►
From YouTube: 3/19/2021 - 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
Thank
you
so
much
broadcasting
all
right
well
good
morning
and
welcome
to
the
committee
subcommittee
on
k12,
higher
education
and
cip
order,
and
will
the
committee
secretary
please
take
the
role.
A
Here
and
please
mark
speaker,
fryerson
absent
excused
and
please
mark
the
others
present
as
they
arrive.
Thank
you
very
much.
Please
members
remember
to
meet
yourselves
when
you're
not
talking,
and
would
you
all
of
the
all
of
those
joining
us
virtually.
I
know
that
we've
gone
over
many
of
the
options
for
you
to
join
us
virtually,
and
so
please
know
that
there
is
a
help
button
on
the
nellis
website
and
it
does
explain
all
that
and
we
will
be
going
through
the
budgets
today.
A
We
have
four
budgets
from
the
department
of
education
and
so
we're
going
to
welcome
superintendent,
ebert
and
deputy
superintendent,
heidi
hearts
back
to
the
subcommittee,
we're
going
to
invite
them
to
begin
their
presentation,
and
we
will
pause
after
each
budget
for
questions
as
there
are
so
many.
So
please,
superintendent,
ebert,
when
you
are
ready.
Please
proceed.
B
B
In
order
for
you
to
make
informed
decisions,
you
know
when
we,
this
is
our
third
session
and
together-
and
I
was
reflecting
last
night
about
you-
know
where
we
are-
where
we've
been
in
just
a
very
short
period
of
time,
from
the
special
session
to
now
and
all
the
iterations
of
work
that
everyone
has
participated
in
those
in
the
department,
as
well
as
the
governor's
finance
office
and
everyone
else
involved
in
education
and
back
in
the
fall
in
preparation.
B
All
of
you
were
well
aware
that
we
were
asked
to
create
a
budget
that
had
a
12
reduction,
some
of
the
hardest
things
to
do
in
anyone's
life,
but
one
who
is
a
lifelong
educator
to
be
asked
to
prepare
a
budget.
In
that
way.
It
was
very
difficult
to
do,
but
over
time,
and
as
we
saw
the
economic
forum
and
different
positive
things
coming
into
our
state,
that
was
reduced
quite
a
bit.
However,
we
still
had
to
prepare
a
budget
that
had
reductions
to
it.
B
The
commission
on
school
funding,
as
you
well,
are
aware,
they're
working
on
optimal
funding
and
how
we
can
get
to
that
point,
and
hopefully
it
will
be
sooner
rather
than
later,
but
today
we
are
presenting
to
you
what
is
in
the
governor's
proposed
budget
and
thank
you.
We
will
take
each
account
and
then
we
will
pause
for
questions.
So
with
that,
I
will
turn
the
time
over
to
deputy
eddie
hearts.
C
Good
morning
for
the
record,
I'm
heidi
hearts
and
I
serve
as
the
deputy
superintendent
for
business
and
support
services
in
the
nevada
department
of
education.
We
have
four
budget
accounts
scheduled
for
hearing
this
morning.
Budget
account
2699
other
state
education
programs,
budget
account
2615
the
school
remediation
trust
fund
budget
account
2698
school
safety
and
budget
account
2704.
C
The
first
budget
account
we
wish
to
review
with
you
this
morning
will
be
budget
account
2699
the
other
state
education
programs.
This
budget
account
includes
funding
that
is
passed
through
to
school
districts
and
charter
schools
through
various
state-funded
grants
as
well.
The
state
general
fund
dollars
that
are
designated
as
maintenance
of
effort
for
federal
grants,
incentives
for
certain
educational
personnel,
and
it
includes
additional
funding
for
other
entities
such
as
jobs
for
america's
graduates
and
the
public
broadcast
services.
C
Our
presentation
this
morning
is
focused
primarily
on
programs
and
activities
that
have
been
impacted
by
various
decision
units
included
in
the
governor's
recommended
budget.
Many
of
the
decision
units
presented
in
this
budget
account
restore
funding
which
was
reduced
during
the
31st
special
session.
However,
there
are
additional
decision
units
that
were
necessary
to
reduce
funding
or
to
undo
a
portion
or
all
of
these
restorations.
C
The
first
set
of
decision
units
this
morning
pertain
to
the
read
by
grade
3
program.
As
a
reminder,
we've
previously
discussed,
read
by
grade
3
and
related
decision
units
during
our
march
3rd
budget.
Hearing
in
this
budget
account,
the
governor
has
recommended
decision
unit
e
277,
which
restores
funding
for
the
read
by
grade
3
allocations
to
school
districts.
C
The
recommended
funding
that
would
remain
to
be
allocated
for
literacy
services
would
total
approximately
14.8
million
dollars
in
fiscal
year
2022
and
14.7
million
dollars
in
fiscal
year.
2023
later
in
the
presentation,
we
will
have
a
decision
unit
that
does
indicate
that
these
funds
are
recommended
to
be
transferred
to
the
state
education
funding
account
and
allocated
on
a
per-pupil
basis
through
the
pupil
centered
funding
plan.
C
As
a
reminder,
nrs
388.159
currently
requires
that
all
elementary
school
principals
designate
a
literacy
specialist
that
individual
is
responsible
for
scheduling
and
assisting
with
professional
development,
specifically
related
to
literacy
and
assisting
teachers
by
implementing
a
system
of
supports
that
would
include
intervention
services
and
intensive
instruction
for
students
who
have
been
identified
as
deficient
in
their
reading.
Skills
currently
read
by
grade
3
funding
is
allocated
through
a
non-competitive
grant
process
and
that
non-competitive
grant
process
was
approved
during
the
2019
legislative
session.
C
As
a
point
of
reference
for
the
benefit
of
the
subcommittee
in
fiscal
year,
2020
funding
was
allocated
to
school
districts
based
on
an
average
salary
amount
of
approximately
71
000
per
year.
And
additionally,
each
school
district
received
approximately
two
thousand
dollars
for
professional
development,
specific
to.
C
C
They've
also
worked
in
partnership
with
the
regional
professional
development
programs
to
ensure
that
they
are
modeling
strategies
that
support
effective
literacy
instruction.
This
online
collaboration
and
networking
has
supported
educators
in
literacy
instruction,
as
well
as
social
and
emotional
learning.
Distance
learning
and
assessments
slide.
10
illustrates
the
outcomes
of
the
successes
experienced
since
the
need
to
address
literacy
was
adopted
into
statute
and
funding
was
also
added
for
these
purposes.
C
This
table
shows
the
national
assessment
of
educational
progress.
Amongst
fourth
grade
reading
performance,
comparing
national
data
to
nevada
scores,
I
would
note
that
data
is
not
available
for
the
2019-2020
school
year,
because
the
national
assessment
of
educational
progress
or
nape
was
not
conducted
due
to
the
covid19
pandemic.
C
C
The
next
set
of
decision
units
pertain
to
the
underperforming
schools
or
turnaround
program
decision
unit
e-278
restores
the
funding
for
this
program,
which
was
reduced
during
the
31st
special
session
decision.
Unit
e
686
reduces
this
funding.
While
these
decision
units
result
in
there
not
being
any
funding
available
during
the
upcoming
biennium,
the
department
does
want
to
share
with
you
that
we
have
already
begun
working
with
schools
who
would
have
otherwise
received
this
funding
to
identify
federal
supports
that
can
be
leveraged
to
support
individual
schools
to
drive
forward
with
the
improvement.
C
C
Engineering
and
mathematic
grant
programs
at
both
the
middle
school
and
high
school
levels
to
assist
with
college
readiness
amongst
our
students
and
then
a
portion
of
the
funding
available
for
college
and
career
readiness
is
also
specifically
dedicated
to
competitive
grants
for
school
districts,
charter,
schools
and
non-profit
organizations
to
develop
and
implement
work
based.
Learning
programs,
which
was
a
pilot
project
for
the
current
biennium
decision
unit.
280,
restores
funding
for
the
gifted
and
talented
education
program,
totaling
approximately
5.2
million
dollars
in
each
fiscal
year
of
the
upcoming
biennium.
C
Again,
the
gifted
and
talented
program
funding
is
recommended
in
a
decision
unit
later
in
our
presentation
to
transfer
those
funds
to
the
state
education
funding
account
to
be
allocated
through
the
pupil
centered
funding
plan,
specifically
in
the
weighted
categories
of
funding
slide.
14
provides
some
information
on
the
gifted
and
talented
program.
It
includes
an
overview
of
the
program
itself
identifies
the
students
who
participate
in
the
program.
The
requirements
for
school
districts
with
the
use
of
the
funding
they
receive
from
the
state,
as
well
as
the
allocated
amount
in
the
current.
C
Decision
unit
e
281
restores
funding
for
special
elementary
counseling
totaling
850
000
in
each
fiscal
year
of
the
upcoming
biennium,
and
this
restores
funding
that
was
previously
reduced
during
the
31st
special
session.
