GOOD MORNING. WE'LL START
TODAY'S HEARING TODAY'S BUDGET
SUB TO HEARING WE HAVE FOUR
ITEMS RELATED TO, UH PRE K
THROUGH 12 EDUCATION THROUGH AN
OUTCOME PROPOSALS. UM WE HAVE,
UM KIND OF A BRIEF AGENDA TODAY
. UH, THIS HEARING WILL COVER
AGAIN FOR PROPOSALS FROM THE
JANUARY BUDGET THAT WOULD CHANGE
THE NATURE OF HOW OUR FISCAL AND
INVESTMENTS COULD IMPACT
STUDENTS, ESPECIALLY
SPECIFICALLY WITH A SUBGROUP
PERFORMANCE. UM, AND OF COURSE,
THIS IS 10 YEARS AFTER WE
ADOPTED LCF AT SO IT'S ALWAYS
TIME TO TAKE A LOOK AT HOW
THAT'S WORKING OUT IN OUR
SCHOOLS THROUGHOUT CALIFORNIA,
POTENTIALLY MAKE SOME NEEDED
TWEAKS ALONG THE WAY TO FOCUS ON
THE MOST IMPORTANT FACTOR, WHICH
IS OUR KIDS ARE STUDENTS CLOSING
THE OPPORTUNITY TO ACHIEVEMENT
GAP. UM, SO HERE WE ARE TODAY
WITH THESE FOUR PROPOSALS, SO
LET'S BEGIN. PLEASE COME FORWARD
WITH THE DEPARTMENT OF FINANCE C
D. E. LAYOUT. AND C C. E. WE'LL
START WITH D O F AND ELIO AND
CD.
YEAH. THIS WENT OFF. AH! YEAH
KEEP GOING. OKAY I'M GONNA START
BY PROVIDING AN OVERVIEW OF OUR
ACCOUNTABILITY PROPOSALS, WHICH
INCLUDE, UH THE SYSTEM OF
SUPPORT STATEWIDE SYSTEM OF
SUPPORT IN THE LOCAL CONTROL AND
ACCOUNTABILITY PLAN, AND THEN
I'LL BRIEFLY DISCUSS THE EQUITY
MULTIPLIER PROPOSAL, WHICH IS
THE FUNDING PIECE THAT WILL BE
DISCUSSED IN MORE DEPTH. DURING
THE NEXT PANEL. I'M JUST GONNA
MOVE MY MIKE. SINCE THE
INCEPTION OF THE LOCAL CONTROL
FUNDING FORMULA OR THE L C, F F
AND THE RELATED ACCOUNTABILITY
SYSTEM. WE'VE ENGAGED IN A
CONTINUOUS IMPROVEMENT PROCESS
TO MAKE ITERATIVE CHANGES BASED
ON EXPERIENCE AND FEEDBACK. AND
WE'VE WORKED HARD TO SUPPORT
EFFECTIVE IMPLEMENTATION WHILE
MAINTAINING A COMMITMENT TO CORE
PRINCIPLES OF EQUITY, LOCAL
ENGAGEMENT AND GOVERNANCE. AND
IN THIS SPIRIT AND TO ENSURE
THAT ALL LCF FUNDING IS MORE
TRANSPARENTLY AND PURPOSEFULLY
ALLOCATED BASED ON STUDENT
NEEDS. WE HAVE PUT FORTH TRAILER
BILL LANGUAGE AMENDMENTS THAT
STRENGTHEN THE TIES BETWEEN THE
THREE COMPONENTS OF THE
CALIFORNIA ACCOUNTABILITY
SYSTEM. THAT'S THE LOCAL CONTROL
AND ACCOUNTABILITY PLAN OR THE
EL CAP. THE CALIFORNIA SCHOOL
DASHBOARD AND THE STATEWIDE
SYSTEM OF SUPPORT. SO WE VIEW
OUR ACCOUNTABILITY AMENDMENTS AS
FALLING WITHIN THREE MAIN
CATEGORIES OF CHANGES. THE FIRST
CATEGORY IS AROUND, MAKING
IMPORTANT REFINEMENTS TO THE
PLANNING AND TRANSPARENCY PART
OF THE L CAP PROCESS. THE SECOND
IS AROUND ADDRESSING EL CAP
GOALS AND ACTIONS THROUGH
CONTINUOUS IMPROVEMENT OF
APPROACH, AND THE THIRD IS
AROUND STRENGTHENING SUPPORT FOR
ELIA'S THAT ARE STRUGGLING WITH
THEIR STUDENT OUTCOMES THROUGH
ROBUST TECHNICAL ASSISTANCE. SO
IN THE FIRST CATEGORY, WHICH IS
AROUND MAKING IMPORTANT
REFINEMENTS TO THE PLANNING AND
TRANSPARENCY, PART OF THE AL
CAPP PROCESS. I WANT TO
HIGHLIGHT A FEW HE EDITIONS. WE
ADD FOCUSED GOALS, WHICH WOULD
BE REQUIRED IN AN AL CAPP IN ANY
INSTANCE OF AN INDICATOR IN THE
LOWEST PERFORMANCE LEVEL OR READ
ON THE SCHOOL DASHBOARD. THAT
CHANGE REALLY FOCUSES THE
ATTENTION SPECIFICALLY ON
STUDENT GROUPS THAT ARE
STRUGGLING EVEN IF JUST FOR ONE
YEAR, OUR ON ONE INDICATOR AND
THE SECOND REQUIRED GOAL WOULD
BE FOR ANY ELIA THAT IS
RECEIVING EQUITY MULTIPLIER
FUNDING. AND THAT SECOND
INSTANCE THE GOAL HAS TO NOT
ONLY ADDRESS ANY STUDENT GROUP
WITH A RED INDICATOR OR THE
LOWEST PERFORMING BUT ALSO ANY
ISSUES WITH THE CREDENTIALING
AND SUBJECT MATTER PREPARATION
OF ITS TEACHERS. WE ALSO IN THAT
FIRST CATEGORY OF CHANGES, WE
MAKE IT CLEAR THAT THE EL CAP IS
TO BE USED TO ADDRESS
DISPARITIES AND STUDENT OUTCOMES
. USING METRICS THAT FOCUS ON
CLOSING THOSE GAPS. WE ALSO
REQUIRE HOLDING A PUBLIC PUBLIC
DISCUSSION. MIDYEAR PUBLIC
DISCUSSION ON THE ANNUAL UPDATE
TO IMPROVE UNDERSTANDING OF THE
CURRENT YEAR IMPLEMENTATION AND
ASSOCIATED GAINS IN STUDENT
OUTCOMES AND TO MAKE SURE THAT
EDUCATIONAL PARTNERS HAVE THE
RELEVANT INFORMATION TO ENGAGE
IN THE AL CAPP DEVELOPMENT
PROCESS. WE THINK THIS WOULD
REALLY INCREASE THE TRANSPARENCY
OF THE AL CAPP DEVELOPMENT SO
THAT EDUCATIONAL PARTNERS ARE
NOT COMING INTO THE ANNUAL
ANNUAL UPDATE WITHOUT ANY
KNOWLEDGE OF WHAT'S BEEN
HAPPENING IN THE CURRENT YEAR.
WE ALSO ADD LONG TERM ENGLISH
LEARNER AS A UNIQUE STUDENT
GROUP. ON THE SECOND CATEGORY OF
CHANGES ON ADDRESSING EL CAP
GOALS AND ACTIONS THROUGH
CONTINUOUS IMPROVEMENT APPROACH.
THAT CATEGORY CONSISTS OF A FEW
CHANGES AS WELL. FIRST WE
REQUIRE ACTIONS BE CHANGED WHEN
THEY'RE NOT ACHIEVING INTENDED
OUTCOMES AFTER A PERIOD OF THREE
YEARS. IN THE DEVELOPMENT OF AN
AL CAPP IN L. A AND IT'S
EDUCATIONAL PARTNERS HAVE TO SET
METRICS TO MONITOR PROGRESS
TOWARDS MEETING THEIR GOALS. AT
A MINIMUM COPS HAVE TO INCLUDE
METRICS THAT COVER THE STATE
PRIORITIES IF AN ACTION FAILS TO
PRODUCE THE INTENDED GOAL OVER A
PERIOD OF THREE YEARS ON THE
LOCALLY BASED ON THE LOCALLY
DETERMINED METRICS, THAT ACTION
WOULD NOW BE DEEMED INEFFECTIVE
AND THE REQUIRED CHANGE HERE, IS
IT YOU WOULD BE REQUIRED TO
CHANGE THAT. THAT ACTION. WE
ALSO REQUIRE ADDITIONAL
SPECIFICITY FOR THE MEASUREMENT
OF DISTRICT WIDE CONTRIBUTING
ACTIONS. WE ESTABLISH A MORE
DIRECT AND CLEARER NEXUS BETWEEN
THE CONTINUOUS IMPROVEMENT
PROCESSES THAT ARE HAPPENING
THROUGH TECHNICAL ASSISTANCE.
AND THE L CAP. RIGHT NOW,
THERE'S NOT A CLEAR YOU KNOW,
IT'S NOT CLEAR WHETHER WHEN A
DISTRICT IS AN ELIA IS RECEIVING
TECHNICAL ASSISTANCE THROUGH
DIFFERENTIATED ASSISTANTS OR
OTHER THEY DON'T HAVE TO WRITE
THAT IN THERE, AL CAPP. NOW NOW,
THIS WOULD BE A REQUIREMENT.
SPECIFICALLY WE TIGHTEN THE
REQUIREMENTS FOR COUNTY OFFICE
IS REVIEWING AND APPROVING
DISTRICT L CAPS, WHICH WOULD
RAISE THE BAR ON EL CAP APPROVAL
FOR ELIA'S ELIGIBLE FOR
DIFFERENTIATED ASSISTANCE.
REQUIRING THAT THEY VERIFY THAT
THE EL CAP EL CAPS REFLECTS THE
WORK UNDER WAY AS PART OF THE
ASSISTANCE PROCESS. OUR INTENT
HERE IS TO CHECK THAT PLANS ARE
ACTUALLY ADDRESSING IDENTIFIED
STUDENT NEEDS. BY STRENGTHENING
WHERE THE REQUIREMENTS IN THE L
CAPS LIKE WITH THE REQUIRED
FOCUSED GOALS I MENTIONED AND
THE WORK UNDER WAY THROUGH
DIFFERENTIATED ASSISTANCE. WE
STRENGTHEN ELIA'S ACCOUNTABILITY
FOR THE FUNDS THEY RECEIVE,
ENSURING THAT THEY SERVE THE
STUDENTS THAT MOST NEEDED. THE
FINAL AND THIRD CATEGORY OF
TRAILER BILL CHANGES IS AROUND
STRENGTHENING SUPPORT. FOR
ELIA'S STRUGGLING WITH THEIR
STUDENT OUTCOMES THROUGH ROBUST
TECHNICAL ASSISTANCE. WITHIN
THAT CATEGORY. WE HAVE A FEW
IMPORTANT CHANGES. WE STRENGTHEN
THE SAFETY NET OF THE STATEWIDE
SYSTEM OF SUPPORT TO BETTER
RESPOND TO ONGOING CHALLENGES IN
DISPARITIES AND STUDENT GROUP
PERFORMANCE. FOR EXAMPLE, IF AN
L E A DOESN'T SUBMIT DATA
THROUGH CAL PADS FOR IN TIME, WE
WANT TO MAKE SURE THAT THEY
WOULD STILL BE ABLE TO RECEIVE
ASSISTANCE IF THEY NEED IT. WE
ALSO ESTABLISHED EQUITY LEADS
WITHIN THE STATEWIDE SYSTEM OF
SUPPORT. THOSE LEADS WOULD WORK
IN PARTNERSHIP WITH OTHER
EXISTING LEADS IN THE SYSTEM. OF
SUPPORT, BUT WOULD BRING THEIR
EXPERTISE IN THE AREA TO PROVIDE
MORE FOCUSED ASSISTANCE ON
ISSUES RELATED TO EQUITY OR
STUDENT OUTCOME. DISPARITIES. WE
ALSO LENGTHENED THE
DIFFERENTIATED ASSISTANCE
ELIGIBILITY TIMELINE FROM THE
CURRENT 1 TO 2 YEARS, WHICH
WOULD ALLOW MORE OF A FOCUS ON
IMPLEMENTATION. WE HAD A RECENT
EXTERNAL EVALUATION THERE WAS
THERE WAS A RECENT EXTERNAL
EVALUATION OF THE PROCESS, THE
DIFFERENTIATED ASSISTANCE
PROCESS. FOUNDED THAT TWO YEAR
ASSISTANCE PROCESS WOULD ALLOW
THE SUPPORT PROVIDED TO MOVE
BEYOND ROOT CAUSE ANALYSIS AND
INTO REAL IMPLEMENTATION. WE
ALSO FINALLY WE SHIFT THE
DASHBOARD REPORTING TIMELINE TO
OCTOBER OVER A PERIOD OF FOUR
YEARS TO ALLOW FOR EARLIER
INSIGHT INTO THE DATA FOR EL CAP
PLANNING AND TECHNICAL
ASSISTANCE. SO THAT CONCLUDES
THE VERY LONG TRAIL OVER
LANGUAGE SUMMARY. UM BUT IN
ADDITION TO THESE AMENDMENTS, WE
ALSO PROPOSED THE GOVERNOR'S
BUDGET ALSO INCLUDES 300 MILLION
ONGOING PROPOSITION 98 FUNDING
TO ESTABLISH AN EQUITY
MULTIPLIER ADD ON TO THE L C. F
F AH, WITH THE HOPE OF
ACCELERATING GAINS IN CLOSING
OPPORTUNITY AND OUTCOME GAPS.
THE FUNDS WILL BE ALLOCATED TO
LIAISE WITH SCHOOLS SERVING HIGH
CONCENTRATIONS OF STUDENTS
ELIGIBLE FOR FREE MEALS. AND I'M
GOING TO SPEAK TO THE SPECIFICS
WHEN WE MOVE TO THE NEXT ISSUE,
BUT THAT'S JUST A BRIEF
OVERVIEW. INCLUDING OUR PROPOSED
REFINEMENTS TO THE
ACCOUNTABILITY SYSTEMS SEEK TO
LEVERAGE THE OVER $80 BILLION IN
L. C F F FUNDING TO BETTER
ENSURE THAT RESOURCES ARE
ALLOCATED BASED ON STUDENT
NEEDS. TOGETHER WITH THE EQUITY
MULTIPLIER PROPOSAL. THE
PROPOSED CHANGES STRENGTHEN THE
TIES BETWEEN THE VARIOUS
COMPONENTS OF CALIFORNIA'S
ACCOUNTABILITY SYSTEMS AND
ENSURING THAT RESOURCES ARE
ALLOCATED BASED ON STUDENT
NEEDS, AND THAT RELATED ACTIONS
AND SERVICES ARE EFFECTIVE IN
CLOSING THE PERSISTENT
OPPORTUNITY AND OUTCOME GAPS
THAT CONCLUDES MY PRESENTATION,
BUT I'M GONNA TAKE QUESTIONS AT
THE APPROPRIATE TIME. THANK YOU.
NEXT SPEAKER, PLEASE. GOOD
MORNING, SARA CORTEZ. L A. OH
I'M GOING TO SPEAK TO THE SYSTEM
OF SUPPORT, CHANGE PROPOSALS,
PROPOSALS AND MY COLLEAGUE WILL
SPEAK TO THE EQUITY MULTIPLIER
IN EL CAP PROPOSALS AND ISSUE
TOO. SO WE THINK THE SYSTEM OF
SUPPORT PROPOSALS ARE AN
IMPROVEMENT OVER CURRENT
PRACTICE. CURRENT LAW DOESN'T
SPECIFY WHEN OTHER SYSTEMS
SUPPORT ENTITIES ARE TO PROVIDE
ADDITIONAL SUPPORT TO DISTRICTS
IN DIFFERENTIATE ASSISTANCE.
WILL THE PROPOSED CHANGES HELP
ENSURE UM, THAT ELIA HAS
RECEIVED SUPPORT FROM OTHER
ENTITIES AND INVOLVED IN THE
SYSTEM, WHICH IS PARTICULARLY
IMPORTANT IN CASES WHERE LITTLE
TO NO IMPROVED IMPROVEMENT HAS
OCCURRED. WE DO THINK THERE
NEEDS TO BE SOME CLARITY AROUND
THE TYPES OF SUPPORT GEOGRAPHIC
LEADS WILL PROVIDE. UM, ONCE THE
ELIA IS IN DIFFERENTIATE
ASSISTANCE FOR THREE OR MORE
YEARS, AND THERE'S TWO SPECIFIC
THINGS RECOMMENDING HERE THE
FIRST IS THAT THE ASSISTANCE BE
MORE INTENSIVE COMPARED TO
DIFFERENTIATE ASSISTANCE
PROVIDED BY THE C O E. THE
SECOND IS THAT THE SUPPORT
SHOULD TAKE INTO CONSIDERATION
THE STRATEGIES THAT THE ELIA HAS
ALREADY IMPLEMENTED. WITH REGARD
TO THE PROPOSED EQUITY LEADS. WE
THINK THE ROLE OF THE EQUITY
LEAD IS ARE DUPLICATIVE OF OTHER
SYSTEM OF SUPPORT ENTITIES WITH
THE ADDED TASK OF PROVIDING
SUPPORT TO ADDRESS RACIAL
DISPARITIES. WE QUESTIONED HOW
THE SUPPORT EQUITY LEAVES WILL
PROVIDE WILL BE DIFFERENT OR
MORE EFFECTIVE THAN OTHER
SUPPORT PROVIDED THROUGH THE
SYSTEM OF SUPPORT ENTITIES. I
ALSO WANT TO HIGHLIGHT THAT
FOCUSING ON RACIAL DISPARITIES
SHOULD BE ESSENTIAL PART OF
DIFFERENTIATE ASSISTANCE, SINCE
MANY DISTRICTS ARE IDENTIFIED
FOR HAVING PERFORMANCE ISSUES
AMONG SPECIFIC RACIAL SUBGROUPS.
IF THE LEGISLATURE ADOPTS THE
PROPOSAL TO CREATE EQUITY LEADS,
WE RECOMMEND THE STATE HAVE
CLEARER AND NARROWER OBJECTIVES
FOR THESE ENTITIES TO AVOID THE
DUPLICATIVE WORK. FOR EXAMPLE,
THE LEGISLATURE COULD SPECIFY
THAT EQUITY EQUITY LEAD IS
TASKED WITH PROVIDING TRAINING
TO SEE ELISE TO ENSURE EQUITY IS
AT THE CENTER OF DIFFERENTIATE
ASSISTANCE AND INCORPORATED. IT
ALL PROVED IN ALL IMPROVEMENT
INITIATIVES. UM THE OTHER THING
WE RECOMMEND HERE IS TO CLARIFY
THAT ALL ENTITIES WITHIN THE
SYSTEM OF SUPPORT, NOT JUST THE
EQUITY LEAD SHOULD SUPPORT
DISTRICTS IN ADDRESSING RACIAL
DISPARITIES, AND I'M HAPPY TO
TAKE QUESTIONS AT THE
APPROPRIATE TIME. OKAY. NEXT
SPEAKER AT C D. HELLO CHAIR
MEMBERS AND MEMBERS OF THE
COMMUNITY. MY NAME IS WILLIAM
MCGEE. I'M THE DIRECTOR OF THE
STUDENT ACHIEVEMENT AND SUPPORT
DIVISION PRESENT ON BEHALF OF
THE STATE SUPERINTENDENT OF
PUBLIC INSTRUCTION. THANK YOU
FOR THE OPPORTUNITY TO PRESENT
ON THE SYSTEM OF SUPPORT AND THE
COLLABORATION THAT AIDS IN THIS
ENDEAVOR. THE SYSTEM OF SUPPORT
IS DESIGNED TO MEET THE NEEDS OF
CALIFORNIA SCHOOLS THROUGH THREE
LEVELS OF SUPPORT. LEVEL ONE,
WHICH IS SUPPORT FOR ALL LEVEL
TWO TARGETED OR DIFFERENTIATED
ASSISTANCE AND LEVEL THREE
INTENSIVE INTERVENTION. THIS
SUPPORT IS OFFERED TO ALL LIAISE
AND SCHOOLS. THE WORK OF THE
SYSTEM OF SUPPORT IS ORGANIZED
BY 13 LEAD INITIATIVE AGENCIES
AND THREE STATE AGENCIES WITH
SPECIFIC TASKS TO BUILDING THE
CAPACITY, SUPPORT AND RESOURCES
TO ENSURE THAT THERE IS A CLEAR
POINT OF CONTACT FOR SCHOOL
DISTRICT OR COUNTY OFFICE OF
EDUCATION TO SEEK SUPPORT,
RESPONSIVE TO A LOCALLY
IDENTIFIED NEED. THE SECOND ONE
IS A CLEAR PROCESS AND
RESPONSIBILITY FOR AGENCIES
WITHIN THE SYSTEM OF SUPPORT TO
WORK TOGETHER TO CONNECT THE
SCHOOL DISTRICT AND COUNTY
OFFICE OF EDUCATION WITH
RELEVANT RESOURCES OR AVENUES
FOR ASSISTANCE, AND THREE
IMPROVED VISIBILITY OF THE
RESOURCES, EXPERTISE AND
SERVICES AVAILABLE ACROSS THE
STATE THROUGH VARIOUS AGENCIES
AND STATE FUNDED INITIATIVES TO
SUPPORT STUDENT SUCCESS. THE
SYSTEM OF SUPPORT PROVIDES
ADDITIONAL ASSISTANCE AND
COORDINATION WITH COUNTY OFFICES
OF EDUCATION AND THE C C E AND
LOCAL EDUCATIONAL AGENCIES THAT
NEEDED IT ALSO INTENTIONALLY
FOCUSES ON ASSISTING THE
RECEIVING L E A TO BUILD THE
NECESSARY CAPACITY TO IMPROVE
STUDENT OUTCOMES. UNDER THE
LOCAL CONTROL. FUNDING FORMULA
LIAISE, INCLUDING DISTRICTS,
COUNTY OFFICES OF EDUCATION AND
CHARTER SCHOOLS ARE ELIGIBLE FOR
LEVEL TWO TARGETED
DIFFERENTIATED ASSISTANCE BASED
ON THEIR PERFORMANCE ON THE
CALIFORNIA SCHOOL DASHBOARD. DUE
TO A CHANGE IN STATE LAW,
HOWEVER, CHARTER SCHOOLS WERE
NOT ELIGIBLE FOR DIFFERENTIATED
ASSISTANCE IN 2022. CHARTER
SCHOOLS WILL RESUME ELIGIBILITY
FOR DIFFERENTIATED ASSISTANCE
WITH THE RELEASE OF THE 2023
DASHBOARD. LEVEL TWO TARGETED
DIFFERENTIATED ASSISTANCE IS
INTENDED NOT ONLY TO HELP THE
ELIA ADDRESS THE UNDERLYING
CAUSES THAT LED TO ITS
ELIGIBILITY FOR ASSISTANCE, BUT
ALSO TO STRENGTHEN THE L E. A S
OVERALL ABILITY TO EVALUATE THE
EFFECTIVENESS AND STRATEGIES AND
PROGRAMS AS WELL AS A JUST AS
APPROPRIATE. TO IMPROVE STUDENT
OUTCOMES. BASED ON THE 2022
DASHBOARD, 617 DISTRICTS AND.
AND C O S WERE ELIGIBLE FOR
LEVEL TO SUPPORT THIS SUPPORT
REQUIRES A HIGHLY COORDINATED
WORKING RELATIONSHIP BETWEEN THE
CALIFORNIA DEPARTMENT OF
EDUCATION E CE AND THE STATE
BOARD OF EDUCATION. THIS IS
ILLUSTRATED THROUGH CONTINUOUS
COMMUNICATION BETWEEN AGENCIES
AS WELL AS OPEN COMMUNICATIONS
TO THOSE TO HAVE THOSE NOT SO
EASY CHALLENGING, BUT NEEDED
CONVERSATIONS THAT LEAD TO
ACTION FOR SUPPORT AND DECISION
MAKING. THE SYSTEM OF SUPPORT
THROUGH THE GEOGRAPHIC LEADS AND
LEAD INITIATIVES HAVE BEEN ABLE
TO SUPPORT ELIA'S IN BOTH
LEARNING RECOVERY AND CHRONIC
ABSENTEEISM, MOSTLY AT THE LOCAL
LEVEL. EXAMPLE EFFORTS INCLUDE
PROFESSIONAL DEVELOPMENT
COACHING OF L E A S AROUND
ACCELERATED LEARNING WORKGROUPS
DISCUSSIONS, HIGH QUALITY
RESEARCH AND RESOURCES AND
LEVERAGE EXPERTISE TO SHARE
RESEARCH BASED AND PRACTICE
BASED APPROACHES. TAKING INTO
ACCOUNT LOCAL CONTEXT SUPPORT
PROVIDED TO LIAISE THROUGH
DIFFERENTIATED ASSISTANCE USES
CONTINUOUS IMPROVEMENT
TECHNIQUES TO USE LOCAL DATA AND
EMPATHY, INTERVIEWS WITH
STUDENTS AND FAMILIES TO SURFACE
INFORMATION AND INFORMS HOW BEST
TO ADDRESS CHRONIC ABSENTEEISM
MANY TIMES, LEADING TO AREAS OF
FOCUS AND ACTIVITIES IN THE EL
CAP. AND LEARNING CONTINUITY AND
ATTENDANCE PLANS. THE CD IS
ALWAYS LOOKING AT CONTINUOUS
IMPROVEMENT FOR OUR SYSTEMS IN
AN EFFORT TO PROVIDE MORE
EFFECTIVE AND TAILORED SUPPORT.
THE C D E DIFFERENTIATED
ASSISTANCE TEAM IS VISITING
COUNTY OFFICES OF EDUCATION TO
LEARN ABOUT THE VARIOUS PROGRAMS
THEY IMPLEMENT TO SUPPORT
STUDENTS. THROUGH THESE VISITS.
COUNTY OFFICES OF EDUCATIONS
HAVE ALLOWED US TO SEE THE
POSITIVE, EFFECTIVE AREAS OF
THEIR PROGRAM AND HAVE BEEN VERY
VULNERABLE AND TRANSPARENT ABOUT
WHERE THEY WANT TO SEE
IMPROVEMENTS AND GROWTH. AS OF
NOW, THE CD IS PROVIDING
DIFFERENTIATED ASSISTANCE TO 11
COUNTY OFFICES OF EDUCATION, AND
IN MOST RECENT YEARS, THE CD HAS
PROVIDED SUPPORT OF TWO UP TO 31
COUNTY OFFICES OF EDUCATION. TO
ENHANCE THE EFFECTIVENESS OF
SUPPORT TO THE C O. E S. C. D E
IS LOOKING TO INCREASE THE
SUPPORT FROM ONE FULL TIME
EQUIVALENCY TO FOUR FULL TIME
EQUIVALENCY IS CURRENTLY THE C
D. E IS NOT AFFORDED FULL TIME
POSITIONS TO CONDUCT THIS WORK.
TO ADDRESS THIS CHALLENGE OF CTE
STAFF AVAILABILITY TO SERVE AS
DIFFERENTIATED ASSISTANCE
PROVIDERS. THE RESEARCH TEAM
RECOMMENDS THAT THE STATE
PROVIDES FUNDING TO CD TO
PROVIDE DIFFERENTIATED
ASSISTANCE TO COUNTY OFFICES OF
EDUCATION. WHILE THEIR
RECOMMENDATIONS SAYS THIS
FUNDING SHOULD BE BASED UPON THE
NUMBER OF COUNTY OFFICES THAT
CHOOSE CD AS THEIR PROVIDER C D
E STAFF PROVIDES SUPPORT TO
COUNTY OFFICES IN THE D A
PROCESS JUST NOT AS THE MAIN
FACILITATOR. IN SOME CASES THIS
REQUIRES STAFFING NONETHELESS.
AND WITH THE ADDED SUPPORT
PROPOSED IN THE TRAILER, BUILD
LANGUAGE FOR EDUCATION CODE 5 TO
72.5 THIS COLLABORATIVE SUPPORT
WITH C C E. TO PROVIDE MORE
INTENSE DATE D D A SUPPORT WILL
ALSO REQUIRE NEEDED DEDICATED
STAFF. IN CLOSING. WE ARE VERY
EXCITED ABOUT THE COLLABORATIVE
PARTNERSHIP FOR THE STATE SYSTEM
OF SUPPORT AND ALL OF THE
AGENCIES. WE ARE EAGER TO
CONTINUE TO IMPROVE THE AREAS OF
GROWTH IN THE SYSTEM AND HAPPY
ABOUT THE OPPORTUNITY TO BOLSTER
WHAT IS WORKING WELL IN THE
SYSTEM FOR CONTINUOUS POSITIVE
ACADEMIC IMPROVEMENT. THANK YOU.
OKAY. THANK YOU. FINAL SPEAKER,
PLEASE. YEAH GOOD MORNING,
CHAIRMAN CARDI AND MEMBERS OF
THE COMMITTEE. IT'S A PLEASURE
TO BE HERE. MY NAME IS CHRIS
HARTLEY AND DEPUTY EXECUTIVE
DIRECTOR AT CC. AND FIRST I JUST
WANT TO SHARE MY GRATITUDE FOR
YOU HAVING THESE CONVERSATIONS
AND IMPORTANT DISCOURSE HERE
THIS MORNING. IT'S GREAT TO BE
HERE WITH MY COLLEAGUES THAT
TYPICALLY SO YOU GUYS ALL ON
ZOOM SO HERE Y'ALL IN FLESH AND
BLOOD IS PERFECT. THE BACK OF
MATERIALS YOU HAVE AROUND CCR
PRETTY DARN THOROUGH AND TOUCH
TO CAPITALIZE ON SOME OF THE
COMMENTS FROM MR MAGEE. I'LL
TALK A LITTLE BIT MORE DEEPLY
ABOUT THE UNIVERSAL TARGETED AND
INTENSIVE SUPPORTS THAT EXIST
WITHIN THE STATEWIDE SYSTEM OF
SUPPORT. UM ONE OF THE THINGS
THAT THAT IS CRITICAL, AND IT'S
BEEN MENTIONED BEFORE. TODAY IS
THE WORK WITH OUR STATE PARTNERS
AND THE CONSTANT CONVERSATIONS
AND CONVENING THAT WE HAVE AND
LISTENING TO UNDERSTAND WHERE
POSITIONS ARE AND HOW WE CAN
BEST SUPPORT STUDENTS IS
CRITICAL TO THE WORK. WE WORK
HARD TO FACILITATE AND
COORDINATE AND CONVENE WITH OUR
PARTNERS PARTNERSHIPS THROUGHOUT
THE STATE. PRIMARILY WHEN YOU
THINK ABOUT THE LEAD AGENCIES,
SO YOU SEE IN SOME OF YOUR
MATERIALS, DESCRIPTIONS OF WHAT
GEO LEADS DO SELF ID LEADS, BUT
IT'S ALSO IMPORTANT. REMEMBER,
THERE'S A LOT OF EXPERT LEAD
AGENCIES OUT THERE AS WELL THAT
COMPLEMENT THE SYSTEM OF SUPPORT
. SO THAT STATE AGENCIES WE GET
THE PLEASURE OF CONVENING THESE
FOLKS. TO ALIGN THEIR SERVICES
AND RESOURCES IN A WAY THAT
CREATES A THROUGH LINE TO
DISTRICT TO DISTRICT
IMPLEMENTATION. SO YOU HAVE A
GIANT HOLE CHILD INITIATIVES
THAT ARE COMPLEX IN NATURE. THEY
INVOLVED LOTS OF DIFFICULTY
AROUND PROGRAMMING, PLANNING
WHAT WORKS BEST FOR A SCHOOL
SITE AT A LOCAL LEVEL, HOW TO
USE THE FUNDING TO MAKE ALL THIS
STUFF HAPPENED FOR SCHOOLS, AND
WE GET THE HONOR TO HELP FOLKS
WITH BASICALLY THREE LEVELS OF
SUPPORT. FIRST LEVEL OF SUPPORT
THAT WE WANT TO TALK A LITTLE
BIT MORE DEEPLY ABOUT IS
UNIVERSAL. UNIVERSAL SUPPORT IS
SUPPORTS AND SERVICES THAT ARE
AVAILABLE TO EVERY SCHOOL
DISTRICT IN THE STATE OF
CALIFORNIA, GOING THROUGH COUNTY
OFFICES OF EDUCATION WHO TRULY
SERVE AS THE FOUNDATION AND THE
BACKBONE FOR THE SYSTEM OF
SUPPORT. WHEN YOU THINK ABOUT
CALIFORNIA, WHERE THE MOST
DIVERSE STATE IN THE NATION 58
COUNTIES FROM HUMBLE COUNTY AND
DROVE DOWN YESTERDAY, I COUNTED
LIKE EIGHT COUNTIES THAT I WENT
THROUGH. I'M LIKE MY GOODNESS,
YOU KNOW, SO THE STATE OF
CALIFORNIA EXTREMELY DIVERSE.
