►
From YouTube: 2/16/2021 - Senate Finance and Assembly Ways and Means, Subcommittees on K-12/Higher Education/CIP
Description
For agenda and additional meeting information: https://www.leg.state.nv.us/App/Calendar/A/
Videos of archived meetings are made available as a courtesy of the Nevada Legislature.
The videos are part of an ongoing effort to keep the public informed of and involved in the legislative process.
All videos are intended for personal use and are not intended for use in commercial ventures or political campaigns.
Closed Captioning is Auto-Generated and is not an official representation of what is being spoken.
A
Point
subcommittee
of
the
k-12
higher
ed
and
cip
to
order
and
secretary,
would
you
please
call
the
roll.
A
D
D
D
B
A
A
Thank
you
very
much.
We
have
all
members
present
just
as
a
reminder.
Members,
please
mute
your
microphone
when
not
speaking
and
before
we
begin
I'll
just
quickly
go
over
some
of
our
virtual
committee
meetings,
information
and
how
it
works.
As
you
know,
the
legislative
building
is
currently
closed
to
the
public,
and
so
all
of
these
meetings
are
virtual.
A
However,
there
are
various
ways
that
the
public
can
be
engaged
and
I
would
suggest
that
you
go
to
our
legislative
website
to
nellis
to
our
nevada
electronic
legislative
information
system.
There
are
four
ways
to
engage.
You
can
register
to
participate
meeting
through
the
new
system
on
nellis.
You
can
submit
written
testimony.
You
can
share
your
opinion
via
the
legislature's
opinion
application,
and
you
can
view
these
meetings
online
through
nellis
or
on
the
legislature's
youtube
channel.
A
You
during
this
session
to
testify
on
a
bill
or
provide
public
comment.
You
must
first
register
for
the
meeting,
so
there
the
committee
meetings
are
listed
in
several
places,
so
please
register
and
simply
click
that
participate
button
near
the
meeting
date
and
time
and
fill
in
the
required
information,
and
once
that
registration
is
submitted,
you'll
see
a
confirmation
screen,
and
you
can
also
email
with
the
phone
number
and
meeting
id
to
call
in
just
a
note.
A
While
the
meeting
registration
is
required
to
participate,
it
does
not
guarantee
that
you
will
be
able
to
speak,
but
if
you
are
please
make
sure
when
you
are
on
the
phone
line
to
pay
attention
to
the
bill
that
is
being
considered
or
the
information
being
considered
and
follow,
those
verbal
prompts
if
you
need
any
assistance
with
any
of
those
processes.
Please
reach
out
to
the
committee
manager
of
the
committee
at
the
committee
email
listed
and
get
that
assistance
with
that
we're
going
to
go
ahead
and
start
our
meeting.
A
There
are
three
budgets
on
the
agenda
today.
We
will
us
we're
going
to
do
the
agenda
a
little
out
of
order.
We
are
going
to
start
with
the
distributed
school
account
budget,
which
is
actually
listed.
Third
on
the
agenda,
so
we
will
be
looking
at
the
people-centered
funding
plan
and,
as
recommended
by
the
governor,
and
additional
days
may
be
scheduled
later
in
the
session,
to
allow
the
subcommittee
more
time
to
review
these
k-12
education
funding
budgets.
A
So
with
that,
we
will
get
ready
to
start,
and
I
would
ask
that
the
nevada
department
of
education
get
ready
to
begin
and
I
would
like
to
invite
superintendent,
ebert
and
deputy
superintendent
hearts
to
begin
their
presentation
when
you
are
ready.
C
Good
morning,
madam
chair,
thank
you
for
having
us
here
today
I'll
quickly
share
the
values
because
they
drive
everything
that
we
do.
Excuse
me
for
the
record
state
superintendent,
joan
ebert
I'll
start
this
morning
with
our
values
they
drive
each
and
every
piece
of
work
that
we
do
in
the
department
and
the
very
first
one
being
equity
is
especially
important
this
morning,
as
we
talk
about
the
investment
in
our
children
and
how
we
know
that
when
we
provide
an
equitable
system
that
recognizes
the
needs
of
each
and
every
child,
we
have
success.
C
I
also
listed
on
the
next
slide,
our
goals,
those
were
derived
from
our
statewide
listening
tour.
We
went
to
every
single
school
district,
all
17
in
the
state
of
nevada
and
spent
quite
a
bit
of
time
with
the
constituents,
the
children,
what
they
felt
their
needs
were
and
how
the
adults
needed
to
make
those
shifts.
C
So
this
morning
we
had
the
three
accounts
that
we
were
going
to
present
to
you
before
we
dive
into
those
with
deputy
hearts.
I
wanted
to
just
you
know,
reiterate
a
few
things
number
one
is.
We
know
there
are
many
many
moving
parts
within
our
community.
We
have
a
pandemic
which
created
the
health
crisis
which
created
the
economic
crisis.
C
What
I
do
know
through
all
of
this
is
that
everyone
across
the
state
has
come
together
to
move
forward
with
the
people-centered
funding
plan
and
making
sure
that
we
keep
our
children
front
and
center.
So,
madam
chair,
if
I
heard
you
correctly,
we
were
starting
with
one
budget
account
this
morning.
Are
we
going
to
go
ahead
and
go
through
all
three.
A
C
Thank
you,
madam
chair,
for
the
record
superintendent
ebert.
One
final
question
is:
would
you
like
us
to
pause
after
each
of
the
budget
accounts
for
questions,
or
would
you
like
us
to
go
through
all
three.
A
Yes,
I
do
believe
we
will
have
questions
while
we
were
listening
to
each
budget
there's
a
lot
of
information
here
and
I
think
that
that
will
be
more
congruent.
Thank
you.
E
E
The
first
step
in
the
budget
building
process
be
gla
began
with
using
the
nevada
plan
and
the
equity
allocation
model
to
identify
what
funding
should
be
available
in
the
upcoming
biennium.
Based
on
the
current
funding
formula,
then
restorations
were
made
to
various
state-funded
grant.
Programs
and
reductions
were
necessary
to
k-12
education
programs.
In
order
for
the
governor
to
balance
his
recommended
budget
for
the
upcoming
biennium.
E
This
slide
summarizes
the
intent
of
budget
account
2610
the
distributive
school
account
again.
This
budget
account
is
used
to
distribute
funding
for
k-12
education
using
the
nevada
plan.
The
funding
formula
does
provide
school
districts
with
a
guaranteed
dollar
amount
of
basic
state
support
per
student,
and
this
current
funding
formula
does
include
adjustments
that
take
into
consideration
various
economic
indicators
that
may
result
in
unique
situations
in
each
county
across
the
state.
E
E
These
funds
that
are
considered
inside
the
nevada
plan
component
and
are
guaranteed
by
the
state
are
added
to
outside
revenues
from
each
local
county.
Those
are
listed
on
the
slide
and
include
the
balance
of
the
property
tax
and
the
net
proceeds
of
minerals,
as
well
as
the
government
service,
tax,
franchise
fees,
unrestricted
federal
revenues
and
as
well
as
interest
tuition
and
other
local
revenues.
That
may
be
available
to
support
k-12
education.
E
The
next
slide
shows
the
same
information
in
a
slightly
different
way.
This
slide
shows
how
each
of
these
three
pots
of
funding
contribute
to
the
total
educational
funding
per
student
in
the
state
of
nevada,
noting
that
a
portion
of
the
funding
comes
from
the
state
through
the
basic
support
guarantee
and
the
balance
is
made
up
by
local
school
districts
with
revenue
that
is
considered
outside
of
the
nevada
plan.
E
E
You
can
see
that
the
basic
support
guarantee
of
five
thousand
dollars
is
contributed
to
funds
from
the
inside
local
funding
of
an
amount
totaling
three
thousand
dollars,
which
means
that
the
state's
portion
is
then
two
thousand
dollars
again
when
this
amount
is
added
to
the
revenues
that
are
considered
to
be
outside
of
the
nevada
plan
that
allows
us
to
get
to
the
total
amount.
In
this
example
of
eleven
thousand
four
hundred
dollars.
E
Okay
with
that,
we
would
like
to
begin
presenting
some
of
the
budgetary
adjustments
that
are
included
in
the
governor's
recommended
budget
for
the
upcoming
biennium.
The
nevada
plan
currently
includes
several
adjustments
that
are
historic
to
the
model
and,
of
course,
would
be
included
in
the
model
as
our
starting
point
for
the
next
biennium.
E
The
salary
costs
are
have
historically
been
established
at
the
equivalent
of
two
percent
in
each
year
and
are
intended
to
reflect
all
school
district
employees
earning
merit
increases
due
to
the
attainment
of
education
or
due
to
the
accrual
of
additional
years
of
service,
so
these
are
anticipated.
Pay
raises
based
on
where
employees
may
fall
currently
in
their
respective
pay
scales.
This
is
not
a
new
increase
in
anyone's
pay.
E
E
When
the
department
of
education
was
beginning
to
identify
what
the
anticipated
enrollment
growth
should
be
for
the
upcoming
biennium,
and
we
did
work
with
the
state
demographer
as
well
as
school
districts
and
other
state
agencies
who
serve
children
in
the
k-12
age
range.
And
there
was
a
general
agreement
that
there
was
nothing
suggesting
that
families
would
be
moving
out
of
the
state
during
the
upcoming
biennium.
E
But
we
certainly
did
receive
information
from
school
districts
indicating
that
their
concern
or
their
awareness,
that
there
are
students
who
would
ordinarily
be
enrolled
in
school.
Who,
in
this
school
year,
are
not
attending
school
in
a
public
school
because
their
parents
want
them
to
be
at
home
to
ensure
their
safety
and
well-being
or
because
their
parents
want
to
hold
their
children
out
of
school.
E
Until
such
time
as
they
can
return
to
school
without
having
to
wear
face,
masks
again,
that's
anecdotal
information
that
we
receive
from
the
school
districts
based
on
this
information,
the
rev
excuse
me,
the
enrollment
projections
for
the
upcoming
biennium
anticipate
that
enrollment
will
increase
by
1.8
percent
compared
to
fiscal
year
2021
and
in
fiscal
year
2023
enrollment
is
projected
to
increase
by
0.22
compared
to
fiscal
year
2022..
E
E
E
E
Just
like
we
discussed
with
the
slide
for
special
education.
The
funding
identified
here
for
class
size
reduction
includes
both
the
increases
attributed
to
the
salary
cost
adjustments
and
fringe
benefit
rate
increases
and
enrollment
increases
previously
discussed,
as
well
as
a
recommended
reduction
in
the
governor's
budget
for
class
size
reduction,
totaling
approximately
78
million
dollars
in
each
year
of
the
upcoming
biennium.
E
E
E
For
an
example,
when
we
were
preparing
for
the
budgets
for
fiscal
year,
2021
the
department
of
education
received
updated
revenue
projections
from
the
department
of
taxation.
In
april.
The
department
then
had
to
rerun
the
equity
allocation
model
and
we're
required
by
statute
to
provide
updated
revenue,
projections
and
funding
amounts
to
school
districts
by
may
31st,
and
then
the
school
district
budgets,
which
are
to
be
inclusive
of
this
information,
are
also
required
by
statute
to
be
finalized
on
or
before
june.
8..
E
Those
enrollments
are
updated
at
the
end
of
each
quarter,
based
on
the
most
recent
quarterly
average
daily
enrollment
report
at
the
end
of
each
fiscal
year.
There
is
a
true
up
process
that
is
utilized
to
make
sure
that
the
amount
paid
by
the
state
is
appropriate,
based
on
the
tax
revenues
that
were
earned
for
those
revenues
that
are
considered
to
be
inside
the
nevada
plan.
Calculation.
E
E
This
next
slide
is
a
slide
that
we
will
use
throughout
all
of
our
budget
presentations.
As
we
talk
about
the
transition
to
the
pupil
centered
funding
plan.
So
on
the
left,
you
can
see
the
specific
expenditures
that
will
be
transferred
to
the
state
education
funding
account
on
the
right.
You
can
see
what
will
remain
in
this
budget
account
if
it
is
approved,
as
the
governor
has
recommended.
E
E
A
Thank
you
very
much.
That
was
a
lot
of
information
and
I
appreciate
you
preparing
that.
I
will
start
with
assemblywoman
patagi.
Would
you
like
to
go
ahead
and
ask
your
question.
