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From YouTube: 1/27/2023 - Legislative Commission's Budget Subcommittee
Description
This is the third meeting in calendar year 2023. Please see agenda for details.
For agenda and additional meeting information: https://www.leg.state.nv.us/App/Calendar/A/
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A
A
B
D
Foreign
of
the
legislative
commission
budget
subcommittee
to
order
good
morning
to
everyone,
who's
joining
us
here
for
in
the
committee
room,
those
that
are
at
Grant
Sawyer
in
Las
Vegas
and
those
who
are
joining
us
online
I
am
assemblywoman,
Danielle,
Monroe,
Moreno
and
I
will
be
chairing
today's
meeting
committee
secretary.
Would
you
please
call
the
roll.
F
D
And
I
am
here:
will
you
please
mark
assemblyman
Yeager
as
excused
and
on
Senator
cannizzaro?
Will
you
mark
her
present
when
she
arrives
before
we
move
on
with
today's
agenda?
Just
a
few
housekeeping
things
for
the
committee
members
and
those
of
you
here
in
the
room,
please
remember
to
turn
off
all
of
your
electronic
devices
or
at
least
mute
them
for
those
of
you
who
will
be
providing
testimony
today.
Please
remember
to
state
your
name
for
the
record
each
time
that
you
speak.
D
I
know
it's
repetitive,
but
we
need
it
for
record
keeping
also
if
you
have
a
business
card
with
you,
please
provide
that
to
our
committee
secretary
before
leaving
the
committee
room
today
now
on
to
the
second
item
on
our
agenda,
which
is
public
comment.
This
will
be
the
first
period
of
our
puppet
comment
for
today's
meeting
and
due
to
time,
considerations
I
ask
that
each
comment
be
limited
to
not
more
than
two
minutes
again,
please
State
and
spell
your
name
for
the
record
before
you
begin
your
comment.
D
880-612-95144
and
then
press
the
pound
sign
you'll
once
again
be
prompted
for
a
participation
ID
at
that
time.
Press
the
pound
sign
again,
so
we
will
begin
with
public
comment
here
in
Carson
City,
if
you'd
like
to
make
public
comment,
go
ahead
and
come
up
to
the
table
after
we
finish
here
in
Carson,
City,
we'll
move
to
Las
Vegas
and
then
we'll
take
any
public
comment
on
phone
and
we'll
begin
with
our
first
person
good
morning.
Thank.
G
You,
madam
chair
Chris,
Daly
d-a-l-y,
Nevada,
State,
Education
Association,
the
voice
of
Nevada
Educators
for
over
120
years
since
the
covid
pandemic,
Educators
have
left
their
jobs
in
record
numbers
due
to
low
pay
and
severely
low
morale.
While
educator
vacancies
in
Nevada
are
not
new
at
the
midpoint
of
this
school
year,
we
still
have
thousands
of
school
vacancies
with
many
more
positions
being
covered
by
long-term
substitutes.
G
A
December
report
from
the
economic
policy
Institute
found
there's
a
widespread
national
teacher
store
shortage,
that's
a
spirit,
especially
severe
in
districts
and
schools,
with
high
percentages
of
low
income
and
bypoc
students,
an
equity
issue
they
also
found
the
current
shortage
is
not
the
result
of
an
insufficient
number
of
qualified
teachers,
but
rather
low
pay
and
increasingly
stressful
work
environment.
The
average
pay
differential
between
teachers
and
other
college
graduates
has
grown
to
23
and
a
half
percent.
G
A
year
ago,
as
Nevada
was
running
record
high
vacancies
nsca
launched
the
time
for
20
campaign
time
for
20
calls
for
a
20
educator,
raise
a
living
wage
of
20
an
hour
for
those
who
make
schools
run
and
average
class
sizes
of
20
students
and
SCA
has
been
calling
on
Nevada's
elected
leaders
to
fund
time
for
20
and
time
and
time
again
we
have
pointed
to
significant
resources
available
last
year.
Is
the
operations
of
our
schools
were
imploding
with
classes
tripled
up
in
auditoriums
and
buses?
G
Not
running
Nevada's
ending
fund
balance
grew
to
1.8
billion
dollars,
and
a
surplus
of
550
million
dollars
had
accrued
to
the
education
fund
by
comparison
of
20
across
the
board.
Educator
raise
would
cost
the
state
about
650
million
dollars.
While
many
are
now
talking
about
the
largesse
of
the
proposed
K-12
budget
for
next
biennium.
The
truth
is
Nevada
has
had
the
money
to
address
this
crisis
head
on
for
the
better
part
of
the
past
year.
Yet
very
little
has
been
done.
G
In
November,
the
commission
on
school
funding
released
a
report
identifying
optimal
funding
as
per
pupil
amount
of
Sixteen
thousand
five
hundred
dollars.
It's
a
hefty
report.
The
governor's
budget
proposal
would
increase
per-pupil
funding
to
twelve
thousand
four
hundred
dollars,
which
is
more
than
four
thousand
dollars.
Sub
optimal
Nevada
still
needs
another
two
billion
dollars
to
reach
the
goal
of
optimal
funding.
This
begs
the
question
now
what
my
colleague
from
Las
Vegas
will
complete
our
comment
in
the
call
period.
Thank
you.
H
Hi,
my
name
is
Caitlin
Evans
and
I'm.
The
president
of
the
Washoe
Education
Association
and
I
appreciate
the
opportunity
to
address
you
today.
We
are
very
cautiously
optimistic
about
the
governor's
proposed
budget,
but,
as
was
said,
there
is
still
a
lot
of
work
that
we
need
to
do.
We
need
to
understand
the
current
situation
that
our
schools
are
in.
We
currently
rank
47th
in
per
pupil
funding,
we're
the
only
state
in
the
country
that
received
all
F's
in
Educational
Funding
reports,
that's
distribution,
funding
levels
and
funding
effort
by
the
education
Law
Center.
H
What
I
would
love
to
urge
this
body
to
do
is
to
make
sure
that
we
are
being
even
more
aggressive
with
our
educational
support
than
the
governor's
proposed
budget.
Over
the
last
decade,
we've
seen
a
seven
percent
decrease
in
the
general
fund
budget
percentage
allocated
to
education.
The
commission
on
school
funding
also
recommended
that
all
counties
be
made
to
1.0,
and
that
is
not
reflected.
Currently,
we
really
appreciate
the
fully
funding
of
Weights,
but
we
are
missing
one
of
our
most
important
weights
and
that
would
be
for
our
special
education
students.
H
So
we
just
urge
our
state
legislators
to
be
even
more
aggressive
and
push
our
budget
and
make
sure
that
we
are
doing
everything
we
can
to
address
the
inequities
that
exist
in
our
education
system.
Thank
you.
I
I
After
looking
over
the
governor's
recommended
budget
for
higher
education,
my
first
sense
is
that
it's
adequate
and
fair,
or
as
the
little
eight
ball
fortune
telling
toy
I
used
to
consult
as
a
kid
might
put
it.
The
signs
are
good.
We
hope
the
82nd
legislature
agrees
we're
grateful
for
proposed
restoration
of
the
12
operating
budget
cuts
also
that
our
institutions
can
be
kept
whole
from
pandemic.
Related
enrollment
drops
as
a
highly
ranked
graduate
program
faculty
member
and
its
co-founder
I'm,
especially
thankful
for
proposed
funds
to
increase
graduate
assistance.
I
I
One
area
that
might
be
considered
this
session-
that's
not
included
in
the
gov
wreck
budget,
is
indexing,
weighted
student
credit
hour
funding
to
inflation
so
as
to
avoid
any
future
Regents
necessity
to
raise
student
fees,
as
has
happened
in
the
past.
Please
keep
this
in
mind
as
we
all
emerge
from
the
pandemic
into
such
an
unpredictable
economy.
I
More
urgently,
higher
education,
along
with
most
state
agencies,
faces
an
understaffing
crisis,
including
a
14
turnover
rate
for
faculty
survey.
Data
show
the
main
reason
is
non-competitive
compensation
salaries
at
Nevada's
R1
universities
are
21
lower
than
peer
institutions
in
the
western
region.
Eight
percent
plus
four
percent
Cola,
is
at
best
a
half
measure.
We
propose
significant
increases
to
Cola
in
order
to
retain
and
hire
more
classified
staff
and
professional
employees,
including
faculty,
we're
hopeful.
This
can
happen
by
June
when,
as
that,
little
eight
ball
might
put,
it
all
will
be
revealed.
Thank
you.
D
J
J
A
Thank
you,
Alexander
marks
with
the
Nevada
State
Education
Association,
just
following
up
a
little
bit
more
on.
My
colleague
begging
the
question
of
now.
What,
if
Banner
years
for
sales
tax
and
gaining
Revenue
with
billion
dollar
surpluses,
still
leaves
us
this
far
behind?
What's
the
plan
moving
forward?
First,
the
legislature
should
consider
the
wisdom
of
building
outsized
reserves,
1.6
billion
in
the
rainy
day
fund
and
733
million
in
the
education
stabilization
fund.
A
We
Believe
are
excessive
when
those
monies
could
be
used
to
increase
educator
pay
and
reduce
class
sizes,
and
50
million
more
on
for
vouchers
is
the
wrong
way
to
go
and
our
public
schools
are
still
chronically
underfunded.
Second,
instead
of
cutting
taxes,
listen
to
the
commission
on
school
funding
who
work
for
years
to
develop
a
plan
to
reach
optimal
funding
by
2032..
Finally,
to
those
who
rightfully
have
been
criticizing
the
absence
of
a
raise
in
the
governor's
proposed
budget.
A
You'll
recall
that,
due
to
the
freeze
instituted
in
the
funding
plan,
students
and
Educators
in
a
some
districts
won't
see
a
penny
of
what
they
being
held
as
the
single
largest
investment
in
K-12
education,
because
those
districts
have
been
frozen,
there'd
be
no
way
to
pay
for
those
raises
in
districts.
So
our
ask
is
to
lift
the
freeze,
raise
educator,
pay,
keep
public
money
in
public
schools,
free
the
reserves,
reduce
class
sizes,
implement
the
plan
and
reach
optimal
funding.
We
just
got
to
educate
the
kids
and
that's
why
we're
saying
it's
time
for
20..
K
Good
morning,
Madam,
chair
and
committee
for
the
record,
my
name
is
Caitlin
gatchalian,
first
name
c-a-I-t-l-I-n,
last
name
g-a-t-c-h-a-l-I-a-n
and
I'm.
The
government
relations
director
for
the
American
Heart
Association
Nevada
division
on
behalf
of
the
American
Heart
Association
I
would
like
to
urge
the
legislature
to
consider
funding
CPR
training
in
school
in
2017.
The
Nevada
legislature
recognized
the
necessity
of
providing
this
training
and
mandated
all
students
received
training
before
graduation.
However,
schools
were
not
provided
with
any
additional
funds
to
provide
CPR
training
funding
is
used
to
purchase
and
replace
mannequins.
K
So
all
students
have
the
opportunity
to
practice
test
compressions,
which
must
be
harder
and
longer
than
anything
you
see
on
TV.
By
providing
the
needed
financial
support.
All
students
and
educators
will
have
the
opportunity
to
learn
CPR
in
order
to
increase
the
number
of
qualified
Life
Savers
in
our
community
teaching
student
CPR
can
save
thousands
of
lives
by
filling
our
community
with
Lifesavers
those
trained
to
give
sudden
Cardiac
Arrest
victims,
the
immediate
help
they
need
to
survive
until
EMTs
arrive.
Nevada
requires
that
students
are
trained
in
CPR
before
graduation.
K
This
training
enables
students
to
learn
the
life-saving
skills
of
CPR
and
teaches
AED
awareness.
Sudden
Cardiac
Arrest
is
a
leading
case
of
death.
More
than
350
000
people
have
Cardiac
Arrest
outside
of
a
hospital
every
year
and
only
one
in
10
survive
most
likely
because
they
receive
timely
CPR.
Conversely,
about
90
percent
of
people
who
suffer
Cardiac
Arrest
outside
of
a
hospital
die
given
right
right
away,
CPR
doubles
or
triple
survival
rates.
Cardiac
Arrest
is
reversible
for
most
victims.
K
If
it's
treatable
treated
within
a
few
minutes,
while
9-1-1
is
frequently
called
the
majority
of
individuals
experiencing
Cardiac
Arrest
outside
of
a
hospital
do
not
receive
CPR
teaching.
Students
CPR
before
they
graduate
would
put
thousands
of
qualified
Lifesavers
in
our
community
year
after
year.
Young
people,
training,
CPR
at
school,
have
saved
lives
by
knowing
what
to
do
during
those
precious
few
minutes.
After
someone
suffers
sudden
Cardiac
Arrest,
they
have
saved
brothers
sisters,
parents
and
other
adults,
including
strangers,.
D
J
D
Thank
you
so
much,
and
with
that
we
will
close
this
portion
of
public
comment.
There
will
be
a
second
period
of
public
comment
at
the
end
of
today's
meeting
and
now
we'll
move
on
to
our
first
presentation
of
the
today
we
will
be
hearing
the
budget
presentation
on
the
K-12
education
funding
and
superintendent
Ebert
and
her
staff
will
be
presenting
and
I
believe
we
get
you
twice
today
so
welcome.
L
Good
morning,
chair,
Monroe
Moreno
Vice,
chair
dondara
Loop
members
of
the
committee.
We
are
honored
this
morning
to
present
both
budgets
to
you,
starting
first
with
a
pupil-censored
funding
plan
and
additional
items
for
the
record.
My
name
is
Joan.
Ebert
I
am
honored
to
serve
as
the
state
superintendent
of
Public
Instruction
going
into
the
fourth
year,
which
I'm
excited
about,
especially
during
this
time
frame.
A
lot
of
work
to
do
with
that
being
said,
I
want
to
introduce
you
to
the
team
small
But
Mighty
team
at
the
Department
of
Education.
L
At
this
moment,
I'd
like
to
thank
him
as
well
for
his
service
over
four
years
in
the
department
he's
not
going
too
far,
though,
he's
still
going
to
be
in
education,
which
we're
excited
about
also
too
joining
at
the
table.
This
morning,
Megan
Peterson,
he
was
just
appointed
Deputy
superintendent
and
we
intentionally
name
her
division
student
investment
division,
because
the
dollars
that
we
use
in
the
state
are
to
invest
in
our
students.
L
The
Nevada
Department
of
Education
is
grounded
in
our
values.
We
set
out
on
working
with
the
entire
state
to
come
up
with
these
six
values
and
make
a
determination,
They
carried
us
through
the
pandemic,
the
core
of
what
we
were,
how
we
work
Equity
being
first
and
foremost
and
you'll,
see
that
through
the
pupil
centered
funding
plan,
access
to
Quality
success,
inclusivity,
community
and
transparency,
we
have
six
goals
within
the
Department
of
Education.
These
goals
are
Visions
for
Nevada's
education
system
to
be
accomplished
by
2025..
L
The
department
knows
that
we
have
set
high
standards
to
move
Nevada
students
forward
and
our
goals
focus
on
students
from
the
very
beginning
of
their
education,
with
pre-kindergarten
all
the
way
through
graduation.
The
goals
are
centered
around
our
Educators.
Our
student
progress
achievement,
Educational,
Funding
and
safety.
L
The
goals
of
public
education
in
Nevada
are
meant
to
speak
to
all
of
our
students
in
our
state
and
all
means
all
within
regard
to
age,
gender,
their
socioeconomic
status,
their
zip
code,
race,
ethnicity,
or
ability
the
goals
Express
the
commitment
of
the
state
to
the
well-being
of
every
student,
and
it
means
no
matter
who
they
are
no
matter
where
they
attend
school.
The
Nevada
Department
of
Education
is
there
for
their
success.
L
The
funds
that
are
provided
through
the
state
affect
486
000
students,
763
schools
and
27
000
educators
in
our
state.
We
have
a
very,
as
you
all
know,
a
very
unique
and
diverse
I
work
with
colleagues
all
over
the
United
States
and
ours
definitely
is
the
most
diverse.
We
have
the
fifth
largest
school
district
in
the
nation,
which
is
currently
serving
about
293
000
students,
the
next
largest
entity
after
that
is
our
Charter
Schools.
Our
charter
schools
are
currently
serving
about
67
000
students.
L
The
third
largest
entity
in
our
state
is
the
Washoe
County
School
District,
which
is
serving
60
000
students
and
then
the
fourth
entity
in
our
state
is
our
private
schools
they're
serving
approximately
20
000
students.
So
those
are
our
four
largest
groupings
of
students.
During
today's
presentation,
when
we
talk
about
leas,
we
are
going
to
take
the
state
public
charter
school
Authority
and
add
them
into
an
Lea
context.
So
you'll
talk
well
you'll.
L
You
will
hear
us
speak
to
18
different
entities,
so
it's
a
17
school
districts
plus
the
state
public
charter,
school
Authority
and
I
would
be
remiss
if
I
did
not
highlight
our
smallest
School
District,
which
is
Esmeralda
currently
serving
84
children
and
we're
very
happy
that
they
are
there
serving
yes,
Senator
Titus.
Thank
you
for
for
supporting
our
84
children
there
as
well
foreign.
L
We
were
asked
to
specifically
make
sure
that
we
talk
about
the
State
education
fund
and
the
two
areas.
The
pupil-centered
funding
plan
account
as
well
as
the
State
education
stabilization
account.
The
professional
development
programs
account
for
State
special
education
services,
other
state
programs
that
teach
Nevada
scholarship
program
and
the
one-fifth
retirement
credit
purchase
program,
and
so
with
that
we
will
dive
right
into
the
pupil
censored
funding
plan
out
of
the
2019
session.
L
L
The
example
that
I
use
is
tennis
shoes.
If
we're
going
to
ask
our
students
to
run
or
all
of
you
to
run
a
race,
a
mile
race
and
we're
going
to
give
you
all
brand
new
tennis
shoes.
Well,
what
if
we
gave
you
all
a
size?
Eight,
we
gave
you
all
a
pair
of
shoes,
but
they
were
all
the
same
size,
but
you
all
need
anywhere
from
a
size
13
to
a
size
4..
L
So
there
is
a
difference
between
equal
and
Equity,
making
sure
that
we
meet
you
where
you're
at,
and
we
provide
you
with
the
tools
that
you
need
to
graduation.
We
want
100
of
our
children,
graduating
in
the
state
of
Nevada,
and
our
school
districts
and
teachers
are
working
toward
that
goal.
Transparency
if
you've
been
around
you've,
seen
the
prior
slides
for
the
Nevada
plan.
It
looked
like
a
spaghetti
Bowl
on
a
piece
of
paper
and
truly
you
had
to
as
an
administrator
in
education,
take
a
semester-long
course
to
understand
the
entire
plan.
L
This
plan
is
very
transparent.
You
see
where
the
money
flows
and
where
it
goes,
accountability
showing
how
funding
is
used
to
improve
student
achievement
and
we'll
be
talking
about
that
as
well,
and
then
flexibility.
We
get
a
lot
of
questions
on
flexibility
and
it
is
meant
to
allow
the
schools
and
school
districts
to
allocate
the
resources
based
on
their
demographics
and
their
needs.
L
L
The
pupil-censored
funding
plan
combines
multiple
revenues,
including
local
school
support,
tax
property
tax,
marijuana
tax,
I
think
that's
the
one
that
I
get
the
most
questions
on
and
I'm
sure.
As
you
visit
with
your
constituents,
they
ask
about
the
marijuana
tax
100
of
that
is
going
into
the
State
education
fund
and
we
have
the
other
revenues
a
total
of
20
different
sources
for
us.
L
The
funds
are
received
in
the
State
education
fund
and
then
allocated
through
the
four
tiers
of
funding,
and
we
had
a
speaker
this
morning
that
talked
specifically
to
special
education
and
those
are
funded.
Special
education
at
the
state
level
is
funded
through
a
different
mechanism,
and
we
will
be
presenting
that
to
you
this
morning
as
well.
It's
important
to
note
that
the
state
allocates
the
funds
to
school
districts,
but
the
people's
censored
funding
plan
specifically
provides
flexibility
to
the
school
districts
to
allocate
These
funds
in
areas
where
they
need
it
most
at
the
individual
level.
L
L
The
stabilization
account
is
funded
through
two
mechanisms.
The
first
is
unobligated
balances
from
the
pupil
censored
funding
plan
and
either
from
a
lower
than
projected
enrollment
counts
or
through
higher
than
projected
revenues,
and
the
second
one
is
through
transfers
transfers
from
school
districts
which
have
an
ending
fund
balance
that
exceeds
16.6
percent
of
their
projected
budgets.
L
M
Good
morning,
Megan
Peterson
for
the
record.
Thank
you
superintendent.
As
was
mentioned
a
little
earlier
in
this
presentation,
and
you
saw
in
the
previous
slides,
there
are
four
tiers
of
funding
identified
in
the
people-centered
funding
plan.
These
include
in
the
first
year,
auxiliary
funding
for
transportation
and
food
service
in
the
second
tier
local,
special
education
funding
in
the
third
tier
operational
funding
for
school
districts,
charter
schools
and
the
university
school
for
profoundly
gifted
students
and
in
the
fourth
tier
weighted
funding
for
specific
categories
of
students
that
have
been
identified.
M
Within
the
first
year
of
funding,
as
I
mentioned,
we
have
transportation
and
Food
Services
under
the
context
of
the
people-centered
funding
plan.
Transportation
Food
Service
funding
is
calculated
on
a
four-year
average
of
the
expenditures
for
each
School.
District
you'll
note
that
some
school
districts
do
not
reflect
Food
Services
funding,
and
this
is
the
result
of
the
school
district's
ability
to
self-fund
their
food
service
programs.
M
Please
note
that
under
the
current
Provisions
charter,
schools
and
university
schools
are
not
eligible
to
receive
Food,
Services
or
transportation
funding.
