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Description
This is the fourth meeting of the 2021-2022 Interim. Please see agenda for details.
For agenda and additional meeting information: https://www.leg.state.nv.us/App/Calendar/A/
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The videos are part of an ongoing effort to keep the public informed of and involved in the legislative process.
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A
Okay,
we're
going
to
go
ahead
and
start
welcome
to
the
joint
interim
standing
committee
on
education.
This
is
our
fourth
meeting
and
first,
let's
start
with
the
roles
of
ms
harper.
Take
the
role.
A
A
Even
if
you
don't
plan
to
testify,
if
you
would
sign
in
then
meeting
materials
that
we
received
prior
to
the
meeting
have
been
uploaded
to
the
committee's
web
page
and
you
can
receive
electronic
notifications
of
the
committee's
agendas
minutes
final
report
by
signing
up
at
the
nevada,
legislature's
website
and
members.
If
you
are
tend
to
be
a
zoom,
keep
your
video
turned
on
during
the
meeting
to
ensure
we
have
a
core
and
then
and
mute
your
microphone
when,
not
speaking,
to
minimize
background
noise.
A
A
I
will
we
will
be
taking
a
30
minute
break
for
lunch
at
some
point
later
in
the
morning,
probably
closer
closer
to
noon
around
that
time,
maybe
before
maybe
after,
but
around
that
time
and
I'll
probably
take
a.
I
might
take
a
mid
morning
break
just
like
a
really
quick
one.
A
A
A
An
additional
opportunity
to
give
public
comment
will
be
available
at
the
end
of
the
meeting,
so
lcb
broadcast
and
production
services
will
interact
with
those
making
remote
public
comment
provide
testimony
to
facilitate
participation
in
the
meeting.
So
I
will
begin
with
those
wishing
to
make
public
comment
here
in
las
vegas.
E
E
I'm
here
to
talk
about
your
contributions.
To
failing
schools
be
quite
frank:
no
investment
in
teachers
results
no
investment
in
in
students.
Our
students,
especially
in
southern
nevada,
are
facing
obstacles
and
trying
to
receive
a
good
education,
while
some
of
those
are
clearly
the
fault
of
the
local
school
district.
Others
have
their
origin
right
here
at
the
state.
Legislature,
that's
occurring
for
a
few
reasons.
First,
the
unintended
consequences
of
your
legislative
actions
resulted
in
our
students
not
having
their
needs
met.
E
The
second
is
the
chronic
under
funding
in
the
areas
of
priority
and
third,
as
the
state
has
been
redirecting
educational
funding
to
your
friends.
Some
examples:
nevada
has
had
a
documented
teacher
teach
a
shortage
of
math
teachers
since
1985
that's
over
35
years,
while
nevada
is
hiring
less
and
less
qualified
teachers
who
clearly
need
assistance.
The
state's
professional
development
budgets
have
been
cut
by
approximately
50
percent
over
the
last
decade
and
a
half
and
added
to
that.
E
E
Is
it
possible
that
you
are
so
naive
that
you
don't
understand
when
students
don't
have
teachers
that
know
their
content
or
don't
know
how
to
deliver
that
content?
In
understandable
terms,
this
this
results
in
students
acting
out
and
being
become
frustrated,
which
adds
to
the
discipline
problems
last
session
with
all
those
added
federal
dollars
you
and
the
governor
didn't
bother
to
meet
the
needs
of
these
teachers
for
professional
development.
E
E
Southern
nevada,
which
includes
clock
israel
to
lincoln
and
mineral
county,
did
not
receive
those
funds
and
then
governor
sandoval
complained
about
the
teachers,
not
knowing
the
standards.
I
think
you
also
need
to
invest
in
mirrors
and,
if
that
slight
to
southern
nevada,
students
was
not
enough
when
the
new
science
standards
were
introduced.
Four
years
later,
southern
nevada
clock
estimated
lincoln
middle
counties
again
did
not
receive
the
funding.
E
E
Was
that
to
show
the
graduation
rate
was
not
a
sham
that
that
it
actually
is
you
also
passed
legislation
to
remove
central
administrators
from
the
administrative
association
those
long-term
nevadans
are
now
classified
in
that
will
it
can
be
fired?
For
no
reasons
have
you
noticed
that
no
central
administrators
have
spoken
up
about
some
of
these
policies
that
are
causing
strife
in
our
schools?
These
people
can't
afford
to
disagree
with
the
superintendent
under
the
risk
of
being
fired
and
have
to
leave
the
state
to
get
another
job.
Mr.
E
About
30
more
seconds
that
silence
is
an
unattended
consequence
of
the
legislation
that
has
resulted
in
pretty
poor
policies.
Central
administrators
need
your
protection.
We
do
need
to
desolidate
the
clark
county
school
district.
I
and
I
have
this
written
out
so
I'll,
stop
right
here.
I
would
ask
you,
though,
as
legislators,
while
we
have
caused
our
own
problems
in
the
schools,
you
have
exacerbated
by
antenna
consequences.
A
Great
thank
you
very
much.
Let's
go
online.
Anyone
wishing
to
get
public
comment
if
bps
could
put
someone
on
if
we
have
anyone
on
if
they
would
connect
them.
F
D
It
is
ccea's
hope
that,
through
a
critical
assessment
of
our
strengths
and
gaps
in
nevada's
workforce
development
pipeline,
we
may
better
align
every
program
to
translate
the
successes
from
the
programs
we
hear
about
today
across
the
board,
as
ccea
worked
hard
to
ensure
that
the
next
legislature
has
research
and
recommendations
to
align
the
pk320
educational
delivery
system
with
our
current
and
future
industry
needs.
We
must
reiterate
the
importance
of
the
commission
of
school
funding's
recommendations
to
add
an
additional
200
million
dollar
investment.
D
In
our
education
system
every
year
for
eight
additional
years
to
reach
the
national
average,
however,
to
ensure
that
our
dollars
are
invested
and
spent
properly
and
on
our
students,
we
must
address
the
learning
environment
and
leadership
at
the
top.
Ccea
is
a
community
stakeholder
that
supports
a
hybrid
model
of
governance,
with
the
majority
of
elected
trustees
and
a
minority
of
appointed
trustees,
much
like
the
state
board
of
education
to
depoliticize
education
and
make
education
students
focused.
D
Lastly,
we
must
discuss
the
safety
of
our
schools
and
our
educators.
It
is
no
secret
that
violence
against
educators
and
violence
in
schools
has
escalated
and
our
biggest
concerns
about
previous
restorative
practice
bills
has
happened.
We
must
work
together
to
provide
safety
to
our
educators
through
legislative
and
regulatory
changes
that
fund
all
schools
with
the
resources
necessary
to
improve
our
mental
health
programs,
for
both
our
students
and
our
teachers.
D
A
A
Okay,
so,
okay,
so
we
don't
have
the
march
minutes.
We
only
have
the
february
ones.
We've
switched
to
a
new
verbatim
system.
That's
taking
longer
to
get
the
minutes
done,
so
we're
only
going
to
be
doing
the
february
16th
and
I
does
anyone
have
any
corrections.
D
A
Don
darrell
loop,
thank
you.
You
have
a
second.
D
A
Okay,
so
you
made
the
motion
so
we're
gonna
have
a
second
from
semlum
and
bilbray
axelrod.
Any
further
discussion,
all
in
favor,
say
aye
or
raise
your
hand
any
any
opposed.
Okay.
The
motion
carries.
A
All
right
we're
going
to
go
to
item
number
four
presentation
on
current
initiatives
and
challenges
related
to
apprenticeships
and
pre-apprenticeship
programs
in
nevada
and
related
updates,
and
we've
got
several
presenters
here
and
we
have
terry
reynolds
director
of
the
department
of
business
and
industry,
shannon
chambers,
the
labor
commissioner,
richard
williams,
director
of
state
apprenticeship,
council,
so
welcome.
And
when
you
are
ready,
just
make
sure
you
as
you
speak
and
you
go
through
and
you
change
make
sure
you
introduce
yourself
each
time.
D
Thank
you
senator
dennis
terry
reynolds
director
for
the
department
of
business
and
industry.
First,
I
wanted
to
take
the
time
before
we
get
into
the
presentation
to
thank
the
legislative
body
for
moving
the
apprenticeship
council
apprenticeship
director
over
to
the
department
of
business
and
industry
within
the
office
of
labor
commissioner.
D
So
it
has
been
about
a
year
a
little
short
of
a
year
since
the
legislative
act
that
moved
the
commission
or
the
council
back
to
to
business
and
industry.
With
that
to
my
left
is
the
labor
commissioner,
shannon
chambers
and
to
her
left,
is
richard
williams,
who's,
the
state
apprenticeship
director?
So
with
that
we
can
get
started
in
the
presentation.
So
thank
you.
C
So
good
morning,
chair
dennis
madame
vice
chair
members
of
the
committee
very
nice,
to
see
all
of
you
in
person
and
happy
to
be
here,
and
thank
you
very
much
for
the
invitation
to
present
today.
For
the
record,
my
name
is
shannon
chambers,
nevada,
labor.
Commissioner,
I've
been
the
labor
commissioner
since
2014
and
as
director
reynolds
said,
the
nevada
state
apprenticeship
council
is
now
back
with
the
office
of
the
labor
commissioner.
C
So
just
to
start,
the
nevada
labor
commissioner
and
the
office
of
the
labor
commissioner
has
quite
a
few
responsibilities,
so
we
not
only
regulate
private
employment,
but
we
also
license
private
employment
agencies,
professional
employer
organizations,
and
we
also
have
responsibility
for
public
works
projects.
So
we
calculate
prevailing
wage
on
public
works
projects.
C
Apprenticeship
ties
into
public
works
projects
because
we
enforce
what's
called
the
apprenticeship
utilization
act,
which
requires
a
certain
percentage
of
apprentices
working
on
public
works
projects,
so
I'm
not
going
to
get
into
the
nitty-gritty,
but
essentially,
if
you're
working
on
a
horizontal
public
works
project
which
is
like
a
highway,
it
requires
three
percent
apprentices
working
on
that
project.
If
you're
working
on
a
vertical
project
means
something
being
built
going
up,
it
requires
10
percent
of
apprentices
to
work
on
those
projects.
C
So
apprenticeship
has
a
direct
tie
to
the
office
of
the
labor
commissioner
and
public
works.
So
in
terms
of
the
state
apprenticeship
council,
as
director
reynolds
said,
assembly
bill
459
that
was
passed
during
the
2021
session,
moved
the
nevada
state
apprenticeship
council
back
to
the
labor
commissioner.
C
It
was
with
the
labor
commissioner
until
2017
during
the
2017
session.
It
was
moved
to
at
that
time
what
was
called
the
office
of
workforce
innovation
in
the
governor's
office,
which
you
now
know
as
the
governor's
office
of
workforce
innovation
so
going
so
that
happened
in
17.
Flash
forward
to
2021
apprenticeship
is
moved
back
to
the
labor
commissioner,
so
I'll
kind
of
walk
through
of
what
we
have
done
since
then,
and
also
what
the
state
apprenticeship
director
does
and
what
the
state
apprenticeship
council
does.
C
So
the
nevada
state
apprenticeship
council,
it
grew
under
the
labor
crisis.
Previously
there
was
seven
members
in
2017:
it
grew
to
11
members
and
so
I'll
kind
of
run
through.
I
know
you
have
the
presentation,
but
I'll
run
through
who
those
members
are
and
how
they
are
appointed.
They
are
appointed
by
the
governor.
So
upon
the
recommendation
of
the
labor
commissioner,
there
are
seven
voting
members,
four
non-voting
members,
so
two
of
the
members
represent
management
and
have
a
defined
role
in
a
jointly
administered
apprenticeship
program.
C
So
two
members
from
northern
nevada
that
fit
that
definition,
two
members
from
southern
nevada
that
meet
that
definition.
There's
two
members
that
represent
management
who
represent
a
labor
labor
organization.
Then
there
is
one
member
from
the
general
public,
so
I
will
tell
you
right
up
front.
It
is
a
pretty
heavy
council
in
terms
of
labor
management,
labor
organization,
union
representation.
C
That
is
just
a
fact.
The
apprenticeship
council
has
always
been
like
that.
One
of
the
reasons
for
that
is,
you
have
to
have
people
who
know
what
apprenticeship
is
and
what
it
does,
and
so
people
who
typically
have
been
in
the
trades
or
have
been
in
the
unions
and
have
been
apprentices
themselves
are
oftentimes.
C
The
best
representatives
to
have
on
the
council-
and
I
have
the
benefit
of
my
state
apprenticeship
director-
was
an
active
participant
in
apprenticeship
and
was
an
apprentice
himself,
so
it
makes
perfect
sense
to
have
that
type
of
a
makeup
for
the
council.
So
again
that
is
kind
of
the
reality
of
the
council.
It
is
typically
made
up
of
members
from
the
unions
from
the
trades
people
who
actually
run
apprenticeship
programs,
so
the
other
four
members
are
non-voting
members.
There
is
a
member
from
the
governor's
office
of
economic
development.
C
There
is
a
member
from
the
department
of
education,
and
then
there
are
two
members
from
the
nevada
system
of
higher
education.
One
member
is
from
a
county
of
greater
than
seven
hundred
thousand.
So
that's
going
to
be
clark
county.
The
other
member
is
a
representative
of
a
county.
That's
less
than
seven
hundred
thousand,
so
that's
typically
going
to
be
northern
nevada,
the
rural
counties
so
the
council
right
now
we
only
have
10
members.
C
We
do
not
have
a
representative
from
southern
nevada
from
the
nevada
system
of
higher
education
and
I'm
sure
you're
all
aware
there
have
been
some
changes
to
the
nevada
system
of
higher
education,
the
chancellor
just
recently
left.
So
we
will
have
to
see
how
that
other
council
member
gets
appointed.
But
right
now
we
have
10
members,
so
the
council
itself-
and
I
also
want
to
make
this
point
very,
very
clear-
under
nevada
law.
It
is
the
nevada
state,
apprenticeship,
council
that
has
the
authority
to
approve
registered
apprenticeship
programs.
C
The
labor
commissioner
cannot
do
that
on
my
own.
The
state
apprenticeship
director
cannot
do
that
on
his
own.
We
work
jointly
with
the
council
to
review
program
standards
to
discuss
those
programs,
but
essentially
they
are
the
body
that
can
approve
registered
apprenticeship
programs.
So
apprenticeship,
right
now
is
a
word
that
probably
a
lot
of
you
are
hearing
all
over
there's
a
lot
of
money
out
there
on
the
federal
side
for
apprenticeship
grants
and
expanding
apprenticeship,
but
under
nevada
law.
C
Apprenticeship
has
a
very
defined
legal,
meaning
and
all
programs
have
to
go
before
the
nevada
state,
apprenticeship,
council.
So
director
williams
and
myself
were
having
these
conversations
day
after
day
after
day.
We
want
to
do
apprenticeship,
we
want
to
do
a
program.
What
does
it
take?
What
does
it
require?
C
So
we
walk
them
through
the
steps
and
we
walk
them
through
kind
of
the
minimum
requirements
of
what
a
program
will
require.
What
type
of
compliance
you
have
to
do,
what
the
expectations
are
not
only
under
federal
law,
but
state
law,
and
again
I
want
to
make
this
very
very
clear.
Apprenticeship
is
regulated
by
the
office
of
the
labor
commissioner.
C
C
Workforce
training,
workforce
development
apprenticeship
is
a
very
defined
legal
institution
and
has
been
for
decades,
and
so
one
of
the
goals
when
we
took
back
the
nevada
state
apprenticeship
council
was
to
make
sure
that
we
were
providing
the
right
information
not
only
to
employers
but
to
interested
individuals
who
were
looking
at
apprenticeship
and,
as
I
say,
to
a
lot
of
people
and
I'm
going
to
say
this
today.
It
is
not
a
gym
membership.
C
You
don't
just
sign
up
for
30
days
and
cancel
any
time.
Apprenticeship
is
intended
to
be
a
long
term,
career
path
with
wage
progression
at
many
many
stages,
and
then
you
hit
what's
called
the
journeyman
level
and
you
go
on
to
a
career
and
that
journeymen
certificate
can
be
used
to
take
to
various
employers
kind
of,
like
a
college
degree
to
various.
You
know
employers
all
over,
but
we've
really
tried
to
hit
the
reset
button
on
apprenticeship,
since
we
take
to
have
taken
this
back
because,
unfortunately,
we
just
saw
a
lot
of
people
out
there.
C
There's,
there's
laws,
there's
a
lot
of
things
to
this,
and
I
am
a
huge
supporter
of
apprenticeship,
just
like
director
williams,
and
I
know
director
reynolds
as
well
well,
but
we
want
to
make
sure
that
we
do
this
right.
So
I
really
want
to
emphasize
that
today
to
this
committee,
we're
really
trying
to
do
this
right
and
we've
really
started
building
relationships
and
working
with
the
department
of
education
and
working
with
trades
and
working
with
non-union
organizations
as
well
to
try
and
build
some
things
from
scratch.
And
so
let
me
touch
on
the
term
pre-apprenticeship.
C
So
pre-apprenticeship
is
a
term
again
that
is
out
there.
There
is
actually
no
legal
definition
for
pre-apprenticeship,
it's
kind
of
a
concept
that
has
developed
over
the
years
in
terms
of
apprenticeship,
so
the
goal
of
pre-apprenticeship
is
you
provide
training
to
whether
it's
k-12
students,
whether
it's
displaced
workers,
whether
it's
you
know,
adults
who
are
seeking
a
career
change,
but
you
try
and
provide
them
with
some
of
the
basic
education.
C
So,
for
example,
osha
training,
so
occupational
safety,
health
administration
training
you
try
and
provide
them
with
basic
construction,
education
training,
so
reading
building
plans
basic
algebra.
So
it's
my
view
and
we've
had
these
discussions
with
the
department
of
education
that
pre-apprenticeship
really
needs
to
start
in
k-12.
C
C
But
we
really
need
to
get
back
to
developing
that
pipeline
through
the
k-12
schools,
with
an
entry
into
an
apprenticeship
program
and
so
again
we're
working
on
that.
But
right
now
and
I'm
just
going
to
be
very
very
honest
with
you-
there
is
no
standard
pre-apprenticeship
program
in
the
state
of
nevada.
C
It's
something
that
we
again
are
talking
about
trying
to
work
on,
but
as
of
right
now
it
doesn't
really
exist
so
want
to
make
that
very,
very
clear.
The
other
issue
here-
and
you
know
probably
don't
want
to
come
right
out
and
say
it
is
traditionally
apprenticeship
outside
of
the
federal
grants.
The
office
of
the
labor
commissioner
has
not
received
any
additional
funding
to
support
apprenticeship.
C
There
typically
has
not
been
any
state
money
beyond
the
per
diem
for
the
council
members,
but
as
of
right
now
there
is
not
a
budget
quote
unquote
to
expand
apprenticeship
for
the
labor
commissioner
from
state
funding.
So
again
just
pointing
out
that's
a
reality
again,
a
lot
of
federal
money
out
there
a
lot
of
grants
and
we
are
working
through
a
lot
of
those
grants
to
make
sure
that
they
are
the
right
fit.
C
C
That
means
again
that
all
programs
have
to
go
through
the
office
of
the
labor
commissioner
and
the
nevada
state
apprenticeship.
Council,
there's
not
a
workaround
where
you
can
work
around
the
council
so
previously
and
I'll
point
this
out
as
we
get
towards
the
end
of
the
presentation.
Previously,
what
was
happening
was
there
were
entities
and
employers.
That
said,
I
don't
want
to
go
before
the
council.
C
I
don't
want
to
have
to
sit
up
in
front
of
the
council
and
answer
all
those
questions,
so
they
went
directly
around
to
the
federal
government
and
some
programs
got
approved
that
never
got
approved
at
the
state
level.
So
we
have
stopped
that
effective
july
1st
2021
and
are
enforcing
state
law,
meaning
again
all
programs
have
to
go
through
the
nevada
state,
apprenticeship
council.
Otherwise
they
are
not
legal,
and
so
I
can
tell
you
as
the
labor
commissioner,
who
is
a
regulator
by
trade.
C
I
was
shocked
to
find
out
that
that
was
going
on
and
that
there
were
programs
that
were
not
approved
at
the
state
level,
and
so
we
definitely
took
action
and
put
a
stop
to
that.
But,
as
of
now
the
message
again,
all
programs
have
to
go
before
the
state.
Apprenticeship
council.
So
that's
been
pretty
effective.
I
think
so
far
and
just
to
kind
of
give
you
another
idea
of
kind
of
what
we've
done
in
terms
of
action.
C
C
I
can
tell
you
again
just
kind
of
taking
this
back
and
seeing
kind
of
some
things.
There
were
apprenticeship
programs
with
starting
wages
of
11
an
hour
and
given
the
current
employment
environment
where
you
can
drive
around
and
there
are
various
entities
offering
18
19
an
hour
plus
benefits,
plus
vacation,
11
or
even
14.50
an
hour
may
not
be
that
attractive,
and
that
is
one
of
the
challenges
too
with
apprentices
is
apprentices
are
intended
to
move
up
a
scale
of
wages.
C
C
We
also
set
a
construction
wage
for
apprentices,
so
that's
currently
14.63
cents
an
hour
that
was
typically
our
non-union
construction
programs
that
will
go
up
in
august
to
what
15
42
in
an
hour.
So
again,
we're
trying
to
trying
to
meet
the
market
is
the
best
way.
I
can
say
it,
but
quite
frankly,
from
talking
to
a
lot
of
the
apprenticeship
programs,
they
are
still
having
a
turnover
rate
of
anywhere
between
40
to
50
percent
of
apprentices.
Who
start
and
don't
finish
and
part
of
that
challenge?
Is
the
wage
issue?
C
Part
of
that
challenge
is
some
of
the
wrap
around
services
again
that
go
hand
in
hand
with
education,
so
child
care
transportation
things
as
simple
as
buying
boots
or
buying
a
tool
belt
again.
The
funding?
That's
not
there,
for
some
of
these
things
is
a
reality
and
so
to
the
credit
of
a
lot
of
the
apprenticeship
programs.
C
You
know
a
nursing
station
on
a
construction
site
so
again
just
some
of
those
basic
issues,
but
as
of
right
now
there
is
just
not
the
funding
to
support
those
wraparound
services,
not
just
for
women,
but
also
for
men
and
for
individuals
who
may
come
from
different
backgrounds
and
different
things
like
that.
So
we're
working
on
that
again
trying
to
take
advantage
of
that
federal
money.
That's
quote
unquote
out
there,
but
some
of
that
federal
money
definitely
has
restrictions
and
want
to
make
sure
that
we
utilize
it
correctly
and
are
accountable
for
it.
C
So
that
is
a
very,
very
good
thing
and
we're
moving
in
the
right
direction
and
the
comment
that
I
get
all
the
time
is
well.
Apprenticeship
is
just
construction.
Well,
it's
not
again.
If
it's
done
right,
it
can
be
any
any
number
of
things.
It
can
be.
Healthcare,
it
can
be
I.t,
it
can
be
education,
but
it
just
has
to
meet
the
law
and
it
has
to
meet
the
requirements
and
we
need
employers
and
those
are
some
key
components.
C
We
found
out
that
there
was
over
32
programs
that
had
never
ever
registered
or
indentured
a
single
apprentice,
so
we
cancelled
32
programs
cancelled
suspended
them.
That's
not
something
I
like
to
say,
as
the
labor
commissioner
saying
we're
expanding
apprenticeship
when
we've
had
to
cancel
32
of
them,
but
the
reality
was.
Is
these
were
32
programs
that
somehow
got
approved
that
never
ever
registered
an
apprentice
that
never
had
an
employer?
C
And
I
can
tell
you
you
have
to
have
an
employer
and
you
have
to
have
an
apprentice
to
be
an
apprenticeship
program,
so
clean
up,
clean
up
and
we've
done
that
now
it's
time
to
move
forward
again,
there
might
be
some
additional
cleanup
in
the
past
four
years.
We
know
that
there
were
no
audits
or
compliance
reviews
done
of
existing
apprenticeship
programs.
C
So
that
is
another
requirement
under
the
law
is
that
you
have
to
do
compliance
reviews
and
make
sure
programs
are
doing
what
they're
doing
so.
We
are
starting
to
do
that
now
to
make
sure
that
everybody's
operating
under
the
same
standards
under
nevada
vice
statute,
610
and
nevada
administrative
code
610.
C
So
we
are
in
the
process
of
developing
a
plan
on
that.
On
the
other
good
side,
though,
we
are
talking
about
apprenticeship,
programs
and
trucking,
we
are
talking
about
apprenticeship
programs
again
in
the
it
fields.
I've
had
conversations
with
the
hospital
association
with
the
nursing
board,
with
the
dental
board
to
really
try
and
expand
in
those
areas
as
well.
C
One
of
my
concerns-
and
I
know
director
williams,
shares
that
is.
We
want
to
make
sure
that
any
apprenticeship
program,
especially
in
health
care,
meets
the
standards
of
the
board
and
is
a
is
a
growth
pattern.
I
mean
you
are
always
going
to
have
those
individuals
who
maybe
just
want
to
do
a
one-year
certified
nursing
assistant
program,
but
the
goal
would
be
if
there's
something
once
they
get
that
cna.
C
Can
they
move
on
to
something
else?
Eventually,
maybe
move
up
to
a
nurse
so
to
the
credit
of
the
hospitals
and
the
hospital
association.
A
lot
of
those
entities
are
doing
it
on
their
own,
but
we
want
to
make
sure
that
we
can
partner
with
them
in
the
areas
that
we
can
and
again
expand,
expand
apprenticeship
when
it
makes
sense.
