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From YouTube: 2/7/2023 - Assembly Committee on Education
Description
For agenda and additional meeting information: https://www.leg.state.nv.us/App/Calendar/A/
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A
A
A
I
am
here
so
everyone
is
here,
that's
great,
even
MacArthur,
so
all
right,
I'm
keeping
it
light
today,
well
welcome
to
everyone
in
the
audience
in
Carson
City.
It
was
such
a
hard
session
last
time
not
having
you
guys
here
and
then
even
when
we
did
open
the
building.
So
welcome
to
everyone.
Welcome
to
no
one
in
Grant
Sawyer.
Currently,
oh
wait.
There's
someone
in
the
back,
oh
yeah,
there's
two
people
hi
welcome
and
then
folks,
watching
online
or
through
YouTube,
so
welcome
to
our
committee.
A
So
first
thing
silence
your
phones.
You
know
the
drill,
if
you
wish
to
testify,
please
sign
in
at
the
table
by
the
door,
provide
a
business
card
to
our
committee
secretary,
for
those
of
you
joining
online
be
sure
to
mute
your
microphone
when
you're,
not
speaking
so
it
minimizes
that
background
noise.
When
testifying,
please
turn
on
your
microphone
and
clearly
state
your
name,
any
affiliation
that
you
have.
If
you
have
any
on
the
record,
then
turn
the
microphone
off
each
time.
You're
done
speaking.
A
I
will
remind
you
to
say
your
name
each
time.
I
know
it
seems
strange
at
first,
but
it
really
does
help
our
committee.
Secretaries,
handouts,
20,
hard
copies
for
members
of
the
public.
Electronic
copies
should
be
submitted
to
our
committee
manager
by
1
30
PM
the
day
before
for
the
members
of
the
committee.
We
expect
courtesy
and
respect
in
our
interactions
during
the
meeting.
We
might
not
agree
with
everything,
but
we
can
still
be
nice
to
each
other
committee.
Members
will
be
using
their
laptops
to
view
handouts
and
other
documentation.
A
Don't
view
this
as
a
sign
of
disrespect
or
inattention,
and
with
that
let's
get
started
today
we
are
gonna
going
to
consider
committee
policies,
review
the
background
committee
brief
and
hear
a
presentation
on
school
funding
from
the
commission
on
school
funding
and
the
Nevada
Department
of
Education.
A
But
before
we
begin
I'd
like
everyone
to
get
familiar
with
each
other
and
the
committee,
members
and
staff
and
so
I'll
start
I'll
introduce
myself
I'm
Shannon
bilbrey
Axelrod
I
represent
Assembly
District
34
in
the
Northwest
part
of
Las,
Vegas,
actually
I
can't
even
say
Northwest
anymore,
because
I've
moved
you
know
almost
I've
gone
East,
so
I
have
the
a
really
great,
diverse
district
and
and
I'm
happy
to
be
here.
This
is
my
fourth
session
I
came
in
in
79
and
my
second
time
on
education
and
my
second
time
chairing
education.
A
So
I'm
excited.
We
have
a
great
committee.
We
have
a
lot
of
new
people
who
are
going
to
bring
a
lot
of
robust
conversations
and
I
look
forward
to
that
and
so
I'm
here
for
you.
So
we'll
go
after
that.
We
will
go
to
Vice,
chair
Taylor.
C
Thank
you,
madam
chair.
I
am
Angie
Taylor
first
year
legislator.
So
first
year
on,
the
committee
I
represent
I
proudly
represent
Assembly
District
27
and
the
Reno
University
District
up
north
a
little
bit
over
to
catch
all
of
Sun,
Valley
and
then
down
to
McCarran.
I
am
excited
to
be
here.
Education
is
a
passion
that
we
know
how
important
it
is.
C
D
Thank
you,
madam
chair,
and
congratulations
on
chairing
this
committee.
Thank
you
all
for
being
here.
Assemblywoman
Hanson,
District,
32
I,
live
in
spark,
Spanish
Springs
area
and
cover
a
large
chunk
of
Washoe
and
five
of
the
rural
counties
in
the
north.
This
is
my
third
session
regular
session
I've
served
in
three
special
sessions,
a
mother
of
eight
grandmother
of
20.
Certainly
that
goes
without
saying.
Education
is
important
to
me
and
to
all
of
us,
regardless
of
whether
we
have
children
or
not.
D
E
Thank
you,
madam
chair
good
afternoon.
My
name
is,
and
I
probably
represent
Assembly
District
3,
which
is
in
West
Las
Vegas
and
northwest
Las
Vegas
bordering
our
calling.
The
chair
of
this
committee,
I,
am
also
an
educator,
so
I
work
at
a
school.
My
mom's,
an
educator.
My
grandpa
was
an
educator.
My
siblings
are
both
Educators,
so
you
can
notice
the
trend.
F
Chair
Natha
Anderson
I
represent
Assembly
District
30,
which
is
I
call
it
the
heart
of
the
Truckee
Meadows
I
have
the
majority
area
is
Sparks
just
a
little
bit
of
the
Reno
area.
I
am
a
fifth
generation
teacher.
F
A
G
G
H
Thank
you,
chair
I'm
assembly
woman,
Melissa
Hardy
I
represent
Assembly
District
22,
which
is
Henderson
in
in
southern
Nevada.
This
is
my
third
session.
I
was
elected
in
2018
and
I
have
served
on
education
every
session
that
I've
been
here
also
on
the
interim
education
committee,
I'm
a
proud
product
of
Clark
County,
School
District
as
as
well,
are
my
daughters
and
UNLV.
H
So
we
have
a
rich
tradition
of
Education
in
Nevada
and
I.
Think
one
thing
we
all
agree
on
is
that
there
is
a
lot
that
can
be
done
in
Education
in
all
areas,
and
so
hopefully,
during
this
session.
If
we
can
even
do
a
few
things
that
will
help
the
children
in
our
state,
then
I
I
think
that
we
can
count
that
as
a
success
and
I'm
proud
and
happy
to
be
able
to
be
a
part
of
that.
Thank
you.
I
Thank
you.
I
am
assembly,
member
Selena,
LaRue,
hatch
and
I
am
from
Assembly
District
25,
which
is
Northwest
Reno,
and
a
little
bit
of
Old
Southwest
Reno
as
well.
I
am
a
high
school
teacher
and
I
teach
at
North
Valleys
High
School
in
Washoe,
County
and
I'm.
Also
the
parent
of
a
kindergartner
in
Washoe,
County,
School,
District,
and
so
I
am
here
as
both
an
educator
and
a
parent
and
I
Echo.
I
J
Thank
you,
madam
chair
I'm,
assuming
woman,
Claire
Thomas
I
represent
Assembly
District
17
in
beautiful
North,
Las
Vegas,
and
some
of
the
things
that
I
think
that
you
might
be
familiar
with
with
the
area
that
I
represent.
If
you're
familiar
with
the
VA
Hospital,
that's
Assembly,
District
17
up
to
the
speedway
17
over
to
Nellis
Air
Force,
Base,
17
and
I
also
like
to
remember
the
pig
farm
17..
J
So
I
am
proud
to
say
that
I
have
a
diverse
community
that
most
of
the
schools
are
tier.
One
I
am
a
I'm,
not
a
teacher
I.
Don't
you
know,
portray
myself
to
be
a
teacher.
I,
don't
act
on
TV
as
a
teacher,
but
I
am
a
grandmother
and
it's
important
for
me
to
let
you
know
that
teaching
and
education
is
one
of
the
things
that
got
me
here,
because
it's
very
important
for
our
kids
and
I've
always
said
that
we
need
to
invest
in
our
children.
J
If
we
don't
do
that,
then
we
just
you,
know
pack
up
and
go
away.
This
is
this
is
imperative.
I
have
two
children
that
I've
raised
in
this
Valley
I've
been
here
for
40
years.
Came
in
with
the
Air
Force
I'm
retired
military
United,
States
Air
Force
Station
at
Nellis,
Air,
Force
Base,
most
of
my
career,
so
education
is
really
important
to
me
and
it
should
be
important
to
every
single
person
in
the
state
of
Nevada.
So
thank
you.
Thank.
K
My
name
is
Greg
Koenig
I
am
a
fifth
generation.
Felonite
I
represent
a
rural
District
district
38
I
got
in
trouble
yesterday
saying
that
38
and
33
were
the
two
rural
districts
and
a
lot
of
other
people
said
we
represent
some
Earls
too,
so
I'll
give
it
to
them
that
they're
rural,
but
we're
ruraler,
so
I
have
most
of
Lyon
County
all
of
Churchill
County,
all
of
Mineral
County,
all
of
ismarilla
County
and
a
couple
of
districts
in
Tonopah
which
sure
why
but
I'm
glad
to
represent
them.
K
K
I
also
served
on
this
Nevada
Association
of
school
boards,
with
Angie
with
co-chair
Taylor,
and
so
I
not
only
saw
12
years
of
education
at
the
county
level,
but
I
saw
six
years
of
education
on
the
state
level.
Following
that
I
served
as
a
county
commissioner
over
in
Churchill
County,
but
my
passion
and
my
love
is
education
and
I
want
to
do
whatever
we
can
to
improve
it.
Thank
you.
L
Good
afternoon
everybody,
my
name
is
assemblyman
Ruben
De
Silva
I
represent
Assembly
District
28
in
Northeast
Las
Vegas.
So
these
are.
This
is
now
parts
of
the
city
of
Las
Vegas
parts
of
North,
Las
Vegas
and
an
unincorporated
County
I
am
a
school
teacher.
I
teach
at
Rancho
High
School
the
high
school
that
I
graduated
from
and
have
been
doing
that
for
nine
years
now,
prior
to
that,
I
served
in
the
United
States
Marine
Corps
I
saw
action
in
Iraq
in
the
Fallujah
ramadi
habania
area
and
education.
L
To
me
again
is
has
always
been
the
front
and
center
issue
when
it
comes
to
all
of
our
body,
politique
and
I'm,
hoping
that
this
can
be
the
the
education
session.
I
know
I'm
a
freshman.
This
is
my
first
term
and
I've
been
a
member
of
the
education
committee
for
what
what's
a
UE
assembly,
assemblyman
wins
analogy,
20
minutes
or
so
that's
how
long
I've
been
a
member
of
the
education
committee.
But
I
am
very
excited
to
be
a
part
of
this.
L
This
committee
and
I
know
they
will
do
great
things
for
our
state
if
we
can
work
together
and
making
this
happen.
Thank
you.
Thank
you.
Chairwoman.
N
Thank
you,
madam
chair.