The
funds
allocated
through
the
special
elementary
counseling
grant
are
used
to
support
counseling
services
at
for
elementary
students
who
are
at
risk
of
failure.
C
C
Decision
unit
284
restores
funding
for
the
adult
education
program,
totaling
approximately
1.2
million
dollars
in
each
fiscal
year.
This
restores
the
funding
that
was
previously
reduced
during
the
31st
special
session
and
ensures
that
the
state
meets
its
maintenance
of
effort
requirement
for
its
federal
grants
that
serve
adult
education.
C
Decision
unit
e-285
restores
funding
for
career
and
technical
education,
totaling
1
million
dollars
in
each
fiscal
year.
This
would
restore
the
funding
that
was
reduced
during
the
31st
special
session,
and
it
would
allow
the
state
to
continue
to
meet
its
federal
maintenance
of
effort
requirements
for
the
perkins
grant.
We
would
note,
for
the
benefit
of
the
subcommittee,
that
the
department
of
education
requested
and
was
approved
for
a
one-time
waiver
of
the
maintenance
of
effort
requirement
in
fiscal
year
2021,
based
on
the
reduction
that
was
made
during
the
31st
special
session.
C
Decision
unit
e
286
restores
funding
for
jobs
for
america's
graduates,
totaling
252
000
in
each
fiscal
year,
which
restores
a
portion
of
the
reduction
that
was
made
during
the
31st
special
session.
The
reductions
made
during
the
31st
special
session
totaled
588
000
in
fiscal
year
21.,
with
the
restoration
of
some
of
the
funding
that
was
previously
reduced.
There
would
be
a
total
of
approximately
3.9
million
dollars
available
in
each
fiscal
year
to
support
the
ongoing
work
for
jobs
for
america's
graduates.
C
This
program
helps
students
who
are
at
risk
of
not
graduating,
stay
in
school
and
graduate
it
teaches
workplace
readiness
skills
and
provides
employment
services
to
their
students
and
they
also
assist
with
employment.
Excuse
me,
enrollment
in
post-secondary
education
or
enlistment
into
the
military.
C
The
funding
that
is
provided
to
jag
is
has
a
matching
requirement
so
that
for
every
dollar
received
in
general
fund
they're,
also
working
to
obtain
private
dollars
in
an
equivalent
amount
decision.
Unit
e
287
restores
funding
for
the
educational
leadership
program,
totaling
100
000.
In
each
fiscal
year
the
funding
was
reduced
during
the
31st
special
session,
totaling
300
000
in
fiscal
year
2021..
C
C
C
Overall,
the
decision
unit
totals
approximately
899
000
in
each
fiscal
year
and
the
impacted
programs
are
the
nevada
institute
on
teaching
and
educator
preparation.
Then
teacher
and
nursing
certification,
reimbursement,
reimbursement
for
counselor,
certifications
and
salary
increments
for
speech,
pathologists.
C
I
would
note
that,
with
these
reductions,
there
would
be
no
funding
available
to
continue
the
nevada
institute
on
teaching
and
educator
preparation
program
for
the
upcoming
biennium
using
general
fund
dollars.
There
would
still
be
approximately
forty
seven
thousand
dollars
available
to
reimburse
teachers
and
nurses
who
attain
national
certification.
C
Decision
unit
e916
transfers,
the
funding
for
the
gifted
and
talented
program
to
the
state
education
funding
account.
As
I
previously
noted,
these
funds
are
recommended
to
be
transferred
so
that
they
can
be
allocated
through
the
pupil
centered
funding
plan,
specifically
through
the
weighted
funding
for
gifted
and
talented.
C
Students
decision
unit
e-947
transfers,
funding
from
several
state-funded
grant
programs
to
the
state
education
funding
account,
including
funding
for
read
by
grade
3,
advanced
placement
exams,
lea
library,
books,
computer
education
and
technology,
special
education,
counseling
and
college
and
career
readiness
diploma
incentives.
These
transfers
would
total
8
000.
Excuse
me:
8
million
274
000
in
each
fiscal
year
and
the.
F
C
A
Thank
you
very
much
for
that
presentation
and
there
are
questions
and
I
think,
we'll
start
with
chair
carlton.
Would
you
like
to
go
ahead.
G
Thank
you.
Thank
you,
madam
chair,
so
thank
you
very
much
for
the
presentation
that
gave
us
a
lot
of
information
to
work
from.
I
think
my
first
question
is
going
to
be
on
the
educational
leadership
e
287,
but
I
do
have
some
other
questions
on
cte
and
the
college
in
career
readiness,
but
I'll,
ask
mine
and
then
I'll
wait
to
see
what
other
folks
have
to
ask.
So
with
the
change
in
funding
and
the
recommended
reduced
funding
on
this.
C
C
Heidi
hearts,
for
the
record,
when
the
funding
was
initially
recommended
for
reduction
during
the
31st
special
session,
that
was
a
very
difficult
decision
to
make,
as
were
all
of
the
decisions.
C
Any
hearts
for
the
record.
I
believe
that
the
department
would
look
to
the
clark
county
public
education
foundation
to
identify
which
services
they
believe
are
most
important
to
be
continued
or
which
services
could
be
offered
in
a
different
format
or
at
a
different
level,
to
continue
to
meet
the
needs
of
their
goals
and
objectives.
C
A
You
are
welcome
and
we
can
come
back
to
you
if
you
need,
if
need
be,
so
I'm
going
to
jump
in
here
really
quick,
because
I
have
an
adult
education
question.
A
So,
given
that
significant
drop
in
the
reported
enrollment,
why
is
the
adult
education
diploma
program
recommended
for
a
budget
restoration
of
a
million
in
each
year
in
the
bay
in
the
future?
Biennium.
C
Any
hearts
for
the
record,
in
order
for
the
state
to
continue
to
meet
its
maintenance
of
effort
requirements
for
federal
funds
that
are
also
used
for
adult
education.
We
need
to
maintain
our
current
general
funds
support
for
these
activities,
so
the
restoration
of
the
approximately
1.2
million
dollars
in
each
fiscal
year
will
ensure
that
we
meet
that
maintenance
of
effort.
A
Okay,
thank
you
and
then
following
that,
would
you
tell
me
how
would
that
general
fund,
then
appropriation
of
the
million
dollars
each
year
in
the
next
biennium
be
utilized
to
improve
or
expand
that
career
and
tech
program.
B
A
Okay,
I
see
that
senator
sivers
gansard
has
a
question.
E
Thank
you,
chair
donderelu,
so
I
wanted
to
circle
to
the
read
by
third
grade
program,
the
read
my
three
program,
and
so
it
looks
like
the
funding
was
restored
in
e
277,
but
then
it
was
cut
in
the
e
686,
so
the
net
is
instead
of
having
about
31.4
million
a
year.
We've
got
roughly
like
14.7
or
8
million
a
year.
Is
that
correct.
A
E
You
know
we
talk
about
gifted
and
talented
and
english
language,
learners
and
low
income
there's
a
weight,
but
it
sounded
like
you.
You
were
able
to
identify
about
114
000
students
who
are
not
at
grade
level
for
literacy,
but
we
don't
have
any
weights
right,
so
we're
cutting
the
program
and
then
there's
really
no
weights,
even
though
it's
getting
put
into
the
people
standard
funny
plan
is
that
right.
C
Ready
hearts
for
the
record.
Currently
the
pupil,
centered
funding
plan
includes
three
weighted
categories:
students
who
are
english
learners,
students
who
are
designated
at
being
at
risk
and
students
who
are
gifted
and
talented
the
commission
on
school
funding,
as
well
as
the
governor
and
the
legislature,
all
have
opportunities
according
to
senate
bill,
543,
to
recommend
additional
categories
of
waiting
if
they
deem
that
to
be
necessary,
and
certainly
in
the
best
interest
of
our
students.
C
While
the
funding
allocation
will
change
the
programs
and
services
and
the
intent
of
our
state
to
ensure
that
our
students
are
reading
at
grade
level
will
all
remain.
There's
no
changes
recommended
in
statute
to
the
provisions
that
would
require
elementary
school
principals
to
identify
a
literacy
specialist
at
each
elementary
school
and
those
literacy
specialists
will
still
continue
to
provide
professional
development.
Technical
assistance,
support
and
services
to
ensure
that
the
students
in
their
schools
are
reading
at
grade
level.
E
C
The
commission
on
school
funding
also
identified
target
weights,
which
would
facilitate
the
allocation
of
additional
funds
to
the
weights
when
additional
funding
became
available.
The
weights
that
are
currently
reflected
in
the
governor's
recommended
budget
are
less
or
different
than
what
I
just
indicated.
C
E
C
Tiny
hearts
for
the
record
in
the
pupil
centered
funding
plan,
as
prescribed
by
senate
bill
543,
the
weights
are
applied
to
the
statewide
base
per
pupil
funding
amount
and
that
generates
a
specific
per
pupil
dollar
amount.
