I'M IN A CALL SENATE BUDGET SUB
COMMITTEE ONE ON EDUCATION TO
ORDER AND WE ARE GOING TO BEGIN
AS A SUB COMMITTEE AND WE REALLY
ASK OUR MEMBERS TO REPORT WE
HAVE IT WAYS ONE MEMBER THAT HAS
TO LEAVE AT TWO FIFTEEN AND
ANOTHER AT THREE AND WE WANT TO
MAKE SURE THAT THAT WE ARE ALLOW
ADEQUATE ADEQUATE TIME FOR THE
ISSUES BECAUSE WE HAVE- A MEDIA
GENDER TODAY- OF. WHICH WE
CONTINUE TO WELCOME THE PUBLIC
IN PERSON AND VIA THE
TELECONFERENCE ORVIS FOR
INDIVIDUALS WISHING TO PROVIDE
PUBLIC COMMENT TODAY OF THE
PARTICIPANT NUMBER IS EIGHT
SEVEN SEVEN. TWO TWO SIX EIGHT
TWO ONE SIX THAT'S 877-226-8216
IT'S ON THE SCREEN AND THE
ACCESS CODE IS SIX TWO ONE SEVEN
ONE SIX ONE- WERE HOLDING OUR
SUBCOMMITTEE. HEARING HE IN HERE
AND IN SWING SPACE ROOM TWENTY
ONE HUNDRED AND TWO TODAY WE
HAVE A HEARING WHERE- WE'RE
GOING TO HAVE FIVE DIFFERENT
ISSUES WE'RE GOING TO TALK ABOUT
THAT CALIFORNIA COLLABORATIVE
FOR EDUCATIONAL EXCELLENCE GOING
TO THE ISSUE NUMBER TWO WILL BE
THE EQUITY MULTIPLIER AND
ACCOUNTABILITY PROPOSALS ISSUE
NUMBER THREE WILL BE
TRANSITIONAL KINDERGARTEN. ISSUE
NUMBER FOUR WILL BE THE
CALIFORNIA STATE PRESCHOOL
PROGRAM AND ISSUE NUMBER FIVE
WILL BE SPECIAL EDUCATION. AND I
KNOW THAT THERE WILL BE LOTS OF
PEOPLE THAT WANT TO COMMENT AND
WE WILL GAUGE THE WANTS OF THE
COMMENT BASED ON WHERE WE ARE IN
THE HEARING AND THE FACT THAT.
THAT WE REALLY HAVE TO END NO
LATER THAN THREE O'CLOCK AND
MAYBE A LITTLE EARLIER- ARE
QUORUM HAS ARRIVED SO I WOULD
ASK FOR THE ROLE TO BE CALLED.
SENATOR LATER HERE SENATOR LARRY
HERE SENATOR MEANT SENATOR TOLD
VOGUE HERE SENATOR TROUBLED HERE
SENATOR SMALLER CUEVAS. CENTER
SMALL OKAY THIS YEAR. THANK YOU
A QUORUM HAS BEEN STAB. ARE WE
ARE GOING TO MOVE TO ITEM NUMBER
ONE WHICH IS THE CALIFORNIA
COLLABORATIVE FOR EDUCATIONAL
EXCELLENCE AND I THINK WE WANTED
TO HIGHLIGHT FOR MEMBERS OF THE
PUBLIC AND ALSO NEWER COMMITTEE
MEMBERS. A WHAT THIS AGENCY-
DOES AND WHAT THEIR ROLE IS AND
OUR- ONE PANELIST. IS MATT NOT
VOTE THE EXECUTIVE DIRECTOR OF
THE CALIFORNIA COLLABORATIVE FOR
EDUCATIONAL EXCELLENCE AND WE
WELCOME YOU TO THE COMMITTEE.
THANK YOU THANK YOU GOOD MORNING
CHAIR LARA AND MEMBERS OF THE
COMMITTEE IT'S A PLEASURE TO BE
HERE WITH YOU. ON BEHALF OF THE
C. C. E. R. B. BREVITY WILL BE
IMPORTANT SENSE GIVEN THE MEDIA
AGENDA YOU HAVE BUT I WANT TO
SPEND A JUST A MOMENT TALKING
ABOUT THE CALIFORNIA COOPER FOR
EDUCATIONAL EXCELLENCE WHY WE
WERE CREATED WHAT WE DO AND HOW
WE DO IT. TO GIVE YOU A SENSE AS
TO THE AREAS OF EMPHASIS THAT-
WE HAVE IN THE STATE. OF THE
CALIFORNIA DRIVERS CREATED IN
TWO THOUSAND THIRTEEN. UNDER
THEN GOVERNOR BROWN AND BOARD
CHAIR THE STATE BOARD MICHAEL
KIRST WE WERE DESIGNED IN
STATUTE TO ADVISE AND ASSIST
ELEAZAR IN ACCOMPLISHING THE L.
CAP GOALS THAT THEY HAVE
IDENTIFIED. WE WERE NOT DESIGNED
AS A AN ACCOUNTABILITY ARM OF
THE STATE WE WERE DESIGNED TO BE
IN PARTNERSHIP CAL USING COUNTY
OFFICES ABOUT HOW TO DO THAT
WORK WELL. AND HOW TO IMPROVE
SCHOOL AND ACCELERATE SCHOOL
TRANSFORMATION. OUR WORK COMES
TO US IN TWO WAYS- ONE IS
THROUGH STATUTE WHICH I JUST TO
FIND. AND IN THAT WAY TO GET
THAT WE ACQUIRE THAT WORK WE
ENGAGE WITH OUR PARTNERS IN THE
FIELD. WE ASCERTAIN WITH THEM
WHAT IS IT THAT THEY NEED TO
ACCOMPLISH THOSE GOALS. THE
OTHER SIDE IS THE WORK IS THAT
WHAT COMES FROM LEGISLATION. SO
EXAMPLES OF THOSE TWO PIECES
THAT YOU MIGHT BE FAMILIAR WITH
AND LEGISLATION WE HAVE THE
COMMUNITY ENGAGEMENT INITIATIVE
THAT. I JUST WAS RE APPROPRIATE
LAST YEAR WITH A HUNDRED MILLION
DOLLARS THAT'S DESIGNED- TO
REACH OUT RIGHT NOW CURRENTLY TO
THREE COHORTS FORTY FOUR ELEAZAR
TO HELP BRIDGE THE GAP BETWEEN
THE COMMUNITY. AND THE
DEVELOPMENT OF THEIR L. COCKLES
THE OTHER ONE IS THE FIFTY
MILLION DOLLAR LEARNING
ACCELERATION. SYSTEMS GRANT
WOULD WORK WHICH WORKS WITH
THREE K. MANY OFFICES LAKE
COUNTY. CLARA NDA. TO DEVELOP A
PER. LEARNING IMPRESSED. ACROSS
THE STATE TO SUPPORT ELEAZAR
WITH MATH ENGLISH LANGUAGE
DEVELOPMENT. AND LITERACY. OUR
INTERSTATE TO TORY WORK WHERE WE
HEAR FROM THE FIELD THAT IS THE
WORK THAT REALLY REALLY IS
IMPORTANT TO US BECAUSE IT'S BUT
IT'S THE FIELD TELLING US WE
NEED THIS. ONE EXAMPLE BE
MONTEREY COUNTY THEY CAME TO US
AND THEY SAID HEY LISTEN WE NEED
SOME SUPPORT. AROUND ADDRESSING
THE CHRONIC ABSENTEEISM. ISSUES
THAT WE HAVE IN OUR AREA. SO WE
DEVELOPED A NETWORK. IN MONTEREY
COUNTY TO ADDRESS THOSE AND-
ANOTHER ONE WOULD BE OUR SMALL
SCHOOL DISTRICTS ASSOCIATION
CAME TO US BECAUSE- OUR SMALL
SCHOOL DISTRICT LEADERS ARE
OVERWHELMED THERE'S A LOT OF
PLANS THAT THEY HAVE TO MANAGE
IS OR- ANYTHING THAT YOU CAN DO
TO SUPPORT AND BUILD CAPACITY SO
WE INSTITUTED THE LEADERSHIP
INSTITUTE. TO SUPPORT OUR FIFTY
PLUS- LEADERS IN SMALL SCHOOL
DISTRICTS. TO HELP THEM BRIDGE
THE GAP BETWEEN THE STATE
VISION- AND IMPLEMENTATION. SO
CHAIR LAYERED I KNOW THAT'S A
THAT'S A VERY SHORT BUT I
UNDERSTAND YOU HAVE A MEDIA CHEN
I'M HAPPY TO ANSWER ANY
QUESTIONS I'M ALSO HAPPY TO GO
INTO A- BRIEFLY WHAT WE'RE
LEARNING IN OUR SCHOOL
TRANSFORMATION WORK IF THAT
WOULD BE HELPFUL TO YOU. I THINK
OF HER AND I. WOULD MEAN DON'T
USUALLY HAVE WITNESSES TO CARE
ABOUT BREVITY SO I'M VERY
GRATEFUL FOR THAT- BUT- I THINK
IT WOULD BE GOOD SINCE YOU'RE
HERE AND WE HAVE THE FORM FOR
YOU TO DO WHAT YOU JUST
SUGGESTED DOING. OKAY SO ARE ONE
OF THE BUCKETS OF WORKING
PRIORITIES FOR US IS TO SUPPORT
DISTRICTS THROUGH DIRECT
TECHNICAL ASSISTANCE. THE WAY
THAT COMES TO US IS A COUNTY
OFFICE WOULD BE WORKING WITH AN
ALLEY A AND SO RIGHT NOW YOU'RE
PROBABLY AWARE. THERE WERE SIX
HUNDRED ELEAZAR IDENTIFIED FOR
DIFFERENT SHOULD ASSISTANCE. AND
A COUNTY OFFICE WHO'S BEEN
WORKING WITH AN ALLEY A- FOR
EXAMPLE IN SALINAS MONTEREY
COUNTY WAS WORKING WITH SALINAS
UNION. THEY SAID WE NEED
SUPPORT. THEY MADE OFFICIAL
REFERRAL TO THE CCP TO SUPPORT
THEM- WE ENGAGE IN COLLABORATION
WITH COUNTY OFFICE IN THE
DISTRICT. IN THIS CASE LEANING
IN HIGH SCHOOL. TO ESTABLISH A
CHANGE TRACK TRANSMISSION CHANGE
IN THAT IN THAT DISTRICT. WHAT
WE'RE LEARNING IN THIS WORK IS
INTERESTING ONE. WHAT WE'VE
LEARNED IS WE CAN SPEND A LOT OF
TIME. AT THE DISTRICT LEVEL. AND
NOT GET A LOT ACCOMPLISHED. WE
REALLY NEED TO BE FOCUSED ON
HELPING TEACHERS TEACH AND
HELPING STUDENTS LEARN. I SPEAK
TO YOU FROM OUR EXPERIENCES CC I
ALSO SPEAKING FROM EXPERIENCE
PERSONALLY. TWENTY FIVE YEARS
AGO I WALKED INTO A DISTRICT AS
A YOUNG ADMINISTRATOR AND THE
WELCOME SIGN TO THAT CITY. SAID
WELCOME TO SANGER HOME OF FOUR
HUNDRED AND HAPPY TEACHERS. SO I
HAVEN'T WATCHED SCHOOL
TRANSFORMATION FROM THE
PERIPHERAL. I'VE LIVED IT FOR A
MAJORITY OF MY CAREER AND MY
STAFF IS LIFTED SO WE UNDERSTAND
THAT IT REQUIRES THAT A SENSE OF
DEPTH. AND QUALITY IT REQUIRES
DEEP COLLABORATION AND PROBLEM
SOLVING. WHEN YOU WHEN SYSTEMS
FAIL THEY TRY TO DO THINGS A
MILE WIDE AND AN INCH DEEP TO
SOLVE. REALLY REALLY DIFFICULT
PROBLEMS. AND IN SCHOOL
TRANSFORMATION WHAT WE'RE
FINDING IS THAT THESE DISTRICTS
THAT WERE WORKING WITH. WERE
WORKING IN A WITH A PILOT WITH
FIVE DISTRICTS WHO ORIGINALLY
STARTED WITH EIGHT SCHOOLS NOW
THEY'RE UP. TO SEVENTEEN
SCHOOLS. IN IN THE PACKET I GAVE
AB I GAVE YOU SOME. BUT GIVE YOU
A CALL FROM THE- PRINCIPLE MOST
READ. I WON I WOULD NOT BE A
PRINCIPAL TODAY IF IT WASN'T FOR
THIS PROJECT. BECAUSE THE
PROJECT IS FOCUSED ON BUILDING
TEACHER CAPACITY THROUGH A
GUIDING COALITION OF TEACHERS.
THAT DEFINE WHAT IT IS THAT
STUDENTS NEED TO KNOW AND BE
ABLE TO DO. HOW WILL THEY KNOW
WHEN THEY LEARNED IT WHAT WILL
THEY DO WHEN STUDENTS DON'T
LEARN AND WHAT WE DO FOR
STUDENTS WHO ALREADY HAVE. AND
THAT FOCUSED CONVERSATION FOR US
IS THE WAY THAT WE'RE
APPROACHING DIRECT TECHNICAL
ASSISTANCE RIGHT NOW IN OUR
DISTRICTS WE ARE AT THE DISTRICT
LEVEL WE CAN'T IGNORE THE
SYSTEMS THAT ARE. A PLAGUE IN-
DISTRICTS. BUT WE ARE FOCUSED IN
OUR EFFORTS NOW AT THE CLASSROOM
LEVEL AND WE HEARD FROM OUR CPA
PARTNERS. THAT THEY REALLY
REALLY NEEDED SOMETHING. THAT
WAS GOING TO IMPACT IMMEDIATELY
THE TEACHERS- OUR ABILITY TO
MAKE AN IMPACT. AND SO THAT'S
WHAT WE'VE LEARNED THE THINGS
THAT GET IN DISTRICTS WAY. IF
YOU HAVE THREE DYSFUNCTIONS
DYSFUNCTIONAL BOARD
DYSFUNCTIONAL LEADERSHIP AND
DYSFUNCTIONAL- TEACHER
LEADERSHIP ALL THOSE THINGS
COMING TOGETHER REALLY REALLY
MAKE IT DIFFICULT FOR DISTRICTS
TO IMPROVE BECAUSE THEY ARE
TETHERED DOWN VERY TIGHTLY. TO
PRACTICES THAT IMPEDE THEIR
ABILITY TO MOVE EFFICIENTLY AND
EFFECTIVELY FOR STUDENTS. I'LL
GIVE AN EXAMPLE A DISTRICT THAT
SAYS- I NEED TO ADDRESS CHRONIC
ABSENTEEISM WE NEED TO OVERHAUL
THE WAY THAT WE ENGAGE WITH OUR
FAMILIES WE NEED TO OVERHAUL THE
WAY WE- SEND NOTIFICATION WE
NEED TO. OVERHAUL THE WAY WE
CATEGORIZE ON EXCUSE ABSENCES.
THAT MIGHT BE SOME LOW HANGING
FRUIT FOR DISTRICT THAT THEY CAN
GET TO VERY QUICKLY. BUT A
DISTRICT THAT SAYS WE HAVE TO
OVERHAUL EARLY CHILDHOOD
LITERACY. THAT IS A COMPLETE
OVERHAUL OF CURRICULUM
INSTRUCTION PROFESSIONAL
LEARNING WHICH WOULD TAKE AT
MINIMUM. FOR A MEDIUM SIZE
DISTRICT THREE YEARS TO DO IN A
THOROUGH WAY. THAT MEANS THAT
THEY HAVE TO TRAIN EVERY TEACHER
IN THE NEW CURRICULUM IN A WAY
THAT MAKES THEM AT LEAST
PROFICIENT ENOUGH TO DELIVER THE
CONTENT. THOSE ARE THE KINDS OF
THINGS THAT- WE'RE FINDING IS
THAT THE LOW HANGING FRUIT IS
EASY TO GET TO AND WITH THE SIX
HUNDRED. PLUS ELEAZAR IN
DIFFERENT SHOULD ASSISTANCE. WE
HAVE TOO MANY PEOPLE IN THE
EMERGENCY ROOM. AND THEY'RE NOT
ALL IN THE SAME NEED. SO FOR
EXAMPLE YOU MAY HAVE SOME
UNIVERSAL HOSTAGES AND SOMEBODY
HAS A HEART CONDITION. ALL OF
THE ELEAZER HAVE AN ARRAY OF
NEEDS AND NOT ALL OF THE SAME IN
FACT OR TWO IN TWO THOUSAND
NINETEEN WHEN WE PROMOTED THE
PAS ABOUT LARGE REPORT. THOSE
DISTRICTS WHO ARE EXCEEDING AND
EXCELLING THEY ARE NOW IN
DIFFERENTIATED ASSISTANCE. SO WE
HAVE TO FIND A WAY AS A CC IN
THE STATE TO DIFFERENTIATED EVEN
WITH IN. DIFFERENTIATE
ASSISTANCE WE HAVE TO DIFFERENCE
NOT ALL. DISTRICTS ARE CREATED
EQUAL AND CONTEXT MATTERS WHAT
WE'RE LEARNING. MOMMY ASK A
COUPLE OF FOLLOW UP QUESTIONS
JUST TO. MAYBE BE ILLUSTRATIVE.
THEN ONE IS WE JUST HAD A- AN
OVERSIGHT HEARING WITH THE
EDUCATION POLICY- COMMITTEE ON
TEACHER RECRUITMENT AND
RETENTION. AND WHAT WHAT YOU
JUST MENTIONED IT WAS BASICALLY
THAT YOU'RE HELPING TEACHERS. IN
THE COURSE OF THIS AND MOURN. DO
YOU WHAT DO YOU THINK OUR
TEACHERS MIGHT HAVE WARMED OR
ASSISTANCE YOU MIGHT HAVE.
PROVIDED THAT HELPS. WITH
RETENTION. YEAH IT'S THE ABILITY
TO BUILD COLLECTIVE EFFICACY
AROUND DEEP COLLABORATION AROUND
INSTRUCTIONAL NEEDS SO IT WOULD
KEEP WHEN OUR YOUNG TEACHERS GET
INTO SPACE. AND THEY'RE DOING
THAT WORK ALL ALONE IT'S
CHALLENGING. BUT SOMETIMES YOU
CAN DO TOO MUCH. IN TOO MANY
WAYS SO IN ONE DISTRICT THAT
WE'RE WORKING WITH. THERE WERE
OVER NINETEEN COACHES SUPPORTING
THEIR NEW TEACHERS. GREAT IDEA
INTENTION IS RIGHT. BUT IT'S TOO
MUCH OF A GOOD THING. BECAUSE
THE NEW TEACHERS CAN'T CAN'T
KEEP TRACK OF EVERYTHING SO WHAT
WE'RE FINDING- CHAIR LAYERED
THAT WHEN YOU BRING TEACHERS
TOGETHER TO DO THIS WORK
TOGETHER. WHEN THEY DO HAVE TO
DO THE HEAVY LIFTING UP TRYING
TO MEET THE SOCIAL EMOTIONAL
BEHAVIORAL NEEDS OF STUDENTS
WHEN THEY HAVE TO ADDRESS THE
ACADEMIC NEEDS OF STUDENTS. AND
THEY'RE NOT DOING THAT ALONE.
THEN WE FEEL LIKE WE'RE HAPPY
WE'RE IN A SITUATION WHERE
THEY'RE MORE LIKELY TO STAY.
BECAUSE THEY'RE NOT IN A SILO
DAY ISLAND TRYING TO ADDRESS THE
NEEDS OF STUDENTS BY THEMSELVES.
IN THE GUIDING COALITION OF
TEACHERS THAT ARE FORMED SEEMS
TO BE THE WAY IN WHICH OUR
TEACHERS ARE ENERGIZED AROUND
DOING THEIR WORK BECAUSE IT'S
NOT ADMINISTRATORS NO OFFENSE TO
ADMINISTRATORS TELLING THEM WHAT
TO DO. IT'S TEACHERS TELLING
ADMINISTRATORS WHAT WE NEED TO
DO WHAT YOU NEED US TO DO. AND
THAT'S A START TO SHIFT. AND
THEN I WAS GONNA THROW YOU A
CURVE BALL A NOTICE JUST SAID.
IT'S A YOU SAID YOU STUDIED ONE
SCHOOL VIA WHAT SCHOOL WAS. THAT
WAS A- FEDERAL FEDERAL TAX- OH
OKAY. YEAH WELL WERE IN ALSO IN
BILL. FEDERAL TERROR THE US THAT
IN THE- IN. PRO IN IN THIS
INTENSIVE PROGRAMS THE TEACHERS
THAT FEDERAL TERRORISTS HAVE AN
EXPERT LEAD FOR MATH. LANGUAGE
ARTS ENGLISH LANGUAGE
DEVELOPMENT LEADERSHIP AND
COLLABORATION WE HAVE BASICALLY
WRAP THEM AROUND FOR THREE YEARS
FIFTY DAYS A YEAR OVER A HUNDRED
FIFTY DAYS OF ELBOW TO ELBOW
TIME. WITH AN EXPERT INCLUDING
THEIR PRINCIPAL. THE GOAL IS IN
THREE YEARS FEDERAL TERRACE WILL
BE A MODEL NATIONAL MODEL
SCHOOL. AND THEN THEY WILL BE
ABLE TO SHARE WITH THE DISTRICT
THE SCHOOLS IN THEIR DISTRICT
HOW THEY DID THAT. AND THEY WILL
BE ABLE TO SUPPORT DIRECT
TECHNICAL ASSISTANCE FOR OTHER
DISTRICTS WHO ARE IN THE SAME
BOAT TO SAY HOW DID YOU DO WHAT
YOU'RE DOING- THERE ARE ONLY
THIRTY. NATIONAL MODEL SCHOOLS
FOR COLLABORATION IN THE STATE
OF CALIFORNIA. AND THERE'S ONLY
ONE DISTRICT WHO HAS BEEN
RECOGNIZED AS A NATIONAL MODEL
SCHOOL. I THINK ODD. FILLMORE
UNIFIED HAS THE POTENTIAL TO BE
THE SECOND. NATIONAL MODEL
SCHOOL WHEN IT COMES TO
COLLABORATION THAT MEANS THAT
THE SCHOOLS HAVE PRIORITIZE
COLLABORATION IN THEIR SCHOOLS
THEY HAVE IDENTIFIED IT THROUGH
THEIR NEGOTIATION PROCESS. THAT
THERE IS A CERTAIN AMOUNT OF
TIME DEDICATED AND MAKE DEDICATE
THAT TIME TO TEACHING AND
LEARNING AROUND THOSE FOUR
QUESTIONS I GAVE YOU. THANK YOU
VERY MUCH IN THE END. I'M
IMPRESSED THAT YOU KNOW THE
SCORE ONE FOR AWHILE SO. BUT
WHERE WERE YOU A FEW DECADES AGO
WHEN I WAS ATTENDING THE VALLEJO
PUBLIC SCHOOL EVERY. YOU KNOW
AND I NOTICED YOU DID NOT
MENTION WHEN YOU SAID THE
PROBLEM SHE SAID DYSFUNCTIONAL
BUT THEY'RE IN RECEIVERSHIP YES
YOU DID NOT MENTION THAT AS A
THING THAT. THAT MIGHT BE A
PROBLEM YOU WORK. YOU KNOW. NO
BECAUSE THEY DO COME TO US IN
RECEIVERSHIP AND THEY HAVE THE
THEY ARE SCHEDULED TO COME OUT
AND TWENTY FOUR. BUT THEY'RE
WITH US BECAUSE OF THE ACADEMIC
NEEDS OF THEIR STUDENTS AND THE
SUPERINTENDENT THERE BILL
SPAULDING RECOGNIZES. THAT THERE
IS A NEED FOR ACADEMIC SUPPORT.
AND OUR ABILITY TO BE IN THEM IN
WITH THEM IN PARTNERSHIP IN A IN
A QUALITY IN A IN A DEEP
COLLABORATION WAY. IS REALLY
UNIQUELY DIFFERENT THAN THE WAY
THAT DIFFERENCES ASSISTANCE GETS
DONE RIGHT NOW- IF EVERY COUNTY
TRIED TO DO THAT- DATE WE RUN
OUT OF HUMAN CAPITAL. THE STATE
SYSTEM GETS BOOK MARKED BY TWO
BARRIERS ONE IS HUMAN CAPITAL
AND RESOURCES. THE OTHER ONE IS
PROFESSIONAL LEARNING TIME. SO
MANY TALK TO TOP SUPERINTENDENTS
ABOUT HOW MUCH TIME CAN YOU
DEVOTE TO WHAT THE STATE JUST
TOLD YOU TO DO. THEY WILL SAY
WELL IF I HAVE A TEACHER WHO
GETS TEN DAYS OF SICK LEAVE. AND
I DEVOTE FIVE DAYS TO
PROFESSIONAL DEVELOPMENT THAT
MEANS THAT THAT TEACHER IS
MISSING THAT. CHILD'S CLASS
FIFTEEN DAYS A YEAR. AND THAT'S
A REAL STRUGGLE FOR THEM. SO
IT'S A BALANCING ACT TO TRY AND
BRIDGE THAT GAP AND THAT'S WHAT
OUR OUR CHARGES TO DO TO HELP
DISTRICTS THINK THROUGH THOSE
THINGS. YES AND I APPRECIATE
BECAUSE IF IT WAS EVERY
DISTRICT- WE WOULD NOT BE
FOCUSING ON THE ONES THAT
UNIQUELY NEEDED WAS RIGHT
BENEFIT THE MOST. THIS IS BEEN
VERY HELPFUL BECAUSE I THINK WE
REALLY WANTED FOR. FOR WHICH NO
MEMBERS BUT THIS WAS A GREAT
REFRESHER. TO UNDERSTAND WHAT.
ARE YOU DO SO THERE WHERE OF
THIS IS A RESOURCE SO. BEFORE WE
MOVE ON LET ME JUST ASK IF
THERE'S ANY OTHER QUESTIONS OR
COMMENTS FROM COMMITTEE MEMBER.
SANDER SMALLWOOD QUITE THANK YOU
MISTER CHAIR I THANK YOU FOR
CLARIFYING THE ROLES AND
RESPONSIBILITIES IN TERMS OF.
DIRECT SUPPORT TECHNICAL
ASSISTANCE- FOR OUR TEACHERS AND
CLASSROOMS- I HAD A COUPLE WHAT
WE YOU MENTIONED IN YOUR
STATEMENT- OPENING STATEMENT
ABOUT- THAT YOU E. ARE NOT ABOUT
ACCOUNTABILITY- AND THEN I HEARD
MORE ABOUT WHAT WHAT YOU. WHAT
YOU DO SPECIALIZE IN. BUT MY
QUESTION KIND OF GOES. TO WITH
THE CHAIR ASKED ABOUT THE
RETENTION- WHAT IS THE ACCOUNT.
ON C. C. C. C. E. IN TERMS OF
YOU KNOW HOW DO YOU EVALUATE AND
MEASURE. WHETHER WHAT YOU'RE
DOING IS IN FACT RETAINING
TEACHERS OR HOW DO YOU ALL-
CORRESPOND WITH- IS A
CORRESPONDING WITH THE WITH THE
COUNTY AGENCY THAT REFERS YOU.
TO SORT OF MEASURE- AND DOCUMENT
MONITOR HOW YOUR DIRECT
TECHNICAL ASSISTANCE IS YIELDING
THE RESULTS I JUST. HAD A
QUESTION ABOUT THE
ACCOUNTABILITY- PIECE AND THEN
MY FOLLOW UP QUESTION IS. WE'VE
BEEN TALKING A LOT ABOUT EQUITY
AND WE'VE BEEN TALKING ABOUT-
THE DIFFERENT INDICATORS AND-
HOW DO YOU GET TO THOSE STUDENTS
WHO NEED. THE MOST SUPPORT AND
HELP AND SO I'M I'M JUST
CURIOUS- ABOUT. YOU KNOW WHAT
KIND OF ASSISTANCE DOES THE
COLLABORATIVE PROVIDE TO THOSE
KINDS OF STUDENT POPULATIONS
THAT SORT OF FALL INTO THAT
DISPARITY COLUMN. AND SO OFTEN
DON'T GET REALLY CAPTURED
ANYWHERE EXCEPT. IN SORT OF THE
DEFICIT RIGHT BUT NOT IN TERMS
OF LIKE INTENTIONAL RESOURCES-
AND I'M THINKING ABOUT BLACK
STUDENT ACHIEVEMENT FOR EXAMPLE-
SO JUST WONDERING HOW DO YOU
CLOSE THOSE KINDS OF EQUITY GAPS
SO TWO QUESTIONS OKAY I'LL GO
ON. TO MY BEST REACH TO ANSWER
BOTH OF THOSE THE TEACHER
RETENTION ISSUE ALTHOUGH WHAT
WERE SEEN IN OUR WORK OF
BRINGING TEACHERS TOGETHER GIVES
THEM THE COLLECTIVE ACTIVITY AND
COMMITMENT TO THE PROJECT AND IS
LESS LIKELY TO I'M CHAU TEACHER
ATTRITION. WE DEAL WITH THAT AND
VIRTUALLY EVERY SITUATION WE
HAVE SO IN EVERY SPACE THAT WE
ARE IN ARE YOU SUPPORTS ARE
TARGETED IN THREE WAYS UNIVERSAL
SUPPORT SO ONE OF THE MANY
INITIATIVES WE HAVE ARE EITHER
UNIVERSAL TARGETED OR INTENSIVE.
THE INTENSIVE LAYER IN OUR MIND
IS WHAT WOULD BE DIRECT
TECHNICAL ASSISTANCE AND THE
SUPPLEMENTAL TARGETED WOULD BE
TOGETHER WE WORK WITH TO YOUR
POINT THE COUNTY OFFICES THE
GEOGRAPHICALLY ARE IN SPACE WITH
THEIR- ALLEY ACE. BUT THEY ARE-
ADDRESS SEEN HUGE- LABOR ISSUES
THERE'S A SHORTAGE OF. US
CLASSIFIED STAFF AS WELL. IN
ADDITION TO TEACHERS IN IN. MOST
OFTEN IN A RULE COMMUNITIES SO
WE HAD I'LL GIVE AN EXAMPLE- WE
HAD A SCHOOL THAT WANT TO BE
PART OF OUR C. I. GRANT. HAD
GREAT INTENTIONS THE PERSON THAT
THEY COULD SEND TO OUR TRAINING.
WOULD BE THE COOK. BECAUSE THEY
WERE SHORT ON STAFF THEY JUST
DIDN'T HAVE ENOUGH. SO AS WE
DEAL WITH LIKE THE COUNTIES IN
THE GEOGRAPHICALLY OUR GOAL IS
TO TRY AND FIGURE OUT WHAT IS IT
ABOUT THE SCHOOL SYSTEM. THAT IS
CREATING THE ATTRITION AND
MOVEMENT AROUND FOR TEACHERS IS
A LOT IS A CULTURAL ISSUE THAT
TEACHERS DON'T FEEL SUPPORTED IS
THERE ARE AN ISSUE OF GEOGRAPHIC
BARRIER SOMETIMES IT'S JUST A
MATTER OF- THE TRAVEL THAT
TEACHERS HAVE TO DO. BUT I WOULD
SAY THAT WE ARE WORK AS A CC
ORGANIZATION IS THROUGH THE
GEOGRAPHICALLY THROUGH THE
COUNTY OFFICES TO THE ALLEY ACE
TO FIND WAYS TO SUPPORT. THEIR
VARIOUS NEEDS AND WE ARE I'LL BE
HONEST WITH YOU WE RUN OUT INTO
A BARRIER OF WE CAN'T PRODUCE
THE HUMAN CAPITAL AT THE RATE
THAT THEY NEED IT. I WILL SAY
WHAT'S HAPPENING IS THE COUNTY
OFFICES ARE VERY IN TUNE WHEN
THEY POST A POSITION THEY KNOW
THAT POSITION. IS COMING FROM
THE ALLEY ACE WHO ALREADY ARE
SHORT STAFFED. A BEFORE YOU GO
TO THE SECOND QUESTION I JUST
MAYBE MORE MAYBE CLARIFY MY
QUESTION ONCE YOU PROVIDE. THAT
INTENSIVE. WHAT IS THE EVIDENCE
YES. THAT IT IS MADE A
DIFFERENCE AND HOW IS THAT
EVALUATED IN WHO EVALUATES THAT
YEAH. SO YOU'RE TALKING FOR
DIRECT TECHNICIANS OR JUST FOR A
TO PROTECT AND PROTECT. SO EVERY
QUARTER. WE EVALUATE THE
PROGRESS AND WE POSTED I JUST
RECENTLY OUR THIRD QUARTER
PROGRESS AT EVERY DISTRICT AND
HAS THEIR STUDENT ACHIEVEMENT.
THERE AS WELL SO A DEFIES WHAT
THEY'RE WORKING ON- WHAT
CHALLENGES THEY HAVE. AND THEN
IT SHOWS- UP THERE PROGRESS TO
STUDENT PROGRESS. IN ALMOST
EVERY DISTRICT THAT WERE IN
RIGHT NOW THEY'RE SHOWING SOME
LEVEL OF PROGRESS AND
IMPROVEMENT AND THAT IS A
POSITIVE IN THE DISTRICTS WHERE
WE I DESCRIBED THE INTENSIVE.
WORK THAT WE'RE DOING. THEIR
EVEN SHOWING MORE SO WE TRACK IT
EVERY QUARTER AND EVERY ANY
ANNUALLY. SO THERE IS
ACCOUNTABILITY YES IN THAT IN
THAT PROCESS OKAY AND THEN THAT
THAT QUESTION ON EQUITY. THAT I
HAD. HOW DO YOU CLOSE AGAIN.
HARD TO HARD TO REACH YES
COPULATIONS SO AND ALL OF THE
DIFFERENT YOU TO ASSISTANCE.
WORK THAT COUNTIES ARE IS DOING
AND SUPPORTING THOSE ALLEY AS-
THE TARGETED- SUB GROUPS THAT
YOU HAVE THAT YOU HAVE
IDENTIFIED AFRICAN AMERICAN OR
WHETHER THAT BE OUR STUDENTS
WITH DISABILITIES SO SIGNAL.
THEY'RE VIRTUALLY THOSE ARE THE
THREE THAT ARE COMING UP AS THE
PRIMARY TARGETS SO THE WORK IS-
IDENTIFYING. UP PRIMARILY AROUND
THOSE THREE TARGETED STATES
ARGUED GROUPS STUDENTS WITH
DISABILITIES SOCIO ECONOMICALLY
DISADVANTAGED AND IN SOME CASES
YOU HAVE THE L. ALSO FOSTER
HOMELESS AFRICAN AMERICAN SHOWS
UP. IN VIRTUALLY EVERY DISTRICT
THAT WE LOOK AT. AND SO. THAT
DIFFERENT YOU SYSTEMS THAT
SUPPORT IS PROVIDED IN DIFFERENT
WAYS. WE COME IN AND WHAT WE CAN
DO WITH THOSE COUNTY OFFICES IS
ASSESS WHETHER OR NOT THE
QUALITY OF THE DIFFERENCES THIS
IS MEETING THEIR NEEDS AND WE
CAN LINK THEM UP WITH EXPERTS TO
PROVIDE GREATER SUPPORT FOR THEM
. THE DATA ENTERED THE QUESTION.
