Final Board Packet After the Conclusion of the Meeting

Regular Meeting of the FCMAT Board of Directors

January 27, 2021

9:30 a.m. – 12 p.m.

ZOOM Video Conference (Meeting Access Link on Agenda)

Michael H. Fine Chief Executive officer

AGENDA

Regular Meeting of the Fiscal Crisis and Management Assistance Team (FCMAT) Governing Board January 27, 2021 9:30 a.m. – 12 p.m.

AGENDA

Due to physical distancing and travel restrictions, this meeting is being held remotely via a web conferencing platform with audio and video conferencing features. All are encouraged to watch or listen to the meeting using the remote-meeting technology. The authority for holding the meeting entirely via remote-meeting technology is Executive Order N-25-20, superseded by Executive Order N-29-20.

The meeting is being held on Zoom with the following public access information: https://fcmat.zoom.us/j/98705277225?pwd=ZUtrVmhRZEdkdC9ET3Q2dVFtQmU4UT09

Password: 024611 Action or I. General Functions Report Information

A. Call to Order The chairperson will call the meeting to order. Board members Oral Information will introduce themselves.

B. Approval of Agenda Written Action The governing board is asked to approve the agenda of the January 27, 2021 governing board meeting.

C. Nominations and Appointment of the Chairperson and Vice Written Action Chairperson The governing board is asked to make nominations and elect a chairperson and vice chairperson from among the county superintendent board members.

 Nomination and election of chairperson  Nomination and election of vice chairperson

D. Approval of Minutes of October 4, 2020 Written Action The governing board is asked to approve the minutes of the October 4, 2020 governing board meeting.

E. Approval of Selection of Cindy Petersen as the Charter Oral/Written Action Schools Representative to the FCMAT Governing Board The governing board is asked to approve the recommendation of the chief executive officer, as approved by the executive committee, to appoint Cindy Petersen, Superintendent, Gateway Community Charters, as the charter schools representative to the governing board.

F. Welcome from FCMAT’s Administrative Agent Oral Information Mary Barlow, Administrative Agent for the Fiscal Crisis and Management Assistance Team, will welcome the governing board.

G. FCMAT Executive Committee Report Oral Information The governing board will receive an oral report by the chairperson reporting on actions taken by the executive committee and introducing the following new governing board members:

 Steve Herrington, North Coast, Region 1 Superintendent, Sonoma COE  Deneen Guss, South Bay, Region 5 Superintendent, Monterey COE  Tim Hire, Central Valley, Region 7 Superintendent, Tulare COE  Stacey Adler, RIMS, Region 10 Superintendent, Mono COE  Diane Kitamura, North Coast, Region 1 Superintendent, Santa Rosa ESD  Jordan Reeves, Northeastern, Region 2 Superintendent, Gridley USD  Jeff Baier, South Bay, Region 5 Superintendent, Los Altos ESD  Sara Noguchi, Delta Sierra, Region 6 Superintendent, Modesto City Schools

H. Chief Executive Officer Report Oral Information The governing board will receive an oral report from Michael Fine, Chief Executive Officer, updating the activities of the Fiscal Crisis and Management Assistance Team.

Certification 1st Interim – Unofficial Count Oral/Written Information The governing board will receive an oral and written report on the first interim certifications.

Status of Key Assignments Report Oral/Written Information The governing board will receive an oral and written report summarizing the status of key assignments being performed by the FCMAT staff.

I. FCMAT Services CSIS Quarterly Report Oral/Written Information The governing board will receive an oral and written report from Amy Fong, Chief Operations Officer, on the activities of the California School Information Services. Professional Learning Report Oral/Written Information The governing board will receive an oral and written report from Michelle Giacomini, Deputy Executive Officer, on the support and offerings related to professional learning.

CBO Mentor Program Report Oral/Written Action The governing board will receive an oral and written report from Shayleen Harte, Deputy Executive Officer, on the FCMAT CBO Mentor Program. The governing board is asked to approve the participant list of the FCMAT CBO Mentor Program, 18th Cohort 2021-22.

J. Cradle to Career Data System Workgroup Overview Oral Information The governing board will receive an oral report from Amy Fong, Chief Operations Officer, on the overview of the Cradle to Career Data System Workgroup.

K. Legislative Report Oral/Written Information The governing board will receive an oral and written report from Michael Hulsizer, Chief Deputy for Governmental Affairs, Kern County Superintendent of Schools, updating activities of the California legislature.

L. California Department of Education Report Oral/Written Information The governing board will receive an oral report from Lisa Constancio, Deputy Superintendent, updating the activities of the California Department of Education.

M. California Community Colleges Report Oral Information The governing board will receive an oral report from Lizette Navarette, Vice Chancellor of College Finance and Facilities Planning Division, updating the activities of the California Community Colleges Chancellor’s Office.

N. Business and Administration Steering Committee Report Oral Information The governing board will receive an oral report from Dean West, Chairperson, updating the activities of the Business and Administration Steering Committee of the California County Superintendents Educational Services Association.

O. California Collaborative for Educational Excellence Report Oral Information The governing board will receive an oral report from Tom Armelino, Executive Director, updating the activities of the California Collaborative for Educational Excellence.

P. Public Participation Oral Information We encourage the public to provide written testimony before the meeting by reviewing the posted agenda at https://www.fcmat.org/board and submitting written public comments via email to [email protected]. Please indicate which agenda item your comments are applicable to or indicate that your comments are general in nature and not specific to a particular agenda item. Comments should be submitted prior to the start of the meeting on Wednesday, January 27, 2021 at 9:30 a.m. (PST). Emailed comments will be read to the board by the secretary and recorded as part of the meeting minutes.

Please note that any written testimony submitted to the board/committee is considered public comment and may be read into the record or reprinted.

Q. Directory Written Information Bylaws, Roster, 2021 Meeting Dates

II. Board Members’ Comments Oral Information Time reserved for comments from any board member. The chairperson may limit the time of participation.

III. Agenda Items for Next Meeting Oral Information Time reserved to list agenda items for the next meeting.

IV. Date and Location of Next Meeting Sunday, April 18, 2021 9:30 a.m. – 1 p.m. Meeting will be held virtually via Zoom

V. Adjournment The chairperson will call the adjournment of the meeting.

SECTION C

Nomination and Election of Board Chairperson and Vice-chairperson

Date: January 27, 2021

To: FCMAT Board of Directors

Subject: Nomination and Election of Board Chairperson and Vice‐chairperson

Article V, Sections 6 and 7 of the FCMAT governing board bylaws provide for the election of a chairperson and vice chairperson of the FCMAT board. These roles shall be county superintendents serving a term of two years. Specifically, the bylaws provide:

Section 6. The board shall elect a chairperson to conduct meetings and a vice chair to conduct meetings in the chairperson’s absence.

Section 7. The chairperson and vice chair shall be county superintendents that serve a term of two years.

The elections of officers should normally be held in October, with terms beginning in January. We failed to acknowledge that the two‐year terms of our current chairperson and vice‐chairperson had expired.

1. It is recommended that the board nominate one or more county superintendents from among the board members to serve as chairperson. It is further recommended that the board elect one county superintendent from among those nominated to serve as chairperson for a two year term that commences January 1, 2021.

2. It is recommended that the board nominate one or more county superintendents from among the board members to serve as vice‐chairperson. It is further recommended that the board elect one county superintendent from among those nominated to serve as vice‐chairperson for a two year term that commences January 1, 2021.

SECTION D

Minutes of the Governing Board October 4, 2020 Regular Meeting of the Fiscal Crisis and Management Assistance Team (FCMAT) Governing Board Zoom Meeting October 4, 2020 9:30 a.m. – 1 p.m.

MINUTES

Michael Fine ...... Chief Executive Officer, FCMAT Mary Barlow ...... FCMAT Administrative Agent, KCSOS Brock Falkenberg, Lake COE ...... North Coast, Region 1 Debra Kubin, Ukiah USD ...... North Coast, Region 1 Jordan Reeves, Gridley USD ...... Alternate, Northeastern, Region 2 Gayle Garbolino-Mojica, Placer COE, Chair ...... Capitol, Region 3 Troy Miller, Arcohe UESD...... Capitol, Region 3 Mary Jane Burke, Marin COE ...... Bay, Region 4 Vincent Matthews, San Francisco USD...... Bay, Region 4 Mary Ann Dewan, Santa Clara COE ...... South Bay, Region 5 Nancy Albarrán, San Jose USD ...... South Bay, Region 5 Scott Nanik, Calaveras COE ...... Delta Sierra, Region 6 Scott Siegel, Ceres USD ...... Delta Sierra, Region 6 Cecilia Massetti, Madera CSS ...... Central Valley, Region 7 Susan Salcido, Santa Barbara CEO ...... Costa Del Sur, Region 8 Paul Gothold, San Diego COE...... Southern, Region 9 Cindy Marten, San Diego USD ...... Southern, Region 9 Judy White, Riverside COE ...... RIMS, Region 10 Elliott Duchon, Jurupa USD ...... RIMS, Region 10 Debra Duardo, Los Angeles COE, Vice Chair ...... Los Angeles, Region 11 Michele Bowers, Lancaster ESD ...... Los Angeles, Region 11 Cindy Petersen ...... Charter Schools Lizette Navarette ...... California Community Colleges Ann Ransford ...... Glendale Community College District Lisa Constancio ...... California Department of Education Tom Armelino ...... California Collaborative for Educational Excellence

Guests and Staff: Michael Hulsizer ...... Governmental Affairs, KCSOS Karen Staph Walters ...... CCSESA Janet Riley ...... BASC Dean West ...... BASC Michelle Giacomini ...... Deputy Executive Officer II, FCMAT Shayleen Harte ...... Deputy Executive Officer II, FCMAT Amy Fong ...... Chief Operations Officer, FCMAT/CSIS Diane Branham ...... Chief Analyst, FCMAT John Von Flue ...... Chief Analyst, FCMAT Tami Ethier ...... Intervention Specialist, FCMAT Roberta Montalbano...... Intervention Specialist, FCMAT Veronica Morrow ...... Administrative Secretary II, FCMAT

Guests Cont.: Sulema Holguin ...... CBO, Southern California Tim A. Hire ...... Tulare COE

Excused: Kelly Staley, Chico USD ...... Northeastern, Region 2

Late Arrivals: Tracey Quarne, Glenn COE ...... Northeastern, Region 2

Absent: Wesley Sever, Kingsburg ESD ...... Central Valley, Region 7 Harry Ervin, Bakersfield City SD ...... Costa Del Sur, Region 8

Call to Order The meeting was called to order at 9:30 a.m. by Gayle Garbolino-Mojica, Chairperson.

Approval of Agenda of October 4, 2020 A motion to approve the agenda was made by Debra Duardo, seconded by Cecilia Massetti, and passed unanimously.

Approval of Minutes of June 21, 2020 Scott Nanik made a motion to accept the minutes of the June 21, 2020 meeting as presented. Ann Ransford seconded the motion, and it was passed unanimously.

Appointment of New Board Members to Fill Mid-term Vacancies The governing board was asked to approve the appointment of one new board member to fill a mid-term vacancy who has been nominated by the Association of California School Administrators as follows: • Vincent Matthews, Bay, Region 4 Superintendent, San Francisco USD

Mary Ann Dewan made a motion to approve the new board member. Debra Kubin seconded the motion, and it was passed unanimously.

Welcome from FCMAT’s Administrative Agent Mary Barlow, administrative agent for the Fiscal Crisis and Management Assistance Team, welcomed board members and guests and thanked everyone for attending. She acknowledged and thanked Brock Falkenberg, superintendent, Lake COE; Mary Ann Dewan, superintendent, Santa Clara COE; Cecilia Massetti, superintendent, Madera COE; Judy White, superintendent, Riverside COE; Debra Kubin, superintendent, Ukiah USD; Kelly Staley, superintendent, Chico USD (not present); Nancy Albarrán, superintendent, San Jose USD; and Scott Siegel, superintendent, Ceres USD for their service on the FCMAT board of directors.

Mary Barlow also congratulated Judy White and Scott Siegel on their retirement.

FCMAT Executive Committee Report Gayle Garbolino-Mojica reported that there were no actions of the Executive Committee. She welcomed and introduced Karen Staph Walters as the new CCSESA executive director.

Chief Executive Officer’s Report Michael Fine reported on the activities of the Fiscal Crisis and Management Assistance Team. He commented on topics such as the process to fill the intervention specialist position vacancies, districts’ financial status, the 2019-20 FCMAT Annual Report, and the status of key assignments.

Michael Fine mentioned that FCMAT has transitioned very well to remote working and virtual meetings for job reviews. However, FCMAT will make efforts to arrange in-person meetings for AB139 reviews. He also mentioned that the budget trailer bill excluded FCMAT from the merit system. FCMAT has been working with KCSOS through the changes. Although FCMAT staff are classified, FCMAT will mimic a certificated hiring process, which will give more flexibility without being held to an eligibility list. He added that the state budget made some financial changes for FCMAT that allowed funding for an additional position and salary adjustments. Therefore, FCMAT has started the hiring process to fill two intervention specialist positions. Those selected are anticipated to start about February 1, 2021.

District Financial Status Michael Fine reported on the financial status of districts following budget adoption. He presented slides and briefly touched on the topics of Fiscal Health Risk Analysis (FHRA) designations, such as disapproved budgets and lack of going concern, the two-year history of FHRA trends, and the FHRA outlook as of 2020-21 budget adoption. The slides were added to the board packet after the conclusion of the board meeting.

2019-20 FCMAT Annual Report Michael Fine presented the 2019-20 FCMAT Annual Report for board approval, which was included in the board materials. He stated that the annual report contains complete information related to the organization’s activities over the past year; the FCMAT/CSIS highlights start on page seven where major service areas are described in detail and updates provided.

A motion to approve the 2019-20 FCMAT Annual Report was made by Susan Salcido and seconded by Mary Ann Dewan, and passed unanimously.

2019-20 Financial Report Michael Fine presented and reported on the FCMAT Finances, dated October 4, 2020, which was included in the board materials. Michael stated that both he and Michelle Giacomini are available to answer questions.

Status of Key Assignments Report A written report of current FCMAT projects, FCMAT Project Tracking Report, dated October 4, 2020, was provided with board materials. Michael Fine briefly highlighted FCMAT work with Sacramento City USD, Oakland USD, and Inglewood USD and mentioned that he is available to answer questions on assignments.

FCMAT Services CSIS Services Quarterly Report Amy Fong, chief operating officer, reported on the activities of CSIS and presented the FCMAT Board Report dated October 4, 2020, which was provided in the board packet.

Amy Fong updated the board on the highlights of accomplishments related to the California Longitudinal Pupil Achievement System (CALPADS), the SACS System Replacement project, Ed-Data, and the Cradle to Career Data System workgroup. The Cradle to Career webinar dates and links were added to the board packet after the conclusion of the meeting.

Professional Learning Report Michelle Giacomini, deputy executive officer, briefly updated the board on the highlights of the support and offerings related to professional learning and presented the FCMAT Professional Learning and Product Development Update, dated October 2020.

CBO Mentor Program Report Shayleen Harte, deputy executive officer, reported on the FCMAT CBO Mentor Program 16th cohort and presented the CBO Mentor Program Executive Report, 16th Cohort 2019-20, which was included in the board packet. She thanked the FCMAT board for their continued support and Mike Fine for his support and leadership.

Mike Fine added that FCMAT will continue the current model for the CBO Mentor Program for Cohort 18, scheduled to begin in 2021-22, with plans for major changes in 2022-23. The restructured program will include a coaching component and will move from a tier 1 CBO preparatory program format to a tier 2 format supporting CBOs new to their position.

A motion to approve the CBO Mentor Program Executive Report was made by Cecilia Massetti and seconded by Debra Kubin and passed unanimously.

Appointment of New Board Members to New Terms Beginning January 2021 The governing board was asked to approve the appointment of nine new or continuing board members to new terms beginning January 1, 2021 who have been nominated by either the California County Superintendents Educational Services Association or the Association of California School Administrators as follows: • Steven Herrington, North Coast, Region 1 Superintendent, Sonoma COE • Deneen Guss, South Bay, Region 5 Superintendent, Monterey COE • Tim Hire, Central Valley, Region 7 Superintendent, Tulare COE • Paul Gothold, Southern, Region 9 Superintendent, San Diego COE • Stacey Adler, RIMS, Region 10 Superintendent, Mono COE • Diann Kitamura, North Coast, Region 1 Superintendent, Santa Rosa City Schools • Jordan Reeves, Northeastern, Region 2 Superintendent, Gridley USD • Jeff Baier, South Bay, Region 5 Superintendent, Los Altos SD • Sara Noguchi, Delta Sierra, Region 6 Superintendent, Modesto City Schools

Tracey Quarne made a motion to approve all the new board members. Judy White seconded the motion, and it was passed unanimously.

California Collaborative for Educational Excellence (CCEE) Report Tom Armelino, executive director, reported on the highlights of CCEE’s activities and presented a written report dated October 4, 2020, which was included in the board packet. Tom briefly highlighted the Health and Safety Guidebook and #ComeBackCASchools campaign.

Tom stated that the Health and Safety Guidebook focuses on new guidance and includes a variety of helpful tools, such as videos from health experts, sample letters, and flowcharts. He stated that the #ComeBackCASchools campaign highlights the best practices of the work around COVID-19 and getting kids safely back to school.

Business and Administration Steering Committee (BASC) Report Janet Riley, chairperson, provided a brief update on the highlights of BASC activities such as the Common Message, professional development, CalPERS – Retired Annuitants and Fees, and FCMAT Fiscal Procedures Manual update. She presented the BASC Report to FCMAT dated October 2020, which was included with the board materials.

Janet Riley mentioned that the new Common Message chairperson is Shannon Hanson, assistant superintendent, San Benito County Office of Education, and introduced the new 2021 BASC chairperson, Dean West, associate superintendent, business services, Orange County Department of Education. Janet mentioned that the October 2020 board meeting was her last and thanked FCMAT and the FCMAT board for their support.

California Community Colleges (CCC) Report Lizette Navarette, vice chancellor of College Finance and Facilities Planning Division, provided a brief update on the activities of the California Community Colleges. She presented the California Community Colleges FCMAT Board Update, which was added to the final board packet after the conclusion of the meeting. Lizette commented on topics such as highlights of the budget overview, attendance accounting, and apportionment updates related to California Community Colleges.

California Department of Education (CDE) Report Lisa Constancio, director of the School Fiscal Services Division, reported on the highlights of the CDE’s activities and presented the FCMAT Quarterly Meeting presentation, dated October 4, 2020, which was added to the final board packet after the conclusion of the meeting. She commented on topics such as the 2020 wildfire impacts and response, COVID-19 updates, audit guide, K12 Strong Workforce Program, and CA Community Schools Partnership Program grant.

Legislative Report Michael Hulsizer, chief deputy for governmental affairs, Kern County Superintendent of Schools, reported on the highlights of the California Legislature’s activities. He presented the 2020-21 Budget Update, dated October 4, 2020, and provided the California Department of Finance (DOF) Finance Bulletin, dated September 2020, as a handout to the board. Written material was added to the board packet after the conclusion of the meeting.

Michael provided some context of the state budget by discussing both recent economic trends and recent policy developments and impactful political issues taking place in Washington, D.C. and the state.

Public Participation There were no comments from the public.

Board Members’ Comments There were no comments from the board members.

Date and Location of Next Meeting Wednesday, January 27, 2021 9:30 a.m. – 12 p.m. Meeting changed from in-person format at the InterContinental-Clement Hotel, Monterey County to virtual format.

Adjournment The meeting was adjourned by Gayle Garbolino-Mojica, chairperson, at 12:14 p.m.

SECTION E

Approval of Selection of Charter School Representative to the FCMAT Governing Board

January 27, 2021

TO: FCMAT Board of Directors Executive Committee FCMAT Board of Directors

FROM: Michael H. Fine Chief Executive Officer

SUBJECT: Appointment of FCMAT board member representing the charter schools

Article V of FCMAT’s Bylaws provides for a nonvoting member representing the charter schools of the state, selected by the Executive Committee, upon recommendation by the Chief Executive Officer, and confirmed by a majority vote of the quorum. Except for nonvoting status, the charter school member shall have all the rights and duties of voting members.

The term of Cindy Petersen as the board member representing charter schools expired on December 31, 2020. Ms. Petersen has indicated her willingness to continue to serve another three year term.

I recommend that the Executive Committee select Cindy Petersen, Superintendent/CEO of Gateway Community Charters, as the charter school representative for a new three year term commencing January 1, 2021. I further recommend that the Board confirm the Executive Committee’s selection.

Michael H. Fine • Chief Executive Officer 1300 17th Street – City Centre, Bakersfield, CA 93301‐4533 • Tel. 661‐636‐4611 • Fax 661‐636‐4647 www.fcmat.org SECTION H

Chief Executive Officer’s Report Fiscal Status of LEAs

As of January 26, 2021

1 Historical Qualified & Negative Certifications

200

180 176 160 160

140 124 120 120 114 117 108 100 89 91 84 80 74

60 51

Number of Districts/COEsNumber 42 42 41 38 41 40 41 40 29 28 31 28 23 25 19 16 19 16 20 14 12 14 12 13 12 14 7 7 7 8 8 7 6 5 5 4 4 2 3 2 4 4 5 5 4 3 0 06/07-207/08-107/08-208/09-108/09-209/10-109/10-210/11-110/11-211/12-111/12-212/13-112/13-213/14-113/14-214/15-114/15-215/16-115/16-216/17-116/17-217/18-117/18-218/19-118/19-219/20-119/20-220/21-1 Negative Qualified

2 Historical Perspective on Certifications

Certifications at Second Interim 200 176 180 160 140 Beginning of the Fourth Year of the Pre-COVID-19 120 Great Recession Great Recession 100 89 80 60

Number of Districts of Number 41 40 19 12 20 4 0 2008-09 2011-12 2019-20 Qualified Negative

3 Disapproved Budgets

The one disapproved budget in 2020-21 represents the district’s third consecutive disapproved budget.

Sacramento City USD 1 Calaveras USD Number of Districts of Number Sacramento City USD Sweetwater UHSD

0 2017-18 2018-19 2019-20 2020-21

As of 2020-21 Budget Adoption reviews (10/2020)

4 Qualified Interim Reports Certifications

Of the 51 qualified districts, fifteen have three or more consecutive qualified certifications over the past seven reporting periods.

7 3

6 0

5 5

4 0

3 7

2 7 ConsecutiveCertifications

1 29

0 5 10 15 20 25 30 35 Number of Districts As of preliminary First Interim Report 2020-21(12/2020)

5 Negative Interim Reports Certifications

Of the three negative districts, two have three or more consecutive negative certifications over the past seven reporting periods.

7 0

6 0

5 1

4 0

3 1

2 0 ConsecutiveCertifications

1 1

0 1 2 3 Number of Districts As of preliminary First Interim Report 2020-21(12/2020)

6 Downgraded Interim Report Certifications

Interim reports that have certifications downgraded by the county superintendent are included in the total count of qualified and negative reports. 4

Number of Districts of Number 1

Qualified 0 Negative 18/19-1st 18/19-2nd 19/20-1st 19/20-2nd 20/21-1st As of preliminary First Interim Report 2020-21(12/2020)

7 Lack of Going Concern Designations

Four districts have been designated as a lack of going concern in 2020-21 for non-budget concerns, such as leadership, lack of disclosure and non-compliance.

8 Cabrillo USD – Oct 4 Trinity Alps USD – Oct 8 Palo Verde USD – Oct 8 6 Alvord USD – Oct 9 Sweetwater UHSD – Nov 8 Calaveras USD – May 20 4 Denair USD – June 5

Number of Districts of Number Bassett USD* – June 17 Alvord USD – Sep 15 2 Oroville City ESD – Sep 10 Alvord USD – Nov 9 Bellflower USD – Sep 15 Lennox SD - May 29* Montebello USD – Sep 15 0 2018-19 2019-20 2020-21 As of October 22, 2020 *LACOE considers Lennox and Bassett as continuing LGC status in 2020-21

8 Fiscal Health Risk Analysis Trends

• In two and one-half years there have been 32 cases in which conditions have triggered a Fiscal Health Risk Analysis (FHRA) • 23 FHRAs completed, one is in draft, one is in progress, one is on hold, and two were cancelled after additional information was considered • 4 recently triggered at First Interim 2020-21 • Three additional FHRAs completed due to requests by LEAs • Scoring methodology was modified and implemented part way through the second year after reviewing results from the first year • Analysis of items and evaluation of scores are an ongoing quality assurance process

9 Fiscal Health Risk Analysis Trends Risk LEA Trigger Year Score Risk Level Other Calaveras USD D 18-19 B 31.7 Moderate Sweetwater UHSD D 18-19 B 57.7 High Sacramento City USD D 18-19 B 44.8 High Oceanside USD 3Q 18-19 1 31.4 Moderate Alvord USD LGC 18-19 1 40.1 High Coachella Valley USD 3Q 18-19 1 44.7 High Klamath-Trinity JUSD 3Q 18-19 1 20.4 Low Gateway USD 3Q 18-19 2 15.3 Low Amador COE N 18-19 2 46.4 High Amador County USD None 18-19 2 38.6 Moderate Single/Single COE trigger Lennox SD LGC 18-19 2 53.0 High

D=disapproved budget, N = negative certification, 3Q = three consecutive qualified certifications, LGC = lack of going concern, DN = downgraded certification; year+B = budget, year+1 = first interim, year+2 = second interim Presented in order of occurrence

10 Fiscal Health Risk Analysis Trends (cont.) Risk LEA Trigger Year Score Risk Level Other Cabrillo USD LGC 19-20 B 38.7 Moderate Palo Verde USD LGC 19-20 B 45.1 High Trinity Alps USD LGC 19-20 B 26.9 Moderate Konocti USD DN-N 19-20 1 Cancelled per COE San Ysidro ESD 3Q 19-20 1 Cancelled per COE Newark USD 3Q 19-20 2 29.3* High East Side Union HSD DN-Q 19-20 2 31.8* High Alum Rock UESD 3Q 19-20 2 37.2* High Camino UESD 3Q 19-20 2 24.0* Moderate Gold Trail UESD 3Q 19-20 2 20.6* High Denair USD LGC 19-20 2 34.6* High

11 Fiscal Health Risk Analysis Trends (cont.) Risk LEA Trigger Year Score Risk Level Other Southern Kern USD N 19-20 2 51.9* High San Ysidro ESD 3Q 19-20 2 53.4* High Bassett USD LGC 19-20 2 34.5* High Bellflower USD LGC 20-21 B * Uncooperative/On hold Montebello USD LGC 20-21 B * In process Oroville City ESD LGC 20-21 B * Draft report with district Dixon USD 3Q 20-21 1 * Process being initiated Elk Grove USD N 20-21 1 * Process being initiated Lost Hills Union ESD 3Q 20-21 1 * Process being initiated West Contra Costa U 3Q 20-21 1 * Process being initiated

Certification 1st Interim Report

Number of Districts 100 105 110 115 120 125 130 135 140 145 150 155 160 165 170 175 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 0 5 Negative Certification: Shallbe assigned that,to any school district current based upon projections, will be unable to meetitsfinancial obligations forthe remainderof thefiscal yearorthe subsequentfiscal year. Shallbeassigned that,Qualified to any schooldistrict Certification: current based upon projections, may not meetitsfinancialobligations current forthe fiscal or year twosubsequent fiscal years. Positive Certification: Shallbeassigned that,to any school district current basedupon projections, willmeet itsfinancialobligations current forthe fiscal yearand subsequentfiscal two years. Negative Certification 07/08-1 7 29 14 07/08-2 108 16 08/09-1

74 19 08/09-2 Qualified Qualified Certification 89 12 09/10-1 114 14 09/10-2 160 10/11-1 12 91 Preliminary NegativePreliminary Certification 13 10/11-2 124 11/12-1 7 120 12 11/12-2 176 12/13-1 7 117 12/13-2 8 84 13/14-1 Preliminary Qualified Qualified Preliminary Certification 8 41 13/14-2 7 23 14/15-1 5 38 14/15-2 4 3rd Interim covers periodendingApril 30thandfiled June 1st(requiredby if2nd Interim is Certif 28 1st Interim covers 31standBoard approved periodendingOctober by 15th December California School Districts andCOEsCalifornia –2007to Districts School Present 2nd Interim covers 31standBoard approved periodendingJanuary by March 16th 15/16-1 4 16 Education Code Section 42130 (Reports by District Superintendents) by District Education 42130(Reports Code Section i 15/16-2 Projected Negative Certification 2 cations ofFinancial Reports 14 16/17-1 3 31 16/17-2 2 Qualified or Negative)Qualified 41 17/18-1 Projected results are ofeducational agencies. basedonaninformal survey 4 42 Fiscal Crisis &Management Assistance Team 1/15/21 17/18-2 4 25 18/19-1 5 Projected Qualified Certification 42 18/19-2 6 28 19/20-1 5 40 19/20-2 20/21-1 4

41 3 50 First Interim Budget Certifications — Projected 2020-21 Negative Certification Qualified Certification County District or COE Riverside Alvord Unified Kern Belridge Elementary Riverside Menifee Union Elementary Sacramento Sacramento City Unified Riverside Perris Elementary San Bernardino Mountain View Elementary Sacramento Elk Grove Unified San Diego Cajon Valley Union Elementary San Diego Mountain Empire Unified Qualified Certification San Diego Oceanside Unified County District or COE San Diego San Diego Unified Alameda Hayward Unified San Diego San Marcos Unified Alameda Oakland Unified San Diego San Ysidro Elementary Calaveras Calaveras Unified San Diego South Bay Union Elementary Calaveras Mark Twain Union Elementary San Diego Sweetwater Union High Contra Costa Mt. Diablo Unified San Diego Vista Unified Contra Costa Orinda Union Elementary San Francisco San Francisco Unified Contra Costa Pittsburg Unified San Luis Obispo Paso Robles Joint Unified Contra Costa West Contra Costa Unified San Luis Obispo Shandon Joint Unified El Dorado Camino Union Elementary San Mateo Pacifica Elementary El Dorado Gold Oak Union Elementary Santa Clara Alum Rock Union Elementary El Dorado Gold Trail Union Elementary Santa Cruz Pajaro Valley Unified Kern Lost Hills Union Elementary Shasta Shasta Union High Kern Pond Union Elementary Sierra Sierra-Plumas Joint Unified Lake Lakeport Unified Solano Dixon Unified Los Angeles Bassett Unified Solano Travis Unified Los Angeles Compton Unified Solano Vallejo City Unified Los Angeles Duarte Unified Sonoma West Sonoma County Union High Los Angeles Lennox Unified Tuolumne Jamestown Elementary Los Angeles Lynwood Unified Yolo Woodland Joint Unified Los Angeles Monrovia Unified Marin Laguna Joint Elementary Orange Capistrano Unified Placer Rocklin Unified Second Interim Budget Certifications 2019-20 Negative Certification Qualified Certification County District or COE San Diego Bonsall Unified Kern Belridge Elementary San Diego Dehesa Elementary Kern Southern Kern Unified San Diego Oceanside Unified San Diego San Diego Unified Sacramento Sacramento City Unified San Diego San Ysidro Elementary San Diego Sweetwater Union High San Diego South Bay Union Elementary San Diego Vista Unified Qualified Certification San Luis Obispo Paso Robles Joint Unified County District or COE San Luis Obispo Shandon Joint Unified Alameda Newark Unified San Mateo San Carlos Elementary Alameda Oakland Unified Santa Clara Alum Rock Union Elementary Butte Bangor Union Elementary Santa Clara East Side Union High Butte Paradise Unified Shasta Happy Valley Union Elementary Butte Pioneer Union Elementary Shasta Oak Run Union Elementary Contra Costa Mt. Diablo Unified Solano Dixon Unified Contra Costa West Contra Costa Unified Solano Travis Unified El Dorado Camino Union Elementary Sonoma Santa Rosa Elementary El Dorado Gold Trail Union Elementary Sonoma Santa Rosa High Humboldt Loleta Union Elementary Trinity Trinity Alps Unified Humboldt Southern Humboldt Joint Unified Kern Lost Hills Union Elementary Los Angeles Azusa Unified Los Angeles Bassett Unified Los Angeles Charter Oak Unified Los Angeles Lennox Unified Marin Laguna Joint Elementary Riverside Alvord Unified Riverside Banning Unified Riverside Palo Verde Unified Sacramento Folsom-Cordova Unified San Bernardino Mountain View Elementary

Status of Key Assignments Report

January 27, 2021

FCMAT PROJECT TRACKING REPORT

FCMAT utilizes a Job Management Tracking (JMS) software program to monitor the status of all online requests and current projects. The report is summarized by project type and is for information purposes only.