That
would
go
to
the
school
where
pupils
are
estimated
to
be
enrolled
during
a
school
year,
so
that
those
schools
can
provide
the
services
that
those
students
are
eligible
to
receive.
E
C
Those
equivalent
heidi
hearts
for
the
record.
I
wanted
to
first
clarify
that
when
the
commission
on
school
funding
recommended
the
initial
weights,
they
were
looking
at
all
funds
appropriated
in
fiscal
year
2022
and
that
equated
to
a
dollar
value
by
taking
the
total
available
general
funds
and
dividing
it
by
the
number
of
students
who
were
anticipated
to
be
served
in
that
fiscal
year.
C
The
governor's
recommended
budget
includes
weighted
funding
for
those
three
categories
of
students.
The
weights
would
be
different
because
the
amount
of
funding
included
in
the
pupil,
centered
funding
plan
with
phased
implementation
and
therefore
the
statewide
base
per
pupil
funding
amount
would
be
less
than
if
we
were
looking
at
full
implementation.
C
E
Thank
you.
I
I
think
I'd
like
to
just
follow
up
with
you
offline,
because
I
don't
want
to
take
the
committee's
time
to
to
go
through
this.
I
want
to
make
sure
the
numbers
match
up
and
understand
the
waiting
better.
So
thank
you
for.
A
This
thank
you
very
much.
I
believe
assemblywoman
teresa
benitez
thompson
has.
G
A
All
righty,
let
me
just
see
where
we
were
in
the
questions,
then
we'll
go
on
to
assemblywoman
gorlo.
Please.
H
C
A
Thank
you
very
much.
Assemblywomancarlton
follow-up.
G
And-
and
thank
you,
madam
chair,
so
I
guess
I'd
like
to
go
back
to
the
college
and
career
readiness
which
started
last
session
and
then
I'm
trying
to
figure
out
how
that
meshes
with
jag.
G
So
in
the
college
and
career
readiness,
the
work
based
learning,
you
had
said
that
there
were
grants
to
non-profits
on
that.
So
since
this
is
kind
of
a
newer
one
for
us,
could
you
expand
upon
that
a
little
bit
more
and
then
I
believe
I
have
a
question
about
jag,
but
I'm
just
trying
to
figure
out
why
we
would
have
two
programs
that
are
kind
of
aimed
in
the
same
direction.
C
Heidi
hertz
for
the
record,
based
on
my
review
of
the
the
decisions
from
the
2019
legislative
session
that
resulted
in
a
portion
of
the
funds
for
the
college
and
career
readiness
program
being
specifically
designated
for
competitive
grants
to
school
districts,
charter,
schools
and
non-profit
organizations
to
develop
and
implement
work
based
learning
programs.
It
appears
that
that
was
a
pilot
project
to
allow
the
development
of
these
programs
within
a
school
setting,
whereas
the
programs
and
services
provided
through
jag
our
specific
group
of
students
who
tend
to
be
at
risk
of
not
graduating
from
high
school.
C
B
Superintendent
ebert
for
the
record.
Thank
you,
chair
carlton.
Yes,
all
of
those
funds
are
meeting
children's
need
at
the
end
of
the
day,
and
so
how
do
we
make
sure
that?
And
in
this
instance,
we
have
made
sure
across
our
state
that
we're
not
being
duplicative
in
the
spending
of
the
funds
but
that
they
complement
each
other
and
meet
the
intended
purpose
of
the
allocation?
What
has
been
allocated
so
the
750
000,
specifically
for
all
children
reaching
the
college
and
career
readiness
diploma,
which
we
were
very
proud
in
our
data.
B
So
I
guess
to
your
question
and
framing
yes
in
service
of
children
it
while
ensuring
that
there's
no
overlap
in
those
services
that
have
been
provided
through
the
state.
G
And,
thank
you
very
much
superintendent,
so
I
guess
what
I
would
like
to
get
and
if
I
already
have
it
I
apologize.
I
know
we
shouldn't
be
asking
for
information
too
many
times,
but
if
there's
a
list
of
the
non-profits
that
received
the
money
in
the
college
and
career
readiness,
so
that
we
can
kind
of
overlay
that,
with
the
other
work
that
other
folks
are
doing,
we're
always
curious
how
the
dollars
are
being
distributed
into
the
community
to
see
what
work
is
being
done.
G
A
I
Yes,
thank
you
so
much.
I
wanted
to
follow
up
quickly
on
the
issue
over
adult
education,
and
I
think
it
was
hearts
indicated
that
we
needed
to
restore
this
million
dollars
a
year
because
some
of
our
maintenance
of
effort
requirement,
but
it
doesn't
sound
like
we
actually
need
the
money
for
actually
educating
students.
I
So
is
there
a
way
to
potentially
use
some
of
the
expenditures
perhaps
put
out
by
the
districts
to
meet
that
moe,
rather
than
us
having
to
appropriate
it,
with
the
expectation
that
it's
just
gonna
revert
at
the
end
of
the
year
by
any.
C
I
do
believe
that
we
already
rely
on
our
sub-recipients
those
school
districts
and
other
agencies
and
organizations
to
provide
in-kind
match
to
many
of
our
federal
grants
in
adult
education.
So
I
would
oddly
happy
to
circle
back
to
see
if
there
remains
any
capacity
left
at
that
level.
I
A
Thank
you
very
much.
Senator
rowdy.
F
E
I
just
wanted
to
dig
in
a
little
bit
more
on
the
gifted
and
talented
weight.
If
I'm
understanding
correctly,
we've
got
it
at
a
weight
of
0.14
compared
to
what
the
consultant
recommended
at
.05.
So
could
you
just
talk
about
that?
A
little
bit
more.
C
Heidi
hearts,
for
the
record,
when
the
commission
on
school
funding
looked
at
the
amount
of
funding
that
was
available
appropriated
by
the
legislature
for
fiscal
year,
2020
divided
by
the
number
of
students
who
were
anticipated
to
receive
those
services.
It
generated
a
weight
of
0.12
when
identifying
what
the
target
weights
should
be.
The
commission
on
school
funding
did
make
the
recommendation
that
in
the
long
term,
the
target
weight
should
be
0.14.
C
That
was
a
recommendation
that
the
commission
on
school
funding
put
forward
because
they
recognized
that
many
school
districts
are
contributing
funds
to
support
additional
programs
and
services.
To
special
excuse
me
to
students
who
receive
gifted
and
talented
programming,
and
so
they
were
hopeful
that
additional
dollars
would
become
available
to
support
those
specific
programs
and
services.
E
Okay
and
then
just
one
follow-up
on
read
by
three:
I'm
I'm
not
clear
if
you
specifically
got
to
the
so
we
expanded
it
to
all
17
school
districts
and
charter
schools,
so
how
many
additional
students
were
provided?
Literacy
supports
in
the
current
model
in
fiscal
year,
2020.
C
C
Approximately
20
to
22
million
dollars
were
available
for
allocation,
and
we
served
roughly
300
schools
and
a
range
of
113
000
to
186
000
students,
most
recently
in
the
2018-19
school
year,
with
20
million
dollars
available
for
allocation,
which
resulted
in
funding
for
291
schools
and
a
total
of
1
900
192
000
students
being
served
so
currently
all
school
districts
are
receiving
funding,
which
is
based
on
a
literacy
strategist,
a
salary
average
salary
of
approximately
71
000
per
year.
We're
serving
428
schools
and
222
000
students.
A
Thank
you
very
much
and
I
believe
assemblywoman
haruki
has
a
question.
D
I'm
going
to
apologize
if
this
was
already
answered,
but
I
just
walked
in
from
a
bill
presentation
or,
if
I
I
believe,
I'm
on
the
right
budget,
but
I
have
questions
regarding
the
categorical
grant
funding
now.
I
know
that
in
this
budget
some
of
the
categorical
categorical
programs
are
recommended
to
be
transferred
into
the
state
education
funding
account,
but
some
of
them
aren't
so.
Can
you
explain
to
me
why.
C
Heidi
hearts
for
the
record,
I'd
be
happy
to
so
when
the
department
of
education
and
the
commission
on
school
funding
began
working
on
the
people-centered
funding
plan
and
identifying
specifically
what
revenues
should
be
allocated
through
the
pupil-centered
funding
plan.
We
reviewed
each
state
categorical
grant
program
and
we
immediately
removed
those
programs
that
targeted
or
incentives
that
targeted
teachers
with
respect
to
an
incentive,
a
reimbursement
for
acquisition
of
a
national
certification
or
a
salary
adjustment
due
to
a
specific
position,
type
or
services
being
provided
by
that
teacher.
C
We
also
removed
any
program
that
appeared
to
really
be
focused
on
not
all
teachers
only
selected
teachers.
We
then
looked
at
the
remaining
programs,
and
if
those
programs
and
services
were
targeted
at
a
school
or
at
the
students
specifically
in
a
school,
then
they
were
recommended
to
be
transferred.
The
funding
was
recommended
to
be
transferred
to
the
state
education
funding
account
and
allocated
through
the
pupil
centered
funding
plan.
