
take
a
look
at
those
and
see
the
full
research
that
they
did,
it's
always
great
to
hear
that
when
we
invest
in
our
kids
that
we
can
actually
get
results
and
something
that
for
a
long
time
we
couldn't,
we
would
say
it,
but
nobody
would
believe
us,
and
now
we
have
the
data
that
shows
that
if
we
invest
in
our
kids,
it
really
does
make
a
difference
and
we've
been
showing
that
over
the
last
few
years,
so
all
right,
we
are
going
to
move
now
to
senate
bill
number
two
which
revises
for
business
relating
to
education.
A
I
want
to
make
sure
that
we
can
get
to
everybody.
I
know
we
have
folks
that
want
to
talk,
and
I
will
give
a
precursor
to
this.
I
know
that
this
will
be
presented
by
the
clark
county
school
district.
A
And
I
know
that
they're
going
to
start
off
with
some,
because
I
know
we've
gotten
a
lot
of
emails
and
things
on
the
bill
itself,
and
I
know
that
there's
been
a
lot
of
movement
on
that
and
so
there's
gonna
be
some
changes.
So
he'll
speak
to
those
up
front
so
that
we
all
know
where
we're
at
so
with
that.
I
believe
mr
brad
keating
from
clark
county
school
district
will
present
the
bill.
F
Thank
you
again
good
afternoon,
chair
dennis
vice
chair,
dondera
luke
members
of
the
committee.
For
the
record.
My
name
is
brad
keating,
proud,
director
of
government
relations
for
the
clark
county
school
district
with
me
today
I
have
leonardo
benavidez
benavidez
from
our
team.
I
also
have
jason
gowdy
the
district's
chief
financial
officer
available
as
well
for
any
questions
in
relation
to
the
budget
timeline
throughout
this
presentation.
F
We're
glad
to
be
in
front
of
this
committee
today
with
senate
bill
2,
which
focuses
on
efficiencies
and
education.
With
this
bill,
we
tried
to
focus
on
processes
that
could
be
eliminated
or
adjusted
to
reduce
the
load
our
educators
face.
We
are
looking
at
removing
unfunded
bills,
redundant
reports
and
other
tasks
that
take
away
from
classroom
time.
I
do
want
to
note,
as
chair
dennis
stated,
that
on
nellis
there
are
a
couple
of
friendly
amendments
as
well
from
the
nevada
department
of
education
and
the
southern
nevada
health
district.
F
That
will
slightly
change
what
is
presented
here,
but
we
will
make
sure
to
point
that
out
in
those
sections
throughout
this
powerpoint
presentation,
nde
and
the
southern
nevada.
Health
district
also
have
someone
on
standby.
To
discuss
their
work
in
this
collaborative
process,
both
of
those
friendly
amendments
relate
directly
to
the
brigance
exam,
a
kindergarten
readiness
screener
with
the
department
of
education
and
the
body
mass
index
testing
from
southern
nevada
health
district.
F
As
chair
dennis
noted,
and
I
have
seen
a
number
of
emails
come
in,
I
appreciate
the
members
of
this
committee
sharing
some
of
the
emails
with
me
about
the
civics
exam.
I
do
want
to
point
it
out
and
we
will
discuss
it
further.
As
we
present
there
will
be
no
changes
to
the
civics
exam.
We
believe
that's
an
important
test
for
our
students
to
take
and
we
will
continue
moving
forward
with
that.
So
there
will
be
no
changes
to
the
civics
examination.
F
As
mentioned
this
bill
seeks
to
remove
unfunded
mandates,
duplicative
reports
and
other
requirements
to
take
away
from
the
classroom.
Sb2
also
adjusts
the
timing
for
tentative
budget
and
moves
it
into
the
current
final
budget
timeline.
These
changes
promote
efficiency
and
reduce
redundancy
in
school
district
reporting.
F
F
We
wanted
to
make
sure
that
this
report
does
not
affect
any
of
our
special
education
community
and
the
report
is
identical
and
the
two
reports
are
identical
and
we
will
just
include
it
moving
forward
in
the
state
validation
report,
as
opposed
to
doing
it
twice
as
it
relates
to
the
body
mass
index,
testing
and
brigance
a
kindergarten
assessment.
Two
friendly
amendments
will
be
provided
by
the
health,
district
and
nevada
department
of
education,
and
then
sp2
also
removes
the
requirement
to
create
an
amended
final
budget.
F
As
with
the
shifting
timeline,
this
process
is
now
incorporated
in
into
the
final
budget
itself,
which
will
be
due
at
the
end
of
the
calendar
year.
F
F
We
will
allow
teachers
to
have
an
additional
15
day
period
to
assess
students,
kindergarten
readiness
and
work
with
the
state
board
of
education
to
determine
the
most
appropriate
screener
to
be
used
in
the
future.
In
addition,
students
who
enter
kindergarten
classrooms
after
45
days
will
not
have
to
complete
the
script.
This
screener,
as
the
map
test,
is
already
given
statewide
in
the
winter
and
spring
throughout
the
state
section
two
removes
reporting
requirements
regarding
certain
information
concerning
pupils
with
disabilities.