I'M NOT SURE I DID. BUT IF I
DIDN'T I'M HAPPY TO GO FOR IT IT
WAS IT WAS HELPFUL TO AT LEAST
HOW DO YOU ACTUALLY GET
CONNECTED TO THAT STUDENT
POPULATION THAT WAS HELPFUL
THANK YOU. THANK YOU ANY OTHER
QUESTIONS FROM COMMITTEE MEMBERS
. THEN LET ME JUST- THANK YOU
VERY MUCH AND WE JUST APPRECIATE
THE RESOURCE YOU ARE. AND THIS
IS A GREAT EXCHANGE JUST TO
PROVE THAT TO. LOOK FORWARD TO
STILL CONTINUING TO GET THE
RESULTS OF YOUR DIFFERENT
EFFORTS IN MAKING SURE THAT. THE
DAY AND FORMER DELIBERATIONS
THANK YOU. THANK YOU VERY MUCH.
THAT'S SORT OF BEEN PARKED ONE
OF THE QUESTIONS TEARS UP THE
NEXT ITEM. AT HOME. WE'RE GOING
TO MOVE TO ISSUE TO WHICH IS THE
EQUITY MULTIPLIER AND
ACCOUNTABILITY PROPOSALS. AND
THE PANELS CAN COME UP TO THE
TABLE. WHEN WE WILL HAVE- LINDA
GRANT FROM THE DEPARTMENT OF
FINANCE. ON THE EQUITY
MULTIPLIER WILL HAVE MICHAEL
FERRIS FROM THE LEGISLATIVE
ANALYST'S OFFICE AND ON THE
ACCOUNTABILITY PIECE WE HAVE
SARAH CORTEZ. MEN WE HAVE
MALARIA- IS IT BAY AREA OR
BALLOTS. WELL MALLIA FROM THE
DEPARTMENT OF EDUCATION AND WE
HAVE BLACK JOHNSON HERE ALSO
FROM THE DEPARTMENT OF EDUCATION
. AND THEN. WELL BEFORE WE GO TO
THE PANELISTS LET ME JUST SAY
THE- THE ADMINISTRATION HAS HAS
MADE THIS PROPOSAL AND THEY HAVE
ADDED DETAIL. AND WE WILL HEAR.
OF BOTH A LITTLE ABOUT THE
PROPOSAL AND PEOPLE'S ANALYSIS
OF IT AND THEN. GO TO QUESTIONS
AND DISCUSSION BUT I WOULD
REMIND EVERYBODY THIS IS ONE OF
THOSE CLASSIC TIMES WHEN. WE'RE
AT THE BEGINNING OF THE BUDGET
PROCESS SO IT'S VERY IMPORTANT
THAT WHAT OUR CONCERNS ARE- GET
AIRED IN WAYS THAT THEY CAN BE
CONSIDERED AS THIS JUST MOVES
ON. SO WITH THAT. WHAT'S MOVED
TO THE DEPARTMENT OF FINANCE
WELCOME THANK YOU HOPE YOU CAN
HEAR ME- GOOD MORNING CHAIRED
MEMBERS. LENA GRANT WITH THE
DEPARTMENT OF FINANCE I'LL BE
PART OF PROVIDING AN OVERVIEW OF
OUR FIRST OUR ACCOUNTABILITY
PROPOSALS AND THEN I MOVED TO
THE EQUITY MULTIPLIER PROPOSALS.
PROPOSAL SINGULAR- SO JUST A
LITTLE BIT OF BACKGROUND SINCE
SINCE THE INCEPTION OF THE L. C.
FF THE LOCAL CONTROL FUNDING
FORMULA AND THE RELATED
ACCOUNTABILITY SYSTEM WE'VE
ENGAGED IN CONTINUOUS
IMPROVEMENT PROCESS TO MAKE IT
OR IF CHANGES. THAT TAKE IN
FEEDBACK AND EXPERIENCE AND WE
WORKED REALLY HARD TO MAKE A TO
SUPPORT EFFECTIVE IMPLEMENTATION
WHILE MAINTAINING A COMMITMENT
TO CORE PRINCIPLES OF EQUITY
LOCAL ENGAGEMENT. AND GOVERNANCE
AND IN THAT SPIRIT AND TO MAKE
SURE THAT THE L. C. F. F. LOCAL
CONTROL FUNDING FORMULA
EVENTUALLY TO SAIL CFF BUT FOR.
THE BEGINNING OF NO I WOULD
REALLY APPRECIATE IT OKAY. TO
FIND OUT ONCE AND THEN GO INTO
ACRONYM WENT IN. HEALTHY ABOUT
FINDING IT MORE TRANSPARENTLY
AND PURPOSEFULLY ALLOCATED BASED
ON STUDENT NEEDS WE'VE PUT FORTH
TRAILER BILL LANGUAGE AMENDMENTS
THAT STRENGTHEN THE TIES BETWEEN
THE THREE ELEMENTS OF
CALIFORNIA'S ACCOUNTABILITY
SYSTEM. AND THOSE ARE THE LOCAL
CONTROL ACCOUNTABILITY PLAN EL
CAP ITSELF SAFE FROM HERE ON OUT
GOING OUT. THE CALIFORNIA SCHOOL
DASHBOARD AND THEN THE STATEWIDE
SYSTEM OF SUPPORT. SO WE'VE
WE'VE YOU ARE TRAILER BILL
LANGUAGE AMENDMENTS AROUND
ACCOUNTABILITY SYSTEM CHANGES
THAT'S KIND OF. IN THREE
DIFFERENT BUCKETS AND ALL GO
INTO EACH BUCKET IMPORTANT
PROVIDE A DESCRIPTION OF WHAT IS
ENTAILED ANY KIND OF BUCKET OR
CATEGORY OF CHANGES. TO THE
FIRST IS AROUND IMPROVING
PLANNING AND TRANSPARENCY IN THE
L. CAP PROCESS. THAT INCLUDES A
FEW DIFFERENT THINGS THE FIRST
IS HOLDING A MID YEAR AND IN
STATUTE IT IN AND ARE AMENDMENTS
AT FEBRUARY TWENTY EIGHTH. OF
EVERY YEAR. PUBLIC DISCUSSION ON
THE ANNUAL UPDATE TO MAKE SURE
THAT. THERE'S AN IMPROVED
UNDERSTANDING OF THE CURRENT
YEAR IMPLEMENTATION. AND
ASSOCIATED GAINS IN STUDENT
OUTCOMES AND TO MAKE SURE THAT
EDUCATIONAL PARTNERS HAVE THE
RELEVANT INFORMATION TO ENGAGE
IN THE L. CAP DEVELOPMENT
PROCESS. WE ALSO ADD US
SPECIFICITY THROUGH THE ADDITION
OF YOU READ ABOUT IT PROBABLY IN
THE AGENDA THE FOCUSED GOALS.
THOSE WOULD BE REQUIRED- IN TWO
INSTANCES ONE IN ANY INSTANCE OF
AN INDICATOR IN THE LOWEST
PERFORMANCE LEVEL WHICH IS READ
ON THE CALIFORNIA SCHOOL
DASHBOARD. OR TO OF FOR ANY-
ELLIE A LOCAL EDUCATIONAL AGENCY
AT THAT IS RECEIVING THE EQUITY
MULTIPLIER FUNDING WHICH I'LL
TALK ABOUT TOWARDS THE END- AND
THEN WE ALSO CLARIFYING THE
FIRST BUCKET OF CHANGES THAT THE
ROLE OF THE L. COPY SPECIFICALLY
TO ADDRESS DISPARITIES IN
STUDENT OUTCOMES- IT USING
METRICS THAT FOCUS ON CLOSING.
THOSE GAPS WE ALSO ADD A LONG
TERM ENGLISH LEARNER AS A UNIQUE
STUDENT GROUP. THE SECOND
CATEGORY CHANGES AROUND
ADDRESSING THE IMPACT OF EL CAP
GOALS AND ACTIONS THROUGH
CONTINUOUS IMPROVEMENT. APPROACH
AND THAT THERE'S A FEW RELEVANT
CHANGES HERE THE FIRST IS WE
CLARIFY THAT ACTIONS HAVE TO BE
CHANGED WHEN THEY'RE NOT
ACHIEVING THE INTENDED OUTCOMES
AFTER A PERIOD OF THREE YEARS SO
IF. YOU HAVE AN ACTION THAT'S
PROVEN INEFFECTIVE OVER THREE
YEARS. NOW THIS PROPOSED
AMENDMENT WOULD BE THEY HAVE TO
MAKE A CHANGE. WE ADD SOME
SPECIFICITY FOR THE MEASUREMENT
OF DISTRAUGHT DISTRICT WIDE
CONTRIBUTING ACTIONS. AND WE
START WE START WITH A STRONGER
CONNECTION BETWEEN THE
CONTINUOUS IMPROVEMENT PROCESSES
OCCURRING THROUGH TECHNICAL
ASSISTANCE AND THE- CAP THAT WE
CREATE. A CLEAR NEXUS BETWEEN
DIFFERENTIATED ASSISTANCE AND
THE L. CAP- RIGHT NOW IT'S NOT
IT'S CLEAR THIS IS THIS
ADDITIONAL LANGUAGE WHICH WOULD
REALLY MAKE THAT NEXUS CLEAR. WE
ALSO CREATE ADDITIONAL
ASSURANCES DURING THE L. CAP
REVIEW AND APPROVAL PROCESSES TO
CHECK THAT PLANS ARE ADDRESSING
IDENTIFIED STUDENT NEEDS. AND
THE WORK UNDERWAY IN TECHNICAL
ASSISTANCE- BEFORE ELEAZAR THAT
ARE ELIGIBLE FOR DIFFERENTIATED
SYSTEMS. THE FINAL BUCKET OF
KIND OF TRAILER BILL LANGUAGE
CHANGES IS AROUND STRENGTHENING
SUPPORT FOR ELEAZAR- THROUGH
TECHNICAL ASSISTANCE AND THAT
CATEGORY CAPTORS A FEW PROPOSED
CHANGES FIRST. WE STRENGTHEN THE
SAFETY NET OF THE STATEWIDE
SYSTEM OF SUPPORT TO BETTER
RESPOND TO ONGOING CHALLENGES
AND DISPARITIES IN STUDENT-
PERFORMANCE. OF IT ESTABLISHES
EQUITY LEADS WITHIN THE STATE
SYSTEM OF SUPPORT AND THEN WE'LL
LINK THEN THE DIFFERENTIATED
ASSISTANCE. ELIGIBILITY TIMELINE
FROM THE CURRENT ONE YEAR
ELIGIBILITY TO TWO YEARS TO
ALLOW MORE TIME FOR
IMPLEMENTATION OF THOSE
IDENTIFIED- PROBLEM AREAS. AND
THEN FINALLY SHIFT THE DASHBOARD
REPORTING TIMELINE- TWO OCTOBER
OVER A PERIOD OF FOUR YEARS TO
ALLOW FOR EARLIER INSIGHT INTO
THE DATA FOR EL CAP PLANNING AND
FOR TECHNICAL ASSISTANCE. AND
THEN I'LL MOVE ON TO THE EQUITY
MULTIPLIER PROPOSAL- IN ADDITION
TO THOSE AMENDMENTS THAT I JUST
WENT OVER IN THOSE THREE
DIFFERENT BUCKETS FOR ALSO
PROPOSED PROPOSING THREE HUNDRED
MILLION. ONGOING PROPOSITION
NINETY EIGHT GENERAL FUND TO
ESTABLISH AN EQUITY MULTIPLIER
ADD ON TO THE L. C. AFFECTS THE
OUTSIDE OF THE L. C. ABOUT. TO
ACCELERATE GAINS AND CLOSING
OPPORTUNITY AN OUTCOME GAPS AND
THOSE FUNDS WOULD BE ALLOCATED
TO LIAISE WITH SCHOOLS SERVING
HIGH CONCENTRATIONS OF STUDENTS.
ELIGIBLE FOR FREE MEALS SO
DISTINCT FROM FREE REDUCED FREE
MEALS SPECIFICALLY FUNDING WOULD
BE GENERATED BY SCHOOLS WITH 90%
OR MORE FREE MEAL ELIGIBILITY.
FOR ELEMENTARY AND MIDDLE
SCHOOLS AN 85% OR MORE FREE
ELIGIBILITY FOR HIGH SCHOOLS AND
UNDER THAT PROPOSAL ON ELEAZAR
WITH ELIGIBLE SCHOOLS WOULD
RECEIVE A SIGNIFICANT ADDITIONAL
RESOURCES. AND WOULD BE REQUIRED
TO USE THE FUNDING ON SERVICES
AND SUPPORTS THE DIRECTLY
BENEFIT. OF THE ELIGIBLE SCHOOLS
. SO I AM CLOSING WHILE THE
EQUITY MULTIPLIER PROPOSAL
INCLUDES THAT ADDITIONAL THREE
HUNDRED MILLION IN ONGOING FUNDS
FOR ELIGIBLE SCHOOLS. ARE
PROPOSED REFINEMENTS TO THE
ACCOUNTABILITY C. SYSTEM SEEK TO
LEVERAGE THE OVER EIGHTY BILLION
DOLLARS IN L. C. FF FUNDING
THAT'S THE DISTRICTS RECEIVE TO
BETTER ENSURE THAT RESOURCES ARE
ACTUALLY BEING ALLOCATED BASED
ON STUDENT NEEDS. WITH THE
ADDITION OF THE EQUITY
MULTIPLIER THE PROPOSAL
RECOGNIZES THAT THE CURRENT ARE
BEYOND THE CURRENT THIRTEEN
POINT FOUR BILLION SUPPLEMENTAL
AND CONCENTRATION GRANTS THAT'S
ESTIMATED FOR TWENTY THREE
TWENTY FOUR. I'M SCHOOL SITES
THAT SERVE HIGH CONCENTRATIONS
OF LOW INCOME FAMILIES NEED
ADDITIONAL RESOURCES REGARDLESS
OF DISTRICT WIDE DEMOGRAPHICS. A
TOGETHER THOSE PROPOSED ARE
PROPOSED CHANGES WOULD
STRENGTHEN THE TIES BETWEEN THE
VARIOUS DIFFERENT COMPONENTS OF
CALIFORNIA'S ACCOUNTABILITY
SYSTEM THAT ENSURE THAT RESOURCE
RESOURCES ARE BEING ALLOCATED
BASED ON STUDENT NEEDS AND THAT
RELATED ACTIONS AND SERVICES ARE
EFFECTIVE IN CLOSING THE
PERSISTENT. OPPORTUNITY AND OUT
COME GAPS THIS CONCLUDES MY
PRESENTATION AND I'M REALLY
HAPPY TO TAKE ANY QUESTIONS AT
THE APPROPRIATE TIME. THANK YOU
VERY MUCH AND WE'RE GOING TO DO
QUESTIONS WHEN WE'RE THROUGH.
ALL PANELISTS AND JUST REMIND
EVERYBODY WE'RE GONNA GOING TO
DO PUBLIC COMMENT FOR ALL ISSUES
AFTER THE FIVE ISSUES. AND SO
NOW WE'LL MOVE TO THE
LEGISLATIVE ANALYST'S OFFICE AND
LET ME JUST SAY. IT JUST OCCURS
TO ME THAT SOME OF YOU BEEN
TESTIFYING THIS IS THE THIRD
YEAR THAT I'VE BEEN CHAIRED THIS
FIRST TIME YOU'VE EVER BEEN IN
PERSON SO ARE WELCOME TO THE
COMMITTEE- GREAT TO SEE AND I
KNOW YOU HAVE DIVIDED IT BY
SUBJECTS OR WHAT YOU DECIDE. IN
WHAT ORDER AND HOW YOUR 1% FROM
THE LEGISLATIVE BATTLES. I THANK
YOU MISTER CHAIR MICHAEL FERRIS
WITH THE LEGISLATIVE ANALYST'S
OFFICE AND BEN AFTER AFTERNOON
TO ALL THE MEMBERS OF THE
COMMITTEE OF WELL WITH YOU ALL-
I'LL BE COVERING OUR COMMENTS
TODAY ON THE EQUITY MULTIPLIER
PROPOSAL AND THE PROPOSED
CHANGES TO L. CAPS. WHICH OF MY
COLLEAGUES HERE FROM DEPARTMENT
FINANCED A DEFINED AS LOCAL
CONTROL AND ACCOUNTABILITY
PLANS. AND THEN I'LL TURN THINGS
OVER TO THIRD QUARTER WITH MY
COLLEAGUES TO- DISCUSS OUR
COMMENTS ON THE- STATEWIDE
SYSTEM SUPPORT CHANGES- OUR
COMMENTS ARE INCLUDED IN YOUR
AGENDA IN MORE DETAIL ON
STARTING A PIECE FOURTEEN UP
WE'LL KEEP OUR PRESENTATION HERE
MORE AT A HIGH LEVEL- SO
REGARDING THE EQUITY WITH THE
PURPLE SO. WE THINK THAT THE
ADMINISTRATION HAS IDENTIFIED A
KEY ISSUE WE THINK THEY'RE
BRINGING GREATER ATTENTION TO
SCHOOL SITES ON THE PERFORMANCE
OF GROUPS IS WARRANTED- INITIAL
STUDIES HAVE SHOWN THAT ALFIE FF
HAS RESULTED IN GAINS ACROSS THE
BOARD AND STUDENT OUTCOMES BUT
CATS HAVE CONTINUE TO PERSIST.
WITHIN OF BETWEEN SCHOOL SITES
AND STUDENT SUBGROUPS WITHIN
DISTRICTS- HOWEVER WE THINK THAT
THE KEY ISSUE HERE IS NOT A LACK
OF FUNDING. WE WERE RECOMMENDING
THE LEGISLATURE REJECTED THREE
HUNDRED MILLION DOLLARS IN THE
EQUITY MULTIPLIER A PROPOSAL AND
INSTEAD CONSIDER OPTIONS TO
PROVIDE GREATER TRANSPARENCY. ON
HOW- EL SHIFA FUNDING IS SPENT
ACROSS THE SCHOOL FAITH- SO FOR
THE AGREE MULTIPLIER THE THREE
HUNDRED MILLION PER. PROPOSED IS
RELATIVELY SMALL COMPARED WITH
THE THIRTEEN BILLION DOLLARS AT
THE STATE WILL BE PROVIDING INTO
IN THE CURRENT YEAR. OFFERED
ENGLISH EARNERS AND LOW INCOME
STUDENTS FROM SUPPLEMENTAL AND
CONCENTRATION GRANTS. TO USE
THIS SUPPLEMENTAL CONCENTRATION
GRANT FUNDING. TO A TIGER I
PARTY SCHOOLS WITHIN THEIR
DISTRICT. OF YOU ESTIMATE THAT
98% OF ALL EQUITY MULTIPLIER
SCHOOLS ARE IN DISTRICT THEY
RECEIVE CONCENTRATION GRANT
FUNDING. MEANING THAT FOR THE
SHARE OF THEIR STUDENTS ARE
ENGLISH LEARNERS ARE LOW INCOME
OR MORE THAN FIFTY FIVE PERCENT.
SO IT IS NOT CLEAR HOW THE
ADDITIONAL FUNDING FROM EQUITY
MULTIPLIER WOULD ADDRESS ANY
SPECIFIC ISSUES THAT WOULDN'T BE
ABLE TO BE ADDRESS WITH THEIR-
EXISTING LCF FUNDING. ALSO
RATHER THAN PROVIDE ADDITIONAL
FUNDING WE THINK THAT THE STATE
CAN TAKE STEPS TO PROVIDE. A
GREATER TRANSPARENCY REGARDING
HOW FUNDING IS SPENT ACROSS
SCHOOLS FAITH. OF ANSWERING IT
CONSISTENCY AND A FISCAL
REPORTING ACROSS SCHOOL SITES
CAN BE A CHALLENGING. SO INSTEAD
OF USING SPENDING DATA TO-
INCREASE TRANSPARENCY WE'RE
RECOMMENDING FOCUSING ON HAVE
HOW THE STAFF OR ALLOCATED
ACROSS SCHOOL SITES. A SINCE
MOST SCHOOL SPENDING IS RELATED
TO- OF STAFF COMPENSATION.
SPECIFICALLY RECOMMEND THE STATE
REQUIRED DISTRICTS TO PUBLICLY
REPORT OUTSIDE OF THEIR L. CAPS
THREE DATA POINTS FOR EACH OF
THEIR SCHOOL SITES. OF THE FIRST
BEING THE SERVE TEACHERS THAT
ARE ARMED FULLY CREDENTIALED
IMPROPERLY ASSIGNED. THE SECOND
THE SURE OF TEACHERS WITH LESS
THAN THREE YEARS OF EXPERIENCE
ACROSS ALL SCHOOL SITES. AND THE
THIRD IS THE STUDENT TO TEACHER
RATIO THAT YOU SCHOOL SITE. THIS
IS ALL INFORMATION THAT THE
STATE COLLECTS IN SOME SHAPE WAY
OR FORM BUT IS NOT IN A FORMAT
THAT IS EASILY EASILY ACCESSIBLE
FOR A FAMILIES TO LOOK AT AND
COMPARE. BETWEEN SCHOOLS WITHIN
THEIR DISTRICT. HAVING THIS
INFORMATION WOULD GIVE THE
PUBLIC IN THE STATE A GOOD SENSE
OF HEALTH TOTAL FUNDING IS
SPREAD ACROSS SCHOOLS NOT JUST.
SUBLIMINAL CONCENTRATION GRANT
FUNDING. AND THOUGH WHETHER A
DISTRICT HAS TO DO SIGNIFICANT
DISPARITIES. UNDERSTAFFING
ACROSS THAT THE DISTRICT. ALSO
REGARDING THE OF PROPOSED A KEPT
CHANGE WITH THEM TO BE POSITIVE
AS THE- THIS TO BRING GREATER.
ATTENTION TO LOWER PERFORMING
SCHOOLS IN SUBGROUPS. WE ARE
RECOMMENDING THE LEGISLATURE
ATOP ALL OF THE- KEPT CHANGES
WITH JUST A FEW MODIFICATIONS.
OF OUR RECOMMENDATIONS ARE ON
EITHER MORE COVERED IN DETAIL ON
PAGE FIFTEEN OF THE GENDER ONE.
PARTICULAR ONE THAT A HIGHLY
HERE TODAY IS REGARDING THE
FOCUS GOALS THAT'S REQUIRED FOR
ALL SCHOOLS THAT WOULD RECEIVE
ALL EQUITY MODE FOR FUNDING AS
WELL AS HAVING. OF SCHOOLS ARE
SUB GROUPS THAT ARE ON THE
LOWEST OF PERFORMANCE INDICATOR
ON THE SCHOOL DASHBOARD- AS
PROPOSED ONLY THE FOCUS SCHOOLS
FOR THE EQUITY MULTIPLIER
PROPOSAL. A RESERVE MAKING WHAT
FOR SCHOOLS FOR THE RECEIVE THEM
FUNDING. WOULD I BE REQUIRED TO
REVIEW WHETHER THEY HAVE ANY-
DISPARITIES WITHIN THEIR
STAFFING. AND THEN TAKE ACTIONS
TO ADDRESS THOSE WITHIN THEIR
FOCUS SCHOOLS. SO WE'RE
RECOMMENDING THAT THIS A
REQUIREMENT BE- EXTENDED TO ALL
THE FOCUS SCHOOLS AND THAT
SCHOOL DISTRICT WILL BE ABLE TO
USE THE THREE DATA POINTS THAT I
HAVE HAD TO- RECOMMEND WE WERE
COMMITTING- THEY JUST DESCRIBED
- THE V- OFF. MAKE MINOR- MINOR
. WERE FROM OTHER. TO PROVIDE
GREATER. ON THE MAJOR UPDATE ON
THE L. CATS. AS WELL AS-
EXPLORING WAYS THAT THE STATE
CAN MAKE ALL CANCERS SHORTER IF
THESE ARE DOCUMENTS THAT ARE.
TWO HUNDRED PLUS PAGES OFTEN-
LESLIE ON ON MY PIECE WE THINK
THAT CLARITY IS NEEDED ON
WHETHER SPENDING SUPPLEMENTAL
CONCENTRATION GRANT. FUNDING OUR
LOW PERFORMING RACIAL SUBGROUPS
IS ALLOWABLE UNDER CURRENT LAW.
IN OUR CONVERSATIONS WITH US
COUNT DISTRICTS AND COUNTY
OFFICES OF EDUCATION WE'VE HEARD
DIFFERING OPINIONS. WE THINK
THAT- FUNDING ACTIVITIES TO
SUPPORT LOW PERFORMING RACIAL
SUBGROUPS OF CONSISTENT WITH THE
INTENT OF BOTH YOUR FIRST TO
CLOSE ACHIEVEMENT GAPS. AND THE
AT THIS TIME WE DO NOT THINK
THAT STATUTORY CHANGES ARE
REQUIRED TO MAKE THIS ALLOWABLE
BUT RATHER. THAT THEY CAN
PROVIDE ADDITIONAL CLARITY TO
DISTRICTS TO ENSURE THAT THEY'RE
ABLE TO DO WITH- THAT CONCLUDES
THAT CONCLUDES MY PORTION OF THE
OF THE PRESENTATIONS WILL TURN
OVER TO MY COLLEAGUE THERE
CORRECTIVE. HI GOOD AFTERNOON
SARAH CORTEZ L. A. L. UNSOLVED
SPEAK ON THE SYSTEM OF SUPPORT
PROPOSALS I'M SO GENERALLY WE
THINK THE SYSTEM OF SUPPORT
PROPOSALS ARE AN IMPROVEMENT
OVER CURRENT PRACTICE-
SPECIFICALLY CURRENT LAW DOESN'T
SPECIFY WHEN OTHERS- SYSTEM OF
SUPPORT ENTITIES ARE TO PROVIDE
ADDITIONAL ASSISTANCE- AND WHILE
THE PROPOSED CHANGES HELP TO
ENSURE THAT ELEAZAR RECEIVED
SUPPORT FROM. THESE ENTITIES- IN
OTHER ENTITIES INVOLVED IN THE
SYSTEM WHICH WE THINK IS
PARTICULARLY IMPORTANT IN CASES
WHERE LITTLE TO NO OF
IMPROVEMENT HAS OCCURRED. A WE
DO THINK THERE NEEDS TO BE SOME
CLARITY AROUND THE TYPE OF
SUPPORT GEOGRAPHIC LEADS WILL
PROVIDE ONCE AN ALLEY EIGHT IS
INDIFFERENT SHOULD ASSISTANCE
FOR THREE OR MORE YEARS- THERE'S
TWO SPECIFIC THINGS WERE
RECOMMENDING THE FIRST IS THAT
THE ASSISTANCE BE MORE INTENSIVE
COMPARED TO DIFFERENTIATE
ASSISTANCE PROVIDED BY THE COE.
AND THE SECOND IS THAT THE
SUPPORT TAKE INTO CONSIDERATION
THE STRATEGIES THAT THE L.
LIAISON HAVE ALREADY
IMPLEMENTED. WITH REGARD TO THE
PROPOSED EQUITY LEAVES WE THINK
THE ROLE OF THE EQUITY LEAD- IS
DUPLICATIVE. OF OTHER- OTHER
SYSTEM OF SUPPORT AND- WITH
ADDED. FOR SUPPORT THAT ADDRESS
RACE TO. A WE QUESTION HOW THE
SUPPORT EQUITY LEAVES WILL
PROVIDE WILL BE DIFFERENT OR
MORE EFFECTIVE. THAN OTHER
SUPPORT PROVIDED THROUGH THE
SNOW SUPPORT ENTITIES. I ALSO
WANT TO HIGHLIGHT THE FOCUSING
ON RACIAL DISPARITY SHOULD BE A
CENTRAL PART OF DIFFERENTIATE
ASSISTANCE- SINCE MANY DISTRICTS
ARE IDENTIFIED FOR HAVING
PERFORMANCE ISSUES AMONG
SPECIFIC RACIAL GROUPS- IF THE
LEGISLATURE ADOPTS THE PROPOSAL
TO CREATE EQUITY LEADS- WE
RECOMMEND THE STATE HAVE A
CLEARER AND NARROWER OBJECTIVE
FOR THESE ENTITIES TO AVOID THE
DUPLICATIVE WORK. ON FOR EXAMPLE
THE LEGISLATURE COULD SPECIFY
THAT THE EQUITY LEAD IS TASKED
WITH PROVIDING TRAINING TO SEE A
LEADS TO ENSURE EQUITY IS AT THE
CENTER OF THE FRENCH ASSISTANCE
AND INCORPORATED INTO ALL
IMPROVEMENT ACTIVITY AND
INITIATIVES. THE OTHER THING WE
RECOMMEND IS THAT THE
LEGISLATURE CLARIFY THAT ALL
ENTITIES WITHIN THE SYSTEM OF
SUPPORT NOT JUST THE EQUITY
LEADS- SHOULD BE ADDRESSING. I'M
SHOULD SUPPORT DISTRICTS IN
ADDRESSING RACIAL DISPARITIES
AND THAT CONCLUDES MY REMARKS
THANK YOU. THANK YOU VERY MUCH
AND THEN WE'RE GOING TO MOVE ON
TO THE DEPARTMENT OF EDUCATION.
AREA BURKE. GOOD MORNING ARCHIE
GOOD AFTERNOON- MISTER CHAIR
MEMBERS GOOD TO SEE YOU ALL IN
PERSON- LET JOHNSON AND CALVIN
PART OF EDUCATION. ON BEHALF OF
SUPERCENTER PUBLIC INSTRUCTION
TONY THURMOND- CD CALIFORNIA
PART OF EDUCATION IS COMMITTED
TO ACCELERATING LEARNING GAINS
AND CLOSING OPPORTUNITY GAPS.
ARE BLACK STUDENTS AMERICAN
INDIAN STUDENTS HOMELESS YOUTH
AND STUDENTS WITH DISABILITIES
HAVE A CHRONIC ABSENTEEISM RATE.
OVER 40% COMPARED WITH THE STATE
RATE OF 30% MANY OF THE STUDENTS
ALSO FALL INTO A HIGH NEED
SCHOOLS IN OUR STATE. THE
GOVERNOR'S PROPOSED EQUITY
MULTIPLIER WOULD PROVIDE
ADDITIONAL FUNDING FOR THE
HIGHEST POVERTY SCHOOLS IN OUR
STATE. THE THREE HUNDRED MILLION
ONGOING FUNDING IS INTENDED TO
AUGMENT RESOURCES TO SUPPORT THE
HIGHEST NEED SCHOOLS. IN THE
STATE AND HIGHLIGHT THE
IMPORTANCE OF EQUITABLE
ALLOCATION OF RESOURCES. BY
ELEAZAR OR LOCAL EDUCATION
AGENCIES. THIS IMPORTANT OPPOSE
WILL CREATE A NEW SUBMIT THE
GRANT. TO THE LOCAL CONTROL
FUNDING FORMULA L. CFF FUNDING
THE STATE'S POOR SCHOOLS AND
TARGETING RACIAL DISPARITY
STATEWIDE. THE DALLAS COULD HELP
CLOSE THE ACHIEVEMENT GAP. IN
OUR BLACK AMERICAN INDIAN
INSTANCE DISABILITIES AND
STUDENTS WITH THE LOWEST
PERFORMING STUDENT OUTCOMES. SHE
TO THIS PROPOSAL IS THE ONGOING
FUNDING. OVER THE PAST FEW YEARS
THE STATE HAS LAUNCHED SEVERAL
BUDGET PROGRAMS WITH THE GOAL OF
ENHANCING OUTCOMES FOR DIVERSE
STUDENT POPULATIONS. HOWEVER
THESE PROGRAMS HAVE BEEN USING
ONE TIME FUNDING WHICH POSE A
SIGNIFICANT OBSTACLE TO
EFFECTIVE LONG TERM PLANNING. WE
CONTINUE SUPPORT PROGRAMS THAT
DELIVER ONGOING FUNDING TO
ELEAZAR. WHICH WILL ALLOW THEM
TO FOCUS CONSISTENT ASSISTANCE
IN STUDENTS AND LOW PERFORMING
SUBGROUPS. WE KNOW THAT FACTORS
SUCH AS LOW GRADUATION RATES
CHRONIC ABSENTEEISM. AND HIGH
SUSPENSION RATES. COULD LEAD TO
LOWER ACADEMIC PERFORMANCE. AS A
RESULT WE MUST PRIORITIZE
FUNDING FOR HIGH NEEDS SCHOOLS.
TO HELP OUR HIGH NEED STUDENTS
SUCCEED. THAT CLEAN WATER PARK
OPPOSE THE ALSO FELT AS AN
ACCOUNTABILITY FRAMEWORK. THAT
WILL ENSURE THAT ELEAZAR MUST
DEMONSTRATE THE COMMITMENT. TO
USING THESE FUNDS EFFECTIVELY TO
IMPROVE ACADEMIC PERFORMANCE OF
THEIR STUDENTS. THE GOVERNOR'S
BUDGET ALSO PROPOSES SEVERAL
CHANGES TO THE L. CATS. LOOTING
FOCUS GOALS FOR SCHOOLS
RECEIVING THESE FUNDS. AND
SPECIFIC REQUIREMENTS IN THE
SYSTEM OF SUPPORT AIMED AT
ADDRESSING THE NEEDS. OF LOW
PERFORMING ELEAZAR SCHOOLS AND
STUDENT SUBGROUPS. FIFTY S. IS
SUPPORTIVE- THROUGH SUPPORTIVE
OF MOST OF THE PROPOSED CHANGES
AND IS WORKING WITH THE
DEPARTMENT OF FINANCE AND LYFT
HAVE PARTNERS TO MAKE SURE THESE
MODIFICATIONS ARE IMPLEMENTABLE.
AND PRACTICAL FOR DISTRICTS. IT
IS IMPERATIVE THAT WE DELIVER
THE INTENT. OF AQABA EDUCATION
OPPORTUNITY THROUGH THE L. C. F.
F. A THREE HUNDRED MILLION
DOLLARS IS A GOOD STARTING
PROVIDING ADDITIONAL FUNDING.
FOLLOW THE FORM STUDENT
SUBGROUPS TO DELIVER ON THE
PROMISES MADE WE MUST ADDRESS
THE INEQUITIES THAT EXIST AND
CLOSE THE OPPORTUNITY GAP. THE
SUPERINTENDENT PLACES EQUITY AND
OPPORTUNITY FOR ALL STUDENTS. AT
THE CENTER OF HIS AGENDA. THIS
AND THIS ALIGNS WITH THAT CHARGE
THANK YOU. THANK YOU IN SET
COMPLETE THE CDA. THE
DEVELOPMENT OF EDUCATION
PRESENTATION. AND I WON A THEORY
OF QUESTION FOR EVERYBODY BUT
LET ME JUST. UP FOLLOW UP
BECAUSE YOU SAID YOU SUPPORT
MOST OF THE PROPOSALS. ARE YOU
FREE TO COMMENT ON WHERE YOU
THINK THERE NEEDS TO BE
IMPROVEMENT THAT'S NOT IN THE-
CATEGORY OF MOST NO IT IN TERMS
OF MOST LIKE I GUESS. I WAS A
MISSPOKE WHEN IN TERMS OF THE-
THE SPIRIT OF THAT COME WITH
MORE SO THAT WE CAN LOOK FOR TO
FURTHER ENGAGE WITH APARNA
FINANCE. AND THE LEGISLATURE HAS
A NASTY SURPRISE US GREAT THANK
YOU. AND THEN I WANT. ONE OF THE
INTERESTING THINGS THAT CAME UP
AT JUST ONE QUESTION THEN I'LL
GO TO MEMBERS- IT IS THE REAL.
