►
Description
Budget Review subcommittee on Education meeting located in room 154 of the Capitol Annex.
10:30am
Live Stream provided by LRC Staff
Reuploaded with complete audio here: https://www.youtube.com/watch?v=ywSD8EicX38&t=1s
A
Session
remote
accidents
will
be
allowed
to
all
meetings
for
the
interim
members
will
provide
the
information
prior
to
the
being
on
how
to
access
being
remotely
the
Beeman's
heroes
will
put
online
earlier
this
week
and
make
available
for
download
at
this
time
we'll
have
a
michal
row.
Members
please
need
to
indicate
whether
you
are
present
in
person
both
from
home
or
local
granox
office,
in
name
sooner.
Every
meal
send
returned
sooner
wilson.
A
This
morning,
very
going
to
hear
from
the
Department
of
Education
regarding
budget
cuts
that
are
being
made
by
both
KDE
and
local
school
districts
to
code
nine
King's
impact
on
the
economy,
both
intangible
cosmic
dog
for
fiscal
year.
Twenty
days
on
the
updated
CFG
forecast
and
the
preparation
of
the
available
this
with
your
21
those
we
expect
to
see
it
Stovall,
fifty
here's
one
more
and
once
receipts
begin
coming.
Remember
please
hold
your
questions
until
after
the
presentation.
If
you
participate
participating
remotely,
please
don't
email
me
or
some
committee
staff.
B
Thank
you
so
much
for
having
us
here
today.
We
really
appreciate
the
opportunity
to
appear
before
you
and
we
had
a
pretty
excessive
invitation
and
presentation
that
we
do
to
the
inner
of
Education
Committee
yesterday.
So
we
are
going
to
narrow
our
conversations
to
those
that
were
to
identify,
but
share
rightly
today.
B
But
of
course,
if
you
have
any
questions
about
anything
else,
Charlie
and
I'll
do
our
best
to
answer
I'm,
going
to
turn
it
over
to
Charlie
first
and
he's
going
to
walk
us
through
how
what's
been
happening
at
the
Department
of
Education
and
as
we
together
try
to
maneuver
through
the
revenue
impacts
of
the
current
virus.
What's
been
happening
at
the
department,
our
reduction.
That
request
was
requested
for
this
fiscal
year
and
as
we
look
forward
to
the
next
fiscal
year,
the
impact
on
both
the
Department
of
Education
and
a
local
school
districts.
C
Good
morning,
as
the
chair
mentioned,
we
had
three
questions
that
we
needed
to
address
the
first
question
being
the
current
year:
shortfall
for
FY
2010,
a
request
for
1%
of
our
general
fund
budget
request,
but
the
good
thing
about
this
is
seek
was
exempted
and
school
district
health
insurance
was
accepted.
So
we
took
the
one
person
on
the
remainder
of
our
budget,
which,
which
exists
in
a
three
billion
dollar.
State
program
is
very
great
for
the
department,
education,
school
districts
and
the
school
district
health
insurance.
C
So
that
helped
us
a
lot
so,
but
when
you're
taking
such
a
cut
late
in
the
year,
it's
not
percent
it's
kind
of
12
and
a
half
percent,
because
we've
got
this
request.
You
know
middle
of
many,
so
we're
scrambling
around
trying
to
find
find
money.
For
us,
it
was
just
a
little
over
three
million
dollars,
which
is
which
is
a
lot
of
money.
We
made
no
employment.
We
were
very
fortunate
that
we
had
some
savings
due
to
Kovac
19.
C
We
have
around
300
central
office
frame
for
based
employees
and
around
a
thousand
total,
because
we
have
a
little
over
six
hundred
and
our
area
technology,
centers,
50
area
technology
centers
across
the
study,
and
we
have
about
a
couple
hundred
at
KS,
b
and
KS
d
together.
So
the
positives
happened
for
us,
we're
wouldn't
go
in
here
and
both
of
our
state
schools
were
closed.
All
the
school
districts
were
closed.
She
said
it's
the
money
and
operating
expenses,
just
the
practical
operating
expenses,
but
we
were
very
fortunate
AB
and
we
also
had
some
travel.
C
You
know
we
we
always
have
about
a
hundred
people
on
the
road
attack
in
our
department
and
now
we're
having
about
one
person
on
the
road.
