OKAY GOOD MORNING. WE WILL START
WITH A SUBCOMMITTEE OF THE
SUBCOMMITTEE, RIGHT, MR FONG.
OKAY TODAY IS OUR HEARING ON THE
23 24 BUDGET ON PROP 98 ARE OUR
WORKFORCE, STUDENT HEALTH AND
LITERACY. TODAY'S HEARING WILL,
UH, DIVE INTO A FEW OF THE
GOVERNOR'S JANUARY PROPOSALS AS
WELL AS PROVIDE OVERSIGHT ON
RECENT PRIOR YEAR INVESTMENTS.
WE'LL HEAR THE JANUARY PROPOSAL
EDUCATED WORK ON THE EDUCATED
WORKFORCE SHORTAGE. AND CONTINUE
AGAIN OR OVERSIGHT ON PRIOR YEAR
ALLOCATIONS. WE'LL ALSO HEAR
ABOUT A NEW PROPOSAL ON DRUG
OVERDOSES. IN OUR PUBLIC SCHOOLS
, AS WELL AS LITERACY PROPOSALS
, THOUGH THESE TWO ISSUES ARE
ARE WARRANTED FURTHER POLICY
CONSIDERATION. WE NEED TO
EVALUATE IT REGARDING WHETHER WE
SEE MAY REVENUE REVISED
PROJECTIONS COME IN, UM, AT THE
LEVEL OF ALLOW US TO FOCUS ON
THESE PIECES. AS WELL AS WE WILL
HAVE PUBLIC COMMENTS AT THE END
OF THE HEARING WILL START WITH
ISSUE NUMBER ONE, THE GOLDEN
STATE TEACHER GRANT PROGRAM WILL
HAVE THE DEPARTMENT OF FINANCE
LÀ YO AND THE STUDENT
COMMISSION.
OKAY? PLEASE BEGIN.
2 500 MILLION GENERAL FUND, WITH
100 MILLION AVAILABLE EACH YEAR
OVER A FIVE YEAR PERIOD AS PART
OF THE 2021 22 BUDGET ACT. ALONG
WITH THAT FUNDING CAME
SIGNIFICANT CHANGES TO WHO IS
ELIGIBLE FOR THE PROGRAM UNDER
CURRENT LAW. TEACHER CANDIDATES
AND PERSONS SEEKING A PUPIL
SERVICES CREDENTIAL ARE ELIGIBLE
FOR AN AWARD OF UP TO $20,000 TO
COVER COSTS ASSOCIATED WITH
THEIR CREDENTIAL PROGRAM IF THEY
COMMIT TO TEACH AT A HIGH NEEDS
SCHOOL FOR FOUR YEARS, WE HAVE
OBSERVED GROWTH IN APPLICATIONS
TO THE PROGRAM WAS IT BECAME
BETTER KNOWN AND AFTER THE
EXPANSION OF ELIGIBILITY
CRITERIA AT THE LAST BUDGET ACT.
AH AH, AS NOTED YOUR AGENDA. IT
IS POSSIBLE THAT THE PROGRAM
EXPENDS THE 98 MILLION AVAILABLE
FOR GRANTS IN THE CURRENT YEAR
AND MAY EVEN EXPAND AVAILABLE
RESOURCES FROM THE PAST YEAR TO
ISSUE GRANTS. EVEN SO, THE
ADMINISTRATION BELIEVES THAT
ADDITIONAL CHANGES ARE WARRANTED
AS PART OF THE 2023 24 GOVERNORS
BUDGET PROPOSAL. WE HAVE DRAFTED
TRAILER BUILT LANGUAGE THAT WERE
REMOVED THE HIGH NEEDS SCHOOL
REQUIREMENT, LOWER THE SERVICE
REQUIREMENT FOR EDUCATORS THAT
PRIORITY SCHOOLS 23 YEARS WHILE
MAINTAINING IT AT FOUR YEARS FOR
EDUCATORS WHO TEACH AT OTHER
SCHOOLS. AND CREATE ELIGIBILITY
FOR THOSE SEEKING CERTAIN TYPES
OF EARLY EDUCATION CREDENTIALS.
OUR GOAL IS TO ENSURE THAT THIS
PROGRAM REMAINS FULLY SUBSCRIBED
AND TO ADDRESS WORKFORCE
CONCERNS IN THE EARLY EDUCATION
SPHERE. THIS WILL ALSO ADDRESS
CONCERNS AMONG SOME APPLICANTS
THAT THEY MAY NOT BE ABLE TO
FULFILL THEIR ENTIRE SERVICE
REQUIREMENT AT A PRIORITY
SCHOOL. THIS PROGRAM IS STILL
RELATIVELY YOUNG. AND ALTHOUGH
DEMAND MAY BE ROBUST NOW, OUR
PROPOSAL WILL SECURE A HEALTHY
LEVEL OF INTEREST MOVING FORWARD
. SO AGAIN THANK YOU FOR THE
OPPORTUNITY TO DISCUSS THIS
ISSUE WITH YOU THIS MORNING, AND
I'M READY TO ANSWER ANY
QUESTIONS. THE SUBCOMMITTEE MAY
HAVE AT THE APPROPRIATE TIME.
THANK YOU. THANK YOU. NEXT ELIO
JACKIE, BRAZIL LEGISLATIVE
ANALYST'S OFFICE, AS THE
ADMINISTRATION NOTED. THE
PROPOSED TRAILER BILL INCLUDES
VARIOUS CHANGES TO THE SERVICE
REQUIREMENTS AND ALSO PROPOSES
TO EXPAND ELIGIBILITY. OVERALL
WE RECOMMEND REJECTING THESE
PROPOSED CHANGES, UM FOR THE
FOLLOWING REASONS. ONE EXPANDING
THE SERVICE REQUIREMENT TO
INCLUDE NON PRIORITY SCHOOLS. WE
VIEW UNDERMINES THE PRIMARY
PROGRAM OBJECTIVE. OF SUPPORTING
PRIORITY SCHOOLS FACING THE MOST
ACUTE TEACHER SHORTAGES.
ADDITIONALLY EXPANDING
ELIGIBILITY DOES NOT SEEM TO BE
NEEDED, GIVEN THAT C SAC
PROJECTS THAT THE DEMAND LIKELY
IS SUFFICIENT UNDER CURRENT
PROGRAM STRUCTURE TO FULLY SPEND
THE GRANT FUNDS BY THE
EXPENDITURE DEADLINE, IF NOT
POSSIBLY SOONER. UM WITH REGARDS
TO EXPANDING ELIGIBILITY TO
CERTAIN CHILD DEVELOPMENT
PERMITS, IT IS NOT LIKELY TO BE
AN EFFECTIVE WAY TO ADDRESS THE
EARLY EDUCATOR WORKFORCE ISSUES
. SPECIFICALLY THE PROPOSAL ONE
EXCLUDES INDIVIDUALS SEEKING THE
ENTRY LEVEL TEACHER PERMITS TO
TEACH AND STATE PRESCHOOL,
SETTING THE TEACHER PERMITS THAT
ARE INCLUDED IN THE TRAILER BILL
PRIMARILY ARE FOR THEM MORE
SUPERVISOR MANAGER PROGRAM
DIRECTOR PERMITS ADDITIONALLY,
THE PROPOSED CHANGES REQUIRES
RECIPIENTS TO ALSO BE
CONCURRENTLY ENROLLED IN A
BACHELOR'S DEGREE PROGRAM,
MEANING THAT CURRENT TEACHERS
WHO WOULD BE INTERESTED IN
RECEIVING A PERMIT WOULD BE
EXCLUDED FROM THE PROPOSAL.
LASTLY WE'VE ALSO HEARD FROM
SEASIDE THAT JUST COULD THE
CONTINUOUS CHANGES TO THE
PROGRAM. JUST ME INCREASE THE
ADMINISTRATIVE BURDEN OF THE
PROGRAM AND THEN ALSO CHANGING
THE PROGRAM. MIDSTREAM FOR
RECIPIENTS COULD JUST MAKE IT
DIFFICULT MARKET THE PROGRAM.
FOR THE EARLY EDUCATION
WORKFORCE ISSUES, ACKNOWLEDGING
THAT THAT IS AN ISSUE THAT WE'VE
BEEN HEARING MORE DIRECT
INTERVENTION THAT THE
LEGISLATURE COULD EXPLORE, IS TO
ASK THE ADMINISTRATION AND
DEPARTMENTS FOR AN UPDATE ON
OTHER STATE INITIATIVES THAT
WE'VE DONE IN THIS SPACE TO
INCREASE THE NUMBER OF HIGH
QUALITY TK AND STATE PRESCHOOL
TEACHERS AND WHETHER THOSE
INITIATIVES HAVE BEEN EFFECTIVE
AND IF THEY ARE PRODUCING
POSITIVE PROGRAM OUTCOMES, THEN
CONSIDER IT FURTHER INVESTMENTS
IN THOSE TYPES OF INITIATIVES.
ARE WARRANTED. THANK YOU. OKAY.
THANK YOU. STUDENT COMMISSION.
GOOD MORNING CHAIR. MCCARTY AND
SUBCOMMITTEE MEMBERS. I'M JAKE
BREMNER, DEPUTY DIRECTOR FOR
POLICY AND PUBLIC AFFAIRS AT THE
CALIFORNIA STUDENT AID
COMMISSION, WHERE, OF COURSE,
THE STATE AGENCY RESPONSIBLE FOR
ADMINISTERING THE VERY GENEROUS
AND LARGE FINANCIAL AID
PORTFOLIO OVER $3 BILLION. NOW
THAT WE'RE INVESTING IN
CALIFORNIA STUDENTS, PRIMARILY
UNDERGRADUATES, BUT ALSO IN THIS
CASE, A PROGRAM THAT'S ALSO
SERVING STUDENTS. WHO MAY
ALREADY HAVE A BACCALAUREATE
DEGREE NOW, GIVEN OUR
RESPONSIBILITY AND OUR ROLE AS
ADMINISTRATOR OF THE PROGRAM AND
BRINGING THESE RESOURCES THROUGH
THE GOLDEN STATE TEACHER GRANT
PROGRAM. I CAN COMMENT ON HOW
THESE PROPOSED CHANGES MIGHT
IMPACT THAT WORK. HOWEVER YOU
WILL HAVE OTHER PANELISTS HERE
TODAY WILL BE BETTER SUITED TO
ANSWERING THE BROADER QUESTIONS
ABOUT THE IMPORTANCE OF
EXPANDING THESE RESOURCES TO
THESE PROFESSIONAL PROGRAMS. AS
YOU'VE HEARD FROM OUR COLLEAGUES
AT DEPARTMENT OF FINANCE AND LEO
, WE HAVE SEEN A SIGNIFICANT
INCREASE IN THE NUMBER OF
INDIVIDUALS SEEKING THESE GRANTS
. SOME MEMBERS MAY RECALL THAT
OUT OF NOVEMBER BUDGET COMMITTEE
OVERSIGHT HEARING I SHARED THAT
ZACK WAS ON PACE TO NOT ONLY
EXPAND THE FULL AMOUNT THAT WE
HAD TARGETED FOR THIS YEAR, BUT
YOU ALSO EXPAND THE FUNDS THAT
HAD NOT BEEN UTILIZED IN YEAR,
ONE OF THE $500 MILLION
APPROPRIATION THAT SIGNIFICANTLY
EXPANDED ELIGIBILITY. NOW
SEVERAL MONTHS LATER, I'M
PLEASED TO SHARE SOME GOOD NEWS
WITHIN THE CURRENT ELIGIBILITY
PARAMETERS WERE NOT ONLY ON PACE
TO EXPEND ALL OF THOSE FUNDS
THAT I JUST REFERENCED BUT
ACTUALLY AT THE CURRENT
TRAJECTORY, AS NOTED, AND PRIOR
COMMENTS, WE WOULD EXHAUST THESE
FUNDS AHEAD OF SCHEDULE AHEAD OF
THAT, JUNE 30 2026 END DATE. OUR
CURRENT FORECAST WOULD ESTIMATE
THAT WE WOULD EXHAUST ALL FUNDS
THROUGH REWARDS TO STUDENTS
SOMETIME IN THE 24 25 ACADEMIC
YEAR. WITHIN THIS CURRENT SET OF
ELIGIBILITY REQUIREMENTS THAT
YOU JUST MODIFIED THROUGH BUDGET
ACTION LAST YEAR. OF COURSE, IF
WE WERE TO FURTHER EXPAND
PROGRAMMATIC ELIGIBILITY FOR
RECIPIENTS VERY LIKELY THAT WILL
EXHAUST THOSE FUNDS EVEN MORE
QUICKLY. FROM AN IMPLEMENTATION
PERSPECTIVE. I WILL ALSO NOTE
THAT EACH YEAR OF THIS PROGRAM
THERE HAVE BEEN CHANGES THROUGH
THE BUDGET PROCESS TO CHANGE
PROGRAM REQUIREMENTS. THIS
CREATES TWO CONSIDERATIONS FOR
US THAT THE STUDENT AID
COMMISSION ONE IS AROUND
COMMUNICATIONS, WHICH IS
CHALLENGING TO MAKE SIMPLE FOR
POTENTIAL GRANT RECIPIENTS WHEN
THERE ARE SO MANY ONGOING
CHANGES. THE SECOND IS FOR
IMPLEMENTATION AND WORKLOAD AT
THE STUDENT AID COMMISSION. EACH
ROUND OF CHANGES BRINGS A NEW
WORKLOAD THAT WE NEED TO ADJUST
PROGRAM REQUIREMENTS AND
IMPLEMENTATION TOWARD THERE HAVE
BEEN NO NEW RESOURCES OR
STAFFING CONSIDERATIONS MADE TO
SUPPORT THAT WORKLOAD.
ADDITIONALLY THIS PROPOSAL WOULD
SIGNIFICANTLY EXPAND THE NUMBER
OF SITES THAT SISAK WOULD NEED
TO BE PREPARED TO ACCOUNT FOR
AND HOW WE ASSESS THAT STUDENTS
ARE COMPLETING THEIR SERVICE
REQUIREMENT THAT ALSO
COMPLICATES HOW WE THINK ABOUT
ADMINISTRATION FOR A PROGRAM
WITH A SIGNIFICANTLY LENGTHY
RUNWAY, WHICH I'LL GET INTO AN
INTERESTING MOMENT. AS I NOTED
LAST YEAR, WE HAVE A SIGNIFICANT
STAFFING AND WORKLOAD CHALLENGE
AT THE STUDENT AID COMMISSION
RESULTING FROM UH, REALLY GREAT
AND REALLY IMPORTANT EXPANSIONS
THAT WERE MADE FROM 2021 SINCE
THEN ACROSS A NUMBER OF PROGRAMS
THAT WERE ESTABLISHED OR
EXPANDED, UH, AND BECAUSE THIS
PROGRAM IN PARTICULAR, IT'S A
ONE TIME PROGRAM BUT ALLOWS
INDIVIDUALS TO COMPLETE THEIR
SERVICE OVER AN EIGHT YEAR
PERIOD. WE'RE STILL IN YEAR TWO
OF MAKING AWARDS, SO IF WE'RE
STILL OFFERING AWARDS TO
STUDENTS IN THAT 24 25 YEAR,
IT'S STILL AN EIGHT YEAR PERIOD
AFTER THAT POINT IN TIME THAT WE
NEED TO BE ABLE TO TRACK
PARTICIPANT COMPLIANCE WITH
THEIR SERVICE EXPECTATIONS, SO
WE FORESEE A LENGTHY RUNWAY HERE
. FINALLY I'LL NOTE THAT THERE
ARE SOME TECHNICAL ISSUES THAT
WE WOULD NEED TO ADDRESS. AH
WITH THE LEGISLATURE AND
ADMINISTRATION IF WE WANTED TO
PURSUE THIS PROPOSED EXPANSION.
FOR EXAMPLE, AND WITHIN THE
TRAILER BILL LANGUAGE WE WOULD
NEED TO ADDRESS HOW THE STUDENT
AID COMMISSION IS EXPECTED TO
ASSESS STUDENTS COMPLIANCE WITH
THOSE SERVICE EXPECTATIONS, AS
WE'VE BROUGHT IN TO INCLUDE BOTH
PRIORITY AND NON PRIORITY
SCHOOLS. SO FOR EXAMPLE, IF AN
INDIVIDUAL STARTS SERVING AT A
PRIORITY SCHOOL FOR TWO YEARS,
AND THEN THEY EXIT TO A NON
PRIORITY SCHOOL. HOW MANY MORE
YEARS OF SERVICE REQUIREMENT DO
THEY NEED TO COMPLETE? WE OF
COURSE STAND READY TO WORK WITH
THE ADMINISTRATION AND
LEGISLATURE TO IMPLEMENT THIS
PROPOSED EXPANSION, BUT AFTER
THE ADMINISTRATION AND
LEGISLATURE HOLD IN MIND THESE
CONSIDERATIONS AS WE IDENTIFY
THE NECESSARY RESOURCES TO CARRY
THIS OUT AND OUR COLLECTIVE
EXPECTATIONS AROUND THE
AVAILABILITY OF THOSE FUNDS IN
THE OUT YEARS. THANK YOU. OKAY
THANK YOU. QUESTIONS FOR THIS.
PANEL, MR ALVAREZ. THANK YOU, UM
. I JUST, UH THIS IS PROBABLY TO
MULTIPLE FOLKS. BUT ON THE
RECOMMENDATION OF FOR A BUDGET
SOLUTION OF AH, DISCONTINUING
THE PROGRAM AND REMOVING THE
REMAINING FUNDS. THIS WAS IN THE
L. A RECOMMENDATION. I THINK I
HEARD TWO CONFLICTING THINGS
FROM C SACKS. PERSPECTIVE THAT,
UM YOU'RE ON TRACK TO UTILIZE
ALL THE FUNDS THAT WERE ALREADY
BUDGETED. BUT THE NAILS I
BELIEVE, AND PLEASE CORRECT ME
IF I'M WRONG THAT YOU ALSO SAID
THAT SCALING UP UM. THIS PROGRAM
, IN SOME WAY WOULD BE A
CHALLENGE GIVEN THE PERSONNEL.
CRISIS THAT IS HAPPENING
EVERYWHERE. IS THAT ARE THOSE
TWO THINGS ACCURATE?
ASSEMBLYMEMBER'S ALVAREZ. THIS
OCCURS ALL THE TIME. WE HAVE TWO
PROGRAMS THAT START WITH GOLDEN
STATE. WE HAVE AN EDUCATION AND
TRAINING GRANT PROGRAM THAT I
THINK YOU MAY BE SPEAKING TO AND
I BELIEVE WILL BE COVERING AT
OUR HEARING NEXT WEEK. THE
TEACHER GRANT PROGRAM WAS
ESTABLISHED IN THAT SAME BUDGET
YEAR ALSO STARTS WITH GOLDMAN
STATE. UM, SO I THINK THAT THAT
MIGHT BE THE YOU MAY JUST BE A
HAIR, RIGHT? YOU'RE RIGHT. BUT
UM, BUT ON THE TEACHERS STATE
GRANT PROGRAM WHERE YOU YOU DID
MENTION EARLIER. WAS THIS
POTENTIALLY CHALLENGE THAT YOU
MIGHT HAVE AHEAD OF YOURSELF. IF
THE EXPECTATION IS FOR THIS
PROGRAM TO GROW IS THAT
ACCURATE. IT DOES CREATE, UM,
WORKLOAD CHALLENGES FOR US, AS
WELL AS COMMUNICATION CHALLENGES
AND HOW WE TRY TO REALLY
SIMPLIFY THE MESSAGE TO
PROSPECTIVE CANDIDATES. THAT'S
WHAT WE SEE. IS THAT THE
CHALLENGE WITH THIS, UM, ORBIT
CONSIDERATION? I SHOULD SAY WITH
THIS TRAILER BILL PROPOSAL, OKAY
. THANK YOU FOR THAT. UM I ALSO
HEARD YOU SAY SOMETHING. UM THAT
. THE LEGISLATURE MIGHT WANT TO
WEIGH IN ON WHICH IS THE FOLKS
WHO START AT THIS PRIORITY
SCHOOLS AND THEN MOVE ON TO
OTHER SCHOOLS. I WOULD JUST SAY
FROM MY STANDPOINT FOR EVERYBODY
HERE, I THINK THE LEGISLATURE
WAS WISE AND FOCUSING THIS ON
PRIORITY SCHOOLS AND I THINK WE
SHOULD CONTINUE TO DO THAT, AND
TO THE EXTENT THE RECIPIENTS ARE
MEETING THAT INTO THE BARGAIN.
OBVIOUSLY, WE, UM WE WANT TO
MEET THAT COMMITMENT. BUT IF
FOLKS ARE ENTERING AND USING THE
SYSTEM AS A WAY TO ENTER AND
THEN GO SOMEWHERE ELSE, THEN
IT'S NOT POSITIVELY IMPACTING
OUR PRIORITY. SCHOOLS. UM I
THINK THAT NEEDS TO BE
REVISITED. SO UM, I DON'T KNOW
IF ANYBODY FROM ANY OF THE FOLKS
AT THE TABLE HAVE ANY THOUGHTS
ON THAT OR IF THERE HAS BEEN
THOUGHT GIVEN TO THAT. YES SO
WHEN THE PROGRAM WAS CREATED, UM
PRETTY MUCH RESTRICTED SYSTEM.
BILINGUAL EDUCATION, SPECIAL
EDUCATION. WE PROVIDED
ADDITIONAL FUNDING TO EXPAND THE
PROGRAM. AND THERE WAS AN
ADDITIONAL EXPANSION OF
ELIGIBILITY IN THE LAST BUDGET
ACT UNCONTROLLABLE LANGUAGE THAT
ALLOWED FOR, UM, ELIMINATED THE
HIGH NEED FIELD REQUIREMENT. SO
ALTHOUGH WE MAKE CURRENTLY
OBSERVE. INTEREST IN THE PROGRAM
THAT MEETS OR POTENTIALLY
EXCEEDS CURRENT RESOURCES. THIS
IS ESSENTIALLY DESIGNED TO ONE
INSURE THAT SHOULD WE EVER HAVE
DECLINE IN INTERESTED PERSONS
WHO WOULD WANT TO TEACH IT A
PRIORITY SCHOOL. WE ESSENTIALLY
HAVE A WAY TO CONTINUE TO GET
TEACHERS INTO THE PIPELINE. WE
HAVE A CRISIS OR WE HAVE A LACK
OF TEACHERS IN OUR STATE, BOTH
THAT PRIORITY SCHOOLS AND NOT
PRIORITY SCHOOLS, SO THE GOAL
HERE IS TO GET AS MANY TEACHERS
INTO THE PROFESSION AS POSSIBLE.
UM AND, YOU KNOW, UM,
ADDITIONALLY, WE HAVE HEARD
CONCERNS FROM THE FIELD THAT
SOME APPLICANTS ARE CONCERNED
THAT IF THEY ARE UNABLE TO
COMPLETE THEIR ENTIRE SERVICE
REQUIREMENT AT A PRIORITY SCHOOL
THAT THEY MIGHT BE ON THE BOOK
FOR REPAYING SOME OR ALL OF THIS
THIS FUNDING, SO THIS GIVES
GREATER CERTAINTY TO PROGRAM
PARTICIPANTS IN, UH, THAT WILL
BE ABLE TO MEET THAT REQUIREMENT
AND NOT BE FINANCIALLY LIABLE.
