001to order so this afternoon we'll hear from department of education who will be presenting their biennium budget uh before we get to the superintendent if we can just have early learning quickly present uh their budget and then we can move on to doe lauren are you there yes i am can i ask jordina ferreira to be allowed post access so that she can pull up our slides okay i don't think they want to cut it hold on i'm gonna recess so lauren go ahead thank you good afternoon chair de la cruz vice chair keith algeron and members of the committee thank you for this opportunity to present to you this afternoon i'd like to introduce two of my staff members who are joining me jordana ferreira is eoil's government affairs specialist and kalimo mohara serves
002as the educational specialist for our eol public pre-key program as requested i'd like to share with you bernie our agency and our entire early childhood sector has taken over this last year the challenges and successes we've seen and experienced have directly informed our budget requests when the state legislature established the executive office on early learning or eol it's because legislators understood how incredibly important a child's first years are to their success the most rapid period of brain development occurs during our first five years during this time children are adapting learning and forming important connections and an increasingly rapid piece which is unmatched to any other time in their lives investing in our youngest children is really a long-term relief package that addresses many of our social injustices and access to high quality early learning programs
003have has been shown to reduce crime reduce poverty and educational gap it yields higher educational payment and prepares our future workforce it all starts in the earliest years equally as important it's also a short-term investment early care and education provides immediate support to boy's workforce and is essential to economic recovery as it allows parents and caregivers to retain to return to work and produces jobs that help to stimulate our economy next slide please the development of young children is entirely dependent on their relationships and interactions with the world around them as children grow and develop they learn to speak walk smile and all the other big milestones for the people and communities who support them healthy quality relationships and interactions are critical for these milestones and the child's people next slide please in 2012 when
004the state legislature established the executive office on early learning it's because you understood that the state needed to invest in children during these early years many of you who are here today have understood and invested in our agency to coordinate and lead the state's efforts in early childhood you recognize that young children deserve the greater focus and investment by state government next slide please the state legislature tasked us with this charge when you created our agency in 2012. eol works across state departments organizations and sectors for the comprehensive and integrated early childhood system for our state next time from this statutory obligation we remain true to our vision that every child in hawaii has access to high quality early childhood development and learning experiences which lay the foundation for lifelong well-being our mission focuses on
005collaborations and partnerships in order to achieve a solid foundation of early childhood development and learning meaningful supports for families and lifting up a stable competent and supported workforce again we address this by making connections leveraging resources advocating for effective policies and collaborating with partners to support quality programs next slide when we describe uel we like to think of the agency as having two branches of functions that interact with each other the first is to coordinate and improve the early childhood system as a whole the second is administration of a direct care and education program our public pre-kindergarten program i'd like to provide just a little more depth for each of these functions as coordinators for the early childhood system we play a critical role as you know the early childhood sector does not have a
006centralized authority as you can see on the slide the many agencies organizations and programs that support our state's youngest children in health education and care eol systems help bring the community together to improve our overall services to hold as young children and families we help to identify barriers and challenges as well as opportunities and successes that can be replicated next slides in addition coordinating the system which includes education and error our agency also administers our own program for children in the year before kindergarten the eol public pre-kindergarten program provides early care and early learning at no cost to families our program is known as one of the highest ranking public pre-kindergarten programs in the nation thanks to three main hallmarks well-trained and well-supported educators cost efficient and effective use of public funds and prioritization of
007at-risk and underserved children and families with even greater investment in 2019 by the state legislature and clear charges for coordination and administration of our program we began 2020 with high hopes but as we know 2020 had different plans for so many of us 2020 changed many facets of life in hawaii including our early childhood sector next slide we remember that 2020 started with a spotlight on early childhood and the legislature's vision to provide access to child care and early learning to all the boys three and four-year-olds next slide please but then the novell coronavirus arrived in hawaii in march and at that time everything changed by the middle of the month governor ige had announced a stay-at-home order schools and businesses were closed all non-essential businesses and activities had to stop some of the unsung
008heroes during these early days were early child care providers next time under that original stay-at-home order child care was deemed an essential business child care is a necessity for working families and fulfills an essential role in hawaii's economic recovery the disruption to the child care industry because of the pandemic highlighted the importance of child care on national state and local levels as millions of americans can't work without access to safe and reliable child care here in hawaii a number of private child care providers remain open so that our first responders and essential workers like those working to feed us and keep our shelves stocked had somebody to watch their young kids other private organizations like kama iona kids and ymca either pivoted existing programs or develop new programs to care for older children in kindergarten
009through sixth grade next slide please by may as we as a state prepared to open the early childhood sector continued as unsigned heroes the department of human services worked with the department of health the state legislature and the early childhood community to put forth guidelines to help providers reopen and expand caring for more children contracts and later grants were administered through hawaii community foundation to support providers with much needed funds and the department also filed for multiple waivers so that child care connection hawaii could be offered to more families and providers who needed help during this time eoel worked to support the efforts of our sister agency vhs through collaboration and disseminating information to community partners next time please lauren how many more slides do you have um we have 27 slides in total so
010how many more do you have sorry sorry jordina where are we at now okay maybe if you can move it along a little bit faster so we can get to the budget components sure jordana do you mind moving down um jordana can you show the slide number for this slide thank you so specifically as we've developed our budget we've prioritized one thing above anything else um this has been minimizing the greatest to the greatest extent the impacts to direct services for young children and our families for example our public pre-kindergarten program in other words young children and their families are number one and we understand while we understand the dire economic situation that we're in we know that the legislature is faced with the unfortunate task of balancing a 4 billion budget shortfall however we
011know the trade trajectory will get worse if it cuts to investments in our youngest keiki and their families are made when we talk about economic recovery and even economic development early learning programs must be a part of those plans as these programs support the current workforce by providing jobs and allowing working families to sustain jobs and financial security as well as our future workforce moreover moreover investing in the earliest years can help improve outcomes for our youngest children ultimately reducing social costs to the state in later years next slide please with this in mind we put together our budget which the governor has approved as a part of his package you'll see a little over 1.3 million dollars in reductions these reductions include decreases in eol's operating costs travel expenses for staff and elb members
012and reductions to the charter school pre-k program with respect to charter schools 775 thousand dollars was reduced it's important to note that your student to act 46 or house bill 2543 which passed this last session the state public charter school commission now has her view over charter school pre-k classrooms as such we're requesting that the remaining balance of 3.2 million be transferred from eoel to the charter school commission should this request be granted our adjusted budget from general funds will be five million seven hundred forty seven thousand seven hundred and twenty six dollars for a total of five million eight hundred seventy three thousand three hundred fifty four dollars i'd like to break it down a little further for you so if we can advance the slide budget on the previous slide currently funds 37
013total eoel public pre-k classrooms 18 charter school classrooms now under the authority of charter school commission with a pending request to transfer funds and the positions needed to fulfill eol statutory responsibilities which include the administration of the ioal public pre-indirect classrooms next slide i'd also like to call out some of the items that are included in the budget that were appropriated by the 2019 state legislature through active 76 or senate bill 78 that piece of legislation supported expansion efforts both in our programs as well as in our coordinator role the state legislature asked us to expand our program by 10 classrooms all of which opened the school year and from the state same bill the legislature also funded necessary professional development and coaching supports offered through our early learning academy and induction program it also
014included funds to transfer existing feely public pre-kindergarten classrooms not including better title one over to eoyol the legislature also made a commitment to maintain 18 existing charter school public pre-kindergarten classrooms with four million dollars of general funds which replaced federal funds that were time limited and finally the 2019 legislature invested in the eol systems coordination and public pre-kindergarten administration with an additional six positions that have been critical to our agency especially through the pandemic only four of these positions required funding appropriations next slide please we wanted to break out specifically the only things that could be seen as additional requests in our budget it's important to note that these are not in effect additional requests but will allow us to continue serving children and families at the same capacity we have been first the appropriation
