 Hello, we're back. This is the Education Committee in the Vermont House of Representatives on Tuesday, March 9 that we are taking up H106 our bill on community schools, draft 8.2. And we're going to do a walkthrough and any markup and see if we're ready to vote. So, Okay, you have the floor. Okay. All right, so we bring up this bill. Here we go. Okay, so for the record, Jim Damary, let's console we're walking through draft 8.2 of your committee amendment to H106. So, walk the level and the bill. There are a few changes here to highlight as we go. So findings are enhanced a bit by citations to source material. So that's the change changes that are here from last time so we have like references to the National Center for Education stats, giving information. And then we have a number of further citations in here as we go but I won't read through these findings I think we've been through them a number of times changes of a few words here. There are dreams instead of his or dreams coordination here and very few changes from you've seen before so let me get through these unless you've got questions about them. The findings a bit so. What's that. We've seen the findings a bit so yeah, yeah. The purpose of course is important to support a demonstration grant program for the implementation of community school programs that provide students with equitable access to high quality education. The grant program. The definition of a community school coordinator which is key here. And so, again, it's a four or part time staff member serving in a school or school district or SU with an elsewhere school. And it's responsible for the identification implementation in coordination of a community school program. So again to the operational and reporting structure of the employer. And then we have have a definition of a community school program is the four pillars we've talked about a number of times so we'll go through them in detail. So integrate student supports expanded and rich learning time and opportunities. And we change this make clear that it's a may not shall in terms of what it can include. And then active family and community engagement. Again we make clear that it's a, it's a may shall. In terms of what they can do. And then collaborative leadership and practices. Which I have minimum have these factors here with the system and supports and their coordinate coordinator and rep of families, and then may include a number of things here on the applicant is either a school district, or an SU with an elsewhere school and elsewhere school is a school that has assumed by were at least 40% of students are eligible for a free or reduced price lunch, or has been identified for comprehensive or equity support intervention, or other, or, otherwise identified by the state as a need of additional support. Then we've got the grant. The grant program is up to 110,000. For three years, for each output, eligible applicant. And that might be used to hire a community school coordinator to develop and implement a community school program, or I design a community school coordinator from existing personnel. And I meant work already being formed to develop and implement a community school program. And then grant administration so the secretary will minister the program. I developed the application to some of the grant mounts by grant funding. Each of three years 222324. And curious about that I'm going to pause right there for a minute and just ask whether we need to say 21 2223. Yes. Yeah, this has been here for a while. Yeah. Yeah. Yep. Okay, and then again, second to your grant funding can be denied or reduced if there's been insufficient progress toward developing and implementing the program. The agency will inform and provide technical support to us use. And the use of funding is again to hire the coordinator or to designate a coordinator from existing personnel. And I've met the work being performed already. And if they hire a coordinate coordinator, then in the first year of funding, the coordinator will conduct the needs and assets assessment of the school. And action plan, and during the second 30 years of funding, they will implement that action plan. And at the end of each of the three years of grant funding. The, the evaluation by a we. And then on or before separate 15th of 2325, the agency shall report to you and the governor on the impact of the program. And that will be made publicly available. I see a raised hand. James. Thank you. Jim, I think those report back dates need to change when we shift the dates, both above and below. I think we were intending to hear from folks after the first year, and after the final year. Okay, yeah, I think that would be 2021 and 23. I think it was 22, right? 22. And then 24. 