Santa Barbara County Board of Education Meeting June 11, 2026

001Okay. Should I hit the gabble again? Second time's a charm. Uh call the meeting to order. Um and then um we will be having uh Spanish interpretation um available for the board meeting for those who are viewing online. And we will now stand for the pledge of allegiance. >> We don't kill ourselves. >> Ready? 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. Great. Now we'll do our roll call. Okay. Mrs. Alvarez Flores here. Dr. Armist is absent right now. Mrs. Cardi >> here, >> Miss Man here, Mrs. Frost >> here, >> Mrs. Reed >> here, Mr. Walker is absent as of now. >> Perfect. And then um we have our changes

002to the agenda and we will have one change uh to the agenda today. We are going to be removing the re recommended approval of the Olive Grove Charter School U memorandum of understanding. Seems like there's uh we just a little bit more time to get that draft finalized. So we will add that to either the ne in the next meeting. Um so and now it's time for uh board comments. Does anyone have would like to start? >> I can start. Uh so it's a busy end of the year for my family as uh we had our second high school graduation. Uh this is great. Thank you so much. Uh first son went off to the Navy. Next one's headed off to the Air Force. We've gone to graduation parties. The elementary school grad is just

003so stinking cute. >> Uh I just I had to get out of work and go check it out. Um, and then just passing on that I am leaving for the East Coast to go see my uh family next week. So, wish everyone safe travels as we're going into the summer and happy safe graduation. >> Um, I want to say that we had a really wonderful uh education celebration in late May. It was it was fabulous. And I think our new teacher of the year is just going to shine. And I thoroughly enjoyed Susan's comments as always and I wish that you could pass the script around. Your comments were just spot on. Um, always just so proud. >> It is a busy time of year. I've attended awards ceremonies and scholarship recognition and graduations. And

004for my part in my trusty area in Carpenteria, graduating class numbered 147 seniors. And I think that most of them received some kind of scholarship award. Over $2 million Wow. >> was awarded to this graduating class this year. >> Wow. >> And 70% of the graduates are going to fouryear >> state colleges and universities which was just another >> I did want to share also there was a lot of activity a lot of graduations. Uh, also we have the Elks parade and we had many, many schools participating with their little drill teams and bands and lots of awards monetarily. First place and second place got $500. Second place, I'm not sure, but uh just it was just delightful. And sometimes you forget cuz we're on a treadmill and and to sit there on the side

005of the road and watch all of these kids on trucks on foot with the YMCA with baseball with actual tumbling. I mean it's just amazing and they are amazing kids. So with that we also have the tragedy that happened with the accident and um unfortunately um you know it's it's it's just a sad time also they went through our schools our junior high schools and >> uh some of the parents also of these children and grandparents went through schools so they've been here for a while and it affected a lot of family. Yes, I was so sorry to hear that, too. Thank you. >> Um, it's already been said it's a busy time of year between um, scholarship awards activities. Every year, the educational event happens at the same time as the Alen Hancock College

006scholarship event. Something's got to give. tell them it's just not gonna work anymore. Um the community has been affected significantly by the tragedy and fighting back Santa Maria is working with the youth in really trying to hammer home um that this tragedy probably could have been prevented and what that would mean for them. So, we're with all of them as they go through this very sad month. >> Thank you. And thank you for that. And yes, it is very um tragic what um happened and um my heart goes out to the families and the community um and just hoping that it's great to hear that fighting back has been involved and um yeah, it's just no words for that. Um I did uh aside from that, I I did it's kind of bittersweet, right? because

007there's so much joy happening at the same time with graduations and uh last day of school and summer starting. So, I want to just say a wide swap happy graduation and congratulations to all the graduates out there um this year. And then I also want to congratulate congratulate our stellar superintendent for her unanimous reelection win. And I know that even if you would have had an opponent, I'm confident that the results would have been the same. >> Right. I was just going to say that I think the lack of qualified opponents really speaks to the community's confidence and your experience, your aptitude, and your continued stellar service and performance. So really happy to be able to serve with you for another term. of course and then um also there has been a lot of uh

008awards ceremonies and um celebrations >> they they agree um um and I also had the pleasure of attending the education celebration last month with other colleagues and board members And we had our own celebration and our meeting last um last month and you know there's always things happening and um ways challenges and areas of growth but acknowledging and celebrating the hard work of our countless professionals and the education community is always an endeavor worth investing. So really happy that we we we invest in that that time here. Um, and then I just also wanted to take a moment to highlight the SBC SBA, which stands for the Santa Barbara County School Board Association meeting. So, I just wanted to um put a reminder out there that that consortium of board uh members and uh all

009through the districts all over the county happen approximately once a month on the first Thursday of um the uh every month uh from 8:30 to 9:30. It's a Zoom meeting and it's a way to really um just hear what's going on in the county and all the different districts. Um it's also a time to capacity build, resource share um and we even have Rachel Wells who is our from the SBC CSBA um on the meeting. So, and we in our last meeting we talked about how to engage more board members and get more engagement um and attendance. So, I just wanted to to make a a plug here today. So, uh >> just a question. Is there like a reminder or something when these meetings are? I just asked a question because I I never

010know when they're out. >> That's a great question. And I don't I don't know if we have um a reminder right now for all of uh the board members throughout the districts, but that's something that we talked about and I think we're we'll start doing and putting it on the calendar. Uh, Superintendent Salina, would you like to speak to that? >> Part part of the um December board organizational meetings that all board school boards have, including the county board, um, asks for a representative for the from the board to attend that meeting. And so, at this point, what we've done is and what what we've done is notified that individual and copied the superintendent should they want to attend as well. What we're modifying now is to have a calendar invite go automatically to those

011same individuals. Um, and we could further modify it and and notify our full county board of those Zooms and you can optionally attend. So happy to do that and it looks like there's a you know it could be it's just an option we put on we could put it on your calendar to at least know about and feel free to attend. Happy to do that. Yep. And we know that everyone's busy and has a lot of meetings. So, as uh uh Superintendent Soto mentioned, which is completely optional, but if you have the time and would like to um join, we'd love to have you. So, uh so now we'll move into presentations. And so now, um we're going to I'd like to introduce uh Meg Ridman uh the superintendent of all of those charter schools

012to give an overview presentation of the school's program. And um President Man, if I may, um as Meg Ridman is coming to the podium, I first wanted to acknowledge that we don't have any public comment. So I know that that was a a a piece here of the agenda. So just want to make sure that you knew there's no public. Yes, >> I skipped that. Yes. Sorry. Thank you. >> Welcome me on tab. >> You got it. You got it. And um as the green button, it says you and um as uh Mr. Walker is uh coming in. Welcome. And as an um pres uh by way of introducing further introducing Meg Ridman who's here today as the board has um we have shared before that this is meant to be a a first of

013hopefully you know several as ongoing um conversations in a partnership that we are establishing. Um, we thought that today would be a really great opportunity for um, Meg to share with us just the overview of Olive Grove Charter. I do want to say that Bridget Bobitz attended um, Olive Gro's graduation about two weeks ago. I want to say about a week or two weeks ago. It was a a tremendous ceremony. In that case, it was all of Olive Grove charter schools combined. Um, and so just uh wanted to give everybody an opportunity to settle in, introduce Megan. Thank you for being here and we have about a 15 20 minute um presentation and then Meg has her own board meeting to go to. So, so turning it over to Meg. Thank you for being here.

014>> Thank you. Hi. Is this the volume okay? Is it mostly for online? >> Correct. >> Okay. >> Thank you. Well, good afternoon. Uh as you've heard, I am Meg Ridman. I am the superintendent for the Olive Grove charter schools. just wrapping up my sixth year with Olive Grove, my 29th year in education and uh I think it's my 25th in public charter schools in particular. I really appreciate this opportunity to introduce myself and Olive Grip Charter Santa Barbara as we transition into this new chapter of our relationship with this board and the SB CEO. green button success. Uh, Olive Group has been serving families across Santa Barbara County for 25 years. As a result of a 2016 court decision, Olive Grove established a family of four separate charters, one for each learning center location.

015In 2018, our three sister schools, uh, Buen, LMPoke, and Orchet Santa Maria, were all successfully renewed this past fall for five ter five-year terms by their local districts. The four schools, the four Olive Grove schools are distinct from one another, yet they all share the same principles, philosophy, and learning methodologies. I work in an online school. You'd think I have technology now. Uh so since 2018, all four schools have been authorized by the state board of education with a strong collaborative relationship. Due to legislative changes, the state board can no longer act as our direct authorizer upon our June 30, 2026 term expiration. As I previously mentioned, three of the Olive Grove schools were renewed through their local districts. Santa Barbara Unified, however, denied Olive Grove charter Santa Barbara's petition locally. So, upon our appeal,

016the CDE, California Department of Education recommended renewal. The Advisory Commission on Charter Schools approved it and it moved to the state board of education where they formally granted our 5-year renewal in March. The SBE then delegated authorization to you, this board, uh, starting July 1, 2026. There's a lot of words on the slide, but hopefully you have a copy if you want to read it at your leisure later. So, a little bit about our programming. Uh, we operate what we call a flexbased blended learning program for students in grades TK to 12. We couple independent, rigorous online curriculum with direct, localized, in-person support at our centers. Our mission is to give students the skills to self- advocate and thrive independently. And we are anchored by our core values, partnership, compassion, engagement, and empowerment. Guided by

017this mission and our values, we serve those whose needs might not be met in a traditional school setting, be it for a short time or for the entirety of their educational lifespan, including those experiencing health issues or wellness crises. students in transition perhaps due to housing instability or to accommodate work schedules, caregiving responsibilities, or those requiring credit recovery to graduate or to transition back to their traditional setting. We meet these needs through our highly interactive wraparound supports, including individualized weekly meetings with credentialed teachers, daily access to our learning center with on-site labs, classes, and enrichment opportunities, tailored English learning supports, English learner supports, which have been praised consistently in our site visits from our current authorizer, mental health counseling, and a rigorous AO toG approved online curriculum, which includes three new robust CTE pathways. introduced

018this past school year. We're a member of the Elorado Charter SULA and provide a full complement of special education supports and services. Our enrollment is currently on a positive trajectory. We had 84 students enrolled on census day for 2526 and we project about 90 students for next school year. Demographically, we serve a population that historically hovers about half to 2/3. socioeconomically disadvantaged. And this current year, this most recent past year, we had about 7% multilingual learners and about 12% students with disabilities. The majority of our population is Hispanic. As you can see in this slide, that's been true for the last 3 years. The next uh majority population is white. And critically, our enrollment is heavily concentrated in the upper high school grades, specifically 11th and 12th grade, reflecting our vital role as a credit

019recovery and alternative graduation hub. So the far bar on the right is our 11th and 12th grade uh enrollment. It's over 50% of our population. So to understand our academic data, you must understand our student mobility. In school year, a striking 56% of our entire student body was in their very first year of enrollment with us. Our three-year average sits at about 58% of firstear students. Our school's overall stability rate for 2425 reflected on the right hand side of that line was 57.9% compared to the county's stability rate at 91.9%. This means in part that our annual performance averages heavily reflect any academic gaps or credit deficiencies students already possess the day they walk out through our doors. But despite that high mobility, we maintain an exceptional school culture. Parents report strong agreement on safety

