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From YouTube: 4/7/2021 - Senate Committee on Education
Description
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A
Okay,
thank
you.
Welcome
to
the
committee
on
education.
I
know
we're
getting
started
a
little
late
today,
but
that
happens
as
we
get
going
in
session
and
there's
a
lot
of
things
going
on
and
this
being
a
deadline
week,
there's
a
lot
of
hearings
and
sometimes
they
go
over
and
throws
everything.
So
we
welcome
you
to
the
senate
committee
on
education
and
secretary.
Will
you
please
call
the
roll.
C
D
E
A
Here,
thank
you
very
much
and
please
record.
We
do
have
a
quorum
ownership.
Senator
hardy
mark
him
here.
I
just
saw
him
popping
in
all
right
with
that.
Let's,
let's
move
on
just
a
couple
house
keeping
it
because
we
may
have.
We
do
have
a
bill
today
and
we're
going
to
hear
some
testimony
for
those
on
video
click
yourself,
muted,
when
not
speaking
all
of
our
committee
information
is
available
on
nellis,
which
could
be
access
access
through
the
legislature's
website.
A
You
may
also
watch
our
meeting
student
ellis
for
the
youtube
channel,
legislature's
youtube
channel
and
if
testifying
please
provide
or
providing
testifying
or
providing
public
comment
register
to
participate
through
nellis,
you
will
receive
an
email
confirmation
with
the
call-in
information
and
detailed
instructions
are
also
available
on
the
help
page
on
top
of
every
page
on
nellis
and
make
sure
you,
when
you're
speaking,
to
testify
when
testifying
state
and
spell
your
name
and
affiliation.
If
any.
A
Also
you
have
to
do
that
every
time
you
speak
because
if
we're
switching
between
people
just
to
make
the
record
straight
to
who
said
what?
So
if
you
would
identify
yourself
and
we're
going
to
take
public
comment
at
the
very
end
of
the
meeting
and
limit
it
to
two
minutes
per
person-
and
you
can
also
submit
your
writing
your
comments
in
writing
and
you
can
submit
it
also
to
the
committee
manager
to
emailing
or
faxing,
so
we
are
going
to
first,
we
have
today
is
a
special
day.
A
Today
is
csn
day
and
we've
got
a
special,
a
few
moments
here,
where
we're
going
to
recognize
and
welcome
the
college
of
southern
nevada
students
who
are
turning,
who
are
attending
virtually
and
listening
to
this
meeting.
F
Therefore,
the
50
000
threshold
that
I
mentioned
earlier
today
is
also
csn
virtual
day
at
the
legislature
and
you'll
hear
more
from
our
students,
our
student
body,
president
carly
mcfarland
in
a
few
minutes.
But
I
would
like
to
take
just
a
few
minutes
to
thank
senator
mo
dennis
for
his
support
of
higher
education
and
particularly
the
college
of
southern
nevada.
During
his
stellar
career
of
almost
two
decades
of
service
in
the
nevada
state
legislature
at
csn,
we
consider
senator
dennis
as
a
true
champion
for
public
education.
F
He
has
a
proven
track
record
as
an
advocate
for
increasing
access
to
higher
education
and
for
fighting
to
secure
those
resources
that
students
need.
In
order
to
succeed,
senator
dennis
has
played
a
prominent
role
in
the
deliberations
of
every
major
piece
of
education
legislation
since
its
election
to
the
state
assembly
in
2004
and
subsequently
his
election
to
the
state
senate
in
2010.
F
His
landmark
work
to
overhaul
the
state's
outdated
education
funding
formula
will
benefit
nevada's
nevadans
for
generations
to
come
and
more
recently,
his
work
on
the
nevada
promise
scholarship
program
will
have
helped
to
promote
a
college-going
culture
in
all
of
our
state's
diverse
communities
as
the
first
president
latino
president
at
csn.
I
take
great
pride
in
acknowledging
that
senator
dennis
is
the
son
of
an
immigrant
parents
from
cuba
and
that
he
continues
to
fight
for
the
betterment
of
all
nevadans
senator
dennis.
F
Thank
you
and
please
know
that
your
work
and
legacy
as
the
champion
for
education
is
secure.
I
thank
you
on
behalf
of
the
colleges
of
nevada
and
the
thousands
of
students
that
you
have
impacted
in
our
state
and
finally,
please
accept
my
appreciation
for
the
opportunity
to
speak
before
this
esteemed
body.
A
Thank
you
so
we're
going
to
hear
now
from
the
student
body
president.
G
G
Citizen
day
in
the
legislature,
that
is
virtual,
our
students
are
meeting
with
over
a
dozen
state
legislatures
throughout
the
day,
and
I
want
to
give
a
special
thanks
to
senator
joe
hardy
and
assembly
woman
for
meeting
with
our
students.
This
morning
today,
we
premiere
our
cities.
Legislature,
video.
This
video
includes
compelling
testimony
from
citizen.
G
A
Harley,
thank
you
very
much
and
thank
you,
for
you
know
continuing
on,
even
though
we're
in
a
pandemic
continue
on
with
your
education
and
trying
to
help
the
csn
and
all
the
students.
So
thank
you
for
being
with
us
today.
Thank
you
to
all
the
students
that
are
participating
today
in
in
the
csn
virtual
legislative
day.
A
A
Get
to
the
agenda
we're
gonna
since
everybody's
here
and
I
don't
I
haven't
heard
if
anybody
has
to
leave
to
get
go
present
and
I
know-
and
we've
got
to
get
done
so
that
my
vice
chair
can
get
to
her
committee
and
so.
But
I
want
to
start
with
the
work
sessions
first
and
then
we'll
go
to
the
bill.
A
So
I'm
going
to
turn
it
over
to
jen
sturm,
who
will
walk
us
through
the
work
sessions
and
hopefully
those
are
all
available
on
our
on
the
website,
the
documents
and
so
that
you
can
follow
along.
H
Thank
you,
mr
chair,
chen
sturm
committee
policy,
analyst
again
as
non-partisan
lcd
staff.
We
do
not
advocate
for
against
any
legislation.
H
The
work
session
documents
is
as
chair
done,
as
mentioned
may
be
found
on
nellis
for
those
who
want
to
follow
along,
and
we
have
seven
bills
on
today's
work
session,
beginning
with
senate
bill
76,
which
was
presented
by
nevada's
department
of
education
and
heard
on
february
17th
senate
bill
76
makes
various
changes
to
the
membership,
duties
and
reporting
requirements
of
several
councils,
committees
and
other
entities.
H
Additionally,
the
belt
the
bill
abolishes
several
entities
and
transfers
certain
duties
of
those
bodies
to
the
department
of
education
senate
bill
76
also
changes
the
submission
and
reporting
requirements
of
the
plan
to
improve
the
achievement
of
pupils
currently
provided
by
the
state
board
of
education.
H
Two
report
regarding
bullying
or
cyber
bullying
incidents
currently
provided
by
school
personnel
and
three
variance
requests
regarding
people-to-teacher
ratios,
currently
provided
by
school
districts
and
the
state
board
of
education,
and
there
is
a
mock-up
attached
to
this
work
session
document,
which
reflects
the
following
amendments.
H
H
The
department
of
education
in
its
first
submitted
amendment,
is
proposing
to
abolish
the
competency-based
education
network,
revise
the
regional
professional
development
program,
also
known
as
regional
training
program
provisions
to
re,
restore
school
districts
as
the
fiscal
agent
and
include
charter
school
teachers
respectively.
Abolish
the
state
financial
literacy
advisory
council
on
december
31st
of
2023
eliminate
references
to
the
end.
H
The
following
amendments
were
proposed:
restore
control
of
the
rpdps
by
governing
bodies
with
the
department
of
education
still
replacing
the
statewide
council
for
the
coordination
of
the
regional
training
programs,
make
the
employee
of
the
department
of
education
who
serves
on
each
rpdp
governing
body
a
voting
rather
than
non-voting
member
eliminate
all
reporting
requirements
by
the
department
of
education
or
school
districts
relating
to
zoom
and
victory
schools,
or
the
new
nevada
education
funding
plan
and
finally,
revise
independent
evaluation
requirements
relating
to
zoom
victory.
Read
by
grade
three
and
the
great
teaching
and
leading
fund.
A
Okay,
thank
you.
So
we
do
have.
I
mean
there
was
a
lot
of
changes
on
the
original
one
that
they
brought
and
then
they've
had
some
additional
ones
with
the
rpdp.
So
I
know
we
have
the
department
here.
So
if
you
have
any
questions
on
the
the
on
any
of
that
actually
and
they're
here,
you
I'm
glad
to
answer
any
questions
there.
B
A
No,
but
it's
because
of
the
way
that
they're
going
to
be
doing
that,
but
if
the
department's
here
they
could
speak
to
that.
H
B
H
Thank
you
senator
hardy,
so
you'll
notice,
and
thank
you
also
to
legal
counsel
and
mr
asher
killian
and
jen
sturm
for
the
mock-up
that
is
posted
online
you'll,
see
that
the
department
has
requested
and
legal
counsel
has
supplied.
A
I
would
point
out
also
that
well
with
the
with
the
new
funding
formula
and
how
all
that
works,
the
the
we're
not
changing
the
statutes
that
that,
like
for
read
by
three,
that's
still
in
there
and
it's
still
a
requirement
that
they
do
those
things
it's
just
inside
the
the
funding
formula
as
opposed
to
outside
so
but
the
report.
A
A
Questions,
I
am
not
seeing
any.
What
is
the
desire
of
the
committee.
C
A
A
We
have
a
second
from
vice
chairman
under
a
loop,
any
further
discussion
on
the
motion.
C
J
E
A
Yes,
thank
you
all
right,
we'll
now
move
to
work
session
on
sb
151.
H
Mr
chair
jen
sturm
committee
policy
analyst.
The
next
bill
on
work
session
is
senate.
Bill
151,
which
was
it
is
sponsored
by
senator
dondera
loop
and
was
heard
on
march
10th.
The
bill
requires
the
board
of
trustees
in
nevada's,
two
largest
school
districts,
to
develop
plans
to
improve
the
ratio
between
pupils
and
specialized
instructional
support
personnel,
including
recruitment
and
retention
strategies
for
such
personnel
and
annual
targets
to
meet
the
recommended
ratios.
A
I
guess
I
should
unmute
before
I
start
talking
senator
under
a
loop,
any
thing
that
you
need
to
talk
about.
As
far
as
with
the
amendments
or
no.
C
I
I
think
the
amendment
made
it
very
clear
and
I
was
actually
kind
of
chuckling,
because
just
when
senator
hardy
was
worried
about
reports,
we
have
more.
So
we
are
here
to
answer
questions
and
I
believe
dr
katie
dockweiler,
who
presented
with
me,
is
on
the
line,
but
I
think
that
we
have
it
where
we
want
it
to
be
right
now.
Thank
you.
A
Did
you
want
to
address
the
it
says
it
contains
an
unfunded
mandate,
but
I
thought
we
had
a
discussion
about
that
during
the
hearing.
C
We
did
chair
and
on
the
the
the
cost,
the
approximate
960
fiscal
cost
for
the
biennium
is
that
it
will
require
some
new
work
for
the
reports
by
the
nevada
department
of
ed.
But
I
think
we
have
that
all
worked
out
and
if
not,
it
might
be
grabbed
by
finance.
A
We
have
a
motion
to
amend
the
due
pass.
Second,
second
from
was
that
donate
or
hammond,
because
it
was
hammond:
okay,
senator
hammond,
a
second:
do
we
have
any
further
discussion
on
the
motion.
B
C
D
E
C
Chair
can
I
before
you
go
on,
I
know
you
have
to
assign
floor
statements,
but
I
thought
I'd
interject
here.
If
you
want
me
to
take
that
floor
statement,
I
will.
D
H
H
Seneca
194
establishes
the
state
seal
of
civics
program
to
be
awarded
to
high
school
graduates
with
a
high
level
of
proficiency
in
civics
and
outlines
the
requirements
needed
to
earn
the
state
seal.
The
bill
requires
the
state
superintendent
to
enter
in
into
a
cooperative
agreement
with
at
least
one
higher
education
institution
to
grant
credit
for
certain
courses.
H
H
The
bill
also
adds
civics
to
the
list
of
subjects
included
within
social
studies
and
requires
the
corresponding
establishment
of
standards
of
content
and
performance,
starting
with
the
graduating
class
of
2027
social
studies.
Instruction
must
require
a
high
school
student
to
complete
a
service
learning
project
and
finally,
senate
bill.
H
The
sponsor's
proposed
amendments
include
deleting
section
4
concerning
cooperative
agreements
between
the
superintendent
and
higher
education
institutions,
removing
section
6
regarding
the
addition
of
civics
to
the
social
studies,
core
academic
subject
for
homeschooled
children
and
deleting
section
seven
concerning
the
establishment
of
the
pupil
civic
advisory
panel.
Mr
chair.
A
Thank
you
senator
lang,
any
any
information
you
need
to
share
with
us.
