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From YouTube: Federal Education Action Waivers Guidance and Stimulus
Description
The NCSL Education Program provides an overview of the Federal CARES Act and how it will impact states. April 9, 2020. Slides and additional information available here.
A
A
I
wanted
to
start
off
with
just
a
few
announcements
about
what
we're
going
to
ask
of
you
today
during
the
webinar.
First
of
all,
we're
going
to
ask
you
to
please
keep
your
audio
muted
so
that
we
have
optimal
sound
and
everyone
can
hear
austin
loud
and
clear,
and
you
can
hear
each
other
during
periods
of
q
and
a
we're
also
going
to
ask
you
to
be
sure
to
type
your
questions
in
the
chat
box.
A
If
you
have
them
as
he
is
presenting,
there
will
be
periods
where
austin
will
pause
or
or
will
certainly
have
good
amount
of
time
after
his
presentation
for
you
to
ask
questions
directly
of
austin,
so
we'll
try
to
be
answering
those
questions.
If
we
can
in
the
chat
box,
we
also
will
be
giving
you
a
time
a
time
for
you
to
open
up
your
line
and
ask
us
questions
as
well.
A
There
is
an
option
for
you
also
to
virtually
raise
your
hand
or
to
add
a
reaction
to
what
you're
hearing.
So
if
you
would
like
to
do
that,
we
can
have
a
little
fun
doing
that
too.
There's
a
large
number
of
people
joining
us
today.
So
if
you
enjoy,
if
you
raise
your
hand-
and
we
don't
get
to
you-
I
apologize
not
able
to
see
a
full
screenshot
of
everybody
who's
on.
A
I
would
ask
you
to
please
not
share
your
screen
at
any
point
during
the
presentation
for
lots
of
reasons.
We
will
have
it
just
trained
on
austin's
presentation
at
this
at
this
point
in
time.
I
also
would
really
encourage
you
to
join
by
video,
because,
if
you're
joining
us
by
phone,
you
won't
have
the
benefit
of
seeing
the
presentation.
A
You
also
won't
have
the
benefit
of
seeing
everyone's
faces
as
well,
and
you
won't
have
access
to
the
chat
box.
So
I
would
really
encourage
you
to
use
that
link
and
join
by
video,
and
if
you
join
pi
video,
I
encourage
you
to
turn
your
video
camera
on.
It's
really
great
to
see
everyone's
faces
right
now,
and
it
makes
it
much
better
and
it
makes
it
feel
as
if
we're
as
close
as
we
can
anyway,
to
an
in-person
meeting,
which
is
really
what
we're
hoping
to
accomplish
here.
B
Thanks
miss
chill
and
good
afternoon
to
everybody.
We've
just
completed
the
welcome
stage,
but
I
want
to
give
you
just
a
quick
hit
of
what
our
agenda
should
look
like
for
this
afternoon.
This
will
largely
cover
everything
from
the
department
of
education
or
related
to
the
department
of
education.
So
we'll
cover,
like
the
title,
says,
stimulus,
we're
going
to
cover
waivers
and
we're
going
to
cover
guidance.
I
won't
go
into
any
usda
guidance
on
school
lunch
and
school
meals,
although
if
you
have
questions
about
that,
I'm
happy
to
answer
them.
B
Education
related
during
this
presentation,
we'll
start
with
the
stimulus
funding
for
k-12
and
the
governors
we'll
move
on
to
stimulus
funding
for
higher
ed,
also
talk
about
student
loan
provisions
in
the
stimulus
package,
then
we'll
have
a
section
where
we
talk
about
federal
waivers
for
k-12
and
for
higher
ed
and
the
section
where
we
talk
about
federal
guidance,
mostly
for
k-12
and
in
in
between
each
of
these
sections,
and
sometimes
within
these
sections
I
will
have
built-in
breaks
for
you
all
to
ask
questions.
This
is
a
lot
of
information.
B
If
you've
been
on
some
of
our
previous
webinars,
we've
been
a
little
more
high
level
with
our
federal
analysis.
This
will
go
one
level
deeper,
in
fact,
actually
there's
some
updates
that
have
happened
with
just
in
the
last
hour
that
we'll
include
in
this
presentation
as
well.
So
this
should
be
pretty
timely
if
we
have
some
time
at
the
end,
we'll
have
time
for
closing
thoughts,
questions
discussion
that
weren't
brought
up
in
any
of
the
other
question
and
answer
times
that
are
built
in
throughout
this
presentation
other
than
that.
B
Let's
get
started
because
we've
got
a
lot
of
ground
to
cover
all
right,
so
we're
gonna
start
with
stimulus
funding.
As
you
all
know,
the
cares
act
provides,
which
is
this
the
other,
the
acronym
for
the
stimulus
package.
I
believe
it's
the
coronavirus,
aid
relief
and
economic
security
act.
It
has
a
it
authorizes,
an
education,
stabilization
fund,
it's
about
31
billion
dollars
and
it's
spread
out
across
three
areas:
k-12
governors
and
higher
education.
B
A
couple
things
I
haven't
covered
in
previous
presentations
that
there
are
some
small
set-asides
beyond
k-12
and
higher
ed.
So,
for
example,
there's
up
to
0.5
of
these
funds
are
available
for
outlying
areas,
so
the
department
will
the
department
of
education
will
work
with
the
secretary
of
the
interior
to
determine
how
much
and
where
those
funds
are
applied.
But
there
are
some.
B
So
those
are
some
of
the
minor
things
we
haven't
had
time
to
cover
in
the
previous
presentations,
but
let's
get
into
some
of
the
bigger
stuff.
So,
overall,
this
package
provides
13.5
billion
dollars
in
formula
grants
for
k-12
that
goes
to
states.