Management Assistance Job # Client Review Types Date Status Requested 8128 CCCCO/Compton Fiscal Health Risk Analysis 12/17/2020 Ongoing CCD 8127 CCCCO/Gavilan Fiscal Health Risk Analysis 10/22/2020 Ongoing CCD 8126 CCCCO/ Palomar Follow Up Report/On-Site 08/14/2020 Ongoing CCD Technical Assistance 8125 CCCCO/ Lassen Enrollment Management/ 10/28/2019 Ongoing CCD Training / Technical Assistance 1352 Orange CDE Business Department 11/03/2020 Ongoing 1350 Oroville City ESD Fiscal Health Risk Analysis/ 10/14/2020 Ongoing Budget Act 1349 Clovis USD Organization/Staffing 10/02/2020 Ongoing /Business Department 1347 Montebello USD Fiscal Health Risk Analysis/ 09/18/2020 Ongoing Budget Act 1346 Bellflower USD Fiscal Health Risk Analysis/ 09/18/2020 ON HOLD Budget Act 1341 Oakland Military On-Site Technical Assistance 06/10/2020 Ongoing Institute College Preparatory Academy

AB139 Extraordinary Audits Job # Client Review Types Date Requested Status 1351 Solano COE/Elite Public AB 139 11/03/2020 Ongoing Charter School 1345 Merced COE/Gustine USD AB 139 08/12/2020 Ongoing

AB139 Extraordinary Audits Cont. Job # Client Review Types Date Requested Status 1338 Orange CDE/Capistrano AB 139 04/30/2020 Ongoing USD 1322 Multiple COEs/Inspire AB 139 08/30/2019 Ongoing Charter 1312 Los Angeles COE/ AB 139 10/28/2019 Ongoing Bassett USD

State Fiscal Oversight Reviews Job # Client Review Types Date Requested Status 10006 Solano COE AB 1840/COE 01/30/2020 Ongoing Review 10005 Los Angeles COE AB 1840/COE 01/30/2020 Ongoing Review 10004 Alameda COE AB 1840/COE 01/30/2020 Ongoing Review 10001 Oakland USD AB 1840/State 12/12/2018 Ongoing Fiscal Oversight 10000 Inglewood USD AB 1840/State 12/12/2018 Ongoing Fiscal Oversight

Comprehensive Reviews Job # Client Review Types Date Requested Status 975 Inglewood USD Comprehensive 10/10/2012 Ongoing

Professional Learning Services Job # Client Review Types Date Requested Status 9148 Stanislaus COE Projection-Pro 02/27/2019 02/02/2021 Riverside COE Workshops 02/24/2021 8549 Granada Hills Charter ASB/Booster Club 12/10/2020 01/25/2021 HS Workshop 8548 Delano UESD ASB Workshop 12/08/2020 01/26/2021 8547 Norwalk-La Mirada ASB Workshop 11/02/2020 09/16/2021 USD 8542 ASB Works/Gray ASB Workshop 02/28/2020 02/04/2021 Step Software 8539 Kern Community ASB & GOPF 11/18/2020 03/22/2021 College District Workshop 8510 Partnership with Business Executive 09/01/2016 Various CASBO Leadership Program N/A California Various Training for 01/03/2020 Ongoing Department of Internal Fiscal Education (CDE) Services Staff in collaboration with School Services of California (SSC)

Professional Learning Services Con’t. Job # Client Review Types Date Requested Status 8509 Partnership with Accounts Payable 12/14/2020 Scheduling for CASBO Workshops 2021 2021

N/A Partnership with SSC Declining Enrollment 02/02/2021 Training

N/A CBO Mentor Program, Training/Mentoring Partnership with Ongoing 17th Cohort, 2020/21 CASBO, SSC, and CCSESA/BASC N/A USC School Business Training/Mentoring Partnership with Ongoing Management USC and SSC Certificate Program

Product Development Name Development Type Status SACS Software Replacement Development Ongoing Projection-Pro MYP Software Updated throughout the year Ongoing LCFF Calculator Next update: estimated January Ongoing 2021 Tool redevelopment in progress Common Message Updated throughout the year, Ongoing working with BASC

New Requests for Management Assistance and Professional Learning Job # Client Review Types Date Status Requested 8551 Atascadero USD ASB Workshop 01/13/2021 Pending Signed Agreement 8550 Centinela Valley ASB Workshop 12/23/2020 Pending Signed UHSD Agreement / 02/23/2021 8129 CCCCO/Peralta Human Resources/ 12/17/2020 Pending Signed CCD Payroll Agreement N/A Santa Barbara Business Department / 12/17/2020 Intake Review USD HR/Payroll

SECTION J

Cradle to Career Data System Workgroup Overview

Cradle to Career Data System Workgroup Report link was added to the final board packet after the conclusion of the meeting.

SECTION I

FCMAT Services

California School Information Services (CSIS) Quarterly Report

Better data. January 27, 2021 TM FCMAT Board Report A service of FCMAT Better schools.

match. Fall 1 data certified by January 29, 2021 will Introduction be used for P-2 calculations.

As a service of the Fiscal Crisis and Management CALPADS - IMPORTANT DATES Assistance Team (FCMAT), California School January 29, 2021 – Fall 1 Amendment Window closes Information Services (CSIS) assists Local Education Agencies (LEA) in addressing a variety of challenges March 5, 2021 – Fall 2 Deadline (no amendment window) in the use, management, and exchange of school, April 6, 2021 – CALPADS Information Meeting student, staff, and institutional information. CSIS May 10, 2021 – End of Year (EOY) collections start increases access to, and use of, high-quality educational data through various software and data July 30, 2021 – EOY ends management projects. This report provides a More dates ... summary of CSIS work over the last quarter.

During the last quarter, the CALPADS team made additional improvements to the CALPADS system for CALPADS 2020-21 to improve data quality and accuracy, including: As part of the CALPADS team, CSIS business • Modifying various special education (SPED) analysts, developers, testers, trainers, and service related validations and reports based on specific desk agents assist the California Department of data scenarios to improve data quality for Fall 1; Education (CDE) in the maintenance, operations, and support of CALPADS. • Modifying SPED 16.7 and 16.8 LEA monitoring reports based on user feedback to assist in identifying students with disabilities (SWD) who have delayed meetings on receiving timely/accurate services;

• Implementing changes for Fall 2 related to assignment monitoring and postsecondary status; • Finalizing data collection requirements for 2020- 21 for the collection of career technical education (CTE) to align with data needed for Perkins V that provides LEAs with funding for the LEAs worked diligently to achieve approval of Fall 1 improvement of secondary and postsecondary data by December 18, 2020 and meet the deadline career and technical education programs. for P-1. The December approval of UPC data was particularly important for LEAs seeking growth FALL 2 SUMMARY OF CHANGES funding. Throughout January, the CALPADS team In the last quarter, the CALPADS team prepared the assisted LEAs during the Fall 1 amendment window. system for the collection of Fall 2 data including All LEAs received new Fall 1 revisions in January. It system enhancements for assignment monitoring is important to review these data as newer revisions and the postsecondary status data collection. may increase UPC due to additional students being identified through the January direct certification Continued ... CSIS Report

Data from the 2020-21 CALPADS Fall 2 submission videos are posted. The weekly CALPADS Q&A on will be loaded into the California State Assignment Wednesdays at 3:00pm, hosted by CDE and CSIS, Accountability System (CalSAAS) by the is another great way to stay connected and does not Commission on Teach Credentialing (CTC) for LEAs require registration. to review and address potential mis-assignments. To help LEAs identify potential mis-assignments before data are loaded to CalSAAS, the CALPADS team updated numerous validations and modified SACS System staff level reports in CALPADS to provide additional Replacement (SSR) visibility of these data. Additional communication is forthcoming via a CALPADS flash to give further Project guidance to LEAs on how to prepare course data for assignment monitoring, information about the 2019- 20 CalSAAS results, and common data issues.

In prior years, the collection of postsecondary data was collected partly through CALPADS and partly When completed, the replacement SACS system will through a survey conducted by CDE’s CTE be a modern, web-based system designed and Leadership Office (CTELO). The CALPADS team purposefully built through a multi-year project to modified CALPADS to allow LEAs to submit all satisfy the needs of the CDE, California’s local postsecondary data through CALPADS and related educational agencies and their county offices in reports were also updated. Details on the 2020-21 collecting, reviewing, and disseminating LEA on collection of postsecondary data for Fall 2 are in financial data. CALPADS Flash #196

STATUS OF DELIVERABLES CALPADS INFORMATION MEETING (CIM) The onset of COVID-19, economic uncertainties, and Do you have the information you need to stay natural disasters have shifted local attention and ahead of changing requirements data collections? A redirected resources to reimagining school little insight and planning ahead can go a long way operations in our new normal. Because of the new toward improving success. The CALPADS team is normal, workload, and priorities for LEAs, the SACS hosting the CIM, scheduled for Tuesday, April 6, project is shifting also. Software development along 2021 so LEAs can learn about system updates, with outreach and planning for training will continue upcoming system changes, and assessments and on track in FY 2020-21 toward a new spring 2022 accountability updates. The CIM will be recorded for delivery. The SACS team’s deliverables for 2020-21 those who are unable to attend. include the System Technical Guide, Knowledge Transfer Plan, and Requirements Traceability Matrix. LEA SUPPORT Learning opportunities for the Fall 2 data population STATUS OF SOFTWARE are under way. The CDE, CTC, and CSIS are hosting The SSR team continues to work closely with the training for Fall 2 CDE to finalize requirements for the system. When assignment monitoring the final requirements package is approved, the full on Thursday, January scope of the project can be known. Using agile 28, 2021. software development methodology, the SSR team has taken known requirements and made The CSIS YouTube Channel hosts a collection of substantial progress towards building the training videos for easy access by anyone. We application. The team built many of the SSR forms encourage local data coordinators and SELPA and validation checks and will continue to implement coordinators to subscribe and be alerted when new the remaining workflow, exports, and reporting

January 27, 2021 2

CSIS Report

requirements. In the last quarter, the team also built much of the underlying application architecture to Cradle to Career Data handle the complexity of the multi-year System Workgroup requirements.

The SSR team is ensuring a high availability Test environment to support the CDE’s system acceptance activities. Based on the project’s new delivery target, the CDE is anticipated to conduct user training and acceptance testing tasks in 2021- CSIS joins 14 other state-level partner organizations 22. identified in the Cradle to Career Data System Workgroup legislation to advise on scope, governance, specifications, and implementation of the state data system. As part of the Workgroup, CTO Mentor Program CSIS advises on the technology, data elements and implementation strategies. A key component in the process is public input as well as discussions grounded in user centered design. The purpose of the California Data System is to link

existing state data systems to enable users to CSIS leadership is proud to serve on the CITE CTO identify factors that influence whether students Mentor Steering Committee. The CITE program learn, stay in school, prepare for college, graduate, educates and mentors the next generation of and secure a job. It is intended to be a neutral Certified Chief Technology Officers for California's source of high-quality information to help agencies county offices of education, districts, and charter and institutions improve education, workforce, and schools. health and human services programs and to assist Each fall, the CTO Steering Committee reviews in addressing equity gaps. candidate applications for the program. Thirty-one On December 18, 2020, WestEd, the Governor’s candidates applied and twenty-one were selected in office facilitator, published the Cradle to Career Data December for the 2021 CTO class. The 2021 CTO System First Legislative Report containing the Cohort represents a wide cross section of the Workgroup’s recommendations for a pre-K to education agencies in the state: large, medium, workforce (P20W) data set that provides the ability small; charter schools, elementary and high school to link and share state agency data, a research districts, unified school districts, and county offices. request process, a public dashboard and query tool, While a majority of applicants tend to be male, this as well as college eligibility tools. A new legal year five women are in the cohort. The 2021 framework laid the foundation for data sharing candidates reflect a mix of ed-tech and technical among the partner entities and helped establish a experience. The cohort will begin their classes trust model supportive of linking data while ensuring remotely on January 29, 2021 and meet monthly to privacy and security. The recommendations are the complete coursework in areas such as culmination of twelve months of Workgroup technology/team/organizational leadership, discussions on the purpose of the system, the data management, infrastructure, cyber security, data points to be included, its governance, and technical systems, classroom technology, assessment, structure. The report also includes recommendations accountability, personnel management, and financial for outreach and community engagement management. mechanisms to ensure a broad range of stakeholders are aware of the data system’s

January 27, 2021 3

CSIS Report

resources and training on them is offered across a range of communities.

Ed-Data

Ed-Data is a partnership of the CDE, EdSource, and FCMAT designed to offer quick access to timely and comprehensive data about K-12 education in California. As part of the Ed-Data partnership, CSIS works with the CDE and EdSource to maintain and enhance the Ed-Data website.

In mid-January, the Ed-Data team released the 2018-19 staff data, 2019-20 Title 1 data, and elections data. As part of the updates for the new year, the Ed-Data terms of service were also updated.

January 27, 2021 4

Professional Learning Professional Learning and Product Development Update — January 2021

FCMAT’s professional learning services support its mission of helping California’s local educational agencies fulfill their financial and management responsibilities. Professional learning includes regional and entity-specific workshops; leadership preparation programs; partnerships with other organizations; written resources, manuals, and guides; and product development. The goal of this report is to provide an update on many of the professional learning services that have occurred since the October 2020 board meeting. It is not meant to include all of FCMAT’s offerings.

Fiscal Alerts FCMAT Alerts are developed and issued to provide guidance, based on FCMAT’s expertise, on subjects that have not been covered sufficiently by another entity. In the last quarter, the following Alerts were issued: • Impacts of AB 1505 and the California State Assignment Accountability System (CalSAAS), December 2020 • County Superintendents’ and Charter Authorizers’ Obligation to Review and Certify Applications for Exemption from Principal Apportionment Deferrals, November 2020 • Correctly Sizing a Community College District’s Management Structure and Staffing, October 2020 • Fiscal Impact of New Charter Evaluation Criteria in AB 1505 – REVISED, October 2020 All FCMAT Alerts can be found at https://www.fcmat.org/fiscal-documents.

LCFF Calculator The Local Control Funding Formula (LCFF) Calculator was last updated to reflect the changes in assumptions as defined in the 2020-21 adopted state budget and to incorporate state certified data for the 2019-20 third quarter update. The third quarter update incorporates data from the 2019-20 Second Principal Apportionment (P-2), 2018-19 annual principal apportionment revision 1 (Annual R1), and 2017-18 annual principal apportionment revision 3 (Annual R3). Each update is intended to provide local educational agencies (LEAs) the ability to generate the most accurate funding projection based on the most current data. COVID-19 has certainly impacted the state’s funding model for public education. For the 2019-20 fiscal year student attendance reporting did not follow the traditional timeframes. For 2020-21 the challenges related to attendance reporting continued and were mitigated in Senate Bill 820, which provided for a few modifications to address the challenges the originally written LCFF funding methodology posed in the Education Code. For 2020-21 LEAs are not required to submit and certify attendance data, which is the primary driver of the Local Control Funding Formula. Rather, LEAs are funded based on the data certified for the

Report to the Governing Board 1 January 21, 2021 FCMAT PROFESSIONAL LEARNING AND PRODUCT DEVELOPMENT UPDATE

2019-20 fiscal year (with an alternate 2020-21 ADA used in cases where a charter school has closed or for growth districts and classroom based charter schools). FCMAT continues its efforts to redesign the LCFF Calculator into a more simplified tool that will be easily maintained over the life of the LCFF. The new tool will be introduced into the field for user testing by January 2021 and is planned to be released for the 2021-22 budget cycle (June 2021). This release date falls in line with the traditional update schedule that adds a new fiscal year (2025-26) to the projection and updates LEA data for the 2020-21 first interim data certification. The LCFF Calculator and related resources can be found at https:// https://www.fcmat.org/lcff.

Fiscal Oversight Workshops FCMAT provided four two-day fiscal oversight workshops this fall. The first day of training was directed at new county office staff or those who wanted a refresher on county office fiscal oversight responsibilities. The second day was all new curriculum and incorporated information for school district, charter school and county office staff to provide a hands-on understanding and more detail on various fiscal oversight responsibilities, with a focus on cash flows, public disclosure of collective bargaining agreements and charter schools. Although the initial intent was to do these workshops in person, as the second day curriculum was built on team building exercises and group activities, Zoom breakout classrooms allowed FCMAT to incorporate group discussions and activities, and feedback was positive on the outcome (although everyone still hopes to do these in person next year!). The workshops, and number of sign-ups for each included: Host Dates Offered Registrations September 22, 2020 64 Tehama COE September 23, 2020 38 November 4, 2020 61 Santa Barbara CEO November 5, 2020 129 November 9, 2020 63 San Bernardino CSS November 10, 2020 130 November 16, 2020 60 Contra Costa COE November 17, 2020 100

Curriculum for the training, as well as additional resources, can be found at: https://sites. google.com/view/fiscal-oversight-training.

Charter Resources FCMAT continues to provide tools and professional learning that will help charter schools and their authorizers maintain fiscal accountability, transparency and best practices while strengthening relationships and each entity’s understanding of roles and responsibilities. In November 2020 the Indicators of Risk or Potential Insolvency for Charter Schools was published, and then in January 2021 the Fiscal Health Risk Analysis for Charter Schools was released. These tools had already been developed for K-12 and community colleges and have been updated as needed, which will also occur for the charter school version in the future.

Report to the Governing Board 2 January 21, 2021 FCMAT PROFESSIONAL LEARNING AND PRODUCT DEVELOPMENT UPDATE

Staff is now working on updating the Charter School Accounting and Best Practices Manual, which was initially released in 2017. All charter resources can be found at https://www.fcmat.org/charter-and-authorizer.

Other Trainings FCMAT was asked by its partners throughout the reporting period to provide a number of specialized webinars and trainings, including but not limited to the following: • Association of California School Administrators (ACSA): Principals and School Business Academy sessions; New Superintendents Orientation • California Association of School Business Officials (CASBO): Introduction to School Finance; Accounts Payable; CBO Symposium (The Prognosis for 2021); Eastern Section Job-Alike • California Association of Latino Superintendents & Administrators (CALSA): COVID-19 Relief Resources and Learning Loss Mitigation Funds • California Department of Education: Proposition 98 and LEA Funding History (with SSC presenting); LCFF History and the Calculator; Declining Enrollment (co-present with SSC) • California Legislative Staff Education Institute (CLSEI): District Budgets • School Services of California (SSC): Unraveling the Mystery of School Finance for Superintendents and other School Administrators • University of Southern California (USC): Charter School Oversight and Best Practices

Report to the Governing Board 3 January 21, 2021 CBO Mentor Program Report Proposed CBO Mentor Cohort #18

Name Job Title District (or Agency)

1DirectorPaulo Azevedo of M&O, Transp., Facilities San Ysidro USD 2CBORomolandKeith Bacon SD 3Carolynne Beno Associate Superintendent Ed Services Yolo COE 4DirectorMarc Chaldu of Fiscal Services Covina Valley USD 5CBOTwinKristen Coates Rivers USD 6DirectorRick Diaz of Facilities Planning & Construction North Monterey County USD 7Wendy Frederickson Associate Superintendent Admin. Services El Dorado COE 8DirectorRegina Freitas of Fiscal Services Porterville USD 9Jennifer Fentress Associate Superintendent, Innovative Instruction San Mateo COE 10Jason Fruth CBO Mendocino USD 11Michael Ghebregziabher Senior Director Business Marin County COE 12Katie Gonzalez Director of Fiscal Services Panama‐Buena Vista USD 13Ryan Hahn Senior Director of Transportation/ Consultant Modesto City Schools 14Dawn Heraty CBO Sutter UHSD 15Matthew Horvath Assistant Superintendent Personnel Services Beverly Hills USD 16Susan Ibarra Director of Fiscal Services Baldwin Park USD 17Lou Jacobsen Director of Fiscal Services Eureka City Schools 18Susan Kane Director Business Support Services San Juan USD 19Tory Long Director of Fiscal Services Santee SD 20Brad Minami Director of Purchasing & Central Services Anaheim UHSD 21Lorelle Mudd CBO Biggs USD 22Anne Norris Director of Food and Nutrition Services Windsor USD 23Harvey Olsingch] Director of Fiscal Services Lake Elsinore USD 24Lorraine Perez Deputy Superintendent Santa Ana USD 25Mary Reome Business Manager Placer Hills USD 26Lynh Rust Executive Director Contracts and Purchasing Capistrano USD 27Benjamin Scinto Principal St. Helena USD 28Desiree Secrist Director of Fiscal Services Greenfield USD 29Joshua Shapiro Principal Clovis USD 30Manish Singh Director Food Services Division LA USD 31Janelle Woodward Assistant Superintendent, Teaching and Learning Pleasanton USD SECTION K

Legislative Report

Governor’s Budget

Summary and Analysis OFFICE OF MARY C. BARLOW KERN COUNTY SUPERINTENDENT OF SCHOOLS

TO: FCMAT Advisory Board DATE: January 26, 2021

FROM: Michael Hulsizer

SUBJECT: Governor Newsom’s 2021-22 Budget Proposals

On January 8, Governor Newsom unveiled his 2021-22 budget proposals in a Capitol press conference. In his remarks, the Governor acknowledged a fundamentally changed economic and social context from one year ago--caused primarily by the continuing COVID pandemic. The administration’s budget proposals reflect a substantial increase in state spending, including in K- 12 education. The Governor attributes the state’s ability to expand services to four important developments: 1. Actual current year revenue collections are significantly higher than estimates used to build the 2020-21 budget last June, 2. Personal income and capital gains driven by a rebounding stock market are up markedly due to a roaring stock market, 3. Clear signals of wage and job growth 4. Confidence in additional federal fiscal relief following the election.

The Governor also identified four policy priorities that run throughout his budget proposals: 1. A recognition that widening wealth disparity and inequities rooted in race must be addressed, 2. Maximizing COVID vaccine deployment, 3. The disproportionate needs of low wage workers, families and communities, 4. Climate change, fire risks and the need for expanded natural disaster preparedness.

Governor Newsom’s budget proposal estimates state revenues will increase by a total of $57.106 billion for the years 2019-20, 2020-21 and 2021-22 combined above the estimates used last June when enacting the current budget. • $2.998 billion increase in 2019-20 • $25.023 billion increase in 2020-21 • $29.085 billion increase in 2021-22

The Governor and his Finance Department assume that California’s economy and general fund revenues will continue to increase through 2023-24.

Key Education Budget Elements

Based upon the revenue gains in the prior, current and budget years, the 2021-22 K-14 (Proposition 98) spending level is now projected to be $88.1 billion ($85.8 to fund the Proposition 98 guarantee and an additional one-time $2.3 billion supplemental payment). This represents a $14.9 billion ongoing increase to the constitutional guarantee and a $17.2 billion overall increase from the June Budget 2020-21 level of $70.891 billion. Additionally, the K-14 (Proposition 98) funding guarantee increases by $1.9 billion and $11.9 billion in 2019-20 and 2020-21, respectively, above the levels set in the current budget enacted this past June.

These revenue and Proposition 98 spending increases allow the Governor to make substantial new investments in K-12 schools:

• $2 billion to fund a combined (restored and new) 3.84% cost-of living adjustment to the LCFF: 2.31% retro for 2020-21 and 1.5% for 2021-22. • $2 billion in one-time Proposition 98 funding to facilitate a return to in-person instruction safely in the current year. The Governor is asking for these funds (and the enabling legislation) to be approved by the end of January. This funding, beginning in February, will be available on a per-pupil basis for all school districts, county offices and charter schools (with the exception of non-classroom based charters schools and independent study programs) that are open for in-person instruction. See attached one-page DoF summary and trailer bill language. • $4.557 billion in one-time Proposition 98 spending, also proposed for early action by the Legislature, to establish LEA grants to Expand Learning Time and Academic Intervention in the . These grants were designed for the purpose of addressing learning loss related to the pandemic. LEAs will be expected to design targeted interventions that focus on students from low-income families, English language learners, youth in foster care, and homeless youth, including an extended school year or summer school. Last week, the Department of Finance released trailer bill language on the program. The

2 funding distribution plan allocates funding to LEAs proportionally using the LCFF to weight the funding in order to address the needs of high need student populations. • $9.2 billion to buydown K-12 apportionment deferrals in 2021-22, leaving an ongoing balance of $3.7 billion on the books in the budget year. The Governor proposes that this remaining deferral will only affect the June 2022 apportionment and will be paid off in July.

The Governor’s budget contains the following technical budget adjustments and augmentations:

• County Offices of Education and LCFF. An increase in ongoing Proposition 98 funding to cover a combined (restored and new) 3.84% cost-of living adjustment to the LCFF: 2.31% retro for 2020-21 and 1.5% for 2021-22. This commitment to treat the county office of education LCFF COLA increase, consistent with school districts, has been confirmed in follow-up briefings with Department of Finance staff.

• Cost of Living Adjustments. An increase of $85.7 million in Proposition 98 spending to reflect a 1.5% cost-of-living adjustment in 2021-22 for categorical programs that remain outside of the LCFF, including Special Education, Child Nutrition, State Preschool, Youth in Foster Care, Mandates Block Grant, Adults in Correctional Facilities Program, American Indian Education Centers, and the American Indian Early Childhood Education Program.

• Local Property Tax Adjustments. A $54.1 million increase in ongoing Proposition 98 funding for school districts and county offices of education in 2020-21 to offset decreased property tax revenues, and a decrease of $1.2 billion Proposition 98 General Fund for school districts and county offices of education in 2021-22 as a result of increased offsetting property taxes.

• Public School System Stabilization Account. Deposits of $747 million in 2020-21 and $2.2 billion in 2021-22 into the PSSSA, for a projected account balance of $3 billion. Under current law, there is a cap of 10 percent on school district reserves in fiscal years immediately succeeding those in which the balance in the Account is equal to or greater than 3 percent of the total K-12 share of the Proposition 98 Guarantee (approximately $2.3 billion). The Governor notes that the balance of $3 billion in 2021-22 triggers school district reserve caps beginning in 2022-23.

Districts with fewer than 2,500 students and Basic Aid districts (about 60% of the districts in California) – have been exempted from the reserve cap. Moreover, County Superintendents can exempt school districts from the reserve caps twice in three years.

Program Reforms and New Expenditure Proposals

In addition to the budget adjustments to core programs described above, the Governor also proposes significant augmentations and/or makes fiscal and policy proposals in the Proposition 98 calculation, special education, fiscal accountability, professional development, educator recruitment and training, student health and well-being and early education.

3 Proposition 98 Supplemental Payment. The Governor’s Budget revokes the 2020-21 Budget Act agreement to increase the K-14 (Proposition 98) share of General Fund spending from approximately 38% to 40% (in Test 1 years) by 2023-24. In lieu of the “supplemental payment and adjustment to Proposition 98 plan”, the Governor now proposes a one-time supplementary payment to K-14 schools of $2.3 billion in 2021-22.

Special Education. For 2021-22, the Governor is proposing: • An additional ongoing $300 million for Special Education Early Intervention Grants to increase the availability of evidence-based services for infants, toddlers, and preschoolers. • $5 million one-time P 98 funding to establish professional learning networks to increase local educational agency capacity to access federal Medi-Cal funds, and $250,000 for a lead county office of education to provide guidance for Medi-Cal billing within the statewide system of support. • $500,000 one-time P 98 funding for a study to examine certification and oversight of non-public school special education placements

LCFF Accountability. Following up on his veto of AB 1835 (Weber) from last year and to promote increased fiscal accountability, the Governor proposes statutory changes to address concerns regarding the reallocation of unspent supplemental and concentration grant funds. More specifically, the Governor states he will require that an local educational agency’s responsibility to increase and improve services “continues until fulfilled”, and he will seek additional oversight responsibilities for county offices of education in their review of local educational agencies’ LCAPs on this topic.

Professional Development. The budget proposes $315.3 million in one-time Proposition 98 funding for professional development, including: • $250 million one-time Proposition 98 spending for an Educator Effectiveness Block Grant to provide LEAs with resources to expedite professional development for teachers, administrators, and other in-person staff, in high-need areas including accelerated learning, re-engaging students, restorative practices, and implicit bias training. • $50 million one-time Proposition 98 spending to create statewide resources and provide targeted professional development on social-emotional learning and trauma-informed practices. • $8.3 million one-time Proposition 98 spending for the California Early Math Initiative to provide teachers with professional development in mathematics teaching strategies for young children pre-K through third grade through the statewide system of support. • $7 million one-time non-Proposition 98 spending to the University of California Subject Matter Projects to create high-quality professional development on learning loss in core subject matter content areas like reading and math, and in ethnic studies. • $5 million one-time Proposition 98 spending to fund professional development and instructional materials for local educational agencies who are offering, or would like to offer, courses on ethnic studies.

Educator Recruitment. The Governor proposes $225 million to improve the state’s teacher pipeline, including: • $100 million one-time non-Proposition 98 spending for continued investment in the Golden State Teacher Grant Program, which provides grants to students enrolled in 4 teacher preparation programs who commit to working in high-need fields and at schools with high rates of under-prepared teachers. • $100 million one-time Proposition 98 spending to expand the Teacher Residency Program, which supports clinical teacher preparation programs dedicated to preparing and retaining teachers in high-need communities and subject areas, including special education, bilingual education, and STEM. • $25 million one-time Proposition 98 spending to expand the Classified School Employees Credentialing Program, which provides grants to local educational agencies to recruit non-certificated school employees to become certificated classroom teachers.

