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From YouTube: 4/5/2021 - Senate Committee on Education, Pt 2
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A
Thank
you.
We
will.
The
committee
on
education
will
come
back
from
our
recess
and
we
have
had.
We
have
gone
through
our
agenda.
We've
done
public
comment.
We
have
one
bill
to
hear
tonight
senate
bill
354
and
I
am
going
to
turn
it
over
to
my
vice
chair
to
chair.
Since
I
will
be
presenting
it.
B
A
Thank
you.
Thank
you.
Madame
vice
chair
and
committee
members
for
the
record
senator
mo
dennis
representing
senate
district
2..
This
evening
I
will
be
presenting
senate
bill
354,
which
builds
on
our
continuing
work
to
improve
and
increase
transparency
in
school
discipline
and
ensure
students
and
students
experiencing
homelessness
are
not
unduly
burdened
by
school
discipline
practices.
A
Many
of
you
will
remember
assemblyman,
tyrone,
thompson's
passion
for
helping
mentoring
and
service
to
others.
Last
session
we
passed
the
bill.
He
sponsored
ab168,
which
created
restorative
justice
processes
in
our
schools.
We
also
enacted
measures
he
requested
to
ensure
students
experiencing
homelessness
were
not
left
out
when
enrolling
in
nevada's
system
of
higher
education
or
charter
school.
It
is
my
sincere
hope
that
assemblyman
thompson's
legacy
of
making
a
difference
in
the
lives
of
students
who
most
need
our
help
will
not
be
forgotten.
A
The
bill
also
seeks
to
address
transparency
to
school
discipline
trends
by
creating
an
indicator
within
the
nevada
school
performance
framework,
to
recognize
and
highlight
schools
that
are
working
to
reduce
the
frequency
of
suspensions
expulsions
and
the
removal
of
students
from
school.
Finally,
to
the
extent
fun
to
the
extent
funds
are
available.
A
Sp
354
requires
nevada's
department
of
education
to
create
a
statewide
restorative
justice
framework.
At
this
time,
madam
vice
chair,
I
would
like
to
go
through
the
sections
of
the
bill
and
then
answer
questions.
We
also
have
some
other
presentations,
but
first
section
one
creates
the
indicator
in
the
state-wide
system
of
accountability,
to
recognize
schools
that
reduce
the
frequency
of
suspensions
expulsions
or
the
removal
of
students.
A
Section
2
requires
mde
to
develop
a
statewide
framework
for
restorative
justice
practices
and
sets
out
certain
parameters
for
the
framework,
including
providing
information
identifying
and
addressing
the
needs
of
homeless,
unaccompanied
and
foster
students
providing
for
the
improvement
of
school
climate
culture
and
safety
and
school
outcomes
and
provide
providing
training.
Section
3
requires
data
on
school
discipline
to
be
disaggregated
by
certain
subgroups
of
students
and
types
of
offenses
to
the
extent
possible
under
federal
law,
and
that
the
disaggregated
data
be
posted
on
the
school's
website.
A
Section
4
is
a
conforming
change
relating
to
ensuring
suspensions
and
expulsions
are
not
related
to
homelessness.
The
provisions
detailing
this
change
are
later
in
the
bill.
Section
5
relates
to
districts,
restorative
justice
plans,
senate
bill
354
requires
each
school
district's
board
of
trustee
to
solicit
input
from
students
on
the
plan.
It
also
requires
the
district's
plans
to
align
with
statewide
framework
for
restorative
justice.
A
Section
6
requires
a
school
administrator
to
determine
whether
a
student
is
experiencing
homelessness
before
removing
the
students
from
the
classroom
or
school.
The
section
also
requires
a
school
that
is
removing
a
student
from
the
classroom
or
school
for
more
than
one
day
to
provide
education
services
and
to
appropriate
positive
behavioral
interventions
and
support
trauma
and
foreign
support
and
a
referral
to
a
school
social
worker
or
counselor
section
7,
recognizes
homeless
and
unaccompanied
students
in
existing
processes
related
to
conferences
held
following
a
student's
removal
from
school.
A
Similarly,
section
12
prohibits
a
school
from
suspending
or
removing
a
student
from
school
without
providing
a
plan
for
restorative
justice.
This
provision
is
similar
to
what
is
currently
required
for
students
who
are
expelled
while
in
on
the
fiscal
impact.
