GOOD MORNING, EVERYBODY. WELCOME
TO TODAY'S OVERVIEW HEARING.
TODAY. NO ACTION. FORESTS, AND
OF COURSE WE WILL. COMING WEEKS.
NECESSARY THIS IS PRETTY MUCH A
STATUS QUO BUDGET.
VERY EXCITEDLY HERE. SORRY. SO
MEAT SHOULD BE THE OPPOSITE.
THAT'S RIGHT. OKAY OKAY. SORRY
ABOUT THAT. UM, GOOD MORNING.
THIS IS THE INFORMATIONAL
HEARING OF THE GOVERNOR'S 23 24
BUDGET THAT PROP 98 BUDGET AND T
K THROUGH 12 EDUCATION SOMEWHAT
OF A STATUS QUO BUDGET BECAUSE
OF ECONOMIC CONDITIONS THAT WILL
CERTAINLY GET INTO, UM WE HAVE
BEEN THROUGH TWO AMAZING YEARS
OF FUNDING PUBLIC EDUCATION
FUNDING AT THE HIGHEST LEVEL IN
THE HISTORY OF CALIFORNIA. WE
DON'T KNOW THE FINAL TELL YET,
BUT WE WERE WE WERE FOR THE MOST
PART IN THE PAST 30 40 YEARS IN
THE BOTTOM 10 STATES AND PER
PEOPLE FUNDING NOW, YOU KNOW
SOMEWHAT IN THE CERTAINLY THE
TOP HALF WE THINK ROUGHLY IN THE
TEENS, BUT, UM, WHATEVER THE
NUMBER IS, WE CERTAINLY HAVE
COME A LONG WAY SINCE WE CREATED
CFF 10 YEARS AGO AND SOMETIMES
BETTER BE LUCKY THAN GOOD. AND
YOU KNOW, WE'RE FUNDING OUR
SCHOOLS AT AT RECORD LEVELS.
AND, UM, YOU KNOW, THAT
CERTAINLY IS AN ISSUE THAT WE
HEAR ABOUT FROM FROM OUR SCHOOLS
THAT THE ADEQUATE FUNDING WE'RE
ALSO ASKING CHALLENGES TO WITH
DECLINING ENROLLMENT COMING OUT
OF THE PANDEMIC AND LEARNING
LOSS ISSUES THAT WILL CERTAINLY
DIG INTO IN THE COMING WEEKS
AGAIN. THIS IS A BUDGET THAT'S
PRETTY MUCH UM, STATUS QUO
BUDGET. WE DO HAVE A SIGNIFICANT
COLA IN THIS YEAR'S BUDGET. AND
WE DO HEAR FROM DISTRICTS AND
QUESTIONING WHETHER OR NOT
THAT'S GOING TO STICK TO THE
AMOUNT. THAT'S A STATUTORY COLA
. AND THAT'S OUR PLAN RIGHT NOW.
BUT I JUST I WOULD JUST NOTE
THAT THIS IS AN AMAZING COLA
OVER 8% AND SOME PROGRAMS IN
CALIFORNIA, INCLUDING HEALTH AND
WELFARE. HAVE A COLON ZERO. SO
UM, YOU SHOULD WE SHOULD VERY
MUCH BE MINDFUL ABOUT THAT, UM
WE WILL GO INTO TODAY AN UPDATE
ON UNIVERSAL TRANSITIONAL
KINDERGARTEN IMPLEMENTATION AND
RE BENTZ AS WELL AS L C F F
FUNDING FORMULA IN THE COLA AND
HERE AT UPDATE FROM THICK MAT,
BUT AS USUAL, WE'RE GOING TO
START BY HEARING FROM OUR
SUPERINTENDENT OF PUBLIC
INSTRUCTION. TONY THURMAN,
FORMER MEMBER OF THE STATE
ASSEMBLY. IT'S GOING TO GIVE US
AN OVERVIEW ON THE HEALTH OF OUR
KATE T K THROUGH 12 SCHOOLS IN
CALIFORNIA, MR THURMAN. THANK
YOU, MR CHAIR. GOOD MORNING,
MEMBERS. THANK YOU FOR THE
OPPORTUNITY TO BE HERE. THANK
YOU FOR THE GREAT PREP FROM YOUR
STAFF ON THE IMPORTANT TOPICS TO
DISCUSS TODAY. YOU'RE GOING TO
HEAR FROM A NUMBER OF STAFF
TODAY FROM THE CALIFORNIA
DEPARTMENT OF EDUCATION. I THINK
THERE'S AT LEAST A DOZEN IN THE
ROOM AND WE'RE EXCITED TO SHARE
WITH YOU A NUMBER OF TOPICS. I'M
JOINED BY OUR CHIEF DEBT. ONE OF
OUR DEPUTY SUPERINTENDENTS AND
LEAVE BELLA, WHO WILL BE SHARING
SOME POINTS ABOUT, UM, THE
PRESENTATION TODAY. YOU CAN ALSO
HEAR FROM OUR CHIEF DEPUTY
SUPERINTENDENT. UM WHO WILL TALK
ON SOME OF THE L C F F MATTERS?
TODAY'S HER BIRTHDAY. SO POLICE
TAKE GOOD CARE OF HER. AND YOU
WILL ALSO HEAR FROM CYRIL
NEVILLE MORGAN, WHO, YOU KNOW,
WE'LL BE TALKING ABOUT A NUMBER
OF THE ITEMS RELATED TO, UM,
EARLY EDUCATION. UM I WOULD SAY
THAT THE STATE OF EDUCATION IS
ONE THAT IS HOPEFUL. THERE ARE
MANY CHALLENGES, OF COURSE, AND
WE CAN TALK ABOUT THOSE, BUT,
UM, GREAT THINGS ARE HAPPENING
IN OUR SCHOOLS AND ENCOURAGE YOU
WHEN YOU CAN GET OUT AND VISIT
SCHOOLS IN YOUR DISTRICTS, AND
IF WE CAN HELP YOU WITH THAT
WE'D LIKE TO DO THAT RIGHT NOW.
OUR SCHOOLS ARE PREPARING FOR
THIS WEEK FOR READ ACROSS
AMERICA DAY AND PROMOTING THE
IMPORTANCE OF READING. UM AND SO
IN SPITE OF CHALLENGES, THERE
ARE GREAT THINGS HAPPENING IN
OUR SCHOOLS. AND I WANT TO JUST
SAY THANK YOU TO OUR GREAT
TEACHERS ARE CLASSIFIED STAFF OR
ADMINISTRATORS, OUR STUDENTS AND
OUR PARENTS FOR THE GREAT THINGS
THAT THEY ARE DOING. UM, WHILE
THERE ARE CHALLENGES, WE HAVE SO
MANY THINGS IN CALIFORNIA THAT
OTHER STATES JUST DON'T HAVE AND
NOT THE LEAST OF WHICH IS A
LEARNING BLOCK RECOVERING GRANT
OR A BILLION DOLLARS COMMUNITY
SCHOOLS PROGRAM FOR $4 BILLION
OVER $2 BILLION FOR THE ARTS AND
NOT TO MENTION THE RECENT
PASSAGE OF PROP 28 FOR ARTS,
$250 MILLION FOR READING COACHES
AND SPECIALIST PROGRAMS AND
ANOTHER PROPOSED $250 MILLION.
IN THIS CURRENT BUDGET. AND YES
, THERE ARE CHALLENGES. UM AND
THESE CHALLENGES ARE BEING
EXPERIENCE ALL ACROSS THE NATION
. THEY'RE NOT UNIQUE TO
CALIFORNIA. CHRONIC ABSENTEEISM
HAS BEEN AN ISSUE. WE KNOW THAT
STUDENTS EITHER HAVE LEFT OUR
STATE. THEY'VE LEFT OUR SCHOOLS
AND WE'RE WORKING WITH OUR
DISTRICTS ON THOSE ISSUES. THERE
ARE LEARNING GAPS THAT WE'VE
SEEN GROW. UM, SINCE THE
PANDEMIC AND UM WE HAVE A
WORKFORCE SHORTAGE. UM WE HAVE
ATTACKS ON LGBTQ, PLUS YOUTH,
AND MANY OF OUR DISTRICTS ARE
DEALING WITH WEATHER CHALLENGES
THAT HAVE IMPACTED. UM OUR
SCHOOLS ON TOP OF FIRES, AND NOW
WE HAVE THESE WEATHER CHALLENGES
AND OUR EMERGENCY TEAM THAT WE
CALL THE THREE. YOU KNOW, JAY'S
HAVE BEEN NONSTOP AND THERE
THEY'VE BEEN IN DIRECT CONTACT
WITH SO MANY, UM, IN OUR
DISTRICTS AGAIN, WE HAVE
RESOURCES TO WORK THROUGH THESE
CHALLENGES. UM AND WE ARE
LITERALLY SHOWING DISTRICTS HOW
TO DO LEARNING ACCELERATION. YOU
USING THE LEARNING RECOVERY
BLOCK GRANT. WE HAVE 3000 TUTORS
AND MENTORS WHO ARE IN SCHOOLS
ACROSS OUR STATE SUPPORTING OUR
SCHOOLS, AND WE KNOW THAT HIGH
DOSES TUTORING IS ONE OF THOSE
STRATEGIES THAT WILL HELP TO
OFFSET LEARNING GAPS WERE
WORKING TO SHOW SCHOOL DISTRICTS
HOW THEY CAN USE THEIR EXPANDED
LEARNING DOLLARS FOR MORE THINGS
LIKE MAKING THE SCHOOL YEAR A
LITTLE LONGER WITH THINGS LIKE
STEAM ACADEMIES. UM WE'RE
PUTTING OUT A GRANT TO SCHOOL
DISTRICTS TO, UM PROVIDE STEAM
ACADEMIES, AND WE'RE ASKING THEM
TO FOCUS ON THE STUDENTS HAVE
BEEN CHRONICALLY ABSENT. UM SO
THAT THEY GET MORE TIME AND THEY
GET PREPARATION FOR CAREERS THAT
WILL BE IMPORTANT DURING THE
FUTURE. UM WE NOTE THAT THERE IS
A BILL AGAIN THAT WOULD CHANGE
THE WAY SCHOOLS RECEIVE FUNDING
AS IT RELATES TO ATTENDANCE.
THAT BILL WOULD BRING $3 BILLION
AND RESOURCES TO SCHOOL
DISTRICTS. AND UM, INCLUDING FOR
RESOURCES TO HAVE MORE OUTREACH
WORKERS, AND I WANT TO THANK THE
FOLKS AT MOUNT DIABLO UNIFIED
SCHOOL DISTRICT WHO INVITED ME
TO COME OUT WITH THEIR HOME
VISITORS AND KNOCK ON DOORS AND
TALK TO FAMILIES WHO HAVE BEEN
IMPACTED BY CHRONIC ABSENTEEISM.
UM, ARTS FUNDING AGAIN. UM AND I
WOULD JUST MENTION THAT WHEN YOU
LOOK AT, UM PROP 98. IT'S THE
HIGHEST. WHAT'S PROPOSED IS THE
HIGHEST WE'VE EVER SEEN AT MORE
THAN $17,000. UM PER STUDENT.
CONTINUING ON WHY I THINK THE
TIMES ARE HOPEFUL, UM, THAT WE
HAVE A UNIVERSAL PRESCHOOL
INITIATIVE THAT NO OTHER STATES
HAVE ENJOYED HEAR ABOUT THAT
FROM CYRIL NEVILLE MORGEN, BUT
EVERY THREE YEAR OLD AND FOUR
YEAR OLD HAS THE ABILITY TO BE
IN A PRESCHOOL PROGRAM.
UNIVERSAL MEALS, TWO MEALS A DAY
FOR ANY STUDENT, REGARDLESS OF
THEIR BACKGROUND. UM NO OTHER
STATE CAN CAN TALK ABOUT THAT,
UM, THE FUNDING HAS BEEN
PROVIDED TO HELP US RECRUIT
10,000 COUNSELORS. WE HAVE A
$20,000 SCHOLARSHIP FOR ANYONE
WHO WANTS TO BE A MENTAL HEALTH
CLINICIAN IN OUR SCHOOLS WHEN
YOU LOOK AT THE COMMUNITY
SCHOOLS INITIATIVE FOR A BILLION
DOLLARS ALLOCATED BUT 650
MILLION OF THAT ALREADY
ALLOCATED FOR IMPLEMENTATION.
AND PLANNING GRANTS. HAVING SAID
THAT, UM WE KNOW THAT MORE
RECRUITMENT OF OUR WORKFORCE IS
NEEDED. WE WON'T BE ABLE TO MEET
THE GOALS FOR UNIVERSAL TK
UNLESS WE CAN RECRUIT MORE
TEACHERS. AND SO THE DEPARTMENT
OF EDUCATION HAS TAKEN UP THE
WORK OF RECRUITMENT. WE DON'T
HAVE RECRUITMENT STAFF, BUT
WE'RE BUILDING OUT OUR CAPACITY
TO DO MORE. WE HAVE CREATED A
PUBLIC SERVICE ANNOUNCEMENT
WHERE WE FEATURE AWARD WINNING
TEACHERS TO TALK ABOUT THE
BENEFITS OF BECOMING A TEACHER.
WE'VE CREATED A HOTLINE AND AN
EMAIL OR ANYONE WHO WANTS TO
KNOW ABOUT THE GOLDEN STATE
TEACHER GRANT THE $20,000 THAT'S
AVAILABLE. CAN GET THAT
INFORMATION. WE'VE LAUNCHED A
CAREER FAIR SERIES. FOCUS ON
10,000 PEOPLE WHO ARE WORKING IN
OUR COMMUNITIES, MANY OF WORKING
IN SCHOOLS TO SHOW THEM HOW YOU
GET A TEACHING CREDENTIAL TO
SHOW THEM HOW YOU CAN BECOME A
TEACHER. AND OF COURSE, WE
ENCOURAGE ANYONE WHO IS
INTERESTED IN BECOMING A TEACHER
TO SEND US A NOTE AT TEACH AND
CIA AT C D. E THAT CA.GOV. UM
AGAIN. AS WE LOOK AT THE GREAT
PROPOSALS IN THE BUDGET, I WOULD
ASK YOU ALL TO THINK ABOUT HOW
WE TURN TO OTHER AREAS WHERE
HELP IS NEEDED, IN PARTICULAR
HELPING HOMELESS STUDENTS IN OUR
STATE. UM THE LAST ESTIMATE THAT
WE WERE PROVIDED THAT THERE ARE
MORE THAN 200,000 HOMELESS
STUDENTS IN OUR STATE. SOME
8000, WHO ARE ON THEIR OWN. I
BELIEVE THOSE NUMBERS ARE
ACTUALLY HIGHER. WHEN YOU THINK
ABOUT HOW DIFFICULT IT IS FOR US
TO, UM UH, BE AWARE AND HAVE
AWARENESS OF WHERE OUR STUDENTS
ARE. UM I WOULD ASK THIS
COMMITTEE AND ITS MEMBERS GIVE
THOUGHT TO HOW DO WE TACKLE? UM
THE RISING COSTS OF HOUSING FOR
EDUCATORS IN JUST A FEW YEARS
AGO, WE SPONSORED LEGISLATION
THAT ENDED UP IN THE BUDGET THAT
CREATED TAX CREDIT FINANCING.
FOR BUILDING EDUCATOR HOUSING ON
SCHOOL DISTRICT LAND TAKEN
SURPLUS LAND AND BUILDING
HOUSING FOR TEACHERS AND
CLASSIFIED STAFF AND PROVIDING
THOSE TAX CREDITS TO DEVELOPERS
. AND I CAN TELL YOU THAT
PROGRAM IS FULLY UM UTILIZED,
AND I THINK IT'S TIME FOR US TO
PURSUE SIMILAR WORK, NOT TO
MENTION THE IMPORTANCE OF OUR
CONTINUED WORK ON HELPING
STUDENTS REACH READING GOALS BY
THIRD GRADE. I'M PLEASED TO LET
YOU KNOW THAT WE'VE HIRED TWO
NEW STATEWIDE, UM, LITERACY
DIRECTORS AT THE DEPARTMENT OF
EDUCATION TO HELP DISTRICTS
CREATE THEIR PLAN FOR GETTING
THE READING BY THIRD GRADE. UM
WE'VE GOT TO BE THINKING ABOUT
DISCIPLINE AND ALTERNATIVES TO
DISCIPLINE WE CONTINUE TO SEE
DISPROPORTIONATE RATES OF
DISCIPLINE. UM IMPACTING AFRICAN
AMERICAN STUDENTS AND NATIVE
AMERICAN STUDENTS AND DISABLED
STUDENTS. AND SO WE'VE GOT WORK
TO DO. UM BUT WE HAVE THE
RESOURCES TO DO THAT WORK IN A
WAY THAT WE HAVE NOT SEEN AT ANY
OTHER TIME IN THIS STATE'S
HISTORY, AND IN A WAY THAT WE DO
NOT SEE IN ANY OTHER STATE. AND
SO I LEAVE YOU WHERE I BEGAN
THAT WHILE WE HAVE CHALLENGES,
UM THE PROSPECTS ARE HOPEFUL AND
WE HAVE THE RESOURCES TO DO THE
WORK THAT'S NEEDED. UM ENTIRE
CALIFORNIA DEPARTMENT OF
EDUCATION. OUR CHIEF DEPUTY MARY
NICELY. WHO CELEBRATING THE
BIRTHDAY TODAY WHO YOU'LL HEAR
FROM, UM, HAS ASSEMBLED AN
INCREDIBLE TEAM. UM AND WE ARE
ALL HERE TO ANSWER ANY QUESTIONS
THAT YOU MIGHT HAVE ABOUT THE
BUDGET OR ANY OTHER TOPICS
RELATING TO EDUCATION. THANK
YOU. OKAY THANK YOU. WE'RE GOING
TO HEAR FROM THE DEPARTMENT OF
EDUCATION NEXT ON THE PROP 98
OVERVIEW. BUT BEFORE WE GET TO
THAT, DO WE HAVE ANY QUESTIONS
FOR SUPERINTENDENT OF PUBLIC
INSTRUCTION. MR MURATSUCHI.
THANK YOU VERY MUCH. WELCOME
BACK, MR SUPERINTENDENT. ALWAYS
GOOD TO SEE YOU, SIR. YOU TO, UM
YOU KNOW, I UM. WANTED TO, UH,
THANK YOU FOR TOUCHING ON ALL
THE TOUCH TONES OF WHAT I WHAT I
THINK ARE THE BIGGEST CHALLENGES
FACING OUR R T K THROUGH 12.
STUDENTS THROUGHOUT THE STATE OF
CALIFORNIA. UH AND, UM, YOU
KNOW, I THINK IT'S WORTH NOTING
THAT I BELIEVE TODAY IS THE
OFFICIAL END OF THE STATE OF
EMERGENCY, UH, FOR THE PANDEMIC,
AND, UM AND SO YOU KNOW, AS
WE'RE I KNOW THAT YOU'RE GOING
TO BE COMING TO THE ASSEMBLY
EDUCATION COMMITTEE'S HEARING
TOMORROW ON, YOU KNOW, AS WE'RE
EMERGING OUT OF THE PANDEMIC, UH
, YOU KNOW, WHERE ARE WE AT AND
WHERE DO WE NEED TO GO? UM I IF
I MAY MR SHARE, I WANTED TO TAKE
THIS OPPORTUNITY TO INVITE THE
ENTIRE MEMBERSHIP OF THE BUDGET
SUBCOMMITTEE TO THE EDUCATION
COMMITTEE HEARING ALSO. UM WE'RE
GONNA HAVE THE SUPERINTENDENT
BACK AGAIN, ALONG WITH OTHER
EDUCATION LEADERS. BUT YOU KNOW?
ONE THING. ONE ISSUE THAT I'VE
BEEN FOCUSING ON IS ONE OF THE
MANY ISSUES THAT YOU TOUCHED
UPON, WHICH IS NOT ONLY THE
TEACHER WORKFORCE SHORTAGE WITH
THE OVERALL WORKFORCE SHORTAGE.
UM YOU KNOW WHERE WE HAVE THE
FUNDING, LIKE, SAY FOR MENTAL
HEALTH COUNSELORS, BUT WE CAN'T
FIND ENOUGH PEOPLE TO HIRE TO
FILL THOSE POSITIONS. I MEAN,
IT'S SUCH AN INCREDIBLY
FRUSTRATING SITUATION WHERE WE
YOU KNOW WE HAVE THE FUNDING,
BUT WE CAN'T FIND THE PEOPLE TO
FILL THOSE JOBS. AND I KNOW THAT
YOU HAVE BEEN WORKING WITH THE
GOVERNOR AND OTHERS TOO. TWO ON
THE CHILDREN'S BEHAVIORAL HEALTH
INITIATIVE AND TO PROVIDE A
SPECTRUM OF WORKFORCE. YOU KNOW
EVERYTHING FROM YOU KNOW, M SWS
IN CLASSROOMS LIKE YOURSELF TO
PEER COUNSELORS. BUT I MEAN
OVERALL LIKE YOU WOULDN'T WHAT
DO WE NEED TO DO TO WE AIM TO
GET MORE PEOPLE YOU KNOW TO BE
WANT TO BECOME TEACHERS TO WANT
TO, YOU KNOW, WORK IN OUR
SCHOOLS TO ADDRESS THE AMOUNT
HEALTH CRISIS. THANK YOU FOR THE
QUESTION, AND WE LOOK FORWARD TO
SEEING YOU IN THE COMMITTEE AND
WILL CHANGE UP THE TALKING
POINTS SO THAT WE HAVE A
DIFFERENT PRESENTATION. BUT I
THINK THE TOPICS ARE THE SAME,
UM IT'S ONE THING TO HAVE THE
RESOURCES TO GET TEACHERS AND
CLASSIFIED STAFF AND COUNSELORS
. BUT IF WE DON'T FEEL THOSE
POSITIONS, UM WE WON'T FEEL THE
POSITIVE IMPACTS OF THAT WORK.
AND SO THAT'S WHY WE HAVE TAKEN
UP THIS ISSUE AROUND RECRUITMENT
BECAUSE WE FEEL THE PAIN THAT
MANY OF OUR DISTRICTS ARE
EXPERIENCING. WE'VE WE'VE YOU
KNOW, WORKED ON LEGISLATION THAT
COULD, UM. PROVIDE A WAIVER FOR
THOSE RETIREES WHO WANT TO COME
BACK SHORT TERM. AND SO WE'RE
TRYING TO LOOK AT THE ISSUE FROM
A SHORT TERM AND LONG TERM
PERSPECTIVE. AND UM, WE'VE
ESSENTIALLY ASSEMBLED HIGHER
EDUCATION PROGRAMS, TEACHER
CREDENTIALING PROGRAMS, SCHOOL
DISTRICTS. WE DID A CAREER
PRESENTATION LAST WEEK WHERE WE
HAD 30 SCHOOL DISTRICTS THAT ARE
RECRUITING. WE SAID. THAT'S ALL
BE RECRUITING TOGETHER, BUT ALSO
WITH THE TEACHER CREDENTIALING
PROGRAMS AT THE TABLE WITH THE
RESIDENCY PROGRAMS AT THE TABLE
. YOU KNOW, IT'S JUST DIFFICULT
FOR CANDIDATES TO EVEN LEARN
ABOUT WHAT'S AVAILABLE. SO WHAT
WE'VE CREATED FOR NOW IS A ONE
STOP SHOP. WHERE PEOPLE CAN GET
INFORMATION AND THEY CAN JUST
CALL AND SOMEONE WILL CALL THEM
BACK AND SAY HERE'S HOW YOU GET
ACCESS TO THE GOLDEN STATE
TEACHER GRANT. HERE'S HOW YOU
CAN BE ENROLLED IMMEDIATELY IN A
TEACHER CREDENTIALING PROGRAM.
AND SO WHILE WHILE IT'S
TRADITIONALLY BEEN THE ROLE OF
SCHOOL DISTRICTS TO LEAD THAT
RECRUITMENT, WE FEEL THEIR PAIN.
AND WE'VE ENTERED INTO THE LANE.
UM AND WORKING WITH LOTS OF
GREAT GROUPS THAT ALSO WORK ON
RECRUITMENT. BUT WE'VE SAID
WE'RE GOING TO LEAD THIS
DISCHARGE AND WE'VE SEEN AN
INCREASE IN APPLICATIONS FOR THE
GOLDEN STATE TEACHER GRANT,
INCLUDING FOR THOSE WHO WANT TO
BECOME MENTAL HEALTH CLINICIANS
. MY POINT. MY POINT IS, THE
MORE YOU MAKE IT AWARE THE
INDIVIDUALS, THE BETTER, UM,
RETURN WE WILL SEE. UM AND SO
WE'RE WORKING ON SHORT TERM AND
LONG TERM EFFORTS WHERE WE'VE
ENGAGED IN RECRUITMENT IN A WAY
THAT WE HAVE NOT EVER SEEN
BEFORE AT THE DEPARTMENT OF
EDUCATION, AND WE KNOW THAT IT'S
NEEDED AND WE'RE HAPPY TO BE
DOING IT AND WE'LL CONTINUE TO
DO MORE. THANK YOU VERY MUCH.
THANK YOU. THANK YOU,
SUPERINTENDENT FOR BEING A
TREMENDOUS VOICE FOR OUR PUBLIC
SCHOOL KIDS, SIX MILLION OF THEM
STRONG AND APPRECIATE YOUR WORK
. NEXT WE'RE GOING TO BRING UP
YOUR OTHER, UM, LEADERSHIP OF
THE DEPARTMENT OF ED DEPARTMENT
OF FINANCE AND THE L A ON ISSUE
NUMBER ONE PROP 98 OVERVIEW.
DO THE SAME NOTICE. THE WATER.
IT'S JUST WHAT YOU WANT TO SAY.
OKAY SO WE'LL START WITH
DEPARTMENT OF FINANCE. AND THEN,
UM, L A OH, AND THEN AT THE C D
REPRESENTATIVE WANTS TO BUY.
THANK YOU. GOOD MORNING CHAIR
AND MEMBERS AND SING HERE FROM
THE CALIFORNIA DEPARTMENT OF
FINANCE. I WILL BE GOING OVER
THE PROPOSITION I D EIGHT.
GUARANTEE FOR T K THROUGH 14
EDUCATION. THE GOVERNOR'S BUDGET
ESTIMATES THAT THE PROPOSITION
98 GUARANTEE AMOUNT FOR FISCAL
YEAR 23 24 WILL BE $108.8
BILLION. THIS IS $1.5 BILLION
LOWER THAN FORECAST AT THE 2022
BUDGET ACT AND REPRESENTS 1.35%
DECLINE OVER BUDGET ACT. DESPITE
THIS DECREASE PER PUPIL SPENDING
REMAINS AT ONE OF ITS HIGHEST
EVER YEARS AND THE OVERALL SIZE
OF THE GUARANTEE IS NOT
SIGNIFICANTLY DIFFERENT FROM
WHAT WAS FORECAST AT BUDGET ACT.
ACROSS THE THREE YEAR BUDGET
WINDOW FROM FISCAL YEAR 21 22
THROUGH FISCAL YEAR 23 24
PROPOSITION 98 SHOWS THE DECLINE
OF $4.7 BILLION COMPARED TO
BUDGET UP ALL BUDGET YEARS, OUR
MAIN IN A TEST ONE, WHICH MEANS
THAT THE PROPOSITION 98
GUARANTEE AMOUNT IS ROUGHLY
EQUAL TO 38% OF THE STATE'S
GENERAL FUND. THE CORRECT COST
OF LIVING ADJUSTMENT, OR COLA IS
8.13% WHICH POSES A LOT LARGE
COST PRESSURE ON THE EDUCATION
BUDGET. FULLY FUNDING, KOHLER
WILL POST A COST OF OVER $6
BILLION FOR K THROUGH 12
PROGRAMS ALONE. BUT FULLY
FUNDING THE STATUTORY COLA ONE
SURE THAT EDUCATION PROGRAMS
WILL BE FUNDED AT OUR RATE THAT
REMAINS IN LINE WITH THE RATE OF
INFLATION IN THE STATE OF
CALIFORNIA. DESPITE THE DROP IN
THE PROPOSITION, 98 GUARANTEE
LEVEL PER PEOPLE SPENDING IS, UM
AT OVER $17,500 OF PROP 98. PER
STUDENT AND OVER $23,700 PER
STUDENT IF ALL FUNDING SOURCES
ARE INCLUDED. TO ADDRESS THE
PROPOSITION 98 DECREASED. THE
GOVERNOR'S BUDGET DOES CONTAIN
MULTIPLE ONE TIME SOLUTIONS,
WHICH OFFER A BALANCED AND
REALISTIC APPROACH TO AMENDING
THE BUDGET GAP. THE STATE
MAINTAINS RAINY DAY FUND FOR
EDUCATION AND THE BALANCE OF THE
RAINY DAY FUND IS CURRENTLY $8.4
BILLION. THAT'S $1.1 BILLION
LOWER THAN FORECAST AT THE 2022
BUDGET ACT, AND THE REASON FOR
THAT DOWNGRADE IS DUE TO A
DECREASE IN CAPITAL GAINS
REVENUES. DESPITE THE LOWER
BALANCE THERE ANY DAY FUND WILL
BE RECEIVING A DEPOSIT OF $338
MILLION BASED UPON A STATUTORY
FORMULA. THE GOVERNOR'S BUDGET
DOES NOT PROPOSE MAKING A
WITHDRAWAL FROM THE RAINY DAY
FUND AS THE CRITERIA FOR
WITHDRAWAL HAVE NOT BEEN MET. AS
FOR POLICIES IMPACTING
PROPOSITION, 98, THE GUARANTEE
HAS BEEN RE BENCH TO REFLECT THE
CONTINUED IMPLEMENTATION OF
UNIVERSAL TRANSITIONAL
KINDERGARTEN AND THEN NEWLY
PASSED PROPOSITION 28 ARTS AND
MUSIC IN SCHOOLS ACT REQUIRES
ADDITIONAL FUNDING TO
PROPOSITION 98 EQUAL TO 1% OF
THE PREVIOUS YEARS GUARANTEE
LEVEL. THE VERY FIRST YEAR OF
THE PROPOSITION 28 ARTS AND
MUSIC IN SCHOOLS ACT
APPROPRIATION WILL BE FISCAL
YEAR 23 24 THAT WILL BE IN A
SUPPLEMENTAL PAYMENT AMOUNT OF
$941 MILLION. THAT CONCLUDES MY
SUMMARY OF PROPOSITION 98. I'M
AVAILABLE FOR ANY QUESTIONS.
OKAY THANK YOU. NEXT L A L THANK
YOU. CHAIR AND MEMBERS CAN CAPON
WITH THE ANALYST'S OFFICE. I'LL
BE SPEAKING FROM A HANDOUT
THAT'S IN YOUR PACKET. I THINK
THE DEPARTMENT OF FINANCE GIVE
YOU A GOOD OVERVIEW OF THE
CHANGES IN THE GUARANTEE THIS
YEAR. I WANTED TO PICK UP ON ONE
POINT, AN ALMOND MENTIONED,
WHICH IS THE IMPORTANCE OF THE
FACT THAT PROPOSITION 98 IS
BEING DETERMINED BY THE FORMULA
WE CALLED TEST ONE THIS YEAR,
AND THAT'S IMPORTANT BECAUSE IN
TEST ONE YEARS, THE MINIMUM
FUNDING REQUIREMENT IS EQUAL TO
A MINIMUM PERCENTAGE OF STATE
GENERAL FUND REVENUE JUST UNDER
40. AND THAT MEANS THAT FOR EACH
DOLLAR OF HIGHER OR LOWER STATE
TAX REVENUE GUARANTEE WOULD
INCREASE OR DECREASE ABOUT 40
CENTS, SO THE REDUCTION IN THE
GUARANTEE COMPARED WITH LAST
JUNE, IS DUE MAINLY TO THE
STATES LOWER GENERAL FUND
REVENUE ESTIMATES. BASED ON OUR
MOST RECENT ECONOMIC ASSESSMENT
, WE THINK THE STATE HAS ABOUT A
70 TO 80% CHANCE OF RECEIVING
LESS REVENUE THAN THE GOVERNOR'S
BUDGET, ANTICIPATES. A NUMBER OF
COUPLE OF LEADING ECONOMIC
INDICATORS LIKE THE RETAIL SALES
AND INCOME TAX WITHHOLDING HAVE
BEEN WEAK SINCE THE RELEASE OF
THE GOVERNOR'S BUDGET. AND OUR
BEST ESTIMATE RIGHT NOW IS THAT
STATE REVENUES WOULD BE AROUND
10 BILLION BELOW THE GOVERNOR'S
BUDGET LEVEL ACROSS 22 23 23 24
COMBINED. IF THAT TRANSPIRES THE
GUARANTEE WOULD BE APPROXIMATELY
FOUR BILLION BELOW THE LEVELS
THAT ARE IN THE BUDGET RIGHT
NOW. SOME PORTION OF THAT DROP
MIGHT BE MITIGATED BY HIGHER
LOCAL PROPERTY TAX REVENUE.