And
again
I'm
just
going
to
say
that,
because
in
some
situations
it
doesn't
make
sense
in
some
situations
it's
just
workforce
training
and
I'm
all
in
favor
of
that-
and
I
think
that's
a
great
thing.
G
All
right
good
morning,
my
name
is
richard
williams,
state
apprenticeship,
director,
I'm
happy
to
be
here,
and
I
again,
as
the
commissioner
stated,
we
really
appreciate
the
opportunity
to
come
in
and
speak
to
you
today.
So
I
want
to
give
a
few
numbers
here
for
everyone,
so
I
understand
the
apprenticeship
system
a
little
bit
better
in
nevada.
So
currently
we
have
65
registered
sponsors
that
have
apprenticeship
programs
here
in
state
of
nevada,
which
equates
to
5735
active
apprentices
in
nevada
that
number
changes
daily
depending
on
completion
rates
and
how
the
economy
goes.
G
Quite
frankly,
there
was
a
time
that
was
just
a
few
months
ago
was
a
little
over
6
000,
but
a
lot
of
the
apprentices
have
completed
since
then,
and
the
programs
are
starting
to
ramp
up
again
from
the
numbers.
I
see
there's
a
lot
of
new
applications
coming
in.
So
that's
very
positive,
along
with
those
numbers,
there's
745
nevada
employers
that
utilize
apprentices.
So
we're
always
looking
to
expand
that
number
as
well-
and
I
know
the
different
programs
are
always
out
soliciting
employers
to
join
their
programs
as
well.
G
So
that's
a
good
number
and
there
are
75
different
occupations
that
are
recognized
by
the
dol
and
our
state
apprenticeship
agency,
as
active
occupations
as
well.
So
one
thing
I
just
wanted
to
touch
on
with
the
commissioner
stated
before
so
when
apprentices
do
start
a
program,
there
is
a
high
turnover
rate
in
the
very
beginning.
G
Some
apprentices
get
into
programs,
they
thought,
maybe
they
liked
it.
Maybe
they
didn't
and
they
drop
out.
But
I
do
want
to
say
after
talking
to
a
lot
of
the
programs-
and
this
is
very
important
after
the
first
year,
if
an
apprentice
makes
it
through
the
first
year,
there's
over
a
90
percent
completion
rate
for
those
apprentices
when
they
continue
and
they
journey
out.
So
the
first
year
is
kind
of
I
like
to
call
it
like
a
weeding
out
period.
G
Sometimes
it's
not
for
everybody
and
and
they
kind
of
just
part
ways,
but
there
is
a
high
success
rate
when
they
do
go
into
the
second
year
and
continue
their
apprenticeship
so
and
just
some
other
stats
I'd
like
to
throw
out
there
too,
just
for
everybody's
benefits,
so
out
of
that
5735
active
apprentices.
Currently,
there
are
5,
398
are
male,
297
are
female
and
there
are
40
that
didn't
provide
their
gender
on
the
application.
G
So,
as
the
commissioner
said,
we,
as
those
numbers
you
know
reflect,
there's
definitely
a
need
to
increase
participation
for
females
and
we're
always
looking
to
expand
that,
and
you
know
we
could
certainly
use
some
help
on
that,
as
well,
as
the
commissioner
stated,
through
legislative
process
with
maybe
some
funding
to
help
incentivize
our
programs
to
do
that
and
to
help
them
market.
That
type
of
thing
so,
and
with
the
other
issues
that
she
spoke
about,
you
know
with
the
different.
G
You
know
things
that
the
women
have
trouble
with
on
job
sites
and
different
employers.
I
think
that
needs
to
be
addressed.
It's
very
important
and
I
think
we
can
get
there.
We
just
need
everybody's
commitment
to
do
that,
so
I
do
have
some
other
numbers
I
like
to
run
through
too
by
ethnic
group.
So
out
of
that
active
apprentice,
number
we
have
2556,
hispanic
2785
are
non-hispanic
and
394
did
not
provide
their
ethnicity
on
the
applications,
and
I
like
numbers,
as
you
can
see,
I
kind
of
break
everything
down
so
by
race.
G
G
There's
certainly
room
to
improve
there
as
those
numbers
kind
of
speak
for
themselves.
So
that's
also
very
important
not
only
to
myself
and
the
commissioner
and
but
to
these
programs
as
well.
They
struggle
to
find
diversity
and
to
find
people
to
come
into
their
programs.
It's
not
for
lack
of
trying
they
they
are
trying,
and
we
certainly
would
like
to
see
a
little.
G
You
know
a
big
improvement
on
that
as
well,
and
here
are
some
of
the
numbers
that
I
always
like.
So
by
veteran,
there
are
455
veterans
that
are
registered
apprentices
in
the
state
of
nevada.
There
are
5
200
that
are
non-veterans
and
78
did
not
provide
their
veteran
status
and,
lastly,
on
the
stats.
This
is
one
of
my
favorite
numbers
that
I
like
to
look
at
so
by
age,
16
through
24.
G
When
I
have
an
opportunity
to
talk
to
them.
I
pat
him
on
the
back
and
say
good
job,
because
you
need
to
recruit
that
next
young
workforce
to
come
up
behind
everybody
and,
as
the
commissioner
stated
earlier,
you
know,
k
through
12
is
important,
very
important
for
a
pre-apprenticeship
program
to
start
somewhat
in
there.
Maybe
it's
not
called
pre-apprenticeship,
but
when
I
came
up
many
years
ago
I
had
wood
shop
and
metal
shop.
G
G
I
think
we've
lost
a
big
generation
of
people
that
didn't
have
the
exposure
to
trades
and
or
apprenticeship,
because
of
various
reasons
that
it's
just
not
available
to
them
and
I
think
that's
unfortunate
because
I
think
there's
a
big
generation
of
people
that
maybe
college
wasn't
for
them.
You
know,
but
here's
an
avenue
where
you
can
make
upwards
of
six
figures
without
a
college
education-
and
I
think,
that's
important.
G
You
know
and
then
kind
of
piggyback
on
on
that
the
programs
are
part
of
here
in
southern
nevada,
they're
part
of
a
program
where
they
get
college
credit
at
csn,
for
the
curriculum
that
they
complete
in
the
registered
programs.
They
get
college
credits
towards
an
associate's
degree
in
the
community
college,
which
is
something
I
utilized
and
a
lot
of
apprentices
do
and
that
helped
me
get
a
bachelor's
degree.
G
G
You
know
people
in
our
there
wasn't
any
thought
about
that
afterwards,
when
they
were
signed
up
and
that's
unfortunate,
and
we
need
to
stop
that
and
we
have
and
we're
continuing
to
do
it,
and
you
know
we
hope
apprenticeship
leads
to
a
career
path
for
people
that
you
know
you
can
support
a
family
of
four
and
get
out
of
that
poverty
level
and
as
it's
going
up
constantly
and
it's
important
to
our
economy
and,
on
the
other
end,
it's
important
to
our
tax
base
too.
G
The
more
people
make
the
more
they
spend
taxes
roll
in
that
way
too.
So
again,
I
thank
you
for
your
time
and
if
there's
any
questions
certainly
would
like
to
answer
them
as
best
as
I
can.
But
thank
you
for
your
time.
C
So
if
you're
an
employer,
you
know
typically
apprentice
apprenticeship.
You
want
good
insurance
coverage
and
a
lot
of
companies
won't
write
insurance
for
apprenticeships,
especially
in
construction,
if
they're
under
18.,
so
just
to
kind
of
point
that
out
senate
bill
247
again,
that
was
sponsored
by
senator
dondero
loop
did
provide
some
additional
flexibility.
C
So
we
now
have
time
based
which
is
construction,
so
that's
that
2000
hours
and
construction
has
to
be
time-based,
because
you
have
to
learn
how
to
do
that
craft
in
that
trade.
We
have
a
competency-based
approach
to
apprenticeship
now
too,
which
is
typically
your
information
technology,
because
you
have
to
be
competent
and
that
typically
doesn't
require
you
out
banging
nails
and
doing
things
like
that.
You're
on
a
computer
doing
those
types
of
things.
C
So
again,
this
model
does
work,
but
we
need
to
make
sure
that
we
do
it
right
and
tie
it
into
k-12,
tie
it
into
the
community
colleges
and
have
those
employers
who
really
want
to
get
into
this
and
are
willing
to
take
on
that
responsibility
and
we're
here
to
help
them.
And
I
just
want
to
say
thank
you
very
much
for
your
time
and
happy
to
answer
any
questions.
A
A
All
right,
I
just
want
to
make
sure
on
the
record,
it's
clear.
Thank
you
very
much,
wonderful
presentation.
I
know
we
have
a
few
questions.
We're
going
to
start
out.
First
with
some,
my
vice
chair,
some
of
them
in
bilbray
axelrod,.
H
So
maybe
we
can
go
offline
and
have
discussions,
because
this
is
one
of
the
things
that
I
think
is
probably
the
most
important
for
our
state.
You
kind
of
mentioned
it.
We
want
people
to
have
great
jobs
with
benefits
and
and
taxpayers,
and
you
know
that
that's
what
we
need
right.
That's
where
the
education
committee,
that's
how
we
fund
education.
H
So
the
first
thing
you
said
I'm
going
to
jump
on
is
that
we
don't
have
a
southern
nevada
representative
or
an
nc
representative.
I
did
kind
of
why
you
were
talking.
I
was
going
on
the
website.
It's
a
little
hard
to
navigate.
I
was
kind
of
wishing
that
the
board
members
would
you
could
be
able
to
see
the
bio
or
something.
If
so,
I
was
kind
of
googling
a
couple
people
it's
cheryl
olsen
is
on
there
from
and
she
is
she
no
longer
on
that.
C
H
H
And
I
did
see:
okay,
okay,
so
but
we're
going
to
talk
offline
because
that
needs
to
be
fixed
immediately.
We've
got
a
lot
of
great
projects
down
here.
We
have
a
lot
of
need.
I
liked
that
you
talked
about
nursing
and
even
when
you
were
talking
about
teachers-
and
I
know
my
daughter's
at
lva
and
one
of
her
favorite
classes,
last
semester
was
careers
and-
and
he
was
a
great
teacher
and
talked
about
all
different
paths
right-
the
carpenters
do
a
great
job.
H
H
You
said
that
people
were
not
going
through
your
office
and
going
straight
to
the
feds,
and
you
put
the
kibosh
on
that
and
pulled
it
back.
I'm
wondering
are
you
working
with
congressional
offices
so
when
people
reach
out
to
them,
I
know
when
I
worked
for
congresswoman
titus
people
were
constantly
looking
for
things
like
this
apprenticeship
programs
and
do
they
know
to
lead
people
to
you.
H
I
think
that
would
be
a
natural
alliance
right
there
that
it's
a
win-win
both
for
the
congressional
office
as
well
as
you
guys
bringing
people,
and
I'm
not
just
talking
about
folks
who
want
to
be
apprentices.
I'm
talking
about
businesses
who
would
like
to
get
into
this
area
as
well.
We
all
know
hiring
is
tough
super
tough.
You
were
saying
you
could
make.
I
my
daughter,
her
first
job.
She
wants
to
work
it
in
and
out,
and
I
think
they're
starting
at
18
an
hour.
You
know.
So
this
is
what
you're
competing
against.
H
So
have
you
worked
with
congressional
offices.
C
So
again
for
the
record,
shannon
chambers,
I'm
at
a
labor
commissioner,
we
have
so
the
plan
that
we
put
together
for
kind
of
an
apprentice,
construction,
technical
education
in
southern
nevada,
northern
nevada.
We
did
work
with
senator
cortez
masto's
office,
senator
rosen,
not
so
much
as
to
the
congressional
level,
I'll
be
very
honest,
but
again,
we've
been
reaching
out
as
much
as
we
can.
But
I
think
your
point
is
absolutely
a
good
one
and
we
will
double
down
on
those
efforts.
H
And
and
and
they're
great
and
that's
fantastic,
but
I
do
think
if
you
drill
down
to
the
congressional
level,
if
you
look
at
congresswoman
titus's
office
or
congressman
horsfords
or
amity,
I
think
you
might
it's
a
little
more
specific.
Instead
of
statewide,
they
have
obviously
a
little
bit
more
of
a
focus.
So
I
just
think
that
that
would
be
a
really
great
and
I'm
happy
once
again
to
talk
to
you
offline.
My
last
question:
I
mean
that
I'm
going
to
ask
today.
I
G
H
That's
ideal
is
that
you
go
you'll
you'll
knock
this
out
in
just
under
a
year.
Yes,
okay,
that's
all
I'll
ask
for
now,
but
you
promised
shannon.
C
It's
two
for
again
for
the
record:
shannon
chambers,
nevada,
labor.
Commissioner,
it's
two
representatives
from
nevada's
system
of
higher
education,
one
is
from
a
county.
That's
over
seven
hundred
thousand
one
is
under
so
that's,
typically
northern
nevada.
So
that's
cheryl,
olsen
that
the
vice
chair
referenced
there
currently
is
no
representative
for
basically
over
a
700
000
population
county,
which
is
basically
clark
county.
Although
I
will
tell
you
that
washoe
county
is
tipping
close
to
being
over
700
000.
Here,
pretty
close,
I
would
never
recommend
to
the
governor.
A
C
A
All
right
other
questions-
oh
yes,
assemblyman
miller
and
then
we'll
go
to
don
darrell.
J
Thank
you,
chair
dennis,
and
thank
you
for
the
presentation
I
as
an
educator.
I
will
speak
for
many
teachers
and
just
reminding
folks
that
teachers
were
not
the
ones
that
took
this
out
of
the
schools
and
nor
were
we
the
ones
that
felt
that
the
pendulum
had
to
swing
to
just
pushing
college.
You
know
and
not
offering
all
the
different
pathways
for
our
students
with
their
interests
and
their
aptitudes
and
their
desires.
J
But
my
question
I'm
gonna
shift
actually
to
veterans,
and
I
know
that
each
apprenticeship
program
has
their.
You
know
own
requirements
and
standards.
But
since
you're
here
I
thought
I'd
ask
a
more
higher
level
generalized
question.
We
often
have
veterans
coming
in
after
service
who
actually
have
had
those
have
been
doing
those
same
types
of
jobs
while
they
were
in
active
duty
service
and
so
and
then
coming
out,
but
now
in
the
civilian
world.
J
So
my
question
is:
is
there
any
type
of
reciprocity?
That's
given
or
considerations?
If
I
mean
we
see
this
even
in
the
medical
field,
so
when
it
comes
to
veterans
who
are
coming
out
with
those
job
skills
and
experience
that
they
did
while
serving
to
what
kind
of
reciprocity
or
programs
or
accelerations
do
we
have
for
them
when
they
come
back
into
the
apprenticeship
programs.
G
Sure
no
thank
you
for
that
question.
Richard
williams,
for
the
record,
so
most
of
the
programs,
if
not
all,
are
members
of
what's
called
helmets
to
hardhats
and
they
get
direct
entry
into
the
programs.
And
you
know
to
your
point
a
lot
of
those,
especially
in
the
navy,
the
seabees
they'll
come
out
and
they
have
construction
background
and
all
the
standards
in
nevada
allow
for
it's
not
called
reciprocity,
but
they
give
them
credit
for
past
service
in
that
skill.
G
So
maybe
that
cb,
that
maybe
was
a
carpenter
say
he
would
get
that
or
he
or
she
would
get
preference.
You
know
for
the
application
process
and
probably
would
be
awarded
a
second
year.
They
would
give
first
year
credit
bring
that
person
in
as
a
second
year,
but
hell
mr
hard
hats.
I
believe
all
the
apprenticeship
programs
utilize
that
and
that's
a
direct
entry
into
the
apprenticeship
programs.
They
just
have
to
provide
a
dd214.
G
I
believe
it
is
and
they
get
direct
entry
into
the
apprenticeship
programs
providing
that
they're
taking
applications
and
there's
you
know
somewhere
for
them
to
go.
It
was
a
little
tricky
during
kovid,
but
they
were
still
bringing
in
people
at
that
time
as
well
hope
that
answers
your
questions.
J
Think
my
specific
question
is
not
just
for
entry,
but
acceleration
through
the
program.
Is
there
anything
that
provides
for
acceleration?
You
talked
about
giving
the
one
year
or
entering
the
second
status.
Does
that
mean
that
that
veteran
can
actually
complete
their
apprenticeship
program,
be
on
to
journeyman
quicker.
G
Yeah
sorry,
I
misunderstood
what
you're
asking
richard
williams
again.
Yes,
so,
let's
say
a
four-year
program.
If
that
person
came
in
and
did
have
a
year
or
two
prior
experience
in
the
service
in
the
construction
field,
that
jtc
could
award
them
credit
for
that,
and
then
that
person
would
only
need
to
finish
two
more
years
to
attain
that
journeyman
certificate
yeah.
Absolutely
okay
and
it
happens
a
lot
yeah.
A
D
G
Sure,
thanks
for
the
question,
richard
williams
again
for
the
record,
so
each
program
is
different
depending
on
the
occupation.
Just
as
an
example,
an
electrician
would
be
an
8
000
hour
program
and
as
they
progress
through
that
program,
they
would
get
step
increases
as
they
complete
on
the
job
hours
and
you
know
rti
classroom
hours.
So
they
would
progress
through
that
program,
like
that.
C
C
They're
getting
paid
for
so
for
the
record:
shannon
chambers,
nevada,
labor,
commissioner,
so
apprenticeship,
there's
an
approved
pay
scale
as
an
apprentice
moves
up
and
goes
along.
So
typically,
if
they're
in
a
one-year
program
making
14.50
depending
upon
the
employer,
they
may
be
working
20
hours,
they
may
be
working
40
hours,
they
could
potentially
work
overtime,
but
that
pay
kind
of
approved
pay
scale
is
locked
in
and
approved
by
the
council.
C
The
whole
goal
of
the
apprenticeship
idea
is
that
they
go
from
one
year
to
the
second
year
to
the
third
year,
so
they
may
be
making
14,
50
or
40
percent
of
what
a
journeyman
makes,
but
by
year,
three
they're
making
70
percent.
So
that
is
the
goal
again.
One
of
the
issues
here
too
is
you
have
to
have
that
employer
who
has
jobs?
Who
has
the
hours
so
that
that
and
prettis
can
get
that
training
and
get
that
work.
But
you
know
I
will
tell
you
the
construction
environment
right
now.
D
That's
good
to
know
that
there
are,
there
are
jobs
and
they
are
able
to
work
possibly
full-time
hours
with
some
of
these
apprenticeship
programs.
So
thank
you.
You're
welcome.
K
Thank
you
cheer
dennis
and
thank
you
for
the
presentation.
My
question
actually
has
to
do
with
the
female
and
minority
question
that
you
posed
here.
How
can
the
legislators
assist
in
gaining
more
female
minority
workers
or
apprentices?
Is
there
a
program
that
you
have
that
we
could
you
know
put
forward?
C
So
thank
you
for
the
question
again,
shannon
chambers
for
the
record,
so
I
think
it
needs
to
be
a
combination
of
things.
There
are
apprenticeship
programs
who
reach
out
to
the
various
community
organizations
who
reach
out
to
the
urban
chamber
who
identify
employers
and
schools
where
there
may
be
underserved
populations.
So
there
are
currently
programs
that
are
doing
that
now.
C
One
of
the
issues
with
apprenticeship
is
for
an
employer
to
do
this,
especially
if
they
haven't
done
it
before
the
administrative
costs
and
helping
them
do
the
paperwork
and
that
type
of
a
thing.
I
think
that's
one
area
where,
if
you
had
minority-owned
businesses
who
know
that
community
and
can
tap
into
that
pool
if
they
had
potential
funding
to
help
them,
even
if
it's
getting
started
that
first
year
or
that
second
year
and
those
wraparound
services
child
care
transportation,
you
know
whether
it's
tuition
assistance,
different
things
like
that.
C
We
are
talking
to
the
school
districts
and
trying
to
focus
on
schools
where
we
know
there
is
an
underserved
population
and
minority
groups
and
female
groups
that
progress
again.
I'm
not
going
to
tell
you
that's
going
to
happen
overnight,
but
we
are
trying,
but
I
think
from
again,
in
my
opinion,
from
a
legislative
perspective,
it
has
to
be
funding
for
those
wrap
around
services
because
a
lot
of
these
individuals
child
care
alone,
it's
it's
literally
for
some
individuals.
C
So
those
types
of
things
and
I'm
more
than
happy
in
director
to
have
that
conversation
offline
too.
But
you
know
it's
just
one
of
those
things
where
just
the
basic
foundation
of
getting
someone
to
work
each
day
and
providing
them
support.
There
is
just
not
a
basket
of
money
there
right
now.
For
that.
K
All
right,
thank
you,
so
follow
up.
Please.
K
So
the
gist
of
all
of
this
is
that,
in
order
to
get
that
word
out
to
females
and
minority
groups,
we
need
funding.
That,
apparently,
is
not
there
right
now.
C
So
again
for
the
record:
shannon
chambers,
labor,
commissioner,
I
think
that's
part
of
it-
I
think
back
to
the
k-12
perspective-
is
notifying
individuals
at
all
levels
in
all
schools
and
all
shapes
and
sizes
and
colors.
That
apprenticeship
is
an
option,
and
this
is
a
pathway
that
you
can
do
it,
and
this
is
what's
here
to
help
you.
I
think
it
it
money's
part
of
it,
but
there
has
to
be
an
effort
in
the
k-12
to
notify
those
individuals
that
these
programs
and
apprenticeship
and
a
potential
career
path
exists.
C
G
D
Reynolds,
let
me
direct
her
for
business
century
I'll,
be
very
quick,
but
we
have
a
lot
of
resources
that
we're
now
looking
at
putting
into
the
effort
of
building
our
labor
force
within
the
state
of
nevada.
D
Child
care
is
is
a
huge
issue,
because
during
the
pandemic,
we
lost
50
percent
or
more
of
our
child
care
providers.
So
we're
building
back
up
and
trying
to
look
at
voucher
systems.
Look
at
support
to
be
able
to
build
on
the
child
care
network
to
be
able
to
provide
child
care
for
our
workers.
It
is.
It
is
in
dire
need
to
do
that.
D
Fortunately,
we
also
have
the
minority
affairs
commission
within
business
and
industry
within
the
director's
office
in
southern
nevada,
and
we
are
using
them
to
as
an
educational
source
to
get
out
to
groups
and
speak
to
talk
about
what
the
needs
are
within
our
different
communities
within
the
state
education,
getting
people
to
understand
the
problem,
and
then
we
can
start
building
solutions
when
they
better
understand
those
problems.
D
A
Okay,
thank
you
very
much,
simon
hanson,
in
in
carson
city.
Do
you
have
any
questions.
A
G
Yeah
richard
williams,
state
apprenticeship
director
for
the
record.
Yes,
so
on
our
website
the
labor
commissioner's
website,
it
would
be
labor.nv.gov
under
there
there's
a
drop
down
tab
there.
It's
called
nsac,
which
stands
for
nevada
state
apprenticeship,
council
under
that
drop
down
tab.
There
is
a
listing
to
the
right
of
all
the
approved
registered
programs
with
occupations
and
the
contact
information
for
each
program
so
that
that's
been
available
to
the
public
for
a.
A
G
A
Yeah,
because
I
think
I
think
one
of
the
things
that
we're
hearing
you
know
is
that
you
know
we
could
do
a
better
job
at
telling
people
hey
this
is
available,
but
we
just
want
to
make
it
easy
for
them
to
to
be
able
to
get
to
the
information
when
you.
G
A
It
thank
you.
Thank
you
for
all
the
great
work
you're
doing.
Thank
you
for
your
presentation
today
and
I'm
sure
now
we
know
who,
if
we
need
to,
we
can
reach
out
to
you,
so
anybody
that
has
any
additional
questions
or
whatever
just
please
feel
free
to
reach
out
to
them.
Thank
you
all
right.
Thank
you
very
much
great.
A
In
order
to
keep
us
going
here,
because
I
think
we're
going
to
lose
a
few
of
our
people
at
some
point,
some
of
our
presenters.
So
I
want
to
make
sure
we
get
to
these.
And
the
next
item
is
item
agenda.
Item
number:
five,
a
presentation
on
current
initiatives
and
challenges
relating
to
apprenticeships,
pre-apprenticeships
and
other
work
based
learning
programs
in
nevada.
I
In
that
capacity,
my
portfolio
includes
the
office
of
career
readiness,
adult
learning
and
education
options,
which
we
refer
to
as
cralio
the
crelio
team,
oversees
career
and
technical
education,
as
well
as
work-based
learning,
and
we
will
be
presenting
on
both
of
those
topics.
Today
we
appreciate
commissioner
chamber
and
her
team
for
their
presentation
to
start
us
off
today
and
I'm
happy
to
bring
to
the
table
in
the
north
craig
satuki,
who
oversees
the
crelio
office
and
will
provide
an
update
on
work-based
learning
in
nevada,
k-12
schools.
L
Good
morning,
thank
you,
chair
dennis,
and
the
members
of
the
legislative
committee
on
education
for
the
record.
I
am
craig
sutuki,
the
director
of
the
office
of
career
readiness,
adult
learning
and
education
options
for
the
nevada
department
of
education,
and
I
will
be
providing
you
an
update
on
apprenticeships
and
work-based
learning
this
morning.
L
Work
based
learning
is
an
educational
strategy
that
offers
students
the
opportunity
to
connect,
classroom
learning
without
to
authentic
business
and
industry
experience.
