001All righty, our meeting will be called to order. And and so um we will have live simultaneous Spanish interpretation of the board meeting and it is going to be available for those that who are viewing online. And now we will have our pledge of allegiance if we will all stand. Oh. Place our right hand over our heart and begin. >> I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Perfect. Thank you. And uh roll call. Okay, Mrs. Alvarez Flores. >> Here. >> You, Dr. Armistead. >> Present. >> Mrs. Carty. >> Here. >> Ms. Erman. >> Here. >> Mrs. Frost. >> Here. >> Thank you. Mrs. Reed is abs- going to be absent
002today. Mr. Walker. >> Here. >> Thank you. Perfect. And so for changes to the agenda, um we will add a discussion item regarding the grand jury response. >> Oh. >> Um so we'll we'll do that um when it's time for discussion. And now we're moving on to board comments. Does anyone have any comments that they would like to share? What about our North County cohort? Anything? >> Nothing more today. >> Okay, perfect. Um, I did just want to have um, a quick share that last Friday I went to the ribbon cutting for the Ellwood Elementary solar panel. So, they had they put a solar panel on their outdoor back um, playground space. Uh, a lot of the board members from the Goleta um, school district were there. Um, Superintendent Mary Kahn and they had installed
003solar panels for three schools. So, Mountain View, Hollister and um, Ellwood and it was a great celebration and um, just wanted to share that they're doing great things at Goleta Union and it was great to attend. So, uh, now public comments. None here. Steve, any there? >> None here. >> Thank you. Okay. So, now we're going to our information item on the summary of SBCEO's support for continuous improvement in districts. So, our Associate Superintendent of Curriculum and Instruction, Alan Bargar will present a summary to the board on how the Santa Barbara County Education Office supports districts in implementing Article 4.5 of the Education Code. >> Thank you, President Erman. And thank you, members of the board. Uh, last week you all saw just such an incredibly cogent uh, summary of our LCAP and our budget
004from my colleagues Bridget, Steve, Elise, Amy and Renee. And that cogency and coherence really belies the amount of work that goes into creating all of that um, and all of the effort that goes into it. And part of what I'm going to share today is how we support our districts in doing that same thing, not only for LCAP, but also through differentiated assistance. And so, um, here is a presentation overview of what I am going to touch on today. And in doing so, I will provide an orientation to the annual summary document that you received in your packets last week. So, the LCAP and accountability system origins lie in the local control funding formula of 2013, which was really an effort to establish a mutual accountability system, moving away from the old system of um,
005sanctions and standards and prescriptive fixes in order to build one that is really about support. And it's based on the California way. The California way really is about an assets-based system that believes that the people in schools want to do well by children, but can only do so when provided the proper supports. So, that's why we say it's a mutual accountability system. And it has four parts that started in 2014 with the LCAP, and then a couple years later the dashboard was added, and then differentiated assistance, which I'll talk about today, was uh, began in 2017-18, and we've been building the statewide system of support. So, today's presentation is related to the very last piece of that, which, uh, came about in 2019, where county offices of education provide a summary of the support in
006three areas and the collaboration statewide. And that it will be sent along with our LCAP to the CDE. This is a the cover of the report that you received and you'll see that it has multiple goals as I said. For each goal you will see a review of 25 26 and then the projection for 26 27 which includes the metrics and indicators on each of those Ed Code required goals as well as the actions we plan to engage in in in order to reach those goals. And so those three goals are support, review and approve all LCAPs. Second is providing differentiated technical assistance. And third, support provide all of our LEAs support for continuous improvement through the plan implementation. And finally we discuss how we coordinate with other state agencies in the system of support
007in order to do so. And so goal one support and review all the LCAPs as well as approve them. We often say that county offices have a dual role in this. While we have to review and approve every one of those LCAPs, it starts much before that with the development. So we say we play a coaching role and a technical role. In the coaching role we do a great deal of professional learning and consultation which you'll see and um that with the fundamental idea that the LCAP is something our districts have to do but we really are intent on helping it become something that they want to do and need to do for kids. And you saw that in our own LCAP. And then the technical part is um um really clear about how we
