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This is the sixth meeting of the 2021-2022 Interim. Please see the agenda for details.
For agenda and additional meeting information: https://www.leg.state.nv.us/App/Calendar/A/
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A
B
C
Our
vision
at
the
institute
is
to
cultivate
communities
of
innovative
insightful
and
principled
leaders
who
champion
ideas
that
change
the
world.
Our
mission
is
to
identify,
develop
and
retain
exceptional
leaders
in
education,
build
innovative
and
entrepreneurial
communities
that
include
leaders
from
the
public
and
private
sectors
and
drive
significant
systemic
improvement
in
public
education.
B
Sorry,
okay,
judith
steele
for
the
record,
I'm
going
to
go
over
the
story
with
you
a
little
bit
about
how
the
public
education
foundation
in
2008
began
to
look
at
where
we
wanted
to
put
our
dollars.
It
was
one
of
the
during
the
the
recession,
the
great
recession,
and
we
looked
at
investment.
Where
was
the
most
important
place
to
take
the
money
that
we
were
receiving
from
the
private
sector
and
from
grants
and
focus
it,
and
we
we
did
a
real
hard
look
at
that
and
we
decided
it
was
in
leadership
and
why
leadership?
B
We
all
know
principals
and
and
leaders
that
have
been
underfunded
that
have
not
necessarily
all
the
resources
but
do
wonderful
things
for
boys
and
girls.
We
also
know
leaders
that
have
great
resources
and
that
have
been
given
lots
of
opportunity
and
that
those
schools
do
not
perform
as
well
as
they
should
so
we
decided
it
was
important
to
focus
on
resources,
human
talent
and
retention
of
the
good
to
great
people
in
our
system
across
the
state.
B
We
started
to
read
to
rethink:
how
do
you
give
great
executive
leadership
training?
How
do
we
identify
great
leaders?
How
do
we
grow
those
great
leaders
and
then
we
kept
track
of
retaining
them
in
the
state?
We
talked
before
about
the
fact
that
we
don't
have
enough
people
in
the
schools.
We
can't
find
them,
but
we
have
great
people
in
the
schools
that
often
leave
because
they're
frustrated
or
they
feel
that
they're
not
meeting
the
goal
of
why
they
intended
to
be
in
schools.
B
So
we
the
work
we
do,
introduces
them
to
great
leaders
around
the
country,
thought
leaders
and
practitioners
and
takes
them
through
a
cohort
which
is
an
eight
to
ten
month,
experience
where
they
go
in
depth.
Learning
from
great
thinkers
and
the
whole
idea
is
to
look
at
mindset
to
help
people
begin
to
think
differently
about
their
work.
We
recognize
that
schools
and
universities
do
a
great
job
at
the
pedagogy
the
methodology.
B
How
do
you
teach
math?
How
do
you
teach
reading?
How
do
you
structure
a
classroom,
but
what
we
need
is
great
thinkers,
great
strategic
thinkers,
great
people
who
can
look
at
change
like
we
are
encountering
today.
How
do
you
look
at
schools
and
children
and
how
do
you
look
at
resources
and
technology?
B
But
then
again
that
becomes
an
opportunity
for
us
to
examine
what
we're
doing
and
what
we
need
to
do
differently
or
what
the
times
require
of
us,
and
so
we
looked
and
we
accepted
and
adapted
what
needed
to
happen.
We
didn't
stop
our
programming.
We
did
online
programming,
we
still
had
a
state
summit
online
and
then
we
started
talking
about
how
we
do
hybrid
and
then
how
leaders
have
multi-generations
of
people
and
how
they
keep
those
multi-generations
of
people
working
together
for
young
people.
B
How
communities
began
to
look
into
the
building
of
a
school
or
a
classroom
of
a
school
and
see
things
they
liked
and
they
didn't
like
and
how
educators
had
to
respond
to
that,
etc,
and
so
we're
now
looking
at
our
story
in
terms
of
culvert
19
and
that
we
we
did
our
adapting
and
one
of
the
other
great
things
we
did
at
the
public
education
foundation
is
recognize
that
this
was
a
time
to
revisit
what
the
public
education
foundation
was
doing.
We
had
two
buckets
of
work.
B
B
The
public
education
foundation's
major
goal,
then,
was
to
help
the
clark
kennedy
school
district,
and
so
it
was
very
clear
to
us
in
looking
at
the
times
and
what
was
required
that
we
should
spin
off
and
that
that's
an
opportunity
for
both
of
these
organizations
now
to
really
put
heart
and
soul
into
what
their
primary
purpose
is.
So
we
established
the
spin-off
plan.
We
actually
hired
people
to
help
us
think
this
through.
Well,
we
incorporated
in
march
2022,
I
moved
over
in
this
new
role.
B
If
you
will
the
talent
and
grow
the
talent
for
the
times,
which
is
not
something
everybody
chooses
to
jump
into,
but
we
believe
that
it's
critical,
so
we
launched
a
social
emotional
learning
pilot
with
with
partners
from
the
university
of
nevada
medical
school
from
other
partners
across
the
state
which
you'll
hear
about
in
a
minute
and
we're
continuing
to
look
at
our
summits.
We
have
a
very
active
and
we'll
get
stronger
alumni
network.
B
We
have
three
almost
300
plus
people
who
have
graduated
from
our
executive
leadership
program
and
over
300
teacher
leaders
up
and
we
believe,
there's
a
tipping
point
at
some
point.
You'll
have
enough
people
with
a
mindset
for
growth
and
engagement
and
agility
that
we
will
have,
I
think,
great
great
leaders
forthcoming.
That
will
be
able
to
deal
with
what
happens
as
the
state
grows
and
we're
co-developing
a
strategic
plan
that
allows
us
to
be
agile
and
respond
more
quickly
than
most
bureaucracies
can
to
what
is
put
before
us.
C
So
I'd
like
to
take
a
moment
to
highlight
three
of
our
programs
and
to
provide
you
with
a
brief
overview
of
each
beginning
with
our
regional
leadership
summits.
Our
summits
are
public
facing
events
held
once
annually
in
southern
nevada
and
once
in
northern
nevada,
and
I
am
very
proud
to
say
that
recently
we
held
our
inaugural
inaugural
rural
summit
in
elko.
C
Historically,
education
leaders,
business
leaders,
elected
officials
and
stakeholders
from
across
the
state
have
been
invited
to
attend
each
event
featuring
the
nation's
top
education,
practitioners,
scholars
and
business
leaders.
Summit
topics
are
timely
and
relevant.
Issues
for
schools
and
districts
across
our
state
participants
are
exposed
to
new
ideas,
entrepreneurial
thinkers
and
next
best
practices
intended
to
motivate
inspire
and
foster
awareness
of
innovative
problem.
C
Solving
the
next
program
I'd
like
to
highlight
is
our
executive
leadership
academy
and
before
I
jump
into
that,
I'm
very
very
happy
to
see
many
alumni
of
our
program
in
this
very
room
or
folks
who
have
participated
as
business
or
community
leaders.
In
our
program
we
launched
the
executive
program
in
2011,
working
with
partner,
school
districts
and
schools
across
the
state,
both
urban
and
rural,
to
identify,
develop
and
retain
the
top
good
to
great
leaders.
C
C
We
have
partnered
with
georgetown
university,
whereby
participants
may
earn
a
certificate
in
education,
leadership
and
management
from
the
mccourt
school
of
public
policy,
and
our
culminating
experience
in
the
executive
program
is
our
capstone
project
and
we'd
be
happy
to
talk
a
little
bit
more
of
that.
If
time
permits
with
that
I'd
like
to
share
with
you
a
testimonial
video.
D
Because
leaders,
we
think
we're
expected
to
know
what
we're
doing
right,
we're
expected
to
be
be
able
to
have
some
answers,
maybe
to
all
of
them,
but
some
answers
be
able
to
guide
and
lead.
So
I
think
here
I
am
at
my
building,
think
I'm
doing
a
pretty
good
job
and
then
I
come
to
a
training
like
this
or
one
of
these
weekends,
where
we're
spending
15
hours,
learning
a
specific
topic,
and
then
I
find
out
wait.
D
I've
never
even
looked
at
the
world
from
this
I've,
never
even
looked
at
student
achievement
or
budgeting
or
family
engagement
or
planning
or
innovation.
Even
from
that
mindset,
I
think
that
that's
that's
where
that's
where
the
inspiration
comes
from
me,
so
I'm
able
to
look
at
it
and
say:
wow.
I've
never
looked
at
this
before
from
this
lens,
because.
E
D
It's
increased
my
ability
to
look
at
myself
and
say
wow,
I
maybe
I
am
capable
of
doing
of
doing
this
and
and
now
with
this
mindset
now,
who
knows
what
I'm
capable
of,
because
I
thought
before
well
under
the
skirt's
current
scope,
the
current
situation.
This
is
where
I
think
I
fall
is
where
I
think
my
mindset
is,
but
then
you
bring
in
the
new
mindsets
and
then
it
it
broadens
that
right.
It
opens
that
up
to
different
possibilities,.
C
C
There
we
go
my
apologies,
the
next
program,
I'd
like
to
draw
your
attention
to
is
our
teacher
leader
academy
we
launched
in
2015
just
a
few
years
after
our
executive
program
and
you'll
hear
the
model
is
very
similar
to
our
executive
program,
and
that
is
by
design.
We
worked
with
principals
and
schools
in
clark
county
to
identify,
develop
and
retain
the
top
good
to
great
teacher
leaders
and
other
licensed
education
professionals,
and
I
think
the
key
word
in
this
piece
is
retain
we're
going
to
talk
a
little
bit
more
about
that
in
a
minute.
C
E
So
I
think
you're,
planting
seeds
that
are
going
to
continue
to
grow
because
the
things
that
I
am
learning
through
participating
in
this
program?
Not
only
am
I
bringing
back
into
my
classroom,
I'm
bringing
them
to
the
teachers
lounge,
I'm
bringing
them
to
staff
meetings,
I'm
bringing
these
ideas
to
the
peers,
who
I
talk
to
every
day,
and
so
I
can
it's
like
a
ripple
effect.
E
And
so,
if
I
am
the
drop
of
water,
it
continues
to
go
out
and
go
out
and
go
out
and
reach
other
people.