Student Health and Well-Being. To promote greater student health and well-being, the Governor proposes the following investments aimed at equipping schools and educators with the resources necessary to effectively partner with other governmental entities in addressing the overall well-being of the children they serve: • $264.9 million in one-time Proposition 98 spending to local educational agencies to expand existing networks of community schools and establish new community schools, and to coordinate a wide range of services to these schools, with priority given to schools in high-poverty communities. • $400 million one-time in a mix of federal funds and non-Proposition 98 funding, available over multiple years, for the Department of Health Care Services to implement an incentive program through Medi-Cal Managed Care Plans. The goal is to build infrastructure, partnerships, and statewide capacity to increase the number of students receiving preventive and early intervention behavioral health services from schools, providers in schools, or school-based health centers. • $25 million in ongoing Proposition 98 spending to fund partnerships with county behavioral health to support student mental health services. This funding would be provided to LEAs to match funding in county Mental Health Services Act spending plans dedicated to the mental health needs of students. • $25 million in one-time Mental Health Services Funding, available over multiple years, to expand the Mental Health Student Services Act Partnership Grant Program. • $10 million in one-time Proposition 98 funding for a county office of education to:  Make information available on valid, reliable, and appropriate school climate surveys for purposes of helping local educational agencies better assess community needs stemming from the COVID-19 Pandemic and distance learning, including surveys for students, families, and educators.  Provide grants to local educational agencies to implement enhanced survey instruments and support start-up costs associated with conducting annual school climate surveys.  Provide training for local educational agencies on interpreting data and using responses collected to inform continuous improvement efforts

K-12 Facilities & School Bond. The Budget continues to allocate $1.5 billion in Proposition 51 bond funds to support school construction projects.

Early Child Learning and Child Care Access. To expand program and support the Master Plan for Early Learning and Care, released on December 1, 2020, that provides recommendations

5 and a multi-year plan for transforming the state’s childcare and early education systems, the budget proposes: • $250 million one-time Proposition 98 spending, available over multiple years, to provide grants to local educational agencies that offer early access to Transitional Kindergarten (TK), to help cover up-front costs associated with expanding their TK programs. • $50 million one-time Proposition 98 spending to support the preparation of TK teachers and provide both TK and kindergarten teachers with training in providing instruction in inclusive classrooms, support for English language learners, social-emotional learning, trauma-informed practices, restorative practices, and mitigating implicit biases. • $200 million one-time non-Proposition 98 spending for school districts to construct and retrofit existing facilities to support TK and full-day kindergarten programs. • $15 million in one-Proposition 98 funding, of which $3 million is one-time to support the continued development of the Cradle-to-Career Data System. • $3.8 million in ongoing Proposition 98 spending is proposed to support the California Career Guidance Initiative (CCGI). CCGI provides an interface for student data between high schools, students, and families that the administration hopes will be integrated into the Cradle-to-Career Data System.

Federal Student Aid Application (FAFSA). To address concerns that underrepresented students are less likely to complete the FAFSA, thereby causing many Pell grant-eligible students to forego available state and federal financial aid funding, the Budget requires local educational agencies to confirm that all high school seniors complete a FAFSA or California Dream Act Application beginning in the 2021-22 academic year.

Instructional Quality Commission. An increase of $206,000 one-time non-Proposition 98 funding for the Instructional Quality Commission to continue its work on the development of model curriculum and frameworks.

Federal COVID Relief. In December, Congress reached agreement with the administration on another round of fiscal relief. The December package provides $54.3 billion to states/districts (over $6.6 billion to California LEAs) for education-related expenses, roughly four times the amount districts received under the original CARES Act authorized last March. As in March, 90% of these funds will distributed based on the Title I allocation formula. This latest round of funding will remain available to schools through Sept. 30, 2022.

Funds are intended to be used for activities to mitigate the COVID health emergency, including but not limited to, providing summer learning and supplemental learning, addressing learning loss, administering assessments, mental health services, testing, school facility repairs and air quality improvements. Other issues addressed in the recent federal package include:

• Sick/Paid Leave: Paid leave as established under FFCRA is extended through March 2021. The December bill does not extend the tax credits to public entities and it eliminates the mandate to provide paid leave, so public sector employees who were previously covered are no longer guaranteed leave. • Coronavirus Relief Fund (CRF) spending deadline was extended from December 30, 2020 through December 2021. The Department of Finance has released trailer bill language to extend the deadlines for LEAs to spend the CRF dollars they received as part of the Learning Loss Mitigation (LLMF) grants to May 31, 2021, with a required report

6 on expenditures to be filed by June 30. This allows the Department of Finance to reallocate any unexpended funds before they must be returned to the federal government after December 31, 2021. • Vaccines: Provides $8.75 billion to the CDC and states for vaccine distribution. Provides more than $22 b, all sent directly to states, to support testing, tracing and COVID mitigation programs. • School Meal Funding: Includes funding for a new program to reimburse school meal providers for costs incurred between Sept. 21, 2020 and Dec. 31, 2020

It is important to recognize that the delayed timing of the most recent agreement in Washington did not allow the Governor to incorporate the December federal agreement into the January budget.

While funding for state/local governments and liability protection was not included in the December compromise package, there is momentum for passing another bill in early 2021. President Biden has introduced a $1.9 trillion relief package that contains $130 billion in additional support for K-12 schools and another $35 billion for higher education. With Democrats now holding the majority in both Houses, COVID liability protection for employers now seems less likely.

What’s Next

The release of the Governor’s January budget officially launches the six-month process of enacting a new state spending plan. While the Governor points to the health uncertainty and associated fiscal risks associated with the raging pandemic, his budget proposals are based upon a relatively optimistic view that California’s general fund revenues and economy will continue to grow throughout the duration of the crisis and into the next two years.

The pandemic has strengthened the Governor’s resolve to confront economic, social and educational inequity in our state as he makes several budget and policy proposals in this area. We can expect the Legislature to fully support those efforts and most likely seek to augment them.

Given the monumental challenges and related fiscal uncertainties associated with educating children in a sustained 10-month public health emergency, most educational leaders will view this budget with a sense of relief. An official confirmation of $15 billion in welcome prior and current year revenue represents a reprieve.

It is very possible that when the Governor and Legislature assimilate the latest federal stimulus package into the Governor’s proposals, redundancies could allow additional budget priorities to be addressed. The Legislative Analyst Office (LAO), in their analysis of the Governor’s proposals, specifically recommends reducing apportionment deferrals and further mitigation of rising employer pension costs.

“Recent federal legislation—approved shortly before the release of the Governor’s budget—is likely to provide [additional] one-time funding in 2021-22. Although some additional state funding directed toward academic support and reopening schools might be warranted, we think the budget misses an opportunity to make more progress on two

7 other issues. Specifically, we recommend the Legislature allocate a larger share of the one-time funds for (1) paying down deferrals or (2) mitigating future cost increases related to pensions. Paying down deferrals would better position districts and the state to weather economic volatility by reducing pressure on future Proposition 98 budgets. Paying down future pension costs could help smooth out a notable increase in costs currently projected for 2022-23.”

Legislature power rests, unequivocally, in the hands of the respective majority-Democratic caucuses. School leaders should expect the basic architecture of the Governor’s proposals to be approved by the Legislature. There will be no appetite in the Legislature to reduce or divert core K-14 spending. It is possible that a groundswell of support for eliminating deferrals in the budget year could materialize—if revenues remain strong. However, if revenues decline this spring, as we saw take place a year ago due to the pandemic, the administration’s new initiatives will be the first to be trimmed or even eliminated.

K-14 Facts & Figures

Governor’s Budget 2021-22

General Fund Proposition 98 Expenditures

(Dollars in Millions) 2019-20 2020-21 2021-22 State Appropriations Limit General Fund Revenues 143,373 149,831 153,970

Proposition 98 Guarantee (GF) 49,720 43,357 51,408 Education Protection Account (GF)1/ 4,750 13,585 9,427 Local Revenues 25,074 25,886 27,270 2/ 79,544 82,828 88,105 Total State and Local Prop 98 Guarantee Prop 98 Test 1 1 1

Prop 98 Factors K-12 average daily attendance (% growth) -0.52% -0.52% -0.54% Per capita personal income (Test 2)(% growth) 3.85% 3.73% 1.71%

Per capita General Fund plus 0.5% (Test 3)(% growth) 0.60% 4.77% 2.78%

Test 1 Percentage 37.99% 38.00% 38.01%

Prop 98 Obligations

3/ Maintenance Factor Created/Paid (+/-) 0 0 0 Maintenance Factor Outstanding 0 0 0

2021-22 Supplementary Payment 0 0 2,310 Settle Up Created/Paid (+/-)4/ -687 0 0

Settle Up Outstanding 0 0 0

1/ Amount reflects Proposition 55 revenue on a cash basis. 2/ Totals may differ to other Budget Act documents due to rounding.

3/ Maintenance factor created or paid includes growth and COLA applied to the outstanding balance. 4/ Settle-up paid is reflected in the year the payment is made; settle-up created is reflected in the year the obligation is created.

Average Daily Attendance (ADA)

P98 Statewide ADA (including charter % ADA Growth school ADA)

2019-20 5,891,369 -0.52% 2020-21 1/ 5,859,694 -0.52%

2021-22 5,828,073 -0.54% 1/ Per ECS 43508, 2020-21 "change in enrollment" for calculating the Proposition 98 minimum guarantee shall be the same as the 2018-19 to 2019-20 ADA growth.

CCC Full-Time Equivalents (FTES) 2019-20 2020-21 2021-22

FTES 1,109,723 1,100,046 1,107,695

Governor’s Budget 2021-22

K-12/CCC Proposition 98 Split

(Dollars in Millions) 2019-20 2020-21 2021-22 Total P98 GF Appropriations and Property Taxes 79,544 82,828 88,105 Less: K-14 - Adult Education -544 -544 -553 Less: Public School System Stabilization Account - -747 -2,241 Less: K-12 Strong Workforce -164 -164 -164 Less: Other Agencies -90 -103 -93 Less: Adults in Correctional Facilities -6 -16 -16 Total Proposition 98 Used for Split 78,740 81,254 85,039

CCC - GF Appropriations 5,355 5,467 5,697 CCC - Local Revenues 3,252 3,414 3,598 Total CCC 8,606 8,881 9,295 CCC Share 10.93% 10.93% 10.93%

K-12 - GF Appropriations 48,313 49,902 52,072 K-12 - Local Revenues 21,483 22,472 23,672 Total K-12 69,795 72,374 75,745 K-12 Share 1/ 88.64% 89.07% 89.07% 1/ In 2019-20, K-12/CCC Split will not equal 100% due to treatment of total K-12 local revenues offsetting apportionments; an additional $339 million offsetting only the Proposition 98 minimum guarantee calculation in 2019-20 (not counted above as "K-12 - Local Revenues") is attributable to the recalculation of K-12 ERAF allocations for excess ERAF counties.

Special Education (Dollars in Millions) 2019-20 2020-21 2021-22 General Fund 3,994 3,944 4,221 Local Revenues 687 708 750 Federal Funds 1,288 1,305 1,296 Total Special Education 5,969 5,957 6,267

Growth in 2021-22 -$46 million COLA in 2021-22 $68 million

Governor’s Budget 2021-22

District and Charter School LCFF (Dollars in Millions) 2019-20 2020-212/ 2021-223/ 2022-234/ 2023-24 LCFF Funding1/ $1,817 $0 $1,991 COLA 3.26% 0.00% 3.84% 2.98% 3.05%

1/ The LCFF funding amount reflects growth in each year based on percent cost-of-living adjustment and changes in average daily attendance.

2/ The 2020 Budget Act applied a COLA of 0% on the LCFF.

3/ The 2021-22 Governor's Budget proposes applying a COLA of 2.31% to the 2020-21 LCFF base grant rates, only for purposes of calculating the 2021-22 rates, before applying the 2021-22 preliminary COLA of 1.5% for a compounded COLA of 3.84%. 4/ Outyear COLAs are estimates and subject to final appropriation in the annual Budget Act.

Proposition 98 K-14 Deferrals Summary (Dollars in Millions)

2019-20 2020-21 2021-22 2022-23

K-12 2020 Budget Act 1/ -1,850.4 1,850.4 -11,041.5

2021-22 Governor's Budget 11,041.5 -3,723.2 3,723.2

CCC 2020 Budget Act -330.1 330.1 -1,453.2

2021-22 Governor's Budget 1,453.2 -326.5 326.5

-2,180.5 -10,314.2 8,445.0 4,049.70

1/ (-) reflects deferral savings, (+) reflects deferral repayments

Governor’s School Reopening Proposal

SUMMARY OF IN-PERSON INSTRUCTION GRANT AND SCHOOL COVID-19 REPORTING TBL

In-Person Instruction Grants

 The sum of $2 billion one-time Proposition 98 General Fund is available for In- Person Instruction Grants.

 Public schools, with the exception of non-classroom based charter schools, may apply for grants through one of three processes:

III (available to LEAs in Funding Round I II counties above 28 per 100,000 COVID-19 rates) Initial Application February 1, 2021 March 1, 2021 February 1, 2021 or Date March 1, 2021 A completed COVID-19 A completed COVID-19 A completed COVID-19 School Safety Plan School Safety Plan School Safety Plan

Application Materials A copy of ratified A copy of ratified A copy of ratified Required certificated and classified certificated and classified certificated and classified collective bargaining collective bargaining collective bargaining agreements agreements agreements County office of County office of County office of education, or for single- education, or for single- education, or for single- Submit Application district counties and district counties and district counties and Materials To county offices of county offices of county offices of education, the state education, the state education, the state Department of Education Department of Education Department of Education

Actions Required By February 1, 2021, post By March 1, 2021, post the By February 1, 2021 or the COVID-19 School COVID-19 School Safety March 1, 2021 (depending Safety Plan publicly on Plan publicly on their on application date), post their website homepage website homepage the COVID-19 School Safety Plan publicly on their website homepage By February 1, 2021, certify By March 1, 2021, certify By February 1, 2021 or that each of its pupils that each of its pupils March 1, 2021 (depending participating in distance participating in distance on application date), learning has access to a learning has access to a certify that each of its computing device, computing device, pupils participating in software, and high-speed software, and high-speed distance learning has internet access necessary internet access necessary access to a computing to participate in online to participate in online device, software, and instruction instruction high-speed internet access necessary to participate in online instruction

By February 16, 2021, By March 15, 2021, provide Once rates drop and in provide optional in-person optional in-person compliance with state and instruction consistent with instruction consistent with local health requirements, their COVID-19 School their COVID-19 School provide optional in-person Safety Plan to at least all Safety Plan to at least all instruction consistent with pupils in the following pupil pupils in the following pupil their COVID-19 School groups: groups: Safety Plan to at least all pupils in the following pupil groups:

• Students with disabilities • Students with disabilities • Students with disabilities • Youth in foster care • Youth in foster care • Youth in foster care • Homeless children • Homeless children • Homeless children • Students without access • Students without access • Students without access to a computing device, to a computing device, to a computing device, software, or high-speed software, or high-speed software, or high-speed internet access necessary internet access necessary internet access necessary to participate in online to participate in online to participate in online instruction instruction instruction

• TK-2nd grade students • TK-5th/6th grade students • TK-5th/6th grade students By March 15, 2021, provide optional in-person instruction consistent with their COVID-19 School Safety Plan to all pupils enrolled in elementary schools, up to grade 6, as applicable.

Provide continuous in- Provide continuous in- Provide continuous in- person instruction for pupils person instruction for pupils person instruction for pupils listed above through the listed above through the listed above through the end of the scheduled 2020- end of the scheduled 2020- end of the scheduled 2020- 21 school year, unless 21 school year, unless 21 school year, unless otherwise ordered by a otherwise ordered by a otherwise ordered by a state or local health state or local health state or local health official. official. official.

$450 base grant per 2020- $337.50 base grant per $450 or $337.50 base grant 21 ADA, augmented for 2020-21 ADA, augmented per 2020-21 ADA grade span adjustment for grade span adjustment (depending on application and 2020-21 LCFF and 2020-21 LCFF date), augmented for supplemental and supplemental and grade span adjustment concentration grant concentration grant and 2020-21 LCFF Funding Available percentages (with percentages (with supplemental and alternate amounts for NSS) alternate amounts for NSS) concentration grant (up to approx. $700-$800 (up to approx. $500-$600 percentages (with per pupil) per pupil) alternate amounts for NSS) (up to approx. $500-$800 per pupil)

 Funds will be audited as part of the 2021-22 annual audit process to ensure compliance with grant requirements.

 Funds are available for use until December 31, 2021, and may be used for any purpose consistent with providing in-person instruction for any pupil participating in in-person instruction, including, but not limited to: o Salaries for certificated or classified employees providing in-person instruction or services o Social and mental health support services provided in conjunction with in- person instruction o COVID-19 testing o Personal protective equipment o Ventilation and other site upgrades necessary for health and safety

 All LEAs in counties in the Purple Tier must submit their COVID-19 School Safety Plan to their local health jurisdictions, which must notify LEAs and their county offices of education within five business days if the LEA’s COVID-19 School Safety Plan is not approved. If a plan is not disapproved within five business days, in- person instruction may commence on the sixth business day. These requirements do not apply to LEAs already open for in-person instruction by February 1, 2021, if their reopening was permitted by state and local public health directives in effect at the time of reopening.

 Disapproval of the COVID-19 School Safety Plan will render the LEA no longer eligible to receive grant funding in the funding round for which it is applying (though LEAs applying in February that don’t receive an award may reapply in March).

School COVID-19 Reporting and Public Health Requirements

 All public and private K-12 schools must notify their local health officer of any student or employee that tests positive for COVID-19 and has been present on- site at a K-12 public or private school campus within 24 hours.

 Beginning February 1, 2021, all public and private K-12 schools must notify the California Department of Public Health of information related to school closures as well as numbers of students served in in-person instruction, hybrid models, and distance learning, on a twice-monthly basis.

 All public and private K-12 schools offering in-person instruction shall post a completed COVID-19 School Safety Plan on its website homepage.

Budget Trailer Language: School Reopening

Title I. General Education Code Provisions Division I. General Education Code Provisions Part 19. Miscellaneous Chapter 2. School Safety—Public Institutions Article 6. In-Person Instruction Grants

32254.5. (a) It is the intent of the Legislature that local educational agencies offer in-person instruction to the greatest extent possible, consistent with subdivision (b) of Section 43504. The Legislature strongly encourages local educational agencies to prioritize pupils who would benefit most from in-person instruction, including, but not limited to, the pupil groups set forth in paragraph (5) of subdivisions (c) and (d) of this article, pupils who are not engaging in distance learning and qualify for reengagement strategies pursuant to Section 43504, credit-deficient high school pupils, pupils at risk of dropping out, pupils with failing grades, and pupils identified as needing social and mental health supports.

(b) (1) The sum of two billion dollars ($2,000,000,000) from the General Fund is hereby appropriated to the Superintendent of Public Instruction for In-Person Instruction Grants to eligible local educational agencies in the 2020–21 fiscal year pursuant to this article.

(2) Before May 1, 2021, if the sum appropriated in paragraph (1) is not sufficient to meet the demand for grant funding pursuant to this article, the Director of Finance may augment those funds up to the amount necessary to fully fund all eligible grant applicants pursuant to this article. Changes to this allocation may be authorized not sooner than 15 days after notification in writing to the Joint Legislative Budget Committee of the changes to the planned expenditures. The Chairperson of the Joint Legislative Budget Committee, or the chairperson’s designee, may shorten the 15-day period by written notification to the director.

(c) Local educational agencies, with the exception of local educational agencies classified as non-classroom based charter schools as of the 2019–20 second principal apportionment certification pursuant to Section 47612.5, shall be eligible for grants pursuant to subdivisions (g) and (h), as applicable, if they meet all of the following requirements:

(1) By February 1, 2021, submit a completed COVID-19 School Safety Plan to their county office of education that provides for in-person instruction as required by paragraphs (5) through (8), inclusive, of this subdivision and describes how the local educational agency shall conduct ongoing asymptomatic testing of staff and pupils consistent with the state-supported cadences set forth in the COVID-19 industry sector guidance for schools and school-based programs issued by the California Department of Public Health. Single district counties shall submit their COVID-19 School Safety Plan to the department. For purposes of this article, the COVID-19 School Safety Plan shall consist of both of the following consistent with guidance issued by the California Department of Public Health:

(A) The written COVID-19 prevention program required by the COVID-19 Emergency Standards adopted by the California Occupational Safety and Health Standards Board, 8 C.C.R. section 3205(c); and

(B) The supplemental COVID-19 School Guidance Checklist approved by the California Department of Public Health as part of the COVID-19 industry sector guidance for schools and school-based programs.

(2) For local educational agencies whose employees collectively bargain, by February 1, 2021, submit to its county office of education, or for single district counties, the department, a copy of their ratified certificated and classified collective bargaining agreements or applicable memoranda of understanding that support implementation of their COVID-19 School Safety Plan.

(3) By February 1, 2021, post the COVID-19 School Safety Plan publicly on their website homepage.

(4) By February 1, 2021, certify to its county office of education, or for single district counties, the department, that it has verified that each of its pupils participating in distance learning has access to a computing device, software, and high-speed internet access necessary to participate in online instruction.

(5) By February 16, 2021, provide optional in-person instruction consistent with their COVID-19 School Safety Plan to at least all pupils in the following pupil groups:

(A) Individuals with exceptional needs as defined in section 56026.

(B) Foster youth as defined in subdivision (b) of section 42238.01.

(D) Students without access to a computing device, software, or high-speed internet access necessary to participate in online instruction, as determined by the local educational agency.

(E) All students in kindergarten through grade 2.

(6) By March 15, 2021, provide optional in-person instruction consistent with their COVID- 19 School Safety Plan to all pupils enrolled in elementary schools, up to grade 6, as applicable.

(7) Provide continuous in-person instruction for pupils pursuant to paragraphs (5) and (6) through the end of the scheduled 2020-21 school year, unless otherwise ordered by a state or local health official. The scheduled school year is the adopted school calendar for the 2020-21 school year in effect on February 16, 2021.

(8) For purposes of paragraphs (5), (6) and (7), the local educational agency shall utilize the Guidance Related to Cohorts issued by the California Department of Public Health to serve in-person any pupils in the groups specified in subparagraphs (A), (B), (C), and (D) of paragraph (5) who are in grades for which the local educational agency is not otherwise currently able to reopen under state and local public health directives or, between February 16 and March 14, 2021, for pupils in grade 3 to grade 6 if the local educational agency is not offering in-person instruction for all students in those grades pursuant to paragraph (5).

(d) Local educational agencies that did not receive grants pursuant to subdivision (c), with the exception of local educational agencies classified as non-classroom based charter schools as of the 2019–20 second principal apportionment certification pursuant to Section 47612.5, shall be eligible for grants pursuant to subdivisions (i) and (j), as applicable, if they meet all of the following requirements:

(1) By March 1, 2021, submit a completed COVID-19 School Safety Plan to their county office of education that provides for in-person instruction as required by paragraphs (5) through (8), inclusive, of this subdivision and describes how the local educational agency shall conduct ongoing asymptomatic testing of staff and pupils consistent with the state-supported cadences set forth in the COVID-19 industry sector guidance for schools and school-based programs issued by the California Department of Public Health. Single district counties shall submit their COVID-19 School Safety Plan to the department. For purposes of this article, the COVID-19 School Safety Plan shall consist of both of the following consistent with guidance issued by the California Department of Public Health:

(A) The written COVID-19 prevention program required by the COVID-19 Emergency Standards adopted by the California Occupational Safety and Health Standards Board, 8 C.C.R. section 3205(c), and

(B) The supplemental COVID-19 School Guidance Checklist approved by the California Department of Public Health as part of the COVID-19 industry sector guidance for schools and school-based programs.

(2) For local educational agencies whose employees collectively bargain, by March 1, 2021, submit to its county office of education, or for single district counties, the department, a copy of their ratified certificated and classified collective bargaining agreements or applicable memoranda of understanding that support implementation of their COVID-19 School Safety Plan.

(3) By March 1, 2021, post the COVID-19 School Safety Plan publicly on their website homepage.

(4) By March 1, 2021, certify to its county office of education, or for single district counties, the department, that it has verified that each of its pupils participating in distance learning has access to a computing device, software, and high-speed internet access necessary to participate in online instruction.

(5) By March 15, 2021, provide optional in-person instruction consistent with their COVID- 19 School Safety Plan to at least all pupils in the following pupil groups:

(A) Individuals with exceptional needs as defined in section 56026.

(B) Foster youth as defined in subdivision (b) of section 42238.01.

(D) Students without access to a computing device, software, or high-speed internet access necessary to participate in online instruction, as determined by the local educational agency.

(E) All students at elementary schools, up to grade 6, as applicable.

(6) Provide continuous in-person instruction for students pursuant to paragraph (5) through the end of the scheduled 2020-21 school year, unless otherwise ordered by a state or local health official. The scheduled school year is the adopted school calendar for the 2020-21 school year in effect on March 15, 2021.

(7) For purposes of paragraphs (5) and (6), the local educational agency shall utilize the Guidance Related to Cohorts issued by the California Department of Public Health to serve in-person any students in the groups specified in subparagraphs (A), (B), (C), and (D) of paragraph (5) who are in grades for which the local educational agency is not otherwise currently able to reopen under state and local public health directives.

(e) County offices of education shall submit the information received from local educational agencies pursuant to subdivision (c) to the department by February 5, 2021, using the form provided by the department. County offices of education shall submit the information received from local educational agencies pursuant to subdivision (d) to the department by March 5, 2021, using the form provided by the department.

(f) The department will notify each local educational agency of the amount of its grant amount no later than fifteen (15) business days after the submission deadlines in subdivisions (c) and (d) for each cohort of applicants.

(g) The Superintendent of Public Instruction shall allocate funding to local educational agencies eligible for a grant pursuant to subdivision (c) pursuant to the following formula:

(1) Compute a base grant using a per-pupil amount of four hundred and fifty dollars ($450) multiplied by the average daily attendance used to calculate each local educational agency’s local control funding formula base grant pursuant to subdivision (d) of Section 42238.02 or subparagraph (A) and (B) of paragraph (4) of subdivision (c) of Section 2574 for the 2020-21 first principal apportionment. The Department shall

adjust a district of residence’s average daily attendance for any average daily attendance credited to the district pursuant to Section 2576.

(2) Compute an additional adjustment to the base grant equal to the proportion of the local educational agency’s grade span adjustment and supplemental and concentration grant funding determined as of the 2020-21 first principal apportionment certification, pursuant to subparagraph (A) of paragraph (3) and paragraph (4) of subdivision (c) of, subdivisions (e) and (f) of, and paragraph (1) of subdivision (i) of Section 42238.02 of the Education Code, or paragraphs (2), (3), and (4) of subdivision (c) of Section 2574 of the Education Code, as applicable, to the sum of the local educational agency’s base or necessary small school allowance, supplemental, and concentration grant funding determined as of the 2020-21 first principal apportionment certification pursuant to subdivisions (d), (e), (f), and paragraph (2) of subdivision (i) of Section 42238.02 and subdivision (c) of Section 2574.

(h) In lieu of the amount in paragraph (1) of subdivision (g), for each necessary small elementary school, as defined pursuant to Section 42283, funded as of the 2020-21 first principal apportionment eligible for a grant pursuant to subdivision (c), the Superintendent shall make the following computations:

(1) Twenty six thousand four hundred and sixty dollars and fifty cents ($26,462.50) for a school with an average daily attendance of less than 25, as determined as of the 2020- 21 first principal apportionment.

(2) Fifty two thousand nine hundred and twenty five dollars ($52,925) for a school with an average daily attendance of 25 or more and less than 49, as determined as of the 2020-21 first principal apportionment.

(3) Seventy nine three hundred and eighty seven dollars and fifty cents ($79,387.50) for a school with an average daily attendance of 49 or more and less than 73, as determined as of the 2020-21 first principal apportionment.

(4) One hundred and five thousand eight hundred and fifty dollars ($105,850) for a school with an average daily attendance of 73 or more and less than 97, as determined as of the 2020-21 first principal apportionment.

(i) The Superintendent of Public Instruction shall allocate funding to local educational agencies eligible for a grant pursuant to subdivision (d) pursuant to the following formula:

(1) Compute a base grant using a per-pupil amount of three hundred and thirty-seven dollars and fifty cents ($337.50) multiplied by the average daily attendance used to calculate each local educational agency’s local control funding formula base grant pursuant to subdivision (d) of Section 42238.02 or subparagraph (A) and (B) of paragraph (4) of subdivision (c) of Section 2574 for the 2020-21 first principal apportionment. The Department shall adjust a district of residence’s average daily attendance for any average daily attendance credited to the district pursuant to Section 2576.

(j) In lieu of the amount in paragraph (1) of subdivision (i),for each necessary small elementary school, as defined pursuant to Section 42283, funded as of the 2020-21 first principal apportionment eligible for a grant pursuant to subdivision (d), the Superintendent shall make the following computations:

(1) Nineteen thousand eight hundred and forty six dollars and eighty eight cents ($19,846.88) for a school with an average daily attendance of less than 25, as determined as of the 2020-21 first principal apportionment.

(2) Thirty nine thousand six hundred and ninety three dollars and seventy five cents ($39,693.75) for a school with an average daily attendance of 25 or more and less than 49, as determined as of the 2020-21 first principal apportionment.

(3) Fifty nine five hundred and forty dollars and sixty three cents ($59,540.63) for a school with an average daily attendance of 49 or more and less than 73, as determined as of the 2020-21 first principal apportionment.

(4) Seventy nine thousand three hundred and eighty seven dollars and fifty cents ($79,387.50) for a school with an average daily attendance of 73 or more and less than 97, as determined as of the 2020-21 first principal apportionment.

(k) Grant amounts computed pursuant to subdivisions (g), (h), (i), and (j) shall be adjusted to reflect the exclusion of average daily attendance generated by pupils in full time traditional independent study programs pursuant to Section 51747 or course based independent study average daily attendance pursuant to Section 51749.5 reported to the department as of the 2019-20 second principal apportionment.

(l) By March 31, 2021, the Department shall report to the Department of Finance and the relevant budget and policy committees of the Legislature the amount of any funds unallocated pursuant to this article.

(m) For 2021-22 fiscal year audits, the Controller shall include instructions in the audit guide required by Section 14502.1 that include procedures for determining all of the following for local educational agencies that receive funding pursuant to this article:

(1) Compliance with paragraph (3) of subdivision (c) or paragraph (3) of subdivision (d), as applicable.

(2) Compliance with paragraphs (5), (6), and (7) of subdivision (c) or paragraphs (5) and (6) of subdivision (d), as applicable.

(3) Verification that all students opting to participate in distance learning pursuant to paragraph (4) of subdivision (c) or paragraph (4) of subdivision (d) have access to a computing device, software, and high-speed internet access necessary to participate in online instruction.

(n) For a local educational agency with audit findings of non-compliance pursuant to subdivision (l), the Superintendent shall withhold from the local educational agency’s principal apportionment the percentage of days out of compliance multiplied by the per-average daily attendance amount calculated pursuant to either (g) or (i), as applicable, all multiplied by the average daily attendance used to determine the local educational agency’s in-person grant amount of each affected grade span. For purposes of this subdivision, the percentage of days out of compliance is equivalent to the number of days out of compliance divided by the total number of instructional days offered after the due date for the local educational agency to submit eligibility materials to its county office of education.

