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From YouTube: 5/28/2021 - Senate Committee on Education, Pt 1
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A
All
right
welcome
to
the
committee
on
education.
Sorry
for
the
delay.
You
know
we're
in
that
hurry
up
and
wait
mode
and
trying
to
get
everything
to
work.
So
we
appreciate
you
being
here,
don't
know
if
this
is
our
last
meeting
or
not,
but
we
we
have
a
meeting
and
want
to
welcome
you
to
the
meeting
today.
If
the
secretary
will
take
the
role.
A
Here,
thank
you,
and
I
know
we
haven't
had
this
many
people
in
one
room
at
one
time
at
any
of
our
forum
meetings,
but
just
a
reminder
on
the
the
electronics.
If
you
you
know,
turn
those
to
silent
or
or
or
vibrate,
and
we
will
take
the
testimony
and
support
neutral
and
opposition
of
bills
today
and
then
at
the
end,
we'll
also
have
public
comment.
A
I
think
that
that's
it
so
we're
going
to
just
go
and
I'm
just
going
to
follow
the
in
order
of
the
bills
that
are
on
here
and
so
we're
going
to
start
first
with
ab156,
which
revises
prison
governing
the
waiver
by
the
board
of
regents
of
the
university
nevada
of
certain
fees
for
active
members
of
the
nevada
national
guard,
and
I
believe
semi-woman
titus
is
here.
Welcome.
C
Thank
you,
mr
chair,
chair
of
the
education
committee,
chair
dennis
and
members
of
the
education
committee.
I
am
assemblywoman
robin
titus
and
I
represent
district
38,
which
is
all
of
churchill,
county
and
most
of
lyon.
County
assembly
bill
156
revises
provisions
governing
the
waiver
by
the
board
of
regents
of
the
university
of
nevada,
of
certain
fees
for
active
members
of
the
nevada
national
guard.
C
I
did
have
with
me,
but
don't
know,
colonel
jerome
guerrero,
who
was
a
deputy
chief
of
staff
of
personnel.
He
he
approached
me
almost
two
years
ago
regarding
this
bill,
and
so
hopefully
we
can
move
forward
here.
In
2005
senate
bill
78
made
permanent
the
fee
waiver
program
for
active
members
of
the
nevada
national
guard
attending
a
school
as
either
a
full
or
part-time
student
in
the
nevada
system
of
education
or
ng.
This
program
allows
active
guard
members
to
register
for
courses
without
a
registration
without
for
registration
for
for
classes.
C
What
they
have
understood
is
that,
if
somebody
re-enlists
from
that
six
year
to
that
ten-year
period,
then
they
will
tend
to
stay
in
the
national
guard
and
make
that
their
20-year
commitment,
where
they're
losing
guardsmen
is,
after
that
first
tour
with
the
guards
and
the
cost
to
keep
these
guardsmen
there
or
train
the
new
people
coming
in
was
where
the
significant
amount
of
monies
were
so
one
and
one
of
their
leadership
meetings.
They
came
up
with
a
plan
to
offer
their
guards
as
a
little
carrot.
Their
guardsmen,
let's
say:
hey.
C
You
haven't
used
your
education
stipend.
We
will,
if
you
re-up,
and
you
it's
only
if
they
re-enlist
in
the
national
guard.
We
will
allow
you
to
give
that
education
commitment
to
one
family
member,
but
only
while
you're
active,
and
only
if
you're
re-enlist.
C
So
this
is
a
commitment
that
we've
already
made
to
them,
so
it's
not
like
they
both
get
it.
So
it's
either
or
so.
It's
not
an
additional
now
you're
having
two
fa.
Two
people
get
this
education
waiver,
it's
simply
to
for
one
person
in
lieu
of
the
national
guardsmen
themselves
as
that
key
for
them
re-enlisting,
and
with
that
that
pretty
much
explains
the
bill
and
I'm
happy
to
take
any
questions.
A
C
A
Okay,
well,
I
appreciate
that.
Thank
you.
So
anyone
wishing
so,
let's
go
to
anyone
wishing
to
give
public
comment
in
support
of
the
bill
or
to
public
testimony
in
support
of
the
bill.
Anybody
in
the
room,
okay,
anybody
online,
if
bps,
can
put
them
on.
D
A
B
Assemblyman,
I
just
have
a
really
really
quick
and
simple
question.
The
bill
applies
and
I'm
looking
at
the
very
very
first
section
in
terms
of
a
spouse
or
child
of
an
associate's
degree,
bachelorette
degree
or
certificate.
Is
there
any
reason
why
graduate
school
was
left
out
or
was
that
consideration.
C
E
Thank
you,
mr
chair.
It
just
took
a
second
to
kind
of
get
through
some
of
the
stuff
but
and
reading
it.
I
want
to
make
sure
I
understand
this
part
of
the
policy.
This
is
again
in
section
one:
two
subsection
b
down
at
the
bottom,
where
it
reads
for
each
period
of
reenlistment
of
a
member.
The
benefit
provided
pursuant
to
the
subsection
may
only
be
used
by
one
eligible
person.
E
So
what
you're
saying
here
in
a
sense
is
that
every
time
you
re-enlist
and
re-enlistment
period,
I
believe,
is
five
to
six
years.
Then
then,
basically,
you
can
hand
it
off
to
somebody
else.
So
in
that
five-year
period
somebody
could
graduate
and
then,
if
you
re-enlist
then
another
person,
your
family
is
then
ineligible
or
you
but
potentially
eligible.
C
So
the
way
I
read
it
and
the
way
I
unders
understand
it
is
it's
still
that
it
would
be
the
same
way
that
would
be
if
you're
re-enlisting
each
time
you
have
education,
benefits
those
don't
go
away
and
then
you
could.
