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Description
This is the second meeting of the 2021-2022 Interim. Please see the agenda for details.
For agenda and additional meeting information: https://www.leg.state.nv.us/App/Calendar/A/
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C
C
A
Here,
thank
you.
So
this
is
the
meeting
number
two.
We
have
some
good
presentations
today
and
it's
good
to
have
everyone
here,
hopefully
and
we'll
maybe
we'll
have
a
discussion
about
this
later
on.
I
think
we
might
be
able
to
do
an
in-person
meeting
at
our
next
one,
so
be
thinking
about
that
before
we
begin,
though,
let's
do
some
housekeeping
just
want
to
cover
some
of
these
reminders
for
members
and
those
who
are
here
to
provide
testimony
members
if
possible.
A
Please
keep
your
video
turned
on
during
the
meeting
to
ensure
we
have
quorum
when
speaking
identify
yourself
for
the
record
each
time
you
speak,
especially
for
our
presenters.
If,
if
we're
asking
questions-
and
it
happens
to
be
two
different
people-
it's
really
important
that
you
just
state
your
name
for
the
record.
A
So
that
way
we
know
exactly
who
made
which
and
if
you
don't
I'll
remind
you,
mute
your
microphone
when,
not
speaking
to
minimize
background
noise
set
electronic
devices
to
silent
meeting
materials
received
prior
to
the
meeting
have
been
uploaded
to
the
committee's
web
page.
A
You
can
receive
electronic
notification,
the
committee's
agendas,
minutes
and
final
report
by
signing
up
on
the
nevada,
legislature's
website.
And
finally,
please
note
that
during
the
committee
meetings,
the
zoom
chat
feature
is
only
to
be
used
for
technical
assistance
from
our
broadcast
and
production
services.
A
So,
and
just
so,
you're
familiar
we'll
take
a
30
minute.
Lunch
break
at
some
point,
not
sure
the
time,
depending
on
on
the
presentations
when
they
get
done
so
somewhere
between
12
1
somewhere
in
that
time
period,
all
right
so
with
that
we're
going
to
go
ahead
and
go
to
our
first.
Our
well
second
item
on
the
agenda,
which
is
public
comment.
A
A
Calling
669,
900
6833,
then
entering
the
meeting
id,
which
is
eight,
eight,
nine
one,
six,
seven
one:
six,
nine
seven,
five,
seven,
eight,
eight,
nine
pressing
pound
emailing
comments,
written
comments
and
faxing
and
that
the
information
for
all
of
those
is
is
available
on
the
media
agenda.
So
if
you
want
to
one
of
those,
you
you're
welcome
to
public
comments
limited
to
three
minutes
per
speaker.
A
D
D
F
Thank
you
good
morning,
chris
bailey
nevada
state
education,
association,
the
voice
of
nevada
educators
for
120
years,
it's
time
for
20
to
address
the
crisis
in
nevada,
public
schools,
with
an
unprecedented
shortage
of
educators
to
teach
our
kids
and
make
our
schools
run
time
for
20
means
a
20
increase
in
educator
pay
at
least
20
an
hour
for
the
workers
who
make
our
schools
run
with
some
of
the
largest
class
sizes
in
the
country.
Time
for
20
means
reaching
an
average
class
size
of
20
students
in
core
academic
subjects.
F
F
According
to
the
nea's
rankings
of
the
states,
nevada
teachers
pay
has
decreased
by
six
percent
over
the
last
decade,
while
the
educator
shortage
is
nationwide.
It's
especially
bad
in
nevada.
This
week
the
clark
county
school
district
posted
1808
vacant
positions,
while
washoe
county
posted
nearly
500
vacant
positions.
Meanwhile,
a
substitute
teacher
shortage
has
left
class
countless
classrooms
without
any
teacher
at
all,
forcing
remaining
staff
and
today,
even
our
lieutenant
governor
to
cover
additional
classes.
F
Thousands
of
education
support
professionals
across
the
state
earn
significantly
below
a
living
wage,
with
starting
salaries
as
low
as
10
dollars
an
hour.
A
chronic
bus
driver
shortage
has
hit
both
clark,
counties
and
washoe
counties
is
causing
serious
delays.
Stranding
students
for
hours,
the
latest
inflation
data
from
january
shows
prices
climbing
at
the
fastest
pace
in
40
years
at
the
cpi.
F
Now
at
seven
and
a
half
percent,
while
home
and
rent
prices
have
skyrocketed
across
nevada,
with
average
rents
up
over
20
percent
this
year
alone,
while
an
educator
shortage
has
impacted,
the
whole
country,
nevada
has
been
hit
especially
hard.
There
are
serious
efforts
across
the
country
right
now
to
raise
educator
pay
in
new
mexico.
F
F
G
Today,
this
committee
will
hear
presentations
from
our
nc
institutions
on
what
programs
they
have
and
are
in
the
works
of
creating
to
expand
nevada's
future
workforce.
We
must
ask
you
to
consider
whether
these
programs
will
support
new
and
expanding
industries
that
will
lead
nevada
toward
a
resilient
and
diversified
economy.
G
Central
to
strengthening
nevada's
workforce
ecosystem
is
the
expansion
of
our
innovation
and
incubation
systems,
and
nevada's
higher
education
system
will
be
key
to
this
work.
As
ccea
continues
with
our
nevada
workforce
development
pipeline
asset
map
study,
we
must
emphasize
that
alignment
between
the
k-20
education
delivery
system
and
the
job
market
is
pivotal
in
making
sure
we
can
achieve
our
goals
of
an
equitable
workforce
and
an
economically
diverse
nevada.
G
G
E
G
Thank
you
good
morning,
sir
dennis
and
members
of
the
interim
education
committee.
My
name
is
kim
rombardo
and
I
am
the
nwea
state
partnership
director
in
nevada.
It's
a
pleasure
to
be
here
with
you,
and
I
appreciate
the
opportunity
to
comment
and
introduce
nwea
as
a
committed
partner
to
the
state
districts
and
educators
of
nevada.
G
Our
tools
are
trusted
by
educators
in
more
than
9500
schools,
districts
and
education
agencies
in
145
countries
in
nevada,
nwea
partners,
with
every
district
and
public
charter
school
through
the
read
by
grade
3
program.
Beyond
that,
nwea
has
partnered
with
nevada
districts
at
the
kindergarten
through
high
school
levels.
Some
of
those
partnerships
are
in
excess
of
more
than
20
years.
We
value
our
relationships
with
our
district
partners
and
we
are
honored
to
be
part
of
such
important
work.
G
Most
recently,
nwea
has
been
sought
out
as
a
trusted
advisor
as
we
provide
research
and
policy
support
for
equity
and
innovation,
around
accountability,
state
assessments
and
covid
recovery
efforts.
We
will
be
closely
following
the
work
of
the
committee.
We
are
here
and
happy
to
be
part
of
the
conversation
should
the
opportunity
arise.
Thank
you
for
your
time
and
for
all
you
do
for
our
nevada,
educators
and
students.
C
C
I'd
like
to
speak
to
you
today
about
issues
directly
related
to
agenda
items.
Five,
six
and
seven
student,
mental
health
and
higher
education.
Workforce
development
nevada
is
currently
short,
approximately
740
school
psychologists.
What
does
this
mean
for
students?
According
to
recent
data,
approximately
fourteen
percent
or
one
in
seven
youth
in
nevada,
have
experienced
any
mental
illness
of
these
students
accessing
the
supports
accessing
these
supports
70
to
80
percent
access
supports
solely
in
schools.
This
means
that
78
of
nevada
students
do
not
have
access
to
direct
and
consultative
services
that
school
psychologists
provide.
C
For
example,
school
psychologists,
help,
analyze
resilience
and
risk
factors
of
students,
deliver
mental
health,
mental
and
behavioral
health
services
and
provide
preventative
and
intervention
and
post-intervention
crisis
services
through
integrated
systems
of
support,
and
these
mental
health
supports
are
just
a
fraction
of
our
skill
set
and
supports.
We
provide
to
schools
as
school
psychologists.
C
Currently,
nevada
only
has
one
school
psychologist:
training
program
in
the
entire
state
and
of
its
graduates.
Only
about
four
practitioners
entered
the
school
school
districts
annually.
Our
current
model
is
not
sustainable
and
will
not
help
us
end
these
shortages,
and
we
will
continue
to
fail
our
students
if
we
continue
on
this
trajectory.
C
Additional
training
programs
are
needed
and
we
ask
the
committee
to
fund
additional
graduate
training
programs
in
school
psychology
as
a
solution
to
our
student,
mental
health
and
workforce
issues.
We
suggest
short-term
funding
also
be
recommended
by
the
subcommittee
to
advise
on
the
expenditure
of
federal,
kovid
19
release,
funding
to
jump
start
these
workforce
efforts.
Thank
you
so
much
for
your
time
and
your
consideration.
H
Good
morning
senator
or
chair
and
the
rest
of
the
interim
committee,
my
name
is
dora
martinez,
d-o-r-a-m-a-r-t-I-n-e-z.
H
I
represent
the
disability
peer
action
coalition.
First,
I
want
to
thank
brittany,
assemblywoman
brittany
miller.
Thank
you
for
the
financial
aid
bill
that
was
passed
last
year.
I
we
were
able
to
do
financial
aid
with
my
son,
who's
in
national
guard
and
his
friends,
who
is
out
of
foster
care.
We
were
able
to
assist
with
that.
I
want
to
agree.
I
would
like
to
agree
with
the
previous
callers.
H
Psychology
is
needed
in
our
class
in
our
school.
We
I
have
a
friend
who
was
in
a
waiting
list
in
for
a
therapy.
A
friend
her
daughter
was
in
on
a
waiting
list
for
three
months
to
get
some
mental
help
and
and
that's
not
okay,
we
gotta
help
our
kids,
and
so
they
could
be
better
leaders
in
the
future.
They
are
our
children
and
our
future.
H
I
also
would
like
to
I
would
I'm
agreeing
with
the
first
caller
regarding
the
shortage
of
teachers,
substitutes
and
bus
drivers
as
a
blind
mom
who
have
kids,
who
goes
to
high
schools?
We,
I
don't
drive
legally,
have
a
car.
H
H
It
really
put
a
strain
on
our
work
schedule,
so
we
would
ask
that
please
at
least
pay
these
teachers
and
bus
drivers
a
living
wage,
because
our
rent
has
gone
up
36
to
some
places.
A
hundred
percent
this
this
month
this
year
and
the
cost
of
living
is
going
up,
while
our
wages
is
still
remains
the
same.
So
when
there's
a
snow
days,
what
happens
here
in
the
north?
H
There
will
be
a
alternative
bus
stop
and
what
that
means
is
a
blind
mom
again
with
a
service
dog
when
the
snow
is
too
high.
I
do
not
take
my
service
dog,
he
has
boots,
but
I
don't
take
him.
I
take
my
white
cane
and
when
I
navigate
the
streets
and
some
of
the
streets
don't
have
sidewalks,
I
end
up
on
the
road,
and
so
it's
quite
scary
that
we
would
ask
you
guys,
give
bus
drivers
a
living
wage
with
the
teachers.
Sorry,
thank
you.
So
much
have
a
great
day.
A
Thank
you
very
much.
Let's
go
to
the
next
caller.
E
A
Let's,
let's
see,
let's
go
to
the
next
item
then,
like
I
said
earlier,
we
will
have
opportunity
for
public
comment
at
the
end
also
turn
my
timer
off.
Okay,
we
will,
let's
go
to
our
next
item
on
the
item.
Number
three
approval
of
the
minutes
for
the
meeting
on
january
20
22
any
questions
or
any
corrections
for
the
minutes.
A
A
motion
by
vice
chair
bill,
brayax
rod,
I'll.
A
A
Later
this
interim,
this
task
force
will
report
back
to
this
committee
on
its
recommendations,
and
today
we
are
required
to
make
appointments
by
the
way
this
law
is
configured
that
we
need
to
do
that
today.
So
we
have
the
following.
You
have
in
the
agenda
the
name
of
all
of
those
that
that
applied
for
appointment,
and
let
me
I
want
to
talk
a
little
bit
about
the
process
just
that
we
went
through
so
the
vice
chair
and
I
evaluated
all
the
applications
we
had
in
some
cases.
A
We
only
had
one
from
from
especially
some
of
the
rural
areas
and
then
in,
as
we
looked
at
those
that
were
there,
we
also
considered
that
there
are
some
that
were
asking
to
be
reappointed
and
we
determined
that
it
would
be
good
to
have
some
folks
that
had
previously
served
so
that
there
would
be
some
experience
there.
A
A
We
we
did
a
research
on
what
the
makeup
of
the
committee
was
to
see
if
it
actually
reflected
our
community
and
the
student
pop
the
student
community,
and
we
determined
that
that,
in
the
few
of
the
areas
that
that
were
lacking
as
we
made,
appointments
were
in
the
area
of
male
teachers,
hispanic
african-american
veteran-
and
there
was
one
other,
oh
middle
school-
that
there
was
a
there.
Wasn't
as
many
middle
school
teachers
apply.
A
So
so
we
looked
and-
and
we
use
that
as
our
priority-
to
try
to
figure
out,
and
so
that's
so.
The
appointments
that
we've
made
give
us
a
better
breadth
of
matching
our
our
community.
A
Although
they're
still
not,
there
wasn't
a
ton
of
of
male
teachers
and
we
know
that
we
need
to
do
a
better
job
at
recruiting
male
teachers,
but
I
think
that
we
have
some
good
appointments
here
and
so
with
that
I've
got
well.
First
of
all,
before
I
ask
for
a
motion
from
the
vice
chair,
she
has
the
the
the
folks
that
that
we
are
recommending
to
be
appointed.
J
Thank
you,
chair,
dennis,
I
think,
with
my
question
and
I
appreciate
the
you
know
again:
the
attention
given
to
those
who
have
already
been
on
the
task
force
to
continue.
You
know
their
their
experience,
hopefully
they're
part
of
this
recommendation,
and
I
also
appreciate,
as
you
mentioned,
the
challenge
in
making
sure
that
we
have
full
representation
throughout
our
state.
So
my
question
is:
when
we
talk
about
and
and
again
I
I
I
never
want
to
say
anything,
but
it
it's.
J
That
sounds
against
our
rule
or
smaller
communities,
but
we
also
know
there's
just
different
realities
between
washoe
and
clark
and
maybe
some
of
our
smaller
communities.
J
So,
as
you
mentioned,
when
it
comes
to
the
diversity,
at
least
for
washoe
and
clark
where
we
know
that
there
would
be
more
options,
can
you
explain-
and
maybe
once
I
don't
know
if
it's
appropriate
now
or
once
we
get
to
those
recommendations,
what
the
racial
makeup
is
of
the
ones
that
are
going
to
be
recommended
for
the
appointments,
because
especially
clark,
county
schools
being
just
so
beautifully
and
amazingly
diverse.
We
want
to
make
sure
we
have
those
reflections
there
and
also
could
you
clarify
when
you
say
veteran?
Are
you
referring
to?
J
Because
the
legal
requirement
is
that
everyone
has
taught
consistently
for
at
least
five
years
here
in
nevada's
public
schools?
But
were
you
talking
about
veteran
teacher
or
were
you
talking
about
military
veteran
teacher,
because
we
also
have
a
lot
of
veterans
from
the
armed
forces
that
are
teachers
as
well,
so.
A
Right,
thank
you.
Thank
you
for
that,
yeah
that
the
clarification
on
the
veteran
is
an
actual
veteran
of
the
armed
forces.
We
have
the
mixture
of
all
the
different
appointments,
there's
some
that
have
served
for
many
years
and
some
as
as
little
as
five.
If
they
were
less
than
five
they
didn't.
We
didn't
consider
those
as
far
as
the
the
makeup
I
know
for
the
clark
county.
A
Actually,
let
me
see
clark.
We
we
have
a
reappointment
which
would
be
magdalene
wells
and
the
the
other
two
that
we're
recommending
is
antonio
gabarde,
who's,
hispanic
and
aaron
watson,
who's
african-american,
so
two
males
and
and
then
for
washoe.
A
We
have
maria
christie,
fernandez,
who's,
a
reappointment
in
natalya,
clique,
callahan
and
sherry
reed.
I
don't
have
the.
I
don't
have
that
note
in
front
of
me.
I
think
those
one
is
a
middle
school
that
we're
we
were
limited
on
in
in
the
washoe
one
as
far
as
as
far
as
any
male
representation
that
we
had
to
consider,
but
they,
I
think
one
was
a
middle
school
teacher
in
the
washoe
one
and
the
other
one
can't
remember,
and
maybe
my
advisor
can
remind
me
if
you
can,
if
you,
if
you
remember.
I
I
don't
have
that
chart
pulled
up.
I
apologize.
Maybe
alex
might
have
that
she's,
the
one
who
put
it
together,
because
it
was
quite
lengthy
and
we
went
through
pretty
a
pretty
big
process
to
make
sure
that
we
had
as
much
diversity
as
possible
alex
do
you
have
those
other?
The
other
information
about
the
other
person
from
washoe.
A
J
A
Right,
yeah
yeah.
Unfortunately,
there
was
just
so
many
yeah
that
was
the
that
was
a
big
challenge.
Just
trying
to
be
able
to
see
all
those,
but
I
don't
know
alex,
did
you
have
anything
that
you
could
share
in
that
respect?.
C
B
Record
so
for
our
two
washo,
the
two
washout
applicants
who
were
selected.
The
first
is
maria
christie
fernandez.
B
She
is
an
elementary
school
teacher
and
she
identified
as
hispanic
or
latina
and
then
the
other
applicant,
natalia
callahan.
A
Oh
and-
and
I
should
mention
that
was
the
other
one-
that
I
did-
hispanic
african-american
asian
were
the
three
that
we
were
looking
at.
So
that
was
one
of
the
reasons
that
you
know
what
I
will
say
about
all
of
these
appointments.
The
list
is
amazing
of
all
of
the
different
folks
that
applied.
A
I
wish
that
you
know
I
wish
we
had
more
appointments,
because
there
was
just
some
amazing
people
that
that
applied.
That
could
really,
you
know,
help
the
committee
you
know,
but
obviously
we
were
limited
in
what
we
could
do,
but,
and
hopefully
some
of
those
that
applied
will
still
be
involved,
as
the
committee
meets,
and
maybe
they
can
give
their
input.
I
Just
wanted
to
make
one
comment
really
quickly
that
we
chair
dennis
did
mention
that
we
we
went
out
of
our
way
to
reappoint
people
just
because
we
already
had
the
ball
rolling
and
we
wanted.
But
I
wanted
to
point
out
to
the
folks
who
maybe
didn't
make
it
this
time.
You
can
only
be
reappointed
one
time,
so
you
can
serve
two
terms,
so
don't
think!
Well,
you
know
that's
just
gonna,
be
it
for
that
that
this
is
a
new
committee
or
it's
the
second
time
we're
doing
this
committee.
I
So
after
that
time,
please
come
back
and
and
apply
because
I
think
we're
gonna
really
need
this,
this
tool
in
our
our
toolbox
to
recruit
and
really
think
outside
of
the
toolbox
to
get
those
teachers.
So
thank
you
all
to
who.
A
A
Okay,
so
do
do
we
do
they
have
a
copy
of
our
recommendations.
I
Okay,
I
can
do
that.
The
following
names
are
submitted
for
appointment.
Oh
I'm
good!
I
apologize
already
nicole
witkowski
from
carson
lance
latin
from
churchill,
magdalena
wells
from
clark,
antonio
gabrera
from
clark,
aaron
watson
from
clark,
kristen
peck
from
douglas
tammy
smithberg
from
elko,
linda
kyle,
from
esmeralda
merida
and
fortune
from
eureka,
tamara
mccord
from
humboldt
sandra
ayers
from
lander,
sherry
spencer,
from
lincoln,
linda
flaherty,
from
lion
travis
reinus
from
mineral
justin
patriot
from
nye
thomas
brooks
from
pershing.
A
A
J
Here
dennis,
if
I
could
just
ask
one
more
clarifying
question
it
sees
for
if
we
could
have
a
number
of
the
racial
breakouts
for
the
entire,
for
the
entire
recommendation
list,
of
how
many
we
would
have
how
many
are
recommended
for
black
asian
and
latino
representation.
B
Would
we
be
able
to
get
back
to
you
on
that?
We
can
get
back
to
you
shortly
on
that
information.
A
A
A
A
Thank
you
so,
as
I
mentioned,
we're
on
item
agenda
item
number
five
presentation
concerning
the
academic
and
mental
health
challenges
facing
students
in
the
black
community
presenters.
For
today
we
have
yvette
williams,
who's,
the
chair
of
the
clark
county,
black
caucus
and
andrew
post
to
choose
chief
innovation
officer
and
head
of
behavioral
health
of
hazel
health
services,
so
welcome.
K
All
right,
thank
you
so
much
good
morning,
everyone,
including
our
virtual
community,
watching
in
thank
you
so
much
chair,
dennis
and
vice
chair,
bilbray
axelrod,
for
allowing
us
the
opportunity
to
come
before
you
again
and
to
all
the
distinguished
committee
members
for
your
work
and
your
commitment
to
education,
justice
in
nevada.
K
I
did
submit
to
you
and
you
should
have
before
you
the
presentation
that
we
made
in
august
of
2020
your
last
interim
education
committee
and
the
reason
we
did
this
is
because
we
only
have
so
much
time.
You
have
so
much
to
hear
today
that
we
didn't
want
to
take
the
time
to
hash
over
information
and
presentations
that
you
have
had
in
the
past.
So
at
your
leisure.
Please
feel
free
to
go
through
this
presentation
for
more
detail,
but
I'm
going
to
walk
us
through
very
quickly.
K
I
want
to
make
sure
you
get
some
data
updated
data.
We
will
be
submitting
that
to
you
as
a
one-page
cheat
sheet
so
that
you
can
just
kind
of
use
it
along
with
your
presentation.
So
you
will
have
that
today,
as
well
as
our
recommendations.
We
would
like
to
hold
off
on
giving
you
our
recommendations,
as
we
normally
do
until
we
can
better
define
and
hear
some
other
we're
waiting
for
some
other
presentations
to
be
made
for
you
before
we
formalize
those
final
recommendations.
K
I
just
want
to
thank
all
of
you
for
your
support
on
that
and,
as
we
move
down
the
presentation
to
equity
and
accessing
literacy,
we
do
still
have
some
concerns
around
the
loss
of
our
sb
178
dollars
and
how
that
is
impacting
our
african-american
students
in
particular,
who
actually
proficiency
gaps,
are
the
highest
gap
by
race,
and
so
that
is
still
something
that
we're
concerned
about
and
are
looking
to
this
committee
to
make
that
an
area
of
focus
in
this
next
legislative
session
on
how
we're
going
to
address
that
to
be
in
compliance
with
essa
as
federally
mandated.
K
And
then
we
go
into
the
opportunity
and
access
gap
as
it
relates
to
high
school
diplomas,
and
I
wanted
to
give
you
some
current
stats
on
that
by
race
for
2021
and
high
school
diplomas
by
race,
our
african-american
students,
our
black
students,
achieve
a
71
graduation
rate,
our
american
indian
students,
77
percent
white
85
percent
asian
94,
pacific
islander,
alaskan,
84
and
by
ethnicity,
ethnicity,
hispanic
79.
K
There
is
a
23
point:
literacy
gap
by
race
for
black
students
in
our
asian
students,
and
so
that's
a
23
point
that
we
need
to
address
going
forward
and
then,
as
far
as
a
number
of
advanced
diplomas,
by
race
and
by
hispanic
ethnicity
for
21,
it
was
246
advanced
diplomas
for
our
black
students.
Our
american
indian
students
had
none.
Last
year
white
was
888
asian
296
students,
pacific
islander
alaskan
59
and
by
ethnicity,
hispanic
800.
K
I
think
I
have
the
number
wrong
888,
but
on
my
sheet
that
I
send
you,
you'll
have
the
correct
number.
I
must
have
transposed
something
there.
The
number
of
ccr
career
and
college
readiness
diplomas,
which
is
a
big
concern
for
ours
and
and
and
the
and
the
access
gap
that
we
have
for
our
black
students
for
2021.
Although
we
did
see
some
improvement,
black
students,
we
saw
384
american,
indian
18,
white,
2087
asian
913,
pacific
islander
87
and
by
ethnicity,
hispanic
2086.
K
I
would
like
to
note
that
in
2019
in
ccsd
it
was
228
diplomas
and
in
the
state
279
for
black
students.
So
we
do.
We
did
see
an
improvement
there,
although
there
was
no
improvement
in
2020
because
of
covet.
We
believe
so
black
students
are
still
struggling
with
accessing
the
ccr
diploma,
which
brings
me
to
the
an
average
I
might
as
well
go
into.
K
No,
I
think
I'll
wait
on
that,
so
the
opportunity
gap
we
discussed
the
career
and
technical
programs
continue
to
be
a
concern
for
us
as
well
with
accessing
those
programs
in
those
schools
where
we
have
predominant
or
larger
populations
of
black
students,
but
an
average
percentage
of
student
groups
participating
in
a
cte
program.
K
Over
the
last
three
years,
we
just
did
kind
of
an
average
out
of
all
students
participating
in
a
cte
program
in
2021
hispanic
students
represented
48
percent
white
students,
24
black
students,
12
percent
asian
students,
eight
percent
pacific
islanders,
two
percent
and
american-
I'm
sorry
yeah
american,
indian
and
point
zero
three
percent,
so
we're
not
even
at
one
percent
there
an
example
in
2021
by
sub
subgroup,
so
that
you
have
some
context
as
far
as
number
of
students
being
served.