Today,
it's
really
our
own
commissioner
grounds
that
gets
very
seriously
and
we're
all
working
from
home,
and
it's
actually
working
we're
doing
a
good
job
for
the
circumstance
were
put
under,
which
benefit
and
we're
saving
a
little
money
and
travel,
but
not
operate
expenses.
So
we
were
very
fortunate
that
when
we
had
to
take
this
cut,
it
was
limited
to
central
office
and
didn't
have
to
affect
our
high
schools.
C
Our
area
Technology,
Center
or
local
school
districts,
so
that
what
that
was
a
really
big
bonus
for
us.
Although
blue,
the
three
million
dollars
isn't
easy,
we
everything
we
could
have
spent
that
on
the
school
district.
But
you
know
in
this
case
we
didn't
have
to.
We
didn't,
have
to
take
personnel
cuts
or
other
that's
perfect
distress.
C
Correct
what
21?
It's
it's?
Just
a
big
giant
question
mark
the
consensus
forecast
group
made
official
recommendations
to
revise
that
5:20.
They
did
not
take
an
official
action
21,
although
they
issued
new
forecasts
and
they're
not
looking
good
and
it
looks
like
we'll
be
at
least
six
months
into
FY
21
before
the
for
the
revenues
are
stabilized,
so
so
for
the
KDE
proper
we're
trying
to
prepare
for
that
in
several
ways.
C
What
we've
got
we've
got
a
list
of
programs
here:
we've
got
standards,
development,
industry,
certification,
turnaround
on
it,
support
for
our
comprehensive,
our
school
dean
CSI
and
our
school
report
fly
over
all
programs
that
we
have
that
are
going
on
that
are
either
new
or
under
improvement.
Okay,
that
would
cost
money
that
we
don't.
You
know
that
we
don't
really
have
a
specific
appropriation
for,
so
we're
still
trying
to
scramble
to
accomplish
that
those
are
going
to
be
kind
of
you
know
being
held.
C
Those
schools
for
years
have
been
underfunded
and
this
was
everything
be
tough
for
them.
If
we
have
to
take
this
on
the
state
level,
they
were
100%
state
funded,
they
just
a
teeny
teeny
bit
of
special
education,
money,
$10,000
or
so
I'm,
not
very
much
at
all,
but
those
will
be.
Those
will
be
directly
impacted
will
be
very
difficult
in
schools
because
they're
already
in
tight
situation-
and
of
course
you
know,
the
department
you
know
will
take
a
hard
look
at
staffing.
C
Think
it
was
house
built
with
FY
17
18
budget.
We
got
a
little
bit
of
an
increase
there,
which
was
really
good
for
the
department
and
school
districts,
but
once
again
we
have
to
take
cuts
of
the
next
one,
so
it
kind
of
flows
for
us.
One
thing
that
it's
not
on
the
slide,
but
that
we
do
have
real
concern
about
is
local
tax
revenues
as
well
for
school
districts.
C
They
get
a
lot
of
taxes
from
the
local
property
taxes
and
property
taxes.
Although
the
pretty
steady,
they
are
definitely
not
rising
at
the
two
and
three
percent
rate
that
we
have,
and
we
do
have
a
few
districts
that
get
taxed
Texas
from
other
employment
taxes
and
a
few
other
inventory
taxes,
and
we
do
not
expect
those
to
increase
at
all
levels
of
a
down.
So
we're
going
to
take
a
cut
of
the
state
level,
probably
probably
have
to
impact
school
districts
and
they're
going
to
be
taking
a
derivative
shortfall
from
our
local
funds.
C
So
it's
going
to
kind
of
kind
of
hit
been
pretty
hard.
We
have
to
add
significant
issues
yet,
but
they're,
all
anticipating
it
trying
to
plan
and
we've
been
having
lately
or
or
bi-weekly
superintendents
webinars
and
we've
been
covering
everything
from
staffing,
the
planning,
the
transportation,
everything
that
affects
school
districts
in
and
how
we
can
support
them.
B
Think
what
Charlie
is
referencing
is
the
cares
act
funding
that
is
funding
from
the
federal
government.
The
cares
Act,
you
probably
heard
a
lot
about
in
the
media
because
it
impacts
so
many
different
agencies
or
the
Commonwealth
of
Kentucky.
But
the
crane
up
bar
is
aid
relief
in
the
Economic
Security
Act
I'm
really
going
to
focus
on
two
types
of
money
that
are
related
to
education
and
if
I
can
just
verify
that
we
are
on
the
care
tax
slide.
