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A
All
right,
so,
let's
go.
Thank
you.
Thank
you.
Let's
go
to
our
next
item,
then,
which
is
item
agenda,
item
number,
nine
presentation
concerning
the
public
education,
foundation's
programs
and
copa
19
response
efforts,
and
we
have
kirsten
sear
president
here
from
the
public
education
foundation,.
C
I'm
happy
to
do
it.
I
learned
a
lot
sharon
dennis
members
of
the
committee.
My
name
is
kirsten
sear.
I
am
the
president
of
the
public
education
foundation
and
I'm
very
happy
to
be
here
with
all
of
you
today
to
talk
about
more
of
the
response
from
nonprofits
and
public-private
partnerships
to
solve
some
of
the
problems
you
heard
about
this
morning,
which
of
course,
are
considerable
in
our
school
system.
C
I
want
to
thank
communities
and
schools
and
the
children's
cabinet
for
their
previous
presentations.
I
hope,
while
some
of
what
we
heard
this
morning
was
obviously
alarming
and
of
course,
those
of
us
who
are
in
the
schools
every
day
know
the
state
of
education
right
now.
The
good
news
that
I
see
coming
out
of
this
is
that
I
see
more
collaboration
amongst
our
community
partners
than
we've
ever
seen
before,
and
I
hope
we
can
harness
that
energy
and
continue
to
solve
problems
together
in
public
schools.
C
We
are
closely
affiliated
with
the
clark
county
school
district,
although
we
do
do
some
work
statewide
and
our
vision
is
that
the
community
is
united
to
ensure
that
every
public
school
student
in
clark
county
can
succeed
again.
Some
of
the
concerns
that
we
heard
this
morning
seem
awfully
large.
We
believe
that
the
only
way
that
we
can
solve
the
problems
in
our
school
district
and
in
public
schools
around
the
state
is
by
coming
together
to
bring
about
solutions.
C
C
They
often
work
through
us
or
ask
us
for
our
advice
and
suggestions
on
how
they
can
invest
in
public
schools.
We
work
very
closely
with
the
community
engagement
department
at
ccsd
to
link
businesses
with
schools
and
to
help
meet
the
strategic
goals
of
the
clark
county,
school
district
and
just
a
side
note.
We
celebrated
30
years
last
year,
so
we
were
on
year,
31
of
surfing
public
schools.
C
That's
where
a
bunch
of
us
different
non-profits
got
together
when
school
buildings
closed.
We
said
it's
very
concerning
that
kids
are
at
home.
This
was
before
they
had
access
to
their
chromebooks,
even
and
we
were
very
concerned
that
they
were
losing
instructional
time,
and
so
we
distributed
books.
These
are
some
kiddos
who
got
some
books
and
art
supplies
from
our
teacher.
Superstore
communities
and
schools
lined
up
hygiene
packets.
C
C
C
Again
that
was
just
bringing
in
new
partners
and
problem
solving,
which
is
what
we
specialize.
In
obviously,
most
of
the
students
at
clark
county
ended
up
being
connected
through
high-speed
internet
through
cox,
but
we
worked
very
closely
with
individual
families
to
find
cellular
options
for
them.
We
had
families
in
rural
areas
that
obviously
needed
special
support,
and
so
it
just
really
was
a
wonderful
collaboration
of
organizations
coming
together
to
solve
problems.
C
This
is
a
student
named
brandon
and
he
you
can
see
he
got
a
scholarship
last
year
and
he's
planning
on
getting
his
bachelor's
and
his
masters,
and
he
wrote
to
us
that
he
was
planning
on
graduating
with
both
of
those
degrees,
and
he
said
just
saying
that
brings
tears
to
my
eyes.
I
am
the
child
of
a
single
parent
from
a
trailer
park.
I
am
not
supposed
to
be
here
with
this
gift.
I
can
now
break
a
stigma.
Make
my
mother
proud
and
change
the
name
of
my
lineage
for
the
better.
C
All,
thanks
to
this
amazing
opportunity.
Thank
you.
Our
scholarships
program
connects
donors.
It's
another
case
where
we
are
connecting
the
community
with
the
needs
of
our
students.
We
connect
donors
with
students
who
need
scholarships
and
senator
donderol.
Lupe's
family
has
a
scholarship
that
a
small
scholarship
that
runs
through
us.
We
have
everything
from
smaller
scholarships
up
to
mgm
and
pen
gaming
run
all
of
their
scholarships
for
children
of
their
dependents
of
their
employees.
We
do
scholarships
for
envy
energy.