As
part
of
the
governor's
recommended.
Budget
Transportation
is
recommended
to
be
funded
at
193
million
and
food
food
services
funded
at
1.2
million
for
the
fiscal
year
24.
for
a
combined
total
of
194
million
dollars
for
fiscal
year
25
the
recommendation
Remains
the
Same
as
there
are
no
mechanisms
to
increase
These
funds
by
inflation
or
other
means,
so
the
funding
is
flat
at
194
million
dollars
for
the
second
year
at
the
biennium.
M
Moving
to
tier
two
local
special
education
funding,
local
special
education
funding
is
representative
of
the
transfer.
Each
local
Education
Agency
makes
to
fund
special
education
services
within
their
District.
Do
the
maintenance
of
effort
requirement
local
education
agencies
have
these
funds
are
distributed?
M
Within
tier
three,
I
wanted
to
give
a
quick
overview
of
the
concepts
of
the
plan,
especially
knowing
that
this
is
round
two
of
using
this
fund,
or
this
plan
and
I
wanted
to
give
a
high
level
explanation
of
how
the
adjustments
work.
There
are
different
scenarios
available
to
the
governor
for
recommendations
of
this
funding
level.
The
first
option
is
to
take
the
prior
year
Statewide
base,
adjust
it
by
an
inflation
component
and
enrollment
growth.
M
To
give
us
the
starting
point
for
the
new
fiscal
year,
similar
to
the
state's
budgeting
process
base,
is
equal
to
base
or
Boo
as
we're
all
familiar.
These
other
adjustments
that
are
applied
could
be
equated
to
the
m150
adjustments
to
account
for
inflation
or
increasing
costs
to
maintain
existing
services
within
the
people-centered
funding
plan.
The
inflation
is
linked
to
the
Consumer
Price
Index
and
in
some
scenarios,
enrollment
growth.
M
M
Another
option
that
was
actually
exercised
by
the
governor
and
his
recommended
budget
is
to
propose
an
alternative
solution.
In
this
case,
the
alternative
was
tied
to
revenue
increases
and
therefore
it
was
including
the
16
and
a
half
percent
or
more
increase
in
revenues
that
we
had
not
anticipated
compared
to
using
an
enrollment
driven
inflation
adjustment,
which
would
have
been
0.1
percent
for
the
biennium
foreign.
M
M
The
per
pupil
funding
amounts
are
calculated
through
the
people
Center
funding
plan
by
multiplying
it
by
the
projected
accounts
that
are
provided
to
the
department
through,
what's
known
as
average
daily
enrollment
average
daily
enrollment,
is
a
calculation
of
the
average
number
of
students
enrolled
during
a
specified
period
of
time
and
the
number
of
days
in
session.
During
that
time.
M
Due
to
the
timing
of
the
budget
building
process,
enrollment
numbers
will
be
updated
at
least
one
more
time
for
the
purposes
of
agency
request
and
then
gov
recommended
we
utilized
enrollment
Counts
from
the
prior
school
year,
because
the
information
was
not
available
at
the
time
that
the
budget
was
developed.
So
the
accounts
that
you're
seeing
in
the
projected
numbers
on
this
slide
look
different
than
what
we've
been
seeing
in
some
of
the
earlier
presentations
and
that's
a
result
of
the
projections
that
we
created.
M
With
that
information
in
mind,
this
table
shows
the
projected
Statewide
based
per-pupil
funding
amount,
multiplied
by
the
projected
enrollment
for
fiscal
year,
24
to
determine
the
base
Statewide
funding.
The
amount
on
this
slide
shows
the
ones
and
the
ones
following
represent
funding,
as
if
all
local
education
agencies
were
funded.
On
the
base
pupil,
centered
funding
plan,
we
will
review
the
impacts
of
the
transition
to
the
plan
that
was
recommended
by
the
legislature
and
the
mechanism
for
this.
M
The
adjustments
within
the
pupil-centered
funding
plan
are
intended
to
account
for
economies
of
scale
and
certain
Market
efficiencies
experienced
within
each
County.
These
adjustments
are
added
to
or
subtracted
from
the
Statewide
base
to
determine
the
adjusted
base
funding.
This
would
be
equivalent
to
the
m150
adjustments
in
the
state's
Budget
Building
process.
M
This
accounts
for
increased
costs
for
perp
increase,
cost
per
pupil
associated
with
educating
a
student
in
a
lower
population
density
area
and,
generally
speaking
within
our
state
attendance
areas,
are
equated
to
population
centers
in
each
County.
The
example
on
the
screen
represents
attendance
areas
for
Elko
County
and
include
11
total
four
Elko,
including
Carlin
Elko
itself,
Independence
and
Mound
Valley,
just
to
name
a
few.
M
M
M
M
This
slide
here
shows
the
continuation
of
the
calculation
for
the
people-centered
funding
plan.
Utilizing
projected
enrollment
with
this
original
calculated
Statewide
base
amount
and
adding
the
two
adjustments,
as
noted
in
the
previous
two
slides
to
calculate
the
final,
not
the
final,
but
the
adjusted
base
per
pupil
amount.
You
can
see
in
the
last
column
that
these
are
then
divided
by
the
projected
enrollment
to
give
you
the
the
per
pupil
rate
available
for
each
School
District.
M
Moving
to
our
tier
4
of
weighted
funding,
we
have
three
categories
of
weighted
funding
identified.
These
include
at-risk
English
language,
Learners
and
gifted
and
talented
students.
These
students
have
been
identified
to
receive
additional
supports
beyond
the
base
funding
to
augment
their
learning
for
the
people's
for
the
purposes
of
the
people-centered
funding
plan,
at-risk
students
have
been
defined
as
students
who
are
at
risk
of
not
graduating
with
their
cohort.
This
definition
was
adopted
by
the
State
Board
of
Education,
as
allowed
under
Nevada
revised
statutes
at
387.1211.
M
Pursuant
to
the
plan.
If
a
student
is
qualified
to
receive
Services
Under,
multiple
tiers
of
multiple
weighted
categories,
the
student
will
only
receive
funding
associated
with
the
highest
rates.
However,
there
is
an
expectation
that
they
will
be
provided
services
for
all
categories
of
funding
that
they
are
eligible
for.
M
On
this
slide,
you
can
see
the
recommendations
for
the
weights
proposed
by
the
commission
on
school
funding
and
the
weights
that
were
adopted
by
A
legislature.
In
last
session.
You
will
see
that
the
wait
for
gifted
and
talented
category
was
recommended
to
be
funded
at
0.12
of
the
Statewide
base
compared
to
the
recommendation
of
0.14.
M
M
Before
moving
on
to
the
remainder
of
the
presentation,
I'd
like
to
take
some
time
to
talk
about
the
transition
to
the
people-centered
funding
plan
that
the
legislature
provided
all
right
with
this
new
transition
and
due
to
some
of
the
adjustments
within
the
formula,
it
was
possible
that
some
school
districts
would
experience
a
decrease
in
funding
to
prevent
a
significant
decrease
into
put
districts
and
harms
the
legislature
recommended
the
POS
recommended
utilizing
fiscal
year.
2020
Baseline
funding
amounts
in
place
of
the
people-centered
funding
plan
in
situations
where
they
would
have
received
less
dollars.
M
M
This
slide
will
show
you
the
recommended
funding
amounts
for
fiscal
year
24.,
as
I
mentioned
earlier
in
the
presentation.
These
amounts
may
not
necessarily
tie
to
the
amounts
that
were
calculated
on
earlier
slides,
because
these
have
since
been
adjusted
to
reallocate
the
funding
for
those
school
districts.
M
M
For
the
professional
development
programs
account,
the
governor
recommended
an
enhancement
to
equate
to
a
three
percent
increase
for
this
program:
totaling
223
706
dollars
in
each
year,
the
biennium
as
I
mentioned.
This-
will
provide
funding
to
offset
and
increase
in
inflation,
which
provides
a
total
funding
for
this
program,
a
7.5
million
dollars
for
each
year
of
the
biennium.
M
M
M
The
governor's
recommended
budget
includes
inflation
adjustments
which
roll
up
to
a
total
of
233
million
dollars
for
fiscal
year
24
and
a
total
of
241
million
dollars
for
fiscal
year
25..
Additionally,
in
this
account
is
the
contingency
account
for
school
districts
or
Charter
Schools,
who
may
experience
the
sudden
increase
in
Need
for
special
education
services
above
and
beyond
what
they
are
ordinarily
able
to
support.
Therefore,
the
contingency
account
has
been
established
and
is
codified
to
have
two
million
dollars
per
fiscal
year
in
order
to
support
these
students.
M
Additionally,
there's
a
state
supplemental
portion
for
special
education,
equal
to
1.5
million
dollars
in
each
fiscal
year.
These
funds
are
available
for
school
districts
who
have
special
education
populations
who
exceed
13
percent
of
their
County
or
their
District's
population,
and
provides
additional
funds
to
help
support
those
students.
M
M
Next,
there's
a
special
enhancement
that
has
been
identified
for
this
program
or
for
this
budget
account.
It
includes
an
enhancement,
equaling
5.2
million
dollars
in
each
year
of
the
biennium,
and
this
funding
is
made
available
to
support
a
Statewide
pilot
program
to
implement
dual
language
programs.
The
enhancement
will
provide
funding
for
a
dual
immersion
studies
program
that
will
assist
school
districts
in
implementing
this
type
of
program.
That
has
been
shown
to
improve
student
outcomes.
M
This
budget
account
has
an
enhancement,
totaling
10
million
dollars
in
each
year
of
the
biennium.
3.2
million
is
identified
for
the
teach
Nevada
scholarship
program
and
6.7
million
is
identified
for
the
incentivizing
pathways
to
teaching
program,
and
at
this
moment,
I
would
like
to
pause
and
explain
a
little
more
about
the
importance
of
these
enhancements.
In
the
context
of
the
presentation
that
you'll
have
next,
the
department
has
established
four
buckets
of
priorities
that
helps
us
ensure
alignment
with
our
resources
and
the
preferred
outcomes.
M
These
buckets
include
transparency,
Student,
Success
teacher
Recruitment
and
intent
retention
and
efficiencies
for
long-term
success.
So,
specifically,
the
teach
Nevada
scholarship
programs
directly
contribute
to
our
teacher
and
recruitment
retention
priority,
and
so
because
we
won't
be
speaking
to
those
in
the
next
presentation.
I
did
want
to
pause
and
identify
this
subset
for
you.
M
Last
is
our
one-fifth
retirement
credit
purchase
program?
This
is
recommended
to
be
funded
at
560
000
in
each
year
of
the
biennium.
This
funding
provides
funds
for
a
one-fifth
retirement
credit
purchase,
incentive
that
was
available
to
education,
Personnel,
who
had
enrolled
prior
to
2007.
during
the
23rd
special
session.
This
program
was
repealed
and
these
funds
represent
the
remaining
obligation
for
that
incentive.
M
Foreign
into
the
biennium,
the
department
is
focusing
on
consolidation,
consolidating
the
reporting
dates
for
the
many
reports
that
we
have.
We
will
be
reviewing
regulations
for
efficiencies
in
identifying
duplication
of
efforts
and
ensuring
that
our
reporting
aligns
with
every
student
succeeds
act
as
well
as
our
annual
financial
reporting
consolidation.
D
N
Thank
you,
madam
chair,
so
I
I
want
to
just
start
off
with
the
first
question,
so
the
school
funding
recommendation
that
the
governor
is
recommending.
He
is
changing
the
methodology
to
now
be
based
on
identifying
at-risk
pupils
for
academic
proficiency,
attendance
and
behavior
correct.
L
To
make
sure
that
that's
right,
superintendent
Ebert
for
the
record.
So
during
the
legislative
session,
when
the
people
Center
funding
plan
was
enacted,
it
gave
the
authority
to
the
State
Board
of
Education
to
Define
at-risk
and
previously
in
funding,
we
had
used
if
free
and
reduced
lunch
as
an
indicator.
L
What
has
shifted
across
the
entire
State
as
well
as
the
United
States,
is
that
we
now
school
districts
entire
school
districts
if
they
have
more
than
40
percent
free
and
reduced
lunch
at
individual
schools
at
individual
schools
can
be
100
percent
identified
for
free
and
reduced
lunch.
So
that
does
not
mean
that
those
students
are
not
on
track
to
graduate.
It
means
that
they
have
food
insecurities.
L
N
So
here's
the
question:
the
question
is:
when
we
talk
about
including
data
from
Infinite
Campus,
where
we're
looking
at
academic
proficiency
is
how
are
we
looking
at
the
Historical
academic
proficiency
right?
Because
that
matters,
when
you
determine
number
one,
the
kind
of
education
component
that
should
go
towards
an
at-risk
student
I?
N
Don't
I,
don't
like
the
lower
weight,
so
I'll
just
put
that
out
there
right
now,
but
when
I
think
about
the
schools
that
are
in
my
district
Matt
Kelly
Quantum,
McCall,
Von
tobel,
we
it's
a
range
right
and
then
and
if
I
was
even
to
get
into
Prime
six
right,
which
we
have
a
historical
timeline
and
delineation
of
low
academic
proficiency.
How
is
the
historical
data
being
treated
to
then
calculate
and
give
proper
education
tools
support
to
these
students,
because
I
don't
see
historical
anywhere
in
here?
L
Thank
you,
madam
chair,
may
I
directly
go
to
the
questions
when
they're
asking
okay.
Thank
you.
I
want
to
follow
protocol.
Thank
you,
Senator
Neil,
for
the
question
for
the
record:
Joan
Ebert
State
superintendent
of
Public
Instruction
that
data.
We
are
one
of
a
few
states
that
has
that
historical
data.
We
have
had
Infinite
Campus
in
our
state
for
over
10
years,
and
so
that
information
is
included.
L
It's
inclu
the
types
of
information
which
those
neighborhoods
that
you
specifically
speak
to
look
at
how
many
times
a
child
has
moved
if
they
are
free
and
reduced
lunch,
their
academic
status,
their
behavioral
status.
All
of
that
is
taken
into
consideration
to
make
the
determination
if
they
are
on
track
to
graduate.
N
Madam
chair.
That
leads
me
to
my
second
question.
So,
on
page
of
your
slide,
30
we
talked
about
the
weighted
funding
and
this
kind
of
all
dubs
dovetails
into
each
other.
You
mentioned
the
historical
grad
graduation
rate
and
that
you
would
look
at
the
bottom,
20
quartile
and
and
what
popped
into
my
mind
was
at
what
grade
level
right
if
we're
doing
read
by
three
right
and
that's
been
around
for
a
while,
we
already
know
data
wise
that
it's
not
just
high
school.
We
know
that
in
Middle
School
a
student
is
not
performing
well.
N
So
when
we
talk
about
the
bottom
20
quartile,
what
grade
level
are
we
looking
at?
Because
you
can't
just
look
historically
at
a
graduation
rate,
because
there
is
a
lineage
num
I
believe
that
there
is
a
lineage
to
a
zip
code
that
has
that
historically
has
been
underserved,
uneducated
and
it
has
been
a
continuing
timeline
that
we
can
point
to
for
20
years.
So
how
are
we
going
to
treat
a
middle
schooler
who's
in
sixth
grade?
Who,
we
know
is
not
faring
well,
but
we
know
from
data
from
fourth
grade
they're
in
the
20
quartile.
L
Thank
you,
Senator
Neil
I
appreciate
your
passion
very
much
and
I
appreciate
that
you're
asking
the
question
so
that
we
can
clarify
superintendent
Ebert
for
the
record,
with
that
the
name
is
grad
score,
but
it's
not
just
looking
at
high
schoolers.
It
is
inclusive
of
the
entire
K-12
system.
So
this
is
a
pupil-centered
funding
plan,
so
it
does
look.
L
We
at-risk
students
are
in
third
grade
fourth
grade,
as
you
said,
in
Middle
School,
in
high
school,
this
at
risk,
even
though
it's
called
we
we're
using
grad
score
as
as
it's
because
they're
not
on
track
to
graduate,
and
we
know
with
some
children
to
your
point,
rebuy
grade
three.
If
they
are
not
reading
by
grade
3,
they
are
not
on
track
to
be
successful
in
middle
school
or
high
school,
and
so
those
funds
will
flow
directly
to
2
for
those
third
graders,
those
fourth
graders
middle
schoolers.
N
N
So
this
is
your
ncei
adjustment
and
what
stuck
out
to
me
and
I
know
that
this
this
was
a
conversation
on
the
commission
for
education
and
there
have
been
a
couple
of
presentations
in
the
interim.
But
what
what
is
I
guess
bothering
me
is
the
cost
of
living
and
the
cost
of
Labor
and
how
it
is
being
calculated,
because
what
I'm,
what
I'm,
not
clear
on
is
when
we
talk
about.
It
was
my
understanding
that
the
cost
of
goods
excludes
the
differences
in
the
cost
of
housing,
rents,
energy
or
health
care.
L
Superintendent
Ebert
for
the
record
most
of
it
and
that's
why
we
now
have
called
our
expert
up
to
the
table
with
that
being
said,
those
are
discussions
that,
as
the
commission
on
school
funding
met
over
the
last
two
years,
every
single
meeting
of
what
is
included
in
the
Nevada
cost
of
index
was
discussed,
brought
to
the
table
and.
C
O
Foreign
Patrick
for
the
record
I'll
try
to
answer
this
question
a
little
bit
of
History
regarding
the
Nevada
cost
of
Education
index.
As
you
mentioned,
there
are
two
components.
The
first
component
is
a
wage
component.
The
second
component
is
the
cost
of
goods
component,
which
we
use
federal
data,
the
regional
price
parity
data,
I
believe
it
is,
and
the
weighted
portion,
because
we
have
two
halves
and
they
are
weighted.
They
are
treated
divided
by
a
percentage
that
percentage
directly
correlates
to
the
district's
wage
portion
and
their
operating
portions
of
the
entire
state.
O
N
I'll
leave
it
here.
Madam
chair
I
mean
at
the
end
of
the
day.
Right
looks
like
a
bdr
potential,
because
what
how
this
calculation
Works
leaves
certain
things
unequal
and
it
doesn't
even
take
into
the
rising
cost
of
of
living
and
we're
never
going
to
get
an
education
number,
that's
appropriate
when
we're
when
the
calculation
is
based
on
this
way,
that's
my
opinion
right.
P
Thank
you,
chair
and
I
have
numerous
questions
as
well.
Thank
you
for
the
presentation
I'm
just
going
to
stick
with
this
area
since
you're
already
up
here
on
the
DS.
So
again
it
would
be
on
26th.
Is
this
based
upon
the
recommendations
from
the
commission,
or
is
this
based
upon
recommendations
from
others
in
the
department?
The
decision
to
take
to
utilize
the
the
I
guess
the
cost
adjustment.
O
James
Kirkpatrick
for
the
record.
The
commission
worked
with
contracted
venue,
vendors
prior
to
the
implementation
and
the
commission
guided
that
work,
making
suggestions
of
what
was
included,
what
wasn't
included,
and
so
the
Nevada
cost
of
education
did
come
out
as
a
result
of
the
commission's
work.
P
Thank
you
follow
up.
Please
thank
you,
because
I
I
believe
on
the
September
2nd
meeting.
There
was
actually
a
motion
from
the
Clark
County,
CFO
I,
believe
Jason
I'm,
sorry
I'm,
not
sure
exactly
how
to
say
his
name,
who
made
a
motion
to
not
utilize
these
and
it
was
adopted
unanimously,
so
I
that
kind
of
feels
a
little
bit
at
odds
with
what
was
discussed
at
the
commission
but
similar
to
Senator
Neil.
P
This
is
something
I'm
a
little
bit
passionate
about
because
as
I
look
at
it
appears
that
it's
Washo,
Elko
and
I
believe
one
other
County.
That's
that's
being
impacted
negatively.
So
was
that
discussion
part
of
the
consideration
as
well
with
the
Consultants,
or
was
that
unanimous
decision
completely
ignored
foreign.
L
Okay
so
I
assembly,
woman,
Anderson
superintendent
Ebert
for
the
record
I
want
to
have
the
opportunity
to
go
back
to
the
minutes,
to
September
2nd
I
am
I
I
believe
we
might
be
talking
about
two
different
things
and
so
I
don't
want
to
have
them
conflated
and
the
discussion
that
I
believe
transpired
was
what
the
floor
is
for
NCI,
not
how
ncei
is
calculated,
but
so
more
than
happy
to
discuss
either
but
I
don't
want
to
conflate
two
different
concepts.
P
P
Writing
I
have
so
many
more
questions
chair.
Do
you
want
me
to
continue
go
ahead?
Thank
you
so
much.
My
next
one
has
to
do
with
again
along
the
same
lines
of
that
risk.
I
believe
it's
on
Slide
30.,
the
the
information
brought
up
from
the
senator
is
very
concerning
for
me
and,
as
you
know,
I
am
a
practicing
teacher
as
well,
when
I
take
a
look
at
the
idea
of
utilizing
Infinite
Campus
with
the
academic
proficiency,
the
attendance
and
the
behaviors.
P
What
do
you
mean
by
behaviors
and
how
exactly
do
we
make
sure
that
that
is
consistently
defined,
whether
it's
major
or
minor?
Are
these
behaviors
based
upon
teacher
elements?
Are
they
based
upon
disciplinary
action?
What
exactly
I
need
a
little
bit
more
definition
when
it
comes
to
behaviors
and
how
exactly
it
will
be
utilized
consistently
across
schools
as
well
as
districts.
L
Thank
you,
assemblywoman
Anderson,
for
the
questions,
superintendent,
Ebert.
Those
are
absolutely
concerns
with
the
Department
of
Education.
As
far
as
consistency,
the
adults
in
the
system,
the
data
is
as
good
as
the
adults
that
enter
the
information,
so
that
is
a
concern
and
we
have
met
with
the
school
districts
most
recently
recently
just
a
few
weeks
ago
to
make
sure
that
they're
entering
consistently.
