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Description
This is the third meeting of the 2021-2022 Interim. The agenda is not yet available.
For agenda and additional meeting information: https://www.leg.state.nv.us/App/Calendar/A/
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A
Good
morning
we're
going
to
go
ahead
and
start
this.
The
joint
interim
standing
committee
on
education,
today's
march
16
2022-
and
we
welcome
you.
This
is
the
first
in-person
meeting
of
all
of
our
interim
meeting,
so
we'll
see
how
it
goes
we're
out
of
the
habit
perhaps,
but
we
do
have
actually
we
do
have
assembly
women
hardy.
I
see
on
online
with
us
today
and
then
we've
got
some
women
hansen
is
in
carson
city
and
everyone
else
is
here
so.
B
A
Here,
thank
you
and
note
that
I
believe
everyone
is
here,
and
so
I
know
what
sometimes
you
got
to
get
to
the
mic,
and
some
of
these
mics
are
really
far
away,
so
I'm
trying
to
get
to
them.
A
Okay,
we've
got
a
really
good
agenda
today,
as
I
mentioned
before,
we
are
trying
to
cover
different
areas
in
education
so
that,
as
we
get
closer
to
june
and
july
or
july
and
august,
where
we're
going
to
start
talking
about
some
legislation,
we
want
to
be
able
to
get
a
really
good
view
of
what's
going
on
in
education
in
nevada,
so
we've
got
some
really
good
presenters
and
continue
to
do
that
as
we
move
forward.
A
So,
first
of
all
on
some
of
our
housekeeping
items
like
to
cover
some
of
those
when
speaking
identify
yourself
for
the
record
each
time
you
speak
so
I
know
it's
kind
of
you
know.
You
say
it
when
you
first
start,
but
then,
if
you're
as
you're
answering
questions,
you've
got
to
really
identify
yourself.
It
makes
the
record
very
clean.
A
You
can
receive
electronic
notifications
of
the
committee's
agendas
minutes
and
final
report
by
signing
up
on
the
nevada,
legislature's
website
members,
if
you
are
attending
via
zoom,
please
keep
your
video
turned
on
during
the
meetings
to
ensure
we
have
a
quorum,
mute
your
microphone
when
not
speaking,
diminished,
minimize
background
noise.
Finally,
please
note
that
during
the
committee
meeting,
the
zoom
chat
feature
is
only
to
be
used
for
technical
assistance
from
our
broadcast
and
production
services.
Colleagues,.
A
Also,
I
probably
will
take
a
bid
between
here
and
there
midway
I'll,
maybe
just
take
a
quick,
a
quick
break
also
and
then
in
the
afternoon,
depending
on
how
long
we
go
I'll
take
another
one
I
always
think
about
when
when
we
do
our
zoom
meeting,
sometimes
we
go
all
day
long
and
we
never
actually
take
any
breaks,
and
I
know
some
people
don't
want
to
miss
the
meeting
when
they
have
to
go
use
the
restroom
or
something,
but
so
hopefully
we'll
try
to
do
that
as
we
get
going
here.
A
So
we
will
first
go
to
our
first
item
on
the
agenda,
which
item
number
two
public
comment.
Public
comment
may
be
provided
in
several
different
ways,
all
of
which
are
listed
on
the
agenda,
provide
testimony
in
person
call
669-900-6833.
A
And
then
entering
the
meeting
id,
which
is
820-7341-1613
and
press
pound,
sign,
which
I
believe
you
can
find
that
on
the
agenda.
Also,
you
can
email
your
comments
in
and
that's
also
in
the
agenda,
the
the
email
and
then
you
can
mail
written
comments
to
the
research
division.
401
south
carson,
carson
city
89701
and
you
can
also
fax
to
775-684-6400.
A
A
F
Morning,
mr
chair,
chris
daley
nevada
state
education
association,
the
voice
of
nevada
educators
for
over
120
years.
Today.
Our
comments
relate
to
your
item
on
the
impact
of
covet
19
on
school
districts.
Unfortunately,
there
is
no
sugar
coating
it.
The
state
of
public
education
in
nevada
is
dire
for
decades.
We've
ranked
near
the
bottom
of
states
in
education,
funding
and
quality,
and
many
districts,
especially
here
in
clark,
have
long
had
a
shortage
of
teachers
and
other
educators.
F
But
with
all
that's
come
with
the
coveted
pandemic,
we
are
amidst
an
unprecedented
shortage
of
educators
to
teach
our
kids
and
make
our
schools
run
today.
The
clark
county
school
district
lists
over
2
000
vacant
positions
with
14
hundred
of
those
licensed
nevada
needs
bold
action
to
address
this
crisis
in
public
schools.
F
It's
time
for
twenty
time,
for
twenty
means,
a
twenty
percent
increase
in
educator
pay
and
at
least
20
an
hour
for
the
workers
who
make
our
schools
run
time
for
20
means
reaching
an
average
class
size
of
20
students
in
core
academic
subjects.
Let's
consider
for
a
moment
the
severity
of
the
situation
facing
nevada
educators.
Today,
the
economic
policy
institute
reports,
public
school
teachers
are
paid
19.2
percent
less
than
similar
workers
in
other
occupations.
F
According
to
the
national
education
association's
ranking
of
the
states,
nevada
public
school
teachers
make
nearly
7
500
below
the
national
average
27
000
less
than
neighboring
california,
who
we
directly
compete
for
educators.
Nevada
has
some
of
the
largest
class
sizes
in
the
country
with
some
of
the
highest
concentrations
of
at-risk
students
in
english
learners.
Meanwhile,
a
substitute
teacher
shortage
has
left
countless
classrooms
with
no
teacher
at
all,
forcing
remaining
staff
and
even
our
lieutenant
governor
to
cover
additional
classes.
F
The
latest
inflation
data
shows
prices
are
climbing
at
the
fastest
pace
in
40
years
with
cpi.
Now
I
believe
over
8.1
percent
and
I
have
an
old
number
and
what
we
filed
at
seven
and
a
half,
but
it's
now
8.1.
I
think
we've
all
felt
that
at
the
pump
home
and
rent
prices
have
skyrocketed
across
nevada,
with
average
rents
up
over
20.
Just
in
the
last
year
alone.
F
F
A
I'm
not
seeing
anyone
coming
do
we
have
anybody
in
carson
city.
I
All
right
perfect,
good
morning,
chair
dennis
and
committee
members
for
the
record,
my
name
is
hava
ahmed
and
I
represent
the
clark
county
education
association
ccea
represents
over
18
thousand
licensed
educators
in
the
bargaining
in
bargaining.
Excuse
me
with
the
clark
county
school
district
and
we
are
the
largest
independent
teachers
association
in
the
state
and
the
country
over
the
last
legislative
session,
ccea
worked
hard
to
ensure
that
the
necessary
funding
was
found
and
allocated
into
the
people-centered
funding
plan
personally
to
the
commission
on
school
funding's
april
23
2021
report
years,
one
and
two.
I
However,
we
cannot
let
the
momentum
slow
down
and
ccea
looks
forward
to
advancing
the
work
of
the
commission
through
a
continued
investment
in
the
new
plan
to
get
to
the
national
average
for
student
funding.
The
commission
recommends
a
10-year
plan
with
an
annual
investment
of
200
million
of
additional
money
into
our
public
education
system.
Ccea
supports
this
plan.
However,
as
we
approach
the
incoming
legislative
session,
we
must
look
to
two
things:
one
governance
to
ensure
that
our
dollars
are
spent
on
our
students
and
two
workforce
development
to
become
a
diversified.
I
A
Okay.
Our
next
item
item
number
three
approval,
the
minutes.
We
are
going
to
skip
that
today
and
we
are
using
a
new
method
of
doing
minutes
and
our
minutes
aren't
ready
yet
for
this,
for
this
meeting
so
we'll
bring
those
to
our
next
meeting.
So
we
won't
take
those
up
today.
A
A
We
have
david
jensen,
superintendent
of
the
humboldt
county,
school
district,
kristen
mcneill
superintendent,
washoe
county
school
district
summer,
stevens,
superintendent,
churchill,
county
school
district,
pam,
thiel,
superintendent,
lincoln,
county
school
district,
rebecca
fiden,
executive
director
of
state
public
charter
school
authority,
and
so
I
don't
know
who's
gonna
start
it
off.
A
J
All
right
can
someone
give
me
a
quick
if
you
can
see
my
screen,
hopefully
we're
good
okay.
J
Well,
good
morning,
chair
dennis
and
all
the
members
of
the
education
joint
education
interim
committee,
so
today
we
are
the
five
of
us
are
here,
representing
the
nevada
association
of
school,
superintendents
or
nas,
and
providing
some
input
and
information
to
you
related
to
the
questions
that
you
that
you
brought
forward
really
around
learning
around
achievement
around
the
covid
situation
in
all
the
districts
and-
and
I
thought
it'd
be-
you
know
fun-
to
share-
obviously
we're
all
here
for
kids
and
several
of
us
were
able
to
add
some
slides
here,
but
we
think
it's
important
that
you
know
this
is
work
that
you
see
on
the
screen
on
the
front
page
and
the
subsequent
slides
that
have
some
photos.
J
That's
happening
right
now
in
schools
in
nevada,
so
we're
not
going
to
say
that
things
are
in
a
spot
where
we
we
are
in
super
familiar
territory
all
of
the
time,
but
you
can
see
kids
here,
working
in
stem
working
in
the
arts,
working
in
language
arts
and
in
our
ems
programs.
Here
in
churchill,
county
and
again,
this
is
this
has
just
happened.
J
So
I
think
everyone
should
be
pleased
to
see
that
that
we're
getting
things
back
with
kids,
we
see
smiles,
we
see
kids
engaged
in
in
lots
of
learning
and
all
of
these
learning
that
are
shared
on
the
screen
all
of
these
areas
and
then
subsequent
slides.
These
are
all
super
important
to
our
process
for
learning
in
our
schools.
J
So
again
I
am
summer
stevens,
I
am
the
superintendent
in
churchill
county
and
also
currently
serve
as
the
nevada
association
of
school
superintendents
president
also
today,
presenting
with
us,
will
be
dave,
jensen,
kristen,
mcneill,
pam,
teal
and
rebecca
fiden,
and
we
thought
that
this
is
a
great
approach
right
to
give
you
all
a
chance
to
meet
the
five
of
us
as
we
move
forward
and-
and
one
of
our
points
is
going
to
be
about
continuing
to
work
really
closely
together
and
so
you'll
get
to
meet
us
and
we'll
stand
for
questions
and
there's
another
agenda
item
where
we'll
mostly
stand
for
questions
and
look
forward
to
continuing
to
work
with
all
of
you.
J
So
thank
you
for
this
opportunity
this
morning.
I
wanted
to
briefly
share
some
of
the
of
the
nas
perspective.
Just
of
of
where
things
are
at
this
time,
so
we
really
have
an
urgency
to
accelerate
learning.
You
know.
I
know
that
in
the
previous
meeting
and
obviously
any
other
meetings
you've
had
prior
to
now
we
keep
getting
this
term
learning
loss
really
gets
thrown
around
and,
quite
frankly,
there
was
a
lot
of
learning
that
happened.
J
J
But
we
have
an
ex
an
urgency
to
accelerate
learning
for
all
teachers
to
understand
the
standards
is
that's
a
pivotal
place
for
us
to
be
able
to
accelerate
learning
in
all
grades
and
subjects
and
really
move
forward
with
our
focus
on
competency-based
learning,
where
students
and
adults
know
where
students
are
in
their
learning
on
a
constant
basis
versus
a
single
one-time,
summative
test
to
know
what
their
status
is.
We
have
to
work
at
changing
the
system
and
I
know
that
nde
hears
us
and
that's
kind
of
the
work
moving
forward.
J
We
also
have
to
create
a
focus
on
on
learning
and
learning
acceleration,
not
in
reporting
and
over
reporting.
So
we
spend
a
lot
of
time
in
districts
doing
a
lot
of
reporting.
If
we
go
back
to
the
time
that
no
child
left
behind
started
in
our
nation,
you
know
really
one
of
the
crux
of
it
all
was
we're
going
to
use,
reporting
and
accountability
to
ensure
that
learning's
happening
and
we've
got
a
little
bit
lopsided.
J
Now
we
believe
on
on
that
nature,
and
maybe
a
lot
lopsided
to
a
focus
on
reporting
over
reporting
duplicative
work.
We
have
to
ensure
that
the
process
that
we're
that
we're
working
on
the
process,
not
just
the
products
that
come
at
a
single
point
in
time,
the
new,
continuous
improvement
model
that
is
coming
out
of
the
work
with
the
department
of
education
and
and
its
partners
that
is
going
to
help
us
start
tying
things
together,
start
helping
ensure
that
we
have
a
focus
start
putting
our
efforts.
J
That's
really
going
to
support
the
work
we
believe
in
addition
right
now
and,
as
you
all
start
thinking
about
all
of
these
topics
right,
they
shared
the
public
comments
shared
some
really
important
things
about
things.
We
need
to
consider.
J
We
believe
that
our
students,
our
families,
our
staff
and
the
communities
right
now
they
are
struggling
in
lots
of
ways.
So
we
fully
believe
that
grace
and
empathy
must
be
at
the
front
of
our
work
to
improve
the
student
learning
outcomes
and
the
student
whole
child
development
outcomes
that
we
have.
J
You
know
clearly,
you
guys
are
inundated
with
commentary
and
concern,
which
is
usually
spot
on
from
someone's
perspective
about
a
number
of
things
and
you're
charged
with
not
only
caring
for
education
but
health
and
human
services
and
and
finance
and
industry
and
business
right,
you're
charged
with
as
a
legislator
you're
charged
with
all
of
those
things.
So
in
your
role
here
in
the
education
committee,
we
want
to
implore
you
to
continue
to
work
with
urgency
to
address
the
needs
of
students
of
our
learners,
and
we
have
to
work
together.
J
The
nevada
department
of
ed,
the
state
board
of
education,
all
of
our
districts,
all
of
our
schools
legislators,
the
governor's
office.
We
have
to
work
together
on
initiatives
and
legislative
priorities,
because,
ultimately,
it
really
ties
to
the
next
piece
that
the
policy
that
comes
about
for
education
has
to
be
driven
from
the
bottom
up:
schools
and
districts.
But
that
includes
the
stakeholders
that
include
staff.
That
includes
the
families
includes
the
students.
J
You
know
several
of
us
on
this
call
today.
You
know
I,
I
am
a
district
of
I'm
going
to
say
like
a
midsize
school,
but
I
also
do
a
a
number
of
the
grant
budgets,
as
well
as
the
applications
and
tracking.
All
of
that,
I
order
things
for
people,
I'm
teaching
a
class
at
the
high
school
in
the
afternoons.
J
We
have
people
from
much
smaller
systems
that
are
doing
all
of
the
grants,
and
so
when
we
put
policies
or
or
statutes
into
place,
we
want
to
make
sure
that
we're
thinking
about
all
of
what
it's
going
to
require
from
us
and
that
we
make
sure
we're
solving
problems
that
actually
exist
and
and
how
we,
you
know,
blend
things
together.
So
we
wanted
to
make
sure
that
we
started
with
that
perspective
before
we
go
ahead
and
move
on
to
some
of
the
specific
topics.
K
Good
morning,
chairman
dennis
and
members
of
the
committee
for
the
record,
my
name
is
dr
david
jensen,
superintendent
for
humboldt
county
school
district,
and
thank
you
for
the
opportunity
to
be
with
you
this
morning.
So
as
we
look
at
slide
number
five,
I
wanted
to
touch
briefly
on
general
enrollment
and
graduation
rates.
It's
interesting
to
reflect
that
where
we
sit
today
march,
16th
we're
just
over
two
years
from
school
closure
in
march
of
2020..
K
To
give
you
an
example
in
humboldt
county
after
the
closure
for
the
2021
school
year,
humboldt
county
school
district
saw
a
decrease
in
enrollment
of
5.6
percent.
That's
a
significant
number
and
equated
to
approximately
200
students
where,
prior
to
covid,
we
sat
at
3
400
students
we
dropped
to
about
3
200..
K
We
had
hoped
with
this
year
that
we
would
see
a
rebound
in
enrollment
that
has
not
fully
come
to
fruition
and
we
remain
down
approximately
100
students
from
pre-covered
numbers,
as
noted,
that
has
impacted
a
number
of
districts
that
have
seen
declines
in
their
enrollment
and
the
reason
why
that's
so
important
is
it
does
have
impacts
under
the
people-centered
funding
plan.
We
recognize
that
under
the
pupil-centered
funding
plan
for
school
districts
that
remain
in
hold
harmless
it's
to
match
the
fiscal
year
2020.
K
However,
with
the
adjustments
for
enrollment,
it
does
have
a
decrease
and
an
impact
on
the
revenue
streams
for
those
impacted
school
districts.
I
do
want
to
emphasize,
though,
that
covid
has
provided
some
opportunities
for
school
districts
and
as
we
look
at
that
relative
to
enrollment,
what
I
mean
by
that
is,
it
has
caused
us
to
rethink
education
and
senator
dennis.
K
I
know
you
and
a
number
of
legislators
have
supported
some
recent
bills
that
have
talked
about
competency-based
learning
and,
as
a
lot
of
districts
are
working
towards
what
we
call
personalized
learning,
which
directly
directly
aligns
with
competency-based
learning.
It
truly
provides
an
opportunity
for
us
to
reconsider
education,
the
methodology
for
providing
those
services
and
to
meet
students
where
they're
at
at
any
given
time.
K
The
reason
that's
important
is,
I
believe,
that
school
districts
are
going
to
have
to
become
more
competitive
as
we
look
to
look
at
home,
school
and
private
opportunities
that
are
out
there
and
are
recruiting
public
education
students
so
that
we
can
bring
students
back
into
the
public
education
fold
to
remediate
those
losses
in
our
enrollment
numbers.
So
thank
you
for
your
work
on
that.
I
know
there's
much
more
work
to
be
done,
and
I
know
that
as
nas
we
stand
ready
and
willing
to
work
with
you
on
that.
K
K
However,
that's
not
the
case
across
all
districts
and,
as
noted
in
our
slide
nine
districts
on
increasing
their
graduation
rates,
I
can
speak
personally
to
humboldt
county
school
district.
We
did
see
an
increase
and
for
the
cohort
of
2021
humboldt
county
school
district
had
a
94
graduation
rate,
which
we
are
very
pleased
with,
and
we
celebrate,
while
also
recognizing
that
a
lot
of
that
was
possible
because
of
the
federal
stimulus
dollars
through
some
support
of
the
state
legislature,
as
well
as
the
federal
government.
K
So
recognizing
that
there
are
challenges
across
the
district.
There
also
are
a
number
of
other
areas
in
which
we
celebrate
president
stevens.
If
we
can
go
to
slide
number
six,
I
wanted
to
then
touch
on
achievement
in
the
2021
school
year.
As
noted
relative
to
graduation
rates,
there
were
a
number
of
districts
that
saw
gains
in
achievement
during
covid,
while
others
experienced
either
no
gains
or
saw
decreases
in
academic
achievement
across
the
state
based
on
state
and
national
assessments.
K
K
We
found
that
some
of
our
most
remote
sites
we
were
not
able
to
interact
interactively
through
technology
with
our
students.
An
example
is
denial.
It's
located
100
miles
north
of
winnemucca
serves
as
total
of
eight
students
and
because
of
their
remote
location.
They
don't
have
access
to
internet
connectivity,
which
required
districts
to
think
very
creatively.
We
were
fortunate
to
be
able
to
meet
those
needs.
K
K
I
know
that,
there's
a
section
after
this
presentation
that's
going
to
talk
about
chronic
absenteeism,
but
I
wanted
to
share
with
you
that
all
districts
that
I'm
aware
of
saw
a
significant
increase
in
that
chronic
absenteeism
rate.
Some
of
it
is
directly
attributed
to
covid19
as
an
example.
What
we
found
in
humboldt
is
for
every
student
that
contracted
covid19
based
upon
quarantine
requirements.
K
We
would
have
approximately
10
students
that
were
subject
to
a
mandatory
quarantine,
we're
aware
of
some
students
in
our
district
that
were
quarantined
on
four
separate
occasions
so
prior
to
the
reduction
of
the
10-day
quarantine
down
to
five
for
one
student
in
particular,
that
student
had
been
quarantined
for
40
days
now.
Certainly
that
doesn't
equate
to
the
chronic
absenteeism
because
of
the
ability
that
we
have
to
code
them.
K
But
I
think
that
ties
to
the
conversation
that
we're
having
about
academic
impacts
if
students
are
not
directly
in
the
classroom,
even
if
they
are
able
to
gather
that
through
various
methodology
for
their
academic
performance.
It's
not
the
same
as
if
they're
able
to
be
in
the
classroom
with
their
peers
and
with
a
teacher.
So
again,
I
just
primed
the
pump,
because
I
know
that
the
committee
is
going
to
have
some
questions
on
chronic
absenteeism
and
we'll
be
glad
to
have
that
conversation
and
then.
K
This
has
allowed
us
to
do
some
things
that
were
essential
to
bridge
the
covid
learning
loss
and
we've
identified
some
specific
things,
such
as
interventions,
credit
recovery,
summer,
school
and
extended
day
learning,
and
then
the
accelerated
enrichment
for
students
in
in
again,
as
I
shared
humboldt,
we
had
a
graduation
rate
of
94
percent.
I
can
directly
attribute
that
success
to
what
we
were
able
to
do
as
a
result
of
the
federal
stimulus
dollars,
as
well
as
the
support
of
the
state
and
on
slide
number
11.
J
Thanks
dave
next
up,
we
have
dr
mcneill
from
washoe
county
who's,
going
to
be
talking
to
us
about
staff
shortages
and
the
impacts
of
the
closures
so
kristin
take
it
away.
L
I
have
the,
as
dr
stevens
was
just
speaking,
the
distinct
pleasure
to
talk
about
some
very
severe
staffing
issues
that
we
have
across
the
state.
They
were
absolutely
mentioned
in
public
comment.
All
areas
are
impacted
from
our
bus
drivers
to
our
secretaries,
our
teachers,
as
was
also
mentioned,
health
care
staff.
Importantly,
our
counselors
and
our
mental
health
support
across
the
states.
We
are
having
an
exceptionally
difficult
time.
I
don't
know
of
one
of
our
districts
that
is
not
having
a
difficult
time
on
filling
vacancies
across
all
of
these
sectors.
L
L
We
have
concerns
around
pay
cost
of
living
wages.
Our
long-term
substitutes
are
being
used
to
fill
critical
needs,
as
well
as
sometimes
our
class
sizes
have
to
be
increased
and
classes
are
combined.
The
various
positions
are
combined.
We
are
trying
out-of-the-box
ideas
throughout
all
of
our
districts,
whether
we
are
using
certified
staff
or
support
staff.
To
help
fill
these
positions.
I
can
tell
you
in
the
washoe
county
school
district,
the
transportation
is
at
a
dire
dire
level.
At
this
point
in
time
we
have
had
to
reduce
services
for
our
students.
L
L
We
have
had
to
implement
bus
hubs
for
our
middle
and
our
high
schools
to
no
longer
where
our
bus
buses
are
into
going
into
neighborhoods.
So
it
is
at
a
critical,
critical
level
across
our
state,
and
I
know
that
we
are
looking
forward
to
the
continued
conversations
around
funding
and
what
to
do
in
the
next
couple
of
years,
especially
as
the
legislature
starts
to
have
these
discussions,
which
I
know
that
we
appreciate
being
partners
in
that
discussion.
L
I
think
we
all
whether
we
are
parents
or
grandparents,
aunts,
uncles
educators.
We
have
all
had
experiences
of
trauma
from
our
students
and
our
families
and
our
staff
mental
health
supports
is
in
another
critical
stage
across
our
states.
We
need
severe
support
in
the
areas
of
mental
health
for
our
counselors,
our
social
workers.
I
often
refer
to
our
counselors
and
our
social
workers
as
angels,
because
it's
exactly
the
work
that
they
do
for
our
students-
life-saving
work.
L
L
However,
as
our
students
came
back
into
our
buildings,
we
knew
that
many
of
our
students
hadn't
had
that
social
and
emotional
support
and
so
trying
to
make
sure
that
our
students
have
those
soft
skills
how
to
talk,
how
to
express
themselves
in
safe
areas,
knowing
that
classrooms
are
safe.
