SANTA YNEZ VALLEY UNION HIGH SCHOOL DISTRICT BOARD OF EDUCATION Thursday, May 15, 2014 Unadopted Minutes

Transcription

1 SANTA YNEZ VALLEY UNION HIGH SCHOOL DISTRICT BOARD OF EDUCATION Thursday, May 15, 2014 Unadopted Minutes Regular Session Mr. Abello, called the special meeting of the Board of Education of the Santa Ynez Valley Union High School District to order at 7:30 am in the Santa Ynez Valley Union High School District Board Room. Roll call showed four members were present (Mr. Porter absent). Regular Session- 7:30 am Members Present Mr. Kyle Abello Mr. Marc Owens Mrs. Chris Burtness Mr. Jerry Swanitz Administrative Members Present Mr. Scott Cory Mr. Swanitz led the Flag Salute. Approval of Agenda It was moved by Mr. Swanitz, seconded by Mr. Owens and carried (4-0, Mr. Porter absent), to approve the agenda as listed. Consent Agenda It was moved by Mr. Owens, seconded by Mrs. Burtness and carried (4-0, Mr. Porter absent), to approve the consent agenda with item 1a moved to Action Agenda. Mr. Abello Mrs. Burtness Mr. Swanitz Mr. Owens Personnel Aye Aye Aye Aye Accept Letter of Resignation from Dr. Lorraine Hope, Vice Principal, effective June 30, Approval of Dual Enrollment Teacher Job Description Allan Hancock College After a brief discussion, it was moved by Mr. Swanitz, seconded by Mrs. Burtness and carried (4-0, Mr. Porter absent), to approve the consent agenda with item 1a moved to Action Agenda. Mr. Abello Mrs. Burtness Mr. Swanitz Aye Aye Aye 1

2 Mr. Owens Aye Upcoming Board Meeting Dates May 22, 2014 June 10, 2014 Special Meeting June 17, 2014 Upcoming School Events May 21, Staff Appreciation Luncheon 11:40am New Gym May 21, Senior Awards-7:00 pm New Gym May 30, Commencement-4:00 pm Athletic Field Adjournment It was moved by Mrs. Burtness, seconded by Mr. Owens carried (4-0, Mr. Porter absent), to adjourn the meeting at 8:00 am. Respectfully submitted, Scott Cory Secretary to the Board of Education Approved by the Board of Education October 21, 2014 Kyle Abello, Clerk REASONABLE ACCOMMODATION FOR ANY INDIVIDUAL WITH A DISABILITY Pursuant to the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, any individual with a disability who requires reasonable accommodation to attend or participate in a meeting or function of the Santa Ynez Valley Union High School District may request assistance by contacting the District Office, 2975 E Hwy 246, Santa Ynez, CA 93460; telephone , extension 3570; or fax at least 48 hours prior to the meeting. 2

3 SANTA YNEZ VALLEY UNION HIGH SCHOOL DISTRICT BOARD OF EDUCATION September 9, 2014 Unadopted Minutes Regular Session- 5:00 pm President, Mr. Porter, called the regular meeting of the Board of Education of the Santa Ynez Valley Union High School District to order at 5:00pm in the Santa Ynez Valley Union High School District Board Room. Roll call showed all members were present. Members Present Mr. Bruce Porter Mrs. Chris Burtness Mr. Kyle Abello Mr. Marc Owens Mr. Jerry Swanitz Administrative Members Present Mr. Scott Cory Mrs. Nicole Evenson Mr. Mark Swanitz Closed Session- 5: 05 pm Certificated Negotiations (Government Code 54957) Inter- District Transfer FROM Lompoc Unified School District to Santa Ynez Valley Union High School- Ed Code (3) Reconvene in Open Session- 6:00 pm Report on Action Taken in Closed Session (if any) Certificated Negotiations (Government Code 54957)- No Action Taken. It was moved by Mrs. Burtness, seconded by Mrs. Swanitz and unanimously carried 5-0 to deny 2014/ Inter- District transfer from Lompoc Unified School District. Mr. Porter Aye Mrs. Burtness Aye Mr. Abello Aye Mr. Swanitz Aye Mr. Owens Aye Mr. Porter led the Flag Salute. Approval of Agenda It was moved by Mr. Abello, seconded by Mr. Owens and unanimously carried 5-0 (Mr. Owens and Mr. Swanitz abstain from approving August 19, 2014 minutes) to approve the agenda as listed. Reports and Presentations Mr. Swanitz reported on: 1) Top ranking high schools, 2) Thanked all the staff for all their work, 3) Back to school night, 4) Flex day, 5) Staffing, Online French studies, and 6) Digital message boards. Brooke Redell, Student Representative reported on 1) Athletics, 2) ASB, and 3) Water filling station fundraiser. 3

4 Mr. Cory reported on: 1) High schools top ranking, 2) Online schools, 3) Alumni project, 4) Technology Leadership Committee, and 5) Special meeting on facilities report with JCI. Consent Agenda It was moved by Mr. Abello, seconded by Mr. Swanitz and unanimously carried 5-0 (Mr. Owens and Mr. Swanitz abstain from approving August 19, 2014 minutes) to approve the consent agenda as listed. Mr. Porter Aye Mrs. Burtness Aye Mr. Abello Aye Mr. Swanitz Aye Mr. Owens Aye General Administration Approval of Minutes August 19, 2014 Business Services Warrant Listings August 1, 2014 August 8, 2014 August 15, 2014 August 22, 2014 August 2014 Certificated and Classified Payroll August 2014 Purchase Orders August 2014 Financial Report August 2014 Travel Log Approval of Agreement between the Santa Ynez Valley Union High School District and WestEd Approval of Engagement Letter with Vavrinek, Trine, Day & Co., LLP for Completion of Santa Ynez Valley Union High School Building Corporation s June 30, 2014 Federal and California Exempt Organization Income Tax Returns Approval of Engagement Letter with Vavrinek, Trine, Day & Co., LLP for Completion of Santa Ynez Valley Union High School Building Corporation s State Controller Special Districts Report. Approval of MOU between Santa Ynez Valley Union High School District and Santa Barbara County Education Office Approval of Contract between the Santa Ynez Valley Union High School and Leibert Cassidy Whitmore. Personnel Approval of 2014/2015 Fall Coaches pending District approval Paolo Aglony, JV Head Football Coach Sandee Sanger, Cross Country Assistant Lisa Boyer, Cross Country Assistant Approval of Erika Stewart, AVID Tutor, pending District Approval Approval of Substitute Teachers, pending District Approval Nathan West Ratify Dave Bisbee Letter of Resignation, effective August 28, Approval of the Registrar Job Description and Salary Schedule 4

5 Approval of SYVUHSD Management Initial Bargaining Proposal Action Agenda Public Hearing Regarding Resolution to Adopt Gann Limit Adoption of Resolution for Adopting the Gann Limit It was moved by Mr. Swanitz, seconded by Mrs. Burtness and unanimously carried 5-0 to approve Resolution for Adopting Gann Limit. Mr. Porter Aye Mrs. Burtness Aye Mr. Abello Aye Mr. Swanitz Aye Mr. Owens Aye Public Hearing Regarding Sufficiency of Textbooks and Instructional Materials for the School Year Certification of Sufficiency of Textbooks and Instructional Materials for the School Year and Resolution Sufficiency of Textbooks and Instructional Materials It was moved by Mr. Abello, seconded by Mr. Owens and unanimously carried 5-0 to approve certification of sufficiency of textbooks and instructional materials for school year and Resolution Sufficiency of Textbooks and Instructional Materials. Mr. Porter Aye Mrs. Burtness Aye Mr. Abello Aye Mr. Swanitz Aye Mr. Owens Aye Public Hearing Regarding Performance Contract for Energy Efficiency Projects Proposition 39 Savings- to- Investment (SIR) Calculation It was moved by Mrs. Burtness, seconded by Mr. Abello and unanimously carried 5-0 to approve Proposition 39 Savings- to- investment (SIR) Calculation. Mr. Porter Aye Mrs. Burtness Aye Mr. Abello Aye Mr. Swanitz Aye Mr. Owens Aye Approval of Resolution Resolution for Energy Conservation Project It was moved by Mr. Abello, seconded by Mr. Owens and unanimously carried 5-0 to approve Resolution Resolution for Energy Conservation Project. Mr. Porter Aye Mrs. Burtness Aye Mr. Abello Aye Mr. Swanitz Aye Mr. Owens Aye 5

6 JCI Energy Services/Performance Contract It was moved by Mr. Owens, seconded by Mr. Swanitz and unanimously carried 5-0 to approve JCI Energy Services Contract/Performance Contract. Mr. Porter Aye Mrs. Burtness Aye Mr. Abello Aye Mr. Swanitz Aye Mr. Owens Aye Approval of Unaudited Actuals Report It was moved by Mr. Swanitz, seconded by Mr. Abello and unanimously carried 5-0 to approve the Unaudited Actuals Report. Mr. Porter Aye Mrs. Burtness Aye Mr. Abello Aye Mr. Swanitz Aye Mr. Owens Aye Discussion Agenda SYVSEC Program Transfer Request Information Mr. Cory led a discussion on the SYVSEC program transfer request. Board Comments and Correspondence Mr. Abello reported that Mr. Kelsey was very excited about the Alumni Project. Board Matters Upcoming Board Meeting Dates All meetings are held at 6:00 pm, in the Santa Ynez Valley Union High School District Board Room. October 21, 2014 November 18, 2014 December 9, 2014 Upcoming School Events September 10 - Back to School night September 12 - Principal s Coffee September 16 - OLA Fiesta September 17 - Senior Parent Mtg. September 20 - Luau October 1 - Sophomore Parent Mtg. October 10 - Principal s Coffee October 13 - Staff Development: No School October 17 - Homecoming Parade October 18 - Homecoming Dance Nov Principal s Coffee 6

7 Adjournment It was moved by Mr. Swanitz, seconded by Mr. Abello and unanimously carried 5-0 to adjourn the meeting at 7:02 pm. Scott Cory Secretary to the Board of Education Approved by the Board of Education October 21, 2014 Kyle Abello, Clerk REASONABLE ACCOMMODATION FOR ANY INDIVIDUAL WITH A DISABILITY Pursuant to the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, any individual with a disability who requires reasonable accommodation to attend or participate in a meeting or function of the Santa Ynez Valley Union High School District may request assistance by contacting the District Office, 2975 E Hwy 246, Santa Ynez, CA 93460; telephone , extension 3570; or fax at least 48 hours prior to the meeting. 7

8 SANTA YNEZ VALLEY UNION HIGH SCHOOL DISTRICT BOARD OF EDUCATION September 18, 2014 Unadopted Minutes Regular Session President, Mr. Porter, called the special meeting of the Board of Education of the Santa Ynez Valley Union High School District to order at 8:00 am in the Santa Ynez Valley Union High School District Superintendent s Conference Room. Roll call showed three members were present(mr. Swanitz and Mr. Abello absent). Regular Session- 8:00 am Members Present Mr. Bruce Porter Mr. Marc Owens Mrs. Chris Burtness Administrative Members Present Mr. Scott Cory Mr. Porter led the Flag Salute. Approval of Agenda It was moved by Mr. Owens, seconded by Mrs. Burtness and carried (3-0, Mr. Swanitz and Mr. Abello absent), to approve the agenda as listed. Action Agenda Approval of Greg Gandolfo, Full-Time Social Studies Teacher, Pending District Approval It was moved by Mr. Owens, seconded by Mrs. Burtness and carried (3-0, Mr. Swanitz and Mr. Abello absent), to approve Greg Gandolfo, full-time social studies teacher. Board Matters Upcoming Board Meeting Dates All meetings are held at 6:00 p.m., in the Santa Ynez Valley Union High School District Board Room. October 21, 2014 November 18, 2014 December 9, 2014 Upcoming School Events September 20-Luau October 1 -Sophomore Parent Mtg. October 10 -Principal s Coffee October 13 -Staff Development: No School October 17 -Homecoming Parade October 18 -Homecoming Dance November 14-Principal s Coffee 8

9 Adjournment It was moved by Mrs. Burtness, seconded by Mr. Owens carried (3-0, Mr. Swanitz and Mr. Abello absent), to adjourn the meeting at 8:11 am. Respectfully submitted, Scott Cory Secretary to the Board of Education Approved by the Board of Education October 21, 2014 Kyle Abello, Clerk REASONABLE ACCOMMODATION FOR ANY INDIVIDUAL WITH A DISABILITY Pursuant to the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, any individual with a disability who requires reasonable accommodation to attend or participate in a meeting or function of the Santa Ynez Valley Union High School District may request assistance by contacting the District Office, 2975 E Hwy 246, Santa Ynez, CA 93460; telephone , extension 3570; or fax at least 48 hours prior to the meeting.. 9

10 10

11 11

12 12

13 13

14 14

15 15

16 16

17 17

18 18

19 19

20 20

21 21

22 22

23 23

24 24

25 SANTA YNEZ VALLEY UNION HIGH SCHOOL DISTRICT 2014/15 Payroll Recap Sept 2014 Salaries: 1XXX Certificated $ 437, XXX Classified $ 157, XXX Contracted Services $ Benefits: 3101 STRS-Certificated $ 37, STRS-Classified 3201 PERS-Certificated 3202 PERS-Classified * OASDI-Certificated $ OASDI-Classified * $ 9, Medicare-Certificated $ 5, Medicare-Classified * $ 2, Health/Welfare-Certificated $ 91, Health/Welfare-Classified * $ 54, Unemployment Insurance-Certificated $ Unemployment Insurance-Classified * $ Workers Comp-Certificated $ 7, Workers Comp-Classified * $ 2, Retiree Benefits-Certificated $ Retiree Benefits-Classified $ 1, Contribution refund - Certificated Monthly Total ( from report PAY ) 25

26 $595, $ $ 230, ,

27 Purchase Order Log SEPTEMBER 2014 PO # VENDOR DATE REQUESTER DEPT. COST (Est.) COMMENTS School Fix 9/4/14 Perez Instruction $ Pencil sharpeners for classrooms Sweetwater 9/4/14 Clarno Fine Arts $ 1, Audio equipment for use by Music department and theater Santa Barbara Airbus 9/4/14 Fredrickson Athletics $ 7, Charter buses for athletics California FFA 9/4/14 Clement Agriculture $ Adult registrations (Clement/Bishop) for Greenhand leadership conference on 10/14/ Gretchen Smith 9/4/14 Smith Science $ Reimburse for used textbooks from Amazon, Physics for Scientists and Engineers SBCEO 9/4/14 Westfall $ EL Network registration fee for P. Haws and A. Gonzalez at the Buellton Marriott, various dates in 2014/ South Coast Region CATA 9/4/14 Clement Agriculture $ /15 regional CATA in-service meeting fees for Clement and Bishop FIA - Amazon 9/4/14 Rick Guidance $ Lapworks 10" heavy duty swivel for use with flat panel monitors Kamric Interior Design 9/4/14 Perez Superintendent $ Ten yards of modern industry stainless wall paper for the genius bar FIA - Amazon 9/4/14 Rick Guidance $ Kensington privacy screens for LCD monitors for the Guidance office School Savers 9/4/14 Bixler Restricted Lottery $ 12, TI-Inspire CX (pk 10) yel Limotta IT Sales 9/4/14 Wilson $ 1, Microsoft Surface Pro 3 for the superintendent Jennifer Croll 9/4/14 Croll Athletics $ Reimburse for medical supplies Steve's Wheel & Tire 9/4/14 Patton Fleet $ 1, Replace tires on van 40, align front end and replace tire monitor sensor on right front tire SBCEO 9/4/14 Cypert Superintendent $ 3, Alan November conference on various dates for P. Kelly, M. Swanitz, R. Hernandez, C. Mullin, M. Peterschick & S. Cory Amazon.com 9/4/14 Hernandez Technology $ ipad cable lock NewPCGadgets.com 9/4/14 Hernandez Technology $ ipad air secure mount for genius bar project SBCEO - School Business Advisory 9/8/14 Collins $ ASB workshop on ASB accounting/fraud on 9/25/14 for P. Haws, G. Wolf, S. Gode and R. Collins Kele 9/8/14 Perez Deferred Maint $ 2, Parts and spares for the air handlers Seton 9/8/14 Perez General Admin $ Inventory tags for the new calculators (Title I eligible students) Educational Data Systems 9/8/14 Shaw Testing $ Labels for CELDT testing WASC 9/8/14 Westfall $ Revisit fee for SYHS Amaco 9/8/14 Perez Electives $ Slab roller table used for flattening out clay in Ceramics classroom IA KLOG 9/8/14 Lee Electives $ " W X 24" D computer table for C. Lee's multimedia/yearbook classroom. 27

28 Purchase Order Log SEPTEMBER 2014 PO # VENDOR DATE REQUESTER DEPT. COST (Est.) COMMENTS Rachel's Challenge 9/8/14 Westfall $ 3, Rachel's challenge event on 11/6/14 (PTSA has grant from the Valley Foundation for $3,255 to defer the event cost) Ironman 9/18/14 Evenson Fleet $ 15, Bus #11 CRT retrofit device $10, installation $3,460, part of SBAPCD retrofit reimbursement PO Canceled Triple J Grease Removal 9/18/14 Litwiler Cafeteria $ Open PO for kitchen grease removal in trap Middlebury Interactive Languages 9/18/14 Westfall $ 31, French course to replace 0.6 FTE teacher (unable to fill position) Cal Poly Ag Ed and Comm Dept. 9/18/14 Bishop Agriculture $ New professionals institute for G. Bishop on 11/19-20/14 in Fresno Tennant 9/18/14 Perez Grounds $ Dust filter for the street sweeper Residence Inn 9/18/14 Boyer Science $ Hotel room for NGSS conference for L. Boyer in Fresno on 10/15-17/ San Joaquin Co. Office of Ed 9/18/14 Nguyen Science $ Registration for K. Nguyen, G. Smith and L. Boyer to attend NGSS conference listed above Microsoft Education Store 9/18/14 Wilson Superintendent $ Surface Pro 3 docking station and case for S. Cory Fair Hills Farms 9/18/14 Litwiler Cafeteria $ 1, Open PO to purchase local apples as needed Power-Flite 9/18/14 Perez Operations $ 1, One wet/dry vac, one high speed burnisher and one front mount squeegee for the custodians Ironman 9/18/14 Evenson Fleet $ 15, Bus #5 CRT retrofit device $10, installation $3,460, part of SBAPCD retrofit reimbursement Amazon.com 9/18/14 Hernandez Technology $ Thunderbolt to ethernet adaptor for C. Fenenga's Mac Book Pro's Heartland School Solutions 9/18/14 Litwiler Cafeteria $ Yearly license/maintenance fees for Nutrikids Liebert Cassidy Whitmore 9/18/14 Cypert Board $ 5, Santa Barbara Co. legal consortium 7/1/14 to 6/30/ Neptronic 9/22/14 Perez Deferred Maint $ Parts for the HVAC units in the classroom Ironman 9/22/14 Evenson Fleet $ 15, Bus #12 CRT retrofit device $10, installation $3,460, part of SBAPCD retrofit reimbursement Limotta IT 9/22/14 Wilson Technology $ 26, Dell SonicWall NSA 5600 total secure security applicance firewall. New units will allow 1 gb traffic to be processed (outgrew old units) Amazon 9/22/14 Wilson Technology $ Incipio ORD sleeve for network manager's microsoft Surface Pro FIA 9/22/14 Evenson General Admin $ SYVUHS Building Corp. state of CA statement of information filing fee for Rio Vista Chevrolet 9/30/14 Evenson Fleet $ 59, Chevrolet 3500 Express vans as per quote * Student Transportation of America 9/4/14 Luke School Site $ 25, PO amended, reduced by $5,

29 Purchase Order Log SEPTEMBER 2014 PO # VENDOR DATE REQUESTER DEPT. COST COMMENTS (Est.) * Amended Purchase Orders - Prior Period or current month issue ** Non Home to School Transportation (NHTST) 29

30 Board Report District Santa Ynez Union High School Fund General Fund As of 9/30/2014 Beginning Bal/ WrkBudget Month-To-Date Actual Year-To-Date Actual Year-To-Date Encumbrances Ending Bal/ Remaining Bal Cash in County Treasury 3,142, (679,670.68) (1,696,664.74) ,446, Revolving Cash/Fiscal Agent 2, , Accounts Receivable 836, (836,005.34) (836,005.34) Due from Other Funds 2, (2,300.36) Stores 8, (8,022.67) Prepaid Expenditures (Expenses) 16, (16,518.85) Total Assets 4,008, (1,515,676.02) (2,559,511.96) ,448, Accounts Payable (Current Liabilities) 96, (96,161.52) (96,161.52) Due to Other Funds 12, (12,873.19) Deferred Revenue 28, (28,611.67) (28,611.67) Total Liabilities 137, (124,773.19) (137,646.38) Fund Balance (Beginning Balance/Actual) 3,870, ,448, Net Beginning Balance 3,870, ,870, ,870, Revenue Limit Sources 10,441, , , ,391, Federal Revenue 197, , , , Other State Revenues 223, , , , Other Local Revenue 1,017, (602,644.49) (53,980.78) ,071, Contributions Total Revenues 11,880, (444,308.13) 64, ,815, Certificated Personnel Salaries 4,552, , , ,598, Classified Personnel Salaries 1,670, , , ,275, Employee Benefits 1,979, , , ,401, Books and Supplies 607, , , , , Services and Other Operating Expenditures 1,366, , , , , Capital Outlay 608, , , , , Other Outgo & Transfers Out 1,278, , ,167, Total Expenditures 12,063, , ,486, , ,613, Fund Balance (Budget/Actual) 3,687, ,448, Selection Criteria: District = 33; Fund = 01,13,14,17,25,40,56,67 Filtered By: Agriculture Vocational Education; District Admin SBCEO WebReports Data Refreshed:* 10/8/2014 5:18 AM Page 1 of 8 30

31 Board Report District Santa Ynez Union High School Fund Cafeteria Special Revenue Fund As of 9/30/2014 Beginning Bal/ WrkBudget Month-To-Date Actual Year-To-Date Actual Year-To-Date Encumbrances Ending Bal/ Remaining Bal Cash in County Treasury 14, (9,428.99) (363.72) , Revolving Cash/Fiscal Agent Accounts Receivable 23, (23,336.24) (23,336.24) Due from Other Funds 12, (12,873.19) Stores 8, (8,263.23) Total Assets 59, (32,765.23) (44,836.38) , Accounts Payable (Current Liabilities) 2, (2,790.27) (2,790.27) Due to Other Funds 47, (4,500.00) , Total Liabilities 50, (2,790.27) (7,290.27) , Fund Balance (Beginning Balance/Actual) 8, (28,582.88) Net Beginning Balance 8, , , Federal Revenue 107, (11,318.79) , Other State Revenues 9, (788.34) , Other Local Revenue 198, , , , Other Financing Sources 6, , Total Revenues 322, , , , Classified Personnel Salaries 145, , , , Employee Benefits 62, , , , Books and Supplies 102, , , , , Services and Other Operating Expenditures 6, (2,145.00) , , Capital Outlay 5, , , Total Expenditures 322, , , , , Fund Balance (Budget/Actual) 9, (28,582.88) Selection Criteria: District = 33; Fund = 01,13,14,17,25,40,56,67 Filtered By: Agriculture Vocational Education; District Admin SBCEO WebReports Data Refreshed:* 10/8/2014 5:18 AM Page 2 of 8 31

32 Board Report District Santa Ynez Union High School Fund Deferred Maintenance Fund As of 9/30/2014 Beginning Bal/ WrkBudget Month-To-Date Actual Year-To-Date Actual Year-To-Date Encumbrances Ending Bal/ Remaining Bal Cash in County Treasury 281, (188.50) (47,533.29) , Accounts Receivable (295.25) (295.25) Total Assets 281, (483.75) (47,828.54) , Due to Other Funds 2, (2,300.36) Total Liabilities 2, (2,300.36) Fund Balance (Beginning Balance/Actual) 279, , Net Beginning Balance 279, , , Other Local Revenue (295.25) Other Financing Sources 40, , Total Revenues 40, (295.25) , Books and Supplies 9, , , Services and Other Operating Expenditures 22, , Capital Outlay 39, , Total Expenditures 71, , , Fund Balance (Budget/Actual) 248, , Selection Criteria: District = 33; Fund = 01,13,14,17,25,40,56,67 Filtered By: Agriculture Vocational Education; District Admin SBCEO WebReports Data Refreshed:* 10/8/2014 5:18 AM Page 3 of 8 32

33 Board Report District Santa Ynez Union High School Fund Special Reserve Fund for Other than Capital Outlay Projects As of 9/30/2014 Beginning Bal/ WrkBudget Month-To-Date Actual Year-To-Date Actual Year-To-Date Encumbrances Ending Bal/ Remaining Bal Cash in County Treasury 940, , , Due from Other Funds 50, (4,500.00) , Total Assets 990, , Fund Balance (Beginning Balance/Actual) 990, , Net Beginning Balance 990, , , Fund Balance (Budget/Actual) 990, , Selection Criteria: District = 33; Fund = 01,13,14,17,25,40,56,67 Filtered By: Agriculture Vocational Education; District Admin SBCEO WebReports Data Refreshed:* 10/8/2014 5:18 AM Page 4 of 8 33

34 Board Report District Santa Ynez Union High School Fund Capital Facilities Fund As of 9/30/2014 Beginning Bal/ WrkBudget Month-To-Date Actual Year-To-Date Actual Year-To-Date Encumbrances Ending Bal/ Remaining Bal Cash in County Treasury 201, , , , Accounts Receivable (189.89) (189.89) Total Assets 201, , , , Fund Balance (Beginning Balance/Actual) 201, , Net Beginning Balance 201, , , Other Local Revenue 69, , , (2,866.77) Total Revenues 69, , , (2,866.77) Services and Other Operating Expenditures 2, , Total Expenditures 2, , Fund Balance (Budget/Actual) 269, , Selection Criteria: District = 33; Fund = 01,13,14,17,25,40,56,67 Filtered By: Agriculture Vocational Education; District Admin SBCEO WebReports Data Refreshed:* 10/8/2014 5:18 AM Page 5 of 8 34