K
Now
we
move
to
zone
variances
and
I'm
moving
kind
of
fast,
and
I
know
that
I
am
so
I
apologize
for
that,
but
I
want
to
make
sure
we
get
to
mental
health
because
that's
a
big
concern
for
us
right
now-
and
I
know
it
is
for
you
too,
when
we
talk
about
zone
variances,
we're
very
happy
that
ccsd
actually
centralized
their
their
choice.
Schools
we
worked.
I
have
been
working
very
closely
with
ccsd
on
the
lack
of
access
for
for
our
choice.
Schools.
K
Here
in
clark,
county
school
district,
and
so
they
have
agreed
to
move
that
central
to
centralize
that
to
provide
more
equity
and
more
support
for
diversity
and
inclusion.
And
so
we
don't
have
any
numbers
on
that.
Yet
because
that
is
brand
new
for
this
upcoming
school
year.
But
we
are
very
excited
and
feel
very
confident
that
we'll
start
to
see
our
black
students
being
able
to
access
the
numbers
where
I
don't
have
those
and
nor
the
time
to
share
those
with
you.
K
But
if
you
want
that
more
information
about
that,
I'm
happy
to
to
provide
that
for
you
as
far
as
proficiency
gaps
again
with
losing
the
sb
178
funding,
which
gave
us
an
additional
twelve
hundred
dollars
for
students
who
are
least
proficient
in
the
new
funding
formula.
We're
very
concerned
because
we're
not
seeing
these
the
no
harm
promise
applying
to
this
group
of
students
and
so
we're
really
again
stressing
that
the
committee
take
a
look
at
that
and
and
what
they're
going
to
do
about
that.
K
Again.
We're
going
to
come
back
to
you
about
our
recommendations.
But
I
would
like
to
as
I
segue
into
mental
health.
I
would
like
to
say
that,
on
behalf
of
the
black
caucus
our
members
in
our
community,
we
really
want
to
emphasize
the
importance
of
mental
health
support.
K
I
think
these
numbers
will
be
telling
and
listening
to
one
of
the
public
comments
around
some
of
the
stats
that
were
provided,
you're,
going
to
see
a
disparity
by
the
numbers
we're
going
to
offer.
We
offer
you
today
we
had
in
october
our
annual
african-american
student
summit,
and
some
of
you
were
there.
So
thank
you
for
coming.
We
appreciate
you,
but
I'm
going
to
go
over
some
of
the
polling.
We
actually
did
a
polling
of
our
students
there
at
the
summit,
because
we
wanted
to
assess
what
what
they're
feeling,
how
they're
doing?
K
How
can
we
better
support
them
and
some
of
the
the
responses
in
the
the
data
points
are
very
disturbing,
but
I
want
to
share
because
we
want
to
have
an
honest
conversation
with
you:
we're
not
gonna.
You
know,
try
to
pretty
this
up
or
put
a
bow
on
it.
So
these
were
the
questions.
I'm
just
gonna
go
through
the
numbers
really
quick
for
you.
K
I
these
aren't
all
the
polling
stats,
but
I
think
these
are
the
ones
that
are
more
relevant
for
you
to
hear,
and
then
I'm
gonna
turn
that
over
to
andrew
post,
to
give
his
piece
of
presentation
to
share
what
what
ccsd
is
doing
to
address
that.
So
the
first
one
is
the
question
was
I
have
a
a
positive
self
image
of
how
I
view
myself
and
just
to
give
you
context.
This
was
done
on
a
big
screen
on
a
stage.
K
L
K
First
one
is:
I
have
a
positive
self
image
of
how
I
view
myself.
29
were
neutral,
17
agreed
that
they
they
feel
positive
about
themselves.
21
felt
strongly,
so
that
was
we
started
off
pretty
good.
Where
do
you
primarily
get
information
about
how
to
take
care
of
your
mental
health,
and
we
were
very
disturbed
because
less
than
three
percent
of
the
students
felt
that
they
could
get
that
information
from
school?
K
In
fact,
we
saw
that
31
percent
felt
that
they
are
getting
are
getting
their
information
from
mental
health
from
social
media,
which
was
a
red
light
for
us
and
that
that's
where
predators
live,
and
then
we
had
19
that
said
that
they
go
to
other
students
and
so
over
50,
so
about
50
or
over
50
percent
of
our
students
actually
seek
help
from
social
media
and
other
students
that's
pretty
concerning
and
that
less
than
three
percent
feel
they
can
get
that
support
from
school.
K
I
have
safe
spaces
to
share
my
feelings
and
emotions
over
50
50
percent
disagreed
or
were
neutral
in
that
answer,
and
then
I
think
about
my
future
and
what
my
life
will
look
like
often-
and
I
want
to
emphasize
that
word
often
and
we
had
a
31
agreed
12
were
neutral
and
we
have
56
percent
strongly
agree
these
kids,
nine,
that
this
is
87
percent,
agree
and
strongly
agree
that
they
think
about
their
future
often
and
what
their
life's
going
to
be
often
and
12
were
neutral.
K
That
brings
it
to
99.
I
feel
that
my
race
plays
a
role
in
how
I
see
myself
in
the
future.
Almost
90
either
agreed
or
strongly
agreed
or
were
neutral,
and
that
was
78
percent
agree
and
strongly
agree
that
race
would
have
would
have
a
a
role
in
that.
I
feel
that
young
people
who
look
like
me
are
represented
positively
in
the
news
and
social
media.
K
55
percent
disagreed
or
strongly
disagreed
with
that,
and
if
we
added
the
neutral
in
it
comes
up
to
87,
I
know
how
to
access
mental
health
services
in
my
schooling
community
and
we
saw
29
neutral
24,
disagree.
K
11
strongly
disagree
and
27
agreed,
so
one
of
the
things
that
I'm
I'm
not
going
to
get
in
the
discussion
about
this
because
one
of
the
things
that
will
what
we
could
talk
about
after
we
have
our
next
presenter
present
is.
We
are
in
the
process
of
working
with
hazel
health
on
a
peer-to-peer
ambassador
program
where
students
on
campus
will
actually
be
available
to
help
students
know
where
to
go
on
campus,
how
to
access
that
care,
and
so
we're
very
excited
about
that
and
then
covet.
K
K
17
was
neutral,
so
that
is
84
percent,
feel
that
covet
has
had
a
negative
impact
on
their
mental
health
and
and
then
for.
I
feel
that
I
am
treated
more
negatively
by
society
than
other
young
people
of
different
races.
This
is
very
disturbing
too.
We
had
66
percent
strongly
agree,
agree
and
strongly
agree.
K
26
neutral
that's
92
of
our
black
students
and
then
I'll
leave
you
with
this
last
stat
before
I
turn
this
over,
and
that
was
I
know,
someone
who
has
experienced
mental
health
issues
95
of
our
black
students
strongly
either
strongly
agreed
or
agree
with
that
statement
95.
K
So
that
goes
to
say
that
the
stat
that
we
heard
a
little
earlier
in
public
comment
from
one
of
our
counselors
that
that
number
is
much
higher
when
it
comes
to
our
african-american
students,
and
so
with
that.
I'd
like
to
now
turn
this
presentation
over
to
a
mr
andrew
post.
Who
is
no
stranger
to
some
of
you,
because
andrew
post
has
been
attending
with
me.
Many
legislative
sessions
around
funding
for
students
to
get
this
kind
of
help.
K
To
get
this
in
place
here
in
in
clark
county
school
district
and
it's
our
hope
that
the
rest
of
the
state
will
follow
so
that
we
can
truly
say
that
in
nevada,
every
student
has
access
to
mental
health,
and
this
also
will
be
physical
health
as
well
through
telehealth
protocol
and
I'll.
Let
andrew
talk
about
what
happens
when,
when
additional
supports
are
needed,
once
telehealth
has
concluded
their
services
and
with
that
andrew,
would
you
please
join
us
and
put
your
presentation
on
and
and
then
we'll
take
questions
at
the
end.
M
Thank
you
yvette,
so
much
and
thank
you
chair
dennis
and
committee
members.
It
is
a
pleasure
to
be
back
and
and
to
talk
to
you
today
and
miss
williams
did
a
great
job
of
unfortunately
laying
out
what
the
what
the
real
concerns
are
and
the
public
comments
further
exacerbated
or
or
showed
where
the
the
problems
are
right.
M
Unfortunately,
what
we
are
seeing
nationwide,
what
we
are
seeing
in
nevada
is
is
three
to
seven
month,
wait
lists
in
in
more
populated
areas
as
much
as
a
year
wait
list
for
mental
health
services
in
the
community-based
settings,
and,
unfortunately,
particularly
for
schools.
This
is
just
not
sustainable,
and
so,
while
we
talk
a
lot
about
what
the
concerns
are,
what
I
will
present
to
you
in
a
very
abridged
version
is,
is
what
some
of
the
solutions
can
be.
M
I
want
to
be
very
clear.
There
is
no
silver
bullet
to
this.
Just
because
hazel
health
has
figured
out
a
great
way
to
intervene
and
partner
with
school
districts
and
families.
It
is
not
the
only
solution,
it
is
not
even
the
only
viable
solution,
obviously,
and
it
relies
on
a
lot
of
partnerships
and
a
lot
of
community-based
collaboration.
M
But
it
is
important
to
understand
that
there
are
solutions
that
are
readily
available.
That
can
build
some
of
that
staffing
capacity
to
be
able
to
bring
these
wait
times
down
substantially.
M
The
data
that
I'm
going
to
give
you
is
an
aggregate
of
of
the
school
districts
that
we
work
in
nationally
is
to
not
call
out
just
clark,
county's
data
right
now
and
and
I'd
be
remiss
if
I
did
not
mention
how
great
a
partner
ccsd
has
been.
M
They
have
been
truly
amazing
and
methodically
and
and
and
really
thoughtfully,
rolling
out
these
services
to
students,
and
so
what
we
are
seeing
right
now,
which
is
very
sad
but
also
very
reassuring-
that
we
can
support,
is
one
half
to
one
half
of
one
percent
to
one
percent
of
students
referred
to
our
mental
health
services
within
the
first
month
of
implementation,
and
so,
if
you
extrapolate
that
among
the
numbers
in
in
districts
particular
particularly
large
urban
districts,
the
pent-up
demand
for
mental
health
is
more
apparent
than
ever
for
hazel
health,
specifically,
which,
as
ms
williams
alluded
to,
is
a
teletherapy
telehealth
platform.
M
We
are
making
contact
with
families
within
24
hours,
even
though
we
tell
school
district
partners,
it
will
be
24
to
48
hours.
That
assessment
is
being
scheduled,
on
average
less
than
10
days,
usually
roughly
now,
between
seven
and
eight
days
from
referral,
and
we
have
an
85
opt-in
rate.
So
even
in
a
environment
where
mental
health
is
still
stigmatized
in
many
communities,
we
are
seeing
widespread,
consents
and
supports
for
for
students
achieving
these
services
and
so
understanding.
We
have
a
short
amount
of
time.
I'll
only
put
three
slides
up.
M
M
We
are
not
a
substitute
for
in-person
ongoing
wellness
care,
but
we
are
able
to
supplement
and
be
able
to
coordinate
what
that
care
looks
like
and
help
families
to
navigate
a
very
complicated
health
care
system
to
make
sure
that
they
have
the
care
that
they
need
for
for
their
children.
M
This
service
has
to
be
able
to
serve
regardless
of
insurance
status,
immigration
and
language,
and
so
one
of
the
slides
I
will
put
up
is
how
diverse
are
our
clinicians
are
and
and
why
that
matters,
particularly
in
the
in
the
school
districts,
that
we
partner
with
preventative
and
acute
mental
health
care.
M
So
when
the
child
is
in
crisis,
but
hopefully
more
often
when
they
are
not,
and
when
there
are
early
warning
indicators
of
of
their
need
and
and
the
ability
to
be
there
early
from
there,
I
will
show
you
just
the
high
level
components
of
how
hazel
health
approaches:
mental
health,
which
is
to
address
a
behavioral
health
assessment
or
or
mental
health
screener.
This
is
not
universal
screening.
M
This
is
a
licensed
clinician
in
front
of
students
through
the
the
teletherapy
modality
student
assistance
program
or
short-term
therapy
sessions
and
again
when
the
child
is
going
to
need,
or
the
student
is
going
to
need,
ongoing
care
to
make
sure
that
we
are
working
with
community-based
partners
to
coordinate
what
that
care
looks
like
and
stay
with
that
family
in
a
case
management,
family
resource
management
capacity
for
another
six
months
to
ensure
that
no
other
social
determinants
of
health
or
barriers
are
stopping
that
child
from
getting
their
services
and
then
support
in
crisis
consultation.
M
They
have
six
plus
years
experience
and
a
vast
majority
of
them
right
now.
Forty
percent
speak
a
another
language
other
than
english
fluently,
and
that
is
incredibly
important
to
make
sure
that
that
85
percent
plus
opt-in
rate
continues
to
to
stay
there
or
go
higher,
because
it
is
a
reality
that
the
more
that
we
are
able
to
reach
the
student
reach
the
family
in
a
way
that
is
most
relatable
most
comfortable
for
them.
The
better.
We
will
be
at
breaking
down
this
very,
very
difficult.
M
You
know,
time
in
their
lives
to
make
sure
that
they
feel
supported,
and
so
we
have.
We
are
experiencing
a
wonderful,
wonderful
phase
for
rollout
with
clark
county.
We
do
have
great
presence
in
lyon
county
with
our
physical
health,
which
I
will
save
for
another
time,
but
excited
about
what
that
means
from
a
telehealth,
urgent
care
perspective
and
looking
to
do
behavioral
health
with
them
as
well
and
hopefully
at
some
point
throughout
the
state
of
nevada.
K
Yes,
I
just
wanted
to
wrap
it
up
before
we
take
questions
is
that
the
hazel
health
has
been
able
to
build
capacity
and
they
do
have
the
ability
to
continue
to
build
capacity,
and
I
want
to
say
that
this
is
very
affordable
clark.
County
school
district
is
paying
2.5
million
to
provide
services
to
every
student.
That
is,
I
wish
I
could
get
on
that
kind
of
a
health
care
plan
that
it's
about
15
per
student
per
year,
15
dollars
per
student
per
year.
K
If
our
state
legislator
cannot
budget
this
after
these
arp
dollars,
that's
sad
and-
and
I
I
can't
imagine
that
that
would
be
the
case,
so
we
wanted
to
make
sure
that
we
talked
about
what's
going
on
with
mental
health,
make
sure
that
you
understand
what
the
cost
may
be,
because
coming
up
with
this
next
legislative
session
in
23
you'll
be
addressing
a
budget
that
when
you
you
reconvene,
the
arp
money
will
be
gone,
and
so
we
wanted
to
make
sure
as
an
as
a
caucus.
This
is
our
part
of
our.
K
So
for
the
entire
state
of
nevada,
the
cost,
as
of
today,
I'm
just
going
by
today
for
the
entire
state,
it
would
run
approximately
six
million
dollars
to
provide
every
student
in
the
state
of
nevada
with
access
to
mental
health,
and
I
can't
tell
you
how
big
that
is
for
for
families
who
are
in
a
doughnut
hole
who
make
too
much
for
medicaid
and
not
enough
to
buy
insurance,
and
all
of
this
is
no
out-of-pocket
expense
to
families
and
I'll
close
with
that
no
out-of-pocket
expense
to
families.
K
So,
thank
you
so
much
mr
post
for
joining
us
today
from
florida
we
appreciate
you
and
all
your
work
and
the
fantastic
gorilla.
I
can't
wait
for
the
numbers
to
come
out
so
that
we
could
share
that
with
our
legislature
because
they
will
be
meeting
for
several
months
and
I'm
going
to
be
excited
to
share
that
with
them.
So
thank
you
again
and
thank
you
committee
members,
for
your
attention
and
with
we
could
take
any
questions
that
you
have.
I
Hi-
and
I,
if
I
missed
this,
I
apologize,
but
how
are
students
accessing
this?
How
are
they
aware
of
this?
How
are
parents
aware
of
this
that
it
exists.
M
That's
a
great
question
again
andrew
post
from
hazel
health
and
and
thank
you
vice
chair.
The
answer
is
the
vast
majority
of
referrals
for
mental
health
services
are
coming
from
the
school,
so
ccsd
schools
are
identifying
referrers
in
mostly
their
school
counselors,
social
workers,
and
they
are
referring
students
who
then
receive
a
follow-up
from
our
family
resource
managers.
M
However,
we
are
seeing
parents
refer
their
own
children
as
well
as
student
self-referral
is
available
for
those
of
age
of
consent,
and
so
we
actually
support
the
district
rollouts
with
marketing
materials
and
just
awareness
materials
that
we
are
there.
What
we
do
when
it
is
appropriate
to
engage
hazel
health
for
these
services.
K
If
you
need
access
to
mental
health,
and
then
that
way,
the
student
can
help
them
get
to
where
they
need
to
go
to
in
the
office
or
or
whatever
information
they
may
need
they're,
not
going
to
be,
of
course,
providing
any
service,
but
just
to
be
there
to
help
them
access,
since
students
tend
to
want
that
support
from
another
another
student
as
opposed
to
an
adult,
and
I-
and
I
also
wanted
to
say
that
this
program
at
ccsd
has
been
rolled
out
only
three
weeks
and
we
are
seeing
phenomenal
numbers
already.
I
mean
it's.
K
A
Thank
you.
Some
of
the
women
hanson.
D
Certainly,
we
are
all
distressed
at
you
know
the
mental
health
crisis
that
we
see,
I
think
across
the
country
and
especially
affecting
our
youth,
I'm
just
curious
how
we
in
nevada
we
have
safe
voice
through
the
nevada
department
of
education,
which
at
least
my
understanding
having
served
in
the
legislature
since
2019,
safe
voice
has
provided
some
pretty
great
supports
and
has
been
a
way
for
students
to
be
protected
either
for
by
them
for
themselves
or
to
protect
their
schools
or
other
students,
and
I
noticed
on
their
their
portal
online
that
they
have
a
lot
of
community
partners
in
mental
health
that
work
through
safe
voice.
D
D
Certainly,
this
telehealth
is
very
intriguing
and
if
it
serves
a
need,
that
would
be
wonderful.
I
just
am
curious
if
we
are
not
utilizing
some
things
we
already
have
in
place.
K
I
can
answer
that
as
best
I
can.
As
an
advocate
and
my
my
limited
knowledge,
I
am
very
familiar
actually
worked
with
nde
in
securing
a
federal
grant
to
help
build
that
program
out
a
little
more
robustly,
but
because
of
the
lack
of
professionals
that
we
have
in
the
state,
students
are
having
to
wait,
as
mr
post
mentioned
months,
to
to
access
the
services
that
they
need,
and
so
this
helps
to
pro
to
fill
that
gap.
And
additionally,
they
go.
K
They
work
well
hand-in-hand
and
they
should
because
calls
that
come
in
through
there,
as
you
know,
are,
is
information
that
goes
out
into
the
community
to
help
support
students,
and
so
the
hope
is
because
now
we
have
hazel
health
also
to
provide
telehealth.
That
will
become
another
resource
again,
providing
our
students
with
the
very
best
service
that
we
can
provide
them
to
make
sure
that
they
get
the
the
help
that
they
need
when
they
need
it.
You
know
as
well
as
I
do.
K
K
You
know
it's
one
thing
this
to
say:
we've
got,
we've
got
this:
we've
got
that
to
all
feel
good,
but
is
it
effective?
Are
we
being
effective?
Are
we
changing
kids
lives?
Are
we
serving
them
well
and
that's
what
we
want
to
do.
I
hope
I
I
helped
and
I'm
sure
our
state
superintendent
ebert
is
happy
to
to
provide
more
information
on
that.
D
Thank
you
yeah.
Yes
that
helped
and
I
whether
we
can
answer
it
now,
I'm
just
curious
if
we
have
a
telehealth
component
within
safe
voice
through
those
community
partners,
it'd
be
interesting
to
see
if
they
do
provide
that.
So,
if
I
can't
get
the
answer
now,
perhaps
offline,
I
could
get
that
answer.
Thank
you.
K
And
senator
dennis,
if
you
don't
mind,
yvette
williams,
clark
county
black
caucus.
I
just
wanted
to
also
say
that
it's
an
issue
of
capacity
too.
So,
even
though
we
have
providers
here,
it
becomes
an
issue
of
capacity,
and
you
know
we
just
don't
have
no,
I
don't
think
any
states
really
have
the
capacity
to
provide.
You
know
that
those
kinds
of
services,
if
they're,
if
they're
already
busy
with
in
person
being
able
to
provide
physical
service,
I
don't
know
how
they're
gonna
have
the
time
to
be
able
to
provide
telehealth.
K
Also
from
you
know,
24
hours
a
day
or
seven
in
the
morning
to
seven
people,
whatever
time
that
you're
going
to
do
this
because
kids
can
access
this,
the
students
can
access
this
service,
whether
they're
at
home,
and
have
a
crisis
whether
they're,
walking
from
school
and
and
have
a
crisis
or
at
school
it
it
or
at
home.
So
it's
available
to
them
wherever
they
are.
A
Thank
you
any
other
questions.
A
Yes,
someone
thomas.
N
Thank
you
cheer
dennis
and
thank
you,
miss
wiggins
and
mr
post
for
this
presentation
and
the
information
that
you've
shared
with
us
today.
N
I
truly
appreciated
that
your
concern
for
our
students
here
in
nevada,
as
far
as
their
mental
health,
is
concerned,
a
couple
of
things
that
I
jotted
down,
because
I
was
really
concerned
that
are
we
putting
the
pressure
on
ccsd
to
provide
our
students,
the
mental
health
needs
that
they
so
need.
Are
we
putting
that
pressure
and
are
we
eliminating
the
concern
that
perhaps
parents
need
to
know?
It
doesn't
seem
like
to
me.
N
You
know
just
through
this
presentation
if
I've
gotten
the
linkage
with
how
parents
are
being
informed,
you
know
it's
the
student,
it's
the
school
and
there's
a
vital
component
there,
meaning
families,
the
parents
or
guardians
of
that
child,
because
we
know
that
they
are
minors,
and
I
would
like
to
know
how
we
are
looping,
the
parents,
the
families,
the
guardians
into
this
process,
because
this
is
you
know,
mental
health
might
be
expanded
to
the
families.
I
don't
know.
K
Absolutely,
mr
post,
can
you
address
that
that
is
addressed
assembly
woman.
M
Yes,
it's
a
it's
a
wonderful
question
and
so
the
the
family
absent
age
of
consent,
laws
which,
which
you
have
in
nevada
as
well,
but
the
family,
the
caregiver
or
parent,
does
consent
to
services,
and
so
when
the
referral
is
made,
the
family
resource
manager's
first
outreach
again
so
long
as
this
is
not
a
a
minor
consent
case
will
reach
out
to
the
family
or
the
parent
or
caregiver
to
consent
to
services
before
services
are
provided
to
the
former
question
on
on
placing
this
on
on
school
districts.
M
My
background
prior
to
this
was
also
in
large
school
districts,
as
as
ms
williams
alluded
to,
albeit
in
florida
and
school
counselors
have
always
been
the
conduit
for
referring
students
who
do
need
more
clinical
services
to
to
ascertain
those
as
appropriate,
and
so
this
is
an
extension
of
that
work,
but
ultimately
the
parent
caregiver
again
always
unless
a
an
extenuating
circumstance
that
would
be
lawful
and
and
understood
always
goes
through
the
parent
or
caregiver
for
consent
to
services.
M
And
also
I
I
should
say,
assembly
thomas,
it
is
not
just
individual
sessions.
There
are
family
sessions
available,
which
is
part
of
the
at-home
piece,
and
so
we
do
have
a
number
of
students
who,
as
part
of
their
treatment
plan,
are
receiving
family
services
in
the
evening
time
through
the
same
modality,
but
at
their
homes
and
and
with
their
families
or
with
the
child
at
school
and
the
parent.
M
K
And
that's
very
I'm
sorry,
that's
very
important
to
our
community,
where
we
have
folks
who,
especially
working
in
hospitality
and
can't
take
off
so
they're
able
to
schedule
the
appointment
so
that
they
are
able
on
their
lunch,
break
or
or
or
if
they
don't
have
transportation.
We
had
a
one
of
our
public
comments.
Today
was
someone
who
has
can't
drive
a
car
and
has
problems
with
transportation,
so
they
would
be
able
to
join
in
that
way
as
well.
N
Go
ahead
all
right!
Thank
you.
My
follow-up
question
is
the
data.
If
I
you
know
misunderstood,
please
correct
me:
you
said
that
this
program
is
in
its
infancy
of
three
weeks.
When
do
you
expect
to
have
full
data,
you
know,
will
it
be
six
months
from
now
a
year
from
now
that
we
can
actually
see
numbers
and
the
results.
M
It's
a
great
question
so
in
in
clark
county.
This
has
been
three
weeks
right
about
four
weeks
now
nationally
it
has
gone
on
longer,
and
so
we
can
certainly
provide
aggregate
data
across
all.
We
can
either
silo
large
urban
school
districts
or
all
school
districts
on
our
mental
health
platform.
M
The
question
specific
to
ccsd
is
that
we
will
work
with
them
to
provide
a
mid-year.
If
you
will
report,
I
know
it's
mid-school
year
already,
but
relative
to
the
implementation
timeline
and
an
end
of
school
year
report
and
then
on
a
semester
cadence
after
that
for
both
access
and
clinical
outcome,
metrics,
and
so
one
shared
with
with
ccsd,
would
obviously
love
the
opportunity
to
share
that
more
broadly.
I
Thank
you,
and
are
there
any
other
questions
from
committee
members
going
through
my
gallery?
