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Description
This is the seventh meeting of the 2021-2022 Interim. Please see the agenda for details.
For agenda and additional meeting information: https://www.leg.state.nv.us/App/Calendar/A/
Videos of archived meetings are made available as a courtesy of the Nevada Legislature.
The videos are part of an ongoing effort to keep the public informed of and involved in the legislative process.
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A
Okay,
we
are
going,
we
are.
We
welcome
you
to
the
seventh
meeting
of
the
joint
interim
standing
committee
on
education
and
starting
a
couple
minutes
late.
We
just
had
a
couple
technical
issues
that
we
had
to
resolve
and
with
those
are
good,
so
we're
ready
to
move
forward.
We
have
some
great
things
to
go
over
today,
and
so
we
welcome
you
so
ms
harper,
would
you
please
call
the
roll.
E
A
Here,
thank
you
and
please
mark
assemblywoman
hardy
absent
excused.
A
Before
we
begin,
I
would
like
to
cover
some,
oh
and
I
should
say
for
the
record
that
that
we
still
have
a
quorum,
so
we
we
are
good
to
go
so
before
we
get
some
of
the
things.
Just
as
a
reminder.
A
First,
I'd
like
to
notify
members
that
last
friday
june
10th,
the
legislative
commission
approved
the
committee
to
hold
three
additional
meetings.
As
you
know,
we
were
originally
scheduled
to
approve
for
eight
meetings.
A
I
also
requested
permission
to
submit
one
bdr
after
the
september
1st
deadline
in
case
the
committee
would
like
to
request
legislation
related
to
any
recommendations
resulting
from
that
report,
so
because
we
were
tasked
with
doing
some
additional
studies
and
our
meetings
are
already
full
instead
of
adding
an
additional
four
hours
on
to
one
of
our
meetings,
we
we
requested
some
additional
time
so
we'll
we'll
still
finish
up
all
of
our
meet
all
of
our
meetings,
except
for
the
october
one
by
the
end
of
august,
and
but
that
was
approved
last
friday
by
the
legislative
commission
also
just
set
your
electronic
devices
to
silent
when
speaking,
it's
important
that
you
identify
yourself
for
the
record
each
time
you
speak
so
as
we're.
A
You
know
if
we're
asking
questions,
even
though
you
just
said
it
when
you
answered
the
previous
question,
you
need
to
just
re-identify
yourself.
So
that
way,
the
folks
that
are
doing
the
minutes
know
exactly
who
made
what
comment.
A
Sometimes,
when
you,
when
they're
listening
to
those
the
people
sound
exactly
the
same,
so
you
can't
tell
who
said
what
so
please
be
make
sure
you
do
that,
and
then
you
have
to
turn
your
microphone
on
and
off
each
time
you
finish
speaking,
we
do
have
a
signing
table,
so
please
sign
in.
Even
if
you
don't
plan
to
testify
and
then
meeting
materials
received
prior
to
the
meeting
have
already
been
uploaded
to
the
committee's
website.
A
F
A
And
then,
for
if
we
have
anybody,
especially
when
we
do
the
zoom,
if
you're,
not
speaking,
mute
your
mic
to
minimize
background
noise
and
and
finally,
please
note
during
the
committee
meeting-
the
zoom
chat
feature
is
only
to
be
used
for
technical
assistance
from
our
broadcast
production
services.
Colleagues,
so,
and
we
will
take
a
30
minute
lunch
break
later
this
morning
after
we
get
through
some
of
our
work
this
morning.
A
F
A
Please
limit
your
public
comment
to
three
minutes
per
speaker
any
additional
and
in
any
addition
in
it.
In
addition,
you
have
the
opportunity
to
also
make
public
comment
at
the
end
of
the
meeting,
so
we
have
two
public
comment
periods
once
now,
one
at
the
end
and
as
you're
making
remote
public
comment,
our
broadcasts
and
production
services
staff
will
interact
with
you
to
make
sure
that
we
can
hear
you,
and
so
with
that,
I
will
begin
with
those
wishing
to
make
public
comment
here
in
las
vegas.
A
G
Good
morning,
thank
you,
mr
chair,
chris
daley
nevada,
state
education,
association,
the
voice
of
nevada
educators
for
over
120
years.
Nevada
classrooms
continue
to
be
some
of
the
most
overcrowded
in
the
nation,
and
nse
has
long
stressed.
The
importance
of
smaller
class
sizes,
common
sense
tells
us,
and
research
confirms.
G
The
number
of
students
in
a
class
makes
a
real
difference
for
students
and
teachers
alike,
for
students
smaller
class
size
can
help
close
the
racial
achievement
gap
lead
to
earlier
identification
of
learning
disabilities,
improve
high
school
graduation
rates,
improve
student
behavior
and
allow
for
more
engagement
and
lessons
for
educators.
Smaller
class
size
improves
educator
morale
as
it
allows
for
more
individual
and
differentiated
instruction,
less
time
on
paperwork
and
stronger
classroom
management,
as
teachers
become
more
aware
of
individual
students,
strengths
and
weaknesses.
G
This
is
critically
important
in
nevada,
with
some
of
the
highest
concentrations
of
students
who
are
english.
Learners
are
struggling
with
poverty,
while
rapid
growth,
fueled
nevada's
large
class
sizes.
In
previous
decades,
the
lack
of
sufficient
funding
for
school
districts
has
locked
in
these
large
class
sizes.
For
decades,
nevada
has
ranked
near
the
bottom
of
states
in
education,
funding
and
quality.
Now,
with
the
additional
challenges
of
the
last
two
years,
we
have
an
unprecedented
shortage
of
educators
to
teach
our
kids
and
make
our
schools
run.
G
G
time
for
20
means
reaching
an
average
class
size
of
20
students
per
class
in
core
academic
subjects.
Time
for
20
also
means
a
20
increase
in
educator
pay
and
at
least
20
dollars
an
hour
for
the
workers
who
make
our
schools
run.
This
is
the
right
sized
response
to
our
educator
shortage
and
we
get
educators.
G
The
pay
they
need
to
make
ends
meet
one-time
retention
or
signing
bonuses
are
a
nice
gesture,
but
as
prices
are
climbing
faster
than
any
point
in
the
last
40
years
with
cpi
now
at
8.3
percent,
we
need
to
get
serious
about
raises
for
educators
that
keep
up
with
the
long-term
cost
of
living.
Even
when
inflation
comes
down,
prices
still
usually
go
up.
G
Last
week,
the
economic
forum
received
a
report
from
the
fiscal
analysis,
division
showing
state
revenues
outperforming
projections
by
25
or
close
to
800
million
dollars.
This
news
comes
as
our
education
system
is
hemorrhaging
staff,
educators
and
our
students
need
bold
action
and
nevada
has
the
resources
800
million
dollars
sitting
there
to
make
a
big
impact
right
now,
it's
time
for
20.
G
For
the
record,
my
name
is
dennis
podoff
I
have
the
honor
serving
as
the
dean
of
the
school
of
education
at
nevada
state
and
also
I'm
co-chairing
a
statewide
inchi
nde
task
force
with
jessica
todman
from
the
nde,
and
so
I
appreciate
the
opportunity
to
share
a
few
ideas.
First
of
all,
I
want
to
do
recognize
there
is
there?
Is
attention
being
given?
G
I
am
aware
of
five
different
groups
right
now
that
have
generated
43,
40
plus
recommendations
in
the
area
of
teacher
recruitment
and
retention,
so
that
there's
work
being
done
and
there's
also
bold
actions
happening
unlvs
work
on
the
you
know,
moving
teacher
aides
and
paraprofessionals
into
teaching
licensure
art
teacher
academy,
high
school
project,
csn
substitute
teaching
partner.
We've
got
some
good
things
happen,
but
I
want
to
share
five
things.
First
of
all,
this
is
my
eighth
year
here,
I'm
starting
my
eighth
year.
G
This
is
the
most
urgent
year
we've
had
clearly
in
my
eight
years.
It
is
never
going
to
be
okay
to
not
have
enough
teachers
for
our
kids.
Never
gonna
be
okay
to
not
have
enough
teachers
for
our
kids
urgency.
Now.
Second
thing:
I
know,
I'm
convinced
we've
got
to
find
a
way
to
locally
grow.
More
of
our
teachers.
G
Over
the
last
decade,
teacher
red
enrollments
around
the
country
have
dropped
more
than
35
percent,
the
tradition
of
nevada,
hiring
two-thirds
of
its
teachers
from
other
states
just
isn't
going
to
work
anymore.
It's
not
working
as
well
as
it
did.
Third
thing
is
we
there
we've
recognized
barriers
to
teaching.
We
know
everything
from
the
testing
the
cost.
There
are
a
number
of
barriers
related
to
teacher
supply
and
recruitment,
and
certainly
retention
that
the
previous
speaker
spoke
to
many
of
those
already,
and
so
the
fourth
thing
is
recognizing
the
duality
of
the
problem.
G
We've
got
to
recruit
more
our
colleges,
our
institutions
in
nevada
have
to
find
a
way
to
recruit
and
graduate
more,
but
we
also,
as
a
state
have
to
retain
more.
We
have
to
retain
more,
and
so
it's
a
dual
problem
and
I
think
the
recommendations
in
front
of
you
from
these
various
groups
probably
need
to
have
a
balance
of
recruitment,
related
ones
and
retention
related
ones.
There's
two
huge
issues
here
on
the
table.
Both
of
them
are
really
important.
The
fifth
thing
is
that
we
know
that
there's
no
one
strategy
to
fix
this.
G
G
We
need
to
get
a
group
of
them
that
collectively
could
make
a
big
impact
on
this,
and
then
I
guess
the
last
thing
is:
we've
got
the
dilemma
of
the
immediate
right
now
great
urgency
right
now,
but
also
dilemma
of
long-term
commitment.
G
C
Good
morning,
chair
dennis
and
committee
members,
my
name
is
dr
brenda
pearson.
I
am
here
representing
the
clark
county
education
association
who
bargains
for
over
18
000,
licensed
educators
in
the
clark
county
school
district
and
is
the
largest
independent
teacher
union
in
the
state
and
in
the
country.
The
presentations
being
heard
before
this
committee
today
are
aimed
at
creating
a
public
education
system
that
drives
student
success.
C
Two
weeks
ago,
the
ccsd
and
the
ccea
agreed
to
raise
the
current
teacher-based
salary
to
one
hundred
and
fifteen
dollars
an
increase
of
nearly
seven
thousand
dollars.
In
order
to
both
attract
and
recruit
teachers
to
the
profession
at
the
same
time,
cca
increased
the
top
salary
to
over
one
hundred
and
one
thousand
dollars.
Nevada
must
remain
competitive
to
attract
and
recruit
educators
to
our
state.
At
the
same
time,
nevada
must
work
to
retain
our
experienced
and
committed
educators
serving
in
schools
across
our
state
by
increasing
their
salaries.
C
Although
each
educator
in
ccsd
will
receive
a
retention
bonus
of
five
thousand
dollars
during
the
2022-23
academic
year,
this
one-time
money
does
not
impact
their
overall
salary.
The
committee
must
work
to
retain
our
current
educators
by
ensuring
that
funding
is
dedicated
to
increasing
existing
teacher
short
salaries.
C
Funding
is
necessary
and
nevada
must
think
strategically
through
a
multi-year
plan
that
will
increase
our
teacher
pipeline
while
chipping
away
at
high
class
sizes.
Each
presentation
before
you
today
can
become
a
reality
with
the
substantial
and
strategic
investment
in
our
schools.
Cca
appreciates
the
work
and
dedication
of
this
committee
and
we
stand
ready
to
assist
in
whatever
we
can.
Thank
you.
A
Okay,
I'm
not
seeing
anyone
at
this
point.
Let's
go
up
to
carson
city.
Is
there
anyone
in
carson
city
wishing
to
give
public
comment.
A
D
D
A
Okay,
thank
you
all
right,
then
do
it.
Do
we
have
a
motion
to
to
approve
the
minutes
of
april
20th.
A
Okay,
thank
you.
So
we
have
a
motion
by
senator
don
darrell
loop.
Second
bye,
vice
chair,
bilbray
exerbot.
Any
further
discussion
on
the
motion.
All
those
in
favor
say:
aye
aye,
any
post
saying
the
motion
carries.
A
Okay,
yeah,
I
think
some
new
women
hanson.
I
believe
she
had
to
step
out
for
a
minute
there.
So
she'll
be
back.
Okay,
let's
go
to
item
number
four
appointment
of
tirina
cacerto
to
the
committee
to
conduct
an
interim
study
concerning
the
use
of
the
name,
image
and
likeness
of
a
student
athlete.
A
As
you
may
recall,
at
our
first
meeting
in
january
on
january
20th,
we
appointed
members
of
the
committee
to
conduct
an
interim
study
concerning
the
use
of
the
name,
image
and
likeness
of
a
student
athlete.
We
then
approved
the
chair
and
the
vice
chair
appointments.
One
of
the
positions
on
the
committee
is
now
vacant.
A
So
today,
I'd
like
to
the
committee
to
consider
the
appointment
of
miss
charina
caserto
to
fill
the
open
position
and
represent
the
nevada
system
of
higher
education
on
the
committee.
Is
there
any
questions.
A
Okay,
so
do
we
have
okay,
we
have
a
motion
by
feister,
bilbray
axe
or
rod.
Do
we
have
a
second
second?
Second
from
samuel
miller,
any
further
discussion
on
the
motion,
all
those
in
favor,
say
aye,
any
opposed,
say,
nay,
okay,
the
motion
carries,
we
will
now
move
on
and
before
I
just
want
to
make
a
brief
comment.
A
Lillian
pace
from
knowledgeworks
here
we
also,
I
know
we
have
dr
summer
stevens,
also
via
zoom.
I
believe
that's
going
to
present-
and
I
appreciate
this
presentation
near
and
dear
to
my
heart,
since
it's
the
bill
that
I
brought
last
session
and
but
one
that
we've
been
working
on
for
several
years
to
allow,
especially
for
some
of
the
kids
that
need
the
ability
to
to
be
able
to
move
at
different
paces.
This
will
allow
for
that.
A
So
we're
excited
to
hear
the
presentation
this
morning
so
miss
pace
and
when
you
are
ready,
go
ahead,
press
the
button
and
and
move
forward.
Thank
you.
I
Great
thank
you
so
much
chair
dennis
and
to
all
of
the
the
members
here
today
for
taking
the
time
to
listen
to
this
presentation.
I
Just
by
way
of
introduction,
my
name
is
lillian
pace,
I'm
the
vice
president
of
policy
and
advocacy
at
knowledge
works.
We
are
a
non-profit
organization
that
partners
with
policy
makers
and
practitioners
to
really
reimagine
the
teaching
and
learning
environment
to
support
more
personalized
and
competency-based
education
systems.
I
I
I
I
So
if
you
look
at
the
pie
chart
there
on
the
left,
we
see
that
84
percent
of
students
in
the
nation
are
graduating
from
high
school.
This
is
phenomenal.
This
is
definitely
something
that
we
should
be
celebrating,
but
if
you
look
at
what
happens
to
those
students
once
they
leave
our
k-12
systems,
a
different
story
begins
to
unfold
28
to
40
percent
of
students
are
placing
into
post-secondary
remedial
courses
and
of
those
students
who
are
placing
into
those
remedial
courses.
Fewer
than
50
percent
are
actually
completing
the
courses.
I
I
When
we
hand
students
a
diploma
when
they
walk
across
the
stage,
we
tell
them
they're
ready,
but
what
this
data
suggests
is
that
not
every
student
is
ready.
So
that
brings
us
to
personalized
and
competency-based
education.
Now
you
probably
noticed
that
this
combines
two
terms:
personalized
learning
and
competency-based
education.
I
This
is
not
new.
This
is
actually
evolving.
Two
concepts
that
we've
seen
at
play
in
classrooms
around
the
country
that
have
promise,
but
when
paired
together,
we
actually
have
a
chance
to
close
achievement
gaps
and
provide
a
meaningful
education
for
students.
So
I'll
start
with
personalized
learning.
Personalized
learning
means
that
we're
providing
engaging
learning
experiences
customized
to
each
student's,
strengths,
needs
and
interest.
I
There
are
flexible
learning
paths
so
that
students
are
pursuing
their
passions
often
times
in
partnership
with
the
community.
There
are
strategies
and
systems
in
place
to
ensure
equity.
This
isn't
about
just
accelerating
the
students
who
are
getting
it
fast,
right
and
and
creating
bigger
gaps.
There
are
intentional
strategies
to
ensure
that
we
are
closing
gaps
and
there's
a
focus
on
both
the
academic
and
the
social
emotional
learning
targets,
because
we
know
from
our
workforce
and
our
post-secondary
leaders
that
both
are
essential
for
success.
I
I
We
have
a
lot
of
different
resources
and
I'm
happy
to
to
follow
up
with
those,
but
in
the
interest
of
time
the
one
you're
looking
at
is
actually
meant
to
sort
of
compare
and
contrast
a
traditional
education
classroom
on
the
left,
with
a
personalized
and
competency-based
education
system
on
the
right
and
I'll.
Just
pick
a
couple
of
these
to
illustrate.
I
So
if
we
look
at
learning
pace,
which
is
the
second
item
in
a
traditional
classroom,
we
know
that
all
students
are
learning
the
same
content
at
the
same
time
from
an
instructor
at
the
front
of
the
classroom,
typically
doesn't
matter
if
the
students
need
a
little
additional
time.
When
often
a
pacing
guide
might
say
it's
time
to
move
on,
we
move
on,
and
that
tends
to
lead
to
gaps
in
knowledge
for
some
students
in
a
personalized
and
competency
based
system
advancement,
happens
at
each
student's
own
pace
and
with
appropriate
supports.
I
I
We
receive
grades
at
the
end
of
quarters
and
at
the
end
of
the
year
we
also
know
that
grades
are
very
subjective,
often
times
we
don't
really
know
what
an
a
in
one
classroom
or
district
means
compared
to
an
a
in
another
classroom
or
district
in
a
personalized
and
competency-based
system
grades
are
reflecting
whether
students
have
mastered
and
there's
opportunities
for
students
to
improve
over
time.
So
if
we
get
to
the
end
of
a
school
year
and
a
student
has
a
certain
number
of
competences
they
have
not
mastered.
I
Just
a
couple
other
things
that
personalized
and
competency-based
learning
is
not
it's
not
mandated
you
mandate,
anything,
it
doesn't
succeed
right.
This
is
something
that
is
organic,
that
educators
are
coming
to
because
they
believe
in
this.
As
I
mentioned,
it's
not
new
they're,
bringing
together
concepts
that
have
been
at
play
in
schools
for
many
years.
I
It's
not
a
check
box
of
activities.
So
students
don't
walk
in
with
a
checklist
right.
These
are
meaningfully
designed
educational
experiences
for
students.
As
I
mentioned,
it's
not
time
based
it's
learning
based.
It's
not
adult-centered,
it's
student-centered
and
it's
never
done
well.
Unless
the
community
is
deeply
engaged
in
the
process.
I
I
just
want
to
flag
a
couple
other
myths
that
we
hear
sometimes
emerge
in
this
work.
It's
important
important
to
dispel
these
early
on
the
the
first
all
flag
is
that
second
one
there
well,
students
will
just
spend
all
day
on
a
computer
or
tablet.
We
used
to
hear
this
myth
a
lot,
but
before
the
pandemic
we
haven't
heard
it
as
much
since,
but
the
reality
is
is
that
this
approach
is
absolutely
relation-based.
Technology
is
not
dependent
in
this
model.
I
Some
teachers
decide
to
bring
technology
in
as
a
tool
as
an
additive
to
help
extend
their
instruction,
but
we
have
personalized
and
competency-based
learning
classrooms
around
the
country
that
aren't
using
technology
at
all,
so
it
isn't
an
essential
element.
It's
certainly
something
that
can
be
very
helpful.
I
I
So
I
wanted
to
share
some
of
that
evidence.
These
are
studies
that
have
been
conducted
over
the
past
seven
or
eight
years.
This
field
of
personalized
and
competency-based
learning
is
early.
I
This
is
something
that
knowledgeworks
is
deeply
committed
to
building
the
evidence
space
for
we're
really
excited
about
the
partnership
that
we're
embarking
on
with
the
nevada
department
of
education,
because
it
does
include
a
component
to
study
and
evaluate
the
work
for
educators,
who
are
excited
and
ready
to
embrace
this
model,
but
did
want
to
flag
some
of
the
studies
that
have
been
done
already,
I'm
so
in
personalized
and
competency-based
environments
we
are
seeing
higher
math
and
reading
achievement.
I
We
are
seeing
students
catch
up
to
peers
faster
when
students
are
given
additional
time
on
a
topic
or
the
opportunity
to
retake
exams.
Math
confidence
increases
performance.
Students
are
meeting
performance
levels
at
a
quicker
pace.
Student
engagement
is
increasing,
as
I
mentioned,
we're
seeing
greater
teacher
satisfaction
and
there's
less
student
burnout
when
students
matriculate
into
post-secondary
education.
I
Now
I
talked
a
lot
about
what
needs
to
change
at
a
classroom
level,
but
it
it
would
be
negligent
of
me
not
to
mention
in
this
particular
environment
that
there
are
policy
obstacles
that
need
to
be
addressed
as
well.
I
Our
policies
are
really
designed
heavily
around
seat
time,
and
so
it
can
be
very
difficult
to
build
personalized
and
competency
based
learning
systems
without
improvements
to
the
items
you
see
here:
accountability,
assessment,
graduation
requirements,
funding
systems,
higher
education
requirements,
sometimes
that's
more
perceived
parents
concerned.
Well,
if
you
change
everything
up
in
k-12,
will
my
students
still
be
able
to
matriculate
into
a
traditional
college
path
right?
So
we
hear
that
sometimes
teacher
certification
and
teacher
of
record.
I
You
guys
are
extremely
familiar
with
the
seeds
of
change,
so
I
won't
spend
much
time
on
this
particular
slide,
but
obviously
the
competency-based
education
pilot
launching
in
2017
was
a
big
seed
of
change
to
support
this
work,
followed
by
the
network
and
the
blue
ribbon
commission
that
was
launched
during
the
pandemic
to
reimagine
and
think
differently
about
the
future
of
teaching
and
learning
here
in
nevada,
and
then
the
codification
of
some
of
those
recommendations
with
senate
bill
2015.
I
now
knowledgeworks
was
extremely
fortunate
and
honored
to
enter
into
a
partnership
with
the
nevada
department
of
education
to
really
support
the
state
and
its
stakeholders,
who
are
interested
in
exploring
and
imagining
what's
possible,
with
personalized
and
competency-based
learning,
and
in
doing
so
our
first
step
was
to
join
in
in
fall
of
2021
an
intensive
research
process
of
the
state's
policy
system,
aligned
to
a
state
policy
framework
that
we
have
built
after
studying
these
systems
across
the
country.
I
We
anchor
that
analysis
deeply
in
nevada's
context
and
we
provide
a
list
of
opportunities
that
stakeholders
can
think
about
and
consider,
as
they
begin
to
decide,
what's
the
right
path
for
nevada.
In
this
work,
we
also
held
a
visioning
convening
with
a
group
of
diverse
stakeholders
to
think
about
how
teaching
and
learning
environment
should
look
and
feel
and
the
five
elements
you
see
there
were
the
characteristics
that
rose
up
to
be
the
highest
and
most
valued
for
those
stakeholders.
I
I
I
Yet
they
want
a
system
that
works
more
cohesively.