D
Sure
I
just
want
to
start
first
by
thanking
sarah
nick
and
joyce
woodhouse
for
helping
me
pull
the
final
details
of
this
together.
I
think
I
should
tell
you
the
amount.
That's
why
we
made
those
changes.
We
didn't
deleted
the
cooperative
agreements
for
higher
ed
because
they
are
already
in
the
nrs
and
they
weren't
necessary.
D
D
And
I
think
this
will
be
a
great
program
for
kids,
and
I
know
the
teachers,
like
the
teacher
I
had
on
during
the
during
the
hearing.
You
know
he's
been
doing
it
a
long
time
and
his
students
have
really
liked
it
and
excited
about
the
diverse
american
perspectives,
because
I
think
we
need
to
know
and
appreciate
all
cultures
that
are
in
our
society.
So
thank
you
so
much.
A
Thank
you,
can
you
can
you
address
the
fiscal
notes.
D
Oh,
so
the
department
of
education
is
going
to
put
a
small
fiscal
note
on
that
because
of
the
the.
D
When
the
kids
go
out
and
do
their
service
learning
projects,
it's
not
going
to
be
large.
We've
already
talked
to
finance
and
it's
going
to
be
something
that
we
can
work
out.
B
D
B
A
Right
and
just
a
quick
question,
I
didn't
look
this
up,
but
I
just
you
just
remind
me,
as
you
talked
about
this
on
the
service
project,
if
there
is
there
any
exemptions,
if
something
comes
up
and
they're,
just
not
able
to
to
get
that
that
part
of
it
done.
D
So
they
have
their
whole
high
school
time,
so
nine
through
twelfth
grade,
so
they
have
four
years
to
do
a
service
project
and
they
their
teachers
will
be
talking
to
that
starting
in
ninth
grade.
So
I
think
it'll
be
difficult
not
to
get
it
done,
because
they
have
such
a
long
time
when
they
can
get
it
done.
But
I
think
that
would
be
a
conversation
between
the
teacher
and
student
and
or
parents,
and
maybe
the
department
of
education.
A
K
A
Oh
okay,
all
right!
Thank
you
all
right,
so
I
have
a
motion.
A
second
any
further
discussion
on
the
motion.
A
Okay:
let's
go
to
the
roll
call
vote.
E
A
Yes
and
senator
lang,
if
you
would
do
the
floor
statement.
H
215
you,
mr
chair
john
sturm
committee
policy,
analyst.
The
next
bill
on
work
session
is
senate.
Bill
215,
which
is
sponsored
by
senator,
dennis
and
heard
on
march
29th
senate
bill
215
requires
a
school
district's
board
of
trustees
and
a
charter
school's
governing
body
or
board
to
develop
and
present
plans
for
distance
education
and
to
share
those
plans
with
the
school
community
families
and
school
employees.
H
H
Bill
215
requires
a
teacher
to
provide
distance
education
course,
information
to
the
student
and
the
students
legal
guardian,
and
we
have
a
couple
amendments
proposed
here.
The
first
nevada's
department
of
education
proposed
the
following
amendments:
to
require
the
plan
to
provide
technology
to
include
communication
with
families,
students
and
staff
revise
subsection
six
of
section
two.
Two
one
increase
the
number
of
days
before
the
start
of
the
school
year
in
which
a
school
district
must
share
its
distance
education
plan
from
20
days
to
45
days
before
the
start
of
the
school
year.
H
H
That
proposal
would
clarify
that
charter
schools
seeking
to
provide
a
distance
education
program
are
required
to
submit
a
request
to
their
sponsors
to
amend
their
chartered
contracts
and
mr
chair,
I,
while
I've
attached
the
fiscal
notes
to
this
work
session
document.
A
Bill
you-
and
I
I
suppose
we
probably
wouldn't
see
that
till
after
the
it
comes
out
with
the
amendment
and
then
they
can
resubmit
that
with
us
and
they
can
resubmit
with
nothing
on
there.
Although
we
didn't
hear
from
one
of
the
other
districts,
I
think
had
a
small,
I
think
it
was
lander
county
had
something
on
there,
so
that
might
get
changed
also,
as
as
the
with
the
amendments
in
there.
A
So,
okay,
any
questions.
C
B
H
Thank
you,
mr
chair
again,
john
sturm
committee
policy.
Analyst.
The
next
bill
on
work
session
is
senate.
Bill
352,
which
was
presented
by
senator
dennis
on
april
5th.
The
bill
requires
the
commission
on
professional
standards
and
education
to
adopt
regulations
that
authorize
a
currently
employed
paraprofessional,
who
is
enrolled
in
a
program
to
become
a
teacher
to
complete
an
accelerated
student
teaching
program
in
the
same
or
similar
area
in
which
the
person
is
currently
enrolled.
B
A
Second,
second,
senator
hammond
motions
of
the
two
pass
any
further
discussion
on
the
motion.
A
Okay,
she'll,
do
a
roll
call
vote.
C
D
D
H
Mr
chair
jen
sturm
for
the
record.
The
next
bill
on
work
session
is
senate.
Bill
353,
which
was
presented
by
senator
dunder
loop
on
april
2nd
senate
bill
353
requires
nevada's
department
of
education
to
review
examinations
and
assessments
administered
pursuant
to
chapter
390
of
nevada,
revised
statutes
for
their
educational
benefit,
cost
and
redundancy
and
information
skills
or
abilities.
Measured.
H
K
A
A
Second,
from
senator
donate
further
discussion
on
the
motion.
A
C
E
A
Okay
and
that
one,
why
don't
we
have
senator
buck?
Would
you
do
the
statement
on
that?
One
at
the
floor
statement,
yeah.
A
Okay,
so
let's
our
next
one
is
senate
bill
363.
H
Thank
you,
mr
chair
jim
storm
committee
policy.
Analyst.
Our
last
bill
on
work
session
today
is
senate
bill
363,
which
was
presented
by
senator
dennis
on
april
2nd
senate
bill
363
requires
each
of
nevada's
charter
school
governing
bodies
that
have
a
contract
with
an
educational
management
organization
to
report
to
the
state
public
charter
school
authority,
the
amount
paid
to
the
respective
management
organization.
H
Senator
dennis
proposed
an
amendment
to
require
the
report
to
be
submitted
to
the
relevant
sponsor
of
the
charter
school
and
senator
donderolu
proposed
an
amendment
to
require
the
report
to
be
submitted
to
the
legislature.
Mr
chair.
C
A
Okay,
let's
do
the
the
vote.
D
L
A
Yes,
thank
you
all
right,
senator
hammond.
Would
you
do
the
floor
on
that?
One
sure.
Thank
you,
okay.
So
we're
not
going
to
go
to
to
the
bill
that
we're
going
to
hear
today,
senate
bill,
120
rise
periods
relating
to
school
administrators,
and
I'm
going
to
turn
it
over
to
my
vice
chair.
C
Thank
you
very
much
chair
dennis
and
with
that
we'll
open
the
hearing
on
senate
bill
120
and
when
you
are
ready,
please
go
ahead.
A
Good
afternoon,
madam
vice
chair
and
committee
members
for
the
record,
I'm
mo
dennis
representing
senate
district
2.,
I'm
here
to
present
senate
bill
120
for
your
consideration.
The
measure
aims
to
align
statutory
requirements
relating
to
probationary
teachers
and
administrators
by
amending
certain
provisions
concerning
the
evaluation
and
retention
of
administrators.
A
A
It
was
the
normal
way
that
I
would
do
this
to
bring
people
together
became
difficult,
so
the
original
language
that
I
submitted
was
basically
a
placeholder
to
to
be
able
to
then
have
some
discussion
and
be
able
to
work
out
the
issues.
So
what
I'm
going
to
be
talking
about
today
is
the
bill
with
amendments
in
summer.
Some
of
the
things
are
changed
a
lot
so
hopefully
you'll
be
able
to
keep
up
with
that,
and
I
also
as
we
go
through.
I
I
had
a
document
that
has
the
amendments
on
there.
A
That's
available
under
current
law.
New
teachers
have
a
probationary
period
of
three
years
after
that
time.
If
a
post-probationary
teacher
receives
two
evaluations
with
performance
ratings
of
develop
of
developing
or
ineffective,
the
teacher
is
placed
back
on
probationary
status
under
current
law.
There
are
no
conditions
under
which
a
principal
would
revert
to
probationary
status
after
the
initial
year.
This
submission
fails
to
recognize
that
there
are
administrators
who
may
not
be
effective
in
managing
their
schools
and
should
be
placed
under
probationary
status.
A
If
the
climate
at
a
school
is
causing
teacher
turnover,
the
accountability
measures
we
place
on
teachers
should
be
extended
to
principals,
and,
as
we
know,
I
mean
that
the
the
the
leader
of
the
school
is
what's
going
to
determine
if
the
teachers
will
be
able
to
fulfill
and
do
the
best
that
they
can
in
the
school
and
if
kids
are
going
to
achieve
so,
madame
vice
chair
at
this
time,
I'm
going
to
go
through
each
section
of
sb
20
and
mention
the
amendment
as
I
go
along
and
I'm
going
to
try
to
follow
my
own
notes.
A
A
After
those
three
years
of
principle
may
be
placed
back
on
at
will
status
if
the
school's
rating
is
reduced
and
at
least
half
one
half
of
the
teachers
requested
transfers
from
the
school
in
each
of
the
two
consecutive
years.
A
A
So
in
that
first
year,
if
50
percent
of
the
staff
transfers
and
then
a
survey
would
be
done
and
and
if,
if
this,
if
it's
a
climate
issue,
then
the
professional
adult
development
training
would
occur
in
the
year
immediately
following
a
year
in
which
at
least
50
percent
transfer.
A
If
40
percent
or
more
teachers
request
a
transfer
due
to
the
school
climate
issues,
the
principal
will
become
employed
at
will
and
is
subject
to
immediate
dismissal
for
school
climate.
The
gen,
the
intent
generally,
is
to
use
the
existing
definition
in
nevada,
revised
statutes
as
a
base
and
expand
on
the
elements
related
to
employment.
So
let
me
just
reiterate:
first
year
50
transfer
they
do
a
climate
survey.
If
it's
a
climate
issue,
they
they
do
training
related
to
professional
development
into
climate.
A
A
Finally,
the
amendment
would
create
an
exception
from
the
pros
post
probationary
at
will
employment
status
and
teacher
survey
provisions
for
principals,
who
have
been
at
an
underperforming
school
as
part
of
a
school
district
program
or
who
have
received
an
incentive
to
relocate
to
such
a
school.
The
amendment
would
require
principals
placed
at
underperforming
schools
pursuant
to
a
school
district
program
or
who
receive
an
incentive
to
relocate
to
such
a
place
to
take
school
climate
training
within
the
first
year
at
the
school.
A
So
what
I
previously
talked
about
that
would
not
that
going
into
that
will
status
in
the
50
of
the
party.
Permit
wouldn't
occur
if
they
are
going
to
and
in
a
school
a
school,
an
underperforming
school
and
they
have
an
agreement
with
the
district.
So
in
some
cases
a
district
may
create
a
plan.
Let's
say
in
five
years
that
they're
going
to
bring
this
under
performing
school
up,
so
they
would,
they
would
come
to
an
agreement
between
the
principal
and
the
district.
A
So
if
that
were
the
case,
then
this
other
stuff
would
not
impact
that
or
if
they
were
doing
some
kind
of
incentive
to
get
folks.
The
reason
I
brought
that
incentive-
and
I
I
probably
should
back
up
a
little
bit
these
amendments
that
I've
put
in
are
are
because
of
discussions
that
I've
had
with
various
stakeholders,
whether
it's
principals,
whether
it's
teachers,
whether
it's
the
department
of
ed,
whether
it's
school
districts,
even
associations.
A
I
listen
to
the
the
issues
and
I've
seen
a
lot
of
talked
to
principals
and
got
emails
from
some
principals
that
were
concerned
that
we
wouldn't
be
able
to
attract
principals
to
to
underperforming
schools.
And
so
I
want
to
make
sure
that
we
had
a
way
to
to
to
to
incentivize
principles
to
still
go
to
those
underperforming
schools,
but
that
they
have
a
plan
in
place
to
be
able
to
be
successful.
A
In
section
three
senate
bill,
120
requires
certain
administrators
in
pro
post
probationary
status
to
apply
for
reappointment
every
five
years,
if
not
reappointed.
The
administrator
is
entitled
to
be
reassigned
to
the
position
from
which
the
administrator
was
promoted.
So
this
is
for
this
isn't
for
principals.
This
is
for
folks
that
you
know
like
a
associate
superintendent
or
a
supervisor.
A
These
are
all
positions
that
are
that
are
above
that
of
a
principle
that
work
in
the
district
that
once
every
five
years,
they
would
be
required
to
reapply
some
and
that
what
that
does
is
it
allows
allows
the
opportunity
to
reassess
whether
what
the
type
of
function
that
that
individual
is
doing,
if
they're
still
doing
great,
then
they
continue
on.
