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Description
This is the eighth meeting of the 2021-2022 Interim. Please see the agenda for details.
For agenda and additional meeting information: https://www.leg.state.nv.us/App/Calendar/A/
Videos of archived meetings are made available as a courtesy of the Nevada Legislature.
The videos are part of an ongoing effort to keep the public informed of and involved in the legislative process.
All videos are intended for personal use and are not intended for use in commercial ventures or political campaigns.
Closed Captioning is Auto-Generated and is not an official representation of what is being spoken.
A
All
right
welcome
this
morning
to
the
eighth
meeting
of
the
joint
interim
standing
committee
on
education.
Will
the
secretary
please
call
the
roll.
D
A
Here,
thank
you,
please
mark
some
of
them
and
hardy
and
some
of
them
and
miller
is
absent,
excused
and,
unfortunately,
our
altar.
A
While
we
do
have
alternates
this
interim,
they
were
unable
to
attend,
but
we
do
have
a
quorum
okay
before
we
begin
like
to
cover
some
housekeeping
just
a
reminder
on
like
trying
the
devices
to
slide
in
a
slim
and
make
sure
you
identify
yourself
when
you
speak
and
I'll
remind
you
if
you
forget,
but
even
when
you,
if
you
say
if
you're
giving
comment
and
then
you
somebody
else
speaks
and
then
you
speak
again,
you
have
to
identify
yourself
each
time.
It
just
makes
it
so
much
easier
for
our
folks
to
to
do
the
minutes.
D
D
A
A
Also,
the
zoom
chat
feature
that
we
have
that
we
use
just
for
our
folks
is
for
technical
assistance
from
our
broadcast.
So
and
then
I
just
want
to
let
you
know
that
we're
going
to
take
a
30
minute
break
for
lunch
later
this
morning.
A
So,
but
with
that
we're
going
to
start
first
with
the
item
agenda
number
two,
which
is
public
comment
and
public
comment,
may
be
provided
in
several
ways
which
are
all
listed
on
the
agenda,
which
include
in
person
calling
in
emailing
mail.
You
can
mail,
written
comments
or
fax
them
and
the.
D
A
Okay,
public
comment
is
limited
to
three
minutes
per
speaker
and
an
additional
opportunity
to
make
public
comment
will
be
available
at
the
end
of
the
meeting
and
our
our
broadcast
production
service
staff
is
going
to
interact
with
those
making
remote
public
comment
to
make
sure
we
can
get
you
on
and
hear
you,
and
so
with
that.
I'm
going
to
begin
with
those
wishing
to
make
public
comment
first
here
in
las
vegas.
A
Welcome
welcome
to
the
interim
committee
on
education.
B
F
Workforce
minority
serving
and
hispanic
serving
institutions.
F
F
That
each
state
is
going
to
be
slightly
different,
and
so
what
we
do
here,
I
think,
will
be
good
for
us,
but
it'll
also
be
a
model
that
others
will
likely.
Try
to
to
copy
so
I'll,
be
very
interested
to
see
your
deliberations
with
that
also
just
want
to
extend
and
say
for
some
of
you
all
I
haven't
met
you
before.
G
A
D
A
B
Good
morning,
cisco
aguilar
blueprint
sports
1120,
north
town
center
good
morning,
chair
dennis
and
members
of
the
committee.
My
name
is
cisco
aguilar
and
I'm
the
founder
of
nevada-based
name
image
and
likeness
sports
marketing
technology
company
blueprint
sports.
I
appreciate
the
opportunity
to
speak
to
you
today.
Blueprint
sports
has
two
models.
First
blueprint
sports
is
a
marketplace
that
allows
student
athletes
of
any
sport
to
engage
in
marketing
opportunities,
such
as
youth
sports,
coaching
public
appearance
and
the
chance
to
engage
with
brands,
local
companies,
supporters
and
alumni
for
commercial
opportunities.
B
This
model
gives
student
athletes
the
ability
to
build
their
own
brands.
The
second
and
the
one
of
the
ones
that
has
become
the
most
popular
recently
is
the
power
we
power
fan
and
alumni
collectors
around
the
communities
and
student
athletes
at
particular
universities.
We
have
seen
this
growth
in
popularity
across
the
country.
As
you
may
know,
my
co-founder
and
partner
rob
sign
of
blueprint
sports
presented
these
models
to
the
nil
committee
on
april
28th.
B
Since
then,
we
have
communicated
with
chair
miller
regarding
the
committee's
findings,
its
legislative
recommendations
and
our
ideas
to
further
enhance
the
nil
marketplace.
To
ensure
the
best
interests
of
nevada
student
athletes
and
its
universities
remain
top
of
mind.
We
look
forward
to
continuing
this
conversation
with
interested
parties
and
decision
makers
to
ensure
clarifying
language
is
included
in
this
committee's
final
bill
draft
request
for
the
82nd
nevada
legislative
session.
B
C
Morning,
thank
you
for
the
record.
My
name
is
brenda
pearson
and
I
represent
the
clark
county
education
association.
This
committee
is
well
aware
of
the
educational
inequities
in
our
state's
education
system,
but
I
would
like
to
orient
the
committee's
focus
into
research.
Cca
has
been
conducting
related
to
the
recent
academic
outcomes
of
our
state
and
propose
a
plan
that
can
serve
as
a
key
piece
of
a
wider
solution
to
battling
our
state's
education
challenges
after
analyzing
standardized
test
scores
and
graduating
gpas.
C
In
the
past
few
academic
years,
cca
has
discovered
that
opportunity
in
our
public
high
school,
specifically
in
clark
county
school
district,
has
been
largely
reserved
for
students
of
two
ethnicity
groups,
white
and
api
students.
All
other
ethnicity
groups
on
average
fall
far
below
the
average
ela
and
stem
proficiency
levels
of
our
schools,
jeopardizing
academic
and
career
pathways.
For
many
of
our
racially
diverse
students
and
their
communities,
it
has
become
increasingly
aware
that
opportunity
in
our
public
schools
is
largely
segregated
among
racial
and
socioeconomic
issues.
C
Strategically
expanding
nevada's
dual
credit
program
can
increase
the
number
of
low-income
ethnically
diverse
students
who
attend
college
upon
graduation,
provide
career
and
technical
training
pathways
to
high-paying
industry
jobs
and
provide
a
wealth
of
academic
and
career
opportunities
to
title
one
schools
resulting
in
a
significant
return
on
investment
for
all
community
stakeholders
in
many
ways
and
for
many
reasons,
discriminatory
allocations
of
success
and
opportunity
in
our
public
schools
have
mired
the
state
of
education
in
nevada
and
each
day
we
wait
to
act.
Inequity
gaps
in
our
schools
grow
wider
and
wider.
C
Dual
credit
opportunities
allow
students
to
build
upon
their
successes
and
envision
a
future.
Cca's
research
has
produced
some
solutions
to
address
barriers
that
exist
in
nevada's
dual
credit
program.
We
would
like
to
work
with
legislators
prior
to
the
legislative
session
and
we
will
be
reaching
out
to
interested
parties
as
the
2023
legislative
session
approaches.
Cca,
urges
our
legislators
to
strategically
and
purposefully
expand,
nevada's
dual
credit
program.
Cca
apprecia
appreciates
the
work
and
dedication
of
this
committee
and
we
stand
ready
to
assist
in
every
way
possible
to
ensure
that
nevada's
workforce
is
ready
for
the
future.
B
B
For
the
record,
my
name
is
hava
ahmed
h-a-w-a-h-a-h-m-a-d
and
I
represent
the
clark
county
education,
association,
ccea
bargains
for
over
18
000,
licensed
educators
in
the
clark
county
school
district
and
is
the
largest
independent
teachers
union
in
the
state
and
the
country
as
we
approach
the
82nd
legislative
session.
Today's
updates
and
recommendations
will
shape
the
future
of
education
in
nevada.
B
Today's
presentation
from
the
commission
on
school
funding
will
provide
recommendations
for
changes
to
the
people-centered
funding
plan.
However,
as
we
discuss
treatment
of
auxiliary
services
and
transportation
for
charter
schools
and
university
schools
for
the
profoundly
gifted
pupils,
we
must
be
cognizant
of
how
much
we
have
in
our
revenue
budget
to
spend
and
where
we
can
realistically
look
to
find
more
revenue
to
strategically
invest
in
education.
B
B
B
Legislators
who
advocate
for
funding,
particularly
in
an
election
year,
should
leave
and
support
the
commission
on
school
funding's
recommendations,
after
all,
they're
only
doing
what
they
were
charged
to
do
from
sb
543,
of
course,
as
always
ccea
thinks
this.
Can
this
committee
and
all
of
the
hard
work
you've
put
in
during
the
interim
and
during
the
legislative
sessions,
and
we
stand
ready
to
support
you
as
we
move
forward
to
make
sure
that
our
students
are
prepared
to
bring
our
state
forward?
Thank
you.
A
Okay,
let's
go
online,
bps
is:
do
we
have
anyone
online?
We
should
make
a
public
comment.
F
H
Hello,
can
we
hear
me
now?
Yes,
okay,
great,
for
the
record,
my
name
is
kalyn
evans
and
I
am
the
new
president
of
the
washoe
education
association
representing
over
4
000,
certified
professionals
in
washoe
county.
I'm
calling
in
specifically
to
address
the
current
metrics
being
used
to
determine
the
cost
of
education
index
using
the
current
model.
It
states
that
washoe
county
has
the
lowest
cost
of
living
in
the
states.
H
None
of
us
have
to
be
economists
or
mathematicians
to
clearly
understand
that
coming
to
that
determination
is
false
and
the
metric
currently
being
used
is
extremely
flawed.
The
biggest
indicator
in
determining
cost
of
living
is
housing
prices
and
in
washoe
county.
The
current
median
housing
price
is
approximately
six
hundred
thousand
dollars.
That's
six
hundred
thousand
dollars
for
a
single
family,
three-bedroom
two-bath
home
we
can
drive
30
minutes
east
and
that
same
home
is
more
than
30
percent.
H
H
Even
your
constituents
who
live
in
different
districts
across
the
state
know
that
the
cost
of
living
is
not
the
lowest
in
washington
county
and
that's
why
they
commute
into
washoe
county
from
neighboring
counties
for
work.
They
do
that
because
they
can't
afford
to
live
here.
Trust
me,
I
wish
the
current
index
was
correct
and
that
washoe
county
was
the
cheapest
place
to
live,
because
then.
H
Be
so
insanely
expensive
to
own
a
home
and
live
in
this
community,
but
it's
not
so.
How
are
we
even
considering
using
a
current
methodology
that
we
are
when
determining
the
cost
of
education
index?
It's
clearly
not
accurate,
and
if
we
all
put
aside
self-interest,
we
can
agree
that
we
need
to
use
a
different
set
of
data
when
making
this
determination.
H
The
purpose
of
this
index
is
to
provide
fair,
objective
and
equitable
funding
to
school
districts,
but
that's
not.
That
is
not
what's
happening.
We
understand
that
we're
all
fighting
over
the
same
small
pie
and
ultimately,
we
have
to
address
the
drastic
lack
of
educational
funding
across
the
state,
but
making
sure
that
we
have
an
equitable
method
of
distributing.
H
These
funds
should
also
be
a
top
priority
to
all
of
us,
because
it's
the
right
thing
to
do
using
the
dieter
data
to
determine
the
cost
of
education
index
is
fair
and
objective
and
at
the
end
of
the
day
that
is
what's
most
important,
regardless
of
where
washo
and
other
districts
rank
when
using
that
data.
At
least
we
can
all
know
that
it's
an
accurate
representation
of
the
cost
of
living
in
those
areas.
Thank
you
for
your
time
and
consideration.
A
Okay,
thank
you
very
much
all
right
with
that.
We'll
go
ahead
and
close
public
comment
and
we'll
go
to
agenda
item
number
three
approval
of
the
minutes
for
the
meeting
on
may
3rd
and
may
18th
before
we
go
to
a
motion
here.
There
was
a
couple
changes
that
mostly
just
little
minor
things,
but
I
want
to
make
sure
just
to
be
totally
clear
and
transparent.
A
J
Thank
you,
mr
chair
jen
sturm
committee
policy.
Analyst.
There
were
three
very
minor
changes
that
were
made
and
it
is
now
reflected
in
the
minutes
that
are
posted
online.
The
first
was
a
name
correction
to
nikki
haig,
who
presented
during
public
comment
on
page
47.
We
also
updated
a
hyphen
between
senator
donderelu's
name
and
lastly,
there
was
an
extra
space
on
one
of
the
pages
on
page
88
that
we
just
updated.
So
thank
you.
A
So
we
have
a
motion
from
vice
chair
bilbray
axelrod,
in
a
second
from
senator
don
darrell
loop.
Any
further
discussion
on
the
motion,
all
in
favor
say
aye
any
opposing
a
okay.
Thank
you.
The
minutes
of
may
3rd
and
may
18th
are
approved.
I
will
now
go
to
item
agenda
number
four
presentation
on
the
actions
recommendations
of
the
committee
to
conduct
an
interim
study
concerning
the
use
of
the
name,
image
and
likeness
of
a
student.
K
Good
morning
committee
members,
I
am
alex
drazdoff
senior
policy
analyst
with
lcb's
research
division
for
the
record
and
I'm
joined
by
my
colleague,
jen
sturm
in
las
vegas,
as
non-partisan
staff
we
do
not
advocate
for
or
against
any
measure.
Also
joining
us
on.
Zoom
is
assemblyman
cameron,
c.h
miller,
chair
of
the
committee,
to
conduct
an
interim
study
concerning
the
use
of
the
name,
image
and
likeness
of
a
student
athlete
staff
will
begin
this
presentation.
K
With
a
discussion
of
the
work
of
the
student
athlete
committee,
we
will
briefly
detail
information
about
the
committee,
including
its
inception,
and
background
members
and
meetings.
We
will
then
discuss
the
committee's
final
recommendations.
Chairman
miller
will
also
be
available
to
help
answer.
Any
questions
you
may
have.
K
Staff
has
also
submitted
a
draft
report
of
the
student
athlete
committee's
activities
to
nellis
under
this
agenda
item.
The
draft
report
provides
a
summary
of
this
presentation
assembly
bill
254
of
the
2021
legislative
session,
created
the
committee
to
conduct
an
interim
study
concerning
the
use
of
the
name,
image
and
likeness
of
a
student
athlete.
K
K
At
its
april
meeting,
the
committee
heard
from
unlv
representatives
and
their
third
party
nil,
partner,
nocap
sports,
a
representative
from
the
njcaa
who
discussed
junior
college
actions
and
a
representative
from
blueprint
sports
who
discuss
marketing
and
business
topics.
In
nil,
these
presenters
help
to
provide
more
local
context
in
this
nil
conversation
and
help
to
describe
the
business
aspects
of
nil
deals.
K
K
K
K
You
will
note
that,
beginning
on
page,
three
of
the
draft
report
exhibit
additional
context
for
these
recommendations
is
provided.
This
context
includes
relevant
information
presented
to
the
student
athlete
committee
first.
There
are
two
recommendations
that
the
committee
voted
to
take
its
own
action
on.
The
first
recommendation
deals
with
supporting
the
development
of
a
national
nil
policy.
K
Further,
the
letter
will
include
that
this
national
policy
might
also
develop
a
plan
for
international
students
to
participate
in
nil
by
addressing
visa
complications,
such
as
the
work
restrictions
in
place
for
f1
visa
status.
The
committee's
second
recommendation
focused
on
publishing
a
list
of
best
practices
based
on
testimony
provided
by
unr
and
unlv.
K
K
Use
of
an
institution's
logos
marks
or
facilities
for
ni
engagements
must
be
improved
in
writing
by
an
institution.
Nil
activities
must
be
consistent
with
institutional
and
energy
policies.
The
student
athlete
handbook,
local
state
or
federal
law
and
existing
national
collegiate
athletic
association
regulations
and
further
develop
nil
educational
supports
for
student
athletes
in
areas
including,
but
not
limited
to
financial
implications,
tax
education
and
scholarship
impacts.
J
J
So
the
first
recommendation
here
the
committee
voted
to
recommend
that
the
committee
on
education
take
action
regarding
junior
college
involvement
in
name
image
and
likeness
or
nil.
The
committee
heard
testimony
about
the
specific
challenges
that
junior
colleges
experience
in
navigating
the
nil
space,
including
transfer
policies
for
athletes
moving
between
two
and
four-year
colleges
and
universities.
J
Additionally,
the
committee
voted
to
recommend
that
the
committee
on
education
take
action
regarding
nevada's
gaming
industry
and
its
potential
involvement
in
nil
deals.
So,
specifically,
on
page
five
of
the
exhibit
the
committee
voted
to
include
in
the
student
athletes
athlete
committee's
final
report,
the
recommendation
to
the
committee
on
education
to
send
a
letter
to
the
nevada
gaming
control
board
and
the
nevada
gaming
commission,
on
behalf
of
the
committee
on
education,
urging
the
board
or
commission
to
conduct
a
study
concerning
nil
implications
for
the
gaming
industry
in
nevada.