I'm
not
seeing
any
all
right
well,
thank
you
very
much
both
of
you
for
that
presentation
and
for
answering
the
questions.
Thank
you.
A
B
Thank
you
alex
joseph
for
the
record.
In
reference
to
the
questions
asked
about
the
task
force
membership.
We
have
a
breakdown
of
some
of
the
information
provided
in
their
applications,
so
the
task
force
is
made
up
of
20
members
of.
A
The
selected
alex
real,
quick,
I'm
sorry,
ms
dressed
up
can
you're
a
little
soft.
Can
we
get
you
a
little
louder.
B
B
B
Three
identical
13
identified
as
caucasian
two
identified
as
african-american
two
identified
as
asian
in
terms
of
a
breakdown
of
gender
identity.
Six
applicants
identified
as
men
and
14
identified
as
women,
and
then
we
had
one
applicant
select,
veteran
or
military
dependent
status
and
then,
in
terms
of
a
grade
level
breakdown,
eight
of
the
applicants
fell
into
the
elementary
or
pre-k
category.
B
Six
were
high
school
teachers,
two
taught
seventh
through
twelfth
grade,
so
those
were
in
the
rural
districts
and
then
three
of
the
applicants
did
either
did
not
fit
into
any
of
these
categories
or
did
not
specify
their
grade
levels.
A
Okay,
I'm
not
hearing
any
all
right,
so
we
will
now
go
to
the
next
item
on
our
agenda,
which
is
item,
number
six
presentation
on
the
current
and
planned
programs
and
challenges
basic
nevada
system
of
higher
education
institutions.
Earlier,
if
you
recall,
I
had
asked
about
whether
we
needed
a
little
bit
of
time.
I
I
want
to
take
a
a.
A
I
want
to
say
a
three
minute
break
just
to
give
our
staff
to
make
sure
that
that
all
the
presentations
are
ready
to
go,
so
we
can
go
run.
It
run
right
after
the
other,
and
I
will
mention
that
I'm
going
to
take
president
sandoval
first
on
the
there's,
a
conflict
timing
conflict
there,
so
I'm
gonna
take
him
first
and
then
we'll
just
follow
as
they
are
listed
in
the
agenda.
A
A
Thank
you
very
much.
Okay.
We
are
on
item
number
six
presentation
on
current
and
planned
programs
of
and
challenges
facing,
nevada
system,
higher
education
institutions.
We
have
various
presenters
from
each
one
of
our
institutions.
We
are
going
to
start
work
first
with
our
with
president
brian
sandoval
from
university
of
nevada,
reno.
P
Dennis
vice
chair,
bilberry
axelrod
members
of
the
committee
for
the
record,
my
name
is
brian
sandoval,
president
of
the
university,
and
first
and
foremost,
I
want
to
thank
you
for
the
opportunity
to
present
to
the
committee
today
with
regard
to
the
university
of
nevada,
reno.
P
Again,
I
want
to
thank
you
all
for
your
support
of
higher
education.
We,
with
your
support
we've
been
able
to
achieve
some
national
recognitions
that
I
think
that
really
speak
well,
the
investment
of
you
all
in
the
legislature.
We
have
achieved
top-tier
status.
We
recently
were
given
the
designation
again
of
being
a
carnegie
r1,
very
high
research
institution,
and
I'd
also
like
to
congratulate
my
colleague
and
friend,
president
keith
whitfield
from
unlv
as
unlv
achieved
the
status
as
well.
We
are
also
an
emerging
hispanic
serving
institution.
P
We
are
approximately
24
of
latinx
enrollment
at
our
university
and
our
most
recent
freshman
class
is
48.
That
is
something
that
we're
very
proud
of
we're
designated
as
a
military-friendly
university,
and
so
again,
all
of
these
would
not
have
been
able
to
be
obtained
without
support
of
the
legislature.
So
thank
you
for
that.
P
The
next
slide
is
which
reflects
our
early
college
academy,
which
we
are
starting
to
get
involved
in
many
of
the
high
schools
throughout
nevada
in
northern
nevada,
the
academy
of
arts,
careers
and
technology.
The
davidson
academy
of
north
valleys,
high
school
mcqueen
high
school
spanish
springs
high
school
hug
and
reno
high
schools,
where
we
have
in
the
fall
approximately
an
enrollment
of
70
students
in
clark
county.
P
P
I
think
it's
important
to
acknowledge
the
chancellor's
office
for
moving
also
moving
this
needle
on
concurrent
enrollment
and
helping
open
the
doors
for
for
our
high
school
students,
and
obviously
our
sister
institutions
are
doing
a
great
job
in
that
regard,
as
well,
we'll
be
we're
going
to
continue
working
with
the
school
districts,
we're
going
to
be
expanding
in
washoe
county
and
also
having
conversations
with
some
of
the
rural
school
districts
again
to
provide
those
students,
those
high
school
students,
the
opportunity
to
achieve
college
credits
while
they're
in
high
school
next
I'll
move
to
our
fall.
P
Enrollment
you'll
see
there
that
we
had
a
fall
enrollment
in
2021
of
approximately
21
000
students.
It
was
down
a
bit
from
where
it
was
a
couple
years
ago,
due
to
many
factors.
This
spring
the
enrollment
has
dropped
to
a
little
over
19
000.
I
think
part
of
that
you're
probably
wondering
why
part
of
that
has
to
do
with
graduation
in
december,
so
there's
traditionally
a
drop
in
enrollment,
but
also
because
of
covet,
and
so
we're
working
very
hard
to
aggressively
recruit
students
and
go
to
to
where
they
are.
P
I
really
want
to
thank
and
complement
our
student
services
and
our
recruiters
throughout
the
state
of
nevada,
because
they
are
personally
visiting
all
the
high
schools
and
making
sure
what
the
opportunities
are
for
for
students
throughout
the
state.
Again,
I
had
the
opportunity
to
visit
centennial
high
school
recently
and
just
visit
with
the
students
and
faculty
and
principal
there
and
they're
very
excited
about
the
programming
that
is,
that
is
going
on
we're
also
working
very
hard
with
regard
to
online
enrollment.
We're
currently
recruiting
a
new
vice
provost
of
online
education.
P
We,
you
know,
we
believe
and
as
as
does
I
believe,
my
colleagues
and
in
the
other
institutions
that
it's
important
to
go
where
the
students
are,
and
I
think
online
education
is
going
to
to
be
be
a
big
part
of
that.
So
move
to
the
next
slide.
The
the
number
of
graduates-
and
this
represents
graduates
from
fall,
2020
and
spring
2021
through
august
you'll,
see
that
number
of
4855.
P
And
this
plays
into
part
of
what
your
agenda
talks
about
in
terms
of
providing
a
strong
workforce
for
nevada.
We
have
graduates,
as
I'm
sure
you
can
appreciate
in
multiple
areas.
One
of
the
conversations
earlier
in
this
committee
meeting
is
with
regard
to
educators
and
we
are
really
working
hard
in
our
college
of
education
and
in
human
development
to
graduate
as
many
teachers
as
possible.
My
understanding
is
that
we
had
approximately
150
teachers
that
graduated
last
fall.
P
We
also
you
know,
given
the
prior
conversation
in
this
meeting
are
working
extremely
hard
to
graduate
more
counselors,
more
nurses,
social
workers
all
to
to
address
those
needs
that
are
so
dire
throughout
the
the
state
of
nevada,
the
public
health
workers,
researchers,
doctors
amongst
many
other
individuals
that
are
graduating
from
our
university.
Our
graduation
rates
you'll
see
there
that
our
four-year
and
six-year
graduation
rates
continue
to
increase.
Again.
P
P
For
the
first
time
ever
ever,
we
also
had
all
of
our
first
year
students
participate
in
what
we
call
our
nevada
fit
program
whereby
all
of
our
freshman
students
come
to
campus
a
week
early
and
take
a
a
special
course
to
really
familiarize
them
themselves,
with
the
campus,
with
the
types
of
classes
that
they're
going
to
be
taking
and
what
it's
like
to
be
a
college
student.
So
that
has
worked
out
extremely
well.
P
Also.
We
have
initiated
what
we
call
the
digital
wolf
pack
initiative
and
in
a
in
a
collaboration
with
apple,
we
provide
each
one
of
our.
We
provided
each
one
of
our
freshmen
students
with
an
ipad
air,
something
that
we
learned
during
the
pandemic
when,
when
we
were
engaging
in
distance
education,
was
that
a
lot
of
our
students
did
not
have
devices
or
did
not
have
access
to
adequate
wi-fi.
P
P
We
also
again
to
try
to
complement
what
the
discussion
has
been
with
regard
to
this
committee
is
provided
the
services
that
are
that
our
students
need
particularly
mental
health
counseling,
give
throughout
the
pandemic,
and
we're
very
pleased
with
with
that.
We
do
have
we've
expanded
our
online
clinics
and
availability
for
covid
testing,
as
well
as
vaccination
clinics,
we've
purchased,
20,
000
and
95
mass
to
protect
our
students,
faculty
and
staff.
P
Again,
we
are
working
very
hard
to
recruit
throughout
the
entire
state,
every
county
to
fill
the
needs
that
that
you
all
need
that
the
state
needs
and
obviously
with
the
educators
for
for
our
schools.
The
next
slide.
Many
of
you
may
or
may
not
be
aware
that
sierra
nevada
university
approached
the
university
of
nevada
reno
and
proposed
to
transfer
or
donate
that
campus
to
unr.
P
So
we
are
engaged
currently
with
the
northwest
commission
on
colleges
and
universities,
as
well
as
the
united
states
department
of
education
in
in
that
acquisition
process,
and
it's
going
extremely
well.
We
are
hopeful
that
that
transition
will
take
place
by
the
beginning
of
the
next
academic
year.
This
this
acquisition
has
been
also
reviewed
and
approved
by
our
board
of
regents,
and
we're
excited
about
the
opportunities
that
it
can
provide
to
students
throughout
the
state
of
nevada.
There.
P
It
will
ensure
that
the
lake
tahoe
campus
remains
an
educational
resource
and
centerpiece
for
the
the
state
of
nevada
with
regard
to
research,
and
particularly
with
regard
to
sustainability
and
providing
students
throughout
the
state
who
may
not
have
had
access
to
the
campus
now
to
be
able
to
attend,
attend
this
campus
and
pay
in-state
tuition.
So
we're
very
pleased
about
that.
A
I
Thank
you
so
much
and
thank
you
for
the
presentation
I
did
have
a
am.
I
muted.
I
Okay,
something
came
on
yeah
a
couple
questions.
I
wanted
to
ask
a
little
bit
more
about
the
acquisition
of
sierra
nevada
university.
I
know
there
is
one
down
here
in
henderson,
I
guess
green
valley.
I
think
it's
at
green
valley,
parkway
and
sunset.
If
I
recall-
and
I
just
I-
I
was
curious.
What
your
intents
are.
We
gonna
see
you
and
our
stuff
down
there
and
you
know
that
that's
right
in
the
heart
of
of
clark
county.
P
Thank
you,
mr
chair
to
you,
and
through
you
to
vice
chair
bill,
berry
axelrod.
Yes,
there
is
that
campus
in
campus,
it's
an
office
in
in
henderson
and
we
recently
actually
visited,
but
it
plays
a
very
important
role
in
providing
teacher
training
and
master's
online
master's
program
for
teachers,
and
so
they
work
very
closely
with
the
clark
county,
school
district
and
the
feedback
that
I've
received.
Is
that
they've
really
had
a
great
experience
with
that?
P
So
in
the
short
term,
we
are
engaged
in,
what's
called
a
teach-out
program,
to
ensure
that
all
the
students
that
are
enrolled
both
in
the
undergraduate
and
the
graduate
programs
can
finish
those
degree
programs
that
we
have.
We
obviously
are
going
to
consult
with
within
she
with
the
chancellor,
with
the
clark
county
school
district
and
with
you
all
to
ensure
that
we,
the
those
teacher
time,
training,
programs
and
master's
programs,
will
be
available
to
the
to
the
teachers
into
the
education
system.
P
A
I
You
didn't
really
talk
about
dual
enrollment
and
I
actually
had
intended
on
and
asking
several
of
you
questions
about
dual
enrollment
since
that's
something
that
we
worked
on,
and
I
know
the
intent
of
the
legislation
is
to
offer
students
dual
enrollments,
so
they're
they're,
getting
college
level
courses
and
and
taught
by
by
professors
who
have
masters
or
even
doctorates-
and
I
I
know
I've
talked
to
president
whitfield
and
and
that's
what's
happening.
I
Are
you
seeing
that
level
are
our
students
who
are
enrolling
in
those
those
dual
enrollment
through
unr?
Are
they
are?
They
are?
Are
the
professors
at
that
level
and
then
what
is
sort
of
the
footprint
that
we're
seeing?
You
mentioned
the
two
schools
that
you
have
partnerships
with,
but
are
you
also
pushing
that
dual
enrollment
to
other
clark
county
schools,
because
I
know
unlv
has
sort
of
stayed
within
their
their
geographic
realm
and
they're
not
kind
of
going
up?
I
And
I
don't
mean
to
use
the
word
poaching,
but
they're,
not
you
know
actively
recruiting
from
northern
nevada.
So
I
just
wanted
to
see
how
you
how
you
guys
were
doing
and
and
what
what
the
I
think
I
made
that
clear.
I
think
I
did.
I.
P
Understand,
okay,
vice
chair
and
for
the
record
brian
sandville,
president
of
the
university,
mr
chair,
two
you
through
to
vice
chair
bill,
break
axelrod.
So
I
think,
what's
important
is
to
provide
a
history
here.
First,
we
were
approached
by
superintendent
jar
of
the
clark
county
school
district,
who
was
very
interested
in
providing
more
opportunities
for
students
with
regard
to
dual
enrollment
and
concurrent
enrollment,
I
think
there's
an
important
distinction
there.
P
So
after
being
approached
by
superintendent
jara,
he
suggested
two
pilot
programs
and
that
those
are
the
ones
that
I
described
in
my
presentation
with
regard
to
cheyenne
and
centennial.
Neither
of
those
schools
had
a
presence
with
regard
to
any
other
institution,
and
again
it
was
his
hope
that
we
provide
as
many
opportunities
for
high
school
students
to
attain
college
credit
as
possible.
P
So
we
we
did
begin
that
early
college
academy,
at
both
of
those
high
schools
and
within
a
few
weeks
we
had
over
400
students
that
enrolled
and
again
with
regard
to
those
two
high
schools,
the
enrollment
has
increased,
and
these
are
entry-level
english
classes,
entry-level,
math
classes,
entry-level,
political
science,
class
and
they've
been
so
successful,
and
the
principals
at
each
of
those
high
schools
were
so
pleased
with,
with
the
results
that
we
were
approached
again
to
offer
and
expand
the
programming
or
the
concurrent
enrollment
to
additional
high
schools
in
clark
county.
P
I
mean
the
the
reality
is
and
something
that
I've
said
publicly
multiple
times
is
the
majority
of
those
students
will
enroll
at
unlv
and
csn
at
nevada
state
college.
I
mean
it
just
provides
additional
opportunities
for
these
students
to
gain
college
credit.
It
saves
their
their
families
money,
it
gets
them
a
head
start
with
regard
to
higher
education,
and
I
think
it's
beneficial
to
all
of
the
institutions
in
the
state.
I
A
Thank
you.
Yes,
simone
thomas.
N
Thank
you
chair
and
thank
you,
president
sandoval,
for
your
presentation
on
unr.
I
do
appreciate
that
information
that
you
have
shared
with
us,
but
some
of
the
things
that
I
I
was
kind
of
concerned
with,
and
you
know
I
didn't
see
a
powerpoint
on
it.
You
gave
us
the
number
of
graduates
at
the
university,
but
I
wanted
to
know
the
number
of
eligible
to
graduate
what
those
numbers
look
like
and
just
so
that
I
won't
have
a
second
question.
N
I'll
put
just
this
all
in
one,
the
dropout
rate
by
ethnicity-
and
I
wanted
to
know
if
you
have
the
data,
you
know
whether
or
not
this
is
reflected
back
on
their
high
school
career
is
the
reason
why
they
dropped
out,
or
is
it
because
of
economic
reasons
for
the
dropout
rate?
If
you
have
that
data,
I
would
appreciate
it.
Thank
you.
P
Mr
chair
brian
sandoval,
for
the
record
to
you
and
through
you
to
assemblywoman
thomas,
and
I
would
be
happy
to
gather
that
information
for
you.
Obviously
you
know.
Recruitment
retention
and
graduation
are
foremost
in
our
minds
and
we
do
do
an
assessment
if
we
lose
students
as
to
the
reason
for
that,
and
as
I
mentioned
before,
we've
been
working
extremely
hard
to
get
those
students
back
from
the
drop
in
enrollment
between
even
the
fall
of
last
year
in
the
spring
of
this
year.
P
N
Thank
you,
sir,
and
I
will
be
asking
the
same
question
of
all
of
our
institutions.
So
if
I
have
to
wait
for
those
data
that
data,
I
would
have
appreciate
everyone,
that's
listening
to
get
that
and
thank
you
again,
sir.
I
appreciate
it.
Thank
you.
A
Thank
you
other
questions,
senator
don
darrell
luke.
G
Thank
you
and
thank
you,
president
sandoval
good,
to
see
you.
I
I
want
to
go
back
to
vice
chair
bill,
barry
axelrod's
question
about
the
southern
office
of
the
sierra
nevada
building.
I
know
that
you
said
that
the
northern
nevada
building
was
going
to
be
in
office.
Is
that
what
I
understood
am
I
correct.
P
No,
and
if
I
may
brian
sandoval
for
the
record,
mr
chair
to
you
through
you
to
senator
dondero
luke,
you
know
they.
What
I'm
was
speaking
of
is
there
essentially
are
three
campuses.
There
is
a
main
campus
up
in
incline
village
in
lake
tahoe.
It's
approximately
20
acres,
it
has
dormitories,
it
has
a
research
facility.
It
has
classrooms
a
library
that
the
typical
amenities
that
you
would
see
on
a
college
campus.
P
There
is
a
an
office
in
henderson
that
vice
chair
bill,
berry,
axelrod,
described
and
there's
also
an
office
in
reno,
and
the
purpose
for
those
offices
in
in
reno
and
henderson
are
to
provide
graduate
education,
master's
level,
education
for
teachers,
and
so
there
are,
there
are
actually
more
students
enrolled
in
those
programs,
and
there
are
undergraduates
at
the
university
and
again
it
provides
a
great
resource
for
educators
throughout
the
state,
but
including
clark
county
to
obtain
those
masters
master's
level
instruction.
G
Thank
you
very
much
and
with
that
being
said,
the
the
master's
program,
if
I
remember
correctly,
was
online,
and
that
means
so
so
do
the
offices
are
the
offices
small?
Do
they
just
do
clerical
work?
What
the
I
guess
I'm
trying
to
for
both
the
reno
and
the
las
vegas
office.
If
these
programs
are
online
what's
happening
in
that
office,
I
guess.
P
No
and
mr
chair
for
the
record
brian
sandoval,
president
of
the
university
nevada
reno
to
you
and
through
you
to
senator
donderolu,
I
in
full
disclosure,
I've
not
visited
the
reno
office,
but
I
did
visit
the
the
office
in
in
henderson.
It's
very
small.
It's
maybe
a
couple
thousand
square
feet
if
that
it
is
mostly
offices,
but
there
are.
There
is
one
very
small
conference
type
room
where
students
have
the
ability
to
physically
come
in
and
meet
with
staff
here
here
or
there
in
henderson,
but
it
is
not
a
large
building.
P
By
any
stretch
of
the
imagination
I
mean
like
I
said
it
is
literally
some
cubbies
and
and
two
conference
rooms.
G
J
Thank
you,
chair,
dennis
and
good
to
see
you,
president
sandoval,
my
I'm
framing
my
questions
as
a
graduate
of
sincere
nevada
college.
J
When
I
decided
to
become
a
teacher
after
living
in
nevada
for
a
few
years
and
recognizing
that
the
need
for
more
teachers
here
in
nevada,
I,
as
already
a
graduate
who
had
already
graduated
from
two
universities,
you
know
I
was
very
selective
in
my
choice
of
where
to
go,
and
obviously
unlv
was
there,
but
I
actually
chose
sierra
nevada
because
it
was
small-
and
I
didn't
want
to
as
someone
who
had
already
gone
to
two
large
universities.
I
didn't
want
to
go
through
the
bureaucracy
of
a
large
university.
J
I
didn't
want
to
deal
with
the
parking
struggle
of
a
large
university
in
sierra
nevada,
also
provided
the
ability
to
work
on
my
teaching
certificate
and
the
masters
in
teaching
simultaneously,
and
so
I
found
that
my
experience
with
sierra
nevada
was
just
the
smoothest
most
loveliest
experience
I
could
have
and
I
did
have
in-person
classes.
I
did
not
choose
the
virtual
route.
I
chose
the
100
in
classroom
experience
and
so
things
that
I
experienced
at
sierra
nevada
that
I
could
never
experience
at
a
larger
school
college
or
university
is.
J
They
would
actually
walk
into
class
and
hand
us
a
slip
of
paper
in
the
middle
of
class
and
say:
hey
real,
quick,
take
10
minutes
and
fill
out
your
classes.
You
want
to
register
for
next
term
and
they'd
wait
10
minutes
and
we'd
hand
it
back.
There
was
one
desk
one
office
that
you
know
we
would
go
to
to
pay
for
tuition
to
deal
with
financial
aid,
to
audit
our
classes,
to
sign
up
for
student
teaching.
All
of
that
just
one
office
as
well
as
when
you're
a
non-traditional
student.
J
We
know
saving
that
extra
hour
looking
for
a
parking
spot
as
we
do
in
the
evenings
for
most
at
most,
universities
also
made
life
a
lot
easier,
and
so
my
question
is:
is
now
that
sierra
nevada
is
absorbed
by
a
large
university
and
again,
knowing
that
the
program
at
sierra
nevada
here
in
las
vegas
or
technically
henderson,
was
just
for
postgraduate
students.
So
these
are
already
college
graduates
and
often
non-traditional
age
students.
P
Thank
you
and
mr
chair
to
you
and
through
to
assemblywoman
miller,
and
I
appreciate
the
question
and
I
have
to
confess
I
was
I
either
I
knew
and
forgot,
or
wasn't
aware
that
you
had
attended
snu
and
I'm
really
pleased
about
the
experience
that
you've
had
and
that's
part
of
what
we've
talked
about
in
terms
of
this
acquisition
is,
is
preserving
this
intimate
experience
and
flexible
one
for
for
students
that
come
from
a
lot
of
different
backgrounds
and
have
a
lot
of
different
challenges.
So
our
intent
is,
as
we
move
forward
is
to
do
exactly.
A
A
All
right,
so
we
will
now
go
to
our
presentation
from
the
college:
southern
nevada.
We
have
dr
federico
zaragoza.
The
president
here
with
us
today
welcome
dr
very
good,
zaragoza.
Q
We
have
three
campuses
and
seven
learning
centers
located
within
15
miles,
a
15
minute
drive
of
any
location
in
the
region.
Our
student
body
and
programs
are
as
diverse
as
the
community
we
serve.
Every
year
we
enroll
approximately
55
000
students,
7
400
non-credit
students
and
approximately
48
000
unduplicated,
unique
degree
seeking
students.
Q
We
are
a
majority
minority
institution.
72
of
our
students
are
non-white,
we're
also
a
hispanic
serving
institution
with
36
of
our
student
body.
Now
being
hispanic,
56
of
our
students
are
female
and
the
average
age
of
our
student
is
not
25.
Years
of
age,
70
of
our
students
attend
part-time
csn,
like
our
sister
and
she
and
community
college
institutions
deliver
a
comprehensive
higher
education
curriculum.
Q
That
means
that
we
offer
both
academic
university
transfer
programs
so
that
students
can
earn
associates
degree
that
transfer
to
universities
through
a
two
plus
two
articulation
model,
and
it
should
be
noted
that
seventy
percent
of
our
full-time
students
are
not
college
ready
when
they
first
come
to.
Csn
csn
has
also
a
very
strong
workforce
development
mission.
Q
Q
Q
We
outperform
all
of
our
peer
colleges,
including
cuyahoga
and
cleveland
montgomery
and
north
carolina
importing
community
college,
and
we
are
within
reach
of
our
of
surpassing
our
peer
aspiration
college,
which
is
austin
community
college
who
registered
5233
graduates
in
2020
to
put
things
in
perspective.
Q
The
results
are
not
going
notice.
I
am
pleased
to
report
that
csn
was
selected
by
the
northwest
commission
on
colleges
and
universities
as
the
2021
beacon
award
winner
for
excellence
in
student
achievement
and
student
success
in
the
category
of
large
institutions,
those
with
student
enrollments
of
6,
000
or
more
students.
Q
Q
Q
Q
First,
in
the
past
five
years,
we
have
more
than
triple
dual
enrollment
numbers
growing
from
1806
students
in
2016
to
4545
last
fall
during
this
five-year
period.
Sixteen
thousand
eight
hundred
and
forty
ccsd
students
earned
college
credit
becoming
not
just
college
ready.
They
emerged
as
college-proven
students
and
the
vast
majority
were
able
to
seamlessly
transition
to
csn
or
to
one
of
our
sister
institutions.
Q
Our
dual
enrollment
efforts
are
intentional.
They
are
designed
to
create
pathways
that
include
early
college
pathways
that
allows
high
school
students
to
graduate
with
associate's
degrees.
