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From YouTube: 3/9/2021 - Assembly Ways and Means and Senate Finance, Subcommittees on K-12/Higher Education/CIP
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A
A
We
have
presentation
presentation
this
morning
on
education,
so
with
that,
if
we
could
go
ahead
and
begin
with
the
department
of
education,
I
believe
we
have
a
powerpoint
to
go
through
and
we'll
ask
questions
along
the
way
at
the
different
budget
items
so
good
morning.
B
B
With
that
our
visions,
we
have
our
goals
that
we
worked
with
the
state.
A
Miss
ebert,
if
I
could
stop
you
for
a
moment,
I
was
in
such
a
hurry
to
get
going.
I
forgot
to
call
the
roll,
so
that
happens
to
each
one
of
us
who
chairs
every
once
in
a
while.
So
if
I
could
go
ahead
and
have
our
committee
staff
call
the
roll,
I
know
you're
all
here,
but
I
think
we
need
to
know
it
for
the
record.
C
A
C
D
A
Thank
you
very
much
and
committee
and
presenters
I've
been
having
some
technical
issues
this
morning.
So
if
something
happens,
if
senator
under
a
loop
would
step
in
just
in
case,
I
don't
want
to
slow
you
down
but
for
some
reason
we're
having
some
issues
here
this
morning.
So
with
that
miss
ebert,
I
apologize
if
you
would
go
ahead
and
proceed.
B
Yes,
thank
you,
madam
chair,
for
the
record
superintendent
ebert.
This
morning
I
am
joined
by
deputy
superintendent,
hearts,
deputy
superintendent,
dr
jonathan
moore,
as
well
as
deputy
superintendent,
gonzalez.
They
oversee
with
the
work
of
the
entire
department,
the
items
that
are
addressed
in
our
goals,
and
I
know
today
we
are
hitting
hard.
The
very
first
two
which
are
all
children:
birth
through
third
grade
have
access
to
quality,
early
child
care
and
education,
and
all
students
have
access
to
effective
educators.
B
With
that,
during
this
hearing,
you
have
asked
us
to
address
five
budget
accounts
today,
they're
listed
on
slide
five,
and
so
with
that
madam
chair,
I
believe
just
for
clarity
that
we
will
introduce
each
and
review
each
of
these
budgets,
and
then
we
will
pause
for
your
questions.
Answer
them
before.
Moving
on
to
the
next
budget,.
A
F
F
In
the
current
biennium,
funding
was
allocated
for
financial
literacy
instruction,
as
prescribed
in
section
48
of
senate
bill
555,
which
was
the
k-12
funding.
Bill
allocations
were
made
to
clark
county
school
district
in
the
amount
of
five
hundred
thousand
dollars
per
fiscal
year
to
washoe
county
school
district
in
the
amount
of
150
thousand
dollars
per
year
and
then
to
rural
school
districts
and
charter
schools.
F
Similarly,
in
fiscal
year,
2020
four
charter
schools
received
funding
and
in
fiscal
year
21
one
charter
school
was
selected
for
funding
each
school
district
and
charter
school
proposes
how
to
best,
invest
the
funds
that
they
have
received
specific
to
this
purpose.
This
slide
identifies
some
of
the
ways
that
school
districts
and
charter
schools
have
expended.
These
funds
would
range
from
professional
development
and
curriculum
development
to
providing
online
programs
and
courses
for
students,
as
well
as
obtaining
books,
materials
and
printing
and
planning
activities
for
literacy
month,
including
parental
engagement
in
those
activities.
F
F
Slide
10
is
a
summary
slide
that
we
have
provided
for
each
budget
account
that
has
transfers
recommended
to
the
state
education
funding
account.
So
this
slide
just
demonstrates
that
it
is
recommended
that
funding
for
financial
literacy
would
be
transferred
into
the
state
education
funding
account
and
there
would
be
no
funding
remaining
in
this
budget
account.
F
G
Thank
you
so
much
madam
chair
and
I
just
a
couple
of
questions,
and
you
touched
on
this
a
little
bit
about
not
having
any
money
as
we
start
the
new
fiscal
year,
but
I
saw
fiscal
year
2020
and
I
think
I
know
the
answer
to
this.
But
fiscal
year,
2020
it
looked
like
there
was
almost
270
000
left
over
in
the
financial
literacy
account
and
looks
like
it
was
pretty
much
all
expended
in
fiscal
year.
G
2021.,
you
guys
are
working
on
expending
the
remaining
270
000
and
if
you
are,
could
you
walk
us
through
what
you're
gonna
use
that
those
dollars.
F
G
F
Heidi
hearts
for
the
record,
the
department
can
do
one
or
both
of
two
things.
We
can
certainly
provide
your
staff
with
copy
of
the
subgrant
agreements
for
the
current
fiscal
year,
so
they
can
see
what
is
budgeted.
We
can
also
assist
them
in
obtaining
information
at
the
close
of
the
fiscal
year
so
that
they
can
see
what
was
expended
and
then
share
that
back
with
you
understanding
that
expenses
will
not
be
fully
processed
until
we
get
to
the
state
fiscal
year
end,
which
will
be
in
september.
G
Thank
you
miss
hart,
and
then
what
are
the
anticipated
changes
to
the
program
if
the
program
funding
is
transferred
to
the
state
education
funding
account.
F
Id
hearts
for
the
record,
as
is
the
case
with
all
of
the
programs
that
are
being
recommended
for
transfer
to
the
state
education
funding
account
and
allocated
through
the
pupil
centered
funding
plan.
The
funding
would
be
allocated
through
the
statewide
base
per
pupil
funding
amount
and
the
corresponding
adjusted
base
per
pupil
funding
amount
for
each
school
district.
F
G
D
Thank
you,
madam
chair.
My
question
is
more
of
a
logistic
thing,
so
I
I'm
in
favor
of
you
know:
financial,
literary
literacy
and
instruction.
I
just
wondered.
C
What
the,
if
you
had
some
sort
of
benchmark
or
gauge
or
data,
to
see.
F
G
Madam
chair,
I
just
had
a
quick
question
regarding
the
classes
you
mentioned
how
many
schools
were
performing
the
classes,
but
you
didn't
mention
how
many
students
were
receiving
the
education.
So
do
you
by
chance
have
that
number
available.
F
Heidi
hearts
for
the
record,
there's
no
requirement
that
schools
have
a
specific
program.
The
requirement
is
that
they
offer
or
include
this
instruction
as
part
of
their
regular
instructional
activities
and
processes.
Again,
instruction
is
to
occur
from
grades
3
through
grade
12,
and
the
instruction
would
need
to
be
age,
appropriate.
A
F
Thank
you
for
the
record,
heidi
hearts.
The
next
budget
account
is
budget
account
2618,
the
professional
development
programs
account.
This
account
includes
funding
for
the
statewide
council
for
the
coordination
of
regional
training
programs,
the
regional
professional
development
programs,
which
are
often
referred
to
as
rpdp
as
well
as
funding
for
the
great
teaching
and
leading
fund
and
the
peer
assistance
and
review
program.
F
I
would
note
that
during
the
2019
legislative
session
assembly
bill,
309
redirected
funding
for
the
current
biennium
for
the
great
teaching
and
leading
fund
and
the
peer
assistance
review
program
to
block
grants
that
were
targeted
towards
each
school
district.
The
governor's
recommended
budget
restores
these
amounts
in
the
base
budget
for
the
upcoming
biennium.
F
The
governor's
recommended
budget
does
include
a
recom
decision
unit
e
688,
which
would
reduce
the
funding
for
the
great
teaching
and
leading
fund
program
by
744
000
dollars.