35 Board Report District Santa Ynez Union High School Fund Special Reserve Fund for Capital Outlay Projects As of 9/30/2014 Beginning Bal/ WrkBudget Month-To-Date Actual Year-To-Date Actual Year-To-Date Encumbrances Ending Bal/ Remaining Bal Cash in County Treasury 98, (98,442.98) Accounts Receivable (100.85) (100.85) Total Assets 98, (100.85) (98,543.83) Fund Balance (Beginning Balance/Actual) 98, Net Beginning Balance 98, , , Other Local Revenue (100.85) Other Financing Sources 196, , , Total Revenues 196, (100.85) 48, , Other Outgo & Transfers Out 294, , , Total Expenditures 294, , , Fund Balance (Budget/Actual) (0.17) Selection Criteria: District = 33; Fund = 01,13,14,17,25,40,56,67 Filtered By: Agriculture Vocational Education; District Admin SBCEO WebReports Data Refreshed:* 10/8/2014 5:18 AM Page 6 of 8 35

36 Board Report District Santa Ynez Union High School Fund Debt Service Fund As of 9/30/2014 Beginning Bal/ WrkBudget Month-To-Date Actual Year-To-Date Actual Year-To-Date Encumbrances Ending Bal/ Remaining Bal Cash in County Treasury Revolving Cash/Fiscal Agent 304, , Accounts Receivable 0.42 (0.42) (0.42) Total Assets 304, (0.42) , Due to Other Funds 3, , Total Liabilities 3, , Fund Balance (Beginning Balance/Actual) 301, , Net Beginning Balance 301, , , Other Local Revenue 4.00 (0.42) Other Financing Sources 303, , , Total Revenues 303, (0.42) 61, , Other Outgo & Transfers Out 303, , , Total Expenditures 303, , , Fund Balance (Budget/Actual) 301, , Selection Criteria: District = 33; Fund = 01,13,14,17,25,40,56,67 Filtered By: Agriculture Vocational Education; District Admin SBCEO WebReports Data Refreshed:* 10/8/2014 5:18 AM Page 7 of 8 36

37 Board Report District Santa Ynez Union High School Fund Self Insurance Fund #1 As of 9/30/2014 Beginning Bal/ WrkBudget Month-To-Date Actual Year-To-Date Actual Year-To-Date Encumbrances Ending Bal/ Remaining Bal Cash in County Treasury 352, , (224,117.60) , Total Assets 352, , (224,117.60) , Accounts Payable (Current Liabilities) 352, , (224,117.60) , Total Liabilities 352, , (224,117.60) , Fund Balance (Beginning Balance/Actual) Selection Criteria: District = 33; Fund = 01,13,14,17,25,40,56,67 Filtered By: Agriculture Vocational Education; District Admin SBCEO WebReports Data Refreshed:* 10/8/2014 5:18 AM Page 8 of 8 37

38 Santa Ynez Valley Union High School District Travel Claim Log SEPTEMBER 2014 TC # EMPLOYEE DATE REQUESTER DEPT. TOTAL COST (Est.) COMMENTS Andria Biggers 9/3/14 Biggers Title I $ Read 180 training on 8/5-6/14 at Santa Maria High School Sandy Slobig 9/8/14 Slobig Common Core $ 1, Carnegie training at Carmel Unified on 8/5-6/14. 38

39 SANTA YNEZ VALLEY UNION HIGH SCHOOL DISTRICT Date: October 21, 2014 To: Board of Education From: Scott Cory, Superintendent Subject: Ratify approval of the Service Agreement between the Santa Ynez Valley Union High School District and Middlebury Interactive Languages Consent Agenda: Background The sudden departure of the French instructor left the high school s students with no instructor; subsequent job posting yielded no qualified candidates. To serve our students an online, UC approved, course is being offered. Middlebury Interactive offers a comprehensive world language solution to meet the needs of schools and Districts. Middlebury Interactive offers a full suite of French courses for high schools. The service agreement between the District and Midddlebury Interactive Languages allows the site administration to offer French to students currently enrolled in a French course. The year service agreement for user licenses and a Middlebury instructor is $31, The classroom will be supervised by a long term sub at $118 a day (1,3,5) for an approximate cost of $ Alternatives 1. Ratify approval of the service agreement between SYVUHSD and Midddlebury Interactive Languages. 2. Do not ratify approval of the service agreement between SYVUHSD and Midddlebury Interactive Languages. Fiscal Impact Yearly service agreement is $31, Funding Source: Recommendation (For Action/Consent items only) That the Board of Education ratify approval of the service agreement between the Santa Ynez Valley Union High School District and Midddlebury Interactive Languages. Respectfully submitted, Scott Cory, Superintendent Prepared by: Mark Swanitz, Principal Attachment(s)? X Yes (if so, please attach) No PowerPoint Overhead Consultant 39

40 Company Name Company Address Middlebury Interactive Languages 23 Pond Lane Company City State Middlebury, VT Zip Created Date Expiration Date Quote Number 9/5/2014 9/30/ Prepared By Jill Jacoby Contact Name Mark Swanitz Phone (571) Phone (805) Bill To Name Santa Yenz Valley Unified High School District - CA Ship To Name Santa Yenz Valley Unified High School District - CA Bill To 3525 Pine Street Santa Yenz, CA USA Ship To 3525 Pine Street Santa Yenz, CA Quantity Product Product Description Sales Price Total Price 6.00 Middlebury Interactive Enrolled User License Block (Content, Hosting) Block of 10 enrolled users for one year. Content and hosting included. Once a student is finished taking courses, a new student can begin taking courses. Entire Middlebury catalog available. $1, $11, Middlebury Interactive Instruction Add-On License 1.00 Functionality Training Instruction for a single student in a Middlebury Interactive semester course, grades Required platform functionality training includes an overview of procedures related to program launch, course setup and instructions for enrolling users, as well as tips for monitoring student progress and obtaining final reports and grading. $ $20, $ $ Grand Total $31, This Sales Quote incorporates and is in all respects subject to the K12 Online Educational Products and Services Agreement Terms (the Terms ) that is published at This Sales Quote is valid for 30 days. In the event of a conflict of provisions between this Order, the Terms, and customers purchase order, the provisions of this Order shall control, followed in precedence by the Terms, and then customers purchase order. 40 X Title Date

41 41

42 SANTA YNEZ VALLEY UNION HIGH SCHOOL DISTRICT Date: October 21 st, 2014 To: From: Subject: Board of Education Scott Cory, Superintendent Approval to Grant the Request for Program Transfers in to the Santa Ynez Valley Special Education Consortium Action Item: X Background College School District and Los Olivos School District have submitted written requests to the Santa Ynez Valley Special Education Consortium to transfer the majority of their districts special education services to the Consortium in the school year. At last month s board meeting, I presented the board with the background information, the process in place for the transfer, and the timeline for the significant events. Prior to making a recommendation to the Consortium district school boards, the Superintendent Advisory Committee worked with Total School Solutions to update the previous feasibility study using current data and information. The Consortium Superintendent Advisory Committee has reviewed the updated Feasibility Study, consulted with legal counsel, and discussed the potential impacts with the Consortium Director and the BUSD CBO. At the September meeting, the Superintendent Advisory Committee determined that the inclusion of College School District and Los Olivos School District into the Consortium was in the best interests of the current five Consortium districts as well as the two incoming districts. The next step and the purpose of this agenda item is for each governing board to approve the transfer of special education services for the students of College and Los Olivos School Districts including their respective charter schools and to authorize the Superintendent of their district to sign the revised Cooperative Agreement [ Agreement ] for the Operation of Special Education Programs and Services by the Santa Ynez Valley Special Education Consortium Under the Santa Barbara County Special Education Local Plan Area [ SELPA ]. The Agreement has been revised to reflect the inclusion of the two districts and the charter schools and to incorporate new language that was identified in the consideration of the transfers, but will apply to all seven of the districts in the Consortium. These additions are indicated in bold type. The seven Santa Ynez Valley school districts will take action on this item during the first weeks of October. Concurrently, the Consortium Director and administrative staff at Santa Barbara County Education Office will hold information meetings at College and Los Olivos for the special education staff and the parents of students receiving services. These meetings are scheduled in October. The Santa Barbara SELPA JPA Board will consider the final approval of the transfer of services at their November meeting. Fiscal Impact The Feasibility Study by Total School Solutions determined that the inclusion of the College School District and Los Olivos School District along with their charter schools will result in a cost savings for all of the Valley Districts, the two incoming districts and the five current Consortium districts. The actual dollar savings for each district will vary based on the number of students requiring special education services in the school year. Funding Source: N/A 42

43 SANTA YNEZ VALLEY UNION HIGH SCHOOL DISTRICT Recommendation (For Action/Consent items only) It is recommended that the Board of Trustees approve the transfer of special education services for the College School District including Santa Ynez Charter School and Los Olivos School District including Olive Grove Charter into the Santa Ynez Valley Special Education Consortium. Respectfully Submitted, Scott Cory, Superintendent Prepared by: Scott Cory Attachment(s)? Yes (if so, please attach) X No PowerPoint Overhead Consultant 43

44 Cooperative Agreement between Ballard School District Buellton Union School District COLLEGE SCHOOL DISTRICT including SANTA YNEZ VALLEY CHARTER LOS OLIVOS SCHOOL DISTRICT including OLIVE GROVE CHARTER, Santa Ynez Valley Union High School District Solvang School District Vista Del Mar Union School District under the Santa Barbara County Special Education Local Plan Area February 12, 2013 (revisions pending 8/29/14) (revisions pending 9/17/14) 1 44

45 COOPERATIVE AGREEMENT FOR THE OPERATION OF SPECIAL EDUCATION PROGRAMS AND SERVICES BY THE SANTA YNEZ VALLEY SPECIAL EDUCATION CONSORTIUM UNDER THE SANTA BARBARA COUNTY SPECIAL EDUCATION LOCAL PLAN AREA THIS AGREEMENT is entered into pursuant to the provisions of Part 30 of the Education Code of the State of California (commencing with Section et seq.) concerning the statewide operation of the Master Plan for Special Education, and in accordance with the provisions of Public Law , the Individuals with Disabilities Education Act (IDEA) and Section 504 of Public Law , as amended, and state and federal regulations relating thereto. This Agreement is made by and between the BALLARD SCHOOL DISTRICT, BUELLTON UNION SCHOOL DISTRICT, COLLEGE SCHOOL DISTRICT including SANTA YNEZ VALLEY CHARTER, LOS OLIVOS SCHOOL DISTRICT including OLIVE GROVE CHARTER, SANTA YNEZ VALLEY UNION HIGH SCHOOL, SOLVANG SCHOOL DISTRICT and the VISTA DEL MAR UNION SCHOOL DISTRICT hereinafter referred to as the Santa Ynez Valley Special Education Consortium, participants in the Santa Barbara County Special Education Local Plan Area. Note: The Santa Ynez Valley Charter and the Olive Grove Charter Schools are hereby accepted under their respective Operating District for membership in the Santa Ynez Valley Special Education Consortium as a site-based charter school only, specifically for Olive Grove Charter at 2540 Alamo Pintado Avenue, Los Olivos, CA and Santa Ynez Valley Charter at 3525 Pine Street, Santa Ynez, CA, with no satellite sites. The Districts agreements herein do not act to afford the Santa Ynez Valley Charter and Olive Grove Charter Schools participation in the governance structure of the Santa Barbara County SELPA as a local educational agency (LEA) for special education purposes. The Districts agreements herein confirm that the Santa Ynez Valley Charter and Olive Grover Charter Schools are treated as public schools of the chartering District. College School District and Los Olivos School District certify that their respective charter schools, Santa Ynez Valley Charter and Olive Grover Charter have a current Memorandum of Understanding or other Agreement with their Operating District in accordance with the Santa Barbara County SELPA Local Plan setting forth the provision of special education services for students enrolled in the site-based charter school, including funding and identity of the entity responsible for such services. The governing board of each of the Operating Districts has approved this Agreement, and has authorized the execution of this Agreement by an authorized agent. WHEREAS, each Operating District s governing board has approved the Santa Barbara County Special Education Local Plan and, WHEREAS, this Agreement is written in furtherance of, in accordance with said Plan, 2 45

46 NOW THEREFORE, the aforesaid parties do hereby agree as follows: 1. PERIOD OF AGREEMENT This Agreement is effective beginning February 12, 2013 July 1, 2015 in perpetuity unless terminated under Article 4 of 17.a. This agreement shall be reviewed for needed revisions every three years. This Agreement may be amended by mutual consent of the parties. The Agreement may be amended, if required, to reflect any changes in law applicable to special education programs operated hereunder, changes in financial arrangements, and other such items. 2. PURPOSE OF AGREEMENT The purpose of this Agreement is to provide for the creation of the Santa Ynez Valley Special Education Consortium, an agency which is separate from the parties to this Agreement. This agency shall designate an Administrative Unit to provide fiscal services for the Santa Ynez Valley Special Education Consortium. The Santa Ynez Valley Special Education Consortium is an association of school districts who will work collaboratively to provide special education programs and services to individuals with exceptional needs who reside within the Districts that comprise the Santa Ynez Valley Special Education Consortium. 3. DEFINITIONS For the purposes of this Agreement the following definitions shall apply: A. Operating District the school districts within the Santa Ynez Valley Special Education Consortium conducting special education programs and classes for individuals with exceptional needs. B. Districts of Residence the school district where the pupils attending the special education programs and/or attending classes conducted by the Operating Districts reside. 4. MEMBERSHIP The member Operating Districts of the Santa Ynez Valley Special Education Consortium are Ballard School District, Buellton Union School District, COLLEGE SCHOOL DISTRICT including SANTA YNEZ VALLEY CHARTER, LOS OLIVOS SCHOOL DISTRICT including OLIVE GROVE CHARTER, Santa Ynez Valley Union High School District, Solvang School District and the Vista Del Mar Union School District. Any school district seeking to become a member district of the Santa Ynez Valley Special Education Consortium shall submit a written request to the Administrative Unit. The request will be considered by the Superintendent Advisory Committee members of the Consortium. Membership shall be decided by a simple majority vote of each Operating District's Governing Board the existing members. Each Operating District agrees to hold Santa Ynez Valley Special Education Consortium and the remaining Operating Districts harmless and to defend and indemnify the Santa Ynez Valley Special Education Consortium from any and all litigation and legal fees that the Operating District and/or Charter School may incur for acts 3 46

47 and/or omissions that occurred before the effective date of District s membership in the Santa Ynez Valley Special Education Consortium. An Operating District may resign from the Santa Ynez Valley Special Education Consortium by notifying the Consortium Director and the SELPA Director in writing of its intention to do so at least one year prior to the proposed date of its resignation. An Operating District may be required to implement an improvement plan by the Santa Ynez Valley Special Education Consortium as decided by the Director of Special Education after consulting with the Superintendent Advisory Committee. The resources needed to implement and meet the improvement plan goals are the sole responsibility of the Operating District that was assigned an improvement plan. Any legal fees encumbered by the Operating District while the Operating District is on an improvement plan are the sole responsibility of the Operating District until the improvement plan is met. As decided by simple majority vote of the existing members the Operating District's Governing Board the Santa Ynez Valley Special Education Consortium may notify, in writing, an Operating District and the Santa Barbara County SELPA that it intends to discontinue services to that particular Operating District within a year and a day of the proposed date of terminating services and membership to the Santa Ynez Valley Special Education Consortium. 5. ADMINISTRATIVE OPERATIONS The following provisions apply to the administrative operations of the Santa Ynez Valley Special Education Consortium and all entities participating in the Santa Ynez Valley Special Education Consortium pursuant to this Contract. 5.1 Responsibilities of Buellton Union School District The Buellton Union School District shall act as the Administrative Unit for the Santa Ynez Valley Special Education Consortium. As the Administrative Unit, the Buellton Union School District shall provide the Operating Districts with the following services: Point of Contact Buellton Union School District shall designate staff as a contact for Santa Barbara County SELPA, to assure a level of support necessary to address special education funding issues. The Buellton Union School District agrees to provide a single point of contact for the SELPA and Operating Districts for all business functions. Buellton Union School District shall designate the contact assigned to the Santa Barbara County SELPA to work in coordination of the SELPA Director. The designated personnel shall provide financial reports to the Governance Body and as requested shall participate in the SELPA funding subcommittee. All costs shall be covered per the direct rate charged to SELPA Receipt and Expenditures of Specialized Funds 4 47

48 In accordance with the provisions of Education Code section 56205(b)(1), Administrative Unit is responsible for receiving and expending specialized funds in accordance with the needs identified by the Santa Barbara County SELPA. Specialized funds may include, but are not limited to, the following: regionalized services, program specialist, mental health, and low incidence Program Specialist Funds The Administrative Unit shall expend the Program Specialist funds to offset the Director of Special Education's salary Low Incidence Funds Low Incidence funds are held at the Santa Barbara County SELPA (SBCSELPA) and are available by invoicing the SBCSELPA for appropriate low incidence purchases made by the Administrative Unit on behalf of the Santa Ynez Valley Special Education Consortium's IEP needs Annual Budget Annual budget language shall be developed using Education Code section The Consortium shall present a Specialized Funds operating budget to the SELPA Governance Body for approval no later than the beginning of the succeeding fiscal year. In no event shall expenditures exceed budget allocations without the Governance Body s approval, with the exception of increases in salaries and employee benefits and any emergency situations which may arise Other Financial Responsibilities SELPA Receive and distribute the AB 602 Allocation from the Receive and distribute any federal funds received Receive, review, accept and file Annual SELPA Audit in addition to District audit of SELPA accounts for IDEA funds and local assistance Other Administrative Unit Responsibilities Complete, approve and administer all agreements that Santa Ynez Valley Special Education Consortium is a Party Provide purchasing services Under advisement of the interview committee, the Director of Special Education recommends the hiring of personnel for the Santa Ynez Valley Special Education Consortium to the Administrative Unit's Board of Education. 5 48

49 The Director of Special Education evaluates, and assigns the special education staff needed for providing special education services at individual sites based on overall Consortium fiscal and programming needs Maintain, revise and publish a Procedural Handbook that is reviewed and approved by the Consortium's Superintendents' Advisory Committee and is considered an extension of this agreement that outlines more specific programming and fiscal procedures of program management. 6. COMPLIANCE ASSURANCES Each of the Operating Districts, by signature to the Santa Barbara County SELPA has already certified that the Operating District will comply with the provisions of state and federal laws related to special education. The provisions of any new laws that may become effective during the period of this contract which relate to special education program delivery shall be incorporated herein. Each Operating District agrees to utilize the appropriate resources of regular education in accordance with California Education Code and California Code of Regulations, Title 5, section 3021 et seq., prior to referral for special education services as specified herein. 7. RESPONSIBILITIES OF THE OPERATING DISTRICTS 7.1 Coordination and Administrative Services The Buellton Union School District shall provide administrative support for the purposes of providing required coordination and administrative services for the Consortium. The Santa Ynez Valley Union High School District will provide additional administrative support as deemed necessary. 7.2 Business and Support Services The Administrative Unit is responsible for the development of an annual budget plan, which includes projected income and expenditures, for the special day classes, RSP classes and itinerant services provided in the Consortium to share with all Operating Districts in the Consortium in accordance with the recommendations of the Superintendents Advisory Committee and applicable law. The Operating Districts will have access to Administrative Unit's fund "06" via the Santa Barbara County Education Office's accounting software. Administrative Unit is also responsible for the preparation of all required federal, state and local reports, and related accounting services. 7.3 Food Services The Operating Districts shall provide food services to pupils attending special education programs within their district conducted hereunder consistent with food services provided to all students within said district. 7.4 Facilities 6 49

50 The Operating Districts shall provide classrooms and other facilities as required to conduct the programs and classes operating with their district. This shall include the provision of all necessary custodial services, building maintenance, utilities, classroom furniture, and telephone and internet connections. If additional facilities are required to conduct the programs and classes as specified herein, the Operating Districts may submit a request to the Consortium for additional funds to pay these excess costs. 7.5 Transportation Pursuant to the SELPA Local Plan, the County Office of Education Consortium shall remain responsible for arranging transportation for all students with disabilities participating in Regional programs. The Operating Districts agree to share all transportation expenses unless a specific district disagrees with the Superintendents Advisory Committee s recommendation, then that particular district is solely responsible for that particular case s transportation. 7.6 Assessments and IEPs The Districts of Residence retain responsibility for conducting initial assessments to identify special education programs and classes for individuals with exceptional needs who reside within the District of Residence, and who may be eligible for special education services. The Districts of Residence retain ultimate authority and responsibility for the provision of education programs and services to its pupils regardless of who provides the programs and services. 8. FUNDING 8.1 Base Funding The Santa Ynez Valley Special Education Consortium shall receive a proportionate share of state and federal funds in consultation with the Santa Barbara County SELPA on an annual basis according to the Allocation Plan described in the Local Plan. 8.2 Excess Costs The Operating Districts recognize that special education state and federal funds are not sufficient to cover the costs of providing services to children with exceptional needs. Therefore, each Operating District will be charged monthly for the services provided by the its usage of RSP special education teachers and instructional aides and Severely Handicapped program services being provided at their particular sites. The Consortium will fund the remaining costs, including but not limited to the costs for administrative personnel, instructional supplies, related services personnel, and equipment, per IEP needs, from the special education state and federal funds held on the administrative unit's operating budget. At end of each fiscal year or upon receipt of funding, any excess costs will be charged back to 7 50

51 the Operating Districts in accordance with each District s usage of the special education services being funded. 8.3 Surplus Any surplus revenue that is not used by the Consortium will be held in a reserve fund. The Consortium's Chief Business Official shall inform the Superintendent Advisory Committee shall at their monthly meeting in October meet on an annual basis to advise the Consortium's Chief Business Official on whether these funds will be allocated to the Operating Districts and/or whether they will be maintained in a reserve fund for the following year. The decision will be made by the Consortium's Chief Business Official based on whether the Consortium retains sufficient funds for: maintaining a reserve and for yearly start-up operating expenses. If the surplus revenue funds are to be allocated they shall be distributed to the Operating Districts based on their CBED CALPADS counts. The funds will be reimbursed at the end of each fiscal year or upon receipt of funding. 8.4 Full Disclosure Each Operating District agrees to fully disclose, to the Santa Ynez Valley Special Education Consortium, the annual program revenues and expenditures for the special education programs that it/they operate(s). 8.5 Invoicing and Payment The Operating Districts of the Santa Ynez Valley Special Education Consortium will be invoiced monthly by the Administrative Unit for the excess costs incurred to operate the special education programs. The first three quarterly invoices will be based on projections. The final invoice will be based upon actual revenues and expenditures less the amounts invoiced for the first three quarters. The final invoice will be delivered to Operating Districts by the Administrative Unit for the Santa Ynez Valley Special Education Consortium by July 31. The final invoice shall include a detailed statement of annual program expenditures and revenues with supporting documentation. The Operating Districts of the Santa Ynez Valley Special Education Consortium shall make payment within 10 day of receipt. 8.6 Cost Responsibility for Special Programs For the SBCSELPA Regional Classes: The district of residence shall pay the first 50% of their total actual per pupil cost. All the districts in the Consortium, to include the district of residence, shall pay the remaining 50% of the total actual per pupil cost based on their ADA percentage in the Consortium. needs): For the SYVSEC Structured Class (for severe social/emotional The district of residence shall pay the first 50% of their per pupil cost. 8 51

52 Behavior aides may be a reimbursed cost per allotment of mental health funds allocated by the SBCSELPA each year. All the districts in the Consortium, to include the district of residence, shall pay the remaining 50% for the per pupil cost based on their ADA percentage in the Consortium. Materials, supplies and related services are a shared cost across all the districts in the Consortium based on ADA percentages. students: For the SYVSEC Special Day Classes for Moderate to Severe Each district of residence that has a student in the class pays 100% of their per pupil cost. Materials, supplies and related services for these students are a shared cost across all the districts in the Consortium based on ADA percentage. Note for Special Day and Structured Classes: The per pupil cost is the cost of the personnel in the program prorated by the number of students in the program. 8.7 Cost Responsibility for Housing Special Programs Administrative Offices HOLD HARMLESS AND INDEMNIFICATION In compliance with the provisions of Section of the Government Code of the State of California, each party hereto agrees to indemnify and hold the other party harmless from any and all liability, claims, loss, damages, judgments, penalties, costs or expenses to persons or property arising out of, or resulting from, negligence acts or omissions of the indemnifying party. 10. INSURANCE The Administrative Unit shall maintain a program of liability, property damage and worker s compensation insurance in amounts adequate to protect the Operating Districts within the Consortium as their interests may appear and as determined by the members of the Consortium. The member Operating Districts of the Consortium agree to share equally the cost of that program of insurance. Since each District of Residence will be providing transportation for individuals with exceptional needs, those Operating Districts will maintain their own liability for auto insurance in an amount adequate the protect the District as their interests may appear. Any increases in insurance cost, directly attributable to individual districts, shall be charged back to those individual districts. 9 52

53 11. DISPUTE RESOLUTION In the event there is a dispute between the parties to this contract, said dispute shall be resolved by using the dispute resolution process in the governance section of the approved Local Plan. 12. RECORD RETENTION AND INSPECTION All Operating Districts agree that they shall have access to and the right to examine, audit, excerpt, copy or transcribe any pertinent records pertaining to this Contract. All records shall be kept and maintained by the Operating District and made available during the entire term of this Contract and for a period of not less than five (5) years after final payment pursuant to this Contract. 13. SEVERABILITY/WAIVER A. If any provision of this Contract is determined to be illegal, unenforceable, or invalid, such provision shall in no way affect the validity of any other provision in this contract. B. No waiver of any provision of this Contract shall be deemed, or shall constitute, a waiver of any other provisions, whether or not similar, nor shall any such waiver constitute a continuing or subsequent waiver of the same provision. No waiver shall be binding unless executed in writing by the party making the waiver. 14. NONASSIGNABILITY Neither party shall in any manner, directly or indirectly, by operation of law or otherwise, assign, transfer or encumber this Contract or any portion hereof of any interest herein, in whole or in part, without the prior written consent of the party(ies). If consent is not given by the party(ies) to assign, transfer, or encumber this Contract, such action shall be deemed automatically void. In addition, neither party shall subcontract the work to be performed pursuant to this Contract without prior written approval of the other party(ies). The names and qualifications of subcontractors or others whom either party intends to employ, other than those identified, shall be submitted to the other party(ies) for prior written approval. 15. INTEGRATION This Contract contains the complete and final understanding of the parties rights, duties and obligations with respect to the transaction discussed in the Contract and superseded all prior Contracts, understanding and commitments, whether oral or written. 16. ATTORNEY S FEES 10 53