I
don't
we
don't
we,
those
have
not
been
submitted
yet,
but
we
suspect
that
they
will,
and
at
the
moment
I
don't
have
any
proposed
amendments,
although
I
know
that
we
have
folks
that
have
been
working
with
different
groups
to
to
make
some
amendments
so,
madame
meister.
A
This
concludes
my
presentation
of
sb
354
and
I
do
have
some
co-presenters
here.
We've
got
dr
tammy
mallett.
I
believe
she's
going
to
start
off,
so
I
will
let
her
go
and
then
she
can
identify
the
next
individual.
So
with
that,
I'm
happy
and
as
we
get
to
the
end,
I'm
happy
to
answer
any
questions
that
you
or
the
members
may
have.
Thank
you.
B
Thank
you
very
much,
senator
dennis
and
dr
malach.
It's
a
pleasure
to
see
you
and
please
go
ahead
when
you're
ready.
Thank.
C
Okay,
so,
as
senator
dennis
said,
I'm
dr
tammy
mallich,
I
co-chair
the
educational
equity
task
force
where
the
las
vegas,
my
brother's
keeper
alliance,
and
it
is
the
las
vegas
mbk
that
is
making
a
request
of
this
to
continue
the
legacy
that
assemblyman
thompson
started.
As
was
mentioned,
our
task
force
in
educational
equity
and
really
the
las
vegas.
My
brother's
keeper
really
focuses
on
educational
outcomes
for
youth
of
color,
as
well
as
other
marginalized
populations.
C
We
look
at
policies
and
impacts
that
are
disproportionate
to
those
populations,
and
our
goal
is
to
support
evidence-based
recommendations,
to
increase
opportunities
for
youth,
to
succeed
and
to
support
alignment
of
unique
or
innovative
programs
to
promote
access
to
education,
grade
level,
academic
performance
and
high
school
graduation,
because
we
know
that
that
is
good
for
all
students
in
the
state
of
nevada.
C
Some
of
our
concerns
that
caused
or
impacted
the
ask
in
the
last
session
that
assemblyman
thompson
moved
forward
where
the
impact
or
negative
impact
of
punitive
discipline
really
looking
at.
How
do
we
change
behavior
and
the
current
discipline
system
was
not
changing
behavior,
it
was
punishing
behavior
and
if
punishing
behavior
changed
it,
then
that
would
be
a
really
effective
system.
But
that's
not
what
we're
finding.
C
The
national
education
association
and
the
national
association
of
education
of
young
children
all
have
publicly
recognized
the
ineffectiveness
of
suspension
and
expulsion
and
the
resulting
harm
and
also
it
punitive
discipline,
creates
significant
civil
rights
implications,
and
we
know
that
not
just
here
in
nevada,
but
internationally.
We
see
that
students
of
color
are
disproportionately
subjected
to
punitive
discipline,
especially
black
and
native
american
students.
C
The
benefits
of
restorative
practices,
which
is
what
we
are
encouraging,
not
only
do
they
enhance
a
sense
of
belonging
for
all
students,
both
those
directly
involved,
as
well
as
those
indirectly
involved.
Restorative
practices
also
increase
confidence
and
they
help
students,
reach
mutual
understanding
and
develop
creative
solutions.
C
The
practice
really
builds
the
confidence
and
helps
teach
students
how
to
handle
conflict
constructively,
mitigate
effects
of
unwanted
behavior
and
how
to
negotiate
restitution
for
harm
these
practices
when
implemented
in
a
school
environment,
promote,
regulate
self-regulation,
teach
social
skills,
develop
work
and
career,
ready
attitudes,
and
certainly
our
future
workforce.
We
are
all
interested
in
ensuring
that
they
are
the
most
well
equipped
minimizes
disruption,
distraction
and
friction,
and
bullying
improves
relationships
between
and
among
students,
but
not
only
between
and
among
students,
but
between
students
and
staff
teachers.
C
C
A
couple
of
things
I
would
note
is
that
the
accountability
measurement
system
already
exists
and
to
some
level
it
does
count
or
or
populate
the
frequency
of
suspension,
expulsion
currently,
but
only
for
student
violence
indicators,
so
only
for
a
subset
of
behaviors.
C
The
framework
that
exists
right
now
is
a
requirement
of
the
nevada
department
of
ed,
so
that
would
remain
the
same.
It
does
put
some
ownership
on
the
department
to
create
some
standards
for
restorative
action
when
this
bill
passed.
Originally,
that
was
a
little
bit
more
loosely
defined.