PROPERTY TAX REVENUE ACCOUNTS
FOR A LITTLE BIT MORE THAN A
QUARTER OF THE TOTAL PROPOSITION
98 FUNDING REQUIREMENT AND WE
THINK IT COULD EXCEED THE
GOVERNOR'S BUDGET BY AT LEAST A
COUPLE 100 MILLION AND
POTENTIALLY UP TO A BILLION.
ANOTHER POTENTIAL MITIGATING
FACTORS. THE PROPOSITION 98
RESERVE. YOU HEARD A LOT ABOUT
STATE RESERVES IN YOUR FULL
COMMITTEE HEARING THREE WEEKS
AGO, AND WHAT MAKES THE BALANCE
AND THE PROPOSITION 98 RESERVE
SPECIAL IS THAT IT'S ONLY
AVAILABLE TO SUPPLEMENT THE
FUNDING SCHOOLS RECEIVE UNDER
PROPOSITION 98. UNLIKE ALL OF
THE STATES, OTHER RESERVE
ACCOUNTS, IT'S NOT AVAILABLE TO
ADDRESS THE BROADER BUDGET
SHORTFALL. THE GUARANTEE IS
PARTICULARLY WEAK. THE FORMULAS
MIGHT REQUIRE AN AUTOMATIC
WITHDRAWAL FROM THAT RESERVE
ACCOUNT ABOUT THE STATE CAN ALSO
LEGISLATURE CAN ALSO MAKE A
DISCRETIONARY WITHDRAWAL IF THE
GOVERNOR DECLARES A BUDGET
EMERGENCY. SHIFTING UH, TWO PAGE
STARTING WITH PAGE FIVE OF OUR
HAND OUT. I WANT TO TALK A
LITTLE BIT ABOUT SOME HIGH LEVEL
COMMENTS IN THE GOVERNOR'S
SPENDING PROPOSALS. SO UNDER THE
GOVERNOR'S BUDGET, EVEN THOUGH
THE PROPOSITION 98 GUARANTEE IS
LOWER, THE STATE HAS ABOUT 5.2
BILLION AVAILABLE FOR A K 12
AUGMENTATIONS AND AS FAR AS THE
POLICY PROPOSALS, THE BUDGET HAS
THREE MAIN COMPONENTS. THERE ARE
SIX BILLION IN NEW ONGOING
SPENDING. THIS IS PRIMARILY TO
COVER THE COST OF LIVING
ADJUSTMENT. THE ONLY OTHER
NOTABLE ONGOING PROPOSAL IS THE
IS 300 MILLION FOR THE NEW
EQUITY MULTIPLIER. THE BUDGET
HAS 376 MILLION IN NEW ONE TIME
PROPOSALS. THIS IS MAINLY FOR
THE LITERACY GRANTS AND FOR AN
ARTS AND CULTURAL CULTURE
PROGRAM FOR HIGH SCHOOL SENIORS.
THOSE PROPOSALS ALL TOGETHER ADD
UP TO 6.4 BILLION, SINCE THAT'S
MORE THAN THE FUNDING AVAILABLE
UNDER PROPOSITION 98. THE BUDGET
ALSO HAS A PROPOSAL FOR AT 1.2
BILLION REDUCTION TO AN EXISTING
PROGRAM. THIS IS THE REDUCTION
TO THE ARTS, MUSIC AND
INSTRUCTIONAL MATERIALS.
DISCRETIONARY BLOCK GRANT. PAGE
SIX OF OUR HANDOUT JUST GIVES
YOU A LIST OF ALL THE SPECIFIC
PROPOSALS YOUR COVER EACH OF
THESE AND SUBSEQUENT HEARING
THIS TURNING TO OUR ASSESSMENT
ON PAGE EIGHT. WE THINK ONE
STRENGTH OF THIS BUDGET IS THAT
IT PRIORITIZES CORE PROGRAMS.
MOST OF THE FUNDING IS TO
SUPPORT EXISTING PROGRAMS.
THERE'S NOT TOO MANY NEW
INITIATIVES AND WE THINK THAT'S
AN APPROPRIATE FOCUS, GIVEN THE
STATE'S TIGHTER FISCAL POSITION.
DIRECTING INCREASES TOWARDS
EXISTING PROGRAMS COULD HELP
DISTRICTS ADDRESS LOCAL COST
PRESSURE AND SUSTAINED SOME OF
THE EXPANSIONS THAT THEY HAVE
BEGUN IN PREVIOUS YEARS. WE ALSO
THINK THE PLAN TO SAVE THE
PROPOSITION 98 RESERVED FOR NOW
IS A PRUDENT STARTING POINT. SO
HOLDING ONTO THE RESERVE GIVE
THE STATE A TOOL THAT IT CAN USE
TO PROTECT PROGRAMS FROM CUTS IN
THE EVENT AS THE STATE
EXPERIENCES A MORE SIGNIFICANT
ECONOMIC DOWNTURN. TURNING
BRIEFLY TO OUR CONCERNS. THIS IS
ON PAGE NINE. ONE OF OUR
CONCERNS THAT THE BUDGET WOULD
USE 1.4 BILLION IN ONE TIME
FUNDS TO COVER ONGOING COSTS FOR
THE LOCAL CONTROL FUNDING
FORMULA. AND THAT'S A CONCERN
BECAUSE IT CREATES A DEFICIT IN
THE PROPOSITION 98 BUDGET MOVING
FORWARD BECAUSE THOSE COSTS WILL
CONTINUE THE FOLLOWING YEAR, BUT
THAT ONE TIME FUNDING DOES NOT,
AND THAT'S MAYBE EVEN MORE OF A
CONCERN THIS YEAR, GIVEN OUR
ESTIMATE THAT THE GUARANTEE IS
LIKELY TO BE LOWER THAN THE
GOVERNOR'S BUDGET, ANTICIPATES,
UH, WE ALSO HAVE SOME CONCERNS
ABOUT THE MID YEAR REDUCTION TO
THE EARTH'S AND MUSIC
DISCRETIONARY GRANT. OUR
UNDERSTANDING IS THAT DISTRICTS
HAVE OFTEN GONE THROUGH A LOCAL
PLANNING PROCESS FOR THOSE FUNDS
ALREADY, AND ADJUSTING THOSE
FUNDS NOW LIKELY WOULD BE
DISRUPTIVE TO THEIR BUDGETS AND
COULD REQUIRE LARGER CHANGES
THAT THEY'VE ALREADY DISCUSSED,
UH, WITH THEIR LOCAL
STAKEHOLDERS THROUGH THEIR LOCAL
PLANNING PROCESS. SHIFTING TO
PAGE 10. WE WE'D RECOMMEND
BUILDING A BUDGET THAT DOES NOT
RELY ON ONE TIME FUNDS FOR
ONGOING COSTS. WE'D ALSO
RECOMMEND BUILDING THE BUDGET
WITH A VIEW TO AVOIDING THAT MID
YEAR REDUCTION TO THE ARTS AND
MUSIC DISCRETIONARY GRANT. TO
THE EXTENT POSSIBLE STATE IS A
COUPLE OPTIONS FOR ACHIEVING
THAT ONE STARTING 10.1 WE
RECOMMEND IS TO NOT ADOPT THE
GOVERNOR'S PROPOSALS FOR THREE
NEW PROGRAMS. I WILL TALK LATER
ABOUT ALL OF THOSE PROPOSALS ON
THEIR MERITS, BUT WE THINK TWO
OF THOSE ARE SOMEWHAT
DUPLICATIVE OF EXISTING FUNDING
, AND ONE OF THOSE LITERACY
PROPOSAL IS ONE WHERE WE'RE
STILL WAITING FOR DATA ON HOW
THE FIRST ROUND OF FUNDING WAS
USED. OUR CONCERNS ARE
HEIGHTENED THIS YEAR, GIVEN OUR
AGAIN OUTLOOK FOR A WEAKER
REVENUE PICTURE, SO REJECTING
THOSE NEW PROGRAMS WOULD MAKE
MORE FUNDING AVAILABLE TO
SUSTAIN EXISTING PROGRAMS.
ANOTHER OPTION COULD BE TO FUND
THE LOWER COLA RATE EACH HALF A
PERCENT CHANGE IN THE COLA RATE
RIGHT NOW IS WORTH ABOUT 400
MILLION IF THE STATE WANTED TO
FONDLE CFF WITHOUT RELYING ON
ONE TIME FUNDS AND THAT MAKE ANY
OTHER CHANGES TO THE GOVERNOR'S
BUDGET. WE ESTIMATE IT COULD
FIND A 6.4% COOLER. UM IF
REVENUE IS SIGNIFICANTLY WHEREAS
THIS MIGHT BE AN OPTION, THE
STATE NEEDS TO TAKE A CLOSE LOOK
AT TURNING TO PAGE 11. OUR FINAL
PAGE THIRD OPTION COULD BE TO
REVISIT A FEW OF THE
AUGMENTATIONS THE STATE APPROVED
IN PREVIOUS YEARS TO THAT WE
HIGHLIGHT THE EXPANDED LEARNING
OPPORTUNITIES PROGRAM AND STATE
PRESCHOOL. JUST BRIEFLY ON
EXPANDED LEARNING. SOME
DISTRICTS INDICATE THAT THEY'RE
HAVING DIFFICULTY RUNNING THOSE
PROGRAMS AT THE SCALE THE STATE
ENVISIONED. WE UNDERSTAND THAT
REFLECTS BOTH DIFFICULTIES
SCALING UP THE PROGRAMS AND
HIRING STAFF AS WELL AS THE FACT
THAT IN SOME DISTRICTS, NOT ALL
STUDENTS ARE INTERESTED IN THAT
PROGRAM. WE THINK THE STATE
COULD THINK ABOUT REDUCING
FUNDING SO THAT IT NO LONGER
ASSUMES 100% PARTICIPATION OR
POTENTIALLY ACCOUNTING FOR THE
FUNDS DISTRICTS ALREADY RECEIVED
THROUGH EXISTING AFTER SCHOOL
PROGRAMS. FOR STATE PRESCHOOL.
SOME OF THE FUNDING THE STATE IS
ALLOCATED FOR RECENT SLOT
INCREASES IS GOING UNUSED, AND
WE THINK THE GOVERNOR'S
ESTIMATES OF THE COST FOR COLA
FOR THAT PROGRAM ARE TOO HIGH.
WE'LL TALK A LITTLE BIT MORE
ABOUT SOME OF THE DETAILS OF
THAT LATER ON, BUT WE THINK
THAT'S THE PROGRAM WHERE THE
STATE COULD YOU DO SOME ONGOING
FUNDING WILL STILL MAINTAINING
THE PROGRAM, AS IT CURRENTLY
OPERATES. I THINK WE'D EMPHASIZE
THAT TO THE EXTENT YOU HAVE, YOU
CAN DO ALL OF THESE OPTIONS TO
DIFFERENT EXTENTS. AND TO THE
EXTENT THAT YOU DO ONE OPTION
MORE THAN DO ONE OPTION MORE
THAT THAT REDUCES THE NEED TO DO
REDUCTIONS AND SOME OF THE OTHER
WAYS. UM SO YOU YOU HAVE OPTIONS
ABOUT EXACTLY HOW THE BUDGET
BECOMES BALANCED. THANK YOU, AND
THAT CONCLUDES OUR COMMENTS.
OKAY THANK YOU. QUESTIONS FOR
THE OH, DID THIS.
THIS PERSON. GOOD MORNING, DAN
MORE WENT ON BEHALF OF THE
SUPERINTENDENT. I'LL KEEP MY
MARKS VERY BRIEFLY AS BOTH
FINANCE AND HAVE ALREADY COVERED
THE STORY, MIKE. THANK YOU. UM
WE DO APPRECIATE THE
ADMINISTRATION'S COMMITMENT TO
KEEPING PROP 98 PARTICULARLY
WHOLE. THANK YOU. AND THAT DOES
REFLECT KEEPING EDUCATIONAL
PRIORITY AND WE ENCOURAGE THE
LEGISLATURE TO KEEP THAT IN
MIND, PARTICULARLY THE FULLY
FUNDING THE COLA. UM AS WE SAID
ELIO AND FINANCE HAVE ALREADY
COVERED THIS VERY THOROUGHLY,
BUT WE DO NOT HAVE ANY CONCERNS
WITH THE PROBLEM CALCULATION OR
RELATED CALCULATIONS, FOR
EXAMPLE, FOR THE PROP 98 RAINY
DAY RESERVE. HAPPY TO TAKE ANY
QUESTIONS AT THE APPROPRIATE
TIME. OKAY THANK YOU. QUESTIONS
FOR THIS PANEL. MR ALVAREZ.
THANK YOU CHAIR AND THANK YOU TO
THE PANEL. I THINK MAYBE IT'S
APPROPRIATE TO START BY
ACKNOWLEDGING THE THAT YEAR OVER
YEAR. A LOT IS HOLDING STEADY,
WHICH IS GOOD FOR OUR DISTRICTS
AND FOR OUR SCHOOLS, AND I THINK
THE GOVERNOR'S BUDGET PROPOSAL
IN PARTICULARLY PARTICULARLY IN
THIS REGARD, HOLDING FOLKS
HARMLESS IN THE EDUCATION SECTOR
IS A GOOD APPROACH. AS THIS BIG
PRIORITY FOR ME ANYWAY. EXCUSE
ME. UM MAYBE I'LL START WITH
QUESTIONS ON THE. TWO THE TWO
PROGRAMS THAT WERE IDENTIFIED BY
THE LAO ON POTENTIAL SAVINGS. I
THINK THE. COMMON THREAD THROUGH
BUDGET, AT LEAST FOR ME WILL BE
IDENTIFYING. OPPORTUNITIES FOR
SAVINGS, GIVEN THAT IT'S LIKELY
REVENUES ARE GOING TO BE LOWER.
IN MY OPINION, AND UM AND AS A
LEGISLATURE TRACE, IDENTIFY OUR
PRIORITIES. WE NEED TO MAKE SURE
WE FIND A SAVINGS IN THE BUDGET
TO BE ABLE TO FUND THOSE
PRIORITIES. SO THERE'S TWO IN
PARTICULAR. I'D LIKE TO ASK, UM
FINANCE OR THE DEPARTMENT OR THE
L. A. OH, UH, TO CHIME IN ON
FIRST, THE EXPANDED LEARNING
OPPORTUNITIES PROGRAM. UM I
AGREE. I BELIEVE THE PROGRAM IS
FUNDED WITH THE INTENT OF ALL
CHILDREN AT SCHOOLS THAT QUALIFY
ATTENDING THESE PROGRAMS. UM AS
A FATHER OF. KID IN THE MIDDLE
SCHOOL AND ELEMENTARY SCHOOL.
WHERE, UM THESE ARE SCHOOLS THAT
ARE LIKELY WOULD BE RECEIVING OR
QUALIFY FOR RECEIVING FUNDING
FOR THESE PROGRAMS AS THEIR
TITLE. ONE LOW INCOME ENGLISH
LANGUAGE LEARNER POPULATION IS
QUITE SUBSTANTIAL, HAVE BOTH OF
THOSE SCHOOLS. I THINK THAT, UH
, ASSUMING A 100% PARTICIPATION
BY THE FOUR STUDENT POPULATION
IS NOT A GOOD ASSUMPTION, AND I
JUST WANT TO KNOW, UM, IF YOU
CAN SHARE HOW THAT ASSUMPTION
WAS REACHED. IF I'M INCORRECT
AND UNDERSTANDING THAT AND IF
ANY, IF THE DEPARTMENT OR
FINANCE CAN PROVIDE SOME
FEEDBACK ON THAT. THANK YOU.
ASSEMBLYMEMBER'S I CAN TAKE A
FIRST, UM, RESPONSE AT THAT. SO
THE STATE'S EXISTING, UH LARGEST
EXISTING AFTER SCHOOL PROGRAM IS
THE OFFENSE SCORES SAFETY AND
EDUCATION PROGRAM. THE STATE
ALLOCATES FUNDS FOR THAT PROGRAM
BASED ON THE NUMBER OF STUDENTS
WHO ACTUALLY ARE PARTICIPATING
IN AFTER SCHOOL PROGRAMS. WHAT'S
DIFFERENT ABOUT EXPANDED
LEARNING IS IT'S BASED ON UM,
THE TOTAL NUMBER OF STUDENTS IN
THE DISTRICT SO, UM, IT'S NOT
THE DISTRICT ARE EXPECTED TO RUN
THE PROGRAM AT A CERTAIN SCALE,
KIND OF, REGARDLESS OF HOW MANY
STUDENTS ARE ATTENDING. AND THAT
IS AN AREA WHERE, AS YOU SAID,
WE THINK THERE ARE THERE IS SOME
POSSIBILITY FOR SAVINGS OF THE
STATE WERE TO ALLOW REDUCE
FUNDING NEW ACCOUNT REFLECT A
LOWER PARTICIPATION RATE. UM I
CAN MAYBE LET MY ONE OF MY
COLLEAGUES THE DEPARTMENT OF
FINANCE, SAY IF THEY KIND OF
GIVE THEIR REACTION TO THAT
SUGGESTION. UM I WOULD DEFER TO
C D. E FOR QUESTIONS ABOUT
EXPANDED LEARNING
IMPLEMENTATION. THANKS. AND I
APOLOGIZE, SIR. I CAN GET BACK
TO YOU ON THAT AND SEE WHERE WE
ARE IN IMPLEMENTATION AND HOW
THAT'S WORKED OUT WITH 88 VERSUS
UTILIZATION. OKAY FOLLOW UP
SHORTLY. THANK YOU. I LOOK
FORWARD TO THAT, UM, THE OTHER
PROGRAM WHERE POTENTIALLY
SAVINGS COULD BE ACHIEVED IS IN
THE PRESCHOOL PROGRAM NOW JUST
WANTED TO MAKE IT CLEAR. POST
SUPPORTER OF PRESCHOOL PROGRAMS,
BUT IT APPEARS THAT. UM, THE
SLOTS THAT HAVE BEEN, UM THAT
HAVE BEEN FUNDED, HAVE NOT
OFFERED FULLY ALSO BEEN UTILIZED
AND I APPRECIATE ANY UPDATE ON
THE STATUS OF THAT. NEVILLE
MORGAN. I'M AT WITH THE
CALIFORNIA DEPARTMENT OF
EDUCATION REPRESENTING THE STATE
SUPERINTENDENT. SO FOR THE STATE
PRESCHOOL PROGRAMS, LOTS AND
ACCESS THOSE, UM, WE'VE IN ONE
OF OUR SURVEYS, WE ASKED AROUND
DEMAND AND DID GET FEEDBACK FROM
L. E A S THAT THEY ARE REALLY
INTERESTED IN EXPANDING THEIR
STATE PRESCHOOL PROGRAMS. SO WE
THINK OVER THE NEXT FEW YEARS
WILL ACTUALLY HAVE A GREATER
DEMAND FOR STATE PRESCHOOL TO
ADDRESS THE THREE YEAR OLD NEED
RIGHT NOW IN STATE PRESCHOOL. WE
ONLY SERVE 8.5% OF ELIGIBLE
CHILDREN. OKAY, UM. YOU PROBABLY
DON'T HAVE A RESPONSE TO SORT OF
THAN THE NUMBERS AT THE MOMENT,
BUT I'D BE INTERESTED IN
UNDERSTANDING SORT OF WHERE THE
FUNDING SLOTS ARE COMPARED TO
THE ACTUAL SLOTS THAT ARE FILLED
IN PRESCHOOL, GIVEN THAT THE
DESIRE TO GROW OVER THE NEXT
COUPLE OF YEARS, I'D BE
INTERESTED IN WHAT THAT DELTA IS
FROM. WHAT'S BEEN FUNDED TO WHAT
WHAT IS BEING OCCUPIED BY A
STUDENT AND WHAT THE PROJECTIONS
ARE FOR GROWTH AS WELL. THAT'S
SOMETHING THAT WE CAN FOLLOW UP
ON. THANK YOU APPRECIATE IT. AS
IT RELATES TO THE COLA RATE. UM
THIS IS MAYBE MORE OF A REALLY
EDUCATIONAL QUESTION FOR ME. I
APOLOGIZE IF OTHERS ALREADY KNOW
THE ANSWER TO THIS, BUT THE
COLA. AH! NUMBER 88.13% IS A
STATUTORY REQUIREMENT. CAN YOU
BRIEFLY, UM, IDENTIFY HOW THAT
NUMBER IS DETERMINED AS IT JUST
BASED ON CPI, OR AN INDEX IS HOW
DO WE GET TO THE 8.13? YEAH CAN
HAPPEN AGAIN WITH THE ANALYST'S
OFFICE. I CAN ANSWER THAT. SO
THE COLA RATE IS BASED ON A
NATIONAL PRICE INDEX FOR STATE
AND LOCAL GOVERNMENTS ACROSS THE
COUNTRY. AND IT IS BASED ON THE
CHANGES IN THAT INDEX THAT ARE
LEGGED A YEAR AND A QUARTER, SO
IT'S ACTUALLY PICKING UP NOT SO
MUCH INFLATION THAT'S
ANTICIPATED TO HAPPEN IN 23 24,
BUT INFLATION THAT HAPPENED
DURING 22 23. THAT'S ONE REASON
WHY IT'S SO HIGH. UM, WE THINK
ACTUAL INFLATION IN 23 24. IT
WON'T BE 8% BUT BECAUSE IT WAS
HIGHER THIS YEAR, THAT'S WHAT
THE NUMBER IS. SO COMBINE THAT
WITH THE 13 SOMETHING PERCENT
FROM LAST YEAR THAT WAS IN
CURRENT BUDGET, RIGHT? THAT
NUMBER AND THIS NUMBER ARE WE
NOW? DO WE ASSUME THAT WE'VE NOW
CAUGHT UP WITH INFLATIONARY
PRESSURES. OR WHERE ARE WE
RELATED TO? UM LAST YEAR AND
THIS YEAR AS IT RELATES TO COST
OF LIVING. YES. SO LAST YEAR IN
THIS FISCAL YEAR, THE STATUTORY
COST OF LIVING ADJUSTMENT WAS
6.56% BUT THE STATE ACTUALLY
FUNDED WAS 13.26% SO THERE WAS A
KIND OF CONCERNED ABOUT COSTS
WITHIN THE LEGISLATURE AND ONE
OF THE WAYS UH THE HOUSE IS
AGREED TO RESPOND TO THAT WAS
PROVIDING A MUCH LARGER INCREASE
THAN WHAT THE STATUTORY COLA
WOULD BE FOR THIS FISCAL YEAR.
SO IT MIGHT BE FAIR, UH, TO SAY
THAT WITH LAST YEAR'S ADJUSTMENT
IN THIS YEAR'S ADJUSTMENT, WE
MIGHT BE UH, ABOVE. TRUE
INFLATIONARY. COST INCREASES.
YEAH THE PERCENTAGE INCREASES IN
THE LCF FR ARE ABOVE WHAT THE
STATUTORY FORMULA IS THAT WE
TYPICALLY FUND OKAY? UM. I'M
INTERESTED IN THAT AS A SECTION
OF THE BUDGET AS POTENTIAL OF
FUNDING IS, UH AS WELL SAVINGS,
UM, TO NOT TAKE UP THE AS MUCH
TIME AS I ALREADY HAVE. BUT I
HAVE ONE LAST QUESTION. I'M
REALLY A STRONG SUPPORTER OF THE
ARTS IN OUR EDUCATION PROGRAMS
AND M ONE OF THE BUDGET
PROPOSALS THAT I'M NOT A FAN OF
IS THE, UM. CUT TO THE ARTS
BLOCK GRANT PROGRAM, ESPECIALLY
AS PROP 28 GETS IMPLEMENTED
STARTING THIS SCHOOL YEAR, AND
THERE'S THIS UP VERY UNIQUE
OPPORTUNITY WITH THAT, WITH PROP
28 WITH THE BLOCK GRANT PROGRAM
, WE CAN ACTUALLY PRODUCE A
ROBUST PROGRAM IN THE ARTS IN
OUR SCHOOLS, PARTICULARLY THE
SCHOOLS. THAT DON'T HAVE
RESOURCES FOR PARENTS AND OTHERS
TO RAISE MONEY FOR THESE TYPES
OF PROGRAMS, SO UM, IF I CAN GET
A RESPONSE FROM THE DEPARTMENT
ON THE REASONING BEHIND THE CUT
TO THE ARTS GRANT PROGRAM. AND
SING FROM THE DEPARTMENT OF
FINANCE ONE OF THE GOVERNOR'S
BUDGET PROPOSALS TO CLOSE THE
GAP THAT WE'RE SEEING IN
PROPOSITION 98 GUARANTEE AMOUNT
IS REDUCING FUNDING TO THE ARTS
, MUSIC AND INSTRUCTIONAL
MATERIALS BLOCK GRANT FROM 3.5
BILLION TO 2.4 BILLION. THE
BLOCK GRANT PROGRAM IS
RELATIVELY NEW, AND THE FIRST
YEAR I BELIEVE WAS 22 23. SO
LOCAL EDUCATION AGENCIES WILL
ESSENTIALLY BEING SEEING A
REDUCTION TO THE AMOUNT OF
INITIALLY ANTICIPATED
APPROPRIATION BY ONE THIRD. OF
COURSE, ANY REDUCTION TO FUNDING
IS DIFFICULT TO DECIDE UPON. BUT
THAT IS ONE OF THE MAJOR
SOLUTIONS THAT THE GOVERNOR'S
BUDGET PROPOSES AND UM,
APPROACHING THE BUDGETARY GAP
THAT WE'RE SEEING FOR
PROPOSITION 98. BUT AS YOU
MENTIONED PROPOSITION, 28, WHICH
IS THE ARTS AND MUSIC IN SCHOOLS
ACT ON THOSE PASSED BY VOTERS
THIS PAST NOVEMBER, WILL
INCREASE THE GUARANTEED BY 1% OF
THE PRIOR YEAR'S GUARANTEE
AMOUNT SO WE CAN THINK OF IT AS
PROPOSITION 98 PLUS 1% OF THE
PRIOR YEAR'S AMOUNT. AND GIVEN
THAT PROPOSITION IDEA IS SITTING
OUT LIKE ROUGHLY $100 BILLION,
THAT'S NEARLY $100 BILLION
INCREASE THAT WILL BE
PERMANENTLY RE BENCHED UNTIL THE
CALCULATION. THE FIRST YEAR OF
PROPOSITION 28 FUNDING OR BE
FISCAL YEAR. 23 24. IT WILL BE
IN THE FORM OF A SUPPLEMENTAL
PAYMENT IN THE AMOUNT OF $941
MILLION BEGINNING IN FISCAL YEAR
24 25 THAT WILL BE PERMANENTLY
REVENGED OR, LIKE THE
PROPOSITION. 98 CALCULATION WILL
BE RECALIBRATED ESSENTIALLY TO
PERMANENTLY AND INCORPORATE THIS
PROGRAM. WHILE WE'RE SEEING THAT
$1 BILLION REDUCTION TO THE ARTS
, MUSIC AND INSTRUCTIONAL
MATERIALS BLOCK GRANT FUNDING AS
A BUDGETARY, A SOLUTION WE WILL
BE SEEING INCREASE IN ARTS AND
MUSIC FUNDING IN GENERAL
RESULTING FROM PROPOSITION 28.
THANK YOU. I UNDERSTAND THAT. I
JUST THINK THAT UH, THERE ARE
OTHER PROGRAMS THAT ARE IN VERY
SIMILAR BOAT IN TERMS OF WE'VE
STARTED THEM. UM AND THE FUNDS
HAVEN'T BEEN EXPANDED YET THEY
CONTINUE TO BE IN THE BUDGET. AS
PROPOSED CONTINUED EXPENDITURES
, BUT THIS ONE IN PARTICULAR
WHERE THERE HAS BEEN SIGNIFICANT
PLANNING BY L. E A S AT THE
LOCAL LEVEL TO SPEND THIS MONEY
AND THEY'RE GOING TO GET MONEY
FROM PROP 28, NOT JUST FOR
ACTUAL SUPPLIES, BUT TO ACTUALLY
HAVE TEACHERS IN THE CLASSROOM.
UM I THINK IT'S THIS IS ONE OF
THOSE THAT MAKES MORE SENSE TO
CONTINUE FUNDING AS OPPOSED TO
DIFFER OR ELIMINATE FUNDING AND
I HOPE THAT THAT GETS
RECONSIDERED IN THE MAY REVISE,
UM, THE LAST ONE NOW. REALLY UM
, I REALLY APPRECIATE THE
RECOGNITION OF THE LITERACY
COACHES. I WOULD LIKE TO GET
MORE INFORMATION ON THAT BECAUSE
I THINK THAT'S ONE OF THE
PROGRAMS AS I WAS JUST SAYING.
THAT ACTUALLY SEEMS TO BE NOT,
UM UM ON TIME IN TERMS OF
ROLLING IT OUT, AND WE'RE
FUNDING OR SAVINGS COULD BE
ACCOMPLISHED, BUT I'D LIKE TO
KNOW WHERE WE'RE AT WITH
TRAINING, LITERACY COACHES AND
READING SPECIALISTS, ESPECIALLY
AT SCHOOLS THAT, UM, HAVE
DEMONSTRATED LOWER RATES OF
PROFICIENCY AND THEN, UM. WHERE
WE'RE AT WITH ROLLING THAT OUT
THE CURRENT IN THE CURRENT YEAR,
AND NOW WE ARE ADDING ANOTHER
250 MILLION. CAN WE ACTUALLY GET
THAT EXPENDED? AND THEN THE
OTHER ONE THAT I FIND REALLY
INTERESTING. I REALLY LIKE THIS
ONE IS THE IDEA OF FUNDING
ACTIVITIES FOR STUDENTS IN GRADE
12. UH UM, CULTURALLY,
CULTURALLY ENRICHING ACTIVITIES.
I LIKE TO LEARN MORE ABOUT THAT
PROPOSAL. I THINK IT'S ONE THAT
IS VERY ATTRACTIVE TO THE
SCHOOLS THAT THAT I REPRESENT.
UM BUT I WOULD ALSO LIKE TO NOTE
THAT IN PARTICULARLY THE SCHOOLS
THAT ARE PERHAPS TITLE, ONE
SCHOOLS OR WITH A HIGHER NUMBER
OF LOW INCOME IN ENGLISH
LANGUAGE STUDENTS LOW INCOME
PRIMARILY BECAUSE KIDS IN THESE
SCHOOLS DON'T HAVE THE
OPPORTUNITY TO GO TO A LOT OF,
UM, THESE CULTURAL ACTIVITIES
THAT PERHAPS OTHER CHILDREN
MIGHT HAVE THE OPPORTUNITY TO DO
SO. A MORE TAILORED APPROACH IN
THAT PROGRAM IS SOMETHING THAT
MAKES SENSE TO ME. IN ADDITION
TO THE GOING BACK TO THE E L O
P, UM 100% PARTICIPATION IS, I
THINK PROBABLY NOT A REALISTIC
FUNDING NUMBER, UM, SOMETHING
LOWER THAN THAT WOULD BE
APPROPRIATE. AND I THINK SOME
SAVINGS CAN BE ACHIEVED THAT
WAY. SO THANK YOU ALL FOR
ANSWERING QUESTIONS. I LOOK
FORWARD TO THE CDS RESPONSE ON
THOSE PARTICULAR QUESTIONS. I
ASKED JUST BEFORE I THANK YOU
FOR THE ANSWER HERE. WE DO HAVE
DETAILED HEARINGS ON THAT, UM
EARLY AS NEXT WEEK IN THE COMING
WEEKS, BUT I HAVE ONE MORE THING
. SARAH NEVILLE MORGAN
DEPARTMENT OF ED FOR THE E L O P
R EXPANDED LEARNING
OPPORTUNITIES PROGRAM. IT IS
FUNDED FOR 85% OF UNDUE
DUPLICATED SO THE STUDENTS WHO
ARE LOW INCOME AND HOMELESS
THOSE CATEGORIES, BUT THE SCHOOL
HAS TO OFFER IT. SO EVEN IN THE
OFFERING, IT'S NOT FULLY FUNDED
AT THAT AMOUNT. UM AND I WILL
SAY OVERALL FOR LITERACY FOR
ELOPE FOR STATE PRESCHOOL, ALL
OF THOSE FOR TK AS YOU ROLL THEM
OUT. IT TAKES A FEW YEARS TO BE
ABLE TO BUILD OUT A PROGRAM AND
MAKE SURE THAT YOU HAVE THAT
CAPACITY WITHIN THE SCHOOL AND
THAT FAMILIES KNOW ABOUT IT. AND
SO, UM, SORT OF GROWTH OF A
PROGRAM DOES TAKE A FEW YEARS TO
GET TWO FULL ENROLLMENT. OKAY,
MR MURATSUCHI. THANK YOU VERY
MUCH. UM LIKE TO START OFF WITH
SURE. UPON THANK YOU, UM. YOUR
HANDOUT INDICATES, UH, FLAGS.
