GOOD MORNING. GOOD MORNING,
EVERYBODY. WELCOME TO THE
ASSEMBLY BUDGET. SUB-COMMITTEE
NUMBER THREE ON EDUCATION
FINANCE. I'M CHAIR. SO MEMBER
DAVID ALVAREZ AND WE WILL BE
STARTING WITH OUR HEARING TODAY.
WE'RE GONNA TRY SOMETHING, UH, A
TINY BIT DIFFERENTLY TODAY IF
YOU ARE HERE TO GIVE PUBLIC
TESTIMONY UM, SOMETIMES IT'S
USEFUL. THE PUBLIC TESTIMONY
COMES AHEAD OF SOME OF OUR
PRESENTERS AS WE WILL BE HEARING
INFORMATION THAT MIGHT BE
HELPFUL FOR MEMBERS OF THE PANEL
TO LISTEN TO SOME OF THE
TESTIMONY AND BE ABLE TO ASK
SOME QUESTIONS TO OUR PANELISTS.
SO WE'RE GONNA TRY THIS OUT
TODAY. IT'S THE FIRST TIME WE DO
THIS. WE'LL SEE IF IT WORKS OUT.
UM WHAT WE'LL DO IS IF YOU HAVE,
YOU KNOW, SHORT TESTIMONY. YOU
HAVE AN OPPORTUNITY TO GO FIRST.
PRIOR TO OUR PANELS. UM, YOU
WILL ASK BE ASKED NOT TO TESTIFY
AT THE END. IF YOU'VE ALREADY
TESTIFIED IN THE BEGINNING. AND
UM, IF YOU HAVE A LITTLE BIT OF
A LONGER TESTIMONY, THEN YOU CAN
WAIT TILL THE END. SO I'LL GIVE
THAT OPTION AGAIN. WE'RE GONNA
TRY IT OUT. WE'LL SEE HOW IT
GOES. IF ANYBODY WOULD LIKE TO
TESTIFY NOW ON ANYTHING ON THE
AGENDA TODAY. THIS WILL BE A
TIME TO COME FORWARD. EVERYBODY
WANTS TO COME NOW WE HAVE
SOMEBODY OK? RIGHT? REMEMBER IT
AND KEEP IT SHORT. UH, ALEX
GRAVES WITH THE I èC èC U. WE
REPRESENT 90 PRIVATE, NONPROFIT
COLLEGES IN THE STATE JUST WANT
TO SPEAK BRIEFLY TO THE GOLDEN
STATE TEACHER GRANT PROGRAM. UH
THAT PROGRAM HAS BEEN INCREDIBLY
EFFECTIVE FOR OUR PROGRAMS OF
RECRUITMENT. I KNOW THE
ANALYSIS. HAS SOME QUESTIONS ON
IT. UM WE WOULD JUST KNOW WE
HAVE ABOUT TWICE AS MANY SCHOOLS
OF EDUCATION AS THE èC S¼ U. SO
WHEN YOU SEE SOME OF THESE
NUMBER DISCREPANCIES, I JUST
WANNA KNOW IF THAT'S PROBABLY
PARTLY CONTRIBUTING TO THAT. AND
WITH THIS REALLY ENCOURAGE, UH,
THE STATE AND POLICYMAKERS TO
THINK ABOUT HOW WE CAN EXTEND
THAT PROGRAM MOVING FORWARD,
GIVEN THE BUDGET THANK YOU.
THANK YOU. AS A GREAT EXAMPLE OF
TESTIMONY HERE EARLY ON, SO IF
YOU HAVE SIMILAR TESTIMONY NOW
IS YOUR OPPORTUNITY. SORRY I
JUST CHILDREN NOW. THANK YOU SO
MUCH FOR THE OPPORTUNITY.
DIRECTOR OVERALL ON TEACHER
GRANT AS WELL AS JUST MAKING
SURE THAT AS THE AGENDA
RIGHTFULLY SO OUTLINES. COMMON
DEFINITION, MAKING SURE THAT
WE'RE NOT PUTTING AND I'M I WAS,
UM, HIGH NEED SCHOOL. THAT
THERE'S ALIGNMENT SO THAT
DISTRICTS THAT HAVE THE MOST
DIFFICULT AND RAISING THE
MATCHING REQUIREMENTS ARE
RECOGNIZED AND OPPORTUNITIES FOR
SO THAT WE CAN REALLY GENERALLY
GROW THE PIPELINE FOR EDUCATORS
WORK FORCE. ALL RIGHT. THANK
YOU. LAST CALL. RIGHT. ANYBODY
ELSE WHO WISH TO MAKE? UH UH,
COMMENT CAN DO SO AT THE END OF
TODAY'S, UH PANELS. SO WITH
THAT, UH, WE WILL GET STARTED.
I'M ON THE RIGHT. WE'RE GONNA
START WITH EDUCATED EDUCATOR
CREDENTIALING PROGRAM OVERSIGHT.
WE HAVE PANEL CONSISTING OF A
SHARE OF COTTON FROM THE
DEPARTMENT OF EDUCATION. DAVID
DWYER FROM THE COMMISSION,
TEACHER CREDENTIALING AND
JACKIE. FROM THE LEGISLATIVE
ANALYST OFFICE. PLEASE COME
FORWARD AND.
WELL, UM, SARAH, WOULD YOU LIKE
TO GO FIRST? SURE. CAN YOU HEAR
ME? OK GREAT. GOOD MORNING CHAIR
AND MEMBERS OF THE COMMITTEE.
I'M CHERYL COTTON, DEPUTY
SUPERINTENDENT OF OUR
INSTRUCTION MEASUREMENT AND
ADMINISTRATION BRANCH AT THE
CALIFORNIA DEPARTMENT OF
EDUCATION. I'M PRESENTING TO YOU
TODAY ON BEHALF OF OUR STATE
SUPERINTENDENT OF PUBLIC
INSTRUCTION, TONY THURMOND. AS
YOU'RE AWARE THE TIME DURING AND
SINCE THE PANDEMIC HAS BROUGHT
MANY EARLY RETIREMENTS AND
RESIGNATIONS FROM TEACHERS,
WHICH IS INTENSIFIED ARE
PERSISTENT NATIONAL TEACHER
SHORTAGE. CALIFORNIA'S DISTRICTS
CONTINUE TO REPORT HAVING MORE
TEACHER VACANCIES AND
DIFFICULTIES ATTRACTING NEW
TEACHERS AGAIN THIS YEAR. THE
LEARNING POLICY INSTITUTE
ESTIMATES THAT CALIFORNIA NEEDS
TO PRODUCE 20 TO 25,000 TEACHERS
ANNUALLY. BUT THIS NUMBER IS
IMPACTED BY ATTRITION AND NEW
DEMAND. 90% OF NEW DEMAND FOR
CALIFORNIA TEACHERS IS DUE TO
ATTRITION. NEW DEMAND IS ALSO
DUE TO THE INCREASED NEED FOR
EDUCATORS TO SUPPORT LEARNING
RECOVERY, INCLUDING PROGRAMS
THAT IMPACT TEACHER TO PUPIL TO
TEACHER RATIOS AND
IMPLEMENTATION OF UNIVERSAL TK
ENROLLMENT NUMBERS IMPACT
TEACHER DEMAND, OF COURSE, AND
DEMAND COULD ALSO DECREASE ONCE
LEARNING RECOVERY PROGRAMS AND
IF STATE PROGRAMS ARE REDUCED
DISTRICTS REPORTING TO THE
CALIFORNIA DEPARTMENT OF
EDUCATION ESTIMATED NEEDING
22,000 TEACHERS AS OF OCTOBER
2021. THAT SAME YEAR, THE STATE
ONLY ISSUED 19,600 PRELIMINARY
CREDENTIALS. THE STATE ALSO
ISSUED 12,000 SUBSTANDARD
CREDENTIALS AND PERMITS, WHICH
IS A STRONG INDICATOR OF
SHORTAGES BECAUSE THERE ARE ONLY
ISSUE THAT THESE TYPES OF
PERMITS ARE ONLY ISSUED WHEN
DISTRICTS CANNOT FILL A VACANCY
OR WITH A FULLY CREDENTIALED
TEACHER. THE èC Dð èC èC Dð E
IS ENGAGED IN SEVERAL EFFORTS TO
ADDRESS THE SHORTFALL. INCLUDING
THE NATIONAL BOARD FOR
PROFESSIONAL TEACHING STANDARDS
CERTIFICATION INCENTIVE PROGRAM.
WHICH IS FUNDED WITH $250
MILLION OVER FIVE YEARS.
INCENTIVIZES TEACHERS TO PURSUE
AND MAINTAIN CERTIFICATION
THROUGH THE NATIONAL BOARD. FOR
PROFESSIONAL TEACHING STANDARDS.
THIS AWARD PROVIDES ELIGIBLE
TEACHERS $5000 PER YEAR. FOR
FIVE YEARS AT THE END OF EACH
YEAR THAT THEY SERVE IN A HIGH
PRIORITY SCHOOL. IN ADDITION,
THE PROGRAM PROVIDES $2500
SUBSIDY TO COVER THE COST OF
CERTIFICATION. FOR TEACHERS AT
HIGH PRIORITY SCHOOLS TO
INITIATE OR COMPLETE
CERTIFICATION. THE PROGRAM NOW
ALSO OFFERS AN ADDITIONAL
SUBSIDY ALLOWANCE OF $495 FOR
QUALIFYING TEACHERS TO RENEW
THEIR CERTIFICATION DUE TO THE
2023 LEGISLATIVE SEASON. FOR THE
STATE, THE èC Dð AND CTC
DEVELOPED AN APPLICATION PROCESS
FOR BOTH PROGRAMS THAT WAS
APPROVED BY THE STATE BOARD ALL
EE, A CERTIFY. THE PARTICIPANTS
ARE ELIGIBLE THROUGH A DATABASE
THAT WAS BUILT BY èC Dð. MORE
THAN A DECADE OF RESEARCH SHOWS
THAT NATIONAL BOARD CERTIFIED
TEACHERS HAVE A POSITIVE IMPACT
ON STUDENTS WITH HIGH NEEDS. I'M
PLEASED TO ANNOUNCE THAT SINCE
THE PROGRAM'S INCEPTION, THE
NUMBER OF TEACHERS IN CALIFORNIA
PURSUING NATIONAL BOARD
CERTIFICATION IN HIGH PRIORITY
SCHOOLS HAS INCREASED FROM 415
IN 2020 2021 TO 2240 TEACHERS.
THIS YEAR, CALIFORNIA FUNDED A
RECORD HIGH OF 2461 TEACHERS
WORKING IN HIGH PRIORITY SCHOOLS
TO START OR CONTINUE THEIR
NATIONAL WAR JOURNEY. I DO ALSO
WANNA HIGHLIGHT, UM THAT
CURRENTLY 79% OF ALL NATIONAL
BOARD CANDIDATES IN CALIFORNIA
ARE TEACHING IN IN HIGH PRIORITY
SCHOOLS. UM AND THAT WE'VE SEEN
AN INCREASE IN THE NUMBER OF OUR
BIPOC SO OUR BLACK, INDIGENOUS
AND PEOPLE OF COLOR SEEKING
NATIONAL BOARD CERTIFICATION.
THE WITH A 62% INCREASE IN THE
SUBSIDY AND 51% OF THOSE FOLKS
WHO ARE IN TEACHING IN HIGH
PRIORITY SCHOOLS. I WILL CLOSE
BY SAYING THAT THERE ARE
OPPORTUNITIES TO BUILD FROM
THESE EXISTING WORKFORCE
PROGRAMS, AND WE LOOK FORWARD TO
ASSISTING THE ADMINISTRATION
LEGISLATURE, èC, Tð, èC AND
OTHER RELEVANT ENTITIES TO
ADDRESS THE TEACHER SHORTAGE
WITH ME TODAY. I HAVE SEVERAL
DIRECTORS. UM WHO ADMITTED THE
ADMINISTER THESE PROGRAMS AND
WE'RE HAPPY TO ANSWER ANY
QUESTIONS AT THE APPROPRIATE
TIME. THANK YOU. THANK YOU. GO
AHEAD. GOOD MORNING CHAIR
ALVAREZ MEMBER FONG. MY NAME IS
DAVID DEER. AND I'M, THE
DIRECTOR OF THE PROFESSIONAL
SERVICES DIVISION AT THE
CALIFORNIA COMMISSION ON TEACHER
CREDENTIALING. OUR DIVISION IS
RESPONSIBLE FOR ALL THINGS
RELATED TO THE PREPARATION OF
EDUCATORS IN CALIFORNIA,
INCLUDING THE ADMINISTRATION OF
SOME OF THE STATE'S INVESTMENTS
IN THE TEACHER WORKFORCE GRANT
PROGRAMS. THE INITIAL QUESTION.
ASKED IN THE AGENDA FOR THIS
PANEL IS WHETHER INVESTMENTS IN
TEACHER PIPELINE PROGRAMS NEED
ONGOING FUNDING OR IF ONE TIME
INFUSIONS ARE SUFFICIENT. IN
ORDER TO ANSWER THAT QUESTION.
IT MAY BE HELPFUL TO LOOK AT THE
MOST RECENT DATA REGARDING THE
TEACHER PREPARATION, PIPELINE
AND SCHOOL STAFFING. THIS YEAR'S
TEACHER SUPPLY REPORT, AS
REQUIRED BY EDUCATION CODE
SECTION 44225.6 IS DUE TO THE
LEGISLATURE ON APRIL 1ST AND I
CAN SHARE THAT INITIAL DATA SHOW
THE FOLLOWING THE NUMBER OF
INDIVIDUALS ISSUED A NEW
TEACHING CREDENTIAL DURING THE
2022 20. THREE UH, SCHOOL YEAR
DECLINED FOR THE SECOND STRAIGHT
YEAR. AT 14,000 THREE 110. THIS
IS THE LOWEST NUMBER EVER
REPORTED SINCE THE INAUGURATION
OF THE TEACHER SUPPLY REPORT.
FOR THE 1997 98 SCHOOL YEAR. THE
NUMBER OF NEW CREDENTIALS EARNED
BY COMPLETES OF COMMISSION
APPROVED PREPARATION PROGRAMS AT
INSTITUTIONS OF HIGHER EDUCATION
ALSO HIT AN ALL TIME LOW OF
10,665. WHILE THE OVERALL
ENROLLMENT IN COMMISSION
APPROVED TEACHER PREPARATION
PROGRAMS INCREASED BY JUST OVER
1% IN 2022 23 TO 40,739
CANDIDATES. THE NUMBER OF NEW
ENROLLED CANDIDATES FELL BY
11.7% FROM THE PREVIOUS YEAR.
THE NUMBER OF SHORT TERM STAFF
PERMITS AND PROVISIONAL INTERN
PERMITS OR EMERGENCY LICENSES.
ISSUED IN 2022 23 JUMPED ALMOST
80% FROM THE PREVIOUS YEAR TO
7306, WHICH IS HIGHER THAN PRE
PANDEMIC LEVELS. A RECENT
BIANNUAL APPLICATION PROCESSING
REPORT FROM OUR CERTIFICATION
DIVISION THAT WAS SUBMITTED TO
THE LEGISLATURE ON MARCH FIRST
INDICATED THAT 6474 OF THESE
PERMITS WERE ISSUED JUST IN THE
SIX MONTHS ENDING JANUARY 1ST
2024. THAT NUMBER IS ALSO HIGHER
THAN PRE PANDEMIC LEVELS. TAKEN
TOGETHER. THESE DATA SUGGESTS
THAT CALIFORNIA'S LOCAL
EDUCATION AGENCIES CONTINUE TO
HAVE SIGNIFICANT STRUGGLES,
STAFFING THEIR SCHOOLS WITH
FULLY CREDENTIALED TEACHERS.
THAT SAID THE STATE'S
INVESTMENTS IN EDUCATOR
WORKFORCE GRANTS ARE HAVING
MEASURABLE POSITIVE IMPACTS ON
THE TEACHER PREPARATION
PIPELINE. THE DEMOGRAPHICS OF
CANDIDATES WHO ARE PARTICIPATING
IN CLASSIFIED SCHOOL EMPLOYEE
TEACHER CREDENTIALING, LOCAL
SOLUTIONS AND TEACHER RESIDENCY
GRANT PROGRAMS MUCH MORE CLOSELY
MATCH THOSE OF CALIFORNIA'S Tð
Kò 12 STUDENTS, THEN TEACHER
PREPARATION CANDIDATES IN
GENERAL. TEACHER RESIDENCY
GRANTS ARE SIGNIFICANTLY
INCREASING THE NUMBER OF
TEACHERS WHO COMPLETE A HIGH
RETENTION PREPARATION PATHWAY
AND I REPORTING DATA SHOW THAT
RESIDENTS ARE STAYING IN THE
PROFESSION AT A HIGHER RATE THAN
TEACHER PREPARATION CANDIDATES
IN GENERAL. LAST YEAR, THE
COMMISSION AWARDED A FIVE YEAR
20 MILLION STATE $20 MILLION
STATE TEACHER RESIDENCY
TECHNICAL ASSISTANCE CENTER
GRANT TO A CONSORTIUM OF COUNTY
OFFICES OF EDUCATION LED BY
SANTA CLARA COUNTY. THE CENTER
IS NOW PROVIDING SUPPORT TO
LOCAL EDUCATION AGENCIES ACROSS
THE STATE ON BEST PRACTICES IN
BOTH STARTING TEACHER RESIDENCY
PROGRAMS AND ON HOW TO MAKE THE
PROGRAM SELF SUSTAINING. NOW,
I'D LIKE TO RETURN TO SPECIFIC
QUESTIONS CONTAINED IN THE
AGENDA. IT HAS TAKEN SOME TIME
FOR ALL OF THE ENTITIES INVOLVED
WITH TEACHER PREPARATION TO
UNDERSTAND AND IMPLEMENT THE
FUNDING MADE AVAILABLE THROUGH
ONE TIME INFUSIONS. HOWEVER
YESTERDAY AT A CALIFORNIA
COUNCIL ON TEACHER EDUCATION
CONFERENCE PREPARATION PROGRAMS
REPORTED THAT THEY HAVE FIGURED
OUT HOW TO BRAID FUNDS TOGETHER
FROM DIFFERENT FUNDING SOURCES
SO THAT MANY TEACHER CANDIDATES
CAN PAY FOR THEIR PREPARATION
AND HAVE ENOUGH TO LIVE ON WHILE
THEY COMPLETE THEIR PREPARATION
PROGRAM. HAVING ALL OF THAT WORK
DIE BECAUSE OF THE ONE TIME
INFUSIONS RUN OUT OR REMAINING
FUNDS ARE CLAWED BACK WOULD BE
HEARTBREAKING AND SEND ANOTHER
MESSAGE THAT IT IS TOO HARD TO
BECOME A TEACHER. OUR GRANTS
TEAM HAS ANALYZED REMAINING
FUNDS AND RECOMMENDS THAT THE Tð
THE TEACHER AND SCHOOL COUNCIL
RESIDENCY COOR RESIDENCY PROGRAM
WOULD BENEFIT FROM AN EXTENDED
LIQUIDATION PERIOD TO CONTINUE
THE PROGRESS GRANTEES ARE
MAKING. OUR ADVERT. OUR AGENCY
ADVERTISES OUR GRANT PROGRAMS IN
MANY WAYS. IN ADDITION TO
PRESENTING AT MANY CONFERENCES
AND WORKING DIRECTLY WITH
EDUCATIONAL PARTNERS, LIKE
PREPARATION PROGRAMS, COUNTY
OFFICES, LABOR AND PROFESSIONAL
ORGANIZATIONS AND HOLDING
DIFFERENT SETS OF OFFICE HOURS.
WE HAVE A TEAM OF EIGHT CAREER
COUNSELORS WHO WORK WITH
INDIVIDUALS WHO ARE INTERESTED
IN BECOMING AN EDUCATOR. THE
THESE CAREER COUNSELORS HAVE
CREATED A NUMBER OF RESOURCES
REGARDING THE DIFFERENT PATHWAYS
TO BECOME A TEACHER THAT ARE
WRITTEN IN EASILY UNDERSTOOD
LANGUAGE. AND THEY CALL EMAIL
CHAT WITH AND SET UP ONLINE
MEETINGS TO HELP POTENTIAL
EDUCATORS UNDERSTAND THEIR
OPTIONS AND THE FUNDING
OPPORTUNITIES AVAILABLE. IT IS
DIFFICULT TO SAY IF MULTIPLE
SUBJECT AREAS HAVE BECOME LESS
IMPACTED TO THE POINT WHERE
FUNDS COULD BE TARGETED JUST AS
SEVERE SHORTAGE AREAS. THE CD'S
2021 22 TEACHER ASSIGNMENT
MONITORING OUTCOMES REPORT
SHOWED THAT OVER 10% OF THE
ALMOST 125,000 MULTIPLE SUBJECT
FULL TIME EQUIVALENCY
ASSIGNMENTS WERE STAFFED BY A
TEACHER WHO EITHER DID NOT HOLD
THE PROPER CREDENTIAL OR WE'RE
NOT AUTHORIZED BY A LOCAL
ASSIGNMENT OPTION. REGARDING THE
CLASSIFIED STAFF GRANT AWARDS. I
BELIEVE THERE MAY HAVE BEEN SOME
MISUNDERSTANDINGS REGARDING THE
AMOUNTS PREVIOUSLY REPORTED.
AFTER THE FIRST ROUND OF AWARDS,
WHICH TOTALED OVER $56 MILLION
THERE WERE █68 MILLION LEFT FOR
FUTURE AWARDS. IN ROUNDS TWO
THROUGH FOUR FUNDING. AN
ADDITIONAL $41 MILLION WAS
AWARDED. THE DESIGN OF THE
PROGRAM IS TO ALLOW FOR A
MAXIMUM OF $4800 PER CANDIDATE
PER YEAR. BASED ON PROGRAM
EVALUATION RECOMMENDATIONS. THE
COMMISSION HAS MADE THE
FOLLOWING CHANGES TO THE
CLASSIFIED STAFF PROGRAM. THE
COMMISSION PROVIDES ADDITIONAL
STRUCTURE IN THE REQUEST FOR
APPLICATIONS OR R FA TO SET MORE
EXPLICIT EXPECTATIONS OF ELIE.
THE R FA HAS BEEN UPDATED TO
INCLUDE STANDARDIZED ALLOWABLE
EXPENDITURES ACROSS ALL
PROGRAMS. A CAP ON PROGRAM
ADMINISTRATION FUNDS TO 10% OF
GRANT AWARDS. ASSURANCES THAT
PLANS ARE IN PLACE TO SUPPORT
PARTICIPANTS SECURING PRESER
PLACEMENTS AND TEACHING
POSITIONS. AND A DESCRIPTION OF
THE PLANS FOR DATA COLLECTION
AND CONTINUOUS IMPROVEMENT. THE
COMMISSION REQUIRES ARTICULATION
AGREEMENTS BETWEEN LOCAL
EDUCATION AGENCIES AND PARTNER
INSTITUTIONS OF HIGHER EDUCATION
TO CLARIFY EXPECTATIONS AND
DESIRED OUTCOMES FOR THEIR
COLLABORATION. AND TO ENCOURAGE
STABLE LEADERSHIP AND
MANAGEMENT. THE COMMISSION HAS
EXPANDED REQUIRED DATA
COLLECTION FIELDS TO SUPPORT
CONTINUOUS IMPROVEMENT ACROSS
ALL PROGRAMS, INCLUDING HOW,
INCLUDING ALL ALLOWED EXPENSES
TO IDENTIFY THE BROADEST
POSSIBLE SCOPE OF FINANCIAL
SUPPORT FOR PARTICIPANTS. THE
COMMISSION PUBLISHED A PROGRAM
MANAGEMENT GUIDE THAT INCLUDES
REPORTING REQUIREMENTS, RULES
PROCEDURES AND ALLOWABLE
EXPENSES ON CLASSIFIED ON THE
CLASSIFIED GRANT WEB PAGE, UNDER
RESOURCES FOR CLASSES FOR FUNDED
CLASSIFIED GRANT PROGRAM
GRANTEES. ALL GREAT MANAGERS
HAVE ACCESS TO THE PUBLISHED
GUIDE. TO SAFEGUARD CONTINUITY
DURING MANAGEMENT CHANGES.
PUBLISH RESOURCES FOR GRANTEES
ALSO PROVIDE CLARITY THAT
CLASSIFIED GRANT PROGRAM FUNDS
CAN BE RECEIVED BY PARTICIPANTS.
IN ADDITION TO RECEIVING
ALTERNATIVE SOURCES OF FINANCIAL
AID, SUCH AS THE GOLDEN STATE
TEACHER PROGRAM, OTHER
SCHOLARSHIPS, GRANTS AND LOANS
THE COMMISSION HOSTS OFFICE
HOURS FOR GRANT MANAGERS AND ANY
ADDITIONAL STAFF. GRANT MANAGERS
INCLUDE TO ASK THE COMMISSION
AND THE BROADER CLASSIFIED STAFF
GRANT COMMUNITY QUESTIONS AND TO
SHARE BEST PRACTICES. FIVE
SESSIONS WERE HOSTED DURING THE
2022 23 FISCAL YEAR AND NINE ARE
PLANNED FOR THE CURRENT FISCAL
YEAR. ADDITIONALLY THE
COMMISSION PROVIDES ONGOING
TECHNICAL ASSISTANCE
OPPORTUNITIES TO CLASSIFY GRANT
PROGRAMS INDIVIDUALLY AND AS A
GROUP TO SUPPORT PROGRAMS WITH
ONGOING PROGRAM IMPLEMENTATION.
AFTER OFFICE HOURS ARE HELD
QUESTIONS AND THEIR RESPECTIVE
ANSWERS ARE PUBLISHED ON OUR WEB
PAGE AND DISSEMINATE IT TO ALL
GRANTEES. TO STRENGTHEN THE
CLASSIFIED PROGRAMS, OUTCOMES
THE LEGISLATURE COULD CONSIDER
INCREASING THE AMOUNT OF FUNDING
PER CANDIDATE. CLASSIFIED
EMPLOYEES ARE GENERALLY THE
LOWEST PAID STAFF AND THE 48
$4800 PER CANDIDATE PER YEAR FOR
FOUR YEARS, OFTEN BARELY COVERS
TUITION. UNLIKE THE CLASSIFIED
GRANT PROGRAM, THE TEACHER
RESIDENCY GRANT PROGRAM DID NOT
HAVE AN OUTSIDE EVALUATION AS
PART OF THE AUTHORIZING
LEGISLATION. WITH THAT SAID THE
COMMISSION COLLECTS AND ANALYZES
DATA EACH YEAR. AND WEST, A
FUNDED BY PHILANTHROPIC ENTITIES
CONDUCTS RESEARCH IN
COLLABORATION WITH THE
COMMISSION. ONE OF THE EARLY
FINDINGS FROM THAT RESEARCH WAS
IDENTIFYING THE NEED FOR A
STATEWIDE TECHNICAL ASSISTANCE
CENTER FOR RESIDENCY PROGRAMS,
AND THAT WAS FUNDED IN THE 2022
20 THREE STATE BUDGET AND IS
BEING LED BY THE SANTA CLARA
COUNTY OFFICE OF EDUCATION.
EIGHT OF THE E THAT RECEIVED
2018 TEACHER RESIDENCY PLANNING
GRANTS HAVE APPLIED FOR NEW
CAPACITY GRANTS IN THE 2021
TEACHER RESIDENCY PROGRAM. AND
FINALLY THE STATEWIDE RESIDENCY
TECHNICAL ASSISTANCE CENTER
REGIONAL HUBS AT HUMBOLDT AND
TULARE COUNTY OFFICES HAVE
EXPERIENCE WORKING IN AND WITH
SMALL AND OR RURAL LE A AND ARE
SHARING BEST PRACTICES WITH
INTEREST IN L, A WE ARE NOT SURE
ADDITIONAL RESOURCES ARE NEEDED
AT THIS TIME. AND I ALSO BROUGHT
STAFF WITH ME AND WE ARE HAPPY
TO ANSWER ANY QUESTIONS.
COMMISSIONER MAY OR THE
COMMITTEE MAY HAVE THANK YOU.
HELLO. JACKIE BROS. ALLEGEDLY
VANDALIZED OFFICE. UM NÓ
SPECIFIC COMMENTS ON CERTAIN
PROGRAMS, BUT JUST REITERATING
AND HIGHLIGHTING OUR OVERALL
BUDGET COMMENTS REGARDING, UM WE
ARE PROJECTING THAT THE BUDGET
DEFICIT MAY COME IN HIGHER THAN
THE INITIAL GOVERNOR'S JANUARY
ESTIMATES. UM POSSIBLE SOLUTIONS
THE LEGISLATURE COULD CONSIDER.
ONE OPTION IS, UM, REVERTING ANY
UNSPENT GRANT FUNDS. UM, THAT
COULD INCLUDE THE PROGRAMS THAT
WERE INCLUDED. UM IN THE AGENDA,
AND SOME OF THEM DO NOTE. UM,
CURRENT UPDATE ON ON ALLOCATED
UNSPENT FUNDS. OF COURSE, THE
LEGISLATURE WOULD HAVE TO
CONSIDER ITS PRIORITIES AND
DETERMINING WHICH PROGRAMS UM IT
WOULD WANT TO REVERT BACK IF
THAT'S AN OPTION, BUT JUST
HIGHLIGHTING THAT ONE BUDGET
SOLUTION. THANK YOU. UH, LET ME
ASK JUST A FEW QUESTIONS ON
THIS, AND I THINK I'LL BE MORE,
UH SPECIFIC WITH THE EACH OF THE
PROGRAMS WE GET INTO THEM. UH SO
I HEARD FIGURES. THE LEARNING
POLICY INSTITUTE SAYS 25,000 NEW
TEACHERS ANNUALLY IS THE
ESTIMATED NUMBER I HEARD THAT
FROM èC Dð. UH, ONLY UM THE èC
Tð èC. TESTIFIED HERE THAT ONLY
10,000 INDIVIDUALS WERE
CREDENTIALED IN THE LAST YEAR,
WHICH IS 2220 THREE. IT WAS
14,310. OH, I THOUGHT YOU SAID
THOSE WERE THE NUMBER ENROLLED
IN PROGRAMS THAT NÓ. THAT'S THE
NUMBER WHO RECEIVED A
PRELIMINARY CREDENTIAL. OK, AND
WHAT WAS THE 10,000? NUMBER OF,
UM, THAT'S THE NUMBER OF NEW
CREDENTIALS, UM EARNED AT
INSTITUTIONS OF HIGHER
EDUCATION. SO YOU CAN ALSO WE
ALSO HAVE PEOPLE COMING IN, UH
FROM OTHER STATES, AND WE HAVE
PEOPLE WHO ARE IN THE CREDENTIAL
THROUGH AN LE A PROGRAM SO
CLARIFY. SO THEN WE WOULD ADD
THOSE TWO NUMBERS AND THAT'S HOW
MANY TEACHERS WERE CREDENTIALED
NÓ. THE 10,665 IS A SUBSET OF
THE 14,310. 14,000 PRUDENTIAL
GOT IT. UH, OF THE. I ALSO HEARD
A FIGURE OF 79% I THINK IT WAS
èC Dð TESTIMONY. 79% OF, UH, I
THINK THE NATIONAL BOARD
CERTIFIED TEACHERS. I THINK IT
WAS IN REFERENCE TO OUR IN I
PRIORITY NEED SCHOOLS THAT'S
CORRECT. SO, UM ARE THE OTHERS
ARE A NON HIGH PRIORITY SCHOOLS?
YES. SO THE PURPOSE OF THE
INCENTIVE GRANT WAS TO ENCOURAGE
THOSE WHO HAVE NATIONAL BOARD
CERTIFICATION TO RECEIVE AN
INCENTIVE FOR WORKING IN HIGH
PRIORITY SCHOOLS. SO UM, THE
ONES THE 21% THAT ARE NOT THEY.
THOSE DID NOT RECEIVE INCENTIVE.
THEY JUST OPTED TO BECOME
NATIONALLY BOARD CERTIFIED. UH,
SOME HAVE YES. THEY HAVE OPTED
TO BECOME NATIONALLY BOARD
CERTIFIED. ALL OF THESE TEACHERS
HAVE MADE THAT DECISION. UM BUT
THERE ARE TEACHERS WHO MADE A
DECISION TO WORK IN A HIGH
PRIORITY SCHOOL OR HIGH NEED
SCHOOL. WITH THEIR
CERTIFICATION. PARTIALLY BECAUSE
OF THE INCENTIVE, I BELIEVE. AND
IF A TEACHER, UM IS NOT A HIGH
PRIORITY NEEDS SCHOOL THERE,
THEY DON'T RECEIVE THE
INCENTIVE. THEY'RE NOT RECEIVING
THE INCENTIVE NOW. UM I THINK
THAT'S IT ON ON THIS I. I AM
GONNA BE ASKING ON ALL OF THE,
UM SPECIFIC PROGRAMS THAT WILL
BE DISCUSSING RIGHT AFTER THIS.
UM THE STATUS, I. I HEARD
DIFFERENT FIGURES IN WHAT WE
HAVE HERE STATUS OF THOSE
PROGRAMS IN TERMS OF
UTILIZATION. UM UH, NUMBERS. AND
ALSO, UM. SO BE PREPARED FOR
THAT, UM, FOR THE FOLKS THAT YOU
BROUGHT YOU BOTH BROUGHT WITH
YOU 01 OTHER QUESTION THAT JUST
CAME TO MIND. ARE WE? STILL
PRIMARILY ALL OF THE PROGRAMS?