So
it's
like
you
build
a
new
family,
but
then
as
you're
building
that
family
you're
discovering
something
new
within
yourself,
and
I
like
that-
and
I
love
that
and
I'll
tell
anybody
that
was
considering
this
program.
Do
it.
You
have
the
time
make
the
time
do
it
because
it's
life
changing
and
it's
career,
changing
and
not
just
for
you,
but
guess
what?
For
our
students
too,.
G
Thank
you,
dr
miley
ramona
sparza,
vice
president
of
the
leadership
institute
of
the
nevada
for
the
record.
So
really
I'm
so
honored
to
be
with
you
here
today
and
really,
let's
celebrate
our
impact.
What
does
all
of
this
mean
the
programming
that
has
been
provided
over
a
decade
or
reaching
far
throughout
the
state
of
nevada,
with
over
4
500
community
business
and
educational
leaders?
G
That
impact
has
been
far-reaching
looking
at
the
capstone
projects,
and
I
would
like
to
honor
the
hard
work
that
has
been
done
by
many
of
those
cohorts
and
actually
has
been
moved
to
legislation
and
you
voted
on
it.
So
we
had
our
principal
in
our
last
cohort
nine
shelley,
a
crawford
cruise
that
put
forward
with
her
capstone
project,
sb
352,
where
parapro
professionals
can
become
licensed
teachers
and
removing
those
barriers
to
ensure
that
we
grow
our
own.
G
G
Complete
the
programming
and
over
98
percent
are
saying
that
they
are
better
leaders.
As
a
result,
I'm
going
to
share
just
anecdotally
a
personal
story.
I
was
a
second
year
principal
and
I
was
in
cohort
four
as
in
the
executive
leadership
academy,
and
I'm
going
to
tell
you
the
mind,
shift
that
happens
for
a
young
principal
that
really
didn't.
I
think
at
the
time
realize
what
I
was
signing
up
for
and
transforming
a
school
that
was
underperforming,
really
shifted
my
thinking
and
accelerated
my
ability
to
open
up
equity
and
access
for
my
school
community.
G
So
I'm
telling
you
that
I
am
retired,
happily
after
28
years
of
serving
in
the
district,
but
very
glad
to
now
be
a
part
of
this
team
and
and
eager
to
share
with
you
of
the
offerings
that
we
provide.
Another
thing
that
I
did
and
really
I
don't
know
that
I
would
have.
Is
we
co-founded
an
organization,
a
non-profit,
the
nevada
envy?
G
Alas,
I
have
to
say
it
first
before
I
actually
say
the
acronym
it's,
the
nevada
administrator
of
latinos
superintendents
association
and
it's
a
state
affiliate
to
try
to
diversify
the
pipeline
of
leadership,
to
ensure
that
students
see
individuals
like
them
in
the
classroom
and
in
other
roles
within
a
school
setting.
Next
slide,
one
of
the
things
that
I'm
very
passionate
about
we
heard
it
quite
often
today
is-
and
we
heard
it
loud
and
clear
from
our
current
cohort
of
leaders
in
the
teacher
leader
academy
and
the
executive
leadership
academy-
is
they
are
not.
G
Really
we
saw
that
there
was
urgent
requests
for
sel
strategies
and
learning,
so
we
pivoted
as
we
do,
and
we
partnered
as
judy
still
mentioned,
with
the
unlv
school
of
integrative
medicine
under
the
direction
of
dr
annie
weissman,
and
also
with
a
non-profit
mindful
seed,
dr
deb.
Oliver,
we
have
two
separate
cohorts:
it's
a
five
part
series
and
we
provide
for
exclusively
leaders,
administrators
and
also
for
teachers.
G
In
this
series
we
are
showing
them
sel,
competencies
of
self-awareness
and
self-management
and
and
having
them
understand
and
develop
better
decision-making.
Most
importantly,
it's
kind
of
the
the
strategies
for
them
to
take
care
of
themselves
as
educators
and
leaders,
and
we
often
hear
on
the
plane,
where
you're
supposed
to
put
that
oxygen
mask
on
yourself.
First,
in
order
to
take
care
of
others.
Well
leaders
don't
do
that
they
put
themselves
last.
So
we
specifically
said
in
order
for
us
to
have
healthy
schools.
G
G
We
had
a
principal
share
with
us
anecdotally
that
she
had
really
not
felt
that
she
could
take
the
time
for
herself
and
now
that
these
strategies
of
mindful
practice
she's
really
noticing
that
she's
even
implementing
it
throughout
with
her
staff
and
the
staff.
Naturally,
it's
going
in
permeating
in
the
classroom
with
the
students,
and
that
was
the
effect
we
were
hoping
for.
B
The
state
has
continued
to
give
us
money
and
your
contribution
has
been
approximately
1.5
million
dollars.
We
have
dollars
that
come
from
tuition,
which
is
about
1.3
million
dollars
and
the
rest
has
been
private
sector
grant
dollars.
We
know
that
this
is
the
right
thing
to
do.
We
really
believe,
as
I
think
many
of
us
know,
that
we
have
great
people
in
this
state.
B
Many
of
them
are
not
sure
where
they
fit.
Many
of
them
get
discouraged
because
they're
not
sure
where
to
take
their
passion
and
we
want
them
to
stay
in
our
state
and
we
want
them
to
find
ways
to
improve
our
public
schools,
and
that
includes
engaging
people
in
reaching
out
to
people
and
and
helping
our
children
and
their
families,
learn
and
we'd
like
to
end
with
a
closing
statement
and
then
we're
open
to
any
questions.
B
H
I
I
B
For
the
record
finally
got
it,
I
want
to
recognize
the
state
department
of
education
for
their
partnership
with
us
over
the
years
whether
it
was
dale
or
kiaga,
and
now
it
is
superintendent
ebert.
We
have
always
worked
together
to
look
at
what
state
needs
are
and
to
align
ourselves
with
state
direction.
So
I
want
to
say
thank
you
very
much
to
them.
I
I
I
It's
not
in
place
of
it's
a
different
level
and
it's
a
it's
a
whole
different
experience,
and
so
I
think
when
people
say
well,
we
don't
need
that
because
I
don't
think
they
understand
the
level
of
thought
process
that
you
go
through
with
people
that
are
all
there
for
the
same
reason
and
that's
to
better
their
leadership
experience.
So
I
think
it's
really
important
to
understand
that
this
is
a
separate
and
total
experience
that
may,
in
fact,.
I
A
F
F
A
few
school
safety
updates
school
discipline
data
with
the
criteria
that
the
data
is
accurate,
but
it
has
been
disrupted
by
the
pandemic,
so
you're
going
to
see
a
big
swing
and
you're
going
to
see
lower
amounts
of
data
discipline
because
of
the
pandemic,
and
many
of
our
kids
were
at
home
instead
of
in
our
schools.
So
just
going
to
put
that
point
that
out
right
now
and
then
also
the
school
climate
data,
the
same
thing
will
go
for
that
as
well.
F
We
saw
a
big
reduction
in
students
taking
the
school
climate
survey
again
because
many
of
them
were
at
home
instead
of
in
our
schools
and,
of
course,
some
next
steps,
so
just
real
quickly.
The
safe
voice
is
operated
as
a
collective
impact
project,
and
it
is
only
because
of
the
collaborative
work
that
something
like
this
remains
an
asset
for
all
of
our
students,
staff
and
families.
F
So
it
is
a
partnership
with
the
department
of
public
safety
who
actually
man
a
24,
7
chat
and
phone
line
for
any
school
safety
concerns,
24
7
7
days
a
week,
and
they
use
a
platform
called
p3
or
global,
and
it
connects
to
every
single
public,
school
and
charter
in
the
state
so
that,
when
school
safety
concerns
come
up,
it
can
be
immediately
to
one
if
it
is
a
life.
Safety
issue
could
be
forwarded
right
to
the
community
law
enforcement
agency.
If
that's
needed,
and
it
can
also
go
to
the
schools
themselves.
F
We
are
also
looking
at
how
to
make
safe
voice,
even
more
collaborative
by
looking
at
how
to
incorporate
the
community
mobile
crisis
teams,
especially
in
off
hours
when
our
schools
are
not
in
session
or
during
the
summer,
that
there
are
adults
that
can
reach
out
to
our
students
and
ensure
their
safety.
If
it's
not
an
acute
issue,.
F
So,
just
here's
a
here's,
a
brief
overview
of
the
amount
of
tips
that
we
saw
between
2021
and
22,
and
so
you
can
kind
of
take
a
look
again
in
that
swings
of
data
depending
upon
if
the
schools
were
in
or
out
of
session.
Typically,
our
tips
do
reduce
when
school
is
out
of
session,
because
many
of
the
tips
around
bullying
or
school
complaints
and
those
kinds
of
things
are
no
longer
are
no
longer
an
issue.
F
F
We
weren't
getting
to
the
kids
early
because
they
weren't
there.
You
know
they
weren't
in
schools.
They
weren't
reporting
concerns
about
their
peers,
and
so
it
got
all
the
way
to
the
point
of
suicide
threats.
I
also
want
to
point
out
that
the
planned
school
of
tech
attack
so
when
teachers
and
schools
are
complaining
that
they
had
a
lot
of
upheaval
this
year,
you
can
kind
of
take
a
look
in
that
2021
of
that
was
the
most
one
of
the
most
prevalent
was
the
planned
school
attack,
the
threat
to
students
and
the
assault
to
battery.
F
And
so
one
of
the
recommendations
coming
from
the
field
is
to
keep
those
two
things.
Immediate
parents
are
notified
and
there's
a
safety
plan
put
in
place
whether
bullying
has
been
substantiated
or
not,
and
then
to
move
on
to
the
investigation
and
to
allow
more
time
for
the
investigation
than
the
two
to
three
days.
That
is
allowed
now.
F
So
we
are
looking
at
refreshing
training
around
threat
assessment
to
schools
that
volunteer
and
need
that
refreshing
also
that
threat
assessment,
many
of
our
smaller
districts
may
you
know,
which
is
a
great
thing,
don't
get
threat
assessments,
often
and
so,
creating
a
cadre
of
district
to
district
support
that
when
those
things
do
happen,
a
district
that
does
have
a
team
that
maybe
deals
with
threat
assessments
often
can
lean
in
and
help
that
district
through
their
threat
assessment.