YOU HEAR THE STATEMENT? YOU'VE
YOU'VE BEEN IN ONE COUNTY.
YOU'VE BEEN IN ONE COUNTY, SO WE
KNOW THAT THE NEEDS FOR
EVERYBODY ARE VERY DIFFERENT
THROUGHOUT THE STATE AND A
UNIVERSAL APPROACH. ALLOWS US TO
PROVIDE SERVICES AND SUPPORT
THAT ARE CRITICALLY ACCESSIBLE.
I'M REALLY FORTUNATE TO HAVE ONE
OF MY COLLEAGUES HERE TODAY. I
WANT TO INTRODUCE MIDI FATTED
WHO IS ONE OF OUR SENIOR
ADVISERS AT CC. WE RAN OUT OF
CHAIRS, SO I'M GONNA ASK MANY TO
SPEAK ON THE MICROPHONE TO SHARE
AN EXAMPLE OF ONE SYSTEM
COLLECTIVE INITIATIVE THAT WE
HAVE GOING ON AT C C AT THIS
TIME. AND WAITING FOR THE MIC.
THANK YOU AGAIN. I'M MINDY FAT
EX SENIOR ADVISOR WITH C C E.
UNDER THE STATEWIDE SYSTEM OF
SUPPORT, AND AS CHRIS A
ELABORATED ON AND SPEAKING FROM
WILL FROM CD AS WELL. IT TAKES A
LOT OF INTEGRATION. WE HAVE A
LOT OF INITIATIVES IN CALIFORNIA
AND AGAIN ANY NEW INITIATIVES
WERE WELCOMING NEW INITIATIVES
TO THE STATE AND OUR SYSTEM OF
SUPPORT. BUT WE HAVE TO DO SO IN
AN INTENTIONAL, COHESIVE WAY. SO
WE'RE NOT UNINTENTIONALLY
DUPLICATING SERVICES FOR OUR
STUDENTS AND OUR DISTRICTS. SO
ONE OF THE THINGS HE SEE PROJECT
HAS CONVENED OVER THE LAST YEAR
IS THE ONE SYSTEM COLLECTIVE
EXECUTIVE ADVISORY BOARD IS
COMPRISED OF COUNTY OFFICE,
FOLKS. L E. A FOLKS SELF TO
FOLKS AND OUR STATE AGENCY
PARTNERS, AND WHAT THAT
COLLECTIVE IS DOING IS WE
REALIZE NOT EVERYONE KNOWS
WHAT'S OUT THERE, AND MORE
IMPORTANTLY, EQUITY AND ACCESS
WHETHER YOU'RE A SMALL RULE
COUNTY AND FOR NORTHERN
CALIFORNIA OR A LARGE URBAN WE
ALL NEED TO HAVE THE SAME
INFORMATION IN THE SAME WAY TO
ACCESS THOSE TREMENDOUS
RESOURCES THAT ARE HAPPENING IN
THE STATE OF CALIFORNIA. SO WE
ARE WORKING COLLECTIVELY AT C C
E WITH OUR ADVISORY ONE SYSTEM
GROUP TO CREATE AN INITIATIVE
INVENTORY FOR THE FOR THE STATE
OF CALIFORNIA. AND WE'RE GOING
TO START AT THE UNIVERSAL LEVEL.
SO YOU AS AN L E. A U AS AN
ASSEMBLY MEMBER PARENT COMMUNITY
MEMBER CAN GO ON THIS INITIATIVE
INVENTORY EITHER SEARCH BY
DASHBOARD SUBGROUP OR SPECIAL
EDUCATION INDICATOR AND OR
KEYWORDS, AND IT'LL POP UP ALL
THE UNIVERSAL RESOURCES THAT ARE
PROVIDED THROUGH THE STATEWIDE
SYSTEM OF SUPPORT INITIATIVES IN
CALIFORNIA. FOR ALL OF OUR
STUDENTS TO ACCESS SO THAT'S ONE
WAY THAT WE'RE TRYING TO ADDRESS
THE GAP IN THE RESOURCES AND THE
KNOWLEDGE OF THOSE RESOURCES AND
AGAIN ANY INITIATIVES THAT ARE
ADDED ON TO THE SYSTEM. WE HAVE
A WAY TO SEE WHAT'S ALREADY
THERE. AND WHAT'S ALREADY
WORKING AND HIGHLIGHTING THOSE
BEST PRACTICES AND THOSE
UNIVERSAL RESOURCES. SO CHRIS
WILL TURN OVER, YOU KNOW FOR
TARGETED AND I'LL TAKE QUESTIONS
WHEN TIME APPROPRIATE. THANK YOU
SO MUCH, FOR EXAMPLE OF TARGETED
ASSISTANCE. WE'VE BEEN OUT IN
THE FIELD TALKING TO OUR OUR
SCHOOL LEADERS. AND WHEN WE LOOK
AT THE WHOLE CHILD INITIATIVES
REALIZED THEY HAVE THEIR SCOPE.
THEY HAVE THEIR THEIR GOALS IN
MIND. BUT WITHOUT GOOD
LEADERSHIP AT SCHOOL SITES, THE
ABILITY TO IMPLEMENT THE WHOLE
CHILD INITIATIVES VERY DIFFICULT
, SO WE WANT TO FOCUS ON
LEADERSHIP SKILLS AND
DEVELOPMENT. AND WE TARGETED
SMALL SCHOOL DISTRICTS IN THE
STATE OF CALIFORNIA. IF YOU LOOK
AT A LOT OF THE PROFESSIONAL
DEVELOPMENT OPPORTUNITIES
AVAILABLE ALOFT IN TIMES OR
SMALL SCHOOL SCHOOL DISTRICT
SUPERINTENDENTS AND LEADERS ARE
LEFT OUT OF THE LOOP. AND WHEN
YOU'RE RUNNING A SMALL DISTRICT,
YOU KIND OF DO IT ALL. YOU'RE
THE SUPERINTENDENT. YOUR
PRINCIPAL, YOU MIGHT BE DRIVING
THE BUS. ONE DAY YOU MIGHT BE
SERVING MEALS AT LUNCH. UM SO
OUR ATTENTION TO GIVE THEM OUR
SUPPORT AND SERVICE IS REALLY
IMPORTANT TO US. SO WE STARTED
THIS YEAR TARGETED SERVICE
AROUND LEADERSHIP INSTITUTE
AGAIN FOCUSED ON SMALL SCHOOL
DISTRICT LEADERSHIP. WE'VE GOT
GREAT ATTENDANCE IN THAT PROGRAM
WE HAVE IN OUR FIRST COHORT
THAT'S GOING TO FINISH UP HERE
IN JUNE AND WILL BE STARTING A
SECOND YEAR OF IT IN JULY. THIS
IN THE SUMMER AND SO JUST WANTED
TO POINT THAT OUT THAT THAT
WOULD BE A LEVEL OF THIS IS
TARGETED SUPPORTS THAT WERE
GIVEN LEADERSHIP, THE TYPE OF
NETWORKING SKILLS AND CONFIDENCE
THAT THEY NEED TO BE ABLE TO DO
THEIR JOBS TO THE BEST OF THE
ABILITY. ANOTHER AREA OF HIGHER
LEVEL OF TARGETED SUPPORT, BUT
ALSO UNIVERSALISM THE COMMUNITY
ENGAGEMENT INITIATIVE. I WANT TO
TALK BRIEFLY ABOUT THAT. SO THE
COMMUNITY ENGAGEMENT INITIATIVES
IN HIS FOURTH YEAR WE'VE ALSO
RECEIVED AN OPPORTUNITY TO GO TO
ANOTHER ROUND AND WE'RE REALLY
EXCITED TO HAVE A TWO POINT OH
VERSION OF THAT. BUT THE
FEEDBACK FROM THE FIELD IS THAT
OUR GROUPS ARE OUT HELPING
SCHOOL DISTRICTS DEVELOPED
PROFESSIONAL LEARNING NETWORKS.
AND STRATEGIES ABOUT HOW TO HAVE
VULNERABLE CONVERSATIONS WITH
YOUR SCHOOL COMMUNITIES AND
DESIGN OF YOUR L CAP STRATEGIES
IN YOUR SCHOOL STRATEGIES TO
BEST SERVE THE STUDENTS IN YOUR
COMMUNITY. I REALIZED THAT WE'RE
SHORT ON TIME, SO I APPRECIATE
THE OPPORTUNITY TO BE HERE AND
WE'LL ANSWER ANY QUESTIONS AS
THEY COME. OKAY THANK YOU. THANK
YOU FOR THE PRESENTATION. LET ME
START WITH MR MARZOUK ER
EDUCATION COMMITTEE CHAIR. THANK
YOU VERY MUCH, MR. CHAIR. I
WANTED TO START OFF. BY, YOU
KNOW. TRYING TO LOOK AT THE
BIGGER PICTURE, AND I WANTED TO
ASK THE LESS THAT HAVE ANALYST
YOU KNOW, I WAS HERE IN 2013
WHEN WE PASSED THE LOCAL CONTROL
FUNDING FORMULA. WELL, YEAH. SO
THAT WAS THE L C F F THAT WAS
PASSED IN 2013. HOW MANY YEARS
HAVE WE BEEN, UM UH, USING THE L
CAP SYSTEM. EDITOR COBRA WITH
THE LEGISLATIVE ANALYST'S
OFFICE. I BELIEVE THAT 2014 15
WAS THE FIRST YEAR WHERE
DISTRICTS WERE REQUIRED TO
CREATE AN AL CAPP ITSELF. SO I
THINK WE HAD CFF WAS PASSED. WE
HAD A YEAR TO DEVELOP THE
TEMPLATE AND THE STRUCTURE OF AN
AND THEN SO SINCE THEN, IS WHEN
DISTRICTS HAVE BEEN DOING IT, SO
THAT WOULD PROBABLY I THINK
EIGHT OR NINE ROUNDS OF ALL
CUPS, OKAY? AND THEN, UM, WHEN
DID THE DASHBOARDS GO ONLINE?
THE DESK BOARD. I'M. IT'S EITHER
2017 OR 2018. WE CAN GET BACK TO
SPECIFICALLY BUT IT IT TOOK
SEVERAL YEARS. THE DATA ON THE
DESPERATE INITIALLY WAS LOOKING
AT BOTH. ACTUAL PERFORMANCE AND
ALSO LOOKING AT CHANGE OVER
TIME, SO I THINK THERE WAS A
NEED FOR A FEW ADDITIONAL YEARS
OF DATA. IN ADDITION IN 2014 15
, THE STATE SHIFTED TO THE
SMARTER, BALANCED TEST THE
COMMON CORE LINE ASSESSMENT, AND
SO WHEN L C F F WAS PASSED, WE
DIDN'T HAVE. WE KNEW WE WERE IN
TRANSITION, SO IT TOOK A COUPLE
OF YEARS FOR THE STATE TO HAVE
MULTIPLE YEARS OF DATA FOR THAT.
AND THEN HOW MANY YEARS HAVE WE
HAD THE STATEWIDE SYSTEM AND
SUPPORT? UM THE FIRST YEAR WHEN
WE FUNDED THE THAT FITS THE
SYSTEM OF SUPPORT, LIKE THE
DIFFERENTIATED ASSISTANCE, THE
REGIONAL, UH, GEOGRAPHIC LEADS
UP ELITES THAT STARTED IN 2018
1920 18 80. OKAY SO IT'S ALL
BEEN STAGGERED OVER THE LAST 10
YEARS. UM YEAH, AND SO FOR THOSE
YOU HAVE ESSENTIALLY 22 YEARS OF
FUNDING, AND THEN YOU HAVE THE
PANDEMIC, AND THEN NOW WE'RE
SORT OF SO IT WE BARELY HAD A
COUPLE OF YEARS TO SORT OF GET
THAT SYSTEM UP AND RUNNING. OKAY
BUT GOING BACK TO WHEN THE LCF
EFFORTS STARTED, I MEAN,
CALIFORNIA. TOOK THE LEAD IN THE
NATION IN TERMS OF PASSING THIS
PROGRESSIVE SYSTEM OF PROVIDING
MORE FUNDING FOR LOW INCOME
STUDENTS FOR ENGLISH LANGUAGE
LEARNERS, STUDENTS AND FOR
FOSTER KIDS. UM THE WHEN DID
DISTRICTS CHART ACTUALLY
RECEIVING THE CONCENTRATED
DOLLARS? UM UNDER L C F F SORT
OF THE STATES. BEGINNING IN 13
14. THE STATE PROVIDED
ADDITIONAL FUNDING TOWARDS UH
TOWARDS LCF PEP. THE MAIN THING
IN TERMS OF THE GROWTH FROM
THERE. I THINK I EITHER 18 19 OR
1921, THE STATE FULLY
IMPLEMENTED. THE LCF OPERATES.
IN THE MEANTIME, THE WAY FUNDING
WAS PROVIDED, AS WE LOOKED AT
HOW MUCH FUNDING YOU HAD
RECEIVED. PREVIOUSLY. HOW MUCH
YOU WERE SUPPOSED TO RECEIVE
UNDER L C F F AND THEN PROVIDE
ADDITIONAL INCREASES. SO AT THAT
TIME DURING THAT TRANSITION
PERIOD THAT GROWTH IS REALLY
DEPENDENT ON WHERE YOU WERE
BEFORE AND AFTER, AND SO, IN,
GENERAL, WE HAVE DISTRICTS THAT
HAD HIGH SHARES OF LOW INCOME IN
ENGLISH LEARNER. STUDENTS
RECEIVED THE BIGGEST INCREASES
DURING THAT PERIOD. BUT IT
WASN'T ALWAYS EXACTLY THAT WAY
BECAUSE THERE WAS SOME DISTRICTS
THAT MAYBE FOR WHATEVER REASON,
HISTORICALLY HAVE BEEN HIGHER OR
LOWER, FUNDED AND THEIR RATES
WERE A LITTLE DIFFERENT. OKAY
YOU THAT WAS A MOUTHFUL THAT LOT
OF LOT OF COMPLICATIONS, BUT
BASICALLY WE'VE BEEN GIVING MORE
MONEY TO DISTRICTS WITH HIGHER
CONCENTRATIONS OF LOW INCOME
STUDENTS DISADVANTAGED STUDENTS
FOR ABOUT THE LAST 10 YEARS.
RIGHT NOW, WE WOULD BE GETTING
ON 10 YEARS SINCE SINCE WE
STARTED TRANSITIONING AND
DEVELOPING AT LEAST 10 YEARS
APPROACHING 10 YEARS OF L C F F
WHAT DATA EXISTS TO SHOW THAT
WE'VE MADE PROGRESS IN CLOSING
THE ACHIEVEMENT GAP, ESPECIALLY
, UM, AS A RELATES TO BLACK AND
LATINO STUDENTS. SO I SO LOOKING
AT THE DATA, WE THERE'S A
CHALLENGE IN LOOKING AT THE DATA
BECAUSE WHEN WE ENACTED ALL CFF,
WE'RE USING OLD STANDARDIZED
TESTS THAT WE'RE NOT USING
ANYMORE, AND THEN WE SHIFTED TO
THE COMMON CORE. AND SO I THINK,
TRACKING ALL THE WAY FROM RIGHT
BEFORE TO AFTER HIS CHALLENGING
IN GENERAL WE'VE SEEN OVERALL IS
, UM, IMPROVEMENTS IN AN
ACHIEVEMENT IF YOU'RE LOOKING AT
STANDARDIZED TESTS. UM WE HAVE
NOT SEEN, UH, SIGNIFICANT
CLOSING OF GAPS. IF YOU LOOK AT
THE STATE STATEWIDE WHAT ARE
LOOKING AT, FOR EXAMPLE, UM
WHITE STUDENTS. THE WHITE BLACK
ACHIEVEMENT GAP, FOR EXAMPLE,
HAS NOT SUBSTANTIALLY CLOSED
DURING THAT PERIOD. THERE HAVE
BEEN A NUMBER OF REPORTS TRYING
TO LOOK AT MORE GRANULAR LEE THE
EFFECTS OF L C F F SOME OF THEM
SHOW POSITIVE EFFECTS, FOR
EXAMPLE. UM DISTRICTS THAT ARE
ABOVE 55% THAT ARE LOW INCOME
AURIOL HAVE OVERALL BEEN GREATER
IMPROVEMENTS THAT THOSE ARE
BELOW AND 55% OF THAT
CONCENTRATION THRESHOLD IS UM,
BUT THERE ARE SOME WHEN YOU LOOK
AT THE DATA MORE MORE DETAILED.
THOSE DISTRICTS ARE DOING
BETTER, BUT THE GAINS ARE
NECESSARILY ALWAYS WITH ALL THE
SUBGROUPS THAT ARE THAT ARE
OFTENTIMES THE SUBGROUPS THAT
ARE PERFORMING PERFORMED WORSE
IN THE PAST ARE NOT SEEING THE
SAME LEVEL OF GROWTH. OKAY SO I
WANT TO MAKE SURE I, UM I HEARD
YOU CORRECTLY SO IN ABOUT 10.
YEARS OF L C. F F STATEWIDE. WE
HAVEN'T MADE MUCH PROGRESS IN
TERMS OF REDUCING THE
ACHIEVEMENT GAP IN TERMS OF THE
WHITE STUDENTS VERSUS BLACK
STUDENTS. THAT'S RIGHT. OKAY UM
, BUT BUT YOU YOU INDICATED THAT
THERE'S AH, GOOD EVIDENCE THAT
THAT WE HAVE MADE PROGRESS WITH
THE. THE CONCENTRATION GRANT
SCHOOL DISTRICTS, THE DISTRICTS
WITH THE HIGHEST LEVELS HIGHEST
CONCENTRATION OF POVERTY. THAT'S
RIGHT. SO THERE IS SO THE. WE'VE
MADE SOME PROGRESS, BUT BUT WE
HAVE CLEARLY MORE WORK TO GO IN
TERMS OF ACCOMPLISHING THE
OVERALL GOALS OF THE LOCAL
CONTROL FUNDING FUNDING FORMULA
AND THAT'S WHERE I COME BACK TO
THIS. UM. YOU KNOW ALL THE
PROGRAMS THAT THAT THAT YOU'RE
DESCRIBING. I MEAN, I APPRECIATE
THAT. THAT. SOMEONE MADE THE
POINT THAT THERE ARE SO MANY
INITIATIVES THAT THERE NEEDS TO
BE COORDINATION. UM TO MAKE SURE
THAT THAT YOU KNOW THESE
STATEWIDE EFFORTS ARE ACTUALLY
TRANSLATED INTO THE CLASSROOMS.
UM WE'RE ACTUALLY MAKES A
DIFFERENCE FOR KIDS. AND I'M I'M
CONCERNED. THAT. THAT IT'S A LOT
OF, UM. I MEAN, CONCEPTUALLY, IT
MAKES SENSE THAT WE THAT WE HAVE
SUPPORT PROGRAMS FOR LOCAL, YOU
KNOW, EDUCATIONAL AGENCIES IN
FOR LOCAL SCHOOL DISTRICTS. BUT
I'M I DON'T HEAR SPECIFICS IN
TERMS OF HOW THESE. INITIATIVES
ACTUALLY TRANSLATE INTO WHAT
HAPPENS IN THE CLASSROOM. UM, I
WAS WONDERING IF ANY OF THESE
SPEAKERS CAN CAN ADDRESS THAT.
LENA GRANT DEPARTMENT OF FINANCE
, SO I CAN SPEAK A LITTLE BIT
TO, UM, TO THAT QUESTION. I
THINK WE SHARE THE CONCERN THAT
WHEN WE HAVE ALL OF THIS WORK
THAT WE'RE REQUIRING AND
REQUIREMENTS THAT WE ARE
IMPLEMENTING, UM, THAT THERE.
IT'S DIFFICULT TO ASCERTAIN
WHETHER THERE IS ACTUAL PROGRESS
BEING DONE ON THE GROUND AT THE
SCHOOL SITE LEVEL, ONE OF THE
THINGS OUR PROPOSAL TRIES TO DO
IS TO ADDRESS THIS PROBLEM BY
CLARIFYING. IN THE EL CAP,
REQUIRING THAT ELIA'S AS THEY GO
THROUGH THE EL CAP DEVELOPMENT
PROCESS THAT THEY WORK WITH
PARENTS IN THE COMMUNITY MEMBERS
IN THE DEVELOPMENT OF THAT
PROCESS, AND THAT'S WHY WE HAD
THAT MIDYEAR UPDATE REQUIREMENT
BECAUSE WE'RE HEARING FROM, YOU
KNOW DIFFERENT COMMUNITIES THAT,
UM, BY THE TIME THEY GOT THE
ANNUAL UPDATE, THE EL CAP IS A
VERY LONG AND ALREADY FLUSHED
OUT DOCUMENT KIND OF FINISHED,
AND WE WANTED THERE TO BE AN
ITERATIVE PROCESS FOR UPDATING
AND DEVELOPED. DEVELOPING THAT
DOCUMENT WE WANTED THERE TO BE
FEEDBACK AND INPUT FROM THE
COMMUNITY AND DEVELOPING THAT
REALLY IMPORTANT DOCUMENT
BECAUSE THAT'S HOW THE COMMUNITY
LEARNS ABOUT WHAT THE DISTRICT
IS ACTUALLY DOING WITH THE
FUNDING THAT THEY RECEIVE. AN EL
CAP WOULD BE HELD UP. UH, IF THE
ELIA'S BUDGET WASN'T REFLECTIVE
OF THE GOALS THAT ARE IN THE AL
CAPP AND VICE VERSA. SO UM, WHAT
WE'RE TRYING TO DO WITH THESE
ACCOUNTABILITY CHANGES IS TO
REALLY TIGHTEN. OUR REQUIREMENTS
BECAUSE WE'RE YOU KNOW, IT'S ONE
THING TO JUST WRITE IT DOWN AND
HAVE IT BE PUBLISHED ANNUALLY.
LIKE, YOU KNOW, CHECKING THE BOX
AND SAYING, YOU KNOW, HERE'S MY
ANNUAL UPDATE INFORMED MY
COMMUNITY, BUT WE REALLY WANT TO
MAKE IT, UH, AN ITERATIVE KIND
OF DIALOGUE WITH COMMUNITY
MEMBERS. I THINK TO WILLIAM
MCGEE WITH THE CALIFORNIA
DEPARTMENT OF EDUCATION, ONE OF
THE WAYS I BELIEVE IN LISTENING
TO YOUR QUESTION THAT YOU CAN
SEE WHAT'S HAPPENING IN THE
CLASSROOM IS AS CHRIS MENTIONED
WITH THE INITIATIVES AND
PROFESSIONAL DEVELOPMENT WHEN
DIFFERENTIATED ASSISTANCE IS
BEING PROVIDED, ALONG WITH THE
COUNTY OFFICE OF EDUCATION, THEN
YOU CAN SEE HOW THEY'RE WORKING
WITH THEIR L E. A AND THEN YOU
CAN ALSO SEE HOW THE ELIA IS
WORKING WITH INDIVIDUAL SCHOOL
SITES. ONE OF THE THINGS THAT WE
DID WAS OUR TEAM TOOK SOME OF
WEST EDS. RECOMMENDATIONS TO
STRENGTHEN DIFFERENTIATED
ASSISTANCE AND WE'VE BEEN
VISITING THE COUNTY OFFICES AS I
MENTIONED, AND WHEN WE DID VISIT
, THERE WERE A WHOLE BUNCH OF US
AS ADULTS CRYING IN THE ROOM
BECAUSE WE VISITED A AN
EDUCATIONAL FACILITY WHERE THE
CHILDREN WERE. INCARCERATED AND
SO WHAT WE WERE ABLE TO DO WAS
SEE EVIDENCE OF THE WORK FROM
DIFFERENTIATED ASSISTANCE AND
WHAT WAS HAPPENING IN THAT
CLASSROOM WITH THE WAY THE
CHILDREN WERE SPEAKING AND
THINGS OF THAT NATURE, ONE OF
THE THINGS THAT STANDARDIZED
TEST SCORES DON'T ALWAYS SHOW IS
THE PROGRESS THAT CHILDREN ARE
MAKING IN OTHER AREAS SUCH AS
COMMUNICATION, MENTAL, HEALTH,
SOCIAL, EMOTIONAL AND THINGS OF
THAT NATURE. SO TO ANSWER YOUR
QUESTION, THAT IS ONE WAY YOU
CAN SEE IT. WE DO KNOW THAT
THERE IS STILL WORK TO BE DONE.
AND I WOULD JUST ADD VALUE TO
THAT. YOU KNOW, WHEN YOU TAKE A
LOOK AT THE TREMENDOUS AMOUNT OF
EXPERTISE THAT EXISTS ACROSS THE
SYSTEM OF SUPPORT BETWEEN ALL
THESE ALL THESE LEADERS AND
EXPERTS AND GEO LEADS AND SUPPER
LEADS AND ALL THE DIFFERENT
DIFFERENT AGENCIES OUT SERVING
STUDENTS. THE CRITICAL NATURE
IS. HOW DOES THE DISTRICT IN A
SCHOOL ACCESS THOSE SERVICES,
YOU KNOW? SO WHEN YOU HEAR MINDY
TALK, MANUFACTURED, TALK ABOUT
THINGS LIKE THE ONE SYSTEM
COLLECTED, HOW WE'RE ALIGNING
AND MAKING DISTRICTS AWARE OF
HOW THEY CAN ACCESS THE SERVICES
AND SUPPORTS THAT MEET THEIR
NEEDS IN A LOCAL CONTEXT. THAT'S
ONE WAY WE CAN DEMYSTIFY THAT
THE SYSTEM OF SUPPORT SO THAT IT
INCREASES ACCESSIBILITY. AND
PROVES COHESION. OKAY, THEN.
AGAIN. I APPRECIATE THE CONCEPT.
MY UM I MEAN, MR MCKEE YOU
TALKED ABOUT HOW THERE WAS
TRAINING. UM, FOR LIAISE TO DEAL
WITH, YOU KNOW, DID TO PROVIDE
GREATER SUPPORT FOR EDUCATORS
AND EDUCATING, UH. INCARCERATED
OR FORMERLY INCARCERATED
STUDENTS. CAN YOU CAN YOU TALK
ABOUT LIKE, YOU KNOW, JUST JUST
SO I CAN GET A BETTER IDEA. YOU
KNOW WHO PROVIDED WHAT TRAINING
TO WHICH SCHOOL DISTRICT? AND
HOW DID THAT TRANSLATE INTO WHAT
ACTUALLY HAPPENED IN THE
CLASSROOM. THAT'S THE ONE
EXAMPLE. OKAY THAT'S THE BIG
QUESTION. I MEAN, WE WOULD HAVE
TO GO INTO SOME DETAIL ON THAT.
FOR INSTANCE, WE VISITED. I
BELIEVE IT WAS, UM UH, COUNTY
OFFICE THAT WAS RIGHT DOWN THE
STREET FROM HERE. AND SO WHAT WE
DID THROUGH THE COUNTY
CALIFORNIA SUPERINTENDENTS
ASSOCIATION. THEY SUPPORTED US
WITH SAYING, HEY, WE WOULD LIKE
YOU GUYS TO VISIT SO YOU CAN
ACTUALLY SEE LEARN ABOUT THE
PROGRAMS AND SO TO ANSWER YOUR
QUESTION. I WOULD HAVE TO SEE
WHO THAT COUNTY OFFICES
RECEIVING DIFFERENTIATED
ASSISTANCE FROM AND THEN WE
COULD THEN DIG DEEPER INTO WHAT
WAS GOING ON THE PROFESSIONAL
DEVELOPMENT AND WHAT STRATEGIES
THAT THEY USE THAT WE CAN THEN
SEE THE EVIDENCE IN THE
CLASSROOM. SO ALONG WITH WHAT
CHRIS STATED, ALIGNING THE
INITIATIVES, ALIGNING THE
SUPPORT. WE CAN REALLY DIG DEEP
INTO THAT AND THEN SEE WHAT WAS
HAPPENING. FOR INSTANCE, I
BELIEVE WE PROVIDED
DIFFERENTIATED ASSISTANCE TO 31
COUNTY OFFICES. IN PREVIOUS
YEARS. THIS WAS BEFORE MY TIME
AT C, D E AND A NUMBER OF THOSE
COUNTY OFFICES WERE ABLE TO EXIT
DIFFERENTIATED ASSISTANCE BASED
ON THE CRITERIA THEY WERE
IDENTIFIED FOR. SO IN THAT
INSTANCE, THAT WAS CALIFORNIA
DEPARTMENT OF EDUCATION,
SUPPORTING THE STATE SYSTEM OF
SUPPORT AND DELIVERING THAT
DIFFERENTIATED ASSISTANCE WHERE
WE SAW THOSE IMPROVEMENTS, AND
THEN THE LAST COMMENT. I THINK
I'LL MAKE BEFORE I GO ON MUTE IS
WE'RE ALSO ASKING THOSE L E A S
. WHAT IS IT THAT THEY'RE DOING
? WILL YOU SHARE YOUR BEST
PRACTICES? WHAT WENT WELL
WORKING? WE IMPROVE, SO THAT WAY
WE CAN BOLSTER THOSE TYPE OF
EFFORTS AND SEE MORE OF THE
INCREASE IN ACADEMIC ACHIEVEMENT
FOR CHILDREN. ALL RIGHT. UM.
SOUNDS LIKE THERE'S DATA, THEN
THAT SPECIFIC DISTRICTS RECEIVED
THE SUPPORT AND THEY WERE ABLE
TO MOVE OUT OF THOSE THE
SUBSTANDARD PERFORMANCE THAT WAS
BEING DISPLAYED ON THE
DASHBOARD. IS THAT WHAT WHAT
YOU'RE SAYING? CORRECT FOR THE
INDICATORS THAT THEY WERE
IDENTIFIED FOR? THEY WERE NO
LONGER ELIGIBLE FOR
DIFFERENTIATED ASSISTANCE FOR
THOSE INDICATORS. THEY MADE
IMPROVEMENT, OKAY? ALRIGHT WELL
, THAT'S THE KIND OF DATA THAT I
WOULD BE INTERESTED IN AND
FOCUSING ON TO MAKE MAKING SURE
THAT THAT THESE PROGRAMS ARE
ACTUALLY MAKING A DIFFERENCE. SO
THANK YOU VERY MUCH. YEAH MAYBE
FOLLOW UP ON MR MURATSUCHI. I
KIND OF PUT THIS IN MY HEAD.
ADDITION TO THE CONSTRUCTION THE
CAPITAL IN MY HEAD RIGHT NOW.
ABOUT TO GO DOWN BEHIND US, UM,
OF THINGS THAT WE DO OUTSIDE OF
SCHOOL DISTRICTS TO HELP THEM
SUCCEED OR MONITOR THEM. WE HAVE
THICK MAT, WHICH IS EASIER. IT'S
COUNTING LIKE ARE YOU RUNNING
OUT OF MONEY? WHEN WILL YOU GO
BANKRUPT? WHEN DO YOU NEED US TO
TAKE OVER? THAT'S KIND OF A
SIMILAR EFFORT OUTSIDE IT. C D E
SCHOOL DISTRICTS. THIS IS A
LITTLE BIT DIFFERENT. IT'S HARD
TO PINPOINT. AND UM YOU KNOW,
SOME OF THIS IN THE LAUNDRY LIST
HONESTLY GIVES ME A HEADACHE TO
ADDITION TO WHAT WE'RE HEARING
BEHIND US. BECAUSE I CAN'T
UNDERSTAND WHAT THIS ALL MEANS.
A LOT OF GOBBLEDYGOOK. NO
DISRESPECT TO THE PEOPLE DOING
THE TREMENDOUS AMOUNT OF WORK
AND UM, I GUESS THE QUESTION IS
, DO WE HAVE ANY EXAMPLES WHERE
THIS ACTUALLY WORKS AND HELPING
DISTRICTS IMPROVED ACADEMIC? UM,
SUCCESS FOR THE COHORT OF
STUDENTS THAT WE'RE TRYING TO
HELP. SO WHAT? WHAT EVIDENCE? DO
WE HAVE THAT THIS IS? CAN YOU
GET POINT TO AN EXAMPLE? RIGHT?