FOCUSED ON OR NOT FOCUSED, BUT
ARE THE PROGRAM UH, UTILIZATIONS
IT PRIMARILY BY RECENT
UNDERGRADUATES. WE'RE NOT
TALKING ABOUT INDIVIDUALS WHO
ARE IN A DIFFERENT PROFESSION
THAT ARE REENTERING. UH
EDUCATION AS A PROFESSION OR OR
CHOOSING TO ENTER EDUCATION AS A
PROFESSION OR MOST OF THESE
PROGRAMS BEING UH UH, UTILIZED
BY INDIVIDUALS WHO SORT OF
RECENTLY GRADUATED AND ARE
PURSUING A TEACHING CAREER. OR
DO YOU DO YOU HAVE A BREAKDOWN
OF THAT? WE DO NOT HAVE A
BREAKDOWN OF THAT, SO THAT WOULD
INCLUDE PEOPLE WHO ARE GETTING
THEIR CREDENTIAL AS AN
UNDERGRADUATE PEOPLE WHO ARE
DOING IT AS THEIR FIFTH YEAR AND
PEOPLE WHO ARE COMING BACK LATER
IN LIFE, AND YOU DON'T HAVE A
BREAKDOWN OF WHAT THAT IS. WE
DON'T OK. UM, WHEN THESE WERE
ORIGINALLY, UH THOUGHT OF AS AS
INCENTIVE PROGRAMS. WAS THERE
CONVERSATION. I DON'T KNOW IF
EITHER OF YOU WERE AROUND OF, UM
EITHER SUPPORTING UNDERGRADUATES
TO CONTINUE ON TO GETTING THEIR
CREDENTIAL AND BECOMING
TEACHERS. OR WAS IT ABOUT TRYING
TO ATTRACT, UH OTHERS INTO THE
PROFESSION CAUSE I KNOW THAT'S
BEEN PART OF THE CONVERSATION,
AND PROBABLY THE L Ó MAY HAVE
SOME INPUT ON THAT AS WELL. DO
YOU HAVE ANY COMMENTS ON THAT?
WHAT THE APPROACH WAS. I WAS NOT
HERE. I WAS NOT IN CALIFORNIA
WHEN THESE PROGRAMS WERE
STARTED. BRA WITH THE L A Ó I.
I DON'T THINK THERE'S AS MUCH
EXPLICIT UM, THAT EXPLICIT
CONVERSATION PROGRAM BY PROGRAM.
I THINK THE ONE I WOULD SAY THAT
IS MORE LIKELY TO BE MORE OF A
MID CAREER LATER IS THE
CLASSIFIED PROGRAM BECAUSE
THAT'S PART OF THE GOAL OF THAT
WAS THERE MIGHT BE STAFF WHO
HAVE BEEN WORKING IN A SCHOOL
FOR MANY YEARS AND PEOPLE THINK
ARE REALLY GOOD WITH KIDS AND
JUST DON'T HAVE THE CREDENTIALS
TO BE A CLASSROOM TEACHER. AND
SO I THINK THAT ONE IN
PARTICULAR I DON'T HAVE THE DATA
OFF HAND IS WHEN I WOULD EXPECT
THERE WOULD BE MORE LIKELY TO BE
OLDER. UM, PARTICIPANTS IN THE
PROGRAM, UM I THINK THE OTHERS,
AT LEAST IN THE CONVERSATIONS
ALWAYS BEEN ABOUT WHAT ARE THE
DIFFERENT PATHWAYS OF GETTING
PEOPLE FROM THEIR UNDERGRADUATE
DEGREE TO THEIR CURRENT PROGRAM.
ALSO JUST TO ADD WHEN WE LOOK AT
PATHWAYS, AND WE'RE THINKING
ABOUT PATHWAYS CURRENTLY, I
DON'T KNOW ABOUT AT THE
INCEPTION OF THESE PROGRAMS, BUT
CURRENTLY WE DO THINK ABOUT ALL
OF THE DIFFERENT TYPES OF
CANDIDATES WHO MAY BE
CONSIDERING COMING INTO THE
PROGRAM. UM WE ARE DOING HEAVILY
èC Dð E IS HEAVILY FOCUSED ON,
UH, CAL VOLUNTEERS, WHICH IS
10,000 UNDERGRADS WHO ARE
INTERESTED IN POSSIBLY
INTERESTED IN TEACHING. UM BUT
WE'RE ALSO LOOKING AT LOTS OF
DIFFERENT PATHWAYS FOR A SECOND
CAREER FOLKS COMING INTO THE
PROGRAM. AS WELL AS WE FOCUSED
US LAST YEAR ON RETIREES, UM,
WHO WERE COMING BACK? TO HELP
OUT IN THE CLASSROOM, COVER SOME
CLASSES UNTIL WE COULD GET
TEACHERS HIRED. HAS ANYBODY
EITHER, UH, DEPARTMENT èC Tð
èC, OR A THIRD PARTY TO
ANALYSIS ON HOW MANY STUDENTS
BEGIN THEIR COLLEGE CAREER WITH
THE HOPES OF BECOMING A TEACHER,
AND ACTUALLY UM, END UP BECOMING
A TEACHER. I HAVE A I HAVE A
FEELING THAT PERHAPS THERE'S A
BIG DROP OFF THERE, AND I DON'T
THINK THERE'S THERE IS NOTHING
YOU SIGN UP FOR TO BECOME A
TEACHER. I DON'T THINK IN YOUR
EARLY COUPLE OF YEARS, BUT AT
SOME POINT WE HAVE YOU COLLECTED
ANY DATA ON THAT? I I'M I'M I'M
WONDERING IF PERHAPS SOME PEOPLE
MAY NOT PURSUE THE CAREER JUST
CAUSE THEY DON'T HAVE AT THE
UNDERGRADUATE LEVEL. THE SUPPORT
SYSTEMS WHICH YOU'VE TALKED
ABOUT, ARE BEING BUILT UP IN
ORDER TO PROVIDE THAT SUPPORT
WITH THE CENTER ASSISTANCE
CENTERS AND THINGS LIKE THAT,
BUT, UM, DO WE? DO YOU HAVE ANY
DATA ON ON THAT? HOW MANY BEGIN
WITH THAT ASPIRATION AND HOW
MANY TEACHERS ACTUALLY ARE
CREDENTIALED? SO I CAME TO
CALIFORNIA FROM WISCONSIN IN
2021, AND I CAN TELL YOU THAT WE
DID SOME RESEARCH LIKE THAT IN
WISCONSIN. AND I THINK IT'S
GENERALISABLE. UH AND THAT FOUND
THAT ABOUT 10% OF HIGH SCHOOL
JUNIORS AND SENIORS INDICATE AN
INTEREST IN EDUCATION AS A FIELD
IN WHEN THEY'RE DOING, UM
INTEREST INVENTORIES AND
PLANNING FOR A CAREER. SO UH 10%
OF HIGH SCHOOL STUDENTS INDICATE
INTEREST IN BECOMING A TEACHER
OR SOMETHING IN EDUCATION. AND
YOU'RE RIGHT. WE DON'T GET VERY
MANY OF THEM. THERE ARE SOME
HIGH SCHOOLS WHO HAVE STARTED A
FUTURE TEACHER CLUBS OR
EDUCATORS, RISING CLUBS TO TRY
AND GET THOSE STUDENTS WHILE
THEY'RE STILL IN HIGH SCHOOL,
GET THEM INTERESTED AND THEN
CONNECT THEM TO EITHER COMMUNITY
COLLEGES, UH OR FOUR YEAR
PROGRAMS THAT THAT HAVE
CREDENTIALS. SO UM, THERE THERE
IS SOME WORK, BUT IT'S VERY, UH,
LOCALIZED. YEAH, IT IS LOCALIZED
IT. WE ARE ALSO SEEING SOME èC
Tð PROGRAMS. SO THOSE CAREER
PATHWAYS THAT HIGH SCHOOL
STUDENTS ARE PARTICIPATING IN.
THERE ARE SOME TEACHER PATHWAYS.
UM THAT WE SEE ACROSS THE STATE
AS WELL AS I KNOW. SAN JOAQUIN
COUNTY OFFICE OF ED HAS A HAS A
MODEL PROGRAM, UM, SUPPORTING
STUDENTS WITH DUAL ENRO
ENROLLMENT IN HIGH SCHOOL TO
THEN GET INTO A LOCAL, UH, CSU
WITH A FOCUS ON GETTING THEIR
TEACHING CREDENTIAL AND AN
INCENTIVE AROUND SO THERE ARE
MODELS LIKE THAT. AND AS FOR US
TO KNOW AS WELL, HAS A SIMILAR
MODEL. THERE ARE MODELS LIKE
THAT AROUND THE STATE, UM, THAT
ARE ENCOURAGING STUDENTS AT THE
HIGH SCHOOL LEVEL TO CONSIDER
TEACHING AS A PROFESSION. THANK
YOU. THE QUESTIONS BY COMMITTEE
MEMBERS. MR MUCCI. THANK YOU. I,
UH APOLOGIZE FOR ARRIVING LATE
AND SO SURE IF YOU CAN CUT ME
OFF, UH, IF I'VE ASKED A
QUESTION THAT'S ALREADY BEEN
ASKED UM SO, UM WE? WE TALKED
ABOUT SEVERAL, UH, PROGRAMS. UH
TO, UH, TRY TO INCENTIVIZE AND
SUPPORT MORE. PEOPLE TO BECOME
TEACHERS. UM UM DO THESE TEACHER
PIPELINE PROGRAMS NEED ONGOING
FUNDING OR OR OR ONE TIME? UH,
FUNDING. UH, SUFFICIENT. SO
WE'RE SEEING ACROSS. YOU KNOW
SEVERAL MEASURES THAT SCHOOL
DISTRICTS ARE REALLY STRUGGLING
TO FIND CREDENTIAL TEACHERS TO
STAY OFF THEIR SCHOOLS. SO UH, I
, I WOULD SAY YES, WE NEED
ONGOING FUNDING. UM I NOTICED
THAT THE GOLDEN STATE TEACHER
GRANT IS GOING TO BE IN THE NEXT
PANEL AND THAT THAT MONEY IS
RUNNING OUT, AND THAT'S THE ONE
THAT I HEAR FROM PREPARATION
PROGRAMS THAT THEY'RE ESPECIALLY
CONCERNED ABOUT BECAUSE THEY
HAVE FOUND WAYS AS I TO BRAID
FUNDS FROM DIFFERENT PROGRAMS
TOGETHER, BUT THAT ONE'S USUALLY
AT THE CENTER OF IT BECAUSE IT'S
$20,000 IT'S QUITE A SUBSTANTIAL
OPPORTUNITY. SO BASICALLY
BECAUSE THE NEED IS SO GREAT. I
MEAN, IT'S NOT LIKE THE NATURE
OF THE PROGRAMS. UH UH. YOU
KNOW, NEEDING ONGOING SUSTAINED
FUNDING FOR PROGRAMS TO BE ABLE
TO PLAN FOR BUT BUT RATHER THAT,
UH, BECAUSE THE NEED IS SO GREAT
THAT THE MORE MONEY WE GET THE
MORE TEACHERS WE CAN THAT AND
THAT THEY'RE IN AND THE ONGOING
FUNDING. UH, MAKES IT CLEAR THAT
THIS THE MONEY IS GOING TO BE
THERE. SO IF SOMEONE IS HEARING
AS A FRESHMAN IN COLLEGE, YOU
KNOW, HEY, THERE'S THIS FUNDING
THAT YOU COULD POTENTIALLY
BECOME A TEACHER. BY THE TIME
THEY GET TO JUNIOR YEAR. THE
FUNDING IS STILL THERE. UM
THAT'S A CONCERN THAT I'VE HEARD
FROM PROGRAMS IS, YOU KNOW WE'VE
WE'RE STUDENTS YOUNGER, YOU KNOW
, IN IN FRESHMAN SOPHOMORE YEAR
WHO ARE INTERESTED IN BECOMING
TEACHERS, BUT NOW WE'RE WORRIED
THAT WE'RE NOT GONNA BE ABLE TO
GIVE THEM THE GOLDEN STATE
TEACHER GRANT. I THINK TO THAT
POINT, UM I'M SORRY SPECIFICALLY
WITH NATIONAL BOARD INCENTIVE.
WE HAD A PROGRAM SIMILAR TO THIS
, UM IN THE EARLY TWO THOUSANDS
AND WITH THE GREAT RECESSION IN
2008. I BELIEVE IT WAS, UM
TERMINATED. THAT CREATED A LOT
OF DISTRUST. AROUND UM, WHEN WE
BROUGHT THIS PROGRAM BACK,
WHETHER TEACHERS REALLY FELT
CONFIDENT AND COMFORTABLE MOVING
FORWARD WITH THIS, NOT SURE IF
THEY WERE GOING TO REALLY SEE IT
ALL THE WAY THROUGH, IF THE
LEGISLATURE OR THE STATE WOULD
SEE IT ALL THE WAY THROUGH, SO
THERE ARE OTHER IMPLICATIONS AS
WELL, UM AROUND KIND OF TRUST,
AND WE WANT OUR TEACHERS TO FEEL
SUPPORTED. WE WANT THEM TO FEEL
LIKE WE WANT THEM. WE SUPPORT
THEM, AND WE ENCOURAGE FOLKS TO
COME INTO THIS PROFESSION AND I
WOULD JUST BE VERY CAUTIOUS.
ABOUT HOW WE'RE MAKING THOSE
DECISIONS, AND ONE OTHER THING I
COULD ADD ABOUT THE NATIONAL
BOARD GRANT IS THAT THERE ARE A
COUPLE SUPPORT CENTERS AROUND
THE STATE THAT HAVE DEVELOPED
AND, UH AS, UM DOCTOR, COTTON
SAID. WE'RE REALLY SEEING AAA
HUGE NUMBER OF CANDIDATES OF
COLOR WHO ARE JOINING THAT, AND
THAT'S PARTICULARLY BECAUSE THE
CENTERS ARE HAVE SPRUNG UP IN IN
OUR SUPPORTING THOSE CANDIDATES,
AND IF THE FUNDING DISAPPEARS,
THEN I'LL CENTERS DISAPPEAR. UM
SO IT IT AGAIN GETS AT THAT
TRUST ISSUE AS WELL. AND WHILE
WE'RE TALKING ABOUT TRUST ISSUES
, II I KNOW ONE OF THE BIGGEST
CONCERNS THAT I HAVE IN A LOT OF
MY COLLEAGUES HAVE IS, UH, YOU
KNOW, AS AS WE'RE GOING INTO
THESE TOUGH BUDGET YEARS AND
SCHOOL DISTRICTS MAY HAVE TO
ISSUE A LAYOFF NOTICES, I MEAN
IS, IS THERE ANY DATA THAT SHOWS
LIKE HOW THE BOOM AND BUST
CYCLES OF CALIFORNIA'S BUDGET?
UM HOW THAT'S IMPACTED. YOU KNOW
, THE, UH, INTEREST OF STUDENTS
TO BECOME TEACHERS. AS FAR AS
LAYOFFS GO, IT'S JUST ANECDOTAL
STORIES. WE'VE HEARD, UM MY BOSS
ACTUALLY LIVES IN SAN DIEGO, AND
THERE HAVE BEEN SOME SIGNIFICANT
LAYOFFS FROM NOT ONLY SAN DIEGO
UNIFIED BUT OTHER DISTRICTS IN
THE AREA, SO I'M SURE IN THE
COMING MONTHS WE WILL BE HEARING
A LOT MORE ABOUT THAT. ALL
RIGHT. THANK YOU. THANK YOU. OK?
WE WILL MOVE ON TO THE NEXT
ISSUE, WHICH WILL BE DISCUSSING
TODAY. THIS IS THE GOLDEN STATE
TEACHERS PROGRAM, OVERSIGHT AND
PROPOSALS. WE HAVE THE
DEPARTMENT OF FINANCE.
LEGISLATIVE ANALYST OFFICE AND
THE CALIFORNIA STUDENT AID
COMMISSION. AS OUR PANELISTS
TODAY. FOUR. SO WE'LL KICK IT
OFF WITH THE DEPARTMENT OF
FINANCE. TALK ABOUT THE PROGRAM.
YOU'RE WELCOME. GOOD MORNING
CHAIR AND MEMBERS. I'M AMAN
SINGH WITH THE DEPARTMENT OF
FINANCE. I'LL BE PROVIDING A
SUMMARY OF THE GOLDEN STATE
TEACHER GRANT PROGRAM. THE
GOVERNOR'S BUDGET WILL PROVIDE
NEARLY 7500 GOLDEN STATE TEACHER
GRANT AWARDS TO STUDENTS
ENROLLED IN TEACHER PREPARATORY
PROGRAMS IN THE 2024 25 ACADEMIC
YEAR. THE 2122 BUDGET ACT
PROVIDED 500 MILLION IN ONE TIME
GENERAL FUND TO THE GOLDEN STATE
TEACHER GRANT PROGRAM. THE
OBJECTIVE OF THIS PROGRAM IS
TWOFOLD. FIRST IT'S TO BOLSTER
EDUCATION WORKFORCE ACROSS THE
STATE. AND SECOND, IT'S TO MAKE
TEACHER PREP PROGRAMS MORE
AFFORDABLE AND ACCESSIBLE TO
STUDENTS WHO ARE SEEKING A
TEACHING CREDENTIAL. THIS WAS
THIS $500 MILLION ALLOCATION WAS
INTENDED TO BE SPENT OVER THE
COURSE OF FIVE YEARS. THE
PROGRAM WILL REACH ITS EXPECTED
EXPIRATION IN 2025 26. AND FOR
SOME CONTEXT WE'RE CURRENTLY IN
YEAR THREE OF FIVE. THE
GOVERNOR'S BUDGET DOES NOT
PROPOSE ANY FUNDING CHANGES TO
THE GOLDEN STATE TEACHER GRANT
PROGRAM. IT'S ESSENTIALLY LEFT
UNCHANGED. DESPITE THE STATE'S
CURRENT FISCAL POSITION. THE
GOVERNOR'S BUDGET INDICATES THAT
THE ENTIRETY OF THE INITIAL $500
MILLION ALLOCATION WILL REACH
ITS INTENDED RECIPIENTS. UM,
THAT CONCLUDES MY SUMMARY. I'LL
BE HAPPY TO TAKE QUESTIONS AT
THE APPROPRIATE TIME. THANK YOU.
UM AS DEPARTMENT OF FINANCE
MENTIONED THIS PROPOSAL WAS
SUPPOSED TO BE A MULTIYEAR
INITIATIVE. UM IN OUR, UM,
GENERAL BUDGET ANALYSIS. WE
ESTIMATE THAT AS OF JANUARY 2024
ABOUT, UM, 220 MILLION OF GOLDEN
STATE TEACHER GRANT FUNDS REMAIN
UNSPENT. UM BUT BASED OFF OF
CURRENT TRENDS, WE THEN ESTIMATE
BY THE END OF THIS FISCAL YEAR,
2324 THAT REMAINING BALANCE, UM,
WILL BE LOWER AT ABOUT 100 30
MILLION UM, AGAIN TO ADDRESS THE
PROJECTED BUDGET DEFICIT. UM,
WE'RE JUST MAKING THE OVERALL
RECOMMENDATION THAT THE
LEGISLATURE MAY WANT TO REVISIT.
UM AND, IF POSSIBLE, PULL BACK
ANY RECENT ONE TIME
AUGMENTATIONS. THIS WILL JUST
MAKE IT EASIER TO, UM ONE SPEND
LESS IN RESERVES SO THAT IT CAN
HOLD US OVER IN FUTURE YEARS. TO
THE EXTENT THAT WE CONTINUE TO
EXPERIENCE A BUDGET DEFICIT, BUT
THEN ALSO MAINTAIN ONGOING CORE
FUNDING COMMITMENTS. UM IT WITH
THE UM GOLDEN STATE TEACHER
GRANT PROGRAM IN PARTICULAR,
GIVEN THAT THESE FUNDS ARE BEING
CONTINUOUSLY AWARDED, UM, TO THE
EXTENT THAT THE LEGISLATURE UM
DID WANT TO, UM, REVISIT, UM,
THE FUNDING LEVELS IT MAY WANT
TO DO SO, UM, EARLIER OR SOONER
IN ORDER TO MAXIMIZE THE
SAVINGS, UM, IT COULD ACHIEVE
THANK YOU. SE. MADISON SHEFFIELD
, ASSISTANT DEPUTY DIRECTOR OF
POLICY AND PUBLIC AFFAIRS AT
CALIFORNIA STUDENT A COMMISSION.
UM THE OVERVIEW THAT'S GIVEN
YOUR AGENDA AND BY MY COLLEAGUES
HERE, UM MATCHES WHAT I WAS
GOING TO PROVIDE, SO I'M
PERMANENTLY HERE FOR ANY
QUESTIONS. YOU HAVE, UM, ON THIS
PROGRAM. THANK YOU. UH, MY FIRST
QUESTION WOULD BE ON THE GIVEN
THE CONSTRAINTS. THE BUDGET. UM
AND TRYING TO FOCUS OUR
RESOURCES IN THE COMMUNITIES AND
IN THE SCHOOLS THAT REALLY NEED.
THE SUPPORT OF THE MOST, UM THE
I NEED REQUIREMENT WAS REMOVED
WAS THAT IN LAST YEAR'S BUDGET.
I BELIEVE THAT'S CORRECT IN 2223
IS REMOVED, OK? UM MAYBE SINCE
YOU'RE THE IMPLEMENTER OF THE
PROGRAM. WHAT HAVE YOU SEEN IN
TERMS OF CHANGES OF THE TYPES
OF, UH UH, SCHOOLS WHERE THE
RECIPIENTS ARE WORKING OUT AND
TEACHING. CAN YOU GIVE ME? UM, A
SENSE OF ARE THEY I DON'T KNOW
HOW YOU'RE MEASURING IT OR THE
TITLE. ONE SCHOOLS ARE THEY IN?
UH, WHAT AREAS ARE THEY IN? UH
AND YOUR YOUR QUESTION IS
SPECIFIC TO CHANGES BECAUSE OF
THE REMOVAL OF THE HIGH NEEDS
ASPECTS. UM SO AS A REMINDER, WE
, YOU KNOW, WE'RE ONLY IN THE
THIRD YEAR OF THE PROGRAM, SO WE
REALLY ONLY HAVE LIMITED DATA.
UM WE HAVE DATA. FOR THE MOST
PART. WE HAVE DATA ON STUDENTS
WHO ARE COMPLETING THEIR
TEACHING CREDENTIAL AND ARE
RECEIVING THE FUNDING. IT'S VERY
FEW AT THIS POINT HAVE ACTUALLY
GONE TO WORK IN THOSE HIGH NEED
SCHOOLS SOMEHOW, BUT WE'RE JUST,
UH WE'RE SO WE'RE SO, UH EARLY
ON THE PROGRAM THAT WE HAVE VERY
LIMITED DATA FOR STUDENTS WHO
ARE WORKING IN HIGH NEEDS
SCHOOLS. UM, BUT REGARD
REGARDING THE ONES WHO ARE WHAT
KINDS OF INSTITUTIONS STUDENTS
ARE IN. I DON'T HAVE THE, UH I
CAN GET BACK TO YOUR YOU AND
YOUR STAFF ON KIND OF TRENDS OF
BECAUSE OF THEIR THEIR REMOVAL
OF THE HIGH NEEDS REQUIREMENT.
UM WE DO COLLECT IT BY SEGMENT.
I'M NOT SURE IF WE COLLECT IT,
UH, IN TERMS OF THE FURTHER
DELINEATIONS THAT YOU MAY HAVE
MENTIONED, UM SO I'M NOT SURE I
CAN'T. I CAN'T COMMENT THIS TIME
IN TERMS OF TRENDS. NOW DO YOU
KNOW WHAT SCHOOLS AND I GET THAT
IT'S IN THE 30 YEARS, SO YOU'VE
ONLY HAD PROBABLY REALLY TWO
YEARS OF PEOPLE WHO HAVE
RECEIVED THE AWARD, UM AND IN
THE FIRST TWO YEARS. I BELIEVE
IT WAS A REQUIREMENT TO BE IN A
HIGH NEEDS SCHOOL. THAT'S
CORRECT. YOU HAD TO. YOU MUST
HAVE BEEN COLLECTING. THE DATA
OF WHAT SCHOOLS THEY WERE GOING
TO MAKE SURE IT WAS A HIGH NEEDS
SCHOOL OR IN A, UM, HIGH NEEDS
FIELD. I SHOULD SAY, I THINK
IT'S NOT A SCHOOL. UM SO YOU'RE
YOU'RE, ACTUALLY, UH SO YOU'RE
TRACKING HIGH NEEDS FIELD, BUT
YOU'RE NOT TRACKING UH, YOU WERE
FOR THE FIRST FEW YEARS, BUT NOT
ANYMORE. OR OR ARE YOU STILL
COLLECTING THAT DATA FOR THE
THIRD YEAR? I WILL HAVE TO GET
BACK TO YOU ON THAT. I I'M NOT
SURE IF WE'VE KEPT IT UP ON OUR
APPLICATION OR NOT. I THINK IT'S
STILL THERE. BUT I'D HAVE TO GET
BACK TO YOU ON THAT, OK? WE MAY
JUST NOT BE REQUIRED ANYMORE.
YEAH, IF YOU IF YOU COULD, UH,
GET BACK TO US ON THIS. THE
SCHOOLS, UH HIGH NEEDS BY BY
FIELD, CERTAINLY, BUT ALSO, UM
SCHOOLS. GIVEN THAT, UM YOU KNOW
THERE, THERE'S A PRIORITY AND
GIVEN ARE RESTRICTION IN OUR,
UH, BUDGET. THIS YEAR. WE MIGHT
WANNA FO REFOCUS WHERE THOSE
DOLLARS ARE ARE GOING UM ME TURN
IT OVER TO MY COLLEAGUES. I'M
SURE I'LL HAVE A COUPLE MORE
QUESTIONS. MR MARTUCCI. THANK
YOU. SO I. I WANT TO MAKE SURE I
UNDERSTAND. SO THE, UM HE, UH
THE GOLDEN STATE FUTURE PROGRAM,
UM, REMOVED THE REQUIREMENT ON
HIGH NEED OR SHORTAGE FIELDS.
SO, UM. THAT THAT IS ONLY UM AS
TO THE, UM BILINGUAL ED THE STEM
THE SPECIAL EDUCATION THOSE
REQUIREMENTS. RIGHT THERE'S A
KIND OF TWO. THE TWO PART
REQUIREMENT IS THE WHAT FIELD
THEY GET A TEACHING CREDENTIAL
IN THEIR SUBJECT MATTER. AND
THEN THERE'S WHERE THEY ACTUALLY
DO THEIR SERVICE REQUIREMENT.
UM, THAT IS STILL A REQUIREMENT
THAT THEY WORK IN A HIGH, UH,
HIGH PRIORITY SCHOOL. YEAH. AND,
UH, YOU YOU SAID THAT, UM OR
SOMEONE SAID THAT, UH, UH, THE
CURRENT UNSPENT AMOUNT OF THE
GOLDEN STATE TEACHER PROGRAM IS
200 AROUND $220 MILLION AND THE
PROJECTED UH UH IS 100 30
MILLION. WAS THAT THE, UH
DEPARTMENT OF FINANCE. NÓ IT WAS
THE L A Ó? YES, OK. UM AND SO
WHAT? IT DOES ANYONE HAVE ANY,
UH, I? I MEAN, THIS THIS IS, UM
WHAT ARE THE, UH, THE, UH UH,
MAJOR REASONS WHY WE HAVE, UH UM
A PROJECTED $130 MILLION TO BE
UNSPENT. UM I'M IN S¼ FROM THE
DEPARTMENT OF FINANCE. SO OUR
CURRENTLY ON YEAR THREE OF THIS
FIVE YEAR PROGRAM AND THE 20,
THE 20 THREE 24 ACADEMIC YEAR IS
WELL UNDERWAY. UM AT THE AFTER
THE END OF THIS SCHOOL YEAR, WE
EXPECT ROUGHLY 144 $45 MILLION
TO REMAIN IN FROM THAT ORIGINAL
$500 MILLION POT OF MONEY. UM
THE MAJORITY OF THAT WILL HAVE
BEEN SPENT IN ACADEMIC YEAR.
2024 25 BASED ON OUR PROJECTIONS
, AND WE ESTIMATE THAT AN AMOUNT
OF ROUGHLY 10 TO $20 BILLION
WILL REMAIN IN 2526 AT THE START
OF THE GOLDEN STATE TEACHER
GRANT PROGRAM. THERE WAS AN
INTENTION THAT UH, THE SPENDING
WOULD OCCUR SOMEWHAT EVENLY
ACROSS THE FIVE YEARS, BUT THIS
PROGRAM HAS BEEN REALLY POPULAR
AS THE PREVIOUS PANEL INDICATED,
AND IT RAMPED UP REALLY QUICKLY.
SO A LOT OF THE SPENDING HAS
ALREADY OCCURRED, BUT WE STILL
PROJECT THAT THE PROGRAM WILL
REACH ITS NATURAL EXPLORATION IN
2526. OK AND IF I JUST MAY MAY
ADD ON BRIEFLY THE WHEN THE WHEN
THIS PROGRAM WAS FUNDED IN THE
500 MILLION, AND 2122. THE
PROGRAM WAS DESIGNED BY THE BY
POLICYMAKERS OF KIND OF A FIRST
COME FIRST SERVE BASIS. ALL
COMERS THAT COME IN THE DOOR
THAT ARE ELIGIBLE. UM UH,
RECEIVE IT RECEIVE A GRANT UP TO
$20,000. SO THERE'S VERY FEW
RESTRICTIONS AND WE AS WE'VE
DISCUSSED, ONE OF THE PRIMARY
RESTRICTIONS WAS FOR ELIGIBILITY
WAS REMOVED IN 22. THREE WHICH
OPENED THE DOORS EVEN FURTHER.
UH AND SO WE ARE ADMINISTERING
THE PROGRAM TO ALL THAT COME IN
THE DOOR. UM AND SO WE DO
ANTICIPATE THAT THE FUNDING WILL
BE FULLY SPENT. AHEAD OF THE
FIVE YEAR TIMELINE THAT IT WAS
ORIGINALLY GIVEN, UM, BASED ON
HOW THE LEGISLATURE DECIDED THE
PROGRAM. SO, UH UM GIVEN THE
NUMBER UH OF PEOPLE THAT HAVE
RECEIVED FUNDING THROUGH THIS
PROGRAM. SO FAR, I MEAN, BOTTOM
LINE HAS THIS PROGRAM, UM
PRODUCED MORE? SUPPORTED MORE
PEOPLE TO BECOME TEACHERS THAN
ANY OTHER PROGRAM. OH THAN ANY
OTHER PROGRAM, BUT ANY OTHER OF
THE PROGRAMS THAT WE DISCUSSED
IN THE FIRST PANEL? I. I WOULD
REFER TO COLLEAGUES IN TERMS OF
ITS COMPARABILITY TO OTHER TO
OTHER PROGRAMS. UM THE THERE THE
L Ó HAVE, UH, THAT THAT DATA WE
DON'T HAVE THE COMPARISON. BUT I
THINK IT IT WOULD BE DIFFICULT
FOR THAT SPECIFIC QUESTION OF
DID THIS ATTRACT PEOPLE WHO
OTHERWISE WOULD NOT HAVE BECOME
TEACHERS. I THINK THAT QUESTION,
UM, IS NOT ANSWERABLE WITH THE
CURRENT DATA WE'RE COLLECTING.
UM AND WE HAVEN'T NECESSARILY
DONE THAT PROGRAM BY PROGRAM
ANALYSIS ON THAT PARTICULAR
QUESTION OF ARE WE GETTING
PEOPLE THAT OTHERWISE WOULD HAVE
NOT COME THROUGH THE DOOR? MY
QUESTION IS NOT, UH, GETTING
PEOPLE WHO WOULD OTHERWISE NOT
COME, BUT BUT IN IN TERMS OF
SUPPORTING THE MOST NÓ, THE
LARGEST NUMBER OF PEOPLE TO
BECOME TEACHERS. THE LARGE IS A
PRO THAT HAS THIS PROGRAM
BENEFITED MORE UM, THAT WE DON'T
HAVE, UM, AT OUR FINGERTIPS, BUT
, UM, WE CAN, UM, LOOK INTO IT,
UM TO SEE LIKE WHAT WOULD BE
COMPARABLE. OK I SEE DEPARTMENT
OF FINANCE. REASON I IN SING
FROM THE DEPARTMENT OF FINANCE.
UM WE DON'T HAVE A COMPARISON IN
FRONT OF US TO OTHER PROGRAMS,
BUT UM IN THE THREE YEARS,
INCLUDING THE CURRENT YEAR OF
THE GOLDEN STATE TEACHER GRANT
PROGRAM HAS AWARDED ROUGHLY
24,000 AWARDS. UM, AS MY
COLLEAGUE INDICATED A LOT OF
THOSE STUDENTS ARE STILL IN
THEIR PROGRAMS AND HAVEN'T
NECESSARILY ENTERED THE
WORKFORCE YET, BUT THERE ARE
THERE IS A SIGNIFICANT NUMBER OF
INDIVIDUALS WHO HAVE RECEIVED
AWARDS AND ARE ON THE PATH
TOWARD BECOMING TEACHERS. AND I
ALSO JUST NOTE THE GENEROSITY OF
THE PROGRAM. THERE ARE MANY
DIFFERENT PROGRAMS, BOTH
FEDERALLY AND STATE THAT SUPPORT
UH STUDENTS WHO ARE INTERESTED
IN PURSUING AND TEACHING
CREDENTIALS. UM AND THE $20,000
GRANT UP TO $20,000 GRANT AWARD
IS, UH, ONE OF THE HIGHEST SO
IT'S A SIGNIFICANT AMOUNT OF
SUPPORT FOR STUDENTS THAT ARE
BECOMING TEACHERS AND, ACCORDING
TO THE STAFF ANALYSIS MORE MORE
THAN 8467 STUDENTS HAVE RECEIVED
FUNDING THROUGH THIS PROGRAM SO
FAR. UH, I BELIEVE AMOND JUST
MENTIONED THE KIND OF TOTAL
ACROSS THE THREE YEARS UM, I
THINK THE YOU YOUR NOTES IN THE
AGENDA ARE FOR ONE YEAR TIME
SPAN. I BELIEVE OK, THANK YOU
VERY MUCH. THIS QUESTION MIGHT
BE FOR UH UH èC Tð èC. UM, SO
IF SOMEONE CAN COME FORWARD I
REMEMBER READING ABOUT UH,
SURVEYS DONE AFTER PARTICIPATION
IN CERTAIN PROGRAMS. IS THIS ONE
OF THE PROGRAMS WHERE A SURVEY
IS CONDUCTED? I KNOW IT'S NOT
YOUR PROGRAM THAT YOU IMPLEMENT,
BUT, UM UH, IS THIS SOMETHING
THAT YOU'RE COLLECTING DATA ON?
NÓ. IT IS NOT SOMETHING RONNIE,
WHICH ONE REMIND ME WHICH
PROGRAM YOU ARE COLLECTING DATA
ON SINCE THIS IS NOT ONE OF
THEM. HOLD ON A SECOND. LET ME
MAKE SURE. UH, WE'RE COLLECTING
DATA ON TEACHER RESIDENCY. THE
CLASSIFIED STAFF GRANT THE LOCAL
SOLUTIONS GRANT. UM THE
INTEGRATED UNDERGRADUATE GRANT.