THANK YOU. THAT'S UM,
ILLUMINATING. APPRECIATE THAT I
WOULD AGAIN JUST MAKE MY OWN.
THOUGHTS KNOWN THAT THE
COMMITMENT TO PRIORITY SCHOOLS
IS IMPORTANT. AND AGAIN. I THINK
THE LEGISLATURE WAS WISE IN AND
DOING THAT A FEW YEARS AGO WHEN
THIS WAS DONE OUR LAST YEAR, UM
AND COMMITMENT IS A COMMITMENT.
AND WHILE WE NEED TEACHERS, OF
COURSE, UM, WE NEED FOCUS IN
EVERY SEEMS LIKE EVERY, UM FIELD
THESE DAYS. AH THIS IS A
COMMITMENT THAT I THINK WE NEED
TO KEEP. AND I'D LIKE TO HAVE A
CONVERSATION ABOUT MAKING SURE
THAT IF SOMEONE ENTERS THIS
PROGRAM IS COMMITTED, I DON'T
WANT TO SEE THE SCHOOLS THAT
ALREADY STRUGGLING. CONTINUE TO
STRUGGLE WITH TURNOVER OF
TEACHERS THAT DOESN'T HELP
CREATE STABILITY AND STRENGTHEN
SCHOOLS. AND SO IF IT'S BEING
UTILIZED AS A TOOL TO GET SOME
FINANCIAL INCENTIVE BUT THEN
THAT COMMITMENT DOESN'T
CONTINUE. I AM I DON'T KNOW HOW
I FEEL ABOUT MAKING SURE THAT
OUR END OF THE BARGAIN IS MET,
BUT THEIR END OF THE MARKET
BARGAIN IS NOT SO. AND JUST
SHARE MY THOUGHTS ON THAT. AND
THAT WILL BE IT. THANK YOU, MR
CHAIR. OKAY THANK YOU, MR BOND.
THANK YOU SO MUCH, MR CHAIRMAN
AND THANK YOU TO EVERYONE FOR
THE PRESENTATION. JUST MY
COLLEAGUE'S COMMENTS REALLY
CONCERNED ABOUT THE PRIORITY
SCHOOLS AND REALLY MAKING SURE
THAT WE CONTINUE TO AMPLIFY
FOLKS THAT WANT TO WORK. AND
THEIR COMMITMENT AT PRIOR TO
SCHOOLS AS WELL. AND THIS
QUESTION IS, I KNOW WE HAVE A
VERY CHALLENGING TEACHER.
WORKFORCE SHORTAGE. UM AND
TODAY, LEO, THANK YOU FOR
ADDRESSING THAT, AS WELL IN
TERMS OF EARLY EDUCATORS WANTED
TO GET A SENSE FOR HIM. LOOKS AT
THE TABLE AS TO HOW THIS PROGRAM
HAS SO FAR IMPACTED THE TEACHER
SHORTAGE AT DIFFERENT LEVELS.
EVENT. I'M SURE THAT CAN
ELABORATE FURTHER, IF NEEDED.
BUT AS MENTIONED IN THEIR
INITIAL COMMENTS, WE STILL DON'T
KNOW THE PROGRAM IMPACT BECAUSE
NOT ONLY ARE THERE ARE PEOPLE
STILL GOING THROUGH THE PROGRAM
, BUT THEN ALSO AFTER THEY
COMPLETE THEIR PROGRAM, THEY
HAVE EIGHT YEARS TO COMPLETE
THIS SERVICE REQUIREMENT. UM, SO
IN TERMS OF WHEN WE WOULD
ACTUALLY START SEEING AN IMPACT,
IT MIGHT BE LIKE FIVE YEARS FROM
NOW IS WHEN WE WOULD PROBABLY BE
ABLE TO GET EVEN THE INITIAL
INFORMATION. OKAY THANK YOU. AS
WE CONTINUE TO TRACK THIS
INFORMATION AND DATA THAT'S
IMPORTANT. TO FIND OUT WHERE WE
ARE IN TERMS OF HOW WE'RE
ADDRESSING. AND TEACHER
WORKFORCE SHORTAGE REALLY?
APPRECIATE ANY UPDATES THERE TO
MYSELF AND THE COMMITTEE. THANK
YOU, MR CHAIRMAN. THANK YOU. I
HAVE A COUPLE OF QUESTIONS. SO
FOR THIS IS A WORTHY PROGRAM AND
WE TALKED ABOUT THIS THAT ARE
INFORMATIONAL HEARING. UM LAST
WEEK, UM, IN EDUCATION COMMITTEE
AS WELL. AND YOU KNOW ONE OF THE
MOST EFFECTIVE PROGRAMS TO DEAL
WITH THE TEACHER SHORTAGE WITH
BOTH RECRUITMENT AND RETENTION.
SO MY FIRST QUESTION IS THE
DEPARTMENT OF FINANCE A LOT OF
TIMES YOUR YOU KNOW, PLAYING IN
THE DARK, NOT KNOWING REVENUES
COMING IN EXPANSIONS GOING OUT,
SO YOU USUALLY CRAFT THE BUDGET
AND FALL. YOU HAVE TO WRAP IT
UP, YOU KNOW, JUST BEFORE
CHRISTMAS, USUALLY TO BE IN IN
PRINT BY THE 10TH OF JANUARY. SO
AT THAT TIME WE HAD MORE MONEY
THAN I WAS GOING OUT AND SO IN
THE LAST MONTH UM, THIS IS THE
STUDENT AID COMMISSION REPORTED
THAT IT'S KIND OF FLIPPED. SO DO
YOU THINK THAT THAT, UM UH,
WARRANTS US TO REEVALUATE THE
PROPOSAL YOU HAD IN YOUR IN THE
JANUARY 10TH BUDGET. NO I
WOULDN'T HAVE. I DON'T THINK THE
REVENUE PICTURE HAS CHANGED THE
ADMINISTRATION'S INTENT WITH
THIS PROPOSAL AT ALL, UM,
UNDERSTANDING THAT WE DO HAVE
INCREASED DEMAND OVER THE PAST
YEAR. UM THAT IS CORRECT. BUT
AGAIN, THIS PROGRAM HAS MULTIPLE
YEARS IN THE FUTURE, AND THAT
ASSUMES, YOU KNOW IT DOESN'T
CONTINUE TO BE FUNDED PAST ITS
FIVE YEAR SPAN. AND IF THAT'S
THE CASE, UM HAVING THESE
CHANGES MEANS THAT WE'RE GONNA
HAVE A WIDER POOL TO DRAW FROM
SO THAT WE'RE CONTINUING TO FIRE
AT THAT, YOU KNOW, 100% RATE. SO
MAYBE BACK TO L A O IN YOUR
RECOMMENDATION YOU TALKED ABOUT
NOT SUPPORTING THESE, UM THIS
PROPOSAL. UM. MAYBE EVEN MORE
CELLS SINCE WE HAVE INFORMATION
FROM MR NEED COMMISSION AS FAR
AS IT'S WORKING SO MUCH IN THE
SHORTAGE AREAS, PLUS THE
SHORTAGE SCHOOL, SO YOU'RE
SAYING THAT WE SHOULD GO BACK
TO, UM NOT JUST THE SHORTAGE
SCHOOLS, BUT THE SHORTER SCHOOLS
PLUS SHORTAGE AREAS. HMM OUR
RECOMMENDATIONS ARE MAINLY DON'T
MAKE FURTHER CHANGES JUST DUE TO
THE CONCERNS WE HEARD FROM C SEC
AROUND DOING EVEN FURTHER
CHANGES TO EVEN LIKE MAYBE
FURTHER RESTRICT THE SCOPE.
THERE ARE BENEFITS TO THAT,
MAYBE FURTHER TARGETING THE
PROGRAM. BUT THEN THEY'RE ALSO
TRADE OFFS, ADMINISTRATIVE TRADE
OFFS AND ALSO THE COMMUNICATION
TRADE OFFS FOR PERSPECTIVE
APPLICANTS BUT ALSO APPLICANTS
THAT ARE CURRENTLY GOING THROUGH
THE PROGRAM DOES THAT ARE THEY
GOING TO BE GRANDFATHERED IN?
UM, WITH THE OLD ELIGIBILITY
RULES, OR WOULD THEY ALSO NEED
TO RETHINK THEIR PLANS OF HOW
THEY WERE GONNA COMPLETE THE
SERVICE REQUIREMENT. AND THEN
WHAT HAPPENS TO PEOPLE WHO
UNFORTUNATELY DROP OUT. THE
THERE'S THE MONEY REVERT BACK TO
THE VAN TO OTHER OTHERS AS THEY
GO BACK TO YOUR GENERAL FUND. SO
IT DEPENDS AT WHICH POINT THE
PARTICIPANT ELECTS TO
DISCONTINUE THEIR PARTICIPATION
. IN SOME INSTANCES WE'VE HAD
GRANT RECIPIENTS FORGO RECEIVING
THEIR AWARD AND THAT COMES BACK
TO THE STUDENT AID COMMISSION.
AND WE CAN TRY TO WORK TO RE
AWARD THAT TO THE NEXT STUDENT
IN INSTANCES WHERE THE
INDIVIDUAL MAY HAVE ALREADY
COMPLETED THEIR CREDENTIAL
PROGRAM. AND THEY'VE GONE INTO
THE TEACHING PREVENTION. AND
PERHAPS THEY DON'T COMPLETE THAT
FOUR YEARS OF SERVICE. WE HAVE
NOT YET TO SEE THIS AND TO HAVE
DATA AS THE L. A. I WAS POINTING
OUT JUST BECAUSE WE'RE TOO EARLY
IN THE PROGRAM AND WE HAVE THAT
EIGHT YEAR PERIOD SO WE DON'T
KNOW THE PERCENTAGE YET, BUT
THERE WILL LIKELY BE A SHARE OF
THESE GRANT RECIPIENTS TO THE
STUDENT AID COMMISSION WILL HAVE
THE UNHAPPY JOB OF GOING BACK TO
AND COLLECTING. THAT IS ALONE.
UM THAT'S WHAT HAPPENS IF YOU
DON'T COMPLETE YOUR SERVICE
REQUIREMENT FOR THE PERCENTAGE
OF TIME YOU DIDN'T COMPLETE THAT
PERCENTAGE OF YOUR GRANT AWARD
BECOMES ALONE, SO WE DON'T KNOW
WHAT PERCENTAGE THAT WILL BE YET
OR CANDIDLY WHAT THAT WORKLOAD
WILL LOOK LIKE FOR THE STUDENT
AID COMMISSION, BECAUSE THAT IS
CERTAINLY OUTSIDE THE SCOPE OF
WHAT WE NORMALLY DO, WHICH IS
TRYING TO PROVIDE GRANT AID TO
TWO STUDENTS AND NOT COLLECTION.
YEAH. AND THEN MAYBE BACK TO THE
A S. SO UM, YOU KNOW, WE HAVE A
TEACHER SHORTAGE AND AS WE SAW
IN OUR INFORMATIONAL HEARING
LAST WEEK YOU KNOW THE EMERGENCY
CREDENTIAL TEACHERS IN
CALIFORNIA THAT ARE IN
CLASSROOMS. UNFORTUNATELY A LOT
OF MR ALBERTS SAID, IN SCHOOLS
THAT DON'T HAVE A LOT OF
RESOURCES. SO WE'RE DOING TWO
THINGS TRYING TO GET PEOPLE INTO
THE PROFESSION AND THEN DEAL
WITH PEOPLE, UNFORTUNATELY, WHO
LEAVE AFTER THE FIRST COUPLE OF
YEARS. SO WITH THESE MONIES THAT
WE'RE PROVIDING TO TACKLE THIS
UM SHOULD WE BE DOING BOTH
GETTING PEOPLE IN AND HELPING
PEOPLE THAT ARE CURRENTLY THERE
REMAIN THERE AND NOT DROP OUT,
SO WE HAVE TO GO GET SOMEBODY
ELSE THERE. HOW SHOULD BE
THINKING ABOUT THESE KIND OF
DUAL ISSUES. DEFINITELY IT'S
BOTH. IT'S A MULTIPRONGED ISSUE
. IT'S THE IT'S THE RECRUITMENT
BUT THEN ALSO THE RETENTION BUT
ALSO WHAT WE'VE HEARD IN CERTAIN
SCHOOLS. IT'S THE HIGH TURNOVER
AND THAT DEFINITELY IS THE LACK
OF STABILITY OF THE TEACHER
WORKFORCE IN THOSE SCHOOLS IS
DEFINITELY A PROBLEM. SO DOING
THE MULTI PRONGED APPROACH. UM
WHAT? YES. MR CHAIR IF I MAY ONE
CONSIDERATION THAT YOU AND THE
SUBCOMMITTEE MAY WANT TO HOLD IN
MIND ABOUT HOW WE'VE STRUCTURED
THIS PROGRAM RIGHT NOW, AS GRANT
AID THAT GOES TO INDIVIDUALS IN
CREDENTIAL PROGRAMS IS THAT
THAT'S CONSIDERED FINANCIAL AID
AND FINANCIAL ASSISTANCE. THERE
ARE DIFFERENT TAX IMPLICATIONS
FOR HOW WE WOULD GIVE A BENEFIT
TO AN INDIVIDUAL WHO PERHAPS
ALREADY HAVE STUDENT LOAN DEBT.
THEY'RE ALREADY WORKING AS A
TEACHER, AND WE WANT TO SUPPORT
THEM. THAT BECOMES A TAXABLE
BENEFIT. UM IT ALSO TO GO BACK
TO THAT WORKLOAD POINT WOULD BE
A DIFFERENT WAY OF IMPLEMENTING
THIS PROGRAM THAT FROM OUR
EXPERIENCE IN IMPLEMENTING PAST
LOAN BENEFIT PROGRAMS IS MORE
WORKLOAD INTENSIVE THAN WORKING
WITH OUR INSTITUTIONAL PARTNERS
AND OTHER CREDENTIAL PROGRAMS
APPROVED BY THE COMMISSION ON
TEACHER CREDENTIALING. WHERE WE
CAN ESTABLISH PARTNERSHIP AND
HOW WE BRING THESE AWARDS TO
ELIGIBLE RECIPIENTS. PEOPLE WHO
LEAVE THE WORKFORCE AND I'M NOT
A TEACHER AND BUT. THEY BELIEVE
FOR A NUMBER OF REASONS, TRAVIS
STRESSFUL, YEAH. TOO MANY KIDS
IN THE CLASSROOM. HELLO. PAY.
MOUNTING STUDENT DEBT WHERE THEY
CAN GET MORE MONEY ELSEWHERE. DO
IT. DO WE REALLY HAVE
UNDERSTANDING AS FAR AS THE TOP
REASONS HOW WERE MONEY IS IN THE
EQUATION. AS FAR AS, UM
POTENTIAL. HELP WITH THEIR
STUDENT DEBT LOAD. EDITOR COBRA
WITH THE LEGISLATIVE AND STUFF I
THINK I DON'T KNOW THAT I CAN
SPEAK TO LIKE HIGH LEVEL. WHAT'S
THE ONE THING? I THINK IN TERMS
OF WHAT WE HAVE SEEN WHEN WE'RE
TRYING TO LOOK AT RESEARCH OF
GETTING GETTING, UM CANDIDATES
IN THE PIPELINE AND GETTING THEM
INTO THE PROFESSION. YOU THINK
LIKE ENTRY LEVEL PAY IS AN
IMPORTANT FACTOR, SO TO THE
EXTENT THAT THE THAT PAYS HIGHER
, YOU'LL HAVE MORE INDIVIDUALS
WHO ARE INTERESTED IN IN JOINING
BECAUSE I THINK AS YOUR TO YOUR
POINT OF MCCARTHY THAT ARE
COMPARING THAT THE TEACHING
PROFESSION WITH OTHER
POSSIBILITIES THAT MIGHT HAVE
AFTER THEY'RE COMING OUT OF
COLLEGE. WHEN IT COMES TO
INDIVIDUALS THAT ARE ALREADY
EMPLOYED AS TEACHERS IN IN THE
PUBLIC SCHOOL SYSTEM. ONE OF THE
FACTORS THAT WE HERE AT
IMPORTANT IS THEIR THEIR THEIR
WORKING CONDITIONS IN THE IN THE
SCHOOL, AND SO THIS IS, I THINK
ONE OF THE CHALLENGES FOR THE
STATE AND THAT SO MUCH OF THAT
REALLY IS NOW DOWN TO THE LOCAL
LEVEL IN TERMS OF PROVIDING THAT
THAT SUPPORT FOR NEW TEACHERS TO
FEEL LIKE THEY'RE READY. WE DO.
REQUIRED TEACHERS TO COMPLETE AN
INDUCTION PROGRAM. AND SO THAT'S
THAT'S ESSENTIALLY THE STATES.
UM THE WHAT THE STATE CENTERS TO
HAVE AN INDUCTION PROGRAM. BUT
IN TERMS OF EXACTLY WHAT SCHOOLS
NEED TO DO TO SUPPORT THEIR NEW
TEACHERS. THAT'S SOMETHING THAT
VARIES LOCALLY. SIMILARLY PAY IS
SOMETHING THAT IS OBVIOUSLY
COLLECTIVELY BARGAINED AT SCHOOL
DISTRICTS HOW THEY ARE
DETERMINED THAT HAPPENS LOCALLY
AND THERE ARE SOME DISTRICTS WHO
MAYBE WILL OFFER ADDITIONAL
STATEMENTS AND SOME SHORTAGE
AREAS, BUT BY AND LARGE, UM PAY
IS DETERMINED BY COLLECTIVE
BARGAINING AGREEMENTS, WHICH
OFTEN WILL MEAN THAT SOMEBODY
WHO'S IN A PRIORITY SCHOOL AND
SOMEBODY WAS IN A NON PRIORITY
SCORE, GETTING THE SAME LEVEL OF
PAY, EVEN IF THE SITUATION IS
DIFFERENT. MORE QUESTIONS,
SEEING NONE. WE WILL HOLD THIS
ISSUE OPEN AGAIN. THESE ARE ONE
OF THE ISSUES THAT WE'RE GOING
TO HAVE TO EVALUATE. BASED UPON
WHAT OUR REVENUE MAKE SURE LOOKS
LIKE OKAY, ISSUE NUMBER TWO.
THIS IS AN OVERSIGHT ISSUE. NOT
NECESSARILY A BUDGET ISSUE. THIS
IS ON THE EDUCATOR SHORTAGE
ISSUE. AND WE HAVE THE
DEPARTMENT OF EDUCATION
COMMISSION ON TEACHER
CREDENTIALING AS WELL AS THE L.
A. PROBABLY.
SO WE HAVE OUR DEPARTMENT OF ED
IS GOING TO LEAD US OFF AND MR
THURMAN OR SUPERINTENDENT IS
GOING TO BE PART OF THE, UH,
LEADOFF PANEL. THANK YOU, MR
CHAIR. MEMBERS OF THE COMMITTEE.
THE REAL STAR TODAY IS CHERYL
COTTON, OUR DEPUTY
SUPERINTENDENT WHO HAS SERVED AS
BOTH A CLASSROOM TEACHER, AN
AWARD WINNING PRINCIPAL SCHOOL
ADMINISTRATOR, AND WE'RE HONORED
TO HAVE SERVED AS OUR DEPUTY
SUPERINTENDENT. AND SHE'S GONNA
TELL YOU ABOUT A LOT OF THE
GREAT STUFF ABOUT THE VARIOUS
PROGRAMS THAT ARE IN PLACE TO
SUPPORT OUR EDUCATORS. I WOULD
JUST LIKE TO SHARE A FEW HIGH
LEVEL KIND OF THOUGHTS WERE
DEEPLY INTERESTED IN THE SUBJECT
OF THE EDUCATED WORKFORCE, EVEN
THOUGH IT IS NOT A ROLE THAT
TRADITIONALLY THE CALIFORNIA
DEPARTMENT OF EDUCATION HAS
PLAYED A UM, LEAD ROLE IN IN
RECRUITMENT. UM, BUT BECAUSE WE
HEAR FROM EDUCATORS LIKE YOU
HEAR FROM EDUCATORS. WE'VE BEEN
IMPACTED BY, UM, HOW THEY'RE
IMPACTED. AND UM, IT'S
HEARTBREAKING. QUITE FRANKLY, I
APPRECIATED THE SPIRITED
CONVERSATION THAT YOU WILL JUST
HAD WHAT WE HEAR. AND WHAT WE'VE
SEEN IN THE RESEARCH IS THAT,
UM, THE NUMBER ONE REASON THAT
TEACHERS LEAVE THE PROFESSION
ARE THE WORKING CONDITIONS. UM
AND UM, WHILE THERE'S NO
QUESTION THAT TEACHERS DESERVE
TO EARN MORE MONEY AND SHOULD
EARN MORE MONEY, UM THERE ARE
MANY FACTORS THAT, UM UH, HAVE
BEEN AT PLAY. WE'VE ALSO SEEN
THAT THE RESEARCH SHOWS US THAT
TEACHERS WHO GET A CREDENTIAL
STAY LONGER THAN THOSE WHO DON'T
UM, THAT'S WHY CALIFORNIA HAS
INVESTED IN PROGRAMS LIKE OUR
RESIDENCY PROGRAMS SO THAT YOU
CAN GET A STIPEND WHILE YOU'RE
LEARNING, UM, WHILE YOU'RE
EXPERIENCING WHILE YOU'RE BEING
COACHED AND MENTORED BY A
VETERAN TEACHER, AND SO, UM,
WE'VE ENTERED INTO THE
CONVERSATION ABOUT TEACHER
RECRUITMENT OUT OF NECESSITY
BECAUSE WE GET THAT WITH
THOUSANDS OF TEACHERS NEEDED FOR
YOU, T K AND OTHER PROGRAMS.
THAT WE'RE HELPING TO IMPLEMENT
THAT IF WE DON'T HAVE THE
TEACHER CANDIDATES, WE WON'T BE
ABLE TO IMPLEMENT THOSE GREAT
PROGRAMS. AND SO, UH, WE'VE
COBBLED TOGETHER POSITIONS AND
FUNDING TO HELP US DO SOME
THINGS TO SUPPORT RECRUITMENT.
WE'VE ESTABLISHED A PUBLIC
SERVICE ANNOUNCEMENT CAMPAIGN.
WE HAVE SOME AWARD WINNING
TEACHERS WHO WERE SPEAKING IN
THAT P S A. WE'VE BEEN PROMOTING
THE GOLDEN STATE TEACHER GRANT.
AND WE LIKE TO THINK THAT WE'VE
HAD SOMETHING TO DO WITH THE
INCREASE IN THE UPTAKE IN THE
APPLICATIONS. THERE WAS A PERIOD
WHERE, UM, THE APPLICATIONS
WEREN'T MOVING VERY QUICKLY, AND
WE'RE BEGINNING TO SEE
ACCELERATED GROWTH IN THAT, AND
WE HOPE TO SEE THAT RESOURCE
FULLY UTILIZED AND WE WILL
CONTINUE TO PROMOTE IT. WE HAVE
CREATED A KIND OF ONE. STOP NO
WRONG DOOR FOR TEACHER
CANDIDATES TO GO THROUGH TO GET
INFORMATION ABOUT HOW TO BECOME
A TEACHER. HOW TO GET THE
SCHOLARSHIP. HOW TO GET INTO A
TEACHER CREDENTIALING PROGRAM.
