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From YouTube: 5/10/2021 - 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
Good
afternoon
welcome
to
the
committee
on
it
senate
committee
on
education,
we're
going
to
go
ahead
and
begin.
I
know
we've
got
people
coming
and
going
so
I
want
to
start
and
then
we
might
make
some
changes
as
we
go
or
we
might
stop
the
hearing
and
go
to
some
work
sessions
but
we'll
go
from
there
so
anyways.
We
welcome
you
today
and
will
secretary.
Please
call
the
roll.
B
A
Peter
thank
you.
We
are.
We
do
have
a
quorum.
I
know
senator
lang
is
here.
She
is
just
in
another
committee,
so
she'll
join
us
shortly
and
I
know
I
know
at
least
one
has
to
leave.
So
if
you
have
to
leave
for
another
thing,
let
me
know
because
we're
gonna,
I
want
to
make
sure
we
get
everybody
here
to
do
the
work
session,
but
I'm
gonna,
first
of
all,
just
for
everybody
in
person
online.
A
A
You
can
also
watch
via
nellis
or
the
legislature's
youtube
channel
and
with
those
wishing
to
give
public
testimony,
testimony
or
public
comment
must
register
to
participate
through
nellis
and
they'll.
If
you're
going
to
do
it
by
phone
they'll
email,
you
a
confirmation
and
give
you
what
you
need
to
be
able
to
connect.
A
You
can
also
submit
written
comments,
as
outlined
in
the
agenda
when
testifying
state
and
spell
your
name
and
affiliation,
and
if
any
and
it's
important
too,
to
just
identify
yourselves
as
your
if
you're
speaking
as
we
go
back
and
forth,
so
that
it's
really
clear
who
says
what
so,
you
just
need
to
tell
us
your
name
every
time
you
answer
a
question
or
give
a
comment
and
I'm
going
to
take
public
comment
at
the
end,
and
I
will
limit
that
to
two
minutes
per
person.
A
A
A
A
Let's
see
this
measure
rights,
education,
requiring
annual
reports
of
accountability,
to
include
certain
information
related
to
restorative
justice
and
other
things,
and
so
that's
what
we're
going
to
learn
about
now.
We've
got
assemblywoman
torres
here
with
us,
so
whenever
you're
ready,
we,
you
may
begin.
D
Thank
you
good
afternoon.
Thank
you
to
your
dennis
and
members
of
the
committee
on
education
for
the
record.
A
Woman
taurus
I'm
going
to
stop
you
for
just
a
second,
since
I've
got
somebody
here
rather
than
stop
you
in
the
middle
of
your
thing,
I'm
going
to
do
this
real,
quick
and
so
we're
gonna
close
the
hearing
on
on
ab194
just
for
a
minute.
Sorry
about
that.
But
since
I've
got
everybody
here,
you
know
how
that
goes
thanks.
E
Thank
you,
mr
chair
jen,
sturm
committee
policy.
Analyst.
We
have
five
bills
on
work
session
today,
beginning
with
assembly
bill
19,
which
was
presented
by
nevada's
department
of
education
on
may
5th.
The
bill
changes
the
subjects
included
within
the
social
studies,
core
academic
subject
by
removing
government
and
instead,
including
civics
financial
literacy
and
multicultural
education.
E
The
bill
requires
that
all
regulations,
establishing
standards
of
content
and
performance
for
courses
of
study
in
public
schools
be
removed
from
the
nac
and
attached
to
this
work
session
document
is
the
mock-up
proposed
by
senator
dennis,
which
deletes
section
one
regarding
the
changes
to
the
social
studies
core
academic
subject
for
home
school
children.
Mr
chair.
A
One
of
the
things
that
I
will
point
out
because
we
just
had
a
discussion
with
some
members
earlier.
The
standards
which
currently
are
set
through
the
the
academic
standards
council
and
through
also
the
state
board
of
education
through
regulation
would
change,
and
that
would
be
an
internal
thing
that
would
be
through
the
department
that
they
would
set
those
standards.
A
A
A
Carries,
let's
see
senator
donate,
would
you
do
the
floor
statement
on
this
one.
E
Thank
you,
mr
chair
jen
stern,
for
the
record.
The
next
bill
on
work
session
today
is
assembly
bill
38,
which
is
presented
by
nevada's
department
of
education.
On
april
26th
ab38
revises
the
membership
and
duties
of
an
advisory
technical
skills
committee
appointed
by
the
superintendent
of
a
school
district
that
has
established
a
program
of
career
and
technical
education
and
exempts
such
a
committee
from
nevada's
open
meeting
law.
Additionally,
rather
than
appointing
an
advisory
committee,
the
bill
allows
the
superintendent
or
his
or
her
designee,
to
consult
with
certain
stakeholders
to
perform
the
advisory
committee's
duties.
E
A
Any
questions
we
have
a
motion
to
prove
limited
make
sure
anybody
has
any
questions.
If
not,
I
believe
that
with
senator
hardy,
to
make
a
motion
second
by
senator
ronate,
any
further
discussion
on
the
bill,
all
right,
all
those
in
favor,
say
aye,
any
opposed,
saying
a
motion
carries
and
on
that
one.
A
E
E
The
bill
exempts
a
charter
school
that
has
been
approved
to
be
rated
under
the
alternative
performance
framework
from
both
mandatory
contract
termination
and
the
requirement
that
the
authority
board
of
trustees
of
a
school
district
or
college
or
university
within
the
nevada
system
of
higher
education
as
applicable,
deny
a
request
to
amend
a
charter
contract.
If
the
charter
school
does
not
meet
certain
requirements
of
the
performance
framework.
E
A
Jonathan
makes
a
motion.
Do
we
have
second?
Second?
Second,
from
senator
donderol
lupe,
any
further
discussion
on
the
motion,
all
in
favor,
say
aye
aye
opposed,
say,
nay,
motion
carries
senator
buck.
Would
you
do
the
floor
statement?
A
E
You,
mr
chair,
jen
sturm
for
the
record.
The
next
bill
on
work
session
is
assembly
bill
417,
which
was
presented
by
assemblywoman
tolls
on
may
3rd.
The
bill
revises
provisions
related
to
school
bus
inspections
by
reducing
the
frequency
of
inspections
from
semi-annually
to
annually
and
requiring
the
re-inspection
of
any
vehicle
that
receives
a
violation
notice.
The
bill
also
increases
the
number
of
days
to
correct
a
bus
defect
from
10
days
to
20
calendar
days.
E
B
Thank
you
so
much
chair
dennis,
particularly
with
this
bill.
The
only
thing
that
I
wanted
to
mention
was
that
you
know
I
rode
the
bus
from
6th
grade
all
the
way
until
12th
grade.
I
don't
like
the
part
where
we're
changing
it
from
semi-annual
to
annual,
but
you
know
I
understand
it.
I
understand
the
workload
that
they
have,
but
you
know
begrudgingly.
I
disagree
with
it,
so
I
will
be
voting
yes
for
it,
but
I
reserve
my
right
to
change
my
vote.
So
thank
you.
A
Thank
you.
If
I
remember
right,
this
was
an
issue
that
came
up
during
the
interim
with
interim
education
and
even
though
it's
annually,
I
think
that,
as
far
as
the
safety
checks
it's
actually
going
to
be,
this
is
a
better
better
than
just
because
it
also
includes
the
report
that
comes
from
public
safety,
and
so
I
think
it's
got
actually
going
to
make
it
safer
for
our
buses.
A
A
look
I
I
have
to
look
back,
but
that's
what
I
remember
from
it.
That's
why
I
thought
it
was
good
to
you
know.
I
don't
want
to
do
things
less,
but
if
we
can
do
it
less
and
actually
make
it
more
efficient
where
they
can
actually
do
them
and
actually
get
the
repairs
done.
I
think
that
would
be
a
good
thing.
So
thank
you
any
other
comments
or
questions.
A
Second,
I
heard
a
second
from
somebody.
Oh
senator
hammond,
any
further
discussion
on
the
motion.
All
in
favor
say:
aye
aye,
post
cna
motion
carries:
let's
see
the
senator
hardy.
Would
you
do
that.
A
E
Thank
you,
mr
chair
jen,
sturm
committee
policy.
Analyst.
The
final
bill
on
work
session
today
is
assembly
bill
419,
which
was
presented
by
assemblywoman
bilbray
axelrod
on
april
30th
ab-419
requires
the
sponsor
of
a
charter
school
to
establish
standards
for
and
provide
training
on
the
governance
of
the
charter
school.