015for just under 250 000 restores funds for seven classroom positions they were cut last session because they appeared vacant on a report to the legislature and while these positions weren't filled with permanent hires they were filled with warm bodies and these classrooms have the capacity to serve up to 140 children these are classroom positions and therefore even if vacant or showing up is vacant we must have the position and the funding to open the classroom each classroom by law must have a teacher and an educational aide restoring these plans ensures that we're able to continue with the seven classrooms and finally we're asking for two permanent full-time teacher position talents we don't need funding attached to these and we're only requesting the physician counts thank you members any questions thank you lauren um so the
016last one the two permanent full-time equivalent teaching positions you said you need the position count and not the funding yes that's correct why is that the funds were appropriated through to eoell through sorry act 276 which came over in 2019 and at that time there were funds provided to transfer pre-k programs that were existing in the doe over to emojl although we had the funds that were transferred the positions were not included so those are the two positions that we're requesting without filing okay so you had the funds but because the positions were not obligated we you could not add the positions yes that's correct so lauren from the beginning of eoel we started with how many classrooms colleen can i ask you to address that question and compared to what we have now is
017basically what i want to ask we had we started off with um 18 18 classrooms one point i'm sorry it was 18 um 19 class 19 schools and 21 classrooms sorry [Music] lauren are you there yes okay so we started with 21 classrooms and what do we have now we have 37 classrooms okay so we've added 16 classrooms is that so in in the your forecast for eoel is are we um where we we planned to be um i think our original plan was to request for cip funds and additional classrooms um in the for the current fiscal biennium but given the current economic situation that we're in we're just trying to maintain what's already existing so all 37 classrooms are funded by state funds or any of these classrooms funded through private funds all
01837 are funded through state funds and have we ever had the opportunity to add classrooms using private funds yes we do have classrooms on some of our school campuses that are funded by private funds and right now we have a partnership with kamehameha schools to do so how many classrooms is that colleen do you have that information i believe there's sticks currently but um one of them is privately funded by outside of ks i'm sorry can you say that again i didn't hear there's six privately funded classrooms currently okay so so kamehameha schools funds six classrooms and where are those six classrooms i would i know that it's at um waimea um um i would need to check on the other three i'm sorry okay so so could we get a breakdown of where all
019all not just not just the uh six funded by kamehameha schools but all of your classrooms where they're located what islands thank you any other questions okay thank you thank you okay we're going to move on to the department of education so thank you for your patience good afternoon good afternoon good to see everyone happy new year so aloha to the chairs de la cruz and chair kadani and all senators mahalo for your time mahalo for the opportunity to share with you our proposed operating budget for fiscal biennium 20 2123 i'm christina kishimoto superintendent of the department of education with me today is the department's chief financial officer brian hallett virtually i have all of my superintendents assistant superintendents and deputy superintendents on if we have specific questions to go into so i have deputy
020superintendent phil asuna basami assistant superintendent for the office of curriculum and instruction teri ushijima she started in november and we're thrilled to have her in that position assistant superintendent for the office of facilities randy tanaka assistant superintendent of the office of information and technology and technology services brooke connor assistant superintendent for the office of strategy innovation performance rodney luke assistant superintendent for the office of student support services heidi armstrong and assistant superintendent for the office of talent management cindy corvell so i'm i have four overview slides before we get into uh the budget specifically and so i am on slide three slide three is a department vision and mission um as requested at the end of the last school year and the start of this school year as you know this has been unlike anything
021that we've experienced before in the hawaii department of education and in this entire state leading through uh leading through during this crisis period has required tremendous effort tenacity and resilience to safeguard our core mission i'm deeply appreciative of the entire hidoe team for their tremendous efforts dedication and care in moving our school system forward during this disruptive and annoying time to ensure that students have access to learning within a supportive environment we've been intentional with an innovation approach to both the instructional and operations side of the department modernizing continuing the modernization of our systems and processes to focus on increased student achievement so while this health crisis highlighted areas needing improvement i remain committed to leveraging this opportunity to continue to modernize improve and move the department into the future our student success remains our
022central why why we teach why we lead and why we serve in public education if we turn to slide three you see just a highlight of some of our demographics the importance of the just overview of demographics is that we use this information to help inform the design of our programs and our equity of access approach without going through all of the data points here i will highlight that 52 percent of our students are students who are determined to be economically disadvantaged and so in a time period of crisis it becomes even more important for the department of education to continue to be not only providing public education services but to be a safety net to our families in need if you go to slide five you'll notice that i am also highlighting some changes
023and shifts in new metrics that we are using during the pandemic uh the work that we've been doing has been disruptive disrupted as you as you certainly know and our typical accountability measures such as test scores in-person attendance these are temporarily uh uh disrupted and so we needed to redesign our measures to capture the factors that are impacting learning today we've had to look at performance and accountability in new ways and in terms of looking at vulnerabilities that either are exacerbated or new due to the pandemic in october the board of education adopted the metrics or new metrics to monitor and evaluate the department's plans for reopening school during the 2021 school year the department designed an interactive data dashboard available to the public to visually track analyze and display key covert related performance indicators
024requested by the board of ed and these indicators are showcase three levels of data statewide later data by i'm sorry data by statewide level complex level and school level and it gives information such as quarterly student grades attendance learning models being used access to devices number of ppes at our school sites etc so this online resource will be updated as new metrics are reported it should also be noted that the increased reliance on technology on technology in new ways such as ensuring connectivity devices and additional supports for students adds to our ongoing costs created by the health pandemic many of these courses still not fully defined and we continue as we continue to evolve our designs please go to slide six in late september the department of health came out with its reopening guidance for
025schools designed by our state health experts to help us with decision making related to reopening our school campuses it outlined levels of community transmission of covet cases that would trigger certain learning models for schools to consider as a department we set statewide expectations around health and safety protocols but we recognize that decisions about transitioning between learning models has to be done at the complex and school level because student needs and conditions are unique to their communities the center for disease controls and conducted a local visit with us they were able to visit several our campuses at the end of to provide insight on best practices for mitigating the spread of covet 19 at schools some of the schools visited included campbell high dole middle waianae elementary and pu'uhale elementary they shared feedback and they indicated
026that they were impressed with protocols that are in place many of which they touted as innovative and something they would share with other schools and school districts a post assessment was provided by them which highlights areas that are working well and some additional suggestions that they have for us as well so in addition to the state department of health reopening guidance schools and complex areas are constantly monitoring the daily state case counts and are continuously planning for potential adjustments that prioritize the health and safety of our schools and we continue to monitor also the potential for upticks in our own community and and this is important to the financial discussion we're going to go into right now if we uh look even beyond our state lines at the national level as of this monday there
027are 90 million cases around the world of which 22 million are here in the us the states with the highest positivity rate as you've been part of those discussions are california texas and florida some of our own children are there in college our families are there in the back back and forth is something that certainly is part of our ongoing conversations the death toll in hawaii is 309 in the u.s it's 375 thousand and around the globe is 1.9 million because of covet so new to all of us is a global health landscape that has this type of impact on our day-to-day classrooms in school design and so we must remain flexible and responsive so we're gonna go to slide eight and review our federal funds thank you dr k so good afternoon chair de
028la cruz cherokee dani and senators brian hallett cfo for the department of education uh as as mentioned we are on slide eight i don't know if it wants to show that on the screen for those who are following along in the presentation so in light of the pandemic we've been very carefully monitoring targeted equity-based support for schools that are for and very fortunate that schools can continue to rely on several major recurring federally funded programs this list here on this slide shows the national level appropriations for title grants that we are receiving at this time based on the analysis we've received from the federal fund information for the states ffis for the consolidated appropriations act from 2021 that just passed the outlook for these sources is stable and predictable in fact there are indications of