For
so
many
of
our
students
and
and-
and
I
appreciate
all
the
educators
listening
today.
L
For
so
many
of
our
students,
school
is
the
safest
place
for
our
students,
and
so
we
want
to
continue
to
make
sure
that
our
doors
are
open
and
that
there
is
a
welcoming
environment
for
all
of
our
students,
as
well
as
our
staff,
and
with
that
I'm
going
to
turn
it
back
over
to
superintendent
stevens.
Who
will
introduce
our
net
speaker.
J
Thank
you
kristin,
and
I,
and
I
really
appreciate
from
both
of
you
so
far.
This
met
the
hopefully
the
the
messaging
that
you
all
on
the
committee
are
hearing
is
that
there
are
really
great
things
and
we
have
really
great
people
doing
really
great
things.
We're
we're
probably
almost
past
the
tipping
point,
though,
of
these
concerns,
and
so
we
definitely
want
to
maintain
conversations
moving
forward.
J
Next,
we're
going
to
have
superintendent,
pam
thiel
from
lincoln
county
sharing,
specifically
about
how
how
we're,
monitoring
and
measuring
the
impacts,
as
well
as
what
supports
and
solutions
are
in
place.
Thanks,
pam.
M
Good
morning,
chair
dennis
and
the
committee
I'm
so
excited
to
be
in
a
conversation
about
the
right
things
in
education.
So
I
appreciate
your
time
today,
I'm
in
regards
to
monitoring
and
measuring
impacts
on
what
we
do.
Certainly
we're
aligned
with
the
state
assessments
that
we
do
that
are
summative
that
give
us
an
end
result
of
where
we're
at
for
schools
to
monitor.
But
we
always
have
to
be
very
cognizant
of
the
formative
assessments
that
need
to
drive
this
work
and
so
formative,
meaning
to
inform
to
so.
M
We
know
where
to
instruct,
and
then
I
think,
the
the
large
where
we
dr
stevens,
talked
about
that
large
learning
loss
that
we're
talking
about.
M
Well,
there
was
the
learning
loss
that
has
always
been
there
and
then
the
learning
loss
that
was
excavated
by
covid
that
it's
now
more
important
than
ever
to
be
doing
the
work
around
knowing
where
students
currently
are
so
that
we
can
inform
where
to
educate
and
move
which
brings
us
to
that
conversation
back
about
competency
based
and
having
students
blended
personalized
in
real
time,
knowing
where
students
are
so
that
we
can
move
them
where
they
need
to
be
and
accelerate
learning
and
not
always
be
stuck
in
the
conversation
about
remediation,
because
there's
some
good
research
right
now
around
the
fact
that,
if
we're
just
going
to
be
stuck
in
the
remediation
conversation,
it's
that
that
is
not
where
we
need
to
be
so
with
the
nwea
maps,
I
believe
almost
every
district
in
nevada
is
using
it.
M
M
What
supports
and
solutions
are
currently
in
place-
and
I
talked
about
a
few
of
those
already,
but
we
must
continue
the
work
with
urgency
with
all
of
us,
as
dr
stevens
mentioned
earlier.
This
includes
everybody,
that's
on
the
list
in
your
pal
and
your
slide
all
the
way
back
down
to
your
stakeholders,
your
parents,
your
your
school
groups.
M
M
All
of
those
things
are
vital
to
ensure
we
move
for
what
we
need
expanding
summer.
School
has
been
done.
We've
done
a
lot
of
tutoring
opportunities.
I
think
dr
jensen
spoke
about
the
esser
dollars,
impacting
that
we
could
do
more
direct
in
alignment,
which
then
helps
the
graduation
rate
in
those
areas.
Increas
increasing
teacher
coaching.
M
I
I
mentioned
that
a
little
bit
in
the
instructional
coaching
so
that
we're
ensuring
that
teachers
have
the
availability
for
that
coaching
experience
in
areas
either
either
of
their,
how
they're,
structuring
their
intervention
planning
and
how
they're
structuring
that
acceleration
of
of
work
as
well
too
extended
school
day
opportunities,
summer
learning
opportunities.
We
we
really
have
and
all
of
that
little
range
right.
M
There
really
has
been
increased
impacted
by
the
esser
dollars
that,
if
that
that
money
has
influenced
the
right
work
to
get
us
where
we
need
to
go,
and
so
there's
where
we
need
to
always
remember
how
are
we
going
to
continue
those
those
things
when
the
esser
dollars
are
not?
There
appreciate
your
time,
dr.
J
Stevens
back
to
you,
thank
you
so
much
we're
going
to
toss
it
back
to
dave
now
to
talk
a
little
bit
more
about
the
use
of
federal
covid
funds.
Obviously
these
are
many
of
these.
Things
are
ones
that
the
the
flow
through
is
directly
to
the
districts,
but
some
of
this
also
could
have
been
from
any
anything
that
we
were
able
to
access
based
on
state
allocation
of
some
of
those
funds,
so
dave
take
it
away.
K
Thank
you,
chairman,
dennis
members
of
the
committee
again
for
the
record,
dr
david
jensen,
superintendent
for
humboldt
county
and
and
it's
my
pleasure
to
talk
about
this
because
in
my
earlier
presentation
I
expressed
our
appreciation
from
mass
for
just
how
impactful
these
federal
stimulus
dollars
have
been
and
continue
to
be.
K
K
You
see
that
through
air,
filtration
and
ventilation
in
my
office,
I
have
an
air
filter
that
was
also
placed
in
every
one
of
our
classrooms
in
order
to
provide
at
least
one
layer
of
protection.
Ppe,
the
mass
our
community
came
out
in
droves.
There
was
actually
a
drive,
a
community
organization
made
over
2000
mass
for
our
students
that
were
distributed
as
well
as
the
various
cloth
masks
that
we
were
able
to
purchase.
K
Those
were
in
the
days
before
we
were
using
kn
or
n95
mass,
but
as
well
as
gloves
gowns
for
our
medical
providers
and
everything
else
that
we
needed
in
order
to
clean
the
cleaning
and
sanitation
was
another
big
piece
in
a
lot
of
districts,
including
ours.
We
bought
those
static,
sprayers
and
every
evening
after
class,
each
classroom
was
sprayed
as
well
as
our
buses
in
between
each
route,
in
order
to
make
sure
that
we
were
sanitizing
and
we
mitigated
the
covet
19
as
much
as
we
can
nursing
stations
and
nursing
staff.
K
Those
continue
to
this
day
in
order
for
the
quarantine
requirements.
Fortunately,
that
started
to
settle
down
in
the
past
couple
of
weeks,
but
it's
been
a
busy
first
and
second,
nine
weeks
of
this
school
year,
contact
tracing
programs,
I
mentioned
under
the
chronic
absenteeism
I
squirreled
a
little
bit
and
talked
about
the
number
of
absences
that
we
had
as
a
result
of
quarantining.
K
That's
exactly
what
our
contact
tracers
were
doing
in
order
to
correlate
those
that
were
in
proximity
that
met
the
cdc
guidance
for
a
quarantine
requirement.
That
was
a
significant
amount
of
work,
covid
testing
both
for
student
athletes,
staff
and
students
throughout
our
school
districts.
In
order
to
address
that
and
then
various
touchless
sinks,
toilets
and
water
stations
in
humboldt,
we
moved
away,
we
turned
off
the
drinking
fountains
and
bought
drinking
fountains
that
had
the
bottle
refillers,
so
students
didn't
have
to
touch
them
under
that
sr1.
K
In
addition
to
the
safety
precautions,
I
know
a
lot
of
districts
did
everything
that
they
could
for
technology
and
connectivity
in
humboldt.
We
tried
to
create
a
wireless
bridge
bouncing
off
of
our
schools
and
then
to
staff
members
homes
allowing
students
to
access
internet
from
their
home
location,
as
we
were
amazed
at
how
many
students
didn't
have
reliable
internet
connectivity
at
their
homes
or
were
reliant
on
cell
phones
to
be
hot
spots.
K
K
Once
we
completed
that
sr1
and
we
were
able
to
shift
into
hybrid
or
fully
open,
we
started
to
then
look
at
sr2
and
the
arp
funds
and
some
of
our
superintendents
pam
thiel
and
summer
stevens
have
talked
about
some
of
the
impacts
that
we
had.
But
I've
got
listed
in
front
of
you,
some
of
those
things
that
we
were
able
to
do.
Our
first
issue
was
improving
instruction
again
understanding
that
there
was
a
coveted
learning
loss.
K
Some
students
got
a
lot
of
support
through
their
home
environment
and
others
did
not
get
much
at
all,
and
so
it
created
some
significant
discrepancies
and
where
students
returned,
but
we
need
to
meet
every
student
where
they're
at
at
any
given
day
so
instructional,
coaches,
more
curriculum
professional
development
and
then
as
possible.
We
wanted
to
add
additional
staff.
K
Dr
mcneil
talked
about
the
struggles
that
we're
having
with
staffing
and
then
public
comment
really
nailed
and
identified
that
as
an
issue
for
all
of
us,
we
then
had
to
focus
on
increased
online
learning,
and
many
of
us
have
engaged
in
contracts
with
various
vendors.
I
know
nde
has
been
instrumental
in
programs
such
as
discovery
education.
K
Many
of
us
are
using
other
programs
as
well
to
support
online
learning.
This
was
essential
even
as
we
started
to
reopen
our
schools
because,
as
we
found
the
need
either
to
quarantine,
individuals
or
classrooms,
it
was
imperative
for
us
to
ensure
that
there
was
a
continuity
of
instruction
occurring
that
aligned
to
state
standards
and
the
instruction
happening
in
the
classroom.
K
So
we
really
dedicated
a
significant
amount
of
time
and
resources
to
online
learning,
extended
learning
opportunities.
Again,
as
I
reflected
in
my
earlier
comments,
our
graduation
rate
of
94
percent.
We
were
very,
very
strategic
over
the
summer
months,
honing
in
on
students
that
were
credit,
remedy
needed
credit
remediation
and
recovery
and
doing
everything
that
we
could
to
support
students
to
move
them
forward.
K
We
did
pay
staff
members
their
daily
rate,
and
I
know
most
school
districts
implemented.
That
program.
That's
a
kind
of
a
catch-22,
because
we've
been
very
clear
with
our
staff.
When
these
federal
stimulus
dollars
leave,
we
will
not
be
able
to
maintain
that
level
of
compensation,
so
we're
hoping
that
that
doesn't
impact
our
ability
to
continue
that
we
then
implemented
interventions
such
as
interventionists
and
then
dr
mcneil
talked
about
mental
health
supports,
and
I
just
need
to
re-emphasize
that
the
value
of
our
counselors
and
our
social
works
workers
for
the
needs
of
students.
K
We
have
seen
significant
mental
health
crises
with
our
students,
but
I
also
need
to
share
that
we're
seeing
significant
mental
health
crises
with
our
staff
members
at
this
time
in
humboldt
we're
looking
to
expand
using
arp
dollars
to
provide
mental
health.
Counseling
supports
for
our
staff
members
as
we
are
noting
an
increase
in
those
staff.
Members
that
are
in
crisis
and
the
concern
is,
is
that
educators
are
looking
to
leave
this
profession
because
of
some
of
the
crises
that
they're
facing
right
now.
K
J
Thank
you,
superintendent
jensen,
so
the
last
real
key
of
our
new
information
I'd
like
to
turn
it
over
now
to
rebecca
fiden
from
the
charter
school
authority
to
talk
about.
Where
are
we
with
kovid
and
then
really
hitting?
I
guess
the
the
crux
of
what
we
want
to
make
sure
you
also
hear
today
is
what
about
after
us
or
funds
right
and
and
that's
come
up
a
number
of
times
so
rebecca
I'll
turn
it
over
to
you.
G
As
superintendent
jensen
said,
we
closed
schools
just
about
two
years
ago
and
at
that
point
we
knew
very
little
about
cobit
19.
over
the
last
two
years.
Circumstances
have
evolved
significantly
and
will
continue
to
as
we
make
a
transition
towards
the
more
endemic
phase
of
this
virus.
G
The
most
recent
emergency
directive
directive052,
was
signed
by
governor
syslak
on
february
10th
and
under
that
directive
the
governor
lifted
the
mass
mandate
in
schools
and
also
required
each
district
and
charter
school
to
develop
a
coven
19
mitigation
plan.
These
plans
were
required
to
address
the
use
of
face
coverings
in
schools,
testing
programs
that
would
be
offered
and
the
methods
for
detecting
and
responding
to
school-wide
outbreaks.
G
In
the
case
of
charter
schools,
the
state
public
charter
school
authority
has
worked
with
our
38
charter
holders
and
facilitated
work
with
those
local
health
authorities
to
ensure
a
streamlined
process
for
approval
of
those
plans.
We
do
still
have
some
plans
that
are
awaiting
review
and
others
that
are
waiting
on
revisions
based
on
feedback
from
those
local
health
authorities.
G
These
plans
were
adopted
last
summer
and
have
been
updated
as
needed.
In
some
cases,
districts
or
charter
schools
chose
to
revise
that
federally
required
plan
to
incorporate
the
new
requirements
under
emergency
directive
zero.
Five,
two
in
other
cases,
districts
or
charter
schools,
decided
to
have
their
federally
required
plans
sit
alongside
the
emergency
directive.
G
052
plan
nde
has
been
helpful
and
flexible
in
supporting
schools
and
districts
with
allowing
these
plants
to
fit
our
needs,
but
also
ensure
that
they
meet
the
requirements
that
are
outlined
in
the
federal
statutes,
as
well
as
in
the
requirements
from
the
from
the
health
authorities
and
again,
those
are
all
posted
to
the
department
of
education's
website.
G
In
terms
of
where
things
are
today,
when
there
are
cases
reported
or
identified
at
our
schools
and
districts,
the
staff
communicate
with
our
local
health
authorities
to
ensure
they're
aware
of
those
cases
and
ensure
that
necessary
contact
tracing
occurs.
As
you
know,
the
requirements
for
quarantine
and
isolation
have
evolved
over
the
last
two
years,
and
that's
happened
on
several
occasions.
Dhhs
and
the
local
health
authorities
have
been
incredibly
helpful
in
making
sure
that
schools
and
districts
can
implement
that
latest
guidance.
G
G
Next
slide,
please
so
to
transition
now
and
and
kind
of
wrap
up
some
of
these
thoughts
and
before
superintendent
stevens
kind
of
ties
this
off,
while
some
of
the
items
that
were
funded
under
the
federal
emergency
grants
were
one-time
expenditures,
you
heard
about
things
like
air
filtration
systems,
for
example,
many
of
them
responded
to
issues
that
may
have
existed
prior
to
pandemic
and
have
been
exacerbated
by
the
panda.
G
So,
for
example,
we
have
extended
learning
programs
that
have
been
implemented
in
our
schools.
You
heard
about
tutoring
earlier
you've
heard
about
summer
school
programs.
We've
had
additional
staff
that
have
been
added
to
our
schools
again.
The
pandemic
has
exacerbated
the
need
for
these
programs,
but
these
programs
provide
value
and
support
to
our
students,
regardless
of
the
circumstances.
G
So,
while
the
demand
for
some
of
these
programs
may
receive,
perhaps
we'll
see
fewer
students
experiencing
mental
health
crises
and
perhaps
may
be
able
to
reduce
some
of
the
staffing
associated
with
it,
as
we
make
our
way
out
of
the
pandemic,
schools
and
districts
may
be
faced
with
difficult
decisions
about
what
to
continue
to
fund
and
what
to
phase
out
again.
An
earlier
example.
You
heard
superintendent
mcneil
speak
about
the
use
of
esser
funds
to
pay
for
pay
incentives.
G
You
heard
superintendent
jensen
speak
about
being
able
to
adjust
pay
rates
with
the
use
of
essar
funds.
When
these
funds
go
away.
These
types
of
incentives
and
pay
options
may
no
longer
be
available,
and
this
may
have
a
ripple
effect
on
our
ability
to
hire
and
retain
high
quality
staff.
G
So,
while
districts
and
schools
are
looking
at
how
they
can
cover
these
costs
and
thinking
about
other
grant
funds
that
are
available
once
the
esser
fund
stays
out
over
the
next
two
years,
nas
believes
it
is
critical
to
seek
more
sustainable
funding
and
revenue
sources
and
we're
hopeful
that
this
can
be
accomplished
through
the
continued
investment
in
the
new
people-centered
funding
plan.
G
G
High
rates
of
long-term
subs,
as
well
as
we
saw
extraordinary
numbers
of
absences
in
january
january,
is
a
particularly
acute
month
where
we
saw
tremendous
staffing
shortages,
and
so
we
really
see
a
need
to
establish
deeper
and
more
sustainable
pipelines
for
staff
and
ensure
that
we
have
competitive
wages
and
salaries
to
attract
and
sustain
our
employees
with
that
I'll
turn
it
over
to
super
instance.
Superintendent
stevens,
to
wrap
up
today.
J
Thanks
rebecca
so
just
to
to
encapsulate,
we've
talked
a
lot
about
the
last
24
months,
but
these
are
some
things
we'd
like
to
leave
you
with
that.
You
know.
Ultimately,
we
can
adapt
and
flex
very
quickly
more
quickly
than
than
school
has
typically
functioned
in
the
past,
so
changes
in
education
policy
and
practice.
We
really
need
those
to
do
the
same
thing.
J
We
also
know
that
we
stood
up
successful,
blended
and
virtual
learning
opportunity
opportunities,
but
we
do
have
a
lot
to
learn.
However,
this
is
part
of
our
future
in
learning,
and
so
we
want
to
make
sure
that
we
think
about
those
things.
As
we
bring
items
to
the
table,
we
have
entered
a
time
but
having
access
to
devices
and
the
internet
is
just
now
part
of
what
is
expected
and
necessary
to
function.
J
So
I
did
think
back
and
I
thought
like
what
are
all
the
ways
that
we
shared
that
information
out
and
obviously
that
person
had
access
to
an
email,
because
that's
what
I,
what
I
received
from
her-
but
I
did
think
about
you
know,
is
that
is
that
the
way
that
everyone
operates
the
majority
of
the
time
and
how
do
we
bring
those
along
that
are
not
because
that
is
fast?
It's
very
quick.
It's
very
easy.
J
It's
very
to
have
things
that
are
very
timely
available,
so
keeping
that
in
mind
and
last
but
really
most
importantly,
we
are
in
the
human
business
and
we
have
to
keep
that
at
the
forefront
of
everything
that
we
do
in
schools,
at
the
department
of
education,
with
the
state
board
of
education
with
the
legislature
with
the
governor's
office
with
any
other
entity
like
that
is
what
we
do.
J
We
help
grow
humans,
and
so
we
need
to
make
sure
that
that
comes
up
every
time,
that
we
are
considering
anything
new
or
different
changes,
iterations
or
again
those
brand
new
ideas
and-
and
so
we're
grateful
for
the
opportunity
to
talk
with
you
today,
and
we
would
stand
for
questions
that
anyone
has.
A
N
Thank
you,
chair
dennis,
and
thank
you
to
the
superintendents
who
are
part
of
this
presentation
and-
and
I
appreciate
the
the
message
being
given
to
to
provide
grace
for
our
educators
and
our
students
and
our
families.
N
One
one
quick
comment
I
want
to
make
just
to
the
superintendents
who
presented
is
that
your
desire
to
be
part
of
the
process
and
part
of
the
conversation
does
not
have
to
wait
until
session.
You
can
call
and
email
any
of
us
at
any
time
to
start
those
conversations
or
to
to
whether
it's
to
us,
individually
or
collectively.
You
do
not
have
to
wait
for
that,
but
I
do
have
two
specific
questions.
N
N
Needed,
okay,
I
do
see
some
someone
presenting
approaching
the
table
to
respond.
My
first
question
is,
as
it
was
mentioned,
with
the
esser
dollars
to
provide
bonuses
to
staff,
specifically
for
the
the
need
for
retention
could
maybe
just
quickly
in
and
just
look
I'm
just
looking
for
numbers
is.
N
If
you
could
give
us
the
numbers
of
what
your
your
prospective
district
did
do
in
terms
of
retention
bonuses
or
just
to
get
an
idea,
a
comparative
idea
of
kind
of
what
was
done,
because
we
see
what's
being
done
nationally,
just
wanted
to
get
a
handle
of
what
was
done
here
in
nevada
and
then
chair.
I
will
have
a
second
question
for
ccsd.
A
Yes,
are
you
asking
specifically
of
clark
county
or
is
there
several
that
you
were
asking
that
question
of.
N
A
J
Okay,
this
is
superintendent
stevens
from
churchill,
I'll
go
ahead
and
share
from
our
district
and
and
again,
I
think
it's
great
because
we
do
have
a
variety
of
people
represented,
and
I
do
we
have
some
information,
probably
that
I
could
look
at
as
well
to
see
what
other
districts
did
in
churchill
county.
We
took
an
approach
to
two
pieces
of
that
related
to
to
those
incentives.
J
One
was
a
retention
incentive
and
followed
up
by
a
new
staff
hire
incentive
for
this
particular
school
year.
J
We
we
had
a
1500
incentive
for
existing
employees,
and
that
was
everyone,
no
matter
what
your
job
position
was
as
well
as
a
thousand
dollars
to
our
substitutes,
who
worked
a
specific
amount
of
time
last
school
year,
and
then
we
had
a
thousand
dollar
incentive
for
our
new
hires,
and
then
we
also
had
a
two
thousand
dollar
hiring
incentive
and
retention
incentives
specific
to
bus
drivers
in
churchill
county
for
this
school
year,
and
then
we
are
looking
at
some
of
those
pieces
for
next
school
year,
including
incentives
around
hiring
and
also
the
retention
incentives.
J
K
Thank
you
for
the
record,
dr
david
jensen.
Hubbell
county
school
district,
humboldt
county
did
not
provide
monies
for
an
incentive,
with
the
exception
of
we
made
whole
a
group
of
individuals
that
we
hired,
just
as
the
pandemic
was
starting
where,
as
we
reverted
state
funds
that
incentive
went
away,
so
we
made
that
small
group
whole.
We
have
not
done
an
incentive.
What
we
did
do,
though,
and
I'll
share
with
the
committee,
is.
K
We
continue
the
emergency
paid
sick
leave
for
our
staff
members
recognizing
that
either,
if
they
contract
covet
or
subject
to
a
quarantine,
it
can
quickly
deplete
their
sick
days.
So
we
continued
the
federal
emergency
paid
sick
leave
through
this
year
and
it
remains
in
effect
through
the
remainder
of
this
year,
but
we
did
not
provide
an
incentive.
L
To
go
ahead
and
go
next.
Certainly
thank
you
very
much
chair
dennis
superintendent
mcneil
for
the
record
for
washoe
county
school
district.
So
for
washoe
county
we
use
actually
a
combination
of
our
general
fund,
as
well
as
our
esser
dollars
to
provide
retention,
as
well
as
new
hire
and
referral
bonuses.
Approximately
two
thousand
dollars
for
retention
and
new
hires
for
custodial
staff,
bus
drivers
and
nutrition
service
workers
and
referral
bonus
that'll
be
paid
out
at
the
end
of
this
year
of
a
thousand
dollars.
L
We
also
used
a
combination
of
general
as
well
as
esser
dollars,
to
provide
cova
differentials
for
our
administrators.
They
did
a
stupendous
job
in
helping
us
with
contact
racing
at
all
levels,
including
the
health
district,
but
our
principals,
they
received
a
coba
differential
and
then
also
our
teachers
received
a
cova
differential
as
well
too.
Thank
you
very
much.
M
Pam
teal
lincoln
county
school
district
for
the
record,
smaller
school
districts,
so
I
have
138
employees
and
we
did
similar
to
what
churchill
did
where
we
did
do:
retention
incentives
for
the
remainder
at
the
room
at
the
end
of
this
year,
of
a
thousand
dollars
for
full-time
employees
and
then
next
year,
coming
into
retention,
incentives
to
retain
or
then,
if
we
onboard
anybody
new,
an
incentive
to
hire
every
school
district
is
going
to
struggle
with
hiring
I'm
flying
ads
coming
up
next
week,
and
I
hope
I
can
fill
some
and
so
certainly
wanting
to
keep
the
quality
folk
we
have,
but
we'll
we'll
have
some
retirements
that
we'll
have
to
fill,
and
so
hopefully
that
that
incentive
money
out
of
the
our
esser
funds
does
assist
with
that.