UH THE COMPUTER SCIENCE AND
READING, UH, AUTHORIZATION
READING LITERACY AUTHORIZATION.
SO THEN I THINK, ARE YOU
COLLECTING DATA AS TO WHETHER
THOSE WHO ARE IN THE TO SEE ZAC?
UH THOSE WHO ARE ENTERING THIS
PARTICULAR PROGRAM, WHETHER THEY
WOULD HAVE ENTERED THE CAREER,
WOULD IT NOT BE FOR THIS PROGRAM
OR ANY OF THAT KIND OF DATA
RELATED TO THAT? YEAH. SO THE
STATUTE REQUIRES THAT, UM, THAT
UH, èC S¼. I CAN COME IN
PARTNERSHIP WITH èC Tð èC DOES
AN EVALUATION OF THE PROGRAM TO
JUST TO QUOTE DETERMINE THE
EFFECTIVENESS OF THE PROGRAM IN
RECRUITING CREDENTIAL CANDIDATES
AND EMPLOYING CREDENTIAL HOLDERS
AT PRIORITY SCHOOLS IN
CALIFORNIA PRESCHOOL PROGRAMS,
AND THERE'S A LITTLE BIT MORE
MENTIONED IN TERMS OF THE THIS
IS THE ASSESSMENT DONE IN 2627
OR 2020 25 BECAUSE OF THEIRS. WE
NEED SEVERAL YEARS TO SEE IF
STUDENTS HAVE EIGHT YEARS TO
COMPLETE FOUR YEARS OF THE WORK,
UH, OF THE WORK SERVICE
REQUIREMENT. AND SO IF IT 21 AND
22. IF THE PERSON DID WAS THE
FASTEST PERSON THEY DID ONE YEAR
OF TEACHING CREDENTIAL, AND THEN
THEY DID FINISH THEIR FOUR YEARS
OF TEACHING èC OF SERVICE
REQUIREMENT BY 2025. THEY WOULD
BE THEY WOULD HAVE DONE THAT,
BUT THAT MAYBE THE FASTEST TRACK
POSSIBLE. BUT ARE YOU NOT
COLLECTING DATA UPON ENROLLMENT
SO THAT YOU KNOW EXACTLY LIKE
WHERE THEY'RE COMING IN ON AND
WHETHER AGAIN THIS, UH, THIS IS,
UH, SOMETHING THEY WOULD HAVE
PURSUED IF IT WEREN'T FOR THIS
PARTICULAR PROGRAM. YEAH I'LL
HAVE TO GET BACK TO YOU IN TERMS
OF, UH, ALL OF THE DATA THAT WE
REQUIRE. WE REQUEST WHEN THEY
ACTUALLY, UM WHEN THEY ACTUALLY
ENROLL IN THE WHAT? WHAT?
ESSENTIALLY WHAT'S ON THE
APPLICATION? UM AS MY COLLEAGUE
MENTIONED FROM THE L THAT, UM
THE QUESTION OF WHETHER THEY
WOULD HAVE DONE FOR PURSUIT A
TEACHING CREDENTIAL. IF IT
WASN'T FOR THIS FUNDING, I'LL
HAVE TO GO BACK TO AND IF WE
HAVE, IF THAT IS THE EXACT
QUESTION, UM WE'RE DEFINITELY
PURSUING WHAT IS REQUIRED BY A
STATUTE, SO I'LL I'LL LOOK INTO
THE APPLICATION. YEAH, I THINK
THAT'S A WAY FOR US TO BE ABLE
TO MEASURE WHETHER UTILIZATION
OF THIS PROGRAM IS UM, IS
DRIVING MORE TEACHERS AS MISTER
MITHI WAS ASKING. SO, MR FONG,
DO YOU HAVE SOME QUESTIONS?
THANK YOU SO MUCH, UH, MR CHAIR
AND A QUESTION FOR THE L A Ó.
IN TERMS OF THE TEACHER
SHORTAGE. CAN THIS BE MORE
DESCRIBED AS MORE SEVERE
CONCERNING GEOGRAPHICAL AREAS,
OR IS IT THE SHORTAGE BASED ON
CERTAIN AREAS LIKE STEM
BILINGUAL EDUCATION? SPECTRIC
EDUCATION WOULD LOVE TO HAVE
YOUR THOUGHTS ON IT. UM AS WAS
PREVIOUSLY MENTIONED. WHEN THIS
PROGRAM WAS INITIALLY CREATED,
IT DID HAVE THOSE TWO CRITERIA.
BOTH LOOKING AT SHORTAGE HIGH
NEED, UM SUBJECT MATTERS OR
AREAS, UM, AND THEN LOOKING AT
HIGH NEED SCHOOL OR HIGH
PRIORITY SCHOOLS, UM IN 2022 20
THREE, WE DROPPED, THE STATE
DROPPED THE SHORTAGE AREA
REQUIREMENT. UM I THINK AS THE
LEGISLATURE IS THINKING ABOUT,
UM, NOT ONLY BUDGET SOLUTIONS,
BUT TO WHAT EXTENT IN THOSE
BUDGET SOLUTIONS POTENTIALLY BE
PAIRED WITH FURTHER TARGETING OF
RESOURCES. UM THAT IS ALSO ONE
OPTION IS THINKING ABOUT HOW
COULD THESE FUNDS BE FURTHER
TARGETED AS WE'RE TRYING TO
THINK ABOUT WAYS TO REFINE SOME
OF THESE, UM, RESOURCES THAT ARE
GOING OUT? BUT OF COURSE, UM, AS
WAS MENTIONED, WE'RE IN YEAR
THREE OF A YEAR FIVE PROGRAM AND
ADDITIONAL CHANGES THAT WOULD BE
MADE. THERE'S ALSO THAT
ADMINISTRATIVE WORKLOAD. UM, BUT
THEN ALSO, UM, NEEDING TO
ADVERT. THOSE PROGRAMMATIC
CHANGES MIDSTREAM IN AN
INITIATIVE. SO UM, THOSE ARE
JUST POTENTIAL BENEFITS AND
TRADE OFFS THAT WOULD NEED TO BE
CONSIDERED. OK, THANK YOU SO
MUCH. AND A QUESTION TO èC S¼,
A UH, DO YOU EVER I KNOW YOU
TALKED ABOUT THE RESTRICTIONS
THAT WERE ON THE FUNDING BEFORE,
BUT NOW IT'S BEEN UH, MUCH MORE
BROAD. UH, DO YOU HAVE ANY
RECOMMENDATIONS AS TO HOW WE CAN
CONTINUE TO PRIORITIZE FUNDING
GOING FORWARD AS WE KNOW THAT,
UH, WE'RE IN A CHALLENGING
BUDGET. UH, SITUATION. YES, THIS
BODY HAS, UM DELIBERATE IN THE
PAST AROUND WAYS THAT THE
PROGRAM COULD BE FOR FURTHER
TARGETED, OF COURSE, DEFER TO
YOURSELVES AND THE
ADMINISTRATION ON HOW TO
PRIORITIZE FUNDING FOR THIS
PROGRAM. UM THE SOME OF THE WAYS
THAT HAVE BEEN DISCUSSED IN THE
PAST HAVE BEEN, UM OLYMP HAVING
ELIGIBILITY REQUIREMENTS BASED
ON FINANCIAL NEED, WHICH DO NOT
CURRENTLY EXIST IN THE PROGRAM,
UM, SETTING APPLICATION
DEADLINES. AT THIS MOMENT,
PEOPLE CAN APPLY ANY TIME. UM
AND THEN, OF COURSE, YOU CAN
NARROW THE FOCUS OF THE PROGRAM
TO CERTAIN HIGH NEEDS FIELDS
THAT YOU THE PROGRAM USED TO
HAVE CERTAIN CREDENTIALING
INSTITUTIONS, UH, FURTHER
LIMITING THE SCHOOLS IN WHICH
GRANT RECIPIENTS COULD COMPLETE
THEIR SERVICE REQUIREMENT.
THINGS SUCH AS THAT OF COURSE,
ALL THOSE COME WITH VARIOUS
BENEFITS AND DOWNSIDES. SO UM,
WE WOULD DEFER TO LEGISLATURE
AND HOW TO HOW TO DO THAT.
SOUNDS GOOD. THANK YOU SO MUCH.
THANK YOU, MR CHAIR. THANK YOU.
UM YOU PIQUE MY INTEREST ON THE
RESPONSE TO MISTER FONG'S
QUESTION ABOUT, UM THE
INDIVIDUAL DOESN'T HAVE TO HAVE
ANY HèA DOES NOT HAVE TO BE A
SOMEONE WITH FINANCIAL NEEDS, SO
THAT MEANS THAT INDIVIDUALS FROM
FAMILIES WHO MIGHT OTHERWISE BE
ABLE TO AFFORD. THIS COULD ALSO,
UM BE RECEIVING THE $20,000
GRANT. ARE YOU TRACKING THAT
INFORMATION AS TO THE UH, INCOME
OR ELIGIBILITY OR THROUGH THE
LINKING IT THROUGH FAFSA. ARE
ARE YOU ABLE TO TRACK THE
RECIPIENTS ARE FROM, UM, SOCIO
ECONOMIC STATUS. MM MHM. RIGHT
AS THE, UM THE PROGRAM WAS
DESIGNED IN STATUTE. IT DOES NOT
TAKE INTO ACCOUNT FINANCIAL NEED
. UM AS WE'VE DISCUSSED THE
REQUIREMENT, UM, THAT IS THAT
THE GRANT FUNDS SHOULD BE USED
TO SUPPLEMENT AND NOT SUPPLANT
OTHER SOURCES OF GRANT FINANCIAL
AID. AND THEN, UM, I BELIEVE
IT'S SUPPOSED TO BE UP TO THEIR
COST OF ATTENDANCE. I'LL HAVE TO
DOUBLE CHECK MYSELF ON THAT, UM
SO THAT AND THAT'S A CALCULATED
NUMBER THAT IS DETERMINED BASED
ON THEIR FINANCIAL AID PACKAGE,
SO I'LL LOOK INTO IF THERE'S A
KIND OF WHAT WE COLLECT ON THE
APPLICATION REGARDING ABOUT
FINANCIAL NEED, DESPITE THE FACT
THAT IT'S NOT A REQUIRED IN THE
STATUTE. YOU DO HAVE ACCESS,
THOUGH èC S¼ A DOES TO
FINANCIAL AID APPLICATIONS FROM
STUDENTS. YOU COULD LINK YOUR
STUDENTS TO WHAT THEY, UH
EXPECT. I DON'T KNOW WHAT IT'S
CALLED. NOW THE ES THE OLD EFC
EXPECTED FAMILY CONTRIBUTION. UM
OR OBVIOUSLY TO JUST INCOME. UM
FOR THE APPLICANT. YOU YOU HAVE
ACCESS TO THAT INFORMATION,
RIGHT? IF IT WAS SOMETHING THE
LEGISLATURE WANTED TO DO IN
TERMS OF LIMITING IT TO HIGH
NEEDS FIELDS. WE WOULD HAVE
VARIOUS WAYS TO DO THAT, UM, FOR
SURE, OF COURSE, WE'RE NOT DOING
THAT NOW BECAUSE IT'S NOT
REQUIRED BY STATUTE. YEAH I'D
LIKE TO HAVE THE INFORMATION TO
MAKE THAT DETERMINATION. UM IF
YOU COULD HELP US, UH, GET MORE
INFORMATION. UH, ABOUT WHERE?
THESE, UM UH, WHAT TYPES OF
HOUSEHOLDS THESE ARE THAT ARE
PARTICIPATING. UH, THE OTHER
QUESTION I WOULD HAVE IS, UH, IS
ANYBODY TRACKING? UH, WHETHER
PEOPLE ARE USUALLY STACKING THE
THIS PROGRAM WITH OTHER PROGRAMS
, OR IS THIS TYPICALLY A STAND
ALONE? IS THAT BEING MEASURED OR
OR OR, UM TRACKED AT ALL. YEAH
IN THE PREVIOUS PANEL BELIEVE
THAT WAS MENTIONED THAT, UM,
THERE'S A LOT OF BRAIDING OF
FUNDING GOING ON FOR THESE
STUDENTS. UM AND THAT BECAUSE
THE $20,000 UP TO $20,000 IS SO
GENEROUS THAT IT UM, SIGNIFICANT
PORTION OF STUDENTS FUNDING FOR,
UM, WHO ARE STUDENTS THAT ARE
PURSUING TEACHING CREDENTIALS.
THERE ARE OTHER, UM FEDERAL AND
STATE PROGRAMS. I DO HAVE SOME
DATA ON, UH, THE STACKING THAT
HAPPENS WITHIN WITH, UM THE
STATE PROGRAMS THAT EXIST SO CAL
GRANT. UM CAL GRANT HAS A
TEACHING CREDENTIAL PORTION OF
ITS OF THE PROGRAM THAT THEY CAN
GET AN EXTRA SUPPORT TO IF THEY
COMPLETE THEIR TEACHING
CREDENTIAL ENOUGH IN A KIND OF
ESSENTIALLY 1/5 YEAR OF CAL
GRANT. SAME WITH MÐI MIDDLE
CLASS SCHOLARSHIP. UM AND SO
STUDENTS CAN STACK G S¼ Tð G
GOLDEN STATE TOGETHER WITH THOSE
TWO THAT IS HAVING ALL THOSE
THREES RELATIVELY RARE BECAUSE
OF THE VARIOUS DIFFERENT
OVERLAPPING REQUIREMENT. UH,
OVERLAPPING IN, UM, REQUIREMENTS
OF THOSE VARIOUS PROGRAMS. UM SO
IT IT'S UNDER 100. STUDENTS IN
ONE IN A SINGLE YEAR WOULD GET
BE GETTING ALL THOSE THREE IS
OUR ESTIMATE BASED ON A SINGLE
YEAR. ONLY 100. MR MARTUCCI.
COULD YOU REMIND ME WHY THE, UM
UM, THE HIGH NEED UH, FIELDS
HIGH NEED PUBLIC SCHOOLS. UH,
REQUIREMENT WAS WAS TAKEN OUT.
OH, SO, UM SO THERE'S THE YEAH,
THE YOU KNOW, THE HIGH NEEDS
FIELDS THAT THEY MUST BE, UH,
COMPLETING THE TEACHING
CREDENTIAL IN THERE. THEY WERE
BOTH TAKEN OUT RIGHT? THE HIGH
NEED FIELDS AND THE HIGH NEED
PUBLIC SCHOOLS. THE PUBLIC
SCHOOLS IS KEPT IN. THAT'S STILL
THERE. UM THEN THE HØI NEED
FIELDS. UM I'M I HAVE TO DEFER
TO OTHERS WHO WERE AROUND DURING
THOSE DELIBERATIONS. I I'M NOT
CERTAIN WHY THE HOUSE MAKERS
CHOSE TO TAKE OUT THAT IT MAY
JUST BE SIMPLY A CONVERSATION
AROUND. WE NEED TEACHER YOU
KNOW, DEMAND FOR TEACHERS IS SO
GREAT THAT THEY WANTED TO REMOVE
THIS ADDITIONAL BARRIER FOR
ELIGIBILITY. UM DIFFERENT TO
OTHERS ON ADDITIONAL COMMENTS
THERE. L A Ó. DO YOU REMEMBER?
YEAH, I MEAN, UM YEAH. I. I
THINK THAT WAS PARTLY PART OF
IT. I THINK THAT AND I THINK
INITIALLY IN THE FIRST YEARS,
MAYBE WHEN THE PROGRAM WAS MORE
RESTRICTED, THERE WAS LESS
UTILIZATION OF THE PROGRAM. AND
SO I MEAN, OBVIOUSLY, YOU CAN
TURN AN HOUR AHEAD OF SCHEDULE
IN TERMS OF GETTING FUNDS OUT.
UM, I, I THINK ALSO DURING, YOU
KNOW, I CAN'T REMEMBER EXACTLY
WHAT YEAR BUT, UH, WE DID REMOVE
THAT, BUT OBVIOUSLY COMING OUT
OF THE PANDEMIC. THERE WAS A
CONCERN OF ARE WE GONNA HAVE A
BROADER TEACHER SHORTAGE? THAT
WAS THAT WAS GONNA BE AFFECTING
LOTS OF OTHER NOT JUST THE HIGH
NEEDS FIELDS, BUT OTHERS AS
WELL. UM UM, BUT OBVIOUSLY
HAVING A HAVING A FOCUS ON HIGH
NEEDS MEANS THAT YOU'RE PROGRAM
IS TARGETING THE AREAS THAT HAVE
THE GREATEST NEED FOR ADDITIONAL
TEACHERS. SO IF THIS COMMITTEE
WERE WERE WERE HAVE TO CON TO
CONSIDER PRIORITIZING MORE
LIMITED RESOURCES. THAT WOULD BE
11 OPTION TO, UH TO, UM RESTORE
THAT FOCUS ON ON HIGH NEED, UH
OR SHORTAGE FIELDS. THAT'S
RIGHT. YEAH. UM AND, UM. YEAH,
II. I WOULD, UH SO, SO THE GOAL
WAS TO MEET THE TEACHER SHORTAGE
AND THE HIGH NEED FIELDS AND NOT
NECESSARILY TO PROVIDE FINANCIAL
AID FOR TEACHERS FOR STUDENTS,
UH, SEEKING TO BE TEACHERS. I
MEAN IT IT IT THE PRIMARY GOAL
WAS TO ADDRESS THE SHORTAGE IN
THE HIGH NEED FIELDS AND THE
HIGH NEED SCHOOLS. YEAH. I MEAN,
THAT'S MY UNDERSTANDING, YOU
KNOW, OBVIOUSLY, THERE'S
STUDENTS HAVE OTHER FINANCIAL
AID PACKAGES THAT ARE INTENDED
TO ADDRESS KIND OF THE STUDENTS
SPECIFIC FINANCIAL SITUATION. SO
THE I THINK WITH WITH THE GRANT
IS AN ADDITIONAL ADDITIONAL
FUNDING THAT'S AVAILABLE THAT
CAN BE USED TO ENCOURAGE. UH THE
POTENTIALLY, YOU COULD HAVE MORE
PEOPLE COMING INTO THE FIELD.
BUT THEN FOR THOSE WHO ARE
ALREADY INTERESTED IN THE FILM,
MAYBE THEY WOULD FOCUS ON AN
AREA THAT IS OF GREATER NEED.
AND GO TO A TEACH IN A SCHOOL
THAT IS HAS A HIGHER LIKELY THAN
HAVING A SHORTAGE ISSUES. OK,
THANK YOU. MY LAST QUESTION WILL
BE TO CONTINUE ON THIS LINE OF
QUESTIONS ON HOW WE'RE GOING TO
FOCUS THESE RESOURCES. UM I
CAUGHT SOMETHING ALSO THAT I
THINK, UH, WAS TRIGGERED MY THIS
QUESTION. THE GRANT IS UP TO
$20,000, BUT IT DOESN'T MEAN
EVERYBODY GETS $20,000. SO, UM
IT IS MORE LIKELY THAT SOMEONE
WHO ATTENDS A PRIVATE
INSTITUTION OR RECEIVE THE
$20,000 BECAUSE IT'S MORE COSTLY
TO ATTEND A PRIVATE INSTITUTION.
ARE YOU COLLECTING DATA? I KNOW
YOU'RE COLLECTING DATA ON WHAT
SCHOOLS ARE GOING TO ARE YOU
COLLECTING? UH ANY DAY? WELL I
GUESS YOU'RE NOT TO MY EARLIER
QUESTION BECAUSE YOU'RE NOT
LINKING FINANCIAL NEEDS, SO YOU
DON'T REALLY KNOW. CAN YOU TELL
ME ARE GENERALLY MAYBE YOU CAN'T
BUT ARE THE PRIVATE SCHOOL.
GRANTS BEING UTILIZED CLOSER TO
THE 20,000 THAN THE OR CSU
GRANTS. LIKE ARE THEY UTILIZING
LESS OF IT? UM IN TERMS OF LIKE
THE AVERAGE AWARD SIZE
ESSENTIALLY PER INDIVIDUAL?
YEAH. UM, THE AVERAGE AWARD
SIZE. UM TRYING TO REMEMBER. I
DON'T HAVE THE DATA RIGHT IN
FRONT OF ME. UM WE? I MEAN, WE
WOULD DO. OBVIOUSLY WE DO TRACK
THE AVERAGE. YOU KNOW THE WORDS
THAT WE ACTUALLY DISTRIBUTE. SO
WE DO HAVE THAT REGARDLESS OF IF
WE'RE TRACKING FINANCIAL NEED,
RIGHT? WE DO. WE DO KNOW HOW
MUCH WE SEND OUT. UM SO I
BELIEVE THE YEAH, I'LL HAVE TO.
I DON'T HAVE IT RIGHT IN FRONT
OF ME. THE AVERAGE AWARD SIZE UM
OF A STUDENT GOING TO A PRIVATE
INSTITUTION COMPARED TO UM
COMPARED TO A P, A PUBLIC OR
OTHER INSTITUTION. OK UH, WE
HAVE THE DATA ON THE ACTUAL
AWARDS AND APPLICATIONS. UM BUT
WE DON'T HAVE THE DATA ON THE
AVERAGE AWARDS. I HAVE. IF YOU
COULD GET THAT BACK TO US AS
WELL, THAT WOULD BE INFORMATIVE
FOR SURE. ALL RIGHT. THANK YOU.
MOVE ON TO ISSUE NUMBER THREE
EDUCATOR, BASIC SKILLS AND
TRANSCRIPT. PREVIEW PROPOSALS.
REVIEW PROPOSALS. EXCUSE ME.
THANK YOU. WE HAVE A AGAIN. THE
DEPARTMENT OF FINANCE THE LAO
AND THE CTC ONCE AGAIN. YEAR A
PANEL WILL REVIEW THE JANUARY
BUDGET PROPOSAL TO RESTRICT
BASIC SKILLS ASSESSMENT
REQUIREMENTS FOR THE COMMISSION
ON TEACHER CREDENTIALING. AN
ADDITIONAL PROPOSAL IN THE SAME
DEPARTMENT OF FINANCE TRAILER
BILL SECTION TO CREATE A NEW
CAREER TECHNICAL EDUCATION,
TEACHER ELEMENTARY AND ARTS
SUPPLEMENTAL AUTHORIZATION. I
WILL NOT BE HEARD BY THE BUDGET
COMMITTEE. THIS PROPOSAL HAS
BEEN REFERRED TO THE ASSEMBLY
EDUCATION COMMITTEE FOR A POLICY
HEARING, WHICH IS CHAIRED BY MR
MARTUCCI. SO WE WILL BEGIN, UM
TODAY WITH THE DEPARTMENT OF
FINANCE. GOOD MORNING CHAIR
MEMBERS OF THE COMMITTEE MEGAN
SAG DEPARTMENT OF FINANCE. UM,
THIS MORNING, I WILL GIVE YOU A
BRIEF OVERVIEW OF THE EDUCATOR,
BASIC SKILLS PROFICIENCY AND
TRANSCRIPT REVIEW PROPOSALS
INCLUDED IN THE GOVERNOR'S
BUDGET. THE 2021 AND 2022 BUDGET
ACTS PROVIDED NUMEROUS MULTIYEAR
INVESTMENTS TO BETTER PREPARE
TRAIN RECRUIT AND RETAIN A
DIVERSE EXPERT WORKFORCE OF
ADMINISTRATIVE CREDENTIALED AND
CLASSIFIED STAFF IN CALIFORNIA'S
Kò 12 SCHOOLS. WHILE WE ARE
BEGINNING TO SEE EVIDENCE THAT
THESE INVESTMENTS ARE PAYING OFF
STAFFING SHORTAGES CONTINUE TO
PERSIST. TO THIS END, THE
GOVERNOR'S BUDGET PROPOSES NON
FISCAL CHANGES TO STREAMLINE
PROCESSES AND REDUCE COSTS FOR
WELL QUALIFIED TEACHER
CANDIDATES TO EARN A CREDENTIAL.
THESE CHANGES INCLUDE TRAILER
BILL LANGUAGE TO EXPLICITLY
EXEMPT CREDENTIAL APPLICANTS
WITH A BACHELOR'S DEGREE OR
HIGHER FROM A REGIONALLY
ACCREDITED INSTITUTION OF HIGHER
EDUCATION FROM THE BASIC SKILLS
REQUIREMENT. THERE ARE ALSO A
NUMBER OF CODE SECTIONS INCLUDED
IN THIS LANGUAGE THAT CLEAN UP
STATUTE TO REMOVE REFERENCE TO
BASIC SKILLS PROFICIENCY
LANGUAGE WHERE A BACHELOR'S
DEGREE OR HIGHER IS REQUIRED.
THE GOVERNOR'S BUDGET FURTHER
PROPOSES TRAILER BILL LANGUAGE
DIRECTING THE COMMISSION TO
ENSURE THAT SUBJECT MATTER
DOMAINS ARE ALIGNED FOR
COURSEWORK REVIEW. ADDITIONALLY
THE LANGUAGE ENCOURAGES THE
COMMISSION TO LEVERAGE ITS
ACCREDITATION SYSTEM TO ENSURE
PROGRAMS UTILIZE TRANSCRIPT
REVIEW FOR ASSESSMENT OF SUBJECT
MATTER COMPETENCE. THIS
CONCLUDES MY REMARKS FOR THIS
ISSUE. I'M HAPPY TO ANSWER ANY
QUESTIONS AT THE APPROPRIATE
TIME. THANK YOU VERY MUCH MOVE
ON TO THE L A Ó. UM IN OUR
ANALYSIS THAT'S LAID OUT IN YOUR
AGENDA. WE FOUND THAT ONE FOR
THE BASIC SKILL PROFICIENCY
EXAMS. WHAT WE ARE CURRENTLY
HEARING ANECDOTALLY IS THAT IN
SOME CASES IT DOES CREATE
BARRIERS FOR OTHERWISE EFFECTIVE
TEACHER CANDIDATES. AND AS IT
RELATES TO THE, UM, TRANSCRIPT
REVIEW PROCESS FOR SUBJECT
MATTER. COMPETENCY UM CTC
RECENTLY DID A REPORT WHERE THEY
DID FIND THAT THE CURRENT
SCREENING TOOL OR TOOL USED TO,
UM, EVALUATE WHETHER COURSE WORK
DOES, UH, FULFILL THAT
REQUIREMENT. BURDENSOME UM, SO
WITH THAT SAID BASED OFF OF
THOSE FINDINGS, WE DO RECOMMEND
THAT THE LEGISLATURE APPROVE
THESE PROPOSED CHANGES. THANK
YOU. èC Tð èC. THE COMMISSION
HAS DISCUSSED THE BASIC SKILLS
EXAM AT A MEETING LAST YEAR, AND
THE COMMISSION BELIEVES THAT IT
DOES NOT ADD ANYTHING TO THE
DETERMINATION OF WHO IS
CLASSROOM READY. SO THE
COMMISSION IS STRONGLY IN FAVOR
OF ALLOWING THE BACHELOR'S
DEGREE TO MEET THE BASIC SKILLS
REQUIREMENT. THANK YOU. UM I'LL
JUST ASK MAYBE SOME PRETTY, UH,
BASIC QUESTION SO THE PROPOSAL.
TO BE VERY, VERY CLEAR IS JUST
AS LONG AS YOU HAVE A BACHELOR'S
DEGREE. AND IS IT IN ANY FIELD,
YOU WOULD BE EXEMPT FROM èC
BEST SEA BEST WILL STILL BE
REQUIRED. I MEAN, DON'T WE? WE
REQUIRE A BACHELOR'S FOR SOMEONE
TO BE A TEACHER. SO E,
ESSENTIALLY, WE'RE ELIMINATING
SEA BEST AS A ASSESSMENT TOOL
ALTOGETHER. THERE'S AT LEAST ONE
CREDENTIAL THAT WOULD
POTENTIALLY STILL REQUIRE THE
SEA BASS. AND THAT IS, UH, A
SHORT TERM SUB PERMIT FOR PEOPLE
WHO ARE COMPLETING A PREPARATION
PROGRAM. SO SOMEONE WHO SAYS AN
UNDERGRADUATE THEY'RE IN THEIR
JUNIOR OR SENIOR YEAR. THEY'VE
COMPLETED MOST OF THEIR PROGRAM.
THEY HAVE NOT COMPLETED THEIR
BACHELOR'S DEGREE YET, SO THEY
WOULD STILL NEED TO DEMONSTRATE,
UH THAT THEIR COMPETENCY AND
BASIC SKILLS THEY COULD DO THAT
THROUGH. I THINK ONE OF NINE
WAYS, INCLUDING A NUMBER OF
ASSESSMENTS, UH OR THROUGH
COURSEWORK. BUT THERE MAY BE
SOME WHO JUST THINK IT'S EASIER
TO TAKE THE SEA BEST. OK AND IS
THIS GONNA BE FOR, UM
INDIVIDUALS WHO RECEIVE A
BACHELOR'S DEGREE IN STATE AND
OUT OF STATE? AS LONG AS THE
BACHELOR'S DEGREE IS FROM A
REGIONALLY ACCREDITED COLLEGE OR
UNIVERSITY? OK, UM AND LET ME
JUST CLARIFY WHAT YOU SAID
ABOUT, UH, SOMEONE WHO MIGHT BE
IN A PREP PROGRAM SO IF JUST TO
BE AGAIN VERY, VERY CLEAR. IF
YOU ARE STILL IF YOU STILL HAVE
NOT RECEIVED YOUR BACHELOR'S IN
YOUR IN ANY NUMBER OF PROGRAMS
ON YOUR PATHWAY TO BECOMING A
TEACHER, YOU WOULD STILL BE
REQUIRED TO TAKE THE SEA BASS
UNLESS YOU MET, UM COURSEWORK
REQUIREMENT. WHICH IS OUTLINED.
I'M SURE SOMEWHERE UM OR OTHER
ASSESSMENTS. YEAH, CORRECT.
ALRIGHT. ANYTHING ELSE YOU
ANYBODY WANTS TO ADD TO THAT?
NOTHING FURTHER TO ADD FROM
FINANCE. MR FONG? YEAH. MR
MEUCCI? YEAH, OK. ALL RIGHT.
THANK YOU. MOVING ON TO ISSUE
NUMBER FOUR EDUCATOR SHORTAGE
AREAS PROGRAM OVERSIGHT. THIS
PANEL WILL PROVIDE OVERSIGHT FOR
RECENT MAJOR BUDGET INVESTMENTS
IN EDUCATOR SHORTAGE AREAS. WE
WILL HAVE ONCE AGAIN. èC Tð
èC, THE COMMISSION TEACHER
CREDENTIALING. DEPARTMENT OF
EDUCATION AND THE DEPARTMENT OF
FINANCE TO PRESENT. SO WE WILL
BEGIN WITH THIS ONE. THE
COMMISSION FOR TEACHER
CREDENTIALING. I'D LIKE TO
PROVIDE YOU SOME UPDATES ON
THREE GRANT PROGRAMS. FIRST OF
ALL THE LOCAL SOLUTIONS TO THE
TEACHER TO THE SHORTAGE OF
SPECIAL EDUCATION TEACHERS. THIS
PROGRAM WAS CREATED IN THE 2018
19 STATE BUDGET FOR THE
RECRUITMENT, PREPARATION AND
SUPPORT OF NEW SPECIAL EDUCATION
TEACHERS. THE AUTHORIZING
LEGISLATION PROVIDED A TOTAL OF
$50 MILLION FOR COMPETITIVE
GRANTS TO ELIGIBLE LOCAL
EDUCATION AGENCIES AND PROVIDED
UP TO $20,000 PER PARTICIPATING
TEACHER TO GRANTEES TO IMPLEMENT
LOCALLY IDENTIFIED SOLUTIONS TO
IDENTIFY THE SHORTAGE OF SPECIAL
EDUCATION TEACHERS. OVER THE
FOUR YEARS OF THE PROGRAM, 4740
THREE TEACHERS WERE SUPPORTED.
GRANTEES CONSISTENTLY REPORTED
THAT THE PROGRAM WAS EXTREMELY
SUCCESSFUL, ESPECIALLY BECAUSE
THEY WERE ALLOWED TO USE THE
FUNDS THAT IN WAYS THAT MET
LOCAL NEEDS. OF THE LOCAL
SOLUTIONS PARTICIPANTS WHO
RECEIVED ONE OR MORE OF THESE
THREE TYPES OF FINANCIAL SUPPORT
OF FINANCIAL SUPPORT TOWARDS UH
TUITION 92% WERE HIRED IN THE
GRANTEE OR ANOTHER CALIFORNIA
LE, A AND THAT PROGRAM ENDED
JUNE 30TH 2020 THREE. UH, THE
STOCKING PROGRAM IS THE COMPUTER
SCIENCE SUPPLEMENTARY
SUPPLEMENTARY AUTHORIZATION
GRANT PROGRAM. $15 MILLION WAS
APPROPRIATED IN THE 2021 22
BUDGET. IN FOUR ROUNDS OF
FUNDING. $1,650,000 HAS BEEN
AWARDED TO 12, ELI. AH. THE
LATEST APPLICATIONS WERE DUE
LAST FRIDAY. UH BUT BEFORE THAT,
THERE WAS 13 MILLION THREE $150
350,000 DOLLARS REMAINING IN
THAT PROGRAM. THE READING AND
LITERACY SUPPLEMENTARY
AUTHORIZATION INCENTIVE GRANT
PROGRAM. UH WAS CREATED IN THE
2022 20 THREE BUDGET WITH A $15
MILLION APPROPRIATION. IN TWO
ROUNDS OF FUNDING $642,500 BEEN
AWARDED TO TWO ELI UH, WITH THIS
PROGRAM. ALSO APPLICATIONS WERE
DUE LAST FRIDAY, BUT MORE THAN
14 POINT THREE MILLION DOLLARS
WAS REMAINING IN THAT GRANT
PROGRAM. THE UPTAKE ON THESE
LAST TWO GRANT PROGRAMS HAS BEEN
LESS THAN WE HAD HOPED. UH, WE
BELIEVE PART OF THE REASON IS
THAT TEACHERS HAVE NOT BEEN
TAKING ADVANTAGE OF PROFESSIONAL
DEVELOPMENT OPPORTUNITIES PRETTY
MUCH ACROSS THE BOARD DURING THE
LAST FEW YEARS. PART OF THAT
REASON IS LIKELY THAT THE STRESS
AND BURNOUT FROM COVID PANDEMIC
CONTINUES TO AFFECT OUR TEACHER
WORKFORCE. IN ADDITION, BOTH
PROGRAMS REQUIRE LE A S¼ TO
PROVIDE MATCHING FUNDS SO THERE
MAY BE SOME DISINCENTIVE FOR L A
TO PARTICIPATE FOR THAT REASON.