IT'S DAUNTING UNLESS YOU HAVE
THE EXPERIENCE OF SOMEONE LIKE
DEPUTY SUPERINTENDENT COTTON.
IT'S HARD TO FIGURE IT OUT, AND
YOU'VE GOT TO GO TO DIFFERENT
PLACES TO FIGURE OUT HOW TO
ACCESS ALL THESE RESOURCES, AND
SO WE'VE CREATED A ONE STOP AND
A HOTLINE NUMBER AND AN EMAIL
THAT PEOPLE CAN REACH OUT TO
WHEN THEY WANT INFORMATION ABOUT
HOW TO BECOME A TEACHER. YOU
HEAR MORE ABOUT THAT, AND DEPUTY
SUPERINTENDENT COTTON'S, UH,
PRESENTATION. BUT I DO WANT TO
LET YOU KNOW THAT WE'VE ALSO, UM
SPONSORED LEGISLATION THAT WE
THINK CAN SUPPORT SOME OF THE
CURRENT PRESSURE THAT SCHOOL
DISTRICTS ARE EXPERIENCING. ONE
OF THEM IS A BILL THAT WOULD
CREATE A WAIVER FOR RETIRED
TEACHERS TO BE ABLE TO, UM,
CONTINUE TO BE SUBSTITUTE
TEACHERS. WE'D LOVE TO SEE THAT
WILL MOVE WITH URGENCY AND MOVE
NOW, BECAUSE LIKE YOU, WE GET
CALLS FROM PRINCIPALS WHO SAY I
NEED HELP RIGHT NOW. I CAN'T
FIND A PRINCIPLE. WE'VE ALSO
INTRODUCED LEGISLATION OR
SPONSORING LEGISLATION THAT
WOULD INCREASE THE STIPEND, UM,
THAT RESIDENTS RECEIVE. IN SOME
CASES A RESIDENT MIGHT RECEIVE
AS LOW AS $5000 AS LITTLE AS
$5000. THAT MEANS THAT THEY HAVE
TO WORK A FULL TIME JOB ON TOP
OF STUDENT TEACHING AND TRYING
TO MEET THEIR FAMILY OBLIGATIONS
, AND WE JUST THINK THAT WE'RE
GOING TO BE COMPETITIVE. IN A IN
A NATIONWIDE STRUGGLE TO ATTRACT
A WORKFORCE. WE HAVE TO OFFER
MORE SCHOLARSHIPS AND RESIDENCY
PROGRAMS AND APPRENTICESHIP
TRAINING PROGRAMS THAT GIVE
INDIVIDUALS THE OPPORTUNITY TO
BECOME TEACHERS. IF WE WANT TO
DIVERSIFY THE WORKFORCE, WE HAVE
TO BE EVEN MORE THOUGHTFUL. AND
SO FOR THOSE REASONS, WE HAVE
SPONSORED LEGISLATION THAT WOULD
INCREASE THE STIPEND YOU CAN SEE
THERE'S A STUDY BY WEST SAID
THAT TALKS ABOUT DIRECT
RECOMMENDATIONS ABOUT HOW THE
STATE SHOULD BE INCREASED. AND
SOME UM CASES DOUBLE THAT THE
STATE SPONSORED RESIDENCY
PROGRAMS OFFERED $25,000. BUT
THE DISTRICT HAS VARIOUS COSTS
THAT THEY HAVE TO ADMINISTER.
AND SO IN SOME CASES BY THE TIME
THE MONEY GETS TO THE RESIDENT,
IT COULD BE AS LOW AS $5000. AND
SO THE OTHER AREA THAT WE'LL
JUST MENTION AND THEN GET OUT OF
THE WAY FOR OUR DEPUTY
SUPERINTENDENT TO TALK ABOUT. I
KNOW THAT YOU WILL BE
DISCUSSING, UM, LITERACY LATER
AND YOU'LL HEAR ABOUT A ROBUST
NUMBER OF PROGRAMS THAT EXIST
AND I KNOW THAT THERE'S BEEN
SOME QUESTION ABOUT THE LITERACY
ROADMAP, AND I KNOW THAT THERE'S
BEEN SOME CONCERNS ABOUT WHAT IS
THE PURPOSE OF THE LITERACY
ROADMAP. AND WE THINK THAT WE
HOPE THAT YOU ALL WILL TAKE
ADVANTAGE OF THE ENTIRE BUDGET
CYCLE TO FIGURE OUT HOW TO
STRENGTHEN THAT PROPOSAL. WE'VE
BEEN IN SOME DISCUSSIONS WITH
STATE BOARD STAFF AND OTHERS
ABOUT WHAT THE LITERACY ROADMAP
MIGHT DO, AND TO THE DEGREE THAT
THERE IS A PROPOSAL FOR SOME
MILLION DOLLARS. WE THINK THAT
THAT IS AN OPPORTUNITY TO
PROVIDE PROFESSIONAL DEVELOPMENT
TO TEACHERS, CLASSROOM TEACHERS
, READING COACHES, PRINCIPALS
AND ADMINISTRATORS ON HOW TO USE
THE L A L D FRAMEWORK. IT'S A
PRETTY INTENSE DOCUMENT. BUT
IT'S VERY IMPORTANT, UM AND
HELPFUL AND ROBUST, BUT
CLASSROOM TEACHERS MAY NOT GET
ACCESS TO IT, AND WE THINK THAT
IT'S A GREAT OPPORTUNITY TO
SUPPORT CLASSROOM TEACHERS AND
GETTING ACCESS TO WHAT MIGHT BE
CONSIDERED ONE OF THE MOST
IMPORTANT TRAININGS, UM AND
SUPPORTING THE DEVELOPMENT OF
LITERACY FOR OUR STUDENTS. WE
THINK SO MUCH SO THAT WE'VE
ORGANIZED WEBINAR FOR THE FIELD
OR MARCH 23RD. WHERE WE WILL
HAVE ONE OF THE ORIGINAL WRITERS
OF THE L D FRAMEWORK, HELPING TO
PROVIDE PRESENTATION ON HOW TO
USE IT. WE'VE HIRED THAT PERSON
AS ONE OF OUR TWO NEW CO
DIRECTORS OF STATEWIDE LITERACY
TO HELP US ADVANCE THE GOAL OF
REACHING LITERACY BY THIRD
GRADE, AND SO, UM, JUST WANTED
TO SHARE A FEW HIGH LEVEL
THOUGHTS ABOUT TEACHER
RECRUITMENT UM AND ABOUT
LITERACY AS IT RELATES TO, UM,
THE ROADMAP THAT I KNOW YOU WILL
BE DISCUSSING. UM WE STAND BY TO
CONTINUE WORKING WITH THE
MEMBERS OF THIS COMMITTEE AND
THE LEGISLATURE IN FURTHER
DEVELOPING THESE BUDGET
PROPOSALS FOR THE BENEFIT OF OUR
SIX MILLION STUDENTS IN THE
STATE. THANK YOU FOR THE
OPPORTUNITY. THANK YOU. OH,
WHERE YOU GOING TO PROCEED. I
CAN'T ABSOLUTELY TRUE. THAT WAS
IT. GOOD MORNING, MR CHAIR. UM
AND THANK YOU, SUPERINTENDENT
THURMAN. THE PANDEMIC HAS
BROUGHT MANY EARLY RETIREMENTS
AND RESIGNATIONS FROM TEACHERS,
WHICH IS INTENSIFIED THE
PERSISTENT NATIONAL TEACHER
SHORTAGE TWO THIRDS OF
CALIFORNIA DISTRICTS HAVE
REPORTED HAVING MORE TEACHER
VACANCIES AND DIFFICULTIES
ATTRACTING NEW TEACHERS. THIS
YEAR. WE KNOW THAT THE LEARNING
POLICY INSTITUTE ESTIMATES THAT
CALIFORNIA NEEDS TO PRODUCE 20
TO 25,000 TEACHERS ANNUALLY. BUT
THIS NUMBER IS IMPACTED BY
ATTRITION AND NEW DEMAND. 90% OF
NEW DEMAND FOR CALIFORNIA
TEACHERS IS DUE TO ATTRITION.
NEW DEMAND IS ALSO DUE TO THE
INCREASED NEED FOR EDUCATORS TO
SUPPORT LEARNING RECOVERY.
INCLUDING PROGRAMS THAT IMPACT
PEOPLE TO TEACHER RATIOS AND
IMPLEMENTATION OF UNIVERSAL TK
ENROLLMENT NUMBERS IMPACT.
TEACHER DEMAND, OF COURSE, AND
DEMAND COULD ALSO DECREASE ONCE
LEARNING RECOVERY PROGRAMS AND
IF STATE PROGRAMS ARE REDUCED.
DISTRICTS REPORTING THE
CALIFORNIA DEPARTMENT OF
EDUCATION TO THE CALIFORNIA
DEPARTMENT EDUCATION ESTIMATED
NEEDING 22,000 TEACHERS AS OF
OCTOBER, 2021. THAT SAME YEAR,
THE STATE ISSUED ONLY ISSUED
19,600. PRELIMINARY CREDENTIALS
. THE STATE ALSO ISSUED 12,000
SUBSTANDARD CREDENTIALS AND
PERMITS. WHICH IS A STRONG
INDICATOR OF SHORTAGES BECAUSE
THESE ARE ONLY ISSUED WHEN
DISTRICTS CANNOT FILL A VACANCY
ARE FULLY OR OF WITH A FULLY
CREDENTIALED TEACHER. THE CITY
IS ENGAGED IN SEVERAL EFFORTS AS
OUR STATE SUPERINTENDENTS TALKED
ABOUT TO ADDRESS THE SHORTFALL.
WE'VE FOR EXAMPLE, WE'VE
PARTNERED WITH THE CALIFORNIA
VOLUNTEERS TO PROMOTE NEW
PATHWAYS FOR CALIFORNIA TEACHER
SERVICE CORPS MEMBERS. AND
THAT'S A GROUP THAT HAS 10,000
SERVICE CORPS MEMBERS. UM
LOOKING FOR THEM TO BECOME
TEACHERS IN CALIFORNIA'S
CLASSROOMS. THE CEO HOSTED
VIRTUAL CAREER FAIR LED BY OUR
STATE SUPERINTENDENT ON FEBRUARY
21ST TO PROVIDE INFORMATION AND
ASSISTANCE TO NAVIGATE THE
PROCESS AND ACCESS AVAILABLE
FUNDING, INCLUDING THE GOLDEN
STATE TEACHER GRANT PROGRAM. UM
FOR TALENTED CORE MEMBERS WHO
ALREADY UNDERSTAND WHAT WHY IT'S
IMPORTANT TO GIVE BACK TO
SOCIETY AND TO OUR YOUTH. THESE
CAREER EVENTS CONNECTED FUTURE
TEACHER CANDIDATES WITH SCHOOLS
, EXPERIENCING SHORTAGES AND
PROVIDE PERSPECTIVE APPLICANTS
WITH INFORMATION ON HOW TO
ACCESS SCHOLARSHIPS AND GRANTS
SUCH AS THE GOLDEN STATE TEACHER
GRANT PROGRAM AS WELL AS
REFERENCED BY OUR OUR STATE
SUPERINTENDENT. WE'VE ALSO
CREATED AN EMAIL AND HOTLINE,
UM, TO HELP PERSPECTIVE TEACHER
CANDIDATES. THAT HOTLINE NUMBER
IS 916. 3 TO 2. 3051 IF YOU WANT
TO GIVE IT A TRY. AND OUR EMAIL
IS TEACH IN C A AT CD DOT
CA.GOV. THE CD IS ALSO INVOLVED
IN EFFORTS TO RECRUIT AND RETAIN
A TEACHER WORKFORCE THAT MORE
CLOSELY REFLECTS THE ETHNO
RACIAL BACKGROUNDS OF CALIFORNIA
STUDENTS. IN 2021, THE CD
ESTABLISHED THE EDUCATOR
DIVERSITY ADVISORY GROUP, LED BY
DR TRAVIS BRISTOL, FROM THE
UNIVERSITY OF CALIFORNIA AT
BERKELEY. THIS GROUP HELD
SEVERAL VIRTUAL CONVENIENCE
ABOUT DOCUMENT FROM
PRACTITIONERS HOW THEY WERE
SUPPORTING AND RETAINING THE
ETHNIC, RACIAL, DIVERSE,
EDUCATED WORKFORCE BARRIERS
FACED Tð DEEPENING THE EDUCATOR
, UM, DIVERSITY WORKFORCE AND
BOLSTERING TEACHER DIVERSITY
EFFORTS. THE INFORMATION
COLLECTED THROUGH THESE
CONVENING WAS TURNED INTO A
REPORT WITH THE ADVISORIES
GROUP'S RECOMMENDATIONS, WHICH
IS POSTED ON OUR WEBSITE. IT'S
ALSO BEING USED WITHIN OUR
COMMUNITY OF PRACTICE THAT WE'VE
CREATED. SO WORKING WITH REGION
15 COMPREHENSIVE CENTER AND THE
SAN DIEGO COUNTY OFFICE OF
EDUCATION, WE HAVE FORMED THIS
COMMUNITY OF PRACTICE AROUND
DIVERSIFYING THE TEACHER
WORKFORCE. UM, AND THIS GROUP IS
MADE UP OF COUNTY OFFICES, LOCAL
EDUCATION AGENCIES, INSTITUTIONS
OF HIGHER ED AND PROFESSIONAL
ORGANIZATIONS THAT ARE
NETWORKING TO SHARE BEST
PRACTICES AROUND DIVERSIFYING
THE TEACHER WORKFORCE. IN
ADDITION, CD CONTINUES TO WORK
TOWARDS STRENGTHENING THE
EDUCATOR PIPELINE AND BOLSTERING
CAPACITY OF THE EXISTING
WORKFORCE THROUGH SEVERAL
ONGOING INVESTMENTS, WHICH I'D
LIKE TO UPDATE YOU ON NOW, AND
THOSE ARE PROBABLY IN YOUR NOTES
AS WELL. THE EDUCATED WORKFORCE
INVESTMENT GRANT OR THE E WIG.
CONSISTS OF THREE PROGRAMS THAT
SUPPORT THE ENGLISH LAND AWARD
ROADMAP POLICY AND E L PROGRAMS
, SPECIAL EDUCATION AND COMPUTER
SCIENCE TODAY THAT THE WIG FOR
EACH OF THE E L ROADMAP HAS
REACHED OVER 61,000 EDUCATORS.
THE WIG FROM COMPUTER SCIENCE,
WHICH LAUNCHED LAST MARCH, 2022
HAS REACHED OVER 186 SCHOOL
SITES. AND DURING THE 2022
CALENDAR YEAR ABOUT 8000
EDUCATORS PARTICIPATED IN
ACTIVITIES UNDER THE SPECIAL
EDUCATION PORTION OF THE WIG.
WITH 454 EDUCATORS SPECIFICALLY
TRAINED IN UNIVERSAL DESIGN FOR
LEARNING PRINCIPLES, INCLUDING
GENERAL EDUCATION, SPECIAL
EDUCATION, TEACHERS,
ADMINISTRATORS, INSTRUCTIONAL
COACHES, SCHOOL PSYCHOLOGISTS
AND EDUCATORS. ADDITIONAL
INVESTMENTS IN THE 2022 BUDGET
ACT WILL FOCUS ON PROFESSIONAL
DEVELOPMENT FOR TEACHERS AND
PARAPROFESSIONALS TO SUPPORT
EFFECTIVE LANGUAGE ACQUISITION
PROGRAMS FOR EEL STUDENTS,
UNIVERSAL DESIGN FOR LEARNING
AND HIGH QUALITY COMPUTER
SCIENCE INSTRUCTION. THIS ALL
IMPACTS OUR RETENTION OF
EDUCATORS TRAINED THEM WELL, AND
THEY STAY THE NATIONAL BOARD OF
FOR PROFESSIONAL TEACHING
STANDARDS. INCENTIVE PROGRAM,
WHICH FUNDED 20. I'M SORRY $250
MILLION TO FUND THE PROGRAM OVER
FIVE YEARS, PROMOTES NATIONAL
BOARD CERTIFICATION BY PROVIDING
ELIGIBLE TEACHERS $5000 PER YEAR
FOR FIVE YEARS IF THEY TEACH AT
A HIGH PRIORITY SCHOOL. IN
ADDITION, THE PROGRAM PROVIDES
$2500 SUBSIDY TO COVER THE COST
FOR CERTIFICATION FOR TEACHERS.
AT HIGH PRIORITY SCHOOLS TO
INITIATE AND COMPLETE THE
PROGRAM. MORE THAN A DECADE OF
RESEARCH SHOWS THAT NATIONAL
BOARD CERTIFIED TEACHERS HAVE A
POSITIVE IMPACT ON STUDENTS WITH
HIGH NEEDS. I'M PLEASED TO
ANNOUNCE THAT SINCE THE
PROGRAM'S INCEPTION, THE NUMBER
OF TEACHERS IN CALIFORNIA
PURSUING NATIONAL BOARD
CERTIFICATION IN HIGH PRIORITY
SCHOOLS INCREASED FROM 415 IN
2020 2021 TO 1727 AND 21 22 TO
416% INCREASE. AGAIN, THAT'S
TEACHER RETENTION. AND
SUPPORTING NEW TEACHERS THAT
THEY'RE COMING IN AS WELL. THE
EDUCATOR EFFECTIVENESS BLOCK,
GRAHAM PROVIDES PROFESSIONAL
LEARNING AND PROMOTES EDUCATOR,
EQUITY QUALITY AND EFFECTIVENESS
. ELIA'S HAVE SPENT WE'RE GONNA
$48 MILLION ON THE EDUCATOR
EFFECTIVENESS FUNDS IN THE 2021
2022 SCHOOL YEAR. THAT'S THE
FIRST YEAR OF OUR REPORTING. THE
MOST COMMON USE OF FUNDS HAS
BEEN TO SUPPORT, COACHING AND
MENTORING. FOLLOWED BY STANDARDS
, ALIGNED INSTRUCTION AND THEN
PRACTICES TO PROMOTE POSITIVE
SCHOOL CLIMATE. L E A S HAVE
HAVE UNTIL JUNE 30TH 2026 TO
SPEND ALL OF THEIR ALLOCATED
FUNDS THE 21ST CENTURY.
CALIFORNIA SCHOOL LEADERSHIP
ACADEMY IS DEDICATED TO
PROFESSIONAL LEARNING AND
SUPPORT OF CALIFORNIA'S
EDUCATIONAL LEADERS. TO CREATE A
MORE EQUITABLE LEARNING
ENVIRONMENTS THAT ARE ULTIMATELY
THAT WILL ULTIMATELY IMPROVE
STUDENT SUCCESS, PARTICULARLY
FOR UNDERSERVED STUDENTS. THE
21ST C L A CAN CSL A CONTINUES
I'M SORRY, CONSISTS OF A CENTER
LOCATED AT THE UNIVERSITY OF
CALIFORNIA AT BERKELEY, UM, AND
SEVEN REGIONAL ACADEMIES THAT
ARE LOCATED AND THEY'RE CALLED
GEO, UM, REGIONS THAT ARE
LOCATED ACROSS THE STATE THAT
PROVIDE THIS SYSTEM OF SUPPORT.
THE EARLY MATH INITIATIVE
ADDRESSES THE DEMAND FOR
INNOVATIVE PROFESSIONAL
DEVELOPMENT, COMMUNICATIONS AND
RESOURCES TO PROVIDE MATHEMATICS
ACHIEVEMENT OUTCOMES FOR
STUDENTS IN EARLY CHILDHOOD AND
BEYOND, WHICH BECOMES EVEN MORE
ESSENTIAL AS TK EXPANDS. IN THE
INITIAL YEAR OF IMPLEMENTATION.
THE CALIFORNIA EARLY MATH
INITIATIVE SUCCESSFULLY ACHIEVED
ITS GOALS TO INCREASE THE
AGENCY'S FACILITATORS, AWARENESS
OF THE IMPORTANCE OF EARLY MATH
AND TO BUILD THEIR CONFIDENCE
AND CAPACITY TO SUPPORT
CHILDREN'S EARLY MATH, LEARNING
, UTILIZING A TRAIN THE TRAINER
APPROACH THE EARLY MATH
INITIATIVE COACHES PROVIDE
PROFESSIONAL LEARNING AND
COACHING. TO THE AGENCY'S
FACILITATORS, WHO ARE THEN
REQUIRED TO PROVIDE PROFESSIONAL
LEARNING AND COACHING TO
EDUCATORS IN LOCAL COMMUNITIES
AGAIN. THIS IS RETENTION OF
TEACHERS, TRAINING THEM WELL,
ENCOURAGING THEM TO STAY, GIVING
THEM THE TOOLS THAT THEY NEED TO
BE SUCCESSFUL. THE EARLY CHILD.
THE EARLY EDUCATION, TEACHER
DEVELOPMENT GRANTS, OR E. T D,
CONSISTS OF $100 MILLION AWARDED
TO 72 AWARDEES THAT REPRESENT A
TOTAL OF 894 L E. A STATEWIDE
THAT DOLLAR FIGURE ONLY COVERS
ABOUT TWO THIRDS OF THE AMOUNT
OF THOSE REQUESTED BY THE
AWARDEES. THIS GRANT PROGRAM
SUPPORTS INCREASING THE NUMBERS
OF HIGHLY QUALIFIED CSP, P AND T
K TEACHERS AND BOLSTERING
TARGETED COMPETENCIES FOR CSP,
P. T. K AND KINDERGARTEN
TEACHERS. I APOLOGIZE YOU GUYS
FOR, UM, THIS LONG UPDATE, BUT I
THINK IT'S IMPORTANT FOR US TO
NOTE THE LARGE NUMBER OF
PROGRAMS, WHICH IS BY NO MEANS
EXHAUSTIVE. IT'S REFLECTIVE OF
THE LEVEL OF NEED THAT EXISTS. I
ALSO WANT TO HIGHLIGHT THAT
ELIA'S ARE BRAIDING FUNDING
AMONGST THESE GRANT SOURCES TO
SUPPORT THAT NEED, FOR EXAMPLE,
79% OF ALL E T D OR THE EARLY
EDUCATION TEACHER DEVELOPMENT
GRANT RECIPIENTS SPECIFICALLY
DISCUSSED BRAIDING E E T E T D
WITH OTHER GRANT SOURCES TO HELP
DEVELOP AND SUPPORT THEIR U P K
THERE YOU P. K. TEACHER PIPELINE
, INCLUDING THOSE FROM CTE FROM
CD FROM CTC QUALITY COUNTS,
CALIFORNIA FIRST FIVE AND
OTHERS. I WILL CLOSE BY SAYING
THAT THERE ARE OPPORTUNITIES TO
BUILD FROM THESE EXISTING
WORKFORCE PROGRAMS. AND WE LOOK
FORWARD TO ASSISTING THE
ADMINISTRATION, LEGISLATURE, CTC
AND OTHER RELEVANT ENTITIES TO
ADDRESS THE TEACHER SHORTAGE.