G
Thank
you.
I
am
just
reviewing
some
budget
details
from
our
srr
besser
and
I
see
that
there
are
approximately
five
of
our
charters
that
are
using
some
of
the
sr
funds
towards
either
retention
or
hiring
bonuses
on
the
range
of
about
500
to
a
couple
thousand
dollars
for
varying
purposes.
Some
of
them
have
been
specific
for
harder
to
staff
positions.
For
example,
one
was
targeted
specifically
related
to
hiring
teachers
with
an
elide
certification.
O
Thank
you,
chair
janice,
through
youtube
miller,
for
the
record,
leonardo
benavidez,
with
the
clark
county
school
district
in
regards
to
retention
bonuses.
We
did
two
payments
of
one
thousand.
The
first
one
was
paid
out
in
february
for
anybody
who
was
a
full-time
employee
on
january
1st.
The
second
1000
payment
will
be
for
anybody.
Who's
employed
on
may
25th
of
this
upcoming
school.
N
Yes,
please
thank
you
chair
my
next
question.
If
we
could
go
back
to
the
slide
that
presented
how
those
dollars
were
used
for
the
covid19
precautions,
if
you
know
specif,
if
we
could
go
back
there,
just.
N
Thank
you,
that's
the
one,
so
I'm
looking
at
the
coven
19
yeah,
that
was
the
one
there
we
go
so
where
it
says:
covert:
19
health
and
safety
precautions,
and-
and
I
do
understand-
and
this
is
my
question
directed
specifically
to
ccsd
and-
and
I
understand
that
it
was
stated
that
the
district
wasn't
part
of
this
group.
N
But
when
I,
when
I'm
looking
at
the
list
of
the
the
things
that
were
done
as
a
result
of
covet
to
make
the
schools
safer
for
everyone-
and
so
I
see
this
list
that
the
other
districts
did
and
I'm
just
wondering
which
ones
in
ccsd.
Because
again
it's
it's
interesting.
That
ccsd
isn't
part
of
this
conversation,
because
that's
again
where
75
percent
of
the
students
are
and
again
we
know
with
some
of
our
smaller
rural
districts.
They
have
very
specific
and
unique
challenges
and
characteristics
as
well.
N
But
when
it
comes
to
there's
many
items
on
this
list
that
I
don't
see
occurring
and
I'm
wondering,
is
there
a
plan
for
those
things
to
occur
as
well?
Why
aren't
they
occurring?
Will
they
occur
because
again
we
know
with
kova
the
biggest
lesson.
I
hope
most
of
us
are
taking
away
is
that
we
need
to
always
now
kind
of
be
prepared
for,
for
these
worldwide
or
or
you
know,
epidemics
so
in
preparing.
N
O
We
all
districts
actually
did
provide
some
informal
specific
information
for
the
powerpoint,
but
obviously
it's
going
to
go
into
high
detail
I'll,
be
happy
to
provide
some
of
the
ccsd
specific
information
to
members
of
the
committee
afterwards,
but
in
particular
what
have
has
been
used
so
far
for
covet
mitigation
includes
hvac
upgrades
and
ionization
units
and
school
nursing
stations,
bus,
disinfecting
bus,
wi-fi
retrofitting
bottled
drinking
water
for
students
at
school,
when
water
fountains
were
restricted,
ppe
and
supplies
covet
contact,
tracing
programs
covet
contact,
tracing
personnel
web-based
employee
health
check
system
that
the
moca
that
we
use
every
day
covet
testing
for
employment
students.
O
The
one
thing
I
do
want
to
note
for
the
plan,
so
three
dollars
which
have
not
yet
been
received
by
ccsd
we're
looking
at
about
217
million
of
that
to
be
used
for
covent
mitigation,
continued
responses.
So,
yes,
that
is
an
ever
evolving
plan
as
we
look
to
address
that
and
for
future
prevention.
N
I
guess
I
want
to
ask
specifically,
because
you
know
my
perspective
comes
from
the
direct
perspective
of
being
in
the
district
and
being
in
the
classroom
and
hearing
the
concerns
and
the
outcries
of
staff
at
all
levels
and
parents
from
all
schools
of
when
we're
not
seeing
these
things
happening.
So
yes,
as
you
mentioned,
there's
the
imoca
and
yes,
there's
the
testing.
N
But
again,
especially
one
of
the
biggest
concerns
we
hear
from
our
staff
is
the
the
air
ventilation
and
circulation
and
again
the
the
the
ppe
that
staff
has
been
paying
for
out
of
their
pockets
and
stuff.
So
I'm
just
wondering:
can
you
because,
just
to
put
it
plainly,
I
don't
see
it.
So
where
are
these
things
happening.
O
Chair
dennis,
through
you
just
miller,
leonardo
benavidez,
for
the
record,
I
can
follow
up
what
is
it
that
you're
seeing
through
there,
but
I
do
know
that
for
the
first
two
esther
priorities,
the
majority
for
sr1
focus
was
on
mitigate
mitigation
and
the
same
for
s
or
2
as
well
as
it
has
been
distributed
by
the
funding
for
the
schools
for
these
equipments.
A
J
Superintendent
stephen's
summer
stevens
for
the
record,
that
is,
that
that
is
correct.
All
districts
had
an
opportunity
to
share
information
with
us
about
all
of
the
items,
and,
and
so
we
took
the
approach
today,
just
on
the
availability
of
everyone
to
be
able
to
have
a
small
group
of
us,
I
mean
we're
actually
about
you
know
just
under
like
just
a
little
bit
over
a
fourth
of
us
represented,
but
the
the
the
information
came
from
all
of
the
districts
and
coalesced
around
everyone's
ideas.
A
Great
thank
you
because
I
I
couldn't
remember
if
we
clarified
that
at
the
beginning-
because
I
I
know
not
all
the
districts
are
represented
personally
here
today,
but
we
we
were
trying
to
figure
out
a
way
that
we
at
some
point
we
get
to
meet
all
of
the
superintendents
from
all
the
districts
at
some
point
but-
and
we
appreciate
you
being
able
to
put
this
together.
So
thank
you.
What
other
questions
do
we
have.
A
Let
me
just
check
simon
hardy
just
because
you're
online
I'm
and
I
I'm
not
sure
do
you
have
any
questions.
A
A
Okay,
great
and
then
up
up
north
someone
hansen.
Any
questions
on
your
part.
D
Yes,
thank
you
chair
and
thank
you
all
for
being
here.
It's
been
very
informative,
so
I
have
a
I've
been
taking
notes
and
so
you'll
have
to
bear
with
me,
as
I
flip
through
my
notes
here.
I
have
a
few
questions,
dr
jensen,
on
your
presentation.
You
mentioned,
I
think,
5.6
percent
or
somewhere
in
there
in
that
range.
Correct
me.
If
I'm
wrong
on
a
percent
of
this,
you
lost
students
approximately
more
than
200
students
in
drop
in
enrollment.
K
D
Thank
you
and
I
did
notice
on
the
on
the
chart
on
one
of
the
slides
that
some
districts
did
have
above
state
average,
enrollment
and
and
then
the
the
state
public
charter
school
had.
I
had
an
above
average
also
along
those
lines.
Oh
just
to
clarify
for
me,
and
perhaps
those
listening.
D
Is
it
correct
that
in
2020
in
fallout,
2020,
the
rurals
and
washoe
county
schools
had
in-person
learning?
I
know
in
washoe
I
think
it
was
k
through
5th
was
in
person,
and
the
middle
school
and
high
schools
were
hybrid
and
we've
been
pretty
much
that
way
ever
since
then,
except
for
some
dealing
with
some
variants
and
then
also
rurals,
were
you
on
that
sort
of
a
hybrid?
D
K
For
the
record,
dr
jensen,
superintendent,
humble
county
through
chairman,
dennis
to
assemblywomanhansen
most
of
the
rurals,
did
have
at
a
minimum
a
hybrid
model.
Some
of
the
smaller
school
districts
were
able
to
fully
open
at
the
start
of
the
2020
2021
school
year
in
humboldt
county.
We
could
not
do
that
because
of
limitations
on
the
spacing
for
transportation.
K
As
a
result,
we
could
not
transport
all
of
the
students,
even
though
we
could
accommodate
six
foot
of
separation
in
the
schools.
Once
there
was
some
relief
on
the
transportation
requirements,
we
were
able
to
fully
open
and
we
were
open
by
semester
of
last
year,
fully
open
in
terms
of
speaking
for
washoe
county.
I
would
defer
that
to
dr
mcneil,
who
can
speak
about
the
processes
in
washington.
L
Thank
you
very
much,
dr
jensen,
through
you,
chair,
dennis
so
the
kristen
mcneil
superintendent
for
washoe
county.
Thank
you
so
much
for
the
question
and
you're
absolutely
right.
Assemblywoman
hanson,
so
washoe
county
school
district
had
five
days
a
week
for
k-5
and
in
some
of
our
elementary
schools.
L
We
also
tried
to
get
those
students
in
five
days
a
week
depending
on
parents
request.
As
far
as
enrollment
for
the
question,
we
saw
a
decrease
in
washoe
county
for
enrollment,
approximately
500
students,
a
combination
of
home
school,
also
charter
schools
and
then
also
leaving
the
area
leaving
the
state.
J
Go
ahead,
this
is
superintendent
stevens,
and
I
just
I
thought,
maybe
the
others
of
us.
The
charter,
school
authority
myself
and
pam
could
speak
to
that
as
well.
I
think
it's
important
just
because
everybody
did
so
many
different
things.
So
I'll
speak
for
churchill.
We
actually
were
in
person
the
entire
school
year
in
churchill,
but
we
had
a
a
very
different
model.
J
M
Busing
was
a
little
problematic,
but
we
figured
it
out
and
we
ensured,
because
we
do
a
large
amount
of
busing
from
oh
an
hour
from
the
north
in
an
hour
from
the
south
for
a
handful
of
kids
that
come
to
lincoln,
and
so
certainly
transportation
is
always
an
issue
for
lincoln.
But
we
did
manage
to
ensure
that
we
had
the
spacing
and
get
get
kids
where
they
needed
to
be
so.
M
We
were
in
person
the
full
year
and
then
certainly
had
the
ability
to
change
a
flip
if
we
had
quarantine
or
students
that
needed
to
stay
home
and
still
do
that,
just
an
education
piece
to
ensure
that
they
had
continuity
of
services
and
then
also
speaking
to
the
amount
of
students,
not
returning,
even
with
our
in-person
learning.
Last
year
we
still
had-
I
don't
know
the
exact
number,
but
I
believe
it
was
around
40
home
school
students
that
did
not
return
to
us.
M
G
G
Those
were
in
our
rural
communities
and
then
51
of
our
campuses
were
in
some
form
of
hybrid
instruction,
I'll
note
that
our
schools
used
a
range
of
hybrid
instructional
models
from
the
half
day
model
that
superintendent
stevens
spoke
about
to
alternating
days
to
some
students
coming
daily,
while
other
students
were
coming
on
alternating
days.
So
we
bucketed
all
of
that
into
the
hybrid
category.
So
long
as
there
were
students
participating
in
multiple
modalities,
and
then
we
had
a
limited
number
of
schools
that
were
still
remote.
G
K
G
Portion
of
students
were
learning
in
person
so
again
by
the
end
of
the
school
year,
the
vast
majority
of
our
schools
were
hybrid
and
going
into
this
year.
All
of
our
schools
are
fully
in
person,
although
they
are
offering
a
virtual
learning
option
for
students
or
families
who
may
have
that
need,
and
and
with
the
exception
of
a
couple
schools
that
had
to
close
briefly
in
in
january,
for
staffing
shortages.
Primarily,
we
have
had
full-time
and
personal
instruction
for
all
of
our
brick
and
mortar
schools.
This
year.
D
O
Chair
dennis
to
us
on
the
assembly
member
handsome,
leonardo
da
vinci
county
school
district
ccsd
was
fully
remote
up
until
march
1st
of
last
year.
At
that
point,
we
had
pre-k
through
third
grade.
Students
start
to
come
in
and
hybrid
that
continued
so
on.
We
trickled
grade
levels
and
we
didn't
fully
have
the
option
to
come
back
in
person
until
this
past
fall.
O
D
I
think
that
pretty
much
covers
it.
Certainly
I
have
plenty
more,
but
I
won't.
I
won't
take
up
all
the
time.
Thank
you
so
much.
A
A
I
have
a
couple
of
quick
questions
just
because
of
interest
in
the
presentation
someone
I
can't
remember
who
mentioned
when
they
were
talking
about
providing
internet
during
the
pandemic.
I
thought
I
heard
somebody
say
that
they
were
that
they
actually
had
connected
the
offices
to
the
schools
and
schools
to
the
home.
Is
that?
Did
I
hear
that
correctly.
K
Chairman
dennis
that
was
in
humboldt
county
school
district,
we
utilized
some
of
our
funds
as
well
as
we
were
able
to
receive
some
funds
through
the
city,
and
so
we
are
creating
and
still
working
on
it
to
create
a
wireless
web
along
winamaca
boulevard
here
in
winnemucca,
because
we
have
a
number
of
students
that
live
in
hotels,
and
so
we
wanted
to
make
sure
that
they
had
the
ability
equitably
to
access
education,
even
if
they
were
in
a
home
environment.
So
we
spent
several
hundred
thousand
dollars
in
securing
the
equipment.
K
A
And,
oh
okay,
great,
so
that
that
is
that's
interesting.
I
I
had
wondered
about
that:
how
across
the
country,
if
anybody
had
taken
an
opportunity
because
of
the
technology
available
now
to
be
able
to
actually
broadcast
internet
to
homes
from
like
a
school
or
any
other
thing.
So
I
appreciate
that
the
other
question,
the
other
thing
I
believe,
superintendents.
A
Summers
you
mentioned
as
well
as
a
couple
others,
the
competency-based
education,
and
how
how
that
is
tying
in
now,
as
we
move
forward
to
you
know
what
we've
learned
through
the
pandemic
and
and
and
that
kind
of
thing
can.
Let
me
just
quickly
talk
about
what's
happening
in
that
respect.
J
Sure,
superintendent
stevens
for
the
record
and-
and
I
would
also
ask
the
others
to
entertain
it,
because
we
have
a
got
a
great
group
here
that
is
working
through
the
work
right
now
around
the
initial
stages
of
competency-based
learning.
So
this
concept
around
the
competency-based
learning
and
personalizing
learning
right
conceptually.
J
It's
it's
about
meeting
kids,
where
they
are
and
taking
them
on
the
journey
in
a
way
that
makes
sense
for
for
the
student
in
lots
of
ways,
and
so
I
think,
in
terms
of
the
the
pandemic,
we
we
use
that
in
churchill
county
when
we
looked
at
what
model
we
wanted
to
choose
for
our
hybrid,
and
so
that
is
why
we
chose
the
the
half
day
concept.
Our
students
at
middle
and
high
school
actually
only
did
two
classes
at
a
time,
so
it
was.
J
We
learned
a
lot
from
that,
but
ultimately
the
idea
around
being
clear
about
what
we
want
students
to
know
and
be
able
to
do
all
students
that
has
given
us
the
opportunity
to
be
clear
start
to
understand
where
students
fall
in
relationship
to
those
very
clear,
specific
learning
goals,
and
we
we
had
some
of
that
in
place
and
we
continued
to
to
roll
with
that,
but
ultimately
to
some
of
the
legislation
from
this
last
session
around
looking
at
seat
time,
you
know
seat
time.
J
Conceptually
has
been
the
way
and
the
calendars.
Those
are
ways
that
we've
said
legislatively.
If
you
will
through
statute
that
that
this
is
what
it
means
to
come
to
school
and
learn.
But
what
we
also
know
is
that
doesn't
necessarily
equate
to
learning
right
that
the
time
it's
an
arbitrary
set
of
time,
and
so
with
competency-based.
That's
what
we
continue
to
look
at
here
in
churchill
is:
what
do
we
need
to
put
in
place
because
kids
learn
at
different
rates
and
paces
and
in
different
ways
and
in
different
locations?
J
And
so
we
want
to
help
keep
turning
that
foot.
That
conversation
forward
to
what
does
learning
look
like
and
how?
How
do?
How
are
we
held
accountable
and
how
do
we
present
to
the
public?
What
what
is
happening,
but
I
just
had
a
conversation
with
a
a
stakeholder
that
doesn't
have
kids
in
school
and
the
calendar
that
we're
looking
at
for
next
year.
That
is
based
about
learning
and
about
some
of
the
things
we
want
to
achieve.
J
It
didn't
match
the
old
model
of
the
number
of
hours
and
minutes
that
she
thought
kids
should
be
in
school,
and
so
that's
important,
though,
for
consideration
as
we
move
forward
and
that's
some
of
the
stuff
that
we're
trying
out
in
churchill.
But
I
would
definitely
turn
it
over
pam
dave,
kristen
and
rebecca
to
any
of
you
who
would
want
to
add
things
what
you
learn
from
the
pandemic
and
maybe
what
you're
seeing.
M
Camtail
lincoln
county
school
district
for
the
record,
lincoln
county
school
district,
embarked
on
the
competency-based
journey
a
year
prior
to
covet,
and
so
we
were
already
on
that
path
as
then
those
tipping
points
of
like
okay.
So
how
does
this
work
and
do
we
continue
the
work
and
we
certainly
did.
M
We
did
not
scale
back
at
all
which,
during
the
times
where
we
had
staffing
and
other
issues,
it
did
become
a
little
harder
to
manage
to
ensure
that
we
were
still
moving
on
the
changes
in
those
areas,
especially
with
teacher
professional
development,
but
the
plan
we
had
in
place
and
the
things
that
we
were
doing
laid
itself
out
to
where
we
continued
the
journey,
and
it
is
a
journey
we
in
lincoln
county.
We
call
it
the
empower
work,
so
it
is
the
empower
graduate
and
what
we
want
as
a
graduate
as
they
leave.
M
I
I
agree
with
everything
summer
said
so,
let's
put
mrs
dr
stevens
because
same
partnering
in
the
work
and
the
journey
that
we're
in,
but
also
then
I
want
to
add
just
the
p's
not
about
just
seat
attendance
and
those
things,
but
also
then
the
assessment
piece,
because
truly
at
the
end
of
the
day,
if
we
are
doing
the
right
work
of
competency
based
towards
knowing
that
students
know
the
standards
before
they
can
move
on,
then
I
think
it's
a
big
help
in
the
in
the
assessment
world
on
and
how
do
we
assess
that?
M
L
For
the
record
kristin
mcneil
superintendent
of
the
washoe
county
school
district,
so
we
are
have
a
laser
focus
in
in
our
district,
around
professional
learning
communities
we're
ending
our
third
year
on
a
program
of
professional
learning
communities
and
within
that
time
span.
We've
done
a
deep
dive
into
the
nevada
content
standards
and
really
looking
at
essential
standards,
and
just
as
pam
teal
was
just
speaking
about
looking
at
assessments.
L
We've
also
done
an
overhaul
around
our
assessment
system
to
look
at
common
assessments
and
to
really
dive
into
what
the
student
is
learning
and
if
they
are
not
learning
it,
then
what
do
we
do
in
order
to
make
sure
that
the
student
is
making
progress
and
so
a
lot
of
work,
around
professional
learning,
communities,
essential
standards
and
then
mastery
of
of
learning?
Overall,
thank
you.
K
K
G
This
is
rebecca
fighting
for
the
record.
As
you
all
know,
charter
schools
have
various
models
and
we
do
have
some
that
are
more
focused
on
or
aligned
to
what.
What
might
you
might
think
of
as
competency
based
learning?
We
have
some
school
models
that
have
more
student-centered
and
self-directed
approaches
to
learning,
and
you
know,
for
example,
we
have
a
montessori
school
which
is
unique
and
has
a
very
different
approach
to
instruction
and
learning
from
the
charter
authority
standpoint.
G
One
of
the
things
that
we
have
looked
at
over
the
last
year
is
through
our
site,
evaluations
in
the
2020
2021
school
year.
We
saw
that
there
was
an
opportunity
in
many
of
our
schools
to
improve
the
quality
of
formative
assessment.
When
I
say
formative
assessment,
I
don't
mean
quizzes,
I
don't
mean
unit
tests,
I
don't
even
mean
exit
tickets
for
those
of
you
that
are
educators
or
former
educators.
G
What
we
mean
by
formative
assessment
is
the
ways
that
teachers
are
gathering
evidence
in
their
classroom
every
day
throughout
lessons
around
how
much
progress
their
students
are,
making
what
they're
learning
what
they
may
be
missing
and
then
adapting
in
order
to
meet
the
needs
and
ensuring
that
students
continue
that
progress
and
master
standards.
In
addition,
empowering
our
students
to
understand
what
it
is
they're
supposed
to
learn,
so
that
students
can
be
self
assessing,
whether
or
not
they're,
learning
and
and
that
ability
that
meta
cognition
is
really
critical
for
students
to
transition
into
lifelong
learners.
G
To
be
able
to
say
to
themselves,
am
I
am
I
understanding
this
or
am
I
missing
something?
And
so
with
that
in
mind,
we
went
over
the
summer
to
find
a
partner
who
could
help
us
to
deliver
some
professional
learning
to
our
school
leaders
around
this
work
and
are
grateful
to
have
partnered
with
west
ed.
G
Using
some
of
our,
I
believe
it's
title
ii
funding
in
order
to
provide
professional
learning,
it's
a
six-part
learning
series
for
our
school
leaders
on
that
topic,
and
so
you've
heard
from
districts
kind
of
speak
about
this
in
various
ways,
and
our
schools
may
also
be
thinking
about
this
in
in
a
range
of
ways,
particularly
as
the
state
continues
to
move
in
this
direction.
A
O
A
Great,
thank
you.
Okay.
I
think
that's
it
any
other
questions
that
have
come
up
that
we
didn't
catch.
Let
me
check,
don't
see
any
hands.
Okay!
Thank
you
very
much.
So
we'll
go
ahead
and
close
out
that
item
and
before
we
go
to
our
next
item
now
I
want
to
take
just
a
real
quick
five-minute
break.
So
if
everybody
could
just
well,
let's
see
what
time
is
it
to
make
it
even
yeah?
Let's
go
to
we'll
start
back
up
at
10
55,
which
is
in
five
minutes.
A
A
We
are
now
going
to
go
to
item
number
five
presentation
on
chronic
absenteeism
in
schools
and
I
believe
that
the
presentation
is
going
to
be
done
by
the
department.
Is
that
correct
yep?
A
Q
Thank
you,
hello
and
thank
you
for
the
opportunity
to
present
an
overview
of
the
department
of
education's
work
on
chronic
absenteeism.
Q
My
name
is
peter
zutz
and
I
am
the
administrator
in
the
department
of
education's
office
of
assessment
data
and
accountability
management
I
am
presenting
today
with
deputy
superintendent,
jessica,
todman
and
education
program
supervisor.
Dr
bell,
today's
presentation
will
cover
the
state's
definition
of
chronic
absenteeism,
how
the
state
determined
its
approach
to
chronic
absenteeism.
Q
Why
chronic
absenteeism
is
collected
and
reported
the
federal
waivers
on
accountability
that
include
chronic
absenteeism
data
that
was
available
during
the
pandemic
and
chronic
absenteeism
on
the
2021,
2022
nevada,
school
performance
framework,
also
known
as
the
nspf
we'll.
Also
look
at
two
years
of
chronic
absenteeism
data
prior
to
the
pandemic
and
deputy
superintendent
todman
will
present
department
supports
to
address
chronic
absenteeism
as
well
as
school
and
family
resources
on
chronic
absenteeism.
Q
This
slide
presents
the
federal
and
state's
definition
of
chronic
absenteeism,
so
we
just
saw
the
definition
of
what
it
is
to
be
absent,
50
or
more
of
the
school
day.
Now
we're
looking
at
the
state's
definition,
which
mimics
the
federal
definition
of
chronic
absenteeism
and
so
you'll
notice,
the
definite
here,
the
definition
on
this
slide
begins
with
a
portion
of
absent.