The
bill
also
requires
the
governing
body
of
a
charter
school
to
disclose
and
post
on
its
website
certain
information
regarding
contracts
made
between
the
school
in
a
charter,
management
organization
or
educational
management
organization.
E
The
bill
also
requires
a
proposed
sponsor
of
a
new
charter
school
in
reviewing
an
application
to
form
a
charter
school
and
the
sponsor
of
an
existing
charter
school
in
reviewing
a
request
to
amend
a
charter
contract
to
consider
the
academic,
financial
and
organizational
performance
of
charter
schools
that
currently
hold
a
contract
with
the
proposed
operator,
and
there
is
one
proposed
amendment
which
is
attached
to
this
bill.
Page
assemblywoman,
bilbray
axelrod
proposed
allowing
organizations,
in
addition
to
the
sponsor
of
a
charter
school,
to
provide
approved
training
on
the
governance
of
charter
schools.
Mr
chair.
G
Thank
you
chair
dennis
again,
I'm
going
to
go
ahead
and
vote
yes,
but
I
want
to
reserve
my
right
just
because
I
feel
like
all
of
this
legislation
going
after
charter.
Schools
is
unfounded
when
we
don't
look
at
districts
the
same
way
with
their
governance
structures
with
how
much
time
they
spend
in
their
meetings
on
academics
and
student
achievement
and
finances
and
building
construction,
and
that
needs
to
happen
across
the
board
for
all
schools,
not
just
charter
schools.
Thank
you.
A
Okay,
I'll
entertain
a
motion
and
it
would
be
this
one
would
be
in
a
men
didn't
do
past.
Hopefully
we
did
that
on
the
other
one
yep
senator
donate
okay.
We
have
a
motion
to
amend
and
do
pass.
Second,
senator
don
darrell
loop,
further
discussion
on
the
motion,
all
in
favor,
say
aye,
any
opposed,
saying
a
motion
carries
senator
lang.
Would
you
do
the
for
statement
on
that?
A
Okay,
just
want
to
double
check.
We
did.
Did
we
do
on
the
other
one
that
had
an
amendment
we
did.
An
amendment
do
pass
correct.
A
A
Okay,
just
because
we're
not
positive,
let's
go
back
to
ab19.
We
did.
Let's
see
that
was
senator
donderol
loop.
I
believe,
made
the
motion,
but
I
want
to
make
sure
that
we
get
it
right
on
the
record.
It
was
in
a
mend
and
do
pass
if
we
could
have
that
motion.
A
A
H
A
Here
so
thank
you.
Thank
you
all
right,
so
we'll
now
we'll
come
back
where
we
started
and
we
will
open
the
hero.
The
hearing
on
ab194
again
and
this
time
I'll
try
not
to
interrupt
you
so
that
you
can
make
your
presentation.
D
Thank
you
good
afternoon.
Thank
you,
chair
dennis
I'm
members
of
the
committee
on
education
for
the
record.
I
am
assemblywoman
selena
torres
and
I
proudly
represent
assembly
district
3
in
las
vegas
nevada
and
this
afternoon
I'll
be
presenting
on
ab194,
which
revises
provisions
governing
suspension
and
expulsion.
D
Before
I
begin,
I
would
like
to
provide
a
brief
roadmap
of
today's
presentation.
First,
I
will
provide
some
background
information
on
this
legislation
and
then
I'll
pass
a
presentation
to
jonathan
norman
who's
available
on
zoom
today
and
team
chief
of
the
education
advocacy
program
with
legal
aid
from
southern
nevada.
Who'll
walk
the
committee
through
the
bill.
I
want
to
thank
all
stakeholders
who've
reached
out
to
collaborate
on
this
bill
in
the
assembly.
We
work
diligently
on
this
piece
of
legislation
to
find
common
ground.
D
These
conversations
started
throughout
the
interim
and
I'm
excited
to
present
this
piece
of
legislation
that
has
come
from
that
dialogue
with
the
school
districts.
The
nevada
department
of
education,
educators
and
education
advocates
I'll
now
go
ahead
and
provide
some
background.
Information
on
this
piece
of
legislation,
brown
versus
board
of
education
states
that
education
is
perhaps
the
most
important
function
of
state
and
local
governments,
and
it
is
with
this
mindset
that
we
opened
the
dialogue
on
av194.
D
The
genesis
of
this
legislation
was
watching
students
and
their
families
struggle
to
appeal
the
suspensions
and
expulsions
of
their
students
in
the
summer
of
2020.
Thanks
to
help
the
amazing
staff
here
at
lcb,
it
became
clear
that
the
appeals
process
for
nevada
school
districts
varied
an
incredible
amount.
If
a
student
violates
their
school's
code
of
conduct,
the
appeals
process
from
one
school
district
to
another
is
nearly
unrecognizable.
D
This
seemed
unjust.
This
body
knows
that
students
of
color
are
disproportionately
suspended,
more
likely
to
be
suspended
and
expelled
from
schools.
This
is
not
unique
to
nevada.
Nonetheless,
african
american
students
are
significantly
more
likely
to
be
suspended
or
expelled.
This
legislation
does
not
resolve
this
issue,
but
works
to
ensure
that
students
that
are
suspended
and
expelled
from
school
are
afforded
due
process
and
that
schools
are
planning
for
how
they
will
implement
restorative
justice
and
train
their
school
staff
and
faculty.
D
Nonetheless,
schools
have
the
responsibility
to
provide
students
with
due
process.
Education
is
a
right
afforded
to
nevadans
the
u.s
supreme
court
case.
Goss
vs
lopez
indicates
that
the
right
to
a
free
public
education
cannot
be
withdrawn
on
grounds
of
misconduct,
absent,
fundamentally,
fair
procedures
to
determine
whether
misconduct
has
occurred.
Nevada
students
do
not
shed
their
constitutional
rights
at
the
doors
of
our
schools.
Education
is
a
property
and
liberty,
interest
of
nevada
families,
school
suspensions
and
expulsions
have
a
lasting
impact
on
students.
D
This
legislation
does
not
seek
to
outline
what
due
process
will
look
like
in
nevada
schools.
Rather,
the
legislation
requires
that
the
nevada
department
of
education
releases
guidance
on
what
this
appeals
process
should
look
like
and
what
the
timeline
should
look
like.
I
am
expecting
a
small
amendment
to
come
to
this
committee,
and
that
would
just
be
in
regards
to
the
final
section
of
this
legislation,
section
13,
which
is
the
date
that
it
becomes
effect
effective.
D
J
Thank
you:
assemblywoman
torres
jonathan
norman
j-o-n,
a-t-h-a-n,
norman
n-o-r-m-a-n
for
the
legal
aid
center
of
southern
nevada,
I'm
the
team
chief
of
the
education
advocacy
program
at
the
legal
aid
center
honorable
members
of
this
committee.
Thank
you
for
taking
the
time
today
to
consider
this
bill
section.
One
builds
off
the
restorative
justice
practices
that
were
implemented
last
session.
To
ensure
teachers
have
the
tools
they
need
to
effectively
implement
restorative
practices
in
the
classroom.
J
Section
1.5
requires
that
the
student
achievement
plans
prepared
by
school
principals
and
employees
include
academic
and
non-academic
supports
in
accordance
with
nrs
388.885
sections.
Two
and
three
require
that
when
a
child
and
family
is
exercising
their
right
to
appeal
that
the
child
is
still
able
to
continue
to
receive
an
education
in
the
least
restrictive
environment
possible,
those
options
would
be
behavior,
school
or
potentially
online
schooling.
J
Section
5
requires
school
districts
to
adopt
a
policy
for
appealing
suspensions
and
expulsions
for
students,
and
that
said,
process
must
be
explained
to
parents
so
that
they
have
the
information
they
need
to
decide
if
appealing
is
appropriate
in
their
case.
It
also
clarifies
that
if
a
family
chooses
to
appeal,
the
punishment
may
not
be
increased.
As
a
result,
we
have
seen
some
cases
where
the
threat
that
review
may
lead
to
a
harsher
punishment
has
scared
families
out
of
exercising
their
right
to
appeal,
even
when
they
believed
there
is
merit
to
appealing
section.