F
F
Section
3
removes
a
directive
for
employees
to
measure
the
height
and
weight
bmi
of
a
sample
of
students
in
certain
grades.
Instead,
through
a
friendly
amendment
with
the
health
department,
we
will.
We
will
only
do
these
bmi
screens
every
other
year
for
grades
four
and
seven
remove
tenth
grade,
and
now
this
will
be
done
in
conjunction
with
the
already
scheduled
scoliosis
screening,
so
that
we
are
not
pulling
additional
students
out
of
the
classroom.
The
health
departments
will
be
testifying
in
support
and
speak
further
to
this
conceptual
amendment.
F
Section
4
requires
a
school
district
to
submit
a
tentative
budget
to
the
departments
of
taxation
and
education
on
or
before
june
8th
of
each
year
next
slide.
Please
section.
4
also
requires
the
board
of
trustees
to
hold
a
public
hearing
on
the
tentative
budget
after
the
third
monday
in
july
and
before
the
end
of
july,
section
5,
also
in
relation
to
that,
requires
the
board
to
adopt
the
final
budget
by
december
31st
of
each
year.
F
F
This
will
keep
the
civics
examination
requirement
for
high
school
students
and
retain
ab316
from
2011
with
a
report
for
students
with
autism
spectrum
disorders
and
nrs
after
discussions
with
multiple
stakeholders,
we
now
feel
that,
with
the
current
climate
nationally,
it
is
as
important
as
ever
to
ensure
that
students
continue
to
get
instruction
in
civics
in
preparation
for
this
exam
suppose.
So
the
proposed
amendment
will
remove
the
repeal
of
this
nr
statute
from
our
bill
and
keep
this
important
exam
going
forward.
F
A
Thank
you
very
much.
I
just
had
a
quick
question,
so
the
amendments
that
were
mentioned
do
do.
We
have
the
ability
to
hear
from
them.
I
I
wanted
to
hear
from
them.
If,
if
they're
on
the
video
I
wanted
to
have
them
come
forward,
otherwise
they
could
do
it
during
the
the
testimony.
F
A
So
those
are
all
the
the
amendments
that
you've
heard
of
those
are
all
the
ones
that
I've
heard
of
that
and
those
are
all
the
ones
that
you've
heard
of
that
you've
mentioned
already
in
your
presentation.
Correct,
yes,
great!
Thank
you!
So
since
we
have
the
department
of
ed
on,
can
we
just
have
somebody
come
on
real,
quick.
H
Good
afternoon,
chair
dennis
and
vice
chair,
dondero
loop,
this
is
sarah
nick
for
the
nevada
department
of
education
here
to
present
the
friendly
amendment
per
dr
keating's
announcement
earlier
we
collaborate.
This
is
again
on
behalf
of
the
department
of
education.
We
collaborated
with
the
clark
county
school
district
as
well
as
the
washoe
county
school
district.
H
The
intent
of
this
friendly
amendment
is
to
ensure
that
nevada's
kindergartners
participate
in
a
screener
to
identify
developmental
delays,
determine
appropriate
intervention
strategies
and
monitor
progress
over
time,
and
the
proposed
language
to
be
added
to
section
one
is
as
follows:
the
department
shall
prescribe
by
regulation
procedures
for
screening
a
pupil's
development
across
early
learning
domains
within
the
first
45
instructional
days
of
the
start
of
the
kindergarten
school
year.
That
is
the
end
of
the
proposed
language.
Again.
H
A
Thank
you
very
much,
okay,
since
the
other
ones
are
probably
going
to
be
on
the
other
on
the
call
in
line
before
I
go
to
that,
I
want
to
give
an
opportunity
for
members:
ask
any
questions
of
the
district
or
the
department
on
their
their
amendment.
I
see
senator
buck
go
ahead.
H
H
The
amendment
prescribes
by
it
allows
the
department
to
prescribe
by
regulation
a
screener
that
is
reflective
of
early
learning
domains,
so
this
may
be
the
brigance,
but
with
collaboration
with
the
school
district
such
as
washoe
and
with
clark
it's,
I
want
to
note
that
it
doesn't
guarantee
that
it
would
be
brigands,
but
it
must
be
a
unified
screener
that
would
be
across
the
state,
because
that
maintains
our
longitudinal
data
set
and
the
amendment
that
we're
proposing
means
that
it
needs
to
include
early
learning
domains.
H
So,
for
example,
should
the
map
be
reflective
of
early
learning
domains?
That
would
be
something
that
the
department,
through
the
regulatory
process,
collaborating
with
others.
That
could
be
a
possibility,
but
again
the
amendment
requires
that
it's
put
forward
in
regulation.
H
A
H
Thank
you,
chair
dennis
again,
sarah
nick
for
the
record
on
behalf
of
the
department
of
education.
Yes,
we
collaborated
with
both
school
districts.
The
window
would
be
45
days.
This
is
important
to
note
because
it
offers
teachers
flexibility
with
that
45
day
window
and
again,
for
the
record
should
a
student
enroll
after
the
45
days
they
would
not
participate
in
the
screener,
so
the
screener
window
is
for
the
first
40
45
days
of
instruction,
and
that
is
also
noted
in
the
amendment.