J
Specifically,
this
study
may
investigate
what,
if
any
possibilities
exist
for
nil
deals
between
student
athletes
and
the
gaming
industry.
The
study
may
also
investigate
the
possibility
of
deals
with
student
athletes
as
brand
agents,
among
other
deals
and
the
implications
of
such
deals.
If
such
a
study
is
conducted,
the
board
or
commission
may
submit
a
report
of
the
results
of
the
study,
including
any
recommendations
for
legislation
to
the
committee
on
education
on
or
before
june
30
of
2024.
Again,
that's
that
would
be
next
interim.
J
J
The
committee
on
education
would
determine
appropriate
method.
The
appropriate
method
to
gather
information
related
to
nil
deals
into
one
centralized
place.
Additionally,
the
proposed
legislation
would
clarify
that
nrs
398.330
does
not
require
the
nevada
system
of
higher
education
to
approve
these
deals
further
require
any
entity
who
facilitates
nil
deals,
including,
but
not
limited
to.
Third
party
agents
such
as
collectives
boosters
and
certain
vendors
to
register
with
the
state
through
the
office
of
the
secretary
of
state
collectives
are
required
to
disclose
all
participating
parties
as
well
as
sources
and
recipients
of
the
collective's
funds.
J
Testimony
indicated
that
the
new
reporting
obligations
are
unenforceable
and
there
are
no
consequences
for
failure
to
report
disclosures,
and
so
with
that.
Mr
chair.
That
concludes
our
presentation
and,
unless
chair
miller
has
any
additional
comments,
we're
happy
to
take
questions
at
this
time.
A
Okay-
and
we
have
chair
miller
online
chair,
do
you
have
any
additional
comments,
or
even
just
you
know,
commentary
on
how
the
process
went
and
and
any
additional
comments
you
might
want
to
share.
I
I
I
think
things
went
fairly
smoothly
and
we
were
able
to
get
some
good
information
done
and
as
well
as
thank
the
committee
members
that
were
able
and
available
to
commit
their
time
to
being
a
part
of
the
committee
at
the
end
of
the
day,
we're
still
so
early
in
how
this
is
going
to
develop,
and
we
wanted
to
make
sure
that
we
were
starting
to
put
some
framework
into
place,
but
also
not
being
too
restrictive
as
to
not
allow
our
institutions
to
be
competitive.
I
But
there
are
still
some
areas
that
we
need
to
further
this.
We
need
to
further
study,
and
some
of
that
is
going
to
come
out
over
the
next
couple
of
years,
as
we
really
see
how
this
you
know,
falls
into
place
and
how
things
play
out
so
outside
of
a
great
gratitude
for
the
committee
members
and
the
staff.
I
That
would
conclude
any
remarks
that
I
have
and
I'm
available
for
questions.
One
thing:
sorry,
one
more
thing
blueprint
sports.
They
did
reach
out
to
me
and
I
believe
mr
cisco
called
into
public
comment.
They
did
reach
out
to
me
regarding
some
new
language.
I
It
was
after
we
had
had
our
final
committee
meeting,
and
so
that's
why
we
did
we
weren't
able
to
discuss
it
as
a
committee,
whether
it
should
be
a
recommendation,
but
I
think
that
there's
some
new
legislation
in
tennessee
that
we
may
want
to
focus
on
and
consider
if
we
do
in
fact
move
forward
with
a
bdr
in
this
area.
Thank
you.
A
Thank
you
just
a
real,
quick
follow-up
on
that.
So
would
you
envision
that
we
would
have
a
discussion
about
that
additional
language
as
a
committee,
if
we
were
making,
as
we
were,
making
recommendations
for
bills
for
next
session.
I
Assemblyman
c
h,
miller
for
the
record.
Yes,
if,
if
you
have
discussions
on
whether
or
not
to
move
the
bill
that
we
suggested
or
a
bill
in
this
area
forward,
I
would
definitely
suggest
you
consider
having
discussions
on
that
language.
I
M
L
I
just
have
a
couple
of
quick
questions.
More
just
clarification.
Thank
you
for
the
presentation
and
it's
good
to
see
you
assemblyman
miller.
I
had
just
a
question
on
the
study.
Concerning
the
I
mean
the
recommendation
that
pertains
more
to
the
nevada
legislature
and
that
we
would
have
a
letter
to
the
gaming
commission.
Don't
have
a
problem
with
that.
L
Just
wondering
what
scenarios
I
know
we're
trying
to
ask
the
gaming
commission
if
there'd
be
any
issues
but
just
wondering
what
I
I
didn't
see
any
connection,
so
I'm
very
ignorant
in
these
matters
so
was
curious.
What
we
are
trying
to
avoid
when
we're
dealing
with
nil
and
maybe
the
gaming
commission,
and
then
I
have
one
other
quick
question.
I
Okay,
thank
you
assembly,
unc,
h
miller.
It
is
also
good
to
see
you
assemblywoman
hanson,
the
so
the
the
thought
there
is
with
collectives
and
boosters
coming
together
a
lot
of
times.
I
That
is
maybe
several
businesses
within
a
community
or
whatnot,
and
they
may
want
to
have
a
student
athletes,
come
to
certain
events
or
participate
in
certain
things,
and
so
what
we
wanted
to
do
is
see
how
that
intersects
with
the
gaming
community,
you
know
a
casino
property
may
want
to
host
an
event
with
you
know,
student
athletes,
and
we
just
want
to
know
if
they
had
any
thoughts
on
what
they
had
considered.
I
What
that
type
of
interaction
would
look
like
considering
we're
you
know
a
unique
state
in
that
we
have
the
the
majority
of
gaming
in
the
country.
We
just
want
to
be
forward.
Thinking
on
that.
L
Thank
you
for
that
and
to
follow
up
on
the
third
recommendation
regarding
an
amendment
to
nrs
398.330
I
just
looked
it
up
is
the
only
difference
that
we're
looking
is
we're
going
to
have
an
actual
amount
declared
like
if
it's
under
10
000
we're
not
necessarily
concerned
about
disclosure
from
the
athlete?
I
Assembly,
mr
h
miller
for
the
record,
so
yes
to
some
degree,
so
what
we're
looking
at
in
the
testimony
that
we
received
from
our
student
athletes,
we
discovered
that
a
lot
of
these
deals
that
are
happening
right
here
right
now
in
nevada
are
for
product,
so
they
may
be
getting
you
know,
clothes
or
tinny
shoes
or
something
like
that.
I
The
requirement
to
disclose
each
and
every
one
of
those
deals
right
now
falls
on
the
student
to
be
responsible
for
that.
It's
not
really
happening.
I
So
a
couple
of
things
we
thought
to
do
was
one
every
single
deal
that
happens
is
not
I
don't,
we
didn't
think
was
worthy
of
disclosure,
so
we
wanted
to
kind
of
raise
the
standard
on
what
that
would
look
like,
as
well
as
change
the
reporting
requirement
from
the
student
athlete
to
the
institution
or
to
the
third
party
entity
that
is
actually
conducting
the
deal
with
the
student
athlete
and
then
putting
in
a
dollar
amount
that
is
not
requiring
so
many
minor
deals
being
you
know,
reported.
B
Thank
you,
chair,
dennis
and
thank
you
assemblyman
miller,
for
for
your
work
on
this
and
it's
a
great
presentation,
but
I
just
have
to
go
back
to
recommendation
number
four.
I
I'm
kind
of
confused
with
the
nevada
gaming
commission
being
involved.
I
Absolutely
thank
you
assemblyman
c.h
miller,
for
the
record.
I
will
explain
it
the
best
that
I
can.
I
am
not
an
expert
in
ncaa
rules.
However,
what
we,
what
we
are
doing
is
is
trying
to
be
proactive
and
at
in
if
there
is
an
intersection
where
student
athletes
can
receive
nil
deals
from
casino
properties
or
from
gaming
institutions.
I
I
You
know
across
the
country,
so
that
is
just
an
area
that
we
see
we
foresee
being
a
problem,
so
it
was,
it
was
a
recommendation
to
invite
them
or
to
suggest
that
they
also
look
at
it
and
kind
of
be
proactive
in
considering
what
that
could
look
like
from
the
gaming
perspective.
I
I'll
add
to
that
that
we
did
reach
out
for
presentation
on
that,
but
it
was
still
so
early
for
them
that
they
had
not
begun
to
gather
or
information
or
they
weren't
prepared
to
present
anything
to
our
committee.
B
I
Assemblyman
c.h
miller
for
the
record,
so
this
is
simply
a
recommendation
to
send
a
letter.
You
know
urging
them
to
do
it,
so
it
may
or
may
not
be
necessary
by
the
time
that
happens,
but
so
far
what
our
testimony
from
all
of
the
experts
throughout
the
committee
have
seen
is
that
ncaa
is
not
they're,
not
yet
ready
to
move
in
bringing
parameters
or
structure
to
what
nio
deals.
Look
like
on
a
national
level.
I
So
that's
one
of
the
reasons
why
we
have
tried
to
be
as
broad
and
as
possible,
but
also
trying
to
provide
some
framework,
as
well
as
gathering
additional
information
that
can
be
useful.
If
and
when
we
do
need
to
come
back.
We
also
have
the
recommendation
for
a
study
to
be
conducted
with
the
junior
colleges,
because
we
discovered,
through
the
testimony
that
there
may
be
some
issues
with
transfer
and
nil.
Deals
affect
junior
at
junior
college
athletes
differently
than
at
universities.
B
Thank
you
assemblyman
appreciate
the
the
explanation.
Thank
you
chair.
A
All
right,
thank
you,
so
as
you
can,
as
you
can
tell,
there's
some
recommendations
that
are
going
to
come
forward
that
will
at
our
next
meeting
when
we're
going
to
talk
about
all
this
stuff.
D
A
Things
that
we
can
do
yes,
mister.
J
Thank
you,
mr
chair.
I
think
our
legal
counsel,
mr
killian,
can
maybe
help
clarify
too.
If,
if
need
be,
if
you
wanted
additional.
N
N
Thank
you,
mr
chair,
astrid
killian
committee
council,
so
just
as
a
big
picture
clarification
while
the
ncaa
may
have
rules
relating
to
student
athletes
and
involvement
in
gaming
institutions.
N
The
issue
is
that
under
state
law,
specifically
nrs
398-300
institutions
of
higher
education
in
this
state
are
prohibited
from
enforcing
ncaa
rules
that
prevent
a
student
athlete
from
being
able
to
use
their
name
image
or
likeness
and
receive
compensation
for
that.
So,
even
if
there
were
an
ncaa
rule
that
prohibited
a
student
athlete
from
entering
entering
into
a
branding
deal
with
a
gambling
establishment,
for
example,
state
law
would
prevail
over
that
ncaa
rule
and
allow
that
kind
of
involvement
to
happen.
N
Nrs
300
allows
an
institution
to
adopt
a
policy
that
imposes
reasonable
restrictions
on
student
athletes
entering
into
those
kinds
of
contracts.
So
I
think
that's
the
core
of
this
question
and
the
origin
of
this
recommendation
from
the
nil
committee
to
ask
the
gaming
commission
and
gaming
control
board
to
study
this
issue.
A
Okay,
thank
you.
Senator
donder
loop.
O
N
Thank
you,
mr
asher
kelly
and
committee
council.
So
there
is
no
restriction
regarding
nil
contracts
with
gaming
institutions
or
regarding
any
nil
contracts
in
general,
based
on
age.
Nrs398
300
would
allow
any
student
athlete
at
enrolled
in
a
college
or
university,
regardless
of
their
age,
to
enter
into
nil
deals.
N
Of
course,
any
other
provisions
of
state
law
regarding
age
and
entering
gaming
establishments
would
have
to
be
complied
with.
So
it
may
be
the
case
that
the
student
athlete
couldn't
actually
enter
a
casino
to
film
an
advertisement
for
the
casino,
but
they
would
still
be
allowed
to
contract
with
the
casino
and
film
an
advertisement
in
some
place
that
they
are
legally
allowed
to
be.
A
Okay,
any
other
questions
from
any
of
the
members.
A
M
A
Makes
it
definitely
much
easier
for
us
when
we
get
ready
to
make
some
decisions
that
you
guys
have
done
the
hard
work?
So
thank
you
very
much
for
all
that
work
and
thankful
to
staff.
As
you
mentioned,
they
do
an
amazing
job.
So
thank
you
with
that.
We'll
go
ahead
and
close
this
item
on
the
agenda
and
we
will
move
to
our
next
item,
which
is.
A
Item
number
five
summary
of
topics
covered
by
the
joint
interim
standing
committee
on
education
during
the
2021
interim,
and
just
as
a
as
a
precursor
to
this,
I
asked
staff
to
put
together
because
at
our
next
meeting
we
are
going
to
talk
about
any
recommendations
that
this
committee
might
wish
to
make
to
the
legislature
or
to
even,
as
we
just
talked,
I
saw
now
letters
to
other
entities
and
to
give
you
a
heads
up
so
that
you
could
be
thinking
about
it
so
that
when
we
actually
talk
about
it
at
our
next
meeting,
it's
just
this
is
kind
of
a
refresher.
A
So
because
we've
lot,
we've
talked
about
a
lot
of
things
during
the
last.
What
did
I
say?
Eight
meetings,
and
so
I
want
to
make
sure
that
it's
just
kind
of
brought
back
top
of
mind
for
you.
So
with
that
I'm
going
to
ask,
I
don't
know
who's
going
to
start
it
off
as
a
mr,
mr
drostoff,
in
carson
city
is
going
to
start
off
and
and
so
we'll
go.
K
K
A
K
K
At
the
committee's
third
meeting
in
march,
updates
on
the
state
of
school
districts
and
the
impacts
of
the
coven
19
pandemic
were
presented
by
several
school
district
superintendents,
as
well
as
the
state
public
charter
school
authority.
The
superintendents
and
nevada's
department
of
education
also
presented
on
chronic
absenteeism
in
schools.
Nevada's
department
of
education
gave
a
presentation
to
the
committee
on
education
on
the
status
of
legislation
from
recent
sessions
relating
to
education
and
it
presented
with
the
children's
cabinet
to
offer
additional
perspectives
on
the
state
of
early
learning
and
related
programs
in
nevada.
K
K
Furthermore,
jobs
for
nevada's
graduates
presented
on
its
current
programs
and
nevada's
department
of
education,
reviewed
the
process
for
approving
and
revising
academic
standards
in
nevada,
which
included
a
discussion
on
ab-19
of
the
2021
legislative
session.
I
will
now
turn
things
over
to
jen
sturm
in
las
vegas,
to
discuss
the
remaining
meetings
of
the
committee
on
education.
J
Thank
you,
alex
jenn
sturm
committee
policy
analyst,
so
the
committee
on
education's
may
3rd
meeting
focused
primarily
on
topics
relating
to
the
composition
and
selection
of
school
boards,
as
required
by
ab495
from
the
2021
session.
The
committee
on
education
heard
a
presentation
first
from
staff
regarding
the
history
of
school
boards
and
recent
legislation
relating
to
school
boards.
J
Then
the
then
ecs
education
commission
of
the
states
provided
a
look
at
the
national
school
board
governance
landscape,
which
detailed
different
appointment
and
governance
structures
across
the
states.
The
committee
also
heard
from
the
nevada
association
of
school
boards
regarding
additional
information
on
local
school
boards
in
the
state
and
recommendations
for
nevada
school
boards.
J
This
meeting
also
featured
an
open
microphone
setting
which
allowed
for
extensive
discussion
of
these
topics
by
the
committee
on
education,
members
and
members
of
the
public.
At
the
may
18th
meeting,
this
committee
heard
presentations
on
people
and
school
personnel,
health
and
well-being
from
several
district,
superintendents
nevada's
department
of
education
and
the
nevada
association
of
school
psychologists.
President.
J
Furthermore,
the
committee
on
education
heard
a
presentation
on
the
work
of
the
leadership
institute
in
nevada
from
the
public
education
foundation
and
it
heard
from
nevada's
regional,
professional
development
programs
on
various
teacher
and
administrator
professional
development
programs.
Finally,
unlv
representatives
outlined
the
successes
and
challenges
of
the
nevada
institute
on
teacher
and
educator
preparation.
J
J
There
we
go
the
june's
meeting
the
committee
heard
presentations
related
to
the
statewide
implementation
of
competency-based
education
from
knowledge
works
representatives
and
from
the
churchill
county
superintendent
summer
stevens.
It
heard
a
presentation
on
evidence-based
evaluation
methods
to
improve
student
outcomes
from
the
department
of
education
and
results
for
america,
and
it
heard
a
presentation
on
early
learning,
program
costs
and
equity
updates
from
the
department
of
education
and
west
ed.
J
And
finally,
the
college
of
southern
nevada
representatives
will
provide
updates
on
assembly
bill
319
from
the
2021
legislative
session
and
the
pilot
program
at
the
college,
offering
dual
credit
course,
opportunities
for
certain
students
and
then
looking
forward.
The
committee
on
education
will
have
three
additional
meetings.
The
first
will
be
on
august
9th
and
will
serve
as
a
follow-up
to
the
may
3rd
meeting
on
school
board
governance
issues.
