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This is the first meeting of the 2021-2022 Interim. Please see the agenda for details.
For agenda and additional meeting information: https://www.leg.state.nv.us/App/Calendar/A/
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B
Great
thank
you
very
much
we'll
go
ahead
and
bring
the
joint
interim
standing
committee
on
education
to
order
our
first
one.
I'm
excited
to
be
able
to
get
back
on
talking
about
the
great
things
that
are
happening
in
education
in
nevada
and
what
kind
of
things
we
could
do
to
make
it
better
and
so
welcome
everyone
to
our
meeting
this
morning.
D
E
A
D
A
A
B
B
Historically-
and
I
don't
see
that
changing
this
time
tend
to
go
along
every
time
we
meet
so
just
keep
that
in
mind
as
you
when
you
schedule
our
meetings
that
they
generally
will
start
in
the
morning
and
go
till
afternoon
sometimes
late
afternoon,
depending
on
on
the
kind
of
things
that
we're
working
on
so
so
welcome.
I
want
to
start
first
of
all
by
doing
some
introductions
of
the
committee.
I
know
we
we
kind
of
all
know
each
other,
but
just
for
anybody.
That's
there.
B
That's
keeping
track
of
the
committee
like
to
do
that.
I'm
gonna
start
first,
just
so
that
get
to
get
since
I
haven't,
given
you
a
heads
up
for
the
members
when,
when
we
get
to
the
members-
and
I
will
start
with
my
vice
chair
after
me-
tell
us
a
little
bit
about
your
background
and
and
then
maybe
share
a
favorite
memory
that
you
have
from
from
school,
so
I'll
start
and
then
and
then
maybe
any
goals.
You
know
one.
B
Maybe
your
main
goal
that
you'd
like
to
see
for
our
committee
to
be
able
to
do
during
this
interim,
so
senator
mo
dennis.
I
have
been
in
the
nevada
senate
for
11
years
and
I
served
six
years
previously
in
the
assembly.
I've
been
on
the
education
committee.
I
think
the
whole
time
that
I've
been
in
the
legislature,
except
for
one
session.
B
I
have
chaired
education
on
the
senate
side
several
times
three
or
four
times
now.
I
chaired
the
interim
education
a
few
times
also
I
got
involved
in
education
and
as
a
parent,
whose
daughter
started
kindergarten
many
years
ago
and
I
went
got
involved
at
the
school
and
decided
that
I
wanted
to
advocate
to
help
make
education
better
for
nevada.
So
that's
what
got
my
my
education
advocacy
going
and
all
of
my
five
kids
have
now
graduated
from
the
clark
county
school
district
and
have
moved
on
to
college
and
other
things.
B
And
now
my
grandchildren,
who
I
have
seven
now
are,
are
in
the
clark
county,
school
district
or
other
systems
and
our
are
starting
that
same
process,
so
that
same
thing
that
I
started
for
my
kids.
Now
I'm
doing
for
my
grandkids
so
and
the
one
thing
that
I
as
I
thought
about
education-
and
you
know
I
when
I
started
school,
I
didn't
speak
english.
My
parents
had
immigrated
from
cuba
and
it
took
me
a
little
while
to
learn.
B
But
I
remember
clearly
by
the
time
I
got
to
fifth
grade
that
one
day,
education,
just
kind
of
made
sense
to
me-
and
I
remember
specifically,
the
teacher
had
given
us
an
assignment
to
study,
ants
and
somewhere
in
all
of
that.
I
I
realized
that
ants
can
actually
produce
milk
to
feed
their
young,
and
I
that
was
like
a
brand
new
thing
for
me
and
it
just
opened
up
a
lot
of
things.
B
So
I
am
grateful
for
that
teacher
actually
for
all
my
teachers,
but
I'm
grateful
for
that
specific
teacher
that
really
challenged
us
to
to
study
harder
and
do
things
perhaps
a
little
different
than
we've
done,
and
so
I'm
grateful
for
my
fifth
grade
teacher
and
the
the
the
inspiration
that
she
gave
me
and
that
helped
me
as
I
move
forward
in
education.
B
So
with
that,
let's
go
to
my
vice
chair,
some
of
the
women
bill
bay
axelrod.
If
you
would
go
next.
D
Well,
thank
you,
chair
dennis,
and
I'm
delighted
excuse
me
to
be
here
this
morning.
I
am
relatively
new
to
the
education
committee.
I
have
served
since
I
was
elected
in
2016
to
the
assembly,
but
just
started
serving
on
the
education
committee
this
last
session
and
it
has
been
eye-opening
for
sure.
D
I
have
a
daughter
in
the
clark
county
school
district
and
it's
like,
I
said,
just
really
been
an
eye-opening
experience
thus
far
and
I'm
excited
to
work
this
interim
and
and
push
the
envelope
and
and
keep
keep
doing
better
for
the
kids
of
nevada.
I
I
too
had
one
of
those
teachers.
Mine
was
in
seventh
grade
at
canon
junior
high
school.
My
us
history
teacher
or
I
guess
it
was
u.s
history.
D
I
think
they
just
called
it
history
back
then,
and
definitely
definitely
thought
outside
of
the
box
and
did
all
sorts
of
stuff
with
us
to
to
make
us
see
the
importance
of
history
and
and
if
we
don't
know
history,
we
are
doomed
to
repeat
it
and
yeah
I've
had
some
really
really
great
great
teachers
and
and
I'll
leave
it
at
that.
B
Thank
you
very
much.
It's
great
to
have
you.
I'm
excited
to
work
with
you
again,
as
we
were
during
the
legislative
session.
Okay,
we're
just
going
to
go
in
alphabetical
order,
so
we'll
do
senator
buck
next
and
then
centered
on
derral
loop
and
then
we'll
start
with
the
assembly.
Folks.
F
Good
morning,
committee
members
kerry
buck
served
in
education
for
26
years.
F
Some
of
the
highlights
was
a
principal
of
ct,
sewell
elementary
and
was
at
the
time
it
was
one
of
the
lowest
performing
schools
ready
to
do
a
technical
assistance
plan
and
grew
that
to
national
title.
One
school
growing
proficiency
by
over
50
percent
then
moved
to
the
charter
school
world
and
have
been
helping
principals
inside
and
outside
the
district
market,
their
schools
and
really
focus
on
proficiency
and
how
to
grow
student
achievement,
which
is
why
education
exists
and
I
hope
to
make
a
difference
here
in
education
in
this
committee.
F
I
know
that
a
lot
of
our
schools
are
suffering
with
absenteeism,
that's
held
against
them
during
a
pandemic,
and
so
I'm
hoping
that
we
can
maybe
ponder
some
solutions
to
that.
Thank
you.
E
Good
morning
I
was.
A
Been
a
a
student,
a
parent,
a
teacher
and
now
a
community
member
in
nevada
in
the
school
systems.
G
I
taught
for
30
years
and
retired
and.
G
E
Wonderful
teachers
and
some
of
them
are
school,
namesakes.
G
Loved
every
minute
of
it
always
wanted
to
be
a
teacher,
since
I
was
a
little
girl
so
fulfilled
that
dream
and
miss
it
every
day.
Actually.
G
A
Hope
that
we
can
move
the
needle
on
education,
I
have
five
school-aged
grandchildren
and
so.
G
Good
morning,
everyone
it's
good
to
be
here.
I
served
my
very
first
term
in
2019
and
I
was
honored
to
be
on
the
education
committee
under
the
chairmanship
of
our
beloved
tyrone
thompson.
Who
was
a
great
inspiration,
I
think
to
all
of
us.
Then
again
in
2021,
I
was
able
to
serve
under
the
very
able
chairmanship
of
chair,
bilbray
axelrod
and
enjoyed
serving
on
that
committee.
Very
much
my
background.
I'm
a
mom
of
eight
kids,
20
grandkids,
we
own
a
plumbing
business.
G
I've
lived
in
sparks
almost
my
entire
life.
I'm
a
product
of
the
public
school
system
went
to
echo,
loader
went
to
sparks
middle
school,
sparks
high
school,
go
railroaders,
cost
78,
and
I've
been
involved
in
education
issues.
Obviously,
as
a
parent
from
the
time,
my
oldest
who's,
now
almost
40
years
old
started
kindergarten.
My
kids
have
been
involved
in
the
public
school
system,
private
school
and
I've
homeschooled
it
at
one
point
in
time.
Before
a
pandemic
and
one
of
my
favorite
memories
and
education,
I
I
know
it's
important
to
all
of
us.
G
It
actually
is
the.
It
was
kind
of
the
driving
force
that
got
me
involved
in.
In
my
community
at
the
local
school
board
level,
my
favorite
memory
or
gratitude
that
I
have,
I
had
a
really
great.
I
had
great
teachers
in
in
generally
speaking,
but
in
seventh
grade
at
sparks
middle
school.
Mrs
nunn,
I
I
was
what
you
would
consider
you
know.
If
we,
if
we
had
the
label,
then
an
at-risk
youth.
I
was
raised
by
a
single
mom.
G
I
lived
in
a
single
white
trailer
in
sun
valley
and
and
not
a
lot
of
parental
involvement,
but
I
had
teachers
who
were
really
engaged,
and
mrs
nunn
saw
that
I
had
an
interest
in
writing
and
she
really
encouraged
me
in
that
and
and
helped
develop
that
love
for
writing.
G
When
I
went
on
to
high
school,
I
wanted
to
be
on
the
school
newspaper
and
mrs
wall
was
our
advisor
and
there
got
the
encouragement
I
needed,
and
then
I
went
on
to
work
for
this
box
tribune
as
a
student
and
then
I
went
on
to
go
to
the
university
of
nevada
and
majored
in
journalism.
So
I
really
credit
my
teachers
for
kind
of
helping
me
fine-tune
my
skills
and
and
giving
me
that
belief
in
myself
and
so
for
that,
I'm
so
grateful
and
hope
I
can
and
pay
it
forward.
I
Thank
you,
chair,
dennis
it's
an
honor
to
be
here
today
with
all
of
you,
I'm
melissa
hardy
and
I
am
in
assembly
district
22.
I
was
first
elected
in
2018
and
have
served
on
the
education
committee
in
the
legislature,
both
in
2019
and
2021.
This
is
my
first
time
being
on
the
interim
education
committee,
so
I'm
excited
to
be
here.
I
have,
I
am
also
a
product
of
the
clark
county
school
district.
I
I
attended
public
schools
here
all
of
my
life
graduated
from
las
vegas
high
school
original,
and
I
have
two
daughters
who
also
attended
a
school
in
clark,
county
graduated
from
silverado
and
have
both
either
graduated
or
are
attending
unlv,
so
we're
very
familiar
and
very
supportive
of
our
schools
here
in
las
vegas
and
in
clark
county.
I
I
have
to
say
that,
throughout
my
education
I
had
some
amazing
teachers
all
the
way
through
it's
hard
to
even
just
pick
one,
because
I
had
so
many
and
not
just
teachers.
Principals
counselors
vice
principals,
and
I
think
the
thing
that
sticks
out
to
me,
the
most
is
all
of
them
in
their
own
way
recognize
the
unique
qualities
and
skills
and
talents
that
I
had
and
encourage
those
in
me
whether
it
was
I
had
a
very
high
iq,
and
so
they
recognized
that
and
would
give
me
extra
work
or
in
kindergarten.
I
I
That
was
what
I
remember
and
loved
the
most
about
being
in
school
and
going
to
school
and
I've.
You
know
continued
to
to
do
that
throughout
my
life
and
do
that
with
my
own
daughters.
So
I'm
I'm
grateful
for
those
teachers
that
recognize
those
things
in
me
and
some
of
them.
I
still
talk
to
you
today.
They've
come
to
my
different
events.
I
They
have
a
hard
job.
It's
you
know
when
I
went
to
school
it's
much
different
than
it
is
now,
there's
a
lot
of
different
challenges
in
the
world
and
family
situations,
and
so
you
know
I
want
to
support
our
teachers
and
our
parents.
We
all
need
to
work
together
and
us
as
lawmakers
to
do
what
we
can
to
better
our
school
system
for
the
kids,
because
that's
what
this
is
all
about,
so
I'm
excited
to
be
here
and
work
with
you
on
those
goals.
Thank
you.
B
Thank
you
good
to
have
you
assemblywoman
miller,.
J
Hi
good
morning,
everyone,
I
am
assemblywoman
brittany
miller
and
I
was
first
elected
in
2016
and
since
I
was
elected,
I
have
served
all
three
terms
on
the
education
committee.
This
last
session.
I
served
as
vice
chair
of
assembly
education,
and
this
is
also
my
third
time
on
interim
education
as
well
to
echo
some
of
the
the
memories
of
my
colleagues.
I
I
there's
especially
assemblywoman
hardy
there's
no
way
I
could
pick
just
one
teacher.
J
I
feel,
like
literally
the
majority
of
teachers
that
I
had
growing
up
were
all
sensational
and
and
fantastic,
and
I
had
amazing
experiences
in
in
education
as
a
student,
which
is
why
I
I
feel
I
was
drawn
back
to
it
years
later,
and
it
was
it
wasn't
just
the
classroom
experience
it
wasn't
just
the
academics.
J
It
was
the
whole
robust
experience
that
we
that
an
educational
institution
can
offer
between
sports
and
arts
and
activities
and
community.
I
I
again
one
of
the
few
here
today
who
was
not
educated
here
in
clark
county
and
so,
but
I
am
currently
a
clark
county,
school
teacher
and
so
my
days
continue
to
be
a
constant
struggle
of
comparing
my
educational
experience
to
what's
lacking
here
for
our
for
our
students
and
families
in
clark
county.
There
are
so
many
things
that
we
are
so
behind
on.
J
There
are
so
many
things
that
and
opportunities
and
experiences
that
are
and
connections
that
our
students
and
families
don't
have,
and
so
I
think
that
I
know
that's
one
of
the
driving
forces,
because
I
know
that
we
can
do
better
along
with
doing
better
again,
I'm
one
of
the
only
people
or
the
only
person
who's
actually
in
the
classroom,
every
single
day
with
our
students
and
see
what's
going
on,
and
so,
if
I
have
one
hope
for
this
interim,
it's
not
that
we
continue
rhetoric
of
we
we
want
to
and
we
hope
to
and
we
and
we
should
and
we
support,
but
that
we
actually
do
and
that
we
actually
listen
to
the
educators,
especially
those
leaving
that
this
is
a
reality.
J
I
know
that
there
have
been
movement
that
this
committee
has
done
during
a
session
to
you
know,
show
support
and
and
really
even
as
senator
buck
mentioned,
you
know
things
that
we
have
done
in
in
the
right
direction,
and
so
I'm
also
looking
forward
to
during
this
interim
committee,
because
I
know
what
happens
is
this
is
where
we
hear
a
lot
of
reports
back
from
from
the
department
and
the
districts
about
their
implementation
of
the
legislation
that
we
have
passed
and
that
legislation
was
passed
with
the
intention
of
improvement
and
being
helpful.
J
So
we
can
hear
the
the
full
implementation
of
this
legislation
and
again
you
know
if
any
questions
about
education
or
what's
really
going
on
in
the
classroom,
I'm
there
every
single
day,
and
I
absolutely
bring
those
experiences
and
that
knowledge
with
me
into
this
committee,
because
it's
literally
that
important
and
without
education
we
just
need
to
remember
this
really
is
the
pinnacle
of
everything
we
do
so,
I'm
glad
and
honored
to
be
here
and
we'll
continue
to
fight
for
our
students,
our
our
educators
and,
of
course,
our
families.
K
Good
morning,
cheer
dennis,
thank
you
so
much
I
am.
The
only
thing
I
can
say
is
that
I
am
extremely
excited
about
being
on
this
committee.
This
is
my
first
interim
committee.
K
It's
my
first
assembly
position
representing
assembly,
district
17
in
beautiful
north
las
vegas,
and
I
am
just
truly
excited
about
what
this
committee
will
be
able
to
offer
our
community,
and
I
think
that
some
of
the
things
that
I
would
like
you
to
know-
I
am
a
a
veteran
I've
been
in
the
valley
for
40
years,
and
I
have
two
children
that
are
product
of
ccsd,
and
I
must
say
that,
as
a
parent
with
me,
going
to
school,
also
full-time
and
working
full-time
and
making
sure
that
my
kids
were
educated
and
like.
K
I
would
tell
my
kids
all
the
time
that
I
am
your
you
know
advocate
anything
goes
wrong
anything
happening
at
school.
You
contact
me,
I'm
the
one
that
will
make
sure
that
things
are
the
way
they
should
be,
and
I
the
reason
why
I
say
that
to
to
this
group
is
that
as
a
parent,
I
think
that
we
are
responsible.
K
You
know
for
our
children's
education,
and
one
of
the
things
that
I
loved
about
ccsd
was
the
fact
that,
when
the
magnet
program
came
on
board,
I
was
able
to
get
my
kids
in
that,
because
I
knew
that
that
was
something
that
would
invigorate
their
education
and
I
didn't
want
them
to
stagnate,
and
I
would
always
tell
them
you
know
when
they
would
bring
my
bring
me
their
report
cards
and
if
I
saw
a
c
on
there,
I
always
told
them
that
you
know
a
lump
on
the
log
can
get
a
c.
K
You
know
it
takes
effort
to
get
those
a's
and
b's
that
you
will
need
to
take
with
you
as
far
as
education.
K
So
I
am
honored
to
be
an
advocate
and
I
will
remain
an
advocate
until
my
last
breath
of
education,
because
I
believe
that
this
is
something
that
is
important
to
my
community
as
well
as
most
minority
communities.
This
is
what
is
a
catalyst
in
getting
us
through
making
the
plane
feel
a
little
bit
easier.
Some
of
the
things
that
I
can
say
about
the
education
system
here
is
that
when
my
kids
were,
you
know,
offered
those
magnet
programs.
K
K
She
went
on
to
the
university
of
las
vegas
and
you
know,
then
I
look
at
my
son,
my
son.
This
is
a
story
that
I
think
that
I
can
share.
K
He
was
at
katz
mcmillan
and
he
had
a
teacher
that
gave
me
a
call
one
day
and
told
me
that
she
needed
to
speak
with
me
about
my
son,
which
you
know
I
was
like.
Okay.
What
did
he
do
this
time?
I'm
not
sure
you
know
you
know
if
it's
a
behavioral
thing
or
what
so
I
went
up
to
school
to
have
a
parent-teacher
conference
and
she
was
in
her
classroom
and
she
showed
me
where
they,
where
the
kids
had
their
reading
assignments.
K
And
then
she
said
this
is
eric
and
I
noticed
that
he
was
sitting
or
she
told
me
that
he
sat
at
her
desk
when
it
came
down
time
to
read,
because
he
was
reading
what
they
call
chapter
books,
and
she
saw
something
in
him
that
she
had
to
separate
him
from
the
rest
of
her
group,
and
I
thought
that
that
was
something
that
was
really
important
because
eric
was
reading
above
average
and
I
was
thrown
for
luke
because
you
know
at
first.
I
thought
she
was
going
to
give
me.
K
So
she
told
me
that
you
know
she
knew
that
something
about
eric
that
that
she
saw
and
those
things
were,
that
she
had
told
the
joke,
and
she
said
that
she
looked
around
in
the
class
and
all
she
heard
was
like
cricket
and
she
looked
over
at
eric
and
he
was
under
the
desk
and
he
got
the
joke
and
then
that's
when
she
noticed
that
there
was
something
and
the
reason
why
I
tell
this
story
is
because
we
have
teachers
that
can
discover
something
about
our
kids.
K
My
kid
went
on
to
be
in
one
of
our
programs
at
gate
programs,
because
that's
what
she
wanted
me
to
do
was
to
sign.
You
know
the
forum
to
get
him
into
gate,
and
I
thought
that
that
was
something
special
that
our
kids,
you
know.
We
have
teachers
that
see
this
in
our
kids.
K
We
have
teachers
that
are
not
going
into
school,
very
negative,
and
I
think
that
that's
something
that's
really
a
positive
in
clark,
county
school
district
that
I
wanted
to
just
highlight
on,
and
you
know
I
don't
have
any
experience
other
than
you
know.
When
I
went
to
school
in
brooklyn.
I
had
some
wonderful
teachers
that
promoted.
K
I
had
one
teacher
that
wanted
me
to
have
a
history
scholarship,
but
I
turned
that
down
kicking
myself
now
that
I
could
have
had
a
full
ride,
but
you
know
the
only
teacher
that
I
can
really
really
recall
was
my
fifth
grade
teacher
mrs
bell.
K
B
Thank
you
very
much.
As
you
can
see,
we've
got
a
great
breadth
of
experience
and
that's
what
we
want
on
this
committee.
We
don't
want
everybody
to
be
the
same,
because
otherwise
we
wouldn't
actually
be
able
to
do
really
great
things.
So
we're
going
to
do
some
great
things,
really
fun
fact,
some
of
them
and
thomas
and
mentioned
her
daughter
who
went
to
lva
her
daughter
and
my
daughter
actually
met
at
lda
and
our
best
friends
to
this
day.
B
So
I've
seen
her
her
kids
grow
up
and
she's
much
she's
seen
mine,
kids,
grow
up
and
music
has
been
such
a
big
part
of
our
family's
lives.
So
I'm
excited
to
have
her
on
the
committee.
One
thing
a
couple
things
that
I
want
to
point
out
here.
I
was
hoping
that
we
could
have
met
especially
this
first
time
in
person,
but,
as
you
know,
with
the
pandemic,
we
couldn't
do
that.
So
at
some
point.
Hopefully
we
can
do
that.