If
not,
it
gives
an
opportunity
to
make
a
change.
A
They
still
would
have
the
opportunity
to
go
back
to
whatever
the
previous
employment
was.
The
previous
position
that
they
had
within
the
district
sections
4
through
10
make
conforming
changes
throughout
the
other
sections
of
nrs
to
address
one
more
stakeholder
concern
regarding
professional
development,
I
am
proposing
to
amend
senate
bill
120
to
require
each
school
district
to
develop
a
plan
for
professional
development
for
school-based
and
district
administrators
each
year
and
submit
the
plan
to
the
nevada
department
of
education.
A
A
So
I
brought
that
one
as
a
discussion,
because
one
of
the
big
challenges
is
if
you're
assigned
to
be
a
principal,
and
you
have
a
supervisor-
that's
over
you,
and
sometimes
they
don't
have
a
lot
of
supervisors
and
maybe
you're
not
even
they're,
not
able
to
get
to
you
all
the
time.
A
It
would
be
unfair
to
to
ask
somebody
be
successful
and
then
not
provide
the
tools
for
that
principle
to
be
able
to
be
successful,
and
so
we
require
teachers
to
be
able
to
to
submit
what
they're
doing.
This
would
require
the
districts
to
to
submit
to
the
department
what
kind
of
training
are
they
doing
for
their
principals
and
for
their
other
educational
leaders,
and
so
that's
where
that
came
from
and
finally
and
the
final
amendment
I'd
like
to
offer
today
is
regarding
principal
principle
to
supervisor
ratios.
A
The
amendment
would
request
that
school
districts
include
non-binding
principle
to
supervisor
ratios
in
the
professional
development
plan
submitted
to
nde.
So
that
was
just
so
that
I
looked
at
that
issue
and
there's
some
national
standards.
I
also
looked
at
maybe
having
the
department
create
those,
but
you
know
it's
also.
There's
also
an
issue
there
that,
just
by
saying
we're
going
to
do
something,
they
can't
just
always
do
it,
because
there
may
not
be
the
funds
to
be
able
to
put
them
there,
but
as
part
of
their
plans.
A
I
wanted
them
to
be
able
to
think
about.
So
what
would
those
ratios
you
know?
What
can
what
can
those
be
for
our
district
as
they
submit
those
plans,
and
I
realized
that
you
know
brand
new
teachers
that
maybe
are
in
a
underperforming
school
might
need
more
in-service
and
training
than
someone
who's
at
a
different
school
that
that
maybe
doesn't
have
as
many
challenges,
and
maybe
they
don't
need
to
be
supervised
as
much,
and
so
those
kind
of
things
could
be
part
of
their
plan,
so
meta
vice
chair
members
of
the
committee.
A
As
I
mentioned,
I
I
tried
to
work
with
all
the
different
stakeholders
to
see
if
we
could
find
this
is
what
I
would
have
done
had
we
been
able
to
do
what
I
normally
do
in
the
interim
to
be
able
to
bring
people
together
to
come
up
with
a
bill,
and
so
with
that,
I
appreciate
the
opportunity
to
talk
about
this
important
issue.
I
will
tell
you
being
married
to
a
teacher
and
the
father
of
a
teacher.
A
I
hear
all
the
time
the
great
things
that
they
get
from
their,
and
I
also
hear
great
things
from
other
folks
that
have
had
perhaps
leaders
that
weren't
that
helpful
to
them-
and
sometimes
we
do
have
situations
where
someone's
in
a
in
a
position
that
perhaps
they
they
could
do
better
doing
in
a
different
position
and
that
so
we
want
to
make
sure,
because
this
is
important
to
teachers.
A
This
is
important
to
students
to
have
a
climate
in
their
school
where
they
can
achieve,
or
they
can
learn,
and
I
know
that
we've
had
different
instances
where
we've
got
great
principles
and
we've
got
other
principles
that
need
help
and
and
some
principles
just
need
some
professional
development
and
I'm-
and
I
think
that
this
provides
the
opportunity
to
to
have
those
different
pieces
in
place
so
that
all
of
our
principles
can
be
successful.
A
A
C
Thank
you
very
much.
Senator
dennis,
do
you
have
any
additional
presenters,
or
would
you
like
me
to
go
right
to
questions.
A
C
Perfect
all
right,
thank
you.
Committee
questions.
D
A
Yeah
so
section
three:
it
talks
about
those
as
it
says.
Let's
see,
let
me
find
it.
Oh,
let
me
make
sure
I
mute
it
unmuted,
let's
see
oh
sections,
yeah
section
three,
two,
each
pro
you're
talking
about
section
three
right.
D
A
Okay,
it's
where
it
talks
about
each
post,
probationary
administrator
employed
by
a
district
except
a
principal
assistant,
principal
or
other
school
administrator,
school
district,
major
school
district
administrator
or
central
office
administrator
below
the
rank
of
superintendent,
associate
superintendent
or
assistant
superintendent.
A
So
so
it
tells
you
who
it
doesn't
apply
to,
and
then
it
says
below
the
rank
of
superintendent
associate
superintendent
assistants
open,
who
may
be
members
of
a
separate
bargaining
unit
pursuant
must
apply
to
the
superintendent
for
reappointment
to
his
or
her
administrative
position.
Every
five
years
we.
A
So
like
like
an
associate
superintendent,
okay
or
it
could
be
a
supervisor
that
supervises
principles.
D
So
they
had
been
on
evaluation,
or
I
mean
on
on
post
pro,
their
post
probationary,
that
person
or
no.
A
Yeah,
so
they
they
could
be
post
probation.
They
also,
you
know
they
also
have.
They
also
would
be
on
probation
when
they
in
their
position,
so,
but
this
only
impacts
those
individuals.
Not
this
doesn't
impact
principles.
B
D
A
D
D
A
And
I
don't
know
I
I
don't
know
the
legal
part
of
this,
but
I
know
we
have
mr
killian
on
here.
He
might
be
able
to
expand
on
the
legal
part
of
how
that
works.
B
Thank
you,
mr
asher
clinton
committee
council.
I
I
believe
you've
described
it
accurately.
The
idea
here
is
that
these
are
post-probationary
administrators,
so
they've
already
served
that
initial
probationary
period
and
they're
no
longer
at
will
employees,
but
these
particular
post-probationary
administrators,
so
the
associate
or
assistant
superintendents
every
five
years
would
have
to
reapply
to
continue
to
hold
the
position
they
currently
hold.
It
wouldn't
necessarily
be
a
reapplication
for
employment.
They
could
remain
employed
with
the
district
regardless
of
this,
but
they
would
have
to
reapply
for
the
position
they
currently
hold.
D
So,
oh
thank
you
so
chair
dinner,
chair
dennis
I'm
just
uncomfortable
with
that.
I
don't
know
why.
I
just
think
that
once
you're
on
probation
and
you've
done
the
things
to
get
off
probation,
I
don't
think
you
remain
on
probation
forever
and
have
to
reapply
right
because
you've
taken
the
steps
to
get
better.
B
D
So
I
I
would
encourage
you,
maybe
to
take
a
look
at
that
again,
and
the
other
thing
is
that
I
I
I
think
the
in-service
I'm
I'm
excited
about
the
in-service
part
because,
like
we
talked
earlier
today-
and
I'm
just
going
to
repeat
it
for
because
I
would
like
it
to
be
on
the
record,
but
when
teachers
have
to
go
back
to
school,
to
move
on
the
saturday
schedule
and
we
take
great
classes
and
they
get
excited
to
go
back
in
their
classrooms
and
teach
those
exciting
things
they
learned
when
they
went
to
these
classes.
D
Principals
in
our
school
district
and
administrators
too,
don't
have
any
in-service,
and
so
I
don't
they
don't
have
anything
to
re-energize
their
batteries.
So
I
think
it's
really
important
that
the
school
districts
all
school
districts
do
in-service
for
their
administrators.
D
It
keeps
them
up
to
date
on
kind
of
the
latest
trends
in
education
and
what's
happening
when
they
get
new
ideas,
and
there
is
something
about
being
together
with
your
colleagues
and
talking
about
what's
happening
in
your
schools
and
those
kinds
of
things.
So
I
think
that's
a
really
important
piece
of
this
legislation.
E
Thank
you
vice
chair,
dondera
loop,
I
am
with
sen
and
chair
dennis
just
a
couple
questions
I'm
with
senator
lange
on
section
three,
because
if
you
read
it,
it
says
anyone
below
the
rank
of
superintendent,
associate
superintendent
or
assistant
superintendent,
which
would
basically
mean
directors
and
coordinators
only
directors
and
coordinators.
Is
that
correct?
Am
I
reading
that
correct.
B
Sure,
thank
you,
mr
chair.
Ashley.
Killian.
Give
me
a
counsel
so
that
if
you
look
at
the
structure
of
the
beginning
of
the
sentence,
it's
actually
the
opposite.
So
it
applies
to
all
post-probationary
administrators,
except
for
this
list
of
people,
so
it
would
apply.
It
would
not
apply
to
principals
assistant
principals
or
district
or
central
office
administrators
below
that
rank.
So
who
would
be
left
would
be
the
people
at
or
above
that
rank,
so
it
would
apply
to
the
superintendent's
associate
superintendents
and
assistant.
C
B
B
So
my
reasoning
for
this
is
that
you
know
administrators
of
color
already
face
a
tough
fight,
moving
up
the
ladder
and
I'm
worried
that
racial
prejudice
may
arise
from
teachers
when
conducting
the
climate
survey,
especially
when
we
know
that
teachers
are
predominantly
white.
So
in
instance,
does
your
amendment
address
that,
or
has
this
point
been
brought
up
to
you
before.
A
C
I'll,
I'm
going
to
jump
in
here
real,
quick
and
tandem
off
what
senator
donate
said,
because
I
can
think
of
one
particular
school
that
had
a
administrators
of
color
and
the
minute
they
were
helping
over
there.
They
got
pulled
to
do
other
assignments
because
they
were
successful,
so
we
kept
losing
people
for
what
I
would
consider
even
a
good
reason,
but
we
do
need
to
be
cognizant
of
that.
Additional.
C
So
not
seeing
any
hands
right
now.
I'd
love
to
jump
in
here
for
just
a
minute.
I
want
to
go
back
to
what
senator
lang
was
asking
about
with
the
five
years.
One
of
my
concerns
is
with
the
five
years,
because
these
are
traditionally
administrators
underneath
a
superintendent.
C
If,
if,
if
you're
in
the
private
sector,
you
don't
get
asked
to
apply
for
a
job
every
five
years
that
you're
getting
good
evaluations
for
so
I
I
would
just
put
that
on
the
record
and
and
have
you
think
about
that
a
little
bit.
I
would
also
ask
if
the
if
the
focus
of
this
bill
is
to
address
those
climate
issues
in
school
in
schools,
then
why
are
those
centrally
office
administrators
on
the
five-year
rotation?
C
Now
we
might
want
to
answer
that
by
saying
well,
because
they're
supervising
the
people
at
the
schools.
Well,
I
hope
it
doesn't
take
us
five
years
to
figure
out
that
we
have
a
problem
there
so
and
then,
and
and
I've
got
a
whole
barrage
of
of
questions
of
clarifica
clarifying
questions,
and
the
other
thing
I
would
say
is
that
I
I've
worked
for
a
whole
lot
of
principles
in
my
life
and
at
one
school
that
I
was
at.
I
had
six
different
principles
in
15
years
and
it
wasn't
because
they
were
bad.
C
It
was
because
they
were
good
right,
and
so
now
you
have
that
problem.
So
what
happens
when
you
have
a
low
performing
school
and
you
take
the
principal
out
of
there
and
you
have
teachers
that
aren't
happy
and
you
put
up
well,
you
would
like
to
put
a
high
performing
principle
in
there,
but
who
wants
to
go
in
there,
because
if
you
don't
succeed
or
they
don't
like
you
you're
out,
so
I
I'm
just.
I
am
all
about
accountability.
I
think
anybody
that
knows
me
knows
that
I
am.
C
I
absolutely
think
we
should
have
accountability,
but
I
know
we've
moved
principles
in
the
last
two
years
and
I
know
there's
other
principles
we
haven't
moved.
So
I
I
just
feel
like
the
professional
development
piece
is
awesome.
I
think
it's
great,
but
I
just
think
that
applying
for
your
job
every
five
years
tells
me
it
doesn't
matter
what
kind
of
a
job
I
do,
because
I've
got
to
reapply
every
five
years
and
teachers
transfer
in
and
out
of
schools
for
lots
of
different
reasons.
Lots
of
different
reasons.
C
As
I
told
you,
I've
worked
for
a
lot
of
different
principles
over
my
time,
but
if
a
teacher
is
transferring
because
of
poor
leadership
or
poor
climate
and
there's
a
whole
host
of
them,
then
I
think
you
correct
that
at
the
supervisory
level,
if
they're
not
taking
care
of
that
at
the
supervisory
level,
that's
a
different
level
and
the
other
thing
I
would
ask
is,
is,
and-
and
you
probably
don't
need
to
answer
this-
but
I
I
would
suggest
that
in
all
of
our
school
districts
well,
we
have,
you
know
370
schools,
right
ish
in
clark
county,
and
then
we
have
16
other
counties
that
have
all
those
other
schools.
