►
Description
This is the second meeting of the 2021-2022 Interim. Please see the agenda for details.
For agenda and additional meeting information: https://www.leg.state.nv.us/App/Calendar/A/
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.
All videos are intended for personal use and are not intended for use in commercial ventures or political campaigns.
Closed Captioning is Auto-Generated and is not an official representation of what is being spoken.
A
So
we
are
back
from
our
lunch
break
and
we
are
going
to
go
to
item
number
seven.
A
We
have
a
brief
presentation
with
dr
damore
on
higher
education,
workforce
development
and
strengthening
innovation,
ecosystems,
and
what
we're
trying
to
do
with
the
presentation
this
afternoon
is
bring
up
some
things
that
definitely
will
be
policy
issues
that
come
up
as
we
move
forward.
So
we've
asked
a
few
folks
to
come
and
do
some
presentations
brief
presentations
that
we
can
then
maybe
ask
a
few
questions,
and
we
appreciate
your
being
with
us
today
and
so
dr
damore,
whenever
you're
ready.
B
All
right
appreciate
the
opportunity
chair
dennis
and
vice
chair,
afterward
bail,
break
bilbray,
axrod
and
the
rest
of
committee.
My
name
is
david
damore.
I
am
the
interim
executive
director
of
the
lindsay
institute
in
burkins
mountain
west
at
unlv,
I'm
also
professor
and
chair
in
the
department
of
political
science
here
just
for
the
record,
I'm
not
speaking
on
behalf
of
unlv,
I'm
speaking
on
behalf
of
the
policy
centers
that
I
oversee
here.
So
those
are
not
familiar.
B
This
little
background
about
lindsey
and
brookings,
their
donut
donor
funded
public
policy
centers
at
unlv
we've
been
around
since
the
2009-2010
academic
year
lindsay
focuses
on
economic
development,
education,
governance,
health,
nonprofits
and
social
services.
Brookings
mountain
west
is
a
unique
partnership
with
the
washington
d.c
based
brookings
institution.
B
We
look
at
bringing
in
ideas
and
expertise
to
enhance
public
policy
discussions
in
the
state
and
to
make
policy
recommendations
to
build
a
robust,
inclusive
and
sustainable
future.
So
this
includes
visiting
scholars
who
come
out
from
brookings
pre-co
but
of
course,
research,
partnerships
that
are
ongoing
and
we
also
have
a
minor
in
public
policy
for
our
students
at
unlv.
B
We've
also
had
it
play
a
large
role
in
economic
development
policy
in
nevada
through
the
state
government
and
then
more
recently
with
goed.
So
if
we
go
back
to
2011
when
nevada
redid
its
governance
of
its
approach
to
economic
development,
this
is
a
report
put
together
with
off
the
ship
by
brookings
mountain
west
brookings,
as
well
as
sri
international
here.
This
led
to
the
new
cree,
the
new
structure
and
the
regionalization
of
economic
development
policy.
B
Here
the
identity,
identification
of
the
core
target
industries
that
the
state
still
uses
also
made
recommendations
for
state
investment
and
economic
development.
Things
like
the
abatement
strategy,
the
knowledge
fund,
the
catalyst
fund,
battleborn
growth
and
also
uncovered
lots
of
deficits
in
nevada,
ahead
of
the
time
and
innovation
and
workforce
assets.
B
Prior
to
code,
we
started
working
on
with
sri
and
goed
on
what
became
the
valve's
plan
for
recovery
and
resilience.
This
provides
a
pandemic
based
swot
analysis
using
essentially
2011
benchmarkings
some
economic
forecasting
and
identify
some
priority
areas
and
policy
recommendations
here.
But
since
that
report
came
out,
a
lot
of
things
have
changed
so
we're
in
the
process
of
finalizing
a
report
that
will
be
out
later
this
month,
the
early
march
evaluation
of
what
happened
since
2011.
B
We
also
provide
some
demographic
and
economic
trend,
data
for
both
nevada
and
the
in
its
regions,
and
we
also
evaluate
regional
economic
development,
success
and
ongoing
challenges.
There
provide
a
summary
of
what
the
federal
and
state
actions
that
have
happened
since
the
onsen
the
pandemic,
and
then
we
offer
a
series
of
policy
recommendations,
both
state
and
regional.
B
What
we
define
in
our
report
is
essentially
this
idea
that
if
we
look
at
nevada's
demographics,
it's
its
economy,
there
is
no
such
thing
as
one
nevada.
It's
very
very
regionalized
here,
and
so
our
regional
definitions
are
different,
a
little
bit
from
the
sort
of
traditional
clarke,
washoe,
rest
of
state
or
rural
nevada.
We
as
you'll
notice,
we'll
put
pahrump
in
southern
nye
county
in
with
clark
county
because
of
there's
a
lot
of
economic
energy
exchanges
and
those
are
going
to
increase.
B
I
think
in
the
coming
years,
as
a
lot
of
people
get
priced
out
of
the
housing
market
in
clark
county,
they
may
be
heading
over
the
hill
to
perramp.
We
also
look
at
sort
of
the
cohesiveness
in
metro,
what
we
call
metro,
reno,
carson
city,
so
washoe
story,
carson
city.
What
else
we
have
we
have
douglas
and
lyon
together
in
there
and
then
the
rest
of
what
we
call
central
great
basin.
Now,
if
you,
economic,
assuming
the
demographic
predictions,
aren't
all
that
surprising
here.
B
So
that's
something
to
consider
there,
as
with
an
aging
population
about,
is
a
little
better
position
than
some
of
the
other
states.
But
this
is
a
concern
here.
The
other
concern
I
want
to
point
your
attention
to
is
that
this
is
a
very
large
state
with
these
distinct
regions
and
these
create
lots
of
isolation
within
nevada
and
it
limits
our
inter
intra-state
economic
and
social
exchanges.
Here
now,
the
good
news
is,
if
we
take
a
look.
B
Nevada
is
also
blessed
with
its
geography.
Right
in
the
sense
is
that
we
are
highly
connected
to
what
we
call
megapolitan
clusters,
and
this
is
the
idea
that
my
former
colleague
late
robert
e
lang,
the
initial
director
of
lindsey
and
brookings.
This
is
a
book
he
wrote
with
chris
nelson
at
university
arizona,
this
idea
of
thinking
about
large
populations,
exchanges
that
go
across
state
lines
right,
so
nevada
is
very,
very
lucky
here.
B
You
have
connections
with
the
through
mining
up
through
salt
lake
city
and
even
over
into
denver
what
we
call
the
mountain,
megapolitan
cluster.
Obviously
reno
is
very,
very
close
to
the
sierra
pacific,
megapolitan
cluster
and
then
down
in
southern
nevada,
something
we
call
the
southwest
triangle,
megapolitan
cluster.
If
you
think
about
this,
this
is
the
second
largest
concentration
of
population
in
the
country
outside
the
northeast,
so
lots
and
lots
of
exchange
potential
exchanges
here
for
economics
and
social
exchanges
and
for
those
who
live
in
southern
southern
nevada.
B
B
In
the
report
we
make
about
10
recommendations
related
to
higher
education,
workforce
development
and
what
I
call
innovation
ecosystems
here,
the
ones
on
the
right
are
what
I'm
going
to
speak
about
today,
and
the
first
of
these
is
a
little
bit
of
good
news
for
nevada,
and
this
is
the
idea
of
what's
happened
at
our
at
our
universities
here.
B
So
michael
crowe,
the
president
of
arizona
state
university,
he
created
a
sort
of
typology
of
university
models
based
upon
different
characteristics
here
and
based
upon
these
characteristics,
you
would
say
unlv
and
unr
operate
under
what
they
call
the
academic
bureaucracy
model.
This
is
the
idea
that
it's
a
state-led
organization
funding
comes
through.
Enrollment
goals
are
top
down
from
from
from
the
state
organization,
and
system
is
managed
by
non-academics
universities
that
operate
in
this
model.
Their
animating
purpose
is
organizational
preservation.
B
Compare
that
to
the
academic
enterprise
model.
Here
these
are
schools
like
asu
that
are
skilled
for
national
and
global
reach.
Obviously
they
do
get
state
funding,
but
they
also
are
very,
very
aggressive
and
much
more
entrepreneurial
in
getting
funding
from
private
businesses
from
philanthropy
from
local
governments
and
making
those
public
private
partnerships
here,
connecting
knowledge
to
society
impacting
scale
and,
of
course,
management
is
drawn
from
and
blended
with
the
faculty
as
it
being
so,
it's
being
distinct
here.
Schools
in
the
academic
enterprise
model,
their
goal
is
their
animating
purpose
is
social
transformation.
B
Now
our
universities,
unlv
and
unr
are
ready
to
make
this
jump
from
the
sort
of
state-based
model
to
the
academic
enterprise
model.
Now,
if
we
go
back
to
that
report
in
2011,
unifier
regionalized
diversified
made
a
lot
of
recommendations
about
improving
the
universities
in
nevada
and
those
investments
that
the
legislature
has
made
have
paid
off
right.
Obviously,
you
have
a
funding
formula
that
is
based
for
universities
that
has
provided
and
provides
additional
funding
for
research.
That's
been
very
beneficial
here.
You've
invested
in
state-supported
buildings
for
engineering
you
and
ours
is
completed,
unlv
is
being
planned.
B
You
have
a
new
hospitality
building
at
unlv
in
the
middle
of
part
of
the
last
decade.
Here
you've
been
funded,
the
knowledge
fund
and
that's
led
to
investments,
to
cultivate
public-private
partnerships,
so
you
have
it
unlv
the
applied
research
cooperative
and
at
unr
you
have
the
nevada
center
for
applied
research,
as
both
the
president
whitfield
and
president
sandoval
noted
in
their
presentations.