That's
really
centered
around
a
shared
vision,
but
a
vision
that
involves
those
closest
to
the
work
and,
lastly,
they
really
want
to
develop
shared
goals
together.
I'm
so
you're
going
to
hear
a
little
bit
about
some
of
the
work
emerging
in
the
action
planning
process.
This
notion
of
wanting
to
create
a
portrait
of
a
graduate
for
nevada.
I
So
just
the
last
minute
here
next
steps,
we
are
really
excited.
We
are
helping
nde
move
towards
a
formal
launch
of
the
nevada
future
of
learning
network.
This
fall.
This
is
building
on
all
of
the
good
insights
from
those
stakeholders
in
that
action
planning
process
again
that
desire
to
create
a
network
where
they
can
learn
together
around
policy
and
practice
and
you'll
see
that
this
network,
anchored
in
that
portrait
of
a
nevada
graduate,
will
actually
have
a
school
com.
I
And
with
that
I
am
able
to
take
questions.
I
did
just
want
to
share
some
contact
information
on
the
screen.
As
I
mentioned,
my
colleague
julianna
charles
brown.
She
has
really
been
a
leader
in
this
work
here
in
nevada
myself,
my
contact
information
there
and
then
john
alf
who's.
Our
director
of
state
policy
works
really
closely
with
legislators,
and
any
of
us
would
be
happy
to.
We
could
talk
for
days
about
this
we'd
be
happy
to
follow
up
with
anyone.
After
this.
A
A
I
think
we
have
summer
stevens
also
do
we
want
to
go
ahead
and
just
have
her
do
her
and
then
we
can
probably
ask
all
the
questions
so
all
right.
Thank
you
very
much.
Ms
stevens.
K
K
Good
morning,
everybody
superintendent
summer
stevens
for
the
record
superintendent
at
churchill,
county
school
district,
also,
outgoing
nevada
association
of
school
superintendents
president
soon
should
be
joining
the
state
board
of
ed
as
a
board
member.
So
I'm
excited
about
that.
Thank
you
to
knowledgeworks
for
the
the
wonderful
information
and
thank
you.
Senator
dennis
I've
had
the
pleasure
to
work
with
senator
dennis
quite
a
bit
over
the
last
couple
of
years,
and
we
have
actually
got
to
do
a
presentation
together
recently
on
this
very
topic.
So
thank
you.
Thank
you
for
that.
K
K
I
will
tell
you
that
I
have
spent
my
my
entire
professional
career
as
an
educator
pursuing
pursuing
this
work
and
it's,
I
think
I
must
be
at
about
your
24
ish
in
three
different
states,
and
so
I
have
been
fortunate
to
be
in
situations
that
and
districts
that
have
allowed
us
to
pursue
this
work.
It
is
something
that
is
not
everywhere.
K
K
So,
with
that
in
mind,
my
background,
like
I
said,
has
been
about
this
work
for
my
entire
career.
I
I
really
got
into
things
and
it
really
started
around
standards
right.
I
had
a
exceptional
opportunity
as
an
up
and
coming
educator.
My
college
program
actually
was
fully
embedded
in
the
concept
of
standards-based
education,
and
with
that
in
mind,
I
I
didn't
know
any
other
way,
then
to
have
clear
goals
for
kids
and
then
have
kids
meet
those
goals
and
standards
in
whatever
way
necessary.
K
So
every
student
worked
at
his
or
her
own
pace
and
produced
different
kinds
of
documentation
for
meeting
those
said
standards.
You
know
and
again
that
was
that
was
24
years
ago
26
years
ago,
when
I
was
still
a
student
in
college
and
so
from
that
fast
forward.
I
also
worked
in
a
state
that
utilized
local
based
locally
developed
assessment
for
federal
reporting,
so
we
had
local
assessment
that
was
designed
through
extensive
training
and
support
through
our
state
to
have
locally
based
assessment
that
was
rigorous
and
relevant
and
embedded
to
actually
measure
what
kids
could
do.
K
No
one
be
able
to
do
related
to
standards
for
federal
reporting,
and
so
I
was
fortunate
to
grow
up
in
that
kind
of
environment
as
an
educator
as
I
progressed
through,
I,
I
just
had
exceptional
opportunities
to
participate
at
the
national
level
with
personalized
learning,
and
so
those
are
the
things
that
I
was
able
to
bring
with
me
and
that's
actually
why
I
looked
for
the
school
district
that
I
am
now
in
in
churchill.
K
That's
what
drew
me
here
was
that
they
were
just
getting
into
what
what
the
nevada
legislature
had
adopted
as
the
competency-based
education
network.
They
had
just
applied
to
that.
They
were
doing
the
nevada
21
work
at
our
middle
school.
K
The
middle
school
had
applied
to
the
cben
and
was
and
was
going
to
move
forward
with
that
and
that's
where
we
took
off
in
churchill
the
next
year
and
a
half,
then
we
actually
applied
as
a
whole
district
to
the
cben
and
continued
our
work
along
with
schools
in
washoe
county
and
a
school
in
clark
county
through
that
process.
K
K
It
was
certainly,
though,
fraught
with
some
challenges,
including
the
makeup
of
the
required
individuals
who
had
to
be
on
the
committee
and
really
resulted
in
from
my
opinion
in
the
course
of
the
short
time
that
we
were
in
about
two
and
a
half
years,
the
inability
to
have
a
quorum
most
time,
most
often
in
our
meeting
schedule.
So
the
work
of
that
committee
was
not
really
the
outcomes
of
that.
I
don't
think
were
as
fruitful
as
they
could
have
been
in
a
different
scenario.
K
So
I
think,
while
well-intentioned
it
did
have
some
flaws,
and
those
are
the
things,
though,
that
we
want
to
address
moving
forward
because
the
need
for
support
for
competency-based
education.
You
know,
I
refer
to
knowledge,
works
role
and
charlie
juliana,
charles
brown,
also
known
as
charlie.
K
So
in
our
district,
we
have
been
moving
forward
for
for
several
years
and
lillian
made
mention
of
the
profile
or
the
portrait
of
a
graduate
work,
and
I
know
the
state
board
of
education
has
talked
a
lot
about
that
as
well.
You
will
see
that
all
over
the
country
that
is
work
that
is
really
pertinent
and
sound
to
this
idea
around.
What
I
think
most
most
nevadans
would
want
to
see
is
like
what
is
our
outcome?
Where
are
we
trying
to
go
with
kids
in
school?
K
K
That
is
whatever
your
next
steps
and
paths
are
for
your
future
story,
and
so
we
have
developed
something
called
our
profile
of
a
learner
and
we
purposely
call
it
that,
instead
of
a
portrait
of
a
graduate,
because
we
want
it
to
apply
to
everyone
from
our
pre-k
learners
to
our
fifth
graders
to
our
high
school
seniors
to
our
staff,
to
our
parents,
and
so
ours
actually
is
comprised
of
six
attributes
and
the
pandemic
set
us
back
just
a
little
ways.
K
But
we're
coming
back
through
we've
recently
done
some
some
re-commitment
to
to
our
profile
and
actually
now
are
moving
forward
being
able
to
help
students
develop
their
stories.
Their
future
stories
around
it,
with
with
the
components
of
that
and
actually
start
to
collect,
artifacts
and
evidence
around
their
success
towards
those
attributes.
And
again,
one
of
the
pieces
that
we
would
advocate
for
is
an
accountability
system
in
the
state
that
that
supports
the
use
of
the
attributes
or
the
dispositions
from
something
like
the
portrait
of
a
graduate
states
like
north
dakota.
K
Already
doing
that
as
a
key
component
of
what
does
it
mean
to
be
successful
in
education
and
learning
in
nevada?
Some
of
the
schools,
like
I
said
in
the
cben
we
had
schools
working
with
the
marzano
group.
We
have
schools
that
were
working
with
big
picture
learning.
Those
are
some
other
some
other
groups.
Besides
knowledge
works.
We
have
five
schools
in
nevada
that
five
school
districts
that
currently
work
with
an
organization
called
modern
teacher,
douglas
county,
lincoln,
county
lander,
humboldt
and
churchill.
K
We
work
with
a
group
called
modern
teacher,
there's
other
organizations,
altitude,
learning
and
elements
along
with
knowledge
works.
So
there
are
a
lot
of
resources
that
schools
are
already
tapping
in
nevada,
and
I
think
one
of
the
things
from
the
presentation
that
we
heard
that
is
again
a
piece
for
all
of
all
of
you
to
think
about.
As
we
think
about
policy,
as
we
think
about
future
of
funding
is
the
network.
K
The
network
is
going
to
be
extremely
important
for
all
of
our
districts,
for
the
department
of
education,
for
the
state
board
of
education
for
all
of
our
communities
to
be
able
to
grow
together
to
move
forward
together
that
we
can,
just
like
the
blue
ribbon
commission
started
out
a
couple
years
ago.
It
was
a
network
of
people
that
were
able
to
come
and
share
and
and
share
ideas.
K
We
had
students,
we
had
district
people,
we
had
parents,
we
had
community
partners,
we
had
business
and
industry
leaders
legislators
that
we
need
all
of
those
same
people
really
to
be
in
the
network.
K
The
ideas
are
around
the
portrait
of
a
graduate
and
then
helping
us
put
our
energies
into
that
direction
and
start
looking
at
the
stop
doing
list,
because
many
of
the
things
that
we
do
have
in
in
legislation
that
we
have
in
school
district
policy
are
are
just
what
we've
always
done,
and
these
are
the
times
that
we
have
to
start
kind
of
asking
the
tough
questions
and
putting
things
on
the
stop
doing
list
and
asking
ourselves.
Why
do
we
do
these
things
and
how
do
they
help
our
kids
develop
their
future
story?
K
How
do
they
help
them
demonstrate
who
they
are?
What
they've
learned,
what
their
skills
and
talents
are?
And
so
that
is
the
beauty
of
this,
but
this
network
that
is
being
proposed
and
the
district's
superintendents
are
excited
about
the
potential
of
what
that
can
look
like
they
want
to
be
at
the
table,
along
with
the
department
of
education
and
their
staff.
K
The
beauty
of
the
network
also
is
that
schools
who
are
doing
work-
it's
not
asking
them
to
put
that
work
away.
It's
asking
them
to
bring
the
work
to
the
table
that
they
are
already
completing
and
figure
out
how
they
can
share
that
with
others
and
learn
from
others
who
might
be
doing
slightly
different
work,
and
so
we
look
forward
to
whatever
is
in
the
next
parts
of
our
journey.
K
K
Those
of
you
that
met
me
before
you
know
I
like
to
go
big
or
go
home
so
we're
the
whole
system
in.
We
all
have
our
profile
learner
attributes.
We
focus
on
those
we
are
now
next
school
you're
going
to
be
in
k8
incompetency-based
reporting.
K
We
have
a
lot
of
room
to
still
grow
and
do
that
better,
we're
still
working
with
our
high
school,
with
the
vision
around
that,
because
that's
a
tough,
tough
tradition
to
change
recently,
all
of
the
superintendents
of
the
state
had
a
lot
of
conversation
with
unr
and
unlv
and
talked
more
with
them,
and
I
think
we're
all
really
in
the
same
space
about
beginning
to
understand.
K
How
do
we
start
transitioning
secondary
and
post-secondary
to
a
place
of
learning
versus
grade
point
averages.
Act,
test,
scores,
we're
we're
advancing
on
that
conversation
and
making
sure
that
learning
is
the
constant
and
not
time
being
the
the
constant
variable
that
we
that
we
really
play
with
time
and
some
of
those
other
things.
But
rather
that
learning
is
the
constant
that
learners
are
at
the
center
of
everything
that
we
do
and
that
that
we
move
forward
with
what
we
know
works.
K
You
saw
some
of
what
works
and
I
have
a
lot
of
personal
examples
of
where
competency-based
education
has
been
extremely
impactful,
extremely
successful
and
and
it
takes
time
but
it's
possible,
and
so
with
that.
I
stand
for
any
questions,
and
certainly,
I
am
sure
knowledge
works
as
well,
would
entertain
other
questions.
But
our
districts
are
ready
to
to
be
part
of
this
work
and
to
move
forward.
A
Great,
thank
you
very
much.
So
we've
got
several
different
folks
here
that
could
answer
questions.
I
want
to
start
out
with
the
first
question
and-
and
I
think
both
of
you
talked
about
it,
but
you
know
in
order
to
to
create
to
do
things
different
than
we've
done
them
before
there
has
to
be.
You
have
to
have
people
that
can
actually
do
that
so,
and
I
I
think
ms
stevens
just
alluded
to
it
with
unlv
unr.
How
do
we,
if
a
teacher,
wants
to
teach
a
competency
based
model?
A
K
Superintendent
stevens
for
the
record.
Thank
you
I'll
address
it
in
several
ways,
so
the
superintendents
did
actually
just
speak
directly
with
the
schools
of
education
as
well
as
nevada
state
college,
and
it
was-
and
I
know
that
nevada
state
college
was
here
earlier,
giving
public
comment,
but
we
did
actually
speak
really
kind
of
for
the
first
time
about
the
expectation
that
we
have
as
districts
about
the
teacher
education
programs
that
we
do
need
to
have
more
meetings
now.
K
We
need
to
have
more
engagement
together
so
that
we
are
ensured
that
the
folks
that
are
coming
to
us
through
training
have
those
skill
sets
that
we
are
looking
for
right
and
so
obviously
we're
we're
doing
in
our
district
as
well
as
these
districts
that
I
named
and
those
the
other
districts
as
well.
K
You
know
professional
development
is
so
important,
because
the
majority
of
people
in
schools
today
did
not
learn
to
teach
in
a
way
that
focuses
in
competency
based
models,
and
so
we
have
a
lot
of
professional
development
to
to
work
on.
K
So
the
regional
professional
development
organizations,
the
rpdps,
that's
one
of
the
things
that
I
know
that
they
talk
about
and
are
working
towards,
being
able
to
provide
to
districts
internally,
school
districts
are
are
working
through
that
working
with
higher
ed
and
then
a
great
example,
and-
and
I
know
the
pipeline
conversation
comes
up
a
lot-
ensuring
that
our
kids
that
go
through
teaching
and
training
programs
in
in
high
school
are
also
working
through
those
those
elements
and
ensuring
that
the
standards
that
are
in
the
curriculum
there
reflect
the
idea
of
competency-based
education
and
not
just
for
the
traditional,
the
traditional
approach
that
has
been
used
for
a
really
long
time,
ensuring
that
multiple
models
are
taught
to
our
students
and
that
students
have
an
opportunity
to
learn
those
and
see
those
in
action.
K
Even
at
the
high
school
level.
I
I
will
tell
you
one
of
the
things
also
that
that
I
have
watched
and
witnessed
is
when
students
get
a
taste
of
having
been
in
a
competency-based
system.
They
want
more
and
more
of
it.
So
they
start
asking
the
next
teacher.
K
If
they
go
into
a
classroom
and
the
teacher
is
not
using
that
model,
they
will
start
asking
for
it
or
they
will
start
asking
the
tough
questions
to
that
adult
in
the
room,
and
so
we
just
want
to
be
poised
in
districts
and
in
in
higher
ed
that
we
can
provide
the
professional
development
and
learning
opportunities
for
those
teachers
to
be
able
to
to
be
prepared,
because
the
kids
are
gonna,
ask
the
questions
and
we
need
them
to
be
able
to
pivot
and
and
provide
kids
those
opportunities.
K
So
that
would
be
what
I
would
share.
From
my
perspective,.
I
If
I
can
just
add
on
to
that,
oh
no
go
ahead.
Charlie.
L
Good
morning,
senator
dennis
and
members
of
the
committee
juliana
charles
brown,
for
the
record
director
of
systems
transformation
here
at
knowledgeworks.
I
have
the
great
pleasure
of
really
supporting
the
facilitation
of
the
network.
L
That's
that's
coming
that's
being
launched
in
the
next
school
year
and
I'll
also
just
offer
that
that
network
is
a
real
place
where
we're
hoping
to
house
a
lot
of
professional
learning
opportunities
for
educators
across
the
state,
in
addition
to
collab
with,
in
addition
to
collaborating
with
higher
ed
institutions
for
our
pre-service
teachers,
we
know
that
there
are
a
lot
of
educators
for
whom
that
this
is
kind
of
a
big
leap,
and
we
understand
that
we
really
want
to
provide
them
both
the
support
and
the
space
to
really
process
what
this
shift
means
for
them
in
their
classroom.
L
And
so,
as
a
part
of
that,
we
have
a
lot
of
different
opportunities
within
the
network
for
all
levels
of
readiness.
Multiple
entry
points.
So
if
you
have
an
individual
teacher
who's
really
interested
in
just
understanding
what
is
personalized
and
competency
based
learning,
there's
an
avenue
for
them
within
the
network.
We
call
those
our
explorer
modules.
L
Those
are
fully
asynchronous
modules,
where
they
can
really
start
to
get
those
foundational
elements
of
what
this
shift
means
for
them
in
their
classroom
and
then
the
next
piece-
and
this
is
the
piece
that
we're
launching
in
the
in
the
next
school
year-
is
a
cohort
of
schools
that
are
really
going
to
be
working
together.
So
those
schools
are
going
to
get
both
individual
coaching
at
the
school
and
district
level
as
well
as
opportunities
to
network
with
each
other
to
say:
hey.
We
maybe
tried
this
in
our
math
classrooms
in
our
districts.
L
How
did
that
change
work
in
another
district
in
another
classroom,
so
really
that
opportunity
also
to
network
with
other
professionals
who
are
working
on
the
same
changes?
So
really,
we
also
think
of
the
network
as
a
place
both
where
we're
thinking
through
these
really
important
systemic
shifts,
as
well
as
some
of
that
direct
support
for
educators
for
making
the
change.
A
Okay
and
then
just
kind
of
to
tie
on
to
that
you
know
we
talk
about
the
teachers
learning
how
to
do
this,
but
what
kind
what's
happening
with
the
administrators,
because
you
know,
if
you
don't,
have
the
support
at
the
ministry,
the
teacher
might
want
to
do.
You
know
some
amazing
things,
but
if
they
don't
have
the
support,
so
what
are
we
doing
there
as
far
as
the
training
for
them.
K
Superintendent
stevens
for
the
record,
the
same
exact
same
the
same
exact
things,
making
sure
that
that
we
are
building
conversations
around
it
as
they've
talked
about
the
network
that
they
are
part
of
the
network
as
well
in
our
district,
they
have
been
part
of
our
learner-centered
framework
efforts
from
the
beginning
and
they
are
directly
tied
to
to
all
of
the
sessions
that
our
teachers
are
in,
and
then
we
have
additional
sessions
that
are
just
the
leadership
team,
trainings
and
providing
professional
learning
opportunities
for
them,
and
I
would
throw
in
part
of
the
training
too,
is
for
kids
for
kids
and
for
families
as
well,
and
so
we
provide
various
education
for
the
children
and
for
families
and
that's
the
part
that
is
kind
of
our
next
phase
of
continuing
to
improve
upon,
because
again,
school
looked
the
same
for
most
people
who
are
21
years
of
age
and
older,
and
we
didn't
a
lot
of
us
didn't
have
those
models.
K
K
So
parents,
though,
have
over
time
associated
a
grade
with
some
meaning
for
themselves,
and
so
that
is
what
they
know
and
not
that
it
might
have
even
treated
them
well
in
school,
the
grades
that
they
received,
but
that's
what
they
know,
and
so
it
does
take
education
and
conversation
to
really
ask
really
some
poignant
questions
to
children
and
to
families
and
then
also
give
them
all
the
right
tools.
So
they
understand
what
the
the
new
models
mean:
the
new
the
grading
models
and
the
approaches.
You
know
it's.
K
It's
really
around
us
changing
the
the
the
mindset
around
you
know.
For
most
of
us
we
want
to
tell
kids
and
people
it's
okay
to
take
a
risk,
it's
okay,
to
take
a
chance,
it's
to
try
things,
but
our
system
hasn't
allowed
that
everything
you
know.
Failing
has
been
very
negative
and
the
only
way
our
brain
grows
and
changes
is
to
fail,
like
the
brain
has
to
do
that,
because
that's
how
the
it
has.
That's
how
change
happens,
and
so
this
is
a
process.
K
The
competency-based
process
allows
for
us
to
focus
more
on
the
learning
process
than
on
the
grading
and
reporting
and
penalty,
and
you
know
those
things
that
school's
traditionally
kind
of
been
about.
So
I
I
would
throw
out,
though,
that
those
are
some
those
three
areas
for
administrators.
K
The
same
thing
has
to
happen
for
teachers
right.
We
have
a
competency
based
in
theory,
evaluation
tool,
but
it
it
tends
to
be
more
of
a
punitive
I
gotcha
like
either
it
maybe
doesn't
even
act
like
that,
but
in
mindsets
of
people,
that's
how
it
feels.
So
we
have
to
start
using
it
more
like
a
tool
like
that
to
help
people
grow
and
adapt
and
change
and
shift
and
use
it
that
way,
and
that
will
also
help
educators,
move
forward
and
principles.
The
same
way,
I
is
their
evaluator,
so
to
speak.
A
Thank
you,
and
I
thank
you.
I
appreciate
you
also
putting
the
training
in
for
parents
and
others
and
because
I
I
remember
in
one
of
the
meetings
one
of
the
superintendents
talking
about
you
know
trying
to
implement
this
and
that
the
biggest
thing
that
some
parents
were
just
upset
that
their
child
wouldn't
be
a
valedictorian
because
they
didn't
know
how
to
how
that
would
how
this
would
fit
in
with
the
model
of
you
know,
gpa
and
and
those
kinds
of
things.
A
So
I
think
when
we
focus
on
you
know
how
do
we
help
each
child
and
that
student
learning,
I
think
you
know,
we've
got
a
ways
to
go,
but
I
appreciate
all
the
work
that
you're
doing
what
other
questions
do
you
have.
A
Yep
someone
miller.
M
I
I
have
some
questions
because,
based
on
the
presentation,
there
seems
to
be
a
consolidation
of
the
idea
of
competency,
based
learning
and
personalized,
based
learning
and
again
competent,
competency,
based
learning
and,
and
you
reference,
the
legislation
that
was
passed
last
last
session
refers
to
yes,
it
it
reduces
or
eliminates
the
need
for
seat
time
and
also
is
based
on
individual
student
performance,
but,
as
it's
been
brought
up
already
in
this
presentation,
alluded
to
by
yourself
as
well
as
superintendent
stevens.
M
There
are,
you
know,
education's
inundated
if
not
over
legislated
with
requirements
and
it's
based
an
education
system
really
based
on
test
scores
and
standards
and
curriculum.
So
when
you're
talking
about
competency
and
then
individualized
the
challenges-
and
you
know
I-
I
know
that-
there's
always
that
in
education
there's
always
the
idea
of
things
that
sound
great
and
new
and
shiny,
but
as
an
actual
classroom
teacher
myself.
M
It's
always
the
practical
day-to-day
pragmatic
approach
to
how
does
this
actually
work
and
look
clark
county
is
the
fifth
largest
school
district
in
the
country.
Washoe
has
probably
become
in
the
top
50
of
school
districts
in
the
country.
I
say
that
because
often
people
forget
that
washoe
is
an
extremely
large
school
district
as
well,
and
so
when
I've
spent
most
of
my
career
with
more
than
45
kids
in
each
class
period,
and
so
now
we're
talking
about
45
individualized
lesson
plans,
45
individualized
different.
M
You
know,
kids
on
doing
different
things
when
they're
still
the
requirements
of
standards
they're
still
the
requirements
of
testing
they're,
still
a
basic
requirements
of
what
everyone
expects
students
to
have
when
they
finish
school.