C
So
in
all
the
schools
in
nevada.
How
many
principles
are
we
talking
about
and
how
many?
How
many
schools
are
we
talking
about?
And
so
it
it
may
be,
that
we
can
fix
the
problem
differently?
I
don't
know-
and
the
last
the
last
thing
that
I
would
say,
because
I
I
want
to
give
our
other
community
members
some
time.
I
noticed
when
you
were
talking
about
sections.
I
think
it
was
four
through
ten
and
on
page
five
section.
C
Six,
I've
noticed
that
in
excluding
the
provisions
of
391.730,
the
provisions
of
inclusive
do
not
apply
to
a
teacher,
but
then
they've
crossed
out
administrators.
So
I
was
wondering
if
you
could
address
why
the
administrator
is
crossed
out
there.
B
Thank
you,
my
vice
chair,
mr
chair,
so
that
was
a
technical
change.
Since
the
provisions
of
sections
two
and
three
of
the
bill
effectively
give
different
rules
for
administrators,
that's
meant
to
accommodate
that
those
sections
provide
a
different
role
for
administrators
than
was
originally
included
and
applies
to
teachers.
Here.
C
Okay,
I
think
I've
got
to
wrap
my
head
around
that
one
for
just
a
minute,
because
and
and
I've
told
other
people
this
as
well-
and
I
do
feel
strongly
about
this-
you
know
all
of
our
administrators
were
teachers,
and
then
teachers
become
deans
or
vice
principals
or
directors
of
departments
or
whatever
they
become.
They
may
become
principals
and
then
go
be
directors.
C
There's
lots
of
avenues
for
people
in
our
in
our
school
systems,
and
I
just
think
and
and
if
somebody
is
highly
ineffective
or
is
a
problem
or
does
something
illegal.
I
absolutely
think
that
we
should
take
care
of
that.
There's,
I'm
not
questioning
that
at
all,
but
I
am
questioning
that
we're
going
to
be
giving
people
an
uncomfortable
five
year
span
of
I'm
doing
a
really
great
job,
and
I
still
have
to
reapply
for
my
job
and
also
I'm
my
I've
moved
to
a
school
and
my
staff
doesn't
like
that.
C
C
So
there's
I'm
just
I'm
just
really
uncomfortable
with
some
of
this,
and
I
just
I
guess
I
just
need
some
more
time
to
process
it,
because
I
just
found
out
literally
last
night
that
this
was
on
the
work
on
the
session
today
on
our
agenda,
and
I
just
saw
the
proposed
amendment
like
at
11
o'clock,
so
I
I
guess
I
just
have
some
more
questions
to
answer.
Thank
you
very.
A
Much
thank
you
and
I
and
I
will
say
that
you
know
I
think,
we're
we're
all
saying
the
same
thing.
We
want
effective
leaders
for
our
kids.
You
know
this
bill.
Does
not
you
know
if
you've
got
the
situation
where
people,
if
it's
a
climate
issue,
it's
one
thing,
but
if
it's
not
a
climate
issue,
there
are
many
reasons
that
teachers
would
transfer.
I
mean
you
build
a
brand
new
school
next
to
one
and
many
want
to
be
in
a
new
classroom,
so
they'll
transfer.
A
A
I
could
get
that
some
people
might
not
be
happy
with
new
leadership
but
to
lose
90
percent
in
a
school.
I
don't
know.
I
don't
know
that
that
would
happen
very
often
because
I
I
don't
know
that
I've
heard
of
any
schools
that
that
probably
has
happened
in.
A
But
if,
if
you
got
to
that
point,
then
they're
probably
you
know,
there
needs
to
be
some
some
changes
made
in
that
particular
case
and-
and
while
you
mentioned
that
you
know
out
of
all
the
schools
how
much
what
does
this
apply
to,
and
I
don't
think
of
it
as
schools,
I
think
of
it
as
students.
How
many
students
is
this
impacting
because
if
that
impacts
the
teachers,
it
impacts
the
students.
A
We
could
be
talking
thousands
of
thousands
of
students
that
are
being
impacted
by
an
ineffective
leader
and,
like
you
said,
the
vast
majority
of
them
are
going
to
be
effective,
so
this
doesn't
apply
to
them,
and
I
have
I
have.
I
will
say
that
I
have
gotten
emails
from
principals
that
that
aren't
afraid
of
this
issue,
because
they
they
want
to
go
to
these
low
performing
schools.
They
know
that
they
could
be
successful
there
and
they
you
know
so
so
this
doesn't
deter
them
from
from
that.
So
I
have
received
that.
E
Thank
you
vice
chair,
dhandara
loop.
I
have
to
agree
with
you
on
all
on
all
points.
So
if
a
teacher
requests
a
transfer
some,
you
know
that
doesn't
necessarily
mean
I've
been
a
building
leader
and
it
was
a
change
organization,
so
went
in.
It
was
low
performing
and
I
would
have
been
probably
removed
after
two
years
on
this
bill,
because
inevitably
you
know
it's
to
vice
chair
marilyn,
dondero
loops
point
in
that
you
know,
in
order
to
make
change,
people
have
to
work
and
align
to
a
vision,
so
it
could
be.
E
Teachers
could
leave
because
of
coaching
positions
because
they're
going
to
want
to
go
to
middle
school
and
teach
the
same
subject
every
day,
every
day
or
different
for
the
different
periods
in
middle
school,
closer
to
home.
So
there's
many
different
reasons
and
what
I'm
wondering
is
if
this
survey
is
going
to
actually
vet
out
reasons-
or
you
know
you
can
oftentimes
create
a
a
culture
where
it
only
takes
two
percent
of
employees
to
rally
and
to
get
a
principal
out.
That
has
all
good
intentions.
So
I
just
wondered
about
the
survey.
A
So
what
I
can
say,
the
senator
dennis
for
the
record.
What
I
can't
say
about
the
survey
is
my
understanding
that
there's
already
a
survey
that
this
doesn't
create
a
survey
so
there's
some
kind
of
a
school
climate
survey.
That's
already
being
used,
I'm
proposing
to
just
to
add
a
couple
things
on
there
when
it
comes
to
the
the
the
teachers,
but
generally
there's
a
survey
that
already
addresses
the
school
climate.
E
If
I
may
vice
chair
fondue
loop,
so
I
I'm
just
wondering
like:
are
you
gonna?
Do
an
exit
survey
to
find
out
why
they're
leaving,
because,
if
they're
leaving
to
get
a
promotion
or
a
different
job
or
teach
a
different
grade
level
or
because
a
friend
of
theirs
just
became
a
principal
or
to
be
closer
to
home,
I
would
sure
want
that
vetted
out.
A
Yeah-
and
I
I
would
also
because
the
reason
for
the
survey
is
not
is
to
find
out,
you
know
what
I
mean
you're
surveying,
because
you
want
to
find
out
why,
and
as
I
mentioned,
you
know,
there's
there's
a
million
reasons,
legitimate
reasons
to
transfer,
because
you
know,
like
you
said
closer
to
home,
it
could
be
a
brand
new
school
next
door.
You
know
that
that
you
know
so
that
wouldn't
apply
if
those
kinds
of
things
are
going
on.
It's
it's.
A
So
that
I
mean
that's,
that's
different,
but
when
you
have
a
situation
where
I
I
know
of
at
least
you
know
one
or
two
schools
in
my
district,
where
you
had
a
a
principal
that
made
that
made
life
so
miserable
for
everybody
that
I
mean
people
just
want
to
leave
because
they
couldn't
even
teach
anymore
because
they
were
so
upset.
A
A
They
were
successful
teachers
that
that
just
had
a
hard
time
and
because
they
were
just
being
berated-
and
you
know
those
kinds
of
things
and
that's
the
kind
of
thing
that
the
survey
would
you
know
we
would
want
to
find
out
is
how
does
the
principal
work
with
you
know,
with
the
teachers
and
and
making
sure
that
it's
a
good
environment
for
both
the
teachers
and
students.
E
And
just
one
more
so
vice
chair,
dunder
loop,
I'm
just
wondering:
where
are
the
principal
supervisors
in
this,
because
I
know
when
I
was
a
principal
supervisor.
E
It
was
a
lot
of
coaching
up
the
principle
if
that
needed
to
happen,
or
you
know
why
aren't
they
part
of
this
process
in
this
bill
or
or
if
teachers
are
having
issues
that
they're,
not
a
sounding
board,
so
that
that
principal
supervisor
that
should
be
able
to
provide
the
due
process
or
the
principle?
A
So
I
did
look
at
that
issue
and-
and
I
agree
with
you
that
that's
how
the
principals
are
going
to
get
if
they
have
that
supervisor
supposed
to
be
providing
that
training
to
them.
That's
why
I
added
the
issue
of
the
ratios.
A
I
didn't
put
up
that
the
district
in
coming
up
with
their
their
plans
for
for
development
teacher
for
for
the
administrative
development
they
have
to
come
up
with
ratios
and
at
least
look
at
at
how
those
work,
because
I
think
you
know
when
you
have,
I
think
clark
county
is
like
1
30,
something
when
the
31,
I
think
it
is
principal
supervisor
to
principal
and
and
like
washoe
is
one
to
20.
A
I
think,
and
so
the
larger
that
number
is
the
you
know
less
time
you
have
to
be
able
to
go
and
visit
with
principals,
so
I
think,
as
they
develop
their
plans,
they
need
to
take
that
into
consideration,
especially
in
a
school
that's
low,
performing.
A
However,
they're
doing
that,
the
concern
is
obviously
in
the
ratios
and
that's
a
that's
a
financial
issue
right,
because,
if
you're
going
to
add
more
supervisors
and
you've
got
to
have
more
money
to
pay
people,
and
you
have
to
have
people
to
be
able
to
do
that
so
so
it
is
a
concern.
D
Thank
you,
so
dear
dennis,
I
think,
to
follow
up
on
that.
When
you
told
said
the
ratio,
a
light
just
went
off
in
my
head.
That's
the
exact
problem.
You
cannot
have
one
person
supervising
30
principals,
you
just
can't
and
something's
got
to
change
in
that,
and
I
understand
it's
hiring
more
people,
but
I
mean
they.
I
think
I
don't
know
that
we
can
legislate
that.
Maybe
we
can.
D
If
you
have
three
people
in
there
that
are
having
trouble
now
you're,
even
it's
even
worse
right,
and
so
I
think
that
I
I
don't
know
if
there's
anything
you
can
do
in
your
legislation-
and
I
understand
it's
a
fiscal
note
to
the
school
districts,
but
I
mean
and-
and
everyone
always
complains
that
the
school
districts
have
too
many
administrators,
but
I
think
there's
a
give
and
take
there
and-
and
I
don't
know-
maybe
they
have
other
people
that
are
administrators-
that
they
could
put
out
in
the
field
to
supervise
as
well.
D
But
I
think
there's
something
that
needs
to
happen
with
that
and
it's
very
troubling
to
me.
A
Well-
and
I
I
I
the
reason-
we've
got
the
professional
development
piece
in
there
where
they
have
to
report
to
the
department
it
well.
That
gives
them
an
opportunity
to
look
at
that
issue.
I
think
that
you
know
as
we
as
we
move
forward
by
knowing
those
kinds
of
issues.
I
think
that
would
help
also
the
legislature
if
we're
going
to
try
to
provide
some
kind
of
solution.
A
D
Well,
it's
almost
like.
I
could
equate
it
to
a
class
size
issue
right.
You
know
we're
saying
lower
class
size,
and
here
we
have
1
to
30..
I
mean
it's
just
it
makes
sense.
So
you
know
I'd
like
our
school
district
to
get
out
of
the
bottom
and
move
to
the
top,
and
I
think
we're
going
to
have
to
make
some
serious
changes.
A
Well,
one
of
the
reasons
that
we
we
did.
It
is
to
created
a
new
funding
formula
so
that
we've
got
funding
going
to
where
you
know
for
the
student
and
what
those
special
needs
are.
So
there's
going
to
be
extra
funds
in
in
these
low
performing
schools
are
going
to
get
additional
funds
to
help
them
so
that
they
can
get
additional
help.
So.
C
So
I
have
a
a
couple
more
thoughts
as
well,
because
I
felt
I
thought
this
was
already
in
the
nrs.
I
already
thought
that
we
had
some
overarching
things
because
above
principles
are
usually
at
will
anyway,
and
so
some
of
those
people,
if
they
don't
do
their
job
or
if
a
principal,
doesn't
I
mean
I
like
I
said
I
can
name
several
people.
I
know
that
have
left
principal
positions
and
they're
in
other
positions.