In
each
year
of
the
upcoming
biennium
ab309
had
previously
redirected
approximately
4.9
billion
million
dollars
of
funding
each
year
to
the
ab
309
block
grants.
F
H
F
Restoration
of
the
ab309
block
grant
funding
is
taken
into
consideration.
With
the
proposed
budget
reduction,
there
will
still
be
approximately
4.2
million
dollars
available
for
allocation
in
each
year
of
the
upcoming
biennium.
I
would
note
that
the
state
board
of
education
does
establish
priorities
for
this.
Funding
on
an
annual
basis
and
statute
requires
that
they
identify
these
priorities
on
or
before
september.
30Th.
D
D
From
from
last
session,
there
were
general
fund
appropriations
betw
from
the
whole
biennium
between
the
great
teacher
and
leading
fund
and
the
the
peer
assistance
and
review
program
that
were
transferred
into
the
school
remediation
trust
fund
to
implement
baby
309.
Now,
obviously,
av
309
was
intended
to
be
a
transitional
bridge
kind
of
a
one
opportunity
to
make
sure
that
we
were
able
to
at
least
consider
transitioning
into
a
pupils
and
pupil
center
funding
formula.
So
my
first
question
is
really
more
about
the
the
mechanics
of
how
it
worked.
D
So
could
you
explain
how
ab
309
affected
the
use
of
the
funds
for
those
two
particular
programs,
the
the
great
teaching
and
leading
fund
and
the
peer
assistance
and
review
program?
Could
you
discuss
how
ab
309
affected
the
use
of
those
funds
throughout
the
school
districts
and
charters
during
fy20.
F
Heidi
hearts,
for
the
record,
the
block
grant
funds
that
were
allocated
through
the
passage
of
ab-309
were
awarded
to
the
the
school
districts.
Shortly
after
july,
1st
of
2019.,
the
school
districts
and
charter
school
authority
then
did
provide
a
report
back
to
the
director
of
the
legislative
council
bureau
in
november
of
2020,
identifying
specifically
how
they
expended
those
funds,
and
we
would
expect
a
similar
report
in
november
of
2021
identifying
how
school
districts
expended
those
funds
in
the
current
fiscal
year.
F
F
With
a
specific
reference
to
the
great
teaching
and
leading
funds,
the
department
was
in
the
process
of
subgranting
the
available
funds
in
the
spring
of
2020..
However,
before
the
subgrants
were
finalized,
we
had
received
the
request
from
the
governor
asking
us
to
begin
identifying
budget
reduction
options
in
light
of
the
economic
crisis
that
was
facing
the
state
do
the
covid19
pandemic,
because
these
sub
grants
had
not
been
awarded.
We
put
those
on
hold
in
case
those
funds
were
needed
to
help
the
state
achieve
its
budget
reduction
targets.
D
Actually
that,
if
I
may
madam
chair.
D
Bounce
around
a
little
bit,
but
that
kind
of
said
was
a
segue
into
another
question.
I
had
about
the
the
putting
that
on
hold
for
the
great
teaching
and
leading
fund
for
fy21,
since
there
is
a
balance
from
what
I
recall,
we
had
approved
a
reversion
from
the
great
teaching
leading
fund
of
the
general
fund,
but
there
was
also
there's
also
a
balance
of
over
200.
D
I
think
over
twenty
thousand
dollars.
So
is
there
a
plan
for
the
unexpected
part
of
that
that
two
hundred
and
eight
thousand.
F
Heidi
hearts
for
the
record.
Yes,
the
department
is
currently
working
to
identify
how
to
allocate
the
funds
that
do
remain
available
for
distribution
in
fiscal
year.
2021.
D
You
know,
as
we
approach
closing
budgets
and
looking
at
this
stuff,
everybody
who
knows
me
knows
my
spreadsheets
make
my
eyes
crossed
a
little
bit,
but
if
we're
trying
to
to
close
it
out,
do
you
have
any
idea
when,
when
we
would
know
what
the
plan
would
be
for
that
an
extended
part.
F
D
Much
and
I
back
it
up
a
little
bit
with
respect
to
the
the
categorical
programs
that
were
within
ab
309.
Is
it
a
clear
delineation
of
which
program
allocated
you
know
the
most
which
which
of
those
got
got
allocated
the
most
of
those
categoricals.
F
Heidi
hearts
for
the
record,
I
believe
lcb
staff
actually
provided
that
information
to
the
department
following
the
end
of
the
2019
legislative
session.
D
Well,
if
my
folks
provided
it
to
you,
then
I'll
ask
my
folks
if
that,
if-
and
I
I
assume
that
means
that
you-
you
all
don't
disagree
with
the
numbers,
then
that
our
folks
provided.
D
Thank
you.
It's
not
the
first
time
I
asked
somebody
a
question
that
I
had
the
answer
to
somewhere
else,
so
thank
you
for
your
patience
hearts.
My
last
question
at
least
for
now
is
you
know
with
all
of
these
transfers
away
for
ab309
and
then
ab309
phasing
out.
Could
you
address
why
the
great
teaching
and
leading
fund
in
the
peer
assistance
review
program
is
not
recommended
to
be
transferred
into
the
new
state
education
funding
account
in
order
to
support
the
the
pcfp.
F
Hearts
for
the
record,
as
the
department
of
education
and
the
commission
on
school
funding
worked
to
identify
what
funds
should
be
allocated
through
the
pupil
centered
funding
plan.
We
looked
at
the
intended
use
of
the
funding,
and,
if
funding
targeted
the
provision
of
professional
developments
or
salary
adjustments
for
educators
or
other
incentives,
then
we
left
those
funds
outside
of
the
allocation
for
pupil
centered
funding,
because
districts
and
teachers
would
receive
those
funds
in
different
amounts
based
on
the
number
of
eligible
teachers.
F
A
And,
thank
you
speaker
very
much.
I
I
think
there's
one
that
I
need
to
go
back
to
that.
You
sort
of
opened
the
door
to.
We
know
the
different
programs
that
we
put
into
309
and
the
idea
in
my
mind
behind
309,
was
to
be
able
to
allow
these
funds
to
be
used
by
the
different
school
districts
and
be
allocated
in
such
a
way.
That
would
benefit
them
the
most.
F
In
essence,
the
funding
that
was
allocated
through
309
block
grants
was
swept
from
other
programs
in
order
to
allow
that
funding
to
become
available.
So
when
we
issued
the
block
grants,
we
simply
issued
payment
for
a
block
grant.
We
did
not
identify
which
portion
of
the
block
grant
came
from
which
program
of
origin.
A
I
F
Heidi
hearts
for
the
record,
thank
you
for
clarifying
your
question.
The
school
districts
and
the
state
public
charter
school,
provided
their
annual
report
in
november
back
to
the
legislative
council
bureau
identifying
how
they
invested
those
dollars
in
the
purposes
that
were
allowable
for
the
block
grant.
F
F
Again,
I'm
happy
to
work
with
your
staff
if
they
don't
have
copies
of
all
of
those
reports
or
if
they
need
assistance
in
analyzing.
Those
reports
to
better
address.
A
Thank
you
miss
hearts.
I
I
I
think,
you've
made
your
point.
We
appreciate
it
we're
just
trying
to
get
information
from
everyone
here
on
the
committee
when
we've
done
something
new,
as
in
ab-309
we're
just
trying
to
get
a
feel
for
what
portion
of
it
was
the
most
benefit.
It's
just
a
a
simple
question.
So
you've
referred
us
to
a
report
twice
we'll
pull
up
that
report
and
we'll
go
through
it
from
there.