Work-Based
learning
in
nevada
is
described
as
a
continuum
of
experiences
that
help
prepare
students
for
post-secondary
education
and
careers.
The
goal
of
work-based
learning
is
to
assist
students
to
be
college
and
career,
ready
to
authentic
connections
through
business
and
industry
in
the
field
related
to
the
student's
career
interest
for
the
purposes
of
collecting
work-based
learning
data
that
was
reported
to
the
state
board
of
education
and
legislature.
L
As
you
can
see
from
this
definitions,
the
implementation
of
pre-apprenticeship
and
registered
apprenticeships
within
high
schools
is
significantly
restricted
due
to
agent
and
and
education
requirements,
and,
as
commissioner
chamber
mentioned
in
previous
presentation,
those
definitions
we
utilize
while
they,
while
we
don't
necessarily
have
a
hard
definition.
These
are
the
definitions
that
we
provide
school
districts
and
charter
schools
so
that
when
they
are
communicating
with
their
with
their
educators,
our
students
and
their
families
that
that
we
are
talking
the
same
language
across
the
state
and
I
think
that's
very
important
as
we
move
forward.
L
There
are
opportunities
for
apprenticeships
and
we
are,
and
we
are
starting
to
see
those
now
tmcc,
the
reno
orthopedic
center
foundation
and
the
washoe
county
school
district
are
currently
partnering
to
provide
a
certified,
nursing
youth,
certified
nursing
assistant,
youth
apprenticeship
program
for
washoe
county
school
district
students
over
the
age
of
16,
with
their
first
cohort
start
starting
this
summer.
This
opportunity
is
not
limited
to
cte
students
and
provides
an
excellent
opportunity
for
students
to
participate
in
an
apprenticeship
program,
earn
an
industry,
recognized
credential
and
start
the
students
on
the
career
pathway.
L
And
as
you
notice,
there
are
a
couple
areas
in
which
we
have
seen
improvement
and,
as
we
are
improving
our
technical
assistance
to
school
districts
and
school
districts
are
implementing
their
work-based
learning
plans.
We
are
seeing
increases,
particularly
in
cte,
work,
experience
and
supervised
agricultural
experiences
because
of
the
technical
assistance
in
schools
properly,
including
those
students
into
work-based
learning
activities.
L
Due
to
the
low
numbers
of
students
participating
in
work
based
learning
in
some
special
populations,
we
have
not
included
that
information
this
chart
in
the
next
presentation,
which
I
believe
is
item
agenda.
Six
I'll
provide
a
comparison
of
cte
enrollment
to
statewide
enrollment,
but
overall
cte
enrollment.
It
relatively
mirrors
the
statewide
enrollment
for
students
9
through
12.
L
The
department
believes
that
the
removal
of
restricted
language
requiring
students
to
be
participating
in
cte
in
order
to
participate
in
work
based
learning
as
passed
by
assembly
bill
38
in
the
last
legislative
session,
will
provide
opportunities
for
students
who
are
interested
in
career
pathways
that
are
not
offered
at
their
individual
school
in
the
next
presentation.
I'll
provide
additional
details,
but
right
now
our
office
is
currently
facilitating
a
restructuring
of
most
of
our
cte
programs
of
study
to
two-year
sequences,
which
we
we
believe
will
provide
students,
schools
and
school
districts.
L
L
A
We
do
questions,
we
also
have
a
presentation
from
the
the
superintendent
association,
and
so
if
we
could
do
that
and
then
we'll
go
to
questions
to
since
they're
they're,
all
on
the
same
topic
can
I
who
do
we.
M
Great
okay,
superintendent
summer
stevens.
M
Thank
you
so
much
summer,
stephen
for
the
record.
M
I'm
feeling
like
I
have
some
feedback:
hello,
superintendent
summer,
stevens,
churchill
county,
also,
the
president
of
the
nevada
association
of
school
superintendents.
Also
with
me
today
I
have
superintendent
pam
thiel
from
lincoln
county,
and
I
also
have
dr
mike
barton
from
clark
county
school
district
and
so
in
this
particular
part
of
the
presentation.
I'll
pull
that
up.
M
I'm
going
to
talk
just
a
little
bit
about
the
the
legislation
that
that
craig
just
spoke
about
and
turn
it
over
to
pam
who's,
going
to
speak
a
little
bit
about
work-based
learning
and
also
then,
if,
if
dr
barton
has
anything
to
add,
so
let
me
go
ahead
and
and
share
my
screen
here.
Just
a
second.
M
Okay,
so
with
the
with
the
legislation
that
was
shared
one
of
the
things
that
is
important
and
really
appreciated.
Hearing
also
from
the
commission
regarding
apprenticeships
and
and
pre-apprenticeships,
and-
and
I
think
it
is
really
important
that
they're
just
thinking
about
the
conversation
that
there
are
so
many-
I
guess-
logistics
or
parameters
around
apprenticeships
and
the
pre-apprenticeship
components
with
apprenticeships.
M
Obviously
they
have
a
lot
of
components
and
a
lot
of,
I
guess,
restrictions
or
rules,
and
we
think
that's
important
to
understand
and
then
the
pre-apprenticeship
idea,
how
that
ties
to
work-based
learning-
and
I
I
think
what's
important
to
also
mention-
is-
and
I
wrote
this
down
in
my
notes-
that
we
really
have
to
work
hard,
and
I
guess
this
would
be
important
for
legislators,
but
also
for
the
department
of
ed
and
for
the
commission
and
for
school
districts
like
we
can't
be
in
silos,
and
I
know
that
I
worked
specifically
with
amy
fleming
with
gohan
and
with
enchi
on
some
some
apprenticeship
work
that
we
wanted
to
do
with
some
local
businesses
and
with
some
college
work
and
with
ourselves
with
some
students
that
we
wanted.
M
This
really
great
partnership,
and
it's
just
it's
very
it's
it's
very
time
intensive
and
when
things
are
in
silos,
that's
where
things
get
really
held
up,
and
so
it
is
really
important
that
we
all
are
speaking
the
same
language
and
one
of
the
things
that
I
noted,
as
I
listened
to,
the
commission
was
some
of
the
language.
M
That's
used
that
was
used
this
morning,
doesn't
necessarily
drive
or
flow
with
the
way
that
we're
talking
about
things
in
k-12
or
with
even
with
dual
enrollment,
or
the
way
that
k-12
cte
at
the
federal
level
talks
about
things.
So
I'm
just
going
to
encourage
us
all
as
we
move
forward,
because
this
is
this
is
where
the
meat
and
potatoes
of
moving
forward
with
where
learning
needs
to
go,
that
we
have
to
act.
M
We
absolutely
need
to
not
work
in
silos
and
we
need
to
have
all
the
right
people
at
the
table
and,
as
we
think
about
legislation
and
barriers,
maybe
that
sometimes
that
causes
we
need
to.
We
just
need
to
think
about
that
as
we
work
forward,
but
for
legislation
with
80-38,
specifically
when
we
were
talking
about
work-based
learning
programs,
craig
was
able
to
talk
about
how
things
change
for
work
based
learning,
and
it
really
did
remove
that
the
the
cte
requirement
for
work
based
learning
being
removed
out
of
there.
M
It
does
still
require,
though,
that
all
of
our
work-based
learning
programs
have
to
be
approved
by
the
state
board
of
education
and
those
applications
actually
are
very
time
intensive
and
pretty
complex
and
so
and
and
rightfully
so.
It
has
to
be
very
well
thought
out
very
much
like
what
we
heard.
Commissioner,
the
commissioner
talk
about
with
apprenticeships
right
there.
There
are
very
specific
things
that
have
to
be
involved.
M
We
want
to
make
sure
that
those
employers
are
vetted
and
that
there's
a
very
clear
plan
about
how
those
students
that
are
going
to
go
to
work
based
learning,
how
we
evaluate
what's
happening
on
those
programs
and
how
we
evaluate
those
employers
and
so
that
legislation
does
have
a
lot
entailed.
We
also
several
years
ago,
had
some
grant
funds
that
were
being
used
for
schools
to
build.
M
The
work
based
learning
programs
and
those
applications
that
money
doesn't
exist
anymore,
so
some
school
districts
have
used
the
funds
from
esser
for
a
couple
years
anyway,
until
it
runs
out
to
hire
staff
to
help
with
work
based
learning.
But
beyond
that
there
there
are
no
funds
available
for
these
really
important
necessary
programs.
M
So
that's
the
part
that
I'm
going
to
tell
you
if,
if
we're
going
to
put
our
our
money
where
our
mouth
is
and
say
that
these
are
the
most
important
things
moving
forward
for
our
workforce
for
our
state,
then
we're
going
to
have
to
find
a
way
to
fund
it,
because
it's
it's
it's
exhausting
and
superintendent,
teal
and
myself.
M
You
know
I'm
in
a
3300
student
district,
pam's
district
is
smaller,
but
she
and
I
both
I'm
the
one
running
work-based
learning
right
now,
along
with
the
other
gazillion
things
I'm
trying
to
to
do
to
help
support
our
school
district
and
pam
would
be
doing
the
same
thing
for
hers,
and
I
just
cannot
get
it
all
done.
I
cannot
get
it
all
done,
and
so
the
state
board
requirement
of
what
it
takes
to
get
a
program
through
through
that
legislation
is
something
to
think
about.
F
So
there
are
various
workplace
work
based
learning
programs
across
the
state
with
the
legislation
that
was
created
but
as
as
summer
and
shannon
spoke
to
the
funding,
is
an
issue
and
so
we're
working
hard
to
provide
those
opportunities
because
we
know
how
valuable
those
opportunities
are,
I'm
getting
them
approved
through
the
state
board
event.
I
think
both
of
us
have
already
spoke
to
that
districts
are
getting
started
on
those
and
our
building
programs
and
opportunities
and
nde
is.
F
We
have
regular
meetings
to
encourage
and
work
on
that,
but
there
are
some
barriers
there
and
there
are
more
work
based
learning
programs
versus
apprenticeships
or
pre-apprenticeships,
and
I
think
now
from
the
previous
presentations
we
kind
of
know
why.
But
how
valuable
those
are.
F
My
local
context
we
lincoln
county
school
district
has
been
working
for
several
years
now
on,
creating
and
building
out
the
portrait
of
a
graduate
within
pathways
by
ninth
grade
that
that
increase
the
opportunities
for
the
future
of
our
students,
and
so
we've
we've
done
some
work
around
cte
and
vision,
work
and
I'm
I'm
completing
some
of
that.
Right
now,
and
just
as
summer
stephen
spoke
to
with
the
silos,
it
became
very
clear
to
me
yesterday
that
cte
still
is
looked
at
as
a
separate
thing.
It
is
not
included.
F
F
I
think
we're
good
for
the
next
slide
summer.
There
we
go
examples
of
what
are
occurring,
as
as
churchill
work
based
learning.
They
are
trying
to
build
that
fallon
forward.
Elko
county
is
developing
some
programs
to
extend
health
science
opportunities.
F
F
Even
if
I
have
an
entry-level
teacher
who
wants
to
come
into
a
cte
position,
the
licensing
barriers
to
be
able
to
do
what
they
need
to
do
is
significant
to
where
they
have
to
get
another
endorsement
on
their
license
to
then
be
qualified.
So
let's
say
they
are
able
to
do
welding
and
welding
tech,
but
if
they
want
to
do
the
auto
part,
because
lincoln
can't
hire
four
teachers,
I
can
only
hire
one.
F
F
M
Pam
before
you
continue
and
we
turn
it
over
to
clark-
I
I
would
like
to
just
share
a
couple
additional
examples:
if
that's
okay,
so
with
with
our
building
felon
forward
the
work
that
that
we're
trying
to
do
is
again,
we
tried
to
target
small
to
to
try
to
get
things
started
up,
because
the
struggle
is
real.
M
We
we
started
before
the
pandemic
with
a
work,
work,
workplace,
readiness
and
and
work
based,
learning
advisory
group
and
really
start
targeting
like
what
does
that
look
like
up
through
the
ranks,
because
when
we
think
about
our
our
school
counseling
department,
the
idea
about
career
development
is
one
of
their
three
standards,
but
even
in
churchill
county
for
a
long
time,
I
only
had
two
school
counselors
for
a
thousand
kids
at
the
high
school.
I
had
one
school
counselor
for
750
kids
at
the
middle
school.
M
One
of
my
elementaries
didn't
even
have
a
school
counselor,
so
I
was
working
to
even
build
the
counseling
department
to
even
start
tackling
career
advisement
and,
and
so
we
started
tackling
like
what
does
that
look
like
through
the
k-12
ranks
of
of
developing
their
career,
their
future
stories?
Right
and
and
how
do
you
even
explore
careers,
and
how
do
you
get
into
job
shadowing
and
how
do
you
get
into
you
know
panels,
and
how
does
that
look
and
how
you
know?
M
How
can
the
state
build
that
up
and
again
so
this
and
the
cte
conversation
really
do
go
hand
in
hand,
even
though
they're
separate
separate
topics,
but
but
we
started
working
on
that
and
started
to
spell
that
out,
k12,
as
I
think
many
districts
have
tried
to
do,
but
that's
an
area
that
we
don't
do
very
well
in
when
we
do
our
cte
assessment
of
of
our
programs
is
that
career
development,
career
design
work,
but
we've
been
working
with
a
organization
in
our
community
to
try
to
start
getting
the
the
the
local
folks,
the
industry
folks
to
partner
with
us,
so
that
we
can
actually
have
students
that
earn
credit
for
high
school,
because,
right
now
they
earned,
they
can
earn
credit
for
a
course
called
career,
vocational
education
or
there's
also
work
based
learning
credit
that
goes
with
a
particular
career
pathway.
M
So
that
gets
coded
differently
in
the
system
for
our
perkins
grant.
And
so
we
are.
We
are
trying
to
target
our
kids
in
work
based
learning
for
perkins
grant
through
the
cte
pathways,
because
that
was
manageable
for
me
as
a
superintendent
to
try
to
balance
along
with
what
we're
doing.
We
don't
have
very
many
students
in
it.
We've
been
trying
to
manage
it
through
a
system,
but
students
get
credit.
They
also
are
in
paid
paid
situations.
M
It's
not
unpaid
internships,
so
I
think,
and
then
you've
seen
again
from
what
some
of
the
other
school
districts
are
in,
but
we're
trying
to
target
every
area
possible
because
we
have
a
lot
of
program
areas,
but
we're
also
trying
to
target
that
they
also
are
in
dual
enrollment.
M
So
we're
trying
to
make
it
multi-faceted
just
like
what
you
are
hearing
this
morning
with
the
apprenticeship
side,
so
that
we
are
preparing
students
to
be
able
to
be
employed
employed
literally
when
they're
leaving
high
school
with
credits,
you
know
with
certifications
and
so
on
and
again
the
the
latter
part
of
with
the
cte
you're
going
to
see
that
kids
are
leaving
high
school,
with
credits
with
licensures
with
certifications,
and
that's
really
the
the
same
conversations.
M
So
I
think
it's
really
important,
though,
that
that
we
share,
we
need
more
help.
We
don't
need
any
more
legislation
for
sure
which
we
need
more
money
and
we
need
more
bodies,
because
we
cannot
do
it
like.
We
need
boots
on
the
ground
to
be
able
to
be
in
seats
to
and
to
be
out
like
pounding
the
pavement
to
get
the
employers
on
board
to
vet
the
employers
to
be
at
the
high
schools
like
recruiting
the
kids
like
to
be.
M
You
know
doing
that
work,
because
I
I
can't
do
it
I
mean
that's
my
plea
to
you
is
like
how
do
we
do
it
and
the
people
who
are
passionate
about
kids
future
stories,
because
I
am
super
passionate
about
school,
becoming
this
kind
of
work
and
getting
and
getting
kids
like
out
there
doing
great
work
for
employers
and
and
that
becoming
the
future
of
education.
M
M
Sorry,
like
I
mean
I
wish
they
did,
but
they
didn't
they
came
to.
They
came
to
do
this
stuff.
They
love
to
do,
and
so,
if
we
can
make
school
about
this,
but
I
need
the
bodies
and
the
and
the
ability
to
fund
this
to
get
kids
out
in
the
in
the
workforce
and
practicing
and
doing
it.
So
I
am
going
to
turn
it
over
to
to
mike
because
again
in
clark
county,
you
guys
have
different
opportunities
with
just
your.
N
Thank
you,
superintendent,
stevens,
mike
barton
for
the
record
clark
county
school
district.
Dr
jarrah
had
every
intent
to
be
at
this
presentation
today,
he's
passionate
about
this
subject,
but
he's
representing
the
district
for
magnet
schools
of
america
locally
and
accepting
several
national
recognitions
from
that
organization.
N
My
first
comment
is
that
I'm
very
empathetic
toward
my
rural
colleagues,
where
we
we
have
a
work
based
learning
coordinator
that
initially
was
provided
through
dollars
from
the
legislature
when
those
dollars
did
go
away.
As
dr
stevens
mentioned,
we
did
sustain
that
position
with
general
fund
dollars
to
keep
those
connections
going
with
local
employers,
those
partnerships
and
bringing
them
in
to
see
the
the
classrooms
that
we
have
to
support
the
work
we've
kept
that
going
and
to
create
that
synergy.
N
Does
it's
a
challenge
in
a
small
rural
community
to
keep
that
or
even
have
that
position
identified
so
again,
my
my
empathy
is
great
for
them.
For
that
area
we
have
you
know,
teaching
and
training
programs,
diesel
technology,
industrial
maintenance
and
what
we've
tried
to
do
and
again
we're
gonna
get
to
the
cte
part.
Here
in
a
minute,
we've
tried
to
continuously
break
down
that
stigma
where
our
counselors
and
dr
stevens
talked
about.
N
This
greatly
is
that
we
want
our
counselors
to
really
be
that
conduit
with
work-based
learning
opportunities
and
we've
we've
provided
national
clearinghouse
data
to
our
counselors,
showing
that
50
of
our
kids
are
going
to
college
50
are
not
so
what's
a
pathway
for
them.
So
when
you
have
high
case
ratios
for
counselors,
where
they're
supposed
to
focus
on
these
things,
we
want
to
focus
on
pathways
for
the
50
not
going
to
college.
N
Sometimes
they're
stretched
then,
with
their
caseloads
they're
focused
on
sel
they're,
focused
on
crisis,
frankly
coming
out
of
a
pandemic,
so
the
counselor
is
a
key
role
with
building
those
connections
for
work-based
learning
in
connection
to
apprentice,
apprenticeships,
we've
we've
taken
our
counselors
on
field
trips
to
our
local
unions,
whether
it's
our
crane
operators,
elevator
operators,
carpenters
counselors,
have
been
the
front
lines
to
go
on
these
field
trips
to
see
how
they
can
promote
those
apprenticeship
opportunities
for
our
current
seniors,
as
they
start
to
get
ready
for
graduation
from
the
k-12
system.
M
Awesome,
thank
you
so
at
this
time
we
would
we
would
stand
for
any
questions,
but
we
appreciate
your
time
because
again
we
all,
I
think
we
all
love,
love
this
and
we
love.
This
is
the
direction
and
we
want
to
do
whatever
we
can
to
to
ensure
that
we're
part
of
whatever
we
can
do
to
to
make
this
happen
in
nevada.
A
Thank
you
very
much
so
so
we
we
can
ask
questions
we
from
the
department,
as
well
as
from
the
the
district
representative,
so
who
questions
who
has
questions?
Yeah,
someone,
thomas.
K
Thank
you,
chair
dennis
my
question.
Actually,
when
I'm
I'm
hearing
excuse
me
continuously
that
there's
a
training
deficit
in
our
apprentice
program
for
our
schools-
and
I
just
was
wondering,
have
there
been
a
reach
out
to
our
colleges
and
universities?
Have
we
gone
to
our
retirement
community,
meaning
and
our
unions?
K
We
have
a
lot
of
union
workers
that
are
actually
retired
that
could
go
into
school
and
teach
and
or
train,
and
I
was
wondering:
are
we
reaching
out
to
all
aspects
in
order
to
get
our
kids
trained
the
way
we
would
like
them
to
be
trained.
A
M
M
M
We
certainly
we
actually
reach
out
to
anyone
possible
when
we
have
openings
and
we
and
we
reach
out
to
anyone
possible
to
actually
bring
people
in
when
we
have
a
need
for
additional
skill
development
for
students
in
k-12-
and
I
know
our
local
college,
western
nevada
college
does
the
same
thing
when
they're
building
their
when
they're
looking
for
professors
or
trainers
to
provide
to
provide
training
on
any
any
particular
skill,
welding
construction
and
so
on.
M
Now
again
the
licensure
piece,
if
you're
looking
for
someone
long-term,
you
know
obviously
that's
different
than
if
you're
just
looking
for
someone
to
provide
a
an
intermittent
training
on
on
a
particular
skill
and,
to
be
honest,
we're
not
always
finding
that
people
want
to
come
out
to
do
it
for
the
long
term.
The
the
pay
is
not
there
always
for
what
someone's
looking
to
do.
K
Well,
thank
you,
but
I
do
know
as
a
retiree
that
you
know,
a
lot
of
retirees
are
looking
for
additional
work.
It
keeps
them
going
and
especially
in
our
trades.
These
are.
This
is
an
untapped.
You
know
we're
just
letting
it
go
and
that's
you
know
we
can
keep
them
employed.
If
that's
what
they
would
like
to
do-
and
you
know
any
resource
to
me-
is
a
good
resource,
and
why
aren't
we
using?
You
know
our
colleges
and
universities,
these
students,
that
are
you,
know,
grad
students?
K
You
know
this
would
be
good
for
them.
M
I
think
we
are,
I
don't,
I
don't
think
we're.
Not.
I
guess
that's
my
question
to
answer
your
question.
I
don't
think
we're
not
using
them.
At
least
our
district
does
use,
whoever
we
can
we
partner
with
the
college.
We
have
a
lot
of
dual
enrollment
opportunities
we
do
put
out
for
anybody
who's
in
a
program
to
participate
with
us.
When
we
have
an
opening
in
cte,
we
open
it
to
anyone.
We
we're
looking
for
anyone
who
can
work
and
be
licensed
and
we
help
people
get
licensed
with
a
business
and
industry
license.
K
F
Pam
till
for
the
record,
I
just
was
going
to
follow
up
on
that
one
from
from
another
district
perspective,
I
think
we're
going
to
be
at
an
all-time
high.
This
coming
school
year
of
teachers
that
will
retire
and
that
will
come
back
in
a
critical
need
position
and
still
fill
educational
content.
I
know
that
I
will.
I
have
three
critical
need
positions
right
now.
Two
of
them
are
bus
drivers
because
I
can't
find
them,
and
so
we've
brought
them
back
retired
critical
need.
F
I
probably
will
have
a
science
come
back
and
willing
to
come
back
to
do
a
critical
need
position.
So
I
think
our
communities
are
tapping
those
those
those
that
are
willing
to
come
back
and
teach
after
they've
taught
for
more
than
30
years,
so
that
is
occurring.
A
Do
we?
I
don't
see.
B
Thank
you
for
the
presentation
and
dr
summers
stevens.
I
wanted
to
follow
up
on
some
of
the
things
that
you
mentioned.
If
I
noted
them
correctly
about
what
the
stumbling
blocks
are
and,
of
course,
financing-
and
I
think
ms
chambers
mentioned
that
apprenticeship
programs
are
not
funded
at
the
state
level
and
then
you
have
elicited
some
other
some
other
things.
So,
financing
state
paperwork
excuse
me
and
then
also
a
need
for
counselors.
Did
I
get
some
of
those
stumbling
blocks?
Correct.
F
A
My
ass
just
sure
hold
on
one
second,
so
I
thought
I
heard
a
yes,
but
whoever
said
that
just
identify
yourself.
So
that
way
the
record
shows
who
said
it.
Sorry.
M
Thank
you
there's
a
superintendent
summer
stevens
for
the
record.
Yes,
those
those
were
several
of
the
things
that
I
shared
one
additional,
I
think,
would
be
that
sometimes
we're
in
silos
all
of
these
different
entities
that
we're
not
necessarily
all
working
together
on
it,
we're
working
on
these
items,
all
we're
all
working
on
the
items,
but
we're
still
working
on
them
separately.
So
we
end
up
spending
a
lot
of
energies
separately
instead
of
together.
B
B
I
just
attended
a
public
lands
meeting
in
elyon
friday
and
all
the
presenters
were
doing
this
very
thing,
and
it
was
so
enlightening
to
hear
what
the
need
is
from
your
perspective
in
the
trenches
and
then
to
hear
what
you
don't
need
us
to
do
so
that
we
further
impede
or
maybe
put
a
barrier
in
place.
So
if
you
don't
mind
some
homework,
I
would
love
for
all
of
us
to
receive
maybe
an
email
or
a
report.
B
That
would
say
this
is
the
map
that
we
that
we
see-
and
these
are
the
things
that
we
can
help
you
with.
M
M
Superintendent
stevens
for
the
record.
Thank
you,
assemblywoman
hanson,
you
know.
Certainly
we
we
we
always
welcome
any
opportunity.
I
would
say
that
superintendents
we,
we
love
the
opportunity
to
share
with
all
of
you
what
I
guess,
what
we'd
like
to
see
be
different
and
we
certainly
can
can
work
on
that.
We
are
super
super
busy,
and
but
we
will
we
will.
M
I
will
take
that
back
to
our
our
crew,
because
it
is
you
know
this
is
this
is
the
challenge
always
and
again,
all
of
you
are
tasked
with
similar
to
schools.