C
So
again
we're
working
with
everyone,
from
families
to
small
businesses,
to
very
large
businesses
who
want
to
ensure
that
students
have
the
opportunity
to
go
to
college.
We're
incredibly
proud
of
the
students
that
we
serve.
Our
ultimate
goal
is
to
provide
scholarships
to
a
group
of
students
that
reflect
the
diversity
of
our
school
district.
C
53
of
our
pef
scholarship
recipients
are
the
first
in
their
family
to
attend
college.
Our
diversity
numbers
are
are
pretty
incredible.
Our
diversity
numbers
basically
mirror
those
of
the
diversity
of
unlv,
which
is
one
of
the
most
diverse
universities.
In
the
country,
as
I
said,
our
ultimate
goal
is
to
mirror
the
diversity
of
ccsd,
we're
also
very
proud
of
the
last
statistics
from
the
national
clearinghouse
that
79
of
our
scholarship
recipients
graduated
with
their
four-year
degree
compared
to
60,
which
is
the
national
average.
C
It's
interesting.
Last
year
we
had
about
eighteen
thousand
applications.
It
was
by
far
a
record
year
for
us
this
year,
we've
had
about
sixteen
thousand
five
hundred,
so
it
was
slightly
down.
I'm
sure,
you've
seen
a
lot
of
coverage
in
national
media
about
how
fewer
students
are
taking
the
option
of
going
to
a
four-year
university
or
even
a
two-year
college.
We'll
keep
watching
this.
That
18
000
last
year
was
sort
of
an
anomaly.
C
C
This
is
our
pef
teacher
superstore,
we're
very
proud
of
this
program.
The
average
teacher
spends
about
480
a
year
on
school
supplies,
as
we
think
through
some
of
these
staffing
shortages
that
our
superintendents
were
talking
about
today.
Of
course,
we
need
to
think
about
ways
that
we
can
retain
our
current
educators.
C
C
C
We
did
change
our
operations
during
online
learning
to
ensure
that
we
were
offering
the
supplies
that
teachers
said
they
needed
the
most
for
online
learning.
They
really
loved
those
dry,
little
dry,
erase
boards
and
dry
erase
markers,
because
kids
could
write
answers
to
problems
on
them
and
hold
them
up
for
the
camera.
C
We
also
have
been
working
with
a
lot
of
businesses.
Lately
to
adopt
schools
so
that
they
can
adopt
all
the
teachers
at
a
specific,
elementary
middle
or
high
school.
It's
been
again
a
wonderful
way
to
have
the
community
show
teachers
they're
supported,
especially
at
a
time
when
teachers
are
going
through
a
lot.
C
We're
really
proud
that
92
percent
of
our
public
schools
utilize,
the
teacher
superstore
artists
with
kids.
We
obviously
have
a
wonderful
art
community
here
and
we
are
you'll
hear
me
say
a
couple
times
that
we
have
programs
in
place
to
support
the
strategy,
strategic
goals
of
the
clark
county,
school
district,
we're
working
very
closely
with
them
on
their
mentoring
goals,
and
so
through
the
artists
with
kids
program.
We
are
going
to
be
connecting
community
artists
with
students
for
mentoring
so
that
they
can
see
different
paths
into
careers
that
involve
the
arts.
C
It's
been
a
wonderful
way
to
increase
confidence
of
students.
We
had
a
student,
we
continued
to
do.
Art
shows,
even
while
our
gallery
was
closed
because
of
covid.
We
had
students
actually
create
art
that
helped
them
express
their
feelings
about
covid
and
it
was
incredibly
powerful
and
we
displayed
their
artwork
online.
So
that
was
a
wonderful
thing.
C
We've
heard
a
lot
today
about
how
do
we
meaningfully
engage
with
our
families
and
how
do
we
develop
relationships,
authentic
and
trusting
relationships
with
families?
We
have
been
running
the
family
learning
program
for
several
years.
Now
we
serve
more
than
800
families
and
we
base
all
of
that
on
the
national
center
for
family
learning,
which
is
research-based
too.
It's
a
two-pronged
approach
to
solving
poverty,
multi-generational
poverty.
C
C
We
provide
them
with
wraparound
services
such
as
english
classes,
financial
literacy
classes,
help
connect
them
with
workforce
training,
and
then
we
also
help
them
navigate
the
school
system
themselves,
so
that
they
can
support
their
child's
education
and
feel
empowered
to
support
their
child's
education,
and
so
I'll
talk
a
little
bit
more
about
our
next
phase
of
family
engagement,
soon
tammy
kind
of
alluded
to
it.