Every
year
about
100
students
will
walk
the
stage
earning
their
associate
degree
before
they
walk
their
high
school
graduation
stage,
ct
academies
that
allow
high
school
students
to
graduate
with
career
occupation,
certifications
and
jumpstart
core
15
programs
that
allow
high
school
students
to
graduate
with
one
semester
of
universe,
university
transfer
work
under
their
belts.
Q
Q
Q
On
the
workforce
front,
we
have
been
working
to
right,
size,
re-engineer
and
to
realign
workforce
programs
to
address
high
demand
occupations
in
nevada.
This
means
that
our
enrollments
and
our
graduates
are
aligned
to
the
region's
existing
and
emerging
sectors.
To
that
end,
we
have
aligned
our
programs
to
the
lbga
workforce.
Blueprint
2.0
enter
the
state's
national
bureau
of
labor
statistics,
labor
market
information
to
address
documented
job
growth
and
skill
gaps
that
result
in
lack
of
qualified
applicants
and
targeted
occupations
in
southern
nevada.
Q
This
slide
shows
that
see
that
the
is
that
the
csn
pipeline
is
robust.
We
have
2200
students
in
health
and
emergency
response
programs,
750
students
in
tourism,
gaming
and
conventions,
current
and
10
students
in
computer
information
technologies
and
a
robust
1600
students
in
skilled
trades,
apprenticeship,
manufacturing
and
logistics
programs.
Q
Q
The
center
of
excellence
will
be
a
world-class
advanced
manufacturing
training
facility
of
approximately
17
000
square
feet
to
be
modeled
after
the
house,
training
centers
in
other
states.
The
facility
will
anchor
csn
education,
training
programs
in
cnc,
robotics,
machining,
fabrication
and
mechatronics.
H
Q
Advanced
manufacturing
companies
we're
already
seeing
enrollment
growth
at
the
betty,
ingles
health
and
science
facility
in
our
anderson
campus.
Because
of
your
support.
This
facility
now
provides
an
additional
1200
biology,
seats
and
up
to
500
seats
for
nursing
and
health
professional
majors.
The
bottom
line
is
eskovit
allows.
We
are
well
positioned
to
have
more
students
into
our
nursing
and
io
and
allied
health
profession
programs,
many
of
which
are
on
waiting
lists.
Q
In
addition,
csn
in
collaboration
with
area,
industry
and
labor
organization
continues
to
grow
and
diversify
the
apprenticeship
and
skill
traits
area.
Our
plan
is
to
continue
to
offer
accelerated
short-term
and
micro-certification
skill
certificates,
as
well
as
stackable
pathways
into
the
middle
school
areas.
Our
goal
will
be
to
double
the
number
of
enrollments
in
middle
skills.
I.T
and
cyber
security
programs
serve
the
next
five
years.
Q
But
critical
to
our
ability
to
continue
to
address
southern
nevada's
workforce
and
higher
education
needs
is
our
ability
to
expand
our
sahara
west
workforce
skills
training
center,
which
is
at
capacity,
and
we
need
to
procure
financial
support
to
expand
our
services
into
the
northwest
corridor.
These
two
projects
will
be
our
cip
priorities
for
the
fy23
25
budget
cycle
to
continue
our
workforce,
higher
education
and
student
success.
Q
Momentum
csn
will
be
requesting
approximately
74.8
million
dollars
annually
during
the
upcoming
legislative
session,
and
we,
of
course,
look
forward
to
discussing
our
overall
budget
request
in
in
the
month
to
come.
Mr
chairman,
that
constitutes
my
report.
However,
I
will
be
pleased
to
respond
to
questions
if
any.
I
Thank
you
very
much
and
thank
you
for
the
presentation.
I
really
appreciate
you
having
the
dual
enrollment
information
out
there,
so
I
I
did
want
to
well
I'll
start
with
that.
So
you
have
that
on.
I
thank
you
for
having
your
your
page
numbers
too.
So
on
slide,
eight,
you
went
over
your
dual
enrollment
numbers
and
I
appreciate
that.
I
I'm
gonna
go
back
to
the
question
that
I
asked
president
sandoval
as
well.
I
Are
your
do
your
when
you're
doing
the
dual
enrollment,
the
intent
of
the
legislation
was
to
have
professors
who
are
you
know
with
masters
or
or
phd's?
Are
you
participating
in
what
unr
is
calling
concurrent
enrollment?
I
have
never
heard
that
term
where
they're
you're
going
in
with
other
teachers,
I'm
going
to
have
to
get
more
information
about
that,
but
is
that
something
that
you're
doing
as
well.
Q
We
do
concurrent
enrollment
as
well,
but
all
our
instructors,
our
faculty,
even
if
they're
cs
ccsd
faculty,
have
to
meet
the
masters
plus
18
minimum
requirements.
So
we
do
not
provide
different
certification
standards
for
concurrent
enrollment
instructors.
I
Thank
you
for
thank
you
for
that,
and
then
my
second
question
I
and
I'll
go
really
quickly
chair
the
slide
10
the
sahara
west.
Is
that
an
expansion?
I
know
that
building
is
quite
old.
It's
in
a
great
location,
though,
as
far
as
public
transportation
is
the
plan.
I
think
it
was
a
six
million
dollar
budget
is
a
plan
to
start
from
scratch,
or
are
you
just
gonna
expand
that
building?
Thank
you
actually.
Q
It's
a
combination
of
both
we're
expanding
the
footprint
but,
more
importantly,
we're
we're
retrofitting
multi-purpose
labs
so
that
we
can
do
more
of
the
skill.
Training
manufacturing,
for
example,
is
a
high
demand
occupation
and
there's
a
lot
of
engine
certification
programs.
We
could
deliver
in
that
facility
that
we
can't
do
under
the
current
constraints.
Q
We
also
have
a
demand
for
us
to
expand
our
literacy
programs
in
that
area.
Q
We
have
approximately
200
000
individuals
in
southern
nevada
without
a
high
school
diploma,
and
many
of
them
go
for
non-credit
instruction
at
that
facility
as
well
and
we're
incorporating
a
model.
Now,
that's
called
it's
it's
our
ability
to
benefit
where
much
like
we
do
with
high
school
dude
enrollment
we're
now
allowing
gd
students
to
also
take
college
credit.
So
we
need
to
expand
that
facility
and
to
retrofit
those
classrooms,
and
the
six
billion
dollar
basically
gets
us
to
maximize
that
facility.
Q
How
we
really
do
need
a
longer-term
solution
to
grow
and
to
address
the
needs
that
we
see
in
in
this
area
of
skills,
development
and
middle
skills.
N
Thank
you
cheer
dennis.
My
question
again
is
based
on
first,
let
me
say
thank
you
for
the
presentation
president,
and
I
won't
pronounce
your
name
saragosa.
If
I
did.
N
Great
great,
the
same
question
that
I
had
before
was,
I
would
like
to
know
the
number
of
graduates
versus
the
number
of
eligible
to
graduate
and
what
the
dropout
rate
was
by
ethnicity
and
I-
and
I
would
like
to
see
the
data
on
that
and
the
reason
why
you
know
with
this.
This
you
know
covet
showed
some
some
big
holes
and
those
holes
were
student
debt.
N
You
know,
and
I
think
that
it
is
essential
that
we
know
what
those
numbers
look
like,
so
that
you
know
if
we
need
to
have
programs,
you
know
in
high
school,
you
know
in
their
high
school
career
that
would
alleviate
them
going
into
debt
with
you
know
their
their
lack
of
being
ready
for
community
college
or
university
things
like
that.
This
is
the
reason
why
I'm
asking
these
questions
and
I'd
appreciate.
N
A
Thank
you
yeah.
I
suspect
that
all
the
the
institutions
probably
are
going
to
have
to
put
together
some
information.
I
think
whatever
they
do,
though,
it'd
be
good
to
give
give
it
to
the
committee.
So
we
can
all
take
a
look
at
that.
I
think
that
would
be
important.
Thank
you
very
much.
Who
else
has
any
questions
someone,
someone
hansen.
D
Sorry
about
that,
thank
you,
chair
and
thank
you,
dr
zaragoza,
for
being
here,
I'm
actually
as
a
a
former
student
at
unr,
I'm
more
than
glad
to
give
you
kudos
for
what
you're
doing
there
at
csn.
I
have
been
a
fan
since
I've
really
watched
from
2019.
D
I
apologize
for
being
late
to
the
game
and
really
knowing
the
impact
this
is
had,
but
have
continually
been
impressed,
and,
and
certainly
so,
with
your
presentation
today,
so
whether
it's
a
csn
student,
unlv,
unr
colleges,
I
mean
sierra
nevada
college
now
part
of
unr,
so
glad
to
see
all
these
choices
that,
because
we
know
an
education,
one
size
does
not
fit
all,
and
so,
when
it
comes
to
higher
ed,
I
I'm
so
glad
to
see
these
different
programs.
I'm
I'm
a
huge
fan
of
dual
enrollment
have
been
this
concurrent.
D
Enrollment
is
new
to
me
and
understanding
it.
So
if
you
don't
mind,
I'm
going
to
clarify
what
I
think
I
understand
it
from
president
sandoval's
presentation
and
correct
me
if
I'm
wrong
with
concurrent
it's
you're
using
existing
teachers
in
the
high
school
that
are
certified
or
have
the
degree
to
be
able
to
teach
college-level
credit
sort
of
courses
there
at
the
high
school
versus
dual
enrollment.
Where
you
go
to
the
the
community
college
campus
or
something
like
that.
Do
I
have
that
correct
that.
Q
Is
correct,
or
the
students
can
also
come
to
the
colleges
for
the
dual
enrollment
part
of
it,
the
difference
again
being
that
the
the
instructors
of
records
are
from
the
community
college
system
versus
being
advent
instructors
from
from
the
ccsd
network,
but
again
meeting
the
same
certification
requirements,
irrespective
of
whether
they're
concurrent
or
to
enrollment
instructors.
D
D
Q
Those
are
three
of
the
pathways
that
they
can
also,
if
they're
in
the
cte
area,
they
could
also
get
industry
certifications,
in
addition
to
college
credits,.
D
Oh,
thank
you
now,
I'm
a
huge
fan
of
that
too.
You
know
I'm
sitting
here
in
our
plumbing
office
and
those
trades
are
important
and
and
a
lot
of
students.
That's
their
pathway
are
those
trades
and
certification
programs
and
again
your
presentation
showed
off
so
well
how
csn
is
doing
that.
So
thank
you.
So
much
and
one
last
thing,
millennium
scholarship
recipients
can
be,
can
utilize
their
scholarship
at
any
of
these
universities
or
community
colleges.
D
Even
certification
programs.
Is
that
correct?
That
is
correct.
Thank
you
so
much
for
being
here
and
for
your
work.
A
I
am
not
seeing
any
dr
siragosa.
Thank
you
for
all
the
work
that
you
do.
You
impact
a
lot
of
folks,
as
you've
already
mentioned
here
in
southern
nevada
and
throughout
this
data,
and
so
thank
you
for
all
the
work
that's
going
on
there.
So
with
that,
thank
you
very
much
and
we
will
now
go
to
desert
research
institute,
dr
kamud
akaria
who's.
The
president.
R
P
D
R
So
dri
is
one
of
eight
institutions
with
within
system
of
nevada.
R
System
of
higher
education,
nevada
system
of
higher
education,
our
scientists
conduct
research
throughout
nevada,
the
west
around
the
world,
but,
unlike
the
other
institutions,
we
do
not
grant
degrees.
The
majority
of
our
scientists
are
full-time
researchers.
A
few
of
them
do
teach
part-time
at
nc
institutions,
but
most
are
dedicated
to
full-time
research
that
takes
them
throughout
nevada
and
to
research
sites
around
the
world.
R
R
Last
year
we
brought
in
43
million
dollars
in
sponsored
research,
grants
and
contracts.
That
is
roughly
the
annual
average.
That
is
funding
from
the
sponsored
research
that
our
scientists
are
doing
to
solve
important
scientific
questions.
R
Dri
scientists
earn
their
own
salaries
through
grants
and
contracts.
Dri
receives
less
than
20
of
its
funding
from
the
state
which
covers
our
administration
and
facilities
for
every
dollar
that
the
state
invests
in
dri,
our
scientists
earn
four
dollars
and
82
cents
in
outset
grant
and
contract
revenue.
That's
spent
here
in
the
state.
R
R
The
other
one
is
wildfire.
Science
wildfire
fires
are
growing
concern
in
the
west
and
dri
scientists
are
working
to
better
understand
what
conditions
lead
to
wildfires,
how
wildfire
smoke
changes
as
it
drifts
into
communities
and
the
impact
that
wildfires
have
on
our
health,
including
finding
an
elevated,
elevated
risk
of
covered
positivity
on
days
with
excessive
wildfire
small.
R
R
We
work
with
partners
in
the
national
climatic
data
center,
national
weather
service
and
american
association
of
state
climatologists
and
nova
research
institutes.
One
example
of
the
center's
work
dri
and
western
regional
climate
center.
Climatologist
david
simmerall
is
one
of
the
nation's
authors
of
the
u.s
drought,
monitor,
which
provides
information
on
drought
conditions
nationwide,
and
this
map
is
updated
regularly.
R
Dri
hydrologists
have
partnered
with
the
nature
conservancy
at
its
90,
acre
7j
ranch
near
berry.
This
area
is
home
to
the
headwaters
of
the
amargosa
river.
Our
scientists
installed
meteorological
station
and
are
working
on
developing
a
watershed
model
to
determine
how
conservation
efforts
will
affect
water
resources.
R
Micro
plastics,
the
microplastics
research
team
at
dri
is
working
to
understand
this
contaminant
and
develop
novel
solutions
to
microplastics
and
fresh
water
by
better
characterizing
the
types
and
locations
of
microplastic
pollution.
Scientists
are
working
to
prevent
them
from
getting
into
the
environment,
understanding
the
impacts
they
may
have
on
freshwater
ecosystems
and
eventually
removing
microplastics
from
wastewater
streams.
R
Agricultural
innovation
and
adaptive
analysis:
this
is
a
dri
eco
sales
facilities
at
our
reno
campus
scientists.
There
work
to
solve
problems
that
plague
garlic
crops
or
fungus
called
white
rod.
They
have
developed
an
antifungal
in
to
combat
the
problem,
and
this
has
also
led
to
a
new
spin
out
from
dri
a
company
that
actually
is
collecting
a
lot
of
investment
from
outside
agencies.
Right
now,.
R
Looking
for
microplastic
sorry,
I
think
I
went
back
solar
energy
tri
renault
campus
is
home
to
a
fast
solar
array
that
provides
power
to
our
facility.
Our
scientists
are
also
looking
at
ways
to
optimize
solar
power
grids
and
are
investing
investigating
how
solar
panels
impact
the
ability
for
rainfall
to
be
absorbed
on
our
desert.
Soils.
R
Also
dr
andre
kleistok
on
the
picture
here
with
our
division
of
atmospheric
sciences
is
one
of
the
scientists
uncovering
the
dangers
of
e-cigarettes.
The
team
found
that
when
the
flavorings
in
e-cigarettes
are
heated
to
very
high
temperatures,
the
vapor
that
is
released
includes
harmful
chemicals
that
include
aldehydes.
R
We
all
know
that
all
the
eggs
are
carcinogenic,
so
this
is
a
national
institute
of
health
funded
research
at
tri
similarly
center
for
genomic
medicine.
This
is
a
partnership
that
dri
has
with
a
renowned
hospital
drive
center
for
genomic
medicine
is
investigating
the
connection
between
our
genes,
the
environment
and
our
health
esteem
has
one
of
the
largest
population
health
studies
in
the
country
over
50
000
people
enrolled
into
the
program
participants,
learn
about
their
genetic
predisposition
to
certain
diseases
and
can
use
that
information
to
inform
their
healthcare
decisions.
R
Moving
on
to
our
science
ally
program,
tri
science
ally
program
envisions
a
stem
literate
workforce
for
the
future.
Our
mission
is
to
support
nevada's
k-12
education
ecosystem
with
tools
and
resources
needed
to
bring
stem
content
to
life.
What
we
do
here
is
we,
create
and
distribute
educational
content,
provide
professional
development
and
training
support
the
community
through
outreach
and
engagement.
R
Inspiring
future
scientists,
educational
programs
at
dri
seek
to
foster
scientific
engineering
talent
from
kindergarten
to
postgraduate
levels.
We
meet
needs
for
economic
diversification
and
science-based
educational
opportunities
inside
and
outside
of
nevada.
We're
preparing,
nevada's
future
leaders
with
the
skills
they
need
to
succeed
in
their
careers.
R
Our
science
alive
team
creates
engaging
hands-on
stem
kits
known
as
green
boxes
for
k-12
classrooms
after
school
programs,
teacher
training
programs
and
other
educational
settings,
educators
have
free
access
to
the
materials
to
support
stem
learning.
We
have
online
resources,
videos,
career
connections
and
media
as
well.
Stem
topics
include
robotics
engineering,
environmental
science,
renewable
energy,
climate
change,
emerging
dri,
science,
research,
nasa
and
space
science,
etc.
R
We
offer
in-person
and
virtual
training
for
teachers,
future
educators
and
youth
serving
professionals
such
as
boys
and
girls,
clubs,
libraries,
girl,
scouts
communities
in
schools,
etc.
We
offer
unique
field
experiences
and
opportunities
to
facilitate
connection
to
the
topics
we
highlight.
The
world
class
science
happening
at
dri.
R
Our
k-12
team
works
across
the
state
to
offer
engaging
events
to
promote
dri
and
stem
literacy.
Recent
projects
include
steam
conference
science
and
tech
fest
and
hosted
the
may.
The
science
be
with
you
open
house
event
and
more
these
activities,
showcase
tri
resource
faculty
and
offer
class
visits,
presentations
or
virtual
calls
field,
trips,
dri
campus
tours
and
more
robotics.
To
date,
we've
seen
over
660
nevada
educators
attend
our
variety
of
robotics
workshops.
R
R
This
summer
we
had
97
teachers,
175
attendees
at
four
different
robot
trainings
virtual
in-person,
both
in
reno
and
our
in
henderson.
This
one
teacher
training
week
will
reach
1600
students
in
this
school
year.
Among
the
trainees
46
identified
as
non-white,
69
percent
work
at
title,
1,
schools
and
21
20
came
from
rural
nevada
and
75
identified
as
women.
R
Tri
science
alive
is
one
of
the
only
stem
programs
with
a
statewide
footprint
impacting
communities
throughout
nevada
we've
reached
over
170
000
students
since
our
inception
raised
approximately
70
of
those
state
schools
with
a
big
focus
on
title
1,
schools
trained
600
to
800
teachers
per
year
and
partnered
with
50
plus
community
organizations.
R
So
dri
also
offers
programs
to
support
nevada's
college
and
graduate
students.
This
is
a
new
program
dri
initiated
last
year,
research,
immersion
internship
program.
This
is
to
connect
with
students
from
two-year
community
colleges
and
nevada
state
college,
to
give
them
an
opportunity
to
get
some
exposure
in
science.
These
are
non-traditional
students.
They
don't
get
to
experience
that
science.
R
So
we
decided
that
by
launching
this
program
we
would
be
able
to
reach
out
to
those
that
are
underserved
in
our
communities
and
then
bring
them
to
our
campus
and
give
them
opportunity
to
feel
what
science
looks
like.
Hopefully,
they'll
then
get
into
the
science.
First
year
we
had
14
students
that
came
to
dri
and
visited
number
of
labs
for
16
weeks,
and
then
we
are
relaunching
that
program
again
this
year.
This
is
internally
funded
by
dri.
R
R
They
come
and
work
with
our
scientists
get
trained
and
our
goal
is
to
we
hopefully
goal
is
to
retain
them
here
in
nevada
by
so
that
they
can
contribute
to
our
workforce.
R
It's
important
for
them
to
work
with
our
scientists,
and
also
our
scientists,
bring
a
lot
of
grants
and
for
them
having
graduate
students
allows
them
to
do
the
work
field
work
easier.
So
we're
part
of
the
graduate
student
graduate
program
at
both
of
these
universities.
That's
how
we
contribute
to
our
students.
R
A
All
right,
thank
you
very
much.
Thank
you
for
your
presentation.
Any
questions,
yeah
centered
on
derelict.
G
I
don't
really
have
a
question.
I
just
want
to
thank
the
dri
for
all
they
do
being
that
they
are
such
a
different
institution,
but
under
the
same
umbrella
with
inchi.
I
think
it's
really
important
for
us
to
recognize
the
value
to
our
community
and
our
state.
So
thank
you
very
much,
dr
atara.
A
A
I
am
not
seeing
any
so.
Thank
you
very
much,
thank
you
and
with
that
we
will
then
go
now
to
our
next
institution,
great
basin
college.
We
have
joyce
helens
who's.
The
president.
E
Thank
you
so
much.
I'm
joyce
helens
president
of
great
basin
college
and
thank
you
so
much
for
this
opportunity
to
present
and
talk
a
little
bit
about
a
college.
I'm
very
proud
of
sonia
cyber
vice
president
at
great
basin
will
be
helping
me
with
these
slides.
So
thank
you
and-
and
I
don't
want
to
assume
that
we
have
the
same
definitions
so
for
the
purpose
of
this
little
presentation.
E
I
just
wanted
to
mention
that
rural
would
be
500
density,
population,
500
or
less
per
square
mile,
and
frontier
is
six
six
people
per
square
mile,
of
course,
for
us
beyond
means
the
world,
so
we
have
students
from
ghana
on
the
netherlands
from
canada
and
brooklyn
new
york
next
slide
sonia
this
beautiful
picture.
This
visual
was
taken
by
brian
zeisler
faculty
in
our
teacher
education
and
for
me
it
illustrates
providing
a
well-lighted
pathway.
E
We're
also
supplying,
over
50
years
now,
the
well-skilled
workforce
very
necessary
for
the
economic
development
in
the
rurals,
but
also
for
the
bottom
line
of
the
state
of
nevada,
and
we
have
a
lot
of
partnerships,
we
listen
and
we
provide
what's
necessary
for
for
a
flexible
and
dynamic
workforce
also.
I
really
believe
that
our
mission
is
to
help
create
and
support
healthy
communities,
so
for
great
basin
college,
that's
really
a
three-legged
stool.
E
The
first
is
economic
development,
health
and
I
mean
economic
health
which
obviously,
if
you
have
a
degree,
you
get
a
good
job,
better
quality
of
life,
but
also
physical,
health
and
mental
health,
because
we
believe
that
you
absolutely
need
these
three
next
slide.
Please
I
love
visuals.
So
this
is
a
really
important
to
me.
All
that
light
green
is
our
vast
geography
that
we
serve
at
great
basin
college
over
86
000
square
miles.
E
I
don't
know
of
any
other
institution
in
the
united
states
that
covers
this
kind
of
geography
and
all
of
those
dots
represent
where
we
are.
We
have
larger
areas.
I'm
coming
up
from
elko
today,
also
winnemucca
and
ely
and
pahrump
are
actually
campus
centers,
but
all
those
other
little
dots,
they're
primarily
in
high
school
districts
as
well.
E
Next
slide,
please
a
little
bit
about
our
students.
We
have
an
older
group,
I
mean
it's
an
average
a
little
over
25
years
old,
66,
female
70
or
over
part-time,
and
we
have
44
students
of
color
and
the
largest
population
of
our
students
of
color
is
latinx,
and
I
believe
that
by
the
end
of
the
year
we
will
be
at
25,
which
will
we
will
become
an
hsi
or
hispanic
serving
institution.
E
We're
always
interested
in
what
are
our
gaps
and
and
how
can
we
fill
those?
And
we
were
really
delighted
to
know
that
our
primary
minority
students
are
graduating
at
the
same
or
higher
rate
than
white
students,
and
we
believe
our
success
in
this
area
is
because
we
have
smaller
classes
and
also
we
have
cohorts.
E
So
we
move
groups
of
people
together
and,
and
they
finish
they
get
to
that
finish
line,
but
we
know
we
have
gaps
and
right
now,
we're
focusing
on
native
american
population
working
in
duck
valley
and
primarily
with
dual
enrollment,
which
I'll
talk
more
about
in
a
minute.
Next
slide,
please
a
graduation
rate.
It's
44.1,
I'd
like
to
have
it
99.
Knowing
that
we
can't
be
perfect,
I
don't
know
anybody
who's
reached
that
yet,
but
we
do
know
in
our
system
of
higher
education.
E
E
So
this
is
one
of
my
favorite
topics,
which
is
our
high
school
students.
So,
even
though
we
have
a
population,
that's
a
little
bit
older
25,
really
that
25
and
older
represent,
and
I'm
making
a
little
bit
of
a
generalization
here.
But
it's
accurate
to
say
they
are
the
working
adults.
They've
started
having
families,
they
have
jobs,
and
when
they
put
the
kids
to
bed
at
night,
then
they
start
studying
that's
online
and
those
are
our
baccalaureate
programs.
E
But
we
have
a
great
cadre
of
high
school
students
who
are
coming
to
us
and
we
are
really
developing
that
more
strongly
because
we're
working
so
well
with
our
school
districts
in
the
rural
areas
that
we
serve.
So
one
thing
we
want
to
do,
we
said
what
else
can?
How
can
we
make
a
better
difference
and
have
a
greater
impact,
because
we
know
with
dual
enrollment?
Students
accumulate
credits,
but
we
wanted
to
sort
of
encapsulate
them
so
that
they
meant
something
that
could
be
plugged
into
another
rung
on
the
ladder
of
higher
education.
E
So
we
created
a
general
ed
certificate
now
just
started
last
year
and
we
wanted
to
have
the
dual
enrollment.