B
Both
schools
are
now
carnegie,
r1
status,
something
we
did
not
have
a
decade
ago
and,
more
importantly,
they
were
able
to
maintain
it
even
through
cobot.
Here
now,
the
what
we
see
here
is
there's
been
a
lot
of
one-offs
that
would
sort
of
be
consistent
with
this
sort
of
academic
enterprise
partnership
here,
so
the
kirker
corn
school
of
medicine,
building
the
uni.
You
know
the
medical
education
building
here
that
is
funded
with
a
little
bit
of
state
money,
but
most
of
that
money
is
coming
from
philanthropy
here.
B
If
you
follow
the
sort
of
saga
of
that,
you
know
that
that
was
not
an
easy
thing
to
get
done.
It
should
have
been
something
fairly
straightforward,
but
it
took
years
and
years
and
years
also
black
fire
innovation.
Another
example.
This
of
a
incredibly
valuable
asset
that
did
not
exist,
that's
been
funded
with
private
funding.
B
Last
last
legislative
session,
the
legislature
passed
legislation
authorizing
those
partnerships
between
unr
school
of
medicine
and
renowned
health
there.
Those
would
be
examples
of
these
types
of
partnerships
here,
but
these
are
all
sort
of
one-offs
here.
So
moving
forward
you
as
a
legislature
working
with
higher
education
leaders,
I
would
strongly
we
encourage
you
to
essentially
create
blanket
rate
language
here
to
allow
these
partnerships
to
be
sort
of
the
norm,
not
the
exception
here.
B
B
Is
that
the
other
institutions
in
nevada
have
tended
to
get
much
less
attention
and
much
less
investment
compared
to
unr
and
unlv?
I
think
you've
got
a
sense
of
that
for
some
of
the
earlier
presentations
in
terms
of
talking
about
funding
talking
about
facilities,
those
types
of
issues
here,
so
we
make
a
lot
of
recommendations
here,
because
we
see
these
institutions
as
being
vital
to
workforce
development
and
to
sort
of
find
those
mid-level
credentials
here
that
I
think
a
lot
of
the
presenters
discussed
here
here.
B
So
one
of
the
things,
I
think
that
you
need
to
consider-
and
this
is
obvious
legislation-
that's
been
before
your
body
a
number
of
times-
and
that
is
locally
based
governing
authority
for
non-universities
right
you
can
think
about.
This
is
a
real
disadvantage
for
these.
These
are
regionally
based
institutions
here
all
of
their
peer
institutions.
B
Excuse
me
we'll
have
some
form
of
regional
governance
here
or
local
governments.
Here
we
don't
have
that
in
nevada,
and
you
can
think
about
what
that
might
look
like
in
terms
of
bringing
in
those
people
who
are
making
these
partnerships
and
these
companies
here
having
them
actually
sit
on
the
board
and
help
them
direct
the
curriculum
there.
We
also
think
excuse
me
there
should
be
a
clarification
of
the
missions
of
the
two
and
four-year
colleges
here.
B
It's
amazing
all
the
things
that
they
tend
to
tend
to
do
there,
but
I
think
some
of
that
is
also
means
that
they're
not
doing
other
things
that
you,
the
legislature
and
the
economic
development
community
might
like
to
see
here.
So
one
thing
to
think
about
here
is
aligning
the
zones
to
essentially
reflect
his
economic
geography.
So
right
now,
pahrump
is
served
by
great
basin,
even
though
we
know
there's
lots
of
people
commuting
into
clark
county
from
trump.
B
It's
part
of
our
economic
sort
of
area
here,
so
that
should
be
something
to
consider
there
right.
We
think,
if
you
look
at
great
basin
college
here,
that
is
one
of
the
biggest
four-year
college
deserts
in
the
country
right
they're,
actually
closer
to
the
university
of
utah
than
they
are
to
the
university
of
nevada,
rita,
reno,
you're,
already
offering
a
lot
of
four-year
degrees
at
gbc.
B
Our
recommendation
is
to
make
that
a
full,
four-year
status
akin
to
what
you
see
in
nevada
state
here.
One
of
the
other
things
that
we
know
is
occurring
here
is
what
we
call
mission
creep
right.
So
if
we
ask
the
federal
government
how
many
community
colleges
nevada
has
the
answer
is
zero.
According
to
federal
government,
we
do
not
have
any
community
colleges,
because
all
of
our
schools
offer
a
mix
of
two
and
four-year
degrees
here.
So
when
the
federal
government
makes
comparisons
nevada's,
those
comparisons,
don't
really
work
for
nevada.
Here.
B
Some
of
this,
I
think,
stems
from
the
funding
formula
right.
One
of
the
consequences
of
the
funding
formula
is:
it
provides
more
funding
for
upper
division
and
graduate
level
education,
those
those
who
are
weighted
much
more
heavily
there,
so
that
creates
an
incentive
for
non-universities
to
essentially
act
like
universities
right.
So
we
need
to
think
about
separating
the
funding
formulas
there,
and
also
part
of
this
is
to
do
an
actual
cost
study
to
understand
what
these
costs
are.
B
One
of
the
things
you
heard,
I
think
in
some
of
those
discussions,
was
that
a
lot
of
these
vocational,
a
lot
of
these
certification
programs
are
very
expensive
to
do.
That
needs
to
be
accounted
in.
The
funding
right
right
now,
yeah.
It's
very
inconsistent
in
terms
of
that
that
those
how
the
how
those
programs
get
funded
and
that's
what
we
want
these
colleges
to
do
that.
That
needs
to
be
reflected
here.
B
The
other
thing
we
also
know
is:
we've
been
inconsistent
in
funding
and
aligning
workforce
development
in
in
nevada
here,
relying
on
a
sort
of
mix
of
federal
money,
some
state
money
there.
What
we
recommend
here
is
creating
a
workforce
development
fund
that
requires
matching
contributions
from
your
industrial
partners
that
are
aligned
with
the
regional
economic
development
priorities.
B
So
if
you
have
the
the
rdas,
the
regional
development
authorities
working
on
a
certain
trying
to
attract
certain
businesses
to
the
state
here,
if
you
have
those
workforce
pipelines
ready,
that
makes
us
a
much
much
more
attractive
place
to
be
than
saying.
Oh,
we
might
be
able
to
develop
that
or
you
can
import
your
labor
from
arizona
or
california
wherever
it
may
be
here.
B
Another
thing
to
consider
here
is
the
legislature
to
degree
that
goeth
does
have
workforce
development
monies
is
allowing
goed
to
carry
those
over
unspent
workforce
dollars,
so
we
don't
have
to
reinvent
the
wheel
every
two
years
when
the
legislature
meets
here
now,
sort
of
just
to
sum
up
here
right.
Obviously,
since
2011
unlv
and
unr
have
made
advanced
as
research
institutions,
but
they
still
do
lag
well
behind
neighboring
universities,
I
think
moving
them
to
the
academic
enterprise
model
will
allow
them
to
sort
of
catch
up.
B
If
you
will
here
right,
the
two
and
four-year
colleges
have
not
been
prioritized
because
they're
operating
essentially
in
a
university-based
system
right.
We
also
know
that,
because
we
have
two-year
four-year
hybrid
institutions,
workforce
development
is
less
robust.
It's
less
integrated
with
regional
economic
development
policy
than
what
we're
going
to
see
in
our
neighboring
states,
particularly
if
you
look
at,
for
example,
arizona
to
a
lesser
extent,
california
and
utah,
and
I
think
this
sort
of
highlights
the
point
that
I
think
a
number
of
the
other
speakers
made
as
well.
B
Not
everyone
needs
a
four-year
degree,
but
the
jobs
of
the
future
are
going
to
require
training
and
they're
going
to
confirm
some
level
of
certain
certification
here.
If
we
can
have
nimble
and
regionally
based
work,
development
and
support
institutions
that
is
going
to
allow
nevada
to
compete
and
thrive
as
oppo
be
able
to
capture
more
of
the
higher
level
jobs
and
the
economic
exchanges
we
have
with
california
and
arizona
and
utah
so
I'll,
be
happy
to
leave
it
there
and
address
any
questions
that
the
committee
may
have.
And
thank
you
for
your
time.
A
Great
information,
thank
you.
Any
questions
at
senator
don
darrell.
C
Thank
you
so
much.
This
was
really
great
information.
How
are
we
alerting
if
you
will
or
letting
our
youth
know
that
jobs
of
the
future
will
need
a
degree
or
some
type
of
extra?
C
I
mean,
I
know
that
we
say
the
college
and
career
ready.
We
talk
to
them
all
the
time
about
this
in
school,
but
is
there
something
coming
from
another
voice
that
is
is
telling
them
that
they're
going
to
need
some
additional
training.
That's.
B
A
good
question-
and
this
is,
I
think,
a
little
bit
of
a
challenge
right
because
there's
a
chick
in
the
egg
here
right.
Do
we
keep
sort
of
funding
what
we've
been
doing
or
are
we
thinking
ahead?
What
are
these
jobs
going
to
be
and
thinking
about
sort
of
all
the
infrastructure
money?
That's
going
to
come
here?
Do
we
have
that
pipeline
there?
Thinking
about
climate
change
in
the
in
those
sort
of
issues
right?
Are
we
developing
those
pipelines?
Now?
B
They
can
go
to
these
other
places,
but
if
they
come
out
of
that,
they're
going
to
want
to
know
that
hey
there's
going
to
be
a
job
waiting
and
that's
where
I
think,
if
you
have
regional
based
governance
of
your
community
colleges
here
with
folks
from
the
from
the
industries
that
you're
trying
to
sort
of
lure
here
and
promote
workforce
development.
That
helps
a
whole
heck
of
a
lot.