THE ISSUE OF THE GOVERNOR'S
PROPOSAL, RELYING ON $1.4
BILLION IN ONE TIME FUNDS TO
COVER ONGOING LCF F COSTS. I
MIGHT HAVE MISSED IT, BUT COULD
YOU IDENTIFY THE NATURE OF THOSE
ONE TIME FUNDS? YES SO THOSE ONE
TIME FUNDS ARE ALL ATTRIBUTABLE
TO THE 21 22 FISCAL YEAR. UM,
AND THE REASON WE HAVE ONE TIME
FUNDS IN THAT FISCAL YEAR IS A
COMBINATION OF FACTORS. L CFF
COST CAME IN A LITTLE BIT LOWER
THAN WE THOUGHT THAT YEAR. THE
GUARANTEE WAS SLIGHTLY HIGHER
THAN WE THOUGHT. AND THEN THERE
IS THAT REDUCTION TO THE ARTS
MUSIC DISCRETIONARY GRANT, WHICH
IS PAID FOR OUT OF 21 $22. SO
ACCOUNTING FOR ALL OF THOSE
CHANGES, THERE'S UNSPENT FUNDS
IN 21 22. THE GOVERNOR'S BUDGET
IS PROPOSING TO YOU AS 1.4
BILLION OF THAT FUNDING TO COVER
L C F F IN 23 24. OKAY? UM NEXT
IN YOUR HANDOUT. I'M LOOKING
FORWARD TO ALONG WITH MR ALVAREZ
AND THE REST OF THE COMMITTEE ON
OUR FOLLOW UP HEARING ON EARLY
CHILDHOOD EDUCATION, INCLUDING
WELL, I GUESS THIS THIS MAY BE
THE FOLLOW UP HEARING ON THE L.
A PROGRAM. UM BUT SINCE WE HAVE
MR CAPON HERE AND YOU HAVE IN
YOUR HAND OUT HERE, SOME
DISTRICTS INDICATE THAT NOT ALL
STUDENTS MAY EXPRESS INTEREST IN
PARTICIPATING IN L A. CAN YOU
SPECIFICALLY EXPAND ON THAT
STATEMENT? LIKE WHAT? WHAT
DISTRICTS WHAT EVIDENCE YOU HAVE
OF THAT? ONE OF THE CHALLENGES
WITH THE PROGRAM IS WE DON'T
HAVE A LOT OF GOOD DATA, AND I
THINK WE ENCOURAGE YOU TO DO,
UH, IMPROVE THE DATA COLLECTION
FOR THE PROGRAM THAT WILL HELP
MAKE MORE REFINED ADJUSTMENTS IN
THE FUTURE. BUT ANECDOTALLY,
WHAT WE HEAR IS THAT EVEN THE
DISTRICTS THAT ARE, UM FEELING
VERY SUCCESSFUL WITH THIS
PROGRAM ARE STILL SEE SEEING
PARTICIPATION RATES IN THE RANGE
OF 70 TO 80% RATHER THAN 100%
THAT'S CONSISTENT WITH WHAT
WE'VE SEEN WITH SOME OF THE
OTHER PROGRAM THAT THE EXISTING
ASIS PROGRAM, SO EVEN IN
DISTRICTS THAT ARE DOING A LOT
WITH THIS, WE CAN'T FIND VERY
MANY EXAMPLES OF THOSE THAT HAVE
THAT ARE COMING CLOSE TO 100%
PARTICIPATION. AGAIN DOESN'T
MEAN THERE MIGHT NOT BE A FEW
DISTRICTS OUT THERE THAT ARE AT
THAT LEVEL. THAT DOESN'T SEEM TO
BE THE MOST COMMON SITUATION
THAT WE'RE HEARING RIGHT NOW.
WELL UM, GIVEN WHAT WE HEARD
FROM THE DEPARTMENT OF EDUCATION
ON HOW IT TAKES TIME TO RAMP UP
PROGRAMS. HOW DOES THAT SOUND TO
YOU? I THINK THE POINT ABOUT
RAMPING UP PROGRAMS AS WELL
TAKEN, BUT GIVEN THE STATE'S
FISCAL CONDITION RIGHT NOW, THIS
MIGHT NOT BE THE RIGHT TIME TO
PUSH DISTRICTS TO EXPAND
PROGRAMS EVEN MORE THAN THEY'RE
ALREADY DOING. OKAY? UM.
QUESTION FOR DEPARTMENT OF
FINANCE. MAYBE I SHOULD HAVE
STARTED OFF BY ECHOING MR
ALVAREZ AND THEN AND I'M SURE
THE REST OF THE COMMITTEE AND
THANKING THE GOVERNOR FOR YOU
KNOW, DEMONSTRATING HIS IS
STRONG, ONGOING COMMITMENT TO
PROTECT CLASSROOM FUNDING AND
OVERALL T K THROUGH 12 WELL,
EDUCATION FUNDING, OVERALL, UM.
DESPITE THE PROJECTED THE
GOVERNOR'S PROJECTED ON $22.5
BILLION BUDGET DEFICIT, UM ONE.
AREA THAT I WAS CONCERNED THAT I
NOTED IN PARTICULAR, UM AND I
NOTED THIS. I RAISED THIS AT THE
. THE LARGER BUDGET COMMITTEE
HEARING, UM, A FEW WEEKS AGO,
BUT AH, IT JUMPED OUT TO ME HOW
YOU KNOW WHILE THE GOVERNOR IS
DEMONSTRATING HIS STRONG,
ONGOING COMMITMENT FOR, UH, ALL
OF THE EARLY CHILDHOOD EDUCATION
INITIATIVES THAT THE GOVERNOR OF
THE LEGISLATURE HAS HAS
INITIATED, UM, PARTICULARLY IN
IN REGARDS TO THE COMMITMENT. UM
I BELIEVE $4 BILLION COMMITMENT
TO ONGOING SUPPORT TO REACH
UNIVERSAL TRANSITIONAL
KINDERGARTEN BY 2026. AT THE
SAME TIME, THE GOVERNOR AND HIS
JANUARY PROPOSAL WAS DELAYING,
UH, PROPOSING TO DELAY BY ONE
YEAR. THE PLAN $550 MILLION TO
SUPPORT THE FACILITIES GRANT
PROGRAM. UM GIVEN WHAT THE
DEPARTMENT OF EDUCATION AS
HIGHLIGHTED ABOUT HOW IT TAKES
TIME TO BUILD UP. YOU KNOW OUR
READINESS FOR THIS EXPANSION, UM
AND GIVEN THAT WE'RE HEARING
FROM DISTRICTS THROUGHOUT THE
STATE THAT THAT THEY'RE NOT
GOING TO HAVE ENOUGH FACILITIES
TO ACCOMMODATE ALL OF THE
ADDITIONAL AH! TRANSITIONAL
KINDERGARTEN KIDS ON THEY CAN
YOU EXPLAIN THE ADMINISTRATION'S
THINKING BEHIND THIS PROPOSAL?
I'VE BEEN SAYING FROM THE
CALIFORNIA DEPARTMENT OF
FINANCE. UM I DON'T HAVE IT. I
DON'T, UM, HAVE EXPERTISE ON
FACILITIES, BUT I CAN GET YOU
ADDITIONAL INFORMATION REGARDING
THAT.
IF I MAKE CHRIS RIGGS SOME OF
THE CALIFORNIA DEPARTMENT OF
FINANCE, SO CERTAINLY I THINK WE
SEE THE BROAD TOTAL AND CONTEXT
OF THE $22.5 BILLION REDUCTION.
WE UNDERSTAND THAT THAT'S GOING
TO REQUIRE A MIX OF, YOU KNOW,
REDUCTION SOLUTIONS DELAYS AND
THAT WAS JUST PART OF THE
REDUCTION SOLUTIONS DELAYS GIVEN
THE BROAD CONTEXT WITHIN THE
BUDGET. UM THAT SAID, YOU KNOW
WHEN IT COMES TO CONSTRUCTION
THERE ARE DISTRICTS THAT MAY BE
ABLE TO AVAIL THEMSELVES OF THE
SCHOOL FACILITY PROGRAM AND
BUILD OUT IN THAT MANNER. THEY
MAY HAVE LOCAL BONDS THAT THEY
CAN USE TO BUILD UP IN THAT
MANNER. THEY MAY ALSO BE ABLE TO
AVAIL THEMSELVES OF BRIDGE
FINANCING. IF THEY'RE CONFIDENT
THAT THEY WOULD RECEIVE, YOU
KNOW A GRANT THROUGH THIS
PROGRAM IN 24 25. SO CERTAINLY
WE UNDERSTAND THAT YOU KNOW, IT
TAKES TIME. WE UNDERSTAND THAT
IT'S A CHALLENGE FOR DISTRICTS.
BUT WE THINK JUST GIVEN THE
OVERALL CONTEXT OF THIS YEAR'S
BUDGET THAT IT WAS A PRUDENT
ACTION OKAY. AND IF I MAY FOLLOW
UP, I MEAN, PART OF THE
CHALLENGE WITH SCHOOL DISTRICTS
IS THAT WHILE THEY MAY HAVE
LOCAL BOND FUNDING THAT WE ARE
RUNNING OUT OF THE STATE
MATCHING FUNDS FOR CONSTRUCTION
BOND FUNDS. UH WHAT IS THE
ADMINISTRATION'S POSITION ON THE
NEED FOR? UH, A STATE? UM
CONSTRUCTION BOND. YEAH
CERTAINLY. WE BELIEVE THAT THERE
WILL BE A DISCUSSION THIS YEAR.
YOU KNOW THAT CONTEXT, SO WE
UNDERSTAND THAT THE STATES PUT
IN ROUGHLY $4 BILLION TO SUPPORT
THE SCHOOL FACILITY PROGRAM IN
THE GOVERNOR'S BUDGET OVER THE
MULTI YEAR PLAN, BUT WE DO
RECOGNIZE THAT THERE IS A
PENDING DISCUSSION THERE. ALL
RIGHT. THANK YOU. GOING BACK TO
MR CAPON. UM, YOU ALSO IN YOUR
HANDOUT. RECOMMEND REJECTING THE
EQUITY MULTIPLIER FUNDING. COULD
YOU EXPAND ON THAT? YEAH, I
THINK, UM ONE OF MY COLLEAGUES
WILL TALK A LITTLE BIT LATER
ABOUT SOME OF THE DETAILS ABOUT
THAT. BUT AH, OUR ASSESSMENT. IS
THAT THE, UM I THINK THERE'S
THIS LONGSTANDING AND LEGITIMATE
CONCERN ABOUT HOW CERTAIN ALL
THE EXISTING CONCENTRATION AND
SUPPLEMENTAL DOLLARS ARE BEING
USED TO CLOSE THOSE KINDS OF
ACHIEVEMENT GAPS. WE DON'T THINK
THAT THE ISSUE OF THAT IS A LACK
OF FUNDING. WE THINK THERE ARE
SOME CHANGES WE COULD MAKE TO
THE SYSTEM OF SUPPORT AND
OVERSIGHT AND ACCOUNTABILITY
SYSTEM. SOME OF THOSE ELEMENTS
OF THE DEPARTMENT IS FINANCES
PROPOSAL ARE PROMISING. THANK
YOU COULD ADAPT THOSE. WE THINK
THAT'S MORE PROMISING APPROACH
THAN CREATING A NEW PROGRAM. NEW
$300 MILLION PROGRAM ON TOP OF
THE SIGNIFICANT AMOUNT OF
SUPPLEMENTAL IN CONCENTRATION
FUNDING THAT'S ALREADY PROVIDED
THROUGH L C. F F CAN YOU CAN YOU
GIVE THEY THE MOST COMPELLING
EXAMPLE OF THE REFORM THAT
YOU'RE REFERRING TO IN TERMS OF
, UH, EXISTING SUPPLEMENT ON
CONCENTRATION GRANT FUNDING. IF
I MAY ON THAT ONE, I'LL REFER TO
MY COLLEAGUE BECAUSE I THINK
THEY'VE GOT A COUPLE EXAMPLES,
UM, THAT WE CAN SHARE IN A BIT.
HI GOOD MORNING, GETTING COBRA
WITH THE L. A. AND I KNOW WE'LL
TALK ABOUT THE EQUITY MULTIPLIER
IN THE SUBSEQUENT HEARING MORE
DETAILS, I WOULD JUST SAY, I
THINK ARE WE LAY OUT IN OUR
ANALYSIS A NUMBER OF OPTIONS FOR
PROVIDING A LITTLE BIT MORE
TRANSPARENCY IN TERMS OF HOW
FUNDING IS SPENT AT THE SCHOOL
SITE LEVEL. THE MAIN THING THAT
WE RECOMMEND IS REQUIRING
DISTRICTS TO PROVIDE MORE
INFORMATION IN TERMS OF STAFFING
. WHAT WHAT SENIORITY LEVELS ARE
OVERALL STAFFING AND THE LEVEL
OF EXPERIENCE OF TEACHERS ACROSS
SCHOOL SITES. THERE'S BETTER
INFORMATION IN TERMS OF HOW HOW
IT'S BEING SPENT. BUT WE'RE
HAPPY TO TALK ABOUT THAT IN MORE
DETAIL AND SUBSEQUENT HEARINGS.
OKAY, THANK YOU. I REALIZED HIM
GETTING MY HEAD OF MYSELF THAT
MR SHARE HAS A PLAN HERE SO UM,
LAST QUESTION FOR ME IS, UM UM.
IN REGARDS TO THE PROP. 98
RENTED A FUND. UM IT DOES FIRST
THE ADMINISTRATION AND THEN THE
LEGISLATIVE ANALYST, UM UM. DO
YOU HAVE WEALTH? THE
ADMINISTRATION DO YOU HAVE
CRITERIA FOR WHEN AND HOW MUCH
WE SHOULD BE UTILIZING THE PROP
98 RAINY DAY FUND. YES UM AND
SING CALIFORNIA DEPARTMENT OF
FINANCE. UH, THERE ARE TWO MAJOR
CRITERIA FOR WHEN I WITHDRAW
FROM THE RAINY DAY FUND CAN BE
MADE. THE FIRST IS IF THE
GOVERNOR DECLARES A STATE OF
BUDGETARY EMERGENCY, AND THE
SECOND IS IF STATUTORY FORMULA
OR THRESHOLD IS MET. AND THE
FORMULA FOR WITHDRAWAL DEPENDS
UPON IF THE PROPOSITION 98
GUARANTEE LEVEL FALLS. BELOW THE
PRIOR YEAR. PROPOSITION 98 LEVEL
AFTER ADJUSTMENTS FOR INFLATION
AND SCHOOL ATTENDANCE ARE MADE.
THE GOVERNOR'S BUDGET DOES NOT
PROPOSE MAKING A WITHDRAWAL FROM
THE RAINY DAY FUND AT THIS TIME
, AS NEITHER OF THOSE TWO
CRITERIA HAVE OCCURRED. ALL
RIGHT. THANK YOU VERY MUCH. OKAY
OKAY. THANK YOU. FOR THOSE
QUESTIONS, ALL OF IT. MR FONG OR
MR FONTE'S. SAYING THAT, OKAY?
I'LL JUMP IN WITH A FEW
QUESTIONS AND SOME OF THE ISSUES
WERE TOUCHED ON AUSTRALIA ALL
STATE FOR START FIRST WITH THE
EARLY EDUCATION ISSUE IN THE
SLOTS AND RATES, UM ONE OF THE
ISSUES WHERE WE DON'T HAVE AS
MANY SLOTS AS WE DON'T PAY
ENOUGH AND RATES SO IT DOESN'T
TAKE A ROCKET SCIENTIST TO
FIGURE OUT THAT. HEY MAYBE WE
CAN USE SOME OF THAT MONEY OVER
HERE. SO UM, TO THE TO THE L A.
OH, CAN WE UM, LEGALLY DO THAT
WITH EXISTING ALLOCATIONS. WE
HAVE A REPORT ON THIS THAT WILL
GET INTO BUT, UM OBVIOUSLY ONE
WAY TO USE SOME OF THE SAVINGS
AS A BUDGET SOLUTION, BUT
ANOTHER WAY COULD BE TO DO SOME
KIND OF TARGETED AUGMENTATIONS
LIKE THAT TO THE STATE PRESCHOOL
PROGRAM. I THINK WE LAY OUT A
FEW DIFFERENT WAYS THAT THAT
MONEY COULD BE. THOSE SAVINGS
COULD BE KEPT IN THE STATE IN
THE PROGRAM AND USED TO AUGMENT
SERVICES. IF THAT'S SOMETHING
YOU'RE INTERESTED IN. YEAH
THAT'S CERTAINLY SOMETHING THAT
I THINK THAT WILL RECOMMEND. WE
KNOW WE HAVE A HUGE NEED AND
CHILDCARE ACCESS. AND, YOU KNOW
, WE'RE NOT FILLING THE SLOTS
AND WE'RE PAYING THE WORKFORCE.
YOU KNOW, POVERTY, WAGES, YOU
KNOW, THEY LITERALLY QUALIFIED
FOR THE PROGRAMS THAT THERE
WORKING UNDER BECAUSE THEIR LOW
PAY CAN MAKE MORE WORKING AT
COSTCO AND IN AND OUT BURGER SO
WE NEED TO ADDRESS THAT IN THE
RATES, SO THAT'S NUMBER ONE
NUMBER TWO, UM I KNOW THAT THE
STATUTORY COLA MAYBE IN QUESTION
BECAUSE HOW MUCH REVENUE WE HAVE
COMING IN. SO JUST BEGS THE
QUESTION. WE HAVE SOME OF THESE
NEW PROGRAMS THERE. SO DO WE
WANT TO BE? THE STATE FOR THE
FIRST TIME IN A DECADE OR SO.
THAT DOESN'T PROPERLY FUND THE
CALL. I KNOW WE DID THAT DURING
THE GREAT RECESSION A COUPLE OF
TIMES AND DURING THE WILSON
MINISTRATIONS. I DON'T THINK
THAT WE WANT TO DO THAT. SO WE
OUGHT TO BE TAKING A LOOK.
TAKING A LOOK AT THE NEW
PROGRAMS. I KNOW. THE
ADMINISTRATION. UM I MENTIONED
THIS IN OTHER AREAS OF THE
BUDGET THAT DURING, YOU KNOW
CONTRACTED ECONOMIC TIMES. WE
MAY NOT WANT TO FUND NEW
PROGRAMS, SO CERTAINLY TAKE A
LOOK AT THAT. UM THEN NUMBER.
THREE THIS IS FOR THE L A. OH SO
IF WE DO HAVE TO POTENTIALLY
STRETCH TO FUND THE STATUTORY
COLA. UM WHAT'S THE PROCESS
AGAIN OF UTILIZING THEIR
RESERVES. I KNOW THERE ARE
MULTIPLE RESERVES IN THE STATE
OF CALIFORNIA. UM I THINK
THERE'S THREE IF YOU INCLUDE THE
PROP 98 RESERVE AND SOME OF
THEM. YOU HAVE TO HAVE A, UM A
DIRECTION AND ORDER BY THE
GOVERNOR DECLARING A FISCAL
EMERGENCY SOME YOU DON'T KNOW
YOU ASKED US LAST WEEK IN OUR
CAUCUS DISCUSSION, SO REMIND US
WHICH ONE AGAIN, UM WE CAN WE
CAN UTILIZE AND WHAT NEEDS TO
HAPPEN IF WE NEED TO USE IT TO
ADEQUATELY FUND THE COLA? YES.
SO IF THE IF REVENUE IS REALLY
MUCH WEAKER THAN THE GOVERNOR'S
BUDGET BY MAY, THE STATE MIGHT
HAVE TO MAKE A REQUIRED
WITHDRAWAL AUTOMATICALLY FROM
THE PROPOSITION INDIAN RESERVE.
BUT SETTING ASIDE THAT
POSSIBILITY THE STATE LIKELY
ALREADY MEETS THE CONDITIONS FOR
THE GOVERNOR TO DECLARE A BUDGET
EMERGENCY BASED ON A SLOWDOWN IN
STATE REVENUE, AND ONCE THAT
DECLARATION IS MADE, THE
LEGISLATURE CAN WITHDRAW ON A
DISCRETIONARY BASIS. ANY AMOUNT
FROM THE PROPOSITION 98 RESERVE
UP TO THE FULL 8.5 BILLION. IT
CAN ALSO WITHDRAW UP TO HALF OF
THE AMOUNT IN THE BUDGET BUDGET
STABILIZATION ACCOUNT, WHICH IS
THE STATE'S MAIN CONSTITUTIONAL
RAINY DAY FUND. SO IT'S THAT
THAT EMERGENCY DECLARATION THAT
UNLOCKS DISCRETIONARY
WITHDRAWALS FROM BOTH OF THOSE
ACCOUNTS. OKAY THANK YOU. AND
THEN, UM MR MARZOUK, YOU
MENTIONED THE PRE K FACILITIES.
I TOTAL CONCURRENCE ON THAT
ISSUE. NO, IT'S A GENERAL FUND
ISSUE, BUT WE'LL CERTAINLY LOOK
AT OTHER AREAS OF THE BUDGET. WE
CAN MAKE SOME ADJUSTMENTS AND
PUT THOSE UP FRONT SO WE CAN
FOCUS ON EXPANSION. AND THEN
LASTLY, THERE THE L. A PROGRAM.
WHICH IS A FANCY WORD FOR AFTER
SCHOOL PROGRAMS. YOU KNOW, THAT
IS SO KEY TO THE FUTURE OF
CALIFORNIA AS OUR MR ALVAREZ
NOTED, NOT JUST FOR WORKING
PARENTS, BUT FOR STUDENTS THAT
YOU KNOW, WITH WITH LEARNING
LOSS AND BEHIND IN SCHOOL, YOU
KNOW, THOSE ARE THE TUTORS THAT
THEY CAN'T ALWAYS AFFORD TO PAY
WITH THEIR OWN FAMILY RESOURCES
. YOU KNOW, OUR POLICE CHIEFS
AND D A SAY THESE ARE THE THINGS
THAT KEEP KIDS OUT OF TROUBLE
FROM 3 TO 6 AND PRIME TIME
JUVENILE CRIME. SO YOU KNOW THIS
IS A TOP PRIORITY FOR THE
LEGISLATURE, AND WE ABSOLUTELY
ARE NOT GOING TO ADJUST THAT.
THE NEGATIVE. UM YOU KNOW, ONE
OF THE REASONS WHY IS BECAUSE
DOING SO, UM, ESPECIALLY FOR AN
L. E S THAT ARE STRUGGLING COULD
CRIPPLE THAT EXPANSION. AND UH
AND MORE, UM, YOU KNOW, DURING
THE LAST 23 YEARS. WE DID
PROBABLY FOUR THINGS. THAT WOULD
HAVE BEEN A MASSIVE THING IN ANY
DECADE, ALL IN BASICALLY 22 YEAR
PERIOD, SO UNIVERSAL AFTER
SCHOOL PROGRAMS UNIVERSAL PRE K
THROUGH TK FOR ALL, UM,
UNIVERSAL SCHOOL MEALS AND
COMMUNITY SCHOOL. THAT'S A LOT
OF STUFF HAPPENING, AND IT'S
GOING TO TAKE SOME TIME. AND
FRANKLY, WHAT WE SHOULD BE DOING
IS PUT SOME MORE MONEY WE WHICH
WE'RE LOOKING AT DOING IN THE
BUDGET. FOR TECHNICAL ASSISTANCE
FOR JUST BEST PRACTICES ON HOW
TO DO THINGS THINGS, BUT PULLING
THEM BACK IS NOT SOMETHING THAT
WE'RE INTERESTED IN DOING THESE
REALLY, UH, ARE GOING TO MAKE A
DIFFERENCE FOR OUR KIDS
THROUGHOUT CALIFORNIA. SO YOU
KNOW, I JUST WANT TO MENTION
THAT AND THEN, UM. LET'S SEE.
THAT'S IT FOR NOW. FURTHER
QUESTIONS FOR THIS PANEL. SEEING
NONE. THANK YOU SO MUCH. THIS IS
INFORMATIONAL ITEM. UM NO ACTION
HERE AND NO ACTION TODAY. FOR
ALL THE ITEMS. THIS IS AN
INFORMATIONAL HEARING TODAY, SO
NO VOTING TODAY. ISSUE NUMBER.
UM TWO IS. OKAY WE'RE GOING TO
TALK ABOUT UNIVERSAL
TRANSITIONAL KINDERGARTEN
ENROLMENT AND RE BATCH.
BEHAVIORS WHO NEED TOGETHER. WE
HAVE THREE.
OKAY, PLEASE PROCEED. DEPARTMENT
OF FINANCE, LAO AND C D. MINCING
DEPARTMENT OF FINANCE. THE
PROPOSITION 98 GUARANTEE WAS RE
BENCHED IN FISCAL YEAR 22 23 TO
INCLUDE UNIVERSAL TRANSITIONAL
KINDERGARTEN. CAN I JUST ASK YOU
REAL QUICK? SINCE WE HAVE A NEW
COMMITTEE MEMBER AND EXPAND IT,
CAN YOU GIVE US THE ONE? OH, ONE
ON WHAT RE BENCHES SURE RE BENCH
TO PUT IT SIMPLY, UM AND THAT'S
A TERM THAT WE USE KIND OF
INTERNALLY IS TO RECALIBRATE OR
JUST LIKE, UM, INCLUDE A NEW
FORMULA IN OUR PROPOSITION. 98
CALCULATION TO INCORPORATE A NEW
POLICY OR NEW PROGRAM. IN THIS
CASE, IT'S UNIVERSAL
TRANSITIONAL KINDERGARTEN. UM
OUR PROPOSITION. 98 FORMULA IS
BASED ON STATUTORY GUIDELINES.
SO ANY CHANGE TO THAT FORMULA
IS, YOU KNOW MADE WITH A LOT OF
PRUDENCE AND, UM, THE UNIVERSAL
TRANSITIONAL KINDERGARTEN WAS A
BIG DECISION TO BE MADE BECAUSE
IT CHANGED HOW WE CALCULATED
PROPOSITION 98. SO WHEN WE SAY
WE BENCH WE BASICALLY MEAN THE
PROPOSITION 98. GUARANTEE IS
CALCULATED A LITTLE BIT
DIFFERENTLY TO INCLUDE THIS
PROGRAM AND POST RE BENCH. THE
CALCULATION IS PERMANENTLY.
CHANGED TO INCLUDE THAT PROGRAM.
SAD. ANSWER YOUR QUESTION. OKAY
SO THE PROPOSITION 98 GUARANTEE
WAS REVENGED OR RECALIBRATED AND
FISCAL YEAR 22 23 TO INCLUDE
UNIVERSAL TREAT TK THE
GOVERNOR'S BUDGET CONTINUES TO
ROLL OUT TRANSITIONAL
KINDERGARTEN IMPLEMENTATION,
THEIR EXPANSION AND STUDENT
TEACHER RATIO REDUCTION. THE
BUDGET REVISE IS THE FIRST YEAR
INVESTMENT DOWN FROM $614 THAT
BUDGET ACT TO $604 MILLION TO
COVER AGE ELIGIBILITY EXPANSION
AND ALSO INCLUDES $690 MILLION
TO IMPLEMENT THE SECOND YEAR
TRANSITIONAL KINDERGARTEN
EXPANSION, WHICH WILL INCREASE
ACCESS TO THE PROGRAM TO
STUDENTS WHO TURNED FIVE YEARS
OLD BETWEEN THE DATES. OF
SEPTEMBER, 2ND AND APRIL 2ND,
WHICH IS APPROXIMATELY 46,000
MORE CHILDREN. PREVIOUSLY THAT
BIRTHDAY WINDOW WAS A LITTLE BIT
SHORTER, SO IT INCLUDED FEWER
STUDENTS TURNING FIVE, BUT IT'S
BEEN EXPANDED BY A COUPLE OF
MONTHS. THE GOVERNOR'S BUDGET
ALSO PROVIDES $337 MILLION TO
ADD ONE ADDITIONAL CERTIFIED
STUFF PERSON TO EACH UNIVERSAL
TK CLASSROOM. THE SPENDING OF MY
AMOUNTS HAVE BEEN REVISED
SLIGHTLY DOWNWARDS SINCE THE
2022 BUDGET APT TO REFLECT
UPDATED ENROLLMENT AND
ATTENDANCE DATA. FULL
IMPLEMENTATION OF THE UNIVERSAL
TK PROGRAM IS EXPECTED BY FISCAL
YEAR. 25 26. UM THAT ENDS MY
SUMMARY OF UNIVERSAL TK AND I'LL
BE HAPPY TO TAKE ANY QUESTIONS.
OKAY THANK YOU, ELIO. THANK YOU.
CHAIR MEMBERS CAN HAPPEN AGAIN
WITH THE ANALYST'S OFFICE WE
REVIEWED THE DEPARTMENT OF
FINANCE IS CALCULATIONS. WE
DON'T HAVE ANY TECHNICAL
CONCERNS. THEIR ADJUSTMENT TO
THE GUARANTEE SEEMS CONSISTENT
WITH THE AGREEMENT WITH THE
BUDGET AGREEMENT THAT WAS IN THE
JUNE 2021 BUDGET AT THE
DIRECTION OF YOU AND YOUR STAFF
. WE'VE BEEN LOOKING CLOSELY AT
THE ENROLLMENT DATA. AND THE
ATTENDANCE DATA TO MAKE SURE WE
HAVE THE BEST ESTIMATE FOR TK
EXPANSION AND THE ASSOCIATED
COSTS FOR THE BUDGET WILL BE
HAPPY TO ANSWER ANY QUESTIONS
THAT YOU HAVE. OKAY. THANK YOU.
C D. GOOD MORNING, SARAH NEVILLE
MORGAN ON BEHALF OF STATE
SUPERINTENDENT OF PUBLIC
INSTRUCTION TONY THURMOND.
UNIVERSAL ACCESS TO T K IS KEY
TO DELIVERING ON THE UNIVERSAL
PREKINDERGARTEN PROMISE TO
PROVIDE ALL CHILDREN WITH A
STRONG AND EARLY START AND
SUPPORT EQUITABLE OPPORTUNITIES
FOR SCHOOL READINESS THROUGH
HIGH QUALITY, JOYFUL
DEVELOPMENTALLY INFORMED,
INCLUSIVE AND RIGOROUS PRE K
PROGRAMS. WE APPRECIATE THE
ADMINISTRATION'S COMMITMENT TO
APPROPRIATING FUNDING FOR THE
NEXT YEAR OF EXPANSION. WHICH
WILL SUPPORT ENROLLMENT FOR ANY
CHILD TURNING FIVE BETWEEN
SEPTEMBER 2ND AND APRIL 2ND TO
ATTEND TK IF THEIR FAMILY WISHES
TO ENROLL THEM. THE INCREASE IN
AVAILABILITY OF TK WILL SUPPORT
HUNDREDS OF THOUSANDS OF
FAMILIES ACROSS THE STATE,
INCLUDING THE 250,004 YEAR OLD
CHILDREN, WHO ARE CURRENTLY
ELIGIBLE FOR THE CALIFORNIA
STATE PRESCHOOL PROGRAM. BUT NOT
ABLE TO ENROLL DUE TO LIMITED
PROGRAM AVAILABILITY AND THE
155,004 YEAR OLDS FROM FAMILIES
WHOSE INCOMES ARE ABOVE THE
THRESHOLD FOR STATE PRESCHOOL
BUT MIGHT NOT BE ABLE TO AFFORD
THE HIGH COST OF PRIVATE PRE K
WHEN WE LOOK AT 2021 22 DATA TK
WAS SERVING OVER 75,000 CHILDREN
ABOUT 63% OF THOSE ELIGIBLE AND
KINDERGARTEN SERVED ABOUT 81% OF
AGE ELIGIBLE CHILDREN. WHILE TK
ENROLLMENT DATA FOR THE CURRENT
2022 23 SCHOOL YEAR WILL NOT BE
AVAILABLE UNTIL EARLY SPRING.