020and views as true partners. Staff feel deeply valued within a collaborative culture and our students value the support and flexibility they enjoy and they report feeling safe and accepted. This safe and welcoming environment creates the necessary platform for learning and this learning is validated through our verified data. Our 2526 fall to winter I ready diagnostic data shows that for grades 1 to8 66.7% were meeting typical growth goals in reading and 55.6% were doing so in math. We haven't concluded our analysis of our endofear assessment yet. So this is our fall to winter growth. And in high school, we realized an approximate 5 percentage point increase in students performing at or mid or above grade level in reading from fall to winter and a massive 19%age point decrease in students tracking three or more grade levels

021behind in math. Our systems are working. Our dashboard doesn't immediately reveal too much about our students performance and progress which makes our internal benchmarking all the more valuable. But the true validation of our model is found when analyzing contiguous enrollment and CASP performance. When you isolate our CASP data for our students who are enrolled with us for two or more years, we see immense growth. In English language arts, students with us for two or more years outperformed our first year students average distance from standard by over 23 points in school year 2324 and by 36 points in 2425. In math, the 2-year or more cohort outpaced first year averages by over 20 points in 2324 and more than 44 points in 2425. to time with Olivergrove systematically closes gaps. Olive matters because we provide a

022proven personalized learning alternative. We welcome our vulnerable populations from our community, wrap them in specialized pathways, and deliver a highquality public education option that honors student choice and flexibility. As we look forward to working with you as our authorizer, we bring a structurally complete program. Olive Grove is fiscally sound, boasting a history of clean audits, a healthy reserve balanced, and projected surpluses across the entirety of our renewal term. We are fully accredited with a six-year term through 2029 reaffirmed just this month via our June 2026 midcycle report. and we are on a positive growth trajectory both in enrollment and academic success. We do not view county oversight as a mere administrative step but as an opportunity to build a true transparent partnership focused on continuous and school improvement and student success. With that, I would

023invite you to visit our learning center whenever you might have the opportunity once school reopens. And I will close with some responses from a survey of our 2026 graduates about the impact that Olive Grove has had on them or where they might be if they hadn't found Olive Grove. And again, I thank you for your time and I'm I have a handout. I don't think it was I think I was going to provide it. You uh there's that, but I this is like a little fact sheet if you're interested. just a what little one pager reiterates a lot of what's in there already that I already said but it's uh puts that there for you and I'm happy to answer any questions that you might have a question how are students admitted to program how

024do students get into the program or get into the school >> uh h how do they find us >> or how do they find you I I I don't know if it's referral from the school site or if the parents are the ones that go and search. >> It could be any one of those. So, local districts will sometimes mention us to students if they think we might be a good fit for that particular student or family situation. >> Okay. >> Um we do uh we we do minimal marketing. We don't we put out sometimes we put an ad in the independent or things like that, but very minimal. Um we have some very minimal signage that you might be able to see from the road, but um primarily um students or families seek us

025out because they're looking for some alternative like I said either for a short term or for the longer term. >> So are all students accepted then if they are public there? >> Yes. So we we operate as a charter school. We hold a lottery in the spring for so we project our enrollment for next school year what our capacity will be uh if we have more interest in the spring than we have project we'll have capacity we hold the lottery um and then we fill the we fill to capacity and then after the time the lotteryy's been held in the spring we operate on a weightless basis so it's first come first served um when space allows and we do have students that that move around regularly So we enroll um pretty much the well

026from pretty much all year but we we enroll um on a first come first save serve basis after the uh enrollment lotteryies occurred. >> Thank you. >> Um will you talk a little bit about um uh postsecary um program accept and >> um I don't have that data at my fingertips. We do um the majority of our students move from high school into either um mostly Santa Barbara City College or the workforce um or military. Um we have a small number that go to a 4-year university, but that is the the the minority of our population. Um again, I don't have the data at my fingertips, >> but like any there's a variety of destinations. Um, and we we try to prepare students for any one of those options that they might choose. >> Thank

027you, Mick, for the presentation. It's really um inspiring to see the work that um of all of Charter does with their students and how the the values and um how uh you operate the the educational um agency. So I really appreciate that. And I did want to follow up with a question about um you mentioned that you have a lottery and then a wait list. Uh, how often are you at capacity where you need to exercise the lottery and then the weight list? >> Uh, we've had a lottery for Santa Barbara for at least the last three years that I can recall off the top of my head. Um, we do uh, as I mentioned, we I our corporation operates four charters. Um, and we don't always need the lottery for all four schools, but

028but typically, like I said, at least off top of my head, the last three years Santa Barbara has had the lottery. >> Um, has has necessitated a lottery. >> And, um, generally speaking, annually, approximately how many students can the sto the school hold before it's at capacity? >> Uh, anywhere from 85 to 90. We could probably make 95 work. Um and we we hire as needed. So um we will hire a new teacher if we had uh a critical mass of interest to warrant the hire. Then we do that um again as an on on an as needed basis. So our our capacity may not be fixed. uh we we determine the capacity at the time we're doing the lottery based on our current staffing projections and our understanding of the students that are returning,

029how many are graduating, those kinds of things. And then if we got a sudden influx of students in July that were interested, we would attempt to hire to accommodate them. >> Thank you. No further question. Oh yes, please. >> A question about governance curiosity. Um given that you have the four different schools, do you have four different boards? No. Then no one. >> No. Uh so we are 501c3 corporation, Olive Grove Charter Schools, Inc. >> And the the corporation has a board that operates the four schools that that governs the four schools. >> Okay. >> We do everything individually. Um we do separate budgeting. It's presented in a single file, so to speak, into the board is presented, but each school is is separated out. We do four LCAPS. >> We do um which is

030what we're proving tonight. I look a little tired. >> Uh so, but it's one it's one governing board or the corporation that operates the four schools. >> Okay. Thank you. That's that's >> and I like I'm an employee of the corporation. >> Uhhuh. >> Yeah. So it's similar to a district structure in that you know there's one entity that that operates the four schools but they are four LEAs local education agencies. >> Thank you very much. Okay. So, now we'll um continue with a presentation on the Santa Barbara um county education office 2026 2027 local control and accountability plan. And we'll have associate superintendent of student and community services Bridget Bobick give us our presentation. >> Well, hello. Hello board for today. Thank you. And uh I will be a small piece. This is a

031a group presentation just to remind the board. But uh certainly just want to start with stating that um >> uh I don't Oh yes, thank you. Um I got it right here. It went it went back and forth. It threw me out. So this LCAP, as you know, is comprised of working uh or putting put together by a very large team. And uh honestly, I can't take a ton of credit for it anymore, although it's under my direction. Uh Dr. Elise Simmons, our director, and uh director Renee Wheeler and director Amy Willis along with their staff uh really helped to put this together. And so I just wanted to just briefly say a few names, not to bore you, but just to express the magnitude of how many people work on this document. So, from

032our student and community services team, both uh Elise Simmons and administrative assistant Lauren Lucas work on it. From JCCS, we have Renee Wheeler, um Andreo, our new coordinator, Maria Pacheo and Janelle Hansen, work on it. From TYIS, we have Amy Willis and one of her uh staff members, Alandre work on it. And then our fiscal team, we also have Nicole Evenson. Um Ariselli I know probably does some of the figuring as well as Anna Dylan. So there is a large number of people who have their fingers on this. So I just want you to understand that again it isn't me per se but a large group of people who put the time and energy into it. So with that we'll go ahead and go forward. I'm going to start with just a brief overview of

033the LCAP and uh this presentation is similar to the presentation we provided you last year but you all have the copy of the LCAP document and just to out outline what it is for you there are four main sections the first section is the budget overview for parents then you're going to have the actual physical part of the LCAP which includes the annual update and then this planning LCAP year for 2627 seven as well as um the increased and improved services section. Then you'll have a section that's tabbed that's the tables. Those are all the budget figures that are included as part of the LCAP. And then lastly, the instructions which have to be submitted as part of LCAP approval. Next, I just want to talk a little bit about the history of the scope

034of the work. You'll recall in February we came to the board with a midyear update and that is now a new requirement which the board is then looking at and approving where we have been up to that point. What were the actions that have been completed and what expenditures based on that now we've been moving forward into the planning part of the next phase of the LCAP and also finalizing the annual update for 2620 2526. So that is part of that middle section. And then you're also looking at the plan for 2627 which will be the final year of a three-year plan. In terms of the LCAP goals, just as kind of a brief reminder, there are five goals in total. The first two goals when you read through the LCAP goal one and two

035are very specific to our juvenile court and community schools. Um goal three is related to transitional youth services and our work as the foster youth uh foster youth services coordinating school program. So our community or county work that our TIS department does. Goal four is related to a maintenance goal. It's just some of the basic things that we are maintaining as an organization including our work um under a release now as child welfare and attendance and our trienal youth expelled plan. And then goal five is what we call that focus goal and this is very specific to the equity multiplier funds that our office receives. And this goal does change yeartoyear. So when you're looking at this goal, last year's goal was slightly different. This is based on a data from the dashboard and subgroups

036and so and how they're doing at that lowest performance level. So for 2627, it's specifically looking at suspension rates. It's also looking um at our long-term English learner progress rates for specific subgroups. And at this point, I'm going to stop the brief overview and welcome up Elise Simmons to go into a bit more of the ELCAP. Thank you, Bridgetette. Good afternoon, everyone. Um, so this is a graphic you've seen before, but I changed it up for you. I actually I actually use Notebook LM, which is my new favorite tool. I love it. Um but this just again is just emphasizes the our cycle the year-long cycle and we are in the sort of where the salmon like maybe the color of my jacket I realize um piggy bank area we are there so we've gone

037through this complete cycle um we presented in the winter our midyear that was part of an analysis and then the winter early spring time we're doing educational partner feedback back in the springtime. We're doing a lot of writing, a lot of discussion, a lot of analyzing, and then also then working with our budget fiscal partners and working on our new plans. So, this is just gives you an overview of our of our continuous improvement of student and student support cycle. As we are working on this continuous improvement, we are analyzing and evaluating. So our annual update, that's what we're looking at. What did we say we wanted to do? So we're looking at our metrics for actually now we're looking at two years worth of metrics. And you can see that in in the LCAP

038itself, we're identifying areas of success. We're identifying areas where we're like, hm, we need to focus a little bit more on there. Um what what's happening there? We're not making progress like we thought we might. um we start to ask a lot of questions. And when I say we, it's different stakeholder groups. So, it could be staff at a staff meeting. It could be asking students, it could be bringing in the leadership team and really looking at the metrics um for the entire day. We do that every year. So, as we're looking at what we said we're going to do and looking at student metrics that um also involve parent metrics and you can see we have a whole bunch of them. Um we're looking at are where are the improvements? Where are the areas

039where we're being challenged? We're noticing some the growth isn't as quickly or as what we had hoped it would be. Um we ask questions like well have we really implemented that action? like have do we do we need to change it a little bit? Do we need more time? This is remember a three-year plan. So, we are writing it as if we have three years to implement the action. So, we're like, well, what do we need to do differently next year is our last year. Um, and then are there other things, other supports, maybe maybe another action item we need to do or something else we need to consider to meet our intended goals? And oops. As we ask those questions, we are evaluating those actions. Should we keep them? Should we revise it? Should

040we remove it? Should we add something? And you'll see throughout our ELAP, I will say looking into next year's um we have revised, we've eliminated one, but we've kept basically everything else and we've added a few new ones. And Renee will go more into that when she presents. So, it's pretty consistent. We're pretty proud of ourselves. We wrote a good one, you know, and so um we're just now refining it for next year. Um the way we refine it and analyze and do all that, we cannot do that alone. We engage our educational partners. Here's a list of the different groups in relationship to students and staff that we speak to both formally and informally. So formally, we're collecting survey data. There might be a a a strategic meeting where it's specifically about the LCAP.