C
C
I
can
learn
that
on
the
job
and-
and
that
may
be
true
with
some
positions,
but
then
there
will
be
other
things
that
will
require
additional
education.
B
Yeah-
and
I
think
you
know
in
southern
nevada
right-
you
have
the
building
trades,
which
have
been
very,
very
successful
in
doing
that.
The
culinary
union-
but
I
think,
there's
also
real
concern
that
some
of
those
jobs
aren't
coming
back,
particularly
hospitality,
where
you
might
have
been
able
to
move
in
to
a
job
and
get
that
on
the
on
the
ground,
training
and
move
up
to
those
organizations
through
automation
and
just
through
some
of
the
sort
of
reassessment
post
pandemic.
B
D
Thank
you
cheer
dennis.
Thank
you
for
the
presentation
matt.
I
will
echo
what
the
senator
said.
This
was
a
really
informative
conversation
that
you've
given
us
to
consider
just
to
ask
a
question
on
the
reach
out
with
students
in
our
high
schools.
D
Are
you
working
with
ccsd
to
you
know,
get
them
to
realize
that
perhaps
they
can
teach
our
our
students
to
you
know
have
those
dual
degrees.
You
know
where
they
can
just
like
some
of
the
kids
that
are
at
csn
high
school.
They
when
they
graduate
they
are
graduating
with
an
associate's
degree
and
their
diploma
has
that
been
considered.
B
I
mean
you
do
have
those
partnerships
out
there
right.
I
think
the
magnet
schools
are
the
best
example
of
that.
But
you
know
to
the
degree
that
we
that's
the
direction
the
state
wants
to
go.
That's.
We
should
definitely
need
more
of
that
right
and
thinking
about
what
those
jobs
are
going
to
be
a
water
tech
job,
for
example,
cyber
security
jobs,
those
type
of
jobs
yeah.
If
you
can
begin
that
at
high
school,
it
gets
them
that
much
farther
along
along
there.
So
I'm
thinking
yeah,
that's
a
that's!
A
I
don't
see
any
thank
you
so
much.
I
always
appreciate
having
this
discussion,
especially
when
we
talk
about
that,
like
the
megatropolis
or
whatever
you
know.
B
A
Yeah
megapolitan
yeah,
the
you
know.
We
don't
really
think
about
that,
but
that
you
know
people,
don't
they
don't
look
at
state
lines
and
you
stop
when
you
get
to
the
state
line
right
so
so
these
are
all
good
things
that
that
help.
B
No,
I
think,
you're
and
you've
seen
you
know
a
lot
of
the
firms
that
you're
attracting
to
trick
up
in
they're
coming
from
california
right
for
regulatory
reasons.
Right
we
know
you
know
we
have
a
huge
population
game,
some
southerners
from
southern
california
right
even
from
from
from
arizona
as
well,
and
we
need
to
sort
of
think
about.
How
can
we
maximize
those
as
opposed
to
just
sort
of
thinking?
This
is
one
state,
no
we're
one
state,
that's
part
of
a
much
much
bigger
economic
zone.
A
Right,
I
appreciate
that.
Thank
you
so
much.
Thank
you
be
helpful
as
we
move
forward.
Thank
you.
Okay.
Let's
go
on
to
our
next
presentation
item
number
eight
presentation
concerning
k-12
hispanic
students
in
southern
nevada
and
key
k-12
policy
issues
related
to
a
people-based
economic
development
strategy,
and
we
have
magdalera
martinez
dr
martinez
here
with
us.
So
dr
martinez,
please.
E
Looks
like
you're
sharing
your
desktop
instead
of
the
powerpoint
application.
If
you
click
on
the
share
screen
button
at
the.
F
My
name
is
magwerena
martinez,
I'm
an
assistant
professor
at
unlv,
in
the
college
of
urban
affairs,
as
well
as
the
director
of
education
programs
at
the
lindsay
institute
and,
as
my
colleague
mentioned
today,
I'll
be
talking
about
educate,
12
education
policy
issues
and
dr
damore
set
the
stage
for
the
larger
conversation
related
to
economic
development
and
the
role
of
the
lindsay
institute
in
helping
to
expand
and
amplify
the
conversation
around
workforce
needs
and
economic
development
and
the
role
of
regionalism
and
I'll
be
taking
a
little
bit
of
a
deeper
dive
on
k-12.
Specifically,
so.
F
Now,
with
regards
to
education
and
covet
we're
all
very
familiar
with
the
implications
in
our
k-12
system
and
specifically
high
school,
graduation
rates
have
dipped
in
at
least
20
states,
including
in
nevada,
excellencial.
Education
reported
that
latino
and
blacks
college
students
have
lower
retention
rates
in
their
asian
and
white
peers.
F
This
is
especially
the
case
at
community
colleges,
and
this
was
in
particular
during
the
recession.
Of
course,
the
underproduction
of
teachers
and
covet
closures
have
intensified
many
of
these
inequities
as
you've
heard
today,
and
nowhere
is
this
captured
best
than
in
the
nevada
advisory
committee
to
the
u.s
commission
on
civil
rights.
F
So
these
challenges
were
captured
in
last
year's
report
by
the
advisory
in
nevada
by
2030.
Nevada's
latinos
will
continue
to
comprise
a
significant
portion
of
the
state's
population
and
workforce.
That
said,
I'd
like
to
share
two
specific
briefs
that
can
help
close
the
gap
for
latinos
and
other
underrepresented
students.
F
This
report
by
reeves
and
smith,
the
brookings
fellow
richard
raves,
the
growing
need
pardon
me
improving
k-12
education
for
hispanic
students
in
las
vegas
and
beyond
public
k-12
education
serves
as
a
launching
pad
for
economic
mobility.
We're
all
aware
of
that
and
opportunity
and
preparing
students
for
college
are
a
good
pain
job
latino
students,
in
particular
constitute
a
significant
and
growing
portion
of
the
u.s
population,
yet
are
often
overlooked
in
education.
F
Literature
because
they
are
not
the
lowest
performing
demographic
in
this
particular
brief,
the
authors
examine
how
well
public
k-12
education
serves
latino
students
in
clark
county,
specifically,
where
nearly
half
of
the
students
are
latino.
The
offers
then
consider
factors
that
may
influence
student
performance,
including
both
in-school
factors
and
family
background
and
conclude
by
recommending
paths
to
improve
the
educational
outcomes
for
latino
students
in
clark,
county
and
beyond.
F
These
recommendations
include-
and,
of
course,
you
all
have
heard
about
many
of
these
recommendations
and
actually
what
they
look
like
on
the
ground,
with
many
of
our
institutions
taking
the
lead
and
helping
to
recruit
and
retain
diverse
teachers,
improving
food
security,
providing
additional
resources
to
close
remote
learning
gap,
providing
support
for
a
family-friendly
immigration
policy,
something
that
has
not
really
been
talked
about
much
but
is
key
to
to
students,
particularly
latino
students,
overall
outside
experiences
and
their
academic
success
and
promoting
fair
scheduling,
and
particularly
the
authors,
talk
about
the
ambiguity
and
sometimes
the
inconsistent
scheduling
of
many
of
our
hospitality
workers.
F
The
second
brief
I'd
like
to
touch
on
is
a
growing
need
for
diverse
teachers
in
the
mountain
west.
This
is
by
michael
hansen
and
his
colleague
quintero.
This
policy
briefs
the
in
this
policy
brief.
The
authors
examine
the
racial
and
economic
ethnic
diversity
of
the
public
teacher
workforce
in
five
mountains.
Mountain
west
states,
including
nevada,
drawing
on
survey
data
from
1993
to
2016.
F
F
So
this
brief
concludes
with
recommendations
to
help
mountain
west
states
and
its
districts
to
promote
greater
racial
and
ethnic
diversity,
among
teacher
workforces
relevant
to
nevada.
The
authors
find
that
nevada
contains
the
largest
percentage
disparity
in
the
mountain
west
states
where
68
of
the
student
population
is
non-white
and
22
of
the
teacher
population
is
non-white
among
the
mountain
west
states.
New
mexico
and
nevada
have
experienced
the
largest
percent
change
in
non-white
teachers
between
1999
and
2018,
with
an
increase
of
13
and
12.7
percent
respectively.
F
Among
mountain
west
states,
nevada
experienced
the
largest
percent
increase
in
students
of
color
between
1999
and
2018..
The
policy
recommendations
that
they
propose
is
make
teacher
diversity
a
priority.
A
state
level
strategic
approach
to
promoting
more
teacher
diversity
may
prove
more
effective
in
raising
awareness
of
the
issue
and
offers
a
broader
potential
to
reach
results
along
the
same
line.
F
My
colleague
dr
david
damore,
discussed
lindsey
institute
on
brookings
mountain
west
upcoming
report
on
economic
development.
As
part
of
this
report,
we
highlight
key
k-12
education
policies
that
can
align
with
a
robust
economic
development
and
workforce
strategic
plan.
Our
report
highlights
how,
since
the
great
depression,
the
state's
policy
makers
have
targeted
k-12
education
investments
while
helpful.
These
categorical
investments
did
not
meet
the
overall
student
learning
and
funding
adequacy
needs
of
nevada
schools.
Several
reports
have
documented
nevada
students
falling
short
in
math
and
english
outcomes.
F
Long
before
the
school
closures
since
2013,
however,
state
lawmakers
have
made
significant
public
education
investments,
including
full-day
kindergarten
class
size
reduction,
funding
for
english
language
learners,
funding
for
high
poverty
students
and
read
by
three
initiatives.
However,
the
pandemic
underscored
unresolved
policy
challenges
and
revealed
new
education
challenges
and
possible
opportunities.
F
Building
a
people-based
economic
development
strategy
that
puts
nevada
on
a
long-term
path
to
build
its
workforce
requires
overcoming
deficits
in
public
education
funding.