WITH ME TODAY. THERE ARE SEVERAL
OF OUR CD DIRECTORS WHO
ADMINISTER THESE PROGRAMS AND
WE'RE ALL HAPPY TO ANSWER
QUESTIONS AT THE APPROPRIATE
TIME. THANK YOU. THANK YOU.
NEXT. WE'LL HEAR FROM CTC, THEN
OUR L A L. GOOD MORNING,
CHAIRMAN CARTY AND MEMBERS OF
THE COMMITTEE. MY NAME IS DAVID
GEAR, AND I'M, THE DIRECTOR OF
THE PROFESSIONAL SERVICES
DIVISION AT THE CALIFORNIA
COMMISSION ON TEACHER
CREDENTIALING. OUR DIVISION IS
RESPONSIBLE FOR ALL THINGS
RELATED TO THE PREPARATION OF
EDUCATORS IN CALIFORNIA,
INCLUDING THE ADMINISTRATION OF
SOME OF THE STATES INVESTMENTS
IN TEACHER WORKFORCE GRANT
PROGRAMS. I WOULD LIKE TO
PROVIDE YOU SOME UPDATES ON OUR
GRANT PROGRAMS THAT DIRECTLY
ADDRESSED IDENTIFIED SHORTAGE
AREAS. WE HAVE A WORD THAT JUST
OVER $1.1 MILLION TO ALL SEVEN
ELIGIBLE LOCAL EDUCATION
AGENCIES WHO APPLIED FOR THE
COMPUTER SCIENCE SUPPLEMENTARY
AUTHORIZATION INCENTIVE GRANT
PROGRAM. TO CHARTER SCHOOLS
APPLIED, BUT THEY ARE NOT
ELIGIBLE UNDER THE AUTHORIZING
LEGISLATION FOR THIS PROGRAM.
POSSIBLE REASONS FOR THE SMALLER
NUMBER OF APPLICATIONS FOR THIS
GRANT PROGRAM. ARE THAT ONE A
NUMBER OF CREDENTIALS ALREADY
AUTHORIZED DEPARTMENTAL
INSTRUCTION IN COMPUTER SCIENCE
, INCLUDING THE SINGLE SUBJECT
AREAS OF BUSINESS. INDUSTRIAL
AND TECHNOLOGY, EDUCATION AND
MATHEMATICS. AS WELL AS THE
DESIGNATED SUBJECT. CAREER
TECHNICAL EDUCATION CREDENTIALS
IN BUSINESS AND FINANCE AND
INFORMATION AND COMMUNICATION
TECHNOLOGIES. A SECOND REASON IS
THAT AS DISTRICTS CAME OUT OF
THE PANDEMIC, COMPUTER SCIENCE
MAY NOT HAVE BEEN A TOP PRIORITY
FOR THEM. WE PLAN TO OFFER TO
APPLICATION WINDOWS PER YEAR
UNTIL ALL GRANT FUNDS ARE
AWARDED. WE WILL BE WORKING WITH
CO .ORG TO HELP RAISE AWARENESS
ABOUT THIS GRANT PROGRAM, AND WE
ARE COLLECTING INFORMATION FROM
COLLEGES AND UNIVERSITIES
REGARDING WHICH OF THEM HAVE
WITH THE REQUIRED COURSEWORK TO
EARN THE AUTHORIZATION SO THAT
LOCAL EDUCATION AGENCIES CAN
MORE EASILY IDENTIFY HIGHER
EDUCATION RESOURCES FOR THEIR
TEACHERS. WE ARE CURRENTLY
DISPERSING THE FINAL FUNDING FOR
THE LOCAL SOLUTIONS TO THE
SHORTAGE OF SPECIAL EDUCATION
TEACHER GRANTS. THESE GRANTS
ENDED UP FOCUSING MORE ON
RETAINING SPECIAL EDUCATION
TEACHERS THAN TRAINING AND
HIRING NEW TEACHERS. GRANTEES
REPORTED THAT FUNDING FOR DEBT
RELIEF SEEMED TO HAVE THE
GREATEST IMPACT ON TEACHERS,
ALLOWING NEW ENERGY AND FOCUS.
AND THAT RETENTION EFFORTS
POSITIVELY IMPACTED
RELATIONSHIPS TEACHERS HAVE WITH
STUDENTS AND FAMILIES. REGARDING
THE READING AND LITERACY
SUPPLEMENTAL AUTHORIZATION
INCENTIVE GRANT PROGRAM. WE HAVE
BEEN WORKING WITH THE CALIFORNIA
DEPARTMENT OF EDUCATION TO
OBTAIN A LIST OF SCHOOL SITES
THAT ARE ELIGIBLE TO RECEIVE
PRIORITY POINTS AS DEFINED BY A
B 1 81. WE ARE EXPLORING THE
POSSIBILITY OF RELEASING THE FAA
BEFORE WE HAVE THE LIST AND THEN
ADDING PRIORITY RANKING WHEN THE
LIST IS READY. FINALLY WE HAVE
SOME VERY PROMISING DATA TO
REPORT ON HOW THE TEACHER
RESIDENCY GRANTS ARE HELPING TO
ADDRESS SHORTAGE AREAS. 91% OF
THE FIRST COHORT OF 300
RESIDENTS FROM THE 2018 TEACHER.
RESIDENCY GRANTS HAVE EARNED
CREDENTIALS, INCLUDING 114,
EDUCATION SPECIALIST. 83 IN STEM
AREAS AND 76 BILINGUAL
AUTHORIZATIONS. ALL WHO EARNED A
CREDENTIAL WERE HIRED BY A
CALIFORNIA PUBLIC SCHOOL. AND OF
THESE ALMOST 97% WERE RETAINED
IN THEIR SECOND YEAR OF
TEACHING. AND THE SECOND COHORT
OF 342 RESIDENTS. ALMOST 74%
HAVE ALREADY EARNED A CREDENTIAL
, INCLUDING 96, EDUCATION
SPECIALIST. 86 STEM AND 70
BILINGUAL AUTHORIZATIONS.
CONSIDERING THAT THESE RESULTS
WERE ACHIEVED AS GRANTEES WERE
STRUGGLING WITH SCHOOL CLOSURES
AND REOPENING. WE ARE OPTIMISTIC
THAT THE 2021 2022 INVESTMENTS
IN RESIDENCY PROGRAMS WILL HAVE
STRONG POSITIVE IMPACTS ON
ADDRESSING THE SHORTAGE AREAS.
ESPECIALLY CONSIDERING THAT A
NEW STATEWIDE RESIDENCY
TECHNICAL ASSISTANCE CENTER WILL
BE STARTING LATER THIS YEAR TO
SUPPORT GRANTEES IN BUILDING AND
MAINTAINING HIGH QUALITY,
SUSTAINABLE PROGRAMS. AND I AM
READY TO ANSWER ANY QUESTIONS
THAT YOU MAY HAVE. OKAY. THANK
YOU. NEXT, ELIO. WE HAVE NO
COMMENTS BUT HAPPY TO TAKE ANY
QUESTIONS QUESTIONS. YEAH, I'LL
START. UM. JUST WITH THE
QUESTION. I ASKED THE LAST ONE
ON UM. AND MONEY'S REVERTED BACK
TO THE GENERAL FUND OR TO THE
PROGRAM. WHAT'S THE POLICY? FOR,
UM. SO FOR RESIDENCY GRANTS
PROGRAMS IN PARTICULAR, BECAUSE
THAT'S THE ONE THAT REQUIRES A
SERVICE. UM DISTRICTS ARE
REQUIRED TO COLLECT FUNDS FROM
RESIDENTS WHO LEAVE BEFORE THEY
COMPLETE THEIR SERVICE AND THAT
MONEY GOES BACK TO THE STATE
COMPTROLLER. SHOULD WE THINK
ABOUT PUTTING IT DIRECTLY TO ONE
OF OUR MORE EFFECTIVE PROGRAMS?
THE MONEY COMING BACK? YEAH YES,
I THINK THAT WOULD BE A WISE
CHOICE. OKAY AND THEN I GUESS
FOR THE L A. OH THIS IS THE AGE
OLD QUESTION. YOU KNOW, THIS HAS
BEEN AN ISSUE DEBATED IN THIS
SUB COMMITTEE FOR A DECADE.
TEACHER SHORTAGE AND YOU KNOW IT
GOES IN WAVES, AND THE IMPACT IS
GREATER AT CERTAIN TIMES,
CERTAINLY DURING THE PANDEMIC.
AND WE UM, ALLOCATED YOU KNOW?
HUNDREDS OF MILLIONS OF DOLLARS
WILL EVER THINK A COUPLE BILLION
DOLLARS AND A VARIETY OF
PROGRAMS. AND WE'RE NOT QUITE
CERTAIN WHAT? WHAT WHAT'S THE
BEST BOATS ARE BASED BANK FOR
OUR BUCK. WE ASKED THIS AT OUR
HEARING LAST WEEK. SO HOW COULD
YOU GUIDE US? BECAUSE WE WANT
TO. WE DON'T HAVE UNLIMITED
RESOURCES. JUST LIKE THE LAST
PANEL. WE WANT TO HELP WITH
RECRUITMENT AND RETENTION. BUT
EVENTUALLY, SOMETIMES YOU CAN
ONLY CHOOSE ONE. SO HOW WOULD
YOU GUIDE THE STATE ON HOW WE
PRIORITIZE. PROGRAMS AND
INVESTMENTS. EDGAR COBRA WITH
THE AH I THINK I THINK THERE'S A
COUPLE OF THINGS THAT I WOULD
HIGHLIGHT ONE IS TRYING TO GET
AS BAD AS BEST AS MUCH
INFORMATION AS POSSIBLE ON THE
SUCCESS OF THE PROGRAM AND WHAT
HAS HAPPENED. I THINK ONE OF THE
CHALLENGES, THOUGH, IS FOR
EXAMPLE WITH, SAY, THE GOLDEN
STATE TEACHER GRAPH. HOW MANY OF
THOSE TEACHERS DO WHAT IS WHAT
HAS BEEN THE IMPACT FOR THE
STATE. OBVIOUSLY EVERY TEACHER
WHO'S GOT $20,000 BECAUSE OF THE
PROGRAM IS HAS BEEN AFFECTED IN
SOME WAY POSITIVELY BY BY
RECEIVING THAT, BUT IN TERMS OF
DID THIS PROGRAM INCREASED THE
NUMBER OF TEACHERS IN THE
PIPELINE. THAT'S THE QUESTION. I
THINK THAT'S THAT'S VERY
CHALLENGING, BUT SO THE DEGREE
TO WHICH WE CAN GET ADDITIONAL
INFORMATION IN TERMS OF HOW MUCH
THIS, UM, AFFECTED OUR OVERALL,
UH, NUMBER OF TEACHERS IN THE
PROFESSION. WE THINK THAT'S
SOMETHING THAT THAT CAN BE
HELPFUL. IN SOME CASES LIKE WITH
RESIDENCY. WE DO KNOW THAT THERE
ARE OTHER STUDIES THAT SHOW, FOR
EXAMPLE, THAT OVERALL UH TEACH
TEACHERS WHO GO THROUGH
RESIDENCY PROGRAM TEND TO STAY
IN THE PROFESSION LONGER, SO I
THINK IN THAT CASE, YOU'RE SORT
OF ALREADY TARGETING A PROGRAM
THAT WE HAVE SOME RESEARCH BASED
IN BALTIMORE, EFFECTIVE ONE IS
TRYING TO ASSESS THAT. THE OTHER
THING I WOULD HIGHLIGHT IS I
THINK THIS IS PROBABLY WHY WHEN
WHENEVER THE SHORTAGE ISSUE
COMES UP FROM OUR PERSPECTIVE,
WE, UM WE ALWAYS TRY TO FOCUS ON
THE SORT OF CONSISTENTLY
SHORTAGE AREAS RIGHT WHEN YOU
TALK ABOUT SOMETHING LIKE UM,
THE MULTIPLE SUBJECT CREDENTIAL
THAT TENDS TO BE A SHORTAGE
DURING TIMES WHEN DISTRICTS HAVE
GROWTH, ADDITIONAL FUNDING TO
SPEND THE HIRING NEW TEACHERS,
BUT THAT DEMAND CAN GO UP AND
DOWN WITH SOMETHING LIKE MATH,
SCIENCE, SPECIAL EDUCATION, UH,
TEACHERS IN HIGH POVERTY SCHOOLS
. THAT'S A PERSISTENT SHORTAGE
AREA, AND SO I THINK ONE THING
THAT WE RECOMMENDED LEGISLATURES
TO YOU KNOW WHEN IT COMES TO
SPENDING ON THESE FUNDS OVER, UH
A LONG PERIOD OF TIME TO
PRIORITIZE THOSE AREAS SO THAT
REGARDLESS OF WHEN TEACHERS COME
OUT OF THOSE PROGRAMS THERE
THERE. WE KNOW THAT THERE'S A
LOT OF DEMAND FOR THEM AND THAT
THAT IS GOING TO BE ADDRESSING A
SHORTAGE AREA. SO ON, YOU KNOW,
WE WERE ALWAYS PROUD OURSELVES
ON LOCAL CONTROL WITH ITS LOCAL
GOVERNMENT, AND CERTAINLY WITH
OUR SCHOOL FUNDING SO FAR OUT OF
OUR LOCAL SOLUTIONS GRANTS WE DO
JUST THAT WE ALLOW PEOPLE TO
PICK AND CHOOSE. DO WE THINK
THAT'S THE BEST APPROACH FOR
THOUSANDS SCHOOL DISTRICTS OR
SHOULD WE START PRIORITIZING?
ESPECIALLY IF WE HAVE LIMITED
RESOURCES. GETTING THAT CAN BE.
THAT'S ONE OPTION THAT I THINK
CAN HELP IN TERMS OF IN SOME
CASES, IF WE DON'T KNOW QUITE
WHAT THE BEST SOLUTION WILL BE
RIGHT IT GIVES IT GIVES LOCALS
THE ABILITY TO, UM TO TAKE THE
ACTIONS THAT THEY THINK THEY ARE
MOST HELPFUL, AND THE STATE CAN
GET THAT INFORMATION AND GET A
BETTER SENSE OF WHETHER THAT WAS
EFFECTIVE. THAT'S 11 OF THE
THINGS THAT'S THE BENEFIT OF
THAT LOCAL SOLUTIONS. GRANTED
THAT WE ALSO GET THAT REPORTING
BACK SO WE CAN SEE WHAT ARE THE
KINDS OF ACTIONS THAT WERE
TAKEN. IT SEEMS LIKE BASED ON
THOSE ACTIONS THAT THEN THE
FOCUSING ON RETENTION WAS ONE OF
THE THINGS NOT NECESSARILY
FINDING NEW TEACHERS. AND SO
THAT COULD BE SOMETHING THAT THE
STATE HAD EITHER BUILT ON BY
PROVIDING SIMILAR THAT PART OF
FUNDING WAS SPECIFICALLY FOR
SPECIAL EDUCATION TEACHERS, SO
YOU COULD CONSIDER SOMETHING
THAT'S LIKE THAT, FOR A BROADER
SET OF TEACHER OF TEACHER
CREDENTIALS, BUT YOU COULD ALSO
UM. IMAGINE BUILDING A STATE
PROGRAM THAT HAS SOME KIND OF
FOCUS ON RETENTION. THIS CHAIR.
IF I COULD. I WOULD ALSO OFFER
THAT I THINK IT'S STILL A
COMBINATION OF BOTH THE FACT
THAT THE STATE LEGISLATURE AND
THE GOVERNOR HAVE GIVEN
DISTRICTS MORE PREDICTABLE
FUNDING, THE AUSSIE FF BASED
MEANS THAT THEY CAN MAKE BETTER
DECISIONS ABOUT COMPENSATION FOR
EDUCATORS, AND THAT'S IMPORTANT
BUT AT THE SAME TIME, WHAT WE'RE
SEEING IS THAT THERE IS A NEED
FOR MORE COORDINATION AT THE
STATE LEVEL AND HOW THIS WORKS
AND THE COMMISSION ON TEACHER
CREDENTIALING IS AN INCREDIBLE
PARTNER. UM AND THEY ARE RAMPING
UP AND THEIR ABILITIES TO HAVE
MORE PEOPLE WHO CAN ANSWER THE
PHONE WHEN SOMEONE CALLS AND
SAYS HOW DO I BECOME A TEACHER?
HOW DO I GET THE SCHOLARSHIP?
HOW DO I GET THE CREDENTIAL? AND
SO I THINK IT IS CONTINUES TO BE
. LET'S FACE IT. UM THE SHORTAGE
WAS GREAT EVEN BEFORE THE
PANDEMIC. AND IT'S NOT LIKE THE
CHALLENGES HAVE BEEN STATIC,
RIGHT. IF YOU LOOK AT HOUSING
AFFORDABILITY IN OUR STATE THAT
CONTINUES TO BE A HUGE THREAT TO
OUR ABILITY TO RECRUIT OUR
WORKFORCE, UM, THE WORKING
CONDITIONS THAT WE'VE DISCUSSED
BUT THE STATE AT THE STATE LEVEL
, THERE'S BEEN ACTION THAT IS
MAKING A DIFFERENCE. REMOVING
BARRIERS, UM PAUSING FEES FOR
THE APPLICANTS AND FOR THE
CANDIDATES. THESE THINGS REQUIRE
STATE LEVEL. LEADERSHIP AND
COORDINATION. BUT AT THE END OF
THE DAY, LOCAL DISTRICTS ARE THE
ONES MAKING THE HIRING DECISIONS
AND THE SALARY COMPENSATION
DECISIONS. AND SO IT CONTINUES
TO BE BOTH A LOCAL AND STATEWIDE
COORDINATED EFFORT. OKAY. MR
BRONTE'S. THANK YOU SO MUCH TO
ALL THE PANELISTS TODAY FOR YOUR
PARTICIPATION. UH IT IS CLEAR
THAT TEACHER RECRUITMENT IS A
PRIORITY AND I WANT TO START OFF
BY THANKING OUR SUPERINTENDENT,
ATTORNEY THURMAN FOR YOUR
EFFORTS AND LAUNCHING THIS FIRST
TIME STATEWIDE PROGRAM, ENSURING
THAT WE GET THIS INFORMATION OUT
THERE TO ALL OF OUR COMMUNITIES.
AND WE ALSO HAVE TO LOOK AT
CONTINUE TO LOOK AT INNOVATIVE
WAYS TO ATTRACT NEW EDUCATORS
WHETHER THAT'S PAYING OFF
STUDENT LOANS TALKING ABOUT
BUILDING HOUSING. LET'S ALSO
DISCUSS THOSE DIFFERENT BONUSES
THAT ARE OPPORTUNITIES THAT WE
CAN'T, UH YOU KNOW, MISS, WE
HAVE TO LOOK AT EVERY WAY THAT
WE CAN ATTRACT TEACHERS IN EVERY
PART OF OUR STATE AND ALSO
LOOKING AT THE DATA THAT WILL
COME WITH THAT. AND THE DATA
THAT WILL BE GENERATED THAT WILL
BE INSIGHTFUL FOR US AS WE MOVE
FORWARD AND HOW WE CONTINUE TO
ADDRESS, UH, THE TEACHER
SHORTAGE AND SO I JUST THINK
EACH OF YOU FOR THE OPPORTUNITY
TO LEARN AND TO HEAR WHAT IS
HAPPENING, AND I WAS VISITING
THE CTC WEBSITE JUST RIGHT NOW
NAVIGATING IT MYSELF. BECAUSE AS
WE ASK PEOPLE TO GO TO THESE
WEBSITES, I WANT TO KNOW THAT IT
IS, UM EASY TO FIND WHAT WE'RE
TELLING FOLKS TO GO VISIT THE
WEBSITE FIND THESE GRANT
OPPORTUNITIES AND SO I JUST WANT
TO THANK, UH, THE WORK THAT HAS
BEEN DONE AS WELL ON THE CTC
WEBSITE FOR FOLKS TO NAVIGATE
EASILY. AND ONE THING THAT WE
REALLY APPRECIATE FROM THE
LEGISLATURE IS FUNDING FOR, UH,
EIGHT CAREER COUNSELOR POSITIONS
AT THE COMMISSION, AND THESE
POSITIONS ARE DESIGNED TO DO
VERY, YOU KNOW, SUPPORT THE WORK
THAT THE CALIFORNIA DEPARTMENT
OF EDUCATION IS DOING SO THAT
WHEN PEOPLE EXPRESS AN INTEREST
IN BECOMING A TEACHER, WE CAN
HAVE SOMEONE PERSONALLY ANSWER
THEIR QUESTIONS. BECAUSE THERE'S
A BIG DIFFERENCE FROM ST 25 30
YEARS AGO, WHEN THERE WAS ONE
WAY TO GET A CREDENTIAL. YOU GOT
YOUR BACHELOR'S DEGREE. YOU DID
YOUR FIFTH YEAR PROGRAM. YOU
TOOK THE SEA BASS. YOU TOOK THE
CAESAR. UM AND YOU PASSED REKHA.
BUT NOW SINCE WE'VE CREATED SO
MANY DIFFERENT OPTIONS AND
FLEXIBILITIES, UH, PATHWAYS TO
MEET THE INTERESTS AND REALLY
WHERE PEOPLE ARE AT IN THEIR
LIVES, UM THERE IT TAKES, UM
REALLY SOME TALKING TO THE
PERSON WHO'S INTERESTED TO
UNDERSTAND WHAT THEY ALREADY
HAVE. WHERE YOU KNOW WHAT
EXPERIENCE THEY HAVE. WHAT KIND
OF TEACHER THEY WANT TO BECOME,
AND THEN WE CAN LAY OUT FOR THEM
. WE'LL HEAR YOUR OPTIONS AND
HERE'S THE AWESOME FUNDING
THAT'S AVAILABLE FROM THE STATE.
THANK YOU, MR FONG. THANK YOU SO
MUCH. MR CHAIRMAN, JUST ONE OF
THE THANK THE SUPERINTENDENT FOR
HIS LEADERSHIP AND EFFORTS AND
TEAM FOR REALLY ALL THE WORK
AROUND TEACHER RECRUITMENT
EFFORTS AND THANK YOU FOR THAT
INFORMATIONAL FLYERS WHILE THEY
WERE GETTING OUT TO THE PUBLIC
IN THE COMMUNITY, SO DEFINITELY
ONE APPLE PIE. MY COLLEAGUES, MR
VONTAZE COMMENTS ABOUT HOW WE
CAN CONTINUE TO AMPLIFY THE
RESOURCES OUT THERE AVAILABLE
FOR FOLKS AND TEACHER
RECRUITMENT. ANYBODY'S
INTERESTED, BECOMING A TEACHER.