Is
that
blurring
the
line
and
how,
if
I,
can't
see
that
from
where
I'm
sitting?
B
Thank
you.
There
are
two
pots
of
money
that
I'm
really
going
to
focus
I'm
going
to
share
with
you
and
share
with
you
how
we
guided
and
school
districts.
It's
really
important
that
both
parts
parts
of
these
money
really
allow
for
flexibility
for
school
districts
to
determine
how
Bank
this
can
utilize.
These
funds
to
meet
their
community
needs.
The
first
one
is
the
Elementary
and
Secondary
School
emergency
relief
fund
and
of
course,
we
have
to
shorten
everything
with
an
acronym.
So
we
call
that
s
er
s.
B
Er
is
about
193
million
dollars
that
are
coming
to
the
Commonwealth
of
Kentucky.
It
is
being
allocated
pursuant
to
the
title
1
aid
formula,
so
that
is
only
the
kind
of
the
method
of
distribution
that
is
contained
in
the
cares
Act
and
we
are
directed.
That
is
how
districts
will
receive
that
allocation.
B
So
when
people
were
talking
about
and
we
were
trying
to
prepare
districts
for
planning
purposes,
we
told
them
that,
if
you
think
about
it
will
be
about
about
80
to
85
percent
of
what
you
typically
receive
from
your
title,
1
appropriation
that
allow
them
to
kind
of
be
thinking
about
how
much
money
they
might
receive
and
there
are
broad
permissible
uses
and
this
under
the
s
er
funds.
So
you
can
use
it
for
anything
that
is
already
permissible
and
eligible
under
the
SL.
B
B
B
Do
you
need
this,
and
so
I
will
commend
them
for
making
sure
that
we
could
get
access
to
funds
as
quickly
as
possible
that
application
has
already
been
approved
for
Esser,
and
we
have
posted
the
allocations
on
our
federal
grants
website
through
Charlie's
office,
so
that
districts
can
see
exactly
how
much
will
be
coming
to
them.
From
the
school
district
side,
we
wanted
to
kind
of
mimic
that
ease
of
trying
to
make
sure
that
they
it
was
available
and
accessible.
B
So
what
we
asked
districts
to
do
was
to
fill
out
an
assurance
document
and
they
are
very
familiar
with
assurance
documents.
It's
more
along
the
lines,
if
you
promise
to
do
X,
Y,
&,
Z
and
those
requirements
very
much
tied
to
federal
requirements
that
they
are
used
to
seeing.
We
did
not
require
them
to
go
front
of
their
local
boards
and
seek
their
approval
to
apply.
B
But,
of
course,
anytime,
that
districts
are
receiving
funds
from
the
federal
government
or
the
state
they
need
to
have
their
local
school
boards
and
call
and
aware
of
funds
that
are
available
to
to
them.
So
they
we
ask
them
to
make
sure
that
was
happening
so,
as
of
now
I
think
we
have
about
five
districts
that
have
actually
have
already
received
funds
associated
with
Esther
and
one
thing
about
Esther
and
my
dears.
B
Many
of
that
I'll
talk
about
next
is
they
could
go
back
to
expenditures
back
to
March
13th,
so
March
13th
was
the
date
of
the
National
declaration
of
emergency,
and
some
districts
started
expending
dollars
that
that
they
needed
to
expend
in
anticipation
of
keeping
their
districts
going,
and
so
they
can
go
back
to
that
date
for
eligible
expenditures.
And
so
we've
had
a
couple
about
five
districts
that
have
already
received
funds
for
about
I
think
a
little
more
than
$800,000.
B
We
have
encouraged
districts
to
be
thoughtful
and
because,
as
we
know,
with
federal
funds,
this
is
a
one-time
and
as
far
as
we
know
right
now,
and
so
they
will
have
lots
of
expenditures
and
they
do.
You
need
to
be
thoughtful
and
careful
about
their
planning
as
it
relates
to
their
needs
across
their
school
district.
The
other
part
of
money,
the
governor's
emergency
education
relief
fund
or
here
and
about
three
three
million
coming
to
the
Commonwealth
of
Kentucky.
B
Of
that
amount
about
30
million,
30
million
will
be
allocated
to
local
school
districts
and
the
gears
funding
came
to
the
Commonwealth,
as
it
did
to
other
states
with
the
governor
having
some
discretion
on
how
that
would
be
allocated,
and
so
the
30
million
is
coming
to
local
school
districts.