If
they
need
help.
F
F
We
also
look
at
not
only
do
we
ask
not
only
do
we
want
key
stakeholders,
like
yourself
and
our
districts,
to
look
at
the
disciplined
data.
We
also
hope
that
they
look
at
their
school
climate
data.
That's
the
one
way
students
can
have
voice
into
letting
adults
know
how
they
are
feeling
about
their
school
experience,
so
that
educating
students
and
all
school
employed
personnel
about
the
warning
signs
and
risks
knowing
around
the
school
climate.
This
will
actually
allow
the
schools
to
plan
about
how
to
reduce
those
risks.
F
The
school
climate
survey
looks
at
four
different,
realms
of
social
emotional.
It
looks
at
relationships,
and
this
is
between
pupils
and
parents.
It
looks
at
cultural
and
linguist
and
linguistic
competence.
This
is,
do
students
see
themselves
in
their
teachings
and
their
learnings
in
their
schools,
emotional
safety,
as
well
as
physical,
physical
safety
and
then
again,
social
and
emotional
academic
development
of
themselves.
F
Personally,
again,
just
a
quick
little
note
about
the
impact
of
the
covet
19
on
the
school
climate
results,
and
so
we
did
see
a
reduced
number
of
students
taking
the
school
climate
surveys
than
we
usually
do.
We
are
expecting
this
year,
we'll
have
an
increased
number
and
again
we'll
be
looking
at
those
trends
between
our
pandemic
years
and
our
non-pandemic
years
and
be
able
to
bring
that
data
to
you
as
soon
as
we
get
it.
F
The
surveys
are
just
closing
for
this
year
and,
like
superintendent
ebert
pointed
out,
we
did
add
a
staff
survey
this
year,
because
of
so
much
of
the
turmoil
that
we
were
getting
reported
from
staff
and
so
really
important
to
make
sure
that
we
include
that
staff
voice
and
so
that
in
the
school
improvement
processes,
districts
and
schools
have
data
that
not
only
have
the
school
and
the
student
voice,
but
also
their
staff
voice
as
well.
To
plan
around.
F
F
Anything
in
the
300
to
the
400
is
favorable
and
anything
over
400
is
most
favorable.
So,
as
you
can
see
that
there
is
some
disparities
around
how
our
different
populations
in
the
great
state
of
nevada
see
and
perceive
climate
again,
this
helps
our
schools
really
craft
their
school
improvement
process
to
make
sure
that
the
climate
is
good
for
all
students.
F
Here
are
the
school
climate
constructs,
as
you
can
see,
physical
safety
last
year
was
again
with
many
of
our
kids
coming
and
going
from
home
in
school
was
well
above
into
the
most
favorable
state
and,
as
you
can
see,
that
the
emotional
side
of
things
and
relationship
also
went
down
a
little
bit
in
the
in
the
pandemic
year
relationships.
These
are
the
data
disaggregated
by
population.
F
F
F
One
of
the
pieces
that
we
learned
through
the
pandemic
is
that
schools
and
law
enforcement
really
relied
on
each
other
for
student
well,
checks,
especially
around
mental
health,
well
checks.
So
what
does
a
really
good
mental
health
well
check
on
after
hours
conducted
by
our
law
enforcement
agencies
look
like
and
how
do
the
law
enforcement
agencies
communicate
and
making
sure
that
communication
is
really
strong
between
schools
and
law
enforcement
agencies
also
continue
to
monitor
school
discipline,
data
to
ensure
student
staff
safety,
while
also
reducing
discipline
disparities.
So
this
is
that
tension.
F
We
want
to
make
sure
that
staff
and
students
feel
safe,
and
it
is
possible
to
also
make
sure
that
discipline
disparities
are
not
occurring
while
we
are
focusing
on
school
safety
continue
and
enhance.
Communication
with
districts
for
training
and
resource
needs
around
school
safety
and
again,
I
believe
it
was
dr
lamarca
who
brought
this
up
clarifying
the
role
of
bullying
and
conflict
in
our
regulations
and
even
maybe
nrs.
F
F
You
know,
have
a
restorative
circle
with
a
bullying
victim,
but
it's
perfectly
acceptable
if
that
is
mutual
conflict.
So
what
are
those
two
things
and
making
sure
those
two
things
are
clarified
so
that
schools
feel
supported
and
that
they
have
that
clarity
to
move
forward
and
make
sure
that
students
are
safe
and
that
they're
addressing
the
very
human
need
to
teach
how
to
deal
with
conflict
and
also
to
make
sure
that
students
are
safe
when
it
comes
to
bullying
and
discrimination.
J
That's
heartbreaking.
It's
also
interesting
that
today
we
heard
public
comment
about
our
native
and
indigenous
students
not
being
able
to
wear
cultural
clothing
and
and
and
dress
during
graduation,
and
that's
another
category
that
scored
lower
in
some
of
these
emotional
safety
categories.
But
my
actual
question
is:
is
on
page
24.
J
F
Sorry,
maybe
that
was
just
an
echo,
so
christy
mcgilligan
great
question
and
something
let
me
go
back
to
the
data
to
see.
If
that's
possible,
it
is
a
confidential
survey,
but
we
do
have
school
tags
and
so
that
we
want
to
make
sure
that
schools
have
their
own
data
so
that
they
can
plan
around
it.
So
that
would
be
interesting.
I
don't
think
we
have
posed
that
that
cross
measure
before
so.
Let
me
go
back
and
see
if
that's
possible,
I'm
not
sure.
J
H
H
How
do
we
tie
do
they
feel
not?
Are
they
saying
they
don't
feel
safe
at
school
and
does
the
school
stats
support?
Maybe
that
fear
they
have,
because
when
I
think
of
the
youth
today,
they
are
so
connected
to
social
media,
and
we
know
social
media
has
a
huge
influence
on
all
of
us
shout
out
to
the
documentary
on
social
media.
F
Christy
mcgill
for
the
record,
yes,
great
question
I
can
give.
I
can
give
elsie
b
the
questions,
and
so
you
kind
of
get
a
feel
for
the
questions,
but
they
are
specific.
We
do
try
to
tie
it
to
the
school
environment,
but
does
the
community
environment
kind
of
leak
in
absolutely
nothing
about
climate
is
black
and
white,
so
it's
a
real
ecosystem
and
it's
it
just
makes
that
it
really
makes
that
team
approach.
F
H
H
H
I
think
it's
super
important
that
we
are
asking
these
kids
these
questions,
but
again
I
want
to
take
it
and
and
be
fair
to
the
schools
that
these
kids
might
be
answering
these,
and
it
could
be
a
red
flag
that
the
school
needs
to
look
at
their
what's
going
on
there,
but,
but
I
also
would
hate
the
school
to
feel
like
this
is
indicative
of
their
their
climate
there,
when
other
factors,
don't
necessarily
prove
that
out.
So
thank
you
and
I
appreciate
that
data.
F
A
All
right,
thank
you
so
with
that
we'll
go
ahead
and
close
out
this
item.
Thank
you
very
much
for
the
presentation
and
mr
gill
and
we're
going
to
go
on
the
next
item
that
we're
going
to
cover
now
is
agenda
item
number
roman
numeral,
eight
presentation
on
mental
health
and
support
systems
from
people's
perspective.
A
K
Thank
you
chair,
dennis,
it's
so
great
to
see
everyone
today.
I
know
that
you've
had
a
really
long
day
and
but
we
want
to
spend
some
time
talking
to
you
about
mental
health
in
k-12
and
sitting
next
to
me
is
robert
marcel
he's
a
student
at
the
meadows
school
and
I
know
in
the
last
legislative
session.
We
did
a
lot
of
work
on
mental
health
for
k-12
and
I
think
this
just
is
going
to
take
it
a
step
further.
F
L
If
I
may,
I
like
to
start
off
by
going
a
little
bit
into
my
background.
So
when
I
was
five
years
old,
my
father
died
suddenly
from
a
heart
attack
and
because
of
this
I
was
placed
into
both
group
and
individual
therapy,
while
in
group
therapy.
I
stayed
there
for
about
six
years
and
when
I
turned
12
years
old,
I
was
then
trained
in
a
year-long
process
to
become
a
peer
support
facilitator.
L
After
that,
I
started
running
groups
for
about
four
and
a
half
years
across
the
greater
nevada
area,
and
originally
the
groups
were
entirely
refocused
where
it
would
be
exclusively
for
children
who
had
lost
a
parent
or
sibling.
However,
I
realized
that
these
tool
sets
could
be
used
by
everybody,
so
I
spent
a
few
summers
redid
the
curriculum
and
wanted
to
make
it
more
generalized.
That
way,
everybody
could
use
it.
L
Now.
I
have
been
working
at
a
few
different
organizations
such
as
nevada
youth
network
here
in
historic,
las
vegas,
which
is
an
organization
to
offer
support
to
underperform
communities
of
colors,
typically
in
the
way
of
helping
kids
with
their
homework
and
at
project
150,
which
is
an
organization
to
help
un
house
youth
in
the
realm
of
giving
them
food
and
clothing
where
they
also
run
workshops.
I
also
lead
groups
at
my
school,
the
meadows,
which,
though
it
has
a
very
different
socioeconomic
background.
L
There
is
still
a
large
amount
of
need
now,
in
the
past
four
and
a
half
years,
I
have
probably
helped
around
100
kids
between
the
ages
of
four
and
18
how
to
identify
their
emotions,
articulately
or
healthy
coping
skills,
the
tools
they
need
to
overcome
difficult
social
and
emotional
issues
in
a
school
environment.
How
ever
I
realized
that
I've
wanted
to
reach
more
people,
so
I
decided
to
look
at
a
more
legislative
approach
and
that's
why
I
feel
so
wrongly
about
incorporating
this
into
school
curriculum,
so
it
can
reach
as
many
kids
as
possible.
L
Additionally,
after
the
pandemic,
the
isolation
that
impacted
all
people
had
an
even
more
profound
impact
on
children
and
their
mental
well-being.
I
will
present
some
alarming
nevada,
specific
statistics
from
pre-covet
that
have
only
gotten
worse.