041We're engaging with our bargaining units, behavioral health staff, CTE director, and then also in parents and community partners. We're including them as well. Surveys, phone calls, site council. Um Renee works a lot with the probation administration and staff and the district partners. And then Amy has a whole bunch of different variety of meetings throughout the year with her different with her leaison as well as her um advisory committee. So all along we are getting as much data and intel as we can to like how are we doing and what should we do differently or what should we keep doing. So it's just a it's part of our process and um it just really brings in all of those voices that are really important for the ELCAP. So, now I'm gonna turn it over to Renee

042so she can tell you about all the exciting highlights and things we're looking forward to. >> Thank you, Lily. Uh, so exciting the work. Um, so first I would like to highlight our successes. It's always a good place to start. Um, and we are particularly proud of the California U Healthy Kids Survey that we do every year, specifically in the area of connectedness because our students are feeling more connected. Um, and some of the data I'd like to highlight is we had 81% of our students this year report that they feel safe at school, which yeah, I think that's worthy of celebrating. And then we also had a 14% increase in students who said they had a a caring adult relationship at school. And I feel that is worth highlighting because we know that's a

043protective factor that promotes resiliency. And um and next our daily attendance. We saw an improvement over last year and we are now at 92% um average daily attendance and that's only 2.8% 8% away from our goal of 95%. So, we are well on our way. Um, and then lastly, our suspension rate. Um, we were able um our we identified six student groups at the court school and two at the community school last year that were at the per lowest performing uh level. And so, we had goals and actions last year specific to that. And this year we were able to decrease our suspension rate by 2.9%. Um, and the largest reduction was with our Hispanic Latino students. Um, and and we were able to decrease that by 15.5%. Um and then we were able to

044make smaller uh reductions, 5.5% decrease with our home students experiencing homelessness and a 3.1 decrease for our socially economic uh disadvantaged students. So we are well on our way. Um and then for our areas of identified need um we um again are are looking at our CTE program and last year our teacher retired midyear and we used that as an opportunity to kind of rethink our CTE program and uh we decided we needed to have a dedicated CTE teacher that could work at both of our schools and so in October we started recruiting for that and it took a little bit longer than anticipated but I'm happy to share that miday we were able to hire a full-time CTE teacher in manufacturing um but because of that lull we um we were only able to

045enroll 30% of our students in a CTE program this year and so that is why it is an area of need um and also our suspension rate it was a success and an area of need because our students with disabilities and our long-term English learners both experienced an increase in suspensions this year. So, we know it works because we were able to reduce it in the other areas. So, we will continue with that. And also, our students particularly uh said that they appreciated the calming space that we created for them to use. and our student led club here at Fitzgerald. Um they've been doing a lot of beautifification and they established a culture club so that they can celebrate their culture and so we will continue doing those things. And then our last area is

046in math. And uh so we last year through the work with our uh workg group we found and purchased a new math curriculum and so we implemented it this year. And even though we're still in the early stages of implementation, we are seeing some improvement in digital literacy, test taking skills, and mathematical practices. Um, so that's our areas of need and now focused on our our goals. So goal one is our biggest goal and it focuses on proficiency of grade level standards and career uh college readiness and it has four priority areas that it focuses on. two which is in state standards, area four in pupil achievement, area seven in course access and then area 8 in um outcomes. So goal one is aimed primarily at academic achievement, meeting the needs of students with disabilities

047and English learners. Uh preparing students for college and careers with additional focus on improving student achievement on CAS, providing credit recovery and interventions for students, A3G courses, and expanding CTE. So that's the big uh goal two um is focus on strengthening educational partnerships. Um and we have metrics for three state priority areas. Um it priority area three is parent involvement and family engagement. Area five is pupil engagement and six is on school climate. So this goal is aimed at improving school climate, student and parent engagement, and providing supports for students and families. We have actions that focus on counseling services, behavioral health supports, uh increased parent engagement through parent outreach and outgoing ongoing communication. And we also have a big focus on our parent engagement nights where we provide additional educational opportunities for our parents.

048Uh, I'm going to skip goal three because Amy's going to tell you all about that. Uh, goal four is our maintenance goal and it is designed to maintain progress in the state priority areas not addressed in the other goals and specifically this goal is aimed at maintaining progress on state priorities one and 10. Priority area one is focused on basic learning conditions of learning and we use the Williams reports for that. Uh and priority nine is the coordination of instruction for spellgu. Um and this is something that county offices are required to provide and those actions focus on maintaining a robust face program for JCCS students and countywide services for expelled students. And then goal five um as Bridget mentioned previously is our focus goal for how we are going to use our equity multiplier

049funds and it targets the student groups in JCCS with the lowest performance on the dashboard which is priority area six in student climate and priority priority area four in pupil achievement and for our suspension rate. Some of the actions we've identified are utilizing restorative approaches, creating calming spaces, and you can see our calming space pictured up there. And then our student led beautifification club. Um, and you can see their handiwork. They've been working on the mosaics. They've been planting plants and watering those plants and weeding the plants. Um and uh the one more item that we're required to report on is what we're doing to increase and improve the services that is above and beyond our base program. Uh so to that targets the supports and services for English learners foster youth socially economic disadvantaged

050students. Currently 100% of JCCS students are considered unduplicated and fall into uh at least one of these categories. So in developing these plans, we have focused on these seven additional supports and I would just like to highlight a few. Um so we now are able to have a co a community outreach and college counselor um at both of our sites. So, we're very excited about that. And both of them are bilingual and so that is very helpful when planning with our students. Um, and then also translation services. Um, 85% of JCCS staff are bilingual and able to speak with students and their families in their native language. So, um, I think that's worth highlighting. Um, and so now I'm going to turn it over to Amy. um to talk about transitional youth services. >> Good

051afternoon. I'm Amy Willis. >> Yes, of course. >> This not to anyone in particular, but I sort of know what this means, but can somebody define what is socially disadvantaged? Social socially Yeah. >> Um there's a very narrow definition in the healthcare and it's for students who qualify for youth. >> Oh, okay. >> All right. I'm Amy Willis and I am the director of transitional youth services here at the Santa Barbara County Education Office. And our mission as a department is to strengthen the system of support that exists for our foster youth. And so our goal is very much aligned with that. Foster youth will be provided a system of support that includes targeted services that address barriers impacting their education. And we believe that strengthening this system will result in reduced suspension rate, improved

052attendance and increased graduation rate. So we support all of the districts in Carpenter and Marriia. We support all of them and the actions that we're taking to achieve our goal are very much interconnected. They all sort of stem from building relationships because that's what we really spend our time doing. We build relationships. First of all, we really try one of our top priorities is improving our inter agency collaboration. And the reason for this is that working to support foster youth is very complicated. It's education is like a tiny piece of the pie and so it's really important for us to understand what all of the other stakeholders are doing so that we can work together. And so this first image of the the kind of human shape there was an activity that we did at

053our beginning of the year liaison retreat that was a collaboration between our department and youth well and it came out of conversations with liaison where they were feeling frustrated that they couldn't do enough because there is so much to do to support someone who has so much trauma. And after talking to the folks at Youthwell, we came up with a plan to have a retreat to start the year where we focus on what we can do. And this this was one of the activities that we did where we used scenarios that had come up during the previous school year. We put groups of liaison together. We had you know 50 people at this event and they worked together to talk about what could they do? What resources do they have? And so each part of

054the body sort of represented something like the feet represent what laws and policies do we stand on and the heart represents who can we reach out to who can we work with and just brainstorming together some of the the difficult situations that occurred the previous year and working through them together and even just that that activity of being together I think was a comfort to everybody knowing that you're not in this alone. So we had people we had mostly liaison at this event but we also had folks from uh family care network. We had obviously youth wall was there we had some counselors some registars anyone who was interested could come just to again strengthen the system of support and to and to look at who we have in our in our corner. So the

055other thing that we really um prioritize is improving collaboration just within our own department because we serve so many districts and our program associates are divided up by region. So it's important that we all connect and know what everybody else is doing. And what we were finding both regions, north and south, was that liaison and some of our partners are talking a lot about trauma and feeling like they don't have the skills that they need to support the amount of trauma that kids have gone through. it's really hard to address the education when there are these other layers to get through. And so, um, this the picture up there, that's our mission, vision, and values, and we always we always return to that. But what we've also incorporated into our time together as a team

056beside looking at, you know, the work that we're doing and prioritizing is we have a book study where we're reading um, The Body Keeps the Score. And we're trying to become more educated about trauma so that we can offer support for our district. Um, and we're also looking into having more trauma responsive training for the the leaison in the upcoming year. And something else we did at our beginning of the year sort of meeting as a team is we looked at our mission, vision, and values and we compared them to the mission, vision, and values of Santa Barbara County Education Office. And that was an interesting conversation. It just highlight the words and Bridget had us do this too. Highlight the words that come up, you know, um, in both places and makes us feel

057part of something bigger. And then the final thing that we really really focus on is our collaboration not just with our stakeholders but also with our districts. And so in this room just a couple of weeks ago we had an endofear celebration for our liaison. We had over 30 liaison show up because what we were hearing is that we have monthly meetings where we invite stakeholders and they present and they've learned about nine they learned at least this year. They learned about nine different resources that they have in the community. Each month they learn about something different and we get together on Zoom and we talk and and it's great. But what they they were asking for they do a lot of needs assessing is time together in person to sit down and talk about

058what they've worked through, what their successes are. And so that final picture is a picture of all of those folks together talking about different things. We talked about hope. We talked about gratitude. We talked about our year. We had a keynote speaker. It was really excellent. And like I said at the beginning, every district is different. The support looks different for every district, but it's really healthy for everybody to get together. And moving forward, we want to have some sub subgroups of districts that are facing similar things. Um districts that have STRTPS oftentimes have similar issues. And so putting them in a in a organized, you know, um group that they can count on quarterly to to brainstorm together. um groups about transportation, groups about um early care, just different topics that come up. Um