You
could
assign
them
to
somebody
else
now,
whether
or
not
you
could
assign
them
to
three
or
four
different
people.
No
one
is
asked
that,
and
we
could
ask
legal
on
that,
one
that
hadn't
that
question
hadn't
come
up
before
senator
and
robin
titus
for
the
record.
E
C
A
Let's
ask
mr
asher
or
mr
killian:
if
you
would,
can
you
answer
that
question.
B
Thank
you,
mr
chair,
after
killing
community
council.
Yes,
as
that
language
reads
right
now
for
each
period
of
reenlistment,
the
benefit
can
only
be
assigned
to
one
person.
So
if
there
were
multiple
periods
of
re-enlistment
each
of
those
periods,
the
benefit
could
be
assigned
to
only
a
single
person
but
to
different
people.
Each
period.
E
It
does
thank
you
very
much,
mr
killian.
I
think
that
answers
my
question
and
thank
you
assemblywoman.
I
think
that
that
that
answers
my
question
as
well.
I
think
it's
so
basically
as
long
as
that
person
is
it
you
know
serving
and
giving
their
commitment
to
the
country,
then
basically
they
can
continue
to
give
it
to
a
family
member.
Okay,
that's
all
I
need
to
know.
Thank
you.
C
C
E
C
I'll
turn
to
her
attorney
on
that
I
might
robin
titus
for
the
record,
because
again,
I
do
not
know
what
the
law
states
for
enlisted
national
guardsmen,
whether
they
could
use
it.
If
you
know
if
they
haven't
graduated
or
if
there's
an
end
date
on
how
many
semesters
it
takes.
You
know
if
you're
still
taking
one
class
a
semester
and
you're
there
for
30
years
and
you're
still
taking
one
class.
I
I
don't
know
so.
Maybe
some
clarification
would
be
helpful.
Mr.
A
B
Thank
you,
mr
chair
asher,
killian
city
council
and
so
to
respond
to
senator
hammond's
first
question
for
each
period
of
reenlistment,
the
benefit
would
only
be
able
to
be
used
by
one
person.
So
if
the
member
member
of
the
national
guard
chooses
to
use
it
for
himself,
they
can't
also
have
a
family
member
use
it.
It
would
just
be
either
for
themselves
or
for
the
one
other
family
member
and
then
as
to
the
undergraduate
versus
graduate
work
distinction.
B
The
existing
law
actually
doesn't
specify
what
level
of
instruction
is
allowed
for
this
benefit.
I
think
it
may
be
in
practice
that
it's
only
used
for
undergraduate
work
currently,
but
the
new
language
would
specify
for
any
family
member
that
the
benefit
is
transferred
to
you,
that
it
would
only
be
used
for
associate's
degree
or
baccalaureate
degree
or
certificate
work,
so
only
for
undergraduate
work.
A
F
Titus,
would
this
be
only
for
dependent
dependents.
C
Right,
it's
pretty
specific
that
language
is
clear
in
here
on
who
would
possibly
be
a
way
his
spouse
or
child
for
credits
applicable
to
workhorse
and
spouse
or
child,
and
also
no
one
has
asked
this
and
it
would
have
been
presented
by
by
the
colonel
on
who's
going
to
report
to
the
board
of
regents
and
so
adjunct
general
will
keep
a
strict
list
on
which
person
has
assigned
it
and
how
that
works.
So
they
understand
who
actually
benefited
from
this,
and
how
many
did
we
actually
get
to
re-enlist
because
of
this
program?.
A
D
A
A
D
A
Okay,
so
we'll
go
ahead
and
close
the
public
testimony
on
ab156.
I
think
we
have
some
additional
questions.
Senator
lang,
do
you
still
have
a
question?
Oh
you're,
good,
okay,
anybody
else.
A
All
right,
then,
we'll
any
any
closing
comments.
Okay,
thank
you
very
much.
So
we'll
go
ahead
and
close
the
oh,
I'm
sorry.
A
Oh
yeah
yeah
we're
going
to
go
we're
good,
we'll,
go
ahead
and
close
the
hearing
on
ab156
we're
going
to
wait,
we're
going
to
hear
the
builds
first
and
then
we'll
come
back
to
the
work
session.
All
right.
Thank
you
very
much.
Let's
go
to
ab165
with
revises
provisions
governing
tuition
for
veterans
assemblywoman
hardy.
G
Good
afternoon,
chair
dennis
and
members
of
the
senate
education
committee
for
the
record,
I
am
melissa
hardy,
representing
assembly
district
22
in
clark
county.
I
am
pleased
to
have
the
opportunity
to
present
assembly
bill
165
before
you
today,
which
represents
a
key
tool
in
supporting
our
military
veterans.
G
This
bill
comes
before
you
today
as
a
recommendation
from
the
united
veterans
legislative
council
and
I'm
honored
to
sponsor
it.
The
nevada
legislature
has
a
record
of
proactively
addressing
student
veterans
transition
issues.
The
various
pieces
of
legislation
passed
by
this
body
demonstrates
our
support
to
veterans,
active
members
of
the
armed
forces
and
their
dependents.
G
G
In
order
to
allow
us
to
feel
safe
at
home,
including
a
time
frame
in
which
they
must
pursue
higher
education
following
their
service
assumes.
Our
veterans
know
what
path
they
would
like
to
take
upon,
leaving
the
military.
However,
it
takes
time
to
transition
from
the
military
world
to
the
civilian
world
to
the
academic
world.
We
owe
them
this
time.