We
just
saw
on
the
previous
slide
with
the
additional
language
that
states
students
who
are
absent,
10
or
more
of
their
enrolled
school
days
are
considered
chronically
absent.
Q
B
Good
morning
for
the
record,
I'm
dr
patrick
bell
and
I
serve
as
accountability
supervisor
for
the
nevada
department
of
education,
office
of
assessment
data
and
accountability
management
in
this
slide
we'll
be
discussing
covet
19
waivers
of
accountability
in
the
2019-2020
school
year.
The
reporting
of
chronic
absenteeism
was
waived
for
state
accountability,
reporting
by
the
u.s
department
of
education
due
to
the
covet-19
outbreak.
B
In
the
2020-21
school
year,
chronic
absenteeism
was
waived
again
for
state
accountability,
reporting
by
the
u.s
department
of
education
due
to
the
ongoing
cova
19
pandemic.
During
the
2020-2021
school
year,
the
nevada
department
of
education
established
new
attendance
business
rules
to
account
for
modes
of
instruction.
B
Although
the
reporting
of
chronic
absenteeism
was
waived
for
accountability,
the
department
did
collect
and
validate
chronic
absenteeism
data,
and
this
modified
collection
is
available
in
the
nevada
report
card
for
the
current
2021-2022
school
year.
There
is
no
waiver
for
accountability
and
states
are
required
to
implement
accountability.
Reporting
for
the
us
department
of
education,
a
full-year
collection
of
chronic
absenteeism,
will
be
completed
in
june
of
this
year.
B
For
this
reporting
modes
of
learning,
attendance
rules
will
be
applied.
Additionally,
there
will
be
two
chronic
absenteeism
race
report
this
year.
The
first
follows
federal
rules
for
reporting,
chronic
absenteeism
and
the
second
that
takes
into
account
how
districts
may
be
coding
absences
which
will
be
discussed
in
the
next
slide.
B
B
B
B
Given
the
flexibility
in
attendance
tracking
due
to
mode
of
instruction,
these
rates
are
not
comparable
to
the
previous
years
of
chronic
absenteeism.
Reporting
chronic
absenteeism
rates
for
the
2021-2022
school
year
will
be
used
for
nevada,
school
performance
framework
reporting
report
card
reporting
and
for
ed,
fax
reporting.
R
R
I
wanted
to
share
a
brief
overview
of
some
of
the
work
being
done
by
the
nevada
department
of
education
in
partnership
with
districts
and
schools
to
address
chronic
absenteeism
using
the
state's
portion
of
federal
relief
funds
with
the
support
of
the
governor
and
the
legislature,
we
have
invested
in
a
number
of
projects
related
to
our
priority
area
of
social,
emotional
learning
and
mental
health
supports
these
are
relevant
to
absenteeism,
because
we
know
that
students
are
more
likely
to
attend
school
if
they
feel
safe.
Welcome
and
valued.
R
The
nevada
department
of
education
has
invested
7.5
million
dollars
to
hire
additional
sorry,
100
additional
school-based
mental
health
professionals
across
the
state.
In
addition,
we
have
invested
1.7
million
dollars
to
hire
coaches
that
assist
each
district
in
providing
additional
interventions
through
multi-tiered
systems
of
support.
R
Expanding
access
to
telehealth
is
one
example
of
a
tier
one
support
and
a
preventive
strategy
that
can
help
decrease
student
absences
related
to
medical
appointments
and
illness.
As
we
know
nationally
that
physical
health
accounts
for
over
60
percent
of
school
absences,
we
have
also
invested
3
million
dollars
to
provide
training
and
supports
to
districts
and
schools
as
they
seek
to
implement
restorative
practices.
R
Restorative
practices
promote
healthy
interactions
among
students
and
staff,
and
teach
social,
emotional
and
self-regulation
skills.
Importantly,
shifting
from
exclusionary
to
restorative
disciplinary
practices,
reduces
instances
of
students
being
removed
from
classrooms
and
missing
instruction
to
address
their
behavior
to
date,
257
educators
have
received
training
and
restorative
justice
practices
with
another
130
registered
for
training
in
june
next
slide,
please.
A
Great
thank
you,
and
I
believe
we
also
have
the
the
districts
are
still
here.
So
if
we
have
any
specific
questions
of
absenteeism,
chronic
cats
and
theism
they're
they're
all
also
available
to
answer
any
questions.
Do
we
have
any
questions?
A
Yeah,
samuel
and
thomas.
F
Thank
you,
mr
chair,
and
thank
you
for
the
presentation
concerning
you
know,
absenteeism
in
our
schools.
My
question
actually
was
with
that
last
slide:
school-based
mental
health
professionals,
where
7.5
million
dollars
is
going
into
have
you
started
recruiting?
Are
you
getting
the
you
know?
Are
we
getting
the.
R
Thank
you
for
that
question.
This
is
deputy
superintendent,
jessica
tommen
to
the
record.
As
I
begin
my
answer
I'll
ask
director
christy
mcgill
to
get
to
the
microphone
in
carson
city
that
that
money
is
being
handled
through
subgrants
to
the
district,
so
they
are
getting
the
money
to
hire
the
staff
locally
and
director
mcgill
can
give
an
update
on
where
we
are
with
those
sub
grants.
D
Good
morning,
christy
mcgill,
director
of
the
office
of
safe
and
respectful
learning,
all
money
has
been
allocated
to
the
districts
and
districts
according
to
their
hiring
processes
are
in
different
phases.
They
are
experiencing
some
workforce
shortage,
but
we're
trying
to
look
working
with
unr
and
unlv
to
look
at
how
we
can
address
some
of
those
workforce
shortages
as
we
go
things
like
clinical
internships.
F
J
Thanks,
thank
you
jessica
summer
stevens,
superintendent,
churchill
county
for
the
record
I'll,
give
an
answer,
and
then
anyone
else
who'd
like
to
jump
in
so
in
churchill.
J
The
answer
senator
dennis
through
senator
dennis
the
answer
is
we're
doing
a
lot
of
things
related
to
truancy,
and
these
were
things
that
were
really
necessary
even
before
covid
and
in
our
district
in
churchill,
one
of
the
things
that
we
saw
as
a
pattern.
We
had
kids
who
were
really
struggling
in
attendance
and
then,
as
the
pandemic
started,
they
all
chose
online
for
safety
and
then
now
that-
and
that
was
a
challenge
to
try
to
track
and
and
keep
with
them
and
keep
them
engaged.
J
It
was
a
place.
We
have
a
lot
of
kids
that
like
to
hide,
they
want
to
hide
they
want
to.
They
want
to
hide
out
so
we're
seeing
that
still
being
an
issue.
We
utilize
our
school
resource
officers,
we
utilize
our
safe
school
professionals,
we
utilize
our
school
counselors
and
administrators
to
engage
more
in
home
visits.
We
also
interact
with
our
probation
officers
and
one
of
the
things
that
we
are
finding,
and
this
is
true
all
the
way
down
into
elementary.
At
this
point,
we
are
struggling
even
with
all
those
connections.
J
We
have
some
families
that
just
really
don't
want
to
attend
and
so
we're
looking
at
the
ways
that
we
can
look
at
some
of
the
existing
legislation
for
families
around,
unfortunately
around,
like
ticketing
them
and
actually
making
that
come
to
fruition.
We
haven't
seen
that
in
our
district
ever
really
be
used
by
the
by
the
legal
system
of
you
know,
educational
neglect
and
pieces
of
that
nature.
J
But
ultimately
we
want
to
see
some
of
that
come
to
a
little
bit
more
fruition,
and
so
with
some
of
the
changes
around
attendance
and
also
our
ideas
for
for
our
discipline
situation
with
restorative
practices,
we
work
to
engage
all
of
those
entities
and
we
need
to
see
some
of
those
again.
Those
community
partnerships
continue
because
we've
got
a
lot
of
great
mental
health,
supports
and
things,
but
it's
we.
We
also
need
some
traction
from
the
outside.
Unfortunately,
here
in
churchill,.
L
I'll
jump
in
there
real
quick.
This
is
kristin
neal
superintendent
of
washoe,
county
school
district
and
for
washoe
we
have
a
re-engagement
department
that
goes
out
to
homes,
it's
all
about
the
relationships
with
our
students
and
making
sure
that
those
doors
are
open
and
that
our
students
know
that
there
is
always
an
adult
relationship
there
to
help
and
support
them.
L
F
M
School
district
for
the
record,
truly,
and
even
in
our
small
rural
area,
we
we
see
the
chronic
absenteeism
or
truancies
just
a
smaller
batch,
and
we
know
our
kids
more,
so
it
does
like
kristen
with
washoe
in
a
round.
It's
that
relationship
piece
and
then
also
tying
back
in
the
competency
base
piece
where
potentially,
as
we
look
forward
into
a
conversation
on,
do
all
kids
need
to
be
there
at
nine
o'clock.
M
M
How
do
we
look
at
seat
time
to
ensure
those
kids
can
still
get
an
education
and
get
the
comp
and-
and
we
know
in
a
competent
way,
that
they
are
getting
an
education
and
not
potentially
have
exactly
the
same
seat
time
that
we've
done
in
the
past?
How
do
how
do
we
accomplish
that?
Because
a
truancy
attendance
has
been
a
something
that
we
tangle
with
every
year?
It's
not
changed.
Certainly
kova
didn't
help
it,
but
we
had
it
prior
to
calling.
F
Thank
you.
I
appreciate
that
statement
because
I
know
you
know
that
truancy
is
a
problem
in
every
school
district
in
the
nation.
My
concern
is
when
I
heard
just
a
moment
ago,
and
thank
you
chair
for
allowing
me
to
have
this
other
statement
question
and
for
the
record.
Assemblywoman
claire
thomas
assembly,
district,
17.,.
F
My
biggest
question
here
was
when
I
heard
ticketing
families
with
the
you
know
that
7.5
million
dollars
that
you
want
to
hire
professionals
to
come
in,
would
that
not
be
something
that
we
can
concern
ourselves
with
with
instead
of
ticketing,
parents
and
families
who
actually
probably
don't
have
the
funds
to
pay
those
tickets
to
assess
what
is
wrong
with
these
families?
What's
going
on,
I
love
the
idea
of
engagement.
I
love
the
idea
of
going
to
our
stakeholders,
employers,
rather
than
to
assess
fines
on
families.
F
So
that's
something
that
I'm
hoping
that
you
won't
bring
to
the
legislature,
because
I
don't
think
that
that
will
be
conducive
to
learning.
Thank
you.
A
I
I
was
just
shocked
to
hear
about
people
who
would
keep
their
kids
home,
and
I
was
just
wondering
if
we
had
some
ages
of
that.
I
I
understand
that
can
happen.
You
know,
for
a
variety
of
reasons,
not
having
daycare
for
other
children
to
be
able
to.
So
I
just
like
to
dig
in
a
little
deeper
on
that
at
another
time
offline,
but
I
would
like
to
continue
this
conversation.
I
My
question
is
actually
about
how
the
chronic
absenteeism
during
covid
and
really
once
we're
now
into
this
post,
covid
ish,
turning
from
a
pandemic
to
an
epidemic
and
how
that
works
with
our
nspf
or
our
star
ratings.
Q
Q
In
school
year,
1920
and
school
year,
2021,
the
united
states
department
of
education
waived
accountability.
So,
while
the
department
at
that
time
was
focused
on
other
efforts,
the
data
collected
was
still
provided
back
to
the
districts
again,
a
reminder
to
everybody.
Our
data
at
the
state
level
is
district
data.
Q
Our
districts
do
collect
that
data
validate
that
data
and
provide
that
data
to
us
that
data,
whatever
was
available,
was
made
available
to
the
districts
and
then
looking
forward
now
to
this
school
year.
2021,
as
was
mentioned
in
the
presentation,
the
uscd
is
requiring
all
seas,
all
state
level
education
agencies
to
fully
support
their
framework.
Q
So
on
september,
15th
per
nrs,
the
department
will
provide
the
nevada
school
performance
framework
or
nsp
with
all
available
measures,
including
chronic
absenteeism,
moving
forward
any
conversation
that
may
percolate
up
from
the
experience
during
the
pandemic,
we'll
be
head
with
the
with
our
districts
and
all
stakeholders
and
the
department.
I
hope
that
answered
the
question.
Thank
you.
H
I
Q
Thank
you
peter.
That's
for
the
record
too,
to
be
clear.
This
fall
september,
15
2022,
which
will
be
the
data
on
school
year.
2021
is
under
the
direction
and
guidance
of
the
united
states
department
of
education
and
per
that
direction.
All
states
are
required
to
stand
up
the
framework
to
the
extent
that
the
indicators
or
measures
are
available.
Q
I
would
like
to
call
to
the
attention
of
everyone
that
the
department
has
received
the
waiver
from
the
uscd
and
had
provided
substantial
stakeholder
feedback
on
that
as
per
guidance
of
the
usdoe,
so
moving
into
this
fall's
ratings.
If
you
will,
we
have
engaged
over
the
past
few
months
with
all
nevada
stakeholders
and
what
that
will
look
like.
Thank
you.
D
Thank
you
chair,
and
I
do
have
a
few
questions
so
we'll
get
and
get
to
these
in
this
order,
and
thank
you
for
being
here
appreciate
the
presentation
and
the
numbers
are
pre-covered
pre
the
shutdown
I
just
want
to
clarify.
I'm
reading
it
right
and
as
I
looked
at
it
one
question
is:
are
we
seeing
the
majority
of
our
our
issues
with
we're
measuring
absenteeism
just
in
high
school?
Maybe
you
said
this,
and
I
was
writing
notes.
D
Is
this
just
for
high
school
or
is
it
it's
the
whole
gamut?
So
I'd
like
to
break
it
out?
Do
we
know
I'm
assuming,
and
we
know
what
happens
when
somebody
assumes
I'm
assuming
the
nature
of
it?
Maybe
high
school
has
the
higher
absentee
rate
than
the
k
through
eight,
but
do
we
have
a
breakout
to
know
which
is
higher.
Q
Peters,
that's
for
the
record!
Thank
you
for
that
question.
We
don't
have
that
data
available.
We
look
forward
to
providing
that
as
a
follow-up,
but
to
your
first
part
of
the
question
you
are
correct.
Elementary
and
middle
school
are
rated
with
10
point
maximum
for
the
nspf
on
chronic
absenteeism
and
high
school
is
a
maximum
of
five
points
for
the
nevada
school
performance
framework.
So
you
are
correct.
All
school
levels
are
held
accountable
for
chronic
absenteeism.
D
And
if
I
could
share
a
follow-up
so
when
we
said
that
10
of
the
180
day
is
what's
considered
chronic
absenteeism,
is
it
10
from
for
elementary
and
10
for
high
school,
it's
the
same
percentage.
So
if
a
child
is
gone
more
than
18
days
and
they're
allowed,
you
know
a
certain
percentage
of
excuse,
then
they're
considered
chronic.
Are
we
asking
or
tracking
I?
As
I
look
at
the
graph,
a
huge
shout
out
to
washoe
county?
D
D
D
I
I
would
just
think,
as
a
parent,
that
it
makes
sense
to
ask
students
for
the
district
to
find
out.
Why
are
you
not
here,
you
know:
are
they
bored?
Are
they
feeling
unsafe?
Are
they
trying
to
provide
for
their
family?
Are
we
are
we
tracking
those
kinds
of
answers,
so
we
know
how
to
help
mitigate
those
those
problems.
Q
Peters,
that's
for
the
record.
Thank
you,
assemblywoman
hanson.
I
think
we
would
defer
to
the
district's
present
to
to
provide
that
information.
Thank
you.
J
Thank
you,
superintendent
summer,
stevens,
churchill
county.
We
don't
we
don't
report
that,
specifically
in
districts
to
the
state,
for
example.
However,
I
think
those
are
you
know,
thinking
about
the
idea
around
the
root
cause
right
is
super
important,
and
so
in
our
district,
we
we
do
track
and
ask
questions
around
what
those
what
those
causes
are.
J
I
spent
a
lot
of
time
on
on
phone
calls
with
parents
around
our
online
learning
and
really
making
sure
like
what
do
the
parents
need
specifically,
so
that
kind
of
goes
back
to
our
previous
question
like
we
are
digging
in
with
with
moms
and
dads
and
grandparents
and
other
caregivers
around.
J
What
can
I
do
to
help
you,
the
adult
person,
because
oftentimes
when
we're
talking
about
kids
in
school
and
that's
true,
of
even
high
school
kids,
it's
at
home
and
it's
their
families
that
are
that
are
really
struggling
as
well
to
know
what
specifically
they
need,
so
we
provide
community
resources
and
different
things
to
connect
them
up
with
to
make
sure
that
their
needs
are
being
met.
But
my
number
one
question
always
to
kids
and
families.
If
you
get
to
a
student,
who's
absent
and
doesn't
have
a
lot
of
credits
is
around.
J
I
always
ask
like
who
is
your
person
that
goes
to
superintendent
mcneil's
like
who
is?
Who
is
that
relationship
with
with
an
adult
at
school
that
helps
it
keep
you
engaged
here
and
every
time
I
have
a
student
that
wants
to
drop
out.
They
say
they
have
no
person,
and
I
can
tell
you
that
100
of
the
time.
That
is
the
case,
and
so
that's
probably
multiplied
then
to
our
kids
that
are
not
attending,
and
so
I've
appreciated
hearing
the
other
district's
ideas
too.
J
That's
that's
one
of
the
benefits
here
of
being
a
state
with
a
small
number
of
superintendents.
We
can
learn
from
each
other,
but
that
for
churchill
we
really
try
to
dig
in
there
and
engage
and
meet
and
fill
the
needs
of
things
that
are
typically
not
school
things,
the
best
that
we
can,
and
so
that's
what
we'll
keep
looking
to
grow.
D
E
Thank
you
very
much.
I'm
going
to
go
back
to
the
discussion
and
I
don't
know
if
it's
ms
mcgill
or
who's,
who
or
mrs
topman
who
wants
to
answer
this.
But
did
I
understand
you
that
the
money
for
the
funding
for
counselors
or
mental
health
professionals
is
going
directly
to
the
district.
A
E
D
Christy
mcgill
for
the
record.
We
do
a
standard
sub
grant
process
with
project
review
as
part
of
that
subgrant
process.
So,
for
example,
they
have
to
the
districts
to
draw
down
the
money,
give
us
the
amount
of
providers
they
have
hired
with
those
funds
and
then
also
the
amount
of
providers.
They've
been
training
with
those
funds.
So
it's
part
of
our
sub
grant
process
and
monitoring
and
accountability.
E
So
and
I'm
sorry
that
I
that
this
is
like
another
part
of
this,
but
I'm
just
trying
to
you-
know,
pull
out
this
information,
so
I'm
a
district,
I
get
money.
I
can.
I
have
enough
money
for
three
people,
I
hire
two,
and
so
you
would
know
where
that
funding
is
a
and
b.
The
second
part
of
that
question
is:
are
you?
E
Is
there
any
allotment
or
flexibility
to
hire
retired
professionals
who
may
have
worked
already
in
the
clark
county
school
district,
washoe
county
school
district,
humboldt
county?
It
doesn't
matter
where
they've
worked
because
they've
worked
in
one,
they
can't
go
into
another.
So
if
I'm
in
humble
and
now
I've
moved
to
reno
and
I
think
gee,
I
could
help
right
now,
but
I
can't
really
go
back
to
work
because
I
have
this
retirement.
E
So
is
there
a
way
for
us
to
incorporate
some
of
those
retired
professionals
that
may
be
able
to
help
us.
D
Christy
mcgill,
thank
you
for
your
question.
The
first
question
is
the
subgrant
again
is
on
reimbursement
process.
So
again
it's
part
of
that
subgrant
process.
They
said
districts
would
submit
and
making
sure
that
they
have
their
backup
for
the
second
question
around
whether
or
not
schools
can
bring
in
retirees.
D
D
R
Thanks
this
is
deputy
superintendent
todman
for
the
record.
I
just
want
to
add
senator
that
there
is
statutory
flexibility
for
districts
to
identify
areas
of
critical
labor
shortages
and
submit
information
to
pers,
to
get
permission
to
hire
to
those
areas,
and
we
were
actually
just
this
week
reaching
out
to
pers
to
get
examples
of
the
documentation
to
remind
districts
of
this
flexibility
and
provide
them
a
toolkit
with
which
to
request
it.
E
Thank
you
so
much
because
that
was
going
to
be
my
last
follow-up
was
how
are
the
districts
knowing
this
and
how
are
we
informing
them?
Thank
you
very
much
for
doing
that.
I
think
it's
extremely
important
for
all
of
us
to
reach
out,
and
you
know,
if
you
only
get
one
person
you
get
one
more,
and
so
I
think
it's
really
really
important
for
our
hr
people,
our
districts,
whoever
it
may
be
to
market
that
and
to
let
people
know
that
we
are
seeking
any
and
all
people
that
we
would.
N
Thank
you,
chair
dennis.
First,
I'd
just
like
to
make
a
quick
comment.
I
believe
it
was
superintendent
stevens
who
said
it
about
when
students
say
they
drop
out
and
it's
because
they
didn't
have
that
connection
to
that
one
person
in
the
school
and
just
want
to
again
articulate
this
as
a
plug
for
everyone.
N
But
with
that
I
have
two
questions
and
my
first
one
is
actually,
as
I'm
thinking
of
what
my
colleagues
are
saying
about
this
money,
that's
coming
to
support
absentee
programs
and
what
level
of
oversight
will
be
to
the
school
districts.
Now
that
we
know
that
money
is
going
directly
to
the
school
districts.
Recently
there
was
a
program
approved
in
the
clark
county
school
districts,
and
it
involves
directly
police
officers.
N
School
police
officers
and
community
police
officers
going
directly
to
the
homes
of
families
of
students
that
are
truant,
and
so
this
obviously
became
an
issue
where
just
countless
educators
concerned
about
the
risk
of
this
for
their
students
and
families
and
so
many
questions,
and
so
that
question
leads
me
to
because
what
people
don't
realize.
I
also
have
a
criminal
justice
background.
People
see
me
as
an
educator.
N
I
also
have
a
criminal
justice
background,
so
those
two
really
couple
nicely,
while
working
in
the
schools
and
so
looking
at
multiple
civil
and
constitutional,
as
well
as
just
relational
ship
concerns
that
are
involved
with
this.
What
kind
of
oversight
will
they
be?
Because,
while
the
intention
everyone
agrees,
we
we
need
our
students
in
school.
Everyone
knows
that
is
the
you
know,
pathway
to
being
successful
academically
and,
I
believe
socially,
is
students
in
school.
N
However,
with
this
approach,
where
now
taking
something
truancy,
which
often
we
all
know
as
well,
can
be
as
simple
as
just
I
didn't
want
to
go,
I'm
bored
and,
and
now
and
with
again
our
our
police
officers
are
also
overworked
and
and
have
their
hands
full,
and
so
the
concern
is
what
kind
of
oversight
will
be
there?
Well,
let
me
phrase
this
question
one.
What
kind
of
oversight
will
be
there
specifically
for
a
program
such
as
this
also
does?
R
Thank
you
assembly,
member.
This
is
deputy
superintendent,
jessica
tubman
for
the
record.
I'm
just
going
to
be
candid
that
I
learned
about
this
program
in
the
nevada
current,
potentially
the
same
way
that
other
people
did
and
it
was
put
on
my
radar
yesterday
evening.
I'm
not
aware
that
of
what
funding
source
is
being
used.
So
it's
certainly
not
a
grant.
R
R
N
And
also
while
the
district
is
approaching
so
there's
no
one
else
in
the
state
imploring
these,
because
we
heard
some
of
the
strategies
and
programming
that's
happening
from
the
pres
from
the
superintendents
that
are
present,
but
this
is
not
occurring
anywhere
in
the
state.
Do
we
know
if
this
is
occurring
anywhere
else
nationally,
where,
if,
if
it
is
what
the
effectiveness
or
results
have
been
realize,
I'm
putting
you
on
the
spot.
I
know.
R
That's
what
I'm
here
for
deputy
superintendent
for
the
record.
I
believe
that
claire
county
school
district
is
the
only
district
in
the
state
with
it
with
a
police
force.