A
Thank
you
and
I
think,
that's
important
because
that
it
disrupts
tends
to
disrupt
when
you
have
to
keep
doing
it
all
the
time.
So,
okay,
any
other
questions
from
members
senator
dunder
loop.
C
Thank
you
very
much
and
I'm
not
sure
who
mr
keating
or
who
would
like
to
answer
this.
But
would
you
just
quickly
list
all.
D
C
F
Thank
you.
Vice
chair
dondera,
loop,
brad
keating
for
the
record
representing
the
clark
county
school
district.
So
yes,
so
the
first
one
deals
with
the
civics
examination
that
is
being
taken
out
and
there's
a
friendly
amendment
on
there
on
that
bill.
F
The
next
one
would
have
to
do
with
the
brigance
exam
that's
been
discussed.
Ms
nick
did
a
great
job
in
explaining
that
looking
at
the
screeners
and
seeing
what
we
could
do
so
those
are
the
two
of
them.
Then
the
third
one
deals
with
civics,
as
well
as
the
report
on
disabilities
making
sure
so.
Excuse
me.
It
removes
sections
seven
and
eight
from
the
original
bill
which
you're
looking
at
today,
which
removes
the
the
abolishment
of
the
civics
exam.
F
So
we
continue
the
civics
exam
and
then
we
had
looked
to
remove
a
report
on
autism,
but
we
are
keeping
that
intact
in
the
bill,
because
in
working
with
the
department
of
education
we
realize
that
there,
the
secondary
eligibility
of
students
with
autism
were
not
being
identified,
and
we
want
to
make
sure
that
those
are
identified.
C
D
Under
your
purview,
but
it
sort
of
is
because
of
the
bmi
exam.
F
F
A
C
Thank
you,
mr
chair,
on
the
record
that
I
appreciate
you
know
mr
keating
meeting
with
me
and
talking
about
this
and
going
through
it.
C
I
like
it,
and
I
would
like
it
even
better
if
we
started
school
this
year
for
everybody
and
every
teacher,
and
but
thank
you
much
for
bringing
all
of
those
amendments
all
together.
Thank
you,
mr
chair.
A
Thank
you
senator
hardy.
Okay,
any
other
questions.
A
A
I
know
that
our
focus
our
staff
will
help
get
that
get
that
set
up
and
those
that
those
that
are
offering
the
the
amendments.
If
you're
on
that
call,
we
might
have
a
question
or
two,
maybe
as
we
go
through
for
that,
so
we'll
take
those
so
we're
now
in
in
testimony
and
support.
C
A
D
C
Like
I
really
would
like
to
comment
on
the
bmi,
but
I
think
you
said
that's
coming
by
the
health
department
in
the
future,
so
should
I
wait
till
after
or
should
I
now.
A
C
D
C
Please
slowly
state
and
spell
your
name
for
the
record.
You
have
two
minutes
and
may
begin
paul.
Moraskin
m-o-r-a-d-k-h-a-n
with
the
vegas
chamber
good
afternoon,
chairman
dennis
the
chamber,
is
in
support
of
the
bill,
specifically
regarding
sections
four
and
five
as
they
pertain
to
budgeting.
We
do
believe
this
will
allow
for
better
budgeting
numbers
and
projections
from
the
clark
county,
school
district.
A
D
C
C
I
know
I
was
lucky
enough
to
serve
on
the
ccsd
budget
advisory
committee,
along
with
you
and
several
other
legislators,
mr
chairman,
and
one
of
the
suggestions
from
that
committee
was
to
move
the
fiscal
year
for
the
school
district
from
july
1
to
beginning
october
1..
I
do
serve
on
several
of
the
school
organizational
teams
in
the
clark
county
school
district
and
it
is
very
frustrating
sometimes
to
be
creating
our
budget,
especially
with
information
that
we
don't
necessarily
have,
because
the
legislature
hasn't
been
able
to
complete
its
work.
A
C
C
I
am
carrie
cox,
I
am
a
kindergarten
teacher
for
pinecrest
clone
canyon.
Good
afternoon,
chairman
dennis,
I
wanted
to
say
that
I
am
in
support
of
this
bill
of
sb2
with
brigance.
What
is
interesting
about
that
is.
It
is
becoming
somewhat
outdated
in
a
lot
of
teachers.
Opinions
because
of
it
does
not
go
far
enough.
C
That
is
a
very
intimate
screening.
It's
your
one-on-one
you're
right
there
with
the
students
and
with
esgi.
It
helped
us
be
able
to
do
that
over
the
zoom
platform
and
as
teachers
we
really
loved
that
particular
screening
program.
So
again,
I'm
just
in
support
of
sb2,
and
thank
you
for
your
time
today.
C
C
C
Begin
good
afternoon,
chair
dennis
and
vice
chair
of
don
darrell
loop
for
the
record,
my
name
is
mary
perzinski
m-a-r-y,
p-I-e-r-c-z-y-n
s-k-I,
representing
the
nevada
association
of
school
superintendents.
We
want
to
thank
the
clark
county
school
district
for
their
work
on
this
bill.