They
focus
on
latino,
educational
opportunities,
governance
and
broadband,
and
digital
inclusion,
for
instance,
in
k-12
funding
policy
makers
should
use
the
implementation
period
to
ensure
adequate
per
pupil.
Funding
levels
are
achieved
and
weights
are
appropriately
distributed
for
the
various
student
populations,
including
high
poverty,
students,
english
learners,
special
education
and
gifted
programs.
F
Moreover,
proportional
proportional
represent
regional
representation
on
the
11
member
nevada
commission
on
school
funding,
charged
with
reviewing
the
base
per
pupil
funding
and
the
weights
for
each
student.
Category
should
be
maintained
to
ensure
the
plurality
of
the
state
student
population
and
their
needs
are
appropriately
represented.
F
School
board
governance
bills
proposing
to
restructure
school
board.
Governance
have
repeatedly
been
introduced
in
the
nevada
legislature,
but
failed
to
advance
public
trust
and
support
for
the
current
structure
continues
to
decline
and
covet
19
accelerated
the
exodus
of
families
from
public
school
system.
Right-Sizing
urban
school
board
should
continue
to
be
a
priority.
F
Whether
proposals
include
a
shift
to
a
hybrid
model
or
divided
into
multiple
school
districts
with
their
own
governing
boards.
Key
stakeholders
such
as
parents,
teachers
and
municipalities
should
play
an
important
role
in
ensuring
equitable
representation
in
alignment
with
localities
goals
and
priorities.
F
Nevada's
strong
state
county
governance
model,
underutilizes
cities
and
localities
in
areas
where
locality
matters
such
as
k-12
governance,
considering
the
exclusion
of
localities
in
the
governance
of
k-12
southern
nevada's,
three
largest
municipalities
have
created
their
own
initiatives
or
departments
in
response
to
their
constituents.
Education
concerns
a
latino
education
again.
Latinos
will
continue
to
constitute
the
largest
student
group
in
the
state
for
decades
to
come,
while
latino
high
school
graduation
rates
are
improving.
F
F
National
and
local
reports
recommend
policy
makers
identify
pivotal
interventions
that
can
be
meaningfully
scaled
and
replicated
for
latinos
specific
to
this
nevada
to
specific
to
nevada.
This
means
diversifying
the
teacher
pipeline,
as
we've
previously
covered,
improving
community
relations
with
through
culturally
relevant
communication
strategies,
ensuring
funding
for
english
learners
and
high
poverty
students
and
the
creation
of
representative
decision-making
bodies.
F
Several
nevada
school
districts
have
convened
advisory
boards
to
suggest
policies
and
strategies
targeting
specific
student
groups
such
as
latinos
and
their
education
needs.
Perhaps
it
is
time
for
state
level
policymakers
to
similarly
convene
a
statewide
study
group
to
address
a
specific
education,
education
needs
and
policy
interventions
for
latino
students
and
develop
a
long-term
funding
and
implementation
strategy
in
terms
of
broadband.
F
In
conclusion,
nevada
lawmakers
have
advanced
many
significant
education
policy
bills
to
to
improve
public
education
for
all
students.
Yet
there
are.
There
are
also
many
bills
that
have
failed
to
make
the
legislative
agenda
evaluating
and
sustaining
promising
programs
should
be
a
priority
for
lawmakers
and
school
districts.
These
include
student
support
programs
such
as
the
teacher
recruitment
and
retention
and
initiatives,
including
the
nevada
state,
teacher
recruitment
and
retention
advisory
task
force.
F
F
Finally,
you
heard
a
lot
about
college
access
programs
continuing
to
evaluate
and
promote
these
types
of
programs
will
be
key
for
college
and
career
knowledge
programs,
for
instance,
summer
bridge
programs
through
public
private
partnerships.
The
latino
youth
leadership
conference
offering
one
example
early
pipeline
programs
such
as
gear
up
and
upward
bound
college
affordability,
programs,
which
you
heard
from
the
post-secondary
institution
presidents,
how
they've
made
a
difference
on
their
campuses,
including
the
silver
state
and
the
nevada,
promise
scholarship.
F
A
C
Just
a
really
quick
question,
ms
martinez,
thank
you
so
much
for
this
information.
Where
can
we
access
your
papers
that
you
have
written.
F
The
paper
I
referenced
right
now
was
the
a
paper
on
counselors
using
data.
I'm
happy
to
forward
that.
Would
you
please?
Yes
thank
you.
A
Thank
you
very
much
any
other
questions,
I'm
sure
all
this
information
that
was
shared
is
available,
at
least
the
presentations
available
with
our
with
our
meeting
packet.
Today,
that's
on
that's
online.
A
A
G
All
right
perfect,
my
name
again
is
dr
tara
raines
and
I'm
here
representing
children's
advocacy
alliance
and
I'm
joined
by
annette
dawson.
Who
is
going
to
deliver
part
of
this
presentation
with
me
a
little
bit
about
children's
advocacy
alliance.
H
Thank
you
so
much
dr
raines,
chair
dennis
and
the
interim
education
committee.
As
was
mentioned,
this
is
annette
dawson
owens,
serving
as
the
school
readiness
policy
director
and
we
are
going
to
talk
today
about
our
earliest
experiences
and
how
they
shape
our
lives,
focusing
on
the
state
of
early
learning
in
nevada,
the
effects
of
the
pandemic
barriers
and
challenges
priorities,
and
where
we
go
from
here,
early
childhood
experiences.
We
know
good
or
bad
lay
the
foundation
for
later
success.
H
Young
children
who
are
exposed
to
high
quality
early
learning
at
home
or
in
the
classroom
have
a
much
greater
chance
of
success
in
adulthood.
Human
capital
creates
economic
capital.
The
viability
of
our
economy
greatly
depends
on
the
skills
and
abilities
of
its
workforce,
and
the
development
of
nevada's
workforce
starts
at
birth
next
slide.
Please.
H
Some
of
the
facts
about
the
importance
of
preschool
according
to
several
sources
as
well
as
equity
starts
early.
Ninety
percent
of
brain
architecture
is
developed
by
age.
Five
at
children,
who
did
not
receive
a
high-quality
early
childhood
education,
are
25
more
likely
to
drop
out
of
school
40
percent
more
likely
to
become
a
teen
parent,
50
percent,
more
likely
to
be
placed
in
special
education,
60
percent,
more
likely
not
to
attend
college
and
75
70
percent,
more
likely
to
commit
crime
concerning
school
readiness
in
nevada.
We
know
at
ccsd.
H
It
has
recently
been
shown
that
our
students
have
a
47
proficiency
in
reading
and
a
31
percent
proficiency
in
math
from
the
new
targets
which
can
be
found
on
the
ccsd
board
docs
post
pandemic.
These
targets
are
now
lowered
with
third
grade
aiming
for
a
reading
proficiency
of
39.2
percent.
However,
for
african
americans,
the
aim
is
25.1
percent
proficiency.
H
H
H
State
policy
choices
can
empower
our
parents
and
support
healthy
development
of
children.
We
must
also
care
for
the
caregivers
who
are
caring
for
our
children.
Systems
of
support
require
combination
of
broad-based
economic
and
family
supports
and
interventions
variation
in
state
policy.
Choice
leads
to
a
patchwork
of
supports
for
families,
depending
on
where
they
live
at
the
children's
accuracy
alliance.
We
are
committed
to
mapping
out
these
supports
across
the
state
of
nevada,
so
we
have
an
accurate
representation
of
true
access
for
all
nevada
families.
H
Next
slide,
please
at
the
children's
advocacy
alliance,
we're
part
of
a
strong
start
advisory
committee
and
you
can
see
them
here.
It's
made
up,
but
not
limited
to
the
nevada
institute
for
children's
research
and
policy,
the
children's
cabinet
united
way
of
southern
nevada,
the
las
vegas
urban
league,
nevada,
eyc,
the
nevada
department
of
health
and
human
services.
H
Next
slide,
please,
in
nevada,
we
are
united
in
our
effort
to
support
a
significant
expansion
of
high
quality
early
learning
opportunities
for
children,
particularly
those
in
low-income
families,
in
order
to
better
achieve
the
education,
health
and
social
and
economic
outcomes
for
all.
There
is
also
a
national
initiative
and
movement
for
every
child
to
access,
not
only
a
high
quality
early
learning
experience,
but
also
continuum
in
k-12
education
slide.
Next
slide,
please
barriers
and
challenges
in
2019-2020,
all
public
pre-k
funding
in
the
state
served
about
27
percent
of
the
state's
four-year-olds.
H
If
we
think
of
a
stadium
as
only
one-third
full,
we
know
that
nevada,
ready,
pre-k
served
8.2
percent
title
one
serves
6.45
and
head
start
served.
3.66
spending
for
2019
to
2020
was
6
428,
while
best
practices
suggest
the
12
129,
which
is
five
thousand
seven
hundred
one
dollars
less
than
the
high
quality
programs.
Recently
we
addressed
the
actual
cost
of
high
quality
pre-k
and
making
those
investments
changes
over
the
years
the
state
has
made,
including
limiting
support
for
structured
classrooms.
Observations.
H
According
to
reports,
pioneer
nevada
meets
6
out
of
10
of
the
national
institute
for
early
education
research
benchmarks,
but
missed
the
following:
an
assistant
teacher
having
a
child
development
associate
or
equivalent,
requiring
all
teachers
or
classrooms
to
participate
in
coaching
or
job
embedded
training.
Expanding
child
screenings
to
include
visions,
hearing
and
health
and
having
continuous
quality
improvement
systems
rains
I'm
going
to
turn
it
over
to
you
for
the
covet
impacts.