L
We
also
work
on
many
levels
with
our
counselors
right,
not
only
the
teachers,
the
superintendent,
so
that
is
a
professional
development
piece
that
we
want
to
make
sure
that
we
have
the
consistency
so
that
the
outputs
are
consistent
as
as
well
things
like
how
many
times
a
student
is
going
to
see
their
counselor
or
others
to
receive.
Support
are
items
that
that
are
taken
into
consideration
and
all
of
those
things
together.
L
Not
any
one
indicator
is
weighted
so
highly
that
it
would
move
a
student
dramatically
out
of
one
category
or
another,
because
there's
there's
many
pieces.
As
we
said
attendance,
how
many
times
a
child
moves
their
their
academic
performance
right.
It
is
all
of
that
data.
That's
aggregated
up,
so
those
pieces
all
come
together
to
identify
a
student
that
will
not
be
on
track
to
graduate
by
the
time
they're
in
12th
grade,
but
to
your
point.
L
P
Thank
you
and
I
do
have
a
follow-up
with
that
one
because
it
does
feel
like
there's
been
no
discussion,
or
at
least
no
presentation
regarding
metrics
that
are
not
related
to
and
individuals
entering
this
information
on
a
private
company
that
is
not
even
based
at
other
issues
with
internet
campus.
I've
also
used
it
for
10
years,
so
infinite
Clips.
But
was
there
any
discussion
at
all
about
median
home
prices
or
level
of
education
for
the
zip
codes,
because,
unfortunately,
too
often
funding
is
based
upon
our
ZIP
codes.
P
But
so
is
the
at-risk
areas
and
I
agree
again
with
our
Senator?
Was
there
any,
though
discussion
about
the
medium
home
prices
and
other
elements
that
are
necessary
for
high
schools
to
put
in
when
it's
time
for
the
accreditation
reports,
Beyond,
The,
Infinite,
Campus
information
and
the
academic
proficiency.
L
L
To
cry
to
be
specific,
you're
asking
me
a
superintendent
Ebert
for
the
record.
If
all
of
those
items
I
would
need
to
crosswalk
to
double
check
which
items
are
and
which
items
are
not.
If.
P
D
A
P
On,
if
I
may,
my
last
question
has
to
do
with
the
special
education
information,
although-
and
thank
you
very
much
for
you
and
I
have
talked
many
times-
I'm
sure
we'll
talk
a
few
more
times
about
this
too,
but
the
last
one
has
to
do
with
the
special
education
information
in
particular
I
believe
it
was
on
Slide
41..
P
So
with
the
amounts
that
are
being
discussed.
I
have
so
many
questions
about
special
education,
so
I'll
just
try
to
do
two
really
quickly.
I
know
that
we
have
40
openings
more
or
less
for
teachers
of
special
education,
I
I
can't
even
imagine
how
many
openings
we
have
currently
for
special
education
AIDS
the
amount
of
money
that
is
being
discussed
at
this
time.
L
Superintendent
Ebert
for
the
record,
so
this
is
one
of
the
areas
that
we're
not
alone.
This
is
a
national
crisis.
Special
education
is
is
one
of
the
top
along
with
mathematics,
Educators
and
Science
Education
Educators
in
general-
and
you
know
this
is
our
opportunity
as
a
state
to
address
this
crisis.
I
will
tell
you
that
currently
working
with
the
interim
Chancellor
for
higher
education,
Chancellor
erkiaga,
he
formally
sat
in
this
seat.
L
Excuse
me
was
the
state
superintendent
of
Public
Instruction,
so
he
knows
the
I'm
walking
in
his
shoes
and
he's
walked
in
the
shoes
that
I'm
wearing
currently.
So
that
being
said,
I
know
that
was
a
picture,
my
apologies,
but
anyways.
How
do
we
address
and
and
I
actually
sent
him?
The
data
I'd
be
more
than
happy
to
share
with
this
committee
as
well
to
the
U.S
Department
of
Education.
You
know
we're
over
1400
vacant
positions.
L
Anyone
can
testify
parents
all
of
us
on
the
vacancies
that
exists.
It
is
a
crisis,
and
so
it
is
the
revenue
that
we
see
before
us
is
a
phenomenal
start,
but
when
you're
coming
up
from
F,
we
will
be
ranked
again
and
it's
definitely
not
going
to
get
us
to
a
so,
how
we
use
those
funds,
how
we
attract,
how
we
make
the
the
working
conditions,
the
learning
conditions,
the
shift
these
funds,
you
heard
accountability
quite
a
bit
from
the
governor
during
his
presentation.
Accountability
also
comes
with.
You
know.
L
How
do
you
provide
those
supports
and
working
together?
So
our
promise
to
you
is
that
we
will
continue
to
work
locally
with
higher
education.
That's
why
the
incentivizing
teacher
Pathways
was
huge,
making
sure
that
we
create
a
pipeline
of
Educators
that
are
born
and
raised
here
in
Nevada
and
stay
in
Nevada
and
join
the
educational
system
so
that
they
can
can
move
the
entire
system
forward
and
there's
many
other
stories
and
and
things
that
I
can
share
with
you
at
a
later
date
on
how
we're
how
we're
doing
that
as
well.
Thank
you.
P
Q
Thank
you.
Madam
chair
I
had
some
questions
about
the
funding,
so
we
have
an
additional
two
billion
dollars
in
K-12
funding,
and
you
mentioned
earlier
that
that
could
be
used
for
teachers
raise
teacher
raises,
but
you
know:
can
that
also
be
used
for
class
size
reduction
for
other
incentives
to
help
work
on
these
vacancies?
So
how
can
the
money
be
used?
Because
my
understanding
is
for
the
people-centered
funding
plan?
The
money
gets
passed
to
the
school
districts
and
the
school
districts
make
a
choice
as
far
as
how
they
want
to
spend
those
dollars.
L
Thank
you,
Senator
ganzart
superintendent,
Ebert
for
the
record.
Yes
to
everything
that
you
said,
the
flexibility
that
was
built
into
the
people-centered
funding
does
allow
that
if
a
certain
School
District
needs
the
the
funds
to
reduce
class
sizes,
then
that
is
the
direction
they
may
choose
to
go
if
it
is
for
increasing
salaries,
that
is
a
Direction
they
may
choose
to
go.
So
all
of
those
that
you
mentioned
are
correct.
Thank.
Q
You
and
I
want
to
turn
to
page
30
the
weights
when
I
look
at
the
weight
shifts
the
changes.
I
think
you
stated
earlier
that
we
fully
funded
the
equity
pieces
and
when
you
look
at
at
risk,
it's
gone
from
a
0.03
weight
to
the
full
weighting
Target,
the
CSF
full
waiting
Target,
which
is
really
10
times
10
times
greater.
Q
And
when
you
look
at
English
language,
Learners
we're
looking
at
two
and
a
half
times
greater
and
then
gifted
and
talented
was
flat,
and
so
just
acknowledging
that
we
have
between
eight
thousand
and
eighty
three
hundred
dollars
more
in
per
student.
Excuse
me
actually
dollars
per
those
students
and
I.
Guess
you
choose
which
student
which
fund
you
get
but
anyway,
when
I
add
that
up
it's
just
it's
just
a
huge
multiple
from
what
we
were
before
and
I.
Think
it's
important
to
acknowledge
that,
and
so
let's
look
at
one
the
out
risk.
Q
L
Superintendent
Ebert
for
the
record.
Thank
you
for
the
question.
Yes,
and
specifically,
as
we
were
speaking
earlier
at
risk
for
one
student
may
mean
academic
at
risk
and
so
providing
the
students
the
resources
to
catch
up
in
those
areas
at
risk
for
another
student,
maybe
that
they're
not
showing
up
to
school,
and
so
how
do
we
make
sure
that
that
student
is
at
school?
Those
dollar
that
identification
is
there,
but
then
also
we
know
more
or
excuse
me.
L
Q
You
and
this
last
to
help
some
of
my
colleagues
when
they
were
asking
about
specifically
schools
in
their
district.
Is
there
a
way
to
predict
how
the
some
of
the
money
will
flow
down
to
make
sure
that
those
who
live
in
ZIP
codes
with
lower
performing
schools,
that
they
will
get
more
money
within
a
school
district
versus
others
based
on
some
of
these
funding?
Is
there
a
way
to
actually
get
down
to
sort
of
a
school
level
versus
School
District
level?
Thank.
L
You
Senator
thank
you
senator
for
the
question
superintendent
Ebert
for
the
record.
We
actually
have
that
data
available
by
school
on
our
website
and
it
is
reported
annually.
You
have
recorded
us
as
well
as
the
federal
government
has
required
us
to
report
that
information
on
an
individual
school
basis,
so
that
is
currently
available
and
will
be
continued
to
make
made
available.
Thank.
Q
You
that's
historic
data
and
based
on
that
historic
data,
can
you
project
given
the
two
billion
dollar
increase?
You
know
how
how
that
gets:
prorated
up,
potentially
I'm,
not
sure
if
you
can
do
that,
but
I.
That
will
give
some
indication
of
how
money
has
been
provided
in
the
past
using
the
same
formula
versus
what
it
may
look
like
when
you
have
2
billion
extra
dollars
with
so
much
of
it
into
Equity
weights.
Thank
you.
L
Superintendent
Eber
for
the
record,
I
believe
what
getting
into
the
individual
schools
I
could
not
project
that
today,
as
we
sit
here
but
working
with
the
school
districts
as
they
make
those
expenditures
we'll
definitely
be
able
to
report
that.
D
Thank
you
before
we
move
on
to
the
next
question.
I
want
to
stay
on
that
when
you
look
at
page
30,
your
slide
30
and
you
look
at
the
per
pupil
rate
for
the
at-risk
students
for
FY
23,
it's
244.
and
fy24.
It
does
go
up
significantly.
However,
the
number
of
students
at
that
money
is
going
towards
went
down
significantly.
So
let's
call
a
spade
a
spade.
It
looks
great
on
paper,
but
we're
not
actually
helping
the
same
number
of
students
that
we
were
before.
D
So
it's
not
as
wonderful
in
that
number
to
me
as
it
had
been
had
we
been
helping
the
over
247
000
students
were
only
going
to
be
addressing
just
over
63
000
students
with
those
dollars
so
I
know
you
spoke
about
the
calculation
of
how
we're
doing
at
risk,
but
I
still
feel
that
we're
leaving
a
lot
of
kids
who
are
at
risk,
no
matter
how
you
calculate
it
out
there
on
their
own
I'm,
I'm
frustrated
by
the
Numbers.
It's
it's
not
really
what
it
is.
L
That's
identified
as
free
and
reduced
lunch
at
risk
of
not
graduating,
and
when
you
look
at
that,
it
is,
and
what
what
has
transpired
too
is
that
in
our
schools,
if
they
have
over
40
percent
of
the
students
that
are
in
poverty,
then
the
entire
school
is
that
every
single
student
in
that
school
then
becomes
free
and
reduced
lunch
student
receiving
those
services,
and
so
that's
how
the
formula
then
is
conflated
with
the
numbers
expanded,
because
it's
not
that
child.
True,
some
of
the
children
and
I've
had
a
lot
of
people
talk
to
me.
L
You
know
no,
my
student,
you
know
my
child
goes
to
the
title
one
school:
they
are
not
at
risk
at
all.
They
are
graduating,
they're
doing
extremely
well,
and
so
what
we're
doing
now
is
truly
identifying
those
students
that
are
not
not
just
receiving
free
and
reduced
lunch
title
schools,
but
the
ones
that
are
at
risk
of
not
graduating,
and
so
that
student
population
is
actually
you
mentioned,
the
the
60
000
students
that
population
is
actually
around
90
000
students
that
are
not
on
track
to
graduate
the
way.
The
funding
formula
works.
L
Some
people
don't
realize
that
as
well,
but
I
may
fit
in
all
three
categories.
The
way
the
funding
formula
works
today
is
that
we
just
fund
the
highest
weight
which
would
be
ell,
and
so
in
the
at-risk
category
there
are
about
90,
000
children,
but
about
30.
000
of
them
are
receiving
the
ell
weight,
and
so
then
that
provides
or
gets
us
to
the
60
000
that
we're
talking
about.
D
Thank
you
for
the
explanation
and
I
am
well
aware
of
the
fact
that
we
have
been
considering
everyone
at
the
title.
One
schools
that
that
40
or
more
of
the
students
were
considered
at
risk
and
all
the
kids
got
free
and
reduced
lunch
I
still
and
going
to
the
schools
in
my
district.
Some
who
are
not
Title
One
schools
have
students
who
are
at
risk
and
I
still
feel
that
the
way
that
we're
calculating
the
at-risk
of
graduating
will
still
leave
some
students
behind
my
personal
opinion.
D
B
Thank
you,
madam
chair,
and,
and
thank
you
for
your
presentation.
Today,
superintendent
and
and
team
there
I
I,
want
to
kind
of
switch
a
little
bit.
We've
put
a
lot
of
discussion
to
at-risk
students
and
I
certainly
appreciate
that
discussion.
But
we
have
another
group
of
students
in
Nevada
that
are
the
gate,
students
and
they
could
be
at
risk
too,
but
we
have
a
gate.
B
Funding
and
I
want
to
go
to
page
32
because
in
I
represent
six
rural
districts
and
I
am
a
product
of
one
of
those
rural
districts
in
schools
in
Lyon,
County
and
I'm,
wondering
about
the
the
now
funding
for
the
gate,
programs
and
actually
four
out
of
my
six
counties
and
I
would
like
to
hope
that
there
may
I
think
I
was
gifted
and
talented
in
my
school.
There
was
no
such
thing
at
that
time.
B
I
have
grandkids
in
Lyon,
County
schools
and
I
I'm,
just
wondering
why
there's
no
gate,
no
funding
for
the
gifted
and
talented
in
Churchill
County
in
lying
County
in
Mineral
County
in
Nye
County
and
as
Morel
Esmeralda
County,
all
of
which
I
represent
and
I
know,
they're
gifted
and
talented
kids.
There.
M
Thank
you,
Senator
Titus,
my
name
is
Megan
Peterson
for
the
record,
for
the
purposes
of
funding
statute
has
identified
certain
requirements
in
order
for
students
to
qualify
to
receive
the
gifted
and
talented
funding,
and
so
those
Provisions
are
identified.
Specifically,
they
are
required
to
receive
a
certain
amount
of
instruction
every
week
from
most
licensed
and
certified
teacher
in
that
area,
and
so
not
all
districts
May
necessarily
be
offering
those
specific
services
that
qualify
under
those
provisions
and
therefore
they
were
not
included
in
these
counts
or
for
the
funding.
B
S
Chili
Bowers
for
the
record,
I
oversee
the
gate
program
in
the
office
of
inclusive
education
and
part
of
the
reason
is
again
that
shortage
of
teachers
that
are
available
to
meet
the
criteria
and
the
qualifications
to
teach
the
gifted
and
talented
programs
within
the
schools.
And
so
while
the
students
may
be
identified
in
the
schools
as
gifted
and
talented,
they
don't
meet
the
requirements
for
the
funding,
but
they
may
still
be
receiving
services
within
the
schools.
B
Okay,
thank
you
and
I'll
I'll
talk
to
you
more
about
that
later.
I
have
a
quick
couple.
Other
questions
to
move
on
here,
your
list
on
the
charter
school,
certain
funding
on
page
28
or
and
29
I'm
wondering
that
way
to
funding,
and
we
know
a
lot
of
charter
schools
are
or
many
schools
are
online.
They
don't
have
brick
and
mortar
schools.
Is
there
any
consideration
to
that
when
you
break
down
the
funding
for
Charter
Schools.
L
Superintendent
Ebert
for
the
record,
the
distance
education,
the
schools
that
are
100
at
a
distance
are
funded
just
with
the
base,
which
is
different
than
those
charter
schools
that
are
face
to
face
it.
B
Breaks
more
and
the
next
question:
I
just
met
with
the
Douglas
County
school
superintendent
yesterday
and
his
team,
and
one
of
the
concerns
about
special
education
teachers,
which
is
obviously
it
was
a
dearth
of
those
is
part
of
it.
B
Is
that
occupational
licensure
concern
and
issue
that,
and
they
mentioned
to
me
that
they
can't
they
have
a
special
education
teacher,
perhaps
for
the
sixth
grade,
but
they
can't
teach
a
special
education
class
for
pre-k
or
teach
because
there's
that
certificate
and
there's
this
really
convoluted
licensure
process
and
I'm
wondering
if
that's
being
looked
at.
We
want
competent
teachers,
obviously,
but
but
sometimes
there's
a
hurdles
in
that
licensure
to
get
that
certificate
or
whatever.
You
call
that
to
be
able
to
teach
different
areas
and
special
ed.
B
It's
a
huge
umbrella
and
I'm
wondering
if
you're
looking
at
perhaps
either
looking
at
Universal,
Nationwide
licensure
and
some
of
those
saying
certificates
and
I'm
just
wondering
about
removing
some
of
those
hurdles.
L
Superintendent
Ebert
for
the
record.
Yes,
we've
taken
the
opportunity
at
this
moment
in
time
to
look
across
all
of
the
licensing
areas
and
what
are
required.
Our
cops
Commission
on
Professional
Standards
also
is
looking
at
those,
so
I'll
make
sure
I
touch
base
with
superintendent
and
specifically
to
what
he
was
asking
about.
T
It's
outside
of
the
presentation
that
you
gave
us
this
morning,
but
I
know
there's
going
to
be
a
big
emphasis
on
teacher
safety,
classroom,
violence
and
so
I
was
curious
about
a
bill
that
we
passed
back
in
2017
assembly,
Bill
127
that
our
Majority
Leader
had
carried
one
of
the
sections
in
there
required
the
Department
of
Education
to
use
block
grants,
Federal
block
grants
when
available
to
play
social
workers
and
mental
health
workers
in
schools
when
those
needs
were
identified
and
I
wanted
to
see
how
successful
you
guys
have
been
implementing
that
and
then,
if
some
of
that
programming
maybe
can
be
used
for
classroom
violence,
teacher
safety.
L
Thank
you
for
the
question.
We
have
used
not
only
those
funds
but
also
the
ARP
Sr
funds
approved
by
this
legislative
body
as
well,
to
enhance
School
psychologists.
You
know
counselors
all
of
those
pieces,
but
I
will
tell
you,
though,
as
addressed
in
many
of
the
areas
is
finding
those
staff
have
been
difficult
and
so
director
McGill
has
worked
very
collaboratively
with
all
the
school
districts
and
making
sure
that
they're
aware
of
the
different
ways
to
still
provide
services
and
support
to
our
students
to
our
Educators
to
the
whole
system.
L
T
L
T
U
Thank
you,
madam
chair
and
I
know.
Some
of
my
colleagues
have
used
the
word,
passionate
I
think
the
Cherry
is
frustrated
and
I
I'm
gonna
hack,
you
all
the
chairs,
that
term
frustrated,
and
not
necessarily
with
you
but
I,
think
that
I
speak
for
all
of
us
when
I
say
that
we
all
have
the
same
goal
here.
U
We
want
to
improve
our
education
system
and
then
we
have
lots
of
numbers
thrown
out
from
public
comment,
different
reports
that
have
been
sent
to
us
our
superintendents
and
they
don't
none
of
them
seem
to
match.
And
but
then
we
get
this
presentation
and
that's
where
I
want
to.
U
Thank
you,
because
you're
you're
shining
light
on
on
on
where
the
numbers
are
coming
from,
whether
it's
our
superintendents
saying
they're
receiving
eight
thousand
dollars,
which
happens
to
be
the
the
base,
funding,
formula,
funding
or
or
the
actual
numbers
which
are
around
11
000
for
looks
like
fiscal
year.
24.
to
me,
that's
frustrating
because
I'm
being
told
we're
only
doing
eight,
but
then
the
numbers
that
I've
always
seen
has
been.
You
know
the
11
000.
U
So
I
want
to
thank
you
for
for
bringing
all
of
the
data
and
being
as
transparent
as
you
can
and
Miss
Peterson
I
want
to
thank
you
for
your
disclosure,
how
the
numbers
might
be
slightly
different
based
on
different
numbers
here
and
there,
because
because
I
I
appreciate
that
and
to
me
it's
it's
been
frustrating
to
listen
to
people
claim
that
they're
actually
getting
less
money
now
than
they
were
under
the
old
formula
and
and
so
that'll
be.
U
My
first
question
is
that
could
you
just
confirm
again
that
nobody
is
receiving
less
money
than
they
were
before
and
I
didn't
write,
I
think
it
was
slide
34,
where
it
shows
that
but
I
just
want
to
get
that
on
the
record
again,
because
that
has
been
a
frustration
of
mine.
M
Foreign
thank
you
assemblyman
Haven,
Megan
Peterson,
for
the
record
for
the
record.
We
do
have
three
school
districts
who
are
still
being
funded
through,
what's
known
as
the
fiscal
year,
20
Baseline,
and
so
they
are
not
receiving
necessarily
less
money
than
they
have
previously,
but
they
have
not
received
an
amount
enough
to
move
them
to
funding
through
the
people-centered
funding
plan,
and
so
those
three
school
districts
are
Esmeralda,
Eureka
and
story
and
historically
just
for
a
little
bit
of
background.
We
do
Under
the
Nevada
plan.
M
We
had
a
component
where
it
reflected,
what's
known
as
the
net
proceeds
of
minerals
and
for
those
districts
who
are
are
rich
with
net
proceeds
of
minerals
because
they
are
gifted
with
mining
operations.
They
were
able
to
raise
a
significant
amount
of
money
compared
to
other
districts
who
didn't
have
that
Revenue
source,
and
so
because
of
that,
it's
taking
a
little
bit
longer,
but
they
are
not
necessarily
receiving
less
money.
As
a
result,.
