001Good afternoon everyone. Let's call this meeting to order. And that is our regular meeting on this date of June 12th here at the Santa Maria Cornell Road office. Um live simultaneous Spanish translation of the board meeting is available for those viewing online and I invite you to join me in the pledge of allegiance. Ready? I aliance to the flag of the United States of America and to the republic for it stands one nation under God, indivisible with liberty and justice for all. Thank you, Anna. Roll call. Okay. Mrs. Alvarez Flores here. Dr. Mr. Armist, Mrs. Cardi here, Miss Man here, Mrs. Frost here, Mrs. Reed here, Mr. Walker. Okay, thank you. Thank you. Um, board comments. Does anyone have anything they'd like to say? Okay. center. I was trying. You saw? Yeah, I was really
002trying. Oh, it keeps going off and on. No. Okay. Um, I was just saying that I really appreciated the tour of the juvenile justice center. I learned a lot. Um, I was especially moved by the care of the staff. Um, I really appreciated how it was organized, how thoughtful that was, all the services. It's almost like once they're there, they just know they're there. They're not getting into why or whatever. And it's like, okay, how can we do care? how can we prepare them the best we can for when they leave. So was just I'm still um thinking a lot about it. Sarah, I just wanted to pass along the obvious congratulations for graduation promotions for classes of 2025. Thank you. On that same note, I was just going to share I was fortunate enough
003to uh to drive down to Kell Lutheran and watch the graduation of the 19 uh residents, teacher residents, the candidates that are now employed at the San Maria Bonita School District, but who went through our pathway program and uh they're all bilingual candidates and ready to take it on. In fact, I had to tell a few of them, take a day. Take a day because they're so anxious to get into their classrooms. But, uh, wonderful ceremony and congratulations to all who have entered that profession. Yes, it's very hard to believe that here we are at the end of the school year and we have to acknowledge the hard work students have put in and the passages um graduation and achievements and and everything that's commensurate with their experience in um our public schools. Um I
004was able to attend the um Carpentria High School class of 25 awards um and present some scholarships to some of those hardworking students and over $500,000 in scholarships were allocated to these students. 85 of them received the Golden State Seal of Merit. So I was really proud of that. Very small graduating class. That's good. Um and our carpentry middle school as well um was able to uh bestow some students with special awards. Um, also wanted to let everyone know that the philanthropic community, which I represent as well, um, we have put together an education affinity group and it's a way to kind of address the news as we receive it and the activities of the federal government, how that impacts public schools and what might the philanthropic response be. So, I'll bring back to you
005anything pertinent, but in the meantime, just know that um that sector is is definitely looking out for our public schools and interested in helping to safeguard and shore them up. And I see we have one uh public comment, Mr. Victor McConnell, like to invite you up. You have about five minutes, Mr. McConnell. Right. Good afternoon. My name is Vick McConnell and I'd like to share two specific situations that I've weighed heavily on. One I've spoken about last time and one that I thought was so loud. First, on the switch procurement I brought up last time for a public agency and uh expenditures of this size, nearly $100,000, there are established transparent pathways to ensure fiscal responsibility. One is through a formal competitive bidding process involving requests for proposals and document documented bid evaluations. Another is
006the use of a cooperative purchase agreement which leverages a competitively pre-bid contract under a public contract code 10298. However, for this specific $100,000 switch purchase, the documentation provided by SPCO through responses to public records act requests appear to show that neither of these two pathways were followed. In April of this year, a request was sent asking for documentation between 2022 through 2025 in all records regarding IT related projects exceeding $15,000. Specifically, the requests asked for copies of all requests for proposals, requests for quotes, bid solicitations, bid evaluations, selection criteria, justification documents for vendor contract awards, and records of competing vendors if applicable. Yet, SPCO's own legal council stated that SPCO does not have records responsive to this request. This $100,000 switch project was initiated in 2024. Also requested was any project proposals, needs, assessments, or
007justifications for the switch deployment. What was provided was an email from the IT manager dated November 20th, 2024, in which they described what was done as quote unquote due diligence where they simply asked the IT vendor, the external IT vendor to find comparable switches. This approach is concerning as it suggests that the responsibility for researching and recommending equipment was handed to the very vendor that would directly profit from selling, installing, and supporting the same equipment. It is also important to note that internal staff with documented networking expertise and a daily presence at the locations in which these were installed were never asked for input or briefed prior to the procurement. And in fact, the installation was just carried out by the vendor on a public holiday and the texts were informed just one business day
008prior. for an organization responsible for over $150 million in public funds, the apparent lack of formal project plan, the outsourcing of due diligence to a vendor with a financial stake, and the stated absence of standard competitive bidding records are all noteworthy. Second, I'd like to share an experience regarding the my participation in internal safety meetings. For 6 months, I was an active participant in these meetings, invited by our safety liaison, and I contributed ideas and solutions aimed at enhancing site safety. My input included perspectives on emergency preparedness and evacuations where my experience as someone with different abilities was, I believe, an asset to these discussions. At the same time, however, I had been engaged on one-on-one discussions with an associate superintendent. I initiated uh I initiated these meetings to document my concerns about the organization's
009potential exposure regarding compliance and other legal responsibilities. I felt it was my duty to bring these matters forward to protect the organization. These concerns eventually formed part of a formal HR complaint which in an amendment included naming the same associate superintendent due to their oversight role relevant to my documented concerns. Then just one business day after I named this associate superintendent in my amended HR complaint, I was informed by that same associate superintendent that my continued participation in those meetings was no longer assured and would require new justification. This occurred despite my consistent participation and contributions over six months and despite the associate superintendent have been present in those meetings with me the entire time exchanging follow-up communications from time to time uh without issue. Both these incidences, one involving procurement practices that appear to
010lack transparency and due diligence, and the other involving what I believe to be a direct reaction to my documented concerns, reflect a deeper issue within the organization regarding decision-making processes, the upholding of transparency, and how employee concerns are addressed. I'm not raising these issues to assign blame, but rather to highlight the critical need for transparent and accountable processes, genuine respect for internal expertise in an environment where staff can safely share concerns without the fear of exclusion or retaliation. I urge the board to reflect on these matters to ensure that all staff can contribute meaningfully and that public funds are spent responsibly with the transparency and accountability our community deserves. Thank you. Thank you, Mr. McConnell. Right, that brings us to item number eight, the much anticipated LCAP presentation for SBCO 2526 and Bridget Bobitz will
011kick us off. Well, good afternoon again uh for those of you who hadn't seen earlier, nice to see you. Uh and I'm here today with a team. So the LCAP development is a team effort and I want to start by just acknowledging the hard work of three additional individuals who will be uh presenting alongside me today and that is Dr. Elise Simmons. She's our director of student and community services who really is instrumental in coordinating and moving our LCAP team along to uh finalize this product and put it all together for your review and our CDE review. Director Renee Wheeler, as you know, is the uh oversees our juvenile court and community schools. And Amy Willis is our director of transitional youth services. So you'll hear an a little bit from each of them today
012as well as myself related to the LCAT. So I'm just going to start with a brief overview of the document. You all my glasses slide away. You all should have received the LCAP document a bound book and hopefully you've had time to review that and take a look at that. There are really four main components I just want to highlight for you. The first is the budget overview for parents. So it's the very first document you'll see as you uh peruse that book. In addition, there's the 2526 LCAP which is made up of multiple parts. There are summary reflections uh a portion about how we engage our educational partners, our goals, a actions and metrics as well as the 2425 goal analysis. that is what's considered an annual update and that is now embedded within