J
The
second
will
be
on
august
30th
and
will
act
as
the
committee
on
education's
work
session
and
then
the
third
meeting
will
take
place
in
likely
in
september
in
order
to
hear
the
report
required
by
assembly
bill
231
of
the
2021
session
concerning
the
holocaust
and
other
genocides,
and
with
that,
mr
chair,
we
stand
for
questions.
A
Thank
you.
I
will
note
that
on
the
august
30th,
when
we
do
our
our
work
session,
we're
going
to
be
in
carson
city
with
the
committee
on
that
day,
so
and
and
just
as
a
note
for
the
public.
Also,
it's
a
it's
going
to
be
right.
Now
it's
scheduled
to
be
a
noon
start
time
because
of
the
travel
arrangement
here
and
carson
will
probably
go
a
little
later
than
than
we
normally
do
because
because
of
later
start
time,
but
in
time
to
still
be
able
to
to
get
back
that
evening,.
J
A
A
Okay,
great
so
we'll
we'll
close
that
item
on
the
agenda
and
we
will
move
to
item
number
six
presentation
concerning
school
funding,
updates
and
recommendations.
G
Thank
you
very
much
good
morning.
My
name
is
guy
hobbs,
I'm
here
representing
as
the
chair
of
the
commission
on
school
funding
that
commission.
With
your
indulgence.
There
are
two
or
three
areas
that
I'd
like
to
cover
with
you
this
morning.
G
The
first
one
is
just
some
very
brief
background
on
the
commission
itself
with
some
observations
and
recommendations,
and
then
I
would
walk.
I
intend
to
walk
through
the
recommendations
made
thus
far
by
the
commission
on
school
funding
and
I
believe
already
forward
it
to
you
and
then
to
wrap
things
up,
go
over
a
slide
deck
with
you
to
profile
the
the
funding
issues
that
we've
identified
and
then
perhaps
talk
a
little
bit
about
where
we're
heading.
G
We
have
several
members
of
that
commission.
One
one
is
also
with
us
today:
joyce
woodhouse
sitting
in
the
audience
here:
poonam
mather,
dusty,
casey,
nancy,
brune,
dave,
jensen,
paul
johnson,
aj,
fueling,
mark
mathers,
jim
mcintosh,
jason
goudy,
and
we
have
past
members,
carlene
mccormick
lee
and
lisa
morris
hibler
that
have
all
contributed
to
the
work
effort.
G
So
far,
a
number
of
those
names
I
mentioned
to
you
if
you're
not
familiar
with
the
individuals,
are
actually
representatives
of
school
districts
around
the
state,
many
serving
in
the
capacity
of
chief
financial
officer
and
in
a
couple
cases
superintendent.
So
it's
a
it's
a
very
diverse
and
experienced
group
with
respect
to
the
tasks
that
were
laid
out
ahead
of
us.
G
We
appreciate
the
fact
that,
during
the
course
of
our
work,
we've
been
ably
staffed
by
members
of
the
staff
of
nevada
department
of
education,
as
well
as
having
support
from
the
attorney
general's
office
to
keep
us
in
line
the
major
tasks.
As
you
will
recall,
from
sb
543
for
this
commission
over
the
past,
nearly
three
years
has
been
number
one:
the
monitoring
and
implementation
of
the
people-centered
funding
plan.
Much
of
that
work
was
done
in
the
first
two-year
period
of
this
commission
making
recommendations
for
improvements
to
the
people-centered
funding
plan.
That's
an
ongoing
endeavor.
G
A
couple
of
things
about
the
commission
itself
that
I
think
are
worth
passing
along
to
you.
We
are
not
allowed
to
meet
after
september
of
this
year
and
the
commission
would
not
resume
meeting
and
taking
up
its
additional
tasks
until
july,
following
the
close
of
your
next
legislative
session.
G
So
there's
a
a
period
of
hiatus
for
this
commission
where
we're
not
actually
authorized
to
meet
so
by
september,
we
have
to
have
formulated
all
of
our
recommendations
and
then
by
the
middle
of
november
forward
a
final
report
to
you
all
with
regard
to
the
identification
of
optimal
funding
and
recommendations
for
how
to
fund
education
on
a
going
forward
basis.
G
I
do
believe
also
that
the
terms
for
each
of
the
members
of
the
commission
expire
later
this
fall,
and
that
would
obviously
be
something
that
you
all
would
need
to
also
attend
to
and
one
one
thing
that
we
we
struggled
with
a
little
bit,
particularly
since
your
last
legislative
session.
G
The
commission
was
given
a
number
of
very
challenging
tasks
to
do
that
are
also
very
technical
tasks,
and
the
commission
was
not
afforded
any
sort
of
support
financially
for
doing
that.
Work
which
again
is
is
rather
complex
and
challenging.
Fortunately
through
nde.
We
did
find
a
way
to
accommodate
some
of
that
and
we're
able
to
bring
on
some
subject
matter
experts,
but
it
wasn't
without
some
challenge
to
get
that
part
of
it
done
so
again.
G
The
the
commission
has
been
doing
this
work
for
almost
three
years
and
it'll
culminate
in
a
report
that
will
come
to
you
all
in
november.
I
think,
certainly
the
highlights
of
that
report
in
november
will
be
the
identification
of
different
funding
levels,
and
I
intend
to
go
over
some
of
that
with
you
toward
the
latter
part
of
my
presentation
and
methods
of
potentially
funding
those
target
funding
amounts.
G
Mr
chairman,
I
don't
know
if
there
are
any
questions
about
the
the
commission
itself
or
anything
that
I've
said
thus
far.
My
intention
would
next
be
to
if
it
meets
with
your
approval,
go
through
some
of
the
recommendations
that
have
been
already
delivered
to
you
briefly,
with
a
bit
of
background
on
those.
A
O
Thank
you
so
much
chair
and
thank
you,
mr
hobbs.
This
is
sort
of
I'll.
Probably
ask
want
to
ask
the
same
question
when
you
get
done
presenting,
but
in
recognition
of
you,
don't
have
any
more
time
to
have
meetings
after
september,
you
have
no
money
to
do
the
work
and
you
have
some
subject
matter
experts,
but
this
is
broader
work
than
probably
maybe
was
originally
thought
when
they
did
the
legislation.
O
I
don't
know-
and
you
don't
have
to
you
if
you
want
to
wait
until
you're
done
to
answer
this,
but
I'd
like
to
know
what
things
do
need
to
be
in
place
so
that
we
can
finish
this
important
work,
because
I
think
the
time
restraints
and
the
money
restraints
might
have
been
unintended
consequences,
and
this
is
really
important
that
we
get
this
right
due
to
the
fact
that
if
we
don't,
we
need
to
live
with
it.
For
what
I
mean,
we
can
say
10,
but
it
could
be
50..
O
G
G
I
think
we
will
probably
see
in
the
coming
months
whether
or
not
the
commission's
inability
to
meet
from
september
to
july
you
know,
creates
a
vacuum
that
might
otherwise
be
beneficial
to
you
all,
as
you're
deliberating
some
of
the
items
that
will
be
before
you.
My
guess
is
that
it
may
well,
and
we
would
certainly
prefer
not
to
put
off
any
of
that
work
if
we
could,
you
know,
do
it
sooner
than
later,
with
respect
to
the
the
technical
side
of
it.
G
Since
we're
now
really
dealing
with
funding
issues
which
are
sensitive,
technical
and
complicated,
I
would
imagine
that
we
will
be
continuing
to
deal
with
those
for
the
next
couple
of
interims
again.
This
is
a
10-year
funding
period
that
we
were
asked
to
provide
some
guidance
on,
there's
no
expectation
that
all
of
it
would
be
resolved
in
the
23
legislative
session
that
it
would
be
a
multi-session
effort
to
do
that
and
to
the
extent
that
the
commission
needs
to
continue
providing
that
level
of
support
to
you.
G
O
Yes,
it
does.
I
I
just,
and
maybe
mr
asher
is
listening
in.
I
don't
know
if
there's
any
way
to
fix
that
no
meeting
piece
in
the
interim
or
if
it
has
to
be
during
session.
N
Thank
you,
mr
chair
asher,
kelly
media
council.
Sorry,
mr
I
was
anticipating
your
call
so
that
that
meeting
date
limitation
is
in
nrs.
So
in
order
to
allow
the
commission
on
school
funding
to
meet
outside
of
those
dates,
it
would
require
a
bdr
with
a
statutory
change
to
enable
them
to
have
meetings
outside
of
those
dates.
L
Yeah,
I'm
distressed
that
the
commission
is
not
going
to
be
able
to
to
meet
after
september
as
well,
and-
and
so
I
would
like
your
you
know,
just
kind
of
put
you
on
the
spot.
Do
you
I
like
the
idea
of
kind
of
an
ongoing
commission.
I
know
things
cost
money
and
I
own
a
small
business
and
know
that
sometimes
I
know
how
to
rob
peter
to
pay
paul
and-
and
so
maybe
that's
what
we
do
here
in
the
legislature.
Sometimes
what
what
would
your
recommendation
be?
L
An
ongoing
commission
and
also
you
remember,
mentioned
the
member
service
will
expire
in
the
fall,
and
I've
been
very
impressed
with
the
makeup
of
the
commission.
I
think
it
represents.
It
really
covers
a
lot
of
the
state
and
the
diverse
issues
that
the
the
different
counties
deal
with
as
well.
As
you
know,
washoe
and
clark
with
those
members
as
well
and
their
service
being
vital.
How
would
you
see
this
moving
forward
if
you
had
a
magic
wand
and
could
make
an
ask?
L
G
Mr
chair
guy
hobbs
commission
on
school
funding,
I
think
to
your
question,
and
I
appreciate
you
asking
that
I
can
give
you
some
off-the-cuff
answers,
but
maybe
what
I
should
do
is
give
it
a
bit
of
thought
and
and
put
it
in
writing
to
you.
G
G
It's
sometimes
easier
to
have
a
commission
like
this
than
to
try
to
charge
staff
of
nde,
who
already
have
you
know
very
full
workloads
with
what
they
do,
and
fortunately
you
have
a
lot
of
expertise
on
this
in
the
form
of
several
chief
financial
officers
and
superintendents.
There
are
a
few
of
us
that
don't
directly
work
for
any
school
districts,
fortunately
or
unfortunately,
you
know
my
background
and
the
work
that
I'd
normally
do
is
generally
in
the
area
of
public
finance,
taxation,
budget
issues
and
those
sorts
of
things.
G
So
it's
been
a
good
fit
and
the
fact
that
we
were
able
to
bring
on
some
help
this
past
april,
on
the
technical
side,
I've
been
able
to
work
with
them
rather
closely,
and
I
do
believe
we're
still
going
to
be
able
to
meet
all
of
the
the
tasks
that
you
asked
us
to
fulfill
again.
The
funding
issue,
in
particular,
is
going
to
be
a
multi-year
multi-session
issue
as
you'll
see
later
in
the
presentation.
G
There
are
very
large
numbers
that
we're
dealing
with,
and
that
does
not
come
without
some
challenge,
but
I,
if,
if
it
meets
with
your
approval,
I
would
like
to
be
able
to
put
together,
perhaps
a
memorandum
to
you
and
summarize
some
of
the
tasks
that
I
think
would
justify
continuation
of
the
commission
and
provide
some
meaningful
work
that
the
commission
can
assist.
You
and
the
state
of
nevada
in
doing.
L
Assemblywoman
hanson,
thank
you,
mr
hobbs,
for
that,
and
certainly
I
I
appreciate
if
you
wanted
to
do
that,
that
would
be
greatly
appreciated,
putting
you
on
the
spot
like
that
and
appreciate
your
thoughtfulness
in
wanting
to
give
us
the
information
we
need.
So
yes,
look
forward
to
that
and
hoping
that
we
can
find
a
way
to
resolve
this,
this
unintended
consequence
and
and
move
forward.
So
again,
thank
you
and
the
commission
for
all
your
hard
work.
A
Thank
you
before
we
go
on.
I
have
one
question
question
for
mr
killian.
A
So
and
I'm
I
think,
he's
there,
he
just
it
just
doesn't
zoom
in
on
him
until
until
he
starts
to
speak.
I
think
yes,.
K
A
My
question
is:
I
just
want
to
make
sure
that
I
clarify
the
commission
itself
because
I'm
since
I
had
an
integral
part
in
in
creating
this
along
with
the
senator
woodhouse
at
the
time
when
we
were
doing
this,
we
does
the.
A
Is
there
any
kind
of
provision
in
the
nrs
when
we
put
in
the
new
people
center
funding
program
where
we
created
the
commission
that
it
sunsets
the
commission
or
or
is
it
just
because
I
know
that
there's
a
limitation
on
when
they
can
meet,
because
I
think
that
was
more
budgetary
than
anything
else.
But
I
don't
think
that
that
and
and
that's
why
I
want
you
to
clarify
for
the
record
whether
that
that
there
is
anything
in
the
in
the
nrs
that
sunsets
the
commissioner.
N
Thank
you,
mr
chair
asher,
killian
committee
council
and
yes,
I
think
the
idea
for
the
limitation
on
the
dates
that
the
commission
could
meet.
I
think
the
intent
of
that
idea
was
partially
budgetary
and
partially
also
that
the
commission
was
intended
to
kind
of
help
in
the
interim
with
the
implementation
of
the
people-centered
funding
plan.
So
their
meetings
happened
basically
after
a
session
ended
and
up
until
bdrs
were
submitted
for
the
next
session.
N
So
they
were
only
working
during
that
period
that
the
legislature
wasn't
working
both
for
budgetary
reasons
and
because
their
work
was
then
intended
to
be
integrated
by
the
legislature
into
the
people-centered
funding
plan
during
session.
So
it
didn't
make
sense
for
them
to
be
meeting
during
session.
I
think
that
the
commentary
that
we're
hearing
is
that
it
might
be
useful
for
them
to
be
able
to
have
those
meetings
during
session
as
well,
and
certainly
that's
a
decision
for
the
legislature
to
make
the
commission
does
not
have
any
sunset
under
existing
law.
N
It
continues
in
existence
indefinitely
and
that
that
provision
that
they
only
meet
between
july
1
of
an
odd
numbered
year
on
september
30th
of
an
even
numbered
year
is
solely
a
matter
of
statute.
So
the
legislature
would
be
free
to
change
that.
A
When
we
talked
about
creating
this
commission,
the
intent
was
always
that
it
would
be
ongoing,
because
we
knew
that
the
funding
plan
is
always
going
to
have
a
need
to
have
changes
and
the
way
that
we've
done
it
in
the
past
is
that
any
time
we
had
a
change
to
the
to
the
old
funding
formula
was
that
it
would
have
to
either
come
to
the
legislature,
and
we
had
120
days
to
talk
about
and
make
changes
and
that's
why
it
took
so
long
to
make
changes
in
the
past.
A
And
then,
if
you
sometimes
you
could
do
some
things
in
the
interim.
But
you'd
have
some
kind
of
a
special
committee
that
would
meet
and
so
really
the
the
the
intent
as
I
worked
on.
This
was
that
you.
M
A
A
Not
necessarily
I
mean
I,
I
guess
the
the
the
work
demands
might
determine
how
how
much
budget
is
needed,
how
many
meetings,
but
that
it
would
continue
on
so
that
there's
always
somebody
looking
at
at
that
and
see
if
there's
changes
that
need
to
be
made.
So
so
I
just
want
to
make
sure
that
that's
clear,
because
you
know
as
we
get
going
and
going
in
the
future.
Sometimes
people
forget
why
we
did
certain
things,
but
you
know
the
intent
was
that
this
committee
that
this
commission
would
continue.
A
I
think
the
the
biggest
issue
right
now
is
that
it
became
a
budget
issue
on
how
many
meetings
they
were
going
to
have,
and-
and
so
I
I
hopefully
that
can
be
looked
at
and
so
that
you
can
have
the
appropriate
number
of
meetings
be
able
to
do
the
work.
That's
been
asked
of
you.
G
Thank
you
very
much,
mr
chair,
with
the
support
that
we've
received
from
your
staff
at
the
nevada
department
of
education.
It's
it's
helped
us
stay
on
schedule.
The
ability
to
identify
some
additional
funds
for
subject
matter
experts
to
assist
with
the
workload
over
the
last
couple
of
months
and
as
we
formulate
these
final
recommendations.
I
do
think
we'll
we'll
hit
our
mark
there,
but
I
do
appreciate
your
your
sentiments
about
the
the
commission
and
you
know.
G
Obviously,
the
people-centered
funding
plan
and
the
funding
of
education
are
ongoing,
complex,
difficult
issues,
and
we
would
certainly
I
think
I
can
speak
on
behalf
of
all
of
the
members
of
the
commission.
I
think
all
of
us
would
be
pleased
to
continue
to
try
to
provide
you
whatever
kind
of
support
we
possibly
can.
A
Thank
you
sophie
go
ahead
with
your
presentation.
G
G
These
are
recommendations
that
have
been
made
by
the
commission
on
school
funding
and,
if
you
like,
I
can
just
summarize
what
those
recommendations
are
and.
A
Just
for
the
for
the
committee
members,
we
do
have
in
our
material
that
letter.
So
if
you
want
to
reference
that
it's
under
agenda
item
six.