My
name
is
Erica
moska
I'll
be
representing
assembly
district
14,
this
session
I'm
a
freshman
very
proud
to
be
representing
East
Las
Vegas
I'm
also
proud
to
be
the
first
person
in
my
family
to
graduate
from
college.
I
would
not
be
here
if
it
were
not
for
Equitable
opportunities
through
education
and
have
been
an
educator
for
the
past
15
years.
Very
excited
to
be
here.
Thank.
A
You
thank
you
see
what
I
mean.
We
have
such
a
a
great
committee,
and
so
many
folks
who
are
ready
to
get
down
and
roll
up
our
sleeves
and
do
what
we
need
to
do.
At
this
time.
I'll
introduce
our
committee
staff
we're
lucky
enough
to
have
two
committee
councils.
We
have
Asher
Killen
our
first
Community
Council
was
born
and
raised
in
the
midwest
in
Midwest
City
right,
Oklahoma,
Midwest,
City
Oklahoma,
after
finishing
his
undergraduate
degree
and
law
degree
at
the
University
of
Oklahoma.
A
He
came
to
the
legislative
Council
Bureau
in
2007
the
year
my
daughter
was
born.
I
did
not
realize
that
and
currently
serves
as
Chief
Deputy
legislative
Council
in
the
legal
division
during
session,
Asher
has
staffed
both
the
Senate
and
assembly
committees
on
education
and
the
assembly
committee
on
government.
Affairs
he's
also
staffed
a
very
various
interim
committees
on
topics
including
Education,
Health,
Commerce
and
labor
redistricting,
affordable
housing
and
cannabis,
as
well
as
Staffing.
A
The
legislative
commission
and
Nevada
youth
legislature,
I,
have
to
say,
I
was
so
pleased
when
I
saw
that
you
were
going
to
be
our
Council.
We
really
with
that.
We
knocked
it
out
of
the
park
with
that
one
so,
and
we
also
have
our
next
Community
Council
Cameron
Newton
right
down
here.
Cameron
serves
as
Deputy
legislative
council
with
the
LCB
and
began
this
role
with
the
legal
division
in
2022..
A
Cameron
is
originally
from
Frankfurt
Kentucky.
He
received
his
bachelor
degree
from
University
of
Kentucky
and
graduated
from
William
and
Mary
Law
School
in
beautiful
Williamsburg
Virginia
in
2022..
This
is
his
first
committee
assignment
so
welcome
our
committee
policy.
Analyst
is
right
here,
Alex
drawsdov.
She
grew
up
right
here
in
Carson
City.
So
if
you
need
any
recommendations
on
restaurants
or
trailheads,
you
go
to
this
one.
She
earned
her
bachelor's
degree
from
Pepperdine
University
and
you
left
Malibu
to
come
back
to
Carson,
wow
yeah
and
her
master's
degree
from
the
University
of
Nevada
Reno.
M
A
A
This
will
be
her
first
session
with
our
committee,
although
she
did
staff
our
interim
education
committee,
which
I
had
the
pleasure
of
serving
as
Vice
chair
she's
excited
to
be
working
with
education,
so
we're
very
excited
to
have
you
as
well.
Our
committee
manager,
Nick
Christie,
he's
not
in
the
room.
No
okay,
he's
great
he's
in
my
office.
A
If
you
want
to
come
by
and
meet
him,
he
was
born
in
San,
Jose
California,
but
you
wouldn't
know
it
because
from
the
age
of
three
until
his
mid-20s,
he
grew
up
in
the
United
Kingdom,
having
a
jolly
good
time
after
graduation
from
the
University
of
Wales
with
a
bachelor's
degree
in
Psychology,
he
decided
to
move
back
to
the
United
States
after
several
months
of
traveling
Coast
to
Coast.
He
finally
landed
in
Las
Vegas,
where
he
stayed
for
10
years.
A
While
there
he
was
extremely
fortunate
to
meet
his
wife,
Marcy
who's
adorable
and
they
she
was
born
and
raised
in
Las
Vegas,
and
they
had
a
son
named
Wesley
and
he's
so
cute
I
met
him
last
session
and
2019.
They
decided
to
switch
one
extreme
climate
for
another
and
they
moved
to
Lake
Tahoe
their
second
son
Felix
joined
them
in
late
2020
I
had
the
chance
to
meet
him
too,
and
as
far
as
having
a
hobby,
he
has
two
toddlers
in
the
house.
A
So
pretty
pretty
much
all
that
dominates
all
his
spare
time
and
I,
don't
miss
that
I
mean
I.
Do
miss
that
time,
but
I
don't.
This
is
Nick's
second
session
with
my
Nevada
assembly
and
specifically
education.
A
He
was
my
my
guy
last
time
and
he's
Beyond
excited
to
be
back
working
with
the
committee
and
doing
our
important
work.
He
thinks
it's
truly
essential.
We
have
two
committee
secretaries
I'm
going
to
wave,
we
have
fumi
shade,
did
I,
say
rich.
A
Grew
up
in
Seattle
the
Seattle
area
and
has
been
a
Reno
resident
for
the
past
decade.
She
is
a
mother
to
a
fun
creative
13
year.
Old
son
enjoys
time
spending
with
friends
and
family
reading,
dancing,
all
right
and
being
in
nature.
Long
ago
she
worked
as
a
page
for
the
House
of
Representatives
in
Washington
state.
She
most
recently
worked
as
a
registered
behavioral
technician,
providing
intensive
one-on-one,
Behavioral
Services
to
Children
diagnosed
with
autism,
in
clinic
home
and
in
school
settings.
A
She
is
currently
working
on
a
master's
degree
in
Behavior,
Analysis
and
education
and
accruing
hours
towards
that
certificate.
As
a
board-certified
behavior
analysis.
This
is
fumi's
first
session
with
the
Nevada
legislature
and
she's
really
excited
to
be
here.
We're
happy
to
have
you
are
other
secretary
is
Kathy.
Biagi
Kathy
worked
for
the
state
of
Nevada
and
the
state
collaborate
collaboration
director
for
Head
Start
around
2000.
When
she
completed
her.
A
Did
we
spell
that
out?
I,
don't
know
Matt's
Soul,
okay,
Matt's
fall.
She
became
the
state
literacy
coordinator
in
2019.
She
moved
near
Seattle
to
become
casciata,
College,
director
of
ESL
and
adult
basic
education.
She
moved
back
to
Nevada
in
2022
after
session
she'll
go
back
to
watercolor
painting.
Oh,
that's,
wonderful,
that's
so
impressive!
Additionally,
our
committee's
assistants
are
Ashley
Torres
there
she
is
Ashley
was
born
in
Huntington,
Park
California
and
moved
to
Carson
City
in
August
of
2014
after
the
birth
of
her
second
child
Ashley
and
her
family
enjoy
all
the
actor
activities.
A
Northern
Nevada
has
to
offer
like
hiking,
kayaking
and
sightseeing.
You
should
come
to
Vegas
I
mean
I'm
a
little
biased.
This
will
be
her
first
legislative
session
and
she's
very
excited
to
be
part
of
such
an
important
committee.
Ashley
has
the
pleasure
of
assisting
in
Education
Health
and
Human
Services
and
Judiciary,
and
finally
she's
not
here,
but
you
will
see
her
a
lot
is
my
attache
Aaron
dermick.
A
She
is
the
really
the
face
of
my
office
and
just
has
a
very
friendly
warm
welcoming
face
and
that's
what
I
wanted
Aaron
is
excited
and
honored
to
be
working
her
first
legislative
session.
In
this
position.
She
grew
up
in
Seattle,
Washington
and
graduated
from
Cornish
College,
which
at
bachelor's
degree
in
Fine,
Arts
education.
She
has
worked
as
a
store
manager
for
several
different
retailers
and
has
her
Deputy
operation
director
and
has
worked
as
a
deputy
operations
director
for
a
political
campaign.
A
A
She
they
purchased
their
first
home
in
Reno
later
that
year,
but
then
they
got
wiser
and
moved
down
to
Las
Vegas
it
that
was
in
March
of
2021.
I
mean
there's
gonna,
be
a
lot
of
that
teasing.
Just
so
you
know
they
own
a
home
in
the
downtown
west
area
where
they
enjoy
their
two
cats
and
a
French
Bulldog.
They
enjoy
hiking
traveling,
trying
new
restaurants
and
being
active
in
Nevada
politics.
A
Last,
but
certainly
not
least,
I
would
like
to
thank
our
BPS
staff
for
doing
everything
they
do
and
helping
our
meetings
run
smoothly
and
I.
Don't
know
what
we
would
do
without
them
right.
They
are
just
always
there
and
always
available
and
always
there
to
assist.
So,
thank
you,
legislative
staff.
We
will
thank
you
a
lot,
but
I
just
want
to
make
sure
to
say.
Thank
you
as
much
as
possible,
because
I
know
as
much
as
we
work
you
guys
are
working
even
harder.
So
thank
you.
A
A
Okay
committee
worked
as
governed
by
standing
assembly
rules
that
were
adopted
on
our
first
day
of
session.
Proposed
policies
are
in
front
of
everyone
simply,
and
they
just
simply
adds
more
details
about
the
meetings.
G
A
Okay,
so
make
sure
you
guys
get
your
exhibits
in
on
time,
I
for
one
think
that
the
best
committees
are
run
with
a
lot
of
daylight
and
a
lot
of
openness,
and
so
when
we
get
those
exhibits
up
and
everyone
can
see
them-
there's
not
sort
of
this
miscommunication
or
this
thought
that
we're
trying
to
hold
something
back
so
typically,
if
I
have
it
early,
I'll
put
it
up
early.
A
So
that's
that's
important.
Also
I
know
we
don't
really
need
to
say
this
in
this
building,
because
we've
been
really
good,
but
we
have
seen
at
times
an
atmosphere
where
we're
not
the
most
respectful
and
courteous
to
each
other.
Let's
really
try
and
make
sure
that
we
are
respectful
and
courteous
to
each
other.
A
You
know,
like
I
said
we
don't
always
have
to
just.
We
don't
always
agree,
but
we
don't
have
to
be
mean
about
it.
So
I
keep
thinking
about
that
quote.
That
speaker
Yeager,
said
yesterday
about
Abraham
Lincoln,
and
he
said
what
do
you
think
of
so
and
so
I,
don't
like
him
very
much
I
think
I
need
to
get
to
know
him
better.
A
A
Yeah,
okay,
if
not
I
will
accept
a
motion
to
adopt
the
proposed
committee
policies.
Moved
assembly,
woman
Torres
has
moved,
do
I
have
a
second
second
I'm
gonna
go
with
somebody
Hardy,
so
we've
been
show
is
bipartisan.