But
we
are
very
proud
of
the
work
that
we
did
during
covet
as
well.
C
We
adapted
all
of
our
programming
to
help
families
understand
be
more
digitally
literate
so
that
they
could
support
their
child's
learning
at
home,
helping
with
infinite
campus
canvas.
Google
meets
all
of
the
programs
that
their
kids
were
suddenly
asking
them
to
help
with,
as
families
were
thrown
into
this
role
of
being
a
another
teacher
to
their
student.
C
So
I've
alluded
to
some
of
our
new
programs
that
we
are
creating
to
solve
some
of
the
problems
that
we
heard
about
this
morning.
Again
I'll.
Just
emphasize
that
our
role
we
see
our
role
at
pef
is
creating
community
coalitions
to
help
solve
problems
in
education,
and
so
that's
what
you'll
be
seeing
here
as
tammy
alluded
to.
We
were
very
proud
to
lead
a
coalition
of
groups
that
just
applied
for
a
pretty
major
federal
grant.
That
would
create
a
statewide
family
engagement
center
and
this
would
pull
in
all
of
our
school
districts.
C
Instead
of
a
deficit-based
perspective,
keeping
equity
in
mind,
training
families
so
that
they
can
be
empowered
to
support
their
child's
education,
creating
trusted
relationships
with
families.
All
of
these
things
that
we've
actually
heard
as
a
common
thread
today,
it
would
be
ensuring
that
all
of
our
our
family
engagement
statewide
is
more
aligned
with
those
principles
and
also
providing
more
resources
to
organizations
that
are
interested
in
kind
of
beefing
up
their
family
engagement
efforts.
C
It
was
a
five-year
grant
that
would
total
more
than
four
million
dollars
in
federal
funds,
but
what
we
were
really
also
very
proud
of
is
that
we
provided
more
than
two
million
dollars
in
matching
funds.
So
again,
we've
heard
a
lot
today
about
public-private
partnerships
and
the
importance
of
all
of
us,
coming
together,
finding
different
revenue
streams
to
solve
problems,
and
so
this
is
another
great
example
of
matching
up
public
and
private
funds
to
solve
problems
in
education.
C
I
also
want
to
acknowledge
that
the
nevada
grant
lab-
who
some
of
you
might
be
aware
of,
led
by
miles
dixon
they're
working
very
hard
to
bring
more
federal
funding
to
nevada
and
they
helped
us
with
this
grant.
It
was
incredibly
helpful.
It
was
our
first
federal
grant.
It
was
a
monster.
I
have
not
done
one
before
and
we
learned
a
lot
and
you
know
their
comment
to
us
was
even
if
you
don't
get
this
grant,
we
helped
build
the
capacity,
so
you
can
apply
for
the
next
one
which
we
intend
to
do
so.
C
We
were
very
excited
about
that.
This
picture
is
the
head
of
our
family
engagement,
dr
beverly
mathis,
with
some
parents
at
matt,
kelly
elementary
school,
where
we
have
had
a
family
learning
program
for
several
years
now.
C
I'm
sure
you
all
are
aware
that
our
systems
of
higher
ed
turn
out
about
900
teacher
candidates
a
year
but
statewide
we
hire
even
before
covid
we're
hiring
about
2
200
teachers
a
year.
So
obviously
we
are
importing
a
lot
of
our
teachers.
We
need
to
figure
out
as
a
community
how
we
better
recruit
and
retain
teachers.
We
need
to
have
the
retention
conversation
as
well.
This
particular
program,
our
teacher
pathway
program,
which
we
just
officially
announced
this
week,
is
a
partnership
with
unlv
another
community
organizations.
C
I've
been
in
education
since
2011.
I
can
tell
you
that
this
is
the
best
coalition
I've
seen
to
address
the
teacher
shortage
crisis.
I
really
appreciate
that's:
unlv
nevada
state
college
department
of
education,
ccsd
csn,
other
local
groups.
Like
the
public
education
foundation.
We
are
meeting
regularly
we're
looking
at
the
barriers
to
becoming
a
teacher
and
we
are
trying
to
figure
out
solutions
on
how
to
get
people
into
the
classroom.
C
How
likely
are
you
to
stay
if
you
don't
find
your
community
very
quickly,
especially
with
all
of
our
rising
housing
costs
and
everything?
We
believe
it's
critical,
that
we
build
a
pipeline
of
local
educators
who
understand
our
communities.
They
may
already
even
be
in
our
system,
if
they're
a
support
professional
in
our
per
system
and
they
have
their
support
system
here,
so
that
they're
more
likely
to
stay
in
our
classrooms.
