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From YouTube: 3/1/2021 - Senate Committee on Education
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A
Thank
you
very
much.
We
will
now
begin
our
education
meeting,
the
senate
committee
on
education,
and
we
welcome
those
of
you
that
are
here
online
and
also
present
by
phone.
Will,
the
secretary
please
call
the
roll.
C
D
C
E
D
B
F
A
Here,
thank
you
very
much,
so
please
record
that
we
do
have
a
quorum
and
then
just
a
reminder
on
those
that
are
on
video
because
I'm
sure
it's
more
as
we
get
going
more
and
more
we're
getting
more
people
connecting,
but
keep
yourself
muted.
When
not
speaking,
committee
information
is
available
on
nellis,
which
can
be
accessed
through
the
legislature's
website,
and
you
may
watch
our
meetings
not
only
through
nellis
but
also
through
the
legislature's
youtube
channel.
A
Detailed
instructions
for
purchasing
participating
are
available
on
the
help
page
linked
in
a
banner
at
the
top
of
every
page,
on
nellis
one
testifying
state
and
spell
your
name
and
affiliation.
If
any,
we'll
take
public
comment
at
the
end
of
the
meeting
and
we'll
limit
that
to
two
minutes
per
person
feel
free
to
submit
written
comments
as
outlined
on
the
agenda
by
emailing
or
faxing
them
to
committee
manager.
A
You
can
also
submit
full
comments
in
writing
and
briefly
summarize
them
in
spoken
testimony,
courtesy,
courtesy
and
respecting
our
interactions,
and
that's
it
on
those
preliminary
items
we
are
going
to
once
again
go
out
of
order,
we're
going
to
take
our
work
session
first
and
we're
going
to
do
a
work
session
on
sb
66,
which
we
just
heard
the
other
day,
which
creates
the
nevada,
k-16
connectivity
and
innovation
advisory
actually
under
what
the
proposed
amendment,
it
would
be
in
a
report
as
opposed
to
commission,
so
with
that
I'll
turn
it
over
to
our
staff.
G
Thank
you,
mr
chair,
john
sturm
committee
calls
analyst
the
bill
on
today's
work.
Session
is
senate.
Bill
66,
which
was
presented
by
the
clark
county
school
district
and
the
governor's
office
of
science,
innovation
and
technology
or
osit
on
february
24th
senate
bill
66
is
introduced,
creates
the
nevada,
k-16
connectivity
and
innovation
advisory
commission
to
coordinate
and
implement
telecommunications
services
for
education
in
nevada.
G
During
the
bill,
hearing
ccsd
and
osits
proposed
substantial
changes
to
the
original
bill.
These
amendments
generally
remove
the
responsibility
to
gather
and
coordinate
information
on
a
student's
connectivity
from
an
independent
commission
and
instead
places
those
dirt
do
those
duties
under
osit.
G
The
mock-up
of
these
changes
are
attached
and
they
are
beginning
on
page
three
of
the
work
session
document
exhibit
and
I
will
walk
through
those
amendments
now.
G
So
the
following
changes
are
proposed,
require
osit2,
a
develop
a
statewide
standardized
system
of
gathering
residential
internet
service
accessibility.
Data
b
develop
a
method
to
share
this
data
with
certain
telecommunications
providers
interested
in
supporting
pupils
who
lack
internet
service
at
home
c
recommend
non-binding
minimum
standards
for
devices
issued
to
students
d
conduct,
a
statewide
gap
analysis
regarding
the
number
of
students
who
lack
home
connectivity
or
devices
e
develop.
G
The
proposed
amendments
also
require
school
districts
and
the
state
public
charter
school
authority
to
submit
certain
information
to
osit
concerning
pupils
who
lack
sufficient
internet
service
or
devices
capable
of
facilitating
remote
learning
and
finally,
the
proposed
amendments
also
authorize
osit
and
nevada's
department
of
education
to
adopt
any
necessary
regulations.
In
this
regard,
it
is
my
understanding
that
representatives
of
both
ccsd
and
osid
are
on
the
line
today
and
mr
chair
I'd
like
to
note
too
that
the
fiscal
note
is
attached
as
the
final
page
in
this
packet.
But
it
applies
to
the
bill
as.
A
So
the
it's
a
clarification
on
the
fiscal
note
from
the
that's
from
the
department
and
is
that
based
on
the
original
bill,
or
is
that,
with
on
the
amendment.
G
Mr
chair
gen
sturm
committee
policy,
analyst
that
fiscal
note
is
based
on
the
original
language
of
the
bill.
G
A
So
so
then
I
want
do
we
have
anybody
from
the
department
online
with
us?
I
see.
That's
sarah
okay
yeah
miss
nick.
Can
you
can
you
clarify
on
the
fiscal
note
how
that
would
change
with
the
amendment.
H
Thank
you,
chair
dennis.
This
is
sarah.
Nick
with
the
nevada
department
of
education,
the
fiscal
note,
as
originally
submitted,
was
related
to
the
additional
reporting
requirements
and
administrative
support
for
the
original
bills
proposal
for
an
annual
report,
as
well
as
convening
a
k-12
connectivity
committee
and
then
with
clark
county.
Thank
you
again
to
mr
keating
and
also
mr
mitchell
for
removing
that
committee.
H
As
long
as
the
committee
and
the
department's
compilation
of
the
report
are
removed,
then
there
would
not
be
a
necessary
fiscal
note
again.
This
is
saranic
from
the
department
of
education
and
as
long
as
the
bill,
as
amended,
does
not
have
the
annual
reporting
requirement
compiled
by
the
department
of
education,
and
we
are
no
longer
required
to
submit
administrative
support
for
this
committee.
Then
the
fiscal
note
would
no
longer
be
needed.
A
Great,
thank
you
very
much.
I
just
want
to
make
sure
I
clarified
that
all
right
committee
members
questions
just
raise
your
hand.
If
you
do,
anybody
has
yes
senator
hardy
and
then
senator
buck.
A
E
Yes,
just
really
quick
before
we
go
and
vote
on
this,
I
have
a
question
about
ferpa
and
you
know
I
I
just
want
to
make
sure
that
we're
very
clear
as
to
you
know,
sharing
student
information.
A
Thank
you
and
I
believe
we
have
dr
keating
on
the
line.
Let's
start
with
him,
if
you
could
answer
that,
are
you
able
to
answer
that
question.
D
Brad
keating
for
the
record
representing
clark
county
school
districts.
I
may
ask
brian
mitchell
to
jump
in
here,
but
this
is
in
the
language.
We
have
ensured
that
everything
all
information
is
for
ferpa
compliant
and
that
we
are
following
all
of
those
federal
guidelines
so
that
none
of
that
information
was
released.
That
was
one
of
the
difficulties
in
figuring
out
what
information
could
be
provided
earlier
on
in
the
year
as
we
looked
to
provide
access
to
students
to
internet
and
mifi's
and
all
that
fun
stuff.
D
So
we
will
continue
following
all
ferpa
rules
and
regulations
when
providing
any
kind
of
student
data.
I
Good
afternoon,
members
of
the
committee
and
chair
dennis
and
thank
you
senator
buck
for
the
question
and
I'll
just
reinforce
what
mr
keating
said,
that
everything
that
we
do
will
be
in
compliance
with
ferpa
and
you'll
notice
that
on
page
four
of
the
mock-up
lines,
starting
on
line
six
and
then
again
on
page
four
starting
on
link
line
23,
it
discussed
it
requires
osid
to
carry
out
its
duties
in
accordance
with
ferpa
and
that
continues
on
page
six
of
the
mock-up
starting
on
line
21.
I
The
report
that
we
produce
would
also
be
in
accordance
with
ferpa
and
again,
as
as
mr
keating
said,
this
was
a
this
was
something
that
we
got
very
familiar
with
during
the
presentation
or
during
the
the
past
when
we
were
connecting
students
during
this
past
summer,
and
so
it's
I
know
it's
something
that
we
will
take
very
seriously.
Moving
forward.
A
Thank
you,
mr
mitchell.
While
I've
got
you
on
the
line,
real,
quick
one
of
the
things
that
we
had
talked
about,
one
of
the
I
believe
one
of
our
committee
members
had
asked
about
doing
a
similar
report
for
hire
ed.
Would
that
be
a
separate
type
report?
If
that's
something
that
we
wanted
to
do,
I
don't
know
where
I
can't
remember
where
the
the
discussion
went
on
that
particular
issue.
I
Brian
mitchell,
for
the
record-
and
I
will
I'll
I'll
get
started
and
then
I'll
let
mr
keating
back
clean
up.