G
G
I
would
have
just
I
had
a
mr
tony
yarbrough,
what
he's
the
secretary
with
the
united
veterans,
legislative
council,
and
you
know
he
was
very
supportive,
like
I
said
this
was
one
of
their
top
recommendations
that
they
wanted
to
see
past.
So
he
was
with
was
with
me,
and
I
also
had
byron
brooks.
Who
was
a
veteran
and
he's
helped
me
work
a
lot
of
veterans
issues
and
he's
also
on
the
board
of
regents,
but
he
was
just
testifying
as
a
veteran
and
in
support
of
this
bill
as
well.
E
I
I
think
the
question
that
would
be
great.
I
think
you
know
the
answer
already
and
I
think
most
of
us
do
the
reason.
The
rationale
right
so
in
the
bill
it
basically
the
only
thing
the
bill
does-
is
delete
the
five-year
requirement
and-
and
so,
if
you
could
elaborate
a
little
bit
more,
I
suspect
it's
because
a
lot
of
them
come
back
service.
E
Folks,
coming
back,
they've
got
to
get
jobs,
they're
supporting
families
it's
hard
to
get
through
the
university
experience
in
five
years,
if
you're,
just
even
if
you're
just
doing
it
full
time.
But
if
you
could
just
tell
us
a
little
bit
about
why
that
is
necessary
and
perhaps
in
the
future,
what
would
you
kind
of
anticipate
that'd
be
great,
I
think
just
for
the
record.
I
didn't
hear
that
before
so
maybe
I
missed
it.
G
Sure
melissa
hardy
for
the
record
and
you're
exactly
right.
You
know
many
of
us
that
haven't
been
in
the
in
the
military,
sometimes
don't
know
what
path
we
want
to
take
and
as
as
I
stated,
it's
an
adjustment
to
come
out
of
the
military
and
and
to
know
what
you
want
to
do.
You
know.
Maybe
you
need
to
find
a
job
and
support
your
family
or
you
just
don't
know
what
interests
you
yet
and
five
years.
That's
a
short
time.
G
You
know,
do
something
different
and
want
to
pursue
some
other
education,
and
so
it
may
take
somebody
six
years
or
it
may
take
somebody
15
years,
and
so
I
just
feel
that
you
know
we
owe
them
that
time
they
sacrifice
and
and
give
so
much
for
us
and
for
our
country,
and
you
know
I
I
feel
honestly
it's
the
least
that
we
could
do
to
support
these
veterans
and
in
whatever
they
choose
to
do
in
their
future
when
they
come
home.
A
Other
questions,
okay,
thank
you
very
much.
Let's
go
to
actually
I
do
have
one
question
so
based
on
that
last
discussion:
you're
removing
the
five
year,
but
does
that
give
it
an
unlimited?
So
someone
that
was
discharged
40
years
ago
could
use
it.
A
Okay,
all
right
senator
lange.
F
So
I'm
looking
in
the
bill-
and
I
was
just
wondering-
does
this
only
apply
to
like
four-year
colleges
or
five-year
what
you
know
or
does
it
could
someone
go
to?
I
forget
the
word
I'm
looking
for,
but
you
know
to
any.
G
A
Anybody,
okay:
I
don't
see
anybody
coming
up
anybody
online
wishing
to
give
public
testimony
in
support
of
ab165
if
we
could
vps
if
we
could
put
them
on
the
line.
D
D
H
It's
been
a
request
from
our
our
veterans
and
our
guard
members
that
have
gotten
out
of
the
service
and,
like
has
already
been
said
by
the
assembly
woman
we
they
takes
a
while
to
get
reoriented,
especially
some
of
our
guard
members
that
have
been
on
these
multiple
tours
of
duty
overseas
in
foreign
lands.
So
the
united
veterans
legislative
council
is
in
support
of
passing
ab165.
A
D
A
Okay,
no
one
here,
let's
go
to:
let's
go
online.
D
A
A
I
Thank
you
so
much
chair,
wonderful
to
see
you
and
members
of
this
esteemed
education
committee.
My
name
is
jill
tolls.
I
represent
assembly
district
25
and
it
is
my
distinct
pleasure
to
bring
before
you
assembly
bill.
225,
I'd
like
to
start
with
sharing
a
little
bit
of
the
story
of
the
inspiration
behind
this
bill.
Give
you
a
little
bit
more
of
the
background
and
the
research
behind
this
proposal
and
then
walk
through
the
bill
briefly,
which,
as
you
can
see,
is
pretty
short.
I
So
first,
let
me
start
with
most
of
my
legislation
comes
oftentimes
from
a
really
good
personal
story,
and
one
was
when
I
ran
into
some
old
acquaintances
about
a
year
and
a
half
ago
at
a
memorial
service
and
caught
up
on
what
they
were
doing.
A
couple
that
I
had
known
years
ago
and
the
husband
said
you
know
late
in
my
life
at
the
age
of
60,
I
found
my
calling
in
life.
I
It
turns
out
that
I
love
to
teach
and
he
had
been
substitute
teaching
for
the
past
two
years
and
he
was
almost
done
with
his
master's
degree.
He
was
getting
straight
a's,
but
he
was
frustrated
because
he
has
a
slight
learning
disability
that
was
creating
a
barrier
for
him
in
being
able
to
take
the
licensure
exam.
I
And
so
I
made
a
phone
call
to
some
people
that
I
knew
in
the
department
of
education
and
they
worked
with
him
and
found
an
accommodation
that
still
demonstrated
that
he
was
more
than
willing
and
capable
of
teaching.
