 The next education bill on our list is 106. And are you here, James, are you here for that one? I am Chair Cooper. Yeah, please. So you now know how we handle it. If you could probably give us a high level so that we understand broadly what this is trying to accomplish and we should be asking our questions around, you know, the reason you're in here. So the appropriations part of 106. So committee, if you pull out that bill and we'll turn this over to you, Rep. James. Thanks, Chair Hooper. And I know I ought to be succinct and I will be, but I do need to start by telling you a very quick story, which is that in 2019 I traveled to Denver to attend an education policy conference, a national conference with Chair Webb. And I attended a workshop, a presentation on community schools. And it was, it was fascinating and inspiring. And I learned about community schools that had been established all over the country, but mostly in cities. And so I came home and I wrote to the education commission of the states and asked if this work was being done in any rural communities to their knowledge. And got an email back almost immediately saying that a leading example was Molly Stark Elementary in Bennington. So I just thought that was fantastic. And a couple months later, Chair Webb and I went down to visit Molly Stark and on the day we arrived, a truck from the Vermont Food Bank was set up outside and parents and families were walking over together to pick up boxes of fresh produce and recipes. We toured the school and saw a room that had been set aside for a dental chair where a dentist from the community came to volunteer his time to provide basic preventive dental services to students. They had an audiologist on staff to do hearing screenings, not on staff. Again, it was a partnership. They have extended hours at Molly Stark so that working families can drop their children off before school and pick them up later. They do summer camps focused around literacy, academic evenings with parents. I just, I came away so profoundly inspired. And that is a community school. So to walk you briefly through the bill, we're proposing a demonstration grant program that would tap into S or two funds for a three-year program. And we did adjust the date of the bill so that we could fall within the timing that we all just discussed. So eligible SUs or districts that apply would receive funding for three years starting in 21 and then 22 and then September 23. So I understand that we need to talk a little bit more about what obligated means. But our thought was that this would come out of S or two and fund a three-year program for the successful applicants. In order to qualify or apply, you do need to either, you need to hit that 40% mark for the three-year program. You need to hit that 40% mark for free and reduced lunch. So we're looking for, we're looking for schools or districts that have hit a, hit a poverty threshold basically. And the reason that we envision this as a three-year program is that we took testimony from the Learning Policy Institute, which is a leading think tank on this nationally, that it really takes time for a community schools model to take root. You spend a lot of the first year with your community schools coordinator doing a needs assessment, mapping the programs that you might want to bring into the school from your community and taking a look at the unique needs of your families and students. And then you develop a very unique program tailored to your community and your families and your students and start to roll that out in years one, two and three. So this is not something that you can just take off the shelf and install in your school overnight with the flip of the switch. Community schools are, they're unique everywhere that they're implemented. But according to the Learning Policy Institute, every community school has four basic pillars. And there are other pillars you can add, but the key elements are that you offer some sort of expanded learning time or expanded learning opportunities. So at Molly Stark, for example, those extended hours and the summer programs, you integrate student supports. So you bring some of the support systems that your families and students need into the school or find a way to provide easier access to them. So for example, at Molly Stark, the dental chair, you engage families and communities in educational opportunities. So you're really looking for a level of family engagement and you build a collaborative leadership model. So as we envision this, the funds would be used either to hire a community schools coordinator and we've taken extensive testimony. Research shows that designating a person to do this work is key to the success of the program. You can't just say to the social studies teacher, hey, why don't you do this in your spare time? So the funds would be used either to hire a community schools coordinator or to designate someone, maybe who's already doing that kind of work to take over that position. According to the bill, I would imagine that maybe about 10 districts would qualify, maybe 12. And again, they would receive that funding for three years of ongoing work unless the AOE finds that they're not, you know, that they're not fulfilling the needs of the grant. Gosh, I think I'm, I think that's an overview. That's a great overview. Thank you. Sure. And you answered one thing I was just wondering about. So you anticipate that there could