013the goals themselves. So you'll see that in the LCAP as part of a reflection piece um as well as a section on increased and improved services. Then you'll come to our expenditure and contributing action tables and finally the instructions which are a required element of the LCAP. We're going to just take a brief look back at this year and how did we get here. So, our scope of work, you'll recall in February we came and presented on a midyear update. That was really looking at where we were to date on the LCAP from 2425. That goal analysis piece that you see now or the annual update is where we have finished the year. Oh, I already talked about that. And next we'll look at sorry the plan that we have in place for the year
014for our LCAP. So we have refined our goals relooked at some metrics and actions and updated our expenditures moving into this next year. I will say that the LCAP overall is a three-year planning document. So it started in 2324 and it'll take us through next year um excuse me year two yes 2627. So it's a full three-year document. We are in our second year of uh that planning phase. So, the LCAP overall acts as a guiding document or a strategic plan for both our juvenile court and community schools as well as our transitional youth services who support foster youth throughout the county. This current LCAP you're looking at has five goals which outline focus areas. There are three broad goals and you'll see those sort of highlighted here on this slide. Goals one and two
015are specific to our juvenile court and community school programs. Goal three is specific to our transitional youth services department and our support for foster youth countywide. That is a requirement solely for county officees of education. Goal four is a maintenance goal. This is really related to JCCS and also includes our countywide requirement for expelled youth um which is a a part that's solely for county offices of education. The fifth goal that we have is related to equity multiplier funds. It is called a focus goal. And this goal in particular is really targeted to support a student group that has the lowest performance on one or more state indicators on the dashboard. For our juvenile court and community schools, we have identified suspension rates uh for multiple student groups. So you can see this sort of
016listed here on this slide um to focus our efforts and attention on for these specific funds. So at this point I'd like to turn it over to our team and Elise Simmons is going to come up first to talk about our LCAP development process. Thank you, Bridget. And good afternoon, board members, Dr. Stels, Anna. Um, in February, I was um I presented the midyear update. And so, you'll see some of the this slide in particular is taken from that presentation as well. So, you might you might remember it. Um, so this just gives you an overview of the development process. It's a year-long endeavor. Um, and we begin early in the winter by developing and presenting the midyear report. Throughout the year, we gather educational partner feedback, but specifically really in in the winter and
017early spring, there's some more formal feedback sessions with different groups, which I'll go over in a moment. Taking the feedback from our educational partners, looking at our data for the year really kicks off the annual review process or the goal analysis as it's laid out in the LCAP itself. During this process, we may revise our goals, our actions, our metrics, and even our targeted outcomes depending on the feedback we received as well as our analysis of the metrics. And then additionally in the springtime, this is at the same time we're creating the budget um to support our goals and our actions, really ensuring that we're able to implement them and meet the needs of our unduplicated students as well as all of our students. So that's the overall process, the annual update or again as
018it's called the goal analysis in the report. I want to go into this a little bit more in detail. It's a critical piece of our LCAP development. So, we look at what we're doing this year in order to develop next year's plan. And that's just again that really that's best practice looking at data to inform our next steps. And so, we analyzed our progress. We took um our year one metrics that we had we have now. We identified successes. We looked at areas of need and focus. We then asked questions. And when I say we, it depends. So with juvenile court and community school, it's the leadership team. So that's made up of um Renee and other administrators um as well as teacher leads. And then for the transitional youth services department program, that's a
019combination of Amy, myself, and her data analysis. And they bring in feedback from their educational partners as well. So um two different groups and we're looking at the data and we're asking these questions you know are there improvements needed where are we doing well where can we revise are there other supports so we're coming from a place of gen wonder wonderment always looking to make sure that our students um are moving towards thriving joy success right and as we're doing that we're evaluating each of our actions Should we keep that action? Should we revise it? Should we eliminate it? And should we add it? And you'll see the commentary in the goals analysis as we're going through this process. Each prompt guides us to answer questions and to outline what we did well, where we
020see an improvement, some questions, what what changes are we making and why? And and so you'll see that in the goal analysis. And all of that will lead us to the development of our LCAP for next school year. And a critical critical piece of this whole process is engaging our educational partners. So I just want to elevate a few groups in our students and staff area. Um with students there was empathy interviews, focus groups, survey data, um staff ongoing conversations with staff at each weekly meeting as well as collecting survey survey data from them. special education, SULPA, the juvenile court and community schools leadership team, bargaining units, behavioral health staff, as well as working with our CTE director and coordinator. In the parents and community partners area, we of course parents and guardians. Um that's
021through surveys, conferences, phone calls, our school site council at the juveninal court and community school probation administration and staff district partners and then um for our transitional youth services program working closely with the leaison and the foster youth coordinating services program executive advisory committee. It's really a long name but and I would like to now turn it over to Renee Wheeler, the director of our juveninal court and community school. so she can highlight all the wonderful things that have been going on and areas for improvement. Thank you, Elise. And good afternoon. Good to see all of you again. It's been so long. Um, now that we've had a chance uh to look at the overview of our three-year cycle for the LCAP and our annual review process, I would like to dive a little deeper
022into uh our goals and cover some of our successes, our challenges and then of course finally the goals. So I would like to start with our successes. Um during our analysis we identified four areas of success. college and prepare college prepared um A throughG courses. Since uh becoming Wasp accredited in 2023, we have registered nine of our courses with the University of California Office of the President UKOP. Very long name. Uh A throughG course management portable. I wasn't even done. These A3G courses range from in-person English and algebra to multiple courses through our online program, Peak. As a result, we have seen a significant increase in the number of students enrolled in our A throughG courses as well as students successfully completing three courses these courses with the grade of C or higher. In 202425,
023we had 90.4% of high school students enrolled in an A3G course and 28.6% of these students successfully completed the course. uh our performance on uh CASP mathematics. JCCS administers the California Assessment of Student Performance and Progress, the CASP, to all 7th, 8th, and 11th graders each spring. In the 2023 24 administration of the CASP, we had a 6.7% increase of students who nearly met or met the standard from 2223. Our teachers have continuously engaged in professional learning related to mathematics through a workg group that is facilitated by a curriculum and instruction department and the workg group meets six times a year to develop to provide teachers with an indepth understanding of the content standards. In 2024 25 we researched, piloted and selected a new curriculum. This critical professional de development will continue next year with
024individual coaching to support the implementation of our new curriculum. Uh our parent and guardian engagement. So our concerted efforts toward parent engagement is paying off. And as you can see pictured up there, uh our event in October of 2024 was how to access community resources. And it was almost a packed house, almost as many as we have here today. Um we so we are very proud of the um increase and sustained parent guardian engagement that we have experienced during the 202425 school year in JCCS. We increased our parent teacher conference attendance rate by 2.3% from our baseline established in 2023 24 of 87%. We have also seen steady improvement in the number of parents signing up for parent square um from 80% to 96% through our community our California community schools partnership program or CCSP
025work and continued utilization of the promator network. We have increased the number of parent information offerings from three in 2022 23 to 10 last year in 2024-25 and our metrics show that we have consistently maintained a high level of parent involvement in our IEP process with 100% of parents pro providing input during the assessment process and 88% of parents participating in the IEP meetings. We are also able to provide interpretation translation services in Spanish and MSTEC at 100% of our events. In order to sustain this high level of parent guardian engagement, the LCAP will continue to have act actions that focus on providing outreach language access and a variety of opportunities to engage our families. And then our last area of reclassification and progress on ELPAC. In 2024 25, we had 40.6% or 13 out