Finally,
part
of
the
bill
proposes
about
information,
including
the
signs
and
symptoms
of
very
mental
illnesses
and
high
school
grades.
L
So
I'd
like
to
go
a
little
bit
into
what
is
mental
health?
Mental
health
is
best
thought
of
as
the
way
a
young
person's
thoughts,
feelings
and
behaviors
affect
their
life.
Mental
health
is
a
spectrum
in
the
same
way
that
every
individual
experiences
physical
health
as
a
continuum
from
well
to
ill.
Every
individual
has
a
mental
health
experience
as
with
physical
health.
Mental
health
changes
at
different
points
in
individuals
lives
based
on
both
biological
and
environmental
factors.
L
In
december
of
2021,
the
surgeon
general
issued
a
rare
public
health
advisory
on
the
mental
health
council's
confronting
youth
warning
and
calling
to
action
what
he
called
an
emerging
crisis,
exacerbated
by
pandemic
hardships.
He
cited
that
youth
were
already
facing
a
mental
health
crisis
before
the
pandemic,
and
that
is
now
a
critical
issue
that
demands
immediate
action
to
further
demonstrate
the
need
for
this
I'd
like
to
share
with
you
some
mental
health
statistics.
L
Most
people
are
wondering
with
the
2019
statistics
being
so
bad.
How
is
the
pandemic
impact
nevada's
youth
per
the
presentation
by
the
division
of
family
services
on
march
24th
at
the
health
and
human
services,
hearing
admissions
to
the
umc
pediatric
ed
for
behavioral
behavioral
health
emergencies
have
increased
by
65
in
2021
since
2019
and
over
the
same
period.
The
length
of
behavioral
health
days
have
also
increased
by
17
hospital
leadership
reports
that
the
increase
in
behavioral
health
patients
and
the
acuity
of
patients
has
led
to
significant
levels
of
stress
and
burnout.
L
They
also
indicated
the
children's
mobile
crisis
response.
Team
hotline
has
received
46
more
calls
since
2019
and
has
served
24
more
families
on
a
national
level.
Early
data
indicate
that
the
coven
19
pandemic
is
further
exacerbating
children's
mental
health
needs.
The
centers
for
disease
control
and
prevention
reported
that,
beginning
in
april
of
2022,
the
proportion
of
mental
health
related
emergencies
department
visits
among
all
pediatric
emergency
department
visits
increased
by
24
for
children's
five
to
eleven
and
thirty
one
percent
for
children's
twelve
to
seventeen.
L
I'd
like
to
now
go
over
a
few
of
the
ways
that
under-treated
or
untreated
mental
health
concerns
can
impact
young
people
at
school.
For
example
difficult.
They
can
have
difficulty
controlling
attention
during
learning
tasks,
they
can
have
trouble
completing
their
homework,
and
these
can
lead
to
frequent
absences
from
school
due
to
illness
and
school
avoidance,
trouble,
making
and
or
maintaining
friendships
and
difficulty
following
school
routines
and
norms,
resulting
in
suspension
and
sometimes
expulsion.
L
L
Sorry
about
that
crime,
homelessness,
children's
ability
to
learn
while
in
the
classroom
have
all
been
tied
to
higher
incidence
of
mental
health.
Most
efforts
have
been
reactive
through
hiring
more
school
counselors,
imprisoning
mentally
ill
funding
homes
for
the
unhoused,
offering
substance,
abuse,
reform,
program
programs
and
the
list
goes
on.
L
I
would
like
to
review
the
most
common
or
the
most
recent
common
wealth
fund
scorecard
on
state
health
system
performance
which
ranks
nevada
as
50th
in
the
nation
for
providing
kilocare
with
needed
mental
health
care
and
51st
in
mental
health
when
compared
to
the
rest
of
the
nation
per
mental
health.
America
nevada
was
given
an
overall
grade
of
d
plus
on
the
children's
mental
health
report
card
and
a
grade
of
f
in
the
following
categories:
access
to
care,
substance,
abuse,
juvenile
justice
and
emotional
disturbance.
L
Finally,
all
17
of
nevada's
counties
are
designated
as
mental
health
provider
shortage
areas.
In
addition
of
the
about
539
000
students
in
nevada's,
k-12
42
000
of
them
have
experienced
a
major
depressive
episode
and
of
those
42
000
28.
000
of
them
did
not
receive
any
treatment
for
their
problems.
This
is
a
massive
jump
from
if
I
remember
first
place
2019
where
it
was
about
23
000
students
who
had
experienced
to
make
your
depressive
episode.
L
Symptoms
of
depression,
anxiety
have
also
doubled
during
the
pandemic,
with
25
percent
of
youth
experiencing
depressive
symptoms
and
20
experiencing
anxiety
symptoms.
According
to
the
surging
journalist
53
pig
advisory,
there
also
appears
to
be
an
increase
in
negative
emotion
or
behavior,
such
as
impulsivity
and
irrationality
associated
with
conditions
such
as
adhd.
L
Sorry,
what
is
the
prevalence
of
mental
illness
among
young
people?
Many
mental
health
conditions
start
during
adolescence.
Half
of
the
individuals
living
with
mental
illness
experience
onset
by
age
14..
This
number
jumps
to
75
by
the
age
of
24.,
approximately
one
in
five
school-aged
youth
experience
impairments
and
life
functioning
due
to
a
mental
illness,
the
most
prevalent
mental
illnesses
being
adhd,
gad
and
kegd
half
of
mental
illness
is
emerged
during
or
before
adolescence
and
three
quarters
emerge
before
the
age
of
25,
meaning
that
mental
illness
places
a
disproportionate
burden
on
young
people.
L
Right
now,
in
nevada,
the
there
are
simply
not
enough
mental
health
professionals
to
address
the
problems.
For
example,
the
school
psychologist
ratio
is
one
for
every
1866
students,
while
the
recommended
ratio
is
one
to
five
hundred.
The
school
social
worker
ratio
is
one
in
eight
thousand
seven
hundred
thirty,
though
the
recommended
ratio
is
one
in
250
and
the
school
council
ratio
is
one
in
544,
while
the
recommended
ratio
is
one
in
250..
L
The
funding
necessary
to
meet
these
minimum
standards
would
far
eclipse
the
cost
of
including
curriculum
to
teach
our
students
basic
coping
skills
and
empowering
them
so
that
they
are
responsible
for
their
own
mental
health.
Even
if
we
were
to
meet
the
psychology
of
social
workers
and
counseling
staff
requirements
in
schools,
nevada
healthcare
still
falls
short
in
every
discipline
of
behavioral
health
providers.
L
Right
now,
nevada's
language
for
mental
health.
Education
is
incredibly
lacking.
For
example,
in
kindergarten,
the
only
requirements
are
to
identify
different
emotions
list
and
list
the
way
a
person
shows
emotions
in
fourth
grade
identify
physical
and
psychological
responses
to
stressors
and
recognize
how
expression
of
emotions
can
vary
across
individuals
and
situations
and,
finally,
in
high
school
for
all
four
years.
The
only
requirement
is
to
investigate
the
relationship
between
mental
health
and
physical
health
and
analyze
the
ways
and
decrease
the
risk
of
self-interest
or
suicidal
behaviors.
L
From
my
own
experience,
I
recently
had
the
requirements
for
high
school
completed
where
30
minute
sessions
across
three
days,
my
school's
counselor
talked
to
every
sophomore
and
though
we
got
all
the
grade
together,
it
was
hard
to
pay
attention
because
there
are
so
many
kids
in
one
room.
Yet
those
three
sessions
of
30
minutes
covered
all
four
years
of
the
requirements
for
mental
health,
education.
L
Topics,
I'd
like
to
cover
in
the
legislation
are
defining
signs
and
symptoms
of
common
mental
health
challenges,
promoting
mental
health,
wellness
and
protective
factors,
taking
healthy
coping
skills
and
recognizing
unhealthy
ones
and
destigmatizing
mental
health
issues.
That
way,
it
can
be
easier
for
students
to
discuss
with
each
other
and
to
recognize
if
they
may
have
some
mental
health
conditions.
Earlier.
L
I
would
now
like
to
emphasize
why
mental
health
should
be
part
of
a
school
curriculum.
Mental
health
is
something
that
everyone
have
to
deal
with
at
some
point
in
their
life.
This
might
be
getting
help
with
mental
illness,
helping
someone
else
or
dealing
with
stressful
moments
and
challenges.
Schools
need
to
be
portraying
mental
health
as
equally
important
and
crucial
as
physical
health.
That
starts
with
making
mental
health
education
a
required
part
of
education
across
all
schools.
The
best
way
kids
are
going
to
learn
to
understand
mental
health
is
to
educate
them.
L
To
quote
california,
senator
portentino,
who
passed
legislation
relating
to
mental
health
in
schools
in
october,
2021
quote.
Education
about
mental
health
is
one
of
the
best
ways
to
increase
awareness,
empower
students
to
seek
help
and
reduce
the
stigma
associated
with
mental
health
challenges.
Schools
are
ideally
positioned
to
be
centers
of
mental
health,
education
healing
and
support
as
children.
You
spend
more
hours
at
school
than
they
do
at
home.
Public
education
is
the
most
efficient
and
effective
setting
for
providing
universal
mental
health,
education
to
children,
youth,
historically
health
education,
subjects
such
as
alcohol,
tobacco
and
drugs.
L
E
L
I
would
now
like
to
reiterate
how
improving
mental
health
can
benefit.
Everyone
promoting
mental
health
and
wellness
leads
to
higher
overall
productivity,
as
it
has
been
shown
that
having
an
increased
mental
wellness
directly
correlates
with
higher
productivity
in
a
work
setting
better
educational
outcomes,
lower
crime
rates,
lower
health
care
costs,
improve
family
life,
improve
quality
of
life
and
a
subsequent
increase
in
lifespan.
L
So
so
how
a
few
different
states
did?
You
dress,
teach
teacher
curriculum
as
of
right
now,
new
york
has
invested
1.5
million
since
2016
into
developing
website,
offering
curriculum
options
for
their
various
school
districts.
While
there
are
some
free
resources,
such
as
recommended
books
for
introducing
mental
health.
As
a
subject
matter
for
english,
we
could
offer
funds
to
utilize
their
website
addition.