C
C
First
of
all,
another
reason
why
we
want
to
focus
on
recruiting
support
professionals
is
we
know
that
roughly
about
80
percent
of
our
students
identify
as
coming
from
a
diverse
background,
but
it's
about
the
opposite
of
that
about
80
percent,
slightly
less
of
our
teachers
are
white.
We
also
know
that
it's
all
the
research
indicates
that
having
more
diverse
teachers
in
our
classroom
is
beneficial
for
all
students.
C
C
We
also
were
honestly
surprised
to
learn
that
more
than
65
percent
of
our
support
professionals
already
have
60
or
more
college
credits,
which
means
that
they're
poised
to
enter
into
an
educational
program
and
complete
their
bachelor's
degree
and
become
teachers.
You
can
see
that
23
of
them
have
up
to
60
credits
and
about
11
percent
of
them
have
their
high
school
degree.
C
C
We
also
asked
them
what
the
biggest
obstacle
was,
as
they
think
about
becoming
teachers.
Not
surprisingly,
54
percent
of
them
said
that
they
are
concerned
about
financial
aid
to
complete
their
bachelor's.
38
mentioned
that
praxis
test.
I
just
mentioned
49
mentioned
balancing
work
home
and
college
and
29
said
selecting
a
program.
So
when
looking
at
this
data,
it
was
very
clear
to
us
there's
a
large
number
of
support
professionals
in
our
system
who
are
diverse.
C
C
The
praxis
test
we
will
be
helping
them,
come
up,
apply
for
financial
aid
figure
out
what
program
will
work
best
for
them
and
also
connecting
them
with
resources
to
overcome
some
of
the
other
obstacles,
you
saw
how
many
of
them
were
concerned
about
balancing
work
home
in
college,
we'll
be
connecting
them
with
resources
such
as
transportation,
child
care,
all
of
those
other
things
that
might
inhibit
them
from
finishing
their
degree
and
becoming
a
teacher.
C
I
can't
emphasize
this
enough
that
this
issue
is
viewed
as
such
a
crisis.
Now
I
that's
the
bad
news.
The
good
news
is
that
our
systems
or
and
our
organizations
are
working
better
than
ever
together,
I'm
sitting
at
tables
with
unlv
nevada,
state
college,
csn,
department
of
ed
ccsd
and
we're
all
set.
There's
no
competition,
there's
no
turf,
it's
really
just
an
all-in.
How
do
we
create
better
pathways
for
people
to
become
teachers?
And
so
that's
really
good
news.
C
C
But
this
this
whole
mentoring
program
was
actually
highlighted
piloted
because
of
the
work
of
shelly
cruz
crawford
who's,
the
principal
at
rano,
and
she
has
mentored
multiple
support
professionals
to
become
teachers,
and
it
was
really
by
watching
her
and
how
she
was
including
jennifer
here
who
teaches
second
grade.
It
was
really
by
watching
her
and
seeing
what
she's
been
able
to
create
that
we
are
replicating
that
on
district-wide.
So
I
wanted
to
give
her
that
shout
out
sue
as
we
think
about
moving
forward.
C
Obviously,
in
some
ways
this
morning's
testimony
was
very
sobering,
not
surprising
but
sobering.
I
was
thinking
about
comments
that
our
chairwoman,
jen
jones,
blackhurst,
had
made
at
the
state
of
the
schools.
Last
week
the
ccsd
state
of
the
schools
where
she
said
that
she
thinks
there's
two
things
we
need
to
do
for
public
schools
number
one.
C
She
said
we
need
to
stabilize
public
schools
and
have
a
period
of
consistency
and
and
stability,
so
that
there's
time
for
our
educators
and
our
students
and
our
families
to
regroup
and
heal-
and
I
think
we
heard
some
wonderful
testimony
today
from
organizations
that
are
are
on
that
track
and
then
number
two.
She
said
she
we
need
to
reaffirm
our
commitment
to
public
schools.
C
I
think
that
that's
why
an
organization
like
the
public
education
foundation
is
so
critical
at
a
time
like
this,
because
we
will
be
continuing
to
bring
the
community
together
so
that
they
see
solutions
that
will
actually
work.
Sometimes,
I
think
our
problems
in
education
feel
so
big
that
people
don't
know
where
to
start,
and
I
think
that's
why
it's
so
important
for
us
to
bring
together
coalitions
like
the
ones
that
we're
talking
about
with
family
engagement
scholarships
teacher
pipeline.
C
I
also
want
to
mention
that
we're
working
very
closely
with
ccsd
on
their
strategic
goals,
bringing
the
community
in
to
support
their
strategic
goals.