G
Again,
guy
hobbs,
yes
I'll,
follow
along
with
the
same
order.
In
the
letter,
the
first
category
of
recommendations
that
we
were
asked
to
consider
are
under
the
category
of
auxiliary
services.
G
The
first
recommendation
you
can
see
before
you
auxiliary
service
allocations
consisting
of
food
service
and
transportation
costs,
should
be
based
on
a
four-year
average
of
actual
expenditures.
Additionally,
a
hold
harmless
adjustment
similar
to
that
used
for
payments
based
on
quarterly
average
daily
enrollment
data
should
be
applied
in
the
event
expenditures
decrease
compared
to
the
previous
year.
G
Sometimes
technical
precision
creates
some
difficulty
in
how
these
are
worded,
but
this
was
recommended
to
avoid
a
situation
where
amounts
for
auxiliary
services
may
otherwise
have
dropped
and
creates
a
hold
harmless
to
preserve
funding
for
transportation
and
food
services.
This
essentially
helps
smooth
out
volatility
and
funding
for
these
services
over
time.
It's
more
of
a
practical
way
of
of
dealing
with
those
costs
on
a
going
forward
basis,
if
you're
taking
four
past
years
and
averaging
those
but
but
you're.
G
Looking
ahead
to
the
next
year,
you're
always
a
little
bit
behind
and
there
could
always
be
decreases
based
on
enrollment.
So
this
was
intended
to
smooth
that
part
of
it
out.
The
next
recommendation.
Charter,
schools
and
university
schools
for
profoundly
gifted
pupils
should
be
included
in
the
auxiliary
services
calculation
of
the
pupil
centered
funding
plan
using
the
same
funding
methodology
established
for
for
school
districts.
Now
this
recommendation
was
made
to
equalize
funding
between
charter
university
and
district
schools
in
the
category
of
profoundly
gifted
pupils
and
again
deals
with
auxiliary
services.
G
G
The
protocol
for
doing
these
calculations
is
based
again
on
a
four-year
average
and
if
a
school
entity
charter
school
entity
has
only
been
providing
the
services
for
two
years
mathematically,
it
doesn't
make
sense
to
have
two
zeros
plus
two
numbers
and
then
take
the
average
of
that.
That
would
be
somewhat
impractical,
and
this
is
what
that
is
intended
to
address.
G
G
An
inflation
adjustment
factor
for
auxiliary
services
should
be
established
that
mirrors
the
inflationary
factor
for
people-centered
funding
plan.
This
recognizes
that
the
cost
of
auxiliary
services
will
rise
each
year
and
simply
deferring
to
the
four-year
average
can
understate
the
the
true
current
cost.
Adding
this
inflation
factor,
which
would
be
the
cpi
for
all
urban
consumers
in
the
western
region,
addresses
this
particular
issue.
G
So
if
you
happen
to
be
a
charter
school
that
hadn't
been
providing
these
services,
you
wouldn't
have
any
expenditure
history.
If
you
were
looking
forward
intending
or
hoping
to
provide
those
services
in
the
future,
this
would
enable
a
method
for
establishing
a
base
on
a
going
forward
basis,
and
that
would
be
done
by
putting
us
putting
essentially
a
budget
or
proposal
together
that
would
be
submitted
to
nde.
G
G
The
next
one's
somewhat
of
a
lengthy
one,
a
four-year
average
of
transportation
costs,
would
exclude
capital
costs.
District
capital
costs
would
be
initially
funded
on
a
per-pupil
basis,
which
is
based
on
the
number
of
active
buses
in
operation,
also
assuming
a
15-year
average
life
per
bus
and
a
cost
of
150
000
per
bus
and
total
enrollment.
G
The
funding
of
a
district's
bus,
replace
replacements
and
acquisition
costs
would
be
contingent
on
an
equivalent
increase
in
the
state
education
fund,
which
is
an
important
point
in
this
one,
so
that
base
funding
is
not
negatively
impacted
charter.
Schools
without
an
existing
fleet
would
indicate
their
desire
to
begin
transportation
operations
to
the
nevada
department
of
education.
Each
charter
school
should
receive
the
same
amount
of
per
pupil
funding
as
the
district
they
are
located
within
any
unspent
monies
would
be
returned
to
the
state
education
fund.
G
Operations
would
be
based
on
the
four-year
average
that
we
talked
about
a
bit
earlier,
where
the
capital
costs
would
be
converted
to
a
per-pupil
amount,
using
criteria,
the
the
cost
of
a
bus,
the
estimated
useful
life
and
so
forth.
G
That
is
a
very
again.
A
very
important
point
in
this
is
that
this
would
only
apply
if
revenues
were
sufficient
to
not
negatively
impact
base
funding.
This
also
provides
an
avenue
for
charter
schools
desiring
to
commence
transportation
operations,
which
would
require
them
to
notify
the
nevada
department
of
education
of
this
desire.
The
charters,
if
approved
by
the
department,
would
receive
the
same
amount
of
per
people
funding
as
the
district
within
which
they're
located.
G
G
It
does
not
exist
today,
however,
should
such
an
index
become
available
in
the
future
and,
of
course,
should
that
that
index
would
need
to
be
reliable
and
from
a
source,
like
the
bureau
of
labor
statistics,
something
bona
fide
and
and
valid,
it
is
recommended
that
we
eventually
migrate
to
that
nevada
specific
index.
So
that's
nothing
that
would
occur
right
away,
and
I
it's
hard
to
say
at
what
point
in
time
there
would
be
a
nevada
specific
index.
G
G
The
new
definition
of
at
risk
uses
numbers
from
infinite
campus
versus
the
numbers
relating
to
eligibility
under
the
free
and
reduced
price.
Lunch
program
use
of
the
infinite
campus
numbers
results
in
a
higher
per
pupil
value
for
at
risk
and
a
lower
number
of
students
qualifying
for
at
risk.
That's
an
important
point
there
and
we've
been
getting
quite
a
bit
of
feedback
about
this
particular
recommendation.
G
The
commission
recognized
that,
because
the
way
free
and
reduced
lunch
was
applied,
the
true
designation
of
at-risk
was
being
perhaps
arguably
over
applied.
An
example
would
be
that
if
I
believe
this
to
be
the
case,
if
over
40
of
students
at
a
particular
school
were
classified
as
at-risk,
the
entire
school
is
designated
as
at
risk.
G
It
was
felt
that
we
should
be
moving
in
that
direction,
which
would
result
in
a
higher
amount
of
funding
for
each
one
of
the
at-risk
students.
The
overall
funding
dedicated
to
at-risk.
Again
would
not
be
changed
and
would
hopefully
increase
as
additional
funding
becomes
available
and
we
meet
the
targets
of
each
of
the
weights.
G
Nevada
cost
of
education
index
truly
my
favorite
one
on
this
list
at
this
point
in
time,
the
commission
apologizes
that
it
is
not
quite
ready
to
make
a
final
recommendation.
This
is
an
item
that
has
appeared
on.
I
don't
know
how
many
of
our
agendas,
but
I
would
say
at
least
a
dozen
over
the
last
three
years
and
there
to
say
that
it's
been
challenging
to
work
through
this
would
be
a
tremendous
understatement.
G
We
met
a
week
or
so
ago,
and
this
was
on
our
agenda.
Let
me
give
you
some
background
on
how
we've
migrated
through
this,
we
use,
subject
matter,
expert
apa,
consulting
if
you're
familiar
with
them.
They've
been
doing
quite
a
bit
of
education,
support
work
for
the
state
for
the
past
couple
of
decades,
according
to
the
information
that
I've
seen
and
they
recommended
a
nevada
cost
of
education
index
that
would
be
applied
to
each
of
the
districts
in
the
state
and
again,
just
by
way
of
additional
background.
G
The
nevada
cost
of
education
index
is
intended
to
recognize
that
there
are
differences
in
purchasing
power
or
costs
between
and
among
the
17
school
districts
in
the
state.
Some
things
are
just
more
expensive
in
some
counties
than
they
are
others
and
that
gets
applied
to
the
statewide
base
and
that
helps
produce
the
adjusted
base.
G
I
don't
know
what
that
final
recommendation
is
going
to
be,
but
I
hope
to
be
able
to
forward
that
to
you
by
our
next
meeting,
it's
possible
that
the
recommendation
may
run
the
realm
run.
The
range
of
excluding
the
ncei
from
cost
adjustments
in
the
formula.
That's
certainly
a
possibility
and
was
discussed
at
our
last
meeting
to
using
one
of
the
either
prior
methodologies
or
a
new
methodology
to
make
that
computation.
G
Next
category
is
virtual
schools:
commission,
on
school
funding
recommendation
is
to
fund
online
district
and
charter
schools
at
the
statewide
base
per
pupil
amount.
Online
district
schools
have
been
funded
at
the
adjusted
base
with
charter
schools
being
funded
at
the
statewide
base,
so
they
were
being
funded
at
different
bases,
and
this
recommends
that
they
both
be
funded
at
the
statewide
base
on
an
equivalency
basis.
G
Based
upon
the
deliberations
of
the
commission,
it
was
felt
that
the
funding
for
students
taking
dual
enrollment
courses
continue
to
be
funded
through
the
adjusted
base,
so
no
change
recommended
and
with
that,
mr
chair,
that's
a
summary
of
the
recommendations
that
we
forwarded
to
you
in
the
in
the
letter
that
you
have
before
you
and
again,
we'll
have
one
to
clean
up
with
respect
to
the
ncei
and
then
we'll
follow
that
with
additional
recommendations
that
have
more
to
do
with
the
final
topic
that
I'll
discuss
today
and
that's
optimal
funding
and
methods
of
achieving
optimal
funding.
A
I
just
want
to
make
a
comment
before
if
we
don't
have
any
questions
yet
I
think
it's
it's
amazing
to
be
able
to
have
a
group
of
individuals
that
really
understand,
because
you
know,
as
you
were
talking
about
some
of
this
stuff,
you
really
have
to
be
kind
of
almost
a
finance
person
to
really
truly
understand
school
funding
and
what
these
recommendations
mean.
And
so
I
appreciate
the
work
that
you've
been
able
to
put
forward,
and
I
mean
this
is
what
you
know
once
again.
A
This
is
one
thing
that
I
envisioned
that
we
would
that
the
legislature
would
be
able
to
get
recommendations
on.
How
do
we
tweak?
You
know
the
funding
plan,
and-
and
so
you
know
looking
at
whatever
the
situation
was
at
the
time
to
have
that-
I
think
is
great.
So
any
any
questions
that
we
have
from
any
of
the
members.
A
Just
double
check:
okay,
all
right!
So
why
don't
we
then
go
ahead
and
go
on
and.
D
A
And
what
I
will
say
is
you
know,
obviously
all
these
things
that
we
talk
about
any
recommendations.
These
will
come
to
us
at
our
work
session
so
that
we
can
figure
out.
You
know
what
we
want
to
recommend
as
we
move
forward.
So
thank
you,
okay.
So,
let's
go
on
with
the
next
presentation.
G
Next
part
of
the
presentation,
thank
you
very
much,
mr
chair
guy
hobbs
commission
on
school
funding.
If
beau
up
at
nde
other,
I
see
it
popping
up.
A
G
Very
good
and
again,
guy
hobbs
commission
on
school
funding.
The
objective
of
these
next
few
slides
that
that
look
a
little
bit
imposing
but
I'll
try
to
make
them
less
imposing
as
we
go
through.
It
is
to
give
you
a
sense
of
the
first
objective
that
we
were
given,
which
is
to
identify
per
sb
543,
optimal
funding
for
education.
G
I
think
a
number
of
us
on
the
commission
struggled
with
the
term
optimal,
so
one
of
the
things
I
did
is
went
to
the
dictionary
to
look
up
optional
and
find
out
what
the
synonyms
would
be,
because
I
know
from
from
my
background.
I
view
it
only
one
way.
Mathematically
and
optimal
funding
can
be
somewhat
elusive
because
different
people,
depending
upon
the
viewpoint
that
they
take,
may
view
the
word
optimal
in
a
bit
of
a
different
context.
G
G
Twelve
thousand
six
hundred
and
forty
five
dollars
per
student
compared
to
nevada's
9249
in
2020..
Now
does
national
average
necessarily
equate
to
optimal?
Most
of
us
would
say
that
it
does
not,
but
it
provides
a
rational
benchmark
for
where
we
are
compared
to
where
other
peer
states
are.
So
we
turned
our
attention
to
a
work
product
that
was
provided
by
apa.
So
it's
subject
matter
expert
recommended
levels
of
funding
on
a
per-pupil
basis
for
nevada,
and
that
recommendation
would
would
be
to
fund
education
at
fourteen
thousand
three
hundred
plus
dollars
per
year.
G
So
you
can
essentially
see
the
the
gaps
between
those
three
markers
and,
if
you
go
to
the
next
slide,
we've
recently
tried
to
update
these
numbers,
doesn't
really
change
the
relationship
between
the
numbers
nevada
at
just
over
9
700
per
student,
the
national
average
at
13
500
and
the
recommended
level
by
the
subject
matter:
expert
at
nearly
fifteen
thousand
per
student,
so
those
at
least
provide
us
the
ability
to
gauge
ourselves
against
those
two
markers
next
slide.
G
So,
on
a
going
forward
basis,
if
we
were
to
be
funded,
if
we
were
to
stay
at
the
status
quo,
this
is
what
we
believe
our
per-pupil
funding
would
look
like.
G
G
The
lighter
blue
part
of
the
bar
is
the
amount
of
funding
that
would
need
to
be
added
to
reach
the
national
average
in
each
of
the
10
years
that
you
see
so
that's
essentially
the
comparison
to
of
where
we
are
currently
to
where
we
would
need
to
be
to
reach
the
national
average,
the
light
blue
representing
the
delta
or
the
difference
between
the
two
next
now,
if
you
put
that
in
dollar
terms,
how
much
additional
funding
would
be
required
each
year
to
reach
the
national
average
and
that's
what
these
bars
show
you,
as
you
can
see,
those
are
fairly
large
numbers,
then
these
are
incremental.
G
G
So,
in
aggregate
by
the
time
you
would
get
to
the
year
2032
the
difference
in
funding
between
status
quo.
If
nothing
were
done
and
the
amount
needed
to
reach
the
national
average
would
be
an
additional
2.3
billion
dollars
in
funding
required
as
of
year
10.,
which
is
obviously
a
very
large
amount
of
money
that
would
need
to
be
dedicated
to
reach
that
national
average.
G
So
what
you're
seeing
is
a
work
in
progress,
so
we
anticipate
that
there
will
be
a
number
of
questions
that
might
arise
from
you
or
your
colleagues
with
regard
to
the
amount
spent
per
pupil
in
nevada
and
the
national
average
and
the
subject
matter
recommended
level
of
funding
and
those
are
all
very
good
questions
and
one
of
the
things
we're
trying
to
do
right
now
is
ensure
to
you
that
when
we
put
these
numbers
in
the
report,
they
will
be
on
a
purely
apples
to
apples
basis.
G
I
don't
expect
it
to
really
change
the
orders
of
magnitude,
however,
that
we're
we're
looking
at
and
essentially
what
you
see
on
a
chart
like
this
and
the
on
the
prior
chart.
Those
become
funding
targets
around
which
one
would
construct
a
funding
plan
to
achieve
that
level
of
funding,
and
that's
the
importance
of
charts
like
this.
G
The
last
the
next
couple
of
charts
do
the
same
thing,
but
compare
to
the
subject
matter:
experts
level
of
funding
that
they
believe
is
necessary
to
be
more
at
an
optimal
level.
Again,
you
have
the
status
quo
going
to
the
next
chart
that
should
bring
in
the
delta
or
the
total
amount
that
would
be
needed
each
year.
G
The
light
blue
area
again
would
be
the
the
difference
between
where
funding
would
be,
with
with
no
action
taken
and
where
it's
believed
it
needs
to
be
to
achieve
that
level
of
per
pupil
funding,
and
the
next
chart
would
also
be
would
show
the
incremental
amount
needed
each
year.
This
is
no
surprise,
since
the
apa
recommended
levels
of
funding
are
higher
than
the
national
average.
G
These
numbers
are
much
larger
than
what
you
saw
in
the
incremental
shortfall
to
reach
the
national
average.
Now,
something,
I
think,
is
very
important
about
using
the
apa
recommended
level
and
the
national
average
it's
easy
just
to
defer
to
the
national
average.
But
one
might
then
ask
the
question:
well,
is
that
truly
optimal?
G
But
again
national
average
becomes
a
simple
metric
to
to
focus
on,
and
then
you
can
go
to
the
aggregate
shortfall
bow.
That's
the
last
slide
I'll
go
over
today
and
you
can
see
where,
in
the
10th
year,
the
the
amount
of
additional
funding
that
was
required
for
reaching
the
national
average
was
at
2.3
billion.
It
now
rises
to
3.2
billion
so
effectively
having
those
two
together.
The
national
average
in
apa
gives
you
a
range
in
which
the
targets
would
be
constructed.
G
It's
difficult
to
identify
funding
sources
that
produce
this
level
of
revenue
that
doesn't
cause
some
impact
on
those
that
are
having
to
pay
those
taxes,
fees
or
charges.