I
think
this
is
a
k-12
focused
bill
for
a
k-12
problem,
and
this
is
a
k-12
solution
and
I
think
the
you
know
higher
ed
there.
I
you
know,
will
acknowledge
that
there
is
a
similar
problem,
but
I
think
that
requires
a
different
solution
and
certainly
I
would
be
open
to
working
with
enshi
to
produce
a
similar
survey.
I
I
think
one
of
the
big
differences
is
that
engi
is
a
single
system,
and
so
they
can
survey
students
and
ask
information
of
their
you
know
of
the
colleges
and
universities
under
their
purview,
whereas
I
think
this
bill
is
necessary
because
we're
working
with
18
different
subdivisions
of
of
that
are
all
independent
and
speaking
of
our
school
districts
and
and
our
charter
schools,
and
so
I
think,
there's
a
bit
of
a
difference
there.
But,
mr
keating,
would
you
like
to
add
anything
to
that
or
clarify
or
correct
me.
D
Brad
kidding
for
the
record,
no
there's
no
correction
needed.
I
agree
100
with
brian.
I
think
the
what
we
have
spoke
to
some
people
about
over
the
last
few
days
is
that
specific
thing
is
that,
and
she
is
one
singular
unit
that
can
ask
and
work
with
all
of
their
universities
across
the
board,
whereas
in
the
school
district
we
are
all
operating
independently
and
having
that
overarching
umbrella
with
osit
will
be
helpful
for
us
to
compile
all
that
information.
A
Great.
Thank
you
very
much
other
questions.
A
Looking
for
hands,
I
don't
see
any
okay,
I
still
don't
do
a
loop.
A
All
right,
thank
you
all
right.
Any
further
discussion.
Oh
wait!
It's
I'm
sorry.
What
was
the
motion?
Was
it
amended
to
best?
Okay?
So
we
got
a
motion
to
amend.
It.
Do
pass
further
discussion
all
right,
so
we
will
do
a
role
called
volts
of
the
secretary
will
be,
will
do
the
the
the
vote.
B
B
B
J
A
Sorry,
there's
an
echo
that's
as
long
as
I
said
that
okay,
thank
you
very
much.
We'll
now
go
on
to
open
the
hearing,
we're
going
to
go
back
on
up
to
sb
118
we're
going
to
open
the
hearing
on
sb
118.
A
And
this
measure
establishes
provisions
relating
to
education
and
we're
going
to
get
the
report
and
we'll
get
the
report
now,
and
so
I
believe
we've
got
senator
sivers
gancer
is
going
to
start
us
out
and
she's
got
some
kind
of
presentation
and
maybe
a
video
and
some
other
stuff.
So
we'll
turn
the
time
over
to
you
and
we'll
go
from
there.
K
Thank
you,
mr
chair
and
members
of
the
committee,
I'm
heidi
sievers
cancer.
I
represent
district
senate
district
15
in
northern
nevada
and
today
I'm
joined
by
dr
donald
easton
brooks
he
is
the
dean
of
the
college
of
education
at
the
university
of
nevada,
reno
and
dr
mariluz
garcia,
who
is
head
of
the
dean's
future
scholars
program
at
the
university
of
nevada,
reno
sb118.
K
The
intent
here
is
to
set
the
framework
around
a
program
and
it's
modeled
after
program
that
already
exists
at
the
university
of
nevada
reno
and
that's
the
dean's
future
scholars
program
and
it's
a
program
to
offer
support
and
to
reduce
barriers,
and
I've
had
some
questions
in
advance.
So
this
is
about
a
program:
it's
not
a
scholarship!
K
So
there's
not
money
going
to
students,
it's
about
a
program
that
is
funded
right
now
through
grants
and
donations
and
all
sorts
of
things,
but
something
that
we
could
put
in
statute
and
potentially
open
up
to
more
funding.
And
so
now
I'd
like
to
share
my
screen
to
start
the
powerpoint.
But
I
wanted
to
make
sure
everybody
understood
it
wasn't
a
scholarship
program,
it's
for
nevadans
who
are
scholars.
K
K
It's
model,
as
I
mentioned
after
the
dean's
future
scholars
program,
which
is
at
the
university
of
nevada
reno.
That
program
was
started
in
2000,
so
it's
20
years
old.
It's
had
over
1350
graduates,
it's
a
program
that
can
be
scaled
and
expanded
across
the
state.
I'm
going
to
go
through
some
data
and
an
overview
of
the
program
now
and
the
information
I
have
is
based
on
their
2019-2020
cfs
stewardship
report.
K
As
you
can
see,
historically,
low-income
students
and
those
from
ethnically
diverse
backgrounds
are
highly
underrepresented
in
higher
education
and
are
more
likely
to
face
academic,
social,
cultural
and
economic
barriers
throughout
their
educational
careers.
The
interventions
of
the
dfs
program
are
specifically
designed
to
address
these
needs
and
the
longitudinal
data
of
the
program
has
proven
great
success.
That
is
their
stated
purpose.
K
Current
enrollment
is
80
students
per
incoming
class
and
students
start
or
they're
identified
in
sixth
grade
they're,
low-income
first-generation
students
and
they're
typically
referred
by
teachers
and
principals
and
counselors,
and
it's
a
long-term
commitment.
So
they
start
in
sixth
grade
and
then
they
continue
all
the
way
through
high
school,
a
little
bit
beyond
and
potentially,
while
they're
participating
in
higher
ed
and
out
of
their
again
their
stewardship
report.
You
can
see
they
had
467
students
total
and
that's
because
the
cohorts
are
for
six
years,
so
right
now,
they're,
starting
with
80
students
a
year.
K
But
when
you
expand
that
out
to
six
years,
it's
more
so
91
are
students
of
color
53
percent
participated
in
ell
programs
10
as
special
ed
11
children
in
transition,
49
of
students,
fathers
had
less
than
a
high
school
education
and
57
percent
of
students.
Mothers
had
less
than
a
high
school
education.
K
So
again,
this
is
really
about
students
who
have
potential,
who
potentially
could
go
to
higher
ed.
That
may
not
even
have
it
in
their
radar,
and
it
starts
in
sixth
grade
there's
three
main
components:
the
first
being
mentoring,
then
summer
programs
and
then
finally,
the
youth
college
internship
program.
K
The
mentors
are
near
peer
mentors,
so
84
of
the
mentors
who
are
participating
in
dean's
future
scholars
have
participated
in
it
since
sixth
grade.
Typically,
the
mentors
contact
the
students
twice
a
month
for
15
to
20
minutes,
they're
focused
on
the
students,
academic
progress,
social
lives
and
college
and
career
goals
and
they're
also
trained
in
child
abuse,
reporting
and
suicide
awareness.
K
This
has
a
little
outline
of
what
happens
during
the
summer
enrichment
program.
So
again
they
happen
every
summer
before,
between
three
and
eight
weeks
after
sixth
grade
and
seventh
grade,
there's
enrichment
programs,
eighth,
you've
got
classes
healthy
computing,
then
some
geometry
and
algebra,
and
you
can
see
across
the
board
and
then
finally,
after
they
graduate
from
high
school
and
their
graduation
rates
are
much
higher
than
average.
K
That
program
starts
out
with
some
leading
and
bonding
opportunities
and
they
actually
take
a
couple
of
courses.
One
is
designed
to
help
them
with
time
management,
studying
strategies
and
provide
exposure
to
on-campus
resources,
and
then
they
also
take
another
three
credit
elective
and
then
they
work
on
campus
for
about
a
hundred
hours
during
the
summer,
and
you
know
during
this
process
during
the
prior
summers
and
this
summer,
the
exposure
to
being
on
campus
and
being
comfortable
on
a
campus
setting
is
really
important.
K
You
can
see
the
difference
here
in
graduation
rates,
and
so
this
is
over
the
last
about
a
five
six
year
period
and
based
on
the
2019
data.
You
can
see
that
the
graduation
rates
between
other
students
who
qualify
for
free
and
reduced
lunch
and
for
the
dean's
future
scholar
students
is
about
16,
so
it's
significantly
higher
and
then
on
average.
It's
about
nine
points
higher,
so
really
strong
numbers
for
high
school
graduation
rates
and
then
about
70
percent
of
the
graduates
end
up
attending
higher
education.
K
You
can
see
there,
they
go
to
college
workforce,
trade,
school
and
military,
but
again
70
do
end
up
going
to
college
or
attending
higher
ed,
whether
it's
university,
nevada,
reno,
maybe
tmcc
or
maybe
maybe
western
nevada
college,
because
this
program
is
based
in
the
north,
both
of
them
most
of
them
attend
schools
in
northern
nevada.