24. Yeah. Yeah. Yeah. Yeah. Yeah. Okay. Yeah. And then the preparation is is 1.529 million. From federal funds. That covers the three years. And these days have to change to 21, 22 and 23. So we got three areas here we have to update changes. We have to take care of. And that said, the fact of the day is on passage. Questions. Comments. I'm a son of James. So I just wanted to. To clarify, or I guess explain to folks that the shift in the dates is our attempt and this will have to go on over to approach, but the shift in the dates is our attempt to make sure that we capture federal funds to fund all three years of the grant program. So that none of this falls on to the ed fund. Thank you. Thank you, Commissioner Cookeley. Thank you, Madame chair. Thanks for the explanation. My concern is after the three years, it will go to the Ed fund. And, and particularly not knowing how many communities will actually, or how many districts and supervisory unions will be applying for this program is a great concern to me. May I respond, or? Great, so Representative Coopley, thank you. I know that's been a concern of yours. How I'm thinking about this is as sort of an extraordinary opportunity to use one time federal funds to fund a program that as it's currently written in the bill ends in three years. So we will have the chance to fund, I think we envision it as 10 pilot or demonstration programs across the state. When those pilot programs are done three years from now, we'll have a report back where the legislature of that time will have a report back from AOE to see how those programs fared and what they learned. And I think that it would be a future legislature, in my opinion, that would decide whether or not the program has value and would continue. If it is gonna continue, I'm not necessarily certain that it would fall onto the Ed fund. Some of the schools that liked the program and enjoyed the program, I suppose could continue it in their budget if they wanted to, but that's not mandatory. So to me that sort of the unique opportunity of this program is that we have the opportunity to tap into federal funds to give 10 or 12 schools a chance to try a three-year program that has a specific endpoint. So it doesn't bind future legislatures to continue funding the program and nothing about this indicates that it simply rolls into the Ed fund budget. And you remember Representative Brady. Thank you, Teriwep. I was just gonna add that fully understand those concerns and we had good discussion about them too in the small working group meetings and as a school board member, understand them very well. I think that the use of federal funds is critical and I also am hopeful that we're gonna have a pretty interesting report in three years about what's gone on, about the partnerships and about the sort of folks who have been engaged in this and that in many ways there are cost savings or there are new opportunities coming into communities because of this, that in the end actually are more efficient economically. And I will say super pie in the sky, first-time naivete here, that we might be talking more about general fund. I think of Doug Racine's testimony that I thought was quite compelling but a lot of the work of the community schools is not strictly education. It's human services work, it's poverty work, it's things that run the gamut and maybe it forces a larger conversation about that and general funds and whose understanding it's all still the same coffers but I do think that there's a potential that if this goes well, we could be having some different conversations in a couple of years. So it allows them, it gives them some money to be able to have that conversation. It's not necessarily setting up the program yet but they might say, wow, there are all these C21 after school funds that we could use. Wow, we have some Medicaid dollars, maybe we could be using that for something. It's not actually implementing the program. No, it could be. Representative James. Yeah, I'd love to hear from Colin on this since it's something we talked about and that he may be able to shed a little bit more light on but one of the things that I found interesting too was in our testimony from the folks at the Learning Policy Institute who work with community schools all over the country. I remember her saying that many community schools as they get up and running, develop additional funding streams. So in addition to developing programs that can tap into federal funds like 21 C for after school, they develop funding relationships with community partners. They start developing programs that might be grant funded. They get businesses in town to start getting engaged and donating or serving as partners. And so they develop these additional revenue streams that sort of have that sustainability in mind. And if I were a community schools coordinator who are hired under this program, having read the bill and knowing that this is a three-year program with a discrete endpoint, I would certainly be putting a lot of time and effort and thought into thinking about long-term sustainability and trying to tap into those outside funding streams. I mean, I'd be spending a lot of time on that and it's my assumption that other schools will be too because I think it's really built into the model. I think one of the things that folks will first start doing is looking at how other schools do it and around the country, other schools look out for federal, private, philanthropic, government and business support for these kinds of programs. Representative Williams. I thought I took my hand down. The reason I had it up, pretty much, Representative James kind of went there. I have expressed that I'm excited about this bill. I also have my concerns for my district and how I feel they want me to vote. Wouldn't it be nice? And I know it's a pipe dream that we could have this bill that at the end of the three years, it doesn't tap into the education fund. Unfortunately, there's no guarantee and that's where I have to hold the reins back a little bit, sadly. That's, of course, a community decision that your community would be deciding that. Right, and I've had conversations with my community. So I kind of know. Well, I hear you. Yeah. All right, thank you. Okay. Maybe we could hear something from the field, superintendent, teachers, does you have any thoughts on how this would go? I see Connor