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From YouTube: 5/3/2022 - Joint Interim Standing Committee on Education
Description
This is the fifth meeting of the 2021-2022 Interim. Please see agenda for details.
For agenda and additional meeting information: https://www.leg.state.nv.us/App/Calendar/A/
Videos of archived meetings are made available as a courtesy of the Nevada Legislature.
The videos are part of an ongoing effort to keep the public informed of and involved in the legislative process.
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Closed Captioning is Auto-Generated and is not an official representation of what is being spoken.
A
B
All
right
we're
we're
ready
to
to
start
the.
I
guess
the
I
guess
technically.
This
would
be
the
fifth
meeting
of
the
joint
interim
standing
committee.
We
welcome
you
today
to
our
meeting
so,
mr
can
we
call
the
role.
C
B
Here,
thank
you
and
welcome
everyone.
We
do
have
a
quorum.
B
Let's
see
so
also,
in
addition,
we
do
have
assemblywoman
anderson
with
us
today.
She
is
one
of
our
alternates
and
it,
and
when
I,
when
I
brought
this
issue
up
in
the
meetings,
I
asked
anybody
that
wanted
to
participate
to
let
staff
know
and
that's
how
come
all
many
of
you
are
here,
because
because
of
that-
and
I
offered
the
same
thing
to
the
legislators-
anyone
that
wanted
to
participate
so
she's
joining
us
today.
B
So
we
welcome
you
and
we're
we're
she's
sitting
with
us
up
here
and
what
I
what
I'd
like
to
say
today.
While
you
know
this
is
a
posted
meeting
of
the
committee.
I
want
to
do
this
a
little
different
today,
because
I
really
want
to
get
input
from
you
and
from
the
members
about
this
important
topic.
B
It's
something
that
we've
also
been
required
to
do
from
legislation.
That
would
require
us
to
do
a
study,
and
so
this
is
part
of
that
process,
and
so
we
appreciate
you
coming
today
and
it's
going
to
be
a
little
different.
When
we
get
to
public
comment,
we
it's
going
to
be
a
little
bit
more
interactive
than
we
normally
do.
B
In
fact,
I'm
probably
going
to
come
out
there
with
the
microphone
and
allow
you
to
just
give
comment
from
your
seat
and
and
then
we're
going
to
have
some
dialogue
and
can
respond
and
some
other
things.
So
it's
going
to
be
a
little
different
as
we
go
through
this
just
so
in
looking
at
the
and
it's
going
to
be
you've
seen
the
agenda
and
actually
I'm
getting
ahead
of
myself.
I'm
not
going
to
go
through
all
the
housekeeping
things.
You
all
know.
B
You
know
if
you've
got
one
thing
I
will
tell
you
is
after
each
presentation
I'm
going
to
take
a
break
because
we
need
to
change
some
things
around.
So
probably
a
five
or
ten
minute
break
between
each
one.
We've
got
three
at
least
three
four
presentations
that
we're
going
to
do
and
as
we
do
that
so
so
that
you
know
so
that
way
you
could
be
here
and
don't
have
to
worry
as
much
about
your
phones
and
all
that
kind
of
stuff.
So
you
can.
B
We
can
have
this
good
dialogue
and
the
only
other
thing
is.
We
need
to
make
sure
when
you
talk
just
make
sure
you
say
your
name
every
time,
just
because
with
as
many
people
as
we
have
in
the
dialogue,
we're
going
to
have
it'll
be
hard
to
keep
the
record
straight.
So
it
is,
you
know,
because
it's
being
recorded.
B
However,
I
will
say,
as
the
chair
I
wanted
us
to
be
in
the
same
room
together
to
be
able
to
have
this
discussion,
so
we
won't
have
anybody
joining
us
remotely,
except
for
one
of
our
presenters,
so
anybody
that
wants
to
participate
had
to
be
here
in
the
room
today,
which
is
not
the
way
we
normally
do
it,
but
I
thought
it
was
important
enough
to
have
this
discussion.
It's
really
hard
with
the
technology
stuff
to
really
get.
B
B
So
with
that,
let's
get
started
for
purpose
of
today's
meeting,
we'll
be
hearing
a
presentation
on
the
composition
of
the
boards
of
trustees
of
county
school
districts
in
nevada,
and
this
presentation
includes
an
overview
from
our
staff
jen
sturm
from
the
legislative
council
bureau.
It
includes
a
a
a
presentation
from
ben
irwin
and
lauren
blomqvist
from
the
education
commission
of
the
states.
B
It
includes
a
presentation
from
deb
oliver,
the
nevada
association
of
school
boards
and
various
stakeholders
interested
in
participating
in
these
discussions.
So
if
we
don't
cover
an
item
that
you
think
we
should
have
talked
about
in
the
discussion
part,
we
will
have
an
opportunity
to
have
that
and
if
an
item
comes
up
that
we
need
to
address
that.
We
can't
address
at
that
moment
we'll
we're
going
to
write
it
on
this
board
over
here
and
and
then
we'll
come
back
to
it
when
we
get
to
that
fourth
item.
B
So
if
there's
an
issue
that
you
thought
we
should
have
talked
about,
that
we
didn't,
we
want
to
make
sure
we
bring
that
up
and
have
some
discussion
during
that
period
and
so
and
I'm
going
to
allow
questions
throughout.
I
I
want
the
present
presenters
to
be
able
to
give
their
presentation
if
there's
just
a.
If
there's
some
issue
that
you
don't
understand,
while
they're
presenting
like
they,
maybe
they
use
an
acronym,
you
don't
understand,
raise
your
hand
and
we'll
we'll
fix
it
then.
B
D
B
So
this
is
kind
of
a
special
brainstorming
meeting
and
and
is
the
intent
to
study
the
composition
of
school
boards
and
hopefully
we'll
get
an
overview
of
not
just
local
but
also
naturally,
what's
happening
and
and
then
we're
going
to
have
an
open
discussion
later
on
so,
and
I
would
like
to
just
remind
everyone
that
we're
not
here
to
criticize
anyone
or
criticize
how
you
know
whatever
is
going
on,
we
what
we
we
just
want
to
study
this
issue
and
see
if
there's
things
that
we
need
to
do
differently
here
in
nevada
and
what
we
could
do
better.
B
So
with
that
I'd
first,
like
to
begin
by
introducing
our
facilitator
mark
quiner
mark
is
from
the
national
conference
of
state
legislatures
and
he's
going
to
help
us
kind
of.
We
don't
normally
do
this
in
a
regular
meeting,
but
he's
going
to
kind
of
help,
walk
us
through
make
sure
we
stay
on
track
and
and
all
those
kind
of
things
so.
B
E
Thank
you.
This
is
where
yeah.
This
is
working
hi
good
morning,
as
the
chairman
said,
I'm
from
I'm
from
denver
the
national
conference
of
state
legislatures
and
I
hate
to
begin
with
a
confession,
but
I
don't
really
know
education
very
well.
My
life
is
ethics
and
civility.
So
I'm
just
here
as
a
disinterested
third
party,
so
don't
shoot
the
facilitator
anyway.
So
yeah,
I
just
wanted
to
help
kind
of
keep
the
ball
rolling
and
get
some
good
ideas
from
you
all,
etc.
So
I
guess
first
up
is
my
friend
jen
sturm
from
lcb.
B
C
Thank
you,
mr
chair.
I
am
jen
sturm
senior
policy
analyst
with
the
research
division
of
the
legislative
council
bureau.
I
first
want
to
thank
my
colleague,
alex
drazdoff,
who
helped
me
put
together
this
presentation-
she's
not
here
today,
but
she
assisted
in
getting
all
of
this
together.
C
C
C
For
slide
3
to
provide
additional
historical
background,
the
territorial
legislature
first
enacted
a
bill
creating
a
common
school
system
in
1861.
article
two
of
the
measure
provided
for
an
elected
county
superintendent
serving
a
term
of
two
years.
The
county
superintendent
was
given
the
responsibility
to
divide
the
inhabited
portions
of
the
county
into
school
districts,
adding
or
deleting
districts
in
accordance
with
the
public
good
under
the
authority
granted
to
it
by
the
nevada
constitution.
C
C
C
The
first
school
districts
were
local
in
nature,
clustered
around
populated
areas
of
the
state
by
the
mid-1950s.
A
comprehensive
study
of
nevada's
system
of
public
education
recommended
the
current
system
of
school
district
boundaries
and
in
a
special
session
held
in
1956,
the
nevada
legislature
made
extensive
changes
to
the
structure
of
nevada's
public
school
system.
C
C
The
last
slide
is
mainly
recent
legislation
related
to
school
boards.
Since
the
2013
session
legislation
related
to
local
school
school
boards
can
be
organized
into
four
broad
categories
and
those
are
governance
and
composition,
policy,
fiscal
and
a
miscellaneous
category.
So
today
I
will
focus
more,
of
course,
on
the
governance
and
composition
of
school
boards.
C
Although
for
those
who
are
interested,
there
is
a
separate
handout
that
kind
of
gives
the
other
the
bills
for
those
other
categories
in
there
and
a
brief
description
of
those,
and
please
keep
in
mind
that
this
the
list
provided
in
that
handout
may
not
be
all
inclusive,
but
it
gives
you
a
pretty
good
idea
so,
generally
bills
relating
to
changing
the
governance
or
composition
of
school
boards
were
put
forth
in
2015,
2017
and
2019.
C
Each
of
these
bills
proposed
a
change
to
a
hybrid
model
by
requiring
the
appointment
of
certain
members
in
av
339
from
2015.
The
state
board
of
education
would
appoint
two
members
to
the
board,
who
would
either
replace
or
serve
together
with
existing
elected
members
senate
bill
243,
sb,
105
and
ab57
offered
provisions
for
electing
three
members
of
certain
school
boards
at
large
and
offered
provisions
for
appointing
the
remaining
members.
These
bills
failed
to
pass.
C
B
What
questions
or
the
other
thing
I'm
gonna
ask
and
and
those
here
in
the
audience.
Also,
if
you
have
additional
historical
information
that
maybe
she
didn't
cover
that,
maybe
we
missed
you
might
want
to
share
that,
because
I
want
this
to
kind
of
be
interactive.
So
any
questions
from
members
I
do
yeah,
some
of
them
miller.
A
Thank
you
chair
and
it's
nice
that
I
can
actually
reach
the
microphone,
and
so
thank
you,
mr
I
know
you
were
discussing
specifically
nevada,
but
I
know
that
I've
read
where
other
school
boards
in
other
states
based
on
obviously
the
size
of
the
district
which
we
know
when
we
talk
about
size,
ccsd,
would
and
washoe
people
forget
how
extremely
large
washoe
is
too.
I
read
something
the
other
day
and
someone
was
like.
A
Well,
you
know,
washoe's,
you
know
smaller,
I'm
like
no
that's
still
an
extremely
large
school
district,
but
where
they
actually
have
increased
sizes
of
trustees
on
their
board.
So
I
know
you
talked
about
our
state
law.
That
says
you
know
when
we
have
seven
or
more,
but
there's
some
nationally
that
have
up
to
15
members,
and
so
I
was
just
wondering
and
and
again
not
knowing
what
other
presentations
are
coming
today.
B
F
Thank
you
chair
when
it
comes
to
the
composition
of
the
boards
and
the
policy
roles,
is
it
just
establishing
those
district
policies
or
is
also
the
enforcement
of
them.
F
No
problem,
when
I'm
looking
at
this
slide,
the
it's
I'm
not
sure
it's
the
county
school
boards
today,
composition
of
the
boards
and
their
roles,
I'm
sorry,
I
don't
have
the
slide
number
on
there.
That's
it.
It
says
establishing
the
district
policies
and
procedures.
Is
that
also
an
enforcement
issue,
or
is
it
only
the
enforcing
the
courses
of
study?
That's
under
the
school
board's
responsibilities.
C
I
might
defer
to
our
council
on
that
one,
mr
killian,
unless
you
know-
and
I
can
get
back
to
you
as
well-
if,
if
not
mr.
E
Thank
you,
mr
chair
asher,
killian
committee
council.
Yes,
so
the
the
districts,
in
addition
to
establishing
their
own
policies
and
procedures,
do
have
the
power
to
enforce
those
policies
and
procedures
as
to
the
employees
and
pupils
within
their
own
district.
It
doesn't
grant
any
sort
of
statewide
authority
or
authority
outside
of
their
own
organization,
but
within
the
organization,
and
then
the
pupils
and
institutions
within
the
organization.
The
districts
have
the
power
to
enforce
the
policies
and
procedures
that
they
establish.
B
Thank
you,
and
I
forgot
to
mention
we
have
mr
killian
here
with
us.
So
as
we
go
through.
If
there's
legal
questions
that
that
we
want
to
ask
we,
can
he
can
chime
in
for
us
and
and
that's
so
that's
that's
that'll,
be
helpful
as
we
talk
about
things,
so
any
other
questions
from
the
members
yeah
ms
miller,
go
ahead.
A
Thank
you,
chair
dennis,
since
that
question
actually
spurred
on
another
question.
When
we're
talking
about
enforcement
and
whose
role
is
what
do
we
have?
The
number
of
how
many
school
boards
nationally
have
the
same
type
of
like
balanced
government
governance
formula?
That
clark
is
using.
B
B
Yes,
vice
chair,
billbarry,
axelrod.
A
Thank
you.
You
had
mentioned
a
gwen's
study
that
it
doesn't
matter
if
it's
elected.
C
Yeah
jen
sturm
committee
policy,
analyst
yeah,
that
policy
report
was
from
october
2015
and
I
believe
the
beginning
of
that
title
was
breaking
up
is
hard
to
do.
B
Okay,
other
questions
for
members
and
I'll
come
back
too,
if
you,
if,
if
after
we
hear
comments
from
the
public,
if
there's
other
questions
we'll
come
back
so
okay,
so
let's
go
to
public
comment,
I'm
going
to
come
down
there
and
anybody
just
I
said
this
earlier.
But
if
you
came
in
late
sit
up
as
close
as
you
can,
we
want
you
to
participate
so
so
hold
on.
B
The
the
wireless
mic
is
not
working.
Do
we
need
to
turn
something
on
in
the
back.
B
Okay,
it's
working
all
right,
so
you've
heard
the
presentation.
This
is
kind
of
an
overview.
If
there's
any
of
you
here
that
have
additional
like
historical
significance
and
any
of
those
kind
of
things
just
speak
right
up.
We
want
everybody
to
participate
today,
so
I
know
we
reference
something
that
you
may
know
about,
maybe,
but.
H
Yes,
magdalena
martinez
from
unlv.
I
just
want
to
make
a
real
quick
clarification
on
the
gwen.
Breaking
up
is
hard
to
do
the
focus
there
was
on
breaking
up
the
school
district
and
not
necessarily,
obviously
it's
related
to
governance,
but
it
was
the
precinct
model,
as
we
may
all
recall,
so
it's
not
necessarily
it's
applicable,
but
in
the
context
of
breaking
up
a
school
district
into
smaller
school
districts,
just
a
clarification.
Thank
you.
I
I
I'm
trying
to
look.
It
was
one
of
the
only
bills
that
speaker
fryerson
introduced
that
did
not
pass
into
law.
So
this
is
a
pretty
controversial
subject.
Speakers
bills
tend
to
pass
and
and
become
law,
and
then
I
believe
it
was
the
mining
tax
deal
8495,
which
got
us
to
where
we
are
right.
Now.
That
item
was
not
the
main
component
of
the
mining
tax
deal.
I
The
mining
tax
was
the
main
component
of
the
mining
tax
deal.
There
was
all
sorts
of
other
bells
and
whistles
in
there.
Some
charter
school
stuff
opportunity
scholarships
this,
but
in
terms
of
the
conversation
at
the
legislative
session,
there
was
not
a
significant
conversation
about
this
process
in
that
bill.
That
created
this
process,
not
saying
that
this
is
a
bad
process.
I
I'm
happy
that
we're
having
this
conversation
and
nsa
believes
that
when
we
talk
about
this
and
think
about
all
of
the
issues
that
there
are
some
reforms
that
likely
the
state
should
pursue,
but
moving
away
from
democratically
elected
school
boards
is
probably
not
the
best
approach.
B
Thank
you
senator
dennis
the
other.
I
think
senator
keith
kiffer
also
had
a
bill
last
time
that
was
similar.
Yes,.
J
J
In
2011,
the
legislature
changed
the
nevada
state
board
of
education
from
a
10.
H
Thank
you,
senator
maureen
schaefer
council
for
better
nevada.
Thank
you
for
raising
that
bill
from
last
session,
and
we
were
very
proud
of
that
committee
hearing
in
which
speaker
fryerson
brought
that
bill
forward.
H
So
it
was
up
to
all
of
you
for
whatever
reason
why
didn't
move
forward,
but
from
the
community
standpoint
it
was
a
super
super
super
duper
majority
in
terms
of
supporting
this,
this
bill,
which
was
at
least
one
form
of
a
hybrid
model.
H
But
more
importantly,
when
we
look
at
the
performance
of
our
schools
today,
we're
not
getting
what
all
of
you
invest
in
it
from
a
budget
perspective
and
from
a
performance
perspective,
and
it's
incumbent
on
all
of
us
to
look
at
a
different
way
to
do
something
and
from
our
group's
perspective,
we've
come
over
18
years
to
the
conclusion
that
governance
matters,
whether
it's
a
public,
private
or
non-profit
organization
or
a
government
organization,
and
you
look
first
at
governance,
who's
running
it
and
how
are
they
running
themselves?
So
we
came
to
this
conclusion
last
session.
H
So
again,
with
all
due
respect
to
my
colleague
who
started
out
the
comments
here,
we
thought
this
was
one
piece
of
public
education,
not
the
magic
bullet
that
needed
a
look
again
and
many
groups
in
this
community
came
together
to
think
or
to
say
that
this
was
a
good
solution
for
all
of
you
to
consider-
and
I
think
again,
my
colleague
speaker
fryerson,
for
bringing
it
forward
for
all
of
your
consideration,
and
we
hope
you
consider
it
again.