And
so
I
guess
I'm
looking
for
some
clarity
with
that
and
also
I
I've
been
going
through
the
website,
and
I
just
don't
find
it
as
the
information
that
I
would
anticipate
would
be
there
on
the
knowledge
works
website.
But
also
can
you
talk
about.
I
hear
these.
M
I
haven't
seen
exact
numbers,
but
successes
and
things
like
that
with
with
other
teachers
and
districts,
and
yet
I
can't
find.
Can
you
tell
us
where
and
how
many
and
these
districts
across
the
country,
what
are
the
sizes
of
their
district
and
and
what
are
the?
What
are
the
makeup,
because,
again
even
right
now
hearing
things
that
happen
in
a
real
school
district
in
nevada
compared
to
our
two
largest
ones,
that
aren't
just
large
for
nevada,
they're
large
for
the
united
states?
And
so,
if
you
could
just
briefly
and
succinctly,
describe
that,
please.
L
I
can
jump
in
if
that's
okay,
then,
if
you
want
to
go
next,
then
assembly
only
when
miller.
Thank
you
for
the
question
again
julianna
charles
brown,
for
the
record,
just
a
a
couple
of
pieces
that
I
would
address.
L
I
I
really
appreciate
the
question
about
the
nuances
needed
to
implement
this
in
in
very
large
districts,
as
well
as
very
small
districts
right.
We
know
that
the
state
of
nevada
has
a
range
of
learning
communities
that
really
actually
sort
of
encapsulate
what
we
see
all
across
the
country.
So
knowledge
works.
We're
really
trying
to
appreciate
that
and
appreciate
that
each
district
is
going
to
need
a
contextualized
approach.
L
Will
this
work
for
us?
Will
this
fit
for
us?
How
can
we
design
this
in
a
way
that
actually
works
for
what
we
do
and
then
how
can
we
find
relationships
with
other
folks
in
clark,
county
other
folks,
maybe
between
clark
and
washoe
county
who
are
experiencing
things
at
a
similar
scale
and
really
learn
from
each
other
right?
I
Thank
you
and
lillian
pays
for
the
record,
we'll
just
sort
of
add
on
to
those
great
comments
and
really
appreciate
your
question.
It
reminded
me
of
one
of
the
key
learnings
in
the
presentation
about
you
know:
people
are
ready
for
change,
but
they're
also
really
exhausted.
You
know
from
the
last
two
years-
and
there
is
this
sense
of
fatigue
I
think
out
there,
particularly
from
educators.
This
is
the
next
thing,
and
so
I
think
the
part
of
the
network
is
really
designed
as
charlie
was
articulating
in
her
example.
I
How
do
we
help
educators
see
this
as
an
evolution
of
the
good
practices
that
they're
already
doing?
You
know
you
walk
into
any
great
educators,
classroom
you're,
going
to
see
rich
differentiation
of
learning
right,
and
so
how
do
we
help
them,
build
and
strengthen
those
practices
and
scale
them
across
the
the
school
building?
I
I
What
we're
finding
in
all
of
the
states
that
are
embarking
in
this
work
is
that
you
have
these
early
innovators
on
the
ground.
You
know
these
phenomenal
district
leaders,
these
educators,
that
get
it
and
they're
passionate
and
what
they're
actually
doing
is
they
are
building
sort
of
this
new
approach
in
a
parallel
track
to
the
traditional
requirements
that
they
still
are
held
to
that
all
the
things
that
you
you
mentioned
over
time,
it's
going
to
be
important
for
policy
makers
to
partner
with
those
educators
to
create
more
cohesive
alignment
to
the
work.
I
Now
that
doesn't
mean
that
the
state
should
right
now
go
and
mandate
a
whole
new
approach.
For
all
of
that,
you
know,
as
I
shared
earlier,
that
does
not
work.
We
want
to.
You
know,
create
pathways
for
those
that
are
interested
in
doing
it,
but
not
require
it
for
everybody
in
the
state
who
isn't
ready,
and
so
it's
going
to
be
about.
You
know
what
are
the
enabling
pathways
within
policy
within
these
requirements
that
we
can
begin
to
evolve,
to
make
it
easier
for
the
innovators
that
are
trying
to
do
this
work.
M
Follow-Up
chair,
thank
you
for
that
and
one
quick
comment.
I
would
like
to
say,
because
I
know
we
forget
to
acknowledge
the
work.
That's
already
been
happening
here
in
nevada,
but
actually
this
sounds
very
similar
to
what
some
of
our
ib
elementary
schools,
at
least
in
clark,
are
doing.
So
it's
not
that
this
work
isn't
occurring
at
all
with
some
of
this
individualized
approach.
M
But
of
course,
always
the
concern
about
you
know
making
sure
the
students
are
getting
the
standards
and
stuff,
but
still,
if
you
could
just
again,
I
didn't
hear
an
answer
for
the
question
about
which
states
and
how
many
states,
I
guess
for
me
personally-
I'm
trying
to
determine
you
say:
you're,
not
a
computer
company,
but
trying
to
determine
what
type
of
company
you
are.
Are
you
a
con
consultation
company?
Are
you
know?
I
Yeah
lillian
pays
for
the
record.
I
apologies
for
not
answering
that
question
the
first
time
through
and
at
knowledge
works.
We
are
partnering
with
on
the
policy
side
up
to
about
a
dozen
states.
We
have
about
five
states
where
we
are
partnering
on
both
policy
and
practice.
I
But
what
I
will
say
is
that
we
also
recognize
that
knowledge
works,
that
it's
really
important
to
stay
focused
and
to
go
deep
and
to
get
it
right
in
the
places
that
we
are
doing
the
work
there
is
demand
all
over
the
country
for
this,
and
so
as
superintendent
stephen
shares,
there's
a
lot
of
other
organizations
that
you
know
are
emerging
to
support
this
work.
I
There
are
over
a
third
of
the
states
in
the
country
now
developed
profiles
of
a
graduate
are
in
the
process
of
developing
them.
There's
been
a
superintendent
season.
Stevens
mentioned
tremendous
amount
of
energy
as
a
result
of
the
pandemic.
This
desire,
it's
like
we
need
to
use
time
differently.
You
know
our
students
are
behind.
How
do
we
get
more
efficient,
so
we're
getting
calls
weekly
right
from
new
places
who
are
looking
to
explore
this
at
knowledge
works?
I
Our
work
can
range
from
you
know
the
the
very
small
rural
districts
in
north
dakota
to
ector
county,
which
is
in
odessa
texas,
which
is
a
larger
district,
and,
as
charlie
mentioned,
you
know,
there
are
other
places,
big
districts
that
have
begun
to
do
this
work
as
well.
So
our
job
at
knowledge
works
is
to
really
contextualize
our
approach.
I
You
know
in
partnership
with
the
stakeholders,
what
do
they
want
to
design?
How
can
we
help
them?
Make
that
a
reality
using
the
knowledge
that
we
know
about
best
practices
in
teaching
and
learning,
but
we
can
follow
up
with
a
better
detailed
scope
of
where
this
is
at
play
across
the
country
and
in
districts.
J
Thank
you,
chair
dennis
and
for
the
record
assemblywoman
claire
thomas,
thank
you
for
the
presentation
and
I'm
glad
that
you
were
first
step
because
that
brain
matter
thing
that
happens
in
the
later
part
of
the
day.
J
J
What
jumped
out
at
me
was
the
the
flexibility
learning
path.
If
you
can
give
an
example
of
that,
you
know,
as
I'm
not
a
teacher
so
but
I
am
a
mom
and
a
grandma,
and
I
kind
of
would
like
to
know
what
that
entails.
K
This
is
superintendent
stevens
and
I
I
knowledgeworks
obviously
has
their
perspective
on
what
they
shared,
because
that
wasn't
my
presentation,
but
I
would
love
to
share
with
you
some
of
the
the
ways
that
we
utilize,
that
that
terminology
here
in
churchill,
and
also
what
has
been
done
in
the
past
with
some
other
things.
So
in
terms
of
like
flexible
learning
paths,
certainly
there
is
not
one
way
right
to
get
to
a
a
standard
or
a
competency
demonstration.
K
Now
right
now
we
have
one
test
right
now
that
we
say
at
the
state
level,
when
we
take
the
s
back
right,
like
that's
the
thing
that
says
we
know
standard,
3.2.2
or
whatever,
and
how
you
get.
There,
though,
really
does
is
dependent
at
your
school
we'd,
even
go
as
far
to
say
that
that
one
s
back
test
isn't
all
is
not
really
flexible
so
to
have
a
true,
flexible
learning
path.
K
You
also
need
some
flexible
way
to
demonstrate
your
learning
at
the
end,
but
here
in
churchill,
during
the
the
time
of
instruction,
the
the
process
that
we're
in
instead
of
having
the
teacher
having
just
one
set
of
lesson
plans
even
with
a
differentiated
approach
that
some
kids
might
do
this,
and
this
group
might
do
that.
K
Sometimes
the
students
have
an
opportunity
to
share
in
order
to
meet
these
standards.
I'd
like
to
do
this
learning
opportunity,
it's
really
taking
into
account
project-based
learning
opportunities
where
kids
actually
ask
their
own
questions
and
we
are
challenging
them
to
tag
standards
to
those
questions
and
then
demonstrate
their
learning
for
those
standards
for
the
classroom
through
their
work
and
every
student
might
be
pursuing
a
different
question.
A
different
big
question
that
they're
trying
to
ask.
K
So
none
of
none
of
the
work
that's
happening.
None
of
the
research
that's
happening
looks
at
all
the
same.
We
have
high
school
algebra
classes
that
the
teacher
gives
students
multiple
options
of
ways
that
they
can
learn
the
material
then
there's
different
ways.
They
can
practice
the
material
and
then
there's
different
ways
that
they
can
demonstrate
their
learning
of
the
material.
So
that's
a
flexible
path.
Another
flexible
path
could
be.
You
know
a
traditional
class
would
be.
K
You
know
the
class
meets
every
day
and
and
instruction
occurs
in
different
ways,
and-
and
it
goes
on
for
the
course
of
a
quarter
or
semester,
a
flexible
option
to
that
could
be.
If
you
had
a
different
sort
of
structure
where
a
student
could
take
a
cna
class,
for
example,
you
could
either
do
it
through
the
college
that
goes
tuesday
and
thursday
nights
all
semester.
K
Or
if
you
have
some
flexibility,
you
could
have
a
model
in
a
learning
path,
where
the
students
take
it
for
two
weeks,
all
day
long
and
go
out
and
do
their
clinicals
and
then
go
on
to
the
next.
The
next
thing
our
online
learning
already
does
that,
because
you
kids,
can
just
do
one
class
at
a
time
versus
having
to
do
all
six
or
seven
that
is
in
a
traditional
schedule.
So
those
are
some
of
the
things
that
I've
had
experience
with
currently
in
terms
of
flexible
paths,
an
additional
one
would
be.
K
You
can
demonstrate
your
learning
by
being
a
page
or
an
intern
at
a
legislature
and
and
and
learn
a
lot
about
government
and
demonstrate
your
learning
for
government
class
or
you
can
be
in
government
class
and
do
a
lot
of
the
traditional
learning
that's
happening
in
that
particular
class,
both
of
which
are
very
flexible
and
different.
Work
based
learning,
that's
another
one.
So
those
are
my
experiences
that
I
would
associate
with
flexible
learning,
but
knowledge
works
may
have
completely
different
or
additional
things
that
they
would
share.
I
Lillian
pace
for
the
record,
you
did
such
a
beautiful
job,
superintendent,
stevens,
so
I'll.
Just
maybe
pull
out
a
couple
themes
from
that
that
I
think,
are
really
important.
You
know
we
talked
about
learners
having
agency
over
their
educational
experience.
I
We
we
want
instead
of
sort
of
students
walking
in
and
knowing
that
they're
going
to
follow
the
exact
same.
You
know
list
of
projects
as
every
single
student
sitting
in
that
class.
Imagine
if
the
student
has
an
opportunity
with
their
teacher
to
kind
of
co-design,
you
know
pulling
their
interests
into
it.
Looking
at
some
different
ways:
everybody's
still
working
towards
the
exact
same
set
of
competencies.
I
There's
an
evaluation
rubric
that
everybody
knows.
You
know
we
know
what
the
expectations
are,
that
we
need
to
meet
at
the
end
of
the
day,
but
we
want
to
really
bring
the
passion
and
interest
of
the
students
into
that
learning
experience,
and
this
is
why
we
have
to
think
more
creatively,
often
about
how
we
leverage
community
partners
in
this
work,
because
often
times-
and
you
saw
this
coming
up
in
the
visioning
work-
people
want
more
connected
and
relevant
classrooms.
I
So
we
often
think
about
learning
happening
inside
the
four
walls
of
a
school
building
doesn't
always
have
to
be
that
way.
There
might
be
these
really
vibrant.
You
know
work
based
learning
or
internship
programs.
You
know
other
opportunities
that
students
can
pursue
that
actually
start
to
set
them
on
a
pathway
into
future
workforce
opportunities,
and
then
superintendent
stevens
also
brought
up
another
piece.
You
know,
if
we're
thinking
about
time
differently.
That
also
means
that
we
can
honor
learning
experiences.
That
might
not
happen.
You
know
that
might
happen
outside
of
a
traditional
learning
experience.
I
Sometimes
we,
you
know
the
the
easy
example
we
hear
used
in
state
legislatures.
All
the
time
was.
If,
if
my
student
is,
you
know,
participating
in
the
city
orchestra,
do
they
really
need
to
keep
taking
that
music
credit
when
maybe
they
want
to
go
really
deep
in
an
extended
math
program
right
or
something?
So
I
think
it's
just
being
really
intentional
about
what
the
student
is.
Passionate
and
interested
about
within
the
same
framework
of
learning
expectations
for
all.
A
Not
hearing
anybody
I'll
assume
that
if
you
do
just
turn
your
mic
on
okay,
thank
you
very
much
for
your
presentation
today
appreciate
all
the
work
that
you're
doing
and
to
kind
of
talk
a
little
bit
about
education
in
a
different
way.
So,
thank
you
very
much.
We
will
now
go
on
to
our
next
item,
which
is,
let
me
make
sure,
I'm
on
the
right
item.
Number
agenda.
A
Item
number
six
presentation
concerning
evidence-based
evaluation
methods
to
improve
student
outcome
and
we
have
gabby
lamarr
from
the
department
of
ed
here,
as
well
as
sarah
kerr,
from
results
for
america.
A
So
when
you
are
ready,
come
forward
with
all
your
presenters
and
go
ahead
and
move
forward,
thank
you.
N
Dr
sang
dao
yang
for
the
record
sorry
dr
sang
dao,
yang
kyo,
for
the
record
good
morning,
chair
and
honorable
members
of
the
committee.
I
am
the
chief
strategy
officer
for
the
nevada
department
of
education
and
am
honored
and
proud
to
introduce
the
next
two
presenters
gabby
lamarr
is
the
director
of
the
office
of
student
and
school
supports
and
the
federal
liaison
for
the
nevada
department
of
education.
N
Sarah
kerr
is
the
vice
president
of
education
policy,
implementation
for
results
for
america.
Together
they
will
share
how
nde
has
worked
with
educators
and
leaders
across
the
state
and
nation
to
create
the
conditions
for
and
strengthened
capacity
to
ensure
that
public
education
funds
are
used
on
what
works
to
improve
student
and
school
outcomes
using
and
building
evidence.
Data
and
research
at
all
levels
within
classrooms
at
the
district
and
state
levels
is
what
high
performing
inclusive
and
healthy
education
systems
do
to
drive
continuous
improvement,
particularly
for
the
students,
teachers,
administrators
and
families.
We
serve.
O
Okay,
sarah
kerr,
for
the
record
good
morning,
chair
dennis
and
committee
members
really
lovely
to
be
here
this
morning
with
you,
I'm
joining
from
my
home
in
portland
oregon.
O
So
it's
an
added
benefit
to
have
the
sunshine
we
haven't
seen
very
much
of
that
lately
where
I
live,
so
I'm
going
to
briefly
introduce
myself
and
give
you
some
background
on
who
we
are
at
results
for
america
and
talk
a
little
bit
about
the
work
we
do
nationally,
as
well
as
the
work
that
we've
done
in
partnership
with
the
nevada
department
of
education
and
then
I'll
hand,
things
over
to
my
colleague
gabby
lamar,
to
talk
in
more
detail
about
the
work
that
has
happened
over
the
last
number
of
years,
as
well
as
the
work
that
they
are
planning
for
the
future.
O
So
that's
a
little
bit
of
a
road
map
of
where
we're
gonna
head
so
again
good
morning
to
reintroduce
myself
I
am
sarah
kerr
and
I'm
the
vice
president
of
education
policy
implementation
at
results
for
america.
O
So
let
me
start
by
sharing
a
little
bit
more
of
by
way
of
background
about
results
for
america
and
I'll
cue,
you
gabby
to
go
to
the
next
slide.
So
rfa
for
those
who
aren't
familiar
is
a
bipartisan
nonprofit
based
in
washington,
d.c.
That
was
established
to
help
government
leaders
at
all
levels
and
across
sectors
harness
the
power
of
data
and
evidence
to
make
progress
on
really
important
social
and
economic
issues.
O
As
you
can
see
on
the
map
in
front
of
you.
This
includes
working
closely,
as
I
mentioned,
with
the
nevada
department
of
education
over
the
last
several
years,
as
well
as
working
with
the
city
of
las
vegas
through
rfa's.
What
works
cities
initiative
so
on
the
next
slide
share
a
little
bit
more
about
how
we
work
at
rfa.
O
We
have
three
main
strategies
as
an
organization
for
realizing
our
vision
of
a
more
just
and
equitable
society
that
works
for
residents
or
in
the
case
of
education,
which
is
the
area
I
oversee
students.
So,
first
we
define
what
good
looks
like
for
how
government
can
effectively
use
data
and
evidence
to
drive
improved
outcomes.
We
do
this
primarily
through
what
we
call
standards
of
excellence.
This
is
really
setting
a
north
star
for
what
government
can
and
should
be
doing
as
it
relates
to
data
and
evidence.
O
We
then
partner
with
government
to
build
their
capacity
to
regularly
and
vigorously
do
this
work.
This
is
how
we
first
came
to
know
the
nevada
department
of
education
when
they
joined
our
first
cohort
of
state
education
fellows
a
number
of
years
ago
and
I'll
share
a
bit
more
about
that
in
just
a
moment.
O
Finally,
we
uplift
and
celebrate
the
excellent
data
and
evidence-driven
work
happening
at
the
federal
state
and
local
levels
on
the
next
slide,
a
little
bit
more
about
our
education
work
like
our
work
overall
at
rfa.
In
those
three
pillars,
our
education
efforts
focus
on
the
same
three
levels:
standards
of
excellence,
implementation
and
mobilization
and
across
all
of
our
education
work.
O
A
key
focus
of
the
fellowship
over
the
last
number
of
years
has
been
supporting
state
leaders
and
increasing
the
share
of
federal
and
state
funds
being
spent
on
results-driven
evidence-based
solutions
and
ongoing
evaluation
activities.
Acknowledging
that
the
more
we
invest
in
policies
and
practices
with
evidence
of
effectiveness,
the
likelier
we
are
to
see
improved
outcomes
next
slide.
O
We
view
investments
made
by
state
agencies,
in
particular
as
critical
to
recovery
efforts
overall
and
want
to
draw
a
connection
between
investments
made
in
students
and
families
and
goals
for
building
a
highly
skilled,
well-compensated
workforce,
because
we
at
rfa
know
like
you
know
that
a
big
driver
of
a
strong
workforce
is
a
sound
foundational
education.
We
closely
align
our
education
and
workforce
efforts
at
results
for
america,
so
that
we
can
help
as
many
states
as
possible
realize
their
interconnected
goals
of
well-prepared
students
ready
to
step
into
and
thrive
in
high-wage,
high-quality,
meaningful
jobs
with
dignity.
O
I
want
a
flag
that
you
know
beyond
the
moral
imperative
of
this
work,
to
ensure
public
spot.
Excuse
me
to
ensure
that
public
funds
are
being
invested
wisely
and
are
having
their
desired
impact.
The
federal
education
relief
funds,
as
you
likely
know,
do
have
a
set
of
requirements
for
states,
including
requirements
that
states
prioritize
funding
in
highest
needs
areas,
invest
funds
in
evidence-based
programming,
including
programs
that
address
disrupted
learning,
that
offer
summer
learning
opportunities
and
after
school
programming
and
there's
a
set
of
requirements
to
evaluate
the
impact
of
those
investments.
O
These
requirements
taken
together,
send
an
important
message
about
the
current
administration's
belief
that
if
we
invest
funds
in
evidence-based,
equitable
ways
we're
more
likely
to
see
the
results
that
we're
seeking
next
slide
in
order
to
make
use
of
the
significant
federal
recovery
funds
and
help
states
meet
the
requirements.
I
just
summarized
briefly.
We
have
and
will
continue
to
work
with
state
education
agencies,
including
the
nevada
department
of
education,
to
build
awareness
of
and
capacity
to
do
this
work.
O
We
want
every
state
to
have
the
resources
and
capacity
to
regularly
collect
and
use
data
about
their
esser
and
arp
investments
to
understand
whether
and
to
what
extent
those
investments
are
making
a
difference
for
students
for
teachers
and
for
families,
and
I
really
firmly
believe
that
our
collective
success
in
realizing
those
goals,
in
particular
for
students,
hinges
on
our
ability
to
do
these
things.
Well.
O
Finally,
last
slide,
as
I
noted
earlier,
rfa
works
with
dozens
of
states
has
the
great
privilege
of
doing
so,
and
I
want
you
to
know
that
the
work
of
the
nevada
department
of
education
really
sets
it
apart
from
its
peers
in
important
ways.
Rfa
has
recognized
nevada's
commitment
to
data
and
evidence-driven
decision-making
since
2019
when
nde
was
first
included
in
our
annual
state
standard
of
excellence.
O
Nevada
was
again
recognized
through
our
state
standard
of
excellence
in
2020
and
in
2021
again
for
its
leadership
in
this
area
and
in
2021
was
also
included
as
a
promising
example
of
a
state
investing
in
data
infrastructure
in
honor
of
its
investment
in
the
nevada
p20
to
workforce
research
data
system.
O
P
Awesome,
thank
you
so
much
gabby
lamarr
for
the
record
interim
director
of
the
office
of
student
school
supports
at
the
nevada
department
of
education,
so
for
the
next
few
slides
I'm
going
to
be
walking
us
through
how
nevada
has
been
creating
the
conditions
for
all
of
this
evidence-based
work.
Again,
work
focused
on
using
data
evidence
and
research
to
improve
and
drive
student
outcomes.
P
Here
you
will
see
that
you
all-
and
we
are
so
grateful
for
your
support
in
this
arena,
but
these
are
just
a
couple
of
examples
of
how
we
as
a
state
have
realized
the
importance
of
this
shift
to
evidence-based
interventions,
and
we
are
so
again
grateful
for
your
support
here.
We
have
just
highlighted
ab
7
and
sb
178.
P
You
all
know
these
so
well,
so
I
will
not
go
through
these,
but
you
all
will
see
there
that,
specifically
for
ab7
changing
that
language
from
scientifically
based
evidence
based
and
then
also
an
sb
178,
are
requiring
that
those
funds
were
used
on
programs
and
services
that
were
evidence-based.