HEY WE FOUND THIS DISTRICT DOWN
IT, YOU KNOW. NORTHERN ORANGE
COUNTY, AND WE DID X Y AND Z AND
THIS IS WORKING OUT. CHRIS
HARDLY WITH A CALIFORNIA
COLLABORATIVE EDUCATIONAL
EXCELLENCE. I COULD SPEAK TO A
COUPLE OF EXAMPLES FROM THE
COMMUNITY ENGAGEMENT INITIATIVE.
UM WHERE WE HAVE STRONG DISTRICT
PARTNERSHIPS THAT HAVE GONE OVER
SEVERAL YEARS NOW, AND THEY ARE
MONITORING THEIR DATA CLOSELY
WITH REGARDS TO STUDENT
ENGAGEMENT AND STUDENT
ACHIEVEMENT. THE PROGRAM IS A
PURE LEAD. OPPORTUNITY FOR
DISTRICTS TO NOT ONLY LEARN
ALONG WITH THEIR PEERS AT THE C
C E, BUT ALSO FROM EACH OTHER
WHERE THEY DEVELOP PROBLEMS OF
PRACTICE SPECIFIC TO THEIR
STUDENT NEEDS. AND WE HAD A
GREAT PARTNERSHIP WITH ANAHEIM
SCHOOL DISTRICT IN SOUTHERN
CALIFORNIA. WHERE THEY'VE
RECENTLY SHARED. YOU KNOW THEIR
EXPERIENCE WITH THE CI
INITIATIVE AND HOW IT HELPED
THEM TO REALLY HAVE VULNERABLE
CONVERSATIONS WITH THEIR
COMMUNITY MEMBERS THEIR PARENTS
AND INCORPORATE STUDENT
LEADERSHIP INTO THE VOICE AND
HOW THAT SHAPES THEIR HEALTH
CAP, WHICH IS DIRECTLY RELATED
TO LCF FUNDING THAT YOU
MENTIONED EARLIER. AND THAT
THEY'VE BEEN TRACKING PROGRESS
WITH REGARDS TO THE COMMUNITY
ENGAGEMENT AND THAT BY
UNDERSTANDING MORE CLEARLY WHAT
THE COMMUNITY NEEDS ARE BY
CREATING A SAFE SPACE FOR
PARENTS TO FEEL MORE COMFORTABLE
SHARING THEIR FEELINGS AND THEIR
THOUGHTS AND THEIR SCHOOL
SETTING. THEY'RE SEEING
MARKETING RESULTS FROM THAT. SO
THERE'S GREAT OPPORTUNITIES FOR
TO COME BACK. BE HAPPY TO DO
THAT, WITH VERY SPECIFIC
EXAMPLES OF HOW THE RUBBER'S
HITTING THE ROAD. I THINK THAT'S
WHAT YOU'RE ASKING. WHAT TRULY
IS THE THROUGH LINE BETWEEN THIS
CONCEPT OF THE STATE TO WHAT'S
HAPPENING ON A SCHOOL SITE. WE
CAN DEFINITELY HIGHLIGHT THOSE
EXAMPLES IN A MORE DETAILED YES,
I JUST THROUGHOUT NORTHERN
ORANGE COUNTY, YOU DID PICK UP
NORTHERN ORANGE COUNTY. STRICT.
BUT WHAT WHAT SPECIFICALLY
CHANGED THEIR LIKE? WHAT DID YOU
SEE? HOW DO WE HELP? WHAT
CHANGED AS FAR AS EXACT STUDENT
ACHIEVEMENT. I'D HAVE TO PULL ON
THAT DISTRICT ANY OF OUR 1000
DISTRICTS, CAN YOU CAN YOU GIVE
US EXAMPLES OF HOW THIS EFFORTS
IT SOUNDS GOOD, BUT THAT'S WHAT
YOU KNOW IN A PICTURE FOR US HOW
IT ACTUALLY WORKS. CAN ANYBODY
DO YOU HAVE AN EXAMPLE? I DO
HAVE A COLLEAGUE. I WOULD LIKE
TO SHARE THE WORKAROUND DIRECT
TECHNICAL ASSISTANCE. IF I COULD
CALL STEPHANIE GREGSON, THAT'D
BE GREAT. GOOD MORNING.
STEPHANIE GRAYSON, DEPUTY
EXECUTIVE DIRECTOR AT C C E. I
LEAD THE TEACHING, LEARNING AND
LEADING CENTER THAT PROVIDES
DIRECT TECHNICAL ASSISTANCE TO
THOSE MOST STRUGGLING DISTRICTS
ACROSS THE STATE. I CAN GIVE YOU
A PRIME EXAMPLE OF A SCHOOL
DISTRICT AND TWO SCHOOLS HERE IN
SACRAMENTO AROUND STUDENT
PROGRESS. IT'S WHAT WE CALL THE
INTENSIVE ASSISTANCE MODEL, SO
WE HAVE A MODEL FOR TWO SCHOOLS
AND ACTUALLY 17 ACROSS THE STATE
, BUT TO SPECIFICALLY HERE IN
SAC CITY UNIFIED SCHOOL DISTRICT
ELDER CREEK AND HARKNESS
ELEMENTARY, WHERE WE ARE FOCUSED
IN ON PROVIDING AND STRUCTURAL
COACHES IN ENGLISH LANGUAGE,
DEVELOPMENT, LITERACY,
MATHEMATICS, LEADERSHIP
ASSESSMENT AND PROFESSIONAL
LEARNING COMMUNITIES. THESE
STAFF ARE IDENTIFYING ESSENTIAL
STANDARDS FOR THEIR STUDENTS.
THEY'RE LOOKING AT EVERY SINGLE
STUDENT AND HOW THEY'RE
PROGRESSING TOWARDS THOSE
ESSENTIAL STANDARDS BY HAVING
COMMON FORMATIVE ASSESSMENTS.
ALREADY IN SIX MONTHS, WE HAVE
SEEN STUDENT PROGRESS GO FROM
THERE BEGINNING OF YEAR TO THEIR
MIDDLE OF YEAR ASSESSMENTS.
EVERY SINGLE STUDENT HAS GROWN.
SUBSTANTIALLY WHEREAS THEY WERE
FLATLINE PREVIOUS TO THIS
INTENSIVE SUPPORT, SO THAT IS
ONE VERY SPECIFIC EXAMPLE THAT
WE HAVE OF TWO LOCAL SCHOOLS,
SCHOOLS, BUT WE HAVE WE HAVE
THIS INTENSIVE ASSISTANCE MODEL
IN 17 SCHOOLS ACROSS THE STATE.
SURE MR MARTUCCI, MA'AM, MA'AM,
UH, JUST CURIOUS. LIKE YOU SAID
INTENSIVE SUPPORT FOR THOSE TWO
PARTICULAR ELEMENTARY SCHOOLS.
LIKE WHAT? WHAT DOES THAT
ACTUALLY MEAN? I MEAN, WELL, YOU
KNOW, YEAH. SO WHAT DOES IT
MEAN? IT'S A VERY INTENSE
PROCESS, AND IT'S REALLY ABOUT
TAKING COMMON SENSE. AND PUT
MAKING IT COMMON PRACTICE, OKAY?
INTENSE COMMON SENSE. COMMON
PRACTICE. WHAT? WHAT? WHAT DOES
THAT ACTUALLY MEAN? SO EVERY
SINGLE GRADE LEVEL SO EVERY
TEACHER AND EVERY GRADE LEVEL
LOOKS AT THE COMMON CORE STATE
STANDARDS FOR THEIR GRADE LEVEL
. THEY IDENTIFY, WHICH ARE THE
ESSENTIAL STANDARDS THAT
KINDERGARTENS NEED TO KNOW AND
UNDERSTAND. TO BE SUCCESSFUL.
THEY ARTICULATE THAT
CONVERSATION WITH FIRST GRADE
TEACHERS. OKAY I'M A
KINDERGARTEN TEACHER. HOW DO I
MAKE SURE THAT MIKE STUDENT IS
GOING TO BE SUCCESSFUL IN FIRST
GRADE. LET'S HAVE A CONVERSATION
WITH FIRST GRADE TEACHERS. THEY
SAY I NEED MY FIRST GRADERS TO
COME IN KNOWING THIS. THIS AND
THIS, OKAY, SO THEY HAVE
ARTICULATION FROM TK ALL THE WAY
THROUGH SIXTH GRADE BECAUSE
WE'RE FOCUSING ON ELEMENTARY
SCHOOLS ABOUT THE ESSENTIAL
STANDARDS THAT A T K NEEDS TO GO
IN TO BE SUCCESSFUL ALL THE WAY
THROUGH SIXTH GRADE, SO THERE IS
A THROUGH LINE OF THOSE
ESSENTIAL STANDARDS. THEN THEY
CREATE COMMON FORMATIVE, A SENSE
ASSESSMENTS FOR THOSE ESSENTIAL
STANDARDS THEY MEASURE STUDENT
PROGRESS. EVERY 4 TO 6 WEEKS AT
THE MAX. SOMETIMES IT'S SHORTER,
DEPENDING ON THE LESSONS AND
THOSE ESSENTIAL STANDARDS. AND
THEY DETERMINED AT THAT MOMENT
IN TIME WHETHER THE STUDENT HAS
LEARNED IT OR HAS NOT, AND THEN
THEY ASKED THEMSELVES. WHAT ARE
WE GOING TO DO? IF THEY HAVE
LEARNED IT? WHAT ARE WE GOING TO
DO IF THEY HAVE NOT LEARNED IT,
AND THEY THEY DIFFERENTIATE THE
INSTRUCTION BASED ON IF A
STUDENT HAS LEARNED IT, A
STUDENT HAS NOT. THEN THEY
REASSESS SO THEY ARE CONSTANTLY
ASSESSING AND CHECKING FOR
UNDERSTANDING WHAT THEIR
STUDENTS ON AN ONGOING BASIS,
BUT IT'S BASED ON EVERY SINGLE
STUDENT'S INDIVIDUAL PROGRESS ON
THAT ESSENTIAL ALL STANDARDS. SO
WHAT'S C CE STAFF THAT MATES
WITH EACH ONE OF THOSE TEACHERS
TO GO OVER THE CONTENT STANDARDS
TO MAKE SURE THAT THEY'RE DOING
THESE FOLLOW UP ASSESSMENT TESTS
. WE HAVE A PARTNERSHIP WITH THE
SCHOOL DISTRICT AND COACHES THAT
DO THIS WORK WITH US? YES
BECAUSE WE ARE A SMALL AGENCY
AND THIS IS A LARGE INITIATIVE.
ALRIGHT THANK YOU. OKAY THANK
YOU. WE WILL HOLD THIS ISSUE
ISSUE OPEN AND MOVE ON TO THE
NEXT ITEM. THE L C. F F
MULTIPLIER. PUZZLE.
LET'S SEE ABOUT IT. WE HAVE D O
F L A O AND C D E. YES THANK YOU
. LENA GRANT WITH THE DEPARTMENT
OF FINANCE. SO IN THE PREVIOUS
PANEL, I PROVIDED AN OVERVIEW OF
THE ACCOUNTABILITY PROPOSALS
INCLUDED IN THE GOVERNOR'S
BUDGET. WHICH INCLUDE CHANGES TO
THE EL CAP, OR THE LOCAL CONTROL
AND ACCOUNTABILITY PLAN AND THE
STATEWIDE SYSTEMS OF SUPPORT. TO
ACCOMPANY THE CHANGES THAT WERE
DISCUSSED PREVIOUSLY. THE
GOVERNOR'S BUDGET INCLUDES 300
MILLION ONGOING PROPOSITION 98
FUNDING TO ESTABLISH AN EQUITY
MULTIPLIER ADD ON TO THE LOCAL
CONTROL FUNDING FORMULA, OR ELSE
CFF TO ACCELERATE GAINS AND
CLOSING OPPORTUNITY AND OUTCOME
GAPS. BEGINNING IN THE 24 25
FISCAL YEAR, THE AMOUNT WILL BE
APPROPRIATE AMOUNT APPROPRIATED
WILL BE ADJUSTED BY A COST OF
LIVING ADJUSTMENT. THESE FUNDS
WILL BE ALLOCATED TO LOCAL
EDUCATIONAL AGENCIES WITH
SCHOOLS SERVING HIGH
CONCENTRATIONS OF STUDENTS
ELIGIBLE FOR FREE MEALS.
SPECIFICALLY FUNDING WOULD WOULD
BE GENERATED BY SCHOOLS WITH 90%
OR MORE FREE MEAL ELIGIBILITY
FOR ELEMENTARY AND MIDDLE
SCHOOLS. 85% OR FREE OR MORE
FREE MEAL ELIGIBILITY FOR HIGH
SCHOOLS. UNDER THIS PROPOSALS.
UNDER THIS PROPOSAL, LIAISE WITH
ELIGIBLE SCHOOLS WILL RECEIVE
SIGNIFICANT ADDITIONAL RESOURCES
AND WOULD BE REQUIRED TO USE THE
FUNDING ON SERVICES AND SUPPORTS
THAT DIRECTLY BENEFIT THE
ELIGIBLE SCHOOLS. AS MENTIONED
DURING THE PRIOR PANEL. AN L E.
A THAT HAS A SCHOOL SITE THAT
MEETS THE THRESHOLDS FOR FUNDING
UNDER THE LCF EQUITY MULTIPLIER
WOULD HAVE TO DEVELOP FOCUSED
GOALS WITHIN THE L. L. CAB THAT
ADDRESS ANY UNDERLYING ISSUES IN
THE CREDENTIALING AND SUBJECT
MATTER, PREPARATION OF THE
SCHOOLS, EDUCATORS IF THAT'S
APPLICABLE AND AN L E A WOULD
ALSO BE REQUIRED TO CREATE A
FOCUSED GOAL. IF ANY STUDENT
GROUP AT THE L. A IS IN THE
LOWEST PERFORMANCE LEVEL ON ONE
OR MORE STATE INDICATORS ON THE
CALIFORNIA SCHOOL DASHBOARD. SO
ALTHOUGH THE EQUITY MULTIPLIER
PROPOSAL DOES INCLUDE AN
ADDITIONAL 300 MILLION IN
ONGOING FUNDING FOR ELIGIBLE
SCHOOLS, IT IS WORTH REITERATING
THERE THAT ARE PROPOSED
REFINEMENTS TO THE
ACCOUNTABILITY SYSTEM THAT WERE
DISCUSSED DURING THE PREVIOUS
CHANNEL TO LEVERAGE THE OVER 80
BILLION IN THE LOCAL CONTROL
FUNDING FORMULA FUNDING TO
BETTER ENSURE THAT RESOURCES ARE
ALLOCATED BASED ON STUDENT
NEEDS. WITH THE ADDITION OF THIS
EQUITY MULTIPLIER FUNDING. THE
PROPOSAL RECOGNIZES THAT BEYOND
THE 13.4 BILLION THAT'S
ESTIMATED TO BE PROVIDED IN
SUPPLEMENTAL AND CONCENTRATION
GRANT FUNDS IN 23 24. SCHOOL
SITES THAT HAS SERVED HIGH
CONCENTRATIONS OF LOW INCOME
FAMILIES NEED ADDITIONAL
RESOURCES, REGARDLESS OF
DISTRICT WIDE DEMOGRAPHICS. THIS
CONCLUDES MY PRESENTATION AND
I'M HAPPY TO TAKE QUESTIONS AT
THE APPROPRIATE TIME. THE NEXT
SPEAKER, PLEASE. GOOD MORNING,
MR CHAIR MEMBERS, MICHAEL
ALVAREZ, WITH THE LEGISLATIVE
ANALYST'S OFFICE. OUR DETAILED
ANALYSIS IS INCLUDED AS A HERE,
UM, HEARING AGENDA ATTACHMENT IN
OUR HIGH LEVEL COMMENTS ARE
INCLUDED IN YOUR AGENDA,
STARTING ON PAGE 11. I'LL KEEP
MY COMMENTS HERE AT A HIGH
LEVEL. SO REGARDING THE EQUITY
MULTIPLIER PROPOSAL, WE THINK
THAT THE MINISTRATIONS HAS
IDENTIFIED A KEY ISSUE. WE THINK
THAT BRINGING MORE ATTENTION TO
SCHOOL SITES AND SUBGROUPS IS
WARRANTED. HOWEVER WE DON'T
THINK THAT THE KEY ISSUE HERE IS
A LACK OF FUNDING TO ADDRESS THE
ACHIEVEMENT GAPS. UM WE ARE
RECOMMENDING THE LEGISLATURE
REJECTED $300 MILLION IN FUNDING
FOR THE EQUITY MULTIPLIER AND
INSTEAD AH! UM CONSIDER OPTIONS
TO INCREASE TRANSPARENCY. SORRY.
HOW FUNDING IS SPREAD ACROSS
THEIR SCHOOL SITES. THE 300
MILLION PROPOSED IS RELATIVELY
SMALL COMPARED WITH THE
ESTIMATED 13 BILLION OF THE
STATE IS PROVIDING IN 22 23
SUPPLEMENTAL AND CONCENTRATION
GRANTS. UM WE ESTIMATE THAT 98%
OF EQUITY MULTIPLIER FUND
SCHOOLS ARE IN DISTRICTS THAT
RECEIVED CONCENTRATION GRANTS,
MEANING 55% OF MORE OTHER
STUDENTS OR ENGLISH LEARNERS.
LOW INCOME STUDENTS ARE FOSTER
YOUTH. UM SENSE OF DISTRICTS
ALREADY EXPECTED TO USE THEIR
CONCENTRATION IN SUPPLEMENTAL
GRANT FUNDING TO TARGET THESE
SCHOOLS. IT'S NOT NECESSARILY
CLEAR WHAT THIS FUNDING WILL
ADDRESS THAT COULDN'T BE
ADDRESSED WITH THE SUPPLEMENTAL
CONCENTRATION GRANT FUNDING. SO
RATHER THAN PROVIDE ADDITIONAL
FUNDING, WE THINK THAT THE STATE
CAN TAKE STEPS TO PROVIDE
GREATER TRANSPARENCY RECORDING
HOW SCHOOL UH, SCHOOL DISTRICTS
SPEND THEIR FUNDING ACROSS
SCHOOL SITES. UH STRENGTH,
CONSISTENCY AND FISCAL REPORTING
ACROSS DISTRICTS CAN BE
CHALLENGING. SO INSTEAD OF USING
SPENDING DATA TO INCREASE
TRANSPARENCY WE'RE RECOMMENDING
FOCUSING ON HOW STAFF ARE
ALLOCATED ACROSS SCHOOL SITES.
SINCE MOST SCHOOLS SPENDING IS
RELATED TO STAFF COMPENSATION.
SPECIFICALLY WE RECOMMEND THE
STATE REQUIRED DISTRICTS TO
PUBLICLY REPORT THREE DATA
POINTS FOR EACH OF THEIR
SCHOOLS. OUTSIDE OF THE L CAPS,
ONE THE SHERIFF TEACHERS THAT
ARE FULLY CREDENTIALED AND
PROPERLY ASSIGNED. TO THE
SHERIFF TEACHERS WITH LESS THAN
THREE YEARS OF EXPERIENCE AND
THREE OF THE STUDENT TO TEACHER
RATIOS FOR EACH OTHER SCHOOL
SITES. THIS IS ALL THE
INFORMATION THAT DISTRICTS
COLLECTING SOME WAY, SHAPE OR
FORM, BUT IT'S NOT IN A FORMAT
THAT IS EASILY ACCESSIBLE FOR
FAMILIES TO LOOK AT AND COMPARE
BETWEEN SCHOOLS WITHIN THEIR
DISTRICTS. HAVING THIS
INFORMATION WILL HELP GIVE THE
PUBLIC IN THE STATE OF GOOD
SENSE OF HOW A TOTAL FUNDING IS
BETTER ACROSS SCHOOLS, NOT JUST
SUPPLEMENTAL AND CONCENTRATION
OF GRANT FUNDING. AND WHETHER A
DISTRICT HAS SIGNIFICANT
DISPARITIES AND STAFFING ACROSS
THEIR SCHOOL SITES. UM REGARDING
THE PROPOSED CHANGES, WE FOUND
THEM TO BE POSITIVE AS THEY
ENCOURAGE DISTRICTS TO BRING
GREATER TRANS ATTENTION TO LOWER
PERFORMING SCHOOLS AND
SUBGROUPS. WE'RE RECOMMENDING
THE LEGISLATURE ADOPT ALL OF THE
PROPOSED EL CAP CHANGES WITH
JUST A FEW MODIFICATIONS, ONE
PARTICULAR RECOMMENDATION THAT
WILL HIGHLIGHT HERE IS THE
REGARDING THE FOCUS GOALS. AS
PROPOSED THE FOCUS GOALS FOR
EQUITY MULTIPLIER SCHOOLS ARE
THE ONLY ONES THAT ARE REQUIRED
TO REVIEW WHETHER THERE MIGHT BE
ANY STAFFING DISPARITIES AND
TAKE ACTIONS TO ADDRESS THEM,
NOT THE FOCUS GOALS FOR SCHOOL
SITES OR SUB OR DISTRICT THAT
HAVE SUBGROUPS IN THE LOWEST
PERFORMANCE INDICATOR ON ANY OF
THE STATE DASHBOARD. UM WE ARE
RECOMMENDING THAT THIS
REQUIREMENT TO REVIEW STAFFING
DISPARITIES BE APPLIED TO ALL
FOCUS SCHOOLS, NOT JUST THE ONES
FOR EQUITY MULTIPLAYER SCHOOLS.
WE ALSO HAVE MINOR
RECOMMENDATIONS TO FOR THE
MIDYEAR AL CAPP UPDATE AND WAYS
TO MAKE A CAP DOCUMENTS SHORTER.
LASTLY ON THIS PIECE. WE THINK
THAT CLARITY IS NEEDED ON
WHETHER SPENDING SUPPLEMENTAL
CONCENTRATION GRANT FUNDING ON
LOCAL FORMING RACIAL GROUPS IS
ALLOWABLE UNDER CURRENT LAW. IN
OUR CONVERSATIONS WITH COUNTY
WITH DISTRICT AND COUNTY OFFICES
OF EDUCATION. WE FOUND DIFFERING
OPINIONS ON WHETHER OR NOT THIS
WAS ALLOWABLE UNDER CURRENT LAW.
WE DO THINK THAT SUPPORTING OF
FUNDING ACTIVITIES TO SUPPORT
LOCAL FORMING RACIAL SUBGROUPS
IS CONSISTENT WITH THE INTENT OF
CFF AND REDUCING THE RACIAL, UM
, ACHIEVEMENT GAPS. AND AT THIS
POINT, WE DO NOT THINK THAT
STATUTORY CHANGES ARE REQUIRED
TO MAKE THIS ALLOWABLE AND
RATHER THAT THE STICK AND
CLARIFY THIS BY ISSUING SPECIFIC
GUIDANCE ON THIS ISSUE. WE CAN
CLOSE OUR COMMENTS AND HAPPY TO
ANSWER ANY QUESTIONS THE
APPROPRIATE TIME. THANK YOU.
OKAY UM, FINALLY HEAR FROM C D.
ALL RIGHT. GOOD MORNING, MR
CHAIR AND MEMBERS BLAKE JOHNSON
FROM THE CALIFORNIA BORDER OF
EDUCATION OVER HALF OF THE
SUPERINTENDENT. PUBLIC
INSTRUCTION. TONY THURMAN CD,
THE CALIFORNIA FORM OF EDUCATION
IS COMMITTED TO ACCELERATING
LEARNING GAINS IN CLOSING
OPPORTUNITY GAPS. FOR BLACK
STUDENTS, AMERICAN INDIAN
STUDENTS, HOMELESS, YOUTH AND
STUDENT ABILITY ABILITIES.
WHICHEVER CHRONIC ABSENTEES
ABSENTEEISM RATE OF OVER 40%
COMPARED WITH THE STATE RATE OF
30. MANY OF THESE STUDENTS ALSO
FALL INTO HIGH NEED SCHOOLS IN
OUR STATE, THIS IMPORTANT
PROPOSAL CREATING NEW
SUPPLEMENTAL GRANT TO THE L C. F
F FUNDING THE STATE'S POORER
SCHOOLS AND TARGETING RACIAL
DISPARITY STATEWIDE. THESE
DOLLARS CAN HELP CLOSE THE
ACHIEVEMENT GAP IN OUR BLACK
AMERICAN, INDIAN AND STUDENT
DISABILITIES. STUDENTS HAVE THE
LOWEST PERFORMING STUDENT
OUTCOMES. KEY TO THIS PROPOSAL
IS THE ONGOING FUNDING. ALWAYS
THE LAST TWO YEARS, THE STATE
HAS LAUNCHED SEVERAL BUDGET
PROGRAMS WITH THE GOAL OF
ENHANCING OUTCOMES FOR DIVERSE
STUDENT POPULATIONS. HOWEVER
THESE PROGRAMS USE ONE TIME
FUNDING, WHICH POSES A
SIGNIFICANT OBSTACLE TO
EFFECTIVE LONG TERM PLANNING. WE
CONTINUE TO SUPPORT PROGRAMS
THAT DELIVER ONGOING FUNDING TO
L E. A S, WHICH WILL ALLOW THEM
TO FOCUS CONSISTENT ASSISTANCE
TO STUDENTS IN LOWER PERFORMANCE
SUBGROUPS. WE KNOW THAT FACTORS
SUCH AS LOW GRADUATION RATES,
CHRONIC ABSENTEEISM AND HIGH
SUSPENSION RATES CAN LEAD TO
LOWER ACADEMIC PERFORMANCE IS AS
A RESULT, WE MUST PRIORITIZE
FUNDING FOR HIGHEST NEED SCHOOLS
TO HELP OUR HIGHEST NEED
STUDENTS SUCCEED. THE EQUITY
MULTIPLIER PROPOSAL ALSO
ESTABLISHES AN ACCOUNTABILITY
FRAMEWORK. THAT WILL ENSURE THAT
ELIA'S MUST DEMONSTRATE THEIR
COMMITMENT TO USING THESE FUNDS
EFFECTIVELY TO IMPROVE THE
ACADEMIC PERFORMANCE OF THEIR
STUDENTS. THE GOVERNOR'S BUDGET
ALSO PROPOSES SEVERAL CHANGES TO
THE EL CAP, INCLUDING FOCUSED
GOALS FOR SCHOOLS RECEIVING
THESE FUNDS AND SPECIFIC
REQUIREMENTS IN THE SYSTEM OF
SUPPORT AIMED AT ADDRESSING THE
NEEDS OF LOW PERFORMING L E. A S
SCHOOLS AND STUDENTS SUBGROUPS.
C D. E S CONSERVATIVE,
SUPPORTIVE OF THE PROPOSED
CHANGES AND IS WORKING WITH THE
DEPARTMENT OF FINANCE AND THE
LEGISLATIVE PARTNERS TO MAKE
SURE THESE MODIFICATIONS ARE
IMPLEMENTED. AND PRACTICAL FOR
OUR FOR OUR DISTRICTS. IT IS
IMPERATIVE THAT WE DELIVER THE
INTENT OF EQUITABLE EDUCATIONAL
OPPORTUNITY THROUGH THE L C. F F
THERE'S $300 MILLION INVESTMENT
IS A GOOD START IN PROVIDING
ADDITIONAL FUNDING TO OUR LOWEST
PERFORMANCE STUDENT GROUPS TO
DELIVER ON THE PROMISES MADE, WE
MUST ADDRESS THE INEQUITIES THAT
EXIST AND CLOSE THE OPPORTUNITY
GAP. THE SUPERINTENDENT PLACES
EQUITY AND OPPORTUNITY FOR ALL
STUDENTS AT THE CENTER OF HIS
AGENDA. AND THIS ALIGNS WITH
THAT CHARGE. THANK YOU. OKAY
THANK YOU. UM. I KNOW WE HAVE A
FEW, UH, QUESTIONS ON THIS. BUT
JUST BEFORE I HAVE MY QUESTION,
JUST OVERALL. I SUPPORT THIS
PROPOSAL. UM BEEN WORKING WITH
DR WEBBER'S PLURAL ON THESE FOR
SEVERAL YEARS. SO I THINK FIVE
YEARS AGO WAS THE FIRST
PROPOSAL. AND I THINK THE NOTION
WAS IS THERE'S A LINGERING, UM,
ACHIEVEMENT FRANKLY, AND
OPPORTUNITY GAP IN, UM, SUBSET
OF STUDENTS, EVEN WITH L. C F F
AND EVEN WITH HER MASSIVE
INCREASES THAT WERE LINGERING
VERY PROBLEMATIC. AND SO, UM
WHAT TO FOCUS ON WHAT WE CAN DO
WITH PROP 29 AND MAKING SURE WE
CAN ADDRESS AFRICAN AMERICAN
STUDENT ACHIEVEMENT ISSUES
THROUGHOUT CALIFORNIA. WE WERE
ABLE TO GET ONE TIME MONEY. AND
WE'RE GONNA COME BACK AFTER A
COUPLE OF YEARS. AND THEN, OF
COURSE, THE PANDEMIC HIT. UM
IT'S HARD TO DO A LOT WITH ONE
TIME MONEY. YOU CAN'T HAVE
ONGOING PROGRAMS. AND SO, UM I
THINK THAT THIS IS SOMETHING
THAT WE CAN GET OUR HANDS AROUND
THAT IT'S ONGOING. UM. AND SO I
KNOW SOME PEOPLE WOULD LIKE TO
HAVE MORE. I THINK WE HAVE TO
LIVE IN THE REAL WORLD THAT WE
HAVE. YOU KNOW, IF THIS WERE AL,
THIS IS THE ONLY PROPOSAL IN THE
BUDGET. THAT'S NEW THIS YEAR.
ALL THE PROPOSALS IN THE BUDGET
THIS IS THE ONLY ONE THAT IS
ONGOING IN A NEW PROPOSAL IN K
12, AND WE HAVE TO DEAL WITH THE
REALITY OF THE LIMITATIONS ON
THE LAW AND PROP. TWO AND NINE
AND TARGETING MONEY, SO I THINK
THIS GETS US UM AS FAR AS WE CAN
, AND I KNOW A COORDINATING WITH
OUR CURRENT ASSEMBLY MEMBER, DR
KAYLA WEBER. AND SHE IS IN
SUPPORT OF THIS AS WELL. I JUST
HAVE ONE OVERALL, JUST KIND OF
OH, BOY. HAVING NO IDEA THAT
CLASS THAT BROKE UP THERE. YEAH.
YEAH. MAYBE WE SHOULD LET PEOPLE
MOVE TO THE OTHER SIDE. YEAH.
TAKE A LITTLE ONE MINUTE BREAK.
OH, BOY. MY GOSH. IT'S A LOT OF
SHAKE. NUMBER ONE GIFTS. IT'S
ALL THIS SHAKING OR SOMETHING
VERY MUCH SO NICE TO MEET YOU.
IT'S ONLY IN POLITICAL OUR
PROBLEM. EVERY LITTLE MOMENT,
MAN. BUT. BUT IT GIVES US SUCH A
. HE SAID SOMETHING VIBRATION
MADE SOMETHING. YEAH, MAYBE
SOMETHING. SO GETTING MORE
LOVING, OKAY? VERY DRAMATIC. YOU
KNOW, WE DON'T THINK IT WAS
FALLING GLASS. SO THAT'S THE
GOOD NEWS. BUT THE BAD NEWS. I
HAVE NO IDEA WHAT IT WAS. BUT
THE SHOW GOES ON. SO I GUESS
THAT THE POINT I WAS I WAS
MAKING IS THAT FIVE OR SO YEARS
AGO. WHEN L CFF ROUGHLY. FOR
CONCENTRATION POPULATION WAS
ABOUT 15,000 PER STUDENT. THE
IDEA THAT DR WEBBER PUT FORWARD
AS IF WE COULD JUST GET A LITTLE
BIT MORE. FOR THESE STUDENTS, WE
CAN GET MORE SUCCESS FOR THEM
RIGHT, SO WE WANTED TO GET
ROUGHLY FROM LIKE ANOTHER $1000
SO PER STUDENT, AND THEN FIVE
YEARS LATER, WE INCREASE L C F F
BY 35% SO THOSE SAME STUDENTS
ARE NOW GETTING $18,000. AND THE
ARGUMENT AGAIN IS WE JUST WANT
1000 MORE PER STUDENT AND THEN
WE WILL HAVE AN OUTCOME THAT WE
THINK WILL MAKE A DIFFERENCE.