B
I
I
sure
appreciate
some
of
them
and
hansen
as
you
look
at
the
committee
she's,
the
only
one
from
the
north,
and
it
represents
not
only
the
north
but
the
rurals,
but
I
want
to
assure
that
all
those
throughout
nevada
that
are
our
concern
is
for
all
of
our
kids,
regardless
of
where
they're
going,
whether
they're
in
oahe
or
in
laughlin
or
clark,
county
or
washoe
wherever
they're
at
you
know,
we
want
to
make
education
better
for
all
of
our
kids
and
so
we're
going
to
work
really
hard
on
that,
and
so
the
other
thing
that
I
just
realized,
as
we
were
doing
these
introductions,
that
I
am
the
only
man
on
this
committee,
which
I
feel
right
at
home,
I
grew
up.
B
I
don't
have
any
brothers
all
I
have
is
sisters,
and
so
I
feel
right
at
home
and
I'm
excited
because
all
of
you,
the
experience
that
you
have
is
gonna,
bring
a
lot
to
this
committee,
and
so
we're
going
to
do
some
great
things
so
and-
and
the
one
thing
that
I
do
want
to
point
out
is
my
hope
as
we
go
through.
B
You
know
we
tend
to
talk
a
lot
about
negative
things
when
it
comes
to
education
in
nevada,
but
there
are
some
amazing
things
that
we're
doing,
and
I,
as
we
go
through
this,
I
want
to
make
sure
that
we
have
the
opportunity
to
point
those
out
and
that
our
presenters
that
come
before
us
talk
about
those
positive
things
and
also
bring
up
the
other
things
that
we
need
to
to
work
on
to
make
better.
B
But
I'm
just
excited
to
see
all
the
the
amazing
things
that
we
do
so
with
that,
let's
go
to
our
staff,
I'm
going
to
start
with
jen
sturm
jen.
If
you
could
just
just.
I
just
want
everybody
to
see
your
face
and
and
just
say
something
real
quick
about
about
your
experience
and
then
we'll
go
to
I'll,
introduce
the
rest
of
the
staff.
C
Thank
you,
mr
chair
jen
sturm
committee
policy,
analyst
I've
been
serving
for
or
staffing
the
interim
committee
on
education.
This
will
be
my
third
interim
and
I've
also
staffed
the
senate
committee
on
education.
B
D
My
name
is
alex
straustoff.
I
am
one
of
the
committee
policy
analysts
for
education.
This
is
my
first
time
staffing
education,
as
chair
dennis
noted,
but
I
am
so
excited
to
be
part
of
this
exciting
committee.
Thank
you
so
much
thank.
D
A
Thank
you,
mr
chair
asher,
killian
committee
counsel
and
I've
been
with
lcb
legal
since
2007
and
I've
been
staffing
education
already
since
about
2012,
or
so
with
a
couple
excursions
over
to
government
affairs
and
ledge
ops.
But
I
am
very
happy
to
be
back
with
education
and
be
working
with
all
of
you
guys
again.
B
Thank
you,
asher
asher's
worked
on
he's
the
one
that
does
all
the
the
language
for
our
education
stuff
as
we
get
going,
or
at
least
oversees
it,
and
so
it's
excited
to
have
have
him
back
adam
drost.
L
B
Thank
you
adam's,
the
one
that
got
knows
all
the
money
stuff
and
that's
important,
because,
as
we
talk
about
education,
we
could
talk
about
policy
all
we
want
to,
but
without
the
adequate
funding
and-
and
we
can't
do
the
things
that
need
to
happen
so
he's
got
a
knowledge
in
that
we're
grateful
to
have
it
christina,
harper,
our
committee
secretary,
is
she
on.
C
Mr
chair,
I
I
don't
think
her
committee
secretary
was
able
to
get
on,
but
she's
been
working
with
the
education
committee.
The
last
several
years
as
well.
B
So,
as
you
see
stuff
from
christina
you'll
see
stuff
come
from
her,
so
she's,
our
great
secretary
that
keeps
that
stuff
going.
So
thank
you
and
then
also
you
know.
We've
got
some
amazing
folks
at
our
broadcast
and
production
services
and
our
I.t
staff.
So
I
just
want
to
thank
all
of
them.
B
We
can't
do
these
meetings
without
all
the
work
that
they
do
and
they
do
an
amazing
job,
and
I
know
I
I
know
the
stuff
that
they
do,
because
that's
what
I
spent
my
career
doing
and
it's
so
important,
because
it
keeps
everything
running
and
makes
everything
work
right.
So
thank
you
very
much
all
right.
So
let's
do
some
housekeeping.
B
I
want
to
cover
some
housekeeping
reminders
for
our
members
and
those
who
are
here
to
provide
testimony
members
if
possible,
keep
your
video
turned
on
during
the
meeting
to
ensure
we
have
a
quorum
when
speaking
identify
yourself
for
the
record
each
time
you
speak,
that's
just
so
that
later
on,
when
they
look
at
it,
they
know
who
said
what,
and
so,
especially
for
those
that
aren't
speaking
all
the
time.
B
It's
real
important
that
you,
if
you
answer
a
question
and
then
and
then
something
else,
gets
asked
when
you
come
back
on
just
make
sure
you
say
it
again,
also
mute
your
microphones
without
speaking
to
minimize
background
noise,
you
know,
set
your
electronic
devices
to
silent,
probably
won't
be
as
big
an
issue
if
you're
muted,
when
we're
connected
via
zoom.
But
you
know
as
we
as
we
transition
at
some
point,
hopefully
back
into
person.
We
can.
B
B
Regarding
today's
agenda
and
timing,
please
note
that
I,
I
would
like
to
take
item
number
nine
out
of
order
today
in
order
to
accommodate
timing
conflicts
with
our
presenters.
We're
just
going
to
do
two
in
a
row
same
presenter.
So
so
after
agenda
item
five,
we
will
go
to
gender
item.
Nine
then
back
to
agenda
item
six
and
proceed
as
outlined
in
the
agenda
and
just
so
that
you
know
right
around
12.
B
I
plan
to
take
a
30
minute
break
for
lunch,
so
it
depends
on
where
we're
at,
if
we're
in
the
middle
of
something
I'm
gonna
go
ahead
and
finish
it
before
we
do
that
or
if
we're
a
few
minutes
early,
we
might
we
might
finish
early
and
then
and
do
that,
but
that's
just
so
that
you
get
that.
So
you
kind
of
have
a
feel
for
that
all
right.
So
with
that
we're
gonna
go
to
item
number
two
on
our
agenda,
which
is
public
comment.
B
Today's
virtual
meeting
format
is
important
to
keep
everyone
safe.
I
want
the
public
to
know
that
the
public
comment
may
be
provided
in
four
different
ways,
all
of
which
are
listed
on
the
agenda.
One
is
you
could
call
669,
900
6833
and
then
enter
the
meeting
id,
which
is
eight
two
three
one,
seven,
three,
seven,
two
two
one
zero
and
press
pound.
I
won't.
I
won't
repeat
it
because
it's
actually
on
our
website,
so
you
can
get
that.
But
that's
one
way.
B
B
I
know
you
guys
are
all
used
to
me
saying
two
throughout
the
session,
but
because
of
you
know,
with
the
zoom
and
and
all
of
that
and
in
a
little
bit
different
format,
we've
got
a
little
bit
some
flexibility,
so
I'm
gonna
go
with
three
minutes
unless
we
find
that
that
we're
just
running
out
of
time
in
the
future-
and
I
may
limit
that-
but
we're
gonna
go
with
three
minutes.
Additional
opportunity
to
make
public
comment
will
also
be
available
today.
B
M
Hi
susan
fraley
f-r-a-I-l-e-y,
I'm
a
registered
nurse.
I
have
a
bachelor
of
science
degree
in
nursing,
with
certifications
in
gastroenterology
and
public
health.
Regarding
item
seven,
the
nc
letter
of
support
from
covid
covid19
vaccinations
lacks
evidence
to
support
their
bullet
points
and
requests.
M
M
Accredited
physicians
and
scientists
working
front
lines
are
putting
their
careers
on
the
line
and
they
are
speaking
up
globally.
These
vaccines
are
experimental
technologies
still
under
eua,
and
the
approved
community
is
not
available
in
the
u.s.
The
ingredient
list
to
any
of
these
agents
still
has
not
been
disclosed
by
the
pharmaceutical
companies.
We
have
no
long-term
data.
What
we
do
know
is
the
efficacy
of
these
stocks
is
waning.
What
we
do
know
is
the
safety
is
questionable,
with
alarming
signals
from
the
cdc
vaccine,
adverse
event,
reporting
system
care
dennis
and
committee.
M
If
you
want
to
make
a
difference,
early
treatment
is
what
worked
and
has
always
been
effective
in
medicine,
india,
japan
and
other
countries
are
flattening
their
curve
and
emptying
hospitals
with
early
treatment
and
prevention.
Several
countries,
including
uk,
dropped
mandates
this
week,
including
the
passport
germany's
parliament,
is
doing
a
180
on
their
proposed
mandates.
M
M
Okay,
okay
include
national
immunity
is
vaccination,
you
know,
nc2a
is
now
adopted,
natural
immunity
is
vaccinated
and
the
most
important
is
include
early
treatment
and
prevention.
Protocol
protocols
are
at
flccc.net
being
used
globally.
Let's
keep
the
schools
open,
vaccination
of
choice,
add
natural
immunity
and
get
these
cheap
vitamins
and
protocols
to
every
single
student
that
is
public
health.
Thank
you.
So
much.
N
Hi,
my
name
is
john
valardina.
I
represent
cca,
who
represents
over
18
thousand
licensed
professionals
in
clark
county,
we're
the
largest
educator
union
in
the
state
and
the
largest
independent
teacher
union
in
the
country.
We
look
forward
to
work
with
the
committee,
especially
advancing
the
work
of
the
funding
commission
and
the
continued
investment
in
the
new
pupil-centered
funding
plan.
The
last
legislative
session
made
significant
progress
by
passing
sb
543,
but
it's
only
a
start
to
get
to
the
national
average
for
student
funding.
N
The
commission
recommends
a
10-year
plan
with
an
annual
investment
of
200
million
dollars
of
additional
money
in
our
public
education
system.
We
support
that
outlook.
We
believe
that
it
would
be
helpful
for
this
committee
to
get
periodic
reports
from
the
funding
commission
regarding
new
sources
of
funding
for
public
education,
which
could
be
helpful
in
the
2023
legislative
session.
N
Although
225
255
did
not
pass
cca,
worked
with
speaker
fryerson
to
include
an
ab-495
the
current
language
that
allows
the
interim
legislative
education
committee
to
make
recommendations
to
the
2023
legislative
session
for
governance,
changes
for
school
districts
currently
cca
is
engaged
with
a
number
of
community
stakeholders
on
this
issue,
who
also
have
indicated
that
they
will
be
involved
on
this
issue
as
well.
I
would
strongly
advise
that
this
committee
also
get
input
on
this
issue
from
school
district
trustees.
N
An
education
delivery
system
has
two
key
components:
the
business
side
of
the
enterprise
and
the
instructional
side
of
the
delivery
system.
An
effective
school
board
can
make
a
difference
in
a
school
district's
efforts
to
improve
student
performance.
We
need
functioning
and
highly
effective
school
boards
governing
every
school
district
in
our
state.
Since
the
close
of
the
last
legislative
session,
we
have
seen
statewide
how
dysfunctional
some
school
boards
tend
to
be
and
do
not
help
in
advancing
the
education
of
our
students.
N
O
O
The
first
concern
is
the
inadequate
number
of
qualified
interpreters
available
for
those
who
communicate
using
american
sign
language.
You
may
have
heard
recently
about
the
complaint
filed
by
the
american
civil
liberties
union
with
the
u.s
department
of
justice
on
behalf
of
deaf
inmates
in
the
clark
county
detention
center,
accusing
the
detention
center
of
not
providing
adequate
access
to
sign
language
interpreters.
This
was
reported
two
days
ago
in
the
nevada
independent.
O
This
is
just
one
example
of
a
consistent
complaint
that
the
commission
has
heard
over
years
from
the
deaf
community
that
the
availability
of
qualified
interpreters
in
nevada
is
limited
more
commonly.
We
hear
about
an
inadequate
number
or
quality
of
interpreters
in
educational
settings.
We
also
hear
about
it
in
health
care
settings
and
when
deaf
individuals
are
receiving
government
services.
O
The
second
concern
expressed
in
the
state
plan
for
the
deaf
that
is
relevant
to
this
committee
is
the
need
to
improve
language
development
outcomes
for
deaf
and
hard
of
hearing
children
in
the
state
within
school
districts.
There
is
a
lack
of
expertise
in
serving
our
target
population.
Currently
there
are
open
positions
for
teachers
of
the
deaf
in
multiple
school
districts
that
are
going
unfilled
for
a
lack
of
qualified
applicants.
O
There
are
few
speech,
pathologists
or
other
professionals
in
the
state,
with
specific
expertise
serving
deaf
and
hard
of
hearing
children
and
school
districts
struggle
to
meet
their
obligations
under
the
federal
individuals
with
disabilities.
Education
act
to
provide
language
support
for
families,
to
learn,
to
better
communicate
with
their
children
or
to
provide
language
models
and
different
modes
of
communication
for
children.
O
One
common
thread
through
each
of
these
is
each
of
these
concerns
is
a
lack
of
the
necessary
workforce
to
provide
adequate
services
obligated
under
the
law
that
provide
equitable
access
to
education
for
deaf
and
hard
of
hearing
children
in
nevada.
This
would
be
an
excellent
time
perhaps
to
consider
leveraging
our
institutions
of
higher
education
to
strengthen
the
pipeline
of
workers
in
our
state
to
provide
these
necessary
services.
A
Good
morning,
sir
chairman
dennis
and
vice
chair,
my
name
is
dora
martinez.
A
A
Unfortunately,
I
had
to
change
my
kids
school
from
a
choral
academy
charter
school
to
public
due
to
a
lot
of
strikes
and
unreliable
public
transit
here
in
the
washoe
county.
So
I
pulled
them
out
and
put
in
the
public
school
which
is
okay,
but
some
of
the
accessible
needs
and
accommodations
are
are
not
being
accommodated
by
the
district,
for
example.
Just
a
really
brief,
because
I
know
I'm
timed
when
they
sent
out
a
superintendent
advisory
council
or
committee
board,
their
application
was
not
accessible.
A
I
couldn't
even
begin
to
apply
for
that
advisory
board.
As
a
blind
individual
representing
the
disabled
community
of
washoe
county,
I
felt
that
my
I
could
have
bring
something
valuable
to
the
table,
so
people
with
parents
who
are
disabled
and
parents
who
have
kids
with
ieps
would
not
be
out
of
the
loop
people
with
disability
are
always-
and
this
is
the
fact
because
I
am
disabled-
are
always
first
to
go
and
last
to
be
considered
about
anything.
A
The
website
for
the
washer
county
school
district
and
I
hope,
superintendent
and
heidi
heart
are
paying
attention,
is
not
accessible
to
people
who
are
visually
impaired.
So
please
make
your
website
accessible
to
begin
with
under
the
ada.
That
is,
you
guys
is
you
gotta
comply
with
the
ada,
since
you
all
receive
the
federal
grant,
make
it
accessible.
A
M
J
M
M
I'm
calling
regards
to
the
cova
vaccine
mandates
that
are
going
around
that
there
has
been
extensive
research
done
on
the
vaccines
and
it,
and
I
I
just
would
like
to
think
for
the
declaration
of
the
1700
doctors
and
scientists
they
have
signed
in
regards
to
this
vaccine,
that,
after
20
months
of
research,
millions
of
patients
treated
hundreds
of
clinical
trials
performed
scientific
data,
shared
demonstrated
and
documented
our
success
and
understanding
and
combating
cocaine
18..
M
It
is
resolved
that
healthy
children
should
be
subject
and
forced
to
vaccination,
negative
negligible
clinical
risks
from
science
cultures,
which
should
insist
for
healthy
children
under
18.
In
other
words,
there's
almost
no
risk
for
them
for
death.
Long-Term
safety.
The
current
covered
vaccines
and
children
cannot
be
determined
prior
to
institute
of
such
policies
is
that
high
priority
reproducible,
long-term
safety
data
risk,
the
long-term
health
status
of
children
remain
too
high
to
support
the
use
in
healthy
children.
M
Children
risk
severe
adverse
events
from
receiving
the
vaccine,
permanent
physical
damage
to
the
brain
heart
mean
and
reproductive
system
associated
with
stars
covet
spike
protein
genetic
vaccines
have
been
demonstrated
in
children.
Often
vaccinated
children
are
critical
in
achieving
herd.
Immunity.
Anti-Immunity
is
proven
to
tolerate
infection
benefiting
community
protection,
but
there's
insufficient
data
to
express
whether
cold
vaccines
assist
in
her
immunity.
M
So
it's
resolved
that
the
natural
immunity
is
most
protective.
The
natural
immune
persons
are
at
lowest
risk
of
transmission
and
it
provides
the
best
source
of
herd
immunity.
This
early
intervention
and
regulatory
improvement
should
be
restricted
awfully
abused,
particularly
during
the
mosque.
Health
agencies
have
been
provided,
prohibited
from
interfering
with
physicians,
prescribing,
evidence-based
treatments
may
be
necessary
and
insurance
companies
must
use
blocking
payments
of
life
to
be
medicine
prescribed
by
doctors.
So
these
are.
These
are
the
doctor's
declaration.
M
It's
been
peer,
reviewed
by
17
000,
I
said
doctors.
We
believe
that
violating
any
of
these
principles
unnecessarily
indirectly
risks
death
to
our
citizens
and
hereby
recommend
the
leaders
of
state,
providence
and
nations,
but
legislate
to
take
executive
action
to
prohibit
three
practices
as
described
above
okay.
So
that
was
pretty
much
it.
B
M
A
Years
as
the
work
of
the
interim
education
committee
gets
underway,
you
will
hear
a
presentation
in
the
state
of
public
education
in
nevada.
Unfortunately,
there
is
no
sugar
coating,
yet
the
state
of
public
education
is
dire
decades.
Nevada
is
ranked
near
the
bottom
of
states
in
education,
funding
and
quality.
Despite
these
poor.
O
A
And
difficult
conditions,
our
schools
have
stayed
afloat
due
to
the
commitment
and
hard
work
of
countless
teachers
and
support
professionals.
However,
with
the
total
deposit
pandemic,
our
schools
and
educators
are
at
a
breaking
point:
bus
routes
without
drivers,
classrooms
without
highly
qualified
teachers
and
other
vacancies
for
critical
school
employees.
When
teachers
are
absent
for
medical
reasons,
a
substitute
may
not
be
available
further
burdening
an
exhausted
teaching
core
that
must
fill
the
gaps.
Currently
in
the
clark
county
school
district
alone,
there
are
814
certified
positions
posted
along
with
another
418
open
support,
professional
positions.
A
Flat
the
charter
sector
has
seen
significant
growth.
Despite
this
charter's
basement.
Biases
against
disadvantaged
students
continue
serving
a
much
lower
percentage
of
at-risk
students,
english
learners
and
students
with
disabilities.
This
further
undermines
local
public
schools
and
communities
making
matters
even
worse.
We
are
amidst
unprecedented
attacks
on
our
local
school
boards
and
educators,
educators
and
school
board.
Members
have
been
threatened,
spit
on
and
had
masks
pulled
off.
Some
people
have
protested
carrying
assault
rifles.
There
are
disinformation
campaigns
about
vaccines,
masks,
political
race
theory
and
school
board.
Members
have
resigned
fearing
for
their
safety.
A
Some
of
the
legislatures
seem
to
think
appointing
school
board.
Members
would
fix
these
problems,
yet
that
proposal
seems
like
little
more
than
another
distraction
as
we
work
our
way
through
the
covet
19
pandemic,
our
schools
and
their
operations
continue
to
suffer
with
unprecedented
resources
available.
Now
is
the
time
to
invest
in
our
educators.
This
means
better
pay
benefits,
but
also
includes
workplace
issues
like
class
size,
caseloads,
overburdening
professional
responsibilities
and
the
valuing
of
educator
voice
and
agency
in
their
work
nsa,
looks
forward
to
working
with
the
interim
committee
on
education
on
these
urgent
issues.
A
Good
morning,
chairman
members
of
the
committee,
this
is
annette
dawson
owens
of
the
school
readiness
policy
director
for
the
children's
advocacy
alliance,
grateful
to
hear
your
education
stories
and
goals
you
have
shared
today.
The
children's
advocacy
alliance
has
appreciated
the
opportunity
to
work
with
many
of
you
this
last
session,
and
we
look
forward
to
continuing
to
prove
education
outcomes
for
all
our
students.
We
would
implore
all
of
us
to
keep
a
watchful
eye
on
equity
and
access
for
all,
including
those
most
underserved
to
a
high
quality
education
in
nevada.
Thank
you
for
all
your
effort.
B
Okay,
I
think
we,
if
we,
if
somehow
we've,
missed
somebody
which
they're
going
to
have
another
comment
period
at
the
end.
So
thank
you
very
much.
We
will
now
go
on
to
agenda
item
number
three
review.
The
committee's
duties
and
responsibilities
and
they've
got
three
different:
presenters,
jen
sturm,
jennifer,
rudy
and
alex
drosdov.
So
if
you
will
go
ahead.
C
Thank
you,
mr
chair
jen,
sturm
committee
policy-
analyst.
I
am
here
in
the
virtual.
You
know
room
here
with
my
colleagues
jennifer
rudy
and
alex
strasdoff
with
the
research
division
and
as
your
nonpartisan
staff
we
do
not
advocate
for
or
against
any
measure
you'll
hear
from
each
of
us
this
morning.
First,
miss
ruby
will
provide
an
overview
of
the
committee
brief,
which
is
exhibit
3a
in
nellis
and
then
miss
drosdox
will
cover
various
education
reports,
which
is
included
as
exhibit
3b.