Again
I
want
to
just
remind
the
subcommittee
that
senate
bill
543
does
not
remove
any
of
the
programmatic
expectations
or
requirements
that
are
currently
included
in
statute.
C
The
only
thing
that
would
change
is
the
process
by
which
the
funding
is
allocated
a
benefit
to
allocating
many
of
these
state
funded
grants
through
the
pupil
centered
funding
plan
is
that
school
districts
can
have
some
confidence
and
continuity
in
what
their
funding
levels
might
be
from
one
year
to
the
next.
They
don't
need
to
go
through
a
competitive
grant
process
or
wait
for
the
department
of
education
to
go
through
a
formulaic
distribution
process.
C
Anytime,
we
administer
a
state,
a
state
grant
funded
program,
that's
done
through
a
subgrant
agreement,
and
so
school
districts
have
to
develop
individual
proposals
and
budgets
for
those
sub
grant
agreements.
They
then
need
to
request
reimbursement
from
the
department
of
education,
ideally
on
a
monthly
basis
for
the
services
that
they
have
provided
when.
F
C
Are
allocated
through
the
pupil
centered
funding
plan
there
for
those
activities
that
we've
recommended
for
inclusion
in
the
state
education
fund
and
allocation
through
the
funding
model.
Subgrants
won't
be
necessary.
The
funding
will
be
made
available
to
school
districts
as
part
of
their
monthly
payment
from
the
state
on
that
per-pupil
funding
amount.
D
Thank
you,
ms
harding.
Just
phenomenal
just
follow
up,
because
I
took
notes-
and
I
can't
read
my
own
writing
now
so
that
was
you
said:
you
removed
the
programs
that
were
like
not
student
focused
like
the
teacher
incentives,
reimbursements,
and
there
was
one
other
one
that
you
listed,
that
I
didn't
get
to
write
down.
It
was.
A
Thank
you
very
much
assemblywoman.
Any
additional
questions
on
this
particular
account.
A
All
right
see
none
we
will
move
to
chair.
If
I
could
absolutely.
G
I'm
sorry
I
couldn't
find
the
button
fast
enough.
I
believe
the
one
that
I
had
a
follow-up
on
that
no
one
asked
on
was
the
the
actual
jag
program
itself.
We
talked
about
it
in
reference
to
college
and
career
readiness,
but
not
actual
jag
programs.
So
I
know
we've
had
numerous
conversations
about
this
program
in
in
in
the
last
couple
biennia
and
just
wanted
to
make
sure
that
I
understood
and
miss
hearts
alluded
to
it
about
the
delivery
model,
how
they
worked
through
the
pandemic.
G
We
had
come
up
with
a
scheme
last
time
of
providing
a
certain
amount
having
them
match
the
money
and
then
come
back
to
the
legislature.
For
the
rest,
that
was
kind
of
an
accountability
measure
that
we
put
in.
So
I
want
to
understand
exactly
how
they
adapted
what's
actually
in
the
base
and
I'm
assuming
we're
going
to
fund
it
sort
of
the
same
ways.
We
did
last
time
to
make
sure
that
we
have
that
accountability
measure.
G
So
if
we
could
address
that
and
then,
if
there's
any
other
questions
I'll
be
happy
to
yield.
C
Heidi
hearts,
for
the
record,
we
have
some
information
that
jag,
provided
that
indicated
that,
when
the
covid19
pandemic
changed
the
way
that
our
students
were
attending
school,
that
they
immediately
worked
with
all
of
their
staff
and
devised
a
plan
to
reach
out
to
their
students.
They
conducted
wellness
checks
for
each
of
their
students.
C
C
B
Superintendent
ebert
for
the
record.
We
also
have
asked-
and
I
am
more
than
happy
to
provide
this
body
reports,
especially
during
this
shift
on.
Not
only
you
know
did
they
shift,
but
were
their
outcomes
from
those
shifts.
So
I'm
more
than
happy
to
provide
those
reports.
B
We
meet
with
them
quite
frequently
to
make
sure
that
the
students
are
on
track.
B
C
Heidi
hearts,
for
the
record,
the
question
was
asked
how
much
funding
was
budgeted
for
jag
in
the
upcoming
biennium
and
the
base
budget.
The
base
budget
includes
3.6
million
dollars
in
each
fiscal
year,
with
the
addition
of
the
restoration
of
funding
totaling
approximately
252
000,
their
total
funding
would
be
3.8
3.9
million
dollars
in
each
fiscal
year
and
we
fully
anticipated
the
requirements
for
the
match
to
remain
in
place.
I
would
note
that
jag
has
expressed
some
concern
with
their
ability
to
generate
private
dollars.
G
And
thank
you
very
much
miss
hearts
and
I
you
confirmed
what
my
thought
was
that
the
match
portion
ended
up
being
built
into
the
base
and
I'm
not
sure
that
was
ever
the
intention.
So
we
can
have
further
discussions
about
that.
That
was
there
go
out
and
get
the
match,
but
if
we
build
that
into
the
base
and
then
they
match
again,
it
just
becomes
exponential.
G
So
I
think
we
need
to
have
a
a
conversation
about
that
and
I
can
totally
understand
the
world
of
nonprofit,
because
a
lot
of
us
that
serve
or
participate
in
non-profits
are
all
facing
the
same
struggles
over
the
next
couple
of
years.
So
I
I
do
appreciate
that
it
is
out
there.
Thank
you,
madam
chair.
A
Thank
you
very
much
and
I
I
think
my
flight
controller
skills
aren't
as
good
as
I
thought
and
assemblywoman
teresa
benitez
thompson.
Please
go
ahead.
J
J
So
this
is
kind
of
the
same
statement
I
make
every
two
years
when
it
comes
to
these
kinds
of
budgets
that
we
love
the
nonprofits
and
we
value
the
work
that
they
do,
but
that
I
I
continue
to
remain
concerned
when
we
kind
of
just
talk
about
the
opportunity
cost
of
the
dollars
that
go
to
non-profits,
especially
some
of
the
educational
sectors
from
the
state
general
fund
versus
that
opportunity.
J
Cost
is
if
those
dollars
were
invested
right
into
educational
funds,
the
the
idea
that
you
know
the
3.9
million
and
straight
into
education.
Ideally,
you
know
for
funding
it
right
means
that
we
don't
need
the
the
nonprofits
to
be
doing
the
work
for
us,
because
we're
just
in
fact
funding
the
schools
to
do
it.
J
So
I
kind
of
say
that
every
two
years
just
to
say
you
know
before
we
we
are
before
we
have
the
concern
about
making
sure
that
non-profits
are
healthy
and
whole
that
we
should
in
fact
start
with
making
sure
these
these
our
own
state
general
fund
budgets,
are
healthy
and
whole.
So
I
I
say
that
a
lot.
That's
no
surprise!
J
I
don't
think
that
that
that's
the
question,
but
we
were
concerned
about
a
non-profit
that
is
overly
reliant
on
state
general
funds,
and
that
was
the
concern
last
time
and
then
the
concern
this
time
is
once
again,
because,
if
they're
overly
reliant
on
state
general
funds
and
having
trouble
raising
in
the
private
sector,
that
means
when
we're
in
a
position
of
having
to
look
at
cuts
in
foster
care
and
cuts
in
aging
and
disability
services
and
cuts
in
education
that
we
have
this
added
burden
of
a
responsibility
of
keeping
an
entity
that
is
not
within
state
government
whole
as
well.
J
I
really
don't
think
that
I
think
that
the
nonprofit
should
be
the
very
last
in
line
if
and
when
there's
extra
money
but
but
not
built
in
as
if
they
are
as
essential
as
our
primary
focus
of
funding
the
rest
of
these
budgets.
So
that's
just
I
guess
what
I'll
do.
A
Thank
you
assemblywoman
and
assemblywoman
gorlo.
Did
you
have
a
follow-up.
H
And
I'm
hoping
that-
and
she
can
help
me
find
some
documents,
because,
whether
it's
in
my
policy
committees
or
now
the
money
committees,
I
get
a
lot
of
great
information
on
the
program
and
what
it's
supposed
to
do.
But
I'm
not
seeing
a
lot
of
the
evaluation.
I
do
appreciate.
H
I
believe
superintendent
ebert
did
mention
that
jag
had
a
97
grad
rate,
but
I'm
wondering
where
I
might
be
able
to
find
more
information
on
who
is
actually
participating
in
these
programs
breaking
down
between
genders
race
ethnicities,
I'm
a
little
bit
more
information
on
if
they
feel
that
they're
helping
them,
maybe
their
surveys,
but
I'd
love
to
see
a
little
bit
more
information
and
I'm
hoping
that
it
is
out
there
and
I'd
appreciate
it.
If
it
is.
H
If
you
could
point
me
in
the
right
direction,
because
I've
looked
in
my
files
here
in
my
office
back
at
home,
I'm
not
finding
evaluations
on
these
and
we
do
get
some
numbers
on.