U
U
But
I
have
heard
from
a
superintendent
that
their
teachers
are
making
less
money
because
the
legislators
cut
their
funding,
which
what
I'm
hearing
right
now
is
completely
inaccurate
and
to
me,
that's
frustrating
to
have
a
superintendent
sit
there
and
tell
the
public
and
go
to
newspapers
and
say
that
when
that
is
completely
not
true,
and
so
I
was
just
hoping
that,
maybe
that
the
portion
of
your
report
that
talks
about
the
wages
that
maybe
you
could
provide
us
with
a
copy
that
shows
you
know
by
School
District
what
the
average
wages
are.
U
So
we
can
go
back
to
our
constituents
and
say
no.
This
information
has
been
provided
to
you
is
false
and
here
are
the
facts,
and
here
are
the
numbers
and
and
then
just
one
more
thing
on
the
the
cost
of
living.
U
Actually
Madam
chair,
I'll
I'll,
leave
it
at
that
I
think
I've
asked
too
many
questions,
but
if
you
could
just
provide
us
and
follow
up
with
the
the
average
wages
out
of
your
report
because
I'm
sure
I
could
access
the
report
but
I'm
sure
it's
very
in-depth
and
detailed
and
which
I
just
really
want
that
the
wages
of
the
teachers
because
I
think
that's
where
my
passion
is
and
it
is
coming
out
of.
Has
the
chair
stated
frustration
with
comments
that
have
been
coming
from
all
different
sources?
So
thank
you.
V
V
You
have
a
lot
of
questions,
and
so
my
my
questions
are
not
directed
at
anybody
individually,
but
probably
the
just
the
large
process
to
help
me
understand
and
so
I'm
looking
at
actually
slide
four,
where
we
talk
about
the
goals,
and
these
are
all
great
goals,
but
help
me
understand,
I
I
believe
in
one
of
the
national
school
commission
reports.
V
L
Superintendent
Eber
for
the
record,
it
depends
on
which
report
you're
looking
at
and
so
many
reports
as
mentioned
earlier.
You
know
the
funding
is
at
the
very
bottom
across
the
United
States,
and
so
the
funds
reflected
on
those
reports
are
F's
for
the
state
of
Nevada
and
proficiency.
L
You
know
how,
with
our
with
our
proficiency
rate,
most
recently
with
the
nape
scores
that
came
out,
I'll
just
hit
four
area
or
two
areas:
reading
a
math,
fourth
and
eighth
grade
our
eighth
grade,
readers
actually
held
their
own
so
did
not
increase
during
the
pandemic
and
did
not
decrease.
But
in
our.
L
V
So
and
I
know
it's
a
challenge
and
I
know
we're
all
working
on
it
and
that
per
pupil
funding
program
was
a
step
in
trying
to
move
in
the
right
direction,
and
so
it
seems
to
me
all
these
goals
are
good,
but
it
seems
to
me
for
the
State
Department
of
Education
shouldn't.
We
set
a
bar
for
the
goal
that
our
students
are
at
X
proficiency
at
grade
level,
so
that
we
are
the
umbrella
organization
organization
from
the
state
that
it
passes
down
to
the
districts,
the
the
local
school
boards.
V
This
is
an
expectation
for
our
state
and
I
know
we're
below
50
in
some
of
these
areas,
and
and
I
would
like
to
see
that
we
stretch
I
mean
I'd
like
to
see
it
with
75.
But
can
we
do
60?
Where
can
we
start
and
send
a
message
from
the
stage
and
I
think
that's
missing
in
our
goals,
because
these
are
all
very
good,
but
where
is
our
minimum
bar?
V
That
we'll
find
is
unacceptable
as
a
state
and
that's
the
message
we
send
to
all
of
our
school
district
and
help
them
to
achieve
that.
So
that
would
be
one
thing:
I
would
request
that
that
is
looked
at
and
then
because
this
is
a
new
process
and
I
know
there
was
an
old
way.
I
I
too
I
guess
just
want
to
get
clear
in
my
mind
that
when
I
have
constituents,
writing
me
saying
my
teacher
salary
is
too
low
and
can
you
fix
it
at
the
state
level?
V
Would
it
be
correct
that
I
would
just
say
I
were
to
say
now
please
go
to
your
local
school
board,
your
local.
You
know
County
County
Board
to
look
for
that
and
how
they
are
Distributing
it
from
their
pot
of
money.
That
they've
received.
Is
that
correct.
V
W
Thank
you
very
much
Madam
chair,
I,
guess
just
building
on
some
of
the
things
that
have
been
brought
up
by
some
of
my
other
colleagues
in
relation
to
the
weights
and
the
continued
progress
towards
equity.
W
W
I
know
one
of
the
the
major
items
that
we
have
discussed
and
had
some
concerns
about
was
the
transition
into
weights
and
away
from
some
of
the
categorical
funding
and
and
that
you
know,
CCSD
had
provided
some
initial
estimates
and
modeling
on
on
what
the
net
impact
to
the
schools
would
be
and
as
well
as
a
commitment
that,
during
the
this
biennium
that
we're
approaching
the
end
of
that
those
schools
would
not
see
a
decrease
in
funding
and
obviously,
we've
had
a
lot
of
different
elements
at
play.
With
the
assert
funding
as
well.
W
So
I
think
less
of
a
question
on
this,
but
just
more
of
an
ass
is
that
we
work
with
the
the
school
districts
as
we're
evaluating
these
things,
to
get
some
of
those
modeling
to
understand.
First
of
all,
over
this
biennium,
where
we've
had
the
the
new
people-centered
funding
formula
in
place,
and
we
had
some
of
those
Federal
relief
dollars,
what
did
we
actually
see
on
a
school
by
school
basis?
W
What
was
the
chain,
what
was
the
plus
or
minus
in
what
schools
had
to
work
with,
and
then
what
do
we
see
with
the
change
in
the
definition
of
at-risk
and
the
projected
increases?
What
is
that?
What
what
is
that
going
to
look
like
potentially
moving
forward?
So
that's
just
a
request.
The
one
thing
that
I
have
a
question
on
is
something
that
wasn't
reflected
in
the
slide
deck
and
that's
the
the
revenue
sources
that
are
allowing
these.
These
increases,
and
so
I
was
just
wondering
if
you
could
speak
to
those.
W
L
Thank
you
assemblyman
for
the
question
two
pieces
that
directly
the.
L
Yes,
we
will
provide
you
with
the
report
on
the
revenue.
We
have
the
20,
roughly
20
sources
of
revenue
that
come
into
funding
the
formula,
and
so
we
will
provide
you.
Those
increases
we'll
work
with
jfo
to
make
sure
that
you
have
that
because
obviously
records
amounts
of
funding
have
come
in
than
previously,
and
then
two
I
wanted
to
highlight.
L
If
we
have
not
provided
everyone
on
this
Committee
in
the
entire
body,
we
just
released
our
website
for
the
1.5
billion
dollars
of
the
Esser
funding
and
that's
all
three
categories,
and
it
does
show
exactly
how
the
funding
the
90
of
the
funds
went
to
the
school
districts.
10
percent
was
held
at
the
state,
but
how
the
school
districts
are
expending
those
funds
down
to
individual
line
items.
L
W
Thank
you,
I'd
appreciate
that
and
I
do
have
I,
think
some
materials,
and
it
looks
like
the
general
fund
Appropriations
to
the
people-centered
funding
plan
are
actually
proposed
to
remain
flat
in
the
in
the
upcoming
biennium
and
there's
a
major
increase
in
the
local
school
support
tax,
which
is
the
largest
contributor
to
the
to
the
formula,
as
well
as
some
others,
including
the
new
gold
and
silver
tax,
and
so
I
think
it's
just
helpful
again,
for
you
know
for
folks
that
have
been
interested
in
in
seeing
where
different
Revenue
structures
are
going
to
be
able
to
to
make
clear
that
you
know
they
are
going
into
support
education.
W
D
Thank
you
and
along
those
lines
on
slide,
18
and
19.
with
the
question
of
the
changes
to
the
amount
that
the
general
fund
and
that
it
appears
to
be
staying
and
not
an
increase
on
18,
we
calculated
the
base
with
inflation
and
enrollment
growth
and
what
the
governor's
recommendation
it
would
be:
inflation
and
a
revenue
adjustment
I'm,
not
sure
if
you
can
answer
this
question,
or
maybe
someone
from
gfo
with
that
change,
although
the
governor
has
a
discretion
to
make
that
change
statutorily,
there
needs
to
be
information
that
comes
back
to
the
legislature.
D
X
X
Phone,
a
friend
good
morning
for
the
record
Robin
Hager
deputy
director
with
the
governor's
finance
office.
Yes,
there
will
be
a
bdr
coming
your
way
to
specify
the
funding
for
the
people,
Center
funding
model
and
clarify
those
things
for
you.
D
And
it
will
clarify
the
amount
that
would
be
general
fund
and
and
that
that's
coming
from
the
locals.
Yes,
thank
you
so
much
I
appreciate
that,
okay
and
with
that
we
will
close
out
this
presentation.
I'll
give
you
a
short
break
and
then
we'll
start
with
the
Department
of
Education.
How
about
a
five
minute
break
y'all.
D
L
Thank
you,
chair
Monroe,
Moreno,
Vice,
chair,
dondero,
loot,
members
of
the
committee,
State
superintendent,
Joe
Ebert,
for
the
record.
We
are
here
for
part
two,
so
in
part
one
I
did
introduce
you
to
our
staff
and
the
Departments
moving
right
along.
We
also
have
our
values
as
the
Department
of
Education
that
we
use
and
what
I
didn't
say
during
the
first
presentation
was
that
these
were
co-developed
with
our
school
districts.
L
We
had
multiple
rounds
of
conversation
to
develop
what
our
values
are
and
I
specifically
remember:
former
superintendent
of
Douglas
County
working
with
us
on
access
to
Quality,
it
used
to
say
quality,
but
she
was
very
adamant
that
it's
not
just
about
having
high
quality,
but
that
every
single
student
has
access
to
Quality
to
our
goals
during
the
last
conversation.
What
I
would
add
here
is
that
these
are
our
high
level
goals.
We
do
have
indicators
behind
them.
36.
L
L
We
had
the
enrollment
Statewide
our
schools
again,
the
four
largest
entities
serving
students
in
our
state
are
the
Clark
County
School
District,
with
about
293
000
students.
Next
is
the
charter
school
Authority,
which
serves
approximately
67
000.
Students.
Third,
is
Washoe,
County,
School
District
serving
sixty
thousand
and
then
fourth
is
our
private
schools
serving
approximately
twenty
thousand.
So
for
this
next
presentation
we
have
three
objectives.
The
goals
of
the
department
will
address
that
just
covered
with
the
priorities
for
improvement
and
the
governor's
recommended
budget
items.
L
As
we
discussed
in
the
presentation
on
K-12
funding,
the
department
has
established
four
Focus
areas.
We
discussed
the
first
one
specifically
now
we're
going
to
talk
about
those
areas
of
transparency
near
and
dear
to
our
heart,
so
that
everyone
has
the
information
they
need
to
make
informed
decisions
and
how
we
move
our
entire
State
forward.
Student
Success
and
the
next
efficiencies
for
long-term
success.
Beyond
just
this
moment
in
time.
But
how
do
we
move
out
into
the
future
and
sustain
and
Elevate
all
of
our
students,
So
speaking
specifically
to
transparency?
L
We're
no
strangers
to
the
fact
that
we
live
in
a
very
complex
world
that
is
multi-layered
and
with
education.
Those
layers
run
deep.
As
we
strive
to
meet
the
needs
of
every
student.
It
takes
a
lot
of
levels
of
support
and,
unfortunately,
as
we
do
that
it
can
create
confusion
and
can
Cloud
our
goals.
We
recognize
this
current
challenge
as
we
work
with
all
of
our
stakeholders
and
I
think
that
came
out
in
the
first
presentation
as
well.
L
The
leaders
need
to
be
able
to
understand
the
data
and
crosswalk
it
across
so
that
they
understand
where
the
funding
needs
to
be
allocated
and
driven
for
our
success,
and
so
the
following
enhancements
speak
to
the
continuing
reporting
mediums
that
we're
currently
doing
as
well
as
crosswalking
I
spoke
earlier
about
the
dashboard
that
we
just
built
out
for
the
1.5
billion
in
Esser
funds.
We
also
have
dashboards
for
accountability
and
achievement,
but
we
there
is
the
capacity
with
the
technology,
but
not
within
the
state
currently
to
merge
those
two
systems.
L
So
you
can
see
the
Dollar's
flow
directly
and
student
outcomes
right
now.
You
have
to
take
both
into
separate
pieces
and
then
pull
them
together,
which
is
labor
intensive,
but
we
would
like
to
get
to
that
point
where
it
is
easily
understandable
and
easily
accessible,
and
so
with
that
in
transparency,
reporting
and
assessments.
I'm
Deputy
Peterson
will
proceed.
M
Thank
you,
superintendent,
Megan
Peterson,
for
the
record.
The
first
enhancement
on
this
slide
provides
funding
in
the
amount
of
1.5
million
dollars
in
fiscal
year,
24
and
1.7
million
dollars
in
fiscal
year,
25
to
fund
anticipated
increases
for
the
assessment
and
Reporting
platforms
used
by
the
department
based
on
discussions
that
we've
had
with
potential
and
current
vendors.
They
are
aligning
their
cost
structures
to
account
for
the
rising
costs
driven
by
inflation.
M
M
The
second
enhancement
on
this
slide
provides
funding,
totaling,
nine
hundred
and
thirty
four
thousand
dollars
in
each
year,
the
biennium
to
provide
assessments
for
the
read
by
grade
3
Program.
These
assessments
allow
Educators
to
assess
proficiencies
of
the
proficiency
of
students,
which
was
an
earlier
question.
M
Moving
to
the
next
Slide,
the
first
enhancement
on
this
slide
transfers
funding
of
the
data
record
for
the
data
recognition
contract
from
the
budget
account
where
it's
currently
administered
the
individuals
with
disabilities
account
to
the
assessments,
data
and
accountability
management
account.
This
transfer
aligns
the
contract
with
the
program
that
is
administering
the
contract
and
provides
funding
for
the
Nevada
alternative
assessment,
which
assesses
one
percent
of
the
most
cognitively
cognitively
challenged
students
and
complies
with
Federal
and
federal,
assessing
and
Reporting
mandates
for
this
student
population.
M
M
Our
next
set
of
enhancements
are
for
to
provide
services
enhanced
Services,
the
department
provides.
The
first
enhancement
is
for
our
Infinite
Campus
Suite.
This
funding
for
fiscal
year
25
in
the
amount
of
five
hundred
and
one
thousand
dollars,
allows
us
to
enhance
products
and
maintain
service
continuity
of
services.
Within
the
platform
that
we
currently
have
fiscal
year,
24
is
being
funding
is
being
provided
by
our
passer
funds,
which
are
set
to
expire,
which
is
where
the
second
enhancement
in
fiscal
year
25
provides
the
remaining
funding
needed.
M
M
The
enhancements
that
are
identified
on
this
slide
address
changes
to
funding
sources.
The
first
two
enhancements
of
this
slide
transition,
three
positions
from
grant
funding
to
General
funded
positions.
The
first
is
an
education
program,
professional
which
is
currently
being
paid
for
with
our
Sr
funds
in
fiscal
year
24,
and
this
enhancement
provides
ninety
six
thousand
dollars
in
fiscal
year
25
to
continue
the
work
for
this
position.
M
M
Continuing
that
theme
we
have
two
more
grants
that
are
expiring
and,
as
I
mentioned
a
few
slides
ago,
the
longitudinal
data
system,
Grant,
is
expiring,
and
so
the
first
enhancement
removes
the
funding
associated
with
the
expiration
of
that
Grant.
The
second
adjustment
is
for
the
elimination
of
the
supporting
and
disadvant
for
federal
funds
supporting
and
advancing
Nevada's
dislocated
individuals,
project
Grant,
which
is
also
known
as
the
Sandy
Grant.
L
Moving
on
to
Student
Success,
we
start
with
our
earliest
Learners,
and
that
is
our
pre-K
in
the
state
of
Nevada.
We
serve
less
than
10
percent
of
the
students
that
are
eligible
to
be
provided
those
Services
Nationwide.
It
is
about
29,
so
you
can
see
there
we're
well
behind
the
curve,
we'll
also
be
speaking
to
effective,
providing
access
to
effective
Educators
our
standards,
work
and
then
also
safe
learning
environments.
M
With
the
governor's
recommended
budget,
he
did
announce
that
he
is
recommending
funding
in
the
amount
of
60
million
dollars
over
the
biennium
for
the
Nevada
ready
pre-k
program.
The
first
enhancement
on
this
slide
identifies
8.7
million
in
enhancements
to
this
program
in
fiscal
year
24
and
11.3
million
Indian
funding
for
fiscal
year
25..
M
M
M
The
second
enhancement
provides
funding
for
an
education
program,
professional
position.
This
position
will
lay
the
foundations
for
An,
Early,
Education,
Early,
Childhood,
integrated
data
system
and
we'll
work
with
Early
Childhood
agencies
and
programs.
This
position
will
serve
as
the
office's
lead
data
Steward
for
the
Nevada
data
governance
board
and
the
Nevada
Early
Childhood
advisory
Council.
M
Foreign
next
slide
also
identifies
three
new
positions.
The
first
enhancement
is
for
an
education
programs
professional
as
well
to
support
distance
learning
for
grades
PK
through
12..
Currently,
the
department
has
29
approved
distance
education
programs
that
were
enacted
prior
to
the
start
of
the
pandemic,
and
these
fun.
This
position
will
continue
to
build
out
the
work
that
that
position
supports.
M
M
These
positions
are
in
response
to
decrease
in
student
proficiency,
and
these
professionals
will
engage
in
providing
targeted
assistance
to
Educators
in
the
form
of
professional
development,
coaching
community
and
communities
of
practice.
Currently
we
only
have
one
position
that
oversees
social
studies,
World
languages
and
financial
literacy,
so
this
position
will
allow
us
to
build
out
the
supports
we
can
provide.
M
The
next
set
of
enhancements
represents
an
additional
education
program.
Professional
this
position
will
provide
technical
assistance
in
the
school
improvement
process
and
will
allow
us
to
provide
accountability
and
equitability
in
funding.
The
second
enhancement
will
provide
funds
for
improving
programs
for
Nevada's
lowest
performing
schools
via
networks
to
support
School
leaders,
resource
sharing
and
professional
development.
These
will
specifically
focus
on
comprehensive
support
and
Improvement
known
as
CSI
and
targeted
support,
Improvement
known
as
TSA.
M
M
The
next
set
of
enhancements,
the
first
one,
provides
funding
in
the
amount
of
250
000
in
each
year
of
the
biennium
to
facilitate
revisions
that
are
required
for
our
Nevada
state
literacy
plan.
According
to
best
practices.
This
plan
should
be
updated
every
five
years
and
these
funds
will
allow
us
to
continue
that
work.
M
The
second
enhancement
provides
additional
funding
of
fifty
thousand
dollars
for
each
year.
The
biennium
for
the
Nevada
reading
week
program,
the
Nevada
reading
week
program
includes
an
author
event
and
a
Statewide
conference
for
Nevada's
Librarians
and
Educators
and
restores
the
Nevada
reading
week
conference
for
these
identified
groups
to
promote
literacy.
M
The
next
set
of
enhancements
specifically
address
student
and
school
safety.
The
first
is
an
enhancement
for
the
safe
voice
platform
recommended
to
be
funded
at
386
000
in
each
year
of
the
biennium.
As
many
are
aware,
the
school
safe
voice
platform
was
initially
funded
with
the
National
Institute
of
Justice
Grant.
When
the
grant
ended
in
the
21
legislator,
the
funding
was
transferred,
or
was
backfilled
by
covid
relief
funds.
With
those
funds
now
expiring,
the
general
fund
is
being
recommended
to
continue
supporting
this
24
7
tip
platform
for
our
students,
safety.
M
M
M
L
M
The
next
enhancement
is
for
Grants
and
projects.
Analyst
position
within
our
federal
special
education
budget
account.
This
request
will
fund
an
employee
who
will
be
responsible
for
data
collection,
analysis
and
Reporting
necessary
for
implementing
the
Nevada
Statewide
plan
for
the
Improvement
of
pupils,
which
is
also
known
as
the
step.
M
M
Currently
our
department
in
within
the
student
investment
excuse
me
currently
within
the
student
divestment
division.
We
have
an
office
of
division
and
compliance
which
was
recently
created
to
assist
our
team
with
ensuring
that
pre-res
pre-award
risk
assessments
are
completed
for
all
of
our
sub-recipients,
as
well
as
monitoring
that
occurs.
This
was
previously
an
audit
finding
for
the
department
and
we
were
provided
staff
to
support
that
work.
However,
we
have
learned
that
we
have
additional
work.
That
is
still
needed
to
be
done,
and
so
these
positions
in
this
first
enhancement
contributes
to
the
ongoing
success.
M
M
Secondly,
within
that
office,
we
have
an
accounting
assistant
position,
three,
that
we
are
requesting
to
reclassify
to
a
program
officer
as
the
work
that
they
have
been
contributing
to
is
outside
of
those
class
specifications,
and
we
would
like
to
recruit
for
position
that
has
that
specific
skill
set
to
ensure
our
monitoring
and
Reporting
specifically
also
class
size
reduction
reports
are
informed.
The
third
position
is
a
management
analyst
to
assist
in
the
workload
of
conducting
the
risk
assessment
and
monitoring.
M
Moving
to
our
next
set
of
enhancements,
these
are
specifically
for
the
grants
management
unit
in
the
student
investment
division
for
context.
The
grants
management
unit
currently
manages
1048,
sub-awards,
888,
880
of
which
are
federally
funded
averaging
is
out
with
the
six
positions
we
currently
have.