P
P
Here
is
a
graphic
of
the
part
of
the
continuous
improvement
on
process
and
embedding
evidence-based
strategies,
within
that
this
graphic
was
has
been
taken
from
our
colleagues
at
the
ohio
department
of
education,
who
have
also
been
deeply
engaged
in
this
work.
But
it's
really
emblematic
of
the
work
that
we
have
also
been
doing
in
nevada.
P
So
the
focus
here
is
not
solely
on
requiring
or
having
our
school
districts
or
our
schools
list,
and
you
know
documentation,
for
example,
that
they
are
completing
as
such
as
their
on
school
performance
plans,
which
we'll
get
to
in
a
second
that
they
are
using
evidence-based
interventions.
It's
not
about
compliance.
When
we
talk
about
this
work,
we
are
also
talking
about
selecting
based
on
needs
context
capacity
to
implement.
P
This
truly
is
a
means
of
advancing
equity
in
education
and
closing
opportunity
gaps,
because
we
are
not
allowing
interventions
and
strategies
that
we
have
seen
have
not
been
successful
to
continue.
But
instead
we
are
saying
we
are
going
to
look
at
the
data
and
we
are
going
to
make
decisions
based
off
of
what
the
data
is
telling
us,
and
we
are
not
going
to
go
into
continuing
intervention
because,
for
example,
we
might
have
a
hunch
that
it
might
work
in
the
future.
P
This
work
in
some
of
the
statewide
work
across
the
state,
so
we
did
embed
this
in
our
school
performance
plans
and,
as
you
can
see
there,
there
is
a
visual
that,
where
our
schools
do
need
to
list
their
evidence
level
for
any
strategies
that
are
again
aligned
to
their
needs,
that
they're
saying
they're
going
to
implement
after
they
go
through
their
needs
assessment
and
their
root
cause
analysis,
and
we
have
also
provided
guidance
on
this
with
resources
that
we
have
embedded
within
our
guidance,
and
this
evidence-based
intervention
component
will
also
be
in
debt
embedded
within
the
district
performance
plan.
P
Another
example
is
with
supporting
districts
and
in
schools
supporting
districts
to
support
their
schools
in
strategic
budgeting,
so
we
do
have
in
and
been
working
over
the
past
few
years,
also
embedding
evidence-based
interventions
and
that
continuous
improvement
cycle
within
grant
applications.
P
So
we
have
compelled
districts
to
use
their
funds
on
intervention
strategy
and
activities
that
have
been
proven
to
be
successful.
We
have
also
provided
technical
assistance
on
evaluating
those
interventions
to
determine
that
they
actually
are
having
a
positive
effect
and,
if
not,
then
readjusting
as
needed,
and
we
have
also
asked
our
districts
in
various
grant
applications
to
then
include
and
discuss
how
they
will
go
about
monitoring
and
evaluating
their
interventions.
P
I
will
also
say
that
we
are
also
encouraging
and
providing
technical
assistance
and
guidance
to
our
school
districts
to
use
their
funds
on
rigorous
evaluations.
P
For
as
an
example
a
couple
of
years
ago,
we
did
have
one
lea
reach
out
to
us
for
support
in
this
area,
and
they
were
able
to
do
and
partner
with
some
researchers
to
do
a
rigorous
evaluation
on
an
intervention
that
they
had
in
some
of
their
lowest
performing
schools.
And
so,
with
that
data
they
are
able
to,
then
you
know
decide
what
next
steps
might
need
to
occur.
So
that
is
just
one
example
of
how
we're
also
encouraging
our
lease
to
engage
in
this
contingency
improvement
process.
P
And
here
I
know
it's
quite
small,
but
here
are
just
a
couple
of
visuals
of
the
examples,
and
so
in
one
of
our
applications
in
the
prioritized
news
and
goals
sections,
we
do
ask
our
districts
to
consider
what
evidence-based
interventions
and
strategies
were
identified
to
help
you
close
the
identified
gaps
that
you
have
seen
through
your
needs
assessment
and
root,
cause
analysis,
and
then
what
is
the
likelihood
of
success
in
implementing
those
selected
interventions
so
again,
looking
at
their
capacity
to
be
able
to
implement,
we
do
provide
evidence-based
levels
or
resources.
P
As
you
can
see,
another
example
there
when
we
look
at
a
funding
that
is
used
to
support
safe
and
healthy
students,
we
do
ask
them
to
describe
their
evidence-based
interventions
there
and
also
include
a
narrative
about
how
those
funds
would
then
directly
align
with
the
needs
in
their
needs
assessment.
So
those
are
just
a
few
examples
that
I
just
wanted
to
show
there
about
how
we
are
actualizing
this
again
in
some
of
our
grant.
Applications
throughout
the
state.
P
Another
resource
that
we
have
for
our
districts
and
our
schools
in
this
area
of
work
is
what
we
call
our
evidence:
evidence-based
interventions
for
school
transformation
list,
and
we
started
this
list
several
years
ago
back
in
2017
and
has
been
regularly
updated
since
so
this
was
created
because
we
realized
that,
with
you
know,
the
shift
from
nclb
to
essa
and
with
these
new
evidence-based
requirements
that
we
needed
to
provide
not
only
guidance
but
to
actually
begin
doing
the
hard
work
for
our
districts.
P
And
so
this
serves
as
a
resource
of
interventions
that
have
already
been
vetted
if
you
will
and
reviewed
for
their
evidence
base,
and
so
we
do
partner
with
unlv's
college
of
education
and
some
researchers
over
there
who
have
been
great
partners
in
this
work,
to
conduct
these
rigorous
reviews
and
then
to
determine
based
on
national
standards
on
what
level
of
evidence-based
these
interventions
meet.
And
so
we
are
proud
to
say
that
we
have
just
updated
that
list
just
a
couple
of
months
ago
and
it
is
again
a
resource
for
for
our
districts.
P
They're
not
required
to
use
these.
But
basically
we
just
want
to
say:
hey
here
are
some
evidence-based
interventions
in
math,
for
example,
and
and
I
think
we
have
some
family
engagement
on
there
at
scl
right
interventions-
we
are
have
been
working
over
the
past
few
years
of
expanding
that
as
when
it
first
started,
it
was
just
focused
on
a
couple
of
topics,
and
now
we
have
expanded
that.
So
we're
really
excited
about
that.
P
Some
additional
guidance,
technical
assistance
and
professional
development
that
we
have
provided
across
the
state,
so
we
did
host
an
equity
and
evidence
convening.
This
was
a
statewide
convening
focused
on
implementing
and
sustaining
evidence-based
practices
and
interventions.
P
Some
additional
statewide
sessions
that
we
have
had
are
included
below,
so
we've
had
sessions
on
every
space
interventions
for
school
transformation
lists
and
really
I'm
diving
deep
so
that
our
school
districts
truly
understand.
Okay.
What
is
all
of
the
back
work?
If
you
will,
that
goes
into
determining
whether
an
intervention
is
actually
evidence-based,
so
we're
able
to
do
a
couple
of
deep
dives
there
statewide
for
our
districts,
also
evaluating
research
and
evidence.
So
again
we'll
talk
about
that
in
continuous
improvement
process.
P
It's
not
just
about
selecting
and
identifying,
but
ensuring
that
you
are
monitoring
on
progress.
We've
had
sessions
on
contextual,
considerable
considerations
and
selecting
evidence-based
interventions,
and
all
of
these
sessions
have
been
based
off
of
feedback
that
we're
hearing
from
our
districts
about
what
they
would
like.
More
and
need
more
support
on,
so
they
can
best
support
their
schools
and
we
heard
feedback
that
they
needed
some
additional
guidance
and
support
on
okay.
So
I
have
this
situation.
You
know
I'm
looking
at
this
evidence-based
intervention,
for
example
like
on.
P
You
know
this
resource
right
that
you
gave
us
nde.
But
how
do
I
know
or
like
what
should
I
be
thinking
about
to
determine
whether
it
may
actually
be
successful
in
my
context,
so
we
had
a
deep
dive
session
there.
We
also
had
another
session
about
the
evaluating
for
continuous
improvement.
P
So
again,
when
we
talk
about
that
continuous
improvement
cycle
and
I'm
diving
deep
there
and
we
also
most
recently
had
a
session
on
addressing
learning,
change
or
learning
loss
with
evidence-based
strategies
and
ensuring
that
our
districts
are
doing
what
it
works
when
it
comes
to
that,
especially
with
all
of
these
educational
opportunity
gaps
on
being
exacerbated
due
to
the
pandemic,
we
are
continuing
to
provide
ongoing
technical
assistance
and
guidance
during
ongoing
meetings.
P
Convenings
for
examples
with
different
programs
have
either
bi-weekly
meetings
or
monthly
meetings
or
quarterly
meetings
and
we're
continuing
to
provide
guidance
and
and
information
to
our
districts.
During
those
meetings
as
well.
P
So,
as
far
as
next
steps
for
this
work
in
nevada,
we
are
super
thrilled
with
how
far
we
have
come
and
know
that
we,
you
know,
have
some
ways
to
go
here,
so
we
are
going
to
continue
to
update
our
evidence-based
interventions
for
school
transformation
list
and
we
are
definitely
going
to
continue
to
provide
provide
guidance,
technical
assistance
to
our
schools
and
school
districts.
This
is
the
la
this
third
bullet
here
I
want
to
spend
just
a
few
minutes
on.
P
We
are
super
excited
about
this,
so
this
is
a
what
works:
nevada,
clearinghouse
for
education,
and
so
this
is
something
that
again,
our
team
and
some
other
states
have
been
doing.
Ohio
is,
is
an
example
and
can
certainly
kind
of
share
with
you
on
that
link.
So
you
can
see
what
what
our
vision
is.
You
know
here
from
nevada.
Of
course
it
would
be.
P
You
know
tweaked
to
nevada's
context,
but
if
you
can
imagine
a
statewide
resource
that
has
all
of
the
information
and
guidance
and
tools
that
districts
and
schools
will
need
to
help
them.
Do
this
work
so
oftentimes
we
do
the
technical
assistance
we
do.
You
know
the
providing
the
guidance
and
then
we
know
right
that
we
transition
in
roles
and
so
districts,
for
example,
might
say
you
know:
hey
I'm
new
and
you
know.
P
Can
you
train
me
on
this,
and
so
this
would
be
a
resource
that
districts
and
schools
can
consistently
go
to
that
will
have
information
and
diving
deep
into
the
evidence-based
interventions,
continuous
improvement
cycle
that
visual
that
I
shared
earlier
with
you.
They
will
be
able
to
have
a
national
and
local
level.
P
It
will
help
them
make
in
our
educators
here,
make
evidence-based
decisions
so
that
they
can
provide
equitable
access
to
quality
services
for
students,
and
it
really
would
be
embedding
a
systemic,
rigorous
review
process
and
transparent
reporting
when
it
comes
to
evidence-based
interventions,
and
it
will
help
build
our
evidence
based
here
in
nevada.
So
we
know
that
there
are
a
lot
of
great
interventions
and
services
that
are
going
on
across
our
districts,
and
so
a
district
would
be
able,
to,
you
know,
say:
hey
right:
we
want
this
to
be
evaluated.
This
is
our
package
right.
P
We
think
it
has
been
working
for
our
schools,
we've
seen
great
outcomes.
We
would
like
this
to
be.
You
know
evaluated
for
evidence-based
and
seeing
kind
of
where
I
guess
national
standards
it
might
meet.
So
it
really
will
help
us
build
our
evidence
based
here
in
nevada.
So
I'm
super
excited
about
the
potential
for
this
work,
and
that
is
a
big
picture,
one
of
our
major
next
steps
and
where
we
are
hoping
to
go
and
hear
some
contact.
P
Q
Thank
you
very
much,
miss
noor,
I'm
sure
we
do
have
some
questions
I
didn't
realize
I
was
going
to
be
taking
over
for
the
chair
for
a
moment,
but
so
I
have
a
few.
So
I'm
going
to
go
ahead
and
start
with
mine
and
then
I'll
move
on
to
my
colleagues,
I
guess
I'm
let
let
me
start
out
with
you.
Q
First
from
results
from
america,
I'm
looking
at
the
map
that
you
have
that
it
says
where
you
work
sure
I'm
looking
in
nevada,
obviously
you're
working
with
the
department
of
education
and
then
it
looks
like
you're
working
with
cities,
I'm
guessing
reno
in
las
vegas
las
vegas.
O
Has
been
historically
the
main
city
we've
worked
with
through
a
separate
initiative.
I
oversee
our
education
work.
Rfa
runs
an
initiative
called
the
what
work
cities
which
focuses
on
the
same
sort
of
data
and
evidence
driven
policy
making,
but
anchored
in
in
cities
rather
than
in
state
agencies
and
school
districts.
Okay,.
Q
O
Absolutely
sarah
kerr
for
the
record-
yes,
so
results
for
america,
as
I
sped
through
at
the
beginning,
is
an
organization
nonprofit,
as
I
mentioned
bipartisan,
that
works
across
levels
of
government.
So
we
do
work
at
the
state,
federal
state
and
local
level
as
well
as
across
sectors.
So
we
have
specific
issue
areas
in
which
we
work
the
work
that
we
do
at
the
local
level.
O
The
main
vehicle
for
that
work
is
our
what
works
cities
initiative
and
that
work
really
focuses
on
setting
a
standard
for
what
good
government
that
is
embracing
practices
consistent
with
good
use
of
data
and
evidence.
What
that
looks
like
and
then
supporting
leaders
in
each
of
those
jurisdictions.
It
could
be
a
city,
it
could
be
a
county
to
progress
towards
that
standard
that
we've
set-
and
we
have
a
set
of,
I
think,
20-
something
criteria
that
we
use
to
define.
O
What
good
looks
like
a
set
of
standards
and
then
support
cities
and
sort
of
graduating
through
those
standards
and
then
assuming
they
progress.
They
are
eligible
to
receive
certification
at
various
levels.
So
that's
the
work
we
do
at
the
local
level
is
sort
of
issue.
Agnostic,
some
of
it,
you
know
it's
really
is
sort
of
supporting
good
government.
Every
city
is
going
to
have
its
own
set
of
priorities.
O
So,
at
the
federal
level,
rfa
advocates
for
strong
data
and
evidence
policies
with
the
federal
government,
with
the
u.s
department
of
education
and
in
congress
we
played
a
big
role
in
securing
the
essa
evidence,
provisions
that
were
referenced
a
few
times
in
my
presentation,
I
know,
have
influenced
the
way
that
states,
including
nevada,
have
designed
their
programs
and
ways
in
which
they're
spending
money
at
the
state
level.
Our
primary
vehicle
is
our
state
education,
fellowship
in
addition
to
state
standard,
which
is
a
version
of
that
local
standard
for
cities
that
I
just
articulated.
O
Q
And
if
I,
if
I
could
follow
in
the
other
states
that
you're
in,
is
it
typical
that
you
would
work
with
the
state
agency
and
then
cities
and
not
work
directly
with
clark
county
school
district,
washoe,
county
school
district,
because
I
I
feel
like
especially
with
the
city
of
las
vegas,
we're
looking
at
about
700
000
people
as
opposed
to
3
million
in
the
clark
county
area.
So
I'm
just
is
that
typical?
It.
O
Is
typical-
and
I
appreciate
that
question
and
and
like
the
maybe
sense
of
disconnect
between
some
of
the
work
that
we're
doing
on
the
education
side
at
the
state
level
and
some
of
the
work
that
rfa
is
an
overarching
organization
is
doing
with
cities
like
any
organization,
we
have
a
different,
you
know
different
sets
of
initiatives
and
we
do
collaborate
where
it
makes
sense,
but
the
work
that
we're
doing
with
state
agencies,
for
example,
or
with
the
nevada
department
of
education.
O
While
there
is
some
like
connective
tissue,
I
would
say
it's
pretty
separate
from
the
set
of
work.
That's
happening
in
las
vegas.
So,
yes
to
answer
your
question,
it
is
common
in
the
states
that
we've
been
working
in
that
we
may
have
state
agencies,
state
education
agencies,
we're
working
with
our
workforce,
investment
boards
that
we're
working
with
and
then
there's
separate
work
happening
in
a
subset
of
their
cities
and
counties.
That
is
again
some
connective
tissue,
but
is
really
pretty
distinct
from
each
other.
That
makes
sense.
Q
J
J
O
Sarah
kerr,
for
the
record
I'll
start
and
then
gabby
you
can
build
off
of
what
I
offer.
First
of
all,
I
deeply
appreciate
that
question
and
it
doesn't
come
up
enough
in
my
opinion,
and
it's
helpful
to
think
about
ways
in
which,
as
we
talk
about
data-driven
evidence-based
work,
we
can
off
the
bat,
set
common
definitions.
So,
for
example,
what
I
mean
by
that
is,
when
I
think
about
evidence-based
and
talk
about
evidence-based
strategies
or
approaches
or
data
driven
efforts.
O
I
in
my
own
mind
that
means
not
just
sort
of
causal
impact,
evidence
or
quantitative
evidence.
That
means
a
wider
widening
the
aperture
to
include
qualitative
data
and
evidence
which
I
would
extend
to
include
significantly
importantly
lived
experiences
of
those
who
are
closest
to
or
impacted
by,
the
policies
and
practices,
and
so
that
results
for
america,
together
with
our
partners
in
state
agencies
and
school
districts.
O
When
we
talk
about
building
or
generating
evidence,
we
are
actively
promoting
and
supporting
efforts
that
are
much
broader
and
wider
than
commissioning
and
impact
evaluation
that
might
randomize
students
and
five
years
from
now
help
us
draw
some
conclusions
about
whether
you
know
a
literacy
program
or
a
math
program
may
have
worked.
O
We
are
saying
we
want
to
co-create
policies
that
we
know
are
going
to
be
meaningful
and
matter
to
our
students
and
that
we
have
mechanisms
in
place
beyond
causal
impact
evaluations
to
help
us
understand
if
the
policy
changes
or
practices
that
we're
putting
into
place
are
working,
not
did
they
work,
but
are
they
working?
So
I
think
that's
an
important
question.
We
really
do
take
a
broader
approach
to
defining
data
and
evidence
based
in
our
work.
P
Guide
lamar
for
the
record.
Yes,
I
completely
agree
and
thank
you
so
much
for
that
question.
That
is
very
important
and
I
can
see
how,
throughout
the
presentation
it
kind
of
made,
it
seem
like.
Okay,
we're
only
focusing
on
you
know
one
aspect
of
this
work,
but
certainly
the
qualitative
data
and
those
live
experiences,
and
so
I
did
bring
back
up
the
the
visual
because
embedded
in
that
is
also
the
lived
experience.
And
so,
when
we
talk
about,
you
know
the
planning
for
implementation
and
looking
at
like
our
capacity
right.
P
That
is
like
looking
at
okay,
like
what
is
going
on
in
our
school
with
our
school
context
and
seeing
you
know,
do
we
even
have
the
capacity,
and
that
could
mean
the
time
like
you
know
the
resources
right
like
the
will
like
do.
We
have
the
buy-in
to
even
be
able
to
do
this.
P
I
think
that
also
goes
back
to
liver
experience
and
then
certainly
when
we
have
you
know
our
was
in
in
this
visual,
our
fifth
step
here,
examining
reflecting
and
adjusting
right
some
of
that
storytelling
and
some
of
those
experiences
aspects
definitely
would
come
in
there
as
well.
So,
yes,
it
is
definitely
about
both.
So
thank
you
so
much.
Q
My
pleasure
did
you
have
a
what
about
up
at
carson
city
any
questions
I
can't
see.
C
Yes,
so
yes,
vice
chair,
bilbray,
axelrod,
assemblywoman
hanson.
C
Thank
you
for
the
opportunity
to
ask
the
questions
and
thank
you
for
being
here
for
your
presentation,
so
I
want
to
make
sure
that
I
understood
it
right
2017.
As
that
I
know
the
legislation
took
place,
that
kind
of
outlined.
What
was
to
be
done
so
have
we?
Have
you
been
working
with
nevada
department
of
ed
since
2017?
O
You
did
sarah
kerr
for
the
record.
Thank
you
for
your
question.
Yes,
I
believe
28
to
2018
is
the
sort
of
the
the
first
point
in
time
that
we
began
to
work
closely
with
the
nevada
department
of
education.
Previous
to
that
we
as
an
organization-
that's
you
know,
doing
work
nationally
and
and
constantly
sort
of
examining
the
practices
and
policies
that
are
being
put
into
place.
The
nevada
department
of
education
was
on
our
radar,
but
I
believe
2018
was
the
year
in
which
we
first
became
closer
partners
than
the
nevada.
O
C
Go
ahead
thanks,
so
I've
kind
of
been
a
what's
the
word
a
broken
record.
I
keep
referring
to
some
of
our
statewide
statistics.
C
So
if
you're
working
with
them-
maybe
if
not
here
but
offline,
we
could
have
a
follow-up.
I
had
stumbled
across
this
based
on
a
couple
of
other
hearings.
We've
had
and
then
I
go
back
to
2016
and
17
and
we
look
at
our
statewide
results
and
I
I
understand
that
we're
grouping
lots
of
things
together
and
there
are
lots
of
different
things,
but
we
have
to
start
somewhere.
I
have
gone
to
some
rural
areas
who
have
different
populations,
but
I'm
seeing
a
lot
of
the
same
concerning
lower
proficiencies.
C
Let's
start
with
this
2016-2017,
we
have
high
school
proficiency
in
english
language
arts
at
73
that
that
that
seems,
good
graduation
rate
right
around
the
same
math
proficiency
in
2016
2017
is
about
55.6
percent.
C
C
So
perhaps
since
this
is
what
you
do
is
evidence-based,
we
could
find
an
answer
to
that
and
then,
when
you
progress
to
the
last
year
really
before
covid
is
the
2018-2019
where
we're
floating
pre-covid
is
47.6
in
english,
language,
art,
statewide
and
26.3
in
math,
and
I'm
talking
just
high
school
in
these
numbers.
C
So
I
I
guess
my
request
would
be
for
all
the
evidence-based
research
could
we
get,
and
maybe
the
answer
is
out
there
and
I've
only
been
here
since
2019.
C
If,
if
we
could
have
some
understanding
of
why
those
numbers
and
then
based
on
working
with
nde,
what
are
we
doing
down
to
to
get
it
down
to
where
it's
been
helping
our
students
or
helping
those
teachers
and
helping
those
districts
with
all
the
evidence-based
research?
That's
going
on
sorry,
that's
a
huge
ask.
P
Thank
you
gary
lamar,
for
the
record,
no
great
question
and
at
nde
we
are
also
constantly
looking
you
know
at
our
data
and
looking
to
see
how
we
can
best
support
our
districts
and
support
their
schools
and
their
students
with
this.
So
I
think
we
will
perhaps
we
need
to
follow
up,
because
I
want
to
make
sure
that
I'm
addressing
all
aspects
of
of
your
question.
P
But
you
know
what
I
can
say
is
that
you
know
when
we
look
at
the
data-
and
I
think
this
goes
back
to
you
know
the
the
the
question
about
you
know
ensuring
that
we
are
also
embedding
the
lived
experience.
And
so
you
know
to
your
point.
We
would
have
to
look
more
strategically
at
the
data
and
write
quantitative,
write
and
qualitative
and
look
at
some
of
the
stories
on
behind
that
and
see
exactly.
P
You
know
why
we're
seeing
the
numbers
that
we
are
seeing,
but
what
I
will
say
is
that
when
we,
you
know,
begin
in
with
the
evidence-based
interventions
and
embedding
that
just
like
with
anything
you
know
with
education
right,
it
will
take
some
time
to
then
kind
of
see
that
out
in
our
our,
and
I
think
what
we're
referring
to
is
like
our
end
of
the
year
assessment,
so
like
our
s
back
data
and
so
on.