Right
like
it
isn't
just
one
thing:
we
do
at
schools,
we're
tasked
with
health
and
wellness
and
and
reading
and
social,
emotional
learning
and
money
and
and
everything,
food
and
and
you're
tasked
with
all
those
same
things
and
and
tying
it
together
is
what's
really
most
important,
because
that's
the
only
way
we're
ever
going
to
get
it
done
right
is
we
have
to.
M
We
have
to
tie
all
of
the
ends
together
and
and
connect
all
of
the
dots,
and
so
I
appreciate
that-
and
I
think
and
and
in
conjunction
with
with
the
nevada
department
of
education
and
craig.
M
I
think
that
would
make
a
lot
of
sense
how
we
could
tie
this
presentation,
also
the
next
one
with
cte,
how
we
could
look
at
really
all
the
parts
right
all
of
that
legislation
and
with
what's
at
the
state
board
and
what's
required
of
us
around
work,
based
learning
and
cte,
and
this
future
of
learning
and
the
needs
economically
like
and
with
going
like.
How
do
we
tie
this
all
together
and
what
our
needs
are
and
present
that
back
to
you.
B
Thank
you
for
that,
and
I
know
you
have
all
of
you
have
so
much
on
your
on
your
plate
already.
I
don't
want
to
give
you
another
assignment,
but
maybe
with
kind
of
an
open-ended
deadline
that
we
just
maybe
receive
some
feedback
before
the
next
legislative
session
or
before
bill
drafts
are
finalized,
so
that
we
make
sure
that
we're
not
treading
where
it's
going
to
further
impede
or
we
could
offer
some
solutions.
So
thank
you
so
much
for
all
that
you
all
do
out
there
in
the
field.
A
Thank
you
so
much
hanson.
I
just
wanted
to
bring
point
out
that
what
a
lot
of
what
we're
as
a
committee,
what
we're
doing
is
getting
all
these
presentations
and
our
staff
is
also
taking
notes
as
we
go
through
and
when
we
get
to
our
last
couple
of
meetings
is
when
we're
going
to
actually
be
talking
about
what
kind
of
legislation
you
know
like
like
they
talked
about
some
of
these
barriers
and
things.
A
What
kind
of
things
we
can
do
and
we're
going
to
follow
up
with
people
that
have
presented
also
to
give
them
an
opportunity
to
give
some
suggestions
so
so
yeah.
So
we
we
think
that
that's
very
important
and
that's
how
the
we've
in
the
past
we've
been
able
to
get
some
really
good
things
to
be
able
to
work
on
during
session
because
they
come
from
these
presentations
that
we're
getting
so
so
we
are
working
on
that
and
our
staff
also
helps
us
with
that.
A
Okay,
any
other
questions,
I'm
not
hearing
any
all
right.
So
we
are
now
going
to
go
then
to
the
next
presentation,
which
is
item,
number
six
presentation
concerning
the
expansion
and
challenges
of
magnet
and
career
at
technical
education
programs
in
nevada.
I
Thank
you,
chair
dennis.
This
is
jessica
todman
for
the
record.
The
nevada
department
of
education
is
pleased
to
provide
an
update
on
career
and
technical
education.
Today
I
want
to
emphasize
that,
while
nevada
is
home
to
many
outstanding
career
and
technical
academies,
career
and
technical
education
is
delivered
in
comprehensive,
high
schools,
as
well
as
in
the
specialized
academies
further,
while
magnet
programs
provide
career
and
technical
education,
they're
overseen
at
the
local
level
and
not
by
the
department
of
education.
I
L
Good
morning,
thank
you,
chair
dennis
members
of
the
legislative
committee
on
education
for
the
record.
I
am
craig
sutuki,
the
director
of
the
office
of
career
readiness,
adult
learning
and
education
options
for
the
nevada
department
of
education.
I
am
happy
to
provide
you
with
an
update
on
career
technical
education.
This
morning.
L
L
Our
office
is
committed
to
ensuring
that
cte
programs
of
study
are
aligned
with
nevada's
economic
needs
by
ensuring
alignment
between
secondary
post-secondary
and
workforce.
Our
cte
programs
across
the
state
are
funded
through
federal,
perkins,
perkins
five
funding
and
also
through
the
state
cte
grant
funds.
L
Rct
programs
of
study
are
developed
in
coordination
with
the
governor's
office
of
economic
development
and
demand
occupation
list,
and,
as
that
list
changes,
we
always
is
that
I
guess
this
changes
updates
we're
always
looking
to
see
to
make
sure
that
we're
we're
providing
the
cte
pathways
that
are
aligned
with
the
in
demand
occupations
in
nevada.
However,
initiating
and
implementing
new
programs
of
study
in
emerging
fields
is
difficult
because
we
are
competing
against
the
same
workforce.
That
businesses
in
those
emerging
fields
are
are
trying
to
hire
workers
in.
L
Slide
provides
an
overview
of
disaggregated,
ct
enrollment
compared
to
the
representation
of
each
student
group
and
overall
student
population.
So,
for
example,
51
percent
of
nevada's
secondary
students
are
male
and
53.2
percent
of
cte
participants
are
male.
Generally
speaking,
the
percentage
of
students
participating
from
each
student
population
group
has
not
changed
significantly
over
the
last
three
years.
L
The
department
utilizes
a
variety
of
resources,
including
the
goed
in
demand
occupation
list,
as
well
as
nevada,
workforce
development
reports
such
as
reports
from
west
end
and
the
las
vegas
global
economic
alliance.
To
ensure
that
cte
programs
are
aligned,
directly
aligned
or
develops.
Transferable
skill
sets
with
high
skill,
high
wage
and
demand
occupations
within
the
state
of
nevada.
L
The
federal
the
federal
perkins
5
legislation
passed
in
2018
allows
states
to
utilize
federal
cte
funds
to
provide
cte
programming
for
students
in
middle
school.
The
department
has
recently
added
middle
school
courses
to
its
cte
course,
catalog
for
school
districts
to
provide
cte
to
middle
school
students.
L
As
you
look
at
these
demographics,
I
would
like
to
point
out
that,
while
the
middle
school
enrollment
is
essentially
the
middle
school
enrollment
is
all
middle
school
students,
but
when
you're
looking
at
the
cte
programs,
we
we
have
a
limited
number
of
cte
middle
school
programs,
primarily
in
clark
washoe
and
the
charter
schools,
and
so
it's
not.
The
cte
data
is
not
necessarily
reflecting
the
statewide
data.
That's
in
the
student
populations,
the
school
districts
and
charter
schools
who
have
implemented
a
recognized
middle
school
cte
program.
Are
you
utilizing
funds
from
perkins
and
state
cte
funds?
L
The
department
has
initially
developed
standards
in
these
six
program,
areas
for
middle
school
students,
which
will
provide
students
the
opportunity
to
explore
various
career
pathways
and
identify
cte
programs
of
study
that
they
would
like
to
pursue
upon
entering
high
school.
As
students
have
the
opportunity
to
participate
in
cte
programs
in
middle
school,
we
hope
that
they
will
transition
in
this
will
transition
to
increased
enrollment
in
cte
programs
to
high
school
level
and
increased
academic
success.
L
L
L
L
And
I
will
say
this
is
my
favorite
slide
in
every
presentation.
Students
who
complete
two
years
of
a
cte
program
of
study
are
considered
a
concentrator,
as
you
can
see
from
this
chart.
Students
and
students,
students
in
any
student
population
group
who
complete
two
years
of
program
of
the
same
program
of
study,
have
a
higher
graduation
rate
than
their
peers,
who
do
not
participate
in
career
technical
education.
L
We
believe
that
the
revised
course
sequences
will
increase
opportunities
for
students
to
earn
dual
credit
and
for
schools
to
provide
concurrent
enrollment
courses
within
their
their
normal
day.
In
addition,
we
believe
this
also
offers
operates
opportunities
for
students
to
increase
their
participation
in
work-based
learning,
as
previously
discussed.
L
One
of
our
best
models
for
dual
enrollment
is
a
jump
start
teaching
and
training
three
and
teaching
and
training
advanced
studies,
courses
in
the
clark
county,
school
district
and
their
partnership
with
nevada
state
college.
Not
only
are
we
seeing
a
large
number
of
students
earning
dual
credit,
but
the
partnership
between
clark,
county
school,
district
and
nevada.
L
M
Okay,
superintendent
summer
stevens
for
the
record
superintendent
teal
had
to
head
out,
but
I'm
also
still
joined
with
dr
mike
barton
from
clark
county.
So
we'll
move
on
to
our
elements
related
to
career
and
technical
education
and
talk
a
little
bit
about
again
most
recent
legislation.
M
I
think
it's
important
to
hear
about
that
and
some
impacts
that
that
occurred,
but
this
is
also
this
is.
This
is
a
passion
area
of
of
mine,
so
I
was
excited
to
be
able
to
speak
about
it
and
mike's
gonna
be
able
to
also
share
about
the
magnet
situation,
because,
right
now,
with
one
exception
with
white
pine
school
district
clark
county-
is
the
only
school
district
with
magnets
schools.
So
nab
38,
which
we
talked
about
with
the
work
based
learning
that
particular
legislation.
M
But
sometimes
it
actually
impedes
you
from
getting
work
done.
Because
you
have
to
cancel.
If
you
don't
have
all
of
the
right
people
at
the
table
or
you
don't
have
everyone
able
to
be
there
and
so
oftentimes
things,
especially
in
small
districts.
M
If
you
don't
have
the
the
quorum,
you
can't
function,
and
so
that
was
one
of
the
elements
that
that
was
taken
out
and
then
the
flexibility
for
either
a
a
technical
skills
committee
to
be
able
to
meet
or
for
the
superintendent
to
have
an
alternative
to
establishing
the
technical
skills,
advisory
and
being
able
to
meet
with
separate
stakeholder
groups
that
covers
the
the
different
stakeholders
that
are
required
so
including
students,
most
importantly,
the
students
in
career
and
technical
education,
the
industry
partners,
the
higher
ed,
the
post-secondary
folks,
the
governor's
workforce
development
folks,
special
populations.
M
That's
super
important,
our
agencies
that
are
serving
students,
our
homeless
youth
and
our
at-risk
populations,
our
native
american
students,
our
parents
and
our
in-school
staff,
our
our
school
staff
representatives
as
well.
So
that
has
created
great
flexibility.
So
I
wanted
to
share
that
the
changes
that
happened
in
the
last
session
as
related
to
cte
in
this
regard,
we're
extremely
happy
about.
So
thank
you
to
the
legislature
for
those
changes.
M
So,
as
director
statuke
talked
about,
districts
are
able
to
offer
a
wide
range
of
cte
programs
across
the
state
at
this
at
the
high
school
level,
but
also
now
that
we're
getting
into
the
sec
the
middle
school
level
as
well
part
of
what
is
required
now
with
the
carl
perkins
federal
level.
Use
of
funds
is
what
is
called
the
comprehensive
local
needs
assessment.
We
are
in
our
second
phase,
our
second
iteration
of
that
process,
that
we
focus
on
high
wage
high
demand
occupations
either
at
the
regional
need
level.
M
The
state
national
need
level.
This
process
is
done
every
two
years
and
we
also
now
use
it
for
our
state
funding
as
well
for
those
applications,
and
so
that
process
is
pretty
comprehensive.
It
does
take
quite
a
bit
of
time.
We
had
two
years
ago
we
completed
our
very
first
cycle
of
this,
and
now
we
just
finished
our
second
cycle,
and
we
work
with
the
department
of
education
to
to
submit
that.
But
we
include
stakeholders.
M
We
ask
a
lot
of
questions
of
students,
of
staff,
of
parents
and
of
our
business
and
industry
partners.
We
look
at
the
data
about
the
needs
of
our
community
of
the
region.
We
work
with
the
with
the
governor's
office
of
of
innovation
and
workforce
with
colleges
and
and
universities
on
what
the
needs
are,
so
that
I
think,
is
really
important,
but
it
is
again
it
is
a
lot
of
work,
but
it
is
necessary
because
I
think
this
is
a
transition.
Many
of
you.
M
Hopefully
you
participated
in
in
courses
in
high
school
and
a
lot
of
times.
We
participated
in
them
because
they
were
fun.
They
they
might
not
have
been
necessarily
what
we
were
going
to
go
into,
but
that's
where
the
change
is
happening
in
our
country
is
and
and
the
change
in
high
school-
and
I
think
that's
something
to
note
is
I
think
in
when
I
was
in
high
school
kids
did
take
different
variety
of
classes.
M
It
might
have
been
something
you
were
going
to
potentially
go
into
is
a
field
of
for
your
career,
but
a
lot
of
people
took
things
because
they
were
fun
and
interesting.
I
know
I
personally
didn't
take
the
classes
that
I
took
in
high
school
in
in
the
fields
of
current
technical
education.
I
actually
like
to
call
them
career
pathway
courses,
but
I
didn't
necessarily
take
them
in
high
school
because
I
was
going
to
do
them.
I
did
take
like
a
a
lighting
and
electrical
course.
M
I
did
take
automotive
because
I
want-
and
I
built
engines
with
my
dad,
because
that
was
something
we
had
in
common
and
we
like
to
do
that
and
so,
but
I
didn't
intend
to
necessarily
do
that.
I
took
family
consumer
science
because
I
just
loved
cooking.
I
actually
did
pursue
that
as
a
pathway
at
one
point
to
do
culinary
arts
and
food
service
management,
but
today
the
focus
for
cte
is
really
to
get
kids
into
pathways
that
they
may
do
as
a
career,
and
I
think
sometimes
that's.
M
One
of
the
things
we
have
to
think
about
is
that
that
is
what
we're
training
kids
up
on,
and
so
sometimes
the
standards
are
very
difficult:
they're,
not
just
for
fun
anymore.
They
really
are
high
high
standards
that
we're
getting
kids
into,
and
so
I
think
it's
important
to
remember
that
as
we
go
through
this,
the
the
work
that
craig
talked
about
with
middle
schools.
M
Here
in
churchill
county,
we
do
some
exploration
where
we
actually
introduce
kids
and
we
haven't
been
able
to
get
that
to
take
off
as
much
as
we'd
like,
but
it's
more
exploration,
even
though
they
have
standards
down
to
those
six
areas
that
he
showed
you.
Ours
is
more.
We
show
the
eighth
graders.
We
take
them
through
a
course
where
they
get
to
see
all
of
the
programs
we
have
at
the
high
school
level,
so
we're
that's
kind
of
where
we're
at.
M
At
this
point,
the
state
nde
has
act,
the
access
grant,
and
that
is
actually
it's
two
parts
one
is
to
increase
the
opportunities
to
rural
districts
for
cte
options
that
can
be
done
virtually
as
for
the
rural
districts,
because,
as
you
will
see
in
a
few
minutes-
and
you
might
have
seen
in
your
packet,
some
of
the
rural
districts
have
a
robust
set
of
opportunities.
Some
do
not
have
as
many
and
that
can
be
due
to
the
staffing
that
they
have
available.
M
The
access
grant
is
working
toward
providing
the
cte
course
options
virtually
to
kids
in
the
rural
districts
that
that
kids
could
have
access
to
more
pathways
than
they
would
have
in
person.
That
grant
also
is
trying
to
create
access
to
advanced
placement
courses
as
well
changes
in
the
technical
skills
advisory
requirement
that
I
brought
up
from
legislation
has
been
beneficial
and
we
are
loving
it.
So
thank
you
again,
legislators
for
that
change
in
the
legislation.
M
The
excuse
me
the
challenges
that
pam
teal
had
talked
about
that
licensure
piece.
So
we
have
that
great
opportunity
with
the
business
and
industry
licensure.
We
just
continue
to
ask
that
we
we
always
have
that
flexibility
to
get
people
in.
I
am
in
churchill
county.
I
am
on
my
third
automotive
technology,
diesel
technology
staff
member
I've
been
in
the
district.
M
This
is
my
fourth
year
and
I
am
on
my
third
teacher,
and
it
is
the
fourth
teacher
we've
had
in
the
last
five
years,
because
for
many
again
the
salary
with
a
business
and
industry
licensure,
you
get
a
certain
amount
of
time
before
you
have
to
get
a
bachelor's
degree
or
take
the
certain
classes
to
in
teaching.
M
If
you
will
to
be
able
to
in
our
district
to
be
in
the
salary
table,
and
so
if
you're,
an
automotive,
for
example-
and
you
have
been
say,
taking
your
training
at
uti,
you
might
not
want
to
come
into
teaching
you.
You
might
have
some
benefits
like
in
health
insurance
and
that
sort
of
thing
in
the
nevada
retirement,
but
you
could
be
making
double
the
salary
staying
in
automotive
working
at
at
a
dealership,
for
example.
So
these
are
some
of
the
things
that
that
just
come
into
play.
M
The
other
side
of
the
coin
is,
if
you're
not
trained
in
the
pedagogy
of
teaching
and
learning.
That's
a
that's
a
different
shift
for
things,
especially
when
you're
going
to
be
working
with
13
and
14
year
olds.
M
If
that's
not
something
you're
used
to,
especially
if
you're
coming
into
it
with
a
business
and
industry
licensure-
and
you
may
only
be
22
years
old
and
you
went
and
got
trained
at
a
at
an
automotive
school
and
you
think
now
I
want
to
come
back
and
and
give
back,
but
you
also
don't
necessarily
like
working
with
20
14
year
olds.
Isn't
maybe
that's
not
something
you
have
any
experience
with
right.
So
these
are
the
things
that
that
are
considerations,
the
availability
of
staffing.
M
So
I
did
appreciate
in
the
previous
conversation
about
the
staffing
and
the
use
of
other
other
folks,
the
the
retired
folks
in
business
and
industry
and
coming
back
in,
and
how
do
we
tap
more
of
the
people
to
get
them
into
this
into
the
schools
and
supporting
kids?
You
know,
I
think
that
we
have
to
think
through
how
we
do
volunteering.
You
know
the
the
time
of
covid.
We
really
shut
down
how
many
people
could
be
in
schools,
volunteering,
but
now
I
think
we
have
to
rethink.
M
M
We're
super
grateful
that
our
state
has
the
state
cte
funding
the
perkins,
the
federal
funding,
these
programs,
the
career
and
technical
education
programs
are
the
most
expensive
programs.
When
you
talk
about
school,
that
and
then
sciences
right,
english
is
not
an
expensive
program
to
run
outside
of
the
staffing.
Math
is
not
expensive.
It's
outside
of
the
staffing.
M
These
programs
all
require
consumable
products.
These
programs
all
require
state-of-the-art
industry,
standard
equipment,
the
you
know
these
all
require
consumables.
So
we
have
to
think
about
how
we,
if
we
want
kids
to
have
these
hands-on
experiences,
how
that
looks
and
sounds
so.
I
think
that's
something
to
to
consider
so
awareness
and
engagement.
That
was
one
of
the
questions
that
you
all
proposed
to
us.
M
How
do
kids
know
about
these
programs
right
awareness
and
engagement
occur
in
a
number
of
ways
and
it's
including,
but
not
limited,
to
addressing
the
career
development
that
we
talked
about
in
the
previous
presentation
by
school
counselors
by
the
teachers
in
these
programs
really
by
the
teachers
in
any
any
area
by
the
elementary
teachers?
M
You
know
that
we're
talking
about
in
social
studies,
we
talk
about
what
is
who
works
in
your
community?
That's
one
of
our
standards
right
like
what
who
makes
up
our
communities
and
what
do
people
do
in
the
community.
You
know
that's
really
important
where
all
that
starts
that
we
talk
about.
You
know
how
is
science
used
in
jobs?
M
How
is
english
and
reading
used
in
jobs
like
we
have
to
start
talking
about
it
early,
and
then
we
have
to
start
making
kids
curious
and
helping
them
be
curious
about
what's
out
there,
so
it
does.
It
really
takes
everyone,
and
you
know,
if
we're
not
engaging
kids
and
that's
what
I
talked
about
like
I'm,
a
huge
proponent
of
like
flipping
school
and
teaching
about
math
and
english
in
in
other
areas,
because
that
is
why
kids
come
to
school.
M
So
we
need
our
math
and
english
and
science
and
and
social
science
teachers
to
to
help
connect
kids
to
like.
Why
do
we
learn
about
those
things
we
learn
about
it
because
we're
all
going
into
careers
someday
right,
like
we're
all
in
a
career,
and
we
all
are
going
to
use
different
skills
and
and
and
competencies.
M
And
we
do
that
through
talking
with
our
transition
coordinators
that
are
working
when
our
students
are
working
with
ieps
at
the
different
levels,
going
from
elementary
to
middle
and
middle
to
high
and
high
school
out
into
the
work
workforce
that
we're
publicizing
that
as
districts
to
our
parents,
about
that
these
different
things
are
occurring
occurring.
I
think
we
have
to
work
hard
with
our
parent
organizations
when
they
have
the
the
state
parent
organization,
pto
type
of
opportunities,
that
parents
know
that
different
programs
exist.
M
These
are
different
ways
that
that
we're
also
working
with
all
of
those
groups
with
that
comprehensive
local
needs
assessment
and
that
we're
asking
people
for
their
thoughts
for
their
needs
and
what
they
know
about
different
different
opportunities
at
the
schools
and
that
then
we're
getting
kids
into
pathways.
Director
statuke
talked
about
that
those
programs
are
going
from
the
three
year
to
the
two
year.
M
This
really
gives
kids
an
opportunity
to
try
different
things
out
and
not
be,
I
guess,
stuck
into
one
thing
and
then
not
get
a
chance
to
try
out
different
things
or
to
try
something
and
find
it's
not
their
bailiwick
and
then
that
they
can
try
something
else.
M
So
kids
are
going
to
be
able
to
actually
try
out
different
things
or
mix
and
match
things
that
can
help
them
on
a
career
trajectory
where
they
can
combine
a
couple
different
things
that
will
help
them
out,
and
I
think
one
of
the
the
things
that
I
would
note
is
we
don't
know
even
in
three
years
what
the
jobs
are,
let
alone
five
years,
let
alone
10
years
right,
and
so
it's
super
important
for
us
all.
To
think
about.
M
All
kids
need
to
be
thinking
about
skills
and
those
those
transferable
skills
and
what
they
can.
Those
work,
readiness,
skills
and
all
kids
need.
Those
and
all
kids
can
learn
those
from
cte
courses,
and
so
thinking
about
kids
that
think
they're
going
to
go
to
college.
We
don't
just
go
to
college
to
go
to
college.
We
go
there
because
we're
going
to
have
a
career
someday
and
so
thinking
about
what
cte
courses
could
help
with
the
college
slash
career
that
I'm
going
to
go
into.
M
If
I'm
going
to
be
an
engineer,
I
should
probably
take
some
cte
courses
that
are
hands-on
applications
of
the
engineering
area
that
I
want
to
go
into.
Possibly
so
I
can
try
it
out,
see
how
I
feel
about
it.
For
example,
my
own
child
is
thinking
about
going
into
engineering.
She
is
taking
right
now
the
automation
course
at
wnc.
M
The
automation
course
that
is,
it's
actually
like
a
traveling
course
in
a
trailer
where
the
the
actual
labs
are
occurring,
and
so
it's
been
really
interesting
and
she's
being
able
to
actually
apply
some
things
through
through
that
process
that
she's
really
good
at
math
and
science,
but
she's
not
done
a
lot
of
hands-on
things.
So
that's
been
really
exciting.
M
She
also
got
to
take
the
health
science
pathway
and
the
cna
program
through
cte
and
learned
that
she
really
didn't
want
to
do
health
science.
So
that's
a
great
thing
to
learn
in
high
school.
M
So
following
that,
then
I
think
a
great
thing
to
understand
is
that
I
call
it
a
triad
that
for
kids
in
high
school,
the
experiencing
the
triad
that
ties
back
to
our
first
presentation,
too,
is
the
triad
of
learning
for
kids
that
helps
them
really
start
to
develop.
This
understanding
of
what
their
future
story
can
be.
M
Is
this
work
of
the
courses
that
high
school
provides
in
career
pathways,
along
with
work
based
learning
in
areas
of
that
they've
studied
along
with
this,
the
the
ctsos,
which
is
the
career
and
technical
student
organizations,
ffa
fc,
fccla,
fbla,
deca
skills,
usa
and
and
hosa?
Those
are
those
in
our
state,
but
those
organizations
where
they
actually
get
to
then
learn
and
compete
in
the
skills
areas
that
they
have
studied
and
maybe
actually
out
been
working
in
and
compete
at
the
state
and
even
national
or
international
levels.
M
That's
a
great
triad
to
build
your
skills
and
and
learn
forward.
M
Our
state
also
has
access
to
something
called
nepris,
which
is
online,
so
synchronous
and
asynchronous
so
live
and
and
recorded
opportunities
with
business
and
industry
partners
that
teachers
can
use
to
provide
exploration
to
students
for
business
and
industry
partners
presenters
to
be
panelists.
M
I
use
it.
I
actually
teach
the
teaching
and
training
class
first
year
program
at
our
high
school
right
now,
so
we
actually
use
it
to
explore
and
provide
opportunities
for
our
kids
to
learn
from
teachers
about
what
does
it
mean
to
be
a
teacher,
but
you
can
actually,
as
a
teacher
set
up,
for
example,
your
math
classroom.
M
You
could
have
a
live
discussion
with
people
out
in
the
world
engineers,
scientists,
people
that
work
for
different
business
and
industry,
how
they
use
math
in
their
everyday
lives
and
kids
can
have
interactions
with
them.
So
that's
an
opportunity
that
our
state
has
provided
to
school
districts.