That's
174
Grant
sub-grant
agreements
for
each
Grant
analyst
to
review.
M
Within
the
last
four
years.
We
have
rehired
a
grants,
management
supervisor
position
three
times
and
of
the
six
analyst
positions
we
have.
We
have
replaced
each
of
all
of
them
combined
13
times
the
accounting
assistant
that
I
mentioned
previously.
We've
also
had
to
replace
three
times
due
to
the
increased
workload
and
complexity
of
the
work
that
we're
doing
these
next
three
sets
of
enhancements
for
positions,
work
to
address
those
shortfalls
and
challenges
that
we
have
managing
the
large
number
of
Grants
we
have.
M
M
In
addition
to
the
implementation
of
the
people-centered
funding
plan,
an
additional
400
lines
of
coding
that
occur
every
month
we
are
requesting
and
the
governor
recommended
an
accounting
assistant
three
to
assist
with
the
accounts
payable
unit,
as
well
as
a
management
analyst
one
to
assist
in
building
out
our
contracts
unit
to
assist
with
the
additional
contracts
that
our
department
manages.
And,
lastly,
the
request
for
an
administrative
services
to
officer
to
support
the
budgeting
and
fiscal
responsibilities
of
all
of
these
positions
within
that
unit.
Y
Thank
you,
madam
chair.
Thank
you
for
the
great
presentation.
I
do
have
just
two
two
brief
questions
and
I
I
pride
myself,
usually
I'm,
paying
very
close
attention.
I'm
gonna
go
to
slide
6
15.
Y
L
Yeah
superintendent
Ebert
for
the
record,
so
what
you
have
before
you
are
the
seats
for
Nevada
ready
Pre-K.
There
are
separate
funds
for
special
education,
early
Learners
as
well.
What's
nice
is
that
the
school
districts
and
those
entities
that
we
work
with,
we
braid
those
funds
to
make
sure
that
we
maximize
the
support
for
all
of
our
students.
M
Megan
Peterson
for
the
record
I
believe
the
population
of
students
that
you're
referring
to
are
receive
base
funding
within
the
people-centered
funding
plan,
although
not
necessarily
highlighted
within
the
enrollment
counts
students
who
are
enrolled
with
an
IEP
that
are
not
in
kindergarten,
so
grades
three
through
four:
do
you
receive
funding
through
the
pupil-centered
funding
plan?
So
we
do
provide
funding
in
several
different
pots.
P
My
first
question
is
from
from
slide
23
when
you're
talking
about
the
education
program
professional,
to
manage
the
process
of
tribal
consultation,
will
that
also
include
their
their
schools
and
the
school
structure,
because
I
know
that
duck
Valley
has
got
some
issues
with
the
current
school,
so
I
didn't
know
if
that
was
something
that
will
be
discussed,
or
is
this
right
now
just
more
the
providing
of
Education
or
and
I
don't
know
if
that's
more
for
this
committee
or
for
another
committee.
L
Superintendent
Ebert
for
the
record,
so
our
team
about
six
of
us
actually
drove
out
to
duck
Valley
in
November
and
sat
down
with
the
chairman,
as
well
as
the
school
leaders,
to
talk
about
working
within
not
only
the
school
but
also
the
school
district
and
and
right
now
we're
lacking
in
that
area,
not
only
in
Duck
Valley
but
as
an
entire
State
and
so
having
those
processes
outlined
codified.
If
you
will
and
that
we
have
someone
that
can
monitor
and
support
as
we
move
forward.
L
P
Thank
you,
and
so
I
do
have
a
second
question.
If
I'm
a
chair,
thank
you.
It
has
to
do
with
slide
26
as
well
as
some
of
the
areas
that
you
speak
about
with
when
it
comes
to
Grants.
It's
not
any
one
specific
budget
item.
It
has
more
to
do
with
possibly
a
clarification
when
grants
are
awarded
at
the
federal
level
to
the
state
and
or
to
the
to
an
individual
school
district,
and
the
state
is
being
used
as
a
pass-through.
P
Follow-Up
is
my
last
one
I
promise.
Thank
you
is
that
ever
reported
to
the
legislature,
if
it
is
a
grant
that
is
necessary
for
the
legislative
approval,
or
is
that
money
simply
reported
to
the
Board
of
Education.
M
P
M
N
My
question
is:
I
know
that
some
agencies
had
been
using
Sandy
to
do
some
Workforce,
who
is
with
the
elimination
of
this
money
who's
affected
by
the
loss
and
I
know
that,
aren't
you
guys
actually
engaged
and
I
think
there's
a
Workforce
project
that
you
guys
might
have
an
affiliation
to
it's
for
foster
youth
homeless
youths
and
it's
also
using
you're
using
I.
Don't
know
what
portion
of
funds
you're
using
in
order
to
help
give
some
Workforce
stipend
or
assistance.
L
Foreign
thank
you
Senator,
like
interim
Deputy
superintendent,
Craig
statuki,
to
support
that
answer.
F
Good
morning,
interim
interim
Deputy
superintendent,
Craig
satukey
for
the
record,
the
standing
Grant,
the
portion
that
came
from
the
Department
of
Education
was
helping
to
provide
additional
services
to
the
adult
adult
basic
education
programs
that
we
already
provide
to
the
Department
of
Education.
And
so
those
funds
were
originally
designated
to
the
governor's
office
of
Workforce
Innovation.
And
so
we
were
essentially
a
pass-through
for
those
programs
because
it
was
easier
for
us
to
work
with
those
programs
because
we
already
had
agreements
in
place
with
them.
F
N
N
so
on
the
the
networks
to
support
School
leaders
and
resource
sharing.
I
was
just
trying
to
understand
like
what.
What
does
that
mean
when
we
talk
about
the
school,
Improvement
programs
and
and
I'm
going
to
use
an
example?
So
you
remember
during
when
we
rolled
out
Common
Core
right,
there
was
a
mandated
common
training
between,
like
the
master
teacher
and
other
teachers
on
site,
in
order
to
number
one
build
in
new
content
or
curriculum,
because
not
all
teachers
understood
how
to
apply
it.
L
Thank
you
senator
for
the
record
superintendent
Ebert,
so
I'm
glad
you
brought
up
the
past,
because
this
is
funding
for
that
was
removed
during
private
sessions.
If
a
private
previous
sessions,
we
used
to
have
turnaround
School
support,
and
so
if
you
equate
that
work
that
we
did
directly
boots
on
the
ground
within
the
schools
that
funding
was
removed
and
we
saw
as
a
department
because
those
supports
and
monitoring
and
accountability
were
not
in
place.
N
Just
just
really
quick:
do
you
have
a
report
for
the
gap
of
the
turnaround
schools
that
you're
operating
off
of
so
what
I
mean
by
that
is
you're
going
in
because
the
monitoring
was
limited?
But
what
reports
have
you
received
so
that
when
you
go
back
in
you
can
Target
and
dial
in
for
what
needs
to
be
done?.
L
Thank
you
for
the
question.
Senator
superintendent
Ebert
for
the
record.
Every
single
School
in
our
state
does
have
to
provide
an
improvement
plan.
We
just
went
through
the
last
two
years.
Revamping
that
plan
specifically,
it
is
more
inclusive
of
the
community,
so
parents
are
involved.
The
entire
School
Community
is
involved
and
targeted
support.
L
So
we
worked
with
West
Ed
to
help
build
out
the
research
group
to
help
build
out
that
next
generation,
and
now
it's
not
only
working
with
those
individual
schools
and
what
they
have
identified,
but
bringing
in
additional
resources
and
creating
that
Network
across
because,
as
we've
seen
and
hopefully,
in
a
short
period
of
time,
the
supports
that
we
have
provided
those
schools
that
aren't
are
in
CSI
size
status
will
be
removed
right.
That's
the
whole
goal
is
to
lift
them
up
and
get
them
out
of
that
status
and
so
creating
that
Network.
U
Thank
you,
madam
chair
and
I
believe
today
is
Holocaust,
Remembrance,
Day
and
so
I
just
kind
of
sparked.
My
my
memory
last
session
under
ab231.
U
We
we
passed
some
Holocaust,
Education
and
I
was
trying
to
go
through
the
budget
and
just
see
if
there
was
the
funding
for
the
new
position
for
that
education,
but
I
wasn't
able
to
locate
it.
Can
you
just
confirm
that
that's
still
in
the
budget.
L
Z
Thank
you,
madam
chair.
Thank
you,
Department
of
Education
for
providing
your
presentation
today.
I
just
had
a
follow-up
question
to
my
colleague
from
the
North
First,
with
respect
to
slide
23.
I
I.
Don't
think
we
got
a
clear
answer
and
so
I
just
wanted
to
make
sure
that
was
clear.
Z
With
respect
to
the
funding,
that's
being
allocated,
that's
for
a
position
and
as
I
understand
that
you're
meeting
with
probably
chair
Mason
was
promised
on
infrastructure
concerns
so
that
this
line
item
wouldn't
be
addressing
his
concerns
that
were
probably
presented
at
that
meeting
regarding
the
school.
That's
on
the
reservation.
L
Superintendent
Ebert
for
the
record,
so
we
met
on
multiple
pieces.
This
specifically,
the
federal
government,
does
require
consultation
between
the
school
district
so
out
in
the
specific
instance,
Elko
County
School
District,
as
well
as
in
this
instance,
chair,
Mason
and
and
vice
chair.
So
that
piece
is
one
component,
but
we
also
did
speak
to
infrastructure,
but
this
would
be
specifically
in
regard
to
education.
Z
Chairman
just
ask
a
follow-up
and
then
also
I
I
was
really
impressed
with
the
Department
of
Health
and
Human
Services
yesterday,
when
they
were
looking
for
a
tribal
liaison,
they
were
looking
for
someone
that
would
be
going
out
to
each
of
our
tribal
communities.
Colonies.
Reservations
throughout
the
state
is
kind
of
that.
Z
The
same
anticipation
that
you
have
here
and
I
apologize
I
didn't
look
at
the
specific
categories
to
make
sure
that
this
position
would
also
include
like
like,
if
there's
going
to
be
a
travel
component
to
make
sure
that
person
could
travel
throughout
the
state.
AA
Thank
you,
madam
chair,
going
to
slide
a
transparency.
AA
I've
got
one
question,
there's
three
parts
to
it.
Probably,
when
you
talk
about
the
accountability,
data,
informed
decisions,
outcomes,
understanding,
has
the
department
ever
done
a
study
or
contracted
for
a
study?
Why,
within
the
same
school
district,
one
school
will
outperform
another
school
within
that
same
district
and
area
of
elementary
elementary
junior
high
high
school
and
along
with
this
y1
school
district
in
Nevada,
will
outperform
another
school
district
and
then
the
third
part
of
that
question
is
have
we
looked
at
why
there
are
states
that
actually
will
have
less
funding
per
student,
but
outperform
Nevada?
AA
L
Thank
you
assemblyman
for
the
question
superintendent
Ebert
for
the
record,
so
we
do
have
our
accountability
system
in
place,
which
does
identify
the
school's
performance.
As
noted
earlier,
CSI
schools
comprehensive
support,
Improvement
TSI
targeted,
and
so
when
you
look
at
targeted
schools,
there
may
be
a
specific
student
population
that
needs
additional
support
to
be
able
to
lift
up
their
performance.
L
L
Thank
you,
assemblyman
O'neill,
for
that
question,
which
I
really
appreciate
I,
think
sometimes
people
get
confused
on
the
the
types
of
audits
that
can
transpire,
and
so
all
of
our
school
districts
have
Financial
audits
that
they
report
you
hear
about
kafirs
and
all
of
those
pieces.
You
know
our
dollar
there's
no
dollars
being
spent
inappropriately.
L
L
So
it's
not
about
you
know,
is
the
dollar
Federal
dollar
being
used
for
its
intent
and
purpose,
but
it's
how
those
dollars
are
being
used,
so
some
school
districts
I
have
not
I
would
need
to
check
with
our
current
superintendents
if
they've
had
an
operational
efficiency
study
at
this
point
in
time,
but
I
do
I
have
participated
personally
as
a
School
District
staff.
Member
in
that
in
the
past,
that's.
D
Thank
you
and
see.
No
other
questions
from
our
committee.
I
will
thank
you
both
for
the
presentation,
both
presentations
and
thank
you
for
joining
us
I,
look
forward
to
continued
conversations
as
we
move
along
this
legislative
session.
Thank
you.
Madam
chair
have
a
great
day
so
members
that
brings
us
to
the
fifth
and
final
fifth
item
on
our
agenda
and
final
presentation.
AB
Good
morning
Madam
chair
members
of
the
subcommittee
for
the
record
I'm
Dale
erkiaga,
the
acting
Chancellor
of
the
Nevada
system
of
higher
education
I
am
looking
under
the
table
to
see
if
superintendent
Ebert
left
me
her
shoes.
She
did
not,
but
it
is
my
honor
to
follow
the
superintendent
and
all
of
her
good
work
as
it
is
my
honor
to
in
this
period
of
transition
and
Recovery
serve
as
your
acting
Chancellor.
I
have
with
me
today
on
my
left,
chairman
of
the
Board
of
Regents
Byron
Brooks,
and
on
my
right.
AB
We
are
endeavoring
today
to
present
to
you
really
what
I
would
call
highlights
of
who
we
are
and
what
we
do,
how
we
do
that
for
you
and
then
the
governor's
recommended
budget.
Those
of
you
who've
been
on
these
committees
before
know
that
in
she
is
in
it
in
reality,
maybe
10
budgets
within
one
very
large
budget,
so
it'd
be
like
having
10
agency
hearings.
AB
We
will
do
that
with
you
in
depth
when
we
come
to
the
higher
education
subcommittee,
but
our
intent
today
is
to
walk
you
through
really
the
governor's
recommended
enhancements
to
our
budget
as
well
as
I,
said
a
little
context
about
us
and
to
begin
that
context.
I'd,
like
to
Madam
chair
turn
to
the
chair
of
the
Board
of
Regents
Mr
books.
AC
Thank
you
very
much
good
morning,
Madam
chair
and
members
of
the
subcommittee
again
for
the
record.
My
name
is
Byron
Brooks
and
I'm.
The
chair
of
the
Board
of
Regents,
on
behalf
of
the
Board
of
Regents
I'd,
like
to
thank
you
for
your
time
today
and
speak
for
a
moment
about
our
Rich
history.
AC
The
history
of
the
Board
of
Regents
begins
in
1865
and
I
promise
that
I
will
not
provide
a
year
by
year,
chronological
history
of
information,
but
in
1865
shortly
after
Nevada
joined
the
Union
as
the
36th
state,
the
Board
of
Regents
was
formed
to
oversee
the
creation
of
the
state's
first
University,
which
was
called
the
University
Preparatory
School
in
Elko.
AC
The
University
was
built
with
Federal
funding
via
the
the
Morrell
land
grant
Act
of
1862
and
in
1885
the
school
was
relocated
to
Reno
and
referred
to
as
University
of
Nevada,
and
we
know
it
now.
As
the
University
of
Nevada,
Reno,
Regents
and
administrators
established
the
Southern
Regional
division
of
the
University
of
Nevada
in
1954
and
dedicated
the
first
building
on
a
new
campus
in
1957,
with
an
enrollment
of
less
than
1
000
students
in
1965.
AC
The
university
changed
its
name
to
the
Nevada
Southern
University
and
in
1969
the
university
changed
its
name
for
a
final
time
to
be
called
the
University
of
Nevada
Las,
Vegas
or
UNLV,
as
we
refer
to
it
in
the
south.
In
1959,
the
Nevada
legislator
passed
a
Nevada
revised
Statute
in
order
for
unov
to
create
a
division
of
the
campus
that
would
be
designated
specifically
for
research.
So
a
small
group
of
scientists,
academic
leaders
and
entrepreneurs
created
what
is
now
known
as
the
desert.
AC
Research
Institute
in
1991,
the
Board
of
Regents
voted
to
call
the
system
of
higher
education,
the
university
and
Community
College
system
of
Nevada
to
incorporate
the
fast-growing
Community
College
population
and
by
2002
the
Board
of
Regents
voted
to
rename
the
system
to
reflect
and
recognize
the
changing
landscape
of
higher
education
brought
on
by
new
campuses.
Thus,
the
Nevada
system
of
higher
education
was
born.
AC
AC
This
year,
the
board's
intentional
progress
and
performance
areas
include
student
experience,
Student
Success
and
campus
growth
now
I'm
proud
to
say
that
the
Board
of
Regents
is
a
force
of
responsible,
higher
education,
enrichment
and
I'm.
Here
today
to
let
you
know
that
the
board
stands
behind
our
CFO
Andrew
Klinger
and
the
budget
presentation
that
is
being
offered
today.
Thank
you
for
your
Indulgence
I
appreciate
your
time
and
I
will
now
turn
this
back
over
to
our
Chancellor.
AB
Thank
you,
chairman
books,
Madam
chair
members
of
the
subcommittee
Dale
urkiaga,
again
for
the
record,
so
I'll
pick
up
and
thank
Andrew
for
picking
up
with
the
PowerPoint
presentation,
so
those
online
can
see
what
I
think
you
all
could
see
and
I
have
in
front
of
me.
AB
The
chair
mentioned
the
three
areas
that
the
board
is
focused
on
this
year.
On
the
right
hand,
side
of
this
slide.
You
can
see
the
board's
five
goals
that
were
established
in
its
original
strategic
or
its
most
recent
strategic
planning
process
in
2018
to
2021.
Next
week
the
board
will
refresh
the
Strategic
plan,
we'll
add
some
content
to
this
mission
and
goals,
but
those
five
goals
remain
in
place
in
the
coming
year
and
for
the
purposes
of
this
budget,
what
I'm,
Mr,
Klinger
and
I
will
speak
with
you
about
today.
AB
So
the
chair
mentioned
that
when
we
started
we
had
about
a
thousand
students
today,
there's
almost
105
000
students
in
the
inchi
family
and
and
I
would
Echo
what
the
chair
has
laid
out
for
you
that
since
1874,
we
have
been
in
the
business
of
changing
lives.
We
do
that
not
just
through
the
conferring
of
certificates
and
diplomas
or
rewards
to
our
own
students,
but
in
the
communities
which
we
serve.
If
you
think
about
the
recent
pandemic
and
the
Public
Health
crisis,
those
were
many
of
our
graduates
on
the
front
line.
AB
If
you
think
about
your
entertainment
folks,
who
have
our
Fine
Arts
degrees,
often
provide
that,
and
so,
if
you
think
about
the
spectrum
of
certificates
and
degrees
conferred
by
the
eight
institutions
of
inshi,
I'd,
ask
you
to
think
about
these
hundred
and
five
thousand
lives
currently
in
our
stewardship,
as
really
catalysts
across
the
the
many
hundreds
of
thousands,
more
than
three
million
I
think
maybe
now
nevadans
who
who
live
alongside
us.
So
that
is,
has
been
our
business.
AB
As
the
chair
has
said
from
the
very
beginning,
this
slide
will
show
you
where
our
students
attend.
Not
surprisingly,
our
largest
institutions
are
in
the
South
and
we
range
from
a
30
000
foot
or
30
000
student
institution
to
3
300.
So
we
are
a
very
diverse
system
when
you
think
about
the
four
community
colleges,
the
state
college,
the
two
R1
or
research
universities
and
the
desert
Research
Institute
a
little
bit
about
our
students,
people
think
of
college
or
university,
and
they
think
a
certain
way.
AB
They
think
of
full-time
students
in
the
age
18
to
24
grade
band
who
are
attending
full-time.
That's
not
really
what
our
student
bodies
look
like,
which
you
can't
see
on
this
slide
about
a
third
of
our
students,
are
outside
the
18
to
25
age
band.
Some
are
baby
boomers.
Like
me,
some
are
high
school
students
who
are
enrolled
in
dual
credit
programs,
but,
as
you
see
across
the
community
colleges
and
the
state
colleges
in
particular,
we
have
a
high
propensity
of
part-time
students.
AB
AB
For
me,
we
have
more
students
of
color
than
we
have
white
students
and
in
our
definition
of
this
term
minorities.
Here
it
includes
Hispanic,
ethnicity,
we
roll
them
all
together,
and
so,
as
someone
who
has
spent
my
entire
life
in
the
state
of
Nevada
and
has
watched
the
state's
demography
change,
I
find
this
to
be
good
evidence
that
the
system
is
looking
more
and
more
like
the
people
whom
we
serve.
AB
Let
me
talk
a
little
bit
about
our
employees.
There
are
between
14
000
and
15
000,
regular
employees
associated
with
the
system.
They
range
across
our
institutions,
as
you
can
see
here,
and
they
range
from
phds
to
classified
employees
who
are
in
the
administrative
series.
They
are
administrative
office
professionals.
We
have
folks
who
work
outside
all
day
and
folks
who
work
inside
all
day,
so
it
is,
is
it
is
a
diverse,
Workforce
I
will
say
to
the
credit
of
the
board.
AB
One
of
the
areas
that
they
have
approved
tentatively
and
will
finally
I
think
approve
next
week
is
for
us
to
do
more
work
on
our
own
racial
and
ethnic
makeup.
Today
we
are,
we
lean
heavily
white
to
people
who
look
like
me:
I
have
a
a
last
name
that
is
originally
from
Spain,
but
my
family
has
lived
here
for
a
hundred
years.
AB
If
you
look
at
this
slide,
I
think
it's
particularly
interesting
how
our
employees
are
distributed
across
the
aid
institutions.
On
the
left
hand,
side
of
that
slide
you'll
see
that
our
community
colleges
are
heavily
reliant
on
part-time
and
letter
of
appointment
staff.
Part
of
that
is
the
nimbleness
of
what
they
do.
They
offer
skills
certificates
based
on
industry.
Part
of
that
is
also
the
way
they're
funded.
They
are
funded
differently
from
the
University's
universities
gain
more
credit
for
full-time
equivalencies.