AND SO YOU KNOW, I THINK THE
CONCEPT OF L C F F IS THE ONE
THAT IS CLEAR IS THAT SOME
STUDENTS NEED MORE. RESOURCES
AND SUPPORT TO GET THEM TO
SUCCESS AND ALL COMMUNITIES
ACROSS CALIFORNIA. WE HAVE HAVES
AND HAVE NOT DISTRICTS BUT YOU
KNOW, SO MUCH OF THESE ISSUES
ARE OUTSIDE OF THE CLASSROOM,
YOU KNOW, YOU KNOW, FAMILIES AND
KIDS GROWING UP IN
INTERGENERATIONAL POVERTY AND
JUST UNDER RESOURCED COMMUNITIES
, AND SO WE CAN DO OUR BEST IN
THE K 12 SETTING, BUT BUT JUST
CHASING THIS ADDITIONAL 1000,
YOU KNOW IN PERPETUITY. YOU
KNOW? WHAT WHAT IS THAT GOING TO
GET US RIGHT? AND SO I'M NOT
SURE IF THERE'S AN ANSWER TO
THAT IF ANYBODY WANTS TO TAKE A
STAB AT THAT. GO AHEAD. LENA
GRANT DEPARTMENT OF FINANCE. UM
SO WE AGREE, AND WE THINK THAT
THERE NEEDS SO I AGREE WITH BOTH
OF YOUR POINTS THAT MOST OF THE
FUNDING IS COMING THROUGH THE L
C. F F THAT'S THAT'S $80
BILLION, AND SO OUR
ACCOUNTABILITY CHANGES ARE
TRYING TO BETTER LEVERAGE THAT
TO TARGET THOSE FUNDS TO THOSE
SUPPLEMENTAL AND CONCENTRATION
GRANT, YOU KNOW, GENERATING
STUDENTS THAT 13.4 BILLION
ESTIMATED IN 23 24, AS YOU HAD
SAID. UM AND SO OUR AMENDMENTS
ARE AIMING TO REALLY REFINE AND
MAKE SURE THAT THOSE FUNDS ARE
GOING TO THE STUDENTS THAT NEED
THEM, UM, ARE ADDITIONAL
INVESTMENT IN 300,000,300
MILLION ONGOING IS RECOGNIZING
THAT THOSE HIGH NEEDS SCHOOLS
NEED DO NEED MORE. AND SO WE THE
FORMULA WE HAVE IN TRAILER BILL
IS TIGHTER THAN EITHER THE
SUPPLEMENTAL CONCENTRATION
GRANT. IT'S A HIGHER THRESHOLD
USING FREE MEAL ELIGIBILITY
RATHER THAN FREE AND REDUCED
PRICE MEAL ELIGIBILITY. AND WE
CHOSE TO FOCUS ON FREE MEALS AS
A PROXY TO ADDRESS STUDENT NEED
. WE THINK THERE IS SOME
STABILITY IN THAT METHOD OF
FUNDING THAT ELIA'S COULD
ACTUALLY COUNT ON. UM AND WE ARE
JUST TOO AS A REMINDER THAT THAT
ELIGIBILITY CRITERIA WE
ESTABLISHED IS JUST TO BE USED
FOR GENERATING THE FUNDS. UM
WHEN IT COMES TO USING THE FUNDS
, IT COULD BE USED MORE BROADLY
TO SERVE THE ENTIRE POPULATION
OF STUDENTS. UM HOPEFULLY, I
HELPED ANSWER YOUR QUESTION. A
LITTLE BIT A LITTLE BIT. UM I
DON'T THINK THERE'S A
SATISFACTORY ANSWER FOR THAT.
IT'S JUST, YOU KNOW, A QUEST FOR
MORE. IT'S KIND OF LIKE THERE'S
TWO SIBLINGS LIKE I WANT MORE
PRESENTS THAN MY LITTLE BROTHER.
YOU DON'T KNOW WHAT IT IS THAT
YOU WANT JUST WANT MORE THAN
THAN THIS PERSON BECAUSE I
DESERVE MORE BECAUSE I WOULD
HELP ME MORE AND HELP. AND SO
WHAT POINT DO WE HAVE A CONCRETE
AND POINT OF OVER TRYING TO
RECEIVE TO GAIN FROM THAT FOR
CALIFORNIA, AND THAT LEADS TO ME
TO MY NEXT POINT IS, IF THERE IS
A CONCENTRATION OF, YOU KNOW,
LET'S SAY A SUBGROUP. AFRICAN
LOW ACHIEVING AFRICAN AMERICAN
STUDENTS IN A SCHOOL. YOU CAN
DIRECT RESOURCES MORE. LET'S SAY
IT'S A 50% POPULATION. BUT WHAT
HAPPENS IF THAT IF THAT SUBGROUP
IS IN A SCHOOL WHERE THERE'S 5%
LIKE HOW? HOW DOES THAT HOW DO
WE HOW DO WE ENSURE THAT THOSE
DOLLARS IMPACT THE STUDENT THAT
WE'RE TRYING TO HELP THE MOST IN
THAT SCHOOL OR IN THAT
CLASSROOM? YEAH. UM, SO ARE THAT
THIS WAS KIND OF A LITTLE BIT
COVERED IN THE FIRST ISSUE WHERE
WE REQUIRE THAT ANY DISPARITIES
IN STUDENT GROUP PERFORMANCE ARE
ADDRESSED IN THE EL CAP, AND SO
IN THE L CAP, YOU KNOW, HAS A
DIRECT TIE TO THE ELIA'S BUDGET
. AND SO WE FEEL THAT BY
REQUIRING THAT B B REALLY
SPELLED OUT AND MADE CLEAR IN
THE EL CAP. HOW HOW IS THAT? L E
A TARGETING, UM, THAT POPULATION
. THAT STUDENT GROUP THAT'S
UNDERPERFORMING, UM WITH WITH
THE FUNDS THAT THEY'RE
RECEIVING. WE FEEL THAT THAT
WOULD KIND OF MOVE THE NEEDLE
MORE THAN IT IS RIGHT NOW, WHICH
IS YOU KNOW THERE IS A
REQUIREMENT ALREADY TO IMPROVE
OR INCREASE SERVICES FOR THOSE
STUDENTS, BUT UM, NOW WE'RE
REALLY MAKING THAT A CLEAR
CONNECTION WITH IF YOU'RE
RECEIVING, FOR EXAMPLE,
DIFFERENTIATED ASSISTANCE,
MAKING THAT A CLEAR CONNECTION
IN THE EL CAP. OKAY? AND THEN AS
FAR AS THE SO I KNOW, WE'RE
TALKING ABOUT TWO THINGS HERE.
THE MULTIPLIER AND THEN THE. EL
CAP PROPOSAL. SO UM, L A OH, YOU
TESTIFIED THAT YOU TO SUPPORT
THE CAP CHANGES? YES, THROUGH
THAT AGAIN. SO WE FOUND THE
OUTCOME CHANGES ALL TO BE
POSITIVE OR RECOMMENDING, UM,
ADOPTING ALL OF THE L KEPT
CHANGES. UM ALL OF THE CHANGES
ARE ON PAGE 10 OF THE AGENDA.
THERE'S THE YOU KNOW, THE MAJOR
UPDATE. MISS GRANT HAD
REFERENCED EARLIER THAT DISTRICT
WOULD HAVE TO REPORT ON THEIR
ALL CAPS IN FEBRUARY, AS OPPOSED
TO CURRENTLY, THE ONLY DO IT
ONCE A YEAR. I BELIEVE IN THE
FORM AND THEN ALSO THE FOCUS
GOALS, WHICH WE HAVE A
RECOMMENDATION THAT YOU KNOW,
CURRENTLY LAST PROPOSED ONLY THE
EQUITY MULTIPLIER SCHOOLS OR
TAKE A STEP BACK THEIR FOCUS
GOALS FOR ANY SCHOOL DISTRICT
THAT HAS A SUBGROUP IN THE
LOWEST PERFORMANCE ON THE
DASHBOARD OR FOR SPECIFIC SCHOOL
SITES THAT HAVE PERFORMANCE IN
THE REDFORD FOR SUBGROUPS. AND
THEN THERE'S EQUITY MULTIPLIER
FOCUS GOALS, AND BOTH OF THEM
ARE MEANT TO ADDRESS, UM, KIND
OF HOW OUR DISTRICTS GOING TO
PLAN AROUND PROVIDING ADDITIONAL
SUPPORT TO THOSE STUDENT GROUPS.
BUT ONLY THE FOCUS GOALS FOR THE
EQUITY MULTIPLIER SCHOOLS
SPECIFICALLY REQUIRED,
ADDRESSING REVIEWING AND
ADDRESSING ANY STAFFING
DISPARITIES, SO THAT'S WHAT
WE'RE RECOMMENDING THAT THAT'D
BE APPLIED ALSO TO THE FOCUS
SCHOOLS FOR THE SCHOOLS THAT ARE
IDENTIFIED AS LOW AS PERFORMING
AND THEN THIS IS IN CONJUNCTION
WITH OUR OTHER RECOMMENDATIONS
TO REQUIRE SCHOOL DISTRICTS TO
REPORT. YOU KNOW THE NUMBER
THREE DATA POINTS, I MENTIONED
THE NUMBER OF TEACHERS THAT HAVE
LESS THAN THREE YEARS OF
EXPERIENCE. THE TEACHER
CREDENTIALING. UH AND PROPERLY
SIGNED AND THEN THE STUDENT TO
TEACHER RATIOS THAT WOULD ALLOW
DISTRICTS TO PLAN MORE. OR THESE
ARE DATA POINTS THAT ALREADY
COLLECTED, BUT IT WOULD ALLOW AS
PART OF THE STAKEHOLDER
ENGAGEMENT PROCESS FOR PARENTS
AND FAMILIES TO SEE ALL THE DATA
POINTS THAT ONE AND SEE HOW, UH
, YOU KNOW, UM TEACHERS ARE
ALLOCATED ACROSS THE SCHOOL
SITES THAT THERE'S ONE SCHOOL
SECOND IN PARTICULAR THAT HAS
HIGH TURNOVER AND A LOT OF
TEACHERS HAVE LESS THAN THREE
YEARS OF EXPERIENCE IN DISTRICTS
WOULD HAVE TO DEVELOP A PLAN ON
HOW THEY'RE GOING TO PROVIDE
ADDITIONAL SUPPORT TO THAT
SCHOOL SITE. THROUGH THE FOCUS.
CLOSER PROCESS. UM AND SOME OF
THE OTHER. UH YOU KNOW, WE WERE
ALL THE OTHER RECOMMENDATIONS.
OR JUST TO ADAPT THE CAP CHANGES
. WE ALSO HAVE YOU KNOW, L CAPS
ARE 102 100 TO 200 PAGES OFTEN
TIMES AND THE LENGTH AND
COMPLEXITY OF THE ALL CAPS WE
HAVE HEARD FROM STAKEHOLDERS AND
ELLIE IS THAT YOU KNOW THIS CAN
MAKE IT HARD TO ENGAGE FAMILIES
AND SO WE ALSO HAVE SOME
RECOMMENDATIONS SPECIFIC TO JUST
MAYBE CONSIDERING WAYS TO MAYBE
MOVE SOME EXPENDITURE
EXPENDITURE DATA TO ONLINE. A
TON OF ONLINE FORMAT THAT CAN
ALLOW, UM YOU KNOW PARENTS TO
SEE SPECIFIC EXPENDITURE DATA
AND HAVE AN INTERACTIVE KIND OF
INTERFACE TO BE ABLE TO SEE THE
LEVEL OF DATA THAT THEY WANT
VERSUS. CURRENTLY THERE'S YOU
KNOW, DOZENS AND DOZENS OF PAGES
AND THAT TEXT BASED FORMATO HOW
DISTRICTS ARE EXPANDING THEIR
FUNDS. UM OKAY. THANK YOU. MR
MURATSUCHI. THANK YOU, MR CHAIR.
UM SO, UH, LET'S SEE. I THINK
THE POINT HAS BEEN MADE THAT
THAT WE'VE WE'VE HAD. 10 YEARS
AGO LOCAL CONTROL FUNDING
FORMULA WE PROVIDE.
CONCENTRATION AND SUPPLEMENTAL
GRANTS TO THE HIGHEST POVERTY
DISTRICTS. AND SO THIS PROPOSAL
IS ESSENTIALLY TO. GO BEYOND OUR
CURRENT COMMITMENT TO PROVIDE
MORE FUNDING FOR HIGH POVERTY
DISTRICTS. IT'S KIND OF LIKE A
SUPER SUPER SUPER CONCENTRATION
GRANT. AS THAT'S CORRECT. AND,
UM BUT THE. SUPER SUPER
CONCENTRATION GRANT. IS GONNA OR
IS THAT PAGE HERE? PAGE 11 OF
THE ANALYSIS. WE ESTIMATE THAT
THE $300 MILLION FOR THE EQUITY
MULTIPLIER WILL BE ALLOCATED TO
ABOUT 800 SCHOOL SITES. WHICH IS
GOING TO TRANSLATE TO ABOUT $860
PER STUDENT. THIS COMPARES WITH
THE ESTIMATED $13 BILLION THAT
IS GOING FOR THE CONCENTRATION
AS WELL AS SUPPLEMENTAL, UH,
GRANT FUNDING. UM SO. AGAIN, YOU
KNOW? MY LINE OF QUESTIONING.
HOW EXACTLY IS THAT GOT THAT
MONEY ADDITIONAL SUPER SUPER
CONCENTRATION GRANT GOING TO
TRANSLATE INTO, UH, YOU KNOW,
MAKING A DIFFERENCE IN THE
CLASSROOM AND WITH THE STUDENT
UM, I KNOW THAT THIS PROPOSAL IS
DIFFERENT IN THAT IT'S DIRECTLY
TARGETING AT THE SCHOOL SET
LEVEL. IS THAT CORRECT? YES. SO
UH UM. I MEAN, WHAT. PROGRAMS DO
YOU ENVISION THAT THE SUPER
SUPER CONCENTRATION GRANT IS
GOING TO LEAD TO ADDICTS SCHOOL
SITE LEVEL BECAUSE I KNOW THAT
YOU KNOW, WITH. 80% OF SCHOOL
DISTRICT BUDGET IS GOING TO
STAFF SALARIES AND BENEFITS. UM
YOU KNOW? YEAH HOW HOW IS THIS
GOING TO BE DIFFERENT? LENA
GRANT DEPARTMENT OF FINANCE. SO
OUR IN OUR TRAILER BILL SECTION
THAT DESCRIBES THE EQUITY
MULTIPLIER ALLOCATION
SPECIFICALLY, UM, WE SET THE
MINIMUM GRANT AMOUNT TO 50,000
PER ELIA, AND THAT'S JUST A
MINIMUM. THIS IS AN ONGOING
SOURCE OF FUNDING. UM WE? WE
HOPE THAT USING THE FREE FREE
MEAL THREAT ELIGIBILITY
THRESHOLD CREATES A KIND OF MORE
PREDICTABLE SOURCE OF FUNDS FOR
A LOT OF ELIA'S THAT RECEIVED
THIS SO THEY COULD PLAN UM, YOU
KNOW, FOR FUTURE YEARS IF THEY
WERE FUTURE RECIPIENTS OF THE
FUNDS, UM WE. I MEAN, WHEN YOU
WHEN YOU PUT IT THIS WAY, YOU
KNOW 860 PER STUDENT VERSUS THE
34 PER STUDENT. IT DOES SEEM
LIKE A DROP IN THE BUCKET. AND
UH, WE THINK WE THINK IT IT CAN
BE REALLY MEANINGFUL WITH, YOU
KNOW, 50,000 IS JUST A
SUPPLEMENT ALREADY EXISTING WORK
THAT'S BEING DONE AT THE SCHOOL
SITE LEVEL. UM AND, UH YOU KNOW?
YOU KNOW, WE WISH IT WAS MORE
BUT GIVEN THE FISCAL FISCAL
CONDITIONS THAT WERE THE CLIMATE
THAT WE'RE IN, RIGHT NOW WE
WANTED TO JUST INCLUDE SOME
MEANINGFUL AMOUNT, AND WE THINK
50,000 IS A MEANINGFUL MINIMUM,
OKAY? VERY BAD AGAIN. UM. WHAT
EXACTLY? YOU KNOW WHAT? WHAT?
WHAT KIND OF ACADEMIC SUPPORT.
UH. ACADEMIC OR STUDENTS
SUPPORT. IS THAT GOING TO
TRANSLATE INTO YEAH, WE LEAVE
THE EXACT WE LEAVE IT OPEN IN
OUR TRAILER BILL. THE EXACT
ACTIVITIES THAT WOULD BE DEEMED
TO DIRECTLY BENEFIT THE SCHOOL
SITE SO THAT THAT CAN BE
DEVELOPED THAT WE IMAGINE
GUIDANCE AROUND THAT WOULD BE
DEVELOPED BY THE C. D UM IN
CONJUNCTION WITH L. E. A S AND
COUNTY OFFICES. UM, BUT WE ALSO
WE PRIORITIZE EQUITY LEADS TO
WORK WITH THE RECIPIENTS OF
EQUITY MULTIPLIER FUNDING. SO UM
, THERE COULD BE, YOU KNOW, ON
THE EQUITY LEADS. COMPONENT OF
OUR PROPOSAL ACTIVITIES WHERE
THEY RECEIVE, YOU KNOW, AS AS
SUGGESTED SUGGESTED IN THE
AGENDA THE LEO HAD SUGGESTED,
YOU KNOW, PROVIDING KIND OF
TRAINING EQUITY SPECIFIC, UM,
TRAINING TO, UH, THE COUNTY
OFFICES OF EDUCATION THAT THEY
CAN THEN IMPLEMENT INTO THEIR
YOU KNOW WHEN THEY REVIEW ALL
CAPS FOR THEIR DISTRICTS, AND,
UM, LIKEWISE RECEIVED TRAINING
THEMSELVES FOR DEVELOPING THEIR
OWN L CAPS. OKAY I MEAN, I GUESS
I'M I'M JUST CONCERNED. YOU KNOW
THAT WE'RE NOT JUST THROWING
MONEY AT A PROBLEM, TOO. YOU
KNOW? MAKE IT LOOK LIKE WE'RE
DOUBLING DOWN ON EQUITY. UM ARE
THERE RESTRICTIONS OR ARE THERE
SOME KIND OF REQUIREMENTS TO
MAKE SURE THAT YOU KNOW THE HIGH
CONCENTRATION YOU KNOW THE SUPER
SUPER CONCENTRATION GRANTS ARE
NOT JUST COULD BE USED FOR I
DON'T KNOW. FIELD TRIPS TO
MUSEUMS AS COMPARED TO LIKE.
LITERACY COACHES OR OR TUTORS
FOR YOU KNOW, AND THESE HIGHEST
POVERTY DISTRICT. HIGHEST
POVERTY SCHOOL SITES. YEAH SO
THE REQUIREMENT THE ADDITION OF
THE FOCUSED GOALS, I THINK, WILL
REALLY, UM, WE'LL ANSWER YOUR
QUESTION AS TO MAKE SURE THAT
THOSE FUNDS ARE BEING USED TO
ADDRESS THIS. THE DISPARITIES
THAT ARE OCCURRING AT THAT
SCHOOL, WHETHER THEY BE RACIAL
OR ANY OTHER SUBGROUP.
DISPARITIES. UM SO IN THE AS I
AS A REMINDER THAT REQUIRED
FOCUSED GOALS WOULD BE REQUIRED
FOR ANY STUDENT GROUP AT THE L.
A THAT HAS ONE OR MORE
INDICATORS IN THE LOWEST
PERFORMANCE LEVEL, AND ALSO IF
YOU'RE ELIA'S RECEIVING EQUITY
MULTIPLIER FUNDING, THEY WOULD
ALSO BE REQUIRED. UM IN THAT
INSTANCE, GENERATE FOCUSED GOAL
AND THE GOAL HAS TO NOT ONLY
ADDRESS ANY STUDENT GROUP WITH
THE RED INDICATOR, WHICH IS THE
LOWEST PERFORMANCE BUT ALSO ANY
ISSUES WITH THE CREDENTIALING
AND SUBJECT MATTER PREPARATION
OF ITS TEACHERS. OKAY? AND
FINALLY, I WANTED TO TURN TO THE
LAO. I LOVE YOUR RECOMMENDATION
ABOUT FOCUSING ON. ELLIE IS TO
PUBLICLY REPORT FOR EACH OF
THEIR SCHOOLS THE SHARE OF
TEACHERS THAT ARE FULLY
CREDENTIALED THAN PROPERLY
ASSIGNED SHERIFF TEACHERS WITH
YOU KNOW THEIR THEIR EXPERIENCE
LEVELS AND THE STUDENT TEACHER
RATIO BECAUSE. MY UNDERSTANDING
IS THAT THE OVERWHELMING
RESEARCH IN TERMS OF HOW BEST TO
CLOSE THE ACHIEVEMENT GAP AND TO
MAKE A DIFFERENCE IS TO GET THE
BEST TEACHERS IN THE CLASSROOM.
AND I HEAR OVER AND OVER AGAIN
THAT THE HIGHEST POVERTY
DISTRICTS HAVE THE YOU KNOW,
LEAST EXPERIENCED LEAST.
QUALIFIED OR THE HIGHEST
PROPORTION OF UNQUALIFIED
TEACHERS. I YOU KNOW, I WANT TO
RESPECT ALL THE DEDICATED
TEACHERS THAT ARE CURRENTLY
TEACHING AND THE HIGHEST POVERTY
UH, SCHOOL SITES. BUT IT. THE
RESEARCH THAT I'M AWARE AWARE OF
SEEMS TO BE THAT THAT HAS GOT TO
BE, YOU KNOW, ONE OF THE MOST
IMPORTANT WAYS THAT WE CAN MAKE
A DIFFERENCE TO CLOSE THE
ACHIEVEMENT GAP. UM I WANTED TO
SEE IF, UH, THE DEPARTMENT OF
FINANCE HAS HAD ANY ANY, UH,
RESPONSE OR OR ARE THOUGHTS AS
TO THE L. A S RECOMMENDATION FOR
THAT TRANSPARENCY MEASURE. TO
TRY TO GET MORE, YOU KNOW, FULLY
CREDENTIAL, EXPERIENCED TEACHERS
IN THE HIGHEST POVERTY SCHOOL
SITES. DEPARTMENT OF FINANCE. UH
WE AGREE WITH THE L E O. WE
THINK THAT'S A, UM, THAT'S
MAKING THAT INFORMATION MORE
TRANSPARENT, PUBLICLY AVAILABLE
. IT WOULD CERTAINLY BENEFIT UH
, POLICYMAKERS AND YOU KNOW
ELIA'S ON THE GROUND. UM I THINK
CURRENTLY THE CD HAS, YOU KNOW,
DEVELOPED THE TEACHING
ASSIGNMENT OUTCOME MONITORING
REPORT. I THINK IT WAS LAST
YEAR. UM AND THAT BREAKS DOWN
THE PERCENT OF FULLY
CREDENTIALED AND PROPERLY
ASSIGNED TEACHERS ACROSS THE
STATE, INCLUDING BY SUBJECT AND
SCHOOL SITE WITHIN AN L E A. I
BELIEVE THE UM L A IS
RECOMMENDATION IS TO MAKE THAT
MORE EASILY ACCESSIBLE AND
PUBLICLY AVAILABLE, SO WE THINK
THAT THAT'S A KIND OF THE CASE
FOR A LOT OF THINGS IN OUR
SYSTEM. WE HAVE THEM. WE JUST
NEED TO ACTUALLY MAKE THEM
IMPLEMENT, LIKE, YOU KNOW,
REFLECT THE WORK THAT WE'RE
DOING, AND TO TAKE THOSE THAT
DATA THAT'S AVAILABLE. AND, UM,
YOU KNOW, REFLECT REFLECTED BACK
IN IN THE IN THE WORK ON THE
GROUND TO MAKE IT MORE
TRANSPARENT. THANK YOU. THANK
YOU, MR ALVAREZ. THANK YOU VERY
MUCH. THANK YOU ALL FOR BEING
HERE. I THINK I'LL START OFF
WITH JUST EXPRESSING MY, UM SORT
OF MY APPROACH TO THIS JUST
GENERALLY, AND THEN THEY CAN GET
INTO SOME QUESTIONS. I THINK
FIRST AND FOREMOST ADDITIONAL
RESOURCES TO STUDENTS IN
PARTICULAR. L E A S BUT
STUDENTS, UM THAT NEED
ADDITIONAL ASSISTANCE IN ANY
SHAPE OR FORM IS THE RIGHT
APPROACH. UM AND THAT'S WHY I'M
VERY INTERESTED IN THE EQUITY
MULTIPLIER. ONE OF THE THINGS
THOUGH, THAT I'M CONCERNED ABOUT
IS ALIGNED TO MR MERCER CHEESE
COMMENTS, WHICH IS WHAT EXACTLY
ARE WE GONNA GET FOR THIS? AND I
UNDERSTAND THAT THERE ARE SOME
FOCUSED GOALS, WHICH I'M GOING
TO GET INTO IN A SECOND. BUT I
THINK ONE OF THE THINGS THAT
I'VE THAT I HAVE COME TO
UNDERSTANDABLE BIT BETTER IN THE
LAST COUPLE OF MONTHS AND
HEARINGS, PARTICULARLY IN IN IN
THIS COMMITTEE IS THERE HAVE
BEEN A LOT OF ADDITIONAL
RESOURCES THAT HAVE BEEN GIVEN
TO SCHOOLS OR THE LAST SEVERAL
YEARS AND UM AND RIGHTLY SO. WE
WERE IN A DIFFICULT SITUATION.
BUT I'M NOT SO SURE THAT WE ARE
. THE ACCOUNTABILITY PART IS AS
STRONG AS IT COULD BE. AND SO
GOING INTO THIS AS A CHAIR, SAID
NEW PROGRAM THE ONLY NEW
PROGRAMS AND EDUCATION. I THINK
WE NEED TO BE REALLY CLEAR ABOUT
WHAT THE EXPECTATIONS ARE WITH
THIS FUNDING, AND THAT'S WHAT MY
QUESTION IS AROUND. IT'S NOT
THAT IT SHOULDN'T GO, BUT IT'S
HOW ARE WE GOING TO BE SPECIFIC
ABOUT WHAT WE'RE ACTUALLY GOING
TO ACCOMPLISH? UM FIRST AND
FOREMOST, I THINK THE FACT THAT
WE ALREADY HAVE CONCENTRATED
FUNDS. THAT ARE GOING TO LOW
INCOME STUDENTS AND ENGLISH
LANGUAGE LEARNERS. STUDENTS. IS
GOOD, BUT THE FACT THAT A LOT OF
THAT MONEY DOESN'T MAKE IT TO
THE STUDENT, BUT IT'S STAYS AT
THE L E. A LEVEL IS A TO ME A
BIG CONCERN. THE MONEY NEEDS TO
GET TO THE STUDENT TO THE SCHOOL
SITES. AND SO WHEN WE HAVE WHAT
IS ESTIMATED TO BE, UM, ONLY 55%
OF THIS CONCENTRATED FUNDING AND
GETTING TO THE STUDENT AND THE
OTHER 45% STAYING AT THE
DISTRICT. I HAVE CONCERNS WITH
THAT, AND SO GOING FORWARD, I
WANT TO SEE HOW WE'RE GOING TO
ACTUALLY REACH THE DOLLARS SO
THAT THE STUDENTS CAN GET THE
HELP THAT THEY NEED. SO UM, SO
MY FIRST QUESTION MAYBE WE'LL
START WITH THIS ONE IS RELATED
TO THE FOCUS GOALS, WHICH I
THINK I'VE UNDERSTOOD MORE, AND
I APPRECIATE THE
ADMINISTRATION'S BRIEFING
YESTERDAY ON THIS, UM LET ME
JUST BE REALLY UNDERSTAND THIS
COMPLETELY CLEARLY. THE FOCUS
GOALS ARE GOING TO BE REQUIRED
OF ONLY THE SCHOOLS THAT WILL BE
RECEIVING THE EQUITY MULTIPLIER
FUNDING IS THAT CORRECT ALSO
WOULD BE REQUIRED OF ANY
DEPARTMENT OF FINANCE WOULD BE
REQUIRED OF ANY L E A WITH, UH,
RED INDICATOR ON THE DASHBOARD,
SO TWO INSTANCES, ONE WOULD BE
REQUIRED EQUITY MULTIPLIER
FUNDING RECIPIENT. THE OTHER
WOULD BE IF THEY WERE, THEY HAD
A LOWEST PERFORMING OR READ ON
THE DASHBOARD. AM I
UNDERSTANDING THAT ONLY IT WOULD
ONLY BE FOCUSED SCHOOL AT THE
SCHOOL SITE LEVEL OF ITS EQUITY
MULTIPLIER DOLLARS, AS OPPOSED
TO THE OTHER INDICATORS, FOCUS
GOES FOR THE OTHER INDICATORS.
UM. AMBER ALEXANDER WITH THE
DEPARTMENT OF FINANCE. UM A LOT
OF THE SPECIFICITY AROUND THE
FOCUS GOALS DOES DOES DEPEND ON
THE LOCAL CONTEXT AND CERTAINLY
THE FUNDING STREAM THE L C. F F
EQUITY MULTIPLIER FUNDING IS
MORE SCHOOL SITE FOCUSED AS YOU
MENTIONED IN TERMS OF THE OTHER
, THE MORE BROADER REQUIREMENT
FOR FOCUSED GOALS IN THE EVENT
THAT AS STUDENT GROUP IS
PERFORMING LOW ON THE DASHBOARD.
THAT THAT GOAL COULD BE AT THE L
E, A LEVEL SO LONG AS IT'S
FOCUSED ON THAT PARTICULAR
STUDENT GROUP. THAT'S IN THAT
LITTLE PERFORMANCE CATEGORY. SO
IT WOULD DEPEND I THINK ON HOW
THE L E A CHOSE TO FRAME THAT
FOCUS GOAL, BUT IT COULD GO
EITHER WAY THEY COULD CHOOSE TO
DEVELOP MORE TARGETED GOAL AS
PART OF THEIR DISCUSSIONS, THEY
COULD ALSO DO A MORE MORE
DISTRICT WHITE GOAL SO LONG AS
IT ADDRESSED THAT STUDENT GROUP
FOR CLARIFYING THAT, SO THAT
GETS TO ME ALMOST INITIAL POINT,
WHICH IS AGAIN. WE ARE, UM,
ALLOWING THE L E A TO SORT OF
SET GOALS THAT PERHAPS ARE MORE
GENERAL AND ARE NOT DIRECTLY
TIED TO STUDENT PERFORMANCE. AND
I THINK, UM, I WOULD REQUEST
THAT AS LANGUAGE COMES BACK, UM
, ON WHAT WE'RE DOING, AS IT
RELATES TO CHANGES WITH FOCUS
GOALS IN THE L CAPS THAT WE IN
ADDITION TO THE EQUITY
MULTIPLIER UH, SITES AND THE
FUNDING THAT GOES OUT THROUGH
THAT THAT ALL THE OTHER, UM.
FOCUS GOALS THAT ARE MORE
ALIGNED WITH THE PERFORMANCE AND
THE RED RED ZONE THAT WE ALSO
INCLUDE FOCUSED GOALS AT THE
SCHOOL SITE WOULD LIKE TO SEE
THAT, UM, COME BACK AGAIN TO
FOCUS THOSE RESOURCES AND THE
ATTENTION ON MAKING SURE THAT
THE STUDENTS ARE BEING NEITHER
BEING MET. UM AS IT RELATES TO
THE, UH, SHORTENING OF THE EL
CAP, WHICH IS REALLY AN
INTERESTING CONCEPT THAT THE AH
HAS BROUGHT UP IS THERE A WAY
HAS THERE BEEN ANY CONVERSATION
AROUND? UM, USING THE CALIFORNIA
DASHBOARD TO MAYBE PUBLISHED
JUST THE GOALS AND MAYBE NOT ALL
THE FINANCIAL DATA BECAUSE I
KNOW THAT'S QUITE LENGTHY AND I
APPRECIATE IT AGAIN. THE
ADMINISTRATION SENT ME IN AL
CAPP FROM A COUPLE OF DISTRICTS
AND THEY ARE VERY, VERY LENGTHY,
VERY, VERY DETAILED, AND EVEN
FOR SOMEONE WHO KNOWS HOW TO
READ THESE DOCUMENTS. UM IT
TAKES A WHILE TO FIND THE GOLD,
WHICH THEY THINK REALLY WOULD.