OF THE AQUATIC- EQUITY
MULTIPLIER AND ACCOUNTABILITY TO
OTHER PROGRAMS IN IT THAT'S WHAT
SORT OF AN ETHEREAL QUESTION I
MEAN WHAT DOES IT BUILD ON OR
WHAT DOES IT DRAW OUT IN OTHER
PROGRAMS IT WOULDN'T BE DRAWN
OUT IF IT WORKS FOR THIS BEING
ADDED ON TO IT I'M- I'M LOOKING
FOR MORE THAT FIT. TOGETHER
BECAUSE I THINK THAT THE A LOT
OF THE ANALYSIS AND DISCUSSION
IS MEANT TO LOOK AT IT
SEPARATELY RATHER THAN
UNDERSTAND HOW IT MIGHT BE.
DRAWING THINGS OUT OF OTHER
PROGRAMS AND ALL START WITH THE
DEPARTMENT OF FINANCE. THANK YOU
IN A GRANT DEPARTMENT OF FINANCE
SO WE SEE THIS FITTING THIS
EQUITY MULTIPLIER PROPOSAL
FITTING IN. NEATLY WITHIN OUR
EXISTING ACCOUNTABILITY SYSTEM
AND SO WE THERE ARE CERTAIN
PARTS OF THE EQUITY MULTIPLIER
THAT ARE TAILORED INTO THAT
TRAILER BILL LANGUAGE CHANGES WE
MADE TO. PARTS OF THE
ACCOUNTABILITY LANGUAGE AN AD
CODE SO FOR EXAMPLE- THE
REQUIRED FOCUSED GOALS IS A GOOD
EXAMPLE WE REQUIRE FOCUSED GOALS
IN TWO INSTANCES- YOU KNOW ONE.
IF THERE IS A RED INDICATOR A
LOWEST PERFORMANCE FOR THAT
ALLEY A INTO IS IF THEY'RE
RECEIVING THAT CODY MULTIPLIER
FUNDING SO WE DIRECTLY LINK IT.
AND THEN THE EQUITY LEADS ARE
ALSO PART OF THE SYSTEM OF
SUPPORT AND THOSE THAT THAT IS A
BUILT IN COMPONENT OF THE EQUITY
MULTIPLIER. BUT THE IMPLICATION
IS THAT. IT WILL HAVE SOME
RESULTS THAT. WOULDN'T HAPPEN
WITHOUT ITS ADDITION TO. TO DO
THAT WITH THE LEADS. YES WE SEE
THAT AS AN EXTENSION OF THE
ACCOUNTABILITY. SYSTEM THAT WE
ALREADY HAVE IN PLACE THE EQUITY
MULTIPLIER WHICH WOULD PROVIDE
FURTHER RESOURCES TO THE MOST IN
NEED DISTRICTS. AND WE AND- I
THINK OF. WE SEE WE'VE WE SEE
THE FUNDING GOING TO THOSE
DISTRICTS THAT ARE HAVE THE
LOWEST PERFORMING WE SEE THAT.
ONE TO ONE EVEN THOUGH THE
FUNDING FORMULA FOR THE EQUITY
MULTIPLIER IS ALLOCATED BASED
ON. THE A FREE MEAL ELIGIBILITY
THRESHOLDS THAT WE THAT
INSTITUTE- WE SEE THERE BEING A
GREAT OVERLAP WITH THE LOWER
PERFORMING STUDENTS UP GROUPS.
NOW I. HAVE A I WORKED LAST YEAR
TO SAVE A HOSPITAL IN A
DISADVANTAGED COMMUNITY AND I
COULD NEVER. YOU JUST SAID
DISADVANTAGED WELLS NOW FLOODED
. BUT IT WAS A JUST A
DISADVANTAGE AND NOBODY GETS IT
BUT WHEN I COULD SAY THE
PERCENTAGE OF. OF FREE AND
REDUCED MEALS THEN IT'S SORT OF
TARGETED WHERE THEY WORK- DOES
THE L. A. O. HAVE ANY COMMENTS
ON SORT OF HOW THAT MIGHT
REGIONAL QUESTION ABOUT HOW THIS
MIGHT DRAW OUT TO ANOTHER
PROGRAMS OR ADD TO IT. I KNOW
YOU'RE NOT USED TO IT THE REAL
QUESTIONS HERE YEAH YEAH I WILL
SAY WHEN WE DID LOOK AT THESE-
MUCH CHANGES WE ARE LOOKING AT
THEM AND THAT'S KIND OF WHAT IS
THE PROPOSAL SPECIFICALLY TO THE
SYSTEM OF SUPPORT AND WHAT IS
REFUSAL TO. YOU KNOW WHAT TO
PROVIDE THESE EQUITY LEADS ALL
SAY THAT OUR RECOMMENDATIONS
HERE ON THE EQUITY LEAVES ARE
RECOMMENDING- RIGHT YOU KNOW
SAYING THAT IF YOU PUT IT EVEN
KIND OF RECOMMENDING DIFFERENT
CHANGES TO THIS WALL. JONES
NECESSARILY HAVE TO GO ON A LINE
WITH THE EQUITY MULTIPLIER
FUNDING WE THINK THAT THAT
STANDS ON ITS OWN I KIND OF
ASIDE THE POINT THERE'S
IMPROVEMENTS TO THE SYSTEM-
DIDN'T IT WOULD IT WOULD HAVE TO
LIVE WITHIN THAT SYSTEM WITHOUT
KIND OF THE MULTIPLIER FUNDING
IN THE MULTIPLIER OF CRITERIA
FOR THAT FUNDING. AND I'LL JUST
ADD FOR THE- PROPOSED FOCUS
SCHOOLS THAT'S ONE OF OUR-
RECOMMENDATIONS OF THAT THE
SPECIFIC REQUIREMENT TO ADDRESS
THOSE STAFFING DISPARITIES THAT
ONLY EXISTS FOR THE EQUITY
MULTIPLIER SCHOOLS. THAT THAT
WOULD BE- AND THE EXTENDED TO
THE- FOCUS GOES FOR EARLY. OF
SCHOOLS THAT ARE ON OR DISTRICTS
THAT ARE HAVING A LOW
PERFORMANCE INDICATORS ON THE
SCHOOL DASHBOARD. SO IN EFFECT
ON THAT PIECE WOULDN'T
NECESSARILY BE TIED TO EQUITY
MULTIPLIER FUNDING BUT IF. A
SCHOOL DISTRICT HAD. A SPECIFIC
SCHOOLS OF SUBGROUPS WITHIN THE
DISTRICT THAT ARE. IN THE RED ON
THE SQUARE DASHBOARD OF THOSE
PERFORMANCE INDICATORS THAT THEY
WOULD HAVE TO FLY BE FLAG. AND
DEVELOP GOALS AND SPECIFIC
ACTIONS TO ADDRESS OUR STUDENTS.
AND WITH OUR RECOMMENDATIONS OUT
YOU KNOW THE EQUITY MULTIPLIER
REQUIREMENTS. WOULD WOULD APPLY
TO THOSE- FOCUS BECAUSE WHILE.
TO KIND OF LIVE ON ITS OWN IF
THAT MAKES SENSE OKAY THANK YOU
VERY MUCH. DEPARTMENT OF
EDUCATION AND INCOMES. THE YOU
CHAIR- ARC OUR VIEW ALIGN THE
COMPASS MADE BY THE PUBLIC.
MONT'S FASCINATING MOMENT. A
HOME THAT'LL GO TO MEMBERS OF
THE COMMITTEE AND ASK- GENERAL
TROUBLED. LET ME JUST BEGIN BY-
JUST BECAUSE SOME COMMENTS THAT
I WAS REVIEWING THIS AND I WAS.
VERY EXCITED TO SEE SOME OF THE
CHANGES WITH THE DEPARTMENT OF
FINANCE WITH REGARDS TO-
REQUIRING A CHANGE OF ACTIONS IF
THE PROS ARE NOT EFFECTIVE-
AFTER THREE YEAR PERIOD. I
REMEMBER MY VERY FIRST YEAR-
HERE IN THIS COMMITTEE I HAVING
ASKED SPECIFICALLY. YOU KNOW HOW
LONG SHOULD WE GIVE A PROGRAM-
TO EXIST BEFORE WE EVALUATE. AND
WHETHER OR NOT IT'S AN EFFECTIVE
PROGRAMMING ON NOVEMBER AT THE
TIME. THERE WAS NO ANSWER. MAKE
THE COULD NOT ANSWER THE
QUESTION SO THE FACT THAT YOU
FOLKS HAVE PUT THIS. IN THIS
PROPOSAL HAS GIVEN THE PROGRAM
THREE YEARS TO ENSURE THAT IT IS
EFFECTIVE. M. I THOUGHT WAS VERY
EXCITING. WHEN THEY'RE I ALSO
REALLY APPRECIATED THE FACT
THAT. THE FUNDING IS ON GOING
THAT YOUR ALLOCATE A SPECIFIC
AMOUNT OF MONEY THAT IS ONGOING
BECAUSE IT IS VERY DIFFICULT FOR
EDUCATIONAL SYSTEMS TO BE ABLE
TO. BUDGET ON A YEARLY BASIS- IN
BETWEEN THOSE THOSE THOSE NEED
SO KUDOS ON THAT AND THERE WERE
A LOT OF NEW THINGS HERE THAT
YOU FOLKS I DID THAT. WERE VERY
EXCITING FOR ME- IN ORDER. TO
HELP IMPROVE OUR LOWEST
PERFORMING SCHOOLS- IN THAT. I
DID HAVE A QUESTION- JUST FOR
CLARIFICATION FOR THE RECORD AS
FAR AS- I KNOW THAT THE L. A.
HAD SOME CONCERNS WITH
DUPLICATIVE. WORK WHICH I'M NOT
SURE WHICH WOULD LIKE TO TAKE
THE LEAD ON ON THE ANSWERING THE
QUESTION BUT WITH REGARDS TO- IN
THIS ADDITIONAL FUNDING FOR
LOWEST PERFORMING SCHOOLS. WHAT
DO YOU FORESEE ADAM. BESIDES
WHAT'S ON HERE BUT WHAT DO YOU
FORESEE. ADDING TO A SUPPORT OUR
OUR STUDENTS OR THE SCHOOLS IN
ORDER TO HELP IMPROVE THAT- THAT
PERFORMANCE WITHIN THIS- WITH
THIS BE AT WITH THIS WITH THIS
FUNDING. WHO DIRECTOR FOR. TO
EITHER ONE OF THEM WHOEVER LIKES
TECHNICALLY YEAH I CAN START ON
OUR AND OUR COMMON IN I WANT TO
CLARIFY THAT OUR COMMENT WAS
ABOUT DUPLICATIVE WORK WITH
SPECIFICALLY WITH REGARD TO THE
PROPOSED EQUITY LEADS SO WE HAVE
THE SYSTEM OF SUPPORT WHERE
THERE'S COUNTY OFFICES OF
EDUCATION AND THERE'S REGIONALES
IN THEIR SELF BELIEVE. ALL OF
THE SYSTEM ALL OF THESE ENTITIES
ARE INTENDED TO SUPPORT
DISTRICTS THAT ARE IDENTIFIED
FOR DIFFERENT SHOULD ASSISTANCE
IN SOME CAPACITY- AND SO WHAT
WE'RE SAYING IS THAT IF YOUR- IF
AS IT BUST DISTRICT IS
IDENTIFIED FOR ERROR- HAVING
PERFORMANCE ISSUES FOR SPECIFIC
RACIAL SUBGROUPS IN THE AT THE-
EVERYBODY SHOULD BE SUPPORTING
THE DISTRICT AND- IN IMPROVING
ACADEMIC PERFORMER PERFORMANCE.
WITH FOR THOSE RACIAL- SUBGROUPS
I'M SO HAVING AN EQUITY LEAVE
KIND OF DO THAT- ADD TO KIND OF
BE TASKED WITH THAT WORK- COULD
COULD BE DUPLICATIVE OF THE WORK
THAT EVERYBODY'S SUPPOSED TO DO
SO WE'RE JUST SAYING TO CLARIFY.
EXACTLY WHAT THEY'RE SUPPOSED TO
DO SO IT IS INDICATIVE IT IS
IT'S MORE NARROWING. THE BIG-
FOR A FOR THESE ENTITIES IF THE
FROM A PLACE THAT YOU WANTED TO
ADOPT- THE PROPOSAL FOR THOSE
CREATING THOSE EQUITY LEADS. AND
I ADDRESS COMMENTED WELL WE DO
CONQUER WE DON'T DISAGREE THAT
THE OTHER DAY LEEDS SHOULD BE
FOCUSED ON EQUITY AS WELL WE
ARE. CIVICALLY INTERESTED IN
EQUITY LATE LEADS BRINGING IN
THEIR EXPERTISE TO THOSE AREAS
WHERE TO THOSE ELEAZAR WHERE
THAT NEED THE EXTRA HELP ON ON
CLOSING THOUGH THOSE SUBGROUP
DISPARITIES THAT DIFFERENT
DISPARITIES THAT EXIST. ON THE
LOWEST PERFORMING- ELEAZAR- AND
SO. WE AGREE THAT GEOGRAPHICALLY
IT SHOULD BE SHOULD HAVE THAT AS
A- YOU KNOW- THE NATURAL BUILT
IN FOCUS AS WELL WHEN THEY'RE
PROVIDING THEIR ASSISTANCE ON
DIFFERENT YOU CONSISTENT OR
WHATEVER IT IS. BUT WE FEEL THAT
THE EQUITY BEACHWOOD
SPECIFICALLY SERVE. EXPERT AND A
PURPOSE. FOR ENTERING THE EQUITY
EQUITY CAPITAL TWENTY FOR THIS
PARTICULARLY A PROCESS. OKAY
WELL THANK YOU VERY MUCH AND-
EXCITED JUST SOME OF THESE
CHANGES OF ACCOUNTABILITY IN
THERE AS WELL- AND THAT WAS I
THINK THAT CAN BE VERY HELPFUL-
I'M OPTIMISTIC ACTUALLY ON ON
THAT FRONT SO THANK YOU VERY
MUCH FOR INCLUDING THOSE
THOUGHTFUL- MODIFICATIONS.
SO I WANTED TO FOLLOW UP IN LA
AS POINT I THINK THE CHAIR
TOUCHED ON THIS BUT YOU KNOW
WHAT I'M LOOKING AT THE BUDGET-
FROM LAST YEAR PROP NINETY EIGHT
IN THE L. C. F. F. I THINK WE
HAD FOURTEEN AND A HALF BILLION
DOLLARS. IN SUPPLEMENTAL
CONCENTRATION IN ADAM GRANT'S
AND THAT WAS ALMOST 20% OF ALL
I'LL SEE IF I FUNDING LAST YEAR-
AND IT'S EASY TO THROW THIS
ANOTHER THREE HUNDRED MILLION
AND AT A PARTICULAR PROBLEM BUT
I GUESS. YOU KNOW THAT WE FACE A
LOT OF CHALLENGES AND WE HEAR
ABOUT THEM IN OTHER HEARINGS YOU
KNOW WE HAVE A VERY AT FOOD AND
HOUSING AND SECURE. COMMUNITY
COLLEGE POPULATIONS AND YOU KNOW
DOLLARS ARE SCARCE THIS YEAR AND
I GUESS YOU KNOW BY THE L. A. O.
MAKES THE POINT THAT THAT WE
HAVE A LOT AND AGAIN FOURTEEN
AND A HALF BILLION DOLLARS IN
FUNDING THAT IS SPECIFICALLY
DESIGNED. AND MEANT TO TARGET-
UNDER PERFORMING OR AT RISK-
SCHOOLS AS I GUESS I GUESS I
JUST WANTED TO HEAR IT. MAYBE ON
SOME OTHER ANOTHER LEVEL I THINK
YOU ANSWERED THIS MISS GRANT TO
SOME DEGREE THAT THAT YOU KNOW
WE CAN TARGET IT BUT- BUT WHY
CAN'T WE TO THE ALEJO'S POINT
JUST RESTRUCTURE SOME OF THE
EXISTING. TARGETS AND GOALS IN
WAYS THEY CAN RE ROUTE THAT
EXISTING MONEY FOURTEEN A HALF
BILLION DOLLARS OR WHATEVER BE
THIS YEAR RATHER THAN CREATING
NEW PROGRAM WITH MAYBE A NEW SET
OF RULES AND BUREAUCRACY AND
COMPLIANCE- AND SO BE IT JUST
WAS HOPING THAT YOU ARE THEIR
PART IN EDUCATION I DO ANSWER
THAT- TO PERMIT A FINANCE. SURE
I COULD TAKE A STAB I THINK- WE
SEE THIS AS EXISTING OUTSIDE OF
THE L. C. F. F. AND- THEIR
SPECIFIC. TIGHTER PARAMETERS FOR
THIS EQUITY MULTIPLIER FUNDING-
THAT WOULD PROVIDE THE
ADDITIONAL RESOURCES THAT. THESE
DISTRICTS. FIVE THE DISTRICT AND
HIGHEST NEED- WOULD WOULD BE
ABLE TO USE SO. IT IS UP.
DEFINITELY AN OPTION TO GO A
DIFFERENT ROUTE BUT WE SEE. WE
SEE THIS FUNDING AS- A INTEGRAL.
AS A AS AN INTEGRAL PIECE IN THE
BROADER ACCOUNTABILITY CHANGES
WERE PROPOSING. SO I THINK THAT
COUNT ABILITY CHANGES I WOULD
SAY. THOSE THOSE AMENDMENTS-
WOULD AGREE WITH YOUR POINT THAT
WE HAVE ALL OF THESE. ALL OF
THESE EXISTING DOLLARS. LET'S
TIGHTEN THE ACCOUNTABILITY.
SYSTEM THAT WE CURRENTLY HAVE
FOR THAT FOR THOSE FUNDS. AND
OUR OUR PROPOSAL IS TO SIMPLY
ADD ON OUTSIDE OF THE LCF AT.
THAT ADDITIONAL TIGHTER NARROWER
AND NARROWER MORE NARROWLY
DEFINED. FUNDING SOURCES FORT TO
ADDRESS A SPECIFIC PURPOSE. IN
THIS WILL COME OUT OF THE
GENERAL PARTNER THE FUNDING
RIGHT YES OKAY SO I MEAN WHERE
WOULD YOU SEE THIS FUNDING
COMING FROM LIKE WHAT WOULD BE
THE TRADE OFFS BECAUSE AT SOME
POINT WE HAVE TO TAKE THREE
MILLION DOLLARS FROM SOMEWHERE
ELSE RIGHT. MY COLLEAGUE CAN
ANSWER SURE. AMBER ALEXANDER
WITH THE DEPARTMENT OF FINANCE I
I'M NOT SURE THAT THAT IT'S
NECESSARILY A IT AN APPLES FOR
ORANGES TYPE OF US WHICH I THINK
WE REVIEW AND THE PROPOSITION
NINETY EIGHT PACKAGE. IN ITS
ENTIRETY I'M AND MAKE DECISIONS
BASED ON A PRIORITIES AND
CONVERSATIONS THAT HAVE
OCCURRED. I THINK WE WOULD SEE-
YOU KNOW TARGETING LOW
PERFORMING STUDENT SUBGROUPS OF
AN AREA OF GREAT NEED
PARTICULARLY COMING OFF OF THE
PANDEMIC- AND I THINK WE WOULD
VIEW THE INVESTMENT OF THE
EQUITY MULTIPLIER AS WELL AS THE
RELATED ACCOUNTABILITY CHANGES.
NOT NECESSARILY A SEPARATE FROM
THE HEALTH EFFECTS FUNDING I
THINK WE WILL HARD IF WE AGREE
THAT THE SUPPLEMENTAL AND
CONCENTRATION GRANTS FUNDS THAT
ARE GENERATED THROUGH THAT
FUNDING FORMULA. SHOULD BE USED
TO TARGET OUR LOWEST PERFORMING
STUDENT GROUPS- BUT WE DO
RECOGNIZE THAT AND IN SOME AREAS
MORE IF NEEDED AND I THINK
THAT'S WHERE YOU SEE THIS
PROGRAM COMING ON TO SUPPLEMENT.
THAT FUNDING I'M AND WHY YOU SEE
THAT THE INTER INTER TWINING OF
THE ACCOUNTABILITY- PROVISIONS
SO THAT IT DOES NOT NECESSARILY
TREATED. OR VIEWED AS A SEPARATE
INVESTMENT. I HEAR POINT I THINK
I GUESS I JUST SORT OF. SAY THAT
THE L. A- MAKES A POINT WHICH IS
WHAT IF WE HAVE FOURTEEN AND A
HALF MILLION DOLLARS WHICH-
GENERALLY SPEAKING COULD BE RE
RE PURPOSED AS SOME SMALL. WE
COULD TAKE THREE HUNDRED MILLION
DOLLARS OUT OF THAT IS THAT
CORRECT. AND WE COULD REPURPOSE
SOME OF THAT FUNDING WITH THE
EXACT SAME PARAMETERS. I CREATE
I WORK ON THE WAY WOULD BE
BUDGET IT'S NOT TAKING IT OUT
IT'S AMENDING THE FORMULA SO YES
IT WOULD BE ONE WAY YOU COULD.
YOU COULD GET THAT THOSE FUNDS
BUT- IT IT WOULDN'T BE A
STRAIGHT JUST YOU KNOW. THE
EQUITY MUST BY PROPOSAL WE HAVE
HAS CERTAIN TAILORED-
REQUIREMENTS AND SO IT WOULD BE.
IT WOULD BE A LITTLE BIT
DIFFERENT IN THAT. BUILDING IT
WITHIN THE L. C. FF. WOULD YOU
KNOW. IT WOULD JUST THIS IS THAT
OUTSIDE OF THE LCF A PROPOSAL
AND YEAH I THINK YOU ARE YOU'RE
SUGGESTING JUST. UPPING THAT
SUPPLEMENTAL CONCENTRATION
GRANT. OR OR REPURPOSE AGAIN AND
I DON'T YOU KNOW YOU'RE THE
EXPERTS- WE JUST. DO A LITTLE
OVERSIGHT HERE AND THERE BUT I
MEAN. IT IS STRIKES ME THAT
THERE'S A LOT OF. IT WILL IN THE
CASE IT SURELY AND I WAS
SPEAKING FOR MYSELF IT IS NOT IN
DEPTH OR MASSIVE AND I DON'T
PRETEND TO BE IN A SUBJECT
MATTER EXPERT BUT- IT DOES
STRIKE ME THAT THERE'S A LOT OF
FUNDING THERE IN IN THREE
HUNDRED MILLION DOLLARS IS A
VERY SMALL. FRACTION OF THE
FOURTEEN A HALF BILLION DOLLARS
THAT WE ALREADY ALLOCATED LAST
YEAR FOR. AGAIN THE GENERAL
PURPOSE OF HELPING. SCHOOLS
ELEAZAR AND STUDENTS THAT MIGHT
NEED THAT HELP MORE AND
CERTAINLY AGREED YOUR POINT THAT
WE WANT TO BE BOOSTING UP-
SCHOOLS THAT. DAY HAVE NEEDS
THAT WHERE YOU DO HAVE A LARGE
POPULATION UNDERPERFORMING
STUDENTS HAS GOT TO BE A TOP
PRIORITY FOR. OUR EDUCATION
SYSTEM BUT I GUESS. YOU KNOW IN
A DOWN BUDGET YEAR AND I'M JUST
CURIOUS IF THIS IS. THE BEST
APPROACH IN AND THE L. A. OKAY
VERY CLEARLY MAKES
RECOMMENDATION THAT THIS IS NOT
SO- DAY THAT'S JUST SOMETHING I
WILL. THINK ABOUT IT I DON'T
ABOUT MY FELLOW MEMBERS I HAD
ONE I GUESS POINT I WANT TO MAKE
IS WHETHER QUESTION REALLY. AND
I ASKED THIS YESTERDAY IN A
MEETING WE HAD BUT I JUST WANTED
TO REPEAT IT WHICH IS. WHAT IN
EFFECT IN THE AGGREGATE DO YOU
THINK THAT- ALL OF THIS THE
ACCOUNT OF ANY. PROPOSALS AND
THE EQUITY MULTIPLIER. WOULD
HAVE ON TEACHER ACQUISITION AND
RETENTION BECAUSE I SEE THAT IS
A TOP PRIORITY THROUGHOUT THE
SYSTEM RIGHT NOW- WE ARE FACING
IN A REALLY A TEACHER SHORTAGE
CRISIS. AND YOU KNOW I GUESS I
GUESS I THAT'S BOTH A QUESTION
AND A COMMENT I THINK THAT IT TO
ANY EXTENT DETENIDA AGREE WITH
WHICH WE COULD. MODIFY ANY OF
THESE TO TRY TO HELP. THAT
BECAUSE OF TEACHER RETENTION AND
HIRING I WOULD URGE YOU TO DO
THAT BUT CURIOUS YOUR GENERAL
THOUGHTS LA- IN FRONT OF FINANCE
DEPARTMENT AND- ON HOW THIS.
MIGHT AFFECT THAT THOSE GOALS.
NUMBER ALEXANDER WITH THE
DEPARTMENT OF FINANCE ALL ALL
STARDOM AND OTHERS CAN I CHIME
IN WITH THEIR PERSPECTIVE. I
THINK WE DO THE BEST VERY MUCH
FURTHERING THAT GOAL
PARTICULARLY WITH THE- EMPHASIS
ON THE FOCUS GOALS. IN AREAS OF-
ANY UNDERLYING ISSUES WITH THE
CREDENTIALING IN PREPARATION OF
TEACHERS. CERTAINLY OF
FURTHERING AND ATTENTION AT THE
LOCAL LEVEL ON THAT
CONVERSATION. DEVELOPING A GOAL
THAT IS AND- YOU KNOW TIED INTO
THE LOCAL CONTROL ACCOUNTABILITY
PLAN WHICH TIES INTO THE BUDGET-
AND HAVE SOME FUNDING BEHIND IT
TO BE ACHIEVED. AND THEN I'M TO
THE POINT. THAT AKOBO BRAVE. TO
THE EXTENT THAT THAT GOAL IS NOT
ACHIEVING THAT OUTCOME WE
APPRECIATE REEVALUATING IT IN
THREE YEARS- AND CHANGING IT. IN
IN SOME WAY TO MAKE SURE THAT
THAT GOAL IS ACHIEVED. THANK
YOU. FOR THE QUESTION- JUST JUST
IN IN GENERAL TO YOUR QUESTION-
THE SUPERINTENDENT ESSENTIALLY
HE'S HIS HIS PRIMARY GOAL HAS
ALWAYS BEEN TO CLOSE OPPORTUNITY
GAPS AND WE SEE THE PULLED ME
THAT OBJECTIVE- WE'RE VERY OPEN
TO VERY WITH THE MECHANISM MAY
BE. BUT HE'S STRICTLY ENCOURAGED
TO SEE JUST ONGOING RESOURCE FOR
STUDENTS WITH. THE NEEDED MOST
INCLUDING BLACK STUDENTS ARE
MAKING IT TO EXPRESS THAT
OCCASION STUDENTS SO IN SHORT
THE TIED INTO A TO SAY WE GARDEN
DISTANCE YOU TO WORK FOR SHORT
OR WHATNOT. ASSEMBLY THIS
FUNDING TO WHAT IT WHATEVER
MECHANISM RIVER TOLD ISN'T IS
REQUIRED TO. YOU KNOW IMPROVE
THE OPPORTUNITY GAP WERE ON
BOARD FOR. VIA A JUST KIND OF
REITERATE THAT- WE THINK THAT
THE L. KEPT CHANGES PROPOSALS
AND THE- SYSTEM ACCOUNT OUR
SYSTEM SUPPORT PROPOSAL-
POSITIVITY PROVIDE. AND BRING
GREATER ATTENTION TO STUDENT
SUBGROUPS IN SCHOOLS- BUT WORST
WERE- THE RECOMMENDATION ON
REPORT REPORTING SPECIFIC
TEACHER DATA WE- SEE THE L. C.
F. F. AS YOU KNOW THE PRIMARY
WAY THAT. DISTRICTS WOULD BE
ADDRESSING. OF THE TREATMENT
GAPS AND WE THINK THAT- SINCE
MOST OF THE OF FIFA FUNDING IS
SPENT ON TEACHER- SALARIES AND
WAGES THAT THIS WOULD BE A GOOD.
PLACE TO A ON TO FOCUS ON AND
THAT. IF IF YOU IF THE SCHOOL
DISTRICT HAS YOU KNOW FOR
EXAMPLE- CERTAIN SUBGROUPS THAT
OUR LOWEST PERFORMING ON THIS
THAT STATE DASHBOARD- YOU KNOW
THAT THEY WOULD BE ABLE TO. BE
FORCED TO DO THIS FOCUS GOALS
THAT WOULD HAVE SPECIFIC ACTIONS
AND THEY WOULD NEED TO REVIEW
THEIR- STAFFING. AND IF IT'S
FOUND THAT YOU KNOW SPECIFIC
SCHOOL SITES WITHIN A DISTRICT.
FIFTH GRADER TEACHER TURNOVER
HAVE HIGHER- BRIEF OF A TEACHER
MISS ASSIGNMENT OR- MORE THAN-
OR SO SPECIFIC CONCENTRATIONS OF
TEACHERS THAT ARE LESS. THAN TWO
YEARS EXPERIENCE THAT DISTRICTS
WOULD NEED TO. PLAY AROUND THAT
AND FOCUS OF MORE RESOURCES
SCHOOLS SITES HEARD COME UP WITH
STRATEGIES ON HOW TO BETTER
SUPPORT. THE SCHOOL SITES
SPECIFIC SCHOOL SITES THAT HAVE
THESE KIND OF ADDITIONAL
CHALLENGES. THANK YOU APPRECIATE
IT AND ADJUSTED IT REITERATE I
VERY MUCH APPRECIATE THIS
PROPOSAL AND. AND THE GOAL.
THANK YOU FOR ALL YOUR HARD
WORK. THANK YOU IN JUST BEFORE.
I RECOGNIZE SENATOR SMALLWOOD
CUEVAS ALLOW ME JUST BRIEFLY
COMMENT ON ONE OF YOUR EARLIER
QUESTIONS BECAUSE- YOU WERE.
REALLY TRYING TO GET OUT WHAT
THE TRADE OFFS AND WHAT
BUDGETARY WE MIGHT GO IN ROUTE.
AND THAT IS OUR PER VIEW AND I
THINK WE'LL JUST LOCK WHEN IT
GETS TO THE MAY REVISE AND SEE
WHAT THE- WHAT THE PROJECT SOME
OF THE REVENUES GIVEN THE TAX
STATE BUT WHAT THE REVENUES ARE.
AND WHAT THE DIFFERENT THINGS ON
THE TABLE AND THEN WE WILL. HAVE
AN OPPORTUNITY TO WEIGH IN AND
MAKE THOSE JUDGMENTS BASED ON
THE RECOMMENDATIONS SENATOR
SMALLWOOD QUITE THANK YOU THANK
YOU MISTER CHAIR AND THANK YOU
SO MUCH FOR THE INFORMATION AND
HELPING TO CLARIFY- THESE
IMPORTANT CHANGES- THERE WAS AT.
A BRIEFING- WITH THE LEGISLATIVE
BLACK CAUCUS ON THESE CHANGES
YESTERDAY AND WAS VERY HELPFUL-
TO UNDERSTAND- HOW WE MAKE THIS
POLICY BETTER. AND YOU KNOW
EQUITY IS A IS A TOUGH THING
IT'S- IT IS WHAT IS IT THAT WILL
HELP. ANY INDIVIDUAL GROUP BE
ABLE TO HAVE A LEVEL AND FAIR.
OPPORTUNITY IN PLAYING FIELD AND
IT COULD LOOK VERY DIFFERENT IN
TERMS OF WHAT THOSE PARTICULAR
GROUPS. NEED AND SOLD THIS IDEA
OF FOCUSED GOALS OF REALLY
LOOKING OUT SUB GROUPS AND
INVESTING ADDITIONAL RESOURCES-
WE ALREADY KNOW WHAT THE FUNDING
IS AND WE HAVE MADE EDUCATION
OUR PRIORITY BUT THE LACK OF
PERFORMANCE. THE DISPARITIES
THAT ARE HAPPENING THE LONG TERM
DISPARITIES IN EVEN WITH. YOU
KNOW ANNOUNCING THE EQUITY
MULTIPLIER STILL EVEN MORE
DISPARITIES PARTICULARLY AS IT
RELATES TO THE SHARE OF
RESOURCES THAT ACTUALLY GOT TO-
SCHOOLS WHERE THEY WERE HIGH
DENSITIES OF BLACK STUDENTS SO
WE HAVE TO CONTINUE TO WORK
ADDED AND I SEE THIS IS AN
EFFORT. TO DO THAT AND TO BE
VERY INTENTIONAL ABOUT GETTING
THOSE GROUPS OF STUDENTS- WHAT
THEY NEED- AND- AND I APPRECIATE
THE CHAIR'S COMMENT THAT WE CAN
LOOK AT THIS ONCE WE SEE THE
FULL BUDGET BUT- WE HAVE TO
CONTINUE TO BE VIGOROUS ABOUT
IMPLEMENTING EQUITY AND WE KNOW
IT'S HARD AND IT MEANS
ADDITIONAL FUNDS SO I JUST
WANTED TO MAKE THAT POINT. MIKE
MY QUESTION IS ABOUT. AS HOW
THIS ADDITIONAL- SUPPORT- THAT
THE EQUITY LEADS WILL PROVIDE-
SOMEONE TALKED ABOUT THAT THEY
HAVE A THAT THERE IS SOME LEVEL
OF- EXPERTISE- IF WE COULD
EXPAND A LITTLE BIT ABOUT THAT
EXPERTISE OF THE EQUITY LEADS
OUR EXPECTATIONS FOR THAT. I AND
II IN WHAT WAYS WILL- THEY
COORDINATE WITH THE SCHOOL
DISTRICTS WITH THE ACTUAL-
OFFICES OF EDUCATION AT THE
COUNTY LEVEL THE STATE SYSTEM
AND THEN ALSO WITH THE
INDIVIDUAL RIGHT- TEACHERS AND
STUDENTS THAT. THAT HAVE- THESE
VERY SPECIALIZED NEEDS I'M
TRYING JUST TRYING TO
UNDERSTAND. BECAUSE WE WANT THE
LEASE TO BE SUCCESSFUL BUT WE
DON'T WANNA OVER BURDEN THEM
WITH ALL OF THIS INTERACTION
WITH COUNTY STATE- LOCAL AND IN
THE ACTUAL- WORK WITH THE
STUDENTS SO IS THERE A LITTLE IT
CAN YOU SHARE A LITTLE BIT ABOUT
WHAT. YOU THINK HOW THAT SUPPORT
WILL LOOK IN WHAT WILL THAT HOW
WILL THAT CORRELATE TO THESE
DIFFERENT- EDUCATIONAL OFFICES.