Thank
you.
C
And
chairman
dennis
yes,
can
we
get
her
name?
I
didn't
hear
her
name.
G
Thanks
senator
dennis
paul
merakin
with
the
vegas
chamber
to
add
to
the
comments
the
chamber
was
involved
with
the
bill
that
was
brought
over
by
senator
key
cap
for
several
sessions
ago
and
support
the
bill
last
session.
B
Okay,
do
we
have
other
any
other
of
our
members
wishing
any
additional
comments
or
yeah
vice
chair,
bilbray
axelrod.
I.
G
B
Thank
you
and
I
I
I
will
make
a
comment
only
because
we've
seen
this
several
times,
I
think
a
lot
of
times.
What
I
heard
was
that
we
needed
something
like
this
to
really
have
the
discussion,
because,
as
you
as
you
all
know,
when
we
get
up
to
the
legislative
session,
if
it
hasn't,
if
we
haven't
had
an
opportunity
to
have
all
the
discussion,
sometimes
it
makes
it
difficult
to
pass
a
bill
because
we
just
don't
have
enough
time.
B
G
Thank
you,
mr
chair.
My
question
actually
has
to
do
with
the
how
the
county
school
boards
today
are
made
up.
G
We
went
over
salaries
and
we
kind
of
like
just
dusted
over
that,
and
I
would
really
like
to
know
how
the
salaries
are
as
far
as
our
school
board
are
they
paid
weekly
monthly.
You
know-
and
I
know
it
said
monthly,
but
how
it's
broken
up,
because
when
I
looked
at
other
states
some
states,
their
school
board
do
not
receive
a
salary.
So
I
want
to
know
how
that
impacts.
Our
nevada.
B
So
and
mr
term
will
answer
I
one
of
the
things
I
was
going
to
say,
I
know
that
we
are
going
to
talk
about
that
when
we
get
to
the
the
third
discussion,
so
mister.
C
Thank
you,
jen
sturm
committee
policy,
analyst.
I
know
that
I
believe
dr
oliver
might
be
getting
into
this
a
little
bit
later,
but
nrs
386.320.
C
Reads
that
if
a
trustee
is
serving
in
a
county
whose
population
is
less
than
20
000,
the
trustee
receives
a
250
monthly
salary
for
those
trustees
receive
a
salary
of
400
per
month
if
they
serve
in
counties
with
twenty
thousand
to
a
hundred
thousand
people,
and
then
finally,
trustees
receive
a
salary
of
seven
hundred
and
fifty
dollars
per
month
if
they
serve
in
counties
with
over
a
hundred
thousand
people.
B
We're
going
to
take
a
break
because
we
got
to
do
some
switching.
I
think
thank.
B
B
B
E
B
And-
and
this
is
senator
dennis
just
when
you
guys
switch
between
each
other,
just
you
know,
say
your
name
and
I
know
we
can
probably
tell
the
difference
but
for
the
record
it'll
make
it
cleaner.
If
you
can
just
tell
us
every
time
you
switch
between.
K
My
name
is
ben
irwin
and
I'm
a
policy
analyst
with
education,
commission
of
the
states
and
I'm
joined
by
my
colleague,
lauren
bloomquist,
who
is
also
a
policy
analyst
before
diving
into
the
content
of
the
presentation.
We
wanted
to
provide
a
brief
introduction
on
who
we
are
and
what
we
do
at
education.
Commission
of
the
states.
K
K
And
cover
the
full
spectrum
of
education
issues
from
early
learning
through
post-secondary
and
the
workforce,
we
believe
in
the
power
of
learning
from
experience
using
what
we
know
about
state
trends
and
approaches
from
across
the
country.
We
aim
to
help
policy
makers
make
informed
decisions
about
what
might
work
in
their
state.
K
We've
got
a
lot
of
information
to
cover
today,
so
we
wanted
to
provide
a
quick
overview
of
the
agenda
for
the
rest
of
the
presentation,
we'll
start
with
a
focus
on
school
board
selection
policies
before
providing
a
high
level
overview
of
school
board,
compensation
policies
and
training
requirements,
we
will
close
with
the
summary
of
relevant
research
on
school
board
governance
before
opening
it
up
for
q.
A.
K
I
also
wanted
to
note
that
we
shared
a
memo
on
state
policies
addressing
school
board
governance
that
follows
the
same
format
and
of
this
presentation
and
provides
additional
details
on
the
examples
we
discuss
and
other
relevant
resources
so
without
further
ado
I'll
pass
it
to
lauren.
To
start
with,
the
discussion
of
trends
in
school
board
selection.
L
This
is
lauren
bloomquist
good
morning,
chairman
dennis
and
committee
members.
Education
commission
of
the
states
has
a
50-state
comparison
on
k-12
governance.
This
resource
provides
25
key
data
points
on
school
board
governance.
One
of
those
data
points
is
specific
to
local
school
board,
composition
and
selection
at
the
state
level.
What
policies
exist
directing
school
board
selection
is
local
school
board
selection
by
election
by
appointment
or
some
combination.
L
We
found
that
the
vast
majority
of
states
elect
local
school
board
members
within
that
broad
category
of
elections.
There
are
states
like
arizona
that
specify
school
board.
Member
elections
take
place
at
the
same
time
as
the
general
election
in
states
like
oregon,
where
elections
are
held
apart
from
national
elections
in
off-cycle
races,
there
are
also
state
policies
that
specify
non-partisan
elections,
as
is
in
the
case
of
florida,
indiana
and
ohio.
L
K
K
K
K
Their
smallest
districts
have
five
members,
while
their
largest
have
nine
with
some
nuance
in
the
middle
representation
is
also
addressed
by
some
states
in
policy,
for
example,
california
specifies
that
all
school
board
members
be
elected
at
large,
while
new
mexico
requires
all
school
board
members
to
be
elected
from
individual
voting
districts
that
are
updated
each
census,
while,
as
lauren
mentioned
elections
are
the
most
common
method
of
board
selection
nationwide.
K
Some
states
have
established
selection
methods
that
combine
appointments
and
elections
or
move
to
establish
an
entirely
appointed
board.
Overwhelmingly.
These
approaches
target
specific
districts
by
name
rather
than
being
blanket
policies
maryland
provides
for
elected
appointed
and
hybrid
boards
in
state
policy,
depending
on
the
district.
Baltimore
county
provides
an
example
of
a
hybrid
board.
The
baltimore
county
school
board
is
made
up
of
11
members,
seven
of
which
are
elected
in
four
of
which
are
appointed
by
the
governor
with
the
assistance
from
a
local
nominating
commission.
K
Three
other
school
boards
in
maryland
are
both
elected
and
appointed
kind
of
providing
that
hybrid
option.
K
Ohio
does
provide
a
mechanism
for
the
establishment
of
a
hybrid
school
board
that
is
district
initiated
school
boards
may
adopt
a
resolution
to
add
appointed
members,
but
the
number
of
appointed
members
must
be
less
than
the
number
of
elected
members
on
the
board.
K
Fully
appointed
boards,
on
the
other
hand,
are
usually
concentrated
in
urban
centers
in
a
followed
state
takeover
in
some
cases,
but
not
all.
For
example,
ohio
policy
only
allows
for
mayoral
control
following
a
period
of
state
control,
with
the
cleveland
metropolitan
school
district,
providing
an
example
of
that
high
profile.
Examples
of
mayoral
control
following
state
policy
action
include
new
york
city
and
baltimore
city
in
new
york
city.
The
mayor
mayor
and
borough
presidents
appoint
board
members.
K
The
mayor
appoints
nine,
while
the
borough
president's
a
point,
one
per
bureau
well
baltimore
requires
a
citizen
nominating
panel
to
provide
mayors
with
a
list
of
prospective
candidates
for
the
mayor
to
choose
from
the
new
york
legislature
is
actually
currently
debating
whether
or
not
to
continue
mayoral
control
in
new
york
city.
K
This
control
is
usually
extended
for
a
period
of
four
years
and
it's
included
in
their
state
budget
bill.
But
this
year
the
legislature
has
removed
the
topic
from
the
budget
discussion
and
will
address
it
in
june.
According
to
local
reporting
on
the
issue,
school
boards
have
continued
to
garner
attention
in
state
houses
throughout
the
country.
In
a
number
of
ways,
the
most
significant
change
was
made
in
illinois
who,
after
many
years
of
debate,
established
a
schedule
to
phase
the
chicago
board
from
an
appointed
board
to
a
fully
elected
21-member
board
by
2027..
K
Finally,
florida
moved
to
establish
a
term
limit
of
12
consecutive
years
for
their
school
board.
Members,
which
would
be
three
terms,
a
number
of
states,
have
also
enacted
legislation
impacting
school
board.
Compensation
and
training
requirements
and
lauren
will
provide
more
information
on
compensation.
Now.
L
Excuse
me,
thank
you
ben.
This
is
lauren
bloomquist
again,
as
with
school
board
selection,
state
policies
vary
in
how
they
approach
school
board
member
compensation
when
it
comes
to
school
board
compensation.
The
majority
of
school
board
members
are
volunteers,
based
on
a
survey
from
the
national
school
board
association
over
60
percent
of
members
report
receiving
no
annual
salary
of
those
who
do
report
receiving
compensation
over
25
percent
earn
less
than
5
000
per
year.
L
State
policies
regarding
member
compensation
vary
widely
states
like
florida
may
mandate
a
base
salary
with
incremental
increases
based
on
the
population
where
the
member
serves.
In
contrast,
states
like
texas
require
members
to
serve
as
volunteers.
There
are
also
states
that
permit
school
boards
to
receive
compensation
without
mandating
or
prohibiting
it.
Several
states
established
limits
on
compensation.
For
example,
indiana
limits
compensation
to
two
thousand
dollars
per
year.
L
K
School
board,
this
is
ben
irwin
again.
School
board
training
has
also
been
a
topic
of
conversation
in
state
capitals.
As
I
know,
it
was
in
nevada
during
the
2016
legislative
session,
when
the
legislature
enacted
training
requirements
for
boards
in
the
state
policy
makers
have
established
minimum
hour
requirements
for
board
training,
ranging
from
4
to
16
hours
over
the
course
of
a
single
year
or
a
full
school
school
board.
Member
term
often
training
requirements
address
address
issues,
including
ethics
curriculum
and
instruction
personnel
policies,
finance
school
law,
community
engagement
and
operations.
K
I
wanted
to
highlight
two
states
that
have
established
comprehensive
approaches
to
school
board
training.
Georgia
requires
the
state
board
of
education
in
partnership
with
the
department
of
education
to
craft
and
oversee
local
school
board.
Member
training.
The
state
board
convened
a
task
force
to,
among
other
things,
develop
and
recommend
standards
for
local
school
boards
and
guidelines
for
member
training.
The
task
force
established
a
new
framework
for
member
training
to
support
a
focus
on
student
achievement
that
was
consistent
with
local
priorities.
K
New
jersey
requires
new
school
board
members
to
complete
a
training
program
that
includes
in
their
first
year
in
office
that
serves
as
an
orientation
for
on-board
governance.
In
subsequent
years
board
members
must
complete
a
school
district
governance,
training
on
school
law
and
other
information
to
enable
more
board
members
to
continue
to
serve
more
effectively.
K
K
K
K
A
recent
analysis
of
voter
records
in
california,
illinois,
ohio
and
oklahoma
also
found
that
school
boards
in
majority
non-white
districts
are
typically
elected
by
a
majority
white
electorate.
The
authors
of
this
study
found
an
association
between
boards
elected
by
a
majority
white
electorate
and
racial
achievement
gaps
within
the
district.
The
author
suggested
moving
elections
to
november
and
even
years
when
voter
turnout
is
at
its
highest
and
moving
to
at
large
seats,
which
can
lead
to
increased
representation
of
communities
of
color
a
report
from
the
fordham
institute.
K
Researchers
have
not
found
sustained
significant
differences
from
one
board
type
to
another.
Research
also
caught
researchers
also
caution
that
there
are
other
factors
that
contribute
to
improved
achievement,
so
it
is
difficult
to
isolate
mayoral
control
and
an
appointed
board
as
a
driver
of
improved
student
outcomes.
K
Proponents
of
a
shift
to
mayoral
control
highlight
a
few
pros
that
may
result
in
improved
governance,
including
the
strategic
use
of
resources,
increased
board
diversity
and
direct
accountability
for
the
appointing
authority.
In
this
case,
being
a
mayor,
opponents
highlight
potential
for
reduced
community
representation
and
community
voice
in
the
school
board.
K
Research
on
effective
governance
can
also
point
to
potential
areas
of
focus
for
training
requirements.
The
national
school
boards
association
conducted
a
literature
review
to
identify
eight
characteristics
of
effective
governance,
including
a
board
organized
around
a
shared
vision
and
goals,
a
board
that
holds
a
belief
that
all
children
can
learn.
A
board
focused
on
setting
high
expectations
for
student
achievement
with
an
accountability
focus.
K
A
collaborative
and
community
communicative
culture
of
the
school
board,
a
board
committed
to
data-driven
decision,
making
a
board
that
aligns
their
resources
to
those
shared
vision
and
goals.
A
board.
That's
developed,
an
effective
working
relationship
with
district
leadership,
an
award
that
undergoes
consistent
team
development.
K
Other
studies
reviewed
and
preparing
for
this
presentation
highlighted
similar
characteristics
in
addition
to
practice
practices
including
effective
collaboration
with
the
superintendent
accountability
for
the
superintendent
and
annual
evaluations
of
board
performance.
All
came
up
in
our
research
as
promising
practices
for
effective
school
board
governance.
K
I
know
we've
covered
a
lot
in
a
short
amount
of
time,
so
we'd
be
happy
to
take
any
questions
you
have,
but
before
opening
it
up
for
q,
a
I
did
want
to
refer
back
to
the
memo
that
we
prepared
for
today's
presentation.
It
includes
all
of
the
content
that
we've
covered
in
about
the
last
15
minutes.
In
addition
to
other
state
examples,
more
details
on
the
state
examples
we
shared
and
relevant
resources,
especially
in
terms
of
research
on
effective
governance.
F
Thank
you
chair,
thank
you
for
the
presentation
and
the
memo
is
incredibly
helpful.
My
first
question
has
to
do
with
the
requirements
to
serve
on
the
tr
as
a
trustee,
both
in
our
state,
as
well
as
in
others
in
particular.
F
F
K
That
that
is
a
great
question
and
we'd
be
happy
to
dig
into.
Oh
I'm
sorry.
This
is
better
when
again
we'd
be
happy
to
dig
into
any
sort
of
qualifications
that
are
outlined
in
law,
but
based
on
the
ohio
and
virginia
examples.
K
They
outline
the
mechanism
in
ohio
for
expanding
the
board,
but
don't
provide
guidance
or
requirements
around
qualifications
and
in
virginia
up
until
1992.
All
of
their
boards
were
appointed
by
a
city-level
governing
entity,
and
then
they
passed
legislation
that
allowed
boards
to
shift
to
been
elected
or
allowed
counties
to
shift
to
an
elected
board
if,
like
through
voter
referendum
and
most
districts,
have
actually
shifted
to
an
elected
board
but
similar
to
ohio.
K
They
don't
outline
clear
qualifications,
but
that's
something
that
we'd
be
more
than
happy
to
dig
into
and
see
if
any
states
have
have
outlined
those
qualifications
similar
to
how
a
state
might
require
superintendents
to
meet
certain
qualifications
as
well.
F
Thank
you
follow
up
if
I
make
sure
yeah.
F
You
so
much
and
then
the
other
question
I
had
was
so
what
I'm
hearing
I
just
wanna,
make
sure
I'm
hearing
this
correctly.
Is
that
the
past
it
it
feels
like
there
has
been
appointed,
but
now
many
state
legislators
legislation
is
moving
now
to
elected.
Am
I
understanding
that
correctly
or
have
I
oversimplified
kind
of
what
has
been
stated
today.
K
That
that's
a
great
question
and
I
think
we
want
to
be
clear
that
a
majority
of
school
boards
throughout
the
country
are
elected
and
have
been
elected.
Historically,
there
are
some
states
like
virginia
who
have
who
shifted
from
appointed
boards
to
elected
boards,
but
they
really
represent
the
minority
yeah
most
school
boards
are
elected
in
maryland,
they've
made
specific
changes
to
individual
boards,
rather
than
making
a
blanket
change,
switching
from
appointed
to
elected.
So
I
would
say
short
answer
to
your
question:
there's
been
historically
there's
been
consistent.
B
Thank
you
vice
chair,
bilbray,
oxford.
G
Thank
you,
chair,
dennis
I'm
looking
at
the
slide
that
you
talk
about
the
training.
I
know
it
says
4
to
16
hours,
which
seems
especially
on
the
fore
end
seems
very
low.
G
A
K
G
The
truth,
so
you
I
think
you
said
four
to
six
hours
over
one
year
or
term.
I
was
just
wondering
who
typically
is
providing
that
training
and
sort
of.
If
you
know,
what's
sort.
K
Yeah
that
that
is
a
great
question.
This
is
ben
irwin
for
based
on
our
understanding,
and
we
haven't
conducted
a
comprehensive
50-state
comparison
on
the
issue,
so
this
is
speculating
based
on
a
sample
of
state
policies
that
we've
collected
the
state
school
boards
association
or
the
state
department
of
education
provide
the
training.
I
think.
In
some
cases
the
state
department
of
education
might
approve
training
providers
who
would
apply
for
the
ability
to
offer
that
training
but
yeah?
K
For
the
most
part,
it's
either
one
of
those
entities,
and
I
will
go
back
to
the
slide
on
school
board
training
just
so
we
can
look
at
some
of
the
content.
I
think
ethics
came
up
as
a
common
issue
across
states
curriculum
and
instruction
or
training
on
student
achievement
came
up
as
a
common
issue.
Personnel
policies,
especially
thinking
about
teacher
employment
contract
policies,
came
up
as
a
significant
issue:
school
finance,
school
law,
community
engagement
and
relations,
and
then
general
district
operations.