We've
learned
a
lot
over
the
last
two
years,
so
now
it
would
allow
the
department
to
create
kind
of
some
standardization
across
the
states.
C
I
know
that
some
districts
might
have
a
concern
around
the
identification
of
homeless
students
or
unaccompanied
pupils
or
those
in
foster
care,
but
our
current
statewide
student
identification
or
student
information
system
on
infinite
campus
already
has
indicators
in
place
for
identifying
these
students,
and
it
is
already
a
requirement
that
every
school
have
a
homeless
advocate
and
have
an
office
that
that
addresses
the
needs
of
homeless
students.
So
this
wouldn't
necessarily
be
an
additional
requirement
that
identification
already
occurs.
C
It
would
require
some
sensitivity
around
students
that
are
identified
as
such
the
increase
or
the
impact
on
school
climate.
It
really
leverages
a
lot
of
the
things
that
we
currently
have
in
the
state,
but
in
a
more
systemic
and
complementary
way,
including
multi-tiered
systems
of
support,
early
warning
indicator
systems,
positive
behavioral
interventions
and
supports
school
social
workers
or
other
mental
health
professionals
and
curriculum
on
social,
emotional
learning
and
finally,
trauma-informed
practices.
C
Ferpa
already
allows
for
the
data
to
be
posted
on
the
internet,
and
it
is
done
in
an
at
more
aggregated
format,
but
only
for
the
violence
indicators,
so
this
would
allow
it
to
be
done
by
school
and
again.
This
is
not
a
ferpa
violation,
because,
because
this
is
data
that
is
already
reported
at
the
state
level,
just
for
a
smaller
subgroup
of
infractions,
the
requirement
for
the
district
restorative
discipline
plan
in
the
last
session,
this
part
already
passed
so
school
boards
are
already
charged
with
the
creation
of
this
plan.
C
The
addition
here
would
require
them
to
add
some
members
to
this
team.
Specifically
pupils
oftentimes.
We
create
policies
and
and
structures
or
rules
for
students,
and
sometimes
we
forget
to
have
their
voice
at
the
table,
so
it
requires
now,
in
addition
to
staff,
administrators,
central
office
and
parents.
It
also
requires
that
there
that
there
be
students
involved
in
this.
C
In
the
event,
schools
are
concerned
about
this
new
requirement,
which
would
require
schools
to
offer
pupils
who
were
removed
for
more
than
one
school
day.
Educational
services,
as
it
relates
to
prevention
of
loss
of
credit
or
academic
disengagement
and
adding
a
positive,
pbis
or
positive
behavioral
interventions
and
supports
or
trauma
informed
support.
C
C
In
a
lot
of
the
sections.
One
of
the
biggest
changes
is
adding
homeless,
youth
and
unaccompanied
pupils
that
becomes
really
important
because
a
lot
of
times
our
homeless,
youth
and
unaccompanied
youth
are
not.
They
don't
have
a
parent
or
guardian
who
can
come,
get
them
back
into
school,
so
it
it
allows
principals
the
opportunity
to
meet
with
a
youth
or
meet
with
a
homeless
advocate,
instead
of
relying
on
that
parent
or
guardian,
especially
when
we
have
youth
that
are,
for
whatever
reason,
not
with
their
parent
or
guardian.
They
are
advocating
for
themselves.
C
The
requirement
then,
to
consider
if
homelessness
is
a
factor
in
the
behavior
exhibited
behavior
is
in
concert
with,
or
coordination
with,
the
district's
already
established,
homeless
offices,
homeless,
youth
offices.
So
it
wouldn't
be
school
by
school
principal
by
principal,
having
to
figure
that
out.
C
The
other
change
in
sections
10
and
11
that
might
get
confusing
for
some
not
in
the
school
lane,
but
section
10
would
be
those
mandatory
expulsions
under
a
different
state
law.
That's
where
they
shall
and
and
there's
a
requirement
for
very
specific,
violent
and
egregious
behaviors.
There's
a
requirement
for
removal
for
students
that
are
11
or
older,
section
11
same
language,
conforming
language,
but
those
would
be
discretionary
reasons.