That's
allocated
to
state
education,
agencies,
they're
the
pass-through
agency
and
it's
allocated
to
state
education
agencies
based
on
a
state's
share
of
title
one
funding
and
then
the
state's
going
to
turn
around
and
allocate
that
money
to
local
education
agencies
also
based
on
their
share
of
title
one
funding.
B
Another
small
pot
of
money
that
I
haven't
talked
about
in
previous
presentations
is
that
there's
a
hundred
million
dollars
set
aside
beyond
the
education
stabilization
fund,
which
goes
to
project
serve,
which
is
a
program
that
helps
colleges,
universities
and
k-12
schools
recover
from
violent
or
traumatic
events
that
disrupt
learning.
So
there
will
be
an
application
process
potentially
for
that,
although
I
don't
have
any
details
of
that
at
this
time,
all
right.
B
Let's
talk
in
greater
depth
about
what
the
k-12
funding
can
be
used
for
so
there's
some
general
allowable
uses
within
the
k-12
funds
that
go
to
districts.
There's
about
12
that
are
enumerated
in
the
law
and
sort
of
the
big
picture
items
are
about
the
following,
so
any
activity
that's
authorized
under
federal
k-12
law
can
be
used
through
the
with
the
stimulus
funds
and
so
laws
in
order
that
would
include
the
elementary
and
secondary
education
act,
the
mckinney-vento
act,
which
pertains
to
homeless
students
and
foster
youth.
B
This
would
also
include
the
individuals
with
disabilities
in
education,
act,
the
perkins
career
and
technical
education
law,
and
I
believe
they,
the
adult
and
family
literacy
program,
so
there's
basically
any
law
federal
law
that
relates
to
k-12
those
any
activity.
Authorizer
can
be
used
with
these
funds.
The
funds
can
also
be
used
to
coordinate
and
plan
either
with
state
agencies
for
health
related
responses
or
help
schools
plan
for
long-term
school
closure.
B
Some
of
the
other
uses
are
to
purchase
education
technology,
provide
mental
health
services
and
supports
there's
one
clause
which
I've
highlighted
here
in
quotes
that,
I
think
is
interesting.
It
says,
quote
other
activities
that
are
necessary
to
maintain
the
operation
of
and
continue
continuity
of
services
within
a
school
district.
The
reason
I've
highlighted
that
one
is
because,
generally
these
funds
for
the
k-12
stabilization
fund
don't
seem
to
be
intended
to
replace
any
declines
in
state
revenue
or
general
funding
that
a
school
has.
B
So
we'll
keep
paying
attention
to
guidance
that
the
department
issues
on
how
these
funds
can
be
used
and
then,
finally,
there's
a
number
of
sections
that
enumerate
the
ways
in
which
these
funds
can
be
used
to
address
the
learning
needs
of
particular
populations
which
will
detail
on
this
slide.
So
I
really
wanted
to
pull
out
ways
in
which
the
stabilization
fund
could
be
used
for
students
with
unique
learning
needs
and
particular
areas
in
which
that's
called
out.
B
B
Another
area
in
which
schools
might
have
flexibility
to
respond
to
unique
learner
needs
would
be
this
clause
that
says
that
the
k-12
funds
can
be
used
by
principals
to
address
the
needs
of
their
individual
schools
suggests
some
flexibility,
at
least
at
the
school
level
which
could
be
used
to
you
know
deal
with
any
inequities
that
have
occurred
during
this.
This
crisis
a
couple
other
areas:
the
funds
can
also
be
used
to
provide
guidance
for
carrying
out
requirements
under
ideas.
B
B
The
section
that
refers
to
k-12
funds
being
used
to
purchase
education
technology
specifically
calls
out
purchasing
technology
for
low-income
students
and
students
with
disabilities
and
then,
finally,
the
funds
can
also
be
used
to
provide
summer
or
after-school
learning
opportunities
for
low-income
students
and
a
number
of
other
students
that
are
noted
in
the
bill
as
well.
So
that's
that's
sort
of
the
use
of
funds,
as
we
know
them.
Obviously,
the
department
will
try
to
clarify
that,
but
within
the
statute,
there's
a
fair
amount
of
flexibility
for
how
these
funds
could
be
used.
B
There's
no
comment
or
no
language.
That
suggests
that
any
of
these
activities
have
to
be
funded
at
certain
levels.
To
my
understanding
that
a
district
or
school
would
have
a
pretty
wide
discretion
as
to
how
much
and
and
what
types
of
uses
this
funding
would
be
used
for
all
right.
Let's
talk
about
the
governor's
education
relief
fund.
This
is
where
even
more
flexibility
is
given
to
states
in
terms
of
how
they
respond
to
the
education
needs
that
have
arisen
through
this
emergency
overall.
B
The
reason
I
put
this
in
quotes
is
because
it
suggests
to
my
reading,
and
I
think
the
reading
of
some
other
analysts
is
that
any
education
related
entity
could
include
charters
or
private
schools,
charter
schools,
public
charter
schools
would
receive
funding
through
the
k-12
fund
and
will
also
qualify
for
governor's
funds.
But
this
edu
any
education
related
entity
suggests
that
a
non-public
school
could
receive
these
funds,
should
the
governor
deem
them
essentially
carry
out
emergency
services.
B
B
All
right.
Let's
talk
about
between
these
two
funds.
What
are
some
stipulations
for
how
these
funds
have
to
be
used
this
way
and
we
haven't
covered
as
much
in
some
of
the
previous
presentations.
So
one
thing
to
note:
is
the
funds
have
to
be
used
within
one
year
again?