WHAT PARENTS ARE LOOKING FOR IN
THE COMMUNITY IS LOOKING FOR
LIKE, WHAT ARE WE DOING TO GET
BETTER, AS OPPOSED TO YOU KNOW
WHAT ARE ALL THE DOLLARS AND
WHERE IT'S ALL GOING, THAT THAT
SEEMS TO BE IMPORTANT
INFORMATION, BUT IT DOESN'T GET
TOO. I THINK THE QUESTION OF THE
COMMUNITY AND THE PARENTS HAVE
YOU LOOKED AT THAT YET. IS THAT
A POSSIBILITY THAT THAT COULD
COME? UM FORWARD TO US. AMBER
ALEXANDER WITH THE DEPARTMENT OF
FINANCE. I THINK WHAT YOU'VE
SEEN OVER THE LAST 10 YEARS
SINCE THE IMPLEMENTATION OF THE
L T F F IS A VERY ITERATIVE
PROCESS. WHEN THE EL CAP FIRST
CAME OUT, THERE WAS NOT A
EXECUTIVE SUMMARY TYPE DOCUMENTS
THAT YOU SAW THAT CHANGE IN
RESPONSE TO A LOT OF THE
CONCERNS THAT WERE RAISED ABOUT
THE LENGTH AND THE LACK OF
TRANSPARENCY AND SOME L CAPS. UM
YOU'VE ALSO SEEN CHANGES ON ON
THE DASHBOARD ITSELF IN TERMS OF
DISPLAYS TO TRY AND BRING YOU
HIGHLIGHT AND MAKE IT A LITTLE
BIT MORE USER FRIENDLY AS FOLKS
ARE GOING OUT AND TALKING TO
THEIR COMMUNITIES ABOUT THE
RESOURCES. WE'RE CERTAINLY OPEN
TO ADDITIONAL CHANGES THAT FOLKS
HAVE. YOU KNOW, WE WE'VE HEARD
FROM MANY IN THE FIELD ON EQUITY
COALITION AND THE COALITION OVER
THE YEARS. AS WE'VE TRIED TO
REFINE, AND I THINK THAT'S WHAT
YOU SEE REFLECTED IN THE
PROPOSAL. YOU'VE ALSO SEEN
CHANGES LIKE A BUDGET OVERVIEW
FOR PARENTS TO TRY AND MAKE THAT
INFORMATION A BIT MORE
DIGESTIBLE SPARKS GIRL ARE GOING
OUT. I THINK ON THE FLIP SIDE TO
YOU ALSO SEE FOLKS THAT ARE
ASKING FOR MORE OF THAT BUDGET
INFORMATION TO COME INTO THE EL
CAP OR DASHBOARD DISPLAYS. SO
THAT THEY CAN MORE EASILY TRACK
YOU KNOW, TRACK DOLLARS, SO I
THINK IT'S A BALANCE, BUT WE'RE
OPEN TO SUGGESTIONS. IF FOLKS
HAVE THOUGHTS ON OTHER WAYS WE
CAN MAKE IT MORE TRANSPARENT.
WOULD ASK ON THE L. A S OFFICE.
OBVIOUSLY WORKING WITH THE
DEPARTMENT TO MAYBE IDENTIFY
SOME SUGGESTIONS FOR US, UM, ON
HOW WE CAN PROVIDE UM, THE
OVERVIEW, WHICH I THINK IS WHAT
MOST OF THE COMMUNITIES LOOKING
FOR, AND IF SOMEONE IS LOOKING
REALLY LOOKING FOR THE BUDGET,
AND THE DOLLARS OBVIOUSLY
PROVIDED THAT AS WELL IN THE
LINK, BUT THAT SHOULDN'T BE THE
MAIN UH, FOCUS OF THESE REPORTS
. IT REALLY SHOULD BE. WHAT ARE
WE TRYING TO ACCOMPLISH? WHAT
ARE THE GOALS AND HOW ARE WE
GOING TO MEASURE THOSE GOALS? I
WOULD HAVE APPRECIATE THAT, UM,
NOW ON THE EQUITY MULTIPLIER,
HOW YOU CONSIDERED, UM SO MORE
SPECIFICALLY, THE FOCUS GOALS
WITH THEY COME AT THE END OF
YEAR, ONE OF IMPLEMENTATION, OR
WERE THEY BECOME AT THE AT THE
FRONT END OF IMPLEMENTATION?
AMBER ALEXANDER WITH THE
DEPARTMENT OF FINANCE. UM WE ARE
TRYING TO MAKE SURE THAT THAT
CHANGE FALLS NATURALLY WITHIN
THE AL CAPP CYCLE, KNOWING THAT
IT IS A CONTINUOUS PROCESS THAT
DISTRICTS ARE INVOLVED IN
CURRENTLY AS DRAFTED, IT WOULD
COME IT WOULD COME AT THE FRONT
END, SO WOULD THEY BE LOOKING
BACK AT THE DASHBOARD
PERFORMANCE? UM, YOU KNOW, MOST
RECENTLY THIS 2023 2022
DASHBOARD THAT WAS JUST RELEASED
LOOKING AT THE STUDENT GROUP
PERFORMANCE THERE AND MAKING A
FOCUSED GOAL TO THE EXTENT THAT
THEY RECEIVED THE EQUITY
MULTIPLIER FUNDING FOR ANY
STUDENT GROUP THAT'S IN THAT LOW
PERFORMANCE CATEGORY. UM JUST TO
CLARIFY, SO YOU'RE GOING TO
REQUEST THAT THE SCHOOL SITE
SUBMIT THE FOCUS GOALS PRIOR TO
RECEIVING THE FUNDING. UM, NO. I
MAY HAVE MISUNDERSTOOD YOUR
QUESTION, SO THE FUNDING WILL
COME OUT. YOU KNOW THIS
PRESUMABLY JULY AUGUST DEPENDING
ON WHEN THE ALLOCATIONS ROLL OUT
AS AS THOSE ALL CAPS ARE THEN
DEVELOPED AND APPROVED IN
OCTOBER, WE WOULD ANTICIPATE AT
THIS POINT THAT THOSE FOCUSED
GOALS WOULD BE INCLUDED IN THAT
CAP THAT'S ADOPTED, UM, YOU
KNOW, AND IN OCTOBER, SEPTEMBER
OCTOBER EXPRESSED SOME CONCERN
ABOUT THAT, BECAUSE AT THAT
POINT THEY'VE ALREADY RECEIVED
THE FUNDING AND MIGHT NOT BE
ACTUALLY ADDRESSING THE FOCUS.
GOALS THAT NEED TO BE ADDRESSED.
SO I'M I'LL JUST EXPRESS THE
CONCERN. I DON'T KNOW IF THERE'S
A WAY AROUND THAT, BUT I
CERTAINLY WOULD RATHER HAVE THEM
COMMIT TO GOALS. BEFORE WE SEE
IN THE FUNDING. I ALSO WOULD
HOPE THAT THE LANGUAGE THAT
WE'RE GOING TO APPROVE IF THIS
GETS GOES OVER AND GETS APPROVED
UM, ENSURES THAT PRIOR YEAR
FOCUSED GOALS DON'T JUST TAKE
PLACE. OR OR OR AREN'T USED AS
THE FUTURE GOING FOCUSED GOALS.
I MEAN, I THINK THE WHOLE POINT
OF THE FOCUS GOES AS I'VE
LEARNED, THANKS TO A LOT OF YOUR
FEEDBACK, UM, IS TO ADDRESS THE
CONCERNS THAT HAVE ALREADY
ALREADY HAPPENING AT THE SCHOOL
SITE, SO I DON'T KNOW IF IT'S
YOUR INTENT TO ALLOW SCHOOLS.
EXCUSE ME TO USE EQUITY
MULTIPLIER FOR PRIOR YEAR FOCUS
GOALS IN THE CASE THAT SOME
SCHOOLS HAVE THOSE OR IF THEY
HAVE TO BE NEW FOCUS GOALS. DO
YOU KNOW? WHAT THE ANSWER TO
THAT WOULD BE I THINK THAT'S
SOMETHING WE'RE OPEN TO
CONVERSATIONS ON. IT'S NOT THAT
SPECIFIC IN THE LANGUAGE AS
PROPOSED, BUT WE DO ANTICIPATE
BECAUSE OF THE THREE YEAR CYCLE
FOR THE EL CAP. THERE IS GOING
TO BE A BIT OF A LOOK BACK ONCE
THIS DOES GET IMPLEMENTED THIS
FIRST YEAR. OBVIOUSLY THERE'S
YOU KNOW, THERE'S NO NO YEAR
NECESSARILY TO LOOK BACK TO THE
FUNDING WILL JUST GO OUT THIS
SUMMER. BUT KNOWING THAT IT IS
ONGOING, WE WOULD ANTICIPATE IT
BEING MORE OF A CYCLE TYPICAL TO
THE CAP DEVELOPMENT CYCLE WHERE
THERE'S A, UM YOU KNOW WE'RE
CONTINUOUS REFINEMENT. AND THEN
WE ALSO HAVE THE PROPOSAL AS
PART OF THE PACKAGE, WHERE TO
THE EXTENT THAT AN ACTION THAT'S
ARTICULATED IN A FOCUSED GOAL OR
ANY GOAL IN THE EL CAP IS NOT
EFFECTIVE THAT THE L E. A UM, IS
LOOKING BACK AND MAKING A CHANGE
THERE, SO THAT WOULD NATURALLY
UM, REQUIRE THAT AS WELL, THANK
YOU SO AND WHERE I STARTED. I
AGREE. I THINK I THINK WITH
WHERE MR MURATSUCHI WAS GOING,
WHICH IS ENSURING THAT
ADDITIONAL DOLLARS GET USED FOR
ACTUAL ADDITIONAL SUPPORTS, NOT
IN PLACE OF I AND THAT THEY
ACTUALLY HAVE SOME ASSOCIATED
GOALS ON THE FRONT END THAT WILL
BE MEASURED AND THAT THERE WILL
WE SEE WE'LL SEE IMPROVEMENTS SO
I'D ASK THE L. A S OFFICE AS WE
THIS MOVES FORWARD TO HELP US
WITH SOME INPUT ON HOW TO DO
THAT ON HOW TO ENSURE THAT THE
FOCUS GOALS ARE ALSO, UM,
APPLIED TO THE AT A SCHOOL SITE
FOR THE LOWER PERFORMANCE. UH.
DISPARITIES THAT EXIST THAT ARE
PART OF THE PROPOSAL, BUT BUT
IT'S AT THE L A LEVEL. I'D LIKE
TO SEE THAT THE SCHOOL SITE
LEVEL AND THEN ALSO THE, UH THE
SHORTER OR THEY'RE MORE PUBLICLY
FRIENDLY, ACCESSIBLE DATA ON
WHAT THOSE GOALS ARE ON THE
CALIFORNIA DASHBOARD. THANK YOU
VERY MUCH. MR. CHAIR. THANK YOU.
REALLY QUESTIONS ASYLUM. MR
MONDAYS. THANK YOU, MR CHAIR AND
THANK YOU TO MY COLLEAGUES FOR
YOUR COMMENTS. UH, OVER THIS
ITEM. THIS IS OBVIOUSLY A
MOMENTOUS PROPOSAL. WE HAVE NOT
SEEN CHANGES FOR THE LOCAL
CONTROL FUNDING FORMULA SINCE
THE PROGRAM'S INCEPTION A DECADE
AGO UNDER GOVERNOR BROWN. I
RECOGNIZE THE GOLD, THIS
ADMINISTRATION IN WHICH YOU KNOW
YOU ARE ATTEMPTING TO PURSUE AND
MAKING THE DISTRIBUTION OF LCS
CFF MONEY IS MORE EQUITABLE. AND
I THANK YOU FOR THAT, AND SO
MANY OF US APPEAR. WEAR MULTIPLE
HATS, IF YOU WILL. AND AS CHAIR
OF THE LATINO LEGISLATIVE CAUCUS
. I AM DEEPLY INVESTED IN THE
IMPACTS OF THIS MULTIPLIER
PROPOSAL ON IT ON HOW THIS WOULD
IMPACT OUR LATINO STUDENTS
ACROSS OUR STATE. UH I DO WANT
TO JUST TAKE A FEW WEEKS TO
REALLY TAKE A DEEPER DIVE. UM ON
THIS AND JUST REALLY EXAMINE IT
FURTHER, BUT I DO WANT TO
RESERVE MY ABILITY TO JUST MAKE
FURTHER SUGGESTED CHANGES,
PERHAPS TO THIS PROPOSAL, BASED
ON HOW IT WOULD AFFECT STUDENTS
OF COLOR BUT REALLY APPRECIATE
THE OPPORTUNITY TO JUST DIALOGUE
AND HAVE THIS CONVERSATION,
WHICH IS MUCH NEEDED AND LONG
AWAITED. THANK YOU. THANK YOU.
WE WILL HOLD THIS ISSUE OPEN.
COME BACK LATER IN THE BUDGET
PROCESS ISSUE NUMBER THREE
SPECIAL EDUCATION. DO YOU F L A
O. C. D.
OKAY. THANK YOU. BEGIN WITH DO
US. GOOD MORNING CHAIRMAN
KARDIAN MEMBERS. LIZ, MY
DEPARTMENT OF FINANCE. THE
ADMINISTRATION HAS BEEN
COMMITTED TO SPECIAL EDUCATION
REFORM OVER THE LAST FOUR YEARS
, SUPPORTING FUNDING AND
PROGRAMMATIC IMPROVEMENTS THAT
INCREASED BUDGETARY TRANSPARENCY
IMPROVE SERVICES PROVIDED TO
STUDENTS AND PARENTS AND
PROMOTED INCLUSIVE LOCAL
PLANNING AND COHESION BETWEEN
SPECIAL EDUCATION IN GENERAL
EDUCATION. BUILDING UPON THESE
EFFORTS, THE GOVERNOR'S BUDGET
PROPOSES STABILIZING CURRENT
SPECIAL EDUCATION, LOCAL PLAN
AREA OR STOP THE MEMBERSHIP BY
EXTENDING THE MORATORIUM ON THE
CREATION OF NEW SINGLE DISTRICT
SUBURBS BY TWO YEARS. INCREASING
FISCAL TRANSPARENCY BY REQUIRING
THE CALIFORNIA DEPARTMENT OF
EDUCATION TO POST EACH SELF AS
ANNUAL LOCAL PLAN, INCLUDING
THEIR GOVERNANCE, BUDGET AND
SERVICE PLANS ON ITS WEBSITE AND
LIMITING THE AMOUNT OF
ADDITIONAL FUNDING THAT SELF IS
ARE ALLOWED TO RETAIN FOR NON
DIRECT STUDENT SERVICES BEFORE
ALLOCATING SPECIAL EDUCATION
BASED FUNDING TO THEIR MEMBER,
LOCAL EDUCATIONAL AGENCIES. THAT
LAST PROPOSAL FUNCTIONALLY
DIRECT SUPPER TO AT A MINIMUM,
ALLOCATE THE TOTAL AMOUNT OF
FUNDING TO ITS MEMBER EARLIER IS
THAT IT DID IN 22 23, ADJUSTED
FOR THE COST OF LIVING
ADJUSTMENT IN 23 24. WE HAVE
RECEIVED FEEDBACK FROM SOME IN
THE FIELD WHO HAVE RUN
SIMULATIONS, AND I FOUND THAT
BECAUSE OF THEIR SPECIFIC CASE
OF SEVERE DECLINING ENROLLMENT
OR ALLOCATION METHODOLOGY, THEY
WILL BE UNABLE TO COMPLY WITH
THE PROPOSED CHANGES. WE HAVE
BEEN PERFORMING DATA RUNS FOR
DIFFERENT SCENARIOS AND
ANTICIPATION OF ADDRESSING THESE
CONCERNS, AS WE HEAD INTO MAY
REVISE THAT CONCLUDES MY
PRESENTATION, AND I'M HAPPY TO
TAKE QUESTIONS AT THE
APPROPRIATE TIME. THANK YOU.
THANK YOU, ELLA. SARA CORTEZ
ELIO. WE RECOMMEND REJECTING THE
SELF OF FUNDING CAP, WHICH IS
THE FIRST PROPOSAL DESCRIBED ON
PAGE 16 OF YOUR AGENDA SOME SELF
AS WOULDN'T BE ABLE TO COMPLY
WITH THIS REQUIREMENT AS
PROPOSED SPECIFICALLY SELF US
WITH DECLINING ATTENDANCE THAT
SAID, IT'S SIDE RELATIVELY SMALL
SHARES OF FUNDING FOR SELF LEVEL
SERVICES, AND WE ALSO QUESTIONED
THE RATIONALE FOR THE FOR THIS
PROPOSAL. UM IF THE LEGISLATURE
IS INTERESTED IN CREATING A
REQUIREMENT REGARDING HOW MUCH
SELF REMEMBERS RECEIVED FROM
THEIR SELF AS WE SUGGEST,
MODIFYING THE PROPOSAL THAT
CONCLUDES MY REMARKS, THANK YOU.
OKAY? THANK YOU. CD MORNING
CHAIR AND MEMBERS HEATHER
CALORIES ON BEHALF OF THE STATE
SUPERINTENDENT OF PUBLIC
INSTRUCTION. THE CALIFORNIA
DEPARTMENT OF EDUCATION
APPRECIATES THE CONTINUED
COMMITMENT BY THE ADMINISTRATION
OF LEGISLATURE TO SPECIAL
EDUCATION AND THE SIGNIFICANT
INVESTMENTS MADE TO ENCOURAGE
CONVERSATIONS ACROSS THE STATE
REGARDING GOVERNANCE, FUNDING
AND ACCOUNTABILITY. THE RECENT
INVESTMENTS FOR SPECIAL
EDUCATION HAS BROUGHT ABOUT MUCH
NEEDED RELIEF AND A LONG JOURNEY
TOWARDS ONE SYSTEM FOR ALL
STUDENTS AND IMPROVED OUTCOMES
FOR STUDENTS WITH DISABILITIES.
THE COMMITMENT TO ENSURE FAIR
AND EQUITABLE EQUITABLE SYSTEMS
THAT TRULY SERVE STUDENTS WITH
DISABILITIES ACROSS THE STATE IS
ASTOUNDING AND UNPRECEDENTED.
WHILE THERE IS NO MAGIC SOLUTION
TO ADDRESSING THE DEEP SYSTEMIC
ISSUES THAT SPECIAL EDUCATION
FACES, WE KNOW THAT THE
SIGNIFICANT RESOURCES THAT HAVE
BEEN DEVOTED ACROSS THE STATE
ARE HAVING A POSITIVE IMPACT ON
IMPROVING HOW WE SUPPORT
STUDENTS, FAMILIES AND
COMMUNITIES. WITHIN A HIGHLY
COMPLEX SYSTEM AND EXTREMELY
CHALLENGING TIMES, AND WE ALSO
KNOW THAT THERE IS MORE WORK TO
DO. THIS YEAR'S BUDGET PROPOSALS
FIRMLY CENTERS ISSUES THAT
SURFACED IN THE 2021 SPECIAL
EDUCATION, GOVERNANCE AND
ACCOUNTABILITY STUDY. IN SHORT,
IT FOCUSED ON ACCOUNTABILITY IS
ALIGNED TO THE FUNDING
STRUCTURES AND ALSO ADDRESSED
THE LESS THAN DESIRABLE OUTCOMES
FOR STUDENTS WITH DISABILITIES
WITH AN IP IN CALIFORNIA. AND
ALONG, REMOVING THOSE BARRIERS
AND ALSO SUPPORTING THE
ACCOUNTABILITY STRUCTURES
ESTABLISHED BY THE LOCAL CONTROL
FUNDING FORMULA AND THEN ALSO
INCREASING TRANSPARENCY FOR
PARENTS AND OTHER EDUCATIONAL
PARTNERS ACROSS THE STATE.
STUDENTS WITH AN I P ARE
INCLUDED IN AN EXPLICITLY
ADDRESSED THROUGH CALIFORNIA'S
GENERAL EDUCATION, GOVERNANCE
AND ACCOUNTABILITY STRUCTURES.
HOWEVER CALIFORNIA ALSO HAS
SEPARATE AND OVERLAPPING SPECIAL
EDUCATION, GOVERNANCE AND
ACCOUNTABILITY STRUCTURES. IN
REGARDS TO THE ADMINISTRATIVE
CAP DUE TO THE VARIANCE IN SELF
DESTRUCTION ACROSS THE STATE.
THE C D E WOULD NEED WOULD NEED
TO FURTHER DETERMINE THE IMPACT
OF THE CURRENT PROPOSAL
REGARDING THE CAP ON FEES. TO
THE CORRUPT TO THE ADDRESS
DECLINING ENROLLMENT. THE CD
DOES BELIEVE AN ADJUSTMENT
FACTOR MIGHT HELP MINIMIZE THE
IMPACT OF PROGRAMS. HOWEVER THE
CD ALSO BELIEVES THAT ADDITIONAL
DATA COLLECTION AND ANALYSIS IS
NEEDED TO FULLY DETERMINE THE
IMPACT OF THE CAP ON FEES, WHICH
COULD BE CAPTURED IN THE LOCAL
PLAN DEVELOPMENT PROCESS IN THE
COMING YEAR. THE CDC WANTS TO
REITERATE ITS COMMITMENT TO
WORKING COLLABORATIVELY ALONG
WITH THIS ISSUE WITH OUR
EDUCATIONAL PARTNERS TO BETTER
UNDERSTAND THE RELATIONSHIP
BETWEEN SC, A SELF CEO, AND L E
. A AND THE PROPOSAL PROVIDES AN
OPPORTUNITY FOR DEEP AND
MEANINGFUL INTERROGATION OF THE
CURRENT SYSTEM, WHICH IS
SOMETHING SEEDY HAS ALREADY
INITIATED THROUGH OUR MULTIPLE
PROJECTS AS WELL. IN ADDITION TO
THE ADJUSTMENT FACTOR FOR
DECLINING ENROLLMENT, THE CITY
ALSO BELIEVES THAT ADDITIONAL
CONSIDERATION SHOULD BE GIVEN TO
A MULTIYEAR PROPOSAL INSTEAD OF
A TIME FRAME OF ONE YEAR, WHICH
WILL ALLOW FURTHER ANALYSIS AND
STUDY AND THE LONGER TIMEFRAME
FOR WILL ALLOW CTE BETTER
OPPORTUNITIES TO BOTH ALIGNED
GENERAL EDUCATION AND SPECIAL
EDUCATION FUNDING OPPORTUNITIES
TO BETTER SUPPORT STUDENTS AS
WELL. THANK YOU THIS CONCLUSION
REMARKS AND I AM HAPPY TO TAKE
QUESTIONS AT THE APPROPRIATE
TIME. THANK YOU. MR MURATSUCHI.
THANK YOU, MR CHAIR. UM. I WANT
TO HAVE SOME QUESTIONS FOR THE L
A. OH, AGAIN TO PROVIDE THE BIG
PICTURE. THE ON PAGE 15 OF THE
COMMITTEE ANALYSIS. UM. THE
ANALYSIS DISCUSSES HOW.
CALIFORNIA'S MODEL FOR PAYING
FOR SPECIAL EDUCATION SERVICES.
AH! HAS BEEN THAT. ACCORDING TO
THE LESS THAN OF ANALYSTS.
ANALYSIS. THAT STATE AND FEDERAL
FUNDING SPECIFICALLY FOR SPECIAL
EDUCATION COVERS ABOUT ONE THIRD
OF THE COST OF SPECIAL
EDUCATION. WITH LOCAL SCHOOL
DISTRICTS. UM HAVING TO MAKE UP
THE REST OF THE TWO THIRDS FROM
FUNDS THAT ARE NOT SPECIFICALLY
DESIGNATED FOR SPECIAL
EDUCATION. EXACT CORRECT. YES,
THAT'S CORRECT. AND, UM I KNOW
AS A FORMER SCHOOL BOARD MEMBER,
I, YOU KNOW, EVERY SCHOOL BOARD
MEMBER ALWAYS TALKS ABOUT THE
UNFUNDED FEDERAL MANDATE. UM
FEDERAL GOVERNMENT CONGRESS, UH
, PATTED THEMSELVES ON THE BACK
BY PASSING THE INDIVIDUALS WITH
DISABILITIES EDUCATION ACT. BUT
IN TERMS OF THE FEDERAL
GOVERNMENT ACTUALLY FUNDING ALL
THE OBLIGATIONS. THAT CAME OUT
OF THE I D A. BUT WHAT IS THE
YOU KNOW WHAT THE CURRENT
PERCENTAGES OF THE FEDERAL
GOVERNMENT. COVERING FOR THE
ACTUAL COSTS OF THE IDEA. EDITOR
ROBERT DELEO. I'M NOT JUST
BECAUSE I THINK IT'S SOMEWHERE
AROUND 10 TO 12% 12% WE CAN GET
YOU THE EXACT NUMBER. OKAY, SO
THAT'S WHY EVERY TIME I TALK TO
THE SPECIAL EDUCATION ADVOCATE.
I ALWAYS TELL THEM NUMBER ONE.
GO TALK TO YOUR MEMBER OF
CONGRESS TO INCREASE THAT
FEDERAL FUNDING BECAUSE THEY'RE
ONLY PAYING 10 TO 12% OF THE
OBLIGATION THAT THEY CREATED.
THROUGH THE I. D. A, UM BUT
GOING BACK. TO WHAT WE CAN DO AT
THE STATE LEVEL AND WHAT WE ARE
DOING AT THE STATE LEVEL. UM AND
MY CORRECT AND UNDERSTANDING
THAT THAT UM THE. SPECIAL
EDUCATION IS FUNDING IS
CURRENTLY AND RECENTLY CHANGED
TO BE BASED. UM AT THE LOCAL
EDUCATION AGENCY LEVEL IN TERMS
OF THE NUMBER OF SPECIAL
EDUCATION STUDENTS. YES I
BELIEVE YOU'RE REFERRING TO
CHANGES THAT WERE IMPLEMENTED IN
THE LAST BUDGET CYCLE. SO THAT
DOES THAT MEAN THAT YOU KNOW, I
REPRESENT TORRENTS UNIFIED
SCHOOL DISTRICT THAT THEY'RE
SPECIAL EDUCATION FUNDING COMING
FROM THE STATE IS BASED ON THE
ACTUAL NUMBER OF SPECIAL
EDUCATION STUDENTS AT THE
DISTRICT LEVEL. NO IT'S STILL
BASED ON A CENSUS MODEL. IT'S
JUST THE CALCULATIONS ARE AT THE
L E, A RATHER THAN THE SULFUR
LEVEL. SO. WHAT DOES THAT MEAN?
IN TERMS OF I MEAN THE CENSUS
BASED FUNDING AH, BASED ON THE
TOTAL NUMBER OF STUDENTS, SO
IT'S BASED ON SPECIFICALLY THE
SPECIAL EDUCATION POPULATION,
BUT ITS OVERARCHING IN IN THOSE
SCHOOLS IN THE SCHOOL DISTRICT.
WHAT IS THE WHAT IS THE
ASSOCIATED A. D A. OKAY SO IT'S
BASICALLY THE A D A DETERMINES
THE SPECIAL EDUCATION FUNDING
CORRECT. NOT SPECIFICALLY, THE
SPECIAL EDUCATION STUDENTS
IDENTIFIED. IS THERE? UM. DATA
INDICATING THE ANY SIGNIFICANT
DIFFERENCES AND AH, SPECIAL
EDUCATION, UM, ENROLL STUDENT
ENROLLMENT ACROSS SCHOOL
DISTRICTS. UH I THINK WE ARE
REFERRING TO, UH, THERE'S MORE
IDENTIFIED STUDENTS WHILE WE
HAVE DECLINING ENROLLMENT. IS
THAT IS THAT WHAT YOU'RE
REFERRING TO? ACTUALLY UM, EVEN
WITHOUT DECLINING ENROLLMENT,
ARE THERE DIFFERENCES IN TERMS
OF THE PERCENTAGE OF SPECIAL
EDUCATION STUDENTS? UM DISTRICT
BY DISTRICT HERE YOU SAY YOU'RE
INTERESTED. SO WHAT YOU'RE
REFERRING TO IS THE IS RISING
IDENTIFICATION OF SPECIAL
EDUCATION STUDENTS. YEAH, I OKAY
, SO YOU EVEN YOU'RE PROBABLY
CORRECTLY. ENCOURAGING ME TO
FOCUS ON IDENTIFIED SPECIAL
EDUCATION STUDENTS SINCE WE KNOW
THAT THEY'RE PROBABLY
UNIDENTIFIED STUDENTS OUT THERE.
BUT ARE THERE DIFFERENCES IN THE
PERCENTAGES OF IDENTIFIED
SPECIAL EDUCATION STUDENTS? FROM
DISTRICT TO DISTRICT. LIKE, FOR
EXAMPLE, I MEAN, UM. STILL
STICKING WITH TORRENTS UNIFIED
SCHOOL DISTRICT, TORRANCE
TORRANCE CERTIFIED AS OFTEN YOU
KNOW, APPARENTLY HAS A
REPUTATION AMONG FAMILIES WITH
SPECIAL EDUCATION STUDENTS THAT
THEY ATTRACT FAMILIES TO MOVE TO
TORRANCE UNIFIED BECAUSE THEY
PROVIDE MORE SPECIAL EDUCATION
SUPPORT SERVICES COMPARED TO
NEIGHBORING SCHOOL DISTRICTS IS
THE L O L I O AWARE OF ANY DATA
SHOWING UM, THAT THAT THAT THAT
KIND OF UH, YOU KNOW THEY AGAIN
THE ARE THEIR DISTRICTS THAT
HAVE A HIGHER PERCENTAGE OF
IDENTIFIED SPECIALIZATION.
STUDENTS EDGAR CORO DELLA THAT
THERE ARE DIFFERENCES. WE
HAVEN'T LOOKED AT IT MORE
RECENTLY. BUT LOOKING AT A FUSE
THAT THERE ARE VERY THERE'S
VARIATION ACROSS THE STATE. WE
HAVEN'T DONE ANY OFFICE TO TELL
YOU WHAT THE FACTORS ARE. WHAT
THE REASONS ARE FOR THAT THAT IS
SOMETHING THAT THAT THERE IS
SOME VARIATION THAT EXISTS
ACROSS THE STATE. AND UM, THE
VARIATIONS THAT YOU THAT YOU
HAVE HISTORICALLY IDENTIFIED. I
MEAN, WHAT'S HOW BIG ARE THOSE
VARIATIONS? WE WOULD HAVE TO GET
BACK TO YOU ON THOSE EXECUTIVE
VARIATIONS IN TERMS OF HOW HOW
MUCH THEY ARE, IN SOME CASES,
YOU KNOW, WITH WITH SO MANY
SMALL DISTRICTS, AND THEN YOU
HAVE THESE BIG BIG RINGS AND IN
PART BECAUSE YOU HAVE SMALL A
LOT OF SMALL SCHOOL DISTRICTS
WHERE, UH, YOU JUST HAVE
OUTLIERS BOTH ON THE HIGH END
AND ON THE LOW END. SURE OKAY.
I'D APPRECIATE IT IF THE L A.
YOU CAN FOLLOW UP WITH THAT
INFORMATION. THANK YOU. I THINK,
DID YOU WANT TO ANSWER IT LOOKED
LIKE YOU WERE ATTEMPTING TO
ENGAGE THERE. I THINK, JUST IN
GENERAL IN TERMS OF, UM SORT OF
THE RISING PERCENTAGE ACROSS THE
STATE OVER THE PAST 10 YEARS,
THE STATE OF CALIFORNIA SERVE
ROUGHLY 9.9% STUDENTS WITH
DISABILITIES WERE NOW AT 12
ROUGHLY A LITTLE OVER 12% SO WE
DO HAVE A RISING NUMBER OF
STUDENTS WITH DISABILITIES, YET
A DECLINING OVERALL SOON
POPULATION. UM YOU KNOW,
DISABILITY CATEGORIES RANGE, UM
, FROM FROM FROM ELLIOTT ELLIOTT
. AND THAT'S JUST DUE TO YOU
KNOW, UM, A VARIETY OF FACTORS.