029the potential for a slight increase in the neighborhood of approximately one percent uh for from current year funding levels so these funds are appropriated in federal fiscal year 21 to the us department of education and will be allocated to the state department of education for use next school year this list of course does not include the cares funds which we'll be talking about on the next slide so turning to slide number nine the carries federal fund re federal relief aid in late march 2020 the coronavirus relief and economic security cares act was signed into law providing 13.2 billion in funding for at the national level for the elementary and secondary school emergency relief fund the esser fund this is to address the impacts of covet 19 on public schools hawaii received 43.3 million from this
030fund and the department has been publishing a monthly report on our website on the planned uses and expenditures of these funds and the link is provided on this slide in late december 2020 with the consolidated appropriations act of 2021 which was signed into law when it was signed into law on december 27th it provided an additional 54.3 billion for the esser fund in january 5th the department was notified that hawaii would be receiving 183.6 million dollars through this program the board of education will be reviewing the planned uses of these funds at their regularly scheduled january 21st finance and infrastructure committee meetings and materials for this meeting are expected to be posted to our website by the end of this week just a few things to point out about these funds are the lap state
031for these funds are september 30 2023 funds may be used for pre-award costs dating back to march 13 2020 when the national emergency was was declared and allowable uses are broad and flexible which is very helpful with specific call outs in the new legislation around mitigating student learning loss preparing to reopen schools and improving air quality so we're going to turn to slide 11. this has been as you know a very difficult budget planning year and because of the devastating projected cuts to the school and classroom levels we have been providing information about programming and service impacts principal voice has been critical in this process particularly as they both inform the internal decisions but also are critical to providing information to families about the fiscal challenges at hand and what these challenges are going to
032mean for their own children we engaged in an internal tri-level process to develop our budget to determine where reductions would be made with core assumptions about protecting the teaching and learning infrastructure including the design of our curriculum core core we conducted a tri-level process that include included a state level review complex level plans and school financial plans in addition we created a budget program review subcommittee this year to help inform state level review i pulled together three subcommittees focused on business function business function efficiency school level efficiencies and instruction and equity each subcommittee had tri-level representation we met weekly in the month of october the subcommittee identified essential functions to preserve as we face budget reductions the subcommittee's recommendations were reviewed by tri-level leadership i also sought feedback from the hawaii executive collaborative and education
033advocates in the state i presented proposed operating budget with imposed 10 percent budget reduction to the board of ed on december 3rd 2020 and the board approved the proposed operating budget now that the board has adopted a budget which has been submitted to the executive office the hard lift is now preparing and organizing our work for these massive cuts and changes which are underway cuts at this level have implications around staffing programming scheduling and so forth we will be undergoing impact planning throughout the spring semester based on decisions made throughout the legislative process on january 1st i will be presenting the school financial plan impacts to the board of ed including staff reductions staff reduction numbers by employee type and by school so schools have now completed their financial plans and we're going to be
034presenting what that means in terms of which areas are going to be cut and what staff are going to have to be cut in order to meet those new financial levels i've also begun the process to engage i've also begun the process and continue the process of engaging parents and and community on our budget on our budget from this this month through march so january through march we are hosting community convenings in each district to discuss with parents our doe financial outlook the status on our significant budget cuts what we're requesting of the legislature and we're providing them another space as parents to give us continued feedback about these difficult budget decisions and priorities from their perspectives especially because of the impact on their own children as hallett will now speak to the potential budget
035cuts on the next slide you will see that we stand to absorb over 400 million in cuts each year and i would say that our operating core and mission of teaching and learning is at risk of major disruption unless we address some of these needs thank you we're on slide 12 potential budget reductions now we know and appreciate that that senators that you've been in in direct communication with schools in your area and you've been hearing about the fiscal challenges they're facing um this slide is to help to put context on what um what is behind much of of what you've been hearing about um as mentioned in november december schools were engaged in developing their financial plans for next school year and they were factoring in a minus 10 uh budget reduction related to
036the program review reductions uh that that is uh what we're looking at for the first year of the next biennium the planning they're doing now is for next school year which is the first year of the biennium that is before you there are three major impacts to our budget for next year causing significant shortfalls that will decimate our public school systems these are a 100.2 million dollar non-recurring reduction imposed in the current fiscal year that has been carried forward into the next year program review reductions totaling 164 million dollars per year and the yet to be confirmed but looming labor savings adjustment for our employees so this slide shows that when factoring in the fiscal year 21 reductions being carried over the new program reductions and the looming labor savings all three that are contained
037in the executive's financial plan we are currently facing faced with a 22 reduction to state funding for public schools so these are the three impacts totaling the 393 million dollars for public schools that we need your help with going going a little more into detail about each of them starting with the starting base column this is the fiscal year 2021 general fund appropriation provided to us by governor by the governor which includes the folding in of previously approved collective bargaining and is less the non-recurring cost of 1.5 million dollars for for early college this starting base that we use show here does not include the 100.2 million dollars of fiscal year 21 budget cuts that last session were proposed and presumably adopted by the legislature as one-time reductions if if you want to see more
038details on that that's in appendix in the appendix is item 11 for details on what makes up that what made up those reductions for this year now the next column the 100.2 million dollars again for fiscal year 21 was intended to be one-time non-recurring reductions in the development of the executive biennium budget these non-recurring reductions were maintained for the new biennium so the department does not yet know how these cuts will be extended for fiscal year 22 on top of the program review reductions these cuts have not been factored into the school's financial plans for next year next column is the 10 program review reductions based on the august 17 2020 executive memorandum each department submitted budget cut proposals the part the department prepared a package of reductions totaling 10 percent or 164 million dollars
039using a process that was described by superintendent on the previous slide these are the cuts that on the december 3rd on december 3rd the board of education reluctantly approved with the reluctance in large part due to their awaiting further details on how schools would be implemented implementing the reductions these are the cuts that schools have been adjusting to in the recent in their recently completed financial plans and now that the first phase of the financial plans were completed by december 31st the department has been compiling the impacts and as mentioned previously will be presenting them to the board of education at their next meeting on january 21st the next column labor savings this is only being included for discussion purposes the form of labor savings what it ultimately may take are subject to negotiations between
040the union and the governor's office so again these are the three impacts totaling 393 million dollars 22 percent that public schools need your help with so dr k legislative so if we go to slide we're going to talk for a few minutes about legislative priorities the national council of state legislators has had a clear framework for over two decades about best practices in public education financing it's a national best practice to develop an education budget that provides equity stability predictability and adequacy per their guidance hawaii's weighted student formula is a strong example of equity students differentiated learning needs awaited and provided differentiated funding support our principals causes and staff and a a public partner a private partner serve on the committee on weights and thus our education experts program experts provide input into that equity
041formula it's an outstanding design in hawaii we have defined our legislative priorities therefore around the other three best practice areas that need further vetting if you go to slide 15 i'm providing a summary of of our three legislative priorities for this for this legislative session the department believes access to quality public education must be protected for all students therefore we are requesting that the legislature restore the 100.2 million dollars to hawaii's base budget the base budget provides stability and predictability that is at the heart of long-term planning for excellence and the removal of this 100 million from the base budget has destabilized our schools we are also requesting that we retain and maximize federal relief funds to stabilize public schools particularly on the instructional side we must address our student instructional needs ensure that there
042are no lost generations of students because of this pandemic this does mean that if we're prioritizing our federal relief funds on the instructional side we do have operating costs that we don't have an answer for how we're going to address third we are asking for changes to state law to provide fiscal predictability and reliability for public education and so we will be putting forth legislation a request for legislation focused on a maintenance of effort approach to stabilizing year-to-year funding that allows for predictability and stability for our school principals the current budget reductions limit the department's capacity to deliver on services that support student learning especially at the school level and threatens a safety net that the state of hawaii has come to rely on through its public schools legislative priorities for the 2021 session are
