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From YouTube: 3/22/2021 - Senate Committee on Education
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A
Great
thank
you
very
much
and
welcome
everyone
to
our
committee
on
the
senate
committee
on
education.
Special
welcome
to
those
that
are
online
and
present
by
phone
with
us.
Will
the
secretary
please
call
the
roll.
C
D
D
A
I
believe
she's,
giving
a
presentation
so
she'll,
be
here
shortly.
D
A
Here,
thank
you
all
right.
We
do
have
quorum
and
just
go
ahead
and
mark
senator
buck
when
she
gets
here.
Marco
present
for
those
on
video
keep
yourself
muted,
when
not
speaking,
committee
information
for
those,
especially
those
if
you're
new
to
our
setup,
the
committee
information
is
available
on
ellis
our
on
the
on
the
web,
which
can
be
accessed
through
the
legislature's
website.
You
may
also
watch
our
meetings
through
nellis
or
to
the
legislature's
youtube
channel.
A
A
Detailed
instructions
for
participating
are
available
on
the
help
page
linked
in
them
in
a
banner
at
the
top
of
every
page,
on
nellis
and
when
testifying
state
and
spell
your
name
and
affiliation.
If
any,
we'll
take
public
comment
at
the
end
of
the
meeting
the
chair,
I
will
limit
the
the
length
of
testimony
to
two
minutes
per
person
feel
free
to
also
submit
your
full
comments
in
writing
and
briefly
summarize
them
in
your
spoken
testimony.
A
D
B
Thank
you,
mr
chair.
The
bill,
as
you
see,
is
pretty
simple.
What
it
focuses
on
is
participation
in
an
activity
that
has
been
scientifically
shown
to
be
consistent
with
reducing
obesity.
B
B
Get
breastfed
have
good
nutrition,
have
physical
activity
and
decrease
screen
time.
Those
are
basically
it
when
I
start
looking
at
all
of
the
literature
that
is
being
written,
but
there
are
some
pertinent
pithy
quotes.
The
harvard
school
of
public
health
had
a
statement
that
was
very
good,
quote:
weight,
lifting
comma,
push-ups,
comma
and
other
muscle.
B
There
are
some
good
websites,
not
the
least
of
which
is
wikipedia.
If
you
want
to
look
up
childhood
obesity,
the
childhood
obesity
national
action
kit
is
referenced
in
the
harvard
school
of
public
health
childhood
national
obesity.
National
action
kit
has
all
sorts
of
good
ideas,
references
studies
and
then
it
references
choicesproject.org
and
the
choicesproject.org.
B
When
you
pick
up
your
phone
and
look
at
things,
it
talks
about
active
physical
education
or
active
pe,
and
it
references
a
policy
requiring
provision
of
50
percent
moderate
to
vigorous
physical
activity
and
physical
education
classes
there.
There
are
a
lot
of
things
that
we
could
do
that.
I
think
maybe
we
may
be
missing
out
on
some
of
them
and
particularly
during
covet
time
where
people
talk
about
the
kovid
5,
and
that
was
six
months
ago,
and
now
it's
the
kovid
10,
and
that
was
two
months
ago
and
now
it's
the
covet
20..
B
So
we
as
we
sit
around
doing
more
screen
time.
It's
not
healthy
for
our
children
to
have
more
screen
time
without
the
compliment
of
getting
out
and
exercising
fascinating.
They
there's
a
study
done
with
preschool
kids,
and
you
know
the
statement
has
made
that
teachers
very
rarely
encourage
the
children
to
be
physically
active.
B
We
know
that
there
are
some
things
you
can't
change,
but
the
one
of
the
problems
is
the
daunting
nature
of
obesity
and
how
it's
somewhat
discouraging
when
you
start
looking
at
all
of
the
things
that
are
interfacing
with
obesity
childhood
obesity,
so
I
deliberately
did
not
want
to
scare
people
by
giving
graphs
that
make
it
sound
hotter
than
it
is.
So
we
can't
change
our
parents.
We
can't
change
the
fact
that
we're
we
haven't
been
breastfed.
B
That's
my
testimony
and
I
think
bottom
line
is:
we
need
to
do
something
and
it
could
be
school
to
school.
It
could
be
school
district
could
be
the
individual
school.
We
need
to
look
at
the
weight
bearing
weight,
lifting
and
moderate
type
exercise
where
we
get
our
heart
rate
going
faster.
B
A
Thank
you
very
much.
We'll
probably
have
a
few
questions.
I'm
going
to
start
it
out,
though
nutrition
you've
talked
a
little
bit
about
that,
but
in
in
my
study
of
obesity,
one
of
the
biggest
things
is
the
nutrition
part,
even
with
all
the
exercise,
if
they
don't
have
proper
nutrition,
that
you
know
losing
you
know
avoiding
obesity
is
very
difficult.
B
I
appreciate
the
question
and
yes
to
your
point-
and
you
know
you
have
been
the
champion
of
making
sure
we
weigh
children,
we
do
their
body
mass
index.
If,
if
we're
going
to
make
any
progress,
we
have
to
know
where
we're
where
we're
at
and
where
we're
going
and
so
your
champion,
that
kind
of
thing
is
critical.
B
We
know
that
those
play
a
critical
point,
so
if
you
take
every
calorie
in
and
you
have
to
get
it
out
with
physical
activity,
you
know
that
eventually,
your
more
calories
in
are
going
to
overwhelm
your
calories
out.
So
I'm
not
trying
to
say
that
I'm
going
to
save
the
world
with
this
concept
of
doing
the
the
research
and
doing
those
things
that
have
proven
to
be
helpful,
because
you
can't
do
them
alone.
You
have
to
look
at
the
things
we
can
change
and
those
last
three
things:
nutrition,
physical
activity
and
screen
time.
A
And
so
so
then,
my
second
question
is
so
the
bill
itself.
How
will
it
what
is
it
going
to
specifically
do
to
change
that,
so
that
they
are
participating
in
those
scientifically
identified
activities.
B
We
will
have
better
success
at
using
the
calories
that
we
use
so
for
every
centimeter
of
elevation
of
water,
one
centimeter
high,
you
use
a
calorie
or
a
kilocalorie,
and
and
that's
what
it
is.
It
basically
comes
down
to
a
math
equation,
calories
in
and
calories
out,
but
we
prefer
to
have
the
calories
being
put
out
and
as
we
exercise
many
times,
our
appetite
is
not
as
great
as
we
would
think
it
would
be,
and
we
end
up
with
having
more
calories
out
than
calories
in.