So
thank
you
very
much
so
committee
members.
Are
there
any
other
questions
on
this
particular
item.
C
J
J
I
was
just
wondering
the
rpdb
programs,
the
the
training
programs,
if
they're
surveyed,
on
a
regular
basis,
to
see
how
effective
they
would
be
get
to
get
the
teacher's
opinion
and
then
maybe
even
the
principles
and
other,
maybe
the
district's
opinion
on
the
different
programs
that
they
are
deploying,
because
I
think
they're
extremely
valuable,
but
it'd
be
nice
to
get
some
feedback
just
to
to
measure
how
effective
they
are,
and
maybe
that's
in
the
report
as
well.
Thank
you.
B
Superintendent
ebert
for
the
record.
Thank
you.
Senator
the
rpdps
are
required
to
submit
an
annual
report
and
they
have
submitted
those
on
time
and
we're
more
than
happy
to
provide
you
with
those
they
do
survey
specifically
to
your
question.
They
do
survey
the
teachers
that
they
provide.
Those
supports
to
that
is
included
in
the
report.
Their
satisfaction
in
reviewing
those
reports
this
last
year
the
teachers
were
extremely
satisfied.
As
you
noted,
in
receiving
professional
developments,
learning
financial
literacy
was
brought
up
earlier.
I
rpdp
did
provide
supports.
B
F
B
They
are
on
the
individual
websites
for
rpdp.
I
know
they
are
submitted
to
us.
I
do
not.
That
is
one
of
the
things
we're
working
on
in
sb
76,
to
bring
better
alignment
with
the
state
department
of
education
and
the
rpdps
right
now
there
is
not
alignment
with
the
state
department
of
education
and
the
work
that
they
do.
J
A
To
earlier
was
an
actual
report
that
was
provided
by
the
school
districts
to
us,
so
miss
kaufman,
I'm
sure
will
be
able
to
have
a
conversation
about
that
at
another
time.
Committee
members,
I'm
sorry
for
the
confusion.
A
If
there
was
any
confusion
on
that,
but
the
report
actually
on
309
comes
from
these
school
districts
and
I
believe
it
goes
to
the
department
and
the
department
forwarded
it
to
us.
So
I
think
that's
where
it's
getting
a
little
disjointed,
so
we'll
we'll
we'll
address
it
at
another
time
and
make
sure
that
everyone
has
the
correct
information.
I'm
just
not
used
to
being
referred
back
to
a
report
when
we
ask
a
question
so
but
we'll
we'll
find
it
and
we'll
get
the
answers
for
everyone.
A
Issue
seeing
none
if
we
could
go
ahead
and
go
to
2673,
please.
F
F
Slide
15
summarizes
the
duties
for
each
of
the
two
positions
that
are
currently
available
to
the
pupil
centered
funding
plan,
an
administrative
services
officer
and
a
management
analyst
physician
moving
forward.
The
administrative
services
officer
position
will
continue
to
document
the
business
rules
that
pertain
to
building
the
budget
and
running
the
people-centered
funding
plan
model
to
allocate
available
revenues
in
each
year
of
the
biennium.
F
I'm
keeping
in
mind
that
as
we
continue
to
review
and
update
the
pupil
centered
funding
plan,
that
revisions
will
be
needed
on
an
ongoing
basis.
Additionally,
there
are
components
of
the
model
that
require
a
biennial
update.
That
would
include
adjustments
for
things
like
the
district
size
adjustment
and
the
nevada
cost
of
education
index.
F
Additionally,
recommendations
can
be
made
by
the
commission
on
school
funding,
the
department
of
education
and
other
partners
that
would
impact
the
model
and
require
that
it
be
updated.
The
position
is
also
envisioned
to
help
with
development
of
the
biennial
budget.
Preparation
specifically
for
budget
account
2609
the
state
education
funding
account
and
then
to
monitor
revenues
received
in
each
year
of
the
biennium
tracking
that
the
revenues
are
received
in
alignment
with
the
legislatively
approved
budget.
F
F
The
commission
on
school
funding
also
has
a
responsibility
to
provide
recommendations
to
achieve
optimal
funding
within
the
state
of
nevada.
They
may
also
recommend
the
addition
or
elimination
of
weighted
categories,
and
they
do
provide
biennial
review
of
the
various
cost
factors
included
in
the
pupil
centered
funding
plan.
So
in
addition
to
reviewing
the
nevada
cost
of
education
index
and
the
district
size
adjustment,
the
commission
would
also
review
the
statewide
base
per
pupil
funding
amount,
as
well
as
the
adjusted
base
per
pupil
funding
amount
and
the
weights
for
each
of
the
weighted
categories.
F
F
I
would
note
that
nrs
385.180
does
indicate
that
the
superintendent
or
her
designee
shall
visit
each
county
at
least
once
each
school
year,
and
I
would
note
that
the
superintendent
and
other
staff
in
her
office
also
provide
in-person
support
to
meetings
events
as
well
as
staff
who
are
located
in
other
duty
stations
than
where
the
positions
themselves
may
be
housed
with
that.
Madam
chair
we'd
be
happy
to
answer.
Questions
with
respect
to
budget
account.
2673.
J
Thank
you
so
much
madam
chair,
and
thank
you
for
that
overview.
Can
you
just
kind
of
give
us
a
an
overview
of
what
the
anticipated
workload
associated
with
the
the
people
center
funding
plan?
You
know
what
are
the
requiring
ongoing
services
of
the
administrative
officer
position
and
the
management
analysts
position
in
the
upcoming
biennium.
If,
if
you
can
just
give
us
a
short
kind
of
description
of
those
jobs,.
F
Heidi
hearts
for
the
record,
as
we
noted
on
slide
15,
that
the
duties
of
these
positions
will
be
ongoing.
We
don't
anticipate
any
change
in
their
workload.
F
F
The
administrative
services
officer
will
play
a
critical
role
as
we
move
forward
with
implementation,
not
only
in
ensuring
that
we
implement
the
model
with
fidelity,
but
also
in
tracking
the
revenues
that
are
being
received.
So
we
can
ensure
that
those
revenues
are
being
received
in
alignment
with
the
legislatively
approved
budget.
F
This
position
will
also
be
dedicating
a
large
portion
of
time
to
tracking
the
end
funding
balances
for
school
districts
and
ensuring
that
any
funds
that
are
to
be
transferred
to
the
education
stabilization
account
are
transferred
within
the
time
frames
allowed
within
statute
keeping
in
mind
that
senate
bill
543
indicates
that
school
districts
with
an
ending
fund
balance
greater
than
16.6
percent
or
whatever
their
percentage
of
ending
fund
balance,
was
in
fiscal
year.
2020.
F
Anything
over
that
amount
would
be
transferred
to
the
education
stabilization
account
beginning
with
the
end
of
fiscal
year
2022
and
then
enrollment
projections
are
also
something
that
this
position
would
be
responsible
for
identifying
and
preparing.
As
we
move
into
the
next
legislative
session,
ensuring
that
we
are
capturing
the
data
in
a
consistent
format
and
it
is
readily
available
for
each
step
of
the
budget
building
and
approval
process.
J
Thank
you
that
was,
you
actually
answered
my
next
question
within
that
one.
So
thank
you
for
that
information
and
was
there
some
and
I'm
based
on
your
answer
but
I'll,
ask
this
so
was
there
some
analysis
that
the
department
did
to
determine
if
existing
positions
could
be
repurposed
or
reassigned
to
assist
with
that
implementation
of
that
pupil
center
funding
plan,
I
know
that
there's
been
numerous
changes
that
have
been
implemented.