043focused around restoring and preserving funding for school operations and student support the department will continue to work diligently to ensure its ability to meet its core mission of teaching and learning and sustaining essential functions and infrastructure to ensure student achievement even during periods of economic decline and with slide 16 my cabinet and i are available to answer questions so mahalo for your time thank you superintendent um can i start with um on your slide the understanding is that we are going to receive 183 million from for esser correct when is that expected we have been notified that it's it's coming and it's been fast tracked is what we've been told uh we have not yet received the grant award notification but but we expect it any day now and that has to be yes there
044is for the secondary schools that has to be used at the school level no that's not restricted to the school level that has to be used for public education so that includes our doe and charter schools okay so what's what's the plans for that then so we are pulling together a budget proposal that's going to the board of ed on january 21st the budget breakdown prioritizes restoring some of the funds that being lost in weighted student formula as well as some of the special education funds this is a high priority because without restoring at least some of that we're going to have a impact on our capacity in terms of our labor workforce having to be reduced we're also prioritizing the learning loss mitigation program so the approaches we need to do we need to
045take on to address students who are demonstrating that they are not keeping up with their grade level expectations and or are showing a slide this year or have had loss of instructional time for any number of reasons can you provide us with an updated chart as to where that 183.6 million will go we will have that on friday afternoon of this week okay thank you the the esser funds that was received a couple months ago the 43.3 where how is that spent do you have the attachment i do um the best source is to look at the report on the web we have six million go to summer school we had five million go to learning devices continuing uh our cte we hired student interns for connectivity for learning platforms distance learning health and safety
046transition safety needs and so on can you provide us with those costumes oh sure sure um [Music] speaking of connectivity do we have account of how many students are out there without connectivity without devices is that something that your i.t department has been able to do yeah so we have um a.s book hana on if i can have him answer some summary information but we also can provide all the data charts so as connor yes we we started the covet pandemic with a shortfall of approximately 50 000 devices approximately 20 000 students that didn't have any sort of network access we are finalizing a analysis and report for the board focusing on the gap the number of students that are left that is down to the three or four thousand approximately so it comes down
047to about two to two and a half percent um of the population that does include of course um some families that have opted out of using devices for for their kids they've specifically requested to use paper packets and it does also include in some situations the schools have built an online hub on the campus where in a socially distant way kids can come and access their their education but again that's being being finalized we do have detailed reports of what devices we bought which complex areas they went to which schools they went to and we can provide that to the committee as well um we're in the second quarter we've been in this pandemic since march and we don't know the numbers yet well we do know the numbers they they change remember we have
048changing conditions so we have as as we started out we had a number that families let us know uh we met that demand with either new devices or schools handed out devices so we met the demand of what was requested i think it was 26 000 were requested plus we our order of new devices that we pushed out into the community as students and teachers started teaching and working with each other online there was an increased demand in terms of bandwidth in terms of making sure they had the right cameras and so forth and so more families started realizing they couldn't have multiple children at home for example on the same uh with their internet access and so there's been additional requests throughout each month so we keep updating based on what families are telling
049us if a device breaks we replace that device everyone who needs a device has a device everyone who needs connectivity either has it via wi-fi at home or a mifi that's that's provided or they are have access to a school site where they have connectivity the needs keep shifting and changing for families and we keep working to adjust to meet those needs where we are now is also the principal starting to think about as they transition to the summer next year how many devices they're going to need for refresh and that's going to be a longer term conversation that we're going to have to have with the legislature around how do we have a refresh system now that we've gone into this level of technology use yeah and and i think my concern is that
050i know when we started the pandemic and knew how many thousands of devices we needed there was a shortfall i mean it was hard to get devices and that's just because all the schools all the businesses were asking it you know for them so i want to make sure that you know we are um i can't say ahead of the game because we will never be ahead of the game but we're aware of you know what that's going to be so we can get a jump start whether or not the devices can be the devices we have can be upgraded and whether we're seeking out that information locally or not so if there is any kind of report that you have on this the situation of digital devices and connectivity i would like to see
051it please we'll send you the link to what we have online that does track the device requests and connectivity requests so yes absolutely thank you do you guys have questions before i continue yes you're talking about the laptops and and devices whatever you provide can i ask how's the situation with south um beyond pahala at ocean view where we have many of our micronesians living there and many are homeless and attending i would believe the closest school for them would be na alegu have we that used to that was an issue and so um can we be brief you know in summary um if they were able you were able to reach out to them so we have ayus um connor but we also have a.s armstrong who oversees our homeless liaisons so we can
052we can address that from both sides very succinctly so and i and i would think maybe not only my commun our you know big islands community but i i think that was pretty much prevalent on the big island i think an issue yeah there's several there's several geographical locations that have had that kind of problem and we've been tackling it on a community by community basis whether it's by providing mifi's or in some cases really remote areas even cell phone coverage and the southern part of the big island that you're talking about is one of those we also have mobile buses that can go to a place near the community that has enough cell coverage to get data access to those families and they can come there they can also go to the school campus
053like malayu and get wi-fi access there as well they're also the community centers that we're talking about we've extended this part to a community center there that provides access for students as well and that's a discussion that we continue to go through as we work with the communities this is also part of the broadband hui group that has been meeting where we work with hawaiian tel and spectrum as they build out their infrastructure and tcca about the the infrastructure that is is built out as well obviously the the situation with homeless students is particularly challenging i'll see if as armstrong has any comments that she wants to add for that ober hi good afternoon this is heidi armstrong the homeless liaisons and we have homeless liaisons in every complex area have been able to ensure
054that all of the identified homeless students do have access to devices and connectivity they are continually searching for homeless students and families that have not been identified but as of now those that have been identified we can say 100 do have access to devices and technology okay so um the reports have been coming in pretty much from the district uh superintendents then most of the issues i guess yes so we collect data on all of these uh data points that was a previous slide about this new data we had to collect and we reported out that comes from the complex area superintendent for the district and by school okay yes okay yeah i'm kind of curious to see how where we are so if you can get some information to the chair uh identifying what
055areas in the state that has been more challenging and how they've been met we can provide a connectivity and device report update okay absolutely thank you can you clarify i'm superintendent when you talk about connectivity has been made available at the schools does that mean they drive to the school and sit in the parking lot or is there a classroom open to them to to do their homework it means there's a learning hub inside the school and there's staffing there to provide even technical support of getting online and making sure that the kids can do so the kids are doing their distance learning but they're at a school site in a safe space that's um thank you very much for that because i have seen pictures of students on the mainland sitting in a parking
056lot on the i guess you call it the car stop the cement blocks with their laptops on their lap trying to do homework and i was just wondering if that was the same picture that we were painting here no we have had some um vans that heidi armstrong and her team have outfitted for hard to reach communities to get out and but they they actually have carry with them tables chairs laptops the connectivity that's needed so the wi-fi and they have staff there to have the kids actually go on so they're they're not sitting without that kind of support so can you provide this committee with um a number of of you know those vans that you have and you know where they're targeting and what's what's what has the cost been you know because
057yes over and above that you know you guys had budgeted for previously before this pandemic came on so yes we can provide that update senator thank you thank you and then while we're talking about virtual learning um is there any funding that's going to be provided to or to support the school and transitioning from the acellis onto another learning venue another platform yeah so principals and counselors have been part of the planning team and they are and they have the transition steps that we've identified the funds to transition not only the the immediate funds that are needed but just the long-term longer-term plan around how we're staging up and preparing for summer school already believe it or not we're already in summer school planning and what kind of uh online program we're going to need