A
So
now
we
have
assembly.
Woman
Hardy
has
made
the
second
any
discussion.
A
E
B
A
Look
at
us
look
at
us,
MacArthur
just
said,
and
the
last
one
see
why
ayata
okay,
so
our
committee
policy,
analyst
Alec
drezov,
will
now
review
the
background
committee
brief
she's,
going
down.
Okay,
thank
you.
O
Thank
you,
chair
Alex,
strasdoff
committee
policy,
analyst,
research,
division,
legislative
Council,
Bureau
for
the
record
as
nonpartisan
legislative
staff
I
can
either
support
nor
oppose
any
measure
that
comes
before
the
committee
chair,
Bill,
Bray
Axelrod
has
asked
me
to
provide
you
an
overview
of
our
committee
brief.
Each
of
you
should
have
a
copy
of
the
brief.
There
are
public
copies
available
and
it
should
be
available
online
as
well
so
starting
on
page
one
of
the
brief
you
will
see
the
committee
staff
as
well
as
topics
generally
under
the
jurisdiction
of
this
committee.
O
As
you
see
on
page
two
in
the
2021
session,
this
committee
considered
a
total
of
69
measures
of
those
59
revoted
out
of
committee
and
51
were
signed
into
law.
The
committee
can
anticipate
hearing
a
similar
number
of
bills.
This
interim,
on
pages
two
through
seven
I,
have
listed
for
the
committee's
review.
Some
of
the
major
legislation
passed
during
the
2021
session,
as
well
as
the
2019
session
and
the
31st
special
session
of
2020.
O
I,
won't
go
through
each
of
these
measures
during
this
presentation,
but
I
am
more
than
happy
to
provide
additional
information
on
any
of
them.
Following
this
meeting,
I
will
mention
a
couple
here,
though
first
Under
the
Umbrella
of
school
funding,
since
the
committee
will
be
hearing
a
couple
presentations
on
this
topic
later.
O
additionally
beginning
July,
1st
2023.
The
portion
of
the
tax
on
that
proceeds
of
minerals
currently
deposited
in
the
state
general
fund
will
instead
be
deposited
in
the
State
education
fund.
Furthermore,
the
bill
required
the
commission
on
school
funding
to
investigate
sources
of
revenue
to
fund
public
education
in
Nevada
and
required
certain
related
reporting.
O
Other
topics
of
note
during
the
2021
session
include,
but
are
not
limited
to
legislation
related
to
the
coronavirus
disease
of
2019
pandemic,
such
as
SB
173,
which
required
submission
of
certain
learning
loss
plans.
Also
included
in
this
list
is
legislation
related
to
bullying
and
discipline
such
as
ab371,
which
extended
Provisions
related
to
bullying
and
cyber
bullying
and
ab
ab67,
which
revised
Provisions
related
to
pupil
discipline.
O
O
O
The
Nevada,
revised
statutes
requires
over
a
hundred
different
reports
about
education,
so
I
have
not
included
references
to
all
of
them
here,
but
I
have
a
link
to
the
statutory
requirements
of
a
few
examples
in
the
electronic
version
of
the
brief.
If
there
is
a
report,
you
are
interested
in
I
am
happy
to
provide
that.
O
Furthermore,
on
page
nine
I
have
provided
links
to
a
couple
Publications
relevant
to
the
work
of
the
committee.
The
first
is
the
final
report
of
the
joint
interim
standing
committee
on
education.
This
report
outlines
the
work
of
the
committee
over
its
11
meetings
this
past
year.
It
also
details
the
66
proposals
heard
by
the
committee
during
its
work
session
on
August
30th
2022,
which
resulted
in
eight
bdrs
and
multiple
letters
and
statements
from
the
committee.
O
Additional
information
can
be
found
within
that
report.
This
section
also
provides
a
link
to
the
final
report
of
the
committee
to
conduct
an
interim
study
concerning
the
use
of
the
name,
image
and
likeness
of
a
student
athlete
assembly.
Bill
254
of
the
2021
session
created
the
center
of
study
committee,
which
was
tasked
with
studying
existing
laws
and
bylaws
related
to
compensating
a
student
athlete
for
the
use
of
their
name
image
and
likeness.
A
Thank
you
very
much
and
and
well.
Oh
I
I
will
ask
if
there's
any
questions
but
I,
just
because
we
have
a
lot
of
new
people
and
and
we're
back
in
here,
I
just
kind
of
want
to
go
over
where
we're
finding
all
these
things
just
in
case,
because
that
was
a
pretty
high
level,
but
her
actual
committee
brief
goes
into
it.
A
I
know
most
of
my
members
probably
have
it
printed
out,
but
if
you,
if
you
get
to
Nellis
and
you
get
to
this
committee
meeting,
it
you'll
see
on
the
right
side,
it
says:
agenda
minutes,
work,
session
documents
and
Exhibits
and
if
you
open
up
exhibits,
there's
seven
of
them
and
what
she
just
did
was
the
the
committee
brief.
So
if
you
go
to
the
electronic
version-
and
this
is
as
much
for
my
committee
members
as
Folks
at
home-
a
lot
of
the
things
then
are
hyperlinked
there.
A
A
So
now
we
are
ready
to
move
up
to
our
two
presentations
for
today's
meeting,
both
of
which
will
discuss
school
funding
the
commission
on
school
funding.
We
actually
for
those
of
us
who
are
on
the
interim
education
committee
heard
this
before,
but
I
thought
it
was
really
important
that
we
all
hear
it
and
that
you
know
that
it
it
stays
front
of
mind.
A
It
was
very
well
done,
in
my
opinion
and
I'm
very
happy
to
have
guy
Hobbs,
who
is
down
in
Las
Vegas,
chair
of
the
commission,
on
school
funding,
to
discuss
the
background
and
findings
of
the
commission,
and
then
we
have
some
folks
here.
Do
you
want
to
introduce
yourselves
now
or
just
wait?
They'll,
wait!
Okay,
so
chair
Hobbs,
please
go
ahead
when
you
are
ready.
P
Thank
you
very
much.
Madam
chair
I
was
thinking
as
as
you
were
all
introducing
yourselves
that
the
first
legislative
session,
where
I
had
the
the
I'll
use
the
word
pleasure
of
testifying,
was
1981
and
since
that
time
have
appeared
fairly
regularly
in
front
of
what
used
to
be
called
the
Taxation
and
is
still
called
government
Affairs.
This
is
my
first
opportunity
to
work
directly
with
the
committee
on
education
and
I'm
quite
excited
about
that.
P
I
wanted
to
give
you
a
little
bit
of
background
before
going
into
some
slides,
I
can't
I
hate
to
go
through
some
of
these
slides
and
sort
of
bring
down.
The
mood
you've
created,
Madame
chair,
but
I
think
that
it's
important
to
bring
you
all
up
to
date
on
on
where
the
work
of
the
the
commission
stands.
P
At
this
point,
just
by
way
of
background,
the
commission
was
initially
established
by
legislative
act
in
2019
by
way
of
Senate,
Bill
543
and
some
of
the
tasks
assigned
to
the
commission
were
further
augmented
in
the
21
session
by
ab-495
and
essentially
boiling
all
of
that
down
into
a
nutshell.
P
What
we
were
asked
to
do
was
to
go
through
the
at
that
time,
new
pupil-centered
funding
plan
and
work
on
some
technical
aspects.
Many
of
those
were
dealt
with
in
the
21
session
and
incorporated
into
the
pupil-centered
funding
plan,
which
you'll
be
hearing
about
from
the
Nevada
Department
of
Education
a
little
bit
later
on.
P
So
all
in
all
three
years
of
work
by
your
commission
on
school
funding
has
taken
place.
We
went
into
a
Hiatus
this
past
October
and
and
aren't
scheduled
at
the
current
time
to
reconvene
until
I
believe
after
your
session
is
concluded-
and
you
know
again,
the
first
part
of
our
existence
was
focused
on
the
elements
of
the
people-centered
funding
plan.
The
second
part
of
it
was
focused
on
identifying
optimal
funding.
P
P
We
used
a
number
of
different
measures
to
try
to
arrive
at
that.
One
of
them
was
what
what
does
the
average
state
in
the
country
spend
on
education
per
pupil?
Another
measure
that
we
used
was
that
which
was
provided
by
a
subject
matter
expert
that
the
state
has
used
a
number
of
times
over
the
years.
Consulting
firm
goes
by
the
initials
apaugenblick,
palick
and
Associates,
who
have
provided
the
state
with
at
least
two
reports
on
what
funding,
adequacy
and
or
or
optimality
should
be.
P
P
We
actually
looked
at
a
third
measure
as
well,
and
that
was
provided
to
us
by
the
Nevada
Association
of
school
superintendents,
where
they
were
tasked
with
identifying
the
ways
that
additional
monies
have
provided
would
be
deployed
and
how
much
to
achieve
the
various
objectives
of
the
state
may
be
needed
in
order
to
fulfill
and
reach
some
of
those
standards,
including
things
like
class
size
and
and
those
sorts
of
items.
So
we
had
three
measures
that
we
we
worked
from.
P
That
report
of
the
main
body
of
the
report,
I
believe,
was
something
like
50
pages
and
with
attachments
we
hit
the
401-page
mark.
So
we
apologize
for
the
the
thickness
of
that
report,
but
I
believe
in
the
in
the
first
50
or
so
Pages
you'll
get
a
lot
more
detail
than
I'll
be
able
to
deliver
today.
You
know,
subsequent
to
that.
P
P
So
with
that
I'm
going
to
get
into
a
few
numbers
here
relative
to
some
findings
of
the
commission
on
school
funding,
these-
this
is
a
comparison
and
I
spoke
to
it
a
bit
earlier.
We
wanted
to
look
at
where
Nevada
was
and
we're
using
the
year
2020,
because
that,
at
the
time
of
preparation
of
our
report
was
the
most
recent
year
available.
P
Thank
you
was
the
most
recent
year
available
from
a
data
source.
Nces
nces
also
produces
national
average
statistics
for
all
states
in
the
in
the
country,
and
then
you
see
down
in
the
bottom
in
20.
These
are
all
in
twenty
twenty
dollars.
So
these
are
apples
to
apples
in
terms
of
dollars
and
I
can
assure
you
that
there
are
apples
to
apples
in
terms
of
composition
in
the
past.
I
believe
you
all
have
received
numbers
that
sometimes
included
Capital,
sometimes
didn't
include
Capital,
sometimes
included.
Federal
funding
sometimes
didn't
include
Federal
funding.