G
And
what
you
see
here
are
the
number
of
households
with
children
from
ages
zero
to
four
who
had
child
care
arrangements
that
were
disrupted
by
the
pandemic
here
in
nevada,
and
what
we
saw
is
in
july
of
last
year
july
august.
That
number
was
at
35
percent
and
due
to
a
lot
of
targeted
interventions,
we
did
see
a
reduction
in
that
by
december.
G
G
G
We
also
saw
continued
child
care
disruptions
because
of
the
pandemic,
and
so
this
is
households
with
children
zero
to
four
and
the
reason
these.
This
was
a
positive
one
where
there
were,
there
was
an
increase
in
the
number
of
folks
who
were
able
to
access
child
care,
so
that
went
from
folks
who
were
not
impacted
from
about
65
up
to
74
at
the
beginning
of
december.
We
do
anticipate
that
when
we
get
the
next
round
of
that
data,
it
won't
be
as
optimistic
because
there
were
disruptions
again.
G
In
january,
the
number
of
parents
who
took
unpaid
leave
in
households
with
children,
ages,
5
to
11
increased
from
july
to
october.
We
did
not
have
enough
data
collected
in
the
state
of
nevada
to
report
on
the
december
numbers,
for
this
particular
data
point
same
thing
here:
the
number
of
adults.
From
july
to
september,
we
saw
an
increase
in
the
number
of
adults
who
had
to
take
unpaid
leave
or
sick
leave
to
care
for
their
children's
ages.
G
Five
to
eleven,
we
did
see
a
decrease
in
the
number
of
adults
who
reported
that
they
did
not
look
for
a
job
because
they
they
did
not
have
anyone
to
care
for
their
children.
G
G
So
our
cover
data
here
in
the
veda
in
the
cove
data
in
nevada,
in
regards
to
how
child
care
was
impacted,
is
mixed.
We,
it
kind
of
followed
the
the
peak.
So
when
we
had
higher
coveted
cases,
we
saw
more
disruption
in
child
care
and
when
we
had
lower
coverage
cases,
we
saw
less
disruption
in
child
care.
We
do
know
that
covet
is
continuing
to
impact
our
child
care
centers.
I
know.
Personally,
my
child
care
center
was
closed
all,
but
about
seven
days
in
january,
due
to
the
omicron
spike.
G
Many
centers
that
we
work
with
through
caa
are
still
reporting
a
struggle
to
staff,
a
struggle
to
staff
with
coverage
and
then
closures
due
to
the
impact
of
the
covered
restrictions
around
illnesses.
Children
not
being
allowed
on
campus
if
they
have
cold
symptoms
and
staff,
also
not
being
allowed
on
campus
if
they
had
cold
symptoms,
annette.
H
Thank
you,
dr
raines,
beautiful
children
of
yours
in
our
presentation,
beautiful,
to
see
okay
on
slight.
The
next
slide,
we're
talking
about
the
focus
on
teaching
me
and
the
focus
on
our
caregivers.
In
discussions
with
the
division
of
welfare
and
support
services.
They
did
report
high
rates
of
turnover
and
staffings
the
provider.
Trainings
are
changing
quite
a
bit.
That
was
a
concern.
There
were
four
trainings
that
child
care
workers
have
to
complete.
H
Now
all
those
will
be
in
90
days
versus
in
the
past
when
they
were
to
do
half
of
them
in
120
days,
and
that's
due
to
some
federal
funding
that
they
received.
They
talked
about
this
putting
a
strain
on
staff
and
a
concern
that
will
impact
centers
where,
as
we
know,
conditions
can
be
difficult
and
the
compensation
is
not
always
great.
We
at
the
children's
accuracy
lines
advocate
for
increased
investments
and
finding
ways
to
elevate
the
profession.
H
The
friends
and
the
family
providers
are
on
the
increase
a
little
bit,
which
makes
it
easier
for
families
to
expect
to
access
centers.
The
children's
advocacy
lines
is
also
working
with
youth
living
in
foster
care,
with
an
interest
in
early
education
training
and
connecting
those
youth
to
those
pathways
next
slide.
Please.
H
Thank
you
again,
dealing
with
with
accessibility,
different
ways
that
we
can
access
child
care
and
improved
outcomes
for
children.
A
couple
of
statistics
for
nevada
provided
by
the
center
for
economic
development
showed
that
in
2021,
67
of
mothers
with
children
under
five
were
participating
in
the
labor
force,
which
was
actually
up
six
percent
from
2019
again
highlighting
the
continual
need
for
child
care
and
solutions,
and
in
2020
an
average
family
with
children
under
five
spend
approximately
six
percent
of
their
income
on
child
care.
H
Child
care
can
be
very
expensive
costing
more
than
college
for
families,
and
that
that
is
something
we
continue
to
find
ways
to
to
work
around
that
and
provide
incentives.
H
Next
slide,
please,
as
far
as
opportunities
the
children's
accuracy,
alliances,
our
focus
is
to
increase
per
child
spending,
to
implement
quality
policies
that
support
quality,
to
increase
access
for
four-year-olds,
to
attend
the
nevadas,
ready
state
pre-k
working
to
expand
eligibility
to
also
include
three-year-olds
and
at
the
children's
african
alliance.
We
also
advocate
for
increased
support
for
after-care
hours
and
centers
who
serve
children
with
disabilities.
H
Next
slide,
please
cease
priorities.
We
talked
about
them
here.
We
also
want
to
know
to
note
that
dr
raines
did
a
great
job
of
preparing
these
assembly
district
reports
for
each
area
so
that
we
know
where
we
stand
in
different
areas
of
children's
well-being.
We
also,
we
can't
stress
the
need
for
quality
of
care
access,
universal
pre-k
as
well
as
those
mental
health
supports.
I
was
pleased
to
hear
president
whitfield
talked
about
and
that
the
community
is
calling
for
and
in
such
need
of
post-pandemic
next
slide.
Please
that's!
That's
our
legislature.
H
You
all
appreciate
your
work.
This
has
been
an
amazing
meeting
to
see
all
the
things
going
on
with
education
and
it's
a
lot
of
information.
So
very
much.
Thank
you
for
the
work.
Ca
is
also
working
during
this
interim
to
partner
on
future
outcomes
for
the
next
legislative
session.
Next
slide,
please
in
the
past,
these
are
the
things
that
we
advocated
for
at
the
children's
alliance,
specifically
preserving
child
care
slots
and
supporting
the
qris
program.
In
addition,
some
other
issues
we
worked
on
were
school.
H
H
At
the
children's
obviously
lines,
we
are
actively
involved
in
training,
parent
ambassadors
and
you
can
go
ahead
and
change
the
next
slide.
You
probably
have
heard
some
of
them
call
in
to
some
of
your
meetings.
We
are
listening
and
sharing
stories
that
are
so
important,
so
we
know
what
the
needs
are
and
what
the
community
is
calling
for.
What's
really
happening
out
there
we
are
partnering
with
the
unlv
historian
and
unr
unr,
facilitator
training,
parent
ambassadors
across
the
state
of
nevada
virtually
to
share
their
stories
and
there's
about
20
of
them
in
the
cohort.
H
We're
also
hopeful
to
involve
them
in
our
work
in
the
future,
with
committees
and
advocacy
efforts,
they're
an
amazing
group
of
individuals
and
we're
excited
about
that.
That
is
going
on
with
advocacy
impacts
with
parents
go
ahead.
Next,
do
the
next
slide,
please,
the
impacts
of
advocacy
are
creating
access
and
equity,
ensuring
that
we
have
quality
standards,
saying
that
basic
needs
are
met,
providing
funding
and
supporting
safety
and
well-being
next
slide,
please
how
to
get
involved
in
caa
there's
a
picture
of
my
beautiful
team.
H
We
are
doing
town
halls
op-eds
listening
sessions.
We
are
cultivating
legislative
champions,
individuals
like
yourself
that
want
to
partner
in
the
work,
and
we
are
happy
to
help
with
anything
that
would
be
of
service
to
this
committee.
Appreciate
the
opportunity
to
present
here
to
you
and
our
contact
information
is
there
below.
H
All
children
deserve
to
be
born,
healthy
and
raised
in
nurturing
environments
with
limited
exposure
to
adversity,
nurturing
relationships
in
earliest
years
of
life,
lead
to
healthier
brains
and
bodies
which
influence
health
and
well-being
over
the
course
of
life.
Chronic
adversity
harms
children's
neurological,
biological
and
social
development
and
can
have
lifelong
consequences.
H
Many
children
lack
the
opportunities
to
the
healthy
start
they
deserve.
Historically,
children
of
color
may
face
more
adversity
and
may
be
less
likely
to
have
the
opportunities
that
all
children
deserve.
We
at
the
children's
advocacy
alliance
advocate
for
all
children
having
equity
and
access
to
those
things
that
they
need
to
thrive.
The
question
is
not
whether
we
can
afford
to
invest
in
every
child.
It
is
whether
we
can
afford
not
to
so
appreciate
your
time
today
and
all
your
efforts
that
you
put
in
behalf
of
nevada's
children.
A
D
Thank
you,
chair,
dennis,
not
it's
so
much
as
a
question.
I
just
wanted
to
note
that
dr
reims
and
annette
dawson
owens.
D
I
appreciate
this
presentation
and
I
appreciate
when
it
came
to
almost
the
last,
because
it's
showing
the
foundation
needed
for
us
to
build
upon
that
higher
education
to
build
upon.
You
know
going
into
our
csns
and
you
know
community
colleges
and
things
like
that.
We
need
a
foundation
and
the
foundation
begins
with
pre-k.
D
I
really
do
believe
that,
and
I
really
do
believe
that
this
presentation
opens
up
a
big
light
to
what
we
have
to
invest
in
in
our
state
here.
If
we
don't
do
it
now,
when
do
we
do
it?