P
What
we
are
doing
and
all
that
we
share
today,
is
helping
to
like
build
those
conditions,
but
surely,
as
as
a
nation
right,
we
have
some
ways
to
go,
but
you
know
we
have
seen
some
and
you
know
heard
stories
about
of
some
of
our
districts
that
have
had
you
know
been
using
some
of
the
evidence-based
interventions
working
with
a
certain
like
evidence-based
partner,
for
example,
that
you
know
have
saying
hey
like
we.
P
You
know
see
these
in
our
numbers
right
like
we
think
this
is
you
know
exactly
why
right,
but
it's
also
about
continuously
monitoring
and
doing
that.
You
know
rigorous
evaluation
process.
Of
course
you
know
kovid
right
kind
of
derailed.
A
lot
of
things
because
we
were
planning
actually
to
do
a
with
a
partner
who
you
know
also
is
really
great
in
this
work,
our
rel
west,
who
has
provided
some,
you
know,
guidance
to
our
districts.
P
We
were
actually
planning
on
doing
a
statewide
tour
and
getting
to
the
school
level
for
these
a
little
bit
more,
and
that
was
supposed
to
happen
at
about
2020,
slash,
2021,
and
you
know,
with
the
pandemic,
we
weren't
able
to
do
that.
P
So
we're
you
know
coming
you
know
getting
kind
of
through
it
now
we're
kind
of
looking
at
you
know
what
we
can
do
to
kind
of
get
more
down
to
the
school
level
with
these
and
providing
the
guidance
and
supports
that
our
schools
truly
need
as
well
and
helping
our
districts
do
so.
C
Oh
and
thank
you-
and
I
do
I
understand
that
so
certainly
when
it
when
it
we,
you
can
get
back
offline
and
share
that
information
with
our
committee.
It'd
be
greatly
appreciated,
and
in
regards
to
that
shared
experience,
I
I
do
encourage.
I
went
to
some
other
counties.
I
went
to
churchill
county,
I
went
to
elko
county,
I
represent
six
counties,
I
have
a
large
section
of
washoe
and
and
five
rural
counties
and
and
those
numbers
kind
of
follow,
and
these
are
in
counties
that
are
getting
net
proceeds
of
mining
tax
money
as
well.
C
So
please,
if
I
didn't
indicate
that
I'd
love
to
kind
of
get
a
you
know,
have
you
look
at
those
other
counties
so
that
I
understand
it's
so
all-inclusive
with
the
state
numbers.
So
again,
thank
you
for
the
time
I
understand
it's
a
a
big
lift,
but
we'll
look
forward
to
hearing
back
from
you
at
some
point.
Thank
you
and
thank
you.
Chair.
Q
Thank
you
so
yeah.
If
you
would
just
get
that
information
to
the
committee
and
and.
A
Q
Can
make
sure
that
we
parse
it
up
to
the
committee
members
up
in
carson
city
senator
dindura
loop?
Did
you
have
a.
Q
Q
D
For
the
record,
this
is
patty
oya,
director
of
the
office
of
early
learning
and
development
for
the
nevada
department
of
ed.
I
am
very
happy
to
introduce
judy,
ennis
and
greg
hill
from
west
ed,
who
are
here
to
provide
an
update
on
their
work,
examining
the
cost
of
quality
pre-k
in
nevada
and
the
equity
of
the
8410
per
seat
cost
methodology
that
we
began
using
during
the
22-23
school
year.
This
is
a
two-year
study
that
was
approved
at
the
close
of
the
2021
legislative
session,
so
I
will
turn
it
over
to
judy
and
greg.
R
Good
morning
my
name
is
judy
ennis
for
the
record
from
west
ed.
I
will
be
speaking
today
with
my
colleague
greg
hill.
A
For
the
record
greg
hill
jr
west
ed-
I'm
pleased
to
be
here.
R
It
is
our
privilege
and
our
pleasure
to
speak
with
you
all
today.
You've
had
a
very
packed
agenda
and
we
appreciate
the
opportunity
to
share
our
current
progress
with
our
study
with
you
and
thank
you
patty
for
the
introduction.
R
We
have
for
you
here
a
quick
overview
of
what
we
hope
to
cover
with
you
this
morning.
During
our
brief
time
with
you,
we're
going
to
give
you
an
overview
of
our
project
and
a
progress
update,
share
some
emerging
findings,
with
the
emphasis
on
emerging,
we're
very
much
in
process
and
do
a
preview
of
upcoming
activities
before
we
get
to
q
a
very
quickly,
though,
to
introduce
west
ed.
We
are
by
a
non-partisan
research
organization.
R
We
are
headquartered
in
california,
but,
as
you
can
tell
by
the
name
west
ed,
we
work
heavily
within
the
west
very
much.
We
have
a
long
relationship
here
in
nevada.
If
interested,
we
can
detail
some
of
the
other
projects.
I've
heard
you
ask
some
of
the
other
presentations
today
that
our
colleagues
may
be
doing
here
in
nevada
right
now,
but
we're
focused
just
on
our
study
at
the
moment.
Anything
else
on
west
end:
okay,
here's
a
our
team
is
with
us
here
in
spirit
and
by
text.
If
needed.
R
If
questions
come
up,
you
only
have
two
of
us
represented
today.
I'm
the
project
director.
I
work
in
early
childhood
fiscal
cost
modeling,
as
well
as
in
education
policy
writ
large
in
both
the
k-12
space
and
in
the
early
childhood
space
you
can
see
we
have
a
number
of
team
members
here:
marion
knotts,
lucy
hadley,
mel
weiland,
john
diaz
they're,
not
with
us
in
person,
but
they
are
contributors
to
this
work
and
we're
proud
to
represent
their
efforts
to
you
today.
R
R
R
Early
childhood
is
reeling
from
the
impacts
of
the
pandemic,
and
there
has
been
a
significant
amount
of
stretching
and
straining
on
the
part
of
early
childhood
educators
and
caregivers
to
meet
the
needs
of
their
children,
who
may
be
experiencing
trauma
and
illness
at
home,
resulting
in
absences.
Enrollment
changes
movies
moves.
R
All
of
that
has
an
impact
on
what's
happening
at
the
site
level,
and
we
want
to
understand
that
context
when
we
think
about
what
does
it
really
truly
cost
to
provide
pre-kindergarten
from
the
site
level
perspective
all
right.
So
that's
our
charge
within
that
we
we've.
We
had
our
official
beginning
in
january
of
2022
and
we've
been
running
at
a
steady
clip
since
then,
we
have
much
further
to
go
with
the
work
for
this
two-year
project.
R
The
slide
you
see
here
shows
you
an
overview
of
where
we
are
in
our
process.
On
the
far
left.
You
see
that
early
stage
of
review,
we
engaged
in
document
review,
looking
at
different
sources
of
publicly
available
data,
to
understand
some
of
the
context
of
local
communities
and
to
establish
a
set
of
case
study
regions.
R
The
goal
of
that
segment
of
our
work
is
to
come
up
with
a
cost
ranges
report
in
late
summer.
We're
working
on
that
right.
Now.
It's
forthcoming
we're
going
to
share
some
emerging
findings
with
you,
but
the
details
of
that
will
be
outside
of
the
scope
of
today's
presentation
up
next.
After
we
finish,
our
cost
ranges
we're
going
to
shift
to
working
with
an
advisory
group
to
develop
findings
and
recommendations
for
the
office
of
early
learning,
and
that's
going
to
continue
from
the
end
of
this
summer
through
2023.
R
So
we're
going
to
get
into
this
with
a
little
bit
more
detail.
These
are
our
three
anchoring
research
questions.
As
you
know,
right
now,
8
410
is
the
per
child
amount.
What
we
want
to
understand
is
what
is
the
range
of
cost
points
above
and
below
8
410,
and
what
are
the
factors
that
create
that
range?
R
What
is
the
gap
between
how
much
nevada
spends
and
the
cost
from
that
site
level
perspective,
and
that
last
piece
is
what
we're
mixing?
What
we're
going
to
focus
on
in
our
next
phase
is
who's
served
and
not
served,
and
why,
within
a
mixed
delivery
system,
when
I
say
mixed
delivery
system,
I'm
referring
to
the
range
of
settings
that
children
experience
care,
it
could
be
a
center,
it
could
be
within
an
lea,
it
could
be
a
family
home
child
care
nrpk.
However,
we're
focused
on
ages
four
and
five.
L
R
We've
established
these
through
a
process
with
our
partners
at
the
in
the
office
of
early
learning
and
this
process
included.
We
had
a
number
of
criteria
that
we
were
looking
at.
We
wanted
to
land
at
the
end
of
this
in
2023,
with
a
sense
of
the
ranges
of
the
regional
differences
within
nevada,
nevada
right
here.
R
Vegas
is
extraordinarily
different
from
other
parts
of
the
state,
as
you
all
well
know,
so
we
wanted
to
choose
regions
that
represent
what's
happening
in
terms
of
the
mining,
the
impact
of
the
mining
industry,
the
differences
between
the
major
population
centers
such
as
vegas
reno,
sparks
to
other
areas
that
are
these
large
geographic
regions
with
pockets
of
population
density
within
it.
We
also
wanted
to
make
sure
we
had
demographic
representation
across
the
state
where's
their
tribal
concentration,
whereas
they're
not
right.
R
R
R
I
apologize
for
having
to
go
with
a
disclaimer
so
early
in
the
presentation,
but
we
want
to
say
very
clearly
that
we
intend
to
refine
these
results,
we're
working
on
this
in
real
time.
So
if
there's
a
piece
of
this
at
your
site,
we'd
like
to
hear
about
that
again
in
six
months,
we
intend
to
bring
that
back
to
you,
but
the
these.
These
findings
are
given
to
you
in
good
faith
that
they're
as
valid
as
we
can
make
them
at
this
time.
R
So
our
survey-
I
don't
know
about
you,
but
I
am
exhausted
by
responding
to
so
many
survey
requests.
So
we
were
delighted
with
the
number
of
responses
that
we
got
into
us.
This
was
a
signal
of
the
interest
in
the
field
to
wrestling
with
some
of
the
questions
that
our
study
is
wrestling
with.
We
got
approximately
135
responses,
but
many
of
them
were
incomplete.
Either
someone
started
they
closed
it.
R
At
this
time
we
got
strong
engagement
across
the
state
on
different
site
types
back
to
that
mixed
delivery
system
I
was
describing
earlier
and
where
you
can
notice
at
that
breakdown
at
the
top
that
we
have
non-nrpk
as
well.
You
might
be
wondering
why
would
we
be
interested
in
that?
If
our
focus
is
on
nrpk
to
understand
the
cost
model
for
nrpk,
we
need
to
see
and
understand
the
context
that
nrpk
is
working
within
in
terms
of
the
opportunities
that
families
have
in
nevada
to
place
their
children
in
other
types
of
settings.
R
That
may
not
be
part
of
nrpk.
How
different
is
the
experience
of
the
educator
in
that
space
if
they
have
the
choice
of
working,
an
nrp
case
site
to
a
non-nrpk
site
in
terms
of
compensation
and
in
terms
of
length
of
the
workday
etc?
So
some
of
those
questions
we
view
to
be
quite
germane
to
understanding
the
range
above
and
below
for
the
8410
amount.
R
Here
are
some
of
the
cost
categories
that
we
investigated
via
the
survey,
which
we
then
dug
into
a
little
bit
deeper
in
our
regional
focus
groups.
So
you
can
see
that
number
one
personnel
hourly
wages-
that
is
absolutely
the
largest
part
of
any
site
level
budget,
it's
paying
for
the
people,
but
there
are
a
number
of
other
monthly
totals
that
we
want
to
understand
salaries
and
benefits
rent
versus
mortgage.
If
that
applies
for
an
lea,
for
example,
we'll
talk
about
that
momentarily
utilities
supplies
covet
expenditures
when
we
think
about
the
cost
model.
R
I
want
to
draw
your
attention
to
that
point,
because
we
know
that
there
are
isolated,
coveted
expenditures
that
are
in
place
right
now:
extra
ppe,
for
example,
extra
cleaning
supplies
that
we
hope
is
going
to
go
out
of
the
budget
in
time
right,
but
still
to
understand
the
current
moment.
We've
included
that
and
want
to
understand
its
impact
on
the
overall
experience
of
administrators
licensure
liability
insurance.
R
All
of
these
things
shape
the
budget
and
expenditures
from
the
site
perspective,
but
there
were
a
number
that
we
did
not
ask
about
in
the
survey
that
our
focus
groups
helped
us
to
elevate
as
a
priority
for
us
to
understand.
So
this
is
the
what
you
see
here
are
a
set
of
threads
that
we
are
currently
chasing,
for
example,
maintenance
and
infrastructure.
R
So
that's
an
example
of
a
unique
regional
difference
in
nevada
that
we
want
to
understand
as
a
factor
within
the
cost
model,
professional
development
assessment
and
technology
when
we're
talking
about
technology
here.
This
is
for
the
what's
happening
in
the
educators
hands
where
they
might
be
taking
notes
on
observations
and
or
for
sign
in
sign
out
for
families
to
come
in
and
other
types
of
tracking
throughout
the
course
of
the
day.
R
R
So
there
are
differences
here
between
sites
that
are
based
at
an
lea
where
they're,
not
thinking
about
this
component
versus
those
that
are
an
independent
center
if
they
need
to
expand
or
considering
expansion
and
increasing
their
square
footage
right.
This
has
a
major
shaping
effect
on
their
their
ability
to
do
so
is
their
costs
of
rent
and
overhead.
R
The
next
few
slides
are
going
to
give
you
a
sense
of
what
we
understand
right
now
to
be
the
ranges
in
salary
over
the
past
couple
of
years
that
we
could
understand
that
pre-covered
moment
to
right
now
and,
as
you
can
see
here
right
now,
nrpk
salaries
are
fairly
stagnant
in
clark
county,
even
though,
based
on
everyone's
talk
of
the
price
at
the
pump
right
now,
inflation
is
an
issue
and
where
our
workforce
supply
pressures
that
are
happening
around
this
this,
this
current
salary
level
in
washoe
year
over
year,
a
little
bit
lower
compared
to
clark,
and
even
though
there's
that's
also
a
major
population
density
area
with
many
different
types
of
industries
there
and
high
numbers
of
young
families.
R
If
I'm
going
too
quickly
on
these,
I'm
happy
to
go
back
when
we
get
to
q,
a
of
course
our
focus
groups.
First,
I'd
like
to
say
thank
you
to
anyone
who
might
be
listening
who
participated
in
the
focus
groups,
because
they
were
unbelievably
informative
for
our
team
and
the
level
of
engagement
that
came
from
site
administrators,
who
have
many
other
pressures
in
their
day-to-day
to
join
us,
for
these
focus
groups
was
deeply
appreciated
by
our
research
team.
R
That's
the
perception
shared
by
the
administrators
that
the
losing
teachers
to
retail
jobs
or
other
opportunities
that
pay
more
per
hour
is
a
consistent
pressure
on
these
sites
that
can
make
the
difference
between
children
getting
off
the
wait
list
and
staying
on,
there's
also
difficulties
within
the
grant
timing.
This
is
not
a
large
margin
operation
and
the
timing
of
when
the
money
comes
does
not
always
match
the
cycles
that
they're
under
in
terms
of
enrollment
and
movement
of
families
and
the
needs
of
staff.
So
that's
one
that
we'd
like
to
understand
a
little
bit
more.
R
It's
not
explicitly
related
to
the
cost
model,
but
still
something
that
came
up
consistently.
Lastly,
eligibility
right
now
to
be
eligible
for
nrpk
is
related
to
your
200
poverty
level.
So
there
were
some
that
shared.
They
need
to
turn
families
away
where
they
cannot
access.
They
cannot
find
care
for
their
that
for
their
four
and
five-year-olds.
They
cannot
find
the
educational
experience
that
they're
looking
for
because
of
their
eligibility.
R
However,
one
of
the
reasons
why
we
are
designed
using
the
case
study
regions
is
that,
while
there
is
a
a
commonly
held
perception
nationally,
that
more
rural
equals
a
higher
percentage
of
of
families
experiencing
socio-economic
distress
because
of
the
mining
industry,
more
rural
does
not
necessarily
equate
with
lower
incomes
for
the
families,
and
so
that's
an
interesting
piece
of
that
regional
difference
within
nevada
that
we
want
to
understand
as
we
explore
this
more
deeply
right,
because
even
if
there's,
if
there
are
nrpk
sites
that
are
in
those
areas,
but
they're
not
eligible
because
they're
above
that
threshold,
but
their
children
are
still
not
getting
the
opportunities
that
the
family
desires.
R
Another
piece
we
wanted
to
share
with
you
within
this.
Our
participants
was
that
we
heard
consistently-
and
I
want
to
say
that
we
weren't
asking
for
this
in
the
protocol
was
the
quote
that
you
see
on
the
screen
here
and
I'll
read
it
for
those
that
perhaps
are
in
the
back
and
didn't
bring
their
glasses,
but
the
children
that
went
through
the
nrpk
program
had
higher
school
readiness,
both
academically
and
in
terms
of
their
social
emotional
development.
We
know
this
program
has
a
high
positive
benefit
for
children
and
families.
R
R
Four
and
five-year-olds
is
a
very
narrow
slice
of
the
population.
As
you
all
know,
data
moves
slowly
in
terms
of
when
it's
posted
and
made
publicly
available
and
these
children
age
without
without
concern
for
whether
or
not
we're
capturing
them
in
our
data
models.
So
the
four
and
five-year-olds
that
are
captured
on
the
screen
here
have
already
aged
out
of
our
slide
deck.
R
So
when
we
say
the
data
is
incomplete,
we
just
want
to
pinpoint
that
we're
working
with
a
very
small
slice,
the
population
and
sometimes
the
access,
isn't
there
for
terms
of
the
publicly
access,
probably
accessible
data.
The
broad
story
here,
though,
is
that
there
is
a
clear
demand
that
exceeds
current
supply.
R
There
are
regional
variances
to
that,
and
that
depends
on
population
pressure.
It
depends
on
a
number
of
things,
but
we
want
to
share
with
you
that
the
total
population
in
2020
for
four
and
five-year-olds
that
would
be
eligible
for
well
that
would
that
are
in
the
age
range
for
nrpk
is
approximately
77
000.,
within
that
the
total
population
that
are
less
than
200
percent
of
poverty,
which
means
that
they
meet
the
eligibility
requirements.
It's
about
33
000.,
so
that's
about
43,
then
we're
within
poverty.
R
So,
looking
ahead,
we're
in
the
phase
right
now
of
establishing
the
ranges
for
the
cost
model,
we're
aiming
to
have
that
preliminary
modeling
done
at
the
end
of
the
summer
and
then
we're
going
to
move
into
understanding
how
our
model
intersects
with
issues
of
access
through
our
conversations
with
the
advisory
group
and
through
returning
to
the
participants
of
our
focus
group
and
our
survey
respondents.
R
Our
project
closed
date
is
for
summer
2023
and
we
have
quite
a
lot
of
work
to
do
before
we
get
there.
So
right
now,
we're
focused
on
completing
the
analysis
of
that
survey,
data
and
reconnecting
with
participants
to
clarify.
As
I
mentioned,
we
had
135
that
opened
and
gave
us
partial
information
and
closed
so
we're
going
back
to
them
to
understand
their
details,
and
then
the
engagement
with
the
advisory
group
is
scheduled
to
begin
in
the
fall
with
that.
A
Thank
you
very
much
questions
yup,
okay,
we'll
start
with
assemblywomen
miller,.
M
Thank
you
chair
and
thank
you
for
this
presentation
and
my
question
is
very
basic.
As
you're
working
on
the
cost
analysis.
You
know
we
know
when
it
comes
to
teacher
pay.
This
is
a
major
issue
on
why
we're
losing
and
there
is
no
pipeline.
Let's
just
say
it
the
way
it
is
right,
but
it's
even,
I
think,
more
crucial
when
it
comes
to
early
ed
and
people.
M
Don't
realize
that
this
these
groups
of
students,
this
early
at
four
to
five,
is
another
specialized
group
of
students
and
isn't
captured
necessarily
in
the
same
k
through
12
licensing,
but
again
it's
imperative
that
we
have
licensed
and
trained
teachers.
And,
of
course
there
are
many
people
who
would
love
to
work
with
that
age
group,
but
again
because
of
economics
can't
so
my
first
question-
and
you
can
just
briefly
respond-
is
because
again
what
started
some
of
the
pushback
we
we
often
get
is
well.
If
we
do
this
who's
going
to
do
it.
M
M
We
would
not
have
enough
early
ed
certified
individuals
to
do
this,
but
can
you
just
briefly
explain
or
describe
for
us
how
much
their
pay
impacts
the
ability
to
attract
and
retain
these
early
certified
professionals
as
well,
as
will
those
costs
to
bring
that
salary
up
to
market
value,
to
what
what
would
attract
and
retain?
Will
that
be
included
in
your
in
your
studies,
in
your
recommendations.
R
Thank
you
so
much
for
the
question
and
yes,
compensation,
I
think,
is
a
headline
in
every
state
in
the
country
right
now
for
the
k-12
teacher
shortage
and
also
for
early
childhood
educators
and
child
care
providers.
I
think
it's.
The
whole
spectrum
is
experiencing
issues
in
terms
of
what
is
the
appropriate
pay
scale
for
this
desperately
needed
and
highly
impactful
work.
R
So
I
deeply
appreciate
your
question.
I
would
say
that,
within
our
cost
model,
we're
looking
at
what
the
ranges
are
regionally
and
while
and
we
will
take
the
input
of
the
advisory
group
who
we
we're
hoping
to
have
the
advisory
group
be
a
set
of
experts
that
are
at
the
system
level
within
nevada,
as
well
as
those
that
are
site
administrators
to
participate
in
that
discussion
about
what
exactly,
how
much
of
an
impact
compensation
has
in
their
experience
of
recruitment
and
retention.
R
I
think
it's
critical
to
hear
as
much
as
possible
from
those
that
are
working
on
the
ground
about
this
question,
but
I
think
that
and
I'm
making
an
assumption,
that
the
reason
for
your
question
is
that
there's
the
question
of
is
compensation
so
low,
and
we
did
hear
that
in
the
focus
groups
from
some
of
our
participants
already,
that
compensation
is
a
reason
why
we
cannot
retain
our
educators
are
getting
t
are
getting
jobs
elsewhere.
R
There's
also
ranges
within
the
settings
of
what
individuals
are
paid
if
you're,
lea
based
that's
a
different
pay
scale
than
if
you're
working
in
a
center
or
or
another
setting
right.
So
all
of
those
factors
we
are
looking
at
and
we
aim
to
provide
our
best
possible
recommendations
as
informed
by
the
advisory
group.
In
addition
to
our
research.
J
Thank
you,
cheered
dennis,
and
thank
you
for
the
presentation.
Excuse
me
one
of
my.
J
J
R
Thank
you
for
that
question
and
thank
you
for
sharing
that
you're
an
advocate
for
pre-kindergarten,
so
our
data
sources,
we
use
publicly
available
data,
and
I'm
going
to
also
defer
to
my
my
my
colleague
here
in
a
moment.
If
there's
any
other
details
on
this,
we
we
focused
on
gathering
information
from
current
site
administrators
via
the
survey,
and
we
also
looked
at
census,
data
statewide
and
information
provided
by
the
office
of
early
learning.