D
Sure,
and
thank
you,
madam
sharon,
my
questions
were
regarding
the
funding
enhancements
for
the
nevada
plan
formula
funding.
I
just
want
to
know
how
you
guys
determine
what
funding
enhancements
should
be
provided
for
the
nevada
plan
formula
funding,
while
other
k-12
categorical
programs
such
as
class
size
reduction
programs,
were
reduced.
E
As
I
mentioned
in
the
presentation,
the
the
governor
in
preparing
his
budget,
which
he
presented
during
the
state
of
the
state
in
january,
indicated
that
the
budget
was
reflective
of
where
we
were
as
a
state
with
respect
to
our
economy
at
that
time,
and
so
the
I
believe,
the
process
the
governor's
office
used
was
consistent
in
looking
at
each
budget
account
and
identifying
what
could
be
restored
and
then
what
reductions
were
necessary
in
order
to
ensure
the
budget
was
balanced
and
then,
as
additional
funding
was
identified,
how
that
could
best
be
invested
in
this
case
in
the
best
way
to
meet
the
needs
of
our
students.
A
Okay,
assemblyman
roberts.
F
Thank
you,
madam
chair,
and
thank
you
for
the
presentation.
Just
a
couple
questions.
If
I,
if
I
may,
and
one's
a
clarification
and
then
one's
an
actual
question,
so
the
first
one
is,
I
noticed
the
classroom
reduction
size
budgets
were
reduced
and
so
that
I'm
clear,
that
is
because
some
of
those
monies
are
being
moved
over
to
or
some
of
those
funds
are
being
moved
over
to
the
to
a
different
account.
E
Tiny
hertz
for
the
record,
the
reductions
to
the
class
size
reduction
program
were
deemed
to
be
necessary
in
order
for
the
governor
to
complete
his
budget
building
process.
F
Okay,
thank
you
and
then,
as
a
second
question,
and-
and
I
I'm
just
cause,
I'm
new
to
this
budget
building
process
is
on
the
one
slide
I
mean
we
calculate
employee
cost
increased
over
the
over
the
next
biennium,
with
two
percent:
marriage,
hers
and
insurance.
Those
are
things
that
we
know
about.
F
So
what
happens
when,
through
contract
negotiations
in
each
of
the
school
districts,
they
say
they
negotiate
a
cola
or
something
that's
unexpected.
Where
do
where
does
that?
Where
those
funds
come
from,
do
they
come
out
of
the
individual's
student
account
or
like?
Let's
say
they
negotiate
an
increase
to
a
cola?
Where
do
the?
Where
do
the
funds
come
from
and
how
do
we
project
for
that?.
E
Heidi
hearts,
for
their
record,
the
the
cost
adjustments
that
are
included
in
the
nevada
plan
are
based
on
historic
budget
practice
and
they
do
contemplate
an
annual
increase
in
salaries
for
school
district
employees
of
two
percent.
Again,
that's
re
reflective
of
anticipated
costs
resulting
from
teachers
either
gaining
additional
education
or
training
or
acquiring
additional
years
of
service.
If
contract
negotiations
were
to
result
in
additional
salary
costs,
it
would
be
the
responsibility
of
each
school
district
to
identify
how
those
costs
would
be
met.
C
Superintendent
ebert
for
the
record,
with
the
new
plan
coming
forward,
the
people-centered
funding
plan.
Yes,
that's
where
those
funds
would
be
identified,
they
would
not
be
identified
out
of
the
categoricals.
F
F
We
pretty
much
knew
our
contract
costs
prior
to
building
our
budget
and
it's
just
foreign
to
me
that
we
kind
of
do
it
this
way
and
we
we
you
know
it
kind
of
takes
away
from
what
we
intended
the
funds
to
go
to,
and
I
I
don't
know
if
that's
something
we
could
do
in
the
future,
but
but
some
school
districts
do
have
projected
costs.
Do
you
do
you
account
those
for
some
of
the
smaller
ones
or
even
a
larger
one
or
somebody
that
may
have
it
or
we
just
go
all
basically
historical
numbers.
E
Heidi
hearts,
for
the
record
when
calculating
these
types
of
expenses
for
the
nevada
plan,
the
same
process
is
utilized
that
is
utilized
in
other
parts
of
the
budget
building
process,
which
is
that
expenditures
begin.
Our
budgets
begin
using
the
expenditures
incurred
during
the
base
budget
year.
So
when
the
department
of
education
builds
biennial
budget,
for
example,
using
the
nevada
plan,
we
start
with
the
expenditures
that
were
reported
by
school
districts
in
the
387
report,
which
identifies
their
expenditures
for
that
fiscal
year.
A
Thank
you,
assemblyman
chair,
carlton,.
B
Thank
you,
madam
chair,
so
elaborating
on
the
class
size
reduction
area.
So
it's
my
impression
through.
B
And
the
other
documents
that
I've
received
in
the
conversations
that
the
reduction
in
class
size
is
basically
the
agency's
way
to
achieve
their
12
budget
reduction.
Is
that
correct.
E
Heidi
hearts,
for
the
record,
the
reduction
was
determined
to
be
was
determined
by
the
governor's
office.
E
Yes,
the
department
of
education,
like
all
executive
branch
ags,
was
asked
in
the
fall
to
identify
scenarios
in
the
event
that
budget
reductions
up
to
12
were
necessary,
but
the
governor's
recommended
budget
reflects
the
recommendations
that
he
felt
were
appropriate
based
on
our
economic
status
in
january.
Okay,.
B
And
what
analysis
was
done
to
see
what
impacts
that
would
come
from
this
reduction.
E
B
Budget,
so
that
leads
me
to
follow
up
my
last
question
and
thank
you,
madam
chair.
I'm
sorry,
I
didn't
ask
for
permission
to
continue
so
with
transferring
the
class
size
reduction
dollars
over
to
the
pupils.
I
always
stumble
over
this
pupil-centered
funding
plan.
Do
we
know
what
effect
that
in
the
next
biennium.
E
Heidi
hertz
for
the
record,
allocating
funding
through
the
pupil
centered
funding
plan
will
allow
school
districts
to
identify
how
they
will
invest
their
their
funds
to
best
meet
the
needs
of
their
students.
The
requirements
in
statute
specific
to
class
size
reduction
will
remain
in
place
if
school
districts
feel
that
they
are
unable
to
meet
the
established
ratios
included
in
nrs,
they
can
request
a
waiver,
which
is
the
practice
that
has
been
in
place
for
quite
some
time.
C
Thank
you,
madam
chair.
I
appreciate
that
I
had
a
couple
of
questions
on
the
funding
for
people's
with
disabilities
and
so
then
I'll
ask
the
the
first
one
and
then
cheryl
I'll,
make
sure
I
defer
to
you
for
if
you
feel
I
need
the
second
or
considerations
of
time
and
such
so
on
the
cla
on
the
the
dollars
for
the
pupils
with
with
disabilities.
C
So
I
kind
of
want
to
start
with
where
we
are
in
the
status
quo,
so
it
the
13
funding
cap.
I
was
wondering
there's
the
recommendation
to
continue
the
13
funding
cap
under
the
dsa.
If
we
went
to
the
new
model
that
funding
cap
would
go
away,
but
can
you
talk
a
little
bit
about
that
trend?
C
We
put
that
13
cap
in
pretty
recently
in
the
I
think,
the
last
two
sessions,
and
so
do
you
do
we
know
what
the
actual
percentage
of
children
who
are
are
are
enrolled
in
special
ed
look
like
and
whether
we
have
counties
drama
falling
above
or
below
that
13
cap.
C
So
the
trend
has
been
an
upward
increase
in
the
number
of
children
who
are
specifically
identified
as
having
needing
special
education
or
that
having
a
disability
and
I'd
be
under
the
the
status
quo
that
there's
an
additional
1.5
million.
That's
going
to
be
allocated
in
the
2123
biennium
for
those
who
exceed
that
cap.
So
do
you?
Can
you
tell
me
where
you
anticipate
that
1.5
landing.
E
C
But
I
guess
I'm
I'm
asking
a
question
about
was
that
do
we
anticipate
all
like
in
the
last?
Did
that
all
get
used?
Last
time?
I
imagine
if
we're
trending,
it
sounds
four
percent
year
over
year.
That
might
not
be
right.
Just
might
be
four
percent
since
the
start,
or
you
can
tell
me
what
that
four
percent,
that
time
frame
growth
is,
but
is
that
1.5
does
that
cover
10
of
the
schools
or
the
districts
have
overages
of
that
13
gap?
E
E
I'd
have
to
go
back
and
consult
with
our
staff
to
do
an
analysis
by
district
to
see
which
districts
were
in
need
of
those
extra
funds
in
which
we're
not
we'd
be
happy
to
provide
that
to
your
staff.
C
Thank
you
and
then
madden
chairman,
that
was
kind
of
about
the
status
quo.
The
last
question
I
just
had
on
this-
if
you
would
allow
me
to
ask
it,
is
the
proposed
cap
will
go
away
under
the
state
education
fund,
and
so
can
you
for
the
record,
talk
about
how
the
funding
is
recommended
to
be
distributed
under
the
state.
E
Tiny
hearts
for
the
record,
the
governor's
budget
does
recommend
maintaining
that
additional
1.5
million
dollars
and
retaining
the
cap.
So
a
bill
draft
request
is
being
submitted
to
support
the
implementation
of
the
pupil
centered
funding
plan
in
alignment
with
the
governor's
recommended
budget,
and
I
believe
there
will
be
language
to
that
effect
included
in
the
bill
draft.
E
C
I
I
guess
it
if
the
question
is
what
would
it
look
like
as
a
weight
under
the
new
state
education
plan?
I
think
the
answer
is
we'll
be
seeing
that
later
I.
E
A
A
That
thank
you
very
much.
Senator
keith
keffer.
F
Thank
you,
madam
chair.
I
appreciate
it.
I
gotta
I'm
gonna,
follow
up
really
quickly
on
on
class
size
reduction,
because
the
the
decision
to
to
I
mean
cutting
cutting
csr
is
sort
of
one
decision,
but
the
other
decision
is
to
roll
it
into
base
in
the
new
formula
and
there,
and
that
was
a
that-
was
a
choice
right,
because
there
are
other
categorical
programs
that
you
didn't
make
that
choice
for
whether
it's
career,
technical
education
or
teacher
incentives
or
the
new
great
teachers
leaders
fund.
F
E
At
each
program
to
identify
which
seemed
to
fit
in
the
pupil
centered
funding
plan
and
which
should
be
held
outside,
as
indicated
in
senate
bill
543,
any
funds
that
are
designated
as
match
or
maintenance
of
effort
for
a
federal
grant
are
outside
of
the
pupil
centered
funding
plan.
So
with
respect
to
that
general
funds
for
maintenance
of
effort
for
special
education,
as
well
as
the
match
requirement
for
cte,
were
held
outside
of
the
pupil-centered
funding
plan
allocation
methodology.
F
That
answer,
when
it,
you
know,
there's
a
there's,
a
significant
jump
in
projected
non-guaranteed
local
revenues,
almost
40
percent-
and
you
know
that
that
share,
makes
up
almost
a
third
of
total
education
funding,
and
our
staff
indicates
that
that
that
massive
jump
is
contribute
or
attributed
largely
to
ending
fund
balances
from
school
districts.
F
You
know
we
know
that
there's
been
a
lot
of
expenses
within
school
districts
that
just
haven't
taken
effect
this
year
due
to
due
to
the
pandemic,
but
is
it
should
there
be
concern
that
we're
using
these
reserve
accounts
in
the
school
districts
to
basically
shore
up
the
operating
expenses
long
term
or
for
the
upcoming
biennium
of
the
of
this
of
this
plan?.
E
Heidi
hearts,
for
the
record,
if
I'm
understanding
your
question
correctly,
the
school
districts
who
have
an
ending
fund
balance
greater
than
16.6
percent
or
whatever
their
baseline,
was
at
the
end
of
fiscal
year.
2020
the
amount
over
that
would
be
transferred
into
the
education
stabilization
account
beginning
in
fiscal
year
2022
under
the
governor's
recommended
budget.
E
F
E
Heidi
hearts
for
their
record
interviewing
the
slide
that
we
provide
of
slide
21.
It
does
indicate
that
the
opening
general
fund
balance
would
be
included
for
the
outside
revenues
for
the
nevada
plan.