We're
in
support
of
the
bill,
especially
our
finance
officers,
think
that
the
sections
on
the
budget
sections
four
and
five,
although
may
not
be
perfect,
they're
an
improvement
to
what
we're
doing
now.
So,
thank
you.
Thank
you
for
your
time.
C
C
According
to
the
most
recent
behavioral
risk
factor,
survey
system
and
youth
risk
behavioral
survey
system,
data,
58
of
adults
in
clark,
county
are
overweight
or
obese,
and
29
percent
of
high
school
students
in
clark
county
are
overweight
or
obese.
We
do
support
this
bill
with
f
run.
This
is
the
friendly
amendment
that
was
referenced
earlier,
that
we'll
be
proposing
based
on
discussions
with
our
partners
at
the
respective
school
district
at
the
school
district.
C
This
amendment
will
really
just
propose
adding
language
requiring
that
height
and
weight
data
be
collected
in
clark
and
washoe
counties
every
other
year
from
students
who
are
screened
for
hearing
vision,
scoliosis,
which
we
understand
is
currently
happening
in
fourth
and
seventh
grades
in
clark
county
specifically,
this
data
is
only
major
is,
is
the
only
major
data
source
for
bmi
available
for
children
in
elementary
middle
schools
in
nevada?
C
It
is
important
from
a
public
health
standpoint
to
collect
this
data,
so
we
can
increase
our
ability
to
identify
trends
and
disparities
and
secure
and
direct
resources
to
where
they
are
most
needed.
The
importance
of
this
data
is
particularly
relevant.
Considering
the
coca-19
pandemic,
we
anticipate
the
pandemic
to
have
a
negative
impact
on
childhood
obesity
due
in
part
to
increased
food
insecurity,
increased
sedentary
time
and
fewer
opportunities
for
physical
activity
and
organized
sports.
C
The
health
district
has
used
the
bmi
data
collected
in
the
past
to
support
applications
for
federal
funding
and
has
worked
closely
with
the
clark
county
school
district
to
support
the
collection
of
height
and
weight
data
in
the
past
between
2010
and
2012.
Over
250
000,
in
federal
funding
received
by
the
health
district
was
allocated
specifically
to
develop
bmi
data
collection
protocols,
trained
staff
responsible
for
collecting
height
and
weight
data
and
purchase
standardized
equipment
necessary
to
collect
height
and
weight
data
in
clark
county.
C
We
understand
how
much
of
this
equipment,
training
and
supply
that
needed
to
collect
this
data
are
ongoing,
but
as
far
as
in
this
effort,
if
this
data
is
made
regularly
available
in
the
future
and
is
used
for
purposes
of
securing
grant
funding
to
address
childhood
obesity,
we
will
certainly
include
funding
to
support
some
of
these
ongoing
needs
whenever
the
grant
allows
for
it.
So,
in
conclusion,
we
support
the
bill
with
the
forthcoming
proposed
amendment
for
a
continuation
of
collection
of
heightened
weight
data,
an
example
of
students
in
clark
and
washoe
counties.
C
We
will
continue
to
work
collaboratively
with
our
partners
at
ccsd.
Other
stakeholders
support
efforts
to
collect
this
data
and
ensure
that
is
used
to
leverage
our
abilities
to
bring
additional
resources
for
childhood
obesity
prevention
efforts
into
nevada-
and
I
just
want
to
just
especially
thank
our
partners
at
ccsd
and
and
washington,
county
health,
district
and
washington
county
school
district
for
working
with
us
on
this
bill.
So
this
is
india
collective's
data
in
a
way
that
works
for
everybody.
Thank
you.
C
I
thank
you
chair
dennis
so
bradley,
so
I
have
a
real
problem
with
this.
I
have
a
real
problem
with
this
language.
I
think
that
collecting
this
data
is
the
whole
wrong
way
to
go.
I
think
our
children,
particularly
those
kids
that
are
overweight
and
those
kids
that
are
extremely
underweight.
C
It
is
an
opportunity
for
them
to
be
bullied
by
their
classmates.
When
I
taught
school,
I
taught
physical
education
and
we
had
a
scale
in
our
locker
room.
C
Wanted
to
come
in
and
weigh
themselves,
I
I
just
and-
and
I
and
I
think
that
in
everything
that
I've
been
able
in
the
conversations
I've
had,
they
kids
have
been
weighed
and
hided
without
the
parents.
Permission
which
I
think
is
crazy.
C
I
also
think
that
you
know
collecting
data
next
to
a
child's
name
could
be
a
hipaa
violation.
I,
and
then
I
just
want
to
ask
you
so
how
many
grants?
How
long
has
this
been
going
on
and
how.
D
C
Grants
all
right.
Thank
you,
senator
lang
for
your
comments
and
questions.
So
let
me
let
me
address
first,
the
issue
of
the
grants,
so
just
some
history
on
this
particular
set
of
data
collections
so
from
the
from
the
2013
or
excuse
me
2015
to
2017.
C
C
Sorry,
I
might
are
you
hearing
me?
Okay?
Yes,
I
can
thank
you,
okay,
sorry,
so
so
in
2015
it
was
the
most
recent
year
that
there
was
several
grants
that
were
brought
forth
and
they
totaled
were
rough
numbers.