C
Now
or
somebody
that's
say
a
director
or
a
hiring
position
and
their
you
know,
they'll
request
a
transfer
or
someone
will
ask
them
to
move
to
a
different
position,
but
I
just
was
wondering
I
I
thought
this
was
already
in
the
nrs.
I
thought
we
already
had
this
established,
so
I
wasn't
sure
why
the
other
piece
of
this
bill.
So
if
you
could
address
that
for
me.
A
The
the
yeah
so
the
five,
the
five-year
my
understanding
was
that
that
they
are
that
some
people
get
put
in
those
positions
and
that
there
they
don't
have
that.
That's
why
we
put
it
in
there
that
they
don't
have
that
or
they
could
basically
just
stay
in
there
forever
and
if
there's
an
issue
that
they
that
they
we
needed
to
put
some
kind
of
mechanism
in
there.
For
that,
so
I
would
have
to
as
far
as
the
nrs
I
I
don't
have
that
I'd
have
to
do
some
research.
C
Okay
and
then
the
other
thing
is,
is
I
thought
of
sort
of
the
opposite
piece
where
you
could
have
a
school
where
everybody
gets
along
prince
everybody
is
going
along
and
they're,
but
they're
really
not
doing
what
they're
supposed
to
do.
In
other
words,
there's
they
need
some
additional
push
and
some
more
effective
strategies
for
kids,
but
nobody's
unhappy.
A
Yeah,
so
in
that
case,
what
you
have
that's,
where
the
the
supervisor,
you
know,
definitely
going
to
be
tracking
the
the
achievement
of
the
students.
You
know
one
of
the
with
the
switch
to
the
the
new
student-centered
funding
plan
that
is
going
to
help
because
there's
going
to
be
accountability
that
has
to
go
along
with
that,
and
so
they
have
to
show
that
they're
they're
improving.
A
So
I
mean
that's
already
part
of
a
principal's
responsibilities
to
improve
student
achievement
and
in
that
scenario
that
you're
talking
about
they
would
have
to
show
improvement.
Everybody
might
be
happy,
but
you
know
if
they're
not
improving,
then
there's
that's
a
different
issue
that
needs
to
be
resolved.
C
Additional
questions
from
the
committee
senator
back.
Please
go
ahead.
E
Just
one
more
comment,
I
would
add
back
into
section
six
administrator,
the
word
administrator,
it
just
seems
like
you're,
I'm
fairly
singling
out
one
bargaining
group.
A
A
B
Thank
you,
madam
vice
chair,
mr
chair
asher,
county
committee
council,
for
the
record,
so
the
change
being
made
to
section
6
the
the
existing
provision
of
nrs
in
section
six
nrs391
660..
B
It
effectively
allows
a
collective
bargaining
agreement
to
have
a
different
rule
than
the
rules
set
forth
in
nrs,
because
the
provisions
of
sections
2
and
3
for
administrators
are
intended
to
govern
regardless
of
collective
bargaining
agreement.
That's
why
the
reference
to
section
2
and
3
is
added
to
that
section,
and
the
reference
to
administrators
is
deleted.
B
C
You
very
much
well,
I
seen
no
more
questions.
I
guess
I
would
just
end
with
that.
At
the
current
ratio
you
know,
principles
aren't
being,
and
I
don't
mean
that
they
need
constant
supervision,
but
in
all
fairness,
they're
not
being
supervised,
because
at
the
current
ratio
we
only
have
three
regions
and
then,
under
those
three
regions
we
have
other
directors
that
are
all
going
to
have
to
apply
for
their
jobs.
C
So
all
those
people
there's
it
seems
to
me
there's
just
not
enough
supervision
over
the
principles
and
then
the
principal
supervisors
have
to
have
the
tools
to
remove
ineffective
principles,
but
don't
have
the
time
to
do
it
so
because
we
all
have
a
war
story
about
somebody,
but
I'm
just
not
sure
that
the
principle
is
always
the
scapegoat
here.
So
I
think
that
you
know
we
need
to
think
about
the
different
parts,
because
I
always
go
back
to
these
people
or
teachers.
C
You
know
all
coaches
that
were
assistant,
coaches,
aren't
great
coaches,
and
so
it's
the
same
with
teachers.
Sometimes
you
can
be
an
amazing
teacher,
but
not
necessarily
amazing
principal
and
vice
versa.
So
in
with
all
the
strategies
and
all
the
issues
going
on
right
now,
I
would
think
that
what
we
would
want
to
do
is
coach
that
person,
maybe
out
of
that
job
or
up
to
take
care
of
that
job
and
not
just
get
rid
of
the
person
all
the
time.
C
So
with
that
being
said,
senator
dennis,
would
you
like
to
go
to
support
opposition
neutral?
Would
you
like
to
make
more
comments.
A
Yes,
just
a
quick
comment,
I
agree
with
you
I
that
this
bill
is
not
about
for
me,
it's
not
about
getting
rid
of
it's
it's
helping,
those
that
are
there
become
better,
because,
at
the
end
of
the
day
we
want
kids
to
to
achieve.
We
want
teachers
to
be
able
to
teach
them,
and
so
that's
really
what
this
is
about.
So
with
that,
I
I'm,
I
think
we
we're
ready
for
testimony.
C
G
K
K
N-I-G-H-S-W-O-N-G-E-R,
like
you
said,
I'm
a
teacher
and
coach
in
the
clark
county
school
district,
I'd
like
to
encourage
you
to
pass
sb
120..
I
know
the
positive
impact
that
a
good
teacher
and
coach
can
have
in
a
child's
life.
I
also
know
how
important
good
leadership
of
the
school
level
is
in
allowing
a
teacher
to
be
an
effective
educator.
School
leadership
sets
the
toner
to
school.
The
tone
set
by
the
leadership
can
make
or
break
a
school.
K
Good
leadership
allows
educators
of
the
school
to
build
a
positive
environment
for
all
the
students
of
the
school
poor
leadership
forces,
educators
to
constantly
fight
against
the
administration
in
an
attempt
to
do
what
is
best
for
our
students.
The
influence
exerted
by
our
school-based
administration,
too
often
goes
unchecked.
Administrators
are
allowed
to
act
with
impunity.
Often
this
untethered
power
leads
to
an
environment
that
is
not
conductive
conducive
to
a
positive
learning
environment.
When
an
educator
ends
up
with
a
bad
administrator,
he
or
she
has
very
few
choices.
K
Often
the
only
way
out
of
a
bad
situation
is
to
leave
a
school.
We
as
teachers,
don't
have
the
tools
available
to
us
to
fight
against
the
bad
administrator
without
any
accountability
for
the
administrators
of
the
school
level.
The
district
continues
to
suffer
educators
that
are
at
a
school,
create
a
positive
environment
for
the
students
only
to
have
it
upended
by
the
constant
shovel
shuffle
of
school
administrators
throughout
the
school
district,
who
are
often
more
worried
about
a
promotion
than
than
doing
what
is
best
for
our
kids.
K
We
have
great
teachers
leaving
schools
on
a
regular
basis
because
of
negative
working
environments
established
by
poor
leadership
at
the
school
administration
level.
This
can
only
change
with
laws
that
hold
administrators
accountable
right
now.
Administrators
at
the
school
level
have
unlimited
power.
A
good
teacher
in
front
of
students
is
a
big
part
of
a
proper
education
for
our
students.
A
good
administrator
is
another
part
of
creating
a
positive
learning
environment
for
our
students,
but
one
that
is
so
often
overlooked.
This
has
to
change
in
order
to
help
facilitate
a
better
learning
environment
for
nevada
students.
K
G
J
Good
afternoon,
belinda
times
with
the
ccea,
thank
you
senators.
Dear
senators,
my
name
is
belinda
kymes
and
I
have
been
a
school
counselor
for
seven
years.
I
come
before
you
in
good
faith
that
you
care
about
the
condition
of
our
educational
system
and
that
my
voice
matters
to
you
not
just
as
a
constituent,
but
as
a
parent,
an
educator
and
simply
as
a
fellow
human
being
my
voice
among
many
others
matters.
J
I
support
sb
120
and
believe
that
the
accountability
it
demands
is
vital
to
quality
education
and
quality
of
life,
I'm
blessed
to
have
a
principal
who
values
school
counselors
and
the
impact
we
make
on
students,
academics
and
emotional
health.
Personally,
I
can
tell
he
respects
my
ideas
and
perspectives,
my
character
and
my
well-being.
J
Even
when
we
don't
see
eye
to
eye,
I
yet
feel
secure
in
our
professional
relationship
and
know
my
position
is
safe
under
his
leadership.
This
was
not
so
with
the
principle
at
my
last
school
each
year
I
felt
the
morale
of
our
school
vastly
declined
each
year.
I'd
witnessed
an
exodus
of
teachers
and
administrators.
J
I
didn't
fully
understand
why
this
was
happening
until
my
faithful
turn
came.
I
had
learned
about
contractual
rights.
School
counselors
have
and
sought
for
those
rights
to
be
acknowledged.
The
principal
reacted
by
demoting
me
from
the
lead
counseling
position
when
a
union
rep
met
with
us
to
confirm
these
rights,
the
principal
drafted
surplus
paperwork
within
days.
I
did
not
have
a
discipline
record
and
I
just
received
a
positive
evaluation
days.
Prior,
I
was
punished
for
standing
up
for
counselors
rights.
What
happens
to
me
caused
undue
stress
feelings
of
uncertainty
and
hurt?
J
No
one
should
endure
what
I
went
through
or
be
afraid
to
speak
up
for
fear
of
unjust
punishment
from
their
leader.
Sb
120
can
help
protect
educators
from
the
harm
of
poor
leadership.
We
need
upstanding
principles
to
support
educators
who
are
lifeline
for
our
children.
Sb
120
will
help
ensure
that
principles
live
up
to
the
honorable
standards,
our
educational
community
so
desperately
needs.
Thank
you.
Thank.
C
You
thank
you
very
much
and
I
would
remind
all
colors,
please
limit
your
comments
to
two
minutes
I'll,
let
you
know
when
your
two
minutes
are
up.
We
have
several
people
on
the
line
and
we
need
to
get
through
this
so
that
we
can
get
to
the
next
meetings.
Thank
you.
Next,
caller.
C
G
I
Greetings
for
the
record.
My
name
is
vinnie
tarquinio,
v-I-n-n-y
t-a-r-q-u-I-n-I-o,
and
I
am
reading
on
behalf
of
a
frontline
educator
that
is
currently
working
with
our
students,
hello,
chairman
dennis
and
members
of
the
committee.
My
name
is
liza
moore
and
I
am
art
specialist
at
harvey
dondero
elementary
school.
I
have
taught
in
ccsd
for
13
years.
I
encourage
you
to
pass
sb
120.
I
I,
while
I
can.
I
currently
have
a
wonderful
leadership
I
have
experienced
in
my
career,
a
new
principal
taking
over
a
previous
school.
I
had
taught
and
created
major
change.
I
actually
quit
teaching
for
two
years
right
after
the
new
principal
took
over
at
that
time.
I
said
it
was
simply
to
raise
my
young
child.
However,
I
can
say
that
if
I
had
a
leader
who
understood
the
needs
of
teachers,
especially
teachers
with
families,
I
would
have
stayed
at
the
same
time.
I
I
All
of
the
after
school
activities
and
family
nights
were
canceled,
so
students
could
simply
focus
on
test
scores.
The
entire
site's
morale
dropped
if
ccsd
wants
to
retain
teachers.
Holding
administration
is
necessary,
now
more
than
ever
as
teachers
face
the
demands
of
working
through
this
pandemic.
The
constant
changes
of
how
to
teach
during
this
time
and
the
struggles
of
reaching
our
students,
teacher
burnout
is
an
all-time
high
and
ineffective
administration
can
add
to
the
stress
teachers
are
handling.
I
urge
you
to
pass
this
legislation
vote
yes
on
sb
120..
Thank.
G
J
J-O-A-N-N-A-M-I-L-L-E-R,
I'm
with
the
clark
county,
education
association
and
I'm
reading
testimony
on
behalf
of
a
frontline
educator
who
is
currently
working
with
our
students,
hello,
cheer
dennis
and
members
of
the
committee.
My
name
is
mayan
glimp
and
I
have
worked
as
a
classroom
teacher
for
ccsd
for
17
years.
I
strongly
encourage
you
to
pass
senate
bill
120..
This
bill
is
important
because
it
holds
principles
accountable
for
their
actions
and
leadership
within
a
school.
J
A
good
leader
knows
how
to
treat
those
they
are
leading,
and
this
is
especially
important
at
an
elementary
school
teachers-
cannot
be
their
best
or
teach
their
best
if
they
are
under
constant
stress
from
an
ineffective
administration
and
in
turn,
if
teachers
are
not
at
their
best
because
of
stress
from
administration,
then
students
are
not
learning
at
their
highest
level.
Ineffective
leadership
that
I've
seen
at
the
elementary
level
includes,
but
are
not
limited
to
favoritism,
bullying
and
micromanaging.
J
I
myself,
over
the
17
years,
have
been
a
target
of
such
actions
by
administrators.