P
We're
able
to
see
that
Nevada
spends
spent
rather
nine
thousand
five
hundred
and
forty
eight
dollars
per
pupil
compared
with
the
national
average
of
13
489,
compared
again
with
the
subject
matter:
expert's
recommendation
of
fourteen
thousand
three
hundred
and
thirty
seven
again.
These
are
twenty
twenty
dollars.
P
So
one
of
the
next
tasks
would
be
to
take
the
twenty
twenty
dollars
and
Advance
them
forward
to
the
next
fiscal
year,
bring
them
up
to
date,
if
you
will
and
what
we
have
done
here.
You
see
on
the
on
the
top
part
of
this
2020
is
identical
to
the
slide
you
saw
previously,
so
that's
sort
of
a
comparison
of
where
we
were
in
2020
now,
comparing
to
where
we
are
in
2024,
the
national
average
and
we've
inflated.
These
numbers
nces
has
not
yet
come
out
with
next
fiscal
Year's
values.
P
At
this
point,
so
we
took
the
the
Liberty
to
inflate
those
forward.
The
national
average
spending
would
be
15
503
dollars,
apa's
recommendations.
Similarly
inflated
forward
would
be
sixteen
thousand
four
hundred
and
seventy
eight
dollars,
and
what
we
did
on
this
particular
slide
was.
We
show
what
Nevada
spent
and
committed
in
the
fiscal
year
23.,
so
those
that
was
an
actual
value
based
on
Nevada's
Appropriations
for
fiscal
23..
P
And
inflate
the
numbers
for
that,
the
commission
on
education
funding
put
forward
in
2024
dollars.
The
amount
would
be
11
785
dollars
now.
I
would
draw
your
attention
back
to
the
first
number.
We
looked
at
nine
thousand
seven
hundred
and
Seventeen
dollars
as
we
move
forward
with
this
I.
Did
it
again.
P
With
the
filing
of
the
executive
budget,
the
amount
of
per
pupil
spending
contained
within
that
budget
would
increase
the
amount
of
per-pupil
spending
to
11
785
dollars,
which
is
roughly
two
thousand
more
than
that.
Nine
thousand
seven
hundred
dollar
number
that
you
saw
a
bit
earlier.
That
represents
a
commitment
of
just
under
a
billion
dollars
going
into
the
next
fiscal
year
and
as
I
understand
it.
P
The
budget
also
includes
a
similar
amount
inflated
a
bit
forward
for
the
second
year
of
the
biennium,
and
you
can
see
how
those
comparisons
still
line
up
with
the
national
average
and
subject
matter,
expert
recommendations.
So
they're,
despite
the
fact
that
there
are
significant
gains
being
made
in
terms
of
per
pupil
funding
by
virtue
of
the
executive
budget,
there
is
still
a
bit
of
work
potentially
to
be
done.
P
This
shows
what
the
commission
and
on
school
fundings
report
identified
as
per
pupil
spending
and
it's
inflated
forward
through
2033.
Why
are
we
going
that
far
forward,
because
the
guidance
we
were
given
through
SB
543
and
ab
495
was
to
consider
this
over
a
10-year
period
And,
so
that
that's
one
of
the
reasons
we're
looking
at
that
this
way,
these
are
inflated
forward
just
based
on
a
20-plus
year,
average
inflation
rate
over
the
again
the
past
20
years.
P
Current
inflation
certainly
may
be
higher
than
that,
but
we
were
a
bit
more
conservative
and
used
average
inflation
over
a
period
of
time,
and
if
we
compare
that
to
what
was
included
in
the
executive
budget,
we
can
see
that
the
executive
budget
actually
is
applying
more
dollars
on
a
per
pupil
basis
than
what
we
originally
anticipated.
And
so
that's
obviously
from
the
commission
on
school
fundings
perspective.
Very,
very
good
news
that
the
actual
funding,
that's
included
in
the
executive
budget
is
then
again
a
bit
higher
than
what
we
were.
Anticipating.
P
Now
I
think
this
is
an
important
chart
and
we
do
have
some
other
numbers
that
would
back
this
up
on
the
left
side.
This
is
from
the
commission
on
school
fundings
report.
We
identified
that
in
order
to
reach
the
national
average.
If
we,
if
you
go
to
the
the
right
side
of
the
left
chart,
we
would
need
to
be
spending
eighteen
thousand
five
hundred
dollars
per
student
by
fiscal
2023.,
given
the
fact
that
there
was
a
10-year
implementation
that
was
considered.
P
P
If
you
look
at
2033
that
would
have
suggested
that
by
2033
the
amount
of
additional
expenditure
required
to
reach
the
national
average
would
be
another
2.8
billion
in
that
year
alone.
All
of
the
years
that
you
see
to
the
left
are
the
amount
of
additional
spending
that
would
be
required
in
each
one
of
those
years
to
achieve
the
target
of
the
10-year
phase-in.
Hopefully
this
is
this
is
making
some
sense,
but
when
you
go
to
the
right
side
of
that,
you
can
see
that
with
the
funding
that's
been
committed
in
the
executive
budget.
P
P
I
mentioned
as
well
that
we
looked
at
again
Blick,
palic
and
Associates
as
another
metric
for
determining
the
the
gap
between
current
spending
and
the
objective
level
of
spending,
and
you
can
see
here
on
the
left
side
and
the
right
side.
P
Both
the
target
amount
for
fiscal
2033
on
a
per
pupil
basis
was
19
700
dollars
which
compared
to
18
500,
simply
to
reach
the
national
average
and
I
think
this
is
an
important
point
because
had
the
national
average
been
the
only
measure
that
was
used,
there
might
be
some
question
as
to
whether
or
not
reaching
the
average
was
above
or
below,
where
Nevada
should
be
heading.
I.
Think,
with
the
subject
matter,
expert
pointing
out
a
number
that
is
higher
than
the
national
average.
P
It
suggests
that
reaching
the
national
average
would
be
on
the
lower
end
of
what
the
target
funding
should
be
and
with
the
the
NAT,
the
Nevada
Association
of
school
superintendents
having
a
higher
value
even
than
APA.
It
suggests
to
me
that
again,
reaching
the
national
average
is
at
the
lower
end
of
the
target.
Spectrum.
P
And,
of
course,
as
you
would
imagine,
to
reach
apa's
value
on
an
aggregate
basis
again
looking
at
each
year,
these
numbers
would
be
quite
a
bit
larger
than
those
required
simply
to
reach
the
national
average.
P
And
that,
essentially,
is
an
introduction
to
the
identification
of
the
funding
targets
as
they
were
when
we
filed
the
report
and
as
they
may
be
at
this
point
with
the
filing
of
the
executive
budget,
it
took
us
a
a
little
bit
more
effort.
The
report
was
obviously
prepared
this
past
November
and
without
the
advantage
of
knowing
what
was
going
to
be
included
in
the
executive
budget.
So
it
took
us
a
little
bit
of
effort
over
the
the
past
few
weeks
to
update
the
numbers
that
hopefully
I'm
not
saying
this
incorrectly
simplified.
P
The
way
that
we
look
at
the
gaps
between
where
current
funding
is
and
what
the
objective
levels
of
funding
should
be
now,
of
course,
the
the
second
part
of
what
we
were
tasked
to
look
look
at
was
methods
of
funding,
and
that's
probably
beyond
the
scope
of
Madam
chair
of
of
your
meeting
today,
to
get
into
all
of
that,
as
was
suggested
by
the
the
charts
that
you
saw.
P
So
the
I
suppose
the
urgency
of
having
to
look
at
additional
funding
is
something
that
could
certainly
be
considered
this
session.
That's
up
to
all
of
you
certainly
will
need
to
be
considered
by
your
next
session
as
we
move
forward
and
try
to
stay
on
target
with
each
of
the
annual
funding
amounts
that
have
been
identified.
P
So
I
wasn't
prepared
to
to
go
into
all
of
the
different
funding
methodologies
that
we
identified
in
the
report,
but
I
would
certainly
be
happy
to
address
those
or
answer
any
questions
that
you
may
have
in
addition
to
the
materials
that
I
just
went
over.
I
was
also
asked
to
provide
some
information
to
you
about
various
recommendations
made
by
the
commission
on
school
funding
that
I
believe
were
directed
To
Us
by
the
legislature
and
that
we
also
addressed
over
the
past
couple
of
years,
but
perhaps
before
going
into
those.
P
P
P
Whether
all
or
some
of
these
have
been
included
in
the
executive
budget
is
not
something
that
the
commission
itself
has
had
an
opportunity
to
review,
as
as
the
commission
went
into
Hiatus
this
past
October,
but
but
I
have
had
some
discussions
with
Nevada
Department
of
Education
staff
and
I
know
they're
present
up
in
Carson
City.
In
the
event,
any
questions
come
up
about
whether
or
not
they've
been
included
or
not.
Within
the
executive
budget.
P
P
Okay,
maybe
it
was
me
the
four-year
average
of
actual
expenditures,
I
believe
that
has
been
incorporated
into
the
people-centered
funding
plan
and
into
the
executive
budget.
The
second
one
will
hold
harmless
adjustments
similar
to
that
use
for
payments
based
on
average
daily
enrollment
data
should
be
applied
in
the
event.
Expenditures
decrease
that's
sort
of
a
contingent
situation
that
at
the
moment,
hasn't
Arisen.
Those
expenditures
are
going
up.
So
it's
difficult
to
say
whether
something
like
that
has
been
included
or
not.
P
Number
three
charter,
schools
and
university
schools
for
profoundly
gifted
pupils
should
be
included
in
the
calculation
of
the
people-centered
funding
plan.
Using
the
same
methodology
established
for
school
districts,
I
think,
as
you
all
are
aware,
of,
the
auxiliary
portion
of
school
spending
is
in
the
on
the
top
tier
prior
to
funding
the
Statewide
base
per
pupil
and
again
it's
based
on
a
four-year
average
and
as
a
consequence
of
it
being
based
on
a
four-year
average
of
expenditures
that
have
already
been
made.
It
will
always
be
lagging
current
cost
because
it's
reaching
four
years
backwards.
P
And
you'll
see
that
under
number
five
and
inflation,
an
inflation
adjustment
factor
for
auxiliary
Services
should
be
established.
That
mirrors
the
inflationary
factor
for
the
people-centered
funding
plan.
I
am
not
certain,
but
I
do
not
believe
that
has
been
included
in
the
executive
budget.
Up
to
this
point,
number
four
moving
back
up
if
Charter,
Schools
or
university
schools
for
profoundly
gifted
pupils
have
not
incurred
expenditures
for
auxiliary
services
for
the
four
years
that
have
been
previously
mentioned,
the
average
should
be
based
on
the
actual
number
of
years
that
they
have
provided
service
this.