J
5,
subsection,
2
and
3
requires
that
the
appeal
policy
be
posted
on
the
school
district's
website,
so
that
families
have
access
to
this
information
and
clarifies
that
the
appeal
hearings
are
closed
to
the
public
section.
5
also
requires
the
nevada
department
of
education
to
establish
a
timeline
by
regulation
for
students,
appeal
process
and
oversee
the
regulatory
process.
For
this
bill,
section
7
requires
the
department
of
education
to
provide
guidance
to
school
districts
on
the
appeals
process
in
as
many
languages
as
possible
for
the
benefits
of
students
and
their
parents
and
guardians
with
that.
I
Thank
you
very
much
so
under
section.
I
One
sub
section,
one
page,
four
lines:
19
or
26
through
30,
six
about
you've
got
listed
all
kinds
of
groups,
so
I
I
just
guess
I'd
like
to
know
within
those
groups.
How
do
you
identify
them
like
when
you
say
economically
disadvantaged?
Will
that
be
free
and
reduced
lunch
when
you
say
major
racial
and
ethnic
groups?
What
will
that
include
migratory
children?
Does
that
mean
transitional
like
they've
gone
to
california,
they've
come
back,
or
does
that
mean
they've
come
into
the
country?
D
Thank
you
for
the
question
through
through
the
chair
to
senator
donder
loop
at
some
of
the
tours
for
the
record,
so
that's
already
existing
in
current
statute.
I
think
that
nevada
department
of
education
is
available
and
they
may
be
able
to
provide
additional
support
for
that
question.
K
K
Okay,
this
is
christy
mcgill
from
the
department
of
education,
the
office
of
safe
and
respectful
learning,
and
we
do
have
those
categories
set
up
now
for
that,
for
the
demographics
and
also
for
ell
and
with
students
with
disabilities.
D
I
So
ab24
was
a
bill
responding
to
students
and
just
in
a
short
students
who
were
being
disciplined
and
being
expelled
permanently
from
a
school.
D
I
assembled
taurus
to
to
the
chair
and
through
the
vice,
I'm
sorry
through
the
vice
chair
and
to
the
vice
chair
for
the
record,
and
I
belie
my
understanding.
I've
worked
with
nevada
department
of
education
diligently
on
this
piece
of
legislation.
I
don't
believe
that
there's
any
conflict
we
had
this
conversation.
D
I
remember
that
there
were
two
pieces
of
legislation
that
dealt
with
similar
processes
for
restorative
justice
and
school
discipline
and
expulsion,
so
I
believe
that
it
would
be
applicable
to
one
of
those-
and
I
don't
remember
that
there
was
any
conflicts
and
I
know
obviously,
the
nevada
department
of
education
is
here
and
ready
to
answer
those
questions
as
well
as
that
pertains
to
their
office.
I
Okay,
that
would
be
great
if
the
department
of
ed
could
answer
that,
because
I
know
that
that
particular
bill
was
a
concern
because
kids
as
young
as
students
as
young
as
11
years
old,
could
be
permanently
expelled
from
the
school
district.
So
maybe
the
department
of
ed
can
jump
in
there
and
give
us
some
background
information
on
that.
K
Yes,
good
afternoon,
this
is
christy
mcgill,
director
of
the
office
of
safe
and
respectful
learning.
I
think
you're
referring
to
ab67,
which
is
the
department's
bill
to
look
at
defining
discipline.
There
is
a
definition
in
there
for
permanent
expulsion
and
again
that
bill
is
to
simply
define
the
suspension,
expulsion
and
permanent
expulsion,
and
we
can
work
with
tourists
to
make
sure
up.
D
Thank
you
and
some
of
the
targets
for
the
record
again
and
yes,
if
you
67,
I
do
remember
maybe
24
was
it
wasn't
quite
crossing
my
mind,
but
yes,
and
we
did
check.
We
actually
worked
to
make
some
of
the
similarities
too
in
ab1,
so
that
it
made
sense
what
the
fab67
is
to
be
voted
out
of
this
committee.
So
there
were
some
amendments
that
were
made
in
the
first
house
to
this
piece
of
legislation
to
make
it
in
line
with
ab67.
I
Yes,
apologies
for
the
wrong
number.
I
apologies
I've
done
like
67
bills
today.
I
think
so.
Thank
you
very
much.
Yeah.
There
was
just
a
concern
because
I
was
worried
that
we're
working
on
restorative
justice
and
yet
we're
saying
that
students
as
young
as
11
years
old
could
be
permanently
disciplined
and
removed
from
a
school,
and
so
where
do
those
kids
go
right
if
they're
permanently
removed
from
a
school-
and
I
recognize
the
seriousness
of
the
offenses?
But
what's
going
to
happen
to
those
kids
as.
D
A
supplementary
for
the
record,
I
completely
agree,
that's
an
issue,
but
I
think
that
this
piece
of
legislation
is
trying
to
target
another
part
of
that
issue,
which
is
the
lack
of
due
process
in
several
of
our
school
districts
for
students
that
have
been
suspended
or
expelled.
So
in
that
instance,
I
truly
believe-
and
I
think
that
the
supporters
of
this
legislation
would
agree
that
every
student
deserves
access
to
due
process.
The
unfortunate
reality
is
in
several
school
districts
across
nevada.
D
B
Thank
you
so
much
assemblywoman
for
that
presentation.
Some
of
my
questions
are
more
towards
the
actual
process
of
what
occurs
when
a
suspension
or
an
explosive
determination
has
been
made.
Can
you
walk
me
through
the
process
of
you
know
how
the
process
is
right
now
before
this
bill
is
implemented?
So,
for
instance,
you
know
student
student
commits
action.
B
Action
is
determined
to
lead
to
either
suspension
or
expulsion,
and
then
what
happens
beyond
that?
Does
the
student
and
like,
is
there
a
process
where
the
student
is
caught
up
to
the
content
that
they
missed
out
on?
Is
that
like?
Is
there
any
training
beyond
that
and
then
like?
How
does
that
look
like
right
now.
D
J
Yeah,
I
think
that's
a
great
question
senator,
because
what
we
have
found-
and
I
work
specifically
with
primarily
with
foster
kids
in
foster
care
in
clark
county,
and
we
would
have
kids
sitting
out
of
school
for
weeks
at
a
time
while
the
if
well,
the
discipline
process
was
playing
out
and
they
were
falling
behind,
and
I
think
this
bill
it
makes
it
so
that
they
have
to
be
in
that
least
restrictive
environment.
J
While
the
process
is
sorting
itself
out
so
that
they
don't
fall
behind
on
education
and-
and
I
think
we
see
that
happening
a
lot
with
with
kids
that
are
especially
vulnerable
like
in
foster
care
falling
behind,
and
it
also
impacts
their
ability
to
be
placed
in
a
foster
home.
J
B
You
I'm
sure,
if
I,
if
I
may,
follow
up,
yes
go
ahead
and
typically,
how
like
what
is
the
timeline
or
the
average
time
that
a
student
takes
when
they're
when
they
are
suspended
or
expelled?
Is
that
like
a
three-day
suspension
or
like
like
how?
What
is
the
average
that
we
usually
see
with
these
situations.
G
Bailey
bortlin
for
the
record,
I'm
going
to
jump
in
here.
What
we've
found
through
our
work,
assisting
families
through
these
appeals
process
is
that
it
just
varies
greatly
not
only
by
school
district
but
by
school
itself,
and
so
different
school
districts
have
different
processes.
But
then,
at
the
same
time,
because
there's
no
clear
timeline
in
statute
or
some
of
the
school
districts,
don't
have
the
policies
explicitly
laid
out
for
the
parents
either.
G
It
really
depends
on
the
individual
school
to
get
that
paperwork
to
the
district
and
then
to
get
that
appeal
moving,
and
so
it's
kind
of
a
luck
of
the
draw.
I
can't
give
you
one
answer:
that's
a
one
size
fits
all
because
it
really
depends
who
the
different
adults
are
handling
the
documents
when
they
pass
them
off
to
the
next
person
to
continue
the
process,
and
so
that's
definitely
part
of
the
problem.
We're
trying
to
solve
is
that
one
kid
shouldn't
have
their
appeal
take
months
where
another
one
may
be
resolved
quickly,.
B
Thank
you
so
much
for
that
yeah
I
mean
the
only
other
thing
that
I
just
want
to
mention.