C
Then
I
will
cover
the
recommendations
provided
from
the
last
interim
committee
in
2019-2020,
which
is
summarized
as
exhibit
3c.
I
will
also
provide
a
quick
overview
of
a
selection
of
significant
education
legislation
passed
in
the
last
regular
session,
and
so
with
that
I'll
turn
things
over
to
miss
rudy.
To
begin.
D
Thank
you
jen.
This
is
jennifer
rudy
with
the
research
division
and
I
appreciate
the
introduction.
So
I
will
just
go
ahead
and
jump
right
into
the
committee
brief,
which
jen
referred
you
to
as
an
exhibit
to
the
meeting.
The
first
thing
I
kind
of
wanted
to
explain.
Probably
most
of
the
committee
understands
the
slightly
different
structure
for
the
interim
committees,
but
for
the
sake
of
the
public,
the
2021
legislature
approved
assembly
bill
443,
which
restructured
most,
but
not
all
of
the
interim
committees.
D
So
that
did
not
change,
but
this
new
structure
created
these
nine
joint
interim
standing
committees
and
instead
of
having
all
the
members
of
the
senate
and
assembly
committees
from
the
most
recent
session
on
those
committees,
as
is
the
case
with
the
interim
finance
committee.
These
committees
are
in
fact
comprised
of
five
assembly
people
three
senators
and
are
also
appointed
five
alternate
members.
So
those
alternate
members
are
three
assembly
members
and
two
senators,
so
that's
kind
of
an
exciting
change
to
the
structure
for
the
interim.
D
However,
the
work
of
the
legislative
committee
on
education
really
will
just
continue
with
this.
This
new
committee,
the
joint
interim
standing
committee
on
education
and
in
fact
it
will
also
conclude
its
work
at
the
end
of
august
and
conclude
with
a
work
session
similar
to
the
last
interims
and
we'll
be
able
to
put
forward
up
to
10
billdraft
requests
for
consideration
by
the
2023
session.
So
it
really
hasn't
changed
too
too
much
for
the
committee
on
education.
D
In
your
committee
brief,
we
have
listed
the
eight
committee
meetings
that
were
approved
by
the
legislative
commission.
We
were
budgeted.
This
committee
was
budgeted
for
eight
committee
meetings
and
outside
of
this
first
committee
meeting,
which
is
held
on
a
thursday.
All
of
the
remaining
seven
meetings
are
tentatively
scheduled
for
the
third
third
wednesday.
D
So
after
this
meeting
look
for
the
third
wednesday
of
every
month
having
the
joint
interim
standing
committee
on
education
meeting
and
there
are
various
mandated
committee
activities
which
each
could
warrant,
you
know
a
lengthy
discussion
listed
in
the
committee
brief,
which
I
will
not
go
into
those.
I
will
just
refer
you
to
the
committee
brief
and
there
are
also
various
priority
issues
of
study.
D
One
thing
that
I
wanted
to
point
out
is:
there
are
various
relevant
publications
and
reports
and
alex
drostoff,
one
of
the
other
committee
policy
analysts
assisting
the
committee.
This
interim
has
compiled
a
wonderful
list
of
all
of
those
reports
related
to
education,
and
so
I
would
like
to
hand
over
the
baton
to
her
and
let
her
describe
the
work
that
she
has
done
in
compiling
that
report.
Thank
you.
D
D
C
Thank
you
alex
john
sturm
again
for
the
record
so
before
I
provide
an
overview
of
the
final
outcomes
of
recommendations
for
legislation
approved
by
the
committee
on
education.
Last
interim,
I
wanted
to
briefly
remind
the
committee
members
of
a
of
a
selection
of
significant
legislation
passed
last
session.
C
As
you
may
recall,
in
continuing
the
implementation
of
a
revised
k-12
education
funding
formula,
sb
439
establishes
a
framework
to
replace
the
nevada
plan.
The
bill
revises
the
method
for
determining
and
distributing
funding
to
support
public
schools,
establishes
base
funding
and
assigns
weights
to
provide
additional
funding
for
categories
of
students,
categories
of
students
for
extra
academic
support.
C
Next
to
address
internet
and
technology
accessibility
issues
for
students,
the
legislature
also
passed
sc
66,
which
requires
the
office
of
science,
innovation
and
technology
to
develop
a
statewide
system
to
gather
certain
accessibility
data
and
conduct
a
gap
analysis
for
those
students
lacking
connectivity
in
more
structural
changes.
Ab19
revises
the
process
by
which
academic
standards
are
established
for
public
school
courses.
C
Sb
215
requires
the
development
of
distance
education
plans
by
school
districts
and
charter
and
university
schools.
The
bill
also
defines
distance
education
and
eligibility
for
such
learning
in
higher
education.
Ab-254
addresses
compensation
for
student
athletes.
This
bill
also
calls
for
a
study
concerning
the
use
of
the
name,
image
and
likeness
of
a
student
athlete
and
today,
on
our
next
agenda
item
item
four.
The
committee
on
education
will
appoint
members
to
this
committee,
who
will
then
report
back
to
the
committee
on
education
at
a
later
time,
this
interim.
C
C
Next
sb
353
required
the
department
of
education
to
review
assessments
administered
to
nevada
students,
including
their
cost
and
redundancy,
and
now
going
to
page
two
of
exhibit
three
c
sb
363
required
certain
reporting
by
charter
school
governing
bodies
relating
to
amounts
paid
to
educational
management
organizations,
if
any
and
finally,
a
before
the
417
revised
school
bus
inspection
requirements,
including
the
frequency
of
infections
and
reporting
requirements,
and
mr
chair,
that
concludes
staff's,
prepared
remarks.
C
B
Great,
thank
you
very
much.
Let's
let
me
see
if
I
can
get
to
the
gallery
view.
Okay,
members
questions,
if
I
think,
probably,
if
it's
easier
just
raise
your
hand
and
I'll,
I
think
I
could
see
everybody.
So
if
you
have
any,
you
have
any
questions
on
what
our
charge
is,
what
we've
done
in
the
past
and
what
also
the
the
dates
for
the
future
meetings
in
any
of
those.
B
B
We're
going
to
go
on
to
our
next
item,
which,
let's
see
that
was
item
number
three
we're
going
to
go
next
and
then
to
agenda
item
number
four
appointment
of
the
committee
to
conduct
an
interim
study
concerning
the
use
of
the
name,
image
and
likeness
of
a
student
athlete
and
designation
of
chair
and
vice
chair.
B
You
have
before
you.
I
think
you
have
the
names
of
those
that
have
been
recommended
to
be
appointed,
which
is
the
following:
senator
roberta
lang,
assemblyman
c.h
miller,
yvonne
neverez,
goodson,
dexter,
irvin,
devonte,
lee
caitlin,
norris.
B
Any
questions
first
before
I
think
they
just
reviewed
this
as
part
of
one
of
the
things
that
reviewed,
we
need
to
create
a
committee.
B
That's
going
to
look
at
this
issue
in
the
interim
and
then
it
also
in
the
legislation
it
has
who
appoints
who
the
two
senator
lang
and
assembly
women
senator
was
from
the
majority
leader
and
assemblyman
c.h
miller's
from
the
speaker.
The
rest
are
outlined
in
the
bill.
Any
questions.
B
Yes,
someone
miller,
I
saw
your
hand.
J
Thank
you
vice
chairs,
I'm
sorry
thank
you,
chair
dennis,
so
with
that
I
just
want
to
be
clear,
so
the
other
recommendations
were
people
that
had
gone
through
the
typical
appointment
process.
J
In
I
know
we
stipulate
areas
of
interest
that
you
know
we
need
people
from,
but
they
went
through
the
typical
appointment
process
through
the
governor's
office.
Is
that
what
happened.
B
So
actually
I'm
gonna
have
this
sturm.
Can
you,
as
I
think,
you're,
probably
either
you
or
asher,
to
to
explain
that
process?
How
it's
outlined
in
the
the
legislation.
A
A
A
representative
representative
of
a
community
college,
athletic
association
in
nevada,
at
least
two
student
athletes
enrolled
at
a
college
state
university
state
college
university
in
the
state,
I'm
an
administrator
of
an
athletics
program
at
an
institution
of
higher
education
in
the
state,
a
coach
at
a
similar
institution
in
the
state
and
then
one
member,
each
appointed
by
the
speaker
of
the
assembly
and
the
majority
leader
of
the
senate.
A
It's
my
understanding
that
the
normal
appointment
process
was
followed
for
all
of
those
members
appointed
or
recommended
for
appointment
by
an
entity
other
than
legislative
leadership.
I
don't
have
direct
information
about
that,
but
my
understanding
is
that
it
proceeded
just
like
any
other
appointment
would
and
that
these
recommendations
came
from
inchi
great.
Thank.
B
J
B
All
right,
thank
you.
Any
other
questions.
B
It's
an
interesting
it's
an
interesting
committee,
not
one
like
we've
had
before
some
of
the
folks
on
here
are
I'm
probably
very
busy,
and
others
are
it's
great
to
have
students
and
others
on
there.
So
it's
kind
of
it'll
be
interesting
to
see
what
the
recommendations
are.
D
Yes,
thank
you
chair.
I
would
make
a
motion
for
the
appointment
of
the
committee
to
conduct
an
interim
study
concerning
the
use
of
name,
image
and
likeness
of
a
student
athlete
and
the
designation
of
the
chair,
which
would
be
c
h,
miller
and
vice
chair,
roberto.
B
D
All
right
so
scratch
that
last
part
and
do
appointment
at
the
committee.
That's
my
motion
so.
B
I
have
a
motion.
Do
I
have
a
second
second
second
by
senator
john
darrell
loop,
any
further
discussion
on
the
motion
and
here's
what
we're
going
to
do
on
the
votes?
Just
because
I
can
see
all
of
you
if,
if
you
are
in
favor,
I'm
just
gonna,
have
you
raise
your
hand
and
say
yes,
and
so
any
in
favor
raise
your
hand?
Yes
any
opposed,
raise
your
hand
or
say
no,
I'm
not
seeing
anybody
saying
no,
so
the
vote
is
unanimous.
B
Okay.
So
now
we
have
to
appoint
a
chair
of
vice
chair,
while
the
appointments
from
the
senate
and
the
assembly
didn't
require
necessarily
that
a
legislator
be
appointed.
We
are
the
speaker
whose
bill
this
was
recommended
that
we
do
legislators
that
will
also
facilitate
staffing
of
the
committee.
So
with
that
the
the
speaker
had
made
the
recommendation
that
ch
miller
be
appointed
as
chair
and
senator
verdeling
as
the
vice
chair
any
any
discussion.
B
First
of
all,
let
me
change
my
views,
so
I
can
see
everybody.
Anybody
have
any
questions
on
that.
Okay,
so
if
not
all
entertainment
motion
but
senator
by
vice
chair
bill,
brigham.
B
Great
thank
you.
Do
I
have
a
second
a
second
though
thank
you,
second,
from
senator
don
darrell
loop,
any
further
discussion
on
the
motion.
Okay,
let
me
change
okay.
So
all
those
in
paper
raise
your
hand
say
yes,
okay,
all
right!
Thank
you.
I
have
any
opposed
seeing
none
opposed
the
motion
passes
unanimously.
B
B
We
are
now
going
to
move
to
agenda
item
number
five,
a
presentation
on
the
state
of
public
education,
and
I
I
will
tell
you
just
before
we
start,
I
think
we're
gonna
have
jonathan
moore,
do
presentation
the
superintendent
of
public
instruction
communicated
with
me
last
night.
She
was
not
feeling
well,
so
her
staff
is
going
to
handle
that
so
we'll
have
her
come
in
the
future.
B
I
just
wanted
you
to
know
that
she
really
wanted
to
to
to
be
here
to
do
that
and
we
will
have
an
opportunity
for
that
in
in
the
future.
So
with
that,
I
will
turn
the
time
over
to
dr
moore.
Q
Q
Q
Our
first
focused
area
is
advancing
equity
as
we
consider
the
current
status
of
advancing
equity.
We
have
to
think
about
the
many
impacts
of
covet
19
that
we've
seen
nationally,
including
the
negative
impacts
on
academic
growth,
with
worrisome
signs
that
students
are
falling
far
behind
in
core
subject
areas:
a
deeper
impact
on
how
disparities
between
students
affect
their
access
and
opportunities,
including
how
technological
barriers
have
impacted
certain
students
more
severely
than
others,
and
finally,
the
uneven
distribution
of
the
effects
of
covet
19,
with
negative
impacts
affecting
certain
student
groups
more
severely
than
others.
Q
Q
The
nation
saw
decreases
overall
in
students
demonstrating
proficiency
with
the
center
for
assessment
reporting,
a
5
to
11
percentage
point
decrease
in
english
language
arts
and
a
7
to
15
percent
decrease
in
mathematics
in
nevada.
We
have
to
keep
in
mind
our
participation
rate
requirements
were
raised,
were
waived.
Excuse
me,
so
we
saw
varying
levels
of
participation
throughout
our
school
districts.
Q
Participation
rates
range
from
98.1
percent
to
54.1
percent.
That
being
said,
for
the
students
who
did
participate,
41.4
percent
of
nevada
students
demonstrated
proficiency
in
english
language
arts.
A
7.1
percentage
point
decrease
when
compared
with
the
pre-pandemic
school
year
of
2018-2019
and
26.3
of
nevada.
Students
demonstrated
proficiency
in
mathematics,
which
is
an
11.2
percentage
point
decrease
when
compared
with
the
pre-pandemic
school
year
of
2018-2019.
Q
Q
Q
Q
Further
the
washoe
county
school
district
is
reporting
63
vacancies
as
of
november
2021,
and
our
rural
school
districts
are
reporting
127
total
vacancies
statewide
in
nevada.
This
puts
our
total
number
of
educator
vacancies
right
around
1130
and
that
the
projections
indicate
unless
something
changes.
We
will
likely
see
further
numbers
of
educators
lead
to
put
this
severity
into
perspective.
Q
Finally,
2.3
million
dollars
will
go
to
expand
our
teaching
and
training
career
and
technical
education
programs
to
both
rural
and
urban
regions.
With
the
goal
of
encouraging
high
school
students
to
consider
the
teaching
profession,
we
also
have
coalitions
and
committees
actively
working
on
solutions
for
this
challenge,
including
the
teacher
recruitment
and
retention
advisory
task
force
and
the
ng
teacher
pathways
task
force.
Q
Q
Three
million
dollars
for
restorative
justice,
training,
support
to
support
statewide
training
on
restorative
practices,
and
finally,
one
million
dollars
will
go
to
enhance
the
safe
voice
platform
and
improve
mental
health
responses
through
training
for
law
enforcement
and
school
safety.
Specialists.
Q
As
we
look
ahead
to
this
critical
excuse
me
as
we
look
ahead,
it
is
critical
to
prioritize
increasing
capacity,
reach
and
awareness
of
our
social
emotional,
supports,
co-train,
co-locate
and
mutually
support
mobile
crisis
teams
and
school
teams
to
work
together
in
student.
Stabilization
and
leverage
alternative
funding
sources
to
hire
mental
health
staff
and
expand
critical
need
to
support
school
behavioral
health
staff.
Q
Q
Under
this
focus
area,
we
will
create
unified
systems,
which
is
a
priority
that
reflects
feedback
from
our
school
districts,
for
federal
relief
funding
support.
We
have
provided
and
prioritized
six
million
dollars
for
a
uniform
financial
management
system,
which
will
allow
us
to
enhance
transparency
and
improve
the
accuracy
and
timeliness
of
financial
accounting
and
budgeting,
and
we
have
allocated
975
thousand
dollars
to
enhance
desktop
monitoring.
Training
supports
to
incorporate
additional
data
into
the
system
and
streamline
monitoring
work
across
the
state.
Q
B
Thank
you,
dr
moore,
so
members
any
any
questions.
While
this
has
been
a
presentation
from
the
department,
if
something
comes
up
concerning
an
a
specific
school
district,
we
do
have
representatives
from
school
districts
they're
online.
That
could
also
answer
any
questions
I
have.
I
have
opted
to
in
our
trying
to
manage
our
time.
I've
opted
to
have
the
districts
do
presentations
next
month,
specific
to
the
districts,
but
just
in
case
you
had
questions
this
month.
I
wanted
to
make
sure
that
they
were
available.
B
So
with
that
any
questions
for
dr
moore
on
inspiration,
yeah
assemblywoman,
miller,.
J
J
So
thank
you
for
your
presentation,
dr
moore,
with
going
back
to
the
comment
that
you
made
that
there's
about
1130
vacancies
in
the
state
of
nevada,
I'm
wondering
if
you
have,
if
the
department
has
an
actual
if
the
date
has
been
reported
per
assembly
bill
266
that
was
passed
in
the
last
session
that
required
that
vacancies
are
posted
based
on
recommended
class
sizes
and
not
the
excessive
class
sizes
that
we
see
in
some
of
our
districts.
Because
again
a
number
like
you
know
1100.
Q
Thank
you,
assemblywoman
miller,
for
your
question.
I
will
turn
this
over
your
question
over
to
my
colleague,
deputy
todd
man.
B
D
A
Thank
you
jessica
to
having
jeff
risk
with
the
record.
No,
I
do
not
have
anything
to
add
unless
there
are
follow-up
questions
I'd
be
available
for
those.
Thank
you.
J
So
chair,
can
we
have?
Is
it
someone
from
the
district
respond
to
that,
or
is
that
something.
B
Do
you
do
you
want
each
district?
We
have
clark
washoe
and
we
have
representatives
also
from
churchill
and
and
then
we
have
a
representative
for
the
rest
of
the
rurals.
Do
you
want
a
response
from
each
one
of
them.
J
I
think
clark
and
washoe,
because
I
know
that
we
don't
generally
experience
the
same
excessive
class
sizes
in
in
the
rules.
So
maybe
just
clark
and
washoe.
B
Okay,
so
if
we
could
have
somebody,
I
think
we
have
either
dr
keating
or
leo
benavidez
from
clark
on
the
line
if
they
could
and
then
we'll
go
to
lindsey
anderson
from
washoe.
B
Thank
you,
mr
chair
members
of
the
committee.
It's
good
to
be
with
you
happy
new
year.
This
is
brad
keating
for
the
record,
representing
the
clark
county
school
district,
assemblywoman
miller
to
your
question.
We
did
calculate
per
the
bill.
B
We
based
them
off
of
our
the
current
class
sizes
that
we
had
that
we're
currently
at
and
then
also
per
ab266,
and
I
apologize
I'm
just
looking
at
my
computer
here
for
section
under
section
three
of
the
bill
when
it
talks
about
long-term
subs
and
how
many
are
arl,
we've
hosted
that
information
and
it
was
592,
full-time
substitutes
and
963
number
of
alternative
route
to
licensure
candidates.
J
Yeah,
I
think
we
may
follow
up
there.
Thank
you.
I
think
we
may
have
been
about
to
ask
dr
keating
the
same
question
so
you're
saying
that's
posted
on
the
on
the
website
somewhere,
where
it
would
be
accessible,
but
again
with
the
actual.
J
So
so
those
are
raw
numbers
saying
this
is
how
many
individuals
we
have
in
substitute
positions
in
full-time
sub-vacancy
positions
as
well
as
arl
students,
but
with
the
calculation
of
the
vacancy.
So
again,
if
we're
missing,
if
we
need
a
seventh
grade,
math
teacher
and
last
year
there
were,
you,
know,
48
students
in
that
seventh
grade
math
class.
Are
we
calculating
it
saying
hey?
J
We
need
to
replace
that
one
teacher
to
to
instruct
those
48
students,
or
are
we
going
by
the
recommendations
that
would
say
with
k
four
through
12,
you
should
have
one
to
25,
so
in
fact
we
actually
need
two.
We
should
be
posting
for
two
math
teachers.
That's
really
what
I'm
asking,
because
we
need
to
get
to
the
the
real.
B
I
appreciate
assemblywoman
brad
keating
for
the
record
again
clark
county
school
district.
I
have
just
sent
a
message
to
my
hr
team,
just
asking
for
clarification
to
make
sure
I
give
you
the
correct
answer.
So
if
I
get
that,
while
my
great
colleague
lindsey
anderson
is
answering,
I
will
pipe
in
if
not
I'll,.
L
B
B
Thank
you,
mr
anderson.
You
you
heard
you
heard
the
discussion
in
the
question.
So
if
you
could
answer
for
washoe.
J
I
did
thank
you,
mr
chairman,
and
assuming
miller,
I'm
certainly
familiar
with
the
bill.
I
don't
have
an
answer
for
you.
I
wasn't
expecting
that
question
today.
I
do
have
a
meeting
on
my
calendar
with
our
accountability
team
next
week
to
finalize
that
report,
since
this
will
be
the
first
time
we're
doing
it
kind
of
check
over
and
make
sure
we've
got
the
intent
right.
So
when
that's
finished,
I'm
happy
to
share
it
with
your
staff
to
share
with
you,
but
I
I
don't
know
at
the
top
of
my
head.
J
Okay,
thank
you
and
thank
you
to
the
districts
for
for
those
responses
as
well
and
dr
moore,
with
the
with
the
slides
that
you
presented
on,
of
course,
one
of
the
most
critical
because
teacher
recruitment
and
retention,
and
at
the
end
of
the
day
we
we
really
don't
have
an
education
system.
J
If
we
don't
address
this
issue
and
so
I've
been
concerned,
because
I
know
that
there's,
I
feel,
there's
been
a
lot
of
unfair
pressure
put
on
actually
colleges
and
universities,
as
if
colleges
and
universities
created
this
problem
and
and
they
haven't
they've,
been
responding.
But
the
problem
isn't
there.
I
know
there's
all
kinds
of
ideas
for
recruitment
and
retention,
and
yet
I'm
I'm
always
disappointed
that
the
the
ideas
for
recruitment
and
retention
aren't
actually
what
we
hear
the
majority
of
teachers
in
this
country.