026of 32 of EL students increase a proficiency level as measured on the ELPAC. This is even more remarkable when you consider the high level of long-term English learners or ELELS in JCCS. 77.8% of ELEL's who are long-term English learners as compared to the county average of 25%. Since the ELPAC becomes increasingly more difficult as students enter high school, this means that ELELS have a harder time earning the required score of a four. We are encouraged that the strategies that teachers are using in the classroom are having a positive impact on our English learners. We believe this in incremental improvement will set our students up for success as they transition to their home school. Yay. All right, LCAP highlights um and the area we also identified the following three areas of identified need. First, in the
027college prepared enrollment of students in a CTE course, we had mixed success in this area. Uh for the second consecutive year, we had 100% of our high school students at the community school enrolled in a CT course. So, yay. Unfortunately, we saw a decline in enrollment at the court school of 18%. In order to ensure that we continue to improve in the area of CTE, the JCCS director, the JCCS wh the coordinator and the CTE director will continue to collaborate with the goal to strengthen the CTE course offerings to continue to identify industry certifications, internships, workbased learning, and dual enrollment opportunities. Um our suspension rate is another area of need. We have achieved some success in reducing our overall suspension rate by 6% um from last year. And we would like to first celebrate reducing
028our suspension rate in our court school by 5.8% this year. Unfortunately, we saw an increase at our community school of 9.1% which is why we still see this as an area of needed improvement. Um, content mastery and mathematics, math continues to be an area of need of improvement. While we celebrate the fact that in the 23 24 administration of the CAS, we had a 6.7% increase of students who nearly met or met the standard from 2223. We recognize that we still have considerable room for growth uh to meet our goal of 35%. In addition, we saw a decline of 24 grade level growth on our local assessment, the adaptive diagnostic assessment of mathematics or atom. All right. So for our highlights uh we will start with goal one uh which reads all students will demonstrate
029proficiency of grade level content standards and will be prepared for college andor career. This includes four state priority areas. Area 2 state standards, area four pupil achievement, area seven course access and area 8 pupil outcome. So this is our biggest goal. It is aimed at improving academic achievement, meeting the needs of students with disabilities and English learners, and preparing students for college and careers. Actions focus on improving student achievement on CASP testing, providing credit recovery and intervention for students, offering A3G courses, and expanding our CTE program. Goal two. In goal two, our focus area is on strengthening educational partnerships. So it reads, "In collaboration with staff and the community, students and families will be provided with services to address individual needs and support students in overcoming barriers and impacting their education. The areas covered in
030this goal are area three, parent involvement and family engagement, and area five, pupil engagement. And then lastly, a priority area six, school climate. Goal two is aimed at improving school climate, student and parent engagement, and providing supports for students and families. actions focus on providing counseling services, behavioral health supports and training, and increasing parent engagement through parent outreach and ongoing communication. All right, goal four. Um this is our maintenance goal and it it reads continue to successfully implement programs that support basic conditions for learning in prior priority area one which is the basic conditions of learning uh based on the Williams report and state priority priority area 9 coordination of instruction for expelled youth which is the required uh priority area for COE's actions focus on maintaining a robust testbased program for JCCS students and
031countywide services for expelled youth. And then uh goal five, as Bridget mentioned on goal on slide five, this year we have an added focus goal for the new equity multiplier funds. Goal five targets the student group in JCCS with the lowest performance on the dashboard uh which is priority area six school climate specifically for our school suspension rate. Some of the actions we've identified are are actions um on utilizing restorative approaches, creating calming spaces, and you can see in the lower right hand corner the calming space that we created uh for when our students are elevated and our student led beautifification projects which is pictured right next to it on the left and which is our outdoor patio area for our students. Um and also implementing a student onboarding process for when students are enrolled
032at Fitzgerald. Um, our LCAP highlights and increase and improve services is one item we're required to report on in the LCAP is what we are doing to increase are and improve our base program that specifically targets and supports and services for English learners, foster youth, and socially economic disadvantaged students. Currently, 100% of students are considered unduplicated and fall into at least one of these categories. So in developing a plan to meet the needs of our unduplicated students, we focused on providing seven additional supports and services above our base program. These include additional academic supports and we use the intervention program uh let's go learn um our community outreach and career counselor to support students with transitions, course enrollments, and conflict resolution. Three, our teacher student ratios. We provide smaller classes for greater one-on-one and small
033groupoup intervention. Four, parent engagement events. And we uh contract with the promator network to support our outreach efforts. Uh five, translation services. We provide uh language access to our families. Six, behavioral health counselors. We contract with family service agency and KADA to provide substance use disorder counselor and a mental health social worker. And then lastly, seven behavioral support with a security staff. So security personnel were on campus for seven hours every day uh overseeing and intervening as necessary before, during, and after school hours. And he proved to be a great access. we definitely got the right man for the job. Um, so with that, I will turn it over to Amy. Good afternoon. And in case you missed it, because some of you I haven't met before, I'm Amy Willis and I'm the director of
034transitional youth services. The mission of our department is to strengthen the system of support that exists for our foster and our homeless students. And that's what we aim to do. So, I'm just going to put it all up there. I only have one slide to contribute to this conversation, but it anchors us. I shared last year when I presented, I'm I'm entering my third year. I'm almost done with my second year with the county. And I shared last year that our mission and our LCAP goal, although it's just one slide, really is like a rubric. I came straight out of the classroom into this role and I needed that. I needed something to ground me to sort of anchor our work and this is it. And so, as you can see, if you read our
035goal, it very much parallels what our mission is. And we have that mission hanging above all of our desk and we look at the work we're doing and we make sure it aligns with the mission that we have. And when I think about just this one goal, I could talk for a really long time about it, but I was told maybe not to talk for a really long time about it. So I'm going to talk for a little bit of time about it. And if you look at these bullet points here, these actions, it's really interesting. This improve inter agency collaboration and strengthen collaboration with districts specifically. These two bullet points when I do a needs assessment for our foster youth education liaison, these rise to the top. This is what they want. They want
036to work with agency so that they know when a student comes to them, they have a resource to send them to. They have someone to reach out to. they have that system of support that is strong for the student. And then also we're finding more and more my first year we kind of did a lot of Zoom. Now we're trying to do a lot of in-person regional inperson. We just had a regional in-person um end of year celebration and I got such positive feedback on bullet 2 there that everybody loved working with other districts. We had people that came all the way from Santa Barbara up here to Santa Maria because they wanted to meet with districts who were different than their districts. So, it was really, really powerful. And the way that we structured
037these end of year celebrations was to focus on the celebrations from the year, to focus on the struggles and the lessons and the plans that we have for the future. And so I thought with the little time that I have, I just kind of want to highlight some of the celebrations that we had as transitional youth services so you get a sense of some of the highlights and the things that we're doing to really address these goals or this goal I should say and stick with our mission. So, I want to start by just highlighting one of our most powerful inter agency collaborations as transitional youth services has been with the nonprofit YouthWell. And we reached out to them because they run, if you're familiar with YouthWell, they run youth advocacy boards all over the