So
many
students
are
receiving
the
services,
but
not
so
much
of
how
much
they're
improving
compared
to
other
states
compared
to
their
peers
that
might
not
have
received
the
services.
So
basically,
where
can
I
find
that
information?
Thank
you.
B
Thank
you,
superintendent,
eber,
for
the
record.
We
will
work
with.
You
know.
There
are
documents
that
we
have,
but
we
make
sure
that
you
have
the
complete
information
and
then
two,
if
there's
a
specific
appointment
that
you
would
like
to
set
up
directly
with
jack,
we
can
help
facilitate
that
as
well.
I
I
recognize
that
all
of
the
statutory
provisions
surrounding
these
categorical
programs
are
remaining
in
place,
but
what
I
think
what
I
worry
about
sort
of
big
picture
is
whether
districts
are
going
to
have
the
resources
under
this
proposal.
To
actually
do
that.
I
As
I
recall
from,
I
think,
our
first
like
the
overview
hearing
in
january,
this
budget
was
originally
constructed,
based
on
a
running
the
nevada
plan,
right
to
figure
out
how
many,
how
much
funding
we
needed
to
include
and
then
converting
it
into
into
this
model,
and
the
notes
that
we
received
indicated
that
the
actual
base
per
pupil
funding
amount
in
that
model
was
between
this
year
and
next
year.
I
You
know
a
reduction
of
I
understand
that
doesn't
incorporate
everything,
but
you
know
if
we're
taking
what
the
categorical
funds
that
we
were
you
that
we
were
expecting
districts
to
spend
on
specific
things,
be
it
three
by
three
social
workers,
whatever
it
might
be,
bringing
it
into
a
reduced
level
of
base.
B
Superintendent
ebert
for
the
record.
Thank
you
senator
keith
keffer.
For
that
question.
What
I
would
tell
you
is
that
we
as
a
state
continue
to
strive
to
identify
additional
funds.
We've
been
very
successful
in
acquiring
grant
funds
over
the
years
very
appreciative
of
the
state
funds
that
have
been
made
available.
B
I
believe
the
whole
purpose
for
actually
spinning
up
senate
bill
543
and
thank
you
all
again
for
voting
and
the
governor
signing
it
is
we
as
a
state,
have
we
appreciate
and
understand
what
education
does
for
all
of
our
children?
B
The
fact
of
the
matter
is,
we
know
we
all
can
be
doing
better
and
identifying
stable
funding
to
get
where
we're
at
the
pre,
where
we
want
to
be
and
optimal
funding
on
top
of
that
is
is
is
a
goal
that
we
have,
and
I
am
blessed
that
the
commission
now
again
is
looking
at
the
optimal
funding
piece.
B
If
you
were
to
ask
anyone
in
education
right
now,
you
know
is:
is
it
enough?
They
will
tell
you
no,
we
have
some
of
the
largest
class
sizes
in
the
nation,
so
I
hear
you
in
relation
to
the
conversation
about
the
other
entities
and
as
well
as
the
assembly
woman
asking
about
you
know
what
is
our
goal?
B
How
are
we
focusing
and
laser
in
on
the
most
important
components
of
the
work
for
our
children
and
each
of
these
decisions
and
conversations
are
not
that
we
have
are
difficult
ones,
but
I
think
that
all
of
us,
working
together
we
will
get
to
the
other
side.
We
will
see
funding
stabilized
for
education
and
we
will
see
higher
gains
through
that
in
our
student.
A
Thank
you
very
much.
Okay,
now
I'll
see,
if
anyone
has
any
additional
questions,
maybe
last
call
I
don't
see
anyone
all
right,
superintendent,
ebert
and
deputy
director
hearts.
We
can
move
on
to
the
school
remediation
trust
fund.
2615.
Please
go
ahead
when
you're
ready.
C
C
Examples
of
funding
include
incentives
for
new
teachers,
incentives
for
teachers,
teaching
at
title
1
or
underperforming
schools,
funding
for
additional
services
for
english
learners,
such
as
zoom
and
additional
funds
for
victory
schools,
as
well
as
the
nevada,
21
technology
program
decision
unit
e
275,
restores
funding
for
incentives
for
new
and
transfer
teachers
at
title
1
schools.
The
amount
of
the
restoration
is
2.5
million
dollars
in
each
fiscal
year.
This
would
restore
the
funding
that
was
previously
reduced
during
this
special
session.
C
This
would
result
in
one
thousand
excuse
me:
1.25
million
dollars
each
for
new
teachers
and
transfer
teachers
at
title
1
or
underperforming
schools,
as
included
in
the
governor's
recommended
budget
decision
unit.
E-276
restores
a
portion
of
the
block
grant
funds
during
the
31st
special
session.
These
block
grant
funds
which
were
previously
appropriated
through
senate
bill
551
were
reduced
by
approximately
1
million
dollars
in
fiscal
year
21..
This
decision
unit
restores
those
funds
moving
forward.
C
Decision
unit
e
929
transfers,
the
funding
that
I
just
spoke
to
about
the
additional
funds
for
the
operation
of
school
districts.
Out
of
this
budget
account
and
into
the
distributive
school
account,
the
legislative
intent
was
that
these
funds
would
be
allocated
through
the
nevada
plan
and
the
distributive
school
account
moving
forward
because
we
are
moving
with
forward
with
implementation
of
the
pupil
centered
funding
plan
in
accordance
with
senate
bill.
C
A
Thank
you
very
much.
I
think
we're
going
to
start
with
assemblywoman
garlow.
H
Thank
you
chair.
I
had
a
quick
question.
If
the
funding
for
the
teacher
incentive
programs
were
transferred
to
the
pupil
center
funding
plan,
what
issues,
if
any,
would
school
districts
experience
if
teacher
incentives
were
funded
with
base
purple
per
pupil
funding
to
recruit
and
retain
qualified
teachers
at
underperforming,
schools.
C
If
the
funding
that's
currently
designated
as
an
incentive
for
teachers
at
a
title,
one
school
or
an
underperforming
school
were
to
be
allocated
through
the
pupil
centered
funding
plan.
While
it
would
increase
the
statewide
base
for
a
pupil
funding
amount,
it
could
make
it
difficult
or
uncertain
that
the
funding
would.
C
B
Thank
you,
assemblywoman
growers,
superintendent
ebert
for
the
record,
so
with
those
funds,
the
components
of
that
grant.
As
you
are
aware,
I'm
sure
that
the
teachers
actually
stay
at
those
schools
and
not
transfer
out
for
a
specific
period
of
time.
The
school
districts
have
reported
great
success.
I
will
tell
you
that,
specifically
in
clark
county
school
district,
they
actually
doubled
down
with
additional
funds
to
incentivize
teachers
to
maintain
status
at
those
schools
and
beyond
that.
If
there's
other
specific
data,
I
would
need
to
provide
that
to
you.
A
Thank
you.
Thank
you
very
much,
I
believe,
as
senator
ratty,
please.
E
Thank
you
chair.
Could
you
tell
me
how
it
was
determined
that
the
funding
for
the
supplemental
support
block
grant
should
be
recommended
for
restoration,
as
opposed
to
some
of
the
other
things
we
cut
during
the
special
session.
C
Heidi
hearts
for
the
record,
I
believe
that
the
the
governor
included
this
recommendation
in
his
budget
in
an
effort
to
restore
the
funds
that
were
added
at
the
end
of
the
2019
legislative
session.
In
recognition
of
the
increased
costs
of
operating
our
schools,
statewide.
A
B
Thank
you
for
the
question
superintendent
ebert
for
the
record.
This
entire
process
was
not
done
in
a
silo.
We
actually
worked
with
all
17
school
district
superintendents,
as
well
as
as
the
state
public
charter
school
authority,
and
so
these
exercises
are
are
difficult,
but
we
did
it
in
collaboration
with
those
that
are
working
directly
with
our
students
on
a
daily
basis.
B
So
yes,
we
do.
I
apologize.
We
do
use
data
and
making
those
determinations,
not
just
coffee
clutch
around
a
table,
so
we
do
have
data
that
we
look
at
in
reviewing
each
and
every
one
of
those
programs.
B
D
I
guess
maybe
you
could
just
share
with
our
staff,
so
they
could
share
some
of
the
data
points
like
what
what
were
you
guys
looking
at
when
determining
which
program
would
be
restored?
You
know
over
another
one
so
like
what
were
the
weights
you
were
looking
at
is
really
what
I'm
trying
to
get
at,
but
I
can,
if
you
could
just
get
that
to
our
stuff,
so
they
could
share
it
to
midi
styles.
They
could
share
it
with
us.
D
That
would
be
great
and
then,
if
I
I'll
just
gonna
move
on
to
my
next
question,
the
english,
the
ell
program
very
near
and
dear
to
my
heart,
so
I
just
kind
of
want
to
walk
you
through.
If
you
guys
have
given
any
thought
into,
will
the
program
be
impacted
if
it's
transferred
over
to
the
education
savings
account.