AND DEPARTMENTS. I CAN ATTEMPT
TO ANSWER THAT QUESTION LENA
GRANT DEPARTMENT OF FINANCE SO.
THE FOCUS OF THE EQUITY LEADS-
WOULD BE TO WORK SPECIFICALLY
WITH THE ELEAZAR AND WE SHOULD
BE PRIORITIZING THOSE RECEIVING
EQUITY MULTIPLIER FUNDING- AND
THEIR THEIR WORK WOULD BE TO
ANALYZE THEIR PROGRAMS AND
IDENTIFY ANY. ANY OPPORTUNITIES-
YEARS OF OPPORTUNITIES- AND TO
IMPLEMENT ACTIONS AND SERVICES
THAT WOULD MEET THE NEEDS OF THE
IDENTIFIED STUDENTS SO I THINK I
DON'T HAVE ACTUALLY THE- WITH
THE LANGUAGE IN FRONT OF ME BUT-
I THINK WE LEAVE IT. THAT
SOMEONE OPEN FOR DEVELOPMENT AND
GUIDANCE AROUND THAT WILL WORK
WITH WITH CD YOU DEVELOPING THAT
BUT- BROADLY I THINK WHAT I JUST
DESCRIBED IS WOULD BE THE KIND
OF THIS SPECIFIC PURPOSE WITH WE
ANTICIPATE ANY SPECIFIC RACIAL
OR EQUITY BARRIERS WE IDENTIFIED
IN A RESTED END OF THE WORK.
THAT'S BEEN DONE- AND WE
RECOGNIZE THAT THERE ARE A LOT
OF LEAVE AND WE WANT THEM TO
WORK COLLABORATIVE LEE AND NOT
DUPLICATIVE PLEA- SO I THINK
THAT KNOCKED ON THE NATURAL
THERE WILL BE SOME OVERLAP IN
THE KIND OF WORK THAT THEY DO.
BUT WE HAD DISSIPATE YOU KNOW
THAT COLLABORATION ALONGSIDE THE
COLLABORATIVE OF WHICH YOU HEARD
FROM EARLIER IN THE SEASON THE
CD- THEY PROVIDE THAT TARGETED
SUPPORT THAT THE LEDS NEED. YEAH
I'M APPRECIATING THE
FLEXIBILITY- THAT'S THERE AND
THAT COMES THROUGH THE
COLLABORATIVE PROCESS SO- THAT
THAT WOULD THAT WAS HELPFUL. IT
IS THERE- A SENSE OF- CRITICALLY
FOR THE SUB GROUPS. HOW DO HOW
WHAT IS THE REPORTING PROCESS
THE MONITORING PROCESS THE WAY
TO EVALUATE. THE IN REAL TIME
THE CONTRIBUTION IN THE CHANGE
THAT THESE EQUITY LEADS ARE
GOING TO BE MAKING SO THAT- YOU
KNOW WE KNOW IN FACT THAT THOSE
SUBGROUPS ARE. WE'RE MOVING THE
NEEDLE ON SOME OF THE CONDITIONS
THAT THAT THOSE STUDENTS ARE
FACING JUST HOW DOES THAT
REPORTING PROCESS. LOOK LIKE
THAT MONITORING AND- EVALUATION
. AMBER ALEXANDER WITH THE
DEPARTMENT OF FINANCE SO WE
WOULD CONTINUE TO LOOK TO
UTILIZE- BUT THE CALIFORNIA
SCHOOL DASHBOARD AND REPORTING
RESULTS TO REALLY GUIDE THE
AREAS OF PERFORMANCE- AND YOU
SEE THAT REFLECTED IN THE
LANGUAGE TO. I'M WITH THE
EMPHASIS ON THOSE- STUDENT
GROUPS THAT ARE IN THE LOWEST
PERFORMING CATEGORY ON THE
DASHBOARD AND THAT IS A SYSTEM
THAT COMES OUT EVERY YEAR- AND
REALLY- GETS UPDATED BASED ON
THE MOST RECENT- ASSESSMENT
RESULTS AND OTHER DATA THAT'S
COLLECTED AT THE STATE LEVEL. I
THINK WE WOULD ANTICIPATE THAT
THE EQUITY LEADS- THROUGH THEIR
WORK WITH THE COUNTY OFFICES AND
SYSTEM OF SUPPORTS WOULD
CONTINUOUSLY MONITORING- DAY
DASHBOARD RESULTS TO SEE IF
THERE ARE IMPROVEMENTS AND THE
RESULTS- AND THEN TO THE EXTENT
THAT THERE ARE NOT. YOU KNOW
POSSIBLY CHANGING SOME OF THEIR
STRATEGIES ARE PULLING AND OTHER
PARTNERS TO AND GET TO THAT
PLACE WHERE THERE IS A
MEANINGFUL CHANGE I'M IN IN
TERMS OF- TO HELP ME VISUALIZE
HOW THEY FIT INTO THE STRUCTURE-
I DID WANT TO NOTE THAT IN THE
EVENT ON PAGE THIRTEEN AS- A
DIAGRAM OF THE SYSTEM OF
SUPPORT. ANNUAL FEE- AS PART OF
THAT DIAGRAM THE VARIOUS
RESOURCE LEADS AND INITIATIVES
ON BEHALF THAT OUTER RING SO ON
THE EQUITY LEADS WOULD WOULD FIT
AND OUTER RAIN- AND- AND SO YOU
WOULD BE. YOU KNOW BY THE END OF
IT THE EXPECTATION THAT THEY-
SERVE AS A RESOURCE NOT ONLY FOR
THE DISTRICTS THEMSELVES BUT FOR
THE COUNTIES FOR THE
GEOGRAPHICAL LEAVES- FOR THAT
PARTNERS. FOR THE CLOUT
COLLABORATIVE AND OTHERS. THANK
YOU. I THINK THAT COMPLETES ALL
OUR QUESTIONS AND LET ME JUST
THANK YOU FOR THE- THE HELP IN
SORT OF AN IN DEPTH DISCUSSION
OF THIS AND WE KNOW THAT. ARE
THERE BEEN DISCUSSIONS FOR A
LONG TIME THAT LED TO THIS
PROPOSAL WOULD AND- IT BEING IN
ITS CURRENT FORM AND- WE WILL
JUST JOIN EVERYONE AND TALKING
ABOUT THIS AS WE MOVE TOWARD THE
MAY REVISED. A YOU BEING HERE
FOR THE DISCUSSION TODAY. AND
WE'RE GOING TO MOVE ON TO ISSUE
NUMBER THREE WHICH IS
TRANSITIONAL KINDERGARTEN. WE
HAVE- JODI LIEBERMAN FROM THE
DEPARTMENT OF FINANCE. SARAH
CORTEZ FROM THE LEGISLATIVE
ANALYST'S OFFICE SHE DOESN'T
HAVE TO CHANGE SEATS. HOUSE
SERRA NOVEL MORGAN FROM THE
DEPARTMENT OF EDUCATION I THINK
STEVEN PROFFERS HERE FROM THE
DEPARTMENT OF EDUCATION AS WELL.
AND SO I THINK WE'LL JUST GO
DIRECTLY. TO THE PANELISTS AND
WE'LL START WITH THE DEPARTMENT
PHONES.
AFTER THE ZONE IN. HE'S HE'S
GONNA HELP TOO IF YOU JUST START
TALKING IN ITS OWN GOOD
AFTERNOON CHAIR AND MEMBERS JODI
LIEBERMAN WITH THE DEPARTMENT OF
FINANCE I'LL BE GIVING AN
OVERVIEW OF THE GOVERNOR'S
TRANSITIONAL KINDERGARTEN
INVESTMENTS IN THIS YEAR'S
BUDGET. THE GOVERNOR'S BUDGET
REVISES ESTIMATES FOR THE FIRST
YEAR INVESTMENT OF EXPANDING
TRANSITIONAL KINDERGARTEN FROM
SIX HUNDRED FOURTEEN MILLION TO
APPROXIMATELY SIX HUNDRED AND
FOUR MILLION TO EXPAND ACCESS TO
ALL CHILDREN TURNING FIVE YEARS
OLD BETWEEN SEPTEMBER SECOND AND
FEBRUARY SECOND. AND REVISES THE
FIRST YEAR ESTIMATE TO ADD ONE
ADDITIONAL CERTIFICATED OR
CLASSIFIED STAFF PERSON TO EVERY
TRANSITIONAL KINDERGARTEN CLASS
FROM THREE HUNDRED EIGHTY THREE
MILLION TO APPROXIMATELY THREE
HUNDRED THIRTY SEVEN MILLION.
THESE REVISIONS REFLECT UPDATED
ENROLLMENT AND ATTENDANCE DATA.
BUILDING UPON THESE FIRST YEAR
INVESTMENTS THE BUDGET INCLUDES
SIX HUNDRED NINETY MILLION TO
IMPLEMENT THE SECOND YEAR OF
TRANSITIONAL KINDERGARTEN
EXPANSION WHICH WILL INCREASE
ACCESS TO THE PROGRAM TO ALL
CHILDREN TURNING FIVE YEARS OLD
BETWEEN SEPTEMBER SECOND AND
APRIL SECOND WHICH WOULD BE
APPROXIMATELY FORTY SIX THOUSAND
CHILDREN. THE BUDGET ALSO
PROVIDES A HUNDRED AND SIXTY
FIVE MILLION TO CONTINUE THE
SUPPORT OF ONE ADDITIONAL STAFF
PERSON IN THE CLASSROOM. AND THE
PROPOSITION NINETY EIGHT
GUARANTEE WAS RE BENCH IN FISCAL
YEAR TWENTY TWO TWENTY THREE TO
INCLUDE UNIVERSAL TRANSITIONAL
KINDERGARTEN. AND FULL
IMPLEMENTATION OF UNIVERSAL
TRANSITIONAL KINDERGARTEN IS
EXPECTED BY FISCAL YEAR TWENTY
TWENTY FIVE TWENTY SIX.
ADDITIONALLY THE BUDGET PROPOSES
SEVERAL CHANGES TO TRANSITIONAL
KINDERGARTEN. THE FIRST PROPOSAL
WOULD ALLOW CHILDREN WHO DO NOT
HAVE THEIR FIFTH BIRTHDAY DURING
THE SAME SCHOOL YEAR TO BE
ELIGIBLE FOR EARLY ADMIN STRANDS
ADDITIONAL KINDERGARTEN.
CURRENTLY THE DISTRICT WANTS TO
ROLL OUT TRANSITIONAL
KINDERGARTEN FASTER THAN WHAT'S
IN LAW LAW CAN BE READ TO
EXCLUDE BIRTHDAYS. AFTER JUNE
THIRTIETH FROM BEING ELIGIBLE
FROM THAT SCHOOL YEAR EVEN
THOUGH A STUDENT COULD TURN FIVE
IN JULY LONG BEFORE THE START OF
THE NEXT SCHOOL YEAR. THE CHANGE
WOULD ALLOW CHILD WHO TURNS FIVE
DURING THE SCHOOL YEAR OR NOT
FROM JULY FIRST TO JUNE
THIRTIETH TO BE ELIGIBLE SO FOR
EXAMPLE IF THE DISTRICT WANTS TO
ADMIT. A CHILD WHO TURNS FIVE UP
TO JULY THIRTIETH THEY WOULD BE
ABLE. THEY WOULD NOT BE ELIGIBLE
UNDER CURRENT LAW BECAUSE THEY
FALL AFTER THAT JUNE THIRTIETH
CUT OFF. A CURRENT TO A SURVEY
FROM THE COUNTY WIDE PLANNING
CAPACITY BUILDING PROGRAM 30% OF
DISTRICTS PLAN TO SERVE STUDENTS
WHOSE BIRTHDAY IS OPERA. AFTER
APRIL THIRD DURING THE TWENTY
TWENTY THREE TWENTY FOUR SCHOOL
YEAR. AND A CITY ESTIMATES THE
SEVENTY EIGHT THOUSAND MORE
CHILDREN WOULD BE ELIGIBLE IF
CHILDREN WITH SUMMER BIRTHDAYS
WERE ABLE TO BE ENROLLED IN
EARLY ADMINISTRATORS NOT
KINDERGARTEN. WHILE THESE
CHILDREN WOULD NOT GENERATE
EIGHTY EIGHT DISTRICTS COULD USE
THEIR PRE KINDERGARTEN PLANNING
AND IMPLEMENTATION GRANT FUNDS.
TO SUPPORT OPERATING COSTS AND
THAT COULD INCLUDE SERVING
CHILDREN FROM. EARLY
ADMINSTRATION KINDERGARTEN. THE
SECOND PROPOSAL WOULD BE TO
INCREASE QUALIFICATIONS FOR THE
SECOND ADULT IN THE TRANSITIONAL
KINDERGARTEN CLASSROOM.
CURRENTLY THERE ARE VERY FEW
REQUIREMENTS FOR THE DAHLE
ASSIGNED TO A. T. K. CLASSROOMS
AND STATURE DOES NOT SPECIFY ANY
QUALIFICATIONS. OTHER THAN THAT
BUT THEY MUST BE EIGHTEEN YEARS
OR OLDER FINGERPRINTED AND AN
EMPLOYEE OF THE SCHOOL DISTRICT.
THE PROPOSAL WOULD IMPLEMENT NEW
QUALIFICATIONS FOR THE SECOND
ADULT IN THE TRANSITIONAL
KINDERGARTEN CLASSROOM STARTING
TWENTY TWENTY EIGHT TWENTY NINE.
AND THIS PROPOSAL ATTEMPTS TO
PROVIDE BROAD PATHWAYS WITH
ADEQUATE WITH AN ADEQUATE TIME
ONE TO FIVE YEARS TO MEET THE
REQUIREMENTS. THIS WOULD BE
THREE YEARS AFTER THE FULL
IMPLEMENTATION OF TRANSITIONAL
KINDERGARTEN. THE PATHWAYS WOULD
INCLUDE TO BE A CREDENTIALED
TEACHER BE WORKING TOWARDS A
TEACHING CREDENTIAL THROUGH ANY
PROGRAM THAT REQUIRES THE
CLINICAL PRACTICUM EXPERIENCE.
HOLD ANY LEVEL OF A CHILD
DEVELOPMENT PERMIT OR BE A
CANDIDATE FOR THE SUPERVISED
PRACTICUM EXPERIENCE FOR A CHILD
DEVELOPMENT PERMIT. AND
PARTICIPATE IN CERTAIN
SPECIALIZED PROGRAMS SUCH AS A
REGIONAL OCCUPATIONAL PROGRAM
WITH SUPERVISION. THIS CONCLUDES
MY REMARKS AND I'M HAPPY TO TAKE
QUESTIONS AT THE APPROPRIATE
TIME. THANK YOU VERY MUCH NO GO
TO THE LEGISLATIVE ANALYST. GOOD
AFTERNOON SARAH CORTEZ L. A. O.
THE GOVERNOR'S BUDGET LIKELY
OVERESTIMATES T. K. COSTS BASED
ON DATA FROM THE FIRST PRINCIPLE
PORTION MEANT WHICH WAS DATA
JUST RELEASED A FEW WEEKS AGO WE
ESTIMATE THE STATE COULD LOWER
EIGHTY EIGHT- EIGHTY EIGHT
ASSOCIATED WITH EXPANSION. AND
BY ASSUMING A LOWER EIGHTY EIGHT
WITH A LOWER THE AMOUNT THE
STATE REVENGE IS BY A HUNDRED
AND FIFTY MILLION IN TWENTY TWO
TWENTY THREE AND TWO HUNDRED
MILLION INTO THE TWENTY THREE
TWENTY FOUR COMPARED TO THE
GOVERNOR'S BUDGET. THIS
EFFECTIVELY FREES UP NON
PROPOSITION- NINETY GENERAL
FUND. AND A LOWER EIGHTY EIGHT
ABA ESTIMATE ALSO RESULTS IN
PROPOSITION NINETY EIGHT I'M
GENERAL FUND SAVINGS ASSOCIATE
WITH THE COST OF MAINTAINING ONE
ADULT FOR EVERY TWELVE STUDENTS
SO WE ESTIMATE THE LOWER EDA.
RESULTS IN ROUGHLY EIGHTY
MILLION IN SAVINGS IN TWENTY TWO
TWENTY THREE AND A HUNDRED AND
TEN MILLION IN SAVINGS IN TWENTY
THREE TWENTY FOUR COMPARED TO
THE GOVERNOR'S BUDGET. WITH WERE
TO THE LENGTH. FUNDING AND
MAINTAINING THE CURRENT STAFFING
RATIO. ON THE SEEM REASONABLE
GIVEN THE STATE'S BUDGET
PROBLEM. THE POLICY RATIONALES
ALSO SEEMS REASONABLE FOR THESE
TWO PROPOSALS. WHEN WE FIRST
STARTED THE P. K. EXPANSION
CONVERSATIONS THE MAIN BARRIERS
THAT WERE ELEVATED FOR
IMPLEMENTATION ISSUES WERE
NGUYEN PLANTATION WHERE FACILITY
ISSUES AND WORK FORCE ISSUES.
BASED ON REPORTS SUBMITTED AS
PART OF THE PLANNING AND
IMPLEMENTATION GRANT 75% OF
SCHOOL DISTRICTS REPORT HAVING
ADEQUATE SPACE TO MEET PROJECTED
ENROLLMENT OF T. K. I'M IN THE
QUESTION WITH SPECIFICALLY ABOUT
PROJECTED ENROLLMENT THREE
TWENTY FIVE TWENTY SIX. I'M SO
BASED ON THESE REPORTS FACILITY
ISSUES DO NOT APPEAR TO BE AS
LARGE OF A BARRIER TO
IMPLEMENTATION AND WE HAVEN'T WE
INITIALLY THOUGHT- HOWEVER SINCE
AUGMENTATIONS FOR THIS FACILITY
PROGRAM HAVE BEEN OVER
SUBSCRIBED TO THE LEGISLATURE
COULD PROVIDE SOME AMOUNT OF
FUNDS OR REEVALUATE NEXT YEAR
BASED ON THE STATE'S BUDGET
CONDITION. THE STORY IS A LITTLE
BIT DIFFERENT ON THE WORK FOR
SIDE WERE ONLY 23% OF SCHOOLS
REPORTED HAVING ENOUGH MULTIPLE
SUBJECT TEACHING CREDENTIAL
HOLDERS TO MEET THE NEED OF TWO
K. EXPANSION- THEREFORE KEEPING
THE TIKI STAFFING. THE STAFF
RATIO AT CURRENT LEVELS HELPS
AVOID FURTHER WORKFORCE ISSUES.
WE ALSO RECOMMEND REJECTING THE
ADDITIONAL STAFFING REQUIREMENTS
PROPOSED- IN LIGHT OF STAFFING
CHALLENGES AND THAT CONCLUDES MY
REMARKS THANK YOU. THANK YOU
VERY MUCH AND WE'LL GO TO THE
DEPARTMENT OF EDUCATION. GOOD
AFTERNOON AND THANK YOU TERRON
MEMBERS THERE NEVER MARK AND ON
BEHALF OF STATE SUPERINTENDENT
OF PUBLIC INSTRUCTION TONY
THURMOND. UNIVERSAL ACCESS TO T.
K. ALONG WITH TARGETED UNIVERSAL
ACCESS FOR THREE AND FOUR IS
TOUR CALIFORNIA'S STATE
PRESCHOOL PROGRAM. IS KEY TO
DELIVERING ON THE UNIVERSAL PRE
KINDERGARTEN PROMISE FOR YOU P.
K. TO PROVIDE ALL CHILDREN WITH
A STRONG AND EARLY START TO
EDUCATION. AND SUPPORT EQUITABLE
OPPORTUNITIES FOR SCHOOL
READINESS THREE JOYFUL
DEVELOPMENTALLY INFORMED
REGRESSED AND INCLUSIVE PRE K.
PROGRAMS. WE APPRECIATE THE
ADMINISTRATION'S COMMITMENT TO
APPROPRIATING FUNDING FOR THE
NEXT YEAR OF EXPANSION WHICH WAS
PART TEEKAY AND ROMAN FOR ANY
CHILD. TURNING FIVE BETWEEN
SEPTEMBER SECOND AND APRIL
SECOND. THE INCREASE IN THE
AVAILABILITY OF TEEKAY WILL
SUPPORT HUNDREDS OF THOUSANDS OF
FAMILIES ACROSS THE STATE. AND
HAS ALREADY BEGUN TO HELP WITH
ACCESS TO HIGH QUALITY PRE K.
WHEN WE LOOK AT TWENTY TWENTY
ONE TWENTY TWO DATA. TEEKAY WAS
SERVING OVER SEVENTY FIVE
THOUSAND CHILDREN. ABOUT 63% OF
THOSE ELIGIBLE FOR KINDERGARTEN.
EIGHTY ONE PERCENT. WHAT WE
DON'T YET HAVE THE ENROLLMENT
DATA FOR THE CURRENT SCHOOL
YEAR. AVERAGE DAILY ATTENDANCE
DATA SHOWS TEEKAY INCREASED BY
ABOUT THIRTY THOUSAND CHILDREN
WITH NEARLY NINETY TWO THOUSAND
AND FALL OF TWENTY TWO. TWENTY
TWO UP FROM JUST OVER. SIXTY ONE
THOUSAND AND TWENTY TWENTY ONE
AT THE SAME TIME. TWO IS. THIS
FOR THE IMPLEMENTATION OF T. THE
CDA HAS PARTNERED WITH NUMEROUS
ORGANIZATIONS ACROSS THE STATE
WE'VE WRITTEN EXTENSIVE GUIDANCE
PROVIDED A U. P. K. PLANNING AND
IMPLEMENTATION TEMPLATE. AND
HELD WEBINARS AND TECHNICAL
ASSISTANCE OUR OPEN OFFICE
SESSIONS. CD ALSO HAS DEVELOPED
AND RELEASED COMMUNICATION
MATERIALS ON U. P. K. FOR LOCAL
IMPLEMENTERS AND FOR FAMILIES SO
THEY CAN UNDERSTAND THE BENEFITS
OF IT AND THE DIFFERENT OPTIONS
AVAILABLE TO MEET THEIR NEEDS.
SO HOW IS IMPLEMENTATION GOING
FROM THE FIVE HUNDRED MILLION
TOTAL FOR THE U. P. K. PLANNING
AND IMPLEMENTATION GRANTS. THAT
WERE FROM TWENTY TWENTY ONE.
TWENTY TWO AND FROM AT TWENTY
TWENTY TWO TWENTY THREE ELEAZAR
HAVE BEEN USING THESE FUNDS FOR
COSTS ASSOCIATED WITH CREATING
OR EXPANDING TO K. OR CALIFORNIA
STATE PRESCHOOL PROGRAM. OR TO
ESTABLISH AND STRENGTHEN
PARTNERSHIPS WITH OTHER
PROVIDERS OF PRE K. WITHIN THE
L. EA. LOS OF INCLUDED PLANNING
HIRING AND RECRUITMENT STAFF
TRAINING AND PROFESSIONAL
DEVELOPMENT CLASSROOM MATERIALS
AND SUPPLIES AND CLASSROOM
OPERATING COSTS. ADDITIONALLY WE
HAVE GLEANED USEFUL INFORMATION
FROM THE DATA THAT HAS BEEN
SHARED BACK BY ELEAZAR IN
REGARDS TO THEIR U. P. K.
PLANNING AND IMPLEMENTATION
GRANTS. KEY TAKEAWAYS INCLUDE
THE MAJORITY ARE PLANNING FULL
DAY PROGRAMS 70% A GOOD SHARE
ARE HAVING STANDALONE CLASSROOMS
PRETTY K. FORTY ONE PERCENT. THE
MAJORITY 75% DON'T RAISE
IMMEDIATE ISSUES ABOUT
FACILITIES. AT 60% OF DISTRICTS
AND CHARTER SCHOOLS REPORT THEY
PLAN ON OFFERING T. K. AT ALL OF
THEIR SITES. TO ENSURE GREATER
ACCESSIBILITY FOR PARENTS AND
FAMILIES TO ACCESS. AND MORE
THAN 74% OF ELEAZAR WASTE OR
THINKING ABOUT EXPANDING T. K.
FASTER THAN REQUIRED. OUR
ANALYSIS FOUND THAT THE FOUR
LARGEST DISTRICTS LA SAN DIEGO
FRESNO AND LONG BEACH ALL ARE
EXPANDING FASTER THAN REQUIRED
BY LAW. IN LIGHT OF THIS WE
THINK THE GOVERNOR'S PROPOSAL TO
EXPAND ET QUE TO INCLUDE SUMMER
BIRTHDAYS IS A REGIONAL APPROACH
SAID THAT WILL NOT COST THE
STATE ANY ADDITIONAL FUNDS. AND
GIVES DISTRICTS ADDITIONAL
FLEXIBILITY TO MEET THEIR
IMPLEMENTATION NEEDS.
ADDITIONALLY SCHOOL DISTRICTS
AND CHARTER SCHOOLS PLANNING FOR
U. P. K. ALSO REPORTED EXTENSIVE
PARENT ENGAGEMENT AS PART OF
THEIR PLANNING AND
IMPLEMENTATION. WE ALSO HAVE
ADDITIONAL PLANNING FOR U. P. K.
B. AT THE EIGHTEEN POINT THREE
MILLION YOU APPROVED LAST YEAR
FOR THE U. P. K. MIX DELIVERY
GRANT. OVERALL THE GRANTEES ARE
LOCAL CHILD CARE PLANNING
COUNCIL ALIGNING WITH THEIR LPC
ROLE IN THE COUNTY WITH TWO
CHILD CARE RESOURCE AND REFERRAL
AGENCIES ACTING AS GRANTEES AS
WELL. SEVERAL COUNTIES HAVE
CHOSEN TO CREATE CONSORTIUM AND
WILL SUBMIT A REGIONAL PLAN FOR
CONSIDERATION TO THEIR- THEIR
MULTIPLE COUNTY OFFICES THE BAD
ONE NO MORE NEXT YEAR AFTER WE
RECEIVE AND ANALYZE THE DATA AND
CAN REPORT BACK THAT. WORKFORCE
YOU ALSO MAY HAVE HEARD THAT
WHILE ELEAZAR BEGAN TO SUPPORT
THEIR TEACHERS TO MEET
REQUIREMENTS MANY MORE TEACHERS
WILL BE NEEDED BY THAT TIME UTK
IS FULLY IMPLEMENTED AND TWENTY
TWENTY FIVE TWENTY SIX.
ACCORDING TO A REPORT BY THE
LEARNING POLICY INSTITUTE- LPI.
WHICH ASSUMED A RATIO OF ONE
TEACHER FOR EVERY TEN CHILDREN.
CALIFORNIA WILL NEED MORE THAN
THREE TIMES THE NUMBER OF
TEACHERS THAT CURRENTLY EXIST IN
TKA. UP TO FIFTEEN THOUSAND MORE
LEAD TEACHERS AND NINETEEN
THOUSAND SEVEN HUNDRED MORE
ASSISTANT TEACHERS OR TEACHER
EIGHT BY TWENTY TWENTY FIVE
TWENTY SIX. IN ADDITION TO THE
STATE SUPERINTENDENT EXTENSIVE
EFFORTS TO SUPPORT TEACHER
RECRUITMENT AND OUR PARTNERSHIP
WITH CALIFORNIA VOLUNTEERS
COLLEGE COURT. THE CD IS WORKING
IN PARTNERSHIP WITH THE
COMMISSION ON TEACHER
CREDENTIALING OR CTC TO ADDRESS
THE NUMBER OF TEACHERS PREPARED
TO TEACH ANTI K. AS WELL AS TO
SUPPORT THOSE ALREADY TEACHING
TO MEET THE NEW REQUIREMENTS.
EFFORTS HAVE INCLUDED EXTENSIVE
INVESTMENTS AND WORKFORCE
DEVELOPMENT BY THE LEGISLATURE.
IN ANTICIPATION OF NEEDING MORE
TEACHERS FOR T. K. THE TWENTY
TWENTY TO TWENTY THREE BUDGET
PERMITTED THE CTC TO ISSUE AND
RENEW A ONE YEAR EMERGENCY
SPECIALIST TEACHING PERMIT IN
EARLY CHILDHOOD EDUCATION. THAT
AUTHORIZES TEACHING AND ATK
GENERAL EDUCATION CLASSROOM. CTC
ALSO WAS WORKING ON ISSUING
REGULATIONS FOR HPK THIRD
SPECIALIST INSTRUCTIONAL
CREDENTIAL WHICH IS GROUNDED IN
CHILD DEVELOPMENT THE SCIENCE OF
LEARNING DEVELOPMENT. AND
PRESCHOOL TO THIRD GRADE
PEDAGOGY. WELL WE KNOW WE HAVE
WORKFORCE CHALLENGES AHEAD WE
ALSO KNOW FROM RESEARCH HOW THE
BENEFITS OF U. P. K. ARE ONLY
FULLY LEVERAGED WHEN THE
PROGRAMS ARE INTENTIONALLY
DESIGNED WITH QUALITY AND THE
SCIENCE OF LEARNING AND
DEVELOPMENT IN MIND. THIS
INCLUDES HAVING WELL PREPARED
TEACHERS WHO UNDERSTAND CHILD
DEVELOPMENT AS WELL AS WELL
PREPARED AIDS OPERATING IN A
CLASSROOM WITH THE LOW ADULT TO
CHILD RATIO. AS WELL AS LOOKING
AT INVESTMENTS AND T. K. THROUGH
A PRESCHOOL TO THIRD GRADE FRAME
TO ENSURE THAT THOSE INVESTMENTS
MADE IN THE EARLY YEARS
CONSECUTIVELY BUILD ON ONE
ANOTHER. DO A COHERENT ALIGNED
APPROACH. WITH THAT IN MIND WE
ARE TRULY THANKFUL FOR THE A
HUNDRED MILLION FOR THE EARLY
EDUCATION TEACHER DEVELOPMENT
GRANT FROM TWENTY TWENTY ONE
TWENTY TWO. CD E. RECEIVED
REQUESTS TOTALING A HUNDRED AND
FIFTY TWO MILLION AND AWARDED
ALL OF THE FUNDS TO SEVENTY TWO
U. ALLEY AS REPRESENTING NEARLY
NINE HUNDRED ALLEY A STATE WIDE.
GRANTEE SHARED THAT THEY PLAN TO
USE THESE FUNDS TO WORK WITH
INSTITUTES OF HIGHER ED. HELP
TEACHER CANDIDATES OBTAIN
MULTIPLE SUBJECT TEACHING
CREDENTIALS. ASSIST CURRENT T.
K. TEACHERS TO MEET THE TWENTY
FOUR UNITS OF EARLY CHILDHOOD
EDUCATION. AND SUPPORT TEACHER
CANDIDATES THROUGH VARIOUS
ACTIVITIES SUCH AS FINANCIAL
ASSISTANCE MENTORING COHORT
MODELS AND VARIOUS T. PIPELINE
ACTED. IN ADDITION THE
CLASSIFIED SCHOOL EMPLOYEE
TEACHER CREDENTIALING PROGRAM
AND THE TEACHER RESIDENCY
PROGRAM OUR FUNDING SOURCES THAT
CAN HELP LIAISE RECRUIT THE
SECOND ADULT FOR TEEKAY
CLASSROOMS. WHILE ALSO BUILDING
THE FULL T. K. TEACHER
WORKFORCE. THE CLASSIFIED SCHOOL
EMPLOYEE TEACHER CREDENTIALING
GRANT PROGRAM- CLASSIFIED
PROGRAM MANAGED BY THE CTC. BY
THE ELEAZER TO RECRUIT
CLASSIFIED SCHOOL EMPLOYEES INTO
TEACHING CAREERS AND SUPPORT
THEIR UNDERGRADUATE EDUCATION
PROFESSIONAL TEACHER PREPARATION
AND CERTIFICATION AS
CREDENTIALED TEACHERS. ELEAZAR
COULD USE THIS MONEY TO SEEK
PROGRAMS THAT TARGET HIRING AND
SUPPORT OF THE SECOND ADULT AND
ATK CLASSROOM WHILE THEY
COMPLETE THEIR DEGREES AND
CREDENTIAL PROGRAMS. THE TEACHER
RESIDENCY GRANT PROGRAM MANAGED
BY CTC PROVIDES FINING TO
ELEAZAR TO PARTNER WITH A CTC
APPROVED TEACHER ADD PROGRAM
ENABLING THE PLACEMENT OF A
RESIDENT TEACHER IN THE
CLASSROOM OF AN EXPERIENCED
TEACHER FOR ONE YEAR WHILE THEY
COMPLETE THEIR PROGRAM. ALSO
THAN PROVIDING FOR A SECOND
ADULT TOGETHER THESE GRANT
PROGRAMS ARE IDEALLY SUITED TO
SUPPORT ELEAZAR AND RECRUITING A
SECOND ADULT FOR THEIR T. K.
CLASSROOMS. AND SIMULTANEOUSLY
BUILDING THEIR TEACHING
WORKFORCE. IN CLOSING THE
PROMISE OF U. P. K. AS THE
PROMISE OF OPPORTUNITY FOR ALL
AND A KEY PART OF THE VISION FOR
TRANSFORMING CALIFORNIA SCHOOLS.
THROUGH THE CREATION OF U. P. K.
AND EXPANSION OF BOTH T. K. AND
THE CALIFORNIA STATE PRESCHOOL
PROGRAM CALIFORNIA HAS TAKEN THE
FIRST BIG STEP TO ENSURE ALL
CHILDREN HAVE ACCESS TO HIGH
QUALITY. EARLY EDUCATION PROGRAM
IN THE YEAR BEFORE KINDERGARTEN
THAT SUPPORTS THE WHOLE CHILD
AND FAMILY. WE GREATLY
APPRECIATE YOUR ENGAGEMENT IN
THIS ISSUE AND I HAVE WITH ME
DIRECTOR STEVEN PROFFERED- TO
ASSIST IN ANSWERING QUESTIONS AT
THE APPROPRIATE TIME. THANK YOU
VERY MUCH. WE'RE GOING TO MOVE
TO. COMMITTEE COMMENTS AND
QUESTIONS AND I'VE A COUPLE THE
LEADOFF FINISHES CAN ASK THE
FINANCE DEPARTMENT. THE
LEGISLATIVE ANALYST COMMENTED ON
THEIR ESTIMATE OF LOWER
ATTENDANCE RATES AND AN
ADDITIONAL REVENUE THAT MIGHT.
BE AVAILABLE FROM THAT. HAVE YOU
HAD A CHANCE TO ANALYZE THEIR
ANALYSIS TO DECIDE HOW YOU FEEL
ABOUT. WE'VE LOOKED AT THEIR
ANALYSIS BUT FOR MAY REVISION WE
WILL BE UPDATING OUR ESTIMATES
BASED OFF OF OUR DEMOGRAPHIC
UNITS ANALYSIS OF ATA TRENDS AND
IT'LL FACTOR IN P. ONE DATA AT
THAT TIME. OKAY THANK YOU BUT.
THIS IS YOUR VENTURE GET THERE
ARE APPRECIATE THAT AND THEN.