The
the
balance
is
actually
going
to
the
Institute's
of
higher
education
for
other
educational
purposes,
very
appreciative
that
the
governor
provided
this
additional
funds
for
local
school
districts
and
we
kind
of
determined
as
a
we
saw.
B
Two
really
Uprising
needs
that
we
continually
have
heard
across
our
our
school
districts,
so
gears
funds.
But
there
is
flexibility.
We
have
guided
districts
to
use
these
funds
in
two
kind
of
large
pots.
One
pot
would
be
for
remote
learning
and
technology
because
we
see
so
much
the
need
we
believe
to
continue
to
operate
in
some
form
or
fashion
for
remote
learning
for
the
next
school
year.
B
We
don't
really
know
what
that
still
looks
like
yet,
but
we
see
that
as
an
envoy
need
whether
districts
start
that
way
and
continue
from
a
word
about
learning
a
standpoint
or
have
to
go
in
and
out
of
remote
learning
technology,
instructional
coaches
on
how
how
we
can
improve
our
instruction
delivery
through
remote
learning.
Anything
that
is
broadly
related
to
promote
learning
would
be
available,
as
well
as
if
districts
need
to
continue
to
improve
the
numbers
of
their
technology
devices
and
so
very
broad
uses
in
the
technology
area.
B
Food
service
has
been
really
really
important
when
it
comes
to
continuation
of
learning
for
our
students,
if
you
see
on
the
national
level-
and
we
are
seeing
any
nation
impressive
amounts
of
people
that
really
need
access
to
food,
our
feed
banks
at
you
know
across
the
country,
are
really
been
hit.
People
that
have
never
really
had
to
rely
on
that
community
support
for
food
and
nutrition,
and
so
our
school
districts
really
have
stepped
up
to
the
plate
and
making
sure,
even
in
our
time
of
NTIA
learning
that
nutritious
meals
are
continuing
to
be
served.
B
And
so
we
really
commend
the
efforts
of
our
school
districts
in
March
when
we
were
kind
of
halfway
in
a
halfway
out
of
our
nti
experience
and
our
district
served
over
4.6
million
meals
to
students
and
and
in
April,
when
we
were
completely
India
that
rose
to
over
11
million
meals.
I
mean
you
see
the
impact
and
the
need
for
us
to
support
nutrition
at
this
very,
very
critical
time
and
we're
heading
into
the
summer
area.
B
You
know
officially
I
guess
we're
in
summer
now,
when
we
talk
about
school
and
even
though
the
school
has
kind
of
ended
for
the
year,
the
need
for
food
doesn't
stop,
and
so
we
continue
to
encourage,
to
the
extent
that
districts
can
do
that.
They
continue
to
provide
that
service
and
I'm
going
to
pause
for
just
a
minute
because
and
refer
to
the
chair.
I
see
some
questions,
but
would
you
like
me
to
keep
on
just
going
on
one?
Okay,
okay,
so
it's
it's?
B
These
funds
will,
of
course
be
available,
and
districts
will
have
that
flexibility.
We
will
ask
districts
in
both
of
these
pots
of
money,
to
report
back
to
the
department
what
we
are
calling
a
spending
plan-
it's
not
a
budget,
but
it
is
a
indication
at
by
June
30th,
so
they
can
share
with
us
kind
of
their
intentions
at
this
point
in
time
on
how
they
would
they
spend
their
dollars.
B
Yeah
order,
I
apologize.
The
other
thing,
of
course,
that
we
were
asked
to
talk
about
is
to
talk
about
the
coven
19
impact
on
districts
and,
as
we
look
forward
into
the
next
school
year
and
really
a
continuation
of
efforts
over
the
summer
and
we
do
see,
increased
cost
needs
that
are
necessarily
going
to
need
to
be
incurred
by
districts,
sanitation
and
cleaning.
B
All
those
things
be
touched
by
numbers
of
students
if
they
are
in
person
in
the
building
and
that's
an
increased
frequency
that
will
be
needed
for
that
clean
as
well,
so
increase
the
amount
of
supplies
the
time
being
spent
on
cleanliness
and
the
areas
that
are
being
touched.
Personal
protective
equipment,
PPE
mass
loves
thermometers
for
most
students
and
staff
and,
of
course,
the
recommendation.
B
The
model
of
instruction
delivery.
That's
a
really
big
unknown
at
this
point,
I
think
a
lot
of
it
is
dependent
upon
as
we
get
closer
to
school.