So
I'm
just
clarifying
that
for
all
of
us.
F
Heidi
hearts
for
the
record.
Yes,
the
department
did
do
analysis
to
identify
what
our
staffing
needs
are
recognizing
that,
with
the
implementation
of
the
pupil
centered
funding
plan
and
the
ongoing
review
process
that
was
included
in
senate
bill
543
that
we
do
continue
to
need
additional
staff.
We
hope
that
these
two
positions
will
help
us
to
support
that
work.
J
Thank
you
and
then
just
another
couple,
questions
on
the
commission
on
school
funding.
So
the
challenge:
can
you
describe
what
the
challenges
are
with
conducting
those
meetings
virtually
and
why
that
commission
might
be
unable
to
continue
conducting
those
meetings
virtually
in
the
next
biennium.
H
F
J
I
true
that
and
then
would
you
just
kind
of
add
on
to
that
why
the
meetings,
the
monthly
two-day
meetings
will
be
needed
in
the
in
the
future
in
the
next.
F
Biennium,
heidi
hearts,
for
the
record.
Our
experience
thus
far
has
been
that
the
work
is
sufficient
to
to
necessitate
a
two-day
meeting
they're
often
held
on
a
thursday
afternoon
and
continue
on
to
friday.
B
F
B
Ebert
for
the
record,
I
would
expand
deputy
hart's
response
in
that
the
work
of
the
commission
now
has
really
shifted
to
the
optimal
funding
for
our
state
and
not
only
what
revenue
sources
to
consistently
to
stabilize
education
funding
in
our
state,
but
also
the
definition
and
what
our
outcomes
of
our
students,
what
an
optimal
education
system
looks
like
and
so
that
work.
That
is
very
deep
work
that
I'm
thankful
that
the
11-member
commission
have
all
raised
their
hands
to
do
and
we
work
hand-in-glove
in
moving
this
forward.
J
Thank
you
kindly
for
those
for
indulging
me
in
those
questions
and
your
answers.
Thank
you
very
much.
A
F
Thank
you,
madam
chair,
for
the
record,
heidi
hearts.
The
next
budget
account
is
a
budget
account
2709
the
office
of
early
learning
and
development.
This
budget
account
includes
the
funding
that
is
intended
to
improve
access
and
the
quality
of
early
childhood
education
programs,
targeting
students
or
children
from
birth
to
grade
three.
F
F
While
nde
attempted
to
honor
this
methodology.
We
found
it
to
be
very
difficult
because
the
school
districts
and
other
sub-recipients
were
eager
to
receive
their
funding
allocation
and
seat
counts
in
july
and
august,
so
that
they
could
ensure
that
they
had
hired
appropriate
staff
and
they
knew
how
many
students
that
they
could
enroll.
F
As
we
move
through
the
process,
we
did
have
some
seats
that
were
declined.
We
had
some
sub-recipients
who
indicated
that
they
could
not
fill
all
the
seats
or
they
could
not
afford
to
fill
this
to
participate.
At
that
time.
The
decline
seats
were
then
offered
to
sub-recipients,
but
the
funding
that
corresponded
to
those
seats
were
based
on
the
original
allocation
of
funding,
not
necessarily
the
seat
cost
or
funding
that
was
being
received
by
a
specific
sub-recipient.
F
So
as
an
example,
if
sub-recipient
a
had
five
seats
that
they
were
not
going
to
accept
and
each
seat
had
a
value
of
a
thousand
dollars,
those
seats
were
offered
to
sub
recipient
b,
who
had
the
opportunity
to
accept
or
decline
those
seats
at
one
thousand
dollars
a
piece,
although
sub
recipient
b
may
have
already
been
receiving.
For
example,
fifteen
hundred
dollars
per
seat,
each
sub-recipient
had
to
make
a
decision
both
based
on
their
anticipated
enrollment
and
their
ability
to
fully
fund
the
seats,
regardless
of
the
amount
of
funding
available
from
the
state.
F
After
all,
current
seats
had
been
allocated.
The
department
then
allocated
the
48
seats
that
were
newly
funded
during
the
2019
legislative
session.
You
would
note
that
the
department
did
experience
some
challenges
as
we
tried
to
reassign
seats.
As
I
mentioned,
not
all
seats
are
funded
in
the
same
fashion,
and
so
it
was
difficult
for
some
sub-recipients
to
identify
if
they
could
afford
to
take
a
seat
for
which
less
funding
was
available.
F
F
F
The
pie
chart
on
the
lower
right
shows
how
the
funding
is
is
allocated
or
salary
costs,
as
well
as
operating
costs.
You
would
note
that
the
state
funded
19.7
million
dollars
covers
primarily
the
salary
and
benefit
costs
for
the
staff.
That
would
include
one
teacher
and
one
aide
in
each
classroom
and
leaves
approximately
seven
percent
of
funds
available
to
cover
operating
costs
such
as
supplies.
F
The
governor's
recommended
budget
includes
a
modification
to
the
funding
allocation
process,
as
recommended
seats
would
be
funded
at
a
consistent
amount
of
eight
thousand
four
hundred
and
ten
dollars.
Each
this
amount
represents
the
average
seat
cost
that
was
calculated
when
state
general
fund
revenues
for
pre-k
were
taken
in
combination
with
braided
funding
identified
by
sub-recipients
and
divided
by
the
number
of
seats
that
were
intended
to
be
funded
by
the
2019
legislature,
which
was
3071
seats.
F
This
revised
methodology
creates
a
predictable
amount
of
funding
for
each
seat.
It
eliminates
reliance
on
braided
funding.
Many
of
our
sub-recipients
have
shared
that
it's
becoming
increasingly
more
difficult
to
secure
braided
funding
for
pre-k
programs,
and
I
would
also
note
that,
with
the
implementation
of
the
pupil
centered
funding
plan
funds
previously
allocated
through
zoom
and
victory
for
pre-k
will
now
be
allocated
through
the
pupil
centered
funding
plan
and
target
students
in
grades
k-12,
not
in
pre-k.
F
F
Decision
unit
e
275
restores
funding
for
pre-k
totaling,
approximately
6
million
dollars
in
each
year
of
the
upcoming
biennium,
and
this
restores
funding
that
was
previously
reduced
during
the
31st
special
session,
based
on
a
stable
seat,
cost
of
eight
thousand
four
hundred
and
ten
dollars.
This
would
restore
approximately
740
additional
seats.
F
The
governor,
the
governor's
office
and
the
department
of
education
have
also
put
forward
to
the
interim
finance
committee
a
work
program
that
would
propose
to
allocate
approximately
1.8
million
dollars
of
gear
funding
in
fiscal
year
22
that
would
offset
the
braided
funding
that
would
not
be
available
for
pre-k
seats
that
was
previously
paid
for
using
zoom
and
victory
funds.
K
F
F
The
next
decision
unit
in
this
budget
account
is
decision
unit
e
276,
which
recommends
the
revision
of
the
funding
allocation
for
two
positions,
specifically
the
education
programs,
director
and
the
administrative
assistant.
This
would
result
in
a
general
fund
expenditure
of
approximately
91
000
in
fiscal
year
2022
and
approximately
93
000
in
fiscal
year
2023.
F
F
However,
the
staff
duties
are
not
limited
solely
to
the
work
funded
through
that
federal
grant,
as
we
continue
to
work
with
the
welfare
division
and
they
are
very
thorough
and
consistent
in
their
monitoring,
and
they
have
expressed
concern
with
the
allocation
of
the
funding
for
these
positions
versus
the
time
and
effort,
and
so
we've
been
strongly
encouraged
to
be
proactive
to
address
the
audit
finding
before
it
is
actually
levied
with
that
we'd
be
happy
to
answer.