R
So
the
nrpk,
the
pre-kindergarten
program
that
we're
focused
on,
is
quite
narrow
and
when
we
say
child
care
that
can
be
more
broad
right.
So
through
the
course
of
our
study,
we
want
this
to
be
contextualized
within
a
larger
set
of
age
ranges,
but
we're
very
narrowly
focused
on
the
four
to
five
age
group
served
by
the
nrpk
program.
So
I
hope
that
that
answers
your
question.
I
think
that
you
might
have
a
larger
one
there.
J
Follow-Up
chair.
Thank
you.
Okay,
not
quite
the
answer
that
I
wanted
to
make
sure
that
we're
getting
that
data,
the
data
that
I'm
you
know
hearing,
I'm
just
not
sure
if
we
looked
at
the
complete
program
for
pre-k,
if
we're
just
looking
at,
especially
when
we're
talking
about
salary,
we
know
that
child
care
facilities
cannot
compete
with
the
salary
scale.
We
know
that
so
I
want.
I
would
like
to
know
whether
or
not
this
is
just
a
narrow
data
collection
from
the
child
care
facilities
instead
of
the
entire
program.
D
For
the
record,
patty
oya,
so
thank
you
for
the
question.
We,
the
study,
does
look
at
clark,
county,
school
district,
nevada,
ready
state,
pre-k
program,
so
the
data
from
the
school
districts
or
washoe,
county
or
nye
county
the
areas
that
we
picked.
We
do
look
at
the
school
district
data
as
well
as
any
child
care
programs
that
are
that
have
nevada,
ready,
state,
pre-k
seats
in
them,
and
so
that's
our
work
with
united
way
of
southern
nevada,
whether
we
have
some
pre-k
seats
in
child
care.
D
We
have
some
pre-k
seats
and
leas
and
I
think
that's
what
that's
what
they
refer
to
as
mixed
delivery
system,
and
so
we
do
look
at
both
one
of
the
things
that
in
nrs
is
that
that
child
care
centers
do
have
to
pay
near
equivalent
and
it's
it's
not
quite
a
as
even
match
of
dollar
for
dollar,
but
they
have
to
pay
at
the
rate
of
their
local
school
district,
because
we
know
that
child
care
centers
generally
do
not
pay
as
much
as
a
school
district.
So
we
do
have
that
written
into
nrs.
D
The
problem
is,
you
know
if
they're
not
as
highly
qualified
as
a
school
district
teacher,
we
do
require
a
bachelor's
degree
or
that
they're
working
towards
a
bachelor's
degree,
and
then
they
have
to
make
the
same
pay.
I
think
the
problem
with
child
care,
though,
is
you
know
your
concern.
Is
that
then
infant
toddler
teachers
kind
of
look
at
their
pre-k
counterparts
and
say
hey
how
come
they're
making
as
much
as
a
school
district
teacher
and
that
really
causes
more
inequity
than
we
wanted.
D
Q
Thank
you
and
thank
you
for
the
presentation.
I
know
mr
oya
knows
that.
I'm
quite
passionate
about
this
issue
too,
as
I've
served
in
a
volunteer
role
as
president
of
family
to
family
connection,
for
I
think
the
last
12
years,
or
something
like
that
family
to
family
connection.
For
those
of
you
guys,
who
are
not
aware,
was
founded
in
1998
and
kind
of
talked
about
the
importance
of
zero
to
five
right.
I
feel
like
I'm
sort
of
beating
my
head
against
the
wall.
Q
When
I
talk
to
folks
about
early
childhood,
whether
it's
I
mean
we
were
fighting
for
a
full
day
kindergarten
just
a
few
years
ago
who
many
people
just
thought,
it
was
basically
babysitting
pre-k
the
importance
of
pre-k,
I
feel
like
I,
I
kind
of
have
to
beat
my
head
against
the
wall
to
make
people
understand
the
importance
of
that
and
I-
and
that
is
where
my
next
question
to
you
lies.
Obviously,
there's
a
need
for
this,
but
are
you
finding
that
parents
in
particular
or
or
what
have
you
come
across?
Q
R
Thank
you
so
much
for
that
question
there.
I
know
the
previous
presentation
you
had
evidence
base.
There
has
been
continuous
research
on
the
impacts
of
a
high
quality
educational
experience
for
pre-kindergarten
aged
children
and
for
education
for
educational
experiences,
for
children
in
care
in
multiple
settings
from
birth,
on
the
impact
in
terms
of
cognitive
development,
social,
emotional
development,
school
readiness,
which
is
one
of
the
primary
elements
of
the
nrpk
program.
R
So
the
research
community
is
quite
unanimous
about
the
positive
impacts
of
having
children
experience,
a
high
quality
preschool
and
early
child
care
experience.
R
However,
I
would
say
that
parents
can
tell
you
from
their
own
perspective
what
the
impact
is
in
terms
of
their
ability
to
maintain
work
for
themselves
to
have
their
child
establish
peer-to-peer
relationships
meet
other
parents
be
connected
to
their
communities,
the
benefits
of
that
type
for
families
in
terms
of
consistency
in
their
community
and
day-to-day
routines.
R
That
is
also
very
well
documented,
but
the
question
about
whether
or
not
we've
heard
that
we
have
not
yet
talked
to
parents
in
this
study,
so
I
want
to
be
really
clear
about
that.
What
I
just
shared
there
is
the
broad
perspective
from
the
research
base
on
why
pre-kindergarten
matters
and
why
it
matters
to
families.
But
in
our
study
we
did
not
have
any
parents
specifically
within
our
focus
groups.
At
this
time.
R
R
A
All
right
other
questions
here:
no,
let's
go
up
north
anybody
up
north
wishing
to
ask
any
questions.
A
A
All
right,
so
we
are
at
the
point
in
our
agenda
now
that
we
are
going
to
take
a
lunch
break,
and
so,
let's
see
why
don't
we
go
we're
going
to
take
at
least
a
30
minute,
let's
go
to
25
after
or
maybe,
let's
just
say,
12
30.,
we'll
just
say:
12
30
just
to
make
it
easy
or
maybe
we'll
make
it
12
27.
No,
no
we'll
go
to
12
30,
so
we
will
be
on
in
recess
until
12,
30.
A
We
are
on
to
agenda
item
number,
eight
presentation
regarding
data
insight,
partners,
analysis
of
class
sizes
and
teacher
workforce,
and
we've
got
nathan
trenholm
here
with
us
from
data
insight,
partners
and,
and
anybody
else
I
don't
know
who
else
is
who's
presenting.
But
I
know
nathan
was
on
my
little
things
on
my
agenda.
Q
Good
afternoon
chair,
I'm
just
gonna
introduce
so
good
afternoon,
chair
dennis
vice
chair
bill,
berry
axelrod
and
honorable
members
of
the
legislative
committee
on
education
for
the
record,
I'm
jessica,
todman,
deputy
superintendent
for
educator
effectiveness
and
family
engagement
at
the
nevada
department
of
education.
I'm
pleased
to
have
the
opportunity
to
introduce
our
next
two
presentations.
Q
First,
as
united
data
insight
partners
will
present
an
update
on
their
analysis
on
educator,
workforce
and
class
size
information
resulting
from
nde's
partnership
with
data
insight
was
previously
shared
with
the
senate
committee
on
education
during
the
2021
session.
Thanks
to
the
support
of
the
interim
finance
committee,
we
are
pleased
to
be
able
to
enter
a
second
phase
of
the
work
on
which
nathan
will
provide
an
update
today.
Q
I
do
want
to
caveat
that
at
this
time
the
analysis
of
the
data
that
you'll
see
in
the
presentation
from
the
21
22
school
year
is
limited
to
clark.
County
school
district
ccsd
should
be
commended
for
their
transparency
around
workforce
data.
They
present
regular
reports
and
staff
separations
during
their
board
of
trustees
meetings.
These
data
are
not
currently
available
from
other
districts
in
the
state,
while
clark's
data
is
critical
as
it
represents
the
majority
of
the
state.
Q
It
does
not
tell
the
whole
story,
and
that
is
why
the
continued
investment
in
educator,
workforce
data,
analysis
and
systems
is
so
important
and
we're
looking
forward
to
having
a
dynamic
workforce
data
dashboard
to
represent
the
entire
state.
Soon,
their
presentation
will
be
followed
by
a
report
from
your
teacher
recruitment
and
retention
advisory
task
force.
F
I'm
honored
to
be
here
today
to
talk
to
you
about
the
nevada
teacher
workforce,
specifically
what
we
know,
what
we
don't
know
and
what
we
still
need
to
know.
F
Our
time
together
here
of
what
I'm
going
to
go
over
is
first
I'm
going
to
talk
about
some
of
the
highlights
from
the
nevada
class
size
report
that
we
shared
last
year
to
both
the
senate
and
assembly
education
committees.
We're
going
to
talk
about
the
current
trends
that
are
going
on
right
now
in
the
teacher
workforce
and
then
the
work
that
lies
ahead.
F
F
One
of
the
things
that
we
highlighted
was
that
the
nevada
department
of
education
has
recommended
class
sizes
for
grades,
one
through
three.
They
recommend
class
sizes
of
15
and
for
grades
4
through
12.
They
recommend
class
sizes
of
25..
So
one
of
the
big
questions
was:
how
does
this
align
with
what
our
students
are
actually
experiencing?
F
So
looking
at
data
from
the
2019-2020
school
year?
What
we
see
in
this
chart
is
the
average
class
size
experienced
by
students
in
grades
first
through
fifth
and
then
the
core
subject:
areas
of
english,
math
science
and
history
and
secondary,
and
what
we
see
is
in
every
grade
and
subject.
The
average
class
size
experienced
by
students
is
larger
than
the
recommended
class
size
by
the
nevada
department
of
education
right.
So
the
big
question
is
how
many
students
were
in
a
class
size
larger
than
the
recommended
class
size.
F
If
we
wanted
to
get
to
the
national
average,
we
would
have
needed
almost
10
000,
more
teachers,
so
just
for
the
core
subjects
to
get
to
recommended
class
sizes,
we
needed
over
three
thousand
more
teachers,
so
that
was
based
on
data
from
again
the
2019-2020
school
year.
So
the
question
is:
what's
been
happening
with
the
teacher
workforce
since
that
report
came
out
now.
Unfortunately,
there
is
no
national
repository
that
tracks.
What
is
happening
with
the
teacher
workforce
in
regards
to
attrition
and
keeping
teachers?
F
Sorry,
excuse
me,
there's
no
statewide
databases
as
well
either
right
so
what
we've
been
able
to
look
at
is
the
clark
county
school
district
puts
out
a
report
that
lists
all
the
licensed
teachers
who
are
leaving
the
district
and
they
put
that
report
out
with
every
board
meeting.
F
So
we've
gone
into
their
board
docs
for
every
regular
board
meeting
for
the
last
decade
and
downloaded
those
pdfs
and
kind
of
process,
all
those
information
and
put
them
into
a
database
so
that
we
could
analyze
the
data
to
see
what
has
been
happening
with
the
teacher
workforce
in
clark
county.
And
so
what
we
see
here
in
this
chart
is
the
cumulative
number
of
licensed
staff
who
say
that
they're
leaving
the
school
district
from
august
through
july.
F
So
this
is
the
average
over
the
last
decade
essentially,
and
so
each
dot
here
represents
how
many
teachers
have
said
they're
leaving
in
that
month
and
the
months
prior
right.
So
it's
adding
up
throughout
the
year
to
the
point
of
july.
That's
the
total
for
the
whole
year.
So
what
we
see
is
that
licensed
staff,
slowly
start
to
say
they're
leaving
throughout
the
school
year
and
then
by
april,
is
when
we
see
an
acceleration
of
when
teachers
start
to
say
they're,
not
coming
back
the
next
school
year.
F
This
is
what
it
looked
like
last
year
during
coven
right
so
from
august
through
february.
This
was
the
slowest
pace.
The
teachers
have
left
the
clark
county
school
district
in
the
last
decade.
Then,
in
march
the
vaccine
came
out.
The
economy
started
to
open
back
up
and
all
of
a
sudden,
we
saw
a
spike
in
the
number
of
licensed
staff.
Who
said
they
were
leaving
the
district
to
the
point
that
at
the
end
in
july
it
was
above
average
for
the
year.
F
F
This
is
what
it
looks
like
this
year.
So
as
of
the
beginning
of
june,
over
2
100
teachers
and
licensed
staff
have
said
they're
leaving
the
clark
county
school
district.
This
is
far
above
you
know
any
other.
Prior
year
we
still
have
another
report
that
will
be
coming
out
this
june,
so
this
number
for
june
will
go
higher.
There
will
be
a
whole
another
report
in
july,
so
it'll
go
even
higher
still
and
we've
already
far
surpassed
the
highest
that
we've
ever
had
in
an
entire
year.
F
So
that's
data
based
on
the
separation
reports
and
us
going
in
and
kind
of
manually
trying
to
add
up
all
of
these
names
in
a
list,
but
we
can
kind
of
verify
what
we're
seeing
that
what's
happening.
This
school
year
is
not
typical
right.
So
here
the
clark
county
school
district
also
puts
out
a
report
that
shows
the
employee
count
by
employee
group
for
every
month.
F
So
one
of
those
employee
groups
is
licensed
staff
right
so
licensed
staff
and
teachers,
and
so,
if
we
look
at
that
data
over
the
last
five
years,
this
is
the
number
of
licensed
staff
in
clark
county
from
october
to
march,
so
right
in
kind
of
the
core
chunk
of
the
school
year
and
what
we
see
is
during
the
school
year.
Typically,
the
clark
county
school
district
is
gaining
teachers
throughout
the
school
year.
F
F
F
They
also
said
they
had
2
000,
more
teacher
certifications
compared
to
the
prior
year,
so
their
teacher
pipeline
was
growing
and
they
were
retaining
more
teachers
in
texas
in
chicago.
They
started
the
school
year
with
a
3.3
teacher
vacancy
rate
and
in
a
report
from
chicago
chalkbeat.
They
said
this
is
a
stronger
staffing
position
than
they've
had
in
previous
years
and
throughout
this
school
year
their
teacher
vacancy
rate
was
going
down,
so
they
were
hiring
teachers
throughout
the
school
year.
F
F
Now
that
never
actually
happened,
but
that's
what
people
said
they
were
going
to
do,
but
then
that's
not
what
they
actually
did
now
again,
because
there
is
no
national
repository
of
any
of
this
information.
This
survey
ended
up
carrying
a
lot
of
weight
over
the
last
year
and
it
was
just
a
survey
of
what
people
said.
They
were
going
to
do
not
what
they
actually
did
and
so
that
news
story
that
used
this
survey
continued
to
morph
over
the
last
year.
So
here
is
a
headline
from
cnbc
right
after
kind
of
the
survey
came
out.
F
That
essentially
said
what
the
survey
said,
which
is
one
in
four
teachers
are
considering
quitting
after
this
past
year,
and
then
they
cite
in
the
article
that
their
survey,
data
from
the
non-profit
rain
corporation
suggests.
Now
one
in
four
teachers
are
considering
quitting
well
by
the
time
the
next
school
year
started.
This
story
started
to
morph,
and
now
we
have
the
headline
that
again
describes
the
survey,
which
is
why
are
so
many
teachers
thinking
of
quitting?
But
then,
when
you
read
the
article
they
now
start
implying,
teachers
are
actually
quitting
right.
F
F
F
Now,
in
this
article
they
say,
data
from
across
the
country
indicates
that
teachers
are
leaving
the
profession
at
a
faster
rate
than
before
and
in
the
article
the
word
data
is
a
link,
so
you
can
go
look
at
the
data
that
they're
referencing
and
if
you
click
that
data
link,
it
takes
you
to
a
story
from
denver.
Abc7
that
says
district
data
suggests
teachers
are
leaving
the
profession
in
unprecedented
droves,
just
like
the
article
said.
F
F
So
the
fact
that
you
see
vacancy
rates
going
up
in
and
of
itself
does
not
tell
you
anything
about
whether
or
not
teachers
are
actually
leaving.
F
F
So,
while
we've
seen
no
evidence
that
there
is
a
massive
exodus
of
teachers
during
this
school
year,
like
what
is
happening
in
ccsd,
we
do
see
an
issue
with
teacher
morale
and
would
expect
a
higher
than
average
teacher
attrition
to
happen
between
this
school
year.
That's
just
finishing
up
and
the
start
of
the
next
school
year.
F
So
what
that
means
is
this
will
make
teacher
recruitment
more
competitive
than
ever
right.
So,
over
the
last
decade,
the
teacher
pipeline
has
shrunk
by
over
30
percent
right,
there's,
30
percent,
less
people
completing
education,
preparation
programs
than
there
was
a
decade
ago
in
nevada.
We
rely
on
over
60
of
our
teachers
to
be
trained
out
of
state
so
as
that
pipeline's
shrinking
that
we
so
heavily
rely
on
and
as
those
other
states
are
also
having
trouble
finding
new
bodies,
whether
they
have
a
teacher
exodus
problem
or
not.
F
All
of
this
is
going
to
make
it
more
competitive
and
difficult
to
find
new
teachers
for
the
next
school
year,
so
the
work
that
lies
ahead
so
the
the
report
that
we
provided
to
the
committees
last
year
was
essentially
a
snapshot
in
time
on
what
was
happening
with
nevada's
teacher
workforce.
What
were
the
class
sizes
that
students
were
experiencing
and
what
we're
trying
to
do
moving
forward
is
to
build
systems
that
allow
us
to
investigate,
what's
happening
with
class
sizes,
student
experiences
and
the
teacher
workforce
in
essentially
real
time
right.
F
So
strategic
questions
that
we
would
like
to
be
able
to
answer
you
know
almost
immediately
would
be
things
like
what
is
happening
with
nevada's
teacher
workforce
right
now.
What
are
the
class
sizes
our
children
are
experiencing
right
now?
How
many
students
have
a
long-term
sub
right
now?
You
know
what
does
the
teacher
pipeline
look
like
right
now
and
what
obstacles
do
we
face
going
forward?
F
So
how
will
we
make
it
a
reality
that
we
can
essentially
answer
these
questions
in
real
time?
Some
of
the
work
that
we'll
be
doing
for
the
department
of
education
is
building
the
data
infrastructure
to
make
this
possible
right.
So
one
of
the
things
that
we'll
be
working
on
is
connecting
opal,
which
is
the
teacher
licensure
system
with
infinite
campus,
which
is
the
student
information
system.
So
essentially
we
can
start
to
say
how
many
students
actually
have
access
to
a
teacher
who
is
a
full-time
teacher
who's
licensed
in
their
subject
area?
F
Who
has
experience
in
that
right
now?
Without
that
connection,
we
can
see.
There's
a
person's
name
there,
but
we
have
no
way
to
know.
Is
that
a
long-term
sub?
Is
that
a
licensed
teacher
right?
So
those
questions
right
now
are
very
difficult
to
answer
in
essentially
real
time.
Another
thing
that
will
be
working
with
the
department
is
to
create
a
statewide
course
catalog.
F
So
essentially,
right
now,
every
school,
district
and
charter
school
can
use
infinite
campus
in
the
way
that
they
want
and
their
their
naming
conventions
for
the
for
courses
have
virtually
nothing
in
common
right.
Some
schools
might
even
just
put
the
name
of
the
course
as
the
teacher's
last
name,
and
so
even
a
simple
thing
like
how
many
kids
are
in
a
math
class
right
now
is
not
something
we
can
just
simply
answer
right.
So
creating
a
statewide
course
catalog
that
essentially,
what
we're
not
attempting
to
do
is
to
force
other
places
to
change
their
catalog.
F
But
rather
can
we
align
your
courses
to
this
course.
So
we
know
what
is
a
math
course
right.
What
is
an
advanced
placement
course,
and
things
like
that,
so
we
can
start
to
to
answer
questions
about
access
to
these,
to
different
coursework,
to
teachers,
experience
and
those
types
of
courses,
and
things
like
that
and
then
finally,
we'll
be
working
to
improve
data
sharing
with
enshi
right.
F
So
we've
already
met
with
all
of
the
different
ng
organizations
to
talk
to
them
about
this
project
and
things
that
would
be
helpful
for
them
and
then
also
you
know:
how
do
we
help
the
department
get
information
on
what
is
happening
with
the
teacher
pipeline,
so
things
that
will
be?
You
know
working
to
build
into
this
project,
that
to
support
entity
things
that
they've
said
that
they
would
like
to
know
right
is
what
is
happening
with
people
who
complete
their
programs
like?
Are
they
retained
in
the
schools
that
they
stay?
F
Are
they
retained
in
the
state?
You
know
what
are
the
things
that
they're
having
trouble
with,
so
that
maybe
you
can
start
to
adjust
your
program
to
prepare
people
for
those
first
couple
years
of
teaching
when
we
see
such
high
attrition
rates
right.
So
maybe
we
hear
that
it's
a
classroom
management
problem,
so
you're
really
focusing
more
on
that
in
the
prep
program,
so
that
people
are
prepared
for
the
first
two
years.
F
So
what
some
of
this
work
will
hopefully
allow
us
to
do
and
do
to
share
with
other
stakeholders?
Is
these
reports
and
these
charts
and
these
graphs
that
were
essentially
a
snapshot
in
time
in
the
first
report,
become
essentially
live?
Databases
right
so
charts
like
this?
Where
we're
trying
to
look
at
what
are
the
class
sizes
our
students
are
experiencing?
F
We
could
start
to
look
at
in
almost
real
time
and
filter
those
charts
by
student,
demographics
or
school
or
subject
area
or
whatever.
You
know
topic
of
interest
you're
interested
in
kind
of
investigating,
we'll
be
able
to
look
at
things
like
students,
access
to
experienced
teachers
and
again
that
could
be
something
that
you
can
start
to:
filter
out
by
student,
demographics
or
specific
subject
areas
we'll
start
to
build
things
that
help
us
kind
of
predict
where
we're
going
to
have
more
demand
in
the
teaching
workforce.
F
So
what
we
saw
in
this
chart
was
essentially
what
is
the
attrition
rate
of
teachers
by
the
age
of
the
teacher
right,
and
so
we
know
that
once
teachers
hit
the
age
55
the
chances
that
they're
going
to
be
leaving
soon
accelerate
right,
they're
approaching
retirement
age,
so
more
teachers
are
going
to
be
retiring
than
maybe
teachers
in
mid-career
who
are
in
their
early
40s
right.
So
if
we
know
that
there
are
certain
positions
where
there
is
an
aging
staff
well
now
we
need
to
communicate
to
enshi
to
say:
hey.
F
A
J
Thank
you,
cheered
dems,
and
thank
you
for
the
presentation.
I
really
do
appreciate
it,
but
I
do
have
a
couple
of
questions
and
one
is
based
on
the
data
that
you
stated
in
the
in
the
beginning,
how
you
data
insight
is
comparing
texas
chicago
with
the
rate
of
teachers
staying
there.
J
F
For
the
record,
my
name
is
nathan
trenholm.
No,
I
I
don't
know
why,
and
I
also
you
know
again
to
kind
of
go
back
to
those
were
reports
that
we
could
find
right
again.
There
is
no
national
repository
of
this
information,
and
on
top
of
that,
there's
no
qualitative
information
to
support
what
data
we
can
go
out
and
try
and
find
so
there
is
definitely
a
shortage
of
quality
data
on
the
teacher
workforce
in
this
country.
J
Thank
you
follow-up
all
right.