008approve those LCAPs. And it's not whether we like it or agree with it, but that it meets all of those criteria that are in EdCode. It It's also a little difficult when reading this because um we're working through multiple years given that we're looking back and looking forward. So, we know what a calendar year looks like. And then we know that a school year starts in July and goes through June. That's where we are right now. But the LCAP year is even more um convoluted because we start in the preparation in about October each year. And then it goes to the board in June. And then our review, approval, and posting have to happen by the end of September. And so, when you read the report, you're going to see things from 25, 26, and
00927. So, in the looking back, last year, right after all of the boards approved the LCAPs or adopted their LCAPs, they sent them to us and we start with the approval of one year. And then the October through June is all of the support that we did. So, um we say that's approval and support because of the way the years fall. So, in this report, first you'll see the looking back. And then you'll see the plans in that same cadence going forward for 26-27. And I just wanted to give um take a moment to give a huge shout-out to the incredible number of people and amount of work that it takes to do all of that preparation. And it is a joint venture between admin services and CNI with the district financial advisors and our
010directors and uh administrator and my colleague in the northeast, Dave. Goal two is about providing differentiated technical assistance. And when we think about differentiated assistance, it's really a continuous improvement effort. So, this is from um the definition, differentiated assistance is designed to assist local education agencies to address underlying causes that led to low student outcomes, while strengthening that local education agency's overall ability to evaluate the effectiveness and of strategies and programs so they can adjust as appropriate. We often say it's about getting better at getting better. It is not a status or a label to enter or exit like program improvement, but a type of support rooted in continuous improvement. For those people who are not in the education world out there, one way to think of that is we do the work that's very
011much like management consultants, McKinsey or Bain, or um you know, your implementation folks like Deloitte or Accenture, where we go in and it's not because people need fixing or we fix one little thing, but really work alongside to help that continuous improvement work. And so, historically, there's always been three levels of support for providing. There's the universal level available to all districts and charters, and then level two we call targeted, which is available to qualifying LEAs. It's more intense, and of course, a third level of intensity with which we work with the CCE when a district is identified for that. And so the dashboard determines that qualification for both of those. In our universal supports, you'll read all about all of them, but they primarily fall into three categories. We do a significant amount of
012data preparation and customize data work for all of our districts and charters, provide those in ongoing folders for them. The second category is about where there are common needs and area of focus. This comes from reading their LCAPs and looking at the data. So some of the examples of those universal supports come through our curriculum council, our inclusion network, implementation science training, all of the work we've done this year on AI, universal supports provided to everyone. Another area or category of universal supports is related to initiatives that happen to be in a certain cadence, or they are new initiatives that may or may not be supported at the large state level. So things like the math instructional materials, or there were the required reading screeners, expanded learning, new graduation requirements like personal finance or ethnic
013studies. In addition to the universal supports, we have targeted supports. And those are the for the individual LEA needs. I'm not going to go into all that we do, but it is a two-year process of support of working alongside. And the keyword there is differentiated. It looks really different for each of our districts. Here's a little history of when you're reading about the districts we've been serving, because it is a two-year support, it goes back to the 24-25 school year. And then looking ahead to the 26-27 school year. And you can see the number of LEAs, districts, and charters that were eligible each year or continued to qualify for that support. I'm going to talk about the changes coming in 2027 that are uncertain. And if you read it, you'll see that we planned contingently