You
know
when
you
know
I
heard
earlier
through
the
lindsay
doctor.
D
I
don't
want
to
call
his
name
because
then
I'll
mess
it
up
anyway,
when
he
had
stated
that
you
know
some
of
the
jobs
that
we
are
currently
you
know
have
like
in
hospitality.
Those
jobs
are
going
to
go
away.
D
So
why
not
build
upon
the
educating
of
our
three
and
four-year-olds
to
give
them
the
foundation
that
they
deserve
and
we
are
behind
because
we're
not
investing
on
our
children,
we're
investing
in
jails,
but
we're
not
investing
in
our
kids.
So
I
really
do
appreciate
all
the
work
that
the
advocacy
is
doing
and
that
you
presented
a
good
argument
today.
Thank
you
so
much.
C
I
just
have
a
comment
to
make.
I
I
too
so
appreciate
this
information
as
someone
who
taught
elementary
school
and
has
an
early
childhood
degree,
I
will
tell
you
that
we
just
can't
wait
to
educate
any
longer.
We
have
to
start
these
children
out
early
and
strong
and
give
them
the
best
base
and
foundation
that
we
can,
and
so
I
hope
that
we
can
make
some
headway
and
get
our
little
people
started
early.
C
There's
lots
of
things
to
go
to
educating
little
people,
people
I
think
sometimes
think
that
it's
just
immediately
putting
them
into
reading
or
immediately
putting
into
math
and
there's
a
lot
of
skills,
social
skills
and
listening
skills
and
learning
things
that
go
on
in
those
environments
that
aren't
necessarily
alphabet
driven.
If
I
can
use
that
as
an
example.
So
thank
you
so
much.
A
Thank
you
very
much.
Okay,
all
right!
So
thank
you
very
much,
dr
raines
and
dawson
owens
for
your
presentation
and
we
will
go
next
to
item
number
10.
presentation
on
the
use
and
function
of
education,
management
organizations
and
charter
management
organizations
in
nevada,
and
we
have
rebecca
feiden
the
executive
director
of
the
state
public
charter,
school
authority
here
and
ryan
herrick
who's.
The
general
counsel
for
spcsa.
I
I
I
The
sponsor
holds
the
charter
school
accountable
for
meeting
academic,
organizational
and
financial
performance
expectations
to
be
clear
charter
schools
are
prohibited
from
by
statute
from
operating
for-profit
and
they
may
but
are
not
required
to
incorporate
as
non-profits.
I
Now
since
the
state
public
charter
school
authority
is
not
a
school
district,
we
don't
provide
any
centralized
services
that
a
school
district
would
typically
provide
such
as
human
resources,
payroll,
special
education
or
legal
services.
So,
as
a
result,
charter
schools
have
to
find
have
to
either
provide
those
services
themselves
or
procure
those
services
and
oftentimes
charter.
Schools
use
the
services
of
outside
entities
or
vendors
to
help
meet
some
of
those
needs.
I
For
example,
a
school
district
may
contract
with
an
accounting
and
payroll
company
for
services,
rather
than
handle
those
functions
internally
and
sometimes
schools
contract
each
of
these
services
out
separately.
So
maybe
they
have
an
accountant
and
then
they
have
another
contract
for
it
services
and
then
a
separate
contract
for
a
law
firm
with
a
law
firm
for
legal
services.
I
So
here's
a
high
level
overview
of
the
basics
in
terms
of
what
an
emo
or
cmo
is
in
both
cases.
These
are
organizations
that
are
providing
bundled
services
to
a
charter,
school
and
I'll
talk
about
the
types
of
services
here
in
just
a
couple
minutes,
because
they
can
vary
greatly
from
one
emo
or
cmo
to
another.
But
again,
in
both
cases,
these
are
organizations
that
provide
a
package
of
services.
I
I
I
As
I
mentioned
earlier,
emos
and
cmos
provide
a
very
wide
range
of
services,
so
it
is
hard
to
find
two
that
are
exactly
the
same.
This
slide
provides
a
list
of
the
types
of
surfaces
we
often
see
provided
by
emos
and
cmos
to
be
clear,
most
of
the
emos
and
cmos
we
see
provide
a
sampling
of
these
services
and
not
every
one
that's
listed
here.
I
I
I
I
I
These
contracts
may
not
include
any
automatic
renewal
terms,
so
they
do
need
to
give
that
governing
body
an
opportunity
to
evaluate
and
make
a
decision
as
to
whether
or
not
to
continue
to
to
get
the
services
from
that
organization,
and
then
they
also
cannot
conflict
with
the
terms
of
the
charter
contract
between
the
sponsor
and
the
school.
So
again,
there
are
a
number
of
restrictions
on
emo
and
cmo
contracts
that
ultimately
helped
maintain
the
authority
of
the
school's
board
to
run
that
school.
I
Now,
moving
into
cmos
and
emos
in
nevada,
this
slide
includes
the
cmos
currently
operating
in
nevada.
There
are
four
charter
schools
that
we
currently
have
that
contract
with
a
cmo
and
that's
out
of
our
38
charter
contract,
so
that
represents
approximately
11
of
our
charter
schools,
contract
with
acma.
I
This
next
slide
includes
emo's
con
emos,
that
contract
with
schools
in
nevada,
and
we
have
14
charters
that
contract
with
an
emo
which
represents
37
of
our
children.
I
J
Thank
you,
chair
dennis,
yes,
my
question
is
about
so
the
charter
schools
that
are
contracted
with
the
emos
and
cmos
and
again,
I
believe
most
most
people
recognize
that
there
is
a
necessity
for
the
services
that
they
provide.
However,
then
the
concern
comes
from
that
that
distinction
between
non-profit
and
for-profit
management
companies,
so
with
the
emos,
the
for-profit
management
companies,
which
seems
to
be
the
majority
of
the
services
that
are
being
contracted
with
here
in
nevada.
J
When
you
say,
can
you
one
further
define
for
profit
and
if
the
intent
of
these
for-profit
companies
is
to
make
profit
off
of
our
schools
and
these
contracts,
and
if
so,
then-
and
again
I
realize
you
may
not
be
able
to
answer
this
right
now,
but
how
much
profit
are
they
making
off
of
our
charter
schools
here
in
nevada,.
I
Thank
you,
assemblywoman
miller,
for
the
question.
So,
first
and
foremost,
I
want
to
say
that
the
majority
of
organizations
that
our
schools
would
contract
with
right,
whether
it's
an
I.t
company,
a
law,
firm,
an
accounting
firm.
Most
of
those
entities,
are
typically
for-profits
in
kind
of
the
business
world
right,
and
so
I
want
to
just
briefly
kind
of
say
that
there
are
a
large
number
of
for-profits
even
most
of
our
curriculum
providers.
Mcgraw-Hill
pearson
right.
I
Those
are
big,
for-profit
companies
and
so
in
terms
of
emos,
then
I
think
your
question
is
kind
of
what's
their
purpose.
I
What
are
they
set
up
to
do,
and
I
think
the
answer
is
probably
different
for
some
than
others
in
most
cases,
so
the
largest
emo
that
our
schools
contract
with
here
in
nevada,
academic
and
nevada,
really
what
they
do
is
support
schools
in
nevada,
and
so
I
think
that
you
know,
if
you
were
to
ask
them,
I
would
expect
they
would
say
that's
their
primary
purpose,
but
there
are
some
organizations
that
are
broader.
I
For
example,
you
saw
that
one
of
the
schools
that
we
have
here
contracts
with
pearson
online
blended
learning
pearson-
is
a
giant
company.
It's
probably
a
branch
of
the
pearson
entity,
and
so
they
have
a
broader
goal
and
purpose
in
the
way
that
they're
structured.
So
it's
a
little
hard
and
I
I
think
you
anticipated,
I
might
have
a
hard
time
answering
it's
a
little
hard
to
say
kind
of
how
one
versus
the
other
operates.
I
But
I
will
note
that
we
do
receive
revenue
and
expenditure
reports
from
each
of
our
emos
that
help
us
to
understand
how
much
funding
is
going
to
those
emos
and
then
what
the
types
of
services
that
they
are
providing
are
through
that,
as
well
as
the
charter,
the
emo
and
cmo
contracts
that
our
schools
are
required
to
provide
us
with
as
well.
J
Thank
you
chair
director
fight-in,
so
maybe
I
should
let
me
let
me
try
to
tighten
this
question
up
again,
because
I
I
do
recognize.
As
you
say,
you
know
pretty
much
everything
a
school
does
to
operate
is
working
with
a
for-profit
company,
but
when
I'm,
but
when
I'm
looking
at
the
actual
emo
and
so
again,
we
know
that
we're
all
schools
are
operating
are
partnering
with
someone
to
provide
the
lights
and
the
computers
and
the
curriculum
and
all
that
kind
of
stuff.
J
Then
it
comes
to-
and
I
know
that
we
worked
on
a
bill
last
session
to
make
sure
that
we
put
some
limits
on
the
amount
of
the
public
funding
the
taxpayer
dollars.
That
could
go
to
these
emos
and
cm
cmos.
But
I
guess
my
question
again
further,
specifically
for
these
for
profit
ones.
When
you're
talking
about
revenue
margins,
how
much
money
are
they
getting
from
our
schools?
I
Thanks
for
the
question
assemblywoman
miller,
again
rebecca
fiden
for
the
record,
so
if
you're
asking
kind
of
about
the
fees-
and
I
think
that's
where
you're
getting
here-
the
the
majority
so
again,
academic
in
nevada-
is
the
emo
that
the
the
largest
number
of
our
schools
contract
with
so
they,
for
example,
their
fee-
is
450
per
student
which
works
out
to
about
six
percent.