M
All
school
districts
and
all
teachers
in
school
districts
can
have
accounts
to
actually
coordinate
and
have
live
conversations
or
recorded
conversations
with
business
and
industry
partners
not
only
from
all
over,
but
you
can
actually
set
those
up
and
get
people
from
your
local
communities
to
have
be
part
of
the
nepa
situation.
M
The
teaching
and
training
cte
rural
and
urban
expansion
grant
is
coming
out,
which
is
awesome
because,
as
we've
heard,
like
teaching
we're
short
teachers
and
so
we're
gonna
several
counties,
I
believe
it's
douglas
lyon,
churchill,
elko
and
clark
and
washoe
we're
going
to
be
having
opportunities
to
grow
our
own
in
high
school.
Some
of
us
have
started
recently
with
teaching
and
training,
and
director
statuke
talked
about
that
opportunity.
M
In
churchill
county
we
actually
our
level
one
is
dual
enrollment
with
wnc
and
level
two
will
be
as
well,
and
our
kids
in
level
one
are
actually
in
internships
right
now,
and
in
our
year
one
we
have
had
11
students
started
the
year.
None
of
them
actually
signed
up
on
purpose
for
teaching
and
training.
They
just
got
pushed
in
there
to
put
them
in
a
class
and
nine
continued
into.
M
So
I
think
that's
a
pretty
big
win
for
retention
and
growing
the
program,
so
I
shared
with
you
guys
should
have
had
that
in
the
packet
and
I'm
going
to
try
to
click
on
the
link
and
see
if
it
goes
there
on
the
examples
across
the
state
of
what
programs
people
are
offering
in
cte-
and
yours
looks
a
little
different
than
this.
But
this
is
a
link
to
this.
M
In
churchill,
we
actually
offer
between
18
and
next
year,
20
programs
running
the
gamut
from
agriculture
in
various
ways
to
culinary
arts:
three
different
medical
pathways,
kids
getting
licensures
and
emt,
and
cna
multimedia
communications,
video
production,
drafting
and
design
things
that
are
phasing
out
like
furniture
and
cabinetry
making.
But
we
do
have
construction
welding,
the
automation
technology.
M
We
have
a
lot
of
these
that
are
dual
they're
not
listed
that
way.
Then
you
see
in
clark
and
we'll
let
him
talk
about
that
in
a
second
lots
and
lots
of
programs
and
specialty
schools
which
again
washoe
has
as
well
many
of
the
other
rules.
Don't
have
the
specialty
schools
for
that
douglas's
offerings.
You
can
see.
Elko's
got
a
lot
going
on.
M
You
know
lots
of
partnering
with
the
community
colleges,
which
is
awesome,
because
I
think
in
our
state
several
years
ago
we
were
able
to
start
having
this
really
great
conversation
with
the
nevada
department
of
education,
not
as
much
since
craig
has
been
on
board.
But
you
know
that
that
that
coveted
situation
really
going
to
put
a
damper
on
some
of
these
conversations,
but
we
were
doing
great
great
conversing
and
I
look
forward
to
getting
back
to
this
idea
of
these
dual
enrollments
and
again.
M
How
do
we
get
kids
on
these
trajectories
to
have
these
licensures
and
certifications,
leaving
high
school
and
just
really
being
on
their
way
lander
county,
some
things
humboldt
counties
lincoln's
with
pam
what
she
was
able
to
talk
about
lions,
work,
mineral
nye,
county,
washoe,
white
pine
and
the
charter
school
authorities?
What
they
are
able
to
do?
Some
people
just
weren't
able
to
respond,
so
it's
not
that
they
don't
have
opportunities,
and
I
think
what
was
awesome
about
what
craig
showed
you
and
would
would
reiterate
before.
M
Turning
it
over
to
mike
is
the
this
notion
that
our
kids
who
participate
in
career
pathway
programming,
are
graduating
exponentially
higher
than
anybody
else
in
our
state
and,
as
you
also
saw
our
boys
and
girls
really
are
participating
really
equally
now
mind
you,
maybe
not
in
the
non-traditional.
Sense
in
that
non-traditional
sense
is,
are
girls
in
the
programs
that
were
traditionally
male
dominated
fields
and
vice
versa,
are,
are
males
participating
in
those
female
dominated
fields
like
we
have
work
to
do
for
sure.
M
Our
at-risk
students
and
our
students
in
underrepresented
programs
participating
part
of
that
sealant
clna
work
that
comprehensive
local
needs
assessment
is
really
going
to
challenge
all
of
us
as
it
should
to
really
make
sure
that
we're
doing
what
we
are
supposed
to
be
doing
and
ensuring
equity
and
access
for
everybody
to
every
single
program
we
have
and
that
we're
working
our
tails
off
to
make
sure
that
we
are
inclusive
and
getting
everyone
to
the
table
for
every
program
and
everything
that
every
kid
wants
to
do,
that
they
have
access
to
it.
M
And
and
that's
my
mission
in
churchill,
and
I
think
that's
every
everyone's
mission
and
you
know-
and
I
and
I
I
want
that
to
be
nde's
mission,
and
I
want
you
to
hold
us
accountable
for
that.
And
I
and
I
want
you
to
help
us-
find
the
money
to
make
sure
that
these
things
are
are
accessible
to
to
every
child
in
nevada,
so
that
we
have
people
in
programs
out
there
working
in
our
workforce
in
nevada.
So
I'm
going
to
go
ahead
and
turn
it
over
to
dr
barton.
Now.
N
Thank
you,
dr
stevens.
I
I
know
you
saw
earlier
that
in
all
of
our
high
schools,
we
have
cte
programs,
69
programs
to
be
precise,
and
then
we
have
obviously
a
footprint
regarding
our
career
and
technical
academies,
we're
expanding
three
more
ctas
in
the
next
three
years.
N
Next
year,
actually
august
of
this
year,
we'll
have
our
new
central
technical
academy,
that's
on
maryland,
parkway,
where
the
old
gorman
used
to
be
a
year
after
that
we'll
have
our
our
north
las
vegas
cta,
which
will
again
have
a
number
of
programs,
one
of
those
being
energy
technologies.
N
I
think
the
important
fact
with
all
of
these
cte
programs
is
that
some
of
these
curriculums
don't
even
exist
yet,
so
we
work
with
our
local
employers
to
have
these
jobs
to
help
build
those
curriculums
to
ensure
that,
at
the
end
of
that
nine,
through
12
pipeline
that
those
students
are
in
fact
ready
to
get
those
jobs
say,
for
instance,
in
energy
technologies
a
year
after
that,
with
the
north,
las
vegas
cta
we'll
have
our
henderson
site
in
2024..
N
So
really
appreciative
of
the
work
of
mr
statuke.
I
know
that
he's
helped
the
park
county
school
district,
particularly
on
many
things.
I
know
licensure
has
come
up
as
one
of
those
factors
that
we
should
be
worried
about,
and
I
I
think
that
the
nde
has
tried
to
help
us,
especially
with
the
pedagogy
requirements
for
some
of
those
bni
licenses
allowing
locally
some
of
our
experts
to
teach
the
pedagogy
courses
to
those
provisionally
licensed
bni
teachers.
N
So
that's
that's
an
opportunity
that
we've
embraced
and
it's
helped
with
getting
those
provisions
removed
from
licenses
for
the
bni
licensed
individuals
it.
You
know
it's
not
a
systemic
issue,
but
there
have
been
cases
in
clark
county
when
a
a
bni
teacher
at
the
end
of
their
provision.
Time
is
unable
to
pass
certain
requirements,
and
these
are
award-winning
cte
teachers
in
certain
disciplines,
if
they're
not
able
to
pass
a
certain
test
for
licensure
they've
lost
employment,
I'm
not
saying
that
systemic,
but
that
definitely
hits
individual
programs
where
cte
frankly
is
built.
N
It's
it's
staff
dependent
that
if,
if
their
staff,
if
staff
can't
be
hired
for
a
particular
program,
we
have
schools
locally,
and
I
know
the
the
rurals
obviously
struggle
with
this.
As
well
that
if
they
can't
find
a
teacher
for
that
program,
they
can't
offer
construction
technology
or
they
can't
offer
culinary
so
that
is
really
dependent
on
that
staffing.
N
As
a
result
of
that,
we
are
bringing
to
our
board
in
short
order
actually
in
the
next
few
weeks-
and
this
is
the
first
time
that
we've
done
this-
a
request
for
all
cte
teachers
to
be
part
of
critical
labor
shortage.
We've
had
that
part
of
mathematics
elementary
special
education
years
past,
but
we're
seeing
this
need
and
that
staffing
is
such
an
important
fact
with
cte
success
that
we're
asking
our
board
to
to
bless
that
as
a
a
critical
labor
area
for
all
cte
programs.
N
So
I'm
happy
to
take
any
questions,
and
I
appreciate
the
presentation
by
dr
stevens
and
and
your
support
of
cte
overall
in
the
state.
Thank
you.
M
Senator
dennis
this
is
summer
stevens
for
the
record.
Would
you
like
dr
barton
to
present
on
magnet
schools
before
we
take
questions.
N
Thank
you
for
that,
dr
stevenson.
Thank
you,
chair,
dennis
just
quickly
on
magnet
schools.
I
know
dr
stevens
touched
on
this.
That
white
pine
county
has
obviously
a
steam
academy
for
k-5
students
at
david,
norman,
elementary
school,
so
outside
of
that
clark,
county
does
make
up
most
of
the
the
magnet
portfolio
or
options
we
have
41
schools.
N
The
breakdown
is
in
front
of
you,
where
those
programs
are
in
the
clark
county,
school
district
and
really
magnet
came
to
be
in
the
clark
county
school
district
as
a
result
of
desegregation
work
that
happened
in
the
early
90s.
N
The
lottery
is
conducted
and
monitored
by
outside
council
to
ensure
that
it's
a
clean
process-
and
there
are
factors
built
at
the
lottery
where
there
are
sibling
preference
of
percentages
built
into
that
lottery-
geographic
preferences
to
ensure
that
we're
getting
to
the
ultimate
goal,
with
magnet
schools
to
create
greater
diversity
in
our
schools.
N
We've
also
in
recent
time
changed
our
criteria
for
magnet
schools
in
the
past
for
all
of
our
high
school
programs
it
used
to
be
there
were
behavior
and
grade
requirements,
knowing
that
we
need
to
do
better
with
promoting
diversity.
So
all
students
have
an
opportunity
to
get
into
one
of
these
41
schools.
N
We've
removed
the
attendance
behavior
requirements
still,
however,
with
our
high
school
programs
that
are
stem
heavy.
There
are
mathematics
and
science
requirements
for
grades
to
ensure
that
we're
setting
students
up
for
success,
but
again
we
we've
removed
some
of
the
criteria
at
our
our
middle
school
was
always
gone
elementary
as
well.
N
This
recent
work
in
high
school
was
to
again
create
better
opportunities
for
all
students,
because
here's
the
example
that
I
use,
unfortunately,
but
before
we
change
this
criteria,
you
could
have
had
a
student
in
world
geography
in
eighth
grade,
get
an
n
in
citizenship
with
one
teacher
and
that
could
have
kept
them
out
of
a
magnet
program
in
ninth
grade
so
by
removing
that
conduct.
Maybe
that
one
particular
vantage
point
where
maybe
there's
a
personality
conflict
with
one
teacher.
A
Okay,
I
guess
you
guys
did
a
great
job,
because
I'm
not
hearing
any
questions.
Of
course
we
know
where
to
find
you
too.
So
we
can
ask
questions
after
appreciate
that
okay,
do
we
have
any
questions
of
the
department
because
they
also
presented
not
hearing
any
okay.
Well,
thank
you
very
much.
A
So
we're
going
to
go
ahead
and
here's
what
I'd
like
to
do,
because
we've
been
going
for
quite
a
while.
I,
but
I
know
we're
going
to
lose
in
summers
on
the
next
item.
A
A
M
The
record
and
what
I
would
share
is
dr
barton
actually
is
presenting
on
the
next
item.
I
can
share
the
legislative
part
that
I
was
going
to
share,
but
he
actually
is
presenting
fully
on
the
english
language
component.
M
So
if
you
guys
would
like
to
take
a
break,
the
the
legislative
part
is
not
necessarily
all
that
exciting,
which
you
already
know
the
legislation.
Probably
I
could
present
that
quickly
and
then
jump
off,
and
then
you
could
take
your
break
and
come
back.
I
don't
know
his
schedule,
though,
so
I'm
open
to
entertain.
However,
you
think
he's
he's.
A
Okay-
and
I
my
understanding
is
dr
barton,
is,
is
okay
and
you
can
speak
up
if
not
until
one
o'clock,
so
I
think
if
we
took
our
break,
that
would
give
him
time
to
do
his
presentation
before
he
had
he'd
have
to
leave.
Is
that
correct,
dr
barton?.
M
Okay,
perfect,
thank
you
again,
dr
stevens,
for
the
record
at
churchill,
county
school
district,
but
nass
nevada,
association
of
school
superintendents
president,
so
some
impactful
legislation
related
to
this
next
item,
around
english,
language,
learners
and
and-
and
I
am
not
as
well
versed
in
this
particular
area
of
today's
topics,
but
certainly
it's
an
extremely
important
area
for
consideration
and
attention
for
all
of
us
in
our
state.
M
So
in
the
last
legislative
legislative
session,
ab195
is,
is
our
topic
of
legislative
consideration,
for
today
is
around
our
policy
requirements
to
address
issues
of
teaching
students
who
are
english
language
learners.
Section
six
of
the
bill
requires
the
policy
to
identify
the
primary
language
of
our
peoples
enrolled
to
assist
in
identifying
our
students.
It
requires
that
students
be
placed
in
our
program
for
english
language
learners
until
the
people
obtains
the
language
proficiency
based
on
the
appropriate
assessment
in
our
state
section.
M
Two:
here's
the
the
three
sections
that
we
feel
it
that
math
skills
are
super
important
for
us
to
consider
section.
Two
is
a
reporting
requirement:
extensive
reporting
requirements
to
the
state
board
of
education
for
our
students
who
are
enrolled
in
schools
in
various
categories,
including
immigrants,
refugees,
newcomers,
english
language,
learner,
students
who
have
ieps,
and
in
that
particular
category.
M
I
think
it's
extremely
important,
because
there's
a
lot
of
times
that
we
have
an
over-identification
of
students
with
ieps
that
are
english
language
learners
for
a
number
of
inappropriate
reasons:
english
language
learner,
students
in
special
programs,
including
gifted
and
talented,
and
maybe
an
underrepresentation
of
students
in
that
regard,
the
data
collected
on
students
must
be
disaggregated
by
grade
and
pupils
who
are
english
language
learners.
The
report
must
also
provide
information
about
teachers,
including
those
that
have
a
teaching
endorsement
english
as
a
second
language
endorsement.
M
Section
three
requires
the
outlines:
the
rights
of
english
language
learner
students,
including
equal
access
to
an
education,
regardless
of
the
immigration
status.
The
rights
of
a
parent
of
an
english
language
learner
are
also
outlined
in
this
section,
including
the
right
to
enroll
a
student
in
a
public
school
without
disclosing
immigration
status
and
receiving
information
from
school
district.
That
comes
in
native
language
when
possible,
and
that's
super
important
and
I
believe
school
districts
are
working
diligently
to
ensure
that
that
is
happening,
especially
during
the
covid
times.
M
That
has
been
extremely
extremely
important,
and
I
know
that
for
our
families
that
need
things
in
a
native
language,
especially
related
to
language
barriers
in
terms
of
feeling
safe
and
secure
of
bringing
students
to
school
that
has
been
so
important
in
our
county.
Specifically
then
section
six
of
that
legislation
requires
to
provide
a
people
who
is
an
english
language
student
to
remain
in
a
program
for
english
language
learning.
M
Until
that
people
obtains
the
language
proficiency
based
on
the
appropriate
assessment
of
peoples
who
are
english
language
learners,
unless
the
parent
or
guardian
declines,
to
have
that
student
remain
in
that
program,
and
I
think
one
of
the
things
personally,
that
is
important-
that
we
continue
to
always
strive
for,
is
effective
communication
with
our
families
to
ensure
that
they
understand
fully
what
the
programs
provide
and
that
we
are
effectively
communicating
with
our
families
so
that
they
feel
safe
and
secure
about
what
the
program
can
provide
is
providing
and
that
we
are
for
sure
providing
every
opportunity
to
those
children
in
our
programs
and
that
the
parents
understand
and
and
that
that
we're
doing
everything
we
can
to
communicate
with
our
families
and
provide
the
supports
so
that
so
that
everyone's
successful
and
I
appreciate
when
we
do
have
legislation
that
is
asking
for
that,
and
just
like
our
earlier
bills.
M
Right
like
that,
we
make
sure
we
take
barriers
out
of
legislation,
but
that
we
have
appropriate
legislation
so
that
we're
all
accountable
to
providing
all
the
success
necessary
to
all
of
our
children
and
our
families
in
nevada.
So
with
that,
that's
just
kind
of
an
over
overview
of
8195.
A
Okay,
I'm
not
hearing
any
okay.
So
thank
you
very
much.
We
are
going
to
take
a
recess
now,
we're
on
item
number
seven
and
we're
gonna.
Take
a
recess
and
we're
gonna
go
till
we'll
start
back
up
at
a
quarter
after
12.,
and
I
I
think
what
I'm
going
to
do
is
we're
we're
going
to
change
the
order
up
just
a
little
bit.
Hopefully
this
would
this
works
we'll
do
the
district
presentations
first
and
then
we'll
do
the
department
and
and
miss
lassos.
A
A
Okay,
we're
going
to
come
back
from
reset
our
lunch
recess
and
we
are
going
to
continue
with
agenda
item
number,
seven
presentation
on
english
language,
learners
plans
and
challenges
and,
as
I
mentioned
before,
we're
going
to
start
with
the
the
the
the
nas
represented
the
district
representatives
first
and
then,
and
then
we'll
do
the
the
other
to
the
department
and
miss
lazo.
So
so
I
don't
know
who's
going
to
start.
That
off.
Is
that
you,
dr
barton,
are
you
starting
it
off
or
yes,.
N
Sir,
thank
you.
Thank
you.
Thank
you,
so
just
to
build
off
of
the
points
that
dr
stevens
had
previously
as
we
look
from
the
nas
perspective
regarding
english
language
learners-
and
I
know
you
have
this
in
front
of-
I
think
you
have
this
in
the
packet
that
provides
an
overview
on
the
curriculum
and
methodology
by
district.
N
I
think
there's
definite
various
approaches
to
working
with
ell
learners
across
the
districts
in
nevada
and
there's
also
difference
when
you
look
at
that
that
spreadsheet
school
personnel
responsible
for
the
tracking
the
development
levels
of
the
students
there's
also
variation
as
well
there.
So
just
a
couple
of
highlighted
examples
briefly
would
be.
You
know:
churchill,
for
instance,
there's
there's
pull
out
instruction
and
in
classroom
instruction.
N
Humboldt
county
has
experienced
over
the
last
four
years
a
a
decline
in
the
number
of
ell
learners,
so
they
definitely
have
different
contexts
when
compared
to
other
counties
in
the
state,
including
clark,
lander
has
a
full-time
ell
specialist
who
trains
and
manages
an
entire
staff,
and
then
you
think
about
lincoln
again,
a
smaller
number
of
els
learners,
a
trained
teacher
who
supports
what
needs
to
occur
in
that
county
so
and
then.
Finally,
just
another
example
to
highlight
an
elab
endorsed.
N
El
specialist
in
nye
county
provides
the
services
for
elo
learners
in
that
county,
the
clark
county
school
district.
You
know
I
can
give
a
brief
overview,
but
I
know
ignacio
ruiz
is
on
the
call
today
as
well
he's
our
assistant
superintendent
for
ell,
but
we
have
adopted
a
k-12
language
development
approach,
ensuring
ell
learners
are
afforded
opportunities
to
simultaneously
develop
content
and
language
within
the
tier
one.
Instruction,
and
also
our
educators
are
required
to
attend
understanding
language
development,
professional
learning.
N
Our
department,
under
the
leadership
of
ignacio
ruiz,
will
manage
that
physical
plant
to
monitor
all
newcomers
coming
to
the
district
and
providing
the
appropriate
service
that
they
need
based
on
their
language
skills.
So
with
that,
mr
chair,
I
can
turn
it
back
to
you
for
our
next
presentation
and
again.
Mr
ruiz
is
here.
If
there
are
any
other
questions
regarding
ell
specific
to
club
county.
A
Okay,
do
and
I
think,
we'll
go
to
the
next
presentation
who's
doing
the
next
one.
A
B
A
Oh
nde,
okay,
so
so
I
just
want
to
make
sure:
did
we
get
all
of
the
maths
presenters?
A
Okay?
Then
then
we
can
go
with
then
let's
go
with
dr
moore
and
and
then
what
about
clark
county?
Are
you
presenting.
O
I'm
lauren
and
james
cervantes,
I'm
actually
here
on
behalf
of
the
english
mastery
council,
I
actually
retired
after
30
years
this
last
july
from
the
clark
county
school
district.
So
that's
why
you
were
thinking.
I
was
with
them.
P
Good
afternoon,
chair
dennis
vice
chair,
chair
bilbray,
axelrod
and
honorable
mercedes
committee,
I'm
dr
jonathan
moore
and
I
serve
as
the
deputy
superintendent
for
student
achievement
at
the
nevada
department
of
education.
My
portfolio
includes
the
office
of
student
school
supports,
which
provides
support
for
our
english
learners
and
also
supports
the
work
of
the
english
mastery
council.
I'm
joined
by
my
colleague
carl
wilson,
who
serves
as
an
education
program
supervisor
and
lorna
james
cervantes
who's,
the
chair
of
the
english
mastery
council,
both
of
whom
will
be
presenting
from
las
vegas.
Q
Q
Thank
you.
This
presentation
will
focus
on
four
key
areas:
a
brief
summary
regarding
english
learner;
demographics
in
nevada's,
public
schools,
the
transition
from
the
zoom
school
english
learner,
categorical
funding
to
the
pupil
center
funding
plan
updates
on
two
bills.
That
address
supports
for
english
learners
that
were
enacted
in
2021
assembly
bill
195
and
in
2019
assembly
bill
219,
and
we
will
conclude
with
an
update
from
the
english
mastery
council
regarding
its
roles.
Responsibilities
in
providing
legislative,
defined
recommendations.
Q
Q
Q
At
that
time,
the
focus
was
on
elementary
school
programs
and
services
for
english
learners
and
allocated
approximately
25
million
dollars
per
year.
Beginning
with
the
2015
legislative
session,
the
nevada
state
legislature
expanded
the
zoom
school
program
to
additional
schools,
including
the
directive,
to
start
serving
secondary
schools
and
allocated
approximately
50
million
dollars
per
year.
Q
Q
The
state
legislature
also
provided
additional
funding
for
english
learner
services
to
districts
other
than
clark
and
washoe,
and
to
the
state
public's
charter
school
authority.
The
primary
purposes
of
the
zoom
school
program
were
to
improve
english
language
proficiency
for
english
learners
and
to
improve
the
academic
achievement
of
english
learners.
Q
Clark
served
38
schools
with
an
average
of
twenty
nine
thousand
five
hundred
students
over
those
three
years,
washoe
served
four
or
twenty
four
zoom
schools
and
with
an
average
of
approximately
eleven
thousand
students
over
that
same
period,
although
not
designated
as
zoom
schools,
other
school
districts.
Besides
clark
and
washoe,
and
the
state
public
charter
school
authority
used
el
funding
over
the
last
three
years
to
serve
an
average
of
53
schools
and
approximately
5
700
students
in
many
of
those
schools.
Q
This
created
unique
challenges
during
the
periods
of
school
closure
and
hybrid
distant
learning,
situations
similar
to
other
states.
The
nevada
department
of
education
implemented
temporary
guidance
that
allowed
school
districts
to
identify
potential
english
learners
provisionally
in
order
to
ensure
access
to
english
learner
services.
Until
that
formal
face-to-face,
el
screening
assessment
could
be
administered.
Q
Second,
as
with
many
other
students,
english
learners,
faced
the
challenges
of
having
access
to
technology,
connectivity
and
quality
learning
opportunities
during
periods
of
school
closure,
and
when
parents
were
provided
distant,
learning,
opportunities
or
distant
learning
options.
Many
school
districts
moved
quickly
to
ensure
that
every
student
had
access
to
a
personal
technology
device
and
connectivity.
Q
These
same
districts
reported
that
they
organized
communication
efforts
to
contact
families
directly
to
encourage
both
enrollment
and
either
in-person
attendance
at
school
or
participation
in
distance,
distant
learning,
when
the
districts
had
that
as
a
an
option
and
fourth
kova
19
had
a
significant
impact
on
stability,
including
employment,
housing,
access
to
food
and
other
social
services.
Q
It
appears
that
these
impacts
were
even
greater
for
low-income
families
and
the
families
of
english
learners.
To
address
these
concerns,
school
and
district
staff
were
assigned
to
contact
families
to
help
determine
individual
needs
and
identify
specific
services
and
other
resources
to
address
the
identified
needs.
Q
No
academic
assessments
were
completed
for
the
2019-20
school
year
due
to
the
pandemic.
The
us
department
of
education
and
the
governor
signed
executive
orders
that
aligned
with
the
not
assessing
during
the
2019-20
school
year.
The
results
for
the
2020-21
school
year
reflect
a
lower
participation
rate
again
due
to
the
pandemic.
Q
The
nde
office
of
assessment
data
and
accountability
management
adam
has
messaged
that
we
should
not
try
to
compare
the
2020-21
assessment
results
to
previous
years,
as
they
would
not
be
representative
of
the
trends
provided.