(o) Funds apportioned to local educational agencies pursuant to this article shall be available for use until December 31, 2021, and may be used for any purpose consistent with providing in-person instruction for any pupil participating in in-person instruction, including, but not limited to, COVID-19 testing, personal protective equipment, ventilation and other site upgrades necessary for health and safety, salaries for certificated or classified employees providing in-person instruction or services, and social and mental health support services provided in conjunction with in-person instruction. Local educational agencies shall report final expenditures of these funds to the department by January 31, 2022, and the Superintendent shall initiate collection proceedings for unexpended funds.

(p) For local educational agencies in a local health jurisdiction or county in the Purple tier, all of the following shall apply:

(1) Local health jurisdictions shall notify a local educational agency and its county office of education within five (5) business days of submittal if the local educational agency’s COVID-19 School Safety Plan is not approved. County offices of education shall notify the department within five (5) business days of notification that a local educational agency’s COVID-19 School Safety Plan was not approved, and that the local educational agency is no longer eligible to receive funding pursuant to this article.

(2) In-person instruction pursuant to a COVID-19 School Safety Plan may commence on the sixth business day after the COVID-19 School Safety Plan was submitted to a local health jurisdiction unless a state or local health officer makes an affirmative finding that the COVID-19 School Safety Plan is unsafe before the end of the fifth business day after submission.

(3) This subdivision shall not apply to schools already open for in-person instruction by February 1, 2021, if their reopening was permitted by state and local public health directives in effect at the time of reopening.

(4) Local educational agencies that are otherwise eligible for grant funding pursuant to subdivisions (c) or (d) shall retain eligibility if they do not offer in-person instruction as required by those subdivisions if both:

(A) The seven-day adjusted average case rate in their local health jurisdiction or county is above 28 cases per 100,000 people per day.

(B) The local educational agency meets in-person instruction requirements pursuant to subdivisions (c) and (d), and pursuant to timeframes outlined in state public health guidance, when their local health jurisdiction or county drops below 28 cases per 100,000 people per day, unless the case rate subsequently rises above this threshold.

(q) A local educational agency may reapply pursuant to subdivision (d) if the COVID-19 School Safety Plan they submitted to their local health jurisdiction pursuant to paragraph (1) of subdivision (c) was not approved by their local health jurisdiction.

(r) For the purposes of this article, “in-person instruction” refers to instruction under the immediate physical supervision and control of a certificated or classified employee of the local educational agency while engaged in educational activities required of the pupil.

(s) For purposes of making the computations required by Section 8 of Article XVI of the California Constitution, of the amount appropriated from the General Fund in paragraph (1) of subdivision (b), two billion dollars ($2,000,000,000) shall be deemed to be “General Fund revenues appropriated for school districts,” as defined in subdivision (c) of Section 41202 of the Education Code, for the 2020–21 fiscal year, and included within the “total allocations to school districts and community college districts from General Fund proceeds of taxes appropriated pursuant to Article XIII B,” as defined in subdivision (e) of Section 41202 of the Education Code, for the 2020–21 fiscal year.

(t) This article shall remain in effect until June 30, 2023, and as of that date is inoperative. This article shall be repealed on July 1, 2024.

Title I. General Education Code Provisions Division I. General Education Code Provisions Part 19. Miscellaneous Chapter 1. School Safety—Public and Private Institutions Article 8. COVID-19 Reporting and Public Health Requirements

32082. (a) The Legislature finds and declares all of the following:

(1) The COVID-19 pandemic poses a threat to the health and safety of all Californians.

(2) Even with protocols in place to mitigate the transmission of COVID-19 in place, the presence of an individual who has tested positive of COVID-19 on a K-12 public or private school campus is an emergency that poses a risk to health or safety of students and employees present on the campus.

(3) Reporting to the local health officer the presence of a positive case of COVID-19 in an individual who is or has been present on a K-12 private or public school campus is necessary to protect the health and safety of students and employees present on the campus.

(4) In order to support the safe operations of schools and facilitate in-person instruction while preventing the spread of COVID-19, the California Department of Public Health and local health officers must also be aware of whether a school is offering in-person instruction and services to students and the degree to which such instruction and services are occurring. This information is essential to ensure awareness of possible locations where case transmission may occur and to help focus testing resources and technical assistance to ensure safe reopening and school operations.

(b) (1) Upon learning that a school employee or student who has been present on-site at a K-12 public or private school campus has tested positive for COVID-19, the school administrator or other person in charge of any K-12 public or private school in the state shall immediately, and in no case later than 24 hours after learning of the positive case, notify the local health officer by telephone about the positive case.

(2) For purposes of this subdivision, the required notification to the local health officer shall include all of the following information, if known:

(A) Identifying information of the individual who tested positive including full name, address, telephone number, and date of birth;

(B) Date of positive test, the school or schools at which the individual was present on- site, and the date the individual was last on-site at the relevant school or schools; and

(3) The school administrator or other person in charge of the school shall provide the notification to the local health officer required by this subdivision even if the individual

has not provided prior consent to the disclosure of personally identifiable information. For any school subject to the Family and Educational Rights Privacy Act of 1974, the school administrator or other person in charge of the school shall provide the required notification to the local health officer, even without prior written consent, as a disclosure that is necessary to protect the health or safety of the student or other individuals pursuant to Section 99.36 of Title 34 of the Code of Federal Regulations.

(4) Information reported pursuant to this subdivision shall not be disclosed by the local health officer except to the California Department of Public Health; to the extent deemed necessary by the local health officer for an investigation to determine the source of infection and to prevent the spread of COVID-19; if required by state or federal law; or with the written consent of the individual to whom the information pertains or the legal representative of the individual. Upon receiving a report made pursuant to this article, the local health officer shall take whatever steps deemed necessary for the investigation, prevention, and control of COVID-19. If the source of infection or exposure of other persons is believed to be outside the local jurisdiction, the local health officer shall notify and share necessary information with local or government public health officials for the relevant jurisdictions to monitor, investigate, prevent, and control the spread of COVID-19.

(5) The requirements of this subdivision shall be in addition to any other legal requirements related to reporting of a communicable disease.

(c) (1) Beginning February 1, 2021, every school district, county office of education, charter school, and private K-12 school shall notify the California Department of Public Health of the following information in a form and adhering to the procedures to be determined by California Department of Public Health on or before the second and fourth Monday of each month:

(A) Number of students enrolled by school site and school district, if applicable.

(B) For non-classroom based charter schools, total number of students enrolled, number of students attending each resource center, if any.

(D) Number of students participating in hybrid learning (a mix of in-person and distance learning) by school site and school district, if applicable.

(E) Number of students participating in distance learning by school site and school district, if applicable.

(F) Number of school employees who work onsite at a school, by school site and school district, if applicable.

(G) Number of students being served in cohorts while the school is closed for in person instruction and the support and services they are receiving.

(H) For non-classroom based charter schools, total number of students enrolled, number of students attending each resource center, if any.

(I) Any additional information requested.

(2) By January 25, 2021, the California Department of Public Health shall:

(A) Provide the form and identify the procedures to be used for reporting pursuant to this subdivision;

(B) Provide the form and procedures to local health officers, as well as local educational agencies and private schools, in partnership with the department; and

(d) (1) Every school district, county office of education, charter school, and private school offering in-person instruction shall post a completed COVID-19 School Safety Plan on its website homepage. For any school district, county office of education, charter school or private school that is not offering in-person instruction as of the effective date of this article, but begins offering in-person instruction subsequent to the effective date of this article, the school district, county office of education, charter school or private school shall, at least five business days prior to offering in-person instruction, post a completed COVID-19 School Safety Plan on its website homepage.

(2) For purposes of this subdivision, the COVID-19 School Safety Plan shall consist of both of the following:

(A) The written COVID-19 prevention program required by the COVID-19 Emergency Standards adopted by the California Occupational Safety and Health Standards Board, 8 C.C.R. section 3205(c); and

(B) The supplemental COVID-19 School Guidance Checklist approved by the California Department of Public Health as part of the COVID-19 industry sector guidance for schools and school-based programs.

(e) This article shall remain in effect until June 30, 2021, and as of that date is inoperative. This article shall be repealed on July 1, 2022.

Budget Trailer Language: Expanded Learning

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Title 2. Elementary and Secondary Education Division 3. Local Administration Part 22. School Operations Chapter 7. Expanded Learning Time and Academic Intervention Grants

37712. (a) The sum of four billion five hundred fifty-seven million four hundred and forty-three thousand dollars ($4,557,443,000) is hereby appropriated from the General Fund to the Superintendent of Public Instruction for allocation in the 2020–21 fiscal year to eligible local educational agencies. For purposes of making this allocation, funds shall be apportioned in the following manner:

(1) Eligible local educational agencies shall receive one thousand dollars ($1,000) per homeless pupils enrolled in 2020-21.

(2) The state special schools shall receive seven hundred and twenty-five dollars ($725) for each unit of average daily attendance as of the 2020-21 first principal apportionment certification.

(3) Remaining funds shall be allocated proportionally on the basis of the eligible local educational agency’s local control funding formula entitlement determined as of the 2020-21 first principal apportionment certification, pursuant to Sections 42238.02 and 42238.025 of the Education Code, or subdivision (e) of Section 2574 or subdivision (a) of Section 2575 of the Education Code, as applicable. For purposes of this section, entitlements shall include apportionments allocated pursuant to Section 41544 of the Education Code and Article 7 (commencing with Section 48300) of Chapter 2 of Part 27 of Division 4 of Title 2 of the Education Code.

(b) Consistent with Section 2576 of the Education Code, a county office of education’s local control funding formula entitlement for purposes of subdivision (a) shall include funding that the Superintendent transferred to the county, wherein a pupil is enrolled, equal to the amount calculated for the school district of residence pursuant to Section 42238.02 of the Education Code for each unit of average daily attendance credited to the school district of residence as of the 2020-21 first principal apportionment certification.

(c) Funds apportioned to eligible local educational agencies from the General Fund pursuant to subdivisions (a) and (b) shall be allocated to local educational agencies in equal portions in March 2021 and July 2021, and shall be available for expenditure through June 30, 2022. Funds shall be used for activities that support academic achievement by expanding instructional time and providing targeted academic interventions, with priority for low-income students, English language learners, youth in foster care, homeless youth, students with disabilities and a pupil identified for tiered reengagement strategies pursuant to paragraph (2) of subdivision (f) of Section 43504. Specifically, funds shall be expended for any of the following purposes:

(1) Extending instructional learning time in addition to what is required pursuant to Chapter 2 of Part 26 of Division 4 by increasing the number of instructional days or Page 2 of 3

minutes provided during the school year, providing summer school or intersessional instructional programs, or taking any other action that increases the amount of instructional time or services provided to pupils based on their learning needs.

(2) Accelerating progress to close learning gaps through the implementation, expansion, or enhancement of learning supports including, but not limited to:

(A) Tutoring or other one-on-one or small group instruction provided by certificated or classified staff.

(B) Learning recovery programs and materials designed to accelerate pupil academic proficiency.

(3) Integrated pupil supports to address other barriers to learning, such as the provision of health, counseling, or mental health services, access to school meal programs, before and after school programs, referrals for support for family or pupil needs, or programs to address pupil trauma and social-emotional learning.

(4) Community learning hubs that provide students with access to technology, high- speed internet access, and other academic supports.

(5) Supports for credit deficient pupils to complete graduation or grade promotion requirements.

(6) Additional academic services for pupils, such as diagnostic assessments of pupil learning needs. (7) Training for school staff on strategies, including trauma informed practices, to engage students and families in addressing students’ social emotional health and academic needs.

(d) In all circumstances, local educational agencies receiving funds pursuant to this section shall deliver services in accordance with an applicable individualized education program.

(e) As a condition of receipt of the funds pursuant to this section, by June 1, 2021, the governing board or body of an eligible local educational agency shall adopt an addendum at a public meeting as a part of its 2021-22 local control and accountability plan describing how funds awarded pursuant to this section will be used in accordance to this section.

(1) By March 1, 2021, the Superintendent, with the concurrence of the executive director of the State Board of Education, shall develop and post publicly on the department’s website a template for the addendum to the local control and accountability plan required pursuant to this subsection. The addendum template shall include the following: Page 3 of 3

(A) A short description of the local educational agency’s plan for assessing the needs of all of its pupils for expanded learning time and academic intervention opportunities and informing the parents/guardians of all of its pupils requiring learning recovery supports of the availability of these opportunities.

(B) The local educational agency’s expenditure plan for funds received pursuant to this section. This shall include an indication of how much of the awarded funds each local educational agency will allocate and expend for each allowable purpose pursuant to this section, and will reflect both estimated and actual expenditures. Actual expenditures shall be reported when they are available.

(2) This subdivision does not preclude an eligible local educational agency from receiving or expending funds pursuant to subdivisions (a) and (b) before the adoption of its 2021-22 local control and accountability plan addendum.

(f) The department will notify local educational agencies of their preliminary grant allocations pursuant to subdivisions (a) and (b) by March 2, 2021.

(g) For purposes of section, “local educational agency” means a school district, county office of education, or a charter school.

(h) For purposes of making the computations required by Section 8 of Article XVI of the California Constitution, of the amount appropriated from the General Fund in subdivision (a) one billion three hundred sixty-four million nine hundred and thirty-one thousand dollars ($1,364,931,000) shall be deemed to be “General Fund revenues appropriated for school districts,” as defined in subdivision (c) of Section 41202 of the Education Code, for the 2019–20 fiscal year, and included within the “total allocations to school districts and community college districts from General Fund proceeds of taxes appropriated pursuant to Article XIII B,” as defined in subdivision (e) of Section 41202 of the Education Code, for the 2019-20 fiscal year.

(i) For purposes of making the computations required by Section 8 of Article XVI of the California Constitution, of the amount appropriated from the General Fund in subdivision (a) three billion one hundred and ninety-two million five hundred and twelve thousand dollars ($3,192,512,000) shall be deemed to be “General Fund revenues appropriated for school districts,” as defined in subdivision (c) of Section 41202 of the Education Code, for the 2020–21 fiscal year, and included within the “total allocations to school districts and community college districts from General Fund proceeds of taxes appropriated pursuant to Article XIII B,” as defined in subdivision (e) of Section 41202 of the Education Code, for the 2020-21 fiscal year.

CDPH Testing Considerations

Testing Considerations for LEAs and School Communities As California schools resume in-person instruction, many school leaders and communities have identified school-centered testing as an important component of a health and safety strategy. The State of California developed the following framework to support school communities as they decide when and how to implement testing as part of a multi-tiered strategy for resuming in- person instruction for the 2020-21 school year. New evidence and data about COVID-19 transmission, including variations by age, and the effectiveness of disease control and mitigation strategies continue to emerge regularly and inform recommendations. Used in conjunction with other mitigation strategies, testing for SARS-CoV-2 provides an additional tool to support safe and successful K-12 in-person instruction. Testing can allow for early identification of cases and exclusion from school to prevent transmission. However, it should not be used as a stand-alone approach to prevent in-school transmission. A negative test provides information only for the moment in time when the sample is collected. Individuals can become infectious shortly after having a negative test, so it is important to maintain all other mitigation strategies even if a recent negative test has been documented. Recommendations regarding in-person school reopening and closure should be based on available evidence and community epidemiological indicators, and made in close collaboration between local health departments and school officials. General Considerations Identify testing demand in your community Before proceeding with offering testing in your school communities, it is important to determine school community testing demand and make decisions about the following: • Purpose of testing, including response testing in the event of an outbreak vs surveillance or screening testing for on-going monitoring of COVID-19 in school communities.

• Population to be tested, e.g., just staff, staff and students, or staff, students and community members. • Potential testing sites to best serve the population to be tested. For example, one centrally located site, satellite sites central to many locations, or testing at each school site. • Primary testing platform; molecular vs. antigen testing. Molecular tests are highly sensitive and specimens can be collected on-site in designated locations, but molecular testing must be performed in specialized laboratories with turnaround-times of ~48 hours. Antigen tests are less sensitive and require more on- site resources, but results are available within an hour of specimen collection. • Frequency of testing, e.g., more than once a week, once a week, bimonthly, or monthly testing volume per day at each potential site. • Self-collected vs clinician-collected specimens (note: not all specimen types can be self-collected).

Create a Testing Plan With the increased availability of tests, these considerations are intended to provide guidance on the appropriate use of COVID-19 testing in K-12 schools for surveillance, screening, diagnosis, or outbreak response. Schools can help protect students and their families, teachers, staff, and the broader community and slow the spread of COVID-19. Testing for COVID-19 is part of a comprehensive health and safety strategy and should be used in conjunction with promoting behaviors that reduce spread (e.g., mask use, social distancing, hand hygiene); maintaining healthy environments (e.g., cleaning and, increased ventilation); maintaining healthy operations (e.g., scheduling, virtual learning, class sizes); and preparing for when someone gets sick at school. If an outbreak occurs, schools should immediately notify their local public health department. Steps to setting up testing for your school community include: ☐ Identify a laboratory and test supplier to meet your needs. ☐ Create your test plan by defining your target population, testing volume and frequency based on local conditions, set-up, and execution timeline. ☐ Setting up for test collection by working through your set-up checklist, coordinating a user platform to process individuals receiving tests, and ordering test kits from your testing provider. ☐ Coordinate staff testing for the appropriate testing cadence determined by your plan. This includes individual registration, coordination of locations, and coordination of notifications for results.

☐ Coordinate test specimen transport to the laboratory, either by the site or by the test supplier, where necessary (i.e. for PCR testing). ☐ Coordinate appropriate reporting of test results to individuals, parents or guardians, and to public health. ☐ Coordinate billing from insurance, or plan to cover costs for individuals not covered by insurance. ☐ If on-site antigen testing is used as a testing platform, in addition to the steps above: • Identify an individual to serve as laboratory director (most antigen tests are CLIA-waived tests and require oversight from a laboratory director; and • Identify and train personnel to perform testing on site. Testing Frequency Considerations While the most critical and effective strategies to minimize the risk of exposure to COVID-19 are the use of face coverings and stable groups of a limited number of students, testing can provide an additional tool to support a return to safe and successful K-12 in-person instruction. However, testing should not be used as a stand-alone approach to prevent in-school transmission. There are several circumstances under which a student or staff member might require testing. Below, we outline these circumstances and considerations for testing in K-12 schools. Definitions Symptomatic testing: This testing is used for individuals with symptoms of COVID- 19, either at home or at school. In this situation, the schools guidance requires that these individuals stay home and isolate in case they are infectious. The CDPH schools guidance includes the possibility of return to school in the case of a negative test for SARS-CoV-2 and 24 hours after fever is resolved and symptoms are improving. Response testing: This testing is used to identify positive individuals once a case has been identified in a given stable group. Response-based testing can be provided for symptomatic individuals or for asymptomatic individuals with known or suspected exposure to an individual infected with SARS-CoV-2.

Asymptomatic testing: This testing can be used for surveillance, usually at a cadence of every 2 weeks or less frequently, to understand whether schools have higher or lower rates of COVID19 rates than the community, to guide decisions about safety for schools and school administrators, and to inform LHDs

about district level in-school rates. Asymptomatic testing can also be used for screening, usually at a higher cadence (weekly or twice weekly) than surveillance testing, to identify asymptomatic or pre-symptomatic cases, in order to exclude cases that might otherwise contribute to in-school transmission. Screening testing is indicated for situations associated with higher risk (higher community transmission, individuals at higher risk of transmission (e.g., adults and high school students transmit more effectively than elementary aged students). TESTING STRATEGY APPROACH Asymptomatic testing considerations The science regarding the extent to which asymptomatic testing will achieve the goal of safe and successful schools is still under development. Empirically, schools that have successfully implemented the core mitigation strategies outlined in the School Guidance are operating safely, with limited or no in- school transmission, under a range of asymptomatic testing approaches. The approaches range from no additional asymptomatic testing, to testing a sample of staff and students monthly, to testing all students and staff every other week. Modeling studies show that masking and cohorting alone can decrease symptomatic infections more than weekly testing of students and school staff. Taken together, these data suggest that a range of potential testing approaches can be considered for implementation as part of a comprehensive safety strategy. The state of California has put into place support for the testing cadences in Table 3, through supplemental testing supplies, shipment, laboratory capacity, enrollment and reporting technology, training, and assistance with insurance reimbursement. The increased levels of testing in the higher Tiers in Table 3 reflect the higher likelihood that someone in the school community might be infected due to higher levels of circulating virus in the surrounding community. For the purposes of the testing cadence differences, the Deep Purple Tier begins at a CR of >14.

Table 1. Testing Cadences with Committed Support from the State of California for K-12 schools

Yellow Orange Red Purple CR <1.0* CR 1-3.9* CR 4-7* CR >7-13.9* CR >14* TP<2% TP 2-4.9% TP 5-8% TP >8% Staff Symptomatic Symptomatic Symptomatic Symptomatic Symptomatic and and and response and response and response response response testing + testing + testing + testing. testing. Every 2 weeks Every 2 weeks Weekly asymptomatic asymptomatic asymptomatic testing. testing. (PCR or twice weekly antigen testing)**. Students Symptomatic Symptomatic Symptomatic Symptomatic Symptomatic K-12 and and and response and response and response response response testing + testing + testing + testing. testing. Every 2 weeks Every 2 weeks Weekly asymptomatic asymptomatic asymptomatic testing. testing. (PCR or twice weekly antigen testing)**. TP = test positivity * The case rates above are adjusted case rates. ** Weekly asymptomatic testing assumes the use of a PCR test. If antigen testing is used, testing should be at a twice weekly cadence. Students or staff who have tested positive for active infection with SARS-CoV-2 virus within the last 90 days are exempt from asymptomatic testing. Any school currently open is subject to the minimum testing requirement standards established by Cal/OSHA. These standards include response testing for exposed cases and outbreak testing for everyone weekly until no longer considered an outbreak. Please refer to Cal/OSHA guidance for complete details. Testing Students and Parental Consent The testing approach for students includes the option of supervised self- collection for students in any grades, which has demonstrated feasibility and acceptability even in the youngest groups.

Because SARS-CoV2 is recognized as a communicable disease, which is required to be reported, California state law provides that minors 13 years and older can consent to diagnosis and treatment of COVID-19. Accordingly, for students under the age of 13, the parent or guardian must provide consent, and use their email/phone to obtain results. A parent or guardian can receive the results on behalf of a child (ages under 13) when they provide consent on behalf of that child. Students ages 13-17 may consent on their own and receive results through their own contact information or through their parent’s contact information. Consent can be obtained once through the school for the duration of the testing program throughout the school year, as has been done elsewhere. Consent can be gathered from parents and from school staff using the technology platform engaged by the state. Additional information on school-centered testing, including the CDPH Playbook for implementation, can be found in here. Below is a table that outlines the testing consent requirements by age group. Age range Consent Results Reporting < 13 Parental consent Parent only required 13-17 Parental consent Student by default, parent can be added possible, but not necessary >=18 No parental Student only consent required

Testing Resources A screening testing protocol using PCR testing should address the logistics of specimen collection and shipment, in addition to identifying a lab to analyze the specimens. Most labs do not collect the specimens themselves, but they may partner with another agency to provide this service. For staff screening testing, consultation with your employee health plan may be advisable to determine if they will organize and provide the testing. The first list of options below can be found on the TTF list; all have an in-state facility, with state-wide coverage and capacity. Inclusion of laboratories on this list does not constitute an endorsement by the TTF. The accuracy and performance characteristics of tests performed by these labs has not been verified.

The state has opened the CDPH Valencia Branch Laboratory, an innovative new laboratory in California that is designed to increase the state’s COVID-19 testing capacity and reduce test turnaround time. Built in partnership with PerkinElmer, the laboratory began processing tests the first week of November 2020. If you are a school, school district, or local education agency interested in partnering with the CDPH Valencia Branch Laboratory to expand COVID-19 testing, and want to learn how you can get involved with State of California’s effort to increase testing in schools and local communities, please review the one-pager and playbook if desired, express an interest in partnering on the website. A list of laboratories from the California Testing Task Force (TTF) is available below.

Testing Types

Test type Advantages Disadvantages

PCR Individual Test (e.g. • Ease of initiation • More costly than antigen-based or pooled molecular PCR) testing program • Turn-around-time variable (48 + hours) and in rural settings, turn-around-time likely longer • Familiarity with this testing type Pooled PCR Test • Costs are less than • If the cohort test is positive, an individual student cannot be identified specifically as infected. individual based This would require subsequent 1:1 testing for a positive cohort. Hence, if in-school rates of (e.g., specimens from all assays COVID-19 are high, then the pooled approach becomes less cost efficient children in one pod or • If test is negative, it • Turn-around-time variable (48 + hours) and in rural settings, turn-around-time likely longer classroom are is reassuring that all combined and tested children in as a single test) classroom are negative • Logistically easier to collect specimens from a cohort than PCR 1:1 or antigen, since individual bar codes are not required for each student • Likely best paired with PCR 1:1 testing in staff Antigen Test with reflex • Cost for the test • Since testing done on school site, this approach requires additional resources compared with to PCR as needed itself less than PCR PCR testing: test itself Trained personnel required to perform testing and entry of test result • Almost immediate CLIA waiver needed see test results (within https://www.cdph.ca.gov/Programs/OSPHLD/LFS/Pages/SchoolsGuidance.aspx. 30 minutes of • Twice per week testing recommended collection) • Follow-up molecular testing may be needed on subset of individuals (e.g. if unexpected results such as positive results in asymptomatic individual without contact or negative result in symptomatic individual)

Testing Facilities Facility Name Contact/ Website Facility Type of Specimens Type of COVID-19 Daily Number County Collected Test Conducting Capacity National Labs Inc. Kira Marquis www.nationallabs.com ALAMEDA NP Swab, Anterior nares PCR molecular 1,001-2,000 Kiram@nationallabs. swab tests tests/day com 916-956-1930 Mira Dx, Inc (424) 387-8100 www.miradx.com LOS NMT Swab, OP Swab, PCR molecular 2,001-5,000 [email protected] ANGELES Anterior nares swab tests tests/day Ashley Clinical (323) 478-0801 www.ashleylab.com LOS NP swab, NMT swab, OP PCR molecular 5,001-10,000 Diagnostic Lab Inc michael@ashleylab. ANGELES swab, Saliva tests tests/day com Ambry Genetics 513-519-0477 www.ambrygen.com/c ORANGE saliva PCR molecular 5,001-10,000 Corporation [email protected] ovid tests tests/day om Bio Genetisys, Inc (714) 257-9348 biogenetisysinc.com ORANGE NP Swab PCR Molecular 1,001-2,000 covid19@bgilaborat Tests tests/day ory.com Consolidated (714) 880-3366 www.cmblabs.com ORANGE NP Swab, OP Swab, NMT PCR molecular 1,001-2,000 Medical Bio- [email protected] Swabs, Serum tests, Serology tests/day Analysis Tests Exceltox Jonathan Pittman www.exceltox.com ORANGE NP swab, NMT swab PCR molecular 5,001-10,000 Laboratories, LLC (216) 373-1360 tests, Serology tests tests/day jonathan@exceltox. com Healthquest (949)242-2260 www.hqesoterics.com ORANGE NP swab, NMT swab, OP PCR molecular More than Esoterics, Inc [email protected] swab, BAL, Serum, Sputum tests, Serology tests 10,000 tests/day Equaltox, LLC 714-760-4804 equaltox.com ORANGE NP swab; NMT swab; OP PCR molecular 1,001-2,000 covidtesting@equalt swab; Sputum; Saliva; tests; Serology tests/day ox.com Anterior nares swab tests; Antigen tests; Nucleic Amp Healthy Care (909) 542-9033 hccllab.com SAN NP swab, OP swab PCR molecular 1,001-2,000 Clinical Laboratory [email protected] BERNARDIN tests, Serology tests tests/day Inc. O Phamatech Inc Art Jensen phamatech.com SAN DIEGO NMT swab, Serum PCR molecular Unknown 858-643-5555 tests, Serology tests ajensen@phamatec h.com Color Genomics (844) 352-6567 www.color.com SAN MATEO NP swab, NMT swab, OP PCR molecular More than covidprograms@col swab, Anterior Nares Swab tests 10,000 or.com tests/day

What questions should you ask a potential screening testing provider? 1. Which test(s) will you use? Any SARS-CoV-2 test with an FDA Emergency Use Authorization (EUA) is acceptable. This does NOT include antibody (serologic) tests. 2. How many specimens can you collect each day? This will vary depending on the type of test, whether specimens can be self- collected, resources available and the testing provider. Screening everyone in a larger school on a single day may be a challenge for some testing companies. 3. What kind of support from school staff will be required on screening days? Find out if the company will need someone from the school full-time to support the testers on screening days. 4. What is the turnaround time for test results? Faster turnaround times make it less likely that someone infected with COVID-19 remains in the school community while contagious. Rapid tests such as antigen tests provide results in about 15 minutes. If using a PCR test, turnaround times should ideally be less than 24 hours but no more than 48-72 hours. 5. What is the cost? There is a wide range of costs depending on the type of test and related services being offered. Ideally, your contracting laboratory will have the capacity to bill insurance directly and accept reimbursement as payment in full (i.e., no co-pays). Make sure to ask any labs you speak with what their experience has been with being able to bill successfully for staff and/or student testing and at what frequency. 6. Is pooled testing an option? SARS-CoV-2 pooled testing is a method in which specimens from multiple individuals are combined and tested in a single test. Pooled testing is one way to lower costs and increase testing capacity, since one test can be run with several others. However, if the pool is positive, each specimen in the pool must be run individually to determine which specimen was positive. Thus pooled testing performs best when the community positivity rate is below 5%. 7. How are you storing staff and student data to ensure privacy? How will you share test results with the school? Ask the lab whether the database it uses to store staff and student contact information along with test results is “HIPAA-compliant”. This means that their data system meets strict standards for privacy protection. It is also important to

understand how the lab will share test results with the school and whether it will provide you with a list of individuals with positive test results only. 8. How many languages are your printed materials available in, and do you offer the option to translate them into additional languages? Also, when contacting families with a positive test result, do you offer a language line or other option for communication with non-English speaking families? If the testing company cannot meet your language needs, ensure that they will allow you to translate the materials, such as consent forms, through your own channels, as well as utilize any language line that your school already works with. 9. How are staff, teachers and families given negative test results? If the only option for getting negative test results is online, this may not be the best fit if your school serves families who may not have internet access at home. 10. What kind of termination clause will be included in the laboratory contract? Most contracts have a clause that allows either party to terminate the contract with 30 days written notice for any reason. Make sure that a termination clause is included in any testing agreement you sign.

District vs Site Based

School Testing Models Responsibilities: ☐ Procure testing kits ☐ Coordinate transportation of kits ☐ Coordinate specimen collection, processing, data, and results ☐ Identify a lead clinician or health care professional for receipt of test results ☐ Coordinate transportation of specimen back to lab, if necessary ☐ Testing site management ☐ Specimen collection (clinician collected vs supervised self-collected) ☐ Testing payment and/or management of billing and insurance coordination ☐ Appropriate contact tracing for positive results

Recruit / train staff or volunteers Collection sites must have trained staff on site to oversee test administration. Based on CDC Guidance, staff requirements at the testing site will vary based on size but should include personnel focused on: • Check-in • Guide/traffic flow • Testing (monitoring or administering) • Bagging/packing • Check-out Additionally, there are different staff requirements depending on if the test specimen is self-collected vs clinician-collected: • Staff requirements for self-collected specimen (may not be appropriate for children under the age of 13). Self-collection requires supervision by trained personnel (any trained adult), which can be done from 6 feet away. CDC recommends that the test supervisor wears gloves and face mask and requires that the patient understand and be able to perform procedure. • Staff requirements for clinician-collected specimen: Clinician collection requires clinician availability (e.g., physicians, physician assistants and nurse practitioners, nurses such as RNs or LVNs, pharmacists, EMTs, medical assistants). According to the CDC, clinician-collection requires maintaining proper infection control and use of recommended personal protective equipment (PPE), including an N95 or higher-level respirator (or facemask if a respirator is not available), eye protection, gloves, and a gown, when collecting specimens.