California
also
has
a
very
robust
curriculum
that
breaks
down
how
mental
health
should
be
taught
going
all
the
way
from
kindergarten
to
12th
grade,
while
it
is
early
in
the
process.
H
L
Thank
you
senator
becca,
robert
purcell,
for
the
record,
so
the
only
thing
that
has
been
mandated
is
those
couple
of
bullet
points
that
were
shown
there,
where
all
that
we
discussed
was
going
over
what
mental
health
is,
what
mental
illness
is,
how
to
prevent
suicide.
But
beyond
that
there
are
no
requirements
and
in
our
health
class
we
have
no
discussion
about
mental
health.
A
A
A
Okay
well
done
presentation.
Thank
you
very
much
and
actually
great
information.
It's
really
helpful
for
us
to
see
you
know,
as
especially
as
we
talk
about
these
issues
on
other
items
that
we
get
in
here.
It's
really
important
to
to
understand
the
the
the
issue.
I
think
this
has
helped
us
to
understand
that.
Thank
you
very
much.
A
A
So,
okay,
we
have,
let's
see
from
the
rpdp.
We
have
dr
sarah
negrete
director
of
the
the
northern
regional
development
or
the
nnrpdp
in
las
vegas
here
here
in
las
vegas,
and
we
also
have
dr
julie
smith
director
here
in
in
las
vegas,
and
then
sarah
cunningham
director
is
going
to
be
presenting
from
carson
city.
So
whenever
you're
ready,
I
don't
know
if
that's
the
order
you're
gonna
go
in,
but
you
can
whoever's.
Gonna
go
first,
go
first
and-
and
let
us
know
thank
you.
M
For
the
record,
I'm
sarah
negrete
from
the
northeastern
nevada,
rpdp
and
I
am
joined
with
my
colleagues
here,
dr
shelly
smith,
and
director
of
the
southern
rpdp
and
jared
partition,
who
is
the
assistant
director
in
las
vegas
in
carson
city
at
the
table.
We
should
have
sarah
cunningham,
who
is
the
director
of
the
northwest,
rpdp
and
annie
hicks,
who
is
the
assistant
director.
M
We
are
governed
by
two
bodies,
one
a
regional
governing
board
and
another,
a
statewide
coordinating
council,
and
you
can
see
in
the
graphic
on
the
right,
the
colors
of
each
of
our
regions.
The
northeast
covers
all
of
the
green
districts.
The
northwest
covers
all
of
the
pink
districts
and
the
south
covers
all
of
the
blue
districts.
M
You
could
say
that
the
rpdps
work
in
three
very
broad
categories.
The
first
is
meeting
district
requests
for
services,
a
district
and
or
a
school
leader
will
contact
us
and
ask
for
assistance
in
providing
professional
learning
in
a
topic
or
content
area
that
they
see
need
either
in
their
school
or
district.
We
fulfill
legislative
mandates.
M
We
were
just
one
shy
of
a
nice
round,
2
000
and
we
break
our
training
or
professional
learning
opportunities
into
three
categories.
The
first
is
instructional
training.
Those
include
any
presentations,
workshops
or
university
courses
that
we
hold
for
educators,
observation
and
mentoring.
Category
includes
coaching
classroom,
observations
and
feedback,
modeling
or
co-teaching
in
the
classroom,
with
our
educators
and
consulting
includes
when
we
are
invited
to
sit
in
on
curriculum
committees,
for
example,
at
a
school
or
district
level.
M
In
2021
we
served
twenty
two
thousand:
seventy
teachers
in
nevada
and
three
thousand
one
hundred
seventeen
in
nevada
and
I'd
like
to
point
out.
We
have
only
35
full-time
staff
and
11
part-time
contracted
staff
members,
so
we
work
really
hard
to
serve
as
many
people
as
we
can
and
as
you'll
see
as
we
go
through
these
slides.
We
also
work
really
hard
to
demonstrate
results
with
the
work
that
we
do
with
our
educators.
M
The
educators
perceptions
of
the
impact
of
professional
learning
on
instructional
practice
each
of
the
rpdps
give
the
same
evaluation
upon
the
completion
of
our
work
with
the
group
of
educators,
and
you
can
see
from
this
data
that
our
participants
believe
that
their
learning
is
adding
to
their
knowledge
of
standards
and
their
skills
in
teaching.
Subject
matter.
M
M
A
more
in-depth
example
of
how
our
work
is
focused.
This
is
a
state
licensure
course
requirement
for
all
educators.
A
multicultural
education
course
that
the
rpdps
provide
an
opportunity
for
educators
to
take,
and
our
data
indicates
that
we
have
statistically
significant
increases
on
14
of
26
measures
of
dispositions
of
those
teachers
who
take
our
courses.
M
M
In
addition,
a
family
engagement
course
is
required
of
educators
through
the
nevada
department
of
education's
licensure,
and
we
provide
that
opportunity
for
our
educators
as
well.
In
this
example,
we've
seen
statistically
significant
increases
in
participants.
Self-Reported
confidence
in
family
engagement
activities
because
of
their
participation
in
this
course,
educators
feel
more
comfortable,
reaching
out
and
understanding
how
best
to
reach
out
and
what
kinds
of
opportunities
there
are
that
make
the
most
impact
with
families.
M
Other
programs
that
we
have
developed
based
on
legislative
requirements
include
creating
financial
literacy
modules
and
computer
science
modules
both
of
those
the
southern
nevada
took
the
lead
on,
but
we
all
use
those
modules
in
both
asynchronous
and
synchronous
ways
throughout
the
year.
They
are
available
to
educators
at
any
time
and
they
can
choose
to
log
in
and
use
those
materials.
M
M
We
offer
a
statewide
different
endorsement
opportunities,
including
elad,
the
reading
specialist
gate,
a
library,
media,
specialist
and
a
computer
science
endorsement,
both
the
introductory
and
the
advanced
opportunity
for
our
teachers
and
we
partner
with
our
higher
ed
institutions
to
make
sure
that
our
teachers
receive
transcripts
with
those
credits
to
submit
and
again
on
the
right.
You
can
see
results
of
those
programs
that
we
have
collected
over
at
least
2021.
M
Statewide
collaboration
and
communication-
I
alluded
to
earlier
in
the
presentation
we
collaborate
frequently
with
the
nevada
department
of
ed
many
of
our
staff
members
and
ourselves
sit
on
nevada
department
of
ed
committees.
When
we,
when
requested,
we
engage
in
regular
meetings
with
superintendent,
ebert,
deputy
superintendent,
moore
director
dave
brancamp,
and
we
have
a
liaison
between
the
statewide
coordinating
coordinating
council,
heather
heather
crawford
ferry,
who
we
work
with
as
well.
M
So
we
have
lots
of
collaborations
with
the
nevada
department
of
ed
we
as
directors
of
the
rtr
pdps
meet
monthly,
so
that
we
can
effectively
coordinate
and
collaborate
on
professional
learning
within
the
three
regions
and
across
the
state.
We
meet
and
coordinate
with
several
of
the
educational
organizations
that
you
heard
from
today.
Obviously,
we
work
a
lot
with
our
superintendents
and
we've
worked
in
collaboration
with
the
public
ed
foundation
as
well.
M
So
that
grounds
our
work
when
we're
asked
to
provide
professional
learning
by
our
districts.
In
addition,
even
if
our
requested
work
isn't
specifically
about
the
nevada
educator
performance
framework,
we
embed
and
connect
the
instructional
practice
standards
in
as
many
areas
that
we
can.
We
always
want
to
make
that
connection
between
content
and
pedagogical
moves,
so
we
are
always
explicitly
as
often
as
we
can.
We
want
to
explicitly
connect
what
they
are
learning
to
the
instructional
practice
standards
that
they
are
working
on
in
their
classrooms.
M
And
finally,
our
pdp
funding.
This
is
a
historical
graphic
of
the
funding
for
the
rpdps
beginning
in
2007
2009
to
the
current
biennium,
and
you
can
see
there
that
we
have
taking
taken
quite
a
fall.
Then
another
fall
and
then
it
was
restored
a
bit
and
it's
remained
quite
flat.
Then,
throughout
the
last
several
biennium.
M
And
we
were
asked
to
speak
a
little
bit
to
funding
challenges
and
one
of
the
challenges
that
we
do
have
is
that
as
unions
continue
to
negotiate
and
rightfully
so
for
teachers,
salary
increases
we're
not
opposed
to
those
at
all.
But
we
are
really
on
a
fixed
income.
So
to
speak,
and
so
each
time
a
union
negotiates
a
salary
increase,
we're
obligated
to
those
salaries.
And
yet
our
budget
never
changes.
M
And
so
we
are
continually
fighting
that
attrition
of
staff
because
we
need
to
meet
the
expectations
of
those
negotiated
agreements
so
that
sometimes
results
in
operating
funds
which
would
be
number
one.
And
then
it
results
in
us
not
being
able
to
hire
for
vacant
positions
and,
ultimately
in
a
reduction
in
staff.
And
so
that
is
one
of
our
biggest
challenges
is
just
thinking
about
how
best
to
meet
the
needs
of
our
teachers
and
our
educators
in
our
state,
while
maintaining
those
salary
increases
on
a
flat
budget.
M
And
finally,
I've
included
the
contact
information
for
all
of
us
and
and
we're
here
to
answer
questions
I
should
have
said
at
the
beginning-
I'm
going
to
speak
the
whole
time
and
we're
not
going
to
bounce
around
between
different
people
so
that
we
can
provide
this
and
we
had
a
very
short
amount
of
time.
We
were
asked
to
stay
within
so
we're
all
here
to
answer
any
questions,
so
so,
hopefully,
someone
else's
voice
can
get
on
the
record.
A
I
don't
see,
I
don't
hear
any
questions
you
either
did
a
great
job
or
it's
late
in
the
afternoon,
and
both
you
did
a
great
job
and
it's
late
in
the
afternoon,
but
no
the
the
information
you
provided
was
wonderful.
Thank
you.
The
just
waiting,
sometimes
people
think
they
have
a
question
and
they
just
haven't
brought
it
yet
so
anyways.
Thank
you
very
much.
We
appreciate
your
presentation
today.
Thank
you.