014because those will be determined in July by the State Board. So, in the history of differentiated assistance, which started in 2017-18 and did have a little pause when we didn't have a dashboard right around the first couple years of COVID, there have been 752 districts and COEs that have qualified. That's a close to 75%. And of those 752, about 80 per 80% of them have qualified two or more times. There were some changes in 23-24 that actually had been legislated before, but went into effect. And that's when we added charters to the mix. And charters are a little different. We need two years of dashboard results to qualify, but then they only qualify for one year of assistance, which is the inverse of districts. Districts currently qualify every year, but qualify for two years of
015support. So, they can be going into their second year of support and qualify again. Well, all of this has led to concerns because the idea of level two and level three shouldn't be 70% of the districts. And so, for the past year, the State Board of Education has been working on trying to rework the differentiated assistance criteria while at the same time making sure that we could still provide that level of support for all of the districts who need it. And so the level of support is going to stay the same, but try as they might, there's still a stigma attached to differentiated assistance. So they want to make sure that differentiated assistance is um kind of focused on those districts that maybe are currently in level three getting level two. Now, we don't know
016exactly what that criteria will be in July. So um we did plan for our levels of universal support um as well as the ongoing work. And so our differentiated team doesn't look as big, but there's a lot of people coming in and out. So the collaborators are based on the areas of focus that the district uses or chooses. And so we include different directors throughout the year. But this is ongoing support that happens throughout. And so finally goal three is about support for continuous improvement and plan implementation. And that truly happens um across all of our workshops, all of our contract work, and all of our universal supports that we just talked about. So what you'll read in the report is um how our focus is on the integration and coherence across all of our
017programs and services so that we can serve our districts really efficiently and effectively. And we do that by also bringing in the statewide system of support to develop expertise, curate resources, and connecting to needs. They don't only um profit from our work, but also from a statewide network. And that's the last part of the report that you see how we work with the California Department of Education, the CCE, um and our geographic lead area, and all of the specialty experts throughout the state with the lead agencies. And so, the whole system is designed to place the county offices at the center who can be nimble and flexible in providing that support. So, those are our three goals, and as I said, we will submit the written report with the um LCAP. And at this point,
018I'll see if there are any questions. >> Hi Ellen, this is Judy Frost. Um that was excellently put together as your reports always are. >> Thank you. >> Uh it's just a lot of information for those of us that just skim the surface of it to digest. Um in looking at the numbers, which for me that's kind of where it starts, um since 2017-18, districts and COEs have qualified for support, and you said that that was about 75%. >> So, there's about um there's the number of districts in our state changes from year to year. There's close to about a thousand and about 58 county offices of education. So, 750 out of a thousand or 1,100 is in the 70 to 75% range. >> Got it. That that number to me is overwhelming. Um and
019and while I understand how it Well, no, I don't understand. Well, [laughter] I'm beginning to absorb how it flows over a period of time. Um some of those LEAs could be in this category again and again and again and again. >> Um which leads to the frustration on so many um people that look at our education, our results, reading scores, math scores, and all that, that we're just not making any progress, which um the LEA can prepare a beautiful LCAP, but if we don't set our sights on improvement, and if we don't reach the improvement, then it's just doing a report of the same old stuff. So, how do you integrate with those I think in our case there were have been you identified I thought you mentioned five uh that were in their first
020year of eligibility. How does the district provide what I call extra emphasis to them to get their goals and um achievable because it just seems like we're not making progress. The we as a collective we, not we the county, but it it's the response that we need to be able to give to our constituents. >> Fan- fantastic question. Part of this work and when you look at how LEAs qualify, um one of the areas for example, after the pandemic was around chronic absenteeism. And so, the chronic absenteeism indicator was a really, um, overwhelming the change that happened. So, in many ways, what it has done is raised systemic, it's not about individual districts, but it leads to systemic changes and systemic collective action as a state around some of these areas that we haven't fully