It's
simply
an
impossibility
for
that
to
happen,
and
that's
one
of
the
reasons
why
our
focus
has
been
on
the
traditional
and
customary
methods
of
funding
education,
which,
by
the
way
in
nevada,
are
not
necessarily
unique
to
those
being
used
in
other
states.
You
know
those
are
the
staples
of
funding
education
in
other
states
as
well.
G
So,
mr
chairman,
by
the
time
september,
rolls
around
and
the
commission
turns
into
a
pumpkin
for
a
while,
we'll
be
working
between
now
and
that
time
on
finalizing
the
recommendations
that
the
commission
will
be
making
a
report
will
be
coming
to
you,
I
believe,
by
november
15th.
That
report
is
already
under
construction
and
in
that
report,
will
be
the
recommendations
for
methods
of
funding
that
the
legislature
can
consider
over
the
ensuing
10-year
period
to
reach
their
goals.
A
Great,
thank
you
very
much,
just
just
as
a
I
guess,
a
way
to
maybe
start
some
questions
see
if
there's
any
other
questions.
So
when
we're
looking
at
the
the
apa
level
versus
the
national
funding
and
you're
looking
at
like,
I
don't
know
what
it
doesn't
have
page
numbers
on
here.
G
A
Great
and
then
the
and
then
the
subsequent
one
where
it's
got
the
aggregate
that's
is
that
is
that
the
total
amount
that
would
have
to
be
that
2.3
billion
for
the
aggregate
shortfall
on
the
national
versus
the
apa,
which
is
at
3.2.
A
What
is
that
amount
rec?
What
does
that
represent.
G
Mr
chair
guy
hobbs
commission
on
school
funding
essentially
takes
the
incremental
amounts
and
adds
them
to
each
other.
Each.
G
G
Mr
chair
guy
hobbs
commission
on
school
funding,
that's
absolutely
correct.
The
more
it
gets
deferred,
the
more
challenging
it
becomes
now
in
fairness,
though,
we've
assumed
here
just
for
purposes
of
simplicity,
perhaps
that
it
would
be
funded
at
over
a
10-year
period
on
a
linear
basis,
in
other
words
equally
each
year.
So
you
take
that
sum
that
you
see
on
the
far
right
side
and
divided
it
by
10.
That
would
be
the
average
amount
needed
right
every
year.
G
O
I
I
don't
know
that
I
have
a
a
question,
but
I
just
it's
just
overwhelming
the
work
that
you've
done
in
the
amount
of
time
you've
had,
and
I
want
to
thank
the
former
commissioners
as
well
as
current
commissioners
for
all
their
hard
work,
and
I
just
think
that
this
illustrates
the
importance
of
continuing
this
work
and
making
sure
we
get
it
right
for
our
kids
and
for
the
future
of
nevada,
because
every
student
that
goes
through
the
process
of
being
educated
becomes
our
workforce
in
the
end.
A
A
We
talked
about
yeah,
we
need
more
money
for
education,
but
now
we're
actually
talking
about
what
that
is-
and
I
think
that
that's
important
because
trying
to
make
decisions,
especially
from
the
legislative
side,
trying
to
make
decisions-
it's
always
been,
you
know,
kind
of
based
on
well
how
much
money
do
we
have
so
that
we
can
increase,
but
this
at
least
this
gives
us
that
goal
that
if
we
want
to
be
at
a
certain
place,
we
know
what
that
cost
is
and
that's
something
we
really
haven't
had
in
the
past.
A
And
so
I
appreciate
all
this
work.
That's
gone
and
I
think
this
you
know
this
is
definitely
to
be
able
to
have
frank
discussions
about
education,
and
when
we
talk
about
how
do
we
make
education
better
and
and
what
are
the
real
needs?
I
think
this
is
what
we
were
looking
for.
You
know
when
we
we
put
in
this
new
funding
plan
to
be
able
to
have
this
discussion.
So
thank
you
very
much
for
all
that
work.
A
Okay,
thank
you
very
much
great
work
you're
doing,
and
we
will
definitely
be
talking
about
some
of
these
recommendations
at
our
next
meeting.
A
Q
Thank
you,
chair,
dennis
for
having
us
here
today:
renee
davis,
the
interim
vice
chancellor,
for
academic
and
student
affairs
and
community
colleges.
I'm
delighted
to
come
talk
on
this
topic.
Let
me
just
get
the
presentation
queued
up
there
we
go,
and
so
what
I
wanted
to
say
from
the
outset
is,
in
addition
to
being
a
priority
for
the
legislature
and
the
department
of
education.
Q
Dual
enrollment
is
also
a
priority
for
the
nevada
system
of
higher
education
and
it
goes
hand
in
hand
with
the
strategic
goals
of
the
board
of
regents
and
and
ranging
from
the
access
to
post-secondary
participation
for
all
nevadan
students
to
increasing
success,
closing
the
achieving
gap
and
then
going
into
building
the
workforce.
As
you
know,
so
it's
it
really
is
a
crucial
part
of
what
we
all
do
in
the
state,
and
so
I'm
delighted
to
to
give
you
some
information
on
a
tool
that
will
help
you
dig
deeper.
Q
So,
first
just
to
set
some
definitions:
what
does
it
mean
to
be
dual
enrolled,
so
that
would
be
a
high
school
student
taking
a
college
course
and
then,
of
course,
there's
recognition
in
state
law.
Q
That
this
course
also
applies
towards
their
high
school
graduation
requirements
and
then,
in
terms
of
some
terms,
are
normally
used
interchangeably
but
actually
have
a
slight
difference.
Concurrent
enrollment
would
be
when
the
course
is
taught
by
a
high
school
instructor.
It's
still
college
level.
Course
it's
done
in
cooperation
with
the
the
campus,
but
it
is
taught
by
the
high
school
instructor
and
then
dual
enrollment
is
taught
by
the
college
instructor
either
at
the
high
school
or
at
the
the
college.
Campus.
Q
The
dashboard
as
you
dig
in
we
didn't
choose
to
do
a
live
demo
because
that's
always
a
little
unpredictable.
So
we
did
give
you
the
link
here
at
the
bottom
of
the
slide.
So
you
can
go
and
explore
the
dashboard.
Your
yourself
encourage
you
to
do
so.
Basically,
you'll
see
when
you
go
to
that
dashboard.
We
have
three
parts:
dual
enrolled:
high
school
students,
information
about
the
high
school
graduating
class
and
then
capture
rates
in
terms
of
students
who
had
a
dual
enrollment
or
concurrent
enrollment
experience
and
those
who
didn't
so.
Q
I
think,
you'll
be
very
interested
to
see
what
those
numbers
look
like
and
then,
of
course
the
data
is
presented
in
various
ways
and
you
can
disaggregate
it
on
the
actual
tool
and
just
know
that
the
graduation
data
in
the
where
sorry
in
the
the
dashboard
is
as
of
a
point
in
time.
So
as
we
go
to
more
recent
years,
there
won't
have
been
the
full
period
for
the
expectation
for
a
student
who've
graduated
from
college.
Q
If
you
go
to
the
dashboard,
you
see,
we've
started
with
one
part:
one
has
some
2021
data,
but
for
the
rest
of
the
the
tabs,
we're
still
working
on
that
and
what
should
be
up
by
the
november-ish
and
then
it
all
depends
upon
the
timing
of
data
in
this.
The
slds.
Q
And
then
I
just
wanted
to
make
a
note
to
some
data
limitations
in
this
data.
We're
not
able
to
differentiate
differentiate
between
students
who
are
in
a
formal
dual
enrollment
program
versus
maybe
a
student
who
took
courses
in
college
independently,
why
they
are
still
enrolled
in
high
school,
and
we
also
can't
differentiate
between
that
that
distinction
between
dual
and
concurrent
enrollment.
Q
So
they
are
all
together
in
one
basically
one
one
category
and
then,
as
I
mentioned,
there's
a
lag
in
the
data
and
that
all
has
to
do
with
the
timing
of
data
coming
into
the
the
slds
or
in
power.
And
when
we
can
pull
that,
so
we
will
of
course
be
keeping
this
up
to
date
on
a
regular
basis.
As
that
new
data
becomes
available.
Q
235
percent
since
1415,
and
so
a
big
reason
that
that
increase
has
happened
is
due
to
the
legislature's
action
with
senate
bill
19
in
2017
session,
which
basically
requires
that
each
school
district
and
charter
school
enters
into
an
agreement
with
an
nc
institution
to
offer
the
dual
credit
courses.
So
that
has
had
a
tremendous
impact
and
here's
just
a
different
way
to
look
at
that
data
from
the
the
couple
slides
ago.
You
can
definitely
see
that
dramatic
increase
in
the
number
of
students.
Q
I
don't
think
that's
too
surprising,
because
the
opportunity
is
being
branched
out
to
many
more
students,
so
that
seems
like
a
natural
progression
in
and
I
wouldn't
be
surprised
if
it
started
to
climb
back
up
at
some
point.
Q
So
in
terms
of
disaggregating
the
data
we
we
do
so
by
ansi
institution
of
enrollment,
race
and
ethnicity,
and
the
types
of
courses
enrolled
and
so
at
the
top
of
the
list.
If
you
just
look
at
year,
2018-20
you'll
see
things
that
you
would
expect
to
see
so
those
general
education
requirements.
Q
Students
need
to
do
normally
or
traditionally,
I
would
say,
in
their
freshman
year,
composition,
one
and
two
pre-calculus,
which
is
what
we
refer
to
as
a
gateway
math
course:
history,
political
science,
those
types
of
things
that
students
all
take,
regardless
of
their
program
of
study,
which
is
obviously
a
really
smart
approach
for
students
who
may
not
know
what
they
want
to
do.
Yet
when
they
go
to
college,
they
can
still
take
these
courses
that
they're
going
to
need
regardless
and
then
at
the
bottom
of
the
list.
Q
You
see,
there's
enrollment
here
and
there
and
more
more
specialized
courses.
So
there
is
a
pretty
large
list
over
800
and
1920
courses
that
students
took
so
we'll
move
on
to
part
two,
and
this
is
where
we're
looking
at
data
specific
to
the
to
the
high
school
graduating
class
and
in
in
this
section
we
just
aggregate
by
district
high
school
and
then,
of
course,
there's
the
statewide
figures,
and
this
is
looking
at
students
who
had
a
dual
enrollment
during
their
9th
through
12th
grades.
At
some
point,.
Q
When
you
start
to
delve
into
this
data,
you
can
look
at
the
percentages
of
high
schools
with
students
that
had
a
dual
enrollment
experience
again
specific
to
a
year.
You
can
see
that
for
clark.
In
this
example,
it
was
a
hundred
percent
of
schools
and
then
statewide
at
96
percent,
so
we're
getting
close
to
100,
and
I
know
that,
of
course
again.
Q
This
latest
data
we
have
is
1920.,
so
it
has
been
on
a
trajectory
and
I'm
sure
that
we're
going
to
make
it
to
100
due
to
all
the
hard
work,
that's
happening
out
there
across
the
state.
Q
Q
And
then,
finally,
we'll
look
at
part
three
which
has
to
do
with
the
capture
rate,
and
so
when
you're
talking
about
capture
rate
you're,
talking
about
the
number
and
percent
of
students
who
graduated
from
a
nevada,
high
school
and
enrolled
at
an
ancient
institution-
and
we
do
have
that
time
period
of
within
one
year
of
high
school
graduation.
So
they
might
not
have
started
right
away
in
fall.
Q
But
if
they
started
by
spring
that
one
that
would
count
in
these
this
data
set
and
so
we're
just
comparing
those
who
had
a
dual
enrollment
experience
with
those
who
who
did
not.
Q
And
so
you
can
see
the
dual
enrollment
experience
and
that's
the
green
bar
on
the
slide
and
then
the
not
no
dual
enrollment
experience
is
the
gray
and
that's
the
capture
rate.
So
you
can
see
that
in
general
students
who
have
a
dual
enrollment
experience,
they
have
they're
much
more
likely
to
make
it
to
college.
So
so
that
goes
back
to
what
I
said
at
the
beginning.
Q
Q
And
then
this
is
a
look
at
the
the
earliest
time
in
the
the
the
data
set
and
then
later
in
the
data
set,
the
distribution
by
race
and
ethnicity,
of
the
capture
rate.
So
these
are
students
with
a
prior
dual
enrollment
experience,
and
you
can
see
that
the
profile
has
shifted
and
more
students
who
are
non-white
have
actually
been
able
to
take
advantage
of
the
dual
enrollment
experience.
So
that's
good
news
and
of
course,
more
work
to
do
there.
Q
That
work
will
continue
and
I
believe
that
we
all
know
that
there
was
commentary
during
public
comment
about
making
dual
enrollment
more
accessible
to
all
students
in
nevada.
So
just
so
you
know
that
data
is
also
there
in
the
website,
so
we
can
track
it
that
way
as
well
and
then
the
last
part
is
awards
conferred
and
so
again
by
year.
Q
So
it's
much
like
some
of
the
other
factors
that
we've
seen
in
the
last
years,
that
can
influence
students
and
they
can
see
themselves
as
college
students.
So
can't
really
say
enough
how
important
dual
enrollment
is
in
the
current
climate
in
getting
students
into
college,
but
also
getting
them
to
complete
and
then,
as
you
move
down
the
years,
you
can
see
that
those
years
1415-1819
those
you
won't
see
the
full
strength
of
that
number
yet
because
there
hasn't
been
the
typical
six
years
after
high
school.
A
Okay,
thank
you.
I
think
we're
going
to
start
with
the
assemblyman
bilbaox
rod.
D
Thank
you,
chair
dennis,
and
thank
you
for
the
presentation.
D
I
was
just
wondering
you,
you
kind
of
said
in
the
beginning
that
you
were
not
able
to
tell
the
difference
or
or
pull
out
the
the
data
if
it
was
dual
enrollment
that
it
was
taught
by
a
university
professor
or
a
college-level
course
that
was
taught
at
the
high
school
level
and
I
think
that's
an
important
distinction.
So
could
you
could
we
drill
down
on
that
a
little
bit?
D
I
think
that
the
majority
of
my
colleagues,
I
believe,
were
interested
in
doing
the
dual
enrollment,
because
it's
really
giving
students
the
ability
to
take
those
college
level
courses
with
people
typically
who
have
masters
or
perhaps
even
doctorate
degrees.
So
I
just
wanted
to
see
if
we
could
drill
down
on
that
a
little
bit
more,
and
maybe
I
misunderstood
what
you
said,
but
if
you
could
clarify
that.
Q
For
the
record,
renee
davis
interim
vice
chancellor
for
academic
and
student
affairs
and
community
colleges,
unfortunately,
that's
really
difficult
data
to
to
get
so
in
our
data
warehouse
we
don't
have
attributes
of
who
taught
the
class.
Q
There
may
be
some
opportunity
to
to
do
some
parsing
out
at
the
institution
level,
because
they,
of
course,
have
that
data.
We
don't
have
the
data
on
who
taught
what
class
accessible
to
us,
but
I
certainly
understand
the
need
for
some
some
more
information
to
figure
out
what
is
the
best
model
for
dual
enrollment,
and
you
know
there
are
some
competing
philosophies
out
there
about
it's,
not
necessarily
the
phd
instructor.
Who
is
going
to
be
have
the
best
connection
with
the
high
school
student.
So
I
mean
we
really.
There
are
lots
of
questions
out
there.
Q
So
it's
a
very
good
question.
We
unfortunately
don't
have
that
data
in
our
warehouse.
But
as
we
move
forward
and
and
discuss
this
we'll,
we
will
certainly
be
talking
with
our
campuses
and
figure
out.
Are
they
tracking
that
and
how
are
they
they
able
to
provide
that
information
so
I'll
see
what
we
can
do
in
future?
But
right
now
I
don't
have
access
to
anything.
We
could
actually
pull.
A
B
Thank
you,
chair
dennis.
I
agree
with
my
colleague
that
all
dual
enrollment
courses
are
not
made
equally
and
even
when
you're
in
the
high
schools
and
you
actually
talk
and
see
the
differences.
There
is
some
discrepancies
in
expectations
and
academic
expectations.
B
So
if
there,
if
it'd
be
possible
to
you,
know,
pull
out
the
data
and
see
the
ones
that
are
actually
taught
in
a
college
setting
and
those
that
are
taught
in
a
high
school,
even
high
school
principals
realize
that
there
is
a
discrepancy
between
that
and
like
an
ap
class
or
ib
class,
and
that
ib
and
ap
tend
to
be
higher
rigor
than
just
a
regular
dual
enrollment
course.
Q
Jared
dennis,
if
I
may,
renee
davis
interim
vice
chancellor
for
academic
and
student
affairs
and
community
colleges
and
boy,
I've
got
to
shorten
that
thing,
because
that
is
a
mouthful
to
say
every
time
again
I
appreciate
the
desire
to
have
more
finite
data,
so
we
can
figure
out
the
models
that
work.
One
thing
I
did
want
to
say
is
that,
right
now,
as
I
understand
it,
the
largest
majority
of
courses
for
concurrent
and
dual
enrollment
are
happening
on
the
college
camp
or
college
or
sorry
not
happening
on
the
college.