C
C
We
believe
that
over
all
sb
354
helps
our
students
stay
in
school
and
we
really
feel
like
this
will
help
districts
work
with
schools
that
are
disproportionately
impacting
student
populations,
those
that
were
mentioned
that
were
already
pointed
out,
especially
students
who
are
homeless,
students
that
are
unaccompanied
and
then
students
of
color
that
are
more
disproportionately
impacted
by
discipline,
not
only
here
in
the
state
of
nevada
but
in
many
urban
communities,
so
that
we
can
provide
the
greatest
opportunities
for
all
students
to
get
a
diploma,
because
we
know
that
a
high
school
diploma
is
a
great
equalizer
and
one
of
the
ways
that
we
can
help
young
people
find
a
pathway
to
success.
C
Whatever
that
pathway
is.
I
would
also
point
out
that
this
was
a
very
much
a
collaborative
approach,
working
with
advocates
at
the
state
level
at
the
local
level,
as
well
as
the
non-profit,
not-for-profit
and
advocacy
groups.
This
really
was
a
collaborative
effort
to
senator
dennis's
point
about
requests
for
amendments.
C
I
don't
know
if
it
would
be
appropriate
to
mention
them
at
this
point,
but
I
know
that
one
such
request
is
that
we
add
youth
in
the
foster
system
anywhere.
We
have
unaccompanied
youth
because
that's
another
student
group
that
is
disproportionately
impacted,
and
I
would
also
point
out
that
homeless,
youth
and
foster
youth
are
often
more
largely
or
disproportionately
impacted
or.
C
Include
disproportionately
include
youth
of
color,
so
once
again
over
representation,
and
then
I
know
that
washoe
had
a
request
that
the
alignment
of
this
bill,
if
passed,
would
start
in
a
more
traditional
format
in
the
fall
of
2022,
and
so
that
districts
would
have
an
opportunity
to
get
all
of
the
their
procedures
in
place
so
that
they
have
a
better
opportunity
to
more
closely
follow
the
requirements
in
the
bill.
And
so
I
know
that
those
two
are
amendments
that
have
been
requested
and
just
references
to
some
of
the
points.
B
Thank
you
very
much
committee
questions
senator
dennis
before
we
go
to
committee
questions.
Was
there
somebody
else
that
was
going
to
present?
I'm
sorry,
let.
A
Think,
dr
malach,
is
there
anyone
else
right?
It's
just
us.
E
Thank
you,
madam
vice
chair.
I
was
looking
at
some
of
the
references
that
it
alludes
to
in
the
bill
and,
for
instance,
the
list
of
children
that
it
pertains
to,
and
one
of
the
things
that
I
noted
was
that
in
the
other
subsection,
not
subsection,
two
where
it
talks
about
the
list
of
who
it
pertains
to
was
those
who
have
been
bullied
or
bullying
subject
to
the
bullying
or
the
cyber
bullying,
and
I
it
made
me
think
of
you-
know
we're
interested
in
helping
the
people
who
have
perpetrated
with
restorative
justice.
E
Can
we
give
them
an
opportunity
to
be
out
of
the
clutches
or
out
of
the
reach
of
those
who
are
the
bullying
people,
and
then
I
also
read
in
the
attorney
general's
opinion
in
392.472,
just
above
that,
where
it
alludes
to,
they
could
do
home
school
or
private
school,
and
I
I
appreciated
what
dr
malach
said
was.
We
are
now
prepared
to
teach
at
home
better
than
we
have
ever
been,
so
I
I
think
that
restorative
justice
is
not
so
much
punishment
anymore.
E
As
reality
of
you
know
what
we
can
do,
and
so
I'm
looking
at
the
person
who
is
who
is
acting
out
right
now,
beating
somebody
up
or
whatever,
so
how
long
does
it
take
us
to
intervene
as
opposed
to
have
a
plan
and
institute
the
plan
and
with
when
you
talk
about
the
ferpa,
if
you
have
a
student
involved
with
the
plan,
that's
great
to
have
it
as
a
overall
plan,
but
obviously
not
as
a
specific
plan
on
a
specific
student
and
those
were
some
of
my
question
mark
and
observation,
and
you
folks
have
probably
already
thought
of
those
and
can
elucidate
on
some
of
my
question.
C
Sure
so,
to
those
questions,
senator
hardy
college.
C
Dr
tammy
malwich
co-chair
las
vegas,
my
brother's
keeper
alliance,
great
questions.
Thank
you
for
that.
C
So,
with
regard
to
the
restorative
plan,
there's
kind
of
two
requirements
in
the
last
sessions
bill
one
is
that
the
district
create
this
plan
of
action
for
the
entire
district,
which
really
outlines
the
code
of
conduct
and
what
the
district
is
going
to
allow
then,
at
the
student
level,
a
student
who
is
being
recommended
for
a
long
term
removal.