C
Ready
hearts
for
the
record,
so,
as
you
have
noted,
the
the
funding
that
was
previously
allocated
for
zoom
services
will
be
allocated
is
recommended
to
be
allocated
through
the
pupil
centered
funding
plan,
specifically
to
the
group,
the
weighted
category
for
english
language
learners.
C
Currently,
these
services
are
provided
on
a
school
basis
and
through
the
pupil
centered
funding
plan,
the
services
would
now
be
available
to
all
students,
so
this
will
result
in
a
change
in
the
way
the
program
is
administered.
However,
it
will
allow
all
students
who
are
designated
as
english
learners
to
receive
access
to
the
same
supports
and
services
that
previously
may
not
have
been
available
to
all
students.
D
Thank
you,
miss
hearts
and
then
just
one
last
question,
madam
chair,
and
it's
along
the
same
line.
So
just
with
the
same
thing
with
the
victory
schools,
I'm
are
the
are
the
pro.
Will
the
program
be
impacted
by
moving
it
over
the
at-risk
weight.
C
Any
hearts
for
the
record
you're
correct
the
the
response
is
very
similar
because
the
questions
are
very
similar.
So
previously
victory
services
were
provided
through
designated
schools,
and
now
we
have
the
opportunity
to
provide
those
same
services
to
all
students
who
have
been
designated
as
being
at
risk
and
who
would
benefit
from
those
additional
supports
and
services.
D
Thank
you,
mr
thank
you,
madam
chair.
That's
all
the
questions
I
have.
A
Okay,
assemblywoman
teresa
or
benitas
thompson.
Did
you
have
a
question.
D
J
Perfect
and
so
on
on
this
program,
I
just
wanted
to
know
really
just
for
kind
of
the
legislative
record.
J
What
assurance
is
there
would
be
that
school
districts
will
continue
to
fund
laptops
and
professional
development
with
their
base
per
pupil
funding
at
the
nevada,
ready,
21
technology
program
funding
were
transferred
to
support
the
modified
people-centered
funding
plan,
and
I
know
I've
heard
that
no,
you
know
the
that
there's
no
undoing
or
striking
of
language
in
statute
regarding
ram
requirements,
and-
and
so
I
just
wanted
to
to
see
if
that
was
the
same
response
for
this
as
well.
C
Heidi
hearts,
for
the
record,
the
nevada,
ready,
21
technology
program
has
been
incredibly
successful
and,
in
fact,
the
program
staff
have
shared
that
they're
very
proud.
That
nevada
is
actually
leading
the
nation
for
our
computer
science
education
initiatives.
In
fact,
we
are
fourth
in
the
nation
for
having
achieved
many
of
the
national
policies
that
have
been
established.
J
I
appreciate
that
so
knowing
now
that
these
dollars
will
go
into
a
pool
of
money,
that's
going
to
be
allowed
for
unrestricted
purposes.
We
will
just
know,
then
I
guess
by
reports
at
the
end
of
each
biennium
back
from
the
school
districts
about
whether
or
not
they
are.
They
are
indeed
replacing
devices
as
they
get
broken
or
at
the
end
of
their
useful
life
cycle
or,
if
they're,
replacing
them
kind
of
at
what
what
ratio
or
face
behind
we'll
still
have
a
way
to
capture
that
data.
B
Thank
you
for
the
record
superintendent
ebert.
I
I
would
like
to
make
a
special
asterisk
on
this
one,
with
the
pandemic,
all
of
the
school
districts
across
the
state
acquired
of
thousands
of
devices
for
our
students,
those
a
majority
of
those
funds.
Thank
you
again.
You
allocated
through
the
special
session
ab3.
B
Also
additional
esser
dollars
from
the
federal
government
were
provided.
So
if
they're,
I
want
to
make
sure
there's
not
a
thought
process
that
nevada,
ready,
21
now
the
funds
that
were
specifically
allocated
to
a
specific
set
of
schools
this
last
year
it
was
four
schools.
I
believe
that
we
were
able
to
provide
funds,
for.
B
We
now
have
provided
devices
across
the
entire
state,
again,
the
infusion
of
funds
coming
from
the
federal
government
to
support
that
those
devices
have
a
lifespan
anywhere
between
three
and
four
years.
So,
within
the
next
three
and
four
years
I
wouldn't
want
to
have
the
body
come
back
and
say
you
know,
the
department
was
on
the
record:
nevada,
ready,
21
people
everybody's
good,
because
it
will
not
be
unless
the
funds
are
allocated
to
create
a
systemic
path
forward
for
all
students
in
a
digital
learning
environment.
J
Thank
you
and
I
I
really
actually
appreciate
that.
I
think
that's
really
good
for
the
legislative
record,
because
there
will
be
a
point
down
the
road
where
they
look
back
and
they
say.
Okay,
we
have
a
this
cohort
of
technology
that
went
out
and
went
online
at
the
same
time,
which
means
we're
going
to
have
a
cohort
of
technology.
J
Our
expectation
would
be
that
they
plan
for
that
end
of
life
and
are
budgeting
with
a
piece
of
this
money,
but
I'm
not
but
it'll,
be
good
to
you
know
I
won't
be
around
to
have
that
complicated
conversation,
but
at
some
point
legislators
down
the
road
can
know
that
we
are
acknowledging
that
that
will
probably
be
a
discussion
that
happens.
A
Thank
you
very
much.
I
believe
senator
keator
had
a.
I
Question
you,
madam
chair,
I'll,
stop
after
this
one
I
promise.
So
I
wanted
to
just
understand
that,
but
as
we
as
we
move
away.
I
School-Based
programs
with
zoom
and
victory
into
the
distributed
model,
where
we're
supporting
every
child
with
a
certain
dollar
figure
the
I
just
want
to
make
sure
what
I
want.
Do
you
know
what
that's
doing
to
the
weights.
I
mean
it
looks
to
me
from
from
where
we
are
today
to
what
will
be
implemented.
It
looks
like
we're
currently
serving
about
60
percent
of
people
who
may
be
eligible
for
ell
programs,
but
only
like
10,
maybe
of
of
at-risk
eligible
kids,
with
current
current
victory
programming
for
funding.
So
do
you
have
a
do?
I
You
have
a
weight
differential
between
where
we
are
now
based
on
the
students
we're
serving
versus
where
we
are
when
we
start
trying
to
marry
all.
B
Kids,
thank
you
senator
key
keffer,
joan
ebert
for
the
record,
so
I
think
what
we've
experienced
through
this
whole
conversation
and
I'm
I'm
thankful
for
it
because
we're
we
are
making
a
shift
from
the
nevada
plan
to
the
people-centered
funding
plan
and
just
like
being
an
educator.
B
We
know
that
you
have
to
have
many
times
a
conversation
and
sometimes
explain
it
in
in
different
ways.
So
over
I'll
be
brief
and
and
oversimplify,
and
hopefully
it
will
mark
and
if
it
doesn't,
please
tell
me
to
express
in
another
way.
That
being
said,
we
have
a
set
of
funds
that
have
been
provided
traditionally
for
education
in
our
state.
B
Now
that
we're
shifting
to
the
pupil
censored,
funding
formula,
we're
taking
things
like
zoom
and
victory,
which
were
categoricals
and
only
served
a
few
students,
it
was
very
successful
programs,
and
so
that's
why
we're
sitting
here
today
because
that
pilot,
if
you
will,
with
zoom
in
victory,
saying
hey
if
we
actually
in
f,
if
we
fund
education
and
fund
these
learners
that
we
know
require
different
resources.
Additional
resources
extended
school
day,
reading,
centers
all
those
best
practices.
B
Will
we
see
an
increase
because
it's
a
conversation
that
we've
had
within
our
state
of
we
can't
achieve
if
we
have
additional
dollars
so
yay
we've
proven
that
the
educators
in
our
state
have
done
a
phenomenal
job
and
our
children
are
achieving,
as
we
pointed
out
in
the
slide
deck
as
we're
shifting
now,
and
we
want
to
make
sure
that
not
just
these
few
schools
in
our
state
receive
the
dollars
and
and
few
students,
because
we
know
ell
students
exist
in
every
single
school
district
in
our
state
and
many
schools.
B
So
how
do
we
make
sure
that
those
resources
are
now
provided
to
all
of
the
ell
students?
Well,
what
we've
done
is
taken
those
dollars
that
are
already
outlined
in
those
programs
like
zoom
and
put
them
toward
that
category,
which
is
now
a
weighted
category,
the
dollars
that
are
available.
I
think
this
goes
to
what
senator
steverganzer's
was
asking
earlier.
B
Those
dollars
don't
necessarily
meet
the
target
weight,
and
so
that's
where
you
see
the
differences
to
your
specific
question.
I
don't
have
in
front
of
me
right
this.
Second,
what
those
conversion
between
those
dollars
would
be
more
than
happy
to
run
those
for
you.