E
A
N
N
N
I
can't
wait
for
august
another
one
said
I
am
so
happy
that
I
was
recruited
from
california
to
unlv.
It
was
the
best
decision
I
have
ever
made.
I
will
be
teaching
kindergarten
students
and
I
have
a
contract
at
the
school
where
I
worked
with
the
students
and
the
teachers
during
my
years
here
at
unlv,
two
other
students
shared
that
they
were
math
and
science
teachers
and
were
excited
to
begin
their
careers
as
educators,
and
we
had
a
great
conversation
on
the
need
for
stem
and
steam
educators.
N
N
It
was
electric
hearing
from
those
students
seeing
them
interact
with
each
other
having
them
interact
with
those
that
had
been
invited
in
to
see
what
was
going
on.
It
was
just
something
that
I
will
treasure
all
of
my
life
to
see
this
first
graduating
class
and
the
students
are
coming
behind
them
and
how
excited
they
are
to
enter
the
teaching
profession.
N
So
I
would
like
to
step
away
now
and
ask
dr
weiner
to
share
how
they
have
embraced
this
program,
how
they've
enhanced
it
based
upon
the
needs
of
the
education
community
and
their
plans
for
moving
forward.
They
have
added
port
additions
to
this
program
that
we
hadn't
envisioned
when
we
wrote
the
first
bill,
so
I
applaud
them
for
their
innovation.
N
So
I
thank
you
for
your
time
and
I
would
like
to
turn
the
podium
over
to
dr
varner,
who
is
in
eastern
europe,
and
I
believe
one
of
the
reasons
why
he
is
there
is
he's
talking
about
this
program
to
educators
across
the
ocean,
so
we're
thrilled
to
have
him
on
zoom
today
to
tell
you
all
what
this
program
has
come
to
be
and
what
we
hope
it
will
continue
to
go
forward
for
the
future.
So
thank
you.
We'll
turn
it
over
to
dr
farner.
O
Good
afternoon,
mr
chair
and
members
of
the
committee,
my
name
is
kenny
varner
and
I'm
here
representing
the
unlv
college
of
education
to
talk
about
nytep
and
thank
you
senator
woodhouse.
I
am
in
croatia
and
it's
a
little
bit
before
one
in
the
morning,
but
that
is
a
pleasure
for
me
to
be
able
to
speak
with
you
today
in
part.
O
My
visit
here
is
related
to
niatap
and
I
was
able
to
work
with
their
faculty
and
doctoral
students
last
week
and
helping
them
to
envision
a
similar
program
here,
as
they
look
to
address
teacher
shortages
and
some
of
the
common
issues
that
we
have
and
I'll
be
giving
a
keynote
lecture
on
friday.
That
will
incorporate
elements
of
our
successes
and
challenges
with
knight's,
hep
and
global
landscape.
O
O
O
So
if
you
can
go
to
the
second
slide,
there
we
go.
I
just
want
to
give
senator
woodhouse
already
gave
a
history,
but
I
just
wanted
to
say
for
us
that
nytep
is
really
living
in
four
eras.
The
first
era
was
the
initial
award
and
some
shifting
leadership,
so,
as
senator
woodhouse
explained
through
its
creation
in
the
first
few
years,
there
were
several
faculty
members
involved
that
had
come
and
gone
from
the
project
era
too.
O
O
45
are
first-generation
college
attendees
like
myself,
and
when
I
think
about
my
own
preparation
to
becoming
a
teacher,
a
program
like
knightshap
didn't
exist
where
I
was
and
would
have
helped
quite
a
bit
actually
so
we're
we're
very
proud
to
have.
45
percent
of
our
participants
come
from
first
generation
right
now.
O
We
have
about
39
that
are
graduating,
37
will
be
continuing
in
the
next
year
and
then
we
have
some
inactive
folks
and
that's
for
a
variety
of
reasons
which
we
can
talk
about
afterwards
and
we
also
expanded
to
have
senior
mentor
fellows.
So
we
brought
in
doctoral
students
who
want
to
work
in
teacher
preparation
and
teacher
pipeline
to
work
with
our
students
and
gave
them
fellowship
through
knighthep
as
well.
As
I
mentioned,
with
the
looming
budget
cut.
O
Even
though
we
were
hopeful
to
be
able
to
expand
and
we
were
able
to
secure
some
extra
funding
for
the
establishment,
something
that
we
call
the
nevada
educator
institution
on
preparation,
retention
and
research
sniper
and
that
allowed
us
to
expand
and
partner
with
both
nevada
state
and
unr,
and
so
starting
next
year,
45
new
fellows
will
enter
knights,
have
15
from
unlv
15
from
nevada,
state
and
15
from
unr,
and
we
anticipate
that
with
the
graduates
and
the
new
folks
coming
in.
That
will
be
at
85
percent
participants
from
underrepresented
populations.
O
Just
to
give
you
a
sense
of
the
faculty
involvement
at
unlv
on
this
and
our
community
partnerships
over
4
500
hours
in
the
last
two
years
have
come
from
faculty
time,
working
on
logistics
and
mentoring
that
involve
over
25
faculty
and
staff.
We
were
able
to
sponsor
10
research
mini
grants
led
by
15
faculty
members.
O
O
Cumulatively,
across
the
group
we
have
four
saturday
sessions
a
year
and
we're
bringing
in
scholars
and
speakers
from
all
over
the
u.s,
coupled
with
local
experts
in
the
same
areas
of
expertise
and
they're,
doing
both
keynotes
and
hands-on
breakout
style
working
groups
with
all
of
the
students
in
nitep.
So
that
gives
you
a
little
sense
of
how
we're
engaging
our
fellows,
but
also
their
impact
in
terms
of
service
to
the
larger
community.
O
O
We
take
the
stewardship
part
of
this
work
very
seriously,
so
40
percent
have
gone
to
fellowships
directly
aid
to
the
students
to
be
able
to
stay
enrolled
in
their
programs.
The
salary
and
benefits
allow
us
to
have
the
faculty
members
and
the
community
partnerships
really
be
able
to
support
the
students.
So
one
of
the
early
challenges
that
we
noticed
that
we
wanted
to
fix
was
we
don't
want
this
to
just
be
a
scholarship
program
where
students
are
given
money.
O
The
next
step.
I
I'm
sorry
the
next
slide,
rather
I
mentioned
earlier,
but
I
what
we've
done
is
broken
the
program
up
into
these
six
components.
We
have
an
educational
engagement
component,
their
pathway
each
year
and
that
changes
so
in
their
first
year
they
come
in
and
learn
how
to
listen
to
community
stakeholders,
and
they
do
that
through
working
with
parents.
Community
principals
teachers
kids
to
understand
how
they
see
and
understand
education,
how
that
can
influence
their
own
philosophy
of
teaching.
We
have
a
tutoring
program
that
works
with
mgm
partnership.
O
O
The
community
engagement
students
choose
each
year
what
they
want
to
do,
based
on
their
passions
and
interests,
from
a
set
of
options
that
they're
provided
we
had
a
school
that
requests
that
we
run
a
homework
hotline
so
every
day
for
a
couple
hours,
we
have
students
who
are
there
just
helping
kids
who
can
come
in
through
zoom
and
get
help
with
their
homework.
That
was
a
need
that
the
school
identified
and
that
we
were
able
to
provide
so
it's
another
way
to
extend
their
skill
while
providing
community
engagement.
O
We
also
have
community
engagement
through
writing
partnerships
with
children,
homelessness
with
the
nevada
partners
for
nevada,
partnership
for
homeless
youth,
etc.
The
professional
development
we
want
to
see
them
engaged
as
scholars
themselves
and
thinking
about
critical
issues
in
education
and
so
having
these
days
where
large
names
in
education
are
able
to
come
and
interact
with
them.
They've
read
their
works
in
our
classes
and
they
get
a
chance
to
actually
interact.
O
It's
not
the
faculty
members
who
do
that.
It's
the
students
and
it's
very
interesting
to
see
them
talking
about
complex
statistics
and
really
interesting
qualitative
approaches
to
doing
research
that
you
don't
typically
hear
undergrads
doing
and
their
confidence
makes
them
teachers
who
are
going
to
go
into
the
classroom,
who
have
a
research
mindset
and
want
to
use
data
to
inform
their
practice,
which
is
really
great.
O
So
in
the
next
slide,
just
to
tell
you
what
I,
what
we
perceive
is
our
four
strengths.
We've
really
focused
on
recruitment
that
matters
and
thinking
about
unique
and
novel
ways
to
think
about
who
are
in
the
k-12
classrooms
in
nevada.
And
how
can
we
recruit
students
who
want
to
be
teachers
and
want
to
get
that
support?
Who
will
match
that
demographically
and
who
are
ready
for
the
challenges,
the
opportunities
and
the
wonder
of
working
with
nevada
students?
O
We
really
focused
on
preparation,
as
I
said
earlier,
making
this
not
just
a
grant,
that's
about
a
scholarship
but
really
a
grant.
That's
about
enhancing
their
portfolio
of
skills,
sets
and
ideas
that
will
prepare
them
to
be
leaders
in
classrooms
from
day
one.
We
really
believe
that
that's
what's
happening
as
senator
woodhouse
shared,
that's
our
students
mindset.
O
We
also
are
thinking
about
retention.
We
don't
want
to
invest
all
this
money
and
time
and
energy
into
teachers
who,
after
the
first
year,
want
to
leave,
and
so
we're
really
thinking
about
retention,
not
just
as
a
three
or
a
five
year
goal
like
typical
in
a
lot
of
the
retention
literature,
but
trying
to
make
these
folks
really
want
to
be
nevada
teachers
for
a
lifetime
and
that
our
focus
is
on
moving
nevada
forward,
and
we
also
want
to
be.
We
think
our
strength
of
the
program
is
responsible
stewardship.
O
We
spend
down
to
the
penny
now
since
2020.
Initially,
there
were
some
challenges
there,
but
we
really
want
to
be
responsible
stewards
of
this
money,
maximizing
the
student
experience
and
finding
unique
novel
and
creative
ways
to
engage
our
students,
while
also
benefiting
the
larger
communities
that
we
serve
in
nevada.