B
So
we
get
a
jump
on
the
obesity
right
out
right
out
of
the
get-go,
and
I
think
if
you
marry
those
three
things
of
nutrition,
physical
activity
and
screen
time,
we
will
make
inroads.
But
if
we
don't
have
those
three
things
together,
I
think
we're
losing
the
battle.
Obesity
has
tripled
in
the
united
states
children
over
the
last
three
decades,
and
the
united
states
is
one
of
the
highest
nations
in
the
world
for
the
rate
of
obesity.
B
If
we
do
nothing
we're
going
to
just
get
less
skinny
all
the
time.
So
it's
it's
a
combination
of
things.
I
don't
pretend
that
one
thing
is
going
to
solve
all
the
problems.
F
Thank
you
senator
hardy,
really
good
thoughts.
We
know
kids
need
physical
activity
for
lots
of
reasons
I
do
have
to
chime
in
here.
I
don't
think
that
it's
fair
to
include
some
of
the
things
in
your
list.
Breastfeeding
would
be
one
of
those
things.
You
know
mary
adopted
parents,
don't
breastfeed
their
kids
and
many
natural
parents
don't
breastfeed
their
kids,
and
while
we
may
have
some
testimony
that
points
to
us
having
better
successes,
I
know
a
lot
of
people
who
have
had
very
healthy,
successful
families.
F
I
always
said
that
I
taught
the
kids,
whose
parents
owned
the
shoe
store,
who
didn't
have
shoes,
and
I
taught
the
kids
whose
parents
were
not
owners
of
the
shoe
store
who
had
the
shoes.
So
you
know
you
can't
legislate
some
of
these
things
and
while
we
wish
that
all
parents
would
send
their
kids
out,
many
activities
are
things
that
we
do,
because
we
have
levels
of
information
that
we
know
that
kids
need
to
be
out
there,
and
I
hope
that
this
bill
points
to
the
light
of
that.
F
But
I
do
think
we
have
to
be
careful
when
we
start
telling
parents
for
any
reason
that
you
might
not
be
being
good
parents,
because
most
parents,
I
think,
are
trying
to
do
the
best
they
can
and
you
know,
living
in
an
apartment
is
different
than
living
in
a
big
half-acre
home,
and
we
know
that
there
are
disparities
within
our
education
world
and,
as
a
teacher
I
took
my
kids
outside
to
read
to
them.
I
took
my
kids
outside
to
recess.
F
I
did
lots
of
things
outside
lots
of
activities
outside
and
I
think
most
teachers
try
to
do
that
and
with
the
advent
of
covid
I
mean
that
may
be
even
something
that
we
do
more
of
because
we'll
be
outside.
So
I
guess
I
guess.
What
I
would
like
to
know
is
how
this
will
affect
our
physical
education
units
and
our
health
units
that
we
end
up
having
in
this
new
coveted
world
that
we
have
lived
in
post-pandemic.
F
I
think
that
I
think
that
the
outside
will
become
our
friend
again.
So
if
you
could
give
me
some
more
information
on
that,
I
would
appreciate
it.
Thank
you
very
much.
B
Thank
you
senator
if,
if
I
may,
I
deliberately
did
not
put
in
the
bill
anything
about
anything
else,
except
for
physical
activity
with
the
schools.
B
Or
physical
activity
overall,
for
those
same
reasons-
and
so
I
I
do
not
want
this-
is
not
to
make
people
feel
guilty
as
much
as
to
recognize
that
if
we
focus
on
those
things
that
have
been
shown
that
we
can
do
something
about
such
as
physical
exam
or
physical
activities,
I
think
that
that
is
something
that
maybe
we
can
make
head
roads
in
your
point
about
the
urban
child,
not
being
able
to
get
out
is
very
accurate.
B
There
are
people
who,
for
various
reasons,
don't
want
to
get
outside
because
of
safety
reasons.
So
those
are
all
those
are
all
legitimate
that
doesn't
change.
The
fact
that
if
we
can
get
children
outside
or
in
the
gym
or
in
a
safe
place
to
exercise
exercise
will
do
better
and,
as
you
point
out
it
or
as
people
have
noted,
exercise
gets
the
endorphins
going
and
helps
depression,
and
you
know
there
are
a
lot
of
positive
things
that
happen
with
exercise.
B
So
it's
not
just
obesity
that
we
are
concerned
about,
but
the
overall
well-being
of
a
person,
and
I
applaud
the
teachers
who
have
figured
that
out
and
if
you
look
at
teachers
most
of
them
are
very
aware
that
if
you
get
the
student
out
exercising,
they
probably.
B
And
they
do
better
in
the
school
room
when
you
get
them
back
after
they
get
over
their
initial
wastelessness
call
it
I.
I
would
love
to
be
specific,
but
there
are
many
things
that
if
you
go
on
to
some
of
the
websites
on
how
to
getting
students
involved
the
concept
of
soccer
and
basketball
and
playing
tag
and
running
around
in
the
playground,
all
of
those
things
are
legitimate.
They're,
all
good.
F
So
senator
hardy,
I
a
I'm
a
former
fiscal
education
teacher.
I
taught
my
whole
career
physical
education
k
through
12.
did
my
student
teaching
in
high
school
and
I
just
have
a
few
comments
and
then
a
question
so
in
teaching
physical
education.
I
think
we
everyone's
aware
of
the
obesity
issue
when
you
get
high
rep
in
your
grades
and
you
have
health
and
physical
education.
F
You
are
taught
that
in
your
health
classes
and
the
physical
education
teachers
provide
the
activities,
and
I
think
that
we
talk
to
our
students
about
it
all
the
time
there
has
to
be
a
certain
level
of
commitment
from
the
student
to
want
to
change
things
difficult
in
high
schools,
because
you
have
candy
machines
and
soda
machines
all
over
the
campus,
and
they
raise
a
lot
of
money
from
that
and
kids.
They
empty
those
machines
every
day
they
make.
F
I
can't
a
lot
of
money
off
that
a
lot
and
I
think
that
in
my
physical
education
classes,
I
try
to
teach
my
kids
not
so
much
about
having
something
for
here
and
now,
but
to
create
an
opportunity
where
they
could
find
a
lifetime
activity
that
they
could
do
their
whole
lifetime,
because
that
was
going
to
be
what
was
going
to
keep
them
healthy
throughout
their
life.
F
And
so
that's
what
I
concentrated
on
in
my
classes-
and
I
know
that's
what
my
fellow
pe
teachers
concentrated
on
and
I
know
you
bought
up
about
the
weight
rooms.