In
fact,
his
principal
couldn't
wait
to
hire
him
full
time,
but
he
just
needed
that
accommodation
to
be
able
to
get
his
licensure
and
teach
in
the
classroom
and
I'm
happy
to
say
that
he
not
only
graduated
with
his
master's
degree
top
of
his
class
and
he
did
get
his
license.
I
But
it
occurred
to
me
that
you
shouldn't
have
to
know
someone
that
to
make
a
phone
call
that
this
really
should
be
something
that
we
need
to
take
a
look
at
as
a
state.
Particularly
when
we
talk
about
the
importance
of
diversity
in
our
education
workforce
and
in
our
schools,
and
so
I
did
a
little
bit
more
research
and
what
I
found
is
that
26
percent
of
nevadans
have
some
form
of
physical,
mental
or
developmental
disability.
I
I
Ab64
in
the
2017
session
was
the
first
time
and,
as
some
might
know,
not
the
last
time
that
I've
cried
in
the
middle
of
an
education
committee
hearing.
It
was
a
bill
that
created
a
pathway
for
pupils
with
disabilities
to
demonstrate
proficiency
in
the
standards
of
content
and
performance.
In
order
to
receive
their
diploma.
I
I
will
never
forget,
will
jensen
the
director
of
the
office
of
inclusive
education,
quoting
one
of
my
favorite
movies
temple
grandin
when
he
talked
about
how
it's
important
to
recognize
that
students
with
disabilities
are
different,
not
less
joey
riemann
in
reflecting
on
the
paralympics
once
said,
what
I
learned
was
that
these
athletes
were
not
disabled,
they
were
super
enabled
they
the
olympics,
is
where
heroes
are
made.
The
paralympics
is
where
heroes
come.
I
I
These
statistics
may
not
give
the
full
picture,
as
not
everyone
admits
to
being
disabled
when
completing
the
forms,
but
it
certainly
speaks
to
a
gap
that
we
have
in
that
diversified
workforce.
Like
the
paralympic
athletes,
research
has
shown
that
often
teachers
with
disabilities
can
be
super
abled
in
the
classroom
in
teachers
with
disabilities,
a
literature
review
published
in
the
international
journal
of
inclusive
education.
I
Examples
include
teachers
with
learning
disabilities
favoring
oral
and
visual
communication,
using
figures
drawings,
among
others,
to
discuss
relevant
topics
in
the
classroom
in
order
to
overcome
spelling
oral
memory
or
organizational
difficulties,
preparing
classes
in
advance,
including
the
rehearsal
of
lessons,
instead
of
spontaneous
writing
on
the
board,
encouraging
students
to
engage
in
caring
with
them
dictionaries
or
spell
checkers.
These
strategies
reflected
the
strong
commitment
of
these
teachers
to
develop
innovative
and
creative
ways
of
teaching
in
many
cases,
reflecting
their
own
personal
experience.
I
I
have
a
one
up
on
anyone
who
can
walk,
because
I
can
see
what
my
students
need
and
I
can
see
the
struggles
they're
facing
she
says
somebody
who
isn't
disabled.
They
can
read
about
it,
they
can
watch
it,
but
if
they
never
lived
through
it,
they
never
really
know.
So
what
does
do
to
address
this?
Well.
First,
I'd
like
to
thank
the
department
of
education
for
working
with
me
on
the
proposed
language.
I
This
bill
seeks
to
expand
our
able
teaching
workforce
by
requiring
the
commission
on
professional
standards
in
education
to
adopt
regulations
to
consider
alternative
means
of
demonstrating
competency
for
persons
with
a
disability
or
health
related
need
that
the
commission
determines
are
necessary
and
appropriate.
I'd
like
to
point
out
in
nrs.
I
I
I
Keller,
says:
if
kids
with
disabilities
don't
see
people
with
disabilities
in
positions
of
responsibility?
Will
they
think
they'll
ever
be
able
to
do
those
things
as
well?
I'd
like
to
leave
you
with
one
last
thought,
and
that
is
in
a
class
that
I
teach
on
organizational
communication.
I
will
never
forget
when
I
came
across
a
certain
term
that
was
a
bit
of
a
spin-off
of
the
glass
ceiling.
I
I
believe
that
we
have
a
tremendous
opportunity
here
to
not
only
expand
our
teaching
workforce
with
future
educators,
who
are
willing
and
more
than
able
to
teach,
but
also
to
inspire
the
next
generation
to
overcome
challenges
and
succeed
in
their
future
career
goals
and
life,
and
so
with
that,
I'd
like
to
finish
my
opening
remarks
and
also
note
that,
hopefully,
we
have
michael
erica
from
the
department
of
education
who
can
help
answer
any
technical
questions
for
you
as
well.
Thank
you.
A
I
Thank
you,
and,
and
can
we
confirm
that
we
do
have
someone
from
nde
just
in
case
we
do
okay,
I'm
getting
the
the
verbal
shake
of
the
head?
Yes,
so
so
currently,
through
the
the
praxis
exam,
there
are
certain
accommodations
that
are
already
built
in
to
the
system.
However,
they
don't
cover
all
the
potential
accommodations
and
so,
for
example,
in
in
you
know
the
the
example
of
the
teacher
that
I
told
you
about.
I
They
were
able
to
find
a
an
alternative
way
of
demonstrating
that
competence
by
completing
certain
courses
and
and
other
ways
for
him
to
demonstrate
that
he
was
competent
in
being
able
to
teach
in
that
in
that
course
work
and
and
then
I'll.
Let
nde
talk
about
some
other
examples
so
of
how
putting
this
into
statute
directs
that
we
will
actively
engage
in
coming
up
with
these
kinds
of
solutions
for
teachers
who
can
seek
these
alternative
means
of
demonstrating
competence
thanks.