Questions
about
budget
account,
2709.
A
Thank
you
very
much
miss
hart,
so
this
one
has
always
been
kind
of
complicated
when
we
talk
about
the
braided
funding,
because
we
use.
D
A
F
D
A
So
I
guess
one
of
the
concerns
that
I
have
is
with
just
this
baseline
funding,
and
I
I
understand,
where
you're
trying
to
come
from,
but
with
this
static
funding
and
without
braiding,
the
funds.
F
K
B
Getting
the
nail
on
the
head
with
what
we
have
all
been
struggling
with
for
the
last
biennium,
we
actually
asked
west
ed
to
help
us
with
that
exact
question,
and
so
they
came
in
and
helped
us.
We
worked
with
our
community
constituents
as
well,
and
how
do
we
create
that
environment
of
of
stable
funding
to
make
sure
that
our
students
are
served
and
working
through
this
process?
B
B
This
is
not
an
intent
to
provide
less
seats,
but
to
stabilize
the
seats
that
we
have
within
the
funding
that
has
been
made
available,
the
19
million
and
then,
as
you
note
on
the
slide
prior,
there
is
the
additional
funds
that
have
been
provided
to
braid
and
create
those
additional
schemes.
Thank
you.
A
Okay,
you
know
in
looking
at
at
some
of
the
the
breakdowns
across
the
state.
There
is
a
a
varied
number
on
what
it
actually
takes
to
do.
Pre-K,
and
I
believe,
if
we
take
on
the
public
policy
of
providing
pre-k,
then
it
should
be
equitable
across
the
board
and
I'm
just
concerned.
What
will
end
up
happening
is
with
that
statutory
provision
there'll
be
less
seats
available
rather
than
more
seats,
especially
in
areas
where
I
believe
they're
they're
really
needed.
A
A
So,
in
some
cases
the
school
districts
may
be
able
to
help
absorb
some
of
the
cost
and
be
able
to
make
sure
that
those
seats
are
still
available
to
families
that
need
them.
But
when
it
comes
to
the
private
providers
that
are
doing
education,
they
don't
have
the
same
opportunities
to
be
able
to
absorb
that.
I've
always
had
a
lot
of
questions
about
allowing
a
private
entity
to
do
this,
especially
when
they're
allowed
to
take
almost
20
percent
and
cost
off
off
the
top.
A
That's
fewer
children
being
able
to
access
the
the
actual
seats
of
I
just
have
concerns
that,
with
this
flat
amount,
we're
going
to
have
fewer
children.
A
F
A
Thank
you.
I
appreciate
that
I
guess
my
own
I'll
open
it
up
to
other
members,
but
I
believe,
as
we
move
forward
towards
this
pupil-centered
funding
plan
and
then
the
public
policy
of
supporting
pre-k.
A
I
know
we
went
with
the
non-profits
at
the
beginning
to
make
sure
that
there
was
access
to
enough
children,
but
I
believe,
as
we
move
forward,
these
programs
need
to
come
back
into
the
school
districts,
and
education
should
be
provided
by
the
school
district.
This
is
not
day
care.
This
is
pre-k.
This
is
education,
so
I
hope
we
can
eventually
move
towards
that
to
where
we
have
kids
actually
being
educated
through
the
school
district
and
not
through
a
non-profit.
A
G
Thank
you,
madam
chair,
and
I
I
do
have
a
couple
of
questions.
If
that's
okay
and
it's
just
again
it
being
the
first
time
on
my
committee,
I
just
want
to
make
sure
I'm
fully
understanding
the
budget.
G
I
had
some
questions
just
to
follow
up
on
the
chairs
questions
when
it
came
to
the
non-profits.
I
was
looking
at
some
of
the
costs,
the
operating
and
utility
expenses
and
the
personnel
costs
for
community
services.
Agencies
in
the
united
way
of
southern
nevada
and
community
services
agency
seems
to
be
getting
significantly
less
they're.
Getting
about
313
000
in
this
budget
and
united
way
is
getting
about
4.3
million.
G
But-
and
I
don't
know
if
this
is
a
question-
you
can
answer-
I'm
not
being
part
of
these
agencies.
But
why
is
the
personnel
costs
the
same,
and
why
is
the
operating
utility
expenses
so
much
more
for
community
services
than
it
is
for
united
way.
F
Ready
hearts
for
the
record,
I
don't
have
those
sub
grant
agreements
in
front
of
me,
but
it
would
seem
reasonable
to
presume
that
the
operating
costs
for
each
entity
may
vary
based
on
the
size
of
their
facility
or
the
infrastructure
that
they
already
have.
As
a
comparison.
You
know
all
businesses
and
all
even
state
agencies.
We
incur
different
costs
based
on
the
sizes
of
our
facilities
and
the
services
that
we
have
available
for
janitorial
for
maintenance.
Those
types
of
things.
G
Okay-
and
I
mean,
can
you
speak
to
the
personnel
costs,
because
I'm
assuming,
if
the
budget
is,
I
mean
almost
four
million
dollars
less?
I
would
assume
the
personnel
cost
would
be
equivalent
like
it
would,
it
would
be
less
not
more,
and
the
personnel
cost
for
community
services
agency
is
more
than
united.
C
Way
you
for
the
question,
jonathan
more
for
the
record.
One
of
the
unique
aspects
of
operation
for
the
child
care
centers
is
that
they
support
working
families,
which
often
means
that
they
are
open
beyond
the
five
hours
of
pre-k
services,
and
so
what
that
does
in
child
care
centers,
unlike
school
districts,
is
that
once
the
five
hours
of
instruction
concludes,
they
continue
to
support
the
child.
Potentially,
while
parents
are
working
on
their
full
work
day,
and
so
that's
why
there
would
be
some
variance
in
the
cost,
particularly
an
increase
across
child
care.
Centers.
G
Madden
sharon,
if
I
can,
I
just
have
one
more
question
on
this
decision
unit
and
then
one
on
e276
go
ahead.
Okay
and
then
I
just
want
to
go
back
to
the
the
average
per
seat
cost
for
fiscal
year
2020
and
then
the
average
birthday
costs
well
projected
for
fiscal
year
2021..
G
I
noticed
that
the
and-
and
I
know
why
the
cost
the
average
percy
cost
went
up,
but
I
was
wondering
why
did
the
average
percy
cost
go
up
instead
of
the
allocations
going
down?
So,
for
example,
I'm
going
to
use
great
basin
college,
they
had
20,
they
had
an
original
allocation
of
about
235
000,
with
24
24
seats
and
an
average
per
seat
cost
of
9857..
G
But
I'm
I'm
assuming
because
of
covet
19
fiscal
year
2021
they
only
had
13
seats
and
the
allocations
stayed
the
same,
which
means
that
the
cost
per
seat
went
up
to
eighteen
thousand,
one
hundred
and
ninety
eight
dollars.
So
why
didn't
we
just
reduce
the
allocation
instead
of
increasing
the
cost
per
seat.
F
Heidi
hearts
for
the
record,
I
believe
that
the
one
of
the
governor's
emergency
directives
indicated
that,
in
an
effort
to
continue
to
provide
support
to
our
youngest
children,
that
services
could
continue
to
be
provided
without
a
reduction
in
funding,
and
we
did
experience
declines
in
enrollment
in
our
pre-k
programs
throughout
the
state
due
to
covid19
and
then
also
some
sub-recipients
reported
that
they
they
saw
a
further
decline
in
enrollment,
as
families
learned
that
providing
virtual
instruction
to
four-year-olds
for
five
hours
a
day
can
be
rather
tedious,
and
it
was
not
something
that
they
could
sustain
or
support
on
an
ongoing
basis.