Robinson. Yes, thanks, Chair Webb. And thanks for the committee's work on this. I think one of the things that you all heard from national organizations that work on this is that there is a significant return on investment. I think it was in New Mexico, sort of a seven to one investment that you saw in this context. I think the other thing to remember is that our schools are already providing significant support to students and families. And that, you know, when we're really looking to address this, what we're talking about is looking for opportunities for efficiency. So I'm gonna have to pause there. I apologize. You might hear some of my co-worker in the background providing some commentary. We love that. We love that in our committee. Representative Williams. Is that? No, okay. Let's see. Feel free to come back to, Jane Nichols from Principles. Your principles would be looking at this. What is their response? Would you say? I think they're supportive of the general concept. I do think down the road, there is the worry about Ed fund piece. And that maybe there should be some type of a categorical aid or this should come from more on the AHS side. Because much of this is mental health type related. But I think the idea of trying to do this through one-time money certainly makes sense as a star. Again, I look at this as almost like a, I guess we don't wanna use the word pilot anymore, right? Kathleen, can't remember what it was, demonstration project or something. Demonstration grant. Demonstration grant. So I'm generally in support of it conceptually. I just, I may change my mind three years from now if it's gonna impact budgets and we have to look at other, as they're programming they get cut or whatever. But if we can find a way to fund it down the road, I think we're gonna have to move more and more in this way as a society anyway. And we have since the 1970s, right? You know, there's less nuclear families, there's less church involvement for kids and programs like that. So schools are doing much and much more of that type of stuff. So, you know, with doctors and dentists and mental health program. And I think that's gonna continue. I think that's just the way it's gonna be. Representative Austin. Yes, I just, okay, just wanted to say that I feel like an order for a student to be able to access instruction. You know, they have to be fed, they have to feel safe, their parents, you know, need to be in a place where they can support their child. And I feel like it's very hard having worked in a school to see parents struggle to get their children these services. They're either working, they don't have transportation. And I've always thought how wonderful it would be if in a school, parents could access a mental health worker or tech support to get services or dental care or healthcare. Because I think it would help their children be more present for instruction. So I'm really supportive of this. I think it will address a lot of needs of families who are working hard, but really just don't have the time to help their children access the opportunities that other children do have, you know, other children have more access to opportunities. And I think this would equalize things for children. We are sending some federal funds back. We're gonna be hearing a bit about federal funds on Thursday that are available. Colin, did you have something more to say? Colin Robinson? I'll attempt to add some other comments and I do apologize. So my other points, and I think you heard this in the testimony from the folks from Wanooski, is that they really built out a model that drew in resources from other sources. And I think one of the other promises of this is that we know that schools are already working to try and support students and families in all the ways that you've talked about. And the point I was trying to make it before I had to hop off, was I think there actually could be, we could potentially find some efficiency in this model. Whereas right now, there could be a bit of a scatter shot approach to figuring out how to support students and families. And when you have one individual whose sole focus and mission is to try and build around those supports, with that can come opportunities for efficiency and opportunities for creative partnerships that haven't been explored before that ultimately bear significant fruit in to represent Boston's points, students being able to access their learning, which ultimately gets to all the outcomes that your committee has spent so much time focusing on as well. Thank you. Jeff Francis, Superintendents. Hi, is my audio okay? Yes. When we first testified on this bill, we indicated that we thought it would be taken up in the second half of the biennium. I've come around in terms of my thinking to the fact that there may be no better time than right now. And I think that the concerns that have been raised about sustainability have validity. But I would also point out that with the variability that we have in our education delivery system in Vermont, a demonstration project about how to provide education more holistically on a community to community basis will have a lot of value. So that's the first thing that I would say. I also think that the fiscal implications are going to be pretty well understood in terms of cost and benefit from the early days of this initiation. And this grant program funds a person presumably or existing staff who will focus on the approach that is identified in the bill. But districts presumably are gonna start working with partners immediately and expanding