These
are
these
funds
are
intended
to
be
respond
immediately
to
the
emergency,
where,
as
soon
as
districts,
get
a
hold
of
this
money,
another
provision
that
local
education,
education
agencies
have
to
abide
by
is
that
they
must
provide
title
one
equitable
services
to
non-public
schools.
B
So
this
is
something
that
already
happens
under
title
one
funding.
Basically,
if
they,
if
there
are
students
who
would
have
attended
the
district,
they
would
qualify
for
title
one
or
special
services
that
attend
a
private
school.
The
district
can
still
provide
some
title:
one
money
to
that
private
school
for
services,
for
those
students
that
happens
every
year
and
and
with
the
funds
under
this
act.
The
school
districts
must
also
coordinate
with
local
private
schools
to
determine
what
those
equitable
services
look
like.
B
B
So
here's
the
questions
on
these
funds
before
we
go
to
questions
from
you
all.
One
first
question
is:
when
will
funding
reach
schools
according
to
the
the
care's
law
state?
Applications
for
this
maid
must
be
made
available
within
30
days
of
the
law's
enactment,
so
that
would
put
it
about
april
26th,
which
is
a
sunday.
B
So
hold
on
that's
a
sunday,
but
I
assume
it'd
be
monday,
the
27th
that's
the
latest
in
which
it
would
be
available.
The
governors
have
asked
for
the
funding
to
be
made
available
within
the
next
two
weeks
as
of
last
friday,
but
they've
expressed
doubts,
that's
gonna
happen,
so
it
seems
like
the
timeline
on
this
is
a
little
a
little
slower
than
some
would
like,
but
that's
the
timeline
we're
working
with
now.
We
would
assume
that
the
applications,
the
state
applications
for
this
money
would
be
pretty
straightforward
and
simple.
B
So,
hopefully
you
know
the
state
could
apply
and
get
turnaround
from
the
department
within
a
matter
of
days,
but
then,
of
course,
that
money
is
going
to
go
to
the
state
and
has
to
then
the
state
will
have
to
figure
out
how
it's
going
to
get
the
money
to
districts
and
so
there's
a
rough
timeline
that
anticipates
that
funds
could
be
to
districts
somewhere
around
mid-may
to
late
may.
But
again,
this
is
just
speculation
at
this
point.
B
Other
questions
about
the
distribution
of
this
funds
is
one
like
this
is
not
mentioned
in
in
statute,
but
there's
you
know,
will
a
school
district
need
to
apply
directly
to
the
sea
or
the
state
education
agency
to
get
funds,
or
will
these
funds
just
flow
through
the
state
agency
and
go
directly
to
districts?
That's
to
be
to
be
determined,
there's
also
a
question
about
how
these
funds
will
be
distributed
within
districts.
B
We're
also
again,
as
I
mentioned,
looking
to
understand
what
the
greatest
extent
practicable
means
in
terms
of
continuing
to
pay
employees
a
lot
of
questions
about
that
and
which
employees
would
qualify
and
how
districts,
if
they
experience
revenue
declines,
would
prioritize
employees
under
this
provision
and
then
finally,
the
question
about
you
know
what.
How
are
we
going
to
calculate
this
maintenance
of
effort?
What
are
the
conditions
going
to
be
for
the
waivers?
We
might
have
some
preview
from
the
stimulus
guidance
that
was
issued
in
2010
for
the
last
state
fiscal
stabilization
fund.
B
Some
preview
of
that
suggests
that,
in
that,
in
that
waiver
process,
that,
if
a
state
maintained
the
same
percent
of
spending
on
both
k-12
and
higher
education
from
year
to
year,
that
they
would
qualify
for
a
waiver,
but
we'll
see
what
this
one
looks
like.
You
know
the
language
for
this
bill.
It
suggests
that
it
doesn't
say
whether
in
aggregate
k-12
and
higher
education
funding
needs
to
stay
at
the
same
level
or
if
it,
both
of
those
funding
streams
need
to
be
maintained
at
the
same
level
separately.
B
B
It's
apparently
it's
been
a
little
difficult
for
them
to
to
respond,
but
they've
also
been
working
on
a
number
of
other
things,
so
we
know
they're
busy
and
then
finally,
there's
no
language
in
the
bill
that
I
can
find
about
reporting
for
reporting
requirements
for
both
districts
and
state
agencies
and
governors
for
the
use
of
their
funds.
So
we'll
see
if
that's
going,
to
be
issued
as
well,
but
I
keep
scouring
the
text
and
looking
for
reporting
language,
but
none
that
I
found
yet.
So
that's
an
outstanding
question.
B
So
we'll
take
a
second
to
pause
to
answer
any
questions
that
you
have.
I
know
there's
been
some
blips
coming
up
on
my
chat
bar
see
if
there's
any
questions,
but
if
you
have
a
question
about
this
particular
section
and
the
governor's
fund
of
the
k-12
fund,
please
raise
your
hand
or
unmute
yourself
and
ask
away.
A
B
Yeah,
that's.
That
is
a
good
question
and
one
we
don't
have
clear
guidance
on
yet
you
know,
typically
with
a
lot
of
federal
funding
streams
in
k-12.
The
state
agency
does
have
some
discretion
as
to
how
it
distributes
and
and
what
stipulations
it
puts
on
local
education
agencies
applying
for
that
funding,
but
there's
nothing
in
the
statute
to
give
us
any
indication
of
that
for
for
the
k-12
relief
fund,
and
so
we'll
have
to
wait
on
guidance
from
the
department
of
education.
A
Other
questions
I
am
skimming
skirting
through
to
see:
if
anybody
has
their
hand
up,
I
don't
see
any
so
if
you
have
a
question
either.
Oh
there's
another
one
that
just
came
across,
you
can
type
it
in
the
chat
box
or
you
can
mute
yourself.