K
Currently
out
of
the
students
who
have
gone
through
this
program,
103
undergraduates
completions,
eight
graduate
students.
It
actually
says
one
current
phd
student,
but
I
think
we
have
two
that
have
now
received
their
phds
and
I'll.
Let
director
garcia,
mariluz,
garcia
comment
on
that.
Let's
see,
oh
actually,
we
have
103
current
students,
140
bachelor's
degree,
28
master's
degree
and
then
two
doctoral
degrees,
so
the
one
current
phd
student
is
now
has
completed
his
degree.
I
misread
that.
Thank
you.
K
K
This
talks
about
sort
of
the
outcomes.
If,
if
you
receive
a
high
school
diploma
right
now,
you
may
earn
746
dollars
a
year
or
excuse
me
a
week,
so
746
dollars
weekly,
where
someone
with
a
bachelor's
degree
is
closer
to
1250,
and
this
is
from
the
bureau
of
labor
statistics
for
2019
and
you
can
see
if
they
receive
a
master's
degree.
It's
even
more
so
we're
talking
about
60
to
doubling
what
you
can
earn
in
a
week
by
attaining
a
degree
from
higher
education.
K
And
this
this
chart's
about
critical
absenteeism
right
now,
washer
county
school
district,
published
a
report
or
presented
last
week,
and
I
thought
the
information
was
really
important.
When
I
put
this
together
when
I
first
sponsored
this
bill,
we
weren't
really.
We
were
in
the
coveted
crisis,
but
not
to
the
extent
that
we
are
now
and
we
really
didn't-
have
figures
around
what
was
happening
in
our
school
district.
So
I
was
really
happy
that
washer
county
school
district
published
some
data,
so
we
could
see
that
our
students
are
having
such
a
difficult
time.
K
We
have
some
numbers
around,
so
we
thought
they
were.
We
know
they
are,
and
many
of
them
are
just
they're
just
not
around.
They
have
chronic
absenteeism
and
so
this
program,
while
it
doesn't
have
any
funding
for
it.
This
could
be
a
model
where
which
could
be
eligible
for
covert
related
federal
dollars
to
try
to
help
close
close
the
cap
and
really
try
to
help
students
stay
in
school
and
her
earn
a
higher
degree.
K
So
I'm
done
with
this
part
of
the
presentation.
I
have
a
short
video.
I
was
going
to
share
and
I
appreciate
everybody's
patience
as
I
work
through
this
and
then
I.
What
I
wanted
to
do
is
open
up
two
questions
to
me
or
to
dr
garcia
or
actually,
I
would
like
dr
donald
easton
brooks
to
talk
a
little
bit
and
dr
garcia
to
speak
a
little
bit
and
then
open
it
up
to
questions.
So
now
I'm
going
to
switch
to
the
short
video
just
a
couple
of
minutes
here.
L
B
K
B
L
The
future
for
dfs
really
is
exciting.
To
think
about.
I
don't
know
what
it
entails,
but
this
is
our
20th
year
and
we
came
from
a
little
storage
closet
in
the
dean's
office
20
years
ago,
and
so
it
really
would
be
a
beautiful
thing
to
see
another
20
years
pass
to
see.
The
next
generation
of
students
come
through
to
see
more
and
more
folks
entering
the
workforce
and
becoming
leaders
in
their
organizations
and
industries
and
seeing
the
larger
ripple
effects.
B
B
J
K
So
so
thank
you
for
giving
me
the
time
to
go
through
that
and
again,
if
chair.
If
you
would
allow
I'd
like
dr
donald
easton,
brook
to
say
a
few
words
and
then
director,
dr
mary
lou,
garcia.
M
Thank
you
good
afternoon,
everyone.
I
will
try
to
keep
this
short,
I'm
not
known
for
saying
a
few
words,
but
I'll
try
to
keep
it
few
for
everyone
here.
You
know
us
as
deans
and
professors
when
we
get
an
opportunity
to
talk
and
take
advantage
of
it.
So
I'll
try
to
respect
your
time
here.
So
what
we're
talking
about
here,
you
know,
often
I
see
a
lot
of
conversations
about
achievement,
gaps
and
really
when
we
talk
about
achievement
gaps.
M
So
we're
really
talking
about
is
an
opportunity
together
when
we
suggest
achievement
gap,
we're
suggesting
that
there's
a
difference
in
knowledge
between
groups
of
people,
and
I
wouldn't
agree
that
there's
a
difference
in
knowledge.
I
think
that
there's
a
difference
in
opportunities
that
people
have
to
to
demonstrate
and
share
their
knowledge,
and
so
what
dfs
have
shown
us
is
by
providing
or
maybe
substituting
those
opportunities
for
those
who
have
not
what
they
can
do
in
our
society,
and
I
think
that's
something
great,
that
the
program
has
shown
us.
M
Over
the
last
seven
years,
I've
worked
in
two
different
states
and
I've
created
a
pathway
program
myself.
I
went
through
a
head
start,
I
mean
I'm
sorry
upper
bound
program.
I
did
go
through
head
start
a
network
brown
program
as
well.
Those
programs
start
from
11th
grade
to
12th
grade
what
happened
in
the
two
programs
that
I
I
created
at
two
different
states
were
there
up
to
about
400
students
combined
in
those
two
different
states
of
students
going
to
college.
M
What
data
shows
us
is
that
that
dropout
rate
in
middle
school,
especially
seventh
and
eighth,
grade
around
our
black
and
latinx
and
native
population,
especially
males,
tend
to
happen
around
that
time,
and
it's
about
that
identity
and
opportunity,
and
this
program
really
steps
in
and
gives
again
that
opportunity
so
that
we
can
decrease
the
gap.
One
of
the
things
that
we
know
about
investing
in
students
is
that
how
do
we
get
that
return
on
investment
in
some
of
our
more
challenging
populations?
With
more
stress
factors?
M
M
How
do
we
really
look
at
in
our
workforce?
What
we
found
in
this
program
is
that
students
really
go
into
areas
of
health,
business,
education
at
different
areas
at
different
levels
and
technology,
and
what
that
means
is
that
we
have
people
that
are
really
exploring
high
skill
jobs
and
exploring
high
school
jobs.
That
means
higher
higher
salaries.
M
Excuse
me,
with
higher
salaries.
Again,
we
see
a
a
stronger
impact
on
our
economic
community,
and
so
what
I
really
wanted
to
share
is
that,
as
we
think
about
this
program
as
as
was
presented,
we're
really
talking
about
how
do
we
invest
in
our
program
how
to
reduce
that
generational
poverty
and
then
how
do
we
really
continue
to
enhance
our
economic
footprint
and
our
state?
L
All
right,
hello,
everyone
thank
you.
I'm
excited
to
be
here
today.
Thank
you
to
senator
siversganzer
for
her
eight
years
of
support,
she's
always
been
super
approachable
and
interested
in
the
work
that
we
do.
In
fact,
one
time
I
got
a
crazy
idea
to
invite
her
to
over
to
my
house
to
introduce
her
to
a
team
of
dfs
mentors
who
were
there
for
training
in
a
potluck
and
sure
enough.
She
showed
up
and
there
she
was
standing
in
my
living
room
talking
to
25
you
and
our
college
students,
and
it
was
great
she.
L
I
remember
her
joking
with
me
saying
that
she
knew
it
was
my
house
because
of
all
the
kid
toys
that
were
all
over
my
front
yard
and
she
found
the
house,
and
I
am
in
fact
a
mother
of
two.
I
have
a
six
and
seven
year
old
who
attend
hunter
lake
elementary.
I
know
what
it's
like
to
be
a
mother
during
the
global
pandemic,
and
I
I
had
to
juggle
remote
learning
with
children
with
special
needs.
I
also
know
what
it's
like
to
be
an
educator
during
the
pandemic.
L
Given
that
my
position
is,
you
know,
has
one
foot
in
k-12
and
one
foot
in
higher
ed,
so
I
know
that
we
can
all
agree
that
it's
been
a
tough
year
a
tough
couple
years
and-
and
you
know
we-
we
know
that
nevada
families
and
businesses
are
struggling,
and
so
what
this
year
has
kind
of
reaffirmed
to
me
is
that
if
we're
going
to
be
pro-business,
we
need
to
be
pro-education,
especially
when
budget
cuts
are
happening.
And
you
know
things
are
tight.