Sample Models

Billing Depending on your arrangement with your laboratory and test supplier, collection sites will not be responsible for test processing costs but will be responsible for the costs of transportation and other equipment for the specimen collection process (e.g., PPE). In most instances, the cost of the test will be covered by the patient's health insurance coverage (see categories below). In most testing models, all costs related to collection site responsibilities are borne by the organization, standing up the test site, including transportation, staff time, and necessary equipment for the collection process (e.g. tents, chairs, PPE, etc.). Where the test is covered by the patient's staff or student health coverage (see categories below), sample collection costs may be reimbursable. Organizations may want to consider partnering with a medical provider, clinic, pharmacy or other entity with specimen collection experience to leverage their abilities to do such billing. The California Department of Managed Health Care, a health plan regulatory agency, has requirements on health plans for covering testing which are best summarized in the following categories: Category 1: Symptomatic or exposed Individuals • Federal statutes require coverage: o No medical/utilization management and no prior authorization requirements o At any authorized testing site o Provider reimbursement at negotiated rate or provider's cash price Category 2: No symptoms/exposure but enrollee is an "essential worker" • The emergency regulation: o Defines who are "essential workers" o Deems testing for essential workers to be medically necessary in all cases, so no UM or prior authorization required or allowed o Enrollee must try to get appointment in-network but can go out-of-network if plan does not offer an appointment within 48 hours Category 3: No symptoms, no exposure, not an "essential worker" • The emergency regulation: o Deems testing to be an urgent service when medically necessary for the enrollee

o Allows plans to impose prior authorization requirements o Requires the enrollee to try to get appointment in-network. But the enrollee can go out-of-network if plan does not offer an appointment within 96 hours The California Department of Managed Health Care has issued a fact sheet and frequently asked questions document to help provide additional details and information regarding the requirements placed on health plans regarding COVID-19 testing. Valencia Branch Laboratory Background On October 30, 2020, Governor Gavin Newsom announced the opening of the CDPH Valencia Branch Laboratory, an innovative new laboratory in California that is designed to increase the state’s COVID-19 testing capacity and reduce test turnaround time. Built in partnership with PerkinElmer, the laboratory began processing tests the first week of November 2020, and when fully operational will enable the state to more than double its COVID-19 molecular diagnostic testing capacity. The additional testing capacity will allow California to better serve schools, health care providers and hard-to-reach communities like essential workers, those in congregate settings and communities of color, who are at higher risk of contracting COVID-19. Through the CDPH Valencia Branch Laboratory, California will eventually be able to conduct an additional 150,000 tests per day. Details The test kits provided are anterior nasal swabs, which can be self-administered and are easier to collect. For local education agencies (e.g., districts) that would like to expand their COVID-19 testing efforts, the State of California is providing test kits, test registration software, test processing, and technical assistance. This program aims to make it easier to start a testing program, ensure timely results and remove barriers in an organized, cost-effective, efficient manner. For more information visiting the Testing Taskforce Webpage for schools.

Valencia Labs Playbook

Information contained in this document is preliminary | Working draft as of 12/28/2020.

CDPH Valencia Branch Laboratory

PLAYBOOK to Stand Up Community-Based Collection Sites

Version 3.0

12/28/2020

1 Information contained in this document is preliminary | Working draft as of 12/23/2020.

Table of Contents

Introduction ...... 3

Objectives ...... 5

State Responsibilities ...... 6

Your Responsibilities as an Organization Supervising Sample Collection ...... 6

Areas of Focus ...... 8

8 steps to conduct testing ...... 9

1. Creating your collection plan ...... 12

2. Completing onboarding checklist...... 13

3. Completing Memorandum of Understanding (MOU) and onboarding form 17

4. Registering with Color ...... 18

5. Ordering kits ...... 20

6. Supervising sample collection ...... 22

7. Shipping collected samples for processing ...... 27

8. Reporting and billing ...... 32

FAQs ...... 36

Appendix ...... 39

2 Information contained in this document is preliminary | Working draft as of 12/23/2020. Introduction The public-private partnership to build the California Department of Public Health’s (CDPH’s) Valencia Branch Laboratory in California could enable the state to conduct an additional 150,000 tests per day—significantly increasing the state’s testing volume. This initiative is in partnership with PerkinElmer, a major diagnostics company.

As part of the state’s objective to build COVID-19 testing capacity that is timely, equitable, and cost-effective, the new laboratory aims to augment the existing testing marketplace, help break supply chain bottlenecks, and drive down costs for tests in California. This new capacity could enable the state to step up testing of disproportionally impacted populations at high risk for contracting COVID-19 (e.g., essential workers, those in congregate settings and communities of color) and continue reopening our economy safely.

The laboratory is contractually obligated to have a turnaround time of 24-48 hours (since receipt of sample at the CDPH Valencia Branch Laboratory), which is essential for a disease containment framework that includes testing, tracing, and isolation/support. With the onset of flu season, the CDPH Valencia Branch Laboratory also provides much needed additional capacity. Given symptoms for the flu are similar to COVID-19, healthcare providers will likely test for both, further increasing demand for testing.

This Playbook has been created with the aim to offer a step-by-step guide to organizations (e.g., schools, agriculture associations, etc.) on how to partner with the state to ramp-up capacity of COVID-19 testing. It includes eight critical steps: (1) creating a collection plan; (2) completing an onboarding checklist; (3) completing MOU and onboarding form; (4) registering with Color; (5) ordering

3 Information contained in this document is preliminary | Working draft as of 12/23/2020. kits; (6) supervising sample collection; (7) shipping collected samples for processing; and (8) reporting and billing.

4 Information contained in this document is preliminary | Working draft as of 12/23/2020. Objectives CDPH Valencia Branch Laboratory’s capacity is intended to be additive to the existing capacity of public and private laboratories. This would not supplant existing laboratory capacity, but make testing more accessible and equitable.

Continue to grow testing capacity to meet Californians’ testing needs.

Improve accessibility of testing so individuals can obtain tests when appropriate.

Ensure cost sustainability of testing for individuals, healthcare stakeholders, and the state budget over time.

Increase equity in the distribution of tests by reaching communities most affected by the pandemic.

5 Information contained in this document is preliminary | Working draft as of 12/23/2020. State Responsibilities • Contract with vendors to provision test collection kits

• Provide community collection support services, including planning, onboarding, training and ongoing support

• Deliver patient registration system, and test result monitoring / notification system (call and text)

• Oversee sample processing in the laboratory

• Ensure that CDPH Valencia Branch Laboratory delivers results within 24-48 hours of receiving the sample

• Pay for test processing and, as appropriate, recoup costs from insurance companies and the federal government through a third-party biller

• Provide detailed instructions and guidance for operating collection sites including shipping samples to the laboratory

• Ensure individuals with a positive result receive follow-up (when collection site is unable to follow-up)

Your Responsibilities as an Organization Supervising Sample Collection • Assess testing demand within your community

• Manage test kit inventory and request kits through state vendor

• Provide Personal Protective Equipment (PPE), technology and physical space for sample collection

• Conduct community outreach to drive participation in testing

• Gather patient data and submit via a web accessible platform

• Securely dispose of any patient data collected on paper

• Collect sample at the collection site

• Ship via shipping company or courier to CDPH Valencia Branch Laboratory within 24-hours of collection using approved methods

• Support individuals with technology limitations to access test results

6 Information contained in this document is preliminary | Working draft as of 12/23/2020.

• If possible, identify a clinical provider to offer follow-up care to patients who receive positive test results

• Pay for essential site costs e.g., shipping or courier service, staff, outreach programs, materials etc. (See Billing for more information)

NOTE: You can form strategic partnerships with other local organizations to help manage part of your responsibilities

7 Information contained in this document is preliminary | Working draft as of 12/23/2020. Areas of Focus As we build up the capacity of this new laboratory, it will take time to reach the target daily testing rate of 150,000. Initial onboarding of collection sites will be focused on regions and populations demonstrating the following criteria:

Unmet testing need (absolute or per capita) based on California’s Testing Strategic Plan

Overall testing need (total or for impacted populations, including schools) based on California’s Testing Strategic Plan

Risk of disease spread, based on population density

Disease burden, based on risk categories from Blueprint for a Safer Economy

Health equity score based on California Department of Public Health’s Health Equity requirement, which tracks positivity in counties’ lowest quartile Healthy Places Index (HPI) census tracts

County and other local interest in participating and specific requests for support

8 Information contained in this document is preliminary | Working draft as of 12/23/2020. 8 steps to conduct testing To stand up the CDPH Valencia Branch Laboratory, the state has partnered with Color and PerkinElmer to offer an end-to-end supply chain from procurement to processing of polymerase chain reaction (PCR) tests and a software platform to support sample collection, enabling Local Health Jurisdictions (LHJs) and local organizations to efficiently and effectively provide COVID-19 testing to their communities.

As an organization, you can partner with the state to offer COVID-19 tests by following a simple 8-step process:

9 Information contained in this document is preliminary | Working draft as of 12/23/2020.

Following the 8-step process, organizations can expect to conduct their first round of testing within 2-3 weeks, followed by 2-3 days for sample processing and reporting.

While the CDPH Valencia Branch Laboratory provides the testing capacity, the organization is responsible for the collection of the sample, setting up the collection site, staffing for collection, and transportation of the sample to the laboratory. You should consider partnering with other local organizations who can meet collection needs including community collection sites, pharmacies, clinics, etc. If you believe you have a testing need, but are unable to meet these requirements, the state may be able to connect you with partners to support collection needs/capabilities.

NOTE: If you are partnering with other local organizations, all steps may not be relevant to you. In this instance, only focus on the steps of the playbook relevant to your context.

10 Information contained in this document is preliminary | Working draft as of 12/23/2020.

Following is a consolidated end-to-end checklist for organizations to follow across the 8-step process:  1. Creating your collection plan  Identify the testing demand in your community or organization  Complete interest form  2. Completing onboarding checklist  Provide physical space meeting core site requirements  Procure PPE  Recruit/train staff or volunteers  Set up technology hardware  Arrange sample shipping  Outreach to community *not included in this document*  Schedule appointments *not included in this document*  Manage on-site logistics *not included in this document*  3. Completing MOU and onboarding form  Complete MOU and email to the State  Complete the onboarding form  4. Registering with Color  Onboard onto the Color platform  5. Ordering kits  Procure test kits and shipping materials  6. Supervising sample collections  Register patients for testing (including walk-ins)  Supervise sample collection and prepare samples for collection  7. Shipping collected samples for processing  Store samples before shipping  Package and ship samples  8. Reporting and Billing  Process sample and results reporting  Billing

11 Information contained in this document is preliminary | Working draft as of 12/23/2020. 1. Creating your collection plan

To complete the 1st step ‘Creating your collection plan’, as an organization you will need to:  Identify the testing demand in your community or organization  Complete interest form

Identify testing demand in your community or organization Before proceeding with offering testing, organizations need to determine their testing demand and make decisions on the following:

• Target populations, e.g., residents within a particular area, workers within a particular industry

• Potential sites to best serve target populations

• Frequency for conducting tests e.g., once a week

• Testing purpose e.g., outbreak response, surveillance

• Target testing volume per day for each potential site

• Self-administered vs clinician-administered tests (NOTE: The PerkinElmer PCR test and Color test kits have been authorized to be self-administered under supervision)

Complete interest form After identifying the testing demand, if your organization is interested in partnering with the CDPH Valencia Branch Laboratory, please submit the interest form which asks you about your test site readiness, your anticipated daily testing, and the population you are serving. Once submitted, a representative will reach out to you within 3 business days.

NOTE: If you are responding to an emergency COVID-19 outbreak in your community, please fill out the interest form and email [email protected] with your point of contact’s name and contact

12 Information contained in this document is preliminary | Working draft as of 12/23/2020. information in the body of the email with the subject line: “Outbreak ”.

2. Completing onboarding checklist To complete the 2nd step ‘Completing onboarding checklist’, as an organization you will need to (See Appendix B for expanded site checklist):  Provide physical space meeting core site requirements  Procure PPE  Recruit/train staff or volunteers  Set up technology hardware  Arrange sample shipping  Outreach to community *not included in this document*  Schedule appointments *not included in this document*  Manage on-site logistics *not included in this document*

Provide physical space meeting core site requirements Your organization is responsible for ensuring there is an appropriate location and adequate space for physical distancing of all individuals during the testing process. For example, collection sites can be public spaces (e.g., park), or private spaces (e.g., parking lot/field associated with an employer). You must provide all on-site logistics e.g., electricity, reliable internet access (cellular and/or Wi-Fi as appropriate), appropriate hand washing/sanitizer stations, waste pick-up, etc.

Administering tests at a site has two different flow types: walk-in and drive- through. Consider both options when planning as they require different spaces and space layouts and serve different patients. While drive-through may be more convenient for some patients, it is essential to have pedestrian options for those community individuals who do not have automobiles. Detailed site set-up checklist to set up the physical space is provided in Appendix B.

13 Information contained in this document is preliminary | Working draft as of 12/23/2020. Procure PPE Your organization is responsible for ensuring all staff/volunteers have appropriate personal protective equipment (PPE). For personnel:

• Handling samples, but are not directly involved in collection (e.g., self- collection) and not working within 6 feet of the patient, should follow Standard Precautions. Healthcare personnel are recommended to wear a form of source control (face mask) at all times while in the sample collection facility.

• Collecting samples or within 6 feet of patients suspected to be infected with COVID-19, should maintain proper infection control and use recommended personal protective equipment (PPE), which includes an N95 or higher-level respirator (or facemask if a respirator is not available), eye protection, gloves, and a gown, when collecting samples.

Recruit/train staff or volunteers Collection sites must have trained staff on site to oversee all test administration. Based on CDC Guidance, staff requirements at the collection site will vary based on size but should include personnel focused on:

• Guiding patients and managing traffic flow

• Registering patients or assisting patients with self-registration

• Checking patients in and collecting samples (monitoring or administering)

• Preparing samples for shipping to the lab

Additionally, there are different staff requirements depending if tests are self- administered vs clinician-administered:

• Staff Requirements for Self-Administered tests (can be administered by parent/guardian for children under the age of 13) - Self-administration requires supervision by trained personnel (see Supervising sample collection for more information) which can be any trained adult and can be done from 6 feet away. The CDC recommends that the test supervisor wears gloves and face mask and requires that the patient understand and be able to perform procedure.

14 Information contained in this document is preliminary | Working draft as of 12/23/2020.

• Staff Requirements for Clinician-Administered tests: Clinician- administration requires clinician availability (e.g., Physicians, Physician assistants and nurse practitioners, Nurses such as RNs or LVNs, Pharmacists, EMTs, Medical Assistants). According to the CDC, clinician-administration requires maintaining proper infection control and use of recommended personal protective equipment (PPE), including an N95 or higher-level respirator (or facemask if a respirator is not available), eye protection, gloves, and a gown, when collecting samples.

NOTE: Self-administered tests are generally recommended over clinician- administered tests due to its comparable effectiveness and decreased patient discomfort. However, it is recommended that sites consider target populations when deciding which tests to use. For example, if sites plan to test groups such as elderly populations, or groups with disabilities, they should consider using clinician-administered tests.

NOTE:

• 13 and older: Children who are 13 and older can provide consent and administer the tests themselves. If they do so, results will only be delivered to them, and not a parent/guardian. If a parent/guardian is present for a child age 13-18, the parent/guardian can consent and can provide their contact details to receive the results on behalf of the child.

• Under 13: Children who are under 13 must have parental or guardian consent and it is the parent or guardian’s best judgement on whether they or the child will administer the test themselves. Following testing, the parent or guardian that registered and consented on behalf of the child will receive the results.

NOTE: According to the California Department of Consumer Affairs medical assistant webpage, medical assistants can collect using nasal swabs, but front of the nose only. They may not collect using nasopharyngeal or oropharyngeal swabs.

15 Information contained in this document is preliminary | Working draft as of 12/23/2020. Set up technology hardware Participating organizations are responsible for ensuring all equipment needed to run the Color platform is available at the collection site e.g., laptop or tablet, internet connection, and scanner. Please review recommendations below:

Arrange sample shipping Collection sites are responsible for arranging shipping for samples to the CDPH Valencia Branch Laboratory. It is advised to utilize a courier / transportation service that is authorized to ship Category B Infectious Substances; a list of potential couriers can be found in Appendix C. While it is possible to ‘hand- deliver’ samples to the lab, it is strongly advised against unless the individual delivering the samples has appropriate hazmat training.

Transportation is suggested be kept to less than 24 hours (preferably the same day as collection) for rapid results from the lab. The CDPH Valencia Branch Laboratory address accepts packages 24/7.

NOTE: For planning purposes, a 100-kit ship-back box fully filled 100 kits is 12” x 12” x 10” and approximately 6lbs and a 200-kit ship back box fully filled with 200 kits is 12” x 12” x 20” and approximately 12lbs.

16 Information contained in this document is preliminary | Working draft as of 12/23/2020. 3. Completing Memorandum of Understanding (MOU) and onboarding form To complete the 3rd step ‘Complete MOU and onboarding form’, as an organization you will need to:  Complete MOU and email to the State  Complete the onboarding form

Complete Memorandum of Understanding (MOU) and email to the State After creating an internal collection plan (Step 1) for leadership and staff, getting site approval from CDPH through the interest form (Step 1) and completing the onboarding checklist (Step 2), the State will release the Memorandum of Understanding (MOU) that sites must then complete that attests to the responsibilities of running a collection site (details for submission to be provided after site is approved).

Complete the onboarding form The State will release the onboarding form which asks for site-specific information such as expected hours and days of operation, site point of contact, estimated daily testing, site address for kit shipping, and site medical provider(s). This must be completed at least five business days in advance of the first day of sample collection.

NOTE: When CDPH verifies that both MOU and onboarding forms are complete, and approves the number of kits to be sent to the site each week, Color will reach out to you via email with detailed instructions for Steps 4 and 5.

17 Information contained in this document is preliminary | Working draft as of 12/23/2020. 4. Registering with Color To complete the 4th step ‘Register with Color’, as an organization you will need to:  Onboard onto the Color platform

Onboard onto the Color platform Color’s platform allows for the collection of important patient information and links the sample to the patient using a barcode maintained in the patient record and on the physical sample. The platform requires staff members to review training materials that explains how to use the platform to enter participant data and scan in the barcode from the test kit.

By completing the onboarding form (Step 3), each organization will provide information about their testing plan and collection site to Color at least five business days in advance of site launch to set up the site within the platform (see Color’s Pre-Launch and Post-Launch Instructions for more information).

As part of this information, each organization will provide a list of the emails addresses for all staff who will be registering participants and/or collecting or monitoring self-administered samples. Once the site is approved, the individual managing the site should alert each of these staff members to create individual Color accounts which allows them to access the system.

NOTE: It is important that staff members complete this process and test their access to the site at least two business days before testing in order to avoid issues on the day of testing.

18 Information contained in this document is preliminary | Working draft as of 12/23/2020.

Patient registration information must be loaded into the Color platform online. Paper forms will be included for sites that receive test kits as an emergency back-up in case the Internet is not available. However, if paper forms are used all information collected must be entered in the online platform by collection site staff to complete the sample collection process. Samples cannot be shipped to the lab until this has been done. In addition, if patient data is collected using paper forms, the site is responsible for securely shredding these documents. This is necessary because the data is considered personal health information (PHI) which is protected by HIPAA. In addition, if additional paper forms are required, the site will need to order these specifically through CDPH.

NOTE: Collection sites are responsible for determining how to schedule patient appointments if this is desired. The basic platform provided does not include scheduling functionality.

19 Information contained in this document is preliminary | Working draft as of 12/23/2020. 5. Ordering kits To complete the 5th step ‘Order kits’, as an organization you will need to:  Procure test kits and shipping materials

Procure test kits and shipping materials Once the organization has completed the MOU and the onboarding form, CDPH will use the information provided to estimate the number of collection kits and ship-back boxes needed. Color will send an email to the site point of contact to create an account on the Color ordering portal, so they can place an initial kit order for the first 2 weeks of testing plus a 10% buffer. Color will then ship these materials (See Color’s Test Kits webpage for more information) to the requested location. In order to receive materials in time, organizations must order kits via the Order Management Portal at least five business days in advance of testing.

For subsequent shipments, each the organization will need to order additional kits and ship-back boxes through the Ordering Portal, pending the order is under the pre-approved limit for the site established by CDPH. As the state provides the ordering physician, test kit orders can be placed without the site needing their own physician sign-off. Unless expedited shipping is used (at an additional cost), each order may take five or more business days to arrive at sites, therefore, planning in advance is essential. Color’s Test Kits webpage has a tool that predicts and manages kits and ship-back boxes for site’s ordering and inventory allowing sites to have an efficient amount of supplies.

Color will also provide appropriate materials to ship samples to the laboratory. Organizations must use the provided ship-back boxes to ship the samples to the lab. There are two ship-back box sizes (12x12x10 and 12x12x20) boxes, which hold either 100 kits or 200 kits. In addition to estimating the number of samples to be collected, sites will also need to estimate the number of shipments that will be made to the lab each week. This information will be used to determine how many ship-back boxes and what size will be provided to the site.

NOTE: Kits have a shelf life of 1-2 years. If not all kits are used in each week, they can be used in the next weeks if stored properly. That said, sites are heavily

20 Information contained in this document is preliminary | Working draft as of 12/23/2020. encouraged to order the amount of kits needed each week for their site so the State can ensure all sites have access to the number of kits needed each week.

NOTE: Before kits are used for testing, they should be stored somewhere secure with no direct exposure to sunlight or heat. The ideal environment to store test kits is at room temperature (between 72 and 76 degrees Fahrenheit).

NOTE: These collection kits use PrimeStore transport media (the small amount of liquid in each tube) to stabilize and inactivate the virus. This media contains guanidine thiocyanate, which produces a dangerous chemical reaction that releases cyanide gas when exposed to bleach (sodium hypochlorite). DO NOT USE bleach products near collection kits.

21 Information contained in this document is preliminary | Working draft as of 12/23/2020. 6. Supervising sample collection To complete the 6th step ‘Supervise sample collection’, as an organization you will need to:  Register patients for testing (including walk-ins)  Supervise sample collection and prepare samples for collection

Register patients for testing (including walk ins) The Color platform both allows you to register walk-in patients and enables patients to self-register through a site-specific URL (See FAQ for more info). To register a walk-in patient, a staff member only needs to complete a few simple steps on behalf of the patient (see pictures below). The staff member will collect answers to a series of questions for the system, including necessary contact information for each patient (e.g., phone number, name, date of birth, health insurance – if applicable, parent/guardian information if applicable, etc.) before they are able to submit their sample.

NOTE: Patient’s who pre-register will have their information stored and their profile can be resurfaced for future use. Therefore, to save patient information for future purposes, pre-registration is recommended.

22 Information contained in this document is preliminary | Working draft as of 12/23/2020.

Supervise sample collection and prepare samples for collection The swabs included in the state provided test kits are Anterior Nares (nasal) samples which when both properly self-administered (Spanish version) or clinically-administered, have been scientifically shown to have similar performance to other testing alternatives, such as nasopharyngeal or oropharyngeal swabs, while being less invasive and generally more comfortable for patients.

For self-administered tests, the individuals collecting their own sample must be supervised and each individual must follow the following steps as shown in the printable flyers can be downloaded, here and Spanish version here. When available, video or animated instructions may provide added clarity for patients. For example, the Lower Nasal Swab Collection instructions, developed by Audere, contains an animation to demonstrate proper technique. Audere, a Washington State nonprofit corporation, has granted a general right of reference to any organization who wishes to access and use these instructions for lower nasal swabs administered at a collection site.

23 Information contained in this document is preliminary | Working draft as of 12/23/2020.

24 Information contained in this document is preliminary | Working draft as of 12/23/2020.

Administering a Nasal Sample

Following is additional guidance from CDC on collecting the sample

(Spanish version here)

25 Information contained in this document is preliminary | Working draft as of 12/23/2020.

26 Information contained in this document is preliminary | Working draft as of 12/23/2020. 7. Shipping collected samples for processing To complete the 7th step ‘Shipping collected samples for processing’, as an organization you will need to:  Store samples before shipping  Package samples

Store samples before shipping Collection sites are responsible for secure storage of samples prior to shipment and selecting and coordinating pick-up by a courier (See Appendix C for a list of Category B qualified California courier options). Samples should be stored in a secure collection bin in a cool, shaded, and covered area. While refrigeration isn’t necessary, it is most important that samples are not kept in direct sunlight. The ideal environment is room temperature (between 72 and 76 degrees Fahrenheit). Once collected, samples are suggested to be transported to the lab within 24-hours (preferably the same day as collection), for faster lab processing and turnaround time on results.

Package and ship samples Collection sites are responsible for properly packaging (see common packaging and shipping mistakes for additional information) all samples appropriately for transportation. This requires compliance with Biological substance Category B shipping. Test kits provided by the state, through Color, will come with specific packaging materials to help streamline the return process.

Test kit materials (see Color test kits for more information)

• 6” x 9” biohazard bag that contains:

o Small absorbent pad

o Tube containing (Molecular Transport Media) MTM labeled with a barcode

o AN/OP individually packaged Swab

27 Information contained in this document is preliminary | Working draft as of 12/23/2020.

o Bilingual takeaway card with the same barcode as on the tube which will be given to each participant to help them access their test results

Ship back materials (see Color test kits for more information)

• Large sealable biohazard bag (watertight)

• Shipping box (100 kit and 200 kit size)

• UN3373 label (to be affixed to the outside of the box before shipping)

• Paper manifest

28 Information contained in this document is preliminary | Working draft as of 12/23/2020.

Paper manifest (see Color test kits for more information)

A paper manifest with sample information must be fully completed and included with every sample shipment sent to the lab. The form will be provided with the test kits by Color and can also be found at this link.

29 Information contained in this document is preliminary | Working draft as of 12/23/2020.

11 Steps to package samples for shipping (See Appendix A for general packing requirements)

1. Make sure the caps are tightly sealed on each tube

2. Package each sample in the individual biohazard bag with small absorbent pad

3. Place individual samples in the large biohazard bag. Note: The biohazard bag should only contain up to either 100 or 200 individual kits, depending on the size of your return box. You do not have to fill the bag up to the capacity if you have not performed the full number of tests over a timeframe. Feel free to ship bags with less than the full capacity

30 Information contained in this document is preliminary | Working draft as of 12/23/2020.

4. Seal the large biohazard bag tightly

5. Place the biohazard bag inside the return shipping box provided

6. Make sure the return shipping box has a UN 3373 label affixed to the outside of the box

7. Place the completed paper manifest on top of the bag

8. Seal the cardboard box

9. Affix the return shipping label if applicable (not included)

10. Provide the box to the courier or carrier as appropriate

11. Note down the tracking number if appropriate

31 Information contained in this document is preliminary | Working draft as of 12/23/2020. 8. Reporting and billing The 8th step ‘Reporting and billing’ will be handled by the state’s Valencia Branch Laboratory, who will:  Process sample and results reporting  Billing

Process sample and results reporting The CDPH Valencia Branch Laboratory will be responsible for processing all samples within 48 hours of receipt. When results are available, Color will notify patients through SMS and/or email (using the mobile phone number and/or email provided through the registration process) that results are available.

Patients can use their date of birth and the barcode number associated with their sample (which is provided on a take-away card for sites that will be provided kits by the state) to access their results through Color’s HIPAA compliant website. If the patient loses their Color barcode for their test, they can call the Color support hotline. Patients can also access their results by clicking on the link from their email or text notification.

For sites without a shared provider, patients with positive test results who do not check their test results on the Color website will receive up to 10 autodial attempts from the state’s clinical call center within 48 hours to ensure they receive their test results.

NOTE: Spanish and other languages are available on these calls through the language line.

32 Information contained in this document is preliminary | Working draft as of 12/23/2020.

Moreover, Color will transmit all results on behalf of the CDPH Valencia Branch Laboratory to the State through the California COVID-19 Reporting System (CCRS). For organizations that identify a shared provider (e.g. a healthcare provider--MD, DO, PA, NP, or RN--associated with clinic or site run by a public health department) during the collection site set-up process, Color will also give that provider access to a portal that allows to see results for all patients tested at the site.

NOTE: Sites that identify a shared provider or clinician (e.g., MD, RN) are fully responsible for informing patients about positive test results and after care.

NOTE: Patients who do not have a reliable mobile phone number and/or email address can still be registered through the Color platform if they utilize the contact information (mobile phone and/or email) from a proxy. In this case, the proxy is responsible for communicating results to the patient. Color is not able to provide results outside of the HIPAA compliant website, which is accessed using the Internet and providing the patient’s date of birth and the barcode number associated with their sample (which is provided on a take-away card for sites that will be provided kits by the state).

33 Information contained in this document is preliminary | Working draft as of 12/23/2020. Billing Collection sites will not be responsible for test processing costs. However sites will be responsible for costs of shipping and other equipment for the collection process (e.g., PPE). Where the test is covered by the patient's health coverage (see categories below), the state has contracted with a third-party vendor to submit claims. Therefore, patients will be asked to provide information about whether they have health coverage, and if they do, details about their policy will be requested during the registration process. In order for the state to pursue reimbursement from the Federal government, patients without health coverage will be asked to attest that they do not have insurance and provide their State ID or driver’s license number (if applicable).

Note: Patients can take the tests without State ID’s, driver’s licenses, or insurance. They can optionally show these items so the State can receive reimbursement from the Federal government.

All costs related to collection site responsibilities are borne by the organization, standing up the test site, including shipping, staff time, and necessary equipment for the collection process (e.g. tents, chairs, PPE, etc.). Initially, the state will also provide collection kits, however in the future collection sites may be responsible for the costs associated with these kits.

Note: The current price per test is $55, from collection through processing. Test costs are expected to decrease as the laboratory processes a greater volume of tests. For example, at 100,000 tests per day, the total cost drops to $38 per test. There are two billing options that can be leveraged:

• Option 1: State bills an individual health insurance for the costs of each test. The state has contracted with a third-party vendor who will recoup costs from individual insurers for each test. • Option 2: State directly bills entities for the cost of each test. Instead of billing the health insurance company, the state will bill the entity for a lump sum of tests through the third-party vendor.

Where the test is covered by the patient's health coverage (see categories below), sample collection costs may be reimbursable. Organizations may want to consider partnering with a medical provider, clinic, pharmacy or other entity

34 Information contained in this document is preliminary | Working draft as of 12/23/2020. with collection experience to leverage their abilities to do such billing. The state does not perform billing of sample collection. Neither the state nor collection sites (including healthcare providers that perform sample collection) will bill the patient for any portion of the testing costs (including the uninsured).