FINALLY S¼ MAY NOT NEED TEACHERS
WITH THESE AUTHORIZATIONS AS
MUCH AS ANTICIPATED. UH, SEVERAL
CREDENTIALS ALREADY AUTHORIZED
TEACHING OF COMPUTER SCIENCE. UH
AND AS FAR AS THE READING, UH,
AND LITERACY AUTHORIZATION
THROUGH THE èC Dð, THE STATE
HAS INVESTED $250 MILLION TO
DEVELOP LITERACY COURSES,
LITERACY COACHES ACROSS THE
STATE, AND THAT POSITION DOES
NOT REQUIRE EITHER OF THE
LITERACY AUTHORIZATIONS
SPONSORED BY THIS GRANT PROGRAM.
AND I'M HAPPY TO ANSWER ANY
QUESTIONS YOU MAY HAVE. THANK
YOU. CITY. HELLO AGAIN. CHERYL
COTTON, DEPUTY SUPERINTENDENT OF
OUR INSTRUCTION MEASUREMENT AND
ADMINISTRATION BRANCH AT THE
CALIFORNIA DEPARTMENT OF
EDUCATION AGAIN, PRESENTING ON
BEHALF OF OUR STATE
SUPERINTENDENT OF PUBLIC
INSTRUCTION, TONY THURMOND.
THANK YOU FOR PROVIDING US WITH
THIS OPPORTUNITY TO PRESENT
TODAY. PLEASE KNOW THAT CDE IS
SUPPORTIVE OF THE
ADMINISTRATION'S EFFORTS TO
ADDRESS CALIFORNIA'S TEACHER
SHORTAGE. AS I MENTIONED IN MY
PRIOR REMARKS, NOT ONLY ARE WE
FACING AN EDUCATOR SHORTAGE THAT
WAS EXACERBATED BY THE PANDEMIC,
BUT WITH SIGNIFICANT INVESTMENTS
IN PRE Kò THROUGH 12 PROGRAMS,
WE'RE SEEING SCHOOLS STRUGGLING
TO IMPLEMENT THESE NEW IMPORTANT
PROGRAMS DUE TO DIFFICULTIES IN
HIRING QUALIFIED STAFF. èC Dð
SUPPORTS THE CTC AND LE A S¼ IN
THEIR TEACHER RECRUITMENT
EFFORTS AND HAS HIRED A FULL
TIME STAFF TO SUPPORT
RECRUITMENT EFFORTS STATEWIDE.
WE HAVE ALSO PARTNERED, UM WE'VE
PARTNERED WITH EFFORTS TO INVEST
IN PUBLIC SERVICE ANNOUNCEMENTS
TO HIGHLIGHT THE IMPORTANT, UH,
THE IMPORTANCE OF THIS CAREER
PATH. IN ADDITION, èC Dð
MAINTAINS AN EMAIL AND HOTLINE,
UM, TO HELP PROSPECTIVE TEACHER
CANDIDATES REACH AN EXPERT AT
èC Dð, OR CONNECTING THEM TO
èC Tð èC, WHO CAN HELP THEM
NAVIGATE THE PROCESS OF BECOMING
A TEACHER. THERE'S NÓ QUESTION
THAT TEACHERS ARE BEING ASKED TO
TAKE ON AN ADDITIONAL IMMENSE
WORKLOAD AND NAVIGATE CHALLENGES
IN THIS NEW REALITY, AND IT'S
IMPORTANT TO FOCUS ON WORKFORCE
PROPOSALS THAT INCENTIVIZE AND
ASSIST TEACHER CANDIDATES
ENTERING THE TEACHING PROFESSION
SO SCHOOLS CAN RETAIN THEIR
TALENT AND REDUCE TEACHER
TURNOVER THAT IS PARTICULARLY
PROBLEMATIC IN HIGH NEEDS
SCHOOLS. ALONG THOSE KNOT LINES.
WE ALSO RECOMMEND MULTIPLE ENTRY
POINTS FOR ALL TEACHERS WORKING
WITH OUR OUR LEARNERS, SUCH AS
PARTNERSHIPS WITH ACCREDITED
CREDENTIALING PROGRAMS,
PROVIDING SUPPORT FOR TEACHERS
SUCH AS TUITION, ACADEMIC AND
ADVISING, ETCETERA. AND BRINGING
COURSE WORK TO LE, A CAMPUSES
AND ELEVATING KNOWN
APPRENTICESHIP AND RESIDENCY
PROGRAMS. FURTHER THE
SUPERINTENDENT ALSO PUTS HEAVY
EMPHASIS ON ROBUST PROFESSIONAL
DEVELOPMENT FOR MATHEMATICS AND
READING AND IS SPONSORING AN
EFFORT TO PROVIDE ADDITIONAL
TRAINING FOR 160,000 TEACHERS IN
EACH OF THOSE AREAS. WE'LL KEEP
PUSHING TO RECRUIT AND RETAIN
THE BEST AND THE BRIGHTEST
EDUCATORS. OUR STUDENTS DESERVE
THAT, AND SO DO OUR EDUCATORS.
èC Dð CONTINUES TO WORK TO
STRENGTHEN THE EDUCATOR PIPELINE
AND BOLSTER CAPACITY OF THE
EXISTING WORKFORCE THROUGH
SEVERAL ONGOING INVESTMENTS.
SOME OF THOSE INVESTMENTS
INCLUDE THE EDUCATOR, WORKFORCE,
INVESTMENT GRANTS OR WIG. THEY
CONSIST OF THREE PROGRAMS THAT
SUPPORT ENGLISH LEARNER ROADMAP
POLICY AND EL PROGRAMS, SPECIAL
EDUCATION AND COMPUTER SCIENCE
TO DATE WIG EL ROAD MAP, WHICH
WAS FROM 2020 TO 2020 THREE HAS
REACHED OVER 12,500 EDUCATORS.
THE WIG COMPUTER SCIENCE, WHICH
LAUNCHED IN MARCH OF 2022 HAS
ALREADY REACHED APPROXIMATELY
1550 EDUCATORS ACROSS THE SEVEN
REGIONS OF THE SYSTEM, THE
STATEWIDE SYSTEM OF SUPPORT
WHILE 3000 THREE 107 SCHOOLS
PARTICIPATED IN ACTIVITIES UNDER
THE SPECIAL EDUCATION PORTION OF
WIG WITH WITH SORRY SPECIFIC
TRAINING IN UNIVERSAL DESIGN FOR
LEARNING PRINCIPLES, INCLUDING
GENERAL EDUCATION, SPECIAL
EDUCATION, TEACHERS,
ADMINISTRATORS, INSTRUCTIONAL
COACHES AND SCHOOL PSYCHOLOGISTS
AND PARA EDUCATORS. ADDITIONAL
INVESTMENTS FROM THE 2022 BUDGET
ACT ARE FOCUSING ON PROFESSIONAL
DEVELOPMENT FOR TEACHERS AND
PARA PROFESSIONALS TO SUPPORT
EFFECTIVE LANGUAGE ACQUISITION
PROGRAMS FOR EL. UNIVERSAL
DESIGN FOR LEARNING AND HIGH
QUALITY COMPUTER SCIENCE
INSTRUCTION. THE COMBINED REACH
OF THESE ADDITIONAL INVESTMENTS
HAVE REACHED OVER 2100
EDUCATORS. THE 21ST CENTURY
CALIFORNIA SCHOOL LEADERSHIP
ACADEMY IS DEDICATED TO THE
PROFESSIONAL LEARNING AND
SUPPORT OF CALIFORNIA'S
EDUCATIONAL LEADERS, TEACHERS
AND DISTRICT TO CREATE MORE
EQUITABLE LEARNING ENVIRONMENTS
THAT ULTIMATELY IMPROVE SUCCESS
FOR UNDERSERVED STUDENTS. THE 21
èC S¼ L. CONSISTS OF A CENTER
LOCATED AT THE UNIVERSITY OF
CALIFORNIA AT BERKELEY. AND
SEVEN REGIONAL ACADEMIES. THAT
ARE LOCATED IN GEO REGIONS
ESTABLISHED BY THE CALIFORNIA
SYSTEM OF SUPPORT. AND IS
DESIGNED AROUND THREE MAIN
PROFESSIONAL LEARNING STRUCTURES
. COMMUNITIES OF PRACTICE
LOCALIZED PROFESSIONAL LEARNING
AND LEADERSHIP COACHING. THE 2ND
21 èC SLA COHORT BEGAN JULY 1ST
2023. IN ADDITION, THE 2021
BUDGET ACT PROVIDED $2
MILLION.02 MILLION DOLLARS OF
STATE FUNDS TO BE ALLOCATED TO
21 èC S¼ L. A THOSE FUNDS ARE
SUPPORTING SPECIALIZED PROGRAMS
TO SUPPORT THE EXPANSION OF
UNIVERSAL Tð Kò. EXPANDED
RESEARCH FOR EQUITY CENTERED
PROFESSIONAL LEARNING AND THE
IMPACT ON MARGINALIZED YOUTH,
EXPANDED COACHING MODELS AND
ACTIVITIES. THE DEPARTMENT HAS
ALSO AWARDED THE CALIFORNIA MATH
SCIENCE COMPUTER SCIENCE
PROFESSIONAL LEARNING GRANT TO
THE CALIFORNIA I'M SORRY TO THE
SAN JOAQUIN COUNTY OFFICE OF
EDUCATION. WORKING WITH A
CONSORTIUM OF PARTNERS,
INCLUDING SANTA BARBARA COUNTY
OFFICE, ED MONTEREY, UM, CUNNING
OFF HIS BED, THE CALIFORNIA MATH
PROJECT AND THE CALIFORNIA
SCIENCE PROJECT AND U èC L, A
S¼ COMPUTER SCIENCE EQUITY
PROJECT. THESE FUNDS ARE VITAL
TO EXPAND EXISTING STATEWIDE
INFRASTRUCTURE AND CAPACITY TO
PROVIDE EDUCATORS WITH
PROFESSIONAL LEARNING AND
COACHING IN MATHEMATICS, SCIENCE
AND COMPUTER SCIENCE FOR GRADES
FOUR THROUGH 12. THESE EFFORTS
ARE ALIGNED TO RELEVANT
CALIFORNIA CONTENT, STANDARDS,
SUPPORT FAMILY AND COMMUNITY
ENGAGEMENT IN OUR COORDINATE
WITH THE EARLY MATHEMATICS
INITIATIVE OPERATED BY THE
FRESNO COUNTY OFFICE OF
EDUCATION. STATEWIDE ASSET
MAPPING, PROFESSIONAL LEARNING
ACTIVITIES AND COMMUNITIES OF
PRACTICE ARE CURRENTLY UNDERWAY.
THE CAL M èC S¼ FM èC M S¼ èC
S¼ HAS ESTABLISHED STATEWIDE AND
LOCAL IMPLEMENTATION COMMUNITIES
TO SUPPORT EDUCATORS IN
MATHEMATICS, SCIENCE AND
COMPUTER SCIENCE. THE EARLY MATH
INITIATIVE ADDRESSES THE DEMAND
FOR INNOVATIVE PROFESSIONAL
DEVELOPMENT, COMMUNICATIONS AND
RESOURCES TO PROVIDE MATHEMATICS
ACHIEVEMENT OUTCOMES FOR
STUDENTS IN EARLY EDUCATION AND
BEYOND, WHICH BECOMES EVEN MORE
ESSENTIAL AS TK EXPANDS. THE
EARLY IT'S OK. THE EARLY MATH
INITIATIVE CONTINUES TO SUPPORT
THE PROFESSIONAL LEARNING AND
COACHING OF EARLY EDUCATORS. THE
EARLY MATH INITIATIVE ALSO
RECEIVES FUNDS TO EXPAND CURRENT
EFFORTS TO BUILD THE CAPACITY OF
EDUCATORS, FACILITATORS,
COMMUNITY PARTNERS AND FAMILY
SERVING CHILDREN FROM BIRTH TO
AGE EIGHT. THE GRANTEE AND KEY
GRANTEES WILL DEVELOP
PROFESSIONAL LEARNING CONTENT
AND FAMILY ENGAGEMENT TOOLS ON
EARLY MATH, SCIENCE AND COMPUTER
SCIENCE TO ENCOURAGE DAILY
ACTIVITIES AND CONVERSATIONS
ABOUT THESE TOPICS. PRIOR EARLY
MATH INITIATIVE CONTENT WILL
INFORM WHAT RESOURCES TO DEVELOP
AND IMPLEMENT AROUND THESE
TOPICS. LASTLY DURING THIS
EXPANSION, THE GRANTEE WILL
CREATE RESOURCES AND GUIDES FOR
EDUCATORS AND PARENTS OR
GUARDIANS TO USE IN CLASSROOM
SETTINGS AND EVERYDAY ROUTINES.
FINALLY THE EDUCATOR. THE EARLY
EDUCATION TEACHER DEVELOPMENT
GRANTS CONSIST OF $100 MILLION
AWARDED TO 72 AWARDEES THAT
REPRESENT A TOTAL OF 894 LE A
STATEWIDE WILL. THAT DOLLAR
FIGURE ONLY COVERS TWO THIRDS OF
THE AMOUNT OF THEY WERE
REQUESTED OF THE AMOUNT
REQUESTED BY THOSE AWARDEES.
THIS GRANT PROGRAM SUPPORTS
INCREASING THE NUMBER OF HIGHLY
QUALIFIED èC, S¼ PP AND Tð Kò
TEACHERS IN BOTH BOLSTERING
TARGETED COMPETENCIES FOR èC,
S¼, PP, Tð, Kò AND Kò TEACHERS,
KINDERGARTEN TEACHERS. THE
GRANTEES REPORTED THEIR
RECRUITMENT, TRAINING AND
PARTNERSHIP PLANS WITH
INSTITUTIONS OF HIGHER EDUCATION
TO HIGHER QUALIFIED Tð Kò
TEACHERS OR TO ENHANCE
QUALIFICATIONS OF THE Tð Kò
STAFF ALREADY EMPLOYED IN THE
GRANT APPLICATION, 60% OF
GRANTEES REPORTED IN THEIR
APPLICATIONS THEY WERE, THEY
WILL USE FUNDS FOR TEACHER
CANDIDATES TO OBTAIN MULTIPLE
SUBJECT CREDENTIALS, WHILE 56%
OF GRANTEES REPORTED IN THEIR
APPLICATIONS WILL USE FUNDS FOR
THEIR CURRENT Tð Kò TEACHERS TO
OBTAIN COURSEWORK. TO FULFILL
THE APPORTIONMENT REQUIREMENTS
OF U Tð Kò STATUTE. ACCORDING TO
THE MOST RECENT REPORTING
COLLECTED IN SEPTEMBER OF 2023
GRANTEES ARE CURRENTLY
SUPPORTING 831 TEACHER
CANDIDATES ACROSS THE STATE WITH
STIPENDS OR TUITION ASSISTANCE.
ADDITIONALLY OVER 1000
ADMINISTRATORS AND 5000 TEACHERS
WORKING IN èC, S¼, P, Tð, Kò
AND KINDERGARTEN HAVE BEEN
REACHED THROUGH PROFESSIONAL
DEVELOPMENT OPPORTUNITIES TO
SUPPORT DEVELOPMENTALLY
APPROPRIATE PRACTICES. WE WOULD
ALSO LIKE TO HIGHLIGHT THAT LE A
S¼ ARE WORKING TO MAXIMIZE THE
IMPACT OF DIFFERENT FUND SOURCES
VIBRATING FUNDING. FOR EXAMPLE,
79% OF ALL OF THE EE Tð Tð Dð,
UH, GRANTEES SPECIFICALLY
IDENTIFIED IN THEIR
APPLICATIONS. THE STRATEGY OF
BRAIDING THAT FUNDING WITH OTHER
GRANTS TO SORT OF OTHER GRANT
SOURCES TO TRAIN RECRUIT AND
PROVIDE COACHING FOR UP Kò
TEACHERS BLENDED FUNDING SOURCES
INCLUDE THOSE FROM èC Dð èC Tð
èC QUALITY COUNTS, CALIFORNIA
FIRST FIVE CALIFORNIA AND
OTHERS. WE LOOK FORWARD TO THE
ADMINISTRATION LEGISLATURE AND
èC, Tð èC AND RELEVANT STATE
ENTITIES AS WE DETERMINE THE
BEST WAY TO MOVE FORWARD WITH
THESE WORKFORCE PROPOSALS AND
ARE READY TO SUPPORT THESE
PROGRAMS IN ANY WAY WE CAN THANK
YOU, AND WE'RE HAPPY TO ANSWER
QUESTIONS AT THE APPROPRIATE
TIME. THANK YOU. PERMANENT
FINANCE. MEGAN'S A DEPARTMENT OF
FINANCE. UM, I DEFER TO THE
COMMISSION AND THE DEPARTMENT
FOR AN OVERVIEW OF THESE ISSUES,
THOUGH I AM HAPPY TO HELP ANSWER
ANY QUESTIONS AT THE APPROPRIATE
TIME. THANK YOU. WE DON'T HAVE
THE LEGISLATIVE ANALYST OFFICE
LISTED ON THIS PANEL. IS THERE
ANY COMMENT. YOU'D LIKE TO
PROVIDE AT THIS POINT, OK? YOU
MIGHT. YOU MIGHT GET SOME
QUESTIONS. JUST UM I WANNA START
JUST WITH ACKNOWLEDGING THE FACT
THAT THERE ARE A LOT OF VERY
SMALL PROGRAMS THAT ARE ALL
INTENTIONS WITH, UH HOPING TO
OBVIOUSLY ATTRACT INDIVIDUALS TO
THE PROFESSION. I THINK THAT
THAT'S CERTAINLY UH WORTHWHILE
GOAL. UH, BUT AS WE HEAR ABOUT
YOU KNOW, GOLDEN STATE TEACHERS
GRANT PROGRAM BEING SUCH A, UM
IMPORTANT TOOL THAT LOCALS ARE
USING. I'M JUST CURIOUS, YOU
KNOW ON THESE OTHER PROGRAMS,
HOW DIFFICULT OR CHALLENGING IT
MIGHT BE FOR DISTRICTS TO UM
PARTICIPATE IN SOME OF THESE
OTHER PROGRAMS AND HOW LONG IT
TAKES FOR THESE PROGRAMS TO ROLL
OUT AND UH, TO THE EXTENT THAT
WE'VE GOT SEVERAL PROGRAMS WITH
FUNDING STILL AVAILABLE AND
UNUTILIZED SO UM, I GUESS THE
QUESTION WOULD BE HAVE YOU HEARD
ANY FEEDBACK FROM THE DISTRICTS
ON HOW TO MORE EFFECTIVELY FROM
THEIR STANDPOINT. DEAL WITH
TEACHER SHORTAGES. WHAT WHAT ARE
ARE THEY SAYING? WE WANT THESE
PROGRAMS? THIS IS EXACTLY THE
PROGRAM WE NEED OR ARE THEY I'M
I'M GONNA MAKE AN ASSUMPTION AND
SAY THEY PROBABLY WOULD LIKE TO
FIGURE OUT UM WHAT AREAS THEY
HAVE DEFICIENCIES IN IN TERMS OF
TEACHERS AND PROBABLY WOULD LIKE
TO UH UH. CREATE PROGRAMS OR
SUPPORT TEACHERS IN IN IN
PROGRAMS THAT WOULD HELP THEM
GET THOSE THOSE NEEDS THAT EXIST
AT THE AT THE SCHOOL LEVEL AT
THE SCHOOL DISTRICT LEVEL. DO
YOU GET ANY FEEDBACK FROM SCHOOL
DISTRICTS EITHER? èC Tð èC OR
èC Dð E? THE ONE DISTRICT THAT
WE'VE HEARD FROM IS L A UNIFIED
AND THEY EXPRESSED INTEREST IN
MORE FUNDING, UH, TO DEVELOP
BILINGUAL TEACHERS. UM I BELIEVE
èC Dð DID GET SOME GRANT
FUNDING THIS PAST YEAR OR THE
CURRENT BUDGET. UH BUT THAT'S
THAT'S THE ONLY AREA THAT WE'VE
REALLY HEARD. OK? I WOULD SAY
ACROSS THE BOARD, UM OUR
DISTRICTS. APPRECIATE THE
FUNDING. WANT TO BE ABLE TO
COMMIT TO THE ONGOING FUNDING I.
I THINK THAT IS REALLY WHAT
FOLKS ARE LOOKING FOR, UM THE
SUPPORT AROUND. THE IT WOULD
GRANTS. SORRY. UM PARTICULARLY
WITH SPECIAL EDUCATION AND
COMPUTER SCIENCE. I THINK BOTH
ARE ARE VERY USEFUL AND HELPFUL.
UM PARTICULARLY WITH THE FOCUS
AROUND COMPUTER SCIENCE AGAIN
FOR FOUR THROUGH 12, BUT ALSO
LOOKING AT, UM, OUR EARLIEST
LEARNERS AS WELL WITH THE, UH,
EARLY EDUCATION TEACHER
DEVELOPMENT GRANTS. THE EARLY
MATH INITIATIVE, I THINK IS
IMPERATIVE UNDERSTANDING AND
KNOWING OUR SCORES. I SUPPORT
OUR MEASUREMENT, OUR ASSESSMENT
DIVISION AS WELL, UNDERSTANDING
AND KNOWING THE NEED TO IMPROVE.
UM, STUDENT STUDENT
UNDERSTANDING OF MATH CONCEPTS.
UM I THINK IT'S VERY IMPORTANT
TO FOCUS ON THAT EARLY MATH
INITIATIVE AS WELL AS DEVELOPING
OUR OUR TEACHER LEADERS, UM ONE
AS A PATHWAY TO KEEP FOLKS IN
THE PROFESSION BUT ALSO TO
PREPARE OUR OUR PRINCIPLES TO
PREPARE DISTRICT LEADERS TO BE
READY TO SUPPORT OUR TEACHERS IN
THE BEST WAY POSSIBLE. UM ALL OF
THESE, I THINK ARE IMPERATIVE.
I'VE I'VE HEARD LOTS OF POSITIVE
THINGS ABOUT ALL OF THESE
PROGRAMS. UM SITTING IN WITH, UH
21ST CENTURY èC S¼ L, THE
CALIFORNIA SCHOOL LEADERSHIP
ACADEMY PROGRAM. THAT IS IT IS A
GAME CHANGER, AND IT IS ALSO
ENCOURAGING AND SUPPORTING, UM
TEACHERS OF COLOR AND LEADERS OF
COLOR TO COME INTO. UM THE
PROFESSION REALLY UNDERSTAND HOW
TO BEST LEAD AND SUPPORT THEIR
SCHOOLS. AGAIN I GUESS SOME
PROGRAMS DEFINITELY DO STAND
ALONE LIKE THE ONE YOU JUST
MENTIONED, BUT WE'VE GOT A
COMPUTER SCIENCE PROGRAM AND
THEN WE'VE GOT A COMPUTER
SCIENCE SUPPLEMENTARY
AUTHORIZATION INCENTIVE PROGRAM.
TWO DIFFERENT PROGRAMS, COMPUTER
SCIENCE. WE'VE GOT SPECIAL
EDUCATION. UH, PROFESSIONAL
DEVELOPMENT OPPORTUNITIES. AND
THEN WE'VE GOT LOCAL SOLUTIONS
FOR THE SHORTAGE OF SPECIAL
EDUCATION TEACHER GRANTS. UM AND
SO I THINK THAT'S WHERE IT JUST
IT JUST SEEMS LIKE I'LL I'LL
I'LL HAVE CONVERSATIONS WITH MY
LOCAL SCHOOL DISTRICTS. BUT IT
JUST SEEMS LIKE THE INITIAL
CONVERSATIONS I'VE HAD IS UM YES
, WE WANT THE CONTINUITY.
EVERYBODY ALWAYS SAYS THAT IN
EDUCATION IN PARTICULAR, BUT
ALSO, UM, HOW DO WE? HOW DO WE
KEEP IT SIMPLER? UM WE HAD A
HEARING. I BELIEVE IT WAS LAST
WEEK ON èC Tð, WHERE WE HAD A
VERY SIMILAR CONVERSATION. LOTS
OF DIFFERENT PROGRAMS, LOTS OF
DIFFERENT PLACES, AND IT'S JUST
BECOMES MORE OF A UM A
BUREAUCRATIC NIGHTMARE TO HANDLE
FROM THE DISTRICTS STANDPOINT,
AND SO I'M JUST I'M INTERESTED
IN HOW MANY TEACHERS ARE
ACTUALLY BEEN COMING THROUGH THE
PIPELINE AS A RESULT OF EACH ONE
OF THESE PROGRAMS. THAT MEASURE
THAT TO ME IS A MEASUREMENT OF,
UM, SUCCESS. BUT COMPARED TO
AGAIN UH, GOLDEN STATE TEACHER
GRANT PROGRAM, WHICH FROM
TESTIMONY I'VE HEARD FROM ALL OF
YOU TODAY IS ONE OF THE MOST
SUCCESSFUL PROGRAMS SO UM, YOU
KNOW, SHOULD WE BE THINKING
ABOUT CONSOLIDATING AND MAKING
SURE THE RESOURCES ARE USED MORE
EFFICIENTLY? OBVIOUSLY UH, IN A
YEAR LIKE THIS IS SOMETHING THAT
I THINK YOU YOU'LL HEAR MORE
QUESTIONS AROUND FROM ME. CAN I
CAN I JUST ASK ONE THING WITH
THE COMPUTER SCIENCE AND THE
COMPUTER SCIENCE IT IT LOOKS
LIKE THEY ARE DUPLICATING AND
THEY'RE NOT. I THINK THAT THE
FOCUS OF THOSE PROGRAMS WHILE IT
IS TO SUPPORT COMPUTER SCIENCE,
OR TO SUPPORT SPECIAL EDUCATION.
THE FOCUS OF THOSE PROGRAMS, AND
THE USE OF THOSE DOLLARS ARE
VERY DIFFERENT. AND SO IT'S NOT
THE SAME FUNDING. IT'S NOT THE
SAME PROGRAM. IT'S NOT THE SAME,
UM, FOCUS ONE IS ON BRINGING
FOLKS INTO THE PROFESSION. THE
OTHER IS, UM ONCE THEY'RE THERE.
HOW DO WE SUPPORT THEM? RIGHT
AND THE GOLDEN STATE TEACHER
GRANT PROGRAM IS ALSO ABOUT
BRINGING FOLKS INTO THE
PROFESSION IN FIELDS LIKE
COMPUTER SCIENCE. SO AGAIN, YOU
KNOW THAT THAT'S THAT'S WHAT I'M
REFERRING TO THAT THERE'S UM I
THINK THERE NEEDS TO BE SOME
STREAMLINING. AND I UNDERSTAND
THAT THESE WERE ALL YOU KNOW
DECISIONS MADE CER, CERTAINLY
PARTIALLY BY THE LEGISLATURE IN
THE PAST. SO UH, THIS IS THIS IS
THE PROGRAM THAT WE'VE GOT TO
WORK WITH. BUT THINK THINKING
FORWARD IS HOW DO WE HOW ARE WE
MORE EFFICIENT AND MORE
EFFECTIVE, ENSURING THAT WE GET
THE SUPPORTS TO CREATE THAT, UM,
STRENGTHEN THAT PIPELINE AND GET
THE TEACHERS THAT WE NEED GIVEN
THE NUMBERS ARE STILL UM, WAY
BELOW. I'LL TURN TO MY
COLLEAGUES ON THE PANEL, MISTER
MICI. THANK YOU. UM MISTER. UH,
DEGEER? YES. UM SO I DID I HEAR
YOU RIGHT THAT, UH, THE COMPUTER
SCIENCE SUPPLEMENTAL
AUTHORIZATION INCENTIVE GRANT
PROGRAM. UM OF THE 15 MILLION
ALLOCATED. UH, ONLY 14 POINT
THREE HAS BEEN OR A 14 POINT
THREE MILLION REMAINS UNSPENT.
THAT'S IN THE 14 POINT THREE IS
IN THE READING AND LITERACY,
SUPPLEMENTAL AUTHORIZATION IN
THE COMPUTER SCIENCE
SUPPLEMENTARY AUTHORIZATION
GRANT $13,350,000 IS REMAINING.
OK? UM AND THIS PROGRAM IS TO,
UH SUPPORT THE PREPARATION OF
TEACHERS TO EARN A SUPPLEMENTAL
SUPPLEMENTARY AUTHORIZATION AND
COMPUTER SCIENCE CAN CAN YOU
EXPLAIN WHAT YOU MEAN? SO IT'S
TO HELP SOMEONE WHO WAS ALREADY
EARNED A PRELIMINARY CREDENTIAL
OR OR CLEAR THEIR CREDENTIAL TO
ADD COMPUTER SCIENCE.
AUTHORIZATION AND THEY DO THAT
THROUGH TAKING A NUMBER OF
COURSES AT A COLLEGE OR
UNIVERSITY IN COMPUTER SCIENCE,
SO THE GRANT PROVIDES UP TO
$2500 PER TEACHER, UH, WITH A
$2500 MATCH FROM THE DISTRICT TO
PAY FOR, UH, TUITION FOR THOSE
COURSES, OK? AND UH, YOU KNOW,
THIS IS TIMELY BECAUSE YOU KNOW,
THERE ARE PROPOSALS TO, UH
REQUIRE COMPUTER SCIENCE AS A,
UH, A GRADUATION REQUIREMENT. I
MEAN, HOW ARE HOW IS THE STATE
OF CALIFORNIA OVERALL IN TERMS
OF UH, HAVING ENOUGH TEACHERS TO
MEET, UH, SUCH A PROPOSAL FOR A
HIGH SCHOOL GRADUATION FOR EVERY
CALIFORNIA HIGH SCHOOL, UH,
STUDENT TO, UH TO BE REQUIRED TO
TAKE A COMPUTER SCIENCE. IF IT
WERE A GRADUATION REQUIREMENT.
WE WOULD NEED MORE PEOPLE, MORE
TEACHERS WHO ARE WHO HAVE THAT
AUTHORIZATION. UM BUT RIGHT NOW,
FOR EXAMPLE, SOMEONE WHO HOLDS A
MULTIPLE SUBJECT CREDENTIAL CAN
TEACH COMPUTER SCIENCE WITHIN
THEIR SELF CONTAINED CLASSROOM.
UH, SOMEONE WHO HOLDS A
MATHEMATICS CREDENTIAL CAN TEACH
COMPUTER SCIENCE AND THEN A
COUPLE OF THE èC Tð CREDENTIALS
ARE ALSO ALLOW, UH, TEACHING
COMPUTER SCIENCE. SO WE'VE GOT
SOME PEOPLE OUT THERE. UM BUT
YOU KNOW, IF, IF WE'RE
GRADUATION REQUIREMENT PROBABLY
WOULD NOT BE PULLING MATH
TEACHERS TO TEACH COMPUTER
SCIENCE BECAUSE WE DO STRUGGLE
WITH ENOUGH HAVING ENOUGH
TEACHERS IN MATH. SO WE WOULD BE
HAVING ENGLISH TEACHERS,
TEACHING COMPUTER SCIENCE OR UM.
SO GOING BACK TO MY DAYS AS AS A
PRINCIPAL IT I'D BE LOOKING AT
WHO DOESN'T HAVE A FULL TIME, UH
, CONTRACT AND ENCOURAGING THOSE
PEOPLE TO GET THE AUTHORIZATION
SO THAT THEY CAN BE FULL TIME.
AND WHAT WOULD BE THE MOST
LIKELY CANDIDATES FOR, UH,
PROBABLY NON CORE AREAS. UM SUCH
AS, UM èC Tð E AREAS ARE OFTEN
NOT FULL TIME POSITIONS. UM
WHAT? WHAT WHAT? WHAT'S BEEN
YOUR EXPERIENCE? I'M I'M HEARING
THIS CONVERSATION. UM I THINK
THAT REALLY TAPPING INTO THAT
èC Tð E COMMUNITY. THOSE FOLKS
WHO RETIREES FOLKS WHO ARE
TRANSITIONING, UM CAREERS WHO
HAVE SOME BACKGROUND WITH
COMPUTER SCIENCE. I THINK THAT
WOULD BE KIND OF THAT TARGETED
GROUP, UM AS WELL AS AS FOLKS
WHO ARE COMING IN OR WANT OR
WANT TO TEACH PART TIME. WHO
DON'T WANNA FULL LOAD. UM BUT
WANT TO ENGAGE STUDENTS WITH
COMPUTER SCIENCE AND TEACH IN
THAT AREA. OK? BUT, UM I MEAN,
CLEARLY, IT'S DISAPPOINTING THAT
, UH, WE, UH, WE CREATED THIS,
UH, INCENTIVE GRANT PROGRAM. UM,
BUT, UH UH 13 OUT OF $15 MILLION
REMAINS UNSPENT. UH, UM, AND
THAT'S AFTER FOUR ROUNDS. OF
APPLICATIONS. OK? UM, WHICH
HIGHLIGHTS THAT PERHAPS THERE
ARE LARGER ISSUES LIKE NOT
PAYING TEACHERS ENOUGH TO THERE
ARE QUALIFIED TO TEACH COMPUTER
SCIENCE TO ATTRACT THEM TO
BECOME TEACHERS. UM BUT ON ON
THE MORE POSITIVE SIDE, YOU YOU.
YOU TALKED YOU I NOTED, UH, YOU
SAID THAT THE LOCAL SOLUTIONS
FOR SPECIAL EDUCATION FOR THE
SHORTAGE OF SPECIAL EDUCATION
TEACHER GRANTS WAS EXTREMELY
SUCCESSFUL. YEAH AND I I'M
LOOKING AT A BREAKDOWN IN THE
STAFF ANALYSIS PAGE 29. UH, UH,
THE LARGEST NUMBER OF STUDENTS,
UH, THAT BENEFITED FROM THIS
PROGRAM. UM THEY THEY BENEFITED
FROM EFFORTS TO IDENTIFY,
RECRUIT AND PREPARE A NEW
SPECIAL EDUCATION TEACHERS AND
ANOTHER IN THE SECOND LARGEST,
UH, ASSISTING THE SPECIAL
EDUCATION CANDIDATES WITH
TUITION ARE ARE THOSE THE
PRIMARY REASONS WHY YOU DESCRIBE
THE THAT PROGRAM AS BEING
EXTREMELY SUCCESSFUL? I DESCRIBE
IT AS BEING SUCCESSFUL BECAUSE
THAT'S THAT'S WHAT WE'VE HEARD
FROM GRANTEES ACROSS THE BOARD.