If
you
were
simply
using
the
the
dsa
or
I'm
sorry
now,
the
pcf,
and
so
that's
one
example,
and
again
that's
kind
of
the
broadest
typically.
I
The
range
for
others
is
in
the
range
of
about
10
to
15
and
again
it
varies
widely
based
on
the
services.
But
we
look
closely-
and
I
think
this
is
probably
part
of
part
of
the
answer
to
this
question
as
well.
When
we
get
an
application
for
a
school
to
partner
with
an
emo
or
cmo.
We
look
very
closely
at
that
service
agreement
in
advance
one
because
we
want
to
make
sure
that
it's
reasonable
right,
that
those
costs
are
reasonable
and
two.
I
The
last
piece,
I'll
add,
is
that
our
charter
schools
are
going
are
responsible
for,
or
I
should
say
their
boards
are
responsible
for
evaluating
the
services
provided
by
their
emos,
and
so
part
of
their
responsibility,
too,
is
to
say
here
are
the
things
you're
supposed
to
do
for
us
and
here's
how
much
money
we're
paying
you?
Are
we
getting?
What
we're
paying
for
are
the
services
being
rendered
meeting
our
needs,
and
that's
a
piece
of
our
process
as
well,
is
to
monitor
that
evaluation.
That's
conducted
by
those
governing
bodies.
J
Thank
you
for
that
director.
I'm
still
a
bit
unclear,
though
my
question
is
specifically
at
the
end
of
the
day,
are
these
companies
making
more
money
than
is
necessary
to
provide
the
service?
That's
what
we
would
consider
the
difference
between
revenue
and
profit?
So
are
they
indeed
making
a
profit
off
of
our
publicly
funded
schools.
I
So
again,
rebecca
fighting
for
the
record.
I
can't
speak
to
specific
prophets
at
exact
schools,
but
I
can
tell
you
that
when
we
look
at
a
service
agreement,
for
example,
the
revenue,
the
expenditures
for
you
know,
for
example,
the
academic
schools
they
appear
to
be
in
range.
When
you
look
at
the
variety
and
range
of
services
being
provided
for
the
amount
of
funding.
I
Again,
it's
a
little
hard
to
do,
because
if
you
go
out
and
you
hire
one
lawyer
and
you
hire
one
account
and
you
hire
this-
sometimes
they
actually
add
up
to
be
quite
quite
a
bit.
And
so
it's
a
little
hard
to
kind
of
compare
apples
to
apples.
But
that
is
part
of
our
process
is
evaluating.
Are
these
reasonable
costs
for
the
services
being
provided.
J
And
thank
you
for
that
director.
I
I
think
it's
only
fair
to
note
too
that
last
year,
well,
two
years
ago,
I
suppose,
when
we
had
these
discussions
about
the
companies
when
they
first
initiated
that,
except
for
one
extreme
case
that
had
already
been
addressed,
that
the
emos
and
cmos
were
within
national
average
ranges
here
in
nevada
and
that
it
was
more
of
a
preemptive
concern
because
of
what
we
saw
in
other
states
where
these
companies
were
taking
advantage
of.
J
So
I
don't
want
to
imply
that
it
has
actually
been
an
issue
here
in
nevada
but
again
being
proactive
to
ensure
that
it
doesn't,
but
at
the
end
of
the
day,
everyone,
especially
anyone
listening
to
this
committee
right
now.
The
number
one
concern
is
always
when
it
comes
to
our
public
taxpayer
dollars.
Where
is
it
going?
How
is
it
being
used?
J
E
Thank
you
chair
and
following
up
on
my
colleague,
some
woman,
miller's
train
of
thought
there,
and
I
totally
support
that
when
it
comes
to
the
taxpayers
dollars
we
need
to.
We
need
to
know
where
this
money
is
going
and
whether
it
be
in
buying
textbooks
and
curriculums,
and
you
know
all
the
myriad
of
purchases
that
school
districts
are
are
doing
purchases
I
I
would
agree.
E
We
need
this
kind
of
information
to
the
cmos
and
the
emos
and
the
majority
seem
to
be
I'm
not
looking
at
the
presentation
anymore,
but
I
think
it
was
the
emos
I
know
in
in
the
private
sector,
when
we
are
looking
to
get
services
done
to
to
outsource
them.
We
take
bids,
and
then
we
compare
so
is
that
how
the
process
works?
Does
that
maybe
some
of
the
schools
it
looks
like
the
majority
are
going
with
the
emos?
E
I
Rebecca
fighting
for
the
record,
thank
you,
assemblywoman
hanson,
that
is
potentially
part
of
this.
I
will
also
say
that
when
we
review
an
application
for
a
charter,
we
one
of
the
questions
we
ask
is:
why
have
you
selected
this
emo
right?
Why
does
this
board
want
a
contract
with
this
emo?
What
is
what
was
that
process
like
for
them
to
select
that
organization?
I
I
Maybe
we
had
these
services,
they
were
helpful
at
first,
but
now
we
want
to
do
it
differently
or
they
said
we
actually
aren't
getting
from
this
emo.
What
we
expected
to,
and
I
think
that
that
process
illuminates
the
importance
of
strong
governing
boards,
which
I
know
is
something
that
the
assembly
education
committee
last
session
was
very
focused
on
and
certainly
is
an
important
part
of
this
is,
if
we
have
strong
governing
boards
and
they
evaluate
those
services,
or
perhaps
they
go
out
to
bid
for
services
and
realize
that
they
could
get
a
better
deal
elsewhere.
I
E
I
Rebecca
for
the
record,
thanks
for
the
question
again,
so
the
initial
term
of
a
cmo
or
emo
contract
can
only
be
two
years
at
the
longest.
That's
a
provision,
that's
in
either
regulation
or
statute,
and
then
there
cannot
be
any
automatic
renewal.
So
the
board
does
need
to
have
the
ability
to
sever
that
partnership.
I
In
addition,
one
of
the
things
that
we
look
for
when
we're
reviewing
charter
applications
and
the
associated
proposed
management
contract
or
service
agreement,
is
we
like
to
see
that
the
board
has
a
lot
of
authority
to
say
you're,
not
doing
what
you
need
to
do,
or
this
isn't
meeting
our
needs?
And
so
we'd
like
to
you
know
separate
and
no
longer
engage
in
this
in
this
agreement.
Again,
some
of
our
cmo
and
emos
date
back
before
this
agency
existed.
A
Yes,
we're
going
to
go
to
senator,
but
just
a
real,
quick
follow-up,
though
on
how
many,
how
many
charters
do
we
have
that
actually
have
chosen
to
do
their
own
management?
Do
we
know.
I
Rebecca
fighting
for
the
record
thanks
for
the
question,
so
we
have
three
in
the
last
year
that
or
the
last
three
years
that
have
gone
from
having
an
emo
and
said
we
we
no
longer
want
to
have
an
emo
in
terms
of
our
total
number
of
charters.
We
have
38
charters
and
20
of
them
do
not
have
an
emo
or
cmo.
I
I
will
note
that
the
vast
majority
of
those
do,
however,
have
an
accounting,
firm
and
other
contractors
they
work
with,
but
again
they're,
not
bundled
so
hopefully
that
answers
your
question.
That's
true.
It
does.
A
It
does
thank
you
senator
buck.
K
Thank
you
so
much
chair
dennis
so
rebecca.
I
I
know
that
six
percent,
ranging
from
six
percent
to
15,
is
what
the
emo
or
cmo
would
be
charging
per
se.
K
I've
been
fortunate
to
live
in
both
worlds
to
be
a
principal
in
the
district
in
which
to
manage
a
budget
and
how
much
money
actually
goes
to
the
schools
in
that
system,
as
well
as
in
the
charter
system
and
being
able
to
really
craft
a
budget
around
students
and
the
monies
that
go
to
students
and
then
also
teaching
for
the
university
teaching
school
finance
class
and
actually
having
principals
on
both
sides
of
the
spectrum
lay
out
how
much
money
actually
goes
to
the
schools
that
are
providing
the
services
for
students
as
opposed
to
a
district
which
would
be
similar
to
a
charter
charter,
so
em,
emo
or
cmo.
K
A
district
is
much
like
our
district
admin
payroll
all
of
those
services
that
you
would
get
in
a
district,
and
so
when
you
actually
calculate
the
math,
it
becomes
where
it's
about
40
percent
that
actually
trickles
down
to
schools,
and
so
I
would
challenge
my
colleagues
to
actually
look
into
that.
I
just
wondered:
how
does
it
compare
to
districts?
Have
you
ever
done
the
math
on
that.
I
Rebecca
fighting
for
the
record.
Thank
you
senator
buck,
so
I
I
haven't
done
the
math,
I'm
not
an
expert
in
how
school
districts
are
structured.
I
will
say
that
I
know
in
the
reorganization
bills.
From
a
couple
years
ago
there
were
some
potential
limits
set
to
how
much
funding
could
be
kept
at
the
district
level
versus
pass
through
to
schools,
and
so
that
may
be
something
that's
worth
looking
at.
I
don't.
I
I
don't
recall
that
off
the
top
of
my
head,
but
again
I
would
say
the
same
would
be
true
for
a
school
district.
If
a
school
district
does
a
lot
of
things
centrally
right,
they
do
all
the
special
education
services
in-house.
They
do
everything
centrally.
Then
less
money
may
be
going
directly
to
school,
but
if
the
school
has
to
hire
all
their
special
education
staff,
then
you
know
more
money
would
be
going
to
school.
I
think
there's.
I
There
are
certainly
some
parallels
to
your
point
in
terms
of
the
services
an
emo
provides
versus
the
services.
The
school
district
provides
again
it's
just
a
bit
of
a
different
structure.
J
C
Thank
you
very
much,
so
I
I'm
gonna
go
back
on
a
couple
things
that
we
talked
about
and
I
was
trying
to
go
back
to
your
presentation
because
I
wanted
to
know.