038county. And what I'm hearing in those same needs assessments from our liaison is we need to elevate student voice. We need to hear the voice of our foster youth so we can better serve them. So I because my husband says I'm always fishing for friends. I'm always trying to get people to to collaborate with me. I reached out to them really early on and just said, "Hey, I think there's there's some possibilities for us to work together." And one of the other things that come up on comes up on our needs assessment is the need for all of our liaison, all of our staff really all across the county to approach our foster youth, to approach all students with a trauma responsive approach. And so at the beginning of our year this year, we had
039YouthWell collaborate with us to provide an all day mental health first aid training for all of our liaison. And during that time, 36 people got certified in mental health first aid to better serve their students. And so that was really powerful. And that connection with youth wall has continued. Our end of year celebration was they they weren't necessarily here, but they informed a lot of the work that we did. and it's leading us toward a beginning of the year mini retreat for our liaison that focuses again on elevating student voice. I've had listening sessions. I had one today with some of our liaison about what do you want to get out of that? what are you hoping to see happen on your campuses to support these students? And I got really good input that I'll
040share with youall and we'll work together and come up with some ways that we can, you know, I don't know if a youth action board is possible at every high school, but you know, something along those lines where we can better hear the voice of our foster youth. So, that that has been a very powerful collaboration. Another one real quickly is our um newly established monthly kind of coffee meetings with family care network. They have a program called independent living program and this focuses on kids who are graduating and and going to be on their own who are in the foster care system. And what we do is we meet with them every month and we bring our list of seniors and they bring their list of seniors and we cross reference and make sure
041that we talk to the social workers and get them referred for ILP services. Make sure that they're taken care of beyond postsecary and um that's been a really great collaboration. But moving forward, we've decided that it doesn't make sense that we're just doing this for our seniors. So, in our last meeting, we printed out all our high school students so we can make sure that we're tackling their needs earlier than senior year. So, these two, they're just two of quite a few um collaborations that are newer and have been very, very meaningful and lead us closer to meeting that goal. The other thing I would mention is that we have an amazing executive advisory council that I meet with three times a year and we have the most passionate, incredible people who serve on that
042council. I have shared with them our goal here. I've shared with them every step of the way the progress we're making. I have data presentations every time I meet with them. and they have been so helpful in this. And I'm proud to say that we finally have an executive advisory council that represents all of the stakeholders that we wanted. Well, that's not true. We still don't have a judge, but aside from a judge, we have every other stakeholder. We have two new foster uh former foster youth on our council. We have representation from our ECE program here at SBCEO. and we have um some representatives from CASA which we didn't have before. So some new members who have really just um reinvigorated the group and it's been really really helpful and definitely applies to this
043goal. Um so that's that those are my highlights but I if you have any questions I'm happy to answer them. Yes. Do you wrap should be um other metrics like you do for JCCS for the transitional youth like um currency expulsion suspensions. We do we track chronic absenteeism, suspension and expulsion rates and what is the other one that's in the LCAP? Graduation rate. Okay. And then but you don't set goals or objectives for those areas or are they in the details of the LCAP that they're in the details of the LCAP. Okay. Um we do look to improve those rates and remember our department is supporting the staff that supports all of the districts and charter schools. So, um I I can't comment on every single district, but we do look at the overall picture
044and we do seek to improve those rates. Absolutely. Perfect. Yep. Anything else? You said you look at the cap districts. No. No. I mean, actually, part of our work is to look at the LCPS for the districts and see where their goals lie, but our goal is to report on the Santa Barbara County um results in those areas. All right. Thank you. All right. I'm going to wrap us up on budget, the final kind of component of our LCAP. And so there are really um four main components in developing the LCAP budget. The first is is that we calculate and report our estimated actual expenses for the 2425 school year and those are reported in the action tables themselves. So you'll see that at the back. We also include our adopted budget expenditures for 2526
045planned actions and we report that within each goal and it is also included in the action tables at the back. Thirdly, we ensure that the requirements are met to increase and improve services for our unduplicated students. So you heard Renee talk about those seven items and that is based on a formula of our supplemental and concentration grant funding specifically to support unduplicated students that is also included in the goals themselves and in the action tables at the back. And finally, everything is sort of rolled up into the budget overview for parents, which is located at the very front of your book. So you can see all of those numbers in in explicit detail both in those contributing action tables or excuse me, action tables and budget overview for parents. I'm just going to highlight briefly
046just some numbers just to pull them out so you can kind of look at some broad strokes here. In 2425, we spent our estimated actuals for our base program is coming in at about 3 almost $4 million. We'll just round up for ease. and our uh estimated actuals for those increased and improved services is just shy of $600,000. As we look forward into 2526, we are looking at a base program and this includes I just wanted to let you know this includes our LCFF dollars. This does include some state grant funds that we receive and it also includes some local and federal fund dollars. So, there's quite a bit wrapped up into that. Um, we're looking at about a $4.2 million that we're spending uh allocated here in our LCAP. And then when we look
047at our planned expenditures for our increased and improved services, we're just over $700,000. Next steps in terms of this, today was sort of the presentation and public hearing we'll be having on our LCAP. Next week, I will do a presentation on the local indicators and explain how those are connected to the LCAP that you're looking at today. And then the board will approve the LCAP along with the budget which uh I believe Steve will be presenting on. And that is it unless there are any questions for our team. I know it was a lengthy presentation. So, okay. Thank you all. Thank you. Thank you, Bridget and team. It was really interesting to have the tour just prior to this. It gave it a lot more color. Not that the report isn't brilliantly written, but actually
048understand it more. Um, at this time, we're going to open the public hearing on the Santa Barbara County Education Office 20 2526 local control and accountability plan. [Music] We'll go ahead and close that here. Okay. Next up, we have a presentation on the county school service fund budget. Um, I wanted to thank um our colleagues Judy, Vita, and Guy for sitting on the budget committee. And Steve is ready to take us through that. Thank you. Great. Uh good afternoon. Um it is my pleasure to present to you the 2526 proposed adopted budget. Uh this year you received the binder. Uh in that binder there is a budget narrative. Uh provide some explanations of some of the uh changes numbers you know essentially some of the um things that are happening behind those numbers for your
049reference. Um both last year and reflection and going forward into next year. Um you also have a copy of the presentation that I'll be sharing today as well as a standardized account uh code structure sheets which is kind of the comprehensive um accounting of the budget and then there's some references um or some um uh different documents in the back that have to do with uh fund balances as well as some common terminology um things like that. So I'll begin by thanking all of you for reviewing that material. Hopefully, it was helpful and helped to provide uh information that you needed to get a comprehensive understanding of the budget. Um, and I'll reiterate what uh President um already said. Um the input and insight uh that we receive and questions from the budget committee um
050Mrs. Frost, Miss Alvarez Flores, and Mr. Walker. Um, not only does it help to inform this particular presentation today, uh, it helps us to, uh, consider, uh, potential, um, items that we might want to include or perspectives, uh, for a future budget presentation. I also want to give a big thanks to our SPCO fiscal committee, uh, Nicole Levenson, our administrator of internal services, Adiselli Vasquez, our fiscal services controller, uh, and Jessica Halberg, um, who is, uh, our first year with us as our fiscal services manager. um first year in that position. Um not only for the work that it takes to put the budget together um but as well as the time that it takes to collaborate with our program managers to really capture their program plans um within the budget. And kind of in