I
love
the
weight
room,
my
kids
love
to
go
in
the
weight
room.
They
like
all
the
kinds
of
activities,
especially
now
that
people
are
doing
and
partnering
the
weight
rooms
with
running
and
those
kinds
of
things.
F
The
problem
in
the
high
schools
that
you'll
find
in
the
junior
highs
is
there's
no
class
size
limit
on
physical
education
and
in
an
environment
where
you
have
kids
doing
lots
of
activities
and
you
try
to
keep
them
safe.
You
have
as
many
as
60
or
70
kids
in
your
classroom
and
so
there's
no
way
to
fit
all
those
kids
into
a
weight
room
to
be
able
to
do
an
activity.
F
But
there
are
so
many
factors
I
think
that
are
outside
the
control
of
the
education
establishment
that
also
contribute
to
their
lifelong
wellness.
F
And
so
I
think
that
what
we
can
do
in
in
physical
education
classes
in
health
classes
and
then
starting
at
early
ages
to
teach
kids
what
it
is
to
be
healthy.
We
can't
control
the
choices
that
they're
going
to
make.
We
can
only
give
them
the
information,
and
so
while
I
really
like
the
premise
of
what
this
is
going
on,
what
you're
talking
about,
I
think
there's
so
much
more
involved
that
it's
outside
the
control
of.
A
Thank
you,
senator
danate.
E
Thank
you
so
much
chair
dennis
and
senator
hardy
for
your
presentation.
I
completely
agree
with
you
and
senator
lang's
comments
that
we
really
need
to
think
of
the
health
curriculum
holistically
from
starting
all
the
way
from
kindergarten
all
the
way
until
they
graduate
and
even
beyond.
If
they
go
to
higher
education,
so
that
you
know,
as
you
graduate
you
can
start
to
develop
the
good
health
behaviors
that
eventually
will
influence
the
rest
of
your
life.
You
know
when
I
think
back
to
all
the
activities
that
we
did
in
pe.
E
You
know
I
remember
running
the
mile
in
100
degree
weather,
but
not
really,
knowing
why
we
were
running
them
out.
It
was
just
we
were
kind
of
forced
to
doing
it
every
friday,
and
I
think
that
eventually,
because
I
went
to
a
cte
school
that
was
had
a
magnet
program,
learning
about
anatomy
and
sports
medicine
helped
me
understand
why
a
lot
of
those
health
behaviors
were
important,
and
I
think
that
would
benefit
a
lot
of
the
students
if
they
understood
concretely
how
some
of
their,
how
their
body
responds
to
the
actions
that
they're
doing.
E
Would
you
be
open
to
maybe
inserting
or
creating
a
small
amendment
that
would
require
physical
education
courses
to
not
just
teach
about
nutrition,
but
like
caloric
requirements
and
like
moving
to
create
those
healthy
food
choices,
specifically
in
sports
medicine?
I
think
that
might
be
something
that
can
help
reduce
obesity,
but
it's
like
it's
all
tied
into
the
same
conversation.
B
I
appreciate
you
saying
that,
because
bottom
line
is
physical
education,
the
class
of
pe,
for
instance,
I
don't
envision
it
to
be
quote
just
exercising
as
much
as
educating,
and
I
think
your
your
point
is
spot
on,
and
it
is
a
time
where
they,
the
students,
are
amenable
to
learning,
discussing
the
hows
and
the
whys
and
the
outcomes
and
being
invested
in
their
own
health
and
being
able
to
understand
that
when
you
ran
that
mile
last
month,
you
didn't
run
it
as
fast
as
you
did
this
month
and
how
you
can
give
a
student
a
sense
of
self-worth
and
self-accomplishment
as
well,
which
is
invaluable.
B
But
in
other
words,
I'm
happy
to
have
you
work
with
me
and
and
add
on
pile
on
I'll
call.
It.
F
I
know
that
physical
education
is
where
they'll
get
the
activity,
but
if
you
look
at
the
health
curriculum
to
see
any
correlation
between
teaching
about
obesity
and
then
look
at
the
fiscal
education
process
to
see
about
how
much
activity
happens
in
the
physical
education,
because
I'm
just
thinking
that-
and
I
I
didn't
teach
long
in
clark-
county
school
district
but
the
other
school
district-
I
taught
in
washington-
they
had
a
k-12
physical
education
curriculum
and
then
they
had
their
health
curriculum
and
we
could
always
make
everything
correlate.
B
B
If
we
can
find
a
curriculum
that
works
to
actually
decrease
our
rate
of
obesity
or
allow
us
to
show
that
our
obesity
is
decreasing,
then
that's
the
kind
of
thing
that
I
would
like
to
say.
Let's
step
down,
find
out
what
it
is
and
then
take
advantage
of
somebody
going
before
us
and
doing
something
that
worked.
F
Would
you
be
interested
in
amending
it
so
because
I
think
not
everybody's
a
runner
and
while
I
think
running
is
really
good
for
a
lot
of
people?
Not
everyone
can
do
it,
but
putting
something
in
there
about
creating
a
lifetime
activity,
because
I
think
that's
what
we're
trying
to
do,
because
even
if
a
a
student
gets
that
activity
through
high
school-
and
they
don't
continue
on,
they
could
experience
obesity.
Some
will
and
some
won't.
F
But
I
think
as
educators-
and
I
think,
if
you
talk
to
pe
teachers,
what
they're
trying
to
create
is
an
opportunity
that
kids
will
have
a
lifetime
activity
and
that
should
always
be
our
goal.
So
I
I
think
that
if
you
put
something
in
your
bill
about
lifetime
activity,
I
think
that
would
be
really
helpful.
A
I'm
not
seeing
anybody
else
is
raising
their
hand.
Okay.
So
with
that,
let's
I
agree.
I
think
that
there
are.
It
sounds
like
there's
some
things
that
maybe
that
could
could
happen.
It
could
be
worked
out.
Let's
go
to
listen
to
some
folks,
see
what
kind
of
comments
we
get.
Let's
go
to,
tiering
testimony
in
support,
so
if
vps
could
allow
those
that
want
to
give
testimony
and
support.
G
G
H
H
We
believe
that
this
bill
will
help
those
efforts
by
identifying
industry
sectors
that
need
additional
skilled
labor.
This
legislation
has
the
potential
to
support
efforts
being
coordinated
by
the
private
sector
through
public-private
partnerships.
The
coordinated
approach
between
education
stakeholders
is
another
important
piece
of
this
legislation.