059we want to make sure we give a forum for our leaison to get together and personalize that support through them. So moving forward, this continues to be a priority. Again, I said I do a lot of needs assessing and so as I hear things, we kind of try and change our change our course a little bit to support all the districts and um I've been really pleased with the work that we've done this year and and look forward to more success, more work on the ELCAT next year. >> Yep. >> Sorry, I realized the notes I had printed were the wrong year. And so that's what threw me off last time. I'm going to just wrap us up about our budget. So there's really four components to the budget piece of the LCAP. Uh the

060first component is calculating and reporting the estimated actuals. The the uh amounts that we plan for the actions in 2526 and those are reflected in those tables towards the back. The second piece is including planned expenditures for 2627 and you will see that those are reflected within the body of the LCAP itself aligned with the actions. And then we have the increased and improved services component that is also reflected in the LCAP portion of it and in the action tables and those refer to those seven items that Renee elevated. So, how are we increasing and improving services for un unduplicated students? And then lastly, everything is wrapped up in that budget overview for parents, which is at the very beginning of the document. Here are just the highlights. You can see in 2526, we are

061estimating to spend a little over $3.6 6 million in our base funding and about 625,000 in supplemental and concentration. And then moving into 2627, we're about 3.8 million in base funding and 3 641,000 in supplemental concentration. Next steps today, you'll have the board or public hearing. Um, and then on June 18th, there will be a presentation on the local indicators and Elise Simmons will be presenting that to you this year. And then the board will take action on approving the ELCAP. So, at this point, we say thank you and we'll take any questions that you may have. >> I don't have a question. I have a comment. Yes. Um, I think you guys have one of the hardest jobs in education there is. Um, because you're dealing with kids that have experienced trauma and events

062that um are not what an normal average situation would be. They're extraordinary, be them foster or violence or whatever. And so working with them when you were talking about um attendance and it seems like the kids with the disabilities and the long-term English speakers um may feel less connected to the rest of the I'll call it cohort. Um, and that lack of connectivity to them, feeling even more different on top of trauma and everything makes it makes them very susceptible to not attending and to not feeling like they want to go or need to go or, you know, that it's important to them. Um, and I think that there's just so many factors involved in dealing with this group of students and it's so critical that they get a good education and of beyond I

063mean in spite of all of what has happened to them in their young lives and I just I think you guys have the hardest job there is. Thank you for what you do and do very well. Any questions? No, >> I just um also want to just say thank you and I'm sorry I didn't include the full presenters Renee Will Reer and Elise Simmons and Amy Willis for presenting and for all the work that you do and being a part of this team. um in terms of like the planning and I had I had a particular question and this is just like more out of like curiosity than like programmatic but so there's the from what I'm understanding there's planning and then there's the execution and then there's the analyzing evaluating and reporting >> and

064you know lifetimes ago I when I worked in the nonprofit I I understand like the um the amount of energy and capacity it takes to um evaluate, analyze, evaluate and report. And so I just wanted to get your sense of how much of that process um affects the performance process and uh is there any I know we had talked about maybe a year or so ago like retooling the reporting process to help uh lessen the amount that is done. So, I just wanted to to speak to that because I can see this is like hu like the such a uh a like huge lift to do and we and it's important to be able to report and I and I also wonder how much of this if there were if it was restructured differently you

065would be able to spend on the actual execution and the time with the the community and and the students and I don't know if that's a good question but it's just that was in my mind so I don't know if I answered the I I asked the question correctly, but so I'll do my best to answer because I'm trying to wrap my head around what the what your question really is. I mean, in terms of retooling, the LCAP itself is a is a state board um document. So, we are >> at um we we don't have I guess >> authority to necessarily change what we are required to analyze or report or in the format that it comes. Um we we do spend a lot of time I mean one of the employees I mentioned

066Janelle Hansen's job is strictly like data she is the data specialist gathering us data collecting it putting it in in um spreadsheets so that so that the team can really look at the data and analyze the data to say is this action effective or not effective which is that part of that you know process to determine do we keep it going or do we switch it um Again, this is a three-year document. And so what will be interesting is we sort of are starting the third year of the three-year cycle. A lot of what you're talking about right now will happen next year. So it'll be a good good opportunity to really evaluate what is really working and what does need to be changed to impact student performance or progress. if what we've been work

067doing the past three years is having no impact then we need to change it right so I don't know if that's what you're getting at necessarily or the document itself or bit of both of both and then also because and this um my you know and if I don't write it down it doesn't exist right so like a couple of years ago when we had this presentation I remember something along the lines of the state altering the reporting. So there was a there was conversations around the state altering the LCAP um itself and it has gone through various iterations over time. So this is the newest adopted uh format >> and there were conversations about them redesigning the LCAP potentially for court and community school programs. Okay. And ultimately they landed on not doing that.

068Hey, um they they made some minor adjustments in maybe metrics that are required by Courtney Community Schools, but they decided to keep sort of the format the same. So, got it. There was a lot of conversation about maybe switching it and ultimately >> it's it's pretty consistent, >> right? Okay, that makes sense because some of the the reporting for the population can be a little tricky, right? And that's what we talked about before because they're not you don't have the children the the youth for as much time as maybe you know uh traditional um leas and so I think that is where I what I remember easily. So anyways yes you did answer my question and thank you for going down that um that trail with me. Um, are there any other more succinct question?

069>> Well thought out. >> I have no um >> when the law changed about the sending juvenile violent offenders to the court and community schools. I mean that has to have an impact on the environment and the population in the port schools. Um there isn't any specific mention of that >> as a a time point. And I mean I read the local news. I know what happens. I know what's going on with the population. And it seems like there's times when that faction of the population is higher than it might be at other times when things happen, they get put in that's got to have an effect and you know how do we is there a way to address that in this or do we have a way to look at that? I mean, there's

070nothing we can do about it, but I mean, I think the approach to dealing with that element of the population at the court schools would have a tremendous impact on the whole population. >> That's a great question and and a a really key thought. In fact, when just listening to the prior presentation, it gave me an idea about stability rate um specifically related to court schools because as you mentioned the the realignment of the DJJ allow what it has done as well. Yes, we have more heightened you know offenders. Um >> we also have students now for longer periods of time where before we would have them really short-term times. We still have that population that's very highly mobile, but we do have students who we have for a longer period of time. So, it

071may be in an interesting element to start to consider. Do we sort of pull those out? It would be small numbers given our size already is very small, but to look at some maybe local measure measures of data to say like how is that how are they doing compared to our short term? >> Yeah. And then adding it to the metric collection at this time would give you the ability to look at that because you could Yeah. And the worst offenders now can be there till they're how old? I want to say 24, but I'm looking to remain 25. >> Oh my god. >> So if they graduated though, then but you know there's they're out of our classrooms once they've graduated. So >> but that's a population. >> Correct. Correct. >> Sorry, page six.

072>> It's not as we're not subjecting out our specific message. So, talk about our secure track students. >> Uhu um for the first time. We added that in this year as we look at next year knowing that the population has grown. As of writing this, when we wrote this, there was 26 students in secure track. 26 of Where are we at now? So overall, we had 55 kids today, I think, at the JJC, 32 of them in school, 5 15 graduates, so actually 57. And in goal two, we do report on the number of students who are graduates but still residing within the courts in the JJC. How many of them go on to Alice Hancock or to a 4-year university. >> U so we do mention them kind of sprinkled throughout >> but maybe

073some additional we can consider some additional metrics on performance and whatnot. >> It'd be interesting to look at for sure. >> Thank you. Thank you. >> Yes. Thank you. So, now we'll go ahead and open for public hearing. Do we have any? >> We do not have any. >> All right. Well, then we'll close public hearing. >> Yeah, I expect to hear that. Um, so now we're going to have a presentation on the 2026 27 county school service and funded budget with super associate superintendent of administrative services Steve Fors and provide the presentation to the board. Take it away, Steve. >> Thank you. Uh good afternoon and I am pleased to present the 2627 proposed adopted budget for SPCEO. Hey, I'll begin by uh thanking uh the board for their consideration today uh of the

074uh of the adopted budget and uh a special thanks to the board budget committee uh who met last week uh to review or preview the uh adopted budget and uh really appreciated the conversation, the insight, the feedback, not just about the budget but our programs and even all the other factors that contribute to our budget. Um that's uh Mr. Walker, Miss Frost, and Miss Erman. So, thank you for that time. and it's extremely valuable. I also want to acknowledge the uh very hard work of the uh fiscal team here at SBCO uh led by Nicole Levenson, administrator um with Adiselli Vasquez as our fiscal services controller and Jessica Halurn, our fiscal services manager. Um putting this budget together is a lot of steps uh in a short amount of time. They have to produce estimated

075actuals to see where we're ending up in this current budget year so that we can project forward uh as accurately as possible our revenue and expenditures. And like I said, that's on a very tight timeline with a lot of coordination and collaboration with their own staff as well as uh programs and department staff and our fiscal team along with all of our uh our program managers uh and uh leaders all are committed to our budget communic our budget priorities uh or communicating our budget uh priorities within uh within the budget and that's continuous throughout the year not just for the adopted budget but as we um evaluate, adjust and continually monitor the budget. Um and for us that's uh ensuring that the purpose is to connect students with specialized services and deliver direct instruction. Um

076that we're connecting educators with professional development and career growth. Uh and that we're connecting our local school districts, charter schools and services uh to the services and support that are essential uh for planning uh operation and fiscal integrity. So I'll go into an overview of the CEO budgets. I think it's always important to highlight for COE's the uniqueness of our budgets um as well as the timelines in which we uh plan and monitor and implement the budgets. So I'll begin there. Uh right now we're at our adopted point in the cycle. So by Jan uh by June 30th uh we will adopt our budget for the upcoming year 2627. uh and when we do that uh we are incorporating our best data at that time. So the May revision of the governor's budget was released

077in uh miday and so that gives us the most accurate projections of uh where our funding will be. Um and then on the revenue side as well we're using uh our student uh attendance data and reporting from about twothirds of this current year um from all uh districts throughout the state. We take that data and that gives us our projections in terms of things like uh enrollment uh um student populations, average daily attendance, things like that. Um so that's how we've uh project out our revenues at this time. Uh and then for our estimated for for our expenditures, I'm sorry, we have managers meetings that we conduct uh to get a sense from our managers of what they're anticipating in their budgets for the upcoming year. Um and then we'll compile all those budgets to

078make the overall SBCO budgets. Uh, and a big part of that, like I said, is having those estimated actuals from the current year to really be able to project forward by program and then ultimately by FBCO where we uh see our expenditures going. Um, then at first interim, so this budget uh that will um will be adopted uh next week, we'll be carrying that forward into first interim uh and that happens by December 15th of this year. And what we're doing at that time is updating the budget to include revenue projections from our our enacted budget. So when the uh state legislature uh approved the budget and the governor approved the budget in mid July, there's typically adjustments to the May revision, we'll make those adjustments within our budget and then at that point we