J
As
a
further
example,
I
spoke
with
an
individual
who
has
a
traumatic
brain
injury
and
has
difficulty
with
memorization,
which
is
not
something
that
makes
it
easy
to
go
and
sit
down
and
take
an
exam
to
demonstrate
competency.
So
you
know
in
a
case
like
that,
is
our
hope
that
the
commission
can
come
up
with
some
alternatives
to
the
exam
that
would
reflect
that
individual's
competency
in
a
way
that
actually
works
for.
J
A
E
Thank
you,
mr
I
I
think
my
line
of
question
would
be
the
same
as
yours.
To
be
honest
with
you,
I
think
that
I
think
we're
hitting
the
same
thing,
and
that
is
you
know
when
you
read
the
the
nrs
right
now,
the
one
that
you
pointed
out
to
assemblywoman
391.021,
the
commission
they're
tasked
with
making
sure
that
the
examinations
test
the
ability
of
the
applicant
to
teach
in
the
applicant's
knowledge
of
each
specific
subject
he
or
she
proposes
to
teach.
E
But
now
what
you're
asking
that
you're
tasking
nde
is
coming
up
with
methods
of
doing
it.
My
concern,
I
think,
is
the
same
as
the
chair,
and
that
is
now
you're
tasking
with
that
I
mean.
There's
a
I
don't
know
a
lot
of
different
combinations
of
tests
that
you
may
not
actually
be
able
to
come
up
with
all
of
them.
So
I
would
imagine
that
as
you're
coming
up
with
the
regulations,
what
I'm
going
to
be
looking
for
when
we're
in
the
ledge
commission
is
have
you
come
up
with
regulations?
E
That
would
then
not
only
point
to
some
specifics
in
some
cases,
so
there's
conformity
and
continuity,
but
also
leaving
it
a
little
bit
broad
so
that
you
might
be
able
to
put
more
in
later
on
so
that
you
know
you're
kind
of
giving
us
a
hey.
This
is
what
we're
looking
for.
So
we
understand
what
the
objective
is.
Obviously,
the
objective
is
to
make
sure
we're
testing
somebody's
capabilities,
but
that's
kind
of
what
I
was.
E
I
Thank
you
chair
through
you
to
senator
hammond.
Thank
you
so
much
for
bringing
that
up,
and
I
think
that's
really
important
to
have
that
on
on
record,
that
that
would
be
the
intent
that
you
know.
We
want
to
be
careful
that
it's
not
so
prescriptive
that
it's
limiting,
but
also
that
it
does.
I
I
So
can
you
know,
but
that's
something
that
he
didn't
need
to
teach
math,
that
necessarily
and
that
he
could
use
that
accommodation
teaching
in
the
classroom,
but
yet
that
barrier
to
overcome
to
be
able
to
get
into
the
classroom
to
teach
you
know
was
something
that
was
holding
back
a
perfectly
willing
and
able
teacher,
and
so
it
would
be
to
you
know
to
make
sure
that
we
keep
it
not
so
limited
that
it
would.
A
K
A
B
Good
evening,
mr
chair
for
the
record
lindsey
anderson
on
behalf
of
the
washoe
county
school
district,
I'm
here
in
support
of
assembly
bill
225,
I
don't
think
there's
much
left
to
say
and
that
assemblywoman
tools
didn't
cover,
except
to
acknowledge
that
our
district
is
working
very
hard
to
have
teachers
that
reflect
our
student
population
and
we
certainly
special
education.
Teachers
are
some
of
our
most
difficult
to
fill
positions,
and
if
these
individuals
can
demonstrate
competency,
we
would
like
them
in
the
classroom
with
our
students.
So
thank
you,
mr
chair.
L
Good
afternoon,
chairman
dennis
and
committee
members,
my
name
is
kenny
belnap
and
I'm
the
acting
secretary
and
board
member
of
the
clark
county
education,
association,
ccea
supports
ab225,
and
we
thank
assemblywoman
tools
for
bringing
this
bill
forward.
We
need
to
make
accommodations
for
people
with
a
disability
that
have
proven
academic
success
in
the
past,
but
may
not
be
able
to
successfully
demonstrate
competency
in
the
traditional
assessment
format.
We
need
to
diversify
the
education
profession
and
do
whatever
we
can
to
attract
individuals
with
high
academic
aptitude,
who
want
to
be
in
the
profession.
L
Providing
an
alternative
means
of
demonstrating
competency
does
not
make
the
individual
any
less
successful
or
knowledgeable
about
the
profession
instead
allowing
potential
educators
the
opportunity
to
to
demonstrate
knowledge
in
a
content
area
through
performance-based
methods
or
alternative
methods,
will
enable
all
all
types
of
learners
an
opportunity
to
an
opportunity
to
demonstrate
competency
without
lowering
the
standards
to
enter
the
profession.
Diversifying
the
teaching
profession
must
be
a
price
priority,
especially
as
we
face
issues
with
teacher
retention.
Allowing
testing
alternatives
will
be
be
a
step
in
supporting
diversity
will
help
address
the
teaching
shorting
shortage
crisis.
L
M
Thank
you,
mr
chair
brad
keating
for
the
record
representing
the
clark
county
school
district.
We
are
happy
to
be
here
in
support
of
this
bill.
Today
I
have
the
privilege
and
honor
of
teaching
a
group
of
students
with
disabilities
for
a
number
of
years
at
west
career
and
technical
academy,
students
that
were
18
to
22
years
old
that
came
back
after
receiving
their
diploma,
and
we
worked
on
workforce
skills
and
got
them
ready
for
employment.