L
L
My
father
came
from
the
basque
country
when
he
was
19
and
actually
it
was
assemblyman
john
carpenter,
who
recruited
him
from
the
basque
country
to
come
and
work
as
a
sheepherder.
He
had
never
even
seen
sheep
really,
but
here
he
came
and
and
there
we
go,
here's
our
family
story.
I
was
born
and
raised
in
elko
nevada
and
I
came
to
reno
for
college
in
1998..
L
L
Last
year,
thankfully,
before
the
pandemic
hit,
I'm
a
huge
advocate
for
education
and
I'm
very
very
involved
with
the
washington
county,
school
district
and
the
university
of
nevada,
particularly
in
supporting
diversity,
equity
and
inclusion
efforts.
All
of
my
work
has
centered
on
working
with
title
1,
schools
and
students
from
high
poverty
neighborhoods.
L
My
dad
used
to
joke
in
his
thick
basque
accent
how
he
had
to
help
pay
for
five
college
tuitions,
and
things
were
really
really
tight,
but
the
truth
of
the
matter
was,
is
he
had
you
know
the
equivalent
of
an
eighth
grade,
education
back
home
and
the
only
reason
that
he
was
able
to
help
us
financially
was
because
he
had
built
our
house
and
we
didn't
have
a
house
payment
and
so
college
exp.
It
was
expensive
then,
and
it's
even
more
expensive
now.
L
So,
in
the
end,
though,
higher
education
was
the
secret
to
our
family's
social
mobility,
and
I
know
we
have,
as
a
unit
family
unit,
contributed
to
the
economy
in
a
positive
way.
For
example,
my
sister
is
one
of
the
few
bilingual
librarians
in
washoe
county.
My
older
brother
works
for
the
city
of
south
lake
tahoe,
doing
snow
removal
and
working
for
the
parks.
L
So,
as
was
already
mentioned,
20
years,
the
dfs
program
has
been
helping
underrepresented
students
like
myself,
become
the
first
in
their
family
to
access
college
and
and
change
the
traditions
for
their
entire
families.
But
in
my
opinion,
this
work
does
need
to
be
intentional.
You
just
can't
hope
that
a
well-qualified,
diverse
workforce
is
going
to
show
up
in
your
hiring
pool
or
show
up
in
your
boardroom.
L
It
takes
time
it
takes
energy
and
effort,
it's
a
collaboration
between
all
of
us,
and
so,
if
you
would
like
for
me
to
kind
of
zoom
in
more
specifically
on
the
dfs
program,
I'd
be
happy
to
do
so.
But
I
wanted
to
share
my
story
just
so.
You
can
kind
of
get
a
sense
of
of
the
path
that
many
of
us
face,
but
what
is
possible
and
what
is
achievable
if,
given
that
opportunity,
like
dr
easton
brooks
had
mentioned
so
I'd
like
to
open
it
up.
K
Thank
you,
mayor
lews,
and
thank
you,
dr
easton
brooks
and
dr
garcia.
So
we
are
open
for
questions,
but
I
do
appreciate
both
of
what
what
have
you
said
and
then
you
know
just
that
thought
of
intentional
work.
We
can
talk
about
what
we
want
to
be,
but
if
we
don't
actually
do
the
work
and
make
a
plan
and
do
the
work
we're
not
going
to
get
there.
So
I
really
appreciate
this
program
and
thank
you,
mr
chair,
and
we'll
open
it
up
to
questions.
A
So
let
me
before
we
start
I
just
like
to
clarify
the
the
bill
is
looking
to
create
a
program
similar
to
the
one
there
at
unr.
A
It's
it's
not
asking
for
any
funding
from
the
state,
but
but
asking
to
create
the
program
within
the
entry
system
and
to
allow
for
if
someone
wanted
to
like
donate
or
if
you
wanted,
they
want
to
get
grants
or
those
kind
of
things
they'd
be
able
to
accept
funding
into
be
able
to
do
it,
but
unless
there's
any
funding
in
there,
even
though
it
would
be
in
statute,
it
wouldn't
be
implemented
until
funding
is
raised.
Is
that
correct
yeah?
Thank
you.
K
Mr
chair,
for
the
record,
heidi
c,
first
cancer,
so
this
creates
the
framework
of
a
program
that
really
is
the
dean's
future
scholar
program.
It's
a
program
that
I
thought
should
really
be
expanded
or
well
should
we
expand
statewide
that
we
should
be
doing
this?
You
know
across
the
state.
K
It
doesn't
have
money
in
it,
but
my
thought
was:
if
we
set
up
the
framework,
it
will
be
eligible
for
more
grants
and
donations
and
gifts
as
well
as
potentially
qualifying
for
some
of
the
federal
dollars
that
are
being
passed
down
to
the
state
again
to
try
to
help
these
these
students
at
a
very
early
age
to
aspire
and
to
be
able
to
attend,
feel
comfortable
and
confident
that
they
can
get
a
degree
or
more.
Thank
you.
A
Okay,
great
thank
you
so
committee
members,
yeah
senator
donderolu.
K
Thank
you,
I'm
senator
gancer
for
this
information.
So
what
would
prevent
any
of
our
other
our
university
at
unlv.
K
Currently,
thank
you,
madam
chair.
K
There's,
there's
nothing
that
prevents
them
from
doing
this,
and
dr
garcia
mentioned
that
I've
been
interested
in
this
for
eight
years
and
originally
I
went
to
the
system
and
talked
to
them
about
potentially
expanding
this,
because
I
saw
the
value
of
it
and
you
know,
funds
are
always
short,
and
so
it
just
never
happened,
but
we
do
have
a
model
that
works
extremely
well,
that
that
can
sometimes
duplication
doesn't
exactly
work
because
you
have
to
have
the
sort
of
the
culture
and
the
spirit
and
the
willingness
to
do
this.
K
M
Can
I
can
I
make
a
clarification
to
a
couple
of
things
here.
I
think,
what's
what's
being
said
here
is
is
very
true
one.
I
want
to
stress
that
in
the
program
we
don't
encourage
students
just
to
come
to
unr,
and
we
don't
encourage
you
to
say
you
must
get
a
four-year
degree.
I
think
the
main
goal
is
getting
them
through
high
school
and
making
sure
we
get
that
accomplished
and
then,
whatever
that
goal
is
moving
forward,
we
help
them
to
do
that
as
well.
M
Now,
to
the
point
of
what
will
keep
others
from
doing
this,
nothing
will
keep
anyone
from
doing
this.
In
my
experience
in
doing
this
work
over
the
time
that
I've
been
doing
it
and
research
I've
done
over
this
over
the
last
10
years,
I
constantly
have
states
come
to
me
asking
about
creating
pathway
programs.
M
The
challenge
is
that
point
of
attentionality
and
that
challenge
is
understanding
the
work
and
understanding
what
has
to
happen
in
this
world.
I
think
what
would
be
valuable
to
our
state
in
this
extension
of
a
program
is
that
the
framework
is
already
there
and
there's
not
money
needed
to
create
a
new
there's,
not
money
needed
for
overhead
to
create
a
new
program
rather
than
how
do
we
extend
the
work?
That's
already
already
exist.
E
Thank
you
so
much
for
the
chair
dennis
and
thank
you
for
the
inspiring
presentation.
How
does
this
align
to
the?
I
think
it's
the
federal
gear
up
grant
that
nde
currently
operates,
does
is
there
communication
or
a
line
or
use
of
funding
through
that.
L
L
Excuse
me,
this
is
marilus
garcia,
dean's,
future
scholars,
university,
nevada
arena
and
the
gear
up
grant
has
provided
support
to
us
in
the
form
of
a
sub
grant.
I
think
this
is
our
third
grant
cycle,
so
we're
going
on,
I
believe,
15
years,
plus
of
a
relationship
with
nevada
gear
up
we're
very,
very
closely
aligned.
L
They
actually
recognized
our
our
successes
and
in
our
model,
and
so
they
created
they
refer
to
us
as
a
school
site
technically,
and
so
that's
how
we
qualified
as
a
gear
up
school
site,
we're
not
technically
a
school
because
we
serve
students
throughout
the
washoe
county
school
district,
but
our
goals
align
with
nevada
giraffe.
In
fact,
if
I
can
just
add
nevada
gear
up,
just
looked
at
the
dfs
program
model
to
shape
their
own
aspire
program
that
they
just
created
at
unlv.
So
we
just
had
that
meeting
not
too
long
ago.