051that spirit um that is uh our budget objective. Um it's to continually adjust and monitor this budget um so that we can serve our overall purpose which is to connect students with specialized services and deliver direct instruction. um connect educators with professional development and career growth and connect local school districts and charter schools to services and support that are essential for planning operations and fiscal integrity. So I'll give an overview of the budget budget timeline budget structure before we get into the numbers for this current year. Um we've seen this slide a couple times. Um but just kind of as a reminder this is a single adoption process. It's a moment in time. Um we've captured the numbers as we understand them now for our adopted budget for the upcoming year. Um we have two
052reporting periods. First interim um in December uh of um the of this year and then a second interim in March of next year and then we tie up the budget after we've completed the entire fiscal year. Um and that happens uh around October of next year. So a little bit about what goes into each of these parts of the cycle. Um right now we're using the May revision to the governor's budget uh as input on what our revenue um sources would be. Uh that uh state budget is enacted um by July 1st and then we will use those numbers to update first interim. Um we're also looking at our reporting uh data for ourselves and our districts um that was done kind of in this spring as our most current numbers. Um and then uh
053like I mentioned, we have our managers meetings and our estimated actuals from this current year to help us uh look at our expenditures. Uh first interim I we look at that enacted budget. We update any revenue changes at that time. Um by then we've completed all of our reporting for uh this current year. So we can plug in those numbers. Um and then we look at our spending through October uh 31st of the year. And then second interim um the enacted budget hasn't changed at that point. Now, we're looking at our uh first quarter essentially reporting um for that year. Uh and then we're meeting with our managers and really looking at our spending uh through January 31st of the year. And then like I mentioned, uh we have all of our data numbers um
054not until October of the following year to tie up that budget. Um and then another thing to highlight as before we get into our overall budget is what are those differences between COE's and districts. Um, you know, we have a small percentage of the COE of our uh of our funding that is uh unrestricted. Um, so you'll see that in the budget as we look at our restricted funds from the general fund as well as our child development funds which are restricted. Um, that diff that differs from the uh districts uh which tend to have a large majority of which are unrestricted. U we have multiple management positions leading our countywide work and services. You'll see that in the portion of our budget that has to do with school district support as well as student
055services. Um whereas districts more teachers, more kind of direct classroom type support. Um and then many fees for services, contracted work, accessibility cost. Um you'll see that as well. So a little bit about the COE's uh LCFF. Uh again, you've seen this before, so I'll kind of go through this part quickly. Um you know, our operations is our base grant based on uh the number of districts uh and and we have and then based on their ADA as well. Uh we get additional funding for LEA support. that's to support them with their LCAPS, districts and charters, as well as those that uh qualify for differentiated assistance. And then for our alternative education grant, um that has to do with uh ADA for our um JCCS uh and um community schools uh as well as um
056uh additional funding for certain student groups uh within uh the school. And then there's a base rate funding uh which accounts for if you operate one uh juvenile court school and if you get a certain amount and then an additional certain amount if you have a if you operate a county community school which obviously we do both. Um and then uh a little bit on excess property taxes. Um, so with that LCF with our LCFF funding specifically, um, if our local property taxes do not reach our LCFF entitlement, then there's a contribution from additional state aid to reach that entitlement level. Um, or districts, if they exceed if their local property taxes exceed uh that LCF entitlement, they get to keep those additional funds. Uh, at the COE, we have to return those excess property
057taxes uh to fund state uh return to the state to fund trial courts. And so um in our in your and when I present the budget, you'll see excess property taxes as both a revenue and an expenditure. So we track it coming in and then we track it going out. It helps to isolate that from um the rest of the revenue. And then when I mention LCFF, um it's important to highlight that portion when we talk about the COE having um much less unrestricted funds than a district. LCFF only makes up 28% of our uh funding sources whereas a district will have a significantly more or greater portion of LCFF funds. Um some of the other uh portions are uh I'll kind of start from the top. Um a small portion of restricted um children
058family resource services, career technical education and other unrestricted categoricals. Um our restricted special ed funds are about 24%. And then you'll see the the biggest portion on the bottom there which is our restricted child development or early early care and education funds at 43%. Sorry. Yeah. Just on that piece about that we only received 28% versus district may receive more. The may has to do with the basic aid versus I know it's not called revenue limit anymore. Yeah. Yeah, 28% it actually has to do with the fact that the LCFF funding formula since it's a student component for districts, right? It's it's all funded through the number of students they have. So, uh it's it's the funding formula uh for the districts is different than the COE's. Okay. That's why they receive significantly more and
059then on top of that, if they happen to be at base, it would be even more. Correct. Okay. Good question. Okay. Okay. And then just some of our restricted funds. Um even breaking down uh the restricted special ed restricted um uh CERS CTE and the ECE a little bit more. But that's some of our federal revenues titles ones, twos, and threes. Uh special education we mentioned and child nutrition medical administrative um activities. Uh one-time funds like ESSER child development funds we mentioned and then um CTE CERS. And then on the unrestricted side, that's our LCFF sources, our lottery funds, and then our education protection account, which comes before you today as well. And then other factors that contribute into the budget that are um you know on the uh the contributions to um to pensions,
060the calsters, it's remains consistent, but it is a high number. And then you'll see calpers kind of fluctuates, but tends to be increasing. So those are additional uh expenses that we have to account for uh from year to year as well. Okay. So I'll transition into the actual adopted uh proposed adopted budget for 2526. And I'll begin with an overview of the state budget. Uh at May revision um the state budget uh appeared to have a shortfall of about 12 billion for the for the 2526 fiscal year. Um and they were able to mitigate that with various solutions including using reserve funds. uh deferrals, reductions, things like that. Um so while that largely keeps the education budget and guarantee protected for this upcoming year, it does make us weary of future years uh when maybe
061some of those various solutions are no longer available. And so as we look ahead um the changing national conditions um the economists with those in in mind uh economists consider uh we're going to be entering a growth recession and that varies from a traditional recession um in the sense um that it's maybe not as severe or not as imminent. But uh what's indicating that is tariffs and downgraded personal income uh tax revenues um in 5.2 billion lower revenue in 2526. So projections um based on those conditions are that uh the revenue from income tax will be less in the upcoming year and we see that now already um at May revise the Prop 98 guarantee was 2.9 billion over what we predicted in last June or this time last year. Um but we had an
062uptick in that in January. We we thought it was going to be up significantly more. So higher in January and now we're kind of trending back downward. So, all that to say, um, looking ahead for the the coming years, um, you know, to be strategic in our in our budgeting, there was a 2.3% cola in the May revision at January. That was a little bit higher. Uh, that's a nationally produced number. It's not a California number. It's based on the gross national product that they calculated, but that is an indication of kind of what's tacked on to some of the funding that we receive. uh it is applied to LCFF and some of the other um programs um but certain programs don't receive it. Uh some of those one-time grant funds uh our uh state
063preschools did not receive it this year. Um so uh it's not a blanket application to all of our funds. And kind of big picture overviews uh in uh revenue changes for the upcoming year. Uh we saw a total decrease of about $14.2 million. Um, and I'll go into a little bit of detail on the breakdowns there. So, unrestricted general fund, um, that a lot of that is the LCFF, so we didn't see a huge change there. Um, unrestricted general fund, um, in the restricted general fund, the 5.2 million, um, the largest contributors to that are the, uh, special education program takebacks by, uh, by Lumpoke um, as well as, uh, some of the, uh, expiration of one-time restricted grants and funds. So those particular ones have certain assignments to them so when they go away
064um they're not necessarily impacting the day-to-day operations. And on the child development fund side the 8.8 million um has uh some significant factors contributing to that is the removal of unearned income from the preschool programs in Santa Maria. We know we're looking for space. Once we're able to operate those, then we can plug the revenue back in. So it's not taking away from any existing programs. Um there's also kind of one-time stipen funds that went away. Um those do not impact our contract costs, so we're able to operate the programs um consistently. Um and then one other factor with both of those two is there are uh funds and grants that we have that we don't necessarily assign the revenue maybe until first interim because we're not sure if those funds carry into the next
