 We're going to switch gears and go back to our community schools bill. We have a new draft, I believe that right. We do I can I can share it. Yeah. Yeah. Do I have. Do you have. Yeah. Okay, thanks. Can people see this. Yeah. Okay. So for the record, Jim Danware, let's console. We're walking through draft 6.1. Of your. Amendment. You. Community schools. So we had a change here to every child. It's every neighborhood before. And then. We have a citation here to this. Point about return on investment. So that's been added. We have a citation to this other. Citation about. About the yield on having. This program. And then we have to still add. That's not the capital Y yield. That's the word yield. Yeah. As in not, not, I just want to make sure people know, but that's not related to the, to our. And finance. Word used. Yeah. And then eight, we need to add a finding on urban, suburban and rural school still. We changed the name of the grant program. From pilot to a demonstration grant. And that's throughout the bill. And then there's. Excuse me for just one second, Jim. If you wouldn't mind zooming back out. Just a little bit. I think it's. Too big for people on YouTube to see. Okay. Just a little. Hold on. That's the problem. Okay. How's that? Perfect. Okay. So we were here. Yeah. Yeah. Yeah. Community school coordinator means a person who. And these were changes that were suggested. So still full-time or part-time staff member. Serving in. And it was with school. And appointed according to the Vermont law. And then over here is responsible for the identification of limitation and coordination. And then the grant. Grant. Authorization. Two things to hire. A community school coordinator. Or the argument. Work already being performed. To develop and implement. A community school program. And then we have a program. So if you're going to get rid of probation. Then the secretary should award grants on. Based on relative need. Which case. You might want to establish criteria. To guide the secretary and making that determination. And then use of grant funding again. Now it has two purposes to hire. And the argument. Work already being done. And then we have a point of operation here. So if you're going to get rid of probation. Then the secretary should award grants. And then the government. Work already being done. After work is to hire a clinical coordinator. Then. Every four about. What they do in the first year versus the second two years. And then. This was changed based on. Email from Catherine. JFO. So now it's being funded from. ESSA really fund pursuant to this section of federal law and I just add some words about technical assistance. And so I just said such as assistance with applying for the grant funding and use of grant funding. And that was it for changes. Thank you. I'm going to go back to the beginning. I'm wondering, you made a statement right at the beginning. I think it was in the first paragraph about that community schools has been shown to increase something. It says according to most recent data, can we put that, can we cite that data? Or just put a source of that data? Where are we? This is here. So it's in the above paragraph. Number five? Yeah, number five, the first sentence. Is that the same bit? Is that the same source as that statement? I don't know the sources of that one. Okay, because I think we really need to cite the sources that we're using. I mean, that's just my opinion. I just tend to look at sources. I think that's fair. I think that's fair. And I think maybe Kathleen, I think you, you're able to help us with that. Yeah. And then the other question, let me just see Kathleen, are you able to respond to those questions brought by representative? Because this started out as model legislation, everything here that we haven't added a specific citation for comes from the community schools playbook and all the research material at the Learning Policy Institute. So we need to add. Yeah. So we can cite that main document. Right. Yeah. Okay. That would be great. And just, I just wonder like on outcomes of this program, how, I mean, are we going to measure like how many people use it or if student outcomes, attendance and academic achievement, are we going to measure that somehow? How will we see that this program is working and that might need to be adjusted or tweaked or something because it's not meeting outcomes that we're hoping for? I mean, I would think it would be use that. I mean, I'm wondering if we could just keep track, someone could just keep track of how many people use it. You know, I just would like to have some idea. Did you want to add something to the bill? Well, I don't, I can't add it because I don't know how to measure it. You know, I don't know what the measurement would be, but I do think it would be helpful to have some way to look back on it. Maybe in the document that Kathleen was talking about, they could, I'm sure they address outcomes. We don't have to figure out how they measure it. We just have to tell them what they want. We want them to measure and why we want it. Okay. You know, I would just, you know, like to measure while it's making, you know, it's, you know, talking about student outcomes and attendance, but that would be a lot of work for someone. There's a report back listed on page eight. Okay. Yeah. Sorry. Thank you. I could respond. Thank you. So we're going to be reporting on the program twice after the first year and after the end of the third year of implementation. And beyond that, we can't really choose metrics because each, each grant applicant will be rolling out a different program based on their, their community needs and their assessments. Each individual program will be deciding what they want to do. And then I'm sure tracking outcomes of their individual program. If, if we wanted to, you know, one of the things we were going to try to talk to the AOE about is how they will develop the grant application. You know, I'd be shocked if a basic every basic grant application says how are you going to measure your progress. If there's a way that we need to make sure that AOE includes that language in the grant