F
Right
so
so,
and
those
are
significantly
inflated
for
the
upcoming
fiscal
year
due
to
everything
that
school
districts
have
been
dealing
with
and
the
lack
of
some
expenditures.
So
I
guess
what
I'm
worried
about
is
whether
we're
we're
building
in
this
reserve
of
this
reserve
amount
so
which
is
ultimately
sort
of
one-time
funding
into
ongoing
operating
expenses.
F
Or
that
those
are,
let
me
put
it
this
way,
that
those
that
those
ending
fund
balances
are
offsetting
the
need
for
state
support.
E
Heidi
hearts
for
the
record.
Yes,
that
would
be
a
consideration
when
we
go
through
the
true
process
at
the
end
of
each
fiscal
year.
I
think
it's
important
to
keep
in
mind,
and
certainly
one
of
the
things
I've
learned
over
the
last.
The
interim
session
is
that
school
districts
often
have
very
specific
purposes
for
the
funds
that
appear
in
their
ending
fund
balance,
or
they
have
limitations
that
are
placed
on
those
funds
as
they
move
from
one
fiscal
year
to
the
next.
F
Yeah,
I
agree,
that's
why
I'm
worried
about
it.
Thank
you
is
and
then
finally,
I'm
sure
do
you
have
a
schedule
yet
of
each
individual
district's
projected
local
revenue,
both
guaranteed
and
non-guaranteed,.
E
Heidi
hearts,
for
the
record,
the
department
previously
indicated
that
we
are
working
to
get
that
information
from
the
department
of
taxation.
It's
our
understanding
that
the
department
of
taxation
will
make
county
specific
information
available
to
school
districts,
hopefully
today
to
support
their
budget
building
process
for
the
upcoming
fiscal
year.
Once
we
have
that
information,
then
we
certainly
will
look
at
it
on
a
county-by-county
basis
for
the
budget
building
purposes,
the
state
generally
looks
at
tax
revenue
projections
at
a
state
level,
not
on
a
county-specific
basis.
A
Thank
you
very
much.
Senator
ratty.
B
When
we
start
talking
about
the
people
centered
funding
plan,
it
really
part
of
the
principle
behind
it
was
getting
towards
greater
equity,
knowing
that
local
government
funding
is
the
largest
part
of
the
funding
that
we
put
into
our
schools
in
the
school
district.
So,
given
the
decision
not
to
include
local.
B
E
E
Recommended
budget
would
allow
school,
dis,
counties
and
school
districts
to
retain
the
revenues
that
they
would
would
normally
provide
oversight
to,
as
well
as
the
revenues
that
have
previously
been
guaranteed
under
the
nevada
plan.
So
they
would
have
increased
flexibility
to
meet
the
perhaps
unexpected
needs
of
continuing
to
educate
our
students
in
a
pandemic.
A
Thank
you.
Thank
you
very
much.
Okay,
with
that,
we
will
close
the
information
and
hearing
on
2610
and,
if
you
would
like
superintendent
and
deputy
superintendent,
we'll
move
to
budget
2609.
B
Madam
chair,
if
I
could
ask
a
quick
question,
absolutely
chair,
and
and
thank
you,
the
the
the
the
transfer
questions
were
they
addressed.
Did
I
miss
those.
B
E
Tiny
hearts
for
the
record,
the
pupil-centered
funding
plan
model
includes
two
adjustments
that
take
into
consideration:
cost
of
wages
and
costs
of
living,
as
well
as
costs
resulting
from
the
acquiring
goods
and
services
in
varying
sizes
of
school
districts
and
schools.
We'll
go
into
that
in
more
detail
in
the
next
portion
of
our
presentation.
E
E
The
next
slide
again
summarizes
the
governor's
recommendation
for
phased
implementation
of
the
pupil
centered
funding
plan
in
phase
one
which
would
include
the
next
biennium.
The
funding
currently
administered
by
the
department
of
education
through
the
distributive
school
account,
as
well
as
other
state-funded
grant
programs
would
be
distributed
through
the
pupil
centered
funding
plan
to
school
districts
and
charter
schools.
E
The
school
districts
hold
harmless
amount,
which
is
described
in
senate
bill.
543
has
been
adjusted
for
fiscal
year
2020
to
include
only
the
funds
received
for
similar
purposes
as
what
would
be
funded
through
the
pupil
centered
funding
plan.
Moving
forward,
the
governor's
recommendation
does
initiate
the
creation
of
the
education
stabilization
account
and
transfers
into
that
account
beginning
at
the
end
of
fiscal
year.
E
2022
in
phase
2,
which
would
occur
during
the
2023-2025
biennium
state
and
local
resources
identified
incident
bill
543
would
be
allocated
through
the
pupil
centered
funding
plan
model
a
school
districts
hold
harmless
amounts
would
continue
to
be
based
on
fiscal
year
2020,
but
they
would
be
updated
to
be
reflective
of
both
state
and
local
funds
received
in
fiscal
year.
2020.
E
The
governor
has
recommended
that
the
state
education
fund
that's
identified
in
senate
bill
543,
be
established
initially
as
a
state
education
account.
The
state
comptroller's
office
has
reviewed
the
request
for
a
new
fund
and
has
determined
that
it
does
not
qualify
as
a
special
revenue
fund
based
on
the
criteria
that
are
established
in
gasby.
I'm
54.
E
E
Slide
41
identifies
the
revenues
that
would
be
included
in
the
state
education
funding
account
based
on
the
recommended,
phased
implementation
of
the
pupil
centered
funding
plan.
As
you
review
this
slide,
you
will
see
that
unclaimed
property
transfer
has
a
line
through
it.
I
would
point
out
that
there's
a
footnote
that
unclaimed
property
will
remain
outside
of
the
state
education
funding
account
as
recommended
by
the
governor,
because
that
revenue
directly
funds
programs
and
services
through
budget
account
2614.,
which
is
the
educational
trust,
account.
E
Slide
42
identifies
their
revenues
for
the
state
education
funding
account
in
each
year
of
the
upcoming
biennium,
based
on
the
governor's
recommended
budget.
On
this
slide,
I
do
want
to
note
that
if
you
were
comparing
the
revenue
projections
on
this
slide
to
the
revenue
projections
for
the
distributive
school
account,
you
would
see
that
there's
a
difference
in
their
room
tax
revenue
transfer
amount.
E
E
I
do
also
want
to
point
out
that,
following
the
pre-session
hearing,
we
were
advised
that
the
pupil
center
funding
plan
model
that
we
used
as
our
reference
for
our
presentation
on
january
22nd
was
not
the
most
current
version
of
the
people-centered
funding
plan.
It
appears
that
when
the
governor's
recommended
budget
was
released
simply
the
most
current
version
of
the
dock,
the
excel
file,
the
pupil
centered
funding
plan
was
not
attached.
So
we
have
updated
all
of
our
slides
today
to
reflect
the
actual
model
that
coincides
to
the
governor's
recommended
budget.
E
Slide
45
summarizes
the
adjustments
that
are
included
in
this
budget,
account
specific
to
transfers
into
the
account
decision.
Unit
514
would
eliminate
the
interest
earnings
specific
for
the
new
nevada
funding
plan
and
decision
unit.
E543
would
eliminate
the
interest
earnings
on
the
victory
program,
as
these
funds
are
being
consolidated
into
the
allocation
through
the
statewide
base
per
pupil
funding
amount
and
no
longer
attribute
to
a
very
specific
program
in
a
specific
account.
Interest
would
not
be
earned
at
the
programmatic
level.
E
Slide
46
identifies
again
how
the
funds
available
through
the
distributive
school
account
would
align
to
the
funding
identified
in
budget
account.
2609
the
state
education
funding
account
when
you
turn
to
the
next
slide.
Folks,
people
often
ask
why
don't
the
numbers
match
for
the
transfers,
and
so
this
was
our
attempt
to
provide
a
very
quick
accounting
for
the
funds
and
what
is
transferring
from
the
dsa
into
the
new
nevada
education
funding
account.
You
can
see
at
the
top
of
the
slide
on
the
table.
The
distributive
school
account
amounts
listed
for
fiscal
years,
22
and
23..
E
We
would
then
subtract
the
amount
of
the
funds
that
would
not
be
transferred
into
the
state
education
funding
account
and
then
add
the
state
funded
grant
programs
that
will
be
included
in
the
pupil
centered
funding
plan
and
allocated
through
the
state
education
funding
account.
If
you
compare
the
totals
at
the
bottom
of
this
slide,
with
the
total
revenues
identified.
E
E
It
also
shows
the
allocation
of
funding
through
the
pupil
centered
funding
plan,
which
may
be
a
helpful
reference
moving
forward
on
slide
48,
the
governor's
recommended
budget
does
not
recommend,
including
what
we
would
describe
as
tier
a
in
the
pupil
centered
funding
plan.
Tra
is
designated
in
senate
bill
543
as
expenses
for
the
state
board
of
education
or
the
department
of
education
for
providing
administrative
or
oversight
services
for
k-12
education
activities
across
the
state.
E
By
not
including
these
costs.
In
the
pupil
centered
funding
plan,
it
would
ensure
that
the
department
of
education
continues
to
be
funded
in
alignment
with
historical
budget
practice,
and
it
would
also
maintain
equity
between
the
department
of
education
and
other
executive
branch
agencies
who
build
their
budget
each
biennium
based
on
their
base,
maintenance
and
enhancement
decision
units.
E
E
E
E
I
would
note
that
the
recommendation
to
use
the
district
size
adjustment
by
attendance
area
originated
with
the
commission
on
school
funding
and
it
consolidates
two
of
the
adjustments
identified
in
senate
bill
543,
which
was
which
included
the
necessarily
small
school
adjustment
and
the
small
district
equity
adjustment
in
working
with
our
subject
matter.
Experts
the
commission
on
school
funding,
determined
that
one
adjustment
was
able
to
accomplish
the
outcome
of
the
two
recommended
adjustments
in
senate
bill,
543
and
perhaps
in
an
even
more
transparent
fashion.
Again,
because
there
were
fewer
adjustments
to
be
contemplated.
E
The
second
adjustment
is
described
on
slide
52,
that
is
the
nevada
cost
of
education
index.
This
is
a
nevada,
specific
adjustment
that
was
developed
by
subject
matter,
experts
and
recommended
by
the
commission
on
school
funding.
It's
a
regional
cost
adjustment
for
each
county
or
for
regions
of
counties
groups
of
counties.
It
includes
two
adjustments:
a
comparative
wage
index
and
a
goods
component
of
the
regional
price
index
for
parity.
E
The
commission
on
school
funding
recommended
that
the
base
adjustment
be
set
at
1.0,
so
that
no
district
charter,
school
or
university
school
would
lose
funding.
As
a
result
of
this
adjustment,
I
would
note
that
having
a
floor
of
1.0
is
consistent
with
the
methodology
that's
used
currently
in
the
equity
allocation
model
of
the
nevada
plan.
E
I
do
want
to
share
with
the
committee
that
the
costs
a
comparative
wage
index
that
is
used
in
the
nevada
cost
of
education
index
includes
all
occupations
and
industry
areas
and
all
education
levels
under
ordinary
circumstances.
A
comparative
wage
index
would
look
at
comparable
professional
occupations
that
would
require
a
bachelor's
degree
or
higher.
E
E
Slide
55
summarizes
the
cost
of
education
index
calculations
or
weights.
You
can
see
in
column
the
column
labeled
a
is
for
the
comparative
wage
index.
Column
b
is
listed,
r,
p,
r
or
rpp,
which
is
the
goods
index
and
then
column
c
shows
the
resulting
calculation
in
column
d.
You
can
see
that
any
county
that
had
a
raw
nevada
cost
of
education
index
of
less
than
1.0
has
been
reset
to
the
base
of
1.0.
E
And
when
looking
at
the
information
for
fiscal
year
2023
the
statewide
base
per
pupil
funding
amount
is
2
839,
based
on
the
adjusted
base
per
pupil
funding
for
each
county
in
each
school
district.
The
range
is
from
two
thousand
nine
hundred
and
thirty
seven
dollars
for
washoe
county
school
district
to
seven
thousand
five
hundred
and
sixty
six
dollars
for
esmeralda
county
school
district.
E
The
next
tier
level
of
funding
in
the
pupil
centered
funding
plan
is
weighted
funding.