They
think
that's
what
people
are
probably
wondering
about
and
where
these
questions
are
coming
from,
you
know
how
come
we're
not
hitting
those
targets.
Does
it
hit
all
of
the
children
across
the
state?
B
Yes,
if
the
dollars
now
will
flow
to
each
of
those
students
that
are
identified
in
those
categories
but
they're
based
on
the
dollars
that
are
currently
available
today,.
I
Yeah,
thank
you.
I
certainly.
I
certainly
appreciate
that.
I
think
I
think
the
the
purpose
of
my
question
is
to
sort
of
compound
what
you're
saying
is
that
we've
had
success
in
these
programs
but
they're
at
a
at
a
certain
weight
right
for
what,
for
whatever
you
know,
segment
of
the
population
we've
been
serving,
and
if
we
dilute
that
weight
too
dramatically.
I
I
I
worry
that
we're
not
going
to
be
able
to
achieve
the
same
outcomes
and
guess
back
to
the
point
of
you
know
the
funding
levels
that
would
be
necessary
to
achieve
optimum
weights
across
the
entire
universal
students.
So
that
was
the
purpose
of
my
question.
I
appreciate
it.
A
Thank
you
very
much.
Senator
sivers
gansured,
I
believe,
had
a
question.
E
Thank
you,
chair,
donderelu,
so
kind
of
following
the
same
line,
but
a
little
bit
different.
If
I
recall
we've
had
about
430
million
dollars
come
down
from
the
feds
which
actually
goes
directly
to
the
school
districts,
it
doesn't
go
through
the
state,
so
it's
not
included
in
any
of
our
numbers.
E
Is
there
a
way
to
create
a
chart
or
compile
basically
where
those
dollars
are
going,
because
I
I
know
general
fund
is
is
down
but
at
the
same
time
there's
403
million
dollars
that
will
go
to
the
various
school
districts
and
it'd
be
interesting
to
sort
of
see,
cumulatively,
how
that
adds
up
and
what
what
the
funding
is
and
categorized
too.
So
if
they
are
spending
on
technology,
if
they're
spending
it
on
reading,
if
they're
spending
it
on
amounts
additional
amounts
for
teachers.
E
C
You
heidi
hearts,
for
the
record.
We
do
have
a
table
readily
available
within
the
department
of
education
that
tracks
all
of
the
federal
emergency
relief
funds
we
have
received
related
to
covid19
and
who
the
recipients
of
those
funds
are.
It
will
take
us
some
time
to
go
back
and
review
each
subgrant
to
identify
specifically
how
each
school
district
has
chosen
to
invest
those
dollars,
but
that
we'd
be
happy
to
provide
that
information
to
your
staff.
E
A
Thank
you
very
much.
I
don't
believe
we
have
any
additional
questions
and
if
not,
we
will
move
on
to
budget
2698
school
safety.
C
C
More
specifically,
funding
is
allocated
through
this
budget
account
for
social
and
other
licensed
mental
health
workers,
as
well
as
school
resource
officers,
and
then
we
do
support
a
contract
through
this
budget
account
that
gathers
information
through
our
school
climate
and
social
memory,
social
and
emotional
learning
surveys,
decision
unit
e
277,
restores
funding
for
the
social
worker
program,
totaling
720
dollars
in
each
fiscal
year,
and
this
restores
some
of
the
funding
that
was
reduced
during
the
31st
special
session
e
decisioning
e
686
reduces
the
total
funding
available
by
approximately
1
million
dollars
per
fiscal
year
and
then
decision
unit
e
for
nine.
C
C
Decision
unit
e
278
restores
funding
for
school
resource
officers
that
were
previously
reduced
during
the
31st
special
session.
The
recommended
restoration
totals
approximately
1.9
million
dollars
in
each
fiscal
year
decision
unit
e
60
680
reduces
the
total
funding
by
approximately
1.4
million
dollars
in
each
fiscal
year.
C
This
slide
demonstrates
that
the
funding
that
would
be
transferred
out
of
this
budget
account
and
into
the
pupil
center.
Excuse
me,
the
state
education
funding
account
and
then
what
would
remain
to
be
funded
through
this
budget
account
following
that
transfer
would
be
the
contract
for
the
climate
and
social
emotional
learning.
Surveys
with
that,
madam
chair
we'd
be
happy
to
answer
any
questions.
A
Thank
you
very
much
and
I
think
we'll
start
with
senator
ratty.
Thank
you.
E
K
K
A
K
Depending
on
the
funding
stream,
for
example,
our
school
social
work
enhancement
was
based
upon
need,
looking
at
our
climate
school
data
discipline
data
and
working
with
the
districts
also
on
the
school
resource
officers
and
school
police
officers.
This
too
was
identified
with
need,
looking
at
disciplined,
violent
school
survey,
data
and
vulnerability
and,
lastly,
the
facility
improvements
again
was
based
upon
competitive
and
looking
at
a
grant
process
based
upon
school
safety
audits.
E
E
C
A
Okay,
we
will
go
to
assemblyman
roberts.
Please
go
ahead.
L
Thank
you
ma'am
chair,
thank
you
for
the
presentation
this
morning,
so
my
question
was
more
on
the
mental
health
workers
and
social
workers
that
you
talked
about.
I
know.
During
the
last
school
year
we
had
a
lot
of
had
some
issues
with
with
mental
health
in
regards
to
the
pandemic,
and
I'm
just
curious
how
these
workers
assisted
during
that
time
and
and
how
do
you
think,
they'll
move
or
assist
going
forward.
K
As
noted,
we
still
have
low
ratios
of
school-based
mental
health
professionals
in
our
school
districts,
and
so
they
were
really
stretched
thin,
but
they
were
essential
in
making
sure
that
students
were
connected.
They
will
also
be
essential
in
the
recovery
and
renewal
phases
of
this
pandemic,
as
they
help
students
and
staff
learn
from
what
has
happened
and
kind
of
build
that
resilience
to
move
forward
and
to
recover
and
renew.
L
So
a
quick
follow-up
manager
it
that,
thank
you
for
the
answer
and
I'm
curious
as
to
you
highlighted
some
of
the
reductions
that
may
come,
or
maybe
I'm
ahead
of
myself
in
the
budgets.
But
you
had
some
reductions
slated
for
both
licensed
mental
health
workers
and
school
resource
police
officers
over
the
next
biennium
how's
that
going
to
impact
both
of
those
programs.
C
Heidi
hearts,
for
the
record,
I
believe,
a
lot
of
school
districts,
as
I
have
taught
to
their
chief
financial
officers,
are
looking
at
how
they
can
augment
the
funds
that
would
be
available
so
that
they
can
meet
the
mental
health
needs
of
their
students
with
additional
federal
funds
that
they
have
received.
Again,
it's
important
to
remember
that
these
emergency
federal
funds
will
not
be
an
ongoing
source
of
funding,
but
they
will
help
us
navigate
as
we
continue
to
respond
and
recover
from
the
kovid
19
pandemic.
A
Thank
you,
assemblyman
assemblyman
haven.
Do
you
have
a
question
please.
D
Thank
you,
madam
chair.
My
question
goes
along
the
lines
with
cinderella
and
roberts
and
senator
kanzer's
line
of
questioning.
D
You
know
during
this
pandemic
we've
seen
a
very
sad
statistics
when
it
comes
to
our
students
and
their
mental
health
and
the
increase
in
suicides,
and
so
I
I
have
some
concerns
with
the
reduction
in
the
budget,
especially
for
the
mental
health
workers,
and
I
was
hoping
that,
maybe
and
as
part
of
the
spreadsheet
or
table
that
you
provide
at
the
request
of
senator
cancer,
that
maybe
we
could
see
where
some
of
these
funds
are
going
to
be
used
in
relation
to
the
mental
health.
D
C
Heidi
hearts
for
the
record,
as
we
noted
previously,
we
would
need
to
review
each
of
the
sub-grants
that
we
have
received
for
the
various
sources
of
funding
to
identify
specifically
how
each
school
district
and
the
state
public
charter
school
will
be
investing
those
dollars.
But
we're
happy
to
work
with
your
staff
to
ensure
that
you
receive
that
information.
A
Thank
you
very
much
assembly
woman,
carlton,
chair
carlton.
Would
you
like
to
go
ahead
next.
G
Thank
you
very
much,
madam
chair,
and
I
just
want
to
say
that
you
know
it's
great
when
we
have
had
programs
that
have
worked-
and
I
want
to
thank
miss
benitez
thompson
for
all
of
her
hard
work
on
this.
She
started
this
process
years
ago
and
I
remember
her
coming
to
my
office
and
convincing
me
that
we
really
needed
to
do
this
so
with
social
workers
in
in
the
schools.
But
I
guess
one
of
the
questions
and
one
of
the
the
overarching
questions
was
were
we
going
to
have
enough?
G
G
K
Research
shows
that
internships
result
in
our
students
staying
in
nevada,
and
so
that
was
an
important
piece
recently.