AB
There
are
more
students
who
attend
full-time
at
a
university
than
those
part-time
students
that
I
showed
you,
and
so
part
of
this
is
a
function
of
money,
and
part
of
this
is
a
function
of
being
responsive.
What
you
see,
though,
across
all
of
that
red
area,
as
a
trend,
you're
saying
nationally
budget
pressures
in
higher
education
are
causing
higher
education
institutions
to
turn
increasingly
away
from
full-time
tenured
faculty
positions
to
part-time
and
Loa
positions.
I
was
myself
a
part-time
instructor
at
the
University
of
Nevada
Las
Vegas
College
of
Education
during
the
pandemic.
AB
It's
how
I
stayed
sane,
and
that
might
some
might
question
that.
But
the
two
gentlemen,
on
the
other
side
of
me,
my
question:
if
I
stayed
sane,
but
it
helped,
and
so
there
are
lots
of
folks
like
me
who
are
filling
in
these
gaps
for
us.
So
when
I
know
you
have
heard
and
will
continue
to
hear,
rightly
so
about
State
vacancy
rates,
our
vacancy
rate
is
probably
less
than
that
reported
by
All
State
agencies,
but
I
will
tell
you
it's
masked.
By
this.
AB
We
have
this
ability
to
fill
in
the
gaps
with
letters
of
appointment
and
part-time
staff,
and
so
our
numbers
might
look
less
extreme
than
some.
You
will
be
seen
over
the
course
of
this
session,
but
I
would
ask
you
to
think
about
what
that
impact
might
be,
that
our
Reliance
on
part-time
staff,
finally,
a
little
bit
about
our
success
rates,
if
you
between
20
and
21
000
awards
are
conferred
in
the
system
these
days-
and
you
can
see
here
on
this
chart
sort
of
how
that
falls.
AB
We
are
relied
upon
for
skill
certificates
and
certificate
of
achievements,
they're,
essentially
the
same
thing.
It's
based
on
our
taxonomy
how
many
credits
or
hours
one
takes,
but
those
are
really
Workforce,
Development
programs
and
you
can
see
a
dip
here
and
that
dip
is
because
of
the
pandemic.
So
many
of
the
data
points
you'll
see
this
session,
including
ours,
are
about
that.
Unusually,
if
you
think
back
to
our
enrollment
slide,
we
hit
our
peak
in
2010
when
the
nation
was
in
the
midst
of
the
Great
Recession.
AB
Typically
in
a
recession,
one
goes
to
back
to
school.
If
one
is
unemployed,
that
did
not
happen
in
the
pandemic.
Recession
folks
stayed
at
home
or
entered
gig
work
or
did
something
different,
and
so
our
numbers
take
this
dip
there,
and
you
see
that
here,
I
think
in
the
the
skill
certificates,
I
think
as
the
workforce
recovers
and
businesses
turn
to
us
for
more
needs.
AB
That
number
is
going
to
go
up,
but
I'm
very
proud
to
say
that
the
number
of
awards
conferred
continues
to
increase
each
year,
as
does
our
graduation
rate
across
the
institutions
and
then
lastly,
I
think
as
evidence
that
we
are
thanks
to
the
work
of
the
board
and
the
eight
institutional
presidents
who
lean
into
this
work
very
hard.
We've
managed
to
make
this
line
cross
as
well,
so
that
we
are
increasing
the
percentage
of
awards
conferred
to
people
of
color.
It's
one
thing
to
bring
them
into
the
institution.
AB
AB
So
with
that
sort
of
context
about
who
we
are
and
whom
we
serve
I'm,
going
to
turn
to
the
Chief
Financial
Officer,
and
he
will
give
you
a
quick
snapshot
of
where
our
money
comes
from
and
how
we
spend
it
and
then
he'll
walk
you
through
the
governor's
recommended
budget.
Thank
you,
madam
chair
members
of
the
committee.
AD
Thank
you,
Chancellor
chair
members
of
the
committee
for
the
record,
Andrew
Klinger,
Chief,
Financial
Officer
and
before
I
jump
into
the
the
governor's
executive
budget,
wanted
to
to
sort
of
pull
back
and
give
the
committee
sort
of
an
overall
view
of
the
systems
finances,
as
many
of
you
have
been
on
this
committee
before
and
those
that
are
new
may
know
what
you
see
through
these
committees
is
only
a
portion
of
our
budget.
AD
It's
what
we
call
the
state
operating
budget,
which
is
a
little
over
a
billion
dollars
a
year,
so
I
wanted
to
give
the
committee
some
context
for
what
the
overall
budget
looks
like,
and
this
information
comes
from
our
fiscal
year,
22
financial
statements.
So
if
you
look
at
it
from
sort
of
top
to
bottom
grants
and
contracts
in
fiscal
22
was
our
largest
category
at
717
million
that
is
unusually
high
in
fiscal
year
22
because
of
American
Rescue.
You
plan
funds,
there's
about
200
million
dollars
within
that
717
that
are
ARP
funds.
AD
Next,
if
you
go
down
the
line,
you
see
State
Appropriations,
639
million
and
then
finally
tuition
and
fees,
477
million.
So
when
you
look
at
our
overall
Revenue
sources
as
a
system,
including
the
state
budget
and
then
including
self-supporting
grants
and
contracts
and
all
the
other
activities
that
happen,
it's
a
little
over
a
two
billion
dollar
budget
and
again
what
comes
through
your
committees
is
about
a
billion
dollars
of
that.
AD
So
just
wanted
to
give
the
committee
some
context
on
the
other
side
of
that
are
the
operating
expenditures
and
like
most
state
agencies,
you
can
see
that
the
largest
share
of
that
is
for
employee
compensation
and
benefits.
When
you
look
at
the
overall
budgets,
it's
about,
61
percent
is
for
employee
benefits
and
compensation.
If
you
look
at
just
the
state
operating
budget,
that
number
goes
up.
It's
about
a
little
over
80
percent
of
the
state.
AD
Audit
operating
budget
goes
to
employee
salary
and
benefits,
and
then
you
see
the
other
lines
on
there,
supplies
and
services
scholarships
and
fellowships
and
on
the
expenditure
side
again
a
little
over
a
a
two
billion
dollar
budget.
And
if
you
go
back
and
look
at
our
financial
statements,
we're
usually
right
about
even
each
year
it
depends
some
years
we
have
a
little
more
Revenue
than
others
and
some
years
we're
under,
but
we
essentially
most
years
essentially
break
break.
AD
Even
so,
with
that
overview
and
I
know,
that's
two
slides
on
our
on
our
budget-
that's
very
complicated,
and
certainly
we
will
as
we
get
into
the
subcommittees.
We
can
certainly
bring
the
committee
more
information
on
the
other
sources
that
we
have
out
there
and
the
other
budgets,
but
at
least
wanted
to
give
in
this
short
presentation.
Today
at
least
some
high
level
context.
AD
So
this
is
a
busy
slide
and
I'm
not
going
to
go
through
all
the
numbers
on
here,
but
wanted
to
give
the
the
committee
a
sense
of
the
governor's
recommended
budget
for
24
and
25
as
it
relates
to
where
we
are
in
fiscal
year
23..
And
so,
if
you
look
at
that,
Top
Line
in
that
First
Column
there
fiscal
year,
23,
our
budget
is
a
little
over
for
the
current
fiscal
year.
A
little
over
691
million.
Now
that
does
include
I
am
counting
in
that
about
46.6
million
in
American.
AD
And
then,
if
you
look
at
25
relative
to
24,
that's
point
nine
percent,
it's
essentially
flat
what
I
would
point
out
on
this
in
fiscal
23
is
that
does
include
not
in
not
only
the
ARP
funds,
but
it
also
includes
budget
reductions.
So
the
next
slide
that
I'll
show
you
is
very
similar.
But
what
I
did
here
is
really
wanted
to
sort
of
go
back
and
compare
our
budget
to
pre-pandemic
levels.
So
this
would
be
before
any
budget
reduction.
So
using
the
fy21
legislatively
approved
budget
before
any
reductions.
AD
AD
One
of
the
main
components
of
our
budget
is
our
current
funding
formula
and
that's
a
whole
presentation
in
and
of
itself.
So
I
don't
want
to
get
into
into
that
detail
today,
but
I
did
want
to
give
the
committee
just
a
because
I
think
it's
important
when
we
get
to
some
of
the
enhancements
that
you'll
see.
AD
One
of
the
components
of
our
funding
formula
is
what
we
call
the
the
caseload
growth,
and
this
is
a
little
bit
different
than
traditional
caseload
growth
that
you
might
see
in
DHHS,
where
you're
actually
projecting
how
many
clients
you
might
have.
In
our
case
it's
actually
a
look
back.
So
the
way
it
works
is
we're
looking
at
what
we
call.
If
you
look
at
that
first
column,
there,
the
fiscal
year,
2022
weighted
student
credit
hours,
so
we
take
the
credit
hours,
of
course,
completions
by
our
students.
AD
The
institutions
that
are
impacted
UNR
is
impacted
slightly
those
that
have
some
major
impacts,
though
our
CSN
GBC
and
T
MCC
there
in
the
middle,
and
you
can
see
CSN,
you
see
that
negative
16.6
million
and
as
we
get
into
enhancements,
we'll
talk
about
this
some
more.
But
if
we
just
let
the
funding
formula
run,
what
this
would
do
based
on
this
table
is
essentially
take
that
16
million
dollars
in
funding
away
from
CSN
the
way
the
the
funding
formula
works.
AD
So
let
me
talk
about
enhancements
based
on
the
governor's
recommended
budget,
so
two
of
our
top
priorities.
These
were
both
number
one
priorities
for
the
system
was
budget
Restorations,
and
this
is
the
balance
of
the
Restorations
from
our
balance
of
restoring
essentially
cuts
from
the
last
biennium.
AD
So
we
were
obviously
given
the
46.6
million
in
ARP
funds
that
partially
offset
those
cuts
in
the
current
biennium
that
we're
in
this
would
then
restore
the
remaining
Cuts
in
each
fiscal
year,
and
you
can
see
here
it's
a
little
little
over
37
million
in
fiscal
24
and
25
to
fully
restore
the
institutions
for
sort
of
pre-pandemic
cuts
that
happen.
You
can
see
as
you
go
down
the
list,
I've
listed
the
teaching
institutions
and
in
order
order
to
sort
of
shorten
this
slide,
I
have
rolled
up
under
professional
schools.
AD
That
includes
the
the
two
medical
schools,
the
dental
school
and
the
law.
School
are
all
rolled
up
into
that
one
line.
Item
the
last
line
item
on
there,
the
non-formula
budgets,
that's
things
like
system,
administration,
SCS
and
the
universities
also
have
some
non-formula
accounts
as
well
that
are
rolled
up
into
that
bottom
line.
So
number
one
requests
coming
into
this
legislative
session
is
the
restoration
of
Prior
cuts
that
happened
two
years
ago.
AD
The
next
priority
is
restoration
of
funding
for
the
desert
research
research
institute.
During
the
2015
legislative
session,
there
was
a
new
funding
formula
implemented
for
the
desert,
Research
Institute
that
was
tied
to
the
level
of
Grants
and
contracts
that
they
brought
in
and
that
works
as
long
as
you
have
stable
sources
of
revenue
and
those
grants
are
stable.
AD
The
next
item
is
graduate
teaching
assistant
funding
and
what
this
funding
requests
is
an
increase
in
The
Graduate
teaching,
assistant
stipends
for
both
doctoral
and
master's
degree
students.
This
would
be
effective,
July,
1st
of
2023,
if
approved
by
the
legislature
and
just
like
the
rest
of
us.
These
students
are
feeling
increased
cost
of
living
inflation,
and
so
what
this
would
do.
Is
it
this
this?
AD
These
decision
units
do
two
things:
they
increase
the
stipend
rate
for
the
students,
that's
the
first
line
under
UNLV
in
the
first
line
under
UNR,
and
then
it
also
increases
the
number
of
positions
that
they
have
available
for
graduate
teaching
assistance.
So,
just
to
give
you
some
of
the
numbers
so
for
UNLV
for
Masters
students,
the
yearly
stipend
would
go
from
11
250
to
14
125,
and
for
you
and
R
that
stipend
would
go
from
fifteen
thousand
to
16
thousand
and
for
both
institutions
for
doctoral
students.
AD
Next
is
a
request
for
summer
courses.
Currently,
the
only
credits
the
only
summer
credits
that
we
receive
state
funding
for
are
for
nursing
or
prerequisites
to
nursing,
and
that
was
done
approximately
20
years
ago,
and
really
it
was
done
to
recognize
at
the
time
the
nursing
shortage
and
increasing
that
pipeline.
What
we
are
asking
for
in
this
request
is
a
similar
request
to
what
was
done
20
years
ago
for
nursing
and
recognizing
the
teacher
shortage
that
we
have,
and
what
this
would
do
is
would
allow
us
to
have
year-round
cohorts.
AD
It
would
allow
us
to
graduate
teachers
faster,
and
it
would
also
allow
for
teachers
to
get
additional
credits
during
the
summer
as
well,
and
so
this
is
based
on
last
Summer's
weighted
student
credit
hours
at
each
institution.
So
if
this
is
implemented
and
if
the
current
funding
formula,
for
example,
stayed
in
effect,
we
would
count
these
weighted
student
credit
hours
in
the
future,
just
like
we
do
other
weighted
student
credit
hours
in
the
fall
and
in
the
spring.
AD
AD
I
showed
you
the
chart
on
the
caseload
growth
and
the
institutions
that
were
impacted,
and
what
we
are
asking
for
here
is
One-Shot
funding
to
get
them
through
fiscal
year,
24
and
25
to
allow
them
to
retain
their
faculty
and
staff
as
the
enrollment
at
those
institutions
recover
because,
as
you
can
imagine,
if
CSN,
for
example,
lost
almost
five
million
over
5
million
a
year
in
funding
that
would
have
a
significant
impact
on
their
ability
to
retain
faculty
and
staff.
AD
AD
The
next
item
is
a
request
for
transition
funding
for
UNR
at
Lake
Tahoe
again.
This
relates
back
to
the
funding
formula
and
how
we
count
students,
because
the
the
transition
from
snu
to
UNR
at
Lake
Tahoe
didn't
take
place
until
July
1st
of
2022.
They
missed
the
the
count
in
the
funding
formula
for
those
students,
so
what
this
does
and
that
the
way
we
did
this
is
we
looked
at
the
students
at
snu.
We
looked
at
their
weighted
student
credit
hours
based
on
our
weighted
student
course
met
Matrix.
AD
We
then
looked
at
the
students
that
actually
enrolled
in
the
fall
at
UNR,
so
in
other
words,
snu
students
that
continued
on
in
the
fall
and
what
we
did
is
we
calculated
the
weighted
student
credit
hour
in
impact
for
those
students,
and
we
have
added
this
in,
because
the
formula
is
looks
backwards.
You
wouldn't
otherwise
capture
these
students
in
the
funding
formula.
AD
So
this
attempts
to
do
that,
but
I
would
argue
it
does
it
in
a
very
conservative
way,
because
what
we've
done
is
made
sure
these
students
were
in
fact
enrolled
in
the
fall
at
UNR.
We
don't
typically
do
that
with
the
weighted
student
credit
hours
when
we're
looking
at
it
just
generally
in
the
funding
formula.
We
just
look
back
and
count
the
way
to
student
credit
hours.
This
proposes
to
sort
of
capture
those
snu
students
moving
on
to
UNR.
AD
We
do
have
some
other
one
shots
that
we're
requesting
and
so
Nevada
net,
which
is
the
network
that
not
only
connects
all
of
the
institutions
but
also
connects
many
of
the
public
agencies
out.
There
use
this
network
as
well,
and
so
we
have
two
items
that
we're
requesting
in
here.
The
first
is
a
three
million
dollar
request
for
the
renewal
of
leases
of
fiber
and
then
the
second
one
is
five
million
dollars
in
replacement
equipment
for
that
Network
Capital
Improvements.
We
have
three
requests
for
Capital
Improvement.
AD
The
first
one
is
what
we
refer
to
as
heck
Sheck.
That's
the
higher
education,
Capital
Construction
account
and
the
special
higher
education
Capital
Construction
about
account.
That
is
15
million
dollars
that
we
receive
every
two
years
that
funding
is
dedicated
for
deferred
maintenance,
so
that
simply
continues
that
funding
that
we
typically
receive
every
two
years.
The
second
item
on
that
list
is
a
a
project
for
dri.
This
is
a
chilled
water
central
plant
to
replace
that
for
5.4
million
and
then
the
last
one
m150
there
the
additional
deferred
maintenance.
AD
What
we
are
asking
for
is,
in
addition
to
the
15
million
in
heck
check
funds.
We
are
asking
for
an
additional
50
million
in
deferred
maintenance
funding
and
when
we
ranked
our
Capital
Improvement
projects,
this
project
actually
was
ranked
number
one
on
that
list
and
we
have
identified
just
at
the
tier
one
level
what
we
call
tier
one
level,
which
is
projects
that
are
critical
within
the
next
two
years.
AD
Just
wanted
to
touch
on
a
couple
of
the
the
state
funded
scholarship
programs.
Only
one
of
these
is
actually
in
our
budget,
but
it's
important.
These
programs
are
obviously
important
to
us
and
so
I
wanted
to
recognize
the
other.
The
first
is
the
Silver
State
Opportunity
Grant,
there's
five
million
dollars
a
year
in
the
base
budget.
That
is
an
account
that's
actually
within
the
Nevada
system
of
higher
education.
The
Nevada's
promise
program
has
a
one
shot
for
six
million
dollars.
AD
The
next
slide
is
and
again
this
is
a
decision
unit
that
is
not
within
our
budget
but
wanted
to
recognize
it
because
it
is
important
to
us,
and
that
is
12
million
a
year,
that
is
in
the
goed
budget
for
Workforce
and
economic
development
funds,
and
so
these
are
for
startup
and
support
costs
for
Workforce
and
economic
development
programs
at
the
community
college
and
so
that
12
million
year
now
the
institutions
under
under
the
statute.
AD
There
is
a
process
that
they
have
to
go
through
to
obtain
these
funds,
and
since
these
funds
are
going
into
the
wind
fund,
the
institutions
would
have
to
follow
that
process.
That's
outlined
under
statute
next
is
funding
for
the
UNLV
school
of
medicine.
This
is
for
increases
in
operating
costs.
It
also
will
provide
the
medical
school
with
increased
faculty
and
Staffing,
and
this
is
to
prepare,
as
they
revise
their
accreditation,
to
move
from
60
students
to
90
students.
This
funding
would
would
help
them
achieve
that.
AD
This
funding
is
a
it's
actually
a
one
shot,
and
it's
not
again,
it's
not
in
our
budget.
This
is
funding
that
the
governor
had
recommending
putting
into
an
account
in
the
governor's
finance
office
and
then,
lastly,
and
I
will
actually
turn
it
back
to
the
chancellor.
Thank.
AB
You
Mr
Claire
for
the
record,
Dale
erkiaga,
so
members
of
the
subcommittee,
that's
a
lot
really
fast,
but
I
would
represent
you
that
those
requests
are
all
things
that
came
through
the
Board
of
Regents.
Our
president's
presented
budget
priorities
to
the
board
first
in
May
and
June
the
board
finalized
that
request
in
August,
and
we
are
I
think
very
fortunate
that
the
governor's
recommended
budget
picked
up
so
many
of
those
items,
particularly
Restorations,
because
again
our
funding
formula
Works
differently
from
what
you
see
looking
forward
in
case
loads.
AB
Ours
looks
back
and
we've
had
this
weird
blip
in
the
way
enrollments
have
performed,
and
so
we
are
really
quite
pleased
and
honored
to
be
able
to
sit
before
you
with
those
governors
recommended
requests
which
reflect
the
will
of
the
board
in
and
of
our
presidents
in
prioritizing
those
for
you,
the
one
that's
in
front
of
you
now
was
not
a
direct
request
from
the
system.
AB
It
was
added
by
the
governor's
office
as
a
result
of
the
assembly
Bill
450
committee
from
the
prior
session,
which
was
a
study
of
Community
College
performance
and
the
system.
The
board
sent
a
letter
requesting
a
funding
formula
study
to
this
body
and
to
the
governor,
and
we
are
fortunate
for
a
couple
of
reasons.
I
think
that
the
governor
picked
up
this
request
and
has
added
this
line
item
I
will
recognize
it's
a
large
dollar
figure
and
let
me
explain
a
little
bit
about
why
I
think
that
dollar
figure
is
what
it
is
in.
AB
My
preliminary
conversations
with
the
governor's
office
this
week,
as
we
have
come
to
know
about
this
part
of
this,
is
about
the
funding
formula.
Mr
Klinger
indicated
to
you
how
it
works.
It
rewards
weighted
student
credit
hours,
fun
fact.
I
was
on
the
original
study
committee
when
I
was
I,
don't
know
four
jobs
ago
in
the
governor's
office.
AB
Community
colleges
don't
fare
in
the
same
way
as
a
university
does
under
the
current
formula,
and
the
current
Formula
allows
nothing
for
what
you
heard
in
the
prior
hours
from
the
superintendent
about
pupil-centered
or
weights
or
categoricals.
We
have
none
of
that,
and
so
our
student
supports
are
funded
out
of
either
student
fees,
which
seems
unfair
if
we
are
serving
an
increasingly
poor
student
population
and
we
are
assessing
them
fees
to
serve
themselves.
AB
And
so
what
I
hope,
as
we
work
with
you
in
the
governor's
office,
is
that
the
funding
formula
side
of
this
study
would
look
at
student
type
as
well
as
institution
type
as
well
as
performance,
the
governor
also
added
I.
Think
rightly
so.
You
heard
him
allude
to
this
in
the
State
of
the
State
on
Monday
night,
I.