Students
collect
their
30
credits
of
general
education
that
they
were
getting
and
then,
by
the
time
they
graduate
they've
got
a
certificate
and
it's
much
easier
to
plug
in
to
go
on
and
continue
a
degree
path,
also
starting
fall
of
22.
E
Let's
add
a
teacher
education
pathway
to
a
certificate
for
dual
enrollment
and
that
way
students
would
graduate
having
completed
the
first
year
of
an
education
track
because,
as
we
all
know
in
our
state,
we
need
teachers,
but
in
the
rural
areas
we
really
need
these
teachers.
It
is
a
crisis,
so
we're
very
proud
of
starting
that
also
last
fall.
E
We
created
a
new
baccalaureate
for
early
childhood,
specifically
for
child
care
professionals
to
meet
the
state
requirements,
and
we
also
take
the
dual
enrollment
to
cte
for
the
technical
programs
and
I'll
talk
a
little
bit
more
about
that
in
a
minute
we're
at
our
high
school
hvac
and
construction
next
slide.
Please.
E
So
we
are
the
online
leaders
in
nevada
system
of
higher
education
and
people.
Don't
know
that
because
we
are
small,
but
I
think
this
happened
out
of
necessity
of
a
great
recession
where,
as
a
small
institution,
we
have
reserves,
but
it's
very
easily
depleted.
So
we
went
online
back
then,
and
we
found
out.
We
were
very
good
at
it
and
we
have
put
a
lot
of
resources
into
teacher
training
so
that
we've
continued
to
grow
in
that
area.
E
Go
ahead
next
slide!
Please,
and
this
slide
is
important
in
that
that
eight
percent,
that's
out
of
state,
is
really
important
to
me
because,
of
course,
we're
really
here
to
serve
nevadans,
but
that
eight
percent-
those
are
our
students
in
ghana
and
in
the
netherlands.
As
I
said,
we
had
the
hockey
team
from
canada,
but
a
lot
of
those
students.
E
E
So
we
start
with
the
cna
in
the
high
schools
as
well
as
other
locations
and
in
the
state
of
nevada.
You
just
have
to
be
16
to
get
a
cna
license
and
you
can
go
to
work
with.
Oh,
I
think
it's
about
32
000
entry
level,
but
this
cna
really
plugs
into
many
other
health
occupations
and
all
of
our
campus
sites.
Ely
winnemucca,
elko
battle,
mountain
pahrump.
All
of
these
have
these
programs
there
we're
also
now
working
with
caliente
for
a
cna
program.
E
There
and
nursing
is,
is
in
such
desperate
need
here,
and
we
know
that
there's
20
million
dollars
in
state
funding
to
support
apprentice
nurses
to
be
able
to
work
while
going
to
nursing
school
all
of
our
program
sites
where
we
have
the
nursing,
ely,
elko
winamuka.
We
utilize
apprentice,
nurses,
and
this,
of
course
helps
fill
the
gap
during
the
shortage
during
this
pandemic.
E
It's
been
amazing
because
we've
also
had
our
nursing
students
as
very
much
involved
in
mitigating
the
pandemic,
and
I
we
at
one
point
we
wondered:
would
we
lose
students
because
it
was
just
too
hard?
We
also
do
contact
tracing
for
rural
counties
and
so
are
nursing.
Students
are
also
doing
that
kind
of
work
when
I
met
with
them
one
saturday
just
to
thank
them
for
all
that
additional
work.
One
nursing
student
said
when
you
do
contact
tracing.
E
Sometimes
people
are
very
mean
to
you
and
they
curse
at
you,
and
I
said,
oh,
my
goodness,
and
she
told
me
a
couple
of
examples,
and
I
said:
has
that
changed
your
mind
about
wanting
to
be
a
nurse,
and
she
said-
and
I
remember
it
so
vividly
because
I
was
so
proud
of
her.
She
said.
Actually
it's
made
me
want
to
be
a
nurse
more
because
I
realize
it
doesn't
matter
if
you
just
know
the
science
and
facts.
E
We
also
have
an
incredible
100
percent
pass
rate
on
the
national
nclex
for
our
nurses.
We
also
have
the
bsn
program
and
we
have
streamlined
that
from
to
three
semesters
instead
of
five
trying
to
fast
track
some
of
these
bsn
nurses
that
were
so
desperately
needed
right
now.
Next
slide.
Please
now
we're
the
only
sonography
program
in
the
northern
part
of
the
state
and
we
have
certificate
program.
We
had
such
tremendous
need
expressed
that
one
year
later,
we
developed
the
baccalaureate
degree,
so
the
majority
of
our
students
get
this
degree.
E
Many
already
come
have
been
radiologists,
technicians
or
paramedics,
and
we
have
students
placed
throughout
nevada.
We
have
a
partnership
with
renown,
we
take
students
from
reno,
they
complete
our
program
through
distance
education
and
then
with
live
labs
and
clinical
placements
at
renown
and
we're
proud
of
being
able
to
serve
in
that
way.
E
Next
slide,
please
here's
another
collaboration,
as
you
can
tell
by
now
we
collaborate
quite
a
bit,
but
we
don't
want
to
recreate
the
wheel.
We
realize
resources
are
limited,
so
collaborations
are
very
important.
We've
had
a
three
plus
one
social
work
program
for
at
least
15
years
now
with
unr,
so
the
students
will
complete
three
years
at
great
basin
college
and
then
one
year
at
unr
and
about
two
years
ago
we
put
it
online
because
we
had
so
many
students
who
said
I
can't
get
to
a
campus,
I'm
working,
I
have
a
family.
E
I
can't
do
that
and
we
thought
well
that's
a
kind
of
a
natural
to
be
online.
We
also
found
that
it
was
difficult,
sometimes
to
cr
to
finish
that
last
year,
because
they
couldn't
go
to
unr,
and
so
unr
immediately
worked
with
us
to
put
that
online
as
well
with
human
services.
We
started
with
two
certificates
and
the
a
associate's
degree
in
human
services,
and
we
realized
the
need
was
so
great,
particularly
for
licensed
counselors,
so
that
is,
that
is
fully
enrolled
and
we've
had
waiting
lists.
E
E
These
are
our
kind
of
typical
career
and
technical
education
programs.
We've
been
offering
for
gosh
almost
50
years.
These
are
all
in
conjunction
with
business
and
industry,
with
what
the
needs
are
in
industry
in
our
area
and
though
we
also
have
non-credit
industry
training
things
like
truck
driving
or
some
emerging
fields,
since
mining
is
going
into
the
development
of
autonomous
mining
vehicles.
So
we
we
do
that
also
industry
training
the
hvac
program.
E
I
would
talk
a
little
bit
about
in
the
next
couple,
a
couple
slides
from
now,
but
that
is
also
dual
enrollment
and
we
are
using
the
facilities
at
the
high
school
next
slide.
Please
I
wanted
to
quickly
cover
this,
something
that
I
also,
I
don't
think
happens
anywhere
else
in
the
country,
and
I
I
like
it
to
a
football
draft,
so
it's
an
industry
signing
students
come
and
they
prepare
their
resumes,
they
get
dressed
and
they
go
into
a
one
day.
E
Usually
it's
at
a
convention
center
here
in
elko
and
what
we
have
are
industry
sponsors
they
interview,
they
see
their
resumes,
they
talk
to
students
and,
at
the
end
of
the
day,
the
industry
gets
together
and
says
we're
going
to
sign
this
student,
we're
going
to
sign
this
student
that
comes
with
a
a
full,
fully
awarded
scholarship,
as
well
as
a
paid
internship
in
their
company,
and
so
these
are.
This
is
I
mentioned
cohort.
This
is
very
good
example.
E
We
take
them,
they
move
through,
they
graduate
they
get
great
jobs
and
it's
called
the
mtc
or
maintenance
training
cooperative
next
slide.
Please
and
here's
the
hvac.
So
many
of
our
business
and
industry
partners
said
we
really
need
this
desperately.
What
can
you
do
and
we
found
that
in
talking
with
our
superintendent
elko
county
school
district,
they
had
facilities
that
were
not
being
used.
They
had
people
who
were
retired.
They
did
not
continue
the
program,
so
we
moved
in
and
it's
a
very
successful
program,
dual
enrollment
and
what
we
hope
is.
E
Next
slide,
please,
we
also
participate
in
build
nevada,
and
this
is
non-credit,
but
it's
80
hours
of
entry-level
construction
training
and
those
are
our
areas
lovelock
to
mcdermott,
oahe
and
one
place.
I'm
really
proud
that
we
work
on
this.
Our
instructor
goes
out
to
carlin
to
the
national
guard
facility.
E
In
the
battle
born
youth
academy,
which
is
a
program
for
at-risk
high
school
students.
It's
been
very
successful
there
and
we
know
that
when
you
get
these
entry-level
skills,
which
is
a
certificate
from
the
national
center
for
construction
education,
training
that
can
plug
into
other
things,
other
cte
programs
at
not
just
great
basin
college,
but
any
of
our
colleges
next
slide.
Please
and
coming
here
almost
to
the
conclusion.
E
We
are
expanding
in
winnemucca,
there's
through
the
generosity
of
the
pennington
foundation
and
others,
but
we
were
able
to
do
this
because
of
a
collaboration
with
unr
and
being
small
and
with
resources
stretched
and
also
budget
cuts
and
the
pandemic
we
found
our
success
really
is
contingent
on
how
we
can
collaborate
with
other,
with
business
and
industry
with
other
institutions
and
so
collaborating.
E
We
call
you
know
some
of
the
back
office
kinds
of
things,
whether
it's
our
p
cards
or
information
technology,
our
police
services,
our
phone
services,
that
we
have
collaborated
with
unr,
also
their
real
estate
services.
So
we
were
able
to
save
33
and
get
this
building
done
at
budget,
and
that
got
us
to
be
a
finalist
in
the
cashman.
Good
government
award.
E
So
we're
very
proud
of
this
and
we
appreciate
the
help
from
unr,
we'll
have
a
grand
opening
on
june
10th,
and
this
is
a
health
sciences,
so
we'll
have
nursing
and
emt
as
well
as
electrical
technology
and
other
kinds
of
cte
programs
next
slide.
So
my
last
slide
here
is
also
an
example
of
a
collaboration
again
with
unr
through
the
mackie
school
of
mines.
E
Of
course,
you
know
our
primary
industry
here
is
mining
and
we
have,
of
course,
other
suppliers
to
the
mining
industry,
and
we
didn't
want
to
assume
we
knew
what
they
wanted
and
it
was
really
time
because
mining
is
changing
so
very
much.
We
thought
this
is
a
perfect
marriage
for
mackey
school
research
and
development
and
great
basin
tactical
trainers
to
come
together
to
create
a
mining
center
of
excellence
housed
in
elko,
where
we
ask
the
mining
industry.
What
is
it
that
you
need?
How
can
we
facilitate
it,
and
how
can
you
support
that?
E
And
that
is
what
we're
right
now
in
the
middle
of
developing
so
at.
In
conclusion,
I
mean
when
we
talk
their
challenges,
huge
challenges,
resources
and
capacity.
I
mean
where
connectivity
will
always
be
an
issue
in
the
rural
areas.
I
mean
when,
when
I
hear
5g
conversations
you
know
it's
just
a
dream
here
and
I
know
I've
been
widely
quoted
for
my
saying:
we'll
take
one
g
as
long
as
it
stays
up
because
I've
been
in
situations
here
where
we
knew
that
locally
went
911,
so
we
can
have
the
best
product.
E
But
if
we
don't
have
connectivity,
it
doesn't
make
any
difference.
I
know
when
we
had
to
close
down
early
in
a
pandemic.
We
had
students
in
their
cars
in
our
parking
lot,
because
this
was
the
only
place
that
they
in
all
of
our
campus
areas,
that
they
were
able
to
connect
we're
real
hiring
that
everybody
wants
to
work
rurally.
E
I
surely
have
loved
it
and
I've
chosen
that
my
whole
adult
life,
but
I
know
that
not
everybody
does
so
if
we
lose
a
an
instructor
which
we
have
and
we
can't
hire
right
away.
That
means
we
can
offer
the
program
or
we
can
offer
as
many
sections
of
the
program
and
then
of
course,
deferred.
Maintenance
is
always
an
issue
because
our
facilities
are
getting
older
and
then,
of
course,
funding.
So
things
like
you
know
not
keeping
up
with
inflation
on
our
formula
for
weighted
student,
credit
hours
or
or
of
course,
deferred
maintenance.
E
But
you
know
at
the
end
of
the
day,
really
for
me
what
we
spend
our
money
on
says
what's
important
to
us
and
for
me
it's
investing
in
faculty,
because
I
know
statement
of
fact,
particularly
very
obvious
in
the
rural
areas,
it's
hard
to
hire
people
and
keep
people
faculty
salaries
need
to
be
kept
pace
and
they
have
it
nationally.
Of
course,
I
know
we
all
know
that,
but
for
me,
investing
in
my
faculty
is
really
penultimate,
so
I
don't
have
some
of
the
information
that
I
heard
was
asked
of
others.
E
I
do
know
our
enrollment's,
approximately
4
thousand
and
we
award
approximately
500
degrees
and
about
200
skills
certificates.
E
We
have
looked
into
we're
just
starting
to
get
a
we're
purchasing
a
management
system
for
some
of
our
help
us
collect
data,
but
we
want
to
know
why
people
drop
out
too,
and
what
we
have
found
is
a
lot
of
students.
I
mean
those
students
who
do
not
continue
it's
because
they
go
right
into
industry
and
in
these
areas
they
can
make
a
large
salary.
So
we're
not
trying
to
tell
them.
You
don't
need
to
do
that.
E
We're
trying
to
tell
them
when
you
look
long
range
for
yourself
higher
education
is
where
it's
at
I'm
I'm
one
of
these
people
that
don't
believe
when
you
say
not,
everybody
needs
a
college
degree
now.
Maybe
not
everyone
needs
a
four-year
degree.
But
for
me
whether
you
want
to
be
a
welder
or
whether
you
want
to
be
a
doctor,
it's
still
higher
education.
So
I
guess
that's
continuous
improvement
through
lifelong
learning
and
that's
what
we
want
to
imbue
in
our
nevada
citizens
who
are
in
these
rural
communities
I'll,
stop
there
and
see.
A
Thank
you
very
much,
president
helens.
Do
we
have
any
questions?
Yes,
vice
chair
bill,
brayaks
are
on.
I
Hi,
thank
you
for
the
presentation.
I
was
really
excited
to
hear
about
the
the
plan
with
the
the
30
credits
for
the
teacher
pipeline
and,
and
especially
the
the
early
childhood,
which
is
a
passion
of
mine,
same
question.
Do
when
you
do
drill
credits,
are
you
or
concurrent
credit
concurrent
enrollment
are
the?
Are
you
using
folks
who
have
a
master's
or
a
phd
or
you.
A
E
I
can
get
that
abs,
I
don't
want
to
totally
quote
a
number,
but
one
of
the
reasons
that
we're
looking
to
educate
our
local
workforce
or
local
people
is
so
that
they
will
stay
in
the
workforce.
So
we
have
a
very
high
percentage
of
that
and,
of
course,
when
you
cover
such
vast
geography,
like
we
do,
people
who
already
love
living
here
want
to
stay
here
and
that's
what
we
want,
but
I
can
get
you
know
the
actual
number
for
you.
A
Thank
you.
I
you
know
I
I
that's
I
mean
I
would
think
that
yours
would
be
high
because
of
your
your
purpose.
You
know
you're
trying
to
provide
that
training
for
books
to
be
able
to
stay
in,
and
hopefully
that
is
a
high
number,
because
that
you
know
we
need
workers
throughout
all
of
the
data,
and
I
know
sometimes
it's
really
hard
to
get
them
out
in
the
rural
areas.
So
thank
you.
Yeah.
E
May
I,
if
I
may
just
add
you
know
the
fit,
is
very
important
so
we
could
spend
it
takes
a
lot
of
money
to
even
when
you
hire
a
faculty.
But
if
people
don't
know
what
a
rural
lifestyle
is
like,
they
won't
stay,
and
so
that's
why
you
know
the
mining
industry
knows
if
you
have
people
locally
in
this
geography
that
appreciate
and
understand,
they
will
stay
here.
So
that's
good.
You
know
economic
sense
for
everyone
and
and
that's
what
we
really
strive
to
do.
E
D
Good
afternoon,
thank
you,
president.
I'm
sorry,
president
helens,
I
was
gonna,
say
president
joyce
for
being
here.
D
You
know
I
live
in
washoe
county
in
sparks,
but
my
my
district
covers
five
of
those
northern
counties
that
you
serve
and
many
other
counties
that
you
serve
in
the
state
that
I
I
don't
represent
anymore,
but
you
do
I.
I
think
your
presentation
shows
to
all
of
us
that
this
is
what
goes
on
in
the
rurals
a
lot
of
times
as
you're
under
the
radar.
Maybe
for
some
of
us
here
in
the
more
urban.
B
D
And
so
impressed
with
with
what
you
you
showed
us
today,
what
you're
doing
what
you're
offering
what
your
graduation
rates
are,
navigating
the
difficulties
that
sometimes
you
have
with
resources
in
the
rurals.
My
question
is
because
so
much
is
online.
How?
How
have
you
handled
the
broadband
issue?
I
I
know,
as
I've
visited
some
of
my
areas
that
that's
a
consistent
problem.
E
It
affects
us
tremendously,
we've
been
very
involved
in
greater
conversations,
and
we
also
realized
that
the
conversation
that's
really
carried
by
industry
often
has
greater
weight.
So
when
our
mining
industry
became
concerned
about
it
and
really
brought
it
forward,
statewide
and
nationally,
we
were
right
there
with
them,
and
so
we
realized
that
if
they
get
other
providers
coming
into
the
area,
that
will
be
beneficial
for
us
too.
So
one
is
to
just
stay
connected
to
that
and
then
to
facilitate
for
students
again.
E
You
know,
even
if
we
have
this
little
hot
spot
here,
but
how
do
we
help
the
students
who
are
farther
away?
So
one
is
at
least
raising
the
conversation
up,
so
other
people
will
know.
I
I
know
my
own
son-in-law
is
a
professor
in
another
state
could
not
believe
I
couldn't
get
internet
at
my
house
he's
like
mom.
You
must
be
mistaken.
You
know
I
was
like
no.
I
can't
so.
E
I
work
off
my
phone
at
home
and
I
know
that
most
people
most
students-
if
they
don't
have
the
other
connectivity,
it
is
actually
through
their
phone
system.
So
our
partnership
with
unr
has
helped
us
actually
upgrade
because
we
did
not
have
the
funding
to
upgrade,
but
through
that
partnership
we
were
able
to
do
that.
But
it
is
a
constant
and
it's
always
on
the
front
burner.
Connectivity.
D
A
Thank
you
any
other
questions.
G
A
All
right,
thank
you
very
much
for
your
presentation.
Thank
you.
Let's
go
next
to
nevada
state
college
and
we
have
dr
darian
pollard
here
with
us.
D
L
E
L
L
Let
me
start
off
by
just
reminding
you
about
who
nevada
state
college
is
we're,
certainly
a
distinctive
institution
serving
a
distinctive
set
of
students.
We
believe
our
core
function
is
to
expand
the
participation
of
the
new
majority
of
students
into
the
higher
education,
thereby,
I
believe,
making
it
more
accessible
in
increasing
the
income,
mobility
and
wealth
for
all
nevadans.
L
We
believe
our
secret
sauce
to
do
this.
If
you
allow
me
to
say
that
happens,
because
we
have
great
teaching
transformative
support
services
in
terms
of
our
student
experience,
we
empower
employees
to
be
our
best
asset,
and
then
we
build
strategic
alliances
that
allow
us
to
magnify
and
amplify
this
mission
that
we
have.
We
believe
and
relish.
The
fact
that
we
are
the
teaching
college
of
nevada
and
we
look
forward
to
being
deeply
connected
to
the
growth
and
prosperity
of
the
state.
L
A
little
bit
about
us.
We
are
gloriously,
diverse,
we're
intentionally
accessible,
we're
unapologetically,
inclusive,
we're
deeply
supportive
and
we
are
rapidly
growing.
As
you
can
see
in
this
infographic,
we
served
over
75.
Excuse
me,
7
200
students
in
this
past
year,
and
nearly
half
of
our
students
are
first
generation.
L
L
L
You
can
see
that
going
to
a
question
that
chair
dennis
asset,
my
colleague,
president
helens,
but
we
know
that
right
now,
approximately
80
percent
or
more
of
our
students
from
nevada
state.
They
stay
in
and
reside
in
nevada.
This
is
important,
as
you
think,
about
the
trajectory
of
the
growth
of
this
state.
L
So
we
take
great
pride
in
what
we
do
in
terms
of
generating
economic
activity
for
the
state,
but
also
in
terms
of
what
we
do
for
economic
mobility
in
the
lives
of
our
students.
We
are
rapidly
growing,
even
in
the
midst
of
covet,
which
saw
some
differences
in
the
demography
of
our
students.
I
would
tell
you
that
we
were
only
62
fewer
students
right
now
projected
in
terms
of
our
enrollment
for
this
fall.
L
So
we
continue
to
be,
I
think,
a
first
avenue
of
higher
education
for
many
adults
working
and
living
in
this
region
of
the
state,
and
we
continue
to
see
indices
that
are
work
internally
to
be
better
at
what
we
do
is
producing
higher
graduation
rates
for
our
first
time
full-time
degree
seeking
students.
I
know.
One
of
the
things
I
think
is
important
to
point
out
here
is
that
graduation
rates
are
lagging
indicator.
As
such.
L
We
know
that
if
we
look
at
some
of
our
leading
indicators,
we
anticipate
this
number
growing
dramatically
over
the
next
several
years.
Some
of
those
leading
indicators
that
we're
tracking
to
help
us
understand
this
retention
rates
of
our
first
time.
Full-Time
students
are
looking
at
participation
and
our
support
services,
students
who
take
advising
seriously
students
who
participate
in
the
potluck
program,
students
who
take
advantage
of
our
career
services
and
our
academic
support
services.
L
When
we
do
some
serious
statistical
analysis,
we
see
that
those
students
not
only
stay,
but
they
progress
toward
completion
at
a
much
more
rapid
race
and
successful.
So
I'm
hopeful
that
in
the
years
to
come,
as
I
come
to
present
to
this
group,
you'll,
continue
to
see
a
significant
rise
in
our
graduation
rates
and
also
our
maintenance
on
the
quality
of
that
degree.
L
As
a
result
of
that,
you
can
see
that
we're
producing
numbers
of
students
going
to
a
question.
I
believe
that
was
asked
earlier.
I
want
to
indicate
that
next
week,
actually
two
weeks,
I'm
presenting
to
the
board
of
regents
presentation
on
our
metrics
I'll
be
very
happy
to
share
that
with
this
group
and
we'll
send
it
under
separate
cover
that
does
some
work.
It
just
aggregating
this
data
by
race
just
activating
this
data
by
first
generation
income
status.
L
All
of
these
things
are
very
important
for
us,
as
we
start
to
be
able
to
talk
about
the
value.
Add
that
we
bring
to
the
higher
education
landscape
as
we
approach
our
20th
anniversary.
This
slide
is
very
important.
I
want
to
point
this
out
to
you
because
I'm
going
to
come
back
to
it
in
a
moment,
we
believe
in
know,
for
fact,
that
poverty,
not
aptitude
ability
or
aspiration,
is
the
number
one
barrier
to
college
completion
in
earning
a
baccalaureate
degree.
We
know
this
based
on
the
fact
of
looking
at
what
we
have
done
here.
L
One
of
our
success
pillars
at
nevada
state
is
the
value
proposition
that
we
provide
financially
to
our
students.
We
know
that
we
must
support
them
and
we
do
so
intentionally.
68
of
our
students
receive
some
form
of
financial
aid
about
25
million
dollars
a
year
that
we
provide
in
financial
assistance
through
aids
and
scholarship.
L
So
one
of
the
things
that's
important
about
this
number
for
us
is
that
our
loan
participation
rate
is
continuing
to
decrease,
which
I
think
is
important
or
is
decreasing,
and
we're
also
seeing
increases
both
in
grants,
student
participating
and
state
and
federal
grant
programs,
and
also
students
earning
scholarships
to
continue
their
education
here.
These
are
good
signs
for
us.
L
As
we
look
at
helping
again,
nearly
half
of
our
students
are
first
generation,
so
a
huge
part
of
our
job
is
way
finding
for
them
in
the
academic
landscape,
having
them
understand
how
you
tap
into
those
resources
and,
most
importantly,
how
you
make
decisions
for
yourself
that
do
not
you
later
when
you
have
completed
your
degree
from
nevada
state
college,
the
chair
and
vice
chair
of
the
directions
that
we
received
asked
us
to
speak
briefly,
also
about
some
of
our
challenges,
but
as
well
as
just
a
few
things
that
are
important
to
us.
L
I
wanted
to
emphasize
this
because
I
didn't
anticipate
the
public
comment
or
even
the
previous
presentations,
but
if
you
look
at
our
opera
requests
that
we
have
put
in
as
an
institution
you'll
see
if
we
take
out,
because
we
have
the
gfo
providers,
guidance
not
to
loop
include
general
capital
projects.
L
Our
top
three
projects
are
around
water
infrastructure,
but
the
second
one
school
psychologist
pathways
our
ability
to
create
degree
programs
that
lead
to
a
meet,
as
we
described
earlier,
the
740
vacancies
that
we
are
short
right
now
in
our
region
as
it
relates
to
school
psychologists.
Our
intent
is
to
create
a
pathway
for
that
and
then
also
campus
commuter.
L
When
I
look
at
all
students,
if
you
look
at
that
and
remember
that
infographic
I
had
at
the
top
of
the
forum
where
I
talked
about
all
of
my
students
at
nevada
state,
the
majority
of
them.