54 Should either party be required to file any legal action or claim to enforce any provision of this Contract or resolve any dispute arising under or connected to this Contract, each party shall bear its own attorney s fees and costs in bringing such an action and any judgment or decree rendered in such a proceeding shall include an award thereof. 17. TERMINATION OF AGREEMENT A. Either party may terminate this Agreement with written notice prior to June 30 for services to be terminated on the first day of the fiscal year one year following that date. IN WITNESS THEREOF, the parties hereto have caused this Agreement to be duly executed by their authorized officers thereunto duly authorized as set forth below, on this 12th day of February, Ballard School District Allan Pelletier, Superintendent Buellton Union School District Bryan McCabe, Superintendent College School District Jim Brown, Superintendent Los Olivos School District Marsha Filbin, Superintendent Santa Ynez Valley Union High School District Scott Cory, Superintendent Solvang School District John Karbula, Superintendent Vista Del Mar Union School District Scott Turnbull, Superintendent 11 54

55 FEASIBILITY STUDY RELATED TO SPECIAL EDUCATION SERVICES (PROGRAM TRANSFERS TO THE CONSORTIUM) FINAL TOTAL SCHOOL SOLUTIONS 4751 MANGELS BOULEVARD FAIRFIELD, CA September

56 Table of Contents PREFACE...1 STUDY SCOPE...2 STUDY ACTIVITIES...2 MAIN ELEMENTS OF THE ANALYSIS...4 EXECUTIVE SUMMARY...4 HISTORY...8 SELPA POLICIES AND FORMS RELATED TO PROGRAM TRANSFERS...9 COOPERATIVE AGREEMENT SANTA YNEZ VALLEY SPECIAL EDUCATION CONSORTIUM...12 FOCUS AREA ONE COMPILATION OF STUDENT DATA...14 Number of Incoming Students by Instructional Settings and Services...14 Number of Incoming Students by Disability, Grade Level, and Possible Clusters...16 Number and Type of Related Services...20 Frequency and Duration of Services...21 FOCUS AREA TWO PROGRAMMATIC IMPLICATIONS...22 Background Information...22 Process of Payment for Shared Employees and Services...23 Number of Teachers, Aides, and Certificated/Classified Service Providers Required...24 Capacity to Serve Any Incoming Students with Existing Resources...25 Santa Barbara County SELPA Guidelines and Worksheets...27 Capacity of Current Administration and Support Services to Assume Added Duties...28 Additional Staffing and Support Services Requested...30 Services Identified as Still Requiring Contracts with Regional Providers...30 Configuration of Classes Based on Comparable Disabilities, Ages, and Other Considerations (Classroom Availability and Transportation)...31 FOCUS AREA THREE FISCAL IMPLICATIONS...31 Cost for the SBCEO to Operate Non-Regional Programs...31 General Fund Contribution Psychological and Nursing Services...33 Staffing and Cost Information for Teachers, Aides, and Related Services...35 Administrative and Support Cost Information...39 Cost of the Consortium to Operate Non-Regional Programs

57 Facilities...42 Revenue Generated by Incoming Districts...42 SELPA Special Education Fiscal Allocation Plan...42 Fiscal Year (FY) Funding Model Update (July 11, 2014)...43 Low Incidence Funds...47 Private School Placements...47 PARAMETERS FOR COUNTY EMPLOYEES AFFECTED BY PROGRAM TRANSFER...48 SELPA Policy Regarding Employee Rights...48 Classified Employment Rights in State Statute...50 Timelines for Program Transfers...51 ACRONYM LIST...52 ATTACHMENT ONE...54 Santa Barbara County Special Education Local Plan Area Form SELPA (E)...54 ATTACHMENT TWO...56 Santa Barbara County Special Education Local Plan Area Form SELPA 51A (E)56 ATTACHMENT THREE...60 Santa Barbara County Special Education Local Plan Area...60 ATTACHMENT FOUR Proposed Configuration and Cost of Program Transfers of Non-Regional and PAYGO Students

58 PREFACE The Santa Ynez Valley Special Education Consortium is an association of five school districts working collaboratively to provide special education programs and services to individuals with exceptional needs who reside within the districts that comprise the Santa Ynez Valley Special Education Consortium. The Buellton Union School District, as the administrative unit of Consortium, entered into a contract with the educational consulting firm, Total School Solutions (TSS), in June 2014 to conduct a feasibility study. The purpose is to analyze the programmatic and financial implications of the Consortium increasing its special education operations when assuming the county-operated special education programs for College School District ( College ) and Los Olivos School District ( Los Olivos ). A similar feasibility study, conducted by TSS in 2011, will be used as a blueprint for the new study. As reported in the California Longitudinal Pupil Achievement Data System (CALPADS) as of , the total enrollment for Los Olivos was 511 and 418 for College. As reported in the California Special Education Management Information System (CASEMIS) as of , the total number of special education students identified as special education by District of Residence (DOR) was 61 for College and 54 for Los Olivos. The Santa Barbara County Education Office ( SBCEO ) submitted to College a letter of intention to transfer back special education programs and services for its resident students for the school year, with a subsequent letter for the school year. Los Olivos submitted a letter of intention (on June 2, 2014) to the SBCEO to discontinue special education services, beginning in the school year. Both College (on May 27, 2014) and Los Olivos (on June 2, 2014) submitted letters of request to the Consortium seeking to become a member of the Consortium in the school year. In the letter of intention from Los Olivos to the Consortium (June 2, 2014), Superintendent Marsha Filbin shared that the Los Olivos Board of Trustees was considering whether to reduce the size of the charter school to one single location on the Los Olivos campus (thus closing all satellite locations). This decision was finalized on June 23, 2014, in which the Board of Trustees decided to close all satellite locations beginning , leaving one site. It was indicated in the June 2, 2014 letter to both the Consortium and the SBCEO, If this decision is finalized, then the single Olive Grove location will also be served by the SY Valley Consortium. Ms. Filbin confirmed that the total Olive Grove enrollment is projected at approximately 32 students, with 5 of those as eligible for the resource specialist program (RSP). The Consortium is to be commended for its commitment to ensuring that special education students are provided a continuum of services in the least restrictive environment. From the onset, the Consortium superintendents expressed the sensitivity and complexity of the process and their interest in collaborating with the Santa Barbara County Special Education Local Plan Area ( SELPA ) and the SBCEO. It was assured that the consideration of transferring programs is not related to the excellent services currently being provided by the SBCEO, and that, having a strong working relationship with all entities is a priority. 58

59 Throughout this study process, SELPA, SBCEO, and District staff were extremely helpful in providing pertinent relevant information and/or compiling critical data needed to complete this analysis. In particular, a special thank you to Cathy Breen, SBCEO Assistant Superintendent of Special Education Services, and to Andrew Cantwell, SBCEO Financial Services Officer for Special Education, who responded immediately to every request, compiled pertinent data, and was always available to assist in any way possible. Also, a special thank you to the following key contributors throughout the entire study process: Kathy English, Buellton Chief Business Official; Claudia Echavarria, Consortium Director of Special Education; Dr. Jarice Butterfield, SELPA Director; and, Kim Hernandez, SELPA Accountant. STUDY SCOPE Analyze the programmatic and financial implications of two school districts joining Consortium as listed below. College School District ( College ) including the Santa Ynez Valley Charter School ( SYV Charter ) Los Olivos School District ( Los Olivos ) including the Olive Grove Charter School ( Olive Grove ) This alternative delivery system would involve College and Los Olivos transferring back their non-regional Direct Service District Programs for special education students from the SBCEO and having the Consortium provide comparable special education programs and services, effective in the school year. This study will involve, for the most part, kindergarten through eighth grade (K-8) special education students served by the SBCEO in the following programs: (a) Resource Specialist Program (RSP); (b) Mild/Moderate Special Day Class (SDC); and, (c) Related Services. Although, the program transfer analysis is limited to K-8, the preschool population served in the SBCEO Preschool Specialist Services will be a factor in the analysis because some of these students will have advanced to kindergarten. Also, Olive Grove Charter is an independent study/home school program for students, grades K-12. STUDY ACTIVITIES Compilation of Student Data Identify the number of students and services by district of residence (with charter school students disaggregated) provided in the following primary instructional settings: (a) RSP; (b) SDC; (c) home/hospital; (d) speech-only services; and, (e) specialty regional program(s) that cannot be replicated by the Consortium. Identify the number of students by disability and grade level as well as possible clusters of students with similar identified needs by instructional setting. 59

60 Identify the number and type of related services provided to each student including the frequency and duration of services. Programmatic Implications Identify the number of special education teachers, related service providers, instructional assistants, and certificated and classified support service providers needed to expand the Consortium operations to facilitate serving the additional students. Determine if the Consortium could serve any students in its existing regional classes or provide required related services with its current personnel (e.g. adapted physical education, speech therapy, occupational therapy). Identify the Consortium s capacity to assume additional support responsibilities by existing certificated and classified administrative and non-administrative personnel, to include but not limited to special education director, financial analyst, office staff, psychologist, and nurse. Determine the additional staffing and support services needed by the Consortium to ensure a free appropriate public education (FAPE) pursuant to each student s individualized education program (IEP). Ascertain which services would still require contracting with the SBCEO and/or the SELPA as well as those regional services that cannot be replicated by the Consortium. Assist the District in determining the configuration of classes based on comparable disabilities and ages considering classroom availability and transportation distances. Financial Implications Review the SELPA Special Education Fiscal Allocation Plan. Review the resource items and associated costs incurred by the SBCEO in providing the special education programs and services to the two school districts. Compare the SBCEO Adopted Budget expenses for to its estimated expenses. In operating these programs for , identify the costs for the Consortium as compared to the SBCEO billing, including direct costs, support costs, and indirect costs. Identify all available revenue from SELPA entitlement, grant allocations, locally generated funds (e.g., lottery, Medi-Cal reimbursement) etc. to which the two school districts would generate. 60

61 MAIN ELEMENTS OF THE ANALYSIS Collect, compile, and analyze pertinent data related to program operations, financial reports, and student information. Correspond (meetings, s, telephone calls) with staff from the SELPA, the SBCEO, and the Consortium throughout the process to gather and validate information. Develop appropriate programmatic and financial worksheets. Prepare a draft study report and submit to appropriate persons for review, comments, and corrections as needed. Present draft study findings to the Consortium superintendents and staff members at a formal meeting, with a final report provided subsequent to the formal meeting. EXECUTIVE SUMMARY Pertinent material was included in this report to explain and clarify the many factors relative to special education program transfers, adherence to state statutes, and the understanding of programmatic and financial data. These documents included applicable (a) SELPA policies, procedures, allocation plan and distribution formulae, (b) excerpts from the Consortium Agreement, and (c) specific California education code sections. A historical overview was provided regarding the previous feasibility studies conducted beginning 2004 through 2011 to analyze the programmatic and financial implications of the Santa Ynez Valley school districts forming a consortium in order to provide services for their special education students. College and Los Olivos decided not to join the Consortium established in Another subsequent review also resulted in a decision of College and Los Olivos not to join the Consortium in In anticipation of increased SBCEO special education program costs, coupled with reduced availability of offsets to excess costs (e.g., Medical Administrative Activities [MAA] dollars), College and Los Olivos have again pursued the possibility of joining the Consortium in This analysis involved three following major focus areas related to the viability of expanding the Consortium and transferring special education programs: (1) compilation of student data; (2) programmatic implications; and (3) financial impact. The SBCEO and SELPA generated, complied, and in some cases, constructed the necessary pupil information data and financial worksheets to examine all critical elements. Staff members from these entities were always available in providing the TSS Consultant and Consortium staff with timely responses and clarifications through telephone conferences and s. 61

62 This examination was more complicated than the prior studies for several reasons as listed below. 1. The SELPA Special Fiscal Allocation Plan was revised, in that as of , regional program costs are 100 percent Pay-As-You-Go (PAYGO). The PAYGO costs are deducted from the Assembly Bill (AB) 602 SELPA dollars, prior to distribution to the districts. Consequently, if the PAYGO costs for a district exceed its proportionate share of state and federal special education dollars from the SELPA, then that district would have a negative allocation. Furthermore, the Consortium would not receive that district s base funding as it was deducted to cover PAYGO costs. The Consortium s Cooperative Agreement, developed in February 2013, does not address the PAYGO deduct, but may be revisited in the future. Currently, the Consortium practice is sharing PAYGO costs proportionately based on ADA among the operating districts. 2. Districts received revenue limit dollars through from average daily attendance (ADA) for SDC resident students served by regional service providers. Beginning in with the elimination of revenue limit dollars, districts receive funding through the Local Control Funding Formula (LCFF). 3. The Consortium s Cooperative Agreement includes a shared cost commitment among the operating districts to cover transportation costs for students in regional programs. However, is the first year transportation is not funded by the SBCEO, as it is now part of the LCFF. As such, the Consortium may be assuming a new financial commitment if a district member has significant transportation expenses. 4. Olive Grove will be closing all satellite sites in , reducing its ADA from 311 ( P-2 ADA) to approximately 32 students. As AB 602 funding allocation is based on ADA, not pupil count, the revenue to be generated on the new ADA will not be adequate to cover the costs of the Olive Grove special education students and will not be available to supplement revenue generated by Los Olivos or the Consortium, especially with regard to paying an equitable portion of the shared costs. 5. As this study required accelerating pupil and financial data to , there may be some differences due to special education students entering or existing districts and charter schools, and funding estimates adjusted based on recertified ADA and SELPA funding and apportionments. Following a careful and detailed analysis of the findings, a Program Transfer Analysis worksheet (see Attachment Four) was prepared in collaboration with the Consortium. Listed below are the estimated cost and projections for College and Los Olivos (including the charter schools). Current costs for the SBCEO to Operate Programs: $1,104,336 Estimated Apportionment Assumptions $ 308,653 Consortium Costs to Operate Programs $1,026,130 Projected Cost Savings: $ 78,206 62

63 RECOMMENDATIONS 1. The SELPA-member districts requesting to take programs are required to develop a detailed action plan and submit the plan to the SELPA Director two weeks prior to the Joint Powers Authority (JPA) meeting in November. The Program Transfer Plan (see Attachment Two) has six parts and requires authorized approval and certification of the sending and receiving districts as well as the SELPA Governing Board. It is recommended that the Consortium Special Education Director assist College and Los Olivos in completing this process, which requires addressing pupil needs, availability of a full continuum of services, continuation of the current IEPs for affected students, maintenance of all appropriate support services, compliance with federal and state statutes, and inclusion of parents and staff in the planning process. 2. Revisit the Consortium s Cooperative Agreement, specifically: a. Subsections and Other Financial Responsibilities in Section 5, ADMINISTRATIVE OPERATIONS; b. Section 7, RESPONSIBILITIES OF THE OPERATING DISTRICTS; and, c. Subsection 8.1 Base Funding in Section 8, FUNDING Consider adding language regarding the receipt and distribution of the AB 602 allocation from the SELPA and any federal funds received under Subsections and and the base funding language under Subsection 8.1. Under the PAYGO model, the Consortium may not receive a proportionate share of state and federal funds in consultation with the Santa Barbara County SELPA on an annual basis according to the Allocation Plan described in the Local Plan. Part of this proportionate share could be reduced (taken off the prior to SELPA distribution) to cover the PAYGO costs. Some operating districts, depending on their PAYGO costs for resident students, would contribute less revenue than the districts would have generated or even possibly have a deficit. Under Section 7, consider adding language regarding PAYGO costs related to regional programs and services, in that, the operating districts would be partially responsible (e.g., 50 percent). This may create more incentive to develop other means or alternative delivery systems resulting in reduced or minimal referrals to PAYGO programs and services. However, the Consortium is considered an insurance policy in case one or more districts are financially challenged due to students requiring more intensive services that have to be outsourced. This shared commitment should be continued; however, with a comparable financial commitment from the operating districts. 3. In reviewing pupil information for the four Consortium-operated SDC programs, there appears to be room for the incoming kindergarten (K) and 1 st grade students. The K through 2 nd grade class could be expanded to a K through 4 th grade class and the 4 th through 6 th grade class could be narrowed to a 6 th through 8 th grade class. This would cluster the student ages more closely. As a result, there would be a total of 8 students in the K through 4 th grade class and 7 students in the 5 th through 8 th grade class. However, 63

64 these configurations would need to be revisited in the spring of It was reported that 10 students advanced from College and Los Olivos to the Santa Ynez Valley Union High School District (SYVUHSD) in , with another 18 students advancing in As this study did not include the number of students in RSP classes operated by the Consortium districts, it is not known if the existing high school teacher can accommodate the incoming RSP students and/or how many current high school students will graduate in It is recommended that the Consortium consider whether or not the addition of an adult transition class at the high school is warranted for those special education students who graduated from the SYVUHSD with a certificate of completion. This program could be a shared cost program. 5. There are numerous related services and support staff members who are treated as shared employees for the Consortium. In the event that College and Los Olivos (inclusive of the charter schools) join the Consortium, the staffing recommendations are presented below. a. Increase the Bilingual Specialist position from 6 to 8 hours. b. Increase the Adapted Physical Education Specialist from 0.80 FTE to 1.00 FTE. c. Add an Assistive Technology Specialist at one half day per week. d. Add or increase Mental Health Classified personnel as needed. e. It appears that additional assistance, such as an employee with supervision and evaluation capacity (e.g., Coordinator or a similar certificated administrative position), is warranted and a new administrative position should be added. Based on the financial impact on the Consortium, a retired Special Education Director(s) may be a consideration. This would limit the workdays and the earning limits to approximately $40,000 to maintain compliance with the California State Teachers Retirement System (STRS). There would be savings of health/welfare benefits of approximately $18,000. However, a recently retired administrator would be required to wait one year prior to working within the school system. f. As Psychologists and Speech Pathologists are shared employees, the FTE positions required to serve the incoming or transferred students may not equal to a full-time position (i.e., 0.70 FTE versus 1.00 FTE). As it may be difficult to find a partial employee, it is recommended that the incoming districts (including the charter schools) assume the salary/benefit costs needed for a full time equivalent position (i.e., pay for the additional 0.30 FTE to make a full 1.00 FTE position). This could be revisited for the second year of operation. g. As existing administrative and non-administrative support personnel will be assuming additional duties, it is recommended that these personnel members conduct time studies to determine the actual percentage of time they work on special education functions. If these special education functions are higher than the current allocated FTEs, it is recommended that the FTEs be increased accordingly. The shared staff allocation funded currently by the Consortium is: 0.15 FTE Chief Business Official; 0.18 FTE Payroll; 0.15 FTE Attendance; and, 0.15 FTE Human Resources. The incoming districts and charter schools would represent approximately 21 percent of the total Consortium, based on ADA. If any of these shared positions necessitate increases in FTE, then the offset of the 64

65 21 percent of the incoming entities would need to cover the increased expenses. 6. There are numerous related services and support staff members who would be treated as non-shared employees of the Consortium (e.g., Resource Specialists, Instructional Assistants) and any additional classified or certificated staffing above state-imposed caseload caps and/or SELPA guidelines. In the event that College and Los Olivos (inclusive of the charter schools) join the Consortium, the following recommendations are presented below. a. As it may be difficult to find a partial employee, it is recommended that the incoming districts assume the salary/benefit costs needed for a full time equivalent position (i.e., pay for the additional 0.30 FTE to make a full 1.00 FTE position). This could be revisited for the second year of operation. b. It is recommended that the Consortium hire all Special Education Instructional Assistants at six hours per day, unless specialized circumstances requiring additional time are outlined specifically in a student s IEP. HISTORY In November 2004, a feasibility study was completed to analyze the programmatic and fiscal implications of seven Santa Ynez Valley school districts taking back special education programs including related services. The educational consultant who conducted that earlier study is currently a member of the TSS team and has conducted this study as well. The 2004 study involved identifying each district s capacity to operate the programs individually or as a consortium of districts. In determining such capacity, the following items were reviewed: existing staff employed by the districts; certificated and classified salaries/benefits; substitute rates; school year calendars; bargaining unit association agreements; available facilities; indirect rates; as well as, available categorical programs and/or pre-referral intervention practices. Based on review of this information, it was determined that the seven districts, as a region, had the capacity and existing infrastructure to assume the responsibility of serving their resident special education students, grades K through 12. Five of the seven districts agreed to form the Consortium. Effective , the K through 12 special education students served in the non-regional programs operated by the SBCEO, were transferred back and served by the Buellton Union School District ( Buellton ) as the administrative unit (AU). There was an estimated savings of approximately $318,000 involving 297 students from the five following districts: (2) Ballard School District; (2) Buellton Union School District; (3) Santa Ynez Valley Union High School District; (4) Solvang School District; and, (5) Vista del Mar Union School District. In September-October 2011, another study was completed to analyze the programmatic and fiscal implications of College (including SYV Charter) and Los Olivos (excluding Olive Grove Charter) to join the Consortium and transfer back their K through 8 grade special education students currently served by the SBCEO. Study findings revealed there was an estimated cost savings of $196,000 for the Consortium to serve the 78 non-regional K through 8 grade students from College, Los Olivos, and SYV Charter, starting school year. Also, the Consortium 65

66 would have realized a potential offset of expenses at approximately $87,000 as the two new districts would pay approximately 22 percent of the Consortium s operating expenses for the special education director, office staff, psychologist, adapted physical education teacher, and costs for accounts payable, payroll, attendance, personnel, and housing. Although there was a cost savings identified, in , the SBCEO allocated MAA dollars of approximately $247,000 to offset non-reimbursed costs on behalf of College (including SYV Charter) and Los Olivos. It was determined that the two districts did not have the same capacity to generate equivalent MAA dollars if they joined the Consortium and could have generated only approximately $27,000. It was reported by the SBCEO that the MAA reporting forms did not allow disaggregating data by regional and non-regional programs, as staff members were comingled, which resulted in a subsidy for College and Los Olivos. Although Olive Grove was not included in the 2011 study analysis, it was reported that they received $107,494 in MAA funds as an offset to chargebacks in Furthermore, the SYV Charter received a MAA-funded FTE instructional assistant at the cost of $42,079. The excerpt below was reprinted from the Revised October 4, 2011 Consortium study, Program Transfers: Non-Regional K-8 Special Education Students. The MAA dollars are funded based on LEA submission. The SBCEO has been notified that this allocation method will transition over the next two years to a state formula. Consequently, this may have an adverse financial impact because recouping a comparable amount of funding may not be possible. There are no assurances that MAA dollars will be available in future years to help offset excess costs/chargebacks incurred in non-regional program operated by SBCEO. The cautions regarding the uncertainty of available or inadequate MAA dollars in the October 2011 Consortium report have become factual. In addition, due to California s new LCFF initiated in , revenue limit dollars earned from SDC ADA were eliminated and are no longer available to offset excess costs. The combination of unavailable MAA and revenue limit dollars has had an adverse fiscal impact on the special education SDC and RSP operated by the SBCEO. With significant increased cost projections, College and Los Olivos formally requested consideration to be accepted as a member of the Consortium beginning school year , with the intention of seeking less costly special education services from the Consortium. SELPA POLICIES AND FORMS RELATED TO PROGRAM TRANSFERS SELPA Policy 3208 Closure of Regional Programs or Program and Service Transfers is included as part of Attachment Three. Specific excerpts to program transfers are reprinted below. 1. The SELPA Director shall consider a LEA s request (sending or receiving) to transfer program(s) and service(s) (in whole or in part) when the sending or receiving agency has informed the other agency and the SELPA prior to the first day of the second fiscal year beginning after the date on which the transfer will take place unless both LEA s involved unanimously approve that the transfer take place on the first day of 66

67 the first fiscal year following that date. The SELPA Director shall make final recommendations regarding program and service transfer requests (in whole or in part) to the JPA Board. 2. The LEA requesting program and service transfers certifies that the agency will comply with all applicable requirements of federal and state laws and regulations and special education local plan area policies, including compliance with the Individuals with Disabilities Education Act, Section 504 of Public Law, and the provisions of the California Education Code prior to the transfer. Specifically, the receiving LEA/District shall provide the Board a detailed program transfer plan that includes all of the following: Evidence pupil needs within the SELPA can be met; Evidence availability of a full continuum of services to affected pupils has been considered; Evidence continuation of current IEPs of affected pupils has been considered; Evidence provision of services and least restrictive environment (LRE) for affected pupils has been considered; Evidence of maintenance of all IEP support services has been considered; Assurance statement that there will be compliance with all federal and state laws and regulations and SELPA policies; Evidence parents and staff were represented in the planning process for both the sending and receiving LEA; Evidence of an agreed upon plan between sending and receiving LEAs for transfer of equipment; Proposed plan for facilities; and Certification of the receiving LEA s governing board. There are two forms required by the SELPA in preparation for transferring back special education programs. These forms are in adherence with federal and state statute and have been reprinted as Attachments One and Two. (a) Form 51, Request for Program Transfers and/or Services Activities and Checklist ( Program Transfer Checklist ) revised (b) Form 51A, Request for Program Transfers and/or Services Program Transfer Plan ( Program Transfer Plan ) revised The Program Transfer Checklist (see Attachment One) is to be completed by any SELPAmember LEA requesting to take back programs and/or services, includes students previously served in a regional program. Two major steps include: Step 1 Letter of Interest Step 2 Development of a Detailed Action Plan The letter of interest is due to the SELPA Director and other applicable persons prior to the first day of the second year beginning after the date on which the transfer will take place (basically a year and a day notice). Evidence of completed activities of the detailed program transfer plan is 67