065year even though we might have an indication that they do. And then our revenue assumptions, um the increase in LCFF, uh the 2.3% COLA, that's accounted for in our revenue. Uh we remove those one-time funds, uh some still related to COVID. And then we decreased funding for differentiated assistance based on the calculation, um you know, that we received uh on the number of schools and different districts and charters and differentiated assistance over a three-year period. Um and then uh including that excess property tax as well. And then some big picture expenditure changes. Uh you'll see a total decrease of 6.9 million. So the expenditure decrease doesn't match the revenue decrease because we had a surplus this year which you'll see in our bottom line. So we didn't have to reduce expenditures by as much as
066the revenue reductions. Um we just kind of right fitted the uh you know the budget for this year. And then some of the assumptions uh was a 4% increase for all staff um increases in employer contribution costs uh like I mentioned on a previous slide and uh reducing expenditures uh with the expiration of one-time grants and then of course facilities projects deferred maintenance facilities funds are accounted for in those expenditures as well. Um and then uh as I jump into the uh the breakdown of the exp of of the budget um just keeping in mind that we do follow the standardized account code structure um that allows us uh to track as would any um um LEA to be able to track our general fund separately from our child development fund. So um general fund
067fund one child development fund fund 12 we track those separately. Uh today you'll see them presented kind of together and then broken apart. Um but again following the standardized account code structure. So overall um we're looking at uh my eyes are worse than I thought. I'm going to look here. Sorry about that. Let me grab my I know it's 70 something. Okay. That still didn't get me there. I'm gonna go to this. Sorry about that. I'll call on the audience to read it to me. There you go. Uh 76% um of the budget is uh on student support and again this is combined general fund and child development fund. Um 14% is school and district support. Uh 4% is internal support and then 6% is the excess property tax. So going into each of those
068in a little bit more detail. Um if we highlight the district and school support that includes our teacher induction program uh I mentioned LCAP um uh information technology service our school business advisory service that has legislated oversight um of budgets and then administrative credential programs. So the variety of programs that are included in uh district and school support and then our internal support is our fiscal services human resources and maintenance and operation. And then going into a little bit more detail um on the uh the services side um our other student services uh include JCCS uh CERS um partners in education CCP uh and then we have 20 24% for special education and 42% for uh for ECE and and just as a note that breakdown is pretty consistent from year to year. It might
069be a fluctuation of 1 to 2% in any one of those sections of the of the graph there. And then adding dollar amounts to the budget, um we're looking at an overall budget of almost 156.5 uh million dollars. And so when we look at student support services, almost 119 million are assigned there. And then um internal support about six and a half million. And then uh district and school support um about $22.6 6 million there. And then I'll go ahead and look at that the two-year comparison. So our estimated actuals is our best estimation of where our it's where our budget was um probably in late April. Um so we try and estimate our expenditures at that point for the remainder of the year and we compare um our proposed budget to that number uh
070because that's a component of where we build from. So our beginning balance and this again is our combined general fund and um child development fund. Our beginning balance was about 36 a.5 million um when we began 2425 and our estimated actual predicted to be about 46 45.6 million um to end this year. So we carry that budget that ending balance into next year for our proposed budget. Um and we would be looking at um a revenue uh of slightly um over 158 million and then our expenditures at about 156 and a.5 million. So we'd be carrying over a little bit more into our ending balance um at the end of next year. What is the Did we lose a program? What's the $12 million reduction in revenue and basic expenses? Oh, so it had a
071little bit to do with uh kind of the previous slide with our o overall revenue and I'll just go back to that real quick so it be consistent. So we saw some we saw some loss of revenue um in our restricted general fund which had to do with our special education program takebacks um as well as the expiration of some of our one-time funds, grant funds. And then on the ECE side um it had to do with removing some unearned income for a program that we're not currently operating. um as well as uh some particular grants um that we don't know if they're going to be carried into the into the following year. So So again, the onetime money that I sort of get Yeah. when I see that kind of change, what strikes me
072as generally some program went away and I heard you say as well as some programs that were not running. Um, you know, to me it looks like it's $10 million or close to it. Yeah. So, so a portion of it or probably almost half of that is is funds that were onetime funds that we were expending. Last year was the last year to expend them. Okay. So, a lot of them had to do with materials, supplies, community support. They weren't used to operate the program. Okay. So, contract costs remain the same, but particular funds aren't carrying over into next year to do additional for additional material supplies, things like that. Okay. Yeah. Thank you. And we'll see at first interim that there probably will be an increase in the revenue when some of those that
073can be carried over um at that point are sorry let me get back. Okay. And then the the next one kind of breaks out that number into our general fund unrestricted general fund restricted and our child development fund. So those numbers those changes that I showed in uh revenue and expenditures in the previous in the earlier slide these are the numeric values assigned to those. So we see the uh in the unrestricted side um the revenue remains about the same from estimated actuals at around 33.5 million those first two columns and then that's where you'll see the uh restricted programs um you'll see that change of a little over 5 million and then on the ECE the child development side you'll see uh the change of about 8 8.8 million. So this is just breaking
074that down a little bit further. And kind of lastly on the budget side here, um not only do we look at um the the budget year, so 2526 um where we'd have about a 28 um.21% uh reserve level. Uh we go ahead and look at the uh the next two out years and we'll see that we're about 26.7 um and 2627 and about 25.2 and 2728. So um all that to indicate that we are um able to meet our financial obligations uh in the upcoming year as well as the next two years. With that I'll see if there's any questions on the on the budget. Thank you so much, Steve. School finance is like no other. It takes a very special team and I think we've got such a good one here at Ed. Um,
075now we have a public hearing on the 2526 county school service fund budget. open the public hearing. Okay, we'll close that hearing which brings us to the superintendent report. Susan, wonderful. Thank you so much and good afternoon to the board and and to our team who's here in the audience today. And um let me first address the board and say thank you so very much for um being part of all the moving parts today. There were lots that we were uh wanting to cover and I think um connecting the dots here with the presentations actually was a really great um bridge. So really appreciate um the board uh to Anna and to comms and to AV uh Donald, thank you so much for all the accommodations that you've made. All of the all of the
076accommodations and to our staff here. Um the presentations are truly incredible. You've put so much time into it. Not only the presentations, but the work that we do each day then to illustrate those into the report. So wanted to say thank you. Lots of and great snacks. Yes. important that's important too um how as previously mentioned the graduations I mean it is so wonderful to it is so joyful all the promotions and the events and the graduations countywide and yet and and of course not yet um I will say and we know that we are operating schools year round so um a lot of appreciation for those that are extending into the into the summer months as well Um I was part of a uh as many of you are part of a uh Santa
077Barbara Scholarship Foundation presentation countywide and when they announced um that they had uh provided more this year than in the previous years which each year you think how can you even top that year 7.7 million distributed to over 2100 graduates. I mean that is incredible. So, this is an agency completely separate from SBCEO and yet absolutely in partnership with um the high school seniors that are graduating from throughout the county. So, it was an it's been it's an incredible organization and opportunity just as you were sharing um President Cardi about the scholarship opportunities at Carpentry High School. These are car scholarships throughout. It's really phenomenal. Um in the report uh there I I we kept it pretty um succinct. Um wanted to just lift up the reading and literacy added authorization graduation so to speak.