So,
for
example,
they
have
a
goal
of
ensuring
that
every
school
is
adopted
by
a
business
and
so
we're
working
closely
with
them
to
make
sure
that
that
happens
so
that
schools
feel
like
they
have
a
community
partner
to
come
in
and
help
them
with
needs,
big
and
small,
but
also
again
so
they
have
that
community
support
we're
working
very
closely
with
a
family
engagement
department
on
creating
training.
C
That's
in
the
strategic
plan,
the
focus
2024
strategic
plan
so
that
there's
more
training
provided
to
educators,
specifically
aligned
with
the
nevada
educator
performance
framework.
Again,
that's
that
real
relationship
based
culturally
relevant
family
engagement
and
we're
also
linking
up
ccsd
with
various
resorts
on
the
strip.
One
of
the
goals
in
the
focus
2024
plan
is
to
provide
more
customer
service
training
to
the
people
who
are
on
the
front
lines
of
the
schools.
C
I
think
all
of
us
have
probably
been
in
schools.
You
have
different
experiences
based
on
which
school
you
walk
into
and
there's
a
goal
in
the
focus,
2024
strategic
plan
to
link
the
wonderful
customer
service,
world-class
customer
service
that
we
have
on
our
strip
with
training
provided
to
people
on
the
front
lines
at
ccsd
again
to
have
our
businesses,
support
our
educators
and
provide
the
sort
of
resources
into
our
schools.
C
B
D
Okay,
thank
you,
chair
dennis,
and
I
literally
say
at
the
beginning
of
everyone:
I'm
not
going
to
ask
a
question
this
time,
but
I
have
failed
miserably
today.
So
my
question
is
and
it's
along
the
lines,
the
same
questions
when
it
comes
to
the
data.
So
in
page
19
I
believe
it
was
the
data.
Yes
there.
It
is
about
that
65
literally
over
65
percent
of
our
support
staff
already
have
at
least
60
credits
or
an
associate's
degree,
which
is
very
promising.
D
My
curiosity
is
just
how
many
support
professionals
do
we
technically
have
in
the
district,
because
we
know
support.
Professionals
are
not
just
classroom
aids.
That's
everyone
from
custodial
to
bus
driving
to
food
service
to
maintenance.
So
how
many
do
we
have
in
the
district?
How
many
participated
in
the
interview
and
of
the
ones
who
participated
in
the
interview?
D
C
C
So
this
is
this
particular
data
point
is
of
the
1400
who
expressed
interest
in
becoming
teachers,
okay
and-
and
we
do
have
a
breakdown
of
so
it's
an
excellent
point
on
the
classroom
aid
issue,
especially
because-
and
I
meant
to
mention-
oh,
I
didn't
say
christians
here
for
the
record.
I
apologize
I
meant
to
mention
before
that.
I
was
really
grateful
to
senator,
dennis
and
and
those
of
you
who
helped
pass
a
bill
last
year.
C
One
of
the
obstacles
that
we
identified
as
we
were
looking
at
this
pathway
from
becoming
a
support
professional
to
a
teacher,
is
that
if
you're,
even
if
you're
a
classroom
aide-
and
you
were
becoming
a
teacher,
you
actually
previously
had
to
quit
your
job.
If
you
were
going
to
do
student
teaching,
if
you're
making
20
000-ish
a
year,
you
cannot
afford
to
quit
your
job
for
a
semester
and
pay
your
tuition
for
your
student
teaching
and
be
a
student
teacher
like
that's
just
not
possible,
and
so
some
wonderful
things
have
happened.
C
Senator
dennis
helped
passed
a
bill.
That
said,
if
you're
teaching
in
the
area
that
you're
studying
or
student
teaching
in
the
area
that
you're
studying
you
can
continue
to
be
employed
at
a
district,
and
I
know
that
that's
working
right
now
in
terms
of
current
classroom
aids.
So
if
I'm
a
classroom
made
in
a
special
ed
class
and
I'm
student
teaching,
I
no
longer
have
to
quit
my
job
to
then
student
teach
in
my
area,
which
is
wonderful.
C
I
know
that
ccsd
and
other
districts
are
now
looking
at
how
they
can
expand
that
to
other
support
professionals,
because
there
are
people
in
front
offices,
janitors
bus
drivers
who
want
to
become
teachers.
There's
such
a
shortage
of
all
of
those,
as
we
have
heard
today,
that
it's
really
hard
for
them
to
pull
someone
off
of
one
job
to
then
go
and
be
in
a
classroom
aid.