68 due to the SELPA Director two weeks prior to the Joint Powers Authority (JPA) meeting in November. The Program Transfer Plan (see Attachment Two) has six parts and requires authorized approval and certification of the sending and receiving LEA as well as the SELPA Governing Board. These are listed below. Part I Part II Identification of existing site (sending LEA) and new site (receiving LEA) List Type of Programs and/or Services (or Students) Being Transferred (program descriptions, number of staff and students) Part III Detailed plan that complies with the seven areas listed in CA EC (a)(1)-(7) as well as equipment and facilities (see State Law Reference below) Part IV Procedural Safeguards Checklist Part V Resolution of Disputes Part VI Receiving Board Certification State Law Reference As required by California Education Code Section ( CA EC ) 56207(b), a program transfer cannot take place without a year or more planning unless there is unanimous agreement from all parties that the transfer can occur within a shorter time period. The pertinent subdivisions of CA EC are provided below. (a) No educational programs and services already in operation in school districts or a county office of education pursuant to Part 30 (commencing with Section 56000) shall be transferred to another school district or a county office of education or from a county office of education to a school district unless the special education local plan area has developed a plan for the transfer which addresses, at a minimum, all of the following: (1) Pupil needs. (2) The availability of the full continuum of services to affected pupils. (3) The functional continuation of the current individualized education programs of all affected pupils. (4) The provision of services in the least restrictive environment from which affected pupils can benefit. (5) The maintenance of all appropriate support services. (6) The assurance that there will be compliance with all federal and state laws and regulations and special education local plan area policies. (7) The means through which parents and staff were represented in the planning process. (b) The date on which the transfer will take effect may be no earlier than the first day of the second fiscal year beginning after the date on which the sending or receiving agency has informed the other agency and the governing body or individual identified in subparagraph (A) of paragraph (12) of subdivision (a) of Section 56205, unless the governing body or individual identified in subparagraph (A) of paragraph (12) of subdivision (a) of Section unanimously approves the transfer taking effect on the first day of the first fiscal year following that date. (c) If either the sending or receiving agency disagree with the proposed transfer, the matter shall be resolved by the alternative resolution process established pursuant to paragraph (5) of subdivision (b) of Section

69 The CA EC 56205(12)(A) referenced above reads: A description of the governance and administration of the plan, including identification of the governing body of a multidistrict plan or the individual responsible for administration in a single district plan, and of the elected officials to whom the governing body or individual is responsible. COOPERATIVE AGREEMENT SANTA YNEZ VALLEY SPECIAL EDUCATION CONSORTIUM Cooperative Agreement for the Operation of Special Education Programs and Services by the Santa Ynez Valley Special Education Consortium under the Santa Barbara County Special Education Local Plan Area ( Cooperative Agreement ) The purpose of the Cooperative Agreement was to create the Consortium, as an association of five school districts working collaboratively to provide special education programs and services to special education students who reside with the geographical boundaries of the member districts. The Superintendents Advisory Committee meets monthly and serves as an ad hoc advisory group to advise their boards as to any action items required for the Consortium. The governing boards of the five districts have approved the Cooperative Agreement. The Advisory Committee also provides recommendations to the Board of Trustees for Buellton, as this district is the AU for the Consortium. Buellton is responsible for providing administrative services on behalf of the five districts, which are summarized below from Section 5, Administrative Operations. Point of contact to the SELPA to address special education funding issues. Receipt and expenditures of specialized funds (e.g., program specialist and local incidence funds). Development of Annual Budget required by state law to be approved by SELPA Governance Body. Other financial responsibilities (e.g., receive and distribute federal funds and AB 602 SELPA allocation, review and file SELPA/District audit of SELPA accounts for federal funds and grants). Other AU responsibilities (administer all agreements, provide purchasing services, manage personnel functions, publish and update a procedural handbook). Note: The Procedural Handbook that is reviewed and approved by the Consortium s Superintendents Advisory Committee is considered an extension of the Agreement and outlines more specific programming and fiscal procedures of program management. 69

70 Summarized below is Section 7 of the Agreement, Responsibilities of the Operating Districts. Buellton, as the AU, is responsible for providing administrative support for providing required coordination and administrative services in the areas of business human resources, and support services. Operating districts are responsible to provide food services and facilities/maintenance for students attending special education programs within their district. If additional facilities are required, operating districts may submit a request to the Consortium for additional funds to pay for excess costs. Operating districts share all transportation expenses, unless a specific district disagrees with the Consortium s Superintendents Advisory Committee s recommendation, then that district is sole responsible for the transportation of that particular case. Districts of residence retain responsibility to conduct initial assessments to determine special education eligibility. Districts of residence retain ultimate authority and responsibility for the provision of education programs and services to its resident students, regardless of the service provider. Note: Operating District is defined as school districts within the Consortium conducting special education programs and classes for individuals with exceptional needs. Summarized below is Section 8 of the Agreement, Funding. Base Funding Proportionate share of SELPA state and federal funds shall be received by the Consortium. Excess Costs Operating districts will be charged monthly for its usage of RSP teachers, instructional aides, and severely handicapped program services. Consortium will fund remaining costs, including but not limited to administrative, personnel, instructional supplies, and equipment. At year-end or upon receipt of funding, any excess costs will be charged back to the operating districts in accordance with each district s usage of special education services being funded. Surplus Unused revenue from the Consortium will be held in a reserve fund and Superintendent Advisory Committee shall meet on an annual basis to address the surplus. Full Disclosure Operating districts will fully disclose to the Consortium their annual program revenue and expenditures for the special education programs they operate. Invoicing and Payment The AU will invoice operating districts for excess costs incurred to operate special education programs. Specific billing cycles are included in the full Agreement. 70

71 FOCUS AREA ONE COMPILATION OF STUDENT DATA A. Identify the number of students and services by district of residence (with charter school students disaggregated) provided in the following primary instructional settings: (a) RSP; (b) SDC; (c) home/hospital; (d) speech-only services; and, (d) specialty regional program(s) that cannot be replicated by the Consortium. In order to complete this section, the SBCEO provided the student information, as of June 2014, listed below. 1. Students who attend the district program and are served by the SBCEO. 2. Students who are enrolled in private schools located in the catchment area of the district and so are served by the SBCEO (the districts would need to take the responsibility over for serving students in those private schools on an Individual Service Plan). 3. Students who live in the district catchment area and attend regional programs. As the students included above reflect the year grade levels, the pupils were advanced two school years. Also the PAYGO preschool population was included in the analysis because advancing two school years would place some of the preschoolers into kindergarten. After the SBCEO prepared the student information referenced above, on June 23, 2014, the Los Olivos Board of Trustees approved the closure of all Olive Grove Charter School satellite locations beginning , leaving one site on the Olive Grove campus, with a projection of 32 students total including 5 RSP students. The charter school students and their parents come on campus one hour per week to see their teacher and, if they are RSP students, they come an additional hour per week to see the RSP teacher. Students complete their schoolwork at home with parent supervision. It was reported that this will continue to be the model in Number of Incoming Students by Instructional Settings and Services In reviewing the number of students involved in the program transfers, some of the preschool PAYGO students were included because they would advance to kindergarten in Also, the College students are on two different campuses (College Elementary and Santa Ynez Elementary). There were a total of 111 students on the list provided by the SBCEO as served in spring This number will decrease when the students are advanced two school years. Listed below are several caveats altering this pupil count when advancing the pupil by ages to the next appropriate grade level. Eighteen students are projected to advance to high school age in Approximately ten advanced to high school age in Several students could move from the charter school to a district or vice versa. 71

72 Olive Grove will reduce its special education pupil count to 5 students in , but it is anticipated that the reduced students will not be served in the Consortium, as they are residents of outlying districts. Students naturally move into and leave the districts and/or charter schools. Figure 1 is a summary table including the projected pupil count by instructional setting of RSP, SDC, and Speech-only. The special education students were advanced two school years. A total of 69 students were identified as follows: 48 RSP, 6 SDC, and 15 Speechonly. When advancing the Olive Grove students, 6 would have graduated in , with 13 students remaining. Of those students, Olive Grove will serve those who are residents of school districts within the Consortium. The remaining students who are residents in districts outside of the Consortium would need to be served by the district of residence or another charter school. It is undetermined at this time as to service provider and location of services for these students. Figure 1: Total Number of Students by Instructional Setting in Entity # RSP # SDC # RSP # Speech- Students Students & SDC Only Total (a) (b) (c) (d) (e) (f) College (Includes PAYGO) Santa Ynez Valley Charter Subtotal Los Olivos (Includes 16 PAYGO) Olive Grove Charter Subtotal Total Figure 2 is a summary of the 18 students by LEA who will advance to the Santa Ynez Valley Union High School District (SYVUHSD) in This population would not include the PAYGO students because the majority of that group is preschool age. It was reported by Jim Brown, Superintendent of College School District, the SYV Charter students would probably enroll in the SYVUHSD. Olive Grove students are not included in this table because, in , the high school age students served on the satellite campuses either graduated or their resident districts are outside of the Santa Ynez Valley Consortium geographical boundaries. Approximately another 10 students were identified as transitioning to the SYVUHSD in from: (a) College 4; (b) SYV Charter 1; (c) Los Olivos 5. Of these, all students are RSP except for one SDC student. 72

73 Figure 2: Number of Students by Instructional Setting Advancing to the High School from Respective Local Educational Agencies in Entity # RSP # SDC # Speech- Students Students Only Total (a) (b) (c) (e) (f) College Santa Ynez Valley Charter Subtotal Los Olivos Total B. Identify the number of students by disability and grade level as well as possible clusters of students with similar identified needs by instructional setting. Number of Incoming Students by Disability, Grade Level, and Possible Clusters Figure 3 is a summary table of the 69 students in Figure 1 categorized by primary disability. Figure 3: Total Number of Students by Primary Disability Entity AUT ED OHI SLD SLI ID Total (a) (b) (c) (d) (e) (f) (g) (h) College (Includes PAYGO) Santa Ynez Valley Charter Subtotal Los Olivos (Includes PAYGO) Olive Grove Charter Subtotal Total Legends: AUT: Autism SLD: Specific Learning Disability ED: Emotional Disturbance SLI: Speech or Language Impairment OHI: Other Health Impairment ID: Intellectual Disability Of the 69 students, 18 students have a secondary disability. Figure 4 is a summary table of those students categorized by their secondary disability. The majority of the students involve a secondary disability of SLI. 73

74 Figure 4: Total Number of Students by Secondary Disability Entity OHI SLD SLI ID Total (a) (b) (c) (d) (e) (f) College (Includes PAYGO) Santa Ynez Valley Charter 2 2 Subtotal Los Olivos (Includes PAYGO) Olive Grove Charter Subtotal Total The 54 students (48 RSP and 6 SDC) are categorized by age and disability category in Figure 5. The 6 SDC students are shown again in Figure 6 as a separate group. The 15 Speech-only students are not included in this table, but are shown in Figure 7 by age and disability category. As reflected in Figure 5, when there were no reported students in specific grade level cells, then those rows were deleted to minimize blank rows. Figure 5: Total Number of RSP and SDC Students by District, Grade, and Primary Disability Grade Level SLD SLI Autism OHI ED ID Total College (Includes PAYGO) First 1 1 Fourth Fifth Sixth Seventh Eighth 3 3 Subtotal Santa Ynez Valley Charter Second Fourth 1 1 Fifth Sixth 2 2 Seventh Eighth 2 2 Subtotal Los Olivos (Includes PAYGO) Second 1 1 Fourth 2 2 Fifth Sixth Seventh 4 4 Eighth 3 3 Subtotal

75 Figure 5: Continued Grade Level SLD SLI Autism OHI ED ID Total Olive Grove Charter Seventh 2 2 Eighth 1 1 Ninth 1 1 Twelfth 1 1 Subtotal Total As shown in Figure 6, there are a total of 6 SDC students. One of these students is served by another school district outside of the Consortium. These 6 SDC students are included in Figure 5 above. The two charter schools have no SDC students. In College, 3 of the 5 SDC students are served in a RSP/SDC combination classroom on the College Elementary campus. It is understood that these students are at the mild to moderate level as the current teacher is credentialed for mild to moderate and is not dually certificated with a moderate to severe credential. Regarding the two remaining regional students - one of these students may require a more self-contained setting through a regional program and the other student could be served in a consortium SDC class. The one SDC student in Los Olivos is currently served in a mild to moderate or less restrictive setting. When determining how many teachers would be required for RSP/SDC combination classes, there is no state statute for a SDC teacher caseload cap as compared to the RSP teacher caseload. The state-imposed RSP teacher caseload cap is 28 (Reference: CA EC 56362(c)). Typically, the caseload calculation for a combination RSP/SDC class takes into consideration the percentage of the two settings. For example, if there are 20 RSP students, this would be equivalent to approximately 0.70 FTE RSP position (20 28). Considering a caseload of 12 for SDC for mild to moderate elementary students, that teacher would serve 3-4 SDC students (0.30 FTE times 12 students equals 3.66 students). This is a typical formula used throughout the state. Another practice includes a combined RSP/SDC established caseload of anywhere from 20 to 24 students. Figure 6: Total Number of SDC Students by District, Grade, and Primary Disability Grade Level SLD SLI Autism ID Total ((a) (b) (c) (d) (e) (f) College (Includes PAYGO) First 1 1 Fourth 1 1 Fifth 1 1 Seventh 1 1 Eighth 1 1 Subtotal Los Olivos (Includes PAYGO) Sixth 1 1 Total

76 Speech-only Services As shown in Figure 7, there are a total of 15 Speech-only students categorized by grade level. The disability category for all 15 Speech-only students is speech or language impairment (SLI). Figure 7: Total Number of Speech-only Students by Grade Level Grade Level College (Includes PAYGO) (a) SLI (b) First 4 Second 2 Fourth 1 Fifth 2 Sixth 1 Eighth 2 Subtotal 12 Santa Ynez Valley Charter Second 1 Los Olivos (Includes PAYGO) First 1 Third 1 Subtotal 2 1 Total 15 The percent of time in general education is shown in Figure 8 by percentage clusters. Approximately 35 percent of the students will be served in general education from 90 to 95 percent of the time, with approximately 25 percent at 96+ percent. All Speech-only students were reported in the group of 96+. The SDC students could fall into the groups of or 71-0, depending on the data reporting structure of the student information system. Figure 8: Percentage of Time in General Education in Entity Total (a) (b) (c) (d) (e) (f) (g) College (Includes PAYGO) SYV Charter Subtotal Los Olivos (Includes PAYGO) Olive Grove Charter Subtotal Total Percent of Total 24.64% 34.78% 7.25% 8.70% 11.59% 13.04% % 76

77 Home/Hospital No students were reported as receiving special education services through home/hospital. Specialty Regional Program(s) that Cannot be Replicated by the Consortium) A smooth transition of students from the SBCEO-operated classes to the two school districts and charter schools would occur because these programs are currently on district school sites. There is one student (and possibly another student) from College who may need to continue the need for a regional program. Being a member of the Consortium provides the possibility of a regional-type program, through a shared cost model, for a cluster of students with comparable intensive needs. It does not appear at this time that a specialty regional program would need to be created as a result of the program transfers. C. Identify the number and type of related services provided to each student including the frequency and duration of services. Number and Type of Related Services The number of instructional services is shown in Figure 9. The most frequently provided service was specialized academic instruction (SAI). Although SAI is not a related service, it is included in this section. Reprinted below is the definition of SAI as found in the California Department of Education (CDE) California Special Education Management Information System (CASEMIS) Technical Assistance Guide Service Category Code 330: Adapting, as appropriate, to the needs of the child with a disability, the content, methodology, or delivery of instruction to ensure access of the child to the general curriculum, so that he or she can meet the educational standards within the jurisdiction of the public agency that apply to all children. (34 CFR (b)(3)) The reporting requirement is independent from the appropriate programs that may be designed to meet individual students needs, such as RSP or SDC. The SAI designation used by CDE in CASEMIS describes an instructional delivery model NOT a program. The second most frequent service is language and speech. Pursuant to CA EC , The average caseload for language, speech, and hearing specialists in special education local plan areas shall not exceed 55 cases... And EC (a) states, The maximum caseload for a speech and language specialist providing services exclusively to individuals with exceptional needs, between the ages of three and five years... shall not exceed a count of 40. Based on statute, it would appear that the Consortium would be required to add a minimum of a 0.75 FTE speech pathologist. However, this would not accommodate capacity for growth. As such, it is recommended a 1.00 FTE speech pathologist be added. The Adapted Physical Education Specialist would need to assume 5 new students. 77

78 The two following transition services were combined in Figure 9: (1) College Awareness; and, (2) Career Awareness, Self-Advocacy and Career Planning. The two Olive Grove students receive both services. Figure 9: Number of Instructional Services for Incoming Consortium Students for College and Los Olivos (Inclusive of Charter Schools) Entity Specialized Academic Instruction Language & Speech Counseling (includes Individual) Behavior Intervention Occupational Therapy Adapted Physical Education Health & Nursing Career and College Wateriness Total (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) College SYV Charter Subtotal Los Olivos Olive Grove Subtotal Total As shown in Figure 10, the SYVUHSD will need to provide 30 services to the incoming students from the College, Los Olivos, and Santa Ynez Valley Charter. High school age students from Olive Grove Charter will not be enrolling in the SYVUHSD, as they are not residents of that district. Figure 10: Number of Instructional Services for Incoming Students from College, Los Olivos, and Santa Ynez Valley Charter Entity Specialized Academic Instruction Language & Speech Counseling (includes Individual) Behavior Intervention Adapted Physical Education Total (a) (b) (c) (d) (e) (f) (g) College SYV Charter Subtotal Los Olivos Total Frequency and Duration of Services To maintain student confidentiality, a range of the frequency and duration of services is compiled below. Specific details by individual districts and charter schools were provided to the Consortium under separate cover. 78

79 Specialized Academic Instruction for Resource Specialist Program College: 300 to 750 minutes per week SYV Charter: 60 to 525 minutes per week Los Olivos: 90 to 560 minutes per week Olive Grove: 60 to 360 minutes per week Language and Speech Services (for all entities) Services from minutes monthly, with typical duration of minutes per week Counseling and Guidance / Behavioral Intervention (for all entities) Wide frequency range of services: monthly to weekly depending on individual counseling (more sessions), group counseling (less sessions), or behavioral intervention (more sessions) Occupational Therapy and Adapted Physical Education (for all entities) Consultation services and/or individual/group weekly sessions Health and Nursing (for all entities) Services provided on an as needed or required basis Career and College Awareness All Entities A Vocational Specialist provides supervision for middle school students regarding career awareness goals and objectives. Olive Grove: High school-age students receive an average of 45 minutes per day. FOCUS AREA TWO PROGRAMMATIC IMPLICATIONS Background Information In order to address Focus Area Two Programmatic Implications a proposed configuration and program transfer cost analysis worksheet was developed with assistance from Kathy English, Chief Business Official with the Buellton Union School District. The worksheet can be found as Attachment Four, Proposed Configuration and Cost of Program Transfers for Non- Regional and PAYGO Students Santa Ynez Valley Consortium. This document will be referred to as the Program Transfer Worksheet. The Consortium employs the teachers, instructional aides as well as staff for administration, clerical, related services and other support staff for fiscal and human resources. Buellton, as the AU, manages the total SELPA allocations appropriated to the Consortium districts. Whatever SELPA revenue generated from the operating districts is deposited into a shared pot. Each district pays for the actual salary/health and welfare costs of its RSP teachers and instructional assistants based on the Buellton salary schedule, as Buellton is the employer. The Consortium uses the same ADA as the SELPA for its allocation distribution calculations. As shown in Figure 11, the total Consortium ADA of 2,490 was converted to percentages to determine the proportionate cost share per district. The projected ADA in Column d has been recalculated including College and Los Olivos ADA (including charter schools). 79

80 The SELPA Fiscal Analyst calculated the ADA for College and Los Olivos for the purposes of this study. College would represent percent and Los Olivos 7.41 percent of the total Consortium ADA. The costs for the shared employees and services are prorated among the Consortium operating districts based on their ADA. Although the Consortium could have an offset of percent of support staff, additional resources will be needed to offset the additional services required. This will be discussed in detail further in Focus Area Two. College is approximately 65 percent, while Los Olivos approximately 35 percent of those two districts (including charter schools). Figure 11: Comparison of Average Daily Attendance and Percentages Entity Consortium ADA Percent ADA Projected ADA Percent College & Los Olivos (a) (b) (c) (d) (e) Ballard 4.06% % Buellton 26.71% % SYVHS 40.64% % Solvang 24.10% % Vista 4.50% % College 0.00% % 64.92% Los Olivos 0.00% % 35.08% Total 2,490 3, % 667 Process of Payment for Shared Employees and Services As cited earlier, Buellton is the employer of all shared employees. These costs are absorbed first by the SELPA revenue from the shared pot. Operating districts are not paying for those employee costs out-of-pocket. Unreimbursed expenses are charged back to the districts based on the same percentage of ADA used on SELPA funding model. At year-end, any surplus is distributed back to the districts based on ADA. The funding component is described in the Cooperative Agreement of the Consortium, with the pertinent funding section reprinted below. Section 8. FUNDING 8.1 Base Funding The Santa Ynez Valley Special Education Consortium shall receive a proportionate share of state and federal funds in consultation with the Santa Barbara County SELPA on an annual basis according to the Allocation Plan described in the Local Plan. 8.2 Excess Costs The Operating Districts recognize that special education state and federal funds are not sufficient to cover the costs of providing services to children with exceptional needs. Therefore, each Operating District will be charged monthly for its usage of RSP teachers, instructional aides and Severely Handicapped program services being provided at their particular sites. The Consortium will fund the remaining costs, including but not limited to the costs for administrative 80

81 personnel, instructional supplies and equipment. At end of each fiscal year or upon receipt of funding, any excess costs will be charged back to the Operating Districts in accordance with each District s usage of the special education services being funded. 8.3 Surplus Any surplus revenue that is not used by the Consortium will be held in a reserve fund. The Consortium's Superintendents Advisory Committee shall meet on an annual basis to advise the Consortium's Chief Business Official on whether these funds will be allocated to the Operating Districts and/or whether they will be maintained in a reserve fund for the following year. The decision will be based on whether the Consortium retains sufficient funds for: maintaining a reserve and for yearly start-up operating expenses. If the surplus revenue funds are to be allocated they shall be distributed to the Operating Districts based on their CBEDS counts. The funds will be reimbursed at the end of each fiscal year or upon receipt of funding. 8.4 Full Disclosure Each Operating District agrees to fully disclose, to the Santa Ynez Valley Special Education Consortium, the annual program revenues and expenditures for the special education programs that it/they operate(s). 8.5 Invoicing and Payment The Operating Districts of the Santa Ynez Valley Special Education Consortium will be invoiced monthly by the Administrative Unit for the excess costs incurred to operate the special education programs. The first three quarterly invoices will be based on projections. The final invoice will be based upon actual revenues and expenditures less the amounts invoiced for the first three quarters. The final invoice will be delivered to Operating Districts by the Administrative Unit for the Santa Ynez Valley Special Education Consortium by July 31. The final invoice shall include a detailed statement of annual program expenditures and revenues with supporting documentation. The Operating Districts of the Santa Ynez Valley Special Education Consortium shall make payment within 10 day of receipt. 1. Identify the number of special education teachers, related service providers, instructional assistants, and certificated and classified support service providers needed to expand the Consortium operations to facilitate serving the additional students. Number of Teachers, Aides, and Certificated/Classified Service Providers Required In determining the number of teachers, aides, certificated/classified and service providers required, the SBCEO provided a detailed personnel list by full time equivalencies for the two school districts and separately for the two charter schools. Also, a student specific list was provided by the SBCEO including all the quantifiable subsets to determine the required services. These lists have been made available to the Consortium under separate cover. 81

82 Based on the information provided by the SBCEO, the needed full time equivalent positions were calculated and shown on Attachment Four Program Transfer Worksheet for (a) College and SYV Charter and (b) Los Olivos and Olive Grove Charter. The reduced Olive Grove pupil count was taken into consideration. 2. Determine if the Consortium could serve any students in its existing regional classes or provide required related services with its current personnel (e.g. adapted physical education, speech therapy, occupational therapy). Capacity to Serve Any Incoming Students with Existing Resources In order to determine the capacity to serve any incoming students with existing resources, background information has been provided below as to the composition of available services and shared employees. District members of the Consortium provide services for their resident students with mild to moderate disabilities. The typical instructional setting for these students is a RSP instructional setting. A district could provide a SDC/RSP combination class if the students have mild to moderate level disabilities. If a student has a moderate to severe disability and requires a more intensive program, the teacher would require a moderate to severe credential. The Consortium operates four SDC programs, which will also be addressed further in this report. The Consortium will provide the required related services for the SDC and RSP students or outsource if the qualified staff is not available to provide a specific required related service. These related service providers are shared employees to be explained further below in this section. Specific information for the four SDC programs operated by the Consortium is presented in Figure 12. The students were advanced two years, based on their date of birth, to ascertain the number of class sizes beginning In reviewing pupil information for the four Consortium-operated SDC programs, there appears to be room for the incoming K and 1 st grade students. The K through 2 nd grade class could be expanded to a K through 4 th grade class and the 4 th through 6 th grade class could be narrowed to a 6 th through 8 th grade class. This would cluster the student ages more closely. As a result, there would be a total of 8 students in the K through 4 th grade class and 7 students in the 5 th through 8 th grade class. However, these configurations would need to be revisited in the spring of