Roughly
five,
there
was
three
different
grants
that
hold
roughly
five
million
dollars
that
were
brought
into
the
state
from
the
in
part
from
using
this
data,
not
to
say
that,
of
course
it's
solely
dependent
upon
this
data,
but
of
course
it
was
used
as
part
of
those
grant
applications.
C
Now
the
the
issue
I
guess
in
the
interviewing
years
has
been
this
bill
was
put
forth
in
2017,
and
the
2018
data
was
the
first
new
data
collected
and
that
just
became
available.
C
You
know
fairly
recently
and
so
and
and
as
I
understand
it
again,
I
am
not
the
subject
matter
expert
on
these
grants
and
and
and
certainly
on
bmi
myself,
but
I
do
understand
that
the
grants
are
intermittent
so
they're,
not
necessarily
on
a
standing
schedule,
but
they
they
do
come
up
at
times,
and
I
know
washa
county
more
specifically
uses
them
every
year
and
they
can
address
that
when
they
speak
in
their
comments.
But
I
know
that
the
washington
county
school
district
uses
it
for
some
snack
grants
that
they
get.
C
You
know
every
year,
the
the
other.
The
other
thing
I
would
say
is
that
you
kind
of
reference,
the
the
the
bullying
or
the
just
the
making
kids
aware
you
know
the.
As
I
understand
the
way
this
data
is
collecting
transmitted
is
just
completely
anonymously.
C
It's
just
aggregated
data
that
that
is
brought
forth
and
put
together
to
calculate
sort
of
the
population
bmi
not
necessarily
tied
to
specific
students,
and
I
think
that,
of
course,
the
you
know
making
sure
that
they
that
there's
those
protocols
in
place
to
ensure
enough
anonymity
is
important.
C
Okay,
I
just
feel
that
those
kinds
of
things
should
be
between
the
child
and
their
doctor
or
the
parent
and
their
doctor,
and
maybe
not
done
at
school.
But
thank
you
for
your
input.
A
Thank
you
and
I
will
mention
senator
lang.
This
was
the
bill
that
I
brought
forward
because
we
needed
the
data.
We
have
a
huge
problem
of
childhood
obesity,
especially
in
the
hispanic
community,
and
we
couldn't
get
data
without
having
to
collect
it
some
way,
and
so
by
doing
it
anonymously
and
aggregated.
A
You
know
if
there
are
issues
which
they
have
not
been
brought
to
my
attention
as
far
as
the
bullying
there
shouldn't
be,
and-
and
they
shouldn't
be
doing
this
in
front
like
of
a
classroom,
it's
supposed
to
be
anonymous
and
the
data
and
under
and
under
this
proposal,
that's
actually
going
to
be
easier
because
they're
going
to
be
doing
during
they're
going
to
be
doing
it
during
testing
when
they're
already
doing
scoliosis
and
other
tests
at
the
same
time.
A
D
So
I
I
am
a
little
concerned
like
senator
lange,
on
this,
just
if
parents
are
notified,
if
they.
D
D
Know
how
is
this
a
consistent
data
point
and
if
there
was
something.
D
Across
the
state
or
or
with
you
know,
different
groups
or
community
agencies,
you
know
if
there
is
concerns.
C
For
you
know,
say
latino
populations
and
that
you
know
that
we
that
we
really
do.
A
Thank
you
and
once
again
I
would
invite
you
to
look
at
the
the
information
from
when
the
bill
was
passed.
It
was
actually
passed
twice
2017
and
I
believe
2013
was
the
original
one
and
we
talked
a
lot
about
all
of
that,
and
I
you
know
just
to
save
time
here,
because
this
isn't
really
a
hearing
about
whether
about
that
particular
bill.
A
But
if
you
I
invite
you
to
to
get
that
information
and
in
the
health
districts,
I
would
be
glad
to
share
with
you
why
we
do
it
the
way
that
we
do
it
and
how
important
it
is
to
get
the
this
information
so
that
we
can
be
able
to
do
those
studies.
So
all
right
with
that.
Let's,
let's
move
on
to
the
next
person
testifying
in
support.
C
C
C
H-A-W-A-H-A-H-M-A-D
and
I'm
here
representing
the
clark
county
education
association,
clark,
county
education
association
represents
more
than
18
000
licensed
professionals
in
court
county
school
districts.
We
are
the
largest
independent
teachers
union
in
the
country
and
in
the
state
of
nevada.
We
engage
in
bipartisan
advocacy
for
advancing
public
education
in
nevada.
Ccea
would
like
to
voice
our
support
for
senate
bill
2
and
thanks
clark,
county
school
district
for
bringing
forth
this
bill.
C
Currently,
schools
across
nevada,
revised
budgets
multiple
times
during
the
school
year,
consequently
impacting
their
ability
to
plan
appropriately
for
resources
and
staffing
planning
and
preparation
is
key
to
delivering
high
quality
education
to
students
across
nevada
and
ccea
believes
that
the
proposed
timeline
adjustment
will
result
in
an
improved
alignment
of
fiscal
and
enrollment
data
to
school-based
needs.