C
So
that's
what
they're
figuring
out
right
now,
but
that
was
really
helpful
and
I
just
wanted
to
mention
also
that
the
nevada
department
of
education
has
allocated
some
arp
funds
to
provide
stipends
to
people
when
they
are
student
teachers
again
when
we're
talking
to
potential
teachers.
That
is
huge.
That
is
really
huge.
So
those
are
two
wonderful
things
that
have
happened,
especially
for
support
professionals
who
want
to
become
teachers.
C
It's
a
very
long-winded
way
of
saying
that
I
am
more
than
happy
to
get
that
breakdown
for
you,
though,
of
of
where
they
are
in
terms
of
being
classroom,
aides
or
other.
I
just
wanted
to
point
out
it's
easier
now
for
classroom
aides
to
become
teachers
than
for
others,
but
we're
working
on
that.
A
I
mean
in
the
neighborhoods
where
the
schools
are
so
they
actually
reflect
the
student
body,
and
so
I
think
that
that
you
know
to
be
able
to
identify
1400
individuals
that
were
willing
to
become
teachers,
but
just
needed
a
little
help
by
some
of
the
things
that
we
did
by
passing
the
bill
and
then
some
of
these
other
things
that
that
they're
working
on,
I
think,
is
a
great
great
way
to
to
find
some
teachers
that
are
already
committed
to
the
community
and
don't
plan
to
necessarily
move
out
when
they
become
a
teacher.
So.
C
If
I
made
to
senator
dennis
kirsten
sir
for
the
record,
we've
actually
done
two
surveys
now,
so
we've
done
another
one,
since
you
did
that
bill,
and
so
we,
the
good
news,
is.
It
was
about
1500
people
who
wanted
to
become
teachers
both
in
the
first
survey
and
the
second
survey.
So
we
did
not
see
a
huge
decrease
in
the
number
of
people
who
wanted
to
become
teachers
and
we're
trying
to
keep
that
data
fresh,
we're
staying
in
touch
with
them,
even
if
we
can't
mentor
them
all
right
now.
C
We're
working
excuse
me
we're
continuing
to
stay
in
touch
with
them
to
offer
up
whatever
you
know,
here's
some
practice,
information
you
might
need,
or
that
kind
of
thing,
so
that
we
can
again
create
a
relationship
with
them
for
when
they're,
ready.
A
Yep,
thank
you.
Assemblywoman
hardy.
E
Thank
you,
chair
dennis,
and
thank
you
for
being
here
today
and
another.
I
think,
wonderful
organization
that
we
have
in
our
state
and
our
communities
that
can
that
are
doing
things
to
help
with
the
issues
that
we
see
in
education,
and
I
think
sometimes
we
get
focused
on
you
know,
what's
what's
wrong
and
what
the
problems
are.
And
yes,
we
need
to
talk
about
them
and
identify
them,
but
I
think
it's
refreshing
to
hear
these
presentations
of
what
is
happening.
E
That's
good,
that's
positive,
that
we
have
some
hope,
there's
some
bright
lights
of
things
happening
that
are
making
progress
and
addressing
some
of
these.
These
issues
that
we
face,
and
I
think
it
also
sheds
light
on
the
fact
that
it's
not
incumbent
upon
upon
us
as
lawmakers
to
figure
it
all
out
or
the
districts.
But
we
have
these
great
organizations.
E
We
have
community
partners,
we
have
public
private
partnerships,
everybody's
willing
to
participate
and
and
find
ways
to
help
our
kids
and
to
help
our
families,
and
so
I'm
just
really
appreciative
to
hear
these
things
today,
and
you
know
that
we
as
lawmakers
want
to
work
with
you
and
hear
your
ideas
just
like
this
bill.
We
just
talked
about
it.
How
do
we
get
the
people
that
are
in
the
schools
that
want
to
be
teachers?
What
can
we
do
to
help
them
get
their
degrees
or
help
them
pass?
E
The
practice
test,
just
things
like
that
that
you
know
maybe
they're
a
simple
fix,
and
it's
just
you
know
something
we
can
do
legislatively
or
whatever.
That
can
then
help
those
people
in
in
to
be
teachers.
So
my
question
is:
I
am
I've
been
aware
of
the
public
education
foundation
for
a
while,
and
I
remember
both
my
daughters
applying
for
different
scholarships
and
such.
But
how
are?
How
are
you
actually
like
in
the
schools?
How
do
families
and
students
find
out
about
say,
like
the
statewide
family
engagement
center
or
applying
for
scholarships?