The California Department of Managed Health Care, a health plan regulatory agency, has requirements on health plans for covering testing which are best summarized in the following categories:

Category 1: Symptomatic or exposed Individuals

• Federal statutes require coverage:

• No medical/utilization management and no prior authorization requirements

• At any authorized collection site

• Provider reimbursement at negotiated rate or provider's cash price

Category 2: No symptoms/exposure but enrollee is an "essential worker"

• The emergency regulation:

• Defines who are "essential workers"

• Deems testing for essential workers to be medically necessary in all cases, so no UM or prior authorization required or allowed

• Enrollee must try to get appointment in-network but can go out-of- network if plan does not offer an appointment within 48 hours

Category 3: No symptoms, no exposure, not an "essential worker"

• The emergency regulation:

• Deems testing to be an urgent service when medically necessary for the enrollee

• Allows plans to impose prior authorization requirements

• Requires the enrollee to try to get appointment in-network. But the enrollee can go out-of-network if plan does not offer an appointment within 96 hours

35 Information contained in this document is preliminary | Working draft as of 12/23/2020. FAQs

Q: Can we test minors (under the age of 13)? A: Yes, however the parent/guardian must be present, in person, in order to complete the registration process, provide consent, and use their email/phone to obtain results. It is up to the parent/guardian’s discretion on whether they or the child will administer the test. A parent or guardian can receive the results on behalf of a child (ages under 13) when they provide consent on behalf of that child.

Q: What if someone getting tested does not have insurance? A: Neither the patient nor the entity will be liable to pay for the test. The state will recoup costs through alternative funds for those without insurance.

Q: Do I need a doctor or nurse to set-up a site? A: No, not where tests will be self-administered. All such samples sent to the Valencia Branch Laboratory can be completed via a Blanket Order issued by the State Public Health Officer. This means that as long as there is someone trained to supervise self-collection, no clinician is required.

Q: Do you need training to pack patient samples for transport? A: Packing guidance for safe transport is provided with the shipment of kits and must be followed. Personnel handling patient samples must follow their institutional guidelines on safe biological sample handling.

Q: Do people transporting patient samples need to be trained? A: For transporting patient samples, personnel must be trained in the proper safety, packing, and shipping regulations for Division 6.2, UN 3373 Biological Substance, Category B in accordance with the current edition of the International Air Transport Association (IATA) Dangerous Goods Regulations (DGR). Personnel should be trained in a manner that corresponds to their function-specific responsibilities.

36 Information contained in this document is preliminary | Working draft as of 12/23/2020.

Q: What disinfectant should personnel use to decontaminate work surfaces? A: Decontaminate work surfaces and equipment with appropriate disinfectants. Use EPA-registered hospital disinfectants with label claims to be effective against COVID-19. Follow manufacturer’s recommendations for use, such as dilution, contact time, and safe handling. While CDC guidance includes using bleach for cleaning - DO NOT USE BLEACH OR PRODUCTS WITH BLEACH. These samples are transported in Molecular Transport Media (MTM), which can create cyanide gas when it comes in contact with bleach.

Q: How should the site personnel remove biohazardous waste from the site or testing area for decontamination and disposal? A: Handle laboratory waste from testing suspected or confirmed COVID-19 patient samples as all other biohazardous waste in the laboratory. Currently, there is no evidence to suggest that this laboratory waste needs additional packaging or disinfection procedures.

For additional information, refer to the Biosafety in Microbiological and Biomedical Laboratories (BMBL) (5th edition)

Q: What are Standard Precautions? A: Standard Precautions are the minimum infection prevention practices that apply to patient care, regardless of suspected or confirmed infection status of the patient, in any setting where health care is practiced. They are based on the principle that there is a possible risk of disease transmission from any patient, patient sample, or interaction with infectious material. Standard Precautions include hand hygiene and use of PPE when indicated, in addition to practices to ensure respiratory hygiene, sharps safety, safe injection practices, and effective management of sterilization and disinfection for equipment and environmental surfaces. The exact implementation of Standard Precautions should be determined by an activity-specific risk assessment.

For additional information, refer to the following:

2007 Guideline for Isolation Precautions: Preventing Transmission of Infectious Agents in Healthcare Settings

CDC Isolation Precautions

37 Information contained in this document is preliminary | Working draft as of 12/23/2020.

COVID-19 Overview and Infection Prevention and Control Priorities in Healthcare Settings

Q: Who can observe self-collection of swabs? A: The observation of swab self-collection is not listed in the scope of practice for any California licensed healthcare professionals, to our knowledge. Observation of self-collection does not appear to be regulated under current law, and is not currently a regulatory issue.

Q: Do we need to refrigerate samples either during storage or during the shipping process? A: No. While refrigeration isn’t necessary, it is most important that samples are not kept in direct sunlight. The ideal environment is room temperature (between 72 and 76 degrees Fahrenheit). Regarding the shipping process, following the packing and shipping guidelines (which does not require refrigeration) is required for secure transportation of the sample while maintaining result accuracy (See Step 4 and Appendix A for more information).

Q: How do I register my site to receive a site-specific URL for patients pre- registering online? A: Once you are approved as a site by CDPH, Color will begin the process of setting up your site and once completed, within 2 business days of approval, Color will share an onboarding email which will include your site-specific URL. If you have any questions about this process, please reach out to [email protected]

38 Information contained in this document is preliminary | Working draft as of 12/23/2020. Appendix

Appendix A: General packing requirements General Packaging Requirements – all these requirements are met with the proper use of the shipping materials provided with the collection kits from the state.

For Biological Substance, Category B (UN 3373) shipments, cushioning material is required for both liquid and dried samples. You must include four layers of packaging:

1. Primary watertight inner receptacle. Use primary receptacles made of glass, metal, or plastic with a positive means of ensuring a leak-proof seal; a skirted stop- per or metal crimp seal must be provided; screw caps must be reinforced with adhesive tape. For liquid samples, the primary receptacle must not contain more than 1 L. For dried samples, the primary receptacle must not exceed the outer packaging weight limit.

2. Absorbent material. Place absorbent material between the primary and secondary receptacles, using enough material to absorb the entire contents of all primary receptacles. Absorbent material is required for Biological Substance, Category B (UN 3373) shipments containing liquids. Acceptable absorbent materials include cellulose wadding, cotton balls, super-absorbent packets, and paper towels.

3. Secondary watertight inner receptacle. Use a secondary container that is leak-proof for liquid samples or sift proof for dried samples. Choose only secondary containers certified by the manufacturer for Biological Substance, Category B (UN 3373) prior to use. Either your primary or secondary receptacle must be able to differential of not less than 95 kPa in the range of -40 C to 55 C (- 40 F to 130 F). To prevent contact between multiple fragile primary receptacles, individually wrap or separate them inside the secondary container.

4. Sturdy outer packaging. Use rigid outer packaging constructed of corrugated fiberboard, wood, metal, or plastic, or other equally strong material, including cylinders made of such materials and appropriately sized for the contents. Chipboard or paperboard boxes are unacceptable outer packaging. The

39 Information contained in this document is preliminary | Working draft as of 12/23/2020. completed packaging must be of good quality, strong enough to withstand the normal rigors of transportation without loss of contents as a result of vibration, changes in temperature, humidity, or pressure. Limit the total volume for liquid samples to 4 L and the total weight of dried samples to 4 kg per outer container. At least one surface of the outer packaging must have a minimum dimension of 100 mm x 100 mm (4" x 4"). Completed packages must be able to withstand a

4' (1.2-m) impact test. Before sealing the outer packaging, you must make an itemized list of the contents of the package and enclose the list between the secondary packaging and outer packaging.

Appendix B: Sample material required to set-up site

Requirements Details

Structural • 1 - 2 large storage containers to store site materials, PPE, cleaning Storage container pods supplies, test kits, swabs, etc. Drive-through entrance * • Designated entrance for all vehicles Drive-through exit * • Designated exit for all vehicles exiting from the testing lanes • Designated entrance that provides direct access to the Pedestrian entrance ** pedestrian testing lane • Designated exit from the pedestrian testing lane that enables Pedestrian exit ** social distancing from the people who are in line for pedestrian testing and/or are entering the pedestrian testing lane Walkway • Walkway needs to be paved and accessible Staff parking lot • Staff parking lot for a minimum of 15 cars Courier pick up locations • The courier needs direct access to all testing lanes • Designated location to don PPE. This can be at PPE donning location a rectangular table near the storage pod. Guard boxes / tents • The guard boxes need to be at the entrance and exit Lighting • Lights throughout the site Services & Staffing

Water • Water is needed for the restrooms and handwashing station • Every check-in and testing lane needs direct access to electrical. Electrical Each lane will have iPads and WiFi hotspots plugged in, as well as fridges • Designated staff restrooms that are sanitary and cleaned after Portable Staff Restrooms each use

40 Information contained in this document is preliminary | Working draft as of 12/23/2020.

Requirements Details • Handwashing station to enable good hygienic practices of Handwashing station washing hands upon entering the site, washing hands before leaving the site, and throughout the day Wi-Fi • Strong Wi-Fi signal through router or hotspots • 24/7 site security to ensure that staff, patients, materials and the Security site are safe • 2 cleaning staff that are onsite at all times following the Cleaning designated cleaning standard operating procedures Greeters • 5 greeters to direct traffic and maintain day to day site operations Site managers • 2-3 city site managers to be at the site at all times Traffic Flow Collection site identification sign / banner • Large entrance signs directing patients where to go Directional and informational signage and • Several signs throughout the site to indicate testing stations, stands directions to follow, and answers to FAQs Station specific signage • Signage on what to expect at the testing station Traffic cones and • Hundreds of traffic cones to mark traffic flow plan; barricades to barricades separate pedestrian and drive-through traffic *Relevant to drive-through testing **Relevant to walk-in testing

41 Information contained in this document is preliminary | Working draft as of 12/23/2020. Appendix C: Category B Infectious Substances Couriers in California Name Contact Information Additional Information Rapid Express The company's three Customers can schedule pick-up & delivery. The

Courier Systems offices with their company's delivery and pick-up times run 7 days a contact information week and 24 hours a day. Rapid Express also offers are as follows: North same-day pick-up and delivery solutions. They serve Bay (707-526-7633), California in the North Bay, Napa, Oakland, San Napa (707-255-9435), Francisco and San Jose. and San Francisco (415-545-8314). Apollo Medical Inglewood, CA Customers can schedule pick-up & delivery to

Logistics Office (310-337-0377), benefit from on demand solutions. These include: Orange County Emergency - 1 hour direct service, Stat - 2 hours, Office (949-222-0545), Rush - 3 hours, Routine - 5 hours. The company's San Diego Office delivery & pick-up times run 24 hours a day, 365 (949-222-0545) days a year. Serving California in San Francisco, Los Angeles, Ontario, Orange County, and San Diego.

A-1 Courier Service Santa Monica, CA Customers can schedule pick-up & delivery online. Office (213-622-4000) Delivery & pick-up options are available 24 hours and Los Angeles CA per day, 7 days per week. A-1 Courier Service also 90025 (310-450-9000) offers same-day delivery. They serve all of Southern California.

Gold Rush Express Telephone (855-684- Gold Rush Express offers routed and pre-scheduled 6201) or (408-357- deliveries. The company's delivery & pick-up times 2160) run 24 hours per day, 365 days per year. They serve the San Francisco Bay Area. Red Line Courier Los Angeles Office Red Line offers 24 hours a day, 365 days a year

Service (866-427-4258), San scheduled emergency pick-up & delivery options. Diego Office (866- The company's door to door service runs "24/7, all 427-4258), day and all night, every day of the year." Service Sacramento Office ranging throughout California, including Ontario, (866-427-4258), and Orange County, Los Angeles, Fresno, Hollywood, Orange Office (866- San Diego, San Francisco, and more. 427-4258) or (714-678- 0110) Medical Couriers Telephone (877-653- Customers can schedule a pick-up by filling a form

Incorporated 399) online. The company's pick-up and delivery services are available "anytime". The serve California in Los Angeles, San Francisco, Sacramento, Redding, and Fresno.

VeniExpress, Inc. Telephone (877-670- Customers can request and schedule pick-ups and VENI (8364)) deliveries. They are open 24 hours a day 7 days a week. They serve California in San Diego, Los Angeles, Riverside, and Orange County. California Courier Telephone (800-914- Schedule a pick-up and delivery available every

Services 2931) day. Same day 24/7 (365 days per year) pick-up and deliveries available. They serve Southern and Northern California in Los Angeles, San Diego, Long

42 Information contained in this document is preliminary | Working draft as of 12/23/2020.

Beach, Irvine, San Francisco, San Jose, Sacramento, Pasadena, Fremont, and more. SMEX 24/7 Courier Telephone (800-245- Pre-scheduled and emergency last-minute pick-ups

Services 4502) or (310-458- and deliveries are available. The company's delivery 6000) and pick-up times run 7 days a week and 24 hours a day. They serve surrounding areas in Southern California.

Clockwork Express Telephone (310-568- Clockwork Express customers can schedule pick-up 9175) & delivery by filling a form online. Delivery time is 24hrs, Service days are Monday−Sunday. Same day delivery is offered under 10,000LBS. They serve all of Southern California.

Reliable Couriers Telephone (888-415- Regular scheduled delivery will call or STAT basis 1781) available anytime. Open 24 hours a day 7 days a week. They serve California in San Diego, Los Angeles, Sacramento, San Jose, San Francisco, Long Beach, and Irvine.

UPS Telephone (1-800- Schedule a pick-up and delivery available every 554-9964) day. 24/7. Daily pick-ups and deliveries. Drop off shipments available. Services are available nationwide. However, pick-up locations in California include Fresno and Madera County.

FedEx Express Telephone Schedule a pick-up and delivery available (1.800.GoFedEx) or everyday - 24-hour pick-up and delivery services (1.800.463.3339) available. Services are available nationwide. However, pick-up locations in California are at Fresno County.

NOTE: Pickup must be scheduled (online or via phone) before 1pm PST for same day pickup. Pickup times vary by location and will be determined when scheduled. Airspace Operations (855-524- Operations are 24/7/365. Schedule a pick-up and Technologies 7772), Sales (844-839- delivery available every day. They specialize in next 1559), Driver Relations flight out, dedicated drive, hand carry and charter (844-208-3330) transportation. GoExpress Telephone (559-274- Specializes in Same-Day deliveries. 0168) Located in Fresno, California, Go Express, LLC’s services extend beyond Central California as far south as Bakersfield and north to Sacramento. Current expansion plans will broaden our service area into the Bay Area and Southern California. GLS Telephone (800-322- Deliver to every address in California. Expansive 5555) Next-Day Delivery Area. Priority Overnight Services at 40% Less Cost. Per-Pallet Rates for LTL Shipments. Later Pickup Times and Earlier Deliveries. Fewer and Lower Accessorial Fees

43 Information contained in this document is preliminary | Working draft as of 12/23/2020.

Medical Courier Telephone (877-653- Has large customizable COVID-19 Specimen 3391) delivery network in California with customers from large hospital groups, regional clinical laboratories, healthcare specialty companies and the State of CA itself. LMC Telephone (800-562- If using 2nd Day or Next Day Air, order must be in by 8782) 3 p.m. Central Time, Monday through Friday. Delivery can't be guaranteed on holidays. Backorders will be shipped ground when products arrive at warehouse unless other arrangements are made. Mobile-Med Telephone ((877) 899- No patient minimum needed for us to provide on- 9959) site services. Mobile units visit multiple locations for one company, many of the organizations have multiple locations based in multiple states. Mobile- Med work health solutions services are available 7 days a week based on the need of the client.

44 Information contained in this document is preliminary | Working draft as of 12/23/2020. Appendix D: Most common packing and shipping mistakes • No UN3373 (Category B Biological substance) label affixed to the outside of the ship back box: In order for transportation services to understand the substances contained in packages and take the proper shipping precautions, ship back boxes must have the UN3373 label box properly adhered in a prominent location. • Lack of proper box sealing: Boxes must be fully sealed to protect the integrity of the samples and ensure patients get accurate results in a timely fashion. • No shipping manifest: Manifests must be completed and included within the shipping boxes for lab intake. VBL counts the number of samples when accepting into lab as a part of the chain of custody (CLIA requirement). • Shipping samples not meant for VBL: VBL is only able to process the approved Color samples. Be sure to only include Color sample kits when shipping. • Using bleach near MTM tubes: DO NOT USE BLEACH near MTM tubes as it will cause a chemical reaction that releases cyanide gas. • Not using Color ship back materials: The ship back materials are provided, so sites can ship the samples in a standardized packaging with proper support and protection. Please use them.

Source: CDPH

45 SECTION L

Report from the California Department of Education (CDE)

FCMAT Quarterly Meeting January 27, 2021 Lisa F. Constancio Deputy Superintendent of Public Instruction

CALIFORNIA DEPARTMENT OF EDUCATION Tony Thurmond, State Superintendent of Public Instruction Updates • State Superintendent Tony Thurmond, “Pathways to Recovery” Event • COVID-19 Updates • PPE/Valencia Branch Lab – Onboarding; January 25th, Student Testing Launch • CARESSA – New Federal Stimulus • 2020-21 Audit Guide • LCFF First PA 19-20 ADA/Growth Applications • CDE Equity Summit: Friday, January 29, 2021 • Upcoming Webinars

CALIFORNIA DEPARTMENT OF EDUCATION Tony Thurmond, State Superintendent of Public Instruction SECTION M

Report from the California Community Colleges

(Written material was distributed at the board meeting.)

Joint Analysis Governor’s January Budget

January 8, 2021

Background This analysis was prepared by the California Community Colleges Chancellor’s Office (Chancellor’s Office) with support from the: • Association of California Community College Administrators (ACCCA) • Association of Chief Business Officials (ACBO) • Community College League of California (League) Its purpose is to provide information about the Governor’s January budget proposal as a common resource for each organization’s further analyses and advocacy efforts. Over the next several months, updated analyses will describe the proposed trailer bills, the Governor’s May Revision, and the enacted budget. Introduction Today, Governor Newsom released his budget proposal for the 2021-22 fiscal year. Under the proposal, the overall state budget would remain fairly flat compared to the enacted 2020-21 budget, increasing slightly to $227.2 billion. General Fund spending would increase by about $8.6 billion (5.5%) to $164.5 billion. The proposed budget maintains the state’s recent commitment to paying down liabilities, maintaining reserves, and increasing spending primarily for one-time initiatives. Major themes of the Governor’s Budget involve addressing urgent needs in the context of the coronavirus disease 2019 (COVID-19) and related economic impacts, including: • Offering relief to low-income Californians from the impact of COVID-19, including an immediate “Golden State Stimulus” that would provide $600 payments to individuals. • Focusing on economic recovery through grants to small businesses; tax credits, grants and other incentives for job creation; and investments in workforce development strategies that encourage collaboration among higher education institutions and their local workforce partners. • Providing support to facilitate re-opening schools for in-person learning, with a focus on younger students and on ensuring support for low-income students, English language learners, and foster youth.

Budget Overview The Governor’s budget proposal for the California Community Colleges includes one-time investments in emergency student financial assistance, work-based learning, mental health, and student retention and (re)enrollment, along with new, ongoing investments in online education infrastructure and expansion of apprenticeships. It includes ongoing adjustments, including enrollment growth and cost-of-living adjustments (COLA), using updated estimates of revenue, enrollment, inflation, and student participation. The Governor’s Budget also proposes to buy down a significant portion of the 2020-21 deferrals.

Joint Analysis: Governor’s January Budget, January 8, 2021 | Page 2

BUDGET SHAPED BY CONTINUING HEALTH CRISIS AND ECONOMIC UNCERTAINTY The 2020 Budget Act was affected by the public health emergency associated with the COVID-19 pandemic, and subsequent seismic shift in the state’s economic conditions. The resulting recession led to a $54.3 billion shortfall in the state budget and a $13.6 billion drop in the Proposition 98 guarantee (across 2019-20 and 2020-21). The budget prevented immediate cuts to community college apportionments and categoricals by deferring approximately $1.5 billion in funding for the system to 2021-22, with the hope that a significant share of the deferrals would be rescinded if Congress approved a fourth stimulus package with sufficient funding by October 15, 2020. That relief did not come until December, leaving the full deferral in place for 2020-21.

Economic and Budget Outlook Improved; Yet Caution Reigns The budget outlook has improved since the 2020 Budget Act despite the dramatic increase in COVID-19 cases and continuing shutdowns across most of the state. State revenues continue to outperform earlier projections related to improving employment in many sectors, a growing housing market due to low interest rates and high demand, and sales of taxable goods replacing some of the resources previously spent on untaxed services. However, the economic recovery has been unequal, with the wealthy benefitting from a strong stock market and comparatively low unemployment in professional industries while the state’s low-wage workers in industries most affected by the pandemic are left behind, exacerbating inequality. The Governor’s Budget summary notes that, despite higher-than-expected revenues, the State faces an operating deficit as General Fund expenditures grow faster than the “big three” revenues, projected to grow to over $11 billion by 2024-25, constraining the ability to undertake expanded ongoing commitments.

More COVID-19 Relief Funds In December 2020, Congress approved an additional $900 billion economic relief package, the Coronavirus Response and Relief Supplemental Appropriations Act (CRRSAA - H.R. 133), which allocates $22.7 billion to the Higher Education Emergency Relief Fund. While the funds will be allocated similarly to the Coronavirus Aid, Relief, and Economic Security (CARES) Act, the new relief bill uses a formula that considers headcount enrollment in addition to FTES, which benefits the California Community Colleges. The California Community Colleges are scheduled to receive about $1.286 billion, not including additional allocations for minority serving institutions or those with the most need. The flexible funds can be used to defray expenses associated with COVID-19, carry out authorized student support activities, and provide financial aid grants to students (including those exclusively enrolled online, and without regard for students’ immigration status).

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District Revenue Protections In response to COVID-19 and its budgetary impacts, the system rapidly adapted its priorities to focus on the fundamental needs of students, faculty, staff, and college administrators, by seeking to support colleges while mitigating disruption to instruction, the system’s focus on equity, and momentum toward the Vision for Success. As the COVID- 19 pandemic and resulting economic recession continue to challenge the system, providing fiscal stability remains a top priority. Throughout 2020-21, emergency conditions under Title 5, Section 58146 will continue to be in effect. This section provides funding allowances due to emergency conditions such as the COVID-19 pandemic. The intent behind this section is to prevent districts from losing apportionment as a result of emergency conditions. For districts participating in the COVID-19 Emergency Conditions Allowance, FTES protections are applied to the base allocation of the Student Centered Funding Formula. In addition, the 2020 Budget Act extended the Student Centered Funding Formula’s existing minimum revenue (hold harmless) provision by two years, through 2023-24. Under this provision, districts will earn at least their 2017-18 total computational revenue, adjusted by COLA each year, if applicable.

EARLY ACTION PACKAGE Aided by improved budget conditions, the Governor and Legislature have begun conversations focusing on immediate actions that could support the health and economic recovery of Californians. Possible considerations include an advanced spending plan, or Early Action Package, providing targeted investments for affected populations. For California Community Colleges, such a plan is expected to include: • One-time investment of $100 million in emergency student financial assistance grants, and • One-time resources of $20 million for retention and re-enrollment strategies, including engaging with former students who may have withdrawn or prospective students who are hesitant to enroll due to the impacts of COVID-19. Potential consideration of an Early Action Package is expected in early Spring.

PROPOSITION 98 ESTIMATES Minimum Guarantee. Each year, the state calculates a “minimum guarantee” for school and community college funding based on a set of formulas established in Proposition 98 and related statutes. To determine which formulas to use for a given year, Proposition 98 lays out three main tests that depend upon several inputs including K-12 attendance, per capita personal income, and per capita General Fund revenue. Depending on the values of these inputs, one of the three tests becomes “operative” and determines the minimum guarantee for that year. The state rarely provides funding above the estimated minimum guarantee for a budget year. As a result, the minimum guarantee determines the total amount of Proposition 98 funding for schools and community colleges. Though these

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formulas determine total funding, they do not prescribe the distribution of funding. The Governor and Legislature have significant discretion in allocating funding to various programs and services. Table 1 shows the budget’s estimates of the minimum guarantee for the prior, current, and budget years. The community college share of Proposition 98 funding is at the traditional share of 10.93% in each of these years. Included in this share is a small amount of pass-through funding for school district-based apprenticeship programs. Prior to calculating the community college share, funding for the Adult Education, Adults in Correctional Facilities, and K-12 Strong Workforce programs, as well as transfers to the Public School System Stabilization Account, are excluded from the total. The funding for 2021-22 includes a one-time supplemental payment of $2.3 billion, as required by the 2020-21 Budget Act. That statute requires the state to make temporary payments equal to 1.5% of annual General Fund beginning in 2021-22 and continuing until the state has paid $12.4 billion (the difference between the June 2020 estimates of the Proposition 98 guarantee for 2019-20 and 2020-21 and the amount of funding schools and community colleges could have received if state revenues had continued to grow). The act also requires the state to increase the minimum share of General Fund revenue allocated to schools and community colleges from 38% to 40% on an ongoing basis, with the increase phasing in over the 2022-23 and 2023-24 fiscal years. It’s important to note the Governor’s budget proposes to remove future Proposition 98 supplemental payments from statute. A notable aspect of Proposition 98 funding for 2021-22 is the substantially different cost- of-living adjustments (COLA) provided to K-12 and to the community colleges. The Governor’s Budget provides a COLA of 3.84% to the Local Control Funding Formula to make up for the lack of COLA in 2020-21. However, the proposed COLA for the Student Centered Funding Formula is 1.5%. In addition, the proposal continues, and even increases, dollars from the community college share of Proposition 98 funding that are passed through to the K-12 system. Table 1: California Community Colleges Proposition 98 Funding by Source (In Millions)

Change From 2021-22 Change From Source 2019-20 Revised 2020-21 Revised 2020-21 Proposed 2020-21 Amount Percent

ALL PROPOSITION 98 PROGRAMS

General Fund $54,470 $56,942 $60,835a $3,894 6.8%

Local property 25,073 25,887 27,270 $1,383 5.3% tax

Totals $79,544 $82,828 $88,105 $5,277 6.4%

COMMUNITY COLLEGES ONLY b

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General Fund $5,355 $5,467 $5,697 $230 4.2%

Local property $3,252 $3,414 $3,598 $184 5.4% tax

Totals $8,606 $8,881 $9,295 $414 4.7% a This amount includes one-time supplemental Proposition 98 funding for 2021-22. b This amount reflects the Proposition 98 funding received by CCCs excluding adult education funding.

Updated Estimates for Prior and Current Years. Estimates of the minimum guarantee for 2019-20 and 2020-21 have changed slightly compared to projections when the 2020-21 budget was enacted in June of last year, which can occur if school enrollment, economic growth, or state revenues turn out to be different than expected. Specifically, the revised estimates for 2019-20 and 2020-21 are higher than was projected in June related to stronger revenues. Required Transfer to Public School System Stabilization Account (PSSSA). Proposition 2, approved by voters in November 2014, created the PSSSA, a new state reserve for schools and community colleges. Under Proposition 2, transfers are made to this account only if several conditions are satisfied. That is, the state must have paid off all Proposition 98 debt created before 2014-15, the minimum guarantee must be growing more quickly than per capita personal income, and capital gains revenues must exceed 8% of total revenues. The Governor’s Budget proposes a deposit of $3 billion into the fund, including $2.2 billion for 2021-22 and $747 million for 2020-21. Though these transfers change when the state spends money on schools and community colleges, they do not directly change the total amount of state spending for schools and community colleges across fiscal years. Specifically, required transfers to the PSSSA count toward Proposition 98 totals in the year the transfer is made. As a result, appropriations to schools and community colleges in such a year could be lower than otherwise required by Proposition 98. However, in a year when money is spent out of this reserve, the amount transferred back to schools and community colleges is over and above the Proposition 98 amount otherwise required for that year.

CHANGES TO FUNDING FOR THE CALIFORNIA COMMUNITY COLLEGES The Governor’s Budget includes $204 million in ongoing policy adjustments for the community college system, compared to revised 2020-21 expenditure levels, as reflected in Table 2. The system would receive around $600 million in funding for one-time and ongoing programs and initiatives. Net new resources for community colleges are limited as the proposal would pay back about $1.1 billion in outstanding deferrals but leave in place a deferral of about $327 million. Table 2: Proposed 2021-22 Changes in Proposition 98 Funding for the System (In Millions)

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a 2020-21 Revised Budget $8,698

TECHNICAL ADJUSTMENTS

Student Centered Funding Formula (SCFF) other base adjustments (aside from COLA and Growth) $97.6

Other technical adjustments -$48.6

Subtotal Technical Adjustments $49.0

POLICY ADJUSTMENTS

Ongoing

Provide 1.5% COLA for SCFF $111.1

Increase access to online technology as well as mental health services 30.0

Fund 0.5% enrollment growth for SCFF 23.1

Expand California Apprenticeship Initiative 15.0

Invest in online education ecosystem and infrastructure 10.6

Provide 1.5% COLA for certain categorical programsb 6.1

Cover increased costs for broadband access provided by CENIC 8.0

Subtotal Ongoing Policy Adjustments $203.9

One-Time

Provide emergency financial assistance grants for studentsd 250.0

Address students’ basic needs related to food and housing insecurity 100.0

Support retention and enrollment strategiesd 20.0

Expand work-based learning 20.0

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Increase faculty professional development 20.0

Expand Zero-Textbook Cost pathways 15.0

Provide instructional materials for dual enrollment students 2.5

AB 1460 implementation and anti-racism initiatives 0.6

Subtotal One-Time Policy Adjustments $428.1

TOTAL CHANGES $681.0

2021-22 Proposed Budgeta $9,379 a Amounts exclude Adult Education Program and K-12 Strong Workforce Program funding. b Applies to CalWORKS, Campus Childcare, DSPS, EOPS, apprenticeships, and Mandated Costs Block Grant programs. cThis repayment toward the $1.453 billion deferral from 2020-21 leaves a remaining deferral of $326.5 million. d A portion ($100 million) of the emergency financial grants for students as well as the funding to support retention and enrollment strategies ($20 million) are proposed to be included in the Early Action Package described earlier in the report. COLA = cost-of-living adjustment The estimated and proposed Total Computational Revenue (TCR) for the SCFF increases by $231.8 million from $7.435 billion to $7.667 billion. This reflects a proposed COLA of 1.5% ($111.1 million) and FTES growth of 0.5% ($23.1 million) and modified estimates for hold harmless and other underlying estimation factors of $97.6 million. Further, the following adjustments are reflected in associated offsetting revenues (all comparisons are from the 2020-21 Budget Act to the 2021-22 Governor’s Budget proposal): • Property tax revenues are estimated to increase by $292.7 million from $3.305 billion to $3.598 billion. • Enrollment Fee revenues are estimated to increase by $10.7 million from $448.4 million to $437.7 million. • Education Protection Account funding is estimated to decrease by $61.4 million from $1.088 billion to $1.027 billion. The 2019 Budget Act tasked the Chancellor’s Office with determining the SCFF formula’s final 2019-20 funding rates based on total computational revenue of $7.43 billion as determined by the Department of Finance. Because no COLA was provided in the 2020 Budget Act, those 2019-20 rates remain in place for 2020-21. Table 3 reflects the final rates for the last several years, along with the projected rates for 2021-22, as modified by COLA and other base adjustments. The distribution of funds across the three allocations (base, supplemental, and student success) is determined by changes in the underlying factors. Table 3: Proposed 2021-22 Student Centered Funding Formula Rates (rounded)

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2019-20 and Change 2018-19 2021-22 Percent Allocations 2020-21 From 2020- Rates Rates Change Rates 21 Base Credita $3,727 $4,009 $4,069 $60 1.5%

Supplemental Point Value 919 948 962 14 1.5% Student Success Main Point 440 559 567 8 1.5% Value Student Success Equity Point 111 141 143 2 1.5% Value Incarcerated Credita 5,444 5,622 5,706 84 1.5%

Special Admit Credita 5,444 5,622 5,706 84 1.5%

CDCP 5,444 5,622 5,706 84 1.5%

Noncredit 3,274 3,381 3,432 51 1.5% a Ten districts receive higher credit FTE rates, as specified in statute. Appendix B compares the Governor’s proposed adjustments in funding for the system in 2021-22 to the Board of Governors’ budget and legislative request. Below we highlight a few of the administration’s more significant policy decisions and related information. Later in this analysis, we detail local support funding by program, capital outlay funding, and state operations.