As
we
look
to
addressing
workforce
needs,
the
chamber
believes
that
career
and
technical
education
is
essential
for
those
students
that
want
to
enter
the
workforce
after
graduating
high
school.
That's
why
the
chamber
is
working
in
conjunction
with
workforce
connections
on
a
new
initiative
called
southern
nevada,
workforce
solutions.
H
A
Thank
you.
I
think
I
think
senator
hammond
will
like
that,
testimony
for
his
bill
coming
up,
and
so
we'll
make
a
note
of
that
that
I'm
sure
that
testimony
was
the
senate
bill
226,
but
we're
on
senate
bill
182,
so
those
that
wish
to
support
if
they
would,
if
we
could
have
the
next
person.
G
I
For
the
record
carrie
harrington,
which
is
spelled
c-a-r-I,
last
name,
h-e-r-I-n-g
t-o-n,
I'm
the
executive
director
for
nevada
cancer
coalition
good
afternoon,
chair
dennis
and
members
of
the
committee
obesity
in
both
children
and
adults
is
defined
as
abnormal
or
excessive
fat
accumulation
that
prevents
or
presents
a
risk
to
health.
Obesity
continues
to
be
a
significant
health
concern
nationwide
and
is
associated
with
multiple
poor
health
outcomes,
including
an
increased
risk
for
health
disease,
heart
disease,
cancer,
stroke
and
type
2.
Diabetes,
overweight
and
obesity
also
contribute
to
poor
mental
health
outcomes.
I
I
Schools
provide
an
ideal
environment
for
learning
and
practicing
healthy
habits
to
carry
on
through
adulthood,
from
washing
their
hands
to
safely
crossing
the
street,
eating
healthy
foods
to
even
wearing
hats
and
sunscreen,
while
outside
all
healthy
habits
that
our
schools
are
currently
teaching
our
children
and
allowing
them
to
practice
from
the
centers
for
for
disease
control
and
prevention.
When
students
do
get
physical
education,
it
not
only
increases
their
level
of
physical
activity,
it
also
improves
their
grades
and
standardized
test
scores,
and
it
helps
them
stay
on
task
in
the
classroom.
I
Increased
time
spent
and
physical
education
does
not
negatively
affect
students.
Academic
achievement,
in
fact
it
enhances
it,
and
we
know
physical
activity
has
an
effect
on
mental
health
on
average
young
people
who
exercise
more,
have
lower
levels
of
depression,
stress
and
psychological
distress
and
higher
levels
of
positive
self-image,
life,
satisfaction
and
psychological
well-being.
I
Teachers
were
not
taking
their
kids
outside,
nor
did
our
elementary
school
have
a
dedicated
pe
teacher.
Now
my
daughters
were
lucky
as
their
parents
do
exercise
regularly
and
we
can
afford
to
provide
them
with
extracurricular
sports
and
activities,
but
we're
the
exception
it's
time
to
change
this
disparity
in
nevada
for
the
health
and
well-being
of
our
children.
Thank
you
so
much
senator
hardy
for
bringing
forth
sb
182
and
thank
you
for
your
time.
A
Okay,
thank
you.
Let's
go
to
testimony
in
opposition.
A
G
J
Hello
and
thank
you,
committee,
chair
dennis
and
committee
members,
my
name
is
hava
ahmed
ahmad,
and
I
am
here
representing
the
clark
county
education
association.
Excuse
me,
the
ccea
is
testifying
in
neutral
on
senate
bill.
182.
ccea
appreciates
the
intent
to
dispel
and
would
like
to
thank
senator
hardy
for
bringing
this
bill
forward.
All
of
the
nevada
is
ke312
that
fiscal
education
courses
should
include
activities
scientifically
shown
to
be
consistent
with
reducing
obesity.
J
J
J
A
Thank
you
very
much,
okay,
let's,
let's
go
ahead
and
finish
up,
dr
our
senator
hardy,
do
you
have
any
additional
closing
comments.
B
Thank
you,
mr
chair,
just
appreciate
the
input
that
we're
getting
from
the
committee,
and
I
have
not
only
an
open
mind
but
an
open
bill
that
will
hopefully
serve
as
a
vehicle,
so
we
can
help
our
students,
our
children,
be
not
just
lifelong
learners
but
lifelong
lifestyle
learners.
I
appreciate
the
comments
be
grateful
to
talk
with
others
as
we
go
along.
Thank
you.
B
A
K
Yes,
chair,
I
I
am
here
and
ready
to
go.
Would
you
like
me
to
begin.
K
Good
afternoon
I
am
senator
scott
ham
and
I
represent
senate
district
18
in
clark
county
today.
I'm
really
pleased
to
be
before
you
to
present
senate
bill
226
a
bill
that
which
seeks
to
make
our
career
technical
education
or
cte
programs
even
more
relevant
to
nevada's
workforce
climate,
a
little
bit
of
background
information
for
many
years.
K
While
I
have
served
here
in
the
legislature,
one
area
of
continued
strong
bipartisan
support
has
been
workforce
development
opportunities,
and
I
would
like
to
say
that,
even
within
the
last
several
years,
through
about
four
sessions,
this
body
has
made
huge
strides
in
our
statewide
workforce
development
goals,
including
our
focus
on
science,
technology,
innovation.
K
K
While
we
have
made
great
progress
on
our
cte
programs
over
the
years,
there's
still
work
to
be
done.
Just
last
month,
the
association
for
queer
technical
education
outlined
nevada's
statute
status
with
cte
and
indicated
that
nevada
is
still
experiencing
skills
gap,
while
51
of
jobs
in
nevada
require
skills,
training,
mini
education
beyond
high
school.
Only
40
of
workers
in
nevada
are
trained
at
this
level.
K
The
bill
before
you
today
presents
an
opportunity
to
strengthen
and
expand
cte
programs
and
better
align
training
with
business
needs
so
inside
in
in
the
bill
itself.
Senate
bill
226
does
several
things
and,
and
I'm
hoping
to
walk
through
everybody
and
also
I'm
going
to
try
and
do
it
to
the
point
where
I
walk
through
the
bill
and
then
go
back
and
address
some
of
the
concerns
that
have
come
to
me
from
the
nevada
department
of
education,
as
well
as
others,
and
to
answer
questions
from
the
committee.
K
But
I
think
I'll
just
walk
through
what
I
hope
the
bill
does
in
the
end,
so
226
in
consultation
with
various
workforce
development
partners
when
we
are
putting
this
together.