So
I
do
not
believe
that
a
similar
program
is
in
place
at
any
district,
but
I
can't
promise
that
for
sure
we
will
certainly
look
into
it
and
I
do
not
know
of
any
similar
programs
nationally.
But
I
will
defer
to
my
clark,
county
colleague,.
O
Chair
dennis
through
you
to
assimilate
miller,
leonardo
benavidez
for
the
clark
county
school
district.
From
my
understanding,
this
is
funded
through
sorry,
the
u.s
office
of
juvenile
justice
and
delinquency
prevention
program
through
a
pass-through
of
the
with
the
nevada
division
in
child
family
services.
O
N
A
N
Additional
question:
I'm
I'm
sorry
this
isn't
for
the
districts.
Actually
thank
you
for
that,
though,
but
for
the
department.
I
see
on
page
four
of
your
slide,
you
that
it
mentioned
the
advisory
work
group,
advisory
committee
and
work
group
that
you
know
came
up
with
this
definite
with
the
definition
and
but
with
the
advisory
work
group
and
committee.
When
I
looked
on
the
department
of
education
website,
I
cannot
see
this
group
or
the
participants.
N
In
fact,
the
last
I
found
was
dated
back
to
october
2018..
So
I
was
wondering,
if
is
there
currently
a
group
working
on
this
is
or
is
this
information
just
from
that
last
group,
because
the
one
in
2018
appeared
to
be
more
of
like
a
presentation
than
an
actual
working
group?
So
is
that
the
last
group
that
or
the
last
could
you
just
explain?
Do
we
have
a
working
group
who's
on
it?
Where
is
it
on
the
website?
N
N
Q
My
question,
thank
you
peter.
That's
for
the
record,
thank
you
for
the
question
and
apologize
for
any
confusion.
Indeed,
the
work
group
for
convened
specifically
for
defining
and
adopting
the
business
rules
around
chronic
absenteeism
was
at
that
time,
1718,
and
so
the
data
provided
on
this
prior
to
that
excuse
me
so
the
data
provided
on
a
slide
the
slide
with
the
graph
I
apologize.
I
don't
have
the
slide
number
eight.
Thank
you,
sir.
Thank
you
dr
bell.
Q
Slide
number
eight
is
the
culmination
and
output
of
that
stakeholder
engagement,
so
you
won't
see
any
names
at
the
work
group.
It's
quite
quite
distant
now
so
to
speak
years
ago
that
this
work
was
done
and
just
to
repeat
it,
and
if
it
wasn't
made
clear
initially,
the
state's
definition
of
chronic
absenteeism
aligns
100
percent
replicates
the
federal
definition
of
chronic
absenteeism.
It's
the
definition.
That's
used
by
many
other
state
education
agencies
around
the
nation.
Q
A
I
Thank
you,
chair,
dennis
senator
kerry
buck
for
the
record
we're
up
until
about
mid
february
march.
We
were
in
the
middle
of
a
pandemic,
of
course,
with
some
of
the
highest
covet
19
rates.
I
noticed
on
slide
nine.
It
says
that
your
ability
you're
able
to
exempt
students
for
medical
absences.
I
Q
Thank
you
very
much
for
the
question
peterson
for
the
record
on
slide
nine
that
was
just
referred
to
in
the
question
part
of
the
context
around
any
excuses,
or
I
know
the
word
exemption
was
used
had
to
do
with
sb
249
from
the
past
legislative
session,
which
sometimes
is
referred
to
as
the
mental
health
bill,
without
getting
into
the
specifics
of
that
bill
permits
students
through
a
process
to
have
what
we're
referring
to
internally
as
mental
health
days
and
apologies,
if
that's
inappropriate
in
terms
of
of
of
any
exemptions
outside
of
sb
249.
B
Patrick
bell
for
the
record
so
currently
the
way
we're
processing
it
is
just
using
the
we
have
a
variety
of
codes
we
use
for
districts
to
code,
whether
a
student
is
chronically
absent
or
not,
and
for
the
medical
professional
excuse
provided
that
code
previously
countered
against
chronic
absenteeism,
because
a
student
was
not
present
for
instruction
and
we
switched
that
code
over
to
excused
for
chronic
absenteeism.
Given
the
details
in
sp
249.
B
C
I
I'm
just
seeing
that
schools
oftentimes
are
caught
in
the
middle
and
that
they
may
need.
You
know
to
somehow
document
that
it
is
coveted
related,
since
we
did
have
some
of
the
highest.
C
This
year,
some
of
the
highest
coveted.
I
Q
Q
In
terms
of
the
application
of
the
business
rules,
I
would
also
like
to
call
to
the
attention
of
all
attendees
a
couple
guidance
memos
provided
by
the
department
of
education
at
the
beginning
of
the
pandemic,
as
well
as
the
second
school
year,
so
to
speak,
of
2021
school
year,
which
defined
attendance
and
how
attendance
would
be
taken,
as
well
as
all
the
business
rules.
Q
Furthermore,
all
the
information
around
attendance
and
enrollment
that
was
contained
in
both
of
those
guidance
memos
which
are
just
to
reference
them
guidance,
memo,
20-07
guidance,
memo
21-02
for
your
reference,
we're
discussed
with
various
stakeholder
groups,
including
our
sane
group,
which
is
our
our
technology
partners
in
the
district
and
at
the
state,
our
accountability
group
and
our
info
infinite
campus
data
governance
board.
J
Thank
you,
superintendent,
summer
stevens
for
the
record
I'll
all
start,
and
then
we
have
a
few
people.
Who've
had
to
jump
off,
but
seeing
if
washoe
and
charter
school
authority
and
lincoln
have
anything
to
add.
So
I'm
going
to
go
back
to.
If
you
recall,
in
the
slide
that
we
had
from
our
initial
presentation
right,
like
our
charge,
is
to
be
human
focused
right,
that's
our
business,
and
so
I
I
believe
that
most
districts
are
trying
to
take
that
approach
and
and
ultimately
would
there
be
variation.
J
There's
always
variation
in
how
people
apply
the
rules,
but
we
in
churchill
work
really
hard
to
ensure
that
our
students
and
our
staff
actually
can
be
connected.
Should
they
be
in
a
situation
where
they're
not
really
ill,
but
they
can't
be
at
school.
So
we
have
some
of
those
protocols
around
online
learning
or
the
distance
learning
attendance
rules
that
we
apply
to
any
student
who
has
to
be
remote
for
any
reason,
which
has
typically
been
they've,
been
excluded
due
to
being
coveted
positive
or
from
a
from
a
direct
close
contact.
But
we
have.
J
We
are
fortunate
in
our
district
to
have
devices
for
every
student
and
every
adult,
and
we
have
camera
availability
in
the
classrooms
to
engage
either
through
google
classroom
or
any
other
means,
and
so
we
really
try
to
maximize
those
times
and
encourage
parents
and
students
that
the
kids
who
are
absent
are
involved.
And
so
I
just
I
would
share
from
our
perspective.
We
try
to
ensure
that
everyone
can
be
present
on
the
books
as
much
as
possible
in
churchill.
S
I
L
Is
our
schools
being
punished
on
their
star
ratings
because
they
were
sending
kids
home.
M
Because
of
covert
protocols
or
just
you.
I
L
See
absentee
rates
go
up
explicitly
as
a
result
of
cobit.
I
Protocols
for
covid
we're
going
to
see
an
increase
and
we
don't
want
our
schools
to
be
punished
on
their
star
ratings.
Because
of
that-
and
so
I
know,
our
team
in
particular
has
been
working
with
the
department
of
ed
through
their
technical
advisory
committee,
to
try
to
find
a
way
to
address
that
so
we're
not
demoralizing
schools
for
all
the
hard
work
they
put
in
just
by
following
the
medical
protocols
and
then
the
other
thing.
I
I
would
just
quickly
add
that
I
don't
want
to
speak
for
your
bill
sponsor
on
senate
bill
249,
because
I
know
she's
sitting
at
the
dice,
but
certainly
the
way
that
bill
was
presented
was
specifically
around
mental
health
days,
and
so
I
do
think
making
sure
that
those
days
are
being
used.
The
same
way
across
the
state
is
some
really
important
work
we
have
going
forward.
Thank
you,
mr
chair.
Q
Thank
you
in
response
to
washoe
county
school
district.
Thank
you.
We
would
like
to
take
this
opportunity
as
the
department
to
let
everyone
know
that
this
fall
on
september
15th,
as
per
nrs
our
date
to
release
the
nevada
school
performance
framework
that
contains
school
ratings
and
all
the
data
both
measures
and
indicators
contain.
Therein
is
not
going
to
produce
a
star
rating
there
will
schools
will
not
be
rated
with
the
star
rating
system.
This
fall.
I
hope
that's
clear.
If
there's
any
questions,
we
welcome
them.
Thank
you.
A
Thank
you.
Okay,
let's
see,
we
have
some
movement
build
axelrod.
I
Can
people
in
carson
city
hear
me?
Okay,
there
we
go
all
right.
I
know
my
voice
carries,
but
maybe
not
all
the
way
up
to
carson
city
okay,
so
I
wanted
to
ask
you
about
the
nevada
current
article
in
the
gate,
buster
and
they're
coming
in,
and
I
I
looked
at
the
information
from
the
grant,
but
I
just
feel
like
this
needs
to
have
some
more
guardrails,
so
we
don't.
I
I
know
this
wasn't
really
supposed
to
be
on
the
agenda
in
the
article
just
came
out,
but
I
just
worried,
I
think,
there's
a
few
issues
that
we
could
have
with
this.
What
if
you
know
what,
if
the
family
doesn't
speak,
english,
what
you
know
cop
and
a
and
a
social
worker
coming
to
the
doors,
could
be
a
pretty
scary
thing
for
some
some
folks.
So
I
just
want
to
continue
this
conversation.
I
I
also
would
like
to
put
on
the
record
that,
when
this
grant
was
put
in
in
2019,
we
were
in
a
very
different
situation
than
we
are
currently
in
2022.
So
I
think
that
I
know
it
was
on
a
consent
agenda
with
another
party,
but
I
I'd
like
to
continue
these
conversations
because
I
do
think
there
needs
to
be
some
guardrails.
R
A
Okay,
all
right
any
other
questions,
I'm
not
hearing
or
seeing
any
one
wanting
to
wish
any
more
questions.
So
all
right!
Thank
you
very
much
for
this
presentation
and
here's.
So
what
I
would
like
to
do
before
taking
a
lunch
break,
I'd
like
to
do
our
next
presentation,
which
is
the
updates
on
the
recent
legislation
by
our
superintendent
of
public
instruction
and
dr
jonathan
moore.
C
Great,
thank
you.
It
is
so
wonderful
to
be
here
this
morning,
or
almost
afternoon,
chair
dennis
vice
chair,
bilbray
axelrod
members
of
the
education
committee.
Thank
you
for
having
us
here
this
afternoon
for
the
record.
My
name
is
joan
ebert,
I'm
honored
to
serve
as
the
state
superintendent
of
public
instruction
and
with
me
today
I
have
dr
jonathan
moore,
who
handles
all
of
our
student
achievement
work.
C
So
with
that,
I
thought
it
would
be
good
to
go
ahead
and
put
up
and
just
remind
us
all
of
the
work
that
we
have
going
on
within
our
state
wonderful
assembly
bills
here
that
were
passed
and
signed
during
the
legislative
session.
We
also
have
the
complementary
senate
bills
as
well
that
were
passed
and
signed
into
legislation
as
well,
so
starting
with
ab19.
C
That
was
standards
in
response
to
the
work
and
feedback
from
our
educators.
I
think
you're
well
aware
that,
in
the
core
of
our
work
in
the
department
of
education,
we
do
not
start
any
of
it
without
going.
First
to
those
we
serve,
and
I
this
the
staff
and
and
thank
you,
assemblywoman
miller,
for
asking
the
question
you
know.
Where
is
that
committee?
Who
are
those
people
and
that's
where
our
work
begins
is
is
listening
to
those
that
we
serve
and
wanting
to
see
shifts?
C
The
department
made
the
request
to
have
the
shift
really
put
where
it
the
work
begins,
and
that
is
at
the
local
level,
and
so
the
next
slide
that
we
have
here
for
you.
It
was
one
that
we
presented
during
the
session,
but
it
starts
with
the
process
working
with
the
field
and
then
going
to
the
academic
standards
council
to
look
and
see
and
seek
approval
on
whether
we
should
move
forward
in
a
specific
way.
C
I
am
not
going
to
go
through
all
of
this,
but
you
can
see
you
know
the
process
that
we
go
through.
I
know
that
we
have
been
asked
as
a
department
to
go
in
depth
next
month
april,
going
all
the
way
back
to
nera.
So
those
of
you
that
have
been
around
for
a
while
back
in
the
late
1990s,
so
we
will
spend
a
whole
presentation
going
over
the
standards
process.
C
We'll
give
you
a
specific
example
of
curriculum
and
standards
that
we
worked
with
recently
and
we'll
make
sure
that
we're
inclusive
of
the
list
that
all
of
the
constituents
that
worked
with
us
during
that
time,
the
next
bill
senate
bill
83
our
accountability
waiver.
Thank
you
very
much
because,
when
the
pandemic
hit,
we
were
trying
to
act
very
quickly
and
take
advantage
of
waivers
that
were
made
available
by
the
federal
government.
C
There
were
things
that
as
a
state
that
were
in
law
that
needed
to
shift
so
that
we
could
be
more
flexible
at
this
point
in
time.
There
are
not
additional
waivers
that
have
been
provided
for
accountability,
so
we
have
not
taken
advantage
of
this
law
just
because
we
haven't
had
the
need
to,
but
it
is
there
in
case
and
we're
ready
to
move
forward
quickly,
senate
bill
102
for
the
start
date
for
k.
C
We
all
have
spent
a
lot
of
time
in
this
work.
It
was
a
major
shift
across
the
entire
state
of
when
students
would
be
able
to
start
kindergarten
and
because
our
school
districts
have
different
start
dates.
Let
me
back
up.
The
law
was
changed
so
that
students
could
enter
kindergarten
if
they
were
five
years
old.
On
the
first
day
of
school,
our
schools
in
the
state
of
nevada
start
anywhere
from
the
first
week
in
august
to
the
tuesday
after
labor
day.
C
C
Our
team
was
just
talking
this
week
because
patti
oya,
our
director,
has
received
many
many
calls
in
regard
to
this
law.
So
we're
going
to
be
working
more
closely
with
the
superintendents
and
their
principals
to
help
get
common
understanding
about
what
this
shift
means
and
the
biggest
piece
on
this
is,
and
it's
like
with
most
bills,
there's
a
transition
implementation.
How
do
you
get
this
launched
to
begin
with?
C
We
have
transitioned
if
you
will,
with
the
guidance
memo
in
to
this
next
start
date,
so
for
this
school
year
for
k,
if
a
student
has
been
enrolled
in
pre-k,
then
a
school
district
may
go
ahead
and
continue
that
child's
learning,
because
they've
been
engaged
in
pk.
They
may
move
on
to
k
this
school
year
so
that
we
have
a
nice
transition
from
the
law
being
enacted,
moving
kids
through
the
system
and
then
during
the
2023
school
year.
C
The
full
start
date
would
go
into
effect.
That
same
thought
process
went
into
first
grade
because
students
that
started
k
this
school
year.
Some
of
them
had
their
birthdays
september
29th,
and
so
they
would
not
be
six
years
old
by
the
time
school
started.
So
they
too
will
follow
and
go
along
with
their
cohort
on
to
first
grade,
as
they
would
have
prior
to
this
law
being
enacted.
C
So
a
lot
of
moving
parts.
I
know
that
parents
have
asked
you
know
if
I'm
in
a
private
pre-k
program
versus
a
public
pre-k
program,
am
I
still
eligible
to
move
the
child
into
k,
and
the
answer
is
yes,
but
we're
going
to
work
continue
to
work
because
we
didn't
just
start
communicating
this
work
but
continue
to
work
with
the
school
districts
with
communities
with
the
private
and
public
pre-k
programs
as
well.
So
they
can
help
communicate
with
parents
there.
C
C
C
One
thing
that
I
would
say
is
that
some
people
are
nervous
that
this
is
going
to
be.
You
know
a
top
down
and
the
fact
of
the
matter
is
we're
nevadans.
We
like
local
control,
what
the
legislature,
the
department
everyone
else
will
work
on
is
building
that
framework
so
that
we
still
have
the
expectations
for
high
expectations
for
our
students
that
they
know
and
are
able
to
do
and
be
able
to
graduate
right
with
the
skills
necessary
to
enter
the
workforce.
C
We
had
many
participants
during
this
session
and
we've
already
already
been
asked
to
present
to
other
school
districts
and
other
state
agencies
on
the
work
that
we've
been
doing
in
nevada.
I
know
sometimes
we're
so
embedded
in
the
work.
We
always
think
we
can
do
more
and
do
better
and
do
it
faster,
it's
nice,
sometimes
to
to
look
outside
and
see
what
the
rest
of
the
united
states
is
are
doing.
The
work
that
they're
accomplishing
and
they're,
quite
frankly,
turning
to
us-
and
so
it's
an
honor
to
be
here
with
all
of
you.
C
This
bill
has
made
this
work
possible
and
we
take
it
very
seriously
on
how
we
move
forward
I'll
end.
This
piece
with
the
members
you
can
see
you
have
them
all
there
in
front
of
you
as
noted
prior
to
with
superintendent
teal.
There
were
students
on
this
committee
very
open
and
honest
about
how
the
adults
could
be
doing
the
business
differently
to
meet
the
needs
of
the
students
on
how
they
see
their
success.
C
It
was
wonderful
work
to
do
and
I
will
close
with
last
night,
beginning
at
4.
Thank
you
at
4
pm
had
it
open
to
anyone
across
the
entire
state
to
attend
a
visioning
session
with
us,
so
we
could
hear
their
voice.
They
could
see.
You
know
a
plan
laid
out
and
then
we'll
make
adjustments
as
we
move
forward.
We
had
parents,
we
had
students,
we
had
several
superintendents
staff
members.
It
was
great.
C
A
Let's
see,
I
can't
tell
up
north
if
semolin
hanson
has
any
questions.
No.
D
Thank
you
actually
more
just
a
comment,
I
know
sometimes
always
under
the
microscope
when
it
comes
to
education,
especially
those
of
the
on
the
state
level
and
in
the
district
level,
but
I
just
want
to
take
a
moment
to
thank
thank
you,
especially
on
ab19
at
all
these
bills.
I
was
really
glad
to
support
ab19
had
given
me
some
discomfort
and
a
lot
of
my
constituents,
and
I
appreciate
the
district
working
with
the
committee
and
being
able
to
exempt
the
homeschoolers
and
give
them
that
autonomy
that
they
fought
hard
for
several
years
ago.
D
A
All
right,
thank
you
very
much
got
some
great
things
going
on
and
we're
going
to
continue
to
see
what
those
are
and
see.
So
we
appreciate
that
so
with
that
right
now
we
are
at
12
12.,
let's,
let's
just
to
be
even
let's
take
a
lunch
break
until
quarter
to
one
so
12
45
with
that
we'll
be
in
recess
until
12
45.
A
Okay,
we're
gonna
go
back
on
the
record.
We
are
now
going
to
item
number
seven
on
the
agenda
presentation
on
the
state
of
early
learning
in
nevada
and
ongoing
programs,
and
we've
got
patti
oya
director
of
early
learning
and
development
in
las
vegas,
denise
tanata,
director
of
early
childhood
comprehensive
systems
in
las
vegas.
H
H
So
the
first
slide
that
I
want
to
remind
everyone
that
when
we
talk
about
early
childhood,
we're
talking
about
from
birth
and
even
prenatally
to
the
age
of
eight
and
that
we're
looking
at
the
importance
of
quality
of
early
childhood
and
their
experiences
for
the
children
and
their
families
and
the
outcomes
we
love
this
iceberg
graphic
that
you're
looking
at,
because
it
kind
of
reminds
us
that
well
for
early
learners.
It
is
about
academics
in
terms
of
we
often
think
of
abc's
and
numbers
and
colors.
H
But
even
more
important
are
the
skills
that
make
them
successful.
Learners
later
in
life,
successful
adults
later
in
life
and
those
things
are
paying
attention
being
able
to
get
along
with
others.
Those
social
emotional
skills
that
are
so
important,
curiosity
being
able
to
attend
being
able
to
get
their
needs
met
in
appropriate
ways.
All
those
social
emotional
skills
that
are
so
important
that
we
have
to
remember
when
we're
talking
about
our
earliest
of
learners.
H
So
the
first
present
part
of
the
presentation
I
do
want
to
give
an
update
from
the
department
in
terms
of
our
nevada,
ready
state
pre-k
program
in
the
2001
22
school
year.
This
current
year
we're
serving
2385,
four-year-olds
and
remember.
These
are
four-year-olds
whose
families
are
low-income
at
or
below,
200
percent
federal
poverty
limit.
H
During
the
pandemic
we
did
have
lower
enrollment
numbers
1969
compared
to
the
3
000
that
we
had
been
previously
serving.
Obviously,
during
the
pandemic,
it
was
hard
to
serve
children
who
are
for
in
an
online
program
hard
to
get
them
to
sit
still
it's
hard
to
get
them
to
participate.
H
So
sometimes
the
four-year-olds
probably
got
a
little
less
attention
with
their
schoolwork
because
they
needed
to
help
the
older
children
or
get
to
work
and
be
in
a
meeting,
and
so
we
understand
that
drop
in
that
number.
The
2385
we're
currently
serving
is
also
as
a
reminder
based
on
the
eight
thousand
and
four
four
hundred
and
ten
dollar
per
seat
cost
that
was
approved
during
this
last
session.
H
As
a
reminder,
we
have
13
sub-grantees
across
10
districts,
the
state
public
charter,
school
authority
and
two
community
agencies,
so
we
are
working
with
29
child
care
centers
across
the
state
to
have
pre-k
seats
in
child
care
centers.
I
think
it's
an
important
piece
as
far
as
parent
choice,
because
parents
often
need
more
than
just
the
five
hours
that
our
district
pre-k
seats
provide
because
they're
working
eight
nine
hours
and
they
need
they
need
that
extra
time.
H
One
of
our
main
focuses
on
family
engagement
and
really
understanding
how
to
meet
best
meet
the
needs
of
families.
So
our
family
engagement
survey
has
gone
out
annually.
H
H
What
would
your
child
be
doing
without
state
pre-k
most
would
be
staying
at
home
with
parents
or
grandparents
or
s
staying
attending
private
child
care,
which
again,
we
know
is
costly
and
denise
will
certainly
talk
more
about
that
and
then
would
be
staying
home
with
siblings.
So
that
was
kind
of
the
alternative
to
pre-k.
H
In
terms
of
tracking
children
for
pre-k
and
early
learning
programs,
it's
always
been
difficult
to
gather
that
information
across
program
types,
especially
when
we're
talking
about
child
care
providers
who
don't
have
the
same
access
to
infinite
campus
and
things
like
that
and
or
the
support,
even
if
we
could
give
them
access
to
infinite
campus.
You
know
that
the
extra
burden
that
would
cause
on
them,
but
we
are
moving
forward
with
giving
younger
children
before
they
go
into
the
district
kindergarten
programs,
a
unique
identifier,
so
that
we
could
start
to
track
that
information.
H
H
It's
important
that
we
collect
that
information
because
then,
as
we
can
figure
out
their
funding
source
and
where
their
supports
are,
and
then
that
aligns
with
our
kindergarten
entry
piece
as
well
the
early
learning
tab,
it
will
be
the
first
time
that
we're
tracking
across
programs,
the
type
of
funding
children
receive.
So
when
you
we
can
later
down
the
road
say,
were
they
in
a
head
start
program,
child
care
stay
pre-k
wherever
they're
at
and
then
we
will
have
their
kindergarten
entry
results
as
well
as
then,
their
maps
results
and
then
the
standardized
tests.
H
H
H
We
did
use
the
pandemic
as
a
a
break
to
real
to
think
about
our
models
to
make
some
adjustments
get
stakeholder
feedback
and
we
have
made
changes
based
on
on
you
know:
we've
run
this
pilot
and
we've
run
the
qris
for
quite
a
few
years.
It
was
time
to
refresh
it,
so
we
did
take
that
time
while
centers
and
programs
were
closed,
so
we
will
have
some
new
results.