be 10 to 12 districts who fall within the criteria that you described in the bill, which is basically 40% of the experience, their population experiences for the. No, I should clarify that. So I took a look at the free and reduced lunch stats on the AOE page. I downloaded their spreadsheet. And I did a hand count. And I was like, please don't quote me on this nice number, but there were about, I'm going to say 130 schools. In Vermont that met that criteria. So originally, and the bill has evolved quite a bit through our work with AOE and the V's, as we call them. Initially this bill envisioned single schools applying for the money. So I had thought, okay, they're going to be at least 120 schools that are eligible. And so I decided it might be more effective to allow. And in testimony from the V's, we decided it would probably be more effective and a better bang for the buck on the money to have the district have the program be lodged at the district or even the SU level. So how it's worded now is that you have to have an eligible school in your district in order to apply. And you can see how many districts use contain those 120 eligible schools. Did that make sense. Yes. Thank you. Sure. We had some hands. Reps felt us. Well, it's along those same lines. If I took the 1.529 that you're thinking of appropriating and you divide it by the 330,000 over the three years, that's only 4.6. And I thought you met schools, but maybe you mean a full district. Again, that's, I understand the need that are understand what the purpose is, but again, that's not a very broad reach. I don't believe. So it's 1.529 per year. So per year, per year. Okay. So, and again, this is, you know, this is as bills evolve. The original thought. That the money would be used. Only to hire a coordinator. And I worked with. The NEA. And you figured that. That that would hire. 10, I think the math was that we would hire 10 coordinators, 10 schools, and then there was set aside money for the AOE. So as we shifted the idea sort of later in our testimony. To allow the funds to also be used to maybe designate a coordinator and implement the program. It became a little bit more that the AOE might have a little bit more flexibility that it wouldn't be quite so rigid. So I could see, for example, one SU coming in. With a grant application of 110,000 to hire a coordinator. Let's say that they're starting a little bit more from scratch. So one SU with. Maybe they have three or four eligible schools. And they'll come in and say, we'd like the $110,000 to hire a coordinator. And that's what we're going to use it for. Another SU could maybe come in. We've got somebody already doing this work. We're going to designate them as the coordinator. We might need to raise their salary a little bit. And we might also use the funds within the, within the grant to do X, Y and Z work. And so it became a little bit more flexible. And when the AOE, assuming this bill moves ahead, the AOE I think is going to have to develop grant guidelines. And so we're going to be able to, we're going to be able to, we're going to be able to, we're going to be able to accommodate that flexibility. And it's up to a max of 110,000 per application. And then again, we built in that money for the tech support at the AOE. So it might, it could very well be that if I hauled out my calculator as the bill evolved very quickly in the last couple of days to allow this flexibility that we might need to tinker with the, the amount a little bit. Okay. We need to get the amount right. I think I just got confused. So I need a demonstration grants that are allowed to districts of up to 110,000 a year. Yup. That mean they would receive these for three, up to 110 times three years. Potentially. Okay. So potentially each district could receive 330,000. Over the three year period. Yup. Max. Max. Yeah. And it could be less. The agent. Yeah. The agency of it. Education is going to manage this and is going to look at the request and say, you get this much in. And the other one gets that much, but they have to live inside the proposed appropriation of one point five to nine, which is an annual appropriation over a three year period. And again, I assume that's from the Essars money. Also. Yup. Did I, I was shaking his head. No, who is. Him. All right. Well, you know what, we probably ought to let Brianna show us what she understands this to say the fiscal note, they lay that out clearly. So I see three hands. Are they all questions about how the money works? As opposed to policy questions. Yes. My question goes to, I think the bill only allocates one point five to nine million total. For the once for the three years. And that's the issue. Okay. Okay. So let's figure that out. How about we let Brianna show us the fiscal note and see how pieces come together. We, so Miss Parker, excuse me, Miss Parker. Thank you chair Hooper. Can I go ahead and share my screen with you again if that's all right. So this is for each 106. And I'll go ahead and just jump down here to the fiscal impact. Again, we are looking at using the Essar funds. For FY 22. For the total amount of the appropriation of $1,529,000. And so. From my understanding, this money. Must be appropriated in FY 22. And. To be used over the three year period as the way that I understood that. So. You know, I think that is kind of the span that we're looking at again, kind of raising the question of obligations versus use. So. I don't know if Jim has anything to add to that as well. But I just wanted to say that's my understanding. I understand the language is the same that 1. 