THEY WOULD HAVE LOVED THIS
PROGRAM TO CONTINUE BEYOND LAST
JUNE 30TH, BUT WHAT THEY REALLY
APPRECIATED WAS THEY COULD STEER
THE MONEY. YOU CAN SEE THERE'S
MANY DIFFERENT OPPORTUNITIES
MANY DIFFERENT FUNDING
CATEGORIES. THEY WERE ALLOWED TO
SPEND THE MONEY, HOWEVER, THEY
NEEDED MOST. OK SO AS WE GO
FORWARD, WE SHOULD TRY TO DESIGN
PROGRAMS THAT ARE MORE TAKING
THE LESSONS FROM THE LOCAL
SOLUTIONS PROGRAM. AND, UM MAYBE
, UH, BEING A LITTLE MORE
SKEPTICAL ABOUT GRANT PROGRAMS
FOR, UH WELL, UM YEAH. THAT ARE
UNDER SUBSCRIBED. UM, I WOULD
ALSO SAY, THOUGH, PARTICULARLY
WITH THE COMPUTER SCIENCE THERE
ARE THERE ARE THERE ARE A LOT OF
THINGS THAT ARE OUT THERE THAT
THE PUBLIC IS NOT AWARE OF THAT
OUR SCHOOLS ARE NOT AWARE OF AND
ARE NOT PROMOTING. UM, I THINK A
RECRUITMENT EFFORT AND REALLY
FACTOR IN THAT PIECE INTO THESE
TYPES OF GRANT PROGRAMS. I THINK
IT WOULD BE REALLY IMPORTANT AS
WELL. UM, IT'S NOT THAT IT'S NOT
NÓ ONE'S INTERESTED. IT MAY NOT
BE. IT MAY BE THAT FOLKS ARE NOT
AWARE OF WHAT'S AVAILABLE TO
THEM. AND SO TO THAT POINT HOW
HOW? HOW ARE THESE LIKE THIS
PARTICULAR? COMPUTER SCIENCE.
UH, SUPPLEMENTARY. AUTHORIZATION
GRANT PROGRAM. HOW HOW IS THAT
ADVERTISED? UM THAT ONE. WE HAVE
HAVE GONE A AAA LOT FURTHER THAN
WE USUALLY DO. UH, WE WORKED
WITH THE, UH, COUNTY, UH,
SUPERINTENDENT'S ORGANIZATION
STATE. UH, WITH THE, UM
ASSOCIATION FOR SCHOOL BOARDS,
UM AND EVEN CODE.ORG TO
RECOMMEND HEY, PLEASE HELP US.
GET THE NEWS OUT. UM BUT WE
STILL HAVE NOT SEEN A BIG
UPTAKE. OK? AND THEN YOU TALKED
ABOUT THE UM READING AND
LITERACY GRANT PROGRAM OF THE 15
MILLION. UM UH, APPROPRIATED
ONLY OR OR 14 POINT THREE
MILLION REMAINS UNSPENT. CORRECT
AND YOU TALKED ABOUT HOW THE, UM
YOU. YOU CONTRASTED THAT TO THE
WHAT I BELIEVE IS A SUCCESS OF
THE LITERACY COACH. UH, PROGRAM.
AND SO PERHAPS IF WE WANNA FOCUS
ON EFFECTIVE LITERACY PROGRAMS
THAT, UH, YOU KNOW, WE CAN
CONSIDER REALLOCATING THE MONEY
FROM FROM THE, UH THE PROGRAM
THAT REMAINS GROSSLY UN
UNDERSUBSCRIBED TO PROGRAMS LIKE
THE LITERACY COACHES THAT HAVE
BEEN SUCCESSFUL. THAT THAT
CERTAINLY IS AN OPTION. AND YOU
KNOW AGAIN, UM, THESE
AUTHORIZATIONS ARE NOT REQUIRED
FOR IT TO BE A LITERACY COACH.
OK? AND, UM UH, LAST, BUT NOT
LEAST. UH UM IN THE, UH, STAFF
ANALYSIS. THERE IS ALSO, UH UH,
DISCUSSION ON A $10 MILLION THAT
THAT WAS APPROPRIATED FOR
PROFESSIONAL LEARNING
OPPORTUNITIES TO DEVELOP TO
IMPLEMENT THE CALIFORNIA ENGLISH
LEARNER. ROADMAP UM, UH, POLICY,
UM. GIVEN THAT CALIFORNIA HAS,
UH UH 20% OF OUR OUR STUDENTS
ARE ENGLISH LEARNERS. II. I
WOULD THINK THAT THIS, UH WOULD
BE A, UH. IMPORTANT PRIORITY TO
CONTINUE, BUT, UM, IT IT DOES,
UH, DOES THE, UH UH, DEPARTMENT
OF EDUCATION HAVE ANY, UM,
THOUGHTS IN TERMS OF WE ARE, UM
WE WERE JUST WE WERE JUST
AWARDED THE BILINGUAL TEACHER
PROFESSIONAL DEVELOPMENT
PROGRAM. UM AND THAT PROGRAM IS
DESIGNED TO MEET THE GROWING
DEMAND FOR BILINGUAL TEACHERS,
UM, TO SUPPORT DUAL IMMERSION
AND BILINGUAL PROGRAMS OUT
THERE. UM THAT IS KIND OF THE
NEXT STEP IN TERMS OF CONTINUING
TO SUPPORT OUR BILINGUAL
EDUCATION. UM AND SUPPORTING
BILINGUAL TEACHERS. YES I MEAN,
CERTAINLY WE NEED MORE BILINGUAL
TEACHERS, BUT, UM WE ALSO, UM
ARE ARE TRYING TO MAKE SURE THAT
THAT THE IMPLEMENTATION OF THE
ENGLISH LEARNER ROADMAP UM UM,
POLICY GOES BEYOND JUST THE, UH,
GETTING MORE BILINGUAL. UM
TEACHERS. UM AND SO I WOULD HOPE
THAT WE CAN, UH, CONTINUE, UH,
TO SUPPORT THAT PROGRAM ALSO,
UH, THANK YOU VERY MUCH. THANK
YOU. UM TO THE èC Tð èC IN OUR
REPORT. UH, WE HAVE A FIGURE OF
$50 MILLION FOR THE LOCAL
SOLUTIONS FOR SPECIAL ED
TEACHERS, BUT I THOUGHT I HEARD
YOU SAY $15 MILLION IN YOUR
TESTIMONY. CAN YOU JUST MAKE
SURE IT WAS 50 MILLION FOR THE
LOCAL SOLUTION? OK, AND THAT
PROGRAM IS NOW. FINISHED. OH,
IT'S BEEN YOUR LIFE. SO WHAT
WE'RE SEEING IN OUR REPORT ON
THE NUMBER OF PARTICIPANTS IN
FUNDS EXPENDED ON PAGE 29. UM,
IS THAT JUST FOR THE CURRENT
YEAR? THE 11 MILLION OR IS THAT
CUMULATIVE OVER THE LIFE SPAN OF
THE PROGRAM? I BELIEVE THAT WAS
FOR THE 2022 23 YEAR, BUT I
WOULD I LET ME CHECK ON THAT AND
GET BACK TO YOU, PROBABLY THE
FINAL PROGRAM THE FINAL YEAR.
OK? UM CAN YOU? I KNOW IT WAS
MORE FUNDING, BUT I'M JUST
CURIOUS AS TO WHY WE WENT WITH A
LOCAL SOLUTIONS APPROACH THAT
WAS DRIVEN BY UM AN R FA WITH
LOCAL, UH, RESPONSES ON HOW TO
ADDRESS THIS ISSUE. AND WHY, UM,
FOR EXAMPLE, IN THE COMPUTER
SCIENCE, OR MAYBE IT WAS DONE
THE SAME WAY, YOU KNOW. WAS IT
DONE THE SAME WAY OR WAS THAT
DONE DIFFERENTLY? TO BE REQUEST
TO SUBMIT RESPOND TO AN RF WITH
DIFFERENT TACTICS ON HOW TO
ADDRESS UM THE ISSUE OF COMPUTER
SCIENCE, THE COMPUTER SCIENCE
AND READING AND LITERACY
AUTHORIZATIONS ARE MUCH SIMPLER.
R FS BECAUSE THEY'RE BASICALLY
JUST TELLING US HOW MANY
TEACHERS. THEY WOULD LIKE TO
EARN THOSE CREDENTIAL TO EARN
THOSE AUTHORIZATIONS, WHEREAS
LOCAL SOLUTIONS YEAH, IT WAS
MORE EXTENSIVE WITH WHAT'S YOUR
PLAN? HOW DO YOU ANTICIPATE
SPENDING THE MONEY, YOU KNOW,
INCLUDING THESE DIFFERENT
CATEGORIES, OK? SO PERHAPS THE
EXERCISE OF LOCALS, NOT THINKING
THROUGH HOW TO USE THOSE DOLLARS
AND WHAT THE PLAN IS. COULD
COULD THAT HAVE LED TO UNDER
SUBSCRIPTION OF PARTICULARLY THE
COMPUTER SCIENCE PROGRAM. UM OR
WHAT QUESTIONS DID YOU GET OR
WHAT RESPONSES DID YOU GET FOR
THAT PROGRAM? FOR THE COMPUTER
SCIENCE, UM I. I WOULD SAY IT'S
WE HAVEN'T GOTTEN THAT MANY
QUESTIONS. UM AND WE'VE AWARDED
II. I DON'T THINK WE HAVE DENIED
A SINGLE APPLICATION THAT WE'VE
RECEIVED. OK? UM THE LAST
QUESTION. WE REALLY SHOULD HAVE
BEEN LIKE ONE OF THE FIRST
QUESTIONS I THINK WAS ASKED
AMONG èC Dð, MAYBE EVEN DO F
AND, UM èC Tð èC. UM THERE WAS
TESTIMONY ABOUT UH, THE LOCAL
SORRY, THE LEARNING POLICY
INSTITUTE THAT PROVIDES SOME
ANALYSIS ON TEACHERS NEEDED. UH
WHAT IS THE STANDARD THAT WE ARE
UTILIZING AS A STATE? TO
IDENTIFY OUR SHORTAGES. BY
SUBJECT AREA. BY GRADE LEVEL.
AND BY A REGION HOW WHICH DATA
SOURCE? ARE WE USING TO IDENTIFY
WHAT THOSE SHORTAGES ARE SO THAT
WE CAN MAKE SURE THAT OUR
PROGRAMS ARE ACTUALLY MATCHING
THOSE SHORTAGES? TO DO ANY OF
YOU REFER TO I THINK YOU REFER
TO THE LEARNING POLICY INSTITUTE
IN IN YOUR, UM UH, COMMONS. UM,
DOCTOR COTTON. UH IS THAT WHO
èC Dð USES AS THE SOURCE OF
DATA. LEARNING POLICY INSTITUTE
IS A RESEARCH ORGANIZATION THAT
PROVIDES INFORMATION ABOUT OUR
SCHOOLS. UM WHAT WE USE IS
PRIMARILY COW PADS. DATA. UM AND
I HAVE YEAH. WE HAVE ONE OF MY,
UM AND ADMIN. AND THE REASON I
ASK IS YOU'RE TAKING A SEAT HERE
IS, YOU KNOW WE ARE SEEING A
DECLINE IN THE NUMBER OF
STUDENTS IN OUR SCHOOLS. AND SO
WHILE THERE'S A SHORTAGE, WE
ALSO HAVE THIS REALLY WEIRD
SITUATION OF STUDENTS ARE
DECLINING. AND SO WE DO WANT TO
RAMP UP TO MEET THE DEMAND
THAT'S NEEDED TODAY. BUT THEN
WHAT HAPPENS IN THE OUT YEARS
WHEN WE HAVE LESS STUDENTS? AND
HOW ARE WE PLANNING FOR THAT?
OK, THAT'S A LITTLE DIFFERENT
QUESTION. LET ME FIRST GET
INFORMATION ON WHERE WE GET
SOURCE. OUR DA YOUR DATA ANYWAY.
OK SO, UM, WE ACTUALLY HAVE A
DATA SHARING M Ó U WITH, UM,
THE COMMISSION ON TEACHER
CREDENTIALING, BUT WE USE CAL
PADS DATA IN WHICH WE SEND OVER
SO THEY CAN UTILIZE IT FOR THEIR
CAL SASS, UM, DATA, BUT WE'RE
LOOKING AT WHAT THE FEDERAL
GOVERNMENT ASKS OF US WHEN WE
REPORT ON TEACHER SHORTAGES IS
LOOKING AT, UM DO WE HAVE
VACANCIES? DO WE HAVE TEACHERS
THAT ARE UNDER CREDENTIALS FOR
THE COURSES THAT THEY'RE
TEACHING? SO RIGHT? SO I'M A
HISTORY, SOCIAL SCIENCE TEACHER,
BUT I'M TEACHING ENGLISH. UM SO
I'M TEACHING OUTSIDE OF MY
CREDENTIALS AREA. UM AND SO
THAT'S PRIMARILY IT SO VACANCIES
AND DO WE HAVE SOMEBODY THAT'S
TEACHING AND THAT SHOULDN'T BE
TEACHING IT. BUT WE COULDN'T
FIND ANYONE ELSE. UM TO FILL
THAT POSITION. SO IS THAT YOU
MAKE THAT DATA PUBLICLY
AVAILABLE, OR DO YOU REPORT IT
ON AN ANNUAL BASIS OR A REGULAR,
UH, CONSISTENT BASIS? WE
REPORTED TO THE FEDERAL
GOVERNMENT ANNUALLY AND YOU CAN
LOOK UP. UM, ON THEIR WEBSITE.
WHAT WE'VE REPORTED YES. OK?
ANYTHING TO ADD ON THAT SEEMS
LIKE YOU SHARE INFORMATION. OH,
YES, WE WORK. QUITE CLOSELY. UM,
THERE IS I DON'T THINK A SINGLE
NUMBER THAT TELLS US BECAUSE IN
ADDITION TO WHAT KRISTEN WAS
TALKING ABOUT ONE OF THE THINGS
WE LOOK AT IS THE NUMBER OF
BASICALLY EMERGENCY PERMITS THAT
ARE ISSUED SO SHORT TERM STAFF
PERMITS. UM BECAUSE THOSE TELL
US HOW MANY, UH, POSITIONS
DISTRICTS COULD NOT FIND A FULLY
CREDENTIALED CANDIDATE FOR UM
ONE THING THAT GETS LOST THAT
THAT WE REALLY DON'T HAVE A WAY
TO QUANTIFY IS IF A DISTRICT IS
UNABLE TO FIND A TEACHER FOR A
CERTAIN ASSIGNMENT. THEY MAY
JUST DECIDE NOT TO OFFER, UH,
THAT THAT SET OF COURSES OR THEY
MAY DECIDE TO USE FEWER TEACHERS
, YOU KNOW IF IT'S IN THE
ELEMENTARY GRADES, LARGER CLASS
SIZE, UM THOSE ARE THINGS THAT
THAT AREN'T REALLY REPORTED TO
EITHER. AGENCY. SO YOUR NUMBER
MIGHT BE A LITTLE BIT, UH UNDER
REPORTED, BUT IT DOES GIVE US
SOME PRETTY GOOD FLAVOR ABOUT
IT. YEAH, AND THEN ON THE
QUESTION OF THE DECLINING
ENROLLMENT VERSUS RAMPING UP
TEACHERS. YOU YOU HAD ANOTHER
COMMENT YOU WANTED TO MENTION
YOU SAID IT WAS A DIFFERENT
QUESTION. SO I THINK YOU WANTED
TO ANSWER. THE QUESTION, YOU
ASKED WAS A DIFFERENT QUESTION.
I DIDN'T HAVE AN ANSWER,
NECESSARILY FOR IT. UM THE
DECLINING ENROLLMENT IS
SOMETHING AGAIN LOCALLY THAT L A
ARE TRYING TO BALANCE STAFFING
WITH THEIR THEIR CURRENT
ENROLLMENT. AND WE'RE SEEING
THAT, UM MORE AND MORE AT THIS
POINT. OK? ALL RIGHT. THANK YOU.
ALL. UH, WE WILL MOVE ON TO OUR
NEXT ITEM. DYSLEXIA SCREENER
PROPOSAL, THE PANEL WILL REVIEW
THE JANUARY BUDGET PROPOSAL TO
ADD IMPLEMENTATION OF DYSLEXIA
SCREENER IN THE EDUCATION
MANDATE BLOCK GRANT. WE HAVE THE
DEPARTMENT OF FINANCE. WE HAVE
THE LEGISLATIVE ANALYST OFFICE
AND THE CALIFORNIA DEPARTMENT OF
EDUCATION TO PRESENT ON THIS.
PROPOSAL AND SO WE WILL START
WITH THE DEPARTMENT OF FINANCE.
HELLO AGAIN. MEGAN SABAR
DEPARTMENT OF FINANCE. UM I'LL
BE PRESENTING A BRIEF OVERVIEW
OF THE LITERACY SCREENING
PROPOSAL INCLUDED IN THE
GOVERNOR'S BUDGET AS A REMINDER,
THE 2020 THREE BUDGET ACT
REQUIRED LOCAL EDUCATIONAL
AGENCIES OR LE, A S¼ TO BEGIN
SCREENING PUPILS IN KINDERGARTEN
THROUGH SECOND GRADE FOR RISK OF
READING DIFFICULTIES BY THE 2025
26 SCHOOL YEAR. THE SCREENINGS
WILL BE A TOOL THAT CAN USE TO
IDENTIFY PUPILS EXPERIENCING
DIFFICULTY READING. DIFFICULTIES
CAN INCLUDE, BUT ARE NOT LIMITED
TO DYSLEXIA. TO SUPPORT THE
IMPLEMENTATION OF THE SCREENINGS
. THE GOVERNOR'S BUDGET INCLUDES
AN INCREASE OF 25 MILLION
PROPOSITION 98 GENERAL FUND TO
THE MANDATES BLOCK GRANT
BEGINNING IN THE 2024 25 SCHOOL
YEAR. I MEAN, PARDON FISCAL YEAR
TO SUPPORT TRAINING FOR
EDUCATORS TO ADMINISTER LITERACY
SCREENINGS, AS REQUIRED BY THE
2020 THREE BUDGET ACT. TRAILER
BELL LANGUAGE PROVIDES AN
ALLOCATION METHODOLOGY FOR THOSE
FUNDS. THAT LANGUAGE STATES THAT
COMMENCING WITH THE 2024 25
FISCAL YEAR. THIS LANGUAGE, UH,
WILL ALLOCATE FUNDS TO LE A S¼
AT A PER PUPIL RATE USING FALL
ONE CENSUS ENROLLMENT DATA FOR
PUPILS IN KINDERGARTEN THROUGH
GRADE TWO PER THE SCREENING
REQUIREMENT. UH, THIS CONCLUDES
MY OVERVIEW HAPPY TO ANSWER ANY
QUESTIONS AT THE APPROPRIATE
TIME. THANK YOU. LET'S ANALYST
OFFICE. JACKIE BARROSO, ELIO AS
NOTED IN YOUR AGENDA, WE FIND
THAT THE PROPOSALS OVERALL
PREMATURE FOR TWO REASONS. ONE
OF THE REASONS IS, AS WAS NOTED
THE SCREENING TOOL WILL NOT, OR
THE LIST OF APPROVED SCREENING
TOOLS WILL NOT BE FINALIZED
LIKELY UNTIL THE END OF THIS
CALENDAR YEAR. 2024 I'M RELEASED
SOMETIME IN JANUARY, 2025. AND
THEN WITH THAT, UM THESE DOLLARS
ARE NOT NECESSARILY THEN
ANCHORED TO ANY, UM, SCREENING
TOOL ITSELF. UM, SO IT MAKES IT
DIFFICULT TO ASSESS THE
APPROPRIATENESS OF THE FUNDING
PROPOSAL, BUT THEN ALSO THE
MECHANISM IN WHICH THESE FUNDS
WOULD BE, UM PROVIDED IS THROUGH
THE Kò THROUGH 12 MANDATES BLOCK
GRANT AND THAT TYPICAL PROCESSES
. WE DON'T PROVIDE FUNDS UP
FRONT. ACTUALLY WE PROVIDE FUNDS
ONCE THE ACTIVITY HAS BEEN
IMPLEMENTED, AND THEN DISTRICTS
ARE LOCAL LE A S¼. THEY'LL
SUBMIT CLAIMS AND THEN WE'LL
REIMBURSE THEM BASED OFF OF
ACTUAL COST. WHERE THIS PROPOSAL
WE'RE PROVIDING FUNDS EARLIER
THAN NEEDED THROUGH THAT
TRADITIONAL MANDATE CLAIM
PROCESS. SO FOR THOSE TWO
REASONS, AND AGAIN WITH THE
BACKDROP OF THE OVERALL BUDGET,
UM IT, UH WE RECOMMEND THAT THE
LEGISLATURE COULD CONSIDER
DELAYING THE OVERALL
IMPLEMENTATION DATE OF THE
READING, UM, SCREENING
REQUIREMENT, AND THIS WOULD
ALLOW THE LEGISLATURE MORE TIME
TO ONE MORE ACCURATELY ESTIMATE
COST ASSOCIATED WITH THIS
REQUIREMENT, INCLUDING TRAINING
COSTS. ONCE WE HAVE THOSE, UM,
THAT LIST OF APPROACHED
SCREENING TOOLS AND THEN IT
WOULD ALSO ALLOW THE LEGISLATURE
MORE TIME TO ONCE WE HAVE THAT,
UH MORE ACCURATE ESTIMATE OF
COST WHETHER OR NOT IT MAKES
SENSE TO PROVIDE FUNDS THROUGH
AN ANNUAL APPROPRIATION THAT
WOULD BE AN UPFRONT INVESTMENT
OR TO GO THROUGH THE REGULAR
MANDATES CLAIM PROCESS, WHICH
WOULD BE LET THE ACTIVITY BE
IMPLEMENTED AND THEN WE'LL RE
REIMBURSE BASED OFF OF ACTUAL
COST LATER ON, ALSO DELAYING IT
WOULD ALLOW THE LEGISLATURE JUST
MORE TIME TO CONSIDER AGAIN, UM,
GIVEN THE BUDGET DEFICIT AND THE
POTENTIAL THAT IT WILL CONTINUE
IN FUTURE YEARS. UM MAKE A
DECISION AS TO WHEN THE BUDGET
CONDITIONS COULD SUPPORT. UM,
THIS ADDITIONAL ACTIVITY THANK
YOU. PRIMARY EDUCATION. GOOD
MORNING CHAIR OF IT IS AND
MEMBERS OF THE COMMITTEE. I AM
NANCY BRINSON FROM THE
CALIFORNIA DEPARTMENT OF
EDUCATION. CO-DIRECTOR OF
STATEWIDE LITERACY, SPEAKING ON
BEHALF OF SUPERINTENDENT TONY
THURMAN. UM WE WOULD ARGUE THAT,
UM, IT IS IMPERATIVE THAT THE
SCREENINGS FOR READING
DIFFICULTIES, INCLUDING DYSLEXIA
BE IMPLEMENTED IN THE 2025 26
SCHOOL YEAR. THIS IS BEEN, UH, A
LENGTHY CONVERSATION AMONG
ADVOCATES AND EDUCATORS ACROSS
THE STATE. FOR THE PURPOSES OF
THE 2425 SCHOOL YEAR, UH, WITH
THE PROPOSED $25 MILLION FOR THE
Kò 12 MANDATE BLOCK GRANT. UH,
WITH WE HAVE NOTED A NUMBER OF
ACTIVITIES THAT SCHOOL DISTRICTS
WILL NEED TO ENGAGE IN IN ORDER
TO BE READY FOR THE 2526 SCHOOL
YEAR. SUCCESSFULLY IMPLEMENT
THIS NEW REQUIREMENT LIE WILL
INCUR UPFRONT COSTS. IN NEXT
SCHOOL YEAR RELATED TO THE
SELECTION OF AN INSTRUMENT OR
INSTRUMENTS FROM THE APPROVED
LIST, WHICH WILL BE AVAILABLE IN
DECEMBER AND SCHOOL DISTRICTS
ARE FOLLOWING THIS VERY CLOSELY.
THEY'RE UH, WATCHING EVERY
MEETING, SO THEY'LL KNOW WHEN
THE, UH, PANEL MAKES ITS
DECISIONS. UH, THE DEVELOPMENT
OF PLANS TO IMPLEMENT THE
SCREENING AND ALSO THE PROVISION
OF PROFESSIONAL DEVELOPMENT FOR
IMPACTED SCHOOL PERSONNEL. NOT
FUNDING THE START UP COSTS IN
2425. WE'LL HAVE THE EFFECT OF
DELAYING IMPLEMENTATION OF THESE
SCREENINGS UNTIL LATER IN THE
2526 SCHOOL YEAR. WHICH IS
COUNTER TO THE PURPOSE OF THIS
LEGISLATION, WHICH IS TO
IDENTIFY CHILDREN AS EARLY AS
POSSIBLE IN KINDERGARTEN 1ST AND
2ND GRADE, UH, WHO MAY HAVE
READING DIFFICULTIES OR SHOULD
BE SHOWING SIGNS OF POTENTIAL
DYSLEXIA? SO LET ME TALK A BIT
MORE ABOUT WHAT IT IS THAT
DISTRICTS HAVE TO DO. OK THE
EFFECTIVE USE OF THESE NEW
SCREENERS FOR RISK OF READING
DIFFICULTIES DEPENDS ON
IMPLEMENTING THEM WITHIN A
COMPREHENSIVE SYSTEM OF
ASSESSMENT THAT INFORMS DATABASE
DECISION MAKING IN A MULTI
TIERED SYSTEM OF SUPPORT IN
LITERACY. UH A COMPREHENSIVE
ASSESSMENT SYSTEM STARTS WITH
SCREENERS. FOR THE UNIVERSAL
LEVEL OF INSTRUCTION FOR EARLY
IDENTIFICATION AND TO DETERMINE
WHAT IF ANY INTERVENTIONS ARE
NEEDED. HOWEVER SCREENERS ALONE
ARE NOT SUFFICIENT. A
COMPREHENSIVE ASSISTANT ALSO
INCLUDES DIAGNOSTIC ASSESSMENTS
SHOULD FURTHER ASSESSMENT BE
INDICATED BY THE SCREENER.
PERIODIC BENCHMARK ASSESSMENTS
TO DETERMINE PROGRESS. AND
RESPONSE TO INSTRUCTION AND
ONGOING CLASSROOM FORMATIVE
ASSESSMENT PROCESSES. IN
ADDITION, ASSESSMENT MUST BE
ACCOMPANIED BY HIGH QUALITY
CURRICULUM AND INSTRUCTIONAL
RESOURCES, INCLUDING
INTERVENTIONS FOR STUDENTS WHO
NEED THEM. BEGINNING IN 2024 AND
NEXT SCHOOL YEAR, LE A S¼ NEED
TO ANALYZE THEIR OWN SYSTEMS OF
ASSESSMENT, CURRICULUM,
INSTRUCTION AND INTERVENTION TO
CREATE THE INFRASTRUCTURE NEEDED
FOR SUCCESSFUL IMPLEMENTATION OF
THESE NEW SCREENERS. FURTHERMORE
L NEED TO DETERMINE THE
PROFESSIONAL LEARNING NECESSARY
TO BUILD KNOWLEDGE OF READING
DIFFICULTIES, INCLUDING
DYSLEXIA. LIE CAN LOOK TO WHAT
THE PANEL IS, UH, INCLUDING IN
THEIR CRITERIA FOR SELECTING THE
INSTRUMENTS AND AS NAMED IN THE
LEGISLATION DOMAINS SUCH AS ORAL
LANGUAGE PHONEMIC AWARENESS
LETTER SOUND KNOWLEDGE. AH,
RAPID AUTOMATIC AUTOMA.
AUTOMIZED NAMING AND OTHER
PROVISIONS THAT THAT ARE IN THE
LEGISLATION. EDUCATORS ALSO NEED
TO LOOK TO UH, LEARN ABOUT HOW
SCREENING AND ASSESSMENT
CONSIDERATIONS FOR MULTILINGUAL
AND CULTURALLY DIVERSE STUDENTS
AND HOW RELEVANT DEMOGRAPHIC
DATA WILL IMPACT RESULTS.
IMPORTANTLY EDUCATORS NEED TO
LEARN MORE ABOUT HOW TO PROVIDE
EVIDENCE BASED CLASSROOM
INTERVENTIONS, ACCORDING TO
SCREENING DATA IN THIS SPECIFIC
DOMAINS, SO BOTTOM LINE IN THE
FALL OF NEXT YEAR. SCHOOL
DISTRICTS NEED TO BE VERY CLEAR
ABOUT WHAT THEIR SYSTEM IS FOR
ASSESSMENT, CURRICULUM,
INSTRUCTION AND INTERVENTION,
SHORE UP ANY OF THAT AND REALLY
BE LOOKING AT THE ISSUES OF
READING DIFFICULTIES AND
DYSLEXIA. COMES SPRING WINTER
SPRING ONCE WE KNOW WHAT THE
INSTRUMENTS ARE, THEN WE TURN
THEY WILL TURN THEIR ATTENTION
TO SELECTING THE SCREENER OR
SCREENERS. CREATING THE
SCHEDULES, PROCEDURES, STAFFING
PLANS AND REPORTING TOOLS THAT
THEY WILL USE DURING
IMPLEMENTATION. EVALUATION OF
THE SCREENING INSTRUMENTS WILL
REQUIRE STAFF TIME. UM TEACHERS,
ADMINISTRATORS SPECIALISTS TO
REVIEW THE INSTRUMENTS. UH BEST
PRACTICE WOULD BE TO PILOT THOSE
INSTRUMENTS AND TO DO A THOROUGH
REVIEW OF EACH ONE. KEEPING THE
INTENT OF THE SCREENERS, WHICH
IS TO, UM ENSURE EARLY
IDENTIFICATION OF STUDENTS WITH
READING DIFFICULTIES, BUT TO NOT
OVER IDENTIFY CHILDREN OR UNDER
IDENTIFY THEM, UM LETTERS AND
OTHER TOOLS FOR COMMUNICATION
WILL NEED TO BE DEVELOPED TO
MAKE SURE THAT PARENTS ARE
UNDERSTANDING THE INFORMATION
THEY RECEIVE AND WHAT WILL BE
THE APPROPRIATE NEXT STEPS.
THERE ARE OTHER KEY PROVISIONS
OF THIS LEGISLATION RELATED TO
MULTILINGUAL LEARNERS.
INDIVIDUAL STUDENTS IDENTIFIED
AS ENGLISH LEARNERS. AND IT IS
HOPED THAT THERE WILL BE
SCREENERS IN LANGUAGES OTHER
THAN ENGLISH. UM IF SCREENERS
ARE IDENTIFIED, ARE APPROVED BY
THE PANEL FOR LANGUAGES OTHER
THAN ENGLISH SCHOOL PERSONNEL
WILL NEED TO BE IDENTIFIED WHO
CAN CONDUCT THE SCREENINGS IN
THOSE LANGUAGES? LE A WILL ALSO
NEED TO DEVELOP ALTERNATIVE
PROCEDURES TO DETERMINE THE RISK
OF READING DIFFICULTIES FOR
STUDENTS WHOSE LANGUAGES UM ARE
NOT DO NOT HAVE A SCREENER. SO
THAT'S ANOTHER PROVISION OF THE
BILL. THERE'S A GREAT DEAL OF
WORK THAT SCHOOL DISTRICTS WILL
NEED TO DO TO BE READY TO
IMPLEMENT ALL OF THIS
SUCCESSFULLY. ONCE THE SCREEN OR
A SCREENERS ARE SELECTED AND
APPROVED BY THE LOCAL SCHOOL
BOARD, AND THEY'RE REQUIRED TO
DO THAT BY JUNE. 30TH OF 2025,
THEN ELIE WILL NEED TO PROVIDE
PROFESSIONAL DEVELOPMENT ON THE
SPECIFIC SCREENERS THAT THEY
HAVE SELECTED. UH, NOT ONLY HOW
TO ADMINISTER THEM, BUT HOW TO
INTERPRET THE RESULTS OF THOSE
SCREENERS. THIS PROFESSIONAL
DEVELOPMENT SHOULD BEGIN NÓ
LATER THAN SPRING OF 2025 AND
MOVE INTO THE SUMMER. WE'VE
TALKED TO SEVERAL SCHOOL
DISTRICTS LATELY ABOUT THIS
ISSUE, AND THEY SAY THEY'RE
ALREADY THINKING ABOUT IT. THEY
KNOW THAT THEY NEED TO HIT THE
GROUND RUNNING. THEY NEED TO
PURCHASE THE SCREENERS IN THE
SPRING. THEY NEED TO BRING IN
THE PROFESSIONAL DEVELOPMENT AND
SUMMER IS PRIME TIME FOR DOING
THIS KIND OF WORK WITH TEACHERS.
UM WE KNOW THAT INSTITUTING
ANYTHING NEW AND IT'S
INTERESTING. THIS IS, UM MORE
NEW THAN EVEN I REALIZED FOR
SCHOOL DISTRICTS TAKES TIME. AND
IT TAKES THOROUGH PLANNING AND
VETTING. WE WANT TO MAKE SURE
THAT WE PROVIDE THE PROPER TIME
AND FUNDING FOR THEM TO DO AN
EFFECTIVE JOB. SO NOT FUNDING
THEM FOR THAT IN THIS COMING
SCHOOL YEAR. WILL BE A PROBLEM
IN TERMS OF IMPLEMENTING THESE
PROVISIONS IN A TIMELY WAY,
CONSIDERING DELAYING THE ENTIRE
INITIATIVE. I THINK A NUMBER OF
ADVOCATES WOULD FIND THAT
UNACCEPTABLE AND, UM, IN TERMS
OF WHAT CHILDREN NEED IN
LITERACY. UM, SOME OF THE
QUESTIONS THAT WERE IN THE
AGENDA I WILL ADDRESS UM, THERE
WAS A CONCERN ABOUT ESTIMATING
COSTS. WE ESTIMATE THE COST OF
NOT ONLY PURCHASING THE SCREENER
BUT DOING ALL OF THIS PLANNING
STAFF CONSULTATION. YOU KNOW?