If
I
would
give
them
a
profile,
I
would
name
her
jennifer.
That
tends
to
be
the
number
one
name
amongst
our
students.
They
are
attending
us
to
become
more
often
than
not
to
move
into
health
sciences
and
declare
that
as
their
intent,
they
tend
to
be.
She
is
hispanic
at
the
average
age
of
24.
L
as
she
came
to
us
as
a
transfer
student
just
last
week,
a
couple
weeks
ago,
rather,
we
had
a
panel.
We
had
a
group
of
students
on
telling
us
about
their
pathways
to
nevada
state.
I
had
one
student
on
that
panel
who
fit
this
profile
very
typically
but
had
come
to
us,
and
we
were
her
12th
institution
that
she
was
matriculating
in
to
lead
to
the
baccalaureate
degree.
L
So,
as
we
see
our
numbers
of
transfer
students
in
continue
to
rise,
we
know
that
within
all
students,
they're
more
likely
to
want
to
study
full-time
and
therefore
they
enroll
part-time.
Here
they
work
excuse
me
they're
likely
to
work
while
studying.
Therefore
they
can
enroll
part-time,
and
we
know
that
funding
continues
to
be
their
number
one
barrier.
L
When
I
look
at
the
fact
that
we
are
hsi
hispanic
serving
institution,
I'll
also
comment
that
we
are
minority
serving
institution,
an
official
designee
as
an
anapisi
which
would
be
asian
or
american
specific
islander
institution,
we
serve
again
hispanic
students
as
a
large
portion
of
our
student
population.
Again
number
one
name
is
still
jennifer.
She
is
still
a
health
human
sciences
major,
but
she
is
also
now
slightly
younger.
She
is
22.
She
came
to
us,
though,
as
a
first
time
student.
L
We
continue
to
be
the
first
choice
in
this
population
group
and
they
are
less
likely
to
work
while
studying
as
they
would
choose
to
want
to
enroll
full-time.
So,
if
you
think
about
this
again,
funding
continues
to
be
at
the
root
of
the
challenges
here.
So
for
me,
if
I
think
about
this,
these
two
things
place.
Excuse
me,
I
went
too
fast.
There
place
our
challenges
and
opportunities
in
context.
L
What
we
know
for
a
fact
is
that
basic
needs
and
security
continues
to
be
one
of
the
barriers
for
our
students.
If
poverty
is
the
number
one
barrier
to
higher
education,
then
it
is
whether
you
are
rural,
urban,
suburban.
We
know
for
a
fact
that
basic
needs
and
security
is
important.
We
know
that
poverty
and
eligibility
for
financial
aid
is
significant.
L
Pell
grant
serves
as
a
proxy
for
this.
These
are
students
who
are
in
the
lowest
economic
strata
within
our
society
and,
as
a
result
of
that,
they
verify
qualify
for
pell
grant,
because
when
pell
grant
was
designed,
it
was
intended
actually
to
pay
for
the
full
price
of
higher
education.
That
is
no
longer
the
case,
but
what
is
important
about
that,
then,
is
that
our
students
will
have
to
balance
work
and
school
more
often
than
not,
while
they're
here
60
of
our
first
year
student
and
69
percent
of
our
transfer
students
work
and
attend
school.
L
So
this
set
of
challenges
here
are
things
that
reach
this
speak
to
this
issue
of
poverty
and
how
we
begin
to
ameliorate
that,
in
terms
of
people
choosing
to
go
to
college,
my
last
sets
of
challenges
and
opportunities
here
I'll
speak
to.
We
need
additional
space.
I've
tried
to
make
the
case
to
you
about
how
we
are
growing.
What
you
will
see
here
that
we
will
continue
the
investments
in
that
in
order
for
us
to
deliver
on
our
mission.
L
L
We
know
that,
right
now
we
have
funded
primarily
our
our
buildings
ourselves,
with
only
40
percent
of
them
having
come
from
the
legislature
with
our
last
new
building
took
about
13
years
to
get
funded,
so
we
know
that
we
were
created
for
distinctive
purpose
at
nevada
state.
We're
deeply
committed
to
this
mission
that
we
have
of
serving
the
new
majority
and
being
deliberate
about
our
teaching
emphasis.
We
don't
want
to
be
a
r1.
We
don't
want
to
step
into
other
spaces.
L
We
know
our
distinctive
competency
is
about
transformative
teaching,
intentional
student
support
services,
the
value
add
of
the
environment
that
we
put
here
and
keeping
financial
assistance
top
of
mind
with
the
unique
culture.
With
that.
I
am
happy
to
respond
to
questions
and
look
forward
to
the
opportunity
to
interact
with
you.
I
The
same
question
that
I
asked
before
about
the
concurrent
enrollment
and
dual
enrollment:
yes,
matt.
L
Thank
you
for
that
question.
Darian
pollock,
for
the
record.
We
are
right
now
in
approximately
13
partner,
high
schools
throughout
southern
nevada,
some
of
the
ones
I'm
still
learning
the
schools
that
I've
only
been
here
now
about
six
months.
But
I
know
one
of
our
largest
programs
are
at
rancho
and
ecta,
and
right
now
going
to
the
point
that
you
made
earlier.
We
certainly
require
the
same
teaching
requirements
and
professional
credentialing
that
we
require
of
all
students.
L
Excuse
me
all
teachers,
our
faculty,
whether
they
are
teaching
for
us
at
the
high
school
or
if
they're
teaching
for
us
at
nevada
state
essential,
I
believe,
to
the
academic
integrity
of
our
institutions
and
if
you
hear
otherwise,
I
would
offer
that
that
is
a
significant
issue
that
many
of
us
well
outside
of
the
state
and
nevada,
are
trying
to
address.
But
we're
doing
it
right
based
on
our
accreditation
standards.
A
Yes,
we're
we're
excited
to
be
able
to
hear
from
you
exciting
things
you
guys
are
doing
out
there.
Any
other
questions.
A
A
S
Okay,
great
so,
first
of
all,
I
I
would
be
remiss
if
I
did
not
fail
to
say
that
tmcc
is
celebrating
its
50th
birthday
this
year
and
we
are
very
excited
that
we
also
were
selected
for
best
of
reno,
the
biggest
little
city
in
the
world,
2021
the
rgj
winner
for
public
schools,
which
was
sort
of
a
fun
way
to
celebrate
our
50th
birthday.
S
So
this
is
kind
of
an
overview
of
tmcc
note
the
decline
in
fall,
enrollment
and
largely
due
to
covid,
but
we
are
already
seeing
signs
that
the
trajectory
will
be
changing.
Things
are
becoming
more
normal,
more
happy,
more
students
on
campus,
which
has
been
wonderful
to
see.
S
Some
training
certificates
not
necessarily
a
degree,
and
that
is
an
enormous
value
that
I
believe
we
contribute
and
it's
one
of
those
gems
that
unfortunately
sometimes
goes
unnoticed.
But
it
does
have
a
good
economic
impact
because
those
those
non-degree
seeking
students
are
probably
getting
a
promotion
because
they
took
a
a
course
or
two
that
their
employer
wanted
them
to
take
or
they're
entering
a
field
of
a
field
where
they
don't
need
that
much
education
right
away,
and
so
hopefully
they
started
on
a
pathway.
S
This
is
just
a
look
at
our
student
demographics.
We
are
a
hispanic
serving
institution
which
is
fantastic
in
the
fall
of
2021
48
of
tmcc
students
identified
as
a
minority.
We
do
have
programs
in
in
place
designed
to
really
to
really
uplift
some
of
our
our
underrepresented
groups,
including
a
federally
funded
trio
program,
which
is
a
huge
source
of
support
for
many
of
our
latino
and
latina
students,
as
well
as
some
other
programs
targeting
and
providing
support
to
to
students
in
some
of
our
underrepresented
groups,
degrees
and
certificates.
S
Well,
you
can,
even
even
during
covid
we
were
able
to
make
sure
that
students
were
graduating
with
their
degrees
and
certificates,
and
we
are
always
working
on
new,
short-term
and
certificates
that
really
respond
to
training
needs,
as
well
as
other
two-year
degree
programs.
We're
very
excited
with
the
recent
addition
of
our
bachelor's
of
science
in
nursing
and
it's
an
rn
to
bsn
program.
S
So
we're
always
on
the
hunt
for
new
programs
and
I'll
talk
a
bit
about
some
of
those
new
things.
In
a
moment,
student
support
and
access
initiatives
well,
first
of
all,
I
want
to
offer
a
hearty
hearty
thank
you
for
all
of
the
legislative
support
around
the
millennium
scholarship,
the
silver
state
opportunity
grant
and
the
newest
the
nevada
promise
scholarship,
which
is
actually
a
huge
success
here.
S
Without
this
support,
I
am
convinced
that
we
would
probably
lose
about
20
of
our
student
population,
so
it's
this
kind
of
investment
in
nevadans
that
we
need
more
of,
but
I
am
so
so
grateful
for
the
investment
that
nevada
already
makes
in
our
residents
and
our
students
and
by
the
way,
all
of
all
of
our
thoughts
around
student
success
and
support
and
access
really
relate
to
the
tmcc
mission
statement
create
a
future.
You
will
love
with
accessible,
innovative
educational
opportunities
at
tmcc.
S
Together,
we
can
make
it
happen.
That's
our
mission
statement.
We
are
also
very
proud
of
our
efforts
around
sustainability,
because
we
believe
and
you'll
see
these
values
all
over
our
campus
healthy
mind,
healthy
body,
healthy
economy,
healthy
world,
that
all
of
it
needs
to
connect
in
a
nice
system
for
for
our
students
and
residents.
S
Now,
let's
take
a
look
at
some
of
our
health
career
programs
and
the
reason
I
have
a
separate
slide
on
this
in
particular,
is
because
when
you
talk
about
challenges
and
when
I
think
about
funding
this
is
what
keeps
me
up
at
night.
The
fact
that
we
have
these
outstanding
programs,
but
they
are
very
expensive
to
run,
and
so
they
are.
They
are
subsidized
in
in
in
large
part
by
some
of
the
larger
courses
that
are
unrelated
to
health
careers,
and
that
speaks
to
problems
with
the
funding
formula
and
the
funding
model.
S
The
fact
that
the
weighted
student
credit
hour
factors-
really
they
don't
do
justice
to
these
expensive
health,
career
programs
and
yet
up
to
this
point,
we
have
managed
to
provide
high
quality,
excellent
education,
many
of
which
have
specialized
and
national
accreditations
in
all
of
these
programs.
But
I
also
want
to
say
to
you
that
I
don't
know
how
long
we
can
keep
it
up.
S
I
don't
know
how
long
tmcc
can
you
know
rob
peter
to
pay
paul
in
order
to
keep
these
programs
as
outstanding
as
they
are
today,
and
you
can
take
a
look
at
the
list.
They
some
of
them
are
growing
very,
very
quickly,
including
our
emergency
medical
technician,
firefighting
all
of
those
programs
growing
very
quickly.
There's
such
a
huge
demand
for
nursing,
but
frankly,
it's
very
difficult
to
open
capacity
because
of
of
a
lot
of
factors
and
funding
is,
is
one
of
them,
but
we're
trying
we're
still
on
it.
S
I
will
also
say
that
something
very
exciting
is
happening,
and
that
is
related
to
where
our
latina
latinas
some
of
the
programs
that
they're
choosing
many
of
them
are
choosing
to
go
into
stem
fields,
and
some
of
those
fields
are
related
to
health
careers
and
I'll
return.
A
little
I'll
return
back
to
that
in
a
moment.
S
Here
are
some
changes
in
our
workforce
program,
so
we
have
four
applied
bachelor's
degrees,
emergency
management
and
homeland
security,
cyber
physical
manufacturing
logistics
operations,
management,
career
and
technical
education
leadership,
and
that
one
is
brand
new.
We
we
hope
to
offer
it
to
teachers
in
k-12
who
are
very
interested
in
taking
their
technical
degrees
and
and
getting
an
applied
bachelor's
degrees.
That
kind
of
looks
at
how
does
your
technical
degree
fit
with
leadership
at
your
school
or
in
your
educational
agency.
S
Overall,
we
have
41
associate
of
applied
science
degrees
in
almost
every
professional
technical
field
that
you
can
think
of
including
the
transportation
technology
such
as
automotive
heavy
equipment.
Of
course,
we
we
are
very
proud
of
our
advanced
manufacturing
work,
machining
welding.
The
list
goes
on
and
on,
and
I
don't
have
a
whole
hour.
If
I
did,
we
could
go
into
that.
We
also
have
36
certificate
of
achievements.
49
skill
certificates.
There
were
1789
students
enrolled
in
workforce
programs
in
fall
of
2021.
S
None
of
this
could
happen
without
strong
advisory
boards.
That
consist
of
industry
representatives,
along
with
strong
industry
partnerships,
and
I
can't
emphasize
that
enough.
We
do
work
with
tesla
and
panasonic
and
recently
received
grant
fund
funds
from
tesla
to
create
a
new
tool
and
die
program
for
ace
high
school
students.
The
program
is
is
just
in
the
continues
to
be
in
sort
of
the
curriculum
development
phase,
but
we're
really
excited
about
this
important
partnership
and
and
that's
how
we
have
prosperity
in
the
northern
nevada
economy.
S
I
will
also
add
that,
as
we
do
this
work,
our
faculty
are
always
on
the
hunt
for
non-traditional
delivery
and
approaches
to
industry
demand.
So
many
of
our
workforce
programs
have
open
entry,
meaning
you
don't
have
to
wait
for
the
start
of
fall
quarter
to
get
in.
You
can
get
in
at
different
points
all
throughout
the
year,
although
summer
is
difficult,
because
we
do
not
receive
state
funding
for
summer
school.
S
That's
a
problem
because
sometimes
we
just
literally
cannot
offer
something
that
industry
needs,
because
we
don't
know
how
that
we
don't
know
how
to
balance
the
books.
When
there's
no
summer
funding
attached
to
some
of
those
workforce
programs,
we
also
do
modularized
courses
for
employer
customized
programs.
We
have
accelerated
and
blocked
scheduled
programs.
We
have
lots
of
online
and
hybrid
format.
I'll
talk
about
that.
In
a
minute.
S
S
We
have
been
involved
in
a
2.9
million
dollar
of
grant
an
american
apprenticeship
initiative.
We've
also
been
lucky
to
have
140
000
in
a
grant
enhancing
community
college
apprenticeships.
We
are
part
of
kind
of
a
sub
awardee
of
a
scaling,
apprenticeship,
grant
1.7
million
and
then
partner
activities
for
enchi's
nevada
alliance
for
youth
apprenticeships.
S
The
total
enrollments
are
12
837
in
web
college
and
annual
enrollments,
which
is
if
I'm
one
student
and
I
take
three
classes.
That's
three
enrollments
are
forty
six
thousand
four
hundred
seventy
one.
So
what
we
see
is
this
interest
in
having
a
schedule
that
includes
both
a
schedule-
that's
flexible,
but
also
a
schedule
that
has
face-to-face
because
we're
we're
finding,
through
massive
survey,
data
that
we
did
during
the
pandemic,
that
many
of
our
students,
in
fact
the
majority
of
our
students,
especially
our
younger
students.
S
They
like
going
to
class
they
like
the
interaction
with
their
peers
and
their
faculty
and
the
classified
staff
who
are
mentoring
them
in
in
the
alcoves
and
the
hallways,
and
I
think
we
need
to
keep
that
in
mind
that
one
of
the
wonderful
things
about
working
at
a
comprehensive
community
college
like
tmcc
is.
We
can
deliver
instruction
in
a
variety
of
ways
and
meet
students
where
they
are
at.
S
States
in
this
country
have
have
shaped
policy,
some
of
it
through
legislation,
some
of
it
through
systems
such
as
the
nevada
system
of
higher
education,
to
ensure
that
dual
enrollment
programs
are
high
quality
programs.
We
have
worked
very
hard
at
tmcc
to
expand
dual
enrollment
very
quickly
in
partnership
with
washoe
county
school
district.
S
Our
model
has
been
really
two
popular
models:
one
we
deploy
a
faculty
member
to
a
high
school.
Those
faculty
members
have
identical
qualifications
to
the
faculty
members
on
our
campus.
Why?
Because
faculty
qualifications
mean
something
in
higher
ed,
there's
a
reason
why
the
qualifications
for
a
k-12
teacher
are
very
different
from
the
qualifications
for
a
community
college
or
a
university
professor,
and
we
we
are
really
we
stay
true
to
that
at
tmcc.
S
There
is
pressure
to
move
to
a
concurrent
model.
My
faculty
have
told
me
that
if
you're
going
to
move
that
way,
we
want
a
minimum
of
18
credits,
preferably
we
want
a
master's
in
the
discipline,
not
it,
and
unless
it's
an
education
course
in
the
discipline
does
does
really
not
involve
an
education
degree,
and
so
this
is
a
topic
that
that
at
least
at
tmcc,
my
faculty
and
myself,
we
we
are
concerned
that
in
this
state
we
want
to
try
to
have
dual
enrollment
college
feel
like
college
now.
S
Interestingly
enough,
the
most
popular
model
at
tmcc
is
is
two
takes
two
forms:
tmcc
high
school
224
students
study
the
and
they
complete
high
school
and
college
at
tmcc's
dandini
campus.
It
is
a
fabulous
program
led
by
washoe
county
school
district.
We
also
have
ace
high
school
at
edison,
where
131
students
get
to
edison
and
they
do
workforce
programs
again.
A
really
fantastic
program.
Tmcc
high
school
is
fascinating
because
it's
almost
become
a
magnet
school.
Two
of
our
students,
kim
tran
graduated
from
tmcc
a
couple
of
weeks
before
she
completed
her
high
school
diploma.
S
She
headed
off
to
stanford,
which
is
where
she
is
completing
her
education.
Today,
elissa
femilius.
She
was
completed
tmcc
high
school.
She
also
completed
many
college
credits,
including
an
emergency
management
technical
degree,
because
she
wants
to
be
a
physician,
she's
now
a
john
hopkins
studying
to
be
a
pre-med
which
is
really
amazing.
So
to
me
these
are
the
the
great
examples
of
dual
enrollment.
S
S
The
problem
with
that,
with
with
that
model,
is
funding
that
the
families
in
that
model
have
to
figure
out
how
to
just
pay
tuition
like
any
other
regular
student,
and
that's
where
I
think
you,
as
policy
makers,
could
come
in
that
if
you
found
a
way
to
help
families
fund
the
tuition
of
dual
enrollment
at
a
college
campus
and
from
a
policy
perspective,
the
best
place
to
do
that,
I
believe,
is
at
a
two-year
program.
Why?
S
Because
of
this
research
from
the
community
college
research
center,
which
is
a
national
research
entity
that
is
very
well
respected,
said
this:
after
matching
individual
students
with
50
plus
community
college
credits
and
similar
background
characteristics,
the
analysis
found
that
students
who
transferred
with
an
associate
degree
had
a
distinct
advantage
when
they
got
to
that
university,
they
were
49
more
likely
to
complete
a
bachelor's
degree
within
four
years
and
22
percent
more
likely
to
earn
one
with
within
six
years.
The
data
on
this
is
really
clear.
I'm
just
giving
you
a
tidbit.
S
We
know
that
if
students
cannot
meet
the
admission
standard
at
a
university,
they
end
up
oftentimes.
They
come
to
a
community
college
and
they're,
not
ready
for
the
university,
but
guess
what
the
faculty
here,
the
classified
staff
here,
the
administrative
faculty.
Here
we
have
the
president
at
tmcc.
I've
spent
my
life
finding
ways
to
transform
people
in
an
accelerated
time
frame
so
that
by
the
time
they
complete
their
associate
of
arts
degree.
S
Not
only
are
they
going
to
be
ready
to
succeed
at
unr
unlv,
but
but
the
data
typically
shows
that
their
junior
year
they
will
perform
better
with
their
grades
by
0.1
than
the
students
that
began
at
those
universities,
having
met
the
admissions
bar
that
they
did
not
meet
or
that
they
are
and
that's
typically,
what
happens
in
nevada
too.
So
I
think
from
a
policy
perspective,
I'm
so
glad
that
you're
asking
these
questions
about
dual
enrollment,
because
I
think
the
we
need
to
decide
as
a
state.
S
Do
we
want
high
quality,
dual
enrollment
with
high
quality
faculty
members,
and
if
so,
how
do
we
fund
it?
And
how
do
we
fund
it
in
a
way
that
doesn't
hurt,
doesn't
hurt
k-12,
because
we
shouldn't
be
moving
money
from
them
to
a
college?
That's
not
right!
Either
that's
going
to
affect
and
erode
what
they
can
do
for
for
nevadans,
and
so
we
have
to.
We
really
have
to
put
our
thinking
caps
on
and
I
hope
we
can
work
together
on
that.
S
Okay,
so
I'm
about
to
wrap
up
university
transfer
in
the
arts.
I
just
want
to
highlight
a
little
bit
for
you.
That
transfer
is
still
very
popular
at
tmcc,
and
one
of
the
things
that
is
really
cool
is
that
our
latino
latinas
are
majoring
in
stem
fields,
particularly
in
engineering,
in
greater
numbers
percentage-wise
than
their
white
counterparts.
S
I
take
special
delight
in
seeing
this
happen
in
seeing
students
from
and
and
the
nevada
state
college
president
talked
about
poverty,
but
seeing
students
who
are
either
first
generation
families
of
immigrants
impoverished
all
three
combined
is,
is
also
what
what
can
happen
for
many
of
our
students
but
to
see
them
choose
fields
that
will
not
only
make
them
very
satisfied
and
happy,
but
that
will
pay
really
well
and
that
the
economy
in
northern
nevada
needs.
That
is
very,
very
exciting
for
me.
S
So,
although
and
that's
why
we
are
also
very
concerned
that
in
workforce
training
in
northern
nevada,
we
are
a
major
contributor
to
the
access
pipeline
through
transfer
education
and
through
workforce
education,
but
we
worry
about
the
challenges
of
that.
We
worry
that
here
are
here
are
our
partners.
We
worry
that
we
can't
respond
fast
enough
to
industry
partners,
because,
frankly,
we
don't
have
enough
hands
on
deck,
always
because
we
don't
have
enough
money
to
hire
enough
hands
on
deck.
S
S
Some
some
of
that
is
is
is
controlled
in
ways
that
create
bottlenecks
and
in
ways
that
are
cumbersome.
And
finally,
we
definitely
need
ongoing
investment
to
support
workforce
innovation.
S
We're
we
are
partners
on
a
sandy
grant,
which
I
don't
have
time
to
talk
about
that
today,
but
it's
an
incredible
grant,
but
it
when
the
grant
goes
away.
We're
gonna
have
to
figure
out
how
to
support
that
the
work
of
the
sandy
grant,
which
relates
to
virtual
reality
as
an
instructional
tool
and
and
again,
very
innovative.
But
how
do
we
sustain
it
and
that's
where
we
need
your
help
and,
of
course
I
really
appreciate
when
dr
helens
talked
about
salaries.
S
Definitely
our
faculty
need
salaries,
our
staff
classified
staff.
We
need
to
be
very
mindful
that
they
need
salaries
increases
as
well.
In
fact,
I
would
say
that
inflation
is
hitting
us
all
very,
very
hard
and
if
we
really
want
to
have
the
best
one
of
the
best
public
higher
education
systems
in
in
the
country,
which
I
think
we
need
to
do,
if
we're
going
to
keep
our
economy
diversified
and
going,
we
really
need
to
take
a
look
at
how
we
as
nevadans,
invest
in
our
workforce.
A
Okay,
I
don't
see
any,
I
don't
see
any
hands
appreciate
all
the
work
that
you're
doing,
there's
just
some
exciting
things
that
you're
working
on,
and
thank
you
very
much
for
being
with
us
today.
A
All
right,
we
will
go
on
to
our
next
presentation,
which
is
university
of
nevada,
las
vegas,
dr
whitfield,
and
also
dr
chris
heavy
is
here
with
him
to
do
the
presentation.
O
Or
view
good
afternoon,
everyone
just
one
moment
as
we
pull
up
the
slides
here.
O
You
can
see
it
fantastic,
it's
very
good
to
be
here
with
you
today,
provost
tv,
actually,
we
we've
been
double
and
triple
booked
today,
but
so
excited
to
have
a
chance
to
speak
with
you
all
about
unlv
and
about
some
of
the
accomplishments
that
we've
been
making
lately
rebels
make
it
happen,
and
so
there's
a
whole
lot
of
things
happening.
We
have
over
30
000
students,
85
percent,
come
from
nevada,
one
of
the
interesting
pieces
and
I'll
touch
on
this.
O
Maybe
a
couple
of
times-
and
that
is,
is
that
we
once
again,
as
did
unr,
we're
ranked
as
a
carnegie
research,
one
institution.
This
is
a
ranking
that
only
about
three
percent
of
institutions
in
the
country
actually
receive,
and
it's
due
to
the
incredible
faculty
and
activity
that
they
do.
It's
mostly
around
research
and
I'm
going
to
try
to
talk
about
why
having
research
universities
is
very,
very
important.
O
One
of
the
other
things
that
we're
very
proud
of
is
that
we
are
ranked
as
we're
tied
for
with
three
other
schools,
but
I
don't
like
to
mention
them,
but
we're
tied
for
number
one
in
terms
of
diversity,
of
moving
the
most
diverse
university
in
the
country.
O
So
let
me
talk
a
little
bit
about
access.
That
is
one
of
the
principles
and
guiding
principles
for
our
university.
That's
at
the
heart
of
what
we
do,
what
we
believe
in
and
what
we
strive
for.