021solved yet, but it's not about just individual districts. Also, um, we have identified some of the students that have, um, historically not been served as well by our system, and that's why we started the inclusion network because in in our highest peak year, the reason that so many of our LEAs, not just in our county, but in our region and statewide, was because students with disabilities are not benefiting from the system in the same way so many of our other students are. And so, this work is not just about the systems that happen at the districts, but that the work that we are doing collectively. Also, because it's based on a a dashboard that has 14 student groups and, you know, 12 indicators or, you know, it changes depending on the size, many of our
022LEAs will, especially our small LEAs, their swings in their colors happen significantly because of the small n size. And so, that's part of the reason that our state is looking to revise it because it's over identifying, um, what what feels problematic. And at the same time, because folks change over so often, and we're constantly getting new teachers and new administrators, that these structures of support that we do, like consultants, really help to strengthen, especially in our small, as well as in our large districts. And so, it's a great question, but it shouldn't be interpreted as our schools are failing. Quite the opposite. They are engaged in continuous improvement, and every time they improve in an area, then they can shift their attention to yet a new area, and a new, um, a new challenge. Because
023we keep getting new challenges. Ellen, thank you very much. >> So, so it sounds like, I mean, we're just seeing this big number, but there could be three things that they need to focus on, and and now only two, maybe one, then back to three. So, it doesn't really show us >> Yeah. >> how many different areas or >> That's right. The qualification is based on the dashboard, and the dashboard indicators, you know, that are blue to red, um, are organized into three, or sorry, four priorities. So, academic, engagement, you know, et cetera. And what In order to qualify, you have to have a student group that meets the red criteria in two or more priorities. You know, so there's there's a little Rubik's Cube going on to all of it as well. And you're
024absolutely right. It changes from year to year. So, in a small school district, a, um, one suspension can actually change a district from green to red and then they qualify. But the support isn't at the symptom level, it's at the systems level. So, they get to choose one area of their system after looking at data that they really want to do continuous improvement on. So, it's one of those things they have to do, but we turn it into what they want and need to do. So, great question for that clarity. >> Just one clarification. I think as board members we're constantly being sort of pummeled with state testing results, especially for our trustee areas. And, you know, I think it underlies that the answers that the these standardized tests are inadequate and they do not
025tell a whole story. So, then we're sometimes asked oh, fill us in. Yeah, and I'm wondering about the interplay between test scores and the dashboard. And then I'm also looking from my own uh lens in Carpinteria where we've got pretty deplorable scores in reading and math. I mean, in high school. And yet our kids are getting accepted to four-year universities and they're being awarded scholarships and they're thriving. So, again. >> Yeah. >> See of that number. >> That's right. Um our team is reading this book right now by C. T. Nguyen called The Score. >> Mhm. >> And it's about value capture and about how the portability of large data is what its strength is because everyone can understand red to blue. >> Mhm. >> But it doesn't tell the whole story. And often what
026happens is that we let those things that don't tell the whole story become the proxy for the whole story. So, thank you for framing it that way because that's part of the work that all of our districts are doing in trying to describe what student success looks like and test scores or the you know the the state test scores are just one of those areas. There's also graduation rate, um college and career readiness indicator, EL progress, um suspension, graduation I said graduation, you know, there's there's multiple indicators. Thank you. Any other questions? I think we're Thank you so much for reading the report. >> Thank you for creating it. >> All righty. So, now we're going to move on to um the LCAP local indicators report. Um the report on the SBCEO progress on local
027indicators through the California School Dashboard and is submitted to the board as an information item per the requirements and standards of local indicators approved by the State Board of Education. And our director of student and community services, Elise Simmons, will provide the presentation for the board on the report. >> Thank you. >> Good morning. Good morning, board. Good morning, Dr. Salcido. Um perfect timing. All your questions you're asking Ellen about indicators is tied to what I'm going to share a little bit with you today and I'm going to go through this quickly because the role of this presentation is information only. You did receive um the self-reflection. This information is going to then be entered onto our dashboard um before um I look at I think it's July 15th. So, we'll be good with that.