AB
Think
substantial
funding
here
to
look
at
what
was
discussed
in
the
prior
speaker
as
from
the
gentleman
from
Carson
City's
question
about
operations
or
management,
particularly
of
our
self-supporting
accounts,
so
I
will
name
the
thing
that
is
in
the
room.
That
is
no
doubt
going
to
be
one
of
your
first
questions.
The
Nevada
system
of
higher
education
just
received
the
results
of
three
legislative
performance
audits.
One
of
those
is
about
our
self-supporting
accounts
and
how
those
monies
are
retained.
AB
Those
of
you
who
are
on
the
audit
subcommittee
know
these
audits
well,
and
so
we
have
received
an
audit
about
self-supporting
accounts.
Capital
Improvement
accounts,
as
well
as
our
foundations
and
I,
will
say
that
I
received
33
recommendations
from
your
legislative
audit
staff.
I
accepted
them
all
and
we
are
working
on
addressing
all
of
the
findings
that
they
and
recommendations
that
they
put
forward.
AB
I
think
that
sets
the
stage
quite
nicely
for
what
I
believe
the
governor's
office
would
see
as
the
sort
of
the
other
half
of
this
audit
about
how
we
operate
and
not
just
how
we
enumerate,
if
you
will
allow
me
that
little
bit
of
flair
with
language
and
then
finally,
with
that
explanation,
I'll
end
again
on
accountability,
we
have
dozens
and
dozens
of
charts
and
graphs
at
this
address.
AB
I
commend
them
to
you,
the
dis,
the
system
like
school
districts,
unlike
the
state
department
you
heard
previously,
the
system
I
will
say,
is
an
outsider
who's
been
there
only
six
and
a
half,
maybe
seven
months
now,
has
a
tremendous
amount
of
data
targeted
at
accountability.
We
have
performance
metrics
that
range
from
persistence
and
completion
and
graduation
rates
to
data
about
our
own
student
type
and
the
the
gaps
that
might
exist
for
them
and
that
ranges
across
a
dual
enrollment
programs
to
the
degree
program.
AB
So
I
would
say
and
when
again
I
would
say
to
you
as
someone
who's
been
in
a
number
of
jobs
in
the
state
government,
the
system
does
use
accountability,
metrics
I
think
remarkably.
Well,
our
institutions
are
all
compared
to
peer
and
aspirational
institutions
and
there
is
a
built-in
accountability
system.
Clearly,
we
can
always
improve.
We
see
that
in
the
Audits
and
we
recognize
it
and
we
accept
it,
and
so
I
will
end
where
I
started.
As
we
begin
to
take
your
questions
for
nearly
150
years,
we
have
been
in
the
business
of
changing
lives.
D
P
Thank
you
and
thank
you
for
the
presentation.
It's
nice
to
see.
All
of
you
I
have
two
questions.
The
first
is
actually
not
based
upon
one
of
the
slides.
Excuse
me.
It
has
more
to
do
with
our
employees
and
attempting
to
get
more
individuals
into
nursing
in
particular,
as
well
as
in
education,
which
I
believe
you
mentioned,
but
other
areas
of
this
team
profession.
P
One
thing
I
keep
on
hearing
about
in
the
nursing
profession
in
particular.
Is
that
we're
unable
to
keep
people
as
teachers
at
the
University
level?
Is
there
currently
a
plan,
and
or
do
you
believe
that
will
cost
us
money
or
is
that
something
that
is
currently
being
discussed
to
expand
the
steam
Professionals,
in
particular
in
the
medical
field
of
Nursing.
AB
For
the
record
dealer
kiaga,
thank
you
for
the
question
assemblywoman.
So,
yes,
you've
heard
correctly
our
faculty
leave
to
become
traveling
nurses.
So
there
are
many
of
our
faculty
are
themselves
nurses.
They
can
make
a
lot
more
money
as
a
traveling
nurse.
In
this
unfortunate
era
in
which
we
live,
and
so
at
the
request
of
the
board,
the
presidents
and
I
have
started
a
conversation
about
our
own
Recruitment
and
Retention
challenges.
AB
I
have
as
much
trouble
holding
business,
Finance
and
Accounting
staff,
as
your
state
agencies
do
and
so,
and
while
this
budget
puts
us
back
to
as
the
Chief
Financial
Officer
has
indicated,
sort
of
2021
levels,
we're
sort
of
holding
on
each
institution
maintains
its
own
strategies
for
that
recruitment
of
faculty
and
staff,
and
then
the
presidents
have
taken
it
upon
themselves
to
bring
to
the
board
proposed
changes
which
may
be
an
allocation
of
our
own
budget
dollars
where
we
ask
them
to
place
monies
or
it
may
be
changes
in
board
policy
for
how
we
hire
and
recruit
so
I
I
want
you
to
understand.
AB
Our
attention
is
on
the
issue.
We
don't
have
all
the
answers.
The
previous
speaker,
the
superintendent
referenced,
the
teacher
shortage
and
our
collaboration
there.
She
and
I
will
I'm
soon
be
taking
some
more
steps
in
the
teacher
shortage
area
and
we
can't
make
people
be
teachers
and
we
can
provide
as
many
incentives
as
possible
and
and
with
your
help,
you'll
see
here.
Some
of
that
we
will
do.
P
Thank
you
and
then
I
do
have
a
second
question.
If
I
may
thank
you,
it
has
to
do
with
the
capital.
Improvement
projects
slide.
I,
don't
I
didn't
write
down
the
number,
but
in
particular
M51
the
additional
deferred
maintenance
funding.
Could
you
go
into
a
little
bit
more
detail
with
that,
because
you
had
mentioned
that
if
the
buildings
were
a
certain
age
and
all
I
can
think
about
is
Fleischmann
and
UNR
that
was
old
when
I
went
there
20
years
ago,
so
or
30
years
ago,
so
just
curious.
AD
Sure
for
the
record,
Chief
Financial,
Officer,
Andrew
Klinger,
and
when
I
was
talking
about
the
the
allocation
of
funding.
It
was
really
just
talking
about
how
we
would
sort
of
divide
the
money
up
between
the
institutions
and
so
what
we
do
the
way
we
do
it
currently
with,
for
example,
the
heck
Sheck
money.
Is
we
take
the
number
of
maintainable
square
feet
that
an
institution
has,
and
then
we
compare
that
to
the
total.
AD
So
the
the
current
data
I
have
is
that
we
have
about
12
million
500
000
maintainable
square
feet,
and
so,
if
you
look
at,
for
example,
UNLV
has
about
4
million
of
that
a
little
over
four
million
So.
Based
on
that
funding
allocation
of
the
50
million,
they
would
get
almost
16
million
of
it,
and
so
that's
just
a
way.
We
would
divide
up
the
money.
The
institutions
have
all
ident
identified
specific
projects
based
on
this
allocation
that
if
it
was
approved
that
they
would
projects
that
they
would
undertake.
AE
There
are
really
two
big
factors:
the
increasing
fees,
the
hidden
fees,
the
tacked
on
fees
and
the
housing
issues
in
this
budget.
We
don't
talk
a
lot
about
fee
structure
or
transparency
of
how
fees
are
used
in
our
institutions.
We
aren't
talking
about
how
that's
helping
support
housing
issues
at
our
institutions,
so
I
I'm,
hoping
for
some
perspective
from
you
all
on
what
you're
intending
to
do
with
at
least
the
state
allocation
to
help
offset
some
of
those
burdens.
We
talked
a
little
bit
about
wanting
to
not
have
to
assess
higher
fees.
AE
How
high
can
we
go
and-
and
what
is
what
is
maintainable
for
the
population?
I
have
concerns
that
the
dips
we're
seeing
are
permanent,
because
people
just
can't
afford
to
move
just
to
go
to
school.
They
can't
afford
to
be
there,
and
especially
our
first
generation
students
who
may
not
live
in
proximity
to
a
university
or
a
college.
So
I
appreciate
some
perspective.
AB
For
the
record
dealer,
kiaga
I'll
start
I'm
sure
the
chair
has
a
perspective
here
to
so
I
couldn't
agree
with
you
more
I,
too
an
Alum
and
I.
The
thing
I
hear
the
most
is
housing
I
think
that's
endemic
in
our
culture
writ
large
today.
So
the
the
thing
there
are
a
couple
levers
that
you
have
as
legislators
that
can
help
with
that.
AB
One
directly
is
the
financial
aid
programs,
the
scholarship
programs
that
does
offset
costs
and
and
those
dollars
are
outside
sort
of
Pell
money,
so
they
can
be
used
for
whatever
the
student
needs.
So
that's
one
lever
that
sounds
like
a
request
for
more
money.
I
apologize
for
that
and
the
second
one
is
again
will
be
a
request
for
more
money
and
so
I
apologize
for
that
these
institutions
receive
monies
that
they
can
expend.
So
we
receive
all
these
grants.
AB
I
have
no
judgment
over
you
for
this,
as
have
forced
you
to
constrain
the
system's
budgets,
fees
go
up
because
costs
don't
go
down,
and
so
this
is
a
human
capital,
intensive
business.
We
have
staff,
and
so
we
I
think
as
nevadans
need
to
think
about
what
is
our
state
commitment
either
through
direct
financial
aid
or
through
General
appropriation
to
hold
those
student
fees
down?
AB
That
is
a
part
of
this
conversation
and
then
because
those
were
two
blatant
requests
for
more
money,
ma'am
I
would
offer
it's
also
on
us
at
the
system
to
make
better
use
of
reserves
to
make
better
use
of
those
dollars
that
we
have
that
our
board
will
set
policy
over
to
smooth
that
transition,
because
I
hear
the
same
things
you
hear
from
our
students
and
I
know.
Their
chair
has
a
opinion
about
this,
particularly
with
the
grad
student,
stipend,
so
I
guess
I
would
offer
to
you.
AB
We
hear
the
students
and
I
hear
you
and
we
will
be
happy
to
work
with
you
in
Partnership
to
figure
out
both
through
transparency
of
what
we
do
have
and
then
assessment
of
what
we
ought
have
to
meet
need
and
not
wishes,
such
as
wraparound
services
and
food,
shelter,
transportation.
AE
Okay,
I
I
appreciate
that
response
and
I
think
that
one
of
the
like
blind
spots
around
transparencies,
you
would
think
with
economies
of
scale
that
the
price
would
go
down.
The
bigger
we
get
for
each
student
right,
and
why
is
that
not
the
case?
AE
So
as
you
talk
about
what
the
institutions
can
be
doing
to
better
utilize
their
resources
and
streamline
their
efforts,
what
is
the
plan
to
get
there
right?
I
would
love
to
see
a
report
breaking
down
change
management
structures
for
how
to
streamline
our
efforts,
but
I
also
think
that
you
brought
this
up
during
the
employment
part
of
the
discussion.
AE
I
don't
have
numbers
on
my
pages,
but
your
employment
distribution
discussion
that
there
are
opportunities
to
potentially
look
at
FTS
versus
part-time
staff
and
I'm
I'm,
wondering
if
you've
done
any
reporting
along
the
lines
of
what
part-time
staff
would
be
interested
in
transferring
to
full-time
staff.
What
is
the
cost
savings
and-
and
you
know,
cost
benefit
analysis
of
that
that
transference
of
positions
and
and
as
an
anecdote,
I
have
a
friend
who's.
AE
A
professor
at
the
University
he's
part-time
English,
professor
and
his
wife,
decided
to
use
Medicaid
Insurance
because
their
family
could
not
afford
to
have
their
children
on
the
insurance
that
he
was
provided
in.
That
position,
so
I
think
that
there
I'd
like
to
see
and
a
really
comprehensive
assessment
of
what
we're
using
resource
wise,
not
just
Financial
but
also
personnel.
AC
For
the
record,
Byron
Brooks,
the
everything
that
you
just
outlined
to
us
is
something
that
we
we
we
face
an
awful
lot
as
a
board
when
we
are
at
the
institutions
and
listening
to
students.
And
while
you
were
speaking,
the
the
one
thing
that
stayed
in
my
mind
for
quite
some
time
is
a
meeting
that
we
had
that
UNR
hosted
where
the
line
of
graduate
students
from
the
microphone
to
the
back
of
the
room
and
around
other
chairs
was.
AC
It
was
filled
with
those
students
who
are
really
having
a
difficult
time
with
finances
in
terms
of
the
graduate
student
stipends.
And
so
there
have
been
many
conversations
with
student
body
representatives
to
take
a
look
at
what
that
looks.
Like
I'm,
very
thankful
that
in
the
state
of
the
the
state
address
the
governor
addressed
it,
because
students
were
having
thoughts
that
perhaps
they
could
come
to
one
of
the
the
legislative
bodies
and
ask
for
money
specifically
to
support
graduate
student.
AC
Stipends
they're
certainly
an
issue
where
we
are
in
terms
of
housing
costs
and
what
what
these
graduate
student
stipends
are
and
there's
there's
a
distinct
imbalance
in
that
whenever
we
take
a
look
at
student
fees,
the
last
thing
that
we
want
to
do
as
a
board
when
these
agenda
items
come
before
us
is
raise
student
fees.
It
it
just
is
not
something
that
we
take
on
lightly
and
what
we're
hoping
is
that,
as
the
institutions
gain
more
funding,
that
there's
a
possibility
that
the
institutions
can
take
a
look
at
some
of
the
accounts.
AC
They
have
to
offset
some
of
the
costs
that
students
endure.
You've
outlined
something
that
that
a
lot
of
people
have
not,
and
that
is
when
we
talk
about
the
cost
of
Education
in
Nevada,
for
higher
education
relatively,
it
would
seem
like
it's
extremely
reasonable
compared
to
other
states
Across
the
Nation.
AC
That's
Antiquated
at
this
point
and
it's
important
to
be
able
to
go
back
and
take
a
look
at
what
some
of
those
policies
are
to
ensure
that
we're
not
pitting
the
ability
of
the
institutions
to
do
the
things
that
they've
got
to
be
able
to
do
to
ensure
that
our
students
are
successful
and
I
hope
that
that
provides
some
some
clarity,
and
we
certainly
appreciate
the
question.
Thank
you.
AF
AD
Madam
chair
for
the
record
Andrew
Klinger
Chief
Financial
Officer
for
Nevada
system
of
higher
education
assembly,
woman
I
will
have
to
get
back
to
you
on
on
those
questions.
I
don't
have
the
details
and
I
would
hate
to
guess
of
what's
in
the
other
category,
but
I
can
certainly
provide
a
breakdown
to
your
staff.
AD
A
AF
Endowment
funds,
what
kind
of
projects
would
those
be
funding
and
are
they
listed
in
the
all
revenue.
AD
So
so
the
foundations,
what
they
typically
so
they
they
rely
on,
obviously
gifts
and
donations,
and
then
they
invest
those
funds,
and
so
when
you
look
at
the
each
institution
has
their
own
foundation
and
typically,
but
it
depends
on
the
donor
agreements.
Typically,
what
those
funds
are
used
for
is
student
support,
so
they're
the
financial
aid
essentially
for
students
is
primarily
what
they
use
that
for.
AB
Madam
chair,
if
I
might
for
the
record
dealer
hiaga
in
December,
the
board
received
reports
from
each
endowment
and
that
delineates
I
think
some
of
the
information
that
you're
looking
for
so
we'll
be
happy
to
provide
those
to
your
staff.
T
Thank
you,
madam
chair,
and
not
so
much
a
question
but
more
of
a
comment.
I
I
do
chair
the
audit,
a
subcommittee,
and
so
since
you
brought
it
up,
I
do
want
to
point
some
things
out,
because
I
know
it
was
in
the
governor's
recommended
budget
that
we
restore
some
of
the
cuts
that
we
made
during
our
special
session.
But
I
know
you
guys
were
great
partners
and
willingly
worked
with
us
and
were
willing
to.
T
You
know
there
was
50
million
dollars
that
you
guys
were
going
to
use
from
self-supporting
accounts
to
help
with
budget
cuts,
and
after
reading
the
audit
I'm
I'm
just
going
to
share
some
of
the
highlights
from
the
audit.
But
some
some
of
the
findings
were
that
minimal
system,
wide
oversight
and
variations
and
internal
control
systems
and
operations
at
the
at
and
she
contributed
to
inappropriate
and
questionable
Financial
activity.
T
In
addition,
State
funds
were
not
reverted
to
the
state,
as
required
by
law
after
they
were
used,
and
we
they
also
found
that
self-supporting
programs
had
a
significant
amount
of
idle
funds
relative
to
Total
uses.
These
programs
had
about
200
million
in
reserves
at
the
end
of
the
fiscal
year
2021,
and
that
was
from
your
self-supporting
account.
So
again,
more
of
a
comment
I
it.
It
sits
uneasy
with
me
that
we
would
restore
the
50
million
dollars
from
your
self-supporting
accounts
when
all
of
this
is
happening
and
on
all
of
those
reserves
exist.
T
N
Thank
you,
madam
chair
I
had
one
question,
but
technically
two
so
I
have
a
question
on
the
study
that
you
have
in
your
slide
for
5
million
and
I
guess
what
I'm
trying
to
figure
out
is
in
2019
the
inchi
system
or
the
Regents
decided
they
were
going
to
review
current
strategies
in
order
to
close
the
achievement,
Gap
so
and
they
had
an
end
goal
of
2025.
So
how
does
that
2019
discussion
fit
into
the
study
right
I
mean
no
reason
to
reinvent
the
will.
AB
For
the
record
dealer
kiago,
thank
you
senator
for
the
question.
So
what
I
would
say
is
that
work
of
the
Strategic
plan
that
under
then
Chancellor
Riley
resulted
in
programmatic
and
operational
changes
at
the
institution
level.
It
didn't
touch
from
where
the
money
comes.
It
was
about
how
it
how
we
use
it
to
improve
student
outcomes
and
and
our
data,
which
we
can
show
you
in
the
subcommittee
OR,
which
is
available
on
the
dashboard.
AB
The
institutions
have
made
good
gains
in
graduation
rates
in
that
period
and
really
in
the
last
10
years,
so
I
think
in
when
Chancellor
Rose
was
here.
The
ward
began
another
strategic
planning
process
to
sort
of
review
where
we
were
under
chancellorelli.
We
have
finished
that
process.
The
board
will
provide
that
framework
I
hope
next
week
and
so
I
would
represent
those
to
you
as
sort
of
building
blocks
towards
our
operations
and
our
strategies
that
make
maybe
more
Illuminating
a
conversation
about
money.
AB
What
are
we
doing
with
the
money
that
we
have
and
what
results
are
we
giving
you?
We've
I
share
the
previous
speaker's
concern
about
our
enrollment.
This
might
be
the
way
it
is
now
right,
and
so
the
board
chair
has
asked
that
our
next
special
meeting
in
April
look
at
enrollment
Trends
and
that
we
forecast
against
those
Trends
our
current
use
of
these
dollars.
So
the
way
I
look
at
this
always
is
is
we're
kind
of
stitch.
AB
These
various
initiatives
together,
we
should
be
representing
progress
on
our
strategies
and
they
should
build
on
each
other.
What
we
cannot
do
better
I,
think
is
relate
to
you
what
you
got
for
that
money
and
what
you're
not
getting
that
might.
If
you
wish
us
to
change
the
slope
I
always
say
of
graduation.
A
graduation
looks
like
this.
If
you
want
to
look
like
this,
how
would
I
tell
you
what
that
costs?
I
can't
tell
you
that
today,
and
so
that's
how
I
would
represent
that
we
ought
work
together.
N
Madam,
chair
and
just
a
final
question,
so
I
had
a
question
on
the
slide
Awards
conferred
so
on
the
skill,
cert
and
the
certificate
of
achievement.
I
mean
discounting,
what's
happening
in
covid.
N
Those
don't
seem
to
be
growing
in
the
level
that
I
guess
they
should
be,
and
what
I'm
trying
to
understand
is,
you
know,
can
do
you
have
a
further
breakdown
of
the
numbers
by
demographics
and
awards,
in
particular
industries
that
they
have
tried
to
go
after
and
the
reason
why
I'm
bringing
this
up
is
because
you
know,
since
2017,
under
Sandoval
we've
been
trying
to
engage
in
this
work
right
of
certifications
and
I
this.
N
This
shows
that
it's
creeping
like
a
snail
and
then
on
top
of
that
I'm
wondering
what
the
cost
is
associated
with
these
dislocated
workers,
because
what
we
know
for
a
fact
is
that
the
workforce
dollars
do
not
necessarily
pay
for
all
of
those
students
who
are
trying
to
get
these
certifications
and
I
know
at
UNLV
one
of
the
cyber
security
certifications.
It's
at
continuing
education
is
sixteen
thousand
dollars,
and
you
have
to
come
up
with
forty
five
hundred
dollars
up
front.
N
That's
a
lot
of
money
for
someone
to
have
to
come
out
of
pocket
and
the
intro
course
is
like
180.,
so
we
there's
some
gaps
here
on
success
because
wioa
can't
pay
for
it.
The
Sandy
Grant
couldn't
pay
for
it.
So
so
what
are
we
doing
to
try
to
help
on
the
workforce?
Side
allow
the
people
who
are
not
going
to
go
to
a
four-year
institution?
They're
not,
but
they
also
are
not
the
people
who
can't
afford
16
Grand
to
get
a
certification.
AB
Madam
chair
for
the
record
dealer
kiaga.
Yes,
it
is,
and
you're
right,
I
can't
disagree
with
anything.
You
said,
Senator,
I,
think
and
I
think
this
about
the
system
which
I
temporarily
lead
and
I
think
this
about
many
other
entities
that
operate
in
the
workforce.
Space
I
always
say:
we
have
an
ecosystem,
not
a
system.
Our
efforts
are
not
terribly
well
coordinated,
and
that
goes
for
us.
AB
So
our
certificates,
as
you
have
noted,
are
not
growing,
perhaps
at
a
pace
where
we
see
more
and
more
folks
choosing
not
to
pursue
an
Associates
or
bachelor's
degree,
they're
looking
for
something
else,
and
so
the
board
I
think
rightly
last
year
changed
its
policy
about
how
we
gain
advice
at
the
community
college
level
from
Workforce
boards
and
institutional
advisory
boards.