J
If
not,
this
state
saying
what
it's
actually
gonna
take
to
recruit
and
retain,
and
that
comes
to
the
working
conditions,
the
pay
and,
of
course,
the
the
pressures
and
and
some
of
the
public
sentiment
and
the
undue
requirements.
That
educators
say,
doesn't
actually
impact
student,
academic
or
social
achievement
and
so
with
recruitment.
J
I
just
hope
that
we
continue
to
make
sure
that
it's
not
about
lowering
standards
of
what
it
takes
to
become
a
licensed
teacher,
because
that
has
been
pretty
much
being
practiced
for
over
a
decade
or
so
now
and-
and
it
doesn't
seem
to
be
reaping
the
positive
results
and
with
retention
when
we
have
opportunities
to
to
help
with
with
some
of
the
issues
that
educators
are
concerned
about
specifically
like,
for
instance,
the
slg's
and
that
impacts
administrators
as
well
as
teachers
that
it
just
it
seems
like
so
many
missed
opportunities.
J
So
I
I
guess,
trying
to
phrase
this
as
a
question
is:
what
is
the
outlook
really
for
teacher
recruitment
and
retention,
especially
for
not
doing
what
the
actual
educators
who
are
either
entering
staying
or
leaving
the
profession
are
saying?
What's
going
to
be
necessary?.
Q
Thank
you,
assemblywoman
miller,
jonathan
moore,
for
the
record.
You
certainly
raise
a
very
timely
concern
is
that
when
we
talk
about
teacher
recruitment,
we
must
also
think
about
the
experience
of
our
teachers,
and
that
is
also
complemented
by
the
experience
of
our
students.
As
we
talk
about
teacher
recruitment
and
retention,
one
of
the
ways
in
which
we've
paralleled
the
need
to
improve
recruitment
and
retention
is
to
also
think
about
the
daily
teaching
and
learning
experience.
Q
As
I
mentioned
in
the
presentation,
we've
invested,
3.9
million
dollars
in
nevada's
competency-based
education
system
and
so
beyond.
Just
an
initiative
or
a
thing.
Competency-Based
education,
which
has
been
in
nevada
for
a
number
of
years
and
also
led
by
senator
dennis,
is
a
way
in
which
we
can
think
about
how
we
educate
our
students
differently
and
when
we
think
about
how
we
educate
them
differently.
B
Thank
you.
Who
else
has
a
question.
B
I
don't
see
anybody,
let's
see,
nobody's
raising
their
hands.
I
do
oh,
yes,
vice
chair
bill,
ray
asked,
rob.
D
D
Thank
you.
Vice
chair,
this
is
deputy
superintendent,
jessica
todman
for
the
record.
The
national
landscape
is
that
there
are
chronic
educator
shortages
across
the
nation.
We
can
pull
together
if
there
are
any
recent
reports,
but
it
is
an
issue
that
nevada
does
not
have
alone
and
certainly
is
being
faced,
not
only
across
the
nation
but
by
our
closely
neighboring
states
yeah,
and
it's
just
to
follow
up.
D
If,
if
we
could,
if
I
could
see
some
of
those
numbers,
I
I'm
I'm
just
I
I
know
you
know
obviously
recruitment
and
trying
to
get
people
here
when
we're
faced
with.
You
know
people
going
out
elsewhere
for
a
variety
of
reasons.
So
if
I
I'd
like
to
see
those
numbers,
if
possible,.
K
Thank
you
cheer
dennis
and
assembly
woman,
claire
thomas
for
the
record.
Just
to
reiterate
what
vice
chair
was
asking.
I
actually
would
like
to
see.
K
Of
course
we
can
see
the
negative,
but
I
would
like
to
see
what
positive
recruitment
and
retention
other
states
are
experiencing.
I'm
pretty
sure
that
we
are.
You
know
we
are
last
on
every
list,
but
if
we
can
see
what
other
states
and
or
countries
are
doing
to
re
recruit
and
retain
their
teachers,
that
would
be
appreciated
for
me
when
you
compile
the
data.
Thank
you.
D
D
We're
proud
that
our
partnership
with
donorschoose,
with
your
support,
that
invested
in
the
frontline
wisdom
of
our
educators,
is
something
that
three
to
four
other
states
are
looking
at
replicating
as
one
of
the
avenues
we
can
use
to
show
appreciation
for
our
educators.
We
also
have
our
20
20
million
investment
in
the
incentivizing
pathways
to
teaching
grant
program
and
we've
seen
a
similar
investment
recently
in
other
states.
I
think
georgia,
most
recently
on
the
order
of
about
four
million
dollars.
B
Thank
you.
I
will
also
point
out
that
we
do
have
this
afternoon
a
report
from
the
education
council
of
the
states,
a
national
organization
that
will
also
talk
about
education
on
a
national
basis.
They
may
perhaps
they
could
address
that
that
specific
issue,
also
as
we
get
to
that,
I
have
a
couple
of
questions.
One
had
to
do
with
the.
B
The
the
bill
that
that
that
I
had
worked
on
with
with
the
department
and
others
that
had
to
do
with
recruiting
folks
that
are
currently
working
for
school
districts,
but
we're
going
to
help
them
with
the
like
the
future.
B
You
know
to
be
able
to
do
their
teacher
training
and
those
kinds
of
things
do
we
have
any
updates
on
on?
Has
that
been
implemented
and
have
we
are
we?
What
kind
of
numbers
are
we
seeing
coming
from
that
specific
program.
Q
Thank
you,
mr
chair
jonathan,
moore
for
the
record.
I
am
going
to
turn
that
question
over
to
my
colleague,
deputy
topman.
A
Yes,
good
morning
again,
jeff
riske
for
the
record
director
of
licensure
what
I
believe
you're
referring
to
senate
bill
352,
which
allows
current
support
staff
school
psych,
support
staff
and
paraprofessionals,
who
are
currently
employed
to
allow
them
to
complete
their
student
teaching.
A
While
remaining
employed,
we're
excited
to
report
that
at
the
commission
on
professional
standards
meeting
that
we
are
going
to
hold
in
february,
we
will
bring
forth
a
work
public
workshop
at
that
we
have
engaged
with
stakeholders
already
and
the
draft
language
is
ready
to
go
at
that
public
workshop
for
the
cops
meeting
coming
up
in
february.
Thank
you.
B
Great
thank
you
because
I
I
I
know
that
there
was
at
least
on
the
initial
survey
that
we
did,
that
there
was
like
1500
individuals
that
could
could
take
advantage
of
that
program
that
could
become
teachers.
So,
okay.
The
other
question
I
have
perhaps
for
dr
moore
and
maybe
it'll,
come
up
later
with
the
ecs
too.
Perhaps,
but
in
in
your
presentation,
you
talked
about
the
the
the
challenges
that
we've
had
because
of
covid
because
of
the
pandemic.
B
But
in
your
comments
you
mentioned
that,
even
though
our
the
numbers
have
gone
down
a
little
bit
that
we're
not
an
anomaly
that
that
were,
I
try.
I
wanted
to
hear
that
I
guess
more
in
depth
a
little
bit
about
that
we're
kind
of
in
line
with
what's
going
on
nationwide
as
far
as
test
scores
coming
down.
Is
that
correct.
Q
Thank
you,
mr
chair
jonathan,
for
the
record.
You
are
correct
and
when
equated
against
many
states,
we
actually
outperform
them
with
regard
to
losses
and
proficiency
due
to
the
pandemic.
Q
As
you
all
aware,
nevada,
unlike
many
other
states,
made
a
very,
very
concerted
effort
to
ensure
that
we
worked
to
get
students
back
into
the
classroom
as
soon
as
it
was
safe
and
able
to
do
so,
and
we
know
that
having
that
mission
as
our
north
star,
we
were
able
to
get
students
back
in
classrooms
where
they
were
able
to
resume
learning
which
may
have
contributed
to
lessening
the
decreases
we've
seen
in
proficiency.
Q
B
Well-
and
I
appreciate
that,
because
you
know
we
always
talk
about
the
negative
stuff,
but
that
there
is
some
positive
there
in
that
some
of
the
things
that
we
implemented
during
the
pandemic
actually
helped
our
kids
to
not
lose
as
much
as
other
cohorts
in
in
other
states.
So
I
appreciate
all
the
work
that
was
done
there
to
try
to
mitigate
that,
and
hopefully
we
can
continue
to
do
the
things
that
we're
doing
to
try
to
catch
our
kids
up
any
any
other
questions
from
members.
B
Not
seeing
any
hands
okay,
thank
you
very
much
for
the
report
you
are
now
and,
and
dr
moore,
you,
that
was
everything
that
you
were
going
to
present.
Is
that
correct.
B
All
right,
so
we're
going
to
go
next
to
the
one
that
we
were
taking
out
of
order.
Item
number
nine
overview
of
the
actions
of
the
commission
on
school
funding
and
report
on
the
transition
to
the
people-centered
funding
plan,
and
they
we
have
the
chair
here:
guy
hobbs
of
the
commission
and
heidi
hearts.
The
deputy
superintendent
of
student
investment
whenever
you're
ready.
P
I
heidi
are,
are
you
going
first
sorry,
mr
chair?
Oh.
P
I've
been
working
in
and
around
government
finance
issues
in
the
state
for
about
40
years
sounds
like
a
long
time.
It
is
a
long
time
several
of
those,
as
chief
financial
officer
for
clark
county
in
the
past
25
years
in
private
practice,
providing
technical
support
to
local
government
clients,
private
clients,
as
well
as
to
the
state
legislature,
on
a
number
of
issues.
P
We
were
originally
tasked
by
senate
bill
543,
with
with
two
major
challenges:
the
first
being
monitoring
the
implementation
of
the
pupil,
centered
funding
plan
and
making
recommendations
along
the
way
for
improvements
for
the
implementation
of
that
plan.
That
comprised
the
first
I
would
say,
18
months
or
so,
of
our
work
in
depth.
P
That
involves
going
through
different
elements
of
the
formula
and
trying
to
identify
areas
where
there
might
be
some
improvements
made
to
the
way
that
the
formula
works
for
all
of
the
various
districts
senate.
Bill
543
also
called
upon
the
commission
on
school
funding
to
identify
optimal
funding
for
education
in
nevada
and,
if
optimal
funding
is
identified
to
then.
M
P
Prescribe
a
way
that
the
legislature
might
consider
funding
over
the
ensuing
10
years
those
improvements
to
funding
in
education
over
the
last
several
weeks
and
going
into
the
the
next
few
months.
We
expect
that
to
be
our
primary
course
of
action
in
focusing
on
that
part
of
it.
For
a
moment,
identification
of
optimal
funding
can
be
somewhat
of
an
elusive
task.
P
P
P
That
we
did
was
we
looked
at
where
nevada
currently
is
in
terms
of
funding
on
a
per
pupil
basis,
and
I
would
be
the
first
to
say
to
you
that
I've
heard
so
many
of
these
kinds
of
calculations
over
the
years
are
we
focused
our
objective
on
making
a
true
apples
to
apples
comparison
with
other
states
and
in
terms
of
twenty
twenty
dollars?
Our
current
level
of
programming
and
funding
for
students
in
the
state
of
nevada
was
approximately
ninety
two
hundred
and
fifty
dollars
per
year.
P
We
further
had
input
from
subject
matter:
experts
apa,
who
has
long
time,
been
a
consultant
on
education
matters
to
state
legislative
committees,
as
well
as
to
the
commission
on
school
funding,
identified
an
objective
level
of
1400
337
dollars
per
pupil,
so
contrasting
where
we
are
currently
and
where
we
would
need
to
be
to
be
somewhere
between
the
national
average
and
where
the
subject
matter.
Experts
indicate
we
should
be
striving
to
be
is
certainly
a
material
increase
in
the
commitment
from
a
funding
standpoint
from
the
state's
perspective.
P
We
looked
then
at
those
essentially
became
targets
for
us
to
consider
in
terms
of
trying
to
formulate
a
funding
strategy,
and
we
do
recognize
that
in
formulating
any
funding
strategy,
the
commission,
and
particularly
the
the
nevada
department
of
education
and
each
of
the
17
school
districts
and
the
charter
schools
as
well,
are
going
to
need
to
identify
programs
and
activities
that
would
be
enhanced
by
additional
funding.
In
other
words,
I
would
imagine
that
any
legislative
body
would
ask
with
respect
to
any
funding
that
would
be
being.
Q
P
To
the
state's
education
budget,
what
are
you
going
to
do
with
the
money
and
how
will
that
be
deployed
to
actually
education
in
nevada?
And
so
some
attention
is
being
paid
to
that
at
this
point
on
the
part
of
the
various
superintendents
around
the
state
and
we're
also
looking
at
methods
of
funding,
because
that
again
was
something
that
we
were
tasked
with
doing
by
virtue
of
senate
bill
543.
P
When
you
look
at
the
amount
of
funding
that
would
be
required
over
a
10-year
period
to
move
us
on
a
phased
basis
toward
the
national
average.
In
other
words,
if
you
were
setting
up
a
funding
strategy
to
at
the
end
of
10
years,
be
at
the
national
average
in
rough
dollar
terms-
and
I
think
it
was
alluded
to
in
an
earlier
comment-
an
amount
approximating
200
million
dollars
each
year
for
a
period
of
10
years.
Totaling
2
billion
dollars
in
additional
funding
by
the
10th
year
would
be
required
to
achieve
that
level
of
funding.
P
Since
the
subject
matter,
expert
apa
recommendation
was
somewhat
higher
than
that,
of
course,
the
amount
that
would
be
required
to
achieve
that
level
of
funding
is
also
higher
closer
to
300
million
dollars
each
year
for
a
period
of
10
years
to
achieve
that
level
of
funding.
P
B
Nope
still
muted
do
we
have
our
technical
folks
on
to
see?
If
maybe
we
can
figure
out
what's
going
on.
B
And
for
anyone
who
is
watching
the
meeting,
where
you're
just
we're
having
some
technical
issues
with
the
president's
pres,
the
audio
for
the
presenter,
so
that
our
technical
staff
is
looking
into
that
right
now,.
P
And
I'm
not
able
to
hear
you
but
I'll
go
ahead
and
try
to
wrap
up
if
that's
okay,
chairman
dennis.
P
I
was
talking
about
potential
methods
of
funding
and
again
they're
going
to
have
to
be
significant,
because
the
challenge
is
significant
and
we're
looking
into
traditional
forms
of
funding
education
in
the
state
which
have
included
property,
tax
sales,
tax
and
other
items
that
sound
horribly
unpopular
to
talk
about.
We
certainly
understand
that,
in
speaking
about
sales
tax,
one
of
the
things
that
I
want
to
clarify
the
commission
is
not
talking
about
adding
to
what
is
already
a
fairly
high
sales
tax
rate
in
some
parts
of
our
state.
P
There
are
a
number
of
areas
of
trade
that
are
discretionary
within
the
state
that
could
be
considered
for
potential
taxation.
Again,
we
recognize
that
whenever
we
talk
about
taxes
and
in
particular
taxes
like
property
taxes
and
sales
tax,
that
can
be
a
very
uneasy
discussion
for
a
lot
of
people,
but
we
also
are
moving
forward
with
the
notion
that
the
funding
of
education
to
appropriate
levels
is
among
the
highest
priorities
that
exist
within
the
state
and
with
that
I'll
go
ahead
and
wrap
up
my
part
of
it.
P
I
will
try
to
answer
any
questions
you
have
in
the
event.
I
can
actually
hear
the
questions
that
that
you
may
have,
but
we
have
all
of
us
that
serve
on
your
commission
for
school
funding,
appreciate
the
opportunity
and
we're
all
extremely
passionate
about
trying
to
provide
viable
solutions
and
input
to
all
of
you
and
again.
I
appreciate
this
opportunity
to
be
with
you
this
morning.
B
Thank
you.
We
we
appreciate
the
opportunity
to
have
you.
I
know
last
time.
Last
interim,
I
think
we
it
was.
We
weren't
able
to
get
that
report.
So
it's
good,
and
I
know
that
there's
you've
got
a
big
report.
That's
coming
questions
from
any
rfr
folks.
G
I
thank
you,
mr
hobbs,
for
being
here.
Actually,
this
might
just
be
rhetorical
enter
your
meeting
id.
G
G
G
The
thing
that
I
think
we're
missing-
and
I
would
like
to
see
more
of-
is
the
accountability
for
the
funds
that
we
are
we
are
having
given
to
education.
So
what?
What
are
those
metrics?
Looking
like?
What
is
the
return
on
the
investment
that
the
taxpayer
is
making?
Because
we
can
talk
about
property
tax?
We
could
talk
about
sales
tax,
but
we
don't
have
the.
I
think
we've
lost
some
of
the
trust
of
the
taxpayer
because
we
aren't
returning
any
you
know
any
better
accountability
or
proficiency
on
those
investments.
G
So
that's
my
challenge
for
us.
This
interim
committee
and
the
next
legislative
session
is,
we
have
to
have
some
accountability
to
see
how
those
dollars
that
have
been
spent
on
education.
What
what?
What
are
they
getting
us
for
our
investment,
because
I
believe
in
funding
education,
but
we've
got
to
be
effective
like
are
we
targeting
where
it
really
needs
to
go
and
is
the
student
being
the
one
who
benefits
or
is
the
teacher,
the
one
who's
being
the
beneficiary?
G
B
Okay,
I
don't
know,
did
you?
Did
you
hear
this?
The
the
comments
that
were
just
made?
I
did
okay,
do
you
want
to
before
you
answer
that?
Let
me
let
me
just
try
to
address
it
just
a
little
bit
first,
so
the
the
commission
on
education
funding,
obviously
they've
been
charged
with
a
specific
charge
which
includes
you
know
how
do
we,
you
know,
we've
had
we've
had
studies
and
and
we've
passed
a
bill.
That
said
this
is
what
we
want
and
we
want.
B
We
want
to
know
what
it
costs
to
educate
our
children
and
so
they're,
given
that
charge
to
now
go
and
and
try
to
figure
out
how
to
get
to
that
amount.
So
now
the
issues
that
you're
dealing
that
you're
asking
about
have
to
do
with
you
know
what
are
the
results
that
we're
getting,
and
one
thing
that
I
will
share
is
one
of
the
reasons
that
we
were
able
to
talk
about
this
and
actually
have
a
new
funding
formula.
B
Is
the
fact
that
we
have
been
investing
extra
dollars
for,
for
the
last,
I
would
say
at
least
10
12,
if
not
longer,
but
I
know
for
the
last
10
or
12
that
I've
worked
on
some
specific
things
in
some
specific
programs
that
have
actually
increased
our
our
our
effectiveness
as
educators,
including
we've,
had
reports
in
the
past,
and
I
think
it's
still
true
that,
as
far
as
education
improvement,
in
contrast
to
all
the
rest
of
the
country,
nevada
was
actually
the
second
highest
in
improvement
behind
only
one
other
state,
even
though
we
started
from
way
back
to
moving.
B
So
so
we
do
have.
As
far
as
that
issue.
We're
going
to
talk
a
lot
about
that
during
this
interim
and
what
comes
forward
for
next
session-
and
this
is
one
of
the
things
that
I
talked
about.
I
want
to
make
sure
that
we're
talking
about
all
all
of
the
things
that
are
going
on
and
the
very
positive
things
that
are
happening
in
education,
because
when
we
tend
to
talk
about
education,
we
tend
to
keep
bringing
up
things
that
you
know
that
were
perhaps
more
true
in
the
past
than
they
are
today.
B
Do
we
still
have
attainment
and
things
that
we
need
to
do?
Yes,
because
we're
starting
from
very
very
far
back,
but
the
things
that
we've
invested
in
especially
in
the
last
10
years,
have
shown
great
great
results
and
that's
the
reason
we
were
able
to
do
the
things
that
we
were
going
to
do.
So
I
just
want
to
make
that
comment
first
and
then,
if
mr
hobbs
will
well
yeah.
However,
you
want
to
respond
to
that
question.
Well,
certainly,
certainly.
A
P
Been
around
financial
and
fiscal
issues
in
the
state
long
enough
to
know
that
just
discussing
funding
for
something
is
is
not
the
is
not
the
entirety
of
the
discussion.
Obviously,
there
needs
to
be
a
solid
return
on
investment.
P
I
can
reassure
you
assemblywoman
hanson,
that
we
don't
take
the
discussion
of
any
funding
issues
lately
at
all,
and
we
realize
that
in
putting
forward
as
senate
bill,
543
asks
us
to
putting
forward
target
amounts
that
need
to
be
funded
to
achieve
certain
levels
and
methods
of
funding.
We
don't
take
any
of
that
lightly.
We
we
fully
realize-
and
I
go
into
this
with
with
very
open
eyes-
that
that
it's
a
very
it's
a
very
difficult
conversation.
P
It
was
certainly
something
that
the
department
of
education
and
the
various
school
districts
could
speak
to
quite
well,
and
I
think
that
a
lot
of
that
is
is
bolstered
by
a
number
of
the
statistics
that
are
shown
that
were
shown
actually
in
the
in
the
previous
presentation
and
contrast
that,
against
the
cost
of
taking
action
over
time,
I
think
that
was
part
of
the
wisdom
in
senate
bill
543
as
well,
that
it
asked
for
a
funding
strategy
over
a
10-year
period,
recognizing
that
it
was
likely
going
to
be
a
material
amount
of
funding
that
people
that
would
be
required,
something
that
you
could
ease
into
a
bit
more
than
trying
to
do
all
at
once,
which
would
likely
be
a
shock
to
not
just
the
fiscal
system
of
the
state
but
to
potentially
to
the
economy,
which
nobody
wants
to
do.
B
G
And
miss
jobs.
Believe
me,
if
my
comments
alluded
to
any
thing
other
than
you
guys
trying
to
do
your
best,
that's
not
intended.