058to support not knowing how much of this pandemic is still going to be impacting closures and access and all of that we're staging up for the summer and even for next school year so the funds have been identified for each of those components via the the cares funding that we've received and is um is that going to be funded out of administration's budget or by weighted student formula free school well it's out of the federal funds that we're receiving so we're prioritizing the federal funds for this for this utilization for to support learning but right now we don't have an idea what that cost is we have some of those costs i don't know if we have the breakdown for the certainly the session portion no it's it's we just have a level okay a
059couple million okay and um while i'm talking about weighted student formula i just want before i forget um pps in the very early stages of the pandemic we couldn't get pps fast enough to to help our schools so principals use weighted student formula hi emma told me that they were going to be reimbursed that never happened as far as i know so so i and i don't know if you have a breakdown of of how much the school was paid and how how are we going to make them hold again because i understand they they gave dewey the information but it was never i don't know if it was never given to hi emma um but when i asked hi emma they said they had turned over all the funds to ui already so it
060was not it was out of their hands and it was budget and finance i guess that made the decision not to pay so i where where are we on that do you know what the whole story is well we can talk about where we are with funding so so um randy tanaka shop office fiscal facilities collected data and and we're ready to request reimbursements from hyema before fema changed the rules and and that didn't happen the total at this point was 4.8 million dollars 4.7 of that was was cost that was incurred at various schools a hundred thousand dollars was cost incurred centrally so that's where we are now so to assure that the schools don't have to use weighted student formula again how are we purchasing ppes because when the individual schools have to
061purchase their own it's probably two or three times more costly than buying in bulk through hayama and a lot of it was free to hayemah and then was distributed so how are we making sure that this doesn't happen again should i take that or should throw it to randy welcome part of it is that we're going through our our budget proposal for the new federal funds and how we we have funds set aside through the rest of the school year so we're all set now we're planning for the summer and next school year where we need to allocate funds and we need to know what process we're going to be going through to acquire the the ppe is needed the uh the part of our budget request to the board will be to look at
062a set aside for the ppes for summer and next school year which is where we have a gap right now brandy tanaka who's on ies tanaka he's been managing this whole system with his team and working with haima and others including donations of ppe's which have been significant and are extremely helpful from the private sector so is to knock are you on yes superintendent hello senator kidani hello your your initial uh evaluation is correct in the early days the schools uh provided and took the proactive measure to get the ppes when we had gotten the relationship with hayima established we took that over from a central standpoint all of the schools run a 60-day inventory and we monitor it through an online system that we call cpt so we know in real time what the
063inventory is and we replenish the challenge uh from the very beginning we were led to believe that there was reimbursement we started running that tab and brian is exactly correct 4.8 million is the current um reimbursement level uh at some point in time um in the last 45 days we're notified that haima would not be able to reimburse that for whatever reason and so we sit on this i would call it a debt to figure out how to rebalance that that liability aim is said they have inventory for us until february and then february to the end of the school year we will need to manage that uh based on on what was called the burn rate uh we are fairly comfortable as we have been monitoring the burn rate and depending on the degrees
064of the student population uh we we are holding relatively well at this point there are 17 items on this list which we manage so right now the schools that that demand or need for those ppe so 17 items come through facility operations so are you randy are you um looking at adjusting the burn rate depending on uh how many students are going to be back in the classroom as we continue bringing students back are you go i mean i know it's a lot to to calculate but knowing what you know and with the number the lesser number of students that have been in school there's a projection that we're going to have more students in the classroom so has all of that been projected out yes we have that forecasted we're like you see watching
065the burn rate very closely and so far the pace has not outstripped our inventory and our our uh supply our backlog of supply so we we monitor it every friday the schools monitor that inventory and we monitor it at the central location thank you chair um can did i lose something um in regarding uh her question regarding the reimbursement or if there has been reimbursements then made to the schools regarding the use of their weighted student formula monies in place of you know not receiving ppes so at this point no that has not been solved that's a current um outstanding uh amount where we've needed to shift our thinking because it's no longer going to be reimbursed and so now we have to solve for that and look forward for planning like i said for
066summer and next school year so we're doing all of that right now we are in good shape i think because of randy tanaka his team and everything we've learned working with haima for the rest of the school year in terms of just good do we know for each school then what is old to them yes we have a chart with all of that chart but you know let me just add something last monday i had a conversation with governor ige during our senate leadership meeting and i brought this to his attention he was not aware that the schools had not been made whole and he was going to look into it and he said that the money was there and he doesn't know why you know they weren't reimbursed well whatever that um he says
067that the schools should be you know reimbursed so i'm waiting to hear back from him as to how they're going to do that i'm only saying that the schools are having a double whammy you know having to have used their weighted student formula for emergency purposes to assure that our students and our teachers our faculty were safe and now they're being told that they can't be they're not going to get reimbursed so what i'm saying is that if if hi emma if budget and finance is not willing to step up to the plate and reimburse i think that i'm asking doe to make sure those schools are made whole because they're going to get another cut with what we're looking at in the budget but you guys are are forgetting they were already using weighted
068student formula for something that should have been provided by the state by emma it's not their fault they were they were doing what they needed to do to protect students and faculty we recognize the inequity created when expenses against weighted student formula distributed by a formula based on student needs when disproportionate expenses occur at schools and it's not fairly or evenly spread so this is something that's very concerning and we have been in communication with budget and finance in particular in recent days and i think that we'll have a hopefully a resolution i think what you point out about schools and their their anxieties and frustrations i think that you're hearing in particular is is in large part a reflection of they just finished their financial plans they're looking at what they're going to have
069to adjustments to make next year and every dollar is critical to them because it means they're having to make very hard choices around staffing so i'm not saying this isn't an immediate problem it is but i think it's also a longer term problem for the schools and their in their outlook is they're thinking every dollar i can secure this year is going to help minimize or reduce impacts next year so again um we are working on it and and with budget and finance and and i think we will have a resolution i know that you guys are doing the best you can but i'm just saying you know every time something happens at the school level it's usually the teachers that take stuff out of their pocket to pay because students don't have supplies students
070don't have ppe and they this they just have to be made whole and i know randy's job is not going to be easy and trying to get this this distributed but i will also say that um from what i'm understanding from from um bnf and i will give you guys a copy of information i got from uh robert uh you anyway um they're saying part of it they felt it was that having to deliver to 300 different locations was you know i guess difficult so i think maybe uh for randy listening that you might consider how we can do it by complex errors or something that will be easier for them although i think hayama should be more able to do it than our schools because they i think they have the the guardsmen that
071were called out to help i'm just saying that that seems to be part of the problem too whether or not that's why they're not getting reimbursed i don't know but it was the distribution of some of the ppe's that they said were were difficult to do senator favela you had a question yeah um i know you kind of want to chew this up to death but the reason why for us it's frustrating and the schools are frustrating because right in this room you were here and the general was here saying there's some tv and i'm reassuring the schools that it was going to get reimbursed and i i talked to um the schools and and you know they're really getting the cut we're already losing security teachers custodians adding to our unemployment so that's the
072point i know i i don't understand this is this is like way in the game before the teachers before the principals even went out and had suggested to purchase their own stuff they was told that they was going to get reimbursed i reassure you we reimburse go ahead and get them and we're going to reimburse you not just with you but with the general saying this and then for him to say you know to give the money to unemployment and uh nobody knew about it um you know it's really kind of like fall between the cracks and again it falls upon the independent in the individual schools who's suffering you guys come with a ten percent cut and i still i mean i don't know you maybe you did give the other senators to email
073i just like know how how we came about this with the governor and you um because when we wasn't budgeted downstairs and senator kadani and asked the governor about the 10 cut um at that time he didn't have um an answer and he probably wasn't even known about it so the principles and you had this uh 10 cut that you gave to the schools way ahead of any of us hearing unless we heard from our school principals and the governor so i don't know if the governor didn't know at the time and most of us over here didn't know of the time and i started principals from our complexes came up um and talked to us about the ten percent cut how did you come up with a ten percent cut across the board for
074each of these schools so senator thank you for the question the uh ten percent cut is a direct was a direct process that we went into uh based on uh the the governor's uh letter to us and to all state agencies that we needed to go through a program review of a 10 15 and 20 percent cut that was dated when oh that's was it august it's in october it's pretty late yeah so we were we were waiting for guidance on our budget process and and cuts one of the things that the one position that we took senator was that uh a 10 cut it's alone was devastating and that we were not going to go and do the process of 10 15 20 because we couldn't even get over the 10 hump of a