So
then,
with
that
that
you
presented
to
us-
and
we
don't
know
the
reason
why
you
know
texas
or
chicago,
so
we
can't
compare
those
areas
of
why
we
have
a
lack
of
retention
here
in
nevada
if
we
do,
because
what
I'm
surmising
from
your
presentation
is
that
you
know
with
all
these
other
articles
that
came
about
that.
J
Perhaps
this
is
not
true
that
we,
you
know,
are
not
having
a
a
higher
rate
of
teachers
leaving
our
state,
and
that
is
concerning
to
me
because
you
know
I'm
sure
the
data
shows
that
these
teachers
are
not
coming
back.
They've
handed
in
their
resignations.
F
For
the
record,
my
name
is
nathan
trenholm,
I'm
not
sure.
I
quite
understand
your
question.
The
the
articles
that
I
was
referencing
was
to
say,
hey
we're,
seeing
a
massive
exodus
of
teachers
in
the
clark
county
school
district.
F
F
F
The
the
articles,
that's
shaping
the
national
narrative
they're,
relying
on
a
survey
of
what
people
said
they
were
going
to
do
so.
What
was
incorrect
there
is
to
assume
that
that
survey
was
data
on
what
people
actually
did
right.
That
survey
was
not
data
on
what
people
actually
did.
That
was
data
on
what
people
were
feeling
and
thinking
right,
and
so
there
is,
I
would
say,
clearly
a
teacher
morale
issue
in
this
country
right
now,
right
and
so
some
of
the
data
that
you
just
saw.
F
I
was
I
presented
to
a
conference
about
four
weeks
ago
in
boston
for
harvard
where
there
was
education,
researchers
and
leaders
from
all
over
the
country.
I
shared
some
of
the
data
that
was
in
here
as
well
as
other
national
data
that
we
saw
and
when
I
shared
what
was
happening
in
clark,
there
was
an
audible
gasp
in
the
room
right,
and
so
there
were
people
from
all
across
the
country
and
the
consensus
of
that
room.
Again,
I
don't
have
data
to
back
this
up.
I
can
just
tell
you
the
consensus
of
that
room.
F
Is
there
is
not
a
national
teacher
exodus
happening
right
now?
There
is
a
national
teacher.
Morale
problem
happening
right
now,
so
the
kind
of
purpose
there
was.
This
survey
is
shaping
a
narrative
that
that
survey
was
not
meant
to
support
right
and
there
is
no
national
data
to
contradict
what
people
said.
They
were
feeling
what
data
we
have
is
you
can
try
and
do
google
searches
and
say
who's
reporting
this
in
real
time
and
that's
what
brought
us
to
the
texas
report.
F
That's
what
brought
us
to
you
know
chicago
periodically,
reporting
to
the
media
throughout
the
year
what
their
teacher
vacancy
rate
was.
So
I
hope
I
got
to
your
question
of
kind
of
what
the
different
purposes
were
of
what
I
was
sharing.
J
I
thank
you.
I
understand
the
different
purposes
I
just
don't
want.
It
seems
like
you're,
saying
that
the
media
gave
misinformation
out
about
the
teacher
exodus
and
that's
what
my
big
concern
is
that
people
listening
to
this
may
get
the
impression
that
we
really
don't
have
a
teacher
shortage
in
nevada.
F
For
the
record,
my
name
is
nathan
trenholm.
We
have
a
teacher
shortage
in
nevada.
If
I
gave
the
impression
that
we
don't
I
didn't
intend
to
the
the
issue
is
in
fact
I'm
actually
trying
to
relay
the
opposite
right.
There
are
people
who
are
saying
this
is
a
national
problem,
there's
nothing.
We
can
do
about
this.
It's
all
the
pandemic
and
I'm
saying
no.
F
A
Thank
you.
The
vice
chair,
bilbray,
axelrod,.
Q
Thank
you.
Thank
you
very
much
for
this
presentation.
I
you
know,
I
pulled
out
your
your
first
flyer
or
whatnot
presentation
that
shows
that
we
have
a
teacher
shortage
and
it's
a
problem,
and
then
I
appreciated
you
kind
of
going
down
the
rabbit
hole
and
very
channeling
your
inner
john
oliver.
I
sort
of
felt
like
so.
Thank
you
thank
you
for
that.
My
question
is
obviously
we
want
to
know
why
we
know
it's
a
morale.
Q
Are
you
suggesting,
or
has
there
been
at
the
I
mean
I
I
watch
as
much
as
I
can,
of
the
clark
county
school
district
trustees.
I
mean.
Have
they
talked
in
about
exit
interviews?
Are
we
capturing
that
debt?
Why
I
mean
I
say
it
anecdotally?
Q
We
know
it's
morale,
but
I've
always
been
under
the
impression,
and
I
think
it's
the
correct
impression
I
I've
I
haven't
sourced
my
my
data,
but
that
most
people
will,
if
they're
appreciated,
even
if
salaries
are
lower,
if
they
feel
appreciated
in
their
job,
that
they'll
stay.
So
I
guess
you
know
we
hear
all
the
time.
It's
salaries,
it's
the
salaries,
it's
the
salaries.
Q
I
don't
know
a
single
teacher
who
does
what
they
do
for
their
salary
and
all
the
teachers.
I
know
with
the
exception
of
very
few,
are
dedicated.
Are
there
for
the
kids?
Are
there
for
the
right
reasons,
so
that
kind
of
went
all
over
the
place,
but
thank
you
and,
and
anyone
who
doubts
that
we
have
a
teacher
shortage,
it's
right
there
thanks.
F
So,
for
the
record,
my
name
is
nathan
trenholm,
so
I
I
can't
get.
I
can't
tell
you
exactly
why
right
and
so
what
I
can
tell
you
from
the
reports
that
we
pulled
from
the
board
docs
over
the
last
decade
is
in
those
reports
what
it.
What
it
lists
is
the
teacher's
name
where
they
worked,
what
their
position
was
when
they
started
when
their
end
date
is
and
their
reason
for
leaving,
and
so
in
their
reason
for
leaving.
F
You
know
there
might
be
15
to
20
options
that
they
may
be
choosing
from,
and
so
it
could
be
they're
going
to
work
in
another
district.
It
could
be
retirement,
it
could
be
they're
dissatisfied
with
the
district,
so
we
don't
have
very
granular
information
from
that
to
tease
apart,
but
I
can
tell
you
that
the
number
of
teachers
who
are
leaving
because
they're
dissatisfied
with
the
district
is
way
above
what
it
historically
has
been
like
way
way
above
and
then
there's
also
teachers
who
have
left
to
go
work
in
other
districts
has
spiked
up.
M
This
is
where
I
have
to
take
a
deep
breath
in
a
moment
because,
since
I
came
into
the
assembly
when
I
was
first
elected
in
2016,
this
has
been
an
alarm
that
I've
been
trying
to
set
off
the
entire
time
that
we
will
run
out
of
teachers.
There
will
not
be
enough
teachers
and
that
we
will
lose
them,
and
you
heard
me
today
say
there
is
no
pipeline.
M
The
only
the
only
correction
I'd
make
to
what
you
said
about
not
having
enough
qualitative
information
about
why
teachers
are
leaving
there's
about
30
40
000
people
in
the
state
that
are
happy
to
tell
you
exactly
why
or
why
they're
thinking
about
leaving,
and
I-
and
I
think
you
know
that
and
appreciate
that
another
alarm
I've
been
trying
to
ring
since
I
came
into
the
assembly,
is
about
class
size
and
even
the
very
first
page
of
this
pamphlet
with
the
class
size
recommendations
came
from
a
bill.
M
I
wrote
my
first
year
because
when-
and
I
think
you
know-
but
I'm
also
a
clark
county,
school
teacher
and
so
coming
in
and
realizing
that
one
of
the
first
issues
is,
we
didn't
even
have
recommendations
in
the
books
of
what
a
class
size
should
be.
So
that's
why,
when
there
were
classes
of
50
60
kids,
there
was
no
parameters
to
say.
Oh,
this
is
a
problem.
M
I'm
grateful
that
finally,
there's
going
to
be
some
work
around
some
of
the
other
class
size
bills
that
have
passed
in
2019
ab
304
required
school
districts
to
publish
the
actual
class
size
numbers
per
class,
which
never
happened
because,
as
you
know,
we
look
at
class
size
averages
and
it
gives
an
average.
M
M
That
bill
also
enabled
them
to
require
that
school
districts
include
a
plan
of
action
on
how
they
will
deal
with
their
class
sizes,
not
just
an
automatic
waiver
last
session
in
2021
ab266,
also
because
I
see
it
in
your
materials
as
well,
that
jobs
should
be
well
not
exactly,
but
the
law
says
that
jobs
should
really
be
posted
based
on.
What's
need
that
needed.
That
would
apply
with
those
class
size
recommendations.
M
M
Because
again,
if
you
have
the
largest
class
sizes
in
the
country,
knowing
that
you'll
put
40
50
students
in
there
is
a
problem
also
the
way
that
class
size
should
be
figured
out
not
including
all
licensed
teachers,
but
just
the
actual
classroom
teachers
as
well
as-
and
I
saw
you
referenced
it
in
here-
the
link
that
one
district
put
in
to
comply
with
ab266
that
isn't
really
robust
or
full
compliance,
because
it's
just
a
link
of
again.
M
We
need
to
know
how
many
classes
are
being
led
by
full-time
subs,
covering
vacancies
and
arls.
As
opposed
to
licensed
teachers
and
that
data-
I
just
looked
it
up,
it
hasn't
even
been
updated
since
the
beginning
of
the
year
and
we
know
that's
changed,
nor
did
it
say
which
subjects
which
classes,
which
schools?
Which
students
were
impacted.
M
This
has
been
an
ongoing
problem.
It's
not
new,
it's
it's
getting
worse,
so
I
guess
my
question
to
you
is
because
there
also
are
attempts
and
again
I'm
glad
to
hear
that
you're
working
with,
because
I,
with
infinite
camp
campus,
to
do
some
structural
things
around
that,
but
when
you're
looking
at
it,
because
we
know
it's
not
just
salary,
it's
also
working
conditions.
We
know
it's
not
recruitment.
F
For
the
record,
my
name
is
nathan
trenholm.
So
I'm
not
sure
I
quite
understand
the
question,
but
a
purpose
of
this
would
be
to
get
to
the
answers
to
the
questions.
You're
asking
right.
The
report
that
ccsd
has
put
up
that
I
think
you're
referencing
right
there
there's
a
whole
law
like
that
they're
supposed
to
report
how
many,
how
many
actual
long-term
subs
do
they
have
and
they
have
a
report
on
their
website.
That
says
whatever
the
bill
is
right,
like
abc
266,
yeah.
F
F
We
have
no
idea
right,
and
so
there
is
kind
of
the
intent
right
of
these
laws
where
we
need
information
that
can
inform
us
in,
like.
Are
the
actions
we're
taking
to
improve
the
experience
of
our
students
and
our
children
right?
Are
the
actions
we're
taking
actually
improving
those
experiences
right?
That's
what
we
care
about.
We
don't
actually
care
about
the
number
that
they
can
aggregate
and
put
465
right,
and
so
the
idea
here
is
to
get
to
the
intent
right
who
is
being
impacted
by
this?
F
How
are
they
being
impacted
by
this
right?
So
is
it
the
access
to
the
teachers?
Is
it
the
the
class
size
in
which
they're
sitting
sharing
the
teacher
and
as
we
implement
different
programs?
Are
we
seeing
the
metrics
change
the
way
we
intend
them
to
right?
So
whether
it's
you
know
something
to
try
and
recruit
teachers?
You
know
maybe
you're
doing
something
to
forgive
loans
for
teachers
like
are
we
actually
seeing
more
people
apply
if
you're
doing
something
to
increase
morale?
F
F
So
if
I
understand
kind
of
the
questions
correctly
right,
like
the
intent
of
this
project
is
exactly
to
get
to
the
point
of
like.
Are
we
providing
information
that
actually
informs
and
promotes
discussion
on?
Do
we
have
clarity
on
where
we're
trying
to
go
and
are
we
making
progress
to
get
there,
because
so
many
of
the
reports
which
you've
already
alluded
to
right,
like
average
class
size
where
okay,
we
just
took
the
number
of
licensed
people
we
employed?
We
took
the
number
of
students
we
have
enrolled,
it's
21
right
like
all
right.
F
I
I
don't
know
what
that
means
right,
you
can.
You
could
simultaneously
improve
that
metric
or
that
metric
could
get
worse
and
the
experience
of
students
could
change
could
not
go
in
the
same
direction.
So,
for
example,
right
like
you
could
have
a
grade
level
with
100
students
and
four
teachers
and
on
average
everyone
has
a
class
size
of
25..
Well,
if
it
turns
out
you're
gonna
make
a
self-contained
class
with
three
students.
F
Now
the
other
three
teachers
are
splitting
97
students
and
all
of
a
sudden
that
25
to
1
is
actually
what
kids
are
experiencing,
33-1
right
and
so
the
reality
of
the
experience
can
be
completely
different
from
some
reported
metric,
where
someone's
trying
to
be
in
compliance
by
giving
you
a
number.
What
we're
trying
to
do
with
this
is
say
what
our
kids
actually
experiencing
and
are
we
improving?
Those
experiences
is
that
helpful
follow-up.
M
Chair,
yes,
and
thank
you
for
that,
because
that's
exactly
why
those
requirements
are
in
there
to
to
get
to
the
actual
real.
You
know
the
the
the
reality
of
what's
happening
when
we
know
it's
opposite
when
parents
and
students
and
educators
are
looking
at
the
data
and
they're
going.
This
is
not
at
all
what's
occurring,
but
you're,
absolutely
right.
It's
about
quality,
because
it
also
depends
on
you
can
go
right
next
door
to
a
different
classroom
depending
on
the
makeup
of
that
classroom.
M
M
Then
you
know
the
people
that
are
trained
and
skilled
and
experienced
in
it
and
doing
it
every
day
really
have
not
just
the
insight,
but
often
the
solutions.
I
I
tell
people
regularly
when
people
were
like.
Oh,
we
don't
know
what
to
do.
We
don't
want
to
know
what
to
do.
I'm
like
you,
can
literally
walk
into
any
teacher's
lounge
in
any
school,
because
that's
all
they're
ever
talking
about
is
what
we
can
do
to
improve
things.
So
I
just
would
hope
that
you
keep
nevada
educators
that
are
currently
still
there.
E
E
As
far
as
these
exit
surveys
is
it
possible
to
do
exit
surveys
through
the
department
of
education
because
they
have
the
list
and
of
teachers
their
emails
and
that
in
which
we
can
get
accurate
information
on
why
teachers
are
leaving
in
our
state
exit
surveys
would
allude
to
maybe
is
it
discipline
issues
increased
behaviors
teachers
aren't
feeling
safe?
Was
it
the
vaccination
mandate
where
that,
through
medical,
free
freedom
out
out
the
window
for
our
licensed
staff
and
licensed
educators?
E
Also,
if
it
is
class
sizes,
is
there
any
information
on
what
florida
has
done
in
ensuring
that
there
are
lower
class
sizes
in
core
coursework
and
how
that's
increased
student
achievement?
If
it's
salaries?
Is
there
any
information
on
an
analysis
across
the
country
from
cost
of
living
to
teacher
salary
across
the
country?
Maybe
that
is
something
that
we
could
look
at
too.
F
For
the
record,
my
name
is
nathan,
trenholm,
so
to
the
exit
survey.
The
department
of
education
is
from
my
understanding.
They
have
just
completed
the
creation
of
an
exit
survey
and
I
think
that
now
they're
in
kind
of
the
planning
phases
of
how
they're
going
to
roll
it
out
and
execute
it.
Q
Thanks
jessica
taubman
for
the
record,
and
my
apologies
for
having
to
step
away.
Yes,
that
is
accurate
and
just
as
a
preview,
the
recruitment
and
retention
advisory
task
force
will
also
be
sharing
some
recommendations
and
work.
We've
been
doing
around
morale
survey
right
because
to
assembly
member
miller's
point,
there's
a
big
difference
between
once
you're
already
gone
and
how
we
could
keep
you,
while
you're
still
here,
so
we're
looking
at
both
avenues
of
work,
because
we
think
they're
both
equally
important
to
retention
and
to
improving
the
climate.
A
All
right
any
follow-ups:
no
okay!
Let's
go
up
north
anybody
up
north
wishing
to
ask
questions.
A
Okay,
not
hearing
from
you
guys,
okay,
a
lot
of
information.
We
appreciate
your
report
today,
thank
you
for
being
here
with
us.
A
A
H
For
the
record,
I
am
tammy
smith
good
morning,
chair
dennis
well
actually
good
afternoon
good
afternoon,
chair
dennis
vice
chair
bill,
roy
axelrod
and
honorable
members
of
the
interim
legislative
committee
of
education.
I
am
tammy
smithberg,
chair
of
nevada
for
the
state
teacher
recruitment
retention,
advisory
task
force
and
I'm
representative
of
the
elko
county
school
district.
The
task
force
members
are
honored
to
have
been
provided
the
opportunity
to
engage
in
this
work
and
to
share
our
findings
and
our
recommendations
with
you
today.
H
The
report
contains
the
details
and
data
on
each
recommendation
and
I
will
refer
to
it
throughout
today's
presentation.
As
you
may
know,
the
task
force
began
with
the
passage
of
ab276
during
the
2019
legislative
session.
We
are
tasked
with
addressing
the
challenges
of
attracting
and
retaining
teachers
in
the
state
of
nevada
each
given
each
even
number
year.
We
present
a
recommendation
to
you.
H
This
slide
shows
the
requirements
to
become
one
of
the
20
members
of
our
task
force.
We
have
seven
members
that
have
returned
for
another
term
and
13
new
members
as
our
appointments
for
this
year.
The
group
is
diverse
and
includes
members
with
a
wide
range
of
experience,
levels,
grade
levels
and
subjects
taught.
Each
district
is
represented
per
statute.
We
have
three
from
clark
two
from
washoe
and
one
from
each
of
the
other
counties.
H
Task
force
met
several
times
since
february
of
2021
to
review
the
data
and
research
and
begin
developing
our
recommendations.
We
knew
that
higher
education,
educators,
district
hr
personnel
and
principals
and
teachers
had
developed
work
groups
to
address
and
the
challenges
related
to
both
recruitment
and
retention
and
asked
that
they
shared
their
recommendations
with
us
for
their
consideration.
H
We
accepted
their
recommendations
and
we
worked
to
refine
them
and
combine
them
where
they
were
able
to
overlap
the
task
force.
Members
also
formally
adopted
each
recommendation
before
you
today.
It's
good
to
know
that
many
of
the
recommendations
we
had
already
developed
and
were
in
alignment
with
what
our
partner
groups
were
also
recommending
in
the
appendices
of
the
report.
You
can
review
the
recommendations
that
came
from
each
of
the
group
in
detail.
H
This
slide
provides
an
overview
of
the
report's
contents.
We
organize
the
report
to
help
the
readers
easily
navigate
this
information,
a
simple
list
of
recommendations
in
alphabetical
order
by
focus
areas
start
on
page
six.
There
are
links
within
the
document.
If
you
click
on
the
link
of
the
recommendation,
it
will
advance
you
to
the
full
details
in
the
report.
H
All
recommendations
are
numbered
and
sorted
in
alphabetical
order.
That
way
they
are
presented
should
not
be
construed
as
prioritization.
This
slide
shows
the
anatomy
of
each
recommendation.
The
task
force
would
welcome
the
opportunity
to
work
with
you
to
develop
more
detailed
costs,
goals
and
objectives
for
any
of
your
recommendations.
You
may
be
interested
in
advancing
during
the
2023
session.
H
H
The
data
focus
area
consists
four
recommendations
that
will
either
provide
workforce
data
or
ensure
readily
available
data
for
legislators,
nde
districts,
schools
and
other
educational
stakeholders
to
use
and
to
make
informed
decisions
to
positively
impact
teacher
recruitment
and
retention.
The
details
of
each
of
these
recommendations
can
be
found
on
pages
8-10
of
the
report.
H
Retention
cannot
be
effectively
addressed
without
knowing
why
the
educators
are
leaving
and
the
recommendation
is
to
provide
funding
for
nde
to
contract
with
a
third
party
to
develop,
implement
and
analyze
the
results
to
teachers
when
existing
their
with
exiting
their
school
district
in
our
state.
Regardless
of
the
reason
of
the
exit,
we
were
encouraged
to
see
a
legislative
proposal
for
a
statewide
exit
survey
through
assembly
bill
418.
During
the
last
session,
though
it
did
not
pass.
This
year's
report
includes
additional
details
and
clarification
about
this
exit
survey.
H
We
would
like
to
continue
to
be
actively
involved
in
this
process.
The
next
recommendation
is
a
study
of
educator
workload.
The
recommendation
is
to
commission
a
study
to
evaluate
educator
workload,
including
statutory
and
regulatory
requirements.
The
task
force
believes
that
employee
satisfaction
is
hindered
by
fatigue
and
excessive
workloads.
H
The
study
would
provide
clear
information
on
the
redundant
requirements
within
statutes,
regulations
and
policy
policies
to
reveal
the
true
status
of
an
educator
workload
in
all
nevada
districts
and
charter
schools
to
guide
the
necessary
changes
to
reduce
the
unnecessary
workload.
Such
changes
would
enhance
employee
satisfaction
and
promote
retention.
H
H
Easy
access
to
accurate,
up-to-date
data
will
improve
the
ability
for
nde
and
she,
the
legislators,
schools,
districts,
teacher
candidates
and
educators
to
understand
the
challenges
and
opportunities
related
to
nevada's
educational
educator
workforce
and
make
decisions.
Accordingly,
funding
will
be
used
to
support
the
ongoing
development
and
training
for
a
number
of
the
data
portals.
H
The
next
recommendation
is
about
working
conditions.
The
working
conditions
survey
was
recommended
in
2021.
The
recommendation
this
year
is
to
actually
allocate
funding
for
nde
to
contract
with
a
third
party
to
develop,
implement
and
analyze
a
statewide
working
condition
survey
to
current
employees.
H
H
Some
of
you
may
be
thinking,
but
don't
we
already
have
a
climate
survey?
Why
do
we
need
a
working
survey?
Well,
actually
the
task
force.
We
ask
these
questions
as
well,
and
we
did
a
crosswalk
between
nevada
school
climate
survey
and
those
found
in
the
north
carolina
working
condition.
Survey
we
found
actually
only
a
few
questions
about
a
teacher
working
condition
are
even
included
in
a
school
climate
survey.
At
this
time
a
climate
survey
addresses
topics
including
physical
and
emotional
safety
relationships,
cultural
and
linguistic
competence.
H
H
A
valid
and
reliable
teaching
working
conditions,
survey
implemented
every
other
year
can
actually
provide
a
complete
understanding
of
how
teacher
working
conditions
affect
student
achievement
and
teacher
retention
in
order
to
ensure
that
every
educator
has
supportive
environment
necessary
to
help
our
students
achieve.
We
need
to
know
what
are
those
working
conditions
actually
are
recommendation,
5
and
6
can
be
found
on
pages,
10
and
11
of
the
report.
H
H
H
H
This
is
distinct
from
the
current
mission
of
the
nevada
department
of
education,
districts
and
schools
and
institutions
of
higher
education,
as
it
focuses
on
those
that
are
not
already
enrolled
in
the
preparation
program
or
those
who
do
not
already
hold
a
license.
Who
would
benefit
from
a
tailored
information
and
mentorship,
as
they
consider
pathways
to
careers
in
education
when
someone's
considering
a
teaching?