028Um but the presentation I'm going to give to you is just an overview of the local indicators and you heard Ellen mention that word a couple of times. She also mentioned the colors and the dashboard. So, just some framing real quick. We have our LCAP and in the LCAP, um which I think provides helps provide that whole picture when you when people are focused on the test scores and you hear us express this when with our JCCS programs especially, is that the test score and the dashboard isn't the whole picture and that we're able to then bring in that qualitative information, that survey data. And I am going to share with you some of our self-reported, which is are these local indicators that we keep talking about. So, in our LCAP, we have goals, actions,
029metrics. The um goals um must align to the state the 10 state priorities. So, COEs have 10. LEAs that are not a COE have eight state priorities. So, we have 10 state priorities. I'll share them with you in a moment. And then the metrics that we have in our LCAP must come from our dashboard and they also come from other places. So, here is a table. I'm not going to go talk about each thing, but it gives you an overview of those 10 state priorities. The red ones on the bottom are for COEs only. Um and that's where again you'll see those both of those for us. We have goal three for for SBCEO, which is the foster youth focus with led by Amy Willis, our director for TYS. And then the coordination for services
030for expelled students we talk about in our goal four and that is is associated um with a lot of the work that I do with districts um around our triennial expelled youth plans, which will be coming this time next year, FYI. Um So, those are the priorities and then you can see the state indicators. These are all going to you just heard Ellen talk about them. Those are the ones that are on our dashboard. They're collected there. They they have to be there. Um they're on every district's dashboard, school's dashboard. And then the local indicators are also on our dashboard, but this is where we can bring in um additional information and our own self-reflection. And that's what you'll see in that report is our self-reflection on those local indicator areas. Do do do. So
031just a reminder, I've I've said this a little bit. These are self-reported measures. Um they are integrated into our dashboard and there is a focus on what we're doing locally in terms of our performance and then areas of improvement and areas for growth. This is the timeline, but it's also the local indicator requirements. So we are required to measure progress and and report that on our reflection tool. We then present it to our county board before July 1. And then we're going to report it on our dashboard July 31st. Sorry, gave myself 2 more weeks there. There we go. >> [laughter] >> And by just doing that, we have met the standard. So it's it's not necessarily about what we're writing in our reflection. That is very important. We we spend time with our teams
032doing that, but it's really about this presentation, doing the work, presenting it, and then posting it on our dashboard that makes us met the standard. And just I thought I'd pull off a quick screenshot of what it does what does it look like on the dashboard? So if you were to go to any dashboard, you are going to see a whole bunch of different colors and those gauges around the state ones. And then there's this thing called local indicators. And then you can click on it and it'll give you more information. It'll tell you about rubric re and then it actually will have the information that you see in that report will be on our dashboard. Um Bridget Baldis this one that will enter it into our dashboard. What you'll see there now is what
033you saw last year. So, we're all again, we're always a little a year behind. And that's it. There you go. >> Thank you. >> If you have any questions or anything, I'm here to answer them. Um also, I think Renee might be up north. If there's specific questions about what's in the self-reflection related to JCCS. >> All right. Thank you so much >> Thank you so much. Yes. >> Perfect. Now, we're going to move on to action items. So, our first action item, number 10, is the recommenda- recommended adoption uh of the Santa Barbara County Education Office 2026-2027 Local Control and Accountability Plan. And the Superintendent recommends the adoption of the Santa Barbara County Education Office 2026-2027 uh Local Control and Accountability Plan. Do I have a motion? >> I move to approve. >> Okay.
034Second? >> I'll second. >> Okay. Any opposed? Abstentions? All in favor? >> I. >> Okay. So, the vote passes unanimously. Uh we have our action item number 11, the recommended adoption of 2026-2027 County School Service Fund Budget. Um the Board Budget Committee recommends the adoption of the 2026-2027 County School Service Fund Budget. Uh the County Superintendent of Schools certifies that the budget has been reviewed utilizing the state adopted criteria and standards. Do I have a motion to approve? >> Okay. >> Perfect. Any opposed? Okay. Any abstentions? All in favor? >> I. >> Okay. Passes unanimously. And we move on to action item number 12, the approval of membership renewal for the Association of California County School Board of Education. And the board will consider whether to approve the renewal of membership to the Association of