The
governor
recommended
the
inclusion
of
weighted
funding
in
his
budget
for
the
upcoming
biennium
at-risk
students
will
be
funded
in
the
upcoming
biennium
on
a
per-pupil
basis,
based
on
the
weighted
funding
amount.
The
alternative
definition
that
was
recom
that
was
adopted
by
the
state
board
of
education
is
a
student
who
has
an
economic
or
academic
disadvantage
such
that
they
would
require
additional
services
or
assistance
to
enable
them
to
graduate
with
their
cohorts.
E
E
The
funding
for
at-risk
students
was
apprentice
initially,
based
on
the
funding
previously
allocated
for
victory,
plus
50
percent
of
the
new
nevada
education
funding
plan
for
english
learners.
The
funding
initially
was
based
on
the
funding
previously
appropriated
for
zoom,
e-l-l-zoom
schools
and
50
percent
of
the
new
nevada
education
funding
plan
and
the
funding
for
gift
and
the
talented
remained
the
same
as
the
funding
previously
appropriated
for
gifted
and
talented
services.
E
I
would
note
that
there
will
be
no
change
con.
There
is
no
change
contemplated
in
the
weighted
funding
as
we
transition
from
phase
one
to
phase
two,
unless
the
governor
or
the
legislature
chooses
to
add
or
modify
the
categories
of
students
for
whom
additional
weighted
funding
would
be
available.
E
As
we
noted
during
the
pre-session
hearing,
when
looking
at
the
weights
for
fiscal
years,
21,
22
and
23,
it
is
important
to
note
that
those
weights
are
skewed
because
their
revenue
flowing
through
the
pupil
centered
funding
plan
is
limited
only
to
the
state
revenues.
It
does
not
include
any
additional
local
revenues
that
would
otherwise
increase
those
weights.
E
The
department
of
education
extracted
data
from
infinite
campus
and
then
applied
filters
to
ensure
that
count,
students
were
only
counted
one
time
again
when
the
department
updates
its
enrollment
projections
in
april.
We
will
also
update
the
estimated
student
counts
for
these
three
identified
groups
of
students
as
well,
and
that
will
be
based
on
data
captured
on
october,
1st
2020.
E
The
last
step
in
the
pupil
centered
funding
plan
allocation
process
is
the
application
of
the
hold
harmless
provision.
If
a
school
district
would
receive
less
money
under
the
pupil
centered
funding
plan
than
it
received
in
fiscal
year
2020,
then
the
school
district
will
receive
the
fiscal
year.
2020
funding
amount
again,
as
I
noticed
mentioned
earlier,
the
hold
harmless
amount
for
fiscal
year.
E
The
third
column
identifies
the
funding
amount
that
would
be
allocated
or
appropriated
to
each
school
district,
using
the
pupil,
centered
funding
plan
and
the
column
on
the
far
right
identifies,
which
plan
or
which
source
of
funding
would
ident
would
best
represent
the
funding
that
the
school
district
will
receive
in
fiscal
year.
2022
seven
school
districts
would
be
funded
through
the
pupil
centered
funding
plan
allocation
because
it
is
higher
than
the
fiscal
year
2020
amount,
while
remaining
school
districts
would
be
funded
at
the
fiscal
year.
2020
amount.
E
Understanding
that
the
needs
of
students
may
change
from
one
year
to
the
next
or
areas
of
emphasis
may
change
from
one
year
to
the
next.
In
looking
at
the
people,
centered
funding
plan
allocation
for
fiscal
year.
2023
six
schools
would
be
funded
under
the
pupil
centered
funding
plan
methodology,
while
the
remaining
school
districts
would
be
funded
at
their
2020
hold
harmless
amount.
E
E
Would
need
to
continue
to
receive
local
contributions
as
they
do
under
the
nevada
plan.
The
department
of
education
will
calculate
that
amount
for
each
school
district
and
then
reduce
the
payments
to
each
school
district
by
the
amount
owed
to
the
charter
school
and
then
increase
payments
to
the
charter
school
based
on
its
location.
E
E
E
Slide
64
again
is
for
comparative
analysis
purposes
only
and
it
compares
the
adjusted
base
per
pupil
funding
of
the
pupil
centered
funding
plan
with
the
basic
support
amount
for
each
school
district,
each
county
in
the
equity
allocation
model,
the
pupil
centered
funding
plan,
the
adjusted
base
does
not
include
any
of
the
weighted
funding
for
those
three
categories
of
students
and
again
this
analysis
would
show
that
more
funding
is
available
per
pupil
under
the
pupil
centered
funding
plan,
because
there
are
additional
revenues
that
flow
through
the
pupil,
centered
funding
plan.
Then,
through
the
nevada
plan.
E
Senate
bill
543
creates
the
education
stabilization
account.
The
governor
has
recommended
that
we
begin
the
creation
and
funding
of
the
education
stabilization
account
beginning
in
fiscal
year,
2022.,
so
as
identified
in
senate
bill
543
and
recommended
by
the
governor
school
districts,
with
an
ending
fund
balance
as
of
june
30
2022
greater
than
16.6
percent
or
their
ending
fund
balance
at
the
end
of
fiscal
year,
2020
would
have
the
difference
of
the
increase
transferred
into
the
education
stabilization
account
I'm.
Similarly,
any
unexpected
funds
from
the
education
state.
E
E
As
a
reminder,
the
education
stabilization
account
can
be
used
for
two
purposes.
The
first
is:
if
the
revenues
being
received
are
97
or
less
than
the
legislatively
authorized
or
appropriated
amounts,
ifc
may
by
resolution
transfer
funds
out
of
the
education
stabilization
account
and
into
the
state
education
funding
account
so
that
expenses
can
continue
to
be
paid.
E
The
second
use
would
be
if
the
balance
in
this
education
stabilization
account
grows
to
a
point
that
it
is
more
than
15
percent
of
the
authorizations
and
appropriations
included
in
the
state
education
funding
account.
Then
the
amount
over
15
percent
would
be
transferred
into
the
state
education
funding
account
and
allocated
through
the
pupil
centered
funding
plan.
A
I
appreciate
your
time
and
expertise,
ms
hearts
and
we
will
go
to
assemblywoman
hagie
and
then
I
have
several
in
the
queue
so
go
ahead.
Please.
D
Okay,
thank
you,
madam
chair
and
okay.
So
there's
a
lot
of
information
and
being
new
to
the
subcommittee
taking
a
lot
of
notes,
but
one
of
the
areas
where
I'm
kind
of
I
want
more
information
on
is
that
I
know
in
2019
we
had
the
legislatively
legislatively
approved
people-centered
funding
plan,
but
now
we
have
a
modified
version
of
it.
So
do
you,
I
didn't
see
it
in
the
slides,
maybe
it's
in
there
and
I
missed
it.
D
E
D
Follow-Up,
madam
chair,
a
couple:
please:
okay,
thank
you
manager,
but
I
know
there
are-
and
I
don't
know
if
this
is
part
of
the
governor's
recommended
or
if
it's
part
of
the
modified
recommendations
that
came
out
of
the
commission,
but
I
know
there
are
things
like,
for
example,
the
food
service
and
transportation.
D
Those
are
excluded
from
the
modified
from
the
modified
plan.
So
if
those
are
excluded,
how
are
those
going
to
be
funded.
E
The
governor's
recommended
budget
with
phased
implementation
would
not
include
any
funding
for
auxiliary
services,
which
would
include
food
services
and
transportation
services
for
school
districts.
That's
because
those
services
are
funded
with
school
district
revenues
that
have
historically
been
not
allocated
through
the
department
of
education.
E
D
The
people-centered
funding
formula,
but
many
k-12
categorical
programs
are
recommended
to
be
transferred
to
the
state
age
of
education,
funding
account
and
some
are
not
like
career
and
technical
education,
teacher
incentives,
peer
assistance
and
review
programs.
So
can
you
walk
me
through
how
you
determined
the
k-12
categorical
programs
that
are
recommended
to
be
transferred
into
the
modified
plan
and
why
the
others.
E
G
A
Thank
you
very
much
all
right,
speaker,
fryerson.
You
had
a
question.
Please
go
ahead
when
you're
ready.
F
Thank
you,
madam
chair,
and
I
apologize.
I
know
we're
we're
going
back
and
forth
within
this
account,
but
my
question
is
related
to
the
the
per
pupil
amount
that
is
projected
of
2918
per
pupil
for
fiscal
year
21..
F
Could
you
elaborate
on
on
how
that
was
calculated,
and
I
I
I
want
to
put
the
question
in
context
because
my
concern
is,
we
are
going
from
some
either
nine
or
eleven
thousand,
depending
on
how
you
really
calculated
per
pupil,
reported
to
less
than
3
000
per
pupil
reported
recognizing
that
that's
not
the
full
amount,
but
I
have
a
hard
time.
F
I
have
a
hard
time
swallowing
the
notion
that
nevada
will
be
reported
from
going
from
around
ten
thousand
give
or
take
to
less
than
three
thousand
give
or
take
per
pupil
as
far
as
how
it
is
compared
to
other
states
nationally,
since
they
look
at
what
comes
out
of
the
state.
So
could
you
just
elaborate
on
how
that
amount
was
was
calculated.
E
Heidi
hearts,
for
the
record,
when
identifying
the
statewide
base
per
pupil
funding
amount
for
fiscal
year
2021,
the
department
of
education
looked
at
the
amounts
that
were
appropriated
following
the
31st
special
session.
When
budget
reductions
were
made
for
fiscal
year
2021.,
we
needed
to
determine
that
baseline
per
pupil
funding
amount,
because
the
pupil,
centered
funding
plan
builds
off
of
that
statewide
base
for
a
pupil
funding
amount
for
each
subsequent
fiscal
year.
E
That
is
based
on
the
funds
that
would
be
allocated
through
the
state
revenues
in
the
distributive
school
account
in
the
nevada
plan.
It
would
also
include
the
state-funded
categorical
programs
that
are
contemplated
to
be
included
in
the
people-centered
funding
plan.
Moving
forward,
what
this
per
pupil
funding
amount
does
not
include
would
be
additional
funds
that
would
be
added
as
a
result
of
the
two
cost
adjustments,
the
district
size
adjustment
by
attendance
area
and
the
nevada
cost
of
education
index.
E
F
Maybe
I'm
wrong,
I'm
just
having
a
difficult
time,
and
we
discussed
this
last
session
as
well.
Going
from,
like,
I
said
how
much
we
are
reported
per
pupil
to
to
you
know
we
used
to
compete
with
mississippi
for
per
pupil
spending.
We
have
in
the
last
couple
of
sessions,
kind
of
moved
away
from
that
at
least
a
couple
of
steps.
F
This
would
send
us
significantly
back
over
half
of
what
is
reported.
So
I
mean
it
was
that
did
that
at
all.
Was
that
a
consideration?
I'm
just
concerned
that
you
know
there
is
an
aspect
of
our
our
reported
state
spending
that
impacts
folks
in
the
education
community
and
it
it
just
seems
to
me
to
be
a
bit
embarrassing
to
go
from
six
to
you
know
or
a
thousand
more
per
pupil
to
down
to
to
less
than
three
thousand
per
pupil.
F
I
I
mean
I'm
just
kind
of
concerned
if,
if,
if
the
perception
was
even
considered
that
we
are
significantly
decreasing
the
amount
that's
coming
out
of
the
state
and
then
and
then
I
think
backfilling,
that
with
local
funds,
but
that's
not
reported
as
the
state
mandated
obligation
for
for
you
know,
providing
for
per
pupil
spending.
E
If
we
were
to
take
into
consideration
all
of
the
funding,
including
the
local
revenues
that
have
not
been
administered
by
the
department
of
education
previously
and
then
add
federal
funding
and
any
general
funds
that
are
a
match
or
maintenance
of
effort
to
those
federal
grants.
The
actual
comparison
for
the
governor's
recommended
budget
would
be
approximately
nine
thousand
dollars
per
student
in
each
fiscal
year.
So
what
we
see
in
the
statewide
base
per
pupil
funding
amount
is
really
reflective
of
moving
from
one
funding
formula.
A
Speaker
is
that
round
up
your
questions.
A
B
And-
and
thank
you,
madam
chair
and
I
do
have
another
question,
but
I'm
going
to
take
the
opportunity
of
speaker
starting
this
conversation,
because
I
have
those
same
concerns.