JUST TOOK A MORE GLOBAL QUESTION
ALL OF YOU SPOKE IN DIFFERENT
WAYS IT SEEMS THAT. THAT WHILE
FACILITIES IS GOING TO BE
DISCUSSED AT ANOTHER HEARING
ANOTHER TIME FOR PEOPLE TO
DISCUSS IT AND LAST YEAR WE
THOUGHT BOTH FACILITIES AND
STAFF AND WE'RE GOING TO BE THE
ISSUE. HEADING INTO THIS YEAR
THERE WAS A COMMENT PARTICULARLY
THE DEPARTMENT OF EDUCATION AND
JUST LAID OUT EXTENSIVELY WHAT
EFFORTS ARE BEING MADE TO TRY
TO. EDUCATE BRING STAFF. HOW DO
YOU ACTUALLY FEEL THAT'S
MATCHING THE NEEDS ARE DO YOU
THINK THIS IS IT IS GOING TO
LEAD TO THERE BEING ENOUGH
STAFFING OR THEY'RE GOING TO
HAVE TO BE SOME OF THE DIFFERENT
CHANGES THAT. WERE PROPOSED OR
NOT PROPOSED TO ADDRESS THIS AND
I DON'T KNOW MAYBE I'LL START
WITH THE DEPARTMENT OF FINANCE.
I'M SO SORRY COULD YOU CLARIFY
THE QUIET WHEN I'M TRYING TO ASK
ABOUT A STAFFING EVERYBODY'S
TALKING ABOUT WHAT'S BEING DONE
TO AUGMENT STAFFING DO YOU
REALLY THINK IT'S GOING TO. END
UP PROVIDING ENOUGH STAFFING TO
DEAL WITH THE SHORTAGE THAT IS
DISPENSED. TALKED ABOUT- I THINK
THAT THE PROPOSAL IS REALLY
AIMED AT TRYING TO PROVIDE A
QUALITY EXPERIENCE FOR UNIVERSAL
TRANSITIONAL KINDERGARTEN AND.
FOR THE SECOND ADULT IN THE
TRANSITIONAL KINDERGARTEN
CLASSROOM TO. HAVE EXPERIENCE
AND PROVIDE THOSE STUDENTS WITH
A QUALITY EXPERIENCE. I FORGOT
THE TELL PROVIDER CALLED
EXPERIENCE WOULD BE ANYBODY
THERE TO PROVIDE THE QUALITY
EXPERIENCES MY QUESTION. WE
THINK THAT THIS GETS PEOPLE IN
THE DOOR- AND IT PROVIDES A
CAREER LADDER FOR THEM- I THINK
THAT'S REALLY ALL I CAN SPEAK
TO. OKAY I WOULD JUST COMMENT
ALTHOUGH I WANT. AND THE
DEPARTMENT EDUCATION I MEAN I
THINK WE IDENTIFIED LAST YEAR
THAT FACILITIES AND STAFFING
WE'RE GOING TO BE A REAL ISSUE
AND GETTING THIS DONE AND NOW IT
SEEMS LIKE. THAT THE STAFF
REALLY IS AN ISSUE AND GETTING
IT DONE AND WHAT THE QUESTION OF
SORT OF WHETHER WE'RE DOING
ENOUGH FOR NEXT YEAR WILL BE
TALKING ABOUT HOW WE DON'T HAVE
ENOUGH STAFF. AND WHETHER OR NOT
THESE EFFORTS AND WILL REALLY
TARGET OR OR BE SUCCESSFUL- THAT
HAS THEIR CORTES LA- SO I DID
WANT TO HIGHLIGHT THAT WE DO
RECOMMEND REJECTING THOSE
ADDITIONAL STAFFING REQUIREMENTS
IN LIGHT OF THE STAFFING
CHALLENGES AND- ESSENTIALLY
WE'RE JUST WE'RE TRYING TO SAY
DON'T DO ANYTHING TO MAKE HIRING
PEOPLE. IN ME EVEN MORE
DIFFICULT- BUT YOU'RE A SPECIFIC
QUESTION- IS WHAT WE PUT OUT
KIND OF ITS SECOND AND ITS ACT
TO MEET THE NEEDS OF STAFFING IS
NOT SOMETHING THAT WE'VE LOOKED
AT SPECIFICALLY AS WE ARE
ANALYZING THE GOVERNOR'S BUDGET
PROPOSAL BECAUSE WE ARE MORE THE
RESPONSE OF WHAT THEY WERE
PROPOSING BUT HAPPY TO WORK WITH
STAFF TO- TO KIND OF- TOOK. TOOK
TOOK TOOK VALUE WITHOUT I THINK
WE'D LIKE TO THAT TO THAT'S JUST
QUESTION AND. AND WE HAD AN
INTERESTING TIME IN LAST WEEK'S
HEARING- AND I. MANAGED TO MEET
THE GUY THE DEPARTMENT FINANCE
AT. LAST NIGHT AND TOLD HIM
THAT. HE WAS A GOOD GUY AFTER
I'M SURE. OF OUR LAST WEEK YOU
THOUGHT IT. WAS REALLY PUSHED IN
THE HEARING AND BECAUSE LAST
WEEK THERE WAS A QUESTION ABOUT.
STUDENT AID STAFFING. AND THE
DEPARTMENT OF FINANCE IT ONLY
REQUIRES A RECOMMENDED TWO OF
SEVENTEEN POSITIONS WORKING FOR
ANALYSIS ABOUT WHETHER OR NOT.
OR WHAT WAS GOING TO MEET THE
NEED AND BECAUSE THERE WAS ONLY
TO THE L. A. ONLY ANALYZED IT
TOO BECAUSE THAT WAS A PROPOSAL
ON THAT'S- WHAT FINANCED ADDED
NOBODY LOOKED AT. WHAT NOT
HAVING- LIMITED TERM MADE
PERMANENT IN THE POSITIONS THREE
TO SEVENTEEN WERE. AND SO YES I
THINK WE WOULD LOVE TO WORK WITH
YOU ON THAT BECAUSE THAT IS THE
CENTRAL QUESTION IS WHETHER WE
CAN HAVE ENOUGH STAFF TO DO
THIS. IS THERE A COMMENT FROM.
THE DEPARTMENT OF EDUCATION SAYS
AND THE FROM THE DEPARTMENT OF
ED. I JUST WANT TO REITERATE
THAT IN THE REQUEST FOR THAT A
HUNDRED MILLION THAT WE HAD
AVAILABLE FOR THE EARLY ED
TEACHER DEVELOPMENT GRANT. WE
HAD A HUNDRED AND FIFTY TWO
MILLION AND REQUESTS. SO I THINK
THERE IS STILL NEED TO SUPPORT
OUR ELEAZAR IN THIS. WE ALSO
HAVE HEARD FROM T. K. TEACHERS
DIRECTLY THAT ONE OF THE THINGS
THAT WOULD REALLY HELP THEM AND
MAKE SURE THAT THEY ARE RETAINED
AS WELL AS GETTING MORE PEOPLE
WANTING TO DO T. K. IS THAT
RATIO. THAT HAVING A ONE TO
TWELVE STILL IS A LOT. AND THAT
TEACHER BURNOUT DEALING WITH A
LOT OF THE SOCIAL EMOTIONAL
ISSUES THAT CHILDREN ARE
BRINGING INTO CLASSROOMS AFTER
CO BAD. MEANS THAT A LOWER ADULT
A CHILD REALLY HELPS THEM
INCREASE IN. BOTH THE TEACHER
PART OF THEMSELVES AND GETTING
THE TEACHER THERE AND ENSURING.
THE QUALITY IS THERE FOR THE
CHILDREN. THANK YOU ABOUT OTHER
COMMITTEE. TO SEE IF THERE
QUESTIONS. SENATOR SMALL WOULD
CUEVAS AT THE MY QUESTION YOU MR
CHAIR. IT IT'LL WITH THE EARLIER
QUESTION AND ON I WAS WONDERING
FROM MINISTRY. STANDPOINT HOW
MANY ADDITIONAL QUALIFYING
INSTRUCTIONAL AIDES WOULD BE
NECESSARY TO MEET THE GOAL. DO
WE HAVE A NUMBER OF A FORECAST
OF WHAT. OF WHAT THAT NUMBER
LOOKS LIKE. WE DON'T HAVE A
NUMBER BUT I WOULD HIGHLIGHT
THAT THE PROPOSAL WOULDN'T TAKE
EFFECT UNTIL TWENTY TWENTY EIGHT
TWENTY NINES THE GOAL WAS TO
GIVE WHOEVER'S IN THE CLASSROOM
FIVE YEARS TO MEET THESE NEW
REQUIREMENTS. BUT THERE ISN'T
SORT OF MEANT AS A SENSE OF WHAT
THE IMPACT. OF THESE CHANGES
WILL BE IN TERMS OF HOW MANY.
ADDITIONAL HOW HOW MANY MORE.
WORKERS ARE NEEDED. WHO HELPED
TO. MEET THE GOAL OF THIS
ADDITIONAL- CERTIFICATION
REQUIREMENTS. DO NOT A SENSE OF
. HOW GIVEN THE RATIO NUMBERS
AND THE NEW REQUIREMENTS IS
THERE A SENSE OF WHAT WHAT THE
WHAT THE NEED IS EXACTLY WHAT
WHAT WHAT. WOULD THAT THE CHAIR
WAS TALKING ABOUT BUT IT WAS
FACILITIES- OR OR STAFFING. IN
MY EXPERIENCE OF DOING-
COMMUNITY BASED PRE
APPRENTICESHIP TRAINING FOR
EXAMPLE THERE'S A SENSE OF. OKAY
THE EMPLOYEE'S GONNA NEED X.
AMOUNT OF FOLKS WHO HAVE THESE
CRITERIA BY. NOW SO THEN WE
START THE PROCESS RIGHT OF
BUILDING THOSE TRAINING PROGRAMS
DURING THE RECRUITMENT
ASSESSMENT A TO HELP MEET THAT
GOAL SO IS THERE A SENSE OF. YOU
KNOW. THE FROM THE MINISTRATIONS
POINT OF VIEW HOW MANY NEW AIDS
ARE NEEDED. WHO WILL HAVE THIS
ADDITIONAL. REQUIREMENTS I WOULD
DEFER TO CD OR FOR THAT LEVEL OF
DETAIL. BUT WE HAVE OUR
PROJECTIONS FROM THE LEARNING
POLICY INSTITUTE AND THEY
PROJECT IF YOU'RE AT THE ONE THE
WANTED TEN RATIO THAT WE WOULD
NEED 1-621-900-0700 ADDITIONAL.
TEACHER RATES ARE SECOND ADULTS
IN THE CLASSROOM. THANK YOU ANY
OTHER QUESTIONS CENTER MISSED
YEAH JUST A FOLLOW UP ON THAT
POINT I KNOW THAT THE L. A. O.
HAS RECOMMENDED NOT ADOPTING THE
GOVERNOR'S PROPOSED. ADDITIONAL
QUALIFICATIONS- I GUESS THIS IS
A QUESTION FOR DEPARTMENT
FINANCE OR DEPARTMENT AND YOU
FEEL LIKE THERE'S A TENSION HERE
BETWEEN TRYING TO RAMP UP AND
HIRE ALL THESE- INSTRUCTIONAL
AIDES. AND ALSO AT THE SAME TIME
DEMANDING ARE NOT DEMANDING
REQUIRING ADDITIONAL
PUBLICATIONS THAT MIGHT LIMIT
THE POOL OF POTENTIAL HI RES. SO
LIKE I SAID EARLIER THE
REQUIREMENTS WOULD TAKE PLACE IN
TWENTY EIGHT TWENTY NINE WHICH
GIVES THEM THREE YEARS AFTER THE
FULL IMPLEMENTATION OF UNIVERSAL
TRANSITIONAL KINDERGARTEN FIVE
YEARS FROM NOW I'D ALSO
HIGHLIGHT THAT ONE OF THE
PROPOSALS OF THE PATHWAYS TO
GET. THE QUALIFICATIONS NEEDED
COULD BE AS LITTLE AS GETTING
SIX UNITS OF ECP AND YOU COULD
ALSO BE PARTICIPATING IN A
PRACTICUM TOWARDS THAT. SO I
WOULD JUST TALKING BACK MY MOM
WAS- AFTER SHE RETIRED DECIDED
TO BE AN INSTRUCTIONAL AIDE AT
HER HIGH SCHOOL NOW IS NOT THE
SAME THING NINETY K. BUT- AND I
KNOW THERE'S A POOL OF RETIREES
I LIVE IN A UNIVERSITY COMMUNITY
AND I KNOW FROM TALKING TO
PEOPLE THAT. THEY'RE THERE FOR
TIRED PROFESSORS OR PROFESSORS
EMERITUS THAT I THINK WOULD BE
INTERESTED IN THESE TYPES OF
ROLES SO I GUESS I'M NOT SURE
THAT THOSE TYPES OF- POTENTIAL
INSTRUCTORS WOULD BE INTERESTED
IN TAKING ON ADDITIONAL
EDUCATION SO I DO THINK THIS IS
CREATING A BARRIER AND SO I
GUESS. I'D ASK YOU RESPOND THAT
EVEN IF IT TAKES PLACE IN TWENTY
EIGHT TWENTY NINE I WOULDN'T
THIS ACT AS A BARRIER TO EIGHT
LOTS OF POOLS OF POTENTIAL. HI
RES. WE UNDERSTAND THAT THE
ADMINISTRATION UNDERSTANDS THAT
WERE IN A WORK FORCE ROAD
SHORTAGE BOAT WE WOULD HIGHLIGHT
THAT AS I SAID EARLIER WE WANT
TO PROVIDE A UNIVERSAL
TRANSITIONAL. QUALITY PROGRAM A
REALLY BIG PART OF PROVIDING
QUALITY EXPERIENCES TO YOUNG
CHILDREN IS THE INTERACTIONS
THAT THEY HAVE WITH THEIR
CHILDREN. START WITH THEIR
TEACHER- EVEN MORE SO TO
VULNERABLE CHILDREN FOR DUAL
LANGUAGE LEARNERS FOR. CHILDREN
WITH BEHAVIORAL NEEDS- CHILDREN
WHO ARE LESS RESORT WHILE
RESOURCE THAN OTHER CHILDREN
IT'S REALLY IMPORTANT FOR THEM
TO HAVE ACCESS TO THAT. SO
THAT'S WHAT WE'RE TRYING TO DO
WITH THIS PROPOSAL. THANK YOU
APART EDUCATION- HELLO. THE FOR
THE DEPARTMENT OF AD WE WOULD
AGREE WITH THE DEPARTMENT OF
FINANCE WE REALLY DEEPLY FEEL.
THAT THAT SECOND ADULT ALSO NEED
SOME GROUNDING IN CHILD
DEVELOPMENT AND INSTRUCTIONAL
PEDAGOGY TO WORK WITH THE
CHILDREN. SO IT'S NOT THAT THE
ADULT IS JUST IN THE CLASSROOM
THEY'RE ACTUALLY ENGAGING WITH
INDIVIDUAL AND SMALL GROUPS OF
CHILDREN. AND SO HAVING SOME
BACKGROUND IN. FIVE CHILD
DEVELOPMENT AND THE LEARNING OF
SCIENCE DEPARTMENT IS IMPORTANT.
THERE ALSO IS A LOT OF RESEARCH
THAT SHOWS. THAT WHEN TEACHERS
HAVE BETTER EDUCATION AND
UNDERSTANDING THEY ACTUALLY
TENDED DO BETTER AND STAY. LIKE
THERE'S A HIGHER RETENTION RATE.
BY THOSE WHO HAVE GROUNDING FELL
THERE'S ALSO IT'S NOT JUST THE
MEDIA BUT HOW ARE WE LOOKING AT
THE LONG TERM SOLUTION. SO WITH
DEPARTMENT OF FINANCE PROPOSING
THAT THIS ISN'T MULTIPLE YEARS
OUT THERE'S WAYS TO GET THERE
OUR COMMUNITY COLLEGES ARE
POISON ACROSS THE STATE. WITH
LOTS OF CLASSES AND COURSEWORK
IN CHILD DEVELOPMENT THAT WOULD
BE RADICALLY ACCESSIBLE. OKAY
SENATOR CONTROL ABOVE. SO I DO
UNDERSTAND YOUR YOUR
PERSPECTIVE- WITH MY COLLEAGUE
FROM. ORANGE COUNTY AND. BUT I
DO WANT TO. EMPHASIZE HOW MUCH I
DO APPRECIATE WARNING TO PROVIDE
A QUALITY. PRESCHOOL EXPERIENCE
WITH THE INTERACTION AND AS
SOMEONE WHO WENT THROUGH.
TEACHING CREDENTIAL CLASSES- AND
IT WAS ABLE TO HAVE THE
PRIVILEGE TO HAVE AB PARENTING
CLASSES AND EFFECTIVE AT
PARENTING PRESCHOOL PROGRAM.
PARTICIPATION CLASSES I LEARNED
A LOT- AS PARTIAL DEVELOPMENT
HOW TO COMMUNICATE WITH THE
CHILD AB AND HOW TO BEST THAT
CREATE A POSITIVE DISCIPLINE
ENVIRONMENT ON THAT SO EVEN AS A
SOMEONE HAD GONE THROUGH THOSE
COURSES I STILL LEARN MORE ABOUT
CHILD DEVELOPMENT SO THERE IS A
BENEFIT. TO LEARNING- HOW EACH
CHILDREN DEVELOP HOW THEY'RE
BRINGING THINGS AND HOW THEY
PROCESS INFORMATION HOW TO BEST
COMMUNICATE WITH THEM I THINK
EVERYONE IN THE LIFE OF A CHILD
WOULD BENEFIT FROM FROM TRAINING
ON HOW DO YOU KNOW HOW DO
CHILDREN. DEVELOP AND UNDERSTAND
THE WORLD. AND THEY CERTAINLY
UNDERSTAND THE WAY THAT WE DO IT
SO- I APPRECIATE THAT. HAVING
SAID THAT. I DO HAVE A COUPLE OF
QUESTIONS AND CONCERNS WITH
REGARDS TO THE- TO- THE
REQUIREMENTS OF HAVING THESE
TEACHER TO- AT STUDENT RATIOS IN
THE IMPLEMENTATION OF IT- ONE OF
THE CONCERNS THAT HAD ORIGINALLY
WAS WHETHER OR NOT SCHOOLS WERE
NOT. FOR NOT HAVING ADEQUATE
STAFFING- IN PLACE OF THE REPAIR
STAFFING IN PLACE AND IT'S BEEN
MADE- I'VE BEEN MADE AWARE THAT
ACCORDING TO THE CDC WEBSITE.
THEY ARE MET MONETARY- PENALTIES
FOR NOT MEETING CLASS SIZE.
ADULT TO SEE RATIOS AND
CREDENTIALING REQUIREMENTS. IN
LIEU IN LIGHT OF THE FACT THAT
WE DON'T HAVE ENOUGH. QUALIFIED
OR STAFF TO MEET THE NEEDS OF
THE STAFF YOUR REQUIREMENTS. AND
HAVE YOU FOLKS CONSIDERED- NOT
HOLDING VIABLE THE SCHOOL
DISTRICTS THAT DON'T HAVE ACCESS
TO PEOPLE WHO ARE CURRENTLY.
HOURS THE ELEAZAR DON'T HAVE THE
ABILITY TO HIRE PEOPLE MEET THE
STAFFING REQUIREMENTS BECAUSE
THE LAST THING I WANT TO SEE IS
HAVING A REQUIREMENT TO HAVE
THESE TEACHING STAFFING RATIOS.
AND YET NOT HAVE THE ABILITY TO
STOP THEM AND THEN PENALIZE HIM
FOR THAT. AB HAVE YOU FOLKS HAD
ANY DISCUSSIONS WITH REGARDS- ON
THIS ACCOUNTABILITY. WE DON'T
HAVE ANYTHING LIKE THAT
CURRENTLY IN OUR PROPOSAL BUT
FOR FURTHER INFORMATION ON HOW
THE APPORTIONMENT AND PENALTIES
WORK I WOULD DEFER TO CD. L. M.
THIS IS CD I THINK I WOULD THINK
THAT THAT PERSON MAY BECAUSE
IT'S PART OF APPORTIONMENT THERE
ARE PENALTIES IT'S NOT A FULL
PENALTY BASED ON. WHAT THE ADA
IS FOR THE CHILD THAT THERE IS A
PENALTY IF THEY'RE NOT MEETING
THE REQUIREMENTS AND EDUCATION
CODE FOR THAT FUNDING STREAM.
AND I THINK IT'S THAT POLL OF
WANTING TO MAKE SURE THAT PEOPLE
AREN'T JUST DECIDING NOT TO DO
IT RATES A WALKING AWAY BUT
THERE TRULY IS ANOTHER NEED. SO
WOULDN'T TAKE AWAY ALL OF THE
ADA THAT THAT SCHOOL WOULD BE
GENERATING FOR THAT CHILD THAT
THERE WOULD BE SOME SORT OF
FISCAL PENALTY- WILL HAD A
SOMEBODY MATERIALIZE AT THE
MICROPHONE. IS READY TO MAKE I
WILL ALWAYS REFERRED TO
DEPARTMENT OF FINANCE CHRIS.
CHRIS FERGUSON THE FINANCE OF
THE WAY THE- PENALTY IS
STRUCTURED IN LAW IT SPECIFIC TO
THE ADDITIONAL FUNDING THAT EACH
DISTRICT IS RECEIVING HIGHER
THAT ADDITIONAL AID FOR THEIR
CLASSROOM. AND IT'S PROPORTIONAL
TO THE AMOUNT OF NON COMPLIANCE
SO THEY WOULD BE RETURNING THE
IN ESSENCE IT'S RETURNING THE
FUNDS TO THE STATE THAT GO ON
USED FOR THE PURPOSE THAT. YOU
RECEIVED IT FOR- SO IT'S NOT. A
TRUE PENALTY OF SORTS RATHER
IT'S A RETURN OF THE FUNDING
THAT WHICH PROVIDE FOR A
SPECIFIC PURPOSE THAT WENT
UNUSED. AND GIVEN THE WE HAVE A
FORM. FORMER SCHOOL BOARD
MEMBERS UP HERE I SUSPECT THAT
SOMETIMES THEY GOT HOUSTON AND
HAD TO BE RETURNED. BUT THANK
YOU WE APPRECIATE YOUR COMMENTS
ANYTHING ELSE IN ANSWER TO THAT
QUESTION. GRATEFUL TO HEAR THAT
OKAY DID THAT COMPLETE YOUR
QUESTIONS- YES AS LONG AS YOU'RE
NOT BEING PENALIZED FOR NOT
BEING MEETING THE REQUIREMENTS
BECAUSE OF THE SHORTAGE I'M GOOD
WITH THAT. I UNDERSTAND THE
LOGIC BEHIND WHAT YOU JUST
MENTIONED THE NINE I'M GOOD WITH
THAT THERE'S BEEN AN ADDITIONAL
MATERIALIZATION OF THE
MICROPHONE. SO THE MOST
IMPORTANT MATERIALIZATION OF FOR
THE RECORD MY NAME IS CHRIS
FERGUSON I'M WITH THE
CALIFORNIA. DEPARTMENT OF
FINANCE WELL THANK YOU. SOME OF
US KNEW THAT BETTER MAYBE IN THE
LISTENING PUBLIC THEY THOUGHT
YOUR ANONYMOUS. SO A SENATOR
SMALLWOOD CUEVAS HAD A LAST
QUESTION I DID IT IN IT JUST TO
FOLLOW UP AND BECAUSE- MS MORGAN
WAS SIR THOROUGH I FELT LIKE I
REALLY SHOULD OF- ASK THIS
QUESTION YOU MENTIONED THAT
THERE WERE. SIXTEEN TO NINETEEN
THOUSAND- SORT OF FORECAST NEED.
OF FOR THESE INSTRUCTIONAL AIDES
AND I WONDERED HOW THAT MIGHT
COMPARED TO. AB THERE SOMEONE
NOW OF HOW MANY QUALIFIED FOLKS
ARE OUT THERE- IN THE STATE WHO
COULD MEET THESE QUALIFICATIONS
IT KIND OF GOES BACK TO-
CINNAMON'S POINT- ABOUT. DO
THESE REQUIREMENTS YOU KNOW
CREATE BARRIERS FOR FOLKS WHO
CERTAINLY- COULD STEP IN AND
HAVE BEEN STEPPING IN TO DO THIS
WORK SO. THAT THAT'S A ONE TO
GET A SENSE OF HOW MANY FOLKS IN
THE PROJECTOR ACTUALLY IN- OUR
LABOR MARKET WHO COULD ACTUALLY
QUALIFY- FOR THESE POSITIONS.
AND FORTUNATELY. M. DEPARTMENT
OF EDUCATION THAT IS NOT
INFORMATION THAT WE DO HAVE. IS
THERE SOME ANALYSIS TO KIND OF
SEE IN TERMS OF THEM MOVING IN
BEING IN SUPPORT OF THIS AT
THESE NEW REQUIREMENTS AND
RATIOS IS THERE A WAY TO GET
THAT INFORMATION. TO KIND OF
DECIDE YOU KNOW I KNOW IT'S A
LONG RAMP RIGHT IN TERMS OF-
BEES BEING IN EFFECT BUT AT THE
SAME TIME. JUST THE FEASIBILITY
OF MOVING FORWARD WITH THE
POLICY AT THIS MOMENT GIVEN HOW
MANY FOLKS ARE ACTUALLY
QUALIFIED HAVE BEEN. I DON'T WE
COULD ADD A QUESTION TO YOU R.
U. B. K. PLANNING AND
IMPLEMENTATION GRANT. AND TO
UNDERSTAND IN THIS AND THE L. A.
LEVEL WHAT THEY THINK BUT I
DON'T HAVE A WAY AND I DON'T
THINK THERE'S A STUDY RIGHT NOW
THAT CAPTURES THAT SECOND ADULT.
I WOULDN'T SAY I'M AS WE THINK
OF BARRIERS IT'S NOT THAT
THEY'RE HAVING TO GET A TEACHING
CREDENTIAL SO IT'S NOT A
MULTIPLE TO GET A CHILD
DEVELOPMENT PERMIT AND I THINK
HE SAID IT'S ANY LEVEL IT'S SIX
UNITS OF EARLY CHILDHOOD
EDUCATION THAT'S TWO COURSES AT
A COMMUNITY COLLEGE SO IT'S NOT.
AN EXTENSIVE REQUIREMENTS THAT
WOULD- BE THERE FOR PEOPLE TO
MEET. YEAH I JUST KNOW WEIRD WE
IN OTHER HEARINGS TALK ABOUT
ENROLLMENT AND SOME OF THE
CHALLENGES THAT OUR COMMUNITY
COLLEGES ARE HAPPENING MAINLY
BECAUSE OF YOU KNOW CODED
BECAUSE OF- SCHEDULING AND
AVAILABILITY OF CLASSES- EIGHT
EIGHT. EVEN THOUGH JESS YOU KNOW
BEST A SMALL NUMBER OF UNITS IT
COULD TAKE AN EXTENDED AMOUNT OF
TIME AND A LOT OF- EFFORT AND
CERTAINLY THERE ARE WORKERS WHO
ARE DOING THAT WORK NOW- AND ARE
DOING A GREAT JOB OF IT WHO
DON'T HAVE. RIGHT THE
CERTIFICATIONS AND SO I THINK
IT'S JUST SOMETHING TO WAY. TO
FIND OUT ANALYSIS TO SEE IS YOU
KNOW IS THIS THE RIGHT- TIME AND
MOMENT WHEN VACANCIES ARE SO
HIGH THE WORK FORCE IS NOT
AVAILABLE AND- CERTAINLY THERE
SOUNDS LIKE THERE ARE FOLKS WHO
CAN DO THIS WORK- AND HELP US
MEET OUR OUR GOALS AND ARE
HELPING US MEET OUR GOALS NOW.
SO THANK YOU FOR THAT M. CENTER
THANK YOU AND SENATOR TROUBLE
GOT A FOLLOW UP. SO YOU TO MY
COLLEAGUES- COMMENTS. DID I
UNDERSTAND CORRECTLY HERE THAT
YOU DO HAVE AN EMERGENCY
CREDENTIAL- POTENTIAL OR
POSSIBILITY. IN IN PURSUING.
THIS CREATURE WHILE WORKING. I
KNOW THAT IN SOME. ASPECTS WHEN
WE'VE HAD SEVERE SHORTAGES SUCH
AS IN THE LATE NINETEEN NINETIES
YOU HAD EMERGENCY CREDENTIAL
PROGRAMS WHERE TEACHERS WHO WERE
NOT NECESSARILY. FULLY
CREDENTIALED COULD BE IN THE
CLASSROOM AS LONG AS THEY WERE
FOR FEELING THEIR COURSE
REQUIREMENTS DURING THAT PERIOD
OF TIME AND I KNOW BECAUSE I WAS
ONE OF THOSE. TEACHERS THAT WAS
BLESSED TO HAVE THAT OPPORTUNITY
SO IT DID I DID I UNDERSTAND
CORRECTLY HERE THAT. I SAW THAT
THAT THERE THAT IS STILL A
POSSIBILITY. WE HAVE IT FOR IT
M. PERMITTED AGAIN IN THE
CURRENT FISCAL BUDGET YEAR SO IN
ANTICIPATION FOR THIS T. K. NEED
WHAT WAS APPROVED AND THE TWENTY
TWENTY TO TWENTY THREE BUDGET.
WAS FOR THE COMMISSION ON
TEACHER CREDENTIALING TO ISSUE
AND RENEW ONE YEAR EMERGENCY
SPECIALIST TEACHING PERMITS IN
EARLY CHILDHOOD EDUCATION THAT
WOULD AUTHORIZE TEACHING AND ATK
CLASSROOM. SO THAT WAS A WAY TO
BRING PEOPLE IN WHO MIGHT HAVE
LET'S SAY AT AT CHILD
DEVELOPMENT BACKGROUND BUT NOT
HAVE A FULL TEACHING CREDENTIAL.
AND BE ABLE TO TEACH- FOR THAT
ONE YEAR. SO NOW THIS IS REALLY
FOR THE SECOND IT'LL JUST FOR
THE PRIMARY. THAT'S CORRECT IS
THERE SOMETHING SIMILAR THAT WE
COULD HAVE IN THE PROCESS FOR
THE SECOND ADULT. HAS IT. BEEN
ANY DISCUSSIONS. SO SOAPSTAR
JUDY BERMAN WITH THE DEPARTMENT
OF FINANCE SO FOR THE SECOND
ADULT ONE OF THE PATHWAYS IS TO
BE. WORKING ON YOUR TEACHER
TEACHING CREDENTIALS YOU DON'T
HAVE TO BE CREDENTIALED BUT JUST
IN A IN A PROGRAM WORKING
TOWARDS. A CREDENTIAL ANY ANY
PROGRAM THAT REQUIRES CLINICAL
PRACTICUM EXPERIENCE YOU COULD
BE DOING BOTH OF THEM SO GETTING
YOUR CREDENTIAL AND ALSO BEING A
SEGMENT ON THE CLASSROOM. IT I
THINK THAT YOUR LEVEL OF
QUIZZICAL MISS IMPLIES YOU HAVE
AN ADDITIONAL COMMENT. I THINK
WE- AT. WHAT I'M HEARING YOU SAY
THAT IS FOR THAT TWENTY FOUR
UNITS. IS THERE A WAY TO SORT OF
. IT IS AN EMERGENCY WHEN WE
DON'T HAVE. THAT- THE WORK FORCE
WITH THAT CRITERIA HOW IS THERE
AND NO A WAIVER OR PROCESS I
DON'T KNOW IF IT WOULD BE AN
EMERGENCY CREDENTIAL BUT- A
PROCESS OF JUST. ALLOWING THOSE
FOLKS WHO ARE DOING THAT WORK
NOW TO CONTINUE TO DO. THAT WORK
AND THERE COULD BE- AWAY FOR OUR
FEES AND PROCESS POTENTIALLY TO
THE EQUIVALENT OF WHAT THE
PRIMARY DOES SORRY OF. HOW ABOUT
SENATOR VOTE YOU HAVE BECOME.
EAGER I THINK IT WILL WE ALL
THINK IS WHETHER OR- WE CAN HAVE
SOMETHING SO. TO THE MURDERS
OCCURRED PROGRAM FOR TEACHERS TO
BE FOR THE PRIMARY TO BE THERE
FOR THE SECOND ONE. NOT
NECESSARILY FOR THE ONES THAT
ARE CURRENTLY WANTING TO BE A
TEACHER ALTHOUGH WE WOULD
ENCOURAGE THAT BUT THERE'S SOME
INDIVIDUALS WHO WE JUST WANT TO
STAY IN THAT PRESCHOOL. NO TKA
PROGRAM ANOTHER SILLY PURSUE A
CREDENTIAL A TEACHING CREDENTIAL
SO. THE ABILITY TO PURSUE THOSE-
THE SECOND ADULT IN THE
CLASSROOM. WITH THE TEXT OF THE
FORMAL TITLE FOR THE SECOND
ADULT. AS SUCH IT IS ACTUALLY SO
BASICALLY. THE EQUIVALENT OF AN
EMERGENCY. CERTIFICATION FOR A-
AN AIDE. JERRY BROWN OF THE
DEPARTMENT OF FINANCE AT THIS
TIME THERE'S NOTHING LIKE THAT
IN THE PROPOSAL BUT AGAIN I
WOULD NOTE THAT THE
QUALIFICATION THIS PROPOSAL
WOULD NOT TAKE EFFECT UNTIL
TWENTY TWENTY EIGHT TWENTY
TWENTY NINE SO THERE IS A FIVE
YEAR. PAUSE ON THIS. OCCURRING
AND AGAIN FOR THE CHILD
DEVELOPMENT PERMIT YOU CAN BE
WORKING TOWARDS IT. BOB BEING
THE SECOND ONE YES YEAH. SENATE
AMENDED JIM ACOSTA- I'VE HAD A
COMMENT WHICH IS. YOU KNOW I
APPRECIATE THE GOALS OF THE
REQUIREMENTS HERE AND THEY THEY
ARE LAUDABLE THAT BEING SAID THE
CONTEXT OF THIS IS WE'RE TRYING
TO STAND UP THE TRANSITIONAL
KINDERGARTEN PROGRAM THROUGHOUT
THE STATE WE'RE FACING A
MASSIVE. TEACHER SHORTAGE
GENERALLY I'M NOT CLEARED FROM
TALKING TO PEOPLE MY DISTRICT
HOW MANY PEOPLE ARE ACTIVELY
PURSUING TEACHERS CREDENTIALS
BUT I IT'S A HARD JOB AND I'M
YOU KNOW MY YOUNGEST RIGHT NOW
SEVEN YEARS OLD TK'S MUCH HARDER
THAN TEACHING ELEMENTARY SCHOOL
YOU'RE TALKING ABOUT KIDS WHO
WILL HAVE ACCIDENTS LIKELY WILL
PETER PLANTS AND- YOU KNOW HAVE
ACCIDENTS SO MAKE MESSES IT'S A
TOUGH TOUGH JOB AT THAT AGE-
AND- I JUST. MY PERSONAL VIEW IS
HEARING THIS DEBATE NOT KNOWING
THAT THERE'S NO DATA ON ON THE
LABOR MARKET AT THIS POINT IT
SEEMS PREMATURE TO BE TALKING
THAT REQUIREMENTS WHEN WE REALLY
DON'T EVEN KNOW IF WILL HAVE
ENOUGH OF A LABOR. DEMAND FOR
THIS- IT IT TO BEGIN WITH SO
THAT'S KIND OF MY TWO CENTS- I
DON'T ANNA WEAVER MIGHT BE GREAT
BUT I JUST DON'T KNOW THAT WE'RE
THERE UNTIL WE HAVE A SENSE YOU
KNOW WE HAVE TO STAND THIS UP
THE FIRST AND FOREMOST PRIORITY.