I
know
you've
been
given
a
charge
and-
and
I
appreciate
the
hard
work
the
commission
has
had
to
do
and
chair
dennis
would
love.
You
know,
I'm
an
optimist
by
nature
and
I
love
to
see
the
positive.
So
I
look
forward
on
this
committee
of
seeing
some
of
those
positive
results.
G
I
just
know
that
I
am
deeply
disturbed
that
when
I
look
at
and
it's
there
for
the
public
to
see
on
the
nevada
department
of
education's
website
our
proficiency
scores
in
the
state,
not
just
not
just
post
pandemic,
I've
followed
them
for
years,
but
we
before
the
pandemic.
We
were
in
the
40
percentile
for
reading
proficiency,
so
that
means
half
less
than
50
percent
of
our
kids
in
the
state
read
at
grade
level
and
a
third
and
even
worse,
in
high
school
26
percent
are
are
proficient
in
mathematics.
G
As
we
talk
about
funding-
and
we
go
forward
with
this
interim-
that
we
can
really
dial
in
to
tying
that
money
to
you
know:
where
is
it
going
and
what
are
we
getting
and
if
it
isn't
working,
how
can
we
fix
it?
So
thank
you
for
the
indulgence.
Yes,.
B
Thank
you
and-
and
that
was
my
that
was
my
point
talking
about
the
the
improvement.
Our
proficiency
scores
are
actually
have
improved
more
than
than
you
know,
47
other
states
in
the
country.
It's
just
that
we
started
so
low
that
the
number's
not
acceptable
as
it
is
today,
but
the
fact
that
we're
showing
improvement
shows
that
the
investment
that
we
have
been
making
are
showing
results,
and
that's
the
only
thing
I
wanted
to
point
out
other
questions
for
the
commission.
B
Okay,
I
am
not
seeing
any
hands.
Do
we
have
any
anything
else
from
the
department,
any
additional
comments
or
or
presentation.
B
Okay
and
we
can
have
them
when
they
present
in
the
future,
also
be
able
to
talk
about
how
that's
been
implemented
and
how
that's
working
for
them.
I
think
that
that's
an
important,
a
discussion
that
we
need
to
have
also
how
that's
going
okay
with
that.
We
thank
you
very
much.
Mr
hobbs
appreciate
all
the
great
work
that
you
guys
are
doing.
I
know
that
you
there's
a
lot
to
look
at
and
and
as
you
work
on
that,
so
we
appreciate.
B
I
I'm
just
grateful
that
we
have
a
commission
now
to
look
at
this
issue
in
the
past.
It
was
always
somebody
had
to
bring
a
bill
to
the
session
and
we'd
have
to
wait
two
years
to
have
discussions
of
these
kind
of
discussions,
and
now
that
we
have
a
commission
that
we
can
actually
that's
looking
at
this
issue
all
the
time
and
that
we
could
talk
to
and
and
have
these
discussions,
I
think
it's
so
important
as
we
move
forward.
So
thank
you
very
much.
B
Okay.
That
was
so
we
are
on
that.
Was
item
number
nine.
We
are
now
going
to
go
back.
Let's
see,
I
think
it's
still
too
early.
I
think
we
have
time
to
go
to
do
our
next
presentation,
which
is
the
item
number
six
overview
of
the
state
and
nevada's
charter
school
and
updates
on
recent
legislation.
B
I
know
we
had
ms
biden
on
to
so
rather
than
wait
till
after
lunch.
Do
you
we're
gonna?
Do
it
before?
Hopefully,
that's
that'll
even
be
better
for
you.
So
go
ahead.
E
E
All
right,
so
you
should
be
able
to
see
that
now
again
good
morning
committee
members
for
the
record,
rebecca
feiden,
I'm
the
executive
director
of
the
state
public
charter
school
authority.
Thank
you
for
the
opportunity
to
present
today
during
this
first
meeting
of
the
interim
today,
I'm
going
to
be
providing
you
with
an
overview
of
charter
schools
sponsored
by
the
state
public
charter,
school
authority
and
a
review
of
recent
legislation
related
to
charter
schools.
E
E
The
state
public
charter
school
authority
is
overseen
by
a
nine-member
appointed
board.
We
have
25
full-time
employees
across
our
two
offices
in
carson
city
and
las
vegas
and
for
context.
We
pass
through
approximately
20
milli,
22
million
dollars
in
state
and
federal
grant
funds
each
year,
and
that,
of
course
excludes
our
emergency
funds,
but
those
are
kind
of
our
annual
funds,
such
as
idea
and
title
title
one
through
four.
E
In
addition,
our
strategic
plan
outlines
three
goals:
first,
providing
families
with
access
to
high
quality
schools.
This
means
ensuring
strong
academic,
financial
and
organizational
performance
for
our
schools.
Second,
ensuring
that
every
spcsa
student
succeeds,
including
those
from
historically
underserved
student
groups
and
finally
increasing
the
diversity
of
students
served
by
our
schools.
E
So
now
some
brief
background
on
our
schools.
Most
of
you
know
this,
but
as
a
reminder,
charter
schools
are
tuition-free
public
schools
where
students
are
enrolled
through
a
lottery.
Our
students
are
required
to
take
allstate
assessments
and
our
schools
are
governed
by
volunteer
boards
of
directors
charter
schools
are
prohibited
from
operating
for
profit
and
they
are
subject
to
a
performance
contract
with
a
sponsor
and
the
spcsa.
For
many,
many
of
our
charter,
schools
in
nevada
serves
as
that
sponsor.
E
Currently,
the
state
public
charter,
school
authority,
oversees
70
charter,
school
campuses
across
five
counties
and
the
majority
of
our
school
campuses
are
located
in
clark
county.
Additionally,
the
state
public
charter
school
authority
continues
to
be
the
third
largest
largest
local
educational
agency
by
student
enrollment,
serving
about
11
of
nevada's
students.
E
Though
the
last
two
years
have
presented
unprecedented
challenges
for
schools,
students,
educators
and
families,
we
continue
to
be
focused
on
academic
performance.
Our
most
recent
star
ratings
were
before
the
coven
19
pandemic,
but
did
show
that
sponsored
schools
were
the
majority
were
three
stars
or
better,
and
in
fact
the
majority
were
actually
four
or
five
stars
through
the
pandemic.
E
We've
also
seen
some
strong
progress
with
our
graduation
rates
and
now
boasted
an
86.8
graduation
rate
across
our
schools
and
we're
proud
to
say
that
all,
but
one
of
our
schools
exceeds
the
statewide
graduation
rate,
though
I
will
note
that
one
school
that
is
below
the
statewide
graduation
rate
is
an
alternative
school
that
serves
primarily
severely
credit,
deficient
students.
So
we've
certainly
seen
some
progress
in
this
area.
E
You
also
heard
me
speak
earlier
to
the
goal
of
ensuring
that
every
student
succeeds
and
we
look
closely
at
our
performance
of
students
in
a
variety
of
measures
in
terms
of
student
group
in
this
graph.
We're
particularly
proud
that
we
continue
to
see
that
every
student
group
outperforms
state
averages
on
the
smarter,
balanced
assessment,
and
these
are
the
results
from
the
most
recent
school
year.
We
know
those
results
are
a
little
different.
It
was
a
challenging
and
different
year
for
students,
but
we
continue
to
look
closely
at
that
data.
E
Now
I'll
share
some
information
about
the
implementation
of
recent
legislation
and
I'm
going
to
begin
by
going
back
to
the
2019
session.
Many
of
you
are
familiar
with
assembly
bill
462
from
the
2019
session
assembly.
Bill
462
had
four
primary
components.
First,
it
required
the
state
public
charter
school
authority
to
annually
conduct
a
needs
assessment
and
incorporate
the
findings
of
that
needs
assessment
into
our
authorizing
processes.
E
It
also
required
the
state
public
charter
school
authority
to
establish
a
growth
management
plan.
Third,
it
established
requirements
for
communication
with
our
local
school
districts
and
finally,
it
established
the
requirement
for
site
evaluations
for
each
charter
school
campus
in
the
first
third
and
fifth
year
of
the
charter
contract.
E
E
In
terms
of
implementation,
the
state
public
charter
school
authority
is
now
on
our
fourth
iteration
of
the
needs
assessment,
following
conversations
with
local
stakeholders,
the
department
of
education
and
school
districts,
as
well
as
robust
discussion
at
our
board
meeting
in
december.
The
authority
will
be
considering
approval
of
this
fourth
iteration.
At
our
meeting
on
january
28th,
the
growth
management
plan
was
initially
developed
in
2019
and,
while
statute
requires
a
revision
at
minimum
every
two
years,
we've
actually
made
annual
revisions
to
this
document
as
well
and
are
looking
ahead
to
additional
revisions
this
spring.
E
With
regard
to
notifications,
this
is
an
area
I
think
we've
really
been
able
to
go
beyond
the
legislative
minimums
and
requirements
to
open
lines
of
communication
with
our
district
partners
and
finally,
in
terms
of
site
evaluations,
in
addition
to
the
required
every
other
year,
cadence
that
is
established
in
statute
again,
that's
that
we
conduct
a
site
evaluation
in
the
first
third
and
fifth
year
of
a
school's
contract.
E
We've
also
been
working
to
make
this
as
meaningful
as
possible,
for
our
staff
is,
and
our
and
our
board,
as
well
as
for
schools,
we've
conducted
additional
site
evaluations
based
on
school
performance
when
we
have
had
concerns
or
opportunities,
we've
seen
to
continue
to
give
schools
valuable
feedback
in
order
to
help
them
to
best
serve
their
communities
and
their
students.
E
We
have
also
regularly
revised
our
protocols
in
order
to
make
sure
that
we
learn
from
each
year
and
get
better
every
year,
and
additionally,
we've
really
tried
to
make
site
evaluations
meaningful
for
our
schools
and
use
them
to
provide
feedback,
and
I
I
will
share
that
some
of
our
highest
performing
schools,
our
four
and
five
star
rated
schools,
initially
were
frustrated
when
we
would
give
them
recommendations
just
like.
E
We
would
give
our
our
schools
that
maybe
were
two
or
three
star
rated,
but
we
really
have
set
the
standard
that
every
every
one
of
our
schools
has
an
opportunity
for
improvement,
and
so,
if
we're
going
to
be
there
and
conduct
a
site
evaluation,
we're
going
to
use
that
information
to
provide
the
best
feedback
we
can
to
our
schools
in
service
of
their
students.
E
So
again,
we've
really
built
on
these
site
evaluations
to
make
them
as
impactful
as
they
can
be
in
terms
of
impact
and
in
particular,
when
we
think
about
the
needs
assessment.
We've
seen
a
real
shift
in
the
demographics
of
our
new
school
campuses
that
have
opened
since
assembly.
Bill
462
was
enacted
on
this
graph
you're
going
to
see
four
years
of
new
school
demographics,
as
well
as
the
most
recent
year
for
the
state.
E
Our
new
newest
schools
are
far
more
reflective
of
the
state's
demographics
and
you'll
see
that
this
year
our
new
schools
enrolled
a
population
that
was
was
very
close
in
terms
of
frame
reduced
lunch
and
we
actually
enrolled
a
much
larger
percentage
of
english
learners
in
our
new
schools
than
the
statewide
average.
E
Moving
ahead
to
the
2021
session,
there
were
a
number
of
charter
specific
bills.
I
know
some
of
those
were
were
covered
earlier
by
the
the
legislative
committee
team.
So
I'll
briefly
talk
about
our
work
on
on
these
bills,
in
particular,
first
assembly
bill
419
and
I've
attached
senate
bill
363
here,
because
they
did
cover
in
some
cases
common
topics.
E
E
We
are
board
adopted
governance
standards,
as
was
required
in
I
believe
it
was
early
fall
and
the
standards
have
helped
our
team
to
develop
a
training
that
we
expect
to
roll
out
in
the
next
couple
of
months
to
all
of
our
school
boards
assembly.
E
Bill
419
also
requires
the
authority
to
look
at
performance
of
emos
when
considering
approval
of
new
schools,
the
idea
being
that,
if
there's
an
applicant
who
wants
to
work
with
an
emo-
and
I
should
for
for
members
that
don't
work
in
charter
schools
all
the
time-
emo
stands
for
educational
management
organization,
it's
a
vendor
or
contractor
that
provides
services
to
the
school.
E
So
when
an
applicant
wants
to
work
with
an
emo,
we
want
to
know
what
their
track
record
is
in
in
the
schools
they
currently
work
with,
and
so
that
should
impact
our
determination
when
we
look
at
charter
school
applications
with
that,
we
have
historically
included
that
in
our
process,
but
we've
further
codified
it
in
both
our
application
and
rubric
to
ensure
that
we
can
look
closely
at
past
performance
in
order
to
inform
our
decisions.
E
Additionally,
assembly
bill,
419
and
senate
bill
363
require
some
additional
reporting
and
compliance
requirements
for
schools,
and
so
these
have
been
incorporated
into
our
organizational
performance
framework
and
into
our
annual
reporting
requirements
so
that
we
can
monitor
for
these
and
ensure
that
we
transmit
the
appropriate
reports
as
well
and
finally,
assembly
bill
419
required
a
few
reports
from
sponsors
to
the
legislature
on
december
15th.
I
believe
of
odd
numbered
years,
and
so
both
of
those
were
submitted
on
december
15th
of
2021
to
our
contacts
at
the
legislative
council
bureau.
E
So
we
have
again.
This
is
a
multi-pronged
bill.
It's
hard
to
categorize
it
as
just
one
thing,
but
we've
taken
a
number
of
steps
to
work
to
make
sure
that
these
are
are
in
action
and
and
are
being
implemented
in
terms
of
assembly
bill.
109
again,
this
was
mentioned
earlier,
but
this
changes
the
licensure
requirements
for
teachers
at
charter
schools.
Initially
we
worked
with
the
nevada
department
of
education's
office
of
licensure
to
issue
guidance
to
our
schools
regarding
this
change
to
make
sure
to
communicate
the
change
make
sure
they
understood
it.
E
We
answered
a
lot
of
technical
questions
that
came
our
way
as
well.
We
modified
our
data
collection
tools
to
ensure
we
can
monitor
for
compliance,
and
then
we've
also
monitored
our
organizational
performance
framework
to
incorporate
this
change
and
ensure
that
we
hold
schools
accountable
for
compliance
with
this
statutory
requirement
and
then
assembly
bill.
68
is
the
other
charter
specific
bill
that
I've
mentioned
here
this
included.
E
This
was
the
agency's
proposed
bill
and
it
included
several
very
technical
changes,
all
of
which
have
been
incorporated
into
our
processes
at
this
point
and
have
been
implemented.
E
Moving
on,
I
know
many
of
you
are
familiar
with
with
the
education
legislation
from
last
session.
We
have
really
monitored
the
implementation
of
this
of
the
general
education
bills
in
a
in
a
variety
of
ways,
depending
on
the
content,
so
this
includes
everything
from
sending
guidance
to
our
schools,
to
holding
informational
calls
with
our
schools
to
adjusting
our
data
collection
efforts
and
structures
to
ensure
that
we're
monitoring
for
compliance,
and
so
you
know,
we've
kind
of
worked
to
incorporate
all
of
the
education
bills
into
our
work.
E
F
Thank
you
rebecca
and
thank
you
chair
dennis.
I
I
know
that
chair
dennis
had
mentioned
that
growth
as
a
state
has
been
most
in
the
nation
or
one
of
the
highest
in
the
nation,
but
I
like
to
reflect
upon
the
2014
read
by
three
legislation
and
with
the
teeth
really
being
ripped
out
of
that
legislation
and
any
accountability
for
getting
students
proficient
before
middle
school.
F
I
believe
that
that
is
why
we're
seeing
such
low
rated
scores
in
recent
assessments
also
taking
away
any
graduation
requirements
to
have
our
grad
rates
increase,
but
having
an
increase
in
remediation
for
college
students
entering
college
is
absolutely
the
opposite
of
what
we
want.
So
I
align
a
lot
with
what
assemblywoman
alexis
hansen
has
said
when
it
comes
to
charter
schools.
F
Just
the
blatant
attack
on
one
of
the
most
viable
options
for
many
families
in
some
of
these
areas
where
they
have
no
options,
is
something
that
we
should
stop
as
not
to
stifle
options
for
families
for
their
students.
And
so
I
commend
how
the
charter
school
authority
goes
about
business
in
and
have
watched
it
for
years
have
been
a
part
of
it
and
how
they
hold
schools
accountable,
and
at
least
they're
doing,
site
visits
and
they're
out
there.
Ensuring
that
explicit
communication
on
how
to
improve
and
really
that
leadership
and
guidance
is
really
helping.
F
These
schools
move
the
needle,
and
so
I
was
really
disappointed
with
ab109
and
the
reason
being
is
because
a
lot
of
charter
schools
have
retirees
that
are
paramedics
or
in
various
areas
in
which
they
may
want
to
come
and
give
back
english
professors
say
and
to
send
them
back
to
get
their
elementary
ed
degree
or
high
school
degree
when
they
taught
at
college
for
years
or
whatever.
It
just
seems
like.
F
That
has
to
stop
those
certain
things
and
why
charter
schools
were
created
were
to
really
push
the
envelope
on
what
can
be
done
for
students
without
unnecessary
and
burdensome
regulation.
So
with
that
rebecca,
my
only
question
is
like
do
you
see?
As
far
as
do
you
have
any
stats
or
see
any
teacher
recruitment
or
retention
for
charter
schools?
If
there's
any
difficulty
with
that,
are
there
any
any
schools
that
are
applying
for
say,
innovative
ways
in
which
to
staff
that
really
pose
a
problem
for
ab109?
E
Thank
you
senator
buck,
so
I
think
your
question
is
about
teacher
retention,
recruitment
at
charter
schools
and
the
impacts
of
assembly
bill
109.
So
to
date
I
have
not
heard
any
concerns
about
assembly
bill
109.
We
when
we
looked
at
the
data
prior
there
were
not
very
many
core
content
teachers
that
were
not
licensed
at
the
time,
and
so
there
were
a
very
small
number
of
teachers
that
were
expected
to
be
impacted
and
the
bill
provided
a
grandfather
clause,
maybe
is
the
best
way
to
put
it
so.
E
Someone
who
is
already
out
of
school
had
several
years
to
get
their
license
if
they
were
previously
unlicensed.
So
we
haven't
seen
any
challenges
there.
To
your
broader
question
about
retention,
I
think
all
schools
across
the
state
are
struggling
right
now
with
just
the
impacts
the
pandemic
has
had
on
teachers.
E
It
has
been
really
hard
for
educators
across
our
state
and
our
country,
and
so
our
schools
are
struggling
as
well.
I've
heard
a
number
of
schools
that
have
had
individuals
resign
in
the
last
couple
of
weeks
or
months
because
of
just
some
of
the
stress
of
the
job,
and
so
we
know
that
staffing
is
a
challenge
across
our
state
that
there
are
teacher
shortages
and
that
that
isn't
charter
schools
are
not
a
mean
to
that.
I
think
they
see
similar
challenges
with
that
record.
B
Yes,
vice
chair,
bilbray,
axelrod.
D
This
isn't
so
much
of
a
question
as
more
of
a
comment.
I
just
really
want
to
take
this
opportunity
to
say
thank
you
to
miss
fiden.
I
thought
your
reports
that
you
submitted
were
wonderful,
easy
to
understand
and
very
accessible.
So
thank
you.
I
know
we
put
a
lot
on
your
plate
this
last
session,
especially
so
I
just
really
wanted
to
put
that
on
the
record.
You
know
a
lot
of
times.
D
We
have
to
go
out
of
our
way
to
make
sure
that
what
legislation
we
pass
is
actually
implemented,
and
you
really
were.
B
We
appreciate
very
much
your
report,
the
great
work
that
you're
doing
to
try
to
to
do
all
the
things
that
we've
asked
of
you,
and
so
thank
you
very
much
so
with
that
go
ahead
and
close
that
item,
and
so
our
next
item
is
going
to
be
the
presentation
from
the
state
higher
ed.
What
I'm
going
to
do
is
go
ahead
and
let's
take
the
lunch
break
now
and
then
we'll
come
back
to
the
higher
ed
and
then
the
other,
the
other
things
that
we
have
this
afternoon.
B
Let's
do
a
30
minute
lunch,
let's
go
to
about
quarter
after
so
everybody
would
get
on
it
at
quarter
after
12
and
we
will
go
from
there
unless
I
missed
something.
Let
me
just
check
with
staff
real
quick,
mr
sturm,
anything
I
missed
before.
We
can
go
to
lunch.
G
B
G
B
B
H
B
Great
okay,
so
I
don't
know:
do
we
need
to
do
anything
as
far
as
the
our
staff,
the
tech
staff,
to
get
this
going
again,
or
are
we
good
to
go.
B
Perfect,
all
right,
we
will
reconvene
after
coming
back
from
our
lunch
break,
we
are
going
to
start
with
item
number
seven
presentation
of
the
state
of
higher
education.
B
We
have
dr
melody
rose,
chancellor
nevada
system
of
higher
education
with
us,
and
we
also
have
available
some
of
our
staff,
also,
in
addition,
and
depending
on
the
questions
that
might
come
up
so
with
that,
I
will
turn
it
over
to
dr
rose.
Welcome.
H
Thank
you
very
much
chair
dennis
and
vice
chair,
bilbray
axelrod
for
the
record
melody
rose.
I
am
the
chancellor
of
the
matas
system
of
higher
education
and
I
want
to
just
thank
you
very
much
for
the
invitation
to
be
with
you
all
today,
I'm
going
to
take
myself
off
screen
here
and
see
if
I
can
share
my
powerpoint
with
you
and
I
I
have
some
skills,
but
technology
is
not
among
them,
so
bear
with
me,
as
I
work
on
this,
for
you.