M
This
bill,
that's
before
you
today,
is
a
perfect
example
of
something
that
will
help
those
students
that
I
taught
every
single
day
become
successful
and
productive
members
of
society.
These
are
students.
These
students
with
disabilities
have
extraordinary
abilities
when
given
the
opportunity-
and
I
hope
that
each
of
you
will
push
that
green
button
and
give
them
the
chance
to
continue
in
their
success
moving
forward.
Thank
you.
N
Thank
you,
mr
chair,
eric
commended
us
for
the
record.
I
don't
often
testify
in
a
personal
capacity,
but
as
one
of
the
26
percent
of
nevadans
living
with
the
disability.
I
think
I
have
a
responsibility
sometimes
to
support
good
policy
when
it
helps
our
disability
community.
Traditionally,
we've
talked
a
lot
about
diversity
over
the
last
few
sessions.
Unfortunately,
for
many
years
that
diversity
hasn't
trickled
down
into
the
classroom
with
the
leadership
of
tyrone
thompson
and
the
department
of
education
through
assembly
bill
64,
I
think
senator
hammond
worked
on
that
back.
N
Then
we
did
a
lot
to
make
sure
that
kids
had
a
pathway
in
the
classroom,
so
we
were
no
longer
dealing
with
segregated
classrooms
where
kids
with
disabilities
had
to
learn
in
a
separate
environment.
We
have
worked
tirelessly
across
the
government
throughout
these
last
four
years
to
make
sure
that
those
kids
had
an
opportunity
to
learn
in
the
same
classroom.
N
I
think
this
is
the
next
logical
step
in
making
sure
that
kids
in
those
classrooms
can
see
people
who
look
like
them
and
make
sure
that
they
can
do
anything,
and
I
think
you
know
just
as
someone
who
grew
up
with
a
disability.
There
was
never
anybody
that
looked
like
me
in
those
classrooms,
and
I
just
want
to
thank
my
friend
from
assembly
district
25
for
always
leading
on
these
issues.
Thank
you.
K
Go
ahead
good
afternoon,
chairman
and
members
of
committee
for
the
record
elliot
malin,
and
I
have
the
unfortunate
of
honor
having
to
follow
that
up,
because
mr
jimenez
always
knocks
it
out
of
the
park
last
session,
assemblywoman
tolls
and
I
had
the
privilege
and
honor
to
work
together
on
a
bill
about
restoring
opportunity
to
nevadans.
K
At
the
beginning
of
this
session,
the
assemblywoman
called
me
and
said
elliot.
I
have
a
bill
that
I
think
you'll
be
interested
in
and
I
said,
assemblywoman
tell
me
what
it
is
and
she
got
a
sentence
in.
I
said.
Let
me
stop
you
I'm
in
whatever
you
need
me
to
do,
because
this
is
going
to
help
nevadans.
K
This
is
going
to
help
nevada's
school
children,
and
this
is
going
to
restore
opportunity
to
people
that
didn't
have
it,
and
I
think
that
that
is
the
most
incredible
thing
and
why
we're
all
here-
and
I
also
want
to
make
a
mention-
really
fast
oftentimes.
I
too
don't
like
to
testify.
In
a
personal
capacity
when
I
was
in
high
school,
I
had
the
opportunity
to
have
a
teacher
who
taught
me
to
always
do
whatever
we
could
to
help
others
and
for
the
first
time
ever.
K
A
J
Afternoon,
mr
chair
and
members
of
the
committee,
my
name
is
sarah
adler
silver
state
government
relations
today
proud
to
represent
the
charter
school
association
of
nevada
csan
is
also
glad
and
excited
that
this
bill
has
come
forward.
I
myself
was
a
high
school
teacher
for
many
years
and
there
are
a
lot
of
kids
that
I
think
could
have
developed
a
passion
for
teaching
but
knew
that
they
were
terrible
test
takers.
J
A
D
Thank
you
chair
if
you'd
like
to
testify
in
support
on
ab225,
please
please
press
star
9
to
take
your
place
in
the
queue.
Thank
you.
D
H
P-I-E-R-C-Z-Y-N-F-K-I
and
I'm
here
representing
nevada
association
of
school
superintendents,
and
we
supported
ab225
and
the
assembly
education
after
hearing
a
very
compelling
story.
That
was
the
impetus
for
this
bill.
We
do
not
want
to
miss
any
talented,
competent
people
who
want
to
be
teachers
and
we're
in
full
support
of
this
bill.
That's
going
to
allow
for
that
and
to
help
us
with
our
teacher
shortage.
Thank
you
for
the
opportunity
to
lend
our
support
this
afternoon.
Thank
you.
D
H
My
name
is
kevin
wheeler
k-e-g-I-n-w-h-e-e-l-e-r,
I'm
a
little
bit
cracking
up
a
little
bit
because
I
happen
to
be
the
one
that
that
spoke
to
jill
tolls
under
the
circumstances
that
that
brought
this
all
about
and
I'm
in
full
support
of
this
bill.
I've
been
a
teacher
in
the
washington
county
school
district
for
the
last
year
and
a
half.
I
work
at
de
monte
ranch
high
school
as
a
special
education
teacher
in
the
social
intervention
program
and.
H
My
students
I
have
I
have
parents
who
have
literally
been
in
tears
over
the
my
being
willingness
being
willing
to
to
tell
my
my
testimony
to
them
about
how
I
what
I
tell
them
is
that
I
am
the
world's
second
worst
speller,
because
I
may
run
into
somebody
who
could
spell
worse
than
me
one
day.
So
I
just
leave
that
slot
open,
but
the
kids
get
a
big
joke
out
of
it.