OF THE ADMINISTRATION OF THE
LEGISLATURE IN MY VIEW SHOULD BE
MAKING SURE THE T. K. PROGRAM
WRIT LARGE IS SUCCESSFUL. AND
NOT CREATING ARTIFICIAL BARRIERS
TO. LABOR ONE YOU KNOW THERE'S.
A GENERAL SHORTAGE IN THIS AREA.
I THINK YOU- THAT'S THE PERFECT
CLOTHES BUT OF COURSE. IT WERE
TALK ABOUT ACADEMICS OF PROBABLY
NEEDS TO BE RESTATED- IT BECAUSE
IT REALLY IS WHAT I SENSE FROM
MEMBERS OF THE COMMITTEE IS.
THEY DO REALLY SUPPORT THIS BUT-
WE'VE GOT A TEACHER SHORTAGE
ANYWAY THERE'S A DRAMATIC NEED
FOR INSTRUCTIONAL AIDES THERE'S
PIECES OF THE DATA THAT WE JUST.
I DON'T THINK OUR- ARE TOTALLY
AVAILABLE. AND YOU KNOW THIS IS
NOT AN EASY JOB SO. WE GET THAT
THERE WERE LOTS OF PROPOSALS ON
THE TABLE TO THE REASON WHY WE
WERE ASKING WHETHER WE THOUGHT
THEY WERE GOING TO RESULT IN
SOMETHING BUT- WE HAVE. WE HAVE
TIME BETWEEN NOW AND THE MAY
REVISE AND THE VARIOUS PROPOSALS
THAT. IF IN FACT THE ATTENDANCE
IS LOWER AND THERE'S A LITTLE
MORE MONEY AVAILABLE MAYBE IT
CAN BE PUT TO DEATH SAID. THE
FACT THAT THE LEGISLATIVE
ANALYST IS TALKING ABOUT THE
RATIOS IN A WAY. THAT ISN'T
GONNA MAKE IT HARDER TO STAFF
THIS IS A- IS A GOOD THING AND
WE WOULD JUST HOPE YOU TAKE ALL
THESE COMMENTS AND QUESTIONS
SERIOUSLY. AND HOW YOU WORK
TOWARD MAY BECAUSE WE REALLY
WANT THIS TO WORK AND IT'S CLEAR
THERE'S A LOT OF WORK TO BE
DONE. SO WE APPRECIATE YOU. ARE
PARTICIPATING IN THIS DISCUSSION
BUT MIRACULOUSLY. WE'RE GOING TO
MOVE TO ISSUE NUMBER FOUR WHICH
IS THE CALIFORNIA STATE
PRESCHOOL PROGRAM. AND NOBODY'S
GONNA MOVE. IT'S ALL THE SAME
PEOPLE SO HOME. MMHM WE'LL JUST
GO RIGHT IT WILL START WITH THE
DEPARTMENT OF FUNDING. JERRY
LIEBERMAN OF THE DEPARTMENT OF
FINANCE I WILL BE GIVING AN
OVERVIEW OF THE GOVERNOR'S.
INVESTMENTS IN THE PRESCHOOL
BUDGET FOR THIS FISCAL YEAR. THE
FIRST INVESTMENT IS A
CONTINUATION OF THE INCLUSIVITY
ADJUSTMENTS THAT WERE INCLUDED
IN THE TWENTY TWENTY TO BUDGET
ACT. THE TWENTY TWENTY TO BUDGET
ACT PROVIDED INCREASE ADJUSTMENT
FACTORS TO STUDENTS WITH
DISABILITIES. THESE INCREASES
WERE PAIRED WITH REQUIREMENTS
FOR THE CALIFORNIA STATE
PRESCHOOL PROVIDERS TO
INCREMENTALLY RAMP UP THEIR
ENROLLMENT. TO TEN AT LEAST 10%
OF STUDENTS WITH DISABILITIES BY
JULY FIRST OF TWENTY TWENTY
FOUR. CONSISTENT WITH THE TWENTY
TWENTY TO BUDGET ACT THE
GOVERNOR'S BUDGET INCLUDES SIXTY
FOUR POINT FIVE MILLION
PROPOSITION NINETY EIGHT GENERAL
FUND AND FIFTY ONE POINT EIGHT
MILLION GENERAL FUND. TO
CONTINUE A MULTI YEAR PLAN TO
RAMP UP THE INCLUSIVITY
ADJUSTMENTS FOR THE CALIFORNIA
STATE PRESCHOOL PROGRAM. THE
TWENTY TWENTY THREE TWENTY
TWENTY FOUR YEAR OLD BE THE
SECOND YEAR OF THE THREE YEAR
RAMP UP PROCESS AND STUDENTS
WITH DISABILITIES WILL BE
REQUIRED TO MAKE UP SEVEN POINT
5% OF STATE PRESCHOOL PROGRAM
PROVIDERS ENROLLMENT. NEXT THE
GOVERNOR'S BUDGET INCLUDES
APPROXIMATELY SIXTY THREE POINT
THREE MILLION GENERAL FUND AND A
HUNDRED AND TWELVE MILLION
PROPOSITION NINETY EIGHT GENERAL
FUND. TO SUPPORT AN EIGHT POINT
13% STATUTORY COST OF LIVING
ADJUSTMENT. FOR THE CALIFORNIA
STATE PRESCHOOL PROGRAM. NEXT
THE GOVERNOR'S BUDGET INCLUDES A
PROPOSAL THAT WILL ALLOW A CHILD
TO ATTEND A CALIFORNIA STATE
PRESCHOOL PROGRAM THAT IS IN A
FREE AND REDUCED PRICE MEAL
BOUNDARY. IF THEIR PARENT IS
ALSO EMPLOYED IN THAT BOUNDARY.
THE INTENT IS TO ALLOW WORKING
FAMILIES AND COMMUTERS TO DROP
OFF AND PICK UP THEIR CHILD AT A
LOCATION THAT IS CLOSER TO THEIR
WORKPLACE. THE CHANGE WILL BE
BOTH WILL DAY AND TO PARTY'S
PRESCHOOL. THIS ENROLLMENT
FLEXIBILITY ALIGNS WITH
TRANSITIONAL KINDERGARTEN. NEXT
THE GOVERNOR'S BUDGET INCLUDES
ONE POINT SEVEN MILLION AND
THREE ONGOING POSITIONS TO
SUPPORT THE IMPLEMENTATION OF
THE CLASSROOM ASSESSMENT SCORING
SYSTEM OR CLASS. TO BE USED IN
ALL C. S. PPO OR CALIFORNIA
STATE PRESCHOOL PROGRAM
CLASSROOMS. THIS FUNDING IS
SPLIT TO BE AT SEVEN HUNDRED
SIXTY THREE THOUSAND PROPOSITION
NINETY EIGHT GENERAL FUND AND
NINE HUNDRED FIFTY SEVEN
THOUSAND NON PROPOSITION NINETY
EIGHT GENERAL FUND TO SUPPORT
THE PRESCHOOL CLASS. THE CLASS
IS A TOOL FOR OBSERVING AND
ASSESSING THE EFFECTIVENESS OF
INTERACTIONS AMONG TEACHERS AND
STUDENTS IN CLASSROOMS. IT
MEASURES THE LEVEL OF EMOTIONAL
SUPPORT CLASSROOM ORGANIZATION
AND INSTRUCTIONAL SUPPORT
PROVIDED TO TEACHERS. ALIGNED
WITH DIFFERENT STRATEGIES AND
ACTIVITIES THAT HAVE BEEN LINKED
THROUGH RESEARCH TO CHILDREN'S
SOCIAL DEVELOPMENTAL AND
ACADEMIC ACHIEVEMENT. IT IS ALSO
REQUIRED AS PART OF THE HEAD
START FEDERAL MONITORING SYSTEM.
THIS PROPOSAL WOULD PROVIDE
RESOURCES AND THREE STAFF TO
IMPLEMENT THE CLASS FOR ALL CS
PP PROVIDERS AND PROVIDE SUPPORT
AND TRAINING TO THE CLASS. DAHLE
CSP PEAS. THANK YOU AND HAPPY TO
TAKE QUESTIONS AT THE
APPROPRIATE TIME THANK YOU VERY
MUCH WILL MOVE TO THE
LEGISLATIVE ANALYST'S. FAIR
CORTES LEO OF THE LEGISLATURE
COULD REDUCE REDUCE COST BY A
HUNDRED AND NINETY SIX MILLION
AND MAINTAIN THE PRESCHOOL
PROGRAM AS IT CURRENTLY
OPERATES- AND WITH THESE
ADDITIONAL FUNDS THE LEGISLATURE
COULD- USE AS BUDGET SOLUTION
COULD YOU RESPOND TO THE BUDGET
SOLUTION TO INCREASE FUNDING IN
OTHER AREAS OF THE STATE
PRESCHOOL PROGRAM OR- INCREASE
FUNDING. FOR PRIORITIES OUTSIDE
OF THE PRESCHOOL PROGRAM. ON THE
BOOK OF THESE FUNDS COME FROM AN
OVER ESTIMATE OF THE COST OF THE
COST OF LIVING ADJUSTMENT THE
GOVERNORS OF THE COST OF LIVING
ADJUSTMENT OF. AN ESTIMATE
REFLECTS THE COST PROVIDING AN
EIGHT POINT 13% TO ALL PROVIDERS
WHERE A STATUTE ONLY PROVIDES A
COLA TO. A BASED ON THE OF FOR
THOSE PROVIDERS WITH RATES BASED
ON THE S. R. R. WE WOULD NOTE
THAT. NOT ADDRESSING THE
CORPORATE PROVIDING THE CALL IN
THIS WAY DOES NOT ADDRESS IT
ASSEMBLY SHERRY COST PRESSURES-
FOR PROVIDERS. THAT HAVE RATES
BASED ON THE RMR. SOME OF THESE
FUNDS SO SHE WITH- COST OF THE
RATE INCREASE BEING LOWER THAN
EXPECTED AND THERE'S ALSO AN
EXTRA TWENTY NINE MILLION
DOLLARS IN PROPOSITION NINETY
EIGHT DUE TO AN AWARD IT'S LOTS
- IT ALSO LIKE TO COMMENT ON
TEMPORARY POLICIES- SO AS A
REMINDER THE GOVERNOR'S BUDGET
DOES NOT EXTEND TEMPORARY PUT.
PROVISIONS AND THAT'S THE FIRST
ONE IS TO PROVIDE REIMBURSEMENT
FLEXIBILITY IN THE SECOND IS TO
PROVIDE A FAMILY FEE WAIVERS.
WITHOUT ADDITIONAL ACTION THESE
PROVISIONS WILL EXPIRE- WE DO
RECOMMEND ALLOWING THE
REIMBURSEMENT FLEXIBILITY TO
SUNSET SO THIS FLEXIBILITY
ALLOWED PROVIDERS TO RECEIVE
OTHER FULL CONTRACT AMOUNTS
REGARDLESS OF HOW MANY CHILDREN
WERE SERVED- AND CONTRACTS ARE
GENERALLY BASED ON PRE PANDEMIC
IN ROMANS. AND WE KNOW
ENROLLMENT HAS SIGNIFICANTLY
DECLINED SINCE THE PANDEMIC- SO
WE THINK OF ENDING THE
FLEXIBILITY WOULD HELP
INCENTIVIZE PROVIDERS TO RETURN.
TO PRE PANDEMIC ENROLLMENT
LEVELS. OF IF A PROVIDER CAN NO
LONGER SERVE ITS PRE PANDEMIC
ENROLLMENT LEVELS WHICH IS
EITHER DUE TO LOCAL DEMAND. OF
FROM FAMILIES OR FOR WORKFORCE
ISSUES ENDING THE REIMBURSEMENT
FLEXIBILITY ALLOWS THE STATE TO
EITHER REDISTRIBUTE FUNDS TO
OTHER STATE PRESCHOOL PROVIDERS
THAT DO YOU HAVE THE DEMAND TO
EXPAND. RE DIRECT THE FUNDING TO
OTHER PRIORITIES OR DID WOULD
SHE BUDGET SAVINGS. ALSO IF
FUNDING PRIORITIES ALLOW THE
LEGISLATURE MAY WANT TO CONSIDER
ELIMINATING FAMILY FEES FOR FULL
THEY STATE PRESCHOOL IT TO HAVE
PARITY WITH A FORTY K. AND PART
DEEP STATE PRESCHOOL. THIS
ACTION WOULD ELIMINATE THE
FISCAL INCENTIVES FOR FAMILIES
TO ENROLL IN A PROGRAM WITHOUT A
FEE AND ALLOWS FAMILIES INSTEAD
TO FOCUS ON OTHER ASPECTS OF THE
PRESCHOOL PROGRAM WHEN CHOOSING
TO ENROLL- AND WITH THAT- THAT
CONCLUDES MY REMARKS THANK YOU.
THANK YOU. THE DEPARTMENT OF
EDUCATION. YOU'LL GET THERE I
THINK HE'LL HELP YOU WITH THE
SOUND. WELL I THINK YOU'RE GONNA
HAVE TO PRESS IT AGAIN BECAUSE
HE'S CAN TURN IT UP. ALL RIGHT
IS THE ONE NO WE'RE GOING TO
GIVE YOU ANOTHER MARK WE WANT
YOU TO BE HEARD FOR PEOPLE THAT
AREN'T IN THE ROOM. THANK YOU.
SO THANK YOU JERRY MEMBERS GOOD
AFTERNOON ASTON PROPER THE
DIRECTOR OF THE EARLY EDUCATION
DIVISION AT THE CALIFORNIA
DEPARTMENT OF EDUCATION ON
BEHALF OF THE 100% THAT STILL
SUPERINTENDENT OF PUBLIC
INSTRUCTION- THERE WE GO. TO
PROVIDE A LITTLE BIT OF CONTEXT
ON THE CALIFORNIA STATE
PRESCHOOL I A PROGRAM I JUST
LIKE TO DESCRIBE A LITTLE BIT
WHO THEY WHO ARE PROGRAMS ARE.
MANY OUR OUR PROGRAMS ARE
OPERATED BY BOTH LOCAL
EDUCATIONAL AGENCIES AS WELL AS
COMMUNITY BASED ORGANIZATIONS.
SERVING THREE AND FOUR YEAR OLD
CHILDREN IN PART DAY AND FULL
DAY AYE SETTINGS WITH THE
EXPANSION OF TRANSITIONAL
KINDERGARTEN- THIS CREATES AN
OPPORTUNITY FOR THE CALIFORNIA
STATE PRESCHOOL PROGRAM TO
PROVIDE TWO YEARS OF- HIGH
QUALITY- PRESCHOOL EDUCATION FOR
MORE CHILDREN IN. INCLUDING OUR
CHILDREN FROM LOW INCOME
FAMILIES CHILDREN WITH
DISABILITIES AND CHILDREN WHO
ARE MULTILINGUAL LEARNERS- AS
WE'VE SEEN THE AD AS WE LOOK AT
AS WE RECOGNIZE THE EXPANSION OF
TRANSITIONAL KINDERGARTEN MEANS-
MORE FOR YEAR OLD CHILDREN WILL
BE MOVING TO TRANSITIONAL
KINDERGARTEN- THE CALIFORNIA
DEPARTMENT OF EDUCATION HELD-
FOCUS GROUPS WITH OUR
CONTRACTORS. ON SERVING MORE
THREE YEAR OLD CHILDREN- THIS
LAST FALL- DURING AT WHAT CAME
OUT OF THOSE FOCUS GROUPS ARE
SOME FINDINGS IN SOME OR SOME
RECOMMENDATIONS AROUND SUPERIORS
AND ROLLING THREE YEAR OLD
CHILDREN. SO FIRST I'D HIGHLIGHT
THAT- IT CURRENTLY IN STATUTE-
THE EDUCATION CODE PRIORITIZES
FOUR YEAR OLD CHILDREN OVER A
THREE YEAR OLD CHILDREN FOR THE
STATE PRESCHOOL PROGRAM. SO THAT
MEANS IS MORE FOR YEAR OLD
CHILDREN MOVED TO- TRANSITIONAL
KINDERGARTEN OUR STATE PRESCHOOL
PROGRAMS HAVE TO DO MORE WORK
TO. KIND OF EXHAUST THE LIST OF
FOUR YEAR OLD CHILDREN- BEFORE
THEY CAN ROLL THREE YEAR OLD
CHILDREN- INITIALLY OUR-
PROGRAMS RECEIVE MORE FUNDING.
TO SUPPORT THE ADDITIONAL NEEDS
OF FOUR YEAR OLD CHILD SAY
COMPARED TO A THREE YEAR OLD
CHILD- SO SUCH AS H. A FOUR YEAR
OLD CHILD WITH A DISABILITY.
RECEIVES MORE- PROGRAM RECEIVES
MORE IN REIMBURSEMENT FOR THAT
CHILD AND SAY IT WOULD FOR A
THREE YEAR OLD CHILD WITH A
DISABILITY WOULD CONSIDERING THE
ADJUSTMENT FACTORS THAT THE
LEGISLATURE- ENACTED LAST YEAR
AS PART OF THIS YEAR'S BUDGET-
FINALLY SCHOOL DISTRICTS HAVE
SHARED THE BAY. AS THEY PIVOT TO
SERVING MORE THREE YEAR OLD
CHILDREN. THE EXISTING COMMUNITY
CARE LICENSING REQUIREMENTS
AROUND HEALTH AND SAFETY
DUPLICATE EXISTING SCHOOL ROLLS
AROUND HEALTH AND SAFETY. AND
THAT ALSO CREATES BARRIERS FOR
INCLUDING CHILDREN WITH
DISABILITIES IN GENERAL
EDUCATION SETTINGS. SPEAKING OF
SERVING MORE CHILDREN WITH
DISABILITIES AND THE CALIFORNIA
STATE PRESCHOOL PROGRAM. WE
APPRECIATE THE SIGNIFICANT
INVESTMENTS- THE LEGISLATURE
INCLUDED IN LAST YEAR'S BUDGET
AND THE CONTINUED FOCUS ON
INCLUSION OF CHILDREN WITH
DISABILITIES IN THIS YEAR'S
BUDGET. RESEARCH DEMONSTRATES
THAT INCLUSIVE PROGRAMS BENEFIT
ALL CHILDREN NOT JUST CHILDREN
WITH DISABILITIES- WE RELEASED
INITIAL GUIDANCE ON THE NEW
REQUIREMENT THAT A CERTAIN
PERCENTAGE OF FUNDED ENROLLMENT
BE SET ASIDE IN OUR STATE
PRESCHOOLS FOR CHILDREN WITH
DISABILITIES. IT THIS LAST
SUMMER AND WE RELEASE MORE
COMPREHENSIVE GUIDANCE THIS PAST
FEBRUARY. AS OF ABOUT A WEEK
AGO- AS WE LOOKED AT OUR OUR OUR
ENROLLMENT DATA. WE SEE THAT
APPROXIMATELY 20% OF OUR STATE
PRESCHOOL PROGRAMS ARE PROJECTED
TO MEET OR EXCEED THIS YEAR'S
REQUIREMENT OF SETTING ASIDE 5%
OF ENROLLMENT FOR CHILDREN WITH
DISABILITIES. HOWEVER WE SEE
THAT STAY R. C. PRESCHOOL
PROGRAMS ARE RAMPING UP
ENROLLMENT OF CHILDREN WITH
DISABILITIES AS ARE LEARNING
ABOUT HOW TO IMPLEMENT THIS NEW
REQUIREMENT. AND THIS ALSO
HIGHLIGHTS THE- THAT THE NEED
FOR. MORE OF A MORE SUPPORTS FOR
OUR COMMUNITY BASED
ORGANIZATIONS TO ENROLL CHILDREN
WITH DISABILITIES AS WE LOOK AT
SOME OF OUR DATA WHICH SHOWS
THAT MORE OF OUR ELLIE AS AND
ROLL CHILLED ARE CURRENTLY
ENROLLING CHILDREN WITH
DISABILITIES AND STATE PRESCHOOL
THEN OUR COMMUNITY BASED
ORGANIZATIONS- IT SPEAKING OF A
SUPPORT THAT THE- LEGISLATURE.
INVESTED IN LAST YEAR THE
INCLUSIVE EARLY EDUCATION
EXPANSION PROGRAM WHICH PROVIDES
TWO HUNDRED FIFTY MILLION IN THE
CURRENT YEAR BUDGET TO. PROVIDE
RESOURCES FOR OUR STATE
PRESCHOOL PROGRAMS AND EARLY
LEARNING AND CARE PROGRAMS TO-
OFFER AN INCLUSIVE SETTINGS- FOR
CHILDREN WITH DISABILITIES.
WE'RE WORKING TO IMPLEMENT THE
THREE DIFFERENT THREE DIFFERENT
FACETS ASSOCIATED WITH THIS
FUNDING SO THERE'S APPROXIMATELY
I'D SAY AT LEAST A HUNDRED
NINETY EIGHT MILLION AVAILABLE
FOR DIRECT GRANTS TO- TO ELEAZAR
FOR- INCLUSIVE EARLY EDUCATION
EXPANSION- INVESTMENT IN AN
EVALUATION. AS WELL AS
INVESTMENT OF FIFTY MILLION IN
STATEWIDE CAPACITY BUILDING- TO
REACH FAR MORE- PROGRAMS SERVING
CHILDREN WITH DISABILITIES. WE
ANTICIPATE RELEASING THE RFA FOR
DIRECT GRANTS THIS SPRING AS
WELL AS FINALIZING THE
INVESTMENTS FOR THE FIFTY
MILLION AND STATEWIDE CAPACITY
BUILDING THIS SPRING AS WELL- WE
ALSO NOTE THAT BECAUSE THE
INCLUSIVE EARLY EDUCATION
EXPANSION PROGRAM IS FUNDED
THROUGH PROPOSITION NINETY
EIGHT. WHICH IS MEANS IT'S ONLY
AVAILABLE TO ELEAZAR AS DIRECT
GRANTS WHAT WE'RE TRYING TO
INCENTIVIZE- ELISE TO PARTNER
WITH COMMUNITY BASED
ORGANIZATIONS. THAT ARE
COMMUNITY BASED ORGANIZATIONS
CANNOT ACCESS THE FUNDS
DIRECTLY- SO WE KNOW AND WE KNOW
THAT THIS PROGRAM FROM THE
PREVIOUS ITERATION IT'S A VERY
IMPORTANT SUPPORT. FOR
PROFESSIONAL DEVELOPMENT OF DAPP
OF EQUIPMENT AND MODIFICATIONS
FOR- SERVING CHILDREN WITH
DISABILITIES. UNTOUCHABLE BIT
ALL. THE THAT THE LEGISLATURE
APPROPRIATED IN TWENTY ONE
TWENTY TWO. CITY WAS ABLE TO OF
THE HUNDRED THIRTY MILLION THAT
WAS AVAILABLE CITY WAS AVAILABLE
TO ABLE TO AWARD A HUNDRED ONE
MILLION- I'M IN FOR A TOTAL OF
SIX THOUSAND THREE HUNDRED FOUR
SLOTS. 24% OF THE- NEW
CONTRACTORS WERE BRAND NEW
THEY'VE NEVER HAD A STATE
PRESCHOOL PROGRAM BEFORE- WE ARE
PLAN ON ISSUING AN RFA THIS YEAR
TO AWARD THE BALANCE OF TWENTY
NINE MILLION- MY- COLLEAGUE
DEPUTY SERVER NEVER MORGAN-
TOUCHED ON DATA FROM THE R. U.
P. K. PLANNING IMPLEMENTATION
GRANTS. FOR A DATA POINT FROM
THAT WE HAVE TWO HUNDRED EIGHTY
SIX ELEAZAR SAID THEY ARE
INTERESTED IN OPERATING OR
EXPANDING THEIR STATE PRESCHOOL
PROGRAM- IN IN THE COMING YEARS-
WE ALSO HEAR THERE'S BROAD
INTEREST IN EXPANDING STATE
PRESCHOOL AT OUR COMMUNITY BASED
ORGANIZATIONS. SO WOULD WOULD
NEED OUT NON PROPOSITION. NINETY
EIGHT FUNDING TO BE ABLE TO DO
THAT. AND AS WE TALK IT. IT'S
INCREDIBLY IMPORTANT ALSO TALK
ABOUT REIMBURSEMENT RATES FOR
THE CALIFORNIA STATE PRESCHOOL
PROGRAM. HIGHER RATES ALLOW OUR
PROGRAMS TO PAY TEACHERS MORE.
UNLESS RATES CAN BE ADDRESSED
PROGRAMS WILL CONTINUE TO SEE
STAFF LEAVING THE PROFESSION FOR
HIGHER PAYING JOBS ELSEWHERE- IN
ADDRESSING RATES ADDRESSES
ACCESS- OUR CONTRACTORS HAVE
SHARED THAT LOW RATES IMPACT
THEIR ABILITY TO RECRUIT AND
RETAIN STAFF ENOUGH STAFF TO
KEEP. ALL OF THEIR CLASSROOMS
OPEN. AND PROGRAMS HAVE CITED A
LACK OF STAFF IS ONE REASON AND
ROMAN IN THE CALIFORNIA STATE
PRESCHOOL PROGRAM HAS NOT FULLY
RECOVERED TO PRE PANDEMIC
LEVELS- ONE FINAL NOTE ON THE ON
RATES. THE GOVERNOR'S BUDGET
IDENTIFIES FUNDS FOR COST OF
LIVING ADJUSTMENT WHICH IS CD
APPRECIATES AND WE WOULD URGE
YOU TO CAREFULLY CONSIDER THE
ELYAS RECOMMENDATION ABOUT THIS
USE OF THE COST OF LIVING
ADJUSTMENT. SO LAST YEAR'S COLA
ONLY WENT TO LOW COST COUNTIES-
AND OVER HALF OF OUR STATE
PRESCHOOL PROGRAMS DID NOT GET
AN INCREASE. IN A YEAR WITH HIGH
INFLATION- THE GOVERNOR'S BUDGET
PROPOSAL TO CONTINUE- THIS
APPROACH DEEPENS THE THOSE-
INEQUITIES- NOT TOUCH ON THE
OTHER PROPOSAL FOR. EXPANDING
ELIGIBILITY FOR FREE OR REDUCED
PRICE MEALS WE ACKNOWLEDGE OF
THE PROPOSED TRAILER BILL
LANGUAGE AROUND THIS WOULD
PROVIDE ELIGIBILITY FOR THE
CALIFORNIA STATE PRESCHOOL
PROGRAM- TO FAMILIES WHO WORK IN
THE BOUNDARY OF A- AN ELEMENTARY
OR- SCHOOL DISTRICT- WITHOUT
HIGH FREE REDUCED PRICE MEALS.
AT AND THAT WOULD INCLUDE THEM
IN THE PRIORITY FOR- ELIGIBILITY
FOR THE C. PRESCHOOL PROGRAM.
WHILE STILL PRIORITIZING LOWER
INCOME FAMILIES FIRST RESEARCH
SUGGESTS THAT ALL CHILDREN CAN
BENEFIT FROM UNIVERSAL OR MIXED
INCOME PROGRAMS BUT MOST- BUT
MIXED INCOME PROGRAM SEEM TO
THAT BENEFIT. CHILDREN FOR LOWER
INCOMES THE MOST. I FINALLY ON
THE CLASSROOM ASSESSMENT SCORING
SYSTEM WE APPRECIATE THE
ADMINISTRATION'S PROPOSAL TO
SUPPORT- THE CLASS AS IT'S
CALLED. IN ADDITION TO REPLACING
A TOOL THAT IS DATED OUR CURRENT
THE CURRENT TOOL WE USE AND IS
NOT SUPPORTED BY THE AUTHOR- THE
THIS INVESTMENT IN CLASS WILL GO
BEYOND AND ALIGN OUR STATE
PRESCHOOLS WITH HEAD START AND
QUALITY COUNTS CALIFORNIA. THUS
REDUCING ADMINISTRATIVE BURDEN.
AND IMPROVING ON MEASURING
QUALITY THIS IS ESPECIALLY
HELPFUL FOR MANY OF OUR STATE
PRESCHOOL PROGRAMS WHO ALSO HOLD
HEAD START- GRANTS- AND I HAVE
WITH THE I'LL CONCLUDE WITH THAT
AND I HAVE WITH ME DEPUTY
SUPERINTENDENT CERTAIN OF A
MORGAN- TO ASSIST IN ANSWERING
QUESTIONS APPROPRIATE TIME.
THANK YOU VERY MUCH OF. THAT WAS
A GOOD PRESENTATION BY ALL OF
YOU MALL JUST ASK IF THERE ANY
QUESTIONS FROM THE COMMITTEE. OR
COME. YOU THE PARENT WE WILD TO
COMMITTEE. AND I THINK IT'S
REALLY HELPFUL AND- AND WE WILL
JUST KEEP LOOKING AT THIS AS WE
HAD TO. OF THE MAY REVISE BUT WE
THANK YOU FOR YOUR YOUR HELP ON
BOTH SIDES. SO WE ARE GOING TO
MOVE TO OUR ITEM NUMBER FIVE.
WHICH IS SPECIAL EDUCATION. AND
WE HAVE WAS MY FROM THE
DEPARTMENT OF FINANCE WHO IS ON
JUNE. AND THEN SARAH CORTEZ FROM
THE LEGISLATIVE ANALYST. AND
ANSWER A NUMBER MORGAN FROM THE
DEPARTMENT OF EDUCATION. AND I
BELIEVE OR ARE YOU HEATHER FROM
THE DEPARTMENT OF EDUCATION
GREAT. OKAY SO WE ARE GOING TO
MOVE TO SPECIAL EDUCATION AND
WE'RE GOING TO BEGIN WITH THE
DEPARTMENT OF FINANCE AND WITH
MY IS- ON THE SYSTEM. HI GOOD
AFTERNOON EARLIER THAN MEMBERS
LIST MY DEPARTMENT OF FINANCE.
CITY MINISTRATION HAS BEEN
COMMITTED TO SPECIAL EDUCATION
REFORM OVER THE LAST FOUR YEARS
SUPPORTING FUNDING AND
PROGRAMMATIC IMPROVEMENTS THAT
INCREASE BUDGETARY TRANSPARENCY
IMPROVE SERVICES PROVIDED
STUDENTS AND PARENTS. AND HER
MADE IT PROMOTED INCLUSIVE LOCAL
PLANNING AND CONFUSION BETWEEN
SPECIAL EDUCATION AND GENERAL
EDUCATION. BUILDING UPON THESE
EFFORTS THE GOVERNOR'S BUDGET
PROPOSES STABILIZING CURRENT
SPECIAL EDUCATION LOCAL PLAN
AREA OR STOP THE MEMBERSHIP BY
EXTENDING THE MORATORIUM ON THE
CREATION OF NEW SINGLE DISTRICTS
STOP US BY TWO YEARS- INCREASING
FISCAL TRANSFER TRANSPARENCY BY
REQUIRING THE CALIFORNIA
DEPARTMENT OF EDUCATION TO POST
EACH SUFFERS. ANNUAL LOCAL PLAN
INCLUDING THEIR GOVERNANCE
BUDGET AND SERVICE PLANS ON ITS
WEBSITE AND LIMITING THE AMOUNT
OF ADDITIONAL FUNDING THAT'S
OFFICE ARE ALLOWED TO RETAIN FOR
NON DIRECT STUDENT SERVICES
BEFORE ALLOCATING SPECIAL
EDUCATION BASE FUNDING. TO THEIR
MOBILE INTO THEIR MEMBER LOCAL
EDUCATIONAL AGENCIES THAT LAST
PROPOSAL FUNCTIONALLY DIRECT
STOP AT YOU AT MINIMUM ALLOCATE
THE TOTAL AMOUNT OF FUNDING TO
ITS MEMBER ELLIE AS THAT IT DID
IN TWENTY TWO TWENTY THREE
ADJUSTED FOR THE COAL IN TWENTY
THREE TWENTY FOUR- WE HAVE
RECEIVED FEEDBACK FROM SOME IN
THE FIELD WHO HAVE RUN
SIMULATIONS AND I FOUND THAT.
BECAUSE OF THEIR SPECIFIC CASES
OF SEVERE DECLINING ENROLLMENT
THEY WILL BE UNABLE TO COMPLY
WITH THE PROPOSED CHANGES SO WE
HAVE BEEN PERFORMING DATA RUNS
FOR DIFFERENT SCENARIOS AND
ANTICIPATION OF ADDRESSING THESE
CONCERNS AS WE HEAD INTO. MAY
REVISE- THAT CONCLUDES MY
PRESENTATION AND I'M HAPPY TO
ANSWER QUESTIONS AT THE
APPROPRIATE TIME. THANK YOU VERY
MUCH WILL MOVE TO THE
LEGISLATIVE AND HI SARAH CORTEZ
ELLIE- SO WE DO RECOMMEND
REJECTING THE PROPOSAL BY
LOCATION REQUIREMENTS OF THE
LAST REQUIREMENT THAT WAS JUST
DESCRIBED BY THE DEPARTMENT OF
FINANCE ALSO- ON PAGE TWENTY
SIX. OF THE FIRST BULLET IN YOUR
AGENDA- AND WITH SPECIFICALLY
BECAUSE SOME SELF WAS WOULDN'T
BE ABLE TO COMPLY WITH THIS
REQUIREMENT AS PROPOSED
SPECIFICALLY SELF WAS WITH A
CLEANING ATTENDANT THAT SET
ASIDE RELATIVELY SMALL SHARES OF
FUNDING FOR SELF A LEVEL
SERVICES. AND WE DO ALSO
QUESTION THE RATIONALE FOR THIS
PER OPPOSE ALL- IF THE LEAD. IN
IN A REQUIREMENT. HOW HOW MUCH
HELP MEMBERS WERE. UP FROM THERE
SO BUT WE DO SUGGEST MODIFYING
PROPOSAL THANK YOU. CORRECT IN A
MOVE TO THE DEPARTMENT OF
EDUCATION. GOOD AFTERNOON
HEATHER CALUMNIES- DIRECTOR OF
THE SPECIAL EDUCATION DIVISION
OF THE CALIFORNIA DEPARTMENT OF
EDUCATION ON BEHALF OF THE STATE
SUPERINTENDENT OF PUBLIC
INSTRUCTION TONY THURMOND. OF
THE CALIFORNIA DEPARTMENT OF
EDUCATION- APPRECIATES THE
CONTINUED COMMITMENT BY THE
ADMINISTRATION AND LEGISLATURE
TO SPECIAL EDUCATION AND THE
SIGNIFICANT INVESTMENTS- TO
ENCOURAGE CONVERSATIONS AROUND
THE STATE. ACROSS THE STATE
REGARDING GOVERNANCE FUNDING AND
ACCOUNTABILITY. THE RECENT
INVESTMENTS AND INCREASE FUNDING
FOR SPECIAL EDUCATION HAS
BROUGHT MUCH NEEDED RELIEF- IN
OUR LONG JOURNEY TOWARDS ONE
SYSTEM FOR ALL STUDENTS. AND
IMPROVED OUTCOMES FOR STUDENTS
WITH DISABILITIES. THE
COMMITMENT TO ENSURE FAIR AND
EQUITABLE SYSTEMS ARE TRULY- SIR
STUDENT THAT TRULY SERVES
STUDENTS WITH DISABILITIES
ACROSS THE STATE IS IT IS
ASTOUNDING AND- UNPRECEDENTED.