P
This
was
a
a
topic
of
discussion
with
the
commission
that,
if
charter
schools
have
not
provided
something
but
they
intend
to
or
if
they
have
only
provided
it
for
a
short
period
of
time,
they
should
also
not
be
excluded
from
the
same
benefits
that
other
schools
that
have
had
these
services
in
place
for
some
time
enjoy.
I
think
the
idea
was
to
treat
charter,
schools
and
public
schools
the
same
way
as
far
as
the
allocation
of
resources
item
number,
six
sort
of
relates
to
the
same
discussion
allowing
charter
schools
offering
exalt
auxiliary
services.
P
For
the
first
time
to
develop
a
line,
item,
budget
based
upon
projection
projected
needs
and
they
would
submit
that
to
the
Department
of
Education
for
consideration
again,
if
there's
a
situation
where
a
charter
school
is
contemplating
providing
auxiliary,
Services
going
forward
and
doesn't
have
historical
spending
for
the
the
past
four
years,
there
should
be
a
method
available
to
appeal
to
the
Nevada
Department
of
Education
to
be
able
to
participate
on
a
on
a
forward
basis.
P
This
looks
like
a
lengthy
one.
The
four-year
average
of
Transportation
costs
would
would
exclude.
Capital
costs
would
initially
be
funded
on
a
per-pupil
basis,
which
is
based
upon
the
number
of
active
buses
in
operation
using
a
15-year
useful
life
for
each
bus,
a
cost
of
150
000
and
total
enrollment.
The
funding
of
a
District's
bus,
Replacements
and
acquisition
would
be
contingent
upon
an
equivalent
increase
in
the
State
education
fund,
which
I
think
is
a
very
important
point
in
this
one.
P
That
additional
funding
for
transportation
is
an
element
of
auxiliary
Services
would
not
take
place
if
it
were
at
the
expense
of
the
State
education
fund.
Overall
Charter
Schools
without
an
existing
Fleet
would
indicate
their
desire
to
begin
Transportation
operations.
They
would
indicate
that
to
the
Department
of
Education
each
charter
school
should
receive
the
same
amount
of
per-pupil
funding,
as
the
district
that
they
are
located
within
unspent
dollars
at
the
end
of
the
year
would
be
would
revert
back
to
the
State
education
fund
at
the
end
of
the
year.
P
P
This
is
pretty
much
as
it
is
stated.
If
there
was
a
Nevada
specific
CPI
at
some
point
in
the
future,
if
it
was
as
reliable
as
the
CPI
data
has
been
on
a
Western
Regional
basis,
then
we
would
recommend
shifting
to
something
that
is
more
Nevada
specific
at
this
point
in
time,
such
a
statistic
does
not
exist,
so
this
would
not
have
been
included
in
the
executive
budget.
I
think
what
we
were
trying
to
say
here
is
as
something
that
is
more
specific
to
Nevada
as
an
element
of
the
western
region.
P
Nevada
cost
of
Education
index.
This
was
a
topic
for
many
many
meetings.
During
the
the
course
of
our
our
discussions,
the
Nevada
cost
of
Education
index
is
an
element
of
the
people-centered
funding
plan
that
attempts
to
identify
that
there
are
cost
differences
between
and
among
the
various
counties
in
the
state.
Some
things
are
more
expensive
in
the
rural
areas,
some
things
are
perhaps
more
expensive
in
some
of
the
urban
areas,
and
so
the
development
of
a
statistic
that
would
recognize
that
and
help
with
the
allocation
of
monies
between
the
districts.
P
That's
partially,
based
on
a
recognition
of
differences
in
cost,
would
be
something
that
would
be
helpful
in
the
development
of
some
of
those
statistics.
A
couple
of
years
back
a
floor
of
one
was
put
into
the
equation
that
is
statistically
inappropriate
to
cap
the
relationship
of
the
you
know
the
upper
end
of
costs
with
the
lower
end
of
costs,
and
consequently,
that
was
recommended
for
removal
and
I
believe
that
was
also
Incorporated
in
the
executive
budget.
P
Virtual
schools,
the
recommendation
was
to
fund
online
district
and
charter
schools
at
the
Statewide
base
per
pupil
amount
and
I
believe
in
large
part
that
has
been
included
in
the
executive
budget,
certainly
for
charters
for
online
I
believe,
on
a
mildly,
adjusted
basis
and
the
the
Nevada
Department
of
Education
could
probably
better
address
that
than
I.
Could
a
dual
enrollment
recommendation
was
to
maintain
funding
at
the
adjusted
base
per
pupil
amount
for
students
taking
dual
enrollment
courses,
and
our
understanding
is
that
has
been
incorporated
into
the
executive
budget.
A
Thank
you
very
much,
Mr,
Hobbs
and
I
know.
We
do
have
some
questions.
I
will
just
remind
the
committee
that
we
are
a
policy
committee
and
not
a
money
committee.
So
don't
let
the
numbers
hold
you
up
too
much.
So
we
are
talking
policy
not
talking
to
anyone.
Personally,
just
sometimes
it's
good
to
have
that
reminder.
A
I
know:
assemblywoman
Anderson,
you
have
a
question.
Thank
you.
F
Thank
you
chair
and
thank
you,
chair,
hops,
Mr
Hobbs
for
the
presentation,
as
well
as
how
much
work
you
and
the
rest
of
the
commission
went
through.
I
have
two
questions:
if
I
may
they're
from
different
make
them
quick,
the
first
has
to
do
with
the
auxiliary
Services
I
believe
slide.
Seven
When
you
mention
on
those
auxiliary
Services
that
the
unspent
money
must
be
returned
by
the
end
of
the
school
year.
F
Is
that
because
sometimes
we've
got
things
that
happen
at
the
end
of
the
school
year
that
actually
the
bills
do
not
come
in
for
is
that
only
for
the
auxiliary
Services?
Is
that
for
all
funds
and
I
think
is
a
policy
not
a
money
question:
okay,
I'll!
Let
the
chair
decide
that
one.
M
P
F
Thank
you
and
then
I
do
have
a
second
question.
I'll
make
it
quick.
It
has
to
do
with
the
definition
of
the
at-risk
students.
I
believe
that
there
was
a
very
lengthy
discussion
about
that.
If
you
could
please
go
I,
don't
know,
though,
if
the
answer
will
be
lengthy
or
if
we
need
to
do
this
offline.
F
P
Q
E
Thank
you
and
thank
you
for
your
presentation,
I'm,
just
wondering
if
you
could
talk
a
little
bit
about
the
dual
enrollment
funding
and
how
that
works,
because
a
lot
of
our
students
will
register
for
dual
enrollment
courses
like
that
year
or
they
might
register
at
semester.
So
at
what
point
is:
are
those
funded?
Are
they
funded
like
throughout
the
year
or
are
they
funded
prior
to
the
school
year?
E
P
Again,
guy
Hobbs
Commission
on
school
funding
and
I
hope
this
doesn't
become
a
repetitive
answer
to
your
questions,
but
I
believe
that
nde
would
be
in
a
position
to
address
that
with
a
lot
more
detail
than
I
might
be
able
to
the
commission
on
school
funding
was
really
looking
at
aggregate
funding
for
education,
and
you
know
I'm,
not
a
professional
educator,
unlike
some
of
the
other
members
of
the
commission,
and
you
know,
I
I
suppose
you
know
that
I
get
into
the
I
slept
at
a
Holiday
Inn
kind
of
comparison
with
respect
to
some
of
this
detail,
but
I
would
I
would
think
that
Megan
and
James
might
be
better
positioned
to
address
that.
L
P
I
can
certainly
do
it
by
title
and
I
may
actually
be
able
to
do
it
by
name
from
memory
and
and
by
the
way
I
think
you
mentioned
Rancho
High
earlier
my
wife
graduated
from
Rancho
go
Rams.
She
would
want
me
to
say
that
to
you,
the
commission
is
is
comprised
of
individuals
that
are
were
appointed
based
on
criteria
that
is
in
Senate
bill.
543.
P
I,
don't
know
that
I
could
recite
it
for
you
verbatim
But.
It
includes
the
chief
financial
officers
from
the
two
larger
school
districts
in
the
state,
so
both
Clark
and
Washoe.
It
also
includes
two
Chief
Financial
officers
from
a
rural
school
districts
that
included
By,
Appointment,
White,
Pine,
County
and
Carson
City
School
District.
In
addition
to
that,
we
had
a
superintendent
from
the
Humboldt,
the
Humboldt
School
Humboldt
County
School
District.
P
We
had
a
representative
from
charter
schools.
That
was
a
part
of
the
committee.
We
also
had
two
other
members
that
were
I'm,
trying
to
remember
the
specific
criteria,
but
had
experience
and
knowledge
within
the
areas
required
by
the
legislation
and
then,
of
course,
the
last
one
was
the
the
chair
which
was
appointed
by
the
governor.
The
initial
chair
was
Carlene,
McCormick
Lee
and
she
shared
through
the
first
couple
of
years
of
the
commission's
work.
P
P
It's
a
non-compensated
board
and,
as
you
can
tell
from
what
I
mentioned
to
you,
a
number
of
people
bring
a
wealth
of
expertise
from
a
financial
and
administrative
perspective
within
education
and
during
the
course
of
our
meetings
we
heard
from
a
number
of
other
people
that
are
very
passionate
about
education,
at
least
within
certain
certain
areas
and
and
many
many
generally
so.
I
believe
that
it
was
very
well
represented
and
very
well
suited
to
the
tasks
over
the
first
three
years
of
its
existence.
A
You
actually
can
read
all
about
this
Commission
on
school
funding
in
the
does
website,
and
it's
the
doe.nv.gov
commission
underscore
on
underscore
School
underscore
funding
so
or
if
you
just
Google,
Nevada
Commission
on
school
Sunday
and
you
can
find
the
members
and
what
makes
step
and
and
pretty
much
everything
you
need
to
know
and
more
so
I'm
going
to
go
ahead
and
say.
Thank
you
very
much.
Mr
Hobbs
for
coming
I
know
you're.
A
You
had
to
do
a
lot
of
work
in
the
in
the
weeks
to
get
that
information
up
from
the
executive
budget,
so
I
I,
really
I
thought
this
was
important
to
get
this
information
out
again.
So
I
really
appreciate
you
taking
time
out
of
your
day
to
come
down
to
Grant
Sawyer
and
maybe
next
time
we
can
get
you
up
to
Carson
City,
maybe
when
there's
not
eight
inches
of
snow
on
the
ground.