E
We
just
found
it
out
by
going
on
the
internet
and
searching
and
stuff,
but
who,
in
it
like
a
high
school
or
somewhere?
How
do
they
find
out?
Is
it
through
counselors
or
teachers,
or
is
there
some
way?
You
know,
because
some
families
may
not
even
know
about
any
of
these
programs
that
are
there
to
assist
them.
C
Kirsten's
here
for
the
record,
that
is
a
wonderful
question.
We
have
a
list
throughout
our
scholarship
season
of
all
of
the
high
schools
and
how
many
students
have
applied
from
every
high
school.
So
we
are
constantly
looking
to
see
that
one
high
school
is
not
more
represented
than
another.
C
C
Like
I
said
it
is
deeply
rooted
in
our
program
that
our
ultimate
goal,
our
north
star,
is
to
have
recipients
that
reflect
the
diversity
of
the
students
that
we
serve
and
so,
like
I
said,
that's
largely
by
tracking
the
way
we
have
accomplished.
What
we
have
accomplished,
which
I'm
very
proud
of
there
are
very
few
scholarship
programs
that
can
boast
the
diversity
rates
that
we
have
the
way
that
we
have
done.
C
That
is
just
by
really
tracking
how
many
applicants
are
from
each
school
going
in
and
making
presentations
to
schools
that
haven't
had
as
many
applicants
there's
a
mention
of
fafsa
earlier
too,
and
we
have
started
doing
more
fafsa
presentations
along
with
state
treasurer's
office,
trying
to
find
partners
who
can
talk
to
our
students
and
our
families
about
fafsa
applications,
so
we're
just
being
creative
again
in
whatever
partnerships.
We
can
come
about
monitoring
the
numbers
as
best
we
can
addressing
when
we
see
a
deficit
in
a
certain
neighborhood
or
area.
C
But
we
know
that
more
needs
to
be
done.
I
mean
I,
I
mentioned
that
16
500
applications
was
slightly
lower
than
last
year,
but
if
you
think
about
the
fact
that
we
have
900
scholarships,
it
really
does
show
that
the
need
is
there.
So
our
hope
is
to
continue
growing
the
amount
of
scholarships
that
we
can
award.
E
Well,
thank
you
and
I
I'm
just
grateful
for
all
that.
You
do
and
you
know,
compared
to
10
20
years
ago
there
there
seems
to
be
so
many
organizations
and
so
much
assistance,
that's
available
to
students
and
families,
and
so
you
know
I'm
just
really
pleased
to
see
that
and-
and
thank
you
for
all
of
your
your
efforts.
F
Thank
you
very
much
and
if
you
don't
mind
I'll,
do
a
quick
psa
to
my
fellow
senator
there
for
the
pef,
the
scholarships
that
my
family
has
one
of
them's,
very
journalism
or
communications
based,
because
that's
where
my
father's
focus
was
so
the
journalism
advisors
in
the
schools
are
reaching
out
to
their
students.
F
So
the
other
scholarship
that
my
mother
has
is
very
woman.
You
know
girl-based,
I
guess
a
young
lady
based
and
so
sometimes
that's.
The
other
thing
that
happens
with
some
of
these
scholarships
is
they're
very
focused
and
that's
great,
because
then
those
counselors
within
the
high
schools
can
reach
out
to
the
specific
coaches
or
teachers
or
advisors
whatever
they
are
in
those
high
schools.
So
it's
a
great
program
and
thank
you
for
asking
that
question
and
I
hope
you
don't
mind
if
I
jumped
in
there
please.
B
Thank
you,
chair
dennis,
and
thank
you
so
much
for
your
presentation.
I,
like
the
work
that
you're
doing
with
the
teacher
pipeline.
We
know
that
that
is
a
significant
concern
to
everyone
in
the
state
from
substitute
pools
that
you
can
leverage
to
support
staff
professionals,
parents
sometimes
second
career
people
in
business
and
industry.
So
thank
you
so
much
for
your
work
in
that
sphere,
and
hopefully
we
can
grow
that
program
to
keep
up
with
the
need.
B
So
I
I'm
very
impressed
with
the
teacher
resource
center
that
you
open
up
to
the
entire
all
the
all
teachers
to
come
in
and
get
their
supplies,
and
so
I
I
had
heard
that
that
was
being
relocated.
So
I
just
wondered
on
slide
nine.
I
see
a
picture
of
it
and
it
definitely
is
very
helpful
for
teachers
who
have
to
purchase
their
own
materials
and
and
that,
and
so
where
is
that
going
to
be
relocated
or
if
it
is.