Let's
take
the
one
a
couple
in
the
chat
box
right
now:
can
state
legislators
act
to
direct
the
funds
flowing
to
lease
so
a
little
bit
of
the
same
question,
but
can
the
legislature
direct
that's.
B
Potential
yeah
in
terms
of
the
potential
10
set
aside.
There
is
nothing
in
in
the
cares
act
to
suggest
that
there's
a
priority
or
direction.
It
basically
says
that
it
should
be
used
for
emergency
needs
in
areas
that
are
most
impacted,
but
it's
generally
left
up
to
the
states.
So
that
would
really
be
something
that
the
state
chief
would
would
have
to
spend
time
deciding
what
their
priorities
are.
A
B
Yep,
so
actually
on
that
slide,
I
originally
had
the
three
bullets
out.
So
I
was
just
formatting
here,
so
the
three
uses
under
the
governor's
fund
are
emergency
grants
to
districts,
school
districts,
emergency
grants
to
institutions
of
higher
education
and
then
the
third
one.
Is
this
any
support
grants
to
any
education
related
entities?
So
those
are
the
three
uses
and
even
within
those
there's
a
lot
of
flexibility.
So
those
are
the
three
uses
but
again
they're,
very
broad,
and
this
the
way
it
reads
and
within
those
three
purposes,
there's
no
specification
as
to.
B
B
A
B
That's
that's
a
good
question
you
know
what's
interesting
is
that
I
we
were
expecting
the
department
here's.
What,
as
of
two
days
ago,
everyone
was
saying
that
the
guidance
on
the
higher
education
funds
would
take
much
longer
than
the
k-12
funds
and
then
suddenly,
today,
there's
been
a
big
announcement
as
to
how
those
higher
ed
funds
are
getting
distributed.
So
suddenly
the
timeline
is
much
different
than
we
expect.
You
know.
I
would
think
that
the
guidance
would
be
put
out
at
the
same
time
that
the
applications
are
put
out.
A
B
That's
a
great
question
and
that's
a
big
outstanding
question
as
to
whether
the
department
will
allow
pre-award
costs.
I
would
guess
yes
because
by
the
time
that
this
this
funding
reaches
school
districts,
it's
going
to
be
late
may
and
so
that's.
You
know
three
months
that
would
have
gone
by
under
which
this
emergency
would
be
impacting
school.
B
So
I
would
anticipate
I
would
be
surprised
if
the
department
wouldn't
allow
pre-award
costs,
but
you
never
know
and
that's
something
that
I
might
actually
circle
back
with
the
department
about,
because
this
is
clearly
the
money's
going
to
get
to
schools
at
a
time
where
they've
already
been.
You
know
dealing
with
so
many
expenses.
So
but
we
don't
know
the
answer
to
that
question,
but
that's
what
I
would
anticipate.
A
B
That's
a
fantastic
question,
one
that
for
this
particular
stimulus
package.
We
can't
yet
answer
if
I
recall
from
the
2010
maintenance
of
effort
the
they
were
treated
as
separate
maintenance
of
effort
provisions.
So
one
was
for
k12,
one
was
for
higher
ed,
they
had
to
maintain
the
same
level
and
and
they
specifically
said
that
they
were
separate
and
and
talked
about
which
years
they
needed
to
benchmark
off
of
for
hitting
their
maintenance
of
effort.
So
you
would
think
that
that
would
be
the
same
here.
B
Yeah
and
thanks
for
all
the
questions,
these
have
been
really
good
and
help
us
sort
of
clarify
how
we
want
to
be
interacting
with
the
department,
as
they
obviously
consider
a
lot
of
this
guidance.
So
this
next
section
is
very
timely.
We're
talking
about
the
higher
ed
relief
fund-
and
this
is
where
we've
seen
updates
within
just
the
last
hour.
So
overall,
the
higher
education
relief
fund
provides
about
14
billion
dollars
in
grants
that
go
directly
to
institutions
of
higher
education.
They
do
not
pass
through
any
state
agency.
B
B
As
far
as
we
know
pretty
much.
Every
university
that
can
receive
any
student
loan
federal
student
loan
will
qualify
for
this,
so
that
includes
private
colleges.
Public
colleges
of
two-year
four-year
variety
also
includes
for-profit
colleges.
Most
colleges
will,
as
long
as
they
can
accept
federal
student
aid.
They
will
should
be
eligible
to
receive
this
money
and
the
money
is
going
to
go
out
based
on
a
school's
relative
share
of
its
pell
students,
so
the
more
low-income
students,
the
university
enrolls,
the
more
money
they
would
expect
to
receive
in
direct
appropriations.
B
Also
within
this
14.5
billion,
something
we
haven't
covered
in
other
presentations,
seven
and
a
half
percent
of
that
money
will
be
made
available
as
additional
awards
to
hbcus
and
minority
serving
institutions.
That
is
approximately
one
billion
dollars
of
funding.
So
the
numbers
that
we're
seeing
right
now
about
the
estimates
that
each
university
receives
typically
doesn't
include
this
additional
funding.
Of
course,
that's
only
available
for
selected
institutions
there's
another
two
and
a
half
percent
that
goes
to
fipsy
schools.
We
in
which
episode
school
is
a
it's
the
fund
for
improvement
of
post-secondary
education.
B
But
there's
you
know
within
this
14
billion
dollars,
there's
about
four
different
ways:
that
a
university
could
access
money,
so
it
once
the
once
the
money
reaches
the
colleges
and
universities.
At
least
50
percent
has
to
be
spent
on
emergency
aid
for
students,
and
this
emergency
aid
is
proudly
defined.
It
can
cover
anything
under
students.