B
I
mean
we
know
it's
going
to
happen,
but
when
it's
reported
out
it
looks
a
lot
worse
and
I
believe
that's
one
of
our
that
that's
one
of
my
concerns.
How
are
we
going
to
get
teachers
here?
How
are
we
going
to
get
peop?
We
tie
education
and
economic
development
together
hand
in
hand
on
almost
every
day.
How
do
we
talk
about
that
number
if
we're
reporting
a
2
000
some
dollar
number,
but
it's
really
nine.
B
So
I
guess
I
just
wanted
to
make
sure
that
I
got
my
concerns
on
the
record
very
clearly
that
the
way
this
is
being
reported
is
not
reflective
of
our
investment
in
nevada
children.
So
I
just
wanted
that
to
be
out
there
to
make
it
make
it
clear
on
the
nevada
cost
of
education
index
calculation,
I'm
trying
to
figure
out
how
all
these
indexes
come
together
and
then
I
know
there
was
part
of
the
ogumblux
study
that.
D
B
Basically,
kind
of
set
up
for
the
for
the
school
districts,
the
adjustments
for
the
school
districts,
but
it
looks
like
that
has
been
changed
and
the
commission
actually
set
a
floor
which,
by
doing
that
for
certain
districts
gives
some
smaller
districts
more
money
and
the
other
larger
districts
less,
because
it's
one
pie.
B
So
by
changing
how
small
a
piece
of
pie,
everybody
can
get
that
adjust
everyone
else's.
So
if
you
could
kind
of
walk
me
through
how
that
district
adjustments
actually
going
to
work
and
the
thought
process,
the
commission
had
knowing
who's
on
the
commission
why
they
set
the
floor
at
a
weight
at.
I
believe,
at
a
weight
of
one,
and
is
that
temporary
or
is
it
permanent.
E
Tiny
hearts
for
the
record,
the
commission
on
school
funding
has
ongoing
responsibilities,
which
would.
D
E
Reviewing
the
cost
adjustments
as
well
as
laws
and
regulations
in
the
interim
of
each
biennium,
and
making
recommendations
to
the
department
of
education,
as
well
as
the
legislative
committee
on
education.
So
with
respect
to
is
the
floor
of
1.0
set
for
a
biennium
or
for
many
years.
I
think
that's,
I
guess,
subject
to
the
inputs
of
the
commission
on
school
funding
moving
forward.
It
can
also
be
revised
by
the
governor
or
the
legislature
in
approving
the
budget
for
the
upcoming
biennium
or
any
biennium.
E
The
commission
on
school
funding
recommended
the
floor
of
1.0
so
that
no
school
district
would
lose
funding.
As
a
result
of
these
two
adjustments,
they
felt
that
that
was
important.
That
no
district
would
lose
funding
as
a
result
of
these
adjustments,
and
they
noted
that,
through
the
equity
allocation
model,
the
adjustments
also
have
a
floor
of
1.0
again
to
ensure
that
no
school
district
would
lose
funding
as
a
result
of
the
adjustment.
E
E
E
The
commission
on
school
funding
asks
for
subject
matter
expertise
from
apa
to
develop
the
one
adjustment
that
is
the
district
size
adjustment
based
on
attendance
area.
They
felt
that
this
one
adjustment
accomplished
the
intent
of
those
two
different
adjustments
identified
in
senate
bill
543
and
did
so
with
one
single
calculation
which,
in
their
opinion,
appear
to
be
more
transparent
and
easily
more
easily
understood.
B
I'm
still
concerned
that
were
that
the
the
study
had
one
thing.
The
whole
idea
was
to
make
these
adjustments
by
setting
the
floor.
I'm
I'm
I'm
not
sure
what
the
the
total
impact
will
be.
B
A
All
right
next
up
is
assistant
majority
leader
ratty.
Please
go
ahead.
B
Thank
you,
madam
chair.
I'd
like
to
start
with
just
a
quick
follow-up
on
assembly
of
jared
carlton's
questions
on
the
nevada
cost
of
education
index.
It
looks
like
that
data
was
from
2017.
E
Any
hearts
for
the
record,
that
is
the
most
current
data
that
was
available
and
under
this
methodology,
these
indices
would
be
updated
prior
to
each
biennial
budget,
build
process
so
that
more
current
data
could
be
available.
E
B
B
B
D
E
D
E
While
the
funding
specifically
designated
for
these
programs
is
being
consolidated
into
the
pupil-centered
funding
plan
and
allocated
on
a
per-pupil
funding
amount,
the
programs
themselves
are
not
being
eliminated.
The
program
requirements
and
expectations
continue
to
be
defined
in
nrs,
and
the
intent
is
that
they
will
remain
there
until
such
time
as
the
decision
is
made
to
change
those
programs
through
legislative
action.
E
In
the
past.
Those
staff
have
worked
with
literacy
specialists
to
ensure
that
they
are
well
versed
in
literacy
and
are
able
to
carry
out
the
requirements
of
the
read
by
grade
3
program
as
we
move
forward
with
the
pupil-centered
funding
plan,
while
schools
and
school
districts
will
not
be
receiving
a
specific
amount
of
funding
specifically
to
hire
a
literacy
specialist.
E
The
expectations
of
the
read
by
grade
3
program
continue
to
exist,
and
the
staff
at
the
department
of
education
will
shift
their
focus
of
technical
expertise
and
professional
development
to
teachers
working
in
k-3
classrooms.
To
ensure
that
our
students
meet
the
benchmarks
that
have
been
established.
B
Thank
you,
miss
hearts.
I
think
it's
important
to
get
that
on
the
record
that
the
intent
is
not
that
the
services
go
away
and
then
one
final
question,
madam
shifting
to
interest
earnings.
I'm
just
curious.
Although
there
are
interest
earnings
from
the
room
tax
revenue
in
the
state,
education
funding
account
budget,
why
no
other
interest
earnings.
E
Reflected
heidi
hearts
for
the
record:
in
the
governor's
recommended
budget,
there
are
two
interest
earnings
that
are
recommended
for
elimination
as
we
move
towards
the
implementation
of
the
pupil
centered
funding
plan,
and
that
would
be
the
interest
earned
previously
on
the
new
nevada
education
funding
plan
budget
account
2677
and
the
funding
that
previously
was
earned
on
funds
for
the
victory
program,
which
is
currently
funded
in
budget
account.
26.99.
E
There
are
two
accounts
and
I
get
them
backwards
more
often
than
not
as
these
programs
as
a
funding
for
these
programs
is
consolidated
into
the
state
education
funding
account,
it
will
no
longer
be
possible
to
identify
that
the
programs
themselves,
the
funding
for
those
specific
programs,
would
earn
interest,
and
I
would
note
that
the
programs
are
funded
by
general
fund
and
the
general
fund
interest
is
generally
retained
by
the
state
to
be
invested
in
other
programs
and
activities
to
support
the
executive
budget.
A
Okay,
thank
you
very
much.
Senator
ratty
assemblywoman
benitez.
C
Thompson,
thank
you
so
much.
I
appreciate
it
and
this
will
be
really
quick,
because
I
know
that
we've
talked
about
the
nevada
cost
even
in
education
index
quite
a
bit,
but-
and
I
think
what
I
would
I
really
want
to
know
more
about-
is
the
agamblic
study
laid
out
three
different
ways
by
which
we
could
figure
out
and
do
the
cost
of
index
education?
As
I
read
the
study,
I
I
see
that
the
comparable
wage
index
was
the
one
that
was
the
least
best
fit
for
nevada.
I
mean
to
start
with
they.
C
They
clearly
talk
about
the
fact
that
the
data
sets
need
to
be
only
used
for
areas
with
at
least
a
hundred
thousand
residents,
so
that
doesn't
apply
to
you
know
15
of
our
17
counties,
and
so
then
it
feels
like
we're
trying
to
fudge
it
because
the
index
we're
using,
doesn't
really
work
for
us,
and
so
I
I
guess
not
if
we
could
get
a
response
back
from
about
the
commission
about
why
they
chose
that
one
over
the
housing
based
cost
of
living
adjustments
or
the
hedonic
wage
index,
and
if
models
were
run
for
all
three.
C
But
this
one
seemed
like
the
least
best
fit
for
what
our
state
composite
is,
and
so
I
I
guess,
if
you
want
to
and
follow
up
to
staff
point
me
to
specific
minutes
and
I'll
go
back
and
read
those
in
the
commission.
I'm
just
wondering
about
that
choice
and
the
level
of
contemplation.
E
Heidi
hearts
for
the
record
we'd
be
happy
to
follow
up
with
your
staff
to
suggest
the
minutes
that
they
could
refer
you
to.
But
before
doing
that,
I
do
want
to
let
you
know
that
the
commission
on
school
funding
spent
literally
months
discussing
these
various
cost
adjustment
factors
and
what
really
made
sense
for
myself.
Personally,
when
we
started
working
with
the
commission
in
school
funding
and
looking
at
these
cost
adjustments,
I
thought
that
the
commission
would
move
forward
with
the
recommendations
directly
out
of
the
apa
study
they
they
did
not
they
again.
E
They
spent
months
looking
at
those
adjustments
and
understanding
them
working
with
apa
identifying
how
to
ensure
that
these
adjustments
are
nevada,
specific
and
best
represent
the
nuances
of
our
state
of
our
industries
of
our
geography,
and
so
the
two
cost
adjustments
that
ultimately
were
recommended
by
the
commission
on
school
funding.
They
did
believe
that
those
were
very
reflective
of
our
state
and,
as
I
noted,
the
nevada
cost
of
education
index
is
nevada.
E
Specific
many
of
the
commission
members
felt
that
it
was
really
important
to
look
at
all
occupations
and
industry
areas
not
being
focused
just
on
comparable
professional
occupations
that
require
a
bachelor's
degree
or
higher.
They
really
worked
diligently
to
try
to
find
options
that
best
met
the
needs
of
the
state
of
nevada
and,
as
our
subject
matter,
experts
apa
provided
numerous
models
and
scenarios
for
the
consideration
of
the
commission
on
school
funding.
E
Again
I'll
be
happy
to
help
your
staff
identify
all
of
those
minutes,
but
it
it
it
spanned,
probably
six
to
eight
months
of
conversation.
So
there
will
be
it'll.
Take
us
a
bit
of
time
to
go
back
and
research
that,
but
we're
happy
to.
C
I
appreciate
that
just
because,
as
you
look
at
it
at
its
face
value
using
the
comparable
wage
index
and
with
then
putting
in
the
floor,
the
logic
is
telling
me
that
a
teacher
employed
in
clark
county
is
just
as
willing
to
work
in
lander,
county
or
in
humboldt
county,
and
I
just
I
think
that
I
think
that
that
I
think
they're.
I
will
be
interested
to
to
read
the
minutes
and
see
how
that
logic
flowed
out.
A
F
Thank
you,
madam
chair.
I
appreciate
it,
so
I
had
a
couple
of
questions
first,
so
the
infinite
campus
is
going
to
be
giving
us
projections
as
to
how
many
at-risk
students
are
identified.
Is
that
did
I
hear
that
right,
but
we
don't
have
that
number
yet.
C
Superintendent
ebert
for
the
record.
Thank
you
for
the
question.
The
answer
is
yes:
we
worked
with
the
state
board
of
education
to
make
that
determination,
moving
away
from
just
free
and
reduced
lunch
as
the
indicator
of
at-risk
to
include
such
things.
As
how
many
times
a
student
has
moved
within
a
specific
year,
their
grades,
their
attendance,
using
all
of
that
knowledge
to
identify
at
risk,
as
opposed
to
the
one
indicator.
F
I
appreciate
it
and
so
on
the
stabilization
account.
We
know
that
there
are
a
sizable
number
of
federal
dollars
coming
into
the
state
and
I
don't
think
it
would
be
unreasonable
to
expect
that
districts
to
have
some
ending
fund
balance
in
fiscal
year.
22
are
going
coming
out
of
fiscal
year
22,
based
on
that
influx
of
federal
dollars.
Would
you
be
proposing
to
take
any
any
federal
stimulus
dollars
away
from
districts
if
they
exceed
that
16.6
percent
ending
fund
balance
at
the
end
of
the
next
fiscal
year.
E
Any
hearts
for
the
record,
I
don't
believe
the
governor's
recommend
recommended
budget
includes
that
consideration.