Ideally,
they
have
stated
the
most
relevant
comparisons
would
be
made
with
this
current
year's
assessment.
Q
Q
These
schools
have
a
comparable
rate
of
low
income
as
zoom
schools,
but
fewer
english
learner
students
and
then,
on
the
right
hand,
side
of
the
graph
represents
non-title
1
schools
not
identified
as
zoom
schools.
In
other
words,
these
schools
have
a
much
lower
rate
of
low
income
and
a
much
lower
percentage
of
english
learners.
Q
Q
The
nevada
state
legislature
enacted
assembly
bill
195
in
2021
of
the
new
requirements
related
to
english
learners.
I
will
highlight
three
major
components
that
were
outlined
in
a
guidance
memo
from
the
nevada
department
of
education
to
local
school
districts
and
the
state
public
charter
school
authority.
Q
Ab195
was
already
mentioned
by
representatives
of
nas
in
terms
of
some
of
the
concerns
that
they
had.
The
three
components
that
I
would
like
to
highlight
is
that
local
school
districts
and
charter
school
authority
are
to
annually
report
data
to
the
nevada
department
of
education
regarding
english
learner,
achievement
their
participation
in
programs
and
activities
and
educator
preparation.
Q
Second,
schools
and
school
districts
are
too
bright,
provide
information
regarding
english
learner,
pupil
and
parental
rights
in
the
five
most
common
languages
other
than
english
on
the
school
or
district
website,
and
the
nevada
department
of
education
is
charged
to
provide
translations
in
the
five
most
common
languages
in
nevada,
another,
in
other
words,
spanish,
tagalog,
chinese,
long
win,
vietnamese
and
amarek,
and
we've
provided
those.
We
want
to
thank
clark,
county
school
district,
who
provided
assistance
with
the
language
translation
in
order
to
provide
that
information
in
translated
forms
to
other
school
districts.
Q
The
identification
of
schools
in
which
the
academic
achievement
of
english
learners
was
in
the
lowest
30
percent
of
schools
in
the
state
were
identified
for
corrective
action
and
required
to
develop
corrective
action
plans
or
improvement
plans.
Those
plans
were
to
include
an
needs
assessment
to
analyze
data
and
identify
root,
causes
of
low
achievement
for
english
learners,
establish
goals
related
to
english
learner
achievement
and
then
identify
specific
strategies
and
action.
Steps
that
address
the
root
causes
identified
in
the
needs
assessment
process
for
high
schools
that
are
identified
for
corrective
action.
Q
In
that
guidance
memo
it
outlined
the
requirements
of
assembly
bill
19
and
also
the
list
of
schools
identified
for
corrective
action
for
each
school
district
and
follow-up
schools
completed
and
submitted
their
corrective
action
plans
to
the
nevada
department
of
education
because
of
covet
19.
The
annual
achievement
assessments
were
canceled,
as
mentioned
in
the
spring
of
2020,
in
the
fall
of
2020.
Q
Nde
did
not
have
achievement
data
with
which
to
evaluate
assembly
bill,
219
cap
school
progress
or
to
identify
new
schools
guidance
memo
number
20-04
notified
the
school
districts.
That
nde
would
maintain
the
same
ab219
cap
schools
that
were
identified
in
2019
and
that
those
schools
should
revisit
english
learner
needs
and
progress
and
continue
the
implementation
of
the
ab219
corrective
action
plan
strategies
to
improve
the
academic
achievement
of
english
learners
because
of
the
lingering
effects
of
cova
19.
Q
The
student
participation
rate
on
annual
achievement
assessments
in
the
spring
of
2021
was
significantly
impacted
in
the
fall
of
2021
nde,
determined
that
it
would
not
be
prudent
to
use
spring
2021
assessment
results
to
evaluate
ab219
cap
school
progress
or
to
identify
new
schools
guidance
memo.
21-05
notified
school
districts.
That
nde
would
maintain
the
same
ab219
cap
schools
that
were
identified
in
2019
and
again
that
schools
should
revisit
the
e
l
strategies.
Q
Q
O
Thank
you
good
morning,
I'm
lorna
james
cervantes,
current
chair
of
the
english
mastery
council
and
I've
served
on
the
council
for
the
past.
I
think
six
years
as
a
former
associate
superintendent
in
the
clark
county
school
district,
the
english
mastery
council
completes
annual
reviews
of
the
district
policies
and
plans
to
ensure
that
they're
aligned
with
expectations
in
the
law.
O
O
No,
you
still
have
to
have
a
policy
and
have
a
plan
in
place
to
meet
the
needs
of
any
students
who
are
in
your
district,
even
if
it's
a
small
number
or
for
any
future
students
who
are
going
to
come
into
your
district,
you
have
to
have
a
plan
and
be
prepared
to
meet
the
needs
of
all
students
in
your
district,
also
in
order
to
better
prepare
pre-service
teachers
to
meet
the
needs
of
the
english
language
learners.
The
emc
made
specific
recommendations
to
the
state
board
of
education
and
the
commission
on
professional
standards
regarding
coursework.
O
The
nevada,
nevada's
public
colleges
and
universities
are
at
varying
levels
of
implementation,
as
they
work
to
integrate
the
elad
course
work
and
other
classes.
It
should
be
noted
that
nevada
state
college
was
really
an
early
adopter
of
this
work.
They
integrated
the
coursework
into
various
classes
at
their
college
and
have
have
really
worked
over
the
years
to
to
be
some
of
the
earliest
adopters
of
this
work.
O
Unlv
has
also
worked
and
done
similar
work,
but
they
are
further
along
and
all
of
the
universities
are
further
along
with
implementing
the
elab
endorsement
in
their
elementary
coursework
than
in
the
secondary
course
work
where
a
lot
of
the
classes
are
more
specific
to
subject,
content
area
and
finally,
to
assist
teachers
in
implementing
nevada's
english
language
development
standards.
The
emc
recommended
that
nde
develop
an
instructional
framework.
O
Several
members
of
the
english
mastery
council
have
served
in
a
consultative
capacity,
and
so
this
goes
back
to
the
fact
that
we
have
adopted
now.
The
wida
english
language
development
standards
as
the
english
language
development
standards
for
the
entire
state
of
nevada
and
the
framework
is
really
created
to
help
teachers
to
understand
how
do
I
teach
both
math
and
english.
At
the
same
time,
because
teachers
teachers
have
to
understand
better
how
to
teach
the
children,
both
english
and
the
language
of
their
content
area
at
the
same
time,
they're
teaching
content.
O
O
A
I
was
gonna
say
we're
gonna,
we'll
we'll
hold
the
questions
till
the
end
and
then
hopefully,
everybody's
still
available.
I
know
that
dr
barton
has
to
go
off,
but
I
know
the
clark
county
el
is.
Is
it?
Was
there
so
yeah?
If
you
would
go
ahead
and
do
your
presentation.
O
Thank
you.
My
name
is
sylvia
lassos,
I'm
a
professor
of
law
and
for
the
last
five
years
I've
been
working
with
the
nevada
immigrant
coalition,
which
is
made
up
of
about
20
groups,
mostly
located
in
southern
nevada,
all
of
whom
provide
services
or
do
advocacy
work
for
immigrant
populations,
and
they
include,
for
example,
the
the
lawyers
group
for
for
immigration,
the
unlv
immigration
clinic
catholic
charities,
mifa
miyabota
make
the
road
nevada.
O
These
are
groups
that
you
have
encountered
through
through
your
legislative
work,
and
we
do
I
kind
of
want
to
underscore
that
we
do
have
consensus
when
we
do
legislative
advocacy.
It's
not
like
someone
goes
off
on
their
own,
but
we
have
a
process
of
building
consensus
so
that
every
organization
feels
comfortable
with
the
positions
that
we
take
in
the
legislature
at
the
ccsd
level
and
at
the
nevada
department
of
education.
O
So
what
you
have
heard
from
the
previous
testimony
is
kind
of
a
report
back
to
you
of
you
wrote
this
law,
and
this
is
how
we're
trying
to
comply
with
this
law,
and
this
is
where
we
would
critique
the
law
and
our
posit
my
presentation.
The
presentation
of
the
nevada
immigrant
coalition
is
the
view
of
the
community,
so,
as
a
community
group
community
advocate
what
we
come
to
report
to
you
is.
This
is
what
we
see
in
our
community.
O
This
is
how
we
see
our
children
and
our
families
struggle.
This
is
how
kovid
impacted
us,
and
this
is
where
we
need
your
help,
because
truly
and
I'm
sorry,
if
I
get
emotional
about
this
truly
truly,
our
children
need
help
and
truly
it
is
the
job
of
the
nevada
legislature
to
maintain
the
system
of
public
schools.
That's
the
bottom
line.
The
buck
stops
with
you.
I
know
there's
a
lot
of
activity
over
here
with
the
trustees
and
all
that
stuff,
but
really
the
buck
stops
with
you.
O
O
O
Many
children
were
not
able
to
do
the
work
required
under
remote
learning,
and
this
is
what
our
parents
told
us.
So
I'm
also
reporting
on
a
series
of
three
town
halls
that
mi
family
avota
with
the
us
auspicious
of
councilwoman
olivia,
diaz
and
trustee,
linda
cavazos
and
trustee
irene
zepeda,
and
we
organized
these
town
halls
originally
to
try
to
provide
feedback
to
ccsd
on
how
they
should
spend
1.2
billion
dollars,
but
it
became
kind
of
a
place
for
the
community
to
talk
about
their
concerns.
O
O
O
O
O
Please
help
my
colleagues
re-engage
in
school
and
see
school
as
a
fun
activity,
as
opposed
to
the
drudgery
of
remote
learning.
All
of
this
we
communicated
to
clark
county
school
district
so
that
some
of
this
1.2
billion
dollars
be
used
to
attend
to
what
the
community
was
saying.
They
needed
to
help
their
kids
back
to
school.
O
I'm
sorry
to
report
that
not
a
lot
of
our
conversation
was
really
incorporated
into
the
arp
planning
that
ccsd
put
together
and
was
approved,
and
I
do
think
that
some
of
the
situations
that
we
see
right
right
now
are
a
result
of
investments
that
coulda
woulda
should
have
made,
but
we're
here
right
now
in
2022,
and
we
need
to
be
looking
forward.
O
So
the
next
thing
I
want
to
turn
to
is
the
data.
Now
carl
is
totally
correct
that
the
that
data
is
kind
of
fuzzy,
it's
kind
of
like
not
really
good
data,
because
of
and
of
course,
so
many
students
didn't
come
back
to
do
s
back.
O
Our
concerns
around
the
data
such
as
they
are,
and
we
have
asked
them
to
monitor,
to
take
a
close
look
at
this
and
to
continue
to
be
on
top
of
this
data,
which
is
frankly
shocking,
and
if
the
any
representation
of
the
truth
right
data
is
supposed
to
represent
somehow
reality
when
data
are
funky,
then
you're
not
quite
sure.
But
if
there's
any
possibility
that
this
data
represents
reality,
then
we're
in
a
really
bad
place
and
there
should
be
red
flags
just
kind
of
going
off
all
the
time
at
every
level.
O
O
O
I
think
it's
going
to
be
crucial
to
see
if
we
continue
to
see
what
we
see
in
the
next
testing
period.
If
we
continue
to
lose
kids
or
we
recover,
but
let
me
point
out
to
you
that
other
school
districts
are
trying
to
figure
out
where
those
kids
went.
To
I
mean
it's,
not
a
magic
show,
kids
don't
disappear.
O
There
are
three
vulnerable
communities
because
of
covid
iep
kids
extremely
vulnerable
ell,
who
are
about
80
percent
high
poverty,
and
we
have
the
african-american
community.
If
you
look
at
their
data
is
just
god-awful
as
well.
I'm
here
to
testify
on
behalf
of
the
nevada
immigrant
on
one
of
those
three
which
is
the
ell,
but
the
data
is
god-awful.
O
O
O
How
do
we
get
these
kids
that
are
off
track
and
scoring
so
low
in
this
last
year
to
get
back
on
track
to
be
a
productive
member
of
our
society?
That's
why
I'm
here
and
that's
the
red
flag
that
I'm
pointing
to
you
now.
Let's
pray
that
that
was
an
aberration,
but
the
trend
is
not
good
and
again.
When
you
go
to
the
community
and
you
talk
to
parents,
parents
will
tell
you
remote
learning
was
a
disaster.
O
O
O
O
O
Now
kids,
who
do
not
graduate,
don't
get
an
apprenticeship,
a
program.
Kids
do
not
graduate
will
have
lower
lifetime
earnings.
Kids,
who
do
not
graduate,
are
more
likely
to
ask
for
benefits
from
the
state
welfare
system.
So
this
13-point
gap
is
highly
alarming,
not
just
for
our
community
but
for
the
state
as
a
whole.
O
Okay,
so
what
are
our
recommendations
are
kind
of
like
nevada
legislature?
Please
help
please
pay
attention
to
this.
These
are
red
flags
that
we
can't
just
let
go
so
there
are
several
things
we
do
need
to
monitor
the
data.
We
do
need
to
make
sure
that
this
kind
of
red
flag
indication
is
it
or
isn't
it
a
indication
of
reality.
O
You
know
so
we
have
a
mechanism.
Is
this
body
asking
the
department
of
education
to
continue
its
work
of
monitoring
the
data
and
telling
you
what's
happening
with
assessments
and
what's
happening
with
this
disappearing
magic
act
of
all
children?
Are
we
going
to
see
it
again?
We
just
did
s
backs
right,
just
got
through
s
backs
I
mean.
Are
we
going
to
see
these
drops
again
so
monitoring
and
delegating
to
carl
who's
a
hard
worker?
O
O
O
So
please
help
us
monitor
where
this
1.2
billion
dollars
is
going
to
and
whether
it's
really
helping
the
kids
the
way
they
need
to
be
helped.
We
know
the
data
now
right.
That
plan
was
made
like
eight
months
ago
or
in
september.
I
don't
know
how
many
months
that
is,
but
we
know
now
in
a
more
solid,
concrete
way,
what
the
red
flags
the
wounds
are
and
where
that
money
should
be
going,
we
don't
get
to
decide
it's
the
lea,
but
you
can
engage
the
leas
in
the
conversation.
O
O
O
O
He
just
explained
to
you
how
wonderful
these
programs
have
been,
and
it's
not
because
you
gave
teachers
a
sack
of
money.
It's
because
it
was
a
system
reform
to
better
serve
the
most
vulnerable
students
of
the
state
of
nevada.
It
was
professional
learning,
it
was
retention
of
kids,
it
was
pre-k
and
it
was
third
grade.
Literacy.
O
O
O
O
Zoom
seats
represent
eight
percent
of
total
pre-k
seats
in
the
state
of
nevada.
O
O
O
O
A
And
I
I
just
one
I
I
cause
I
hadn't
seen
this
on
a
on
a
on
a
printed
was
in
the
one
presentation.
I
believe
that
the
department,
when
you
talked
about
the
funding,
especially
like
for
zoom,
I
hadn't
seen
that
figure
where
I
knew
how
much
we
had
put
in
in
the
past,
but
the
the
the
increased
amount.
I
think
it
was
like
what
was
it
35
000.
35
million
dollars
more
per
year
for
english
language
learners.
Is
that
correct.
Q
Yes,
carl
wilson,
for
the
record.
So
when
we
take
a
look
at
the
amount
of
funding
that
was
appropriated
for
this
biennium,
the
amount
that
is
to
go
to
the
el
weighting
is
85
million
dollars
and
that's
a
combination
of
what
used
to
be
the
zoom
program,
funding,
plus
a
part
of
the
funding
that
was
previously
dedicated
to
sb
178.
Q
That
also
helped
serve
english
learners,
who
were
not
in
zoom
schools
or
victory.
Schools
right.
A
Okay,
yeah,
I
I
just
I
I
mean
that
just
to
me
at
this
point
I
hadn't
seen
it
on
I
actually
printed
out.
So
I
think
that,
hopefully,
that
that's
something
that
you
know,
because
I
agree-
zoom's
been
very
successful
and
we've
been
able
to
help
a
certain
portion
of
the
population
of
english
language
learner.
A
A
So
I
think
that
that,
but
I
you
know,
I
think
we
have
to
watch
carefully
to
see
what
happens
there
now,
as
as
we
you
know
with
the
new
funding
formula
and
to
make
sure
we're
not
losing
the
good
things
that
we've
been
doing
with
zoom,
but
then
also
be
able
to
help
these
other
kids
in
a
way
that's
meaningful
and
it's
so
it's
somebody
at
the
department.
It's
I
mean.
How
are
you
watching
that.
Q
Carl
wilson,
for
the
record,
so
part
of
the
mechanism
that
is
in
place
is
that,
as
we
reach
the
end
of
the
school
year,
then
each
of
the
districts
will
report
how
they
actually
used
the
the
el
waiting
funding
in
terms
of
how
many
students
served,
what
were
the
the
services
that
they
provided
and
so
forth.
So.
R
A
J
J
Yes,
and
so
I
just
have
some
some
questions
about
the
data
as
as
we're
hearing
that
students
are
disappearing,
and
so
we
look
at
the
three
different
years,
and
so
it
looks
like
just
at
first
glance
that
clark,
county
students
had
actually
increased
washo.
We
see
a
dip,
but
washo
is
about
a
third
of
the
amount
of
students
being
served
as
clark
and
then
in
the
charter,
schools
and
other
districts.
So
first
I
should
ask:
does
other
districts
mean?
Are
rural
districts?
J
Are
we
putting
charter
and
rules
together
because
we
do
see
an
increase
over
the
past
three
years
and
but
still
overall
they're
about
a
quarter
of
what
the
number
of
students
that
are
being
served?
So
my
first
question
would
be:
what
do?
How
do
we
account
for
that
increase
in
the
charter
and
rural
districts?
Is
that
from
students
leaving
washoe
and
clark,
because
again
those
numbers
still
pretty
much
stay,
steady
and
also
when
it
comes
to
the
funding?
J
Has
it
been
equitable?
If
we
look
at
between
because
often
and
it's
no
secret
clark
feels
it's
not
getting
its
equitable
share
when
it
comes
to
certain
funding,
so
do
because
I
noticed
we
don't
see
dollar
amounts
attached
to
this.
So
what
would
the
dollar
amounts
be
for
the
other
for
washo
and
then
the
other
districts
compared
to-
and
I
know
we
say
per
pupil
but
again.
J
Q
Yes,
carl
wilson,
for
the
record.
So
when
we
take
a
look
at
the
number
of
students
served
by
clark,
washoe
and
then
yes,
we
have
combined
other
districts
all
other
districts
besides
clark
and
washoe,
and
the
state
public
charter
school
authority
in
that
band
that
in
the
table
is
identified
in
the
peach
color.
Q
This
is
according
to
the
annual
reports
that
they
submit
to
us.
The
the
funding
that
was
available
under
the
zoom
school
el
funding
program
was
actually
allocated
to
all
districts
and
the
charter
authority
on
a
per
english
learner
formula
and
so
clark
and
washoe,
and
the
other
districts
and
the
charter
authority
received
the
same
amount
per
english
learner.
Q
Part
of
what
you
see
in
this
is
that
clark
made
the
choice
early
on
to
serve
fewer
schools,
but
more
intensely,
in
other
words,
to
put
more
funding
per
english
learner
into
the
zoom
schools
that
were
the
low
performing
schools
with
the
high
concentrations
of
english
learners
than
we
saw
in
washoe
or
in
the
others,
and
so
we
saw
across
washoe
and
across
the
other
school
districts.
Oftentimes
the
spreading
out
of
the
funds
to
more
schools
and
more
students
and
the
number
of
students
served
in
clark
and
washoe.
J
Follow-Up,
chair,
yeah,
and,
and
so
with
that-
thank
you
for
that
clarification
with
that
when
I'm
still
looking
at
the
increase,
because
we
don't-
and
I
know
it's
not
aggregated
out
in
a
way
that
we
can
see
if
actual,
if
there
was
student
movement
student,
transferring
or
even
student
enrollment
increases
in
in
these
other
districts,
but
it
seems
like
it,
you
know
close
to
almost
doubled.
So
would
that
is
there
a
propensity
to
imagine
that
that
was
because
of
more
accurate,
identifying
and
data
collection,
or
has
that
not
been
looked
at
it?
Q
Carl
wilson,
for
the
record.
So
if
we're
referring
specifically
to
the
other
districts
and
the
charter
school
authority,
it
actually,
as
you
can
see,
that
there
was
the
decision
to
expand
to
additional
schools
in
terms
of
the
funding
that
they
had,
which
resulted
in
more
students
being
impacted
through
those
decisions
that
were
made
at
the
local
school
district
level.
J
J
I'm
sorry
assembly
bill
219
that
was
referenced
during
the
presentation
too.
One
of
the
requirements
was
to
offer
these
these
tests,
these
assessments
in
the
languages
provided
for
the
students
and
again,
as
it
was
said,
clark
county.
You
know,
students
speak
almost
100
languages,
so
I'm
just
wondering:
where
is
that
movement
to
because
this
was
passed
in
2019
to
offer?
J
Because
while
we
talk
about
data
and
fuzzy
data,
another
thing
we
know
is
that
we
have
students
that,
if
you
know,
if
you
come
into
a
school
at
a
certain
age-
and
you
haven't
had
the
time
to
acquire
the
academic,
english
language,
but
yet
you
have
the
skills
and
the
ability
and
education
from
your
previous
schools
in
your
first
language
that
you
very
well
could
be
performing
very
well
on
these
tests.
J
But
it's
just
not
we're
not
able
to
obtain
that
because
you're
taking
a
test
in
another
language,
you
know
if
I
was
to
go
right
now
to
name
any
different
country
and
test
me
in
another
language.
It's
going
to
show
an
absolute
different
picture
of
my
academic
ability
or
achievement.
So
I
was
just
wondering:
when
will
we
be
there
where
we
can
actually
test
students
in
their
strongest
language?
I'll,
say.
Q
Carl
wilson,
for
the
record,
so
I
would
need
to
check
back
with
our
assessment
department.
I
know
that
in
conversations
with
them
over
the
last
few
years,
it's
my
understanding
that
some
of
the
assessments
that
we
use
in
terms
of
our
annual
assessment,
such
as
the
s
back
and
so
forth,
have
not
been
available
in
other
languages.
But
I
would
need
to
check
back
to
see
if
what
is
the
status
on
that
in
terms
of
moving
the
direction
of
of
that
requirement.
J
L
A
Okay,
we
have
assembling
and
bilbray.
H
Thank
you,
my
colleague,
who's
keeping
us
guessing.
Thank
you
so
much
for
being
here
all
of
you
and
thank
you
for
your
presentation
and
and
and
to
sylvia
lasso's.
Your
passion
for
the
subject
just
always,
is
very
inspiring
to
me.
So
thank
you
very
much.
I'm
going
to
ask
sort
of
about
what
you
talked
about,
but
I'm
going
to
ask
it
of
dr
moore,
who
is
up
north.
H
I
think
it
is
really
important
that
we
watch
that
billion
dollars
at
a
or
pay
that,
as
for
money-
and
I
know
it's
coming
through
the
department,
so
I
guess
I
I
would
ask:
what
are
you?
What
can
the
department
do
to
have
transparency,
so
we
can
see
where
the
money
is
being
spent,
and
I
think
it's
important
that
the
legislative
body
does,
but
I
also
think
it's
important
that
the
citizens
see
that
as
well.
H
I
know
that's
a
lot
of
of
concern
of
constituents
of
mine
is
yes,
we
are
getting
this
influx
money,
but
we
want
to
see
where
it's
spent.
We
want
data-driven
results
and
we
want
to
see
what
happens
and
for
so
long
we
hear
you
can't
just
throw
money
at
the
problem.
Well,
we're
gonna,
try
it
this
one
time
right
and
maybe
it
maybe
this
is
gonna
work,
so
I
just
if
dr
moore
could
come
up
and
just
talk
about
what
is
in
place,
what
needs
to
be
in
place?
P
Jonathan
moore
for
the
record,
thank
you
vice
chair,
bilbray
axelrod
for
the
question.
So
currently,
the
department
is
in
the
initial
phase
of
partnering,
with
a
vendor
to
develop
a
dashboard
of
all
federal
relief
funding,
and
so
that
will
be
publicly
available
across
the
three
buckets
of
federal
relief
funding
and
so
in
the
early
stages.
P
That
contract
was
recently
approved,
and
so
we'll
begin
work
on
that,
so
that'll
be
one
vehicle
by
which
nevadans
will
have
access
to
federal
relief
funds
and
how
they're
being
spent
across
the
state,
also
as
an
ancillary
resource,
not
as
close
to
nevada
the
edgenomic
center
through
georgetown
university.
Under
the
leadership
of
dr
marguerite
rosa
the
noted,
dr
margaret
rosa,
has
launched
a
50-state
dashboard
50-state
comparison
dashboard.
P
They
do
have
nevada's
data
represented
at
least
the
earlier
parts
of
that
data
lags
because
there's
no
direct
reporting
structure
to
them,
so
they
compile
their
data
based
on
other
sources
that
are
available,
but
in
terms
of
our
nevada,
specific
dashboard.
We
are
in
the
process
of
working
on
that
that
contract
was
just
approved,
and
so
we're
engaged
in
conversations
with
the
vendor.
To
start
the
harvesting
of
data
in
order
to
build
that
platform.
P
Yes,
mr
chairman,
so
through
the
economic
center
at
georgetown
university-
and
I
can
certainly
share
this
with
committee
staff.