It
depends
on
the
community
and
district
about
the
workforce
flow
and
so,
for
example,
it
is
easier,
although
still,
for
example,
in
clark
county,
we
still
are
not
meeting
the
ratios
of
social
workers
and
in
order
to
meet
those
national
ratios,
we
would
still
need
to
invest
in
1021
social
workers,
and
so
this
would
take
unr
and
unlv
approximately
one
in
two
years
to
really
work
to
get
that
workforce.
G
Flowing
and
thank
you
very
much,
madam
chair,
I
think
it's
always
good
to
look
at
it
from
the
other
side.
I
have
concerns
also
about
defunding
it
about
some
of
the
the
cuts
that
are
being
proposed.
I
don't
want
to
use
the
word
to
fund.
I
want
to
use
the
word
cuts,
but
we
also
realize
there's
cuts
in
a
lot
of
areas
in
in
the
budget.
G
So
we've
heard
in
a
lot
of
other
budgets
that
we
have
vacant
physicians,
because
we
don't
offer
a
pay
scale
that
is
competitive
with
the
rest
of
the
state,
and
I
I
believe
that's
one
of
the
components
of
looking
at
this
to
make
sure
that
we
can't
get
folks
into
the
school.
So
thank
you
very
much
for
the
latitude
on
the
question.
I
appreciate
it.
Thank.
A
You
very
much
additional
questions
before
we
go
to
the
next
budget,
all
right
not
seeing
any
we'll
go
to
our
last
budget
for
the
day
budget
2704-
and
this
is
the
bullying
prevention
account.
So
please
go
ahead
when
you're
ready.
C
They
could
also
use
these
funds
to
provide
training
on
policies
that
had
been
adopted
by
their
district
or
charter
school
to
prevent
bullying
and
cyber
bullying,
or
they
could
use
the
funds
to
develop
and
implement
procedures
that
would
allow
students
and
staff
the
opportunities
to
discuss
bullying
and
cyber
bullying,
as
well
as
the
policies
that
had
been
developed
in
an
effort
to
prevent
either
from
occurring
within
a
school
setting
decision
unit.
915
transfers,
the
bullying
prevention
grant
program
to
the
state
education
funding
account
to
be
allocated
through
the
pupil
centered
funding
plan.
On
a
per-pupil.
A
H
I
have
a
couple
of
questions.
First,
I'm
looking
at
the
actual
expenditures
in
fiscal
year
2020
and
it
looks
like
it
was
23
000
plus
some
change.
Could
you
explain
why
the
full
45
000
was
not
spent,
or
am
I
missing.
H
I'm
sorry,
I
was
looking
at
the
actual
expenditures
for
fiscal
year,
2020
being
23
236
dollars,
and
I
was
wondering
why
the
full
45
000
wasn't
spent
or
was
that
the
reduction.
C
K
Christine
mcgill
for
the
record
office
of
safe
and
respectful
learning.
Thank
you
for
the
question.
Yes,
the
in
nrs
388
is
some
very
robust
training
and
education
requirements
that
our
districts
must
do
in
order
to
reduce
bullying,
and
so
these
funds
allow
the
districts
to
look
at
new
and
evidence-based
curriculums
and
programs
to
do
just
that.
To
reduce
the
bullying.
It
also
allows
training
of
staff
throughout
the
schools
in
order
to
reduce
bubbling
and
to
make
sure
that
reporting
is
quick
and
that
everyone
is
meeting
the
bullying
loss.
H
Hey
thank
you
if
I
could
have
one
more
quick
follow-up
sure
please.
Thank
you.
One
last
question:
do
we
have
any
data
that's
showing
reductions
in
bullying
incidents
at
schools
and,
if
so,
where
might
I
find
that.
K
Christy
mcgill
for
the
record
director
of
the
office
of
safe
and
respectful
learning.
The
school
districts
do
report
on
bullying
two
times
a
year
and
we
are
depending
on
the
district,
seeing
some
reduction
in
bullying
and
we
can.
You
can
get
that
off
at
nevadareport.com,
or
we
can
also
send
that
information
to
you.
H
I
would
appreciate
if
you
could
send
it
to
me,
thank
you
and,
and
one
quick
nevadareport.com
or
was
it
ed.
F
A
Thank
you
very
much
additional
questions
from
anyone
on
the
committee.
A
Okay,
well
not
seeing
any
hands
raised.
That
will
conclude
our
information
that
we've
received
today
and
we
will
follow
with
public
comment.
Please
listen
for
broadcasting
to
give
instructions
and
remember
your
information
is
two
minutes.
Please
go
ahead
broadcasting
if
we
have
any
callers
in
the
queue.
A
D
D
L
Good
morning
chris
bailey,
the
aly
nevada
state
education
association,
the
voice
of
nevada
educators
for
over
120
years.
We
have
comments
on
several
of
the
program
budgets
presented
this
morning
regarding
budget
2699,
nsca
is
very
concerned
about
the
proposed
33
million
cut
to
early
literacy
supports
in
the
read
by
grade
3
program.
A
recent
presentation
from
data
insight
partners
to
the
education
committees
showed
that
for
the
first
time
ever,
nevada,
fourth
graders
are
performing
at
the
same
level
as
their
national
peers,
and
only
three
states
made
more
progress
than
nevada
and
fourth
grade
reading
achievement.
L
L
Nfc
submitted
detailed
comments
against
the
transfer
of
zoom
and
victory
funding
to
the
state
education
funding
account
further
nsca
is
concerned
about
elimination
of
teacher
incentives
for
continuing
teachers
in
title
1
schools,
while
ongoing
and
increased
funding
for
new
teacher
incentives
during
the
creation
of
this
incentive
program
in
2017,
nsca
argued
for
the
creation
of
new
teacher
incentives,
with
parallel
retention,
incentives
for
veteran
teachers
to
avoid
disparities
that
could
disadvantage
veteran
teachers
with
ongoing
issues
related
to
teacher
retention,
especially
at
title
1
schools.
We
continue
this
request.
L
Finally
related
to
budgets.
2698-2704
nfca
would
again
caution
the
legislature
as
these
program
budgets
are
transferred
to
the
state.
Education
funding
account
the
most
important
line
of
accountability
between
districts
and
the
state
is
blurred.
While
requirements
may
continue
in
statute.
The
impetus
for
districts
to
deliver
on
these
legislative
priorities
is
watered
down.
We
see
this
as
many
of
see.
This
is
one
of
the
many
unintended
consequences
of
sb
543.
L
L
F
Okay,
I
apologize
alexander
marks
m-a-r-k-s
with
the
nevada
state
education
association.
Nsca
is
calling
on
the
legislature
to
grandfather,
zoom
and
victory
schools,
nevada's
model
programs
of
education
equity
by
not
transferring
funding
for
the
programs
to
the
new
state
education
funding
account
budget
2615,
nba
school
remediation
trust
fund
proposes
transferring
funds
from
zoomed
and
victory.
Schools
to
the
state
education
funding
account
under
sb
543.
F
These
funds
are
to
be
used
for
student
weights,
taken
from
nevada's,
most
impacted
schools
and
spread
out
across
the
state,
including
to
schools
in
higher
income
areas,
while
districts
will
be
required
to
provide
from
a
menu
of
services
related
to
zoom
and
victory
program,
zoom
and
victory.
Schools
will
receive
significantly
less
money
for
these
services
and
will
not
be
able
to
maintain
the
current
level
of
services
for
students
to
continue
their
success
with
reduced
funding.
The
current
model
will
be
watered
down
and
compromised
with
the
shift
from
a
school-based
approach
to
a
pupil-centered
approach.
F
Zoom
in
victory,
schools
lose
significant
momentum
on
school,
climate
and
culture
jeopardizing
the
gains
made
in
our
most
impacted
schools.
Meanwhile,
language
in
sb
543,
limiting
the
application
of
student
weights
to
an
either
or
approach,
runs
counter
to
educational
best
practice
that
recognize
that
our
most
impacted
students
fall
into
multiple
categories
of
weights
and
require
much
greater
investment
than
provided
by
any
single
weight
in
sb
543.
F
E
E
D
D
We
would
like
to
thank
the
committee
for
the
important
state
funding
that
has
allowed
vegas
pbs
to
continue
providing
essential
services
that
are
a
lifeline
for
vulnerable
communities
statewide,
including
a
special
needs
resource
library,
an
online
educational
portal,
with
multimedia
resources
for
educators
and
students
with
prior
funding.
We
have
also
built
upon
our
data
casting
an
emergency
preparedness
effort
and
funded
the
production
of
the
fourth
and
fifth
season
of
outdoor
nevada
and
a
weekly
show
dedicated
to
help
boost
state
tourism,
showcasing
the
people
and
places
that
make
nevada,
unique
and
fascinating.
D
D
A
Okay,
well,
I
think
we
have
probably
allowed
sufficient
time
for
all
to
join
as
we
work
through
this
budget.
So
with
that,
I
will
close
our
meeting
today
have
a
nice
weekend,
and
this
meeting
is
adjourned.