C
I
think
it
was
slide
six
and
I
don't
know
where
it
is
now,
but
I
think
it
was
slide
six
that
you
had
and
you
the
last
the
last
bullet
point.
Can
you
read
that
to
me
sure,
I'm
sorry
I
had
it
up
and
I
must
have
clicked
on
it.
No
problem
rebecca.
I
Fighting
for
the
record,
I
believe,
you're
referring
to
contract
terms
yeah
and
the
last
one
had
stated
that
the
contract
may
not
conflict
with
the
terms
of
the
charter
contract
between
the
governing
body
and
the
sponsor.
I
So,
for
example,
our
contracts
have
terms
related
to
a
whole
host
of
things,
most
of
which
kind
of
outline
statutory
requirements.
But,
for
example,
we
may
say
in
our
contract
that
the
school's
maximum
enrollment
is
x
that
the
school
is
located
in
this
location
that
the
school
has
to
provide
special
education
services
to
any
students
who
walk
in
the
door.
I
Their
contract
with
the
emo
or
cmo
can't
conflict
with
our
contract,
meaning
our
contract
prevails
and
supersedes
anything
that
is
based
in
our
state
law
and
the
way
that
our
contract
is
structured
is
that.
C
Does
that
answer
your
question?
Yes,
sort
of
sort
of
I
I
guess
I
was
going
back
to
also
I
sort
of
took
some
notes.
You
also
made
a
reference
to
pearson,
who
has
one
school
here
and
I'm
not
defending
or
judging
I'm
not
doing
that.
It's
just
that.
Academica
is
a
privately
held
corporation
worth
like
what
40
million
or
something
and
and
and
pearson
is
a
whole
different
type
of
company
that
has
one
school
here.
C
So
you
know
having
a
private
company,
we
don't
it's
not
the
same
type
of
thing
and
he
it's
a
non-profit
and-
and
I
always
say-
and
I
truly
believe
this-
I
absolutely
do
not
pass
judgment
on
how
anybody
educates
their
children,
whether
it's
private,
public,
home,
school
or
charters.
C
What
I
do
do
is
as
a
community
member
as
a
taxpayer
as
a
public
official,
do
believe
very
very
strongly
that
we
have
public
accountability
when
we
have
public
dollars
being
spent.
C
So
with
that
being
said,
having,
for
example,
academica
or
having
a
charter
doesn't
beget
us
better
teachers,
for
example,
because
by
the
way,
a
lot
of
our
teachers
that
are
in
charters
came
from
the
school
like
two
blocks
over.
So
I
believe
in
the
educator
I
believe
in
the
teachers
and
the
administrators
that
have
done
the
work
and
I,
and
so
with
that
being
said.
I
just
think
it's
important
that
we
get
the
facts
on
the
on
the
line
that
this
is
a
privately
held
company.
C
That's
a
non-profit,
and
it
is
not
even
close
to
being
compared
to
a
pearson
that
has
many
many
other
things
that
they
do
over
the
years.
And,
yes,
they
all
make
money
and
yes,
they
all
make
and
they
all
have
their
different
pieces
that
they
bring
to
the
pie.
C
But
I
do
feel
like
it's
important
that,
if
we're
going
to
spend
public
money,
we
should
know
if
x,
if,
if
school
x,
with
the
washoe
county,
school
district
or
elko
county
school
district
clark
county,
I
don't
care-
gets
a
million
dollars
to
educate
kids.
We're
going
to
know
that.
I
think
we
should
also
know
and
what
they're
spending
everything
on,
because
that's
what
we're
asking
we're
saying.
Why
are
you
spending
so
much
money
on
testing?
Why
are
you
spending
so
much
money
on
this
reading
program?
C
You
know
we're
we're
all
out
there.
So
then
I
think
it's
important
that
we
say
if
academic
is
making.
You
know
a
million
dollars
on
every
school,
because
this
is
a.
This
is
a
this
is
a
big
business.
That's
doing
this
work,
so,
if
they're
going
to
spend
those
public
dollars,
this
is
not
a
private
school.
That's
spending
dollars.
This
is
a
public
school,
that's
spending
dollars.
So
I
think
I
think
that's
where
everybody's
trying
to
go
with
this.
You
know
they
aren't
required
to
have
all
certificated
teachers,
for
example.
C
We
heard
that
bill
last
section,
so
if
they're
not
going
to
have
certificated
teachers,
then
they're
really
not
matching
all
the
mandates
that
we
have.
So
I
think
those
things
are
important.
When
we
talk
about
specifics
and
we
talk
about
all
the
things
and
and
by
the
way
you
know,
schools
are
lucky
to
have
people
like
senator
buck,
who
has
gone
through
several
systems,
but
I
myself
have
educated
kids,
lots
of
ways,
and
so
I've
I've
been
out
there
and
seen
those
same
things.
C
A
Okay,
well,
thank
you
very
much.
That
was
very
helpful
information.
A
I
know
we've
had
a
lot
of
discussion
on
this
and
I
think
especially
for
the
members
as
well
as
the
public,
that's
listening
in,
so
that
they
could
understand
how
that
really
works.
You
know
we
talk
about
it,
we
hear
about
it
and
we
see
different
articles
on
it,
and
so
thank
you
very
much
all
right
that
that's
the
end
of
item
number
ten.
We
now
come
to
our
the
next
item.
Number
11,
which
is
our
last
public
comment.
A
As
a
reminder,
we
ask
that
public
comments
be
kept
to
three
minutes
per
person
so
that
everyone
interested
in
speaking,
can
be
accommodated.
A
person
may
also
submit
public
comments
in
writing
either,
in
addition
to
testifying
or
in
lieu
of
information
on
how
to
submit
comments
is
available
on
the
agenda.
E
A
Let's
give
it
just
a
minute,
because
I
know
there's
a
little
bit
of
a
delay,
so
let's
just
hold
it,
I
would
say
at
least
30
second
delay.
E
L
Hello,
my
name
is
angie
sullivan
and
I'm
that's
spelled
a-n-g-I-e-s-u-l-l-I-v-a-n.
L
L
Elections
for
trustees
are
difficult.
I
know
all
elections
are
hard,
having
participated
all
my
life
in
nevada
politics,
but
the
areas
are
extremely
large
and
the
physicians
are
actually
listed
at
the
end
of
a
very
long
ballot.
Participation
is
minuscule
compared
to
even
the
voting
population
and
not
very
representative,
along
with
that
trustees
were
allowed
to
gerrymander.
L
I
would
think
that
you
would
understand
as
folks
who
also
have
a
burdensome
elected
position
without
much
compensation.
How
difficult
that
is.
There
is
a
small
stipend,
but
that's
usually
used
for
gas.
L
L
Obviously,
trustees
must
be
supported,
otherwise
they
they
have
to
maintain
their
full
employment
and
do
the
job
part-time,
which
leads
to
probably
some
of
the
problems
that
we
have.
Diversity
is
also
an
ongoing
issue.
Issue
representation
matters
having
all
the
ethnic
groups
with
a
voice
in
the
room
is
very
important
on
most
of
our
issues
when
you
sign
up
to
be
elected
as
a
trustee,
there's
there's
not
qualifications.
L
This
is
not
to
say
that
that
voice
is
not
important
to
hear,
but
often
the
skill
level
is
not
the
it's
not
the
same
as
what
would
be
required
for
the
job.
When
I
was
recently
at
a
listening
to
a
nevada
department
of
education
meeting,
they
kept
saying
college
and
career
ready.
L
So
I
would
suggest
that
examples
of
this
should
be
shown
from
the
trustee
level
all
the
way
down
to
the
classroom
level.
The
trustee
name
is
a
legal
term
of
art.
It
suggests
the
highest
financial
obligation
when
three
billion
dollars
in
the
budget
is
given
to
folks
who
can
only
give
it
partial
attention.
L
L
L
So
I'm
looking
forward
to
this
being
discussed,
I
know
senator
dennis
said
it
would
be
a
blue
ribbon
commission
and
I'm
hoping
to
hear
more
about
that
because,
as
you
know,
sometimes
these
things
take
multiple
years.
Teachers
need
to
be
paid.
We
keep
talking
about
retention
and
recruitment
honestly
for
two
decades
now
it
seems
like
all
we
do
as
licensed.
Labor
is
fight
every
level
to
be
able
to
get
a
decent
amount
of
money,
decent
insurance
and
decent
working
conditions.
L
A
You
miss
sullivan
and
make
definitely
would
be
interested
in
in
in
those
as
we
move
forward
on
that,
if
you're
on
your
thoughts
so
make
sure
you
share
those
okay,
let's
go
to
the
next
caller.
If
we
have
any
other
callers.
E
Thank
you
chair.
There
are
no
additional
participation
participants
wishing
to
provide
public
comment
at
this
time.
A
Okay,
great,
thank
you
very
much.
That
brings
them
to
our
last
item,
which
is
adjournment
before
that.
Thank
you.
I
want
to
thank
the
members
and
all
those
who
presented
today
we
had.
I
know
it
was
like
a
kind
of
like
a
fire
hose
of
information,
but
hopefully
some
things
that
will
help
us
as
we
move
forward
in
the
different
things
that
we're
going
to
be
discussing
in
our
meetings.
A
A
If
I
know
I'd
like
to
get
together
as
a
committee
in
person
at
some
point-
and
I
know
we've
got
similar
hanson,
it's
very
difficult
for
her
to
get
down
because
with
the
flights
of
southwest
has
it's
like
it's
it's
hard
to
get
down
for
a
meeting
at
9,
30
and
or
nine,
and
we
may
adjust
the
time
a
little
bit
too,
but
anyways.
We
appreciate
your
time
today.