078Um that really came from Ellen Garger's division led by Noel Barthell and supported by the staff. these 18 individuals um from the county who added on onto their credential this reading and literacy added um authorization of which now next year there'll be 35 and after that it'll be 23 I mean we're adding on to it through a grant that Noel Barthell wrote for um and uh to hear we were there Ellen and I were there to present the certificates and to you know congratulate everyone and thank everybody for their year of intense learning. But when we turned the microphones to them, they were the ones who talked about the shift, complete shift in their outlook, their profession, profession, their instruction. I mean, really has has changed them immensely and it's in the area of literacy
079of which literacy is so important. So just really an incredible opportunity. we could have um said, you know, hey, great great job everybody. You finished the grant. But instead, Ellen and her team said, you know, we need to pull a celebration together. And we put it, we celebrated at Los Levos and really um you know, marked the moment because these are educators who on their own decided we're going to give up our Saturdays, Sundays, nights, and mornings to do this. And it's truly commendable. So, wanted to lift that up and you'll see some really great um uh highlights as well. One other one I want to make sure that we uh speak about is the um reading uh screener, reading difficulty screener that all districts that have serve kindergarteners need to um ensure that they
080adopt. Um and so our special education team did the same. You'll see their re their what they're we're adopting in in this book. um in the report. What I will say is um in speaking with Kristen Escobedo and the team um the the assessments that we already provide in special education around for these young learners is goes actually over and beyond what this reading screener will do typically. So you can see there's a provision for a family to say we're we're good, we can opt out of it, but we did select it because it's very important that we're aligned with the state. So wanted to make sure that you knew that. But before I have I do have a few other comments, but before I go on on those that are not in the report,
081any questions from the report from the board? Okay. Then I would like to just add a few more comments which are um you um you've very likely read you I'm sure you read in the budget narrative. um something that I wanted to call attention to which is that um our our local uh district here, Santa Maria Bonita, our largest school district in in the county has um let notified uh notified me that they will be requesting to take back their preschool programs um special education um in a year and a day. So in after after the ne next year. So Kirsten and I have met with the superintendent and special education director to really talk that through. That would be um we thought LMPO was a large uh take program takeback. This would be much
082larger than that. Um it would affect um I want to say let me see if we were looking at current students this year um all told in all of those programs 7 over 700 students. Um, and in terms of staff that support these programs, it would be about 90 staff members. So, it's a really really big request. We'll talk about it in the future a future board meeting, but I wanted you to know about that um because it's a it's a real um it's a shift. And of course our our uh frame of of mind is um anything that a district would like in terms of serving their own students, we will support. We want to be there to be supportive. Having said that, we want to be really um mindful of all of the
083complexities in serving students with special needs at such young ages and um and facilities are are in question. Um services are in question. Um and highquality services uh would be something that we want to make sure that that gets um passed on. So that's something um really really important to highlight. Yes, Judy. Have they been a client of the county services for like ever or have they switched back and forth? Like I know some of the districts, not frequently, but over the decades they've gone inhouse just county, right? What about Santa Maria? Well, as forever as I can think back for sure. Let me look at Kirsten and see. Same. Yeah, same. Agreed. Yeah. decades decades so they have no idea that's why that was why I was ask myself did they indicate why um
084the indication is to the uh desire to serve their own students as they go you know into their their district. So that's the stated um desired reason. Yeah. I may have a followup to Judy's question, but I'm not quite sure I understand. What was her question? How long have we served um Santa the for the preschool programs for Santa Maria Bonita? In fact, it's a regional program. I'll say that. Uh so we're serving Orchic students as well as Santa Maria Bonita students in our special education preschool programs. So my understanding is for preschool as well as special ed a district can come to us and say we don't feel like we have the capacity to run this program. We like for the county to run it. Is there a scenario in which we could say
085no we're not interested in doing it. It's on you. You need to go figure it out. It it is it's a it's a request that really needs to be we have to make sure that we have the staffing for that we have the facilities for that we have the capacity for. So it really is a request that we could consider. Uhhuh. But and so if we said no uh and they were feeling like they can't do it. I mean is there some scenario in which we end up in a standoff or if we say no they don't have an they don't have an option. They need to go figure it out. Is that Oh, so in this case, what you're asking is if we were requested to take on a program, right? If we said
086no, um, yeah, we would we would sit down and see what other options there that existed. Um, here's what I'm trying to get to, Susan. I mean, I appreciate and I I think it's appropriate that we want to make sure that kids are being served. That's right. But I could also see a scenario and maybe it's a little bit of like Judy's question. Uh if a district if if we've been providing those services and the district says you know we want to do it for whatever reasons and then a year from now they come back and go yeah you know what we can't really do this we have hired people fired people all kinds of stuff. So, are we in a position where we can say, "Look, we're happy to take it on, but if
087you sign on with us, you need to stay for a period of time." Yeah. Yeah. The the the SULA JP, the SULPA, special education local plan agency, which is a separate agency from ours, has their timelines and rules. All of that is bound by the SLPA rules and they really are meant to give us uh uh due process and due notice and vice versa. Okay. Um, back to this and I and I want to make sure that we're not speaking about it too far because it's not agendaized either, but I just will make a comment to say that um um the San Maria Bonita would need to um create a solid plan for this takeback by November of this year and then the SULPA JPA board would need to vote on it um in January
088of next year before that that that takeback would happen in July of the following year. So there are some timelines that Yes. Okay. Great. Thank you. Thank you. Yeah. Thank you. Oh, sure, Nadra. So, um, thank you for that. I actually had a couple of questions and I had a followup to the question. Thank you. Um, I have a few questions. Um as following up um uh to board member Walker's question about the the the timeline you mentioned. So if there were a scenario where they had a process and they went to SLA for it to be um voted on, is there um could it happen where Sula would vote no? You cannot Yes. Is that an is that something that absolutely they could do? Yes. Okay. Yeah. And then is there um any kind
089of standardized process that you know that is known that Santa Maria in fact will Bonita will use um to create their transition plan? Yes. Yes. They I will say that there's ed E ed E ed E ed E ed E ed E ed E ed E ed E ed E ed E ed E ed code around um transition plans in including how employees would be hired in on by a district if they were taking requesting a takeback um but they're also going to be meeting with Kristen and the SLA executive director and the incoming executive director with the San Marie Bonita director so that meeting is happening in just a couple weeks two weeks or so. So we'll learn more. There's also a scenario where it might not be a complete takeback at some point.