K
Thinking
about
providing
for
school
bus
services
and
these
different
day-to-day
operation
issues
that
school
school
districts
have
to
navigate.
Those
were
the
the
main
themes
that
we
identified
in
training
now.
States
might
use
different
language
to
describe
these
issues
or
they
might
have
an
additional
topic
area
included,
but
these
were
were
the
main
ones.
We
identified
from
the
sampling
of
states
that
we
looked
at.
F
B
I
know
so
this
is
center
dinner,
we're
gonna
we're
gonna,
wait.
B
And
also
okay,.
B
Oliver,
that's
going
to
give
a
presentation,
I'm
sure
she'll
cover
it
there
tonight.
G
B
We
also
have
our
legal
counsel
that
can
that
also
is
going
to
so
we'll
probably
wait
to
do
that.
A
A
It's
excellent
to
see
what
everyone
else
across
the
country
is
doing,
but
we're
an
extraordinary
circumstance
where
we're
the
fifth
largest
school
district
in
the
country,
so
so
much
of
what's
happening
everywhere
else.
I
wish
I
could
model
everything
based
on
where
I
grew
up
and
school
districts
that
the
majority
it's
very
few
school
districts
that
even
have
over
five
high
schools-
and
you
know
averaging
one
to
two
high
schools-
maybe
three
and
so
those
are
completely
different
dynamics
and
states
that
have
hundreds
and
we
have
many
states
with
over
a
thousand
school
districts.
A
So
if
we
could
find
out
what
are
the
dynamics
of
the
top,
the
the
10
or
20
largest
school
districts
in
the
country,
because
even
when
we
say
things
like-
oh
you
know-
and
here
at
this
district
they're
just
volunteer
and
they
don't
get
paid
well,
when
you
have
one
high
school
one
or
two
high
schools
and
you
can
make
it
to
all
the
football
games
and
ceremonies.
But
here
what
our
trustees
are
required
to
do
it's
it's
quite
extraordinary
because
of
the
volume
in
our
student
population.
A
So
if
we
could
get
that-
and
I
know
you
don't
have
those
dynamics
today,
but
if
we
could
get
that
information
like
all
of
all
of
the
same
categories
but
literally
being
able
to
plug
in
and
see
what
the
top
10
or
20
do.
I
think
that
would
be
more
helpful
and
more
appropriate.
A
Like
overnight
state
parking
lot,
I
get
it,
but
that's
long-term
parking,
but
my
actual
question
is:
if
you
could
touch
back
on,
I
want
I
to
clarify.
I
want
to
make
sure
I'm
hearing
this
correctly
when
you
were
discussing
about
the
non-white
districts,
that
the
board
members
were
elected
by
the
majority
of
white
people,
so
again,
specifically
in
clark
county
school
district,
where
our
the
majority
of
our
students
and
families
are
not
white.
I
I'm
just
wondering
if,
if
you
could
just
clarify
in
that
again,
please.
K
Yes,
that's
a
great
great
question,
so
I
think,
to
address
your
first
point.
Around
the
dynamics
of
the
largest
districts
we'd
be
happy
to
look
into
that.
In
some
cases,
these
things
aren't
covered
in
state
policy
because
they
are
such
unique
examples
and
I
think
we
we
have
examples
of
mayoral
control
like
in
philadelphia.
K
So
we'll
need
to
do
a
little
more
digging
to
kind
of
figure
out
what
the
dynamics
are
there,
but
we
are
more
than
more
than
happy
to
look
into
that
to
your
second
question
around
the
research
on
the
electorate
for
or
some
school
districts,
the
study
looked
at
ohio,
oklahoma,
california
and
illinois,
and
they
looked
at
voting
records
and
they
determined
that
in
majority
non-white
districts
the
voting
the
voter
turnout
in
the
voting
population
was
made
up
of
majority
white
white
individuals
who
were
actually
kind
of,
I
guess
controlling
the
outcome
of
that
election.
K
If
that
makes
sense,
so
they
they
kind
of
pointed
out
the
disconnect
between
communities
around
who
was
voting
for
school
boards
and
who
was
directly
impacted
by
by
school
board
governance,
if
that,
if,
if
I'm
answering
your
question,
please
let
me
know
if
I'm
not.
K
That's
a
good
question
so
in
in
california,
the
sorry
banner
when
again
in
california,
the
I
do
know
that
their
elections
for
unified
school
districts
are
at
large.
I
would
need
to
look
into
ohio,
oklahoma
and
illinois
policies
to
determine
whether
or
not
they
were
at
large
or
by
voting
district.
I
believe
they
were
by
voting
district,
but
I
can't
say
that
definitively
off
the
top
of
my
head,
I
will
say
that
three
of
the
four
and
I
believe
this
is
included
in
the
memo
three
of
the
four
districts
were
on
off
cycle
elections.
K
I
believe-
and
I
can
verify
that
looking
at
the
memo
here
but
yeah
those
are
kind
of
the
dynamics
of
each
each
state
that
the
researchers
were
looking
into.
A
One
more
follower,
and
because
we
are
are
talking
about
race
at
this
point,
could
we
also
in
our
parking
lot
put
in
unless
you
have
it
readily
available
and
again
looking
at
our
largest
school
districts
in
the
country,
because
those
tend
to
be
the
most
diverse
school
districts
in
our
country?
What
is
the
racial
makeup
do?
Do
the
school
boards
reflect
the
diversity
whatever
that
diversity
is,
but
do
the
school
boards
typically
reflect
the
student
population
when
it
comes
to
diversity.
K
This
has
been
irwin
we'd,
be
happy
to
look
into
that.
I
also
since
we
are
a
state
policy
organization.
I
do
think
it
would
be
helpful
to
also
reach
out
to
the
national
school
boards
association
because
they
do
have
a
little
bit
more
direct
contact
with
boards,
but,
like
I
said,
we
would
be
happy
to
look
into
that,
but
I
don't
necessarily
have
that
information
at
hand.
G
Thank
you,
mr
chair.
My
question
actually
and
thank
you
for
the
presentation.
I
really
did
appreciate
it
you
just
about
at
the
end
of
your
presentation.
You
mentioned
evaluation
of
trustees
and
superintendents
and
I
would
like
to
know
how
did
this
come?
How
does
that
come
about,
especially
in
the
light
of
trustees,
are
elected
and
or
superintendent?
G
Is
you
know,
appointed
by
that
election
of
trustees?
How
do
other
states
evaluate
that
leadership.
K
Ben
irwin
here
that
that's
a
again
a
great
question.
I
think
we
that
came
out
in
the
research,
but
we
didn't
necessarily
dig
into
the
state
policies
addressing
that
issue.
I
know
we
can
dig
into
our
legislative
tracking
to
see
what
requirements
are
in
policy
around
superintendent
evaluations,
but
I'm
not
sure
what
a
board
evaluation
would
look
like.
K
That
was
just
one
thing
that
a
researcher
identified
and
I
believe
it
would
be
internal,
but
I
think
the
national
school
boards
association
would
be
a
good
resource
on
that
and
we
can
see
if
there's
been
state
policy
movement
or
if
the
researcher
was
more
referring
to
a
practice
that
takes
place
internally
among
board
members
as
well.
So
I'm
sorry,
I
can't
provide
more
information
at
the
moment.
B
J
John
miller
did
it
for
the
record.
I
was
wondering
if
you
had
any
more
detailed
research
on
the
experience
where
a
school
district
transitioned
from
one
model
of
governance
to
another,
whether
it
was
from
elected,
say
a
hybrid
or
a
pointy,
or
vice
versa,
and
then,
whether
or
not
you
also
have
research
that
drove
the
change.
In
other
words,
why
did
all
of
a
sudden
not
all
of
a
sudden?
But
why
did
a
change
in
the
governance
model
occur?
K
K
One
of
the
studies
that
was
included
in
the
memo
was
philadelphia
and,
from
my
understanding,
the
state
had
taken
over
the
schools
for
a
period
of
about
18
years
and
then
transitioned
it
to
mayoral
control.
I
believe
their
board
compensation
is
written
into
the
city
charter,
which
makes
also
makes
it
a
unique
example
as
well,
but
I
don't
have
a
ton
of
insight
other
than
like
the
history
of
state
takeover.
I
think
in
cleveland.
K
Their
school
district
is
under
mayoral
control,
with
support
of
like
a
citizen
nominating
panel,
and
that
was
also
the
result
of
takeover
as
well.
In
ohio's
policy
they
actually
require,
after
four
years
of
mayoral
control.
During
that
transition
from
state
takeover
to
mayoral
control.
They
require,
after
four
years
for
voters
to
vote
on
whether
or
not
the
district
will
remain
in
mayoral
control
or
if
it
will
shift
back
to
an
elected
board
in
new
york
city.
K
I
would
need
to
dig
into
the
context
of
the
shift
to
an
appointed
board
to
understand
the
driver
there.
That
decision
was
made
in
2002
by
the
state
legislature,
but
I
don't
necessarily
have
I
I'm
not
unsure
of
the
context
off
the
top
of
my
head,
and
I
think
I
would
want
to
point
out
since
I
did
include
a
few
examples
of
a
transition
from
state
takeover
to
mayor
world
control
that
that
isn't
always
the
case.
K
I
believe
chicago
has
historically
been
an
appointed
board
and
that
was
unique
in
the
state
of
illinois.
I
believe
boston
has
had
an
appointed
board
for
a
significant
amount
of
time
and
it
wasn't
necessarily
the
result
of
wasn't
necessarily
a
transition
from
state
takeover.
K
K
K
But
I
hope
I
answered
your
question
and
I
think
I'm
starting
to
ramble
a
little
bit
so
I'll,
stop
and
see.
If
I
addressed
your
address
your
question.
B
M
Thank
you
deb
oliver,
with
nasby.
I
I'm
just
adding
these
into
a
presentation
for
you,
but
this
is
from
the
national
school
boards
association
about
elected
and
appointed
school
board
members
and
a
percentage
of
50
of
percentages
of
50
states
of
dc
59
of
all
school
districts
are
locally
elected.
19
are
primarily
elected
and
I
will
put
this
on
a
graphic.
So
it's
much
easier
for
you
to
see
and
and
know
that,
and
then
excuse
me
of
urban
school
board
members
that
are
elected
or
appointed.
D
Thanks
good
morning,
janet
wilcox
lavin
from
opportunity
180..
My
question
to
the
presenters
is
around
whether
or
not
in
your
research.
You
were
able
to
identify
any
potential
outcomes
or
intention
of
a
particular
governance
strategy.
Did
you
hear
anything
that
established
what
those
elected
bodies
wished
to
be
true
from
their
school
boards
and
or
establishment
of
a
series
of
outcomes
or
a
set
of
criteria
that
they
were
hoping
to
see
accomplished
through
a
particular
selection?
K
I
think
that's
a
great
question
and
unfortunately
we
didn't
come
across.
This
is
better
when,
unfortunately,
we
didn't
come
across
additional
information,
specific
to
kind
of
the
intention
or
the
outcomes
around
or
the
intention
or
goals
around
a
shift
to
a
specific
structure,
I
really
would
defer
to
the
national
school
boards
association.
K
I
really
appreciate
the
context
that
miss
oliver
provided
just
because
they
do
have
a
lot
more
of
the
perspective
of
the
the
on
the
ground
workings
of
local
school
boards,
and
I
also
think
I
just
wanted
to
kind
of
reiterate
the
point
that
we
really
honed
in
on
examples
of
appointed
boards
or
hybrid
boards,
but
they
do
remain
the
minority
nationwide.
K
E
K
This
is
ben
erwin
thanks.
So
much
for
the
question.
I
think
I
would
defer
to
we
linked
to
the
report
in
the
memo
and
I
think
I
would
encourage
folks
to
look
directly
at
the
findings.
The
researchers
suggested
as
one
of
their
recommendations
that
districts
shift
to
at-large
elections
and
they
cited
other
studies.
That
pointed
to
the
fact
that
this
resulted
in
more
diverse
board
membership.
K
But
with
the
limited
timeline
we
weren't
necessarily
able
to
go
as
deep
in
into
those
studies
as
we
would
have
liked.
So
I
would
defer
to
the
to
the
the
research
that
we
linked
and
unfortunately
I
can't
provide
more
information
off
the
top
of
my
head.
I
Thank
you,
senator
chris
daley
nevada,
state
education
association,
following
up
on
the
chicago
example,
a
little
bit,
which
I
think
is
interesting.
So
it
seems
as
if
chicago
is
moving
historically
a
appointed,
I
think,
was
a
governor
and
then
mayor
or
some
some
state
entity
and
then
the
mayor
of
chicago,
but
moving
to
fully
elected
by
2026.
I
It
seems
as
if
this
is
a
change
that
chicagoans
overwhelmingly
support
polling
or
there
have
been
various
votes
in
the
city
of
chicago,
show,
that
between
70
and
90
percent
of
chicagoans
support,
moving
from
the
appointed
to
the
elected
model
of
school
governance,
and
I've
just
been
trying
to
think
about
why
chicago
and
we've
heard
some
testimony
here
today
that
some
people
in
las
vegas
would
would
prefer
appointed
to
the
elected
board.
I
Yet
an
overwhelming-
and
I
don't
know
if
there's
been
polling
in
las
vegas
or
clark
county
or
in
the
state
of
nevada,
on
that
I
haven't
seen
it
if
there
has,
but
an
overwhelming
majority
of
chicagoans
support,
moving
the
other
direction
and
it
seems
to
me
I
can
think
of
three
reasons
why
I'm
wondering
if
our
presenters
have
any
of
their
own
thoughts.
But
my
thoughts
were
one
voters
sometimes
like
having
the
opportunity
to
vote
right.
I
So
if
you're
gonna
pull
chicagoans
or
registered
voters
or
if
you're
going
to
take
a
vote,
those
are
all
voters.
Obviously
weighing
in
voters,
typically
support
their
ability
and
their
right
to
to
vote
for
decision
makers.
I
think
many
of
nsca's
points
around
why
democratically
elected
school
boards
are
a
better
model.
Despite
a
lot
of
issues
and
problems
that
we've
seen
in
some
recent
years.
I
Perhaps
chicagoans
agree
that
elections,
while
they
can
be
messy,
are
preferable
in
terms
of
choosing
governance
and
then
the
last
thing-
and
I
don't
know
if
this
helps
the
overall
point
position
that
my
organization
has
but
I'll
add
it
into
the
conversation
anyway
for
fairness-
and
I
don't
think
trustee
cavazos
is
beside
behind
me
anymore.
So
I
would
say:
school
governance
is
very
difficult
and
I'm
wondering
if
there's
some
element
of
try
anything
right.
So
lori
lightfoot
mayor
lightfoot
appointing
a
chicago
school
board.
I
The
perception
in
chicago,
I
would
say
similar
to
the
you
know
perception
here
in
las
vegas
is
that
something
is
broken
in
the
school
system,
and
so,
if
there's
something
broken,
perhaps
our
governance
model
isn't
working,
and
so
just
for
food
for
thought
and
panelists
have
you
have
you
looked
at
anything
like
this
or
public
opinion
on
school
governance
or
the
chicago
example,
specifically
or
perhaps
the
clark
county
example?
I
know
that
you
know
there's
17
school
districts
but
oftentimes
here
in
las
vegas.
We
talk
about
the
clark
county
school
district.
K
This
is
better
when
I
appreciate
your
your
insight,
especially
as
you're
thinking
about
like
the
individual
dynamics
of
a
city.
So
I
guess
I
have
two
points
that
I
really
want
to
convey
with
our
presentation
we're
an
unbiased,
non-partisan
organization,
and
I
hope
that
none
of
this
came
across
as
advocating
for
one
route
or
another.
K
K
I
think,
looking
at
the
new
york
legislature,
they're
debating
right
now,
whether
or
not
to
shift
from
mayoral
control
back
to
an
elected
board
chicago
after
years
and
years
of
debate
decided
to
make
the
ship
make
the
shift
from
appointed
to
elected
and
from
our
position
as
kind
of
this
national
organization.
K
We
don't
necessarily
have
insight
into
what
those
decisions
are,
but
we
understand
they're,
deeply
rooted
in
community
dynamics
and
if
there's
one
thing
we
know
about
school
boards,
whether
elected
or
appointed
boards
work
differently
across
the
board
like
we're.
We're
based
in
denver-
and
there
are
a
number
of
school
districts
around
us
that
all
operate
in
very
different
ways,
despite
having
a
similar
governance
structure
and
a
lot
of
times
that
comes
down
to
dynamics
within
the
board
between
board
members,
the
political,
tides
and
communities
that
result
in
shifting
priorities.
K
So
I
think
all
digress.
But
I
I
think
the
the
points
that
you
raised
are
really
important,
but
they're,
not
necessarily
things
that
we
can
provide
insight
on
as
a
state
policy
organization.
H
H
I
think
that
we
have
to
go
back
to
you
know
what
are
the
intentions
here
versus
the
the
structure,
at
least
from
one
perspective,
you
know
it's
about
students,
it's
about
outcomes,
it's
about
our
families,
it's
about
economic
development.
So
what
are
we
trying
to
accomplish
here
at
the
end
of
the
day?
H
Now
I
you
know
our
organization
focuses
on
tax
policy.
We
focus
on
health
care,
we
focus
on
judicial
issues,
but
we
know
the
difference
between
an
educated
and
energetic
uneducated
citizenry
hopes
all
those
other
issues
if
we
have
an
educated
citizenry.
So
we
spend
a
lot
of
time
in
this
in
this
space
right
and
the
only
reason
we
got
on
in
this
space
almost
18
years
ago
was
because
of
challenges
that
came
about
with
dysfunction
at
the
school
board
level.
H
The
pragmatic
side
of
it
is
how
is
it
functioning
from
a
structural
perspective
because
we're
all
leaders
from
a
political
perspective
leaders
from
a
business
perspective?