2024 THE LEARNING POLICY
INSTITUTE OR LP, I PROJECTS
137,000 CHILDREN WILL BE SERVED
IN TK THIS YEAR AS A RESULT OF
THE FIRST YEAR OF TK EXPANSION
ABOUT 30% OF ALL FOUR YEAR OLDS
IN THE STATE BY 2025 26 LP I
PROJECTS TK WILL SERVE ALMOST
314,000 CHILDREN. APPROXIMATELY
70% OF CALIFORNIA'S FOUR YEAR
OLDS. ACCORDING TO A REPORT BY L
. P. I ASSUMING A RATIO OF ONE
TEACHER FOR EVERY 10 CHILDREN,
WE WOULD NEED A PROJECTED TOTAL
OF NEARLY 12,000 TO 15,600
ADDITIONAL LEAD TEACHERS FOR TK
AND 16 TO 19,700 ASSISTANT
TEACHERS OR TEACHER AIDES. WILL
BE REQUIRED BY 2025 26. SO BY
FULL IMPLEMENTATION, THESE
NUMBERS REPRESENT AN INCREASE OF
MORE THAN THREE TIMES WHAT
CURRENTLY EXISTS OF OUR 4000 TK
TEACHERS. AND HIGHLIGHTS THE
NEED FOR CONTINUED INVESTMENTS
IN SUPPORTING THE EXPANSION OF U
P. K THE CITY IS REALLY
APPRECIATIVE OF THE CURRENT AND
ONGOING INVESTMENTS IN EXPENSE
EXPANSION, SUCH AS THE 500
MILLION FOR U P K PLANNING AND
IMPLEMENTATION GRANTS ACROSS THE
2021. 22 THE CURRENT 22 23 YEARS
AND EXTENSIVE FUNDS FOR
WORKFORCE DEVELOPMENT,
PROFESSIONAL LEARNING FACILITIES
AND MORE SUPPORTING THE
WORKFORCE AND PROVIDING
EQUITABLE ACCESS TO U. BK IS
CRITICAL. THAT'S THE C D E WILL
CONTINUE TO MONITOR THESE ITEMS
CLOSELY TO ENSURE THE SUCCESS OF
U P K EXPANSION. AS OF JANUARY,
2023 853 SCHOOL DISTRICTS OR 99%
AND 693 CHARTER SCHOOLS ARE 93%
OF THOSE WITH KINDERGARTEN
ENROLMENT HAVE TURNED IN U. P K
PLANS TO THE CD TO MEET THE
REQUIREMENTS OF THE U P K
PLANNING AND IMPLEMENTATION
GRANT FUNDED IN THE 2021 22
BUDGET AND RENEWED AGAIN IN THE
2022 23 BUDGET. ADDITIONALLY ALL
58 COUNTY OFFICES OF IT,
EDUCATION HAVE SUBMITTED THEIR U
P K PLANNING. PLANNING PLANS OF
THOSE THAT COMPLETED THE U. P K
PLANNING IMPLEMENTATION GRANTS
SURVEY BY JANUARY OF 2023 60% OF
DISTRICTS AND CHARTER SCHOOLS
REPORTED THEY PLAN ON OFFERING
TK AT ALL SCHOOL SITES SO THAT
IT WILL BE ACCESSIBLE FOR
PARENTS AND FAMILIES TO ACCESS.
ADDITIONALLY 70% OF DISTRICTS
AND CHARTERS REPORTED THEY PLAN
TO OFFER FULL DAY TK IN THE SAME
SURVEY. ELIA'S ALSO INDICATED
THEIR INTENT TO SERVE CHILDREN
IN TK BEYOND THE REQUIREMENTS
THROUGH EARLY ADMITTANCE TK OR E
. T K SPECIFICALLY 43% OF SCHOOL
DISTRICTS AND 40% OF CHARTRES
INDICATED THEY PLAN TO OFFER E T
K TWO CHILDREN WITH BIRTHDAYS
AFTER FEBRUARY 3RD AND BEFORE
THE END OF THE SCHOOL YEAR. SO
GOING BEYOND THE CURRENT
REQUIRED AGE THRESHOLD. THE DATA
ALSO INDICATES THE MAJORITY OF
DISTRICTS ARE EITHER PLANNING TO
OFFER E T K OR CONSIDERING
OFFERING IT IN THE FUTURE.
DISTRICTS WITH YOU. PEAK QUÊ
PLANS WHOSE OVERALL ENROLLMENT
IS UNDER 10,000 STUDENTS WERE
SLIGHTLY MORE LARGER WERE
SLIGHTLY MORE LIKELY THAN LARGER
DISTRICTS TO SAY THEY'RE
CONSIDERING OFFERING K¾T QUÊ. WE
THINK THAT'S BECAUSE THEY NEED
THE FULL CLASSROOM OF STUDENTS
IN ORDER TO BE ABLE TO AFFORD
THE TEACHERS. SMALLER DISTRICTS
WERE ALSO MORE LIKELY TO REPORT
THEY WERE OFFERING OR
CONSIDERING OFFERING ET QUE
CLOSER TO THE TIMELINE OF FULL U
T K IMPLEMENTATION. SCHOOL
DISTRICTS AND CHARTERS PLANNING
FOR U. P. K ALSO REPORTED
EXTENSIVE PARENT ENGAGEMENT AS
PART OF THEIR PLANNING AND
IMPLEMENTATION. THE MOST COMMON
MANNER OF PARENT ENGAGEMENT WAS
THROUGH PARENT SURVEYS. FOLLOWED
BY THEIR L CAP INPUT SESSIONS
ENGAGING WITH THE SCHOOL SITE
COUNCIL, PARENT TEACHER
ASSOCIATION MEETINGS AND
ENGAGING WITH THE ENGLISH
LEARNER ADVISORY COMMITTEE.
ADDITIONALLY WE'VE HEARD FROM
DISTRICTS THAT THEY HAVE ENGAGED
FAMILIES IN A VARIETY OF WAYS TO
ADDRESS AND PROMOTE TK
ENROLLMENT. THIS INCLUDES
INFORMATIONAL MEETINGS
SPECIFICALLY CATERING TO TK
EMAILING AND MAILING POSTCARDS
TO EVERY HOUSEHOLD WITHIN THEIR
DISTRICT, OFFERING TOURS TO
VISIT THE SCHOOL, UTILIZING
THEIR WEBSITES TO POST
INFORMATION ABOUT TK WELCOME AND
ENROLLMENT CENTERS TO PUT OUT
VIRTUAL MESSAGES AND
DISTRIBUTING FLYERS THROUGH
THEIR COMMUNITY THROUGH SOCIAL
MEDIA AND NEWSPAPERS, TEXT EVEN
BANNERS TO REALLY HELP UM,
ADDRESS AND HIGHLIGHT THE
AVAILABILITY OF TK CD HAS ALSO
WORKED TO SUPPORT THIS THROUGH
WRITTEN GUIDANCE TEMPLATES. WE
HAVE U P K COMMUNICATION TOOL
KITS THAT HAVE GONE OUT AND ARE
REALLY TRYING TO ADDRESS THE
VARIETY OF LANGUAGES THAT ARE
FAMILIES SPEAK THROUGH CREATING
MATERIALS IN 10 DIFFERENT
LANGUAGES. WE GREATLY APPRECIATE
YOUR ENGAGEMENT IN THIS ISSUE
THROUGH THEIR CREATION OF U P K
AND EXPANSION OF BOTH T K AND R
CALIFORNIA STATE PRESCHOOL
PROGRAM, CALIFORNIA HAS TAKEN
THE FIRST BIG STEP TO ENSURE ALL
CHILDREN HAVE ACCESS TO QUALITY
EARLY EDUCATION PROGRAMS IN THE
YEAR BEFORE KINDERGARTEN THAT
SUPPORT THE WHOLE CHILD AND
FAMILY WHILE ALSO SUPPORTING
TARGETED UNIVERSALISM FOR A
THREE YEAR OLDS. I HAVE WITH ME
, STEVEN PROFIT ER AND VIRGINIA
EARLY TO ASSISTANT ANSWERING
QUESTIONS AT THE APPROPRIATE
TIME. THANK YOU SO MUCH. OKAY.
THANK YOU. QUESTIONS FOR THIS
PANEL. ALRIGHT, I'LL START WITH
A FEW. UM. SO FIRST OF ALL,
WE'RE EXCITED TO SEE THIS, UH
LAUNCHING ACROSS CALIFORNIA THIS
THIS PAST FALL, OUR STAFF AND I
WENT TO VISIT MULTIPLE UM,
SCHOOL SITES ACROSS CALIFORNIA
MAINLY AROUND HERE IN THE
SACRAMENTO AND YOU KNOW, I SAW
YOU KNOW, EXCITED LITTLE FOUR
YEAR OLDS IN THEIR TK CLASSROOMS
AND TEACHERS AND, YOU KNOW, FOR
ALL THE TALK ABOUT A NEW PROGRAM
HERE, THIS ISN'T NEW. THIS IS
SOMETHING WE'VE HAD FOR 10
YEARS. IT'S ESSENTIALLY BEEN A
PILOT, BUT ONLY FAMILIES WHO YOU
KNOW, WE'RE LUCKY ENOUGH TO HAVE
THEIR LITTLE KID BORN IN THE
FALL GOT THE FREE PRE K FOR
UNIVERSAL TRANSITIONAL
KINDERGARTEN, SO EXPANDING IT
ISN'T THAT COMPLICATED AS
CREATING A NEW PROGRAM THAT
BEING SAID THERE ARE SOME SOME
GROWING PAINS. THAT FACILITIES
IS ONE UM, YOU KNOW, THE
WORKFORCE IS ANOTHER, UM, YOU
KNOW, WHEREVER WE WENT, WE HAD
HEARD THE SAME THING. ALL THESE
SIMILAR ISSUES. UM. THE PANDEMIC
AND JUST KIDS GOING BACK TO
SCHOOL IN THE FIRST PLACE. YOU
KNOW THAT THAT'S THAT'S HAS AN
ISSUE. YOU KNOW SOME PARENTS,
ESPECIALLY THOSE WHO ARE
ELIGIBLE. UM FOR STATE PRESCHOOL
PROGRAMS CHOSE KEPT STAYING WITH
THEIR FAMILY PROVIDED PROGRAM
THAT WHERE THEY'RE FULL DAY
PROGRAMS. UM AND THEN JUST ONE
OF THE MAJOR ISSUES IS JUST, YOU
KNOW, LACK OF INFORMATION THAT I
THINK WE COULD HAVE DONE A
BETTER JOB HAVING YOU KNOW THAT
, YOU KNOW, PUBLIC AWARENESS
CAMPAIGN, YOU KNOW, LIKE WE DO
ON SO MANY OTHER ISSUES. UM SO I
THINK THAT WE YOU KNOW, SHOULD
THINK ABOUT USING ONE TIME MONEY
TO DO JUST THAT TO A BETTER JOB
AT AWARENESS. UM I THINK MOST OF
DISTRICT SAID THAT ROUGHLY ABOUT
HALF OF WHAT THEY THOUGHT THEY
COULD GET BASED UPON JUST
MATHEMATICS, AND THEIR THREE
MONTHS ENDED UP COMING. SO YOU
KNOW, A BUNCH OF PEOPLE ARE
COMING. JUST NOT ALL BUT AS WE
GO FOR MORE AND MORE MONTHS AND
IT'S KIND OF A TRICKY THING
BECAUSE YOU'RE TELLING THE
COMMUNITY UM YOU KNOW, UH. FREE
FREE BREAKFAST FOR KIDS. IN THE
COMMUNITY. IF YOU'RE BORN ON A
MONDAY, TUESDAY, WEDNESDAY,
THURSDAY, SO YOU'RE NOT? YOU'RE
NOT SAYING THE WHOLE THING IS,
THERE'S LIKE AN ASTERISK THERE
SO WE CAN'T DO THE WHOLE SO
THERE'S GOING TO BE A CONFUSION
UNTIL WE'RE ALL THE WAY
IMPLEMENTED. SO THAT'S WHY SOME
DISTRICTS LIKE SAN DIEGO, I
THINK WE'RE AMAZING. JUST RIPPED
OFF THE BAND AID AT ONCE AND
JUST HAVE FULL IMPLEMENTATION.
UM I KNOW THAT SOME OTHER LOCAL
DISTRICTS ARE TALKING ABOUT
DOING THAT AS WELL. BUT I STILL
THINK THAT WE COULD HAVE, UM,
YOU KNOW, BETTER STATEWIDE
CAMPAIGN. AND HEY, WHY NOT HAVE
IT LED BY OUR GOVERNOR WHO
LAUNCHED THIS HELPED LAUNCH THIS
INITIATIVE HERE IN CALIFORNIA.
ALONG WITH AN ANONYMOUS
ASSEMBLYMEMBER'S FROM SACRAMENTO
, BUT CERTAINLY HE CAN. HE CAN
LEAD THAT CAMPAIGN. UM THAT
BEING SAID THAT WILL COST A BIT
ABOUT THE MONEY. BUT ONE IDEA WE
HAVE IS IN THIS RE BENCH HERE,
AS NOTED IN IN, UM THE AGENDA
AND YOUR AND YOUR COMMENTS
EARLIER WITH THIS RE BENCH. IT'S
ABOUT $3 BILLION, AND BASED UPON
THE SPLIT, THERE'S ALWAYS A
CERTAIN AMOUNT GOES TO THE
COMMUNITY COLLEGES. AND SO SINCE
THIS RE BENCH IS 100% BECAUSE OF
THE TK EXPANSION, WHY DO WE HAVE
THIS WINDFALL WITH $300 MILLION
GOING TO THE COMMUNITY COLLEGES?
YOU KNOW NOTHING WAS DONE. UM TO
WARRANT THAT, SO WHY CAN'T WE
USE IT ALL TO T CARE POTENTIALLY
USE SOME OF THAT, TOO. HELP WITH
IMPLEMENTATION AND EXPANSION OF
THIS IS THAT FEASIBLE? MR
CAMPAÑA. YEAH SO I THINK LEGALLY
LEGALLY, YES, JUST A BRIEF BIT
OF BACKGROUND BECAUSE THIS IS
ONE OF THE MORE KIND OF ROOTED
IN PROPOSITION 98 HISTORY. THE
STATE UM KIND OF AS A MATTER OF
BUDGETING PRACTICE FOR AT LEAST
THE PAST 10 YEARS. UH ALLOCATES
ABOUT 11% OF THE PROPOSITION 98
GUARANTEED TO COMMUNITY COLLEGES
AND 89% TO SCHOOLS. AND IT'S
STUCK WITH THAT. UM SPLIT
WHENEVER THE GUARANTEE RISES OR
FALLS FOR ANY REASON. UM I THINK
THE ISSUE THAT'S IN YOUR STAFF
AGENDA IS THAT BECAUSE OF THIS
BENCHING ADJUSTMENT, THE
PROPOSITION 98 GUARANTEE WILL BE
ABOUT THREE BILLION HIGHER BY 25
26. UM AND THE DEPARTMENT OF
FINANCE IS PROPOSAL. UM KIND OF
CONSISTENT WITH WHAT THE STATE
IS DONE IN THE PAST IS TO GIVE
89% OF THAT INCREASE TO SCHOOLS
AND 11% OF THE COLLEGES THE
ISSUE ON YOUR STAFF AGENDA
THAT'S BEING RAISED AS WELL.
BECAUSE THE T K EXPANSION IS THE
REASON FOR THAT INCREASE, AND
THAT'S ENTIRELY A K 12 PROGRAM.
WHY NOT GIVE ALL OF THAT
INCREASE IN THE GUARANTEED TO K
12 SCHOOLS. THERE'S NOTHING IN
THE PROPERTY IN THE
CONSTITUTIONAL PROPOSITION 98
ITSELF THAT REQUIRES A SPECIFIC
SPLIT OF FUNDING BETWEEN SCHOOLS
AND COMMUNITY COLLEGES. IN FACT,
THAT'S NOT EVEN A STATUTORY
REQUIREMENTS. SO IT'S VERY MUCH
SOMETHING YOU COULD CHANGE YOUR
DISCRETION. UM UH, WELL, MAYBE
LET MY PERMANENT FINANCE IF THEY
WANT TO ADD ANYTHING ABOUT HOW
THEY PUT TOGETHER THE GOVERNOR'S
BUDGET PROPOSAL, BUT FROM A
LEGAL PERSPECTIVE AND BUDGETING
PERSPECTIVE, THIS IS SOMETHING
THAT'S CERTAINLY WELL WITHIN
YOUR DISCRETION TO CHANGE IF
YOU'D LIKE TO DO THAT. OKAY
THANK YOU. AND THEN MY NEXT
QUESTION IS TO SEE THE E. CAN
YOU CAN YOU GIVE ANY INSIGHT? UM
I'M ON THE SIMILAR TO THE
COMMENTS THAT I MADE. YOU KNOW,
WHEN I GO TO SCHOOL SITES TALK
TO SUPERINTENDENT SCHOOL BOARD
MEMBERS, PRINCIPLES OR EVEN
TEACHERS. ABOUT T K. YOU KNOW,
THEY'RE CERTAINLY EXCITED. BUT
THERE ARE SOME GROWING PAINS AND
THE GOOD NEWS IS THIS WAS WE
KNEW THIS WAS GOING TO HAPPEN.
WE DIDN'T KNOW I WAS GOING TO BE
A GLOBAL PANDEMIC. UM, BUT WE
KNEW THIS WAS GOING TO HAPPEN
OVER A FEW YEARS. SO IT IS
IMPLEMENTATION OF A COUPLE OF
YEARS. AND THERE ARE, OF COURSE
OTHER ISSUES WITH E C AND
CHILDCARE, WHICH I'M SURE WE'LL
HEAR ABOUT IN THE COMING WEEKS,
BUT JUST FROM LOGISTICS
PERSPECTIVE FOR OUR SCHOOLS. UM
DO YOU, UH, SARAH, OR CD? HAVE
ANY COMMENTS ON WHAT'S HAPPENING
OUT THERE? WHAT CALIFORNIA COULD
BE DOING TO HELP IMPLEMENTATION
AND EXPANSION? MAKE SURE WE HAVE
A SUCCESSFUL UNIVERSAL TK AND
CALIFORNIA. GASSES SARAH NEVILLE
MORGAN AGAIN WITH CD. I THINK I
SHARED SOME IN MY REMARKS AROUND
SUPPORTING WORKFORCE BUT ALSO
PROFESSIONAL LEARNING IN THIS
SPACE. WE UM THROUGH THE
PLANNING AND IMPLEMENTATION
GRANTS. WE ARE ABLE TO GET
ANNUAL DATA BACK AND FROM THAT
TRYING TO UNDERSTAND THEIR NEEDS
, SO THE WORKFORCE IS DEFINITELY
ONE. THERE IS A NEW PRE K TO
THIRD GRADE CREDENTIALS THAT
WILL HELP IN THAT SPACE BECAUSE
IT REALLY WILL BUILD OFF CHILD
DEVELOPMENT AS A DEEP LEVEL OF
EXPERTISE, BUT ALSO BRING IN
THOSE INSTRUCTIONAL STRATEGIES
THAT YOU REALLY NEED IN THOSE
EARLY GRADES. SO WE THINK
SUPPORTING THE COMMISSION ON
TEACHER CREDENTIALING AND WHAT
WILL HAPPEN TO HAPPEN ACROSS
HIGHER ED IN THAT SPACE TO MAKE
SURE THAT OUR DISTRICTS HAVE THE
STAFF AND TEACHERS THAT THEY
NEED IS PRETTY CRITICAL.
ADDITIONAL FUNDING FOR OUR
SCHOOLS TO REALLY ADDRESS THOSE
WORKFORCE SHORTAGES AND DO THE
APPRENTICESHIP AND OTHER MODELS
TO GROW THEIR, UM THEIR STAFF.
FROM THEIR COMMUNITIES AND
SUPPORTING THINGS LIKE DUAL
LANGUAGE IMMERSION PROGRAMS
STARTING FROM THAT THE BEGINNING
, SO WE'RE REALLY ADDRESSING IN
STATE PRESCHOOL AND TK THE EARLY
BRAIN DEVELOPMENT AROUND
LANGUAGE ACQUISITION, SO THOSE
ARE ALL THINGS THAT WE'VE HEARD
AS WE'VE LOOKED AT TK ALONG WITH
THINGS LIKE FACILITIES, SO, UM
TRYING TO SEE IF THERE'S
ANYTHING ELSE THAT I CAN ADDRESS
THE COMMUNICATIONS PART WE HAVE
BEEN DOING AS MUCH AS WE COULD
FROM OUR END AND HAVE ENGAGED A
GROUP OF SUPPORT ACROSS
CALIFORNIA TO ADDRESS IT, BUT
THEY'RE ALWAYS AS YOU SAID,
NEEDS TO BE MORE. WE ARE LOOKING
AT A FEW TINY PIZZAS IN THE
CENTRAL VALLEY, USING RADIO
KNOWING THAT SOME OF OUR
FAMILIES REALLY ACCESS MORE
INFORMATION THROUGH THINGS LIKE
RADIO THAN THEY WOULD IN OTHER
WAYS. BUT WE ARE HOPING THAT OUR
COMMUNICATIONS TALK OUT AT LEAST
PROVIDES A START FOR SCHOOLS TO
BE ABLE TO ENGAGE AS WELL AS
STATE PRESCHOOL PROGRAMS AND
OTHERS. SO SOME OF THE
PROFESSIONAL LEARNING THAT WE
THINK WE NEED MORE OF OUR THE
COACHING AND MENTORING THOSE
LITERACY COACHES AND HOW THEY
CAN COME IN AND REALLY START
FROM THE BEGINNING. SO NOT
THINKING OF ALL THE INVESTMENTS
IN ISOLATION, BUT HOW DO THEY
WORK TOGETHER IS PRETTY CRITICAL
. I WILL SAY THE EXPANDED
LEARNING OPPORTUNITIES PROGRAM
AND HOW THAT REALLY HELPS TK AND
OFFERS NOT JUST A SCHOOL DAY.
BUT WHAT OUR FAMILIES NEED,
WHICH IS A FULL DAY TO SUPPORT
YOUNG CHILDREN AND BEING ABLE TO
ACCESS THE T K PROGRAM. WHAT WE
WANT TO MAKE SURE IS THAT
THERE'S EQUITY AND ACCESS SO
FAMILIES WHO NEED MORE THAN 3 TO
6 HOURS ARE REALLY ABLE TO START
ENROLLING CHILDREN IN THE PUBLIC
EDUCATION SYSTEM FROM THE
BEGINNING. THE LAST PART, I'LL
SAY IS INCLUSION. SO ONE OF OUR
BIG THINGS YOU'LL SEE FROM THE
DEPARTMENT. IT'S A REAL FOCUS ON
INCLUSIVE CLASSROOM SETTINGS AND
HOW WE'RE SUPPORTING ALL
TEACHERS AND STARTING WITH OUR
STATE PRESCHOOL TO REALLY
ADDRESS CHILDREN WITH
DISABILITIES, AND SO THAT'S AN
AREA AS WE CONTINUE TO LOOK AT
HOW WE WOULD HELP TK AND OTHER
CLASSROOMS IN THAT SPACE. HOW
ARE WE SUPPORTING TEACHERS IN
ADDRESSING FULL INCLUSION OF OUR
STUDENTS WITH DISABILITIES? MR
MURATSUCHI. THANK YOU VERY MUCH.
FIRST OF ALL, WANT TO THANK THAT
ANONYMOUS ASSEMBLYMEMBER'S FROM
SACRAMENTO FOR ALL YEAR
LEADERSHIP, IS IT MCCARTHY, UM,
ANYWAY. QUESTION FOR THE
DEPARTMENT OF EDUCATION. UM. SO
YOU MENTIONED THE WORKFORCE
ISSUE. I THINK EITHER YOU OR
SOMEONE MENTIONED THAT WERE TO
HAVE TO WHAT? TRIPLE THE THAT
THAT THAT THE NUMBER OF NOT ONLY
TEACHERS, BUT ASSISTANT TEACHERS
. UH HUH. AND YOU MENTIONED THAT
THERE IS A PRESCHOOL TO THIRD
GRADE. CREDENTIAL THAT CURRENTLY
EXISTS. IT UM, IT'S IN THE
REGULATORY PACKAGE STAGE THROUGH
THE COMMISSION AND TEACHER
CREDENTIAL, E. OKAY, UM I AM
SORRY. IT'S IT CURRENTLY EXISTS.
SO IT'S BEEN APPROVED BY THE
COMMISSION BUT ACTUALLY NEEDS TO
GET THROUGH REGULATIONS. OKAY
THEN IT WILL BE ABLE TO BE
ADOPTED AND THEN HIGHER. ED HAS
TO START OFFERING THAT AS A
CREDENTIAL. OKAY, ALRIGHT. UM.
SO I LIKE I HAD A GOOD MEETING
THIS PAST WEEKEND WITH SOME
FOLKS WORKING AT OUR PRESCHOOLS
AT A CALIFORNIA TEACHERS
ASSOCIATION. UH AH. EVENT AND,
UM. THEY WERE TALKING ABOUT
WHERE THEY WERE. THEY WERE
QUESTIONING THERE WERE
INDIVIDUALS THAT WERE
QUESTIONING WHETHER UM, THERE IS
A NEED FOR A FOUR CREDENTIAL
VERSUS SOMEONE WITH I BELIEVE
THEY CALL THAT AN EARLY
CHILDHOOD DEVELOPMENT
CERTIFICATE. UH AH. YOU KNOW,
RECOGNIZING THAT WHILE WE WANT A
. WHILE QUALIFIED, WELL TRAINED
WORKFORCE TO ADDRESS OUR NEEDS
WERE ALSO FACING THIS WORKFORCE
SHORTAGE AND SO SIMILAR TO OUR
EARLIER CONVERSATION ABOUT THE
MENTAL HEALTH WORKFORCE IS THERE
THE NEED FOR US TO BE THINKING,
YOU KNOW, A SPECTRUM OF
WORKFORCE QUALIFICATIONS. UH,
AND SPECIFICALLY, I WANTED TO
SEE IF HE HAD ANY THOUGHTS
AGAIN. I THINK WE HAVE ANOTHER
HEARING COMING UP ON THIS. BUT
SINCE SINCE YOU RAISED THE ISSUE
IS THERE IS THERE A POTENTIAL
ROLE FOR YOU KNOW, NOT JUST TO
FALL ON CREDENTIAL REQUIREMENT,
BUT FOR THIS EARLY CHATTERED
DEVELOPMENT CERTIFICATE, PERHAPS
BEING OFFERED BY A WONDERFUL
COMMUNITY COLLEGES TO HELP
ADDRESS THAT AND PLAN FOR THAT
WORKFORCE NEED THANK YOU FOR
THAT QUESTION. WE REALLY THINK
THAT BUILDING FROM THE COMMUNITY
COLLEGES IS CRITICAL IN THIS
SPACE, ESPECIALLY SINCE THEY
TEND TO HAVE MOST OF THE CHILD
DEVELOPMENT TRAINING THAT THE
FIELD GOES THROUGH. SO WE THINK
THAT NO MATTER WHERE WE GO, THAT
WILL HAVE TO BE A FOUNDATIONAL
COMPONENT. RIGHT NOW. WE HAVE
TEACHERS WITH MULTIPLE SUBJECTS
WHO ARE THEN GOING BACK TO GET
24 UNITS OF EARLY CHILDHOOD,
ACTUALLY, EDUCATION. ENHANCE
THAT FOCUS ON EARLY CHILDHOOD.
WE DO THINK THAT CREDENTIALS
LIKE THE P K TWO THIRD REALLY
HELP BECAUSE THEY DO BUILD OFF
CORE CURRICULUM FOCUSED ON CHILD
DEVELOPMENT THAT CAN START WITH
THE COMMUNITY COLLEGE AND THEN
MOVE OVER INTO A FOUR YEAR PART
OF THE SYSTEM. UM AND THEN THEY
LEAVE WITH THAT CREDENTIAL. SO
BECAUSE THIS IS PART OF THE
FIRST YEAR OF A TWO YEAR
KINDERGARTEN PROGRAM CREDENTIAL
IS REQUIRED FOR ALL TEACHERS IN
OUR T K TO 12 SYSTEM. IT'S JUST
THIS ALLOWS US TO BUILD A NEW
CREDENTIAL THAT'S DEEPLY FOCUSED
ON EARLY CHILDHOOD AT ITS CORE.
WHAT ABOUT THE REQUIREMENTS FOR
THE ASSISTANT TEACHERS? AND
RIGHT NOW, THERE'S A PROPOSAL IN
THE BUDGET FOR THE ASSISTANT
TEACHER. UM I'M NOT GOING TO
REMEMBER ALL THE SPECIFICS, BUT
IT WOULD INCLUDE SOME BASIC
CHILD DEVELOPMENT BY 2028 AS THE
PROPOSAL FROM THE ADMINISTRATION
AROUND THE SECOND ADULT IN THE
CLASSROOM HIGH VIRGINIA EARLY
WITH THE DEPARTMENT OF
EDUCATION, I ALSO WANT TO FLAG
THAT, UM, THIS YEAR'S BUDGET OR
THE 22 23 BUDGET AND INCLUDED
LANGUAGE THAT PERMITTED THE
COMMISSION ON TEACHER
CREDENTIALING. ISSUE AND RENEW A
ONE YEAR SPECIALIST EMERGENCY
SPECIALIST TEACHING PERMIT IN
EARLY CHILDHOOD EDUCATION THAT
AUTHORIZES TEACHING IN A T K
GENERAL ED CLASSROOM. UM SO
THERE THERE'S SOME RECOGNITION
THERE AND SOME SUPPORTS GIVEN
OUR RAMP UP TIMELINE. OKAY.
THANK YOU. AND, UH, MR CHAIR,
PLEASE. UM. YOU KNOW, TELL ME IF
THIS IS GOING BEYOND THE SCOPE
OF THIS, BUT I KNOW YOU'RE THIS
IS FINE. THIS IS KIND OF A
PREVIEW FOR THINGS TO COME. OKAY
PRIME DEPARTMENT. OKAY PRIME THE
PUMP. THANK YOU, UM SO AT THAT
SAME CT, A EVENT UM THE
PRESCHOOL PROVIDERS WERE
CONCERNED THAT THERE ARE BEING
LEFT BEHIND AS TK IS BEING RE
BENCHED INTO PROP 98, WHEREAS
THE FUNDING FOR OUR PRESCHOOLS
ARE ARE NOT BEING PROTECTED LIKE
AH, THE T K PROGRAM NOW AND SO I
THINK YOU WERE REFERRING TO THE
REIMBURSEMENT RATES FOR THE
SCHOOLS. I THINK THAT ISSUE AND
WE'RE GOING TO HEAR ABOUT THIS A
LOT IN A FEW WEEKS AT THE
CHILDCARE HEARING TK HEARING IS
THAT THE PEOPLE IN THE FIELD WHO
SERVED THREE YEAR OLDS ARE
CONCERNED THAT THEY'RE GOING TO
SERVE FOUR YEAR OLDS ARE
CONCERNED THEY'RE GOING TO LOSE
PEOPLE THAT USED TO PAY AND NOW
THEY GET IT FOR FREE. AND, YOU
KNOW I THINK THAT'S A GOOD THING
THAT YOU KNOW FAMILIES AND
TORRENTS ALONG AFTER PAY TWO
GRAND A MONTH TO GO TO PRESCHOOL
TO GET IT FOR FREE AT THE YOU
KNOW, TORRANCE ELEMENTARY SCHOOL
, UM, THAT BEING SAID THOSE
PROVIDERS WE WANT WE DON'T WANT
THEM TO GO OUT OF BUSINESS. AND
SO WHAT? UM C D WAS TALKING
ABOUT EARLIER IS TRYING TO HELP
THEM SERVE MORE THREE YEAR OLDS,
BECAUSE IF THEY CAN SERVE MORE,
THREE YEAR OLD, THAT'S A WIN.
WIN. THOSE KIDS GET UM PRE K AT
THREE AND FOUR. AND ALSO WE
CLARIFIED AND TK EXPANSION THAT
INCOME ELIGIBLE FAMILIES SO
FAMILIES THAT MAKE YOU KNOW WITH
THE MEETING. ABOUT 100 GRAND IN
YOUR DISTRICT. UM FOR A FAMILY
OF FOUR CAN CONTINUE TO GO TO
STATE TO STATE PRESCHOOL FOR
FOUR YEAR OLDS, SO WE'RE NOT
TAKING AWAY THAT ABILITY FOR
INCOME ELLSWORTH FAMILIES TO
CONTINUE TO STAY AT THAT SITE,
BUT YOU KNOW THE IT IS SOMETHING
THAT WILL HAVE GROWING PAINS.
THIS IMPLEMENTATION OF THIS NEW
POLICY, SO YOU KNOW, WE'LL HAVE
TO FOCUS ON THE FOR THE IMPACTS
ON THE WHOLE THE BROADER SCALE.