YOU HAVE TO PAY FOLKS MONEY.
STAY AFTER SCHOOL, ET CETERA AND
DO THE PROFESSIONAL LEARNING AT
ABOUT $20. A STUDENT. GIVE OR
TAKE. WE'VE SEEN ESTIMATES FOR
THE SCREENERS THEMSELVES AT
ABOUT $10. NOW WE'RE SEEING SOME
AT $14. SO THAT'S A VERY ROUGH
ESTIMATE. AT ABOUT 1.3 MILLION
STUDENTS IN KINDERGARTEN THROUGH
SECOND GRADE. THAT COST WOULD I
ACTUALLY CALCULATED IT AS
26,336,400, WHICH EXCEEDS THE 25
MILLION UM I THINK I'VE ANSWERED
THE QUESTION ABOUT WHY WE
BELIEVE THAT IT'S NECESSARY TO
FUND THIS THIS NEXT. YEAR. UM
AND THEN THE LAST QUESTION WAS,
ARE THERE OTHER TECHNICAL
ASSISTANCE CONSIDERATIONS? UH,
FOR THIS AND THE ANSWER WOULD BE
YES. COST TO èC Dð AND REGIONAL
TECHNICAL ASSISTANCE PROVIDERS
SUCH AS COUNTY OFFICES OF
EDUCATION. UM HAVE NOT BEING
CONSIDERED. IN ANY OF THESE
FUNDING PROPOSALS. CDE
ANTICIPATES MANY INQUIRIES ABOUT
THIS. UH AND WE NEED TO PLAN FOR
WORKLOAD CONSIDERATIONS
PROVIDING TECHNICAL ASSISTANCE
TO LE A WILL BE IMPORTANT AS
THERE IS THE POTENTIAL FOR
MISUNDERSTANDING. IN
COMMUNICATING WITH FAMILIES WITH
PARENTS AND GUARDIANS THAT COULD
POTENTIALLY TRIGGER LE A COSTS
DUE TO CHILD FIND REQUIREMENTS
TO IDENTIFY, LOCATE AND EVALUATE
ALL CHILDREN WITH DISABILITIES.
ALL RIGHT WITH THAT. I AM
FINISHED. THANK YOU. THANK YOU.
UM, MR MARTUCCI. YOU HAVE SOME
QUESTIONS ON THIS ITEM. YES UH,
THANK YOU. UM UH, GIVEN THE, UH,
DEPARTMENT OF EDUCATION, UH, UM
UH, LAID OUT THE IMPORTANCE OF
BEING PREPARED. I MEAN, IEE,
EVEN THOUGH THE, UH APPROVED
LIST OF THE SCREENERS IS NOT
GONNA BE AVAILABLE UNTIL JANUARY
. I MEAN, IF WE ALLOCATED IN
THIS YEAR'S BUDGET DON'T WE NEED
THAT $25 MILLION TO ALLOW, UH,
DISTRICTS TO START? START THAT
TRAINING. START THAT, UM,
GETTING PREPARED IN IN IN THE
WINTER AND THE SPRING. FOR THE L
A Ó. I THINK IT'S A BROADER
CONVERSATION OF DOES THE
LEGISLATURE WANT TO PROVIDE
UPFRONT FUNDING BECAUSE I THINK
WITH THE PROPOSAL THE FACT THAT
THE MECHANISM IS THROUGH THE
MANDATES BLOCK GRANT. IT'S JUST
A BIT CONFUSING BECAUSE AGAIN
TRADITIONALLY WHAT THE MANDATES
BLOCK GRANT. WE REIMBURSE LOCAL
EDUCATION AGENCIES AFTER THE
FACT. UM IF THE LEGISLATURE DID
WANT TO PROVIDE SOME UPFRONT
FUNDING, IT COULD DO SO JUST
THROUGH A REGULAR ANNUAL BUDGET
APPROPRIATION. I THINK THEN
ANOTHER QUESTION IS SHOULD THAT
ONE TIME OR SHOULD THAT UPFRONT
FUNDING BE ONGOING OR ONE TIME
THE GOVERNOR'S PROPOSAL IS
ONGOING, BUT AGAIN AS WE FLAGGED
WE STILL DO NOT HAVE A SENSE OF
WHAT SCREENER TOOLS AND WHAT THE
ACTUAL ESTIMATED COST WOULD BE
ONCE THAT'S UH, ONCE LE A SELECT
THE SPECIFIC SCREENING TOOLS
THAT WILL BE USING, SO I THINK
IT'S KIND OF ANSWERING. THOSE
BROADER QUESTIONS WILL KIND OF
THEN GIVE THE LEGISLATURE BETTER
SENSE OF LIKE, UM, THE PATHWAY
FORWARD. UM, IF YOU DO WANNA,
UM, FUND, UH, ACTIVITIES THROUGH
THE Kò THROUGH 12 BLOCK GRANT
THERE IS THAT TRADE OFF OF WE'RE
NOT PROVIDING, UM, COST OR FUNDS
UPFRONT. WE'RE REIMBURSING THEM
ON THE BACK END. BASED ON ACTUAL
CLAIM DATA. III. I UNDERSTAND,
UH, YOU KNOW THE, UM POINTS MADE
ABOUT THE, UH, THE BLOCK GRANT
APPROACH, BUT, UH I THINK THE
CD'S POINT IS WELL TAKEN THAT
YOU KNOW THE WHOLE POINT OF THIS
EFFORT IS THE DETECTION AS EARLY
AS POSSIBLE, YOU KNOW, WITH
EARLY INTERVENTION, UM YOU KNOW?
HAVING THE GREATEST RETURN ON
THE INVESTMENT. UH FROM A
STRICTLY BUDGETARY PERSPECTIVE.
WELL AS WELL AS A PEDAGOGICAL
PERSPECTIVE, AND SO, UH, YEAH,
I. I WOULD I WOULD SUPPORT AT
LEAST HAVING SOME KIND OF
FUNDING TO MAKE SURE THAT WE CAN
ROLL OUT THIS DYSLEXIA.
SCREENER, UH, UH, READING
DIFFICULTY. UH, SCREENER AS AS
SOON AS POSSIBLE. UH, THANK YOU,
MR. LET ME ASK ABOUT THE, UH THE
REQUIREMENT TO SCREEN WHAT DOES
IT WHAT DOES THE STATUTE SAY? UH
IN RELATION TO WHEN THE
SCREENING MUST OCCUR WITH THE
STUDENTS. MEGAN SABAH DEPARTMENT
OF FINANCE. UH, CURRENTLY
STATUTE, UM, IMPLEMENTS THE
REQUIREMENT IN THE 2025 26
SCHOOL YEAR. SO UM, AS MY FELLOW
PANELIST AT THE DEPARTMENT, AND,
UM AND, UH, A MEMBER, MARUCCI
POINTED OUT THIS WOULD GIVE ELIE
IF INCLUDED IN THE 2024 BUDGET
ACT. THIS FUNDING WOULD GIVE LE
A ABOUT SIX MONTHS OF LEAD TIME,
UM, TO ADOPT A SCREENING TOOL
AND BEGIN ROLLING OUT TRAINING
FOR, UH, QUALIFIED STAFF FOR, UM
ADMINISTERING SCREENINGS,
FUNDING AT A LATER DATE WOULD
EFFECTIVELY DELAY IMPLEMENTATION
OF THE REQUIREMENT. BUT THERE'S
NÓ REQUIREMENT THAT THIS BE DONE
IN THE FALL. WITHIN THE FIRST
FEW WEEKS OF SCHOOL. THERE'S NÓ
SELF SCHOOL DISTRICTS COULD DO
IT. WHATEVER THEY WANT, CORRECT
WITHIN THE SCHOOL YEAR. UM,
HOWEVER, I WOULD NOTE THAT, UH,
IF NOT FUNDED IN THE 2024 BUDGET
ACT, UM, SCHOOL LE, A S¼ WOULD
NOT HAVE ADEQUATE TIME TO
IMPLEMENT WITHIN THE 2025 26
SCHOOL YEAR. HOW LONG IS IT
GOING TO TAKE TO IMPLEMENT? UH,
SO ON THE CURRENT TIMELINE, IF,
UH THIS PROPOSAL IS ADOPTED IN
THE 2024 BUDGET ACT THIS WOULD
GIVE, UH THE STATE BOARD OF
EDUCATION WOULD ADOPT SCREENING
TOOLS IN DECEMBER 2024 AND THEN
EE A S¼ WOULD HAVE APPROXIMATELY
SIX MONTHS BEFORE THE START OF
THE 2025 26 SCHOOL YEAR TO ADOPT
TOOLS AND, UH, TRAIN QUALIFIED
STAFF TO IMPLEMENT THROUGHOUT
THE SCHOOL YEAR, SO THE REQUIRED
TO NOT I HEARD THE ADOPTION.
JUNE 30TH OF 2020. FIVE SO THEY
WOULDN'T HAVE TO ADOPT ANY
SCREEN OR TOOL. UNTIL THE END OF
THAT FISCAL YEAR. I CORRECT, BUT
THEY WOULD NEED ADEQUATE TIME TO
ADOPT THE TOOL. UM I LEARN,
UNDERSTAND IT AND THEN TRAIN
STAFF ON IT. NÓ NÓ. I GET THAT
AND IDEALLY, THEY DO THAT, BUT
THEY DON'T HAVE TO. SO THAT
MEANS SOME OF THEM MIGHT NOT.
THERE IS NÓ REQUIREMENT FOR THEM
TO ADOPT IN JANUARY OR IN
FEBRUARY OR IN MARCH OR IN APRIL
. SO THERE COULD BE
CONVERSATIONS LOCALLY AMONG
ADVOCATES, FOR EXAMPLE, FOR
ENGLISH LEARNERS THAT THE TOOL
THAT THEY'RE DISCUSSING PERHAPS
IS NOT THE RIGHT TOOL. AND
THEREFORE THESE DISCUSSIONS
COULD TAKE THEM ALL THE WAY
THROUGH JUNE. HMM. EXCUSE ME,
TOO, WHEN THEY ARE REQUIRED TO
WHICH MEANS THEY MAKE A DECISION
THEN AND THEN THEY HAVE TO SORT
OF SORT OF JUMPSTART EVERYTHING,
WHICH THEN TAKES TIME. SO I
MEAN, I GET THAT WE WANT TO DO
THIS AS EARLY AS POSSIBLE, BUT
IN REALITY, WE'RE NOT REQUIRING
TO DO THEM AS REALLY AS
POSSIBLE. WE'RE JUST HOPING THAT
THEY DO IT AS EARLY AS POSSIBLE.
IS THAT CORRECT? UH, NANCY BRENT
LAWSON CD. YES IT, UH, SCHOOL
DISTRICTS TO THAT OPERATE
EFFECTIVELY WILL BE PLANNING AS
FAR IN ADVANCE AS POSSIBLE TO
IMPLEMENT THIS. UM I MEAN, I
THINK I THINK THAT ANSWERS THE
QUESTION. I THINK. IF OUR INTENT
AND OUR DESIRES FOR THEM TO
ACTUALLY FOLLOW A SPECIFIC,
WHICH I THINK YOU LAID OUT THE
RIGHT APPROACH, RIGHT YOU. YOU
SELECT YOU PLAN TO DO
PROFESSIONAL DEVELOPMENT YOU
PILOT AND YOU GET IT READY TO
HOPEFULLY IMPLEMENTING THE FAR
SO THAT YOU CAN WORK WITH THESE
STUDENTS THROUGHOUT THE SCHOOL
YEAR. BUT IF YOU DON'T DO THAT,
THEN YOU ARE GOING TO MISS OUT
POTENTIALLY THAT YEAR OF
ENSURING THAT THESE SO I WOULD
SAY THAT, TO THE EXTENT WE
BELIEVE THAT THIS CAN ACTUALLY
HAPPEN AND THAT THE FUNDING
SHOULD BE ALLOCATED FOR THIS FOR
THIS NEXT FISCAL YEAR, BECAUSE
THAT IS THE ACTUAL COST. AND
BECAUSE THIS IS THE TYPE OF
FUNDING THAT WILL NEED, WHICH WE
DON'T KNOW. WE HAVEN'T ASSESSED
THE COST REALLY? YET. UM THEN WE
SHOULD PROBABLY COME BACK WITH
REQUIREMENTS FOR THIS MONEY TO
BE SPENT IN THOSE WAYS.
OTHERWISE WE'RE GIVING MONEY IN
A BLOCK GRANT, POTENTIALLY FOR
SOMETHING THAT'S NOT GOING TO
HAPPEN OR DESIRE IS FOR THERE TO
BE ASSESSMENTS. AND FOR THERE TO
BE, UH, INTERVENTIONS, AND IF
THAT DOESN'T HAPPEN, WE WILL
HAVE LOST A YEAR. SO UM, I THINK
WE HAVE TO RETHINK ABOUT IF
WE'RE GOING TO SPEND THIS MONEY
FIRST IS THE RIGHT AMOUNT. IS
THIS WHAT'S GOING TO COVER THE
COST? UH WHEN WE DON'T KNOW WHAT
THE TOOL IS OR DO WE CREATE
FLEXIBILITY IN THIS FUNDING? UM
DO WE PUT LANGUAGE INTO THIS
FUNDING THAT THIS? YOU KNOW IT
ROLLS OVER? I DON'T KNOW. I
THINK WE GOTTA THINK ABOUT THIS.
WE'VE DONE A LOT OF ONE TIME
FUNDING WITH A LOT OF PROGRAMS
IN EDUCATION AND WE HAVE NOT
EXECUTED. WE CANNOT CONTINUE TO
FUND PROGRAMS WITHOUT EXECUTING
WITH THE INTENT OF WHAT WE ALL
DESIRE. AND SO I THINK THIS
REQUIRES US TO THINK THROUGH A
LITTLE BIT MORE. UM BUT AGAIN, I
THINK YOU'VE LAID OUT WHAT
IDEALLY SHOULD BE THE PATHWAY
FORWARD. SO, UM, WITH THAT, I
DON'T THINK WE HAVE ANY OTHER
QUESTIONS. SO WE MOVE ON TO
ISSUE NUMBER SIX, WHICH IS A
MATH COACHING PROPOSAL. UM WE
HAVE DEPARTMENT OF FINANCE
ANALYST OFFICE AND DEPARTMENT OF
EDUCATION ONCE AGAIN. A PANEL.
EXCUSE ME. THE PANEL REVIEW THAT
JANUARY BUDGET PROPOSAL TO
APPROPRIATE 20 MILLION IN ONE
TIME MONEY FOR MATH COACHING.
I'LL ASK THE DEPARTMENT OF
FINANCE TO INTRODUCE THE
PROPOSAL, PLEASE. HI THERE.
MEGAN SABAH DEPARTMENT OF
FINANCE. I'LL PROVIDE AN
OVERVIEW OF THE PROPOSAL. THE
GOVERNOR'S BUDGET INCLUDES
20,000,001 TIME PROPOSITION 98
GENERAL FUND FOR ONE OR MORE
COUNTY OFFICES OF EDUCATION OR A
CONSORTIUM OF COUNTY OFFICES OF
EDUCATION TO PARTNER WITH THE
CALIFORNIA MATHEMATICS PROJECT
TO DEVELOP AND DELIVER TRAINING,
INCLUDING TRAINING FOR
MATHEMATICS COACHES. ALIGNED
WITH THE 2023 CALIFORNIA MATH
FRAMEWORK. THIS LANGUAGE ALLOWS
THE GRANTEE TO PARTNER WITH
OTHER WELL QUALIFIED ENTITIES,
IN ADDITION TO THE CALIFORNIA
MATHEMATICS PROJECT, THE FUNDS
WOULD BE AVAILABLE THROUGH JUNE
OF 2028. THE GOVERNOR'S BUDGET
FURTHER PROPOSES STATUTORY
CHANGES TO CLARIFY THAT
ALLOWABLE USES OF THE LEARNING
RECOVERY. EMERGENCY BLOCK GRANT
INCLUDE PROFESSIONAL DEVELOPMENT
ALIGNED TO THE NEW MATHEMATICS
FRAMEWORK. THIS CONCLUDES MY
OVERVIEW HAPPY TO ANSWER ANY
QUESTIONS THAT THE APPROPRIATE
TIME THANK YOU. WE'LL HEAR FROM
THE LEGISLATIVE ANALYST'S
OFFICE. AS NOTED IN YOUR AGENDA
AND OUR INITIAL ANALYSIS OF THE
PROPOSAL AND SIMILAR TO KIND OF
QUESTIONING THAT MEMBERS OF THE
COMMITTEE BROUGHT UP IN PRIOR
ITEMS WE DO FEEL LIKE THIS
PROPOSAL MAY BE DUPLICATIVE IN
NATURE, AS THE DEPARTMENT OF
FINANCE NOTED THEY ARE PROPOSING
LANGUAGE TO FURTHER CLARIFY THAT
THE LEARNING RECOVERY BLOCK
GRANT CAN BE USED TO SUPPORT
MATHEMATICAL FRAMEWORK
PROFESSIONAL DEVELOPMENT
ACTIVITIES. MATH COACH TRAINING
COULD BE ONE OF THOSE TYPE OF
PROFESSIONAL DEVELOPMENT
ACTIVITIES THAT ELIA'S CHOOSE TO
DO ON THEIR OWN, SO GIVEN THAT
OVERLAP OF PURPOSES ACROSS THE
TWO PROPOSALS, AND WE RECOMMEND
THE LEGISLATURE REJECT THE
ADDITIONAL FUNDING FOR MATH
COACHES, WE DO ACKNOWLEDGE THAT
ONE OF THE TRADE OFFS IS THAT
WE'RE FOREGOING KIND OF A MORE
STATEWIDE APPROACH. AND SHIFTING
THE PROFESSIONAL DEVELOPMENT
ACTIVITIES TO THE LOCALS AND
LEAVING IT UP TO THEIR LOCAL
DISCRETION ON WHETHER OR NOT
THEY TAKE UP THOSE TYPES OF
MATHEMATICS FRAMEWORK,
PROFESSIONAL DEVELOPMENT
ACTIVITIES, SO TO THE EXTENT
THAT THE STATE WANTED TO ENSURE
A CERTAIN TYPE OF STATEWIDE
PROFESSIONAL DEVELOPMENT
FRAMEWORK AS IT RELATES TO THE
MATHEMATIC FRAMEWORK UM AND
ENSURE CERTAIN ACTIVITIES OCCUR.
THE LEGISLATURE COULD CONSIDER
MAYBE REQUIRING LIAISE, USED A
PORTION OF THEIR LEARNING
RECOVERY BLOCK GRANT FOR
SPECIFIC MATHEMATICAL FRAMEWORK,
PROFESSIONAL DEVELOPMENT. OR YOU
COULD ALSO, UM, TAKE A PORTION
OF THE LEARNING RECOVERY BLOCK,
GRANT. UM AND USE THAT AS THE
ALTERNATIVE FUNDS SOURCE FOR
THIS MORE STATEWIDE INITIATIVE.
THANK YOU. PERMANENT VACATION.
IN 2023, THE STATE BOARD OF
EDUCATION ADOPTED THE NEW
MATHEMATICS FRAMEWORK. TO HELP
EDUCATORS ALIGN CALIFORNIA
TEACHING WITH CALIFORNIA'S
MATHEMATICS LEARNING STANDARDS.
TO PROVIDE ADDITIONAL SUPPORT
FOR EDUCATORS AND ALIGNING THEIR
MATHEMATICS INSTRUCTION. WITH
THE NEW FRAMEWORK. THIS PROJECT
AIMS TO CREATE TRAINING PROGRAMS
AND ASSISTANCE FOR MATH TEACHERS
TO EFFECTIVELY DELIVER HIGH
QUALITY INSTRUCTION. THE
PROJECT'S MAIN GOAL IS TO
COMMUNICATE TO TEACHERS THE
INSTRUCTIONAL SHIFTS IN THE NEW
MATHEMATICS FRAMEWORK. BASED ON
RESEARCH AND BEST PRACTICES FROM
AROUND THE GLOBE. THE FRAMEWORK
CALLS FOR MATHEMATICS
INSTRUCTION TO BE ORGANIZED
AROUND MAJOR CONCEPTUAL IDEAS.
AT EACH GRADE LEVEL AND FOR
INSTRUCTION TO BE FORMATTED AS
STUDENT INVESTIGATIONS THAT WORK
TO FIND SOLUTIONS TO REAL WORLD
PROBLEMS. IT PROMOTES
MATHEMATICAL DISCOURSE,
INAUTHENTIC DATA OVER WORKSHEETS
AND PAGES OF PROBLEM SETS. IT
EMPHASIZES LEFT LESSONS AND
ACTIVITIES THAT ARE MEANINGFUL
AND RELEVANT TO STUDENTS LIVES
IN THE 21ST CENTURY, HELPING
STUDENTS DEVELOP THE THINKING
SKILLS AND CONTENT. KNOWLEDGE
NECESSARY TO MASTER THE
STANDARDS IS CRITICAL TO
IMPROVING ACADEMIC PERFORMANCE
AND CREATING CONDITIONS FOR
LATER LATER SUCCESS. CALIFORNIA
SALT, LESS PANDEMIC RELATED
DECLINE THAN OTHER STATES ON
NATIONAL MATHEMATICS TESTS. WE
STILL RANKED BELOW THE NATIONAL
AVERAGE ON 4TH AND 8TH GRADE
MATH ASSESSMENTS IN 2022, ONLY
33% OF STUDENTS MET OR EXCEEDED
MATHEMATICS PROFICIENCY
STANDARDS ON OUR CALIFORNIA
SMARTER, BALANCED ASSESSMENTS.
THE SUBSTANTIAL ACHIEVEMENT GAPS
CONTINUE TO EXIST, ESPECIALLY
FOR BLACK. AMERICAN INDIAN,
ALASKAN NATIVE WOOD AND LATINO
STUDENTS. BY EQUIPPING COACHES
AND EDUCATORS WITH THE TOOLS AND
TRAINING THEY NEED. WE AIM TO
ENHANCE THE QUALITY OF MATH
INSTRUCTION DELIVERED IN OUR
CLASSROOMS. THE IMPACT OF THIS
PROJECT WILL FAR WILL EXTEND FAR
BEYOND THE REALM OF THE
INDIVIDUAL CLASSROOM BY
INVESTING IN PROFESSIONAL GROWTH
FOR MATH EDUCATORS WERE
INVESTING IN ACADEMIC SUCCESS
FOR OUR STUDENTS. IN CLOSING. I
URGE YOU TO SUPPORT THIS
CRITICAL INITIATIVE THAT
PROMISES TO ELEVATE MATHEMATICS
IN OUR STATE. BY ALLOCATING
RESOURCES TO THIS PROJECT. WE'RE
NOT ONLY INVESTING IN THE
PRESENT BUT ALSO SECURING A
BRIGHTER FUTURE FOR GENERATIONS
OF STUDENTS TO COME. THANK YOU
FOR YOUR TIME AND CONSIDERATION
WITH ME. I DO HAVE ONE OF MY
DIRECT MY DIVISION DIRECTORS TO
ASSIST WITH ANY QUESTIONS. THANK
YOU. THANK YOU. UM I'M QUITE
FAMILIAR WITH THE MATH PROJECTS
AND PROGRAMS. ONE OF MY FIRST
PART TIME JOBS AND IN COLLEGE
AND AS I WAS GOING TO PURSUE A
MATH CAREER WHEN I WAS IN OUR
MATH DEGREE WHEN I WAS IN
COLLEGE, SO VERY APPRECIATIVE OF
THE FOCUS. CERTAINLY WITH THE
WORK OF THE DEPARTMENT HAS DONE.
UM I'M HOWEVER, HAVE QUESTIONS
ON JUST VERY SPECIFICALLY. LIKE
WHAT? THE GOAL OF THIS
PARTICULAR ONE TIME FUNDING WITH
WHAT ACCOMPLISH LIKE, WHAT ARE
WE TALKING ABOUT? SPECIFICALLY.
HOW MANY PEOPLE WOULD BE TRAINED
. WHAT WHAT EXACTLY DO WE EXPECT
TO GET FROM THE USE OF THESE
RESOURCES OVER THE NEXT UH,
THREE YEARS IF APPROVED. SO THE
SPECIFICS OF THE PROGRAM, THE
PROPOSED MATHEMATICS
PROFESSIONAL DEVELOPMENT
PROJECT. IT ENTAILS A
COLLABORATIVE EFFORT BETWEEN AS
YOU STATED T, D, UM THE
CALIFORNIA MATH PROJECT AND A
SELECTED ACCOUNTING OFFICE OR
CONSORTIUM OF COUNTY OFFICES. UM
THIS PARTNERSHIP SEEKS TO
ADDRESS THE CRITICAL NEED IN OUR
IN OUR EDUCATION SYSTEM, WHICH
IS THE DEVELOPMENT AND PROVISION
OF COMPREHENSIVE TRAINING FOR
MATHEMATICS, COACHES AND
EDUCATORS. SO ARE WE HOPING THAT
EVERY MATH EDUCATOR IN
CALIFORNIA WILL RECEIVE THIS
TRAINING WITHIN THE THREE YEARS
WITH THIS FUNDING? WOULD RECEIVE
SOME TYPE OF SUPPORT FROM THAT,
WHETHER IT BE FROM A COACH WHO
WAS TRAINED, UM OR WHETHER IT BE
FROM THEM. ATTENDING
PROFESSIONAL DEVELOPMENT
THEMSELVES. EVERY SINGLE UH,
CREDENTIAL TEACHER WHO TEACHES
MATHEMATICS THAT IS THE INTENT.
OKAY, UM WONDERING IF THERE ARE
AREAS OTHER SOAPS, SO WE
CURRENTLY FUND PROGRAMS AND
FUNDING EXISTS FOR PROGRAMS TO
DO PROFESSIONAL DEVELOPMENT. I
I'M ASSUMING THERE IS SOME MATH
PROFESSIONAL DEVELOPMENT THAT
OCCURS TODAY, IN SOME WAY, UM,
THAT I ASSUME NO LONGER WILL BE
PROVIDED BECAUSE WE HAVE THESE
NEW UM, UH, STANDARDS AND SO WHY
DO WE NEED ADDITIONAL FUNDING?
AND WHY CAN'T WE USE EXISTING
FUNDING PROFESSIONAL DEVELOPMENT
FUNDING TO FIND WITH THESE NEW
STANDARDS IN MIND, SO THE
STANDARDS HAVEN'T CHANGED. THE
FRAMEWORK HAS CHANGED THE WAY
THE STANDARDS ARE BEING TAUGHT.
AND SO IT IS A DEFINITE SHIFT IN
WHAT TEACHERS ARE DEALING AROUND
. MATHEMATICS IS WHAT WE ARE
WHAT IS IN THE MATH FRAMEWORK
AND WHAT WE ARE PROPOSING TO
MAKE SURE THAT EVERY MATH
EDUCATOR IN THE STATE
UNDERSTANDS THAT'S THAT'S THE
INTENT OF THAT. YEAH, NO. I
UNDERSTAND. THE INTENT IS TO
TEACH THE NEW FRAMEWORK ON THE
STANDARD THAT THAT YOU'VE
DEVELOPED, WHICH IS UPDATED AND
ALL THAT, BUT THERE IS EXISTING
MATH. PROFESSIONAL DEVELOPMENT
AND OTHER PROGRAMS THAT I ASSUME
EXIST TO HELP. UM INCREASE
SKILLS IN MATH FOR TEACHERS WERE
NOT DOING ENOUGH. WE CURRENTLY
DO. DON'T DO NOTHING IN MATH,
PROFESSIONAL DEVELOPMENT, OR ARE
YOU SAYING WE DON'T DO ANYTHING
TODAY? I'M SAYING THAT THESE
FUNDS ARE DESIGNED TO SUPPORT
AND HELP FOLKS UNDERSTAND THE
NEW METHOD, RIGHT MARK THAT, AND
THAT'S NOT NECESSARILY WRITTEN
INTO THE OTHER FUNDING SOURCES
THAT WE HAVE AVAILABLE TO US.
YOU KNOW HOW MUCH WE DO IN MATH,
PROFESSIONAL DEVELOPMENT STATE
WHAT AN ANNUAL BASIS CURRENTLY I
DON'T HAVE THAT INFORMATION
RIGHT IN FRONT OF ME, BUT I CAN
PROVIDE THAT TO YOU. OKAY. THANK
YOU. UM WHAT? WHAT ABOUT TO THE
DEPARTMENT OF FINANCE TO THE L
A. O S, UM COMMENTS ON UTILIZING
THE LEARNING RECOVERY. EMERGENCY
GRANT BLOCK GRANT. EXCUSE ME OR
POTENTIALLY THE, UM EDUCATOR
EFFECTIVENESS BLOCK GRANT THAT
WE FIND ON AN ANNUAL BASIS TO
HELP FUND THIS INITIATIVE. WHY,
WHY CAN'T WE DO THAT WITH THOSE
FUNDS? THANK YOU FOR THE
QUESTION, MR MR CHAIR. MEGAN'S
ABOUT DEPARTMENT OF FINANCE. UM
SO I WOULD NOTE THAT THE
CURRENTLY THE GOVERNOR'S BUDGET
IS PROPOSING TO EXPAND, UM, AND
THE LEARNING RECOVERY EMERGENCY
BLOCK GRANT TO ALLOW USE OF
THOSE FUNDS. UM SO, UM, I WOULD
ALSO NOTE THAT THERE ARE MANY
COMPETING PRIORITIES. UM THAT,
ELLIE, YOU KNOW, WITHIN WITHIN
THOSE FUNDS THAT ELIA'S ARE ARE
ASSESSING SO, NOTING THAT
PROFESSIONAL DEVELOPMENT FOR THE
NEW MATH FRAMEWORK MAY BE LOWER
ON THE LIST OF PRIORITIES FOR AN
L E A FOR USE OF THOSE FUNDS. SO
THIS IS THIS IS REALLY MEANT TO
AVOID DILUTION OF THE OF THE
FUNDS IF YOU WILL. UH BUT
SINGLING OUT THIS AS A AS A
PRIORITY. UM COULDN'T WE SINGLE
THAT OUT AS A PRIORITY IN THE
EXISTING UM, EFFECTIVENESS BLOCK
GRANT PROGRAMS, EDUCATOR,
EFFECTIVENESS BLACKGROUND
PROGRAM OR THE LEARNING RECOVERY
BLOCK GRANT PROGRAM. SO THOSE
THOSE FUNDS ARE FOR OUR PRIOR
YEAR INVESTMENTS AND THEY ARE
THEY ARE ALREADY SORT OF INFLOW
AT THE L E. A LEVEL MANY ELIA'S
HAVE ALREADY COMMITTED SOME OF
THOSE FUNDS. I REALLY CAN'T
SPEAK TO THE LEVEL AT WHICH
ELIA'S HAVE COMMITTED THOSE
FUNDS. I DON'T HAVE THAT
INFORMATION AND I WOULD DIFFER.
UM TO, UM, THE DEPARTMENT WHO
MAY HAVE MORE PROGRAMMATIC
INFORMATION ON THAT. UM ELIA'S
REALLY HAVE MUCH MORE
FLEXIBILITY WITH THOSE FUNDS IN
TERMS OF ALLOWABLE USE IF YOU IF
THE LEGISLATURE WERE SEEKING A
CARVE OUT, UM I DON'T KNOW HOW
FEASIBLE THAT WOULD BE
CONSIDERING MUCH OF THE FUNDS
ARE OUT THE DOOR ALREADY. DO YOU
KNOW HOW MUCH WE'VE FUND IN THE
EDUCATOR EFFECTIVENESS
BLACKGROUND 10, AN ANNUAL BASIS.
UM THERE WAS ONE TIME.
ALLOCATION. WHICH IS STILL BEING
UTILIZED. I BELIEVE L A OH, MAY
HAVE SOME DELEON. IT WAS $1.5
BILLION. UH, FUNDING THAT WAS
PROVIDED BY BUT I KNOW I'M
FORGETTING WHETHER IT WAS 2122
OR 2223. THAT WAS, I THINK
ELIGIBLE THAT COULD BE USED OVER
A FIVE YEAR PERIOD. SO UM, YOU
KNOW FOR EACH L A WILL DEPEND ON
HOW MUCH FUNDING IS STILL
REMAINING THAT THEY COULD USE
FOR THAT PURPOSE. BUT THE, UM
THE FUNDING COULD BE USED OVER A
MULTIYEAR PERIOD AND YOU DON'T
HAVE AN ASSESSMENT OF HOW MUCH
HAS BEEN UTILIZED. I KNOW WHAT
YOU DID. UM, SO FAR ELIA'S AS OF
UM, SEPTEMBER 2023 ELIA'S HAVE
REPORTED USING THREE $0.16
MILLION SO FAR. 300 I'M SORRY.
316 MILLION. SORRY SORRY. THAT'S
A VERY DIFFERENT MATH FRAMEWORK
IS REALLY IMPORTANT. SEE THAT?
$360 MILLION OVER THAT HAS BEEN
SPENT SO FAR, UM, IN THE PAST
TWO YEARS OF REPORTING UM, THOSE
FUNDS WERE PRIOR TO ALLOCATION.
DISTRICTS WERE REALLY REQUIRED
TO TAKE A OF A PLAN FOR BOARD
APPROVAL, SO THOSE FUNDS HAVE
BEEN PLANNED OUT FOR FROM 21 TO
2026. AND YOU KNOW THOSE PLANS
WERE SUBMITTED TO THE DEPARTMENT
. THEY WERE NOT SUBMITTED TO
DEPARTMENT. THEY ARE REQUIRED TO
HAVE THEM AND WE WILL BE
AUDITING AT THE END OF THE GRAND
PERIOD. AT THE SO AT THE END OF
26 ONCE THEY'VE SPENT ALL THE
FUNDS WE HAVE. YES ALTHOUGH WE
ARE REQUIRING REPORTING EACH
YEAR ON HOW THOSE FUNDS ARE
BEING USED, WHERE THEY'RE
THEY'RE FOCUSING, UM AGAIN. THE
USE OF THOSE FUNDS, OKAY? WHICH
IS PRIMARILY BEEN AROUND
COACHING AND MENTORING. OUTSIDE
OF THAT, UM WHAT ARE THEIR
FEDERAL UNDERSTAND THERE MIGHT
BE FEDERAL RESOURCES
SPECIFICALLY. IS IT TITLE TWO
FUNDING THAT, UM, THAT MIGHT BE
AVAILABLE FOR THIS TYPE OF WORK.