A
Okay,
so
now
we
will
move
to
the
Department
of
Education.
Thank
you
for
already
being
here
we'll
talk
about
the
the
implementation
of
the
peopled
Center
funding
plan
that
we
just
talked
about,
and
then
you
can
answer
some
of
the
questions
Megan.
If
you
would
that
we
put
a
pin
in
so
we
have
Megan,
Peterson
who's,
Deputy
superintendent
of
student
Investments
and
James
Kirkpatrick
State
education,
funding
manager
and
go
ahead
when
you
are
ready.
Q
Q
We
will
be
reviewing
the
mechanisms
of
the
people-centered
funding
plan
as
it
currently
stands,
with.
Inclusion
of
the
recommendations
from
the
governor's
recommended
budget
included
under
the
people-centered
funding
plan
is
the
state
education
account
State
education
fund,
my
apologies,
where
the
people-centered
funding
plan
account
and
education
stabilization
stabilization
account
are
located,
we'll
be
discussing
the
fiscal
and
administrative
implementation
of
the
people-centered
funding
plan
since
2019
and
I
wanted
to
address.
Q
As
we
go
through
the
presentation
today,
I'm
going
to
use
an
analogy
to
help
connect
the
pieces
with
the
people-centered
funding
plan
to
situations
that
you're
probably
more
familiar
with,
for
example,
this
how
the
state
builds
their
budget.
That
way,
you
can
kind
of
see
how
the
pieces
are
connected
and
see
how
they
flow.
Q
Also,
as
we
move
through
the
presentation,
I'll
be
referring
to
school
districts
and
Charter
Schools
respectively,
but
as
collectively,
we'll
refer
to
them
as
local
education
agencies.
So
that
way,
we're
inclusive
of
not
only
our
Charter
Schools,
our
school
districts,
but
also
the
university
school
for
profoundly
gifted
students.
And
so
it's
with
intention
that
I'll
refer
to
them
as
such.
Q
M
A
Q
Thank
you,
Megan
Peterson,
again
for
the
record,
so
the
people
Center
funding
plan
codified
the
2019
legislature's
intentions
for
allocating
funding
for
K-12
education
in
our
state.
It
identifies
specific
revenues
intended
to
pay
for
public
education
that
identifies
a
basic
level
of
support
for
each
pupil.
That
is
then
adjusted
at
the
district
level
to
account
for
local
variations
and
costs,
and
it
provides
supplemental
funding
for
identified
weighted
categories
of
students
for
additional
Services
beyond
what
the
base
would.
Ordinarily
pay
for.
Q
What
makes
this
model
different
from
any
other
budget
in
the
state
is
that
it's
Revenue,
driven
rather
than
expenditure
driven
and
so
generally,
that
would
mean
budgets
are
built
based
on
prior
year
expenditures,
whereas
in
this
case
we're
looking
at
projected
revenues
and
then
allocating
accordingly,
and
so
it
creates
some
interesting
situations.
As
we
tried
to
build
the
budget
that
we
were
gifted
to
learn
about
this
last
budget,
build
cycle.
Q
Within
the
funding
formula,
unlike
the
Nevada
plan
that
was
previously
implemented,
funding
is
determined
based
on
was
previously
determined,
as
I
mentioned,
based
on
prior
year
expenditures
and
increased
by
caseload
and
inflation.
In
this
case,
all
increases
in
funding
are
directly
tied
to
revenue
projections
and
increases.
This
allows.
This
change
in
funding
allows
us
to
send
these
dollars
to
the
intended
audience
quicker.
Q
The
pupil
Center
funding
plan
as
I
mentioned,
combines
multiple
revenues,
including
local
school
support,
tax
property
taxes,
marijuana
taxes,
as
well
as
other
revenues
that
aren't
necessarily
identified
on
this
slide.
Totaling
20
different
sources
of
revenue.
The
funds
are
received
in
the
State
education
fund
and
then
allocated
through
four
tiers
of
funding.
Q
This
account
is
established
to
receive
unobligated
revenues
from
the
people-centered
funding
plan
account
either
through
higher
than
projected
revenues
during
the
year
or
lower
than
projected
enrollment.
It's
also,
additionally
funded
through
District
level
access
funds
identified
to
be
16.6
or
more
of
their
ending
fund
balances.
Q
Q
Within
the
first
tier
of
funding,
Food
Services
and
transportation
are
allocated
through
the
auxiliary
Services
level,
as
I
had
mentioned
a
little
earlier.
These
are
funded
on
a
four-year
average
based
on
actual
expenditures
incurred
by
school
districts.
It
is
currently
flat
funded
and
has
no
inflation
added.
Q
The
second
tier
is
allocated
for
local
special
education.
These
dollars
are
associated
with
the
funds
that
school
districts
or
our
leas
transfer
from
their
general
fund
to
augment
and
support
special
education
services
for
their
students,
because
it
does
have
a
maintenance
of
effort
requirement.
The
state
does
fund
this
without
inflation,
in
order
to
prevent
creating
a
maintenance
of
effort
situation
for
school
districts
that
they
wouldn't
ordinarily
be
able
to
manage.
Otherwise,.
Q
Q
There
are
a
couple
of
different
options
for
calculating
this.
One
of
them
could
be
tied
to
inflation
or
Revenue
adjustment.
There
are
also
options
for
tying.
These
increases
to
enrollment
growth
within
the
governor's
recommended
budget.
He
tied
this
to
a
revenue
adjustment
due
to
the
significant
increase
that
we
had
not
necessarily
anticipated
otherwise,
and
so
this
recommendation
did
allow
us
to
increase
funding
at
a
rate
that
exceeded
what
would
have
been
tied
to
enrollment
growth.
Q
So,
moving
to
the
next
phase
of
calculating
the
people-centered
funding
plan
payment,
in
addition
to
accounting
for
increases
in
revenue
or
inflation
or
enrollment
growth.
That
amount
is
then
adjusted
by
what
two
other
adjustments,
which
include
an
attendance
area
adjustment
and
the
Nevada
cost
of
Education
index
or
the
ncei.
These
adjustments
could
be
compared
to
the
m150
adjustments
that
you
see
in
other
budgets
and
account
for
the
cost
of
doing
business,
and
in
this
case
it's
the
cost
of
providing
Education
Services.
Q
So,
taking
a
little
closer
look
at
the
first
adjustment,
our
attendance
area
adjustment,
this
adds
funding
to
school
districts
who
have
population
centers
that
are
lower
density
than
otherwise
in
other
areas
such
as
Reno
or
Las
Vegas,
and
increases
funding.
As
a
result,
generally
speaking,
attendance
areas
are
equated
to
population
centers,
so
using
Elko
County
as
an
example,
they
have
a
total
of
11
attendance
areas
that
include
areas
such
as
Carlin,
Elko,
Independence
and
Mound
Valley
or
in
the
case
of
Nye
County.
Q
It
is
a
district-specific
adjustment,
meaning
that
there
are
ultimately
17
different
adjustments
that
result
that
are
tied
to
each
district,
and
these
are
identified
to
account
for
variations
between
counties
for
the
cost
of
living
and
labor
for
classroom-based
instruction.
The
adjustments
were
intended
to
account
for
the
attractiveness
of
recruiting
professionals
to
those
areas
and
have
two
components
as
part
of
the
calculation.
They
include
a
wage
measure
and
a
cost
of
goods
measured.
Q
These
components
were
identified
specifically
by
subject
matter,
experts
that
we
had
worked
with
guy
mentioned
them
earlier:
Ogden,
Black,
Pelican,
Associates
or
APA.
They
have
worked
nationally
with
multiple
States
on
a
similar
adjustment
and
as
part
of
that
research,
they
did
at
some
at
different
points
contemplate
the
cost
of
housing
within
that
adjustment.
However,
when
that
was
taken
into
account,
what
they
found
was
that
the
adjustment
responded
by
allocating
more
funding
to
affluent
neighborhoods,
which
was
not
the
intended
outcome
of
that
adjustment.
Q
Q
Moving
through
sort
of
the
the
life
of
the
ncei
adjustment,
from
December
of
2019
to
September
of
2022,
the
commission
on
school
funding
received
14
different
presentations
on
the
topic,
including
presentations
from
our
subject
matter.
Experts,
as
well
as
reviewing
local
data,
as
recommended
by
the
commission.
Q
Q
Moving
to
the
fourth
tier
of
the
funding
formula,
this
is
similar
to
the
enhancement
portion
of
the
state's
budgeting
process
and
adds
additional
supplemental
funding
as
I
mentioned.
Currently,
there
are
three
categories
of
students
identified
for
weighted
funding.
This
includes
English
language,
Learners
and
gifted
and
talented
students.
Q
These
students
are
identified
to
receive
additional
supports,
Beyond
base
funding
to
augment
their
learning,
and
the
funding
is
calculated
based
on
the
weight
or
multiplier
associated
with
that
category
multiplied
by
the
Statewide
base
per
pupil.
The
current
rate
weight
for
English
language
Learners
is
.05
and
for
gifted
and
talented
students,
0.12.
Q
The
third
category
of
students
identified
to
receive
fundings
currently
are
those
noted,
as
at
risk
and
within
the
pupil-centered
funding
plan,
currently
as
adopted
by
the
State
Board
of
Education
in
November
of
2020.
That
definition
is
set
to
be
based
on
a
student's
risk
of
not
graduating
with
their
cohort.
Q
It's
important
for
me
to
also
point
out
right
now
that,
at
this
point,
students
who
are
identified
to
receive
services
in
multiple
tiers
of
funding
will
only
be
identified
in
the
highest
weighted
category.
So,
as
you
go
through
session
and
look
at
the
numbers,
the
counts
that
are
identified,
we
refer
to
them
as
unduplicated,
meaning
that
if
a
student
is
both
an
El
and
at
risk
they're
identified
for
funding
in
the
El
category,
however,
they
are
required
to
receive
the
services
warranted
under
both
categories
and
to
assembly
woman
Taurus's
question
earlier.
Q
Currently,
the
pupil-centered
funding
plan,
as
recommended
by
the
governor,
did
not
have
an
identification
for
the
dual
enrollment
students,
and
so
those
students
are
being
treated
as
this
regular
student
going
through,
and
so
their
funding
is
not
currently
differentiated.
Q
Taking
a
closer
look
at
the
components
that
the
department
is
using
for
those
students
who
are
identified
as
at
risk,
we
are
working
with
a
vendor
who
has
70
identified
75
different
factors
within
five
key
areas,
contributing
to
their
potential
to
be
at
risk
of
not
graduating
with
their
cohort.