075cut and so i met with the the governor and the budget and finance team and and came to agreement that our budget review was not going to include 10 i'm sorry 15 20 cut and met with my board and and they agreed on that that parameter of not going beyond the 10 percent cut because we also didn't have clarity on the 100.2 million whether that was going to continue to be taken from our base and that you know as you can see from the chart that takes us up to potential cut of our budget not 10 when you add everything up and we were you know i was struggling with you know how do we go above the 22 when we look at all of those cuts now we're gonna get into uh near uh
076surpassing 25 of our budget potentially cut if we looked any deeper than 10 percent so so we stayed with the governor's guidance but only at the most minimum end of it we did not go as deep in 15 and 20 percent now the conversations with the board of ed in our board meetings um was exactly that we were not going to go deeper than that even though the governor had asked all the agencies to go deeper because of the devastating impact on teaching and learning and because the the labor conversation um also uh while there were conversations early on about potentials of furloughs just looking at ten percent cut you know my concern was not furloughs there was reduction in force because of the ten percent that's not even you know so the cumulative was
077getting so large so i needed to go through a good budget planning process but i also needed to say i can't even pass this because i can't even figure out the devastation of the ten percent cut and so i met with the principals and the causes and we agreed to collectively as a as a leadership team we're gonna we're gonna stay with 10 percent and we advocated for staying within that parameter for at least the planning process if i could just one correction it was august 17th is when the program reviews it came out october was on the when the instructions came out we did not have a december is when the board acted and we did not know what the governor's final decisions were until after that we had to start our financial plan
078process earlier and everything superintendent said about conversing with principles so when did the governor's office or what bnf notify you of what what their decisions were i'll have to get back to you on the exact exact date december so it was after but it was after the ledge got the budget or was it right before just before a couple days sounds like so if you're saying mid because we get it on like the 20th and our financial plan process had to start in in really october is when we started out i just want to try to figure out how much time did you have between the governor's final submitting it to the legislature and when you found out about their final decision so if you submitted if the board took action in mid-december you only
079had a couple days so it's right after the the board meeting which was the the board's uh recommendation which i mentioned earlier was was very very reluctantly put forth was on december 3rd and it got transmitted to the administration immediately thanks to you guys but i don't i don't understand when so what i'm trying to figure out is when you get the governor's decision what options do you have to kind of like either appeal make adjustments what's the timeline it doesn't because you're so truncated because he had to send a budgeted brief to us in mid i mean this came up to like december 20. there really was was not much i wouldn't say there was an appeal as much as i was having regular meetings with bnf and the governor to talk about the
080process i was going so when you look at the leadership team look at table four so table four details by edn 164 million dollars the 10 program but that's all on the governor's decision so it seems like the there's the initial budget department requests bnf requests and then governor's decision so the governor's decision shows the cuts so your question is what the no because what's happening but there's some questioning because why are you cutting and i'm not trying to figure out are you cutting it or was it the governor's cut and so who are we who do we who does he take his case to say so from the table it doesn't sound like some of these were your cuts they were the governor's cuts so if you don't necessarily agree with them it may
081not be their decision it was based on table four it was based on a directive to all the department heads that we had to do a minimum of a ten percent cut and so that and we had to look at it and you could just receive further cuts based on table four because it doesn't show all it shows is negative amounts in the governor's columns so when we presented this to the board of education we spoke about this this wasn't what we wanted to do what we felt we needed to put forth um i think when look asking the question about additional cuts we're looking at the 100.2 million dollars of carried over non-recurring cuts as being the additional cut that we did not address we do not have program adjustments to meet that reduction
082we thought we were doing the responsible thing in putting forth 10 percent um we felt it was what we needed to do in in the context at that time and i'm sorry there's so much flexibility and need for continued conversation this year um and we recognized that but it also didn't take into account the 183.6 million that you're getting from the feds right you didn't know that no this is prior to that notification so now you know that you're getting that back i guess we should be asking you where are you going to put back no when do you get the final amount and when do you receive the funds when do you know the final amount we know the final amount it's the 183.3 million dollars we have been told we'll get it any
083day i suspect the change in in the leadership in the u.s department of education may be bogging that down a little bit but that should not be a problem we should have ready soon access to the 183 okay so a lot of these cuts can be restored based on denim those dollars yeah so when we did the budget we would send it to the board we identified the highest priorities for restoring restoration if there are new funds that became available and so that's what we're presented to the board on the 21st of this month is the budget proposal of what to potentially restore the 183 million so if you guys you guys are going to say 10 how is it that early college got cut by 50 so the early college is a bit of
084a complicated situation their current budget this year is 2.5 million dollars being a 1.5 is was determined to be recur non-recurring which which means in building the base budget for next year the base was 1 million as part of the 10 reduction scenario the department put forth another half a million dollar reduction so in reality that program is going from 2.5 million this year to half a million dollars for next year in the budget that's before you that's really nice again none of this is what we wanted to do it's what no i understand but i mean we should be doing everything possible not to cut from school level and i'm you know i'm not sure how many warm bodies you've gone through in your administration but we need to make sure that we try
085and keep whole as much as possible that kind of cut to early college is going to kill the programmer i think you guys realize that and that is not acceptable particularly because in this pandemic and where people have to be retrained and retrained this provides opportunities for kids right out of high school to go into the health profession we saw that last year when hbh picked up 30 kids from waipahu high school because of the training that they had in the health i mean that's what we have to look at that's what we have to depend on and help get get us back to where we need to be in our economic development for our state i'm sorry but that's not acceptable to me so is it going to be restored those are the kind
086of conversations we we really want to engage in and and as mentioned in the presentation uh we will have a plan put forth by friday and we will share it it goes to the board on the 21st and they will be evaluating plans around the priorities and in alignment of those priorities with with the department strategic plan um on the 24th of of this month um we know there's so what does that mean so in the sense you know you're going to get the federal funds you have these cuts right now is it as simple as you're just going to take the federal funds and restore the cuts or is it more complicated than that it's a little more complicated superintendent that talked about learning loss and and we we have no requests for additional
087funds for the biennium for general funds we only have cuts going forward um for the federal funds to supplant the general funds we also have the problem is we have new needs yeah if when we're calculating we don't even have calculated out all the additional supports that are needed for additional instructional time for kids that are falling behind because of the pandemic the additional um infrastructure needs for technology the ppes all of that is costs that are new costs so how much of that can go into cip though so when you're talking about infrastructure needs how much of that can actually go into the cip budget i don't think we were contemplating cip with those dollars at this time but but in infrastructure i i think you're talking about human capital yeah you're talking about
088computers let me change the terminology because it's yeah because i get that too but that you're going to need wi-fi you're going to need not necessarily i think expenditures that will easily fall into cip or appropriately fall into cip uh but that that's that's the that's across the added cost factor so we're 400 you know 400 million in the whole right now we're getting 183 million and then we have these unknown costs that will co that are continuing to escalate and um and trying to design around what we're going to need for essentially what is a a design is going to have to be a year-round school kind of concept we need to have a very robust summer school not for every child but certainly for those students who are behind and then students who
089are two or more years behind they need so much one-to-one support that's what's not even that's what we're calculating now because you can't just put them in a small group in a classroom i mean they need intensive catch-up in order to go into the small group and back into the classroom i think superintendent what i would like to see is how much um how hard to look that you guys took in each a.s division to see um where the fat is how could we you know and and what is their service to the schools how are they supporting and for instance um a few years ago we added 15 equity specialists how many cases have they had i mean they don't even report to the the kazan so i can't ask the kaz is the
090same with the the 15 it people that we added a couple years ago also all those positions they don't report to the kids i have no idea what they do specifically for the individual complex areas so you know that kind of going down and looking at how they're serving you know that their caz is in on your office of curriculum and instructional design um i think there was a presentation to the board and you talked about reductions in staff and funds for instructional development admin services and instructional services so how many general funded full-time equivalent positions are in those sections what were their job duties and assignments how do they assist each school and their curriculum um these are the kinds how many times have the schools requested their assistant these are the kinds of