application, I'm totally okay with that. That's kind of grant, that's kind of grant 101. Okay, great. Thank you. Okay. Representative Jane, should you have something in addition. I did. Thank you. I'm, I'm also looking at the draft. And I had a couple of comments and a question. On page three, line 13, we're waiting for a finding on urban, suburban and rural schools. I have some information and I'm assuming what the committee would like to see here is really more some information that this has been rolled out successfully in rural areas. Am I correct on that? Okay, I have that. Just a finding to just let people know that it didn't just happen in Chicago. I have all that material. And then scrolling down, I did want to discuss quickly, page six, line 17. One thing that I'm worried is getting lost in this, in this new phrasing is our, our belief and what the research shows that having someone in the role of community school cord coordinator is vital. And so I, I would like to find a way to retain that language and when we were talking about this. It was sort of my understanding that we would allow the grant flexibility for applicants in a way that would either allow them to hire a community schools coordinator, or if they already had someone in that role in that work. And to me the way this is, this is a little different because it implies that you could apply for a grant without having a community school coordinator. So this is not augment work already being performed. You mean it. So you, you'd like to see language more related to a position that's already there. Is that what you're saying? Yeah, the, in looking over all the, the research that I've looked at the role of a community school coordinator having that position and someone who is specifically tasked with that, that title and that work is really important to the effectiveness of the program. So what I, what I anyway would not want to see would be a school or a district being able to apply without having somebody in that role. So in my mind, there are two ways you can do this you can apply for the money to hire a community schools coordinator, or if you already have a community schools coordinator or someone that you're going to designate to that, that you could get the get the money to expand their work. I see Colin was in the room. Did you have a thought on this one Colin. Yes, I changed scenery, Colin Robinson, Vermont and EA. I also thank you represent James for flagging this because I had a similar reflection. And so, but also understand sort of the intent and so perhaps it is as simple as saying something like an applicant could designate an individual to be the community schools coordinator. And then use that to augment the work or some, you know, Jim could probably come up with a better wording than I can on the fly, but the notion being as represent James spoke to that there could be somebody already doing the work. And making sure that person is designated and then is using the, these, these funds to supplement and expand existing work. And one of the things from the original, the bill is introduced I think is the was the notion that districts could apply for this to not supplant existing work, right, but to expand upon existing work and I think that's sort of what we're trying to drive out here right. Do you think it could be as simple as augment work already being performed by an existing community school school coordinator to develop an implement designated. I think, you know, we're what we all what we heard from others is that there might be schools that are already doing this work and we know we're doing this work in various ways and there might not be a person who's full time job it is to do this, who might be in a position to move into that. Perhaps you could sort of noodle that language and see what it is and offer it back to the committee. Happy to keep going. I had a few more. Yeah, let me just, I'm just checking to see. Make sure you're not the only one here. Great. Okay. Yes, go ahead. Okay, so page seven line five. It was my understanding that we were going to strike out the concept of proration completely. We did talk about that didn't we. Yeah. And the point point I'm raising here is that's, that's what I'm, that's what that brackets for saying if you strike it out, then what comes with places that because now the secretary probably needs criteria by which to base his decisions around policy. So I'm not sure what to put in there if you take out paration. How about, could it be not appropriated blah, blah, blah is not sufficient to fully fund, Kathleen I want, I'm going to stop you for just a minute because I want to flag that one right now so that's page seven line five, because I want to be able to look at people's faces. I'll stop sharing here. I want to make sure that there's something else that you wanted to, if you just wanted to address something else while the bill is up. I do. I'm looking at my own copy actually. So, bottom of page nine, I guess, or, yeah, bottom of page seven, I guess just still gets state what it is because people might not be looking at it. To the question I had about designating making sure that there's a designated community schools coordinator. So again it's that same language it says to augment work already being performed by the eligible applicant. So that's really what we were talking about earlier, just my, my belief based on the research I've read that there needs to be a designated person. Yeah. My only final question is, again, getting to that feeling of really wanting to make sure that the grant application guidelines are what we want, and that the technical assistance provided from the AOE is what we want, and how we ensure that that happens. Is that you a new hand or an old hand. It's an old hand, I apologize. So I'm just looking to the committee, I think one of the things as we have talked about pro ration want to just pro ration or it's just the grant. Jim, Jim Ray want to help us a little bit. I think that you just need to have the agency come in and ask and have a conversation about if it's actually provided what guidance do you need to determine need and have that