services immediately. So I don't think that there's a cliff at the end of this program. I think that the districts that provide the demonstrations and turn into this model are gonna have a lot of experience over three years with regard to how to be successful in the model. That's what a demonstration project is. I would also say that with the amount of money that's going to be provided by the grant which is roughly equivalent to one staff person. And this is not something that I like to have to say but with declines in enrollment in some schools in Vermont, you don't reduce the need for the kinds of approaches that this demonstration project will support but there is going to be flexibility around how you deploy your personnel. So we right now in Vermont have the lowest adult to student ratio in the country. And with enrollment still declining there is gonna be an opportunity for monetary savings as districts learn about the efficacy of the type of approach that is supported by this demonstration project. So even though our associations were compelled to talk about the fact that it's a grant program that ends after three years, I also from my vantage point at the superintendent's association understand that districts are gonna have flexibility with regard to their own funding models. So I think that as a demonstration project with the funds that you presume to be available with the importance as a society of wrapping ourselves and our schools around kids and communities, this is actually a very exciting initiative and one that I'll be watching to make sure to understand how it works. And I think that if you end up funding say 10 districts in an initiative like this, then I think that they'll, can you still hear me? Yes. Okay. I think that there will be 40 other districts watching what happens with these 10 because I think that they'll wanna see what the successes are, what they can learn. So for the investment you're gonna make and the enthusiasm you're gonna generate, I think this is something that the general assembly would be well advised to move forward with. Representative Brady. I just wanna add real briefly to that point, Jeff. I think it hopefully is also gonna create some excitement and awareness among organizations, services on how to better get into the schools to deliver. It might push us along for some of those from that side, not just the schools bringing them in, but those coming in and seeing like, oh wow, we can actually be more efficient or we can reach more families, we can reach more parents this way. So it may push some nonprofits, some of the service agencies, et cetera. I agree with that entirely. How many more houses ready to go with after school? Okay. Any changes anybody needs to the spell at this point to support it? Then I will entertain a motion to accept 106. When the changes, but I'll move it. Some of, okay, Representative Astus move. There are a couple of changes in this. It'll be 9.1, 9.1. It's 9.1. Okay. Thank you. Second. Second. Thank you. That was Jay Hooper, correct? Yeah. I actually don't even think I need a second, but why not, right? We don't technically need one, but it's fun to have, we just, you know. Thank you for the support. Emphasize the process. So discussion, any further discussion? The clerk shall commence to call it all. Representative Harrison. I vote yes. Representative Austin. Sorry, yes. Representative Brady. Yes. Representative Brown. Yes. Representative Conlon. Yes. Representative Coopley. There he is. No. Representative Hooper. Yes. Representative James. Yes. Representative Toof. No. Representative Williams. I wish it were an easy answer, but based on my heart and based on what I just heard from the professionals and hoping that I'm here in three years to see how this turns out. Because, you know, I do not want to raise taxes for my people. I'm gonna vote yes. That is, oh, sorry, Chair Webb. Yes. All right, that is nine, two, zero. All right. Amazing work committee. Representative Williams, I feel very lucky to have you on our committee. Your voice. I'm incredibly fortunate. Your voice is important. So helpful to the small meetings in the process of this. And it's been a really great learning experience for me and just by partisanship and community representation. And so, yeah, I have to wholeheartedly second that and so appreciate it. Thank you. So we have just moved three bills. Representative James, that will be yours. Got it. You're the lead. I will put out the construction bill because it's a committee bill. So my name will go on that. And Representative Austin, I think I'm going to start the literacy bill and we'll find places for people in that. Wow. Amazing work committee. We'll see what's gonna happen when it goes up to the money committees. Kate, question on that. That will require us to be following those bills up there as well and to be presenting it and testifying. Right. So we will, I'm gonna ask, Representative Harrison will eventually be the lead on that but the way the committee bill goes as it goes there, it gets a number as the chair, I do it, but when it comes to presenting it on the floor and when we get it out of the committees, Representative Harrison, that would be you and which Representative Coopley thought would be good and maybe Representative Conlon could just be back up too. And I'll work out the other ones. I think Representative Harrison, you might be able to just do that on your own. But let me actually think back inside my head and not outside here. And I'll sort that out. So I think with that, we can go off live.