1.5 to nine is over the entire three years. Appropriate in fiscal year 22 for a three year period. According to what the bill language says. Okay. And so, Jim, maybe you can tell me then because we've had, and maybe I'm just having a math. Wiring crossing. We have talked quite a bit in committee about. A maximum grant of 110,000 per school. For, you know, 10, 10 to 12 schools. We've most often we've most often talked about 10 schools. Yeah. So we had an email exchange on this recently prompted by conversation with JFO as to how this worked. And so we went back back. Both on the. One or one and one or six with, I believe, it was a chair weapon with you talking about it. It was an operation for over three, over three year period each year. And when I got back from that recently was it's over the three years. So we can change that. But that's where it's drafted now based on those. Um, those email exchanges. That is certainly the way we're reading it. And more importantly, that's the way the fiscal note reads it. So, um, that's a fairly substantial difference. Uh, and. So it looks like there needs to be a conversation about that that is going on. Um, there needs to be a conversation on the bill. Jim. Thank you, Madam chair. Representative James, it, uh, you know, just getting back to the bill itself. Um, And putting aside the discrepancy and the. You know, ongoing funding that's pictured here for three years. Um, it sounds like a, you know, kind of a creative and unique program that could be very beneficial in a few cases. Um, and I think that's a good point. Um, I think that says prove successful. What's the next step? Um, would you then be looking? I mean, what's the sustainable funding? Um, to go beyond the next two or three years. Well, we talked about that, um, in committee, um, Rep Harrison quite a bit. Um, And it's visioned as a, uh, you know, I think that's a good point. Um, I think that's a good point. Um, I think that's a good point. Um, And the idea around that is that when it's over, um, we would have 10, 10, um, programs that would show results. And there's a study do back, um, by the AOE, um, after the first year and after the final year, specifically so that we can take a look at what the outcomes that we've had in the education committee have revolved around. Well, then what? Um, And I think at that point, these programs will have either. You know, shown their worth or not. And a future legislature could take that up if we want to find a sustainable source of funding or, um, the schools that have been involved could take a look at rolling that into their budget. If the voters approve that. Okay. And your committee vote on the bill. Thank you. Okay. Thank you. Yep. Okay. So some work. Representative Jess. Thank you. Thank you. Rep. James. A quick question. How long has Molly Stark been doing this model? Um, you know, I'll have to go back and check the exact date, but I'm going to say. Um, I think it was a long standing model. Um, and we had them into our, um, committee to testify. And, uh, it was work that was started. Actually it was sort of interesting because, um, Doug Racine had been involved in a very, sort of enthusiastic about the establishment of this program at Molly Stark years ago and has been kind of following their, their progress. And so the, the, the, the, the, the, the, the, the program at Molly Stark is long standing. Um, there are some newer programs. Um, for example, that when new ski, they have an in school health center. The school donated the space and doctors come in to provide a health clinic and that's a newer program, you know, a couple of years old. Right. I mean, the reason I asked, please don't, I don't know if it's been a long time because that suggests that the community and other actors involved consider it worth doing. And it has lasted that long, which again, that's a data point of one. And I appreciate that. But I've also attended conferences, not the same one as a matter, but different ones where I've had some very in depth conversation with colleagues from around the country. And I know, for example, the state of New Mexico has been doing some extraordinary work in this area too. And it has ended up decreasing the pressures on social services in the area. And it's a rural impoverished communities. And in their case, they have a large native American population as well. Um, there were simply no dentists period. So I think it's this demonstration project. I'll, I'll be curious to see where this conversation goes, but I think there is a parallel potentially in decreasing pressures on other budgets. But thank you. Yeah. Thanks for pointing that out. That's one of those statistics is in the findings. They've done quite a bit of study work on, on some of the programs in New Mexico. And that was where we received the information that hiring a community schools coordinator is really key to the success of these. And I, I think they showed a social impact ROI of $7 for, for every, for every dollar you invest in hiring a community schools coordinator, you get a $7 net, you know, social impact ROI over time. And another, another program that's very innovative is called something it's in McDowell County, West Virginia. And they have a county wide model with community schools at the heart of it. And that's