You
have
to
look
at
well,
how's,
it
how's
it
running
itself,
and
then
we
were
pulled
into
the
governance
side
of
it.
And
then
you
look
nationwide.
Could
you
say
how
else
is
everybody
else
doing
it,
and
then
we
started
looking
at
it
from
a
structural
perspective,
and
then
we
got
into
this
whole
appointed
versus
non-appointed,
because
that
seems
to
be
how
everybody
else
is
doing
it.
H
I'm
a
fake
researcher
and
the
research
is
only
about
10
years
old,
12
years
old,
maybe
rick
hess
from
the
american
enterprise
institute,
and
it
seems
like
and
argue
with
me
because
I'm
not
a
researcher,
I'm
a
business
girl
that
large
urban
districts,
the
academic
gains
gains
predominantly
happen
with
the
minority
kids
over
time,
and
then
they
begin
to
even
out,
but
again
it's
10
years
and
the
gains
consistently
happen
in
the
non-academic
functions
of
the
district.
That's
where
you
really
see
it
hit
out
of
the
park,
but
those
are
where
the
gains
are
I'll.
H
Take
those
gains
here
guys
right
now,
because
we
don't
seem
to
be
happening
anywhere
right
now
and
from
the
intentional
perspective,
when
we've
really
focused
on
this
in
a
renewed
effort
over
the
last
year,
we're
looking
for
accountability
because
nobody's
accountable,
it's
kind
of
camp
run
amok
and
we're
looking
for
representation.
The
diversity
element
is
really
important
to
us
and
we
don't
have
it
near
enough
and
we're
looking
for
participation.
H
People
seem
really
shut
out
of
the
process,
so
those
are
our
real
important
elements
and
if
you
have
those
elements
in
the
conversation,
then
we
can
get
to
a
structure
that
everybody
is
agreeable
on.
So
we're
our
group
is
less
stuck
on
the
structure
than
the
the
intentions
that
get
us
back
to
kids
and
outcomes
and
families
and
economic
development
and
more
respect
for
the
investment
you
make
in
these
systems
and
then
we'll
get
to
a
structure.
So
I
mean
yes
appointed
versus
elected.
H
H
But
but
it's
about
kids,
it's
about
diversity.
It's
about
participation!
It's
about
inclusion!
It's
a
it's
about
engagement
and
those
elements
are
not
in
the
process
right
now,
they're,
not,
and
that's
what
we
are
that's
the
best.
The
conversation
is
at
right
now
for
all
of
us
and
if
we
have
those
elements
in,
I
think
the
structure
will
emerge.
H
H
H
D
Thank
you,
anna
binder,
for
the
record,
with
all
of
the
districts
that
you
looked
at
in
your
study.
Are
they
all
a
part
of
chiefs
for
change
and
are
they
all
members
of
the
council
for
great
great
city,
schools.
K
That
is
a
wonderful
question.
I
am
not
this
better
one
for
the
record.
I
am
not
sure
off
the
top
of
my
head.
I
know
that
the
council
of
great
city
schools
came
up
a
couple
times
in
our
research,
but
can't
say
with
authority
whether
or
not
the
districts
we
were
looking
at
are
members
in
that
organization,
and
I
also
think
to
the
point
around
the
research
base.
K
It
is
young
and
it
is
extremely
difficult
to
isolate
governance
as
a
driver
of
improvement,
and
I
think
that's
just
kind
of
an
important
point
that
we
wanted
to
convey
during
this
presentation.
Just
because
there
are
so
many
factors
at
play.
There
are
changes
to
state
policy
that
could
impact
improvements.
There
are
changes
to
local
policy
and
different
things
like
that.
Back
to
your
question
around
whether
or
not
they're
involved
with
chiefs
for
change
or
the
council
of
great
city
schools,
I
am,
I
am
not
positive.
D
D
But
what
to
this
wonderful
woman
just
said:
I'm
just
a
parent
and
we're
shut
out,
because
the
governance
policies
that
exist,
at
least
here
in
clark,
county
school
district,
shut
us
out,
and
that
is
a
huge
huge
factor
and
we
do
need
oversight.
We
need
some
type
of
policy
higher
than
the
board
of
trustee,
so
they
can
do
their
job
efficiently
and
we
a
lot
of
us
not
all
of
us,
but
we
believe
that
the
chiefs
for
change
is
a
huge
problem
with
that
for
us.
So
thank
you.
E
Thank
you
senator
dennis
warren
hardy
with
council
for
better
nevada.
I
more
more
comment
than
than
anything.
The
gentleman
from
the
teachers
associate
state
teachers,
association,
rhetorically
asked.
The
question:
is
this
just
an
effort
to
do
something?
I
think
the
answer
to
that
is
yeah.
This
is
an
effort
to
do
something
and
if
you're
going
to
do
something,
I
think
you
start
with
governance
because
that's
where
the
buck
starts
and
that's
where
the
buck
stops.
E
E
It
is
an
effort
to
do
something
because
what
we
have
currently
isn't
working,
it's
not
working
for
our
kids,
it's
not
working
for
our
parents,
and
so
I
have
no
preconceived
notions
of
what
comes
next
after
the
governance,
but
that's
where
the
accountability
lies
and
that's
where
the
buck
stops.
So
I
think
that's
where
we
start.
J
John
millard,
I
just
want
to
share
this
with
folks
in
this
room
and
the
panel
of
legislatures.
The
turning
point
for
my
organization
was
after
the
2019
session.
There
was
a
piece
of
legislation
passed,
it
was
called
ab-309
and
many
people
might
remember
that
bill
because
there
was
embedded
in
there
a
salary
increase
for
educators.
That
was
a
bill
that
we
worked
with
with
speaker
fryerson.
There
was
another
component
to
that
bill
and
cca
had
spent
a
year
of
research
and
worked
hand-in-hand
with
lcb
to
try
to
figure
out.
J
How
can
we
generate
additional
revenue
for
instruction
at
the
local
level
and
there
were
statutorial
and
constitutional
restrictions
to
that
because
of
disparity
arguments,
all
money
had
to
flow
from
the
state,
but
we
did
find
and
it
became
part
of
ab309
that
a
county
commission
could
pass
a
tax
for
a
number
of
reasons
and
two
areas
around
education
that
it
could
pass
forward.
Pre-K
and
adult
education
and
the
pre-k
is
foundational
for
anybody.
J
That
knows
in
terms
of
advancing
a
child's
education
with
a
good
base,
and
there
were
up
to
that
point
investments
in
pre-care
pre-k
in
this
state,
but
not
on
the
skill
that
our
educational
system
needed
now
that
bill
passed
and
the
county
commission
held
a
joint
meeting
with
the
school
board
trustees
to
talk
about
how
they
could
use
that
sales
tax.
I
think
it
was
a
half
a
cent.
J
We
were
at
that
meeting
and
nothing
came
out
of
that
meeting,
because
the
school
board
trustees
at
that
meeting
were
not
cooperative
with
the
county
commission
and
it
and
it
wasn't
made
up
of
the
current
members
of
the
clark
county
school
board,
some
of
them.
But
it
was
a
different
group
of
school
board.
Now,
if
that's
not
an
example
of
school
governance,
that
has
been
provided
a
funding
opportunity
to
increase
instruction
and
not
just
any
instruction
significant
instruction
for
kids
and
they
failed
for
us.
That
was
a
moment.
Something
has
to
be
done.
G
Thanks
paul
moradkan
with
the
vegas
chamber,
so
I
think
from
a
chair
perspective
and,
first
of
all
thank
you
to
the
presenters.
I
think
this
was
very
helpful
is
that
communities
across
the
country
and
states
are
looking
their
models,
and
I
think
you
know
starting
this
presentation
this
morning-
is
that
our
current
mall
is
based
in
1956.
G
G
G
B
Okay,
so
I
just
want
to
make
sure
right
now
we're
on
this
presentation,
and
I
want
to
hear
all
these
comments
and
we're
going
to
have
a
section
if
you
have
ideas-
and
you
know
where
we
need
to
go,
but
I
want
to
make
sure
that
we
get
to
all
the
presentations
so
that
we
can
then
have
these
other
discussions.
So
I
don't
want
to
get
too
far
off
track
here.
So,
first
of
all,
let's
see
anybody
that
hasn't
asked
a
question
yet
so
I'm
going
to
go
to
a
second
chance
here:
okay,.
D
Thank
you
anna
binder,
for
the
record
again,
so
I
recently
came
into
contact
with
tht's
last
audit.
I
also
have
a
very
comprehensive
spreadsheet
of
all
of
ccea's
financial
contributions
for
elections
for
the
last
three
years.
Tht.
B
D
Okay,
thank
you
annabinder
for
the
record
again,
if,
if
we're
going
over
governance
and
like
he
said,
we
have
to
start
at
the
top,
we
can't
postpone
it
beyond
next
legislative
session.
Thank
you.
L
Rebecca
garcia
nevada
pta
so
wondering
in
your
review,
you
commented
on
how
sometimes
large
school
districts
are
falling
under
different
governance
models
or
different
statutes
within
a
state
versus
the
rest
of
the
population
per
se.
Our
problems
aren't
related
just
to
clark.
I
mean
elko
had
massive
upheaval
in
the
last
year
with
their
governance
structure
as
well.
L
K
I'm
ben
erwin
for
the
record
thanks
so
much
for
the
question
from
our
findings.
It
wasn't
as
common
to
have
like
an
entirely
different
model
for
an
urban
district
like
we.
We
have
the
high
profile,
examples
in
boston,
philadelphia,
new
york,
new
york
city
and
I'm
blanking
on
the
last
one
baltimore
city.
Thank
you,
but
it's
not
necessarily
the
case
across
the
board.
I
think
the
utah
example
we
cited.
K
If
the
district
has
a
population
of
over
100
000
students,
then
they'll
they
will
have
more
board
members,
but
we
didn't
necessarily
find
different
sections
of
code
specific
to
cities
in
every
state.
K
I
think
you
can
point
to
reasons
why
chicago
and
philadelphia
and
new
york
city
do
have
those
different
sections
of
code,
considering
just
how
large
they
are
as
districts,
but
we
can't
necessarily
speculate
on
the
intent
of
the
legislature
why
they
carved
it
out,
but
I
hope
I'm
answering
your
question.
It
wasn't
extremely
prevalent,
but
for
some
of
these
major
major
metropolitan
areas,
states
decided
to
carve
out
different
policies
for
for
those
for
those
cities.
B
Okay,
something
along
with
that,
the
senator
dennis.
Did
you
in
the
research?
Was
there
anything
that
that
would
give
insight
into
the
size
of
the
board,
making
a
difference
one
way
or
another
if
it's
larger
or
smaller,.
K
Yeah,
thank
you
for
the
question
ben
irwin.
No,
we
didn't
find
research
on
board
size
during
the
the
review
period.
We
we
did
look
for
any
sort
of
resources
on
the
impact
of
the
size
of
the
board,
but
yeah
could
not
did
not
find
an
individual
study,
and
I
think
some
of
that
comes
down
to
how
do
you
isolate
the
impact
of
board
size
when
so
much
of
governance
is
dependent
on
internal
board
dynamics?
K
So
short
answer:
we
were
not
able
to
identify
any
any
research
that
dug
into
that
it
doesn't
mean
it
doesn't
exist.
We
can
continue
continue,
looking
keeping
an
eye
out
for
any
studies
that
address
that.
I
I
Being
the
the
three
percent
raise
item
in
2019,
it
seemed
to
me
that
the
timing
had
more
to
do
with
2020
and
the
election
of
lisa
guzman
to
the
clark
county,
school
district
board
of
trustees
out
of
district,
a
and
I'll
just
say
this
about
elections
having
done
elections
for
25
years
or
so
sometimes
you
win
elections,
and
sometimes
you
you
lose
elections
and
I
think
all
the
electeds
on
the
diocese
get
this
in
terms
of
accountability,
but
with
elections
you
have
at
least
you
know,
it's
not
perfect
the
role
of
money
in
elections,
the
participation,
the
discussion
around
you
know
voting
patterns,
and
you
know
various
communities
and
white
voters.
I
What
we've
seen
over
the
last
couple
of
sessions
is
a
real
strong
push
to
increase
participation,
to
try
and
go
for
greater
greater
levels
of
enfranchisement,
and
I
think
you
know
it's
interesting
that
there's
the
conversation
with
school
boards
that
you
know
seems
to
be
in
part
moving
in
the
opposite
direction,
while
the
conversation
around
electing
members
of
the
legislature
or
governor
or
federal
representatives
is
moving
into
the
one
where
how
do
we
actually
work
to
perfect,
improve
and
then
perfect
our
democracy?
I
And
I
think
it
would
be
great
if
we
could
have
a
conversation,
I'm
not
sure
if
there
are
gonna
be
presentations
this
morning
about.
You
know
more
about
that.
I
know
that
some
of
the
discussion
of
at
large,
some
of
the
discussion
of
you,
know
looking
at
cueing
elections
up
with
the
presidential
general
election.
I
Those
things
make
sense,
but
I
think
there's
all
sorts
of
other
things,
conversations
around
rent
choice
that
are
happening
that
would
allow
for
an
entire
election
to
be
completed
in
a
november
general,
where
there
are
greater
numbers
of
voters.
You
know
ideas
around
public
financing
to
to
limit.
You
know
the
negative
impact
of
money
in
elections.
I
think
all
of
these
things
should
be
on
the
table
and
in
the
discussion,
because
I
agree
that
something
should
be
done.
I
But
if
you
want
to
go
somewhere
and
end
up
in
the
right
place,
you
don't
just
get
in
your
car
and
drive
in
any
direction
like
you
need
a
direction
to
go
in
and
then
drive
and
I'm
hoping
that
we
can
figure
out
what
direction
we
want
to
go
in
before
we
take
off
and
go
on
a
joyride.
B
L
K
I'm
ben
erwin
for
the
record.
We
can
look
into
board
qualifications.
I
I
know
there
are
some
things
in
policy
around
boards
needing
to
select
an
executive
director.
We
can
see
what
information
there
is
on
treasurer's
attorney
council,
whatever
that
might
be
didn't
see
anything
specific
to
that
in
our
research,
but
we
also
weren't
looking
for
those
provisions,
I
think
to
your
question
around
state
takeover
and
receivership.
K
Those
fall
more
in
our
understanding
of
school
improvement.
The
findings
on
those
policies
are
extremely
limited.
Very
mixed,
like
it
very
much,
depends
on
the
state
the
school
system,
whatever
it
might
be,
so
we
can
do
additional
research
and
share
our
resources
on
some
of
those
efforts
that
fall
kind
of
in
this.
The
way
we
conceptualize
state
interventions
around
school
improvement,
but
can't
necessarily
speak
with
authority
on
their
impact
right.
This
minute.
B
Okay,
mr
killian,
I'm
gonna
ask
you
to
chime
in
a
little
bit
on
there's
a
couple
different
things
that
people
talk
about
elected
versus
appointed,
but
when
it
comes
to
qualifications,
is
there
limitations
in
the
law
as
far
as
implementing
qualifications
for
any
model
that
we
we
do.
E
Thank
you,
mr
chair
asher,
killian
committee
council.
So
under
current
law
in
nevada,
it's
nrs386
240.
the
qualifications
and
as
a
preface
currently
in
nevada,
all
school
board
members
are
elected,
and
so
the
the
qualifications
for
trustees
and
386
240
are
very
limited.
You
simply
have
to
be
a
qualified
elector
and
you
have
to
satisfy
the
relevant
residency
requirements.
E
Those
always
include
living
in
the
county
where
the
school
district
is
based,
depending
on
the
size
of
the
school
district.
Some
seats
may
be
at
large
for
some
of
the
smaller
districts.
B
So
just
so,
I'm
clear
you
just
said:
there's
no
constitutional
prohibition
to
actually
create
some
qualifications
in
that
right.
That's
correct!
That's
true,
and
that
would
also
apply
in
an
appointment
situation.
Correct.
E
Yes
again,
asher
killian
committee
council.
If
the
legislature
chose
to
move
from
a
fully
elected
model
to
some
sort
of
model
that
includes
appointments,
the
legislature
would
be
free
to
establish
qualifications
for
the
appointed
members
for
the
boards.
Okay,
other.
E
Sure,
mr
chairman
mark
whiner
ncsl,
I
don't
know
if
you
guys
can
see
this
my
there.
It
is
by
the
magic
of
camera
just
followed
up
with
some
of
the
qualifications,
the
training,
the
election,
the
appointed
versus
elected.
We
talked
about
composition,
diversity.
E
We
actually
talked
about
composition,
quite
a
bit
nationwide
provisions
that
ecs
provided
us
a
perspective,
etc.
So
if
anybody
has
a
big
issue
that
I
missed
or
that
we
should
or
the
committee,
if
you
have
another
issue
that
you
want
to
add,
I'm
happy
to
do
so.
So
is
this
one
we
break,
but.
B
All
right
well,
thank
you
very
much
sure,
so
I
guess
we're
we're
going
to
take
a
break.
Let's,
let's
take
a
break
till
a
quarter
till
I'm
going
to
give
them
the
chance
to
change
the
technology
and
then
also
any
other
things
that
you
need
to
do
so,
let's
we're
we'll
be
on
recess
until
or
10
45.
B
Okay,
I
think
we're
gonna.
I
hate
to
stop
some
good
discussion,
but
hopefully
we'll
have
another.
We'll
have
another
break
where
you
can
have
some
discussion
and
then
we'll
have
some
discussion
at
the
end
too.
So
so
why
don't
we
go
ahead
and
start
again
and
I'm
gonna
turn
it
back
over
to
mr
kleiner.
E
M
Good
morning,
chair
dennis,
thank
you
for
having
me
committee.
I
am
dr
deb
oliver
with
the
nevada
school
boards
association
and
for
my
time
with
you,
I
really
would
like
to
talk
to
you
about
elected
school
board,
governance,
focusing
on
nevada
and,
what's
going
on
with
in
nevada,
really
having
an
understanding
listening
to
comments
today
appreciate
the
presentation
and
the
information
that
was
shared
at
a
national
level
looking
around
at
what
is
going
on
in
governance,
but
I
think
there's
something
that
is
very
important
for
all
of
us.