Dr
marguerite
rosa
leads
the
edunomic
center
at
georgetown
university
and
they
have
published
a
50-state
comparison
dashboard
to
highlight
on
the
expenditures
of
the
federal
relief
funds
and
so
in
that
site.
P
On
that
dashboard,
you
are
able
to
click
and
see
nevada's
data,
as
I
mentioned,
because
they're
an
external
source
and
there's
no
direct
reporting
to
them
either
may
be
some
lags
or
inconsistency
with
that
data
as
they
capture
it
through
multiple
sources.
A
Okay,
other
questions:
do
we
still
have
ignacio
ruiz
on
the
line.
A
Oh
good,
so
I
know
you
didn't
you
didn't
you're
available
for
questions.
Is
there
anything
that
came
up
that
that
you
wanted
to
respond
to
in
any
of
the
questions
or
testimony
that
was
given.
D
Actually,
a
couple
of
things:
there
was
some
comments
around
titles.
Big
funding
just
want
to
make
sure
that
it's
noted
our
title.
Three
funding
did
not
decrease
from
the
covid
covered
year
to
to
our
current
year.
Our
title
three
dollars
have
remained
basically
at
the
same
levels
that
we
had
during
the
during
the
pandemic.
D
The
other
piece
is
that
we
have
increased
from
the
year
of
2021
to
2021
22
of
this
year.
We
have
increased
our
number
of
english
learners
by
1600
students,
so
we
are
are
starting
to
see
those
numbers
rise
to
the
pre-pending.
Pre-Pandemic
number
excuse
me
that
we
had,
which
was
approximately
about
52
000.,
just
want
to
make
sure
that
we
now
to
note
that.
D
Rates
for
the
regular
misrepair
I
would
there
were
you
know
several
factors.
Part
of
that
is
what
would
be
the
testing.
The
other
piece
would
be
just
opening
up
our
schools
and
being
able
to
you
know,
have
in-person
learning,
although
during
the
pandemic,
if
students
were
not
tested,
although
if
they
were
identified
as
having
another
language
in
their
in
the
home,
we
the
guidance
to
our
schools,
as
well
as
the
guidance
coming
from
the
state,
was
that
they
would
receive
english
learner
services.
D
So
they
still
continue
to
receive
services,
although
they
may
have
not
officially
been
assessed
as
long
as
there
was
a
language
other
than
english
identified
during
during
registration,
etc.
The
the
the
guidance
of
schools
and
as
a
district,
we
provided
those
english
learner
services
as
well.
A
A
Okay,
all
right,
thank
you
very
much
in
assemblyman
hardy,
I
didn't
see
you
shaking
your
head
that
you
wanted
to
or
raising
your
hand.
I
just
want
to
make
sure
I
didn't
miss
you.
There.
A
Thank
you,
okay
with
that.
Thank
you
all
very
much.
Some
amazing
information
be
very
helpful
as
we
move
forward,
especially
in
recommendations
that
we
want
for
the
next
legislative
session.
So
thank
you
very
much
and
thank
you
for
being
patient
and
waiting
and
presenting.
So
thank
you
with
that.
We
will
now
go
to
agenda
item
number
eight
presentation
on
jobs
for
nevada's
graduates
in
this
program
and
we
have
the
executive
director
renee
khan.
Two
is
here
to
do
a
presentation.
S
Yeah:
okay,
thank
you,
mr
chair
and
honorable
members
of
the
committee.
I'll
just
take
a
second
here
and
put
our
presentation
up.
My
name
for
the
record
is
renee
cantu.
I
am
the
executive
director
of
jobs
for
nevada
graduates
or
jag.
As
many
know
us
and
I'm
joined
here
with
my
colleague
I'll.
Let
her
introduce
herself
as
well.
S
Thank
you
maria,
so
so
it's
a
pleasure
this
afternoon
to
provide
you
with
an
update
about
jobs
for
nevada
graduates.
I've
asked
maria
to
join
me
so
that
we
can
work
in
tandem
to
give
you
an
update
about
the
program
as
well
as
to
introduce
anybody
who
might
be
less
familiar
with
jobs
for
nevada
graduates,
about
the
work
that
we're
doing
and
we
and
how
we
fit
into
the
whole
kind
of
educational
and
state
landscape.
S
So
I
titled
the
presentation,
helping
students
reconnect
to
school
and
achieve
the
highest
outcomes,
and
I
will
begin
first
hang
on.
Let
me
move
to
the
next
slide
there.
It
is.
I
wanted
to
talk
a
little
bit
about
the
rebrand
just
for
a
second
all
of
you.
Many
of
you
have
known
us
as
jag
nevada.
For
many
many
years
we
were
established
in
2013
by
the
state
of
nevada
to
serve
the
public
good
by
helping
students
to
graduate
and
to
find
a
career
pathway.
S
S
Jag
stands
for
jobs
for
america's
graduate,
which
is
our
national
organization,
so
they
the
these
focus
groups
and
the
folks
that
we
worked
with
recommended
that
we
go
with
our
actual
name,
which
is
jobs
for
nevada's
graduates,
and
so
it
communicates
a
lot
about
who
we
are
and
what
we
do
so
the
j4
ng
logo.
I
especially
love
because
it
has
an
image
of
the
state
of
nevada
with
the
number
four
and
it
tells
you
what
we're
about
we're
for
nevada.
S
So
I
love
that
little
image
where
it's
you
know
for
nevada,
which
is
what
we're
about
so
as
a
quick
summary
maria
is
going
to
tell
you
a
little
bit
about
what
jag
is
and
how
we
operate
in
the
schools
and
we'll
also
give
you
some
examples
of
students
and
lots
of,
and
lots
of
data.
So
moving
on
to
the
next
slide,
maria.
I
will
turn
it
over
to
you.
T
Thank
you,
dr
maria
romero,
for
the
record.
What
is
j
foreign
g
now
is
our
acronym
for
jasper,
nevada's
graduates.
Jack
is
a
state
based
non-profit
dedicated
to
supporting
young
people
of
great
promise
operating
in
40
states.
J4Ng
is
an
independent
nevada.
Affiliate
that
implements
the
highly
effective
jag
model.
T
T
We
deliver
the
jack
advantage,
project-based
learning,
that's
our
focus
pretty
much
starting
this
year,
trauma
informed
care
and
what
is
in
employer
engagement,
employee
engagement,
yes,
so
our
base
is
pretty
much
to
take
care
of
the
kids
as
a
whole
right,
not
only
the
competencies
that
we
teach
in
the
classroom,
but
also
take
care
of
you
know
their.
You
know
what
is
going
on
in
their
personal
lives
with
their
families
and
also
provide
employment
for
students,
employment
opportunities
coming
to
the
classrooms.
T
T
Jfrg
maintains
a
mou
with
14
school
districts
to
deliver
services
directly
in
the
high
school,
so
we
are
in
the
high
schools
providing
those
services,
as
I
mentioned
before,
we
are
an
elective
class
j
foreign
specialists
are
embedded
in
the
high
schools,
teach
jack
classes
and
deliver
the
jack
model
to
45,
to
60
students,
sometimes
more,
and
they
report
to
school
full-time.
So
all
our
specialists
are
in
the
classroom.
Like
a
regular
teacher,
you
know
from
the
time
that
school
begins
until
school
ends
how
a
recruitment
looks
like.
T
So
when
we
recruit
the
students
for
our
program,
it's
students
who
really
have
the
need
for
the
services
that
we
provide,
and
then
we
see
that
they
will
benefit
for
these
services
and,
of
course,
one
of
the
key
components
is
how
the
students
really
want
to
be
a
part
of
this
program,
because
it's
not
only
you
know
a
class
in
the
classroom.
It's
also
a
leadership
class
that
we
include
with
this
as
well.
T
They
are
invited
to
interview,
as
they
join
the
jfrg
program,
to
ensure
that
they
know
what
the
program
is
all
about
and
the
expectations.
Our
goal,
of
course,
is
to
help
them
graduate
and
obtain
the
credits
needed
for
graduation
target.
We
target
disengage
students,
students
with
high
absenteeism,
low
grades.
Credit
deficiency,
of
course,
is
one
of
our
biggest
one
and
disciplinary
issues.
Enroll
j4g
helps
them
to
turn
things
around
and
to
find
you
know
pathways
after
graduation
and
even
in
school.
T
We
also
have
a
school
advisory
committee
that
assists
specialists
us
to
identify
and
recruit
and
select
students
that
will
be.
You
know
the
best
fit
for
a
program,
not
really
that
that
will
really
really
benefit
for
the
services
that
we
that
we
provide.
S
Thank
you.
Thank
you,
maria
rene,
for
the
record.
I
wanted
to
touch
briefly
on
the
problem.
You
know
the
problems
that
we
face
in
the
school
and
they
are
myriad.
As
you
very
well
know,
on
this
committee,
you
know
covet
has
widened
existing
inequities
and
effect
and
those
effects
persist
post
covet.
So
this
information
on
this
slide
is
from
the
nevada
advisory
committee
to
the
mission
on
civil
rights.
S
The
first
point
that
they
make
is
that
children
are
impacted
by
family
circumstances,
as
you've
heard
today,
so
wrap
around
services
like
j4
and
g
for
them
and
their
families
must
be
made
available.
Wrap
around
is
absolutely
essential.
S
Second,
students
experience
learning
loss
for
a
range
of
reasons.
It
will
be
important,
I
think,
as
we
move
forward
to
treat
mental
health
issues,
family
circumstances
and
learning
loss
concurrently,
because
each
is
serious
and
interrelated
at
jobs
for
nevada,
great
graduates.
We
we
work
with
a
student
holistically
and
are
able
to
assist
not
just
in
terms
of
academic
assistance,
but
also
with
regard
to
social,
emotional
mentoring
support,
so
that
students
are
engaged
in
their
education.
S
Like
somebody
said
before
making
school
fun,
you
know,
I
know
that
my
eighth
grader
loves
school
because
he
loves
to
go
to
band
at
walter
johnson.
You
know
so
there
they
have
to
have
a
sense
of
belonging
to
something
so
one
a
caring
adult
the
jag
specialist,
not
that
there
aren't
others
but
they're
able
to
spend
extra
time
with
those
students
and
two
kind
of
a
sense
of
family
that
they
get
from
each
other.
S
The
the
jag
students
become
a
family.
As
you
well
know,
ms
romero
parents
relied
on
older
siblings
to
care
for
younger
children
during
covet.
As
we
heard
before,
many
of
these
students
disappeared
from
school
ell
students
had
difficulties
with
distance
learning,
as
did
iep
and
504
students,
and
we
serve
a
gamut
of
students
with
all
different
kinds
of
backgrounds.
S
On
average,
the
students
that
enter
jag
have
an
average
of
seven
barriers
to
success,
so
that
includes
economic,
familial,
socioeconomic
and
academic
barriers.
So
we
work
with
students
who
are
facing
you
know
kind
of
multiple,
multiple
barriers
to
their
success
and
are
able
to
get
them
back
on
track.
At
present,
the
effects
of
kovitz
devastation
on
nevada's
youth
continues
to
manifest
in
increased
violence,
mental
health
issues
and
disengagement
from
school.
S
S
S
More
than
half
reported
feelings
of
hopelessness
and
36
percent.
More
than
a
third
experienced
racism
before
or
doing
during
covet,
the
cdc
report
goes
on
to
state
that
school
connectedness
school
connectedness
is
key
to
mental
health,
so
our
j4g
youth
have
school
connectedness
through
the
program
and
they're
able
to
re-engage
and
re-motivate
with
their
own
education
and
the
program
impacts.
Not
only
outward
outcomes
like
staying
in
school
and
graduating,
but
it
does
so
by
keeping
stu
youth
connected
in
the
school.
S
T
I'm
maria
romero
for
the
record,
so
we
have.
I
think
we
have
many
many
many
stories
to
to
tell
I.
I
was
in
the
classroom
with
the
students
for
six
and
a
half
years
before
I
became
the
program
coordinator,
but
we
have
a
few
that
we
would
like
to
highlight
to
you
and
this
talks
about
you
know
all
our
students
motivating
you
to
reach
graduations.
I
think
that's
one
of
the
number
one
priorities
of
our
specialists
is
to
keep
the
students
motivated.
T
I
visit
different
schools
and
the
number
one
thing
that
I
listen
from
the
schools
from
the
students
that
I'm
here,
because
I
love
my
class.
I
love
my
my
j4
energy
class
and
my
specialist
really
keeps
me
engaged.
So
this
class
is
one
of
those
few
that
keeps
me
coming
to
school
every
day
so
because
the
specialists
are
not
just
another
teacher,
it's
a
mentor
and
sometimes
is
the
mom,
the
mother
figure
for
the
students
and
I'm
going
to
talk
about
joseph's.
It's
a
senior
joseph's
senior
year
started
off
a
little
rough.
T
T
Our
students
are
going
above
and
beyond
to
complete
these
classes,
but
successfully
they
have
been
doing
it
like
in
in
joseph's
case
working
with
his
j40
specialist
just
found
the
motivation
to
focus
on
the
online
courses
completed
them
both
within
the
first
couple
weeks,
two
weeks
on
the
school
year
and
is
now
eligible
for
graduation.
T
For
joseph,
I
had
a
few
sleepless
nights,
but
it
was
worth
it
right
now
joseph
is
working
on
getting
his
id.
We
provide
that
service
to
continue
his
life
ahead
and
have
a
meaningful
working
career
after
graduation.
The
second
student
that
we
are
talking
about
is
we
connect
you
to
post-secondary
education.
That's
one
of
the
things
also
that
we
focus
in
helping
our
students
apply
for
college
scholarships,
financial
aid.
I
know
it's
a
struggle
and
a
lot
of
our
families.
T
Don't
have
that
knowledge,
a
lot
of
especially
or
hispanic
families
they're.
The
first
kids
who
graduate
from
high
school,
so
parents,
don't
have
that,
but
we
the
specialists,
we
provide
that
help
for
that.
We
have
lila
round
mountain
high
school
class
of
2020.
She
has
completed
her
first
year
at
great
basin
college
without
welding
certification.
This
is
great
to
see
girls
in
in
welding.
You
know,
I
love
it.
An
associate's
degree
layla
stayed
in
elko
to
complete
her
bachelor's
program
during
the
2021
2022
school
year.
T
We
provide
we
caring
mentor
to
help
youth
find
a
career
pathway
as
a
specialist.
As
a
teacher,
we
are
that
mentor
to
our
youth.
One
of
our
students
said
I
did
a
thing.
Is
the
message?
Jay
foreign
specialist
elia
gaines
received
along
with
a
photo
of
one
of
her
former
students
working
at
a
construction
site,
a
simple
message
nearly
brought
me
to
tears.
She
said
we
have
been
working
for
months
to
help
the
student
find
a
career
path.
T
I
am
so
happy
he's
finally
seen
results
and
proud
that
he
persevered
through
all
the
challenges
that
2020
had
to
offer.
He
is
now
in
an
apprenticeship
program
with
tav
contractors
incorporated
and
has
a
goal
of
working
in
construction
and
moving
up
the
ranks
and
one
of
the
amazing
things
about
j4ng.
T
Is
we
don't
we
not
only
support
students
during
high
school?
We
go
beyond
a
whole
year
after
grand
graduation
to
make
sure
they
receive.
You
know
the
education
needed
the
support
needed
to
be
successful
in
college,
the
workforce,
whatever
pathway
they
choose.
We
provide
those
that
information
during
high
school
for
them
to
find.
What
is
that
they
want
to
do
so?
We
expose
them
to
all
of
this.
Thank
you
so
much.
S
S
You
know
some
sick
seek
short
or
midterm
training
and
we
help
them
find
these
multiple
pathways
and
our
goal,
like
the
language
we
heard
earlier
today,
is
to
find
you
know,
find
employment
in
key
industries
as
much
as
we
can
in
high
demand
occupations
that
pay
a
livable
wage.
That
is
our
entire
focus.
S
We
work
with
we've
been
doing
what
we
call
employer
engagement
for
since
the
beginning
of
of
the
organization,
and
I
guess
they're
calling
it
work
based
learning
now,
but
as
we
sit
here
today,
I
can
tell
you:
we
have
a
group
of
students
from
tonopah
who
are
at
brown
mountain
gold,
doing
a
tour
of
the
gold
mine
where
many
will
receive
jobs
from
tonopah
and
round
mountain.
S
A
number
of
those
kids
go
on
and
receive
mtc
scholarships
if
you're
from
northern
northern
or
even
from
here
you've
heard
of
the
mtc
scholarship,
which
completely
pays
for
a
welding
program,
a
diesel
mechanic
program,
millwright
program
at
gbc
or
other
places,
so
that
they
can
come
back
they're
working
at
the
mine,
they're
making
money
and
they
don't
have.
You
know,
kind
of
student
debt.
So
that's
one
example.
Recently
we
had
a
group
of
students
here,
go
to
culinary
training
academy
and
to
to
nevada
partners,
and
the
focus
there
was.
S
The
cta
is
focusing
on
nevada's
jobs
of
the
present
right
hospitality
and
gaming.
The
npi
side
is
showing
jobs
of
the
future
with
stem
jobs,
and
that
was
followed
by
a
panel
of
people
who
rose
from
the
ranks
as
guest
room
attendants
reporters
who
are
now
executives
at
mgm
and
they
provided
a
panel
about
their
own
unique
pathways.
You
know
within
the
hospitality
industry,
so
that
was
there's
nothing
more
impactful
for
a
young
person
than
to
actually
see
a
workplace
and
to
see
what
it's
like.
So
we
bring
people.
S
We
bring
employers
and
training
providers
in
and
we
take
them
out
there
as
well.
So
we're
as
it
stands
here
we're
a
unique
statewide
and
highly
effective
program.
We
operate
59
programs,
a
program
is
defined
as
the
capacity
that
a
jag
specialist
can
deliver
so
a
place
like
west
wind
over
high
school,
which
is
small,
has
one
specialist
you
know
serving
45
to
60,
sometimes
more
in
rural,
sometimes
a
little
less,
and
in
some
places
we
have
three
specialists,
for
example,
legacy
high
school.
Has
you
know
which
has
three
thousand
plus
students?
S
You
know,
has
three
specialists
and
they
serve
about
about
200
students
combined,
so
we're
in
43,
nevada,
high
schools
and
we're
in
14
nevada,
districts
or
counties,
and
we
serve
roughly
3
400
students.
You
know,
as
of
now,
each
student
receives
an
average
of
130
contact
hours
per
year.
My
my
staff
corrected
me
on
this.
We've
raised
the
level
of
contact
hours
from
120
national
as
a
whole
has
moved
to
130
contact
hours
per
student
per
year
and
that's
on
average,
a
j40
specialist
is
there
for
students
on
good
days
and
bad
days.
S
That's
why
the
program
works
to
help
and
support
students.
It
isn't
a
one-shot
deal
where
you
go
in
and
you
give
them
a
workshop
or
you
you,
you
know,
provide
them.
Basic
needs
are
absolutely
essential,
but
it
is
that
ongoing
support
and
and
provision
of
wrap-around
services
and
access
to
other
programs.
We
work
with
other
programs
as
well
that
helps
to
keep
students
successful
we're
a
multi-year
program
like
maria
said,
and
we
continue
to
12
from
12
to
24
months
after
graduation.
S
S
You
know
graduation
and
workforce
issues
now
to
talk
a
little
bit
about
our
outcomes.
Our
current
enrollment
and
this
is
within
the
high
school-
is
2505
students.
The
gender
breakdown
is
roughly
half
and
half
one
thousand
two.
Ninety
one
male
and
one
thousand
two
fourteen
female
77
percent
are
eligible
for
free
and
reduced
lunch.
S
So
there
are
many
many
low-income
students
in
terms
of
demographics.
Our
students
looked
like
nevada,
as
does
our
staff,
so
three
percent
of
our
students
are
native
american
41
are
hispanic,
three
percent
are
asian,
28
percent
are
white,
14
are
african,
eight
percent
are
multiracial
and
three
percent
are
members
of
other
racial
and
ethnic
groups,
and
this
only
accounts
for
the
students
in
school.
It
doesn't
account
for
the
students
who
are
in
follow-up,
so
this
slide
gives
you
a
history
going
back
to
2014-15.
S
You
know
with
regard
to
the
number
of
schools
that
we
serve:
the
number
of
programs,
the
students
on
the
roster,
the
students
in
follow-up
and
then
carry
over
for
follow-up
for
second
year
and
total
students.
So,
as
you
see
here
back
in
2014-15,
you
know
we
had
22
schools,
22
programs,
roughly
824
students
that
you
see
here
on
the
right
hand
column.
S
Today
we
have
50
programs
in
59.
High
schools.
Incline
high
school,
had
to
end
its
program
this
year
halfway
because
we
could
not
find
anyone
who
could
afford
to
live
in
incline
or
commute
and
deliver
the
jag
program
there.
So
it
was,
it
was
a
loss
to
they
have
kids
in
need
and
poverty.
There,
too,
and
we
were
unable
to
to
continue
so
for
this
year.
You
see
a
slight
decrease
from
33
77
last
year
to
32
20
this
year,
so
it's
we're
trying
to
get
them
back
and
re-engage
and
move
forward.
S
It's
been
like,
I
said
a
difficult
year.
You
know,
but
I
anticipate
that
we
will
grow
to
pre-covet
levels
and
beyond
this
slide
is
you
know,
a
picture
of
our
tour
at
cta,
so
these
are
the
graduation
rates
overall
and
by
race
and
ethnicity
or
different
categories.
So
the
graduation
rate
for
the
class
of
2020,
which
was
measured
12
months
after
graduation,
was
97
percent
and
that's
for
all
of
our
jag
seniors.
97
graduate
a
96
graduation
rate
for
african
american
and
hispanic
caucasian
or
white
students
are
99.
S
Graduation,
our
ell
students,
which
are
not
a
large
number
graduate
at
a
100
percent
rate
students
with
disabilities,
98
percent,
those
with
economic
disadvantage
or
identified
as
such,
have
a
97
percent
graduation
rate
and
multi-racial
students
have
a
99
percent
graduation
rate,
our
outcomes
for
last
year.
These
are
final
numbers
jag
national
calls.
These
are
five
of
five.
We
have
five
outcomes
that
we
strive
for
and,
as
you
can
see
by
the
green,
we
hit
all
five
numbers
last
year,
so
it
starts
with
graduation
rates.
S
The
second
one
is
job
placement,
so
69
percent
of
our
students
were
placed
in
jobs
or
found
military
enlistment.
So
that's
69
of
the
students.
After
graduation
of
those
in
job
placement
or
military
service
82
were
in
full-time
status,
so
most
of
the
students
that
find
some
form
of
employment.
You
find
the
need
to
work
full-time.
They
need
to
do
that
and
we
help
them.
Do
it
full-time
positive
outcomes.
The
goal
was
75,
we
were
at
77
and
what
that
refers
to
is
a
student
is
working
full-time,
going
to
school
full-time.
S
You
know
post-secondary
or
combining
both
on
a
full-time
basis.
Like
so
many
of
us
did.
We
worked
and
went
to
school.
Our
young
people
are
doing
the
same
thing.
The
last,
and
this
is
a
new
measure
that
we
have
is
further
education
rate.
We
never,
I
think,
jag
national,
never
looked
it
really
looked
at
that
broken
out
before
by
itself
the
goal
was
35
to
start
with.
S
We
were
at
38
last
year
which,
this
year,
as
you
can
see,
for
2022,
the
further
education
rate
has
risen
to
45
percent,
so
the
numbers
I'm
showing
you
now
are
progress
to
outcomes
this
year.
This
is
a
moving
number
through
the
end
of
may
currently
at
96,
graduation
we're
at
four
or
five
we're
still
one
percentage
point
away
from
full-time
positive
outcomes.
With
six
weeks.
I
think
five,
five
and
a
half
weeks
to
go
before
the
end
of
the
semester.
S
I
know
we'll
get
there
and
and
will
exceed
it,
but
these
are
the
measures,
the
the
measures
that
we
look
at.
We
work
in
the
high
school,
but
these
are
high
school
measures,
employment,
further
education,
graduation.
S
We
have
a
program
called
workforce
pathways
which
enhances
the
work
in
the
jag
classroom.
We
were
one
of
four
states
that
got
this
dol
grant.
It
included
california,
ohio
trying
to
think
of
the
other
one
michigan
and
nevada
who
got
this
workforce
pathways
grant
so
that
we
can
do
really
supercharge
our
efforts
on
the
employer
engagement
side.
So
we
have
enhanced
follow-up
12
to
24
months.
S
The
employer
engagement
experiences
that
I
have
described
continue
and
we
continue
to
try
to
expand
those
community
college.
What
we
put
in
our
pacing
guide
is
that
we
have
all
of
our
students,
apply
for
fafsa
and
apply
for
a
community
college,
whether
they're
planned
to
go
to
or
not,
because
we
believe
that
receiving
a
a
financial
aid
award
and
getting
an
admission
letter
to
a
community
college
really
enhances
the
self-esteem
and
sometimes
changes
the
mind
of
a
student
to
actually
pursue
post-secondary
education.
S
And
finally,
we
continue
to
partner
with
employers
of
all
kinds
to
help
students
enter
those
you
know
enter
those
fields,
those
careers
that
kind
of
thing,
and
so
here
I
love
the
big
dump
trucks
and
the
gold
mines.
S
If
you've
never
been
the
classroom,
that
one
is
from
round
mountain
and
you
have
a
staff
member
sam
faga
talking
to
the
students
about
careers
at
the
gold
mine,
the
cost
per
student
remains
1
430
dollars
per
student
per
year,
the
investment
that
is
made
and
our
students
receive,
like
I
said,
a
minimum
and
I
apologize
for
the
year
130
contact
hours
per
student
per
year.