B
I'll
explain
why
this
is
a
little
confusing,
because
there,
the
use
of
funds,
if
you're
an
hbcu
or
an
msi
and
you're
saving
money
through
that
stream.
The
use
of
funds
are
slightly
different
than
the
general
funding
stream
and
we're
not
sure
if
they're
the
same
they're
going
to
be
the
same
in
guidance.
B
So
if
you
receive
funds
as
an
hbcu
you're
able
to
use
that
money
to
defray
expenses,
which
includes
making
up
for
lost
revenue
or
reimbursement
for
expenses
already
incurred,
that
those
uses
are
specifically
enumerated
in
the
use
of
funds
for
hbcus,
but
that
language
is
not
used
in
the
just
general
funding
stream
for
all
institutions
of
higher
education.
So
we're
not
sure
if
the
institutional
use
of
funds
after
emergency
aid
can
be
covered
can
be
used
for
a
wide
variety
of
uses.
B
There's
some
that
think
that,
when
it
says
costs
associated
with
significant
changes
to
delivery
of
instruction
that
that
would
mostly
mean
covering
the
cost
of
distance
education
and
not
making
up
for
lost
revenue.
However,
there
I
think
the
intention
was
to
you
know,
give
a
fair
amount
of
flexibility
to
institutions
on
how
they
use
that.
B
So
that's
an
outstanding
big
question
that
the
higher
ed
community
has
here's
the
update
and
now
that
I've,
given
that
overview
as
of
2
pm
today,
the
department
of
education
made
a
kind
of
a
surprising
announcement
to
me
where
they
are
going
to
immediately
distribute
the
emergency
aid
for
students
to
colleges
and
universities.
I
think
now,
basically,
the
14
and
a
half
billion
dollars,
at
least
since
at
least
50
percent
of
that
had
to
be
spent
emergency
aid
for
students.
B
Once
the
university
has
their
share
of
money,
they
are
then
going
to
determine
which
students
will
receive
the
cash
grants.
There
is
pretty
much
broad
flexibility
as
to
how
a
university
distributes
this
money
to
students.
The
department
in
the
letter
that
they
released
an
hour
ago
encourages
institutions
of
higher
education
to
prioritize
students
with
the
greatest
need.
That
is,
an
encouragement
is
not
a
requirement.
B
B
B
One
there's
not
a
maintenance
of
effort
for
receiving
for
universities
to
receive
the
higher
education
funds.
The
maintenance
of
effort
provision
we
talked
about
earlier
only
applies
to
the
k-12
and
governor's
fund.
However,
the
k-12
and
governor's
fund
include
a
higher
ed
spending
as
part
of
the
moe.
So
I
think
that's
where
you
know.
I
think
the
department
is
trying
to
make
sure
that
schools
continue
to
receive
the
revenues
that
they
should.
B
So
there
is
a
reporting
requirement
for
these
sets
of
funds
in
the
statute,
which
I
could
not
find
for
the
k-12
and
the
governor's
fund.
So
here's
the
questions.
Well.
The
question
I
had
two
hours
ago
was
one
of
these
funds
going
to
be
available.
We
know
that
at
least
50
of
those
funds
are
apparently
available.
B
Now
now
the
department
did
say
that,
in
terms
of
institutional
uses,
beyond
emergency
grant
aid
that
we
will
hear
about
that
or
we
will
get
guidance
from
them
within
the
next
couple
of
weeks,
but
that's
so
that's
the
latest
from
them.
I
had
a
question
of
what
are
the
final
allocation
formula
is
going
to
look
like
we
actually
have
those
out
those
have
come
out
within
the
last
hour.
B
There
is
a
link
on
the
department's
website
that
explains
their
methodology
for
the
formula,
but
also,
and
more
importantly,
lists
out
every
institution
and
what
how
much
money
they
should
expect
to
receive
through
this,
and
so
we
thought
that
the
a
couple
you
know
yesterday,
we
thought
that
it
was
going
to
take
a
long
time
for
this
allocation
formula
to
be
created
and
turns
out.
They
were
able
to
do
it
within
24
hours.
B
I
would
guess
not,
but
we
will
see,
there's
also
a
big
question
about
for-profit
colleges.
For-Profit
colleges
do
receive
money
under
this
revenue
stream,
but
there's
a
question
of
will.
What
uses
will
for-profit
college
be
able
to
have
with
their
institutional
funds?
I'm
sure
that
there'll
be
restrictions
on
certain
activities
or
ways
in
which
these
revenues
could
be
used
to
to.
B
You
know
improve
the
bottom
line
of
these
for-profit
companies,
but
we'll
see
and
then
finally
the
biggest
question-
and
this
will
be
the
conversation
the
higher
ed
community
is
having
right
now
is
that
how
are
students
going
to
get
their
funds
through
the
institution?
Will
certain
students
get
priority?
B
What
will
that
distribution
process
look
like
how
much
will
students
qualify
for
how
many
students
will
get
it?
These
are
all
the
big
questions
that
we'll
be
answering
and
asking
over
the
next
couple
of
days,
hopefully
that
well
it's
actually,
let's
go
to.
Let's
get
actually
let
me
let
me
do
student
loans,
real
quick,
I'll,
move
to
questions,
that's
a
lot
of
really
new
updates,
and
so
I'm
sure,
there's
a
lot
of
questions,
but
just
quickly
student
loan
provisions
are
also
in
the
cares
act.
B
If
you
have
a
federal
student
loan,
payments
have
been
deferred
through
the
next
six
months
and
interest
on
those
loans
have
also
been
waived
for
the
next
six
months.
This
excludes
private
borrower
borrowers
with
private
student
loans.
It
also
excludes
two
federal
programs
that
have
been
discontinued.