079have all of the data reporting from the schools uh from the previous year completed. Uh so that allows us to update the all of the the student information, enrollment, uh demographics, things like that. Um and then we include uh updated expenditures through October 31st of the year. So that's the next time that we'll see the budget uh in December and we'll have all those things updated. Then we'll see it again in second interim and that's in March um of 27. Uh and at that point there wouldn't be any changes from the budget side. We're still operating from the enacted budget. Um but we'll have uh the first kind of entry of student data for the 26 27 year and we'll start to update those numbers. Uh we meet with our program managers again to uh

080anticipate where their expenditures not just where they are at that time but where they are planning for them to be for the rest of the year. Uh and that includes spending through uh uh January 31st of the year. And then finally uh that this budget that we'll be adopting 2627 budget will uh not be finalized until unudited actuals which occurs in October of 27. So not until the whole school year is over. Um then we're tying up the the budget for that year. At that point we have all of the student data from 2627 uh and we have all of our expenditures through uh through the fiscal year June 30th of that year. um that our budget cycle. Uh and then I also want to highlight some differences between county office of ed budgets as

081well as district budgets. Uh and so uh a small percentage of the COE funding is unrestricted and that's mainly our local control uh local control funding formula dollars, our LCF dollars. I'll go into what portion of the budget that is, but it's about 17% of our overall budget. So that's a smaller amount that's unrestricted compared to districts uh who the majority of their funding is unrestricted because the majority of their funding 65 to 85% of their funding is LCFF and LCFF is primarily unrestricted. So that 17% of ours compared to 65 to 80% of the district. Um at the COE multiple management positions you'll see more of those because they're leading countywide uh work and services. uh whereas on the district side uh you'll see more teachers and uh staff directly serving students. I'll point

082out later uh in our expenditures um our uh staffing percentage is closer to 42% of our overall budget where you'll see with districts there is closer to 80% of the overall budget or more our staff. So that you'll see a difference there. Um and part of that is compensated for that last box there which is fee for service uh uh type work. So work where it's either pass through dollars um as well as a big portion or an example would be our alternative payment program where uh it's revenue that we receive but we're paying providers that are doing work. So that's a big difference uh from biscuits as well. Uh and I mentioned that distinction and that difference between LCFF I mentioned that it's 17% of our total revenue. Um our funding formula is also

083different. uh districts is primarily based on the number of students and the demographics of the students. Ours is broken into these four areas. And so of our overall 17% of that LCFF um 70% of it the majority of it the operation grants and that's what we're provided for our uh oversight responsibilities for the districts and that's calculated based on the number of schools uh and the ADA um average daily attendance in the county. uh 9% is the alternative education program. Um and that's for us to run our juvenile uh court and community schools and that's based on the ADA of those programs specifically. And then we have uh funding 8% for differentiated assistance and that's based on the number of districts and charters uh that are eligible for uh differentiated assistance and for us to

084provide support to uh increase capacity for improve improving student outcomes. And then that last piece there, that 13% that's kind of like a carryover from the old funding model. Uh it's based on an amount from 2012 2013. Um and it's just always plugged into the LTF calculation. Uh and then another difference is how the excess property taxes are addressed uh within the funding. So uh for LCFF uh funded districts and COE's, it's the local property taxes. If they do not reach the entitlement level that's determined, then there will be additional state funding uh and support to reach that entitlement. Uh if a district were to exceed that entitlement, um they would be considered a community funded district, they'd be allowed to keep that excess funding. Um difference here is for COE's we have to return

085those excess property taxes and they're designated to uh fund um trial courts. And then I included the revenue in the over over uh in the overview side. Uh when I get into the budget itself, I'll get into the expenditures. But since we were talking about LCFF and revenue, um thought it was a good place here to talk a little bit about just the breakdown of our revenue sources. Uh 1% up top, and this is just our general fund. So I'll go over our general fund and our child development fund, and then I'll put them together in a in a slide. So uh for just the general fund, the fund one side, 1% is federal funding. Um those are things like title one uh special education and McKenna Vento. Those are all restricted dollars a small

086portion of the uh of the general fund. Uh 13% is other state revenue. So other than LCFF uh those examples are special education lottery CTE grants and the equity multiplier funds. Um the majority of those are restricted as well. Uh and then the uh the 34% is what I mentioned again 34% of the general fund is the LCFF and then the 52% is other local revenues. Um examples of that are interest from our uh ending balances or our fund balances. Uh and then our uh nonprofits there uh children's creative project partners and ed uh health linkages and grants. There's also some special ed direct service dollars in there, some special ed regional dollars um as well as um Medicaid. So, kind of a big pot of other local revenue on the child development side. Um

087looks a little different um but good to see them separately. Uh 1% is uh other local revenue. That's uh again the interest as well as some local grants. uh 14% is federal that in this case it's child nutrition and the alternative payment program and then 85% is other state revenue um that's the state side of the alternative payment program as well as state preschool um so what I didn't mention on the last slide is the general fund is about 49% of the overall budget and you'll see here that the child development fund fund 12 is 51% um of total revenue and when you put it together it looks like this uh 8% federal revenue, 17% LCFF, uh 26% other local revenue, and then 49% other state revenue. So, now I'll transition into uh this upcoming

088year's budget, and I'll begin there with an overview of the state budget. Um so, like I mentioned, uh the May revision, it's a big time for us. So we wait to receive that so that we can kind of plug in those final numbers and get a really clear look forward as to what uh is on the horizon there in terms of the budget. So big picture for the state uh the good news is there was a $6.5 billion uh revenue u increase above what was anticipated. Um so it doesn't result in a surplus per se. It actually is balancing the budget uh through June of 2028. Um and it also helps to build uh build up some of the reserves. Um so while the increase is um you know it's a good thing to have

089that increase the May revision still cautions about the risks um of potential kind of budget fallouts in future years and and those are mainly around the AI bubble. uh one of the big um you know uh resources or sources of revenue are the company taxes and so if AI companies were to go under there would be a loss there um as well as the continued reliance on the top 1% of income earners. So uh so the next year looks good but we're always cautious of the year after the next year. Um and so typically how the overall budget goes since Prop 98 is a portion of that we'll see the same pattern in Prop 98. So, an increase in Prop 98 funding, which is the guarantee for education. Um, and that is going to pay

090some settle up from previous years as well as make some deposits into the desert. And then a unique part of uh this year's budget is uh the statutory COLA was 2.87% which was higher than projected. So, that's a good thing that that uh COLA is applied to uh all other programs uh except for the LCFF. for the LCFF this year there the 4.31% super cola and anything above the above the statutory cola is called a super cola um so there's an additional funding for it this year it is only for LCFF so like I mentioned if our budget is only 17% LCFF that's only a super coler 4.31% on that on that 17% so that would look a little smaller for us than it would for districts if their LCF is 80% um any Another

091unique thing about that augmentation that one that additional 1.44% this year is that um that is not designated for but it was uh there's kind of an unfunded mandate for unpaid leave and that's assumed to be paid out of this and so there's a lot of conversations around is this sufficient for county offices of education. Um and so there's that's something that we anticipate will change in the in the enacted budget something that's still being addressed. And so um big overview of the revenue changes for the upcoming year. There was a total decrease and this is from our estimated actual. So that's why the estimated actual is important. It's where we're ending this year and where we're projecting starting next year. Um a total decrease of 10 million. Uh when you break that down, the

092unrestricted general fund remains the same. Um the restricted general fund is a decrease of about 1.7 million. And then the child development fund is a decrease of about 8.3 million. Um, and I'll just note on the 8.3 million, it's it is it is a decrease. Um, but it's also an adjustment in the approach to how they're utilizing their grant funding. So, grant funding sometimes spans multiple years or a year and a half or two years. So, this is an attempt to use the funds within the year that they're awarded, not the not just the time that they're allowed to be spent. So, it's a shifting as much as it is a decrease. Um on the revenue side uh we increased the uh co the LCFF by this by the 4.31%. Uh and then we increased

093all other uh categorical programs by the statutory cola of 2.87. Uh we still have these expiring grants um uh from the COVID time and just after that. So over the next several years there's these grants kind of these large multi-year grants that are falling off. uh we decreased funding for differentiated assistance. That is a uh kind of a three-year rolling calculation for that number. So, we we're kind we're adjusting that to predict for next year. And then once we find out the the the designation in the fall, then we'll adjust that number again. Um and then the transfer of the property taxes, which the excess property taxes about 9 million. And then on the expenditure side, um there's a total decrease of about 3.9 million. On the unrestricted general fund side, about a half a

094million and the restricted general fund side of about 200,000. And then the child development fund um a decrease of about 4.2 million. So you're seeing a near um you know revenue to expenditure changes. Um some expenditure assumptions that are included in the budget. Uh we're in the third year of a three-year uh collective bargaining agreement which includes a four year uh 4% increase to staff. Uh and then we're adjusting uh employer costs uh for health benefits. That's an increase we projected of 10%. We get the number after we do the budget. It comes in slightly higher than that actually. So that'll be an adjustment at first interim. And then the the pensions the stirs and pers those aren't increases. Those are the amounts. So I want to include the amounts so that you can see

095what they are. Um but that's why it's adjustments and not increases across the board. Uh and then thirdly, the reduce in the expenditures associated with those one-time grants. Uh and then you know we purchased the building uh in this current year. Next year we'll be working on the projects. Just to note that those are uh those the cost of those are coming from our facilities reserves. So you wouldn't see those big swings in our general fund budget because that's what the reserves were. Wrong button. Sorry. Well, I didn't intend to use the pointer, but that um you saw earlier that we broke out the revenue by um general fund and child development fund. That's part of our sachs reporting. Uh you get the big print out in your book, but in terms of the accounting,

096we do look at those differently and that's why some of our slides include that distinction. So, I'll get into the pigraph. So this is a a representation of o the overall expenditures um by the type of support that's provided. And so um overall budget there is uh 182.7 million and you'll see that the about 78% of that is student support. Uh 13% is district and school support. 4% is internal support and then 5% is that excess property tax transfer. So first we'll look at the uh district and school support and um internal support. That's about 17% of the budget overall. on the district and school support side. Uh that includes at um our local control uh and accountability plan supports as well as our student business advisory services um and some IT on the internal

097support side. That's kind of our our uh the bones the fiscal services human resources maintenance and operation. And on the uh support side, uh total that's again about 78%. Uh 8% is other student services. So that's our juvenile court and community school. Um as well as our career tech ed and our um our nonprofits uh I CCP and C CCR C and CERS, sorry. Um and then 19% is special education and 51% is uh ECE. And then if we take those and just those are kind of uh our expenditures by type of service. This is more of expenditures overall combined of uh items essentially. So if we run through this uh got a couple of 1%s there. The first 1% is capital outlay. Um that includes subscription assets. So we had um electronic health records

098that helps with some medical billing. That's included in there. our financial system. Uh escape is included in there. Uh and then one uh one-time uh purchases of equipment. Um the next 1% there is an interfund transfer out. That's a transfer to special reserve for capital outlay. So that's our facilities reserve fund. So about 1% is transferred out for facilities maintenance le leases and purchases. Uh the last 1% there. Um oh that's the um okay books and supplied. Okay that's pretty straightforward. Uh 5% there is um is our other outgo. So that's the excess property tax as well as accounting for some of those um subscription. Sorry I'm making everybody choke there. Apologize for that. I'll hurry it up. Yeah. um uh 13 13% there is the uh 13% the 42 the 14% and the uh