83 Figure 12: Number of Students Enrolled in Consortium Classes by Instructional Setting, Age Range, and Disability Advanced Two Year for the School Year SDC Class Location # SDC Pupils Grade Levels Disabilities (a) (b) (c) (d) Solvang School District Solvang School 5 2 AUT, ID, OHI Solvang School District Solvang School 10 4, 6, 7, 8 AUT, ID, MD, OHI, Santa Ynez Valley Union High School District AUT, ID, OHI, MD, TBI Buellton Union School District Oak Valley Elementary 2 2, 3 ED, OHI Total 30 Legends: AUT: Autism ED: Emotional Disturbance ID: Intellectual Disability MD: Multiple Disability OHI: Other Health Impairment TBI: Traumatic Brain Injury It appears that only one SDC student will reach the maximum age (through 22) and two Consortium students would move up to the SYVUHSD. Earlier in Figure 2, it was reported that 18 students would advance to the high school in , with another 10 students advancing in As this study did not include the number of students in RSP classes operated by the Consortium districts, it is not known if the high school teacher can accommodate the incoming RSP students and/or how many existing high school students will graduate in It is recommended that the Consortium consider whether or not the addition of an adult transition class at the high school is warranted for those special education students who have graduated from high school with a certificate of completion (not a diploma). This program could be a shared cost program. The Consortium currently receives WorkAbility funds from the SBCEO. As the maximum age of attendance is through 22 years, those students who have earned a certification of completion (not a diploma) and have not reached the maximum age could participate in the transition program. Currently the SYVUHSD special education teacher serves students through grades 9 through 12+ or until the student reaches the maximum age limit for attendance purposes. The maximum age of attendance for individuals with exceptional needs (IWEN) is defined below pursuant to CA EC (c)(4)(a-d). A. A student who becomes 22 years of age during the months of January to June, inclusive, while receiving a special education program and/or services is eligible and 83

84 may continue to receive services for the remainder of the current fiscal year (i.e., school year), including any extended school year program for special education students. B. A student with disabilities shall not be allowed to begin a new fiscal year receiving a special education program and/or services if he or she becomes 22 years of age in July, August, or September of that new fiscal year. However, if the student is in a year-round school program and is completing his or her special education program in a term that extends into the new fiscal year, the student may complete that term. C. A student who becomes 22 years of age during the months of October, November, or December while receiving a special education program and/or services, is no longer eligible to receive special education and shall be terminated from the program on December 31 of the current fiscal year, unless the student would otherwise complete his or her IEP at the end of the current fiscal year. D. No LEA may develop an IEP that extends beyond these eligibility dates. In no event may a student be required or allowed to attend school as an IWEN beyond these eligibility dates solely on the basis that the student has not met his or her goals or objectives. The California Longitudinal Pupil Achievement Data System (CALPADS) allows an IWEN who has earned a Certificate of Completion (NOT a diploma) to exit a school and return to school for specialized services such as transitional services. To be included in the Special Education Certificate of Completion category, the student must meet the criteria listed below. (Source: CALPADS Data Guide Version 5.0 December 12, 2013 and CALPADS User Manual Version 5.3 January 13, 2014, Glossary): Successful High School Completers are students who have successfully completed or graduated from High School. Completers are counted for the Academic Year prior to the year in which the count is generated (i.e. Reporting Year). The time period used to examine Student School Exit Reason Codes to determine which students are reported as Completers is the Graduate Reporting Cycle. To be reported in a Successful High School Completer category in CALPADS, an IWEN must have the enrollment status as Receiving Specialized Services Only (40) and be codes as follows: Student Exit Reason Code = E230 (Completer Exit) Completion Status Code = 120 (Special Education Certificate of Completion) A student with exceptional needs (having an individualized education program [IEP]) left school after receiving a certificate or document of educational achievement or completion meeting the requirements of Education Code Section Santa Barbara County SELPA Guidelines and Worksheets As this study required advancing special education pupil count information including required programs/services to , it is anticipated that there could be differences in 84

85 projections when new special education students enter or existing students change programs or exit specific districts or charter schools. With this in mind, the Consortium could rely on the Santa Barbara County SELPA regional program cost accounting formula. This method allows the SBCEO and each SELPA-member district to use the same caps for non-salary expenses but apply their actual costs for salary and benefits of salaried personnel. Also, recommended FTE staffing levels are provided for each specific regional program category to include: (a) related services such as psychological, behavioral, nursing, speech, vocational education, and adapted physical education; (b) average class sizes/caseload per one FTE; (c) number of hours for recommended daily classroom support provider hours (e.g., aides, interpreters, braillists, etc.); and, (d) allowable regional program administrative and classified clerical support charges. The SELPA guidelines and worksheets used for the regional program staffing levels and support calculations are included as Appendix B of the SELPA Special Education Local Policy 3204, Section 9 (Assembly Bill 602 Special Education Fiscal Allocation Plan). The titles of these documents are listed below and are included as Attachment Three. Regional Class Program Operational Guidelines Recommended DIS FTE Support for Regional Programs by Program Type Recommended Staffing Levels for Regional Programs 3. Identify the Consortium s capacity to assume additional support responsibilities by existing certificated and classified administrative and non-administrative personnel, to include but not limited to special education director, financial analyst, office staff, psychologist, and nurse. Capacity of Current Administration and Support Services to Assume Added Duties In order to determine if existing administrative and non-administrative support personnel could assume addition duties, the Consortium provided a list of FTE personnel allocated to special education functions. The shared support staff allocation is listed below. Shared Support Staff Allocation 1.00 FTE Special Education Director 1.00 FTE Administrative Assistant 0.15 FTE Chief Business Official 0.18 FTE Payroll 0.15 FTE Attendance 0.15 FTE Human Resources FTE Bilingual Specialist As the existing administrative and non-administrative support personnel listed above will be assuming additional duties, it is recommended that these personnel members conduct time studies to determine the actual percentage of time they work on special education functions. If these special education functions are higher than the current allocated FTEs, it is recommended that the FTEs be increased accordingly. The incoming districts and charter schools would represent approximately 21 percent of the total Consortium, based on ADA. 85

86 If any of these shared positions necessitate increases in FTE, then the offset of the 21 percent of the incoming entities would need to cover the increase expenses. It has been determined by the TSS Consultant and Special Education Director that the Bilingual Specialist position would need to be increased from 6 to 8 hours if the two districts and charter schools join the Consortium. It was reported that the Special Education Director has prepared a scope of services to be provided and time commitment required. It appears that additional assistance, such as an employee with supervision and evaluation capacity (e.g., coordinator or a similar certificated administrative position), is warranted and a new administrative position should be added. Based on the financial impact on the Consortium, a retired Special Education Director(s) may be a consideration. This would limit the workdays and the earning limits of approximately $40,000 to maintain compliance with the California State Teachers Retirement System (STRS) requirements. There would be savings of health/welfare benefits of approximately $18,000. However, a recently retired administrator would be required to wait one year prior to working within the school system. There are numerous related services and support staff members who are treated as shared employees for the Consortium. These special education service providers are listed below. Included on Attachment Four Program Transfer Worksheet is the required FTEs for these related service providers as they all need to be increased to accommodate the needs of incoming transferred students. Shared Special Education Service Providers 2.00 FTE Psychologists (One person housed at Buellton and the other housed at the high school) 0.80 FTE Adapted Physical Education (APE) Specialist (0.20 FTE of this full-time position is assigned to general physical education for Buellton) 2.70 FTE Speech Pathologists 0.30 FTE Deaf and Hard of Hearing Specialist (DHOH) FTE (0.665 FTE and FTE) Mental Health Classified personnel 0.10 FTE Assistive Technology (AT) Specialist at ½ day per week, with a second AT Specialist at ½ day per week in the near future. Note: Typically a resource specialist teacher and/or speech pathologist with an AT certificate provides these services. In addition to the shared special education service providers and support staff allocation, other services are currently available in the Consortium. These are listed below. Included on Attachment Four are the separate General Fund (Form O) psychological and nursing FTEs that will be made available to the incoming or transferred from the SBCEO. Also, included on this worksheet are the increases required for the BCBA activities. Is estimated by the SELPA Fiscal Analyst that College and SYV Charter will generate $20,207 and Los Olivos/Olive Grove approximately $10,926 in SELPA Mental Health dollars that could be used to enhance the Consortium s provision of services from a BCBA or family therapist. 86

87 Other Services Currently Available in Consortium SBCEO General Fund (Form O) 0.80 FTE Psychologist increased from four to five days per week using Consortium Mental Health dollars to pay for the additional day. SBCEO General Fund (Form O) 0.40 FTE Nurse (two days per week) with additional nursing services contracted by the SYVUHSD through SBCEO. Consortium bought 20 days from the SELPA to provide services from the Board Certified Behavior Analyst (BCBA) from SELPA. Consortium has a Behavior Instructional Aide who provides interventions recommended by the SELPA BCBA. Consortium will provide Mental Health services from a BCBA or family therapist for 2 days a week using Mental Health dollars. 4. Determine the additional staffing and support services needed by the Consortium to ensure FAPE pursuant to each student s IEP. Additional Staffing and Support Services Requested Additional personnel were requested from College, Los Olivos, and Olive Grove, and are outlined in Figure 16. These are listed below FTE RSP Teacher (College) FTE Instructional Assistant (College) FTE Psychologist (College) FTE RSP Teacher (Los Olivos) FTE Psychologist (Olive Grove) It appears that the additional psychologist will no longer be needed for Olive Grove due to the reduction in students. The remaining additional FTEs were built into the staffing projections on Attachment Four Program Transfer Worksheet. College and Los Olivos will need to determine if they can reduce any of these additional personnel based on the required needs of students and the continuance of a comparable program. 5. Ascertain which services would still require contracting with the SBCEO and/or the SELPA as well as those regional services that cannot be replicated by the Consortium. Services Identified as Still Requiring Contracts with Regional Providers Currently, the Consortium contracts with the SBCEO for Occupational Therapy (OT) services. The average cost is $156 per student. It was reported that College has 1 student and Los Olivos 2 students requiring OT. It is recommended to increase that number to 5 total students to facilitate any unanticipated growth. The fees for OT services are 100 percent PAYGO taken off the top of the Consortium s appropriation prior to SELPA distribution of funds. Vocational supervision is also being provided by SBCEO for those students who are 16 years or older. The SBCEO costs for these services were projected at $3,006 for the middle school 87

88 students served in College and SYV Charter and another $1,691 for Los Olivos and Olive Grove. Furthermore, College has a transportation cost of $110,012. Costs for the OT, vocational, and transportation services are included on Attachment Four. As referenced earlier, College may have one SDC student who may need access to a regional program, and another SDC student who might be served in an existing Consortium moderate to severe SDC program. 6. Assist the District in determining the configuration of classes based on comparable disabilities and ages considering classroom availability and transportation distances. Configuration of Classes Based on Comparable Disabilities, Ages, and Other Considerations (Classroom Availability and Transportation) A smooth transition of students from the county-operated classes to the two school districts and charter schools would occur because these programs are currently on district school sites. The College students are served at the Santa Ynez Valley Elementary campus. And Los Olivos students are served on the Los Olivos Elementary campus. There are several College Speech-only students provided services on the College Elementary campus. The PAYGO students receiving regional Preschool Specialist Services will advance to transitional kindergarten or first grade and can be served on their home campuses. Based on the pupil information presented earlier in Figures 5 and 6, it appears that the RSP teachers can serve students across the different grade levels by splitting their time assignments by elementary and middle school. The number of students by elementary and middle schools is outlined below. Elementary School Middle School College: 6 12 SYV Charter 5 9 Los Olivos 5 11 Olive Grove 5 FOCUS AREA THREE FISCAL IMPLICATIONS A. Review the resource items and associated costs incurred by the SBCEO in providing the special education programs and services to the two school districts. Compare the SBCEO Adopted Budget expenses for to its estimated expenses. Cost for the SBCEO to Operate Non-Regional Programs As cited in the Scope of Study section of this report, this analysis involves K-8 nonregional RSP, SDC programs and related services. However, the preschool population served in the SBCEO Preschool Specialist Services will be a factor in the analysis because some of these students will be in kindergarten in Also, Olive Grove Charter serves K through 12 th grade students. 88

89 For the purposes of this study, the SBCEO prepared separate worksheets for each of the two school districts and the two charter schools outlining FTE personnel and budget information on staffing, support services, and costs for the operation of the non-regional programs. This information involved the actual costs based on the salary and benefits of the specific employees assigned to those programs. However, this data may not match the total program costs shown in comparative worksheets prepared by the SBCEO for those same educational agencies as these worksheets use the shared revenue model instead of an actual cost model. Availability of MAA Dollars and Other Contribution Offsets Prior to addressing the operational costs for the non-regional special education programs, it was necessary to identify the financial offsets made available to reduce the costs of nonregional programs. Historically, the SBCEO has committed supplemental funds to offset district chargebacks. However, as referenced in the History Section earlier in this report, decreased MAA dollars will have an adverse fiscal impact on program costs, starting in Specific reasons for the limited availability of MAA dollars are outlined below. The MAA coding systems have changed several times making it more difficult to match reimbursement from prior years. Based on a statewide audit, it is anticipated that the current quarterly five-day time-survey (personnel time allocated to outreach activities) will change to a Random Moment Time Survey (RMTS) that will be even more restrictive. The RMTS involves a random choice of participants to answer three questions, based on a specific minute in time, to explain what they are doing, who they are doing it with, and why they are doing. Less MAA dollars have been generated because of fewer staff reporting time due to previous program transfers resulting in a reduction in staff. There has been a faster depletion of MAA reserve dollars due to more stringent coding formulae and less staff. Furthermore, the adopted state budget replaced the previous K-12 finance system with the LCFF. For school districts and charter schools, the LCFF created base, supplemental, and concentration grants in place of most previously existing K-12 funding streams, including revenue limits and most state categorical programs. For county offices of education, the LCFF created separate funding streams for oversight activities and instructional programs. (Source: CDE website, Local Control Funding Formula Overview ) In the letters of intention from Los Olivos to the SBCEO and the Consortium, it was indicated that the cost of SBCEO services has risen by 70% and promises to continue to rise. Recent projections shared with the TSS Consultant by the SBCEO indicated that the chargebacks would increase in fiscal year by approximately 32 percent exclusive of the MAA and revenue limit dollar offsets. As such, the major portion of increased costs is a result of a change in revenue. 89

90 As discussed in the History Section of this report, College and Los Olivos generated a much larger amount of MAA dollars through SBCEO because the reporting forms did not allow disaggregating data by regional and non-regional programs, as staff members were comingled. As reported by the SBCEO Financial Services Officer for Special Education, the MAA and Other Contributions include funding sources that are unrestricted in regard to which program they may be expended on. This revenue is not generated primarily by the small school districts and their departure would have little impact on the ability of the SBCEO to have available revenue in the future. The main such funding source is MAA, but SBCEO also uses MediCal and its unrestricted general fund revenues to offset the non-regional Direct Service District Programs. The SBCEO provided a historical chart of its MAA and Other Contributions to offset the district chargebacks. This information is provided in Figure 13. The cumulative offset from through was reported at $733,090 for College and $955,508 for Los Olivos. This included the two charter schools. In , College will receive a MAA and Other Contribution offset of $103,404, which was based on 2012 ADA of 310 (district at 213 and charter at adjusted 96). Los Olivos will receive $116,413 based on 349 ADA (district at 200 and charter at adjusted 149). It was agreed years ago that an ADA factor adjustment would be applied to the charter schools as they do not have a proportionate number of special education students as the districts; thus, having a lower need for services. It was reported by the SBCEO Financial Services Officer that the MAA dollars for College would be reduced to approximately $70,000 in , with subsequent decreases in the following fiscal years. Regarding Los Olivos, the reduction would be more dramatic as the District will not have the adjusted 149 ADA (by 50 percent) due to the closing of all satellites in The MAA contribution could be approximately $30,000. Figure 13: History of SBCEO MAA Dollars and Other Contributions to Offset Chargebacks for College and Los Olivos Entity Cumulative Offset (a) (b) (c) (d) (e) (f) (g) College 136, , , , , ,090 Los Olivos 228, , , , , ,508 Total 365, , , , ,817 1,688,598 General Fund Contribution Psychological and Nursing Services Direct service districts are defined as fewer than 901 (elementary), 301 (high school), and 1,501 (unified) students based on ADA. The SBCEO Special Education Department provides School Psychologist and School Nurse services for all students in the Direct Service 90

91 Districts within Santa Barbara County. Although there is no longer a funding target under LCFF for county offices of education to allocate dollars to provide services for the small school districts, Mr. Bill Cirone, County Superintendent, has made a commitment to continue the provision of psychological and nursing services to College (including SYV Charter) and Los Olivos (including Olive Grove) if they join the Consortium. This commitment was made when Ballard, Solvang, and Vista del Mar School Districts joined the Consortium in , and these services have continued. As direct service districts, the two districts and two charter schools receive psychological and nursing services from the SBCEO. As shown in Figure 14, the FTEs and SBCEO General Fund contributions are shown by entity because in when Olive Grove is reduced to 32 students, it s allocation will be decreased proportionality based on ADA. In , the two districts and two charter schools were provided FTE Psychologists and FTE Psychologists. Note that indirect costs are charged against the General Fund contributions of $68,741 (Psychologists) and $73,715 (Nurses). Figure 14: General Fund Full Time Equivalent Positions for College and Los Olivos (Inclusive of Charter Schools) in Entity FTE Psychologist General Fund FTE General Fund Psychologist Nurse Nurse (a) (b) (c) (d) (e) College District , ,449 District ,405 Subtotal ,854 Santa Ynez Valley Charter Charter , ,036 College Total , ,890 Los Olivos District , ,827 District ,554 Subtotal , ,381 Olive Grove Charter , ,321 Charter , ,123 Subtotal , ,444 Los Olivos Total , ,825 Combined Total , ,715 The SBCEO provided a historical chart of its general fund contributions allocated for psychological and nursing services. This information is provided in Figure 15. The cumulative general fund contributions from through were reported at $358,952 for College and $324,035 for Los Olivos. This includes the two charter schools. Note that the cumulative General Fund financial data in the table below may not match the 91

92 actual costs for the positions listed in Figure 14 above. The contribution in Figure 15 below includes additional expenses for travel, supplies, and protocols according to the Standardized Accounting Code Structure (SACS) Object Codes 4,000 s as well as those expenses shown in Figure 14 for Object Codes 1,000 s through 3,000 s (certificated, classified personnel and benefits). Figure 15: History of General Fund Contribution Dollars for Psychological and Nursing Services for College and Los Olivos as Direct Service Districts (Inclusive of Charter Schools) Entity Cumulative General Fund (a) (b) (c) (d) (e) (f) (g) College 73,641 57,343 66,189 80,714 74, ,311 Los Olivos 62,073 60,898 65,360 62,291 79, ,764 Total 135, , , , , ,075 Staffing and Cost Information for Teachers, Aides, and Related Services The full time equivalencies for staffing are shown in Figure 16 by individual district and charter school. This information includes the additional staffing (teachers, psychologists, and instructional assistants) requested by the districts or charter schools. This staffing data were integrated into the cost analysis worksheet as found in Attachment Four Program Transfer Worksheet. As it is projected that approximately 5 special education students will be enrolled in Olive Grove Charter, the staffing would be reduced significantly as the FTE listed below involve 18 special education students, representing approximately 70 percent reduction. Figure 16: Direct Service Full Time Equivalent Positions for College and Los Olivos (Inclusive of Charter Schools) in Entity RSP BICM Aide Psych Speech APE BICM Teacher Aide (a) (b) (c) (d) (f) (g) (h) College District SYV Charter Subtotal Los Olivos District Olive Grove Subtotal Total NOTE: Additional Staff Requested: FTE RSP Teacher FTE Instructional Assistant 92

93 FTE Psychologist FTE RSP Teacher FTE Psychologist Using the staffing information from Figure 16 above, the staffing costs are shown in Figure 17 below by individual district and charter. This fiscal data have been integrated into the cost analysis worksheet as found in Attachment Four. The costs for additional requested staffing are included as a note under this table as well. In the Consortium, the behavior intervention case manager (BICM) is typically covered by a psychologist who is a trained BICM. One of the two Consortium s psychologists is a BICM and a second psychologist will be trained this fall. The SYV Charter was not reported as having BICM services, but these services may have been provided as with Olive Grove. As referenced earlier, the private school expenses were embedded in the overall expenses. The private school expenditures share the same management as the rest of the direct service programs (Management 4501) and are only differentiated by their unit field. Figure 17: Direct Service Budgeted Expenses for College and Los Olivos (Inclusive of Charter Schools) Entity RSP BICM Aide Psych Speech APE BICM Teacher Aide (a) (b) (c) (d) (f) (g) (h) College District 140, , , ,731 9,076 3,954 2,431 SYV Charter 84,757 53,027 5,191 22, Subtotal 225, ,202 44,535 52,276 9,076 3,954 2,431 Los Olivos District 95, ,442 6,407 29,731 9,076 4,450 2,735 Olive Grove 83,879 42,190 22, , ,954 2,431 Subtotal 179, ,632 28,479 52,854 9,076 8,404 5,166 Total 405, ,834 73, ,130 18,152 12,358 7,597 NOTE: Costs for additional staff requested: 1. $21, $40, $27, $24, $19,520 The FTE aides listed in Figure 16 (Column c) were converted to the number of positions as shown in Figure 18. The FTEs are based on an 8-hour position per day. There are a total of 9 employees, with the majority of those positions at 6 hours ( = 0.75 FTE) and 6.40 hours ( = 0.80 FTE) per day. The classified employee rights are presented further in this report. Pursuant to CA EC (b), The employee has the same status with respect to his or her seniority or 93

94 classification, with the new employer, including time served as a probationary employee. The total number of years served as a classified employee with the former school district or county office shall be credited, year for year, for placement on the salary schedule of the new school district or county office. The statute does not address the number of hours of a position. As the Consortium offers 6- hour positions, the SBCEO instructional aides would not be offered a higher number of hours, unless there are additional hours for specialized circumstances instructional assistance (SCIA) included in a student s IEP. Figure 18: Number of Full Time Equivalent Instructional Aides in Entity FTE FTE FTE Total 6 hours 6.40 hours 6.50 hours Positions (a) (b) (c) (e) (f) College Santa Ynez Valley Charter 1 1 Subtotal Los Olivos 3 3 Olive Grove 1 1 Subtotal Total NOTE: Additional Staff Requested: FTE Instructional Assistant As referenced earlier, in addition to the basic service program costs, College and Los Olivos have requested and are receiving additional services. As shown in Figure 19, the total amount of additional services in is estimated at $102,575 for College and $49,608 for Los Olivos, which includes support and indirect costs. Support costs will be defined further in this report. The psychologist listed for Los Olivos provides services for Olive Grove Charter. In , when that population decreases to approximately 5 special education students, those costs could probably be deducted. This would be equivalent to approximately $21,862 ($19,520 psychologist + $683 support costs + $1,659 indirect). Figure 19: Estimated Additional Services Requested by College and Los Olivos (Inclusive of Charter Schools) Entity Resource Aide Support Indirect Aide Psych Specialist Sub Costs Costs Total (a) (b) (c) (d) (e) (f) (g) (h) College 21,165 40,907 2,191 27,322 3,205 7, ,575 Los Olivos 24,773 19,520* 1,550 3,765 49,608 * Psychologist is for Olive Grove. 94

95 The factors involved in calculating the chargebacks for involve several steps that are included in Figure 20. The SBCEO uses a shared revenue model instead of an actual cost model. This shared model applies the same method for distributing revenue to offset the cost of the program and in distributing the costs. The SBCEO uses district ADA with a 50 percent reduction factor for charter schools to arrive at an Adjusted ADA number. The sum of all six districts Adjusted ADA is the denominator by which each district s adjusted ADA is its individual numerator. This provides the percent of total Adjusted ADA each district has, and SBCEO distributes all revenue it receives according to those allocations. For example in Column h, College was allocated $180,253 and Los Olivos $202,930 of the SBCEO revenue based on the districts percentage of total ADA as shown in Column d. College represents percent and Los Olivos percent of the total Adjusted ADA of the county-served non-regional students (Column d). Based on the shared model in distributing the costs based on Adjusted ADA, the program costs for college were projected at $701,439 and Los Olivos at $789,684 (Column e). These shared program costs were used in Attachment Four Program Transfer Worksheet. The amount Los Olivos is charged for Olive Grove is based on Olive Grove s overall ADAnot their students receiving special education services. The change between and will be based on district ADA and not number of students served. This is done to: (1) to smooth out the peaks and valleys for each small district and lighten the likely detriment a district could suffer if it experiences extreme financial costs in a single year; and, (2) provide necessary services to districts beyond the ones receiving special education services, including but not limited to child find process as well as consulting with district on fiscal and legal issues. The State Budget maintains Home-to-School Transportation and Targeted Instructional Improvement Block Grant funding as add-ons to the LCFF. There is a chargeback for transportation for the first time in Fiscal Year , and transportation expenses will not be covered with MAA dollars. College has a new expense of $110,012 in transportation (Column f). Figure 20: Factors for Calculation of Chargebacks for College and Los Olivos (Inclusive of Charter Schools) in Entity 2012 District ADA Adjusted Charter ADA % of Total Program Cost Transportation Cost Total Cost Total Portion of Revenue Total Encroachment Less Grant & MAA Offset Regular Chargebacks (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) College % 701, , ,451 (180,253) 631,198 (103,404) 527,794 Olivos % 789, ,684 (202,930) 586,754 (116,413) 470,341 95

96 Administrative and Support Cost Information Data for the administrative and support staffing were provided by the SBCEO for the purposes of this study. Individual worksheets with specific employee information have been provided to the Consortium apart from this report to maintain confidentiality. In Figure 21, the SBCEO administrative and support costs are summarized, with more specific details outlined below as well. Note again that this information was created for the purposes of this study and is based on actual costs not shared costs. This was done to assist the districts and charter schools in determining actual administrative costs. Administrative positions involve a variety of personnel to include district and school site administrators, additional supervisors, and IEP Chair. The combined FTE of the administrative positions was projected at FTE at the cost of $80,536 (Column b) FTE $40,670 College and SYV Charter FTE $39,866 Los Olivos and Olive Grove Charter FTE $80,536 Total The combined Clerical and Instructional Technology (IT) personnel costs was projected at $51,762 (Column c). As there are a variety of classified and IT personnel involved, FTEs were not used in this comparison. Clerical: IT: $14,673 $10,547 College and SYV Charter $14,673 $11,869 Los Olivos and Olive Grove Charter $29,346 $22,416 Total = $51,762 The combined cost for Fiscal Manager was projected at $8,125 (Column d) with a FTE of FTE $3,800 College and SYV Charter FTE $4,325 Los Olivos and Olive Grove Charter FTE $8,125 Total The combined cost for Supplies, Travel and Other Operating Expenses (Columns e, f, & g) was projected at $30,331. Supplies, Travel, Other Operating Expenses: $14,271 College and SYV Charter $16,060 Los Olivos and Olive Grove Charter $30,331 Total 96