Ccea
appreciates
the
efforts
of
this
committee
and
all
stakeholders
for
this
bill
and
supports
all
efforts
that
allow
educators
to
prioritize
learning
development.
Thank
you
for
your
time.
C
C
C
I
just
wanted
to
call
and
say
thank
you
to
director
keating
for
reaching
out
to
the
charter
schools
to
see
if
this
bill
would
impact
us
and
how
we
can
ensure
that
the
that
section,
section
4,
subsection
7,
can
relate
to
charter
schools
if
it
needs
to,
and
I
appreciate
continuing
that
conversation.
Thank
you
very
much.
D
C
C
C
C
So
thank
you,
chairs,
chair
dennis
and
vice
chair
don
darryl
luke
for
the
opportunity
to
speak
today
with
the
proposed
amendments
of
section,
7
and
8.
The
commission
is
now
in
support
of
sb2
sharing
information
about
those
with
an
autism.
Diagnosis
is
important
in
order
to
ensure
those
in
need
of
services,
get
the
help
and
intervention
they
deserve
to
lead
a
productive
life.
Thank
you
for
this
opportunity.
A
D
C
C
C
C
Or
implement
appropriate
interventions
based
on
that
data?
Some
important
findings
from
the
washoe
county
data
include
that,
while
the
majority
of
the
students
here
in
washoe
county
fall
in
the
healthy
weight
range
about
63
percent,
one-third
or
34
percent
of
washoe
county
school-age
children
are
overweight
and
obese,
overweight
or
obese
excuse
me.
Data
shows
that
students
attending
title
1
schools,
those
that
have
a
high
percentage
of
low-income
families,
have
significantly
higher
rates
of
obesity
than
those
with
than
those
students
at
non-title,
1
schools,
and
so
that
percentage
is
29
versus
17
percent
at
non-title.
C
One
schools
and
the
data
has
also
shown
us
that
in
washoe
county
our
hispanic
and
black
children
have
higher
rates
of
obesity
than
the
white
children.
So
continuing
to
collect
this
height
and
weight
measurement
is
important
for
washoe,
county
and
other
communities
in
nevada.
It
is
used
to
provide
direction
for
prevention
efforts.
It
can
be
included
in
grant
applications.
It
helps
measure
the
effectiveness
of
programs.
C
I
encourage
the
committee
to
take
action
to
maintain
the
collection
with
the
friendly
amendments
that
are
proposed
and
if
I
have
time
I
would
just
like
to
comment
related
to
using
information
from
health
care
providers,
I'm
here
in
washoe
county.
We
have
explored
that.
But
what
happens
is
that
there
are
some
disparities
and
there
are
children
that
are
not
accessing
health
care,
that
they
don't
have
health
insurance,
they're
under
or
uninsured
and
they're,
not
they're,
not
seeking
health
care.
C
D
C
C
C
C
C
Bmi
data
from
our
school
districts
is
essential
for
advocates
at
the
children's
advocacy
alliance.
We
utilize
this
data
as
an
indicator
to
shape
policy
regarding
child
care,
school
nutrition
and
the
allocation
of
health,
related
resources,
data
informs
policy
and
without
sound
scholarly
information,
we
work
in
a
vacuum
and
potentially
waste
government
resources.
C
C
Health
educator
for
the
washoe
county
health
district,
I'd
like
to
speak
to
the
height
and
weight
data
collection
in
schools
and
share
how
the
data
has
been
used.
The
health
district
has
applied
for
and
received
snap-ed
funding
to
run
program
activities,
promoting
physical
activity
and
nutrition
in
elementary
school,
because
we
have
the
height
and
weight
data
that
shows
us
where
the
greatest
need
is.
Our
efforts
are
focused
on
bringing
the
program
to
title
one
school.
C
Finally,
data
was
used
to
inform
the
washoe
county
community
health
improvement
plan,
which
is
also
tied
to
the
health
district's
accreditation
of
note,
nutrition
and
physical
activity
is
one
of
the
three
priority
areas
of
the
community
health
improvement
plan
and
because
of
data
like
this,
we're
able
to
help
indicate
that
I
encourage
the
committee
to
take
action
to
maintain
the
collection
of
this
important
data
with
a
friendly
amendment
proposed.
Thank.
C
C
Hi,
thank
you.
This
is
bailey
bortolin.
Last
name
b
is
in
boy
o
r
t
o
l,
I
n,
representing
the
legal
aid
providers.
I
just
wanted
to
thank
brad
keating.
We
also
are
in
support
and
appreciate
the
amendment
related
to
autism
information
that
we
worked
with
senator
dondero
luke
to
get
into
statute
last
session.
C
It's
really
important
to
recognize
this
information
as
critical
to
helping
children
access
services
for
autism.
The
school
districts
do
a
really
great
job
of
helping
to
identify
kids
with
those
needs
to
begin
servicing
them,
but
unfortunately,
getting
the
medical
diagnosis
for
these
children
is
a
barrier
and
so
having
that
information
communicated
between
the
school
districts
and
health
and
human
services,
the
goal
there
is
to
increase
outreach
from
health
and
human
services
to
start
connecting
those
families
with
the
treatments
and
services
that
they
need
and
are
entitled
to.