In
the
end,
these
administrators
have
been
only
been
moved
to
another
school,
only
to
repeat
their
leadership
style
there
and
ruin.
Another
school
teachers
are
held
at
a
high
standard
and
students
are
held
at
a
high
standard
administrators
should
also
be
held
at
that
same
high
standard.
If
we
are
going
to
improve
retention
and
school
climate
in
ccsd,
sb
120
needs
to
be
passed.
Thank
you.
C
G
L
Good
afternoon,
chair
dennis
and
vice
chair,
dondero
loop,
my
name
is
brenda
pearson.
I
am
here
representing
the
clark
county
education
association,
b-r-e-n-d-a
p-e-a-r-s-o-n
c-c-e-a
is
in
strong
support
of
senate
bill
120
with
senator
dennis's
proposed
amendments.
Teacher
turnover
occurs
when
teachers
move
from
one
school
to
another.
A
process
well
known
in
ccsd
teachers
leave
schools
for
many
reasons,
including
school
leadership.
L
National
research
shows
that
when
a
school
experiences,
a
high
degree
of
turnover
student
achievement
suffers,
ccea,
analyzed
teacher
turnover
rates
and
student
proficiency
in
all
291
elementary
and
middle
schools
in
ccsd
and
found
that
teacher
turnover
is
negatively
correlated
to
student
achievement.
In
other
words,
when
teacher
turnover,
increased
student
proficiency
in
both
math
and
english
language,
arts
decreased
school
climate
can
affect
student
staff,
morale
which
in
turn,
can
directly
affect
student
outcomes.
Experiences
show
that
principals,
who
create
bad
morale,
cause
high
staff
turnover
high
staff
turnover,
creates
instability
in
the
teachers.
L
Lessons
and
students,
education
and
advert
inadvertently
affects
student
proficiency.
In
the
past
two
years,
ccsd
has
had
over
17
schools
where
a
bad
principle
and
bad
school
climate
caused
an
exodus
of
teachers.
Let's
look
at
the
number
of
students
that
were
affected
by
our
poor
school
climate
and
turnover.
During
that
same
time,
16
396
students
were
impacted.
In
a
number
of
those
cases,
parents
demanded
the
removal
of
the
principal
from
the
school.
For
the
same
reasons,
the
teachers
were
leaving.
Many
of
those
schools
saw
a
decline
in
student
proficiency
senate
bill.
L
120
is
about
our
community
families,
educators
and
administrators,
and
aims
to
put
our
students
first.
It
is
about
putting
processes
in
place
to
ensure
that
our
school
system
is
doing
all
we
can
to
make
sure
our
students
receive
a
high
quality
education
they
deserve.
For
those
reasons,
ccea
is
in
support
of
senate
bill
120,
and
thanks
senator
dennis
for
bringing
this
bill
next
forward.
C
G
L
Marie
nicest
m-a-r-I-e-n-e-I-s-e-s-s,
I
am
the
president
of
clark,
county
education
association
good
afternoon,
chair
dennis
and
committee
members
in
2019
legislation
was
passed
that
removed
key
accountability.
Provisions
regarding
school
administrators
administrators
play
a
vital
role
in
the
success
of
educators,
students,
staff
and
community
in
general.
Administrators
are
the
instructional
leaders
of
a
school
educators
and
staff
should
be
able
to
look
to
administrators
for
guidance,
mentorship
and
opportunities
to
collaborate
to
put
our
students
academic
achievement.
L
L
That
is,
in
contrast
to
teachers
who
have
three
years
probation
and
then,
if
they
go
two
years
in
a
row
with
an
unsatisfactory
evaluation,
they
are
placed
back
on
probation
schools
with
poor
school
climate
leave,
educators
in
situations
that
cause
them
to
leave
and,
as
a
result,
student
achievement
suffers
because
of
a
high
tr
staff
turnover.
The
2019-2020
school
year
saw
over
17
schools
where
the
school
climate
was
so
bad
because
of
an
ineffective
administrator
that
most
educators
transferred
out
of
the
buildings.
L
Half
of
these
schools
ended
up
on
the
press
in
the
press,
because
parents
objected
to
these
ineffective
administrators
tactics
due
to
the
rollback
in
the
administrative
accountability.
In
the
2019
legislative
session,
there
were
no
init
incentives
to
address
school
climate
issues
which
negatively
impacted
student
achievement.
Retaining
educators
has
always
been
an
enormous
issue
for
ccsd
and
ineffective
administrators
can
cause
educator
turnover.
Administrators
who
engage
in
effective
leadership.
Have
nothing
to
worry
about.
Just
like
educators
are
held
accountable.
Administrators
should
have
also
be
held
accountable.
L
Sb
120
aims
to
address
the
lack
of
professional
development
that
administrators
are
given
and
provide
an
incentive
to
take
every
opportunity
to
become
the
best
leaders.
They
can
be
ccea
agrees
that
administrators
should
be
provided
professional
development
geared
towards
improving
their
leadership
skills
to
ensure
they
can
be
successful
and
effective
in
leading
their
school.
L
However,
we
also
believe
that
administrators
should
be
held
to
the
same
standards
as
educators
across
the
state,
with
similar
probationary
periods
and
requirements
to
ensure
that
their
teachers
are
not
leaving
in
large
majorities
over
school
climate
issues,
because
the
students
in
nevada
cannot
afford
to
lose
more
educators.
Retaining
educators
has
always
been.
It
is
time
for
us
to
clean
up
statute
and
devise
a
process
that
gives
everyone
notice
as
to
what
is
expected
to
ensure
that
we
put
the
students
of
nevada
first,
please
vote
yes
on
senate
bill
120..
C
G
J
Afternoon,
chairman
dennis
and
members
of
the
kitty,
my
name
is
jessica
jones
for
the
record
j
e
s
s,
I
c
a
j
o
n
e
s,
I'm
a
kindergarten
teacher
at
a
title,
one
school
on
the
east
side
of
las
vegas,
I'm
here
today,
speaking
as
an
individual,
testifying
in
support
of
sc
120.,
specifically
section
two,
which
relates
to
50
or
more
staff,
requesting
a
transfer
to
another
school.
J
In
2017,
I
worked
at
a
different
title:
one
school
on
the
east
side,
my
administrator
that
year
created
a
toxic
work
environment
for
the
staff
that
year
half
of
the
staff
transferred
and
some
early
retired.
One
incident
that
I
experienced
personally
occurred
when
he
confronted
me
in
the
hallway,
while
walking
with
my
student
to
art,
he
began
to
raise
his
voice
and
threatened
that
he
would
make
it
so
I
could
never
transfer
and
leave
the
school
that
he
changed
my
evaluation
to
unsatisfactory
and
that
he
would
do
everything
in
his
power
to
me.
J
This
all
occurred
in
front
of
my
students.
They
were
eight.
He
still
worked
there.
He
had
no
accountability
for
what
he
did
to
the
staff.
Sadly,
incidents
like
mine
occur
more
often
than
they
should.
When
you
see
principals
losing
staff
for
consecutive
years,
there
may
be
an
issue
happening
within
the
school
climate.
One
of
the
things
we
must
have
in
place
is
for
administrators
to
have
proper
training
and
support
to
make
them
more
effective
leaders
too
often
in
education.
We're
prepared
to
just
punish
people
who
are
struggling
instead
of
offering
assistance
to
make
them
better.
J
However,
if
those
supports
are
there
and
they've
gotten
assistance
and
they're
unable
to
perform
well,
they
might
just
you
know
they
need
to
go.
We
need
to
have
mechanisms
in
place
to
hold
them
accountable.
Just
like
we
have
mechanisms
in
place
to
hold
educators
accountable
accountability
for
all
district
personnel,
including
administrators,
is
key
for
transparency
and
effectiveness.
I
ask
that
you
support
sb120.
G
I
Greetings,
my
name
is
christopher
depaolo
k,
r.
I
s
t
o
f
e
r
d.
I
d-I-p-a-o-l-o
I'm
with
the
clark
county,
education,
association
and
reading
on
behalf
of
a
frontline
educator,
currently
working
with
our
students,
hello,
chairman
dennis
and
members
of
the
committee.
My
name
is
kelsey
henderson,
I'm
a
fifth
grade
teacher
at
walter
v,
long
elementary
school
in
las
vegas.
I
strongly
encourage
you
to
pass
sb
120.
school
leadership,
whether
effective
or
ineffective,
has
a
direct
impact
on
student
performance.
I
When
I
was
a
first
year
teacher,
I
taught
at
a
school
with
a
highly
ineffective
administrator,
the
unprofessional
and
disrespectful
treatment
teachers
were
forced
to
endure
under
this
administrator,
led
to
more
than
half
the
staff
myself
included,
to
leave
the
school
to
teach
elsewhere
high
teacher
turnover
and
that
lack
of
consistency
has
proven
negative
effects
on
children
and
their
academic
performance.
This
was
not
a
one-time
event
for
this
administrator.
This
was
a
pattern
of
high
teacher
turnover.
This
administrator
moved
schools
and
continued
her
negative
effects
on
teachers
and
students
without
being
held
accountable.
I
If
we
hope
for
our
children
to
achieve
their
fullest
potential,
we
must
hold
administrators.
Like
this
accountable,
we
must
take
action
when
an
administrator
causes
consistently
high
turnover,
as
this
hurts
children
in
a
very
direct
way.
Please
take
action
to
hold
all
district
personnel
accountable
when
their
actions
negatively
impact
our
children.
Please
pass
senate
bill
120..
G
I
Good
afternoon
my
name
is
justin
redd
j-u-s-t-I-n-r-e-d,
I'm
here
to
speak
in
favor
of
principles
being
held
accountable.
My
last
principal
at
my
previous
school
was
probationary,
someone
who
had
never
taught
in
a
gen
ed
high
school
class.
She
had
never
been
a
high
school
principal
before
and
rather
than
taking
the
time
to
get
to
know
the
community
and
the
students,
the
principal,
immediately
implemented
drastic
changes
on
our
campus
that
made
our
school
a
less
safe
place,
class
sizes
through
the
roof,
with
myself
included
teaching
classes
of
more
than
50
students.
I
The
classes
were
so
large.
Teachers
could
not
even
know
all
of
their
students
and
we
had
a
potential
threat
on
our
campus.
When
a
student
who
was
later
arrested
for
this
threat,
I
should
say
a
former
student.
This
was
a
graduate.
He
was
a
person
in
the
community
who
showed
up
on
our
campus
and
went
through
an
entire
day
at
school
in
people's
classes
that
he
wasn't
even
enrolled,
and
so
in
this
situation
I
and
other
teachers
took
every
measure
we
possibly
could
through
the
proper
channels
to
bring
accountability
to
this
campus.
I
We
went
to
our
union
reps.
I
gathered
other
teachers
who
felt
similarly
to
me,
and
we
tried
desperately
to
hold
this
principle
accountable,
but
that
that
did
not
happen.
There
are
simply
not
the
means
for
that
to
occur.
The
current
wheels
of
accountability
don't
turn
fast
enough
against
the
powerful
administrators
union,
and
that
administrator
supervisor
was
a
crony
with
the
principal
and
there
was
no
accountability
for
this.
Instead,
what
happened
for
teaching
for
speaking
out?
I
was
held
accountable
and
I
was
surplused
away
from
this
school.
G
G
G
I
I
strongly
support
this
bill
because,
as
a
teacher,
I've
seen
the
dramatic
impact
administrators
have
on
the
climate
and
student
outcomes
at
a
building.
I
worked
at
the
same
building
for
my
seven
years
in
ccsd
and
within
the
first
four
years
I
saw
almost
the
entire
staff
over
a
hundred
educators
leave
the
building.
In
those
few
years
we
lost
so
much
valuable
experience,
institutional
knowledge
and
educators
who
have
been
at
the
building
since
it
opened.
The
only
change
that
happened
in
that
time
is
that
we
got
a
new
principal
and
administrative
staff.
During
this
transition.
I
I
saw
great
educators
who
did
really
good
work
with
students
get
scrutinized
and
nitpick
to
the
point
where
they
had
to
leave
the
school.
Well,
admin
turned
to
blind
eye
to
educators,
who
weren't
doing
a
good
job
because
they
didn't
rock
the
boat.
These
teachers
didn't
leave
the
school
because
they
were
afraid
of
working
harder.
They
wanted
to
make
the
school
a
better
place,
but
were
boxed
out
by
administration
that
was
more
interested
in
dictating
orders,
not
building
a
school
community.
I
When
administrators
come
in
and
effectively
and
actively
try
to
run
off
educators
who
have
been
at
a
building
for
years.
It
hurts
our
kids.
Our
schools
are
supposed
to
be
communities,
and
how
can
you
have
that
when
you
have
dramatic
turnover
year
after
year,
students
in
these
schools
lose
out
on
higher
quality
education,
because
these
senior
teachers
are
often
replaced
by
new
teachers
or
worse
they're,
replaced
by
long-term
subs
accountability.
Administrators
won't
cause
a
shortage
of
administrators.