What
the
coronavirus,
Act
and
the
impact
on
the
corona
virus
is
actually
you
at
that
time,
but
the
issue
for
local
school
districts
right
now
is
they
need
to
make
decisions
now
and
by
now
they
had
already.
They
would
have
already
known
exactly
what
their
next
school
year
is
going
to
look
like.
B
They
would
have
already
known
what
their
budget
looks
like
they
would
already
have
their
calendar
set,
so
the
department
did
bring
a
waiver
to
extend
the
ability
of
local
school
districts
to
submit
their
calendar
as
late
as
July
31st.
Because
again
we
want
to
afford
that
maximum
flexibility
to
school
districts,
but
they
have
to
be
having
those
conversations
with
their
communities
and
with
each
other
right
now.
I
think
we've
all
been
in
a
situation
where
you
think
you
have
a
really
great
plan,
and
if
people
don't
buy
into
the
plan,
then
it
becomes
more
difficult.
B
Even
that
you
thought
it
was
a
really
good
plan,
so
we're
encouraging
local
school
districts
to
talk
to
their
communities.
We
have
some
that
are
actually
doing
surveys,
surveys
that
their
parents
and
their
staff
and
their
communities
to
inquire
about
you
know
which
what
about
coming
back
in
person?
How
do
you
feel
about
that?
We're
going
to
have
a
lot
of
parents
that
may
be
reluctant
to
send
their
children
to
school
in
person?
B
We
will
also
have
some
parents
that
are
ready
to
send
their
kids
back
to
school,
so
districts
are
going
to
have
to
really
prepare
for
what
that
looks
like,
and
we
have
encouraged
them
to
almost
develop
a
playbook.
So
you
may
have
the
best
of
intentions
of
starting
out
in
one
way
and
then
whether
we
have
a
spike
in
the
current
virus,
it
may
cause
you
to
go
to
a
different
type
of
look
as
well
as,
if
things
get
better,
you
may
have
a
different
type
of
work.
B
So
districts
are
in
a
very
challenging
situation
and
I
think
what
we
are
trying
to
afford
them
is
as
much
flexibility
as
possible
to
make
those
really
hard
decisions
and
based
upon
the
model
of
instruction
that
they
choose
and
whether
it's
technology
and
they
may
need
to
beef
that
up.
We
can.
We
continue
to
be
concerned
about
opportunity
and
access
so
that
all
of
our
students
have
the
same
opportunity
and
access.
B
B
Public
Health
is
all
in
in
the
guidance
that
they
have
to
deliver
to
us.
So
we
are
constantly
talking
to
each
other
about.
How
can
we
do
this
safely?
How
can
we
mitigate
risk
and
I
think
as
we
any
opening
any
environment
to
members
of
people,
whether
it
be
our
schools
or
our
businesses
or
anywhere
else?
B
But
how
do
we
find
that
balance
to
make
sure
that
we
can
really
conduct
that
instruction
in
the
best
way
possible
but
being
respectful
of
other
public
health
needs
and,
of
course,
implementing
effective
social
distancing?
We
talk
about
that
a
lot
we
are
all
conducting
ourselves
in
that
manner
of
operational
needs
of
the
school
district.
Just
logistically
to
make
that
happen
is
very
difficult.
We
talked
about,
you
know,
classrooms
and
the
number
of
kids.
B
We
typically
see
a
classroom
and
how
close
desks
are
together
and
now
you
know
we
need
to
move
to
a
different
type
of
look
less
children
in
the
classroom
desks
further
apart.
How
does
that
work?
Do
we
have
enough
space
really
really
difficult
planning
decisions?
We
talked
a
little
bit
about
foodservice
and
I
only
want
to
mention
again
it's
not
on
the
slide
that
you
know
the
food
service
costs
associated
with
food
service.
B
So
it's
not
a
reimbursement
for
actual
expenditures,
so
I
think
that's
really
important
for
us
to
all
be
aware
of,
because
when
you're
talking
about
a
breakfast
amount
of
two
dollars
and
something
and
at
lunch
and
ninety-three
dollars
and
something
and
your
the
number
of
students
that
you're
trying
to
feed
under
a
remote
model-
and
you
may
have
an
additional
expense
associated
that
with
that
many
districts
utilize
their
bus
drivers
and
their
in
their
buses
to
deliver
meals
to
get
to
those
students.
And
while
those
costs
our
eligible
costs,
we
can.
B
B
Charlie
had
mentioned
that
we
did.