E
Thank
you,
chair,
dennis
just
a
quick
follow-up
comment
and
I
would
love
I
would
like
would
like
to
mirror
what
senator
marilyn
dondera
luke
had
said
in
that
it'd
be
great
to
see
this
replicated
with
like
same
name
or
different
names
in
I
know
in
southern
nevada,
unlv
nevada,
state
college,
all
the
community
colleges
in
some
aspect,
I
just
see
it
as
definitely
a
light
to
the
future
for
students.
Thank
you.
Thank
you.
Chair
dennis.
K
Thank
you
and
miss
mr
chair.
I
I
think
that's
right
on
point
is
that's
why
I,
when
we
put
the
bill
together,
I
use
nevada
for
scholars
program
because
I
do
want
it
to
be
statewide
and
I
do
want
our
students
to
go
to
all
the
institutions
across
the
state.
So
thank
you.
E
Sorry,
chair
dennis,
thank
you.
I
had
to
find
my
unmute
button.
This
question
is
to
senator
dancer,
so
I'm
curious
about
that.
What
is
the
total
cost
to
run
the
program
for
a
year?
Let's
say.
K
Thank
you
for
the
record,
heidi
sievers
cancer,
and
so
the
information
I
have
is
is
limited.
So
I'm
going
to
let
marilu's
finish
what
I'll
start,
but
my
understanding
is
it
costs
about
a
thousand
dollars,
a
student
to
run
the
program,
but
in
the
end
it's
about
sixteen
thousand
five
hundred
dollars
because
of
some
of
the
summer
programs
that
they
do
but
mary
lou.
Would
you
mind
or
dr
garcia?
Would
you
mind,
sharing
information
about
your
budget
and
and
your
students.
L
Sure
money
lose
garcia
for
the
record,
as
was
mentioned
earlier,
the
mentoring
that
happens
at
the
school
sites
during
the
school
year
is
relatively
inexpensive.
You
get
a
lot
of
gains
for
sending
out
the
team
of
mentors
out
to
the
schools,
but
the
expensive
part
is
the
summer
program
we
bus
and
we
feed
them.
We
bring
them
to
the
university
campus,
and
so
that
really
is
where
we
spend
the
majority
of
our
budget.
We
do
operate
on
a
pretty
lean
budget
and
we
offer
a
lot
for
about
550
000
a
year.
L
It's
tough
being
a
soft
funded
program,
but
we've
made
it
work
with.
You
know:
different
foundations,
private
donations
and
in
collaborations
with
folks,
like
nevada,
state
gear
up
or
in
the
past,
it's
been
nevada
works
or
things
that
have
kind
of
funneled
through
the
state.
So
we've
made
it
happen
in
a
creative
way,
but
it's
about
550
000
to
run
and
do
what
we
do.
E
So
does
that
include
like
clearly,
you
would
have
to
add.
Does
that
include
staff,
and-
and
all
of
that
is
that
all
included
in
that
amount
of
money.
L
Yes,
this
money
loses
garcia
for
the
record
this
we
we
only
have
surprisingly
two
full-time
employees.
As
myself,
an
administrative
assistant,
I
told
you
we
run
lean.
I
feel
like
I'm
a
principal
running
as
an
entire
school
during
the
summer
months,
but
we
make
it
work,
it's
not
ideal,
but
I
mean,
if
you
really
wanted
to
look
at
what
the
bare
minimum
needed
is.
You
need
a
director,
you
need
an
admin
assistant
and
then
our
employees
per
se,
our
two
graduate
students
who
serve
as
program
coordinators
and
below
them.
L
E
Okay,
so
I'm
sorry
to
hone
in
on
this
a
little
bit,
but
I
think
that
if
you're
looking
at
you're
wanting
this
to
be
replicated
statewide,
these
are
the
kinds
of
questions
that
those
universities
and
community
colleges
are
going
to
ask.
So
initially,
if
someone
were
to
start
up
a
program,
they'd
need
a
staff
person,
probably
an
assistant,
some
someplace,
to
work
out
of,
and
then
what
kind
of
assistance
would
clearly
you
and
ours
have
the
program.
So
what
kind
of
assistance
would
unr
provide
as
a
mentor
to
that
program?.
L
Would
you
like
me
to
respond-
and
this
is
right-
you're,
the
expert
okay?
So
I
think
one
of
the
the
things
that
you
know
needs
to
happen
is
a
direct
communication
or
collaboration
between
the
school
district
and
the
the
higher
education
institution.
I
don't
think
this
would
ever
happen
if
we
weren't
working
so
closely
with
the
washoe
county
school
district
and
the
university
embraced
us
as
much
as
they
do.
A
That
was
dr
garcia
for
the
record.
K
Thank
you,
yeah,
and
so
so,
mr
chair,
if
you
don't
mind,
I
can
follow
up
heidi
seaver's,
the
answer
for
the
record
yeah
and
so
senator
lang.
This
can
be
duplicated.
I
I
use
the
word
that
term
carefully,
because
I've
had
some
conversations
with
dr
easton
brooks
and
he
he
made
me
aware
that
in
other
states
it
doesn't
always
work
because
it
takes
leadership
and
if
you've
got
to
have
the
right
person
with
the
passion
to
do
and
of
course,
you've
seen.
K
Dr
garcia
has
that
if
there's
someone
in
in
las
vegas
at
nse
unlv,
who
could
work
with
dr
garcia
to
to
and
maybe
a
mentorship
type
situation
to,
try
to
get
it
started
because
it
doesn't
take
that
much
money.
But
what
they've
been
able
to
do
over
this
20-year
period
is
grow
their
own
and
that's
part
of
the
reason.
M
This
is
dr
donald
lisa
for
the
record
one
of
the
things
as
well.
When
you
talk
about
the
expansion
rather
than
duplication
versus,
there
are
things
that
happen
in
the
summer
program
that
could
be
expended
rather
than
duplicated,
that
will
save
money
students
in
their
summer
current
program
will
take
dual
credit
programs
for
lack
of
a
better
term
in
which
they're
taking
high
school
credits
and
college
credits.
M
So
if
you
can
imagine
that
we
have
these
faculty
already
set
up,
and
all
we
need
to
do
is
connect
students
from
any
of
the
other
universities
or
community
colleges.
We
don't
have
to
worry
about
that
additional
cost.
It
might
be
a
half
a
person
or
whatever
the
case
may
be,
but
that
additional
cost,
but
also,
as
we
think
about
that
expansion
piece,
I
think
about
denver.
For
instance,
denver
had
a
pathway
program
that
was
centered
around
teacher
education.
M
Looking
at
some
of
the
other
universities
and
then
started
looking
at
some
of
the
other
communities
in
denver
to
really
kind
of
make
it
work,
and
so
that's
why
that
lens
have
said:
how
do
we
expand
what
we're
doing,
even
in
expanding
what
we're
doing
there
can
be
a
framework
for
why
this
work
is
is
successful,
but
then
there
are
cultural
pieces
that
will
take
that
could
take
place
in
clark
county
in
vegas
and
henderson
or
any
other
places
that
might
make
it
strong,
even
as
we
think
about
communities
at
ecco.
M
That's
what
I
don't
want
to
get
too
technical
with
the
stats
turns,
but
reliability,
and
it's
validity
that
we
know
it
works,
and
we
know
that
if
we
repeat
this
model
over
and
over
again
that
it
works
effectively.
So
that's
one
of
the
thoughts
about
how
do
we
keep
that
cost
down?
If
we're
able
to
keep
costs
down,
we're
able
to
provide
more
scholarships
for
students
who
are
able
to
be
a
part
of
this
work.
A
Oh
senator
dornathy.
J
Thank
you,
chair
dennis,
and
the
presenters
of
today.
I
want
to
mention
that
I'm
a
proud
first
gen
college
grad,
and
so
I'm
really
glad
that
I
get
to
see
the
this
book
come
forward
and
make
some
suggestions.
J
The
one
thing
that
I
really
want
to
say
is
that
how
we
phrase
certain
bills
or
statutes
can
really
make
or
break
who
gets
to
participate
in
the
programs
that
we
establish,
and
so
the
first
thing
that
I
wanted
to
pull
forward
is
that
in
the
bill
we
refer
to
free
and
reduced
lunch,
or
someone
identifies
as
a
first
generation
college
student.
J
So
my
recommendation-
or
my
main
question
is
so
I
have
two
main
two
questions,
but
my
first
question
is:
are
there
any
other
socioeconomic
or
demographic
factors
that
you'd
consider
besides
free
and
reduced
lunch?
My
inclination
for
this
is
that
you
only
qualify
for
free
and
reduced
lunch.