There
are
literally
hundreds
of
individuals
currently
in
ccsd's
admin
pool
waiting
for
an
opening.
I
If
these
administrators
are
afraid
of
accountability,
why
not
give
one
of
those
people
in
the
pool
an
option
and
let
them
try
it?
I
want
to
end
by
saying
I'm
shocked
by
the
difference,
so
many
of
you
senators
show
towards
our
administrators.
During
this
work
session,
you
made
statements
that
teachers
are
leaving
buildings,
because
a
new
admin
is
making
them
work
harder.
Whether
the
district's
principal
supervisor
can't
manage
13
30
school
principles,
teachers
are
constantly
working
hard
to
serve
our
kids
and
it's
insulting
to
insinuate.
I
Otherwise,
there's
a
difference
between
asking
people
to
work
hard
and
micromanaging
them.
I'm
glad
that
some
of
you
senators
are
finally
asking
questions
about
people's
workloads,
but
the
fact
that
you
worry
about
middle
management
over
frontline
educators,
who
have
one
class
period
of
well
over
30
and
sometimes
40
students
is
asinine
to
me.
Maybe
we
can
fund
our
schools
to
get
those
numbers
down.
Then
we
can
focus
on
getting
the
workload
of
middle
management
down.
I
hope
you
all
passed
this
bill,
because
teachers
are
already
held
accountable
for
everything
that
happens
in
our
rooms.
I
G
K
Greetings
for
the
record.
My
name
is
dane
watson,
d-a-n-e
w-a-t-s-o-n
and
I'm
reading
on
behalf
of
a
line
educator
that
is
currently
working
with
our
students.
Fellow
chair
and
members
of
the
committee.
My
name
is
paige
myers
and
I'm
a
nationally
certified
school
psychologist
as
a
school
psychologist
that
serves
several
title
one
schools
per
year.
I
am
in
a
unique
position
of
experiencing
multiple
leadership
styles
within
each
school.
K
K
There
is
a
group
of
students
who
have
been
directly
impacted,
educator
turnover,
impacts,
students
in
so
many
ways,
and
we
know
that
relationships
between
staff
and
students
can
have
a
life
altering
impact.
A
focus
on
50
turnover
a
year
is
such
a
high
threshold
that
takes
a
far
smaller
percentage
to
drastically
impact
students
and
their
ability
to
achieve.
I
worked
at
two
title:
one:
schools,
concurrently
for
four
years,
serving
very
similar
populations.
K
School
a
routinely
had
staff
leave
throughout
the
year
due
to
difficult
admin.
I
honestly
do
not
know
if
there
was
any
one
year
that
50
of
staff
left.
However,
at
the
end
of
the
four
years,
there
was
at
most
one
teacher
that
remained
per
grade
level
as
time
passed
and
significant
staff
turnover
continued.
K
This
all
changed
when
school
b
got
a
new
assistant
principal.
The
systems
that
had
been
improving
year
after
year
were
left
to
run
by
an
entirely
okay
in
closing,
the
intent
of
120
should
focus
on
students,
and
we
want
you
to
urge
you
to
support
sb
120
for
our
students.
C
G
G
G
K
K
Students,
my
name
is
michael
kewin.
I
have
been
an
teacher
of
the
clark
county
school
district
for
20
years
and
those
20
years
have
worked
for
a
number
of
principals
and
vice
principals,
some
good
and
some
who
needed
improvement
in
their
craft.
I
strongly
encourage
you
to
pass
sb
120
when
it
comes
to
managing
schools.
The
school's
principal
is
the
captain
of
the
ship
and
is
incumbent
that
there
is
strong
guidance
and
direction
to
that.
That
should
be
taken
when
trying
to
improve
student
outcome.
K
I
experienced
it
firsthand
when
I
worked
at
a
school
at
a
school
that
experienced
60
turnover
rates
and
teaching
positions.
This
was
due
to
a
large
extent
of
how
the
principal
worked
with
staff.
I
ended
up
staying
at
the
school
for
another
year
and
this
was
the
biggest
mistake
of
my
teaching
career
the
following
school
year.
I
was
it
was
a
disaster
in
every
sense
of
the
word.
The
morale
of
the
school
was
horrendous.
K
Test
scores
was
decreased,
negative
students
behavior
increased.
I
believe
that
the
accountability
of
the
district
personnel,
including
administrators,
is
key
to
transparency
and
effectiveness.
Thank
you.
G
L
The
record,
my
name
is
jordan,
hankins
j-o-r-d-a-n-h-a-n-k-I-n-f
and
I
am
reading
on
behalf
of
a
front
line
educator
that
is
currently
working
with
our
students,
hello,
chairman
dennis
and
members
of
the
community.
Thank
you
for
taking
a
moment
to
consider
some
of
the
voices
of
those
who
are
mostly
direct,
most
directly
impacted
by
sb
120
students,
family
teacher
staff
and
communities.
My
name
is
helene
mahal
and
I
proudly
serve
as
a
teacher
of
mathematics
at
one
of
the
innovative
eight
turnaround
schools
within
clark
county.
Due
to
the
state's
extreme
shortage
of
stem
educators
of
color.
L
I
was
heavily
recruited
from
the
state
of
connecticut
in
the
fall
of
2019..
However,
all
the
recruitment
efforts
were
nearly
squandered
as
a
result
of
a
set
of
incompetent
administrators
drunk
on
perceived
power
and
not
held
accountable
for
any
of
the
destructive
consequences
of
their
actions.
In
the
fall
of
2019
2020
school
year
I
joined
west
prep
academy
under
the
leadership
of
a
very
solid
administrative
staff,
with
a
positive
positive
school
climate
that
laid
plans
for
student
achievement
through
data
informed
student
planning
for
active
family
engagement,
as
well
as
solid
community
partnerships.
L
Suddenly,
the
district
reassigned
the
principal
without
warning
or
planning.
As
a
result,
this
school,
which
had
already
been
identified
as
an
innovative,
a
turn
around
school
due
to
chronic
underachievement,
was
thrown
into
chaos
suffering
nearly
four
months
with
neither
neither
principal
nor
elite
assistant
principal
a
principal
was
finally
assigned
and
without
making
any
assessment
of
the
status
quo.
Students,
families
staff
teachers
in
our
community
began
to
feverishly
deconstruct
everything
below
the
administrative
staff,
with
countless
personally
attached
new
hires
from
the
previous
work
location,
many
of
whom
operated
under
a
complete
cloak
of
unknown
responsibilities.
L
After
confidentiality,
expressing
my
concerns
with
the
assignment
of
the
lowest
performing
math
teacher
to
teach
all
classes
for
advanced
students,
retaliation
was
my
reward.
As
a
result,
my
evaluation
was
underrated
without
cause
and
indirect
contradiction.
Contradiction
to
the
previous
administrator's
assessment
of
my
work.
In
verbal
conversations,
I
was
explicitly
and
repeatedly
told
that
my
evaluation
was
to
the
admins
discretion
and
there
was
no
escalation
options
in
clark.
County
contacted
the
union
and
indeed
there
is
no
escalation
options.
L
I
then
kindly
informed
the
principal
that
oppressors
always
seem
to
forget
that
even
the
press
have
one
final
option
and
that
is
per
leave
toxic.
The
toxic
school
climate
cultivated
by
this
group
of
administrators
wreaked
havoc
on
one
of
the
most
vulnerable
student
bodies
within
the
clark
within
clark
county.
Without
consequence,
employee
turnover,
skyrocketed
and
student
achievement
plummeted.
Prior
to
my
arrival,
the
middle
school
advanced
algebra
program
included
only
about
20
students.
L
I
instantly
expanded
the
program
to
students
who
did
not
traditionally
fit
the
gifted
criteria,
bringing
the
total
to
70
at
risk
middle
school
students.
Trusting
the
student's
potential
to
excel
was
a
complete
success.
78
exceeded
the
nwea
map
goal.
The
success
story
was
largely
due
to
my
high
expectations
and
unshakable
belief.
Is
every
student
possesses
untapped
greatness.
However,
this
exponential
growth
in
student
achievement
was
previously
processed
by
unchecked
administrators
pride
and
self-received
power.
Even
the
greatest
and
most
impactful
programs
go
awry
when
suffocated
by
the
toxicity
of
leadership
that
is
not
held
to
account.
L
G
I
Hello
for
the
record,
my
name
is
tony
ramirez,
that's
t-o-n-y-r-a-m-I-r-e-z
and
I'm
reading
on
behalf
of
a
front-line
educator
that
is
currently
working
with
our
students,
hello,
chairman
dennis
and
members
of
the
committee.
My
name
is
sherry.
Raymond
griggs
and
I
am
a
kindergarten
teacher
at
mcmillan
elementary.
I
write
to
you
today
to
show
my
support
for
sp
120..
I
Having
worked
for
six
years
in
school,
with
a
very
high
staff
turnover
due
to
an
ineffective
administrator,
I
have
seen
firsthand
what
devastating
effects
it
has
had
on
staff,
morale
and
student
achievement.
When
I
came
to
my
school,
I
surprised
I
was
surprised
to
hear
that
only
six
members
of
the
staff
had
returned
from
the
previous
year
and
one
quit
the
week
before
school
started.
I
This
was
the
norm
for
the
following
five
years
and
our
administrator
managed
to
convince
her
revolving
door
of
supervisors
that
those
teachers
and
support
staff
members
just
didn't
want
to
work
hard.
That
was
far
from
the
truth.
She
knew
that
it
reflected
poorly
on
her,
but
she
refused
to
take
any
responsibility
for
the
constant
stream
of
teachers
leaving
to
work
for
other
schools.
I
The
students
were
disheartened
year
after
year
to
see
that
their
favorite
teacher
from
the
previous
year
had
moved
to
another
school,
our
administrators
admonish
teachers
and
parents
year
after
year,
as
our
test
scores
decline,
high
staff
turnover
looks
cold
and
impersonal.
I
have
heard
fourth
and
fifth
grade
graders
say
she
must
have
quit
like
the
last
one
when
their
teacher
is
out.
For
a
few
days,
many
positions
in
my
school
have
been
staffed
by
long-term
jobs.
I
C
And
if
I
could
pause
right
there
for
just
a
minute,
there
are
several
of
us
that
have
330
means
that
we
need
to
get
to
so
that
we
don't
hold
up
the
rest
of
the
team.
So
I
will
hand
the
gavel
over
to
senator
nadate.
C
B
Dps
please
proceed.
G
J
Greetings
for
the
record.
My
name
is
francesca
petrucci,
f-r-a-n-c-e-s-c-a
p-e-t-r-u-c-c-I
and
I'm
reading
on
behalf
of
a
frontline
educator
that
is
currently
working
with
our
students,
hello,
chairman
dennis
and
members
of
the
committee.
I'd
like
to
start
by
saying.
Thank
you
for
hearing
my
testimony
on
sb
120..
My
name
is
kristen
nigro.
I
am
currently
teaching
kindergarten
in
the
clark
county
school
district
time
and
time
again
we
have
heard
negative
stories
surrounding
administrators
and
the
effects
they
have
both
on
educators
and
students.
Some
of
these
stories
are
awful,
unprofessional
and
overall
shameful.
J
The
worst
part
is
the
administrators
that
choose
to
act
like
this.
Do
not
have
any
accountability
and
half
the
time
do
not
have
to
answer
to
anyone.
When
a
school
has
poor
leadership,
it
tends
to
have
an
impact
on
the
school
community
as
a
whole.
The
first
telltale
sign
of
poor
administration
is
educators,
leaving
the
school
site
in
droves
or
leaving
the
profession
all
together
due
to
the
trauma
they
have
experienced.
J
This
is
a
direct
negative
effect
on
our
students.
The
student
will
no
longer
have
a
licensed
educator
in
front
of
them,
but
rather
a
guest
teacher
that
may
not
have
as
much
training.
Research
shows
that
students
who
are
taught
by
substitute
teachers
have
overall
lower
achievement
compared
to
students
who
have
a
licensed
educator
teaching
them.
As
of
right
now,
my
my
district
currently
has
750
vacancies
with
the
teacher
pipeline
shrinking
more
and
more
every
year.
We
cannot
afford
to
lose
teachers
due
to
rogue
administrators.
J
The
teacher
shortage
harms
students,
teachers
and
public
education
as
a
whole.
The
students
that
are
sitting
in
those
classrooms
are
your
constituents
as
children.
No
child
should
ever
be
subjected
to
a
school
environment
that
is
toxic
because
their
principles
lack
good
leadership
qualities.
There
needs
to
be
legislation
in
place
that
will
help
hold
the
administrators
accountable,
because
that
is
the
first
step
towards
transparency
and
being
an
effective
leader.
J
G
I
Thank
you.
My
name
is
ed
gonzalez
e-d-g-o-n-z-a-l-e-z
and
the
community
member
at
hickey
elementary
school
school
organizational
team.
I
am
calling
in
strong
support
of
sb
120,
and
I
appreciate
the
amendment
that
senator
dennis
has
added,
especially
when
it
comes
to
professional
development
and
looking
at
the
ratios
for
supervisors.