97 The combined cost for Support and Indirect (Columns h & i) was projected at $121,067. The definition of support versus indirect is included immediately following Figure 21. Indirect: Support: $59,639 $3,205 College and SYV Charter $56,673 $1,550 Los Olivos and Olive Grove Charter $114,206 $4,755 Total = $121,067 Note that these administrative and support costs will need to be adjusted down for Olive Grove Charter based on its reduction in ADA. Figure 21: Administrative and Support Costs for College and Los Olivos (Inclusive of Charter Schools) Entity Admin Clerical / IT Fiscal Supplies Travel Other Operating Indirect Costs Support Costs TOTAL (a) (b) (c) (d) (e) (f) (g) (h) (j) (k) College 40,670 25,220 3,800 3,278 5,983 5,010 59,639 3, ,805 Los Olivos 39,866 26,542 4,325 3,689 6,733 5,638 56,673 1, ,016 Total 80,536 51,762 8,125 6,967 12,716 10, ,206 4, ,715 The SBCEO prepared a document (reprinted below) summarizing Indirect Costs and Support Costs that is most helpful in understanding the difference. It was noted by the SBCEO that the approved indirect cost rate by the California Department of Education is 8.9 percent, but the SBCEO has maintained its indirect rate at 8.5 percent as in previous years. The current support cost rate is 3.5 percent and was established by SBCEO Special Education. This rate is assessed on additional burden over and above basic program. Indirect Costs: Indirect costs are non-special Education, Santa Barbara County Education Office-wide, general management costs (i.e., activities for the direction and control of the agency as a whole). General management costs consist of administrative activities necessary for the general operation of the agency, such as accounting, budgeting, payroll preparation, personnel services, purchasing, and centralized data processing. Support Costs: Support costs are SBCEO Special Education Department general management costs (i.e., activities for the direction and control of the department as a whole). General management costs consist of administrative activities necessary for the general operation of the department, such as coordinators, supervisors, clerical support, accounting, budgeting, and purchasing. 97

98 B. In operating these programs for , identify the costs for the Consortium as compared to the SBCEO billing, including direct costs, support costs, and indirect costs. Cost of the Consortium to Operate Non-Regional Programs There are shared costs in the Consortium and each member district is charged proportionately based on its ADA. As identified earlier in this report, the shared employees and services include administration, clerical, fiscal, human resources, attendance, housing, and related service providers (e.g., speech pathologists, psychologists, adapted physical education teacher, assistive technology specialist, behavioral intervention, mental health services). The projected ADA for calculating each district s shared costs is included in Figure 22. Charter school ADA is included under College and Los Olivos. Figure 22: Projected ADA for Shared Cost Model for the Consortium Entity Current ADA Projected ADA % of Consortium (a) (b) (c) (d) Ballard 4.06% % Buellton 26.71% % SYVHSD 40.64% % Solvang 24.10% % Vista 4.50% % College 0.00% % Los Olivos 0.00% % Total 2,490 3, % Following a careful and detailed analysis of the findings, the Program Transfer Analysis worksheet (see Attachment Four) was prepared in collaboration with the Consortium. A special thanks to Kathy English, Chief Business Official, Buellton Union School District, who compiled staffing and operating expenses for the Consortium to provide the additional programs. Ms. Kathy English methodically compiled the salary and employer expenses for the Consortium s shared costs and built a model for the anticipated shared costs based on increased FTE personnel and projected additional expenses. She also validated any income that College and Los Olivos (including the charter schools) would generate. The operational costs are outlined in Attachment Four. The worksheet analysis is detailed and includes a thorough review of the major components listed below. Outline of required staffing and services listed separately by College and SYV Charter and by Los Olivos and Olive Grove Current costs for SBCEO to operate programs listed separately by College and SYV Charter and by Los Olivos and Olive Grove Calculated adjustment in SBCEO costs for Olive Grove Charter due to reduced ADA Estimated SELPA apportionment assumptions Consortium costs to operate comparable programs Projected cost savings for College and Los Olivos (including charter schools) 98

99 Listed below are the estimated cost and projections for College and Los Olivos (including the charter schools). Current costs for the SBCEO to Operate Programs: $1,104,336 Estimated Apportionment Assumptions $ 308,653 Consortium Costs to Operate Programs $1,026,130 Projected Cost Savings: $ 78,206 C. Identify all available revenue from SELPA entitlement, grant allocations, locally generated funds (e.g., lottery, Medi-Cal reimbursement) etc. to which the two school districts would generate. Facilities The RSP classes will need to continue to have space at Los Olivos and College school sites. The SBCEO no longer leases the portable used in Los Olivos. The district either continues to lease it, or at some point purchased it. This change occurred in For College, the facility at Santa Ynez School is owned by the SBCEO and is a portable that has been in service since The SBCEO does not pay an annual lease fee of $4,000 per classroom and bought all these leases out. Several walls and doors would need to be added to the Consortium Office in Buellton to create two confidential offices. Revenue Generated by Incoming Districts SELPA Special Education Fiscal Allocation Plan As a reference to for this section, the SELPA Assembly Bill (AB) 602 Special Education Fiscal Allocation Plan Policy 3204 ( Allocation Plan ) was included under Attachment Three and also can be found in the SELPA Local Plan for Special Education under Section 9, Business and Non-Instructional Operations Budget Planning Process (revised ). Other pertinent subsections from Section 9 and additional relevant SELPA policies are reprinted in Attachment Three as references for this focus area. Those subsections and further policies include: SECTION 9 BUSINESS AND NON-INSTRUCTIONAL OPERATIONS BUDGET PLANNING PROCESS Policy 3204 II. III. IV. AB 602 Special Education Fiscal Allocation Plan (in part) Allocation of AB 602 Income Summary of Funding Model Components Base Allocation Methodology Districts and County Operated Non- Regional Programs 99

100 V. Sparsity/Small School District Funding (partial excerpt) VI. Funding for Regional Programs XV. Payment for Intra-SELPA Placements in Non-Regional Programs XVIII. Personnel Development XIX. Low Incidence Materials and Equipment Funds XX. Federal Part B Funds for Low Incidence Services XXIII. Mental Health Funding Policy 3207 Methodology for Counting Students with Low Incidence Disabilities and Allocating Low Incidence Funds Policy 3208 Closure of Regional Programs or Program and Service Transfers Policy 3215 Provision of Special Education Services to Parentally Enrolled Private School Students Policy 3216 Allocation of Personnel Development Monies Fiscal Year (FY) Funding Model Update (July 11, 2014) The SELPA Accountant pulled out College and Los Olivos from the SELPA Funding Model and calculated the two districts separately based on P-2 SELPA AB 602 State. The following caveats apply: The estimates use the FY P-2 ADA and estimated costs for FY submitted to the SELPA Office in April The FY year-end costs will not be available until early August. Another caveat involves Olive Grove closing all satellite locations to a single location on the Los Olivos campus. Based on the AB 602 State certified P-2 ADA, College was reported at the total 433 ADA and Los Olivos at 512 ADA. As shown below, SYV Charter generated 187 ADA and Olive Grove generated 298 ADA. Basic Aid/Court Non-Regional College Order / Choice Charter School Special Day Class Total Los Olivos The reduction in students due to the closing of the Olive Grove satellites will have a significant impact on funds generated through the SELPA allocation of AB 602 income as it distributed to districts based upon their non Regional P-2 ADA count. The Olive Charter School will have approximately 32 students on the Los Olivos campus. As such, in making any SELPA allocation projections for , the Los Olivos ADA was adjusted from 512 to 234 ADA as follows: 200 (district) + 32 (charter school) + 2 (SDC) =

101 The SELPA prepared a simulation if College (plus SYV Charter) and Los Olivos (plus Olive Grove) were pulled out of the SBCEO Direct Service Program, as shown in Column g of Figure 23, College would generate $176,214 and Los Olivos, $131,513. The combined amount of $307,727 has been reflected in Attachment Four, Program Transfer Analysis, under the Estimated Apportionment Assumptions section. Note: The AB 602 Funding and Out of Home Care (OHC) calculation in Column b will be explained in Figure 24. College is estimated at $1,172 and Los Olivos at $23,016 after deducts are made for PAYGO and OHC apportionment is added. In Column c, the allocation for Property Taxes allocation is shown at $64,445 for College and $34,847 for Los Olivos. This allocation was calculated based on ADA: College: 433 ADA and Los Olivos: 234 ADA. In Column d, the PL revenue is shown at $83,018 for College and $56,334 for Los Olivos. These federal dollars were calculated based on $1, per December 1, 2014 special education pupil count, which is outlined below. College SYV Charter Total Los Olivos Olive Grove Total Santa Barbara County s allocation of PL (the Federal 3310 grant) is based on the December pupil count. Infants, preschoolers and 22-year old students are excluded. This data come from the CASEMIS reports. The SELPA downloads the state s CASEMIS software twice a year for pupil count, runs the reports, and does the calculations for each district s number of students. The following preschool grants are shown in Column e and are distributed based on ADA. Grants College Los Olivos Total Preschool Local Entitlement 3320 $5,047 $2,324 $7,371 Federal Preschool Fund 3315 $4,375 $2,015 $6,390 Mental health funding is included in Column f. Currently, the SELPA formula for Mental Health includes a set-aside funding for: (a) Day Treatment therapists employed 0.50 FTE each by the SELPA; and, (b) CTE program psychologist time, behavior aide time, BCBA time, and therapists. In , funding shifted to 100 percent PAYGO. NOTES FOR PROJECTIONS: 1. Used P-2 for the projection. 2. Program Specialist is in the AB 602 funding base. 3. Resource Specialist funded off the top at the FY percentage. Baseline FY ADA (excluding Regional) is the greater of and P-2 ADA. 101

102 4. Estimated 100% Property Taxes are distributed to districts based on ADA and are separate from the AB 602 funding base. 5. Regional Program Expense estimates are derived from Regional Operators. 6. Out of Home Care allocation is calculated on 65% based on ADA, with the remaining 35% to be held by SELPA and distributed at year-end. 7. PAYGO Regional Program Distribution Payments to Program Operators at 100%. 8. Preschool Grants are distributed at 100% to non-high school, non-charter school districts. 9. Extended school year reflects summer 2013 summer Actuals until updated in PL includes Sequestration reduction. Figure 23: Simulated Special Education Distributions for College, Los Olivos, and Consortium Disbursement Channels: Entity SBCEO SBCEO Goleta Goleta SELPA AB 602 Funding Plus Out of Home Allocation 8097 Property Taxes 3310 PL Revenue 3315, 3320, Pre-K Grants SELPA 6512 Mental Health Total Special Education FY Total Special Education (a) (b) (c) (d) (e) (f) (g) College + SYV Charter 1,172 64,445 83,018 7,371 20, ,214 Los Olivos + Olive Grove 23,016 34,847 56,334 6,390 10, ,513 Subtotal 24,188 99, ,352 13,761 31, ,727 Consortium 86, , ,776 45, ,291 1,061,512 Total 110, , ,128 59, ,424 1,369,239 Based on the SELPA Allocation Plan explained below, funds are taken off-the-top for Regional program operation and those needed to pay for SELPA-funded services prior to distributing the remaining AB 602 block grant. The specific allocation language can be found in Attachment Three, under Section II Allocation of AB 602 Income. Specifically, the pertinent excerpts of the SELPA Allocation Plan have been reprinted below. The total SELPA special education block grant will be received at the SELPA level for distribution to the special education program operators as described in the SELPA Fiscal Allocation Plan. The current SELPA Local Plan allows the option for the JPA Board to authorize the SELPA Administrative Unit to act as the fiscal agent for the SELPA. Funds for Regional program operation and those needed to pay for SELPA-funded services shall be taken off-the-top prior to distribution of the remainder of the AB 602 block grant taking into consideration, where appropriate, lottery income, and income collected from the districts for the implementation of pay-as-you-go beginning at 20% pay-as-you-go 102

103 July 1, 2010, and increasing by 20% increments annually until regional programs are 100% pay- as-you-go funded by LEAs July 1, Beginning in the SELPA office will continue to retain off-the-top funding equivalent to the K-12 Regionalized Services funds received from the state to help offset costs of SELPA services. The remaining AB 602 funds will be distributed to districts based upon their non Regional P-2 ADA count beginning July 1, As shown in Column b of Figure 24, the remaining AB 602 funds to be generated by College are estimated at $126,672 based on ADA of 433. However, the PAYGO cost of $128,621 (Column c) would be deducted from Column b, resulting in a deficit of ($1,949) for College. Regarding Los Olivos, using 232 ADA, the district would generate $68,494 (Column b) in remaining AB 602 funds with a deduct of (47,165) for PAYGO, resulting in a balance of Resource Code 6500 dollars of $21,328 (Column d). Specific details on PAYGO costs for College and Los Olivos are included in Figure 25. In addition to AB 602 dollars, the districts receive OHC revenue. This allocation is based on 65 percent ADA, with the remaining 35 percent held by SELPA and distributed at year- end. College would generate $3,121 and Los Olivos, $1,687 in In Column f, the OHC revenue is added to total Resource 6500 Funding to equal the P-2 Exhibit amount. The net simulated distribution is projected at: (a) $1,172 for College and SYV Charter; and, (b) $23, 016 for Los Olivos and Olive Grove. Figure 24: Simulated Distribution of Remaining SELPA AB 602 Dollars by ADA for College, Los Olivos, and Consortium Entity Remaining AB 602 Dollars by ADA* 100% PAYGO Total 6500 Funding Col c b Out of Home Care (OHC) Revenue P-2 Exhibit Col d + c Disbursement via SBCEO Apportionment (a) (b) (c) (d) (e) (f) (g) College + SYV Charter 126,672 (128,621) (1,949) 3,121 1,172 1,172 Los Olivos + Olive Grove 68,494 (47,165) 21,328 1,687 23,016 23,016 Subtotal 195,166 (175,786) 19,379 4,808 24,188 24,188 Consortium 728,996 (660,199) 68,796 17,959 86,755 86,755 Total 924,162 (835,985) 88,175 22, , ,942 *FY P-2 ADA is used as the baseline ADA for FY The PAYGO system changed dramatically starting in FY , as it is based on 100 percent reimbursement for the costs of regional program operations. For now, the PAYGO 103

104 costs use a snapshot in time December 1, 2014 to calculate those expenses. College and Los Olivos both have regional costs that have been paid to the SBCEO. Those regional costs will most likely change as well. As shown in Figure 25, the estimated PAYGO costs for College are $128,621 and $47,165 for Los Olivos in If members of the Consortium, the Districts PAYGO costs would be deducted from the Consortium s remaining AB 602 base dollars (shown in Figure 24 above) prior to distribution of those dollars to Buellton as the AU. The AU would receive $99,292 in property taxes generated by the incoming LEAs as shown in Figure 23 (Column c). This revenue is not part of the AB 602 base and is not deducted. The Consortium is considering the possibility of providing its own OT services within the next few years. The Consortium had 23 students receiving OT services from the SBCEO, based on December 1, 2013 pupil count, at a PAYGO cost of $58,073. The per-pupil costs were $2, College and Los Olivos had 8 students receiving OT, at a total PAYGO of $20,201. Figure 25: Estimated PAYGO Costs for College, Los Olivos, and Consortium in Entity PAYGO SH Pupils SH Cost OT Pupils OT Cost Pre-K Pupils Pre-K Costs Pre-K Specialist Pupils Pre-K Specialist Cost Total PAYGO (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) College 1 43, , , , ,621 Los Olivos 3 7, ,590 47,165 Total 1 43, , , , ,786 Low Incidence Funds Another source of income is funding for student with a primary or secondary low incidence (LI) disability (blindness, deafness, hard of hearing, and orthopedic impairment). This funding is allocated to LEAs within the SELPA based on December LI pupil count pursuant to Policy 3204 AB 602 Special Education Fiscal Allocation Plan: (a) Subsection XIX Low Incidence Materials and Equipment; and, (b) Subsection XX Federal Part B Funds for Low Incidence as reprinted in Attachment Three of this report. The LI funds are held at the SELPA level and LEAs submit claims for required services, supplies, equipment, etc. required pursuant to the LI student s IEP. Based on student information provided by the SBCEO, there are no transferring students identified with having a LI disability. Private School Placements The SBCEO provides services for three College and two Los Olivos private school students. The private schools include Dunn School, Family School, and Santa Ynez Valley Christian 104

105 Academy. These services include specialized academic instruction (SAI) and language and speech. The services could range from direct instruction to consultation. The LEAs are required to spend a proportionate share of federal local assistance dollars on private school students based on a ratio formula of prior year December pupil count and private school child count. Specific details can be found in SELPA Policy 3215, Provision of Special Education Services to Parentally Enrolled Private School Students, included in Attachment Three of this report. The SELPA Director on an annual basis consults with private school representatives and representatives of private schools and parents of parentally-placed private school children with disabilities to include but not limited to the following: the child find process; calculation of the proportionate share of funds; provision and types of services; and, apportionment of services if funds are insufficient. After the annual consultation meeting with representatives of participating private schools has occurred, the SELPA Director provides LEAs with a menu of special education and related services that could be provided to special education eligible students enrolled in private schools within their jurisdiction. The LEAs, in turn, develop guidelines that would include the type of services to be provided, service location options, and service provider options (public school employees or contractors). See SELPA Policy 3215 in Attachment Three. The types of services provided by SBCEO include both direct SAI and speech therapy pursuant to individual student service plans. The Consortium reported that, in , it provided services for six private school students. These services did not include SAI, but involved speech therapy and/or social skills group activities with a school psychologist. The five students from the College and Los Olivos would probably not be offered the same level of services, specifically SAI. PARAMETERS FOR COUNTY EMPLOYEES AFFECTED BY PROGRAM TRANSFER SELPA Policy Regarding Employee Rights As found in Attachment Three of this report, SELPA Policy 3208, Closure of Regional Programs or Program and Service Transfers addresses certificated and classified employee rights with regard to program transfers. Section 5 of that policy is reprinted below. 5. When a reorganization (including the closure of a regional class/program or program and service transfer) of special education programs under the Local Plan results in the termination, reassignment, or transfer of an employee, certificated and classified employee rights shall be determined in accordance with applicable statues. (See Ed. Code , ) With regard to certificated employees, CA EC gives employment rights to the teachers when special education programs are transferred as follows. 1. Retaining the seniority date of his or her employment with the district taking the program. 105

106 2. The total number of years served by the employee shall be counted for placement on the salary schedule of the new district. 3. Having rights to any position, for which they are qualified, available in the LEA currently employing them or any other LEA in the SELPA. Reprinted below are the employment rights of certificated and classified personnel pursuant to applicable state statutes. Certificated Employment Rights in State Statute CA EC When a local plan for the education of individuals with exceptional needs is developed or revised pursuant to Chapter 2.5 (commencing with Section 56195) of Part 30, the following provisions shall apply: (a) Whenever any certificated employee, who is performing service for one employer, is terminated, reassigned, or transferred, or becomes an employee of another employer because of the reorganization of special education programs pursuant to Chapter 797 of the Statutes of 1980, the employee shall be entitled to the following: (1) The employee shall retain the seniority date of his or her employment with the district or county office from which he or she was terminated, reassigned, or transferred, in accordance with Section In the case of termination, permanent employees shall retain the rights specified in Section or, in the case of probationary employees, Sections and 44958, with the district or county office initiating the termination pursuant to Section (2) The reassignment, transfer, or new employment caused by the reorganization of special education programs pursuant to Chapter 797 of the Statutes of 1980, shall not affect the seniority or classification of certificated employees already attained in any school district that undergoes the reorganization. These employees shall have the same status with respect to their seniority or classification, with the new employer, including time served as probationary employees. The total number of years served as a certificated employee with the former district or county office shall be credited, year for year, for placement on the salary schedule of the new district or county office. (b) All certificated employees providing service to individuals with exceptional needs shall be employed by a county office of education or an individual school district. Special education local plan areas or responsible local agencies resulting from local plans for the education of individuals with exceptional needs formulated in accordance with Part 30 (commencing with Section 56000) shall not be considered employers of certificated personnel for purposes of this section. (c) Subsequent to the reassignment or transfer of any certificated employee as a result of the reorganization of special education programs, pursuant to Chapter 797 of the Statutes of 1980, that employee shall have priority, except as provided in subdivision (d), in being informed of and in filling certificated positions in special education in the areas in which the employee is certificated within the district or county office by which the certificated employee is then currently employed. This priority shall expire 24 months after the date of reassignment or transfer, and may be waived by the employee during that time period. 106

107 (d) A certificated employee who has served as a special education teacher in a district or county office and has been terminated from his or her employment by that district or county office pursuant to Section 44955, shall have first priority in being informed of and in filling vacant certificated positions in special education, for which the employee is certificated and was employed, in any other county office or school district that provides the same type of special education programs and services for the pupils previously served by the terminated employee. For a period of 39 months for permanent employees and 24 months for probationary employees from the date of termination, the employee shall have the first priority right to reappointment as provided in this section, if the employee has not attained the age of 65 years before reappointment. With regard to classified employees, Education Code gives employment rights to the instructional assistants when special education programs are transferred. However, if the aide has a longer day assignment (e.g., seven or eight hours) with the transferring LEA and the receiving district s positions are capped at less hours (e.g., six hours) the six-hour position would be the position made available. Reprinted below are the employment rights of classified personnel pursuant to applicable state statutes. Classified Employment Rights in State Statute CA EC (a) If the development or revision of a local plan for the education of individuals with exceptional needs pursuant to Chapter 2.5 (commencing with Section 56195) of Part 30, results in a classified employee who is performing service for one employer being terminated, reassigned, or transferred, or becoming the employee of another employer because of the reorganization of special education programs, the employee shall retain the seniority acquired at his or her employment with the school district or county office of education from which he or she was terminated, reassigned, or transferred. If terminated, the employee retains the rights specified in Sections 45115, 45117, and (b) The reassignment of an employee, transfer of an employee, or new employment of an employee caused by the reorganization of special education programs does not affect the seniority or classification that a classified employee already attained in any school district that undergoes the reorganization. The employee has the same status with respect to his or her seniority or classification, with the new employer, including time served as a probationary employee. The total number of years served as a classified employee with the former school district or county office shall be credited, year for year, for placement on the salary schedule of the new school district or county office. (c) If a local plan for the education of individuals with exceptional needs is developed or revised pursuant to Chapter 2.5 (commencing with Section 56195) of Part 30, all classified employees shall be employed by a county office of education or an individual school district. (d) A classified employee who is reassigned or transferred as a result of the reorganization of special education programs has priority, except as provided in subdivision (e), in being informed of and in filling classified positions in the classifications in which the employee 107

108 was employed before the reassignment or transfer. This priority expires 24 months after the date of reassignment or transfer and may be waived by the employee during that time period. (e) A classified employee who served in a special education program in a school district or county office and is terminated from his or her employment by that school district or county office pursuant to Section as a result of the reorganization of a special education program has first priority in being informed of and in filling vacant classified positions for which the employee is qualified or was employed, in the county office or school district that operates the reorganized special education program. Permanent employees have the first priority right to reappointment as provided in this section for 39 months from the date of termination. Probationary employees have the first priority right to reappointment as provided in this section for 24 months from the date of termination. The SBCEO provided a list of all special education teachers and instructional assistants including salaries and benefit data who may be affected by the program transfers. This information has been forwarded to the Consortium. Specific information regarding staff will not be included in this report to maintain confidentiality. Timelines for Program Transfers Included in Attachment One, is the SELPA form Request for Program Transfers and/or Services Activities and Timelines Checklist. As outlined in Figure 26, the following timelines involving the program transfer process and staffing are presented for consideration. Figure 26: Program Transfer Timelines and Affected Employees Function Letter of Intent to SELPA and sending LEA by receiving LEA Development of a Detailed Program Transfer Plan to include certification of the receiving LEA s governing board. Action item (conditional approval) at JPA Board Meeting (a) Superintendents to meet with County Superintendent and designated staff to discuss timelines and develop an action plan Conduct parent and staff informational meetings County and district to meet with unions/employees Offer of employment to current staff: SBCEO certificated and classified staff currently serving transferred students Final action item at JPA Board meeting Timeline (b) One year and a day prior to program transfer Two weeks prior to JPA Board Meeting in November December JPA Board Meeting Early December December January Early January January March JPA Board Meeting Deadline for layoff notices for affected staff March

109 ACRONYM LIST AB ADA APE AR ARRA AT AU AUT BCBA BICM CA EC CAC CALPADS CBEDS CASEMIS CCR CDE CFR COLA CTE DB DHOH DIS DSC DT EC ED ESY FAPE FTE FY GF HH ID IDEA IEP IPS IT IWEN JPA K LCFF LCI LEA Assembly Bill Average Daily Attendance Adapted/Adaptive Physical Education Administrative Regulation American Reinvestment & Recovery Act Assistive Technology Administrative Unit Autism Board Certified Behavior Analyst Behavior Intervention Case Manager California Education Code Section Community Advisory Committee California Longitudinal Pupil Achievement Data System California Basic Education Data System California Special Education Management Information System California Code of Regulations California Department of Education Code of Federal Regulations Cost of Living Adjustment Center for Therapeutic Education Deaf-Blindness Deaf and Hard of Hearing Designated Instruction and Services Duplicated Service Count Day Treatment Education Code Section (California) Emotional Disturbance Extended School Year Free Appropriate Public Education Full Time Equivalency Fiscal Year General Fund Hard of Hearing Intellectual Disability (former term: Mental Retardation MR) Individuals with Disabilities Education Act Individualized Education Program Instructional Personnel Services (J-50 IPS Funding Unit) Instructional Technology Individuals with Exceptional Needs Joint Powers Agency Kindergarten Local Control Funding Formula Licensed Children s Institution Local Educational Agency 109