A
H
Okay,
very
good.
Well
again,
thank
you
very
much
for
the
invitation
to
be
with
you
today.
I'm
really
looking
forward
to
this
kind
of
reboot
of
our
conversations
around
higher
education
as
we
look
forward
to
the
2023
session
and
of
course,
this
is
just
a
high
level
presentation
for
you
all
today
with
the
hopes
and
expectations
that
we'll
have
many
more
conversations
over
the
weeks
and
months
ahead.
H
What
I
would
like
to
cover
for
you
in
in
this
presentation
is
the
following:
I'd
like
to
share
a
little
bit
with
you
about
what
it
means
to
be
a
single
system
of
higher
education
go
over
some
of
what
I
see
as
the
national
challenges
for
higher
education
generally
broadly
across
the
country.
That,
of
course,
we
are
situated
within
also
speaks
directly
to
some
of
the
nevada
challenges
within
higher
education
and
then
round
it
out
with
our
organizational
achievements
and
where
I
think
that
we
can
go
from
here
and,
of
course,
as
time
allows.
H
So
again,
I
like
to
focus
on
the
notion
of
one
system.
I
believe,
as
I
said
last
friday
when
I
presented
a
version
of
this
slide
deck
to
the
board
of
regents,
that
it
is
truly
our
superpower
and,
of
course,
nevada,
has
enjoyed
a
single
system
of
higher
education
for
a
very
long
time,
and
so
I
just
want
to
share
with
you
sort
of
field
notes.
As
I
get
together
with
my
colleagues
and
peers
across
the
country,
they
express
a
lot
of
envy
for
our
structure.
H
The
fact
that
we
can
bring
two
and
four-year
institutions
together
provides
us
unique
opportunities
for
efficiency
and
effectiveness
and,
most
importantly,
allows
us
to
do
things
to
streamline
the
student
experience
and
allow
our
students
to
move
between
institutions
to
their
great
advantage.
So
that's
something
I
love
to
start
with,
because
it's
something
we're
very
proud
of,
and
rightly
so,
of
course,
you're
all
familiar
with
our
institutions,
I'm
not
going
to
go
into
depth
about
them.
In
this
conversation,
we
have
recently
been
referring
to
them
as
the
great
eight,
and
it
is
a
real
pleasure.
H
I
think
it's
also
a
tremendous
point
of
pride
that
I
believe
we
likely
have
the
most
diverse
set
of
presidents
in
the
nation,
and
that
is
a
particular
importance
in
a
population
like
ours
here
in
nevada,
in
a
majority
minority
student
environment.
This
is
a
real
point
of
pride
and
allows
us
to
really
focus
on
what
our
unique
student
body
needs
from
us.
H
Of
course,
we
operate
within
a
larger
context,
and
one
of
the
things
that
I
think
is
important
is
to
recognize
some
of
the
challenges
that
all
higher
education
entities
are
facing
at
this
moment,
and
it
won't
surprise
you,
of
course,
that
some
of
these
are
huge
right.
We,
and,
in
fact
many
of
these
challenges
go
beyond
higher
education
and
all
of
us
across
different
industries
and
sectors,
are
dealing
with
some
pretty
significant
lifts
that
have
impact
on
mental
health.
H
One
of
the
most
important
things
to
recognize
about
national
trend
lines
is
that
the
aggregate
student
going
population
in
the
united
states,
higher
education
environment
is
at
the
national
level
in
decline,
and
it
has
been
in
decline
for
10
years
and
I'd
like
to
point
out
that
that
the
number
I've
got
here
on
the
slide
for
you
of
the
national
numbers.
The
aggregate
numbers
of
students
who
are
matriculating
has
declined
even
further,
since
we
put
this
slide
together.
H
Within
that
context,
and
one
of
our
real
points
of
pride
across
the
instructional
institutions
at
inchi
is
that
we
have
not
experienced
that
same
level
of
decline.
In
fact,
ours
has
been
mitigated
by
some
of
the
particularities
about
our
population.
H
H
We
are
in
the
aggregate
in
nevada
down
about
5.6
in
our
student
body,
again
nevada
aggregate,
which
is
a
much
lower
number
than
I
just
shared
with
you
at
the
national
level,
so
to
some
degree
we're
a
little
buffered
by
some
of
these
challenges,
but
we
are
not
immune
to
them
altogether.
H
In
particular,
we
have
some
challenges
for
particular
pockets
of
men
who
are
not
showing
up
in
numbers
that
reflect
their
presence
in
our
communities
and
we're
going
to
have
to
become
ever
more
strategic
about
how
to
serve
them
well
and
make
sure
that
we
are
not
leaving
them
behind,
and
I
would
specifically
say
that
the
challenges
there
are
particular
to
african-american,
males,
latino
men
and
also
indigenous
or
native
american
men
as
well,
and
those
will
all
become
questions
that
we
deal
with
as
we
go
through
our
strategic
planning
process
in
understanding
how
better
to
serve.
H
H
Is
this
term
strong
attachment
students?
This
is
a
term
of
art
and
higher
education
that
we
use
to
describe
what
maybe
lay
people
refer
to,
as
as
traditional
students
and
those
definitions
tend
to
assume
students
who
are
18
to
22
years
old
right
coming
directly
out
of
high
school.
H
Those
strong
attachment
students
tend
to
have
college
educated
parents,
maybe
several
generations
of
educated
family
members,
they
tend
to
be
middle
to
upper
middle
class,
live
in
the
dorm,
maybe
have
a
part-time
job,
but
certainly
not
full-time
and
overwhelmingly.
Historically,
they
have
been
from
caucasian
families.
H
I
also
would
be
remiss
if
I
didn't
recognize
nationally
that
there
are
true
pressures
on
faculty
as
well,
and
this
word
cloud
spread
out
across
the
united
states
is
an
amalgamation
of
some
of
the
things
that
we
hear
in
different
surveys
across
the
country
about
what
faculty
are
telling
us,
and
it
should
come
across
loud
and
clear
here.
Looking
at
the
slide
that
our
faculty
are
exhausted
right,
they
flip
their
classes
online
within
a
week
or
weeks,
they're
dealing
with
some
safety
issues
related
to
covet
and
other
matters.
H
They're
expressing
concern
about
long-term
faculty
rank
compression
issues
for
salary
and
other
things.
So
this
great
resignation
that
we're
hearing
about
in
the
national
media,
4.5
million
americans
quitting
their
job
in
a
single
month.
This
fall.
The
highest
number
ever
on
record
is
something
that
we
are
not
immune
to
in
higher
education,
and
we
need
to
be
paying
close
attention
to
our
staff
and
faculty
and
the
needs
that
they're
expressing
to
us.
They
are
obviously
the
lifeblood
of
our
mission.
H
Just
very
quickly
here
to
give
you
a
sense
of
the
kinds
of
positions
that
our
employees
are
in.
Obviously,
the
overwhelming
majority
of
our
employees
are
instructional
staff,
and
that
stands
to
reason.
That
again
is
the
core
of
our
mission,
and
it's
reflected
here
just
in
our
employee
classifications.
H
So
moving
on
to
a
little
bit
more
specific
or
nuanced
conversation
around
what
challenges?
Do
we
see
specific
to
nevada,
and
certainly
the
reason
I
raise
these
is
is
not
to
to
poke
at
ourselves,
but
rather
to
say:
if
we're
going
to
be
ambitious
for
our
state
and
ever
moving
forward
and
improving
our
our
student
success
metrics,
we
have
to
call
out
our
shortcomings
right,
that's
how
we
can
address
them
and
move
beyond
them.
H
It
comes
from
questions
about
employability,
surveys
demonstrating
that
more
and
more
americans
aren't
so
sure
about
the
return
on
investment
for
their
college
going
students.
But
here
what
I
want
to
underscore
in
nevada-
and
I
remember
using
this
slide
last
year
when
cfo
klinger
and
I
introduced
our
budget.
We
are
very
grateful
that
the
state's
appropriation
as
you
see
here
is
above
the
national
median
per
fte,
and
I
just
want
to
say
thank
you
for
that
investment.
H
We
are
grateful
for
your
trust
and
grateful
for
your
partnership,
and
without
that
we
wouldn't
be
delivering
on
our
mission
as
effectively
as
we
are.
So
while
there
are
these
questions
about
this
business
model,
we
are
very
grateful
for
the
state's
investment
through
our
appropriation
and
and
look
forward
to
continuing
a
dialogue
about
how
most
strategically,
to
continue
to
invest
in
in
our
in
our
students,
staff
and
faculty.
H
H
H
What
you
would
find,
then,
is
that
overall,
we
might
not
have
as
much
revenue
as
some
of
our
surrounding
states
to
fill
our
mission
and
to
support
our
community
wholly.
So
while
it's
a
good
thing
for
students
to
have
low
tuition
and
fees,
it
does
have
a
consequence
on
our
campus
that
our
campuses
simply
have
lower
revenues
to
support
students
through
advising
and
other
mechanisms
that
we
know
produce
results.
H
Another
real
challenge-
and
I
know
you
all
know
the
state
much
better
than
I.
But
it's
a
point
of
curiosity
for
me.
That
nevada
tends
to
show
up
very
much
toward
the
bottom
of
the
50
states
in
terms
of
what
we
call
our
capture
rate,
how
many?
What
percentage
of
our
graduating
high
school
seniors
matriculate
into
higher
education
entities-
and
this
is
a
really
interesting
challenge.
H
If
we
think
about
growing
the
entire
pipeline
of
education,
it
needs
to
start
much
earlier
and
the
result
of
that
low
capture
rate
again,
as
you
can
see
here-
is
that
we
have
fewer
degreed,
instant
individuals
in
our
state.
Again
than
most
states
in
the
nation,
so
if
you
look
particularly
here
at
the
difference
between
nevada's
16
have
bachelor's
degrees
versus
the
u.s
median,
which
is
almost
20
percent.
H
H
Of
course,
we
use
pell
as
sort
of
a
shortcut
to
understand
how
many
students
and
how
many
dollars
are
distributed
to
our
lowest
income
students,
and
it
won't
be
a
surprise,
of
course,
that
that
number
has
grown
in
recent
years
with
different
economic
stressors
on
our
families.
H
But
we
also
should
be
very
proud
of
the
fact
that
we
are
lifting
low-income
families
into
higher
education,
which
is
the
single
best
way
to
move
a
family
into
the
middle
class
and
have
economic
security
and,
as
you
all
know,
I'm
a
first-generation
student
and
and
that
experience
was
game
changing
for
me
and
my
family.
So
to
me
this
is
personal.
H
So
what
I
would
say
is
that,
in
spite
of
these
national
challenges,
in
spite
of
some
of
our
local
challenges
that
are
real
and
we
have
to
plan
for
and
and
work
beyond,
our
institutions
have
been
increasingly
successful
increasingly
producing
return
on
the
investment
the
state
has
made
in
our
institutions,
and
this
is
a
complicated
slide.
We
put
a
lot
on
here,
but
I
think
it
tells
an
important
story.
H
We
are
retaining
and
completing
our
students
increasingly,
and
that
is
a
truly
a
function
of
the
investment
that
the
state
has
made
in
our
institutions
and
the
really
wise
strategic
policies
of
the
board
of
regents
and
critical
operational
choices
that
have
been
made
on
the
campuses
so
very
important,
metric
of
success
and
roi
on
this
particular
longitudinal
graphic.
H
What
you
will
see
here,
if
you
look
at
the
green
line,
you
see
that
degrees
among
white
students
are
stagnating,
in
other
words,
they're,
pretty
stable
but
flat,
and
the
real
increase
over
this
10-year
timeline
that
I
pointed
out
is
among
students
of
color.
So
that
is
where
much
of
that
growth
in
degree
attainment
is
happening
which
demonstrates
to
you
that
our
institutions
are
growing
increasingly
diverse
and
they
are
increasingly
successful
at
bringing
in
historically
underrepresented
or
historically
low
attachment
student
populations
to
our
institutions.
H
This
I
think,
breaks
down
for
you,
some
of
the
diversity
data
more
finely
and
it
demonstrates
within
sub
populations.
Where
are
we
having
the
biggest
success
and
where
are
we
seeing
some
challenges?
And
it
goes
back
to
something
I
said
earlier
about
particular
groups
of
men
of
color
who
seem
to
be
particularly
challenged
and
for
whom
we
are
developing
real,
focused
resources.
H
But
again,
this
meteoric
rise
in
hispanic
individuals
coming
into
our
institutions
and
succeeding
for
the
last
10
years
is
remarkable
and
I
think
a
huge
achievement
and
something
again
that
we
are
very
very
proud
of,
and
we
have
work
to
do
as
you
see
with
some
of
these
other
groups
and
on
another
day,
we
can
dive
more
deeply
into
that
or
happy
to
answer
questions
about
how
we
intend
to
do
so
in
the
q.
A
I
would
be
remiss
if
I
didn't
also
share
that.
H
I
think
again,
because
we
are
one
system
I
we
are
focusing
very
keenly
on
enhancing
collaboration,
and
by
this
I
mean
collaboration
across
and
between
our
institutions,
where
maybe
we
don't
need
to
duplicate
efforts
or
duplicate
services,
but
we
can
scale
them
because
we're
one
system,
but
we
also
are
growing
more
assertive
in
what
are
called
p3s
or
public
private
partnerships
as
a
way
to
bring
additional
resources
to
our
mission
and
be
in
partnership
with
industry
who
we
rely
on
and,
of
course,
they
rely
on
us
to
produce
the
workforce
that
they
need.
H
We've
also
gotten
much
closer,
in
particular
to
the
nevada
department
of
education
and
superintendent
ivern,
and
I
have
worked
very
closely
on
teacher
pathways
as
well
as
dual
enrollment
and
again
on
another
day,
happy
to
go
more
deeply
into
that.
And,
finally,
we
are
so
proud
of
our
focus
on
equity
within
the
system.
H
Also,
I
think
we've
been
extremely
innovative
again
through
the
direction
of
the
board
of
regents.
Some
of
these
achievements
have
come
because
of
their
policy
development.
I
I
won't
go
over
all
of
these
things
so
happy
to
touch
on
them
in
conversation.
If
you
wish
the
only
one,
I
want
to
call
your
attention
to
now,
because
it's
not
a
term
that
is
used
very
often
outside
of
higher
education
is
the
social
mobility
index.
H
So
what
that
says
to
me
is
that,
while
we
aren't
right
now
capturing
as
many
of
our
high
school
students
as
we
would
like
into
our
institutions
when
we
do
what
we
provide
them
is
transformational,
and
that
is
a
point
of
pride
that
I
I
would
hope
everyone
would
begin
to
embrace
and
and
share
in
that
celebration.
H
So
in
thinking
toward
the
future.
Obviously,
within
the
challenges
that
I've
described
nationally,
we
have
to
be
very
intentional
in
strategic
enrollment
management
in
order
to
grow
our
student
body,
and
that,
of
course,
leads
me
to
some
of
the
particular
places
where
we
have
opportunities
for
growth.
H
So
they
can
reap
the
full
benefit
of
having
a
college
degree
which,
by
the
way,
the
roi
on
that
we
still
know.
On
average,
a
high
school
graduate
will
make,
over
their
lifetimes
approximately
a
million
dollars
less
over
the
course
of
their
career
than
a
college
graduate.
So
if
ever
people
in
your
districts
are
asking
you,
what's,
the
roi
of
the
college
degree
just
remember
that
statistic.
H
Secondly,
we
know
that
nevada
nevada's
population
is
expected
to
continue
to
grow,
and
that
is
again
a
strategic
enrollment
opportunity
for
our
institutions
right
here
at
home.
We
need
to
grow
our
own
and
that
means
being
in
partnership
with
k-12,
so
that
we
can
work
with
them
on
creating
a
college-going
culture
and,
finally,
again
this
terminology
from
from
higher
education,
literature,
the
low
attachment
populations,
those
sub-populations
that
historically
have
been
under-represented
in
our
institutions.
H
We
have
a
moral
responsibility
and
a
strategic
imperative
to
make
sure
that
we
are
fully
including
them
in
the
opportunities
that
we
provide
and,
to
me,
that's
a
tremendous
growth
potential
for
our
state,
specifically.
H
When
we
bring
new
populations
of
students
who
again
don't
have
generations
of
family
members
who
have
grown
up
in
the
academy,
we
need
to
make
sure
that
we
are
listening
to
them
about
what
it
is
that
they
need
and
having
just
a
completed
budget
presentations
for
all
of
the
campuses
across
the
state.
In
the
last
three
weeks.
It
is
very
interesting
to
hear
from
our
current
college
students
who
are
expressing
consistently.
H
They
need
access
to
child
care
right
again,
because
you
know
compared
to
30
years
ago.
The
average
student
today
is
older
than
they
were
in
college
30
years
ago
and
may
have
small
families
they're
expressing
concern
about
transportation,
infrastructure,
housing
needs
and
food
insecurity,
and
these
are
things
that
we
need
to
tackle
directly
and
not
just
assume
that
the
needs
of
our
students
today
are
the
same
as
those
we
brought
to
college
with
us
a
few
decades
ago.
H
I
have
to
say
this
is
my
very
favorite
photo
in
the
entire
slide
deck
when
I
think
about
our
strategy
for
higher
education,
I
think
about
eight-year-olds,
because
when
you
have
a
10-year
strategic
plan,
you
truly
are
planning
for
the
kiddos
in
our
communities
in
our
grade
schools
who
are
eight
and
so
understanding
how
they
learn,
how
they
view
themselves
in
the
world.
What
their
challenges
are
at
home
in
their
communities
in
their
schools
is
absolutely
imperative
to
planning
for
their
successful
entry
into
college
ten
years
from
now.
H
And
the
intention,
of
course,
is
to
produce
those
results.
We
will
be
more
than
happy
to
share
with
all
of
you
what
we
hear
from
our
communities
across
the
state
as
we
go
through
this
process
and
we'll
be
bringing
that
feedback
in,
of
course,
to
nc
staff,
and
the
board
is
convening
next
week
for
the
first
time,
an
ad
hoc
strategic
planning
committee.
H
That
will,
of
course,
conduct
its
business
publicly
and
there
we
will
be
focusing
on
the
results
of
what
we're
hearing
from
our
communities.
As
we
line
up
some
of
the
priorities,
we're
you
know,
really
surfacing
to
our
budget
planning
and
tying
these
things
together,
as
we
look
to
the
future
of
the
next
legislative
session.
So
we
hope
that
you
will
participate
in
these
activities
and
give
us
your
best
thinking
and
direction
as
we
plan
for
nevada's
successful
future.
H
B
Yes,
that's
great!
Thank
you
questions,
members!
B
Yes,
that,
oh
I
gotta
hold
on,
I
mean
switch
back
yes,
assemblywoman
hardy.
I
Thank
you
chair
and
first.
Thank
you,
dr
rose
for
your
presentation.
I
was
very
understandable,
and
so
I
appreciate
all
the
information
and
the
presentation,
so
I
was
just
curious
as
you
went
through
some
of
the
you
know,
figures
of
declining
enrollment
and
things
like
that.
I
was
just
curious,
so
I'm
gonna
just
ask
three
things
and,
given
you
know,
the
covid,
the
whole
covid
situation
of
the
last
few
years
is
a
little
anomaly
to
figure
in.
I
But
do
you
have
do
you
track
it
all,
or
do
you
have
any
information
as
to
like
number
one,
why
the
decline
stay
in
those
coming
out
of
high
school?
Why
they
aren't
going
on
to
college?
That's
the
first
one,
the
second
one,
people
completing
their
degrees.
You
know
they
they
come
out
of
high
school,
or
maybe
they
move
here
from
another
state.
They
come
in,
they
start
the
degree
and
then
they
don't
finish
it.
I
Why
the
reasons
for
that
and
then
the
third
one
would
be
the
the
strong
attachment
of
their
traditional
students.
Do
you
we
have
reasons
for
why
that
is
declining
as
well.
H
Thank
you,
chair,
chair,
dennis
to
assemblywoman
hardy.
Thank
you
for
those
thoughtful
questions,
and
I
appreciate
the
opportunity
to
have
a
discussion.
H
The
first
thing
I
think
to
point
out
is
that
the
aggregate
decline
of
of
individuals
going
to
college
really
is
about
the
declining
national
birth
rate,
so
that
is
the
primary
driver
and
it's
important
to
to
understand
again
just
think
back
to
2008
the
economy
went
into
decline
and
families
respond
to
that
rationally.
H
I
think
by
having
fewer
children-
and
I
think
most
of
us
anticipated
that
the
birth
rate
would
come
back
up
when
the
economy
recovered
and
it
never
did,
and
then,
with
this
most
recent
economic
decline,
that
birth
rate
has
even
declined
at
a
quicker
clip.
So
just
what
that
means
is
that
by
2026
and
beyond,
you're
going
to
see
fewer
and
fewer
high
school
graduates
right,
our
sort
of
main
catchment
area
historically
for
higher
education
enrollment,
and
so
that
is
a
challenge
when
you
also
consider
which
I
didn't
provide
you
a
slide
for.
H
We
have
to
be
even
more
strategic
about
how
we
position
ourselves
now
again.
Nevada
is
in
a
much
better
position
than
many
other
states,
and
I
like
to
say
you
know
it's
important
to
recognize
that
most
of
the
decline
in
population
is
in
the
upper
northeast
and
the
midwestern
states
in
part
because
everyone's
moving
here,
so
we
have
superpowers
because
of
our
weather
that
we
need
to
take
advantage
of
it.
So
without
his
background,
it
is
not
to
your
first
question.
H
You
know
why
the
decline
out
of
high
school-
it's
not
that
more
and
more
high
school
graduates
are
saying:
oh
forget
it.