HOWEVER UM, YOU KNOW, WE DO HAVE
A PRETTY, YOU KNOW, A SPREAD OF
DISABILITIES ACROSS THE STATE.
UM THAT SORT OF MIMIC NATIONAL
TRENDS AS WELL. AND IF I MAY
WITH SHERRY JUST TO FOLLOW UP,
CAN YOU IDENTIFY THE HIGHEST, UH
, GROWING CATEGORIES OF SPECIAL
EDUCATION. SURE, SPECIFIC
LEARNING DISABILITIES ARE
LARGEST CATEGORY, SO ROUGHLY 37%
OF STUDENTS IN CALIFORNIA
HAVEN'T IDENTIFIED SPECIFIC
LEARNING DISABILITY, FOLLOWED BY
A SPEECH LANGUAGE IMPAIRMENT
WITH 20% AUTISM, WHICH IS A FAST
RISING CATEGORY AT 15% AND THEN
OTHER HEALTH IMPAIRMENT, WHICH
IS A GENERAL SORT OF DEPENDENT
UPON SORT OF STUDENT AND A TEAM
DECISION AT 13% AS WELL. WHERE,
WHERE DOES DYSLEXIA FALLING
AMONG THOSE CANDIDATES SPECIFIC
LEARNING DISABILITY? AND THAT
WAS THE LARGEST THE FIRST
LARGEST. YES, OKAY. ALL RIGHT.
THANK YOU. UM, IT CAN WE GO BACK
TO THE ISSUES A FEW YEARS AGO
WITH THE EQUALIZATION THAT
SETTLED ISSUE NOW, WITH SCHOOL
DISTRICTS HAVING UNEQUAL SPECIAL
ED FUNDING. SO YOU'RE REFERRING
TO THE RATES FOR 88 FOR EACH
CELL BOOK? CORRECT MAYBE THE L A
O WAS TO ENGAGE IN THEM. SORRY I
THINK BY AND LARGE THAT THERE
WERE SIGNIFICANT INCREASES THAT
INCREASED FUNDING. I THINK WE'RE
AT 800. WE WERE AT $820 PER 80 A
IN THIS CURRENT YEAR. UM THAT
ISN'T SHE BROUGHT ALL OF THE
DISTRICT. ALL OF THE SAPPERS WHO
WERE FUNDED AT LOWER RATES UP. I
THINK THERE ARE NOW JUST A
HANDFUL OF DISTRICTS WHO HAD FOR
HISTORICAL REASONS SEPARATES
MUCH HIGHER HIGHER THAN THAT,
BUT THE VAST MAJORITY OF THOSE
ARE FUNDED AT THAT $820 PER DAY,
AVERY YEAH, SO WE HAVEN'T HEARD
FROM DISTRICTS NOT HERE TODAY,
ASKING THAT WE ADDRESS IT. SO
IT'S A SETTLED ISSUE, BUT AS FAR
AS THE ISSUE THAT MR MURATSUCHI
NOTED THAT DECLINING, UM STUDENT
ENROLLMENT. CALIFORNIA INCREASE
NUMBERS SUITS BEING IDENTIFIED
AS FAR AS NEEDING SPECIAL
EDUCATION DOES THAT LEAD TO AN
OVERALL INCREASE? IN THE THAT
THE NUMBER OR STILL DECREASE
BECAUSE IT IS A CENSUS BASED
MODEL. SO THERE SO THE, UM WHAT
THE ALLOCATION IS GOING TO BE
BASED ON THAT DECLINING
ENROLLMENT A D A SO THERE SO
BECAUSE THERE'S A HIGHER NUMBER
OF IDENTIFIED SPECIAL EDUCATION
STUDENTS THAT'S NOT GENERATING.
THAT'S NOT GENERATING THE
FUNDING HERE. YOU SAID. THAT'S
LIKE 12, NOW OF STUDENTS THAT
ARE IDENTIFIED. IT'S IN SPECIAL
ED, IS THAT AVERAGE FOR AMERICA
IS THAT YOU KNOW ABOUT NORMAL
STAGES STATE AS LARGE AS
CALIFORNIA. THAT'S ABOUT
AVERAGE. AND DO WE STILL THINK
THERE ARE A LOT OF UNDIAGNOSED?
STUDENTS POTENTIALLY, I THINK
YOU KNOW, ONE OF THE TWO FACTORS
THAT WE'RE KEEPING AN EYE ON IS
ONE OF THE SORT OF IMPACTS OF
COVID UM AND STUDENTS IN TERMS
OF STUDENTS THAT HAD COVID AND
HAVE HAVE HAD LONG COVID OR
SYMPTOMS LIKE THAT, UM, BUT AND
AGAIN SORT OF THE GROWING MENTAL
HEALTH CONCERNS THAT OUR
STUDENTS ARE FACING AS WELL.
COULD UM, POTENTIALLY LEAD TO
IDENTIFICATION, UM, AND ALSO
SUPPORT THROUGH SYSTEMS SUCH AS
MULTI TIER SYSTEMS AND SUPPORTS
AS WELL. AND THEN HOW ABOUT THE
SCREENING PROPOSALS? HAS THAT.
MADE A DIFFERENCE AND
IDENTIFYING. STUDENTS AND HAVING
THE INCREASE TO 12. UH IN TERMS
OF THE DYSLEXIA SCREENERS, JUST
ANY SCREEN. WE'VE HAD EARLY
EDUCATION. UM SCREENING TOOLS.
YEAH YOU KNOW, I IDEALLY UM YOU
KNOW, THESE SCREENERS ARE MEANT
TO, UM, ADDRESS EARLY AND OFTEN
SO THAT STUDENTS AND SPECIAL
EDUCATION IS ACTUALLY AVOIDED
AND THAT THEY ARE ADDRESSING THE
GAPS IN THEIR EDUCATION EARLY ON
IN THEIR EDUCATIONAL CYCLE. UM
AND THEN, YOU KNOW, I THINK YOU
KNOW FOR US. YOU KNOW, THESE
SCREENERS ARE STILL UNDER
DEVELOPMENT. AND SO YOU KNOW, I
THINK IMPLEMENTATION AND WILL BE
KEY IN TERMS OF THE APPLICABLE
USE. OH, THEY DON'T RESULT UM,
IN AN INCREASED IDENTIFICATION
AS WELL. SO UM, YOU KNOW,
AGAINST SOMETHING WE'RE WATCHING
OUT FOR. LASTLY IT'S A BILL. NOT
A NOT A BUDGET PROPOSAL, AND WE
DON'T DEBATE BILLS HERE TO
DEBATE IDEAS, BUT IT COULD COME
BECOMING IS THIS PROPOSAL FOR
INCREASED GUINEA SCREENING FOR
DYSLEXIA? WHAT? WHAT WOULD THAT
MEAN? AS FAR AS THE IMPACT ON
SPECIAL ED NEED IN CALIFORNIA.
UM THE IMPACT POTENTIALLY COULD
BE APPROPRIATE SERVICES AND
SUPPORTS BEING IDENTIFIED FOR
STUDENTS EARLIER ON, SO THEY'RE
ABLE TO ADDRESS GAPS RATHER THAN
HAVING THEM BE IDENTIFIED IN THE
LATER YEARS, WHEN CONTENT GETS
DIFFICULT, UM AND
DEVELOPMENTALLY STUDENTS ARE
DIFFERENT SPACES AND PLACES AND
SO I THINK IT'S MEANT TO AGAIN.
UM IDENTIFY STUDENTS TO GET THEM
THE SERVICES FASTER. UM, IT'S
ALSO A DEBT, UM, MEANT TO
IDENTIFY STUDENTS AND GET THEM
SERVICES, PERHAPS THROUGH A
MULTI TIER SYSTEM OF SUPPORT AS
WELL. SO AGAIN, NOT A FAST TRACK
TO SPECIAL EDUCATION. BUT REALLY
TO ADDRESS LEARNING GAPS AND
DIFFERENCES EARLY ON IN THE
STUDENTS, UM LIFECYCLE. OKAY
THANK YOU. THAT'S IT FOR ME.
FURTHER QUESTIONS, REMEMBERS
SEEING NONE WILL HOLD. THIS
ISSUE OPENED LAST ITEM,
UNIVERSAL MEALS AND KITCHEN
PROPOSAL. AND THEN JUST THE
ANNOUNCEMENT. AFTER THAT, WE'LL
HEAR PUBLIC COMMENT WILL DO AS
MUCH AS WE CAN. WE MAY BREAK FOR
THE DEMOCRATIC CAUCUS DURING THE
LUNCH HOUR.
NOPE. FINANCE L A. O C. D THANK
YOU, MR CHAIR MEMBERS. ALEX SHOP
DEPARTMENT OF FINANCE. THE
GOVERNOR'S BUDGET INCLUDES AN
INCREASE OF 75,008,000 TO
REFLECT AN 8.13% COST OF LIVING
ADJUSTMENT. UM AND THE DECREASE
OF 36,803,000 TO REFLECT UPDATED
FOLLY MEAL ESTIMATES FOR THE
STATE MEAL PROGRAM. FOR A TOTAL
INCREASE OF 38,205,000 FOR THE
PROGRAM. THIS INCREASES THE
TOTAL APPROPRIATION, UM FOR
STATE REIMBURSEMENT TO 1.455
BILLION PROPER 98 GENERAL FUND
FOR 23 24. THE STATE
REIMBURSEMENT RATE IN 23 24 WILL
BE 96.78 CENTS PER MEAL SERVED,
WHICH IS AN INCREASE OF OVER
SEVEN CENTS. FROM THE 22 23 RATE
OF 89, A HALF CENTS THE TOTAL
REIMBURSEMENT PER MEAL,
INCLUDING FEDERAL REIMBURSEMENT
IS ESTIMATED TO BE AROUND 5 41
FOR LUNCH AND 403 FOR BREAKFAST.
UM THE GOVERNOR'S BUDGET ALSO
MAINTAINS THE $650 MILLION
ESTIMATE FOR THE 2022. BUDGET
FOR UNIVERSAL MEALS. HOWEVER DUE
TO TIMING WE ONLY HAD ACTUAL
MEAL DATA THROUGH AUGUST WHEN
DOING THESE PROJECTIONS. WE
CONTINUE TO WORK CLOSELY WITH
THE DEPARTMENT OF EDUCATION AND
ARE CURRENTLY REVIEWING SPRING
PROJECTIONS. UH WE INTEND TO
FURTHER REFINE THE BUDGET FOR
THE STATE MEAL PROGRAM BASED ON
UPDATED TRENDS FOR BOTH 22 23 23
24. AS PART OF THE MARY VISION.
UM LASTLY, THE BUDGET ALSO
PROPOSES TO SET ASIDE 15 MILLION
OF THE 600 MILLION APPROPRIATED
FOR THE 2022 KITCHEN
INFRASTRUCTURE AND TRAINING
PROGRAM TO PROMOTE SINGLE USE OF
WASTE REDUCTION IN SCHOOL
CAFETERIAS THROUGH THE PURCHASE
AND INSTALLATION OF COMMERCIAL
DISHWASHERS. WILD DISHWASHERS
ARE ALREADY AND ALLOWABLE USE.
UM WE DO ACKNOWLEDGE THAT ELIA
AS MANY TO PRIORITIZE
INFRASTRUCTURE FUNDING FOR OTHER
PURPOSES. WE BELIEVE THAT
UTILIZING EXISTING FUNDS TO
PROVIDE A FOCUS ON AND TO
PROMOTE THE USE OF DISHWASHERS
WILL HELP TO TRANSITION SCHOOLS
TO REUSABLE FOOD SERVICE, WHERE
FOR THEIR MEALS AND WILL NOT
ONLY HELP TO REDUCE WASTE, BUT
ALSO LITTER AND HAULING COSTS
FOR SCHOOLS, ESPECIALLY WITH THE
INCREASE OF MEAL SERVED WITH THE
IMPLEMENTATION OF UNIVERSAL FREE
BREAKFAST AND LUNCH FOR ALL
STUDENTS. UM THAT CONCLUDES MY
REMARKS AND HAPPY TO TAKE
QUESTIONS AT THE APPROPRIATE
TIME. THANK YOU. L A OH ORTEZ L
A OH, WE RECOMMEND REJECTING THE
PROPOSAL TO REDIRECT 15 MILLION
FROM THE 22 23 KITCHEN
INFRASTRUCTURE FUNDING AND
INSTEAD OF, UM, UM, TO INSTEAD
PROVIDE GRANTS FOR ELIA'S TO
PURCHASE OR INSTALLED COMMERCIAL
DISHWASHERS. WE FIND THE
PROPOSED MODIFICATIONS ARE
UNNECESSARY GIVEN ELIA'S CAN
ALREADY USE THE KITCHEN
INFRASTRUCTURE FUNDS TO PURCHASE
AND INSTALL COMMERCIAL
DISHWASHERS AND REJECTING THE
PROPOSAL ALLOWS ELLIOTT TO
DETERMINE WHAT UPGRADES THEIR
KITCHENS NEED RATHER THAN
SETTING ASIDE FUNDS FOR ONE
SPECIFIC PURPOSE. WE FURTHER
QUESTION WHETHER PROVIDING
FUNDING FOR COMMERCIAL
DISHWASHERS IS AN EFFECTIVE WAY
TO ACHIEVE THE ADMINISTRATION'S
GOAL OF REDUCING SINGLE USE
PLASTIC. MANY ALTERNATIVES EXIST
FOR ELIA'S TO REDUCE SINGLE USE
PLASTIC IN SCHOOL NUTRITION
PROGRAMS, FOR EXAMPLE, RATHER
THAN USING SINGLE USE PLASTIC
TRAYS TO SERVE FOOD AND
ALTERNATIVE IS AN ELLIOTT COULD
INSTEAD USE COMPOSTABLE TRAYS IF
THE LEGISLATURE IS INTERESTED IN
REDUCING SINGLE USE PLASTIC IT
COULD DIRECT CTE TO PROVIDE
GUIDANCE TO ELIA'S ON EFFECTIVE
STRATEGIES FOR REDUCING SINGLE
USE PLASTIC IN SCHOOL NUTRITION
PROGRAMS, AND THAT CAN MY
REMARKS. I'M HAPPY TO TAKE
QUESTIONS AT THE APPROPRIATE
TIME. THANK YOU. GOOD MORNING,
MR CHAIR, REMEMBERS KIM FRENZEL
ON BEHALF OF THE STATE
SUPERINTENDENT OF PUBLIC
INSTRUCTION, TONY THURMAN. THE
DEPARTMENT OF EDUCATION
APPRECIATES THE CONTINUED
INVESTMENT IN THE CALIFORNIA
UNIVERSAL MILLS PROGRAM. THIS
PROGRAM IS KEY TO TRANSFORMING
OUR CALIFORNIA SCHOOL SYSTEMS
AND A VITAL ELEMENT TO A
STUDENT'S OVERALL. EDUCATIONAL
EXPERIENCE AND SUCCESS.
UNIVERSAL MEALS, SUPPORT
EQUITABLE OPPORTUNITIES FOR ALL
OF OUR 5.8 MILLION PUBLIC SCHOOL
STUDENTS SO THAT THEY ARE ABLE
TO RECEIVE A NUTRITIOUS
BREAKFAST AND LUNCH EACH AND
EVERY SCHOOL DAY WITHOUT STIGMA.
SCHOOL MEALS ACCOUNT FOR
APPROXIMATELY A THIRD TO A HALF
OF A STUDENT'S DAILY, CALORIC
AND NUTRITIONAL NEEDS AND FAR
TOO MANY OF OUR OF OUR CHILDREN.
THIS IS THE HEALTHIEST MEAL THAT
THEY'RE RECEIVING IN THE DAY. WE
ARE HAPPY TO SEE A RETURN FROM
THE PANDEMIC ABOUT 99% OF PRE
PANDEMIC MILL PARTICIPATION. AND
WE ARE ESTIMATING THAT IN THIS
THIS COMING SCHOOL YEAR WE ARE
ESTIMATING. 8 818 MILLION
BREAKFAST AND LUNCH TO BE SERVED
THIS YEAR, AND YOU CAN COMPARE
THAT TO PRE PANDEMIC WHERE WE
WERE SERVING 820 MILLION MEALS.
THE ONGOING INVESTMENT IN
CALIFORNIA UNIVERSAL MILLS
AFFORD STUDENTS THE ABILITY TO
BETTER LEARN THRIVE. HAVE
GREATER ACCESS TO SCHOOL MEALS,
ALL OF WHICH ADD UP TO LIFELONG
HEALTHY HABITS. SCHOOLS RELY
HEAVILY ON THE ADEQUATE MEAL
REIMBURSEMENT TO KEEP THEIR MAIL
PROGRAMS FINANCIALLY VIABLE.
ESPECIALLY AS WE'RE CONTINUING
TO SEE THE HIGH COST OF FOODS,
STAFFING SHORTAGES, AND I JUST
RECENTLY HEARD OF EXAMPLES WHERE
SCHOOL WANTED TO DO MORE SCRATCH
BAKING, BUT THEY COULDN'T GET
THE FLOWER OR THE LEAVENING
AGENTS OR THE DISTRIBUTOR WAS
CHARGING A PRETTY SUBSTANTIAL
FEE JUST TO DELIVER THOSE FOODS
TO THEIR SCHOOL. IN AUGUST OF
2022, THE NUTRITION POLICY
INSTITUTE PUBLISHED THEIR STUDY
ON THE BENEFITS AND CHALLENGES
OF PROVIDING UNIVERSAL MEALS IN
CALIFORNIA. FOOD SERVICE
DIRECTORS AND WHETHER THEY ARE
FROM LARGE, SMALL RULE. URBAN
COMMUNITIES REPORTED THAT THE
MINIMUM REIMBURSEMENT RATE
NECESSARY TO PROVIDE MEALS AND
TO MEET THE FEDERAL NUTRITION
STANDARDS AND APPEAL TO THE
LIKES OF STUDENTS ON AVERAGE WAS
$3.39 FOR BREAKFAST AND $5.08
FOR LUNCH. THE CALIFORNIA
DEPARTMENT OF EDUCATION IS
WORKING VERY CLOSELY WITH THE
DEPARTMENT OF FINANCE ON THE
UNIVERSAL MILLS, FUNDING LEVEL
PROJECTIONS AND THE TRENDS AND
I'LL FOCUS ON SOME OF THE TRENDS
IN A MOMENT. AH AND THE
ADMINISTRATION HAS CONVEYED TO
US THEIR INTENT TO ENSURE THAT
UNIVERSAL MEALS PROGRAM REMAINS
WHOLE AND FINANCIALLY VIABLE FOR
OUR SCHOOLS THROUGH THE MAY
REVISE. WE APPRECIATE THIS
COMMITMENT TO THE PROP 98
FUNDING SO SCHOOLS CAN RECEIVE
THIS MUCH NEEDED STATE
REIMBURSEMENT TO FULLY
COMPENSATE THEM FOR THE
BREAKFAST AND LUNCH EACH AND
EVERY SCHOOL DAY, SO I WANT TO
SPEND A FEW MINUTES ON SOME OF
THE TRENDS THAT WE'RE SEEING.
THE PANDEMIC REALLY HAS REVEALED
JUST HOW IMPORTANT AH, FOOD
INSECURITY, UM, AND ACCESS TO
NUTRITIOUS FOODS IS IN OUR
SCHOOL COMMUNITIES. AND SO WE'RE
SEEING FOUR TRENDS. AS A RESULT
, WE BELIEVE IN THE PANDEMIC AS
AND WITH THE IMPLEMENTATION OF
THE NEW CALIFORNIA UNIVERSAL
MILLS PROGRAM. TREND NUMBER ONE
IS MORE SCHOOLS ARE NOW OFFERING
MEALS WAS WHEN SCHOOL IS NOT IN
SESSION. SO FOR EXAMPLE, IF YOU
LOOK AT THE WINTER BREAK, AND WE
COMPARE DECEMBER OF 2018 TO
DECEMBER OF 2022 BACK IN
DECEMBER OF 2018 528 SUMMER,
SEAMLESS MEALS WERE SERVED IN
THE STATE OF CALIFORNIA. JUST
100 528 FAST FORWARD TO DECEMBER
OF 2022, WHERE WE SERVED OVER
23,306. SUMMER, SEAMLESS MEALS
DURING THE BREAK IN DECEMBER. SO
WE ARE SEEING AND AGAIN. I
BELIEVE THIS IS FIRMLY FROM THE
PANDEMIC, THE NEED TO OFFER
MEALS YOU KNOW WHEN SCHOOL IS IN
SESSION BEFORE SCHOOL AFTER
SCHOOL. AND WHEN SCHOOL'S ON
BREAK TREND NUMBER TWO THAT
WE'RE SEEING IS THAT THERE'S
BEEN JUST A MUCH GREATER
INCREASE IN THE NUMBER OF SCHOOL
NUTRITION MEALS BEING CLAIMED AT
THE PAID CATEGORY. IT'S DOUBLE
TO WHAT THAT WAS IN THE
PANDEMIC. TREND NUMBER THREE 88%
INCREASE IN THE FEDERAL
COMMUNITY ELIGIBILITY PROVISIONS
COMPARED TO THE PANDEMIC. THIS
IS A DIRECT RESULT OF CALIFORNIA
UNIVERSAL MILLS, NOW REQUIRING
ALL SCHOOL SITES WITH AN
IDENTIFIED STUDENT PERCENTAGE OF
40% TO APPLY FOR A FEDERAL
PROVISIONS. AND IN THE PAST,
SOME OF THESE SCHOOLS ARE WE'RE
JUST RIGHT AT THAT THRESHOLD. UM
MAYBE DIDN'T FEEL THAT THAT THEY
COULD DO THAT, BECAUSE OF THE
FINANCIAL IMPACT IT WOULD HAVE
ON THEIR OWN GENERAL FUND, BUT
WITH UNIVERSAL MEALS AND NOW THE
STATE, YOU KNOW, THROUGH THE
PROP 98 FUNDING, PAYING THE
DIFFERENCE BETWEEN THE FEDERAL
FREE RATE AND THE PAID. WE'RE
SEEING THOSE THAT INCREASE. AND
THEN TREND NUMBER FOUR IS
REGARDING SCHOOLS THAT ARE NOT
ON A PROVISION NOT ON COMMUNITY
ELIGIBILITY. THEY'RE STILL
FEDERALLY MANDATED TO COLLECT
MEAL APPLICATIONS FOR THE MILL
PROGRAMS, AND THEY THEY ARE
REPORTING THAT HOUSEHOLDS ARE
NOT RETURNING THOSE THOSE
APPLICATIONS FOR THE MILL
PROGRAMS AND I THINK AGAIN, THIS
CAN BE VERY MUCH ATTRIBUTED TO
THREE YEARS OF A FEDERAL
PANDEMIC WHERE WE HAD FEDERAL
WAIVERS THAT MORE MEAL
APPLICATIONS WERE NOT REQUIRED,
AND SO NOW KIND OF HELPING
FAMILIES REEDUCATE THEM TO THE
IMPORTANCE OF THE MILL
APPLICATIONS AS WE RETURN TO
NORMAL FEDERAL MANDATES THAT DO
REQUIRE THE COLLECTION OF MILL
APPLICATIONS. AND WE'RE SEEING
THIS PLAY OUT IN AND STATISTICS
AS WELL. THE FEDERAL
VERIFICATION REPORT THAT WE SEND
TO USDA THE DEPARTMENT OF
EDUCATION HAS SEEN A 78%
DECREASE IN THE NUMBER OF MAIL
APPLICATIONS SUBMITTED THIS YEAR
AGAIN. WE'RE SEEING A RISE IN
COMMUNITY ELIGIBILITY, WHERE
THERE'S NO MILL APPLICATIONS,
BUT ALSO DIRECTLY IMPACTED BY
THE LOWER NUMBER OF MILL
APPLICATIONS. SO THE DEPARTMENT
OF EDUCATION WE'RE DOING A LOT
TO SUPPORT AND HELP OUR SCHOOLS
WITH STRATEGIES ON COLLECTING
MILL APPLICATIONS. AND PROMOTING
BEST PRACTICES. A FEW OF THOSE I
HAPPY TO SHARE ITS, YOU KNOW,
PREDOMINANTLY, IT'S AS EASY AS
PREDOMINANTLY DISPLAYING THE
MILL APPLICATION ON THE
DISTRICT'S WEBSITE, INCLUDING
THE MIDDLE APPLICATION IN BACK
TO SCHOOL AND THEN REGISTRATION
FORMS AND HAVING CONVERSATIONS
AT THE TEACHER PARENT, UM,
CONFERENCES, ONLINE
REGISTRATION. SOME DISTRICTS
HAVE KIND OF HARD EDITS WHERE A
FAMILY CAN'T MOVE FORWARD WITH
THEIR SCHOOL REGISTRATION UNTIL
THEY COMPLETE THE MIDDLE
APPLICATION AND THEN REALLY
IMPORTANT IS THE MONTHLY DIRECT
CERTIFICATION MATCHES.
FEDERALLY. IT'S A THREE TIMES A
YEAR, BUT WE REALLY DO ENCOURAGE
ALL FAMILIES TO DO THAT. THREE
TIMES DO SCHOOLS DO THAT
MONTHLY? UM THOSE ARE JUST A FEW
EXAMPLES, BUT CERTAINLY ALSO
WORKING WITH PARENTS.
ASSOCIATIONS AND GROUPS AND
SCHOOL EDUCATORS TO DISCUSS THE
BENEFIT OF THE MILL APPLICATIONS
BEYOND THE SCHOOL MEAL PROGRAM.
SO MANY EDUCATIONAL FUNDING
PURPOSES BUT ALSO FOR THE FAMILY
, THERE IS DISCOUNTS IN ADVANCED
PLACEMENT TESTING WAIVERS TO
COLLEGE APPLICATION FEES AND
DISCOUNTS TO HIGH SPEED
INTERNET. SO UM, ALSO, I THINK
IT'S NOT JUST ABOUT ACCESS TO
MEALS IS ABOUT THE QUALITY OF
MILLS THAT WE'RE SEEING. SO WE,
THE DEPARTMENT OF EDUCATION IS
INCREDIBLY APPRECIATIVE OF THE
$850 MILLION IN SCHOOL MEAL
GRANTS SINCE 2021 MANY OF OUR
SCHOOL CAFETERIAS AND KITCHEN
ARE VERY, VERY OUTDATED. THEY
HAVE VERY OUTDATED. PLUMBING
WIRING. THEY NEED MORE EQUIPMENT
. THEY NEED LARGER SPACES TO
AFFORD UNIVERSAL MEALS. AND SO
WE ARE SEEING THEM TAKE
ADVANTAGE FOR THE 2022 KITCHEN
INFRASTRUCTURE. FUNDING WE'VE
HAD 1010 ELIA'S OPT INTO THOSE
FUNDINGS AND 518 OPT INTO THE
FRESHLY PREPARED MEALS AND THE
LIST OF TYPES OF ITEMS THAT THEY
ARE BUYING. OUR THERE'S IT'S.
THERE'S A WIDE VARIETY BECAUSE
THEY KNOW THEIR NEEDS MORE THAN
WE DO THEY KNOW THE SPECIFIC UM
NUANCED, YOU KNOW, DO THEY NEED
WIRING OR SERVICE AGREEMENTS SO
THEY REALLY DO APPRECIATE THE
FLEXIBILITY IN THIS FUNDING THAT
THEY HAVE. AND THEN, FINALLY,
THE FINAL TOPIC ON NUTRITION
THAT THE DEPARTMENT OF EDUCATION
WOULD LIKE TO SHARE IS WHAT
WE'RE DOING TO HELP SCHOOLS
NAVIGATE THE FEDERAL MILL
REQUIREMENTS. WITH THE EXPANDED
LEARNING OPPORTUNITIES. THE
FEDERAL MAIL PROGRAMS, LOTS OF
REQUIREMENTS AND THE SCHOOL
NUTRITION PROGRAMS, THE NATIONAL
SCHOOL LUNCH SCHOOL BREAKFAST
PROGRAM. MUST BE TIED TO A
SCHOOL DAY. SO WHAT WE'RE DOING
TO HELP SUPPORT SCHOOLS KIND OF
FIGURE THIS OUT WHAT MEALS TO
OFFER WITH EXPANDED LEARNING.
UM, IT'S REALLY COMES DOWN TO
THE TIMING SO AND IN TRADITIONAL
SCHOOL YEAR, THEY CAN OFFER THE
SCHOOL BREAKFAST PROGRAM TO
EXPAND AND LEARNING STUDENTS
SIMPLY BY ADJUSTING THE TIMING
OF THEIR MEAL SERVICE. OR THEY
COULD OFFER SECOND CHANCE
BREAKFAST OR BREAKFAST AFTER THE
BELL, THEY CAN OPT INTO THE
SCHOOL SNACK PROGRAM FOR THE
STUDENTS FOR AFTER SCHOOL, AND
THEN SOME SCHOOLS ARE EXPLORING
ALTERNATIVE LUNCH SCHEDULES THAT
WOULD ALLOW THEM TO SERVE BOTH
THE STUDENTS AND THEN THOSE THAT
ARE GOING ON TO EXPANDED
LEARNING AFTER SCHOOL. AND WHEN
SCHOOL IS NOT IN SESSION, THE
EXPANDED LEARNING OPPORTUNITIES
THE SUMMER MEAL PROGRAMS WOULD
BE AN OPTION AND TO PARTICIPATE
IN THE SUMMER MILL PROGRAMS THEY
SCHOOLS DO HAVE TO MEET A
FEDERAL AREA ELIGIBILITY
REQUIREMENT OF AT LEAST 50% OF
THE STUDENTS AND THE COMMUNITY
MUST BE ELIGIBLE FOR FREE OR
REDUCED PRICE MEALS. THE OTHER
OPTION IS THE CHILD AND ADULT
CARE FOOD PROGRAM THAT IS NOW
ADMINISTERED BY THE DEPARTMENT
OF SOCIAL SERVICES, AND THERE IS
AN AREA ELIGIBILITY REQUIREMENTS
FOR THAT, AS WELL. SO IN CLOSING
. THE FEDERAL MILL PROGRAMS HAVE
MANY REGULATIONS AND MANY RULES
AND THE DEPARTMENT OF EDUCATION
ABSOLUTELY VALUES THE
COLLABORATION WITH THE
ADMINISTRATION, THE LEGISLATURE
AND OUR SCHOOL NUTRITION
PROFESSIONALS IN THIS HISTORIC
TIME AND JOURNEY OF IMPLEMENTING
UNIVERSAL MILLS AND EXPANDED
LEARNING OPPORTUNITIES AND WE
LOOK FORWARD TO WORKING CLOSELY
TOGETHER TO PERFECT THAT, AND
THEN JUST FINALLY, MAY 5TH IS
NATIONAL SCHOOL LUNCH HERO DAYS
AND SO I WOULD INVITE EVERYONE
TO PLEASE GO HAVE A LUNCH AT
YOUR SCHOOL. I KNOW OUR SCHOOLS
AND THE FOOD SERVICE STRUCTURES
WOULD LOVE TO HAVE YOU THERE, SO
THANK YOU. THIS CONCLUDES MY
REMARKS AND I, ALONG WITH SARAH
NEVILLE MARGON AND COREY CONNOR
AVAILABLE TO ANSWER QUESTIONS AT
THE APPROPRIATE TIME. THANK YOU,
UM. I THINK THIS IS ONE OF THE
BEST THINGS THAT WE DID IN
CALIFORNIA LAST FEW YEARS AS FAR
AS SCHOOL FUNDING, MAKING
UNIVERSAL SCHOOL MEALS, SO UM,
YOU KNOW, A LOT OF PEOPLE PUSHED
ON THIS. I WANT TO RECOGNIZE OUR
MEMBER THREE OF US. THIS IS HER
BILL A COUPLE OF YEARS AGO TO
MAKE IT A REALITY. AND SO
CALIFORNIA'S LEADING THE WAY
THIS WAS SOMEWHAT QUIET. AS FAR
AS WE HAD UNIVERSAL AFTER SCHOOL
PROGRAM, UNIVERSAL PRE K WITH
KINDERGARTEN. COMMUNITY SCHOOLS
AND THIS TO, UM I JUST WANT TO
KNOW. IS IT WORKING? DO WE HAVE
ENOUGH RESOURCES TO MAKE IT? UH,
WORK ACROSS CALIFORNIA SO HE CAN
GIVE ME A BRIEF ANSWER TO THAT.