These
include
areas
of
academic
performance
or
proficiency,
attendance,
Behavior,
home
and
enrollment
stability
and
within
the
other
category
we
have
areas
such
as
zip
code
and
birth
country,
as
well
as
other
key
identifiers.
Q
It's
a
holistic
using
these
components
is
a
holistic
approach
at
evaluating
a
student's
need
for
identifying
additional
supports,
and
it's
important
to
note
that,
because
we
have
the
75
different
categories,
not
one
is
weighted
so
high
that
it
would
alone
push
a
student
into
a
different
category
of
risk.
It
is
again
a
holistic
look.
So
that
way
we
are
addressing
all
areas.
Q
We've
also
been
a
lot
asked
a
lot
about
the
differences
of
using
this
at-rate
at-risk
definition
compared
to
free
and
reduced
price
lunch
eligibility,
and
so
on
this
side
you
can
see
previously
before
the
people
Center
funding
plan.
We
had
at-risk
type
Services
provided
through
either
the
Nevada
new
Nevada
plan,
funding
or
Victory
funding,
which
focuses
either
on
a
student's
performance
or
a
school's
performance
combines
those
the
students
served
under
those
categories
was
approximately
89
000
students.
Q
Moving
to
the
financial
implementation
stages
of
the
pupil-centered
funding
plan,
I
wanted
to
give
a
few
points
of
an
reference
under
the
pupil
Center
funding
plan.
We
now
distribute
approximately
4.8
billion
dollars
a
year
to
our
leas
compared
to
the
Nevada
plan,
where
we
were
Distributing
1.8
billion
dollars.
Q
Our
monthly
distributions
I'm
sorry
4.3
billion,
not
4.8,
the
total
revenue
received
was
4.8
in
fiscal
year
22
and
the
total
distributed
was
4.3.
Q
That
brings
our
monthly
average
distribution
to
360
million
dollars
and
the
difference
that
you'll
see
between
the
revenue
received
and
the
revenue
distributed
is
the
amount
that's
identified
to
move
towards.
The
education
stabilization
account
at
the
end
of
the
biennium
and,
as
you
can
see,
the
amount
that's
I
currently
identified.
The
549
million
is
approximately
one
and
a
half
months
worth
of
operating
that
we
would
normally
see.
Q
Looking
at
the
education
stabilization
account
as
I
mentioned
earlier,
and
how
that's
funded,
we
did
have
four
school
districts
in
fiscal
year
22,
who,
based
on
the
definitions
for
transfer,
we
had
4.6
million
dollars
from
those
four
districts
that
contributed
to
the
education
stabilization
fund.
That
will
we
move
forward
in
the
next
biennium.
Q
And
in
regards
to
the
administrative
components
with
the
implementation
of
the
pupil-centered
funding
plan,
the
department
currently
has
a
bill
sb9,
which
addresses
the
timing
of
a
report.
That's
due.
Currently,
it's
identified
October
1st.
We
are
requesting
to
move
this
to
January
1st.
So
that
way,
this
aligns
the
school
districts
and
Charter
Schools
reporting
with
their
audited
information.
Currently
there's
a
bit
of
a
timing
issue
there.
Additionally,
we
have
updated
our
annual
Financial
reports,
as
required
under
NRS
387
303
for
school
districts
and
NRS
388
a345
for
charter
schools.
Q
Q
Additionally,
we
worked
with
all
of
our
leas
the
gfo,
as
well
as
legislative,
Council
Bureau,
to
develop
business
rules
that
helped
clearly
identify
for
our
constituents.
How
we
approached
the
use
of
various
components,
including
our
chart
of
accounts,
how
the
ending
fund
balance
calculation
is
calculated
for
the
school
districts
as
well
as
how
the
minimum
expenditure
requirement
is
addressed
and
the
timing
of
the
payments
and
I
did
want
to
take
a
moment
too,
and
just
give
a
shout
out
to.
Q
Q
A
N
It
fair
thank
you,
madam
chair
may
I
ask
two
questions
quickly.
Yes,
I'll
say
them
both.
Thank
you.
So
much
for
your
incredible
work.
Two
questions
is
just
one
of
the
pieces
of
feedback
I
hear
a
lot
of
regarding
Capital
costs,
so
I'd
love
to
hear
if
it's
included
anywhere
in
here,
and
also
for
just
if
ncei
Does,
it
include
for
a
larger
County
the
costs
within
the
county
in
different
areas
or
not.
Q
Megan
Peterson
for
the
record
I
am
going
to
James
Kirkpatrick
speak
to
those
he's
a
little
more
involved
with
those
at
the
moment.
R
Regarding
the
ncei,
the
the
cost
of
goods
is
the
federal
regional
price
parities.
So
it
is
inclusive
of
everything
based
on
Regional
section,
so
it
does
look
at
I,
believe
Las,
Vegas
or
Clark
County,
Washoe,
County,
Carson,
City
and
then
other
rural
areas
are.
The
is
the
breakup
of
that
Federal
data
and
then
those
components
are
then
added
to
the
comparative
wage
index.
They're
brought
together
to
develop
an
index.
R
Then
there
is
a
percentage
breakdown
based
on
the
the
wage
index
portion
and
the
regional
price
parodies,
which
is
based
on
the
makeup
between
salaries
and
operation
or
the
goods
portion
of
expenditures
that
the
districts
then
report
to
the
state
in
their
financial
annual
report.
So
that
drives
the
percentage
used
in
the
index
and
that
all
comes
together
to
develop
the
final
output
of
the
ncei.
R
Are
excluded
from
the
model
in
terms
of
evaluating
the
ending
fund
balances,
the
adjusted
base
would
be
like
equivalent
to
a
District's
general
fund,
so
that
would
be
the
unrestricted
dollars
that
a
district
could
use
to
with
their
flexibility
to
best
meet
the
needs
of
their
students,
whether
it
be
teachers,
infrastructure,
security.
M
Thank
you
and
I
realize
that
I
know
we
have
a
few
questions.
I
just
noticed
the
chat.
Sorry
I'm
gonna
go
to
Vice
chair
first
I
think
you
were
on
there
first
and
then
we'll
go
to
assemblyman.
M
S
M
C
Q
Megan
Peterson
for
the
record,
El
students
are
0.0
or
0.50
at
risk
is
0.30
and
gate
is
0.12,
and
that
was
based
on
the
recommendation
and
from
the
previous
legislature.
C
Okay,
thank
you
very
much.
This
other
question
may
be
quick.
It's
just
for
clarity!
You,
you
shared
earlier
that
the
on
slide
16,
that
the
commission
on
school
funding
couldn't
reach
an
agreement
on.
You
know
changing
the
index
for
the
wage
portion
and
so
on,
and
so
they
they
made
the
recommendation
to
actually
eliminate
the
effect
of
that
from
the
ncei
right.
Q
Megan
Peterson
for
the
record,
the
the
recommendation
that
ended
up
being
passed
by
the
commission.
What
in
September
was
to
put
the
floor
at
1.0
and
that
was
honored
by
the
governor
in
his
recommended
budget,
so
districts
who
would
have
received
a
negative
adjustment
as
a
result
of
the
index
were
held
flat
and
those
who
would
have
received
a
positive
benefit
were
received.
The
hire
of
the
value.
C
M
F
Thank
you,
chair
and,
and
thank
you
for
the
presentation,
I
greatly
appreciated
the
details,
in
particular
on
slide
20.
If
I,
could
you
mentioned
the
at-risk
factors
of
which
there's
so
many,
and
so
speaking,
though,
with
some
School
District
individuals
as
well?
Has
there
been
discussion
about
making
a
cap
of
some
sort
as
to
if
there's
a
certain
percentage
of
students
that
could
in
fact
be
considered
at
risk?
I
know
in
the
past,
we've
also
had
a
cap
as
to
how
many
students
could
be
considered
special
education
or
or
other
areas.
Q
Q
Currently,
as
adopted
within
the
the
vendor
provided
threshold,
it
is
the
the
bottom
20th
percentile
2-0,
and
so
those
who
are
below
the
20th
percentile
are
included
in
that.
And
if
you
do
look
Statewide
at
our
graduation
rate,
that
does
tend
to
align
with
our
80
85
percent
range,
and
so
it
does
Target
really
those
students
who
are
potentially
at
most
risk
of
not
graduating.
I
Thank
you
chair
and
thank
you
so
much
for
your
presentation.
So
I
would
just
like
a
little
bit
more
clarity
on
the
ncei
with
regard
to
housing,
because
obviously
I
could
tell
just
from
your
presentation
you
get
asked
about
it.
A
lot
and
housing
is
a
huge
issue
right
in
my
County
Washoe
County
starting
teacher
salary
is
40
000
and
you
can't
rent
an
apartment
for
less
than
fifty
thousand
right,
and
so
it
does
affect
salaries
and
it
affects
staff.
I
But
when
assemblywoman
mosca
asked
if
it
was
broken
down
to
a
sub-district
level,
you
said
no,
it's
just
a
district
level,
and
so
I
guess
I
was
a
little
confused
because
I
know
most
of
our
districts
have
a
big
mix
of
wealthy
neighborhoods
and
high
poverty,
neighborhoods,
and
so
to
me
it
would
seem
that
it
would
balance
out
that
it
would
simply
have
the
net
effect
of
giving
more
money
to
a
school
district
that
had
overall
housing,
a
high
cost.
So
I'd,
just
like
some
clarity
on
that.
Q
E
Thank
you,
madam
chair,
and
thank
you
for
your
presentation
and
talking
a
little
bit
about
dual
enrollment
funding.
So
can
you-
and
this
might
not
be
something
that
you
can
give
us
all
at
this
time
you
might
have
to
get
back
to
the
Republic
committee
later,
but
I
would
definitely
like
a
little
bit
more
information
about
how
we're
currently
funding
dual
enrollment
on
what
that
looks
like
in
districts
across
the
state.
E
You
know
more
and
more
we're
seeing
students
sign
up
for
these
dual
enrollment
courses,
which
allow
for
them
to
receive
college
credit,
while
still
being
a
student
and
I
just
want
to
make
sure
that
we're
adequately
funding
these,
because
if
we
look
at
like
Title
One
schools
in
our
community
they're
going
to
have
to
be
taking
that
out
of
other
budgets,
and
so
I
just
want
to
make
sure
that
every
school
and
every
student
has
the
opportunity
to
participate
in
these
phenomenal
programs.
So
can
you
talk
a
little
bit
about
how
it's
currently
funded.