Section
two
requires
the
state
board
of
education
to
identify
industry
sectors
and
occupations
in
each
sector
that
have
the
highest
need
for
additional
skilled
labor
require
license
certificate,
certificate
or
credential
and
have
an
average
well
we're
hoping
that
we're
looking
at
an
average
wage,
and
I
think,
we're
going
to
move
that
around
a
little
bit
in
the
bill
itself.
Right
now.
K
It
talks
about
65
of
the
median.
We
want
to
change
that.
One
of
the
first
things
we'll
do
is
we'll
change
that,
because
we
want
to
make
sure
that
we're
looking
at
a
wage
that
is
going
to
help.
Somebody
out
right
out
of
collar
right
out
of
high
school
section,
8
authorizes
the
sbe
to
establish
corresponding
regulations
or
plans
that
promote
subjects
related
to
those
identified
industries
or
industry
sectors
or
occupations.
K
This
section
also
directs
the
state
superintendent
to
study
and
investigate
ct
program
program
funding.
I
think
that's
one
of
the
the
biggest
areas
we
need
to
work
on
and
I'll
go
back
and
address
that
in
a
second
of
the
bill.
I
want
to
talk
about
what
we
need
to
work
on
right
now
in
the
bills
that
area
I'd
like
to
pause
just
a
second
here
to
to
emphasize
the
forward-thinking
nature
of
the
way
section
two
would
work.
K
Nevada's
workforce
climate
is
dynamic
and
may
shift
even
more
rapidly
in
the
future
as
technology
and
our
continued
workforce
development
initiatives
take
root.
That's
why,
in
this
language,
what
we
did
is
we
asked
that
in
a
yearly
basis,
we
talk
about
what
industries,
what
jobs
in
these
industries
are
in
demand,
where
we
will
probably
make
changes
that
we
we're
not
going
to
demand
or
ask
that
the
programs
in
schools
change
on
a
yearly
basis,
but
that
they
have
a
list
of
those
sectors
or
that
those
jobs
that
are
changing
yearly.
K
Obviously,
a
lot
of
the
programs
are
designed
around
a
four-year
program,
because
you
want
to
start
and
then
end
those
students
who
begin
something,
and
so
we
won't
do
that,
but
we
want
to
make
sure
we're
we're
cognizant,
which
is
why
we
want
to
make
sure
that
there's
a
list
that
is
produced
and
distributed
and
shown
around
the
state.
K
Looking
again
at
the
bill
to
the
extent
money
is
available,
section
3
of
sb
226
authorizes
the
board
of
trustees
of
a
school
district
or
charter
school
governing
board
to
apply
to
the
sbe
for
a
grant
of
up
to
a
thousand
I'll
pause
there
and
and
kind
of
indicate
what
our
our
thought
was
and
I'm
not
sure,
and
so
the
nde's
concerns.
I
went
over
those
and
with
greg
statuke,
who,
I
believe
is
on
the
call
on
the
zoo
meeting
today.
We
spent
some
time
yesterday
going
over
his
concerns.
K
This
was
a
program
and-
and
I
and
it's
probably
my
fault-
that
I
didn't
articulate
this
clearly
to
our
the
writer
of
the
bill,
but
this
this
bill
is
designed
to
be
a
stand-alone
program,
grant
program
not
connected
in
any
way
to
the
perkins
grant.
There's
there
should
have
been
no
crossover
there,
so
we
weren't
we
weren't
directing
them
on
how
to
spend
the
perkins
money.
K
What
we
want
to
do
is
we
want
to
add
to
the
perkins
money
and
that's
the
biggest
problem
we
have
is
that
we
get
a
certain
amount
from
the
federal
government
and
perkins
funds,
and
then
the
state
in
the
maintenance
of
effort
gives
about
three
11.4.
I
think
we
get
12.4
from
the
federal
government
and
then
11.4
maintenance
of
effort.
K
We
can't
really
increase
that
12.4,
because
it's
based
on
population
as
as
best
I
understand
this,
which
only
changes
every
10
year
with
10
years
of
the
census
and
really
to
add
and
be
a
more
robust
program.
We
have
to
come
up
with
ways
to
do
that
at
augment
it
in
the
state.
This
grant
program
is
that
effort
to
do
that.
K
That
thousand
dollars
we're
looking
at
helping
students
who
need
help
testing,
I
need
help
getting
their
credentials,
need
help
meeting
the
goals
that
we
do,
that
we
design
in
this
bill,
and
so
then
there
it's
reimbursable
to
the
the
school
if
they
pay
for
it
or
in
some
cases,
if
the
kid
the
students
pay
for
it,
giving
priority
to
those
who
are
in
the
categories
of
20
of
the
federal
poverty
level,
or
you
know
those
who
qualify
for
free
and
reduced
lunch,
we
want
to
make
sure
we're
helping
those
students
out
and
then
the
money
that
you
know
if
they
don't
use
the
whole
thousand
dollars,
then
the
other
part
of
what
we're
trying
to
achieve
is
making
sure
that
schools
that
are
developing
programs
and
are
doing
a
really
good
job
of
meeting
those
those
requirements
and
those
goals
that
we
help
them
along
the
way
to
make
their
programs
even
more
robust.
K
That's
pretty
much
what
we're
trying
to
do
in
that.
In
that
section,
sections
five
and
six.
After
speaking
with
the
nevada
department
of
education,
we
realized
that
they,
they
really
aren't
necessary.
A
lot
of
the
stuff
is
already
happening,
so
we
would
propose
to
eliminate
those
in
an
amendment
and
then
finally,
section
10
outlines
the
prioritization
order
which
funds
will
be
distributed.
As
I
already
mentioned
a
second
ago,
section,
seven
there's
parts
of
section:
seven
that
are
necessary
some
parts.
K
I
think
it's
section,
the
subsection
one
a
we
don't
need
that
they're
already
collecting
that
information,
but
we
do
have
to
reword
a
little
bit
in
section
b
of
that
and
we
would
reword
a
little
bit
but
we're
working
with
not
only
nde,
but
our
goal
is,
after
this
hearing
to
sit
down
with
other
stakeholders
and
go
through
there's
a
lot
of
things
that
we
do
need
to
work
out.
For
example,
we
have
mentioned
several
times
in
the
bill:
the
need
for
high
high
skill
high
paid
jobs.
K
We
really
need
to
work
on
a
definition
for
that
and
figure
out
if
we
need
to
put
that
in
statute
or
allow
the
regul
that
them
to
put
that
in
regulation.
So
there
is
some
technical
work
that
needs
to
be
done
on
the
bill.
We
have
a
list
of
stakeholders
that
are
willing
and
want
to
volunteer
to
help
with
that,
but
that
pretty
much
is
what
we're
looking
at
we're
trying
to
make
our
cte
programs
around
the
state.