MR ALVAREZ. THANK YOU, UM AND
1ST 11 ACKNOWLEDGE THE WORK OF
CHAIRS DONE, AND AS IT RELATES
TO UNIVERSITY. THIS IS ONE OF
THE PROGRAMS THAT CERTAINLY NO
INTEREST IN, UM. GROWTH ON THIS
ONE. IT'S GOING TO BE PAINFUL,
BUT WE HAVE TO COMMIT TO THIS
ONE AS OPPOSED TO. I THINK OTHER
PROGRAMS FOR PERHAPS SOME
SAVINGS COULD BE ACHIEVED. I
THINK ON THIS ONE PART OF THE
SOME OF THE QUESTIONS I'M GONNA
ASK IS WHAT I HEAR OUT IN THE
COMMUNITY. I USED TO BE
PRESIDENT OF THE P T, A VERY
INVOLVED IN MY SCHOOL. UM
DEFINITELY. IT'S A VERY LOW
INCOME SCHOOL AND, UM, AND SO
QUESTIONS ARISE FROM THE
COMMUNITY AS TO WHAT THESE TK
PROGRAMS ARE. WE HAD STANDING
UNIFIED. WE HAD A FANTASTIC AT
OUR SCHOOL TK PROGRAM AND IT WAS
A FULL DAY PROGRAM AND THIS WAS
WHEN I WAS STILL BEING PILOTED.
UM AND THAT'S WHY I THINK IT'S A
GREAT INVESTMENT FOR US LONG
TERM, BUT ONE OF THE QUESTIONS
AND IF YOU COULD HELP ME JUST
CLARIFY THIS THAT I HEAR IS THAT
SOME TK PROGRAMS ARE NOT BEING
OFFERED AS FULL DAY IS THAT
STILL THE CASE IS LIKE, JUST
FILL ME IN ON WHAT THE WHAT THE
PLAN IS GOING FORWARD. SO HOW SO
SARAH NEVILLE MORGA N N
DEPARTMENT OF EDUCATION ABOUT
70% HAVE SAID THEY WILL BE
OFFERING FULL DAY TK WHICH I
WILL COUCHES SCHOOL DAY TK RIGHT
. SO WHICH IS WHY THINGS LIKE
THE EXPANDED LEARNING
OPPORTUNITIES PROGRAM ARE REALLY
CRITICAL IN THAT EXPANSION TO
SERVE BEYOND WHAT A SCHOOL DAY
IS, AND ABOUT 20% HAVE SAID THEY
WILL OFFER A PART DAY TK AND
THEY'RE SO THE REQUIREMENT ARE
REQUIREMENT IS YOU COULD OFFER
ONE OR THE OTHER. THAT'S
CORRECT. OKAY, UM. WE WON'T GET
INTO THE DISCUSSION AS TO WHY
THE DECISION WAS MADE, BUT I
JUST TO MAKE SENSE TO ME IF
YOU'RE ENTERING TO THE SCHOOL
INTO THE SCHOOL PROGRAMS USED TO
BE ATTENDING FOR SCHOOL DAYS,
BUT THERE MUST BE OTHER REASONS
WHY THAT'S NOT HAPPENING. BUT,
UM THE OTHER QUESTION I HEAR
FROM FOLKS IS ABOUT THE TWO
ADULTS IN THE CLASSROOM. I THINK
REQUIREMENTS ARE THAT THE
CLASSROOM SIZES STAY UNDER 24.
AND UM MY UNDERSTANDING WAS THAT
AT SOME POINT THE REQUIREMENT IS
GOING TO BE THAT ONE ADULT FOR
EVERY 10 STUDENTS, BUT, UM ARE
WE NOT REQUIRING THAT? IS IT ONE
CREDENTIALED? ADULTS. EITHER TO
THIS NEW PRE K THROUGH THIRD
CREDENTIAL OR THROUGH, UM, THE
OTHER PROCESS, WHICH IS I'LL ASK
ABOUT, BUT APPARENTLY IN OUR
REQUIRING AND TEACHERS TO TAKE,
UM, MINIMUM OF 24 UNITS OF EARLY
CHILDHOOD EDUCATION. OR HAVE A
CHILD DEVELOPMENT PERMIT. SO
THERE'S THAT ONE ADULT AND THEN
THERE IS A, WHICH DOESN'T
REQUIRE THAT LEVEL OF EDUCATION.
WE'RE KEEPING IT TO 12. STUDENTS
PER ADULT OR REMOVING TO 10.
WHAT'S THE WHAT'S THE STATUS ON
THAT? BRITTANY THOMPSON
DEPARTMENT OF FINANCE. THE MOVE
TO THE RATIO OF 1 TO 10 WAS
CONTINGENT UPON BUDGET
APPROPRIATION AND GIVEN THE
CURRENT FISCAL OUTLOOK. WE JUST
DIDN'T MOVE FORWARD WITH THAT AT
THIS TIME. OKAY? UM I SEE. SO
THAT CONTINUES TO BE THE PLAN
WHEN THERE IS ENOUGH RESOURCES,
I ASSUME CONTINGENT UPON
RESOURCES. YEAH. OKAY. THANK
YOU. UM THE. CONTINUE ON THE
ISSUE OF THE WORKFORCE. UM.
THERE'S A REQUIREMENT AND I
DON'T KNOW IF THIS IS ALSO NOT
GOING TO BE REQUIREMENT BECAUSE
OF THE CIRCUMSTANCES, BUT THAT'S
STARTING IN THIS THIS YEAR THAT
THE T K TEACHERS WOULD BE
REQUIRED 24 UNITS AT EARLY
CHILDHOOD EDUCATION. I'M
ASSUMING THAT'S A LARGE AMOUNT
OF TEACHERS. IS THAT
REQUIREMENTS STILL GOING TO BE
ONGOING OR WHAT'S WHAT'S THE
STATUS OF THAT? SO SARAH NEVILLE
MORGAN DEPARTMENT OF IT AS FAR
AS I KNOW, THAT IS STILL MOVING
FORWARD. OKAY? AND IN YOUR, UM I
THINK YOU HAD SURVEYS WHAT YOU
DID WITH THE ELIA'S. DID YOU GET
ANY DATA ON HOW MANY OF THEIR TK
TEACHERS THAT WILL BE PREPARED.
I MEAN, YOU SHOULD HAVE BEEN
TAKEN DIDN'T HAVE ANY OF THOSE
UNITS. YOU HAD A START, LIKE AT
LEAST A YEAR AGO TO GET TO 24
NOT SURE. THAT'S GOING TO MEAN.
SARAH NEVILLE MORGAN. WE DIDN'T
I DON'T HAVE INFORMATION ON THAT
. THAT REQUIREMENT, THOUGH, HAS
BEEN IN LAW FOR QUITE A FEW
YEARS, SO THEY'VE HAD NUMEROUS
YEARS TO BUILD UP TO THAT PIECE
OF THE REQUIREMENTS. OKAY? I AM
READING HERE THAT IT WAS TAKE
EFFECT IN 2023, BUT YOU'RE
SAYING THAT'S BEEN THE
REQUIREMENT. UM STILL BACK WHEN
TK WAS ORIGINALLY PUT IN WITH
JUST THOSE FALL BIRTHDAYS. THERE
WAS A REQUIREMENT CREATED AT
THAT TIME. WHERE BY 2023. SO IT
MUST HAVE HAD AN 8 TO 10 YEAR
RAMP UP, TEACHERS WOULD NEED TO
HAVE THOSE 24 UNITS OF EARLY
CHILDHOOD OR THE DISTRICT COULD
CREATE AN EQUIVALENT. OH I SEE.
SO THEY'VE KNOWN FOR YEARS. WHAT
YOU'RE SAYING IS THEY'VE KNOWN
FOR A FEW YEARS THAT BY 2023,
THEY'D HAVE TO HAVE THIS
REQUIREMENT. AND DISTRICTS HAVE
AN OPTION, OKAY? UM WOULD IT BE?
WOULD A TEACHER NOT WILL BE
ALLOWED IN THE CLASSROOM IF THEY
DIDN'T MEET THIS REQUIREMENT? TO
TEACH IN A T K CLASSROOM. IT
BECOMES AN ISSUE OF
APPORTIONMENT, SO THE FUNDING
THAT THEY GET COULD BE REDUCED
BASED ON MEETING SOME OF THE
REQUIREMENTS AROUND THE TEACHER
QUALIFICATIONS. THE GROUP SIZE
THE RATIO. ALL OF THOSE ARE
ISSUES OF APPORTIONMENT. GOT IT,
OKAY. RIGHT. WELL, THAT'S HOPE
FOLKS WERE ON TOP OF THAT, UM
THE ONLY OTHER QUESTION. IS ON.
THAT I HAD WROTE IT DOWN. OH, ON
THE ATTENDANCE ISSUE. SO, UM
WHAT IS THE CURRENT? DO WE? I
THOUGHT I HEARD YOU SAY THAT WE
DON'T HAVE NUMBERS FOR THE
CURRENT ENROLLMENT FOR THE
CURRENT YEAR. HOW DO WE NOT HAVE
ENROLLMENT NUMBERS FROM
DISTRICTS. OR DID I
MISUNDERSTAND THAT? SARAH
NEVILLE MORGAN AGAIN THAT THAT
IS CORRECT. WE DON'T HAVE THE
CURRENT TK ENROLMENT. WE HAVE
ENROLLMENT FOR THE 2021 22.
YEAR, BUT NOT FOR THE CURRENT
YEAR. YES PLEASE. IF I CAN ADD
ONTO THAT ASSEMBLYMEMBER'S SO WE
DO HAVE SOME INITIAL ATTENDANCE
DATA FOR THE FIRST HALF OF THE
22 23 FISCAL YEAR. THROUGHOUT
THE NEW AND EXPANDED POPULATION
WAS 91,480 STUDENTS 91,010 IN A
IN ATTENDANCE DATA AND THEN
SORRY YOU SAID THE 21 22 NUMBER
THAT WAS LIKE THE OFFICIAL
NUMBER WAS WHAT 70 SOMETHING
1000. I JUST LOST IT. JUST OVER
75,000 SO 75 465. SO SOME GROWTH
IT APPEARS UNTIL WE HAVE
OFFICIAL DATA. OBVIOUSLY. OKAY,
UM. WELL AGAIN. I THINK THIS IS
ONE THAT I CONTINUE. ONE
RECOGNIZED THE WORK DONE BY THIS
COMMITTEE IN THE CHAIR AND THE
GOVERNOR AND THAT WE NEED TO
CONTINUE TO BE COMMITTED TO LONG
TERM. UM AND, UH NOT CUT FROM
FROM THIS SECTION IN TERMS OF
GROWTH. I ALSO RECOGNIZE THE
STATEMENT YOU MADE ABOUT. UM
INTEGRATING OTHER PROGRAMS WITH
PARTICULARLY WITH TK WHETHER
IT'S THE AFTER SCHOOL PROGRAMS,
THE E L PROGRAM. UM I THINK
THAT'S THAT'S CRITICAL. UM BUT I
THINK WE ALSO NEED TO IDENTIFY
WHAT THOSE ENROLLMENT NUMBERS OR
THOSE PARTICIPATION LEVELS
REALLY ARE TO HAVE A BETTER
UNDERSTANDING OF WHAT ARE. WHAT
THE RESOURCES ARE THAT ARE
NEEDED IN ORDER TO COME TO
CONTINUE THOSE PROGRAMS AND TO
REALLY MARRY THEM WITH THIS TK
PROGRAM, SO THANK YOU, MR CHAIR.
OKAY. THANK YOU. SEEING NO
FURTHER QUESTIONS ON THIS. WE
WILL HAVE A ROBUST HEARING. ON
THIS TOPIC ON THE 31ST OF MARCH.
NEXT WE'RE GOING TO FOCUS ON THE
KOLA AND L C. F F FUNDING
FORMULA, AND ESPECIALLY FOR OUR
NEWER MEMBERS. WE HAVE A 101
FROM L A. OH, RIGHT HERE. RIGHT
HERE ON LCF THEFT, WHICH I KNOW
MR MURATSUCHI COULD LEAVE THIS
THESIS AS WELL. SO PROFESSOR.
THANK YOU. PLEASE PROCEED. UM
SORRY. GOOD MORNING, MR CHAIR
MEMBERS, MICHAEL ALFEREZ WITH
THE LEGISLATIVE ANALYST'S OFFICE
. WE WERE ASKED TO PROVIDE A
BRIEF OVERVIEW OF LOCAL CONTROL
FUNDING FORMULA KNOWN AS EL CFF.
OUR OFFICE RECENTLY PUBLISHED
THE REMERON L CFF, WHICH MAY
HAVE AVAILABLE IN FRONT OF YOU,
AND FOR THOSE THAT ARE LISTENING
TO REMOTELY. IT'S ALSO ATTACHED
ME ON THE HEARING AGENDA, AND
IT'S AVAILABLE ON THE EARLIER
WEBSITE. FOR THIS PRESENTATION
OR JUST FOCUS ON PROVIDING A
DESCRIPTION OF THE MAIN
COMPONENTS AND HOW THE FORMULA
OPERATES. UM KIND OF THE HIGH
LEVEL SUMMARY IS THAT THE
FORMULA WAS ESTABLISHED IN 2013
14 AND WAS INTENDED TO SIMPLIFY
THE WAY THAT SCHOOLS ARE FUNDED
ON COMPARED TO UNDER THE
PREVIOUS SYSTEM AND PROVIDE MORE
FLEXIBILITY FOR SCHOOL DISTRICTS
AND CHARTER SCHOOLS AND C O E S
TO MAKE LOCAL DECISION MAKING ON
HOW TO SPEND THEIR FUNDING. UM.
SO SCHOOL DISTRICTS AND CHARTER
SCHOOLS RECEIVE MOST OF THEIR
FUNDING THREE PER STUDENT BASIS.
THERE ARE BASED GRANT. THREE
DIFFERENT GRADES. FRIENDS ABOUT
20% OF THE FUNDING ISN'T AS
CALCULATED ON TWO DIFFERENT
FORMULAS THAT PROVIDE ADDITIONAL
FUNDING BASED ON STUPID STUDENT
DEMOGRAPHICS SPECIFICALLY FOR
ENGLISH LANGUAGE LEARNERS, LOW
INCOME STUDENTS AND FOSTER
YOUTH. UM THEY RECEIVE FUNDING
THROUGH AVERAGE DAILY ATTENDANCE
, WHICH, AS IT SOUNDS AS THE
AVERAGE OF THE ATTENDANCE THE
DISTRICT RECEIVED EVERY DAY. UM
THE FORMULA ALSO INCLUDE A FEW
ADD ONS THAT REMAINED FROM THE
PREVIOUS FUNDING SYSTEM. UM THE
22 23 BUDGET PACKAGE ASSUMED 75
BILLION IN L. C. F F FUNDING,
WHICH REPRESENTS ABOUT 80% OF
THE TOTAL PROPOSITION IN THE
FUNDING THAT SCHOOLS RECEIVED.
SO TELL TURN TO A PAGE TWO IN
THE IN THE HANDOUT AND YOU SEE
ON THE BOTTOM. THERE'S FIGURE
ONE SHOWS THE MAIN COMPONENTS.
THERE'S THREE MAJOR COMPONENTS,
WHICH ARE THE BASE GRAND
SUPPLEMENTAL CONCENTRATION GRANT
AS WELL AS SOME SMALLER ADD ONS.
THERE'S DESCRIPTIONS ON THE
TABLE AND THEN SOME ESTIMATES
THAT WERE ESTIMATES AT THE TIME
OF WRITING THIS POST THERE NOW A
LITTLE BIT LOWER WITH GIVEN THE
DEPARTMENT OF FINANCE IS UPDATED
ATTENDANCE DATA. SO FOR YOU CAN
SEE THE MAJORITY OF THE L C. F F
IS PROVIDED THROUGH THE PAY
SUPPLEMENT OR CONCENTRATION
GRANTS. SUPPOSE 74 BILLION OUT
OF THE 75 A HALF BILLION. I
WON'T TOUCH ON THE ADD ONS IN
THIS PRESENTATION, BUT I'LL
START BY JUST THE BASIC GRANTS.
AS I MENTIONED THERE'S A BASE
AMOUNT OF FUNDING THAT'S
PROVIDED TO DISTRICT AND CHARTER
SCHOOLS. FOR EVERY STUDENT THAT
THEY HAVE ATTENDING. I'LL TURN
YOUR ATTENTION REAL QUICK TO
FIGURE TWO ON THE NEXT PAGE THAT
SHOWS THESE ATTENDANCE RATES.
SORRY THESE, UM EL CFF RATES
THAT ARE JUST ABOUT DIFFERENT
GRADES SPANS. SEE, THERE'S A
KINDERGARTEN TO THIRD GRADE RATE
. THERE'S A 4 TO 6 RATE OF 733.
AND THEN THE HIGH SCHOOL RATE.
UM YOU SEE THAT THE RATES ARE
HIGHER GENERALLY AT THE HIGHER
GRADE LEVELS. THIS IS REFLECTIVE
OF THE HIGHER COSTS OF PROVIDING
EDUCATION AT THE HIGHER LEVELS
FOR HIGHER, UM, CLASS SIZES AND
MORE EXTRACURRICULAR ACTIVITIES.
THERE'S ALSO TO GRACE PLAN
ADJUSTMENTS. AS WAS DISCUSSED IN
THE PREVIOUS PANEL. THERE'S UM
AND I JUST MEANT A KID TO THREE
TO PROVIDE A LOWER CLASS SIZE IS
ABOUT 24 TO 1. THIS IS NOT
REFLECT, UM, IN THIS CHART RIGHT
HERE THAT THE ADDITIONAL TK IRAN
THAT'S ABOUT 2800 PER TK STUDENT
BUT FOR THE NINE THROUGH 12 ADD
ON THAT IS JUST REFLECTIVE OF
KIND OF HIGHER COSTS OF
PROVIDING CD. SORRY CTE AT HIGH
SCHOOLS. AND I'LL JUST NOTE REAL
QUICK THAT FOR ATTENDANCE 80 A
DISTRICTS ARE CREDITED WITH THE
HIGHER OF 88. THEY HAVE EITHER
IN THE CURRENT YEAR THE PRIOR
YEAR OR THE THREE PRIOR YEARS.
VERSUS CHARTER SCHOOLS ARE JUST
FUNDED ON THE CURRENT. YOU'RE
ONLY MOVING ON TO THE
SUPPLEMENTAL CONCENTRATION
GRANTS. THESE ARE THE GRANTS I
REFERRED TO THAT PROVIDE
ADDITIONAL FUNDING BASED ON THE
NUMBER OF STUDENTS THAT
DISTRICTS HAVE THAT ARE ENGLISH
LEARNERS. LOW INCOME STUDENTS
ARE FOSTER YOUTH OFTEN HEAR
THESE STUDENT GROUPS REFERRED TO
TOGETHER AS AN DUPLICATED PUPILS
IS BECAUSE STUDENTS THAT SATISFY
MULTIPLE CRITERIA FIT INTO
MULTIPLE OF THESE GROUPS. THEY
ARE ONLY COUNTED ONCE SO, FOR
EXAMPLE, A STUDENT THAT MIGHT BE
LOW INCOME AND IN ENGLISH
LEARNER ONLY COUNTED ONE SORT OF
THE FORMULA. UM GETS KIND OF
TECHNICAL AND TALKING ABOUT
THESE GRANTS, BUT THE KIND OF
EASIEST WAY TO DESCRIBE IS THAT
THE SUPPLEMENTAL GRANTS YOU GET
20% OF THE ADJUSTED BASED RATES
THAT YOU SEE ON PAGE THREE FOR
EVERY STUDENT THAT IS ENGLISH
LEARNER LINK ALONE COME STUDENT
OR FOSTER YOUTH. FOR THE
CONCENTRATION GRANTS. IT
PROVIDES ADDITIONAL FUNDING FOR
SCHOOLS, AND, UM THEY HAVE HIGH
PROPORTIONS OF STUDENTS IN THESE
CATEGORIES. AND SO FIRST
DISTRICTS AND SORT OF SCHOOLS
THAT HAVE 55% OF THEIR MORE OF
THEIR STUDENT ENROLLMENT. THAT
IS, UM ON DUPLICATED STUDENTS.
THEY'VE RECEIVED 65% OF THE BASE
RATE. UM. THE THERE ARE SOME
REQUIREMENTS THAT DISTRICTS HAVE
ON KIND OF HOW THEY TRACK THIS
SUPPLEMENTAL CONCENTRATION GRANT
FUNDING THEY REQUIRED TO TRACK
HOW THEY SPEND THE FUNDING TO
INCREASE OR IMPROVE SERVICES FOR
THE STUDENT SUBGROUPS. AND THE
MUSLIM STRIPPER PERSONALITY WHEN
THEY'RE SPENDING THIS FUNDING UM
ANOTHER RECENT POLICY CHANGE. I
WANT TO HIGHLIGHT HERE IS THAT
THERE WAS A RECENT AH! AND, UH,
A STATUTE THAT WAS CREATED IN 21
22 BUDGET ACT THAT REQUIRED
DISTRICTS TO TRACK ANY UNSPENT
FUNDING THAT THEY HAD IN THIS
FOR SUPPLEMENTAL CONCENTRATION
GRANT. AND UM, USE THAT FUNDING
FOR THE SAME PURPOSES IN OUR
FUTURE YEARS. PREVIOUSLY
SUPPLEMENTAL CONCENTRATION GRAB
FUNDING THAT WAS UNSPENT AND
WHEN YOU'RE WAS ABLE TO BE USED
FOR ANY PURPOSE AND FURTHER USE
UM TURN YOUR ATTENTION TO PAGE
SIX OF THE HANDOUT, YOU'LL SEE
FIGURE FOUR AT THE TOP OF THE
PAGE. IT'S ILLUSTRATES HOW THE
SUPPLEMENTAL COUSIN FUSION GRANT
FUNDING EFFECTS PRETTY A FUNDING
AT THE SCHOOL DISTRICT. SO THIS
REFLECTS, UH, THAT CAME THROUGH
THREE JUST DID, UM EL CFF RATE
YOU'LL SEE THAT THE DARK PURPLE
BAR HERE AT THE EVERY DISTRICT,
REGARDLESS OF THEIR SERVICE
STUDENTS THAT ARE ENGLISH
LEARNERS, LOW INCOME OR FOSTER
YOU THAT THEY RECEIVE ABOUT
$10,119 PER STUDENT. BUT THEN
THE HIGHER OF THE SHARE OF THEIR
STUDENTS THAT ARE DUPLICATED
STUDENTS THAT THEY RECEIVE MORE
FUNDING. AND SO YOU SEE THAT 25
50% OF THE KIND OF MARGINAL
INCREASES BECAUSE THEY RECEIVE
SUPPLEMENTAL GRANT. AND THE 75%
IN 100% OF KIND. YOU'VE BEEN
DUPLICATED PEOPLE DISTRICTS THAT
THEY RECEIVE, UH MORE
SUBSTANTIAL AMOUNT OF MONEY
BECAUSE CONCENTRATION GRANT
KICKS IN AT THE 55% THRESHOLD.
SO WITH THAT I WOULD KIND OF
JUST KIND OF BACK TO THE KIND OF
HIGHER LEVEL APPROACH ON PAGE
NINE. AH FIGURE EIGHT HERE KIND
OF PUTS INTO PERSPECTIVE. THE L
C F F OUT OF THE TOTAL
PROPOSITION. 98 FUNDING. YOU SEE
THAT? YOU KNOW, MOST OF THE
FUNDING IS THROUGH THE ALLOCATED
THROUGH L CFF PROPOSITION N D. A
UM. AND THEN FIGURE SEVEN BELOW
JUST KIND OF GIVE YOU A SENSE OF
WHERE STUDENTS ARE. SEE THAT
ABOUT YOU KNOW, 63% OF STUDENTS
ARE IN CONCENTRATION GRANT
DISTRICTS, AND WHEN YOU LOOK AT
SPECIFICALLY ENGLISH LANGUAGE
LEARNERS, LOW INCOME STUDENTS
AND FOSTER YOU THERE ABOUT, UM
79% IN CONCENTRATION GRAND
DISTRICTS. UM SO THAT'S THE
OVERVIEW. I THINK WE JUST WANTED
TO HIGHLIGHT ONE ADDITIONAL
THING, WHICH IS THAT THE
GOVERNOR PROPOSES, UM TO PROVIDE
THE ANNUAL COST OF LIVING
ADJUSTMENT. THIS IS TYPICALLY
WITH WE PROVIDE THE STATE
PROVIDES, UM SCHOOL DISTRICTS
AND CHARTER SCHOOLS. UM AS MY
COLLEAGUE IN CAPON HAD MENTIONED
WE HAVE OUR ESTIMATE IS HIGHER
THAN WHAT THE GOVERNOR'S
PROPOSAL INCLUDES, AT WHICH THE
GOVERNOR'S BUDGET INCLUDES A
0.13% COOLER. WE CURRENTLY HAVE
IT AT 8.4% WILL HAVE THE LAST
BIT OF DATA TO BE ABLE TO
CALCULATE THE COLA AND LATER ON
IN THE SPRING, BUT WE ESTIMATE
THAT ARE WE THINK THAT IT'S
LIKELY THAT THE COLOR WILL BE
HIGHER THAN THE 8.13% THINK THAT
MIGHT TRANSLATE TO ABOUT, YOU
KNOW $200 MILLION IN ADDITIONAL
COST. SO WITH THAT IN MY
PRESENTATION, AND I PRETEND
CERTAINLY QUESTIONS THE
APPROPRIATE TIME. OKAY, THANK
YOU. QUESTIONS FOR
REPRESENTATIVE ON HELL CFF
FUNDING. TO GET TO THAT. NEXT
YOU HAVE QUESTIONS. OKAY. THANK
YOU. NOW WE'LL GET TO THE REST
OF THE PANEL TALKING ABOUT THE
COLA THIS YEAR'S PROPOSAL.
DEPARTMENT OF FINANCE AND L A
AND THEN C D. D O F GOOD MORNING
. SHARON COMMITTEE MEMBERS. MY
NAME IS KATIE LAGOMARSINO WITH
THE DEPARTMENT OF FINANCE, AND I
WAS GOING TO PROVIDE A BRIEF
OVERVIEW OF THE GOVERNOR'S
BUDGET FOR THE L C. F F SO IN
THE PAST YEAR, 21 22. WE HAVE A
SLIGHT DECREASE, AND THAT'S
PRIMARILY ALIGNING WITH ACTUALS.
SEEING. THIS IS TYPICAL. IN THE
CURRENT YEAR. 22 23 WE SEE A
BIGGER DECREASE. THIS REFLECTS
THE UPDATED CASELOAD AND UPDATED
PROJECTION OF THE INITIAL
IMPACTS OF THE 21 22 88 YIELD
PROTECTION IN THE THREE YEAR
ROLLING AVERAGE. OH COULD YOU
PULL UP THE MICROPHONE? I'M
SORRY. I APOLOGIZE. UM YEAH. DO
YOU NEED ME TO REPEAT ANY PART
OF THAT? OKAY? UM SO IN THE
BUDGET, YOU'RE 23 24. THE L C. F
F GREW BY 4.1 BILLION, WHICH
COMPARES THE BUDGET YEAR TO THE
REVISED CURRENT YEAR OVER WHERE
WE NOW KNOW 22 23 LANDED. WE'RE
GOING TO PROVIDE AN ADDITIONAL
$4.1 BILLION. THIS INCREASE
REFLECTS THE HISTORICALLY HIGH
COST OF LIVING ADJUSTMENT OF
8.13% AS WELL AS THE CONTINUED
IMPLEMENTATION OF EXPANDED TK.
UM AND IT WAS MENTIONED IN THE
LAST PANEL, BUT I'LL MENTION IT
ONE MORE TIME THAT WE'RE USING
ONE TIME RESOURCES IN THE AMOUNT
OF 613 MILLION FOR THE CURRENT
YEAR AND 1.4 BILLION IN THE
BUDGET YEAR TO FULLY FUND THE L
C. F F THAT CONCLUDES MY
PRESENTATION. THANK YOU VERY
MUCH. L A OH! NO, THERE'S NO
COMMENTS. JUST WHAT I SAID IN
PREVIOUSLY WE ESTIMATE THAT THE
COLA LIKELY BE HIGHER IN IN THE
SPRING. OKAY AND, UH, DEPARTMENT
OF EDUCATION. GREAT THANK YOU
VERY NICELY ON BEHALF OF THE
STATE SUPERINTENDENT OF PUBLIC
INSTRUCTION, UM AS THE SSP I
SHARED IN HIS OVERVIEW OUR
SCHOOL STUDENTS, FAMILIES AND
EDUCATORS CONTINUE TO FACE
EXTRAORDINARY CHALLENGES ARE
STILL DEALING WITH THE LINGERING
EFFECTS OF THE PANDEMIC, AND
THEY NEED TO ACCELERATE LEARNING
WHILE SIMULTANEOUSLY TACKLING.
THOSE LONGSTANDING ISSUES THAT
PREDATE COVID 19, ALL IN THE
MIDDLE OF RECORD INFLATION. WE
HAVE GENERALLY HEARD CONCERNS
AROUND GROWING PENSION COSTS.
STAFFING ALSO REMAINS A HUGE
CHALLENGE IN THE FIELD, AND
THEY'RE CONCERNED ABOUT BEING
ABLE TO EFFECTIVELY IMPLEMENT
PROGRAMS WHILE TRYING TO ATTRACT
QUALIFIED STAFF TALKED QUITE A
BIT ABOUT THAT. AND, OF COURSE,
THERE ARE CONTINUED CONCERNS
AROUND HIS CLIMBING ENROLLMENT.
AVERAGE DAILY ATTENDANCE AND
CONTINUE TO HIDE CHRONIC
ABSENTEEISM RATES OF STUDENTS
COMPARED TO PRE PANDEMIC LEVELS.
WE ARE THANKFUL FOR THE WORK
THAT HAS BEEN DONE SO FAR TO
ADDRESS THESE ISSUES, SUCH AS
ALLOWING SCHOOL DISTRICTS TO USE
AN AVERAGE OF THE THREE PRIOR
YEARS OF 80 A WHEN DETERMINING
THEIR LCF F FUNDING LEVELS TO
ADDRESS THE EXTREME FLUCTUATIONS
IN ATTENDANCE THERE HAVE BEEN
SEEN AS A RESULT OF COVID 19 AND
OVERALL DECLINING ENROLLMENT.
THE RECENT 80 A BOOST FOR L E. A
S THAT PROVIDING INDEPENDENT
STUDY AS PRESCRIBED BY THE
LEGISLATURE ALSO SIGNIFICANTLY
HELPED OVER 1600 L E. A S
MAINTAINS STABLE FUNDING. IN
LIGHT OF PANDEMIC DRIVEN
ABSENCES. BEING ADMINISTRATION'S
PROPOSAL THIS YEAR TO FULLY FUND
THE COLA OF 8.13% CONTINUES
THOSE EFFORTS TO KEEP ELSE HERE
. UH L C F F FUNDING FULLY
FUNDED, AND WE SINCERELY HOPE
THAT THAT LEVEL OF COLA WILL BE
MAINTAINED DURING BUDGET
NEGOTIATIONS. R L E A S AS WELL
AS OUR EDUCATION EDUCATORS FACE
SIGNIFICANT COST PRESSURES IN
THIS INFLATIONARY ENVIRONMENT
AND ANY REDUCED COLA ONLY
EXACERBATES THIS PROBLEM. IN
CLOSING. WE JUST HIGHLIGHT THAT
THERE ARE OTHER INTERCONNECTED
ISSUES TO ADDRESS TO, SUCH AS
THE SUPPLY OF EDUCATORS. AS WE
WORK THROUGH THE BUDGET THIS
YEAR, IT IS IMPERATIVE THAT WE
WORK. HARD TO PROTECT EDUCATION
FUNDING TO ENSURE THAT OUR
SCHOOLS CAN DO THE BEST THEY CAN
FOR OUR STUDENTS. I HAVE WITH ME
ERIN HEREDIA TO ASSIST IN
ANSWERING QUESTIONS AT THE
APPROPRIATE TIME. THANK YOU.
THANK YOU VERY MUCH QUESTIONS
FROM THE COMMITTEE. MR ALBERTS.