C
Oh
kirsten's,
here
for
the
record,
chair
dennis
and
members
of
the
committee
senator
buck,
we're
incredibly
proud
of
our
teacher
superstore.
I
think
you
can
see
in
this
picture
that
it
feels
like
a
target
and
as
someone
who
loves
target,
I
can
tell
you
you
walk
in
there
and
it
feels
nice
and
bright
and
we
have
some
wonderful
staff
there
who
welcome
teachers.
C
We
really
want
them
to
feel
like
it's
a
special
experience
for
them
when
they
go
because
we
do
need
to
make
our
teachers
feel
special.
As
you
mentioned
we
have
recently
just
on
monday.
We
announced
that
we
have
sold
our
building
to
unlv
and
we
are
going
to
be
moving
our
most
of
our
offices
on
to
the
unlv
campus.
But
the
teacher
superstore
we'll
be
moving
to
a
location,
we're
going
to
announce
it
in
the
next
week
or
so.
But
it's
very
close
in
the
decatur
215
area
will
be
just
as
beautiful
as
this
one.
C
We
want
it
to
be
a
special
experience
for
teachers
and
we
are
excited
about
having
a
location,
that's
closer
to
a
freeway,
because
one
thing
that
teachers
told
us
we're
right
across
from
unlv
right
now
and
it's
not
fun
to
go
down
maryland
at
any
time
of
day,
let
alone
right
after
school.
And
so
we
are
excited
to
have
a
location,
that's
more
central
and
closer
to
freeway,
for
teachers
to
access
after
school
and
on
saturdays
south.
B
And
just
one
more
follow-up.
So
what
is
your
relationship
also
between
the
public
education
foundation
and
the
the
leadership
institute
of
nevada.
C
Sure,
dennis
members
of
the
committee,
through
you
to
senator
buck
christian's
here
for
the
record,
we
were
very
proud
of
the
leadership
institute
of
nevada,
which,
if
you
all
haven't
heard
of
it,
is
an
organization
that
has
been
providing
good
to
great
training
for
some
of
our
most
up-and-coming
and
rising
teachers
and
administrators.
C
Very
much
driven
by
the
belief
that
if
we
bring
in
the
top
minds
from
around
the
country
for
our
top
minds
here
in
clark
county
that
we
can
solve
problems
achieve
new
heights,
we
know
how
critical
it
is
to
have
teacher
leaders
and
admit
you
know:
quality
administrators
on
our
campuses.
So
the
leadership
institute
of
nevada
is
actually
going
to
be
transitioning
into
its
own
501c3
over
the
next
over
fairly
soon,
and
we
will
continue
to
work
together
and
support
each
other
as
best
we
can.
C
A
Doing
some
great
things,
thank
you
all
right,
so
we
are
going
to
our
next
item,
which
is
our
last
item
on
the
agenda.
A
Well,
second,
to
last,
which
is
public
comment
as
a
reminder,
we
are
limited,
we're
limiting
public
comments
to
three
minutes
per
person
and
you
may
submit
public
comments
in
writing
either
either
in
addition
to
testifying
or
in
lieu
of
information
on
how
to
submit
comments
are
available
on
the
agenda,
and
so
we'll
start
here
in
las
vegas.
We
have-
I
see
somebody
here
so,
let's,
let's
go
to
the
first
person
here
and
anyone.
G
Ahead
good
afternoon,
chair
dennis
members
of
the
interim
standing
committee,
I
thought,
on
the
occasion
of
having
our
first
in-person
interim
committee
in
over
two
years,
merited
a
good
news
minute.
So
I
want
to
just
briefly
talk
today
about
36
ccsd
schools
and
programs
that
will
be
recognized
and
received.
A
national
medical
school
merit
award
for
the
magic
schools
of
america's
39th
national
conference,
which
will
be
hosted
here
in
clark
county
on
april
18th
to
the
22nd
in
particular.
G
14
schools,
including
leeds
steam
academy
and
roy
martin
middle
school,
earned
the
2021-2022
msa
school
of
excellence
award,
which
is
a
top
merit
award
category
given
to
a
select
group
of
managed
schools
across
the
nation
have
demonstrated
the
highest
level
of
excellence
in
all
facets.
G
A
F
A
A
Okay,
thank
you
very
much
all
right.
So
we've
come
to
the
end
of
the
agenda.
I
want
to
thank
all
of
you
for
being
here
today.
It
was
good
to
see,
see
you
in
person
and
and
be
here,
and
I
think
we
had
some
good
great
presentations
and
appreciate
all
those
that
have
given
presentations
today.