K
More
robust,
get
get
information,
get
some
input
from
stakeholders
in
the
rural
areas,
as
well
as
clark
and
washoe,
to
try
and
bolster
the
number
of
students
who
are
involved
not
in
cte
but
not
just
get
them
involved,
but
make
sure
that
they
have
the
access
to
testing
licensing,
credentialing
and
anything
that
makes
them
available
to
get
a
job
right
after
high
school.
That
meets
a
certain
requirement
and
the
requirement
that
we're
going
to
change
it
to
is
instead
of
median
income.
A
Okay
sounds
like
you
did
a
good
enough
job
that
nobody
has
questions
at
this
point.
So,
let's,
let's
hear
from
folks
that
will
give
senator
hammond
is
anyone
else.
That's
making
a
presentation
on
your
on
the
bill.
K
No,
we
wanted
to
make
sure
it
was
quick
today,
because
we,
we
weren't
sure
what
kind
of
timeline
we're
going
to
be
up
against.
So
I
it
was
just
me
there
are
other
people
who
are
ready
to
answer
questions
if
need
be,
but
I
can,
I
can
feel
most
of
those
right
now
and
of
course,
mr
statue
from
the
nevada
department
of
education
is
on
here.
He
may
actually
be
able
to
answer
a
few
questions
as
well.
We
went
over
a
lot
of
the
stuff
yesterday.
A
Okay,
so
do
do
we
have
any
questions
of
any
of
those
like
the
like
craig's,
the
two
keys
over
cn
cte
at
the
department.
We
have
some
other
folks
from
the
department
on
here
too.
I
believe.
K
And
I
can
push
those
along
if
I
think
that
it's
easier
for
somebody
else
to
answer
or
just
I
know
that
mr
stukew
spent
many
years
in
the
classroom
with
cte
he's
just
he
just
does
a
wealth
of
knowledge
about
a
lot
of
the
programs
that
exist
out
there.
A
F
Little
yellow
thing:
oh,
I
don't
see
those
those
are
okay,
I'll
wave
at
you
senator
hammond.
Is
I
see
that
there's
grants
and
stuff?
Is
there
going
to
be
a
fiscal
note
attached
to
this?
Do
you
know.
K
Well,
yeah,
the
ccsd,
I
think,
put
a
fiscal
note
on
that.
But
again
it
it's
tied
to
the
fact
that
the
bill
mentions
nrs.
I
think
it
was
338.392
which
goes
into
the
perkins.
I
I
think
that
once
that
there's
a
clarification
made
there
and
again
I
think
it's
probably
it's
definitely
my
error.
K
It's
not
the
lcv
writer
who
did
a
fantastic
job
with
there's
a
lot
of
people
very
happy
with
the
the
product
that
came
out,
but
the
fact
that
it
makes
it
look
like
the
bill
is
telling
the
state
how
to
spend
the
perkins
money
and
that's
not
the
intent
at
all.
Once
that
goes
away,
I'm
pretty
sure
that
the
fiscal
note
goes
away
because
it's
really
tied
to
how
that
money
is
spent
and
one
other
thing.
I
think
that
when
analyzing
the
bill
the
way
it's
written
now,
people
were
looking
at
it.
K
Thinking
that
every
student
in
cte
program
programming
was
going
to
get
a
thousand
dollars
and
that's
not
the
intent
of
the
bill,
it
really
isn't
about
putting
you
know,
because
right
now
that
perkins
money
that
comes
in
70
of
that
money
is
tied
to
our
per
pupil
expenditure,
then
the
other
30
is
actually
spent
on
helping
them
with
testing
credentialing
and
so
forth.
That
already
happens,
we
don't
we're
not
trying
to
tell
them
what
to
do
with
the
money.
K
K
I
know
how
to
do
this
and
that
that
is
achieved
by
having
credentials
so
the
biggest
task
that
we
have
really
is
to
come
up
with
what
credent
you
know,
what
are
the
the
necessary
credentials
align
those
with
the
jobs
that
are
needed
and,
of
course
we
have
a
lot
of
people
who
are
working
on
what
are
the
jobs
of
the
future.
You
know
they're
continually
working
on
it
year
after
year,
so
you
have
the
lbgas
involved.
K
You
have
the
chambers,
you
have
workforce
development,
workforce
connections
and
you
have
a
lot
of
other
ndes
involved
in
that
as
well
owen
goed.
So
there
you
know
there
are
groups
that
are
working
on
it,
so
it's
just
about
defining
what
is
high
skill,
high
pay
and
then
finding
out
what
those
jobs
are
and
then
aligning
it
with
the
credentialing
and
licensing
and
then
the
test
that
might
help
them
along
the
way.
This
grant
program
would
then
aid
in
in
doing
that,
and
it's
it's
in
my
opinion.
K
A
K
Yeah
in
a
way
it's
it,
it
basically
is
trying
to
reward
those
programs
that
are
having
success.
K
You
may
have
to
wait
and
get
another
year
of
schooling
and
that
might
be
another
year
at
truckees.
It
might
be
another
year
at
csn.
It
might
be
two
years
I
mean,
there's
always
that
that
need
to
be
probably
go
on,
but
we
want
to
make
sure
we're
putting
them
on
the
path
that
the
counselors
as
another
bill.
We've
heard
earlier
with
the
senator
down
there
loops
bill
talking
about
counselors
the
need
for
counselors.
K
We
really
feel
like
parents,
students
and
counselors
need
to
sit
down
and
talk
about
a
career
path,
and
then,
if
that
career
path
needs
to
go
to
the
next,
you
know
that
year
after
high
school
that
they're
on
that
career
path,
that
they
know
what
credentials
they
need,
that
will
get
them
that
third
or
fourth
credential.
That
really
gets
them
up
and
going.
K
And
then
of
course,
the
conversation
that
I
keep
having
with
more
and
more
people
is
not
necessarily
saying
that
every
has
to
go
to
college,
but
some
college
needs
to
be
talked
about,
and
that
may
happen
after
you've
had
a
job
for
a
year
or
two
or
three
and
then
realize
this
is
what
I
want
to
do
and
in
order
to
advance
in
that
particular
job,
I'm
going
to
have
to
get
another.
A
K
No,
it
doesn't
we're
going
to
create
a
program,
and
then
you
know
I'm
sort
of
laying
this
at
the
feet
of
the
committee.
If
they
want
to
talk
about
putting
money
in
the
in
the
program,
that's
fine!