035California County School Boards of Education for 2026 and 2027. So do we have a motion? >> I move to approve. >> I will second. >> Okay. Any opposed? Abstentions? All of All in favor? >> I. >> Perfect. >> Did you I? Did everyone I? We I'd. Okay. I. >> I think Judy has a question. >> No, Judy Yeah, I have When did we establish our relationship with this organization? It seems to me it wasn't a year ago that we came in mid-year or something. >> That's correct. We had Yvonne Chan from Los Angeles County Board of Education give a very spirited presentation on ACCBE. And it was I think around December and at that time she said we would they would provide us with a cost of a half of a year. So it was
036half a year. The board then received this membership renewal question in the last month or so, which is why it's now on your agenda for a year, meaning the next the next July 1 to fiscal year, I should say. >> Yeah. I I was thinking that we really hadn't had a long period of time to utilize any of the resources and I hope that in the next 12 months we're able to um do that. >> It'd be a good time to assess what the um you know, efficacy and the quality and the you know, all of that in the next year. >> Yeah, cuz I I don't think the last 5 months, 6 months is adequate. So, I buy it for a year. >> Okay. All right. >> [laughter] >> Great. Thank you. Um members
037crossed. Okay, so um and we'll we'll try to incorporate um some of the services um and resources that um ACCB has for us so that we can fully utilize our membership um in the year moving forward. >> Exactly. Thank you. >> You're welcome. Thank you for bringing that discussion um that question up. Uh so, moving on to the discussion item for the board retreat. Um we had originally um uh had our board retreat scheduled for next month um and we had decided to reschedule that um so that we could use that time for uh interdistrict transfer um hearings. And so, now we're going to look at alternative dates. Um and if I can just add to this, so we we have some ideas here for um uh board retreat dates for the rest of this
038year. Um we also are in an election year. And so, one of the ideas as well as to wait until after the election and then to have a retreat and 2027. So I just wanted to put that out there as we start the discussion and yeah. >> I regret to inform you I will not be here for the board meeting August 13th. Okay. Country. Okay. Thank you. >> As one of the three members of the board that's up for election this year, I really would like to wait until after the election. I would hate to have all of that effort and energy put into my education and training and development and then have me not be able to be on the board. I have every intention of continuing. >> But as do we. >> [laughter]
039>> It's up to the voters. So I I would just strongly suggest that we do wait until after the election. >> My sentiments exactly. Thank you Judy. >> Okay. All righty. Well, >> We do have this paper in front of us to mark. Also if you >> So >> Are we voting? Are we voting? >> It's [laughter] really a matter of discussion. It was just to get the sense. Yeah. >> Yeah, it's nice to see it on paper too and really look at our calendars. Yeah. >> I would uh for a variety of reasons, I would echo what Judy said in terms of the retreat. Uh but I also would like to advocate uh that we consider doing either the September or December uh trip for as many as can go as a team opportunity.
040Um You know, perhaps in lieu of the retreat. Um Uh And I don't know, you know, this is a discussion, so we're not trying to decide today, but I just think that might be a good opportunity for us as a team to come together and and reconnect. >> I see. All righty. Well, um any thoughts on us attending the conference, or are there any conference dates for any of our board members that are um more they their schedule's more available for one than the other? How what are our thoughts on that? >> My schedule is better in December than it is September. >> Yeah. >> For my >> Mhm. >> programming in my >> Mhm. >> So is mine. >> I'm out of town on that September date. >> Okay, I'm too. >> Okay. >>
041I I would after after that, um I really would like to focus on the CSBA Counties Conference. And uh I've attended one of the CSBA's integrated conferences before. It was also in San Diego. And um while it was informative and networking and all that kind of stuff, it there was some of it that just wasn't relevant to counties, and it isn't identified. It's just presented in general, and so you kind of have to go, "Does that apply to us? No, not listening." Um >> That's true. >> So, I I uh intend to go September 25th through the 27th regardless. Um and that's All right. Just for my own personal. >> Yeah. And that's that brings up a good point because if we all can't go to one of them, maybe some of us can go
042to one and some of us can go to another with the idea of us all trying to at least go to one. >> Yeah, and if if a board member has not gone to any CSBA conferences, I would definitely and they can't make the one in September, I would definitely recommend they go in December. I think going to one even if it's the general universal one uh is a good uh ground floor building base um to go from. So, I don't think that that would be a lost opportunity. >> Yeah. If I may If I may suggest what one thing we could do um easily offline is just a quick poll just of in terms of availability so we can bring it back if we'd like to. The other um you know, I think I