Q
Campus
they're
happening
at
the
high
schools.
So
that
is
the
predominant
model
right
now
and
we
certainly
can
again
we'll
we'll
continue
to
try
to
refine
this
data.
But
it
is
the
more
common
that
a
student
would
have
had
the
experience
at
the
high
school
versus
on
the
college
campus.
A
Okay,
the
senator
don
deralu.
O
Thank
you
very
much.
I
my
question
is,
I
think,
there's
some
confusion
with
parents
and
students
alike
about
what
where
and
what
actually
constitutes
dual
enrollment
I
have
had
parents
say
you
can
only
go
to
certain
schools
to
get
dual
enrollment,
whether
they're
private
public
charter.
It
doesn't
matter,
and
then
I've
heard.
Oh
no,
you
can
do
it
anywhere.
So
I've
heard
everything
in
between.
O
Q
Q
All
of
the-
and
I
can
speak,
you
know
specifically
to
the
enti
institutions,
so
all
of
the
ng
institutions
do
offer
mostly
concurrent
and
dual
enrollment
as
well.
Q
There
might
just
be
one
anti
institution
who
is
engaged
in
dual
enrollment
with
the
high
schools
in
that
district,
but
in
other
districts
there
are
multiple
and
then
the
courses
that
are
offered
for
dual
enrollment.
It's
not
necessarily
the
whole,
for
I
should
say
for
concurrent
enrollment,
it's
not
going
to
be
the
whole
catalog
or
schedule
of
courses
that
the
institution
offers
it's
going
to
be
specific
courses
and
in
many
cases
those
courses
are
those
general
education
courses.
Q
I
mentioned
earlier
in
math
english
history,
those
types
of
things,
but
then
there
are
also
some
specialized
programs
depending
upon
the
campus
that
are
more
specific
and
more
specifically
targeted
at
preparing
students
for
a
particular
job
in
the
workforce,
so
whether
you're
talking
something
that
is
a
technical
type
program
or
whether
you're
talking
about
teachers
future
teachers.
There
are
some
programs
that
are
fairly
small
at
this
point,
but
are
actually
targeting
students,
but
basically
to
go
back
to
the
original
question.
Q
The
courses
that
are
available
to
students
at
their
high
school
for
concurrent
enrollment
will
depend
upon
what
agreements
are
in
place
with
the
school
district
and
the
ancient
institution
now
in
terms
of
dual
enrollment.
Of
course,
that
is
different,
because
if
the
student's
enrolling
directly
at
the
college,
then
that
then
they
would
have
access
to
more
of
the
courses.
So
that's,
hopefully
that
answers
your
question.
Q
Renee
davis
interim
vice
chancellor
for
academic
and
student
affairs
and
community
colleges,
I'm
sorry.
I
did
miss
that
that
aspect
of
the
question
which
was
about
students,
I
think
who
are
graduating
high
school
with
an
associate
degree,
are
at
the
same
time
that
is
going
to
be
more
likely
to
happen
at
one
of
the
community
colleges
and,
in
particular,
with
things
like
tmcc
high
school
csn,
high
school
they're.
Q
I'm
not
aware
off
the
top
of
my
head
of
any
regular
concurrent
programs
where
you
get
that
much
coursework,
because
it's
60
credits
done
by
the
time,
I'm
a
student,
but
lots
of
them
could
get
30..
You
know
if
they
start
early
enough,
they
can
get
30
in
which
is
the
first
year.
So
it
really
does
vary
quite
a
bit
by
student,
but
you're
right,
not
the
opportunity
to
get
that
whole
associate
degree
completed.
Q
That
is
not
necessarily
as
widely
available
as
other
models
of
concurrent
or
dual
enrollment
we're
kind
of
moving.
You
know
a
little
bit
out
of
time
in
that
direction
to
open
those
opportunities
for
more
students.
O
Okay
yeah.
Thank
you.
I
think
that's
the
confusion,
because
when
people
hear
dual
enrollment,
parents
think
they
can
just
stay
at
their
high
school
and
they
can
just
do
this
process,
but
it's
not,
as
I
guess,
siloed,
as
I
said,
into
every
school,
and
so
that's
where
the
confusion
is,
and
I
don't
know
if
that's
because
the
programs,
we
just
say
dual
enrollment
and
we
don't
have
different
names,
sort
of.
If
for
the
different
programs,
I
think
it's.
I
think
it's
just
a
tad
confusing.
O
A
A
L
Why?
Why
do
we
have
data
or
or
have
we
done
surveys
to
find
out?
Why
some
children
or
families,
we
should
say,
opt
not
to
do
dual
enrollment
and-
and
let
me
make
sure
I
understand,
even
though
I
have
some
familiarity-
have
a
relative
who
did
tmcc
high
school,
which
was
a
fabulous
experience,
big
big
supporter
of
that,
but
that
dual
enrollment
is
when
they
go
to
the
college
and
take
the
courses
right
and,
as
you
said
in
concurrent,
is
they
have
somebody
from
the
college
come
to
the
high
school?
L
Q
Okay,
so
renee
davis,
a
interim
vice
chancellor
for
academic
and
student
affairs
and
community
colleges
in
terms
of
the
concurrent
versus
dual
the
the
location,
is
part
of
the
factor,
but
it's
also
who's
teaching
the
course
so,
for
at
least
in
in
nevada
concurrent
is
considered
the
high
school
there's
a
high
school
instructor.
That
is
definitely
working
with
the
college
and
usually
there's
a
faculty
member
on
the
college
side.
Who's
working
with
that
high
school
instructor,
a
teacher
to
to
give
that
course
and
then
the
dual
enrollment
could
be
on
the
high
school
location.
Q
But
it's
a
college
college
instructor
or
professor
in
terms
of
the
access
to
the
different
modalities
of
that
and
the
number
of
credits
that
they
have
access
to
and
the
reasons
they
students
and
families
may
or
not,
may
or
may
not
opt
in
to
to
that
model.
I
think
it
really
varies
a
lot
across
the
state
we
at
nc
don't
have
data
on
on
these
students.
Q
I'm
not
sure
if
the
department
of
education
or
any
of
the
school
districts
collect
that
data,
or
I
would
imagine
that
the
superintendents,
for
example,
probably
have
a
general
feeling
for
you
know,
what's
going
on
in
their
districts
and
why
you
know
why
certain
students
are
opting
in
and-
and
you
know,
certainly
there
could
be
conversations
going
on
between
them.
L
Thank
you
and
I
thank
you
for
clarifying.
I
had
confused
concurrent
and
dual
enrollment
locations
and
chair
if
I
could
follow
up
with
a
couple
more
I'll
make
it
quick.
L
L
Q
That
was,
those
monies
were
used
to
cover
courses,
but
my
understanding
is
that
is
gone,
and
so
there
is
potentially
a
cost
and
that
might
vary
by
school
district.
So
in
some
cases
there
are
monies
from
the
district
that
are
covering
it.
In
some
cases,
our
college
campuses
have
have
found
philanthropy
to
cover
costs
that
students
or
their
families
would
otherwise
incur,
but
there
definitely
is
a
cost
it
just
up.
Until
recently,
there
was
some
state
funding,
but
I
believe
that
is
is
not
is
no
longer.
L
And
then,
just
if
I
could
chair
to
remind
miss
davis,
the
other
question
and
it's
my
fault,
I
keep
interrupting
the
capture
rate
that
you
had
the
slide
on.
Does
that
count
the
aaa
they
haven't
got
their
bachelor's,
but
they
got
their
associates.
I'm
just
curious
how
you
how
you
count
that.
Q
Renee
davis
interim
vice
chancellor
for
academic
and
student
affairs
and
community
colleges.
Yes,
that
wouldn't
that
would
include
the
aaa
and
you
can
actually,
if
you
go
to
the
to
the
tool
itself,
you
can
see
you
can
filter
by
degree
types
if
you
select
the
year,
so
you
can
see
the
various
levels
of
degrees
and
I
believe
I
I
can't
filter
right
now.
But
if
I
remember
correctly,
it
goes
from
certificates
all
the
way
up.
Q
A
I
think
that's
it
on
that
item.
Thank
you
very
much.
It's
it's
definitely
an
an
interesting
subject.
A
A
I
don't
know
where
it
is
now,
but
the
percentage
of
high
schools
in
nevada
that
have
dual
enrollment
programs
and
I
think
it
listed
clark
and
then
the
the
state
as
a
whole,
and
it
had
clark
at
100
and
the
state
as
a
whole
at
like
90.
Something
can
you
just
talk
a
little
bit
about
that
statistic?
Q
The
the
percentages
there
it
are
taken
from
the
the
percentage
of
high
schools
within
a
district
who
are
participating
in
a
concurrent
or
dual
enrollment,
formal
agreement,
and
that
was,
as
of
the
latest
that
2019-20,
I
believe
the
percentages
have
moved
up
since
then.
But
at
that
point
it
wasn't.
Quite
all
high
schools
in
nevada
were
not
quite
on
board
yet.
G
A
So
so
in
that
particular
snapshot
at
whatever
you
said
it
was
2020,
I
think,
is
what
you
said.
So
clark
was
at
100
percent,
so
all
of
their
high
schools
have
an
agree.
Have
some
type
of
a
dual
enrollment
agreement?
Is
that
how
that
what
that
means?
Q
A
And
then
the
the
second
number
on
there
I'm
trying
to
see
what
the
difference.
A
Just
had
clark
and
washoe,
so
washer
was
at
95,
so
they
had
20
schools,
and
so
the
the
estate
as
a
whole
was
that
96.3
right.
A
Okay,
all
right,
thank
you.
I
think
senator
donder
loop
has
a
follow-up
question
probably
to
twitter.
O
Q
Renee
davis
interim
vice
chancellor
for
academic
and
student
affairs.
It's
the
latter.
It
means
that
you,
the
student
at
the
high
school,
where
there's
an
agreement
in
place,
can
at
least
take
a
course
or
courses.
It's
unlikely
that
I
mean
the
the
in
the
opportunities
to
get
the
full
associate
as
part
of
a
formal
dual
enrollment
program.
Q
Those
are
not
that's,
not
really
happening,
so
we're
not
quite
there.
Yet.
You
saw
me
one
of
the
slides
in
the
presentation
showed
that
the
average
of
number
of
courses
taken
by
a
student
who
has
a
dual
enrollment
experience
is
pretty
much
between
three
and
four
courses,
and
so
that's
not
enough
to
get
the
associate
degree.
So
again,
these
getting
the
whole
associate
degree
by
the
time
you
graduate
from
high
school.
It's
definitely
possible
examples
outside
of
I
did
mention
earlier
tmcc
high
school
csn
high
school.
Q
Those
have
been
around
for
a
long
time
and
that
has
been
happening
there.
Other
programs,
where
there's
some
history
and
they've
been
around
is
the
the
jumpstart
program
at
western
nevada
college.
That
program
does
have
graduates
with
associate
degrees
by
the
time
they're
ready
to
graduate
from
high
school.
Q
Really
what
those
agreements
mean
is
that
there's
a
formal
agreement
in
place
for
a
student
to
be
able
to
take
high
school
courses,
and
it
could
be
certain
a
specific
list
of
high
school
courses
and
that
definitely
changes
from
year
to
year
that
also
count
towards
high
school
that
count
both
they
count
for
credit
in
college
and
they
account
for
credit
towards
high
school
graduation
requirements.
That's
really
what
that
agreement
means.
Is
that
there's
some
opportunity
to
do
that?
Q
It
doesn't
really
it's
not
related
to
the
you
know
the
number
of
courses
that
each
agreement
has
not
that
figure
anyway,.
O
Right
so
so
we're
back
to
semantics,
because
on
that
particular
slide,
part
two
high
school
graduating
classes,
where
it
lists
those
hundred
percent.
The
key
word
up
there
to
me
is
prevalence
of
dual
enrollment
prevalence.
So
I
it
it
still
feels
like
I
guess
when
I
have
people
call
me
and
say.
Why
can't
I
do
this.
It
feels
like,
like
I
said,
like
maybe
semantics,
because
people
are
thinking
dual
enrollment.
Is
I'm
gonna
get
this
dual?
Q
Interim
vice
chancellor,
go
ahead
interim
vice
chancellor
for
academic
and
student
affairs,
renee
davis-
yes,
it
is
not.
It
certainly
is
not
at
the
majority
of
dual
enrollment
experiences
that
students
could
get
an
associate
degree
by
the
time
they
graduate
from
high
school.
That
is
true,
and
it
is
the
opportunities
are
not
just
at
tmcc
and
csn
high
school.
Q
Those
have
been
the
longest
in
existence,
but
the
jumpstart
program
at
western
is
another
one
I
know
of
for
sure
there
may
be
others,
but
really
in
terms
of
providing
the
dual
enrollment
experience
to
the
highest
number
of
students.
I
don't
know
how
feasible
it
is
to
have
that
full
two
years
done
in
high
school.
I
I
know
that
you
know
the
campuses
are
working
in
conjunction
with
the
districts
and
with
the
high
schools
to
make
more
and
more
opportunities
available.
But
I
mean
it's
we're.
Q
You
know
it's
a
lot
of
students
and,
as
we
branch
out
to
make
to
more
students,
you
know
we
have
to
branch
in
a
way
that
is
sustainable.
So
I
well,
I
think
it's
a
wonderful
opportunity
tonight
can't
deny
that
it's
optimum
for
many
students
to
graduate
high
school
with
an
associate
degree.
It's
also
a
lot
of
work,
and
so
that
may
not
be
the
appropriate
experience
for
all
students
I
mean:
can
you
do
the
two-year
associate
degree
in
high
school
and
be
in
in
high
school
sports?
Q
I
I
don't
know
the
answer
to
that
question,
but
there
are
limited
time
hours
in
the
day,
and
so
I
don't
think
while
it's
a
excellent
opportunity
and
it's
great,
if
that
can
get
done,
you
know
you're
18
years
old
and
you
already
have
your
first
two
years
of
college.
I
mean
that's
a
fantastic
opportunity,
but
it
may
not
be
the
right
fit
for
all
students.
Q
I
can't
tell
you
for
sure
if
there
are
other
programs
besides
the
the
two
high
schools
in
wnc,
I
know
for
sure
whether
there
are
other
places
where
it's
common
to
see
this
students
graduate
with
the
associate
at
the
time
they
complete
high
school.
But
I
would
imagine
that
those
conversations
are
always
happening
to
figure
out.
How
can
we
expand
these
opportunities
for
more
students.
A
Okay,
thank
you.
We
have
a
question
from
senator
buck.
Q
A
A
All
right,
I'm
not
hearing
any
I'm
going
to
go
ahead
and
then
and
close
out.
This
item
item
number
seven
and
we've
been
going
at
it
for
quite
a
while.
So
I
am
going
to
take
a
opportunity
to
take
a
break
here.
So
let's
we're
going
to
take
a
lunch
break
and
we
will
be
back
at
12
30..
A
All
right,
we
are
back
and
we're
back
in
order.
We
will
continue
with
the
next
item
on
our
agenda,
which
is
item,
number
eight
presentation
concerning
workforce
incentive,
grant
pilot
program
related
to
ab450,
and
I
believe
renee,
who
gave
our
last
presentation
is
going
to
do
this
presentation.
Q
Thank
you
once
again:
senator
dennis
renee
davis
interim
vice
chancellor
for
academic
and
student
affairs
and
community
colleges.
I
have
with
me
today
our
subject
matter
expert,
jose
quiroga,
who
has
worked
very
closely
on
this
grant
proposal
and
is
kind
of
the
genius
behind
many
of
the
of
the
things.
So
we
wanted
him
to
bring
him
to
present
on
this
proposal.
Q
Q
The
ab450
committee
did
write
a
letter
of
recommendation
for
our
proposal
that
will
be
taken
to
the
ifc
here
in
august
for
approval
for
funding
I'm
using
arp
funds.
So
I
just
wanted
to
provide
that
little
tiny
background
and
we'll
go
ahead
and
hand
it
over
to
jose
quiroga.
M
M
This
program
first
awarded
funds
in
the
2000-2001
school
year.
It
targets
high,
achieving
recent
high
school
graduates.
It
is
merit-based,
so
it
does
require
students
to
have
a
certain
gpa
that
is
currently
a
3.25
gpa
from
high
school
and
to
have
fulfilled
certain
requirements
of
the
courses
they
took
in
high
school.
M
The
eligibility
window
is
only
for
six
years
after
high
school
graduation,
with
the
limited
exceptions,
and
importantly,
it
has
a
minimum
level
of
enrollment
required
of
students
of
nine
credits
per
semester
that
at
the
community
college.
That
is
what
we
would
consider
a
three-quarter
time
enrolled
student
there.
There
are
more
facts
about
the
program
in
each
slide.
In
the
interest
of
time.
I
will
move
on
to
the
next
ones,
but
I'm
happy
to
answer
questions
on
the
silver
state
opportunity
grant.
M
M
There
is
no
eligibility
window
as
in.