I'M NOT AS FAMILIAR WITH THE
FEDERAL FUNDING SOURCES
OBVIOUSLY. WE HAVE ONE OF MY
DIVISION DIRECTORS HELP WITH
THAT. YES THERE ARE TITLE TO
PARTY, PROFESSIONAL DEVELOPMENT
OR PROFESSIONAL LEARNING DOLLARS
THAT ARE ALLOCATED ANNUALLY
BASED ON OUR FEDERAL GRANTS TO
LOCAL EDUCATIONAL AGENCIES, AND
THEY CAN BE USED IN A VARIETY.
OF WAYS THEY CAN USE THEM. FOR
PROFESSIONAL LEARNING. THEY CAN
ALSO USE THEM FOR CLASS SIZE
REDUCTION. THERE'S A VARIETY OF
DIFFERENT HOW DO WE, UM HOW DO
SCHOOLS RECEIVE THOSE LIKE
THROUGH THE DEPARTMENT TO
ALLOCATE THAT? HOW DOES THAT GET
DIRECT ALLOCATION ANNUALLY? UM,
OUR LAST GRAND AWARD WAS
APPROXIMATELY $238 MILLION. WE
ANTICIPATE A CUT THIS YEAR. WE
DO NOT HAVE THE EXACT NUMBERS
THAT THIS YEAR ALLOCATION WILL
BE DUE TO THE CONTINUING
RESOLUTIONS. UM, IN WASHINGTON,
BUT, UM THERE. THEY'RE BASED.
THE GRANT IS BASED ON A FORMULA
THAT IS ISSUED PUPIL FORMULA IS
THAT WHAT IT IS? UM BUT THE
FLEXIBILITY EXISTS IN THAT
PROGRAM TO DO TEACHER
PROFESSIONAL DEVELOPMENT OF ANY
DESIRE THAT OUR LOCAL AGENCY
EDUCATOR, ADMINISTRATORS AND
TEACHERS PARAPROFESSIONALS GOT
IT. OKAY. THANK YOU VERY MUCH
APPRECIATE THAT. ANY QUESTIONS,
MR MATSUKI? THANK YOU. UM SO, UM
BEFORE MISS COTTON, UM. SOME
READING FROM THIS STAFF ANALYSIS
. THE DOLLARS ARE FOR, UM THE
COUNTY OFFICES OF EDUCATION TO
BE PARTNERING WITH THE
CALIFORNIA MATHEMATICS PROJECT
TO DEVELOP THE TRAINING MODEL
FOR MATH COACHES. IS THAT
CORRECT? A PARTNERSHIP BETWEEN
CD, THE CALIFORNIA MOUTH PROJECT
AND THE SELECTED UM, COUNTY
OFFICE OR CONSORTIUM OF COUNTY
OFFICES. OKAY, SO, UM AND IN
TERMS OF HOW THAT ACTUALLY
REACHES. UH, UH, CLASSROOM MATH
TEACHERS. UM IT'S THE BASIC
MODEL IS THE BASIC APPROACH TO
THAT. COUNTY OFFICES OF
EDUCATION. WORKING WITH THE CD
WOULD BE HAVING LIKE REGIONAL
TRAINING FOR MATH TEACHERS.
GENERALLY, THAT'S WHAT IT LOOKS
LIKE. WE HAVE NOT. I MEAN, THIS
IS NOT HAPPENED YET. SO WE HAVE
THAT PUT OUT AN R F A. WE
HAVEN'T DEFINED UM, THAT PROCESS
JUST YET, BUT, YES, GENERALLY IT
IS REGIONS THAT ARE SUPPORTING
UM, CONNECTING WITH THE
CALIFORNIA MATH PROJECT ALLOWS
AND THEY ALREADY HAVE A NETWORK
ACROSS THE STATE AND WORKING
WITH MATH EDUCATORS. UM THAT
GROUP WOULD ALSO BE SUPPORTING
THIS WORK, OKAY? UM AND, OF
COURSE, WITH THE NEW MATH
FRAMEWORK ADOPTED, UH LEGALLY,
TECHNICALLY SPEAKING, ALL OF OUR
CALIFORNIA PUBLIC SCHOOLS ARE
SUPPOSED TO BE TEACHING MATH
CONSISTENT WITH THE NEW
FRAMEWORK. IS THAT CORRECT
EXPECTATION? ALL OF OUR SCHOOLS
ARE REQUIRED TO TEACH OUR MATH
STANDARDS. BUT OF COURSE WE
DON'T HAVE A AH! YOU KNOW ANY
FRAMEWORK POLICE IN TERMS OF
MAKING SURE THAT THAT SCHOOLS
AND CLASSROOM MATH TEACHERS ARE
TEACHING CONSISTENT WITH ALL WE
CAN DO IS PROVIDE. THE FRAMEWORK
PROVIDES PROFESSIONAL
DEVELOPMENT. BUT IN TERMS OF THE
ACTUAL ADOPTION OR THE ACTUAL
IMPLEMENTATION IN THE CLASSROOM
THAT THAT REALLY DEPENDS ON WHAT
I COULD SHARE IS THAT THERE IS A
HUGE APPETITE IN THE FIELD. FOR
LEARNING ABOUT THIS MATH
FRAMEWORK. UM WE HAVE BEEN GOING
OUT TO MULTIPLE, UM
ORGANIZATIONS AND PRESENTING AND
TALKING ABOUT THE MATH
FRAMEWORK. THERE IS A LOT OF
EXCITEMENT AROUND IT AGAIN. THE
FRAMEWORK IT TEACHES THE MOST UP
TO DATE KIND OF PEDAGOGY AROUND
MATH INSTRUCTION. AND SO THAT IS
WHAT FOLKS ARE LOOKING FOR.
OBVIOUSLY WHAT WE'RE DOING NEEDS
TO BE UPGRADED, NEEDS
IMPROVEMENT, AND SO WE WANT TO
BE ABLE TO GET THAT OUT TO THE
FIELD IN A CONSISTENT WAY. YEAH.
NO I MEAN, I THINK, YOU KNOW,
GIVEN THE STATISTICS THAT YOU
HIGHLIGHTED EARLIER ABOUT. YOU
KNOW OUR OUR DISMAL STATEWIDE.
MATH PERFORMANCE TEST SCORES, UM
THAT YOU KNOW ANYTHING. UH, YOU
KNOW, I WOULD NORMALLY BE
SUPPORTING MORE PROFESSIONAL
DEVELOPMENT TO SUPPORT OUR MATH
PERFORMANCE BY OUR CALIFORNIA
STUDENTS. BUT I THINK THE
QUESTION NOW IS YOU KNOW,
LOOKING AT AH, DIFFICULT BUDGET.
UM AH, YOU KNOW, IS THE BEST WAY
TO GO TO TWO. YOU KNOW?
BASICALLY CREATE A CATEGORICAL.
OF PROP 98 FUNDS FOR MATH
COACHES OR GIVING THE ELLAS
FLEXIBILITY SUCH AS GOING
THROUGH THE LEARNING RECOVERY
BLOCK GRANT PROGRAM. UM YOU
KNOW, WE HEARD EARLIER ABOUT
DESPITE OUR BEST INTENTIONS WHEN
WE TRY TO EARMARK EARMARK
DOLLARS, UH, YOU KNOW THAT
THERE'S DOLLARS LEFT UNSPENT. UM
AND SO I, YOU KNOW, WHILE I
UNDERSTAND THE DESIRE TO SEND
THE SIGNAL THAT THIS IS A
PRIORITY, AND THIS IS MONEY SET
ASIDE FOR THIS PRIORITY. UM, IT
SEEMS LIKE ULTIMATELY WHAT IS
ADOPTED BY LOCAL L E A S AND
TRANSLATED INTO WHAT HAPPENS
INTO THE CLASSROOM DEPENDS ON
WHAT THOSE LOCAL ELIA'S CHOOSE
TO PRIORITIZE AND IT SEEMS TO ME
LIKE THE LEARNING RECOVERY BLOCK
GRANT PROGRAM. PROVIDES THAT
OPTION. ACCORDING TO THE L A. OH
I JUST GIVE YOU THE LAST WORD ON
THAT. I'VE I AM. AN ADVOCATE FOR
CONSISTENT APPROACH. AND
ENSURING THAT THERE IS UM, A
CLEAR CONNECTION BETWEEN WHAT
HAPPENS IN THE CLASSROOM AND
WHAT HAPPENS ON THE MATH
FRAMEWORK. I THINK THAT IS VERY
IMPORTANT. UM LOCAL COMMUNITIES
DO HAVE THEY DO MAKE CHOICES AND
DECISIONS ABOUT WHAT THAT LOOKS
LIKE. UM AGAIN, WHAT I'M SEEING
FROM THE FIELD. IS THAT FOLKS
ARE VERY INTERESTED IN LEARNING
WHATEVER IS AVAILABLE PARTNERING
, PARTICULARLY WITH THE
CALIFORNIA MATH PROJECT, I THINK
IS AN ASSET FOR US AS A STATE.
UM TO BE ABLE TO HAVE
CONSISTENT, UM CONSISTENT
INTRODUCTION TO THE MATH
FRAMEWORK AND BE ABLE TO REALLY
START TO SEE SOME CHANGES WITH
OUR MATH INSTRUCTION. THANK YOU.
THANK YOU. UM WE WILL HOLD THE
ISSUE OPEN, UH, DIRECT STAFF TO
WORK WITH THE ADMINISTRATION,
THE STATE BOARD ON INTEGRATION
OF PROPOSALS. OUTCOMES INTO
EXISTING STATE FUNDING PROGRAMS,
JUST LIKE THE PRIOR ISSUE. UM
AND I'M SURE WE'LL HAVE OTHER
FOLLOW UP QUESTIONS. THANK YOU
ALL FOR BEING HERE. APPRECIATE
YOUR TIME AND THE ANSWERS TO OUR
QUESTIONS. WE ARE MOVING ON TO
SCIENCE PERFORMANCE ASSESSMENTS
AND SAFETY HANDBOOK PROPOSALS
ISSUE NUMBER SEVEN ON TODAY'S
AGENDA. PANEL REVIEW THE JANUARY
BUDGET PROPOSAL FOR $7
MILLION.01 TIME FOR A SCIENCE
PERFORMANCE ASSESSMENT AND A
$150,000.01 TIME FOR AN UPDATE
TO THE CD SCIENCE SAFETY
HANDBOOK. WE HAVE DEPARTMENT OF
FINANCE, LEGISLATIVE ANALYST'S
OFFICE AND THE DEPARTMENT OF
EDUCATION. PERMANENT FINANCE
ASKED YOU TO START WITH THE
PROPOSAL, PLEASE. GOOD MORNING
CHAIR AND MEMBERS. MY NAME IS
HUGO SALAS, GALINA WITH THE
DEPARTMENT OF FINANCE, AND I
WILL PROVIDE A BRIEF DESCRIPTION
OF OUR TWO PROPOSALS IN THIS
ISSUES. UH BEGINNING WITH THE
CURRICULUM AND BETTER
PERFORMANCE TASKS FOR SCIENCE,
FOLLOWED BY OUR PROPOSAL TO
REVISE THE SCIENCE SAFETY
HANDBOOK. FOR THE FIRST ISSUE.
THE GOVERNOR'S BUDGET PRO
PROPOSES A $7 MILLION.01 TIME
PROPOSITION 98 GENERAL FUND
INVESTMENT TO SUPPORT INQUIRY
BASED SCIENCE INSTRUCTION AND
ASSESSMENT THROUGH THE
DEVELOPMENT OF A BANK OF
CURRICULUM, EMBEDDED PERFORMANCE
TASKS. UH, THERE ARE CURRENT
THERE ARE CURRENTLY NO
CURRICULUM AND BETTER
PERFORMANCE TASKS IN SCIENCE TO
SUPPORT INQUIRY BASED SCIENCE
INSTRUCTION STATEWIDE TO THIS
PROPOSAL WOULD BUILD A BANK OF
THOSE TASKS FOR USE BY
CALIFORNIA TEACHERS IN GRADES K
THROUGH 12 ACROSS THE STATE. AH
THE $7 MILLION WOULD BE PROVIDED
TO A COUNTY OFFICE OF EDUCATION
TO CONTRACT WITH A NONPROFIT
ORGANIZATION TO IDENTIFYING
REVIEW AVAILABLE SCIENCE
PERFORMANCE TASK FOR USE LEAD
THE DEVELOPMENT OF ADDITIONAL
HIGH QUALITY PERFORMANCE TASKS,
CREATE A PLATFORM FOR THE
REPOSITORY AND PROVIDE
PROFESSIONAL DEVELOPMENT FOR
TEACHERS. MOVING ON TO THE
SECOND ISSUE THE GOVERNOR'S
BUDGET PROPOSALS $150,000.01
TIME PROBLEM 98 GENERAL FUND
INVESTMENT FOR A SELECTED COUNTY
OFFICE OF EDUCATION TO
COORDINATE THE REVISION OF THE
SCIENCE SAFETY HANDBOOK. AS
STATED IN THE AGENDA THIS
MORNING. THE SCIENCE SAFETY
HANDBOOK WAS LAST UPDATED IN
2014 AND CHANGES TO LEGISLATION
AND RESOURCES MENTIONED IN THE
HANDBOOK SINCE 2014 ARE NOT
CAPTURED IN IT. AND NOTABLY, IT
IS CURRENTLY OUT OF SECTION 508
COMPLIANCE, AND THAT'S A RESULT
THAT'S ONLY AVAILABLE BY
REQUEST. SECTION 50. IT REFERS
TO SECTION 508 OF THE
REHABILITATION ACT, WHICH IS A
FEDERAL LAW THAT REQUIRES
AGENCIES TO PROVIDE INDIVIDUALS
WITH DISABILITIES EQUAL ACCESS
TO ELECTRONIC INFORMATION AND
DATA COMPARABLE TO THOSE WHO DO
NOT HAVE DISABILITIES. LIKE THIS
CONCLUDES MY OVERVIEW OF THESE
PROPOSALS. I CAN TAKE ANY
QUESTIONS ON EITHER ISSUE AT THE
APPROPRIATE TIME. THANK YOU.
ELIO JACKIE BARROSO ELIO AGAIN,
GIVEN THE BUDGET CONDITION
NOTWITHSTANDING, THE MERITS OF
THE PROPOSAL. OUR OVERALL
RECOMMENDATION IS, UM, REJECT
FOR THE LEGISLATURE TO REJECT
ALL NEW DISCRETIONARY PROPOSALS.
BUT OF COURSE LEGISLATURE CAN
CONTINUE TO WEAR THESE PROPOSALS
RELATIVE TO ITS PRIORITIES.
THANK YOU. DEPARTMENT EDUCATION.
GOOD MORNING, MR CHAIR AND
MEMBERS OF THE COMMITTEE AND DR
MIKE TORREZ. I AM THE DIRECTOR
OF THE CURRICULUM FRAMEWORKS AND
INSTRUCTIONAL RESOURCES DIVISION
AT THE CALIFORNIA DEPARTMENT OF
EDUCATION. I'M PRESENTING TODAY
ON BEHALF OF THE STATE
SUPERINTENDENT OF PUBLIC
INSTRUCTION TONY THURMAN TO
ADVOCATE FOR A VITAL PROJECT
AIMED AT ENHANCING SCIENCE
EDUCATION ACROSS OUR STATE. THE
NEXT GENERATION SCIENCE
STANDARDS FOR PUBLIC CALIFORNIA
PUBLIC SCHOOLS KINDERGARTEN
THROUGH GRADE 12 WAS ADOPTED BY
THE STATE BOARD OF EDUCATION IN
2013 THESE STANDARDS,
EMPHASIZING INNOVATIVE APPROACH
TO SCIENCE INSTRUCTION IN THREE
DIFFERENT DIMENSIONS, THE
DISCIPLINARY CORE IDEAS THAT
CROSSCUTTING CONCEPTS AND
SCIENCE AND ENGINEERING
PRACTICES WHILE THE PREVIOUS
STANDARDS WERE ADOPTED IN 1998
EMPHASIZE THE VERY IMPORTANT
DISCIPLINARY CORE IDEAS OF
SCIENCE. THE ADDITION OF THE
SCIENCE AND ENGINEERING
PRACTICES AND CROSSCUTTING
CONCEPTS ALLOW STUDENTS TO LEARN
IN A WAY OF A SCIENTIST WHERE
THAN INQUIRY BASED APPROACH THE
2016 CALIFORNIA SCIENCE
FRAMEWORK. THEN SHOWS HOW
CLASSROOMS MAY LOOK DIFFERENT
WITH THIS APPROACH. STUDENTS
BUILD KNOWLEDGE AND THE DYNAMIC
AND CREATIVE PROCESS WHERE
CONTENT AND SCIENCE PRACTICE ARE
INTEGRATED AND TEACHERS ARE ARE
FACILITATORS OF THAT LEARNING.
STUDENTS INVESTIGATE REAL WORLD
PHENOMENA USING THE SCIENCE AND
ENGINEERING PRACTICES AND THOSE
CROSSCUTTING CONCEPTS LEANING,
LEADING TO A DEEPER
UNDERSTANDING OF THE
DISCIPLINARY CORE IDEAS. THIS
INITIATIVE THAT YOU'RE HEARING
INCLUDES IDENTIFYING, EVALUATING
AND CREATING TOP NOTCH
CURRICULUM, EMBEDDED PERFORMANCE
TASKS THAT WILL CONTINUE TO
SUPPORT, ENGAGING AND INQUIRY
BASED SCIENCE INSTRUCTION AND
ASSESSMENTS, WHICH IS NOT
SPECIFICALLY PART OF THE
CALIFORNIA SCIENCE TEST. THESE
PERFORMANCE TASKS WILL PROVIDE
STUDENTS AN OPPORTUNITY TO
PRODUCT TO PROVIDE AN ANALYSIS,
PRODUCT PERFORMANCE OR SOLUTION
TO A CREATIVE OR INVESTIGATIVE
TASK. THAT MIGHT BE A AS SHORT
AS JUST A CLASS PERIOD OR UP TO
SEVERAL MONTHS AND LENGTH. THE
FOCUS IS ON IMPROVING TEACHING
PRACTICES AND STUDENT LEARNING
OUTCOMES THROUGH THESE
CURRICULUM, EMBEDDED PERFORMANCE
TASKS. THROUGH A CONTRACT WITH
NONPROFITS WITH EDUCATION
EXPERTISE. PROFESSIONAL
DEVELOPMENT OPPORTUNITIES WILL
BE PROVIDED TO HELP EDUCATORS
EFFECTIVELY INCORPORATE THESE
HIGH QUALITY CURRICULUM.
EMBEDDED PERFORMANCE TASKS INTO
CLASSROOMS. THIS PROJECT WILL
BEGIN BY RESEARCHING AND
COMPILING EXISTING PERFORMANCE
TASKS ALIGNED WITH THE NEXT
GENERATION SCIENCE STANDARDS.
NEW TASKS WILL THEN BE
IDENTIFIED THEIR COLLABORATION
WITH CALIFORNIA TEACHERS TO
DEVELOP AND PILOT ADDITIONAL
HIGH QUALITY CURRICULUM.
EMBEDDED PERFORMANCE TASKS.
START STATEWIDE REPOSITORY
THAT'S SEPARATE FROM THE CASTLE
ASSESSMENTS. WILL BE DEVELOPED
TO HOUSE THESE HIGH QUALITY
CURRICULUM. EMBEDDED PERFORMANCE
TASKS WILL BE AVAILABLE BY GRADE
STANDARD IN DOMAIN, AND THEY'LL
BE FREELY AVAILABLE FOR ALL
EDUCATORS TO SUPPORT INQUIRY
BASED INSTRUCTION AND ALLOW
STUDENTS TO DEMONSTRATE WHAT
THEY KNOW AND CAN DO IN SCIENCE.
IMAGINING ALL OF OUR STUDENTS
INVOLVED IN HANDS ON PHENOMENA
BASED INSTRUCTION IS VERY
EXCITING, ALONG WITH THAT COMES
VERY NECESSARY CONSIDERATIONS IN
SCIENCE SAFETY. THE SCIENCE
SAFETY HANDBOOK IS A CRITICAL
PIECE OF THAT WORK. THE SCIENCE
SAFETY HANDBOOK, WHICH WAS
ORIGINALLY WRITTEN IN 1999, BY A
PANEL OF SCIENCE AND SAFETY
EXPERTS, WAS ISSUED TO PROVIDE
ADMIN TEACHERS AND STUDENTS WITH
THE NECESSARY INFORMATION TO
CONDUCT SAFE HANDS ON SCIENCE
ACTIVITIES. SINCE THAT TIME, THE
DOCUMENT HAS RECEIVED A FEW
MINOR UPDATES IN REGARDS TO
UPDATED LEGISLATION BUT HAS NOT
BEEN REVIEWED BY OUR OUTSIDE
AGENCIES AND SAFETY EXPERTS DUE
TO A LACK OF FUNDING. THE
CURRENT HANDBOOK, AS I MENTIONED
EARLIER, IS NOT SECTION 508
COMPLIANT AND INCLUDES LINKS TO
RESOURCES THAT ARE JUST NOT NO
LONGER AVAILABLE, SO IT'S
SUBSEQUENTLY BEEN REMOVED FROM
THE CD WEBSITE. LET'S CONSIDER
REALLY QUICKLY AN EXAMPLE OF A
HANDS ON SCIENCE EXPERIMENT
SUGGESTED BY THE CALIFORNIA
SCIENCE FRAMEWORK, MIDDLE SCHOOL
PHYSICAL SCIENCE STANDARDS ASKED
STUDENTS TO ANALYZE AND
INTERPRET DATA ON THE PROPERTIES
OF SUBSTANCES BEFORE AND AFTER
THE SUBSTANCES INTERACT TO
DETERMINE IF A CHEMICAL REACTION
HAS OCCURRED. AFTER
INVESTIGATING THE COMBINATIONS
OF VARIOUS MATERIALS. THE
FRAMEWORK THEN SUGGESTS AN
ACTIVITY IN WHICH STUDENTS
DESIGN A HAND WARMER THAT'S
POWERED BY A CHEMICAL REACTION.
AS YOU CAN IMAGINE. GUIDANCE AND
SCIENCE SAFETY FOR CLASSROOMS,
TEACHERS AND STUDENTS IS
IMPERATIVE WHEN WORKING WITH
COMBINATIONS OF MATERIALS THAT
CAN ACTUALLY PRODUCE HEAT. THE
CD HANDLES MANY INQUIRIES FROM
VENDORS, COUNTY OFFICES OF
EDUCATION, SCHOOL DISTRICTS AND
TEACHERS REQUESTING GUIDANCE IN
SCIENCE SAFETY. THE ABSENCE OF A
FULLY UPDATED AND ALIGNED
HANDBOOK PROVIDING AWARENESS AND
GUIDANCE REGARDING SAFE
INSTRUCTION IN SCIENCE, WHICH
THE STATE STUDENTS AND TEACHERS
AT RISK FOR ACCIDENTS AND
INJURIES. AND UPDATED HANDBOOK
IS A VALUABLE RESOURCE TO ENSURE
THAT STUDENTS RECEIVED THE BEST
POSSIBLE INQUIRY BASED SCIENCE
INSTRUCTION IN A SAFE AND
SUPPORTED MANNER WHEN STUDENTS
ARE INVOLVED IN A PERFORMANCE
TASK. THAT CONCLUDES MY REMARKS.
I'M AVAILABLE TO ANSWER ANY
QUESTIONS. THANK YOU VERY MUCH,
UM LET ME UH BEGAN. WITH BUT I
HOPE WILL BE THE SIMPLER
QUESTION ON THE ONE TIME FOR THE
SCIENCE SAFETY HANDBOOK. WHY IS
THIS COST? NOT SOMETHING THAT
THE DEPARTMENT CAN UM, JUST TAKE
ON AT THE MOMENT. SO THE ASKED
TO, UM, THEY ASKED FOR THE
FUNDING IS TO BE ABLE TO REALLY
REACH OUT AND GET SCIENCE
EXPERTS OUT IN IN THE FIELD
SAFETY EXPERTS IN ORDER TO
REALLY CREATE THIS DOCUMENT THAT
COMPILES ALL OF THESE BEST
PRACTICES. SO YOU HAVE YOU YOU'D
HAVE TO COMPENSATE INDIVIDUALS
OUTSIDE OF THE DEPARTMENT. IS
THAT WHAT YOU'RE SAYING? THAT IS
CORRECT. HOW MANY INDIVIDUALS UM
, I DON'T HAVE THAT NUMBER IN
FRONT OF ME, BUT I CAN GET IT TO
YOU. IT'S PART OF OUR BUDGET
CHANGE PROPOSAL THAT WE HAD
SUBMITTED TO GET THIS TOGETHER.
AND THEN, UM, ON THE ONE TIME
SCIENCE PERFORMANCE ASSESSMENT.
I'M TRYING TO UNDERSTAND EXACTLY
WHAT IT IS. I HEARD ABOUT UM SO
IT'S NOT THE ACTUAL ASSESSMENT
TOOL FOR THE STUDENTS, OR IS IT
SO THIS IS NOT SO TYPICALLY,
WHEN SOMEBODY HEARS THE WORD
ASSESSMENT, THEY THINK END OF
THE YEAR SUMMIT OF ASSESSMENT.
UM AND SO WE ALREADY HAVE THAT
THE CALIFORNIA SCIENCE TESTS.
NOT THAT IT'S NOT THAT AT ALL.
OKAY, SO WHAT WOULD THIS TOOL
DO? THIS TOOL WOULD BE SOMETHING
THAT IT WOULD BE A REPOSITORY
AND COLLECTION. OF DIFFERENT
PERFORMANCE TEST THAT EDUCATORS
CAN PICK AND CHOOSE AND UM AND
USED WITHIN THEIR CLASSROOM TO
HELP INFORM INSTRUCTION. UH
WOULD THIS BE, UM LIKE AN
AUTOMATED SYSTEM WHERE THAT
GIVES THEM FEEDBACK, LIKE ON THE
COMPUTER, OR WOULD IT BE UM,
MANIPULATIVE ZOR. WHAT KIND OF
TOOL IS WITH THIS BABY? SO YEAH,
THAT'S THAT'S A REALLY GOOD
QUESTION. I MEAN PERFORMANCE
PERFORMANCE AS AN ASSESSMENT CAN
INVOLVE MULTIPLE THINGS.
PERFORMANCE AND ASSESSMENTS CAN
INVOLVE KIND OF LIKE IN OUR
CALIFORNIA ALTERNATE ASSESSMENTS
. THERE ARE THINGS THAT THE
TEACHER THEN COLLECTS FROM
AROUND THE CLASSROOM, UM, TO
BUILD A CREATE A OPPORTUNITY FOR
THE STUDENT TO DEMONSTRATE WHAT
THEY KNOW AND CAN DO. AND THESE
WOULD BE VERY SIMILAR TO THAT
WHERE THERE'S SOMETHING IN THE
GENERAL CLASSROOM PERFORMANCE
ASSESSMENT, UM, THAT THAT THEN
PROVIDES SOME RESULT THAT CAN
TELL THE TEACHER AND INFORM THEM
, UM WHERE WHERE STUDENTS ARE IN
THEIR LEARNING. WOULD YOU
ANTICIPATE EVERY SCIENCE TEACHER
TO HAVE ACCESS TO THIS NEW
ASSESSMENT AND FOR THEM TO
ACTUALLY UTILIZE IT? SO USING
THE LANGUAGE WITHIN WITHIN THE
STATUTE, YES, THERE WOULD BE A
REPOSITORY ONLINE THAT'S FREELY
AVAILABLE FOR EDUCATORS TO BUILD
A TAP INTO AND USED, BUT IT'S AN
OPTIONAL ASSESSMENT. IT WOULD
NOT BE REQUIRED ASSESSMENT THERE
WOULD BE NOTHING REQUIRED. AND,
UM. OH AND SO I SHOULD HAVE
ASKED US TO THE PREVIOUS PANELS,
BUT, UM, THESE ARE ONE TIME IN
NATURE, AT LEAST IN PROPOSAL. UM
BUT YET, YOU KNOW, WE'VE DONE
OTHER ONE TIMES. AND THEN
THERE'S A COMMENTS BEING MADE
THAT WE NEED TO CONTINUE. IS
THIS REALLY A ONE TIME TYPE OF
PROPOSAL? YOU THINK THIS FUNDING
ALLOWS YOU DO ACHIEVE A UTILITY
OF HOW MUCH FOR HOW MANY YEARS
FOR WHAT? WHAT IS THE LASTING
EFFECT OF THIS ONE TIME
EXPENDITURE. WELL, THAT'S A
REALLY GOOD QUESTION. UM I MEAN,
HYPOTHETICALLY, IF YOU BUILD
SOMETHING, THERE'S ALWAYS GOING
TO NEED TO BE SOME FORM OF
MODIFICATION ADDITION
MAINTENANCE TO IT. SO THINK
ABOUT THE SCIENCE SAFETY
HANDBOOK THAT WAS ONE TIME FUNDS
BACK IN 1998 TO CREATE IT. UM
BUT IT'S OUTDATED AND THAT
GUIDANCE NEEDS TO BE UPDATED AND
PROVIDE, YOU KNOW, SCIENCE
SCIENCE SAFETY FOR STUDENTS
ACROSS CALIFORNIA. SO IT'S ONE.
IT'S ONE TIME FOR NOW, BUT MIGHT
NEED ADDITIONAL FUNDING AT SOME
POINT TO UPDATE THE ASSESSMENTS.
UM, THE PERFORMANCE TASKS,
RIGHT? UM I CAN'T ANTICIPATE
WHETHER OR NOT THERE WOULD BE A
REQUEST FOR ADDITIONAL FUNDING
AT THIS TIME. THANK YOU. WE'LL
HOLD THIS ISSUE OPEN AGAIN ALL
PROPOSALS FOR A NEW ONE TIME AND
ONGOING PROPOSITION. 98 FUNDING
WILL BE CONSIDERED AS TIME MOVES
FORWARD AND IN CONTEXT OF THE
MAY REVISION PROPOSAL. WE WILL
TAKE ON OUR FINAL ITEM ISSUE
NUMBER EIGHT TECHNICAL
ASSISTANCE CENTER PROPOSALS. THE
PANEL WILL REVIEW THE JANUARY
BUDGET PROPOSAL FOR A STATE
LEVEL TECHNICAL ASSISTANCE
CENTERS FOR HOMELESS STUDENTS
AND INCLUSIVE COLLEGE PRACTICE.
DEPARTMENT OF FINANCE WILL
PRESENT THIS PROPOSAL. RESPONSE
BY THE L. A. OH AND ALSO INPUT
FROM THE DEPARTMENT OF EDUCATION
ON THIS THE DEPARTMENT OF
FINANCE. I'LL ASK YOU TO PLEASE
GO FIRST. GOOD MORNING CHAIR. UH
JODY LIEBERMAN WITH THE
DEPARTMENT OF FINANCE. I'LL BE
GOING OVER THE INVESTMENT FOR
THE CALIFORNIA CENTER FOR
INCLUSIVE COLLEGE INCLUDED IN
THE 2024 BUDGET. THE BUDGET
INCLUDES 2 MILLION ONGOING
PROPOSITION 98 GENERAL FUND
ESTABLISHED A TECHNICAL
ASSISTANCE CENTER. THE TECHNICAL
ASSISTANCE CENTER WILL BE HOUSED
IN A COUNTY OFFICE OF EDUCATION
AND SHALL WORK IN PARTNERSHIP
WITH THEIR LOCAL REGIONAL
CENTER. THEIR LOCAL PUBLIC POST
SECONDARY EDUCATIONAL
INSTITUTION AND THE UC DAVIS
MIND INSTITUTE. THE CENTER HAS
MULTIPLE RESPONSIBILITIES
ALIGNED WITH ITS PURPOSE, WHICH
IS TO INCREASE AWARENESS OF AND
ACCESS TO INCLUSIVE AND
EXPERIENTIAL POSTSECONDARY
EDUCATION AND EMPLOYMENT
OPPORTUNITIES, THEIR DEGREES
CERTIFICATE AND NON DEGREE
PROGRAMS FOR STUDENTS WITH
INTELLECTUAL DISABILITIES AND
ESTABLISH STATEWIDE SUPPORT AND
COORDINATION OF THE
DISSEMINATION OF INFORMATION OF
PROGRAMS FOR STUDENTS WITH
INTELLECTUAL DISABILITIES.
FINALLY, THE CENTER WILL SUBMIT
REPORTS ANNUALLY TO THE GOVERNOR
OF THE LEGISLATURE AND THE
DEPARTMENT OF FINANCE REGARDING
THE IMPLEMENTATION OF THIS
SECTION, RELEVANT DATA AND
RECOMMENDATIONS TO EXPAND
EVOLVING BEST PRACTICES. AND
THAT'S ALL. I'M HAPPY TO TAKE
QUESTIONS AT THE APPROPRIATE
TIME. THANK YOU. ALRIGHT LET'S
DOING WITH THE DEPARTMENT OF
FINANCE. I'LL BE COVERING THE
HOMELESS EDUCATION TECHNICAL
ASSISTANCE CENTERS PROPOSAL IN
THE GOVERNOR'S BUDGET. THE
GOVERNOR'S BUDGET INCLUDES 1.5
MILLION ONGOING PROPOSITION 98
GENERAL FUND TO MAINTAIN SUPPORT
FOR THE HOMELESS, EDUCATION,
TECHNICAL ASSISTANCE CENTERS, OR
HE TAX THAT WERE FIRST
ESTABLISHED THROUGH AMERICAN
RESCUE PLAN ACT. HOMELESS
CHILDREN YOUTH. FUNDS AVAILABLE
THROUGH JUNE 30TH 2024. THIS
FUNDING, IT WILL CONTINUE THE
MOMENTUM TO ANY INCREASING
HOMELESS YOUTH IDENTIFICATION
AND PROVIDING SUPPORT TO SCHOOLS
SERVING THESE STUDENTS TO
IMPROVE THEIR ACADEMIC OUTCOMES.
WHILE EXISTING STATUTE SPECIFIES
THE RESPONSIBILITIES OF HEAT
TAX, WE ARE ALSO PROPOSING
ADDITIONAL PRIORITIES IN TRAILER
BILL, WHICH PROVIDES THE HEAT
TAX AND MORE PROACTIVE ROLE IN
SUPPORTING ELIA'S, INCLUDING
SPECIFICALLY PROVIDING TECHNICAL
ASSISTANCE IN IMPLEMENTING BEST
PRACTICES, FOSTERING
RELATIONSHIPS BETWEEN COMMUNITY
PARTNERS AND ELIA'S IN EACH
REGION, INCLUDING PROVIDING
PROFESSIONAL DEVELOPMENT AND
COACHING OPPORTUNITIES TO HELP
BUILD CAPACITY LOCALLY.