090It could be um you know something that happens over yet gradual over time phased in or not at all. Their their letter was absolutely appropriate in that they were saying we would like to provide this year in a day notice with the expectation that we're we're going to see if it's even feasible. Yeah. But um but it's such a big um program of our organization affecting so many students, families, and staff that I wanted to notify you of it now in case you heard of it down the road. Yeah. Thank you. And I have sorry, two more quick ones. Um so right now, um according to your report, we serve about 759 students as of the end of May. How would that number change if and you may have said this already so I apologize
091if you said that. How would that number change approximately on if they were to take their their students and we would no longer serve their students? Yeah, I I would like to come back to that with a with a number but I will say it will depend. It'll depend on um because a portion of that those that number are Orchit students that we would continue to serve. Okay. But the majority of that number are San Marie Bonita students. Okay. Um, another reason why I I wouldn't be able to say it's well, first of all, they're always they're always little ones coming into the program and the number is very dynamic, but um, another component is that um, Santa Maria Bonita is hoping to serve their four-year-olds in their TK program. Four-year-olds are currently served in
092our our regional preschool program. So that's a section of the pie in terms of the numbers. And then the remaining youngsters um who would be preschool only um if if Santa Maria Bonita wanted to serve the preschool special education students alongside general education preschool students. Currently right now Santa Marie Bonita does not serve general education preschool students. So there's a lot of different layers to this program request takeback of which that's why I'm I'm not able to say exactly but I would say a majority of the number. Yeah. And um this is for later but just would want to know as we have more um understanding about what's going on how that affects our budget. Yes. Absolutely right. and Sarah Reed, I just wanted to share uh since I was kind of on the other
093side of things when took those took that over. I was a part of that vote. Um, so we did have a hearing, but you we were very up todate on the district level of what was happening, what the interest was, what the concerns were in the community, what the concerns were in our district and people were addressing those one by one and trying to give that confidence to the community that it was something that could be taken over and it was something that we could manage. Um, so, uh, I just wanted to let you know being on that other side that the gravity is definitely there. Yeah. Thanks so much for bringing that forward. Um Sarah and I will say a a um how long when lump for LMPoke when we served preschool students in
094the LMPoke school district they were all on LMPoke's campuses already. They already had the spaces we were simply serving in those spaces. In this case, some are in Santa Marie Bonita, but the majority are actually not housed at the San in San Marie Bonita sites currently. So, a difference. So, thank you for your good questions because it sounds like it was a good highlight to share. I will do just a couple more which is um after uh uh board member Walker mentioned the Chumash Museum last month um I I visited um Anna and Arlene and I took a quick visit to the Chumash Museum. Number one, it is phenomenal, tremendous, exceptional, outstanding, all of those words. It's just really amazing. Number two, we were looking at it to seem might we have a board meeting
095there? Uh might we host that? So, um, board member Walker and I are working on that for a potential board meeting in the future, um, potential fall or winter. We'll we'll give you updates there. But it is truly exceptional. I can't wait. Um, the superintendent, the 20 superintendent, we we do have an annual retreat and um, we will be meeting there um, this this fall. So, that that's been secured already. So, really exciting. And I this is closer to it is right across from the Chumash Hotel and yes, right across the street. Yeah, it's really tremendous. And then finally, um wanted to say that, you know, we've we've had some comments um public comments in the last couple months. and just wanted to let the board know um that um input related to procurement, input
096related to fiscal accountability, responsibility and transparency are all really important important to me um important to you. Um, I take that as an opportunity to look at our uh operations and ensure that we're meeting the letter of the law. So, I I just say to you, I I welcome the input. I welcome input from current staff, former staff, public members, anyone who wants to ask a question or um challenge is is totally welcomed. And because my my point of view and our team is to say is there something that we could be doing better? Is there something that we didn't do correctly? Could we could we could we write that? So I I share that with you because although um uh most of the comments I think have been personnel related or day-to-day operational related
097which are really under my my per my purview to do um at at the shop. I also don't want to prevent anyone from making comments to the board. you know, sharing with the board, but I I just want you to know that I'm addressing these um these very thing, these very items. Um it's really important to me and we also want to be get better as an organization. So there's absolutely um no reason for me to say nope, I don't want to, you know, let's shut this down. It's actually more like tell us what else we need to know. So I hope that helps you as you're listening to these comments, too. But I I welcome any feedback that you have, any input from anyone. Um, this is an OP. We we really strive to
098have continuous improvement and the only way you can do it is to listen and get better and better as we go. So, I I think I'll leave that there and pass it back on to um Madame President. Thank you very much. Um, let's go to the consent agenda which contains as always the minutes of the meeting for May. uh temporary county uh certificates issued, donation surplus. Do I have a motion to approve? I'll move. Second. Thank you. All in favor? I. And that action carries. And that brings us to item 17, the recommended approval of the 2425 school plan for student achievement or JC um superintendent does approval. These are annual plans developed and reviewed by the site council and are strategic in consolidating school level planning efforts programs funded through consolidated application while maximizing
099resources minimizing duplication with the goals to increase student achievement. Do we need a report on that from Renee Wheeler? Are there any questions we can address to Renee? She's in house. We here if you have questions though. We have a motion on that. I so move secondra all in favor I IO that motion carries item 18 is the recommended approval of a grant application from those consolid uh consolidated programs um from California department of edy any questions on that I think we could direct to Susan otherwise I would love to hear a little bit more about what the uh what the grant is. Excellent. The the consolidated consolidated. Yeah, that'd be great. Thank you. So, this is an annual application uh for federal dollars. So, this covers title one, part A, part D, title one
100part D, which is for neglected students, specifically to our juvenile court schools, and title two funding that supports teacher development. So these are federal dollars. As part of that process, you have to fill out an annual application and then uh throughout the year report on your expenditures for those funds. So it's federal dollars where we apply through the state and then we apply through the yeah the consolidated application and then we're allocated those funds based on our numbers of enrollment and so forth. And so even though we're applying for it, just sort of given the atmosphere, are we anticipating That's a better question, right? Um, so I recently reviewed the federal proposal, budget proposal. The last review that I did, and this was, I will say, a couple weeks back, so I'm not sure what's
101in the I'm going to say OBB because I B because I don't know what all of those uh what it stands for. Um what that was indicating was that title two and title one part D would be eliminated. There would still be funds allocated for title one part A. In previous years we have not applied for part A because we received part D. So this year we are applying for part A in the event that D and part title two part A are eliminated. What they were supposed to uh be rolled into a state kind of consolidated grant that would be provided to the states but I'm not really sure if that will happen or what that will mean for those particular funds. So what I think I heard yes we should move forward on
102it. We're going to apply. We may or may not get the money. Correct. And how much money are we talking? It depends on which category you're talking about. Title for for everything that we're applying for. How much are we? Well, I've never we've never received title one part A. So, I'm going to give you an estimate on uh typically we receive about let's say $250,000. I'm going to look for an about right. And if we get part A, it could be an additional50 to $100,000. So, not significant, but still does fund uh some some staffing costs and professional development. Thank you. Yep. We have a motion. We have a motion and a second. All in favor? I. None opposed. Motion carries. Item 19 is another federal funding question. Um, it's the 2324 forest reserve fund
103aortionment. Any questions on that? Do do you need to a little refresher on what that is? Okay. In that case, need a motion. I'll move. Thank you, Sarah. Second. I'll second it. Thank you. And all in favor? I post that carries. Item number 20, the recommended approval of the use of the 2526 Prop 30 education protection account revenues. Any questions on that one? Sure. That was a mouthful. Um specific question or more of a explanation of Okay, so it was um my Yeah. So, uh, back in 2012, it was just legislation passed to, uh, provide a different differential for, uh, tax increases to further support education. Um, it's intended specifically for classroom use, um, and not administrative costs. So, it's not a large amount. Um, and then we assign um, with your approval what that
104cost would be uh, each year. The amount here is 7,872. Thank you. These funds go to the those PBLO juvenile work school salaries. Yesaries. Salaries. Yeah. Okay. All right. Thank you. Okay. Do we have a motion? Judy. Thank you. All in favor? I. Steve, you might need to stick around. Item number 21 again recommended approval of the 2425 Proposition 28 arts and music in schools funding annual report. You want to describe what that is? Yeah. So, Prop 28 uh funding was set aside uh for staffing for arts and music uh in in schools. Uh we did apply for a waiver um given the size to be able to actually afford with the funding that we receive a position. Um and so as part of that, we didn't have any expenditures this year. Uh I think
105the plan is to work with uh Children's Creative Project to come up with some portion of a position or some um contracted art, uh staff that we can have for our programs. That explains why zero. Great. Thank you, Steve. Do you have a motion? So move. Thank you. Go. I have a lot of seconds. And all in favor? I thank you. 93. For those who don't know, I love music. Yes. Can we get two of those? Double. Um item 22, recommended authorization to utilize an Omnia partners contract. Um that is purchasing contracts established using products services prices from existing competitively assessed and cost compared multiple award contract. Sounds like a mark issue but Steve can talk about it. Yeah. So uh this what this allows us to do um it's the same process of competitive
106bidding except it's been done for us. So we can piggyback essentially off of this contract and this one is specifically with Han and specifically for furniture and furniture installation. So, it allows us to exceed the bid limit um and utilize this particular contract um as uh already having been formally bid. Excellent. Thank you. Any questions for Steve on that one? Uh okay. Need a motion. Thank you, Judy. A second. Second. Thank you, Guy. All in favor? I. None opposed. That motion carries. Item 23 is for information purposes only on the personnel report. And that brings us to a close to our open session. And I invite everybody to take a break while we have our closed session.