There
is
no
timeline
after
graduation
from
high
school
that
a
student
needs
to
have
to
be
eligible
for
the
ssog,
but
the
student
does
have
to
be
enrolled
in
at
least
12
credits
that
is
full-time
enrollment
at
a
at
a
community
college
or
at
a
college.
M
Finally,
the
the
third
most
recent
program
is
the
nevada
promise
scholarship.
It
is
a
little
different
from
the
other
two
programs
in
that
it
is
neither
considered
to
be
merit
nor
need
based.
It
is
a
little
bit
different
than
both.
It
is
considered
a
last
dollar
program
where
high
school
graduates,
who
don't
have
other
federal
aid
like
pell,
grant
or
other
types
or
certain
types
of
state
aid,
will
have
their
registration
fees
and
other
mandatory
fees
covered
by
the
nevada
promise
scholarship
so
that
it
is
in
effect
free
of
registration
charges
and
mandatory
charges.
M
As
we
looked
at
the
state
funded
financial
aid
programs
and
where
students
who
receive
those
funds
go
to,
we
can
split
it
out
into
four-year
institutions
and
two-year
institutions.
This
highlights
one
of
the
the
current
unmet
needs
in
the
state
and
that
is
more
funding,
scholarship,
fun
or
state-funded
financial
aid
program
at
two-year
institutions.
As
you
can
see
in
this
slide,
most
of
the
funding,
nearly
80
percent
of
it
is
going
to
students
at
four-year
institutions,
and
that
is
driven
driven
from
the
governor
when
millennium
scholarship.
M
M
M
M
It
would
also
give
aid
to
returning
adult
students
which
are
underserved
by
the
other
programs
and
for
part-time
students.
It
would
have
a
I
will:
go
over
the
eligibility
criteria
a
little
more
later
on,
but
it
does
serve
students
at
six
credits
or
above
which
are
not
being
served
by
the
other
state,
funded
programs
and
then
statewide.
There
is
a
financial
or
a
need
for
a
financial
aid
program
that
targets
students
to
enroll
into
critical
workforce
programs,
including
nursing
teaching
and
other
endometric
patients.
M
So
to
the
the
wig
program
itself
to
be
eligible,
a
student
must
be
enrolled
in
a
program
of
study
leading
to
a
degree
or
certificate
in
an
eligible
in-demand
occupation
and
an
anti-community
college.
I'll
talk
a
little
bit
more
about
what
that
means
later
on.
A
student
must
also
be
enrolled
in
six
credit
hours
per
semester
that
apply
to
the
student's
chosen
program
of
study.
They
must
be
classified
as
an
in-state
resident
for
tuition
purposes.
They
must
meet
satisfactory
academic
progress
requirements.
M
The
student
must
not
have
previously
earned
a
bachelor's
degree,
and
they
must
be
pal
eligible.
That
last
point
is
important
as
it
is
our
measure
of
high
financial
need
students
who
are
eligible
for
the
pell
grant
by
filling
out
the
free
application
for
federal
student
aid
and
having
a
demonstrated
high
financial
need
would
be
eligible
and
who
are
eligible
would
be
eligible
for
the
whig
program
granted
that
they
meet
all
other
requirements.
M
M
Now,
as
we
look
at
targeted
occupations,
this
slide
talks
about
how
we
came
up
with
them.
The
actual
the
list
of
programs
per
institution
is
listed
in
the
materials.
For
this
item
broken
out
by
institution.
There
are
10
occupations
listed
at
each
community
college
and
the
way
that
these
were
developed
was
to
map.
We
mapped
the
governor's
office
of
economic
development,
regional
analyses
of
the
occupations
that
are
in
most
demand
across
the
state,
and
we
map
them
to
the
degrees
and
certificates
offered
at
ancient
community
colleges.
M
M
M
And
another
important
part
to
know
is
that
many
of
these
degrees
listed
are
stackable
among
each
other,
so
that
a
student
for
example
at
csn
may
take
a
certificate
or
may
enroll
into
a
certificate
program
in
licensed
practical
nursing,
go
on
to
an
associate
degree
in
nursing
and
then
go
on
to
a
bachelor's
degree
in
nursing.
All
of
those
degrees
would
be
eligible
for
the
wig
pilot
and
they
would
stack
into
each
other
and
would
lead
to
an
occupation
in
registered
nursing
in
the
state.
M
There
is
another
important
point
to
note,
though,
especially
with
nursing
and
those
types
of
programs
is
that
some
of
these
are
capacity
limited
already.
For
example,
nursing
has
very
in
resource
intensive
practices
in
order
to
teach
it
of
lab
laboratories
and
those
kinds
of
things,
and
she
will
be
submitting
a
request
to
fund
a
workforce
and
economic
development
investment
fund
to
build
capacity
in
these
types
of
programs,
which
will
be
subject
to
the
obviously
to
the
governor's
office
and
the
legislative
approval.
M
The
pilot
award
amounts
will
based
on
enrollment,
will
be
based
on
enrollment
level,
so
that
a
student
at
six
to
eight
point,
five
credits,
part-time
student
would
receive
a
thousand
dollars
per
semester,
two
thousand
dollars
for
the
year,
that's
fall
and
spring
together,
a
three-quarter
time.
Student
would
be
in
one
thousand,
five
would
receive
one
thousand
five
hundred
dollars
per
semester
and
a
full-time
student
would
receive
two
thousand
dollars
per
semester:
four
thousand
dollars
for
fall
spring.
M
These
amounts
were
developed
to
to
cover
registration
fees
and,
in
most
cases,
all
other
mandatory
fees
in
those
programs,
as
well
as
in,
depending
on
the
program
leaving
a
little
bit
left
over
for
other
costs
of
a
student's
education
books
and
supplies
living
costs.
However,
it's
important
to
note
that
the
wig
program
is
intended
to
be
part
of
the
student's
full
financial
aid
package.
M
However,
we
will
also
publish
a
additional
preliminary
report
at
the
end
of
the
first
semester
of
funding
and
a
more
full
final
report
at
the
end
of
the
pilot
with
key
metrics
of
the
wic
program,
including
how
the
funds
were
used,
which
students
received
it
always
disaggregated
by
race,
ethnicity,
income
level,
so
that
we
can
study
how
the
program
was
carried
out
and
the
number
and
persistence
rates
and
other
student
success.
Metrics.
M
Finally,
for
for
a
timeline
of
the
program,
as
I
said
before
in
march,
was
the
initial
impetus
for
for
developing
the
program,
the
governor's
commitment
of
arp
funds.
M
In
june,
the
ab450
committee
endorsed
the
wig
program,
the
wig
pilot
program
and
issued
a
letter
of
support
in
august
it
will
be
going
to
ifc
the
funding
request
for
the
program
and,
if
approved,
the
pilot
will
take
place
in
a
quick
turnaround
starting
in
spring
of
2023,
going
to
the
full
next
academic
year
fall
23
spring
24,
and
if
funds
are
available
fall,
2024
would
be
the
final
semester
of
the
pilot
program.
At
that
point,
we
would
issue
after
that
has
done
our
final
report
to
the
legislature.
A
Yep,
simon
and
thomas.
B
Thank
you
cheer
dennis
and
thank
you
for
the
presentation.
I
just
had
one
question.
I
was
looking
at
your
spreadsheet
for
csn
and
I
didn't
get
a
chance
to
go
through.
You
know
northern
nevada
and-
and
you
know
the
central
and
all
of
that,
but
my
question
is
just
with
the
nursing
program.
B
It's
almost
like
one
area
was
missed.
I
saw
what
was
it
nursing
assistant
then
what
was
it
something
else
with
well
an
rn
and
then
the
pa?
It's
almost
like.
We
skipped
a
beat
here.
What
about
licensed
practical
nurses.
B
Because
that
right,
there
would
give
them
and
give
give
students
an
opportunity
to
be
in
their
field
that
they
would
like
to
practice
in
and
will
be
one
one
step
closer
to
gaining.
M
If
I
may,
mr
charlie
jose
kiroga
research
analyst
to
respond,
and-
and
that
is
I
I
believe
the
committee
member
is
referring
to
the
attachment-
a
of
the
ng
workforce-
incentive
grant
proposal
that
does
list
the
degrees
eligible
for
funding
for
the
wic
proposal.
Wig
pilot
in
csn's
nursing
degrees
list.
M
It
does
begin
with
practical
nursing,
which
would
be
that
what
it
doesn't
have
is
cna
part
of
that,
and
you
know
we
we
acknowledge.
Cnas
are
highly
needed
throughout
the
state,
but
in
we
were
basing
these
programs
in
the
governor's
office
of
economic
development,
and
they
did
not
have
as
highly
rated
the
cna
programs
as
well
as
part
of
what
they
put
in
those
lists
of
of
regional
analysis
of
in-demand
careers
is
partially
having
a
kind
of
well-paid
area
of
occupation.
M
Unfortunately,
cnas
didn't
quite
fit
into
their
analyses,
as
well
as
not
stacking
into
the
next
program
of
nursing,
but
but
the
lpns
were
were
included
in
the
programs
that
csn
has.
Although
those
programs
are
not
at
every
community
college,
which
is
why
schools
that
didn't
have
an
lpn
program
were
not
included.
M
Jose
quito
research
analyst
for
the
record.
I
I
completely
agree
there
are
two
separate
areas
completely.
I
if
I
may
take
your
attention
to
the
again
attachment
a
we
do
list
the
lpn
programs
that
are
a
part
of
of
the
practical
nursing
programs
that
are
part
of
csn's
offerings,
including
one
e,
practical
nursing
for
military
medic,
coursement
to
lpn
and
the
practical
nursing
certificate
of
achievement.
M
So
those
are
those
are
the
programs
we
were
able
to
identify,
leading
toward
a
practical
nursing
credential
in
the
state
that
are
being
included
in
the
wake
proposal
now.
Another
part
that,
if
I
may
add,
would
be
that
we're
in
discussions
with
and
these
lists
were
developed
in
discussions
with
the
presidents
at
each
community
college,
and
so
if
there
were
a
new,
let's
say
a
new
lpn
program
came
online
the
following
year.
That
would
lead
to
a
lpn
credential
at
csn
or
any
other
college
that
could
then
be
added
to
this
list.
A
Other
questions
just
for
clarification.
I
think
you
you
went
over
this,
but
I
think
it's
important
because
you
mentioned
all
the
different
scholarships
and
grants
that
we
have
available.
But
you
know
whether
it's
millennium
or
promise
or
ssog
the
the
wig
is
actually
available
to
folks
that
aren't
just
out
of
high
school
right.
It
could
be
anybody.
M
Jose
quidoga
research
analyst
for
the
record
that
is
correct.
Mr
chair,
the
wig
pro
the
wig
pilot
would
be
available
to
any
student
as
long
as
they
meet
the
eligibility
criteria
outlined
regardless
of
of
age
or
how
long
ago
they
graduated
high
school.
A
Great,
thank
you
and
and
as
we've
talked
about
grants
and
things
in
the
past,
that's
always
been
the
one
piece
that
we
never
quite
get
to,
because
we
we
always
tend
to
focus
on
the
kids
that
are
just
graduating
from
high
school
and
trying
to
get
them
in.
But
you
know.
D
A
A
A
All
right,
so
that
was
item
number
eight
and
so
we'll
close
item
number
eight
on
the
agenda
and
go
to
item
number
nine
presentation,
a
presentation
concerning
hispanic
serving
institutions
and
minority
serving
institutions,
including
institutional
updates
and
impact
on
students.
E
E
Our
nevada
universities
and
colleges
provide
the
gateway
for
these
students
to
present
to
pursue
higher
education,
credentials
and
degrees
in
high
demand
high-wage
workforce
sectors.
I
will
provide
a
brief
overview
of
the
msi
hsi
designation.
Go
into
nc
institutional
work
and
student
success
data
and
end
with
the
hsi
task
force
goals
for
22
and
23
academic
year.
E
Of
the
eight
distinct
categories
of
msis,
the
nevada
higher
education
institutions
are
either
asian
american
native
american
pacific
island
serving
institutions
or
otherwise
referred
to
as
anapisi
and
or
they
are
hispanic
serving
institutions
or
hsis
once
designated
by
the
u.s
department
of
education
as
an
eligible
msi.
The
higher
education
institution
can
then
compete
for
federal
funds
on
behalf
of
their
students
and
communities.
E
E
E
E
E
Csn
became
the
first
hsi
in
nevada
in
2015,
followed
by
nevada
state,
then
unlv
tmcc,
western
nevada
college
and
each
we're
following
every
subsequent
year.
This
is
a
very
rapid
growth
if
you
can
see
how
the
demographics
of
the
state
has
changed
and
how
our
institutions
are
matching
that
change,
unr
and
gbc
are
emerging
hsis.
E
E
This
has
drawn
the
attention
of
national
institutions
and
national
organizations
and
brought
opportunity
to
our
state
and
to
our
institutions,
their
administrators,
our
faculty
and
our
students,
by
bringing
these
best
practices
to
nevada
and
allowing
it
to
take
place
here
without
having
to
send
our
faculty
and
staff
out
of
state.
E
We've
also
been
leveraging
statewide
partnerships
at
our
monthly
meetings.
We
can
share
information,
share
board
membership
share
opportunities
that
benefits
our
students,
and
we
have
often
speak
about
collaborative
grant.
Writing
we're
currently
engaged
right
now,
as
the
two
title:
fives
nevada,
state
and
csn
in
collaborative
work
of
professional
development,
where
we
know
that
regionally,
we
are
serving
the
same
students,
so
system-wide
recommendations
to
the
board
of
regents
and
other
elected
officials
equals
better
service
to
our
nevada
students.
E
Currently
we
have
37.7
percent
of
our
nevada
high
school
graduates
in
2020
enrolling
at
nc
institutions.
It
is
of
note
for
all
of
us
that
this
is
down
from
42.4
percent
in
2019.
E
When
you
take
a
look
at
the
increases
that
have
been
occurring
across
the
different
ethnicities,
it
continues
to
increase
in
the
last
three
years,
as
our
msis
and
hsis
continue
to
conduct
their
intentional
work.
The
number
of
wards
continue
to
increase,
with
the
exception
of
native
hawaiian
and
pacific
islanders
and
our
white
students.
E
E
E
If
you
take
a
look
at
the
graduation
rates
at
the
bottom
of
the
chart
of
the
slide,
you'll
see
the
institutions,
their
overall
graduation
rates
and
then
the
hispanic
graduation
rates.
We
want
to
see
those
gaps
closing
as
you
are
slowly,
with
the
exception
of
gbc,
where
their
hispanic
graduation
rates
exceeds
the
their
overall
graduation
rates.
But
we
want
to
see
those
gaps
closing
so
that
there's
equitable
achievement
by
all
students,
particularly
as
we're
tracking
hispanic
students
in
this
slide.
E
Csn
is
proudly
a
majority
minority
serving
institution.
We
have
a
36
percent
hispanic
enrollment
and
we
proudly
received
a
title:
five
federal
grant,
based
on
our
hsi
designation
for
2.8
million
dollars
to
help
guide
students
through
gateway
math.
E
E
E
Unlv
also
is
an
hsi
and
anapisi.
They
have
probably
held
the
designation
of
the
title
iii
or
msi
designation
the
longest
in
the
state.
They
are
30
percent
hispanic,
but
you
can
see
their
distribution
among
their
other
ethnicities
for
their
student.
Enrollment
and
they've
also
earned
several
title
iii
msi
grants
at
their
institution
that
has
helped
to
bring
federal
money
to
their
institution.
E
Unr
is
considered
an
emerging
hsi.
They
are
at
23.5
hispanic,
enrollment
and
only
growing
every
year,
as
you
can
see
in
the
chart,
they
are
preparing
themselves
to
become
and
fully
ready
to
be
in
hsi
and
compete
for
those
federal
funds,
and
they
have
intentionally
incorporated
this
goal
in
their
strategic
planning
and
finally,
western
nevada
college.
Western
nevada
college
is
an
hsi
26
percent
hispanic
and
they
have,
in
the
state,
been
able
to
create
a
program
that
is
a
standard
of
excellence
with
their
latino
leadership
academy,
yielding
student
success,
metrics
exceeding
institutions
average.
E
All
of
this
information
is
shared
with
the
task
force
and
we
learn
from
each
other
and
we
can
take
those
best
practices
back
to
our
own
institutions,
but
as
we
as
our
institutions,
work
is
focused
on
these
initiatives
and
we're
laser
focused
on
student
services
and
student
success.
There
continues
to
be
much
more.
That
needs
to
be
done.
E
We
held
student
focus
groups
and
we
learned
from
them
of
our
latinx
students,
and
what
we
learned
is
that
their
experience
is
still
resulting
in
in
their
reflection
that
access
to
higher
education
is
still
a
challenge.
We
need
to
do
better
to
retain
students
of
color
once
they
are
in
our
higher
education
institutions
we
want
to.
They
will
need
to
see
clear
pathways
to
completion,
there's
need
for
retention,
resources
and
support.
E
So
when
reflecting
within
our
group
and
our
task
force
meetings,
we
have
identified
as
goals
for
the
22
23
a
academic
year
to
plan
for
the
hsi
msi
symposium
on
a
grand
scale
for
the
state.