M
To
really
understand
is
what
is
school
board
governance,
so
we're
going
to
dive
into
some
of
that?
I'm
going
to
try
and
do
this.
So
we
go
this
way.
So
again,
I'm
with
the
nevada
association
of
school
boards
and
a
bit
about
the
nevada
association
of
school
boards
is.
We
are
the
association
that
all
of
our
membership
are
trustees
throughout
the
state.
We're
a
non-profit
organization
and
the
government
of
the
association
is
by
the
elected
officials.
M
The
elected
trustees,
each
of
the
17
districts
is
represented
on
our
board.
Both
washoe
and
clark
county
have
an
additional
one
or
two
representatives
on
our
board,
which
looking
at
their
student
population
and
what
they're
doing
so.
We
really
feel
that
the
there's
equal
representation
on
the
association
board
to
give
us
a
unified
voice
in
what
is
what
is
of
interest
and
what
needs
to
be
supported.
M
M
In
the
state
of
nevada,
so
with
our
association,
we
really
focus
on
training
and
information.
We
are
the
provider
of
training.
Professional
learning
really
is
how
I
like
to
call
it
it's
leadership
and
governance
and
everything
that
that
is
revolved
around
the
professional
learning
that
the
school
board
members
go
through.
Has
the
lens
of
school
board
governance,
which
is
a
different
beast
at
times,
as
we
all
know
than
other
types
of
governance,
say,
non-profit
governance
or
any
other
kind
of
governance.
So
the
focus
is
on
school
board
governance.
M
The
advocacy
work
that
the
association
provides
is
from
the
voice
of
all
107
members
of
our
of
our
association
oops.
Let
me
go
back
when
sorry,
I
clicked
too
fast.
We
offer
policy
support,
not
necessarily
services,
but
we
offer
policy
support
to
districts
that
need
some
advice
or
some
help
with
some
of
the
policies
that,
as
they
begin
to
write
and
how
to
administer,
administer
them.
M
As
the
question
was
asked
earlier,
they
not
only
write
policy
for
their
district,
but
they
also
uphold
that
policy
and
represent,
hopefully
the
policy
that
they're
writing
with
their.
You
know
within
the
work
that
they
do
and
we
also
provide
superintendent
searches
within
the
last
three
years.
We
have
supported
four
districts
with
their
superintendent
searches,
because
that
is
a
main
role
of
a
school
board
is
to
hire
and
support
and
work
with
their
school
superintendent.
M
M
The
the
nevada
school
board
association
is
also
an
affiliate
of
the
national
school
boards
association,
and
here
the
national
school
boards
association
also
provides
so
much
training
and
support
to
our
membership.
There's
a
national
conference
that
was
recently
held
at
the
beginning
of
april,
where
they
hear
national
voice,
there's
opportunities
for
school
board
members
to
come
together
with
those
from
around
the
state
and
collaborate
and
share
ideas
and
exchange
things
that
are
going
on
within
their
their
districts
within
their
state.
M
What's
happening
legislatively
in
different
states.
What's
happening
within
large
districts,
what's
happening
in
our
rural
districts
and
the
conversations
are
rich.
Those
that
attend
the
regional
meetings
then
bring
them
back
and
share
them
within
districts,
and
that
really
helps
shape
the
direction
and
ideas
that
our
association
have,
and
I
think,
a
key
piece
that
we
all
have
is
that
all
children
should
have
equal
access
to
an
excellent
education.
And
that
really
is
a
goal
of
both
of
our
organizations.
M
There
was
a
question
that
was
just
asked
why
you
do
not
have
these
slides
in
front
of
you?
I've
just
put
them
in.
I
shared
the
information,
but
I
just
wanted
you
to
see
that
when
we
look
nationally,
this
information
is
from
the
national
school
boards
association.
They
did
share
this
with
me
recently
that
we
look
at
59
percent
of
school
boards
throughout
the
united
states
and
washington
dc
are
locally
elected.
M
I
know
some
of
you
are
writing
that
down.
Did
I
go
too
fast?
It
is
in
the
it
is
on.
I
put
them
in
the
new
powerpoint.
So
if
we
need
those,
we
can
definitely
get
those
to
you.
So
the
other
piece
here,
as
we
were
talking
about
the
elected
or
appointed
in
urban
schools,
and
what
does
that
look
like
82
percent
of
our
urban
schools,
the
larger
schools,
our
local,
are
primarily
locally
elected.
M
M
A
volleyball
match
a
track
meet
a
drama.
An
art
showing
schools
are
the
heart
of
a
community,
and
very
valuable
to
every
community
is
having
a
voice
in
what
that
school
looks
like
it
was
shared
earlier
that
there's
really
no
set
idea
of
what
it
looks
like
because
it
really
is
set
on
the
vision
and
the
values
of
the
board,
which
represents
the
vision
and
the
values
of
the
community,
and
that
that's
why
they
look
different
in
different
communities,
we're
going
to
see
schools
that
might
look
different
just
within
our
state.
M
So
I'm
going
to
bring
this
now
back
to
nevada,
where
school
boards
in
nevada,
we
have
17
locally
elected
school
boards.
We
have
17
districts
in
the
state,
each
district
has
I'm
sorry.
Each
county
has
a
district
and
each
of
those
has
an
elected
school
board.
We
have
15
rural
communities
or
what
we
would
say
are
rural
excuse
me
carson.
I
know
they
don't
think
so,
but
they
still
fall
within
that
parameter.
M
Each
are
governed
by
statutes
and
regulations
that
have
been
set
by
the
through
legislation.
The
qualifications
which
we
have
already
discussed,
the
ethics
that
they
follow
also
come
from
legislation,
the
terms
that
they
have
we
we
have
discussed,
they
have
a
four-year
term
three
year.
I'm
sorry
four-year
terms
and
have
three
of
those,
and
then
the
training
is
also
governed
by
regulation,
which
I'll
I'll
talk
more
about
so
a
legal
basis
for
governing
boards.
M
We
look
at
nrs
386
and
that
that
statute
really
describes
what
the
governing
body
is.
M
M
It
allows
for
more
direct
accessibilities
for
the
families
having
the
elected
boards
because
again,
they
feel
as
though
they
have
had
that
opportunity
to
elect
them
in
and
say.
This
is
the
person
that
we
want
to
represent
our
ideas,
our
vision
and
our
values
of
what
that
is,
and
it
really
creates
for
us
here
in
nevada
that
nonpartisan
idea
in
who
is
running
our
our
schools,
that
it
isn't
that
that
is
that
it's
nonpartisan
I'll
just
say
that
which
is
really
in
the
best
interest
for
students
and
for
those
that
work
in
the
district.
M
M
We
have
13
600
local
school
districts
in
the
united
states
and
well,
I
guess
I
should
say
eighty
six
thousand
of
those
ninety
thousand
are
elected,
so
we,
as
we
have
been
talking
and
the
conversation
has
been
going-
the
elected
there
is
a
purpose
behind
that
elected,
and
that
is
really
that
voice
and
choice
of
the
constituents
within
the
community
to
be
able
to
have
their
voice
in
nevada.
As
I
mentioned,
we
do
have
107
elected
members
representing
their
their
areas,
their
districts,
their
regions
or
their
open
areas.
M
When
we
think
of
that
stakeholder
engagement,
recently,
we
were
also
was
mentioned-
was
was
looking
at
ethnic
minorities
and
what
does
that?
How
does
that
represent?
As
we
look
at
elected
officials,
it
offers
an
opportunity
for
our
ethnic
minorities
to
get
involved.
M
It
gives
them
the
opportunity
to
have
the
representation
that
they
are
seeking
that
we
need
to
help
them
seek
and
helps
them
to
provide
that
community
in
community
service
it
by
having
elected
board
members.
It
really
ensures
the
ability
to
have
that
door
open
for
anyone
in
the
community
to
be
involved.
It
gives
them
that
opportunity.
M
M
We
want
you
to
represent
us,
so
there's
going,
there's
a
feeling
that
there's
more
ability
for
that
conversation
that
two-way
conversation
to
occur
between
the
people
in
the
community
and
their
school
board
members
an
increased
opportunity
for
discussions
through
community
conversations,
school
board
members
will
go
out
into
their
communities,
sometimes
sitting
in
high
schools
or
elementary
school
libraries
and
open
up
to
the
community
and
talk
to
them
and
find
out
what
is
it
that's
going
on
what's
happening
here?
Are
some
things
we're
thinking
about
as
a
board?
How
does
that
relate
to
you?
M
H
M
We
talked
about
voter
turnout
and
in
the
last
presentation
we
we
heard
that
there
wasn't
great
voter
turnout.
Well,
this
is
these
are
some
percentages
from
our
last
election
and
in
clark
county,
the
trustee
a
seat
had
80.35
percent
voter
turnout
for
that,
and
you
can
see
what
they
are
here
when
we
get
to
the
commissioner
level
77
the
county
commissioner
77.61
percent
commissioner
b
75.71
percent.
M
This
is
this.
This
shows
the
community
wants
to
be
involved
in
in
choosing
their
school
board
members
for
washoe
county.
Here
again,
we
can
see
such
similarities.
There's
not
enough
disparity,
I
think
here
to
say
from
trustee
a
in
washoe
county
at
87.5
45
percent,
and
then,
commissioner,
a
is
86
and
commissioner
b
84
percent.
M
So
again,
an
example
that
our
communities
are
turning
out
to
vote
for
their
school
board
members
and,
to
give
you
a
an
example
in
a
rural
community
in
elko
county,
we
had
76
and
75
percent-ish
for
the
school
board
members
and
a
county
commissioner
at
85
percent.
M
I
know
ms
sturm
shared
these
this
with
you
on
what
the
compensation
is
for
school
board
members,
but
here
we
have
under
twenty
thousand,
is
two
hundred
and
fifty
dollars
per
month
and
for
over
twenty
thousand
to
just
under
one
hundred
thousand
is
four
hundred
dollars
per
month
and
over
one
hundred
thousand
population
is
seven
hundred
and
fifty
dollars
per
month
that
can
be
paid
out
by
monthly
or
monthly,
and
it
also
includes
reimbursement
for
travel
mileage,
food
hotels,
all
at
the
gsr
rate,
the
government
rate
as
a
comparison.
M
M
So
this
is
where
we
really
need
to
start
looking
at
what
do
school
board
members
know:
how
are
they
doing
the
work
that
they
do
from
ab451
386,
each
elected
or
appointed
trustee
will
complete
in
their
first
and
third
term,
no
less
than
four
hours
of
instruction,
so
no
less
than
they
have
to
have
four
hours
to
all
of
this
list.
That
is
here
and
that's.
M
So
when
we
look
at
at
this
statute,
we're
looking
at
school
board
members
that
need
to
have
up
to
no
less
than
four
hours
of
training
on
their
first
and
their
third
term
covering
all
of
these
items.
M
It
is
a
big,
a
big
bite
in
four
hours
of
what's
required,
assemblywoman
miller,
when
you
mentioned
earlier,
we
heard
of
four
hours
to
15
hours
that
some
school
board.
Oh
I'm
sorry
excuse
me,
yes
was
the
the
thought
of
four
hours.
Is
that
all
because
you,
maybe
you
had
said
we
go
through
three
days
or
four
days
of
deep
training
over
the
past
several
years
with
our
school
boards?
M
Some
these
are
throwing
ideas
things
to
think
about,
because
what
we
really
want
to
have
are
effective
school
boards
and
we
want
to
have
effective
school
board
governance
very
different
than
other
things.
So
I
have
the
question
and
write
this
down
take
a
moment
to
think
about
it.
But
what
does
effective
school
board
governance?
Look
like
what
is
effective
school
board
governance.
M
M
There's
a
commitment
to
be
effective,
there's
a
commitment
by
all
on
a
board
to
serve
all
children
equal
to
equally
equitably
and
the
whole
child
that
there's
a
democratic
process
for
all
of
the
stakeholders
to
have
a
voice
in
what
happens
in
a
school
board
in
their
meetings
prior
to
their
meetings
in
the
policy
that
they
set,
that
they
have
direct
ex,
that
they
are
directly
accessible
to
policy
makers
like
yourselves
to
be
able
to
share.
What's
going
on
that,
there's
accountability
and
transparency
on
a
board.
M
M
The
studies
identified
eight
characteristics
of
school
boards
with
higher
levels
of
student
achievement
and
how
they
led
their
districts
toward
high
performance.
The
conclusion
of
this
study
is
school
board.
Actions
are
a
key
part
of
a
culture
of
improvement,
and
school
boards
can
create
conditions
that
promote
student
learning.
M
Key
focus
on
student
learning
I'll
get
to
the
eight
in
just
a
moment,
but
what
the
outcome
of
this
study
and
a
quote
from
this
study
is
student
outcomes?
Don't
change
until
adult
behaviors
change
I'll,
say
it
again:
student
outcomes,
don't
change
until
adult
behaviors
change
so
who
are
those
adults,
who's,
adults,
behavior
who?
Who
which
adults
have
to
change
their
behavior.
M
Are
we
pointing
here
here
the
principal,
the
parents,
the
teachers
of
behaviors,
the
school
board?
Members
have
to
change
the
superintendent
administration?
We
can
go
all
over
the
place
and
say
the
adult.
You
know
whose
adult
behaviors
are
we
talking
about
and
in
every
workshop
that
I
do
in
every
training
that
I
do,
whether
here
in
nevada,
outside
of
nevada
student
outcomes,
don't
change
until
adult
behaviors
change,
starting
with
me,
and
that
would
be
true
for
everyone
in
this
room
and
everyone
that's
listening
to
this
today
to
this
workshop
today.
M
Student
outcomes
are
the
most
important
thing.
The
only
thing
really
that
a
school
provides
is
that's.
What
they're
there
for
is
to
help
develop
the
whole
child,
so
effective
school
boards.
What
do
they
look
like
recently?
I
I
know
that
mr
mr
irwin
said
these
they're
here
in
front
of
you
now
the
eight
ideas
that
we
think
of
for
effective
school
boards
are,
I'm
gonna
put
my
glasses
on,
so
I
can
read
these
commit
to
a
vision
of
high
expectations
for
student
achievement
and
quality
instruction,
and
they
define
clear
goals
toward
the
vision.
M
And
if
we
go
back
to
that
first
one
when
we
know
we
have
clear
goals
and
are
working
to
achieve
those.
These
others
fall
into
place
because
the
goals
are
the
end
marker
that
a
school
board
is
working
toward
and
when
their
student
outcomes,
focused,
50
percent
of
a
school
board
meeting
should
be
spent
focused
on
their
goals,
which
are
student
outcomes
focused.
M
M
They
lead.
Excuse
me,
they
lead
as
a
united
team,
with
the
superintendent
each
from
their
respective
roles,
with
strong
collaboration
and
mutual
trust,
and
they
participate
in
team
development
and
training,
sometimes
with
their
superintendents,
to
build
shared
knowledge,
values
and
commitment
for
the
improvement
efforts.
M
M
M
They
really
do
establish
the
mission
and
the
goals
for
the
district
and
that's
through
the
voice
of
their
constituents
that
they're
representing
they
understand
what
the
needs
are,
what
the
desires
are
and
they
bring
those
with
them
and
an
effectively
fulfilled
board
responsibility.
They
are
ethical
and
they
follow
legal
behaviors.
M
They
monitor
progress
so
once
they've
set
the
goals
which
again,
I
will
say,
are
smart
goals.
They
monitor
that
progress.
We're
looking
at
goals
three
to
five
years
guard
rails,
that
that
are
put
into
place
monitoring
those
goals
on
a
quarterly
basis
to
make
sure
there
are
if
there
are
adjustments
and
things
that
might
need
to
be
made
as
they
look
at
their
data.
M
Again,
they're
respectful
and
should
be
collaborative
relationships
within
and
with
among
themselves
with
their
superintendent
and
the
staff.
So
we
have
school
boards
and
then
we
have
the
governance
team
and
the
governance
team
actually
includes
the
superintendent.
So
we've
got
our
school
board
trustees
and
our
governance
team,
which
includes
the
superintendent.
M
You
know
they're
two-way
they're,
reliable.
They
represent
their
community
all
of
their
stakeholders
and
they
do
that
by
listening
by
going
out
and
finding
out
what
they,
what
what
they
need
to
know
and
they
engage
in
professional
training,
professional
development
to
improve
their
government
practices.
M
M
This
governance
team
is
not
directly
related
to
that
relationship.
That
is
a
different
governance
structure,
while
very
functional
and
doing
amazing
things.
I'll
talk
a
little
bit
more
about
in
a
moment,
but
this
is
really
school
board
governance,
so
they
understand
and
it's
and
respect
each
other's
roles
they
understand
who
they
are.
They
really
work
to
have
two-way
communication
presidents
typically
meet
with
their
superintendent
on
a
weekly
basis
to
know,
what's
going
on,
to
have
a
heads
up
what's
going
on?
M
So
what
is
the
difference
between
the
board
and
the
superintendent?
It's
a
big
one.
The
board
decides
the.
What
the
superintendent
decides
the,
how
and
that's
where
we
have
to
have
those
clear
lanes
for
effective
governance.
That's
where
that
two-way
communication
really
is
important,
so
the
board
hires,
the
superintendent,
that's
their
primary
role,
hiring
and
overseeing
the
duties
determines
the
vision
and
the
goals
of
the
district.
They
approve
the
policies
that
the
district
has
reviews
and
approves
the
budget
and
understanding
what
a
budget
is
is
very
crucial.
M
M
They
monitor
progress
of
the
district
of
the
student
achievement,
that's
occurring
in
the
district,
whether
there
is
student
achievement
on
the
plus
or
if
it's
got
a
back
slide
going
down.
They
monitor
that
progno
progress
so
that
they
can
adjust,
monitor
and
adjust
what's
going
on,
and
they
really
are
the
community
advocate
for
for
the
school.