If
you
apply
for
it
and
if
your
parents
don't
fill
out
form
out,
then
you
don't
qualify
for
it.
So
how
else
would
you
determine
social
needs
outside
of
the
barrier
that's
being
presented
right
now,.
L
This
is
dr
martin,
luis
garcia,
for
the
record.
We've
always
used
free
and
reduced
lunch
as
the
metric
for
high
poverty.
One
of
the
key
factors
for
access
is:
we've
only
worked
with
feeder
schools.
We
call
them
from
that
are
eligible.
Are
title
one
eligible
schools.
So,
to
give
you
an
idea
of
how
things
have
changed
over
the
course
of
20
years,
when
dr
sparkman
started
this
program,
there
were
10
title
1
schools
in
the
washoe
county
school
district.
L
So
we
still
use
free
to
reduce
lunch
as
a
district
because
it
is
commonly
used
and
in
the
higher
ed
level
we
use
pell
eligible.
It's
just
one
of
those
things
you
can't
really
get
around.
In
terms
of
you
know:
income
qualified
students,
but
the
first
genera.
I
really
agree
with
you
on
on
how
important
language
is,
and
one
of
the
things
that
is
often
misunderstood
or
misinterpreted
is
the
definition
of
first
generation
so
dfs.
L
We
we
adhere
to
the
the
general
definition
that
you
are
a
first
generation
student
if
neither
of
your
parents
have
earned
a
bachelor's
degree.
So
there's
a
lot
of
different
definitions
out
there,
but
that's
the
one
we
ascribe.
M
To
dr
donald,
listen
brother
at
subset,
doctor
donalison,
brooks
for
the
record
to
the
senator's
point
I
think
is
absolutely
correct.
I
don't
I
I
don't
think
we
should
use
the
term
free
and
reduce.
I
think
we
should
use
the
term
eligible
free,
reduce
eligible,
because
there
are
going
to
be
people
who
are
eligible,
but
they
have
not
filled
out
the
paperwork
and
I
think
that's
a
good
point
just
for
for
reference
based
free
reduced.
M
Lunch
is
also
referred
to
as
school
school
poverty
and
that's
what
we
tend
to
use,
which
is
different
and
it's
measured
differently
than
we
use
family
poverty
or
even
low
income.
So
it
takes
into
account
different
matrix.
But
I
think
that
free
and
reduced
launch
is
probably
that
free
and
reproduce
much
eligibility
is
probably
the
best
way
to
look
at
it.
M
But
I
think
we
do
have
to
put
that
disclaimer
so
that
you
know-
and
we
know
from
research
that
especially
families
of
color-
they
won't
apply
for
free
and
reduced
lunch
because
of
the
pride
because
of
stigma
and
other
things
around
that,
but
we
still
have
to
find
a
way
to
serve
them.
So
I
think
that's
an
excellent
point
to
think
about.
K
For
the
record-
and
your
point
is
well
made
and
in
the
bill
under
section
one,
three,
a
we
actually
use
the
term
eligible
and
when
we
putting
bills
together,
if
you
could
point
to
definition,
something
that's
clear
in
a
definition,
it's
it's
really
helpful,
but
we
do
have
eligible,
not
necessarily
in
a
program.
Thank
you.
A
And
before
you
go
on
to
your
second
question,
and
just
so
I
get
clarification,
are
you
looking
at
the
when
you're
looking
at
the
free
and
reduced
lunch?
Are
you
looking
at
that?
They
attend
a
school.
That
is
a
title
one
school,
or
are
you
looking
individually
at
this
individual
student
meeting
that
criteria,
because
a
lot
of
times
now
in
a
lot
of
schools,
they,
the
whole
school,
qualifies
as
a
title
one
school
and
they
all
qualify
for
free
and
reduce
once
they
get
past
a
certain
threshold?
L
Our
money
loses
garcia
for
the
record.
Our
sixth
grade
packet
does
not
include
anything
that
asks
the
parents
to
provide
proof
of
income.
I
know
there
are
some
programs
that
are
required
to
do
that
by
federal
law,
or
what
have
you
you're
right
in
the
fact
that
many
of
our
schools
are
so
high
poverty
in
such
high
poverty,
neighborhoods
and
zip
codes
that
the
entire
school
is
lumped
under
the
title?
One
eligibility
some
of
our
feeder
schools
have
that
some
of
us,
some
of
our
schools,
have
you
know
we're
looking
at.
L
You
know
on
a
spreadsheet
washoe
county
when
I
was
looking
at
the
middle
school
configuration
which
are
the
highest
poverty
middle
schools,
because
all
of
our
sixth
graders
left
elementary
school
are
now
starting
in
the
middle
school.
So
you
have
to
kind
of
evolve
with
it
and
just
kind
of
see
where
the
highest
need
is
by
zip
code.
Essentially,
it's
not
a
perfect
science,
but
what
we
do
is
we
have
the
students
self-identify?
Obviously
the
intake
paperwork
has
parents
share
the
level
of
education
that
they
had.
The
students
share.
L
You
know
if
they
do
qualify
for
free
reduced
lunch.
Of
course,
that's
the
secondary
level
of
verification
is
at
the
school
level
when
the
names
come
to
us
from
the
school
counselors,
principals
and
and
teachers,
and
as
a
school
counselor
myself.
I
know
that
the
the
frl
free
reduced
lunch
eligibility
criteria
is
under
lock
and
key.
L
J
Thank
you
for
that
clarification.
My
next
question
would
be.
Could
this
program
be
expanded,
so
I
know
in
the
language
it
says
mentorship
to
tutoring
programs
and
activities,
including
without
limitations
to
summer
programs.
Could
this
program
be
expanded
to
also
include
research
programs
for
students
that
are
interested
in
getting
involved
with
research
labs
before
they
enter
college.
L
L
L
We
know
research
shows
us
that
the
highest
level
of
math
that
a
student
achieves
in
their
k-12
experience
is
a
huge
indicator
for
college
enrollment,
a
but
college
completion,
so
dean's
teacher
scholars
kind
of
embraced
that
best
practice
15
years
ago,
and
that's
why
we
really
push
a
hard
emphasis
on
earning
math
credits.
During
the
summer
months,
our
students
earn
a
year
of
math.
In
six
weeks,
it's
an
incredibly
intense
they're
taught
by
washoe
county
school
district
teachers
on
the
university
campus.
L
Every
year
our
classes
fill
up
the
the
the
interest
and
and
and
sense
of
urgency
for
these
students
to
get
ahead
is
phenomenal
and
then,
as
dr
easton
brooks
mentioned
earlier,
dual
credit
has
been
a
game
changer
for
us,
so
I'm
always
keeping
my
ears
out
at
the
state
level
to
see
what
we
can
do
to
promote
dual
credit
opportunities
for
all
students,
because
it
is
such
a
tremendous
opportunity
in
helping
bridge
that
gap
between
the
k-12
system
and
higher
ed.
M
Donald
reese
for
the
record
and
then,
and
also
to
the
center's
point
one
of
the
one
of
the
challenges
we
have
when
we
think
about
serving
serving
our
students
of
color
or
even
our
communities
in
which
there
are
a
number
of
risk
factors
is
that
we
think
we
have
to
reduce
the
curriculum.
M
Research
shows
that
the
more
the
more
robust
and
the
more
engaging
and
challenging
you
make
the
curriculum
the
better
these
students
do
so
any
opportunity
to
engage
them
in
research,
engage
them
in
higher
level
thinking
we
do.
It
goes
back
to
my
point
at
the
beginning
that
achievement
gap
argument:
it's
not
a
gap
in
knowledge,
it's
a
gap
in
opportunity
and
what
we're
finding
is
that,
as
we
provide
these
students
opportunities,
their
ability
to
show
their
knowledge
is
incredible.
M
There
are
a
number
of
deans
that
are
always
contacting
me
saying.
How
do
I
get
your
students
involved
in
research
because
they
come
with
this
framework
and
lens
and
confidence
that
they're
able
to
kind
of
move
that
work
forward?
We
have
a
number
of
programs
on
campus
in
which
we
have
our
students
engaged.
There's
one
program:
I'm
not
gonna
mess
up
the
name,
I'm
kind
of
still
new
here.
This
is
my
second
year
here,
but
I
saw
students
and
some
who
are
part
of
being
future
scholars
present
on
on
research.
M
They
did
around
health
and
it
blew
me
away
the
level
of
these
high
school
students
and
their
ability
to
research
and
present
around
health
as
it
related
to
their
community.
It
was
better
than
some
master
students.