THANK YOU. I HAVE QUESTIONS ON
THE L. C S F CONCENTRATION. UM
FUNDING. THE. THERE'S TWO THINGS
THAT I READ THAT ARE CONFLICTING
TO ME, AND I JUST APPRECIATE YOU
HELPING ME UNDERSTAND THAT ONE
IS THAT THE FUNDING IS ALLOCATED
TO DISTRICTS. UM WITH THE NUMBER
65% I BELIEVE OF STUDENTS THAT
ARE E L AND L I UM AND THEN THE
DISTRICT HAS TO. PROPORTIONATELY
DISTRIBUTE THAT SOMEHOW I WOULD
LIKE TO UNDERSTAND BETTER HOW
THAT PROCESS WORKS. BUT THEN I
READ ALSO THAT THE CONCENTRATION
GRANTS THE DISTRICT IS THEN
REQUIRED. Tð SAYS BE USED BY
DISTRICTS TO INCREASE THE NUMBER
OF STAFF. THAT PROVIDE DIRECT
SERVICES TO STUDENTS AND SCHOOLS
WHERE THERE'S MORE THAN 55% OF
STUDENTS. I THINK I UNDERSTAND
WHY THIS IS WHY THIS LAST PIECE
CAME IN TO BE, UM, I'VE SEEN HOW
SOME DISTRICTS GET SOME OF THIS
FUNDING, AND THEN THEY DON'T PUT
IT OUT TO THE SCHOOLS THAT
REALLY NEEDED. AND SO I THINK
THIS IS A GOOD GOOD APPROACH,
BUT I'M AGAIN TRYING TO
UNDERSTAND. UM IS IT
PROPORTIONAL OR IS IT REQUIRED
FOR IT TO GO TO THE SCHOOLS WITH
THE HIGHEST NEED. I GUESS SO IF
THE CONCENTRATION GRAND SHUT
THRESHOLD OF THAT 55% UM THE
WHAT? I RAN FRIENDS. WHEN I SAY
65% WAS THAT HIS STUDENTS ABOUT
55% OF ENROLLMENT. THAT'S AN
ENGLISH LEARNER. LONG COME
STUDENT, WHICH GENERATES 65% OF
THE ADJUSTED BASE RATE FOR LCF.
IF AND THE REQUIREMENT IS, UM,
WELL, I GUESS STEPPING BACK
DISTRICTS AND CHARTER SCHOOLS
CAN DECIDE LOCALLY HOW TO SPEND
THE FUNDING. THEY CAN EITHER
SPEND THE SUPPLEMENTAL
CONCENTRATION GRANT FUNDING AT A
DISTRICT WIDE OR SCHOOL WIDE
BASIS OR TARGETED FOR SPECIFIC
SUBGROUPS. THEY JUST NEED TO
TRACK AND HOW THEY
PROPORTIONALLY INCREASING THEIR
STUDENTS. I'M SORRY THEIR
SERVICES OR PROGRAMS FOR THE
STUDENTS THAT ARE GENERATING THE
FUNDING. AND THE SPECIFIC 65. UM
UM. ALREADY THE 21 22 BUDGET
INCREASED THE THIS RATE FROM 50%
WHICH WAS ORIGINALLY TO NOW 65.
AND THE. THE STIPULATION FOR
THAT INCREASE, OR THE FUNDING
WAS THINKING INCREASE. UM AT THE
FUNDING WOULD BE USED. I BELIEVE
IT WAS ABOUT A BILLION AND A
HALF DOLLARS AT THE TIME TO
INCREASE STAFF AT CONCENTRATION
GRANT SCHOOLS. OKAY, AND THAT I
THINK I UNDERSTAND. SO THAT
CONTINUES NOW. YES. UH UM. IS
THERE WHO HAS INFORMATION? I
ASSUME THE ANNUAL L CAPS, UH,
HAVE THE INFORMATION ON HOW THE
FUNDS ARE BEING UTILIZED. I
GUESS I CONTINUE TO BE I WON'T
TAKE CONCERN INTERESTED AND
WHETHER THE DISTRICTS ARE
ENSURING THAT THE FUNDS ARE
GOING TO THE SCHOOLS THAT NEED
THEM. THE MOST. HOW ARE WE
TRACKING THAT OUTSIDE OF EL CAP?
IS THAT THE ONLY WAY THAT WE DO
THAT? UM OR DOES THE DEPARTMENT
DO SOMETHING ELSE TO ENSURE THAT
THAT'S HAPPENING? I CAN TAKE
THAT ANGER COBRA WITH THE WITH
THE LEGISLATIVE AND STUFF. SO
YOU'RE RIGHT. I THINK THE
PRIMARY WAY THAT THAT THIS IS
TRACK, THERE'S A LOT OF BROAD
FLEXIBILITY FOR SCHOOL DISTRICTS
IS THROUGH THE EL CAP PROCESS,
SO IT'S NOT JUST THE DOCUMENT
ITSELF, BUT ALSO MAY NEED TO
HAVE THEIR THEIR COUNTY OFFICE
REVIEW AND APPROVE THE EL CAP
AND SO AS PART OF THE REVIEW AND
APPROVAL, THE COUNTY OFFICE IS
ASKING THOSE QUESTIONS. OKAY,
YOU'RE YOU'RE USING SUPPLEMENTAL
CONCENTRATION FUNDING FOR A
DISTRICT WIDE ACTIVITY. PLEASE
TELL US WHY YOU THINK THAT
ACTIVITY I BELIEVE THE LANGUAGES
THAT YOU CAN USE IT FOR THAT,
BUT THAT ACTIVITIES THE
PRINCIPALLY BENEFIT. UH, YOU
KNOW, ENGLISH LEARNER, LOW
INCOME FOSTER YOUTH, SO THERE IS
A LOT OF FLEXIBILITY IN TERMS OF
HOW IT'S USED, BUT THE DISTRICT
IS INTENDED. TO BE ABLE TO
EXPLAIN OR JUSTIFY, BUT YOU'RE
YOU'RE WRITING GETTING AT THOSE
CONCERNS. THIS IS SOMETHING THAT
THERE'S OFTEN CONVERSATIONS OF,
BECAUSE WE'RE NOT ASKING
DISTRICTS TO TRACK IT LIKE AT A
GRANULAR LEVEL AND SAY THIS IS
EXACTLY HOW ALL OF THAT WAS
SPENT. SO I THINK THERE'S OFTEN
QUESTIONS ABOUT IS THIS ACTUALLY
GETTING TO THE TO THE SCHOOL
SIDES? IF IT'S BEING USED FOR A
DISTRICT WIDE ACTIVITY? UM YOU
KNOW IS IT IS IT BEING USED?
WHAT WE THINK IS BEST. AND SO
RIGHT NOW, THE CURRENT PROCESS
IS THROUGH THE EL CAP PROCESS IN
THE IN THE DOCUMENTS, BUT ALSO
THROUGH THE CONVERSATIONS, THE
COUNTY OFFICE THAT'S WHAT WE DO
TO TRY TO HAVE SOME ASSURANCES
THAT IT'S BEING USED AS
INTENDED. SO JUST TO BE
PERFECTLY CLEAR THE
CONCENTRATION FUNDING DOES NOT
REQUIRE THAT IT BE UTILIZED AT A
SCHOOL SITE, IT COULD BE
UTILIZED FOR DISTRICT WIDE
EXPENDITURES. OKAY? UM ALL
RIGHT. I THINK THAT'S GONNA BE
IT FOR NOW. THANK YOU. OKAY.
THANK YOU, MR FONG. THANK YOU SO
MUCH, MR CHAIR AND THANK YOU TO
EVERYONE HERE FOR THE
PRESENTATION WAS MORE ON THE
ROMAN DECLINE. AND WE KNOW THAT
WE SEE IN THE LOSS OF 300,000
STUDENTS OF THE PANDEMIC. WHAT
ARE SOME OF THE WHERE IS THE
LOCAL L E A S OR WHAT ARE SOME
OF THE THINGS WE'RE DOING TO
ADDRESS CHRONIC ABSENTEEISM AND
REALLY LOOKING AT HOW WE CAN
PREVENT IMPACTS THEIR A. D. A.
GOING FORWARD. WE KNOW THAT IN
HIGHER EDUCATION AS WELL IN A
COMMUNITY COLLEGE AS WE'VE SEEN
A STEEP DECLINE IN ENROLMENT, SO
I WANTED TO GET YOUR TAKE AS TO
WHAT REALLY IS GOING TO ADDRESS
CHRONIC ABSENTEEISM RIGHT NOW.
UM HI, MARY NICELY. DEPARTMENT
OF EDUCATION. UM, YOU KNOW,
THERE'S A LOT OF WORK GOING ON
IN OUR SCHOOL DISTRICTS, UH,
AROUND, UM, HIRING MORE
ATTENDANCE PERSONNEL, AND AS YOU
KNOW, THIS HAS BEEN A PRIORITY
OF THE SUPERINTENDENT'S PRIOR TO
HIM. EVEN COMING TO, UH, THE
DEPARTMENT OF EDUCATION EVEN AS
ASSEMBLYMEMBER'S AS A SOCIAL
WORKER. HE'S BEEN A LOT OF TIME
FOCUSING ON CHRONIC ABSENCE IN
GETTING KIDS BACK INTO SCHOOL.
AND SO THERE'S A LOT OF
SUPPORTIVE SERVICES THAT WE'RE
WORKING ON. AND I THINK A LOT OF
THESE PROGRAMS THAT WE LOOK AT
AROUND EXPANDED LEARNING
BRINGING PEOPLE BACK TO SCHOOL,
RIGHT, LIKE PART OF WHAT IS IT?
WHAT IS GOING TO BRING OUR KIDS
IN? IS IT GOING TO BE EXPANDED
LEARNING? IS IT MENTAL HEALTH
SUPPORTS? IS IT OTHER ATHLETIC
PROGRAMS? IS IT DUAL IMMERSION
PROGRAM? SO WE'RE LOOKING VERY
CLOSELY AT THE DECLINING
ENROLLMENT IN THAT WAY. HOW DO
WE ATTRACT PEOPLE BACK INTO THE
KIDS BACK INTO OUR SCHOOLS, AND
WE'RE DOING QUITE A BIT OF AND
WORKING A LOT WITH OUR L E. A S
ON PARENT ENGAGEMENT TO
UNDERSTAND THE ROOT CAUSES OF
WHY OUR KIDS ARE NOT COMING BACK
TO CLASS. UM AND AS WE LOOK AT
AT SOME OF THE PRELIMINARY
NUMBERS, IT LOOKS LIKE OUR
DECLINING ENROLLMENT AND CHRONIC
ABSENCE. THERE'S SOME SOME LEVEL
OF STABILIZATION HAPPENING
THERE. AS THE SUPERINTENDENT DID
. EARLIER THIS YEAR, HE HELD A,
UM CHRONIC ABSENCE. WEBINAR WE
HAVE A WHOLE SERIES GOING ON
RIGHT NOW WHERE WE ARE
PARTNERING WITH ATTENDANCE WORK
WORKS NATIONWIDE LEADER IN
BRINGING KIDS AND ADDRESSING
CHRONIC ABSENTEEISM, AND WE'VE
WORKED WITH THEM FOR OVER A
DECADE, ACTUALLY PRIOR TO BEING
HERE IN THE DEPARTMENT. AND WE
HAD OVER 750 ADMINISTRATORS ON
THAT WEBINAR. AND SO IT REALLY
SHOWS TO ALSO, I THINK I'M NOT
SURE IF IT WAS YOU AT CHAIRMAN
SAID YOU WHO DISCUSSED TECHNICAL
ASSISTANCE ARE L E A S ARE
LOOKING FOR ASSISTANCE AND
GUIDANCE FROM, UM THE DEPARTMENT
AND OTHER PARTNERS TO SEE HOW WE
CAN BRING KIDS IN. AND ONE OF
THE OTHER THINGS THAT WE'VE DONE
MOST RECENTLY IS THE
SUPERINTENDENT. I THINK HE
MENTIONED MOUNT DIABLO SCHOOL
DISTRICT AND EVEN DURING COVID.
HE MADE PHONE CALLS TO FAMILIES
TO KIND OF UNDERSTAND. WHAT ARE
THE BARRIERS THAT ARE KEEPING
YOU FROM BEING ABLE TO COME TO
SCHOOL, AND A LOT OF THEM ARE
OUTSIDE OF THE ELIA'S CONTROL,
RIGHT. LIKE SOME OF IT'S
TRANSPORTATION, SOME OF ITS FOOD
, SOME OF ITS HOUSING INSECURITY
. AND SO AS WE LOOK AT ALL OF
THESE THINGS, YOU KNOW WE'RE AS
CONCERNED AS ANYONE ABOUT THAT,
AND WE ARE TRYING TO WORK VERY
CLOSELY WITH OUR COUNTY OFF
COUNCIL, KENNY OFFICES OF
EDUCATION, UM, BOLSTER THE
SYSTEM OF SUPPORT TO REALLY
ADDRESS CHRONIC ABSENCE AND IN
THE DECLINING ENROLLMENT. UM,
WORLD WE ARE WORKING. VERY
CLOSELY. WITH A GROUP OF COUNTY
SUPERINTENDENTS AS WELL AS OUR
COALITION PARTNERS TO SEE HOW WE
I THINK AARON NEVILLE MORGAN
MENTIONED AS WELL. THE OUTREACH
AND THE PS ASSESS AND BRINGING
KIDS IN BECAUSE THE NUMBERS DID
INCREASE WITH T K. AND SO WE'RE
I HOPEFULLY UP BACK ON THE
UPSWING, SO THERE'S A VARIETY OF
THINGS THAT WE'RE LOOKING AT
WHAT WE'RE TRYING TO ADDRESS.
SOME SOLUTIONS. GIVE SOME
TECHNICAL ASSISTANCE BUT ALSO,
UM, LOOK AT THE BARRIERS. AND,
UM YOU KNOW ANY OTHER THINGS
THAT WE CAN DO TO HELP WITH
ADDRESS THE PLANNING, ENROLLMENT
AND CHRONIC ABSENCE? THANK YOU
SO MUCH. CAN I ASK A FOLLOW UP
ON THAT? ENROLLMENT ISSUE, AND
WE'VE BEEN HEARING A LOT ABOUT
THIS. AND MAYBE THE L A. I CAN
JUST WAY ON THIS. SO ONE THING
EARLIER WAS THAT I'M NOT SURE IF
IT WAS THROUGH CD OR THROUGH THE
SUPERINTENDENT'S COMMENTS ON
THIS PROPOSAL FOR L. A UM USD
AND CHANGING THEIR ATTENDANCE.
UM BASICALLY POLICIES THERE.
THEY WOULD BRING IN ADDITIONAL
$3 BILLION. IT'S NOT BRINGING IN
SOMETHING LIKE THAT. MONEY IS
COMING FROM THE CORRECTIONS OR
OUTER SPACE. IT'S JUST RE
CIRCULATES. THREE BILLION WITHIN
PRAGUE, 98, RIGHT. ARE YOU
REFERENCING THE POLICY BUILD SPH
JUST LIKE A POLICY BILL IN
GENERAL. BUT LIKE IF YOU CHANGE
IT, THERE'S JUST IS THERE NEW
MONEY COMING TO EDUCATION? OR IS
IT RECIRCULATED IF HE MADE SUCH
A CHANGE? WELL, I BELIEVE THAT
SPECIFIC BILL WAS TO PROVIDE
ADDITIONAL FUNDING. IN ADDITION
TO, UH, CFF FOR WAS TO CALCULATE
WITH DISTRICT SCALE UNDER LCF F.
AND THEN WHAT THEY WOULD GET
UNDER ENROLLMENT BASED MODEL.
AND THEN THAT WOULD BE THE KIND
OF ESSENTIALLY AN ADD ON THAT
WOULD HAVE TO BE PROVIDED FOR
THREE BILLION COME FROM, UM
YEAH, IT WOULD IF THE BILL WAS
WELL, DON'T TALK ABOUT THE BILL
PERCENT, WHICH IS LIKE THE
POLICY IF WE IN CALIFORNIA. WE
DID THAT POLICY RIGHT HERE IN
THE BUDGET. LIKE WHERE WOULD
WHERE WOULD THAT MONEY COME FROM
. YEAH, WE JUST SAID YEAH. I
THINK YOU'RE GETTING A REMEMBER
. IS THAT RIGHT? PROBABLY 98 IS
WHAT IT IS. AND IF THE IF THE
STATES KEEPING THE CURRENT
PRACTICE OF FUNDING AT THE
MINIMUM GUARANTEE THAT DOESN'T
MEAN TO MAKE ROOM FOR THAT KIND
OF A POLICY CHANGE, YOU WOULD
HAVE TO MAKE REDUCTIONS IN SOME
OTHER WAY OR POTENTIALLY. YOU
KNOW, PROPORTIONATELY REDUCE ALL
OF THE L C. F F RATES TO MAKE
ROOM FOR THAT, FOR THAT
ADDITIONAL COST THE POINT.
THERE'S NO SUITCASE BACK HERE
WITH $3 BILLION IS THERE? NO.
OKAY, UM. AND SO THERE'S YEAH.
WE HAVEN'T GOT REALITY CHECK
THERE. BUT I GUESS THE BIGGER
QUESTION AND WE FACE THE SAME
THING WITH COMMUNITY COLLEGES AS
WELL AS YOU KNOW, HERE THERE IN
THE LOBBY DAY AND THE SKY IS
FALLING. WE DON'T HAVE SO MANY
STUDENTS AND DISASTER FOR OUR
SCHOOL DISTRICT, AND YOU KNOW.
UM WELL FOR TEETH, FEW THINGS
ONE. WE'RE FUNDING. SCHOOLS AS
WE NOTED EARLIER AT RECORD
LEVELS, LITERALLY DOUBLE IN THE
LAST DECADE OR MORE SO. BY THAT
DEFINITION. YOU'RE GETTING MORE
MONEY TO SERVE FEWER KIDS LIKE
IT'S LIKE, HEY, I'M GONNA HAVE
YOU WORK YOUR WORK WEEK. AS
OPPOSED TO 40 HOURS A WEEK.
YOU'RE GONNA WORK 30 HOURS A
WEEK. I'M GONNA INCREASE YOUR
SALARY BY 50% LIKE OKAY. WHERE
DO I SIGN UP FOR THAT? SO THAT'S
THAT'S ONE THING, BUT ALSO, IF
ALL DISTRICTS ARE
PROPORTIONATELY HAVING THE SAME
DROPPING ENROLLMENT. I GRADUATE
GRAND, THERE'S OUTLIERS, BUT IF
THEY'RE ROUGHLY IN THE SAME
PROPORTION IT'S AN EQUAL
SOFTENING, AND SO EVERYBODY HAS
THE SAME IMPACT. GRANTED IF
THERE'S A SCHOOL DISTRICT IN
SACRAMENTO. THAT THAT ONE HAS A
30% DROP, AND THE OTHERS ARE
DROPPING LIKE, YOU KNOW, LIKE
MOST OF CALIFORNIA BETWEEN FOUR
AND 8. THEN THE OUTLIER HAS A
BIGGER IMPACT. BUT IF THEY'RE
ALL RELATIVELY THE SAME, THAT'S
EVERYTHING THAT I'VE SEEN. WHAT
AM I MISSING? WHAT'S THE
PROBLEM? BECAUSE THE MONEY IS
NOT THE MONEY IS NOT LEAVING.
THE SCHOOL WORLD IS NOT GOING
FROM PROP 98 INTO SCHOOLS, TOO.
CORRECTIONS OR SOMEWHERE ELSE.
IT'S STAYING IN THE SCHOOL. THEN
YOU RIGHT? SO. WHAT WHAT ARE WE
MISSING HERE WITH THE SKY IS
FALLING CANNOT DO THAT. AND I'M
SURE I THINK IN THE NEXT PANEL,
MIKE FINE WOULD BE PROBABLY VERY
EQUIPPED TO TALK TO YOU ABOUT
THIS AS WELL. BUT I THINK, UM
YOU WRITE THAT AS YOU HAVE FEWER
STUDENTS, YOU HAVE YOU HAVE LESS
FUNDING. UH MAYBE YOU HAVE FEWER
STUDENTS, BUT THERE STILL ARE.
YOU KNOW WHEN DISTRICTS ARE
GROWING, YOU HAVE THESE
ECONOMIES OF SKILLS. EVERY
ADDITIONAL STUDENT YOU ADD THE
MARGINAL COST OF THAT STUDENT
ISN'T THE SAME AS THE L C. F F
ONE AND YOU GET SO IT SORT OF
MAKES IT A LITTLE BIT EASIER TO
THAN SORT OF EXPENSE SERVICES
AND DO OTHER THINGS. AND SO
SIMILARLY, ON THE FLIP SIDE,
WHEN YOU'RE SEEING DECLINES, IT
DOESN'T REQUIRE DISTRICTS TO
CHANGE WHAT THEY'RE DOING. SO,
FOR EXAMPLE, MAYBE THERE SOME
CENTRAL CENTRALLY PROVIDED
SERVICES ARE NO LONGER POSSIBLE
AND THEY DO NEED TO MAKE
REDUCTIONS. IT'S NOT UH, I THINK
IN IN THIS ENVIRONMENT WHERE
WE'VE HAD THE LAST TWO YEARS WE
HAD DECLINING ENROLLMENT BUT
ALSO VERY SIGNIFICANT INCREASES
IN RATES THAT I THINK IS NOT AS
BIG OF A CONCERN. BUT WHEN WE DO
START TO GET TO AN ENVIRONMENT,
SAY WHERE RATES ARE NOT GROWING
SIGNIFICANTLY, BARELY AT COLA,
FOR EXAMPLE, AND YOU ARE SEEING
DISTRICT. THE RATES ARE GOING UP
FOR COLA. BUT OVERALL THERE ARE
FUNDING IS DECLINING BECAUSE
THEIR ATTENDANCE DECLINING
DECLINES. YOU START TO HAVE A
LITTLE BIT OF ADDITIONAL
PRESSURE OF, YOU KNOW, IN ORDER
TO MAINTAIN IN ORDER TO KEEP OUR
SELVES FISCALLY, UH, HEALTHY. WE
NEED TO MAKE DOWNSIDE. SOME
PROGRAMS THAT WE HAVE, SO I
THINK THAT'S WHERE THE PAIN CAN
COME. IT DOESN'T MEAN THAT IT'S
NOT POSSIBLE AND I THINK AGAIN
GIVEN THAT WE'VE HAD SIGNIFICANT
RATE INCREASES OVER THE LAST
COUPLE OF YEARS IN THESE THAT
MAKES A LOT EASIER FOR DISTRICTS
TO DO WITH THOSE DECLINES, BUT
WHEN GROWTH IS NOT AS AS GREAT
IN TERMS OF RATES THAT CAN BE
MORE CHALLENGING BUT BUT I GUESS
THE QUESTION, THOUGH, IS THAT
THE MONEY STAYS IN. PROPERTY
IT'S NOT GOING ANYWHERE ELSE.
THAT'S RIGHT. AND SO HOW DOES IT
GET RECIRCULATED BACK? RIGHT? SO
I THINK INTO IN TERMS OF, YOU
KNOW, WE'RE IN A TEST ONE
ENVIRONMENT. UM, AS WE HAVE
BEEN, THEN, IF 40% OF GENERAL
FUND REVENUES GO TO SCHOOLS, AND
LET'S SAY THAT 40% IS GROWING
OVER TIME, BUT THE ATTENDANCE IS
NOT GROWING. IT'S COMING DOWN,
YOUR ESSENTIALLY HAVE GREATER
AMOUNT OF PROMINENTLY FUNDING
PER STUDENT, WHICH CAN BE USED
TO INCREASE L CFF AND PROVIDE
HIGHER RATES THAT CAN HELP
ADDRESS THOSE ISSUES. AND I KNOW
WE'RE NOT DEBATING, UM YOU KNOW
, BILLS HERE, BUT YOU DID
MENTION THIS POLICY AND THAT
THIS HAS BEEN PROPOSED TO BE
LOOKED AT IN THE BUDGET PROCESS.
THAT'S WHY I'LL NOTE THIS. YOU
KNOW 6 THING WE
ABSENTEEISM, AND IT HAS AN
IMPACT ON STUDENT ACHIEVEMENT.
YOU KNOW, WE'RE GONNA TALK ABOUT
THAT AT LENGTH IN YOUR HEARING
TOMORROW. AND I GET THAT AND ONE
OF THE UNINTENDED CONSEQUENCES
OF SUCH A POLICY WHERE YOU JUST
PAY PEOPLE BASED UPON WHO SIGNS
UP AND YOU DON'T GO AFTER AND
FOLLOW UP TO MAKE SURE YOU KNOW
, THERE'S PEOPLE WHO ARE GOING
TO CLASS. YOU KNOW, MY FAVORITE
TV SHOW EVER IS THE WIRE. HAVE
YOU SEEN THE WIRE? THE BEST SHOW
EVER DONE, AND THERE IS A SEASON
ON THE PUBLIC SCHOOL SYSTEM. AND
THE FOCUS OF THAT. I THINK IT
WAS SEASON THREE OR FOUR, UM
FOUR. THREE WAS ABOUT HOW THEY
HAD A SCHOOL OFFICER IN
BALTIMORE LIKE TRUANT OFFICER
NAME WAS CUDDY. AND, UM. HE WAS
PAID, BRINGING THE YEAR TO GO
TRACK DOWN. KIDS. IN THIS IN THE
BALTIMORE AND, UH, AFTER A FEW
WEEKS. HE SHOWS UP AND THEY'RE
LIKE YOUR WORK IS DONE. HE'S
LIKE, WELL, THE KIDS ARE STILL
THERE. HE'S LIKE, WELL, YOU KNOW
THAT HE'S ONLY DO THIS FOR THE
FIRST FEW WEEKS. AND LIKE, WELL,
WE NEED THOSE PEOPLE TO GO TRACK
DOWN THOSE KIDS TO SHOW UP IN
SCHOOL. AND IF YOU JUST PAY
PEOPLE BY WHO'S ENROLLED ON DAY
ONE HOW ARE WE GOING TO MAKE
SURE THAT WE KEEP PEOPLE
THROUGHOUT THE YEAR? AND SO THE
SCHOOL ATTENDANCE IN THE SERB
OFFICERS AND ALL THAT PROCESS?
IT'S REAL KEEPS PEOPLE IN SCHOOL
SO THAT'S MY TWO CENTS THERE. UM
. SO THE HOMEWORK IS GO WATCH
SEASON THREE OF THE WIRE. MR
MARTIN SOUCI. I THINK I HAVE
SEASON TWO ON THE DVD SAID, BUT
I HAVE TO GET MR MCCREA UM SO,
UM. DOES DOES ANYONE HAVE DATA
ON WHERE THE, UH GET WHERE WE'RE
SEEING THE WORST CRIME. CHRONIC
ABSENTEEISM LIKE IS IT? THE IS
IT THE LARGE URBAN'S IS IT DOES
IT TEND TO BE CORRELATED? UH ON,
YOU KNOW, SOCIOECONOMIC.
DEMOGRAPHICS. WELL I MEAN, A LOT
OF OUR, UM, DIFFERENTIATED
ASSISTANCE IS ACTUALLY BASED ON.
UH MANY OF OUR SCHOOLS FELL INTO
THAT THIS YEAR CORRECT AND MOST
OF IT IS BASED ON CHRONIC
ABSENTEEISM. SO WE DO HAVE NOT
FOR THIS YEAR. WE HAVE LAST
YEAR'S DATA THAT WE'RE LOOKING
AT, AND IT IS, YOU KNOW, THE
NUMBERS ARE, OF COURSE, HIGHER
IN OUR AFRICAN AMERICAN, NATIVE
AMERICAN AND OUR FOSTER AND
HOMELESS, SO THOSE NUMBERS ARE
DEFINITELY THERE ACROSS THE
STATE. UM AS WELL AS, UM BUT WE
DO HAVE THAT. YOU KNOW THE LAST
YEAR'S DATA. WE DO NOT HAVE IT
THIS YEAR, BUT WE SHOULD VERY
SOON HAVE INFORMATION ON OUR
SENSES ARE FALL. ONE DATA AND IT
SEEMS TO BE, UM, STABILIZING A
BIT IN THAT AREA, BUT, UM, BUT
THERE IS INFORMATION, AND IT IS
PRETTY CONSISTENT STATE WISE. UH
THAT CHRONIC ABSENCE FROM AT
LEAST LAST YEAR. UH IS, UM IT'S
PRETTY CONSISTENT ACROSS THE
STATE. SO IF YOU NEED THAT WE
CAN DO SOME FOLLOW UP WITH YOU
TO LET YOU SEE WHAT LAST YEAR'S
DATA LOOKED LIKE. SO LAST YEAR
MEANS THE 2021 2022 SCHOOL
YEARS. YES YES, WE DON'T HAVE
OUR CHRONIC ABSENCE DATA FOR I
WILL NOT HAVE THAT AND FOR THE
2021 22 SCHOOL YEAR, THE UH, THE
LEVELS OF CHRONIC THE ABSENCE
RATES ARE. YOU'RE YOU'RE SAYING
ARE PRETTY SIMILAR, UH, ACROSS
SCHOOL DISTRICTS ACTUALLY, LET
ME CORRECT THAT. I WAS THINKING
OF ENROLLMENT. SORRY ABOUT THAT
. SO FOR CHRONIC ABSENCE, THAT
STILL IS, UM, PRETTY ANECDOTAL.
AT THIS POINT, UM, SO WE DO NOT
HAVE THE ACTUAL ATTENDANCE DATA.
OKAY FOR THIS YEAR YET AND, UM.
BUT THAT THAT DATA IS REQUIRED.
SCHOOL DISTRICTS ARE REQUIRED TO
REPORT THAT DATA. YES YES, AND
THAT'S ON OUR DASHBOARD
REPRESENTED ON OUR DASHBOARD,
OKAY? AND SO WE SHOULD HAVE.
DATA FOR 2021 2022 IN TERMS OF
WHAT SCHOOL DISTRICTS HAVE THE
WORST, UH, ABSENT, UH, RATES OF
ABSENTEEISM. YEAH WE HAVE THOSE
PERCENTAGES, MHM. AND WHAT DO
THOSE NUMBERS SHOW? UH, THOSE
NUMBERS A SHOW, UM. FROM LAST IF
WE'RE TALKING ABOUT LAST YEAR,
21 2021 KEPT RIGHT OFF THE TOP
OF MY HEAD. I WOULD SAY WE'RE IN
A THE CHRONIC ABSENCE. RATES IN
SOME AREAS WERE AS HIGH AS AN
INCREASE OF ABOUT 60. 60% AND
THEN IN THE LOWER GRADES IT WAS
ABOUT IT'S STILL PRETTY HIGH
ABOUT 40. OKAY AND AGAIN, DO WE
SEE A ANY ANY PATTERN ANY TREND
IN TERMS OF WHERE THE RATES OF
ABSENTEEISM OR THE HIGHEST UM,
IT IS AGAIN. WITH THE, UM MORE
OF OUR AFRICAN AMERICAN STUDENTS
, NATIVE AMERICAN STUDENTS
FOSTER HOMELESS AND WE HAVE, UM,
WE CAN GET YOU THAT INFORMATION
. UM, MR MARISSIXTY? YEAH WE
ACTUALLY HAVE A NUMBER OF
STATIONS THAT WE'VE PRESENTED.
ON LAST YEAR'S DATA, OKAY, AND
IN FACT, I'LL BE ASKING THE SAME
QUESTIONS TOMORROW AT OUR
HEARING, SO I APPRECIATE IT. UH,
YOU CAN TRY TO GET THOSE THOSE
NUMBERS TOGETHER. UM SO, UM. I
MEAN IT COMING BACK TO THE
CHAIRS, ANALOGY ABOUT THE WIRE
AND THE SCHOOL, THE TRUANT
OFFICER HOUNDING STUDENTS. UH,
YOU KNOW THEY DO WE DO. WE HAVE
DATA OR YOU KNOW, AT LEAST
ANECDOTES IN TERMS OF WHAT
DISTRICTS ARE DOING TO GET THOSE
STUDENTS BACK. YEAH. I MEAN, I
THINK THERE'S MORE HOME
VISITATION TAKING PLACE. I THINK
A LOT OF THINGS DURING THE
PANDEMIC THAT YOU JUST COULDN'T
DO WE WERE DOING YOU KNOW WE
OURSELVES. IN ADDITION, THE
ENTIRE EXECUTIVE TEAM AND THE
SUPERINTENDENT MADE PHONE CALLS
DURING ALL LAST WINTER, WORKING
WITH MANY OF THE SCHOOL
DISTRICTS. SO UM, WE'VE ACTUALLY
HAD A NUMBER OF PILOT PROGRAMS
GOING ON. AROUND UH, THE HOME
VISITATIONS THAT THAT'S PROBABLY
THE MAIN THING AT THIS POINT
THAT WE'RE LOOKING AT NOW THAT
WE CAN DO THAT AGAIN. BUT WE'RE
ALSO JUST TRYING TO ADDRESS THE
BARRIERS AND DOING THE YOU KNOW,
LOOKING AT TRANSPORTATION
BARRIERS. I THINK THE FUNDING
THAT HAS BEEN ALLOCATED TO
ASSISTING AND EVEN BRINGING BACK
UM, MASS TRANSIT AND SOME
REIMBURSEMENTS TO OUR SCHOOLS IS
GOING TO HELP A LOT IN THAT
AREA. UM, LAST YEAR, WE ALSO RAN
INTO ISSUES EVEN DURING THE
PANDEMIC WITH A SHORTAGE OF, UM
, BUS DRIVERS, SO WE COULDN'T
EVEN GET KIDS TO SCHOOL. SO I
THINK INDEPENDENT STUDY. UM WAS
ALSO UM, VERY HELPFUL AND BEING
ABLE TO CONTINUE THE EDUCATION
BECAUSE THAT'S THE MAIN THING
THAT WE'RE TRYING TO ADDRESS.