Interestingly,
we
have
one
of
the
largest
suites
of
federal
trio
and
gear
up
programs
in
the
country.
O
Since
I've
arrived,
we've
actually
had
a
very,
very
specific
focus
on
modernizing
some
of
our
programs
and
procedures,
and
I
can
tell
you
that
already
we've
been
able
to
increase
the
amount
of
aid,
that's
distributed
and
fewer
reports
of
requests
of.
I
I
need
information.
I
need
help
with
with
x,
y
or
z,
and
this
number,
I
think,
is
even
a
little
bit
old.
I
think
we're
we're
well
over
110
million
dollars
in
financial
aids
that
was
given
out
for
this
f
21
academic
year.
O
So
let's
talk
a
little
bit
about
some
of
the
numbers
as
you'll
see
like
other
schools.
During
the
pandemic,
we
were
able
to
be
successful
at
being
able
to
engage
students
and
be
able
to
bring
them
to
the
university,
but
we
did
see
a
little
bit
of
a
downward
trend
where
we
were
seeing
an
upward
trend
from
18
and
19.,
but
we're
working
very
hard
for
our
fall
numbers.
O
O
One
of
the
things
that
that
we
think
is
critically
important
is
be
able
to
support
students.
Not
every
student
that
comes
to
unlv
is
perfectly
ready
for
university
life.
We
actually
also
get
students
that
come
from
our
community
colleges
and
basically
everyone
at
some
point
in
time
probably
needs
a
little
bit
of
help.
So
we
designed
things
like
a
bridge
program
to
math
readiness.
This
is
for
students
coming
out
of
high
school
to
make
sure
that
they
are
prepared
for
the
rigors
of
college
level
math.
O
We
also
have
first
year
seminars
to
be
able
to
boost
retention.
It's
not
enough
just
to
think
about
what
the
end
game
is,
which
is
graduation.
It's.
How
can
we
keep
those
students
engaged,
and
I
was
listening
to
one
of
the
earlier
conversations
where
and
I
think
it's
a
request
that
that'll
be
coming
to
me
about
taking
a
look
and
seeing
how
many
students
may
have
dropped
out.
O
So
it
depends
on
when
you
get
that
snapshot
about
whether
they're
truly
a
dropout
or
whether
they're
a
stopout.
And
it's
it's
something.
That's
a
little
finer
grained
discussion,
but
it's
an
important
note.
Nonetheless,
we
also
have
something
called
the
rebel
success.
Scholars
grant,
as
well
as
first
year,
seminars
to
boost
retention.
O
O
So
here
are
graduation
rates
and,
as
you
can
see,
in
the
last
four
or
five
years,
we've
seen
a
steady
increase
even
during
the
pandemic.
And
one
thing
just
to
note
is
that
if
you
look
at
graduation
rates,
there's
a
bit
of
a
delay
so,
for
example,
our
fall
graduation
rates
that
we
saw
really
are
a
cohort
that
started
in
2015.
O
You
can
also
see
our
graduation
rates
by
ethnicity
and,
while
we're
not
where
we
want
to
be,
we
do
have,
and
we
do
have
a
gap
that
gap
over
the
years
has
been
decreasing
and
our
goal
is
ultimately
to
be,
have
be
able
to
have
parity
that
we
have
graduation
rates
that
are
equal
across
all
of
our
different
groups.
O
O
From
some
of
that
work,
we
have
something
called
the
sos
program
that
helps
to
keep
students
on
track.
Much
of
this
is
designed
around
it's.
A
pretty
common
approach,
which
is
nudges
is
to
make
students
aware
that
they're
supposed
to
do
something
they're
supposed
to
follow
through
they're
supposed
to
put
in
their
fafsa
for
financial
aid,
as
well
as
to
make
sure
that
they
see
advisors
to
make
sure
that
they
can
stay
on
track.
O
One
of
the
other
things
that
we
did
internally
to
be
able
to
take
a
look
and
see
what
we
were
thinking
about,
how
we
were
viewing
things
was
to
have
an
msi,
a
minority
serving
institution
student
success
summit,
and
I
do
want
to
note
that
we're
an
msi,
an
hsi
and
an
asian
american
native
american
pacific
islander
school
as
well.
We
have
all
three
of
those
designations.
I
think
is
one
of
my
colleagues
shared
earlier,
but
we
had
a
summit
so
that
we
could
talk
about
best
practices
and
even
more
than
anything
else.
O
One
of
the
things
that
makes
students
support
or
student
student
success
successful
is
that
the
people
who
do
the
support
actually
have
to
know
each
other.
They
don't
want
to
just
hand
off
somebody.
They
want
to
know
each
other
and
know
what
they
do,
and
so
that
was
a
wonderful
opportunity
for
that.
O
We're
also
making
attempts
to
grow
the
graduate
student
pipeline
for
research.
One
status,
one
of
the
important
metrics
is
the
number
of
graduates
that
you
have
graduating
each
year,
and
so
we've
been
trying
to
create
programs
that
encourage
students
that
are
undergraduate
students
to
be
able
to
pursue
graduate
work
by
either
melding
an
undergrad
and
grad
sort
of
program
together
or
just
making
sure
that
we
have
opportunities
like
engagement
opportunities
with
graduate
students.
So
they
can
understand
what
graduate
student
school
is
really
about.
O
One
of
our
very
latest
attempts
to
make
sure
that
we
connect
with
students
because
around
student
success,
one
of
the
things
that
people
have
found
that
are
very
very
successful,
is
a
sense
of
belongingness,
and
so
I
was
really
interested
when
I
first
got
here
almost
two
years
ago
at
talking
to
our
students
and
I
met
every
student
and
we
have
over
30
000
students,
and
somebody
very
realistically
told
me
that
that
was
just
insane.
You
can't
talk
to
that
many
students.
O
I
mean
it's
not
realistic
and
very
interestingly
and
happy
stance
and
I'll
talk
a
little
bit
about
this
later.
One
of
our
companies
is
actually
driven
by
two
of
our
alumni
create
digital
personalities.
So
we
had
them
create
a
digital
president,
and
so
the
digital
president
is
now
is
able
to
work,
24
7
to
be
able
to
answer
questions
to
be
able
to
connect
with
students,
and
one
of
the
areas
that
we're
working
on
in
particular
is
looking
at
mental
health.
I
think
some
of
my
colleagues
have
brought
this
up.
O
We
do
have
some
now
and
I
think
we're
going
to
continue
to
have
some,
if
not
more
and
part
of
that
is
around
the
stress,
anxiety,
isolation
and
and
those
sorts
of
of
issues,
and
so
we're
trying
to
also
use
the
digital
president
to
be
able
to
help
intervene,
to
make
sure
that
we
can
connect
students
to
the
proper
support
that
they
need,
whether
it
be
mental
health
or
academic
whatever
it
is,
that's
going
to
be
one
of
the
mechanisms
that
we
use
for
that
and,
if
you're
curious
about
it,
you
can
go
online
at
unlv.edu
and
be
able
to
look
under
the
president's
tab
and
and
he's
there.
O
O
So
one
of
the
things
I
was
interested
to
see
that
some
of
my
colleagues
were
talking
about
workforce
development,
and
I
just
want
to
make
sure
that
I
remind
everyone
that
workforce
development
happens
not
only
at
the
two-year
colleges.
It
happens
at
four-year
colleges
as
well.
We
produce
graduates
that
go
out
in
the
workforce
and
make
a
big
difference.
O
We
have
been
working
on
trying
to
make
sure
we
address
emergency
emerging
workforce
needs
like
growth
areas
in
engineering,
cyber
security
and
data
analytics,
particularly
supporting
pro
sports
surge
that
we
have
in
this
region
with
a
brand
new
sports
management
program
that
we
have
here
at
unlv,
and
also
we
have
plans
to
request
for
an
expansion
of
support
for
the
number
of
medical
students
that
we
have.
O
We
hope
to
be
able
to
increase
that,
probably
by
50
here
in
the
next
couple
of
years,
but
there's
a
cost
that
goes
along
with
that
and
we'll
be
coming
to
the
legislature
to
ask
for
support
for
that.
We
also
want
to
be
able
to
support
pioneering
fields
of
study
such
as
entertainment
and
engineering
design.
O
Now
I
missed
one
opportunity
and
I
think
it
was-
I
meant
to
put
it
on
one
of
my
previous
slides
and
that's
about
dual
enrollment,
which
I
know
has
been
brought
up
here
several
times
in
terms
of
dual
enrollment
at
unlv.
Currently
we
have
five
schools
serving
a
little
over
400
students
and
we're
expected
to
grow.
This
fall
to
at
least
six
schools
and
silverado
clark.
O
So
let
me
come
back
to
the
slides
here
in
terms
of
again
workforce.
We,
you
may
have
heard
us
talk
about
building
an
academic
health
center.
Let
me
give
you
just
a
quick
summary
of
what
that
is.
I
think,
sometimes,
when
we
think
about
health
care,
we
only
think
about
perhaps
the
school
of
medicine,
but
actually
the
allied
health
sciences,
like
occupational
therapy,
physical
therapy,
nursing,
even
public
health.
O
Brain
sciences
there's
lots
of
other
areas
that
actually
fall
under
the
rubric
of
academic
health,
and
so
what
we're
doing
is
is
being
able
to
create
a
structure.
That's
going
to
be
able
to
capitalize
on
the
synergies
between
those
groups.
The
goal
here
is
to
be
able
to
improve
the
quality
of
care
and
that
it
takes
a
team
approach
to
be
able
to
do
it.
O
This
allows
for
the
training
of
doctors
to
be
able
to
understand
the
care
that
needs
to
be
taken
or
the
support
that
needs
to
be
taken
in
terms
of
administrative
responsibilities
and
it's
a
great
degree
to
be
able
to
offer
to
our
students.
We
also
are
seeing
a
50
increase
in
undergraduate,
nursing
or
nursing
program.
O
O
One
of
the
things
that
we're
very,
very
proud
of
in
terms
of,
in
addition,
all
of
the
other
accolades
that
we've
gotten
is
that
in
terms
of
social
mobility,
we
rank
in
the
top
10
percent,
where
top
100,
according
to
u.s
news
and
world
report,
schools
that
take
students
who
are
from
their
family
income
and
opportunities
and
get
to
some
of
the
higher
levels
of
economic
prosperity,
and
that
we're
very,
very
successful
in
that
we
have
a
lot
of
students
who
come
and
get
an
unlv
degree
and
are
able
to
do
great
things
in
particular,
being
able
to
increase
their
their
economic
situation.
O
O
So
I
mentioned
about
a
research
university
and
I
think
sometimes
we
as
academics,
don't
do
a
good
enough
job
of
explaining.
Why
having
a
research
university
in
your
backyard
or
at
two
incredible
research,
universities
in
this
state
actually
is
a
plus.
It's
a
plus
for
many
reasons,
because
it
will
drive
innovation.
It
will
drive
opportunities
for
companies
to
come
in
and
be
attracted
many
of
those
companies,
particularly
tech
companies.
They
want
to
know
that
they're
going
to
have
an
educated
workforce
and
to
have
a
university,
that's
doing
research.
O
That's
training
people
around
how
to
think
and
solve
problems
that
is
seen
as
a
true
value.
Added
for
us
locally
we've
even
been
doing
things
that
have
been
very,
very
significant
during
the
pandemic.
For
example,
one
of
our
researchers
is
working
at
looking
at
coven
in
wastewater
to
be
able
to
help
public
health
monitoring
for
the.
I
think
it
was
the
omicron
variant
he
actually
through
this
process
was
able
to
identify
that
it
was
coming
our
way
a
week
before
the
public
health
system
actually
knew
that
it
was
going
to
happen.
O
O
If
he's
right,
which
I
really
hope
he
is,
this
will
really
change
the
industry
of
energy
and
how
it
is
managed.
I
I
my
background's
in
psychology,
so
I
can't
give
you
all
the
details,
but
basically,
through
this
procedure
that
he's
working
on
makes
the
transfer
of
energy
more
efficient.
O
So
you
can
transfer
energy
to
more
places
and
not
have
a
loss,
there's
usually
a
loss
when
you
transfer
energy,
and
so
that's
one
of
the
things
that
this
this
research
that
he's
doing
will
be
able
to
provide
and
possibly
be
an
opportunity
that
will
be
launched
right
here
in
nevada.
O
There's
also
research
grants
that
actually
bring
in
federal
money
to
offer
opportunities
for
jobs.
I
think
as
well.
Many
companies
follow
research,
ideas
that
come
up
and
and
new
research,
innovation,
and
so
having
that
happen
right
here
in
our
own
backyard,
is
very
attractive
for
many
reasons,
particularly
in
terms
of
trying
to
increase
the
diversification
of
our
economy.
O
We
have
a
research
park
in
the
harry
reid,
research
and
technology
park
that
houses
our
blackfyre
innovation
center,
and
we
also
have
a
unlv
incubator,
that's
located
in
the
howard
hughes
center,
which
we're
thinking
about
through
the
leadership
of
actually
beau
bernard
who's,
doing
an
incredible
job
of
trying
to
find
ways
to
have
students
and
faculty
start
off
in
the
incubator,
where
it's
in
the
ideation
process,
where
they
start
thinking
about
what
they
want
to
do.
Put
it
together,
talk
to
people
think
about.
O
Is
this
something
that's
marketable
and
then
once
they're
at
the
point
of
actually
wanting
to
do
it,
we
would
take
them
out
to
our
blackfyre
facility
and
be
able
to
have
them,
have
different
support
and
different
resources
that
are
there.
The
blackfire
innovation
center
in
our
research
park
has
just
been
growing
by
leaps
and
bounds.
Even
during
the
pandemic,
we
went
really
from
a
handful
of
companies
to.
I
think
the
current
number
is
now
that
there's
a
hundred
companies
that
either
have
a
place
or
have
a
project,
that's
working
through
blackfyre.
O
We
have
a
second
building.
That's
going
to
be
going
up.
We
we're
hopeful
that
we
can
even
be
able
to
purchase
another
building,
that's
out
there
to
be
able
to
help
with
wet
lab
space,
which
is
greatly
incredibly
needed.
That's
how
different
kinds
of
tests
and
analyses
are
done.
They
can
be
done
locally
rather
than
shipping
off
specimens
and
and
and
having
analyses
done
out
of
state.
They
can
be
done
more
quickly
and
more
efficiently
if
they
can
be
done
here
locally.
O
So
one
of
the
other
things
that
we're
doing
a
couple
other
things
that
we're
doing
to
be
able
to
to
inspire
our
faculty
and
students
is
the
lead
prize,
which
is
one
on
entrepreneurship
and
then
the
last
one
that
we've
just
created,
which
is
a
president's
challenge
which
is
designed
to
have
an
interdisciplinary
interaction
between
students
to
solve
a
big
problem,
and
this
is
what
students
are
going
to
have
to
do
in
the
21st
century.
O
Many
say
that
basically
we're
trying
to
educate
students,
many
of
which
for
jobs
that
don't
even
exist
right
now.
So
how
can
we
educate
them?
We
can
educate
them
in
terms
of
providing
them
problem,
solving
skills
to
be
able
to
think
through
things
to
be
able
to
communicate
and
work
with
others.
Those
are
all
great
skills
and
things
like
the
president's
challenge
offer
our
students
an
opportunity
to
do
that.
O
O
You
may
have
heard
of
one
of
the
programs
that
we
have,
which
is
called
the
pathways
program
that
provides
support
for
student
for
teachers,
who
may
have
been
like
a
substitute
teacher.
Maybe
they
had
an
associate's
degree
so,
but
they
they
can't
get
that
teacher's
certificate.
We're
finding
a
way
through
this
program
to
be
able
to
find
to
increase
the
number
of
teachers
by
providing
them
an
opportunity
to
be
able
to
complete
that
degree.
O
O
O
We're
also
focused
on
addressing
student
basic
needs
and
challenges
in
terms
of
housing,
food
and
transportation
food
in
particular.
Just
last
weekend
we
had
a
farmers
market
that
what
I
really
liked
about
it
is
that
we
have
a
food
pantry
at
our
university,
but
we've
been
making
connections
with
groups
like
three
square
to
be
able
to
make
it
so
that
that
capacity
is
shared
with
our
local
community,
which
that's
where
a
lot
of
our
students
come
from.
O
But
it's
it's
a
way
that
again
we're
we're
doing
things
to
be
able
to
to
make
our
local
community
better
as
well.
We're
also
becoming
more
competitive
for
top-notch
faculty
in
terms
of
our
recruitment
retention
that
top
tier
status
of
research.
O
One
is
very,
very
important
for
that,
but
one
of
the
things
that
was
brought
up,
I
think
it
was
by
president
hillary-
is
that
we've
got
to
be
able
to
stay
competitive
and
right
now
it's
it's
we're
challenged
with
getting
top
faculty
because
we're
a
little
behind
in
terms
of
our
faculty
salaries.
It's
going
to
be
very
important
for
there
to
be
an
investment
to
be
able
to
raise
our
faculty
salaries
they
deserve.
O
It
it'll
be
important
in
terms
of
of
getting
new
and
exciting
faculty,
but
also
keeping
the
great
faculty
that
we
have
right
now.
O
We
are
looking
and
thinking
about
ways
that
we
can
expand
and
create
new
programs,
because
we
want
to
offer
both
what's
needed
and
what
people
are
interested
in,
and
so
we
go
through
that
process
on
a
pretty
regular
basis.
As
I
mentioned,
we
have
different
programs
that
are
innovative,
like
entertainment
and
engineering,
but
also
cyber
security
and
and
others
are
ones
that
are-
are
of
great
need
to
the
workforce,
and
we
need
to
be
able
to
help
address
that
and
that's
what
we're
designed
to
do.
O
We
have
really
seen
that
we
can
better
utilize
some
of
the
investments
that
the
state
makes
in
us
by
not
only
depending
upon
state
funding,
but
also
being
able
to
have
that
state
funding
to
be
able
to
pivot
and
make
connections
with
private
groups.
Private
firms
that
are
interested
in
things
that
range
from
housing
to
engineering,
to
lots
of
different
areas,
and
so
that
point
is
very
important.
A
Perfect.
Thank
you
very
much
questions.
A
Let
me
open
up
okay,
perfect!
Oh
yes,
assemblywoman
miller,.
J
Thank
you,
chair
dennis.
I
think
that,
since
in
the
spirit
of
asking
every
college
and
university
today
the
same
question,
I
would
like
to
ask
the
same
question
that
vice
chair,
bilbray
axelrod,
has
been
asking
all
day
about
the
dual
enrollment
program.
O
So
the
dual
enrollment
programs
I
may
have
mentioned-
we
currently
have
five
schools,
we're
looking
to
be
able
to
expand
that
number.
It's
taking
the
work
of
coordinating,
because
lots
are
moving
in
they're,
not
in
the
dual
enrollment
space
they're
moving
into
the
dual
enrollment
space.
I
think
everybody
is
getting
excited
about
that
as
an
opportunity
to
be
able
to
provide
more
opportunities.
O
Like
I
said,
we
have
five.
We
already
have
a
six
school
that's
listed
and
we're
talking
about
trying
to
find
other
opportunities.
There
is
a
cost
both
an
opportunity
cost,
but
you
know
a
real
cost.
That
goes
along
with
that,
and
that's
why
there
sometimes
it
takes
a
little
bit
longer
to
train
up,
because
you
have
to
make
the
coordination
of
opportunities
for
your
faculty
and
who
faculty
they
have
on
spot
and
and
even
if
you
have
the
students
come
to
your
university
or
that
you
do
them
on
site.
O
For
some
it's
it's
probably
better
to
do
it
on
site
so
that
you're
doing
it
in
the
neighborhoods
in
which
our
students
live,
but
sometimes
due
to
basically
workforce
are
the
professors
we
have.
Sometimes
it's
easier
to
do
it
on
campus,
but
it's
something
that
we're
committed
to
and
we're
we're
improving
and
we're
going
to
grow.
That
number
as
well.
G
Thank
you
very
much,
and
and
thank
you,
president,
for
hanging
in
there
with
us
as
well.
I
guess
my
question
is:
is
what
we've
heard
all
the
great
specifics
and
I'm
I'm
so
glad
to
see
those,
because
I
think
it's
really
important
to
highlight
those.
What
seems
to
be
the
greatest
challenge
right
now
at
the
university.
O
Well,
let's
see,
I
could
say
the
obvious
thing
which
is
funding
for
us,
but
it's
it's
more
than
that.
It's
it's
targeted
funding.
We
are
putting
out,
I
think,
a
new
effort
to
try
to
make
sure
that
we
engage
local
philanthropy,
because
I
think
the
state
of
course
is
only
going
to
have
so
much
capacity
and
so
to
be
able
to
do
the
things
that
we
want
to
do,
and
I
do
want
to
note-
I
didn't
have
it
in
here,
but
we
have.
O
O
I
think
coming
out
of
the
the
pandemic,
I
think
even
nationally
they're
talking
about
this
is
that
you
know
you
got
to
be
careful
there's
you
know,
people
are
still
a
little
hesitant
about
doing
a
lot
of
philanthropy,
but
there
is
some
being
done,
and
so
that's
one
of
the
focuses
that
we're
doing
one
of
the
other
things
and
I'm
sorry.
This
is
just
my
own
personal
view
is
that
I
am
very
concerned
about
the
mental
health
of
our
students.
O
I've
been
concerned
about
it
as
I've
seen
some
of
the
numbers
and
some
of
the
incidents
that
we're
seeing
out
of
ccsd
and
remember
you
know
70
or
percent
or
more
of
our
students
come
from
ccsd,
and
I
think
that
it's
just
an
issue
that
is
of
an
issue
of
the
day
that
in
this
period,
wherever
we
are
in
the
pandemic,
because
nobody
wants
to
say
it's
normal
yet,
where
we're
at
those
students
have
for
some
of
them.
You
know
think
of
two
years.
O
Think
of
the
about
you're
going
to
come
to
the
university
next
year
and
from
basically
the
end
of
your
sophomore
year
through
your
senior
year,
you
haven't
had
that
kind
of
interaction
you
haven't
had
been
had
a
chance
to
be
on
a
big,
vibrant
campus
like
ours.
I
do
worry
that
people
can
be
overwhelmed.
I
do
worry
that
people
might
not
be
making
the
kind
of
social
connections
that
they
need
to
do.
O
I
believe
that
the
social
connection
piece
of
it
may
be
as
big
a
learning
opportunity
and
and
a
learning
skill
that
students
need
in
the
21st
century
is
anything
else,
and
so
we've
got
something.
That's
working
against
that
so
trying
to
figure
out
programs
trying
to
figure
out
ways
to
make
sure
we
interconnect
our
students
with
each
other
with
support
services.
G
Thank
you
so
much,
I
I
agree
with
you
100
and
I
I
think
it's
a
it's.
A
real
heavy
lift
for
all
grade
levels
with
mental
health,
but
you're
right
all
of
a
sudden.
They
go
from
being
a
sophomore
in
high
school
to
basically
being
an
adult
and
being
on
their
own
many
of
them.
So
I
appreciate
that
and
I
appreciate
all
you're
doing
and
we're
exceptionally
glad
that
you
are
here
lee
in
the
university.
So
thank
you
very
much.
O
Yeah,
thank
you
and
and
I'll
put
in
a
little
plug
and
it's
it's
early,
but
we've
got
some
folks
working
on
wellness
and
so
wellness
is
a
really
big
umbrella.
It's
nice!
Because
people
are,
they
don't
have
the
same
kind
of
knee-jerk
responses
and
well,
you
know,
there's
nothing
wrong
with
me.
Well,
you've
you've
got
stuff.
You
know,
you've
gone
through
this
incredibly
difficult
time,
and
so
we're
talking
about
wellness
and
we're
talking
about
wellness
not
only
for
our
students
but
also
collaborating
with
ccsd
to
be
able
to
try
to
help
them
again.
O
That's
one
of
the
challenges
that
we
have
is
that
there
is
a
bit
of
a
workforce
challenge
to
that,
but
we
may
be
bringing
something
forward.
Hopefully,
maybe
for
you
all
to
consider
that's
around
wellness
and
how
we
have
maybe
peer
mentors
or
be
able
to
have
navigators.
There's
lots
of
different
models
for
doing
that,
but
to
it
to
address
just
your
point
of
how
we
can
try
to
help
our
students
be
able
to
you
they're
not
going
to
catch
up
they're
just
going
to
be
different.
O
So
how
can
we
help
to
make
them
different?
How
you
know
we
just
picked
on
you
know
a
junior
and
a
senior,
but
what
about
the
kid?
That's
going
from
junior
high
to
high
school
in
the
most
normal
of
times,
that
is
a
difficult
transition,
and
so
we
want
to
be
able
to
have
that
extra
support
there
and
we're
hoping
to
be
a
part
of
that
solution.
G
I,
as
an
educator,
totally
understand
and
have
five
grandchildren
at
very
different
stages
in
life,
and
I'm
watching
it
happen
in
real
time.
So
thank
you
and
it's
never
true
too
early
to
be
thinking
of
those
legislative
ideas.
So
we
look
forward
to
having
that
discussion
and
meeting
with
you
soon.
So
thank
you.
D
D
I
think
I've
come
away
and
I'm
sure
we'll
hear
in
the
ones
that
we
have
left
I've
just
come
away
with
a
sense
of
yeah.
There
are
a
lot
of
challenges,
but
how
great
our
state
is
and
our
higher
education
institutions
how
different
it
is
from
when
I
first
went
to
college.
You
know
back
just
a
few
years
ago,
but
just
how
you're
adaptive
all
of
these
institutions
are
the
presidents,
the
faculty
working
with
ccsd
really
trying
to
focus
on
what
are
the
needs
of
our
students
and
how
is
it
changing?