Is
I
really
love
section
7,
which
deals
with
making
sure
that
parents
have
the
power
to
appeal,
and
that
also
means
that
language
access
is
available
for
them
for
going
through
this
process.
So
thank
you
for
that,
but
thank
you.
Chair.
G
D
A
Let's
see
do
we,
let
me,
let
me
start
with
legal
counsel.
Mr
killian.
Is
that
something
that
you
have
knowledge
of?
What
would
what
would
require?
What
would
require
an
expulsion
right
is
that
the
question.
G
Thank
you,
mr
chair
asher,
killian
committee
council.
There
are
a
very
limited
number
of
those
actually
specified
in
statute.
I
believe
the
question
might
be
more
appropriate
to
the
department
because
I
believe
most
of
the
disciplinary
choices
are
made
at
the
school
district
level.
So
it's
not
necessarily
something
set
out
in
statute.
K
This
is
christie
mcgill
from
the
department
of
education
office
of
statesman,
along
with
will
jensen
168.
there
we
go
468
repealed
that
last
session.
There
are
no
mandatory,
no
mandatory
requirements
that
someone
is
is
expelled
now
they
can
be
expelled,
but
it's
not
mandatory.
A
I
Thank
you
for
the
second
round
on
page
four,
once
again,
where
we
have
the
each
school
district,
including
with
that
limitation,
the
plan
for
restorative
justice
and
the
process
for
the
progress
progressive
discipline,
the
manner
in
which
school
trains
employees.
How
is
that
all
going
to
be
decided.
D
Thank
you
for
the
question
of
someone
in
tours
for
the
record
through
the
chair
to
the
white
chair,
and
so
that's
part
of
the
achievement
plan
that
they're
already
required
to
do
so.
This
is
something
that
the
accountability
report
is
prepared
by
the
individual
schools,
and
then
they
prepare
those
reports,
and
so
it's
saying
that
a
part
of
that
would
be
a
plan
for
how
we're
going
to
be
dealing
with
restorative
justice
and
then
a
plan
for
progressive
discipline
so
that
it's
clearly
outlined.
D
I
believe
that
the
accountability
report
is
also
published
on
their
school's
website
and
then
it
would
also
deal
with
how
they're
going
to
be
training
it.
So
I
think
it's
just
adding
another
check
a
checkbox,
but
also
requiring
them
that
administrators
are
planning
for
in
education.
We
talk
about
that.
A
lot
like
you
have
to
plan
for
how
you're
going
to
provide
students
with
these
instructions.
D
Administrators
similarly
needs
a
plan
for
how
they're
going
to
be
ensuring
the
training
for
their
for
their
class
for
their
school
sites
and
so
planning
for
that
and
making
sure
that
it's
a
conversation
at
the
front
and
not
on
the
back
end.
I
I
D
Assimilators
for
the
record,
through
the
chair
of
the
vice
chair,
my
understanding
is
that
nevada
department
of
education
does
release
guidance
on
how
to
develop
these
plans.
Although
I
know
that
they're
president,
because
miguel
wants
to
go
ahead
and
step
in
so
it
would
be
bottled
off
of
off
of
the
guidance
from
nevada
department
of
ed.
K
Yes,
director
miss
mcgill
director
of
the
office
of
safe
and
respectful
learning,
and
that
is
correct.
We
last
session
we
moved
from
progressive
discipline
plans
to
progre
to
restorative
discipline
plans
the
district
submits
those
to
us.
They
also
then
take
that
template
and
work
down
with
each
one
of
their
schools.
So
it's
first,
the
district
comes
up
with
a
restorative
discipline,
template
and
plan
which
we
can
support
and
assist
with,
and
then
each
school
meets
that
district's
template
and
so
then
course
there's
also
a
student
level.
K
Sorry,
so
there
is
the
school,
the
district
school
and
then
there's
a
student
level
over.
I
K
Christie
mcgill
for
the
record
director
of
the
safe
and
respectful
learning.
It's
it's
really
a
team
approach,
because
restorative
practices
is
all
about
adult
behavior
change
and
so
to
really
look
at.
So
if
a
plan
is
submitted
or
if
a
district
is
struggling
with
this,
we
really
make
sure
that
we
try
to
connect
them
wherever
they're
at
so
if
they
need
specific
training,
let's
say
on
student
restorative
practices,
then
we
try
to
guide
them
to
that
student
restorative
practices.
So
again,
when
we
first
started
this,
we
had
a
handful
of
districts.
K
Turning
in
restorative
plans,
we're
now
well
past
80
percent
of
districts,
moving
from
a
progressive
discipline
plan
to
a
restorative,
and
so
it
really
is
based
upon
the
districts
and
where
their
strengths
lies.
We've
also
set
up
some
mentoring
between
schools
and
districts,
as
well
so
they're
kind
of
on
all
different
spots,
but
we
really
are
looking
at
each
plan
that
the
districts
or
charter
submits
to
us
and
then
referring
back
and
saying,
hey,
evidence-based,
says
to
use
these
specific
strategies.
A
A
If,
if,
if
there
is
a
discipline
issue
in
the
the
child
is
suspended
or
expelled,
I
thought
I
saw
something
in
here
that
talks
about
a
continued
education
so
that
they're
able
to
continue
to
learn
while
that
this
process
is
going
on.
Can
you
talk
about
that?
A
little
bit.
D
Thank
you
for
the
question,
sir.
Dennis
it's
someone,
tourists
for
the
record
and
yes,
the
piece
of
legislation
makes
it
very
clear
that
the
students
have
the
right
to
be
in
the
least
restrictive
environment
possible,
which
means
that
they
should
be
able
to
access
education
as
mr
norman
referenced
earlier.
D
Unfortunately,
we
have
many
students
that,
when
they're
suspended
or
expelled
they're,
just
out
of
class,
the
classroom
and
they're
not
receiving
any
education
in
that
period
of
time,
and
so
we
want
to
just
make
sure
that
you
know
nevada
statute
aligns
with
what
is
what's
actually
required
by
federal
law.
Every
student
has
the
right
to
a
quality
education.
D
You
know,
regardless
of
maybe
a
disciplined
matter
within
the
school,
and
so
I
think
it's
very
important
that
we're
ensuring
that
our
school
districts
are
providing
that
quality
of
education
to
our
kiddos
and
that
they're
not
just
held
out
of
the
classroom
without
access
to
that
education
for
long
periods
of
time.
A
Yeah-
and
that
just
reminds
that
reminded
me,
because
I
remember
when
my
kids
were
growing
up,
I
think
my
son
had
been
something
for
for
like
three
or
days
three
or
four
days
he
had
to
come
home
until
we
could
go
in
and
I
always
hated
that
the
parent
had
to
come
in.
A
But
then
you
had
a
child
that
was
just
sitting
there
with
no
education
going
on
for
three
or
four
days,
and
until
you
could
get
the
matter
resolved
and
it
wasn't,
it
was,
I
guess,
an
incentive
to
want
to
get
kicked
out
so
that
you
wouldn't
have
to
go
to
school,
and
I
I
you
know
we
don't.
We
want
to
incentivize
them
to
want
to
continue
to
learn
and
and
so
anyway,
so
that
I'm
glad
that
that's
that
you're,
addressing
that.
Okay,
other
questions.
A
H
Hello
committee,
chair
dennis
my
name,
is
java.
Ahmed
h-a-w-a-h-a-h-m-a-d
and
I'm
here
representing
the
clark
county
education
association,
you'll,
hear
our
official
testimony
in
a
moment
over
the
phone.
However,
I
did
want
to
take
a
moment
and
talk
to
everyone
about
restorative
practices
and
the
connection
between
the
juvenile
justice
system.
So,
as
you
all
know,
everyone
has
a
past
life.
Mine
was
as
a
law
clerk
in
a
rural
court
and
as
a
individual
who
ran
a
homeless
and
transient
program
when
it
comes
to
ab67
and
ab194.
H
These
types
of
practices
and
definitions
are
incredibly
important
to
standardize
practices
and
to
collect
data
to
ensure
that
we
are
able
to
address
kind
of
the
root
stem
of
the
issues
when
it
comes
down
to
it.
Many
children,
especially
during
this
suspension
and
expulsion
process,
turn
off
from
school,
so
once
they
stop
doing
their
homework,
they
don't
start
again
and
they
that
motivation
to
continue
is
lost.