091information that i think would you know help and i would help you surely but would help us senator at the last board meeting we published the data sheets for every department at the state office showing how many ftes how many were being proposed to cut what the what the how many how much of what percentage of the budget is centralized versus a pass-through so that there's also a clear understanding that if you look at special education for example most of it is a pass through to the school level so if you're cutting the state level appropriation for special ed you're actually cutting at the school level so we have data sheets we can provide you per department that shows exactly what you're asking for and and for the first time we've made those we've organized
092it so that the public can see when we say state funds what that means what's what state funds and sit centrally and what state funds it actually is at our school site so you can see how many of those employees are actually out of school yeah i would appreciate that because i think all of our senators we can send that immediately supported from admin level the concerns you're raising are definitely concerns we share those things are basically table five broken down what you're seeing is online because table five are just these big for the state yes yes on december 3rd we had the recommendation memo they went to the board the details by program where those reductions would be happening at not at the edn level but at the much lower level on december 17th
093there was further impact statements and and as mentioned in the presentation at the next board meeting we'll be focusing on what are the school and complex level support so we'll definitely share those those those are just all further details to table five so table five yes it's just drilling into the impacts and getting it the questions to to make it transparent what was the thinking behind what is before you um and and again none of it what we wanted to do um what what we felt we needed to do it in the context at the time and this is all fluid we recognize how fluid the financial situation is for the state um you guys have any more questions before i continue well i'm just trying to figure out just from a budgetary point of
094view so you even if you were to supplant uh the general fund cuts with federal funds because you have increased needs you're saying that's still not enough right so the the difference you're still going to be short i don't want to confuse marriage a little bit but we we have current year shortfalls and those you see in emergency appropriations in in here in one of the tables 62 million our needs are actually greater than that we have the 393 million potential in shortfalls that's both years of the biennium um we have the learning loss which is another expense and then we have this 183 million dollars which is tremendous but it's it's not going to address um everything and and that's that's the the what the board will be wrestling what is the plan for
095your learning loss has that been planned out what the programs would be and so there's a dollar a month that you guys can you know say this is what we're going to need so our office of curriculum instruction and deputy uh superintendent with the casas and the principals are planning that out now so we now have quarter one quarter two data student achievement outcome data and we have summer school data so now essentially you have three quarters of information or i should say two quarters plus last summer school and now they're using that for planning for for what summer school needs to address in learning loss and how we prepare for next year so that's the work that's happening now and what we're essentially doing is setting aside a an allocation of money to protect
096that for the as we finalize this plan okay so what what you're saying then is that there's no set amount that we know we've ever need right now for that well we know what we're going to be able to set aside and we're going to work with that within the 183 million we're going to we're going to prioritize it for that yeah but that's not saying you know what we need no and i think no you don't know what we need cutting from other places that need it we're we're taking away from students and and schools that need this funding now so that's what i'm saying if you guys haven't done your homework and you don't know where we are then how can you say this is how we're cutting the debt budget with the
097schools are the ones that are are pulling together the learning plans and what they need that's what we're using we're using this through school and student data to generate the plans in terms of mitigating learning loss uh moving forward so that that's the planning process we're going through now my question would be then okay i mean i i kind of get kind of confused here so any other money is going to go to any other schools for the lessening the 10 percent cut yeah i mean that's the general part because we we're losing the teachers we're losing um i know some of the schools in my area are losing um over 2 million of their budget and then almost 300 000 on special ed funding um does any other special ed funding do get any
098direct funding from feds um helping with special ed in our schools or that that's that we don't get anything from an offense to subsidize anything just for sure 83 does that come out of the 183 or is there a separate funding mechanism for special aid special education there's the individual with disabilities education act through which we get almost 50 million dollars a year that that we talked about is is consistent we're going to we're relying on that to continue but it's that's just to maintain what we've already been doing um the cuts to special education i think they're they're in the neighborhood of 30 million dollars to our edn 150 budget um that i think is what you're talking about and that is portion of 183 cover that or are they still going to be
099short so we're looking at using a portion of the 183 to cover part of that special ed cut that we were being we would be forced to make if we didn't have the 183 so yes we're looking to restore part of the wsf funding to schools so they don't have those deep cuts and and part if not all of that special ed uh funding and so we're trying to stretch this money out to wrap it around what schools need to protect this the classroom in the school site okay so if you go back to table five then and you have the 183 so in addition to reductions there's actually additions that are not paid that you can't afford right now there's another hundred million dollars of base budget so basically you're going to add another
100100 million to listen to this amount so from the 183 that you're getting not all of it obviously is going to be restored so where i guess on friday is when you're going to tell everyone like yeah those categories are going to get restored these amounts but some of them may be fully restored some may not exactly that's correct and i apologize not to be disrespectful but we do need to go to the board and have that conversation and that that will take place on the 21st and you will have information as soon as we have another question on uh lunch is food um how much of that um that we're going to be restoring and how much of that are we going to go back since we have been getting um sets of dies
101from the feds and uh um other agencies to continue the feeding of the children that was at the school because some of the parents and some of the community members are saying you know we don't need to go back to a full-on menu because the second goal and the banking goal was just as good and it was enough to uh take care of the children in the morning and in the evening afternoon if we're going to go back to a full menu and you know what i know in the elementary air level and in the high school level we get more waste than actually consumption so now when you guys did or the federal program did the second goal they noticed that there was less waste on campus and even the parents reported that even
102when they went home there was less waste so again if we want to go with the full meal juice milk apple salad um the whole nine yards that we're spending this per per plate per school is only going to rise to to the um budget that we are right now we still under the pandemic should not even go and even thinking about going back to a full menu so what i heard is that most of the schools kids are people coming back and we're going to go back to a full menu i think there will be a disaster and a waste of funds and going back to a full menu where most of the schools don't even have a full uh student body so i think you guys should look into that too because using
103that kind of money to be buying a lot of rice and food and everything and and not be able to feed the multitude of kids that they need to feed the sac lunch was just as good and it was just enough for the kids to to get by during the morning and in afternoon so that's something that i know it's a huge cost to the dle is food so you guys can look into that because i think they'll be devastating to even having the schools have to make a full menu making the principles and the cafeterias go over the full menu knowing that that's coming out of their uh budget of running the school i think was going to be hard on them you guys can look into that please thank you senator we we
104do have federal standards and requirements we have to meet but we're also trying to look at how we maximize the flexibilities there are for exactly the reasons that you're raising so we do have a team that's reviewing this right now yep okay so thank you superintendent and the um the latest funding from the feds are they providing funds for hawaiian language and education programs or are is that included in that 183.6 there's that separate allocation do you have details i i don't have details so there's two components one is just the the pro the academic programming we provide falls under our 183 million right because they're part of our schools but there are there is a separate allocation that the state should be receiving i don't have details on that that doesn't come through the
105doe we haven't been given those numbers yet but but it should be coming there should be some allocation to the state for um for the hawaiian population and what the scope is and who's going to manage it here i don't know and what about for the charter schools the charter schools fall under our appropriation we're anticipating uh providing similar to the 43 million dollars where where uh fair share was was provided doing that again and that has come out of 183 there was some in the authorizing language for the esser funds the allowable uses one of the things that states is that it can be used for any purpose for essa the elementary secondary education act idea and a whole laundry list and i think one of the allowable uses was for purposes although also
106authorized under the native hawaiian education act that that caused a bit of confusion and anxiety around how that would would be operationalized so it is an allowable use of 183 and the 43 million i wanted to ask one more question to deal with our um alternative learning centers you know that was a a big thing for us and getting these alcs and i think the intent was to you know see if we could do more i'm sure we're not looking to you know fun more right now but has there been any movement i mean i'm talking about um you know we have olomana storefront and uh papa hana oka i know in the waianae and i i understand they're doing very well and you know hats off to a.s armstrong for continuing to see that