MAJOR POLICY DECISIONS

Apportionments Provides for Growth and Cost-of-Living Adjustment (COLA). The proposal includes 0.5% growth in access, and a 1.5% COLA for apportionments and selected categorical programs. Decisions about any COLA were historically made by the Legislature during the annual budget process. However, the budget plan in 2019-20 implemented a new policy for the K-12 system’s Local Control Funding Formula (LCFF). Under this policy, LCFF receives an automatic COLA unless the minimum guarantee is insufficient to cover the associated costs. In that case, the COLA would be reduced to fit within the guarantee. As a result, K-12 is receiving a compounded COLA to cover both 2020-21 and 2021-22. Unfortunately, since the statute is silent on community college programs, community colleges have only been provided the 1.5% COLA for 2021-22. Pays Down Deferrals. The 2020 Budget Act did not reduce funding for most community college programs. Instead, the budget deferred apportionment payments into the next fiscal year. Those deferrals provided immediate, one-time budgetary savings for the state, helping to balance the state budget in the context of the COVID-19-induced recession. But deferred payments can cause cash flow problems for districts, requiring them to deplete reserves and use internal and external short-term borrowing to meet ongoing obligations. Moreover, deferrals can permit the state to authorize — and districts to maintain — programmatic levels they can afford only by creating ongoing out-year obligations. These Joint Analysis: Governor’s January Budget, January 8, 2021 | Page 9

obligations can make future program reductions more likely and more profound. The Governor makes progress on paydown of 2020-21 deferrals. The budget proposal for 2021- 22 would repay approximately $1.13 billion of the $1.45 billion in deferrals for 2020-21, carrying over a remaining deferral of $326.5 million. This could improve cash flow for colleges and reduce pressure on future Proposition 98 funding. Table 4: Apportionment Deferrals for the California Community Colleges in 2021-22 Proposed Budget

Fiscal Year Deferral Action Amount Net Deferral

a 2020-21 New deferral $1,453.0 $1,453.0

2021-22 Repayment -$1,126.5 $326.5 a 2020-21 deferrals are detailed in Senate Bill No. 116, Chapter 25 Statutes of 2020.

College Affordability Provides Additional Emergency Financial Assistance. The proposal includes $250 million in one-time funds for emergency financial assistance grants, $100 million of which would be included in the Early Action Package (discussed earlier in the report) and intended to go out quickly in the spring. The funding would target full-time students who were previously working full time or the equivalent of full time and can demonstrate a financial need, with a self-certification process for students (allocation formula to be based on AB 540 and California College Promise Grant counts). For the remaining $150 million, students would also have to obtain a 2.0 GPA in one of their last three semesters or four quarters. Expands Zero Textbook Cost Pathways. The Governor’s Budget includes $15 million in one-time funds to expand zero textbook cost (ZTC) pathways using open educational resources (OER) and other materials that are free of charge to students. This proposal builds on $5 million provided to 23 colleges in 2016 to create degree and certificate programs that eliminate conventional textbook costs. The Chancellor’s Office estimates that programs created under this earlier funding will have generated $42 million in textbook cost savings for more than 23,000 students by 2022. The proposal would support additional rounds of competitive grants and technical assistance for colleges. Makes Modest Changes to Student Financial Aid. The budget includes a proposal that all high school seniors be required to complete the FAFSA. The budget proposes to increase the number of competitive Cal Grant awards by 9,000, bringing the total to 50,000 annual awards, and establishes a Cal Grant award for foster youth. It delays by one year the requirement that private colleges and universities adopt the Associate Degree for Transfer.

Student Needs Addresses Basic Needs. The Governor’s Budget proposes $130 million to address Joint Analysis: Governor’s January Budget, January 8, 2021 | Page 10

students’ basic needs with investments in the following two areas: • $100 million one-time available over three years to address student basic needs at community colleges, including housing and food insecurity. • $30 million for targeted basic needs, including supporting students seeking access to mental health services and helping students acquire electronic devices and access high-speed internet. Invests in Efforts to Retain and Enroll Students. The budget proposal includes $20 million in one-time funds for student retention and re-enrollment, to be included in the Early Action Package. The intent is to support college efforts to increase student retention rates and enrollment among students who may have withdrawn or could not enroll due to COVID-19, and among current and prospective students who are hesitant to remain or enroll in college due to the impacts of the pandemic. Improves Online Education Supports and Infrastructure. Other proposals addressing student needs include $10.6 million ongoing to provide a more robust and equitable online education ecosystem and infrastructure. The proposal also includes $2.5 million in one-time funds for instructional materials for dual enrollment students.

Diversity, Equity, and Inclusion Invests in the “Call to Action.” In the context of several high-profile incidents of racial violence across the country and widespread protests over systemic racial injustices, the Chancellor’s Office hosted a “Call to Action” webinar in June 2020. The chancellor and other system leaders called for the system to actively strategize and take action against structural racism at our colleges. Specifically, the system was asked to review and modify training and curriculum; create inclusive classrooms and improve campus climate; and update Equity Plans to ensure they are designed for action and outcomes rather than compliance. The Governor’s Budget includes $600,000 for Chancellor’s Office coordination of systemwide antiracism efforts and the implementation of the new ethnic studies course requirement in the California State University (CSU) as it affects community college transfer students. Requires Action Plans to Close Equity Gaps. The budget states an expectation for each segment of higher education to draft actionable plans to close equity gaps. Community college districts would be required to draft actionable plans as a condition for receiving the COLA included in the 2021-22 budget proposal. Additional details will likely be included in trailer bill language as the budget process moves forward.

Workforce Development Expands Work-Based Learning. The proposed budget includes $15 million ongoing to expand the California Apprenticeship Initiative, which supports the development of new and innovative apprenticeship and pre-apprenticeship programs through competitive grants. The proposal revives the program included in the Governor’s Budget for 2020-21, which was excluded from the final budget due to the impact of COVID-19 and the resulting recession.

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In addition, the Governor’s Budget provides $20 million one-time for grants to expand access to work-based learning models and programs at community colleges, including working with faculty and employers to incorporate work-based learning into the curriculum. The Governor’s budget proposes $250 million one-time General Fund to support workforce development and better linkages between higher education and gainful employment. The focus will be enhancing opportunities for skill-building and wealth development for communities that have been systemically excluded. Additional details are expected in the forthcoming trailer bills.

Other Actions Requires More Online Courses. The proposed budget would require that higher education institutions maintain a higher proportion of online courses than in the past. Specifically, districts would be required to maintain a number of online courses in 2021-22 that is 10% higher than the number offered in 2018-19. Additional details will likely be provided in trailer bills. Seeks Better Cross-Sector Alignment. The proposal calls for several actions to smooth students’ pathways across higher education segments and to create better alignment and efficiency. Specifically, it proposes the establishment of a dual admission process between the California Community Colleges and the public university systems and calls for increased production of Associate Degrees for Transfer (ADT). It indicates that, if the University of California uses an alternative pathway and set of requirements for transfer, it must clearly specify the courses in the pathway that are different from the ADT requirements. In addition, the proposal would require all higher education segments to adopt a common learning management system (such as Canvas), with a goal of increased efficiency that could be achieved by negotiating collectively with a vendor.

Pension Costs The 2020 Budget Act redirected funds previously designated for a long-term buydown of pension liabilities, and instead used them to reduce local school employer pension contributions in 2020-21 and 2021-22 by about 2% in each year. The 2021-22 Governor’s Budget does not propose further buydowns but continues implementation of the 2021-22 employer contribution reduction. As a result, the CalSTRS employer contribution declines from 17.1% in 2019-20 to 15.92% in 2021-22, as shown in Table 5. The action also mitigates steep increases to the CalPERS estimated employer contribution rate of 24.9%, providing for a rate of 23% in 2021-22. Table 5: Estimated CalPERS and CalSTRS Rates

Pension System 2019-20 2020-21 2021-22 CalSTRS Employer Rate 17.10% 16.15% 15.92% CalPERS Employer Rate 19.721% 20.70% 23.00%

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LOCAL SUPPORT FUNDING BY PROGRAM Table 6 shows proposed local assistance funding by program for the current and budget years. As the table shows, most categorical programs received level or workload funding in the Governor’s proposal, with certain programs receiving cost-of-living adjustments consistent with recent practices. Decreases in funding are related to removing one-time funding allocated in 2020-21 or to revised estimates of underlying factors. Table 6: California Community Colleges Funding by Programa (In Millions)

2020-21 2021-22 Change Percent Program Explanation of Change Revised Proposed Amount Change

Student Centered COLA and Base $7,435.0 $7,667.0 232.0 3.1% Funding Formula Adjustment

Deferrals--Student Paydown of $1.1B toward Centered Funding -1,453.0 -326.5 1,126.5 77.5% 2020-21 deferral, with Formula $326.5 million.

Emergency Financial Assistance Funding for - 250.0 250.0 - Add one-time funding Students

Student Equity and 475.0 475.0 0.0 0.0% Achievement Program

Strong Workforce 248.0 248.0 0.0 0.0% Program

Student Success Adjust for revised 159.0 135.1 -23.9 -15.0% Completion Grant estimates of recipients

Disabled Students Programs and 124.3 126.2 1.9 1.5% 1.5% COLA Services (DSPS)

COVID-19 Response Block Grant (one- 120.0 0.0 -120.0 -100% Remove one-time funding time)

Extended Opportunity Programs and 115.9 117.6 1.7 1.5% 1.5% COLA Services (EOPS)

Adjust for revised California College 81.0 74.7 -6.3 -7.8% estimates of first-time, Promise (AB 19) full-time students

Financial aid Adjust for revised 76.0 72.4 -3.6 -4.7% administration estimates of fee waivers

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Adult Education Program – community 62.0 63.0 1.0 1.6% college districtsb

Full-time faculty 50.0 50.0 0.0 0.0% hiring

CalWORKs student 46.9 47.6 0.7 1.5% 1.5% COLA services

Apprenticeship Adjust for revised estimate (community college 44.0 45.0 1.0 2.3% of related supplemental districts) instruction hours

Augmentation for Online Integrated technology 42.0 61.0 19.0 45.2% Education Infrastructure and CENIC

Revised enrollment Mandates Block Grant 33.4 33.7 0.3 0.9% estimates; funded at and reimbursements $30.61

Institutional 27.5 27.5 0.0 0.0% effectiveness initiative

Part-time faculty 25.0 25.0 0.0 0.0% compensation

Online education 23.0 23.0 0.0 0.0% initiative

Economic and Workforce 23.0 23.0 0.0 0.0% Development

NextUp (foster youth 20.0 20.0 0.0 0.0% program)

Cooperative Agencies Resources for 16.8 17.1 0.3 1.7% 1.5% COLA Education (CARE)

California Online Community College 15.0 15.0 0.0 0.0% (Calbright College)

Lease revenue bond 13.0 13.0 0.0 0.0% payments

Nursing grants 13.0 13.0 0.0 0.0%

Part-time faculty 12.0 12.0 0.0 0.0% office hours

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Immigrant legal 10.0 10.0 0.0 0.0% services through CDSS

Veterans Resource 10.0 10.0 0.0 0.0% Centers

Student Housing 9.0 9.0 0.0 0.0% Program

Dreamer Resource 5.8 5.8 0.0 0.0% Liaisons

Foster Parent 6.0 6.0 0.0 0.0% Education Program

Equal Employment Adjust for available EEO 4.2 2.8 -1.4 -33.3% Opportunity Program fund resources

Childcare tax bailout 4.0 4.1 0.1 1.5% 1.5% COLA

Otherc 4.0 4.0 0.0 0.0%

Umoja 2.6 2.6 0.0 0.0%

Mathematics, Engineering, Science 2.5 2.4 0.0 0.0% Achievement (MESA)

Puente Project 2.0 2.0 0.0 0.0%

Middle College High 1.8 1.8 0.0 0.0% School Program

Deferred maint. and instructional equip. 0.0 0.0 0.0 0.0% (one-time)

Student Technological Access and Mental - 30.0 30.0 Adds ongoing funding Health Resources

Basic Needs for Food and Housing - 100.0 100.0 Adds one-time funding Insecurity (one-time)

CCC Retention and - 20.0 20.0 Adds one-time funding Enrollment Strategies

Instructional Materials for Dual Enrollment - 5.0 5.0 Adds one-time funding (one-time)

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Total $8,239.8 $9,481.1 $1,241.3 15% a Table reflects total programmatic funding for the system, including amounts from prior years available for use in the years displayed. b Excludes share ultimately received by community college districts through the Adult Education Block Grant. For the overall adult education program in 2021-22 (including $5 million to develop a unified data set and $1 million for technical assistance), $428 million (77%) is distributed through school district fiscal agents or funded directly to school districts and K-12 agencies, and $127 million (23%) is distributed by community college district fiscal agents or funded directly to community college districts. c Other programs include Academic Senate, transfer, FCMAT, and part-time faculty health insurance.

CAPITAL OUTLAY Bond Funding for Continuing and New Projects. The Budget Act includes $355.8 million in capital outlay funding from Proposition 51, approved by voters in 2016. The funding is to support the construction phase for 17 continuing projects ($353.6 million) and the preliminary plans and working drawings phase for one new project ($2.2 million), as listed in Table 7. Over the next few months, as districts obtain State approval of their Preliminary Plans/Working Drawings package, the Governor’s Budget will likely include them as a continuing project. Table 7: Governor’s Proposed Capital Outlay Projects in the California Community Colleges (In Millions) 2021-22 All Years All Years District, College Project 2021-22 State Cost Total Cost State Cost Total Cost

NEW PROJECTS Riverside, Norco Center for Human $2.162 $2.702 $27.075 $33.843 College Performance and Kinesiology

CONTINUING PROJECTS

Cerritos, Cerritos Health Sciences 11.512 22.470 12.566 24.577 College Building #26 Renovation Chaffey, Chino Instructional Building 11.764 23.164 12.715 25.065 Campus 1 Kern, Delano Learning Resource 14.411 28.909 15.602 31.312 Center Center Multi-Purpose Building Kern, Porterville Allied Health Building 9.743 19.373 10.578 21.041 College Long Beach, Music/Theatre 20.609 40.460 22.290 43.822 Liberal Arts Complex (Building Campus G&H) Los Angeles, Los Theater Arts 14.124 28.040 15.236 30.285 Angeles City Replacement College

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Los Rios, American Technical Building 28.647 54.121 29.905 58.312 River College Modernization Los Rios, Folsom Instructional Buildings 29.494 55.179 30.774 59.446 Lake College Phase 2.1

Los Rios, Natomas Natomas Center Phase 27.632 37.890 28.518 40.625 Education Center 2 and 3 Peralta, College of Replacement of 15.291 30.164 16.569 32.719 Alameda Buildings B and E (Auto and Diesel) Peralta, Laney Modernize Theatre 7.290 23.423 7.999 25.696 College Building Peralta, Merritt Horticulture Building 9.034 20.192 9.789 21.880 College Replacement Redwoods, College Physical Education 63.839 63.839 69.218 69.218 of the Redwoods Replacement San Bernardino, Technical Building 31.422 68.960 33.735 74.134 San Bernardino Replacement Valley College

Santa Barbara, Physical Education 32.521 40.719 35.072 43.926 Santa Barbara City Replacement College Santa Monica, Arts Complex 9.821 19.307 10.614 20.892 Santa Monica Consolidation College Yuba, Woodland Performing Arts 16.472 38.758 17.899 41.664 College Facility

Total $355.788 $617.670 $406.154 $698.457

STATE OPERATIONS The Chancellor’s Office provides system leadership and oversight to the system, administers dozens of systemwide programs, and manages day-to-day operations of the system. The office is involved in implementing several recent initiatives including guided pathways, basic skills reforms and a new apportionment funding formula. In addition, the Chancellor’s Office provides technical assistance to districts and conducts regional and statewide professional development activities. The current-year (2020-21) budget provides $19.3 million in non-Proposition 98 General Fund and $11 million in special funds and reimbursements for Chancellor’s Office operations. The Governor’s Budget for 2021-22 provides $600,000 in one-time funds to the Chancellor’s Office for the coordination of systemwide antiracism initiatives and for the implementation of the new ethnic studies requirement in the CSU (AB 1460). The budget makes no other significant adjustments to state operations, and maintains the same number of positions, resulting in total budgeted resources for the Chancellor’s Office of $31.3 million in 2021-22 (including $19.7 million in General Fund).

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Local Budgets and State Requirements

Budget Planning and Forecasting Based on the information used in developing the state budget, it would be reasonable for districts to plan their budgets using information shown in Table 8 below. Table 8: Planning Factors for Proposed 2021-22 Budget

Factor 2019-20 2020-21 2021-22

Cost-of-living adjustment (COLA) 3.26% 0.00% 1.50% State Lottery funding per FTESa $191.00 $199.00 Mandated Costs Block Grant funding per FTES $30.16 $30.16 $30.16 RSI reimbursement per hour $6.45 $6.44 $6.54 Financial aid administration per $0.91 $0.91 $0.91 College Promise Grant Public Employees' Retirement System (CalPERS) 19.72% 20.70% 23.00% employer contribution rates State Teachers' Retirement System (CalSTRS) 17.10% 16.15% 15.92% employer contribution rates a 2021-22 estimate not available

State Requirements for District Budget Approval Existing law requires the governing board of each district to adopt an annual budget and financial report that shows proposed expenditures and estimated revenues by specified deadlines. Financial reporting deadlines are shown in Table 9. Table 9: Standard Financial Reporting Deadlines in Place for 2021-22

Regulatory Title 5 Activity Due Date Section Submit tentative budget to county officer. July 1, 2021 58305(a)

Make available for public inspection a statement of prior year receipts September 15, 2021 58300 and expenditures and current year expenses.

58301 Hold a public hearing on the proposed budget. Adopt a final budget. September 15, 2021 58305(c) Complete the adopted annual financial and budget report and make September 30, 2021 58305(d) public.

Submit an annual financial and budget report to Chancellor’s Office. October 10, 2021 58305(d)

Submit an audit report to the Chancellor’s Office. December 31, 2021 59106 If the governing board of any district fails to develop a budget as described, the chancellor may withhold any apportionment of state or local money to the district for the

Joint Analysis: Governor’s January Budget, January 8, 2021 | Page 18

current fiscal year until the district makes a proper budget. These penalties are not imposed on a district if the chancellor determines that unique circumstances made it impossible for the district to comply with the provisions or if there were delays in the adoption of the annual state budget. The total amount proposed for each major classification of expenditures is the maximum amount that may be expended for that classification for the fiscal year. Through a resolution, the governing board may make budget adjustments or authorize transfers from the reserve for contingencies to any classification (with a two-thirds vote) or between classifications (with a majority vote).

State Requirements Related to Expenditures State law includes two main requirements for districts’ use of apportionments. The Chancellor’s Office monitors district compliance with both requirements and annually updates the Board of Governors. Full-Time Faculty Obligation. State law sets a goal that 75% of instructional hours in each district should be taught by full-time faculty. Each district has a baseline reflecting the number of full-time faculty in 1988-89. Each year, if the Board of Governors determines that adequate funds exist in the budget, districts are required to increase their base number of full-time faculty over the prior year in proportion to the amount of growth in funded credit full-time equivalent students. The target number of faculty is called the Faculty Obligation Number (FON). An additional increase to the FON is required when the budget includes funds specifically for the purposes of increasing the full-time faculty percentage. The chancellor is required to assess a penalty for a district that does not meet its FON for a given year. The Board of Governors, at their November 2020 meeting, determined that the Budget Act of 2020 does not provide adequate funding to support full implementation of districts’ full-time faculty hiring obligations for Fall 2021. As a result, districts must continue to report actual full-time and part-time faculty data to the Chancellor’s Office. While penalties are deferred and not waived, the Chancellor’s Office will continue to calculate and publish FON data for the system. Fifty Percent Law. A second requirement related to budget levels is a statutory requirement that each district spend at least half of its Current Expense of Education each fiscal year for salaries and benefits of classroom instructors. Under existing law, a district may apply for an exemption under limited circumstances. Next Steps For more information throughout the budget process, please visit the Budget News section of the Chancellor’s Office website: https://www.cccco.edu/About-Us/Chancellors-Office/Divisions/College-Finance-and- Facilities-Planning/Budget-News

Appendices Please see the following pages for supplemental information: Joint Analysis: Governor’s January Budget, January 8, 2021 | Page 19

● Appendix A: Overview of the State Budget Process ● Appendix B: Board of Governors’ Budget and Legislative Request Compared to Governor’s Budget Proposal ● Appendix C: Districts’ Fiscal Health ● Appendix D: Glossary

Joint Analysis: Governor’s January Budget, January 8, 2021 | Page 20

Appendix A: Overview of the State Budget Process

The Governor and the Legislature adopt a new budget every year. The Constitution requires a balanced budget such that, if proposed expenditures exceed estimated revenues, the Governor is required to recommend changes in the budget. The fiscal year runs from July 1 through June 30. Governor’s Budget Proposal. The California Constitution requires that the Governor submit a budget to the Legislature by January 10 of each year. The Director of Finance, who functions as the chief financial advisor to the Governor, directs the preparation of the Governor’s Budget. The state’s basic approach is incremental budgeting, estimating first the costs of existing programs and then adjusting those program levels. By law, the chairs of the budget committees in each house of the Legislature—the Senate Budget and Fiscal Review Committee and the Assembly Budget Committee—introduce bills reflecting the Governor’s proposal. These are called budget bills, and the two budget bills are identical at the time they are introduced. Related Legislation. Some budget changes require that changes be made to existing law. In these cases, separate bills—called “trailer bills”—are considered with the budget. By law, all proposed statutory changes necessary to implement the Governor’s Budget are due to the Legislature by February 1. Legislative Analyses. Following the release of the Governor’s Budget in January, the LAO begins its analyses of and recommendations on the Governor’s proposals. These analyses, each specific to a budget area (such as higher education) or set of budget proposals (such as transportation proposals), typically are released beginning in mid-January and continuing into March. Governor’s Revised Proposals. Finance proposes adjustments to the January budget through “spring letters.” Existing law requires Finance to submit most changes to the Legislature by April 1. Existing law requires Finance to submit, by May 14, revised revenue estimates, changes to Proposition 98, and changes to programs budgeted based on enrollment, caseload, and population. For that reason, the May Revision typically includes significant changes for the California Community Colleges budget. Following release of the May Revision, the LAO publishes additional analyses evaluating new and amended proposals. Legislative Review. The budget committees assign the items in the budget to subcommittees, which are organized by areas of state government (e.g., education). Many subcommittees rely heavily on the LAO analyses in developing their hearing agendas. For each January budget proposal, a subcommittee can adopt, reject, or modify the proposal. Any January proposals not acted on remain in the budget by default. May proposals, in contrast, must be acted on to be included in the budget. In addition to acting on the Governor’s budget proposals, subcommittees also can add their own proposals to the budget.

Joint Analysis: Governor’s January Budget, January 8, 2021 | Page 21

When a subcommittee completes its actions, it reports its recommendations back to the full committee for approval. Through this process, each house develops a version of the budget that is a modification of the Governor’s January budget proposal. A budget conference committee is then appointed to resolve differences between the Senate and Assembly versions of the budget. The administration commonly engages with legislative leaders during this time to influence conference committee negotiations. The committee’s report reflecting the budget deal between the houses is then sent to the full houses for approval. Budget Enactment. Typically, the Governor has 12 days to sign or veto the budget bill. The Governor also has the authority to reduce or eliminate any appropriation included in the budget. Because the budget bill is an urgency measure, the bill takes effect as soon as it is signed. SEQUENCE OF THE ANNUAL STATE BUDGET PROCESS

Joint Analysis: Governor’s January Budget, January 8, 2021 | Page 22

Appendix B: Board of Governors’ Budget and Legislative Request Compared to Governor’s Budget Proposal Board of Governor’s Request Governor’s Budget Proposal

Ongoing Investments

Foundational Resources. $150 million for a cost-of- living adjustment (COLA) to the Student Centered Provides a COLA of 1.5% and 0.5% growth, and Funding Formula and to increase base resources to defers $326.5 million in 2021-22. meet growing cost obligations

Diversity, Equity, and Inclusion. $60.4 million for implementation of Faculty and Staff Diversity, Equity and Inclusion Task Force recommendations, including $40 million for full-time faculty hiring, $20 million to See one-time funding provided below. expand district EEO implementation, and $0.4 million for Chancellor’s Office positions to provide leadership on EEO implementation

Part-Time Faculty Support. $15 million to support Instead, it provides $20 million for faculty programs for part-time faculty. professional development.

Online Education & Supports Infrastructure. $31.5 million for online education and supports Provides $10.6 million for online education infrastructure, including Canvas expansion, online ecosystem and infrastructure. tutoring and proctoring, and online delivery of counseling and mental health services

One-Time Investments

An Early Action Package designed to go out in spring 2021 reappropriates $100 million for emergency student financial assistance and $20 million for student retention and (re)enrollment. In the budget year, an additional $150 million is Targeted Resources to Address Student Needs. $50 proposed for emergency financial assistance million for student emergency support and grants along with $100 million to address food emergency response block grant to address costs and housing insecurity. Also provides $30 million related to COVID-19 pandemic (ongoing) for targeted needs including mental health and access to internet service and devices; $15 million to expand California Apprenticeship Initiative $20 million to expand work-based learning; and $15 million for Zero-Textbook Cost pathways.

Joint Analysis: Governor’s January Budget, January 8, 2021 | Page 23

Diversity, Equity, and Inclusion. $16.6 million for implementation of Faculty and Staff Diversity, Equity and Inclusion Task Force recommendations, including Provides $600,000 to the Chancellor’s Office for $15 million to establish a Statewide Pilot Fellowship the coordination of antiracism in curriculum and program to improve faculty diversity hiring, $1 million for alignment of ethnic studies requirement for to modernize the California Community Colleges transfer to CSU. Registry and add systemwide trainings, and $0.6 million to implement AB 1460

Non-Proposition 98 Investments

Targeted Resources to Address Student Needs. $10 million ongoing from Proposition 63 funds for See one-time Proposition 98 funding above. expansion of mental health services

Cal Grant Reform. New Cal Grant framework that focuses resources on the most financially vulnerable Increases the number of competitive awards by students by basing aid on the total cost of 9,000 and establishes an award for foster youth. attendance, and on student need rather than the institution the student is attending

Expansion of State Supports to Serve System Needs. $850,000 to support six positions at the Chancellor’s Office to provide additional capacity in Not funded. data and digital communication, oversight of grants and contracts, and implementation of the “Call to Action” to address structural racism

Joint Analysis: Governor’s January Budget, January 8, 2021 | Page 24

Appendix C: Districts’ Fiscal Health The Board of Governors has established standards for sound fiscal management and a process to monitor and evaluate the financial health of community college districts. These standards are intended to be progressive, with the focus on prevention and assistance at the initial level and more direct intervention at the highest level. Under that process, each district is required to regularly report to its governing board the status of the district's financial condition and to submit quarterly reports to the Chancellor’s Office. Based on these reports, the chancellor is required to determine if intervention is needed. Specifically, intervention may be necessary if a district's report indicates a high probability that, if trends continue unabated, the district will need an emergency apportionment from the state within three years or that the district is not in compliance with principles of sound fiscal management. The Chancellor’s Office’s intervention could include, but is not limited to, requiring the submission of additional reports, requiring the district to respond to specific concerns, or directing the district to prepare and adopt a plan for achieving fiscal stability. The chancellor also could assign a fiscal monitor or special trustee. The Chancellor’s Office’s primary focus is the district’s unrestricted general fund. The Chancellor’s Office reviews the current, historical, and projected fund balances. Specifically, the Chancellor’s Office assesses the unrestricted general fund balance as a percentage of all expenditures and other outgo of unrestricted general fund. The minimum prudent percentage of unrestricted general fund balance to all expenditures and other outgo of unrestricted general fund is 5%. This minimum prudent percentage is considered necessary to protect cash flow and respond to uncertainties. Districts are strongly encouraged to regularly assess risks to their fiscal health. The Fiscal Crisis and Management Assistance Team has developed a Fiscal Health Risk Analysis for districts as a management tool to evaluate key fiscal indicators that may help measure a district’s risk of insolvency in the current and two subsequent fiscal years.

Joint Analysis: Governor’s January Budget, January 8, 2021 | Page 25

Appendix D: Glossary

Appropriation: Money set apart by legislation for a specific use, with limits in the amount and period during which the expenditure is to be recognized. Augmentation: An increase to a previously authorized appropriation or allotment. Bond Funds: Funds used to account for the receipt and disbursement of non-self- liquidating general obligation bond proceeds. Budget: A plan of operation expressed in terms of financial or other resource requirements for a specific period. Budget Act (BA): An annual statute authorizing state departments to expend appropriated funds for the purposes stated in the Governor's Budget, amended by the Legislature, and signed by the Governor. Budget Year (BY): The next state fiscal year, beginning July 1 and ending June 30, for which the Governor's Budget is submitted (i.e., the year following the current fiscal year). Capital Outlay: Expenditures that result in acquisition or addition of land, planning and construction of new buildings, expansion or modification of existing buildings, or purchase of equipment related to such construction, or a combination of these. Cost of Living Adjustment (COLA): Increases provided in state-funded programs intended to offset the effects of inflation. Current Year (CY): The present state fiscal year, beginning July 1 and ending June 30 (in contrast to past or future periods). Deferrals: Late payments to districts when the state cannot meet its funding obligations. Deferrals allow districts to budget for more money than the state will provide in a given year. A district is permitted to spend as if there is no deferral. Districts typically rely on local reserves or loans to cover spending for the fiscal year. Department of Finance (DOF or Finance): A state fiscal control agency. The Director of Finance is appointed by the Governor and serves as the chief fiscal policy advisor. Education Protection Account (EPA): The Education Protection Account (EPA) was created in November 2012 by Proposition 30, the Schools and Local Public Safety Protection Act of 2012, and amended by Proposition 55 in November 2016. Of the funds in the account, 89 percent is provided to K-12 education and 11 percent to community colleges. Expenditure: Amount of an appropriation spent or used. Fiscal Year (FY): A 12-month budgeting and accounting period. In California state government, the fiscal year begins July 1 and ends the following June 30. Fund: A legal budgeting and accounting entity that provides for the segregation of moneys or other resources in the State Treasury for obligations in accordance with specific restrictions or limitations.