H
Probably
in
next
year
on
the
pre-k
programs,
we
have
worked
hard
with
a
national
partner
education
council
on
a
kindergarten
transition
plan,
and
so
that
is
available
to
our
school
districts
to
start
to
work
on.
How
do
you
move
children
from
pre-k
or
child
care
into
a
kindergarten
program?
H
So,
as
far
as
a
district
concerned,
yes,
they
do
a
great
job,
moving
kids
from
their
own
pre-k
to
k,
but
when
they're
coming
in
from
other
sources
or
not,
maybe
it's
their
first
time
coming
to
a
school
at
kindergarten
because
they
were
at
home
with
parents
and
grandparents.
You
know
it.
It
has
that
wide
range
of
our
children
ready
for
kindergarten.
H
H
We
are
in
the
process
of
a
request
for
a
proposal
for
our
kindergarten
entry
senate
bill.
2
does
require
a
kindergarten
entry,
but
our
current
screening
tool,
the
brigance
the
contract
ends
june
30th.
We
need
to
do
a
request
for
a
proposal
the
next
year.
We
will,
as
we
pick
the
tool
we
will
give
districts
a
year
to
train
and
have
that
have
that
training
done.
H
H
Some
of
it
was
funded
with
our
federal
relief
dollars,
but
we
did
run
a
cohort
for
elementary
school
administrators
who
have
pre-k
programs
and
really
want
to
understand
early
childhood
better
because
sometimes
our
elementary
school
administrators,
they
don't
they're,
not
used
to
seeing
you
know
a
pre-k
classroom
in
action,
so
they
were,
they
unders.
They
learned
the
child
development
piece
and
how
to
really
evaluate
pre-k
and
developmentally
appropriate
kindergarten
in
their
schools.
H
Developmentally
appropriate
practices
for
kindergarten
was
an
important
piece
because
we
know
so
often
that
academics
gets
pushed
down
from
second
grade
to
first,
first
to
kindergarten
and
that's
not
always
appropriate.
Just
because
a
child
turns
five
heads
off
to
elementary
school,
they
still
need
some
special
support.
They
still
need
the
play-based
activities
they
it's
not
just
about
sitting
down
and
switching
gears
and
sitting
at
a
desk
doing
worksheets.
We
really
want
to
continue
the
appropriate
practices
in
kindergarten,
so
we
had
administrators
from
across
districts
participate
in
that
as
well.
H
And
then
the
next
slide
is
our
funding
map
slide,
and
certainly
can
I
know
it's
small
and
we
can
certainly
provide
this
as
a
separate
handout,
but
this
slide
shows
the
federal
funding
that
comes
into
the
state
for
early
childhood
specific
and
then
some
of
the
departments,
the
state
departments
that
receive
funding
and
run
the
early
childhood
programs.
You
could
see
it's
a
complicated
system
of
funding,
I
think
really
for
our
for
the
department
of
education,
highlighting
what
we
use
the
funding
for.
H
P
Thank
you
patty
for
the
record.
My
name
is
denise
tanata,
I'm
the
early
childhood
comprehensive
systems
director
with
the
children's
cabinet,
based
here
in
las
vegas,
as
patti
mentioned
early
childhood,
as
has
been
defined,
includes
you
know,
a
comprehensive
and
holistic
view
of
the
developing
brain
to
support
early
learning
and
it's
extremely
complex.
P
So
I
point
that
out
because,
when
you're
looking
at
this
funding
map,
a
lot
of
what
mazzoia
has
just
presented
to
you
is
one
little
box
in
this
big
map
that
we're
looking
at
so
so
just
wanted
to
emphasize
that
when
we're
talking
about
early
childhood,
we're
talking
about
a
very
complex
system,
that's
everything
from
the
prenatal
period
on
up.
It
includes
access
to
health
care,
mental
health.
It
includes
child
care,
it
includes
pre-k,
early
education,
working
with
specific
populations.
P
So
there's
there's
a
lot
involved
when
we
are
talking
about
the
early
childhood
system,
and
it
also
includes
multiple
funding
streams.
So
there
are
several
state-level
departments,
agencies
and
programs.
P
P
You
know,
as
patty
mentioned,
you
know,
we're
implementing
a
lot
of
the
nevada,
ready,
pre-k
programs
into
our
child
care
facilities.
But,
as
I
mentioned,
we
still
don't
have
the
capacity
for
our
younger
kids
to
meet
the
need
of
all
of
all
kids
to
have
parents
in
the
workforce.
We
also
have
workforce
support
issues.
P
We
know
that
you're
very
aware
of
the
issues
in
the
k-12
system.
I
would
say,
probably
even
more
prevalent
when
we're
talking
about
the
early
education
system,
so
really
needing
to
look
at
enhanced
wages
and
benefits
for
early
learning
professionals,
while
also
not
not
adding
to
the
cost
burden,
which
is
already
very
high
for
early
learning
and
child
care
opportunities,
and
then
also
looking
at
cross-sector
coordination
of
policies
and
procedures.
P
I
also
wanted
to
mention
too
that,
when
you're
looking
at
this
funding
chart,
this
is
just
federal
and
state
level.
At
the
local
level.
We
also
there's
there's
additional
investments
here
in
southern
nevada.
In
particular,
we
have
the
city
of
las
vegas,
who
has
made
critical
investments
in
the
early
childhood
sector,
as
well
as
the
city
of
henderson
and
investing
in
buildings
and
spaces
and
opera.
You
know,
partnering
with
providers
to
create
more
capacity
for
child
care
and
early
learning
opportunities.
P
P
One
of
those
initiatives
is
the
hersa
early
childhood
comprehensive
systems.
Health
integration
grant.
This
five-year
grant,
which
was
awarded
to
the
children's
cabinet
beginning
in
august
of
2021,
is
focused
on
building
an
integrated,
maternal
and
early
childhood
system
of
care
that
is
equitable,
sustainable,
comprehensive
and
inclusive,
to
promote
early
developmental
health,
family
well-being
and
family-centric
access
to
care
through
family
leadership
and
engagement.
P
The
hersa
grant
includes
five
overarching
goals
that
are
aimed
at
improving
state
level,
infrastructure
and
governance
to
increase
equitable
access
to
care.
These
goals
were
developed
in
alignment
with
the
federal
priorities
for
the
early
childhood
comprehensive
systems
initiative
and
were
customized
to
meet
the
needs
identified
in
nevada
through
the
analysis
of
over
25
different
needs,
assessments,
reports
and
advisory
documents,
as
well
as
with
the
alignment
of
identified
priorities
of
the
maternal
and
child
health
and
early
childhood
sectors
throughout
the
state
of
nevada.
P
P
P
This
past
year,
the
early
childhood
advisory
council
began
the
development
of
our
new
three-year
strategic
planning
process.
This
planning
process
included
a
comprehensive
analysis
of
existing
priorities
across
sectors,
as
well
as
numerous
focus
groups,
interviews
and
surveys
with
key
stakeholders
from
across
the
state
of
nevada.
P
The
responses
to
those
were
very
very
clear
for
us
that
we
need
to
focus
on
developing
a
strong
system
of
support
that
works
across
the
fields
of
health,
early
learning
and
development
and
family
support.
P
Our
work
is
really
grounded
in
equity,
authentic
partnerships
and
responsive
two-way
communications
that
shape
our
work.
Moving
forward
in
previous
versions
of
our
strategic
plan,
we
focused
on
the
inner
portion
of
this
framework
trying
to
scale
and
enhance
programs
and
services
in
the
areas
of
early
learning,
development,
maternal
and
child
health
and
family
leadership
and
engagement.
P
The
nevada,
early
childhood
advisory
council
2022-2024
strategic
plan
goals
align
with
the
goals
and
objectives
that
were
previously
presented
as
part
of
the
hersa
early
childhood,
comprehensive
system,
health
integration
initiative
and
focus
on
improving
our
early
childhood
system.
So
these
goals
include
establishment
of
a
coordinated
early
childhood
leadership
or
governance
infrastructure
in
our
state.
P
So
as
you're
thinking
back
on
that
map,
how
do
all
of
those
boxes
connect
and
coordinate
together
increasing
coordination
and
alignment
between
systems
of
care
for
young
children,
their
families
from
the
prenatal
period
through
third
grade,
so
not
only
on
the
infrastructure
level?
But
how
do
we
better
coordinate
those
the
system
and
the
provision
of
services
increasing
our
capacity
to
equitably
connect
families
with
early
childhood
programs
and
services,
reducing
those
barriers
and
burdens
making
sure
that
we're
collecting
information
on
that
right
now?
P
So,
in
closing,
I
would
say,
the
overall
state
of
our
early
learning
system
in
nevada
is
definitely
better
than
it
used
to
be,
but
we
still
have
a
very
long
way
to
go
and
we
look
forward
to
your
support
and
engagement
as
we
move
forward.
Thank
you.
N
Thank
you,
chair
dennis.
I
do
have
a
brief
question
and
the
question
is
especially
when
we're
hearing
the
numbers
of
the
percentages
of
our
students
in
the
state
of
nevada
that
are
able
to
take
opportunity
of
the
early
childhood
programming
that
we
have
less
than
eight
percent
less
than
three
percent,
and
so
on.
Do
we
have
a
number
I'm
trying
to
get
a
hold
of
a
handle
on
the
gap
between
the
need
or
desire
for
services
and
the
actual
capacity
of
us
to
provide
it?
H
I
think
this
patioya
for
the
record.
I
think
that
our
information
would
be
scattered
in
that
we
don't
have
an
aligned
early
childhood
data
system.
So,
for
example,
we
have
a
waiting
list
for
the
nevada
ready
state
pre-k
that
I
could
certainly
provide
for
you.
I
don't
have
the
numbers
now,
but
we
do
collect
that
information
on
the
state.
Pre-K,
I'm
sure
the
head
starts
as
well
have
waiting
list
numbers,
but
it
wouldn't
be
a
comprehensive
list
in
an
easy
to
find
place.
P
And
this
is
denise
sonata
for
the
record
and
concur
with
patty.
We
don't
have
a
good
data
system
to
do
that.
I
think
the
also
the
other
thing
to
note-
and
this
is
anecdotal-
is
that
these
numbers
have
been
so
low
for
so
long
that
I
think
it
there's
just
a
general
perception
in
the
community
that
you
know
there's
limited
spaces
available.
So
I
know,
for
example,
you
know
we.
We
talked
about
the
expansion
of
the
child
care
subsidy
program
and
the
availability
under
the
new
funds
to
do
that.
P
Prior
to
that,
it
was
just
kind
of
known
that
there
was
you're
going
to
go
on
the
wait
list
unless
you
were
in
a
very
specific
program
or
support,
and
so
we
had
people
that
didn't
you
know
that
weren't
applying.
So
we
don't.
We
have
numbers
of
individuals
who
are
eligible
that
we
can
compare
against
and
that's
where
we're
getting
those
percentages
but
of
those
who
are
specifically
requesting
it
and
not
getting
it.
I
think
the
numbers
would
be
skewed.
I
Chair
dennis
and
thank
you
guys
so
much
for
this
presentation.
I
know
I've
spoken
to
both
of
you.
This
is
kind
of
a
passion
of
mine
for
sure
I
was
just
wondering
if
you
could
talk
about
what
we're
looking
at.
I
know
there
had
been
an
issue
with
licensed
child
care
and
the
salaries
that
were
provided.
I
I
know
we
were
talking
specifically
about
a
little
bit
in
your
wheelhouse
the
state,
but
I
just
wanted
to
know
if
you
had
that
information
and
one
other
question,
the
survey
you
know
is
considered
family
engagement,
but
are
there
any
other
aspects
to
early
childhood
with
family
engagement?
Maybe
starting
at
the
you
started
talking
about
it
being
right
at
neonatal,
I
mean
we
know
that
parents
are
our
children's
first
teacher
typically,
so
I
was
just
wondering
if
there
was
other
aspects
of
family
engagement
that
you
saw
as
well.
Thank
you.
P
And
denny
sonata
for
the
record,
I'm
going
to
answer
the
second
part
first,
because
I
might
need
you
to
ask
the
first
part
again
so
with
the
the
family
leadership
engagement.
So
we
were
very
fortunate.
I
think,
with
this,
with
this
hearsay
grant
opportunity
to
be
able
to
bring
on
a
parent
leadership
coordinator,
who
is
a
statewide
position.
100
of
her
job
is
focused
on.
How
can
we
better
reach
out
to
parents
and
families
and
particularly
focused
in
the
early
childhood
space?
P
You
know,
ideally,
I
guess
thinking
long
term
ahead.
I'd
like
to
be
able
to
funnel
some
of
those
parents
and
families
into
you
know
the
seats
that
you're
all
are
sending
in
right
now
to
be
able
to
you
know,
have
more
to
have
stronger
parent
voice.
P
We,
our
first
initial
goal,
is
to
make
sure
that
we
have
parent
leaders
who
are
serving
on
any
state
level
advisory
committee
task
force
group.
We
know
that's
been
a
struggle
in
our
state
in
the
past,
so
that's
our
we're
we're
in
the
process
of
doing
that
and
integrating
that
with
the
new
programs
and
services
that
are
being
that
are
being
developed
as
well.
I
Yeah,
it
was
just
about
salaries.
P
Yes,
there
is
a
program
right
now,
that's
being
administered
with
funds
from
the
division
of
welfare
and
supportive
services
through
the
american
rescue
plan,
in
partnership
with
the
nevada
association
for
the
education
of
young
children
and
the
nevada
registry
to
provide
some
stipends
to
child
care
workers.
P
I
think
we're
hoping
that
this
would
go
a
couple
of
years
that
they'd
be
able
to
provide
these
stipends,
but
I
think
we
really
have
to
look
at
what
that
looks
like
long
term
and
how
do
we
supplement
and
there
are
wages,
programs
and
other
places
where
there
is
an
opportunity
for
the
state
to
make
some
investments
to
help
support
the
wages
of
child
care
workers,
but
we're
having
a
really
hard
time
right
now,
I
would
say
the
number
one
issues
that
we're
seeing
from
child
care
providers
is
staffing.
H
Thank
you.
This
is
patty
oya
department
of
education
for
the
record,
just
to
let
you
know
when
we
place
nevada,
ready,
pre-k
seats
into
the
child
care
centers.
One
of
the
requirements
that
is
built
in
is
that
they
get
paid
the
same
as
their
local
school
district
teachers.
So
I
think
that
and
if
they
don't
meet
the
same
qualifications
and
they
have
the
opportunity
to
increase
their
education
through
our
teach
nevada
scholarship
program,
so
I
think
it
helps
increase.
The
quality
of
the
child
care
supports
those
providers
that
are
taking
on
that
role.
H
So
I
think
it's
it's
a
great
partnership
with
the
united
way
of
southern
nevada
and
northern
nevada,
and
and
just
someone
quickly
sent
me
the
message.
Our
analyst
sent
me
that
775
children
were
eligible
for
nevada,
ready
state
pre-k
and
are
on
the
waiting
list
for
this
year.
So
just
to
give
you
an
idea
of
just
our
one
program.
F
Thank
you,
mr
chair.
My
question
actually
has
to
do
with.
F
F
So
it's
spread
out
all
over
the
pla.
Is
there
a
way
that
they
must
report
or
they
don't
have
to
report,
because
I
know
that
they're
private
homes
that
you
know
people
with
teaching
degrees
that
have
opened
up
a
business?
How
do
you
keep
track
of
this.
P
P
They're
also
now
coordinating
with
some
of
the
licensed
child
care
centers
and
that
have
those
programs
so
they're
able
to
track
that
data
there.
The
bigger
issue
gets
into
you
kind
of
touched
on
the
unique
identifier
for
for
some
of
those
private
facilities.
P
We
don't
have
all
that.
All
of
that
information.
What
we
have
is
licensed
capacity
information,
so
we
know
the
licensed
capacity
of
child
care
providers
in
our
state
that
doesn't
necessarily
tell
us
what
age
group
or
what
level
of
care
they're
they're.
Getting
it's
one
of
the
reasons
we
have.
We
also
have
the
quality
rating
improvement
system,
so
we
can
begin
to
look
at
the
number
of
kids
that
we
have
you
know,
potentially
by
age
group
by
geographic
area
that
are
in
you
know
what
level
of
child
care
center.
P
F
Well,
you
did
in
a
way
in
a
sense
you
did.
We
have
no
in
this
state
actually
no
way
of
knowing
that's
what
I'm
hearing,
and
my
second
question,
if
I
may
chair,
is
how
do
you
follow
up
then
on
getting
them
moved
into
kindergarten?
You
know,
how
do
we
assess
that.
H
Patioya
for
the
record,
I
think
that's
why
the
two
projects,
our
kindergarten
transition
project,
is
so
important
because
we
know
there's
so
many
children
out
there
in
different
types
of
settings.
Their
families
have
to
navigate
how
to
get
them
ready
to
school
into
school,
especially
if
they
don't
have
older
siblings.
To
that
they've
already
done
this
process
with
and
for
school
districts
to
be
the
one
to
reach
out,
not
families,
trying
to
figure
it
out
and
reaching
out
to
school
districts.
H
So
that's
why
our
transition
work
is
so
important
and
having
that
model
put
into
place
and
then
our
kindergarten
entry
is
a
is
a
one
way
just
to
start
to
see
when
they
come
into
kindergarten.
What
skills
do
they
have
and
and
really
you
know
we
talk
about
over
assessing
children,
and
we
certainly
don't
want
to
do
that.
But
I
think
anytime,
you
talk
about
assessment.
It
really
is
about
where
how
can
that
teacher
use
the
information
to
figure
out
what
that
child
needs?
H
So
if
you
have
all
those
kindergartners
coming
in
and
they're
coming
in
from
a
variety
of
settings
with
a
variety
of
experiences
and
learning
types,
then
you
know
to
have
that
kindergarten
entry
first
could
be
for
the
teacher
to
say,
okay,
I
need
to
start
with
letters
here,
but
this
child
is
already
spelling
their
name.
There's
that
wide
range-
and
so
I
think
it's
helpful,
but
at
a
state
level
collecting
it
as
a
summative
data
as
a
data
point
to
start
out.
Where
were
you
before
kindergarten?
H
How
ready
were
you
and
then
go
from
there,
and
then
you
know,
focus
in
on
the
reading
with
the
maps
tests
and
the
standardized
tests
down.
The
road,
I
think,
is
part
of
that
assessment
system
that
we're
looking
at,
and
we
really
have
taken
the
time
before
this
request
for
proposal
process
to
talk
to
our
stakeholders,
our
school
districts,
to
say
what
is
important
that
we
so
we're
not
just
requiring
assessments
for
no
reason.
What
are
we
requiring?
What
are
we
collecting
and
what
are
we
going
to
do
with
that
data?
H
A
T
Good
afternoon,
chair
dennis
vice
chair
bill
braxton
members
of
the
committee
for
the
record.
I
am
alex
bybee
a-l-e-x-b-y-b-e-e.
T
Well
again,
alex
bybee
for
the
record
chair
dynasty
members
of
the
committee.
T
T
And
forgive
me,
mr
chair,
are
we
to
be
advancing
the
slide
on
our
end
or
will
staff
be
advancing?
The
slide.
T
All
right
we're
good
thanks
tammy,
so
we
wanted
to
just
sort
of
again
alex
baby
for
the
record
communities
and
schools.
We
wanted
to
honor
and
acknowledge
the
current
context
in
which
we're
offering
this
presentation
and
also
acknowledge
the
other
agenda
items
that
preceded
our
presentation.
T
So
throughout
the
first
slide,
you'll
just
see
a
number
of
current
priorities
that
we've
outlined
that
are
are
certainly
top
of
mind
for
policy
makers
for
this
committee.
For
other
stakeholders
that
are
engaged
in
public
education
and
hopefully
throughout
the
presentation,
we
will
do
a
decent
job
at
finding
a
way
to
connect
the
work
that
we
do
to
the
current
priorities
that
this
committee
and
other
leaders
in
the
state
are
grappling
with.
T
So
we
know
that
the
problem
that
that
we're
facing
is,
you
know.
70
percent
of
nevada's
kids
are
eligible
for
free
and
reduced
lunches
was
true
before
the
pandemic
and
that's
been
exacerbated
throughout,
and
we
know
that
there's
barriers
to
accessing
existing
supports
and
and
and
oftentimes
those
supports,
are
decentralized,
and
so,
even
if
we
have
available
resources
and
supports
for
our
children
and
families.
T
We
are
helping
to
centralize
the
web
of
partners,
social
service
providers
and
provide
those
referrals
to
those
supports
and
services,
but
not
only
provide
the
referral,
help
them
navigate
those
systems
so
that
we're
eliminating
barriers
to
student
success
and,
in
a
few
slides,
we'll
go
into
a
deeper
dive
on
what
our
model
looks
like
and
how
exactly
we
deliver
these
resources
and
supports.
But
the
intent
of
this
slide
is
really
to
just
give
a
global
view
of
what
is
the
context.
T
What
are
the
challenges
and
the
problems
that
we
have
in
nevada
as
it
relates
to
the
public
education
system
and
also
acknowledging
that
children
are
whole
human
beings
that
require
more
than
just
academic
interventions
to
be
successful?
They
require
that
their
needs
be
on
the
school
building
are
also
met,
and
that's
really
the
core
work
that
we
are
attempting
to
do
at
communities
in
schools.
S
Tammy
hansel
for
the
record,
so
you
may
not
know,
but
communities
and
schools
is
actually
a
national
model.
We
currently
exist
in
26
states
and
the
district
of
columbia.
We
support
nationally
over
1.6
million
students,
and
we've
been
doing
this
for
over
40
years,
we're
the
largest
evidence-based
dropout
prevention,
stay
in
school
organization
in
the
country
and
we're
committed
to
doing
whatever
it
takes
to
eliminate
whatever
barrier
it
is
that
keeps
our
kids
from
coming
to
school
and
being
successful.
S
We
also
employ
over
140
full-time
team
members
here
in
nevada,
and
you
can
see
on
the
slide.
That's
here
we
are
existing
in
elementary
middle
and
high
school,
so
we
understand
that
through
a
child's
career,
the
k-12
system
is
very,
very
important
for
us
to
make
sure
we
have
that
one-on-one
relationship
as
they
navigate
the
elementary
and
the
middle
and
the
high
school
trajectory
of
graduating
career
college
and
community
ready.
S
The
other
thing
I
want
to
note
is
that,
because
we
case
manage
our
students
and
we'll
get
into
that
a
little
bit
more,
we
case
manage
anywhere
between
five
and
six
thousand
students
per
year
and
our
graduation
rate,
which
we
will
talk
about
in
a
little
bit.
We'll
also
share
with
you
that
if
our
historical
trends
continue,
we
will
graduate
and
three
thousand
plus
high
school
graduates
that
might
not
have
crossed
the
finish
line
or
it
not
for
communities
in
schools,
site
coordinator
and
the
model
in
which
we
work.
S
T
Alex
bybee
for
the
record
communities
and
schools.
The
next
slide
really
gives
a
visualization
of
what
is
our
model.
How
is
it
implemented,
and
how
do
we
ensure
that
it's
implemented
with
fidelity
and
consistency
across
the
81
school
sites
that
we
serve
and
before
I
go
into
the
model?
I
really
do
want
to
be
clear
that
our
work
is
contextual.
T
Tier
one
is,
is
our
school-wide
services
which
are
available
to
any
student
or
family
in
the
building,
and
we
actually
have
a
physical
room
that
schools
provide
us
on
campus
called
a
resource
room
and
again
our
site
coordinators
are
reporting
to
that
school
campus
every
day,
so
they
work
for
communities
and
schools.
They
receive
training
and
supports
from
communities
and
schools
to
implement
our
model,
but
they
do
that
in
partnership
with
schools
and
school
support
teams
on
those
school
campuses,
so
tier
one
services
are
school-wide.
T
T
Implementing
evidence-based
supports
for
a
smaller
group
of
students
and
our
most
effective
intervention
is,
of
course,
case
management
providing
that
one-on-one
individualized
support
for
the
students
that
we
serve
and
on
the
right-hand
side
of
that
slide,
you
can
see
a
variety
of
the
the
interventions
and
supports
that
we
offer
all
the
way
from
academic
assistance
and
basic
needs
to
mental
health,
physical
health,
academic
enrichment
and
college
and
career
readiness.