09915% that's all essentially salaries health and benefits that's the 42% I talked about and then the 50% you'll see there's the services and other operating um utilities insurance and then I I mentioned that alternative payment program providers um a you know a good portion of the budget and a good portion of this on the expenditure side as Uh and then when we just look at a two-year comparison, uh this this is combined general fund and uh child development fund. Um but the beginning balance um in our estimated actuals for 2526 was about 48 million. Um and when you look at the difference in revenue and expense, uh we end up at about 57.7 uh million as an ending balance. And that ending balance becomes our starting balance for the adopted budget. Uh and then based

100on uh the revenue expenses that I described, we end up at about 60.970 million um in terms of an ending balance there. And that's overall if we were to break the two-year comparison into general fund unrestricted, general fund restricted, and then child development fund. Um I'll just jump to the balances for the proposed budget for unrestricted starting at about 22.5 million um and then ending at about 25 5 million and then on the restricted side uh starting at 22.9 million and ending at about 23.2. And then for the child development fund 12.2 million is the beginning balance and the ending balance is 12.18. And then this is probably too hard to see from there but the point of this slide is that uh we also look at our three-year projection. So are we able to

101meet our financial obligations in the current budget year as well as the next two out years and you'll see from there that we have uh healthy reserves uh in that time. So the current year budget is a is a very good budget and it looks good um going forward for a couple years. I'll take any questions that >> I had a question as I was looking at the impacts and the priorities. >> Yes. Um, one of the things that I notice is that on the list is that there's a possibility that San Maria Bonita might request their um, special ed department or special education programs back to their own district. How soon would we know something like that's going to happen? >> Yes. >> I don't know if you have a magic >> in terms

102of timeline. I mean, I can specific if there anything >> cuz I know they were playing with that last year and decided not to >> like gee, I hope not. >> I just wondered because it's it's and then I think there's like seven more districts that want to begin full special school full services. >> Correct. >> And yeah, so that that's a lot of in and out. >> Yes. So, we used to call it a year and a day notice when a district would request to take back their services. And that was because they had to notify us by say June 30th of 2026 if they wanted to begin serving their own students in that program by um July 1st of 2027. That changed because of a change to the SULPA uh policy and that

103um goes into effect now. And what it will now be is if a district would like to begin serving their own students, they need to notify us by November of 2026, but they would begin serving their students July 1st of 2028. So, it's almost a tier two-year process, not quite. Um, and there's sort of check-ins and benchmarks in the way. So, we would know um by November 1st of this year um if that's San Maria Bonita's intention. Um and if they submit a program transfer request, then we would work with them to have that go into effect. >> That that sounds >> then next year. >> Okay. and we are going to begin serving um six additional districts um because of the disillusionment of the Sanas Valley Special Education Consortium. We're providing different levels of

104service to each um of the different districts depending um what their requests were. >> That's big. >> Thank you. Thank you. And the only other question I had is that Santa Maria High School and Santa Maria Bonita are sending fewer students to Fitzgerald. Is that my understanding? So that there'll be a reduction in the classrooms there. >> Yes. Currently there was two classrooms uh each for each program. Now they're reducing it to one each. >> Wow. >> Yeah. And that's fluctuated, I think, in the past, but that's the current uh agreement that they're >> I saw the numbers go down, too. But wow, >> the problems haven't gone down, but the numbers have gone. >> It's interesting that the districts actually adopt a philosophy towards expulsion and suspension and all of that. And it it

105yings and yangs. Um it's odd, isn't it? like every other year we get an exciting year. >> Thank you. >> Yeah, you're welcome. Any other questions? >> Um I have a quick question. Uh so from my understanding in the May re in the governor's May revision about between 5 to 8 million what um were deducted from the Prop 98 and I just wanted to know where how that affects our budget and where but those Prop 98 land in our budget. >> Yeah. So um they don't necessarily hit us directly. um the overall budget that it's taken from is it's projecting because those numbers and you see uh the cycle of the budget they're changing constantly. You predict them now and then they change that first and second interim. So what's being done um you know

106the maneuver of sorts is to kind of withhold some of it based on a lower kind of projecting lower than what they even what they could anticipate based on the data and then if that funding actually comes through or those numbers come through then they'll repay that um going into the following year. So the money isn't deducted or lost it's kind of withheld. Okay. Um, so it's it's kind of a small impact spread out throughout, but the concern is that, you know, it's legislated that the Prop 98 is supposed to be this amount, so it should be it should be issued at that amount so that we're not having to kind of true up um, you know, every year because if we have a bad budget year, >> then we're not going to have the

107money to true up. So, it works out great this year. Like I mentioned, the POP Prop 98 increase this year, they're able to pay back what they withheld last year, but that's not sustainable, >> right? Okay. Thank you. All right. >> Thank you. >> All right. Thank you, Mr. And now we'll have time for the public hearing. Seeing as we have no public comments, we will close the field. All right. And now we'll go to superintendent report. Turn this on. Thank you very much. Appreciate it. First, let me pause and see if you had any questions or comments on the submitted report because I have a several additional comments and questions that I'd like to to introduce today. So, any anything that from the report that I submitted? Okay, then I Okay, it's been there's

108been a lot of really really great work that's been happening. Thank you very much. Um, so let let me add to it uh a couple of notes. Um first on the two presentations actually that we had a moment ago which were in collaboration with many many many individuals. Uh you know that all districts right now all school districts are actually hearing and um having the hearings on their LCAPS and their budgets and um just a real thanks to our team on both the LCAP and the budget side. all of the involvement um with with your teams. Um I when we bring these forward, I have such confidence in sharing them with the board and appreciate all the questions and comments that you have. Um but it is it's been a it's a year-long process for

109both of those um reports and I just want to say thank you so much for for all that you do. Really appreciate that. Um, also want to say thank you to our county board for the acknowledgement of the what's happening right now, those exciting celebrations and yet that acknowledgement of the really deep hurt that's happening here in the in the county uh, North County. And um wanted to emphasize what I shared with you in an email earlier this week that um four of the individuals that were um uh part of that um fatal crash um were former JCCS students both at Fitzgerald and Doertz. And in talking with Bridget and Renee, um, Andreo's here as well from our, uh, juvenile court and community school team, um, there's just been a wrap around of love and

110support to the staff here as well as the students here because, um, while the involved students were former students and then went back to different sites, um, our students and staff know of the students who were involved and their families very closely, very interconnected and appreciation for the immediate support by um our team in calling uh family service agency and um the council on uh drug Kada the lead council on drug and alcoholism to provide support and therapy right here on campuses. So, um it is it's a huge community um pain that we're experiencing and that you acknowledge in both the celebrations but also that loss is um I I just want to say thank you for that and thank you to our team for your support. Um couple other things. So, since we last

111met, we the Children's Creative Project and Bridget and all of the board of the CCP and uh you know, they were at EMOD and Ari for three straight days. I think they they almost slept there. They almost slept there and um the county board in collaboration with our cabinet team contributed to the um beautiful chalk art on the left. Um, yes, it's a really big in a very prominent space. You can see right at the steps, yeah, the down the steps of the the front of the mission. Um, what's in front of the mission is the featured artist. But, um, it just is really, um, just a remarkable opportunity to engage the community and want to say thank you for being a part of it. Um, in fact, we had some SB CEO staff say,

112"Oh, I know that we had a Square contributed dedicated to us. I can't wait to see." So, we'll be sharing that out uh more widely, but thank you for the contribution. Also, uh my uh other a couple other announcements or um uh pieces here. Um we are here in the final days of treasuring our time with Mari Minhares. Yes, Mari is exiting our community, our SB CEO organization after 20 years with us. Um starting in special education, then in human resources, and then working it with the super my office this year. um headed to Washington State and um opening up her own consultancy and Mari is just a just a tremendous force. She's somebody that, you know, all of us have relied on, the districts have relied on, and and I will say too, um,

113personally, I think we've all exper we've all probably could say we've experienced this, but you know, when you have Mari on your team, you feel like you can do anything. You can accomplish anything. And Mari is just so knowledgeable, wonderful, and um, a dear colleague and a dear friend. And so, wanted to say thank you, Mari, for all that you've done. Appreciate you. You're welcome to say any words at the podium should you wish, but I did. I That's what I thought. That's what I thought. Yes. Yes. Yes. Um, two more things. So, one last is that um uh if you have recently checked your SPCO email, I let you know that there's some grand jury reports that will be coming out soon. Um there are have been two so far. We I'm I'm anticipating

114a couple more school related. I don't know. We don't know what they will be ever. So, wanted you to know that. Um since the county board is also being requested to respond, I will at this time we'll work directly with Nadra. Um but then I'll make sure that the county board is is uh looped in. But um at this time since we're just receiving them, yeah, we're just looking at them, reading them, scanning them, and and then and then um processing how to best respond. Um as you know, just making sure that you do know that it's a a volunteer group that uh consists that makes up the grand jury and the grand jury annually um chooses and selects some areas of the county. So they're always usually county departments um that they will look

115into. Sometimes it results in a report and sometimes it doesn't. Sometimes we know about them and sometimes we don't. Um but they each year that new grand jury will come up with some you know new areas to investigate and then um that agency is required or the agencies named are required to respond within a certain amount of time. And and that's about as far as it goes. That's that's as as much as it goes. And um I think that the volunteers have a lot of curiosity and and um you know they do a lot of u analysis on their own and research um and so I take the reports and recommendations as an opportunity to educate um share what we are doing um and in many way you know they're oftentimes they're looking at things

116that we are looking at too. So um but it's just an opportunity to educate and um and but by law we need to respond. So wanted to just to let you know and that you may be seeing that in the media and um so wanted to just didn't want you to be surprised. The final part is um interd district transfer requests. Okay. >> Yes. So um now Dr. Elise Simmons is our point person as you know um child welfare and services for SBCEO. And so um these interd district transfer requests are we we have now have three um that need to be heard soon in the next few weeks um prior to school opening. They they are um right now they are uh Santa Maria Orchet related interdist transfer requests. um we may receive more,

117we may not. Of the three, some may may continue may not, but at this point we have three. So I um wanted to share with you some of the thoughts around how and when the board may want to hear these uh requests since we are this is the rule that we have to we have to do this um June next week's Thursday board meeting is too soon. we we are we cannot we cannot process that uh the reports by that time and the orchid staff in this case um they they really need to be present and that just it there's just several reasons why next week won't work out. The next board meeting is July 9th and July 9th we have held for our the county retreat. Yeah. Um July 9th, however, seems like a

118good date to use um because you're holding the date. Um we have enough time to create the packets and work on the process and Orchit staff are available. Um if we used that date, that would mean that the retreat would need to be moved off to another date. I I I wouldn't recommend coupling up the retreat and the IDTS on the same date for just a variety of reasons. Part of it is cognitive and want emotional and all of that. Yeah. Just a lot of focus that we want to do. Um, so at a at another time and in fact what we could do is just for now talk about the IDT and when you'd like to hear the IDTS then we could even at the future agenda item portion then talk about when to