The
superintendent
then
takes
the
goals
that
have
been
set
based
on
data
develops.
An
action
plan
complies
with
all
regulations
and
the
superintendent
is
the
one
that's
in
charge
of
the
staff
and
the
operations
of
the
district.
M
When
we
start
to
cross
those
lines
that
that
that's
not
what
we
consider
effective
governance,
so
the
school
board
governs
and
the
superintendent
manages
there's
a
few
other
ideas
on
here.
For
you
to
see
what
the
the
differences
are
together,
they
make
that
governance
team
understanding
these
roles
for
a
school
board
trustee
is
incredibly
important
to
know
that
we're
we
are
not
the
ones
that
are
setting
the
budget,
we're.
M
Some
of
the
challenges
sorry
spacing
got
funky
there,
but
they
they
do
serve
as
a
team
they're,
not
individual.
There
are
five
or
seven
voices
coming
together
and
they
work
to
maintain
unity
and
focus
when
we
have
effective
school
boards,
as
we
have
found
in
the
lighthouse
study.
When
we
look
at
that-
and
we
see
these
eight
characteristics,
we
know
there's
effective
governance
happening
and
then
we
know
student
achievement
is
going
to
follow
at
a
higher
level.
M
From
from
what
the
studies
have
talked
about,
a
challenge
of
school
board,
governance
is
operating
in
a
dynamic
and
uncertain
political
climate
or
uncertain
and
political
times.
M
Uncertain
times
is,
is
just
a
good
way
to
to
call
what
was
what
was
going
on.
As
I
know,
you
all
felt
much
of
the
weight
our
school
board
trustees
felt
much
of
the
wait.
What
was
going
on,
and
I
think
the
voice
of
the
community
came
out
loud
and
clear
and
strong
at
school
board
meetings
on
how
much
they
do
care
and
how
much
they
do
want
to
be
involved
in
their
child's
education
and
their
grandchild's
education.
M
M
The
support
necessary
to
govern
through
these
challenging
times
comes
back
to
some
of
the
accountability
that
we
can
maybe
think
about
in
the
future,
in
supporting
our
the
trustees
where
they
are.
So
how
do
we
get
there?
How
do
we
really
move
to
effective
governance
and
it
is
through
training?
It
is
through
continual
training
and
coaching
joyce
and
showers.
M
Talking
about
support
in
learning
does
not
happen
at
a
one-time
event,
but
it's
the
ongoing
coaching,
where
we
actually
see
a
change
in
a
change
in
behavior,
a
change
in
growth,
learning,
application
of
the
learning,
that's
being
that
that's
gone
on,
and
that
is
at
95
percent.
With
coaching
that
we
will
see
an
increase.
A
five
percent
is
really
what
we'll
see
on
a
one-time
training.
M
M
I
have
up
here
the
silver
state,
governance
and
there's
a
history
of
what
silver
state
governance
is
it.
The
silver
state
governance
is
what
we
named
this.
It
really
is
the
student
outcomes,
focused
governance
and
it's
a
governance
model
which
really
should
be
considered
a
framework,
not
a
model.
It's
a
framework
to
hang
good
governance
on.
M
It
helps
build
characteristics
that
we
look
for
with
guidance
through
coaching
and
the
so
this
model
was
developed
by
aj
crabill,
who,
at
the
time,
was
the
deputy
commissioner
of
the
texas
education
foundation,
chiefs
for
change
and
the
council
of
great
city.
Schools
worked
together
on
this
framework,
looking
at
all
of
the
research
and
implementing
that
into.
M
What
do
we
need?
How
can
we
get
to
a
student-focused,
outcomes-focused
governance
framework
or
model?
The
nevada
department
of
education
then
worked
with
some
local
groups,
went
and
hosted
an
interest
meeting
in
18
and
in
2019
the
gwen
center,
the
nevada
association
of
school
boards
and
the
nevada
department
of
education
really
came
together
to
look
at
this
and
say
this
is
powerful.
This
is
good
and
provided
a
pilot
training.
We
had
four
districts,
three
districts
go
through
the
pilot
and
subsequently
we
have
had
six
districts
go.
M
M
M
Interim
goals
are
set
so
that
they
can
learn
how
to
progress,
monitor
as
we're
moving
forward.
The
guardrails
are
set
so
that
a
superintendent
has
the
guard
rails
or
what
I
like
to
call
the
bumpers.
If
you
ever
go
bowling
with
kids
and
you
put
the
bumpers
up
that
allows
the
superintendent
the
leeway
to
do
what
needs
to
happen
operationally
to
be
able
to
move
forward,
and
you
know,
raise
student
achievement
and
there's
ongoing
coaching
that
goes
along
with
with
this
model.
M
Every
all
of
the
training
that
the
school
board
association
is
doing
here
has
a
focus
of
student
outcomes,
focus
to
it.
So
everything
that
they're,
that
that
is,
that
the
training
that
is
provided
by
nasby
has
that.
M
M
M
Ccnr,
thank
you.
It's
the
the
the
ccnr
diploma,
big
overarching
goals
that
districts
and
schools
our
school
board
members
are
aware
of
and
are
working
to
put
their
goals
together
to
support
these
state
goals.
It's
the
first
time
nevada
has
had
these
kind
of
state
goals,
and
so
the
direction
there
is
student
outcomes
focused,
which
has
been
awesome,
lincoln
county
school
district,
has
began
implementing
silver
state
governance
in
2019.
M
They
were
one
of
our
first
pilot
schools
to
go
through
and
a
superintendent
pamil
pam
teal
and
her
board
have
been
utilizing
this
framework
with
what
they
have
through
the
coveted
pandemic.
They
did
not
lose
ground
academically.
M
They
stayed
or
increased,
with
the
focus
that
they
had
and
to
date
they
are
on
track
to
to
meet
their
goals,
so
it
it
following
what
research
tells
us
works,
and
we
know
it's
there.
So
professional
learning
and
I've
just
talked
about
this.
Some
of
the
other
things
professional
learning
that
this
nasby
provides
is
a
new
board
member
orientation.
M
It's
a
half
a
day.
It's
a
quick
over
it's
an
overview
of
what
to
expect
as
a
new
school
board
member
and
then
comes
back
several
months
later
after
they've
been
able
to
be
in
a
few
meetings
and
kind
of
get
a
lay
of
the
land
to
have
something
to
draw
upon.
For
that
support.
M
We
have
a
new
president's
training
for
new
board
presidents
so
that
they
can
understand
the
ins
and
outs
of
what
it
means
to
be
a
school
board
president,
that
they're
not
doing
that
alone.
They
now
have
a
cadre
of
17
presidents
that
they're
able
to
connect
with
and
and
share
with
and
and
support
each
other
through
there's
an
annual
conference
which
provides.
M
M
Mandatory
training
and
enforcement
for
all
trustees
and
by
mandatory
training,
although
we
have
that
currently,
would
be
deeper,
a
deeper
level
of
of
support
in
training
matching
that
accountability,
so
that
there's
a
better
understanding
of
the
role
that
they
play.
They
really
it's
it's
a
large
role
and
we
believe
there's
more.
M
M
B
Thank
you,
questions.
G
Thank
you
very
much,
mr
chair.
Thank
you
for
your
presentation,
so
I
don't
know
if
you
can
answer
this
or
this
goes
in
our
parking
lot,
but
with
all
this
training
I
do
believe
there
needs
to
be
more,
and
I
understand
that
it's
the
first
and
third
year
of
their
term.
G
Why
are
we
still
experiencing
issues
and
not
us
specifically,
but
across
the
united
states?
I
mean,
I
know
we're
talking
about
nevada,
but
right,
this
isn't
a
localized.
I
mean
it's
localized
to
us
because
we're
here,
but
if,
if
the
training's
happening,
is
it
just
going
by
deaf
ears?
What
what
is
happening
that
it's
not
part
of
the
process.
M
Well,
thank
you
for
the
question
senator
donderolu
deb
oliver
for
the
record.
M
M
M
A
one
occurrence
of
a
training
again,
five
percent
of
that
training-
is
actually
what
sticks
with
someone.
So
when
we
look
at
how
the
learning
process
of
what's
going
on,
maybe
there's
more
coaching
that
needs
to
come
on
longer
longer
terms
of
that,
a
real
understanding
of
the
role.
We
also
have
accountability
around
training
on
school
board
behaviors.
M
What
does
it
mean
to
be
on
the
school
board?
And
what
does
that
behavior?
Look
like
what
should
we?
You
know
what
what
are
the
expectations?
That's
something
that
is
not
there,
the
ethic
and
ethic
and
moral
side
of
that
when
somebody
is
not
performing
their
duties
as
a
school
board
member.
What
occurs
the
accountability
for
that,
while
more.
M
We
look
at
restorative
justice
in
our
schools
right
now
and
and
the
process
to
help
our
students
learn
what
behaviors
understand
themselves
what's
going
on,
understand
their
social
emotional
side
and
aspect
of
where
they
are
understanding
their
emotions.
When
we
look
at
restorative
justice,
that's
a
foundation
of
what
that
is
and
giving
the
students
the
opportunity
then
to
come
back
and
relearn
and
and
understand,
similarly,
with
school
board
trustees
nationally.
M
That
would
be
something
that
we
have
in
at
a
national
level,
as
of
executive
directors
have
have
talked
about
to
say
how
do
we,
how
do
we
bring
some
of
our
I'll
just
say,
rogue
board
members
for
lack
of
another,
a
better
term?
You
know
looking
at
a
national
level.
What
do
we
do?
How
can
we
support
their
growth
and
understanding
what's
going
on,
and
that's
why
training
is
critical,
but
it
has
to
have
some
sort
of
accountability
to
it
to
make
it
work,
and
it's
really
ongoing.
G
And-
and
my
suggestion
might
be,
for
the
parking
lot
is
that
we
re
assessed
that
it
would
be
the
first
year
in
the
third
year.
I
you
know,
I
always
say
as
an
educator
the
first
year
you
do,
something
is
the
first
year
you
do
it
right,
so
you're,
unconsciously
unskilled
right
second
year,
you
do
it,
you
become
consciously
unskilled.
G
You
know
you,
you
know,
you
start
to
know
what
you
don't
know
and
but
you
still
need
to
do
those
things.
So,
if
you're
skipping
that
second
year
now
by
the
time
you're
in
the
third
year,
whereas
you
in
in
the
educator
world
you
become
consciously
skilled,
you've
skipped
that
step.
So
that
might
be
something
we
want
to
consider
is
doing
the
training
at
different
times,
because
I
can't
imagine
doing
the
job
I'm
doing
without
some
ongoing
training.
B
All
right,
I
think,
let's
see,
let's
go
to
miss
anderson.
F
Thank
you,
mr
chair.
I
have
so
many
questions.
Thank
you
for
it's.
Okay,
thank
you
for
the
presentation,
there's
just
so
many
questions,
so
it's
okay,
if
I
like
asked
three
of
them,
is
that
okay,
mr
chair.
F
F
What
is
that
going
to
be
a
nasty
email
that
that
many
of
our
teachers
get
if
they
put
in
a
missing
assignment
and
it
comes
up
as
a
zero,
and
I
believe
that's
happening
right
now
in
clark
where
people
will
get
a
nasty
little
email
that
says,
you'd
put
that
in
wrong
is
accountability.
Where
somebody
stands
up
and
says
you
did
this
wrong
is
accountability
where
the
president's
school
board
says
you
need
to
do
this.
F
M
Thank
you
deb,
oliver
again
for
the
record
accountability.
M
It
is
to
be
able
to
somehow
have
the
ability
to
not
just
send
a
nasty
email
but
to
actually
make
a
difference
in
whether
it's
behaviors,
not
following
policy.
We
have,
we
have
policy.
You
know
school
boards
have
policy
that
they're
supposed
to
follow,
but
what
happens
when
somebody
doesn't?
We
can
move
to
accenture,
but
what
happens
prior
to
that?
How
so
when
I,
when,
when
we're
talking
about
that
kind
of
accountability,
what's
the
accountability
at
the
state
level?
M
What
kind
of
training,
because
really
is
four
hours
of
training
every
third
first
and
third
year?
Is
that
sufficient
and
what's
the
accountability
to
that,
putting
our
name
on
a
website?
So
maybe
if
I
didn't
finish
as
an
example
opinion,
but
maybe
if
I
didn't
achieve
those
four
hours
then
in
year
two
I
need
to
achieve
those
four
hours
and
if
I
don't
you
know
that
maybe
there's
time
to
do
that.
But
if
I
don't
achieve
that
at
that
point,
maybe
I
need
to
sit
out
of
being
a
board
member.
M
More
than
a
written
thing
of
here
you
are,
those
are
first
steps.
What
happens
afterwards,
what,
if
we're
ethically,
not
doing
our
job,
how,
as
as
a
school
board
trustee
what
kind
of
accountability
needs
to
occur
for
that?
What
creates
that?
I'm
not
one
to
say
what
that
should
be,
I'm
here
to
bring
to
light
that
those
are
things
that
we
can
think
about,
and
I
know,
as
a
community
can
come
together
to
understand
and
and
do.
F
Go
ahead,
thank
you
and,
and
so
that
brings
up
other
things,
possibly
that
can
then
be
done
also
at
the
local
level,
where
the
policies
can
be
created
in
that
fashion.
Thank
you,
so
I'm
I'm
actually
going
to
move
on
to
another
slide.
I
think
it's
slide.
25
26.
It
has
to
do
with
understanding
the
role
of
the
board
and
superintendents
the
board
approves
contracts.
F
The
superintendents
are
able
to
have
something
to
do
with
all
employees,
relations
and
negotiations
does
that
include
members
that
are
not
part
of
a
collective
bargaining
agreement
who
are
able
to
get
bonuses?
Is
that
under
the
board,
or
is
that
under
the
superintendent
who
makes
that
sort
of
decision
which
I
believe
has
been
made
in
the
past
year
or
so
in
one
of
our
school
districts?
Here.
E
Thank
you,
mr
asher
killian
community
council.
The
best
answer
to
that
question
might
be
it's
complicated.
Ultimately,
the
board
the
the
school
district
board
is
what
votes
on
and
approves
the
budget
which
would
include
those
particular
line
items.
However,
the
way
that
those
line
items
are
decided
is
left
to
the
discretion
of
the
board
and
the
superintendent
and
any
relevant
collective
bargaining
groups,
even
if
the
particular
employees
may
not
be
members
of
that
group.
So
it's
kind
of
a
difficult
question
to
answer
generally.
F
Thank
you
and
I
just
a
clarifying
thing:
it's
they're
not
able
to
be
members
of
a
collective
bargaining
group.
They
are
members
of
the
executive
branch,
but
that
is,
if
I'm
understanding,
then
that
is
a
decision
based
upon
the
budget
that
is
approved,
but
then
it
is
up
to
the
superintendent
to
make
the
decision
as
to
how
to
utilize.
That
budget
is
that,
am
I
understanding
that
correctly.
E
Thank
you,
mr
asher
killian
committee
council.
Yes,
so
the
superintendent
would
make
the
decisions
on
what's
included
in
the
budget,
that's
presented
to
the
the
school
board,
but
the
school
board
would
then
make
the
decision
on
whether
to
approve
that
budget
or
not,
and
that's
the
budget
that
then
the
the
organization
would
live
under.
So
both
entities
have
a
role
in
that
process.
I
think
is
probably
the
best
way
to
describe
it.
F
I
believe
this
comes
under
it's
under
the
great
chart
that
now
I
can't
figure
out
where
I
put
it.
I
put
too
many
post-it
notes
in
here
the
chart
that
has
all
of
the
little
things
that
oh
there
it
is.
It
is
about
slide
21.
It
has
to
do
with
effective
school
boards.
F
M
Thank
you
deb,
oliver,
the
when
we
think
of
from
this
this
study
the
lighthouse
study
of
affected
school
boards.
These
are
the
eight
characteristics
that
were
uncovered.
That
really
came
out
of
that
study.
To
say
these
are
the
eight
characteristics
that
create
a
strong
school
board
that
then
has
student
success.
M
When
you,
I
think
you
were
talking
about
number
four,
have
a
collaborative
relationship
with
staff
in
the
community
and
establish
a
strong
communication
structure
to
inform
and
engage
both
internal
and
external
stakeholders
and
setting
and
achieving
district
goals.
So
50
percent
of
a
school
board
meeting
I
mentioned
this
earlier-
should
be
on
those
student
outcome
focus
goals.
M
When
we
talk
about
that
communication
and
collaboration,
they
are
a
part
of
that.
It
is
a
community
and
when
we
think
of
a
district
community,
we
within
a
district,
we
have
a
classroom
community.
We
have
grade
level
communities
and
it
expands
from
there
where
we
have
our
schools
and
the
school
community,
and
it
goes
to
our
feeder
schools
and
that
community
that
surrounds
to
the
district
as
a
whole.
M
M
B
Okay,
so
obviously
we're
we're
on
a
subject
about
and
you
don't
get
to
go
away
because
there
might
be
questions.
That's
why
so
we're
on
questions
that
might
be
of
you
so
yeah.
So
any
questions
that
we
have
for
her
on
elected
school
boards,
the
current
ones
that
we
have
we're
not
trying
to
make
any
decisions
today
on
on
this
issue.
But
we
want
to
clarify
any
questions
that
have
come
up
in
your
minds.
G
I'm
carrie
kaufman,
and
this
is
on
the
record-
I'm
writing
about
this.
I
want
to
follow
up
with
what
assemblywoman
anderson
said
and
I
I
would
like
to
know
what
the
accountability
is
for
school
board
members
who
break
the
rules
who
tweet
during
meetings
who
post
on
social
media
during
meetings
who
attack
teachers.
What
have
you
it
seems
to
me
that,
aside
from
don't
do
that,
there's
really
nothing
that
keeps
them
from
from
doing
that.
The
other
part
of
it
is.