T
We
analyze
multiple
sources
of
data
to
identify
the
key
needs
of
a
school,
and
we
work
with
the
school
administration
and
a
school
support
team
with
key
support
professionals
in
the
school
building
to
create
a
school
support
plan
so
that
we
and
the
necessary
stakeholders
in
the
building
are
aligned
on
what
goal
are
we
trying
to
achieve
by
being
on
campus
this
year?
And
again?
T
That
goes
back
to
the
three
abc's
attendance,
behavior
and
coursework,
and
also
social
and
emotional
development,
and
so
we
set
those
goals,
not
only
school-wide,
but
we
also
set
those
goals
across
all
three
tiers
of
our
program.
So
a
student
might
have
an
individual
goal
in
attendance.
Behavior,
coursework
and
a
school
may
have
a
school-wide
goal
as
it
relates
to
those
metrics
and
so
really
there's,
there's
81
unique
stories
and
then
thousands
of
individual
stories,
depending
on
the
student
that
we
serve.
T
T
Our
integrated
student
supports
one
more
slide,
tammy.
Please
thank
you,
which
I've
already
sort
of
addressed,
so
that
just
gives
you
a
little
bit
more
of
a
visualization
of
the
three
different
tiers
and
the
work
that
the
model
does
and
that
our
site
coordinators
implement
every
day
over
to
you.
S
Alex
tammy
hansel
our
communities
in
schools.
The
one
thing
I
want
to
lift
up
from
what
alex
was
saying
is:
is
really
the
tier
three
supports,
so
we
do
we
go.
We
go
in
school
wide.
We
work
with
principals,
the
the
stupid
school
leadership
teams.
We
really
develop
that,
but
once
we
start
working
with
a
student
that
tier
three
support
is
where
the
magic
happens.
They
case
manage
that
student.
They
work
one-on-one
with
them,
they
might
meet
with
them
two
or
three
times
a
week
monitor
their
goals.
S
They
might
have
them
stay
after
school
for
some
tutoring
sessions.
They
might
do
some
phone
calls
home
to
talk
to
family
members
to
really
encourage
that.
It
really
is
really
an
intensive
piece
that
continues
to
be
incredibly
successful,
all
the
way
from
our
kindergartens
all
the
way
up
to
our
seniors.
So
I
do
want
to.
I
do
want
to
lift
that
up
a
little
bit.
The
other
thing
we
want
to
talk
about
at
communities
in
schools
is,
we
literally
bring
the
community
in
to
the
school.
S
We
are
a
a
convener
of
as
many
community
partners
as
we
can
possibly
find.
We
do
not
want
to
duplicate
effort,
so
if
we
have
a
partner
here
in
clark
county
that
is
doing
a
great
job
of
the
work,
then
we
want
to
bring
them
on
school,
campus
and
partner
with
them.
So
we
might
bring
in
like
adl
to
do
some
anti-bullying
or
some
other
partnerships
and
bring
them
onto
the
campus
and
identify
that
they're
not
with
us,
but
also
in
our
in
our
elko
county
school
district.
S
We
actually
are
the
the
people
that
do
the
weekend
food
bag
program.
We
have
the
grant
from
the
department
of
health
and
human
services.
We
are
actually
the
people
that
order
the
food,
and
we
actually
do
that
because
that's
what's
needed
in
that
community,
but
obviously,
here
in
clark
county,
we
would
partner
with
three
square
on
that.
So
we
do
not
want
to
duplicate
efforts.
S
We
want
to
bring
in
anybody,
that's
doing
the
work
and
we
want
to
partner
with
them,
because
we
know,
as
you
all
know,
that
the
only
way
to
get
this
work
done
in
a
really
really
important
way
is
to
partner
with
as
many
people
as
possible
and
bring
all
those
people
into
the
school.
So
this
is
just
a
very,
very
short
list
of
all
of
our
community
partners.
S
We
are
120
strong
and
you
can
find
that
list
in
our
appendix
on
pages
28
and
29.,
as
alex
did
mention,
and
we
you
will
continue
to
hear
us
mention.
We
are
evidence-based
and
we
take
that
very
very
seriously.
We
also
are
data-driven.
We
have
our
own
through
our
national
network,
our
communities
and
schools,
data
network,
where
we
our
site
coordinators,
and
we
enter
all
of
our
data.
We
also
send
that
to
our
national
organization,
who
also
checks
that
we
have
certain
standards
that
we
have
to
meet
as
an
organization.
S
So
that's
very,
very
important
to
us.
We
also
are
a
proud
partner
of
the
nevada
department
of
education
and
we
meet
all
four
tiers
of
the
every
student
succeeds
act,
as
has
been
found
by
the
university
of
nevada,
las
vegas
and
the
department
of
education,
and
you
can
find
that
list
on
your
slide
as
well,
and
that
is
something
again
that
we
continue
to
make
sure
that
we
are
meeting
every
single
metric
that
is
needed
to
make
sure
that
we
are
operating
with
complete
fidelity
with
our
school
partners.
S
I
do
want
to
talk
a
little
bit
about
our
covert
response,
because
this
is
where
I
really
think
the
communities
and
schools
model
has
been
set
up
for
success
in
such
a
tangible
way.
So
our
national
organization
gave
us
a
model
that
allows
us
to
through,
as
you
saw
through,
the
three
tiers
really
get
to
the
core
of
what
our
children
need,
but
it
also
allows
us
to
be
completely
nimble
and
pivot
when
needed.
S
So,
as
I
mentioned,
what
our
northeastern
nevada
affiliate
is
doing
with
weekend
food
bags
they're
also
doing
a
telehealth
model
has
and
they've
been
doing
that
for
five
or
six
years
with
unlv.
Is
the
practice
so
we've
been
offering
tele
mental
health
services
for
many
many
years?
That
is
something
different
than
what
we
might
be
doing
in
washoe,
county
or
in
clark
county.
So
when
it
came
to
the
pandemic
and
when
it
came
to
school,
buildings
were
closed,
but
yet
we
still
needed
to
partner
and
get
with
as
many
services
as
possible.
S
We
had
the
ability
to
act
very,
very
quickly
and
partner,
knowing
that
what
we
needed
to
do
was
work
with
students
and
help
them
first.
So,
as
you
can
see
on
our
slide,
we
were
proud
partners
with
direct
care
for
kids
with
the
public
education
foundation
and
spread
the
word
nevada
here
in
the
clark
county
school
district,
and
we
proudly
helped
to
deliver
over
25
000
education,
packets
and
books
directly
to
our
students,
either
on
their
doorsteps.
S
And
again
we
had
our
case
manage
students,
so
we
were
able
to
to
do
that
on
our
doorsteps
through
some
of
the
other
partnerships
with
three
square
and
some
of
those
things.
S
The
other
partnership
that
you
may
be
aware
of
is
we
were
the
fiscal
agent
for
the
family
support
center
here
in
the
clark
county
school
district,
in
partnership
with
connecting
kids.
So
when
schools
here
in
clark
county
were
all
going
to
be
virtual
and
some
of
our
other
partners
were
either
going
to
be
hybrid
or
virtual,
and
we
realized
that
here
in
clark
county,
we
had
not
heard
from
over
100
000
students
and
we
did
not
know
if
they
had
a
computer
or
if
they
had
access
to
a
reliable
internet
source.
S
We
partnered
with
connecting
kids
and
the
kovid
19
relief
task
force,
set
up
the
virtual
call
center
and
led
that
entire
initiative
over
the
next
four
to
five
months
to
make
sure
that
we
found
every
student
connected
them
to
a
reliable
internet
source
that
consisted
of
training,
virtual
call,
center
agents
through
the
clark
county,
school
district,
some
of
our
communities
and
schools,
nevada
and
other
volunteers.
We
did
home
visits.
We
knocked
on
thousands
of
doors
to
make
sure
that
we
could
say
that
every
student
was
connected
and
proudly
in
the
middle
of
december.
S
We
were
able
to
do
that
and
again
the
one
of
the
reasons
why
that
works
so
well
is
because
we
have
a
very
nimble
model
and
are
able
to
act
with
a
sense
of
urgency
when
needed
in
order
to
do
again,
whatever
it
takes
to
eliminate
that
barrier
to
make
sure
our
kids
are
successful
and
have
whatever
resource
they
need.
T
Alex
bybee
for
the
record
communities
and
schools,
one
one
thing
I
want
to
lift
up
that
that
I
think
is
important
about
our
coveted
response
was
that
in
the
first
two
months
of
the
closure
of
school
buildings,
so
between
march
and
may
of
2020,
our
site
coordinators
in
southern
nevada
were
able
to
successfully
connect
with
95
percent
of
the
students
and
families
that
we
serve.
And
if
you
look
at
the
successful
contact
rate
for
other
partners
and
and
schools,
I
think
that's
really
a
testament
to
the
power
of
the
relational
model.
T
For
so
this
slide
is
really
intended
to
demonstrate
that
at
communities
and
schools
of
nevada,
we
acknowledge
and
recognize
that
we,
we
are
one
organization
in
an
ecosystem
and
a
statewide
community
that
supports
our
schools,
and
it
was
important
for
us
a
couple
of
years
ago
to
pause
and
really
think
about.
Is
our
model?
Is
our
work?
Are
we
being
thoughtful
around?
What
are
the
statewide
goals
for
the
education
system
and
are
we
aligning
with
what
those
goals
are
and
how
we
are
implementing
the
work?
T
And
so
this
site
is
intended
to
demonstrate
goals
and
outcomes
that
are
outlined
in
the
state
improvement
plan,
as
adopted
by
the
state
board
of
education
required
by
the
every
student,
succeeds
act
on
the
left-hand
side.
You
will
see
the
first
three
rows
in
the
left-hand
column
are
all
goals
that
are
outlined
in
the
state
improvement
plan
and
on
the
right
hand,
side.
It
demonstrates
how
the
communities
and
schools
of
nevada
model
of
integrated
student
supports,
helps
to
achieve
and
fulfill
those
particular
outcomes.
T
And
so
we
are
consistently
hoping
to
and
striving
to
align
with
district
partners
with
the
state
department
of
education
with
other
key
agencies,
recognizing
again
that,
although
communities
in
schools
is
doing
important,
work
in
four
school
districts
serving
81
schools,
we
are
one
organization
in
the
proverbial
village
that
it
takes
to
raise
our
children,
and
so
we
take
partnership.
Collaboration
evidence-based
follow-through.
T
All
of
that
very
seriously,
and
it's
our
hope-
that
communities
and
schools
can
partner
with
entities
like
this
committee,
like
the
legislative
committee
on
education,
to
understand
what
are
the
goals
that
policymakers
have
for
moving
the
system
forward.
And
then
how
can
we
be
partners
in
realizing
those
goals?
T
We
know
that
oftentimes,
our
government
partners
need
additional
capacity
to
help
implement
some
of
the
laws
that
are
passed
at
the
state
level,
and
so
we
stand
ready
to
partner
with
legislators.
If
you
are
sponsoring
bills
that
require
outreach
to
families
and
communities,
we
stand
ready
to
provide
that
support
and
that
partnership
to
ensure
that
kids
and
families
are
getting
the
necessary
information
about
what's
happening
for
the
education
system
at
all
jurisdictional
levels,
and
I
think
the
95
contact
rate
that
we
had
in
the
first
two
months
of
the
pandemic
is
a
testament
to.
T
If
there's
key
information,
we
need
to
get
to
families,
whether
it's
about
the
child
tax
credit
expansion,
whether
it
was
about
any
pressing
issue
throughout
the
pandemic.
Communities
and
schools,
is
a
trusted
source
of
information
for
students
and
families,
and
we
also
our
site
coordinators.
To
the
extent
possible
can
look
at
how
can
we
partner
with
legislators,
with
the
department
of
ed
with
school
districts,
to
help
implement
some
of
the
laws
on
the
books
to
ensure
that
we're
expanding
the
capacity
of
the
state?
As
tami
said,
the
nonprofit
sector
is
nimble,
agile
adaptable.
T
The
next
couple
of
slides
really
bring
our
model
down
to
an
individual
school
and
individual
student
story.
We
recognize
that
often
times
when,
when
entities
present
to
this
body
to
the
legislature,
we're
talking
about
high-level
strategy,
we're
using
a
lot
of
technical
language,
we're
talking
about
data
points,
and
all
of
that
is
relevant
and
necessary,
and
it's
also
important
to
focus
on
the
data
and
the
context
around
an
individual
school
level
or
the
stories
of
students
and
families.
T
All
the
citations
to
this
data
are
on
the
slide,
but
this
side
really
does
give
a
sense
of
what
are
the
contextual
and
environmental
challenges
beyond
the
school
building
that
make
a
student
showing
up
and
succeeding
academically
more
challenging.
And
so
this
is
really
about
equity
and
recognizing
that
we
have
to
distribute
resources
in
a
way
that
meets
students
needs,
and
when
you
look
at
this
neighborhood,
you
know
closest
grocery
store
for
many
families.
T
Five
miles
away
median
household
income
is
significantly
lower
than
the
average
in
clark
county,
significant
challenges
in
terms
of
of
educational
attainment
in
the
household
and
then
also
school
performance
at
manchester
school
demonstrates
that
there
are
significant
excuse
me
significant
and
systemic
barriers
that
exist
for
our
kids,
and
so
the
next
slide
demonstrates
the
relationship
between
one
of
our
site,
coordinators
and
students.
This
is
cornell,
he's
been
with
us
for
a
number
of
years
and
he
does
the
work
with
commitment,
and
he
also
does
the
work
with
joy.
I
mean
when
you
meet
cornell.
T
He
is
on
this
school
campus
and
he's
building
authentic
trusted
relationships
with
kids
and
families,
and
this
is
the
story
of
one
of
our
case-managed
students,
aryak
and,
of
course,
his
story
is
being
shared
with
the
permission
of
his
family
and
this.
This
story,
although
is
on
the
surface,
about
getting
a
device
and
internet
connection
to
a
household
into
a
student.
The
work
that
we
do
is
so
much
more
systemic
than
that
oftentimes.
T
What
are
the
the
you
know,
root
causes
for
these
presenting
challenges,
and
then
we
get
to
build
that
relationship
and
bring
in
other
partners
to
eliminate
those
barriers,
and
so
you'll,
see
in
this
story
between
cornell
and
ariak
and
by
the
way
two
of
his
siblings
were
also
case
managed
in
a
communities
and
schools
program,
one
of
whom
has
now
gone
on
to
a
middle
school.
That
has
our
program.
That
is
a
hope
for
ours
is
that
we
are
in
feeder
patterns,
providing
continuity
of
care
throughout
the
k-12
system.
T
And
so,
although
the
presenting
challenge
was
internet
and
a
device
you'll
see
here
that
it
really
came
down
to
building
a
sense
of
self-efficacy.
When
we
talk
about
this
work,
we
see
ourselves
as
supporting
the
process
for
students
to
realize
their
inherent
potential.
So
anytime
we
talk
about
outcomes
or
attendance,
behavior,
coursework
or
graduation.
T
We
do
so
with
humility
recognizing
that,
although
we're
bringing
these
supports
to
a
school
campus,
the
students
are
doing
the
work
right.
They
are
the
ones
that
are
realizing
their
potential.
We're
simply
there
to
clear
the
path,
because
we
know
that
there
are
more
systemic
barriers
for
some
students
than
others
and
so
love
this
story.
We
we
all,
are
grateful
for
the
work
that
cornell
does.
S
S
Graduation
rate
of
our
case
managed
seniors
in
the
20
20
21
year.
That
is
a
proud
number
for
us
that
the
same
actually
is
for
our
academy.
S
Students
and
our
academy
class
is
a
is
a
class
that
we
actually
work
with
our
high
schools
and
it's
an
elective
class
where
we
identify
the
students
that
are
at
least
three
or
more
cr
credits
efficient
behind,
and
we
work
with
them
in
partnership
with
the
school
district
and
the
high
school
to
make
sure
that
we
can
remediate
those
classes
online
and
help
them
and
case
manage
them
to
that.
In
addition
to
teaching
them
financial
literacy,
we
do
life
skills,
we
work
with
them
on
a
sense
of
self.
S
They
do
a
community
service
project,
so
it
is
in
partnership
with
high
schools
actually
now
across
the
state
in
three
out
of
our
four
school
districts,
and
that
that
statistics
also
had
a
92
graduation
rate,
which
we're
very
very
proud
of
to
share
with
you,
and
it
is
something
that
we
continue
to
to
look
on.
You
can
also
find
our
five-year
graduation
rate
in
the
appendix
on
page.
27.
That'll
show
you
just
kind
of
like
where
we
have
have
gone
over
the
last
five
years,
as
we
take
a
deeper
dive
on
this
data.
S
A
couple
other
things
just
want
to
share
with
you
just
to
to
put
it
on
the
record.
Our
graduation
rate,
for
our
case,
managed
seniors,
is
13
higher
than
the
statewide
average
for
from
students
that
qualify
for
free
and
reduced
lunch,
and
96
percent
of
our
students
do
qualify
for
free
reduced
lunch
from
in
from
our
case,
managed
students.
S
So,
as
you
can
see
that
that
is
a
that
is
a
a
pretty
you
know,
the
the
the
comparison
is
is
holds
holds
weight
in
terms
of
that
level,
but
as
we
take
a
deeper
dive,
as
I
mentioned
earlier,
a
lot
of
the
students,
especially
in
our
juniors
and
seniors,
might
not
be
on
track
to
graduate,
and
that
is
where
that
one-on-one
relationship
that
caring
adult
comes
in
to
really
help
them
set
the
playbook
on
what
it's
going
to
take
to
get
them
across
the
finish
line
and
our
site
coordinators.
S
Do
that
time
and
time
again,
very,
very
proud
of
the
work
that
they
do
and
they
continue
to
do
in
partnership
with
our
schools.
So
if
you
look
at
our
graduation
rate
in
a
more
of
a
disaggregated
data,
you
can
see
that
from
our
students
that
are
in
the
hispanic
they
are,
we
have
a
graduation
rate,
that's
15
percent
higher
than
the
statewide
average.
Our
black
students
had
a
graduation
rate
that
was
20
percent
higher
than
the
statewide
average
and
our
mixed
rate.
S
Students
mixed
race
students
had
a
graduation
rate
that
is
10
percent
higher
than
the
statewide
average.
These
are
statistics
that
we
are
very
proud
of,
but
we
also
know
that
there's
continue
to
work
to
be
done.
Our
goal
would
be
to
make
sure
that
we
are
reaching
every
student
that
could
possibly
use
communities
in
schools
in
partnership
with
our
school
districts,
to
make
sure
that
every
student
gets
across
the
finish
line.
S
The
next
slide
talks
about
our
funding.
We
truly
believe
in
the
power
of
public-private
partnerships
over
the
last
18
years
in
the
state
of
nevada.
We
have
very
much
proven
that
to
be
incredibly
incredibly
effective
again
starting
from
one
school
to
now,
81
schools
across
the
state,
so
our
cis
and
nevada
funding
you
will
see
on
the
slide
shows
that
our
school
districts
pay
about
27
percent.
So
when
we
go
on
a
school
campus,
our
school
districts
have
to
identify
a
percentage
of
their
school
budgets.
To
put
us
on
a
school
campus.
S
They
primarily
use
title
1
funds
to
do
that.
They
also,
and
we
heard
presentations
earlier.
Some
of
our
school
districts
do
use
safe
school
professional
funds.
Our
site
coordinators
actually
qualify
as
a
community
health
worker,
which
is
the
first
tier
of
the
safe
school
professional
fundings.
So
many
of
our
school
districts
or
our
schools
are
using
that
to
help
bridge
that
gap
and
to
help
put
a
cis
safe,
school
professional
on
the
campus.
S
So
we
look
forward
to
continuing
to
partner
with
that
washout
county
actually
is
a
big
proponent
of
using
us
for
that,
and
that's
how
we've
been
able
to
grow
so
quickly
is
because
they've
been
able
to
identify
those
funding.
Those
those
funds
as
well
20
is
government
funding,
so
any
federal
any
state,
any
local
that
might
be
some
of
the
ussr
funds
that
we've
received
from
the
nevada
department
of
education
might
be
some
tana
funds.
S
S
Those
are
the
the
variety
of
different
pieces
of
that
all
coming
together
to
make
sure
that
we
can
remain
in
our
schools.
We
can
sustain
the
growth
and
continue
to
graduate
more
of
our
students
and
keep
more
of
our
students
in
the
building
and
making
sure
that
they
have
that
caring
adult
the
other
thing
to
kind
of
look
for.
We
might
be
talking
about
it
at
a
different
site,
but
I
do
want
to
lift
it
up.
S
Right
here
is
putting
a
communities
in
schools
on
campus
also
was
a
huge
support
for
administrators
and
our
teachers,
because
if
you
have
a
teacher
that
has
a
classroom,
that's
much
larger
than
it
should
be,
and
they
have
a
student
that
might
be
coming
too
late
to
school
to
the
class
two
or
three
times
a
week.
You
could
refer
that
student
to
communities
in
school
site
coordinator
to
help
develop
that
relationship
and
see
what's
going
on
at
home.
S
So
most
of
our
most
of
our
educators
and
our
administrators
are
proud
partners
with
us,
also
the
resource
room
that
we
bring
in
on
campus,
which
is
part
of
that
tier
one
offers
school
supplies
and
hygiene
items
and
all
sorts
of
things.
So
our
teachers
don't
have
to
pay
out
of
pocket
for
those
items.
They
can
refer
a
student
to
a
communities
and
schools
resource
room
which
again
just
continues
to
eliminate
that
that
barrier.
So
for
us,
this
public-private
partnership
continues
to.
You
know
just
invest
in
our
schools
over
and
over
again.
T
Thank
you,
tammy
alex
bybee
communities
and
schools
for
the
record.
Just
just
a
couple
more
notes
on
the
funding
slide
is
is
when
I
look
at
that
pie,
chart
of
50
philanthropic
support
and
then
about
a
quarter
school
district,
a
quarter,
competitive
federal
or
state
funds
that
that
we
receive
to
me.
That's
really
a
true
visualization
of
the
notion
that
it
takes
a
village
to
raise
our
children
and
it's
it's
it's
a
recognition
that
we
need
shared
investment
and
shared
responsibility
across
all
sectors
and
all
industries,
government
business
nonprofit
to
step
up.
T
T
And
we
recognize
the
thorough
research
that
mackenzie
scott
and
her
team
did
to
acknowledge
communities
and
schools
as
a
recipient
of
those
funds.
And
those
of
us
who
are
in
public
education
know
that
those
dollars
can
go
very
quickly.
When
we
talk
about
how
widespread
and
urgent
the
need
is
and
how
much
more
widespread
it
has
become.
And
so
we
really
see
that
investment
as
a
down
payment
on
our
vision
to
scale
our
model
and
deepen
our
impact,
and
so
for
those
that
that
may
have
prepared
for
this
meeting
or
presentation.
T
It's
it's
a
simple
google
search
of
communities
and
schools
of
nevada
to
see
that
that
news
is
very
recent
and
significant
for
us,
and
so
we
celebrate
the
generosity.
We
are
grateful
and
we
also
want
to
acknowledge
that
it
really
is
an
accelerant
to
our
vision,
but
it
will
not
help
us
necessarily
reach
every
single
student
in
nevada
that
that
needs
us
when
we
look
at
70
of
our
kids
qualifying
for
free
and
reduced
lunch.
T
T
T
In
the
middle
column,
you'll
see
a
reference
to
assembly
bill
275,
which
was
passed
in
the
2017
legislative
session,
which
communities
and
schools
worked
with.
A
couple
of
key
legislators
on
which
which
require
the
development
of
a
statewide
framework
for
integrated
student
supports.
That
framework
for
integrated
student
supports
is
also
a
hyperlink
in
your
reference
materials.
T
Now
we
did
want
to
point
out
and
and
highlight
that
in
the
last
committees
or
excuse
me
in
the
last
interim's
report
from
this
committee,
there
was
a
recognition
that
should
more
funding
become
available.
Wraparound
support
should
be
prioritized
as
as
a
strategy
for
providing
relief
to
students
and
families
and,
of
course,
those
needs
and
supports,
have
become
more
widespread
and
urgent.