But
parents
are
appreciative
and
kids
are
as
well,
because
they
understand
that.
H
I
I
personally
know
what
they're
going
through
to
a
greater
extent
than
most
of
their
other
teachers,
and-
and
I
can
also
tell
them
that
that's
no
excuse
just
because
you
have
a
disability,
there's
always
a
way
to
win,
and
we
just
need
to
find
out
what
works
for
them,
and
numerous
parents
have
already,
in
my
short
time
as
a
licensed
teacher
for
a
year
and
a
half
have
come
to
me
and
told
me
how
much
they
appreciate
that
and
also
know
several
other
people
who
have
tried
to
become
teachers
in
in
the
washoe
county
school
district
and
have
been
unsuccessful
in
doing
so
because
they
didn't
have
the
appropriate
accommodation
for
the
testing
portion
of
that
to
to
pass
one
particular
part
of
a
practice
core
because
of
a
specific
learning
disability
similar
to
mine.
H
So
I
would
encourage
everyone
to
to
get
on
board
with
this
legislation.
I
I
can't
say
how
much
it
will
level
the
playing
field,
not
only
for
me
not
only
for
people
like
me,
but
also
for
my
students
coming
up,
one
in
particular
wanted
to
go
into
education
and
didn't
think
she
could
ever
do
it.
Mom
didn't
think
she
could
ever
do
it
because
of
her
disability,
and
now
they
see
that
there's
a
possibility
just
simply
because
I'm
allowed
to
be
in
the
classroom.
Thank
you.
A
Thank
you.
Let's
go
to
those
which
leave
testimony
in
opposition
anyone
here
in
the
room,
anyone
there,
no
one
here
in
the
room,
anybody
online.
D
A
I
Thank
you
so
much
chair
and
members
of
this
committee,
assemblywoman
joel
tolls
for
the
record,
and
I
do
just
want
to
say
that
this
is
for
teaching
any
class,
not
just
classes
for
students
with
disabilities
and
for
both
physical
and
learning
and
mental
disabilities,
and
I
I
also
want
to
point
out
I
forgot
to
mention.
I
gave
a
copy
of
a
article
from
tmcc
talking
about
mr
kevin
wheeler's
35-year
journey
to
where
he
is
today,
and
that
is
posted
on
nellis
for
anyone
in
the
public
that
wanted
to
read
more
about
his
story.
I
A
O
Good
afternoon,
chair
dennis
members
of
the
senate
education
committee.
Thank
you
so
much
for
allowing
me
to
be
here
today
for
the
record.
I'm
assemblywoman
teresa
benitez-thompson
representing
assembly,
district
27
and
I'm
here
to
present
assembly
bill
247,
which
is
the
topic
of
witchy,
the
western
interstate
commission
for
higher
education.
O
So
as
an
interstate
compact,
which
she
partners
with
states,
terror
territories
and
post-secondary
institutions
to
share
knowledge,
create
resources
and
develop
innovative
solutions
to
address
some
of
our
society's
most
pressing
needs.
Since
1953
richie
has
been
strengthening
higher
education,
workforce
development
and
behavioral
health
throughout
the
region
and
nevada
has
been
a
member
since
1959.
O
nevada's
participation
in
the
regional
consortium
is
overseen
by
three
commission
members
who
are
appointed
by
the
governor
nevada
also
has
a
small
but
mighty
staff
who's
sitting.
Next
to
me,
comprised
of
jennifer
ollett,
the
executive
director,
so
witchy
has
essentially
two
different
programs.
First
is
the
professional
student
exchange
program,
the
professional
student
exchange
program
students
receive
substantial
tuition.
Support
in
high
need
fields
such
as
pharmacy,
physical
therapy
and
physician
assistance.
O
O
Also
75,
the
other
75
of
the
support
fees
are
stipend
that
can
be
waived
if
the
student
returns
to
nevada
to
practice
for
the
same
number
of
years.
The
rules
around
the
25
percent
and
the
75
percent
are
nevada,
specific
rules.
Those
are
not
rules
that
are
dictated
to
us
by
which,
by
wichi
the
health
professional
exchange
program
is
the
other
program.
In
1997.
O
That's
provided
so
10
of
that
support
fee
as
a
repayable
loan
with
interest
and
the
board
did
move
to
adopt
or
did
adopt
the
removal
of
this
being
a
repayable
loan
in
2019
and
the
other
90
percent
can
be
considered
a
stipend
with
repayment
waived
if
that
student
practices
for
two
years
in
a
medically
underserved
area
in
nevada.
O
So
the
thing
to
note,
most
importantly,
is
because
nevada
has
been
a
member
of
which
she,
since
1959,
the
statute
has
been
in
place
since
that
time
and
really
hasn't
been
touched,
and
so
what
miss
ollette
took
on
was
modernizing
the
statute,
and
that
is
the
bill
that
we
see
you
see
in
front
of
you.
O
There
were
references
to,
I
think,
u.s
territories
that
have
changed
and
we
had
boilerplate
information
there
that
just
really
needed
to
be
updated.
The
big
policy
changes
that
you're
going
to
see
is
that
the
the
the
25
versus
75
of
the
professional
student
exchange
program
it
just
it
wasn't
working
right
in
this
day
of
age,
when
we
have
students
who
are
committing
to
work
in
their
field
and
and
stay
in
nevada
in
underserved
areas.
O
We
really
just
ought
to
be
in
the
space
where
we
are
not
having
them
repay
that
for
five
to
ten
years
with
interest,
and
then
the
interest
is
stuck
with
a
firm
number
in
statute.