H
So
these
bills-
and
this
appeal
process
itself,
is
going
to
help
to
provide
families
with
like
a
very
clear-cut
idea
of
how
to
proceed,
to
ensure
that
their
students
can
participate
and
can
grow
and
learn
and
not
end
up
in
the
juvenile
justice
system
and
not
end
up
in
the
adult
justice
system.
You
know
we
have
a
lot
of
work
to
go.
H
Of
course,
this
is
also
going
to
need
a
lot
of
robust
resources
for
educators
and
wrap
around
services,
but
at
the
end
of
the
day,
we
do
just
want
to
thank
assembly
women
taurus
for
bringing
this
legislation
forward
and
for
the
department
for
bringing
this
legislation
forward,
because
at
the
end
of
the
day,
to
only
to
address
the
issues
we
all
have
to
work
together
to
be
able
to
do
it.
Thank
you.
M
Thank
you,
mr
chair,
for
the
record
lindsay
anderson
representing
the
washoe
county
school
district.
Today.
I
just
wanted
to
offer
some
try
to
answer
some
of
the
questions
that
came
up
from
the
committee,
but
I
do
want
to
thank
assemblywoman
taurus.
She
did
reach
out
to
us.
I
think,
before
the
session
even
started
to
start
floating
this
idea,
and
we
did
hear
the
stories
that
were
being
told
about
why
this
legislation
was
coming
forward
and
part
of
the
reason.
M
I
think
that
the
amendment
and
the
amended
language
that
happened
mostly
on
the
assembly
side,
but
even
some
of
the
amendments
that
she
mentioned
today
are
so
important,
at
least
in
the
washoe
county
school
district.
The
vast
majority
like
in
the
90
of
our
suspensions
are
less
than
three
days,
and
so,
when
we
talk
about
an
appeals
process,
it's
unlikely
that
appeals
process
will
happen
within
that
two
or
three
day
period
that
the
student
is
suspended
right
now
they
get
a
form
home
to
the
parents.
M
I
think
senator
donate
asked
about
what
happens
right
now.
They
get
a
form
home
and
that
they
have
to
acknowledge
and
sign
that
says
this
is
what
happened.
This
is
the
process
that
we're
going
to
go
through
for
the
discipline
and
here's
what
you
need
to
do
if
you're
interested
in
an
appeal
and
certainly
understand
that
that's
not
what
happens
everywhere
and
that
there's
some
need
for
standardization
of
that
process.
M
But
we
also
want
to
acknowledge
that
in
some
cases
these
appeals
may
be
like
a
record
expungement
kind
of
thing.
We
typically
only
suspend
kids
from
the
physical
campus
when
there's
a
physical
altercation,
some
kind
of
a
safety
concern
for
the
student
or
for
the
staff.
So
they
are.
We
try
to
limit
those
suspensions
out
of
school
to
the
most
serious
cases
and
so
we're
balancing
our
student
and
staff
safety
in
these
instances.
M
In
terms
of
what
the
plans
are,
we
do
have
in
the
washoe
county
school
district,
basically
a
behavior
matrix
and
a
behavior
manual
that
is
kind
of
a
template.
I
guess
I
would
say
that
is
provided
to
each
school
that
they
can
complete.
That
makes
sense
for
their
school,
but
they
are
ultimately
all
rolled
up
into
a
district
level
plan,
so
each
school
does
have
a
plan,
but
it
is
based
on
a
district
level,
parameter,
that's
organized
and
then
shared
with
the
department
of
ed.
M
I
do
think
that
the
digital
learning
that
we've
now
used
in
our
schools
from
in
many
cases,
will
help
in
some
of
these
cases.
We
don't
want
to
necessarily
be
transferring
students
to
a
behavior
school
for
a
two
or
three
day
period
of
time
and
moving
schools
can
be
a
traumatic
experience
in
its
own
right,
and
so
we
don't
want
kids
bouncing
back
and
forth
from
their
traditional
zone
school
to
a
behavior
school,
but
we
we
do
have
a
small
behavior
school
that
we
use
in
those
most
extreme
instances.
M
A
N
N
F
F
Ccea
expressly
supports
the
submission
of
an
annual
report
of
accountability,
delineating
the
discipline
of
pupils,
but
we
would
be
remiss
if
we
did
not
stress
the
importance
of
utilizing
this
data
to
improve
practices
across
our
state.
The
collection
of
data
must
inform
actions
that
will
lead
to
the
reduction
of
racial
disparities.
This
data
is
a
tool
to
inform
our
evolving
practices
and
must
be
used
as
such.
The
successful
implementation
of
ab67,
ab-194
and
preceding
student
discipline
bills
must
be
built
upon
a
strong
foundation
of
restorative
practices.
F
Today
there
is
no
such
foundation
in
clark
county,
so
the
movement
from
traditional
behavior
management
to
restorative
practice,
practices
must
encompass
robust
supports,
including
ongoing
training
and
coaching.
In
short,
a
move
to
restorative
practices
requires
both
a
change
in
the
behavior
of
the
educator
and
the
student.
As
such,
we
must
continue
to
focus
on
building
foundational
knowledge
and
practices
across
our
schools
in
nevada,
ab-194
pairs
well
with
ab67,
and
will
help
to
standardize
the
approach
to
restorative
justice
across
all
17
school
districts.
F
Cca
appreciates
the
intent
of
this
bill,
but
we
caution
the
committee
to
look
at
the
significant
publication
materials
on
juvenile
justice
to
ensure
that
these
changes
are
something
that
we
can.
We
that
will
be
standardized,
unbiased
and
easy
for
our
educators
to
adopt
and
students
to
understand.
Cca
also
asks
that
this
committee
look
to
increase
funding
in
this
area
by
optimally.
Funding
sb
543
without
funding
implementation
of
effective
restorative
practices
will
not
happen.
F
Funding
sb
543
will
ensure
educators
have
the
tools
and
training
needed
to
reduce
recidivism
and
address
the
school-to-prison
pipeline,
though
we
will
be
able
to
utilize
a
percentage
of
our
esser
funds
for
implementation
of
this
bill.
One-Time
funds
will
not
support
a
statewide
transition
to
restorative
practices.
Fully
funding
sb
543
will
impact
the
academic
outcomes
of
our
students,
as
well
as
the
behavioral
outcomes.
We
do
not
have
time
to
wait
for
another
legislative
session
to
find
and
pass
new
revenue
to
put
the
restorative
practices
and
futures
of
our
students.
First.
F
N
C
Hi,
jim
hoffman,
h,
o
f,
f,
m
n,
representing
nevada
attorneys
for
criminal
justice.
Nacj
supports
ab194,
providing
due
process
protections
to
students
who
are
accused
of
wrongdoing
serves
two
important
functions
for
students
who
did
not
do
anything
wrong.
These
protections
will
help
them
defend
their
innocence
and
avoid
being
wrongly
punished
and
for
students
who
did
do
something
wrong.
More
due
process
means
more
of
an
opportunity
for
educators
and
parents
to
figure
out
how
to
correct
this
behavior
and
keep
kids
from
going
down
a
bad
path.
N
L
We
aim
to
keep
all
students
and
their
education
fluid
continuously
progressing
forward.
We
know
all
students
deserve
and
have
the
right
to
be
educated
and
supported
in
their
academic
path
and
understand
the
difference
a
degree
can
make
we
advocate
for
due
process,
clear
timelines,
as
well
as
transparency
regarding
disaggregated
data
and
reporting
surrounding
suspensions
and
expulsions.
L
A
Thank
you.
Let's
go
to
those
wishing
to
give
testimony
in
opposition.
N
N
A
N
A
Okay,
thank
you
very
much
so
with
that
we
will
we'll
close
the
that
the
testimony
portion
any
final.
D
Comments,
thank
you,
chair
members
of
the
committee
for
taking
the
time
to
hear
ab194
this
afternoon.
I
just
want
to
stress
how
important
it
is
that
every
student
has
access
to
due
process,
and
unfortunately,
here
in
nevada,
that's
not
the
educational
environment
that
we
have
created.
I
think
that
this
piece
of
legislation
ensures
that
due
process
is
guaranteed
in
statute
and
in
regulations
and
ensuring
that
our
students
have
access
to
the
least
restrictive
educational
environment
possible.
I
urge
your
support
of
ab194.
Thank
you.
A
O
Start
thank
you
chair
and
thank
you
vice
chair
members
of
this
studious
committee.
My
name
is
jill
tolls.
I
represent
assembly
district
25..