We
held
such
a
symposium
in
2019
prior
to
the
pandemic,
and
we
are
looking
forward
to
offering
this
this
spring
semester,
where
we
can
bring
best
practices,
national
speakers
to
one
of
our
institutions
and
invite
the
state
institutions
and
their
students
to
participate.
E
E
It
is
essential
and
critical
that
their
work
continues
to
be
supported
and
developed
so
that,
as
a
state,
we
may
continue
to
reach
our
higher
education
and
workforce
goals,
with
an
intentional
focus
on
equity
in
student
success
and
eventual
prosperity
for
our
students
as
they
pursue
the
high
demand
workforce
programs,
and
at
this
point
chair
dennis,
I
turn
it
over
to
you.
If
there's
any
questions,
thank
you.
A
Thank
you
very
much
questions.
A
So
you
obviously
went
over
all
those
the
schools
that
have
that
now
so
which
do
we
have
any
of
our
schools
that
don't
currently.
C
A
A
hsi
designation.
E
Yes,
so
we
have
unr
and
great
basin
college
who
are
considered
emerging
hsis
because
they're,
somewhere
between
20
and
25
hispanic
enrollment,
so
we're
anticipating
that
they're
going
to
be
able
to
be
con,
apply
for
designation
in
the
next
few
years
when
they
reach
that.
But
those
are
the
only
two
and
then
we
only
have
three
of
our
institutions
that
are
considered
anapisi
and
they
are
in
the
southern
nevada,
unlv
csn,
nevada
state.
Those
are
the
anapisi
and
they
are
the
ones
who
are
eligible
to
apply
for
title
three
funding.
A
Well,
it
seems
like
that.
We've
we've
come
a
long
ways
because
it
seemed
like
this.
Yesterday
we
didn't
have
any
that
were
hsis
and
and
now
we
we
we
do,
and
we
have
these
opportunities.
E
A
Right,
thank
you,
simon
hansen
and
carson.
You
have
some
questions.
L
Thank
you,
chair,
dennis,
and,
and
thank
you
chair
coda
for
the
presentation.
It
was
very
insightful
and
if
I
could,
I
have
a
question
on
slide:
2
13.
well,
actually,
on
slide
12
I
was,
I
was
distressed
to
see
the
the
percentage
of
drop
in
enrollment.
L
If
I,
if
I'm
reading
things
correctly
down
42.4
percent
in
2000
from
2019,
due
to
the
coveted
ramifications,
if
I
understood
that
right,
correct
37.7
percent
of
nevada,
high
school
graduates
in
2020
enrolled
at
nc
institutions
within
a
year
of
graduation
that
was
down
almost
43-
is
that
right
and.
E
Excuse
me,
I'm
sorry,
clarissa
coda
vice
president
of
csn,
for
the
record,
it
is
down
from
42
in
2019,
meaning
that
it
dropped
approximately,
not
quite
four
percent
from
the
prior
year.
It
was
a
four
percent
drop
from
the
prior
year
of
students
who
are
enrolling
in
in
higher
education
within
nevada
and
a
higher
education
institution.
L
E
E
E
Answer
to
to
why-
and
I
was
starting
to
say
that
president
pollard,
if
she
were
here,
I'm
sure-
would
point
to
several
practices
that
they
were
engaging
in
there.
So
I'd
be
happy
to
get
that
reflection
back
to
the
committee
to
to
say
specifically
was
there
something
that
they
were
intentionally
doing
and
we
also
want
to
learn
from
them
at
the
task
force
level.
L
Thank
you
and
you
will
look
forward
to
that,
because
yeah
it
would
be
interesting
to
note
how
they
were
able
to
to
do
that
growth
during
that
time
frame.
So
thank
you
again
for
the
presentation.
A
B
Thank
you
clear
dennis
and
thank
you
for
the
presentation
that
was
enlightening
for
me
anyway.
I
do
have
a
question
now
with
the
aspect
of
getting
free
community
college
to
our
students
in
nevada.
Do
you
see
an
uptick
that,
or
you
know
have
you
talked
about
that?
Bringing
these
numbers
up
with
enrollment
across
the
board,
not
only
for
hispanic,
but
also
black
indigenous,
and
you
know,
throughout
our
culture.
E
E
It
may
be
the
participation
of
our
students
with
the
fafsa
or
financial
aid
application
we're
seeing
those
and
unfortunately,
what
we
are
noting
over
these
last
couple
years
is
a
lowered
student
engagement,
whether
it's
applying
for
the
promise
scholarship,
whether
it
is
our
pell
grant
recipient
rates
and
the
number
of
students
filling
out
the
fafsa
and
so
and-
and
I
could
point
to
other
factors
that
we
are
seeing
and
so
what
we
are
working
with
very
intentionally.
E
Is
our
early
college
outreach
to
our
students,
because
we
know
that
there
is
some
level
of
disengagement
that
has
happened
in
occurring.
You
know
coming
up
through
the
high
school
period
of
time,
these,
especially
these
last
couple
years.
That's
reflective
in
the
drop
of
the
pursuit
of
higher
education
from
from
the
high
school
graduates.
E
So
we
absolutely
are
looking
at
enhancing
that
bringing
back
our
ability
to
reach
these
students
but
reach
them
earlier
on,
which
is
really
tied
to
also
the
conversation
that
you're
having
regarding
dual
enrollment,
because
that
early
intervention
that
early
outreach
that
early
ability
to
have
our
students,
be
not
just
college
ready.
But
college
proven
can
assist
in
their
readiness
to
then
go
through
the
necessary
steps
to
get
them
to
our
higher
education
institutions.
Once
they
graduate.
A
We'll
close,
that
item
number
that
was
number
nine
and
we'll
move
to
item
number
10,
an
update
on
ab319
from
the
21
sec
2021
session
and
discussion
of
the
pilot
program
at
csn,
offering
dual
credit
opportunities
for
certain
students.
A
F
The
lights
on
now,
okay,
there
you
go
good
afternoon
committee,
members
and
guests.
I
appreciate
the
opportunity
to
be
here
today,
on
behalf
of
the
college
of
southern
nevada,
to
present
to
you
an
update,
a
status
update
on
assembly
bill
319.
F
I
want
to
make
a
distinction
here,
as
I'm
learning
I'm
fairly
new
to
been
I've
been
in
nevada
for
a
year,
and
I've
had
experience
in
higher
education
across
several
different
states
here
in
the
last
10
years
or
so
in
my
career
and
the
definitions
in
the
way
that
schools
and
systems
define
dual
enrollment
early
college
are
a
little
different.
F
Identifying
and
serving
underserved
populations
identifying
low
income
populations
and
placing
these
programs
in
those
high
needs
schools
giving
students,
college
readiness,
particularly
adding
the
math
and
english
component,
which
puts
them
on
track
for
future
post-secondary
education
and,
as
well
as
giving
students
who
are
interested
in
pursuing
career
in
high
demand
industries
and
so
on.
The
next
slide
I'll
show
you
us
what
those
were
identified,
as
so.
The
five
pathways
that
were
identified
when
this
assembly
bill
was
first
adopted
was
automotive
technologies,
which
was
offered
in
the
first
year
of
this
pilot.
F
F
You'll
note
that
of
those
five
programs,
two
of
them
were
offered
in
the
first
year
and
when
we're
at
this
point
I'll,
just
kind
of
share
a
few
of
the
challenges
that
come
up
came
through
during
this
pilot
and
largely
based
on
the
credential
ability
of
the
high
school
instructor
to
in
order
to
provide
college
level.
F
Credit
in
that
setting
that
instructor
has
to
be
credentialable,
and
so
they
go
through
the
same
process
that
any
part-time
or
full-time
faculty
member
would
go
through
and
so
they're
held
to
that
same
standard,
and
so
particularly
in
the
areas
of
automotive,
tech
and
hospitality
and
tourism.
We
were
able
to
locate
those
individuals
we
are.
F
So
we're
looking
to
add
to
that
list
in
terms
of
what's
being
offered
in
this
upcoming
year.
I
did
want
to
provide
just
some
basic
demographic
information.
This
is
for
the
entire
high
school
kind
of
set
the
stage
for
why
these
schools
were
selected,
which
is
part
of
which
is
part
of
it.
There's
another
component
as
well,
but
spring
valley,
high
school,
obviously,
a
majority
hispanic
serving
high
school,
as
well
as
other
minority
populations,
the
northwest
career
and
technical
academy.
F
57
percent
of
students
were
hispanic,
12
13
white
between
the
two
semesters,
and
you
can
see
the
rest
there.
I
want
to
call
your
attention
to
the
success
data
that
we
generated
there
at
the
bottom
of
the
first
two
boxes,
and
that
is
the
pass
fail
rate,
so
ds
and
above
were
considered
passing,
and
then
we
pulled
out
the
f's
for
failure,
for
course,
failure
and
withdrawal
for
a
withdrawal
from
the
program.
F
So
a
couple
notes
here,
you
can
see
that
90
87
success
rate
is
very
high
when
you
look
at
when
you
would
compare
these
these
classes
to
other
programs,
there's
other
classes
comparably
the
withdrawal
rate,
so
meaning
the
students
who
did
not
persist
from
one
term
to
another
or
they
dropped
out
of
those.
Those
particular
courses
is
fairly
small.
F
This
was
an
over
90
retention
rate
from
the
fall
to
the
spring,
which
for
someone
who's
been
in
higher
ed
for
some
time.
That's
a
very
high
rate.
I
understand
it's
a
very
small
population,
but
again
to
maintain
that
high
level
of
retention
is,
I
think,
speaks
to
the
success
in
the
of
the
program
itself.
F
F
So
those
those
amounts
were
covered
by
a
philanthropic
gift,
as
well
as
the
books,
so
the
textbooks
and
the
tuition
costs
that
would
have
been
received
by
the
institution
that
was
provided
from
a
philanthropic
gift
and
that
donor
was
to
be.
I
don't
know
who
it
is
remain
anonymous
as
an
anonymous
donor,
but
very
generous
by
the
way,
obviously-
and
then
the
last
column
is
cost
of
instruction,
and
that
was
to
pay
the
instructors,
a
stipend
for
the
number
of
sections
taught
for
each
instructor.
F
F
There's
a
projection
to
triple
the
number
of
students
participating
in
this
pilot
for
this
academic
year,
so
fall
2022
going
into
spring
2023
we're
looking
to.
We
have
five
additional
clark
county
school
district
high
schools
slated
to
also
participate.
That's
where
that
tripling
of
the
students
is
going
to
come
into
play
and
they
will
be
enrolled
in
the
fall.
So
we're
just
about
to
that
point
where
enrollment
will
hit
here
in
early
mid-august.
So
we
don't
have
the
exact
figures
yet
until
students
come
back
on
campus,
but
that's
our
projection.
F
At
this
point,
and
again
I
noted
it
earlier,
but
the
the
student
success
rates
were
very
high
in
terms
of
pass
fail
rate
for
that
those
particular
courses
when
compared
to
their
peers
and
in
other
other
coursework.
A
All
right
do
we
have
any
questions.
Yes,
that's
senator
don
derrell
loop.
O
F
The
game
corsai
associate
vice
president
academic
affairs
csn.
At
this
point
we
don't
know
exactly
which
five
we
have
some,
but
I
guess
not.
Red
has
publicly
come
out
with
that
information
and
it's
there's
a
lot
of
discussion
between
my
office
and
ccsd
representation.
F
O
A
A
A
H
Chair
dennis
good
afternoon,
chris
daley
nevada,
state
education
association,
the
voice
of
nevada
educators
for
over
120
years.
Nfca
has
consistently
sounded
the
alarm
about
the
dire
educator
shortage
facing
nevada
school
districts
heading
into
next
school
year,
as
reported
this
morning
in
the
nevada
independent
with
back
to
school.
Just
over
a
week
away
from
most
nevada
students,
we
still
have
an
unprecedented
shortage
of
educators
to
teach
our
kids
and
make
our
schools
run.
This
past
year
we
witnessed
a
spike
in
educator,
departures
from
the
state
or
the
profession
with
low
worker
morale.
H
We
know
this
issue
is
not
limited
to
clark.
County
washoe
currently
lists
nearly
500
vacancies
and
there
are
nearly
300
vacancies
across
douglas
nye
and
elka.
Nevada
needs
bold
action
to
address
this
crisis,
it's
time
to
adequately
fund
public
education
in
nevada,
it's
time
to
respect
and
retain
our
experienced
educators.
It's
time
for
20.
H
H
Retention
bonuses
are
a
nice
gesture,
but
as
prices
are
climbing
faster
than
any
point
in
the
last
40
years
with
cpi
approaching,
9
nevada
needs
to
get
serious
about
raisins
for
educators
that
keep
up
with
the
long-term
cost
of
living.
Remember
even
when
inflation
comes
down
prices
and
the
cost
of
living
almost
always
continue
to
go
up.
H
As
we
all
heard
from
the
economic
forum
last
month,
state
revenue
is
outperforming
projections
by
25
or
close
to
800
million
dollars.
This
news
comes
as
our
education
system
is
hemorrhaging.
Staff,
educators
and
our
students
need
bold
action
and
nevada
has
the
resources
to
make
a
big
impact
right
now,
it's
time
for
20..
Thank
you.
P
I
think
it
was
introduced
by
the
awesome,
brittany
miller
and
the
ab260.
My
children
were
eligible
for
those
ab260.
My
son
was
in
the
national
guard.
He
got
his
tuition
is
paid
for
especially
the
millennium
and
and
the
dual
the
dual
program
that
they
were
talking
about
in
junior
when
he
was
a
junior,
because
now
he's
going
to
unr
for
engineering,
which
is
a
junior,
he
got
the
calculus
and
they
helped
with
the
transportation.
P
So
I
just
want
to
thank
you
guys
and
everyone
in
this
committee
and
and
all
the
people
that
presented
it
does
take
a
village
as
a
blind
mom
who
lost
her
job
in
the
2020.
I
was
in
really
dire
need
of
help
and
the
school
blessed
their
heart.
All
the
academic
advisors
stepped
up
gave
me
a
modem
for
my
son
to
finish
his
school
and
top
10
in
his
class.
P
So
it
takes
a
village,
and
I
just
want
to
say
thank
you,
and
I
appreciate
all
of
you
guys
and
a
big
shout
out
to
coral
academy
schools
in
reno
nevada.
They
really
because
of
their
tutelage.
All
my
kids
went
there
and
they
got
successful
education
and
I
really
do
agree
with
the
persons
who
spoke
before
me.
We
really
got
to
take
care
of
our
teachers
because
they
take
care
of
our
children,
our
our
future,
when
we
are
at
home
or
work
for
the
six
seven
hours.
P
Also
please
some
of
the
visually
impaired
students.
They
are
left
out
of
this
of
the
presentation
that
I
I
was
listening
to.
Yes,
we
got
all
the
diversity
ethnicity
in,
but
I
didn't
hear
anything
about
students
with
iep
some
students
with
visual
impairment.
P
The
only
thing
that's
missing
is
we're
just
blind
everything
else
works
and
we
need
a
teacher.
They
need
a
teacher
who
knows
about
accessible
technology
that
will
teach
the
blind
student
how
to
use
the
internet
with
their
talking
screen
reader.
So
when
they
go
to
college,
they
know
how
to
navigate
the
system,
whether
that's
canvas
or
or
the
other
thing
that
I
can't
think
of
it
right
now,
but
they
really
need
help
and
I
hope,
there's
some
money
set
aside
for
assistive
technology
teachers
for
visually
impaired
student.
A
A
Okay,
thank
you
very
much
just
a
reminder.
Let
me
try
to.
A
Let's
see
just
want
to
thank
everybody
for
being
here
today
and
all
our
presenters
today
marks
the
I
think
we
might
have
one
or
two
presentations
at
the
next
one,
but
as
far
as
all
the
presentations
that
we've
received
we've
pretty
much
finished
those
up
and
next
time
we
meet,
we
will
be,
I
think,
we'll
have
some
quick
presentations
at
the
very
beginning
and
then
we're
going
to
spend
the
rest
of
time
doing
work
session.
A
Having
discussions
about
what
kind
of
legislation
we
want
to
support
so
and
don't
forget
the
the
dates
the
next
committee
meeting
scheduled
for
august
9th
at
6,
00
p.m,
where
we're
going
to
talk
about
the
the
school
governance
and
then
our
regular
work
last
schedule
last
regular
meeting
is
scheduled
for
august
30th
in
carson
city,
and
it's
currently
scheduled
to
begin
at
12
p.m.
A
To
give
you
time
to
be
able
to
fly
up
that
morning
and
the
flights
are
late
enough,
that
we
can
actually
fly
should
be
able
to
fly
back
that
evening.
So
I
don't
know
if
that,
if
I
did,
I
miss
anything.
A
Okay,
all
right!
Well,
thanks
everyone
for
being
here
and
be
safe,
as
we
were
just
told,
make
sure
you
drink
plenty
of
water,
even
though,
with
the
flood
that
we
had
yesterday,
you
still
gotta
drink
water
when
it's
hot
and
hopefully
those
of
you
that
perhaps
a
little
under
the
weather
that
you
might
feel
better
also.
So
thank
you
for
your
time.
We
are
adjourned.