And
finally,
my
last
slide:
we
have
a
proud
mom
and
her
son,
who
is
in
the
manufacturing
development
program
apprenticeship
with
tesla
last
year.
S
Just
in
closing,
we
believe
that
every
student
has
the
talent
that
they
have
the
capacity
to
succeed
and
to
contribute
and
to
lift
themselves
and
their
families
up.
The
key
to
student
success
is
placing
more
caring,
adults
more
wrap
around
in
the
lives
of
youth.
More
work,
making
education
more
relevant
to
the
workplace
is
absolutely
essential
and
that's
what
we
try
to
do
and
last
but
not
least,
we
strive
to
ensure
that
every
student
we
serve
reaches
their
highest
potential.
S
So
we're
not
happy
if
a
student,
you
know
just
graduates
and
you
know,
goes
to
work
and
you
know
in
retail
or
something
we
really
want
to
help
them
at
least
get
on
the
pathway
to
their
highest
potential.
That's
something
that
we
talk
about
and
that
we
try
to
live
up
to
as
best
we
can.
With
that.
I
will
conclude
our
presentation
and
I
would
be
glad
to.
We
would
be
glad
to
take
any
questions
about
jobs
for
nevada
graduates.
Thank
you.
So
much.
K
Thank
you
cheer
dennis
and
thank
you
for
the
presentation
that
was
pretty
spectacular,
especially
with
the
graduation
rate
year,
to
be
commended.
S
Renee
cantu
for
the
record
and
thank
you
assemblywoman
thomas.
Currently,
we
on
the
mental
health
side.
We
do
not
have
the
bandwidth
within
j4ng
to
provide
the
service.
We
have
had
conversations
about
adding
a
social
worker
position
to
help
us
parachute
in
where
we're
needed.
At
this
point
in
time
we
work
with
the
school
district
and
also
we're
what
do
you
call
it?
The
people
who
identify
when
someone
is
in
crisis,
we
let
the
the
school,
know
and
refer
them
to
mental
health
services
at
the
schools.
S
That
said,
a
lot
of
those
services
are
insufficient,
and
so
I
think
we
need
to
do
more
and-
and
we
would
love
to
see
our
schools
do
more
on
the
mental
health
front.
When
there
is
crisis,
what
we
do
do,
as
as
an
organization
is
kind
of
that
mentorship
and
oversight.
But
when
it
comes
to
you
know,
professional
psychological
services,
we
have
to
defer
to
the
professionals
and
we
do.
S
A
All
right,
thank
you
and
someone
so
assemblywoman
hardy.
Any
questions.
A
All
right
thanks
great
work.
I
always
love
to
hear
the
great
things
that
are
going
on
and
to
hear
about
those
students,
and
you
know
that
I
remember
the
first
time
I
went
to
one
of
the
jag.
I
think
it
was
at
like
desert,
pines,
high
school
or
something
and
just
to
see
the
kids
I
mean
this
is
when
you
were
first
starting
and
the
kids
that
were
I
mean
they
were
ready
to
drop
out
and
and
this
program
kind
of
helped
them
turn
that
around.
A
S
Chair
very
quickly,
I
did
include
in
in
the
packet
that
I
gave
each
of
you
a
list
of
our
87
competencies,
so
that
you
can
see
what
we
teach
in
the
classroom.
It's
a
national
curriculum.
I
also
included
a
list
of
the
high
schools
that
were
in
by
team.
So,
if
you
want
to
know
where
j4ng
is
and
isn't,
this
will
help
you
and
a
quick
one-pager
that
has
our
outcomes
and
some
stories
as
well.
Thank
you
so
much.
A
Thank
you
thank
you
for
being
with
us
this
afternoon,
all
right
so
we'll
close
that
item
out
and
we
will
go
to
our
next
item,
which
is
make
sure
I
get
the
right.
One
item
number
number
nine
and
we
have
dr
moore,
I
think,
is
going
to
be
really
starting
it
out
and
if
he'll
introduce
it
all
the
other
ones
that
are
presenting.
P
Good
afternoon
again,
chair
dennis
vice
chair
bilbray,
axelrod
and
honorable
members
of
the
committee,
I'm
dr
jonathan
morris
service,
the
deputy
superintendent
for
student
achievement
at
the
nevada
department
of
education.
I
am
joined
here
in
carson
city
by
my
colleague,
dave
brancamp,
who
serves
as
the
director
of
our
office
of
standards
and
instructional
support.
The
office
of
standards
and
instructional
support
at
the
department
provides
support
and
professional
learning
for
the
implementation
of
nevada's
academic
content
standards.
At
this
time.
I'll
turn
the
presentation
over
to
director
brandt
camp.
R
Thank
you,
dr
moore,
chair,
dennis
members
of
the
committee
dave
brancamp
for
the
record.
I'm
the
director
of
our
standards,
instructional
support
office
and
we're
going
to
take
you
through
a
little
history
and
where
we
are
planning
to
go
with
the
standards
going
forth.
R
R
It's
very
important
that
our
standards
are
as
clear
and
set
a
measurable
goal
set
us
up
that
our
standard
or
our
instructional
materials
then
would
have
high
quality
aligned
to
these
standards
and
rigorous
for
our
students
and
an
opportunity
to
learn
the
knowledge
and
skills
and
applications
as
they
move
forth
in
the
nrs
you'll
notice
that
at
the
bottom
of
the
slide,
it
does
say
how
we
are
be
able
to
work
with
our
districts
on
that
and
be
able
to
share
that
information
going
forth
at
this
time.
R
R
In
1997,
the
legislative
group
formed
the
council
to
establish
the
academic
standards.
This
group
then
asked
and
worked
with
the
department
to
start
the
process
of
forming
standards
for
the
state
of
nevada.
For
the
first
time
in
97,
committees
were
formed
to
look
at
english
language,
arts,
math
and
science
by
1998.
R
All
those
eight
areas
were
then
brought
forth
to
the
elas,
and
support
was
given
to
them
to
help
bring
those
to
our
teachers
and
then
out
to
the
students,
as
with
anything
standards
are
dynamic.
They
change
over
time,
so
starting
in
2006
we've
started.
The
revision
of
the
math
standards
in
2007
science
was
brought
back
for
their
revisions
and
support
continued
throughout
the
state
in
both
those
areas,
as
well
as
the
previous
standards.
R
2008
saw
the
first
revision
of
social
studies
and
ela
and
again
through
2009
the
support
for
those
now
four
areas,
as
we
were
revising
them,
plus
the
others
that
had
existed
continued
throughout
the
state
in
2010
a
big
year
for
all
of
us.
We
remember
that
is
when
the
common
core
was
brought
forth,
so
both
english
language,
arts
and
mathematics
were
adopted
with
the
common
core
as
its
base
in
2011.
R
That
is
why
the
supports
are
listed
out
for
us
in
2012,
foreign
language
was
brought
forth
and
you'll
notice,
because,
if
you're
on
our
department
going,
I
don't
see
that
word
anymore.
They're
now
referred
to
as
world
languages,
so
that
committee
brought
us
forth
the
changes
not
only
in
those
standards,
but
also
its
prop
its
change
to
what
was
more
accepted.
R
R
Assessments
by
2014
physical
education
was
brought
forth
for
revision
and
science
was
also
revised
in
their
adoption
with
the
next
generation
science
standards
the
following
year,
both
of
those
and
obviously
received
the
necessary
support
in
those
changes
and
then
in
16
the
continuation
of
all
those
areas,
because
that
was
quite
a
bit
of
change
that
had
occurred.
The
support
was
done.
Note
that
also
the
support
is
being
given
by
our
regional
professional
development
programs
around
the
state
in
2017
the
exciting
piece,
because
I
know
some
members
of
this
committee
were
part
of
that.
R
R
Like
to
share
with
you
about
the
process
of
how
we
go
through
this
adoption
and
the
necessary
sets
to
bring
forth
what
the
students
need
to
know,
making
sure
a
couple
things
at
the
bottom
just
want
to
highlight
that
these
are
developmentally
appropriate,
promote
the
skills
necessary
as
you've
heard
all
day
from
various
groups,
about
the
importance
for
our
students
to
be
ready
for
higher
education,
but
also
business
and
industry.
As
to
what
is
needed
to
be
successful
in
those
areas.
R
On
the
next
slide,
very
busy
slide
a
lot
of
information
here
we
often
want
to
just
make
sure
we
keep
a
note
that
the
standards
are
what
the
students
need
to
know.
The
curriculum
is
how
and
then
the
instruction
is
left
to
our
experts
and
professionals
in
the
field,
as
the
teachers
is
how
they
adjust
and
work
with
that
necessary
curriculum
when
we
take
standards
from
the
very
beginning,
even
with
any
of
the
revisions.
R
Some
of
that
may
have
been
directed
by
a
change
brought
forth
from
legislation
such
as
was
done
with
financial
literacy
and
multicultural,
but
that
is
where
there
are
beginning
phases
start.
It
also
starts
a
green
flag
for
our
team
back
in
my
office
to
do
some
prep
work
of
the
selection
and
application
for
the
review
committee,
because
the
department
themselves
do
not
write
the
standards.
This
is
done
by
a
statewide
committee.
R
We
take
a
look
at
the
same
time
of
what
other
standards
may
exist
in
other
states,
as
well
as
what
may
be
happening
at
a
national
level
that
could
drive
or
give
us
information
to
make
any
necessary
revisions.
If
the
committee
so
chooses,
the
committee
then,
is
brought
together,
they
take
a
look
of
what
has
been
brought
forth
or
what
they
may
have
heard
as
well
and
make
a
decision
as
to
what
is
needed
to
be
either
revised
added
or
a
possible
even
rewrite
of
the
of
the
given
standards.
R
Those
take
a
couple
months
usually
to
get
through
that
process,
as
you
could
well
imagine
to
cover
all
the
standards
from
k
through
12th
grade
once
that
is
done.
The
standards
are
then
released
to
the
public
posted
on
the
department's
website,
shared
with
as
many
people
as
possible
that
we
have
connections
to
and
our
stakeholders
for
30
days
to
receive
any
comments
from
them
on
what
they
see.
R
Maybe
there's
questions
something
they
don't
understand
so
that
we
can
respond
back.
Those
comments
are
collected
by
my
staff
member
who's
in
charge
of
the
given
continuity
and
they
bring
it
back
to
the
committee
to
go
through
and
make
either
further
adjustments
or
clarity
to
what
was
brought
forth
by
the
public.
R
R
It's
important
at
that
point,
once
we've
done,
I've
heard
senator
dennis
appreciate
your
support
through
the
years
on
this,
as
those
are.
What
we
want
to
release
is
our
teacher-friendly
language,
so
they
can
start
that
process
that
begins
the
process,
then
for
the
districts
and
us,
along
with
the
rpdps,
to
what
needs
to
do
to
help
support
these
changes.
What
needs
to
change
in
the
curriculum.
R
Just
a
quick
set,
so
you
can
see
that
set
the
state
standards
there
working
from
a
health
perspective.
There
there's
an
example
of
a
code
and
what
might
be
given
to
them.
A
district
may
have
selected,
for
example,
glenn
clow
teen
health
to
match
that
given
standard
and
as
you
can
see
what
the
teacher
could
choose
to
do.
Is
they
read
chapter
two
of
that
task
text
and
then
work
on
different
ways.
R
It's
important
that
we
have
a
lot
of
resources,
obviously,
with
all
these
changes.
So
thank
you
to
my
incredible
staff
in
the
rpdp
and
the
teachers
out
there.
There
are
often
sets
of
whether
there's
pedagogical
or
content
webinars
given
since
we
are
in
april
I'll,
make
note
today.
This
is
the
month
for
financial
literacy,
so
we've
had
monthly
work
around
financial
literacy.
The
read
by
grade
3
team
works
with
the
literacy
specialists.
R
R
There
could
be
workshops
that
are
given
out
to
within
the
districts
work
with
our
curriculum
directors
from
each
of
our
districts
in
the
charter.
Schools
sharing
even
virtual
book
studies,
as
well
as
what
could
be
posted
on
podcasts,
twitter's
blogs,
or
you
can
see
things
that
are
on
our
website
that
may
be
available
on
the
next
side,
because
that's
the
first
step
is
the
adoption
of
our
standards
then
becomes
what
adoption
of
material
to
support.
R
What
comes
forth.
We
have
recently
gone
through
a
revision
with
our
partners
of
west
ed
to
help
streamline
the
process
and
make
it
easier
for
all
of
us,
including
our
las,
to
go
through
this.
We
are
in
the
first
part
of
sending
this
out
in,
in
its
final
form,
to
be
adopted
or
drafted
and
shared
by
everybody
into
this
month.
With
the
projected
idea
that
by
june
2022,
we
can
start
back
with
the
adoption
process,
with
our
board
to
share
with
you
just
an
idea.
R
An
rfq
is
left
out
with
to
all
the
vendors,
so
they
know
what
material
we're
looking
for
in
a
given
area,
they'll
submit
that
to
the
department,
my
staff,
depending
on
their
content
area.
That
would
then
look
through
the
material
and
make
an
a
quick
look
of.
Is
it
fitting
all
the
things
that
we
asked
for
in
the
rfq?
R
R
R
You
can
see
the
computer
science,
social
studies
and
world
language
are
set
as
we
are
going
through
this
process.
They
are
doing
their
final
checks
now
so
that
we
can
bring
this
forth
to
our
state
board,
hopefully
by
june
to
july,
as
you
can
see
there,
so
we
can
have
that
material
set
and
then
you'll
notice
that
english
language,
arts,
fine
arts,
would
be
in
the
next
iteration
next
year
and
the
following
year
to
catch
us
up.
R
R
At
least
I
know
I
have
for
years
is
here's
the
plan,
let
forth
at
this
point,
given
time
of
where
the
standards
and
their
revisions
would
come
forth
as
what
we
would
ask
our
ex
council
to
establish
academic
standards
so
that
people
can
see
what
is
the
set
plan
as
we
move
forth
with
the
potential.
Remember,
keep
in
mind
that
each
time
we
bring
our
committee
together,
that's
why
it
has
the
term
next
to
it
is
that
they
can
look
at
them,
make
a
determination
as
they
review
do.
A
B
Thank
you
for
being
here
nice
to
hear
the
presentation.
Actually,
the
last
subject
of
the
day
is
something
that
I've
is
really
near
and
dear
to
my
heart,
and
so
I've
got
a
few
questions
and
then
I
actually
have
a
question.
B
I'm
not
sure
if
you
can
answer,
but
maybe
if
there's
some
district
officials
listening,
I
believe
that
standards,
curriculum
and
proficiency
are
at
the
heart
of
what
I
really
care
about
and
I'm
sure
for
you
as
well
and
as
we
went
through
the
presentation
and
looked
at
you
know
the
implementation
of
all
these
different
correct
standards
over
the
years.
In
particular,
we've
had
common
core
for
12
years
now
the
problem
I'm
having
and
again.
B
B
I
saw
at
edward
seaweed
high
school
in
sparks
nevada,
where
I,
where
I
live,
the
pr
the
graduation
rate
is
91,
but
the
proficiency
in
math
is
26
and
the
reading
proficiency
is
39
percent.
Then
I
jumped
over
to
elko,
which
is
now
part
of
my
district,
not
where
the
high
school
is
but
part
of
the
county.
B
B
P
Jonathan
more
for
the
record.
Thank
you
assemblywoman
for
the
question.
I
think
when
it
comes
to
the
analysis
of
proficiency
rates,
we
know
that
there
are
many
variables
that
impact
the
proficiency
rates
first
I'll,
preface
by
saying
the
proficiency
rate
that
we
reference
is
taken
from
the
portrait
in
time,
in
this
case,
the
summative
assessment
that
we
as
a
state
administer,
and
so
that's
where
that
rate
comes
from.
P
But
when
we
compare
that
to
what
goes
into
a
graduation
rate,
there
are
many
variables
outside
of
the
summative
assessment
by
which
a
student
is
able
to
demonstrate
mastery
of
a
content
or
subject
area,
and
so
I
think
when
we
talk
about
some
of
the
differences,
I
think
that's
part
of
the
explanation.
One,
the
multiple
ways
in
which
a
student
can
demonstrate
mastery
beyond
one
indicator:
that's
something
that
we're
talking
about
as
a
state
as
we're
implementing
competency-based
education,
for
example.
P
P
So
when
we
talk
about
all
of
the
indicators
that
comprise
a
student's
learning
experience
having
high
quality
instructional
materials
that
are
aligned
to
standards
that
are
not
only
rigorous
but
that
are
accessible,
and
I
think
that's
one
of
the
indicators
that
can
certainly
be
strengthened
on
that
in
our
work
with
west
ed
is
what
we're
doing
is.
How
do
we
ensure
that
the
instructional
materials
that
are
being
selected
locally
not
only
are
rigorous,
not
only
aligned
to
standards
but
are
accessible,
and
so
that
includes
our
english
learners.
P
Our
students
with
disabilities
that
includes
across
multiple
learning
modalities,
so
how
do
instructional
materials
account
for
students
who
may
be
visual
learners,
students
who
may
be
kinesthetic
in
their
learning,
and
so
I
think,
all
of
those
factors
play
a
role
in
contributing
to
some
of
the
differences
you
noted,
but
also
explaining
how
we
could
maybe
decrease
that
gap
based
on
the
difference.
As
you
noted.
B
And
I
appreciate
that
explanation
I
I'm
trying
to
keep
this
to
for
my
constituents
to
understand.
At
the
you
know:
they're
not
immersed
in
all
the
acronyms
that
we
are
diluted
with
as
we
serve
on
an
education
committee,
they're
they're,
not
a
schooled
in
the
bureaucracy
of
of
it
all
so
for
them
to
understand.
B
Perhaps
when
they
go
to
the
nevada
department
of
education
portal,
which
I've
encouraged
my
constituents
to
do
when
they
reach
out
to
me
those
those
statistics,
I
don't
have
them
in
front
of
me,
but
I've
quoted
them
before
those
talk
about
not
necessarily
we'll
use
the
word
proficiency,
but
I'm
going
to
use
it
very
broadly
reading
at
grade
level.
If
I'm
not
mistaken,
that's
what
nde
puts
up
on
the
site,
which
is
very
helpful.
So
I'm
not
if
we
want
to
get
rid
of
the
word
proficiency
reading
at
grade
level.
B
Those
reading
statistics
are
frightening.
They
are,
if
I,
if
my
memory
serves
me
right
almost
consistently.
A
third
of
our
populations
in
various
counties
in
various
parts
of
the
state
are
reading
at
grade
level.
A
third,
so
I
guess
I'm
I'm
honored
to
serve
on
this
committee.
I
think
we
have
really.
B
I
know
that
you're
all
dealing
with
in
the
trenches
the
teachers
are,
the
school
districts
are
and,
and
these
numbers
a
lot
of
the
ones
I
reference
in
my
prior
comments
on
the
record
have
been
pre-coveted,
so
we
can't
use
covid
it
covet
is
compounded
how
scary
these
numbers
are,
and
so
I
just
hope,
as
we
review
in
2023
the
standards
for
math
and
then
2024
for
in
english
language
arts
that
we
are
taking
into
consideration,
maybe
not
proficiency,
but
reading
at
what
grade
level
math
at
the
grade
level.
B
Because
then,
when
we
get
into
graduation,
we
look
at
remediation
rates.
You
know,
we
know
that
these
students
are
not
50
of
them
in
nevada
are
not
prepared
to
go
on
to
college
level
math
and
reading.
So,
in
my
view,
we
are
in
a
crisis
and
I'm
here
to
help
I'm
here
to
listen.
B
I
appreciate
the
work
you
do
and,
as
was
mentioned
earlier
by
dr
stevens,
I
think
we
can't
be
all
be
in
silos
and
I'll
do
my
part,
and
I
hope
that
we
can
find
a
way
to
find
a
way
to
fix
this
gap,
because
at
this
rate,
these
these
grade
level
proficiency
or
reading
at
grade
level
is
is
just
not
not
cut
in
the
mustard
and
our
constitu.
My
constituency
is
extremely
alarmed
by
it.
So
thank
you
so
much
for
your
time.
A
P
Jonathan
moore
for
the
record,
thank
you,
mr
chair.
So
assembly
bill
19.
There
were
sort
of
two
two
tracks
to
that
bill.
The
first
one
was
the
removal
of
academic
standards
from
regulations,
so
referencing
the
chart
that
director
bram
cam
previously
talked
about
where
you
saw
the
orange
boxes
and
the
flow
of
academic
standards
from
the
time
in
which
we
engaged
to
revise
them
through
the
time
in
which
they're
actually
approved
by
the
state
board
and
ready
to
enter
classrooms.
P
There
used
to
be
another
step
in
there
that
required
the
standards
to
be
approved
through
regulation,
and
so,
as
you
can
imagine,
the
time
that
it
took
for
the
standards
to
be
approved
by
the
state
board
and
then
to
be
codified
in
regulation
caused
a
delay
from
when
they
then
were
able
to
reach
classrooms
or
reach
our
teachers
in
the
classrooms.
P
So
one
of
the
things
that
ab19
did
was
it
removed
the
requirement
to
have
them
codified
in
regulation.
So
now,
once
standards
are
adopted
by
the
state
board
of
education,
they're
able
to
begin
to
transition,
school
districts
and
schools
are
be
able
to
begin
the
transition
to
implementation.
In
the
classrooms,
so
that
was
the
first
aspect
of
ab19.
P
P
Yes,
changing
changing
u.s
government
to
include
to
be
inclusive
of
civics
as
well
as
economics,
and
so
those
were
the
two
changes
through
ab19.
A
I'm
not
seeing
any.
Thank
you
very
much.
We
appreciate
the
presentation.
It's
definitely
helpful
as
we
go
through
all
this
for
everybody
to
understand.
I
know
that
the
standards,
as
you
already
have
talked
about
they've,
been
around
a
long
time
when
we
first
initiated
these
and
so
to
see
where
we're
at,
and
it's
good
to
get
an
update
on
that.
So
thank
you
very
much
all
right
with
that.
We
are
now
going
to
go
to
our
last
item
on
the
second
to
last
item
on
the
agenda.
A
G
Mr
chairman,
chris
daley
nevada,
state
education,
association,
the
voice
of
nevada
educators
for
over
120
years,
violence
and
school
safety
was
not
on
the
committee
agenda
today,
but
we
know
the
horrific
event
at
del
el
dorado
high
school
has
been
on
all
of
our
minds.
Vicki
crydell
teacher
and
president
of
the
nea
of
southern
nevada
said
this.
G
The
young
woman
who
was
attacked
her
life
will
never
be
the
same.
You
can't
cross
your
fingers
and
hope
for
the
best.
What
happened
shows
that's
not
going
to
work.
They
haven't
done
enough.
Whatever
talks
have
happened,
it's
not
enough.
It's
too
late
for
committees,
it's
too
late
for
town
halls,
the
high
profile.
Recent
events
are
not
new,
not
limited
to
clark
county
or
the
2013
shooting
at
sparks
middle
school,
which
took
the
life
of
teacher
michael
lansbury,
has
consistently
heard
alarming
concerns
about
personal
safety
from
our
members
across
the
state.
G
Here's
some
of
our
public
comment
from
that
2019
hearing.
Unfortunately,
there's
been
an
increase
in
violence
against
educators
in
nevada
and
across
the
united
states.
In
2016,
six
percent
of
teachers
reported
being
physically
attacked
by
a
student
from
their
school
in
the
previous
year.
Nsca
and
our
local
affiliates
have
received
numerous
reports.
This
year
have
assaulted,
educators
with
bruises
broken
bones,
not
to
mention
the
emotional
toll.
We
believe
that
a
strong
restorative
discipline
system
would
reduce
incidents
where
educators
sustain
injuries.
G
G
Last
interim
nsca
proposed
an
educator
bill
of
rights
to
this
committee
to
improve
educator
safety.
Our
proposal
was
largely
disregarded.
Since
the
pandemic,
the
situation
in
schools
seems
to
have
deteriorated
further.
A
delayed
and
poor
statewide
implementation
of
168
has
left
many
schools
and
school
districts.
Unsure
about
the
student
discipline
system.
Opting
for
little
to
no
student
discipline
at
all
the
pandemic
has
exacerbated
mental
health
issues
and
an
historic
educator
shortage
with
thousands
of
vacant
positions
across
the
state.
G
Nsea's
time
for
20
campaign
would
address
many
of
the
underlying
issues
of
the
educator
shortage
and
go
a
long
way
to
improve
school
climate
and
culture,
but
meaningful
resources
for
student,
mental
health
and
a
real
investment
in
the
implementation
of
restorative
justice
system
are
long
overdue.
Educators
across
the
state
and
our
students
need
this
bold
action
now.
Thank
you.
A
A
A
Okay,
usually,
I
would
say.
A
Bit
of
a
delay,
but
since
we've
actually
started
public
comment,
I
think
they
probably
had
enough
time
to
get
on
if
they
wish
to
give
a
comment.
A
That
is
our
the
end
of
item
number
10
public
comment
just
want
to
thank
everybody
who
was
here
today
all
of
our
presenters
to
the
members
and
our
an
archive
version
of
today's
meeting.
It
will
be
available
online.
Our
next
meeting
is
currently
scheduled
for
wednesday
may
18th
with
that.
Thank
you
all
for
being
here
today
appreciate
staff
and
all
the
work
that
they
do
and
with
that
we
are
adjourned.