There
is
then
an
individual
student
plan
that
is
required
as
well.
That
is
unique
to
that
individual,
so
that
already
exists
as
well.
Schools
got
very
good
at
that
over
the
last
two
years.
C
I
feel,
and
I
know
that,
there's
a
a
template
that
the
state
provided,
but
districts
could
use
their
own
form
as
well
to
the
point
of
restorative
justice
and
victims
or
bullies.
So
under
the
bullying
law,
there
is
currently
a
couple
of
different
options.
One
is
if
the
parent
or
guardian
or
victim
feels
that
the
school,
despite
all
of
the
mitigating
situations
or
circumstances
they
put
in
place
if
they
still
feel
their
student,
is
afraid
or
unsafe.
C
C
There
are
rare
cases
where
that
is
a
successful
move,
but
generally
we
don't
do
that
to
young
people,
but
it
does
require
generally
your
perpetrator
to
do
a
restorative
action
that
is
aligned
to
their
misconduct.
So
maybe
we
don't
bring
them
back
with
the
bully,
but
we
put
them
in
a
community
service
situation
within
the
school
setting.
C
If
they're
going
to
be
removed
for
more
than
a
day,
then
of
course
some
some
rules
would
come
into
place,
but
that
rule
would
be
that
they
continue
in
educational
program
for
that
student
that
could
be
take-home
packets.
That
could
be
a
distance
learning
model,
so
you're
still
removing
the
perpetrator,
while
you're
coming
up
with
a
solution,
but
the
request
in
the
bill
would
be
to
continue
to
require
education.
What
we
don't
want,
kids
to
think
is,
I
can
punch
someone
get
in
trouble
and
then
I
get
a
free
pass
from
school.
C
C
One
of
the
benefits
we
could
say
is
that
we've
positioned
ourselves
in
a
much
better
place
to
provide
for
education
of
students
who
can't
it
can't
be
done
in
a
classroom
setting
in
the
short
term,
and
so
that
I
think,
would
be
an
easy
way
to
facilitate
that.
But
districts
would
would
have
could
come
up
with
the
best
way
for
each
district,
because
that
may
look
different
in
esmeralda
school
district
than
it
does
in
clark
than
it
does
in
washoe,
et
cetera.
C
Correct
because
of
ferpa
because
of
protecting
victims
as
well,
we
don't
bring
I'm
sorry
dr
tammy
miles
for
the
record.
We
don't
bring
victims
in
front
of
perpetrators
in
the
k-12.
It's
done
more
at
the
collegiate
level,
more
commonly
it's
very
risky.
To
do
that,
though,.
B
B
But,
coupled
with
that,
in
this
session,
we've
had
lots
of
bills
about
mental
health,
and
I
really
would
love
to
see
this
coupled
with
mental
health,
that
those
kinds
of
services
not
only
for
not
only
for
homeless,
kids
but
foster,
kids
experience
the
same
kinds
of
trauma,
and
I'm
just
wondering
if
you
gave
any
thought
to
that
or
I'd
be
happy
to
have
some
input
from
you
on
that.
C
Sorry,
it's
okay!
Thank
you,
senator
lange,
dr
tammy
miles
for
the
record,
so
we
did
think
about
that.
In
section
seven,
if
the
student
is
homeless,
that
conference
is
required
to
include
consideration
of
an
interventions
to
mitigate
the
impact
of
homelessness
on
the
behavior,
and
some
of
the
things
outlined
would
be
a
social
work,
referral
a
school
counselor
referral
access
to
services
so
that
that
is
included
and
agreed.
C
A
hundred
percent
just
getting
the
kiddo
back
in
school
without
addressing
the
mitigating
circumstance,
is
not
going
to
change
things,
and
that
was
one
of
the
reasons
that
dfs
ask
that
foster
youth
be
spelled
out
everywhere.
We
have
homeless
shoes.
B
Thank
you
so
much
additional
questions
from
the
committee.
C
Yes,
ma'am
dr
mileage
for
the
record,
so
in
at
the
school
level.
Again,
your
overarching
governing
board
or
school
district
creates
kind
of
your
overall
plan
and
your
code
of
conduct.
What
they're
going
to
allow?
What
they're
not
going
to
allow,
then
within
that
the
attempt
is
to
make
this
more
pupil
center
than
former
plans.
So
then
it
gets
to
the
student
level
what
works
for
most
students.