110 LI LRE MAA MD MH MOE MR NCLB NON-SH NPA NPS O & M OHC OHI OI / OH OT P1 P2 PAYGO PE PL RMTS RSP RTC SACS SAI SBCEO SBCSELPA SCIA SDC SEIS SELPA SH SLD SLI SLP SPED STRS SWD SY SYV SYVUHSD TBI TSS UPC VH or VI Low Incidence Least Restrictive Environment Medical Administrative Activities Multiple Disability Mental Health Maintenance of Effort Mental Retardation (now termed Intellectual Disability ID) No Child Left Behind Act Non Severely Handicapped Nonpublic Agency Nonpublic School Orientation and Mobility Out of Home Care Other Health Impairment Orthopedic Impairment / Orthopedic Handicap Occupational Therapist/Therapy First Principal or Period Second Principal or Period Pay-As-You-Go Physical Education Public Law Random Moment Time Survey Resource Specialist Program Residential Treatment Center Standardized Accounting Code Structure Specialized Academic Instruction Santa Barbara County Education Office Santa Barbara County Special Education Local Plan Area Special Circumstances Instructional Assistance Special Day Class Special Education Information System Special Education Local Plan Area Severely Handicapped; Severe Handicapping (conditions) Specific Learning Disability Speech or Language Impairment Speech Language Pathologist Special Education Stare Teachers Retirement System Students With Disabilities Santa Ynez Santa Ynez Valley Santa Ynez Valley Union High School District Traumatic Brain Injury Total School Solutions Unduplicated Pupil Count Visual Handicapped / Visual Impairment 110

111 ATTACHMENT ONE Santa Barbara County Special Education Local Plan Area Form SELPA (E) Request for Program Transfers and/or Services, Activities and Timelines Checklist 111

112 Santa Barbara County SELPA Special Education Local Plan Area.A Joint Powers Agency Request for Program Transfers and/or Services Activities and Timelines Checklist Directions: This form is to be completed by any Local Educational Agency (LEA) in Santa Barbara County Special Education Local Plan Area (SELPA) requesting to take back programs and/or services. (This includes students previously served in a regional program.) Each step should be submitted by the due date to SELPA Director and other applicable persons as noted. Remember transfers require a year and a day notice to SELPA. Step 1 Letter of Intent Activity 1) Letter of Intent to SELPA and sending LEA by the receiving LEA 2) Letter to include date on which the proposed transfer will take effect Comments: Date Due Prior to the first day of the second fiscal year beginning after the date on which the transfer will take place Evidence of Activity Submitted to SELPA SELPA Director Initials JPA Board Approval Date Step 2 Development of a Detailed Program Transfer Plan Activity 1) Evidence pupil needs within the SELPA can be met 2) Evidence availability of a full continuum of services to affected pupils has been considered 3) Evidence continuation of current IEPs of affected pupils has been considered 4) Evidence provision of services and LRE for affected pupils has been considered 5) Evidence of maintenance of all IEP support services has been considered 6) Assurance statement that there will be compliance with all federal and state laws and regulations and SELPA policies 7) Evidence parents and staff were represented in the planning process for both the sending and receiving LEA 8) Evidence of an agreed upon plan between sending and receiving LEAs for transfer of equipment 9) Proposed plan for facilities 10) Certification of the receiving LEA s governing board Comments: Date Due Two weeks prior to the JPA meeting in November Evidence of Activity Submitted to SELPA SELPA Director Initials JPA Board Approval Date SELPA (E) Page 1 of 1 112

113 ATTACHMENT TWO Santa Barbara County Special Education Local Plan Area Form SELPA 51A (E) Request for Program Transfers and/or Services Program Transfer Plan 113

114 Santa Barbara County SELPA Special Education Local Plan Area.A Joint Powers Agency Request for Program Transfers and/or Services Program Transfer Plan Part 1 Identification Date of Request: Name of Receiving Agency (new site): Effective Date of Student Transfer: Name of Sending Agency (existing site): Part II List Type of Programs and/or Services (or Students) being Transferred: A. Description of Program: Number of: Staff Students B. If partial transfer of program, list type of program and services remaining: SELPA51A (E) Page 1 of 3 114

115 PART III - Complete and attach or insert below a detailed plan for the program transfer that complies with Section 56207(a) (1) thru (7) and other procedural safeguards. (See Checklist and Below) Instructions: Include in each section of the narrative the effect of the proposed transfer on both students being transferred and students remaining in the current program, if any students are remaining. Respond to examples only where they are applicable. 1. Pupil needs (Section (a) (1)) Examples: Make a list of affected pupils, DOR, and impact of proposed changes in providing FAPE for each student; A plan to ensure students will receive assessment and evaluation to determine ongoing IEP needs and continued eligibility; A plan to account for the implementation of child find. 2. Continuum of Services (Section 5607 (a) (2)) Examples: Continuation of the current individualized education program for all affected students. The number (FTEs) and qualifications of all certificated and classified staff providing related services or designated instruction and services 3. Continuation of IEPs (Section 5607 (a) (3)) Examples: A plan for the implementation of each affected students IEP; If the proposed transfer involves a change in personnel or the site of service, the number (FTEs) and qualifications of all certificated and classified staff providing specialized instruction 4. LRE (Section 5607 (a) (4)) Examples: Contingency plans for providing placements or services other than those called for in the IEPs of current pupils; What specific regional programs or MOU agreements with member LEAs are in place that will be available to serve students who cannot be served by the proposed program configuration; What opportunities for participation in the general education class and curriculum are available. 5. IEP Support Services (Section 5607 (a) (5)) Examples: Number (FTEs) and qualifications of support staff. Examples include: Psychologists Speech/Language Specialists Program specialists Adapted Physical Education Specialists Availability of indirect support services. Examples include: Financial services Administrative support The continuation of appropriate transportation services; The continuation of appropriate inter-agency agreements; 6. Assurance Statement (Section 5607 (a) (6)) Examples: Sending and receiving LEAs have met and agreed upon proposed program transfer; An assurance statement indicating the needs of all affected pupils with IEPs will be met. 115

116 SELPA51A (E) Page 2 of 3 7. Parent and Staff Involvement (Section 5607 (a) (7)) Examples: How will you involve a representation of parents of all affected students and staff in the planning process; The number of public meetings to which parents were invited and attended; The number of parents attending meetings; How and to whom invitations were transmitted; Evidence (such as minutes or agendas) that the information requested in numbers 1, 2, and 3 were discussed during those meetings; Special and non-special education staff (such as teachers, administrators, and classified staff) who might be affected by the transfer in the planning process. 8. Equipment Examples: Transfer of assistive technology or low-incidence equipment. 9. Facilities Examples: The availability of physical therapy facilities or other specially modified facilities, if appropriate; The square foot of instructional space per student. Part IV - Procedural Safeguards Checklist This part serves as notification and assurance that the program transfer has been completed with appropriate procedural safeguards. IEP team meetings have been held for each affected student and IEPs have been completed reflecting the new program operator and any change in program configuration. Inter-agency agreements have been completed with all appropriate non-educational agencies. Signing this document is an affirmation that this process has been completed and assures that agreements are in place for students to receive services specified in their IEPs that are the responsibility of non-educational agencies. Each LEA has complied with provisions of the Education Code, such as Section , relating to the rights of employees affected by the transfer. PART V - Resolution of Disputes If a dispute arises between the sending or receiving agency regarding the proposed transfer, the matter shall be resolved by the alternative dispute resolution process established pursuant to Ed. Code Section 56207(c) and (5) (b). Either party may contact the SELPA Director and request a dispute resolution conference as per the SBCSELPA Local Plan. PART V Receiving Board Certification This is to certify that the LEA school board listed below approved the following motions regarding the proposed programs and/or services transfer, including students: Receiving District/LEA Date of Board Meeting Superintendent s Signature SELPA51A (E) Page 3 of 3 116

117 ATTACHMENT THREE Santa Barbara County Special Education Local Plan Area Local Plan for Special Education SECTION 9 BUSINESS AND NON-INSTRUCTIONAL OPERATIONS BUDGET PLANNING PROCESS Excerpts from Policy 3204 AB 602 Special Education Fiscal Allocation Plan II. Allocation of AB 602 Income III. Summary of Funding Model Components IV. Base Allocation Methodology Districts and County Operated Non-Regional Programs V. Sparsity/Small School District Funding (partial excerpt) VI. Funding for Regional Programs XV. Payment for Intra-SELPA Placements in Non-Regional Programs XVIII. Personnel Development XIX. Low Incidence Materials and Equipment Funds XX. Federal Part B Funds for Low Incidence Services XXIII. Mental Health Funding Policy 3207 Methodology for Counting Students with Low Incidence Disabilities and Allocating Low Incidence Funds Policy 3208 Policy 3215 Students Policy 3216 Closure of Regional Programs or Program and Service Transfers Provision of Special Education Services to Parentally Enrolled Private School Allocation of Personnel Development Monies 117

118 Santa Barbara County Special Education Local Plan Area Local Plan for Special Education SECTION 9 BUSINESS AND NON-INSTRUCTIONAL OPERATIONS BUDGET PLANNING PROCESS Excerpts from Policy 3204 (revised June 2, 2014) AB 602 Special Education Fiscal Allocation Plan II. ALLOCATION OF AB 602 INCOME The total SELPA special education block grant will be received at the SELPA level for distribution to the special education program operators as described in the SELPA Fiscal Allocation Plan. The current SELPA Local Plan allows the option for the JPA Board to authorize the SELPA Administrative Unit to act as the fiscal agent for the SELPA. Funds for Regional program operation and those needed to pay for SELPA-funded services shall be taken off-the-top prior to distribution of the remainder of the AB 602 block grant taking into consideration, where appropriate, lottery income, and income collected from the districts for the implementation of pay-as-you-go beginning at 20% pay-as-you-go July 1, 2010, and increasing by 20% increments annually until regional programs are 100% payas-you-go funded by LEAs July 1, Beginning in the SELPA office will continue to retain off-the-top funding equivalent to the K-12 Regionalized Services funds received from the state to help offset costs of SELPA services. The remaining AB 602 funds will be distributed to districts based upon their non Regional P-2 ADA count beginning July 1, III. SUMMARY OF FUNDING MODEL COMPONENTS As per the State AB 602 funding model, special education revenues will be received by the SELPA in the form of a block grant. The amount of the block grant will be based upon revenues received during from the following sources, adjusted by growth and COLA: Deficited State Aid (J-50 IPS Unit Funding) (Note: IPS stands for Instructional Personnel Services) Extended School Year Income Preschool IPS Unit Funding Federal Part B Local Assistance (PL ) Equalization Funds from Phase One County Property Taxes for Special Education Federal Preschool Grants County Longer Day/Longer Year Funds Supplementary Juvenile Court ESY Funding 118

119 The following funding sources will be outside and in addition to the block grant and shall be distributed to districts based upon their non Regional P-2 ADA count beginning July 1, Federal Staff Development Funds Preschool Staff Development Federal Preschool Grant Federal Preschool Local Entitlement Grant Low Incidence Funds Infant Program Income (both IPS Unit and supplemental grant funding) Licensed Children s Institution (LCI) Funds County Property Taxes (to be allocated to districts per ADA versus an offset to regional program costs starting at 40% July 1, 2011 then increasing by 20% annually thereafter until fully allocated) District incremental pay-as-you-go offset regional program funding (beginning with 20% July 1, 2010 and increasing by 20% increments annually until it reaches 100% pay-as-you-go July 1, 2014) for all regional program services to include: Occupational Therapist (OT), ESY regional programs, Juvenile Court Services, SH, CTE, DHOH, Visually Impaired and Pre K programs beginning July 1, 2010 As of July 1, 2011, the following fund sources will be outside of and in addition to the block grant and shall be allocated as determined annually by the JPA Board State Mental Health Funding IDEA federal Mental Health Funding The funding sources listed below are available at the State level and may be accessed through special application only: LCI Emergency Impaction Funds received after IV. BASE ALLOCATION METHODOLOGY DISTRICTS AND COUNTY OPERATED NON-REGIONAL PROGRAMS Growth funding received by the SELPA shall be included in the AB 602 Block Grant. A student shall be considered a special day class (SDC) student for funding purposes if one or more of the following conditions is met: The student is on the caseload of an SDC teacher The student receives special education support for a majority (*more than 50% of the student s instructional day) *more than 50% means from bell to bell at the elementary level and for three periods or more (must be the majority of periods in the school year) at the secondary level. Special education support is defined as pull out to a special education classroom, individual targeted support with an instructional aide, or related services such as speech, APE, counseling, occupational therapy, etc. 119

120 AB 602 Block Grant funding, which shall be allocated based upon either the current year or prior year CBEDS, whichever is greater. Note: Effective July 1, 2010 funding will be allocated based on ADA. Districts are to turn in a preliminary count at the December 1 pupil count in order to give prior notice that there may be a significant change in the district s SDC count. V. SPARSITY/SMALL SCHOOL DISTRICT FUNDING (IN PART) Funding will be provided to the County Education Office for the direct service districts with a hold harmless adjustment equivalent to the current sparsity factor funding. The equalization process will phase out the sparsity factor over time. Any shortfall in special education funding will be a shared expense among the direct service districts. Small School District Funding Small districts shall become financially independent after the second year their enrollment exceeds the direct service district cut off size as specified in the Education Code Section 1730, et al (i.e., for elementary districts less than 901 ADA during the preceding fiscal year, for high school districts less than 301 ADA during the preceding fiscal year, and for unified districts less than 1501 ADA during the preceding fiscal year). Districts have the choice to remain as a direct service district and receive special education services from the County Education Office for two years after their enrollment exceeds the size limit for being considered a direct service district. If, during this two year transition period, a former direct service district decides to become a non-direct service district, it will receive its per ADA special education funding directly and then may either operate its own special education programs or contract with the County Education Office or another LEA for these services. Districts transitioning from direct to non-direct service status will continue to receive the same level of funding during the twoyear transition period that they would have received as a direct service district. After a district remains above the direct service district size cut off for two years, it will henceforth be considered a nondirect service district. VI. FUNDING FOR REGIONAL PROGRAMS Funding for Regional programs shall be taken off the top from the AB 602 Block Grant prior to distribution of each individual district s share of AB 602 income. Note: Beginning July 1, 2010, funding for regional programs shall be paid 20% pay-as-you-go by districts with it increasing by 20% increments annually until regional programs are 100% pay-asyou-go funded by LEAs July 1, Beginning with the school year, lottery revenues generated by students enrolled in Regional SDC programs shall also be used as an offset to Regional program expenses. Additional grant funding designated for Regional program students shall be used as an offset to Regional program expenses. 120

121 Pay-as-you-go offset funding generated for regional program student placements (beginning at 20% July 1, 2010, and increasing by 20% increments until regional program placements are 100% pay-as-you-go July 1, 2014) shall be used to offset regular program expenses. VII. FUNDING FOR REGIONAL PROGRAM EXPANSION AND ADDITIONAL INSTRUCTIONAL AIDES OR OTHER SUPPORT STAFF FOR REGIONAL PROGRAMS The SELPA Budget shall include funds set aside to be used to cover the cost of midyear Regional program expansion and additional instructional aides or other support staff needed by Regional program operators during the course of a given school year. The amount of funding to be included in the SELPA Budget for this purpose shall be based upon estimates of additional Regional program costs for the upcoming school year utilizing historical data regarding such additional needs. The SELPA Director shall review all funding requests for expansion of Regional programs or additional instructional aides or other support staff for Regional programs prior to going to the JPA Board for final approval. Such consideration of funding requests may be discussed with the special education administrators and business officials from districts in SBCSELPA in order to determine if there are alternative ways the staffing needs can be met without increasing the current number of staff members serving in the program. An ad hoc committee review team may be designated by the SELPA Director on an as needed basis to advise her or him regarding if the funding request is appropriate and/or needs modified. Regional Program operators shall use existing funds to add instructional aides or other support staff time on an emergency, temporary basis pending approval by the JPA Board of additional instructional aides or other support staff requests. At the end of each school year SELPA Director shall review the need for continued funding for Regional program expansion and additional instructional aides or other support staff positions in the subsequent school year. The SELPA Director may discuss the need for continued funding for Regional program expansions/increased support staff with the special education administrators and business officials from districts in SBCSELPA in order to determine if there is a continued need for program increases prior to making final recommendations to the JPA Board. Factors which may necessitate additional aide or other support staff time for Regional programs include: Staffing ratios in individual classrooms The need for aides for students with low incidence disabilities The need for aides to assist students with severe behavior problems The need for aides associated with legal issues In deciding whether to recommend approval of funding for additional instructional aides or other support staff time to the JPA Board, the SELPA Director shall review the steps taken by the Regional Program operator to alleviate the problem or concern and review the supporting data required for the request prior to requesting additional instructional aides or other support staff time. Where appropriate, the criteria for fading 121

122 the use of an instructional aide shall be included in the child s Behavior Intervention Plan. VIII. REGIONAL PROGRAM COST ACCOUNTING Local Education Agencies that operate Regional programs may claim the following costs for operation of such programs: 1. The actual cost of special education personnel (including salaries and benefits) as per the program caps reflected in Appendix B who serve the students enrolled in the Regional program(s). 2. The actual cost for support personnel as per the program caps reflected in Appendix B (including salaries and benefits) who are employed to serve the students enrolled in the program(s). Such support personnel shall include instructional aides and DIS providers. 3. The costs of non-salary expenses to include supplies, field trips, food, fees, staff development, and instructional materials, etc., associated with operation of the program. The annual costs charged per FTE category shall not exceed the following amounts: SH Teacher $1, SH Teacher / Community Based $4, CTE SDC Teacher $1, DHOH SDC Teacher $1, Preschool SDC Teacher $1,500 Preschool Itinerant SDC $1, Itinerant DHOH Teacher OT $1, Vision/ O & M Specialist $1, Preschool Specialist $1, School Nurse $ APE Teacher $ Speech Specialist $ Psychologist $ Beginning in Regional Program operators shall submit annually to the SELPA Director and LEA Special Education Administrators a proposal of costs for testing supplies and equipment for the year going forward by April 1 of the preceding year. The SELPA Director and LEA Special Education Administrators will review proposed needs to determine if costs are appropriate and reasonable. For costs associated with technology and equipment, the regional program operators shall submit a proposed technology cost plan to the SELPA Director for the year going forward by April 1 of the preceding year. The JPA Board shall approve all proposed costs associated with technology that will exceed the nonsalary budget costs caps. 122

123 4. Direct support costs, including costs for classified clerical support, administrative support, and nursing and psychological services not associated with the provision of DIS services. 5. Indirect costs for operation of Regional programs other than SBCEO operated Programs shall be based on the lesser of the prior year s district indirect cost rate (as established by the state) or average of the indirect cost rate of all district regional program providers, whichever is less. Indirect cost rates for the SBCEO operated regional programs shall be negotiated annually. 6. Classified clerical support costs for regional programs shall be calculated as an average percentage of all total program costs by regional program operator as follows: (See Appendix B) 7. Administrative support costs for regional programs shall be calculated as a percentage of total program costs as follows: (see Appendix B) 8. Regional program operators will report regional program class average daily attendance (ADA) to the district of residence (DOR) by grade span on week prior to the P-1, P-2, and P-Annual reporting deadlines. 123

124 APPENDIX B Regional Class Program Operational Guidelines 1. It shall be the responsibility of the SELPA Director to recommend to the JPA Board establishment of additional regional classes if new regional classes are needed. 2. It is recommended that all Regional operators make available, as necessary, DIS support consistent with ranges established in CEO operated programs. (see attachment) 3. It is recommended that Regional operators adhere to established class size and instructional aide guidelines as is necessary to effectively implement IEPs. (see attachment) 4. Nursing costs for itinerant Regional students are not part of regional costs (i.e., vision and hearing screenings). 5. Costs for regional class operations will be determined by grade level and program type including: aide support DIS Support class size support costs 6. Indirect costs for operation of Regional programs other than SBCEO operated programs shall be based on the lesser of the prior year s district indirect cost rate (as established by the state) or average of the indirect cost rate of all district regional program providers, whichever is less. Indirect cost rates for the SBCEO operated regional programs shall be negotiated annually. 7. Districts proposing to take over operation of Regional programs or to take back programs for only their students who are currently served in a Regional program must give notice of such intention to the SELPA and Regional program provider prior to July 1 of the fiscal year preceding the school year of the requested program transfer unless otherwise agreed upon by the current Regional program operator and district proposing to take back services as specified in Education Code. 8. If new instructional aides or other support staff are deemed needed in Regional programs due to increased enrollment above recommended staffing levels, Regional operators shall submit to the SELPA Director a request for increased staffing. Regional operators shall also request the assistance of the SELPA Director and a committee comprised of the special education administrators and business officials from districts in SBCSELPA in brainstorming other solutions to unique staffing needs. The SELPA Director shall make final recommendations to the JPA Board 9. Necessary DIS/related services for students who receive Regional itinerant DHOH or VH support but who are not enrolled in a Regional SDC program shall be provided by the student s district or residence. 10. Funding for sign language interpreters to facilitate participation of students with hearing impairments in school-sponsored extracurricular activities (including those taking place during periods of school vacation) shall be considered an acceptable Regional program expense. Requests for such extra curricular services shall be reviewed by the SELPA Director. The SELPA Director shall consult with special education administrators and business officials from districts in SBCSELPA if deemed needed. DATE REVISED: JUNE 6,

125 Recommended DIS FTE Support for Regional Programs by Program Type PROGRAM TYPE Psychological / Behavioral Services Mod/Severe Elementary Mod/Severe Secondary Preschool SDC CTE *.20 Psych *.17 BCBA DHOH SDC Itinerant HOH/VH Preschool Specialist JCCS RSP/SDC DIS Nurse Speech/Language * Vocational Education Adaptive P.E TOTAL = Full time per class.50 = 2½ days per week per class.20 = 1 day per week per class.10 = ½ day per week per class.05 = ¼ day per week per class *The.20 FTE psychologist for CTE Level 1 and.17 FTE for a BCBA shall not be billed as a regional program expense in any given year when the JPA Board approves funding of these positions out of Mental Health grant funds. Note: Regional Program operators shall be allowed line item discretion (by staff type) when planning for the allocation of funding to cover costs of DIS support staff and submitting expenditure reports to SELPA REVISED: January 9, 2012 REVISED: May 6, 2013 REVISED: October 7,

126 Regional Programs Recommended Staffing Levels for Regional Programs Recommended Average Class Size/Caseload Per 1 FTE Recommended Daily Classroom Support Provider Hours CTE K hrs. Assuming a 6 hr. school day 7 8 * hrs * hrs. Pre. Specialist Inclusion 32 6 hrs. per teacher Severe/Profound Pre. SDC 8-9 ½ day class size 12 hrs. (2 aides per 3 hr ½ day session) Pre-K Autism 8 5 hr. day 15 hrs. (3 aides) K hrs hrs hrs hrs hrs VH Itinerant hrs. Braillist North County only 6 hr. aide O & M Shared 6 hour aide w/vh Itinerant Occupational Therapy **20-30 (Direct service consults count toward caseload numbers: 2 direct service consults = 1 direct service) N/A Regional Programs Recommended Average Class Size/Caseload Per 1 FTE Recommended Daily Classified Support Provider Hours Total (aide, aide interpreter, interpreter) DHOH Pre. Itinerant 6-8 ½ day caseload 0 hrs. Pre. SDC 6-8 ½ day class size 6 hrs (2 aides per 3 hr. ½ day session) Prim. SDC hr. (1:3 hr. aide + 1:6 hr. aide) (3) hr hr hr. ***Pre K-12 Itinerant and Full Inclusion Classified staff hours to be determined by student population and location and reported to SELPA *These recommended staffing levels are for regional CTE students who are in the CTE classroom for 50% or more of their day; unless the IEP team developed a transition plan in order to transition the student back into general education. **Mileage in excess of 300 miles monthly is to be considered. ***LEA must report the name of DHOH classified staff, position, hours and student name when submitting regional program expenditure report to SELPA. 126

127 All recommended staffing levels are recommendations only ; if regional program enrollment exceeds the recommended levels, regional program operators shall request assistance of the SELPA Director to seek advisement regarding solutions from LEA special education administrators and business officials. The SELPA Director shall make recommendations to the JPA Board for staffing or program increases as deemed appropriate. 10/3/2011 DATE REVISED: May 7, 2012 DATE REVISED: May 6, 2013 XV. PAYMENT FOR INTRA-SELPA PLACEMENTS IN NON-REGIONAL PROGRAMS It is recommended that districts that enroll special education students in non-regional SDC classes from other districts within the SELPA be allowed to bill the district of residence for the student s placement in such programs. The charge to the district of residence will be based upon the actual cost of operation of the non-regional SDC class utilizing the same cost accounting methodology as is employed for determining the cost of operating regional programs The charge to the district of residence will be calculated based upon the actual number of days of enrollment for the school year. XVIII. PERSONNEL DEVELOPMENT Federal personnel development funding will continue to be received by the SELPA as a separate allocation. Federal personnel development funds will be allocated to LEAs based upon the December pupil count. XIX. LOW INCIDENCE MATERIALS AND EQUIPMENT FUNDS Low Incidence Materials and Equipment funding will continue to be allocated to LEAs within the SELPA based upon the December count of pupils with Low Incidence Disabilities as specified in SELPA policy. XX. FEDERAL PART B FUNDS FOR LOW INCIDENCE SERVICES Low Incidence Services funding will continue to be allocated to LEAs based upon each LEA s count of pupils with Low Incidence Disabilities as reported on the December pupil count. XXIII. MENTAL HEALTH FUNDING Beginning in the board shall annually adopt a budget by June 1 of the current school year to determine how state and federal AB 114 mental health funding shall be allocated for the subsequent school year to include the following: 127