I've
seen
do
this
type
of
work
so
that
quality
and
level
of
rigor,
I
think,
is
important
and
I
think
that's
something
that
we
should
always
hold
our
communities
to.
M
Let's
stop
thinking
about
it
as
an
achievement
gap,
an
opportunity
gap
we
do
want
to
provide
them
in
research,
because
I
know
letting
go
of
this
is
that
we
really
want
to
provide
them
in
research
because
oftentimes
what
we
find,
especially
in
communities
of
color
research,
is
done
on
us,
rather
than
us
being
involved
in
that
research.
If
we're
involved
in
that
research
and
involved.
In
that
conversation,
we
can
better
able
to
serve
our
communities
and
understand
how
to
serve
our
communities,
especially
as
it
relates
to
education
and
health.
E
Thank
you,
chair
janice,
so
I
just
have
one
more
question
so
and
this
is
to
send
a
receiver's
concert.
I
just
I'm
trying
to
figure
out.
So
this
is
something-
and
I
just
say,
let's
see
if
I
have
this
right.
If
this
is
something
we
want
to
put
in
law,
there's
no
funding
attached
to
it
and
people
can
do
it.
If
they
want,
is.
K
That
right,
thank
you
for
the
record,
heidi
sievers
cancer.
So
so
yes,
and
what
I
can
tell
you,
I
give
you
I
can
give
you
an
example
similar
to
this
is
we
put
the
knowledge
fund
in
statute
in
2011
and
we
didn't
fund
it
until
2013
and
given
the
budget
shortfall
we're
experiencing
now,
I
didn't
think
there
would
be
any
room
to
be
able
to
fund
something
like
this
and
but
you
know,
when
you
look
at
return
on
investment,
it's
huge,
so
it's
really
worthwhile,
but
then
what's
happened
with
all
the
federal
dollars.
K
I
mean
I'm
not
really
sure
how
it's
all
going
to
shake
out,
but
but
what
I
found
in
the
past
is,
if
you
put
it
in
statute,
more
opportunities
arise
to
be
able
to
fund
something
like
this,
which
is
really
quite
inexpensive,
for
what
can
happen
really
again
that
trajectory
for
a
family,
for
a
student
and
for
a
family
to
really
help
them
rise
out
of
generational
poverty
and
and
to
enter
our
workforce.
You
know
a
stronger,
more
diversified
workforce.
A
Thank
you
any
other
questions.
Okay,
we're
going
to
go
to
hear
testimony
in
support
opposition
in
neutral
on
the
bill
and
you're
limited
to
two
minutes
per
person
and
we'll
give
you
a
little
bit
of
a
warning
if
you're
getting
close
to
going
over
and
make
sure
you
state
and
spell
your
name
for
the
record.
So
first
we're
going
to
hear
testimony
and
support
sb
118.
B
B
D
D
B
F
F
F
However,
I
also
wanted
I'm
also
coming
at
this
from
a
personal
perspective,
like
many
of
the
students
targeted
by
this
program
here
today,
I
am
a
first
generation
college
student.
My
dad
has
less
than
a
high
school
education.
He
stopped
going
to
school
when
he
was
12
and
started
working
and
my
mom
attended
high
school,
and
that
was
as
far
as
she
went
as
far
as
her
formal
education.
F
So
I
checked
a
lot
of
the
boxes
that
this
bill
targets
and
I
cannot
over
emphasize
the
importance
of
mentorship
and
what
that
did
to
my
life
personally
in
terms
of
learning
how
to
navigate
the
college
application
process,
standardized
tests
and
everything
that
goes
along
with
just
knowing
how
to
navigate
the
system,
and
so
for
me
that
played
an
enormous
role
in
my
life
and
anything.
We
can
do
to
help
support
and
encourage
that
mentorship,
especially
for
title
1
students
and
first
generation
college
students
were
in
full
support.
Thank
you.
B
N
Thank
you
chair
and
members
of
the
committee.
My
name
is
dylan
keith
k-e-I-t
policy,
analyst
with
the
vegas
chamber,
we're
in
support
of
sb
118
for
the
fact
that
the
future
scholars
program
has
a
proven
success
record
over
the
last
20
years,
they've
been
removing
barriers,
so
students
that
normally
wouldn't
have
the
opportunity
to
attend
school
are
able
to
do
so
and
also
have
the
mentorship
and
tutoring
to
keep
them
involved
all
the
way
from
sixth
grade
until
they
graduate
from
the
university
four-year
college.
N
The
opportunity
to
expand
such
a
program
is
great
for
the
state,
increasing
economic
development,
workforce
diversity
and
workforce
improvements
also
increasing
our
chances
of
bringing
new
businesses
to
our
state.
For
that
reason,
the
vegas
chamber
is
in
support
and
we
urge
your
support
as
well.
Thank
you
so
much.
B
B
B
D
B-E-N-S-A-L-K-O-W-E,
I'm
the
principal
for
akipo
academy,
e-q-u-I-p-o
academy,
and
I
want
to
thank
the
chair
and
senator
cancer
for
the
presentation
today
and
for
the
advocacy
of
this
bill.
Our
school
is
a
6th
through
12th
grade
public
college
prep
school
here
in
southern
nevada.
D
Their
partnership
has
been
tremendous
in
achieving
those
goals
and
especially
their
beliefs
and
outreach
to
middle
school
students
and
early
high
school
students
has
been
a
game
changer
for
our
students
being
as
possible
to
be
successful
students
at
the
university
of
nevada
arena
reno
and
to
be
able
to
continue
to
pursue
their
education
beyond
high
school.
So
we
strongly
support
this
bill.
D
O
C
First,
the
talent
search
program
identifies
an
assist
middle
and
high
school
students
from
disadvantaged
backgrounds
who
have
the
potential
to
succeed
in
higher
education.
The
program
provides
academic
career
and
financial
counseling
to
its
participants
and
encourages
them
to
graduate
from
high
school
and
continue
on
to
complete
their
post-secondary
education
gear
up
is
another
discretionary
grant
program.
That's
designed
to
increase
the
number
of
low-income
students
who
are
prepared
to
enter
and
succeed,
post-secondary
education
gear
up
partnerships
provide
services
at
high
poverty,
middle
and
high
schools.
C
The
grantees
serve
an
entire
cohort
of
students
beginning
no
later
than
7th
grade
and
follow
the
cohort
through
high
school.
And
finally,
our
unlv
multicultural
program
for
stem
and
health
sciences
is
kicking
off
the
gear
up
aspire
scholars
program
this
year.
It's
a
grant
funded
pipeline
initiative
that
supports
students
interested
in
stem
and
health
science
careers,
starting
in
7th
grade
throughout
their
first
year
of
college.
The
target.
C
O
N
Hello
good
afternoon,
my
name
is
manuel
ortiz,
m-a-n-u-e-l
last
name
o-r-t-I-z,
I'm
just
calling
in
support
of
bill
or
sb
118.
I
am
a
former
dfs
student
and
current
employee
of
the
washer
county
school
district,
and
I
cannot
emphasize
enough
the
impact
that
a
program
like
dfs
has
had
in
my
life
growing
up
my
mom.
N
She
had
political
asylum
and
she
valued
education,
but
did
not
know
how
to
navigate
the
educational
system
in
a
foreign
country
and
so
being
able
to
have
mentors
that
came
into
the
schools
and
provided
support
in
many
different
levels
had
really
helped
me
and
also
being
a
first-generation
low-income
student
at
the
university.
N
There
were
still
many
struggles
that
I
had
to
go
through.
There
was
times
where
I
stopped
going
to
school,
but
programs
such
as
dfs
continue
to
help
me,
and
so,
when
I
think
about
what
a
program
like
this
can
do,
it
is
definitely
in
the
back
of
my
mind
that
we
need
more
programs
like
this
to
support
more
students
that
have
similar
experiences
as
mine.
N
We
need
to
figure
out
ways
to
be
intentional
with
that
work,
as
it
was
mentioned
earlier,
to
figure
out
how
we
can
better
provide
the
resources
necessary
to
help
students
that
may
identify
as
myself
and
so
with
that
again
just
want
to
say
that
I
am
in
support
sb118
and
again,
I
thank
you
all
for
being
intentional.
With
this
work.
O
N
Good
afternoon,
members
of
the
committee-
michael
flores
f-l-o-r-e-s
here
on
behalf
of
the
university
of
nevada
reno,
and
I
want
to
start
just
by
thanking
senator
sivers
gantzer
for
bringing
this
bill
forward
and
for
allowing
dr
garcia
and
dean
easton
easton
brooks
to
talk
about
the
dean's
future
scholars
program,
we're
so
proud
of
the
program,
the
outcomes
that
we've
already
seen
from
it
and
just
want
to
put
on
the
record
that
we're
fully
supportive
of
the
senate
bill.