H
H
The
next
recommendation
is
that
the
legislator
would
invest
through
an
increase
of
funding
to
education,
to
support
the
initiatives
programs
that
are
currently
being
funded
through
the
state
and
with
federal
esser
funds,
which
include,
but
are
not
limited
to
support
for
tuition
scholarships,
clinical
experience,
stipends
and
other
costs
related
to
education.
Preparation
which
may
include
the
cost
of
assessments
required
for
licensure.
H
The
cost
of
tuition
is
increasing
and
is
a
barrier
into
getting
high
quality.
Diverse
candidates
indicate
educator
preparation
programs.
The
proposed
solution
is
to
continue
to
support
the
state-funded
program,
such
as
teach
nevada
scholarships
and
provide
ongoing
support
for
esser
fund
initiatives
like
the
incentivizing
pathways
for
teaching
recommendation.
Number
nine
is
to
provide
funding
to
create
and
manage
a
zero
interest
loan
for
in-state
tuition
for
teacher
preparation
programs.
H
This
recommendation
actually
addresses
the
need
to
increase
the
number
of
students
enrolling
in
the
education
preparation
programs.
The
legislator
would
create
a
zero
interest
loan
program
for
students
to
attend
an
in-state
teacher
preparation
program
to
be
paid
back
by
teaching
at
a
public
school
in
nevada
for
each
year
the
teacher
stays
in
the
classroom.
A
portion
of
the
loan
is
actually
forgiven.
H
H
Another
perceived
barrier
is
actually
the
praxis
core
academic
skills
for
educators
test.
The
recommendation
is
to
address
this.
Is
the
legislator
would
not
that,
should
they
should
commission
and
fund
a
study
of
nevada's
licensure
requirements,
including
the
praxis
core
academic
skills
for
educators,
to
identify
whether
it's
a
barrier
to
locally
growing,
a
more
diverse
educator
workforce
and
to
ensure
the
competency
requirements?
H
H
H
H
The
home
is
possible
for
teachers
program
does
not
currently
receive
any
state
dollars.
They
are
fully
fee
funded,
which
limits
the
program's
ability
to
impact
educators
on
the
larger
scale.
Providing
dedicated
funds
will
allow
the
nevada
housing
division
to
not
only
increase
the
zero
interest
loan
amount
for
down
payment
assistance,
but
will
also
increase
the
number
of
teachers
they
can
actually
award
to.
H
This
loan
forgiveness
program
would
be
dedicated
to
state
grant
funds
to
reimburse
currently
employed
public
school
teachers
for
payments
made
on
student
loans.
The
task
force
recommends
setting
a
yearly
maximum
per
teacher
amount
in
conjunction
with
a
lifetime
cap
on
funds
for
each
teacher,
so
that
of
what
they
could
receive.
H
H
This
would
equalize
the
benefits
for
all
educators,
one
of
the
ways
to
potentially
address
the
intent
behind
this
recommendation
is
to
increase
the
multiplier
used
to
calculate
benefits
and
make
the
years
of
service
requirements
the
same
for
all
educators.
Currently,
there's
actually
three
different
sets
of
benefit
rules,
for
example,
for
the
members
enrolled
prior
to
2010.
The
multiplier
is
actually
2.5
for
years
prior
to
2001
after
2001,
the
multiple
multiplier
is
then
2.67
from
members
enrolled
between
2010
and
2015.
H
The
purpose
of
this
recommendation
is
to
increase
teacher
salaries
and
to
ensure
that
teacher
standard
of
living
is
maintained
or
improved.
The
data
included
with
this
recommendation
shows
the
continued
decline
in
nevada
teacher
salary
compared
to
other
states
when
adjusted
for
the
cost
of
living
and
regional
inflation.
H
H
H
The
last
focus
area
of
the
for
recommendation
is
the
strategic
use
of
funds.
This
can
be
found
on
pages
18-21
of
our
report.
One
could
argue
that
all
the
recommendations
are
about
the
strategic
use
of
funds.
However,
recommendation
number
15
is
that
the
legislative
should
invest
in
expanding
the
ability
of
cte
teaching
and
training
programs
in
nevada's
high
schools,
including
covering
dual
enrollment
tuition
for
students
and
potential
staff.
Support
at
nc
institutions
to
sustain
partnerships
related
to
the
program
about
expanding
nevada's,
grow
your
own
program.
H
This
is
crucial
to
increasing
the
number
of
students
entering
and
graduating
from
teacher
prep
programs.
If
nevada
is
going
to
have
a
diverse
educator
workforce
that
meets
the
demands
of
our
student
population,
we
need
to
actively
recruit
our
own
students
to
the
profession
by
supporting
and
increasing
access
to
teacher
training
and
career
and
technical
educational
programs,
number
16
was
actually
recommended
by
all
the
stakeholder
groups.
It's
a
complete
confirmation
of
solutions
to
recruitment
and
retention
that
needs
to
be
adequately
funded
and
flexible,
depending
on
the
needs
of
each
individual
district.
H
The
task
force
wants
to
thank
the
numerous
presenters
and
content
experts,
work,
groups,
nde
and
wested.
We
stand
ready
to
assist
in
the
implement
implementation
of
any
or
all
of
these
recommendations
and
look
forward
to
collaborating
to
positively
impact
the
recruitment
and
retention
of
teachers
in
nevada.
H
M
Thank
you
chair
and
thank
you,
chair
of
our
nevada,
state,
recruitment
and
retention
task,
force
outstanding
presentation.
Thank
you
so
much.
I
am
very
impressed
with
the
especially
this
just
really
being
the
second
cycle
of
the
task
force,
but
really
impressed
with
the
work
and
just
what
what
you
all
came
up
with
again.
That's
why
I
support
having
educators
at
the
center
of
coming
up
with
the
solutions,
because
you
are
the
experts,
excellent
work.
My
question.
M
I
have
a
couple
questions
just
wondering
because
I
wasn't
able
to
participate
in
any
of
the
meetings.
The
cycle
is
one
if
the
issue
of
licensure
fees
came
up,
so
not
just
the
testing
and
requirements
for
educators
to
obtain
their
license,
but
the
fees
because
I
started
doing
some
research
lately
and
saw
that
educator
fees
compared
to
other
professional
license
scene
fees
in
the
state
again
a
little
out
of
whack
when
it
comes
to
other
professions,
where
the
professionals
even
make
more
money
than
teachers.
M
So
I
was
wondering
if,
if
the
license
fees
ever
came
up
and
also
with
the
because
even
going
back
to
what
one
of
my
colleagues
said
earlier
about-
it's
not
always
teacher
pay,
we
know
it's
teacher
working
conditions
and
workload
and,
of
course,
teacher
working
conditions
are
students,
learning
conditions.
M
So
with
the
survey
or
work
you
plan
to
do
around
teacher
workload
and-
and
you
talk
about
redundancy,
but
will
there
be
a
specific
focus
to
because
I
know
myself
as
an
educator,
I
could
give
you
a
list
right
now
of
at
least
20
things
that
have
absolutely
nothing
to
do
to
enhance
or
improve
student,
academic
or
social
development,
but
is
required.
So
will
there
be
a
focus
and
an
emphasis
on
those
things
that
not
only
are
redundant
but
absolutely
have
no
impact
on
students,
academic
or
social
learning
or
development.
H
This
is
tammy
smith
for
the
record
working
conditions
survey.
To
answer
that
question.
The
focus
was
class
size
pd's.
H
How
how
well
our
schools
are
looking
working
conditions
surveyed.
We
were
talking
about
feelings,
opinions
perceptions,
so
I
would
hope
that
we
would
be
able
to
nail
some
of
that
down
as
well
and
then
to
answer
your
question
about
the
price
of
licensure.
Yes,
it
was
bounced
around
and
talked
about
in
several
of
our
meetings.
H
This
is
tammy
smith
again
to
clarify
we
talked
about
it.
We
all
agree
that
it's
something
that
needs
to
be
looked
at
and
we
wanted
to
start
somewhere.
H
N
L
D
You
very
much-
and
it
really
is
a
comment.
Thank
you
so
much
for
this
work
because
being
someone
who
spent
30
years
as
an
educator,
some
of
these
things
have
and
ideas
have
actually
been
around
right
for
a
long
time
and
and
they
weren't
acted
upon
for
lots
of
reasons,
sometimes
good
reasons,
sometimes
reasons
that
you
know
weren't
so
great,
but
we
we
do
know
that
it's
impacted.
D
Unless
you
had
your
masters
and
then
you
had
to
have
your
masters
to
do
another
masters
right
and
so
it
went
on
and
on
and
on,
and
there
are
many
many
jobs
that
never
require
one
more
degree
and
yet
their
pay
is
commensurate
upon
their
performance
or
upon
their.
You
know,
workload
or
whatever
it
may
be
that
they
have
there.
So
I
think
all
of
this
is
is
really
important
and
really
a
good
start,
and
so
thank
you
so
much
and
to
your
group
that
worked
on
this.
A
C
Thank
you
please
thank
you
for
thank
you
for
being
here,
wow
a
lot
of
work
and
greatly
appreciate
the
information.
A
couple
of
things.
Oh,
you
cited
the
teacher
pay
stat
nationally
and
I'm
sorry
I
don't
know
if
it
was
footnoted.
H
D
There's
two
slides
there
at
the
end
that
give
you
the
data
limitations
and
tell
you
where
that
information
comes
from
it's
from
national
studies,
on
average
teacher
salaries
from
across
the
nation
and
then
what
we
did
is
we
adjusted
those
salaries
and
ranked
them
by
cost
of
living
and
with
the
inflation
and
came
up
with
that
ranking
from
8th
to
40th.
I
believe
it
was.
C
Okay,
thank
you
and
yes,
I
see
the
I
see
the
appendix.
So
I
appreciate
that
because
I
I
didn't
pay
attention
to
that
at
first
yeah
because
I
had
looked
national
education
association
said
2021
that
average
starting
pay
was.
We
were
21st
in
the
nation
and
on
average
we
were
27th.
C
I
I
I
so
appreciate
what
teachers
do
and-
and
that
seems
low
to
me
so,
but
with
that
being
said,
I
also
did
notice
the
teacher
pay
gap
that
was
cited
in
the
national
education
association
stats
said
that
it's
like
83
cents
on
the
teacher
pay
gap
compared
to
other
college
educated
professionals.
C
C
And
so
I
I'm
going
to
bring
up
the
m
word
merit
pay
wondering
how
our
teachers
themselves
feel
about.
I
you
know
I
we
own
a
private
business
and
my
plumbers:
don't
all
make
the
same
wage
and
I'm
wondering
do
we
at
some
point.
Look
at
that
that
these
teachers,
we
do
pay
them
more
if
they
get
more
education,
but
do
we
pay
them
more
for
other
things,
do
we
compensate
them?
C
C
At
what
point
do
we
start
to
say?
Okay,
our
teachers
are
up
against
these
sorts
of
things
and
they
kind
of
almost
max
out.
I
have
a
a
relative
who
teaches
in
the
clark
county
school
district
at
an
at-risk
school,
that's
been
there
for
years
and
she
does
a
wonderful
job,
but
she
kind
of
maxes
out
at
some
point.
Do
we
visit
this
and
again
I'd
like
to
hear
what
the
teachers
think
about
the
idea
of
of
merit
pay,
because
not
all
teachers
are
the
same.
Just
as
all
plumbers
are
not
the
same.
C
H
This
is
tammy
smith
for
the
record
and
what
I've
heard
in
my
district
and
what
I've
experienced.
I
can't
speak
for
all
teachers,
but
what
I
I
have
heard
and
what
I've
experienced
is
we
see
a
lot
of
here's
five
thousand
dollars
or
ten
thousand
dollars
for
new
teachers.
Yet
you
have
these
teachers
who
sit
here
and
they
don't
get
the
five
thousand
yet
they're.
There,
year
after
year,
our
principal
just
retired,
34
years
she
had
been
at
one
school,
she
started
as
a
teacher
and
worked
all
the
way
up.
C
H
This
is
tammy
smith
for
the
record
again
just
experience
of
my
own,
but
I
think
what
it
comes
down
to
is
the
evaluation
and
the
evaluator
and
what
who
who's
going
to
get
it.
And
yes,
the
evaluation
has
been
built
by
nde
and
and
nevada
ready,
but
it
still
can
be
one-sided
or
if
maybe
you
and
your
administrator
have
a
tiff
or
maybe
you
had
a
bad
day.
It's
all
based
on
one
one
and
one,
and
I
I
think
that's
the
issue.
C
E
Thank
you
so
much
chair
dennis
a
lot
of
the
recommendations
of
the
committee
are
valid.
Being
an
educator
myself,
I
think.
Sometimes
we
fall
shy
in
training
teachers
in
what
the
actual
benefit
is
with
the
pers
system
that
we
have
one
of
the
best
retirement
systems
in
the
country
when
we
are
able
to
retire
after
35
years
or
or
30
years
or
25.
E
If
you
buy
out
five
those
that
can,
I
think
we
don't
do
the
best
with
educating
our
educators
and
especially
the
ones
coming
in
or
those
that
are
maybe
in
the
10
15
20
range
of
years
and
saying
that
hey
you
hold
on
a
little
bit
longer
and
you
get
this
and
it's
at
the
expense
of
already
29
and
three-quarters
percent
employer-paid
state
taxpayer
paid.
So
I'm
just
wondering
if
there's
been
any
talk
about
you
know
letting
and
informing
teachers
of
this
amazing
benefit.
E
H
Again,
tammy
smith,
for
the
record
and
again
I
can
only
speak
on
what
I've
experienced
at
my
district,
but
they
bring
in
per
representatives
and
they
talk
to
us.
You
actually
have
to
sign
a
paper
saying
what
day
you're
talking
to
them.
So
I
think
so.
E
Because
it's
29
and
three
quarters
percent
per
employee.
So
that
means
that
you
know,
if
I
make
say
a
hundred
thousand,
I
get
another
29
per
thousand
dollars
that
is
potentially
going
into
an
account
that
I'm
going
to
later
be
able
to
collect
in
so
that
information
is
just
so
valuable
to
teachers,
and
I
think
that
oftentimes
we
aren't
the
best
in
our
districts
and
in
our
schools
at
educating
staff
about
this
tremendous
benefit
that
we
are
able
to
benefit
from.
A
Thank
you
and
I
that's
interesting,
my
wife's,
a
teacher
and
I
I.
A
She
was
listening
to
a
zoom
thing
that
was
talking
about
the
purse
retirement
and
I
agree.
I
think
that
something
that
if
they
really
realized
that
that
benefit,
I
think
that
that's
something
that
we
have,
that
a
lot
of
states
don't
have,
but
I
think
the
unfortunate
thing
is
when
they're
brand
new
and
you're
that's
when
you're
trying
to
recruit
people,
they
don't
really
think
about
that
and
that's
the
unfortunate
thing
they
don't
think
about
the
benefit
that.
K
A
F
A
Would
give
us
something
that
other
people
don't
have?
Okay?
So
any
of
the
questions
I
I
appreciate
the
you
know,
especially
as
a
legislator.
I
appreciate
a
list
of
recommendations
from
people
that
are
doing
this
stuff
right,
because
you
know.
D
A
We
a
lot
of
times
go
to
different
meetings
and
people
talk
about
all
kinds
of
things,
but
they
don't
give
us
real
specific
things.
So
thank
you
so
much
for
this
great
work.
There's
some
there's
some
amazing
things
on
here,
and
I
know
that
we've
got
legislators
here
that
are
listening
and
also
looking
for
things
that
we
can
do
to
make
education
better.
So
thank
you
for
bringing
those
forward
if
we
don't
have
anything
else.
Thank
you.
So
much
for
that
presentation.
A
Okay,
we
are
going
to
move
now
to
agenda
item
number
10
presentation
concerning
the
roles
and
challenges
of
school
counselors,
and
we
have
keli
kielian,
who,
I
believe
is
connected
via
zoom.
If
I'm
correct.
A
B
So
I'm
gonna
share
the
powerpoint,
that's
in
front
of
you
and
let
me
know
if
you
can't
read
the
slideshow.
A
B
B
Okay,
good
afternoon,
chair
dennis
vice
chair,
bilbray,
axelrod
and
honorable
members
of
the
committee.
My
name
is
keeley
killian.
I
am
the
current
governmental
affairs
chair
for
nevada,
school
counselor
association
member
past
president,
and
I
also
work
in
the
school
counseling
department
for
washoe
county.
B
My
colleague,
friend
and
partner
crime,
kristin
barnson
from
clark
county
school
district
could
not
be
here.
So
I'm
going
to
quickly
go
through
this
presentation
and
then
I
hope
we
can
have
a
discussion
on
just
some
of
the
challenges
that
we've
been
facing
this
year.
B
So
quick
review
of
the
mental
wellness
and
how
school
counselors
impact
that
for
students
what
we've
been
working
on,
I
think
all
educators
is
relationships,
especially
during
covid
and
post.
When
kids
have
been
back
in
school.
This
has
been
extremely
important
because
they've
had
so
many
challenges,
there's
a
really
kind
of
famous
quote
from
bruce
perry.
Who
is
a
leading
trauma?
Expert
that
says
the
best
intervention
for
trauma
is
anything
that
increases
the
strength
and
number
of
relationships
in
a
child's
life.
So
our
school
counselors
have
been
working
really
hard
on
this.
B
School
counselors
are
part
of
a
larger
group,
so
we
are
school-based
mental
health
professionals.
We
work
with
school,
counselors,
school
psychologists
and
safe
school
professionals,
and
we
all
have
roles
and
responsibilities
related
to
supporting
students.
I
do
want
to
point
out
and
thank
senator
john
darrell
loop.
B
So
just
a
couple
of
bullet
points
to
review
what
we
do
as
school,
counselors
related
to
mental
health
and
we
prom
we
work
in
three
domains
and
so
just
as
a
reminder,
we
promote
academic
career,
social,
emotional,
success
for
all
students
and
we
deliver
instruction
that
promotes
positive
and
healthy
behaviors.
So
things
like
prevention,
lessons,
coping
strategies,
conflict
resolution
we
provide
appraisal
and
advisement
so
helping
to
address
our
academic
career
social
emotional
needs
things
like
goal
setting.
B
We
do
focus
on
mental
health
and
situational
concerns,
so
this
is
that
list
is
long,
but
things
like
grief
and
difficult
transitions
to
help
support
students
just
a
little
bit
of
information
on
you
know
what
what
does
it
take
to
become
a
school
counselor,
so
we
have
a
minimum
of
a
master's
degree
in
school
counseling,
for
example.
The
current
program
at
the
universities
is,
you
need
three
years
to
get
through
the
master's
program,
and
that
is
full-time,
like
no
breaks.
B
So
it's
it's
quite
robust.
We
also
have
specialty
training
in
education
and
mental
health.
We
do
work
in
a
multi-tiered
system
of
support
to
meet
academic
career,
social,
emotional
and
mental
health
needs
of
all
students,
and
then
we
implement
comprehensive
counseling
programs
to
meet
the
needs
of
all
students,
and
this
is
unique
to
school.
Counselors.
So
part
of
our
training
and
building
comprehensive
programs
is
that
we
build
programs
for
all
students,
and
this
is
different
than
a
lot
of
other
school
mental
health
professionals.
B
This
is
an
example
of
our
multi-tiered
system
of
support
framework,
so
at
the
bottom
you
can
see
our
domains
that
we
work
under
academic
college,
career,
social,
emotional
and
within
social
emotional
is
where
we
would
also
work
for
improving
and
working
with
students
with
mental
health,
so
imagine
all
kinds
of
students
and
what
their
needs
are
and
trying
to
meet.
Those
needs
within
this
tiered
system
of
support.
So
the
first
tier
we're
trying
to
provide
some
core
foundational
instruction
prevention
programs
and
then,
as
we
use
data
and
other
information,
we
move
up
to
decide.
B
Just
a
little
bit
about
comprehensive
school
counseling
programs,
these
are
data-driven
programs
and
they're
based
on
the
american
school
counseling
association
national
model.
So
we
have
standards
that
we
use
they're
called
mindsets
and
behaviors.
We
have
a
very
robust
school
counselor
evaluation
based
on
the
framework.
The
national
model
and
some
of
the
things
that
we
try
to
accomplish
are
ensuring
equitable
access
to
rigorous
education
for
all
students.
B
B
So
some
of
the
other
things
that
we
do
related
to
mental
health
is,
we
provide
a
lot
of
referrals
to
our
community
resources
and
agencies
where
we
can't
provide
some
of
those
services.
So
we
always
help
to
do
a
warm
handoff
and
bridge
those
supports
for
our
families.
We
really
try
to
work
with
students
and
families
on
an
individual
level
to
see
what
they
need,
what
can
they
access
and
how
to
best
help
them
get
there?
B
We
also
provide
training
to
assist
teachers,
administrators
families,
community
stakeholders,
about
mental
health
concerns
and
challenges
and
provide
resources
and
information.
So
working
with
our
stakeholders,
hand
in
hand,
and
then
we
advocate
collaborate
and
coordinate
with
school
and
community
stakeholders
to
connect
the
students
and
families
to
mental
health
services.
B
B
And
then
these
are
just
some
slides
on
different
district
resources,
I'll
just
get
through
these
quickly,
and
so
we've
done
a
lot
of
work
in
different
counties.
I
did
put
up
some
national
resources
for
school
mental
health,
so
these
are
really
really
important
to
us.
We
work
with
the
american
school
counselor
association.
B
We
also
work
with
the
mental
health
technology
transfer
center.
They
have
actually
provided
training
and
supports
for
our
school
counselors
through
our
conferences
and
with
the
department
of
education,
and
then
we
also
receive
supports
from
the
national
center
for
school
mental
health,
so
that
is
kind
of
I
wanted
to
get
through
that
quickly,
because
I
know
you've
been
here
a
really
long
time
and
we
have
had
a
tremendous
amount
of
support.
I
believe
from
our
legislators,
especially.
B
B
B
So,
a
little
bit
about
some
of
the
challenges
that
we
have
faced
this
year,
counselors
have
not
been
able
to
fully
implement
comprehensive
school
counseling
programs
they've
been
a
little
bit
underwater
with
kind
of
being
in
response
mode
to
all
of
the
student
needs,
just
as
many
other
educators
have
experienced.
B
So
what
I
mean
by
that
is
they've
been
subbing
in
classrooms.
They
don't
have
enough
support
from
other
school
mental
health
professionals.
For
example,
we
have
a
counselor
who
has
730
kids
and
no
other
support,
so
that
makes
it
very
difficult
to
implement
comprehensive
programming
and
also
we
have
a
school
mental
health
grant
for
our
state.
We
are
one
of
five
states
to
receive
a
school
mental
health
grant.
B
So
we
have
a
lot
of
money
to
try
and
work
on
workforce
development,
recruitment
and
retention,
but,
for
example,
in
speaking
with
unr,
they
have
a
really
robust
school
counseling
program.
They
are
turning
away
candidates
because
they
don't
have
enough
professors
that
meet
the
requirements
for
their
accreditation.
B
So
now
we're
not
able
to
graduate
enough
students
to
help
fill
some
of
these
openings
that
we
have.
Our
ratios
are
extremely
high
and
really
just
trying
to
ensure
that
our
school
counselors
can
provide
the
services
that
they
should
be
providing,
but
we
are
still
facing
challenges
like
testing
they're
subbing
in
classrooms.
Their
lunch
duty
is
two
to
three
times
what
a
typical
teacher
might
be
and
we-
and
we
just
don't-
have
enough
people,
so
I
hope
I
hope
I
gave
you
a
little
bit
of
a
picture
in
a
concise
few
minutes
here.