I
would
note
that
the
ending
fund
balance
for
a
school
district
generally
would
not
include
federal
funds.
Federal
funds
are
drawn
in
on
a
reimbursement
basis
traditionally,
and
so
those
funds
would
have
already
been
spent
before
they're
drawn
in.
E
Heidi
hearts,
for
the
record,
yes,
the
department
of
education
has
entered
into
subgrant
agreements
with
local
school
districts
for
their
sr1
dollars
that
were
based
on
the
lea
allocations
and
we
transfer
funds
to
them
on
a
reimbursement
basis.
So
as
they
request
reimbursement,
we
draw
down
the
federal
funds
and
we
pay
them.
So
they
would
not
have
any
of
those
general
fund
dollars
reflected
in
an
ending
fund
balance.
F
E
Heidi
hearts,
for
the
record,
the
education
stabilization
account
is
to
focus
on
the
ending
fund
balance
for
each
school
district.
More
specifically,
the
school
district's
general
fund
portion,
excluding
any
otherwise
obligated
or
reserved
funds.
For
example,
if
a
school
district
had
within
its
ending
fund
balance
funding
for
a
large
upcoming
construction
project
or
deferred
maintenance
project,
that
would
not
be
part
of
the
calculation
of
the
16.6
and
therefore
it
would
not
be
considered
for
transfer
into
the
state.
F
And
I
think,
finally,
madam
chair,
I'm
still
trying
to
understand
why,
right
we
passed
this
bill
two
years
ago
to
create
this
new
funding
formula,
and
I
still
don't
get
why
we're
not
doing
it?
Why
we're
only
going
halfway?
Did
you
did
you
run
the
calculation
with
all
of
the
local
funds
included
and
and
it
just
it
didn't
work
for
some
reason?
What's
the
purpose
of
only
allocating
the
state
funds
through
this
formula,
rather
than
including
all
revenue,
streams.
A
E
E
2023
the
difference
between
what
is
available
for
allocation
and
revenues
versus
what
would
be
the
hold
harmless
2020
amount
is
a
difference
of
26
million
dollars.
E
F
Does
that
include,
after
other
reductions
have
been
made
like
the
cuts
read
by
three
and
and
class
size
reduction.
F
I'm
talking
about
the
reductions
that
are
in
the
governor's
proposed
budget,
so
what
I
need
to
if
the
governor
is
reducing
160
million
dollars
from
166
million
from
class
size
reduction
and
another
30,
something
or
whatever
it
is
from
read
by
three-
are
those
inclusive
in
the
127
million
that
we
just
identified,
or
would
that
be?
In
addition
to
that.
G
A
Thank
you
very
much.
Senator
sivers
cancer.
B
Thank
you,
madam
chair,
so
I'm
following
up
on
some
of
the
other
questions.
I
think
my
colleagues
brought
up
most
of
the
issues
that
were
on
my
list.
You
know
one
is
the
concern
about
reporting,
roughly
a
three
thousand
dollar
basic
support
number.
When
we
know
the
total
support
is
nine
thousand
per
student.
But
you
know
in
addition
to
that,
we
also
are
not
recognizing,
and
I
know
it's
not
state
funds,
because
the
money's
been
allocated
directly
to
school
districts,
roughly
500
million
dollars
between
esser
and
sr2,
that
are
kind
of
a
footnote.
B
You
know
we
know
that
money's
out
there
that
money
is
going
to
be
allocated
to
school
districts.
We
know
that
it's
one-shot
money,
but
we
never
really
show
the
total
amount
going
to
k-12,
and
so
I'm
not
sure
if
there's
an
intent
to
do
that
or
if
we
can
do
that
at
some
point
in
time,
so
that
we
can
demonstrate
that
there's
nine
thousand
dollars
per
student
plus
another
500
million
dollars,
at
least
in
this
biennium.
B
So
that's
a
question
for
fiscal,
and
then
it
was
mentioned
at
several
times
that
the
school
districts
that
that
the
esser
funds
are
being
run
on
a
reimbursement
basis.
Is
there
any
concern
because
there's
a
timeline
in
which,
during
which
the
money
has
to
be
spent,
that
the
reimbursement
won't
actually
take
place
before
the
end
of
the
deadline,
or
is
it
does?
E
Heidi
hearts,
for
the
record,
the
department
of
education
provides
reimbursement
for
all
state-funded
grants
and
all
federal
grants
in
the
very
same
fashion,
and
that
is
in
compliance
with
the
guidelines
put
forward
by
the
state's
grants
office.
So
we
operate
on
a
reimbursement
basis.
All
of
our
sub
grants
indicate
that
sub-recipients
are
to
request
reimbursement
on
a
monthly
basis.
E
E
Again,
we
appreciate
that
our
sub
recipients
have
expended
funds
and
they
are
waiting
for
us
to
be
reimbursed
for
us
to
reimburse
them,
and
we
don't
ever
want
to
create
an
economic
hardship
for
any
sub-recipient,
because
there's
a
delay
in
their
request
for
reimbursement
and
in
fact
any
delay
that
would
be
experienced
would
only
be
if
we
have
a
question
about
the
actual
request
for
reimbursement,
where
we
need
more
information
in
order
to
validate
the
expense
and
its
applicability
to
the
grant.
So
we
can
get
it
reimbursed.
B
Thank
you,
and
so
a
couple
of
things.
So
how
about
the
charter?
Schools
charters
tend
not
to
have
a
lot
of
resources
and
so
school
districts.
Typically,
what
might
have
some
some
room
to
float,
but
I
would
think
the
charter
schools
may
need
money
to
be
able
to
expend
it
versus
in
in
arrears.
Have
you
had
any
issues
reported
from
charter
schools
where
they
need
to
spend
the
money,
but
they
actually
don't
have
the
money
to
float
until
they
get
the
reimbursement.
E
Heidi
hearts,
for
the
record,
we
have
not
been
notified
by
any
charter
schools
that
they
are
experiencing
any
difficulties
with
the
reimbursement
for
sub
grant
payments
administered
through
the
department
of
education.
Nor
have
we
received
any
concerns
from
the
state
public
charter
school
authority.
B
Then
kind
of
circling
back
to
the
question
about
we've
got
all
these
esr
dollars
that
are
out
there.
We
never
put
the
sr
dollars
next
to
the
state
dollars
so
that
it
we
can
show,
at
least
in
the
near
term,
that's
really
even
more
than
9
000
being
spent.
So
I'm
not
sure
if
you're
going
to
build
a
spreadsheet
at
some
point
in
time,
but
the
federal
dollars
are
significant
that
are
getting
pushed
down
and
there's
a
short
timeline
to
spend
it.
B
But
I
think
that's
an
interesting
point
kind
of
moving
on
to
the
nevada
cost
of
education
index.
I
agree
with
my
colleagues.
While
it's
been
stated
that
it's
nevada-centric
plan,
we
know
the
cost
of
living
in
the
different
states.
One
of
the
most
significant
factors
is
housing
and
housing
is
more
expensive
in
several
of
our
counties
than
other
counties.
And
that's
not
even
you
know,
part
of
the
calculation,
and
so
I'm.
B
I
too
am
very
concerned
about
the
index,
reflecting
really
what
the
cost
of
living
is
in
the
county,
and
I
understand-
and
I
and
I
heard
that
you
or
that
the
commission
took
into
account
all
occupations
whether
or
not
they
were
required
a
bachelor
degree
or
higher,
but
I
do
think
housing.
It
really
does
impact,
I
mean
that's.
Probably
your
largest
expense
in
your
household
is
what
you're
paying
for
housing
and
the
our
index
does
not
even
contemplate
that.
B
It's
been
stated
that
that
money
is
going
to
get
rolled
in
the
expectations
are
the
same
department
of
education
is
going
to
make
sure
that
there's
some
resources,
but
we
also
had
some
external
evaluation
of
the
effectiveness,
and
I-
and
I
saw
in
our
notes
that
I
think
this
was
for
the
first
time
or
maybe
in
a
long
time
that
fourth
graders
were
at
par
with
their
peers
for
the
the
nape
test
for
the
national
assessment
of
education
progress.
B
So
I
know
there's
more
than
one
factor
and
it
may
not
just
be
the
read
by
third
grade.
It
may
also
be
the
class
size
reduction,
but
I
want
to
know
if
we're
going
to
be
continuing
to
really
look
look
at
reading
and
look
at
the
effectiveness
of
programs
around
literacy
like
we
did
when
it
was
a
categorical
because.
G
B
Do
think
that
that's
part
of
the
success
of
our
fourth
graders,
reaching
a
higher
level,
at
least
at
least
on
pure
with
their
their
their
colleagues
in
other
states
and,
as
we
all
know,
reading
is,
is
critical.
It's
fundamental
to
everything
that
we
do,
and
I
think
the
expectation
that
students
should
read
by
third
grade
should
continue
at
a
minimum.
C
C
A
B
A
Thank
you
very
much
chair
carlton.
You
had
a
question.
B
Yes,
man,
I'm
chair,
and
I
know
we
have
one
more
budget
to
get
you
so
I'll
make
this
really
brief.
So
one
thing
that
we
we
hadn't
really
gotten
into
with
the
weights
is:
how
do
we
ensure
that
a
pupil
only
gets
one
weight?
I
believe
that
was
the
intent
of
this,
and
what
was
the
process
that
you
went
through
to
be
able
to
adjust
to
make
sure
the
pupil
just
got
the
one
weight,
the
weight
that
was
greater,
of
course,
but
how
do
they
get
just
one.
E
Heidi
hearts,
for
the
record,
we
utilized
data
out
of
infinite
campus
to
identify
the
students
that
would
fall
into
the
identified
categories
of
students.
We
then
filtered
that
data
to
ensure
that
students
were
only
counted
in
the
category
with
the
highest
weight
in
the
event
that
they
were
included
in
more
than
one
category.
A
Thank
you.
Thank
you
very
much
and
senator
raddy.
You
had
a
couple
questions
and
then
we'll
try
to
wrap
this
up,
so
we
can
go
to
the
next
budget
if
there
are
no
other
questions.
Thank
you.
B
Madam
chair,
thank
you
miss
hearts.
It's
been
a
long
one
curious
about
the
resiliency
of
the
plan
in
the
face
of
potential
changes.
So,
for
example,
how
would
the
people
send
a
people
center-funded
plan
be
adjusted
if
the
actual
non-general
funds
state
fund
state
revenue
in
the
state
education
funding
account
was
lower
than
projected
as
an
example
or
how
would
the
payments
to
school
districts
change
if
enrollment
is
greater
or
less
than
projected?
E
On
target
eddie
hearts
for
the
record,
the
senate
bill
543
outlines
four
options
for
the
governor.
He
as
he
prepares
his
recommended
budget
for
each
biennium
and
those
recommendations
or
options
tied
to
economic
economic
forum
projections
for
revenues
available
in
the
upcoming
biennium
there's
a
situation.
E
The
funding
that
would
be
available
to
the
department
of
education
for
allocation
would
be
tied
to
the
legislatively
approved
budget
as
it
is
now
because
none
of
their
revenues
are
guaranteed.
If
the
revenues
were
earned
at
an
amount
less
than
what
was
included
in
the
legislatively
approved
budget,
then
there
would
ideally
be
funding
available
in
education.
Stabilization
account,
which
would
then
allow
the
interim
finance
committee
to
issue
a
resolution
and
transfer
the
available
funds
into
the
state.
Education
funding
account
so
that
the
expenses
could
be
met.
A
Thank
you
very
much
senator
ratty.
I
think
that
we
will
close
out
this
conversation
and
it's
10
30,
so
superintendent
and
deputy
director
hearts.
If
we
could
go
to
budget
2677,
I
would
so
appreciate
it
and
go
ahead
when
you're
ready.
E
Heidi
hearts,
for
the
record,
this
slide
summarizes
the
intents
of
budget
account
2677
the
new
nevada
funding
plan,
which
is
intended
to
serve
students
who
are
either
english
language
learners
or
qualify
for
free
and
reduced
price
lunch
who
score
below
the
25th
percentile
on
proficiency
assessments,
who
are
not
already
attending
a
zoom
or
victory
school
and
who
do
not
have
an
iep.
E
E
The
funds
from
the
new
nevada
education
funding
plan
would
be
allocated
to
the
weighted
funding
categories
to
serve
as
a
baseline
starting
point,
and
so
50
was
originally
allocated
to
at
risk
and
50
was
allocated
to
english
learners.