O
O
But
it
remains
a
challenge
and
trying
to
find
a
stable
mechanism
to
ensure
that
the
funding
is
there
and
that
allows
us
to
completely
work
with
cohorts
is
an
ongoing
commitment
that
we
have
and
covid
was
an
interesting
challenge
that
really
actually,
in
some
ways
helped
us
make
these
shifts
and
reworking
nights
happen.
Allowed
us
to
create
partnerships
through
digital
means
that
we
would
have
never
had
access
to
our
elab
partnership
is
actually
in
chile.
O
We
want
to
keep
moving
nevada
forward,
so
we're
interested
in
ways,
as
you
heard
from
other
groups,
that
we
tie
this
in
with
our
paraprofessional
pathways.
So
nine
of
our
I'm
sorry,
six
of
our
students
this
year
were
part
of
a
cohort
of
paraprofessionals
who
were
able
to
join
into
nine
tap,
who
pursue
are
pursuing
their
degree
and
we're
really
interested
in
how
the
lessons
and
the
work
that
we
do
in
knightship
can
fuel
these
multiple
efforts,
statewide
at
ensuring
that
we
have
great
teachers
in
nevada,
and
so
with
that,
I
think.
I
Good
afternoon
and
thank
you
for
joining
us
from
afar,
do
you
find
as
you
since
you're
halfway
across
the
world,
or
maybe
all
the
way
around
the
world?
Are
you
finding
that
other
countries,
other
areas
have
programs
like
this
that,
since
you
said
you
were
building,
for
example
with
chile,
are
we
able
to
build
something
like
this
with
other
countries
and
and
learn
from
their
expertise?
I
know
that
there
are
some
world-class
education
systems
out
there.
O
There
are
thank
you
senator
absolutely
my
area.
My
personal
area
of
research
is
in
what
we
would
call
globalization,
so
it's
bridging
the
global
with
the
local.
So
it's
not
globalization
but
globalization
that
every
in.
For
me,
croatia,
is
in
very
international
context
and
for
the
people
here,
it's
their
very
local
home
right
and
so
in
all
of
the
partnerships
that
we
we
have
and
we
think
about
our
chilean
work.
O
It's
really
interesting
to
see
that
for
our
students
that
there's
these
common
challenges,
common
opportunities
and
what
we're
finding
is
that
university
partners
when
they
find
out
what
we're
doing
with
knives
hat
they
get
really
excited
because
they
have
a
lot
of
the
same
challenges
that
we
have
it's
a
different
context,
but
they
have
the
same
challenges.
They
also
have
incredible
strengths
and
things
that
we
don't
necessarily
always
think
is
enough
about,
and
so
through.
O
These
synergies
and
partnerships,
nevada,
being
a
good
partner
in
chile
and
helping
to
our
croatian
colleagues
think
about
how
they
develop
this
themselves.
Help
us
then
think
about
how
we
meet
nevada
challenges
with
a
broad
set
of
perspectives
that
include
not
just
nevada
but
beyond.
So
I
absolutely
see
the
strengths
of
these
partnerships
and
relationships,
helping
us,
and
I
think
that
we've
also
given
them
some
inspiration
as
well.
A
Great,
thank
you
just
a
comment.
I
think
anything
that
we
can
do
that
that
helps
motivate
teachers.
You
know
we
don't
provide
enough
help
for
them
and
and
having
something
where
we
can
recruit
good
teachers
and
and
give
them
enthusiasm
to
want
to
be
in
the
classroom.
I
think
is
great,
so
the
work
that
you're
doing
is
so
important.
A
Thank
you
very
much.
I'm
not
hearing
any
of
the
other
questions
partially,
probably
because
it's
late,
but
it's
you
know
our
our
opportunities
during
the
interim
is
to
be
able
to
find
out
all
these
different
programs
that
are
going
on
so
that,
as
we
move
forward,
we're
not
duplicating
things,
but
that
we're
supporting
things
that
work
and
being
able
to
find
out.
E
A
P
Thank
you,
chair
dennis
members
of
the
committee.
For
the
record,
my
name
is
joan
ebert.
I
am
blessed
and
honored
to
serve
as
the
state
superintendent
of
public
instruction.
I
have
with
me
deputy
superintendent
todman
and
for
the
relief
of
everyone.
We
are
not
going
to
go
through
every
single
slide.
P
P
She
is
the
person
on
our
staff
that
oversees
social
studies
for
the
nevada
department
of
education
and
she
also
oversees
all
of
the
language
world
languages.
So
our
french
are
spanish.
All
of
the
language
paiute
actually
is
just
tweeting
about
paiute.
So
janie
is
one
staff
member
that
serves
over
two
curriculum
areas
when
we
think
about
what
our
goals
and
mission
are
in,
the
states
is
to
produce
citizens
that
are
proficient
in
the
core
content
areas
as
well
as
electives.
P
So
I
give
her
as
an
example
because
she's
one
person
covering
two
content
areas
for
the
entire
state
plus
she's,
overseeing
the
holocaust
group
that
was
spun
up
as
well
as
financial
literacy,
both
I'm
sorry,
multicultural
student.
Thank
you,
as
well
as
the
multicultural
standards
so
of
these
60
groups.
Some
of
them
meet
monthly.
P
The
staffing,
the
minutes,
the
posting,
making
sure
that
we
have
committee
members
there
and
that
they're
present
that
we
have
a
quorum
to
be
able
to
do
the
work.
So
that's
kind
of
an
overview
of
why
you
have
this
presentation
and,
as
chair
dennis
just
said
earlier,
to
look
across
the
entire
landscape
of
the
state
and
how
we
move
forward.
So
when
we
think
about
the
decisions
and
moving
forward.
P
There
are
many
pages
here,
but
I
asked
deputy
todd
men
if
she
would
just
go
through
a
few
of
them
to
highlight,
and
then
we
will
stand
ready
to
either
go
deeper
on
some
of
the
boards
and
commissions.
We
also
stand
ready
to
take
questions
offline
if
you
so
choose.
I
know
it's
late
in
the
day
and
move
forward.
So
with
that
deputy
todman.
Q
Thank
you,
superintendent.
This
is
jessica
todman
for
the
record,
I'm
going
to
begin
on
slide
5
and
just
provide
some
updates
since
we
submitted
this
deck.
This
slide
list
the
statutory
groups
in
which
nde
is
required
to
have
a
representative.
As
of
the
latest
round
of
governor's
appointments,
the
nda
designee
to
the
council
on
food
security
is
now
dr
pamela
janelle.
In
addition,
deputy
superintendent,
jonathan
moore
is
participating
on
the
composition
selection
of
school
boards.
Working
group
convene
per
assembly
bill
495..
Q
So
I'm
going
to
take
us
to
slide
10,
which
is
the
commission
on
school
funding.
As
you
know,
this
was
convened
per
sb
to
543
and
after
the
2019
session,
an
update
on
the
people-centered
funding
plan
and
their
work
is
expected
at
your
june
meeting.
With
the
chair's
permission
and
in
response
to
a
letter
of
intent
from
the
legislative
session,
the
commission
has
been
hard
at
work
meeting
monthly,
including
this
friday
may
20th.
Q
And
if
you
look
at
their
recent
agendas
or
have
had
the
chance
to
attend
their
meetings,
you
will
see
that
they're
working
diligently
on
those
items,
in
particular
to
provide
you
with
an
update
and
as
they
are
only
able
to
meet
between
july
1
of
and
odd
year
and
september
of
an
even
year.
They
will
be
providing
you
with
a
report
by
september
of
this
year
to
inform
the
legislative
session.
Q
Next
sorry,
I
should
have
just
taken
out
the
slides,
so
I
wouldn't
have
to
be
paper
shuffling,
going
to
look
at
slide
18,
which
is
our
perkins
5
governance
team.
This
is
an
example
of
something
that
is
not
in
state
statute,
but
is
a
federal
expectation
on
stakeholder
engagement,
and
this
is
a
great
example
of
a
group
that
convenes
when
necessary.
So
our
perkins
5
federal
plan
has
been
approved
and
when
we
need
to
make
amendments
or
updates,
we
reconvene
this
group.
The
following
slide
is
an
example
of
a
federal
commission
that
is
statutorily
required.
Q
So
you'll
see
there
that
it
notes
the
legislative
authority
in
the
federal
register
and
we're
really
honored
to
be
able
to
work
with
this
group.
The
special
education
advisory
committee,
which
we
call
seac
to
be
able
to
support
the
important
needs
of
our
students
with
disabilities
and
the
districts
and
schools
that
serve
them.
Q
Superintendent
even
mentioned
on
slide
21,
the
subcommittee
on
the
holocaust
and
other
genocides,
which
is
an
example
of
work
that
we
started
up
directly
in
response
to
legislation
passed
in
this
most
recent
session
that
we
are
working
on.
I
serve
as
the
superintendent's
designee
to
this
group.
We
can
be
for
the
first
time
in
march
and
are
currently
working
on
a
survey
that
would
identify
the
assets
existing
in
our
schools
around
this
kind
of
education,
so
we
can
make
sure
that
we're
building
off
of
a
groundwork
that
is
informed.
P
Thank
you.
So
I
sit
on
this
committee.
It
is
a
wonderful
committee
made
up
of
public-private
partnership
and
two
events
that
I
would
like
to
share
and
again
huge
kudos
to
janie.
One
was
the
event
green,
our
planet,
where,
in
summerlin
we
had
almost
50
schools
and
the
students
brought
their
produce
that
they
grew
over
several
weeks
and
sold
it
to
the
public.
It
was
great
for
financial
literacy,
science,
mathematics,
entrepreneurs.
P
It
was
a
wonderful
event.
Actually,
we
should
send
you
the
youtube
video
that
was
created
so
that
event
was
born
out
of
this
work
with
the
financial
literacy
council
as
well.
As
this
morning
there
was
announcements
with
bank
of
nevada.
John
goodry
has
along
john
goodry,
along
with
the
first
independent
bank,
donated
300
000,
to
develop
curriculum
that
will
be
made
available
for
students
and
families
across
our
entire
state.
P
It
will
be
up
on
the
nevada
department
of
education
website,
we're
also
building
coursework
within
the
statewide
learning
management
system,
so
canvas
so
students
can
go
in
watch
videos,
work
with
our
local
experts
to
develop
these
videos
and
then
take
an
assessment
as
they
move
forward.