G
F
F
Heidi
hearts,
for
their
record,
the
welfare
division
began
monitoring
our
our
subgrant
agreement
with
them
back
in
the
summer
of
2019
and
so
they've
identified
concerns
that
we
have
been
working
to
address
and
I
believe
we
have
been
successful
in
addressing
all
of
them.
F
One
of
the
concerns
for
an
example
was
our
ability
from
the
department
of
education
to
submit
timely
requests
for
reimbursement
to
the
welfare
division.
The
department
of
education
administers
several
grants
and
contracts
on
behalf
of
the
welfare
division.
As
part
of
our
sub-grant
agreement,
we
request
reimburse,
or
we
request,
our
sub-recipients
and
contractors
submit.
H
F
Request
for
reimbursement
by
the
15th
of
each
month,
the
welfare
division
requests
that
the
department
submit
their
request
for
reimbursement
by
the
10th
of
each
month.
So
we've
been
working
to
identify
how
we
can
address
some
of
those
delays
that
are
just
the
results
of
different
agencies
having
different
business
practices
in
place.
F
F
G
F
Understanding
that,
if
federal
funding
is
the
only
funding
source
for
our
program
director,
then
100
percent
of
our
time
must
be
solely
focused
on
just
that
sub
grant
agreement
and
the
work
that
is
included
in
it.
It
would
certainly
hamper
our
efforts
to
allow
her
to
manage
this
program
and
to
best
meet
the
needs
of
the
children
of
our
state.
A
I
F
Heidi
hearts,
for
the
record,
there
is
nothing
in
senate
bill.
543
that
says,
funding
cannot
be
used
to
support
pre-k
services.
However,
the
funding
that
would
be
allocated
through
the
pupil
centered
funding
plan
to
support
english
language
learners
and
students
who
are
at
risk
would
receive
zoom
and
victory
services.
F
F
I
F
I
Thank
you,
the
I
want
to
make
sure
I
understand
how
the
funding
is
allocated.
So
when
you,
when
you
distribute
the
the
funds
for
for
pre-k
to
the
sub
recipients,
primarily
the
school
districts,
is
it
going
to
be
on
a
perceived
basis,
or
is
it
going
to
be
on
a
dollar
value
basis
and.
H
F
I
F
Heidi
hearts,
for
the
record,
the
intent
is
that
if
a
school
district,
as
you
have
described,
indicates
that
they
can
only
accommodate
a
certain
number
of
seats,
then
the
seats
would
be
redirected
to
other
school
districts
or
sub-recipients
again.
Our
first
goal
is
to
try
to
maintain
the
same
number
of
seats
in
each
county,
as
has
been
previously
funded.
I
Let
me
get
back,
I
mean
at
that
point.
The
downward
pressure
just
is
in
a
spiral
right.
If
they
can't
provide
it
for
that
much
then
they
can't
provide
it
for
that.
Much
so
I
mean,
I
think,
that
gets
back
to
sorry
gets
back
to
madame
cherry's
point
about
whether
this
is
going
to
sufficiently
provide
the
opportunity
to
ensure
kids
have
seats
across
the
state,
so
I'll
leave
it
at
that.
Thank
you
very
much.
I
appreciate
it.
A
Thank
you,
senator
miss
benines
thompson.
Did
you
still
have
a
question
or
was
it
answered.
E
You
know
it
was
yourself
and
senator
keith
kipper
were
kind
of
in
the
same
line.
I
was
I
I
still
feel
kind
of,
I
think
left
confused
about
a
couple
of
things,
but
I'll
kind
of
just
marinate
more
on
it.
I
guess
the
one.
E
The
one
question
that
I
was
left
with
is
so
prior
to
the
legislature:
funding
the
pre-k
seats,
districts
or
even
kind
of
specifically
just
schools,
would
prioritize
peak
pre-k
based
on
availability
and
funding
and
kind
of
make
it
happen
here
or
there,
and
then
you
saw
it
happen,
mostly
in
just
title
ones:
schools
where
they
could
use
some
of
those
funds.
E
C
There
thank
you
for
the
question,
jonathan
moore,
for
the
record.
So
as
part
of
our
current
conversation,
these
seats
that
we're
currently
describing
approximately
three
thousand
in
the
corresponding
funds
represent
state
pre-k.
E
Thank
you
and
if
you
could
just
let
me
know,
I
was
just
trying
to
get
an
idea
of
what
the
state
funded
portion
looks
like
of
the
entire
composite
of
three
k
states,
and
so
I
guess
I
guess
you,
I
guess
that's
a
number.
I
just
wasn't
sure
where
we
were
on
that
thanks.
C
Thank
you
for
the
question.
This
is
jonathan
moore
for
the
record,
so
we
would
estimate
that
for
those
additional
pre-k
programs
that
are
being
offered
on
that
it
represents
about
10
million
additional.
C
A
A
F
You
for
the
record,
heidi
hearts.
The
next
budget
account
on
today's
agenda
is
budget
account.
2712,
student
and
school
supports
this
budget.
Account
includes
the
distribution
of
federal
funds,
more
specifically
title
funds
that
are
intended
to
provide
support
for
students
and
schools
who
are
deemed
to
be
at
risk.
Students
who
live
in
poverty,
migrants,
native
americans
and
english
learners.
F
The
governor's
recommended
budget
includes
decision
unit
e
225,
which
requests
one
new
education,
program's
professional
position
specifically
to
manage
the
title
iv
grant.
This
position
would
be
funded
using
federal
title
iv,
administrative
funds
and
is
anticipated
to
cost
approximately
eighty
nine
point:
seven
thousand
dollars
in
fiscal
year,
twenty
two
and
approximately
ninety
eight
thousand
dollars
in
fiscal
year.
Twenty
twenty
three.
F
F
As
I
noted,
the
department
of
education
has
had
the
benefit
of
a
temporary
contract
employee.
The
goal
behind
requesting
a
state.
Excuse
me,
a
state
position
funded
with
federal
funds,
is
that
this
would
allow
us
to
ensure
that
administrative
funds,
specifically
for
the
title
4a
grant,
are
be
expended
for
that
purpose
and
to
allow
us,
hopefully
to
have
some
more
consistency
in
our
staffing
levels.
Oftentimes
when
we
hire
temporary
employees
as
soon
as
they
find
employment,
such
as
in
a
state
position.
F
H
F
F
The
department
would
note
that
currently
we
do
have
funding
for
specific
programs
to
be
evaluated
externally
and
that
would
include
zoom
and
victory.
The
social
worker
grant
read
by
grade
3
nevada,
ready,
21
technology
grants
underperforming
or
turn
around
schools,
the
great
teaching
and
leading
funds
and
the
new
nevada
education
funding
plan
with
the
implementation
of
the
pupil,
centered
funding
plan
and
the
shift
from
zoom
schools
and
victory
schools
to
services
for
students
who
are
english,
learners
or
who
may
be
at
risk.
F
F
Similarly,
with
the
restoration
of
funds
for
the
great
teaching
and
leading
fund
external
evaluation,
will
be
very
helpful
in
measuring
the
ongoing
success
of
these
programs
and
services.
I
would
note
that
funding
is
currently
only
available
in
the
odd
numbered
fiscal
year
so
that
we
can
evaluate
the
even
numbered
fiscal
year.
H
F
F
H
Thank
you
chair.