conversation. Okay. Anybody else on that one. So I'm just wondering when we can get them in. Perhaps, Kathleen, you could reach out to Heather Boucher or Ted, and ask them if they want to speak to us if they could speak to us on that. Actually, Unfortunately, I think Deputy Secretary Boucher said she's busy, but yeah. Okay, so Jesse, will you reach out to the secretary. Assistant secretary to the to the group and say that we would like their input on the wording on page. What section is it. So the section was page five. No. Yeah, on page seven, it's in section. It's the grant administration. And we'd like their input on that section. Or I would have to do that just to clarify you're looking for oral testimony from Deputy Secretary Boucher or written testimony this week or just to get it this week. That's great. There are some other things that we're dealing with. So it may have to go to the beginning of next week. Kate for such a small piece, don't you think just some written suggestion from them is sufficient. Yeah. Right to her and explain what we're looking for. Yeah, copy Jesse. Great. Representative Austin. I think Ted is coming in tomorrow morning. I wonder if we pose the question today if he could perhaps bring us the answer tomorrow. Great. Good. Good idea. Jesse, would you mind sending that as well. Yes, yeah, I'll include us in an email right now. Requesting either written testimony or comment from Ted tomorrow. Okay, since then there's been a question that's come in from a couple of sources. One was the former secretary of human services, as well as former Lieutenant Governor, who had concerns that we hadn't included the agency of human services on this in this conversation anywhere. I've reached out to amp you representative amp you to just take a quick look to see if this is something they want input on or, and also just, I will try to be sorting out on the break, how we address that. There also is a group. I'm sorry I've forgotten the name of the group Kathleen representative James that I spoke with. Education equity project. Who has been very involved in this, this concept and want to speak to us so we're scheduling that for after the break. Representative Williams. Yes, thank you, chair web. I just want to express Doug re scenes letter from yesterday. I was excited about getting this bill passed. And that has not changed I think this is, is a very good concept. I also, because of his letter, it helped me understand better the concerns that representative to fin representative Coupoli addressed yesterday. I feel that I lost sight of the need for this success and benefiting schools of poverty. Therefore, I hope we will consider the testimony of Mr. Racine. I think he raises some valid points. Thank you. No. So we are we're working on on that. And looking for solution also at the time he was looking at it was related to the Education Fund, which was his concern which it no longer is so. Okay, anybody else. I am hoping that the next step here for us is going to be to follow up with come with corrections committee to see if they want to add to the school construction bill. If so, it what language we would need to include. And if not, I would be looking to to go to vote on that tomorrow. We have the ability we're coming back after, after the floor and after the joint hearing anyway, we'll opportunity to talk again. As far as the other bills, I think we're probably not going to be ready to pass to move those before the break, sadly. It just, we have a few things to address. I think we will see if I can have this a small group work on the literacy bill. If we can get a few of those things answered about the community schools bill in relation to the agency of human services, I think that would be helpful. And we'll hear from 92 the finance will will hear from. We'll see the CFO agency of education tomorrow, and then we'll hear follow up from the field when we get back, and our work needs to be done when we get back to be no more, no more, no more decorating. William says that a new hand or an old hand. I'm sorry that's an old hand. Representative James. Chair Webb, could you clarify for me and for, and for some of the newer folks on the committee, just so people have context for the sense of urgency crossover. Yes, so, you know, our bills that we that we love, and that have put so much time in where they need to be by when so that they don't so they aren't dead for this year. I would have been a lot better if we could have gotten them out by the end of this week, but that's to stop going to be possible. I'm hoping that community schools week I mean that that construction we can. I thought we might be able to move community schools but we may not be able to do that. One thing I keep in mind about community schools is there is another body that looks at these bills, and one of the people that's in the Education Committee chairs that Health and Human Services in the Senate. So, it won't be forgotten if we don't get it perfect. I don't try to give them the work to do because they'll make up their own mind and what they're doing, but it's just important to know that there's a danger in nothing happening. So, at some point it's going to be. We're voting with whatever we've got. And I met also with the dates. So, how it all works with the dates I think that would be great to refresh. I think that the policy committee policy committee must be done by the time we get back. But we're sending everything to money committees, and those have to be out the following week, which is why I kind of hoped for us to be able to get them out this week. So that we could give them a little bit longer period of time to look at these I believe they're going to have to go to both ways and means and appropriations. So the 12th to get policy. One week. That's one week. Okay, I thought, I thought you said, okay, yeah. Yeah, I keep forgetting our week off. Yeah. So there's anything you need for me to try to turbo charge community schools. Let me know. And yes, there's that. And the others, I know that we're going to wait on literacy and I know that we're going to wait on 92. Anything else. Thank you everybody.