I
don't
need
to
go
to
college,
it's
just
that
there
are
going
to
be
fewer
high
school
graduates
and
then
what
I've
come
to
understand
is
the
newcomer,
I'm
sure,
the
most
recent
member
of
the
nevada
community
in
this
meeting.
H
What
I've
come
to
understand,
too,
is
that
because,
in
particular,
the
southern
nevada
economy
has
been
so
heavily
dependent
on
gaming
and
hospitality
industries,
where
young
people
can
move
straight
into
well-paying
jobs
in
the
short
run.
They
don't
necessarily
see
the
potential
for
themselves.
That
may
be
more.
You
know,
communities
in
more
diversified
economies
would
but
the
only
way
we're
in
a
vicious
circle,
because
the
only
way
to
diversify
that
economy
is
to
get
more
highly
educated
communities.
H
So
that's
number
one,
your
question
about.
You
know
why
do
students
stop
out?
You
know
what
what
happens
when
students
start
their
education
and
they
end
up
not
completing
their
degree,
and
that's
that
350
000
nevadans
that
we
need
to
go
back
to
and
figure
out
how
to
bring
them
back
to
school.
H
We
know
from
survey
research
that
the
number
one
barrier
that
students
will
express
to
us
is
price
and
again
that's
where
we
are
positioned
well,
because
our
student
fees
are
quite
low
compared
to
many
other
states
in
the
nation.
So
we
have
done
a
good
job
at
keeping
that
price
point
low,
but
what
we
hear
from
students,
particularly
given
the
housing
market.
H
H
H
I
need
to
go,
earn
more
money
I'll
come
back
when
I
can,
and
so
it's
it's
a
very
complex
problem
and
I
would
say
one
of
the
ways
that
the
board
of
regents
has
historically
advised
that
we
deal
with
it
is
by
getting
a
real
national
best
practices,
student
advisor
ratio,
because
those
interventions
of
advisors
are
critical
and
two
years
ago
the
board
really
prioritized
that
issue
in
its
budget
development
we're
at
the
beginning
of
that
process.
H
Now
some
of
our
campuses
have
made
a
lot
of
headway
in
hiring
more
advisors
and
others
still
have
room
to
grow.
So
I
think
we'll
probably
be
talking
to
you
more
about
the
value
of
that
intervention,
because
the
worst
thing
that
can
happen
is
to
leave
college
with
debt
and
no
degree.
That
is
the
worst
possible
outcome.
H
So
we
need
to
think
about
that
strategically
and
then
your
third
question
was
about
the
strong
attachment
families
and
those
families,
of
course,
are
the
ones
with
the
fastest
declining
birth
rates.
That's
what's
happening
there.
It's
not
that
those
families
are
suddenly
saying
gosh.
We
don't
believe
in
college
anymore.
H
You
know
our
family's
gone
to
college
for
three
generations,
and
now
we
don't
see
the
value,
that's
not
what's
happening,
it's
simply
that
those
are
the
families
with
diminishing
birth
rates,
and
so
there
are
fewer
of
them.
I
You
did
very
good,
very
precise
answers
and
I,
I
think
the
thing
out
of
all
of
your
answers
that
made
me
feel
the
best
was
that
you
and
as
a
board
and
as
the
institutions,
actually
you
know,
recognize
the
problem
know
where
it's
coming
from
and
then
you're
trying
to
put
into
place
solutions
to
deal
with
them.
You're
not
just
saying.
I
Oh,
it's
a
problem,
and
we
know
why,
and
you
know
it
is
what
it
is
you're
like
you
talked
about
having
the
advisors,
you
know
spending
more
money,
spending
money
wisely
where
it
needs
it.
That
in
the
end,
will
help
the
students-
and
so
you
know,
I
think,
you're
on
a
really
good
path
with
this
trying
to
get
those
students
back
trying
to
get
them
out
of
high
school-
and
you
know,
like
you,
said
it's
the
cycle
here
and
especially
in
nevada
of
kids,
come
out.
They
get
this
job,
making
pretty
good
money.
I
I
How
do
I
give
up
a
job
and
go
back
to
school
and
I
already
have
a
family,
so
you
know
I
commend
you
and
the
regents
and
the
all
the
institutions
on
not
only
recognizing
what
the
problem
is
but
trying
to
come
up
with
solutions
so
that
it
will
help.
You
know
the
students
here
in
nevada.
So
thank
you
very
much.
Thank
you.
B
All
right,
thank
you
who
else
that's
a
question,
assemblywoman
miller
and
then
we'll
go
to
assemblywomanhance
and
that's
how
those
two.
J
Thank
you,
chair
dennis,
and
thank
you.
Dr
rose
for
your
presentation.
First,
I
always
love
that.
You
always
acknowledge
that
our
energy
institutions,
the
diversity
in
our
leadership-
and
I
I
know
we
all
appreciate
living
in
a
state
that
embraces
and
celebrates
and
and
represents
such
diversity.
J
My
question
for
you
is
the
statistic
that
you
stated
about
the
4.5
million
people.
I
think
it
was
just
general
just
workers
in
the
united
states
quitting.
Can
you
talk
a
little
bit
because
I
know
often
k
through
12
gets
a
lot
more
attention
on
such
issues
because
k
through
12
impacts,
more
households.
You
know
everyone
goes
through
k
through
12
in
in
some
form,
but
not
so
much
college
and
university.
So,
but
I
know
that
there
are
also
struggles
with
attracting
and
retaining
instructors.
J
Teachers,
facilitators,
professors
and
I
also
know
a
lot
of
it-
has
to
do
with
pay
and
working
conditions
as
well.
So
could
you
share
with
us
what
what
numbers
or
struggles
you're
seeing
in
attracting
and
retaining
staff
for
our
nc
institutions?
Please,
and
if
you
have
any
losses
this
year,
as
you
know,
we
discuss
k-12
how
much
staff
we've
lost
just
this
year.
If
you
have
those
numbers
as
well,
please.
H
Thank
you,
chair,
dennis
to
assemblywoman
miller
again
for
the
record,
melody
rose
and
thank
you
for
the
questions.
We
really
are
proud.
First
of
all
of
the
diversity
and,
as
you
might
know,
the
diversity
we
enjoy
is
predominantly
among
our
students
and
at
the
leadership
ranks,
and
one
of
the
things
we're
working
on
very
carefully
is
to
do
an
assessment
of
staff
and
faculty,
because
we
really
believe
that
that
diversity
needs
to
carry
through
every
component
of
our
organizations
in
order
to
have
the
greatest
impact
for
our
students.
H
H
It
won't
surprise
you,
of
course,
that,
with
rising
inflation,
you
know
very
highly
increasing
inflation.
The
value
of
salaries
across
industry
is
being
eroded
right,
that's
not
specific
to
higher
education,
but
it's
also
important
to
to
point
out
that
a
couple
of
our
housing
markets
are
just
going
through
the
roof,
and
this
makes
it
very
challenging.
H
But
it's
not
the
only
element
of
a
satisfied,
employee
and,
as
you
might
imagine,
we
have
particular
challenges
with
employees.
Who
can
go
into
industry
and
maybe
work,
make
a
higher
salary
and
have
higher
degree
of
workplace
flexibility,
so
your
it
folks,
for
example,
I
know
that
we've
seen
at
system
admin
we've
seen
some
challenges
there
for
those
reasons,
and
frankly,
there's
burnout
right.
If
you
think
about
hr
functions,
our
hr
professionals
have
become
counselors.
H
They
are
managing
covid
they're
managing
records
around
tax
rates,
so
so
their
job,
their
workload
has
gone
through
the
roof.
So
we
need
to
be
thinking
about
burnout
changes
in
workload,
how
we
can
balance
in-person
and
remote
work
and
the
presidents-
and
I
will
be
again
revisiting
all
of
those
issues
this
spring
and
bringing
any
changes
forward
to
the
board
for
their
consideration,
as
we
figure
out
how
to
operate
in
a
new
normal.
B
G
G
First,
on
the
declining
enrollment,
when
you're
you're
tracking
the
numbers-
and
maybe
you
mentioned
this-
and
I
missed
it-
are
any
of-
is
any
of
that
declining
number
due
to
some
kids
are
choosing
to
go
to
trades
or
vocational.
You
know
options.
Instead
of
going
on
to
to
college
straight
out
of
high
school.
H
Thank
you,
chair
dennis
to
us
assemblywoman
hanson.
Thank
you
for
those
questions
and
I'll
take
the
enrollment
piece.
First
again,
I
want
to
be
really
sure
that
I'm
being
clear
that
the
national
decline
in
enrollment
is
not
showing
up
in
nevada
at
the
same
level
of
severity,
for
all
the
advantages
that
we
know
about
nevada,
it's
a
growing
state,
so
we're
somewhat
insulated
from
those
trends.
H
Thankfully,
that
being
said,
your
question
about
the
trades
is
really
an
important
one,
and
I
think
here
it's
important
to
mention
that
our
community
colleges,
I
like
to
say
you
know
they
are
the
workhorse
of
workforce
right.
Our
community
colleges
serve
an
incredibly
vital
role
in
re-skilling
and
upskilling,
particularly
during
an
economic,
not
just
downturn,
but
but
an
economic
shift
where
industry
presence
is
going
to
change
over
time.
We
need
to
flex
and
move
with
them,
and
that
is
where
we
have
such
important
industry
partnerships
and
certificates.
H
Sometimes
they
bear
credit,
but
they
don't
require
nearly
the
number
of
classes,
as
an
associate's
degree
would
require,
and
that's
a
really
affordable
way
for
nevadans
to
enter
in
get
just
in
time
learning
and
get
right
back
onto
the
job
site.
So
we
have
a
lot
of
emphasis
right
now
on
this
area
and,
of
course,
given
the
governor's
direction
and
the
ab450
committee,
which
will
begin
convening
next
week,
we
are
really
wrapping
our
arms
around
a
workforce
strategy
and
how
our
institutions
can
contribute
to
the
economic
vitality
of
the
state.
H
So
I
really
appreciate
that
question.
I
think
there's
a
lot
going.
We
could
give
you
a
whole
presentation
on
what's
happening
around
workforce,
very
proud
to
say
in
in
system
administration
we
grew
our
capacity
around
workforce
by
hiring
a
vice
chancellor
for
workforce
development,
so
we're
pretty
laser
focused
on
this
and
look
forward
to
sharing
more
depth
with
you
over
the
coming
months.
G
H
G
G
The
remediation
rates
had
me
a
little
worried
about
when
kids,
their
college
readiness-
and
I
remember
in
2013,
just
as
a
citizen
attending
a
hearing,
a
chancellor
klitsch
at
the
time
mentioned
that
the
remediation
rate
for
kids,
coming
through
k,
through
12
in
nevada
to
to
college,
was
about
40
in
the
state
about
25
percent
millennium
scholarship
recipients,
which
really
surprised
me
and
then
go
to
2019.
G
I
I'm
an
a
a
sitting
elected
official
in
a
hearing
and
the
remediation
rate
in
in
this
education
hearing
was
it's
50
percent
statewide
and
it's
60
in
clark
county.
Is
that
what
you're
seeing
and
is
that
causing
us
a
burden
at
that
community
college
level?
Am
I
right
that
you
don't
necessarily
do
the
remediation
at
the
university
level
that
the
community
colleges
address
that
more
or
did
I
get
that
wrong?.
H
So
let
me
see
if
I
can
answer
all
of
the
components
of
that
question:
if
not,
you
can
redirect
again
for
the
record
melody
rose.
Chancellor,
a
couple
of
things
to
share
about
remediation.
One
is
that
this
is
where
I
really
love
to
think
about
education
in
our
state
being
a
a
cradle
to
career
enterprise.
H
We
are
inextricably
linked
to
k-12.
Their
students
are
our
students
right.
Their
challenges
are
our
challenges,
and
so
we
really
want
to
work
very
closely
with
nde
on
issues
of
preparedness
for
college,
because
again,
the
last
thing
we
want
to
do
is
have
students
come
in
and
be
overwhelmed
or
intimidated
or
not
receive
the
services
that
they
need
and
deserve
and
and
leave
without
their
intended
outcome.
H
So
there
is
quite
a
lot
of
data
from
complete
college
america
and
other
national
higher
education
entities.
That
tells
us
that
the
old
remediation
style
of
addressing
under
preparedness
brings
with
it.
Stigma
brings
with
it
embarrassment
for
students,
often
right
if
they're
carved
out
and
segregated
into
separate
sections
for
learning.
H
For
folks
who
are
coming
underprepared,
say
in
math
or
english,
and
that
model
has
been,
I
think,
nationally,
really
challenged,
and
what
we
decided
to
do
here
again
under
the
guidance
of
our
board
of
regents,
was
to
move
to
a
much
more
contemporary
framework
for
addressing
under
preparedness.
H
H
What
we
do
is
we
pull
everyone
into
their
math
course
and
we
bring
whatever
services
and
supports
are
needed
in
a
just-in-time
fashion,
so
that
none
of
the
stigma
of
the
old
remediation
model
is
there,
and
so
just
knowing
that
you,
like
the
data-
and
you
asked
about
the
numbers
I
have
to
confess,
we
will
not
have
data
about
how
that
is
working
until
this
academic
year
is
behind
us,
because
we
fully
implemented
co-requisite
education.
This
fall
2021
and
all
of
the
campuses
worked
on
this
massive
switch.
H
The
faculty
have
done
incredible
work
to
prepare
for
this,
and
we
look
forward
to
reporting
to
the
board
and,
of
course,
policymakers
and
other
stakeholders
how
that's
going
when
we
have
a
year
under
our
belts.
So
our
real
hope
is
that
we've
made
a
significant
policy
improvement
that
will
see
student
success
results.
H
I
do
want
to
share
also
the
importance
of
dual
enrollment
in
this
conversation
as
well,
and,
of
course,
you
all
have
done
work
recently
on
dual
enrollment
policy,
joan
ebert
and
I
partnered
to
create
a
shared
nde
and
she
dual
enrollment
task
force,
and
we
presented
just
very
recently
to
the
board
my
board.
G
You
did
thank
you
and
thank
you
for
bringing
up
dual
enrollment,
I'm
a
huge
fan
of
it
and
appreciate
you
taking
these
questions
on
the
fly
like
that.
B
Just
I
I
just
want
some
clarification
on
that
on
the
the
the
co
whatever.
I
can't
remember
what
you
called
the
co
on
the
remediation
stuff.
Can
you
talk
about
how
that
works?
How
that
works?
Now,
because
I
you
know,
one
of
the
big
challenges
we
had
in
the
past
was
it
seemed
like
every
student
applying
was
having
to
take
remediation,
and
I
just
having
gone
through
this
with
my
son,
who
put
off
college
for
a
year,
so
they
didn't
take
his
act
scores.
B
They
were
making
him
do
the
remediation,
even
though
he
scored
high
enough,
but
it
seemed
like
there
was
I.
I
was
trying
to
understand
how
that
worked,
because
it
seemed
like
they
put
him
in
some
classes,
and
then
they
had
some
kind
of
a
workshop
or
something
is
that
what
you
were
talking
about,
that
they
do
the
workshop
and,
in
addition
to
taking
the
regular
class,
is
that.
H
Yeah,
thank
you,
chair
dennis
that
so
again
for
the
record,
melody
rose
and
she
chancellor,
so
the
old
model
of
remediation,
which
is
what
would
have
been
in
place
when
any
of
us
went
to
college,
would
do
a
placement
test,
and
then
we,
based
on
our
aptitude
based
on
our
our
placement
numbers,
we
would
have
been
placed
in
different
levels
of
math
first
semester
freshman
year
and
the
problem
with
that
model
truly
is
around
the
stigma
that
comes
with
being
placed
in
a
remediation
section
and
then
what
happens
to
that
student
is
then
they
have
to
take
successive
math
classes
that
might
take
you
a
year
and
a
half
to
get
where
you
need
to
be
so
it's
time
consuming
it's
expensive
and
it
comes
with,
I
think,
some
social
stigma.
H
B
That
would
be
great.
Thank
you,
and
I
appreciate
that.
I
look
forward
to
seeing
you
know
how
that
was
working,
because
that's
always
been
a
big
issue
in
the
past
and
that
you
know
just
seemed
like
some
folks
were
having
to
go
through
remediation.
That
really
didn't
need
it
and
others
in
in
and
then,
of
course,
there's
a
stigma
too.
So
I
appreciate
that
any
other
questions
from
a
higher
ed.
B
Okay,
I
think
that
we've
exhausted
the
questions.
Thank
you
very
much.
Dr
rose
appreciate
all
the
work
that
you're
doing
look
forward
to
seeing
the
great
results
of
the
things
that
are
that
are
going
on
and
also
the
the
I
appreciate
the
collaboration
that's
going
on
between
k-12
and
higher
ed.
You
know,
especially
on
that
the
remediation
stuff
there
needs
to
be
a
you
know,
as
we've
already
figured
out
that
what
they're
doing
what
k-12
is
doing.
B
It's
the
same
thing
as
what
you're
expecting,
because
when
you
have
a
different
expectation,
they
can
do
whatever
they.
You
know
they
could
prepare
them,
but
then,
if
you
guys
are
going
to
have
a
different
requirement,
it
makes
it
hard.
So
working
together
is
so
important.
So.
B
Right,
thank
you
very
much
all
right,
so
we
will
close
that
item
number
that
was
seven
okay.
We
will
now
go
on
to
addendum
item
number
eight
overview
of
the
national
education
policies
landscape.
We
have
zeke
perez
senior
policy
analyst
from
the
education
commission
of
the
states
and
we
do
have
some
additional.
I
believe
we
have
some
additional
folks,
gabriela
rodriguez,
that's
available,
but
that's
not
presenting,
but
there
in
case
there's
some
questions.
So
zeke
welcome
to
our
committee
and
look
forward
to
hearing
your
presentation.
L
Perfect,
thank
you,
chair
dennis.
I'm
gonna
share
my
screen
here
and
then
I'll
get
rolling
make
sure
this
is
working.
Okay
are
the
slides
showing
up
okay
there,
okay,
great
yep.
L
Perfect
great
well,
thank
you
so
much
for
for
having
us.
I
had
the
privilege
last
year
of
speaking
to
the
senate
education
committee.
So
it's
great
to
be
back
and
see
some
familiar
from
some
familiar
faces
today.
I
believe
some
of
the
stuff
that
you'll
see
in
the
presentation
today
you
know,
are
trends
that
you
might
recognize
from
2020
and
trends.
You
might
recognize
from
2019,
but
hopefully
you'll
also
notice
some
interesting
new
approaches
to
these
issues
that
states
are
taking.
L
L
She
is
a
state
relations
associate
and
she's
the
state
relations
liaison
to
nevada.
So
if
you
need
anything
this
legislative
session
or
throughout
this
year,
you
can
definitely
reach
out
to
any
ecs
staff.
But
gabriella
will
be
your
point
person
and,
as
chair
dennis
mentioned,
I'm
zeke
perez
jr.
I'm
a
senior
policy
analyst
here
at
education,
education,
commission
of
the
states.
L
L
We
work
with
all
50
states
and
the
district
of
columbia,
and
we
work
across
the
entire
education
spectrum
from
early
learning
to
workforce
and
the
ways
we
do
this
work.
We
research
and
track
state
policies
a
lot
of
what
you'll
be
hearing
about
today,
but
we
also
build
50
state
comparisons,
write
briefs,
reach
out
to
policy
leaders
and
we
provide
information
throughout
the
year
as
state
leaders
need
it.
L
L
So
the
2021
legislative
session,
like
the
sessions
before
it,
has
taken
place
under
unique
circumstances.
We've
seen
covet
19
pandemic,
continue
to
impact
the
education
spectrum.
We've
seen
states
deal
with
the
additional
federal
funding
that
was
made
available
and
we've
seen
states
begin
to
discuss
how
to
return
education
service
delivery
to
a
post,
covid
19
normal.
L
Today
we
will
be
looking
at
national
trends
and
education
policy
from
2021,
with
a
look
forward
to
2022.
and
I'll
get
in
a
little
bit
in
a
second
about
what
we've
tracked
and
the
numbers
you'll
be
seeing
and
where
we
pulled
those
from.
But
the
primary
method
for
identifying
these
trending
topics
was
through
our
bill
tracking
service.
L
So
the
top
training
talk
topics
that
I'll
discuss
today
are
teaching
k-12
funding,
post-secondary,
post-secondary
affordability,
health
and
interrupted
instruction
or
learning
loss.
Learning
recovery,
sometimes
referred
to,
and
rather
than
talk
about,
the
covet
19
pandemic
as
its
own
singular
issue
I'll
be
talking
about
it
as
a
thread
throughout
these
other
trends,
and
so
just
to
be
clear.
The
numbers
that
I'll
be
giving
you
in
terms
of
introduced
bills,
enacted
bills
vetoed
bills,
those
all
come
from
2021
and
those
counts.
L
We
are
seeing
some
of
the
trends
stick
in
2022
and
I'll
talk
about
the
2022
expectations
that
we
have
a
little
bit
throughout
each
of
these
topics
and
then
again
at
the
very
end
of
the
presentation,
but
we'll
start
off
with
teaching,
and
we
know
that
this
is
the
most
important
classroom
factor
in
a
child's
learning
in
achievement.
So
in
2021
we
saw
states
introduce
over
1200
bills.
Related
to
the
teaching
profession,
without
with
about
215
of
those
being
enacted
in
39
states,.
L
We've
seen
legislative
legislatures
continue
to
support
strong
teacher
pipelines
with
updates
to
certification
and
licensing
requirements,
focus
on
recruiting
and
retaining
effective
teachers
and
investments
into
teachers,
teachers,
professional
development
we've
heard
today
that
you've
talked
a
little
bit
about
the
teaching
profession
and
about
teaching
shortages
across
the
states.