Thank
you,
miss
hearts
for
that
explanation.
I
think
you
touched
on
some
of
this,
but
I'd
like
to
dig
into
it
just
a
little
bit
further,
particularly
the
evaluations.
So
I
think
they're
they'll
find
strong
aggregate
agreement
from
the
committee
that
evaluations
are
important,
that
we
want
to
know
if
we're
being
effective,
and
I
think
we
acknowledge
that
we're
in
this
period
of
transition
between
the
two
funding
models.
H
If
there's
money
in
the
budget
for
doing
evaluations
on
categorical
programs
that
don't
exist,
are
we
that
will
cease
to
exist?
Are
we
still
really
doing
evaluations
on
those
programs
or
are
we?
Are
we
shifting
our
evaluations
to
the
weighted
funding
formula
and
what
really
is
the
department's
intent
on
sort
of
the
scheduling
of
evaluations
over
the
next
biennium.
F
We
still
want
to
evaluate
the
programs
and
services
that
are
identified
and
required
to
be
provided
to
our
students
in
statute.
Although
the
funding
mechanism
is
changing,
the
statutory
provisions
are
not
changing
and
it's
very
important
that
we
continue
to
evaluate
that.
The
programs
and
services
are
not
negatively
impacted
in
any
way,
simply
because
the
funding
is
being
allocated
using
a
different
methodology
and
a
different
process.
F
Heidi
hearts,
for
the
record,
I
am
not
aware
of
any
proposed
changes
to
the
evaluations
that
are
currently
required
in
statute.
F
H
F
H
A
H
H
I
think
it
would
be
really
helpful
to
see
that
I
it
would
help
me
I'll
speak
for
myself
to
see
the
sequencing
of
how
you
picture
evaluations
moving
forward
and
then
just
shifting
a
little
bit.
You
just
talk
a
little
bit
more
about
the
education
programs,
professional
and
the
improvements
you
can
see
to
the
administration
of
the
program.
F
It
would
also
allow
the
department
to
potentially
capitalize
on
subject
matter
expertise
that
may
be
developed
or
achieved.
It's
been
my
observation
that
many
times
the
department
of
education
is
fortunate
to
hire
individuals
who
previously
worked
in
a
public
school
and
they
bring
with
them
a
wealth
of
knowledge
and
experience.
F
People
who
work
in
the
public
sector
are
often
seeking
employment
in
the
public
sector.
This
would
allow
us
to
to
begin
to
offer
employment
opportunities
for
folks.
In
that
position
it's
often
difficult
to
get
people
who
are
currently
public
sector
employees
to
leave
those
jobs
to
take
a
contracted
position
or
a
temporary
position.
A
Okay,
thank
you
senator
very
much
and
just
to
go
back
to
clarify.
I
do
believe
the
statutes
that
address
the
evaluations
do
expire
june
of
2021.
C
A
And
thank
you,
ms
kaufman,
so
I
guess
the
the
the
question
of
evaluations
going
forward
after
the
statute
expires
is
another
issue
that
we're
going
to
have
to
address
as
we
move
forward
through
this
process.
So
with
that,
I
believe
senator
don
darrell
loop
had
a
question.
Oh
and
also
senator
seaver's
ganser.
I
see
you
I'll
get
to
you
next.
Thank
you
senator
dondera
loop.
Thank
you.
F
Distributed
heidi
hearts
for
the
record,
the
department
of
education
will
work
with
the
commission
on
mentoring
to
determine
the
west
best
way
to
allocate
those
funds
and
those
funds
are
intended
to
to
provide
grants
that
would
support
mentorship
opportunities
for
vulnerable
students,
including
students
who
are
experiencing
homelessness,
students
who
are
in
neglected
or
delinquent
situations,
students
in
poverty
and
students
and
other
marginalized
groups.
I'm
certainly
understanding
and
appreciating
that
research
shows
that
those
robust
student
mentoring
experiences
significantly
improve
student
outcomes.
A
Okay
with
that
senator
receivers
ganser,
and
I
apologize
for
not
seeing
you-
I
was
watching
the
the
teams
chat
for
questions,
so
thank.
J
You,
madam
chair,
thank
you,
madam
chair,
and
you
know
I
haven't
been
able
to
get
teams
up,
so
I'm
going
to
figure
out
how
to
do
that.
So
now
I
understand
how
to
better
communicate
with
you.
I've
been
using
my
little
raise
my
hand,
so
I'm
kind
of
circling
back
because
I
keep
we
keep
talking
about
zoom
victory
and
read
by
third
and
a
little
bit
of
the
pre-k
funding
too
and
when
it
all
gets
loved
in
into
the
people-centered
funding
plan.
J
J
And
I
guess
I'm
just
concerned,
that's
when
I,
when
I've
heard
what
I've
heard
from
school
districts?
Is
they
don't
know
how
they're
going
to
be
able
to
afford
to
continue
some
of
these
programs
or
emulate
them,
even
though
it's
required
for
them
to
do
that
if
all
the
money
gets
lumped
together,
and
we
know
that
in
in
theory
it
should
work.
But
it
sounds
like
some
of
the
accountability
measures
are
going
away.
J
We
finally
have
some
success
right,
so
we
learned
a
couple
of
weeks
earlier
that
our
fourth
graders
are
now
at
peer
reading
levels
based
on
the
napes
test,
and
I
don't
think
we've
ever
had
that
I
think
actually
our
node
said
that
we've
never
had
that
before.
So
we've
actually
made
progress
and
now
we're
basically
kind
of
throwing
all
these
money
all
the
money
into
one
bucket
and
then
potentially
not
continuing
the
accountability,
measures
and
school
districts
are
concerned
about
where
they're
going
to
find
find
the
money.
J
J
What
all
the
funding
are,
what
all
the
funding
is,
for,
I
guess
general
funds
and
then
the
breakout
for
zoom
victory
and
the
read
by
third.
That
would
be
helpful
for
me
and
then
specifically,
what
the
different
accountability
measurements
are
and
where
they
are
in
statute,
so
that
we
can
kind
of
track
it
all
and
make
sense
of
it,
so
that
we
can
make
sure
that
this
type
of
programming
continues,
because
we
are
actually
seeing
some
success
with
them.
B
Superintendent
ebert
for
the
record.
We
would
be
more
than
happy
to
provide
you
with
that
information.
I
would
like
to
add
that,
because
you
did
reference
the
read
by
grade
3,
that
is
a
program
that
serves
every
single
school
in
the
state
of
nevada
programs
like
zoom
and
victory.
As
you
are
well
aware,
they
are
programs
that
are
school,
specific
and
so
the
intent,
for
instance,
zoom,
was
proof
of
concept
to
make
sure
that
providing
those
additional
funds
there
was
success
and
there
has
been
success.
B
B
I
want
to
make
sure
that
we're
keeping
all
of
those
concepts
in
mind
that
you
know
the
zoom
dollars
are
for
a
certain
number
of
schools,
and
it
is
not
for
all
of
the
children
that
are
in
those
same
learning
situations
and
that's
what
the
pupil
center
funding
formula
does
is
identify
the
student
and
meets
the
student.
The
student's
needs.
J
A
A
Wishing
to
be
heard
so
with
that,
I
believe
that.
E
Woman,
yes
in
my
apologies
on
my
end,
when
superintendent
ebert
started
to
respond,
it
got
very
quiet
and
I
think
I
might
be
hearing
from
other
members
that
the
audio
got
relatively
low
too
and-
and
I
don't
think
I
caught
some
other
response.
If
I
hate
to
ask
this,
but
if
I
could
get
just
another
quick
synopsis
on
what
was
said
because
I
didn't
hear
it.