E
And
thank
you
and
I
I
don't
need
I,
don't
have
any
additional
question,
but
in
that
request
you
know
I
just
request
any
information
on
how
they're
funded
how
schools
are
funding
it
if
their
principals
are
having
to
cut
it
out
of
the
budgets
that
they
have
and
are
currently
allocated
or
if
there
is
some
other
funding
source
that
they
receive.
I
think
it
would
be
helpful
to
probably
send
it
to
our
committee
secretary,
so
they
can
disburse
to
the
members.
Thank
you.
A
I
I
just
wanted
to
say
that
this
was
you
know.
The
idea
was
to
have
a
presentation,
so
we
could
have
these
discussions.
This
is
what
we're
going
to
be
doing
for
the
next
119
days.
I
know
you
know,
I
would
put
on
the
record
myself.
I
I
think
it's
not
unlikely
that
there
are
gifted
students
at
low-income
schools
as
well,
so.
M
These
numbers
we.
M
Need
to
work
with
these
numbers
to
make
sure
that
we're
really
meeting
kids,
where
they
are
and
giving
them
every
opportunity,
because.
A
I
think
we
would
all
agree
that
education
is
the
the
great
equalizer.
So
thank
you
very
much
for
your
presentation
and
with
that
we
will
move
on
to
our
last
and
final
item,
which
is
public
comment.
I
know
we
have
some
public
comment
as
a
reminder.
Members
of
the
public
can
provide
comment
in
person
or
telephonically,
and
you
can
also
submit
your
public
comment
up
to
us
up
to
24
hours
after
the
meeting.
Instructions
for
providing
public
comment
can
be
found
on
the
agenda
to
provide
public
comment.
Telephonically
dial.
A
669-900-6833,
when
prompted
provide
the
meeting
ID,
you
would
enter
8
9,
2,
8,
2,
1,
4,
6,
2,
8,
2
and
then
press
pound
when
prompted
for
participant,
ID,
press
pound,
so
I
I
know
that
seems
a
little
tedious,
but
this
last
session
being
virtual,
we
really
were
able
to
open
it
up
and
we
had
a
lot
of
people
who
were
able
to
call
in
with
public
comment
and
I.
Think
that
is
a
wonderful
thing.
A
I
think
it's
super
important,
especially
for
an
education,
because
our
committee
meets
at
1
30
in
the
afternoon
and
guess
where
most
teachers
are
and
educators
are
at
that
time.
So
you
know
we
wanted
to
make
it
available
to
them.
So
I'm,
sorry,
if
it,
it
seems
a
little
strange
on
having
to
call
in
and
put
all
the
meeting
IDs,
but
that's
the
best
way.
We
can
do
it
right
now,
but
we
really
encourage
that
each
person
has
two
minutes
to
provide
testimony.
A
You
may
submit
written
public
comment
to
the
committee
for
up
to
24
hours
of
the
hearing.
Please
remember
to
state
your
name
and
spell
your
name
for
the
record.
We
have
two
Pros
up
here
in
Carson
City,
so
they're
going
to
show
us
how
it's
done
so,
we'll
we'll
go
to
you
guys,
because
so
you
can
show
us
how
it's
done.
I.
T
Hope,
Pro
is
the
worst
thing.
I
get
called
this
session.
Okay,
Alexander
marks
with
the
Nevada
State
Education
Association
a
Lex
m,
a
r
k
s
the
voice
of
Nevada
Educators
for
over
120
years.
T
Well,
it's
only
day
two
there's
been
a
great
discussion
about
public
education,
we're
very
happy
to
see
that,
with
the
adoption
of
the
new
funding
formula,
a
significant
amount
of
Nevada's
new
revenue
is
being
captured
in
the
education
fund,
and
while
this
is
good
news,
it's
important
to
note
the
severity
of
the
issues
our
public
schools
are
caused
by
chronic
underfunding,
as
well
as
the
work
that
remains
in
reaching
that
optimal
funding.
That's
why
nsca
has
been
saying
it's
time
for
20.
T
time
for
20
means
a
20
raise
for
every
Nevada
educator,
a
20
hour
minimum
wage
in
our
schools
and
an
average
class
size
of
20
students.
Since
the
pandemic,
Educators
have
left
their
jobs
in
record
numbers
due
to
low
pay
and
severely
low
Al,
and
at
the
midpoint
of
this
school
year
there
are
still
thousands
of
school
vacancies
with
many
more
positions
being
covered
by
long-term
substitutes
or
in
some
rural
areas.
Privately
contracted
virtual
teachers,
while
there's
rightly
been
a
great
discussion
on
the
teacher
shortage.
T
Nevada
schools
also
face
a
shortage
of
Education
support
professionals,
which
are
a
critical
component
of
family
of
Educators
in
our
schools,
who
perform
numerous
critical
functions
in
order
for
learning
to
take
place.
A
December
report
from
the
economic
policy
Institute
a
far
quicker
read
than
the
commission
on
school
fundings
report,
but
also
just
as
good
found
that
there's
widespread
national
teacher
shortage.
T
That's
especially
severe
here
in
Nevada
they
found
the
current
shortage
is
not
the
result
of
an
insufficient
number
of
qualified
teachers,
but
rather
low
pay
and
increasingly
stressful
work
environments,
the
average
pay
differential
between
teachers
and
similar
college
graduates
and
the
job
that
has
grown
to
23.5
percent.
We
know
how
to
fix
this.
T
We
must
address
the
two
most
pressing
reasons
for
this
shortage:
the
long-standing
decline
in
the
pay
for
educators
and
the
level
of
stress
education
is
a
calling-
and
that
was
evident
by
all
the
Educators
on
this
committee,
who
introduced
themselves
just
a
short
minute
a
few
minutes
ago.
But
low
pay
and
even
lower
levels
of
respect
and
support
for
Nevada's
Educators
has
hurt
the
effort
to
bring
and
keep
Professionals
in
our
classrooms
and
on
our
school
sites.
With
the
resources
available
right
now
we
can
change
that
path
that
we
are
on.
T
A
S
Chair
Chris
Daley,
d-a-l-y,
Nevada,
State,
Education
Association,
so
Governor
Lombardo
recommended
record
investment
in
K-12
education,
but,
as
guy
Hobbs
showed
earlier,
the
funding
proposed
for
next
year
is
about
thirty
seven
hundred
dollars
per
pupil
less
than
the
national
average
and
4
700
below
optimal
is
identified,
provide
by
APA.
Instead
of
further
closing
this
Gap,
the
governor
proposes
holding
money
back
that
could
be
used
for
our
schools,
1.6
billion
dollars
in
the
rainy
day
fund
and
733
million
dollars
in
the
education
stabilization
fund.
He
also
wants
to
spend
50
million
dollars
on
private
school
vouchers.
S
We
believe
the
wrong
way
to
go
when
our
public
schools
are
still
underfunded,
with
billions
of
dollars,
literally
billions
of
dollars
available
for
public
education
right
now
and
educator
vacancies
at
crisis
levels.
The
governor
has
made
no
proposal
to
address
educator
salaries.
Contrast
this
with
other
states
who
have
had
similar
issues
and
available
resources.
A
year
ago,
New
Mexico
Governor
Lujan
Grisham
announced
an
average
raise
of
20
percent
for
all
New
Mexico
Educators
late
last
year,
New
Mexico
saw
a
34
drop
in
teacher
vacancies.
S
A
direct
result
of
the
salary
increases
in
investments
in
hard-working
New
Mexico
Educators
Nevada
could
see
those
same
results,
but
it
will
take
bold
action
and
true
investment.
That's
why
nsca
has
been
calling
on
Nevada's
elected
leaders
to
fund
time
for
20
time
and
time
again
we
have
appointed
two
significant
resources
available
with
billions
of
dollars
in
reserves,
there's
more
than
enough
to
cover
a
20
across
the
board
educator
raise
estimated
by
the
commission
to
cost
about
650
million
dollars
a
year
instead
dollars
that
could
go
to
our
schools
are
being
stashed
away.
S
A
proposal
by
legislative
Democrats
to
add
250
million
dollars
for
educator
raises
represents
a
good
down
payment
on
time
for
20..
However,
due
to
the
mechanics
of
the
new
funding
formula,
certain
school
districts
still
won't
have
the
resources
for
any
educator
raises.
This
needs
to
be
addressed
because
every
Nevada
educator
deserves
a
raise.
Thank
you
thank.
U
All
right,
hello,
chair,
Vice,
chair
of
members
of
the
education
committee,
my
name
is
Gail
Lopez
with
the
Charter
School
Association
of
Nevada,
and
we're
we're
here
to
support
the
recommendations
from
the
commission
of
school
funding
when
it
comes
to
increasing
funding
across
the
board
and
specifically
including
public
charter
schools
and
the
auxiliary
Services,
the
termination
is
there.
In
addition,
we
do
support
the
continuation
of
the
funding
commission
that
way
they
can
see
that
these
measures
are
implemented,
and
it's
a
very
good
group
that
we've
been
keeping
track
of.
V
Thank
you,
madam
chair,
my
name's
Matthew
of
Las
Vegas
I'm,
a
newly
Assembly
District,
Five
resident
I'm.
Also,
currently,
the
chairman
of
the
Clark
County
school
district
attendance,
Zone
advisory
commission
I
want
to
talk
some
issues
regarding
pretty
much
housing
and
the
effects
of
what
it
does
to
the
education.
Well,
I
know
you
can't
control
the
infrastructure
part
of
Housing
Development.
V
One
of
the
biggest
problems
birthday
scene
down
here
is
that
the
local
governments
keep
approving
housings
when
there
are
no
plans
for
any
schools
being
built
in
that
Community,
which
is
also
now
leading
to
overcrowding
in
many
of
these
schools,
especially
in
the
suburbs,
and
there's
no
communication,
what
the
local
government,
with
the
local
governments
and
with
the
Clark
County
School
District.
They
approve
these
housings
and
the
school
district
is
stuck
having
to
come
up
with
the
funds
to
build
new
houses
right
now,
for
example,
we
have
to
do
currently
this
session.
V
We
are
having
to
rezone
Ellis
middle
Ellis,
Elementary
School
in
Henderson
because
of
future
growth
and
there's
still
going
to
be
extra
more
housing
coming
in
the
future
there
and
there's
no
plans
for
another
Elementary
School.
A
couple
years
ago,
which
was
the
district
I
represented
out
in
Summerlin,
there's
a
huge
housing
project
and
the
Howard
Hughes
area.
They
were
all
zoned
for
vasiliadis.
We
were
at
least
able
to
be
a
step
ahead.
We
had
to
rezone
that
into
other
schools
that
had
the
openings
before
these
families
were
established.