107they you know thrive but i just wanted to know because i think it was the intent of the legislature to you know continue this these models and see where we would like to expand but is there any report that talked about this i know we're not going to do it right now but moving forward we funded some money for a plan didn't we when we initially added the amounts a lot of expenses so we'll have to go back and see where that is in this budget um i know the funding for the alcs was was disproportionately protected in a sense in that there's a one percent reduction in that area of the budget but we will have to go back and see where the plan what the status on that is okay so the the
108um you know the news report that outlined the number of cuts of two positions this does not include the the funding that you're getting from the fits right no it doesn't include this the adjustment that the funding will now the impact it will have back on planning so this number uh will be reduced based on what you decide by friday yes and we don't we we're right now running through the final numbers that are calculated from the financial plans from the schools that's also being presented to the board and the adjustment that will that we'll be able to propose based on the new monies so i don't know that we can put general funds back i wish we could but i i think what we're looking at is is offsetting or using federal funds in
109place of some of those areas that were reduced right and we'll we'll share that information for sure okay so on by friday you'll have a i guess a new outline of how many positions are actually it'll be a proposal we we put forth a kind of outline the issues a week in advance when we when we go to the board so they have materials when they're presented with with an issue to deliberate on so senator i want to be clear on friday what we have is the the cuts if we didn't have any federal funding right that by school and we'll have the proposal to try to reinstate some of that money back now the schools will have to go back and indeed because they're not going to get all of their money back and
110now they'll have to go back and say how they're going to use those funds so you guys are going to you're going to go back one by one saying okay you got this much back what are you going to get what position do you want back so they're going to they're going to go back and adjust their their financial plans based on that and what's the timing on that well there there is a process we'll have to go through based on whether the um the the other competing needs right now that we still have an un you know that are still unmet needs yeah that that timing question is is an excellent issue i mean we have an entire legislative process to get through and this is always a frustration for schools when they do
111financial plans to to not really know for certain what they're ultimately going to receive but we will be communicating to schools with with the best information we have so they can anticipate adjustments there's a number of decisions that still need to be made of course the not that probably the most important one is is the legislature's ultimate decision on the on the budget is there some discussion on i guess this is for uh randy tanaka but some discussion on reducing transportation costs by rescheduling bill times for students yes so it's can you answer that question about where we are in the study on our transportation schedule school schedules randy are you still connected i see his name yeah yes i'm here because i'm here so senator kirani yes we are actively managing what our pickup
112and our raw schedules have been clearly ridership has been done reduced there are some savings in that area and so that's part of our budget adjustment we also have looked at reducing contractors i'm sorry can you hear me yeah yeah all right um so a number of uh service contractors we've reduced back uh we're taking we've frozen uh unfilled positions and on a case-by-case need especially in the food service area so we have uh as directed by the superintendent and and as hallett that exercise of 10 15 20 uh we have taken a hard look at that so um if we have contracts with for bus services did were we able to do savings when when the pandemic hit and we didn't need the bus or all the bus service was that something i'm sorry
113go ahead was that something that's written into the contract so we don't need the service because of something on the emergency or whatever is that we can you know recruit or you know not continue with the contract yes we're not locked into a hundred percent of the service as we were would be operating in a normal situation we have rollback positions there's a minimum of 25 percent that we is maintained but it's not 100 of the contract that we have to fulfill so what was the percent savings on transportation well i've got to get back that number back to you but it is it is substantial based on the ridership and please note we have to fulfill the the special ed requirements that is not some place where we can give so randy let me
114just share from from the fiscal services perspective we were watching that closely and and our the latest information we received as they're projecting a right around 50 million dollars expense this year they have a about a 62 million dollar budget so it it at this point um extrapolating forward for the rest of the year it looks like there may be some savings there so it is something we're watching closely of course we we also have a 25 million dollar approximately shortfall in food service so those two kind of more than it unfortunately cancels each other out um but but we are watching that and it will definitely be part of our our planning going forward okay uh senator keith agaron and this is sort of along the lines of what mr tanaka was talking about
115to what extent have you frozen all the vacancies in the planning and in the capital improvements area because i guess my concern is really about whether or not you'll have the capability to implement a number of the projects that you're asking for the ones that have already been authorized we we have we're short of personnel in that area but we've done some process changes we have not fallen into the place where projects are lagging because we don't have personnel to to execute those programs we're focused on the large projects and some of the more critical projects in specific areas so right now we're tracking okay we're not ahead of pace we're right right in the zone where we think we should be we we lapsed 12 million last year june 30th but that was not
116lapse because projects couldn't go up that was lapses in project changes so out of the 498 when i walked in the door in january um with the potential laps we ended up with 12 million in the laps so our team did a real good job of hustling in the right direction so you're confident you can handle the additional projects that are being requested for this year i think there's it's mainly a lump sum as i as i've seen so far right yeah that is that is correct that is correct and the one area that we um stay real focused on is is the repair and maintenance the unforeseen um you know uh breakers going down that affect the entire school and we didn't account for that we we have a budget for that but you
117know it goes up and down depending on the just the general wear and tear and the equipment okay thank you chair okay so you know what's the uh attachment c page 13. so i'm not sure if the members are able to see that is this the december 3rd law no you're november 20. stacy does do the members all have attachment c it shows your budget reduction scenarios by program okay yeah that's that's from the december third okay board meeting so this is still accurate until you decide how you're going to restore some of these these are at the the state program level what we talked about is that we are now going to be presenting to the board at the school level so the priority is going to be primarily restoration of uh the cuts
118at the school level which is which which is not available until this next board meeting so which line item would that be in this that wouldn't begin here so yeah chairs question is about the school level cuts but this only represents the state level so not necessarily because high core is only one school and that shows 1.8 cut so i gotta to orient this was the december third memo to the board it was organized by office of oversight over the programs so on page seven is the office of fiscal services and that's where you'll see things like weighted student formula okay um you'll see under the the office of school student support services you'll see this fed per people allocation i think you'll also see high core that is on page 12 yeah so you
119separated alcs from high court yes they have a separate program we call it program ids when we allocate the money out we send it out on these programs yes yes well i thought high coil was part of the alcs the the money that was um added a about three years ago the bulk of it went into the alternative learning programs a little bit of it went to high core and olamana as well i think you can see you know alternative learning programs the one percent reduction there um forty four thousand nine hundred and twenty dollars those are yes those would be potential candidates for restoration yeah so i'm looking at because you have some that are high some are medium some are low so i'm assuming that you're going to try to reduce take get
120the high to low yes and get the medium to low a priority is to look back at everything we identified as high priority and the low to medium are the ones that each office identified as either their lower priorities because there was less cut made to them and so they're in good shape or that they can still meet their mission with some sustained cuts so we'll be going back to look at restoring those are the high priority first okay and then medium yes at least two variables at play one is the the amount that was cut uh when we have a higher percentage cut from a high priority program i would think expect that would be a higher priority for restoration than a high priority with a low percentage cut so i just want to
121acknowledge that alc is with a one percent cut it is a high priority program weighted student formula high priority program 10 percent so that's those are the things that the board will be wrestling with on the 21st okay so you're taking this broad approach here but on friday you're going to be talking to the board at the school level which somehow still fits into this and then so then you're going to update this once the decisions have been made at the school level because that's going to change these these numbers it'll change what we are restoring with the 183 million federal funds so so the board will be making decisions that will affect at the program level we'll then have to translate that to whatever school yeah and then informing the schools and then all
122the personnel things that need to happen and then collecting that and then the collective information is going to be reflected here and then creating an adjusted budget based on that yes okay [Music] i guess that's one approach any other question [Music] okay because i know you have a hard stop at 2 30 so okay if not i'm sure this conversation will continue at some point so thank you thank you thank you very much you