THROUGH, UM THAT'S TRUE. THE
HEIGHTENED CHRONIC ABSENCE AND
BEING ABLE TO USE INDEPENDENT
STUDY TO BRING THOSE NUMBERS
DOWN. SO THE DASHBOARD UM,
SYSTEM REQUIRES EACH SCHOOL
DISTRICT TO REPORT ON THE RATE
OF CHRONIC ABSENTEES AND RIGHT,
RIGHT AND THAT IS, UM I BELIEVE
10 DAYS. ABSENT. IF A STUDENT IS
A PRETTY SURE IT'S 10 DAYS.
ABSENCE DURING THE SCHOOL YEAR
ADDS UP TO BEING LIKE
CHRONICALLY ABSENT. OKAY, SO ALL
STUDENTS. WITH AT LEAST 10 DAYS
OR MORE OF ABSENCES ARE RECORDED
AS CHRONICALLY ABSENT. OKAY AND
I THINK ONCE AGAIN IF WE LOOK AT
LAST YEAR WITH THE SURGE IN
COVID DURING JANUARY UM,
FEBRUARY. I THINK THOSE THOSE
ARE WHERE OUR NUMBERS A LOT OF
OUR NUMBERS MAY HAVE COME FROM
JUST BY CAR NUMBERS LAST YEAR.
ARE IS THERE ANY, UM, ADDITIONAL
DATA TO TRY TO GET A SENSE AS TO
WHO IS BEING ABSENT. LIKE WHO,
LIKE DO WE HAVE A SENSE OF WHO
WAS DROPPED OFF THE MAP IN TERMS
OF SCHOOL DISTRICTS LOSING TRACK
OF WHERE THE STUDENTS ARE? WE
DO, YOU KNOW WILL PUT I WILL
MAKE SURE THAT YOU HAVE THOSE
FOR TOMORROW BECAUSE WE'VE HAD
WE'VE DONE QUITE A FEW
PRESENTATIONS, UM REGARDING
CHRONIC ABSENCE WITH LAST YEAR'S
DATA, SO WE'LL MAKE SURE THAT
THAT IS MADE AVAILABLE FOR
TOMORROW'S HEARING. OKAY? UM.
AND UH, LAST QUESTION EITHER FOR
THE ANSWER TODAY OR OR HOPEFULLY
FOR TOMORROW, UM. LIKE IS A DATA
BEING COLLECTED AS TO AH, WHERE
THOSE STUDENTS ARE GOING. YOU
KNOW WHETHER THEY'RE GOING TO
PRIVATE SCHOOLS, WHETHER THEY'RE
GOING TO OUT OF STATE WHETHER
THEY'RE JUST NOT GOING TO
SCHOOL. IS THAT DATA BEING
COLLECTED? ARE YOU MEANING FOR
DECLINING ENROLLMENT? IN THAT
SITUATION. YEAH. SO THAT WOULD
BE UM, YEAH, ACTUALLY, WE'VE
WE'VE HAD REPORTS DONE WITH
THICK MAT AS WELL AND DONE OUR
OWN INTERNAL REPORTING ON HOW
MANY STUDENTS EVERY YEAR OF
SCHOOL DISTRICT HAS TO REPORT
EXIT DATA. SO WE FIND OUT
WHETHER OR NOT STUDENTS ARE
LEAVING THE STATE WHETHER THEY
CAME BACK THE NEXT YEAR. UM SO
THERE IS SOME LEVEL OF, UM, BUT,
YOU KNOW, DECLINING ENROLLMENT
ITSELF HAS BEEN A TREND OVER AT
LEAST THE LAST FIVE YEARS. SO
BUT, YEAH, I THINK MAN HAS DONE
SOME PRESENTATIONS ON THAT FOR
LEADERSHIP AROUND THE STATE AND
WE'VE DONE OUR OWN REPORTS AS
WELL. AND WE'LL BE HAPPY TO
SHARE THOSE WITH YOU. OKAY. ALL
RIGHT. THANK YOU VERY MUCH.
OKAY. THANK YOU. TO BE
CONTINUED. ALRIGHT. ISSUE NUMBER
FOUR. WE HAVE OUR ANNUAL THICK
MAT REPORT. OKAY? I THINK, MATT
. YEAH BRING UP PICK MATT,
PLEASE. THANK YOU. NUMBER FOUR.
YOU JUST DON'T WANT TO LEAVE ME.
DON'T LEAVE ME. THAT'S NOT.
THANK YOU. THIS IS NOT THE
TRADITIONAL THICK MAT IN A
REPORT. THIS IS THE GENERAL
PROPOSAL RELATED TO PICK MATT D
O F L A AND C D. K¾T LAGOMARSINO
WITH THE DEPARTMENT OF FINANCE.
UM. SO I'LL BE BRIEFING YOU ON
THE FISCAL CRISIS AND MANAGEMENT
ASSISTANT TEAM PICK MATT
PROPOSAL, THE GOVERNOR'S BUDGET
PROVIDES AN INCREASE OF 750,000
ONGOING PROPOSITION. 98 GENERAL
FUND FOR PICK MATT. THE BULK OF
OUR PROPOSED ARGUMENTATION WILL
GO TOWARDS COMPENSATION IMPACTS
FROM CURRAN COUNTY
SUPERINTENDENT OF SCHOOLS COST
OF LIVING ADJUSTMENT, WHICH
IMPACTS VIC MATT OVERALL BUDGET
THIS REPRESENTED TWO YEAR COST
INCREASE ON THICK MAT AND COVERS
, SALARY, HEALTH BENEFITS AND
STATUTORY BENEFIT INCREASES
ASSOCIATED WITH SALARIES. THE
REMAINDER WILL BENEFIT THE
EXISTING CHIEF BUSINESS OFFICER
COACHING AND INDUCTION PROGRAM.
AND PROVIDES PLANNING COSTS FOR
A NEW SMALL SCHOOL DISTRICT
CHIEF BUSINESS OFFICER MENTOR
PROGRAM THAT CONCLUDES MY
PRESENTATION. THANK YOU. HELLO.
THANK YOU. CHAIR AND MEMBERS
AGAIN. KEN CAPON WITH THE
ANALYST'S OFFICE. JUST VERY
BRIEFLY. WE'RE CONTINUING TO
REVIEW ALL OF THE SMALLER
PROPOSALS IN THE GOVERNOR'S
BUDGET, INCLUDING THIS ONE WILL
HAVE A MORE SPECIFIC
RECOMMENDATION TO SHARE. I THINK
LATER IN THE BUDGET SEASON, WE
WOULD NOTE THAT THIS POINT THAT
THE DEPARTMENT OF FINANCE
MENTIONED MOST OF THE
AUGMENTATION IS RELATED TO COST
OF LIVING ADJUSTMENTS AND OVER
THE PAST COUPLE OF YEARS. THE
INCREASE IS PERFECT MIGHT HAVE
GENERALLY BEEN BELOW THE
STATUTORY COLA RATE, SO NOT
ANTICIPATING WE WOULD HAVE MAJOR
CONCERNS WITH THE WITH THE WOULD
NOT ANTICIPATE HAVING CONCERNS
WITH THAT PORTION OF THE
INCREASE. OKAY. THANK YOU. CD,
ANY TECHNICAL ISSUES. TECHNICAL
ISSUES. DO YOU HAVE ANY COMMENT?
OH YEAH. SORRY. IT'S LIKE, WHAT
DO I SAY? UM SO MARY NICELY ON
BEHALF OF THE STATE
SUPERINTENDENT OF PUBLIC
INSTRUCTION. UM, CD HAS A GREAT
RELATIONSHIP PARTNERSHIP. UM
WITH THICK MAT IN SUPPORTING OUR
ELIA'S. WE CANNOT SPEAK TO THE
COMMUNITY COLLEGE RELATED
PROGRAMS BUT ARE SUPPORTIVE OF
EFFORTS TO INCREASE KNOWLEDGE AT
THE L E, A LEVEL MUCH LIKE THE
EDUCATED WORKFORCE PROPOSALS.
THE ADMINISTRATION AND
LEGISLATURE HAVE APPROVED. IN
THE PAST SEVERAL YEARS. PROGRAMS
THAT SUPPORT THE ADMINISTRATIVE
STAFF AT OUR L E. A S ALSO
DESERVE SUPPORT. WILDERS
DEFERRED TO PICK MATT FOR
QUESTIONS REGARDING CAPACITY TO
EXPAND IN THE DEMAND FOR THEIR
EXISTING PROGRAMS, AS WELL AS
ANY ADDITIONAL QUESTIONS OR
CONCERNS ABOUT THESE PROPOSALS.
THANK YOU. YES. I DON'T HAVE ANY
QUESTIONS ON THIS PROPOSAL. THIS
REALLY IS PLAYED. SO THE NEXT
ISSUE AND THANK YOU FOR YOUR
WORK, AND WE CAN GET TO WRITE TO
THAT. NOW ISSUE NUMBER FIVE DID
STATE OF PHYSICAL HEALTH OR
PUBLIC SCHOOLS AND OBVIOUSLY WE
APPRECIATE, UM WHAT YOU DO IN
CALIFORNIA TO MAKE SURE OUR
PUBLIC SCHOOLS ARE SOLVENT. AND,
YOU KNOW, UM. WITH THIS SURGING,
UH, SCHOOL. REVENUE GOING IN.
SOMETIMES IT MAY MASK SOME OF
THE ISSUES AND SO YOUR WORK IS
EVER IMPORTANT. AND I THINK THE
ISSUE NUMBER FOUR. THE SUPPORT
IS WARRANTED. BUT LET'S GET ON
WITH ISSUE NUMBER FIVE. AND MR
FINE. WELCOME THANK YOU, MR
CHAIR. MEMBERS OF THE COMMITTEE
. MICHAEL FINE, THE CHIEF
EXECUTIVE OFFICER OF THE STATE'S
FISCAL CRISIS MANAGEMENT
ASSISTANCE TEAM. I'VE GIVEN YOU
A HANDOUT THAT AUGMENTS WHAT
YOUR STAFF IS GIVING YOU JUST A
BIT MORE DETAIL. UM AND I'LL
START WITH THE ATTACHED CHARTS.
UM THE FIRST OF WHICH GIVES YOU
A HISTORICAL LOOK AT BOTH
QUALIFIED AND NEGATIVE
CERTIFICATIONS AT INTERIM
REPORTS JUST TO REMIND YOU
SCHOOL DISTRICTS ADOPT THEIR
BUDGETS ON JULY ONE, AND BY
STATUTE THAT REQUIRED TO UPDATE
THIS BUDGETS TWICE DURING THE
YEAR. FIRST INTERIM AND SECOND
INTERIM, ROUGHLY DECEMBER AND
MARCH, UM AND THEY SELF CERTIFY.
THEIR CONDITIONS AS POSITIVE,
QUALIFIED OR NEGATIVE, AND YOUR
STAFF REPORT GIVES YOU THE
DEFINITIONS OF THOSE COUNTY
SUPERINTENDENTS OR THE STATE
SUPERINTENDENT IN SOME CASES IS
REQUIRED TO REVIEW THAT, UM,
CERTIFICATION AND AGREE OR
DISAGREE. YOU SEE, UH, FAIRLY
RECENT HISTORY HERE, AND I WOULD
NOTE THAT OUR SCHOOL DISTRICTS
UM, AT FIRST INTERIM ARE IN SOME
OF THE STRONGEST FISCAL
CONDITION THAT THEY'VE BEEN IN
YEARS. UM NINE, QUALIFIED INTO
NEGATIVE WITH REGARD TO THE NINE
QUALIFIED. THAT'S THE LOWEST
POINT, UM OF QUALIFIED DISTRICTS
AT AN INTERIM REPORT IN MANY,
MANY YEARS. TO THE CHAIR'S
COMMENTS. UM I WOULD ALSO NOTE
THAT WE ARE COLLECTIVELY, ALL OF
US HAVING A LITTLE BIT OF
DIFFICULTY WITH THE MASKING
ISSUE THAT'S GOING ON. AND THAT
IS THAT WITH THE SUBSTANTIAL
AMOUNT OF ONE TIME FUNDS THAT
HAVE BEEN PROVIDED TO DISTRICTS
DURING THE PANDEMIC, IT DOES
MASK UM SOME FISCAL CHALLENGES
AND I'LL TALK ABOUT SOME OF
THOSE IN JUST A MOMENT. A DEEPER
DIVE ON, UH, BUDGET APPROVALS.
UM COUNTY SUPERINTENDENTS HAVE
FROM JULY 1 TO SEPTEMBER 15TH TO
CONSIDER THE DISTRICT BUDGETS.
THERE WERE NO DISAPPROVAL THIS
FALL, WHICH IS A PLEASANT CHANGE
FROM LEVELS OF ONE AND TWO
DISTRICTS IN THE PAST AT AGAIN
AT FIRST INTERIM THROUGH
DECEMBER. UM QUALIFIED INTERIMS
OF THE NINE QUALIFIED SEVEN OF
THEM ARE NONCONSECUTIVE
QUALIFICATIONS. TWO OF THEM ARE
CONSECUTIVE ONE IS A THREE
CERTIFICATION CONSECUTIVE AND
ONE IS A 11. CERTIFICATION, SO
THEY'VE HAD. UH 11, CONSECUTIVE
QUALIFIED CERTIFICATIONS. THE
FOLLOWING PAGE GIVES YOU A BRIEF
VIEW OF THOSE DISTRICTS, UM, AND
THEIR STATUS. AH! MOST ARE SMALL
RULE DISTRICTS. THERE IS ONE
LARGE DISTRICT IN HERE THAT WERE
VERY FAMILIAR WITH UM, AND THAT
IS THE 11TH CONSECUTIVE THAT
WOULD BE OAKLAND UNIFIED, AND
THEY DID SUBMIT A POSITIVE
CERTIFICATION IN THE COUNTY
SUPERINTENDENT CHANGED IT TO
QUALIFIED, SO IT'S ACTUALLY A
DOWNGRADE. AH TALK ABOUT THE
VARIOUS ISSUES THAT ARE COMMON
ACROSS THESE IN JUST A MOMENT,
BUT THEY ALL SHARE SOME OF THOSE
COMMON ITEMS, INCLUDING WHAT THE
CHAIR MENTIONED. THERE ARE TWO
NEGATIVE DISTRICTS. NEITHER OF
THOSE ARE CONSECUTIVE BOTH SMALL
DISTRICTS. UM UH, JUNCTION
ELEMENTARY SCHOOL DISTRICT IN
SISKIYOU COUNTY. AH, UM. IS A
EXAMPLE OF WHY WE HAVE DEADLINES
FOR ANNUAL AUDIT REPORTS. THEY
ARE SO FAR BEHIND ON THEIR
ANNUAL AUDIT THAT THERE ARE
APPORTIONMENT FINDINGS THAT GO
BACK MULTIPLE YEARS. AND NOW
THOSE HAVE CAUGHT UP TO THEM. UM
SO THEY HAVE A PROBLEM SAY FOUR
YEARS AGO IN THEIR IN THEIR 80 A
BUT BECAUSE THEY DIDN'T DO THEIR
AUDIT IN A TIMELY FASHION. UM
THEY REPEATED THOSE THOSE THAT
POOR PRACTICE AND FOLLOWING
YEARS AND NOW THEY HAVE MULTIPLE
YEARS WHERE THEY OWE THE STATE
BACK FUNDS TO A TOTAL GREATER
THAN WHAT THEIR ANNUAL
APPORTIONMENT IS. OH, HI IN
UNIFIED IN VENTURA COUNTY IS
WORKING THROUGH THE CONSEQUENCES
OF DECLINING ENROLLMENT. AND
SOME AND THE LACK OF QUALIFIED
BUSINESS OFFICE. UM AMONG OTHER
THINGS, THEY ARE VERY FOCUSED IN
THE NEXT TWO WEEKS OF TAKING THE
CORRECTIVE ACTION THAT THEY NEED
TO TAKE. JUNCTION IS BEHIND THE
CURVE ON TAKING APPROPRIATE
ACTION. OH, HI. I DO EXPECT THEY
WILL TAKE THE ACTION THEY NEED
TO TAKE DOWNGRADES. THIS IS
WHERE THE COUNTY SUPERINTENDENT
OR THE STATE SUPERINTENDENT DO
NOT AGREE WITH THE DISTRICT
CERTIFICATION. THERE WERE TWO IN
DECEMBER ONE, AS I PREVIOUSLY
MENTIONED FOR OAKLAND AND THEN
OH, HI DID SUBMIT QUALIFY. THEIR
COUNTY SUPERINTENDENT CHANGED IT
OR DOWNGRADED IT TO NEGATIVE.
LACK OF GOING CONCERN IS VERY
SIMILAR TO A NEGATIVE. HOWEVER
IT CAN BE DONE AT ANY TIME
DURING THE YEAR. AS OPPOSED TO
JUST AT THE INTERIM REPORTS. YOU
CAN SEE THE LAST YEAR WE HAD
VERY NUMBER OF THEM THIS YEAR,
THOUGH WE HAVE, UH, REFLECTIVE
OF STRONG FISCAL CONDITIONS
GENERALLY, UM, WE SEE FAR FEWER
. LET ME ALSO SAY THAT WITH
REGARD TO LACK OF GOING CONCERN
DESIGNATIONS, THEY ARE BROADER
THAN JUST THE BUDGET BEING OUT
OF BALANCE. THERE COULD BE
LEADERSHIP ISSUES, THERE COULD
BE INTERNAL CONTROL ISSUES. UM
THERE COULD BE SPECIAL EDUCATION
ISSUES FACILITY ISSUES. IT'S A
WHOLE HOST OF RISK. UM CRITERIA
THAT WE LOOK AT NOT JUST DEFICIT
SPENDING WITH REGARD TO THEIR
BUDGET. RETURNING TO MY OUTLINE
FOR YOU. UM LET ME TOUCH ON A
COUPLE OF OTHER TOPICS THAT ARE
GENERALLY OF INTEREST TO THE
COMMITTEE. ONE IS, UM WHEN
CERTAIN EVENTS HAPPEN, UH,
DISAPPROVED BUDGET, A DOWNGRADE
BY THEIR COUNTY SUPERINTENDENT.
A LACK OF GOING CONCERN. PICK
MATT ENGAGES AUTOMATICALLY AS
OPPOSED TO BEING SUPPOSED TO
WAITING. TO BE SENT THERE OR TO
BE REQUESTED TO GO THERE BY THE
DISTRICT THEMSELVES IN THOSE
AUTOMATIC ENGAGEMENTS OVER THE
LAST 40, PLUS MONTHS THERE HAVE
BEEN 52 OF THEM. UM AND WE HAVE
COMPLETED THE ANALYSIS ON 42.
YOU CAN SEE THE DATA THERE. UM
MOST OF THE 40 TO COME OUT AS
HIGH RISK THE RESULT OF THIS
ANALYSIS. IS TO PLACE THE
DISTRICT IN A CATEGORY OF RISKS
FROM HIGH TO MODERATE TO LOW BY
FAR MOST OF THEM ARE IN THE HIGH
RISK CATEGORY. UNDER A V 18 40
FROM 2018. YOU'RE AWARE THAT
BOTH ENGLEWOOD UNIFIED IN
OAKLAND UNIFIED, QUALIFIED FOR
ADDITIONAL UNRESTRICTED
APPORTIONMENT. YOU CAN SEE WHAT
THE HISTORY IS THERE. THAT
PROCESS IS NOW COMPLETE IN THE
LAST, UM IN THE CURRENT YEAR'S
BUDGET. BILL TRAYLOR BILL A B 1
81, THE LEGISLATURE AND
ADMINISTRATION. PROVIDE UH, AN
ADDITIONAL OPPORTUNITY FOR BOTH
OAKLAND AND INGLEWOOD FOR
ADDITIONAL FUNDS ARE ANALYSIS
FOR OAKLAND IS ONGOING. IT'S DUE
APRIL 1ST. OUR INITIAL ANALYSIS
FOR INGLEWOOD IS COMPLETE, AND
THEY WILL NOT QUALIFY, NOR DO
THEY NEED THESE ADDITIONAL FUNDS
. THEY'RE NOT PROPOSING A
DEFICIT AT THIS POINT. AND THEIR
AUDIT REPORT WOULD DISQUALIFY
THEM FROM MEETING THE
ELIGIBILITY CRITERIA. DISTRICTS
THAT ARE CONCERNED FOR US AND
YOU SAW YOU'VE SEEN THESE NAMES
ALREADY. IN MY PRESENTATION.
HAPPY CAMP, ANOTHER VERY SMALL
DISTRICT IN SISKIYOU COUNTY,
JUNCTION ELEMENTARY AND SISKIYOU
COUNTY, OHI IN VENTURA. STOCKTON
UNIFIED IN SAN JOAQUIN, YOU'VE
READ A LOT IN THE MEDIA ABOUT
NOT ONLY HAS SOME INTERNAL
CONTROL ISSUES AND QUESTIONS
ABOUT HOW THEY'VE SPENT MILLIONS
OF FEDERAL DOLLARS. UM AS A
RESULT OF A RECENT AUDIT WE
COMPLETED, UM, THAT WOULD APPEAR
THAT THERE'S EVIDENCE OF
WRONGDOING, BUT THEY ARE ALSO A
LACK OF GOING CONCERN. CONCERN
DESIGNATED DISTRICT WE'D UNION
ELEMENTARY IN SISKIYOU COUNTY.
UM IS OVER THE HUMP ON THEIR
IMMEDIATE GENERAL FUN ISSUES,
BUT THEY HAVE PENDING ISSUES
RELATED TO BUILDING CONSTRUCTION
, WHICH WILL COME BACK TO THEIR
GENERAL FUND IF THEY DON'T
RESOLVE THEM OTHERWISE, AND WEST
CONTRA COSTA USD, UM IS A LACK
OF GOING CONCERN DESIGNATION.
THEY ARE GOING THROUGH
ADDITIONAL ANALYSIS RIGHT NOW,
AS THEY JUST SETTLED A
COLLECTIVE BARGAINING AGREEMENT
IN THE LAST WEEK. THE SOLVENCY
TRENDS AND THESE GO HAND IN HAND
WITH WITH THE CHAIR. UM, AND
SOME OF YOUR QUESTIONS MEMBER
PHªN JUST A MOMENT AGO, UM,
COMMON ACROSS MANY, MANY
DISTRICTS AS THE ISSUE OF
DECLINING ENROLLMENT. UM, I
THINK IT'S IMPORTANT IN YOUR
DISCUSSION AND STAFF AS WELL
AWARE OF THIS HAVE SPENT HOURS
ON THIS IS YOU HAVE TO SEPARATE
DECLINING ENROLLMENT FROM
ATTENDANCE. THEY ARE
INTERRELATED. BUT THERE ARE
ISSUES GOING ON WITH DECLINING
ENROLLMENT THAT A DISTRICT
CANNOT NECESSARILY CONTROL THE
NUMBER ONE INFLUENCE ON
DECLINING ENROLLMENT IN
CALIFORNIA RIGHT NOW IS LOWER
BIRTH RATES AND HAS BEEN FOR A
NUMBER OF YEARS. UM AND THAT'S
NOT SOMETHING I THINK FROM A
POLICY STANDPOINT, MOST OF US
ARE ANXIOUS TO NECESSARILY
CONTROL RIGHT FROM A CHRONIC
ATTENDANTS STANDPOINT, THAT'S A
DIFFERENT ISSUE, AND THERE ARE
BOTH AS AS DEPUTY SUPERINTENDENT
. AND AS THE CHAIR OF TALKED
ABOUT, THERE ARE NUMBER OF
THINGS THAT CAN BE DONE AT THE
LOCAL LEVEL. TO HELP INFLUENCE
THAT. SPEND DOWN OF THE ONE TIME
PANDEMIC FUNDS IS A CONCERN. UM
NOT THAT THEY'RE SPENDING HIM
DOWN. THAT'S WHAT WE WANT HIM TO
DO, AND TO SERVE KIDS BOTH ON
LEARNING LAST MITIGATION AND ON
SOCIAL, EMOTIONAL SUPPORTS AND
OTHER NEEDS THAT OUR STUDENTS
HAVE. BUT WE ARE ENTERING THE
PERIOD WHERE THOSE FUNDS WILL BE
FULLY EXHAUSTED. OR THEY'LL HIT
THEIR DEADLINES. UM, AND
DISTRICTS NEED TO HAVE SOLID
EXIT PLANS. THEY HAVE A LOT OF
STAFF TIED TO THESE ONE TIME
FUNDS, STAFFER RECURRING
COMMITMENTS. THEY'VE GOT TO
FIGURE OUT HERE HOW THEY'RE
GOING TO EXIT. UM THAT
ENVIRONMENT SLOWING STATE
REVENUE. CERTAINLY AS YOU'VE
HEARD IN YOUR EARLIER
PRESENTATION, WHEN WE LOOK AT
THE OUT YEARS, UM UM AND AS THE
DEPUTY SUPERINTENDENT INDICATED,
DISTRICTS CONTINUE TO FEEL THE
IMPACT OF INCREASING
INFLATIONARY INFLATIONARY
PRESSURES JUST BECAUSE INFLATION
IS STARTING TO SLOW DOESN'T MEAN
THAT THE PRICE IS ACTUALLY BEING
ROLLED BACK THE PRICE FOR FOOD
PRODUCTS TO FEED OUR KIDS, THE
PRICE OF SUPPLIES, UM AND
CERTAINLY THE NEED TO ADEQUATELY
COMPENSATE OUR STAFF SO THAT
THEY CAN MEET ALL THOSE NEEDS
WHEN THEY GO HOME. AH ARE
IMPORTANT CONSIDERATIONS AT EACH
DISTRICT. PROBABLY NOT NEW TO
YOU. BUT NEW ON THE RADAR SCREEN
IS THE ISSUES ASSOCIATED TO ABBY
TO 18 AND ABUSE OF STUDENTS AND
THE CLAIMS THAT HAVE BEEN FILED
AND ULTIMATELY, THE COURT
JUDGMENTS THAT ARE COMING TO
PLAY IN THIS REGARD. UM THE
INITIAL IMPACT IS TO THE VARIOUS
RISK POOLS THAT WILL RESULT,
THOUGH, IN MUCH HIGHER PREMIUMS
BACK TO THEIR MEMBER DISTRICTS.
UM AND A COST IMPACT. WE DO HAVE
ONE DISTRICT WITH A JURY
JUDGMENT THAT IS CURRENTLY AN
APPEAL THAT EXCEEDS THEIR
INSURANCE LEVELS. AND SO THEY
WILL HAVE, UM IF THEIR APPEAL IS
UNSUCCESSFUL, THEY WILL HAVE
IMMEDIATE FISCAL DISTRESS. UM
DEPENDING ON HOW THEY CHOOSE TO
RESOLVE THE UNINSURED CLAIM IT
IS SUBSTANTIAL COMPARED TO THE
SIZE OF THE DISTRICT. THE
UNINSURED PORTION OF THE CLAIM
IS UM MOST FREQUENT CONDITION
I'VE ALREADY ALLUDED TO. THESE
IS DECLINING ENROLLMENT. A D. A
YIELDS THAT ARE NOT REBOUNDING.
UM, THE OUT YEAR DISTRESS AS
THEY THINK ABOUT HOW THEY'RE
GOING TO BACKFILL FUNDING AS THE
ONE TIME FUNDS ARE EXHAUSTED. UM
ARE ARE COMMON ACROSS THE
DISTRICTS THAT ARE THE HANDFUL
OF DISTRICTS THAT ARE STRUGGLING
, FISCALLY FINALLY, FUND
RESERVES FUND BALANCE RESERVES
ARE VERY STRONG AS WE ENTERED
INTO THE LAST DOWNTURN IN OH,
SEVEN OH EIGHT ECONOMIC DOWNTURN
IN OH, SEVEN. OH, EIGHT UNIFIED
DISTRICTS AVERAGED ABOUT 8% FUND
BALANCE RESERVE. IN THE LAST
OFFICIAL REPORTING WERE UP OVER
22% NEW REPORTING WILL BE OUT
VERY SHORTLY FOR LAST YEAR, AND
I EXPECT IT TO BE EVEN HIGHER,
SO DISTRICTS ENTER THIS
POTENTIAL DOWNTURN AND
TIGHTENING WITH REGARD TO
REVENUES IN A MUCH STRONGER
POSITION THAN THEY DID IN 708.
THE SAME SHOULD BE SAID FOR
THEIR CASH BALANCES, WHICH ARE
DIFFERENT THAN THEIR FUND
BALANCES. THEIR CASH BALANCES,
GENERALLY SPEAKING, ARE ALSO
VERY STRONG. WITH THOSE NOTED
EXCEPTIONS THAT I'VE TALKED
ABOUT THE HAPPY TO ANSWER ANY
QUESTIONS THAT YOU MAY HAVE.
THANK YOU. SERIES OF QUESTIONS.
START WITH MR MURATSUCHI THANK
YOU, UM MR FINE. GOOD TO SEE YOU
AGAIN, SIR. I HAVE, UM. YOUR
HANDOUT THAT HIGHLIGHTS THE MOST
FREQUENT CONDITION AMONG
QUALIFIED CERTIFICATIONS.
DECLINING ENROLLMENT. ADA YIELDS
NOT REBOUNDING IT AS EXPECTED.
UM THEY DO YOU SEE ANY. ANY
PATTERN OR TREND BETWEEN YOU
KNOW? DISTRICTS. THAT. THAT ARE
SEEING THESE SAME CHALLENGES AND
YET ARE NOT. YOU KNOW, UH
QUALIFIED OR NEGATIVE
CERTIFICATION DISTRICTS. WHAT
ARE THE MAIN DIFFERENCES? THE
MAIN DIFFERENCES ARE THOSE
DISTRICTS THAT ARE NOT IN FISCAL
DISTRESS OR HAVING FISCAL
DIFFICULTIES TO DECLINE ROMANS
BECAUSE THEY'VE BEEN ADJUSTING
AS THEY LOSE STUDENTS, UM,
EITHER BY TAKING ADVANTAGE OF
ATTRITION OR BY POTENTIALLY NOT
HIRING. UM AS THEY LOSE STUDENTS
, DISTRICTS THAT ARE
EXPERIENCING DISTRESS OR JUST
THE OPPOSITE. THEY HAVE NOT
ADDRESSED THE ISSUE AND THE
PROBLEM, WHICH IS NOT NEW TO
THEM, HAS BEEN MASKED BY THE
LARGE SUMS OF ONE TIME FUNDS.
HOWEVER AT THE LOCAL LEVEL
THAT'S EASY TO DISTINGUISH AT
OUR LEVEL. THAT'S MORE. THAT'S
MORE DIFFICULT. WE'VE GOT TO DIG
DOWN RIGHT, BUT AT THE LOCAL
LEVEL WHERE THE LOCAL GOVERNING
BOARD AND SUPERINTENDENT, THE
CHIEF BUSINESS OFFICIAL OR
OPERATING THEY CAN SEE THOSE
DIFFERENCES. UM AND THEY'RE VERY
EVIDENT TO THEM. UM AND SO THE
UNFORTUNATE IMPACT IS, UM ON ON
STAFF, RIGHT? WE MAY HAVE MORE
STAFF THAN WHAT WE NEED TO SERVE
KIDS, UM, AT THIS POINT IN TIME
OR OR SAID DIFFERENTLY THAN OUR
TRADITIONAL FORMULAS BECAUSE AT
THE SAME TIME WHAT'S GOING ON IS
THEY ARE LACKING STAFF AND OTHER
AREAS FIND IT VERY DIFFICULT TO
FIND QUALIFIED STAFF IN MANY
AREAS. UM AND SO, UH, FIGURING
OUT HOW TO MOVE SOMEBODY FROM
JOB TO JOB BE THOSE KINDS OF
THINGS ALL ARE PART OF THAT, UM
SOLUTION. BUT IS IT FAIR TO SAY
I AM I HEARING YOU? SAYING THAT,
UH THE DISTRICTS THAT ARE IN
FISCAL DISTRESS ARE THE
DISTRICTS THAT HAVE FAILED TO
ADEQUATELY PLAN FOR ADEQUATELY
EXERCISE FISCAL RESPONSIBILITY
TO RECOGNIZE THAT THE TRENDS THE
CHALLENGES THAT THEY'RE FACING,
AND TO MAKE APPROPRIATE STAFFING
AND BUDGETARY DECISIONS WHEN IT
COMES TO DECLINING ENROLLMENT,
YES. AS WELL AS A D A. SO A D A.