aimed at, it's basically a county wide economic development and economic recovery program. The entire county is involved social service agencies, businesses, all kinds of nonprofits, and they have the community school model as one impact of an economic revival in that rural county in, in McDowell County, West Virginia. Thank you. Thank you. We bit concerned about time. Representative felt us. Yeah, thank you very much. And I know we're short on time. I'm just a little concerned. In terms of understanding where you believe these, these four pillars of the community school are all great. And, but my, as I read them, I'm thinking my local school district does much of this work. And I think it's a good idea to be ready. Not with one single coordinator, but for instance, you know, there's an event, an expansive after school program and a summer program. There is a social worker who works with the schools, with the families in order to help them with housing and transportation issues and nutrition issues. We don't have a dental clinic at the school. That's for sure. But, and there are people who work, you know, with school programs to get families engaged in the community. So I think that's a good idea. I think that's a good idea. And I think I've done partially at least in my school. And I think quite a bit in my district. I'm wondering how that compares to other districts. I would assume other districts already have. Some very advanced levels of these four elements. Have you discovered that that's not the case? And therefore you want to promote this. With specific funding for it, as opposed to the individual school district doing it on their own. I think that's a good idea. I think that's a good idea. Thanks. Thanks for that. That's a good question. And it is when we talked about, again, with this, with these with the superintendent's association. And the NEA and the principal's association. And I think you can think about it in two ways. And it's why it's good that it's a demonstration grant program. Some of the schools or districts that are already doing this work. They're not, they're not applying for a grant to really turbo charge it, right? To give that work. The sort of impetus they need to take it to the next level. Because I believe, and I think we could, we could easily find testimony that really this is the way schools are evolving. If COVID showed us anything, it's the role that community schools are increasingly playing and providing these kinds of services to families. So you might have a school or a district like yours that wants to apply for this grant. You know, maybe they want to designate a coordinator and take this work to another level. Or we might have schools and I'm sure we do have schools that look at schools like yours and think, wow, we really need to go there. How do we do that? And that would be perhaps a successful applicant that would want to start, you know, maybe they're not as far along as you. So this, this would allow the AOE to consider an application from either. Thank you. Sure. Thank you. Thank you. Representative Yacoboni. I know the time is short and I apologize. This is exciting. It raises a lot of questions. Asking or requiring our accountable care organization to invest in these type of initiatives to help broaden it to address the social determinants of health. But what I wanted to get back to was whether. Did your committee talk about ways in which to collaborate or integrate these kinds of efforts with our parent child centers, with our community action organizations. The prior bill triggered it, but I didn't have time to get involved. We can do wonderful things for children in terms of literacy, in terms of holistic approaches that this is doing. But if they go home to a place where mom and dad. Don't or can't read. The challenge gets a little bit bigger. So how do you try to, how do you try to reach out to the whole family? So that's just a thought that I have. And I don't know if your committee talked about it at all. I'll stop there. I know our chair. We're all anxious. Thank you. We didn't discuss specifically the concept of reaching out to, you know, the parent child centers, but that sort of work is exactly the kind of work that this bill would envision. Nice answer. Well done. Rep James. And again, this is really important work that we could, that we are all interested in and spend hours talking about. And I'm always sorry to appear to give kind of short shrift to important work is, it's just the nature of coming upstairs and walking through this particular set of doors. You mentioned Doug Racine having been involved in following the Molly Stark. I, I have memories of an even more former secretary of the agency of human services, Conn Hogan talking about wanting to make our school, our schools, the locus of these sorts of activities and actually do some of the work that rep Yakovone reference. So there is a long story. Why is history of trying to do this sort of work? So we have, we've surfaced some questions about the funding and how much money was intended to be here. Yeah. Yeah. So representative shy and representative James are going to have conversations and figuring out what that looks like. And we will sort that as we move along. So I, I, I'm not seeing any more questions, but I think we've surfaced the questions we have with regard to the appropriations. And with that we'll say thank you very much for your presentation on this.