Eventually,
you
know
the
governor
would,
you
know,
would
do.
K
I
would
make
it
available
to
allow
people-
and
that
probably
will
be
an
amendment
as
well-
to
allow
people
to
to
give
a
gift
and
put
it
in
there
to
kind
of
get
us
rolling
in
this
right
away,
and
you
know
some
states
have
started
really
really
small
and
then
have
grown
their
programs,
but
one
of
the
things
I
have
seen-
and
we
will
put
this
in
as
well-
we
want
to
make
sure
every
student
has
some
of
the
money,
even
if
they
can't
get
up
to
a
thousand
dollars
for
the
first
few
years,
and,
let's
you
know
I
just
don't
want
to-
I
don't
want
to
deny
somebody
some
money.
K
So
if
we
give
a
little
bit
out
we'll
prorate
it
eventually,
but
it
just
depends
on
how
much
money
we
put
in
the
program,
but
I've
seen
the
program
start
very
low.
I
can't
remember
the
number
now,
but
even
as
low
as
two
hundred
thousand
dollars,
putting
it
in
there
and
and
distributing
it
out,
because
it's
on
top
of
what
the
perkins
already
gives
us.
B
A
And
not
seeing
anybody
raising
their
hand,
trying
to
look
for
the
little
yellow
thing
see
that
those
are
hard
something
okay,
why
don't
we
go
on
to
those
that
are
here
to
speak
in
support
so
bps?
If
you
would
add
the
first
caller
for
folks
that
are
in
support.
G
G
H
Good
afternoon,
chair
dennis
and
members
of
the
committee
for
the
record,
I'm
hugh
anderson,
a-n-d-e-r-s-o-n
managing
director
for
high
terror,
las
vegas
and
chairman
of
the
last
of
the
vegas
chambers
governor
affairs
committee,
to
show
my
extreme
enthusiasm
for
sb
226,
I'm
going
to
testify
again
in
support
of
the
bill.
This
bill
will
help
increase
career
and
technical
education
initiatives
for
the
benefit
of
nevada
students.
One
of
the
primary
challenges
relating
to
workforce
training
is
the
need
for
better
alignment
with
training
programs
for
workers
and
the
skill
sets
needed
by
employers.
H
We
believe
that
this
bill
will
help
those
efforts
by
identifying
industry
sectors
that
need
additional
skilled
labor.
This
legislation
has
the
potential
to
support
efforts
being
coordinated
by
the
private
sector
through
public-private
partnerships.
The
coordinated
approach
between
education
stakeholders
is
another
important
piece
of
this
legislation.
As
we
look
to
address
workforce
needs,
the
chamber
believes
that
career
and
technical
education
is
essential
for
those
students
that
want
to
enter
the
workforce
after
graduating
high
school.
That's
why
the
chamber
is
working
in
conjunction
with
workforce
connections
on
a
new
initiative
called
southern
nevada,
workforce
solutions.
H
G
D
Good
afternoon,
chair
dentist
and
members
of
the
committee
for
the
record,
my
name
is
joshua
levitt,
that's
spelled
j-o-s-h-u-a
levitt,
l-e-a
and
I'm
representing
myself
with
this
testimony
today.
In
reading
the
bill,
I
believe
that
sb
226
provides
nevada's
education
system
more
opportunity
to
discover,
support,
promote
and
prepare
our
youth
for
in-demand
and
high-paying
careers.
It
also
adds
information
sharing
measurements,
accountability,
coordination
and
equity
that
ensures
nevada
is
moving
in
the
right
direction
and
that
every
student
has
the
opportunity
to
participate.
D
A
Thank
you
very
much.
Let's
go
on
to
the
next
caller.
G
C
I'm
calling
on
behalf
of
power
to
parent
for
the
record,
I'm
calling
in
to
support
sb
226,
along
with
the
necessity
to
have
school
choice,
it's
imperative
that
we
bring
back
and
support
career
and
technical
education,
we're
grateful
for
the
legislators
who
are
working
hard
to
bring
back
these
vital
programs
that
will
not
only
benefit
our
youth
with
new
skills,
but
will
stimulate
our
economy
in
the
long
run.
Thank
you.
G
D
Thank
you
chair
dennis
and
committee
members.
This
is
brian
reader
b-r-I-a-n-r-e-e-d-e-r
with
ferrari
public
affairs,
speaking
on
behalf
of
the
nevada
contractors,
association
representing
general
and
subcontractors
throughout
southern
nevada
in
the
commercial
construction
industry.
One
of
our
biggest
challenges
currently
is
that
we
do
not
have
enough
young
people
entering
skilled
trade
and
the
industry
in
general.
Our
industry
offers
well-paying
high
skilled
careers
at
many
levels,
but
the
interest
to
get
the
field
is
just
not
quite
there,
so
this
bill
will
help
provide
students
with
the
technical
education
to
point
them
down.
D
A
Ok,
thank
you.
Let's
move,
then,
to
hear
testimony
in
opposition
to
the
bill.
G
J
Hello
and
thank
you,
committee,
chair
dentist
and
committee
members-
my
name
is
hava
ahmed
ahmad,
and
I
am
here
representing
the
clark
county
education
association.
The
clark
county
education
association
represents
more
than
18
thousand
licensed
professionals
in
clark.
County
school
district
ccea
believes
that
the
k-120
education
delivery
system
is
the
foundation
of
workforce
development
and
a
key
component
to
economic
diversification
in
nevada.
J
Ccea
is
testifying
in
neutral
on
senate
bills.
226
of
226.
ccea
would
like
to
thank
the
sponsors
of
this
bill
for
their
support
of
the
nevada
education
delivery
system.
Tcea
believes
that
this
bill
is
an
essential
component
to
bridging
the
divide
that
currently
exists
between
the
northern
and
southern
ends
of
our
state
and
will
help
us
to
ensure
that
our
cte
curriculum
is
catered
to
jobs
that
are
currently
open.
J
The
only
thing
we
would
change
about
this
bill
is
to
add
a
focus
on
the
industry
clusters
discussed
in
the
anderson
economic
group's
economic
evaluation
commissioned
by
ccea
by
forecasting
existing
industry
clusters
that
are
expected
to
grow.
We
can
ensure
that
the
studies
and
investigations
on
funding
for
programs
of
career
and
technical
education
are
impactful.
J
G
G
C
C
G
C
C
Representing
nevada
association
of
school
superintendents,
and
we
want
to
thank
senator
hammond
for
meeting
with
us
and
listening
to
our
concerns
about
the
bill.
The
importance
of
cte
cannot
be
overstated.