G
As
assembly
woman
anderson
pointed
out,
she
brought
up
the
raises
that
were
given
in
a
certain
school
district
for
two
executive
committee
members
and
the
the
trustees
of
that
school
district
were
just
plain
lied
to
about
how
that
worked
and
were
totally
surprised
that
so
much
of
a
raise
was
given
and
when
one
person
said
hey.
I
don't
particularly
like
this
phraseology.
G
B
B
M
M
Hello,
sorry,
okay,
I'm
sorry!
So
the
the
accountability
piece
is
a
two-way
street,
and
and
what
does
that
look
like
the
the
school
board
association
has
talked
about
accountability
amongst
itself,
and
how
do
we
do
this?
Is
it
the
school
board
association
that
should
help
hold
accountable
for
behaviors
that
we're,
maybe
some
of
them
that
you're
that
you're
speaking
about?
M
Where
does
that
come
from?
And
we
can?
We
can
really
do
as
much
training,
assemblyman
anderson,
as
you
said,
we
can
offer
as
much
as
we
can,
but
there
does
come
a
point
in
time
where
there
needs
to
be
mama.
Sorry
I'll
just
say:
mama
bear
needs
to
step
in
and
say:
that's,
not.
Okay,
and
what
does
that
look
like?
M
I
think
that's
something
as
we're
looking
forward
in
the
in
the
school
board
in
the
operations
mentioned
earlier
on.
What
does
that?
What
might
a
shift
look
like
well
rather
than
starting
completely
over?
What
is
it
that
we
can
do
to
increase
the
straw
or
increase
the
value
of
the
structure,
increase
the
the
structures
that
we
have
in
place
to
see?
If
there
are
things
that
we
can
do
along
the
way
and
accountability
would
be
one
of
them-
and
I
appreciate
your
question,
who
holds
the
superintendent
accountable?
M
Well,
that
would
be
the
board
and
again
the
board
is
a
team
of
five
or
seven
with
one
voice.
So
a
majority
rule,
you
know
that
the
majority
votes
one
way.
That
is
the
direction
that
a
board
takes.
M
So
I
don't
know,
that's
that's
a
beginning
of
a
of
a
thought
process
around
a
very
tough
question.
B
D
One
and
then
okay
I'll
start
with
one
dr
oliver,
you
know
I
admire
and
respect
you
so
much
so
when
we're
talking
about
accountability
tomorrow,
there's
a
suggestion.
D
Oh
sorry,
anna
binder
for
the
record
tomorrow
there's
a
suggestion
presented
in
some
paperwork
from
nasby
to
the
board
for
the
work
session,
and
it's
a
item
number
three
page.
Four
trustees
will
inform
the
superintendent
if
they
intend
to
ask
a
question
at
a
board
meeting.
D
M
This
would
relate
to
trustees
is
the
recommendations
that
have
been
made
or
the
thoughts
behind.
What?
What
will
in
the
report
to
the
clark.
I
Chris
daley
nevada
state
education
association-
and
this
is
a
question
for
dr
oliver,
but
don't
feel
like
it
has
to
be
all
you
like.
I
know
that
the
genesis
of
this
conversation
has
to
do
with
school
board
governance
and
questions
around
professionalism,
accountability
at
you
know
the
school
board
level.
I
At
the
same
time,
a
bigger
concern
of
mine,
professionally
and
personally
is
a
lot
of
the
other
dynamics
that
we've
seen
at
school
boards
and
around
public
education
generally,
because
it
seems
as
if,
at
least
over
the
last.
I
don't
know
several
years
that
school
boards,
public
education
generally
has
become
the
target
of
a
focused
political
attack.
I
That's
coordinated
that
moves
disinformation
around
a
number
of
subjects.
We've
seen
you
know,
masks,
efficacy,
question
vaccines,
critical
race
theory.
We
now
have
kind
of
the
the
book
burning
thing
curriculum
around.
You
know:
sex
education,
gender
identity
issues,
etc.
I
In
a
previous
life
I
was
a
local
elected
official
who
apparently
was
quite
controversial,
so
I
was
very
controversial
for
a
decade
in
a
in
a
place
that
took
its
local
politics
very
very
seriously,
and
I
think
in
the
10
years
I
had
what
the
police
considered
one
legitimate
death
threat
in
10
years,
and
I
was
very
kind
like
on
the
fox
news
and
in
the
new
york
times
the
washington
post
and
all
that
had
one
death
threat
that
was
serious
in
10
years.
D
I
School
board,
members
that
get
legitimate
death
threats
regularly
here
in
nevada
and
so
there's
kind
of
a
different
time
like
I'm
very
lucky,
not
to
be
very
high
profile.
I
mean
you
know
folks,
maybe
know
me
in
carson
city,
but,
like
you
know,
I
don't
keep
a
high
profile.
I
I
don't
I'm
not
subject
to
those
attacks,
but
the
the
question
is,
amidst
this
right
environment
like
what
is
the
advice
of
nasby
to
to
your
members
in
terms
of
you
know
how
school
board
meetings
are
run
or
how
to
deal
with
kind
of
the
vitriol
or
these
very
personal
attacks.
You
know
violence.
I
know
you
know,
look
you
have.
You
know
this
very
emotional
piece
written
by
former
washoe
trustee
thigpen,
which
moved
me
personally,
you
had
a
majority
of
the
elko
board
resigned.
I
You
know
different
sides
and
resigning
for
different
reasons,
but
I
think
there
were
only
two
school
board
members
there
at
one
point
like
in
terms
of
governance.
It
seems
like
you
know.
I
I
heard
I
don't
know
if
it's
mr
hardy
or
somebody
saying
start
at
the
top
start
with
governance,
but
it
seems
like
we
almost
need
to
start
at
the
bottom
or
at
the
very,
very
top,
depending
on
how
you
look
at
kind
of
a
power
flow
chart
like
there
does
seem
to
be
this
social,
cultural,
political
dynamic
where
all
of
a
sudden
school
boards
are
in
this
elevated
position.
I
I
know
that
I
as
a
local
legislator
and
just
from
watching
you
know
the
state
legislature
here
pretty
closely
in
nevada.
I
It
doesn't
seem
like
these
meetings
or
meetings
that
I
used
to
go
to
which
were
kind
of
kind
of
fun,
and
there
were
lots
of
side
shows
there
too,
but
not
the
same
level
of
geez.
I
don't
even
know
what
to
call
it,
but
the
atmosphere
is
thick
and
it's
not
just
the
clark
county
school
board
of
trustees.
It's
a
lot
of
school
boards
across
the
state
where
there's
just
a
very
thick,
and
you
know,
potential
powder
keg
type
of
dynamic
around
them,
and
you
know
when
you
think
of
governance
yeah.
I
Well,
maybe
if
they're
not
elected,
and
maybe
if
they're
appointed,
they
get
more
insulated,
but
it
doesn't
seem
like
that's
necessarily
the
case
nationwide.
It
seems
as
if
school
boards,
regardless
of
how
they
are
selected,
have
been
subject
to
this,
and
it
seems
like
that
might
be
a
question
or
a
dynamic
that
we
collectively
should
figure
out.
It's
not
just
on
nevada,
because
it's
not
unique
to
nevada.
But
it
seems
like
that.
I
Discussion
should
be
happening
as
well,
and
it
did
ask
a
question
in
there,
dr
oliver,
I
don't
know
if
you
caught
it,
but
it
had
it
had
to
do
with.
You
know
in
the
last
couple
of
years
in
terms
of
this
dynamic
that
I'm
talking
about
what
nasby,
what
conversations
at
nasb
have
been
like
and
what
you've
been
talking
to
board
members
across
the
state
about.
M
Well,
as
I
mentioned,
thank
you
for
that,
I
think
deb
oliver
for
the
record,
the
the
climate
at
school
board
meetings
in
many
school
board
meetings
became
volatile
at
many
times
throughout
the
state
and
the
conference.
M
M
You
know
how
do
we
keep
open
meeting
law
so
that
it
is
open
to
all
for
their
public
comment
yet
maintain
civility
and
those
we
we
did.
We.
We
talked
about
those
kind
of
things.
We
supported
our
presidents
with
weekly
meetings
and
having
them
get
together
and
talk
about
what
was
going
on
and
how
they
were
handling
things
and
and
what
was
going
on.
As
for
some
of
the.
M
Gosh,
the
vitriol
that
you're
that
you're
speaking
about
it
did
cause
personal
emotional
stress
on
board
members
throughout
where
we
did
have
board
members
leaving
because
of
the
situations
that
they
were.
They
were
put
under
whether
it
was
death
threats
by
other
violations
that
were
happening
on
their
property
to
them
throughout
the
state.
And
so
what?
M
Of
what
I
I
mean
it's
not
right
policy,
but
when
it
becomes
a
a
personal
attack.
So
what
those
are
some
of
the
things
that
nasby
did?
I
think
to
answer
your
question
that
nasby
did
to
support
during
that
time.
Again
it
was
support
and
more
understanding
and
training
of
of
what
needs
to
happen.
Each
board
president,
then
had
to
take
that
and
do
what
they
needed
to
do
in
their
own
communities
and
it
looked
different
in
every
community
here
in
clark
county
there
were
school
police
as
well
as
city
police.
M
M
You
know
as
they're
behind
the
dice
and
some
of
them
really
don't
have
a
diet,
there's
not
a
real
separation
and
the
only,
for
example,
in
carson
city.
The
only
way
for
them
to
leave
would
be
through
the
crowd
that
was
not
being
too
nice
personally
attacking,
and
you
know
the
fear
that
they
all
had
going
through,
and
I
and
when
I
say
they
all.
I
am
talking
about
probably
a
majority
of
our
school
board
members
in
the
state.
M
That's
what
we
did
I
and
I
I
don't
know
where
that
else
to
take
that.
But
a
lot
occurred
during
that
time,
and
I
think
there
were
some
lessons
that
we've
learned
to
help
maybe
be
more
preventative,
so
that
those
situations
then
would
not
get
out
of
hand,
as
some
of
them
did
previously.
B
And
that
the
senator
dennis.
That
is
an
important
issue
that
at
some
point
we
need
to
also
have
this
discussion,
because,
regardless
of
how
you
get
a
trustee
elected
or
appointed
they're
going
to
have
to
deal
with,
and
if
you
want
to
keep
good
people,
there
has
to
be
a
way
to
have
civil
meetings
and
get
things
done.
So
I
think
that
that's
an
important
discussion.
D
Thanks
jana
wilcox
11
from
opportunity
180
for
the
record.
So
my
question,
ms
oliver,
thanks
for
your
thorough
presentation,
we
saw
a
lot
and
we
heard
a
lot
in
all
of
the
presentations
today
that
rooted
back
to
student
achievement
and
if
you
looked
at
the
effectiveness
standards
that
you
outlined,
which
spoke
a
lot
about
student
achievement
and
in
particular
aligning
to
student
outcomes.
D
I
was
curious
if
nasby
has
completed
any
third
party
audits
of
our
current
trustees,
our
current
composition
across
our
districts
against
those
standards
and
if
you've
had
anything
you
could
share.
And
if
not,
I
would
say,
perhaps
a
an
important
thing.
We
could
move
forward
with
actually
in
short
order,
because
all
of
the
meetings
are
online.
So
we
could
do
a
retro
analysis
of
our
current
trustees
against
those
standards
to
sort
of
establish
what,
in
terms
of
composition,
policy
or
practice
if
there
are
any
hold
backs
against
those
standards.
M
Thank
you
for
that.
Yes,
deb
oliver,
we
have
not
done
a
thorough
investigation
or
research
into
what
each
district
and
what
what
that,
what
the
makeup
might
look
like
and
where
they
are
through,
I
will
say,
informal
types
of
evaluation
and
and
with
each
individual
board,
understanding
where
they
are
and
thinking
of
what
their
needs
might
be.
M
That
really
has
been
the
approach
that
we've
taken
in
support
for
them,
and
that
is
in
that
has
been
in
a
direct
relationship
where,
with
their
whole
governance
team,
so
their
superintendent
and
their
school
board
really
looking
to
say,
we
have
room
for
growth,
let's
do
a
self-evaluation.
Where
are
we
or
gosh
we
aren't
anywhere?
Where
can
you
know
what
do
we
need?
How
do
we
get
started
in
moving
forward
with
goals
with
what
what
our,
what
our
board
is
supposed
to
do
as
a
formal?
J
John
miller,
for
the
record,
thank
you
for
your
presentation.
I
concur
with
the
previous
speaker.
I
think
the
presentation
would
be
more
helpful
if
you
squared
the
powerpoint
with
reality,
because
what
I
saw
is
not
what
I
see
at
the
clark
county,
school
district,
50
percent
of
a
school
board
meeting
is
not
spent
on
policy
discussions
around
student
outcome
and
believe
me,
these
are
marathon
meetings
to
find
10
minutes
of
that.
Good
luck.
J
There
was
a
transition
process
and
there
was
an
outcome
and
they
deal
with
public
education
and
even
though
it's
not
a
local
education
agency,
but
a
you
know,
it's
part
of
the
department
of
ed
it
serves
in
the
capacity
of
adopting
regulations
and
works
with
the
superintendent
around
compliance
for
leas.
J
I
think
the
fact
that
that
board
went
from
all
elected
to
a
hybrid
model
where
there
is
elected
and
there's
appointees
and
there's
qualifications
and
there's
also
other
stakeholders
that
have
input
to
where
we
have
today
a
relatively
functioning
board
of
education.
I
think
that
there's
value
to
that
for
this
body,
but
also
for
moving
into
you,
know
the
23
legislative
sessions.
J
We
do
have
examples
of
changes
that
were
that
occurred
and
they
were
driven
for
certain
reasons,
and
I
would
just
strongly
advise
that
perhaps
we
look
at
what
occurred
at
the
board
of
education.
M
If
I
may,
the
the
state
board
has
moved
to
a
hybrid
model
and
it
is
working
excellently
it
really
is
with
who
is
on
and
what
it
is.
There's
a
big
difference,
there's
a
the
variance
between
what
the
state
board
of
education
does
and
a
local
school
board
does.
I
just
want
to
reiterate
the
difference
is
that
the
state
board
does
not
have
the
direct
authority
over
the
state
superintendent.
M
B
A
Thank
you.
You
know
I
keep
as
we're
listening
as
we're
having
this
discussion
and,
of
course,
you
know.
I
appreciate
everyone's
positions
and
all
of
the
challenges
that
I
believe
that
we
all
agree
upon
the
challenges
and
the
need
and
the
desire
to
to
what
can
we
do
to
to
do
the
best
that
we
can
for
our
our
students
in
our
education
system?
And
so
I
keep
thinking
about
the
core
and
that
we're
asking
all
these
questions.
A
We're
asking
these
questions
and
and
we're
coming
up
with
suggestions
and
because
we're
in
a
thought,
generating
process
where
I
keep
going
back
to,
and
especially
the
questions
specifically
about
accountability,
accountability,
accountability,
accountability
and
I
think
of
as
we're
talking
about
government
at
its
core.
We
are
all
trained.
The
foundation
of
our
government
has
been
a
separate
but
equal
balance
of
powers
among
three
branches,
and
so,
when
I
think
about,
if
I,
when
I
consider
that
the
school
board
would
be
like
the
legislature,
the
school
district
and
superintendent
would
be
like
the
executive
branch.
A
The
real
question
when
it
comes
to
accountability
in
is
then,
who
is
that
third
branch?
Who
is
the
judicial
branch?
Who
is
that?
Because
we
know
how
the
three
branches
work?
No
one,
no
one
branch
has
ultimate
powers
and
the
other
branches
are
able
to
undo
the
work
and
then
that
can
be
undone
and
that
the
cyclical
amount
of
power.
So
I
guess
as
we're
talking
about
it
and
yet
in
I
think,
someone
dated
back
to
the
1800s
in
the
past
150
years
that
we've
had
this
established
style.
Who
is
the
third
branch?
A
And
maybe
that's
the
key?
That's
missing
so,
instead
of
just
we're
so
focused
we're
stuck
into
these
this
kind
of
two,
maybe
that's.
The
question
is,
and-
and
I
know
that's
not
an
answer-
but
just
to
think
about
that-
maybe
that's
where
we're
struggling,
because
we
don't
have
that
third
branch
to
balance
to
again,
especially
when
it
comes
to
accountability.
A
So
I
just
if
we're
in
a
process
where
we're
really
just
thinking
and
coming
up
with
ideas
and
and
thoughts
of
what
we
can
do
to
move
forward,
that
just
to
kind
of
throw
it
in
another
direction
that
maybe
it's
more
or
can
be
more
than
what
we're
just
trying
to
do
with
these
two.
So
I
guess
that's
all
all
I
had
to
say.
B
A
Well,
follow-up
chair,
I
would
say
the
citizens
with
all
three
of
these
branches
already
have
the
ability,
because
the
highest
level
of
accountability
can
happen
at
the
at
the
on
the
ballot
right,
except
for
that
immediate,
when
a
policy
or
a
law
is
or
isn't
being
followed
with
fidelity
or
with
with
intent
or
if
there
are
decisions
that
are
made.
That
would
go.
You
know
immediately
against.
A
A
We
need
them
to
follow
these
laws
and
these
policies
and
and
on
and
on
and
on
who,
then
can
immediately
say
hey
this.
You
know
this.
This
is
not
working
who
that,
because
I
with
accountability,
we
always
know
there's
accountability
at
the
voting
booth,
but
it's
that
immediate
accountability,
because
again,
students
and
staff
and
communities
don't
always
have
four
years
to
wait
for
it
for
a
change
or
something
to
be
addressed.
B
And
just
as
a
as
a
I
guess,
additional
comment,
but
in
our
situation
the
judicial
is
not
necessarily
that
quick
either
right.
I
mean
that
that
gives
the
judicial
branch
is
the
one.
That's
that
gives
you
the
ability,
if
there's
a
dispute
between
the
two
right,
so
you're
you're
talking
about
something
that
would
be
might
even
quicker
than
than
that.
A
D
Anna
binded
for
the
record
again,
I
can
give
you
two
perfect
examples
of
when
that
could
have
been
used
for
our
students
in
the
past
12
months.