Joint Analysis: Governor’s January Budget, January 8, 2021 | Page 26

General Fund (GF): The predominant fund for financing state operations; used to account for revenues that are not specifically designated by any other fund. Governor’s Budget: The publication the Governor presents to the Legislature by January 10 each year, which includes recommended expenditures and estimates of revenues. Legislative Analyst’s Office (LAO): A nonpartisan office that provides fiscal and policy advice to the Legislature. Local Assistance: Expenditures made for the support of local government or other locally administered activities. May Revision: An update to the Governor’s Budget presented by Finance to the Legislature by May 14 of each year. Past Year or Prior Year (PY): The most recently completed state fiscal year, beginning July 1 and ending June 30. Proposition 98: A section of the California Constitution that, among other provisions, specifies a minimum funding guarantee for schools and community colleges. California Community Colleges typically receive 10.93% of the funds. Related and Supplemental Instruction (RSI): An organized and systematic form of instruction designed to provide apprentices with knowledge including the theoretical and technical subjects related and supplemental to the skill(s) involved. Reserve: An amount set aside in a fund to provide for an unanticipated decline in revenue or increase in expenditures. Revenue: Government income, generally derived from taxes, licenses and fees, and investment earnings, which are appropriated for the payment of public expenses. State Operations: Expenditures for the support of state government. Statute: A law enacted by the Legislature. Tax and Revenue Anticipation Notes (TRANs): Short-term debt instruments issued in anticipation of taxes or other revenues to be collected at a later date. Workload Budget: The level of funding needed to support the current cost of already- authorized services.

Joint Analysis: Governor’s January Budget, January 8, 2021 | Page 27

SECTION N

Business and Administration Steering Committee (BASC) Report

(Written material was be distributed at the board meeting.)

FCMAT Board Report

Committee: Business and Administration Steering Committee (BASC) Chair: Dean West, Orange, 2021 BASC Chair Date: January 2021

2021 BASC Meeting Dates

January 8 February 5 March 5 April 2

May 14 June 18 July 9 August 6

September 10 October 8 November 5 December 3

Common Message

The Common Message for the 2020‐21 Second Interim Report has a schedule released date of February 14 and will include information released in the Governors’ 2021‐22 Budget Proposal. The Common Message is written to provide a consistent message to COEs based on assumptions used by the California Department of Finance. This guidance is then used to tailor each COE’s situational guidance to the districts within their county.

Sub‐Committees

BASC has three standing subcommittees of ESSCO, COFS, and FSCO. Other working committees provide support for projects like MAA, Emergency Procedures, LCAP, and Audit. Recent committees were created for TRANs and Pension Reporting. The TRANs was focused on participation and collaboration for the statewide pools and is chaired by Denise Porterfield, a former BASC chair. Another was created to follow the changes from STRS and successfully delayed actions intended to shift additional penalties onto employers. BASC will coordinate through this committee in an effort to work with STRS on COE concerns related to guidance and reporting. This will be co‐chaired by Kate Lane and Dr. Candi Clark.

Collaboration

BASC is collaborating with CCSESA staff and other CCSESA steering committees with regular meetings and LCAP training. SECTION O

Report from the California Collaborative for Educational Excellence (CCEE)

(Written material was distributed at the meeting.) fieldguide.ccee-ca.org/conference [email protected] COMPREHENSIVE OVERVIEW OF GUIDANCE UPDATES COVID-19 and Reopening In-Person Instruction Framework & Public Health Guidance for K-12 Schools in California, 2020-2021 School Year

NEW GUIDANCE (January 2021) PREVIOUS GUIDANCE

SCHOOL REOPENING PROCESS:

● Schools in a local health jurisdiction in a Tier other than Purple ● Schools can reopen when their local health jurisdiction has under the Blueprint for a Safer Economy Framework can reopen 5 been in the Red Tier (or below) under the Blueprint for a days after the LEA completes and post the CSP publicly on its Safer Economy for at least two weeks. website homepage. ● Elementary Schools located within local health jurisdiction ● Elementary Schools: Grades K-6 may reopen when local health that were in the Purple Tier could apply for a waiver from jurisdiction is in Purple Tier only if: the local health officer (LHO) to open an grades K-6 for ○ the case rate is below 25/100,000 (CR<25); and in-person learning. (CDPH 7/17/20, pg 1) ○ CSP posted publicly and submitted concurrently to LHD and State Safe Schools for All Team and a 7 day review period has passed without any feedback from reviewers. (for more details: pg 9-12) COVID-19 SAFETY PLAN (CSP):

All schools must complete and post to their website homepages a COVID-19 School Site-Specific Protection Plan (SSPP) COVID-19 Safety Plan prior to reopening for in-person instruction. The CSP consists of two parts: 1) the Cal/OSHA COVID-19 Prevention Program (CPP) and 2) the COVID-19 School Guidance Checklist. (pg 10) SYMPTOM AND EXPOSURE SCREENING:

● Implement symptom and exposure screening for all staff and ● Implement health screenings of students and staff upon students at home each day before leaving for school. (pg 27) arrival at school (CA For All 8/3/2020, pg 12) ● Schools do not need to monitor compliance with home screening. (pg 28)

Visit the CCEE's Health & Safety Guidebook for more at 1 of 6 http://k12playbook.ccee-ca.org/guidebook

COMPREHENSIVE OVERVIEW OF GUIDANCE UPDATES COVID-19 and Reopening In-Person Instruction Framework & Public Health Guidance for K-12 Schools in California, 2020-2021 School Year

NEW GUIDANCE (January 2021) PREVIOUS GUIDANCE

FACE COVERINGS:

Teach and reinforce use of face coverings, or in limited instances, face Teach and reinforce use of face coverings, or in limited shields with drapes. (pg 16) instances, face shields. (CA For All 8/3/2020, pg 7) CLASSROOM SPACE:

Distance student chairs at least 6 feet from one another, except where Consider ways to establish separation of students through other not possible after good-faith effort. Under no circumstance should means if practicable, such as, six feet between desks, where distance between student chairs be less than 4 feet (pg 21) practicable… (CA For All 8/3/2020, pg 12) WHAT TO DO IF THERE IS A CONFIRMED OR SUSPECTED CASE IN A SCHOOL:

● Close contact with a confirmed case: ● Close contact with a confirmed case: ○ Exclude from school for 10 days from last exposure ○ Quarantine for 14 days from last exposure ○ School community notification of a known case. No ○ School community notification of a known case communication needed if exposure did not happen in school setting ● Confirmed case: ● Confirmed case: ○ Identify school contacts, inform the LHD of identified ○ Identify contacts, quarantine & exclude exposed contacts, and exclude contacts (possibly the entire stable contacts (likely entire cohort) for 14 days after the last group) from school for 10 days after the last date the case was date the case was present at school while infectious. present at school while infectious. ○ New: Notification of persons with potential exposure if case was present in school while infectious ● Symptomatic person tests negative or a healthcare provider has ● Tests negative after symptoms: provided documentation that the symptoms are typical of their ○ May return to school 3 days after symptoms resolve. underlying chronic condition: ○ May return to school after 24 hours have passed without (CDPH 7/17/20, pg 3) fever and symptoms have started improving. (pg 31-32) ● New guidance outlines the collaboration between Local Health Departments and Schools in more detail (pg 33-37)

Visit the CCEE's Health & Safety Guidebook for more at 2 of 6 http://k12playbook.ccee-ca.org/guidebook

COMPREHENSIVE OVERVIEW OF GUIDANCE UPDATES COVID-19 and Reopening In-Person Instruction Framework & Public Health Guidance for K-12 Schools in California, 2020-2021 School Year

NEW GUIDANCE (January 2021) PREVIOUS GUIDANCE

REPORTING POSITIVE CASES:

● Effective immediately, every local educational agency and private ● Employers must notify the LHD in the jurisdiction where the school in California shall notify its local health officer of any known workplace is located if there is a known or suspected case of COVID19 among any student or employee who was outbreak in the workplace. (CDPH 9/18/2020) present on a K-12 public or private school campus within the 10 days preceding a positive test for COVID-19. (pg 47) ● This information shall be reported to the local health officer by telephone within twenty-four hours from the time an individual within the local educational agency or private school is first made aware of a new case. (pg 47) TESTING:

● Any school currently open is subject to the minimum testing ● School districts and schools shall test staff periodically, as requirement standards established by Cal/OSHA. These standards testing capacity permits and as practicable. (CDPH 7/17/20, include response testing for exposed cases and outbreak testing pg 2) for everyone weekly until no longer considered an outbreak. Please refer to Cal/OSHA guidance for complete details. (pg 40) ● The state of California has put into place support for a testing cadence through supplemental testing supplies, shipment, laboratory capacity, enrollment and reporting technology, training, and assistance with insurance reimbursement. (pg 39) OUTBREAKS:

● Definition: 3 or more confirmed or probable cases of staff or ● Outbreak definition present at a CDPH web document did students occurring within a 14-day period who are not explicitly name students. (CDPH 9/18/2020) epidemiologically linked in the school, are from different households and are not contacts of each other in any other investigation cases (e.g., transmission likely occurred in the school setting) (pg 35)

Visit the CCEE's Health & Safety Guidebook for more at 3 of 6 http://k12playbook.ccee-ca.org/guidebook

COMPREHENSIVE OVERVIEW OF GUIDANCE UPDATES COVID-19 and Reopening In-Person Instruction Framework & Public Health Guidance for K-12 Schools in California, 2020-2021 School Year

NEW GUIDANCE (January 2021) PREVIOUS GUIDANCE

SCHOOL CLOSURE DETERMINATIONS:

● Within a 14-day period, an outbreak has occurred in 25% or more ● Individual school closure may be appropriate when there are stable groups in the school. multiple cases in multiple cohorts at a school. ● Within a 14-day period, at least three outbreaks have occurred in ● At least 5 percent of the total number of the school AND more than 5% of the school population is infected. teachers/students/staff are cases within a 14-day period, ● The LHO may also determine school closure is warranted for other depending on the size and physical layout of the school. reasons, including results from public health investigation or other ● The Local Health Officer may also determine school closure local epidemiological data. (pg 37) is warranted for other reasons, including results from public health investigation or other local epidemiological data. (CDPH 7/17/20, pg 4) CLEANING AND DISINFECTION:

● Frequent disinfection, which was thought at the beginning of the ● Staff should clean and disinfect frequently-touched surfaces pandemic to be a key safety component, can pose a health risk to at school and on school buses at least daily and, as children and students due to the chemicals used and has proven to practicable, these surfaces should be cleaned and have limited to no impact on COVID19 transmission. Disinfection disinfected frequently throughout the day by trained with specified products (...) is recommended for schools after a custodial staff. (CA For All 8/3/2020, pg 9) case has been identified in the school, in the spaces where the case spent a large proportion of their time. (pg 15) ● Desks or chairs do not need daily cleaning if only used by one individual during the day (pg 26) ● N/A TRANSPORTATION:

Maximize space between students and between students and the Maximize space between students and between students and driver on school buses and open windows to the greatest extent the driver on school buses and open windows to the greatest practicable. Two windows on a bus should be opened fully at a extent practicable. (CA For All 8/3/2020, pg 11) minimum. (pg 21)

Visit the CCEE's Health & Safety Guidebook for more at 4 of 6 http://k12playbook.ccee-ca.org/guidebook

COMPREHENSIVE OVERVIEW OF GUIDANCE UPDATES COVID-19 and Reopening In-Person Instruction Framework & Public Health Guidance for K-12 Schools in California, 2020-2021 School Year

NEW GUIDANCE (January 2021) PREVIOUS GUIDANCE

BAND AND CHOIR PRACTICE:

Outdoor singing and band practice are permitted, provided that Activities where there is increased likelihood for transmission precautions such as physical distancing and mask wearing are from contaminated exhaled droplets such as band and choir implemented to the maximum extent possible. (pg 23) practice and performances are not permitted. (CA For All 8/3/2020, pg 14)

SCHOOL ATHLETIC ACTIVITIES:

School athletic activities and sports should follow the CDPH Outdoor ● Outdoor and indoor sporting events (...) and other activities and Indoor Youth and Adult Recreational Guidance. (pg 23) that require close contact or that would promote congregating are not permitted at this time. ● Youth sports and physical education are permitted only when the following can be maintained: (1) physical distancing of at least six feet; and (2) a stable cohort, such as a class, that limits the risks of transmission (...) (CA For All 8/3/2020, pg 13-14) PLAYGROUND EQUIPMENT:

If used, outdoor playgrounds/natural play areas only need routine Limit use and sharing of (...) playground equipment to the extent maintenance. (...) When hand hygiene is emphasized, cleaning of practicable. When shared use is allowed, clean and disinfect outdoor structures play is not required between cohorts. (pg 26) between uses. (CA For All 8/3/2020, pg 10)

Visit the CCEE's Health & Safety Guidebook for more at 5 of 6 http://k12playbook.ccee-ca.org/guidebook

COMPREHENSIVE OVERVIEW OF GUIDANCE UPDATES COVID-19 and Reopening In-Person Instruction Framework & Public Health Guidance for K-12 Schools in California, 2020-2021 School Year

NEW GUIDANCE (January 2021) PREVIOUS GUIDANCE

REPORTING IN-PERSON INSTRUCTION:

● Beginning January 25, 2021, every local educational agency and ● N/A private school in California shall notify the California Department of Public Health whether it is serving students in-person. ● This reporting shall continue every other Monday (or the Tuesday immediately following, if the Monday is a state holiday) until this directive is modified or rescinded. (pg 50)

VACCINATION:

● CDPH strongly recommends that all persons eligible to receive ● No mention of COVID-19 vaccination guidance. COVID-19 vaccines receive them at the first opportunity. Currently, people under 16 are not eligible for the vaccine since trials for that group are still underway. ● Upcoming vaccine guidance document that will be available on the Safe Schools for All Hub. (pg 40)

Visit the CCEE's Health & Safety Guidebook for more at 6 of 6 http://k12playbook.ccee-ca.org/guidebook

SECTION Q

Directory Information

FCMAT Bylaws

FISCAL CRISIS and MANAGEMENT ASSISTANCE TEAM (FCMAT) GOVERNING BOARD BYLAWS Adopted March 18, 1999 Revised and Adopted March 13, 2003, March 11, 2004, March 20, 2006, October 20, 2013, June 28, 2015, April 24, 2016

ARTICLE I Name

This organization shall be known as the Fiscal Crisis and Management Assistance Team (FCMAT) Governing Board.

ARTICLE II Role and Functions of the Governing Board

Section 1: General Purpose

The general purpose of the Governing Board is to provide policy direction and broad operational guidance to the County Office that has been selected to operate FCMAT. In performing this general purpose, the Governing Board will work cooperatively with the County Office to enable the County Office to perform satisfactorily its duties under its contract with the California Department of Education and to insure performance of FCMAT's statutory and contractual duties.

Section 2. Specific Duties

The specific duties of the Governing Board, as determined by statute and the contract between the State and the County Office of Education that serves as Administrative/Fiscal Agent, are to:

A. Implement the organizational structure provided by the County Office as the operational framework for the Team

B. Select Team members based on recommendations of the County Office

C. Develop criteria for and prioritize requests for assistance, including requests from the SPI, in cooperation with the Team

D. Develop standardized formats for reports

E. Develop, in cooperation with the Team, and distribute rates for onsite personnel costs and travel costs incurred by the Team

F. Define fiscal emergency

G. Determine the amount of revenues, within statutory limits, to be allocated for contract services to assist school districts and county offices that have a fiscal emergency

H. Approve the California School Information Services (CSIS) Plan/Data Directory

I. Determine the training required to comply with the purpose of FCMAT

J. Approve any payments to the CDE, from available funds, to reimburse the CDE for actual administrative expenses incurred in the review of the budgets and fiscal conditions of school districts and county offices

K. Establish procedures for board members to obtain reimbursement of expenses from the members' respective agencies such as travel and per diem

L. Perform additional tasks as assigned to the Governing Board by statute or state contract.

Section 3: Advisory Function

The Governing Board provides advice on issues brought to the Board by board members, the Administrative Agent or the Team. Items for Board review can be placed on the agenda of quarterly meetings of the Board and/or considered by the Executive Committee of the Board in order to respond to issues on a timely basis. Issues for Board/Committee advice should relate to the purposes for which FCMAT was established and should generally meet the following criteria:

A. The issue is of significant importance to FCMAT

B. The issue is consistent with the purpose of the organization

C. Action on the issue will not compromise the neutrality and independence of FCMAT.

Section 4: Informational Function

The Board functions as an avenue of communication and information among school districts, county offices of education, community colleges, charter schools, the administrative agent and the Team. This function can be accomplished by written/electronic means, as well as during scheduled meetings. The purpose of this function is to insure the relevance and accuracy of information with which FCMAT is working, and to enhance the collaborative efforts of FCMAT.

Section 5: Preserving FCMAT’s Independence and Objectivity

In discharging its general and specific duties, the Governing Board will insure that FCMAT is kept free from real or perceived interference or conflicts of interest that might impair its independence and objectivity.

ARTICLE III Executive Committee

An Executive Committee of the Board shall be established for the purpose of conducting the business of the Board as needed to respond to issues in a timely manner, and to review issues in preparation for regularly scheduled Board meetings. The Executive Committee shall be composed of the chair, immediate past chair, vice-chair, two district superintendents selected by the Board, Chancellor of the California Community Colleges or his or her designee serving as a member of the Board, the Administrative Agent and the chief executive officer of FCMAT.

The Executive Committee will convene as needed and determined either by the chair, the Administrative Agent, or the CEO.

ARTICLE IV Role and Functions of the Administrative and Fiscal Agent

Section 1: General Purpose

The general purpose of the County Office selected by the State as Administrative and Fiscal Agent is to provide immediate supervision of the Team and operate all aspects of FCMAT in accordance with the terms of its contract(s) with the State of California and applicable statutes.

Section 2: Specific Duties

The specific duties of the County Office, as determined by statute and its contract with the State, are to:

A. Provide fiscal crisis intervention when requested by School Districts, County Offices of Education, the Board of Governors of the California Community Colleges or when assigned by the SPI.

B. Provide management assistance to School Districts, County Offices of Education, Community Colleges (CC) and Charter Schools when requested or assigned

C. Provide workshops and in-service training to School Districts, County Offices of Education, Community Colleges and Charter Schools staffs

D. Conduct site reviews and studies, on request or assignment

E. Serve as fiscal advisor, on assignment

F. Assist county superintendents in performance of audits or reviews under Education Code Section 1241.5, on request

G. Act as a resource for innovative and effective solutions to School Districts, County Offices of Education, Community Colleges and Charter Schools fiscal management and business operation problems

H. Operate the California School Information Systems (CSIS) as directed and funded by the State

I. Recruit, screen, and recommend Team members to the Governing Board

J. Evaluate Team members

K. Discharge all FCMAT personnel functions

L. Negotiate employee and independent contractor contracts in accordance with the terms of the state contract

M. Review and approve all external reports and submit copies to the CDE

N. Recommend standardized format reports to the Governing Board

O. Recommend criteria for services and service priorities to the Governing Board

P. Assist the Governing Board in the development of rates to be charged for onsite personnel and travel costs incurred by Team members

Q. Market Team services

R. Provide staff support to the Governing Board

S. Perform additional tasks as assigned to FCMAT by statute or state contract.

4 ARTICLE V Composition of the Board

Section 1(a). The Governing Board shall consist of twenty five (25) voting members who function according to statutes. The voting members shall consist of one representative from the California Department of Education, and one county and one district superintendent from each of the eleven service regions established by the California County Superintendents Educational Services Association (CCSESA), the Chancellor of the CCC or his or her designee, and one member of a community college district governing board chosen by the chancellor.

Section 1(b) In addition to the voting members specified in subsection (a), above, there shall be one nonvoting member representing the charter schools of the state, and one nonvoting member representing the California Collaborative for Educational Excellence (CCEE), each selected by the Executive Committee, upon recommendation by the CEO, and confirmed by a majority vote of the quorum. Except for nonvoting status, the charter school member and CCEE member shall have all the rights and duties of voting board members.

Section 2. County superintendents shall serve a two-year term, staggered so that one-half of the Directors are elected in any one year. Directors in odd numbered regions will be elected in even numbered years.

Section 3. District superintendents' initial terms were staggered in one, two, and three-year terms. District superintendents serve three-year terms after their staggered term expires. The community college district governing board member serves a three-year term.

Section 4. The charter school member and CCEE member serve three-year terms.

Section 5. Each board member is encouraged to select an alternate from his/her region, or, in the case of the charter school member, from a charter school and in the case of the CCEE member, from the CCEE, to attend in his/her absence. The role of the alternate shall be to convey any information to the board on behalf of the absent regular member and to observe and report back to the regular member regarding the board meeting. The alternate shall not be considered a member of the board for any purpose including voting or establishing a quorum.

Section 6. The board shall elect a chairperson to conduct meetings and a vice chair to conduct meetings in the chairperson's absence.

Section 7. The chairperson and vice chair shall be county superintendents that serve a term of two years.

Section 8. The FCMAT board shall appoint a replacement for any member who may be unable to perform his/her duties due to resignation or other inability for the remainder of his/her term. A concurrence of two-thirds (2/3) of the board will confirm this appointment.

ARTICLE VI Nominations and Elections

Section 1. The State Department representative and Chancellor of the CCC or his or her designee shall serve a continuing term. County superintendents shall be nominated by CCSESA and district superintendents shall be nominated by the Association of California School Administrators (ACSA) in October of each year. The community college district governing board member is chosen by the Chancellor. FCMAT will notify CCSESA, ACSA, the Chancellor, and the Executive Committee of expiring terms.

Section 2. Elections shall be held in October. New board members will begin their terms in January of the next year.

ARTICLE VII Meetings

Section 1. Regular meetings shall be held on a quarterly basis.

Section 2. Special meetings may be called when deemed necessary by the California Department of Education, Administrative Agent, FCMAT CEO, or Board Chairperson.

Section 3. A quorum consists of thirteen (13) voting members.

Section 4. The Administrative Agent, FCMAT CEO, and designated staff shall attend meetings of the Board of Directors.

Section 5. Meetings shall be conducted in accordance with the Bagley-Keene Act relating to open meetings.

ARTICLE VIII Finances

Section 1. Allowable expenditures are the actual and necessary costs of travel, lodging and meals of the board member. Expense claims and receipts shall be submitted to the FCMAT secretary for processing.

Section 2. Fiscal control shall be in accordance with AB 1200 and the contract limitations established by the California Department of Education.

ARTICLE IX Dissolution

The board shall continue in existence until it is dissolved upon the effective date of the repeal of the statutory authority which created the board, or upon the effective date of any statutory amendment which so substantially alters that authority as to require the creation of a different board or governance structure.

ARTICLE X Rules of Order

The board shall act upon majority vote of the quorum.

ARTICLE XI Amendments

Any amendments to these Bylaws may be adopted at a regularly scheduled meeting by a two-thirds (2/3) vote of those members in attendance at the meeting at which amendments are considered for approval. Written notice shall be given to board members at least two weeks prior to the meeting.

FCMAT Board Member Roster

FCMAT BOARD OF DIRECTORS INFORMATION

COUNTY SUPERINTENDENTS

Steve Herrington (Term Expires: 12/31/22) Tim Hire (Term Expires: 12/31/22) Jordan Reeves (Term Expires: 1/1/24) Harry Ervin (Term Expires: 1/1/22) North Coast – Region 1 Central Valley – Region 7 Northeastern – Region 2 Costa Del Sur – Region 8 Supt., Sonoma COE Supt., Tulare COE Supt., Gridley USD Supt., Bakersfield City ESD 5340 Skylane Blvd P.O. Box 5091 429 Magnolia St 1300 Baker Street Satna Rosa, CA 95403 Visalia, CA 93278 Gridley, CA 95948 Bakersfield, CA 93305 Phone: 707-524-2603, FAX: 707-578-0483 Phone: 559-733-6301, FAX: 559-627-5219 Phone: 530-846-4721 ext. 28 Phone: 661-631-4610 Email: [email protected] Email: [email protected] FAX: 530-846-4595 Email: [email protected] Email: [email protected] Tracey Quarne (Term Expires: 12/31/21) Susan Salcido (Term Expires: 12/31/21) Cindy Marten (Term Expires: 1/1/22) Northeastern – Region 2 Costa Del Sur – Region 8 Troy Miller (Term Expires: 1/1/23) Southern – Region 9 Supt., Glenn COE Supt., Santa Barbara CEO Capitol – Region 3 Supt., San Diego USD 311 S. Villa Avenue 4400 Cathedral Oaks Road Supt., Arcohe UESD 4100 Normal Street Willows, CA 95988 Santa Barbara, CA 93110 11755 Ivie Road San Diego, CA 92103 Phone: 530-934-6575, FAX: 530-934-6111 Phone: 805-964-4711 x5285 Herald, CA 95638 Phone: 619-725-5506 Email: [email protected] FAX: (805) 967-8695 Phone: 209-748-2313 x 203 Email: [email protected] Email: [email protected] FAX: 209-748-5798 Gayle Garbolino-Mojica, Chair Email: [email protected] Elliott Duchon (Term Expires: 1/1/23) (Term Expires: 12/31/22) Paul Gothold (Term Expires: 12/31/22) RIMS – Region 10 Capitol – Region 3 Southern – Region 9 Vincent Matthews (Term Expires: 1/1/23) Supt., Jurupa USD Supt., Placer COE Supt., San Diego COE Bay – Region 4 4850 Pedley Road 360 Nevada Street 6401 Linda Vista Road Supt., San Francisco USD Riverside, CA 92500 Auburn, CA 95603 San Diego, CA 92111 555 Franklin Street Phone: 951-360-4168, FAX 951-360-4194 Phone: 530-889-8020, FAX: 530-888-1367 Phone: 858-292-3514, FAX: 858-268-5864 San Francisco, CA 94102 Email: [email protected] Email: [email protected] Email: [email protected] Phone: 415- 241-6000 Email: [email protected] Michele Bowers (Term Expires: 1/1/22) Mary Jane Burke Stacey Adler (Term Expires: 12/31/22) Los Angeles – Region 11 (Term Expires: 12/31/21) RIMS – Region 10 Jeff Baier (Term Expires: 1/1/24) Supt., Lancaster ESD Bay – Region 4 Supt., Mono COE South Bay – Region 5 44711 North Cedar Avenue Supt., Marin COE 451 Sierra Park Rd Supt., Los Altos ESD Lancaster, CA 93534-3210 1111 Las Gallinas Avenue Mammoth Lakes, CA 93546 201 Covington Rd Phone: 661-948-4661 x 134 San Rafael, CA 94913 Phone: 760-934-0031, FAX: 760-934-1443 Los Altos, CA 94021 FAX: 661-942-9452 Phone: 415 499-5801, FAX: 415-491-6624 Email: [email protected] Phone: 605-947-1152 Email: [email protected] Email: [email protected] FAX: 605-947-0118 Debra Duardo, Vice Chair Email: [email protected] COMMUNITY COLLEGES Deneen Guss (Term Expires: 12/31/22) Los Angeles – Region 11 South Bay – Region 5 Supt., Los Angeles COE Sara Noguchi (Term Expires: 1/1/24) Lizette Navarette Supt., Monterey COE 9300 Imperial Hwy Delta Sierra – Region 6 Vice Chancellor 901 Blanco Circle Downey, CA 90242 Supt., Modesto City Schools California Community Colleges Salinas, CA 93901 Phone: 562-922-6127, FAX: 562-922-6399 426 Locust St 1102 Q Street, Ste. 4400 Phone: 831-755-0301, FAX: 831-755-6473 Email: [email protected] Modesto, CA 95351 Sacramento, CA 95811 Email: [email protected] Phone: 209-574-1616 FAX: 209-574-1565 Phone: (916) 324-9508 DISTRICT SUPERINTENDENTS Email: [email protected] Email: [email protected] Scott Nanik (Term Expires: 12/31/21) Delta Sierra – Region 6 Diann Kitamura (Term Expires: 1/1/24) Wesley Sever (Term Expires: 1/1/22) Ann Ransford (Term Expires: 1/1/22) Supt., Calaveras COE North Coast – Region 1 Central Valley – Region 7 Trustee PO Box 760 Supt., Santa Rosa ESD Supt., Kingsburg ESD Glendale Community College District 185 S. Main Street 211 Ridgway Ave 1310 Stroud Ave 1500 North Verdugo Road Angels Camp, CA 95221 Santa Rosa, CA 95401 Kingsburg, CA 93631-1000 Glendale, CA 91208 Phone: 209-736-6008, FAX: 209-736-2138 Phone: 707-890-3800, FAX: 707-890-3780 Phone: 559-897-2331, FAX: 559-897-4784 Phone: 818-549-9182 Email: snanik@ccoe,k12.ca.us Email: [email protected] Email: [email protected] Email: [email protected]

Revised 1/27/21 FCMAT BOARD OF DIRECTORS INFORMATION

CDE REPRESENTATIVE

Lisa Constancio Deputy Superintendent California Department of Education 1430 N Street Sacramento, CA 95814 Phone: 916-322-6029, FAX: 916-322-1465 Email: [email protected]

CHARTER SCHOOLS REPRESENTATIVE

Cindy L. Petersen (Term Expires: 12/31/23) Superintendent / CEO Gateway Community Charters 5112 Arnold Avenue, Suite A McClellan, CA 95652 Phone: 916-286-5103, FAX: 916-993-4110 Email: [email protected]

CCEE REPRESENTATIVE

Tom Armelino, CEO (Term Expires: 12/31/22) California Collaborative for Educational Excellence 47-100 Calhoun Street Indio, CA 92201 Phone: 951-826-6161 Email: [email protected]

______

Mary C. Barlow, Superintendent Administrative Agent Kern County Superintendent of Schools 1300 17th Street Bakersfield, CA 93301 Phone: 661-636-4630, FAX: 661 636-4130 Email: [email protected]

Michael H. Fine, CEO Fiscal Crisis & Management Assistance Team 1300 17th Street Bakersfield, CA 93301 Phone: 661-636-4308, Fax: 661-636-4647 Email: [email protected]

Revised 1/27/21 2021 Meeting Dates

2021 FCMAT Board of Directors Meeting Dates

FCMAT Board Meetings are scheduled for the following dates and locations, which are held at the same location and inconjunction with CCSESA quarterly meetings.

Wednesday, January 27, 2021 9:30 a.m. – 12:00 p.m. Zoom Meeting

Sunday, April 18, 2021 9:30 a.m. - 1:00 p.m. Zoom Meeting

Sunday, June 20, 2021 9:30 a.m. - 1:00 p.m. Zoom Meeting

Due to physical distancing and travel restrictions, the above meetings are being held remotely via a web conferencing platform with audio and video conferencing features. The authority for holding the meeting entirely via remote-meeting technology is Executive Order N-25-20, superseded by Executive Order N-29-20.

Sunday, October 24, 2021 9:30 a.m. - 1:00 p.m. Claremont Hotel ~ Alameda County