We
do
provide
a
lot
of
guidance
to
local
school
districts
and
every
Tuesday
for
two
hours.
We
conduct
a
superintendent's
webcast
and
all
superintendent's
and
we've
had
finance
officers
on
there.
We
are
periodically
as
well,
because
the
importance
of
the
funding
decisions
that
need
to
be
made
those
happen
every
Tuesday
for
two
hours.
We
also
have
an
education
task
force
that
has
put
together
that
the
Commissioner
put
together.
B
These
are
sort
of
like
our
interested
partners,
all
the
Kaine
groups
that
we
rely
upon
as
well
as
educational
cooperatives,
the
Center
for
school
safety
and
KHSAA
all
of
those
types
of
partners
that
are
really
interested
in
school
districts
to
the
operations
of
school
districts.
So
we
meet
with
them
very
regularly.
Those
are
every
other
week
now
and
the
other
group
that
the
Commissioner
had
is
engaged
as
far
as
frequency
of
tiding.
How
to
pick
that
up.
B
A
little
bit
is
the
superintendent's
Advisory
Council
and
such
a
weeks
that
the
education
task
force
is
not
meeting.
They
will
have
superintendent's
Advisory
Council
meeting
and
I've
also
mentioned
the
department
from
public
health
and
we've
had
them
on
a
couple
of
our
superintendents
webcast,
because
districts
are
really
seeking
that
clarity
about
what
are
the
outside
the
minimums,
the
minimums
to
get
us
back
into
the
door
and
in
the
rest
of
the
guidance
on,
and
you
know,
best
practices
or
other
opportunities
really
to
continue
to
mitigate
the
risk.
B
B
B
B
Because,
as
we
look
forward-
and
many
of
you
know,
speakest
funded
on
and
look
back.
So
we
look
back
to
the
year
before
when
we're
talking
about
attendance.
So
what
happened
with
the
descendants
and
and
all
the
other
things
transportation
and
special
ed
population
home
hospital,
all
those
subcategories.
B
So
we
are
always
looking
at
year
back
who
are
determining
the
amounts
for
the
next
school
year
and
as
we
got
to
the
end
of
this
school
year,
of
course,
we
realized
our
attendance
was
going
to
look
crazy
first
of
all
and
our
statutes
right
now
are
really
designed
under
this
thought
that
we're
going
to
be
in
person
in
a
seat
and
school
building.
That's
the
time
it's
based
upon
attendance,
either
a
half
day
or
a
full
day,
and
we
can
come
up
with
an
average
daily
attendance
fairly
easily.
B
That
way
when
we
go
to
an
ENT
construction,
you
know
we
don't
have
that
in
person
child
sitting
in
the
seat,
and
so
that's
one
of
the
things
that
were
grappling
with,
but
what
what
the
General
Assembly
deal
with
Senate
bill
177
last
year,
which
allowed
us
to
really
have
a
little
level
of
certainty
for
funding
for
this
year.
Was
you
all
passed
legislation
that
said?
Okay,
we
know
the
end
of
the
school
year
is
up
side
band
right
now
and
districts.
B
The
flexibility
of
saying
I'm
either
going
to
look
at
my
data
from
the
previous
year
or,
if
I
need
to
we'll
work
with
the
department
and
use
it
for
this
year
or
filler
finishing
and
most
districts
with
how
all
districts
reply
to
us
about
what
data
that
they
wanted
to
use,
and
we
have
14
districts
that
chose
to
use
this
school
years.
Data
finishing
out
this
school
year
and
use
that
data
for
their
funding
for
next
year.
B
Of
course,
that
is
to
say
before,
as
Charlie
mentioned,
if
we
get
into
any
budget
reductions,
of
course,
that
adds
a
whole
nother
level
of
complexity
on
top
of
it,
but
at
least
it
gives
districts
a
little
bit
of
predictability,
I
would
say
for
this
school
year.
So,
let's
fast-forward
to
as
we
start
the
new
school
year
as
we
start
the
new
school
year,
we
have
even
a
higher
level
of
unpredictability
of
what
schools
it'll
look
like.
B
We
have
it
for
a
longer
period
of
time,
we're
going
to
have
it
likely
for
the
whole
school
year.
And
so
when
you
talk,
we
are
already
looking
forward
to
the
next
year's
funding.
You
know
what
would
that
look
like,
and
so
we
we
are
having
those
discussions.