E
A
Thank
you
very
much.
Okay,
questions,
assemblywoman
haruki,.
D
Thank
you,
madam
chair,
really
quick.
I
won
talk
about
the
the
changes,
so
the
you
guys
made
the
decision
to
only
allocate
89.82
per
eligible
student
rather
than
what
we're
required
to,
which
is
the
1200
per
eligible
student.
Can
you
walk
me
through
that?
Why
you
how
that
decision
was
made
or
how
you
got
to
the
8982
versus
the
1200.
E
Any
hertz
for
their
record.
I
believe
that
you
are
referring
to
the
allocation
of
funding
that
remains
available
in
fiscal
year.
2021.
that
amount
include
totals
approximately
8
million
dollars,
I'm
actually
in
reviewing
for
the
budget
hearing.
Today
I
was
reviewing
our
distribution
of
these
funds
yesterday
and
I
did
notice
that
we
did
distribute
the
available
funds
on
a
per
pupil
basis
rather
than
on
the
12
dollars
basis.
E
A
Thank
you
very
much.
I
have
a
question
I
want
to
interject
right
here:
have
the
schools
adapted
their
service
models
to
provide
evidence-based
programs
and
services
to
eligible
students,
primarily
because
we're
in
this
online
learning
environment
this
school
year.
C
C
A
On
mute,
darn
yeah,
I
was
thank
you
just
as
a
follow-up
to
that.
Does
the
department
anticipate
transmitting
the
independent
evaluation
report
for
fiscal
year
2020
to
the
legislature.
C
A
Okay
and
last
and
then
I
have
a
no
more
questions
and
accepting
with
chair
carlson.
So
I
will
ask
you
one
last
question
and
that
is:
will
you
kind
of
give
us
an
overview
discussion
of
the
transition
of
the
funding
for
the
new
nevada
education
funding
plan
to
the
english
learner
and
at-risk
weights
any
positive
or
negative
consequences
there?
I
think
we've
had
a
lot
of
discussion
about
that,
but
I'd
like
to
just
get
a
couple
of
things
on
the
record
and
then
I'll
go
to
chair,
chair
carlton.
E
Heidi
hearts,
for
the
record,
when
the
department
of
education
began
working
on
transitioning
from
our
current
funding
methodologies
to
the
pupil
centered
funding
plan,
we
began
by
looking
at
the
funding
that
was
previously
allocated
for
students
who
were
either
at
risk
or
english
language
learners.
So
we
looked
at
the
funding
as
well
as
this,
the
number
of
students
who
are
receiving
services
or
who,
who
were
qualified
for
at-risk
services
or
english
language
assistance.
E
E
This,
the
transition
from
our
current
funding
structure
for
the
new
nevada
funding
plan
over
to
the
people-centered
funding
plan
will
result
in
those
same
students
still
being
served
either
as
a
student,
who
is
an
english
language
learner
or
as
a
student
who
is
at
risk
or
potentially
a
student
who
is
also
gifted
and
talented.
A
B
Thank
you,
madam
chair,
very
much,
and
I
want
to
thank
miss
hearts
for
all
of
her
hard
work
and
and
the
superintendent,
as
you
can
tell,
there
were
a
lot
of
questions
today
and
sometimes
you
don't
know
the
question
until
you
get
another
answer,
so
we
know
there's
going
to
be
a
lot
more
questions
coming
to
you
miss
ebert.
B
So
if
we,
if
you
you
would
agree
and
confirm
to
us
that
we
really
do
need
to
have
our
staff
and
your
staff
be
able
to
work
very
closely
and
deal
with
issues
that
come
up.
C
This
is
a
massive
lifts
right,
one
that
we
as
a
state
have
not
chosen
to
take
on
for
now
54
or
52
years
last
session.
But
that
being
said,
thank
you.
We
are
all
better
working
together,
so
I
look
forward
to
having
our
team
and
the
team
lcb
team
working
closely.
So
we
can
iterate
to
make
sure
that
everyone
has
a
successful
closure
to
this
session.
A
A
Thank
you
so
much
for
those
comments
and
superintendent
and
deputy
director
hearts.
I
would
like
to
echo
the
thank
you
for
this
massive
amount
of
information
and
answering
questions.
We'll
now
go
to
public
comment
and
broadcasting
when
you're
ready,
we
will
begin
that
process.
Thank
you.
B
D
Good
morning
chris
daley
daly
nevada,
state
education
association
yesterday,
hundreds
of
educators
and
red
stars
and
face
coverings
were
back
in
carson
city
lining
both
sides
of
the
street,
from
the
legislative
building
to
the
capitol
to
bring
attention
to
education
funding
after
sustaining
difficult
cuts.
Last
summer,
k-12
public
education
is
threatened
with
another
devastating
hit.
156
million
dollars
in
cuts
over
the
biennium
to
class
size
reduction
means
more
overcrowded
classrooms,
even
with
the
largest
class
sizes
in
the
nation.
Now,
additionally,
a
reduction
of
per
pupil
funding
moves
education
in
nevada.
D
The
wrong
way
federal
emergency
relief
funds
will
address
the
impact
of
the
covet
19
pandemic
to
safely
open
and
operate
school
buildings
over
the
next
two
years.
However,
we
know
these
funds
will
only
serve
as
a
temporary
patch
uses.
The
funds
are
restricted,
so
they
cannot
be
used
to
backfill
the
proposed
cuts
and
before
the
pandemic,
nevada
ranked
near
the
bottom
of
states
in
most
education,
metrics
federal
emergency
relief
does
nothing
to
address
this
structural
deficit.
D
Since
the
introduction
of
sb543
nsc
has
expressed
policy
concerns
about
the
new
school
funding
plan,
the
lack
of
educator
voice,
no
new
revenue,
watering
down
or
model
education,
equity
programs,
zoom
and
victory,
schools,
freezing
and
squeezing
most
school
district
budgets,
a
giveaway
to
charter
schools
and
rewriting
the
rules
of
collective
bargaining
to
make
it
nearly
impossible
for
education
unions
to
win
a
raise
at
the
bargaining
table.
Now
the
governor's
proposal
to
phase
implementation
raises
a
slew
of
new
questions
a
month
after
its
introduction,
we
still
don't
know
the
impact
on
individual
school
districts.
D
Will
there
be
another
round
of
new
winners
and
losers
under
the
nevada
plan?
The
state
provides
a
basic
support
guarantee
for
every
nevada
student,
as
required
by
the
constitution,
but
under
the
phased
approach,
local
revenues
are
excluded
from
this
calculation,
cutting
the
state
guarantee
in
half
to
under
thousand
dollars
per
pupil.
What
will
be
the
impact
on
our
schools
if
local
revenues
are
less
than
anticipated?
D
Nsca
maintains
it's
completely
irresponsible
effectuate
a
radical
shift
in
the
state's
education
funding
formula
amidst
a
global
pandemic,
especially
as
further
general
fund
cuts
are
proposed
for
our
schools.
This
is
even
more
true
with
the
late
hour
changes
proposed
by
the
governor.
Given
these
challenges,
we
believe
the
only
responsible
course
of
action
is
to
lay
sp
543
until
after
the
pandemic,
while
we
are
able
to
work
together
on
optimal
funding
and
a
revenue
plan
to
get
us
there,
nevada
needs
new,
ongoing
state
revenue.
D
Nsea
asked
legislators
to
dig
deep
to
find
the
political
will
to
place
ajr1
on
the
ballot.
Hr1
would
generate
485
million
in
new
revenue
for
nevada
annually,
while
only
a
part
of
what's
needed
for
our
education,
educators
and
students.
We
see
it
as
a
critical
step
towards
building
a
funding
plan
to
achieve
optimal
education
funding.
Thank
you.
B
D
B-R-E-N-D-A-P-E-A-R-S-O-N
my
name,
my
name
is
brenda
pearson,
I'm
calling
from
the
clark
county
education
association
and
I'm
reading
testimony
into
the
record
for
jordana
mccutten
as
she
is
able
unable
to
be
part
of
this
today.
My
name
is
jordana
mccudden.
I
submit
this
testimony
to
voice
my
continued
support
for
sb
543.
D
I
am
in
my
21st
year
as
an
educator
in
the
clark
county
school
district.
I
was
relieved
when
the
2019
nevada
legislature,
at
last
long
long
left,
mar
modernized,
nevada's
education
funding
system
with
sb
543
a
student-centered
funding
formula
was
long
overdue.
We
must
not
halt
the
beginning
work
of
the
commission
tasked
with
ensuring
the
implementation
of
sb
543..
D
The
organizations
pushing
to
repeal
sb
543
before
the
new
funding
formula
has
even
been
implemented
is
asking
for
our
state
to
return
to
a
failed
system.
We
have
historical
data
showing
our
students,
education
experience
has
been
inequitable
and
underfunded,
resulting
in
our
students
remaining
below
the
national
average
proficiency
in
math
and
reading
the
first
step
in
a
solution
lives
in
sb
543
and
having
a
new
funding
formula
realized
once
implemented.
D
I
expect
the
legislature
to
find
new
tax
revenues
to
bring
our
state
out
of
the
bottom
of
the
barrel
in
education
funding
we
need
once
and
for
all,
to
prioritize
proper
funding
for
nevada's
children.
We
need
to
secure
fine
funding.
Revenues
that
are
stable
and
abundant.
Improving
our
state's
education
system
will
help
attract
businesses.
Improving
education
outcomes
for
students
will
encourage
them
to
remain
in
our
state,
investing
their
education
directly
back
into
our
economy.
D
B
D
Amanda
morgan,
I'm
providing
comment
today
on
behalf
of
educate
nevada.
Now
cnn
has
concerns
with
the
proposed
budget
and
specifically
the
phase
and
approach
for
the
pupil-centered
funding
plan.
The
governor's
proposed
budget
will
require
fundamental
changes
to
the
pcfp
that
will
result
in
funding
formula
that
manages
to
be
more
harmful
than
the
nevada
plan.
The
budget
proposal
divorces
state
local
dollars
in
the
pcfp,
while
simultaneously
eliminating
any
guaranteed
funding
levels
for
districts.
D
This
is
unprecedented
and
seems
to
absolve
the
state
of
its
constitutional
responsibility,
provide
funding
deemed
sufficient
for
the
operation
of
the
public
schools.
The
state
is
ultimately
responsible
for
public
education
under
the
nevada
constitution
and
a
budget
premised
on
the
hope
that
federal
or
local
dollars
will
ultimately
be
enough
to
meet
the
needs
of
students
is
concerning
and
potentially
devastating
for
districts.
D
It
also
effectively
releases
the
state
from
honoring
the
whole
harmless
provision
promised
in
fb
543
further.
The
proposal
creates
new
equity
concerns
that
our
state
has
avoided
under
the
nevada
plan
and
would
likely
avoid
under
full
implementation
of
the
pcfp
under
the
nevada
plan.
85
of
district
funds,
a
combination
of
state
local
dollars,
flowed
through
an
equity
allocation
model
under
the
pcfp.
Nearly
a
hundred
percent
of
funds
would
flow
through
an
equity
allocation
model.
Under
the
proposed
changes
required
by
this
budget,
only
42
percent
of
district
funds
would
be
equalized.
D
A
nn
has
expressed
concerns
with
the
pcfp
in
the
past,
but
has
largely
supported
its
implementation.
However,
this
proposal
requires
fundamental
changes
to
the
pcfp
that
manages
to
be
more
harmful
than
the
current
formula.
We
urge
lawmakers
to
reject
this
budget
proposal
and
develop
a
path
forward
that
prioritizes
education
in
the
promise
of
to
nevada
students.
K-12
education
needs
their
support.
Now,
more
than
ever,
it
is
not
time
for
budget
cuts
it's
time
for
to
make
good
on
promises.
Thank
you.
B
D
Hello,
my
name
is
jessica,
padron
p-a-d-r-o-n
political
coordinator
at
ccea.
Today,
I
am
here
on
behalf
of
an
educator
who
is
currently
at
lewis,
weiner
junior
elementary
school
with
his
students
he
requested.
I
share
his
brief
testimony
in
response
to
the
proposed
change
to
a
state
education
account.
Instead
of
the
stable
state
education
fund,
passed
an
sb
543
to
create
more
equitable
funding
than
the
outdated
nevada
plan.