PLEASE SEND HIM FROM THE NAME OF
TO TEACH IN CALIFORNIA CITY THAT
CA.GOV BUT ANYTHING NEVER
CONTINUE. AMPLIFY THOSE
PARTNERSHIPS GOING FORWARD. I
KNOW THAT WE'RE HERE TO SUPPORT
THOSE EFFORTS. THANK YOU,
SUPERINTENDENT. THANK YOU. THANK
YOU. THIS INFORMATIONAL ITEM. UH
THANK YOU FOR YOUR
PARTICIPATION. NEXT ITEM IS
ISSUE NUMBER THREE OPIOID
RESPONSE IN PUBLIC SCHOOLS.
THANK YOU. WE'LL START WITH THE
DEPARTMENT OF FINANCE AND THEN
L. A OH, AND THEN HEAR FROM CD.
GOOD MORNING CHAIR AND MEMBERS
MELISSA IN WITH THE DEPARTMENT
OF FINANCE. UM, I'LL TRY TO BE
BRIEF SINCE AGENDA HAS ALREADY
LAID OUT THIS PROPOSAL IN DETAIL
. THE GOVERNOR'S BUDGET PROPOSES
3.5 MILLION ONGOING PROPOSITION
98 GENERAL FUND TO PROVIDE
ELIA'S RESOURCES TO STOCK AT A
MINIMUM TWO DOSES OF NOXON HYDRO
CHLORIDE OR ANOTHER EMERGENCY
OPIOID ANTAGONIST. ON ALL MIDDLE
SCHOOL AND HIGH SCHOOL CAMPUSES
. THE DEPARTMENT OF EDUCATION
WHAT ALLOCATE FUNDS TO ELIA'S,
BASED ON THE NUMBER OF MIDDLE
SCHOOL AND HIGH SCHOOL SITES
WITHIN AN L E, A STUDENT
ENROLLMENT AT THOSE SITES AND
ANY OTHER RELEVANT FACTORS TO BE
DETERMINED BY THE DEPARTMENT.
ELIA'S RECEIVING THE FUNDS WOULD
BE REQUIRED TO OBTAIN A STANDING
ORDER FROM THE DEPARTMENT OF
PUBLIC HEALTH FOR THE
ADMINISTRATION AND DISTRIBUTION
OF THIS MEDICATION, AND WE'RE
ALSO PURCHASE THE MEDICATION
DIRECTLY FROM THE NALOXONE, UM
OR OTHER OPIOID ANTAGONIST
MANUFACTURER. LASTLY THE ELIA'S
WOULD BE REQUIRED TO ENSURE
SCHOOL STAFF ON CAMPUS HAVE
REVIEWED THE TRAINING MATERIALS
AND RESOURCES AVAILABLE IN THE
CALIFORNIA DEPARTMENT OF PUBLIC
HEALTH WEBSITE. THAT CONCLUDES
MY REMARKS, AND I'M HAPPY TO
ANSWER ANY QUESTIONS AT THE
APPROPRIATE TIME. THANK YOU.
THANK YOU, ELLA. THANK YOU, MR
CHAIR. GOOD MORNING TERM MEMBERS
OF WORK. MANY OF THE LEGISLATURE
PROVIDE LOWER AMOUNT OF FUNDING
THAN THE PROPOSED 3.5 MILLION.
THIS IS DUE TO TWO SPECIFIC
CONCERNS THAT WE HAVE THE FIRST
IS THAT THE FUNDING IS NOT
ALIGNED WITH THE SPECIFIC
REQUIREMENTS, ALTHOUGH THE
PROPOSED TERRIBLE LANGUAGE
REQUIRES MIDDLE AND HIGH SCHOOLS
TO CARRY TWO DOSES OF AN
EMERGENCY OPIOID ANTAGONISTS.
OUR UNDERSTANDING IS THAT THE
ADMINISTRATION'S COST ESTIMATE
OF 3.5 BILLION MILLION. SORRY
ASSUMES THAT EVERY MIDDLE SCHOOL
AND HIGH SCHOOL ANNUALLY
PURCHASE 12 DOSES. THE
MINISTRATIONS INDICATES THIS IS
BECAUSE NALOXONE IS SOLD IN
PACKAGES OF 12. UM MOST SCHOOLS
, HOWEVER, ARE PART OF A MULTI
SCHOOL DISTRICT THAT WILL BE
MAKING PURCHASES ON BEHALF OF
ALL OF THEIR SCHOOLS, CHARTER
SCHOOLS AND SCHOOL DISTRICTS OF
THE SMALL NUMBER OF SCHOOLS
COULD MAKE BOOK PURCHASES BY
PULLING TOGETHER RESOURCES WITH
SMALLER ENTITIES. ASSUMING
SCHOOLS ONLY PURCHASED TWO DOSES
OF NALOXONE ANNUALLY ALIGNED
WITH THE REQUIREMENTS. WE
ESTIMATE THE COST WOULD BE ABOUT
550,000. AH THE SECOND CONCERN
IS THAT THE FUNDING WOULD BE
DISTRIBUTED ANNUALLY WHILE THE
MEDICATION HAS A LONGER SHELF
LIFE OVER AROUND 2 TO 3 YEARS.
AS A RESULT, SCHOOLS WOULD NOT
BE REQUIRED TO REPLACE
MEDICATION ON AN ANNUAL BASIS.
UM THEY WOULD ONLY NEED TO
REPLACE THE MEDICATION, UM, THAT
WAS ADMINISTERED TO REVERSE AN
OVERDOSE OR ONCE THE MEDICATION
EXPIRED. UM SO OVERDOSES THAT
ARE NOT USED IN ONE SCHOOL YEAR
CAN LIKELY BE USED FOR THE
SECOND OR THIRD SCHOOL YEAR. UM
GIVEN HIS ISSUES, WE THINK $1
MILLION WOULD BE SUFFICIENT TO
FULFILL THE REQUIREMENTS OF THE
PROPOSAL. I WAS FOR PRIVATE.
THIS WOULD PROVIDE SUFFICIENT
FUNDING FOR THE COSTS OF THE
MINIMUM REQUIREMENT OF
MEDICATION, WHILE ALSO SETTING
ASIDE ADDITIONAL FUNDING THROUGH
REFLECT THE COST OF MAINTAINING
A LARGER NUMBER OF DOSES THAT
LARGER SCHOOLS OR FOR REPLACING
THE MEDICATION THAT WAS USED TO
MINISTER TO REVERSE AN OVERDOSE.
THE LEGISLATURE COULD REVISIT
THE FUNDING LEVEL IN FUTURE
YEARS IF CHANGES IN MEDICATION
OR OTHER FACTORS RESULT IN
HIGHER THAN ANTICIPATED COSTS.
UM THAT CONCLUDES OUR COMMENTS,
HAPPY TO ANSWER ANY QUESTIONS
THAT APPROPRIATE TIME. OH, YEAH.
MALIA FELL IN BEHALF OF STATE
SUPERINTENDENT OF PUBLIC
INSTRUCTION TONY THURMAN. UM THE
CALIFORNIA DEPARTMENT OF PUBLIC
HEALTH REPORTED THAT THERE WERE
OVER 6500 OPIOID RELATED
OVERDOSE DEATHS IN CALIFORNIA IN
2021 OVER 505,500 OF THESE
DEATHS WERE RELATED TO FENTANYL
AND OVER 200 OVERDOSES WERE
AMONG TEENS AGES 15 TO 19 YEARS
OLD. FENTANYL DEATHS ACCOUNTED
FOR MORE THAN 80% OF ALL DRUG
RELATED DEATHS AMONG
CALIFORNIA'S YOUNG PEOPLE IN
2021. FENTANYL WHICH WE ALL KNOW
IS 50. TIMES STRONGER. THEN
HEROIN IS ALMOST ENTIRELY
RESPONSIBLE FOR THE SPIKE IN
YOUTH RELATED OVERDOSES IN OUR
STATE. MEDICATIONS SUCH AS
NALOXONE WORKED TO IMMEDIATELY
REVERSE AND OPIOID OVERDOSE WITH
VERY FEW ADVERSE EFFECTS AND
ALMOST ZERO POTENTIAL FOR ABUSE.
WE BELIEVE THAT IT IS VITAL THAT
CALIFORNIA MIDDLE AND HIGH
SCHOOLS HAVE ACCESS TO THIS TYPE
OF MEDICATION TO HELP SAVE OUR
YOUNG PEOPLE'S LIVES. SP 36 67
WAS PASSED LAST LEGISLATIVE
SESSION TO REQUIRE ALL COMMUNITY
COLLEGES AND CSU CAMPUS HEALTH
CENTERS TO HAVE APPROVED OPIOID
OVERDOSE. OVERDOSE REVERSAL
MEDICATION AVAILABLE. THE SAME
NEEDS TO BE AVAILABLE FOR
CALIFORNIA MIDDLE AND HIGH
SCHOOLS. LAST FALL, STATE
SUPERINTENDENT TONY THURMAN
CONVENED A NUMBER OF WEBINARS
THAT WERE WELL ATTENDED BY R. L
E. A S TWO OF OUR WEBINARS THAT
WE HAD ACTUALLY MAXED OUT AT THE
500 MARK, SO WE HAD A THIRD
WEBINAR. L E. A S ARE CLAMORING
FOR MORE TOOLS TO ADDRESS THE
FENTANYL CRISIS. IN FACT, WE
ALSO PRODUCED GUIDANCE AND SHARE
THIS CD PH TOOLKIT, MUCH OF
WHICH HAS BEEN UTILIZED ALREADY
BY R. L E. A S OUR WEBINARS
FEATURED PANELS OF EXPERTS THAT
SPOKE ABOUT STRATEGIES TO COMBAT
THE OPIOID CRISIS. WHICH IS AS I
MENTIONED EARLIER, THE FASTEST
GROWING CAUSE OF DEATH IN
CALIFORNIA. OUR WEBINARS WERE
OPEN TO ALL EDUCATORS AND
PARENTS FEATURED SUBJECT MATTER
EXPERTS FROM THE U. S DRUG
ENFORCEMENT ADMINISTRATION,
CALIFORNIA HEALTH AND HUMAN
SERVICES ARE L E A S WHO ARE
SHOWING BEST PRACTICES AND
GUIDANCE TO THEIR PEERS. THE
CALIFORNIA DEPARTMENT OF
EDUCATION AND THE CALIFORNIA
DEPARTMENT OF PUBLIC HEALTH THE
SUPERINTENDENT, AND PARTICIPANTS
DISCUSSED WAYS TO WORK TOGETHER
TO EDUCATE, PREVENT, INTERVENE
AND SUPPORT OUR STUDENTS. HAVING
ACCESS TO MEDICATIONS SUCH AS
NALOXONE WAS DISCUSSED. AND IN
FACT FOLLOWING OUR WEBINARS, WE
SAW MANY OF OUR L E A S PUT IN
REQUESTS TO PLACE AND RELAX ON
AT THEIR SCHOOL. LAST YEAR. L A
USD PLACE NO AXON AT ALL OF
THEIR SCHOOL SITES, AND THIS
YEAR HAVE ALREADY ADMINISTERED
IT OVER 12 TIMES. 12 TIMES.
SINCE 2017 SCHOOL DISTRICTS
COUNTY OFFICE OF EDUCATION AND
CHARTER SCHOOLS HAVE BEEN
AUTHORIZED TO OBTAIN FDA
APPROVED OPIOID ANTAGONIST TO
ADMINISTER AN OPIOID OVERDOSE TO
ADMINISTER IN AN OPIOID
OVERDOSE. WE ARE WORKING WITH
OUR DISTRICTS TO DEVELOP AND
IMPLEMENT POLICIES AND PRACTICES
AT THEIR LOCAL SCHOOLS. SCHOOLS
SHOULD TRAIN STAFF ON HOW TO
IDENTIFY SIGNS OF AN OPIOID
OVERDOSE. AS WELL AS HOW TO
SAFELY STORE AND ADMINISTER
NARCAN. WE ALSO ENCOURAGE
SCHOOLS TO PROVIDE PEER TO PEER
RESOURCES AND PARENT ENGAGEMENT
OPPORTUNITIES, AND MANY OF OUR
ELIA'S HAVE DONE THE TRAINING
AND PUT IN THE REQUEST AS PART
OF THE NALOXONE DISTRIBUTION
PROJECT, BUT THERE WERE DELAYS
IN GETTING SUPPLIES DELIVERED
SEVERAL MONTHS. IN FACT, MANY
ELIA'S HAVE REPORTED POSITIVE
OUTCOMES WHEN THEY OFFER
SUBSTANCE ABUSE INTERVENTION
SERVICES IN PARTNERSHIP WITH
COMMUNITY BASED ORGANIZATIONS
AND CD HAS PARTNERED WITH THE
DEPARTMENT OF HEALTH CARE
SERVICES TO LAUNCH THE CHILDREN
AND YOUTH BEHAVIORAL HEALTH
INITIATIVE. WHICH WILL OFFER
UNPRECEDENTED LEVELS OF FAMILY,
MENTAL HEALTH AND WELLNESS
SERVICES ON CAMPUS THROUGH
SEVERAL DIFFERENT COMPONENTS. WE
ARE HOPEFUL THAT THE COMBINATION
OF SOCIAL AND EMOTIONAL SUPPORT
HEALTH, EDUCATION AND PREVENTIVE
MEASURES IN ADDITION TO HAVING
LIFE SAVING MEDICATION ON CAMPUS
WILL HELP SAVE OUR CHILDREN. I'M
HAPPY TO ANSWER ANY QUESTIONS AT
THE APPROPRIATE TIME. OKAY.
THANK YOU. CD. THAT'S YOU GOT TO
UM FEW QUESTIONS. SO NUMBER ONE.
IT'S UNFORTUNATE REALITY THAT WE
WERE HAVING THIS CONVERSATION,
BUT IT'S WARRANTED. I'M GLAD
WE'RE HAVING THE ATTENTION. WE
HAVE, UH BIPARTISAN PUSH FOR
LEGISLATION ON THE ASSEMBLY BY
MR PATTERSON, JOE PATTERSON. IN
A SENSE, I THINK, MR PORTANTINO
AND CORTEZ E. SO A LOT OF FOCUS
ON THIS. HAVING THIS IN IN IN
OUR PUBLIC SCHOOLS IS A GOOD
IDEA. AND IT'S FRIGHTENING THAT
YOU JUST SAID IN L, A USD IT'S
ALREADY THIS YEAR. THEN UTILIZED
12 TIMES. I GUESS THAT'S 12
LIVES THAT WERE SAFE SO THAT'S
THE UPSIDE THERE. UM JUST A
COUPLE OF TECHNICAL ISSUES. UH
SHOULD THIS BE FUNDED THROUGH
THROUGH PROP 98? YOU KNOW, IT'S
NOT REALLY EDUCATION RELATED.
IT'S $3.5 MILLION NOT GONNA
BREAK THE BANK EITHER WAY, BUT
IS THIS THAT, YOU KNOW PRECEDENT
, AND IS THIS APPROPRIATE?
SHOULD WE LOOK AT OTHER FUNDING
SOURCES? WE HAD THAT WE'RE
WORKING ON. I'M NOT SURE IF IT'S
FINALIZED YET. THE MASSIVE
SETTLEMENT FROM THE DRUG
MANUFACTURERS. WHO YOU KNOW,
COULD HELP CONTRIBUTE TO THIS
PROBLEM. SO SHOULD WE UTILIZE
THAT MONEY? YEAH WE DON'T THINK
THERE'S ANY PARTICULAR REASON
THAT IT HAS TO BE PROPER 98.
THIS WILL BE ONE WHERE I GUESS
WE WOULD SAY THAT IT'S THERE ARE
SOME CASES WHERE WE THINK THE
LEGISLATURE HAS DISCRETION IN
DECIDING AND IT'S NOT SOMETHING
THAT'S DIRECTLY RELATED TO
CONSTRUCTION. SO I THINK THAT IF
THE LEGISLATURE WANTED TO
CONSIDER NONPREGNANT DEED, UH,
GENERAL AND WE THINK THAT WOULD
THAT WOULD PROBABLY BE AN
ALLOWABLE. THAT WOULD BE ALLOWED
BOARD. I THINK IT'S JUST A
MATTER OF PERHAPS BEING
ADMINISTERED THROUGH A DIFFERENT
AGENCY OR IN THE WAY THAT IS
DISTRIBUTED NOT GOING DIRECTLY
TO SCHOOL DISTRICTS, BUT THEY
DISTRICTS HAVING ACCESS ACCESS
TO THAT MEDICATION THROUGH A
DIFFERENT MEANS. OKAY AND THEN,
AS FAR AS THE ADMINISTERING IT,
WE HAD THE PROGRAM. THROUGH THE
DEPARTMENT OF HEALTH CARE
SERVICES WERE DISTRICTS CAN
APPLY. TO DO THAT. SO IS THIS
UTILIZING THAT SAME APPROACH, OR
IS THIS KIND OF CREATING A NEW
PATH? WHAT'S THE MOST EFFICIENT
WAY AND APPROPRIATE WAY? SO THE
NALOXONE DISTRIBUTION PROJECT IS
ADMINISTERED BY THE DEPARTMENT
OF HEALTH CARE SERVICES. SO
CURRENTLY, SCHOOLS ARE ELIGIBLE
ENTITIES TO APPLY THROUGH THAT
PROGRAM. BUT I JUST WANT ALSO
WANT TO NOTE THAT THE PROGRAM IS
KIND OF A FIRST COME FIRST
SERVE. IT ALSO SERVES VARIOUS
ENTITIES, WHICH INCLUDES
UNIVERSITIES, SCHOOLS, FIRST
RESPONDERS, LAW ENFORCEMENT AND
OTHER COMMUNITY ORGANIZATIONS.
UM SO TO THE EXTENT THAT THE
PROGRAM IS FULLY FINE TO MEET
THE NEED, UM, YOU KNOW,
DIRECTING SCHOOLS TO APPLY
THROUGH THE PROGRAM THERE. THERE
MAY BE A COST PRESSURE ON THE
GENERAL FUND SIDE TO SUPPORT
THIS PROGRAM. I GET THAT. BUT IF
WE PUT THE 3.5 MILLION IN THERE
TO FUND ALL SCHOOLS LIKE IS
BEING PROPOSED. WOULD THIS GO
THROUGH? DEPARTMENT, HEALTHCARE
SERVICES AND WHO WOULD HOW WOULD
IT BE? UM, ADMINISTERED. UH,
WELL, CURRENTLY, UM, YOU KNOW,
THE THIS PROGRAM IS ADMINISTERED
BY THE DEPARTMENT OF HEALTH CARE
SERVICES. UM, YOU KNOW, THIS
WOULD CREATE COST PRESSURES ON
ON THE GENERAL FUND TO INCLUDE
THIS FUNDING AS PART OF THAT
PROGRAM, UM THEY WOULD ALSO NEED
TO BE SOME. I GUESS WE'RE
BECAUSE CURRENTLY THERE IS NO
PRIORITIES FOR SCHOOL
SPECIFICALLY FOR THAT PROGRAM,
SO IT'S A FIRST COME FIRST SERVE
KIND OF PROGRAM. I OKAY? I MAYBE
MISSED, UM FOCUSING ON THE WRONG
ISSUE. IF WE DO THIS, AS YOU,
GOVERNOR PROPOSES 3.5 FROM PROP
98 TO GIVE. UM I GUESS IT'S A
COUPLE DOSES AT LEAST TWO DOSES.
PER CAMPUS. IS IT IS THAT IS
THAT MONEY FOR PROP 98. GOING
THROUGH DEPARTMENT HEALTHCARE
SERVICES THAN THE SCHOOLS.
SORRY, MISUNDERSTOOD YOUR
ORIGINAL QUESTION, SO THE
GOVERNOR'S BUDGET PROPOSAL WOULD
PROVIDE FUNDING DIRECTLY TO
SCHOOLS TO PURCHASE DIRECTLY
FROM THE MANUFACTURER WOULDN'T
BE GOING THROUGH THE PART ABOUT
THE WHOLE TRAINING AND PIECES.
THAT'S A KEY COMPONENT AS WELL.
SO WE ARE DIRECTING SCHOOLS TO
UTILIZE THE TRAINING MATERIALS
ARE AVAILABLE ON THE ON THE
DEPARTMENT OF PUBLIC HEALTH
WEBSITE SINCE, UM THOSE ARE THE
TRAINING MATERIALS THAT ARE
PROVIDED TO APPLICANTS OF THE
NALOXONE DISTRIBUTION PROJECT.
JUST SO WE'RE NOT CREATING
DUPLICATE REQUIREMENTS,
ESPECIALLY FOR SCHOOLS THAT
ALREADY UM YOU KNOW, ACCESSING
THE MEDICATION THROUGH THAT
PROGRAM. OKAY? QUESTIONS, MR
MARTUCCI. AND MR. SO TO
DEPARTMENT OF FINANCE. I MEAN,
WHAT THE YELLOW IS PROPOSING
SEEMS TO MAKE COMMON SENSE. YOU
HAVE BOTH PURCHASING. YOU HAVE
AN AGENCY THAT CAN COORDINATE
THE PURCHASING IN THE
DISTRIBUTION OF THE NALOXONE.
WHY IS IT A DEPARTMENT OF
FINANCE PROPOSING THAT
INDIVIDUAL SCHOOL DISTRICTS ARE
1000 SCHOOL DISTRICTS DO THAT,
RATHER THAN HAVING A SMARTER,
COORDINATED STATEWIDE EFFORT. SO
THIS THIS FUNNY PART OF THE
LARGER PACKAGE IN RESPONSE TO
THE GROWING CRISIS, SO PROVIDING
FUNDING DIRECTLY TO SCHOOLS TO
PURCHASE THE MEDICATION WAS
INTENDED TO FILL THAT GAP IN THE
NEED, SO THERE'S KIND OF A NO
ONE'S NO SIZE FITS ALL. NO ONE
SIZE FITS ALL FOR SCHOOLS. AND
THROUGH THIS PROPOSAL, YOU KNOW
SCHOOLS WOULD HAVE CONTROL OVER
THE USE OF THE FUNDING ALLOCATED
TO THEM TO PURCHASE DIRECTLY
FROM THE MANUFACTURER, THE
AMOUNT OF MEDICATION THAT THEY
FEEL IS NECESSARY FOR THEIR
SCHOOL, YOU KNOW, AS LONG AS
THEY MEET THE MINIMUM
REQUIREMENT OF TWO DOSES AT THE
SPECIFIED SITE UM, AND THE
INTENT IS TO YOU KNOW FOR
SCHOOLS TO STOP THIS MEDICATION
IS WHY WE ARE RECOMMENDING
PROPOSITION 98 GENERAL FUND TO
SUPPORT THIS EFFORT. UM
REQUIRING SCHOOLS TO APPLY
THROUGH YOU KNOW THE DEPARTMENT
OF HEALTH CARE SERVICES THROUGH
THE KNOCKS ON DISTRIBUTION
PROJECT, UM, WOULD INCREASE COST
PRESSURES ON THE NON PROPOSITION
98 GENERAL FUND SIDE. BUT AGAIN.
WELL, ACCORDING TO THE L, A. OH
THEY'RE SAYING IT WON'T COST
$3.5 MILLION. IT WILL COST ONLY
$550,000. THAT SEEMS TO BE A
SIGNIFICANT COST SAVINGS. SO
WHILE THE TWO DOSES IS THE
MINIMUM REQUIREMENT THAT WE'RE
WE'RE PROPOSING IN LANGUAGE FOR
MIDDLE SCHOOL AND HIGH SCHOOL
SITE, OUR UNDERSTANDING IS THAT
WHILE THAT MIGHT BE SUFFICIENT
FOR SOME SCHOOLS, OTHER SCHOOLS
MAY REQUIRE MORE THAN THE
MINIMUM AMOUNT OF DOSES. UM,
JUST BASED ON THE SIZE OF THE
SCHOOL OR THE COMMUNITY WHERE
THE SCHOOL IS LOCATED. UM MAYBE
MORE HIGHLY IMPACTED BY THE
CRISIS. UM, ADDITIONALLY, WHILE
WE'RE WHILE IT'S NOT REQUIRED,
ELIA'S COULD STOP THE MEDICATION
AT SCHOOL SITES SERVING K
THROUGH FIVE, IN ADDITION TO
SCHOOL SERVING GRADES SIX
THROUGH 12, HOWEVER, THE PROSE
IS TARGETING MIDDLE AND HIGH
SCHOOLS BECAUSE THE OVERDOSE
DEATHS FOR THOSE UNDER 14 WAS
LESS THAN 20 AND 2021 HAS BEEN
GROWING IN THE 15 TO 19 RANGE.