PROVIDING TARGETED TECHNICAL
ASSISTANCE TO LIAISE FOR
DIFFERENTIATED ASSISTANCE FOR
THEIR HOMELESS STUDENT GROUP,
WHICH INCLUDES HELPING ELIA'S
OPTIMIZE EXISTING FUNDING
STREAMS, INCLUDING L CFF AND
SUPPLEMENTAL AND CONCENTRATION
GRANT FUNDING GENERATED BY THESE
STUDENTS, ESPECIALLY IF THERE
ARE SPENDING GAPS BETWEEN THESE
STUDENTS AND OTHER HIGH NEEDS
STUDENT GROUPS. UM, ALSO WORKING
COLLABORATIVE. COLLABORATIVELY
WITH THE L. E. A TO UTILIZE
AVAILABLE DATA THROUGH THE
CALIFORNIA SCHOOL, DASHBOARD OR
OTHER LOCAL DATA TO IDENTIFY
ACHIEVEMENT GAPS AND HOW TO
IMPLEMENT BEST PRACTICES TO HELP
IMPROVE ACADEMIC OUTCOMES. UM
THAT CONCLUDES MY REMARKS, AND
I'M HAPPY TO ANSWER ANY
QUESTIONS THAT THE APPROPRIATE
TIME. THANK YOU. COBRA WITH THE
L A. OH WE DON'T NEED SPECIFIC
COMMENTS ON THESE PROPOSALS JUST
CONSISTENT WITH OUR OVERALL
MESSAGE. WE HAVE RECOMMENDED
REJECTING ALL NEW SPENDING IN
THIS BUDGET, GIVEN THE EXISTING
PROBABLY ENGAGED OR FALLING. OUR
PROJECTIONS, UM, THAT THAT
PROBABLY WOULD BE LOWER THAN
EVEN UNDER THE GOVERNOR'S
PROPOSAL. I'M JUST IN TERMS OF
POINTING OUT THE DIFFERENCES
HERE FOR YOUR CONSIDERATION, BUT
THE HOMELESS EDUCATION TECHNICAL
ASSISTANCE CENTER IS SOMETHING
THAT THIS WOULD BE ONGOING
FUNDING THAT WAS PROVIDED, BUT
IT IS AN ACTIVITY THAT HAS BEEN
FUNDED WITH TEMPORARY FEDERAL
RELIEF FUNDS, WHEREAS THE
INCLUSIVE COLLEGE WOULD BE A NEW
PROPOSAL COMPLETELY. THANK YOU.
GOOD MORNING. IT IS MY PLEASURE
TO BE HERE TODAY ON BEHALF OF
THE STATE SUPERINTENDENT TONY
THURMAN. MY NAME IS DR DEBORAH
AVALOS, AND I'M THE EDUCATION
ADMINISTRATOR AND THE INTEGRATED
STUDENT SUPPORT AND PROGRAMS
OFFICE AT THE CALIFORNIA
DEPARTMENT OF EDUCATION. IT
WOULD BE PRACTICAL FOR THE STATE
TO ENSURE ONGOING FUNDS TO
SUPPORT THE CRUCIAL WORK THAT
THE HOMELESS EDUCATION TECHNICAL
ASSISTANCE CENTERS OR HE TAX
HAVE PROVIDED SENSOR INCEPTION
ON NOVEMBER 1ST 2021. THE HEAT
TAX WERE ESTABLISHED THROUGH
COMPETITIVE GRANT PROCESS. THREE
COUNTY OFFICES OF EDUCATION OR
C. O E S. WERE SELECTED TO
PROVIDE SUPPORT AND TECHNICAL
ASSISTANCE TO OTHER COGS IN A
REGIONAL APPROACH AND TO ENSURE
THEY HAVE THE CAPACITY RESOURCES
AND TOOLS REQUIRED TO SUPPORT
THEIR ELIA'S. WITH THE
IMPLEMENTATION OF THE EDUCATION
FOR HOMELESS CHILDREN AND YOUTH,
OR THC. Y ACT USING AMERICAN
RESCUE PLAN, HOMELESS CHILDREN
AND YOUTH OR A R PHC WIFE. STATE
LEVEL ACTIVITY FUNDS FROM THE
20. FROM 21 TO 2020 21 TO 2020
FOR EACH HEAT. TECH RECEIVED
$1.5 MILLION EACH YEAR OF THE
THREE YEAR INVESTMENT OF A R P H
C Y, WHICH WILL SUNSET SEPTEMBER
30TH 2024. THE HEAT TAX HAVE
SUPPORTED THE CD AND ALL CEOS
ACROSS THE STATE FOR THE PAST
TWO YEARS BY INCLUDING OR
INCLUDING, BUT NOT LIMITED TO
CONDUCTING REGIONAL MEETINGS,
SHARE AND LEARNS AND COMMUNITY
OF PRACTICES THROUGHOUT THE
STATE. CUSTOMIZING SUPPORT AND
TECHNICAL ASSISTANCE BY
PROVIDING PROFESSIONAL
DEVELOPMENT OPPORTUNITIES,
INCLUDING PLANNING AND
FACILITATING AN ANNUAL STATEWIDE
HOMELESS EDUCATION CONFERENCE.
UTILIZING AND DISSEMINATING NEW
AND EXISTING TRAINING, MODULES,
MATERIALS, GUIDANCE TOOLS AND
BEST PRACTICES AND VARIOUS AREAS
OF HOMELESS EDUCATION, BUILDING
CAPACITY AND COACHING OTHER CEO
HOMELESS LIAISONS WITHIN THEIR
ASSIGNED REGIONS. CREATING
MODELING AND HELPING TO SUSTAIN
PARTNERSHIPS WITHIN ASSIGNED
REGIONS AND COUNTIES AND
ASSISTING RURAL COUNTIES AND
LIAISE WITH THE ISSUES THAT THEY
SPECIFICALLY FACE AS IT RELATES
TO HOMELESS EDUCATION. THE HEAT
TAX ARE ALSO RESPONSIBLE FOR
PROVIDING STATEWIDE TECHNICAL
ASSISTANCE AND PROFESSIONAL
DEVELOPMENT, SUCH AS HOSTING AN
ANNUAL STATEWIDE HOMELESS
EDUCATION CONFERENCE MONTHLY
WEBINARS ATTENDED BY HUNDREDS OF
LIAISONS ON TOPICS SUCH AS
IDENTIFICATION, SERVING REFUGEES
. REFUGEE IMMIGRANT YOUTH,
EXPANDED LEARNING STUDENTS WITH
DISABILITIES AND LEADERSHIP
ENGAGEMENT. THE MOST WELL
ATTENDED AND RECEIVED TRAININGS
HAVE BEEN FOR SCHOOL COUNSELORS
AND ON SUPPORTING TRANSPORTATION
RIGHTS FOR CHILDREN AND YOUTH
EXPERIENCING HOMELESSNESS. THIS
HAS RESULTED IN INCREASED
ATTENDANCE, FULFILLING
GRADUATION REQUIREMENTS AND AN
OVERALL INCREASE IN SCHOOL
PARTICIPATION FOR STUDENTS
EXPERIENCING HOMELESSNESS. IN
ADDITION, THEY DEVELOPED AND
MAINTAINED THE HEAT TECH
WEBSITE. WHICH IS ACCESSED BY
ALL ELIA'S IN THE STATE AND HOST
TIP SHEETS, SPECIFIC TO
CALIFORNIA ISSUES AND NEEDS. ONE
OF THE TOP PRIORITIES FOR THE
HEAT TAXES TO ALWAYS ENSURE THAT
THEIR WORK AND THE WORK OF THEIR
CEOS IS SUPPORTED BY DATA. THE
HEAT TAX CONTINUOUSLY WORK WITH
THEIR C E. O S TO ANALYZE THE
VARIOUS DATA SYSTEMS SUCH AS THE
CALIFORNIA SCHOOL DASHBOARD,
DATAQUEST AND THE CONSOLIDATED
APPLICATION AND REPORTING
SYSTEM. AVAILABLE AS IT RELATES
TO HOMELESS STUDENTS. THE C D E
HAS DEVELOPED A WEBSITE ENTITLED
HOMELESS YOUTH IN CALIFORNIA
SCHOOLS TO SHOW THE STATE LEVEL
EDUCATIONAL OUTCOMES AND
ENROLLMENT DATA FOR THE HOMELESS
YOUTH. THIS WEBSITE PLUS THE
WORK OF THE HEAT TAX, THE TEXT
CONTINUED TO DO ASSIST CEOS AND
ELIA'S WITH IMPLEMENTING
CALIFORNIA SYSTEM OF SUPPORT AND
MEETING THE NEEDS OF EACH
STUDENT SERVED. ALONG WITH
FISCAL REQUIREMENTS, THE HEAT
CHECKS ARE REQUIRED TO SUBMIT AN
END OF YOUR ANNUAL REPORT, WHICH
INCLUDES AN EVALUATION OF EACH,
HE TACKED BEING A FACILITATOR,
RESOURCE CONNECTOR AND CAPACITY
BUILDER. THE REPORT ALSO
ADDRESSES THE PRE AND POST NEEDS
ASSESSMENT DATA. THEIR
COLLABORATION COORDINATION WITH
COMMUNITY BASED ORGANIZATIONS
AND DOCUMENTATION OF MEETINGS.
THE END OF YEAR REPORT SHOWED
THAT DUE TO THE HEAT TEXT WORK,
85% OF THE C O E LIAISONS FELT
THEIR CONFIDENCE INCREASED
AROUND OFFERING SCHOOL PERSONNEL
PROFESSIONAL DEVELOPMENT. 80%
FELT THAT THEIR CONFIDENCE
INCREASED AND PROVIDING SAMPLE
TEMPLATES, FORMS AND PROCEDURES
AS DEFINED IN STATE AND FEDERAL
LEGISLATION, AND 75% OF THE CEO
LIAISONS FELT THAT THEIR
CAPACITY INCREASED IN
IDENTIFYING STUDENT NEEDS AND
SERVICES. CONTINUATION OF THE
HEAT TECH WORK IS INTEGRAL TO
ENSURE THAT THE CEO EASE AND
ELIA'S CONTINUE TO BENEFIT FROM
THE RESOURCES MATERIALS,
INNOVATIVE IDEAS AND
PROFESSIONAL DEVELOPMENT OFFERED
BY THE HEAT TAX ON AN ONGOING
BASIS. SINCE THE INCEPTION OF
THE HEAT TAX IDENTIFICATION OF
YOUTH EXPERIENCING HOMELESSNESS
AND IN THE 2022 23 ACADEMIC YEAR
HAS INCREASED BY OVER 15,000
STUDENTS, WHILE STATE RIGHT AND
STATEWIDE ENROLLMENT DECREASED
BY NEARLY 40,000 STUDENTS. THAT
CONCLUDES CDS. REMARKS ON THE
HEAT TECH PROPOSAL. I'M HAPPY TO
ANSWER QUESTIONS AT THE
APPROPRIATE TIME. THANK YOU VERY
MUCH. I THINK ON THIS ONE.
YOU'VE ALL SEEN THE QUESTIONS
CERTAINLY INTERESTED IN WHETHER
IDEA FUNDING WOULD BE ABLE TO
SUPPORT THE INCLUSIVE COLLEGE
PROPOSAL. INTERESTED ANNOYING
WHY THE INCLUSIVE COLLEGE
PROPOSALS ELIGIBLE FOR PROP 98
FUNDS AND THEN LIKE TO KNOW IF
CDS IS ANTICIPATING ANY, UH,
MCKINNEY VENTO CARRY OVER TO BE
AVAILABLE TO SUPPORT THE
HOMELESS TECHNICAL ASSISTANCE
CENTER PROPOSAL. ASK IF YOU CAN
SUBMIT THOSE RESPONSES IN
WRITING AND WE WILL HOLD OPEN
THIS ITEM. UM AGAIN ALL
PROPOSALS FOR NEW ONE TIME AND
ONGOING PROPOSITION I NEED
FUNDING WILL BE CONSIDERED IN
THE CONTEXT OF THE MAIN REVISION
REVENUES, WHICH WE WILL CONTINUE
TO MONITOR. UM, SO WITH THAT WE
WILL NOW TAKE PUBLIC COMMENT
THAT REMAINS IN THE ROOM. I ASK
YOU TO PLEASE COME FORWARD. UM
AND YOU WILL HAVE A MINUTE. TO
SHARE YOUR THOUGHTS. AND I WILL
LET YOU KNOW WHEN THE MINUTE HAS
EXPIRED. SO WELCOME. HI GOOD
AFTERNOON. GOOD MORNING.
WHATEVER IT IS NOW, UM K¾T
HARDMAN WITH THE CALIFORNIA
TEACHERS ASSOCIATION WANT TO
APPRECIATE THE CONVERSATION
TODAY A AND THE LEGISLATURE
SUPPORT AND TRYING TO HELP
ADDRESS THE ONGOING EDUCATORS
SHORTAGE? UM WE SPECIFICALLY
SUPPORT THE NATIONAL BOARD
CERTIFICATION PROGRAM, WHICH HAS
BEEN EFFECTIVE IN IMPROVING
QUALITY AND DIVERSITY OF THE
EDUCATED WORKFORCE. UM AND NOT
SPECIFICALLY ON THE AGENDA
TODAY, BUT ONE AND TO URGE THE
SUPPORT OF THE COMMITTEE ON
MAINTAINING FUNDING FOR
COMMUNITY SCHOOL. THANK YOU.
THANK YOU. TIFFANY MARK WITH
CFTR UNION OF EDUCATORS AND
CLASSIFIED PROFESSIONALS. THANK
YOU CHAIR FOR THIS HEARING AND
THE THOUGHTFUL DISCUSSION WE'VE
HAD ON THESE ITEMS ON ISSUE ONE.
WE APPRECIATE THE CREDENTIAL AND
PROGRAMS OVERALL. WITHOUT THEM,
WE WOULD NOT HAVE, WE'D HAVE A
GREATER SHORTAGE. FOR ISSUE
NUMBER TWO. WE SUPPORT THE
GOLDEN STATE TEACHER GRANT. WE
FURTHER SUPPORT, MORE
UNIFICATION, STREAMLINING AND
GREATER ACCESSIBILITY TO TEACH
HER APPRENTICESHIP PROGRAMS.
MANY APPRENTICESHIP PROGRAMS
HAVE HELPED CANDIDATES DRAW
SALARY AND A STIPEND TO ENSURE
CANDIDATES CAN PARTICIPATE. UM
APOLOGIES BACK TO NUMBER ONE. WE
ALSO WANTED TO NOTE OUR SUPPORT
OF THE CLASSIFIED TEACHER
PIPELINE AND THAT IT'S HELPED
MANY OF OUR MEMBERS. AND WHILE
WE WANT TO BE EFFICIENT WITH OUR
DOLLARS, WE SUPPORT A LIVING
WAGE ALLOCATION TO SUPPORT
ACCESSIBILITY FOR ALL POTENTIAL
CANDIDATES. ISSUE NUMBER FIVE.
WE SUPPORT THE GOVERNOR'S
PROPOSAL AND FUNDING
PROFESSIONAL DEVELOPMENT. IT'S
DYSLEXIA. WE ALSO APPRECIATE THE
CHAIRS BUT MORE QUESTIONS OF
FOCUS THAT IMPLEMENTATION NEEDS
FOR ALL STUDENTS, INCLUDING
ENGLISH LEARNERS. AND FINALLY,
FOR NUMBER SIX. WE SUPPORT
FUNDING OF ALL PROFESSIONAL
DEVELOPMENT AND GROWTH FOR OUR
EDUCATORS. SO THANK YOU FOR
REVIEWING THESE ITEMS. THANK
YOU. THANK YOU. CHAIR ALVAREZ.
UM MARK MCDONALD M G I ADVOCACY
ON BEHALF OF NATIONAL UNIVERSITY
, UM, ON THE GOLDEN STATE
TEACHER GRANT PROGRAM. IT'S ONE
IMPORTANT TOOL TO ATTRACT
QUALITY TEACHERS. WE SUPPORT THE
CONTINUATION OF THE PROGRAM AND
LOOKED TO BE A PARTNER AS YOU
CONSIDER POTENTIAL CHANGES THAT
WERE DISCUSSED TODAY AND THANK
YOU FOR THE LIVELY DISCUSSION ON
THAT. THANK YOU. THANK YOU. GOOD
MORNING CHAIR RIHANNA BRANDS
WITH THE CALIFORNIA COUNTY
SUPERINTENDENTS REPRESENTING THE
58 COUNTY SUPERINTENDENTS OF
SCHOOLS. THANK YOU FOR THE
HEARING ON THIS VERY IMPORTANT
TOPIC. TODAY WE END UP WE
SUPPORT THE INTENT OF THE
INVESTMENTS IN THE MATH AND
SCIENCE, CURRICULUM AND
PROFESSIONAL DEVELOPMENT
PROPOSALS THAT WE URGED THE
LEGISLATURE TO INTEGRATE THE
PROPOSALS INTO EXISTING
INITIATIVES. MOREOVER WE
APPRECIATE THE EFFORTS TO
ADDRESS THE EDUCATOR SHORT
SHORTAGES VIA THE TRANSCRIPT
REVIEW FOR SUBJECT MATTER
COMPETENCY. AND THE UPDATED
BASIC SKILLS PROFICIENCY. THANK
YOU. THANK YOU. HI THERE.
HEATHER CALOMIRIS AT VOICE IN
REGARDS TO THE GARDEN STATE
TEACHER GRANT PROGRAM UP FUNDING
SCHOOL DISTRICTS IN LOW INCOME
COMMUNITIES ACROSS CALIFORNIA
THAT SERVE PREDOMINANTLY
STUDENTS OF COLOR ARE LESS
LIKELY TO HAVE EXPERIENCE AND
CERTIFIED TEACHERS IN CLASSROOMS
. IT'S IMPORTANT THAT DIVERSE
AND EFFECTIVE TEACHERS AND
STRONG STAFF PERSONNEL HAVE
MAJOR IMPACT AND LEARNING ON
OVERALL SUCCESS OF STUDENTS. IN
FACT, A RECENT ANALYSIS OF
CALIFORNIA SCHOOLS FOUND THAT
40% MORE TEACHERS AND LOW INCOME
SCHOOLS LACK THE NECESSARY
QUALIFICATIONS THAN TEACHERS IN
HIGHER INCOME SCHOOLS. IT'S
CRITICAL THAT CALIFORNIA
CONTINUES TO INVEST IN
STRENGTHENING PROGRAMS SUCH AS
THE GOLDEN STATE TEACHER GRANT
PROGRAM AND CONSIDER ALTERNATE
OPTIONS AS THE MONEY IS
POTENTIALLY RUNNING OUT IN THIS,
UM, BUDGET YEAR AND POTENTIALLY
FOCUSING DOLLARS ON THE HIGHEST
NEED SCHOOLS AS WE'RE MOVING
FORWARD TO MAXIMIZE AND STRETCH
DOLLARS AS WELL. IN TERMS OF THE
UNIVERSAL SCREENING FOR
STRUGGLING READERS. UM WE KNOW
THAT THE LACK OF DELAY IN
SCREENING FOR STUDENTS THAT ARE
STRUGGLING READERS, A RISK OF
DYSLEXIA WILL RESULT IN
UNNECESSARY DELAYS IN RECEIVING
SUPPORT AND INTERVENTION.
THEREFORE WE SUPPORT THE
PROPOSAL MOVING FORWARD AS IS IN
THE IMPLEMENTATION, UM, SO THAT
STUDENTS ARE ABLE TO RECEIVE THE
SERVICES. IN THIS COMING SCHOOL
YEAR. THANK YOU. THANK YOU VERY
MUCH. GOOD MORNING. GOOD MORNING
CHAIR INA'S SALAS WITH PUBLIC
ADVOCATES, AND WE STRONGLY
SUPPORT THE GOVERNOR'S BUDGET
PROPOSAL TO STREAMLINE THE
EDUCATOR PREPARATION PROCESS BY
RECOGNIZING A B A. A SATISFYING
THE BASIC SKILLS REQUIREMENT. UM
AND IMPROVING. TRANSCRIPT REVIEW
TO CERTIFY SUBJECT MATTER
COMPETENCY AND WE REQUEST THAT
YOU SUPPORT THESE MEASURES. UM
STREAMLINING REQUIREMENTS THAT
ARE REDUNDANT IS CRITICAL TO
ADDRESSING THE BARRIERS THAT
SOME TEACHER CANDIDATES FACE
DURING THIS TIME OF TEACHER
SHORTAGES. OUR TEACHER
CREDENTIALING SYSTEM SHOULD BE
RIGOROUS, SUPPORTIVE AND
ACCESSIBLE. THIS REQUIREMENT IS
SIMPLY NO LONGER NECESSARY AS
REQUIREMENTS HAVE BEEN
STRENGTHENED TO GO BEYOND BASIC
SKILLS AND TOWARDS DEMANDING
HIGHLY SPECIALIZED TEACHERS. WE
ALSO URGE YOU TO PROTECT FUNDING
FOR THE GOLDEN STATE TEACHER,
THE TEACHER RESIDENCY AND THE
NATIONAL BOARD CERTIFICATION
INCENTIVE PROGRAMS, ALL OF WHICH
ARE REALLY NECESSARY TO
STRENGTHEN AND DIVERSIFY AND
PREPARE OUR TEACHERS IN THE
STATE. SO THANK YOU SO MUCH.
THANK YOU. AH HI. GOOD AFTERNOON
. MY NAME IS WILLIAM MEGAN. I'M
A FIRST GENERATION LATINO SECOND
YEAR STUDENTS STUDYING POLITICAL
SCIENCE INTERNATIONAL RELATIONS
AT THE UNIVERSITY OF CALIFORNIA,
SAN DIEGO. ME AND MY PEERS WILL
BE GIVING PUBLIC COMFORT TODAY
ON THE PRIORITIZING CAL GRANT
REFORM IN THIS YEAR'S BUDGET. WE
KNOW THIS HEARING IS CONCERNED
WITH K 12 EDUCATION AND TEACHER
CREDENTIALING, BUT WE THINK
INVESTMENT IN THE CALDERON
REFORM WILL ALLOW. I WILL ENSURE
THAT MORE STUDENTS ARE ABLE TO
PURSUE HIGHER EDUCATION,
INCLUDING TEACHING CAREERS. MY
ATTENDANCE AT UCSD WOULDN'T BE
POSSIBLE WITHOUT THE FUNDING
THAT I'M ABLE TO RECEIVE FROM
THE CALDERON CALDERON IS PROMOTE
IS PARAMOUNT TO THE FINANCIAL
AID THAT I'M ABLE TO RECEIVE.
THE COW GRANT. UH WITHOUT THE
CROWD GROUND, I WOULDN'T BE ABLE
TO AFFORD MANY OF MUCH OF THE
TUITION AT UC SAN DIEGO. ME AND
MY FAMILY. UH WHAT STRUGGLE VERY
MUCH TO ATTEND FOR. ALLOW ME TO
ATTEND THE UNIVERSITY OF UCSD.
EVERY STUDENT DESERVES ACCESS TO
HIGHER EDUCATION, NO MATTER
THEIR BACKGROUND, MAKING COLLEGE
AND HIGHER EDUCATION MORE
ACCESSIBLE AND AFFORDABLE ACROSS
CALIFORNIA MEANS YOU ARE
PRIORITY PRIORITIZING AND
INVESTMENT IN CALIFORNIA'S
ECONOMIC GROWTH WORK, FIRST
DEVELOPMENT STUDENTS AND ITS
FUTURE IF YOU DON'T SUPPORT THE
CAL GRANT REFORM, STUDENTS
ACROSS THE STATE WILL BE DENIED
THEIR DREAMS AND PARENTS' HOPES
OF THEIR CHILDREN OBTAINING A
BETTER LIFE. THANK YOU. THANK
YOU. THANK YOU. HELLO HELLO. MY
NAME IS ELIZABETH GUADALUPE
LOPEZ. I AM A THIRD YEAR
POLITICAL SCIENCE STUDENT AT U.
C S D AS A MOM, A WIFE AND A
FULL TIME STUDENT. I HAVE A
STRUGGLING TO SURVIVE. MY
HUSBAND IS ACTIVE DUTY IN THE
UNITED STATES NAVY. I HOLD TWO
JOBS. AND YET WE'RE STRUGGLING
ONCE AGAIN, THE CALGARY IS
CRUCIAL FOR THE MOST
MARGINALIZED COMMUNITIES LIKE
LATINO STUDENTS. BLACK STUDENTS.
FIRST GENERATION STUDENTS ARE
UNDOCUMENTED STUDENTS HAVE STOP
FUNDING PRISONS AND START
FUNDING EDUCATION. WITHOUT
CALDERON. I WOULD NOT BE HERE
WITHOUT CAL GRANT. I WILL HAVE
ADDED WHAT ONTO THE 52% OF
STUDENTS, DEPENDENCE THAT WERE
THAT WERE FORCED TO DROP OUT.
WITHOUT CAL GRANT. MY DAUGHTER
WILL HAVE TO BE FORCED TO
CONTINUE CHECKING OFF HIGH
SCHOOL EDUCATION OR LOWER
WITHOUT CALDERON REFORM WHAT
WILL BECOME OF OUR GENERATION? I
AM HERE TODAY TO PLEAD TO YOU
TODAY TO FUND THE CALDERON
EQUITY FRAMEWORK. THIS IS FOR
OUR GENERATION, OUR FUTURE
GENERATIONS AND MOST IMPORTANTLY
, MY DAUGHTER'S GENERATION.
THANK YOU. HELLO MY NAME IS
EDUARDO. THROUGH YOUR STUDENT I
USED TO SAN DIEGO AND I SERVED
AS THE VICE PRESIDENT, CHERYL
AFFAIRS REPRESENTING THE OVER
33,000 UNDERGRADUATE STUDENTS AT
A UNIVERSITY. UM, SO WE WOULD
LIKE TO HIGHLIGHT THE IMPORTANCE
OF FUNDING THE CALDERON REFORM.
THIS IS IMPORTANT TO ENSURE THAT
STUDENTS WHO WOULD LIKE TO
BECOME TEACHERS AND CAN ACCESS I
WANT TO ACCESS HIGHER EDUCATION
CAN DO SO WITH REDUCED
CONSTRAINTS, FINANCIAL
CONSTRAINTS. WE UNDERSTAND THAT
THERE'S A BUDGET DEFICIT THIS
YEAR. BUT THE FINDING OF THIS
PROGRAM WOULD BE AN INVESTMENT
TO THE FUTURE OF THIS STATE,
INCLUDING FUTURE EDUCATORS.
STUDENTS ON OUR CAMPUSES ARE
STRUGGLING TO LIVE IN WITH THEIR
ALLOCATION OF FINANCIAL AID AND
ARE STRUGGLING TO MEET THEIR
BASIC NEEDS. THE FUNDING OF
CALGARY REFORM WILL REDUCE THE
NUMBER OF STUDENTS EXPERIENCING
HOMELESSNESS AND FOOD AND
SECURITY. UM THE FOOD AND
HOUSING SURVEY OF THE CALIFORNIA
STUDENT AND COMMISSION FOUND
THAT TWO THIRDS OF STUDENTS WERE
IDENTIFIED AS STUDENT SECURE
ALONG WITH HALF OF THAT WE WERE
FOUND AS BEING HOUSING INSECURE.
SO, AS YOU THINK ABOUT INSURANCE
STUDENTS ARE ADEQUATELY PREPARED
FOR THE K TO 12 EDUCATION IS
ALSO MAKE SURE THAT THEY GAIN
ACCESS TO FINANCIAL SUPPORT
NEEDED TO SUCCEED IN HIGHER
EDUCATION AND NOT HAVE THEM BE
ANOTHER STATISTIC ON THEIR LACK
OF BASIC NEEDS, AS THEY SEEK, UM
BETTER FUTURE SUPPORT THE
CALDERON EQUITY FRAMEWORK. UM,
THANK YOU. THANK YOU. HI. MY
NAME IS SHANTIA MARIETTA 30 YEAR
POLICY MAJOR UCSB AND I'M
CURRENTLY THE FROM THE èC,
CAMPAIGN COORDINATOR. UNDER
ASSOCIATED STUDENTS. THIS
COORDINATING POSITION HAS REALLY
ALLOWED ME TO GRASP HOW
IMPORTANT CALDERON IS FOR
MARGINALIZED AND
UNDERREPRESENTED STUDENTS. UM
AND MIDDLE CLASS STUDENTS LIKE
MYSELF. I AM JUST RIGHT ABOVE
THE FINANCIAL CEILING FOR
RECEIVING ANY CALDERON. AND IF
THE REFORM WERE TO BE PASSED AND
PRIORITIZING THE BUDGET IT WOULD
ALLOW AROUND 137,000 ADDITIONAL
STUDENTS TO RECEIVE THIS CAL
GRANTS IF THE CEILINGS WERE
RAISED SO PERSONALLY, MY OWN
PARENTS ARE BOTH PROFESSORS AND
HIGHER EDUCATION, AND IT'S
IRONIC THAT THEY CAN'T EVEN
AFFORD COMFORTABLY COMFORTABLY
PUT ME THROUGH WHAT THEY TEACH
THEMSELVES AND WITHOUT ME HAVING
TO WORK TWO JOBS BEING ON A
PAYDAY S POSITION. AND HAVING TO
TAKE OUT LOANS, WHICH ULTIMATELY
LEADS TO ME NOT BEING ABLE TO
FULLY DELVE INTO MY STUDIES
EXPOSED, EXPLORE POST GRAD
RESEARCH AND CAREER OPTIONS AND
OVERALL EXPERIENCE MORE
OPPORTUNITIES THAT WOULD LEAD ME
TO OVERALL GROWTH, WHICH IS
ULTIMATELY WHAT THE POINT OF
COLLEGES FOR, UM OVERALL YEAH.
SUPPORT CALDERON REFORM. THANK
YOU VERY MUCH. HELLO MY NAME IS
ON A STONE I'M 1/4 YEAR STUDENT
AT UC SAN DIEGO. INVESTING IN
CAL GRANT REFORM IS NOT ONLY
INVESTING IN THE NEXT GENERATION
OF STUDENTS, BUT ALSO INVESTING
IN OUR CALIFORNIA'S TEACHERS.
STUDENTS SHOULD HAVE THE
OPPORTUNITY TO ACCESS HIGHER
EDUCATION, REGARDLESS OF INCOME
STATUS FUNDING THE CAL GRANT
REFORM WOULD PROVIDE OVER
130,000 STUDENTS THE OPPORTUNITY
TO PURSUE HIGHER EDUCATION AND
ADDITION TO THE CRITICAL
HISTORIC GAINS. THIS WOULD MEAN
FOR THE BLACK AND LATINO
COMMUNITY WOULD ALSO OPEN THE
DOOR FOR 18,000 API STUDENTS,
PARTICULARLY SOUTHEAST ASIAN AND
PACIFIC ISLANDER STUDENTS OR
VASTLY UNDERREPRESENTED AND
HERITAGE EDUCATION. WE TRULY
WANT TO ADDRESS OUR EDUCATORS,
SHORTAGE AND INVEST IN ART. THE
DIVERSITY OF OUR TEACHERS. THE
CAL GRANT NEEDS TO BE A TOP
PRIORITY FOR FUNDING AS A FINAL
NUMBERS FOR THE BUDGET OR
DEVELOP. THANK YOU. THANK YOU.
HELLO MY NAME IS ROBERT GARCIA.
I'M A FIRST GENERATION LOW
INCOME LATINO STUDENT. MY
IDENTITIES ARE OFTEN TIED TO
CONNOTATIONS, SUCH AS FAILURE
LESS THAN AN INCOMPETENT I AM
HERE TO INFORM YOU THAT I DO NOT
ENGENDER ANY OF THOSE QUALITIES
AND I'VE BEEN ABLE TO PROVE
MYSELF WITHIN HIGHER EDUCATION
DUE TO THE FINANCIAL HELP I
RECEIVED FROM CALDERON REFORM.
CAL GRANT. UM CALDERON HAS GIVEN
ME ACCESS TO RESOURCES AND
OPPORTUNITIES THAT OTHERWISE
WOULD NOT HAVE, AS BOTH OF MY
PARENTS ARE CONVICTED FELONS WHO
DID NOT SUPPORT ME FINANCIALLY
DESPITE THE CIRCUMSTANCES I WAS
BORN INTO BECAUSE OF CALGARY.
I'M MAKING A DIFFERENCE AND
IMPACTING OTHERS LIVES FOR THE
BETTER EXPANDING THE CALDERON
EQUITY FRAMEWORK TO FIT
CIRCUMSTANCES THAT ARE
NONTRADITIONAL WOULD ONLY ENSURE
THAT WE ARE VETERAN THE FUTURE
OF SOCIETY BREAKING CYCLES OF
ECONOMIC DEFICIT WITHIN MINORITY
COMMUNITIES. AND ALL AND ALL IN
ALL, FINALLY CREATED EQUITABLE
ACCESS TO HIGHER EDUCATION
UNIVERSITY HAS NURTURED MY
PASSION FOR LEARNING AS I STAND
BEFORE YOU TODAY AS A SUCCESSFUL
, CULTIVATED AND INTELLIGENT
STUDENT HOME, ATTENDS UC SAN
DIEGO, THE MOST EXPENSIVE CITY
IN THE NATION. I AM ASSOCIATED
IN STUDENT GOVERNMENT. AS A
COMMUNICATIONS DIRECTOR. I TAKE
PART IN A MULTICULTURAL
ORGANIZATION THAT STRIVES FOR
ACADEMIC SUCCESS. AND UPLIFTING
THE COMMUNITY THROUGH VOLUNTEER
EFFORTS MYSELF AND MANY OF MY
PEERS WOULD NOT BE ABLE TO
CONTINUE THEIR EDUCATION. IF I
WAS NOT. IF IT WAS NOT FOR CAL
GRANT. WITHOUT IT, WE WOULD NOT
BE ABLE TO CONTRIBUTE TO SOCIETY
OVERALL BEFORE THANK YOU VERY
MUCH. THANK EVERYBODY FOR BEING
HERE AND THANK YOU FOR YOUR
PUBLIC TESTIMONY. WE WILL
ADJOURN. WE HAVE A MEETING
TOMORROW AND HIGHER EDUCATION
130. WE'RE ADJOURNED.