A
And
I
just
saw
that,
thank
you,
miss
benitez
thompson,
so
superintendent
ebert.
Could
you
repeat
what
you
had
stated
just
a
moment
ago
and
if
you
could
get
a
little
closer
to
the
microphone
or
speak
up
a
little
bit,
that
would
be
helpful.
Thank
you.
B
I'd
be
happy
to
thank
you,
madam
chair,
for
the
record
superintendent
joan
ebert.
We
were
prior
to
discussing
that
the
read
by
grade
3
program,
which
you
have
funded
for
many
sessions
and
thank
you,
is
across
the
ent
provided
for
every
single
school
within
our
state
that
in
mind.
We
know
that
the
zoom
and
victory
programs
were
pilot
programs
and
are
only
available
to
those
schools
that
have
been
identified.
B
What,
by
maintaining
those
programs
as
is,
and
if
we
were
not
to
put
them
into
the
pupil
centered
funding
formula.
What
we
see
is
that
we
are
not
providing
dollars
for
students
that
exist
across
the
entire
state
in
all
of
those
other
schools
which
almost
every
single
school
in
our
state
does
have
english
language
learners,
and
so
the
intent
of
the
people
censored
funding
is
to
make
sure
that
every
child
that
is
identified
with
those
needs
receives
those
dollars.
B
E
I
thought
that
the
funding
for
that
was
grant
funding
that
schools
could
apply
for
reading
specialists,
but
that
that
was
categorical
in
the
fact
that
there
had
to
be
schools
applying
annually
for
those
additional
reading
specialist
resources.
B
A
A
A
A
A
A
K
G
K
L
Good
morning
chairs
and
members
of
the
committee
for
the
record,
my
name
is
rob
wilson,
r-o-b
w-I-l-s-o-n
and
I'm
the
vice
president
state
government
affairs
of
the
nevada
credit
union
league.
Thank
you
for
the
opportunity
to
offer
some
brief
remarks
on
item
2620
nevada.
Credit
unions
are
very
passionate
about
financial
literacy,
especially
among
school-aged,
kids
in
nevada,
and
have
been
very
supportive
of
financial
literacy
courses
being
taught
in
our
schools.
L
The
nevada
credit
union
link
appreciates
the
great
work
this
legislature
has
done
in
the
past
on
the
issue
of
financial
literacy
and
getting
it
into
the
classrooms.
We
understand
these
are
tough
times,
but
we
respectfully
ask
that
the
funding
be
restored
to
the
program.
Now
more
than
ever.
It
is
important
for
the
students
to
learn
and
understand
the
basics
of
finance.
Thank
you
very
much.
K
K
H
H
The
lack
of
financial
know-how
is
a
serious
problem
throughout
the
united
states
and
here
in
nevada,
one
that
threatens
economic
stability,
nevada
banks
and
bankers
commit
thousands
of
dollars
in
volunteer
hours
to
be
part
of
the
solution.
We've
been
privileged
to
support
senator
woodhouse's
tremendous
work
in
this
area
over
recent
years
and
legislative
sessions.
H
H
Work
will
lay
the
foundation
for
students
to
develop
the
knowledge
tools
and
capabilities
needed
in
order
to
make
informed
financial
decisions
throughout
their
lives.
We
are
thankful
that
nevada
continues
to
recognize
the
importance
of
financial
literacy
instruction
for
students,
and
we
hope
that
the
committee
can
find
an
opportunity
to
continue
to
fund
these
important
efforts.
Thank.
H
K
L
Good
morning,
chris
bailey
daly
nevada,
state
education,
association,
the
voice
of
nevada
educators
for
over
120
years
and
fca's
comments
on
several
of
the
program
budgets
presented
this
morning,
regarded
by
regarding
budget
2620
on
instruction
and
financial
literacy.
Nfc
is
concerned.
As
this
program
budgets
transfer
to
the
state
education
account,
the
most
important
line
of
accountability
between
districts
and
the
state
is
blurred.
While
the
requirement
for
financial
education
remains
in
statute,
the
impetus
for
districts
to
deliver
on
this
legislative
priority
is
watered
down.
L
nsa
supports
restoring
funding
in
budget
2618
for
professional
development
to
ensure
high
quality
public
education
is
necessary
to
provide
our
educators,
both
licensed
employees
and
education,
support
professionals
with
appropriate
professional
development
opportunities
to
gain
and
improve
knowledge
and
skills
important
to
their
positions
and
job
performance.
This
has
become
even
more
important
with
kobe
19
and
the
switch
to
distance
education
last
school
year
and
a
renewed
emphasis
on
social
and
emotional
learning.
L
Budget
2673
includes
support
for
the
commission
on
school
funding,
nsca
remains
concerned.
This
important
commission
excludes
the
voice
of
active
educators
and
finally,
on
budget
2709
nfca
supports
the
maintenance
of
the
number
of
pre-k
seats,
but
would
like
to
point
out
that
there
are
still
significant
unmet
need
across
the
state.
We
agree
with
chair
carlton
that
pre-k
program
is
provided
by
school
districts.
L
It's
preferable
to
private
providers.
Another
intended
consequence
of
sb
543
is
the
loss
of
pre-k
funding
with
the
transfer,
zoom
and
victory
dollars
to
the
state
education
account.
While
we
appreciate
the
consideration
of
gear
dollars
to
offset
this
loss
to
pre-k,
it's
important
to
remember
these
are
one-time
dollars
and
will
eventually
have
to
be
backfilled
by
other
funding
sources
in
the
future.
Another
possibility
for
this
committee
to
consider
is
maintaining
existing
zoom
and
victory
schools
and
funding,
as
they
do
represent
nevada's
most
successful
programs
of
education
equity.
Thank.
L
K
K
F
I
H
I
H
C
C
K
K
K
L-I-N-D-S-A-Y-A-N-D-E-R-S-O-N
on
behalf
of
the
washer
county
school
district,
the
washoe
county
school
district
would
like
to
express
our
support
for
the
standardized
seat
costs
for
pre-k
that
has
been
recommended
by
the
department
of
education.
We
appreciate
them
for
recognizing
the
difficult
position
we
have
been
in
with
braided
funding.
We
provide
pre-k
directly
through
the
district
schools
with
no
non-profit
partnership
and
the
braided
funding
presented
significant
administrative
challenges.
K
We
had
pre-k
classrooms
with
different
program
requirements
like
student,
age
and
income
thresholds
depending
on
the
source
of
funding
this
mate.
These
differences
made
staffing
compliance
and
accountability
unnecessarily
complex
and
confusing
for
schools
and
families.
Moving
to
the
standardized
approach
is
a
priority
for
the
washoe
county
school
district
at
this
level,
which
we
believe
will
support
our
existing
classrooms.
K
Additionally,
accounting
for
the
transition
from
zoom
into
the
pupil-centered
funding
plan
is
a
critical
component.
We
have
used
zoom
funds
to
support
pre-k
at
many
of
our
zoom
schools,
and
we
want
to
continue
this
effort
as
we
move
forward
and
manage
the
shift
in
funding
through
the
new
funding
formula
at
the
projected
level
of
funds
for
washoe.
K
K
A
Thank
you
very
much.
We
appreciate
that
so
that
committee
members,
I
believe
our
work
for
this
morning
has
been
accomplished.
There's
still
more
work
to
do
I'm
sure,
but
the
budgets
that
we
have
before
us.
We
are
done
with
so
with
that
committee.
Thank
you
all
very
much
for
your
time
and
attention.
This
committee
meeting
is
now
adjourned.