L
One
way
that
we've
seen
states
do,
that
is
by
adjusting
their
teacher
pathways
and
qualifications
to
bring
more
people
into
the
field.
So,
for
instance,
we've
seen
states
open
up
their
licensure
and
certification
requirements
so
that
individuals
from
a
variety
of
backgrounds
can
enter
the
field
and
teach
related
subjects.
L
We've
also
seen
some
similar
approaches
in
recruiting
and
retaining
teachers.
So
most
of
these
existing
state
policies
regarding
teacher
recruitment
retention,
don't
necessarily
focus
on
mid-career
transitions.
They
tend
to
be
bonuses
or
incentives
that
are
focused
on
the
front
end,
although
some
incentives,
such
as
loan
forgiveness
or
bonuses,
are
available
to
everyone,
but
we
do
expect
to
see
states
start
to
take
advantage
of
some
of
those
existing
programs
and
give
greater
attention
to
policies
designed
to
recruit
those
career
switchers
who
are
not
currently
working
in
education.
L
We've
also
seen
states
respond
to
teacher
requests
for
more
effective
training
experiences
and
support
both
pre-service
and
in-service,
so
common
items
there
might
include
more
collaborative
or
personalized
or
relevant
training,
as
well
as
opportunities
that
can
be
offered
in
multiple
formats,
especially
important
over
the
past
few
years,
as
teachers
are
wanting
these
opportunities
virtually
in
person
hybrid,
so
we're
seeing
states
to
offer
more
more
of
that.
We're
also
seeing
states
start
to
offer
more
content
area
specific
pv.
L
This
runs
a
little
bit
counter
to
the
you
know
what
I
mentioned
earlier
about
states
removing
some
requirements
and
the
pathways
to
certification,
but
we
think
we've
seen
states
notice
that
it's
important
to
ensure
that
teachers
are
prepared
coming
into
the
classroom
too.
L
So
this
one
specifically
looking
at
getting
teachers
to
teach
the
five
key
areas
of
literacy
instruction
as
defined
by
the
national
reading
panel.
Those
are
phonics,
phonemic
awareness
vocabulary,
fluency
and
reading
comprehension.
So
again,
this
is
just
an
example
of
how
states
are
looking
at
more
content
area,
specific
pd
for
their
teachers.
L
L
Over
the
last
school
year,
schools
and
systems
were
working
through
financial
strains
on
local
and
state
funding
sources,
and
they
were
looking
at
ways
to
incorporate
federal
funding
too.
So
we
know
different
states
and
different
students
require
different
amounts
of
funding
to
educate,
and
so
states
are
looking
for
more
funding
methods
that
accurately
distribute
funds
for
high
needs
students,
while
also
protecting
their
districts
from
funding
volatility.
L
So
here
in
2021,
we
tracked
just
over
900
bills
that
were
introduced
related
to
k-12
finance
and
funding.
That
was
a
jump
up
from
around
680
in
2020,
so
a
pretty
considerable
jump
there
in
the
number
of
bills
that
we
saw
of
those
around
900
209
were
enacted
or
vetoed
again.
That
was
a
jump
up
from
123
the
year
before
and
in
both
years
we
determined
that
some
of
those
enact
or
a
majority
of
those
enacted
bills
were
directly
related
to
the
pandemic.
L
L
We've
also
seen
that
state
funding
formulas
or
state
funding
bills
are
specifically
looking
at
covert.
19
related
provisions,
a
couple
of
examples
for
you.
There,
delaware
enacted
a
bill
that
would
specify
that
a
child
with
a
disability
who
turned
20
20,
who
turned
21.
Sorry,
there's
a
lot
of
numbers
in
this.
One
who
turned
21
in
the
2020-21
school
year
is
now
eligible
for
services
until
the
end
of
the
2021-2022
school
year.
L
So
again,
an
extension
for
students
with
a
disability
who
turned
20
21
in
that
school
year
that
bill
determined
that
these
funds
and
those
additional
resources
would
be
funded
through
esser
funding
that
the
state
received
and
then
finally,
south
carolina
restored.
Their
teacher
step
increases
that
were
suspended
in
2020
due
to
financial
uncertainties
caused
by
the
pandemic,
and
that
bill
specifically
appropriates
50
million
to
provide
for
teacher
step
increases
for
the
upcoming
school
year.
L
Next,
up,
looking
at
post-secondary,
affordability
and
finance,
a
lot
of
this
touches
on
the
presentation
you
just
heard
in
how
states
are
looking
to
get
more
students
into
post-secondary
classrooms
and
how
to
make
post-secondary
access
more
affordable
and
equitable
for
all
students
across
the
states.
B
L
Many
states
enacted
legislation
ensuring
that
in
tuition
rates
were
available
for
certain
student
populations,
such
as
military
students
or
children
of
military
onto
undocumented
students
and
native
students,
and
we've
also
seen
that
steve
states
waive
tuition
and
fees
under
certain
conditions
for
students.
L
The
first
was
limiting
student
debt
to
the
maximum
allowable
federal
direct
subsidized
loans
over
a
four
year
period.
The
second
one
is
eliminating
the
gap
in
funding
between
a
student's
expected
family
contribution
and
the
average
financial
aid
award
and
finally,
just
meeting
the
financial
needs
of
students
for
the
third
goal.
L
Next
up
we'll
talk
about
student,
health
and
wellness,
a
training
issue
in
a
number
of
ways
over
the
last
three
years,
so
we
saw
over
1300
bills
in
2021
alone,
related
to
student,
health
and
wellness,
and
we've
seen
around
211
of
those
enacted
in
43
states
and
bc.
Last
year,.
L
L
Another
thing
we've
seen
states
start
to
do
is
to
consider
mental
health
days
for
students,
so
that
an
excused
absence
can
be
counted,
as
can
be
taken
for
mental
health
reasons,
and
we
want
to
begin
and
give
you
a
few
health
or
mental
health
related
examples
here
that
we've
seen
across
states,
so
tennessee
established
a
mental
health
endowment
fund
for
k-12
students.
It's
required
to
be
administered
by
the
state
treasurer
and
it's
required
to
provide
mental
health
supports
to
students
in
need.
L
L
The
funds
from
there
are
limited
to
mental
or
behavioral
health
services
for
k-12
students,
or
for
assessment
review
to
review
current
mental
and
behavioral
health
resources
across
county
schools
for
k-12
students
and
in
oregon.
We
saw
in
consultation
with
the
department
of
education.
The
oregon
health
authority
was
required
with
picking
10
school
districts
to
receive
planning
grants
for
the
next
year
to
evaluate
the
need
for
school-based
health
services
and
to
develop
service
plans
that
address
any
identified
needs
that
one
came
with
about
a
2.5
million
appropriations
to
the
health
authority
to
run
that
pilot.
L
And
the
next
and
final
issue,
we'll
talk
about
broadly
here,
is
interrupted
instruction
trends,
so
we
recently
published
a
policy
snapshot
on
the
responses
to
interrupted
instruction
and
a
review
of
2021
legislation
found
seven
themes
in
legislators,
responses
to
interrupted
instructions,
so
we
saw
ext
extended
learning
time
and
supports
high
dosage
tutoring
focus
on
literacy,
special
education,
student,
family
decisions,
student,
mental
health
and
technology,
and
this
is
one
of
the
resources
that
we'll
be
providing
in
the
chat
and
we'll
also
make
it
available
to
you.
L
After
so,
if
you
want
to
go
into
more
in
depth
into
any
of
those
seven
themes,
you
can
do
that
there,
the
two
that
we'll
be
focusing
on
today,
we've
touched
on
a
little
bit,
but
first
up
we
will
look
at
how
states
are
using
extended,
learning
time
and
supports
and
then
how
states
are
examining
broadband
and
technology
in
their
schools.
L
So,
first
up
expanded
learning
time
and
supports
one
approach
that
we've
seen
states
take
to
catching
students
up
to
lost
learning
or
to
interrupted
instruction
is
to
increase
the
number
of
the
amount
of
time
that
students
spend
learning
whether
that's
through
an
extended
school
day,
an
extended
school
year
or
just
in
changes
in
how
time
is
spent.
During
the
existing
school
calendar.
L
Programs
can
support
students,
academic
achievements,
so
we've
seen
states
adopt
acceleration
academies,
non-traditional
school
calendars
and
increased
time
learning
during
school
vacations
for
students
who
need
additional
support
and
then,
additionally,
looking
at
broadband
we've
seen
over
the
last
few
years,
how
an
inequitable
share
of
broadband
and
technology
for
students
has
really
impacted
their
education.
L
Schools
are
dependent
on
students
having
strong
and
reliable
access
to
the
internet
at
home,
especially
in
2020
and
earlier
in
the
pandemic.
But
ongoing
states
are
looking
at
how
to
make
that
more
accessible
for
all
students.
So
we've
seen
states
begin
to
look
at
investing
in
expanded
broadband
services
for
rural
communities,
low-income
communities
and
communities
just
in
need
of
greater
broadband
access
and
we'll
share
another
example
on
the
next
slide
of
what
states
are
doing
around
that.
So
to
look
at
two
state
examples
here
on
either
of
those
issues.
L
First
up
is
arizona
which
recently
allowed
districts
and
schools
to
adopt
alternative,
instructional
time
models
after
public
input,
and
so
some
of
the
instructional
models
that
are
approved
that
they
can
use
include
direct
instruction,
project-based
learning
and
mastery
based
learning.
All
that
can
be
used
to
meet
state
requirements
for
for
education,
and
it
also
allows
districts
and
schools
to
reallocate
instructional
time
based
on
specific
student
needs.
L
So,
overall
that
bill
and
bills
we've
seen
in
other
states,
are
ultimately
focused
on
providing
more
flexibility
to
students
to
schools
into
districts
on
how
best
to
shift
time
as
needed,
and
in
texas
we
saw
house
bill
1525
pass,
which
requires
the
education
agency
to
help
schools
ensure
that
all
students
have
access
to
internet
services,
and
it
does
that
through
a
one-time
funding
for
reimbursements
for
school
districts
who
made
technology
acquisitions
over
the
last
few
years.
L
L
We've
also
looked
at
some
of
the
early
bills
that
have
been
introduced
in
2022
as
we
are
doing.
Our
ongoing
tracking
and
we've
also
started
our
state
of
the
state's
work.
So
every
year
at
education,
commission
of
the
states
we
read
and
summarize
every
governor's
state
of
the
state
address
and
that
usually
helps
us
key
in
to
what's
going
to
be
an
area
of
focus
for
the
next
year.
So
that's
available
on
our
website.
L
So
taking
all
that
into
account
some
of
what
we
expect
to
see
in
2022,
we
expect
to
see
a
continued
focus
on
funding
and
finance.
Again.
States
are
kind
of
recovering
at
the
school
district
level
at
the
state
level,
on
finding
those
new
funding
sources
on
trying
to
maximize
the
federal
dollars
they've
already
received,
and
so
those
investments
and
how
states
are
making
those
investments
is
something
we
expect
to
see
continue
to
shake
out.
L
A
lot
of
states
are
implementing
or
over
the
last
couple
of
years,
have
implemented
approaches
to
addressing
that,
and
so
we
expect
states
to
take
a
step
back
and
to
see
which
of
those
approaches
are
working
well
or
which
might
need
to
be
tweaked.
In
tennessee,
for
example,
we
saw
a
requirement
that
certain
reports
related
to
the
pandemic
must
require
some
measurements
of
learning
loss
and
interrupt
instruction
just
to
see
how
how
the
policy
decisions
they've
made
over
the
last
few
years
are
truly
impacting
students.
L
So
we
expect
more
states
to
look
into
their
data
sources
and
run
similar
reports
and,
finally,
health.
We
expect
to
see
those
health
and
wellness
bills
kind
of
bubble
up
at
the
same
levels.
In
terms
of
introduced
and
enacted
legislation,
we
expect
to
see
states
look
to
to
find
out
ways
to
keep
students
in
school
safely
over
the
next
year,
especially
with
omicron
and
the
surges
there.
So
we've
seen
states
start
to
take
unique
approaches
into
just
ensuring
that
health,
mental
health
and
overall
student
well-being
are
protected.
L
So
I
know
that's
a
lot.
You
know
these
trends
presentation,
there's
a
lot
of
numbers,
a
lot
of
high
level
trends
thrown
around
we're
going
to
open
up
now
for
questions,
but
before
I
do
that,
I
just
want
to
plug
that
ecs
and
our
team
here
is
always
available
for
anything
you
may
need.
I
know
we
have
a
few
of
our
commissioners
on
the
call-
and
I
know
I
personally
have
responded
some
of
the
information
requests
submitted
by
folks
on
the
call.
So
I
know
ecs
has
taken
in
a
fair
share
there.
L
Our
information
requests
are
something
that
we
respond
to
within
48
hours
or
we
try
to,
depending
on
the
size
of
the
request.
So
you
know,
if
there's
any
questions
you
have
about
the
immense
number
of
bills
I
just
zoom
through
today.
If
there's
anything
on
your
mind
after
your
you
know,
full
day
of
presentations
or
anything
that
comes
up
throughout
the
year,
ecs
is
available
to
you
to
answer
any
of
those
questions.
So
thank
you
and
yeah
any
questions.
I'm
happy
to
take
them.
B
All
right,
thank
you.
Do
we
I
I
will
mention
that
there
is
a
link
to
some
of
this
stuff,
that's
in
their
materials
and
we'll
make
sure
our
staff
gets
it
on,
puts
it
on,
so
that
anybody
that
wants
to
get
access
to
that
can
do
so.
B
Or
if
there's
additional
material,
if
them,
if
it's
okay
with
ecs,
we
can
also
just
include
it
as
a
separate
attachment
on
the
record.
So
if,
if
you're,
okay
with
that,
that
we
can,
we
can
include
that
just
we
can
just
as
an
additional
link
in
in
our
materials.
So
absolutely
great
questions
from
members.
I
Thank
you
chair
and
thank
you
for
being
here
and
presenting
this.
I'm
really
excited
to
have
learned
that
this
exists.
I
think
it
would
be
very
beneficial
to
us
as
legislators.
I
You
know
looking
ahead
at
future
sessions
at
what
policies
is
going
on
across
the
nation
that
we
can
possibly
implement
here,
some
version
or
whatever
that
can
you
know,
help
nevada.
So
my
question
is:
just:
do
you
at
all
follow
the
the
bills
you
know
after
they've
been
enacted?
Do
you
follow
like
the
implement
implementation
of
them
at
all,
or
you
know
how
they,
how
successful
or
how
they're
working
once
they've
been
made
law.
L
Yeah,
thank
you
assemblywoman
hardy,
that's
a
great
question.
We
do
focus
a
little
bit
less
on
the
implementation
and
the
on
the
ground
side.
That
being
said,
though,
we
in
in
a
number
of
questions
in
the
information
requests
that
I've
mentioned.
We
are
happy
to
dig
in
and
pull
some
of
those
examples.
So
you
know
we
do
try
to
keep
our
feet
on
the
ground
and
keep
in
contact
with
states.
L
I
do
think
that
information,
requests
and
specific
questions
about
a
specific
policy
is
kind
of
where
we
can
jump
in
and
follow
some
of
the
results,
so
just
another
plug
firm
and
information
requests.
If
there's
a
specific
type
of
policy
that
you're
interested
in
or
a
general
issue
area
you're
interested
in,
we
can
definitely
look
in
and
see
what
states
have
done.
L
We
maintain
a
digital
library
that
looks
at
research
over.
You
know
the
last
30
40
years.
To
be
honest,
we
also
in
there
collect
some
of
the
reports
that
states
themselves
put
out
and
we
have
connections
in
all
50
states
and
dc.
So
if
and
something
we
typically
do,
then
is
if
we
get
a
question
about
implementation,
we
can
reach
out
to
our
connections
in
whatever
state,
ran
a
bill
or
ran
a
policy
and
find
out
from
them
how
it
worked
and
make
those
connections
with
you
so
short
answer
yeah.
B
And
that
was
zeke
perez
for
the
record
from
ecs,
which
I'll
make
sure
that
was
clear.
B
Okay,
any
any
any
other
questions
I
know.
Ecs
is
a
great
resource
to
us.
We
can
get
information
from
them
as
they
mentioned
it's
through
our
staff
or
individually
for
that
matter,
but
we
can,
if
there
are
things
that
we
get
need
to
get.
We
can
request
that
from
them
any
other
questions
for
them.
B
Okay,
all
right.
Well,
we
want
to
thank
you
very
much
for
making
that
presentation
and
I
know
there's
a
lot
of
great
things
going
on
education,
wise
across
the
country
and
yeah,
and
we
and
some
of
the
stuff
that
we're
doing
is,
is
you
know
some
really
good
stuff
that
we
can
look
to
see
how
and
and
others
are
looking
to
see
how
we
do
it
here.
B
So
we
appreciate
the
opportunity
to
have
you
as
a
resource
and
thank
you
for
making
the
presentation
all
right,
so
we
are
going
to
go
on
then
to
our
next
item.
Item
number
10.-
we
already
did
item
9
earlier
item
number
10
is,
is
actually
something
that
I
wanted
to
bring
up.
We,
as
was
mentioned
assembly
bill
495
from
last
session,
talked
about
the
study,
a
study
concerning
the
composition
and
selection
of
school
boards.
B
In
order
to
do
that,
we
won't
have
time
as
a
committee
to
take
this
up
in
our
regular
committee
meetings
and
there
was
no
funding
actually
set
aside
to
actually
set
up
a
separate
committee
to
do
it.
But
I
think
this
is
an
important
issue
and
I've
decided
to
to
form
a
or
to
to
do.
Have
our
staff
help
me
do
the
research
and
be
able
to
have
some
meetings.
B
Let's
see,
we've
got
jen
and
miss
rudy
and
miss
drosdoff
that
are
all
part
of
our
staff,
just
let
them
know,
and
anybody
in
the
public
that
would
like
to
participate
in
a
discussion
about
the
study
concerning
the
composition
and
selection
of
school
boards.
B
If
you
let
them
know,
and
we
do
have
a
an
email,
you
can
either
contact
them
directly
and
through
through
the
legislature
or
there's
an
the
email
is
e
d
interim,
I
n
t
e
r,
I
m
l,
c
b,
dot
state
dot,
envy
dot?
U
s
and
just
let
them
know
that
you're
interested
as
we
do
this.
B
My
intention
is
to
have
a
few
meetings
kind
of
like
a
maybe
like
a
blue
ribbon
task
force,
type
thing
where
we
have
some
discussions
and
then
we'll
have
staff,
do
some
research
and
then
we'll
put
together
all
the
information
that
we
get
from
that
and
bring
it
back
to
one
of
our
meetings
in
the
future.
B
So
we
can
have
a
discussion
to
see
if
there's
any
recommendations
that
we
would
make
as
we
move
into
the
next
session
concerning
composition
and
selection
of
school
boards,
and
I
know
there's
a
lot
of
interest
out
there
and
there's
been
some
information
in
the
past
that
we've
received,
and
I
want
to
kind
of
try
to
bring
it
all
together
and
bring
something
back
that
we
could
have
a
discussion
about
and
see
if
there,
if
we're
interested
in
having
the
committee,
make
some
recommendations
as
far
as
future
legislation.
B
Okay,
all
right,
so
so
just
let
you
know,
let
us
know
if
you're
interested,
we
can
include
you
in
that
discussion,
all
right.
That
is
the
end
of
our
regular
items.
We
do
have
one
additional
agenda
item
agenda
item
number
11,
which
is
our
second
public
comment.
B
So
if
we
could
have
that
anybody
wishing
to
give
public
comment,
if
you
would
make
sure
you
call
in
and
staff
if
we
can
connect
them
as
a
reminder,
I
would
like
for
the
public
comment
to
be
kept
to
three
minutes
or
less
per
person
interested
in
speaking,
and
you
can
also
submit
public
comments
in
writing
or
in
addition,
in
addition
to
testimony
or
in
place
of
testimony,
we
will
get
that
and
that
will
be
part
of
the
record.
So
with
that,
if
bps
could
add
the
first
caller
for
public
comment.
A
B
Okay,
why
don't
we
give
it
just
a
second,
because
I
know
there's
a
delay
between
when
I
actually
say
it
and
when
they
actually
hear
it.
So,
let's,
let's
do
a
one
minute
delay
for
anybody
wishing
to
give
public
comment
if
you
would
call
in
so
if
you
could
monitor
that
for
us,
so
we'll
be
we'll
be
on
a
pause
here
for
a
minute.
B
Wow,
that's
a
good,
that's
the
first!
I
guess
that
we
always
have
public
comment
for
education,
so
maybe
they
all
did
it
at
the
beginning.
So
appreciate
that
and.
B
Okay,
if
I
accidentally
missed
anything
or
any,
if
you
needed
to
bring
anything
up
as
far
as
something
that
we
might
have
missed
now's
a
time
to
do
that,
otherwise,
I'm
not
hearing
anybody.
So
if
you
do,
if
you
can
always
just
contact
staff,
if
there's
somehow
we
missed
something
that
that
you
were
expecting
so
I
sure
appreciate
everybody.
This
is
our
first
one.
I
I
don't
know
that
the
the
others
will
be.
B
This
short
we're
actually
ending
a
little
bit
earlier
than
we
thought,
so
we've
got
a
lot
to
get
to
cover
and
as
we
get
going,
it's
going
to
be
more
and
more
that
we
need
to
cover.
So
I
appreciate
everybody
today.
All
of
those
that
presented
thank
you
for
the
members
that
are
here
today
and
our
next.
B
Our
next
meeting,
as
was
mentioned
earlier,
will
be
in
february
on
the
16th
of
february,
is
the
the
date
that
that
we
have
set
aside
for
that,
and
so
with
that
we
have
no
further
items
to
come
before
us.
So
our
interim
education
committee
is
adjourned.
Thank
you
very
much.