B
B
So
it's
not
federally
held
and
that's
why
it's
excluded
from
this
program
during
this
deferral
period
any
month,
every
month
of
this
deferral
period
will
still
count
towards
federal
loan
forgiveness
programs,
and
it
will
also
be
reported
to
credit
agencies,
as
if
payments
were
being
made
during
this
deferral
period.
However,
borrowers
can
still
continue
to
make
payments,
even
though
they
are
not
required
to
for
the
next
six
months
on
federal
loans.
B
The
cares
act
also
halts
all
collection
actions
and
any
penalties
related
to
defaulted
student
loans,
the
next
six
months,
so
there's
a
grace
period
there
and
then
finally,
there's
a
provision
in
the
law
that
says
that
a
company
can
pay
up
to
about
5250
of
an
employee
student
loan
on
a
tax-free
basis
through
december
31st
of
this
year.
So
that's
that's
our
stimulus,
summary
of
funding,
that's
going
to
higher
education.
I
will
pause
to
take
questions.
B
That's
a
good
question.
I
would
guess
that,
because
the
formula-
and
we
now
have
that
formula
officially
out
and
we
have
the
list
of
institutions,
so
we
can
be
able
to
check
this.
But
my
understanding
is
that
if
a
student
is
exclusively
enrolled
in
an
online
education
program,
they're
not
counted
in
the
funding
formula.
So
I
would
presume
that
if
the
university
is
online
only
that
would
mean
that
every
student
is
also
exclusively
enrolled
online.
I
would
guess
that
they
are
not
eligible
for
the
general
funding
based
on
my
read
of
it.
B
However,
I
think
there's
that
one
provision
that
does
say
that
institutions
that
don't
qualify
for
general
funding
could
get
at
least
five
hundred
thousand
dollars
at
the
discretion
of
the
department.
My
guess
is
that
maybe
those
institutions
would
qualify,
but
that's
a
very
good
question
and
one
that
I
hopefully
can
ask
the
department
here
in
the
next
20
minutes.
B
Yeah,
so
if,
during
this
deferral
period,
every
student
will
have
six
months
counted
toward
or
six
payments
counted
towards
their
total
payments
for
the
public
service
loan
forgiveness
program,
so
they
got
to
make
120
payments
well,
they'll
get
six
automatically
whether
or
not
they
pay
in
this
next
next
six
months.
That
also
applies
to
income
driven
repayment
plans.
B
Good
that
is
available
on
the
the
department's
website.
I'm
also
going
to
be
putting
out
a
blog
within
the
next-
hopefully,
hopefully
by
monday,
if
not
tomorrow,
that
will
have
the
links
to
this
in
that
blog
and
kind
of
explain
how
this
process
works.
Hopefully,
we'll
get
a
little
more
clarification
from
the
department
here
soon,
so
hopefully
we'll
have
all
that
information
in
one
place
on
ncstel's
website,
but
it
is
available
on
the
department
of
education's
website
right
now.
A
A
Ask
okay
seeing
none
right
now
we
have
I
I
have
some
questions
of
you
all.
Well,
actually,
let
me
back
up.
I
do
have
one
question
for
you:
austin
I've
had
conversations
with
several
foundations
recently
philanthropies,
where
their
big
question
is.
How
much
is
this
real?
How
much
will
the
federal
money
that's
flowing,
alleviate
the
impact
to
states
and
school
districts,
and
I
know
we're
going
to
talk
some
about
that
on
tuesday's
virtual
meeting,
but
I
would
love
to
know
your
perspective
or
just
your
thoughts
off
the
top
of
your
head.
A
It
was
I,
I
think
they
found
it
a
little
surprising
that
there
would
still
be
additional
pains
coming
for
for
schools
and
school
districts
and
for
states
down
the
line
and
with
all
this
federal
funding
flowing,
they
felt
like
gosh.
Doesn't
this
just
fill
in
the
gaps,
and
so
they
really
wanted
to
know
how
much
of
a
gap
do
we
feel
like
we're
going
to
have
so
I
know
that
mike
and
dan
will
get
into
that
a
bit
on
tuesdays
to
offer
you
the
opportunity
to
jump
in
here.
Yeah.
B
You
know,
I
think,
from
the
federal
perspective
this
this
cares
act
was,
is
considered
a
relief
bill
rather
than
a
stimulus
bill.
So
it's
most
of
the
provisions
are
really
just
to
respond
to
immediate
emergency
needs
that
have
arisen
during
this
crisis
and
that,
hopefully,
subsequent
bills
from
congress
will
work
on
addressing
the
state
revenue
shortfall
which
we're
anticipating
and
we're
learning
more
and
more
about
each
day.
B
I
do
think
it's
interesting
to
note
that
you
know
the
department
of
education
typically
gets
about
72
million
or
sorry
72
billion
dollars
in
appropriations
each
year,
and
this
represents.
You
know
this
right
here
is
about
31
million
dollars,
so
it's
almost
it's
a
little
under
half,
maybe
42
or
so
of
federal
funding,
just
going
directly
to
relief
efforts
for
coven
19..
So
I
think,
that's
particularly
interesting
and
and
the
portion
of
money
that
goes
to
k12
is
approximately
the
same
amount
of
money.
B
That's
allocated
to
districts
nationwide
for
title
one,
so
I
think
there's
you
know
you
could
be
of
two
minds
on
this
one.
This
is
this.
Money
is
clearly
not
going
to
make
up
for
the
budget
shortfall
that
states
are
going
to
face.
However,
it's
not
intended
to
do
that,
and
we
expect
that
that
need
will
be
met
later
by
congress,
but
you
know
it
in
some
ways.
It
is
a
substantial
amount
of
funding.
Again
this
is
half
of
for
just
relief
efforts.
A
B
Yep,
so
we
have
we
put
on.