It
is
my
pleasure
to
present
assembly
bill
367
on
behalf
of
my
constituent,
you
heard
a
good
news
minute
last
week
about
how
we
broke
through
to
nationals
the
reno
high
school.
We,
the
people
team,
made
third
for
the
first
time
in
nevada
history
and
my
constituent,
mr
richard
clark,
is
here
to
help
present
this
with
me
as
well.
O
So,
with
your
permission,
chair
I'd
like
to
go
ahead
and
begin
presentation
on
ab367.
O
So
part
of
the
purpose
of
education
is
to
prepare
our
students
to
enter
the
world
as
well-informed
citizens
and
contributors
to
the
community
and
economy.
Ab367
seeks
to
accomplish
two
goals.
First,
it
strengthens
the
commitment
to
teach
critical
disciplinary
skills
in
social
studies
by
enshrining
them
into
nevada,
revised
statutes.
O
If
the
district
approves
in
select
cases,
I
had
three
guiding
principles
as
I
approached
this
legislation
number
one,
no
heavy
lifts
number
two,
no
fiscal
note
and
number
three,
and
this
couldn't
be
emphasized
as
in
a
greater
fashion
than
to
say
that
I
wanted
to
honor
the
work
that
was
done
before,
particularly
by
all
the
supporters
of
teaching
financial
literacy
through
the
addition
of
economics
in
social
studies
through
sb
249
in
the
2017
session,
which
I
fully
supported
as
a
daughter
of
two
financial
advisors,
a
mother
of
two
teenagers
making
their
way
into
college
life
and
the
adult
life
beyond
and
as
a
teacher
in
higher
ed
who's.
O
Seen
firsthand
how
important
financial
literacy
and
economics
is
so
I'd
like
to
walk
through
this
bill
and
I'd
first
want
to
start
with
talking
about
disciplinary
skills
in
section
1.1
e
I'd
also
like
to
draw
your
attention
to
the
exhibit
and
you'll
see
it.
If
you
don't,
have
it
printed
out
on
nellis
with
the
nevada,
academic
content
standards
for
social
studies,
I
did
deliver
a
copy
to
each
of
your
offices,
as
well
as
a
reference
so.
O
The
college,
career
and
civic
life
framework
for
social
studies.
State
standards
states
that
now
more
than
ever,
students
need
the
intellectual
power
to
recognize
societal
problems.
Ask
good
questions
and
develop
robust
investigations
into
them.
Consider
possible
solutions
and
consequences,
separate
evidence-based
claims
from
parochial
opinions
and
communicate
and
act
upon
what
they
learn.
O
This
simply
codifies
these
critical
thinking
skills
into
statute.
In
short,
these
skills
are
critical
in
an
age
of
rapidly
disseminated
information,
misinformation
and
disinformation
channeled
through
a
variety
of
media
and
other
informational
sources
for
our
students
to
be
prepared
to
enter
the
world
as
critically
thinking,
citizens
and
consumers.
O
The
second
major
part
of
this
legislation
is
to
offer
a
combined
course
in
economics
and
and
american
government.
This
section
provides
flexibility
for
teachers
and
students
by
removing
the
limitation
that
only
an
ap
course
can
have
the
option
to
teach
the
two
half
units
of
american
government
and
economics
as
a
combined
course.
O
If
the
district
approves
I'd
like
to
point
your
attention
to
section
one
on
page
two
of
the
bill,
you
will
see
here
that
already
existing
in
statute
in
nrs
389.018,
we
are
implementing
one
half
unit,
credit
of
american
government
and
one
half
unit
credit
of
economics,
you'll
notice,
that
is
on
lines.
22
and
25..
O
You'll
note
that
down
in
existing
laws,
starting
on
line
33,
a
school
district
may
authorize
one
or
more
public
high
schools
in
the
school
district
to
offer
a
combined
course
in
american
government
and
economics.
For
one
unit
of
credit,
which
satisfies
the
requirements
of
sub
paragraphs,
one
and
three
you'll
notice
that
this
bill
proposes
to
strike
out
the
limitation
that
this
would
only
be
made
available
to
if
the
curriculum
of
an
advanced
placement
course
is
used
for
american
government
in
the
combined
course
now.
O
It
also
gives
the
flexibility
to
incorporate
concepts
throughout
so,
for
example,
for
an
american
government
teacher
who
wants
to
teach
about
the
formation
of
the
us
treasury.
They
might
follow
that
up
with
three
weeks
talking
about
investment
and
interests
and
debt
and
then
later
in
the
spring,
as
they're
talking
about
state
and
local
budgets,
they
might
talk
about
personal
budgeting
practices,
checking
and
savings
accounts.
O
There
are
three
questions
that
typically
come
up.
When
I
talk
about
this
proposal,
one
will
this
impact
the
financial
literacy
or
economics
requirements
set
to
be
implemented
in
july
1st
of
2022?
The
answer
is
no.
It
is
important
to
note
that
this
would
not
reduce
any
of
those
requirements
pertaining
to
teaching
financial
literacy
or
economics.
O
All
existing
requirements
remain
in
statute
and
are
set
for
implementation
by
july.
1St
2022
number
two:
will
this
impact
infinite,
campus
or
graduation
requirements?
No,
the
same
method,
a
district
would
use
to
apply.
The
full
credit
of
a
combined
course
offer
to
an
ap
class
for
the
purpose
of
graduation
requirements
would
also
work
for
non-ap
courses
who
utilize
this
option
and
students
who
would
be
graduating
early
would
likely
have
completed
this
course
their
junior
year
number
three.
Will
this
mandate
teachers
move
to
a
combined
class?
O
No,
I
anticipate
with
all
the
work
over
the
past
few
years
toward
implementing
the
transition
to
one
half
unit
of
ag
and
one
half
unit
of
econ
starting
in
july,
of
2022
many.
If
not
most,
teachers
will
remain
on
that
track.
This
merely
allows
school
districts
to
provide
this
option
if
it
is
desired
and
appropriate
in
select
circumstances,
it
may
seem
like
a
small
change,
but
to
the
teachers
and
students
who
want
the
flexibility
to
weave
american
government
and
economics
curriculum
throughout
the
year.
P
Good
afternoon,
mr
chair
and
members
of
the
education
committee,
my
name
is
richard
clark,
I'm
a
social
studies,
department
leader
and
we,
the
people
teacher
at
reno
high
school.
It
is
a
great
honor
and
pleasure
to
endorse
assembly
bill
367.,
I'd
like
to
thank
assemblywomantools
for
her
guidance
and
help
in
this
process
in
thomas
jefferson's
1818
report
to
the
virginia
legislature.
On
reasons
for
the
university
of
virginia,
he
wrote
the
objects
of
this
primary
education
would
be
to
understand
his
duties
to
his
neighbor
and
country
with
competence,
the
principles
and
structures
of
government.
P
The
laws
which
regulate
the
intercourse
of
nations
and
a
spirit
of
sound
legislation
and
in
no
small
part
ab367,
will
continue
jefferson's
philosophy
on
a
well-rounded
citizenry.
This
bill
will
allow
teachers
and
school
districts
the
ability
to
professionally
determine
how
to
best,
provide
the
12th
grade
civics
and
economic
standards.
Over
the
last
50
years.
We
have
boxed
in
curriculum.
Students
often
ask:
why
do
we
do
math
and
science
class?
Why
are
we
working
on
writing
in
history?
P
Why
are
we
talking
about
public
policy
in
environmental
science?
We
are
teaching
a
whole
student
to
understand
their
duties.
To
their
neighbors
and
country
to
the
starters,
competence,
the
principles
and
structures
of
government,
I'm
a
public
radio
enthusiast
to
say
the
least,
and
there's
nothing
better
than
to
hear
the
sweet
sound
of
kai
rizdal's
voice
on
apm's
marketplace.
P
I
listen
to
marketplace
to
catch
up
on
the
day's
market
news.
I
listened
to
marketplace
to
get
caught
up
on
policy
and
political
news.
What
marketplace
does
so
well
is
what
ab367
would
do
allow
teachers,
the
ability
to
wet
our
financial
economic
standards
with
our
civic
standards
seamlessly
for
our
students
to
see
and
understand
that
these
are
not
separate
issues
but
binary
stars
that
orbit
each
other.
P
O
I
Thank
you
very
much,
mr
chair
assembly,
woman.