C
So
I
would
just
note
for
you
that
the
audit
division
just
released
an
audit
on
autism
services
in
the
state,
and
one
of
the
recommendations
was
that
nevada
medicaid
should
continue
working
with
the
nevada
department
of
education
and
the
nevada
school
districts
to
increase
access
to
services.
So
we
are
happy
to
see
that
stay
and
thank
you
for
your
time.
C
C
Joelle
gutman
dobson,
j-o-e-l-l-e,
g-u-t
m-a-n-d-o-d-s-o-n
good
afternoon,
senate
education.
My
name
is
joel
gutmann
dawson
and
I'm
representing
the
washoe
county
health
district
today,
you've
already
heard
from
our
health
educators
that
provided
you
with
their
their
expertise,
but
I
just
wanted
to
get
on
here
and
thank
the
clark
and
washoe
county
school
districts,
the
southern
nevada,
health
district
and
as
well
as
well
as
chair
dennis
for
working
with
us.
C
C
C
C
C
This
is
a
large
time
constraint
not
only
for
our
teachers
but
staff
as
well
due
to
the
amount
of
time
it
takes
to
perform
this
assessment.
Our
teachers
come
in
during
the
summer,
which
is
not
part
of
their
contracted
time
to
make
sure
that
the
assessment
is
completed
before
the
end
of
the
given
window
and
not
taking
up
key
instructional
time.
We
feel
that
the
data
is
not
effective
or
a
true
reflection
of
their
ability
when
it
comes
to
planning
for
instruction
kindergarten
placement
and
does
not
determine
that
they
are
truly
ready
for
kindergarten.
C
On
our
campus,
we
give
supplemental
assessments
that
we
feel
are
more
relevant
to
help
guide.
Our
instruction
and
placement,
we
also
provide
a
kindergarten
readiness
boot
camp
where
10
to
15
students
come
to
campus
for
two
to
three
hours.
During
this
time,
teachers
are
able
to
work
with
students
in
small
groups
where
they
can
observe,
assess
their
fine
motor
skills,
growth,
motor
skills
student
interactions
and
how
they
follow
directions.
C
We
are
currently
using
iready,
esgi
and
map
to
further
guide
our
instruction.
Another
concern
our
kindergarten
team
has
regarding
the
bergans
assessment,
is
that
when
student,
when
a
student
misses
three
questions
in
a
section,
the
students
are
stopped.
This
does
not
allow
them
to
see
a
full
representation
of
where
each
student
is
at.
Our
kindergarten
team
feels
that
their
time
will
better
be
served
using
other
comprehensive
assessments
that
are
indicative
to
the
to
determine
the
kindergarten
students
ability
level
placement
and
to
help
guide
our
teachers
instructions
for
overall
learning
success.
C
C
Minutes,
mr
chair,
madame
vice
chair,
my
name
is
doug
goodman.
C
D-O-U-G-G-O-O-D-M-A-N
I
currently
serve
as
vice
chair
of
the
secretary
of
state's
advisory
committee
on
participatory
democracy.
I
also
serve
on
the
board
of
alpine
academy,
a
college
preparatory
charter
school
in
sparks,
and
I
am
executive
director
of
nevadans
for
election
reform.
C
C
C
J-A-N-I-N-E-H-A-N-S-E-N,
I
am
the
state
president
of
nevada
families
for
freedom,
I'm
not
sure
exactly
where
I
should
be
speaking,
but
we
no
longer
oppose
this
bill.
We
were
very
concerned
about
section
8
and
the
removal
of
the
civics
exam.
We
testified
last
session
in
favor
of
senator
dennis's
bill
because
we
feel
this
is
critical.
Our
children
need
to
be
prepared
if
they
are
to
participate
in
our
democratic
republic
and
they
need
to
understand
how
our
government
works.
C
I
think
it's
very
critical,
and
so
we're
thankful
to
those
that
have
determined
to
amend
this
section,
eight
out
of
the
bill,
and
so
we
no
longer
oppose
it
and
we'd
like
to
thank
those
that
have
done
this
and
just
say
once
again
how
we
appreciated
senator
dennis
before
in
bringing
forward
this
very
critical
information
this
bill,
so
that
our
children
will
be
held
accountable.
In
fact
of
learning
about
america.
C
C
C
C
C
C
We
don't
want
to
shortchange
our
children,
and
this
would
help
our
children
to
become
better
informed
citizens
and
to
achieve
that
goal
we
do
need
to
have
testing
on
civics
testing
and
that
type
of
situation.
I
do
understand
that
the
testing
will
still
stay
in
the
bill
and
that's
what
we're
glad
to
hear.
So,
I
guess
we're
not
really
against
it
anymore.
C
D
C
The
brigance
test
is
a
test
we
administer
one
time
a
year
in
kindergarten
and
because
it
is
only
given
one
time
a
year.
There
is
no
growth
comparison.
The
test
is
administered
individually,
so
it
can
take
anywhere
between
30
minutes
and
possibly
longer,
depending
on
the
student,
which
causes
educators
to
lose
up
to
two
weeks
of
instructions.