REPORT OVER 200 DEATHS RELATED
TO OVERDOSE IN THOSE GREAT
RANGERS. OKAY WELL, I NOT
HEARING A GOOD REASON WHY WE
SHOULDN'T HAVE A COORDINATED
EFFORT, AND IT SEEMS LIKE IF D H
C S, YOU KNOW, WAS THE CENTRAL
PROCUREMENT AS WELL AS
DISTRIBUTION AGENCY WHERE SCHOOL
DISTRICT IS. CAN YOU KNOW ONE?
WE CAN MAKE SURE THAT THAT YOU
KNOW SUFFICIENT. DOLLARS AND
DOSES ARE RESERVED FOR SCHOOL
DISTRICTS, SO THAT OTHER YOU
KNOW FIRST RESPONDERS AND OTHERS
WOULDN'T HAVE. YOU KNOW THERE
WOULD BE A RESERVED, YOU KNOW
PORTION BUT ALSO THAT SCHOOL
DISTRICTS CAN APPLY FOR, YOU
KNOW. MORE. UH UM. IF MEDICATION
IF NECESSARY, I WOULD JUST URGE
THE DEPARTMENT OF FINANCE TO Tð
. LOOK AT WHAT THE L A IS
PROPOSING? BECAUSE IT SEEMS TO
MAKE GOOD SENSE TO ME. THANK
YOU. ASSEMBLYMEMBER'S DOLLY. I
AGREE. I'M I'M THINKING ABOUT MY
SMALL SCHOOLS. AND IF EVERY SITE
SECRETARY WHO THIS WILL NOW BE A
BURDETT. THIS IS VERY IMPORTANT
. WE I TOTALLY AGREE THAT WE
NEED THESE ON OUR CAMPUSES FOR
THE PROTECTION OF OUR CHILDREN.
BUT FOR OUR SMALL SCHOOLS,
SCHOOLS WITH MAYBE, YOU KNOW,
100, LESS STUDENTS OR IN A IN A
SCHOOL SO THAT CITES SECRETARY
NOW HAS TO GO IN. APPLY FOR THE
FUNDS. GO THROUGH THIS WHOLE,
WE'RE BURDENING OUR SCHOOLS WITH
ANOTHER PROCESS. SO WHAT WOULD
IT BE POSSIBLE FOR JUST TO SEND
TWO DOSES TO EVERY SCHOOL
CAMPUS? I THINK THAT'S CERTAINLY
BULK INSTEAD OF GOING THROUGH
EVERY SINGLE SCHOOL HAVING TO GO
THROUGH THIS PROCESS. I THINK
THAT'S CERTAINLY AN OPTION THAT
WE CAN CONSIDER, UM YOU KNOW,
GOVERNOR'S BUDGET IS THE
STARTING POINT FOR CONVERSATION
. A TENT IS TO ENSURE THAT OUR
SCHOOLS ARE PREPARED. UM I THINK
IT WAS JUST A BALANCE BETWEEN
FUNDING GENERAL FUND VERSUS 98
FUNDING, WHICH GOES TO SCHOOLS
DIRECTLY. SO AGAIN, A BASE COULD
GO THAT YOU KNOW TO EVERY SCHOOL
SITE STATEWIDE AND THEN AS IF A
SCHOOL WANTED TO APPLY FOR MORE
DOSES, AND THEY COULD DO THAT
SEPARATELY. IS THAT SOMETHING WE
CAN WORK ON. I THINK WE CAN DO
DISCUSSIONS ON THIS WORK
THROUGH. BECOME THE BEST
PASSPORT. THANK YOU. MR FONG.
THANK YOU SO MUCH, MR. CHAIRMAN
UM, THANK YOU SO MUCH TO FOR THE
EVERYONE FOR THIS PRESENTATION,
AND I THINK TACKLE DEPARTMENT
FINANCE. QUESTIONS THAT I HAD IS
SIMILAR TO MR LEE AND MR MERCER.
JUST HOW WE CAN JUST GET THESE
DOSES TO EVERY SCHOOL. BUT
SECONDLY THERE'S SOME LAW
SCHOOLS IN URBAN DISTRICTS AND
OTHER PLACES THAT ARE MUCH
LARGER IN SIZE. CAN WE HOW IS
THE DETERMINATION MADE THAT EACH
SCHOOL GETS TWO DOSES AND THEN?
SECONDLY SAID THE NUMBER OF
DOSES BE BASED ON THE SIZE OF
THE SCHOOL. I THINK FOR THE
CURRENT GOVERNORS BUDGET
PROPOSAL, THE ALLOCATION OF
FUNDS IS, UM, WE ARE ASKING THE
DEPARTMENT OF EDUCATION TO TAKE
IN CONSIDERATION. UM THE NUMBER
OF SCHOOL SITES SERVED AND THE
NUMBER OF STUDENTS SERVED. AS
PART OF, UM YOU KNOW THE
ALLOCATION PROCESS FOR THE 3.5
MILLION. THANK YOU. BUT IN TERMS
OF THE ALLOCATION MODEL AND
DISTRIBUTION, IS THERE SOMETHING
THAT WE CAN ALSO LOOK TO MAKE IT
EASIER ADMINISTRATIVELY FOR OUR
SCHOOL DISTRICTS, WHICH HAS HAD
A SMALL SCHOOL DISTRICTS
ASSOCIATION EVENT NOT TOO FAR
FROM HERE, AND THERE'S A LOT OF
SCHOOLS. THERE IS MR LEE'S
REFERENCE, EDITS ADMINISTRATIVE
BURDEN, BUT I THINK WE CAN DO AS
A STATE TO MAKE THIS EASIER FOR
OUR SCHOOL DISTRICTS. I THINK
IT'S CRITICAL. THANK YOU. THANK
YOU, MR ALVAREZ. I'LL JUST ECHO
ALL THAT. I THINK, UM, UM ONE
EVERY SCHOOL SIZES. DIFFERENT
NEEDS SITE HAS A DIFFERENT NEED.
IT WOULD BE GREAT TO HEAR HOW
THE ALLOCATION WAS MADE. IT
SEEMS LIKE, UM UM, AT LEAST WE
HAVEN'T HEARD HOW WE DECIDED HOW
MANY DOSES FOR SCHOOL AND I
THINK THERE'S SCHOOLS THAT
PERHAPS MIGHT NEED MORE IN THEIR
SCHOOLS THAT PERHAPS TWO IS MORE
THAN SUFFICIENT. BUT ALSO THAT
AND UM MISS DOLLS. AH! POINT OF
AUTOMATICALLY. WE GOTTA FIND A
SYSTEM TO JUST GET THESE TO THE
SCHOOLS, THIS IDEA OF THEM
APPLYING AND LIKE BACK AND FORTH
. WE KNOW WHERE OUR SCHOOL SITES
ARE. THE DEPARTMENT KNOWS THAT.
UM, WE SHOULD JUST GET THEM THE
DOSAGE AND IF THERE'S A NEED FOR
MORE THAN TWO, AND THAT'S WHY
THE ASK IS 3.5 MILLION, AND NOT
THE LOWER NUMBER. UM, I THINK
WE'D LIKE I'D LIKE TO SEE HOW
THAT MODEL AS MR FONG JUST
MENTIONED WAS CREATED AND HOW WE
DETERMINED THAT A SCHOOL NEEDS
MORE. THOSE TWO PIECES OF
INFORMATION WOULD BE CRITICAL.
HAS THIS MOVE FORWARD? THANK
YOU. OKAY THANK YOU. CERTAINLY
THIS IS AN ISSUE THAT'S GOT OUR
ATTENTION, AND I'M CERTAIN WILL
BE SOME SORT OF ACTION. IN THE
BUDGET AND THROUGH LEGISLATION
THIS YEAR ON THESE UM ON THESE
TOPICS, BUT WE WILL HOLD IT
OPEN. FOR NOW. SHE NUMBER FOUR
IS THE GOVERNOR'S PROPOSAL
REGARDING. LITERACY ISSUE NUMBER
FOUR WE'LL HEAR FROM THE
DEPARTMENT OF FINANCE. L A O C D
.
YES PLEASE PROCEED. THANK YOU.
GOOD MORNING, LENA GRANT
DEPARTMENT OF FINANCE. I'LL BE
TALKING THROUGH THE GOVERNOR'S
BUDGETS, PROPOSALS ON LITERACY,
SO THE GOVERNOR'S BUDGET
INCLUDES 250,000,001 TIME
PROPOSITION 98 FUNDING FOR THE
LITERACY COACHES AND READING
READING SPECIALISTS GRANT
PROGRAM TO BE AVAILABLE OVER
FIVE YEARS WITH THE MINIMUM
GRANT OF 450,000 PER QUALIFYING.
L E. A THIS FUNDING BUILDS ON
THE 250 MILLION INVESTMENT IN
THIS PROGRAM THAT WAS INCLUDED
IN THE 2022 BUDGET ACT.
CONTINUING THE FOCUS OF
DEVELOPING SCHOOL LITERACY
PROGRAMS EMPLOYING AND TRAINING
LITERACY COACHES. READING AND
LITERACY SPECIALISTS AND
DEVELOPING AND IMPLEMENTING
INTERVENTIONS FOR PUPILS IN NEED
OF TARGETED LITERACY SUPPORT.
THIS PROGRAM FUNDS, HIGH POVERTY
, SCHOOLS TO TRAIN AND HIGHER
LITERACY COACHES AND READING
SPECIALISTS FOR ONE ON ONE AND
SMALL GROUP INTERVENTION FOR
STRUGGLING READERS. THIS
ADDITIONAL FUNDING WOULD ALLOW
SEVERAL 100 MORE HIGH POVERTY
SCHOOLS TO HIRE THESE COACHES
AND SPECIALISTS AND TO IMPROVE
THE QUALITY OF READING IT
READING INSTRUCTION FOR
THOUSANDS OF ADDITIONAL
STUDENTS. ADDITIONALLY THE
GOVERNOR'S BUDGET INCLUDES ONE
MILLION GENERAL FUND FOR
LITERACY ROADMAP FOR SCHOOL
STATEWIDE. THIS ROAD MAP WOULD
PROVIDE EDUCATORS, SITE LEADERS
AND ELLIOT ADMINISTRATORS CLEAR
AND PRACTICAL DIRECTION FOR
LITERACY, INSTRUCTION AND
INTERVENTION IN ALIGNMENT WITH
THE STATE ADOPTED L, A AN
ENGLISH LANGUAGE DEVELOPMENT
STANDARDS AND FRAMEWORKS IN
ADDITION TO CURRENT READING
RESEARCH FOR ALL STUDENTS,
INCLUDING ENGLISH LEARNERS,
STUDENTS WITH DISABILITIES
STUDENTS STRUGGLING WITH READING
AND THE STATE'S EARLIEST
LEARNERS CAN SPEAK MORE TO THE
SPECIFICS OF EACH PROPOSAL. BUT
THAT CONCLUDES MY REMARKS FOR
NOW, AND I CAN TAKE QUESTIONS AT
THE APPROPRIATE TIME. THANK YOU.
ELIA, JACKIE BARROSO. ELIO AS
WAS MENTIONED, UM THE LITERACY
PROPOSALS INCLUDE ONE MILLION
NONPROFIT 98 FOR A GENERAL FUND
FOR THE LITERACY ROADMAP. AND
THEN THE OTHER 250 MILLION PROP
98 TO FURTHER SUPPORT LITERACY
ACTIVITIES THAT WERE INCLUDED IN
THE BUDGET LAST YEAR.
SPECIFICALLY ON THE 250 MILLION
PROP 98 SOMETHING THAT WE WOULD
WANT TO FLAG MORE BROADLY IN
TERMS OF THE PROP 98 BUDGET
CONSTRUCT IS ESSENTIALLY THE
GOVERNOR FREED UP ONE TIME FUNDS
WITHIN PROP 98 FOR THESE AND
OTHER ONE TIME INITIATIVES, UM,
BY REDUCING THE ARTS, MUSIC AND
INSTRUCTIONAL MATERIALS.
DISCRETIONARY BLOCK GRANT BY
$1.2 BILLION SO WITH THAT IN
MIND, WE RECOMMEND THAT THE
LEGISLATURE REJECT AND THE 250.
THE MAJORITY OF THE $250
MILLION.98 FUNDING REQUEST FOR
THE LITERACY PROGRAM AGAIN,
PRIMARILY BECAUSE THIS WOULD
COME AT THE EXPENSE OF CREATING
PROGRAM DISRUPTIONS FOR
DISTRICTS, AS MANY OF THEM HAVE
ALREADY PLANNED ON HOW TO USE
THE ARTS MUSIC. AND
INSTRUCTIONAL MATERIALS.
DISCRETIONARY BLOCK, GRANT. UM
BUT IN TERMS OF THE LITERACY
PROGRAMS, SPECIFICALLY, THE
INITIAL FUNDING THAT WAS
PROVIDED LAST YEAR HAS BARELY
GONE OUT TO SCHOOL DISTRICTS
WITHIN THE LAST MONTH, SO WE
DON'T HAVE ANY INFORMATION ON
WHETHER OR NOT THIS INTERVENTION
WILL BE EFFECTIVE AND INCREASING
LITERACY RATES THAT MAY JUST BE
TOO PREMATURE TO PROVIDE AN
AUGMENTATION RIGHT NOW, HOWEVER
, THE GOVERNOR'S PROPOSAL DOES
INCLUDE AWARDING $500,000 FOR AN
INDEPENDENT EVALUATION STUDY. WE
BELIEVE THAT, UM THE LEGISLATURE
COULD ADOPT THAT INDEPENDENT
STUDY SO THAT WE ARE ABLE TO
COLLECT THE NECESSARY
INFORMATION TO DETERMINE WHETHER
OR NOT THIS INITIATIVE WAS
AFFECTIVE AND THEN AT A FUTURE
DATE, CONSIDER PROVIDING PROGRAM
AUGMENTATIONS IF MERITED, THANK
YOU. OKAY? THANK YOU, CD. GOOD
MORNING, MR CHAIR MEMBERS OF THE
COMMITTEE. 2015 MARK THE FIRST
TIME STATEWIDE TESTS WERE
CONDUCTED TO MEASURE THE
PERCENTAGE OF STUDENTS MEETING
GRADE LEVEL STANDARDS IN ENGLISH
LANGUAGE ARTS. THE RESULTS
SHOWED THE NEED FOR MUCH TO BE
DONE. AS 44% OF STUDENTS MET
THAT STANDARD. IN 2019 THAT HAD
RAISED TO 51% OF ALL STUDENTS.
WELL, THAT IS AN IMPROVEMENT.
THE STATE CLEARLY HAS A LONG WAY
TO GO, PARTICULARLY SINCE WE
LIVE IN A DIVERSE STATE WHERE
43% OF STUDENTS COME FROM HOMES.
WHERE THE FIRST LANGUAGE IS NOT
ENGLISH. THIS IS WHY WE'RE
PLEASED TO SEE THE GOVERNOR'S
CONTINUED INVESTMENT IN LITERACY
COACHES AND READING SPECIALISTS.
WHICH WAS AUTHORIZED BY LAST
YEAR'S BUDGET, AND WHICH
PROVIDES FUNDING TO EMPLOY AND
TRAIN LITERACY COACHES AND
READING LITERACY SPECIALISTS
STATEWIDE FOR THOSE SCHOOLS THAT
NEED IT, THE MOST THE SUM OF
$250 MILLION WAS APPROPRIATED
FOR THIS GRANT PROGRAM. IN 2023
, THE C D. RELEASED $225 MILLION
TO 376 ELIGIBLE SCHOOL SITES IN
124 LOCAL EDUCATION AGENCIES TO
DEVELOP SCHOOL LITERACY
PROGRAMS. EMPLOY AND TRAIN
LITERACY COACHES AND READING AND
LITERACY SPECIALISTS. AND
DEVELOP IMPLEMENTATION IN IN
INTERVENTIONS FOR STUDENTS IN
NEED OF TARGETED LITERACY
SUPPORT. OF THESE FUNDS, ONLY 10
SCHOOL SITES OPTED OUT OF
RECEIVING FUNDING FOR AN
ADDITIONAL WITH AN ADDITIONAL
FOUR SCHOOL SITES INELIGIBLE DUE
TO CLOSE STATUS IN THE CURRENT
YEAR. WE HAVE SINCE PULLED
RECIPIENTS AND FOUND THAT THE
RESPONDENTS WERE PLANNING TO
HIRE OR ALREADY HAD HIRED A
LITERACY COACH OR WERE PLANNING
TO HIGHER LITERACY COACHES AND
OR READING SPECIALISTS.
ADDITIONALLY MOST INDICATED THAT
THEY DID ALL THEY DID NOT
ALREADY HAVE SCHOOL LITERACY
PLANS, NOR FAMILY LITERACY
INITIATIVES IN PLACE, BUT WE'RE
PLANNING TO DEVELOP THEM AS A
RESULT OF RECEIVING THESE FUNDS.
THE CONTINUED FUNDING PROPOSED
IN THE GOVERNOR'S BUDGET WILL
ALLOW FOR HUNDREDS OF NEW SCHOOL
SITES TO ALSO BENEFIT FROM THIS
FUNDING. ADDITIONALLY THE CHANGE
IN THE DEFINITION OF AN ELIGIBLE
SCHOOL SITE FROM AN ELEMENTARY
SCHOOL WITH AN UN DUPLICATED
PUPIL PERCENTAGE OF 97% TO NOW
95% ALLOWS A GREATER NUMBER OF
SCHOOLS TO QUALIFY. AND WE'RE
HAPPY TO SEE THE ADDITION OF AN
EVALUATOR OF THE PROGRAM, WHICH
BENEFITS THE STATE BY ENSURING
THAT THE INVESTMENTS BEING MADE
ARE HAVING THEIR INTENDED
EFFECT. ADDITIONALLY OF THE
FUNDS APPROPRIATED LAST YEAR,
$25 MILLION IS AVAILABLE THROUGH
A COMPETITIVE PROCESS FOR COUNTY
OFFICE OF EDUCATION TO DEVELOP
AND PROVIDE TRAINING FOR
EDUCATORS TO BECOME LITERACY
COACHES AND READING AND LITERACY
SPECIALISTS. THE C D E WILL
ADVERTISE THE REQUEST FOR
APPLICATIONS AND THIS SPRING.
WITH PLANS FOR THE COUNTY OFFICE
OF EDUCATION TO BEGIN WORK IN
THE SUMMER WHEN ELIA'S BEGIN
PLANNING FOR THE FOLLOWING YEAR.
LET ME BE CLEAR. THIS FUNDING IS
CONTRIBUTING TO WHAT WE KNOW TO
BE EFFECTIVE PRACTICE. RESEARCH
SHOWS THAT ONGOING AND SUSTAINED
LITERACY COACHING IS MORE
EFFECTIVE THAN ISOLATED
PROFESSIONAL DEVELOPMENT,
TRAINING AND WORKSHOPS ALONE TO
TRULY SUSTAINED TEACHER PRACTICE
. PROFESSIONAL LEARNING MUST BE
ACTIVE AND COLLABORATIVE AND
PERHAPS, AND PROVIDE TEACHERS
WITH AMPLE TIME TO LEARN,
PRACTICE, IMPLEMENT AND REFLECT
ON NEW STRATEGIES. THE CURRENT
TEACHER SHORTAGE. WE HAVE
ALREADY COVERED TODAY. UPLIFTING
NEW AND EXISTING TEACHER LEADERS
IS IMPORTANT TO RAISING OUR
EDUCATIONAL SYSTEM. RESEARCH
ALSO SHOWS THAT THE USE OF
COACHES IS PARTICULARLY
EFFECTIVE AND APPROVING TEACHER
PRACTICE AND STUDENT
ACHIEVEMENT. ESTABLISHING
COACHING MODELS IS IMPORTANT
BECAUSE ONE TIME WORKSHOPS CAN
BE EFFECTIVE IN TEACHER
AWARENESS OF LITERACY PRACTICES
, BUT ARE INSUFFICIENT IF THE
GOAL IS SUSTAINED USE OF
EVIDENCE BASED LITERACY PRACTICE
AND COACHING PROVIDES ONGOING
JOB EMBEDDED SUPPORT FOR
TEACHERS THAT ALLOWS TEACHERS TO
PRACTICE SKILLS IN THE
CLASSROOM. AND RECEIVE FEEDBACK
FROM A COACH. IN ADDITION TO THE
POSITIVE IMPACTS ON TEACHER
INSTRUCTION RESEARCH HAS FOUND
THAT LITERACY COACHING
POSITIVELY INFLUENCES STUDENTS
AND SPECIFICALLY MULTILINGUAL
LEARNERS ACROSS THE CONTENT
AREAS, PARTICULARLY WHEN READING
LANGUAGE SKILLS, VOCABULARY AND
SUBJECT AREA COMPREHENSION WERE
INTEGRATED INTO THE EFFORT. A
META ANALYSIS OF 60 CAUSAL
STUDIES THAT EXAMINED THE IMPACT
OF COACHING IN K 12 SCHOOLS,
INCLUDING LITERACY COACHING
FOUND LARGE POSITIVE EFFECTS ON
TEACHER INSTRUCTION AND SMALLER
BUT STILL POSITIVE EFFECTS ON
STUDENT ACHIEVEMENT. CONVERSELY
IMPACT STUDIES OF LITERACY,
PROFESSIONAL DEVELOPMENT
TRAININGS AND WORKSHOPS WITHOUT
COACHING. TYPICALLY FAILED TO
CHANGE TEACHER PRACTICE OR
STUDENT ACHIEVEMENT. THE CURRENT
AND FUTURE FUNDING OF LITERACY
COACHES AND READING SPECIALIST
PROGRAM WILL WORK IN TANDEM WITH
THE GOVERNOR'S PROPOSED FUNDING
FOR THE LITERACY ROADMAP.