So
it's
kind
of
that
pyramid.
C
It's
really
looking
at
personalizing
that
so
within
the
individual
student
restorative
plan
of
action,
it
requires
schools
to
do
a
little
bit
of
tracking
of
things
that
they
have
tried
with
the
student.
What
works?
What
doesn't
before
escalating
so
it
may
result
in
the
end
in
some
students
requiring
removal,
but
it
exhausts
other
options
and
and
prohibits
that
from
being
the
first
line
of
defense,
except
for
those
mandatory
expellable
offenses.
C
It
requires
schools
to
to
do
some
of
those
underlying
behavior
interventions,
whether
that's
meeting
with
a
counselor,
whether
that's
a
pressure
pass,
whether
that
is
mentorship
by
a
teacher
or
a
coach
or
an
administrator
that
that
student
looks
up
to
whether
that's
a
weekly
session
with
the
school
social
worker
or
mental
health
professional.
C
Maybe
a
small
group
breakout
group
with
similar
concerns
how
to
control
anger,
anger
management
or
how
to
control
impulsive
behavior,
so
it
really
puts
in
place.
I
think
things
that
schools
do
it
now
makes
them
more
thoughtful
and
conscious
about
doing
them
and
recording
them.
So
then,
when
they're
meeting
with
parents
to
say
you
know,
we've
tried
everything
with
little
susie
or
johnny.
Here's!
What
we've
tried!
Here's!
What
didn't
work!
I
think
it
helps
inform
the
parent
as
well
as
they're,
looking
for
more
support
and
more
assistance.
C
I
think
it
also
helps
parents
who
sometimes
feel
that
the
schools
are
looking
out
to
get
their
kiddo
or
looking
you
know
only
watching
their
kiddo.
You
know,
I'm
sure
you
guys
hear
that
a
lot
and
I
know
districts
do
as
well.
I
think
it
creates
a
a
better
image
for
the
schools
and
for
the
state
to
show
parents.
No,
we
really
do
care
about
kids.
In
fact,
we've
tried
all
of
these
things
we're
trying
to
work
with
you.
I
think
it
helps
build
a
team
with
the
parent.
B
B
All
right
looks
as
though,
maybe
we
don't
have
any
more
questions.
Senator
dennis.
Would
you
like
me
to
go
to
support
yeah.
F
F
G
Hi
good
evening,
alexander
marks
the
nevada
state
education
association
and
mayor
ks.
The
nevada
state
education
association
has
been
the
voice
of
nevada
educators
for
over
120
years.
We
stand
in
support
of
sv
354
to
make
important
updates
to
nevada's
system
of
restorative
justice,
including
requiring
the
department
of
education
to
develop
a
statewide
framework
of
restorative
justice.
G
Nsea
believes
the
principles
of
restorative
justice,
which
proactively
build
healthy
relationships
and
a
sense
of
community
to
prevent
and
address
conflict
and
wrongdoing.
We
always
take
a
strong
stance
for
the
safety
of
our
educators.
The
issue
of
student
discipline
continues
to
be
one
of
the
more
vexing
ones
for
educators.
During
the
2017
session,
nfca
worked
to
improve
nevada's
system
of
progressive
student
discipline
last
session.
This
was
replaced
with
the
restorative
justice
model.
Unfortunately,
school
districts
were
not
provided
with
the
guidance
and
resources
necessary
to
sufficiently
implement
and
student
educator.
Safety
has
been
compromised.
G
Sp
354
provides
this
important
missing
piece
every
day,
educators
make
students
feel
welcome
in
the
classroom
and
at
school
sites,
many
utilize
learning
circles,
conflict
resolution
and
mediation
to
deal
with
the
challenges
and
resolve
conflict.
However,
this
work
is
often
independent
of
a
broader
school
culture,
it's
necessary
for
there
to
be
proactive,
district
and
school-wide
plans
to
implement
restorative
justice
practices
that
is
seamlessly
integrated
into
the
classroom,
curriculum
and
culture
of
the
school.
This
also
means
providing
needed
trainings
to
foster
an
environment
where
assertive
justice
discipline
systems
can
be
successful.
G
F
F
D
Good
evening,
madam
vice
chair
members
of
the
committee,
stephen
cohen,
for
the
record
stephen
with
the
v
I'll,
keep
it
nice
and
short
and
sweet
because
we're
running
late
ditto
with
that
man
of
vice
chair.
Thank
you
and
I
yield.