I
I
appreciate
the
work
that
you're
doing
and
thank
you
for
teaching.
I
I
O
Thank
you
chair
through
you
to
vice
chair
dandera
loop.
I
I
want
to
make
sure
I
understood
your
question
correctly.
You
said
you
believe
that
sb
314
undoes
the
work
of
sb24.
I
O
Thank
you
through
you,
chair
to
vice
chair,
dunder
loop.
I
I'm
afraid
I
don't
have
sb
314
in
front
of
me,
but
I
do
know
that
the
original
language
for
putting
the
half
unit
and
the
half
unit,
I
believe,
was
from
sb249.
So
that's
why
I
referenced
that
happy
to
look
at
it.
O
But
again,
as
you
can
see
here,
the
only
changes
that
this
is
making
is
to
make
it
an
option
for
more
than
just
an
ap
class,
a
non-ap
class
on
a
select
basis
for
the
school
district
to
approve
to
offer
it
as
a
combined
course.
So
I
couldn't
emphasize
enough
that
it
is
my
intention
not
to
undo
the
past
work
of
past
legislation,
I'm
very
appreciative
of
all
the
efforts
of
this
body,
and
so
I
will
certainly
look
at
that
side
by
side.
I
Thank
you
very
much,
and
I
would
appreciate
that
because
I
know
there
was
a
lot
of
work
put
into
that
bill
last
session
and
when
you
didn't
mention
it,
I
thought.
Maybe
that
was
why.
So,
if
you
could
look
at
those
side
by
side,
make
sure
we're
not
undoing
the
senate
bill
from
last
session.
I'd
appreciate
it.
Thank
you.
I
O
B
Senator
thank
you
so
much
assemblywoman
and
chair
dennis.
I
apologize.
I'm
I'm
still
trying
to
catch
up
to
some
of
the
terminology
that
we
have
in
education.
So
yeah,
you
might
have
this
question
a
little
bit
frazzled,
but
so
I
understand
the
reasoning
of
why
we're
trying
to
add
this
is
to
help
students
learn
the
necessary
skills
to
combat
the
challenges
of
today,
and
that
includes
disciplinary
skills.
But
correct
me:
if
I'm
wrong,
don't
we
already
teach
disciplinary
skills
as
part
of
our
curriculum?
O
Thank
you
through
you,
chair
to
or
senator
donate,
thank
you
for
clarifying
that.
So
yes
you're
right,
it's
already
currently
in
our
curriculum
standards.
This
just
strengthens
it
by
putting
it
at
the
statutory
level.
B
Thank
you
so
much
and
the
chair,
if
I
happen
to
have
a
follow-up
great,
so
I
understand
that
the
other
section
of
this
bill
is
to
delete
if
the
curriculum
of
an
advanced
placement
course
is
used
for
american
government
in
the
combined
course.
B
Perhaps
this
is
more
of
a
question
for
any
of
the
nde
representatives.
What
was
the
reason
why
we
inclined
that
and
and
restricted
it
only
to
the
ap
courses?
Can
I
have
some
background
as
to
why
we
made
that
decision,
because,
if
we're
planning
to
delete
it,
I
think
we
should
know
why
it
was
added
in
the
first
place.
A
So
yeah
this
was
the
bill
that
came
forth.
I
think
this
particular
provision
was
there
last
session.
Actually,
let's
let
me,
let's
start
with
our
our
legal
counsel,
mr
killian,
if
you
have
any,
because
I
think
this
kind
of
ties
into
the
previous
question
too,
how
does
this
compare
with
what
we
did
last
session
versus
for
17
for
that
matter,
because
I
think
we
did
it
over
two:
it
started
at
17
and
then
we
made
some
adjustments
last
time.
If
you
could
address
that.
G
I
believe
the
reason
that
this
language
relating
to
ap
courses
went
into
the
bill
back
in
2017
was
that
the
existing
curricula
for
those
ap
courses
included
both
of
these
components,
and
so
the
intent
was
to
put
in
an
exception
to
allow
that
to
continue
to
be
caught,
as
taught
as
one
year-long
course,
rather
than
artificially
breaking
the
ap
curriculum
up
into
two
separate
courses.
But
I'm
sure
mr
brent
kemp
from
the
department
of
education
might
be
able
to
provide
more
definitive
clarity
on
that.
A
Yeah
and
I
was
going
to
go
to
him
next,
mr
brown
camp,
can
you
do
you
have
any
additional
comments
on
on
that
topic?.
C
C
Brown
cam
for
the
record
from
the
nevada
department
of
education
ash
killing
is
correct
in
the
sense
that
the
original
ap
course
is
was
designed
as
both
the
government
and
economics
course
in
one
complete
year.
Those
are
set
by
the
college
board
and
with
their
requirements
as
well
for
the
test.
So
if
we.
C
That
we,
you
know,
that
would
be
something
that
would
be
pulling
out
of
the
entire
college
board
offering.
So
that's
why
it
was
put
in
since
it
was
already
in
play,
and
students
were
utilizing
that
as
an
option.
A
C
Again,
chair
dennis
bangkam
for
the
record
from
the
department
of
education.
The
way
this
would
set
up
now
is
by
understanding
it
correctly
from
the
something
total
description
is
now.
It
should
still
allow
the
ap
course
to
be.
It
just
allows
the
district
now
to
create
a
one-year
course
of
government
and
economics
that
would
still
be
the
one
unit
it
wouldn't
be
restricted
to
just
the
ap
offering
that
is
out
there
currently.
A
Okay,
so
then
I
I
would
address
the
assembly
woman
in
in
that
respect.
If
this
were
to
go
forth,
what
would
guarantee
I
mean
the
current
way
that
it's
set
up?
Is
you
have
to
do
one
semester
of
the
financial
and
one
semester
of
the
government
and
if
you
were
to
mix
them
the
ap
course
we
know
how
that
is
because
it's
it's
it's
it's
intertwined
within
it.
But
if
you
didn't,
if
it
wasn't
an
ap
course,
it's
just
an
honors
government
class.
A
O
Thank
you
chair
for
that
question
and
once
again-
and
it's
certainly,
I
think
the
the
concern
that's
raised.
So
the
implementation
team
on
the
curriculum
to
put
into
econ
and
american
government
at
each
district
level
would
be
in
charge
of
making
sure
that
the
same
amount
of
time,
that's
dedicated
to
teach
econ,
would
still
be
taught
throughout
that
year
and
I'd
also
like
to
revisit
the
the
question
of
vice
chair
dondero
loop.
Since
I
had
a
chance
to.
O
Thankfully
I
brought
my
laptop,
I
got
a
chance
to
bring
up
sb
314
and
the
statements
that
I
made
and
my
opening
remarks
still
absolutely
stand
for
sb
314
as
well
so
sb
314
added
the
financial
literacy
to
chapter
388
of
nrs
statute,
there's
absolutely
zero
in
this
bill.
That
would
change
any
of
that.
It
also
set
up
that
committee
and
that
set
up
the
implementation
of
the
econ
portion
to
be
added
to
american
government.
So
all
that
same
work
would
translate
over
and
that
is
certainly
100.
My
intent.
A
M
Thank
you,
mr
chair,
for
the
record
lindsey
anderson
on
behalf
of
the
washoe
county
school
district.
I'm
here
in
support
of
this,
as
was
mentioned,
assemblyman
tools
worked
with
our
social
studies
and
financial
literacy
teams
to
ensure
their
support
in
the
way
the
bill
was
drafted
and
if
there
are
educators,
like
mr
clark
that
want
to
integrate
these
two
subjects
into
one
and
still
cover
all
the
standards,
which
is
what
we
expect
of
our
educators.
M
H
Hello
and
thank
you,
committee,
chair
dennis,
my
name
is
hava
ahmed
h-a-w-h-a-h-m-a-d
and
I'm
here
representing
the
clark
county
education
association.
Our
official
support
for
this
assembly
bill
is
on
the
record
in
an
exhibit.
However,
we
did
just
want
to
say
that
we
are
in
full
support
of
adding
disciplinary
studies
in
statute,
given
the
last
year
that
we
have
had
with
misinformation,
it's
very
important
for
students
to
be
able
to
delineate
between
true
and
false
information.
H
Additionally,
when
it
comes
to
economics
and
american
government,
it
is
in
the
best
interest
of
our
students
to
be
able
to
integrate
those
two
subjects
together
to
have
them
have
a
better
understanding
of
how
economics
is
applied
within
our
government
system,
so,
for
instance,
in
state
government.