I
can
find
the
link
to
this
here.
I
have
it
up
on
my
browser
right
now.
We
put
up
a
blog
for
the
k
on
the
k12
provisions
in
the
cares
act
on
on
ncsl.org
and
in
that
there's
a
link
to
estimates
for
the
both
the
k-12
and
the
governor's
fund
from
the
congressional
research
service.
A
I
don't
see
anybody
with
their
hand
raised,
so
I
have
a
few
questions
for
you,
austin
or
or
really
for
everyone.
What
is
it
that?
What
is
the
message
that
austin
can
be
taking
back
for
all
of
you
to
washington
d.c,
that
is
one
of
his
primary
responsibilities,
is
to
carry
the
message
of
state
legislatures
to
washington
dc
when
he's
having
conversations
with
members
of
congress
with
their
staff
or
with
the
us
department
of
education.
So
I
would
love
us
to
take
an
opportunity
for
you
to
really
give
him
some
direction.
A
C
C
Most
of
the
stimulus
funds
are
really
narrowly
targeted
to
specific
covert
responses,
and
I
think,
taking
back
to
the
feds,
that
more
flexibility,
the
education
funds,
that
districts
get
are
really
flexible
and
that's
great,
but
the
funds
that
our
education
departments
are
getting
aren't
going
to
be
flexible
and
the
funds
that
the
governor's
offices
are
getting
aren't
going
to
be
as
flexible
as
I
think
they
they
could
be.
That
would
be
helpful
for
us.
I
also
think
flexibility
on
the
maintenance
of
effort
provision
is
important.
C
You
know
we
talked
with
austin
this
week
or
last
week.
I
can't
remember
and
walked
through
a
bunch
of
questions
and
then
looked
at
the
guidance
document
from
ara
and,
and
I
think
kind
of
mirroring
some
of
that
language
in
our
and
letting
states
figure
out
what
dollars
should
count
in
maintenance
of
effort
and
giving
states
the
lead
on
on
putting
that
maintenance
of
effort
information
in
front
of
the
feds,
instead
of
them
being
prescriptive
and
saying
this
is
what
you
have
to
include.
B
Yeah,
I
think
that's
a
that's
a
good
point.
I'm
glad
you
raised
that
on
the
maintenance
of
effort
for
everyone,
because
yeah
the
the
2010
stimulus
guidance,
the
rr
guidance
did
allow
states
to
determine
how
they
were
going
to
report
their
the
funds
that
they
spent
on
both
k-12
and
higher
education.
I
would
expect
that
this
department
would
not
be
very
prescriptive
in
terms
of
how
it
expects
states
to
calculate
that
one.
I
don't
think
the
department
has
the
know
how
to
do
that
too.
B
I
think
that
they're
trying
to
get
these
funds
out
as
quickly
as
possible
and
so
allowing
states
the
flexibility
and
reporting
the
maintenance
of
effort.
I
think,
will
be
part
of
the
formula
for
getting
this
out
as
quick
as
possible,
but
you
know
we've.
You
know,
I
think,
there's
still
a
number
of
concerns,
at
least
from
my
end
about
it
says
it
doesn't
the
maintenance
of
effort
provision
in
this
law
doesn't
reference
state
revenue.
I
think
it
just
references.
B
Oh,
it
says
instead
of
saying
a
precipitous
decline
in
state
revenue
as
a
condition
for
waiver.
It's
as
a
precipitous
decline
of
the
state's
financial
resources,
and
I
think,
a
question
that
I've
posed
to
the
department
is:
what
will
financial
resources
mean?
Does
that
mean
a
state's
you
know,
budget
revenue
for
tax
revenue
for
that
year,
plus
a
rainy
day
fund?
B
That's
still
an
outstanding
question
we
have,
and
you
know
we
would
hope
that
again
the
department
would
be
flexible
and
as
favorable
to
states
as
possible
their
maintenance
effort,
because,
like
you
all
pointing
out,
I
think
it's
going
to
be
difficult
for
some
states
to
to
hold
this
maintenance
of
effort
given,
and
we
don't
really
know
what
things
are
going
to
look
like
in
three
months,
let
alone
a
year
when
this
maintenance
of
effort
is
still
in
in
practice.
And
so
I
think
flexibility
for
an
uncertain
future
is
definitely
a
message.
A
We
have
a
couple
other
comments:
the
message
that
education
funding
is
greatly
reliant
on
state
and
local
taxes,
which
is
going
to
take
a
huge
hit
and
are
likely
facing
curtailment
or
cuts
to
schools
if
we
don't
get
more
relief.
I
know
conversation
that
I
was
having
with
one
of
the
funders
yesterday.
A
Let's
see
we
have
another
comment
here:
the
2009
guidance
on
moa's
for
the
k-12
piece
had
a
fair
amount
of
flexibility
for
states
to
choose
how
to
calculate
this
another
I.e.
What
data
to
use
as
long
as
it
was
consistent.
Similar
flexibility
would
be
important
to
the
states,
because
each
state's
funding
system
is
different
and.
A
A
Janet
says
we
fund
schools
through
a
state
education
fund.
We
will
be
in
deficit
in
fiscal
year,
20
and
even
worse,
trouble
in
fiscal
year
21..
We
need
to
be
able
to
use
federal
funds
to
replace
lost
revenue,
lots
of
feedback
for
you,
austin
lisa,
again
says
state
departments
and
higher
ed
institutions.
I
think
she
was
referencing
in
her
earlier
comments.
A
We
have
a
legislative
staffer
from
idaho
that
says
for
higher
ed,
please
consider
for
higher
education,
the
impact
that
this
had
on
recruitment
and
retention
for
the
institutions
for
2021
academic
year.