Sometimes
more
educators
do
not
use
this
data
to
drive
instruction
at
all.
In
fact,
the
tests
are
kept
in
folders
until
the
end
of
the
school
year,
and
rarely,
if
ever
looked
at
again,
removing
the
requirement
is
welcome.
C
A
A
Great,
thank
you
very
much.
So
hopefully
there
wasn't
any
technical
issues.
If
there
were,
please
feel
free
to
also
send
in
your
your
comment.
A
We
will
go
ahead
and
go
to
we'll
go
ahead
and,
first
of
all
any
any
closing
remarks
from
the
department
or
from
the
school
district.
I
guess
it
would
be
from
dr
keating.
F
Mr
chair
brad
keating
for
the
record.
No
closing
comments
just
want
to
thank
you
and
the
committee
for
hearing
this
bill
and
all
the
constituents
who
called
in
to
participate
in
this
democratic
process.
So
thank
you
all.
A
Great,
we
look
forward
to
seeing
all
the
amendments
in
one
place,
so
thank
you
all
right,
so
we
will
go
ahead
and
close.
The
hearing
on.
C
Caller,
with
the
last
three
digits
five
seven
seven,
they
slowly
state
and
spell
your
name
for
the
record.
You
have
two
minutes
and
may
begin
hi.
This
is
chris
bailey
d-a-l-y
from
the
nevada
state
education
association,
testifying
again
this
time,
just
in
reference
to
the
presentation
earlier
on
class
size.
C
Just
a
couple
of
observations
like
chair
dennis
said.
We
too
were
encouraged
about
the
improvement
in
student
reading
in
the
fourth
grade
nape
reading
exam.
C
C
Also,
we
would
point
out
that,
with
the
transition
to
the
new
funding
plan,
categoricals
like
read
by
three
like
zoom
and
victory,
schools
end
up
getting
merged
and
with
state
funds.
In
addition,
you
know
the
the
numbers
on
the
number
of
nevada
students
about
375
000
in
class
sizes
that
are
larger
than
recommended
87
of
nevada
students.
Those
are
big
numbers.
Unfortunately,
again
we're
looking
at
a
156
million
dollar
proposed
cut
the
class
size
reduction
in
the
next
biennium.
C
C
C
Kent
irvin
k-e-n-t-e-r-v-I-n
for
the
nevada
faculty
alliance,
the
independent
association
of
ng
faculty
statewide.
We
work
to
empower
faculty
faculty
to
be
wholly
engaged
in
our
mission
to
help
students
succeed
good
afternoon,
chair
dentists
and
committee
members,
thanks
to
chancellor
rose
for
her
nice
presentation
on
nc's
strategic
goals.
C
We
appreciate
how
chancellor
rose
is
changing
the
conversation
at
energy,
our
academic
and
administrative
faculty
members
statewide
are
working
hard
every
day
through
the
pandemic,
to
maintain
a
positive
learning
environment
for
our
students,
whether
in
person
or
remotely.
We.
We
hope
that
a
more
rapid
rollout
of
the
vaccines
will
let
us
all
get
back
to
normal
classroom
and
laboratory
settings,
not
to
mention
the
legislature
soon.
C
Higher
education
is
a
common
good
not
only
for
workforce
and
economic
development,
but
a
common
good
also
for
the
upward
social
mobility
and
for
promoting
positive
civic
engagement.
A
diverse
faculty
and
staff
promotes
equity
and
inclusion,
and
success
for
students
of
all
backgrounds
and
therefore
we
applaud
nc
and
chancellor
rose
for
the
task
force
on
hiring
and
retention
for
equity
and
diversity,
which
was
listed
in
her
presentation.
C
Hiring
diverse
faculty
members
is
easier
than
retention,
which
is
a
difficult,
multi-dimensional
issue.
Retention
requires
a
welcoming
environment
that
fosters
excellence
for
every
faculty,
member
and
student
in
campus
climate
surveys,
too
many
students
and
faculty
report
that
they
do
not
feel
completely
comfortable
on
campus
retention
of
faculty
members
also
depends
on
positive
feedback
and
rewards
a
roadblock.
A
roadblock
is
the
absence
of
salary
advancement
based
on
performance
over
the
past
decade,
at
nc,
higher
education
faculty
are
the
only
large
group
of
public
workers
in
nevada
with
no
merit
pay
system.
C
The
broken
compensation
system
at
nc
needs
to
be
addressed,
and
she
has
started
working
on
the
compensation
system.
This
past
two
years
with
its
performance
pay
task
force.
The
nevada
faculty
alliance
looks
forward
to
working
with
nc
and
the
legislature
on
solutions
this
session.
Thank
you
very
much.
A
Thank
you
very
much
all
right.
We
don't
have
any
other
items
to
come
before
us.
Is
there
anything
that
we
missed.
G
A
To
have
that
in
education
a
lot,
so
I
think
we'll
we
appreciate
all
of
you
being
here
today
appreciate
all
the
presenters
and
all
the
work
that
went
on
on
sb2
and
the
presentations
that
were
given
some
good
information.
So
with
that,
we
will
go
ahead
and.