I
What
I
appreciate
about
this
bill
is
this
bill
is
not
vindictive.
I
think
everyone's
intention
is
to
help
improve
principles,
and
so,
but
I
do
want
to
highlight
some
things
that
haven't
been
mentioned,
and
so
we
talked
about
supervisor
ratios.
I
think
that
is
a
very
good
point
and
so
in
the
realization,
with
ab469
from
the
2017
legislative
session,
it
capped
at
25
to
1
in
clark
county
in
ccsd
and
in
the
following
session
in
2019
session.
I
Principles
didn't
have
any
type
of
supervision
and
the
district
backtracked
a
little
bit
and
added
more
supervisors
to
it.
So
when
we're
talking
about
supervision,
I
think
it
is
important
to
look
at
this
issue
closely.
A
vanderbilt
study
from
a
couple
of
years
ago
suggested
a
ratio
of
12
to
19.,
so
that
is
a
range
that
has
been
done
in
the
past.
It
may
be
something
in
the
earth
interim
to
look
at,
but
once
again
this
is.
I
I
G
J
Garcia,
I'm
the
president
of
the
nevada
parent
teacher
association,
nevada
pta
supports
sb
120
with
the
proposed
amendments.
The
impact
of
a
quality
administrator
cannot
be
underestimated.
School
principles,
impact
student,
success,
parent
engagement,
teacher
retention
and
the
climate
and
culture
at
the
school.
We
must
ensure
that
our
students
succeed
and
that
all
adults
are
working
towards
that
goal.
Sc-120
with
the
proposed
amendments
provides
for
greater
accountability
and
professional
development.
Administrators
have
been
asked
to
take
on
increasingly
complex
administrative
duties.
In
addition
to
instructional
leadership,
proper
support
resources
and
training
must
be
provided
in
clark
county.
J
The
legislature
mandated
the
reorganization,
which
granted
more
autonomy
to
principles.
Accountability
must
also
be
expected
in
2019.
The
review
journal
reported
that
in
the
prior
four
years
not
a
single
clark,
county
school
district
administrator
has
been
rated
as
ineffective
and
only
one
was
rated
as
developing.
Yet
over
a
hundred
schools
received
one
and
two
star
ratings.
The
role
of
the
school
leader
is
too
important
to
allow
this
disconnect
to
go
unaddressed.
J
I
have
personally
dealt
with
the
challenges
of
the
parent
and
sot
chair
in
trying
to
seek
support
from
principal
supervisors,
and
the
limitations
in
place
make
that
very
difficult.
Sb
120
with
the
proposed
amendment
is
a
start
towards
better
accountability
in
the
critical
role
that
principles
play
in
our
educational
system.
We
urge
your
support.
B
Thank
you
so
much
bps.
Let's
go
ahead
and
proceed
to
anyone
wishing
to
provide
testimony
in
opposition
and
again,
please
limit
your
testimony
to
two
minutes.
Each
support
testimony
more
comprehensive
testimony
can
be
provided
written
to
the
committee
against
agenda,
so
please
pursue
vpf.
G
G
I
Good
afternoon
chris
daley
d-a-l-y
nevada,
state
education,
association,
the
voice
of
nevada
educators
for
over
120
years,
nsca
opposes
sb
120
as
an
unneeded
diminution
of
employment,
protections
and
public
education.
Nsca
represents
educators
across
the
state
of
nevada
who
dedicate
themselves
to
the
education
of
every
nevada.
I
The
prospect
that,
upon
the
loss
of
the
star
rating
based
in
part
on
standardized
testing
and
staff
transfer,
requests
which
may
be
from
certain
schools
for
commute
or
other
reasons,
is
concerning
both
of
these
factors
may
have
no
relation
to
an
individual
administrator's
performance.
So
an
immediate
termination
of
an
administrator,
potentially
through
no
fault
of
their
own,
would
have
a
chilling
effect
on
education
in
nevada.
Administrators
will
be
disincentivized
from
accepting
positions
in
rural
schools
or
in
schools
with
large
populations
of
at-risk
students
making
critical
shortages.
Worse,
such
shortages
will
only
harm
our
students.
I
Lastly,
the
requirement
that
all
associate
assistant
superintendents
reapply
to
their
superintendent
for
reimport
reappointment,
demolishes
the
protections
inherent
in
the
civil
service
system,
political
gamesmanship
and
fealty
to
the
current
regime
should
not
come
before
the
needs
of
students.
Current
law
allows
the
superintendent
to
dismiss
any
employee
at
any
level
for
sufficient
cause.
Therefore,
periodic
reaffirmations
of
allegiance
are
not
necessary.
Thank
you.
G
I
Thank
you.
I
wasn't
called
when
I
was
in
the
queue
for
positive
speaking,
so
I'm
asking
the
committee
to
allow
me
to
speak
now.
Thank
you,
mr
chairman.
My
name
is
jim
frazee
j-I-m-f-r-a-z-e-e,
I'm
a
classroom
teacher
and
I
also
have
the
honor
of
being
vice
president
of
cca,
I'm
speaking
today
in
strong
support
of
sb
120..
I
I
want
to
start
by
saying
that
this
bill
is
not
an
attack
on
administrators.
This
bill
simply
restores
a
minimal
process
for
the
removal
of
the
few
bad
apples.
As
the
educational
leader
of
a
building,
a
bad
administrator
can
damage
the
education
of
thousands
of
students
every
year,
ccfd
spends
millions
of
dollars
trying
to
recruit
and
retain
educators,
sometimes
going
as
far
as
the
philippines
to
do
so,
and
yet
every
year
thousands
of
educators
leave
the
district.
The
number
one
reason
educators
leave
are
bad
administrators.
I
I
How
can
it
be
that
an
educator
has
a
three-year
probation
period,
but
the
educational
leader
of
a
building
has
one
year
the
administrators
at
central
office
have
their
employment
reviewed
after
several
years
last
year
alone,
ccsd
had
four
high
level
administrators
on
paid
leave
at
a
cost
of
over
half
a
million
dollars.
While
I
had
42
students
in
the
class
that
had
textbooks
with
no
covers
our
tax,
paying
parents
deserve
better
and
a
provision
to
remove
a
principal
who
drives
out
staff
and
destroys
school
climate.
I
B
G
I
Chair
dennis
senator
donate,
my
name
is
stephen
augsburger,
I'm
the
executive
director
of
the
clark
county
association
of
school
administrators.
We
represent
approximately
1
300
administrators
in
the
clark
kennedy
school
district
with
a
98
membership.
I
I
would
express
my
appreciation
today
to
senator
dennis
for
the
amended
language
which
is
brought
forward.
We
are
yet
speaking
in
the
opposition
position
because
we
think
that
language
at
the
present
time
does
not
go
far
enough.
We
believe
that
we
can
support
this
bill
with
changes
made
in
four
areas.
I
would
like
to
review
those
with
you
on
the
proposed
amendment
in
item
number,
two,
where
it
reads
add
that
if
the
teacher
survey
results
indicate
school,
climate
is
an
issue
we
recommend
adding
there,
as
confirmed
by
a
supervisory
investigation.
I
We
would
add
that
same
language
in
number
three
after
the
word
issues,
so
it
would
read
that
if
40
percent
of
teachers
request
a
transfer
due
to
school
climate
issues
that
are
confirmed
by
a
supervisory
investigation,
that
would
allow
us
to
get
closer
to
being
able
to
support
this
bill.
There
are
two
other
areas
one
has
been
discussed
significantly
today,
and
that
is
the
language
in
section
3.
That
requires
requires
administrators
other
than
those
identified
in
the
bill
to
reapply
for
their
jobs
every
five
years.
I
That
language
needs
to
be
deleted
for
us
to
be
in
support
of
this
bill,
and
then
section
6
has
also
been
discussed
significantly.
Today
is
where
the
term
administrator
has
been
deleted
from
section
6.
We
believe
for
our
support
of
this
bill.
That
firm
needs
to
be
added
back
into
section
6..
That
concludes
my
testimony
again.
I
appreciate
the
opportunity
to
speak
to
this
bill
and
appreciate
the
amended
language
that
has
been
brought
forward.
I
G
G
I
D-A-N-N-Y-T-H-O-M-P-S-O-N,
I'm
here
today
on
behalf
of
the
clark
county
school
administrators
association.
I
I
would
agree
with
mr
osberger's
statement.
You
know
if
you
don't
make
these
changes,
I
don't
know
anybody
would
apply
for
a
job
that
they
had
to
reapply
for
it
every
five
years.
You
know
you
put
yourself
in
that
position
and
any
other
industry.
I
You
would
never
get
anybody
to
put
up
to
apply
and
as
for
the
changes
in
section
two
and
three
that
he
spoke
about,
you
know
the
teachers
only
need
to
request
a
tax
transfer
under
that
language.
They
don't
have
to
actually
transfer,
and
so
without
actually
transferring
you
know,
you're
going
to
have
witch
hunts
and
other
situations
where
it's
not
fair,
and
I
and
I
would
tell
you
allowing
the
principals
to
negotiate
disciplinary
out
action
by
putting
them
back
in
section.
I
G
J
Weir
k-a-t-I-e
w-e-I-r
good
afternoon,
chairman
dennis
vice
chair
dondera,
loop
and
committee
members,
I'm
testifying
in
opposition
to
sb
120.,
I'm
a
current
washoe
county
school
district
principal
and
was
recruited
by
my
district
to
move
to
an
underperforming
school.
I
also
serve
as
a
mentor
to
a
new
principal
in
my
district
and
a
mentor
to
an
aspiring
administrator
through
nevada
leads
program
at
unr.
J
Those
who
spoke
in
support
mentioned
the
current
fabulous
supervisors.
My
fear
is
this:
bill
bill
deters
highly
qualified
and
effective
admin
like
myself
from
applying
to
lead
underperforming
school.
They
also
spoke
to
administrator
accountability,
as
vice
chair
dondero
luke
mentioned.
There
are
all
many
already
many
tools
in
nrs
to
address
principle
and
administrator
performance.
J
For
example,
I'm
a
proud
member
of
a
process
in
my
district
called
the
peer
assistance
review
panel
or
par
consisting
of
an
advisory
panel
and
a
consulting
or
mentor
principal.
The
panel
has
an
equal
number
of
administrators
recommended
by
the
washoe
school
principals
association
and
the
superintendent
area.
Superintendents,
the
consulting
or
mentor
principal
provides
direct
support
to
the
client
and
collects
data
through
pure
observations
based
on
the
data
and
information
gathered
through
the
program.
J
J
G
J
C-H-E-L-S-E-A-C-A-P-U-R-R-O
here
on
behalf
of
the
nevada
association
of
school
administrators,
I
don't
want
to
take
up
too
much
time.
We've
obviously
had
a
lot
of
testimony.
J
We
would
just
echo
the
comments
made
by
the
clark
county
administrators
that
we
feel
the
exact
same
with
the
changes
that
need
to
be
made
in
order
to
get
us
to
a
position
of
support
here.
J
I
did
also
just
want
to
mention
senator
nancy
made
a
great
point
about
the
issues
that
could
arise
related
to
just
making
this
decision
based
on
a
teacher
survey,
and
so
I
think,
even
more,
that
hits
home
the
need
that
this
needs
to
also
be
in
conjunction
and
confirmed
by
a
supervisory
investigation.
J
G
A
Yes,
thank
you,
so
I've
been
taking
notes
as
as
as
we've
heard,
testimony
today
and
we'll
look
at
those
and
work
with
some
individuals
to
see
if
we
can
get
to
something
that
people
could
that
we
could
get
support.
You
know
once
again
I'm
bringing
this,
because
I,
at
the
end
of
the
day
we
want
to
make
you
know
all
the
things
that
we
do
on
education,
we're
trying
to
make
education
better
for
our
kids
and
to
improve
student
achievement,
and
so
that's
why
I
brought
it.
A
So
I
appreciate
the
opportunity
to
be
before
you
today
and
for
all
the
folks
that
spoken
and
the
ideas
and
and
and
thoughts
that
they
have
brought
forward,
and
you
know,
I
hope
that
we
can
get
to
a
place
where
we
can
help.
A
B
Thank
you
so
much
cherry
dennis
for
your
closing
remarks.
At
this
time
I
will
go
ahead
and
close
the
hearing
on
sb
120..
Next
we
have
public
comment
but
before
that
I'd
like
to
go
ahead
and
turn
the
gavel
back
to
chair
dennis.
A
G
G
A
Okay,
well,
thank
you.
We
don't!
That
is
all
our
business.
For
today
we
will,
we
will
be,
we
will
be
meeting
on
friday.
Don't
know
one
for
sure
if
I
could
do
it
earlier,
we'll
try
to
do
it
earlier
depends
on
what
the
other
committees
are
doing.
So
with
that
we'll
go
ahead
and
call
this
meeting
to
an
end.
Thank
you
for
all
for
being
here.
We
are
adjourned.