IS IT WORKING? YES IT IS
WORKING. OKAY WHAT DO WE NEED TO
DO TO CONTINUE TO MAKE IT WORK
AND MAKE IT THRIVE? AND AH,
WELL, WE ARE WORKING WITH THE
ADMINISTRATION ON JUST KIND OF
RIGHT SIZING THE PROP 98 MONEY
JUST TO MAKE SURE THAT WE HAVE
THE, UM THAT THAT WE CAN FULLY
FUN UNIVERSAL MEALS SO THAT
WE'RE NOT HAVING TO PRO RATE
ELIA'S IF THERE ISN'T SUFFICIENT
FUNDING BECAUSE I THINK WE WANT
TO MAKE SURE THAT SCHOOLS ARE
COMPENSATED SO THAT THEY ARE
ABLE TO PROVIDE HIGH QUALITY,
NOT JUST A MEAL, BUT HIGH
QUALITY BREAKFAST AND LUNCH. SO
WHAT HAVE BEEN SOME OF THE
CHALLENGES SO FAR TO IMPLEMENT
UNIVERSAL? UM, CERTAINLY.
COLLECTION OF THE MILL
APPLICATIONS. SO A SCHOOL THAT
IS ON STANDARD MILK COUNTY AND
CLAIMING AND UM, IF YOU THINK
ABOUT IT, UNIVERSAL FREE MEALS
WE COLLECT STILL IF IT'S
UNIVERSAL FEDERAL REQUIREMENT.
IT'S A FEDERAL REQUIREMENT. SO
AS WE SEE MORE SCHOOLS GOING
ONTO COMMUNITY ELIGIBILITY UM,
THAT NUMBER OF MILL APPLICATIONS
WILL COME DOWN. BUT FOR THOSE
SCHOOLS THAT ARE ABOVE THE 40%
THRESHOLD, THEY ARE STILL
REQUIRED TO COLLECT MAIL
APPLICATIONS. UM. YEAH, BUT I
JUST WANT TO NOTE THAT OUR KIDS
AT HOME LOVE OUR SCHOOL MEALS
HERE AT SAC CITY, IN LARGE PART
BECAUSE THEY ABOUT FIVE YEARS
AGO BEFORE THIS, THEY PASS AND
FUND AND DID THIS AMAZING SCHOOL
KITCHEN AND THEY'RE ABLE TO DO
MORE. I'M NOT SURE IT'S 100%
SCRATCH BUT PRETTY HEALTHY FOOD.
AND GOOD OPTIONS THERE. UM. WHAT
DO THEY EAT IT? YES, THEY DO.
EAT IT. THEY COME HOME. THAT'S
THEIR THAT'S THEIR MEAL. THEY
LIKE MOST DURING THE DAY, I
THINK THIS WHOLE NOTION ABOUT
THE KITCHENS AND THE DISHWASHERS
. WHY ARE WE PICKING WINNERS AND
LOSERS? WHY DON'T WE JUST GIVE
MONEY TO SCHOOL DISTRICTS? THEY
DECIDE IF THEY NEED TO HAVE
UPGRADE THEIR KITCHEN. HAVE A
CENTRAL KITCHEN OR IF THEY WANT
TO. HAVE A DISHWASHER TOO.
REDUCE PLASTIC WASTE. UM OUT
SHOP DEPARTMENT OF FINANCE, SO
THE ADMINISTRATION SEES THIS AS
AN OPPORTUNITY. I THINK TO MORE
INTENTIONALLY, UM, YOU KNOW,
PROMOTE SUSTAINABILITY. UM
SINGLE USE WASTE REDUCTION IN
THE SCHOOL CAFETERIA SPACE. UM
DISHWASHERS ARE ALREADY AN
ALLOWABLE USE THAT ELIA'S CAN
CHOOSE. AS PART OF THE KITCHEN
INFRASTRUCTURE FUNDING, BUT I
THINK WE DO WANT TO ACKNOWLEDGE
UM, YOU KNOW, GIVEN THE STRONG
DEMAND FOR THIS FUNDING UM, THAT
MANY L A IS LIKELY HAVE YOU KNOW
SEVERAL OF PRIORITIES AND NEEDS
TO USE THIS FUNDING? UM I THINK
I SEE WHERE YOU'RE GOING WITH
THAT. I THINK WE HAVE MAYBE A
DIFFERENT IDEA AND APPROACH. UM
IF WE WANT TO BE INTENTIONAL
ABOUT WASTE ONE, I WOULD JUST
SAY NO SINGLE USE CONTAINERS AND
GIVE IT END DATE FOR THAT, AND
SO SCHOOL DISTRICTS WILL HAVE TO
EITHER HAVE COMPOSTABLE THINGS
OR HAVE A DISHWASHER TO WASH
THEM, SO I THINK THAT'S THE
BETTER APPROACH AND WE'LL THINK
ABOUT DOING THAT, IN OUR VERSION
IS JUST HAVE A CLARITY THAT NO
MORE SINGLE USE. CONTAINERS FOR
SCHOOL MEALS, I THINK, AND THEN
WE LOOK THAT WAY WE HAVE TO SAY.
TAKE MONEY AND PUT ONLY FOR
DISHWASHERS. WE CAN JUST, YOU
KNOW. USE IT FOR KITCHEN. UM
INFRASTRUCTURE ALLOWED SCHOOL
DISTRICTS TO FOCUS ON THAT.
YEAH, NO OTHER QUESTIONS FOR ME,
MR MURATSUCHI. THANK YOU. I JUST
WANTED TO UM, ASK I WASN'T
INVOLVED IN THE DISCUSSIONS WHEN
THE UNIVERSAL MEAL PROGRAM FOR
ALL WAS ESTABLISHED, I MEAN, I
CERTAINLY STRONGLY SUPPORT. UH.
UNIVERSAL MEALS FOR KIDS THAT
ACTUALLY NEEDED, BUT I I'VE
HEARD FROM MY DAUGHTER'S SCHOOL
AND FROM OTHERS THAT THERE ARE
SOME SCHOOLS WERE FRANKLY, I
DON'T THINK THE KIDS NEEDED YOU
KNOW THEY THEY, THEY THEY LIVE
IN MIDDLE TO AFFLUENT, UH, YOU
KNOW, INCOME COMMUNITIES, AND
I'M HEARING THAT A LOT OF FOOD
IS GOING TO WASTE AND SO I'M
WONDERING IF YOU KNOW IF THERE
IS ANY DISCUSSION OR ANY
CONSIDERATION ABOUT YOU KNOW,
ESPECIALLY GIVEN THAT WE'RE
USING LIMITED PROBLEM
PROPOSITION $98, YOU KNOW, WHY
NOT JUST GIVE IT TO THE KIDS
THAT NEEDED AND NOT GIVE IT TO
ALL SCHOOL DISTRICTS, AND I
DON'T SEE THE POINT OF GIVING
FREE MILLS AND AFFLUENT SCHOOL
DISTRICTS. YOU HAVE A NICE CUP
AN ANSWER, BUT YOU CAN ENGAGE TO
ANYBODY WANTS TO. SURE I CAN. I
CAN JUST KIND OF TALK ABOUT SOME
OF THE DIFFERENCES WITH THE
FEDERAL, THE FEDERAL SCHOOL MEAL
PROGRAM. THERE'S CERTAIN
NUTRITION STANDARDS. SO THE
QUALITY OF THE MILL THINK THE
EXACT NUTRIENTS OF THE MILL
MIGHT BE A DIFFERENT COMPOSITION
AND KIND OF THE PAID MALE.
THAT'S NOT PART OF THIS PROGRAM.
UM AND THEN AS, UM AS CTE
MENTIONED EARLIER. THERE'S SOME
SOME SOME STIGMA ASSOCIATED WITH
KIND OF FREE MILL FOR SET FOR
CERTAIN STUDENTS THAT, UH, IF
IT'S NOT AVAILABLE TO EVERYBODY,
THERE COULD BE A STICK A STIGMA
RELATED TO THOSE WHO ARE GETTING
THE FREE MAIL. SO THOSE ARE
THOSE ARE KIND OF TWO THINGS AT
THE TOP OF MY HEAD THAT WOULD
THAT WORK DISCUSSED WITH THEM IN
THE DISCUSSIONS THAT WHEN THIS
WAS PASSED, I DON'T KNOW CD HAS
MORE TO ELABORATE, OR DEPARTMENT
OF FINANCE. BUT I WILL SAY, UM,
AND THIS IS THE DIETICIAN PUBLIC
HEALTH NUTRITIONISTS IN ME. THE
STUDIES CONFIRMED THAT ACROSS
THE BOARD IT DOES NOT MATTER THE
ECONOMICS THAT WHEN MEALS ARE
SERVED FOR FREE, MORE STUDENTS
ARE PARTICIPATING AND ACTUALLY
IN THE PAID CATEGORY, AND I
THINK IT'S YOU KNOW MANY TIMES
IF YOU EVEN THINK ABOUT
BREAKFAST IF FAMILIES ARE TRYING
TO GET TO WORK AT THE KIDS TO
SCHOOL. THEY MAY NOT BE. THEY
MAY NOT BE EATING BREAKFAST, AND
SO WE WANT THEM TO BE READY TO
LEARN, AND WE WANT THEM TO BUILD
A THRIVE AND TO CONCENTRATE IN
TO SUCCEED IN SCHOOL, AND
SOMETIMES YOU KNOW THAT THAT
GOES BEYOND INCOME LEVELS. THERE
ARE DIFFERENT REASONS WHY A
CHILD MAY NOT HAVE ACCESS TO A
NUTRITIOUS BREAKFAST OR LUNCH.
AND UM, I WOULD JUST SAY THAT WE
WANT THAT THAT EQUITY FOR ALL
STUDENTS TO BE ABLE TO HAVE
THAT. SUPPORT. THRIVING KIDS.
YOU CAN'T STUDY ON AN EMPTY
STOMACH. BUT I'M HEARING YOU
KNOW, AS AS A DIETICIAN I'M
HEARING KIDS ARE THROWING AWAY
THEIR APPLES AND EATING THE
PIECES. YOU KNOW, AND I YOU KNOW
I AM NOT SURE. IF WE'RE
ADDRESSING THAT, BUT ANYWAY,
THANK YOU VERY MUCH. THANK YOU.
WELL, I THINK EVEN BEFORE
UNIVERSAL THERE WAS A LOT OF
WAYS WE CAN ASK SOME OF THE KIDS
IN THE AUDIENCE IF THEY LIKE THE
PIZZAS, RISK THE APPLES OVER THE
YEARS AND I THINK THAT THE
BIGGER ISSUE IS THAT IN SOME WAY
THE SCHOOL SO MANY THE KIDS WERE
FIGURED LUNCH ANYWAY. IT COSTS
MORE MONEY TO TAKE MONEY FROM
THE KIDS WHO'S PAYING AND DO THE
PAPERWORK AND THIS HABIT ALL
UNIVERSAL AND I KNOW THAT MY
UNDERSTANDING IS THEY MAKE YOU
DON'T MAKE A MEAL FOR EVERY KID.
WHO'S AT THE SCHOOL LIKE OUR
ELEMENTARY MIDDLE SCHOOL DOWN
WHERE OUR KIDS GOES. 1200
STUDENTS AT SOUTHERN MIDDLE
SCHOOL TWO MILES FROM HERE. AND
THEY BASED UPON THEIR MEALS LIKE
A CENSUS. TRADITIONALLY, HOW
MANY KIDS TAKE FOOD, WHETHER
THEY'RE IN THIS THE UNIVERSAL
APPROACHES BEFORE WHEN, JUST IN
GENERAL, SO UM BUT I THINK THAT
LEADS TO ANOTHER ISSUE IS THAT
YOU KNOW, HAVING MORE COMPOSTING
OF OUR OF OUR FOOD SCRAPS. AND
NOW THAT'S THE LAW OF CALIFORNIA
AS AS A WHOLE IN THE FIRST PLACE
. I DID WANT TO NOTE THAT I DID
HEAR THIS WEEK. THERE'S A BIG
NATIONAL DEBATE RIGHT NOW ABOUT
THE FOOD STANDARDS. AND SOME OF
THESE STATES ARE SAYING THAT I
WANT TO HAVE MORE, YOU KNOW,
NUTRITIOUS FOODS AND MORE MORE
APPLES UNLESS YOU KNOW CHIPS ON
THE ON THE TRAY. AND CALIFORNIA
HAS BEEN LEADING THE WAY IN
THAT, ANYWAY. SO JUST HATS OFF
TO US FOR MAKING THAT A
PRIORITY. UM, MR FARLOW. THANK
YOU SO MUCH. MR CHAIRMAN. THANK
YOU FOR THE PRESENTATION HERE ON
THE UNIVERSAL MEALS AND KITCHEN
INFRASTRUCTURE GRANT PROGRAM.
JUST A QUICK QUESTION ON PAGE 19
OF THE AGENDA SAYS THAT $15
MILLION FOR DISHWASHERS WOULD
REQUIRE REDUCING EXISTING L E. A
AWARD CALCULATIONS. CAN SOMEBODY
CLARIFY WITH THAT ACTUALLY MEANS
AND WITH ELIA'S A REDUCTION IN
ORDER TO FUND THIS WASHERS.
SURE. UM SURE. SO THE 15 MILLION
BECAUSE THIS, UM THIS FUNDING
WILL COME OUT OF THE EXISTING
KITCHEN INFRASTRUCTURE, UM, AND
TRAINING GRANT PROGRAM. UM I
BELIEVE AT THE TIME THE
DEPARTMENT IS HOLDING BACK 15
MILLION FROM ONE OF THE POTS OF
FUNDING INVOLVED WITH THAT, AND
THAT IS UM ALL PROPORTIONAL
FUNDING, SO I THINK THAT WOULD
BE REDUCED. UM OR IS BEING HELD
BACK. I GUESS YOU KNOW,
PROPORTIONALLY AS FAR AS THOSE
GRANTS GOING OUT. SO JUST FOR MY
CLARIFICATION WILL BE FROM THE
KITCHEN INFRASTRUCTURE GRANT
PROGRAM VERSUS ANY REDUCTIONS,
AND IT WOULD BE YES, IT WOULD BE
FROM THE YEAH. SORRY. IT WOULD
BE FROM THE KITCHEN
INFRASTRUCTURE. UM AND GRANT UM
, KITCHEN INFRASTRUCTURE AND
TRAINING GRANT PROGRAM FROM THE
FRESHLY PREPARED MEALS, PART OF
FUNDING. WHICH IS FUNNY THAT
THAT GOES OUT TO SCHOOLS THAT
IT'S HAS TO SERVING A CERTAIN
THRESHOLD OF MEALS PREPARED
FRESHLY ON SITE BY THE BEGINNING
OF 23 24 SCHOOL YEAR. OKAY.
THANK YOU SO MUCH. OKAY THANK
YOU. HOLD THIS ISSUE OPEN NOW.
WE WILL BEGIN WITH PUBLIC
COMMENTS, SO PLEASE LINE UP IN
THE FRONT. PUBLIC COMMENTS.
PEOPLE IN TRUMP. SOMEBODY. I
WANT TO TALK SOON.
PLEASE BEGIN. PLEASE KEEP YOUR
COMMENTS TO ONE MINUTE OR LESS
60 SECONDS OR LESS. THANK YOU.
GOOD MORNING, LINDSEY NATORI ON
BEHALF OF THE CALIFORNIA COUNTY
SUPERINTENDENTS. I WOULD LIKE TO
RESPOND TO THE CHAIR AND
ASSEMBLY. MARTUCCI IS QUESTION
ABOUT EVIDENCE OF CLOSING THE
ACHIEVEMENT GAP AT THE STUDENT
LEVEL. WE HAVE MANY EXAMPLES OF
STUDENT IMPROVEMENT, BUT ONE
PARTICULAR COMES FROM A DISTRICT
IN FRESNO COUNTY IN 2018. THEY
WERE IDENTIFIED ON THE DASHBOARD
FOR LOW GRADUATION RATE FOR
STUDENT EXPERIENCING
HOMELESSNESS. THE COUNTY OFFICE
PUSHED IN TO PROVIDE TECHNICAL
DISTANCE. THROUGH DATA ANALYSIS
, INTERVIEWS WITH STUDENTS AND
FAMILIES REALIZED NO CLEAR
PATHWAY FOR THOSE STUDENTS AND
ALSO NEED MORE STRATEGIC SUPPORT
FROM SCHOOL COUNSELORS INCREASE
THAT SUPPORT CLEARED THE PATHWAY
. THEY WENT FROM 32% TO 68%
GRADUATE IN ONE YEAR DECIDED THE
WORK WAS STILL NOT DONE. ELECTED
TO VOLUNTARILY CONTINUE WITH
THEIR SUPPORT. AND NOW THEY'RE
AT 82% PLUS THANK YOU. THANK
YOU. GOOD MORNING, ERIN APATHY
WITH PUBLIC ADVOCATES. WE
STRONGLY SUPPORT THE GOVERNOR'S
PROPOSALS TO STRENGTHEN THE L C.
F F ACCOUNTABILITY SYSTEM. THE
CFF EQUITY COALITION SUBMITTED A
LETTER WITH DETAILED COMMENTS.
WE ALSO HAVE A BUDGET ALERT,
HIGHLIGHTING SOME KEY
RECOMMENDATIONS. PUBLIC
ADVOCATES OF THE SULU OF
SOUTHERN CALIFORNIA ALSO
PUBLISHED A REPORT LAST MONTH
WITH FINDINGS AND
RECOMMENDATIONS FROM OUR REVIEW
OF OVER 72 OUTCOMES. JUST TAKE
THEM THE CAP AND THE SYSTEM OF
SUPPORT. WE BELIEVE THAT
REQUIRING ALL ELIA'S TO CREATE
FOCUS GOALS FOR LOW PERFORMING
STUDENT GROUPS AT THE DISTRICT
OR SCHOOL LEVEL, HAS THE
POTENTIAL TO BE THE MOST
TRANSFORMATIVE OF THE
ACCOUNTABILITY IMPROVEMENTS. WE
SUPPORT THE EXPANSION OF THE
FOCUS GOALS TO ADDRESS SCHOOL
LEVEL PERFORMANCE AND APPRECIATE
THE EXPLICIT LANGUAGE AND USING
FOCUS SCHOOLS TO ADDRESS RACIAL
, SOCIO ECONOMIC AND OTHER
DISPARITIES AND OPPORTUNITIES
AND OUTCOMES. HOWEVER WE SEE
ROOM FOR IMPROVEMENT. WE AGREE
WITH YOU, LEO AND RECOMMENDING
THAT ALL DISTRICTS WITH LOW
PERFORMING SCHOOLS OR STUDENT
GROUPS ADDRESS UNDERLYING
TEACHER CREDENTIALING AND
SUBJECT MATTER PREPARATION
ISSUES THROUGH FOCUS SCHOOLS. WE
KNOW THE EDUCATOR EFFECTIVENESS
IS THE MOST IMPORTANT SCHOOL
BASED INDICATOR OF ACADEMIC
PERFORMANCE AND SUCCESS. WE
WOULD ALSO LIKE TO SEE MORE
ROBUST AND TARGETED EFFORTS TO
ADDRESS BLACK STUDENT
ACHIEVEMENT, A CLEAR EMPHASIS ON
CLOSING RACIAL AND ETHNIC
PERFORMANCE GAPS, STRENGTHEN
COMMUNITY ENGAGEMENT AND
INCREASED ACCOUNTABILITY. THANK
YOU LOOK FORWARD TO WORKING WITH
YOU. THANK YOU. THANK YOU. I
JUST AGAIN. THERE'S A LOT OF
PEOPLE WANNA TALK AND WE'RE
GONNA HAVE TO SHUT IT DOWN. SO
KEEP YOUR COMMENTS TO 60 SECONDS
OR LESS SO WE CAN MAKE SURE
EVERYBODY HAS A CHANCE TO
PARTICIPATE. THANK YOU. YES GOOD
MORNING, MICHELE MACKAY
UNDERWOOD ON BEHALF OF THE
COALITION FOR ADEQUATE FUNDING
FOR SPECIAL EDUCATION. UM WE
THANK THEE NEWSOME
ADMINISTRATION FOR RECOGNIZING
THE ISSUE OF DECLINING FUNDING
AND DECLINING ENROLLMENT IN
THEIR PROPOSAL TO FORCE FUNDS
FROM SAL, PA'S TO THE MEMBER L.
E A S A COUPLE OF LOCAL DATA
POINTS. THE SACRAMENTO COUNTY,
SALVA WILL BE EXPERIENCING ABOUT
A HALF A MILLION DOLLAR DECLINES
. SO WILL STAND JUAN THE SELVA
AND ASSEMBLYMEMBER'S MURATSUCHI
NAZARIAN WILL BE EXPERIENCING
ABOUT A $3 MILLION DECLINE, SO
THEY JUST WON'T BE ABLE TO
COMPLY. WE ALSO PHILOSOPHICALLY
FEEL LIKE THERE SHOULDN'T BE
THIS INSERTION WITHIN THE LOCAL
PLAN, AND THOSE MEMBER ELIA IS
MAKING DECISIONS ABOUT HOW TO
USE THOSE SPARE STATE AND
FEDERAL DOLLARS. WE KNOW THAT
THAT THERE AREN'T ENOUGH AND
WITH MY LAST COUPLE OF SECONDS
IF I COULD ADDRESS THE ISSUE
THAT YOU RAISED CHAIRMAN CARDI
ABOUT EQUALIZATION, WE'RE VERY
GRATEFUL FOR THE INCREASES THAT
HAVE GOT US THERE. WE DO BECAUSE
OF THE INCREASING PERCENTAGE OF
STUDENTS WITH DISABILITIES WOULD
SEEK A RE BENCHING OF OUR
CURRENT PER 80 AMOUNT UP TO
$1000. WE SEE A LOT OF INCREASED
IDENTIFICATION STATEWIDE, AND WE
THINK THAT'S APPROPRIATE WHEN A
BUDGET ALLOWS THANK YOU. THANK
YOU. ELIZABETH ESQUIVEL WITH A
CALIFORNIA ASSOCIATION OF SCHOOL
BUSINESS OFFICIALS. WE HAVE NO
POSITION ON THE L C F F EQUITY
MULTIPLIER, BUT WE DO APPRECIATE
THE GOVERNOR AT THE INTENT OF
THE GOVERNOR AND THE LEGISLATURE
TO PROVIDE ONGOING DOLLARS TO
HELP CLOSE THE OPPORTUNITY GAP,
BUT GIVEN THAT THE NARROW SCOPE
OF THE SCHOOL SITE ELIGIBILITY
BASED ON THE FREE MEALS, WE
UNDERSTAND THAT THERE IS ONLY
600 TO 800 SCHOOL SITES THAT
WILL BE ELIGIBLE FOR THIS, AND
THEREFORE WE RECOMMEND THERE BE
A DIFFERENT THRESHOLD AND
CRITERIA THAT FOCUSES ON THE
GAPS IN STUDENT PERFORMANCE. WE
ALSO APPRECIATE THE COST OF
LIVING ADJUSTMENT THAT'S BEING
APPLIED TO THE L C. F F TWO
SPECIAL EDUCATION AND SCHOOL
NUTRITION. WE AGREE WITH THE
HELIOS RECOMMENDATION ON THE
COMMERCIAL ON REJECTING,
REJECTING THE PROPOSAL ON THE
COMMERCIAL DISHWASHERS THAT'S
FOUND ON PAGE 19 OF THE AGENDA.
AND CASTRO WILL ACTUALLY BE
WORKING ON AN ASSESSMENT TO
DETERMINE IF THERE ARE FEDERAL
IF THERE ARE APPROPRIATE STATE
FUNDS TO KEEP THE SCHOOL
NUTRITION, THE UNIVERSAL MAIL
PROGRAMS ONGOING AND MAKING IT
SUSTAINABLE, SO WE'LL BE WORKING
ON THAT. THANK YOU. GOOD MORNING
. MY NAME IS ROMEL ANTOINE, A
MEMBER OF THE BLACK AND SCHOOL
COALITION. THE BLACK AND SCHOOL
COLLISION IS A 17 MEMBER
ORGANIZATION THAT CONSISTS OF SO
RIGHTS, EDUCATION AND FAITH
BASED GROUPS FOCUS ON EQUITY AND
EDUCATION FOR CALIFORNIA'S BLACK
STUDENTS. THE GOVERNOR'S EQUITY
MULTIPLIERS IN DIRECT RESPONSE
TO A B 27 74, A BILL THAT START
TO ADD THE STATE'S LOWEST
PERFORMING SUBGROUP, NOT ALREADY
GENERATING SUPPLEMENTAL OR
CONCENTRATION, FUNDING OR WHICH
IS CURRENTLY BACK. BLACK
STUDENTS, NOT BILL ENJOYED
UNANIMOUS BIPARTISAN SUPPORT IN
THE ASSEMBLY AND THE SENATE, BUT
WAS SHELTERED THE GOVERNOR'S
REQUEST WITH THE PROMISE OF A
COMPROMISE AND THAT COMPROMISE
THE EQUITY MULTIPLIER WAS
CREATED TO ADDRESS CALIFORNIA'S
HISTORIC UNDERFUNDING OF ITS
BLACK STUDENTS. YET ONLY 5% OF
THE FUNDING AS PROPOSED GETS TO
THESE STUDENTS BECAUSE HE HAS
PUT FORWARD AN ALTERNATIVE THAT
WOULD GET 90% OF THE EQUITY
MULTIPLIER. TO A STUDENT GROUP
WHERE 70% DON'T CURRENTLY READ
AND WRITE ON GRADE LEVEL AND 84%
ON CURRENTLY DO MATH ON GRADE
LEVEL. THIS ISN'T THE CASE OF IF
WE WOULD JUST GET A LITTLE MORE.
WE WOULD SEE A LITTLE MORE SINCE
BECAUSE SINCE THIS ISSUE WAS
INTRODUCED IN 2018, THIS
SPECIFIC GROUP OF UNFUNDED
STUDENTS AGAIN UNFUNDED STUDENTS
HAS CONTINUED TO DECLINE IN
ACADEMIC PERFORMANCE, OUTPACING
ANY OF THEIR PARA GROUPS.
CONSIDER CONSIDERABLE PUZZLE.
THANK YOU. MY NAME IS DR
MARGARET FORTUNE WITH THE BLACK
AND SCHOOL COALITION. WE HAVE A
SUPPORT IF AMENDED POSITION ON
THIS ITEM, THE EQUITY MULTIPLIER
. WE'D LIKE THE COMMITTEE TO
CONSIDER. DIRECTING THE 300
MILLION IN THE GOVERNOR'S EQUITY
MULTIPLIER FUNDING TO STUDENT
GROUPS WHO ARE BELOW THE STATE
AVERAGE ON TWO OR MORE OF THE
STATE INDICATORS ON THE
CALIFORNIA SCHOOL DASHBOARD THAT
WOULD INCREASE THE PER PUPIL
FUNDING FROM $713 UNDER THE
GOVERNOR'S PROPOSAL. 2 $3318 PER
STUDENT ON AN ONGOING BASIS TO
THE STUDENTS IN CALIFORNIA WITH
THE GREATEST ACADEMIC NEEDS.
THANK YOU. MY NAME IS CRISTINA
LASTER, WESTERN REGIONAL
EDUCATION DIRECTOR OF THE
NATIONAL ACTION NETWORK. NAN OUR
MOTTO IS NO JUSTICE, NO PEACE.
CALIFORNIA HAS BEEN NOT LEADING
THE WAY WITH REGARDS TO ITS
TREATMENT OF BLACK CHILDREN AND
FAMILIES. I WANT TO POINT OUT
THAT NOT MANY BLACK STUDENTS
ACTUALLY ATTEND THE LOW INCOME
SCHOOLS THAT WERE THAT ARE THE
FOCUS OF THE GOVERNOR'S EQUITY
MULTIPLIER. ONLY 5% OF THE
STUDENTS IN THE SCHOOLS ARE
BLACK. THAT'S WHY THE EQUITY
MULTIPLIER SHOULD FOCUS ON THE
LOWEST PERFORMING STUDENT GROUPS
. WE RECOMMEND STUDENT GROUPS
WHO ARE BELOW THE STATE AVERAGE
ON TOUR MORE STATE INDICATORS ON
THE CALIFORNIA SCHOOLS DASHBOARD
THAT WOULD PUT THE STUDENT
GROUPS THAT ARE IN THE MOST
ACADEMIC NEEDS AS TARGET OF OUR
FOCUS, NOT BECAUSE OF THEIR RACE
BUT BECAUSE OF THEIR
PERFORMANCE. HELLO MY NAME IS
GEORGE SPENCER CAMPBELL. I'M THE
EDUCATION CHAIR FOR SAN
BERNARDINO N DOUBLE A. C P I
SUPPORT THE ALTERNATIVE PROPOSAL
THROUGH THE BLACK COALITION.
THANK YOU. GOOD MORNING. I'M DR
RAMONA BISHOP. I AM THE
VISIONARY AND CEO OF ELITE
PUBLIC SCHOOLS SCHOOL UNIQUELY
DESIGNED TO ELIMINATE THE
OPPORTUNITY GAP FOR BLACK AND
BROWN STUDENTS. I CERTAINLY
APPRECIATE THOSE MEMBERS THAT
ARE STILL SITTING HERE. IT WAS
NICE TO SEE AN ADVOCATE FOR
LATINO STUDENTS THAT STATED THAT
OUR GOAL TODAY IS TO MAKE SURE
THAT YOU CONSIDER THE
ALTERNATIVE PROPOSAL FOR THE
EQUITY MULTIPLIER, WHICH WILL
ADDRESS THE NEEDS NOT ONLY OF
THE STUDENTS THAT ARE STANDING
HERE BUT NOT, UM, PARLEY.
POVERTY INTO BEING
UNDERPERFORMING. BLACK STUDENTS
IN THIS STATE DESERVE YOUR CARE
. THEY DESERVE OUR ATTENTION.
AND THEY DESERVE OUR BEST. THANK
YOU. MY NAME IS DEBORAH WATKINS
. I AM THE FOUNDER AND EXECUTIVE
DIRECTOR OF A BLACK EDUCATION
NETWORK AFTER GRADUATING FROM
THE STANFORD TEACHER EDUCATION
PROGRAM IN 1977. I STARTED
WORKING IN THE LARGEST HIGH
SCHOOL DISTRICT IN SILICON
VALLEY. BLACK STUDENTS WERE
DOING POORLY THEN. AND
ORGANIZATIONS HAD TO BE
ESTABLISHED TO BRING ATTENTION
TO THEIR PLANE. IN 2001 WHEN I
ESTABLISHED THE CALIFORNIA
ALLIANCE OF AFRICAN AMERICAN
EDUCATORS NOW CALLED A BLACK
EDUCATION NETWORK. IT WAS
BECAUSE. THE MAJORITY OF OUR
CHILDREN ARE STILL NOT BEING
SERVED. 70% OF BLACK STUDENTS DO
NOT READ. OR RIGHT AT GRADE
LEVEL, AND 84% ARE NOT AT GRADE
LEVEL IN MATH. THE EQUITY
MULTIPLIER DOES NOT ALLOCATE
FUNDS FOR THE 80,000 BLACK
STUDENTS WHO DO NOT ATTEND THE
SCHOOLS. I SUPPORT THE BLACK AND
SCHOOL COALITIONS. ALTERNATIVE
TO THE EQUITY MULTIPLIER AND I
HOPE YOU DO AS WELL. THANK YOU.
HELLO. MY NAME IS DR DECOR
REPORTER. I AM THE PRESIDENT OF
THE NATIONAL ACTION NETWORK
SACRAMENTO CHAPTER. WHILE WE
APPRECIATE THE GOVERNOR'S PLAN
TO ADDRESS THE ONGOING
OPPORTUNITY GAP, WE ASK THAT YOU
CONSIDER THE BLACK AND SCOOP
PROPOSAL IN WHICH WE ARE A PART
OF THAT COALITION. THANK YOU. MR
CHAIRMAN. I'M BRIAN REVIS,
SPEAKING ON BEHALF OF THE
EDUCATION TRUST WEST, WE SUPPORT
THE ALTERNATIVE EQUITY
MULTIPLIER THAT'S BEEN DEVELOPED
BY THE BLACK AND SCHOOL
COALITION. AND THE REASON IS WE
RAN THE NUMBERS AND THE
GOVERNOR'S PROPOSAL. AND,
ALTHOUGH WELL INTENTIONED, A
VERY SMALL PERCENTAGE OF THE
MONEY WOULD ACTUALLY REACH BLACK
STUDENTS. I THINK IT'S SOMEWHERE
AROUND. FIVE AND 7. WE THINK THE
BLACK AND SCHOOL COALITION
ALTERNATIVE IS A MORE EFFECTIVE
APPROACH AT ADDRESSING BLACK
STUDENT ACHIEVEMENT. AND WE SEE
IT AS, UM CONSISTENT AND IN
ALIGNMENT WITH THE STATE SYSTEM
OF SUPPORT THAT IDENTIFIES
ELIA'S FOR ADDITIONAL SUPPORT
BASED ON SUBGROUP PERFORMANCE.