It's
important
in
both
our
rural
and
our
urban
districts
and
we
look
forward
to
working
with
senator
hammond
in
the
future
on
this
bill.
Thank
you.
A
Thank
you
next,
caller.
G
D
D
I
am
the
director
of
ace
high
school
eighth
high
school
is
a
washoe
county
school
district
sponsored
charter
school.
We
are
a
200
student
9th
to
12th
grade
cte
high
school,
with
a
focus
on
industry
level,
learning
experience
in
the
construction
manufacturing
and
transportation
trades
for
our
students.
Each
high
school
is
in
support
of
senate
bill
226
career
technical
education
is
the
lifeblood
of
ace
high
school
and
preparing
students
to
achieve
industry.
Certifications
in
our
core
cte
programs
is
the
basis
of
our
school's
mission.
D
In
last
year's
graduating
class
16
students
out
of
our
52
graduates,
earn
industry
level,
certifications
of
achievement
through
truckee
meadows,
community
college
in
diesel
technology,
machining,
manufacturing,
welding,
hvac
and
industrial
maintenance.
Sb
226
further
validates
supports
and
encourages
the
missions
of
all
school
all
schools
to
prepare
students
to
be
career,
ready
in
industry
demand
fields.
The
creation
of
an
annual
list
of
industry
sectors
with
a
high
need
of
additional
skilled
labor
will
allow
high
schools
to
better,
prepare
and
educate
our
students
to
meet
the
labor
force
needs
in
nevada.
D
Ace
would
like
to
suggest
an
amendment
to
the
language
on
page
3,
section
3,
subsection
b.
This
section
relates
to
the
ability
of
a
school
to
apply
for
grant
money.
If
a
student
completes
an
identified
program
need
after
graduation,
the
current
language
states
within
six
months
of
graduating,
high
school
and
earning
the
license
certificate
or
credential
the
school
could
apply
for
available
grant
funds.
Ace
would
like
to
suggest
this
time
frame
be
extended
to
12
months
instead
of
six
months.
D
This
is
based
upon
our
own
experience
of
graduates
who
came
to
ace
after
their
sophomore
year.
These
students
completed
two-thirds
of
the
cte
certificate
program
required
to
earn
an
industry
certification.
Each
year
we
have
approximately
two
to
three
graduates
who
need
an
addition:
an
additional
year
at
the
community
college
to
earn
this
certificate.
D
These
students
are
usually
between
9
to
12
credit,
shorts
of
the
industry
level
certificate
and
the
6
month.
Time
frame
is
too
short
for
this
to
occur.
Although
many
of
these
students
go
on
and
complete,
the
courses
needed
for
their
certificate,
the
six-month
time
frame
would
not
include
these
students.
D
G
D
Mr
chair
members
of
the
committee
brad
keating
for
the
record
b-r-a-d
keating
k-e-a-t-I-n-g,
representing
the
clark
county
school
district,
testifying
in
neutral,
but
want
to
publicly
thank
the
senator
for
bringing
this
bill
forward
and
for
working
with
us
near
the
tail
end
of
last
week
explaining
what
his
intent
on
this
bill
is.
D
We
look
forward
to
working
with
him
to
move
this
bill
forward
and
I
just
want
to
again
thank
senator
hammond
for
helping
us
get
to
a
good
point
in
this
bill
and
we
look
forward
to
continuing
our
work
with
him
in
the
future.
Thanks.
A
Thank
you
very
much
all
right,
let's
so
before
I
close
this
out,
I
want
to
give
senator
hammond
another
opportunity
to
to
go
ahead
and
close
up
any
closing
comments.
K
Well,
thank
you,
mr
chair
and
and
committee
members
for
indulging
me
this
the
time
to
talk
about
the
bill.
I
really
think
that
the
the
bill's
intent
is
to
strengthen
our
cte
programs.
We
see
that
the
need
to
really
strengthen
the
programs
we
have,
and
you
know
a
lot
of
this
came
from
a
conversation
I
had
with
a
principal
down
in
las
vegas
cheyenne
high
school's,
dr
robbins,
who,
who
said
that
you
know
he
year
after
year
after
year,
he
sent
a
lot
of
students
off
to
college.
K
The
emphasis
for
many
years
was,
you
know,
to
make
sure
everybody
went
to
college,
but
he
soon
realized
that,
as
some
of
the
students
are
coming
back,
sometimes
in
the
middle
of
the
year
of
the
semester
or
after
one
year,
and
they
they
just
knew
it
wasn't
for
them.
He
said
he
just
didn't
know
what
to
do,
because
a
lot
of
them
would
come
back
and
they
didn't
have
skills
that
made
them
marketable
for
any
kind
of
career,
having
not
finished
college,
and
he
just
felt
like
it
was
not.
K
He
just
felt
you
know
just
he
just
didn't
feel
like
he
was
doing
enough
for
the
students,
and
so
he
has
been
working
at
his
school
to
make
it
a
just
a
you
know,
a
complete
effort
to
get
a
lot
of
students,
these
skills
when
they
ask
for
them
when
they
desire
them
and
try
and
find
ways-
and
I
connected
him
with
csn,
and
they
have
been
working
collaboratively
to
help
out
some
of
their
students
in
those
programs.
Of
course,
we
have
desert
rose
down
in
the
south.
K
That
does
a
great
job
of
educating
our
students
when
it's
needed,
and
then
some
schools
have
great
programs
my
job.
My
emphasis
here
is
to
try
and
help
the
students,
but
also
help
those
schools
that
are
developing
robust,
profitable.
You
know
just
amazing
programs
that
profit
the
students
in
ways
beyond
high
school,
and
so
I
do
appreciate
it,
and
I
will
work
with
stakeholders
to
make
this
an
even
more
clear
bill
and
a
much
better
bill
in
the
end.
K
I
appreciate
your
time
and
you
know
we'll
work
with
anybody
in
the
community
offline
as
well.
A
A
And
public
comment
is
limited
to
two
minutes
per
person
and
we'll
give
you
a
reminder
if
you
go
too
long,
so
try
to
finish
up
two
minutes
so
we'll
broadcast
production
services.
Please
add
the
first
caller.
G
A
A
A
We
will
have
we're
a
to
have
a
meeting
this
wednesday
or
with
our
next
meeting.
Our
next
meeting
will
be
on
wednesday.
So
with
that
and
that's
all
the
business
we
have
to
come
before
us
at
this
time.
So
our
meeting
is
closed.
That
is
concluded
for
the
day.
Thank
you
very
much.
Thank
you
to
staff.