118..
Thank
you.
So
much.
O
N
Good
afternoon
committee,
my
name
is
s-I-o-n-e
lavaca
l-a-v-a-k-a
and
I'm
calling
in
in
support
of
sb-118.
I
too
and
my
dfs
alumni.
I
joined
the
dean's
future
scholars
program
in
2001
and
I
was
a
part
of
the
second
cohort
since
the
sixth
grade,
so
I've
been
a
part
of
the
dean's
future
scholars
program
for
two-thirds
of
my
life
and
I've
been
very
blessed
and
fortunate
because
of
it.
N
A
bit
of
background
on
myself,
I'm
a
first
generation
american
first
generation
college
and
I
went
to
all
the
title:
one
schools
here
in
reno
nevada,
statistically
speaking,
I
wouldn't
have
considered
myself
college
material,
but
because
of
the
support
emotionally
financially
and
mentally
the
dean's
future
scholars
program,
I
was
able
to
reach
my
educational
goals.
I
was
able
to
graduate
with
a
bachelor's
in
criminal
justice,
a
minors
in
psychology
and
later
went
back
to
unr
for
a
master's
in
educational
leadership,
and
I
currently
work
in
higher
education
here
in
reno
nevada.
N
My
mother
is
one
of
seven
and
out
of
my
hundreds
of
cousins,
I
was
the
first
to
graduate
from
college,
and
I
owe
it
all
to
this
program
and
I'm
grateful
to
be
in
a
position
that
not
only
am
I
able
to
help
those
who
attend
the
institution
I
work
at,
but
I
can
also
help
my
close
family
and
friends
obtain
their
educational
goals,
and
I
can
do
all
of
this
because
of
the
dean's
future
scholars
program.
Thank
you.
O
P
P
I
give
dfs
a
lot
of
support
in
the
event,
because
I
would
not
be
where
I
am
today
due
to
it.
So
in
senator
ganzar's
slides
there
was
a
doctoral
student
that
earned
a
doctorate
degree.
That's
me,
so
I
would
not
have
earned
that
doctorate,
let
alone
a
bachelor's
degree
if
it
was
not
for
dfs.
I
had
a
mentor
in
high
school
that
pushed
me
to
go
to
unr
and
apply
to
unr.
I
had
no
ambitions
to
go
anywhere
past
high
school.
P
My
goal
was
just
to
graduate
with
my
high
school
diploma
and
who
knows
where
I'd
be
now
if
that
was
the
case,
but
fortunately
mentorship
has
been
the
strongest
component
of
the
program
for
me.
Is
it
as
well
as
when
I
went
to
grad
school,
as
you
saw
in
the
video
bob
edgington
and
patricia
miltenberger?
P
They
were
my
mentors
in
my
graduate
education
along
throughout.
So
I
attribute
a
lot
of
everything
that
dfs
has
done
for
me
and
I,
and
even
with
my
career
trajectory
now,
all
I
want
to
do
is
help
people.
I
work
at
the
university
of
nevada,
reno
worth
graduate
recruitment.
So
now
my
goal
is
to
get
more
dfs
alumni
into
the
graduate
education.
P
P
A
Okay,
we
will
now
hear
testimony
in
opposition
to
sb
118.
Please
add
the
next
caller
for
that.
O
A
Thank
you.
Let's
go
to
see
if
there's
anyone
wishing
to
testify
who's
neutral
on
the
bill.
O
C
C
B-R-E-N-D-A-P-E-A-R-S-O-N-
and
I
am
here
representing
the
clark
county
education
association
ccea,
engages
in
bipartisan
advocacy
for
advancing
public
education
in
nevada,
cca
is
testifying
in
support
on
senate
bill
118
and
thanks
senator
seavers
gamsert
for
bringing
forth
this
bill.
The
statewide
expansion
of
the
dean's
future
scholars
program
will
help
to
bridge
the
equity
divide
of
students
who
transition
into
post-secondary
education
in
2019.
There
was
a
12
percent
difference
between
the
graduation
rates
of
caucasian
and
minority
students
in
the
enchi
system.
Despite
the
covet-19
pandemic,
enrollment
statistics
and
post-secondary
are
dropping.
C
Students
with
for
first
generation
college
students
in
2021
22,
there
will
be
a
significant
drop
in
their
enrollment.
Research
has
shown
that
mentorship,
tutoring
and
research
support
services
of
first
generation
college
students,
increases
retention
and
academic
success
senate
bill
118
will
provide
much
needed
support
and
services
for
our
first
generation
college
students
through
the
statewide
expansion
of
an
already
successful
program.
Further,
we
believe
that
language
authorizing
use
of
gifts,
donations,
bequests
grants
and
other
sources
of
money
will
help
to
ensure
accessibility
to
funding
in
the
program.
C
In
addition
to
grant
and
scholarship
opportunities
for
first-generation
college
students
are
encouraged
to
be
made
readily
accessible
and
publicized
to
address
the
equity
issues
related
to
higher
education.
Building.
A
stronger
and
more
diverse
economy
in
nevada
means
that
we
ensure
equitable
access
and
support
for
those
seeking
post-secondary
education.
Thank
you
for
your
efforts.
We
look
forward
to
doing
all
we
can
to
support
post-secondary
opportunities
in
nevada.
O
F
Thank
you,
chair
dennis,
and
members
of
the
education
committee.
This
testimony
is
actually
in
support
of
sb118.
I
apologize
for
the
error
on
my
part
for
the
record.
My
name
is
noah
sullivan
s-u-l-l-I-v-a-n
and
I'm
an
extern
with
the
government
relations
department
of
the
clark
county
school
district
as
a
part
of
dcsd's
focus
2024
program.
The
top
priority
within
our
school
district
will
be
ensuring
equity
for
all
of
our
students,
and
that
means
ensuring
access
for
first
generation
and
low-income
students
who
may
struggle
because
of
external
factors
in
their
lives.
F
F
Unlv
runs
a
number
of
similar
programs,
as
the
representative
stated
already
to
the
model
program,
that's
set
out
in
washoe
county,
and
we
can
vouch
for
the
effectiveness
of
hands-on
approach
to
reaching
students
who
wouldn't
have
the
resources.
Otherwise,
as
we
move
back
forward
to
in-person
instruction,
programs
like
these
will
improve
the
outcomes
for
students
who
have
most
been
negatively
impacted
by
the
challenges
of
remote
learning.
F
A
Okay,
thank
you.
Hopefully,
we've
caught
everyone.
I
know
the
technology.
Sometimes
it
can
be
a
little
challenging.
So
hopefully
we
were
able
to
get
all
the
testimony
of
all
the
ones
that
we
needed
to
any.
Any
questions
come
up
from
members
from
hearing
the
testimonies
that
we
need
to
clarify
before
I
I
go
to
senator
ganser
to
finish
out
not
seeing
any
hands
so
senator
cancer.
Do
you
want
to
finish.
K
Thank
you,
mr
chair
and
members
of
the
committee
for
the
record,
heidi
severs
cancer.
I
want
to
thank
you
for
indulging
us
today
and
the
time
that
you've
granted
us.
I
want
to
thank
dr
garcia
and
dr
easton
brooks
for
helping
to
present
today
and
just
kind
of
remind
everybody
of
some
of
the
words
we
heard.
Today.
We
heard
equity
access,
opportunity
and
workforce.
K
A
Thank
you
very
much
so
with
that
we'll
go
ahead
and
close
the
hearing
on
senate
bill
118
and
we'll
move
to
our
next
item
of
business,
which
is
public
comment.
A
If
we
could
have
bpps
get
us
get
us
set
up
for
public
comment.
You
know
we're
gonna,
give
people
just
a
pause
here
for
a
second
to
allow
that
to
happen.
O
O
A
Okay,
thank
you
very
much.
Hopefully
we
got
everything
if
there's
anything
that
we
missed.
Let
me
know
before
we
finish
here,
but
otherwise
we
are
scheduled
to
meet
on
wednesday.
A
We
do
have
a
bill,
I
believe,
and
we're
still
waiting
on
more
bills.
So
hopefully
we'll
get
some
more
here
soon.
So
with
that,
I
have
no
further
business
to
come
before
us,
so
we
will
go
ahead
and
conclude
our
meeting
for
today.
Thank
you.