119do the retreat. Um, but for now I wanted to just focus on the interd district transfer uh hearing requests and get your and ask the chair if we could get a sense for when the board would want to hear those. The other the other option would be not using July 9th but then finding a special board meeting time that um would probably f be right in that July mid July time frame. Um because if we use the August board meeting, it would be too late. School would be Yeah. the school would school would have begun. So that July time frame is the right time frame. So just wanted to get a sense now if we could if we might use some time to solidify that date. >> Definitely. Thank you, Nad. Yes. Um Dr. Holly,

120superintendent for Arkansas. I saw her yesterday and she apologizes for sending us more water. I I did thank her for her work with the staff to have this happen now, right? I was behind a a lady and her daughter in the market and they were talking about next year she's going to go to junior high and so I happened to you know open my mouth and oh where and all she's in she's been received notice that the school across the street which is where she wants to go she can't go because they're full I didn't mention anything about the appeal to my lip on it but um they have been notified already which is fant they've done a fantastic job on that so I personally feel that we need to come up to our end

121of it and make it as soon as possible so that the parents will have time to yeah just wanted to see if there was somebody who you know really wanted to um pause on this and not use July 9th I think that was just be a really efficient way to go. If there's somebody who would just say, you know, let's let's rethink this. Um, otherwise, I'd like I'm feeling that you're feeling it would be a good use of time, but just wanted to see if there's any other opinion. Not that we don't want to have our the county board's retreat. I did speak with Lauren Ball, who's the facilitator, who said if we need to adjust, I can adjust. >> We just have to get it done in terms of Right. And I do understand

122the orchid has changed some things. So maybe it will be a neater package for delivery >> so that the emotion is not going to be so contained >> and so overwhelming. I'm just really hoping for that because I personally don't want to go through all of that emotion again. >> Yeah. >> So >> okay. So I think we have the date then July 9th. The question I have for you, if I may take a little bit of further time, is speaking of time, is the time we have, we're holding 9 to 12 for the retreat or 12:30. So, um, we could start at 9:00 if you wanted to rather than since you already have it, I believe. I don't know that there would be any reason to have No. Okay. So, 9:00 would still work

123as a time. And coupling with that, just asking for that is coupling with that, we're going to need to talk about location. >> I was just going to say >> so that so um the location I would suggest would be either here in Santa Maria, everybody here or a dual location for uh you to be in person either in Santa Maria and or Santa Barbara and we connect you by Zoom. So, I think those would be the the So, there's kind of a couple things is the time. Um, we could go back to a two o'clock. I just worry that we were holding 9:00. So, I'm really respecting what you've been holding. Um, we can put it at 2:00. Um, so there's the time frame and then there's the location. It's really going to be

124awkward thinking about our past discussions to have a split that the parents are going to be here. I mean, I would assume even with the split that the parents would be here and the orchet would be here. >> Correct. Oh my. >> It would be better for everyone to be in person, but I wanted to open that up. If if um if we're to meet Sanu in person um 2 o'clock might be better if we have >> That's right. Restricted for business. So our agenda isn't >> right. Yes. That's right. So for travel purposes >> for travel a little bit more. Yeah. >> Would it be possible to do 10 for travel purposes? Would that work? >> Yeah. So since we already have that time, but I know like we were thinking with the 9

125to 12, but yeah, that would be heavy lift. Um, it started at 9:00, but maybe if we start at 10 since we still have that >> and that suggestion >> 9:00 just mean we all have to travel down there all the time. Like to give us a little bit more time. >> Okay. So 10 all in person, 10 compromise. entertain >> right to go along they said and I and I hear you also on the agenda itself as we put that board meeting together will be uh conscientious not to stack it with anything other than what is necessary um at this time we were already holding things off just because it was going to be the retreat I just don't anticipate anything that the only thing I could anticipate by the way is um what

126came up earlier earlier today which is the olive groveou it may not be ready for Thursday it wasn't ready today there's there's nothing happening other than both sides need to review both sides need to get to their board so it's it's a timing thing so that might get pushed till the July meeting not sure that's about the only thing I could anticipate so we'll go with the 10:00 July 9th Dr. Simmons will communicate with both Santa Marie Bonita and Orchit um and our team as well and we'll plan it up again. >> Thank you. >> 10 10 until >> you know I um I would say it's probably been about I think we had anticipated or blocked off 45 minutes in the past per I'm looking at you for the timing. It's a good average.

127So 45 minutes right now. There are three. >> 10 to one. At this point sounds about right. We'll make sure to have refreshments for you. Um yeah tissue here. And at this time we have three. So we won't know if there will be more or less. I can bring an emotional support dog. I think >> we we I think that sounds like a great idea. I That's a great idea. All right, great question. So, till one I probably should have one. Can you mention something about next week? >> Yes. >> What's happening next week? >> Yes, there is a county board meeting next week. Perfect uh reminder. There's one on Thursday. Um but it is at uh what time is it? 10:00 a.m. dual location 10 a.m. next week and that is because the adoption

128of the LCAP and the um uh budget plus other presentations must occur separate from today's board meeting. So it's next um Thursday at 10 a.m. Did I give you enough time to look that up and see that it's on your calendar? Santa Maria folks will meet here >> 10:00 dual location. >> Will we just go a few? >> Yes. Making sure >> hour. That's right. That's right. We do anticipate um on that one to have a closed session of conversation. None of the both neither the meeting nor the closed session is really anticipated to be a lengthy discussion. Um we we do are hoping for an right about an hour for the whole moon. Okay. Uh that is the end of my report. Thank you so much. >> Okay. Thank you so much. Uh so

129we're going to move on now to the consent agenda and at this time the board will consider all the items below together and act upon them with a single vote. They include the minutes of the meeting held May 14th, the registration of credentials and other certification documents, the acception uh acceptance, excuse me, of donations, and the declaration of surplus. So, do we have a motion to approve? >> I move to approve. >> I second. >> Second. Okay. Any opposed? >> Okay. We have an extension and all in favor. >> All right. So that passes with >> six approvals and one extension. Okay. So now we're going to move on to our action item. uh the recommended approval for the 2025 2026 school plan for student achievement in juvenile court and community schools. So um the

130superintendent recommends the approval of 2025 and 2026 uh school plan. Um would you like to speak a little bit more to this go to? Yeah, that would be great, Lenny. Thank you so much. Hi. So there are two plans, one for our court school, one for our community school. And this is specific to our use of title funds. And we get title one uh N for or D for delinquent and title two for professional development. And so these plans outline how we use those funds and they are very similar because we are one department juvenile court and community school but then there are some unique differences between the two. >> Awesome. Are there any questions? >> Okay. >> Uh well I have the same question for the couple of items. This is the recommended approval

131of the 2526 school plan. Is that >> Yes. So the the year that we're just wrapping up and so we do have a couple of years of data in there just so you can see where what what we tried to include current data when possible and we had a lot of current data because we're also working on the LCAP at the same time. >> You know this is more like a ratification I gather, right? Is that what that means? >> Yeah, >> it's done already. So if we said no, we don't approve it. That is an excellent point. >> Okay. >> All right. >> Okay. >> So, with that, do I have a >> Sure. >> motion? >> A motion to approve. Okay. A second. Any oppose? Any absent, please? All in favor? I >>

132I All passes unanim unanimously. If you oppose, you have to rewrite it. >> Thank you, Renee. Um, so now we will move on to item 19, which is the recommended approval for the 2026 2027 consolidated application for funding. and uh superintendent recommends approval of the submission of California Department of Education with the 2026 2027 funding under the consolidated categoral programs as outlined in the petition that we received. Um and this application is submitted uh to the CD once a year. Uh so do I have a motion to approve? >> I second. >> Okay. Any questions, session? Any abstensions? Those all oppose? I >> Okay, >> then uh the motion passes unanimously and moving on to we're going to skip 20 >> um because theou will be prepared later and then we're going to go to

13321 with the recommended approval for 2024 2025 forest service forest reserve fund apportment at the portionment and superintendent can you speak a little to this before we take our vote? Absolutely. And I >> Steve the podium and and Steve, if you would to go ahead and address 21 and 22 at the same time, that would be great. So they're coupled. >> Great. >> Absolutely. Um so earlier uh this year we I think I shared some information about some of the small rural district funding that was available. Um one of those was the secure rural schools program that lapsed in 2223. And then in December of 205, so just this past December, it was reauthorized. So as part of the reauthorization, it went back to 2324 and a portion of that was sequestered. So that's a

134smaller portion. Um so that's the 2324 and then the 2425 is the full aortionment. Um this funding is intended uh to uh compensate rural districts for essentially the taxexempt status of federal land. So in our case the Los Padres's National Forest. So that portion um this is a a pot of money that's put aside for that. Um of the big pot 50% goes to the county itself for road repairs and then 50% comes to us um to support uh programs for students. And so that what you'll see here is kind of the dispersement amount for one year. Like I said, it's a small amount. Uh for 2324, and I know these are separate actions, but I'll give you all the information now. So for 2324, because of that sequestered amount, um our the the county

135portion um is 3 point is 300 3,315. I'm used to saying millions from the budget. >> Only $3,000. Um so uh the the formula for that is by ed code the SPCO can take 15% or gets 15% of that portion and then 85% goes to the districts and the way that we break out the 85% is using two different formulas. So half of the 85% is based on the territory that falls within each of the districts and then the other 50% is based on the number of students that reside in that territory area. So we have 14 districts and uh two community colleges that fall within that area by territory and by number of students. >> So Steve the 3500 is it comes up and then we disperse it to those schools. >> Well correct

136with board approval and it's it's this is the formula by which we would >> dispers. So again, same thing. This is retro meaning obviously those it's almost like reimburse. >> Well, so the funding is always previous year. So that's when we received previous year funding. And so we're going back because of the last year or because of the reauthorization, but we're taking last year's funding and dispersing it going forward. So you would be approving us to disperse it in this way. So it is last year's funds, but the dispersement is the action that we still have to take. So yeah, I have to pick your vote. >> All right. Any questions? >> Any other questions? >> One at a time. >> We vote one time for and for each one or can we group them

137together since >> I don't I would do them. >> No, not at all. Okay. So then we are asking for a motion for the recommended approval of the 2024 2025 forest reserve fund a proportionate I'll move to approve >> second >> okay any opposed any abstensions all in favor >> I okay that um is moves forward unanimously and now for the recommend recommended approval for the 2023 2024 forest reserve fund upper portion. Do I have a motion for that? >> Okay, I'll second. >> Any oppose? Any abstensions? All in favor? >> I use unanimously. And now we are going to the recommended approval for the use of 2026 2027 proposition 30 education protection account revenues. Uh so the superintendent recommends the approval of the 2026 2027 Proposition 30 education protection account revenues to be used