We
are
having
seeking
input
and
feedback
from
our
local
school
districts
and
finance
officers,
because
again
they
know
what's
happening
for
this
school
year,
but
we're
already
looking
to
the
next
one.
B
You
know
when
we
talk
about
collections
for
local
school
districts.
Of
course,
all
of
you
are
very
aware
of
because
since
this
forecasting
group
and
thinking
about
you
know
it's
not
going
to
look
the
way.
We
all
thought-
and
one
thing
I-
would
urge
us
to
keep
in
mind
when
it
comes
to
local
school
districts.
In
addition
to
just
that
level
of
funding
is
collections,
the
collections
so
important
in
local
school
districts
and
I.
B
A
You
Robin
Charter
for
your
presentation:
I,
don't
envy
you
and
everyone
else
in
the
state
has
to
make
decisions
regarding
a
lot
of
issues.
I
read
the
one
we're
talking
about
today,
education
for
those
members
of
equation,
we'll
take
questions.
The
members
here
in
the
room
first
and
I.
Think
right
now
we
have
Senator
Henry
as
a
question.
Yes,
I
have
a
county
in
my
district
Muhlenberg
County.
It
was
hard
hit
by
the
decline
in
the
coal
industry.
They
had
to
release,
had
to
get
salaries
or
release
some
staff.
A
A
And
they
have
already
taken
efforts
to
raise
other
revenue
and,
at
this
time
with
so
many
people
how
the
work
business
is
closed,
it's
hard
to
take
more
money
on
the
local
level,
so
they're
really
up
against
it.
I
said,
of
course,
you
committed
any
you
communicated
these
two
sources,
state
and
federal
to
our
school
districts.
B
Absolutely
can
use
those
funds
for
the
eligible
purposes,
of
course,
by
using
those
funds
in
the
in
the
areas
that
are
eligible,
that
may
free
up
money
for
them
from
another
source
to
be
able
to
address
some
of
those
concerns,
you're
absolutely
right
on
reductions
overall
and
you
know
for
some
school
districts,
we've
seen
loss
in
enrollment
as
well,
and
so
that
always
attacks
their
revenues
as
well,
so
very
difficult
time
for
school
districts.
Right
now,
hey.
A
Thank
You
mr.
chairman
I
have
a
lot
of
notes
and
a
lot
of
questions,
but
I'll
try
and
convince
them
as
best
possible.
Robin
Charlie
Charles
appreciate
you
being
here
that
you're
on
a
difficult
position,
like
all
of
us,
are
a
couple
questions
on
the
nominee
s
or
funds
two-part
question:
when
will
the
school
districts
actually
receive
those
dollars
in
the
local
level?
And
could
you
refer
back
to
that
website
that
we
go
back
and
look
at
the
actual.
B
Typically,
you
expend
your
dollars
and
then
you
ask
her
a
federal
cash
reimbursement
so
for
the
S
or
phonons.
That
process
is
already
available
and
open.
If
you
are
a
district
that
had
already
experienced
expended
some
dollars
that
are
permissible
for
expenditure
under
Esser,
then
we
have
already
received
some
of
those
federal
cash
requests.
So
we
have
five
districts
that
have
actual
received
funds
already,
so
they
just
need
to
make
that
federal
cash
request.
Then
we
turn
that
around.
B
So
those
funds
are
available
for
the
year's
fund,
which
is
the
smaller
pot
of
money
and
we're
still
working
through
a
few
things.
Those
come
in
to
the
cabinet
itself
and
then
the
cabinet
actually
makes
it
available
because
it's
going
to
two
different
places
going
some
to
the
Department
of
Education
to
disperse
some
districts
and
the
rest
is
going
to
the
Institutes
of
higher
education.
So
they
are
in
the
process
of
setting
up
the
account
so
that
we
can
access
those
very
quickly.
B
A
Chairman
follow
ditional
question.
Please,
and
this
tradition
deals
with
the
issue
of
local
tax
revenues.
Local
revenues
I'll
make
you're
absolutely
right.
You
can
see
the
link
we're
going
to
see
delay
payments
on
property
tax,
probably
going
to
see
more
delinquent
property
taxes.
It's
going
to
be
an
issue
for
every
tax
in
the
entity
out
here
you
mentioned
that
the
project
like
to
see
a
two
to
three
percent
increase.
I
know
some
school
I
know.
Is
there
a
big
difference
in
school
tax
and
rights?
Some
some
asks
for
the
4%.