The
institutions
are
taking
a
hit
now,
but
the
next
shoe
will
drop
in
the
fall
with
enrollments
for
institutions
relying
relying
on
tuition
and
fees.
This
is
going
to
be
significant.
A
I
know
this
is
one
of
the
issues
that
we
have
tagged
when
we've
been
talking
about
the
immediate
effects
on
higher
ed.
Is
this
recruitment
effort
and
the
admissions
effort
that's
going
on
right
now
it
affects
both
those
institutions
and
frankly,
it
affects
students
who
aren't
going
to
know
which
institutions
they're
admitted
to
until
later
than
than
we
normally
know
at
a
time
when
the
students
lives
have
already
been
disrupted.
A
Having
the
end
of
their
senior
year
cancelled,
let's
see,
there's
a
question
here:
is
there
a
collective
action
that
we
as
legislators
could
take
the
ncsl
to
advocate
for
faster
distribution
of
funds
for
schools
in
higher
ed?
The
calendar
is
different
depending
on
the
jurisdiction
so
I'll.
Let
you
answer
that
one
austin.
B
Yeah,
that's
actually,
we
could
consider
sending
a
letter
to
the
department
of
education
sort
of
one
encouraging
them
to
move
funding
as
quick
as
possible.
I
know
that
some
of
the
outreach
that
we've
already
put
to
them
has
been
received,
but
not
commented
on,
so
maybe
this
would
be
a
way
to
get
their
attention
and
and
also
note
a
number
of
concerns
and
wishes
that
we
would
have.
B
I
think
that
the
it
sounds
like
the
governor's
association
actually
did
send
such
a
letter
last
week
and
the
reason
they
sent.
It
is
because
obviously
they're
a
recipient
of
those
funds,
and
so
the
two
main
groups
have
been
working
on.
This
have
been
the
chief
state
school
officers
and
the
national
governors
association,
because
they
are
direct
recipients
of
these
funds.
A
B
Not
that
I'm
aware
of
it
in
this
presentation,
I
tried
to
note
every
instance
of
stipulation
that
was
attached
to
this
funding
and
I
think
that
I
included
all
the
ones
that
are
in
the
law
and
so
maybe
there's
something
something
smaller.
That's
that
issues
in
guidance,
but
as
of
right
now,
the
things
to
to
really
pay
attention
to
is
to
continue
to
pay
to
be
extended
practical,
as
you
mentioned,
and
meet
the
the
maintenance
of
effort
provision.
A
C
This
is
wendy
horman
in
idaho,
hi,
I'm
just
thinking
back
to
when
essa
was
passed
and
without
the
pressure
from
ncsl
to
deal
legislatures
in.
There
are
some
provisions
of
that
law.
That
would
not
have
happened
and
I'm
having
a
little
bit
of
that
same
feeling
here.
Thinking
of
who
who
who's
influencing
where
this
money
flows.
And
how
and
you
know
I
I
can't
this-
will
look
different
in
every
state
in
terms
of
how
the
appropriation
process
works
and
who's
dealt
in
and
who
has
influence
with
which
agency
and
etc.
C
So,
there's
not
a
single
solution
there,
but
I
would
emphasize
to
the
u.s
department
of
education
that
legislatures
do
the
appropriation
process
and
it's
important
that
we
participate
to
the
extent
practical
practicable.
Given
the
circumstances
in
these
decisions,
because
we're
going
to
be
the
ones
coming
back
and
making
the
decisions
about
what
the
budgets
look
like,
either
in
the
current
budget
year
or
in
the
the
next
fiscal
year.
C
And
so
I
I
would
just
emphasize
to
them
that
legislators
play
a
critical
role
in
the
appropriation
process
and
that
our
voice
matters
on
the
the
placement
and
determination
of
these
funds,
because
we're
we're
making
recommendations
and
passing
laws
on
how
on
everything
else,
the
context
of
all
the
rest
of
the
funding,
or
at
least
state
funding.
I
should
say
so.
I
would.
I
would
just
make
that
emphasis
back
to
the
department.
A
B
A
And
so
does
representative
sanchez,
many
of
whom
have
been
actively
participating
in
working
directly
with
our
federal
affairs
staff
to
get
those
points
very
strongly
across
to
members
of
congress
and
also
to
the
us
department
of
education
all
right.
Well,
I
thank
everyone
for
your
participation
today.
We
really
really
appreciate
it.
We're
gonna
let
austin
go
because
he
does
need
to
hop
on
the
call
with
the
us
department
of
education
just
a
reminder
that
we
have
additional
virtual
meetings
scheduled.
We
have
scheduled
one
great,
thank
you
austin
for
putting
that
up.
A
A
How
will
that
impact
school
districts
and
how
can
states
do
their
best
to
mitigate
those
impacts,
and
so
that
again
will
be
on
tuesday
at
3
pm
eastern
time,
we
will
continue
to
send
out
the
zoom
invites
to
the
same
distribution
list
that
we
used
this
last
time
but
feel
free
to
share
it
with
your
colleagues
if
you
can't
attend
or
if
you
would
like,
if
you
have
a
colleague
who
you
think
would
really
benefit
from
any
of
these
show.
These
share
these
widely.
A
All
legislators
and
staff
and
foundation
partners
and
other
partners
of
ncsl
are
all
invited
to
participate,
and
so
each
week
I'll
be
sending
an
invitation
out
to
you
that
will
have
that.
The
upcoming
weeks
meetings
links
zoom
links,
we're
not
going
to
send
out
all
the
zoom
link
links
at
once,
because
we're
concerned
about
security,
so
we'll
just
be
sending
it
out.
Weekly
reminders
with
the
zoom
invites
and
links
right
in
that
email
to
you.