One
had
to
do
with
the
superintendent's
attempted
closure
of
global
community
high
school
and
then
also.
D
I
don't
think
we
could
ever
get
like
confirmation
if
it
was
if
faces,
was
going
to
be
completely
discontinued
as
ms
gerber
brought
forward,
but
the
community
really
showed
up
for
those
two
issues
and
held
them
accountable
to
make
sure
that
those
services
like
global
for
those
unfamiliar
global
global
community
high
school
is
the
only
high
school
in
clark
county.
That
completely
serves
our
immigration.
Children
and
our
refugees
and
then
faces
is
our
community
engagement.
D
But
I
think
right
there,
when
that
was
brought
up,
how
many
more
things
are
happening,
that
we
don't
even
know
about
to
know
that
we
need
to
stand
up
for
something
until
it's
happening
or
it's
hap.
It
has
transpired,
and
that
is
really
important.
That's
very
important,
and
I
really
appreciate
the
thought
on
that.
Thank
you.
E
Thank
you,
mr
chairman.
Well
we
heard
a
lot
right,
and
so
I
came
up
with
a
different
sheet
just
for
the
accountability
piece,
because
we
heard
so
many
aspects
thereof
on
accountability
that
certainly
we
talked
about
enforcement.
How
do
we?
How
do
we
enforce
accountability?
E
How
do
we
do
the
training
and
the
timing
and
the
requirements
thereof
and
the
sufficiency
of
the
accountability,
the
duties
and
the
training?
Somebody
even
mentioned
a
superintendent
accountability,
and
then
obviously
there
was
a
lot
of
talk
about
the
training
requirements
and
then,
in
the
end
we
kind
of
got
into
the
retention
of
members.
E
How
how
do
we
retain,
I
would
say,
also
recruit,
retain,
maybe
reward
the
right
people
to
serve
on
these
boards
and
obviously,
during
the
pandemic,
safety
became
an
issue
for
all
over
I
mean
I'm
from
denver
and
the
the
wars
we
saw
on
the
news
over.
Some
of
these
meetings
were
really
really
sobering
and
then
conductive
effective,
efficient
meetings
for
school
boards,
and
so
did
I
miss
anything
that
the
members
would
like
me
to
add.
E
G
Suggestion
was
made,
I
I
think,
that's
what
I
heard
about
salary
about
compensation
for
school.
F
F
B
Okay,
all
right
so
we're
gonna
close
out
that
item
okay.
The
last
item
is
gonna,
be
anything
that
we
missed,
that
you
wanna
make
sure
that
we're
talking
about
that
we
get
so
that
if
we
need
to
get
more
information
or
so
and
that'll,
so
this
last
piece
would
then
we'll
finish
that
and
then
and
then
the
last
item
on
the
agenda
is
regular
public
comment.
But
so
so,
let's
take
a
break.
B
Let's,
let's
go
till
like
eight
minutes,
so
25
till
and
and
if
you
want
to
come
up,
you
can
take
a
look
at
the
list
while,
while
during
the
break
maybe
and
see,
if
there's
some
things
that
are
missing
or
or
things
that
you
would
want
to
bring
up
in
our
other
discussion,
so
we'll
be
on
break
till
25
till.
B
Because
I
know
there's
like
no
place
to
go
here
to
get
food,
so
it's
not
like.
I
could
take
a
lunch
break
and
come
back
right,
so
you'd
have
to
take
a
real
break
and
go
down
the
street
somewhere.
B
Okay,
so
we're
going
to
move
on
now
to
item
number
four
in
and
we're
on
item
number
two
on
the
agenda,
but
the
fourth
that
discussion
item.
This
is
kind
of
okay.
So
what
what
did
we
miss?
What
do
we
need
to
make
sure
we're
talking
about?
B
D
Thanks
janet
wilcox
lavin
from
opportunity
for
the
record,
and
I
just
wanted
to
share,
appreciate
the
conversation
and
what
everyone
is
sharing
and
what
feels
missing
a
little
bit
is
sort
of
a
framework
to
give
us
some
guard
rails
for
the
conversation
around.
D
What
is
a
pretty
significant
adaptive
change
and
we're
having
a
lot
of
technical
discussions
about
boating
and
composition,
which
are
important,
and
so
I
wanted
to
just
put
on
the
record
a
framework
of
some
guiding
principles
that
I
and
some
colleagues
have
been
working
on
on
this
particular
topic
that,
I
think,
could
be
valuable
as
we
continue
to
push
on
the
conversation
and
so
there's
three
major
guiding
principles.
D
The
first
is
around
representation
so
that
the
composition
of
a
board
should
represent
the
diversity
of
its
constituents
through
identified
geographical
boundaries.
I
think
the
idea
here
is
to
say
we
don't
have
to
decide
right
now
what
those
boundaries
look
like,
but
we
certainly
can
think
about
them
in
the
context
of
representation
that
matters
qualifications,
so
composition
of
board
members
represents
the
expertise
aligned
to
the
specific
role
and
again,
I
think,
we've
if
we
were
to
take
all
the
comments.
D
In
today's
conversation,
we
could
map
a
lot
of
what
was
discussed
against
these
guiding
principles
and
then
be
able
to
have
a
real
conversation
about
which
of
the
mechanics,
we
think,
makes
sense
to
bring
our
vision
to
life,
but
first
we
have
to
align
on
what
we
actually
want
and
what
that
means
for
kids,
which
I
think
is
still
sort
of
nebulous
in
this
discussion.
And
then
the
last
thing
is
around
accountability,
which
I
know
is
a
term.
That's
been
shared
a
lot
today
and
appreciated
the
assemblywoman's
push
for
definition.
D
I
think
that
really
matters,
and
so
in
the
context
of
guiding
principles
that
I'm
putting
forward.
It
means
various
methods
on
how
trustees
are
selected
and
then
ensuring
board
members
carry
out
their
commitment
and
what
we've
identified
is
the
state's
goals
either
using
the
state's
federal
submission
for
essa,
which
is
the
essa
plan
or
the
sip,
which
is
reviewed
and
approved
every
year
by
the
state
board.
D
I
think
it's
really
hard
to
hold
a
school
district
accountable
to
the
goals
they
exclusively
set
for
themselves
and
looking
at
the
state's
goals
gives
us
at
least
a
benchmark
and
a
framework
to
push
all
the
districts
forward.
So
I
just
wanted
to
share
those
for
consideration,
as
the
conversation
continues
to
sort
of
organize
the
discussion.
I
Thank
you,
senator
chris
daley
nevada,
state
education,
association,
just
four
folks
on
the
committee
nsca
did
submit
public
comment.
I'm
not
going
to
read
it,
so
you
can
read
it
at
your
leisure,
but
do
want
to
make
a
couple
of
points
one
I
pre.
Actually
I
love
this
format.
I
Thank
you
senator
for
providing
it
for
us.
I
I
Just
a
couple
of
random
points,
one
I'm
one
of
a
handful
of
people
in
the
room
that
engages
in
school
board
elections
senator
dennis,
I
believe,
you're
now
on
the
board
of
the
abc
pac.
Is
that
correct,
which
was
formed?
I
believe,
a
few
years
ago
to
as
an
independent
expenditure
committee,
to
engage
specifically
in
clark,
county
school
board
of
trustee
elections,
pac
that
I
am
the
treasurer
of
strong
public
schools.
Nevada
has
engaged
in
school
board,
elections
in
clark,
county
and
elsewhere
in
the
state.
I
I
believe
mr
bellado
was
here,
and
he
has
some
packs
as
well.
I
believe
paul
from
the
chamber
has
bizpack
right,
which
is
engaged
a
little
bit
in
school
board
elections.
I
I
A
great
pool
of
potential
candidates
for
school
boards-
our
members
mostly
are
ineligible
to
serve
on
their
school
boards
due
to
conflict.
Sometimes
you
have
cases
where
you
have
a
teacher
who
teaches
in
one
district
in
or
county
and
lives
in
another
and
they're
able
to
serve
on
school
boards.
Our
vice
president,
don
echeverry
who's,
a
teacher
in
washoe,
served
on
the
story.
County
school
board
was
a
very,
very
good
school
board.
I
Member,
in
my
opinion,
and
so
maybe
educator
representation
and
educator
voice
on
school
boards
is
something
that
the
legislature
could
look
at
and
take
up.
I
know
that
there's
a
conflict
that's
there,
but
if
that
conflict
is
public
and
addressed
in
a
specific
way
by
the
state
that
could
work
and
then
just
as
you
know,
someone
who
spends
a
bit
of
my
member
money
bit
of
my
members
money
on
these
elections,
along
with
some
member
leaders
that
I
work
with,
maybe
something
about
more
democracy
like
instead
of
going
away
from
democracy.
I
How
do
we
expand
democracy
and
I've
seen
that
at
the
legislature,
over
the
last
two
years
and
and
potentially
moving
school
board
races
up
just
physically
on
the
ballot?
I,
the
idea
of
at
large,
I
think,
is
worth
consideration.
I
I
think
ranked
choice
we'll
see
what
happens
with
with
ballot
measures
that
are
out
there,
but
I
think
for
school
board,
races
that
could
work.
I
was
my
last
election
that
I
won
was
one
of
the
nation's
first
under
a
ranked
choice
voting
system.
I
Lastly,
I
would
say
public
financing
of
elections.
Obviously
there's
a
long
precedent
in
terms
of
federal.
You
know
public
financing,
it's
been
done
in
some
places
around
the
country,
but
if
you
mitigate
outside
money,
then
you
can
have
a
truer
form
of
democracy.
I
So
those
are
just
a
few
of
our
ideas.
We
have
a
bullet
point,
a
list
of
bullet
points
of
potential
ideas.
That
also
could
be
helpful,
but
we
appreciate
this
conversation.
Thank
you.
Senator.
B
F
Dewey,
I
thank
you
based
upon
the
last
comments
and
then
also
others.
Do
we
have
the
student
voice
represented
in
our
school
board
as
a
school
board
trustees
anywhere?
M
Thank
you.
This
is
deb
oliver
for
the
record.
There
are
several
several
school
boards
in
the
state
that
do
have
a
student
representative
on
them,
and
that
is
something
that
has
been
a
conversation
among
the
different
among
different
boards.
To
add
that
voice,
there
is
no
requirement
from
the
state
for
that.
B
B
Okay,
what
let's
see
hold
on
one
second.
B
E
Yeah,
thank
you,
mr
chairman,
mark
coyner
ncsl.
Thank
you
for
the
your
participation
sort
of
in
what
round
three
or
round
four.
I
guess
it
is
and
what
I
heard
and
feel
free
to
correct
me.
We
got
a
framework
for
guiding
principles
for
change
and
in
that
there
were
three
items:
representation
and
diversity,
qualifications
and
accountability
for
members
serving.
Is
that
fair?
Okay?
E
The
other
thing
I
heard
eligibility
of
members
to
serve
and
being
having
an
educator
representative,
and
then
I
heard
expanding
democracy
in
state
board
elections.
Should
we
consider
an
at-large
member
rank
choice?
Voting,
I
assume
that's
a
voting
process
right,
okay
and
then
considering
public
finance
of
elections,
and
then
you
assembly,
woman,
anderson
added,
perhaps
having
student
voice
at
meetings
and
some
do
and
apparently
some
don't
and
there's
no
universal
requirement
for
that.
Is
that
correct,
okay
and
shall
I
now
talk
about
the
the
rank?
Okay?
E
So
now
you
all
get
to
get
up,
and
and
oh
after
okay,
explain
it:
okay,
okay!
After
we
finish
the
meeting
you
all
will
get
to
come
up
and
just
like
the
old
days
in
chicago
vote
three
times
you
get
to
vote
one
two
and
three
on
your
preference
for
the
most
important
things
that
to
give
the
committee
guidance
and
at
least
vote
for
your
preference
on
how
this,
how
this
process
moves
forward
so
you'll
get
to
pick
three
things.
E
B
Thank
you
very
much,
and
that's
only
for
the
the
members
won't
do
that
because
we
get
a
chance
we'll
we
get
to
vote
on
at
some
point
somewhere
in
the
future.
So
so
I
just
want
to
thank
everybody
for
being
here
today
and
participating
in
this
process.
B
I
think
we've
had
some
good
discussion.
You
know
I,
as
I
talked
to
some
folks,
I
didn't
we
didn't
hear
any
like
totally
off
the
wall.
Ideas.
B
I
mean,
but
we
are
some
of
these
things
that
we've
heard
before
you
know
one
of
the
ones
that
I
always
throw
out
just
to
kind
of
get
people
to
think
about.
It
is
what
about
a
having
smaller
boards,
more
local
that
then,
that
that
also
have
representation
on
a
bigger
board
kind
of
like
a
consolidated
board
versus
nobody's
ever
talked
about
that.
I
don't
know
that
anybody
does
it
across
the
country,
you
know,
but
they
do
do
it
in
like
in.
B
I
know
a
library
district
that
does
that
in
new
york,
where
they
have
smaller
boards
and
then
they
send
a
representative
to
the
consolidated
and
then
they
do
that.
But
so,
if
there's
any,
if
you,
if
you
run
across
any
of
those
kind
of
ideas,
make
sure
you
can
send
those
to
our
staff
they'll
include
that,
of
course,
you
can
in
any
other
ideas
that
you
think
about.
B
After
the
fact
you
can,
you
know,
send
those
so
that
we
can
have
those
so,
but
with
that,
thank
you,
and
just
so
you
know
we'll
have
another
meeting
at
some
point
to
kind
of
consolidate
all
of
this
and
then
somewhere
down
the
line
in
one
of
our
last
couple
meetings
of
the
of
the
education
committee,
we'll
you
know
we'll
have
a
discussion
about
how
we
as
a
committee
might
want
to
go
and
where
we
want
to
go,
and
so
so
so
keep
an
eye
out
for
that.
B
We'll
have
another
one
to
kind
of
see.
If
maybe
we
can
coalesce
around
anything,
you
know
I
haven't.
I
I
haven't
made
up
my
mind
on
what
where
we
should
go,
and
I
don't
know
that
I
I
think
there
might
be
some
things
as
was
mentioned,
that
we
could
call
us
around.
So
that
could
help,
and
I
think
just
remembering
that
we're
just
trying
to
make
this
better
for
our
kids,
you
know
whoever
the
one
that
brought
up
is
the
adults.
B
B
All
right
so
we're
going
to
go
now
to
item
number
three
on
the
agenda,
which
is
public
comment
now
this
is
going
to
be
the
regular
public
comment
that
you
remember.
You
have
three
minutes
and
since
you've
had
a
chance
to
talk
about
that,
other
I
mean
you
could,
I
guess,
bring
it
up
again,
but
if
you
have
other
items
that
you
want
to
bring
up
come
forward
and
just
sit
at
one
of
the
things
and
push
the
button
and
you'll
have
three
minutes.
B
D
Thank
you,
anna
binder,
for
the
record.
I
just
realized.
We
missed
a
huge
discussion
today,
which
is
the
fact
that
nrs
388g
already
has
a
component
for
municipalities
to
have
ecax
or
education
advisory
committees.
We
could
maybe
potentially
look
at
somehow
working
into
that
law
to
tap
into
a
broader
or
more
general
type
of
different
type
of
oversight
too,
but
that
is
built
within
that
law.
D
I
wanted
to
one
there's.
A
lot
of
teachers
upset
right
now
that
this
is
a
meeting
that
they
can't
attend
and
they
always
feel
like
their
voices
are
not
prioritized
and
heard.
So
I
did
point
out
to
ms
salt
that
she
was
the
only
educator
other
than
miss
lazos.
That
submitted
written
public
comment,
so
maybe
I'll
spend
some
time
reaching
out
to
the
teachers
and
getting
them
to
submit
their
ideas
to
you
guys
for
a
future
meeting.
D
I
want
to
reiterate
what
miss
lazo
said,
because
if
they
it
last
legislative
session,
we
a
lot
of
us
testified
against
appointed
boards,
but
it
was
predominantly
because
I
think
we
all
felt
that
it
took
away
constituents
ability
to
hold
their
elected
officials
accountable.
D
So
I'm
sure
you
guys
will
read
that
too,
and
then
I
also,
I
believe,
if
I
email
something
in,
does
that
get
lodged
in
public
comment.
B
B
D
Okay,
great
I'm
going
to
attempt
to
get
trustee
ford
to
produce
to
you
guys
she
has
a
very
extensive
file
of
research
and
tracking
that
she's
been
doing
on
she's
for
change
that
aj
crabill
guy,
and
I
really
think
that
you
guys
should
all
review
a
lot
of
what
she
has
put
together
of.
What's
happened
across
our
nation
anytime,
that
they're
involved
in
our
education
systems
so
I'll
send
that
forward
or
if
she
doesn't
do
it
I'll
send
it.
Thank
you
so
much
for
your
time
today.
B
B
Just
want
to
thank
everybody
today
for
for
being
here
and
testifying
and
participating.
I
know
that
some
have
mentioned.
You
know
that
it's
hard
for
some
of
the
teachers
to
come,
especially
when
we
have
our
meetings
during
the
day
and
but
we
also
have
to
use
staff
and
and
all
that
to
make
it
work,
but
we
might
be
able
to
work
something
at
some
point
to
do
something
in
the
evening,
but
we'll
have
to
look
at
the
schedule
for
that
today's
specific
meeting.
B
Just
once
again,
I
want
to
reiterate:
I
wanted
to
make
sure
that
we
were
able
to
have
discussion
and
that's
the
only
reason
that
we
didn't
do
the
online.
You
could
hear
it
online
and
and
watch
it.
I
guess,
but
you
couldn't
participate,
because
it's
just
really
hard
to
have
these
kind
of
deep
discussions
that
we
really
needed
to
have
in
this
in
this
instance.
So-
and
I
so
I
appreciate
everyone
being
here
and
an
archive
version
of
this
is
available
online
and
our
next
meeting
is
currently
scheduled.