So
all
of
this
work
will
culminate
and
be
in
alignment
with
the
seal
on
financial
literacy.
So
we're
very
excited
about
this
work
in
this
committee.
Q
Thank
you,
superintendent,
I'll,
be
shifting
to
the
last
section
of
our
presentation,
which
focus
on
other
advisor
groups
facilitated
by
nde,
jessica
tubman.
For
the
record.
I
just
want
to
clarify
that
this
is
not
a
complete
list
for
efforts
around
instructional
materials
and
standard
setting,
for
example.
Those
are
ad
hoc
groups
that
are
convened,
inclusive
of
our
stakeholders,
and
then
they
are
disbanded
when
the
work
is
complete.
So
this
is
not
all
of
the
work
we're
doing
right
now.
These
are
all
the
groups
that
are
broadly
addressing
our
portfolio.
Q
The
blue
ribbon
commission
for
globally
prepared
nevada.
We
are
very
proud
of
that
work
and
we
were
proud
to
work
with
chair
dennis
on
senate
bill
215
last
session.
The
blue
ribbon
commission
is
an
excellent
example
of
how
nde
can
pull
together,
representative
and
diverse
group
of
stakeholders
and
an
ad
hoc
basis
to
inform
a
defined
task
and
how
we
can
do
so
even
without
statutory
language.
We
are
also
really
proud.
Q
Q
And
director
briskey
covered
some
of
these
teacher
groups.
I
do
want
to
note
on
slide
31
that
my
apologies,
that
this
is
in
this
section
of
the
presentation.
This
actually
expired
by
limitation
on
june
30th
of
2019
and
should
have
been
otherwise
labeled
and,
as
we
mentioned
earlier,
the
senate
bill
353
working
group
on
slide.
Q
32
has
been
meeting
and
includes
district
texting
directors
and
other
stakeholders
to
address
the
requirements
of
the
legislation
and
to
make
recommendations
for
potential
regulation
to
the
state
board
of
education
and
again
they'll
be
prepared
to
present
to
you
on
their
work
during
session
and
that
rounds
out
our
very
brief
overview
at
the
end
of
the
day
and
as
superintendent
ebert
said,
we'll
be
happy
to
dive
in
deeper
answer
any
questions
or
follow
up
with
you
as
necessary.
Thank
you.
I
Q
Jessica
thompson
for
the
record.
Thank
you
for
that
question.
So
all
the
ones
that
are
subject
to
open
meeting
loss,
all
the
statutory
bodies
have
a
page
on
our
website
with
a
meeting
materials
page.
So
if
you're
familiar
with,
for
example,
the
state
board
of
education
for
any
of
these
commissions
they'll
have
a
very
similarly
laid
out
website
for
the
groups
that
we
convene
of
stakeholders
that
are
not
subject
to
openmeeting
law.
A
A
P
P
I
am
proud
and
thankful
for
the
sunset
committee.
That's
been
meeting.
They
actually
sunset
that
group
today
well,
this
group
was
meeting
so
I
think,
looking
at
you
know,
timeliness
task
specific,
like
what
is
it
that
we
want
this
specific
group
to
do
and
have
it
time
bound.
I
think,
gives
everybody
commitment
passion.
They
know
what
their
goals
are,
they
get
to
meet
and
then
the
work
either
shifts
to
the
department
of
education
or
that
that,
as
a
body,
you
make
a
determination.
E
A
Was
created,
we
didn't
really
at
that
point
in
time,
have
a
emphasis
on
technology,
and
so
really
you
needed
a
group
that
could
actually
focus
on
that
and
now
education
is
centered
around
technology,
and
so
you
know
that's
something
that
should
you
know
be
handled.
You
know
by
the
by
the
the
board
of
ed,
because
they
I
mean
they
should
be
if
they're
not
they
should
be
talking
about.
You
know
that
those
kinds
of
things
so
cheering.
Q
A
Q
Thank
you,
jessica,
tomlin,
for
the
record,
something
that
we're
looking
at
for
this
session.
I
don't
want
to
we're
not
re
doing
since
central
76,
but
as
our
staff
have
been
looking
at
the
commissions
and
task
forces
that
they
support.
Some
of
the
inconsistencies
we've
noted
is
how
they're
appointed
right.
Some
of
them
is
appointed
by
the
governor
some
by
legislators,
some
by
the
superintendent,
so
making
sure
that
those
are
all
making
sense
and
all
getting
done
as
well
as
some
of
the
commissions
have
funding
for
trouble
and
some
don't
so.
Q
Some
can
meet
in
person.
Some
can't
and
then
some
make
available
per
dms
to
the
members
and
then
some
don't
so.
That
will
also
affect
the
ability
of
a
teacher,
for
example,
to
take
the
day
off
and
to
have
substitute
coverage,
and
so
that,
because
these
commissions
have
all
been
established
at
different
times
by
different
leadership,
that
is
not
very
consistent.
It's
something
we're
looking
to
address
as
well.
J
J
I
see
a
couple
on
here
on
on
the
nde
website,
listing
all
of
the
different
boards
and
commissions
and
task
force
that
there's
a
few
that
have
some
asterisks
with
them.
Are
those
new
boards
and
commissions
that
they're
they
have
an
asterisk,
but
they
don't
have
a
hyperlink,
so
are
those
new
under
development?
P
J
Q
J
Q
Are
they
thank
you,
jessica,
tubman,
for
the
record
these
so
right
now
the
dual
credits
I
can
give
go
one
by
one.
The
dual
credit
task
force
was
co-convened
by
the
superintendent
and
the
chancellor
of
enshi.
They
finished
the
first
phase
of
their
work,
and
so
we
would
be
able
to
present
the
information
about
who
served
on
it
and
their
report.
Q
It's
actually
very
well
linked
on
the
enshi
webpage,
so
I'll
talk
to
our
team
about
just
duplicating
what
they
have
shared,
because
all
those
materials
were
shared
properly
with
the
board
of
regents,
the
instructional
materials
steering
committee.
Unfortunately,
I
cannot
speak
to,
but
again,
they're
not
subject
to
open
meeting
laws.
So
when
we
talk
about
updating
it
would
be
what
do
they
do?
What
is
their
purpose
and
who
serves
on
it
and
any
republic-facing
reports
they've
created
and
the
same
for
the
teacher
pathways
task
force?
Q
Q
That's
good
for
the
record,
but
so
they
weren't
subject
to
open
meeting
a
lot
because
they
were
making
recommendations
technically
under
the
law
to
an
executive.
But
they
did,
as
I
said,
make
public
maki
facing
recommendations
and
we'll
be
happy
to
cross-link
that
that
happened
at
the
december
meetings
of
the
board
of
regents.
P
J
P
A
Great,
thank
you
very
much
good
information,
very
helpful
to
know
all
the
different
things
you
know.
Sometimes
we
people
don't
when
they
don't
see
stuff,
they
think
well,
they're,
not
you
know
what
to
do.
What
do
they
do?
It's
like.
It's
got
a
lot
of
stuff
that
you
do
so.
Thank
you.
So
we'll
go
ahead
and
finish
that
item
that
was
item
number
roman
numeral
13.
We're
going
to
now
do
our
second
to
last
item
on
the
agenda.
A
E
A
P
P
We
can't
be
successful
in
our
work
unless
you're
successful
and
to
support
you
in
the
work
that
you're
doing
as
we
all
move
forward.
We
know
we
have
a
lot
of
work
to
do
with
teacher
retention
and
how
do
we
work
with
the
school
districts?
We
know
we
have
a
lot
of
work
to
do
with
students
now
with
the
opportunity
that
they
did
not
have
to
learn.
P
I
mentioned
earlier,
I
went
to
harvard
last
week
and
was
at
a
conference,
and
if
you
read
the
article,
they
were
saying
an
article
worked,
the
body
of
work
that
they
published
last
month,
a
school
that
is
not
students,
high
poverty,
that
is
not
high.
Poverty
will
take
about
12
weeks
to
catch
up
to
where
they
would
have
been
had.
P
P
I'm
also
thankful
too,
that
you
had
this
time
today
and
to
all
the
presenters.
I
was
really
proud
to
hear
them
talk
about
the
collaborative
work.
The
department
has
worked
very
hard
because
we
had
the
reputation
of
not
listening
and
being
very
top-down,
but
every
time
I
heard
one
of
the
presenters
say
that
they
were
collaborating
with
us.
I
did
not
pay
them
to
say
that
it
was
from
their
experiences
and
from
their
heart,
and
so
I'm
thankful
for
that
and
again,
thank
you
for
all
of
you've
been
here
all
day.
K
Good
afternoon
to
our
dentist,
this
is
annette
dawson
owens
of
the
children's
advocacy
alliance,
so
grateful
for
all
of
you
and
the
long
day
that
it's
been.
This
is
one
of
our
most
favorite
meetings
and
we
appreciate
you
being
here
all
day,
but
we
want
to
join
in
support
of
the
investments
in
mental
health
and
well-being
of
our
students
and
teachers.
Today,
specifically
mention
where
many
great
programs,
the
hope
squad
the
harbor,
the
leadership
institute,
competency-based
learning,
financial
literacy,
we
know
that
successful
implementation
and
understanding
restorative
practices
is
also
so
important.
K
K
Those
which
may
also
account
for
licensing
and
renewal
credits
is
our
hope
and
that
this
knowledge
can
translate
to
the
well-being
but
their
academic
performance.
We
are
so
grateful
for
your
engagement
and
all
the
wonderful
things
that
you
are
doing
to
ensure
the
success
of
our
students.
Thank
you.
So
much.
A
E
A
Great,
thank
you
very
much,
so
we'll
go
ahead
and
close
a
public
comment
just
a
couple
items.
Thank
you.
Everyone,
as
I
mentioned
before.
Sometimes
we
go
along
and
I
don't
anticipate
that
the
meetings
are
get
any
shorter
between
now
and
when
we
finish
our
work
in
august.
So
the
but
thank
you,
an
archive
version
of
today's
meeting
is
will
be
available
online.
Our
next
meeting
is
currently
scheduled
for
wednesday
june
15th
and
just
keeping
just
keep
an
eye
out
in
your
mail
or
whatever.