043I heard what Guy was saying in terms of the camaraderie and the team building um that would happen if if members attended. Um and also there's the other other point to which isn't lost on any of us which is the learning opportunities by going to one or the other. So, I think we can try to lean toward you know, we'll see what we get uh for A and B. I also wanted to say that ACCBE last year the what we just what the board just approved, [clears throat] last year had a regional um I'll say Southern California, Central California >> All right. >> uh county training or workshop in the spring. So, just wanted to put that on the radar that that's something else that could come around in the springtime of 2027. But nonetheless,
044if it makes it uh simpler for now, we can always pull just both of these dates and see who who might be available so that it could expedite conversations in the future. >> In terms of um the content of the conference in September >> Yes. >> would it [clears throat] be possible to come in on the 26th? I don't know what happens on on that Friday. >> Right. Right. Yes. >> It might be a possibility. >> It is a possibility, absolutely. >> Cuz that would be possible for me as well. >> That might work for me. >> Okay. Okay. Great. >> Actually, that was what I was considering was just going down very early Saturday morning to get a full day Saturday, Saturday night, and then whatever. >> You can carpool. >> Yeah. >> I'm
045open to that. >> Yeah, I think I'm open to that as well. >> Well, would there be objections if anybody went to both or is it just picking one or cuz I was I was wondering Judy too is that would there be a um a possibility of you going to both if everybody could go in December? Not saying we have to do that. >> Yeah, it's not I'm not going to completely preclude it. It's just it's very interesting. You and and Vida mentioned September is Well, December is a disaster for me. >> Yeah. >> It's just Oh my god. Yeah. That's >> I hear you. >> [laughter] >> Okay. >> Well, we can ask >> You know, anything's possible. >> Okay. Well, um so to be continued, um but it seems like we have a
046a path forward. One other thing just to think about as well when you mentioned um Superintendent Salcido regarding the ACCBE conference in spring, it's possible that maybe we can try to once we have more details time that around a future um retreat. >> Yes. >> So, that's something to think about. We might be able to couple those. >> Sounds good. Thank you. Thank you very much. >> Awesome. Perfect. So, now we're going to go to the um added agenda item, the grand jury responses, and I'll hand it over to Superintendent Of Schools Cedars. >> Thank you so much. So, uh the added item on the grand jury responses. So, um as the board uh has received uh a copy of the two grand jury reports that we have received as well as the school districts.
047One is on bullying, and one is on um school safety and shooting. And both of those reports from the grand jury do require responses by the county Board of Education. I will say they also require a response by the county Superintendent of Schools and the Santa Barbara County Education Office. But, for for this discussion, I I'd like to point to the county board's response. And um what of course we want the board to um be engaged in that response. And so, idea The also the issue is timing, timing of that response and county board meetings. I would personally prefer having access to um having the board either appoint um President Ermin to be a point of contact to represent the voice of the county board, so that I could work through the responses together with
048Nadra, or have the county board um recommend a an ad hoc committee to for me to work with. I I really need to expedite I would prefer to expedite this back and forth than work only um with July's meeting and then August meeting. Um so, an ad hoc committee works by having the board appoint three members. This is part of the board board's policy that you may have an ad hoc committee of three members and then we can work off together on that response. Um, in this case, I've drafted a response for for the board's consideration. Um, you know, I I've spoken to Nadra just right before the board meeting. Nadra would be happy to be the board's representative, but um, I I wanted to make sure that we put it on the agenda that
049we're all understanding what what I'm asking and seeking and then provide the opportunity for the board to have a discussion on how you'd like to handle the board's response. >> I um, I This is Judy. I really appreciate your thoughtfulness uh, in thinking through this process because the outcome will be highly dependent on [clears throat] the process. And I fully support Nadra being our collector of information and working with you on both uh, responses from county boards on bullying and the shooting. >> Okay. >> I agree with that, too. I think uh, Nadra does such a good job with explaining things. I think I trust you to give us good information and and ask for our input and that feels reasonable and efficient and effective to me. >> Okay. All right, great. So, um, thank