That's
been
living
there
for
decades
and
so
you're
going
to
hear
us
make
our
best
case
for
why
we
should
just
make
this
a
stipend
that
can
be
waived.
O
So
the
student
comes
back
and
works
here
for
the
number
of
years
required
to
then
then
the
whole
thing
is
waived,
we're
not
asking
them
to
work
here
and
then
also
pay
off
25
of
the
loan.
That
being
said,
I'm
in
the
middle
of
a
assembly
revenue
meeting
upstairs
so
I'm
going
to
leave
it
to
miss
olette,
to
kind
of
to
walk
you
through
the
bill
and
answer
questions
that
you
have.
A
F
Thank
you.
My
name
is
jennifer
ollette
and
I
am
the
director
of
the
nevada
office
of
the
western
interstate
commission
on
higher
education
and
our
small
chapter.
Nrs
397
governs
nevada's
participation
in
the
western
regional
education
compact,
which
was
created
in
1953,
and
we
joined
in
1959
and
as
the
majority
leader
mentioned,
there
hasn't
been
a
lot
of
updates
since
then,
so
this
bill
has
four
primary
objectives.
Just
to
keep
it
simple.
F
We
want
to
remove
confusion
when
referencing,
the
compact
and
the
western
interstate
commission
for
higher
education,
which
is
located
in
boulder
colorado
and
is
not
us,
and
then
the
nevada
office
that
participates
in
wichi
and
those
terms
are
all
sort
of
used
interchangeably
throughout
the
statute
to
refer
to
our
agency.
So
we're
trying
to
correct
that
through
statute,
as
mentioned
before
a
lot
of
our
program
policies
such
as
interest
rates,
payback
terms,
penalties
are
set
in
statute.
F
We
also
have
a
problem
with
some
of
our
penalties
are
so
high
that
people
don't
pay
them
at
all.
So
we
would
like
to
set
something
that
is
collectible
and
we
could
actually
recognize
that
revenue
and
then
the
last
part
is
the
loan
component
of
our
funding.
So
the
entire
goal
of
our
program
is
to
keep
health
professionals
in
nevada.
F
We
fund
them
while
they
are
in
school
and
they
are
happy
to
receive
our
funding
and
in
exchange
when
they
graduate
they
stay
in
nevada
and
those
are
usually
the
critical
years
where
they
may
be
meeting
their
life
partner,
getting
married
having
children
establishing
themselves
in
the
state
and
then
also
making
those
connections
in
their
career
where
they
often
stay
longer,
so
that
our
program
is
really
good
in
that
we
are
offering
them
an
incentive
to
stay
here.
But
the
25
loan
component
has
created
a
lot
of
confusion
for
the
students.
E
Thank
you,
mr
chair,
miss
olet.
I
thank
you
for
the
presentation
and-
and
I
probably
would
be
a
good
idea
to
go
section
by
section,
but
I
think
I
understand
most
of
it.
If
you
could
help
me
out,
I
think
the
assemblywoman
was
really
good
in
letting
us
know
that.
For
the
most
part,
the
substantive
changes
are
pretty
much
the
second
half,
or
I
think
it
starts
on
section
18,
where
you
start
talking
about
the
changes
you
want
to
make
to
the
to
the
program.
F
Jennifer
ollett
for
the
record,
so
section
14
is
the
one
that
talks
about
eliminating
that
25
loan
component,
section
18.
What
that
does
is
so.
The
requirements
for
both
of
the
programs
that
we
administer
are
identical
in
terms
of
our
keeping
track
of
people's
employment
commitments
having
them
keep
us
up
to
date
on
where
they're
living,
where
they're
working
and
the
way
that
the
statue
was
worded
because
the
program
started
at
different
times.
F
Section
18
also
strikes
languages
for
accounts
prior
to
1985,
which
those
are
no
longer
on
our
books.
Thank
goodness,
and
that
is,
is
not
needed
so
and
then
section
18
also
allows
the
commission
to
set
penalties
for
not
completing
the
employment
requirement.
We
have
one
penalty
for
one
program
and
no
penalty
for
another
program,
so
we're
trying
to
keep
things
consistent
between
both
programs
and
move.
What
we
can
into
regulations
so
that
we
can
update
it
regularly
with
public
input.
E
A
Just
for
the
record.
The
bell
is
ringing
because
we're
going
to
go
to
to
as
soon
as
we
finish
here
we'll
go
down,
but
so
we're
going
to
take
a
recess
at
some
point
here.
So
any.
A
Don't
see
anybody
let's
go
online.
Anybody
wishing
to
give
testimony
and
support.
D
A
A
Thank
you.
Let's
go
to
anyone
wishing
to
give
testimony
in
neutral.
A
Okay,
any
final
comment,
then,
we'll
close
the
testimony
on
on
the
on
the
bill:
some
elementals
any
final
comments:
okay,
so
we'll
go
ahead
and
close
the
hearing
on
ab247.
A
And
I
don't
think
we
have
time
to
no,
we
don't
we
are.
We
are
gonna,
go
in
recess.
We
are
going
to
go
down
to
floor,
take
care
of
some
business
down
there.
As
you
all
know,
this
is
that
time
of
of
this.
A
A
Okay,
so
with
that
we
are
going,
and
so
I
don't
know
how
long
that
will
be,
as
you
know,
we're
in
that
hurry
up
and
wait
mode
type
of
a
thing.
So
I
apologize
ahead
of
time
and
but
we've
got
to
make
sure
we
keep
all
the
bills
moving,
so
we're
going
to
be
in
recess
until
after
floor,
which
will
then
come
back
to
the
floor
or
after
the
fourth
session.
We
will
come
back
here,
so
we
are
in
it.