His
testimony
reads
as
follows:
hello.
Thank
you,
members
of
the
committee
for
hearing
my
testimony
on
sb
543.
Today.
My
name
is
craig
koppelman.
D
I
have
been
a
teacher
in
clark
county
school
district
for
over
17
years.
I
am
a
proud
member
of
the
clark
county
education
association
and
I
believe
in
taking
action.
I
am
very
happy
that
sb
543
was
passed
into
legislation.
I
support
it
and
believe
in
it.
However,
the
fact
that
it
wasn't
funded
is
very
short-sighted.
D
Through
my
work
in
this
school
district
over
the
past
17
years,
I've
seen
the
ebb
and
flow
of
our
economy
in
las
vegas
and
nevada.
Unfortunately,
for
education,
it
seems
there's
never
enough
funding
and
I
am
very
tired
of
seeing
our
educate,
educators
and
students
suffering.
I
firmly
believe
that
our
state
could
be
a
leader
in
education,
but
we
must
diversify
our
economy
if
anything,
the
covid
pandemic
proved
once
again
that
gaming
and
tourism
cannot
stand
alone
to
support
all
of
our
state-funded
mandates.
D
It
seems
that
education
is
always
on
the
chopping
block
when
there
are
shortages.
It
is
time
we
get
serious
and
really
focus
on
the
new
job
sources
that
will
boost
our
economy,
provide
jobs
and
hold
up
when
there's
economic
downturns.
The
time
to
act
is
now.
Our
students
are
counting
on
you
to
make
a
difference
in
their
lives.
Please
fund,
sb,
543,
so
that
all
nevadans
can
look
to
the
future
as
an
opportunity
and
not
a
time
to
brace
for
the
worst
you
have
my
support.
Do
I
have
yours
sincerely,
craig
cobbleman.
B
D
Hello,
my
name
is
vinnie
tarquinio
v-I-n-n-y
t-a-r-q-u,
and
I
am
here
today
reading
testimony
on
behalf
of
kenny
belmatt.
Thank
you,
members
of
the
committee
for
hearing
my
testimony
on
sb
543
for
the
record.
My
name
is
kenny
belnap
and
I
am
a
high
school
social
studies
teacher
here
in
clark,
county
nevada.
I
am
a
product
of
the
great
state
of
nevada.
I
have
graduated
centennial
high
school
graduated
from
unlv
and
taught
in
ccsd.
Ever
since
I'm
a
proud
member
of
cca
and
I
have
the
honor
of
serving
on
their
executive
board.
D
I
share
my
voice
today
and
strong
support
for
sb
543
and
the
critical
need
to
fund
this
new
funding
plan
throughout
my
29
years
here
in
nevada,
I've
experienced
almost
every
aspect
of
our
public
education
system
and
seen
the
inequities
firsthand
I've
graduated
in
the
midst
of
a
great
recession
and
saw
how
these
economic
downturns
affect
our
schools.
It
saddens
me
deeply
that
our
lawmakers
did
not
show
boldness
and
true
leadership
during
that
time
of
crisis.
D
F
D
Sense
way
that
we
can
help
diversify
this
economy
is
by
investing
in
our
k-20
education
system.
The
status
of
our
school
system
currently
will
not
attract
high-paying
jobs
for
nevadans,
even
with
heavy
tax
incentives.
There.
There
have
been
three
consecutive
studies
done
that
show
nevada,
underfunds
education
by
a
billion
dollars
annually.
How
can
we
expect
businesses
to
bring
good
pay
good,
high-paying
jobs
to
nevada
if
we
don't
have
an
educated
workforce
to
fill
those
jobs?
C
D
B
D
M-A-R-I-E-N-E-I-S-E-S-S
and
I'm
reading
testimony
on
behalf
of
an
educator
hello,
my
name
is
elizabeth
adler.
I've
been
an
educator
in
the
clark
county
school
district
for
23
years.
I
currently
teach
spanish
for
heritage
speakers
and
work
with
the
english
language
learner
program
at
sunrise
high
school.
I
also
serve
as
an
executive
board
member
for
the
clark
county
education
association.
D
There
is
no
question
that
I
support
public
education.
I'm
here
to
ask
you
for
that
same
support,
I'm
strong
support
of
sb
543..
I
come
from
a
family
of
educators.
I
have
over
20
teachers
in
my
immediate
family.
With
experience
going
back
110
years,
I
was
raised
with
determination
and
an
unfaltering
work
ethic.
I
also.
D
I
was
also
taught
that
a
combination
of
hard
work
and
a
good
education
will
allow
me
to
live
my
life,
never
having
to
worry
about
having
a
roof
over
my
head,
where
I
would
find
or
where
I
would
buy
my
next
meal
or
how
I
would
take
care
of
my
own
family.
It
is
a
tragedy
that
in
year
2021
we
have
children
in
our
schools
in
the
nevada
that
bear
the
weight
of
those
fears.
Every
day,
many
of
my
students
are
first
and
second
generation
americans,
their
parents
brought
them
here
to
call
nevada
home.
D
In
my
23
years
in
nevada,
there
has
not
been
a
single
year
that
the
education
system
has
been
funded
adequately.
Every
year,
educators
are
working
non-stop
in
the
classroom,
with
their
students
and
outside
of
the
classroom
for
support
from
the
community,
from
local
and
state
and
businesses
and
industry
and
from
the
legislature
legislature.
D
We
cannot
do
it
all,
and
we
cannot
do
it
without
change.
We
need
change
to
diversify
the
economy,
to
bring
employment
opportunities
to
millions
into
maddens,
to
increase
revenue,
to
give
our
children
a
chance
to
succeed,
to
flourish
and
to
apply
the
education
and
skills
they
learn
into
a
sustainable
career.
We
want
our
children
to
truly
know
the
meaning
of
home
means
nevada.
I
am
counting
on
you
to
make
a
difference
in
the
lives
of
all
current
and
future
children
of
state
of
nevada.
D
I
am
counting
on
your
support
to
fund
sb
543
and
bring
a
long-term
solution
to
a
state
that
we
call
home
being
battleborn.
Nevada
is
not
being
a
battle
for
nevadan
is
not
a
title
I
can
claim,
but
I
will
continue
to
fight
for
all
my
battle-born
nevadan
students
and
ones
who
have
chosen
a
state
that
is
proud
to
fight
for
all
constituents.
Thank
you.
B
G
My
name
is
dora
martinez
and,
to
be
honest,
I
don't
know
if
I
support
this
bill
or
not.
What
really
got
to
me
is
the
students
who
have
iep
and
they
are
having
difficult
time
accessing
their
work
when
they
are
doing
the
distance
learning.
I
know
this
because
I
am
a
parent
who
is
blind
and
I
have
kids
who
are
in
the
gt
program
and
I
cannot
even
keep
track
because
of
the
district
inaccessible
website
and
I
have
been
in
touch
with
the
district.
G
G
But
as
parents,
like
I'm
sure
all
of
you,
legislators
are
out
there
and
some
of
the
presenters
who
are
parents.
We
want
to
make
sure
that
our
kids
are
learning
and
kept
and
on
top
of
their
tasks.
So
I
just
wanted
you
all
to
hear
the
battle
and
trial
and
tribulations
that
parents
with
disability
are
up
against.
I
know
that
we
don't
have
iep,
you
know
we're
not
a
student,
but
under
the
title
ii
in
the
ada,
the
district
is
supposed
to
be
in
compliance
with
ada
and
they
are
not
not
100.
B
B
G
G
G
In
my
seven
years
as
a
public
school
teacher
in
nevada,
I
have
seen
firsthand
the
anemic
state
of
our
funding
that
our
educational
system
is
in.
I
have
seen
many
students
and
their
families
lose
hope
in
a
system
that
has
not
been
supplied
with
the
necessary
funds
to
provide
an
equitable
and
accessible
education
for
every
student.
This
has
real
life
consequences
for
the
people
living
in
las
vegas.
The
pandemic
has
only
deepened
the
crisis
that
we
have
been
in
for
decades.
G
Without
adequate
funding,
there
are
fewer
opportunities
for
students
to
keep
them
involved
in
the
programs
that
we
know
support
their
academic
careers.
Without
this
funding,
I
have
personally
seen
students
lose
hope
without
hope.
Our
students
turn
to
risky
and
even
dangerous
behaviors.
I
have
also
seen
how,
when
new
opportunities
are
offered
to
students
that
hope
is
restored.
G
G
The
solution
to
ensuring
we
have
the
funding
for
the
future
means
we
must
focus
on
diversifying
our
economy.
We
saw
in
2008
why
an
economy
built
on
hospitality
does
not
make
good
financial
friends
over
the
a
decade
later,
and
we
still
have
not
learned
our
lesson.
The
divide
between
the
highest
earners
and
lowest
earners
in
nevada
only
grows
the
longer
that
we
refuse
to
make
funding
education
a
priority
in
the
state.
We
have
the
choice
to
turn
nevada
into
a
powerhouse
of
not
only
hospitality
and
entertainment,
but
technology,
the
arts
and
innovation
as
well.
G
Our
kids
are
hungry
for
that
opportunity.
The
longer
we
wait
to
provide
those
services
and
fund
education
in
the
way
it
should
be
funded,
the
more
brilliant
minds
we
are
losing
to
other
universities,
states
and
countries.
I
teach
our
youth
about
the
automation
takeover
and
how
it
will
affect
our
weakened
economy
over
the
next
decade.
We
know
nevada,
cannot
survive
in
other
crisis.
G
Give
our
kids
a
fighting
chance
to
complete,
compete
globally,
give
our
teachers
the
tools
they
need
to
ensure
our
kids
are
given
a
first
world
education.
Stop
simply
stating
that
you
want
to
make
education
a
priority
and
actually
do
it
without
adequate
funding.
Our
most
vulnerable
kids
suffer
and
our
state
continues
to
lose
out
on
what
I
believe
are
truly
some
of
the
greatest
innovators
of
the
21st
century.
G
B
H
My
name
is
john
villardita
j-o-h-n
v-e-l-l-a-r-d-I-t-a,
I'm
with
the
clark
county
education
association.
I
would
just
like
to
share
a
few
comments
for
the
committee
to
consider
you
know.
Yesterday
legislatures
heard
goed's
proposal
around
economic
recovery
and
diversifying
the
economy.
You
know
when
the
governor
proposes
plans
for
economic
recovery.
One
cannot
bifurcate
the
education
delivery
system
from
those
plans.
H
H
The
current
proposal
from
the
governor
on
sb
543
is
not
sb
543,
a
commission
was
formed
when
legislation
was
passed
and
they've
been
meeting,
and
I
would
urge
legislators
to
get
familiar
with
some
of
their
recommendations,
particularly
around
funding
levels
as
well
as
sources
of
funding.
The
current
proposal
is
essentially
a
veil
that
covers
the
fact
that
the
governor
has
his
proposal
is
under
funding
our
k-12
system
to
the
tune
of
almost
200
million.
H
H
Delivery
system
sb
543
we
support,
but
it
has
to
be
funded
and
more
important.
An
identified
revenue
stream
has
to
be
adopted
to
fund
our
education
delivery
system,
otherwise
we're
going
to
have
a
repeat
again
and
again
of
the
cycle.
We
go
through
where
our
economy
crashes,
because
it's
dependent
on
two
industries,
our
k-20
education
delivery
systems
pipeline,
is
the
primary
source
for
nevada's
economic
workforce.
H
Csn,
nevada,
state
college,
western
nevada
college
have
99
of
their
students
come
from
nevada's
k-12
system.
The
unlv
and
unr
have
a
roughly
close
to
80
percent.
Thousands
of
seniors
have
lost
their
year
of
education
and
they'll
never
get
it
back
as
a
result
of
this
pandemic.
This
will
adversely
affect
nevada's
workforce
pipeline
down
the
line.
If
you're
going
to
propose
economic
recovery
and
diversification
governor,
invest
in
the
k-12
delivery
system,
fine
revenue
for
sb
543
thank.
B
D
D
A
A
Okay,
thank
you
very
much.
I
think
we
have
had
sufficient
time
for
people
to
call
in
during
those
public
comments,
so
we
will
go
ahead
and
close
our
meeting.
Thank
you
very
much
to
broadcasting
and
staff.
Thank
you
to
all
the
members
who
attended
this
meeting
and
this
meeting
is
adjourned.
Thank
you
very
much.