If
we
talk
about
the
budget
process
for
our
current
state,
that's
going
to
be
giving
students
a
bigger
picture
of
what
is
happening.
We
are
in
full
support
and
thank
assemblywoman
tolls
for
bringing
this
whole
bill
forward.
Thank
you.
N
N
N
C
N
L
Good
afternoon
mr
chair
and
mr
chair
and
members
of
the
committee
for
the
record,
my
name
is
mary
perzinski.
L
M-A-R-Y-P-I-E-R-C-D-Y-N-S-K-I
and
we're
in
representing
the
nevada
association
of
school
superintendents
and
we're
in
support
of
ab
367.
We
appreciate
the
fact
that
assemblywoman
tolls
reached
out
to
us
prior
to
the
session
when
she
was
working
on
the
bill
and
we
had
an
opportunity
to
give
input.
We
also
appreciate
the
flexibility
that
this
piece
of
legislation
gives
to
our
social
studies
teachers.
Thank
you.
A
Thank
you
very
much,
so,
let's
go
then
to
testimony
in
opposition.
N
N
A
N
A
O
O
I
do
hope
that
you
feel
satisfied
with
the
questions
on
the
record
and
the
content
of
the
bill
that
you
can
see
that
it's
very
small,
very
straightforward
and
would
only
be
used
in
very
select
circumstances,
but
could
provide
very
much
needed
flexibility
that
would
help
both
teachers
and
students
and
the
volunteers
that
we
don't
want
to
see
bottlenecked
into
just
one
semester
if
we
were
able
to
spread
them
out.
I
think
that
it
will
make
an
even
better
impact
in
terms
of
teaching
those
financial
literacy
skills,
and
I
would
sincerely
ask
for
your
support.
A
Thank
you
very
much
thanks
for
being
with
us
with
that,
we
will
go
ahead
ahead
and
close
the
hearing
on
ab367.
Thank
you
for
coming
today.
Let's
go
now
to
our
next
item
on
the
agenda.
Let's
see,
if
done
all
our
work
sessions,
public
comment
would
be
our
next.
So
let's
open
the
the
public
comment,
anyone
which,
in
the
public
comment,
come
forward
here
in
the
room,
we'll
start
here
go
ahead
when
you're
ready.
M
Thank
you,
mr
chair
lindsey
anderson
on
behalf
of
the
washoe
county
school
district.
I
can't
be
here
in
person
and
not
provide
you
a
good
news
minute
at
the
end
of
your
hearing
today,
and
it
was
just
announced
today
that
one
of
our
roy
gom
elementary
school
gophers
artwork
made
it
as
a
finalist
for
the
doodle
for
google
national
contest.
M
We'd.
Ask
that
you
please
spread
the
word
to
your
community
to
vote
for
erica
kundu's
drawing
she
would
receive
a
college
scholarship
and
a
potential
fifty
thousand
dollar
award
to
her
elementary
school
in
technology.
So
congratulations
to
her
and
roy
gom
elementary
school,
and
hopefully
she
wins
that
national
contest.
Thank
you,
mr
chair.
M
Her
name
is
erica
a
r.
I
k
a
last
name,
kundu
k-u-n-d-u.
Q
Good
afternoon
chris
daley
nevada
state
education
association,
the
voice
of
nevada
educators
for
over
120
years.
Two
years
ago,
sb543
was
developed
behind
closed
doors,
wasn't
introduced
until
the
99th
day
of
the
session
had,
but
a
single
public
hearing
with
the
bill
passing
minutes
before
sani
die
today.
On
the
99th
day
of
this
session,
sb
439
was
introduced
with
less
fanfare,
but
it
was
also
developed
behind
closed
doors
without
even
a
preview
of
its
content.
Q
The
new
funding
plan
will
fail
because
it
was
never
built
to
succeed
ever
since
the
introduction
of
sb543.
Two
years
ago,
nfc
has
expressed
policy
concerns
at
every
opportunity:
the
lack
of
educator
voice,
no
new
revenue,
watering
down
zoom
in
victory,
schools,
freezing
and
squeezing
school
district
budgets,
giveaway
to
charter
schools
and
undoing
the
rules
of
collective
bargaining.
Sb
439
fails
to
address
a
single
issue
raised
by
educators,
showing
its
backers
to
be
unserious,
about
delivering
a
funding
plan
to
benefit
all
nevada
students,
nevada
ranks
48th
among
states
in
education
funding.
Q
Yet
the
new
funding
plan
includes
no
new
funding.
While
the
funding
commission
has
recommended
a
10-year
plan
for
nevada
to
increase
education
funding
by
2
billion
dollars
per
year,
sb
439
completely
ignores
these
recommendations.
Meanwhile,
sb439
further
moves
nevada
backward
by
proposing
the
strike
language
in
the
nrs
that
references
merit,
salary
increases
and
cost
of
living
adjustments.
If
the
legislature
is
intent
on
moving
forward
with
the
implementation
of
the
new
funding
formula,
nsca
recommends
making
three
changes
to
ensure
the
new
plan
does
significantly
less
harm
to
nevada's
students
and
educators.
Q
First
grandfather,
existing
zoom
and
victory
schools
located
in
nevada's
poorest
community
serving
the
highest
percentage
of
at-risk
students
and
proven
model
of
education,
equity.
Second
hold
districts,
truly
harmless
by
using
the
greater
2020
total
budget
or
per
pupil
amount
by
district,
adjusted
by
the
inflationary
cost
of
doing
business.
Q
Finally,
remove
anti-union
language
that
increases
the
district
ending
fund
balance
walled
off
from
collective
bargaining,
up
to
16.6
percent
of
annual
operating
costs
to
preserve
the
collective
bargaining
process,
please
listen
to
educators,
any
trailing
legislation
that
does
not
bring
new
revenue
or
address
these
serious
policy
concerns
is
doomed
to
fail,
nevada,
educators
and
students.
Thank
you.
Thank
you
very.
A
Much
anyone
else
wishing
to
give
public
comment
in
the
room:
okay,
let's
go
to
those
on
online
if
you
could
queue
up
the
first
caller.
N
N
L
I
am
asking
you
to
support
fixing
sb
543
recently,
while
helping
a
family
member
pack
up
a
house
to
move.
We
wanted
to
make
coffee
but
had
already
packed
the
right
filter
for
the
pot.
So
first
I
tried
to
alter
a
drip
coffee
filter
to
fit
the
cone.
Then
I
tried
folding
a
paper
towel
to
approximate
the
needed
filter
in
the
first
attempt.
The
coffee
looked
like
tea.
In
the
second
attempt,
it
produced
coffee
of
a
better
quality,
but
the
grounds
had
escaped
into
the
carafe,
making
it
undrinkable.
L
The
end
result
was
that
the
coffee
produced
was
substandard,
not
because
of
the
lack
of
effort
on
my
part
or
my
motivation,
but
because
I
lack
the
tools
to
accomplish
this
task.
This
situation
is
not,
unlike
the
one
educators
find
themselves
in
every
day,
as
they
try
to
provide
meaningful
learning
experiences
for
their
students.
They
lack
the
tools
to
do
their
best
work
and
sometimes
the
end
results
of
the
efforts
comes
up
short.
When
teachers
are
provided
the
resources
they
need,
their
students
performance
improves,
reflecting
that
investment,
zoom
and
victory.
L
Schools
are
an
example
of
what
can
be
achieved
with
a
major
infusion
of
funding
for
our
kids,
zoom
and
victory.
Schools
should
continue
into
the
future,
while
additional
funding
is
generated
to
bring
other
schools
up
to
their
funding
levels.
One
lesson
learned
during
the
pandemic
is
the
critical
value
of
our
public
schools
to
our
state
economy.
L
F
L
In
fact,
nevada
is
near
the
bottom
of
per
pupil
funding
listing
at
ranking
at
48,
and
we
have
the
additional
distinction
of
the
highest
class
sizes
in
the
nation,
but
you
don't
have
to
take
my
word
for
it.
I'm
quoting
mike
kesmerski,
ceo
of
edon,
who
said
quote:
nevada's
funding
for
education
and
our
public
education
rankings
have
already
discouraged
new
companies
from
investing
in
our
state
and
put
are
putting
our
kids
at
a
distinct
advantage
in
our
new
economy.