THAT'S WHAT THE ALTERNATIVE
EQUITY EQUITY MULTIPLIER WOULD
DO. AND SO FOR. THOSE REASONS
WERE IN SUPPORT OF THE BLACK AND
SCHOOL COALITION PROPOSAL.
KIMBERLY ROSENBERG WITH CI YOU
ARE APPRECIATIVE OF THE COLA
ATTACHED TO SCHOOL NUTRITION AS
WELL AS TO, UM SPECIAL EDUCATION
. WE HAVE CONCERNS WITH THE
STAGGERING COST OF SPECIAL
EDUCATION NOT BEING MET,
ESPECIALLY WHEN THERE IS NO
CONSIDERATION FOR THE COST OF
NEEDS. ADDITIONALLY WE ARE
SUPPORTIVE OF INVESTMENTS SHORT
TERM CAUSE FOR LONG TERM PAYOFF
. WE'RE SEEING SCHOOLS EXPAND,
THE NUMBER OF MEALS ARE
PROVIDING THERE'S A PUSH FOR IT
TO BE FRESH TO BE MADE ON SITE,
AND WE THINK THOSE INVESTMENTS
DO PROVIDE COST SAVINGS OVER THE
LONG TERM. THANK YOU. GOOD
MORNING. MY NAME IS YOLANDA
BECKLES AND I'M BORED PRESIDENT
OF THE NATIONAL ASSOCIATION OF
AFRICAN AMERICAN PARENTS AND
YOUTH BASED IN LOS ANGELES.
WE'RE HERE TO SUPPORT THE BLACK
SCHOOL COALITION ON EQUITY
BECAUSE CALIFORNIA'S EDUCATION
SYSTEMS LIKE MANY GOVERNMENTAL
INSTITUTIONS, HAS NEVER BEEN
DEVELOPED TO SERVE BLACK
STUDENTS. THE TOUGH TRUTH IS
THAT THEY THEY STILL DON'T ONLY
30% OF OUR STUDENTS. EXCEEDED
ENGLISH OR MET THE PROFICIENCY
LEVEL AND IN MATH, ONLY 15. WE
BELIEVE THAT THIS EQUITY
MULTIPLY DOES NOT ADDRESS THE
NEEDS OF THE LOWEST PERFORMING
CHILDREN, WHICH HAPPENED TO BE
IN THIS COUNTRY, BLACK CHILDREN
AND WE ARE ASKING YOU TO RETHINK
THE GOVERNMENT THE GOVERNOR'S
PROPOSAL AND TO SUPPORT THE
ALTERNATIVE THAT'S BEEN PUT
FORWARD TODAY BY THE BLACK
SCHOOL COALITION. THANK YOU.
GOOD MORNING. MY NAME IS BERTHA.
GAFFNEY GORMAN. I'M ON THE BOARD
OF THE SACRAMENTO CHAPTER OF THE
NATIONAL COALITION OF 100. BLACK
WOMEN PINK. AND WE SUPPORT THE
COMMENTS AND THE PROPOSAL
PRESENTED BY THE BLACK IN SCHOOL
COALITION. THANK YOU. GOOD
MORNING. JOSEPH UNANIMITY IS NOT
TO KNOW WHAT CHILDREN NOW WE
RECOMMEND THAT THE LEGISLATURE
REJECT THE GOVERNOR'S EQUITY
MULTIPLIER AND INSTEAD INCLUDE
PROVISIONS THAT MEET THE
UNDERLYING GOALS OF A B 27 74 TO
PROVIDE FUNDING THAT SUPPORTS
STUDENT GROUPS WITH THE LOWEST
PERFORMANCE LEVELS. THE LANGUAGE
IS FOUND IN THE LETTER THAT WE
SUBMITTED TO THE COMMITTEE WHILE
WE APPRECIATE THE ADDITIONAL
$300 MILLION THEY'RE PUTTING
MULTIPLIER FALLS FOR SHORT FALLS
FAR SHORT OF ADDRESSING THE
UNIQUE NEEDS AND BARRIERS FACING
OUR LOWEST PERFORMING STUDENTS,
WHICH CURRENTLY ARE AND HAVE
BEEN FOR DECADES. STUDENTS WHO
IDENTIFY AS BLACK AS PROPOSED,
THE EQUITY MULTIPLIER WOULD ONLY
REACH 7% OF BLACK STUDENTS
ATTENDING CALIFORNIA'S PUBLIC
SCHOOLS. THE REMAINING 93% OF
BLACK STUDENTS WHO HAVE
HISTORICALLY AND CONSISTENTLY
STRUGGLED. THE MOST WON'T
RECEIVE ANY ADDITIONAL SUPPORT
BECAUSE THEY ATTEND SCHOOLS THAT
THE EQUITY MULTIPLIER WILL NOT
FUND. WE HOPE THAT THIS
COMMITTEE AS WELL AS THE ENTIRE
BUDGET COMMITTEE WILL SUPPORT
THIS LANGUAGE TO SUPPORT OUR
BLACK STUDENTS. THANK YOU.
BRENDAN TO ARGUE ON BEHALF OF ED
VOICE. WE SUPPORT THE PROPOSED
EQUITY MULTIPLIER IN ADDITION TO
THE TARGETED FUNDING, WE
APPRECIATE THE REQUIREMENT THAT
FUNDS ACTUALLY BE SPENT AT
INDIVIDUAL SCHOOLS. WHICH WILL
HELP ENSURE THEY MAXIMIZE THEIR
IMPACT ON THE INTENDED STUDENTS
, AND WE DO WANT TO HIGHLIGHT
THAT WHILE WE ARE HIGHLY
SUPPORTIVE OF THE EQUITY
MULTIPLIER PROPOSAL, WE ALSO
BELIEVE THAT MORE NEEDS TO BE
DONE TO MEANINGFULLY ADDRESS THE
CRISIS OF OPPORTUNITY THAT
EXISTS FOR CALIFORNIA'S BLACK
STUDENTS. WE SUPPORT THE
GOVERNOR'S PROPOSED IMPROVEMENTS
FOR THE OUT CAPS. AS WELL AS THE
STATEWIDE SYSTEM OF SUPPORT, AND
WE PROVIDED A LETTER TO THE
COMMITTEE DETAILING OUR
PERSPECTIVE ON ALL THESE
PROPOSALS. THANK YOU VERY MUCH
FOR YOUR TIME AND CONSIDERATION.
GOOD MORNING. I AM DR ALICIA
MONTGOMERY, LIFELONG EDUCATOR
CHANGE MAKER AND THE PROUD CEO
OF CENTER FOR RALPH FOR PUBLIC
SCHOOLS AND A MEMBER OF THE
BLACK KIDS SCHOOL COALITION,
HAVING SERVED THE STATE OF
CALIFORNIA'S PUBLIC EDUCATION
SYSTEM FOR OVER 36 YEARS, I HAVE
YET TO WITNESS BLACK STUDENTS
ANYWHERE ELSE, BUT AT THE BOTTOM
OF EVERY SINGLE SUCCESS
INDICATORS STUDENTS CAN HAVE THE
GOVERNOR'S PROPOSED MULTIPLIER
WAS AN OPPORTUNITY TO CHANGE
THAT, AND IT DOES NOT. SO WE
SUPPORT TOTALLY THE BLACKENED
SCHOOL COALITIONS. ALTERNATIVE
MULTIPLIER. THANK YOU. GOOD
MORNING, MR CHAIR AND MEMBERS
PAMELA GIBBS, REPRESENTING THE
LOS ANGELES COUNTY OPPOSITE
EDUCATION. THANK YOU FOR THE
OPPORTUNITY TO RESPOND TO
TODAY'S AGENDA. WE SUPPORT THE
ADMINISTRATION'S INTENT BEHIND
THE EQUITY MULTIPLIER PROPOSAL
SPECIFICALLY TO CLOSE THE
PERSISTENT ACHIEVEMENT AND
OPPORTUNITY GAP. UM FOR THE
LOWEST PERFORMING SUBGROUP IN
CALIFORNIA BLACK STUDENTS. WE
BELIEVE THAT L E. A S AND SCHOOL
SITES MUST HAVE THE TOOLS AND
RESOURCES NECESSARY TO CLOSE
THIS GAP. WE KNOW DRAMATIC
INTERVENTIONS ARE NECESSARY AND
THEREFORE REQUESTS THE STATE TO
EXPAND ITS INVESTMENTS AND
RESOURCES PROVIDED BY COUNTY
OPPOSITES OF EDUCATION AND
OTHERS. TO ADDRESS THE NEEDS OF
THESE STUDENTS. EVIDENCE SHOWS
THAT IMPROVEMENT OF THE LOWEST
PERFORMING SUBGROUPS RESULTS IN
THE IMPROVEMENT OF ALL STUDENTS
, AND SO WE URGE YOUR SUPPORT.
UM AND CONSIDERED CHANGES AS WE
CONTINUE TO DELIBERATE THIS
ISSUE ON ITEM THREE FOR SPECIAL
EDUCATION. I LINED MYSELF WITH
THE COMMENTS BY THE COALITION
FOR ADEQUATE FUNDING FOR SPECIAL
EDUCATION. THANK YOU VERY MUCH,
AND WE'RE HAPPY TO WORK WITH YOU
AS YOU CONTINUE TO DELIBERATE ON
THESE ITEMS. THANK YOU. GOOD
MORNING. MY NAME IS CAMILLE
STUART. I'M A STUDENT AND I
SUPPORT THE BLACK AND SCHOOL
COALITION. DON'T FORGET ABOUT
ME. THANK YOU. GOOD MORNING. MY
NAME IS ALI. JOSHUA AND I
SUPPORT THE IN BLACK SCHOOL
COLLECTION. DON'T FORGET ABOUT
ME. GOOD MORNING. MY NAME IS
ALEXIS MECHANICAL. I AM A
STUDENT. AND I SUPPORT THE BLACK
IN SCHOOL COALITION. DON'T
FORGET ABOUT ME. GOOD MORNING OR
AFTERNOON. MY NAME IS BISHOP
DAVIS. I'M A STUDENT. I SUPPORT
THE BLACK AND CORRELATION. UM,
DON'T FORGET ABOUT ME. GOOD
MORNING. MY NAME IS CARLOS. I'M
A SITTING AND I SUPPORT THE
BLACK IN SCHOOL COLLISION. DON'T
FORGET ABOUT ME. GOOD MORNING.
MY NAME IS ENRIQUE. I AM A
STUDENT AND I SUPPORT THE BLACK
SCHOOL. COLLISION. DON'T FORGET
ABOUT ME. COME ON. GOOD MORNING
. MY NAME IS ANDRE. AND NOW I'M
A STUDENT. AND I SUPPORT THE
BLACK IN SCHOOL COALITION. DON'T
FORGET ABOUT ME. GOOD MORNING.
MY NAME IS DANIELLA PREZ DÍAS.
AND I'M A STUDENT AND I SUPPORT
THE BLACK IN SCHOOL COALITION.
DON'T FORGET ABOUT ME. GOOD
MORNING. MY NAME IS MARIAH. I'M
A STUDENT AND I SUPPORT THE
BLACK IN SCHOOL COLLISION. HI MY
NAME IS G. G YOKO ON I PRESENT.
THE LAST PARTY. DON'T FORGET
ABOUT ME. GOOD MORNING. MY NAME
IS AVERY MACINTOSH. I AM A BLOOD
. MY I'M A STUDENT. AND I
SUPPORT THE BLACK AND SCHOOL
CORRELATION. DON'T FORGET ABOUT
ME. THANK YOU, MR CHAIR AND
MEMBERS AND STAFF JEFF, AKA
REPRESENTING THE RIVERSIDE
COUNTY OFFICE OF EDUCATION. JUST
A QUICK COMMENT AND I'LL FOLLOW
UP WITH SOME COMMENTS IN
WRITING. UM YOU HAVE A LOT OF
CONVERSATION TODAY ABOUT
TRANSPARENCY AND THE USEFULNESS
OF THE EL CAP. THE WAY IT'S
EVOLVED, AND I DON'T KNOW THAT
ANYONE WOULD ARGUE AT THIS POINT
THAT IT'S A USER FRIENDLY
DOCUMENT. I THINK WE HAVE A
LITTLE BIT OF A CONCERN WITH THE
PROPOSAL FOR FOCUSED GOALS
BECAUSE WE THINK THAT'S GOING TO
CLUTTER THE EL CAP. EVEN FURTHER
. WE THINK THAT THERE MAY BE
SOME WAYS TO ACHIEVE THE GOALS
BEHIND THE PROPOSAL, USING SOME
OF THE MECHANISMS THAT ARE NOW
IN PLACE, INCLUDING THE SINGLE
PLAN FOR STUDENT ACHIEVEMENT OR
SCHOOL PLAN FOR STUDENT
ACHIEVEMENT. THAT I'LL SPELL OUT
IN MORE DETAIL WITH WRITTEN
COMMENTS WERE SUPPORTIVE OF THE
INTENT. IT'S JUST THE MECHANICS
AND THE STRUCTURE OF THE
PROPOSAL ITSELF. WILL IT HELP
MOVE THE BALL FORWARD WITH
RESPECT OF STUDENT ACHIEVEMENT?
THANK YOU. OKAY. THANK YOU.
MODERATOR. PLEASE PROCEED WITH
THE PUBLIC COMMENT ONLINE. VERY
GOOD. LADIES AND GENTLEMEN ON
THE PHONE LINES. IF YOU WOULD
LIKE TO MAKE A PUBLIC COMMENTS,
YOU MAY PRESS ONE THAN ZERO ON
YOUR TELEPHONE KEYPAD. YOU WILL
HEAR ACKNOWLEDGEMENT THAT YOUR
LINE HAS BEEN PLACED INTO THE
CUBE. YOU MAY REMOVE YOURSELF
FROM THE QUEUE BY DEPRESSING THE
10 KEY ONCE AGAIN. AND OUR FIRST
QUESTION IS FROM LINE. 24,
PLEASE GO AHEAD. GOOD MORNING
CHAIRMAN KARDIAN MEMBERS. MY
NAME IS LIZ BENTON, REPRESENTING
THE OFFICE OF CAT TAYLOR ON THE
SCHOOL. NUTRITION ITEM. THANK
YOU FOR YOUR LEADERSHIP AND
STRONG COMMITMENT TO CONTINUING
THE PROGRESS THAT HAS BEEN MADE
IN SCHOOL NUTRITION PROGRAMS
WITH THE 1.4 BILLION IN ONGOING
FUNDING FOR SCHOOL MEALS FOR ALL
IN THE STATE MEAL REIMBURSEMENT
, IN ADDITION TO FULLY
SUPPORTING THE ONGOING FUNDING
FOR THE SCHOOL MEALS FOR ALL
PROGRAMS WE SUPPORT, INCLUDING
AN ADDITIONAL 600 MILLION FOR
NECESSARY KITCHEN INFRASTRUCTURE
AND TRAINING AND 100 MILLION FOR
FRESH AND NUTRITIOUS MEALS
SUPPORTED BY THE SCHOOL
NUTRITION AND BEST PRACTICES
FUND, WHICH ARE KEY SUCCESSFULLY
IMPLEMENTING CALIFORNIA SCHOOL
MEALS FOR ALL PROGRAMS. THANK
YOU VERY MUCH. OUR NEXT COMMENT
IS FROM LINE. 26, PLEASE GO
AHEAD. HELLO GOOD AFTERNOON
CHAIR MCCARTHY AND MEMBERS. MY
NAME IS ABBY HELPER IN WITH THE
CENTER. AFRICA LITERACY. THANK
YOU FOR YOUR LEADERSHIP AND
STRONG COMMITMENT TO CONTINUING
THE PROGRESS THAT HAS BEEN MADE
IN SCHOOL NUTRITION PROGRAMS,
BUT THE 1.4 BILLION AND ONGOING
FUNDING FOR SCHOOLS FOR ALL AND
THE STATE MILL REIMBURSEMENT AND
IN ADDITION TO ENSURING THAT
THESE ONGOING NEEDS ARE FULLY
FUNDED AND IN SUPPORT OF THE
ASSEMBLY, INCLUDING AN
ADDITIONAL 60 MILLION, THE
KITCHEN INFRASTRUCTURE AND
TRAINING 100 MILLION FOR THE
SCHOOL NUTRITION PRACTICES FUND
AND 1.3 MILLION TO THE
EVALUATION OF FORMULA FOR ALL
WHICH ARE KEY TO PROTECTING THE
PROGRESS THAT HAS BEEN MADE IN
SUCCESSFULLY IMPLEMENTING
CALIFORNIA SCHOOL MEAL FOR ALL
PROGRAMS. THE CENTER FREAK A
LITERACY WORKS WITH A NETWORK OF
OVER 100 PUBLIC SCHOOL DISTRICTS
ACROSS THE STATE AS PART OF OUR
CALIFORNIA SUPER CALIFORNIA KIDS
INITIATIVES WE'VE HEARD FROM
THESE NUTRITION DIRECTORS THAT
THE STATE INVESTMENT WILL HELP
REALIZE THE FULL POTENTIAL.
SCHOOL MEALS TO NOURISH OUR
STUDENTS. SUPPORT LOCAL FARMERS
AND BENEFIT THE PLANET. THANK
YOU. THANK YOU. NEXT COMMENT IS
FROM LINE FIVE. YOU MAY GO
AHEAD. GOOD AFTERNOON. CHAIRING
COMMITTEE MEMBERS. MY NAME IS
CASEY ALLEN. I LIVE IN RED WALK
IN NORTHERN CALIFORNIA AND THE
PARENT OF A STUDENT WITH DEATH
AND HEART OF HEARING ME.
CONCERNS AND OPPOSITION TO THE
GOVERNOR'S BUDGET PROPOSAL OF A
CAFE DEFENDING. WE LIVE IN A
VERY RURAL AREA IN THE FAR
NORTH, PART OF THE STATE OURSELF
OPERATES ALMOST ALL OF THIS
SPECIAL EDUCATION SERVICES FOR
OUR COUNTY, INCLUDING DEAF AND
HARD OF HEARING SERVICES. THE
BOARD DID NOT PULL THEIR MONEY
TOGETHER TO OPERATE THIS PROGRAM
. MY CHILD WOULD NOT HAVE ACCESS
TO A PROGRAM THAT HAS TAUGHT HER
AND SELF PROVIDED HER WITH AN
INTERPRETER AND GIVEN HER ACCESS
TO DEATH TEARS, WHICH IS GREATLY
BUILT HER CONFIDENCE AND
ENCOURAGE HER TO WEAR HER
ASSISTANT HEARING DEVICES
CURRENTLY IN A REGIONAL PROGRAM
FULLY INCLUSIVE WITH ACCESS TO
ALL OF THAT JUICE MYSELF US IF
THEY DID NOT HAVE THIS OR CHILD
WOULD GET LIMITED ACCESS TO THIS
LEVEL OF SUPPORT OR WOULD HAVE
TO LIVE OUTSIDE HER COMMUNITIES.
AND GO TO THIS SCHOOL, CLOSE TO
300 MILES AWAY FROM HER FAMILY
AND COMMUNITY THAT'S UNFAIR AND
NOT IN THE BEST INTERESTS OF
STUDENTS WITH DISABILITIES IN
THESE AREAS, THE CAPITAL HAVE
UNINTENDED CONSEQUENCES AND HARM
MY CHILD AND OTHER STUDENTS IN
MYSELF AND ANY OTHER SELVES WHO
PULLED THEIR MONEY TO SERVICE
THEIR STUDENTS. PLEASE OPPOSE
THIS HARMFUL PROPOSAL INTO
ALTERNATIVES. NEXT WE GO TO LINE
NUMBER 12. YOU MAY GO AHEAD.
GOOD AFTERNOON, SCOTT TURNER,
EXECUTIVE DIRECTOR OF THE SAN
GABRIEL VALLEY SOFA. I WANT TO
ALIGN MY COMMENTS WITH THE
YELLOW, REJECTING THE SUPPER
FUNDING CAP PROPOSAL UNDER
UNANIMOUS APPROVAL OF OUR
SUPERINTENDENTS COUNCIL. WE
COORDINATE SPECIALIZED PROGRAMS
AND SUPPORTS WITH OVER 100
CLASSROOMS AND ITINERANT
SERVICES AVAILABLE FOR STUDENTS
WITH DISABILITIES. ADDITIONALLY
WE PROVIDE DIRECT LEADERSHIP OF
TRANSPORTATION SERVICES FOR OVER
900 STUDENTS WHEN OURSELF TO
INITIALLY SAW THE BUDGET
PROPOSAL ON NON DIRECT SERVICES
, WE HAD NO CONCERNS DUE TO THE
OVERWHELMING DIRECT NATURE OF
OUR SERVICES. HOWEVER THE
TRAILER BILL PROVIDED NO CLARITY
ON DIRECT VERSUS INDIRECT
SERVICES AND INSTEAD SEEMS TO
MAKE ASSUMPTIONS THAT ALL
SELFLESS SERVICES ARE INDIRECT
AND SHOULD BE KEPT. FOR SAMPLES
LIKE OURS EXPERIENCING SEVERE
DECLINING ENROLMENT. WE CANNOT
MEET THIS NEW REQUIREMENT BY
OVER $9 MILLION, EVEN WITH THE
DECLINING ENROLLMENT OF JUSTICE
ADJUSTMENT PROPOSAL WOULD NOT
ALLOW FOR GROWTH OF SERVICES AND
SUPPORTS OR COVER OTHER
INCREASES FOR STAFF THAT AGAIN
OR PROVIDING DIRECT SERVICES
UNDER THE UNANIMOUS APPROVAL OF
OUR SUPERINTENDENTS COUNCIL
THANK YOU FOR THE THOUGHTFUL
CONSIDERATION OF THESE IMPACTS.
THANK YOU. NEXT WE GO TO COMMENT
FROM LINE NUMBER SIX. YOU MAY GO
AHEAD. GOOD MORNING, CHAIRMAN
CARTY AND SUBCOMMITTEE MEMBERS.
I'M PATRICK MCGREW AND I SUPPORT
THE DAVISES PARDO WASHINGTON
WINTERS AND WAS IN SCHOOL
DISTRICTS AND THE YOLO COUNTY
OFFICE OF EDUCATION IN TERMS OF
THE PROPOSED BUDGET FOR SPECIAL
EDUCATION. WE SUPPORT THE COLA
FOR SPECIAL EDUCATION AND WE ARE
IN STRONG OPPOSITION TO THE SELF
ADMINISTRATIVE KNEECAP. THE
SELVA ADMINISTRATIVE FEE CAP
WOULD NULLIFY YELLOW COUNTIES
LOCAL PLAN, WHICH WE CAREFULLY
DEVELOPED WITH INPUT AND
APPROVAL FROM OUR PARENTS, STAFF
AND SUPERINTENDENTS TO MEET THE
UNIQUE NEEDS OF OUR DISTRICTS
AND ALL OF OUR STUDENTS IN
YELLOW COUNTY. WE STRONGLY
SUPPORT THE ALEJO'S
RECOMMENDATION TO REJECT THIS
TRAILER BILL LANGUAGE THAT WOULD
CREATE UNNECESSARY FINANCIAL
SHORTFALLS AND DOES NOTHING TO
HELP STUDENTS. IF ENACTED,
THAT'S WRITTEN THE CURRENT
PROPOSAL WOULD CREATE $1.1
MILLION DEFICIT FOR YELLOW
COUNTY BASED ON OUR MOST RECENT
ESTIMATES. THANK YOU FOR YOUR
CONSIDERATION. THANK YOU. NEXT
WE GO TO LINE 16. YOU MAY GO
AHEAD. MY NAME IS AARON VENTING
THE MORNING ON THE DIRECTOR OF
BUCHANAN HIMSELF TO MR MCCARTHY
AND MR MARK SUKI AND COMMITTEE
MEMBERS. YOU'RE VERY MUCH ON THE
RIGHT TRACK, SO PLEASE KEEP
ASKING THE HEART AND SOMETIMES
UNPOPULAR QUESTIONS ARE STUDENTS
AND FAMILIES ARE COUNTING ON YOU
TO DO THAT. THERE IS A CLEAR
ABSENCE OF EVIDENCE THAT THE LCF
THAT CONCEPT HAS SUCCEEDED IN
REDUCING THE ACHIEVEMENT GAP
OVER THE LAST DECADE, WHILE
PERSISTENT GAPS THAT EXIST IN
ACHIEVEMENT FOR STUDENTS WITH
DISABILITIES. THE ADMINISTRATION
AND CD WOULD HAVE YOU BELIEVE
THAT SELF STRUCTURE IS SOMEHOW
TO BLAME FOR THIS, AND THE
DISTRICTS JUST GOT ALL THEIR OWN
SPECIAL DOLLARS, BUT I'LL BE
BETTER. PLEASE CONTINUE TO ASK
QUESTIONS LIKE WHY IS THIS
PROPOSAL BEING BROUGHT? WHO'S
BRINGING IT AND WHAT ARE THEIR
EDUCATION CREDENTIALS? WHO'S
BEEN CONSULTED? IS IT JUST A
SIMPLE FUNDING SHIFT OR WOULD
SIGNIFICANTLY IMPACT STUDENT
PROGRAMS? WHAT WOULD HAPPEN TO
ECONOMIES OF SCALE, BUT STUDENTS
BE MORE OR LESS LIKELY TO
RECEIVE HIGH QUALITY PROGRAMS
AND
ONE RIGHT AT LEAST CHECK OUT OUR
LATEST SELF, A PODCAST FOR
FACTUAL AND ACTUAL INFORMATION.
THANK YOU. THANK YOU. NEXT WE GO
TO LINE 11, PLEASE GO AHEAD.
GOOD MORNING, SHARON MEMBERS. MY
NAME IS VERONICA COAT, ASSISTANT
SUPERINTENDENT OF THE BEHEMOTH
COUNTY SELF TO REPRESENTING 17
ELIA'S NUMBER 1600 STUDENTS WITH
DISABILITIES GOING TO ASK THAT
YOU OPPOSED THE RECOMMENDATION
TO IMPOSE ITSELF THE FUNDING CAP
OURSELF DESPITE THE VAST
MAJORITY OF BRETT SPECIAL
EDUCATION SERVICES QUESTION.
WHAT PROBLEM IS TRYING TO BE
SOLVED, ESPECIALLY WITH RECENT
REFORMS SUCH AS THE DIRECT
DISTRIBUTION EARLY INTERVENTION
AND ARMS DOLLARS. THERE'S
EVIDENCE THAT THOSE REFORMS HAVE
HAD VERY HARMFUL UNINTENDED
CONSEQUENCES. JUST YESTERDAY,
ONE OF MY ELLIOT'S REQUESTED THE
TAKE BACK THEIR EARLY
INTERVENTION DOLLARS TO PULL OUR
FUNDING FOR ECONOMY OF SCALE R L
E. A S HAVE ALREADY VOTED TO
FLOW ALL EARNED SELLERS BACK TO
THE SULFA. ANALYZING OF THESE
REFORMS WORKED IS THE FIRST STEP
BEFORE ISSUING MORE HARMFUL
POLICIES. THESE POLICIES, LIMIT
ACCESS TO STUDENTS AND ARE BEING
DONE THROUGH BUDGET ACT SUPPOSED
BY ENTITIES WHO HAS ZERO
KNOWLEDGE ABOUT ACTUAL SPECIAL
EDUCATION SERVICE MODELS. I
SUPPORT THE L A S ANALYSIS AND
URGE YOU TO OPPOSE THIS HARMFUL
PROPOSAL. THIS IS YOUR CHANCE TO
ENSURE THE CHECKS AND BALANCES
OF OUR LEGISLATIVE BODY ACTUALLY
WORKS. DON'T FORGET ABOUT OUR
STUDENTS WITH DISABILITIES AND
THE UNIQUE NEEDS OF EACH COUNTY
AND SELVA. THANK YOU. THANK YOU.
NEXT WE GO TO A COMMENT FROM
LINE 21, PLEASE GO AHEAD. THANK
YOU GOOD MORNING CHAIR MCCARTHY
AND SUBCOMMITTEE MEMBERS. MY
NAME IS DEENA PARKER, AND I'M,
AN ASSISTANT SUPERINTENDENT
REPRESENTING THE BEVERLY HILLS
COVER CITY AND SANTA MONICA
MALIBU UNIFIED SCHOOL DISTRICT.
WE SUPPORT THE COLA FOR SPECIAL
EDUCATION, BUT WE MUST STRONGLY
OPPOSED THE ADMINISTRATION'S
PROPOSAL TO OBSTRUCT THE
RELATIONSHIP BETWEEN OUR
DISTRICTS AND OURSELF TO AND
ESSENTIALLY REMOVING OUR ABILITY
FOR LOCAL CONTROL. OURSELF
PROVIDES MUCH NEEDED
REGIONALIZED AND DIRECT SERVICES
WE WILL FACE AND OVER $1 MILLION
DEFICIT, AND THIS PROPOSAL LACKS
CLARITY OR SUPPORT FOR SCHOOL
DISTRICTS. WE SUPPORT THE
RECOMMENDATION TO REJECT THE
TRAILER BILL LANGUAGE THAT WOULD
FORCE FUNDS FROM SELF TO ELIA'S
, REGARDLESS OF EXISTING LOCAL
PLANS, DECLINING ENROLLMENT
FUNDING, SALARY AND BENEFIT
INCREASES AND OTHER LOCAL NEEDS.
THANK YOU. LAST COMMENT COMES
FROM LINE 25 GO AHEAD, PLEASE.
GOOD AFTERNOON CHAIR AND
COMMITTEE MEMBERS. MY NAME IS
MARK PATH. I LIVE IN CHICO,
CALIFORNIA AND NORTHERN
CALIFORNIA. I'M A PARENT OF
ASSUME THAT THE DISABILITY I'M
CALLING TO VOICE MY CONCERNS AND
OPPOSITION TO THE GOVERNOR'S
BUDGET PROPOSAL OF A CAP IN SELF
OF FUNDING, AS WELL AS MY PLEA
TO RECONSIDER SPENDING HOMES
EDUCATIONALLY REALLY MENTAL
HEALTH SERVICE FUNDING DIRECTLY
TALLY ATE MY CHILD HAS NEEDS
THEY REQUIRE MENTAL HEALTH
SERVICES. AND I HAVE SEEN
FIRSTHAND WHAT HAS HAPPENED WHEN
THE MODEL IS TAKEN AWAY FROM THE
SOFA. AND GIVEN TO THE L E. A D
ACCESS TO QUALITY SERVICE GOES
DOWN. IS THERE LESS RESOURCES
AVAILABLE? I URGE YOU TO
CONSIDER PAUSING THE NEW
REQUIREMENTS AND STUDYING IF IT
REALLY IS A NEED. ADDITIONALLY I
URGE YOU TO OPPOSE THIS UP WITH
FUNDING CAP OURSELF WILL PROVIDE
HIGH QUALITY SERVICES, TRAINING
AND SUPPORT DIRECTLY TO STUDENTS
AND FAMILIES, SOME OF THEIR
SERVICES OR STUDENTS WITH THE
MOST INTENSE EMOTIONAL NEEDS.
THE SELF, A CATHOLIC HARM
STUDENTS AND FAMILIES IN THE
SOFA AND OTHER CELL PHONES WITH
MODELS OF STRONG FOREIGN
SERVICE. PLEASE OPPOSE THIS
HARMFUL PROPOSAL AND SEEK
ALTERNATIVES. PLEASE CONSIDER
POSITIVE EARNED AS IT IS NOT A
GOOD IDEA, AND IT'S ALREADY
HARMING OUR MOST VALUABLE
STUDENTS WITH MENTAL HEALTH
NEEDS AND DISCRIMINATORY OF
THOSE STUDENTS WITH THESE
VULNERABILITIES. THANK YOU FOR
YOUR PATIENCE AND LISTENING.
OKAY THANK YOU. THANK YOU FOR
THE TESTIMONY WITH THAT WE WILL
ADJOURN.
YEAH.