D
You
know
we
need
mental
health.
There's
mental
health
concerns.
There's
housing
issues,
there's
food
issues
focusing
on
you
know
what
careers
do
we
need
nursing
teaching
dual
enrollment.
I
mean
it's
just
amazing,
to
sit
and
listen
to
all
this
and
how
you
just
continually
adapt
and
change
and
how
everyone's
had
to
change
through
the
pandemic,
and
so
I'm
really
proud
of
all
of
our
institutions,
and
you
know,
is
it
perfect,
no
they're
going
to
continue
to
be
challenges
absolutely,
and
I
think
it
also
just
shines
a
light
on
how
it
takes
all
of
us.
D
It
takes
lawmakers,
it
takes.
You
know,
presidents,
it
takes
the
community,
it
takes
community
partners
to
just
help
our
students
and
that's
what
this
is
all
about,
and
so
I'm
proud
to
work
with
all
of
you
and
to
be
on
this
committee
and
just
continue
to
do
the
work
and
that
we
don't
ever
lose
sight
of
that's
what
it
takes
is
is
working
together
to
help
our
kids.
So
thank
you
all
very
much.
O
O
We
are
different
institutions
that
meet
the
needs
of
some
aspects
of
the
population
that
are
the
same,
but
some
that
are
different
and
unique
and
that
we
have
all
I've
been
able
to
be
the
beneficiary
of
being
able
to
listen
to
the
things
that
are
going
on,
whether
gbcc
or
csn
or
whatever,
and
seeing
how
they're,
adjusting
and
adapting,
and
for
some
of
that
it
works.
We
can.
We
share
best
practices.
The
chancellor
tries
to
lead
us
to
work
as
a
team,
and
just
because
you're
a
team
doesn't
mean
that
everybody's
the
same.
O
You
still
do
your
own
individual
things,
but
we
have
to
be
able
to
share
that
information,
because
there
is
no
playbook
for
what
we're
going
through
and
what
we're
doing
now
and
it
has
challenged
higher
education,
probably
more
than
than
even
the
2008
downturn.
This
has
been
something
that's
very,
very
challenging,
and
I
think
that
maybe
present
company
exception.
A
I
don't
see
any
thank
you
very
much,
dr
whitfield,
for
your
presentation.
The
book
did
work
all
right,
we'll
now
go
to
our
presentation
from
western
nevada
college
and
we
have
kyle
dalpy
here.
The
pro
boston
vice
president
of
finance.
A
While
he's
doing
that,
I
do
intend
to
take
a
short
break
just
to
give
us
a
break
after
this
one
before
we
go
on
to
the
other
items
after
after
this
presentation.
So
just
want
to
give
you
a
heads
up.
T
Thank
you
everyone.
Thanks
for
having
me,
I
am
kyle
dalby.
I
am
serving
as
the
officer
in
charge
and
provost
at
western
nevada
college,
the
officer
in
charge
just
to
kind
of
define
that,
for
you
means
that
we
do
not
currently
have
a
president,
so
I
am
sitting
in
that
seat
until
our
board
has
a
formal
meeting
to
decide
the
next
steps
on
permanency.
In
that
role
I
serve
as
the
provost,
which
is
over
academics,
I'm
also
over
student
services
and
student
affairs.
T
I
want
to
thank
you,
chair,
dennis
vice
chair
bilbray,
axelrod
committee
members
and
the
legislative
staff
who's
making.
All
of
this
happen.
I
know
you're,
probably
zoomed
out
and
I'm
not
standing
between
you
and
lunch,
I'm
standing
between
you
and
the
break,
so
I
will
boogie
along
a
little
bit
bad
cleanup
for
our
group
and
probably
be
the
the
one
that
can
thank
president
whitfield
for
his
comments.
He
just
made.
We
are
a
team.
We
have
solved
many
problems
over
the
last
two
years
as
a
team
to
not
reinvent
the
wheel.
T
T
I
think
I
missed
one
okay
slide.
Two
here
should
be
on
your
screen.
I
want
to
note
on
the
left
there,
the
ng
strategic
goals.
You
will
see
those
come
up
periodically
throughout
the
presentation.
They
show
how
we're
linking
we
are.
Western
nevada
college
serves
six
counties,
not
as
much
as
my
colleague
in
gbc,
but
still
a
vast
area.
We
have
three
campus
several
different
community
locations.
T
We
have
a
prison
program.
We
have
a
naval
air
station
near
us.
In
fallon
we
have
an
army
depot
near
us
in
hawthorne.
We
have
at
least
the
seven
indigenous
communities,
there's
a
gigafactory
stuck
in
there
as
well
14
plus
high
schools,
and
to
connect
all
the
dots
between
that.
We
have
a
mobile
lab
that
we
recently
started
deploying
to
bring
instruction
to
many
of
these
remote
areas.
T
Overall
stats,
I've
created
two
two
slides
that
have
stats
on
our
various
indicators.
You're
welcome
to
look
at
all
of
those
I'll
call
out
a
few
of
them
on
the.
I
think
I
jumped
ahead
one
here
and
a
little
bit.
Let's
go
back
real,
quick,
the
one
that
has
the
ethnicity,
demographics.
We
are
36
percent
students
of
color.
We
are
in
hsi,
having
achieved
the
25
level
for
latino
answering
one
of
the
questions
that
came
up
earlier
by
assemblywoman
thomas,
our
graduation
rate
is
actually
33
for
students
of
color.
T
The
overall
graduation
rate
is
29,
so
that
group
is
a
few
percentage
points
ahead
and
I'll
note
that
all
the
graduation
rates
that
have
been
shared
today
are
what
we
call
they're
the
federal
ipads
definition
of
of
graduation
rates,
which
means
completing
the
program
of
study
in
150
of
its
normal
time
so
for
a
certificate
program
that
would
be
a
year
and
a
half
for
a
two-year
degree.
That
would
be
three
years
so
on
and
so
forth.
T
So
when
you
see
numbers
like
we
show
29,
you
might
be
saying
wow,
that's
that's
not
terribly
high,
but
that's
excluding
anybody
who
goes
beyond
that
window
and
as
a
community
college,
we
tend
to
have
students
who
go
longer
than
that
period
of
time.
To
finish,
we
we
do
have
quite
a
few
part-time
students
as
well,
so
you
can
see
some
of
the
stats
on
the
screen
we
have,
as
we
are
tracking
enrollment
day
by
day
compared
to
last
spring.
A
year
ago
we
are
we're
practically
flat.
T
The
numbers
are,
you
know,
plus
or
minus
one
percent
on
our
head
count
fte
and
we're
a
little
bit
ahead
of
our
way
to
student
credit
hour,
because
students
are
taking
classes
that
are
more
in
the
workforce,
areas
that
drive
our
formula
at
a
little
bit
of
a
higher
level
compared
to
the
account
year.
If
you're
intimate
with
the
funding
formula,
you
know
that
we
go
from
even
fiscal
year,
so
fy22
matches
fy20
and
that's
our
funding
that
we
bring
you
look
at
in
the
money
committees.
T
Look
at
the
23
session,
we're
tracking
downwards.
Just
under
the
10
level.
That's
not
unexpected!
Based
on
the
roller
coaster,
ride
we've
been
on,
but
we
are
we're
trying
to
do
everything
we
can
to
provide
access
for
students
in
a
number
of
different
ways.
I'll
take
a
look
at
the
second
slide
here
and
I'll
zone
in
on
a
couple
of
these,
the
the
little
mountainous
landscape
down.
The
bottom
shows
you,
where
our
students
are
from
majority
from
carson
city,
and
you
see
some
of
the
other
ones
on
there.
T
A
lot
of
that
is
our
online
online
program.
If
it's
not
in
our
area,
more
students
are
taking
classes
online
and
may
indicate
that
so
the
mode
of
instruction
I'll
call
you
a
little
bit
of
attention
to
that.
We
are
doing
53.
Roughly
and
again,
we
change
this
changes
by
semester,
but
that's
your
live
classes
on
site
and
online
remote
is
that
little
blue
bubble
and
then
interactive
audio
visual,
which
is
the
zoom
classrooms.
T
I'm
going
to
talk
about
three
different
programs
as
we
go
forward.
There's
a
lot
of
questions
came
up
on
the
dual
enrollment.
I
remember
you
asked
about
that
in
particular.
For
this
presentation
on
the
screen
is
the
high
schools
we
work
with
dual
enrollment
programs
is
one
of
our
capacity
programs
that
is
funded
under
a
separate
appropriation.
T
We
have
capacity
programs
for
dual
enrollment
underrepresented
populations
in
rural
nursing,
and
I'm
going
to
show
you
each
of
those
because
it
ties
into
overall
what
we
do
at
western.
I'm
not
going
to
go
through
all
the
details
on
some
of
the
slides
coming
up,
because
they're
a
little
bit
more
descriptive,
but
if
you
need
it,
it's
there,
so
we
do
have
partnerships
in
our
service
area
with
these
high
schools,
roughly
different
levels
of
students.
T
Depending
on
how
you
look
at
it,
we
have
a
jump
start
program
which
we
call,
which
is
something
that
we
embed
in
the
high
schools.
It's
a
certain
number
of
credits
that
they
do,
but
overall
we
have
just
over
1100
students
who
are
doing
dual
enrollment.
The
the
question
came
up
on
the
concurrent
enrollment
using
high
school
instructors
to
teach
in
the
high
schools,
and
we
articulate
credit
for
that
work.
We
do
do
that.
We
do
vet
the
credentials
we
do
like
most.
T
Other
schools
make
some
exceptions
on
a
limited
basis
if
somebody's
in
a
program
and
they're
completing
a
master's
or
if
they
have
some
background
and
can
do
maybe
a
class
that
is
100
level
or
below.
We
can
do
that
and
again
that
the
masters
18,
we
would
hold
that
standard
for
transfer
classes.
But
somebody
who
has
ase
certification
for
auto
program
doesn't
there's
no
masters
in
auto,
so
they,
but
they
would
have
the
credential
that
that
puts
them
into
the
appropriately
into
the
classroom
for
those
tech
classes.
T
So
it
all
depends
on
what
discipline
they're
teaching.
So
we've
grown
this
program
quite
a
bit
since
2014
there's
some
numbers
on
there,
550
associate
degrees.
It's
always
it's
always
nice
to
see
students
cross
the
stage
and
I
can
hand
them
a
college
credential.
Two
weeks
before
I
go
back
to
their
high
school
and
give
them
their
high
school
diploma
and
take
part
in
that
ceremony.
T
It
shows
that
we're
getting
them
out
and
then
they
can
either
step
stone
into
a
step
stone
up
to
a
university
as
part
of
a
four-year
program,
or
they
can
go
straight
into
the
workforce,
thus
accelerating,
which
now
is
becoming
more
important
on
the
overall
filling
the
needs
for
employers,
because
many
employers
are
clamoring
for
for
workers
and
we
want
to
get
them
trained
in
those
spaces.
T
I'll
quickly
mention
rural
nursing.
Just
because
I
won't
go
through
all
the
text
on
the
slide
here,
but
it
was
mentioned
again
earlier
about
rural
populations
being
trained
where
they
live
and
then
staying
there.
Now
we
do
rotate
nurses
around
to
give
them
an
experience.
Different
trauma,
centers
are
in
different
cities
and
we
want
to
give
them
a
breath
of
experience
with
their
clinicals.
But
if
we
can
create
rural
programs,
for
example,
in
our
fallon
campus,
we
have
a
rural
nursing
program
that
people
can
come
from.
T
Hawthorne
to
take,
people
can
come
from
hearington
to
take,
then
they'll
be
likely
to
stay
in
those
communities
when
they
complete
because
they're
from
those
communities-
and
we
keep
trying
to
ramp
this
up-
and
this
is
one
program
that
has
been
funded
under
a
number
of
different
programs
outside
of
this
regular
state
appropriation.
There
is
a
state
appropriation
in
the
capacity
bucket
for
this,
and
we've
also
thrown
some
of
our
cares.
Money
added
because
cares.
T
T
But
if
it's
a
lecture
class
we
could
deploy
that
through
remote
instruction,
which
is
what
we've
been
doing
all
along
and
we've
just
accelerated
and
made
it
better
with
the
with
the
help
of
the
cares
funding,
which
unfortunately
came
because
there
was
a
pandemic,
but
that's
part
of
the
adaptation
that
we've
been
doing
so
it
says
16
enrolled,
that's
not
a
huge
number,
but
it
is
for
some
of
these
small
communities.
One
of
the
things
we
find
with
deploying
curriculum
into
small
communities
is:
there's
not
a
large
population
to
help
make
classes.
T
There
may
be
two
or
three
here
and
there
and
then,
when
you
go
and
actually
launch
it,
maybe
those
two
and
three
don't
even
show
up,
but
that's
what
we
keep
trying
to
do.
We
currently
also
have
a
rural
welding
program
that
we're
putting
in
place
out
in
hawthorne
this
semester.
For
the
first
time,
we've
helped
them
invest
in
the
lab
out
there,
so
that
we
can.
T
Again,
this
is
a
piece
of
our
capacity
funding
that
we've
built
up
over
the
years
from
getting
capacity
way
back
when
it
started
three
legislative
sessions
ago,
we
we've
built
up
specific
programs,
including
our
latino
leadership
academy.
Here
in
carson
city
that
has
grown,
it's
been
expanded
out
to
fallon
and
you
can
see
some
of
the
stats
on
there.
We
are
providing
access
points
to
close
the
achievement
gap
all
around
we're
very
proud
of
the
work.
We
do.
T
We've
we're
keeping
this
these
programs
going
as
a
way
to
to
help
meet
the
needs
of
all
populations.
I
do
when
I
come
to
the
challenges
I
will
tell
you:
we've
lost
some
staff
in
this
area,
so
we're
doing
a
little
bit
of
rebuilding
this
semester,
but
it's
going
so
it's
going
so
well
that
it's
not
completely
running
on
its
own,
but
we
will
be
able
to
get
some
staff
in
there
to
help
keep
it
going
in
the
future.
T
The
support
access
initiatives.
This
was
mentioned
earlier.
I
wanna
some
of
the
stats
up
there
for
how
we've
used
the
state
financial
aid
programs
the
the
system
in
each
college.
We
we
tend
to
support
these
programs,
obviously
because
it's
our
students
who
get
the
funding
and
that
helps
provide
access,
they're,
not
line
items
in
the
entity
budget,
but
we
support
them
and
chairman
dennis,
I
appreciate
the
work
we
did.
I
I
helped
with
the
nevada
promise
scholarship
back
in
2017
in
the
next
slide.
That
I'll
show
you.
T
I
don't
know
if
you've
ever
seen.
I'm
sure
you've
seen
some
presentations
on
this.
But
what
happens
when
you
give
students?
Financial
aid
is
their
borrowing
comes
down,
so
the
blue
line
is
they're
borrowing.
The
orange
line
is
their
scholarship,
so
as
we're
able
to
provide
more
money
in
scholarships
which
includes
that
nevada
promise
scholarship,
the
millennium
and
the
silver
state
opportunity
grant
student
borrowing
comes
down,
which
is
huge
because
they
can
leave
us
and
move
on
to
another
school
or
move
into
the
workforce
without
the
debt.
T
Currently,
our
default
rate
at
wnc
is
13.7
percent,
which
is
which
I
I
think
is
very
low.
We've
tried
to
offset
student
costs
with
anything
that
we
can
do.
We've
used
our
cares
funding
over
the
last
couple
years
to
write
off
the
debt
that
some
students
may
owe
just
to
help
them
be
able
to
restart,
which
is
part
of
what
that
funding
was
that
was
appropriated
for
and
so
we're.
We
continue
to
do
that
as
we
move
forward.
Our
federal
carers
allocation
has
supported
us
through
the
pandemic.
T
It
all
expires
in
may
so
some
of
the
things
you'll
hear
is
challenges
are
going
to
become
how
to
how
to
keep
some
of
everything
going
when
we're
not
quite
sure
what
the
next
thing
is.
I'm
knocking
on
my
desk.
It's
solid
wood.
It
came
out
of
prison
industries,
but
it's
one
of
those
things
that
we
don't
know
what's
coming
next
week,
but
we
will
be
looking
at
ways
to
solving
the
problems
whatever
they
whatever
they
may
be.
T
T
The
younger
population
suicide
rates
go
up,
depression
rates,
go
up
all
of
it
just
with
two
hours
of
screen
time
pre-pandemic
the
pandemic
accelerated
that,
and
so
that's,
why
that's
part
of
why
we're
seeing
so
many
incidents
of
mental
health
trauma
in
in
our
communities?
T
So
that's
something
that's,
first
and
foremost,
we're
trying
to
figure
out
ways
to
do
that
with
the
the
system.
Has
a
task
force,
we're
part
of
that,
as
are
the
other
schools
to
help
to
help
our
students
and
even
the
students
who
are
coming
in.
We
also
have
the
food
pantry,
which
is
for
students
who
are
in
need
of
the
basic
life
necessities.
T
As
I
was
mentioned
earlier,
we
have
our
diversity
center,
we're
calling
wildcat
commons
we're
building
that
up
on
campus
right
now,
a
veterans
center
and
then
the
one
thing
we
have
for
engagement.
For
those
of
you
who,
I
know
you
all
come
to
carson
city
at
one
point
we'll
be
happy
to
see
you
when
you
come
back.
We
were
hoping
on
hosting
you
during
the
21
session,
but
we
didn't
get
a
chance
to
do
that.
T
But
when
you
come
up
to
campus,
I
think
some
of
you
have
played
played
one
of
the
games,
the
softball
games
on
our
baseball
field.
So
we
have
a
nice
baseball
field,
but
no
team.
We
do
not
have
athletics,
but
we
are.
The
emergence
of
esports
is
taking
over
the
campus.
T
It
does
not
involve
the
baseball
field,
but
it
it
does
provide
the
engagement
students
are
looking
for
and
it
doesn't
necessarily
require
them
to
be
in
the
same
space,
although
most
of
them
go
to
our
student
center,
but
it's
one
of
those
things
that
can
be
interactive
without
them
having
to
be
here,
so
it
could
continue.
Even
if
we
had
to
have
people
in
remote
areas,
even
whether
or
not
we're
responding
to
covet
or
whether
we're
just
separated
by
space.
So
we
have
more
clubs.
T
We
have
a
fitness
center,
a
lot
of
things
going
on
on
campus,
the
last
couple
slides
I've
got
a
couple
more
here
to
go
through
workforce
initiatives.
The
one
of
the
stats
I
follow
is
from
the
national
skills
coalition
it's
online.
If
anybody
would
like
the
information,
I'm
happy
to
provide
it.
51
of
the
jobs
in
our
state
nevada,
which
also
mirrors
the
nation
51
of
our
jobs
in
this
state,
require
more
than
a
high
school
diploma,
but
less
than
a
bachelor's
degree.
T
Now
that
doesn't
mean
we
don't
need
bachelor's
degrees
or
master's
degrees
or
doctor
degrees.
What
it
means
is
is
that
the
jobs
right
now
in
our
economy
require
some
level
of
training
that
we
can
provide
at
the
community
colleges
and
that's
our
niche,
and
so
that's
what
we're
doing
and
we
get
a
lot
of
sometimes
get
families
counselors,
students
on
campus,
who
walk
through
our
tech,
labs
and
they'll.
Look
at
our
auto
lab
and
they'll
look
at
our
diesel,
you
know
or
in
our
hvac
or
any
of
these
other.
T
You
know
spaces
that
we
have
and
they'll
say,
they'll
say
well,
you
know
I
want.
I
want
my
student
to
to
go
to
college
and
I
have
to
say
well,
this
is
college,
it's
a
250,
000
cnc,
machining
piece
of
equipment,
and
you
can't
I'm
not
even
allowed
to
touch
that,
but
definitely
students
need
some
sort
of
training
before
an
employer
is
going
to.
Let
them
work
on
a
machine.
So
it
is
college
level.
It's
just
a
different.
It's
two-year
college.
It's
not
it's!
T
Not
it's
technical
training,
it's
not
what
we
would.
Most
people
are
looking
at
as
four-year
advanced
degrees
and
again
everybody.
I
appreciate
again
what
the
conversation
was
before
I
came
on
about
the
synergy
that's
going
on
in
the
system,
the
idea
that
we
all
play
a
different
part
and
and
that's
what
we're
talking
about
as
we
at
the
traditional
community
colleges.
Even
though
we
do
offer
some
bachelor
degrees,
we
are
still
putting
doing
more
of
the
the
technical
training
has
been,
as
others
have
spoken
to
on
this
meeting
today,
so
quickly.
T
I'll
call
out.
We
do
have
prison
program
which
is
funded
by
a
separate
appropriation,
helping
helping
inmates
who
are
on
on
their
way
to
exit
and
have
a
place
to
go,
so
they
don't
end
up
back
there
and
but
also
help
with
our
help
themselves,
by
finding
a
job
and
helping
out
employers
who
need
employees.
T
We
have
a
significant
apprenticeship
program
that
we
we
run
to
articulate
credit
for
apprentices
so
that
they
can
have
a
degree
as
well
as
the
training
they
receive,
and
then
our
commercial
driver's
license
program
is
one
that
we're
we're
trying
to
get.
I
almost
said
trying
to
get
in
gear,
but
I'll
just
I'll
do
that
anyway,
because
we're
trying
to
get
it
up
and
running
more.
It
is
a
non-credit
right
now.
T
But
if
we
can
do
our
students
here
and
test
them,
then
that
just
eliminates
stress
all
around
and
gets
them
out
into
the
workforce,
which
again
is
what
we're
trying
to
do.
The
next
slide
talk
about
two
things.
You'll
see
this
again.
We
are
looking
at
building
a
center
or
actually
renovating
an
existing
property
infernally,
it's
one
of
our
larger
communities
where
we
don't
have
a
dedicated
campus
presence.
So
we
are
working
on
a
on
a
renovation
of
a
building
there.
T
It's
a
12
million
dollar
project
we're
looking
at
and
it
was
mentioned
earlier
about
funding
we
we
are
looking,
have
put
it
forward
to
the
system
for
a
state
contribution
next
session
for
four
million
dollars.
I've
worked
in
fundraising
a
number
of
years.
I
we're
going
to
try
to
raise
some
a
lot
of
that
money
on
our
own,
just
to
be
able
to
keep
things
moving
along,
because
we
do
have
quite
a
few
private
donors
who
are
interested
in
investing,
and
there
is
quite
a
bit
of
federal
grant
money
out
there.
T
So
we
want
to
make
sure
we
don't
leave
that
on
the
table
and
I
went
through
that
real
quick,
but
you'll
see
more
of
that.
So
I'm
going
to
close
there's
a
slide
here
for
questions,
but
I
want
to,
I
want
to
say
a
couple
things
real
quick.
I
know
you're,
not
a
money
committee,
but
you
do
some
of
you
do
cross
over
and,
of
course,
policy
leads
to
funding.
T
I
want
to
thank
you
for
the
restoration
of
the
12
percent
part
of
the
12
percent
cut,
especially
that
we
put
into
positions
back
last
session.
I
want
to.
I
appreciate
some
of
the
talk
that's
been
had
about
funding
dual
enrollment,
the
career
and
college
readiness
grant
was
eliminated
in
the
2020
special
session.
T
If
that
comes
back,
it
helps
the
high
school
districts,
provide
that
service
to
their
students
and
doesn't
put
the
strain
on
the
on
the
families
and
as
far
as
major
issues,
we
can
yes
always
talk
about
the
money
that
was
mentioned
earlier.
We
do
find
money
in
other
ways.
Hopefully
we
can
be
competitive
for
grants.
One
of
the
things
we're
finding
at
western
nevada
college
is
a
staffing
issue
like
most
businesses
are
finding
I'm
not
necessarily
a
faculty.
We've
been
able
to
bring
in
some
faculty
more
on
the
admin
side.
T
I
have
eight
custodial
positions
at
the
carson
campus
and
I
think
I've
got
two
of
them
filled,
so
so
some
of
the
positions
that
we're
trying
to
do
just
to
keep
operations
going.
It's
not
that
we
can't
list
them,
because
we
don't
have
the
funding
it's,
because
we
can't
get
applicant
pools
to
come
in
and
so
and
so
with
that
I'll
I'll
stop
there
and
I'll
answer
any
questions
you
may
have
for
me.
Thank
you.
A
Yeah,
thank
you
and
thank
you
for
all
the
work
that
you're
doing
actually
to
all
the
institutions
today
that
have
presented
it
took
a
little
longer
than
I
originally
anticipated,
but
I
think
it
was
well
worth
the
opportunity
to
see
what
really
everybody's
doing
and
what
the
challenges
are
as
we
move
forward.
So
thank
you.
Thank
you
very
much,
mr
dolphy,
and
for
all
the
work
you're
doing
there
and
once
again
I
I
that
that
concludes
our
our
presentations
of
the
the
entry
institutions.
A
So
now
I
I
I'd
like
to
take
a
20-minute
break
and
so
we're
running
a
little
behind
when
we
get
back
we'll
get
as
we
get
the
different
presentations
coming,
we
will
keep
them
on
track
to
to
get
us
out
of
here
and,
as
I
mentioned
last
month,
we
got
a
lot
we
got
to
cover
over
the
next
few
months
and
want
to
make
sure
that
we
get
the
the
lay
the
groundwork,
as
we
start
talking
about
these
important
things.
A
So
let
me
see
we
are,
let's
come
back
at
225,
which
is
in
20
minutes.
Actually
22.
is
that
right?
Yes,.
A
J
That
that's
not
right
chair
that
would
be
in
11
minutes.