Some.
A
B
And
we
take
those
in
front
of
the
Container
Board
of
Education
the
tax
rates
that
each
district
does.
So
we
have
even
historical
information
in
back,
maybe
10
years
that
we
can
make
available
to
you
we'll
make
that
available
also
to
checks.
So
you
can
see
what
your
individual
districts
have
done
over
the
years,
but
there's
compensating
or
four
percent
over
that,
but
but
we
certainly
have
that
information
and
can
make
it
available.
B
A
More
I'll
make
it
my
last.
You
want
those
you
want
one
Thank
You
mr.
chair,
Richard
culture,
I.
Remember
you
next
month.
Will
you
have
much
question
talking
about
our
funding
model?
Of
course,
you
know
see
really.
We've
had
to
make
some
adjustments.
I've
heard
a
lot
of
people
ask
the
question:
it
is
it
time
for
us
to
take
a
hard
look
in
a
vague
way,
our
funding
model
or
school
funding
is.
A
B
I
think
it
is
time
to
take
a
look
from
the
perspective.
You
know
it's
always
good
to
look
at
anything.
That's
been
around
for
a
while
and
see
our
model
has
had
very
few
changes
to
it
over
the
years
and
then
I
do
say,
as
we
reach
out
to
other
states
and
certainly
not
in
this
environment
or
in
right
now
that
we
continue
to
receive
kind
of
comments
from
other
states
that
you
have
the
right
components
to
see.
You
know
it.
You
know
the
things
are
looking
at
are
things
that
should
be
included.
B
I
would
never
encourage
us
to
make
very
drastic
changes
during
a
pandemic,
but
it
is,
it
I
think
it
is
time
for
us
to
think
about
different
ways
to
address
that
for
the
future,
and
you
know
it
is
a
complicated
formula.
I
am
not
even
think
of
myself
as
a
continuing
learning
scholar,
I
see
every
day,
I
learned
something
new
about
it.
There
are
very
few
that
really
really
understand
and
appreciate
all
the
intricacies
of
C.
B
A
Represent
Mohican
asking
thank
you,
so
my
question
has
to
do
with
a
couple
articles
that
read
by
discussing
education
with
Secretariat
best
bets.
Each
of
us
is
intent
on
some
of
the
Cure's
Act
money
to
be
appropriated
to
private
schools,
I'm,
referring
specifically
to
an
article
in
The
New
York
Times,
on
May.
A
Districts
to
share
millions
of
dollars
designated
for
low-income
students
with
wealthy
private
schools,
so
my
question
is:
is:
do
we
have
to
pay
any
percentage
of
our
dollars
that
we
receive
to
private
schools?
What
percentage
would
it
be?
And/Or
was
our
amount
available
reduced
because
of
any
payments
to
private
schools?
Thank.
B
You
very
much
for
that
question,
so
the
letter
that
the
representative
is
referring
to
really
concerns
equitable
services
and
equitable
services
and
the
provision
of
equitable
services
is
required
in
many
federal
programs.
Under
the
cares
act.
The
way
equitable
services
and
may
have
said
equitable
services
does
apply
so
that
kind
of
general
concept
of
equitable
services
perfect.
It
does
apply.
B
That
does
not
mean
that
money
goes
to
private
schools,
but
there
is
saying
it-
and
this
is
almost
as
complicated
at
sea,
so
I'm
not
going
to
get
into
the
details,
because
I
thought
the
person
to
to
really
define
what
that
looks
like.
But
there
is
a
model
that
our
continuous
improvement
support
offices
office
at
the
Department
of
Education
actually
informs
districts
and
then
work
with
them
on
equitable
services
and
what
doesn't
look
like
it,
but.
B
Mean
money,
it
means
the
value
of
services
so
that
that
is
required
under
the
cares
act.
Funding
there
has
been.
Some
states
have
taken
the
position
and
have
never
asked
we
would
rather
not
do
equitable
services
under
they
care
is
act
and,
and
the
other
part
about
the
cares,
asked
that
it's
a
little
different
in
this
circumstance
is
districts.
B
Go
through
this
process
once
a
year
and
they've
already
gone
through
this
process
for
this
year
for
equitable
services,
and
the
cares
act
in
the
position
of
you
SED
is
you
have
to
reopen
it,
for
the
cares
act
money.
So
you
may
have
other
private
schools
that
typically
don't
participate
and
don't
seek
assistance
and
their
equitable
services
for
the
year.