138for existing Losportas juvenile court school certificate certific certificated salaries and benefits and this is also an annual reoccurring item and uh do we have any discussion or explanation on this one or um I guess I think I'd like to ask if there are any questions about them. I think the the memo really describes it well. Um we we can't use the funds for administrative costs, but I think it's really appropriate to um support certificated um um salaries and benefits. So that's the request. >> All right, Susan. Yes, >> just uh probably 30 I'm gathering it's something that the voters voted on. >> Correct. Correct. And Oh, see. Yes. Thank you. >> Yeah. So, this was around the time that LCFF was implemented. So, this is actually incorporated into the LCFF entitlement, but it has to

139do with preserving and I'll let's describe this as best as I can, but preserving like the incremental increases again to top earners. So, it's this percentage of that income tax that's taken and put into this EPA account and it's dispersed um accordingly. um to use it is we would have to have board approval to use it in the way in whichever way we determine in this case. >> Really this is just like one of these things if this was on the ballot though somewhere state ballot >> county ballot some ballot >> state ballot >> it's proper >> and and I'm going to support it but like this is stuff that drives I have no idea how I voted I did >> and in part because I would have gotten I was like I don't know

140what he's talking I don't understand it has something to do with education >> blah blah blah blah blah but you know and I don't know what we do to improve this >> but you know just sort of listening like you know this is a good thing I think but I'm you know and I kind of pay attention to I'm like I'm not voting I don't understand what it is. >> Yeah. But it was on the ballot >> and it was >> and nine people voted in favor of it. Everybody else didn't vote. So >> sorry about this. Sorry. >> Yeah. >> Uh so yes, I'll move. >> Okay. >> For approval. >> Okay. Perfect. >> I move to approve. >> Okay. >> There's two. >> Can I get a second? >> Okay. Yeah. Cat a

141second. Okay. Any >> third any abstensions? All in approved. >> Yeah. >> I Okay. So, that passes. Um All right. So, then we're going to move >> we're going to move on to the recommend recommended approval for the 2025 2026 Proposition 28 arts and music and schools funding annual report. So, superintendent recommends the approval of the 2025 2026 Proposition 28 arts and music and schools funding annual report. This annual report is required to be reviewed and approved by the governing board pursuant to education code section 8820 G4. You can see Steve still what's going on? >> I've asked him to stay for a couple of more items. Yeah. So for this one overall the top 28 was uh to support specifically not art and music uh in schools but uh staffing and so it's given

142as a certain amount and so there's districts ourselves that don't the funding isn't enough to support a full-time position. So that's what the um the description of the waiver was up top. So then we're not reporting any full-time positions but we're we are using the money and that's what the waiver allows us to do is utilize the funds for non full-time staff. So we use contracted services uh to provide uh the arts uh and music education to the student. So that's this is just so when you see the zeros it's not that nothing's being done. It's just that there's no full-time staff that are associated with those funds. >> Awesome. Thank you, Stephen. And do I have a motion? I still make a motion. Do I have a second? >> Perfect. Any opposed? Any extensions?

143All in favor? I >> passes unanimously. And now we're going to move on to the recommended approval of requests for allowance of attendance due to emergency conditions and the juvenile court and community schools. So this is a recommend a recommendation to approve the request for allowance of attendance due to emergency condition to be submitted to the California Department of Education for the closure of classes u for the following and that would be for pfa school May 5th through 7th and 2026. And um do you want to get a little bit more description or on this? We they there are required waiverss for all schools if they had to close the school for an emergency reason. In this case, we um there had been um virus. >> It was a yeah noro virus. We thought that

144you know we couldn't have school in session because they're all in a closed environment. So in order to keep staff and students safe, they need to have school students be in their rooms and staff as well. So that's what the seeking. >> Thank you. You're welcome. And do I have a motion? >> Second. >> All any post. Any abstensions? All in favor? >> Passes unanim unanimously. Okay. Now we're moving on to the recommended approval of removed leases. So we're we're we're doing a lot of approvals today. Um, so the approval to renew the leases for the facilities located on Farnell Road and Main Street in Santa Maria. And Steve, take it away. >> Uh, so you'll see on there two leases. Uh, one is for Farnell Road. Uh, we previously had a 5-year lease here

145with 5-year extensions. Uh, in speaking with the owner, uh, we're considering a one-year lease uh, year for all of the space that would take us through November of 27. and then at that times uh renegotiating whatever space we do need for a lease going forward. So it's a lease renewal um but for one year is what we're considering um given that we'll be anticipating moving out of here at that time. So um so that's one of the leases. The other is for our ECE main. Uh we have a three-year lease extension option on that particular lease and we'd like to exercise um that option that building the program is doing well. We're occupying the space. Um, so this is just the renewal for that. >> Thank you. And do I have a motion? >> I

146move to approve. Do I have a second? >> I second. >> Any abstensions? >> All in favor? I >> I passes unanimously. >> A lot of reading this week. >> Yes. Yes. >> It was. Yeah. Um, okay. So now we're moving on to the number item 27 recommended adoption of order of election and notice to consolidate for the November 2026 trustee election. So this is a recommendation to adopt the resolution number 2610 ordering the governing board member election on November 3rd, 2026. And a and a brief description of this consolidated means to consolidate with all of the other elected um you know uh positions throughout the county on one single election date. The other alternative is to order a special election which is uh quite costly. >> Um so that's what this one is speaking

147about sometimes. Okay. And this is a roll call vote. So >> I'll move to approve. Move to approve. >> Second. And we're ready for a roll call. Okay. Mrs. Alvarez Flores. >> Hi. >> Dr. Armist. >> Hi. >> Mrs. Cardi. >> I. >> Miss. Man. >> Hi. >> Mrs. Frost. >> I. >> Mrs. Reed. >> I. >> Mr. Walker. >> Hi. >> Okay. Thank you. Motion passes. Great. Thank you. Moving on to item 28 of recommend recommended adoption of resolution covering conditions set forth for candidate statements. So this is a recommendation to adopt the resolution number 2611 covering conditions set forth forth in the candidate statements. Right. Thank you. And so there's really two variables here. One is who pays for the candidate statements to be part of the election. And it can be either

148the candidate who pays for that themselves or the school district or the county office. And so um over time in the history has been to have the individual pay for their own candidates filing fee and statement. That's the variable one. And the other one is around the number of words for their ballot statement. Um ballot statements the length um longer length has incurs more cost. Shorter has a lesser cost for the ballot statement. And so um 200 words versus 400 words are the choices. and um to be succeeding. That would be for anybody who would be entering in the race. And so um what what this um uh action is stating is that you you would be choosing 200 words versus 400. Um and that has been the traditional number in the past. There's been

149a year where there's been 400 words, but um I I think that we've uh determined that 200 has been sufficient. And it's my understanding that um Oh, the thought just flew right. >> I saw it fly. >> Oh. Uh that the candidate statement is optional up to the candidate whether they submit one or not. The filing fee of course we have to >> and just for clarification who is up this fall >> Mary Beth Cardi, Judy Frost and VAS. Thank you. Yes. Exciting times. All right. Can I get a move to approve? Thank you. Can I get a second? >> Okay. Perfect. And now we'll go to a roll call vote. >> Okay. Mrs. Alvarez Flores. Uh I was telling how I got for >> Mrs. Cardi. >> Hi. >> Ms. >> Hi. >> Mrs.

150Frost. >> Hi. >> Mrs. Reed. >> Hi. >> Mr. Walker. >> Oh, thank you. Motion passes. >> Great. All right. Now, we're moving on to just the information items on the personnel report and correspondence. Um, this was on May 8th, 2026, uh, from the California Department of Education confirming the acceptance of the Santa Barbara County Ed Office 2025 2026 second interim report. Um and in for our future uh agenda items, uh we will have a presentation by the LMPoke teen center program manager regarding their teen leadership advocacy council and their advocacy trips. A presentation by future for lonfolk youth. Um information on all of Press Hope Refuge and a discussion continued discussion on AB 1390 regarding board member compensation. And now item 82 adjournment. Oh no, sorry. >> Remind you what all of >> Yeah,

151it's the >> if I may also um one of the topics that I said we could put here would be a different retreat date. Um, so we don't need not speak about it now if you unless you'd like to, but we could talk about some of those those um, you know, we need to talk about that at a future board meeting for sure. >> Um, one of the Guy Walker um, he contributed an idea around having um, the board convene at a future say CSBA uh, board conference. And so I wanted to share with you in other words in lie of or in addition to a retreat. Um and so what I did was I I took a look at some upcoming board conferences since we had said we would be doing that anyway in

152advance. >> So um just for a moment wanted to pass this out. Let me make sure that it gets all the way to um Dr. Armstead and then she does. Maybe not. Now I doing a good job. >> So again, um, thinking about a retreat date. One, we might want to select a different date coming up in the summer or August or something like that. Another idea that had been raised is perhaps not having retreat but then meeting together at a county conference or both. So wanted to simply say that we scanned the county statewide conferences for county related conferences. CSBA has one for counties and you can see the date there in Marina del Rey. Um then there's the district and county um conference that Guy and Nadra attended last year and the dates

153are in December and you can see just information there. Um, one note as we if we discuss this at a future board meeting is that a board retreat couldn't happen at a conference. That's just something I wanted to back around with because the meeting itself would be a board meeting. >> Um, and that board meeting has to happen in county as per law. So, I just I checked into that one, but it doesn't mean that we couldn't go to a conference. Just couldn't have a retreat at the conference because that's a meeting. >> Because that's a meeting. Yeah. but wanted to share these dates with you. Wanted to just put that in the back of your mind as we then talk at a future meeting about coming back together. >> Thank you. >> So, the

154CSVA counties conference is directed towards county school boards, correct? >> That would be a good one. >> Yeah. >> Okay. And so, we'll add those two items uh to our future future agenda item list is getting getting old. Um, alrighty. I think it's time for now. >> Want to talk about potential dates for a retreat since this won't count? >> Well, we can do that now or we can set that aside to talk about it at another meeting unless we can just even if we had threw out a few dates for that over that could be helpful just because calendars get filled up. Yeah, >> we held that one for for a while. >> That's true. >> So, I guess my question for the group would be, do we want to try to do a

155different date in July or August? >> Anybody any suggestions? >> I have no idea what's on the calendar. >> You want to have your calendar? Okay, then. Never mind. I'm pretty open. Um, okay. If there's people who don't have an idea like what they're up to just because you don't have a calendar in front of you is what I mean, right? Um, one of the things we can think about, do we want to add it to One of the original ideas was adding it to a board meeting? Do we want to try to do that with the agenda for next week? >> Oh, yeah. There we go. That would be kind of I just know my calendar gets >> with the idea of adding it to a board meeting of one of the >> but

156we could talk about it in a meeting. Do you want to set a separate date when we want to do that? >> Appreciate that. >> Yeah, great solution. >> Good thinking. >> Yeah, it's insane. >> All right, thanks for getting us another date. That's close. All right, guys. It's time to wrap this thing up. >> Item 32. Can I get a motion to adjourn the meeting? >> All in favor? >> Meeting adjourned.