That's
one
lever
we
have
and
we
do
use
some
of
the
Sandy
grant
money.
We
have
used
win
money
in
the
past.
That
too
is
piecemeal.
AB
What
we
don't
have
and
what
I
hope
will
come
from
this
session's
conversation
about
Workforce
and
in
she
is
a
more
coordinated
effort
around
Workforce
so
that
we
are
responsive
to
go
Ed
or
dieter's
requests
for
certain
job
types.
You
and
I
worked
together
years
ago
about
specific
legislation
in
Las,
Vegas
I
think
that
ultimately
created
the
win
fund
to
be
responsive
to
a
particular
Economic
Development
proposal.
AB
AB
The
superintendent
has
again
told
me
how
many
teachers
she
needs
this
body
20
years
ago,
told
in
she
how
many
nurses
we
needed-
and
that
was
the
Genesis,
as
you
well
know,
for
Nevada,
State,
College
and
so
I
would
agree
with
you
and
ask
for
your
help
in
helping
us
set
those
benchmarks
and
adding
coherence
to
the
system
so
that
we
do
move
faster
and
that
we're
hitting
the
right
people
if
we
rely
on
self-supporting
programs
of
the
kind
you
mentioned.
The
price
goes
up
very
high
and
they're
beyond
reach.
B
Well,
thank
you,
madam
chair,
for
the
questions.
Thank
you,
gentlemen.
For
being
up
here.
I
have
never
hid
my
Association
and
proud
association
with
UNR
with
my
family
for
Generations.
So
having
said
that,
however,
I
have
some
concerns
you
mentioned
already,
and
it
was
addressed:
I
Believe
by
assemblywoman
Peters
regarding
the
the
plateau
and
enrollment
and
actually
what
we're
seeing
a
decrease
in
enrollment
and
a
lot
of
the
argument
is
cost
cost
of
living.
Covid
I
would
say,
probably
some
mandates
that
that
students
didn't
want
to
deal
with.
B
B
AB
For
the
record
dealer,
kiaga
and
and
I'll
generalize
your
comments
away
from
just
UNR,
respecting
your
family's
affiliation,
I
treat
all
of
my
institutions
the
same
ma'am.
All
of
our
institutions
have
increased
their
online
presence,
partly
as
a
result
of
the
pandemic
and
partly
in
response
to
customer
demand.
But
I
think
you,
like
the
previous
speaker,
are
correct.
Enrollment
Trends
are
moving
in
different
directions
and
it
is
causing
this
movement
maybe
earthquake
in
higher
education
across
the
country,
as
I
said.
Typically
Community
College
enrollment
goes
up
in
a
period
of
economic
downturn.
AB
We
did
not
see
that
now.
If
the
economy
turns
Down,
Heaven,
Help
Us
all
in
this
next
12
months,
we
might
see
a
return,
but
you
also
mentioned
things
like
online.
Besides
online
Global,
Learning
and
I
would
offer
think
about
corporate
learning.
Major
tech
companies
in
this
country
provide
their
own
certifications.
They
don't
need
ours,
and
so
the
system
and
our
institutions
are
flooring
Partnerships
with
those
corporations
how
we
might
deliver
for
them.
AB
We
have
a
program
somewhat
related
with
MGM
Resorts,
where
we
provide
online
training
to
some
of
their
employees
who
are
progressing
in
their
own
economic
mobility
and
so
I
guess
what
I
would
say
is
you
too
are
correct,
I'm,
a
very
agreeable
witness
today
Madam
chair
and
we
we
as
a
system,
need
to
think
about
if
enrollment
stays
here,
what
other
lines
of
business
ought
we
be
in
and
what
value
do
we
offer
in
order
to
compete
in
a
world
that
looks
very
different
in
the
post-secondary
space?
Great.
B
And
next
question
would
be
I
didn't
hear
anybody
mention
dual
enroll,
enrollment
and
and
any
questions
or
any
of
your
presentations
and
one
thing
that
I
see
in
my
rural
communities.
B
Is
that
that's
a
critical
piece
here
for
for
students
to
be
dually
enrolled
and
through
the
systems
and
want
to
make
sure
that
there's
that
continued
partnership
and
then
I'm
but
I'm
wondering
about
the
cost
of
that
and
who
Bears
most
of
that
cost,
because
I've
had
different
responses
and
some
Schools
sign
up
for
it
and
some
not
sign
up
and
wondering
where-
and
she
is
with
that.
AB
Thank
you
for
the
question
for
the
record
dealer.
Gyaga
I
apologize
for
not
mentioning
it.
It
is
a
growing
line
of
business
for
us
and
and
I
would
say
it
may
be
a
strategy.
Nationwide
data
tells
me
that
it
is
for
addressing
this
issue
of
enrollment.
AB
Nevada
is
49th
in
the
nation
in
some
instances,
50th
in
the
nation
for
high
school
matriculation
to
post-secondary
education,
meaning
I,
graduated
and
I
went
somewhere
for
higher
ed
we're
almost
dead
last
and
so
dual
enrollment
or
dual
credit
programs
authorized
by
this
legislature
by
the
way
is
one
way
to
make
that
easier,
I
gain
as
a
student
credits.
So
in
the
last
two
years
the
system
has
standardized
our
pricing.
AB
The
student
pays
the
fee
and
in
most
of
those
instances,
I
think
our
districts
are
paying
that
fee
using
Equity
dollars
or
some
of
the
at-risk
money
so
that
we
get
a
broader
base
and
then
the
institutions
each
treat
faculty
compensation
differently,
and
so
we're
looking
at
what
that
looks
like
what
are
the
credentials
required
for
the
teacher
or
faculty
member
delivering
in
that
space
and
what,
if
they
be
paid,
because
again,
our
institutions
are
both
autonomous
as
well
as
stitched
into
a
system.
So
it's
certainly
a
growth
strategy
for
us
all.
AB
The
research
tells
me
that,
and
particularly
for
Rural
students
who
might
not
otherwise
have
access.
So
it's
growing
across
our
institution.
We
have
some
details
to
work
out
as
a
family
about
how
that
works,
and
so
we
keep
the
price
point
where
it
is
accessible
for
all.
B
Quick,
yes
or
no
question
are
all
credits
that
a
student
receives
in
a
Nevada
or
NC
based
School
transferable,
to
the
other
schools.
AB
So
for
the
record
dealer
kiaga,
so
yes,
our
transfer
rate
is
really
high.
I
think
I
heard
the
other
day
from
our
region.
It's
94!
So
you
you
take
courses
in
from
us.
In
a
high
school
setting
or
in
our
community
college.
Setting
those
courts
are
credits
are
transferable,
they
might
not
apply
to
a
degree.
So
this
is
where
some
of
this
comes
you'll
hear
a
student
say:
I,
took
a
class
and
then
I
couldn't
transfer
it
well.
They
took
a
class
in
X
and
they
have
a
degree
in
y
That's.
Why
that
happens?
AB
The
the
credits
move
across
the
system,
but
there
are
instances
I
hear
them
and
I
didn't
understand
it.
Six
and
a
half
months
ago
that
they're
not
always
applicable
to
a
degree
but
our
system
both
for
high
school
student
courses
and
within
our
own
system.
The
transferability
is,
has
been
a
major
initiative
of
the
system.
B
I
think
we
definitely
need
to
have
better
truth
in
advertising
along
that
line.
These
students
are
taking
these
courses,
thinking
that
will
be
transferable
to
whatever
degree
they're
looking
at
only
to
find
out.
They
are
not
transferable
yeah,
they
get
the
credit,
but
it's
not
transferable
to
what
they
had
intended.
B
Final
question:
if
I
might
right,
Madam
chair
back
to
a
money
question
since
this
is
a
money
committee,
I
know
that
the
University
of
Nevada
Reno
had
has
tremendous
lands
in
the
farms,
and
recent
issues
of
of
sale
of
that
land
has
has
been
concerned.
Lots
and
I'm
just
wondering
on
a
broad
scale
basis
throughout
this
state
when
the
University
sells
land.
AB
I'm
smiling
with
the
chair
because
we've
been
asked.
This
I've
been
asked
this
question
by
a
regent
for
the
record,
Dale
or
hiaga.
So
I'll
give
you
the
simple
answer
that
I
can
understand
and
all
real
estate
is
held
by
the
Board
of
Regents
within
the
system.
It's
probably
hundreds
of
buildings
or
Parcels
those
buildings
and
Parcels
are
assigned
to
an
institution,
so
we've
used
UNR
as
an
example,
I'll
use,
show
and
R.
As
an
example,
UNR
holds
certain
holds
authority
over.
AB
If
you
will
certain
pieces
of
land,
the
board
has
required
through
policy
that
every
institution
have
a
master
plan
for
its
real
estate
development,
so
that
if
the
university
chooses
to
sell
parcel
a
they
would
then
reinvest
those
monies
first,
they
would
pay
off
the
debt.
If
there
is
any,
they
would
reinvest
those
monies
in
their
master
plan.
Now
the
board
has
ultimate
authority
over
that
master
plan
and
could
say
no.
We
don't
think
you
should
use
the
money
from
parcel
a
for
Project
X.
AB
We
think
you
should
use
that
money
elsewhere,
but
it
is
a
again.
It's
part
of
our
loose
tight
system.
Our
institutions
are
autonomously
given
assigned
to
these
partials
or
buildings;
they
use
them
for
their
own
real
estate
master
plan,
but
they
are
all
held
by
the
board
and
so
in
in
that
way,
if
the
board
chooses
to
make
different
allocation,
it
could.
B
Thank
you
for
all
that
I
now
have
more
questions
and
answers,
but
thank
you,
madam
chair,
for
the
questions.
I.
AB
Specialize
in
that
Senator,
as
you
know,
I
think
my
chair
had.
Did
you
wish
to
add
something.
AC
Name
again,
I
apologize,
Madam
chair
again
for
the
record.
My
name
is
Byron.
Brooks
I
think
it's
really
important
that
we
understand
that
the
higher
education
landscape
is
absolutely
changing
and
that's
part
of
what
we're
what
we're
contending
with
when
we
take
a
look
at
where
are
our
enrollment
numbers
and
what?
What
can
we
use
as
a
pipeline
like
dual
credit,
to
be
able
to
induce
the
amount
of
students
that
we
have
at
our
institutions?
AC
Where
is
my
child
going
to
go
to
ensure
that
the
cost
of
this
education
has
been
worthwhile
based
on
the
employment
that
they're
going
to
receive?
And
so
it's
almost
like?
There
are
many
spokes
of
this
wheel
when
we
take
a
look
at
some
of
the
things
that
are
happening
with
higher
education
and
it's
it's
the
board's
intent,
particularly
when
we
talk
about
real
estate
and
holdings
and
where
monies
are
moving.
It's
the
board.
It's
the
board's,
intent
to
listen
and
pay
very
close
attention
to
what
the
presidents
and
business
officers
are
of.
AC
These
institutions,
in
terms
of
what
what
they
may
bring
up
as
their
challenges
and
again,
ensuring
that
we're
not
working
with
Antiquated
policy
that
disrupts
the
available
ability
for
them
to
have
success,
whether
it
be
student
driven
success,
student
experience,
success
or
campus
growth,
success,
and-
and
we
are
now
beginning
to
dive
into
what
that
looks
like
and
I'm,
hoping
that
at
the
end
of
a
12-month
cycle,
if
you
will,
that
will
have
some
very
definitive
solutions
that
should
be
implemented
to
make
sure
that
things
are
moving
in
the
direction
that
they
have
to
move
so
that
we
move
further
away
from
what
I
would
consider
to
be
an
enrollment
cliff.
C
I
was
looking
at
the
budget.
Restoration
slide
and
I
noticed
that
unlv's
restoration
is
about
half
of
that
of
UNR.
You
know,
and
I
was
just
thinking.
Unlv
is
by
far
the
best.
I
meant
the
largest
institution
by
student
population,
but
I
was
wondering
what
the
basis
was
for
that
distribution
amongst
the
institutions
for
that
restoration,
and
are
these
restoration
of
cuts?
Do
they
reflect
exactly
how
they
were
cut
during
that
special
session.
AD
Madam
chair
for
the
record,
Chief
Financial,
Officer
Andrew
Klinger
to
your
question,
Senator
and
I
I
was
going
through
my
slides
this
morning
and
I
was
looking
at
that
and
I
predicted.
That
would
be
a
question
actually
so
the
the
reason
that
you
see
the
differences
in
the
the
Restorations
is
based
on
how
the
institutions
took
their
Cuts
two
years
ago.
AD
So
if
institutions
took
which
this
is
the
case
with
UNLV,
if
they
took
their
Cuts
more
in
eliminating
positions,
which
is
what
UNLV
did
they
were
reimbursed
through
the
arpa
funds,
and
so
that
funding
was
already
given
back
to
them
through
the
arpa
funds
and
is
in
their
base
budget.
And
so
this
is
what
was
left
of
the
cuts,
and
you
see
that
with
some
of
the
other
institutions
too
I
know.
AG
You
very
much
and
I
I,
don't
know
if
I
have
a
question
or
a
comment
as
someone
who
has
some
historical
perspective,
because
I
had
family
members
at
UNR
in
late,
20s
and
and
graduating
in
the
30s
and
many
family
members
there,
but
graduated
from
UNLV
and
have
a
dual
credit
granddaughter
right
now
so
I've
about
covered
it
I
think.
But
one
of
the
things
that
I've
heard
several
times
today
is
that
higher
is
changing.
It's
a
business.
AG
Two
of
my
colleagues
have
already
sort
of
broached.
This
conversation
about
the
audit
and
I
think
the
thing
that
we're
forgetting
because
one
of
those
very
wise
family
members
who
served
12
years,
On,
The
Board
of
Regents,
would
her
I'm
pretty
sure
her
head
would
be
exploding
right
now
at
the
thought
that
we
use
student
fees
for
anything
but
students,
or
that
we
used
any
fees
for
anything
but
educating,
kids,
and
so
one
of
my
concerns
is
I.
AG
Think
we've
gotten
out
here
of
that
it's
a
business
and
the
amount
of
money
for
books
and
the
amount
of
money
for
all
the
fees.
And
what
have
you
that
we're
doing
and
I
think
we've
forgotten
that
we're
there
to
educate
kids,
so
I
I,
don't
know,
that's
a
question:
I,
don't
know
even
that
it
needs
a
response,
but
I
just
think
we
need
to
remember
that
were
while
I
call
them
kids.
AG
Many
of
them
are
adults
or
adults
that
have
gone
back
to
school,
but
I
will
say,
students
in
general
I
think
we
need
to
get
back
to
the
business
of
remembering
that
we
are
educating
students
and
we
are
there
for
the
students
and
and
we're
not
a
business
like
a
Walmart
or
a
Target
or
whoever.
So
that's
my
hopefully
words
of
wisdom
for
the
day.
AA
Thank
you,
madam
chair
sir
forgotten
about
over
here.
In
the
far
end,
I
appreciate
it,
though,
I
need
some
help.
Some
education
from
you
please,
on
the
promise,
Nevada
promise
scholarship.
It
has
come
to
my
attention
that
a
homeschool
student
can
attend
UNR
or
one
of
the
NG
schools
they
can
receive.
They
qualify
for
the
Millennium
Scholarship,
but
they
cannot
access
the
Nevada
promise
scholarship
if
it's
necessary
form
to
continue
in
there.
AB
AB
D
D
D
If
you
are
here
in
Carson,
City
I
invite
you
to
come
to
the
table
for
public
comment.
Once
we
finish
here
in
Carson
City,
we
will
move
to
Las
Vegas
and
then
we
will
ask
BPS
if
we
have
anyone
joining
us
by
phone
to
make
public
comment.
I
will
remind
the
speakers
to
keep
your
comments
to
under
two
minutes,
for
consideration
to
get
everyone
in
that
may
want
to
speak
and
I'll
also
remind
you
to
State
and
spell
your
name
for
the
record.
AH
AH
AH
The
funding
provided
student
credit
hour
and
the
report
just
presented
is
six
percent
lower
than
in
FY
2020.
After
adjusting
for
inflation,
that
degradation
of
of
credit
hour
funding
puts
pressure
on
NC
to
raise
students
fees
with
no
which
no
one
wants.
Therefore,
we
also
support
the
study
of
the
funding
formula
to
provide
for
sustainability
in
higher
education
for
the
common
good
State
Employment
is
in
crisis,
with
unprecedented
vacancy
rate
at
NG.
We
can't
keep
faculty
and
staff.
The
overall
turnover
rate
is
14
per
year.
AH
The
woefully
inadequate
compensation
for
state
employees,
including
NC
faculty
and
professional
staff,
must
be
addressed.
The
eight
percent
plus
four
percent
cost
of
living
adjustments
in
the
governor's
budget
is
a
good
start,
but
comparison
with
our
peers
indicate
the
colon
needs
to
be
more
than
doubled,
just
to
bring
salaries
up
to
average.
We
must
support
our
human
capital.
Thank
you.
H
For
the
record,
my
name
is
Caitlin
Evans,
that's
c-a-l-e-n
I
am
the
President
of
the
Washoe
Education
Association
on
September,
2nd
2022,
the
commission
on
school
funding
voted
unanimously
to
eliminate
the
cost
of
living
and
cost
of
wages
index
known
as
the
Nevada
cost
of
Education
index.
Clark
County
CFO
CFO
actually
made
the
motion
to
do
that,
yet
on
slide
29.
H
This
is
not
reflected
why
this
is
why
we,
this
is
wrong,
as
we
know
that
they
have
documentation
from
Dieter
and
the
federal
government
that
shows
wages
and
the
cost
of
living
are
much
higher
in
other
counties,
especially
Washoe
County,
to
address
some
discussion
around
special
education.
Currently,
the
state
only
funds
in
Washoe
County,
36
million
dollars
of
our
special
education
costs,
which
is
less
than
half
of
the
district's
total
cost
to
educate
and
support
these
children.
Because
of
this,
it
requires
the
district
to
use
45
million
of
its
base
funding
to
cover
the
shortfall.
H
Why
hasn't
the
state
done
anything
to
substantially
increase
funding
for
special
education?
Preliminary
analysis
of
the
governor's
budget
shows
very
minimal
increases
in
State's
budget
in
this
area
in
Washoe,
County
and
districts
across
the
state.
Special
education
positions
are
hardest
to
fill,
which
make
our
most
at-risk
students
under
supported.
H
I
want
to
reiterate
the
current
facts
surrounding
Nevada
education
and
the
proposed
budget.
Nevada
is
currently
47th
in
per
pupil
funding
and
50th
in
school
Finance,
which
takes
into
account
funding
level
effort
and
distribution
which
details
how
Equitable
our
funding
is
distributed
between
low
and
high
income.
Neighborhoods
we're
the
only
state
in
the
country
who
received
failing
grades
in
all
three
categories.
H
We
should,
we
should
be
embarrassed
by
this
in
a
fuller.
Further
illustrates
the
need
for
us
to
be
even
more
aggressive
than
the
governor's
proposed
budget.
Our
state
legislature
has
the
ability
to
make
those
changes.
The
strength
and
health
of
our
education
system
has
a
direct
correlation
to
the
health
and
strength
of
our
economy.
If
we
ever
want
to
diversify
our
economy
and
not.
J
AI
Hello,
this
is
the
young
gentleman
from
Las
Vegas
calling
John
Carlo
I
want
to
thank
the
administrative
services
for
putting
me
enabling
me
to
speak
and
I
would
like
to
speak
to
what
some
of
the
senators
were
saying
today.
AI
I
represent
the
people
of
Nevada
and
we
want
lower
cost
of
Education.
We
need
to
think
about
our
doctor
shortage.
We
need
to
think
about
a
nurse
shortage
and
our
teacher
shortage.
If
it
requires
us
to
go
against
these
people
who
tell
us
what
education
is,
we
need
to
get
this
thing
going.
We
need
to
bring
back
our
nurses
and
also,
how
dare
you
guys
fire
people
for
not
being
vaccinated,
we're
supposed
to
be
people
with
equality,
and
here
we
are.
We
differentiate
people
because
of
medical
beliefs.
That's
very
wrong.
AI
I
want
a
Southern,
Nevada
health
district
report
on
the
back
on
the
vaccine
on
the
efficacy
on
adverse
reaction
and
depth
in
this
Clark
County,
because
I've
called
the
state
department
I've
been
bickering
all
week,
calling
in
to
you
guys
and
that
immigration
money,
the
clinic
at
UNLV
they're,
helping
three
categories
of
people,
students,
DACA
and
criminals.
I
am
against
funding
criminals.
We
should
be
helping
the
immigrants
that
are
abiding
by
the
law
and
I
want
to
know
about
that.
AI
500
000,
if
you
guys,
may
return
it
back
to
the
state
if
you
don't
use
all
of
it,
but
I
do
thank
all
the
Senators
for
speaking
up
I
know.
You
guys
probably
recognize
me
and
I
look
forward
to
speaking
to
you
guys
in
the
future.
In
the
Board
of
Regents.
We
shall
see
you
guys
soon.
Very
soon.
God
bless
guys
have
a
go
to
church
believe
in
Jesus.
Bye-Bye.
J
D
Thank
you
so
members
with
that.
That
brings
us
to
the
end
of
our
agenda
and
we
will
be
meeting
again
on
Tuesday
January
31st
at
8
30
right
here
in
this
lovely
room
for
our
budget
hearing
presentations
we'll
have
presentations
from
the
Department
of
Tourism,
the
Department
of
Business
and
Industry,
and
the
office
of
the
military
so
enjoy
your
weekends
and
I'll,
see
you
at
8.
30
a.m:
bright
and
early
back
here.
This
meeting
is
adjourned.