I SEE IS DIFFERENT. I WOULD NOT
BE JUMPING AT ADJUSTING STAFF
BECAUSE A DÍAS DOWN MORE BE
LOOKING AT WAYS TO INVEST IN
ADDITIONAL STAFF TO DO SOME OF
THE THINGS THAT THAT THAT THE
DEPUTY SUPERINTENDENT TALKED
ABOUT TO DO THOSE HOME VISITS TO
DO THE DAILY FOLLOW UP. UM, TO
DO A VARIETY OF TASKS THAT WE
HAVE KNOWN OVER THE YEARS
ACTUALLY INCREASE A D. A UM WE
HAVE THE NEW CHALLENGE OF THE
PANDEMIC. UM WE STILL HAVE
LINGERING ASPECTS OF THE
PANDEMIC. UM AS FAR AS CHALLENGE
THAT ARE IMPACTING THE LACK OF
REBOUNDING 80 A. UM AND WE HAVE
A NEW GENERATION OF KIDS IN THE
PRIMARY GRADES RIGHT THAT THAT
STARTED SCHOOL DURING THE
PANDEMIC, AND I DON'T THINK THEY
AND THEIR FAMILIES FULLY
APPRECIATE THE IMPORTANCE OF
BEING THERE EVERY DAY. THAT'S
HOW WE IMPACT KIDS IS THAT
THEY'RE WITHIN OUR REACH EVERY
DAY, RIGHT? UM AND WE THINK OF
THAT AS BEING IN SCHOOL. MM HMM.
AND SO FOR FROM YOUR
PERSPECTIVE, YOU KNOW? THERE
HAVE BEEN REFERENCES MADE DURING
THIS HEARING A PROPOSAL TO
CHANGE THE SCHOOL FUNDING FROM
FROM A D, A BASE TO ENROLLMENT
BASED FROM YOUR PERSPECTIVE.
WHAT ARE YOUR THOUGHTS ON THAT
CALIFORNIA IS CERTAINLY AN
OUTLIER IN THIS PARTICULAR CASE
, SO I THINK IT IS A WORTHY
CONVERSATION THAT WE SHOULD BE
HAVING AND THE ANALYSIS DONE,
AND I THINK SENATE IF I REMEMBER
IT WAS SENATE EDUCATION MADE
THAT RECOMMENDATION LAST YEAR ON
LAST YEAR'S BILL THAT WE STUDIED
THE TOPIC, HOWEVER, TO THE
CHAIRS EARLIER COMMENTS. THE
PART OF PROP 98 IS THE POT IS
THE SIZE OF PROP 98. WE'RE JUST
TALKING ABOUT REDISTRIBUTING THE
FUNDS. UM, AND UNDER THE
PROPOSAL IF WE LOOK AT THE DATA
, ABOUT A THIRD OF THE SCHOOL
DISTRICTS IN CALIFORNIA WOULD
GAIN REVENUE AND ABOUT TWO
THIRDS WOULD LOSE REVENUE. WE'RE
GOING TO REDISTRIBUTE FUNDS
AMONG ELIA'S. UM. AND SO THE
OTHER PIECE OF IT THAT WE HAVE
TO KEEP IN MIND IS IF WE'RE
GOING TO CHANGE THE SYSTEM, WE
SHOULD THINK ABOUT CHANGING THE
WHOLE SYSTEM. UM REMEMBER THE
PROP 98 SET BY THE VOTERS IS
DRIVEN BY 88. SO IF WE DON'T IF
WE JUST CHANGE THE DISTRIBUTION
SYSTEM TO BE ENROLLMENT, BUT
DON'T CHANGE. UM HOW THE HOW THE
PIE IS ACTUALLY CRAFTED AND
CREATED AND USE ENROLLMENT THERE
. THEN I QUESTION WHETHER WE'RE
WE'RE CREATING A PROBLEM WHERE
ONE CAN MOVE IN ONE DIRECTION,
THE SIZE THE AMOUNT OF FUNDS
AVAILABLE AND THE DISTRIBUTION
SYSTEM MOVE IN A DIFFERENT
DIRECTION. ALL RIGHT. THANK YOU.
JUST ON THAT. IS IT TRUE THAT
YOU SAY A THIRD WOULD WOULD WIN?
A THIRD OF THE SCHOOL KIDS, BUT
IT'S A THIRD OF THE DISTRICT. IS
THAT THIRD REALLY JUST TWO
DISTRICTS. WELL, IT'S A IF I
REMEMBER THE DATA RUNS FROM LAST
SPRING ON LAST YEAR'S PROPOSAL.
UM I BELIEVE MY ONE THIRD
REFERENCE UNLESS SOMEBODY BEHIND
ME CAN CLARIFY IS A D A. YEAH,
BUT I GUESS WHAT? I'M ASKING L E
A S. IS IT POSSIBLE THAT THERE'S
1000 DISTRICTS IN CALIFORNIA
WITH SOMEONE TALKING ABOUT A
SECOND SOUNDS LIKE WAY TOO MANY.
IS IT POSSIBLE TO THIS POLICY
THAT THE THIRD REALLY IS LIKE?
COUPLE DISTRICTS, ELLA AND
OAKLAND OR MAYBE ANOTHER ONE
THAT WE LOOK AT THE NUMBER OF
STUDENTS IN THOSE COUPLE OF
DISTRICTS, YOU KNOW, LESS THAN
ON MY HAND. IT'S REALLY JUST A
COUPLE THAT'S PROBABLY A FAIR
THAT'S PROBABLY A FAIR
UNDERSTANDING OF IT. JUST BASED
ON WHAT WE KNOW ABOUT LARGE
URBAN DISTRICTS AND THEIR
HISTORICAL ATTENDANCE RATES
VERSUS SMALLER DISTRICTS, UM,
AND THEIR HISTORICAL ATTENDANCE
RATES WONDER THERE'S DISTRICTS
NOT TO BASH ON L. A THERE'S
DISTRICTS AT THE EXACT SAME
DEMOGRAPHICS. UH UM. YOU KNOW
CHALLENGES AS L. A. LIKE MAYBE
URBAN ONES HERE IN MY DISTRICT
THAT DON'T HAVE THAT ISSUE, SO I
DON'T KNOW. UM SO TWO THINGS I
WANT TO JUMP IN ON. WE TALKED
EARLIER ABOUT, UM ABOUT, UM
COVID. AND, UM CHRONIC
ABSENTEEISM. CAN CAN YOU DIG
INTO THAT A BIT MORE. WELL, I
THINK, UM. WE'RE STILL LEARNING
TO DEAL. REPHRASE. I'M SORRY. UH
DID THEY SO CALLED DISAPPEARING
STUDENTS WHERE THEY'VE GONE AS
MR MARKS, WHICH HE SAYS, YOU
KNOW, YOU LOOK AT CHARTER
SCHOOLS, PRIVATE SCHOOLS, AND
THEY'RE NOT THERE EITHER. SO,
YOU KNOW, RIGHT? MAYBE ENLIGHTEN
US A BIT MORE OF THAT. SO THEN
LET ME LET ME START DIFFERENTLY
. AND THAT IS IN THAT CONTEXT. I
THINK WE'RE TALKING ABOUT
DECLINING ENROLLMENT. WHERE
WHERE ARE MISSING KIDS? NOT OUR
KIDS THAT ARE ENROLLED THAT WE
STILL KNOW ABOUT THAT. AREN'T
THERE EVERY DAY. BUT WHERE? THE
300,000 KIDS THAT WE'VE LOST IN
CALIFORNIA'S K 12 SYSTEM. UM
YOU'RE CORRECT, SHERIFF. YOU
LOOK AT THE, UM HOME. IF YOU
LOOK AT THE PRIVATE SCHOOL
AFFIDAVIT DATA THAT HAS FILED
EACH YEAR WITH THE DEPARTMENT,
WE KNOW THAT THEY DIDN'T ALL GO.
WE SAW WE SAW INCREASES IN UM,
THE HOME SCHOOL ENVIRONMENT
DURING THE PANDEMIC, ALTHOUGH
IT'S LEVELED OFF UM, WE SAW
TRADITIONAL PRIVATE SCHOOLS THAT
AREN'T HOME SCHOOL, SO CHURCH
RELATED DICING RELATED SCHOOLS
STAY ABOUT THE SAME. BECAUSE
TRADITION THEY CLOSED AS WELL
THEIR BRICK AND MORTAR
ENVIRONMENTS, RIGHT? UM BUT THEY
ACCOUNT FOR A FEW TENS OF
THOUSANDS OF KIDS. JUST A
HANDFUL, NOT 300,000, RIGHT? AND
SO THE QUESTION IS. WHERE ARE
THE KIDS? WE DO KNOW FROM. LET
ME SAY THIS. EVERY INDIVIDUAL
SCHOOL KNOWS EXACTLY WHERE THEIR
KIDS WENT BECAUSE IN THE MAIN
OFFICE ON TOP OF THE FILE
CABINET OF CUME FOLDERS, EACH
STUDENT'S RECORD IS A CLIPBOARD
OR A NOTEBOOK. WHERE THE NEW
SCHOOL IS REQUESTED THEIR
RECORDS AND THEY LOGGED THAT
THEY DON'T NECESSARILY PUT THAT
IN A SYSTEM THAT WE CAN ALL
QUERY RIGHT. IT'S ON THIS LOG
FORM ON TOP OF THAT FILE CABINET
SO SCHOOL BY SCHOOL, THEY KNOW
EXACTLY WHERE THEIR KIDS ARE ARE
HAVE GONE. AT THE DISTRICT LEVEL
. WE KNOW THAT A GENERALIZED
REASON FOR THEIR EXIT AS AS
DEPUTY SUPERINTENDENT, NICELY
INDICATED IN COW PADS. WE
COLLECT A REASON. AN EXIT REASON
CODE. IT IS ROLLED UP MANY TIMES
BY THE TIME IT REACHES THE
DEPARTMENT. BUT WE CAN
DISAGGREGATE THAT DATA AND LOOK
AT IT, UM, TO THE EXTENT THAT
DISTRICT IS, UM, GRANULAR, TO
THE EXTENT THAT THEY'RE NOT
USING A VERY HIGH LEVEL CODE
EXIT, BUT THEY'RE ACTUALLY HAVE
DEVELOPED MULTIPLE REASONS FOR
THE EXIT. WE CAN SUCH AS OUT OF
STATE OUT OF COUNTY AND SO ON.
WE KNOW ANECDOTALLY FROM OTHER
DATA OF ALL PLACES, U HAULS
ANNUAL SURVEY. UH OF WHERE
FAMILY WHERE TRUCKS ARE RENTED
FROM AND WHERE TRUCKS END UP IN
THE SIZE OF TRUCKS, WHICH TELL
US WHETHER IT'S AN INDIVIDUAL OR
A FAMILY. IN MOST CASES. WE KNOW
, GENERALLY SPEAKING WHERE THEY
ARE GOING, UM AND WE KNOW WHAT
OUR MIGRATION PATTERNS IN THE
STATE. WE'RE GOING INTO THE
PANDEMIC DURING THE PANDEMIC.
AND THEN, UM, LATELY, UM OR LAST
YEAR, STARTING TO REVERSE BACK
TO BE FOR CALIFORNIA TO BE A NET
MIGRATION IN AS OPPOSED TO
DURING THE PANDEMIC. WE WERE NET
MIGRATION OUT STATE, SO WE HAVE
OF VARIETY OF DATA SOURCES, BUT
GETTING RIGHT DOWN TO DEFINING
THAT WE HAVE 5% OF OUR KIDS HAVE
GONE TO TEXAS. 4% OF OUR KIDS
HAVE GONE TO THE COW. CAROLINA
IS 2% TO, UM, FLORIDA OR NEVADA
OR IDAHO. THAT'S THAT'S PRETTY
DIFFICULT TO DO WITHOUT
INDIVIDUAL SCHOOL SITE REPORTING
TO US. THE ZIP CODES OF THOSE OF
WHERE THEY MAILED THE RECORDS,
TOO. BUT BUT ISN'T THERE. I SAW
SOME RESEARCH THAT SHOWS BEYOND
ALL OF THAT. THERE'S STILL
MISSING. KIDS. YEAH, THEY NOT IN
SCHOOLS, OR THIS SO CALLED I
DON'T THINK I DON'T THINK WE
KNOW. UH IT'S A CONCERN WHEN WE
SAW THIS TRENDING START DURING
THE PANDEMIC. I THINK WE ALL
FREAKED OUT A LITTLE BIT RIGHT.
WE ARE WE HAVE HISTORICALLY BEEN
PRETTY GOOD ABOUT KNOWING WHO
OUR KIDS ARE HAVING HIM IN
SCHOOL OR ACCOUNTING FOR THEM IN
A VARIETY OF WAYS. WE HAVE A
WHOLE POLICY AND STATUTES BOTH
FEDERAL AND STATE. RELATED TO
THIS, UM, BUT DURING THE
PANDEMIC, EVERYTHING CHANGED. I
SIR, I DON'T THINK WE HAVE A
SOLID ANSWER THAT ADDS UP TO
300,000. I THINK IT'S THE POINT.
OKAY THANK YOU. AND THEN, UM YOU
KNOW, I NOTICED ON THE
DISTRICTS. UM NO. THEY'RE ALL
OVER THE MAP. SO SOME ARE URBAN
DISTRICTS, AND WE'VE SEEN
OKLAHOMA LIST FOR A DECADE AND
YOU KNOW? HOPEFULLY I WON'T BE
DOING BETTER. LET ME SAY THEY'RE
DOING BETTER. HOPEFULLY, WE
WON'T SEE SOME OTHER URBAN
DISTRICTS LIKE MY LOCAL DISTRICT
HERE, WHICH ALL RIGHT, UM. YOU
KNOW, EDUCATION LEADERS HAVE
BEEN CONCERNED ABOUT LIKE OUR
COUNTY OFFICER THAT THAT BEING
SAID, UM, WHAT DO WE THINK
ABOUT? SOME OF THESE LITTLE
DISTRICTS AND THE. AND IN THE
WORLDLINESS. I KNOW WE SUPPORT
LOCAL CONTROL. MISS DOLLY WAS
HERE. SHE TALKED ABOUT HOW IT
REALLY MATTERS. MAYBE THEY'RE
LITTLE, BUT THERE YOU KNOW, 80
MILES AWAY IN MOUNTAIN RANGES
AND NO WAY TO GET THERE. BUT IN
SOME OF THE DISTRICTS EVEN 10
MILES FROM HERE IN MY DISTRICT.
THERE'S UM REMEMBER THE NAME OF
IT. IT'S SO SMALL. DR THERE'S
WHERE THERE'S. ROB LÀ, AND
THERE'S ANOTHER LITTLE ONE WAS
LIKE TWO ELEMENTARY SCHOOLS.
THINK L'VE ALBERTA, ALBERTA HAS
BEEN ON OUR LIST RECENTLY. BUT
THEY'RE JUST A COUPLE OF SCHOOLS
AND TWO SCHOOLS AND NOT TO BASH
ON ACCENT, BUT LIKE WE'RE PAYING
A SUPERINTENDENT SALARY FOR TWO
SCHOOLS AND YOU KNOW WE HAVE
SCHOOL BOARDS AND THIS AND THAT
SO DOESN'T MAKE SENSE FOR SOME
OF THESE HAVE A THRESHOLD LIKE
10 OR MORE SCHOOLS. IF YOU'RE
NOT. AND LAST YEAR IN A RURAL
AREA WHERE THERE'S SOME ISSUES
WHAT YOU CAN JUSTIFY, BUT IF
YOU'RE IN A, YOU KNOW,
CONCENTRATED AREA WHY HAVE THESE
LITTLE SCHOOL DISTRICTS? TOO
MUCH BUREAUCRACY AND, UM, JUST
DOESN'T LOOK LIKE GOOD
GOVERNMENT. WELL. CERTAINLY
SOMETHING THE LEGISLATURE DEALT
WITH BACK IN THE SIXTIES, RIGHT
WHEN THEY PROVIDED FINANCIAL
INCENTIVES FOR UNIFICATION FROM
WHAT WAS PREDOMINANTLY
ELEMENTARY, SEPARATE ELEMENTARY
AND HIGH SCHOOL DISTRICTS. THERE
WAS FINANCIAL INCENTIVES
PROVIDED TO CREATE UNIFIED.
THAT'S REALLY WHERE MOST OF OUR
UNIFIED'S TODAY GREW OUT OF, UM
THE DISTRICT'S I'VE ALL WORKED
FOR ALL HAVE HISTORY OF
UNIFICATION IN THEM, UM, BEFORE
I CAME INTO THIS POSITION OF, UM
SO SONOMA COUNTY IS A GREAT
EXAMPLE. IF I REMEMBER RIGHT
THERE ARE 47. SCHOOL DISTRICTS,
SOME WITH ENROLLMENT, SOMETHING
MANY SINGLE SCHOOL DISTRICTS,
SOME WITH ENROLLMENT BELOW THE
ED CODE RED CODE THRESHOLD OF
SIX AND SEVEN KIDS TO YOUR POINT
IS WELL TAKEN. UM THEY HAVE AN
ADMINISTRATIVE STRUCTURE IN
PLACE THAT IS NOT 100%
CONTINGENT ON THE NUMBER OF KIDS
THEY SERVE, AND YET THEY ARE.
THEY'RE PAYING OUT FOR A
SUPERINTENDENT, CHIEF BUSINESS
OFFICIAL. UM OTHERS, UM. LOCAL
CONTROL IS ALWAYS BEEN THE
FACTOR. IF I GO TO TURN COUNTY
WITH, UM OFF TOP, MY HEAD 42
DISTRICTS SPREAD OUT A LITTLE
BIT MORE THAN THAN SONOMA COUNTY
, BUT IT'S THE SAME ISSUE RIGHT
EVEN AS THEY HAVE GROWN, AND
THERE'S LESS DISTANCE BETWEEN
COMMUNITIES BECAUSE OF GROWTH,
RIGHT? UM. THEY HAVE A LOT OF
DISTRICTS FOR WHAT HAS
HISTORICALLY BEEN A LOWER
POPULATED COUNTY. UM. IN UM
SISKIYOU COUNTY. YOUR MEMBER,
YOUR COLLEAGUE. THAT IS THAT IS
NOT HERE. SHE SHE ACTUALLY HAS
SEVERAL DISTRICTS ON THE LIST.
UM SOME OF THOSE ARE SO SMALL
THAT THEY ARE NOT GENERATING
INTEREST IN BY GOVERNING BOARD
MEMBERS. I ONE OF THEM DOES NOT
HAVE A FUNCTIONAL SCHOOL BOARD.
THIS COUNTY, THE COUNTY. OFFICE
OF EDUCATION BOARD MEMBERS SIT
AS THAT SCHOOL DISTRICTS BOARD.
BECAUSE THERE AREN'T ENOUGH
FOLKS IN THE COMMUNITY
INTERESTED IN BEING A SCHOOL
BOARD MEMBER. UM AT THAT POINT,
YOU REALLY HAVE TO QUESTION
WHETHER LOCAL CONTROLS IN PLAY
OR NOT, BECAUSE IT'S BEEN
PROVIDED BY THE COUNTY RIGHT IF
HE DID HAVE A POLICY. WOULD YOU
THINK OF THRESHOLD WOULD BE THE
NUMBER LIKE A CERTAIN NUMBER OF
SCHOOLS. CERTAIN NUMBER OF.
STUDENTS STUDENTS WOULD BE THE
NORMAL THRESHOLD, BUT I THINK
YOU HAVE TO GO BEYOND THAT, AND
YOU HAVE TO LOOK AT THE
CHARACTERISTICS OF THE
COMMUNITY. UM IT'S THE SAME
DISCUSSION. YOU HAVE ANY TIME
YOU CONSIDER CLOSING A
NEIGHBORHOOD SCHOOL. UH HORRIBLE
DECISION. UM EVEN YOU CAN'T
STICK TO JUST A NUMBER THAT I'M
BELOW 200 OR BELOW 100 KIDS. AND
THEREFORE IT'S RIPE TO BE CLOSED
OR RIGHT TO BE CLOSED. YOU HAVE
TO LOOK AT THE CHARACTERISTICS
OF THE NEIGHBORHOOD. UM, THE
CLOSEST SCHOOL UM, SO THE
CLOSEST DISTRICT IN THIS CASE,
UM SIMILARITIES BETWEEN THE
COMMUNITIES AND DOES IT MAKE
SENSE TO UNIFY OR MERGE THEM IN
SOME FASHION? UM IN THE LAST OFF
TOP MY HEAD IN THE LAST DECADE.
I THINK WE'VE HAD TWO OR THREE
DISTRICTS, LAPS THAT WERE IN
FISCAL DISTRESS, AND THEY LAPSED
INTO A NEIGHBORING DISTRICT AS A
RESULT, BUT THAT'S NOT A
FREQUENT CHOICE THAT THE LOCAL
COMMUNITY MAKES. YES, MR
MURATSUCHI. THANK YOU. ONE QUICK
FOLLOW UP. YOUR EARLIER
DISCUSSION ABOUT HOW EVERY
SCHOOL DISTRICT LOGS WHERE THERE
ARE STUDENTS OR EXITING. UH HUH.
EVERY SCHOOL, OKAY. UH UM IT AS
IT MY CORRECT AND UNDERSTANDING
THAT SCHOOL DISTRICTS ARE NOT
REPORT ARE NOT REQUIRED TO
REPORT THAT DATA TO THE
DEPARTMENT OF EDUCATION. NO,
THEY SIMPLY HAVE TO REPORT AN
EXIT CODE IN THE STUDENT'S
RECORD IN CAL PADS, WHICH THEN
IS REPORTED UP. THAT EXIT CODE,
THOUGH, CAN BE VERY HIGH LEVEL.
OKAY IT CAN BE JUST TRANSFERRED
TO ANOTHER SCHOOL. OKAY WITHOUT
SPECIFICS OF STATE COUNTY, THOSE
KINDS OF THINGS WHAT? WHAT'S KEY
ABOUT THAT LOG THAT THE OFFICE
MADE THE PRINCIPAL SECRETARY OR
OR ATTENDANCE CLERK KEEPS AT THE
SCHOOL SITE IS IT'S GOT ADDRESS
AND EVERYTHING WE KNOW EXACTLY
WHERE THEY'RE GOING. RIGHT UM,
AS OPPOSED TO JUST THAT THEY
LEFT SCHOOL A AND THEY'VE GONE
TO SCHOOL B. UM THE EXIT CODE
WOULD DISTINGUISH WHETHER IT WAS
IN THE DISTRICT OR NOT. BUT IF
WE JUST WANTED TO IDENTIFY, YOU
KNOW, TRENDS LIKE ARE THEY GOING
OUT OF STATE? ARE THEY GOING TO
A PRIVATE OR PAROCHIAL SCHOOLS.
UH UM. DOES THE KELP HAS DATA
ADDRESS THAT I WOULD HAVE TO
DOUBLE CHECK BEFORE YOU CAN GET
BACK TO YOU ON WHAT AT THE STATE
LEVEL IS THE MINIMUM REQUIRED
EXIT CODE TO USE SOME DISTRICTS
DEVELOP THEIR OWN CODES. FOR
THAT INTERNAL REPORTING, AND
THEN THEY ARE ROLLED UP TO A
MINIMUM THAT THE STATE SETS AND
I WOULD JUST NEED TO DOUBLE
CHECK WITH MY FOLKS AND FOLKS
THAT THE DEPARTMENT TO CONFIRM
THE MINIMUM THAT IS REPORTED.
OKAY, THANK YOU. OKAY? THANK
YOU. THANK YOU AGAIN FOR THAT
REPORT. UM THAT'S CONCLUDES OUR
AGENDA FOR TODAY. DO WE HAVE
PUBLIC COMMENTS AND YOU'LL GET
REWARDED IF YOU EITHER. IF YOU
PULL BACK AND MAYBE PUT YOUR
COMMENTS IN WRITING. OR, UM,
POTENTIALLY WAIT TILL THE REAL
HEARING BECAUSE WE DO HAVE A
CAUCUS THAT WERE 10 MINUTES LATE
TO WITH AN IMPORTANT AGENDA
ITEMS, SO REMEMBER POWER OF
INCENTIVES HERE. WELL, I'M
SAYING IF YOU IF YOU JUST DO
WHAT WE SAY YOU WILL GET A
PASSING GRADE SO, BUT I'LL KEEP
IT SUPER BRIEF KIMBERLY
ROSENBERG ER WITH S E I U WE
REALLY APPRECIATE THE
CONVERSATION TODAY, ESPECIALLY
HIGHLIGHTING AT ONE TIME FUNDS
MADE IT DIFFICULT TO MAKE THE
APPROPRIATE INVESTMENTS IN THE
WORKFORCE. WE ARE REALLY
CONCERNED ABOUT WORKFORCE. IT'S
BEEN A KEY ISSUE AT BOTH
SACRAMENTO AND LÀ USD WITH OUR
PENDING STRIKE THERE. IN THE
PAST ONE LAST YEAR. WE ARE
ESPECIALLY CONCERNED ABOUT THE
TK SITUATION, PAUSING THE RATIOS
AS A CHAIR MENTIONED. A LOT OF
THE MONEY THAT'S COMING INTO THE
SCHOOL SYSTEM IS GOING TO BE
BECAUSE OF TK. WE WOULD SUGGEST
STRONGLY THAT THAT MONEY GO
TOWARDS HELPING REDUCE THE RATIO
SO THAT WE DON'T DEAL WITH
BURNOUT AND WE CAN ADDRESS
RETENTION. THANK YOU. HI KATIE
HARDEN WITH THE CALIFORNIA
TEACHERS ASSOCIATION. I'LL BE
BRIEF. WE JUST WANT TO STRONGLY
SUPPORT THE COLA FOR THE L. C. F
F AND HOPEFULLY THAT CAN PROVIDE
STABILITY FOR OUR SCHOOL THING.
ON A MAC WITH CHILDREN NOW AND
YES, WE'LL SUBMIT SOMETHING IN
WRITING. WE REALLY SUPPORT THE
TK PROPOSAL. WE'D LIKE TO ALSO
SEE THE TEACHER RATIOS. GET DOWN
LOWER TO 10 TO 1. THANK YOU.
GOOD AFTERNOON, CHRISTINA
SALAZAR WITH CALIFORNIANS
TOGETHER BUT ALSO ON BEHALF OF
THE CALIFORNIA ASSOCIATION FROM
BILINGUAL EDUCATION, ASKING FOR
FUNDING FOR A BILL THAT WAS
SIGNED LAST YEAR. A V 18 68 900
K INITIAL INVESTMENT AND 60 TO
90 ONGOING FOR DATA. THE
SEGREGATION. THANK YOU. ZANDRA
WITH THE CALIFORNIA'S GOING
PLACES ASSOCIATION OF WE SUPPORT
THE GOVERNOR'S PROPOSAL TO FULLY
FUND THE 8.13% COLOR, IN
ADDITION TO THE UNIVERSAL SCHOOL
MEALS AND THE UNIVERSAL
TRANSITIONAL KINDERGARTEN
PROGRAM, BUT WE DO HAVE CONCERNS
WITH THE TRAILING BALL LANGUAGE
REQUIRING ADDITIONAL, UH. THAT
CREATES ADDITIONAL REQUIREMENTS
FOR THE SECOND ADULT OR A PARENT
EDUCATOR IN THE 80 K CLASSROOM.
IT HAS NOT BEEN ARTICULATED TO
US WHAT PROBLEMS THESE
ADDITIONAL REQUIREMENTS ARE
TRYING TO SOLVE. A T K CLASSROOM
HAS A CREDENTIAL TEACHER WHO
LEADS INSTRUCTION IN THE PARA
EDUCATOR IS THERE TO ASSIST THE
TEACHER? SO IN OUR PARA
EDUCATORS ARE WELL QUALIFIED BY
THEIR SCHOOL DISTRICTS MEASURES
TO DO THE JOB ALREADY, SO THIS
PROPOSAL WILL ONLY CREATE
BARRIERS TO ENTRY AND WILL
EXACERBATE OR EDUCATOR WORKFORCE
CRISIS. SO WE ASKED THAT WHEN
THE TIME COMES, YOU REJECT THIS
PROPOSAL. THANK YOU. OKAY. THANK
YOU. WE HAVE PUBLIC COMMENT ON
THE LINE MODERATOR. TWO EXTRA
COMMENTS, PRESS ONE, THEN ZERO.
AT THIS TIME, YOU'LL HEAR AN
INDICATION YOU'VE BEEN PLACED IN
THE Q AND IN 18 T SPECIALIST
WILL PROVIDE YOU WITH YOUR LINE
NUMBER. YOU CAN REMOVE YOURSELF
FROM YOUR CUBA REPEATING THE ONE
THEN ZERO COMMAND WILL FIRST GO
TO LINE 11. GO AHEAD, PLEASE
AFTERNOON MARTHA ZARAGOZA DÍAS,
REPRESENTING THE CALIFORNIA
MUSIC EDUCATORS ASSOCIATION. WE
WOULD LIKE TO BRING TO YOUR
ATTENTION THE NEED FOR
STRENGTHENING THE FISCAL
OVERSIGHT AND ACCOUNTABILITY OF
ALL SOURCES OF FUNDING FOR ARTS,
EDUCATION AND ITS DISCIPLINE. WE
WILL BE PROVIDING WRITTEN
COMMENTS ON THIS AND OTHER
ISSUES WHEN PROPOSITION 28 WILL
BE DISCUSSED. PRIOR TO THE MARCH
29TH HEARING. THANK YOU. THANK
YOU. LINE 15. HELLO KELLY
REYNOLDS ON BEHALF OF EARLY
CALIFORNIA. WE THANK YOU,
CHAIRMAN, PARTY AND COMMITTEE
MEMBERS RESIDENT. TODAY'S
MEETING WILL ALSO KEEP IT
BREATHED EARLY EDGE. THANKS. THE
GOVERNOR BIRTH COMMITTEE CAN
CONTINUE CONTINUED INVESTMENT TO
SUPPORT EXPANSION OF
TRANSITIONAL KINDERGARTEN AND
RECOGNIZE THAT AS MORE FOUR YEAR
OLD TEACHER T K, WE NEED TO
CONTINUE TO INCREASE INVESTMENTS
IN SUPPORT TO SUPPORT THE
INFRASTRUCTURE OF THE FULL MIXED
DELIVERY SYSTEM. THANK YOU AGAIN
FOR IMPORTANT HEARING TODAY.
THANK YOU. LINE 13. I LOOK AT
THAT BELL THAT THE CALIFORNIA
ASSOCIATION BUSINESS OFFICIALS
WE DEFINITELY SUPPORT THE
FUNDING FULLY FUNDING THE
PREDATORY COLA. WE OPPOSE THE
REDUCTION OF THE $1.2 BILLION
DISCRETIONARY BLOCK. GRANT UM,
WE ALSO WANTED TO KNOW THAT
GIVEN THAT TODAY WE APPRECIATE
THE RECOGNITION THAT THE CBO
CAPACITY ON THE FIELD DOES NOT
MEET THE DEMAND. CASTRO ALONG
WITH WEST THAT 200 CBOS ARE IN
THE FIRST OR SECOND YEAR OF THE
ROLE, 100 OF WHICH ARE IN THE
FIRST SIX MONTHS ON THE OTHER
END THERE ABOUT 250 CBOS THAT
ARE WITHIN 1 TO 2 YEARS OF
RETIRING. AND ALL OF THIS IS
HAPPENING WITH DECLINING
ENROLLMENT EXPIRATION OF EXTRA
FUNDS, WHICH YOU WHICH CREATES A
COMPLEX ENVIRONMENT. AND WE
BELIEVE THAT QUALIFIED CBS ARE
CRITICAL, BUT WE UNDERSTAND THE
NEED FOR ADDITIONAL TRAINING ON
THE FIELD AND SUPPORT FUNDING
FOR THESE PURPOSES. THANK YOU.
THANK YOU. OKAY THANK YOU.
MINDS. WE HAVE LINES 16 GO
AHEAD. TO GET SOMETHING. AND
I'VE TO MUCH. IT IS WE MAKE A
BREAK TOO MUCH. I THINK YOU
LEFT.
THANK YOU HAVE NO FURTHER LINES
IN. Q. THANK YOU. WE WILL
ADJOURN.