CALIFORNIA'S ENGLISH LANGUAGE
ARTS, ENGLISH LANGUAGE
DEVELOPMENT CURRICULUM FRAMEWORK
STILL STANDS AS A FOUNDATIONAL
RESOURCE FOR CALIFORNIA'S
EDUCATORS AND REMAINS ON THE
FOREFRONT OF GUIDANCE FOR
LITERACY INSTRUCTION ACROSS THE
NATION. THE LITERACY ROADMAP
WILL PROVIDE THE FUNDING
NECESSARY TO TAKE A DEEP, RICH
AND LENGTHY DOCUMENT AND CRAFT A
ROADMAP FOR CLASSROOM TEACHERS
TO APPLY THE FRAMEWORK TO THEIR
INSTRUCTION, AS WELL AS NAVIGATE
THE MYRIAD OF RESOURCES AND
PROFESSIONAL LEARNING
OPPORTUNITIES AVAILABLE
THROUGHOUT THE STATE. THE NEWLY
UPDATED LITERACY STANDARDS AND
TEACHING PERFORMANCE
EXPECTATIONS FROM THE FROM THE
CALIFORNIA COMMISSION ON TEACHER
CREDENTIALING IS GROUNDED IN THE
L. A L D FRAMEWORK SO AN
EXPLICIT ROAD MAP DEVELOPED BY C
D. AND WITH THE SUPPORT AND
INPUT OF LITERACY EXPERTS AND
PRACTITIONERS ACROSS THE STATE.
WE'LL ENSURE THAT NEW TEACHERS
AND NEWLY HIRED LITERACY COACHES
HAVE THE PRACTICAL GUIDANCE.
THEY NEED TO BE EFFECTIVE
TEACHERS AND SUPPORTERS OF
TEACHERS. THE LITERACY ROADMAP
WILL BE THE ONE STOP THE
CALIFORNIA EDUCATORS NEED TO
ENSURE THEIR INSTRUCTION IS
ROOTED IN EVIDENCE. EVIDENCE
SORRY. EVIDENCE BASED PRACTICES
FOUND IN THE L A. L D FRAMEWORK
THIS IS SO CRITICAL. IN A LOCAL
CONTROL STATE WERE AN ABUNDANCE
OF RESOURCES CAN SOMETIMES BE
OVERWHELMING. HAVING A SINGULAR
RESOURCE PRODUCED BY THE CD WILL
BE THE AUTHORITY OF STANCE THE
CD NEEDS TO TAKE IN SUPPORTING
EVIDENCE BASED INSTRUCTION.
FOUNDED UPON CD GUIDANCE AND
INFORMED BY THE LATEST RESEARCH.
WE ARE EXCITED TO BEGIN WORK ON
THIS CRITICAL DOCUMENT. AGAIN
WE'RE PLEASED TO SEE THE
GOVERNOR'S LITERACY PRO PROPOSAL
, ESPECIALLY AS IT SUPPORTS THE
STATE SUPERINTENDENT THURMAN'S
STATEWIDE LITERACY AND BI
LITERACY CAMPAIGN. AND HIS FOCUS
ON READING BY THIRD GRADE IN MAY
2020 2022. I APOLOGIZE MORE THAN
550 DISTRICTS AND CHARTERS WERE
REPRESENTED AT THE CALLING ALL
SCHOOLS PLAN TO ENSURE ALL
STUDENTS LEARN TO READ BY THIRD
GRADE. THAT EVENT WAS HOSTED BY
STATE SUPERINTENDENT THURMAN
WHERE THEY SIGNED A PLEDGE TO
COMMIT TOWARDS HELPING THE THIRD
GRADE LITERACY BY LITERACY GOAL
BY 2026 AUGUST OF 2022. STATE
SUPERINTENDENT THURMAN ALSO
PARTNERED WITH FOOTSTEPS TO
BRILLIANCE IN EARLY LITERACY AND
BI LITERACY SOLUTION TO PROVIDE
CALIFORNIA CHILDREN AND FAMILIES
FREE ACCESS TO INTERACTIVE
DIGITAL BOOKS, SONGS AND GAMES
IN ENGLISH AND SPANISH. THE C D
E CONTINUES WITH LITERACY
PROGRAMS, INCLUDING THE
COMPREHENSIVE LITERACY STATE
DEVELOPMENT GRANT, THE FEDERALLY
FUNDED GRANT ESTABLISHED IN 2019
, WITH SEVEN COUNTY OFFICE OF
EDUCATION, LOCAL LOCAL LITERACY
, LEAD AGENCIES AND A TOTAL
INVESTMENT OF $37 MILLION FOR
STUDENTS FROM BIRTH TO GRADE 12.
THE EARLY LITERACY SUPPORT BLOCK
GRANT ESTATE GRANTED A STATE
FUNDED GRANT ESTABLISHED IN 2020
WITH ONE COUNTY OFFICE. OF
EDUCATION EXPERT LEAD IN
LITERACY AND 72 PARTICIPATING
SCHOOLS REPRESENTING 34
DISTRICTS AND A TOTAL INVESTMENT
INVESTMENT OF $50 MILLION IN
KINDERGARTEN TO THIRD GRADE. THE
CALIFORNIA DYSLEXIA INITIATIVE
ESTABLISHED IN 2020, WHICH
ALLOCATED $4 MILLION TO BUILD A
STATEWIDE CAPACITY. TO PROVIDE
EARLY INTERVENTION SERVICES AND
SUPPORTS FOR STUDENTS WITH
SPECIFIC LEARNING DISABILITIES
SUCH AS DYSLEXIA. THE READING
INSTRUCTION AND INTERVENTION
GRANT AND EDUCATION AND
ADDITIONAL STATE FUNDED GRANT
ESTABLISHED IN 2022, WHICH
CONTRA COSTA COUNTY OFFICE OF ED
AS THE LEAD AGENCY AND A $10
MILLION INVESTMENT, ANTICIPATED
TO START THIS SPRING TO SUPPORT
KINDERGARTEN THROUGH GRADE 12,
AS WELL AS OUR DUAL LANGUAGE
IMMERSION GRANT AWARDED $10
MILLION IN THE FORM OF 27 GRANTS
TO SUPPORT LOCAL EDUCATION
AGENCIES WHO ARE ESTABLISHING OR
EXPANDING DUAL LANGUAGE
IMMERSION PROGRAMS. IN CLOSING.
WE GREATLY APPRECIATE THE
INVESTMENT IN LITERACY COACHES
AND READING SPECIALISTS. AS THIS
PROCESS MOVES FORWARD, WE ARE
MORE THAN HAPPY TO PROVIDE
TECHNICAL ASSISTANCE TO D, O F
AND THE LEGISLATURE ON SPECIFIC
POINTS RELATED TO THESE
PROPOSALS. I'M HAPPY TO ANSWER
ANY QUESTIONS AT THE APPROPRIATE
TIME OR PHONE A FRIEND TO GET
THE INFO REQUESTED. THANK YOU
QUESTIONS FOR THIS PANEL, MR
ALVAREZ. UM. SINCE I'M NEW AND
REALLY FOR ANYBODY, BUT LEARNING
ABOUT THE STATE LITERACY PLAN.
WHICH UM, AWARD CAME IN A COUPLE
OF YEARS AGO. I THINK THE PLAN
HAS BEEN IMPLEMENTED. MY
UNDERSTANDING IS THAT THE PLAN
HAS BEEN UM ADOPTED. NOW WE HAVE
A PLAN ADOPTED BY THE AH STATE
BOARD OF EDUCATION. AM I CORRECT
UP UNTIL THEN? ARE YOU REFERRING
TO THE COMPREHENSIVE LITERACY
STATE DEVELOPMENT GRANT? AND
THAT PLAN THAT WAS DEVELOPED
THROUGH THAT? YES, YES. SO THE
PLAN THAT WE'RE REFERRING TO, IN
TODAY'S CONVERSATION. IS THAT A
DIFFERENT PLAN? THEN IT'S NOT
THE SAME PLAN. SO WE ALSO HAVE
OUR L A. L D FRAMEWORKS. AND
THOSE ARE CONNECTED TO OUR
COMMON CORE STATE STANDARDS. SO
THERE ARE A NUMBER OF LARGE,
COMPREHENSIVE DOCUMENTS THAT WE
HAVE CREATED TWO ESTABLISHED HOW
LITERACY IS TAUGHT ACROSS THE
STATE. THE LITERACY ROADMAP IS
TAKING THOSE LARGE BODIES OF
WORK AND CREATING A DOCUMENT
THAT IS SOMETHING THAT IS
MANAGEABLE AND UNDERSTANDABLE
AND VERY CLEAR AND CONCISE FOR
CLASSROOM TEACHERS FOR PARENTS
FOR THE PUBLIC TO BE ABLE TO
FULLY ACCESS AND UNDERSTAND. SO
THE $37.5 MILLION GRANT THAT WAS
USED FOR THE COMPREHENSIVE STATE
LITERACY PLAN DID NOT DEVELOPED.
THOSE, UM. MORE LOCALIZED FOCUS
PLANS THAT YOU'RE HOPING TO
DEVELOP. NOW, WITH THIS YEAR'S
BUDGET ALLOCATION OF A MILLION
DOLLARS. UM ARE WE. IN WHAT I'VE
READ HERE IS THAT THE DEPARTMENT
DISTRIBUTED FUNDS THROUGH A
GRANT PROCESS TO COUNTY OFFICE
OF EDUCATION THROUGHOUT THE
STATE TO BE THE LEAD AGENCIES IN
THAT THERE IS WORK BEING DONE.
THROUGH THOSE ESSENTIALLY PILOT
PROGRAMS. IS THAT CORRECT? THAT
IS CORRECT. AH! CORRECT THAT IS
THAT IS FOCUSED ON PARTICULAR
COMMUNITIES WITHIN THOSE THOSE
AREAS. UM REALLY BUILDING
EVIDENCE BASED PRACTICES BEST
PRACTICES. SO IT MAY LOOK
DIFFERENT ACROSS THOSE SEVEN.
AH, UM THOSE SEVEN LEAD A LATE
LITERACY AGENCIES. BUT THEY'RE
NOT NECESSARILY WORKING ON A
PLAN. THEY'RE WORKING WITHIN
THEIR COMMUNITIES IN SPECIFIC
AREAS THAT WOULD FOCUS THAT DOES
FOCUS ON LITERACY. I'LL LEAVE
THAT THERE NOW TALK ABOUT THE
LITERACY COACHES, WHICH UM IS
BEING IMPLEMENTED ESSENTIALLY AS
WE SPEAK, AND PEOPLE ARE
PREPARING FOR THE REAL FULL
FIRST FOUR YEAR IMPLEMENTATION
NEXT SCHOOL YEAR THAT THAT'S
CORRECT. UM I GUESS. MY THANK
YOU APPRECIATE YOU ANSWERING
THOSE QUESTIONS? I THINK I
THINK, MIKE MY COMMENTS WILL BE
AS I'VE LEARNED FROM THE CHAIR.
THAT'S THE POINT OF THESE
HEARINGS FOR US TO EXPRESS OUR
THINKING, UH, ONE IS I AM
CONCERNED GENERALLY PROBABLY SAY
THIS AGAIN IN THE FUTURE ABOUT
THE ARTS, EDUCATION MONEY BEING
TAKEN OUT OF THE BUDGET. I THINK
THAT'S SOMETHING THAT SHOULD WE
SHOULD RECONSIDER. UM AND WE
SHOULD NOT ELIMINATE, UM, THAT
FUNDING FOR THAT PROGRAMMING
THAT'S NOT BEING PROGRAMMED. Tð
AS NEW PROGRAMS GET IMPLEMENTED.
AND FOR EXAMPLE, THERE'S A
$500,000 IN THIS BUDGET FOR A
STUDY TO BE CONDUCTED IN FIVE
YEARS FROM WHEN THIS FUNDING
WENT OUT. AND SO FOR FIVE YEARS,
WE REALLY WON'T REALLY KNOW
WHETHER THIS IS EFFECTIVE OR
NOT. I WOULD BE MORE INTERESTED
IN FUNDING MORE TOWARDS THE
STUDY TO GET MORE REAL TIME DATA
AS TO THE EFFECTIVENESS OF THE
LITERACY, UM COACHES OR LITERACY
PROGRAM. TO SEE WHETHER THAT
INVESTMENT IS WORTH HAS BEEN
GIVEN IT THE DIVIDENDS THAT WE
WOULD EXPECT. UM AND PRIOR TO
APPROPRIATING, ESPECIALLY IN
YEARS, LIKE THIS YEAR MORE MONEY
TO PROGRAM THAT WE STILL DON'T
HAVE. RESULTS FOR AND THAT'S
JUST BECAUSE OF THE FUNCTION OF
THE YEAR THAT WE'RE IN, NOT
BECAUSE WE SHOULDN'T SPEND MORE
RESOURCES ON LITERACY. WE
ABSOLUTELY SHOULD. BUT EXPANDING
A PROGRAM AT THIS MOMENT, REALLY
, WHEN WE DON'T HAVE ANY
CONCRETE DATA, AND WE HAD A PLAN
FROM A FEW YEARS AGO AND NOW
DEVELOPING AN ADDITIONAL PLAN.
UM IN A YEAR LIKE THIS DOESN'T
REALLY SEEM LIKE MIGHT BE THE
RIGHT TIME TO DO SO, AND I FEEL
LIKE THERE'S BEEN NOT JUST THIS
PROGRAM, BUT OTHERS THAT ARE IN
THE SAME BOAT THAT WE'VE PUT
MONEY OUT. WE DON'T REALLY KNOW
WHAT IT'S GIVING US. BUT NOW WE
WANT TO CONTINUE TO FUND IT OR
GROW THOSE PROGRAMS AND AGAIN IN
A YEAR LIKE THIS ONE. I'M NOT
SURE THAT REALLY MAKES SENSE FOR
US IN OUR STATE, BUT, UM, THOSE
ARE MY COMMENTS. YES RESPOND.
JUST JUST ONE RESPONSE. THERE
ARE REPORTING REQUIREMENTS FOR
THE DISTRICTS THAT ARE RECEIVING
THE FUNDING FOR THE LITERACY
COACHES AND READING SPECIALISTS
WILL BE OUTSIDE OF THE EXTERNAL
EVALUATOR. THAT WOULD BE DOING A
MORE ROBUST, UM, TALKING TO
THEM. I'M SORRY. IT'S HARD TO
TALK. OKAY, GIVE ME YOUR BAG.
THAT'S ALRIGHT. YOU CAN LOOK AT
HER. OKAY? HEY, THERE. UM THERE
ARE REPORTING REQUIREMENTS AND
SO WE ARE WORKING TO ENSURE
THAT, UM DISTRICTS WHO HAVE
RECEIVED THOSE FUNDS ARE
PROVIDING THOSE REPORTING ON AN
ANNUAL BASIS, SO WE WILL HAVE
SOME INFORMATION. UM, IN TERMS
OF A ROBUST OF ROBUST EVALUATION
OF THIS PROGRAM, THAT WOULD BE
THE EXTERNAL EVALUATOR, BUT WE
WILL BE GATHERING DATA AS WE GO
. UM AS YOU'VE SEEN IN WHAT I
PRESENTED AS WELL, WE'VE
SURVEYED OUR DISTRICTS, UM, WHO
ARE RECEIVING THOSE FUNDS AND
HAVE ASKED? HOW ARE YOU USING
THIS? WHAT ARE YOU DOING? WHAT
ARE YOUR PLANS? SO WE'VE WE HAVE
GONE THROUGH WAYS TO THERE ARE
WAYS TO PULL INFORMATION AND GET
AN IDEA OF HOW THINGS ARE GOING,
AND WE DO WANT TO CONTINUE TO
TEST THAT AND SEE HOW FOLKS ARE
DOING WITH THAT WHAT TYPE OF
SUPPORT CD SHOULD BE OFFERING
THE COUNTY OFFICE IT'S AWARDED
SHOULD BE OFFERING AS WELL. AND
SO, UM, THERE ARE OPPORTUNITIES
FOR THAT, AND I'LL JUST
ACKNOWLEDGE AS A NON EDUCATOR.
UM, BUT WITH TWO CHILDREN AND
SYSTEM AND BEEN A VOLUNTEER AT
MY SCHOOL'S. IT TAKES SOME TIME
FOR PROGRAMS TO REALLY YOU KNOW
, COME TOGETHER AND FOR AN
ADMINISTRATION AND ALSO THE
STAFF TEACHERS. TO UM TO BUY
INTO IT. AND SO I GET THAT. UM,
BUT UM, I ALSO THINK WE SHOULD
BE MAKING SURE THAT STUDENT
ACHIEVEMENT IS BEING IS
ULTIMATELY WHAT'S COMING. THE
OUTPUT THE OUTCOME ON THAT, AND
TO THE EXTENT THAT THE EVALUATOR
CAN SOMEHOW UM, PROVIDE US NOT
JUST RAW DATA, BUT WHETHER OR
NOT THE PROGRAMS ARE EFFECTIVE
TO MAKE INTERVENTIONS EARLIER,
RATHER THAN AFTER FIVE YEARS. UM
THAT'S WHAT I'D BE INTERESTED IN
SEEING AND SEEING IF WE CAN GROW
THE SCOPE OF THAT EVALUATION IN
ORDER TO ACCOMPLISH THAT. THANK
YOU. OKAY. THANK YOU, MR
MURATSUCHI. THANK YOU, UM.
FOLLOWING MR ALVAREZ. I WATCHED
WHILE I ALWAYS APPRECIATED YOU
KNOW, HAVING EVIDENCE BASED
APPROACHES. UH RATHER THAN JUST
THROWING MONEY AT A PROBLEM AND,
UH, YOU KNOW, SAY THAT WE'RE
DOING SOMETHING ABOUT IT. UM. I
WANT TO ASK THE DEPARTMENT OF
EDUCATION. I'M LOOKING AT
ARTICLE HERE. I WANTED TO
CONFIRM IT. IF THIS IS
INFORMATION IS CORRECT.
CALIFORNIA HAS THE WORST
LITERACY RATE IN THE ENTIRE
COUNTRY. I DON'T BELIEVE THAT IS
TRUE. OKAY? UM AYE. YEAH THIS
ARTICLE DOESN'T CIDER SOURCE,
ALTHOUGH IT DOES CITE THE FIVE
BEST LITERACY RATES IN THE FIVE
WORST LITERARY STATES. AND IT
SHOWS THAT CALIFORNIA IS THE
WORST, BUT OH, YEAH, I HAVE TO.
GET BACK ON THAT, UM I WANTED. I
WANTED TO CITE THAT. THAT THAT
THAT I MEAN, I KNOW THAT. OR OUR
OUR STATE TESTING, AS YOU CITED
EARLIER AND SHOWED THAT THAT YOU
KNOW OUR. CLEARLY THE STATE
SUPERINTENDENT HAS IDENTIFIED
THE IMPORTANCE OF GETTING AS
MANY KIDS TO BE ABLE TO READ BY,
ESPECIALLY BY GRADE THREE
BECAUSE YOU WOULD AGREE THAT
THAT YOU KNOW THERE. THERE'S
PLENTY OF EVIDENCE THAT SHOWS
THAT THAT IS ONE OF THE MOST
CRITICAL, UH, FOUNDATIONS OF NOT
ONLY OF EDUCATION BUT OF LIFE'S
SUCCESS AND THAT THAT'S WHY THE
DEPARTMENT OF EDUCATION AS
PRIORITIZES AH, AND SO TO THAT
END YOUR YOUR CALLING FOR MORE,
UM. SUPPORT FOR LITERACY
PROGRAMS THAT LITERACY COACHES
OF LITERACY SPECIALIST ON AND I
WANNA ASK YOU TO CLARIFY. I
MEAN, THIS IS ON TOP OF LIKE,
OH, ALL THE OTHER PROGRAMS THAT
EXPANDED LEARNING OPPORTUNITY
PROGRAMS, THE SUMMER SCHOOL
PROGRAMS THAT ALL OF THESE
PROGRAMS ARE DESIGNED TO
ADDRESS. TOO MANY KIDS NOT BEING
ABLE TO READ IS THAT CORRECT?
YES, THAT IS CORRECT. UM THIS IS
. A AND AN ADDITIONAL STRATEGY
THAT WE KNOW THROUGH. RESEARCH
IS EFFECTIVE IN TERMS OF
PROVIDING COACHING AND SUPPORT
FOR TEACHERS WHO ARE TEACHING
READING. SOME OF OUR OTHER
PROGRAMS ARE SPECIFICALLY GEARED
TOWARDS SUPPORTING STUDENTS IN
THE CLASSROOM. THIS KIND OF DOES
BOTH. IT WORKS TO SUPPORT AND
ENCOURAGE DISTRICTS TO OUR
SCHOOLS TO PUT TOGETHER THEIR
CLEAR LITERACY PLAN. WHAT ARE
THEY DOING BASED ON THEIR DATA
AND THEIR INFORMATION AND THEIR
CONTEXT? HOW ARE THEY ADDRESSING
THAT SUPPORTING FAMILY
ENGAGEMENT AS WELL BUT ALSO
HIRING LITERACY COACHES TO
SUPPORT TEACHERS IN THERE? UM IN
THEIR UNDERSTANDING OF HOW TO
TEACH READING HOW TO HOW TO
SUPPORT AND ENGAGE. THIS IS
ONGOING PROFESSIONAL DEVELOPMENT
. NOT A ONE TIME THING, UM AND I
THINK THAT IT IS. IT IS MOST
EFFECTIVE. IT IS ONE OF OUR MOST
EFFECTIVE STRATEGIES AROUND
COACHING. UM AND PROVIDING
LITERACY SPECIALISTS IN
CLASSROOMS TO WORK SIDE BY SIDE
WITH TEACHERS TO MAKE SURE THAT
THEIR INSTRUCTION IS MAKING IT
THE IMPACT THAT WE ALL WANTED TO
MAKE FOR CALIFORNIA'S KIDS. AND
WHEN YOU SAY THAT WHEN YOU SAY
THAT THERE'S PLENTY OF RESEARCH
TO SHOW THE EFFECTIVENESS OF
LITERACY COACHES WELL, WE CAN
WHAT? WHAT? WHAT TYPE OF
EVIDENCE ARE YOU CAN PROVIDE
SOME OF THAT FOR YOU. IF YOU'D
LIKE. I KNOW WE TALKED ABOUT IT
A LITTLE BIT IN THIS, BUT I CAN
DEFINITELY PROVIDE THAT FOR YOU
AS WELL AS IF YOU'RE LOOKING FOR
KIND OF CALIFORNIA'S RANKING. WE
CAN PROVIDE THAT SUPPORT. OKAY?