WHILE THERE IS NO SILVER BULLET
TO ADDRESS THE DEEP SYSTEMIC
ISSUE THAT SPECIAL EDUCATION
FACES. WE KNOW THAT SIGNIFICANT
THAT BACK THE SIGNIFICANT
RESOURCES THAT THE
ADMINISTRATION AND LEGISLATURE
HAVE DEVOTED. ARE HAVING A
POSITIVE IMPACT TO IMPROVING HOW
WE SUPPORT STUDENTS FAMILIES AND
COMMUNITIES WITHIN HIGHLY
COMPLEX SYSTEMS. IN EXTREMELY
CHALLENGING TIMES. THIS YEAR'S
BUDGET PROPOSAL FIRMLY CENTERS
ISSUES THAT HAVE SURFACED IN THE
TWENTY TWENTY ONE SPECIAL
EDUCATION GOVERNANCE AND
ACCOUNTABILITY AND ALL COLLEGE
SEGA STUDY FROM HERE ON OUT- AND
ENSURE THAT STUDY FOCUSED ON
ADDRESSING. LESS TO LET THAT THE
LESS THAN DESIRABLE OUTCOMES FOR
STUDENTS WITH AN IP IN
CALIFORNIA. AND ALSO REMOVING
BARRIERS TO INCLUSIVE PRACTICES
TO IMPROVE THOSE OUTCOMES. ALSO
SUPPORTING THE ACCOUNTABILITY
STRUCTURES ESTABLISHED BY THE
LOCAL CONTROL FUNDING FORMULA.
AS WELL AS INCREASING
TRANSPARENCY FOR PARENTS AND
OTHER EDUCATIONAL PARTNERS
ACROSS THE STATE. STUDENTS WITH
DISABILITIES ARE STUDENT WITH AN
IEP ARE INCLUDED IN AN EXPENSIVE
EXPLICITLY ADDRESSED IN
CALIFORNIA'S GENERAL EDUCATION
GOVERNANCE AND ACCOUNTABILITY
STRUCTURES HOWEVER CALIFORNIA
ALSO HAS BOTH SEPARATE IN
OVERLAPPING SPECIAL EDUCATION.
GOVERNANCE AND ACCOUNTABILITY
STRUCTURES. THIS STUDY
CONSISTENT WITH THE CHARGE IN
THE BUDGET LANGUAGE. PROPOSED AN
ALIGNMENT OF SYSTEMS WHERE THERE
WAS NO- EVIDENCE WHERE THOSE-
PROVIDED ADDITIONAL BENEFITS TO
STUDENTS- RELATED TO THE STUDY
PRIORITIES AS WELL. THE VARIANCE
AND SUBSTRUCTURES ACROSS THE
STATE- THE CD E. HOW WOULD NEED
TO FURTHER DETERMINE THE IMPACT
OF THE CURRENT PROPOSAL
REGARDING THE CAP ON FEES. SOME
STRUCTURES INCLUDE- CURRENTLY
ACROSS THE STATE A BILL BACK
SERVICE FOR INSTANCE SOME DIRECT
CHARGE AND SOME PAY TO PLAY A
FEW WELL. IN ADDITION NINE
DIRECTION COSTS VERY BECAUSE OF
THE TYPE OF PROGRAMMING THAT'S
BEING PROVIDED AT THE SUB LEVEL.
THROUGH REVIEW OF THE LOCAL
PLANTS THAT CD E. RECEIVES EACH
YEAR THE CITY HAS NOT SEEN
WIDESPREAD CHANGES AND PROGRAMS
BEING PROVIDED OR THE
ADMINISTRATIVE FEES ACROSS THE
STATE FROM YEAR TO YEAR. TO
ADDRESS THE CLIENT THE DECLINING
ENROLLMENT- THE CDP DOES BELIEVE
AN ADJUSTMENT FACTOR WOULD HELP
MINIMIZE THE IMPACT TO PROGRAMS
HOWEVER THE CDC ALSO BELIEVE
THAT ADDITIONAL DATA COLLECTION
AND ANALYSIS IS NEEDED TO FULLY
DETERMINE THE IMPACT ON THE CAP
ON FEES WHICH COULD BE CAPTURED
IN THE LOCAL PLANNING
DEVELOPMENT PROCESS IN THE
COMING YEAR. DECLINING
ENROLLMENT WHICH HAS BEEN
SIGNIFICANT ACROSS THE STATE FOR
THE OVERALL STUDENT POPULATION-
AND INTERESTINGLY ENOUGH THE
POPULATION STUDENTS WITH
DISABILITIES IS INCREASING- OVER
TIME- AGAIN WOULD MERIT FURTHER
DISCUSSION AND FORECASTING
MODELING ACROSS THE STATE TO
DETERMINE HOW THE CAP WOULD
IMPACT- US UP OPERATIONS. AND
AGAIN THE CITY WANTS TO
REITERATE. ITS COMMITMENT TO
WORKING COLLABORATIVELY WITH THE
ADMINISTRATION OF LEGISLATURE
ALONG WITH OUR EDUCATIONAL
PARTNERS TO BETTER UNDERSTAND- A
GOVERNANCE ACCOUNTABILITY
STRUCTURES THAT EXIST- AND THIS
PROPOSAL PROVIDES AN OPPORTUNITY
FOR DEEP AND MEANINGFUL
INTERROGATION- OF OUR CURRENT
SYSTEM- AND WE HOPE THESE.
CONVERSATIONS AGAIN BRING FORTH
INCREASE TRANSPARENCY- AND
IMPROVED OUTCOMES AS WELL- THANK
YOU THIS CONCLUDES MY REMARKS
AND I ALONG WITH DEPUTY
SUPERINTENDENT CERTAIN OF A
MARKET AVAILABLE FOR QUESTIONS
AT THE APPROPRIATE TIME. THANK
YOU VERY MUCH- WE'RE GONNA MOVE.
TO QUESTIONS AND LET ME JUST ASK
THAT THE DEPARTMENT OF FINANCE
JUST BASED ON- WHAT. WE'VE HEARD
IT SEEMS. THAT THE OUR
POPULATION OF PEOPLE ELIGIBLE
FOR SALPA SERVICES IS GROWING.
BUT THE AVERAGE DAILY ATTENDANCE
IS GRADUALLY DROPPING AND YET
THE PROPOSAL LINKS THE MONEY FOR
SELF POST AVERAGE DAILY
ATTENDANCE WHICH IS NOT
NECESSARILY. AN INDICATOR OF THE
NUMBER OF PEOPLE REQUIRING
SERVICES UNDER SALPA. DO YOU SEE
A NEED TO ADDRESS THAT IN A
PROPOSAL OTHER THAN WHAT WE HAVE
IN FRONT OF THE- HI LIZ MY
DEPARTMENT OF FINANCE I IT I
THINK WHAT. YOU'RE ASKING I
GUESS IS ABOUT. SO TO BACK UP
CALIFORNIA A SPECIAL EDUCATION
IS CURRENTLY BASED ON- LIKE
CENSUS LEVEL DATA FOR
ALLOCATION- I THINK THEY'RE
THEY'RE THEY'RE DIFFERENT WAYS
THAT DIFFERENT STATES CAN
ALLOCATE FUNDS AND STARER SOME
HAVE ALLOCATED BASED ON- COUNTS
OF STUDENTS WITH DISABILITY IN
THE PRIOR YEAR- I GUESS THERE
ARE THERE ARE LOTS OF- PRESENT
CONSTITUTE. THOSE DIFFERENT
SYSTEMS I THINK. WHEN WE OF THE
CENSUS BASED. ON ALLOCATION
METHODOLOGY IT WAS PUT INTO
PLACE IT WAS- KIND OF A REACTION
TO- WORRIES AND CONCERNS THAT AT
LEAST MIGHT BE IDENTIFYING-
STUDENTS WITH DISABILITIES- WHEN
THEY DIDN'T NECESSARILY- NEED
SERVICE SAYS SO I GUESS- OF
PERVERSE INCENTIVES I SUPPOSE-
SO I THINK THAT WOULD REQUIRE
MORE. MORE REVIEW AND
QUESTIONING OF BOTH OUR
PRIORITIES- MY GUESS LAWS BOTH
THE ADMINISTRATION AND THE
LEGISLATURE. OUR REVIEW. IF THEY
ONLY- MONICA- IF I SO THE
PROPOSAL IS LIMITING ITS IT'S-
THE PROPOSAL IS RICK REQUIRING
THAT SELL BUT ALLOCATE THE SAME
AMOUNT AS THEY DID THE PRIOR
YEAR ADJUSTED FOR COLA SO IT'S
NOT BASED ON EIGHTY EIGHTH
SPECIFICALLY IN THAT IS THE
PROBLEM THERE IS- SOME THERE IS
THERE SOME SCENARIOS WHERE SELF
WAS WON'T ACTUALLY BE ABLE TO
ALLOCATE TO THEIR MEMBERS THE
SAME AMOUNT THAT THEY DID IN THE
PRIOR YEAR BECAUSE- BECAUSE THEY
DO HAVE SOME SOME DECLINING
ENROLLMENT. I'M SO THAT'S THE
PROBLEM THAT'S THE PROBLEM THAT
WE'RE THAT WE'RE HIGHLIGHTING IN
THE IN WITH THE GOVERNOR'S
PROPOSAL. WHAT WAS WHAT I WAS
JUST TRYING TO ASK ABOUT TONIGHT
. I'M MORE CHARACTERIZED THE
ANSWER A IT IS SO DO YOU HAVE AN
ALTERNATIVE OTHER THAN REJECTED
SO WE DO SO WE OPERATE OKAY- BUT
WE DO HAVE OPTIONS FOR MODIFYING
FOR MODIFYING THE LEGISLATURE
CORPORATE FOR MODIFIED
ADMINISTRATION PROPOSAL AND THE
FIRST IS- TO. INCLUDE AN
ADJUSTMENT FOR EIGHTY EIGHT
CITIES INCLUDE CAPTURE IN
DECLINING ENROLLMENT SO THAT
AMOUNT THAT SELFLESS HAVE TO DO
PROPOSAL WOULD BE REQUIRED TO
PROVIDE TO SELL BUZZ- WOULD
ACTUALLY ALIGN WITH THE AMOUNT
OF FUNDING THAT THEY ARE
RECEIVING- THE SECOND THING THAT
WE DO FOR AN OPTION FOR
MODIFYING- THE PROPOSED
ALLOCATION BECAUSE THE RATIONALE
WE WERE PROVIDED WITH. WITH THAT
THIS THIS WILL PROVIDE STABILITY
TO SELL BY MEMBERS- SO THAT SO
THE SECOND PIECE THAT WE- THE
OPTION THAT WE ARE PUTTING
FORTH. IS THAT THE AMOUNT- BE
SPECIFICALLY TARGETED TOWARDS
WHAT THE MEMBER RECEIVES NOT IN
TOTAL OF HOW MUCH THE CELL BUT
PROVIDED TO THE MEMBERS I'M
CURRENTLY AT THE END. AND
DESCRIBE WHAT YOU MEAN BY WHAT
REMEMBER RECEIVES YES OF SO
CURRENTLY THE CELL BUT- SO IT'S
A IT'S AN AGGREGATE AMOUNT OF
THE SELF A MEMBER WILL HAVE THAT
THE TOTAL AMOUNT OF FUNDING AND
WE'RE LOOKING AT THE TOTAL
AMOUNT THAT IT HAD WOULD HAVE TO
PROVIDE TO ALL OF ITS MEMBERS
BUT NOT NECESSARILY SAYING. THIS
MEMBER GETS THIS THIS MEMBER
GETS THAT THAT COULD BE DATA CAN
CHANGE IN THE IN THE GOVERNOR'S
PROPOSAL. AND WERE SAYING THAT
IT SHOULD BE BASED ON WHAT THE
SELF A MEMBER- WHAT DID RICK-
ASSEMBLY MEMBER RECEIVED IN THE
PRIOR YEAR IN THAT WOULD KIND
OF. COOL THAT WOULD KIND OF LEAN
TOWARDS PROVIDING THAT
SUPPLEMENT STABILITY WON'T WANT.
YOU UNFORTUNATELY HAVE THE MIKE
NOW SO. LET ME ASK A FOLLOW UP.
ARE WE JUST DEAL WITH VERY TRY
THAT AND CON. AND HOW WE'RE
DEALING WE THIS WHICH THE
FUNDING. IT MIGHT BE A BIT ON
THE TEN. BLOOD DOES SERVICES
DELIVERED- TWO SEPARATE
SYMBIONTS. DEPEND TOTALLY ON THE
NUMBER OF RECIPIENTS AND THE
LEVEL OF SERVICES AND THOSE
DON'T NECESSARILY ALIGN IN THE
SAME. YEAH I THINK THAT'S A FAIR
CHARACTERIZATION BUT I ALSO WANT
TO HIGHLIGHT WITH CD MENTION OF
THERE'S JUST DIFFERENT MODELS OF
HOW- OF THE AMOUNT OF. FUNDING
THAT SELF WILL KEEP FOR SELF
BILLABLE SERVICES VERSUS THE
AMOUNT THAT THEY WOULD PROVIDE
DIRECTLY TO THE CELL PHONE
MEMBERS THERE'S A VERY VARIOUS
MODELS OF IT IN TERMS OF. IT
EXACTLY WHAT'S GOING ON SO- CUT
IT'S REALLY HARD TO DESCRIBE THE
IMPACT OF KIND OF A CAP LIKE
THIS- BUT WE DO NOTED WHAT WE DO
WITH KNOW THAT THERE ARE VERY
THERE ARE CERTAIN SCENARIOS
WHERE. A SELF UP PROVIDE THE
SMALL SHARE OF THAT THAT IT
PROVIDES A KEEP A SMALL SHARE
FOR SELF OF LEVEL SERVICES AND
HAS DECLINING ENROLLMENT WITHIN
ITSELF- MEMBERS- THAT WOULDN'T
ACTUALLY EVEN BE ABLE TO COMPLY
WITH THIS REQUIREMENT AS
PROPOSED AT ALL. NUMBER SIX
SNEAKING SUSPICION- DEPARTMENT
EDUCATION AS A COMMON. HE
ANOTHER COUNTIES OF PART OF
EDUCATION- I YOU KNOW A- IT THE
ONE WITH A SERVER LOOK AT SORT
OF THE OVER STRUCTURE- STRUCTURE
OF SELF IS ACROSS THE STATE IS
REALLY TO SORT OF SEE IT AS A
FACTORIAL RIGHT THERE'S JUST A
MINUTE. TO DO JUST THAT MANY OF
US ARE COMBINATIONS- ACROSS. THE
STATE ACROSS THE ROUGHLY A
HUNDRED AND THIRTY FOUR SELF IS
THAT WE HAVE IN TERMS OF THE
SUPPORTS AND SERVICES THEY'RE
PROVIDING RIGHT AND DOES NOT
DIRECT STUDENT COSTS ARE- CAN
RANGE FROM- PROGRAM STAFF- TO.
UTILIZATION OF A BUILDING SPACE
TO- ASSOCIATED PROGRAM COSTS AND
SOME EVEN KEEP EMERGENCY FUNDS
ON HAND FOR HER FOR LED
DISTRIBUTION- SHOULD THEY NEEDED
AS WELL AND SO- YOU KNOW WAY. I
THINK JUST TO REITERATE THOUGH-
YOU KNOW THE NOTION AND AGAIN
CENTERING TRANSPARENCY I THINK
IS CERTAINLY IMPORTANT FOR- NOT
ONLY MEMBERS- AND CERTAINLY FOR
STUDENTS AND FAMILIES- AND
REALLY FOR OUR COMMUNITY AS WELL
TO ENSURE THAT- THESE AGAIN
SIGNIFICANT INVESTMENTS ARE- ARE
ARE GOING TOWARDS- YOU KNOW THE
SUPPORTS AND SERVICES THAT THAT
OUR CHILDREN- DESERVE AN EIGHT.
IN MAYBE THEY'LL BE OTHER
COMMENTS OR QUESTIONS FROM
MEMBERS ONLY GET TWO MINUTES
SECOND BUT- IT JUST SEEMS LIKE
THAT'S WHAT WE HAVE TO WORK ON
BETWEEN NOW ONE. AND MAY IS. HOW
TO ADDRESS THAT IN A FAIR. WAY
AND- JUST OVER TIME SOME OF
THESE IMPROVEMENTS THAT HAVE
COME IN RECENT YEARS HAVE LASTED
SOME OF- THE PUSHBACK FROM LOCAL
DISTRICTS ALTHOUGH I CAN ONLY
IMAGINE. THAT IS IF. AND
ROMANISED DECLINING AND I HAVE
TO DO CERTAIN THINGS WE GET BACK
TO PEOPLE- COMPLAINING ABOUT
CARVE OUTS AND THE OTHER THINGS
FOR THE PROGRAM SO. ARE I WOULD
JUST HOPE THAT WE HAVE JUST
IDENTIFIED THE PROBLEMS VERY
CLEARLY AND WE WILL TRY TO
FIGURE OUT HOW TO ADDRESS THE
ISSUE. BETWEEN NOW AND MAY. ARE
THERE OTHER QUESTIONS OR
COMMENTS ASCENDER MEN AND THEN
WE'LL GET TO CENTRO JOB I JUST
THOUGHT THIS IN IT WAS A VARIANT
IN INSTRUCTOR DEBATE FOR ME OUR
DISCUSSION- EIGHT AND A YOU KNOW
I WOULD ECHO THE COMMENTS OF THE
CHAIR HERE ABOUT HOW WE- CAN
ENSURE A FAIR FUNDING FORMULA- I
JUST WANTED TO HIGHLIGHT THE
COMMENTS MADE BY DEPARTMENT
EDUCATION. BARRIERS TO
INCLUSIVITY I THINK IT WAS
SOMETHING ALONG THE LINES OF
WHAT YOU SAID AND I HAVE IT MY
SEVEN YEAR OLD IS- HAS AN IEP IS
SPECIAL NEEDS AND- IT WAS
EXTRAORDINARILY DIFFICULT FOR US
TO NAVIGATE THE PROCESS I THINK.
THESE MEASURES ARE A GREAT FIRST
STEP IN JUST TRYING TO IMPROVE
AWARENESS AND YOU KNOW EASE
ACCESS INTO THESE IS TOUGH WHEN
YOU HAVE A SPECIAL NEEDS KID
AND- I WOULD APPLAUD ALL EFFORTS
INCLUDING WHEN HE SUGGESTED TO
TRY TO MAKE THAT EASIER. THANK
YOU SEND ROADSHOW BOG. I WAS
TRYING TO FIND AND I. MAYBE IT
WAS AN OVERSIGHT ON MY PART. BUT
THIS THE- PROPOSED BUDGET-
ADDITION THIS HAVE SPECIFIC
AMOUNTS AS TO HOW MUCH OF THAT-
MANY IS TOWARDS ADMINISTRATIVE
COSTS AND HOW MANY HOW MANY HOW
MUCH OF THAT MONEY IS SUPPOSED
TO BE DIRECTED SPECIFICALLY TO
THAT CHILD FOR SERVICES. AN
INTERNET DIRECTOR- THAT HIGH THE
DEPARTMENT OF FINANCE WE'LL
START WITH THE DEPARTMENT OF
FINANCE. DEPARTMENT OF FINANCE-
SO. I HATE TO CLARIFY TO MAKE
SURE THAT I'M UNDERSTANDING YOUR
QUESTION CORRECTLY YOU'RE ASKING
IF CURRENT LAW SPECIFIES. IF
CERTAIN PERCENTAGE OF FUNDING
FOR SPECIAL EDUCATION SHOULD GO
TOWARDS DRUG SERVICES OR-
MINISTRATION CORRECT YES IF
THERE'S A CAP FOR COST ERROR
AND- YES SO A CAP FOR
ADMINISTRATIVE- SERVICES VERSUS
STUDENT SERVICES. AB THIS NO NO
A CAP CURRENTLY EXISTS IN LAW
FOR THAT. IS THERE A REASON WHY
WE DON'T HAVE AT- IN ALLOCATION
SPECIFIC FOR ADMINISTRATIVE
PURPOSES AND ANOTHER ONE FOR
STUDENT SERVICES. SO I. SO THERE
IS- A SPECIFIC SATISFIED WITH IN
THE SPECIAL EDUCATION ALLOCATION
FORMULA FOR PROGRAM SPECIALIST
AND- ADMINISTRATION OF REGIONAL
LIVESTOCK RATIONS AND SERVICES
WHICH I THINK IS- FIRST WHAT YOU
ARE REFERRING TO BUT- I THINK.
OF THE ISSUE THAT WE ARE TRYING
TO GET TO YOU IS THAT- FUNDING
OUTSIDE OF THAT SPECIFIC
ALLOCATION HAS ALSO BEEN USE
FOR- ADMINISTRATIVE SERVICES AND
NOT NECESSARILY FOR A DIRECT
STUDENT SERVICES. ONE MORE TIME
. CAN YOU. SORRY OF SO WITH IN
THE SPECIAL EDUCATION-
ALLOCATION THERE IS THERE ARE
PORTIONS PACIFIC FOR- ROGAN'S
SPECIALISTS AND LIKE THOSE
REGIONAL ICE OPERATIONS- COSTS-
AND IT'S A SMALL PART OF THE
ENTIRE SPECIAL EDUCATION
ALLOCATION- AND THEN THERE ARE
OTHER PORTIONS- SOME THAT ARE
THE LARGEST PART IS JUST FOR-
IT'S CALLED THE BASE FUNDING AND
EIGHT. AND THAT IS GOING
TOWARDS- STUDENT SERVICES BUT-
DEPENDING ON THE SOFA SOME SOME
OF THOSE- RETAIN MORE OF THAT
BASE FUNDING FOR THEIR
OPERATIONAL US A COSTS THAN
OTHERS SO WHAT ARE- OUR PROPOSAL
IS GETTING AT IS TRYING TO KIND
OF LIMIT THAT OFF THE TOP-
TAKING FROM THAT BASED. DOES
THAT MAKE SENSE SO THAT STILL IS
A CAP OF SOME SORT THEN. THAT'S
BEING RECOMMENDED. YES WHAT WE
ARE RECOMMENDING FOR THIS BUDGET
IS THIS DISCOUNT FOR A YEAR. FOR
YEARS. JUST FOR THIS YEAR AND
NOT FOR GOING FORWARD. YES AS IT
CURRENTLY STANDS IT IS- JUST FOR
THE TWENTY TWENTY THREE TWENTY
FOUR THE SCHOOL YEAR. SO MY
BIGGEST CONCERN IS I JUST WANNA
MAKE SURE THAT WE ARE ALLOCATING
AS MUCH OF THE SPENDING- TOWARD
SERVICES FOR THE STUDENT-
WHETHER IT'S YOU KNOW PAIN FOR
THE PROGRAMS- THE STAFF- VERSUS
WHAT'S GOING TOWARDS-
ADMINISTRATION- OF THE OF THE
FUNDING BECAUSE AND IT'S BEING.
IT I'VE BEEN MADE AWARE SOME OF
THE CONCERNS THAT WITH SOME OF
MY CONSTITUENTS IN MY DISTRICT
THAT. THERE MANY SERVICES ARE
BEING DENIED TO THE STUDENTS I
WANT JUST WANT TO MAKE SURE THAT
WE HAVE A REASONABLE AMOUNT THAT
IS AT ALLOCATED TOWARDS
ADMINISTRATIVE COSTS THAT
ASSURING THAT THE FUNDING REALLY
IS BEING. AIMED TOWARDS SERVICES
FOR THE STUDENTS THAT HAVE A
NEED- I HOPE THAT UNDER THAT.
CONVEYS MY INTENT OF MY THE
QUESTIONING THAT I HAVE. THANK
YOU. FROM WELL ACTUALLY BEFORE
WE LEAVE. DOES DOES THE
LEGISLATIVE ANALYST TO
DEPARTMENT OF EDUCATION HAVE ANY
COMMENT ON THE EXCHANGE THAT
JUST HAPPENED BREEZE TWIN CENTER
OTRO BOGAN THE FINANCING ARM.
I'M SURE HAD A COUNTIES- CITY- I
THINK IN IN TERMS OF
CONVERSATION- CERTAINLY YOU KNOW
I THINK IT'S THE START OF THE
JOURNEY RIGHT IN AND I THINK-
YOU KNOW CERTAINLY- FROM THE
CITY LANDS IN THE WORK THAT WE
DO- IN TERMS OF- REVIEWING AND
APPROVING THE LOCAL PLANS THAT
THAT'S ALL FOR OUR REQUIRED AND
TO SUBMIT TO CD EVERY YEAR I
THINK THAT THEIR- IS AN
OPPORTUNITY HERE TO REALLY DIG
IN- OVER THE COURSE OF THE YEAR
AND ANALYZE AND- YOU KNOW
THROUGH. SUCH THINGS AS THE
ANNUAL ARE SORT OF BUDGET PLAN
AND THE SERVICE PLANS THAT THAT
DESCRIBES THOSE SUPPORTS AND
SERVICES THAT ARE PROVIDED- TO-
THE MEMBER DISTRICTS- YOU KNOW
WE'RE CERTAINLY WILLING TO-
YOU'RE ACTING SORT OF BEGIN
FURTHER- AROUND THAT TIME- THIS
YEAR TO- I THINK LEARN MORE- AND
IN TERMS OF YOU KNOW IN RELATION
TO THIS PROPOSAL AND ENSURE THAT
THOSE- THOSE FEES OBVIOUSLY ARE
GETTING. TO THE STUDENTS AS AS
THEY SHOULD AS WELL. ANY FURTHER
COMMENTS OKAY WELL THEN I'M
GONNA STEAL THAT
CHARACTERIZATION I'M JUST GONNA
REFER TO THESE HEARINGS IS THE
START OF THE JOURNEY. AND THEN
WE'LL TRY TO TAKE WHAT WE'VE
LEARNED AND SEE HOW WE WORK ON
THAT JOURNEY TO MAY FIFTEENTH.
LET ME THANK YOU. FOR
PARTICIPATING IN THIS PANEL
BECAUSE IT IS- IT IS- THE
SUBJECT AT ALL OF US HERE FROM
OUR CONSTITUENTS AND
CONSTITUENTS COOL DISTRICTS
ABOUT MANY TIMES AND I THINK. WE
WANT TO CONTINUE TO HAVE THESE
DISCUSSIONS BEFORE WE- WE GET TO
THE FINAL DECISIONS ON THE
BUDGET JUST TO MAKE SURE THAT
THESE TRENDS ARE INTEGRATED IN
THE RIGHT WAY. SO THANK YOU FOR
OF BEING WITH US TODAY. THAT
COMPLETES THE DISCUSSION OF FIVE
ISSUES BUT WE STILL HAVE. PUBLIC
COMMENT. AND WE NEED TO BE DONE-
WE NEED TO BE DONE IN AND ABOUT
A HALF HOUR FOR STILL GOING AND
SO- LET'S GO TO COMMENTS I'M I'M
NOT GONNA WOMEN I'M DRAMATICALLY
TAKE A MINUTE AT THE OUTSIDE BUT
I MAY. WOMEN I'M DEPENDING ON
HOW MANY PEOPLE ARE ON THE PHONE
SO- WILL TAKE COMMENTS IN THE
ROOM. WELCOME TO THE COMMITTEE
GREAT THANK YOU SO MUCH MICHELLE
UNDERWOOD ON BEHALF OF THE
COALITION FOR ADEQUATE FUNDING
FOR SPECIAL EDUCATION. RIDE JUMP
AT THE FRONT OF THE LINE SINCE
WE'RE JUST ON THIS TOPIC. I
THINK THE ONE THING FOR US TO
REMEMBER IS THAT THE ALLOCATION
OF FUNDS WITHIN A CELL BUT IS
DETERMINED BY THE SCHOOL
DISTRICT SO THEY DETERMINE HOW
MUCH GOES TO THE MEMBER
DISTRICTS HOW MUCH STAYS AT THE
CELL BY. CELL IT'S THAT THE
GOVERNOR'S PROPOSAL WHICH WE-
OPPOSE AND WE SUPPORT THE L. AS
RECOMMENDATION TO REJECT. JUMPS
IN BETWEEN THAT RELATIONSHIP OF
THE LOCAL MEMBERS AND THEIR SELF
BY. UP TO GIVE SOME EXAMPLES OF
JUST THE INABILITY EVEN IF- YOU
KNOW IF THIS PROPOSAL WERE
ADOPTED- DISTRICTS AND SELFIES
JUST WON'T HAVE THE MONEY SO IN
NORTH SANTA CRUZ COUNTY. WHEN
YOU LOOK YEAR OVER JUST TO PICK
A RANDOM. BACKGROUND I. YEAH I
GOT A COUPLE OF REALLY RANDOM.
HERE SO YEAR OVER YEAR THEY
WOULD NOT BE ABLE TO COMPLY BY A
MILLION DOLLARS SO IN MONTEREY
COUNTY IT'S A HALF A MILLION
DOLLARS IN ANTELOPE VALLEY IT'S
FOUR MILLION DOLLARS THEY'RE
JUST NOT GOING TO GET BECAUSE OF
DECLINING ENROLLMENT. SO I-
APPRECIATE THAT THAT ALEJO'S
LOOKING FOR WAYS TO ADDRESS
DECLINING ENROLLMENT BUT WE
FUNDAMENTALLY DON'T THINK THAT
THE STATE SHOULD JUMP IN. IN
THAT RELATIONSHIP I WANTED TO
LET YOU GO BUT IF EVERYBODY TOOK
AMOUNT OF TIME YOU JUST DID WE
WILL NOT HAVE TIME FOR ANYWHERE
NEAR THE NUMBER OF PEOPLE THAT
ARE READY TO TAKE HAD TO PAUSE
FOR THE LAUGH LINE. OKAY THANK
YOU. ARE WELCOME TO THE
COMMITTEE. MISTER CHAIRMAN BIRDS
BRENDAN TOOK ON BEHALF OF
INVOICE AND WE SUPPOSE WE
SUPPORT THE PROPOSED EQUITY
MULTIPLIER- AND IN ADDITION TO
THE TARGETED FUNDING- WE-
PARTICULARLY APPRECIATE THE
REQUIREMENT. THAT FUNDS ACTUALLY
BE SPENT AT THE SCHOOL SITE-
WHICH WILL HELP ENSURE THEY
MAXIMIZE IMPACT ON THE STUDENTS
THAT NEED IT MOST. AND WE ALSO
SUPPORT THE GOVERNOR'S PROPOSED
IMPROVEMENTS TO THE L. CAPS AS
WELL AS THE STATEWIDE SYSTEM OF
SUPPORTS- WE PROVIDED A LETTER
TO THE COMMITTEE WHICH PROVIDES
FURTHER. DETAIL COMMENTS ON ALL
OF THESE PROPOSALS THANK YOU
MISTER CHAIRMAN THANK YOU VERY
MUCH AND I WAS GOING TO SAY. AT
THE END BUT IF ANYBODY WISHES TO
SUBMIT. A WRITTEN COMMENTS IN
ADDITION TO WHAT THEY DO THEY
SAY AT THE PODIUM RUN THE
TELECONFERENCES SOME WE WOULD
REALLY WELCOME IT. TO THANK YOU
WELCOME TO THE COMMITTEE. GOOD
AFTERNOON I'M RARE ROMO COMING
WITH TUCKER RESEARCH CENTERS THE
CRC- WE ARE ONE OF THE LARGEST
FAMILY AND CHILD CARE SERVICE
NONPROFITS IN THE STATE. WE ARE
PROUD MEMBERS OF THE ECU
COALITION AND WE STAND IN FULL
ALIGNMENT WITH THE COALITION'S
BUDGETARY ASKS- I WANT TO
ADDRESS A COUPLE OF THE COMMENTS
AND QUESTIONS AROUND WORKFORCE-
MEMBER YEARS- I WANT TO PROVIDE
SOME ADDITIONAL THOUGHTS.
CHALKER PROVIDERS ARE EASY
WORKERS AND THEIR TEACHERS
THEREFORE THEY PROVIDE HIGHLY
SKILLED IN CRITICAL LABOR- THAT
IS FOUNDATIONAL TO THE ECONOMY
AND THE LIVES OF FAMILIES ACROSS
THE STATE AND THEY DESERVE A
LIVABLE WAGE. IT IS
DISRESPECTFUL THAT SO MANY
PROVIDERS EARN SO LITTLE FROM
PROVIDING ESSENTIAL CARE AND
EDUCATION. TO THE CHILDREN THAT
THEY MIGHT TO OUR CHILDREN THAT
THEY MUST RELY ON OTHER PUBLIC
SUBSIDIES TO TRY AND MAKE ENDS
MEET. THE LEGISLATURE
ADMINISTRATION HAVE DEBATED
MOVING TO A SINGLE RATE SYSTEM
HER OVER TEN YEARS AND WE NEED
TO EMPLOYMENT I'M REALLY SORRY
BUT IF YOU COULD DO ABOUT ONE
MORE SENTENCE ADULT AND HAVE ONE
MORE SENTENCE OKAY. WE NEED TO
IMPLEMENT AND A ROMAN BASED
SYSTEM THAT DOES NOT CHARGE
FAMILY FEES THANK YOU THANK YOU
VERY MUCH- NEXT WEEK- I NAY
MACRO CHILDREN NOW. OF WE HAVE
SOME GREAT CONCERNS WITH THE
GOVERNOR'S PROPOSED AROUND
EQUITY MULTIPLIER. WE BELIEVE
IT'S AN INEFFICIENT PROPOSAL AS
RELATES TO OTHER DISCUSSIONS
AROUND AB TWENTY SEVEN SEVENTY
FOUR IN ADDRESSING THE NEEDS OF
OUR LOWEST PERFORMING STUDENTS
WHICH- AT THIS TIME HAPPENED TO
BE OUR AFRICAN AMERICAN
STUDENTS. WE BELIEVE THAT
THERE'S A BETTER PROPOSAL
FOCUSED- ON- THE SCHOOL
DASHBOARD INDICATORS ON THE
DASHBOARD WHICH WE HAVE
SUBMITTED IN OUR LETTER. AND
HOPE THAT YOU WILL ADOPT THAT
LANGUAGE AS RELATES TO THE
EQUITABLE TO PLAN MOVING FORWARD
THANK YOU THANK YOU VERY MUCH.