050you. Well, then we'll work together and what we'll do is um, work together and then we might finalize that response, but of course we'll always keep the full board included in the response. So, that would that whatever we sent back send back to the grand jury, you will have a copy as well. Okay, thank you. >> And just one point of clarification on that um, Susan, please. On both of these items, the county board our response This is the question, colon, is it specifically directed to those programs that the county runs? Okay. >> Good point. >> Yes. Yeah, okay. >> just I'll I'll insert right there. That's exactly right. I It took It took a while to read through It didn't take a long time to read through the report, but it took a while
051to process how to respond best both as a county superintendent and as a county board. >> Right. >> And what I I It's just what you said. When it came down to it, the, um, given that the grand jury has requested responses from all of the other LEAs, the all of the other LEAs have that opportunity to respond from their contacts and perspective, and I believe that it is the right thing to do to have the county board respond on the county-operated juvenile court and community schools. >> Yep. >> So, we can be very specific about what we do and don't do based on those recommendations. So, that's the long way to say yes, it'll be on the county board's juvenile court and community schools. >> Mhm. >> What about early childhood education where we
052have, um, preschool or, you know what I mean, classes as opposed to individual. >> Right. >> Because bullying can happen at Actually, sometimes it starts at very young ages. >> Yeah. Yeah, you know, that's a really great question, and it also goes on to, um, you know, the supports that the county provides and mental mental wellness and lots of wrap-arounds and and I think the the cleanest way was to really think about our our schools that we're operating that the county board has jurisdiction over, which are the juvenile court and community schools. So, our responses aren't exclusive of of of what schools do, but I do think that we really do need to think about those county operated um juvenile court and community schools. >> Thank you. That's very helpful. Appreciate it. >> Thank you.
053I appreciate that as well. >> And and just to close the loop, um we'll work in tandem, but before we finalize um the response and send it, we'll have it available to the board to read um in case there's any revisions or questions before it's sent out to the grand jury. >> Yeah, yeah, what what I'm hoping to do and I'll be really transparent on this um piece. So, the county superintendent has 60 days to respond, about 2 months. The county board has 90 days, so 3 months. So, we've got time. Um having said that, the all the school districts have received requests for responses, and and I feel [clears throat] it would be very helpful for districts to see a draft of my response as county superintendent, and see a draft as the county
054board as well, so that they can um many have already had experiences with grand jury responses, but some have not. And I think it's always nice to see an example. So, I think before I send anything out to a district, even as a draft at the board, I really want to work with Nadra so that you endorse that this is a good healthy draft that we could send out, though I don't want it to be necessarily a public a draft yet. Obviously, it's not it's not public until it's actually provided. So, that is part of the intermediary desire, and then we can always bring it on July 9th, um for the board to to to see. >> Yeah. >> Susan, is that the same for local districts? Uh that this there's a separate superintendent response
055and a separate board response? >> It is not. In for the for the um districts, it's only one response for each of the districts. >> Do you know what their thinking is in terms of what why are they requiring two separate responses from the county superintendent and the county board of education? >> It's a really good question. I I don't. I I I um I thought it best to go ahead and respond from our different uh points of view. And in one report, the grand jury requested I respond to two questions. >> I saw that. >> Whereas the county board has about 20 questions. So, >> Yeah. >> You know, I I I definitely I take it as a great opportunity to inform our public around what we do in these areas. It's a great
056opportunity to share what the jurisdiction of the county board is, what the county superintendent does. I'm taking it as an opportunity to respond um not in a full journal, but in a succinct way to say, "Here's what we do. Here's our jurisdiction, and here's our responses to and and also educate and inform the public um about our role." So, I I that's a guy I'm not exactly sure, but um but we're going to take it as an opportunity. >> So, you're just going to send them a book of everything then. >> [laughter] >> We could. We could. >> That's what you do. It's a book. >> I I can't let this moment pass without an a very um off the subject kind of response. and that has to do I'm taking another jab at the
057state authorities for what they've done to the JCCS schools. It's incredibly I think ironic is the word of what our response would be to shootings when we have 20-year-old um murderers in our JCCS system that we're supposed to be working with so if they don't have a high school diploma. So I just I have to make that jab one more time. >> All right. >> So jabbed. >> [laughter] >> Great. So that's the second. Yeah. So we're we'll move on. >> Lordy, lordy. >> [laughter] >> Um close session. Perfect time for close session. >> Yes. So we'll be shifting Zoom links. So we'll be off the public link and then on to another. So we'll take a few minutes to set up. Yes. Thank you everybody.