I WONDER IF THE LÀ HAS ANY
INFORMATION ON WHERE CALIFORNIA
RINGS RANKS IN TERMS OF LITERACY
RATES IN THE COUNTRY SO WE CAN
WE CAN GO BACK AND GET I AGREE
WITH MS KHAN. I DO NOT BELIEVE
WE HAVE IF YOU'RE TALKING ABOUT
WHERE THE STATE RANKS IN TERMS
OF STATE THIRD GRADE READING
LEVELS LIKE ON FEDERAL, I DON'T
THINK WE'RE LESS. NOT KNOWING
WHAT RESOURCES YOU WERE LOOKING
AT. PART OF ME WONDERS IF THAT
WAS SPECIFICALLY RELATED TO LIKE
ADULT LITERACY, WHICH YOU KNOW
IN CALIFORNIA, SINCE WE DO HAVE
A HIGH IMMIGRANT POPULATION THAT
WE MIGHT HAVE A HIGHER
PERCENTAGE OF ADULTS WHO DON'T
SPEAK ENGLISH, FOR EXAMPLE, AND
THEREFORE WOULD NOT HAVE HIGH
LITERACY RATES, BUT WE CAN GET
YOU THE SPECIFIC INFORMATION IN
TERMS OF WORK. CALIFORNIA RANKS
IN SOME OF THE FEDERAL THE
FEDERAL TESTING DATA THAT WE
HAVE OKAY? YEAH ACTUALLY, I I'M
LOOKING AT THIS ARTICLE. IT DOES
LOOK LIKE IT IS TALKING ABOUT
ADULTS. SO, YEAH. OF COURSE,
ADULTS BEING GOOD REFLECTION OF
THEIR EDUCATION AS CHILDREN. BUT
UM. IN TERMS OF THE GOING BACK
TO, YOU KNOW, THE FIRST TOPIC
THAT WE'RE TALKING ABOUT IN
TERMS OF WORKFORCE SHORTAGE ARE
THERE ISSUES IN TERMS OF
WORKFORCE SHORTAGE FOR LITERACY
COACHES AND WHAT KIND OF
REQUIREMENTS? UH, YOU KNOW, UH,
PROFESSIONAL REQUIREMENTS EXIST
FOR LITERACY COACHES. LITERACY
COACHES CAN BE GROWN FROM WITHIN
, SO IT'S FINDING A TEACHER WHO
HAS SHOWN, UM SOME EXEMPLARY
WORK AROUND MAKING SURE THEIR
KIDS ARE READING. UM AND THEN
PURSUING ADDITIONAL TRAINING AND
SUPPORT FOR THEM. THERE IS A
READING SPECIALIST CREDENTIALING
PROCESS AS WELL, WHICH IS WHY
IT'S LITERACY COACHES WERE
READING SPECIALISTS AND OR
READING SPECIALISTS THAT CAN BE
HIRED FOR THIS ROLE. UM BOTH
REQUIRE SOME TYPE OF TRAINING
AND SUPPORT. UM DEFINITELY THOSE
WITH A CREDENTIAL WOULD HAVE HAD
A MUCH MORE ROBUST, UM,
PREPARATION PROGRAM FOR THAT
ROLE. HOWEVER THERE'S EXCELLENT,
UM, TRAININGS THAT ARE GOING ON
ACROSS THE STATE FOR OUR
LITERACY COACHES AS WELL. SO
THAT WOULD BE PROVIDED FOR THOSE
FOLKS. I THINK THAT IT ALSO AS
WE TALKED ABOUT RECRUITMENT
RETENTION. IT ALSO SERVES AS
EVERY RETENTION PIECE AS WELL.
WHERE YOU'VE GOT TEACHERS WHO
ARE READY TO STEP INTO
LEADERSHIP ROLES THEM. STEPPING
INTO THOSE ROLES ALLOWS THEM TO
STAY IN THE PROFESSION, BUT
ALLOWS THEM ALSO TO USE THEIR
EXPERTISE TO SUPPORT OTHER
TEACHERS, PARTICULARLY NEW
TEACHERS. SO YEAH, I GET HOW
THAT'S ADDITIONAL SUPPORT TO
ADDRESS THE BURNOUT ISSUES, THE
RETENTION ISSUES THAT WE OFTEN
HEAR ABOUT BUT IS THERE ARE WHAT
DOES IT LOOK LIKE IN TERMS OF
THE AVAILABILITY OF TEACHER
COACHES AND SPECIALISTS? ARE WE
DO WE HAVE RE TRAINING AND
EDUCATING ENOUGH? I THINK THAT
WE ARE, UM OF THE ALMOST 400
DISTRICTS THAT WERE ELIGIBLE.
THEY WERE ONLY 10 WHO OPTED OUT.
AND IT'S IN OUR KIND OF SURVEY
OF THOSE 10 THEY WERE CONCERNED
ABOUT BEING ABLE TO FULLY, UM,
FILL THOSE POSITIONS. BUT OF THE
376, WHO REMAINED THEY'RE READY
TO GO AND AGAIN GROWING WITHIN,
UM, BRINGING TEACHERS UP, NOT
NECESSARILY REACHING OUT AND
HIRING OTHERS BUT GROWING WITHIN
AND THEN HIRING FOLKS TO KIND OF
BACKFIELD. THOSE POSITIONS. I
THINK IT'S THE WAY THAT MOST OF
OUR DISTRICTS ARE MOVING. OKAY,
THANK YOU. OKAY. THANK YOU. UM
OVERALL, THIS, AS MR MURATSUCHI
NOTED, WITH LITERACY RATES IN
CALIFORNIA, NOT AMONG THE BEST
OF OUR 50 STATES AND IMPORTANT
TOPIC. I DON'T I'M NOT SURE IF
THERE'S A SILVER BULLET SOLUTION
TO SOLVING THIRD GRADE READING,
UM YOU KNOW SCORES AND THE FACT
THAT IF YOU DON'T READ BY THIRD
GRADE YOUR ACADEMIC PROSPECTS
ARE VERY SLIM, SO OBVIOUSLY IT'S
AN IMPORTANT ISSUE TO FOCUS ON.
I DON'T THINK THERE'S ONE PIECE
OF HAVING A ROADMAP FROM CD
THAT'S CERTAINLY HELPFUL. JUST
ONE THING IN THIS IS THAT LIKE
THE OTHER PROPOSALS. THIS IS
KIND OF A AS AS DEPARTMENT OF
FINANCE, SAID THIS JACK WHEREVER
HE IS TALKS ABOUT OTHER THINGS
THAT THE STATUS QUO BUDGET.
WE'RE NOT DOING A LOT OF NEW
STUFF AND THE WHOLE STATE BUDGET
BECAUSE LOTS OF UNCERTAINTY WE
ACTUALLY HAD UM, SOME POTENTIAL
REDUCTIONS. AND SO THIS KIND OF
POPS UP BECAUSE IT'S NEW, SO WE
NEED TO EVALUATE WHERE OUR MONEY
IS THAT BEING SAID. THERE ARE
SOME THINGS THAT WE KNOW ARE
SUPER SUPER POPULAR, DOING WELL
, LIKE THE LIKE THE GOLDEN STATE
TEACHER MONEY WE TALKED ABOUT AN
HOUR AGO. IT WAS NOT ENOUGH
MONEY FOR THAT. AND THIS MONEY,
UM THE INITIAL ROUND OF MONEY
HASN'T EVEN GONE OUT YET. SO YOU
KNOW, WHILE IT'S AN IMPORTANT
TOPIC, WHY ARE WE PUTTING MORE
MONEY ON TOP OF MONEY HASN'T
GONE OUT WHEN WE HAVE OVER HERE.
A HUGE ISSUE WITH OUR TEACHER
SHORTAGES. UNDERFUNDED WITH ONE
TIME MONEY. LENA GRANT
DEPARTMENT OF FINANCE WASN'T
SURE IF THAT WAS A RHETORICAL OR
QUESTION QUESTIONS ABOUT AHEAD.
SO ARE YOU RECALL LAST YEAR?
THIS TIME WE HAD PROPOSED I
THINK 450 MILLION FOR THIS EXACT
PROGRAM. SO I THINK 250 MILLION
WAS THE KIND OF NEGOTIATED
AMOUNT IN THE BUDGET THAT WAS
INCLUDED IN THE END, AND SO WE
FEEL STRONGLY THAT LITERACY IS A
PRIORITY AND HAS SO MANY, UM,
YOU KNOW, CONNECTED OUTCOMES.
AND SO OUR INVESTMENT IN THIS
WOULD FUND A DISTINCT GROUP OF
LIAISE DISTINCT FROM THE FIRST
ROUND OF FUNDING, WHICH SET THE
UDP CUT OUTFITS. 97 THIS BRINGS
IT DOWN TO 95 SPECIFICALLY IN
THE LANGUAGE. WE SPECIFY THAT
THERE WOULDN'T BE ANY
DUPLICATION OF RECIPIENTS THAT
THERE BE TWO DISTINCT GROUPS
RECEIVING THE 248 MILLION UM,
AND SO I MEAN, I HOPE THAT
ANSWERS YOUR QUESTION. I THINK
OUR OUR FUNDING OF THIS IS A
REFLECTION OF OUR OF OUR, YOU
KNOW, FEELING THAT LITERACY IS A
GREAT PRIORITY IN EDUCATION. AND
THOSE FUNDS WERE DISTRIBUTED IN
JANUARY. SO THEY HAVE THE $225
MILLION. THEY'RE ALL OUT FOR
DISTRICTS HAS GONE OUT. YES, UM
AND THEN. WHAT WHAT'S THE
CONFIDENCE LEVEL THAT WILL BE
ABLE TO HIRE PEOPLE. FOR THIS
TASK. YOU KNOW, WE AGAIN GOT A
HEARING LAST WEEK. TALK THAT'S
THE PROBLEM. WE GAVE A BILLION
DOLLARS FOR LEARNING LOSS BLOCK
GRANTS, AND WE'RE TRYING TO HIRE
MORE COACHES AND TUTORS AND THE
STAR DISTRICT WAS EYE WITNESSES
COULDN'T REALLY FOCUS ON HOW
MANY THEY DID. AND FRESNO COUNTY
SAME WITH AFTER SCHOOL PROGRAMS.
R T K EXPANSION. ALL THESE
PIECES. THERE'S A CRISIS FOR
PEOPLE. SO WHAT MAKES US THINK
THAT THIS IS GOING TO BE UH,
I'LL SIGN UP AND TAKE THIS JOB
AS A JOB APPLICANT VERSUS
ALTHOUGH I THINK WE'RE TRYING TO
FILM SURE. LENA GRANT DEPARTMENT
OF FINANCE ECHO MISS COTTON'S
COMMENTS ON YOU KNOW OF THE
FIRST ROUND OF FUNDING 376. YOU
KNOW THAT WERE ELIGIBLE. DID UH
, YOU KNOW, YOU KNOW, AGREE TO
GO WITH THIS PROGRAM AND ONLY 10
. I THINK ELIA'S OPTED OUT OF
DUE TO STAFFING SHORTAGES. ALSO
THE WAY THAT THE PROGRAM IS
WRITTEN IN STATUTE ALLOWS FOR,
UM GIVES ELIA'S FLEXIBILITY AND
STAFF CAPACITY BUILDING TO
INCREASE THE NUMBER OF HIGHLY
QUALIFIED STAFF. SUPPORT
LITERACY FOR STUDENTS. AND
ELLIOT IS THAT HIGHER READING
SPECIALISTS UNDER THIS PROGRAM
WOULD BE REQUIRED TO HOLD THE
APPROPRIATE CONDUCT CREDENTIAL
OR AUTHORIZATION PER THE CTC. UM
BUT THEY WOULD BE PROVIDED THE
OPPORTUNITY FOR PROFESSIONAL
LEARNING THAT THAT MAY INCREASE
THEIR ABILITY TO PROVIDE HIGH
QUALITY LITERACY INSTRUCTION AND
COACHING AND GIVEN THE SCHOOL
STAFFING SHORTAGES THAT YOU WERE
JUST MENTIONING THIS WOULD ALLOW
ELIA'S TO HIRE AND BUILD
CAPACITY OF STAFF WITH THE
SCHOOL. OKAY? THANK YOU. FURTHER
QUESTIONS. HOLD THIS ITEM OPEN
AS WELL. THAT CONTINUES THAT
CONCLUDES THE FOUR ITEMS FOR
TODAY. WE WILL NOW GO TO PUBLIC
COMMENT ANYBODY'S HERE FOR
PUBLIC COMMENTS. HELLO. WELL, MR
CHAIRMAN AND MEMBERS BRENDAN TO
IT ON BEHALF OF ED VOICE. WE
STRONGLY ENCOURAGE THE COMMITTEE
TO MAINTAIN THE GOLDEN STATE
TEACHER GRANT PROGRAMS FOCUS ON
ADDRESSING THE IN ECUADOR
INEQUITABLE IMPACT THE TEACHER
SHORTAGE HAS ON LOW INCOME ON
HIGH NEEDS SCHOOLS, AS WITH MOST
ISSUES FACING OUR PUBLIC SCHOOLS
, UM, THE DIFFICULTY OF STAFFING
QUALIFIED EDUCATORS. IS FELT
MOST ACUTELY, UM, IN A SCHOOL
SERVING CHILDREN FROM OUR LOW
INCOME HOUSEHOLDS. AND SO THE
CURRENT GRANT PROGRAM
REQUIREMENTS HELP ADDRESS THIS
INEQUITY BY INSISTING THAT
RECIPIENTS WORK IN HIGH NEED
SCHOOLS FOR AT LEAST FOUR YEARS
AFTER RECEIVING RECEIVING
CERTIFICATION, AND AS YOU KNOW,
UM, THE BUDGET TRAILER BILL
PROPOSES TO ELIMINATE THIS
REQUIREMENT AND THEN REPLACE IT
WITH ONLY A MODEST INCENTIVE.
THAT SAYS IF RECIPIENTS SERVING
HIGH NEEDS SCHOOLS FOR THREE
YEARS INSTEAD OF FOUR, UM AND WE
DON'T THINK THAT THAT IS REALLY
GOING TO HAVE AN IMPACT TO GET,
UH, RECIPIENTS INTO THE HIGH
NEED SCHOOLS, AND SO
UNFORTUNATELY THE LIKELY RESULT
WILL BE THAT RECIPIENTS WILL
THEN GRAVITATE TOWARDS NON HIGH
NEED SCHOOLS. AND THIS, IN
ESSENCE, IS SHIFTING THE FUNDING
AWAY FROM THE HIGH NEEDS SCHOOLS
TO HIGHER INCOME SCHOOLS. UM, SO
THIS FUNDAMENTALLY CHANGES THE
GOAL OF THE PROGRAM. ANY
EXPANSION OF PROGRAM ELIGIBILITY
SHOULD BE LIMITED TO APPLICANTS
THAT COMMIT TO SERVING HIGH
NEEDS SCHOOLS. WE STRONGLY URGE
YOU TO REJECT THE PROPOSAL TO
ELIMINATE THIS REQUIREMENT, AND
WE APPRECIATE THE COMMENTS FROM
MEMBERS AND THANK YOU VERY MUCH
FOR YOUR TIME AND CONSIDERATION
OF MY TESTIMONY. THANK YOU. YOU
GOT A FREE RIDE? BECAUSE I
DIDN'T GIVE YOU THE TIME
NOTIFICATION. SO YOU GOT THAT'S
WHY I STARTED TALKING BEFORE
THAT WOULD HAPPEN. 19 CHAIRMAN
60 SECONDS THAT'S ONE MINUTE.
THANK YOU. GOOD MORNING, MR
CHAIR AND MEMBERS. I'M SARAH
WILLIS, EXECUTIVE DIRECTOR FOR
TEACH. PLUS CALIFORNIA. THANK
YOU SO MUCH FOR YOUR ROBUST
CONVERSATION THIS MORNING ABOUT
THE EDUCATOR WORKFORCE AND HOW
WE CAN REALLY THINK ABOUT IT
HAVING A SUSTAINABLE ETHNO
AERATION, ETHNO, RACIALLY AND
LINGUISTICALLY DIVERSE, EDUCATED
WORKFORCE AS RELATES ITEM ONE.
I'LL JUST ASSOCIATE MY COMMENTS
WITH BRENDAN TWIG FROM ED VOICE
AS YOU GET ALL THAT EXTRA TIME
AND ITEM TO, UM WE DO REALLY
APPRECIATE THE THOUGHTFUL, UH
DISCUSSION AND EXPLORATION OF
HOW WE THINK ABOUT THE IMPACT OF
THE HUGE LIST OF PROGRAMS THAT
WE'VE INVESTED IN OVER THE LAST
SEVERAL YEARS. AND SO WE URGE
THE YOU ALL OF YOU TO THINK
ABOUT WHAT? UM HOW HE MIGHT HAVE
A MORE COMPREHENSIVE EVALUATION
NOT ONLY OF THEIR IMPACT ON THE
WORKFORCE IN GENERAL BUT AGAIN
ON THE DIVERSITY OF THE
WORKFORCE, AS WELL AS THINKING
ABOUT THE BALANCE BETWEEN LOCAL
AND STATE ROLES. WHAT IS WHAT
ARE THE INFRASTRUCTURE NEEDS
THAT WE MIGHT HAVE THAT WOULD
ALLOW FOR GREATER OVERSIGHT AND
SUPPORT THE PRIVILEGE OF SERVING
ON THE SUPERINTENDENT ADVISORY
GROUP ON EDUCATED DIVERSITY, AND
WE HEARD FROM COUNTY OFFICES IN
ELIA'S. THAT THEY WOULD LIKE
OPPORTUNITY FOR MORE
COLLABORATION, SUPPORT OVERSIGHT
. AND SO I THINK THERE'S A ROLE
AND I WOULD URGE YOU TO LOOK AT
SOME MEMBER GIBSON'S MAYBE 6 94.
THANK YOU. HI ERIKA MORALES ON
BEHALF OF THE EDUCATION TRUST
WEST, BUT THE SECOND YEAR OF
TAKING EXPANSION WE WISH TO
CONTINUE, UM INVEST CC CONTINUED
INVESTMENTS TO SUPPORT THE EARLY
EDUCATED WORKFORCE IN ALIGNMENT
WITH THE L A. OH WE AGREED
DIRECT APPROACH IS NEEDED TO
INCREASE THE NUMBER OF HIGHLY
QUALIFIED STATE PRESCHOOL AND TK
TEACHERS. WE ALSO BELIEVE SUCH A
PROCESS SHOULD NOT CREATE
BARRIERS TO THE EXISTING WORK
FIRST EARLY EDUCATORS AND SHOULD
BE MINDFUL OF THE NEED OF MORE
BILINGUAL TEACHERS IN OUR
CLASSROOMS. AS I H HE'S BEGIN TO
IMPLEMENT THE NEW P G THREE E C
S E C E SPECIALIST CREDENTIAL.
WE HOPE TO SEE TARGETED
FINANCIAL SUPPORT FOR THESE
INSTITUTIONS. THANK YOU. THANK
YOU. OKAY. WE HAVE THREE ON THE
LINE. MODERATOR CAN YOU PLEASE?
UM LAUNCHED THE PUBLIC TESTIMONY
FROM THE PHONE? SIR IF YOU WOULD
LIKE TO PUBLICLY COMMENT, PLEASE
. PRESS ONE, THEN ZERO AT THIS
TIME WILL FIRST GO TO LINE
EIGHT. GO AHEAD. GOOD MORNING,
CHAIRMAN. KARDIAN MEMORY TELL YA
FEE ON BEHALF OF THE CALIFORNIA
ALTERNATIVE PAYMENT PROGRAMS
ASSOCIATION. THANKS SO MUCH FOR
HAVING THIS HEARING TODAY
SPECIFICALLY ON THE WORKFORCE
SEATS, EARLY EDUCATORS CAP
AGREES WITH THE INPUT FROM THE
ELIO THAT THE GOVERNOR'S
PROPOSALS NOT WELL TAILORED TO
EARLY EDUCATED WORKFORCE ISSUES.
FURTHER WE STRONGLY UNDERSCORE
PROCEEDING WITH CAUTION ON
BUILDING UP THE WORK FORCE FOR
ONLY SCHOOL BASED PROGRAMS
WITHOUT NOTING THE CRISIS
EXPANSION HAS HAD ON THE PRIVATE
FAMILY, CHILDCARE, HOME
PROVIDERS AND PRIVATE CENTERS,
BUT IT'S SUPPORTED PROTECTED.
YES SUPPORTED FOR DECADES
SERVICES BABIES THROUGH AGE 13.
WE KNOW THAT THERE WILL BE A
HEARING ON EARLY EDUCATION AND
COMING WEEKS BUT JUST WANTED TO
MAKE SURE THAT AT THIS COMMITTEE
YOU ALSO CONSIDER THE
RAMIFICATIONS OF SUPPORTING
WORKFORCE THAT WE HAVE EATEN,
HAS DRAWN CHILDCARE WORKERS AWAY
FROM THE PRIVATE SECTOR INTO THE
PUBLIC SECTOR. WE ASKED THAT THE
COMMITTEE CONSIDERED THESE
ISSUES TOGETHER AND VIEW THEM
WITH EQUAL IMPORTANCE TO THAT
FAMILIES HAVE EQUITABLE CHOICE.
ALL CHILDCARE SETTINGS THAT
NEEDS MEET BOTH THE WORKING
NEEDS OF FAMILIES AND THE CARE
NEEDS OF CHILDREN. THANK YOU
VERY MUCH. THANK YOU. NEXT
SPEAKER, PLEASE. LINE 11. GOOD
MORNING, CALIFORNIA TOGETHER WE
APPRECIATE TODAY'S HEARING IS
HIGHLIGHTING THE NATURE EXPAND.
EDUCATORS WORK FOR WE REQUIRE
THAT YOU ENSURE THE INCLUSION
AND SUCCESS OF STATES ENGLISHMAN
AND TO YOUR FINAL BUDGET THAT
YOU'RE MENTIONED PROGRAMS THAT
ARE POPULAR IN DOING WELL. SO
THIS IS A PROGRAM THAT HAS A
GREAT TRACK RECORD FOR YOUR
CONSIDERATION. UM THE REQUESTING
20 MILLION FOR IT TO BRING BACK
THE BILINGUAL TEACHER
PROFESSIONAL DEVELOPMENT PROGRAM
THAT USERS ARE GROW YOUR OWN
APPROACH TO ADDRESS A BILINGUAL
TEACHER SHORTAGE BY ALLOWING
LOCAL EDUCATION AGENCIES. WE
APPLY FOR STATE FUNDS TO PROVIDE
PROFESSIONAL LEARNING
OPPORTUNITIES TO INCREASE A
MEMBER OF OUR LANGUAGE
AUTHORIZED TEACHERS. THANK YOU
FOR YOUR CONSIDERATION. THANK
YOU. NEXT SPEAKER, PLEASE. LINE,
12 GO AHEAD. GOOD MORNING. KATIE
HARDMAN, CALIFORNIA TEACHERS
ASSOCIATION. WE APPRECIATE THE
CONVERSATION TODAY AND TO
RECOGNIZES THE SIGNIFICANT ONE
TIME FUNDING PROVIDED FOR THE
EDUCATOR PIPELINE. UM HOWEVER,
ONGOING FUNDING IS NEEDED TO
IMPROVE SALARIES AND WORKING AND
LEARNING CONDITIONS FOR TEACHERS
AND STUDENTS, AND REALLY IN
ORDER TO RETAIN TEACHERS IN THE
PROFESSION. ALSO SUPPORTS
ELIMINATING FINANCIAL BARRIERS
FOR TEACHERS ENTERING THE
PROFESSION. THANK YOU SO MUCH.
THANK YOU. WE HAVE NO FURTHER
LINES IN QUÊ. THANK YOU VERY
MUCH WITH THAT WE WILL ADJOURN.