With
the
disruptions
to
student
learning,
we
have
students
that
that
are
providing.
T
You
know:
child
care
to
their
younger
siblings.
In
the
home,
we
have
students
that
are
actually
entering
the
workforce
to
provide
additional
income
for
their
families
to
alleviate
pressures
on
household
budgets,
and
so
we
know
that
if
there
is
a
caring
adult
on
a
school
campus,
that
a
student
and
family
trusts-
and
that's
really
key
trusts
to
follow
up
and
follow
through
to
eliminate
barriers
to
their
success,
that
that
can
make
all
the
difference
not
just
in
their
academic
success,
but
their
overall
sense
of
well-being
and
belonging
and
safety
on
a
school
campus.
T
Our
resource
room
often
becomes
a
place
where
students
just
come
to
hang
out,
because
they
know
that
it's
a
safe
space
and
in
that
hanging
out
in
the
resource
room,
a
student
may
say
to
their
friend.
You
know
you
should
talk
to
our
site
coordinator.
You
should
get
to
know
more
about
the
programs
and
services
that
communities
and
schools
provides,
and
so
we
certainly
can't
do
the
work
alone
as
tami
referenced.
In
a
previous
slide,
we
have
over
120
community
partners
and
agencies
that
help
us
do
that
work
and
really
again
just
a
testament
to.
S
So,
where
do
we
go
from
here?
You'll
often
hear
me
say
that
we
should
be
in
every
title:
one
school
in
nevada.
That
is
our
goal.
That
is
our
north
star,
because
we
know
our
students
need
more
help
and
more
assistance,
and
we
we've
also
heard
from
some
of
the
presentations
earlier,
that
we
need
more
adults
on
campus.
We
need
more
assistance
and
that's
where
communities
and
schools
comes
in.
S
We
currently
right
now
sit
in
one
and
every
of
one
in
every
five
title:
one
schools
there's
over
400,
as
alex
mentioned,
we
did
and
we're
proud
recipients
of
the
mackenzie
scott
gift.
We
that
is
absolutely
a
down
payment
and
we
will
do
everything
in
our
power
to
make
sure
that
we
take
that
and
we
invest
that
to
make
sure
that
we
can
bring
as
many
community
partners
on
board.
So
we
can
join
you
and
we
can
join
our
school
district
partners
to
put
us
in
many
schools
as
possible.
S
In
fact,
we're
actually
partnering,
with
many
of
our
school
districts
they're
using
some
of
their
american
rescue
plan
dollars
to
scale
our
program
to
add,
more
schools
and
one
of
the
other
ways
we're
looking
at
that
very
very
intentionally
is
in
feeder
patterns.
So
we
are
looking
at
in
partnership
with
all
of
our
school
districts
that
we
are
in
our
elementary
schools
that
feed
into
our
middle
schools
that
feed
into
our
high
schools.
So
we
can
keep
that
continuum
of
care
all
across
the
career
of
a
student.
S
She
knew
that
that
was
a
safe
place
for
her
to
go
and
she
met
another
site
coordinator
johanna,
who
continues
to
work
with
us
for
this
day
and
johanna
was
that
caring
adult
that
helped
get
her
across
the
finish
line
in
partnership
with
desert
pines
and
the
incredible
staff
that
they
have
there.
So
we
know
the
partnership
works.
We
have
the
data
to
prove
it
and
we
are
ready
to
scale.
We
are
ready
to
scale
with
the
mackenzie
scott
gift,
we're
ready
to
scale
with
the
american
rescue
plan
dollars.
S
We
will
do
everything
in
our
power
to
fight
and
make
sure
that
we
can
work
and
get
all
of
our
kids
across
the
finish
line.
You
know
our
students
shouldn't
have
to
worry
about
their
race
or
their
zip
code
or
their
social
economic
standing.
In
order
to
know
that
that's
what's
going
to
get
them
across
the
finish
line,
we
want
to
make
sure
that
every
student
realizes
their
potential
and
we
look
forward
to
partnering
with
everybody
in
order
to
do
that,
and
we,
I
think
we
stand
ready
for
questions.
Thank
you.
T
And
although
we
are
drafting
our
current
iteration
of
our
strategic
plan
and
welcome
additional
community
and
stakeholder
input,
a
significant
part
of
our
vision
and
hope
is
that
communities
and
schools
can
stand
with
those
120
partners
to
identify
currently
under
leveraged
underutilized
federal
funds
to
get
that
revenue
into
nevada
and
provide
innovative
solutions
and
responses
to
the
needs
that
our
kids
and
families
face.
E
Thank
you
very
much
and
thank
you
so
much
for
this
presentation.
I
have
taught
at
a
communities
in
schools,
school
and
so
I
know
the
value
of
the
partnering
and
what
happens
in
an
elementary
setting.
So
thank
you
for
that
and
with
that
being
said,
can
you
tell
me
a
couple
things:
one:
is
there
something
as
legislators
or
as
policy
makers
that
we
can
do
to
help
you
and
number
two?
E
What
within
saying
that?
What
other
types
of
when
you
talked
about
partnering
and
partnerships?
What
other
partnerships
are
you
looking
for
out
there
or
what?
What
are
you
and
I
don't
want
to
say
lacking,
but
what
would
you
like
to
expand
upon?
So
you
know
if
you
needed
more
food
partners
or
you
needed
more
whatever
it
is
so.
S
S
I'm
sorry
thank
you.
Thank
you,
tammy
hanselaire
communities
and
schools
for
the
record,
the
additional
community
partners
that
we
could
use.
S
This
is
going
to
be
like
a
broken
record,
because
we
all
know
this.
We
need
more
mental
health
providers.
We
work
with
so
many
across
the
state.
I
mentioned
the
telehealth
partnership
that
we
have
in
elko
county
and
actually,
we
just
expanded
to
humboldt
county
in
partnership
with
dr
jensen
you
mentioned
earlier,
so
he's
been
a
big
proponent
of
adding
communities
in
schools
into
his
district.
S
We
continue
to
look
for
the
mental
health
providers,
both
from
a
telehealth
standpoint
from
an
in-person
standpoint.
How
can
we
continue
to
do
that
and
one
of
the
other
things
that
we
are
looking
at
is
how
do
we
partner
in
and
utilize
medicaid
or
any
of
those
things,
so
that
continues
to
be
a
piece
also
just
basic
health
care.
Basic
health
care
needs
making
sure
that
they
have
access
making.
Sure
that
you
know
transportation
isn't
isn't
a
barrier
getting
into
the
getting
into
the
system,
isn't
a
barrier.
S
All
of
that
continues
to
be
so
those
would
be
probably
the
first
two
things
on
my
list.
Another
area
that
we
always
continue
to
want
to
do
is
look
at
family
engagement
and
how
we
continue
to
do
that.
In
fact,
we
have
partnered
just
most
recently
with
the
public
education
foundation
and
I'm
sure
kristen
sierra
will
probably
mention
that
earlier,
but
but
that
is
another
area
that
we're
looking
to
to
partner
with
and
continue
to
just
find
more
resources
for
our
families.
T
T
T
We
appreciate
the
leadership
of
assemblyman
miller
and
the
bill
that
she
sponsored
last
session
around
providing
more
resources
and
support
for
fafsa
for
our
high
school,
juniors
and
seniors,
and
and
and
so
looking
at
legislation
that
that
you
all
are
leading
and
having
strategic
conversations
around
how
communities
and
schools
as
a
community-based
provider
can
support
our
districts
in
implementing
those
policies.
T
We
can't
really
afford
to
wait
a
century
to
get
into
every
title
one
school,
because
we
know
that
families
and
students
need
this
type
of
support
and
relief
now,
and
we
also
know
that,
as
a
nonprofit
provider,
it's
important
that
we
have
accountability,
oversight
and
evidence
base
and
demonstrate
outcomes
with
our
data.
And
we
are
proud
to
say
that
we
can
do
that
and
we're
also
proud
to
say
that
we're
statewide
right
we're
serving
four
school
districts.
T
Now
we
would
be
proud
to
serve
more
school
districts,
and
we
also
would
welcome-
and
you
know,
appreciate
the
leadership
of
of
policymakers
to
help
us
identify
current
needs
that
we're
not
meeting
that
that
we
need
to
be
focusing
on
and
prioritizing,
because
you
all
have
such
an
invaluable
perspective
as
policymakers.
You,
you
sit
through
all
these
meetings,
you
synthesize
all
this
information,
and
so
we
know
what
we
don't
know,
and
so
your
thought,
partnership
and
thought
leadership
is
helpful
and
also
helping
to
identify
resources
to
scale
our
reach
and
deepen.
T
Our
impact
would
would
be
meaningful
and
and
helpful,
and
then
I
think
the
third
way
that
that
we
can
partner
is
doing
more.
You
know
community-based
work
just
because
we
do
our
work
on
a
school
campus
doesn't
mean
that
we
are
just
an
education
organization
right.
We
we
exist
to
support
educational
outcomes,
but
when
you
look
at
our
service
delivery
model,
we're
also
a
health
and
human
services,
social
services
entity
right
because
we
exist
to
leverage
and
mobilize
those
resources
and
so
helping
us
connect.
E
Watching
this
in
the
very
early
stages
enhance
a
school
community
as
it
did
I.
E
I
know
it's
threefold
now,
even
though
there's
as
you
said,
we
can't
wait
another
century,
but
you
know
it's
it's
it's
really
grown,
and
for
that
I'm
grateful,
and
I
guess
that
the
other
thing
is
at
some
point,
and
I
won't
put
you
on
the
spot
right
now,
but
I'd
love
to
know
some
of
the
gold
standard
schools
that
we're
servicing.
E
Maybe
you
know
couple
three
around
the
state,
not
just
here
in
clark,
county,
I'd,
love
to
know
who's,
doing
like
the
banner
job,
and
you
know
maybe
we
focus
on
them
and
and
in
a
great
way,
so
the
community
sees
what
they
do
and
other
schools
want
that
same
piece,
because
I
think
sometimes
people
don't
want.
They
don't
know
the
wonderful
work,
that's
going
on
because
they're
in
their
own
little
piece
over
here
and
so
I'd
love
to
have
them
know
how
to
get
involved.
So,
okay,
thank
you.
Great
information.
A
S
S
Thank
you
guys
so
much
and
thank
you
for
being
here.
I
was
just
curious
here:
you're
singing
the
praises
of
your
site
supervisors
and
things
like
that
and
I,
as
I
brought
up
before
I
I
think
we.
I
S
S
Our
starting
hourly
rate
for
a
site
coordinator
is
19
an
hour,
and
then
we
have
levels
one
two
and
three
and
then
the
other
thing
that
we
really
work
on
communities
in
schools
is
creating
a
pathway
for
them
to
promote
within
the
organization
not
only
on
their
school
campus,
but
also
within
the
organization
as
well,
so
moving
into
program
manager
and
director
positions
and
and
things
of
that
nature.
So
we
we
are
proud
to
have
a
a
a
workforce
that
that
continues
to
stay
with
the
organization
and
and
understands
the
value.
Thank
you.
A
Yes,
let's
see
senator
buck,
did
you
have
a
question.
I
I
It
was
noted,
27
percent
of,
but
I
just
wondered
of
what
do
you
work
with
any
charter
school
communities
with
100
percent
free,
reduced
lunch,
100,
yellow
in
the
state
and
then
also
just
because,
as
one
of
your
metrics
was
passage
to
the
next
grade
level,
we
know
that
a
lot
of
times
in
our
systems.
We
just
push
kids
through,
even
though
they're
non-proficient,
and
so
I'm
just
wondering
if
you
had
any
student
achievement
data
for
the
schools
that
you
are
in
in
the
elementary
grades.
S
Tammy
hanselair
communities
in
schools.
Thank
you
senator
for
the
question
so
to
talk
about
specifically
the
cost
model
and
the
schools.
Our
current
cost
model
across
the
state
to
put
a
site
coordinated
on
a
school
campus
is
eighty
one,
four,
eighty
one
thousand
four
hundred
dollars
per
site
coordinator
per
year.
Our
elementary
and
our
middle
schools
mostly
have
one
our
high
schools
have
two.
S
Quite
frankly,
I
could
have
two
to
three
in
middle
and
high
and
I
could
have
four
to
six
in
high
schools,
but
this
is
this
is
where
we're
at
the
school
districts
pay
approximately
anywhere
between
20
and
40
percent
of
that,
which
is
where
you
get
that
27
number.
S
Currently,
my
contract
actually
with
the
clark
county
school
district,
actually
says
that
I
can
charge
up
to
59
000
and
some
schools
do
pay
that,
and
that
is
one
of
the
things
that
we're
working
with
the
school
district
is
maybe
having
them
use
some
of
their
arp
dollars
to
help
us
get
to
that
point.
So
we
can
scale
more
quickly
because
you
can
imagine
having
to
fundraise
the
53
sometimes
gets
challenging
in
order
to
scale
in
a
in
a
really
large
way.
S
So
that's
one
of
the
things
that
we've
been
partnering
with
not
only
the
school
district
but
also,
as
we've
said
here,
identifying
other
ways
that
we
can
continue
to
pay
for
our
services
and
and
can
continue
to
fundraise,
because
we'll
always
do
that.
But
how
do
we
add
more
schools
quickly?
Traditionally,
we've
only
added
one
or
two,
I
will
say.
S
Probably
this
year
we
are
looking
at
adding
anywhere
between
probably
12
and
16
schools
across
across
the
state
of
nevada,
so
really
excited
that
we
will
have
more
kiddos
that
will
be
able
to
meet
site
coordinators
like
cornell
and
more
educators
and
more
administrators.
That
will
have
the
services
of
communities
and
schools.
S
So
hopefully
that
answers
your
questions
but
happy
to
answer
anything
else
as
it
relates
to
student
achievement
data.
That
is
not
something
that
we
actually
prepared
for
today,
but
happy
to
to
take
a
look
at
that
and
see
what
information
we
can
get
back
to.
T
Alex
bybee
for
the
record
communities
in
school
senator
buck.
In
relation
to
your
second
question
about
partnering
with
charter
schools,
with
our
model
of
integrated
student
supports,
we
are
not
currently
partnered
with
charter
schools,
but
if
there's
an
expressed
need
and
the
charter
school
can
identify
the
resources
necessary,
then
we
are
open
to
those
conversations
really
we're
about
ensuring
that
kids
who
need
support,
have
support
and
that
more
of
our
students
that
are
our
neighbors
and
our
kids
get
across
the
finish
line.
So
we're
not
currently
partnered
with
a
charter
school.
A
All
right,
thank
you.
So
we
got
several
here:
let's
go
to
assembly
woman
hardy
and
then
we'll
go
to
some
of
the
women
thomas
and
that's
assemblywoman
miller.
Let's
go
to
some.
I
H
Of
the
what
they
had
in
that
resource
room
available
to
the
students
and
to
see
the
students.
I
How
excited
they
were
to
be
in
that
room,
and
I
just
think
I
can't
say
enough
about
how
wonderful.
I
And
so
I
think
a
lot
of
my
questions
are
already
answered
or
asked
and
answered,
but
you
know
I
just.
I
hope
we
really
can
be
a
part
of
this
as
lawmakers
and
people
in
our
communities
to
help
you.
I
Its
funding,
it's
a
big
piece
of
that,
and
so
that's
just
kind
of
if
you
could
just.
S
Thank
you
assemblywoman
for
the
question
and
I
do
extend
the
invitation.
Obviously,
when
you
attended
a
site
visit,
we
were
doing
them
in
person.
We're
currently
doing
them
virtually,
but
we
do
have
opportunities
if
anybody
wants
to
attend
a
site.
Visit
we'd
be
happy
to
follow
up
with
that
information.
S
We
are
proud
to
be
able
to
do
that
and
we're
currently
in
conversations
with
nevada
department
of
education
on
what
are
the
next
school
districts
that
we
should
identify
and
how
we
should
do
that.
So
when
alex
mentioned,
that
one
of
the
reasons,
one
of
the
ways
that
you
can
help
us,
is
what
are
the
schools
in
your
areas
and
in
your
districts
that
you
see
the
highest
need
or
that
you
think
that
communities
and
schools
could
could
be
of
service
we'd,
be
happy
to
partner
and
continue
continue.
S
Those
conversations,
because
you
are
in
the
work
you
are
hearing
from
your
constituents.
You
know
what
your
families
need,
and
that
is
absolutely
where
we
want
to
go
first
and
identify
the
highest
need
and
in
fact
some
of
the
schools
that
are
actually
on
our
waiting
list.
Are
the
schools
that
have
reached
out
to
us
and
some
of
them
actually
aren't
even
title.
I
T
Alex
bybee
for
the
record
and
thank
you
assemblywoman,
just
to
add
a
couple
of
points
to
what
tammy's
explained
on
the
the
the
waiting
list
versus
the
schools
that
were
aiming
to
grow
into
part
of
tammy's
vision.
As
the
ceo
was
to
be
more
strategic
in
how
we
aligned
with
feeder
patterns,
and
so
part
of
the
conversation
at
the
district
level,
is
identifying
where
those
highest
needs
areas
are
and
ensuring
that
our
growth
is
strategic.
And
so
we
may
have
schools
on
the
waiting
list
that
have
expressed
interest
in
need.
T
And
that
is
a
statistic
that,
although
is
bolded
and
in
red
on
this
slide.
We
have
not
read
into
the
record
and
I
think
it's
important
to
lift
up,
which
is
that
for
every
dollar
invested
in
our
program.
It's
almost
a
12
net
economic
benefit
and
it's
a
60
page
study
that
you
can
find
on
that
statistic
and
the
reference
is
slide
deck.
T
If
there
are
existing
government
agencies
that
aren't
getting
sufficient
referrals
to
access
their
services,
because
navigating
the
bureaucracy
for
these
families
can
be
a
challenge,
we
are
helping
to
ensure
more
families,
are
utilizing
existing
resources
and
making
sure
that
we're
doing
that
in
an
efficient
way.
And
so
I
wanted
to
just
lift
up
that
statistic
in
particular,
because
the
net
economic
benefit
statewide
for
nevada.
T
A
All
right,
thanks,
assemblyman
thomas.
F
Thank
you,
mr
chair,
and
thank
you
for
this
presentation.
It
was
actually
pretty
pretty
good.
I
enjoyed
it,
but
I
do
have
a
question
and
that
is
concerning
manchester
e
manch,
because
that
is
in
my
district
assembly
district
17
and
I
did
have
the
pleasure.
It
was
a
pleasure
of
visiting
just
here
recently
during
a
reading
week
and
my
concern.
F
We
didn't
get
the
numbers
on
your
slide,
how
many
of
the
students
are
from
military
members
and
how
many
are
from
civilian.
T
I
think
technical
difficulties
alex
bybee
for
the
record
communities
and
schools
of
nevada.
Thank
you
assemblyman
for
that
question.
Given
the
the
population
that
school
serves,
I
can
understand
why
that
disaggregated
data
would
provide
more
context.
I
don't
have
that
information
for
you
today.
I
am
happy
to
work
with
our
school
partners
to
find
that
information
and
ensure
we
get
that
to
you
in
a
timely
manner.
N
Thank
you,
chair
dennis,
and
my
questions
also
fall
in
line
with
questions
regarding
data.
So
looking
at
page
17,
which
has
just
some
very
generalized
results,
I
I'm
looking
for
not
only
desegregated
but
de-aggregated,
but
also
actually
the
quantifiable
data.
What
was
used
to
measure
these
results
so
when
it
says
82,
improved
attendance,
I
mean
the
word
improved.
If
a
student
missed
45
days
last
year
and
this
year,
they've
only
missed
44
days,
that
is
improved,
improved
behavior
if
it
was
being
measured
based
on
suspensions
and
expulsions.
N
Again,
we
know
suspensions
can
end.
But
yet
a
teacher
can
still
say
this
person.
This
student
is
still
extremely
disruptive
and
hostile
and
and
creates
an
unsafe
environment
for
other
students
and
and
staff
in
the
classroom,
but
it
it
may
be
consistent
in
daily,
but
it
doesn't
rise
to
a
level
of
suspensions
and
also
with
improved
coursework.
N
What
was
used
to
measure
the
improved
coursework?
Is
this
just
letter
grades
on
report
cards,
or
is
this
you
know
because
again,
the
one
thing
that's
always
missed
in
education,
which
is
appreciated
in
every
other.
Social
science
is
even
those
ana
data,
anecdotal
reports
and
the
qualitative
reports
from
the
people
delivering
the
service.
So
even
a
teacher
may
say:
oh
they've,
improved
they've
they've
made
dramatic
improvements
in
their
grades
and
their
coursework,
and
it
may
not
reflect
on
the
report
card.
N
But
yet
we
know
there's
been
improvements,
and
so
it
works
both
ways
where
sometimes
we're
not
capturing
what
truly
should
be
celebrated
and
we're
also
not
capturing
what
truly
still
isn't
necessarily
improved.
So
if
so,
for
attendance
and
behavior
and
coursework.
If
you
could
just
say
you
know
what
those
just
make
it
quantifiable
more.
So
we
know
what
we're
actually
looking
at.
T
Assemblyman
we're
just
coordinating
because
we
have
staff
in
the
audience
who
are
more
educated
on
our
data
and
outcomes
for
the
record,
alex
bybee
I'll
I'll
start
with
a
preface
and
then,
if
our
staff
does
have
that
information
we'd
be
glad
to
have
them
come
to
the
table
and
if
we
need
to
follow
up-
and
we
certainly
will
on
these
outcomes
these.
This
is,
for
our
case-
managed
students
on
this
particular
slide.
T
I
think
an
important
thing
to
note
here
is
that
these
are
measuring,
that
they
either
made
progress
to
or
met
their
goal
in
one
of
those
areas.
Okay,
so
some
students
are
actually
meeting
the
goal
established
for
them.
Some
students
are
developing
towards
that
goal,
whether
in
attendance,
behavior
or
coursework.
So
I
just
wanted
to
note
that
I
hear
your
request
for
disaggregated
data.
T
I
would
have
to
defer
to
my
colleague
laura
who's
in
the
audience
on
whether
we
have
the
capabilities
to
do
that
in
our
in
our
data
system
and
and
and
to
the
final
point
around.
T
You
know
what
are
the
if
I
understand
the
question
correctly,
what
are
the
ways
in
which
you
are
helping
to
achieve
these
results,
and
and
and
also
no
okay,.
I
N
You
said
say
something
that
I
in
my
evaluative
experience
would
appreciate.
More
is
talking
about
the
individual
students
meeting
their
goals.
You
know
this
percent
of
our
case,
managed
students
met
their
individual
goals
or
are
within
this
reach
of
their
individual
goals.
Because,
again
something
like
this
broad
is
just
again
improved
attendance
is
that
you
know
you
fell
under
what
attendance
expectations
are
that
now?
Oh,
look,
you
missed
three
days
of
school
all
year,
that's
outstanding!
N
Right
or
again,
you
missed
three
less
days,
but
you're
still
missing
50
days
a
year
and
again,
if
there's
individual
goals
set,
then
that's
a
better
indicator
of
for
those
individual
students,
because
those
goals
are
streamlined
for
that
individual
student
with
attainable
goals.
I
I
anticipate
so
I'm
just
looking
to
see
how
these
are
quantified
and
I'm
sure
the
staff
has
pages
and
pages
and
pages
of
reports
on
this.
I'm
just.
T
Thank
you
still,
movement
and-
and
I
appreciate
you
clarifying
the
question
because
obviously
I
misunderstood
in
terms
of
strategies
versus
how
it's
being
measured
given
and
and
I'm
corresponding
with
with
our
staff
member
who's
in
the
audience
to
see
whether
bringing
her
to
the
table
would
provide
additional
information
or
whether
we
need
to
follow
up,
and
so
each
metric
is
based
on
individual
student
needs
and
changes
at
the
school
level.
So
so
I'm
I'm
hearing.
T
A
Okay,
thank
you
any
other
questions
or
comments,
not
seeing
any
okay.
K
A
All
right,
so,
let's
go.
Thank
you.
Thank
you.
Let's
go
to
our
next
item,
then,
which
is
item
agenda
item
number,
nine
presentation
concerning
the
public
education,
foundation's
programs
and
copen
19
response
efforts,
and
we
have
christian
sear
president
here
from
the
public
education
foundation,.