F
F
H
H
nphy
serves
unaccompanied
youth,
experiencing
homelessness
and
in
almost
my
10
years
at
mphy,
I've
seen
countless
youth
experiencing
homelessness,
be
labeled
in
schools
as
troublemakers,
disruptive
or
poorly
behaved.
Further.
I've
seen
the
same
youth
be
dismissed
and
labeled
as
not
wanting
to
be
successful
school,
and
this
is
simply
just
not
the
case.
Many
of
these
youth
are
exhibiting
behaviors
that
are
signs
of
larger,
underlying
issues
like
their
experience
with
homelessness
or
unstable
out-of-school
environments,
they're
signaling
to
adults
to
their
behaviors
that
there's
something
more
serious
going
on.
H
Yet
we
are
failing
to
see
or
investigate
it
and,
as
a
result,
they
are
often
labeled
as
troubled
youth.
Schools
are
often
the
last
place
of
refuge
that
many
young
people
have
where
they
can
count
on
a
meal,
support
of
adults,
consistency,
connections
and
hope
for
a
brighter
future.
This
is
especially
true
for
unhoused
students,
where
schools
often
are
lifeline
on
how
students
may
be
struggling,
may
be
facing
more
hardships
and
difficulties
in
their
out
of
school
environments.
H
Unhoused
students
already
struggle
to
succeed
academically,
given
their
disadvantages
to
experiencing
like
being
abused
or
neglected
hungry,
not
having
shelter
or
a
place
to
shower
or
study.
These
stressors
can
cause
youth
to
be
distracted
in
classroom
wary
of
their
peers,
who
are
bullying
them
and
cause
mental
health
challenges
that
can
manifest
in
certain
behaviors.
You
already
heard
the
stats
of
how
punitive
discipline
actions
are
just
disproportionately
applied
to
students
experiencing
homelessness
and
students
of
color.
H
Let's
think
about
this,
for
a
second
nevada
is
experiencing
one
of
the
worst
incidences
of
youth
homelessness
in
the
country
on
any
given
year
we
have
tenth
of
tens
of
thousands
of
homeless
youth
enrolled
in
schools.
In
1819,
we
had
18
000
students
enrolled
homeless
in
the
k-12
system.
What
happens
when
you
give
an
out-of-school
suspension
to
a
homeless
student
homeless?
Students
have
no
homes,
their
environment
could
be
a
shelter,
an
unstable,
weekly,
a
car
or
the
streets.
H
It
is
cruel
to
suspend
and
remove
a
student
that
has
nowhere
to
go,
especially
with
school,
represents
their
only
consistent
meal
of
the
day,
opportunities
for
connection
and
resources
or
time
around
positive
adults,
but
that
is
not
the
coolest
part
service
providers,
like
nph,
wi-fi
all
day
long
to
connect
youth
to
services
immediately
when
they
experience
homelessness.
This
is
because
the
coolest
part
is
that
youth
are
all
too
aware
that
bad
things
can
quickly
happen
on
the
streets
and
now,
as
a
result
of
their
removal,
they
may
have
nowhere
to
go
to
feel
safe.
H
They
may
have
to
wander
the
streets
which
are
unsafe,
especially
when
a
young
person
is
supposed
to
be
in
school
on
the
street.
It
can
be
lured
into
labor
sex
trafficking
within
48
hours,
introduced
to
drugs
or
stop
going
to
school
permanently,
as
they
think
they're
being
punished
or
it
is
unsafe
or
the
school
doesn't
care
about
their
undying
underlying
issues
and
even
worse,
they
can
face
cert,
serious
mental
health
issues
that
can
reside
that
can
arise
as
a
result
of
being
disconnected
from
schools.
Thank
you.
F
I
I
think
that
dr
tammy
malach
gave
a
very
comprehensive
overview
of
the
bill
and
I'll
say
ditto
to
my
colleague,
arashka
fury
and
all
of
his
his
comments,
we're
in
full
support
of
sb
354,
and
we
urge
you
to
support
this
important
bill
to
protect
homeless
youth
within
our
state's
education
system.
Thank
you.
F
F
J
Thank
you,
madam
vice
chair
and
committee.
This
is
lindsey
anderson,
l-I-n-d-f-a-y
a-n-d-e-r-s-o-n
on
behalf
of
the
washoe
county
school
district,
we're
coming
neutral
today
on
this
bill.
After
talking
to
the
bill
sponsor,
we
started
working
on
addressing
some
potential
amendments
to
the
bill
that
was
brought
forward
today.