GOOD AFTERNOON CHAIR THIS IS
DEREK LENNIX ON BEHALF THE
CALIFORNIA COUNTY SUPERINTENDENT
REPRESENT FIFTY COUNTY
SUPERINTENDENTS OF SCHOOLS-
CABIN MY COMMENTS- TO JUST RUN
THE EQUITY MULTIPLIER. IS WE
HAVE A LOT OF TALK ABOUT COUNTY
OFFICES IN OUR ROLE IN THE
SYSTEM SO THAT'S VERY IMPORTANT
TO US TO GET THIS RIGHT. I'M AS
REAL REFLECT ON HOW TO IMPROVE
THE LCF COMING UP ON THE TEN
YEAR ANNIVERSARY. THREE QUICK
COMMENTS THE FIRST IS A DEEP
APPRECIATION FOR THE
ADMINISTRATION'S WILLINGNESS TO
TRY SOMETHING DIFFERENT. AND TO
DO SOMETHING DIFFERENT TO MAKE
SURE THAT THE MONEY THE SUPPORTS
IN THE FUNDING IS GETTING TO THE
STUDENTS AT THE SCHOOL SITE
LEVEL. ON THE SECOND IS THE FACT
THAT IN YOU KNOW THREE HUNDRED
MILLION IS NOTHING TO SNEEZE AT
BUT- THE- IS NECESSARY BUT NOT
SUFFICIENT. THE REAL WORK
HAPPENS. WHEN JUST LIKE
EXECUTIVE DIRECTOR NOVEL WAS
TALKING ABOUT THE MONEY IS THERE
IN YOUR WORKING COLLABORATION
WITH THE COMMUNITY. TO MAKE SURE
THAT WE HAVE ONGOING SUSTAINABLE
CHANGES THAT'S THE PROJECT
PROCESS OF DIFFERENTIATED
ASSISTANCE. AND WE KNOW THAT
IT'S A REALLY. TOUGH NUT TO
CRACK BUT THAT'S THE SAME THING
THAT HAVE TO HAPPEN AT THE
SCHOOL SITES. SO WE ARE REALLY
LOOKING FOR TO CONTEND MISTER
LENNIX YOU MIGHT HAVE TO WRITE
DOWN YOUR THIRD ONE AND SEND IT
TO US. BECAUSE YOU'VE GONE OVER
A MINUTE. THAT'LL STOP THERE
THANK YOU VERY MUCH THANK YOU
VERY MUCH WE APPRECIATE.
MEXICANA I SENATORS THANK YOU SO
MUCH FOR YOUR SUPPORT AT THE ECB
COMMUNITY. MY NAME IS JUSTINA-
HOLDING AND I'M WITH EVERY CHILD
CALIFORNIA AND WE ARE PROUD
MEMBERS. OF THE EASY COALITION.
ON PERHAPS. ON BEHALF OF THE
EASY PROVIDERS WE ASK THAT YOU
APPROVED. A 25% INCREASE TO THE
REIMBURSEMENT RATE. WHICH MAY
SOUND LIKE A LARGE NUMBER BUT
WHEN YOU TAKE INTO CONSIDERATION
THAT THEY HAVE NOT RECEIVED. A
RATE INCREASE IN MANY YEARS IT
TRULY IS A LEGITIMATE NUMBER-
AND IT TAKES INTO. ACCOUNT THE
HIGH INFLATION RATES IN THE HIGH
COST OF CARE. THE LOW PAY HAS
LED TEACHERS TO LEAVE THE FIELD.
THAT THEY LOVE TO FIND HIGHER
PAYING JOBS. TO TAKE CARE OF
THEIR FAMILIES THIS SNOWBALLS
INTO AGENCIES. NOT BEING ABLE TO
ACCEPT FAMILIES DUE TO LACK OF
STAFF. AND THEN ENTER NOT
EARNING THEIR CONTRACTS WHICH
UNFORTUNATELY LEADS. TO
PROVIDERS HAVING TO CLOSE THEIR
DOORS. THIS DISPROPORTIONATELY
AFFECTS WOMEN OF COLOR IN
CALIFORNIA. IF YOU COULD. DO ONE
MORE SENTENCE WOULD APPRECIATE.
YES FAMILY FEES IS GOING TO STAR
IN EFFECT IN JULY AND THIS IS
GOING TO AFFECT A LOT OF THE
FAMILIES THAT ARE- IN THE SYSTEM
AND IT'S GOING TO BE TOO MUCH
FOR THEM. AND TO THINK THIS IS A
RUN ON SENTENCE. RIGHT AUSTIN MY
INFORMATION THANK YOU VERY MUCH
WE APPRECIATE YOUR COMMENTS
WELCOME GOOD AFTERNOON MISTER
CHAIR ROSANNA CAMACHO LEN HERE
ON BEHALF OF EARLY CARE AND
EDUCATION CONSORTIUM- WHICH IS
AN ASSOCIATION OF MULTISTATE
MULTI SITE HIGH QUALITY CHILD
CARE PROVIDERS. WE'VE GOT OVER
FOUR HUNDRED FIFTY CENTERS HERE
IN CALIFORNIA WITH THE ABILITY
TO SERVE SIXTY SIX THOUSAND-
STUDENTS WANT TO TALK ABOUT THE
TRANSITIONAL KINDERGARTEN-
PROPOSALS US SPECIFICALLY THE
ADDITIONAL EXPANSION- I DO THINK
ARE ECC THINKS IT IS TOO EARLY
TO BE DOING ANOTHER EXPANSION OF
TRANSITIONAL KINDERGARTEN EVEN
IF IT IS JUST THE SUMMER
BIRTHDAYS. WE HAVE NOT EVEN
ADDRESS THE IMPACT OF
TRANSITIONAL KINDERGARTEN ON OUR
CHILD CARE PROVIDERS AND THAT
THE DEVASTATING IMPACT THAT THEY
ARE FACING WITH THE LOSS OF FOUR
YEAR OLDS- AND THEN IN ADDITION
TO THAT AS THE AS YOU KNOW
SENATOR YOU KNOW THE SENATE
FOUGHT HARD FOR. I'M A CELEBRITY
WORK GROUP LAST YEAR AND OUR
GROUP'S RECOMMENDATIONS TO
CREATE A TRUE MAKES A LIVERY
SYSTEM WON'T EVEN COME OUT TO
TWENTY TWENTY FOUR. SO
UNFORTUNATELY HAVE TO OPPOSE THE
GOVERNOR'S PROPOSED EXPANSION OF
THE SUMMER BIRTHDAYS FOR T. K.
THANK YOU THANK YOU FOR YOUR
COMMENTS. NEXT AFTER SONG ARE
WITH THAT CALIFORNIA'S EMPLOYEES
ASSOCIATION I WILL TRY TO KEEP
IT SHORT IT SOUNDED TKD A
PROPOSAL FOR THIS SECOND ADULT
IN THE CLASSROOM. I JUST WANT TO
EMPHASIZE THAT THE SECOND ADULT
OR PARA EDUCATOR INSTRUCTIONAL
ASSISTANT- WHATEVER YOU CALL
THEM THEY ARE EDUCATORS AS WELL
THEY'RE JUST NOT ANYBODY THAT
WERE PULLING OFF THE STREET
PUTTING INTO A TKA CLASSROOM.
THESE ARE HIGHLY QUALIFIED
EDUCATORS IN WHICH THE DISTRICT
HAS SCREEN TO MEET THE
QUALIFICATIONS OF THE JOB. SO WE
WANT TO TREAT THEM AS EDUCATORS
WE DON'T WANT TO CREATE BARRIERS
FOR THEM- TO HAVE TO GO BACK TO
SCHOOL ON THEIR OWN TIME TO GET.
THESE OF CREDENTIALS OR THE
CERTIFICATES IN WHICH THE- LEAD
TEACHER THE CREDENTIAL TEACHER
ALREADY HAS. AND SO WE'RE ASKING
THAT YOU DON'T CREATE YOU KNOW
ADDITIONAL BARRIERS FOR OUR
MEMBERS WHO. ARE DOING THE JOB
RIGHT NOW BUT IN A FEW YEARS
THERE ARE NO LONGER ABLE TO DO
THE SAME JOB THAT THEY HAVE BEEN
DOING SO. WELL SOME OF THE TIME
COMES YOU REJECT THE PROPOSAL.
THANK YOU VERY MUCH NEXT WEEK. I
GET AFTERNOON THUNDER LAYERED
ARONOFSKY WITH PUBLIC ADVOCATE.
I WOULD STRONGLY SUPPORT THE
GOVERNOR'S PROPOSALS TO
STRENGTHEN THE FFF
ACCOUNTABILITY SYSTEM. YES THEY
AFFECT EQUITY COALITION THE
MIDDLE LETTER WITH DETAILED
RECOMMENDATIONS FOR IMPROVEMENT.
THE PUBLIC ADVOCATES AND THE
ACLU OF SOUTHERN CALIFORNIA ALSO
PUBLISHED A REPORT WITH FINDINGS
ON A REVIEW OF SEVENTY TWO WELL
CAPS. THAT OFFERS ADDITIONAL
RECOMMENDATIONS TO STRENGTHEN
THE OUTCAST AND THE SYSTEM OF
SUPPORT. WE SUPPORT CREATING
AMERICAN ALL ELLIE IS TO CREATE
FOCUS SCHOOLS FOR LOW PERFORMING
STUDENT GROUPS AT THE DISTRICT
OR SCHOOL LEVEL. I WE BELIEVE
THIS HAS THE POTENTIAL TO BE THE
MOST TRANSFORMATIVE. OF THE
ACCOUNTABILITY IMPROVEMENTS. WE
ALSO SUPPORT EXPANDING THE FOCUS
SCHOOLS TO ADDRESS SCHOOL LEVEL
PERFORMANCE. WE WOULD LIKE TO
SEE MORE ROBUST EFFORTS. TO
ADDRESS BLACK STUDENT
ACHIEVEMENT. CLEAR EMPHASIS ON
CLOSING RACIAL AND ETHNIC
PERFORMANCE GAPS INSPECTED. A
COMMUNITY ENGAGEMENT. AB I'LL
WRAP UP QUICKLY- TO ADDRESS
ADDRESS THEY CAN. COUNTY OF ITS
- OKAY. WE WOULD LIKE TO SEE
AND- OVER. AND ICT SUCH AS- AND
REVIEW OF WHICH- AND WE WILL
WATCH- IDEA. I WAS RIGHT. AND
WORK. ALSO GROUPS AT THE SCHOOL
IN DISTRICT LEVEL. TO HAVE FOCUS
SCHOOLS THAT ADDRESS UNDERLYING
TEACHER CREDENTIALING ISSUES.
THANK THANK YOU VERY MUCH. NEXT
WEEK. THANK YOU MISTER CHAIR
JONATHAN WILLIAMS A CALIFORNIA
STRATEGIES AND ADVOCACY- ON
BEHALF OF FIRST FIVE LOS
ANGELES. FIRST OF ALL I WOULD
ALSO LIKE TO ALIGN THEMSELVES
WITH THE SEAT COALITION I
REQUEST A 25% INCREASE OF THE TO
THE RACISM RIGHT NOW FOR
IMMEDIATE RELIEF- AS WELL AS THE
ALLOCATION OF ALL TWENTY
THOUSAND CHILD CARE SPACES GOOD
WITH RELEASE OF TWENTY TWENTY
THREE TWENTY TWENTY FOUR- AND
LASTLY BECAUSE I KNOW YOU WANT
TO BE BRIEF- THE EARLY CARE
EDUCATION SYSTEM IS ONE OF
ELEMENT. FUNDAMENTALLY NECESSARY
FOR CHILDREN FAMILIES IN
CALIFORNIA'S ECONOMY TO GROW AND
THRIVE WITHOUT A CHILD CARE
SYSTEM OUR PARENTS CANNOT WORK
THANK YOU MR THANK YOU. VERY
MUCH APPRECIATE YOUR COMMENTS
AFTER ENSURE MEMBERS OF REBEL
AND SOME OF THE BLACK IN SCHOOL
COALITION. OF BLACK AND BLUE
COLLISIONS ARE SEVENTEEN NUMBER
ADVOCACY COALITION RELATED TO
THAT BECAUSE YOU'RE BLACK
STUDENTS AND EDUCATION. WATER
MINE POSTED THE EQUITY
MULTIPLIER WAS CREATED IN DIRECT
RESPONSE TO AB TWENTY SEVEN
SEVENTY FOUR WHICH SOUGHT TO
ADD. CALIFORNIA EIGHTY THOUSAND
FROM THE BLACK STUDENTS ARE YOU
ALSO FOUGHT THE BILL WAS THE
HOUSE'S UNANIMOUSLY SUPPORTED
BOTH HOUSES WHICH YOU ALSO DID-
THOROUGHLY AIRED- AND WE PUT
FORWARD THAT- 5% WHICH SINCE
WE'VE GOT UNDER THE AGREEMENTS
FIREBOXES RATHER- IS NOT ENOUGH
AND SO WE'VE PUT FORWARD.
ALTERNATIVE PROPOSAL THAT WOULD
CONSIDER- SINCE BEFORE LOWER
THAN THE STATE'S AUSTIN'S GROUP
IN AT LEAST TWO AREAS OF TO
INCREASE. FUNDING FOR BLACK
STUDENTS WHICH IN RHETORIC IS
WHAT THE GOVERNMENT SOUGHT TO
DO. THANK. YOU THANK YOU VERY
MUCH. MEXICANA MISS. MEMBERS
JOHN WHEN YOU HERE ON THE OF
CAL. CHARTERS SAYS- WE- THE- ON
THE PER. TO INCREASE FOCUS. SITE
BASIC. AND ELLIE RECOMMENDATIONS
TO SIMPLIFY THE L. CAP- ONE
ACCOUNTABILITY ISSUE THAT HAS
NOT BEEN DISCUSSED IS HOW THE
DATA GAPS CAUSED BY THE PANDEMIC
WILL IMPACT UPCOMING CHARTER
SCHOOL RENEWALS. OF ALL CHARTER
SCHOOLS PARTICIPATE IN THE STATE
DASHBOARD AND THE INTERVENTION
SYSTEMS. DISCUSSED TODAY THE
PANDEMIC IS BECAUSE GAPS IN THE
DATA NECESSARY TO ACT ON THESE
PERIODIC. CHARTER SCHOOL
RENEWALS IN ACCORDANCE WITH THE
EXISTING. STATUTORY CONSTRUCT
UNDER AB FIFTEEN OH FIVE- SO
FURTHER AT THIS MOMENT WE THINK
THAT SCHOOL DISTRICTS AND
CHARTER SCHOOLS ARE BOTH THE
FOCUSED ON RECOVERY. AND SO WE
WOULD ASK THAT THE- EDUCATION
TRAILER BILL LANGUAGE INCLUDE A-
TWO YEAR EXTENSION ON CHARTER
SCHOOL OR NO THANK YOU. THANK
YOU VERY MUCH. OF THAT COMPLETES
OF THE TESTIMONY THAT IN PERSON
IN THE ROOM AND WE THANK
EVERYBODY THAT TESTIFIED BECAUSE
WE KNOW THAT THEY WERE. AWAITING
TO THE HEARING TO DO THAT. NOW
WE'RE GONNA GO ON TO ANYONE
THAT. WISHES TO PROVIDE PUBLIC
COMMENT THROUGH THE
TELECONFERENCES TERMINAL REMIND
EVERYONE THAT THE PARTICIPANT
NUMBER IS EIGHT SEVEN SEVEN. TWO
TWO SIX EIGHT TWO ONE SIX AND
THE ACCESS CODE IS SIX TWO ONE
SEVEN ONE SIX ONE. AND MODERATOR
WELCOME TO THE COMMITTEE AND-
MAKE A JUDGMENT ABOUT HOW WE'RE
GOING TO DO THIS BY BASED ON HOW
MANY PEOPLE ARE IN LINE. SOUNDS
GOOD THANK YOU MISTER CHAIR IF
YOU WOULD LIKE TO PROVIDE PUBLIC
COMMENT TODAY YOU CAN DO SO BY
PRESSING ONE END ZERO. THAT
COMMAND AGAIN ONE THEN. ZERO AND
SO FAR IT LOOKS LIKE WE HAVE TEN
PEOPLE QUEUING UP. OKAY THEN
I'LL TRY WE HAVE TO END NO LATER
THAN A QUARTER OF THREE SO WE'LL
TRY WITH THE MINUTE AND- IT'S
PEOPLE. MANY MORE PEOPLE START
TO LINE UP WE MIGHT LIMITED A
LITTLE MORE SO MODERATOR FOR
SPEAKER. END OF FIRST WE'LL HEAR
FROM LIVE THIRTY FOUR. SO MUCH.
I'M GOOD AFTERNOON MR CHAIRMAN
THANK BIRTH. THE THREE ON BEHALF
OF THE CALIFORNIA ALTERNATE IN
THE PROGRAM ASSOCIATION OR
TAMPA. WOULD LIKE UNDERSCORE THE
NEED TO REVISIT REPORTING AND
BLENDING OUR PUBLIC AND PRIVATE
HE KEEPS SOME THAT SUPPORT THE
EDUCATION NEEDS CHILDREN AS WELL
AS THE REAL WORKING NEED
PARENTS. WHEN PARENTS ARE
WORKING EIGHT HOURS OR MORE PER
SHIP OUTSIDE OF THE OPERATING
HOURS HE CAME WE NEED TO
RECOGNIZE THAT THE SHOULD HAVE
THE ABILITY TO CHOOSE WHAT TYPE
OF CHILD CARE WORK BACK FOR THE
WORKING. THERE ARE UNABLE TO
UTILIZE THEIR FOR. CHILDCARE
BOTH DURING THE OP. OUR HE EIGHT
AND IF THAT'S THE CASE. WITH
WARM PARENTS. WOMEN AND WOMEN OF
COLOR LEAVING THE WORKFORCE TO
CARE FOR THEIR CHILDREN. OUR
MISSION IS UP WITH FAMILIES AND
GIVE THEM THE RESOURCES THEY
NEED TO BE SUCCESSFUL AND ONE WE
COULD DO THAT IS TO EMPOWER
PARENTS WITH THE CHOICE OF
CHARACTER THAT BREAK THE BANK
AND THEIR CHILDREN. FINALLY I
WANT TO CLOSE BY SAYING THAT WE
ARE LINE II COALITION THANK YOU
VERY MUCH THANK YOU VERY MUCH
YOU WERE RIGHT IN A MINUTE-
MODERATOR NEXT CALLER. LINE.
FORTY TWO. AS YOU LIKE IT CHILD
CARE LAW AND THERE WE ARE PROUD
MEMBER OF THAT REALLY CARED
EDUCATION COALITION. BUDGET
ASKED WE OPPOSE THE PROPOSAL.
HOW TO MAKE PROTECT FOR AT LEAST
EIGHT BECAUSE HERE ALL. TITLES
NIGHTS HELD THREE. DOESN'T
GUARANTEE. STRONG COUNTRY RIGHT
OUR PARENTS AND HELP WITH THE A
STANDARD LIKE NO BEARING FOR. OR
FOR THREE ZERO OR NO ANNUAL
ANNOUNCEMENT FOR ALL. WE HAVE
BEEN INFORMED BY THE STAFF AND
THE CORRESPONDING. AB FIVE FIVE.
THE NUMBER IS STRONG THE LIE.
INFORMATION A YEAR OLD THE BILL
AFTER WE ABOUT AT THE CONCERNS.
WE DEFINITELY PARK ELIMINATION
FAMILY FROM WALLPAPER PROGRAM
THAT SUPPORT AND FORMALIZATION
AND- FAMILIES WITH SPECIAL. FOR
OTHER CHILD CARE. FOR WITH ONE
OF THE LARGEST FRED PREVIOUS.
DURING THE PANDEMIC. CARE PUBLIC
AND ARE AND WILL BE A ARE YOU
CAN HONOR THAT BY CHAU GROW BY.
VERY WILL BE SENDING FOLLOW UP
LET. THANK YOU THANK YOU MUCH
MODERATOR NAY CALL. LINE FOR
EIGHT. GOOD AFTERNOON I'M
PATRICK MCGRAW REPRESENT YELLOW
SO. WHAT WE SUPPORT OUR AND
OFFICE OF ED. TO AND- THAT ALL
WITH DISABILITIES NO COUNTY
ADEQUATE ACCESS TO STAY
EDUCATION PRO. SERVICES AND
SUPPORT IN TERMS OF THE PROPOSED
BUDGET FOR SPECIAL EDUCATION WE
SUPPORT THE COLA FOR SPECIAL
EDUCATION AND THE TRANSPARENCY
PROPOSAL TO REQUIRE THE CD TO
POSTERS UP THE PLANS. HOWEVER WE
ARE IN STRONG OPPOSITION TO THE
SELF THE ADMINISTRATIVE FEE CAP.
IN THIS CASE THE
ADMINISTRATION'S PROPOSAL WILL
OBSTRUCT THE RELATIONSHIP
BETWEEN SOUTH AND OUR MEMBER
ELEAZAR. WE STRONGLY SUPPORT THE
L. A. O.'S RECOMMENDATION TO
REJECT THIS TRAILER BILL
LANGUAGE THAT WOULD FORCE FUNDS
FROM SOUTH THE DAILY AS
REGARDLESS OF EXISTING LOCAL
FUNDING ALLOCATION PLANS.
DECLINING ENROLLMENT AND FUNDING
AND OTHER LOCAL CIRCUMSTANCES IF
ENACTED AS WRITTEN ARE THE
CURRENT PROPOSAL WOULD CREATE A
ONE POINT ONE MILLION DOLLAR
DEFICIT FOR THE L. ITSELF BUT
BASED ON OUR MOST RECENT
ESTIMATES. THANK YOU FOR YOUR
TIME THANK YOU VERY MUCH WE
APPRECIATE. COMMENTS NEXT CALL.
LINE THREE. I YES THANK YOU THE
RENO LAND- I'M START WITH MY
RECOMMENDATION THANK. Y. COULD
BE EXTENSION OF THE
REIMBURSEMENT FLEXIBILITY IS
NECESSARY FOR CHILDREN FAMILIES
AND THE EARLY EDUCATOR WORK. THE
STATE I'VE MISSED THE LIBERTY.
ATTORNEY DID PAYMENT IN THE
CHILD CARE HOME DINNER BE
DIRECTOR OF THE- WAS CREATED TO
PROVIDE QUALITY CARE AND
EDUCATION AFFRIC LOW INCOME
CHILDREN. THE QUALITY PROGRAMS
NEED THE REIMBURSEMENT
POSSIBILITY WE CONTINUE
PROVIDING HIGH QUALITY CARE AND
EDUCATION TO CHILDREN YOU'RE A
FIVE YEAR TO DATE. I DON'T FIVE
CENTER BASED CALIFORNIA EIGHT
PEOPLE PROGRAM. OF HOLD THAT ONE
THREE EIGHT ALL THE RATIO FOR
CHILDREN BORN FIVE YEARS OF AGE
AND UP HOLD THE REQUIRED
TEACHING STAFF QUALIFICATION.
ALL WHILE BEING FUNDED AT HALF
OF THE TRANSITIONAL KINDERGARTEN
INVESTMENT. LET'S BE HONEST
WHAT'S HAPPENING IN TRANSITIONAL
KINDERGARTEN RIGHT NOW. THE
RATIO IS ONE TO TWELVE.
ALLEVIATE INVESTORS ARE NOT ABLE
. TO FIND STAFF. EVEN WITH THE
ALLOW OF PERMITTED TEACH BEING
TO WITH. EACH WITH CALLED. AND A
BEING A LOT TO D. JEFF BEING
EIGHTEEN YEARS OF AGE AND
FINGERPRINTED. FOR OUR FOR YOU
OLD I LIKE TRYING BUT LET YOUR
GO ON. A EXTRA THING THANK YOU
VERY MUCH WE YOUR- NEXT CALLER.
LINE. FOR GOOD AFTERNOON MY NAME
IS SALIM CRIMSON ON THE
PRESIDENT OF EDUCATIONAL
RETIREMENT SYSTEMS IN SAN DIEGO
WE HAVE NINETEEN CHILD CARE
PROGRAMS IN SAN DIEGO WE SERVE
INTENSIFIED. APART DAY AND FULL
DAY TWO HUNDRED AND FORTY EIGHT
DAYS A YEAR. I FIRST WANT TO
THANK YOU FOR SUPPORTING THE
REGION INVESTMENTS IN AND WANTED
TO SAY THAT WE'RE NOT DEALING
WITH THE RESIDUE OF THE PANDEMIC
I'VE BEEN ON THE PHONE LISTENING
TO THIS HEARING. THANK YOU
STARTED TODAY AND I'M HEARING IT
LOUD AND CLEAR ABOUT FAMILIES
CONTINUE TO WORK AND RETURNED TO
WORK- CENTRAL JOB PLEASE DO NOT
PULL THE RUG UNDERNEATH THEIR
FEET BY MAKING THEM CHOOSE.
BETWEEN THE FAMILY ESSENTIAL
NEEDS LIKE GROCERIES AND RENT
AND CHILD CARE PLEASE MOVE
FORWARD EXCLUDING THE FAMILIES
WE ARE MOST VULNERABLE WORKING
FAMILIES EXCLUDING THESE FEES
ALSO MAINTAINS. AND INCREASES
EQUAL ACCESS TO QUALITY
PROGRAMS. IS PROGRAMS ALSO NEED.
REIMBURSEMENT FLEXIBILITY. OUR
PARENTS NAY QUALITY CHILD CARE
FOR THEIR CHILDREN SO THEY CAN
GO TO WORK OUR STATE SHOULD BE
PROUD OF OUR PROGRAMS. ARE
PROGRAMS ARE PROVIDING LEARNING
OPPORTUNITIES WITH QUALITY STUFF
EARLY EDUCATION COURSEWORK CHILD
DEVELOPMENT PERMITS HOUSE
DEGREES OVER PARENTS GO TO WORK
AND SOMETIMES CONTINUE THEIR
EDUCATION THE REALITY IS THANK
YOU VERY MUCH WE'RE WHEN YOU
PURCHASE. YOUR COMMENTS.
MODERATOR NEXT CALL. ENEC WE
WILL FROM LAW FOR THREE. GET
AFTER MY NAME IS TINA PARKER AND
I'M SPEAKING ON BEHALF OF THE
BEVERLY HILLS CULVER CITY AND
SANTA MONICA MALIBU UNIFIED
SCHOOL DISTRICT. WE SUPPORT THE
COLA FOR SPECIAL EDUCATION BUT
WE MUST STRONGLY OPPOSE THE
ADMINISTRATION'S PROPOSAL TO
OBSTRUCT THE RELATIONSHIP
BETWEEN OUR DISTRICTS AND
OURSELVES. AND ESSENTIALLY
REMOVING OUR ABILITY FOR LOCAL
CONTROL. OURSELVES THE PROVIDE
MANY CRITICAL SERVICES DIRECTLY
TO STUDENTS WITH VERY LITTLE
ADMINISTRATIVE COSTS AND STILL
EXCEEDS THE REGIONAL LIFE
PROGRAM SPECIALIST BUDGET THAT
THE DEPARTMENT OF FINANCE NOTED.
PLEASE REJECT THE PROPOSAL THANK
YOU VERY MUCH THANK YOU VERY
MUCH FOR YOUR COMMENTS A
MODERATOR NEXT CALL. A LINE OF
THIRTY. GOOD AFTERNOON MY NAME
IS ERIN BENSON AND THE DIRECTOR
OF THE BUTTE COUNTY SELL PLANETS
FOURTEEN DISTRICTS AND I'M- GLAD
TO BE HERE THANK YOU FOR
ADDRESSING SPECIAL EDUCATION
FUNDING TODAY. IN SPITE OF
DECLINING ENROLLMENT THE
PERCENTAGE OF STUDENTS WITH
DISABILITIES AND BUTTE COUNTY
HAS SIGNIFICANTLY INCREASED. IN
BETTER ECONOMIC YEARS WE BE
ADVOCATING FOR ADDITIONAL
FUNDING TO SUPPORT THAT REALITY
IN THE MEANTIME WE SUPPORT THE
COLA FOR SPECIAL EDUCATION IN
THE PROPOSAL THAT THE CD
POSTCARD FELT LOCAL PLANTS. WE
STRONGLY OPPOSE THE
ADMINISTRATION'S ATTEMPT TO
INSERT ITSELF IN THE LOCAL
DECISION MAKING OF SELF
GOVERNING BOARDS OR
SUPERINTENDENTS IN THEIR
ALLOCATION PROCESS. WE SUPPORT
THE ALEJO'S RECOMMENDATION TO
REJECT THE TRAILER BILL LANGUAGE
THAT FREEZES UP THE DOLLARS. AND
OVERRIDE THE WISHES OF
SUPERINTENDENTS REGARDING THEIR
ALLOCATION MODEL. THE PROPOSAL
IS IMPOSSIBLE FOR US EVEN COMPLY
WITH GIVEN ARE DECLINING
ENROLLMENT SITUATION. LASTLY WE
URGE YOU TO INTERVENE TO BLOCK
THE SCHEDULED SHIFT OF MENTAL
HEALTH SERVICES DOLLARS FROM
SELFLESS TO ELEAZAR. YET ANOTHER
EXAMPLE OF ADMINISTRATION
INTERFERENCE WITH THE LOCAL
CONTROL THAT SUPERINTENDENTS
REQUIRED TO PROVIDE HIGH QUALITY
SERVICES IN AN EQUITABLE MANNER
ACROSS CALIFORNIA THANK YOU
THANK YOU VERY MUCH MODERATOR
NEXT KOHLER. A LINE FORTY FOUR.
GOOD AFTERNOON- MERIDEN MEMBERS
MY NAME IS VERONICA CHARACTER
NINE SPEAKING ON BEHALF OF. THE
THIRTEEN DISTRICT AND COUNTY
OFFICE AND HE MCCARTY I THANK
YOU FOR DISCUSSING. EDUCATION WE
ABSOLUTELY SUPPORT THE CALL A
LOT AND COST YOU NEED RIDE. OUR
STUDENTS WITH DISABILITIES.
HOWEVER LIKE MOST OF MY
COLLEAGUES AND I WOULD LIKE TO
ALIGN MYSELF WITH WE OPPOSE YOUR
MINISTRATIONS PROPOSAL YOUR- A
TRUST RELATIONSHIP BETWEEN OUR-
AND NUMBER ELEAZAR. REPORT ONLY
ALEJO WAS RECOMMENDATIONS REJECT
THE TRAILER BUDGET LANGUAGE THAT
WOULD WORK ON FROM SELF THAT'S
THE ONLY A THREE GUARD WITH THE
BIG. LOCAL I'M FUNDING
ALLOCATION PLAN AND I
APPRECIATED THAT THE ACTION AND
RESPONSE FROM SENATOR ABOUT FOLK
ABOUT TRANSPARENCY AND SERVICE
DESK AND I. WONDER IF THERE'S
OPPORTUNITY TO FIGURE OUT REALLY
WHAT THE PROBLEM IS WE'RE TRYING
TO SOLVE AND RESOLVE THAT AS AS
- SOMETHING ONLY A IN TO HAVE
MANY MORE MANDATE UNFUNDED
MANDATES BASED ON NON SUPPORTERS
OF. AND IT AND FELT THE PROBLEM
REALLY TRYING TO SOLVE IT THAT
LEGAL FEES IS THAT
ADMINISTRATION COSTS. CALL BACK
IN OF TAKING MONEY FROM THE
SUPPORT THE SERVICE THAT WORK.
REQUIRED DO ON BEHALF OF OUR-
THANK YOUNG THANK YOU VERY.
MODERATOR CALL. A LINE OF NINE.
HELLO MY NAME IS NOT REEDER
FERNANDO BLUE. AND I A MEMBER
THE SAN AND YOU KNOW HOW MANY
ORDERS IT. AREA HE REFERENCE THE
WEST BANK NUMBER IF YOU DON'T. I
STRONGLY THE UP POP SUPPORT THE
GOVERNOR PROPOSAL FOR SPECIAL.
TO LIMIT THE AMOUNT OF FUNDING
THAT SELFIES ARE ALLOWED TO
RETAIN FOR NON DIRECT SERVICES.
THAT ACTUALLY EDUCATION
COMMUNITY IN THE WEST AND FELT I
HAD BEEN HARMED BY THE EXCESSIVE
EXPENDITURES AND FEES. TO THE
TUNE OF THREE MILLION DOLLARS A
YEAR TO LITIGATE AGAINST DIDN'T
LOOK AT THE BILL LADIES TO DENY
THAT NEEDED SERVICES. WE.
WHOLEHEARTEDLY SUPPORT. READ
THREE THE USE OF EDUCATION
DOLLARS SERVER TO HELP STUDENTS
RATHER THAN TO FIND LAWYERS WE
SUPPORT EDUCATION NOT MEDICAID
THANK YOU. ATTACH MODERATOR NEXT
COLUMN- LINE. EIGHTEEN HELLO MY
NAME IS DONNA SUMMER. MY NUMBER
AREAS WHICH ARE KNOWN FOR THE
ALSO ON THE SCHOOL DISTRICT MY
FARM MY COMMENTS ARE ON THE
BEACH IF YOU'RE NOT FIVE SPECIAL
EDUCATION. WHICH SUPPORTS THE
PROPOSAL TO IMPROVE
ACCOUNTABILITY AND HEALTH
RECORDS ASIAN FUNDS ARE USED I
FELT THAT WE HAVE HEARD FROM
MANY PARENTS IN THE WEST AND
SOUTH. HOW MILLIONS OF DOLLARS
ARE BEING USED TO TAKE A SHORT
VACATION STUDENTS TO COURT
EDUCATION DOLLARS SHOULD BE USED
FOR ANY REGIONALIZATION WE DO
NOT SUPPORT THE LEGISLATIVE
ANALYST'S PROPOSAL. IF THE
STATUS QUO THE SYSTEM IS NOT
WORKING FOR STUDENTS AND MARK
STONE THE LADY IS NEEDED WE
CANNOT SIMPLY HAND MONEY OVER TO
HELP AND HOPING THAT THEY WOULD
DO THE RIGHT THING FOR FAMILIES.
THEREFORE WE ASK YOUR IMMEDIATE
RESPECT THE LIMIT LEGISLATIVE
AND ALLEN PROPOSAL AND FOR THE
GOVERNOR'S RECOMMENDATION. WE
BELIEVE IT WILL IMPROVE THE
SPECIAL EDUCATION SYSTEM IN
CALIFORNIA. THANK YOUNG. THANK
YOU VERY MUCH AND MINOR TO NEXT
ONE THE LAST. WE ACTUALLY HAVE-
NO FURTHER COMMENT AT THIS TIME.
WELL THEN LET ME THANK YOU VERY
MUCH BOTH FOR YOUR PATIENCE IN
US GETTING TO THAT. AND YOUR- A
SERVICE TODAY. SO THAT COMPLETES
OUR BUSINESS AND I WANT TO THANK
ALL THE INDIVIDUALS WHO
PARTICIPATED IN PUBLIC TESTIMONY
TODAY. IF YOU'RE NOT ABLE TO
TESTIFY PLEASE SUBMIT YOUR
COMMENTS OR SUGGESTIONS IN
WRITING TO THE BUDGET AND FISCAL
REVIEW COMMITTEE- OR VISIT OUR
WEBSITE. YOUR COMMENTS AND
SUGGESTIONS ARE IMPORTANT WE-
THANK EVERYBODY FOR THEIR
PARTICIPATION AND COOPERATION.
WE'VE CONCLUDED THE AGENDA OF
THE SENATE BUDGET SUB COMMITTEE
ONE ON EDUCATION IS A GERMAN.