I
want
to
make
it
clear
that
our
district
is
committed
to
addressing
disproportionality
and
discipline
within
the
district
and
have
integrated
this
work
into
our
more
broad
commitment
to
social,
emotional
learning.
That's
been
a
priority
of
the
district
for
some
time.
J
Our
current
homeless
liaisons
are
currently
completely
federally
funded
and
we
have
eight.
This
requires
that
these
advocates
cover
an
average
of
15
schools
per
liaison,
which
is
tremendous
caseload.
Other
suggested
areas
are
the
sections
that
require
district
staff
to
determine
whether
or
not
the
behavior
was
caused
by
the
student's
living
status.
There
are
so
many
factors
in
a
child's
life
that
may
lead
to
behavior
issues
for
our
students.
Our
staff
cannot
be
put
in
the
position
of
determining
whether
the
behavior
was
caused
by
food
insecurity,
past
trauma,
homelessness
or
some
other
reason.
J
Our
homeless
liaison
office
is
not
comfortable
in
making
this
subjective
decision.
The
final
area
of
coordination
should
likely
be
the
effective
date.
As
of
the
legislation,
as
was
previously
mentioned,
ab-168
from
2019
taught
us
how
much
work
is
needed
to
train
our
staff
on
changes
in
the
law
and
setting
the
expectation
that
this
can
be,
in
effect
with
only
days
between
the
effective
date
and
the
beginning
of
a
new
school
year
should
likely
be
addressed.
J
F
I
I
S-A-R-A-H-N-I-C-K
the
department
wishes
to
thank
the
sponsor
senator
dennis
for
his
commitment
to
carrying
out
the
policies
of
the
late
assemblyman
tyrone
thompson,
the
policies
that
were
started
in
2019,
especially
as
it
relates
to
restorative
practices.
The
department
looks
forward
to
working
with
other
stakeholders
to
ensure
senate
bill
354
serves
our
students.
F
I
I
Thank
you
so
much.
My
name
is
annette
dawson
owens
and
I
serve
as
the
school
readiness
policy
director
for
the
children's
advocacy
alliance.
We
support
sb,
354
and
agree
with
what
dr
malach
and
what
has
been
testified
to
here.
We
also
advocate
for
the
implementation
of
a
statewide
restorative
justice
framework
for
disaggregated
data
by
subgroups
that
is
transparent
and
easily
accessible
to
the
public,
for
increasing
accountability
and
solutions
regarding
suspensions,
expulsions
and
removals
that
lead
to
better
outcomes
for
all
students
involved,
as
well
as
the
continuous
education
for
all
our
students.
I
F
D
D
We
support
many
components
of
this
bill
in
regards
to
a
statewide
framework
for
restorative
justice
and
protections
for
homeless,
use,
homeless,
youth.
However,
there
are
some
logistical
questions
that
still
remain.
We
will
continue
working
with
us
bill
sponsor
and
all
stakeholders
in
the
coming
days
to
make
sure
that
bill
is
ready
to
be
a
work
session
before
the
end
of
the
week.
Thank
you.
B
A
Thank
you
madame
vice
chair,
as
you
can
tell,
I
mean
we
are
trying
to
help
kids
that
need
to
be
helped,
and-
and
this
is
a
continuation
of
a
great
work
that
was
started
last
session
and
that
has
been
going
on
for
the
last
few
years
and
hopefully
we
answered
all
your
questions
and
I
know
we're
still
working
with
some
individuals,
some
of
the
folks
to
work
on
a
few
of
the
issues.
A
B
A
Correct,
I
can
go
ahead
and
finish.
My
just
have
a
couple
announcements.
A
Thank
you
very
much
and
thank
you
for
taking
over.
Thank
you,
everyone.
I
know
that
we
had
a
late
one
tonight
we
were
trying
to
get
through
all
the
bills,
so
our
next
meeting
will
be
wednesday,
don't
know
yet
if
we
will
go
late,
but
you
know
this
time
of
year
you
never
know,
but
for
sure
we
will
meet
at
our
regular
time
on
wednesday
and
with
that
we
have
no
further
items
to
come
before
us
at
this
time.
So
we
are
we
hold
on.
A
Let
me
make
sure
I
didn't
forget
something:
okay,
great
with
that
we
have
no
other
items
coming
for
us,
so
we
are
adjourned.
Thank
you
and
thank
you
to
staff.