128 1. Funding to offset IEP designated instruction and services (DIS)/ related mental health services and other misc. costs associated with providing mental health IEP services. Annually the board shall determine a set aside amount of mental health funding to cover all or part of LEA costs of providing DIS/related IEP services. This amount shall be allocated to LEAs based on ADA. This funding may be set aside at the SBCSELPA to be utilized by LEAS to pay for mental health DIS/related services and other related mental health costs associated with providing students a free and appropriate education (FAPE) or may be directly allocated to LEAs if requested. If funding is allocated directly to an LEA, the LEA agrees to follow state and federal guidelines regarding allowable expenditures and will not supplant current program expenses. The LEA shall maintain a log of expenditures and will provide to the SBCSELPA upon request within five business days so that required expenditure reports can be submitted to the CDE in a timely manner. 2. Payment of costs for therapeutic nonpublic school (NPS) residential treatment center (RTC) placement /services for students found eligible for special education with emotional disturbance (ED) pursuant to the NPS funding model pursuant to Local Plan Policy 3204 Section XII. 3. Funding to offset costs of mental health DIS/related services for students eligible for special education as ED attending regional centers for therapeutic education (CTE) and day treatment program (DT) programs. This may include mental health counseling and behavioral services. 4. Funding to offset costs associated with providing staff development and training, supplies and equipment in order to serve students eligible for special education as ED attending regional centers for therapeutic education (CTE) and day treatment program (DT) programs. 5. Funding to offset other indirect costs associated with providing mental health services to students as deemed appropriate by the board on an annual basis. 128

129 Policy 3207 Methodology for Counting Students with Low Incidence Disabilities and Allocating Low Incidence Funds (Revised on October 7, 2013) The local education agency that provides the base program for students with low incidence disabilities (non-low incidence services) shall include the low incidence pupils in its pupil count and receive the low incidence funding. Low incidence funds generated by pupils with low incidence disabilities are transferred by the SELPA office on a yearly basis to the district(s) that provide(s) the low incidence services. Low incidence service funds are allocated to the SELPA s special education program operators on a per pupil dollar amount basis based on the total number of pupils with low incidence disabilities reported on the program operators prior year December pupil count. The per pupil dollar amount is derived by dividing the number of low incidence pupils reported SELPA-wide into the SELPA total amount of low incidence service funds received. If a student has more than one low incidence disability (i.e. OH and blind), and has the potential to receive low incidence services from more than one local education agency within the SELPA, the low incidence funds generated by that student shall be allocated between/among the LEAs that provide low incidence services to that student. The district(s) providing the low incidence services is/are responsible for managing the low incidence funds, purchasing the low incidence materials/equipment and maintaining the inventory of low incidence equipment. Policy 3208 Closure of Regional Programs or Program and Service Transfers 1. The SELPA Director shall consider for closure of a regional class/program when the regional class/program count drops below six students. Such consideration shall be discussed with a committee comprised of the special education administrators and business official from districts in SBCSELPA in order to determine it is feasible to close the regional class/program and continue to meet student IEP needs. The SELPA Director shall make final recommendations for closure of regional classes/programs to the JPA Board. The SELPA Director shall consider for closure of a regional class/program when the number of students drops below seventy-five percent of the recommended SELPA Plan caseload. Such consideration shall be discussed with a committee comprised of the special education administrators and business official from districts in SBCSELPA in order to determine it is feasible to close the regional class/program and continue to meet student IEP needs. The SELPA Director shall make final recommendations for closure of regional classes/programs to the JPA Board. 2. The SELPA Director shall consider an LEA s request for closure of a regional class/program when such request is put in writing and forwarded to the SELPA Director by September 1 of the year preceding the proposed regional class/program closure. Such consideration shall be discussed with the district and a committee comprised of the special education administrators and business official from districts in SBCSELPA in order to determine it is feasible to close the regional class/program and continue to meet student IEP needs. The LEA and SELPA Director shall also 129

130 ensure that there has been involvement and representation of parents of all affected students and staff (e.g., special and non special education teachers, itinerant specialists, administrators, and classified) in the planning process. The SELPA Director shall make final recommendations for closure of regional classes/programs to the JPA Board. 3. The SELPA Director shall consider a LEA s request (sending or receiving) to transfer program(s) and service(s) (in whole or in part) when the sending or receiving agency has informed the other agency and the SELPA prior to the first day of the second fiscal year beginning after the date on which the transfer will take place unless both LEA s involved unanimously approve that the transfer take place on the first day of the first fiscal year following that date. The SELPA Director shall make final recommendations regarding program and service transfer requests (in whole or in part) to the JPA Board. 4. The LEA requesting program and service transfers certifies that the agency will comply with all applicable requirements of federal and state laws and regulations and special education local plan area policies, including compliance with the Individuals with Disabilities Education Act, Section 504 of Public Law, and the provisions of the California Education Code prior to the transfer. Specifically, the receiving LEA/District shall provide the Board a detailed program transfer plan that includes all of the following: Evidence pupil needs within the SELPA can be met Evidence availability of a full continuum of services to affected pupils has been considered Evidence continuation of current IEPs of affected pupils has been considered Evidence provision of services and least restrictive environment (LRE) for affected pupils has been considered Evidence of maintenance of all IEP support services has been considered Assurance statement that there will be compliance with all federal and state laws and regulations and SELPA policies Evidence parents and staff were represented in the planning process for both the sending and receiving LEA Evidence of an agreed upon plan between sending and receiving LEAs for transfer of equipment Proposed plan for facilities Certification of the receiving LEA s governing board 6. When a reorganization (including the closure of a regional class/program or program and service transfer) of special education programs under the Local Plan results in the termination, reassignment, or transfer of an employee, certificated and classified employee rights shall be determined in accordance with applicable statues. (See Ed. Code , ) An ad hoc committee review team may be designated by the SELPA Director on an as needed basis to advise her or him regarding potential regional class/program closures or program and service transfers. 130

131 This team may at the discretion and direction of the SELPA Director, review significant data regarding the regional class/program and/or make an on-site study prior to making a written recommendation to the SELPA Director as to its findings: 1. Projected class size based on the December pupil count of the past 3 years and current enrollment shall be considered in the case of a recommendation for a regional class/program closure or program and service transfers 2. Pupil needs 3. Exceptional circumstances such as population, sparsity and low incidence disabilities shall also be considered in order to assure the availability of the full continuum of service to affected pupils 4. The functional continuation of the current individualized education programs of all affected pupils. The team must assure that the affected pupils' IEPs, to include appropriate support services, can be appropriately implemented in another setting in the case of a regional class/program closure or program and service transfer 5. The provision of services in the LRE from which the affected pupils can benefit 6. The assurance that there will be compliance with all federal and state laws and regulations and special education local plan area policies 7. The means through which parents and staff will be represented in the planning process 8. If it is a request to close a regional class/program or to transfer program(s) and service(s), consideration shall be given to whether another program operator is willing and able to assume responsibility for the program in order to assure a full continuum of service. 9. How certificated and classified personnel will be affected by the transfer 10. Fiscal impact of regional class/program closure or program and service transfer Closure of a regional class/program or program and service transfers shall occur at the beginning of the next fiscal year unless the program operator(s) unanimously agree that the closure take place at a different time. California Education Code Part 30, Section 56207; ; 56822;

132 Policy 3215 Provision of Special Education Services to Parentally Enrolled Private School Students (revised January 5, 2009) Local education agency (LEA) members of the Santa Barbara County SELPA shall annually spend a proportionate share of IDEA Part B local assistance subgrant federal funds to provide special education and related services to children with disabilities enrolled by their parents in private school, including religious, schools or facilities that meet the definition of elementary school or secondary school, located in the school district served by the LEA. These funds may not be used for repair, remodeling or construction of private school facilities. Annually, the SELPA Director shall inform each district of the amount of federal special education dollars to be spent on private school students. The proportionate share of funding to be expended on parentally-placed private school students shall be determined by calculating, based on the prior year December pupil count and private school child count, the ratio of the total number of school age children eligible for special education who reside in the LEA s jurisdiction to the total number of private school children with disabilities aged 6 through 21 who are enrolled by their parents in private school, including religious, elementary schools and secondary schools located in the school district served by the LEA. Parentally-placed private school children with disabilities aged three through five who are enrolled by their parents in a private school, including religions, elementary school located in the school district served by the LEA shall be considered to be parentally-placed private school children with disabilities, and included in the total private school pupil count, only if they are enrolled in a private school that meets the definition of elementary school in CFR The total of the LEA s current year IDEA Part B local assistance subgrant for school age children shall be multiplied by this ratio to determine the proportionate share of the LEA s Part B subgrant for school age children with disabilities that must be expended during the grant period on the provision of special education and related services for the parentally placed private school children with disabilities enrolled in private school within the LEA s jurisdiction. If an LEA has not expended its proportionate share of Subgrant Part B Federal funding for parentally-placed school services in the fiscal year the money was appropriated, the LEA may carry-over the funds for a period of one additional year. Prior to December 1 of each school year, the SBCSELPA Director, in collaboration with LEA special education administrators/designees, shall engage in timely and meaningful consultation with private school representatives and representatives of parents of parentally-placed private school children with disabilities regarding the following: 1. How parentally-placed private school children suspected of having a disability can participate equitably; child find process; 2. How parents, teacher and private school officials will be informed of the process; 3. How the proportionate share of Subgrant Part B Federal Funds is to be expended on students parentally-placed in private schools is calculated. 4. How the consultation process will occur throughout the school year; 5. Provision of services; types of services including direction and alternate service delivery mechanisms; 132

133 6. How special education and related services will be apportioned if funds are insufficient to serve all parentally placed private school children; how and when those decisions will be made; 7. How, if the LEA disagrees with the views of the private school officials on the types of services (whether to be provided directly or through a contract), the LEA will provide the private school officials with a written explanation of the reasons why they chose not to provide services directly or through a contract. The SELPA/LEAs shall obtain a written affirmation signed by the representatives of participating private schools confirming that timely and meaningful consultation has occurred on an annual basis. After the annual consultation meeting with representatives of participating private schools has occurred, LEAs in the SBCSELPA that have private schools located within their boundaries shall develop follow-up guidelines regarding the special education and related services to be provided to special education eligible students enrolled in private schools in their jurisdiction. These guidelines will include the following: 1. Service location options 2. Service provider options (public school employees or contractors) 3. Types of services to be provided pursuant to service plans EDUCATION CODE: Title 34 CFR Section ; Title 20 USC Section 1412 (a) (A) (i) Policy 3216 Allocation of Personnel Development Monies (revised December 9, 2003) Federal funds received by the SELPA for personnel development associated with the provision of special education to children with disabilities shall be allocated to the local education agencies within the SELPA that operate special education programs based on the prior year December pupil count. Federal preschool staff development funds shall be allocated to those local education agencies that operate special education programs for preschool age children based on the prior year December pupil count of preschool children with disabilities. 133

134 ATTACHMENT FOUR Proposed Configuration and Cost of Program Transfers of Non-Regional and PAYGO Students Santa Ynez Valley Consortium 134

135 135

136 SANTA YNEZ VALLEY UNION HIGH SCHOOL DISTRICT Date: October 21, 2014 To: Board of Education From: Scott Cory, Superintendent Subject: Approval of new Course AP Physics 1 Consent Agenda: Background Permission is requested to approve the new course for the Santa Ynez Valley Union High School curriculum entitled AP Physics 1. This course is algebra based physics which replaces AP Physics B. It is open only to students currently enrolled in pre-calculus. This course covers rotational dynamics and angular momentum and includes an introduction to electric circuits. The course is inquiry based instruction with in depth exploration of topics. Students taking this course are expected to take the AP Physics 1 exam. The attached syllabus closely follows that designed by College Board.. Textbook: PHYSICS, Third Edition, James S. Walker. Pearson Education 2007 ISBN Issue A formal course outline has been submitted. Sufficient textbooks or instructional materials will be provided to each pupil enrolled in the AP Physics 1 course. Fiscal Impact New textbooks will need to be ordered. Respectfully submitted, Scott Cory, Superintendent Prepared by: Mark Swanitz, Principal Attachment(s)? X Yes (if so, please attach) No PowerPoint Overhead Consultant 136

137 AP Physics 1 OVERVIEW A.P. Physics 1 is an algebra based Physics course. It is open only to students currently enrolled in Pre-Calculus. All students are required to take the exam in May. Class time is spent on a combination of lecture, demonstrations, discussion, lab work and problem solving. Participation by each student is expected both in group work and individual problem solving. Topics are usually introduced with a demonstration, prior to which students have predicted an outcome. The result of the demonstration leads to further discussion, under guidance of the instructor, of why their reasoning was either correct or incorrect after which the instructor will lead them into formulating a correct physical interpretation of the outcome. The exercise is used as a student centered approach in the development of their critical thinking skills. Problems related to the topic are given and solutions to many of the problems are presented by the students on a white board at a later time; alternative solutions are encouraged and discussed. As the course progresses, the students proficiency generally improves to the point where instructor prompting is diminished and they are able to articulate suggestions and queries between themselves, in many ways, guiding each other to discovery. The syllabus closely follows that designed by the College Board. Time allocated to each topic is that recommended by the College Board (see a detailed description below). Homework is given daily; it s form will also be described below. Finally, labs are inquiry based and take approximately 25% of the class period. TEXTBOOK PHYSICS, Third Edition, James S. Walker. Publisher - Pearson Education Date 2007 ISBN /1/2014 Page 1 137

138 AP Physics 1 AUGUST /SEPTEMBER Physics A. Motion and Forces B. Energy Transformations Enduring Understandings (The big ideas): Chapter 2 -- Motion Along a Straight Line The same basic rules govern the motion of all bodies, from planets and stars to birds and billiard balls. Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy), and types of energy associated with the position of mass and with energy fields (potential energy). Essential Questions: How do objects move? How would the universe be different if one or more of the laws of motion were suspended? How do we know that things have energy? Concepts What students will know? 1. Displacement, time, and average velocity from motion graphs 2. Instantaneous Velocity 3. Average and instantaneous acceleration 4. Motion with constant acceleration 5. Velocity and position by integration (here calculus is taught - - derivatives and integrals) Core Content/Objectives Skills What students will be able to do? 1. Calculate displacement, time, and average velocity from motion graphs 2. Calculate instantaneous velocity from a motion graph 3. Calculate average and instantaneous acceleration from a motion graph 4. Apply motion formulae to solve kinematic problems 5. Evaluate velocity and position by integration (here calculus is taught -- derivatives and integrals) Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections 1. Lecture 2. Problem set(s) 3. Labs: a)walk This Way (PASCO lab): students use a motion sensor to create varying displacement, velocity, and acceleration graphs. students are given graphs and attempt to recreate the graph using their motion. students learn how linear and curved graphs are generated based on the student s movement. Lab write-up required. 2 class periods b)constant acceleration car lab (PASCO lab): students use a motion sensor to track the movement of a constantlyaccelerating object. they analyze the displacement (quadratic), velocity (oblique), and Instructional Actions Assessment How learning will be assessed? 1. quizzes, test 2. problem set(s) 3. lab performance/writeup 8/1/2014 Page 2 138

139 AP Physics 1 acceleration (horizontal) graphs, as constantly-accelerating object. they analyze the displacement (quadratic), velocity (oblique), and acceleration (horizontal) graphs, as well as discover the relationships between slopes and areas under curves (algebra based integrals). Lab write-up required. 2 class periods. 8/1/2014 Page 3 139

140 AP Physics 1 SEPTEMBER Physics A. Motion and Forces B. Energy Transformations Enduring Understandings (The big ideas): Chapter 3 -- Vectors AND Motion in Two or Three Dimensions The same basic rules govern the motion of all bodies, from planets and stars to birds and billiard balls. Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy), and types of energy associated with the position of mass and with energy fields (potential energy). Essential Questions: What is a Vector and how is it used in Physics? How do we analyze an object moving in two dimensions? How would the universe be different if one or more of the laws of motion were suspended? How do we know that things have energy? Concepts What students will know? 1. Vectors and vector addition 2. Components of vectors 3. Position and velocity vectors 4. The acceleration vector 5. Freely falling bodies 6. Projectiles 7. Motion in a Circle 8. Relative velocity 9. Navigation using vectors Core Content/Objectives Skills What students will be able to do? 1. Construct vectors and perform vector addition graphically 2. Calculate components of vectors graphically and numerically 3. Understand and apply position and velocity vectors 4. Understand and apply the acceleration vector 5. Understand and solve problems with freely falling bodies 6. Understand and solve problems with projectiles 7. Understand and solve problems with motion in a circle 8. Understand and solve problems with relative velocity 9. Solve navigation problems Instructional Actions Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections 1. Lecture 2. Problem set(s) 3. Labs: a) Vector treasure hunt. Students describe their own treasure map using vectors. b)bullseye Lab: students predict the landing point of a ball rolling off of the edge of a table. Lab write-up required. c)duck Challenge: students attempt to place a rubber duck at the predicted landing point of a launched projectile ball. with the exception of a horizontal launch to determine muzzle velocity, students may Assessment How learning will be assessed? 1. quizzes, test 2. problem set(s) 3. lab performance/writeup 8/1/2014 Page 4 140

141 AP Physics 1 using vectors. not perform practice launches and randomly select the angle of launch. if a "hit" is made, students may move on to a smaller duck and a different angle. No Lab write-up required. 3 class periods. 8/1/2014 Page 5 141

142 AP Physics 1 OCTOBER 5.7 Physics A. Motion and Forces B. Energy Transformations Enduring Understandings (The big ideas): Chapter 4 -- Newton s Laws of Motion The same basic rules govern the motion of all bodies, from planets and stars to birds and billiard balls. Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy), and types of energy associated with the position of mass and with energy fields (potential energy). Essential Questions: Why do things move? How would the universe be different if one or more of the laws of motion were suspended? How do we know that things have energy? Concepts What students will know? 1. Force and interactions 2. Newton s First Law 3. Newton s Second Law 4. Mass and weight 5. Newton s Third Law 6. Using Newton s Laws 7. Free-body diagrams visualized Core Content/Objectives Skills What students will be able to do? 1. Define force and interaction 2. Understand and apply Newton s First Law 3. Understand and apply Newton s Second Law 4. Know the difference between mass and weight and solve problems using both 5. Understand and apply Newton s Third Law 6. Use Newton s Laws to solve basic mechanics problems 7. Use free free-body diagrams to solve basic mechanics problems Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections 1. Lecture 2. Problem set(s) 3. Labs: F=ma lab (PASCO lab): by varying either applied force or system mass, students monitor the changes in acceleration of a cart on a track using a motion sensor. Lab write-up required. 2 class periods. Instructional Actions Assessment How learning will be assessed? 1. quizzes, test 2. problem set(s) 3. lab performance/writeup 8/1/2014 Page 6 142

143 AP Physics 1 NOVEMBER 5.7 Physics A. Motion and Forces B. Energy Transformations Enduring Understandings (The big ideas): Chapter 5 -- Applications of Newton s Laws The same basic rules govern the motion of all bodies, from planets and stars to birds and billiard balls. Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy), and types of energy associated with the position of mass and with energy fields (potential energy). Essential Questions: How can Newton s Laws be applied to solve complex mechanics problems? How would the universe be different if one or more of the laws of motion were suspended? How do we know that things have energy? Concepts What students will know? 1. Using Newton s First Law: particles in equilibrium 2. Using Newton s Second Law: dynamics of particles 3. Frictional forces 4. Dynamics of circular motion Core Content/Objectives Skills What students will be able to do? 1. Use Newton s First and second Law to solve equilibrium problems 2. Understand and calculate frictional forces and use them to solve mechanics problems 4. Understand and solve circular motion problems Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections 1. Lecture 2. Problem set(s) 3. Labs: a)friction Lab: students determine the coefficients of static and sliding friction for various surface pairings. in addition, they study the effects of surface area and speed on frictional forces. Lab write-up required. 2 class periods. b)force Table Challenge: students put an unbalanced system of three hanging masses on a force table into equilibrium using a fourth hanging mass. no trial runs allowed -- all work must be performed on paper. Lab write-up required. 2 class periods. Instructional Actions Assessment How learning will be assessed? 1. quizzes, test 2. problem set(s) 3. lab performance/writeup 8/1/2014 Page 7 143

144 AP Physics 1 DECEMBER 5.7 Physics A. Motion and Forces B. Energy Transformations Enduring Understandings (The big ideas): The same basic rules govern the motion of all bodies, from planets and stars to birds and billiard balls. Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy), and types of energy associated with the position of mass and with energy fields (potential energy). Essential Questions: How would the universe be different if one or more of the laws of motion were suspended? How do we know that things have energy? Concepts What students will know? Chapter 6 -- Work and Kinetic Energy Core Content/Objectives Skills What students will be able to do? 1. Work 2. Work and kinetic energy 3. Work and energy with varying forces 4. Power Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections 1. quizzes, test 2. problem set(s) 3. Labs: Ramp Challenge: students attempt to get a car to stop as close as possible to the bottom of a ramp by pulling a sliding block behind it. students may use a choice of block surfaces as well as mass distributions on the block and car. students must determine friction coefficients experimentally. no practice runs are allowed. Lab write-up required. 4 class periods. Instructional Actions Assessment How learning will be assessed? 1. quizzes, test 2. problem set(s) 3. lab performance/writeup 8/1/2014 Page 8 144

145 AP Physics 1 JANUARY 5.7 Physics A. Motion and Forces B. Energy Transformations Enduring Understandings (The big ideas): The same basic rules govern the motion of all bodies, from planets and stars to birds and billiard balls. Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy), and types of energy associated with the position of mass and with energy fields (potential energy). Essential Questions: How would the universe be different if one or more of the laws of motion were suspended? How do we know that things have energy? Concepts What students will know? Chapter 8 -- Momentum, Impulse, and Collisions Core Content/Objectives Skills What students will be able to do? 1. Momentum and impulse 2. Conservation of momentum 3. Inelastic collisions 4. Elastic collisions 5. Center of mass Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections 1. quizzes, test 2. problem set(s) 3. Labs: a)cart Bounce Lab (PASCO): a rolling cart "bounces" off of a magnet, generating a force versus time graph. The area under the graph is compared with the change in momentum calculated using a motion sensor for the cart. Lab write-up required. 2 class periods. b)explosion Lab: 2 spring-loaded carts of different masses "explode" off of each other. By varying the mass distribution in the carts, students discover the LOCM. Lab write-up required. 2 class periods. Instructional Actions Assessment How learning will be assessed? 1. quizzes, test 2. problem set(s) 3. lab performance/writeup 8/1/2014 Page 9 145

146 AP Physics 1 FEBRUARY 5.7 Physics A. Motion and Forces B. Energy Transformations Enduring Understandings (The big ideas): The same basic rules govern the motion of all bodies, from planets and stars to birds and billiard balls. Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy), and types of energy associated with the position of mass and with energy fields (potential energy). Essential Questions: How would the universe be different if one or more of the laws of motion were suspended? How do we know that things have energy? Concepts What students will know? Chapter Equilibrium and Elasticity Core Content/Objectives Skills What students will be able to do? 1. Conditions for equilibrium 2. Center of gravity 3. Solving rigid body equilibrium problems Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections 1. quizzes, test 2. problem set(s) 3. Project: Students construct a mobile with everyday objects built around a theme. Students must demonstrate their use of center of gravity as part of their mobile construction. Lab write-up required. Assigned as a take-home project. Instructional Actions Assessment How learning will be assessed? 1. quizzes, test 2. problem set(s) 3. lab performance/writeup 8/1/2014 Page

147 AP Physics 1 MARCH 5.7 Physics A. Motion and Forces B. Energy Transformations Enduring Understandings (The big ideas): The same basic rules govern the motion of all bodies, from planets and stars to birds and billiard balls. Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy), and types of energy associated with the position of mass and with energy fields (potential energy). Essential Questions: How would the universe be different if one or more of the laws of motion were suspended? How do we know that things have energy? Concepts What students will know? Chapter 20 Core Content/Objectives Skills What students will be able to do? 1. Electrostatic charge 2. Electrostatic forces 3. Electrostatic potential energy 4. Simple currents Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections 1. quizzes, test 2. problem set(s) 3. Labs: Electrostatic Forces Demonstration Lab. 4. Christmas Tree Light Circuits Lab Instructional Actions Assessment How learning will be assessed? 1. quizzes, test 2. problem set(s) 3. lab performance/writeup 8/1/2014 Page

148 AP Physics 1 APRIL 5.7 Physics A. Motion and Forces B. Energy Transformations Enduring Understandings (The big ideas): The same basic rules govern the motion of all bodies, from planets and stars to birds and billiard balls. Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy), and types of energy associated with the position of mass and with energy fields (potential energy). Essential Questions: How would the universe be different if one or more of the laws of motion were suspended? How do we know that things have energy? Concepts What students will know? Chapter Periodic Motion Core Content/Objectives Skills What students will be able to do? 1. The causes of oscillation 2. Simple harmonic motion 3. Energy in simple harmonic motion 4. Applications of simple harmonic motion 5. The simple pendulum 6. The physical pendulum 7. Damped oscillations Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections 1. quizzes, test 2. problem set(s) 3. Labs: Design a Clock Lab: given a spring, students calculate k for the spring and determine how much mass to hang from the spring to give it a period of 1 second. Lab write-up required. 2 class periods. Instructional Actions Assessment How learning will be assessed? 1. quizzes, test 2. problem set(s) 3. lab performance/writeup 8/1/2014 Page

149 AP Physics 1 MAY 5.7 Physics A. Motion and Forces B. Energy Transformations Enduring Understandings (The big ideas): The same basic rules govern the motion of all bodies, from planets and stars to birds and billiard balls. Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy), and types of energy associated with the position of mass and with energy fields (potential energy). Essential Questions: How would the universe be different if one or more of the laws of motion were suspended? How do we know that things have energy? Concepts What students will know? AP Exam Review POST EXAM Core Content/Objectives Skills What students will be able to do? Recall and apply content of course for the entire year APPLY COURSE CONTENT FROM THE YEAR Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections 1. Practice tests MC, FR 2. Additional lecture review where Needed OVERARCHING PROJECT Instructional Actions Assessment How learning will be assessed? AP Physics 1 Exam PERFORMANCE BASED 8/1/2014 Page

150 SANTA YNEZ VALLEY UNION HIGH SCHOOL DISTRICT Date: October 21, 2014 To: Board of Education From: Scott Cory, Superintendent Subject: Approve Student Transportation to Temecula for the Zombie Run Consent Agenda: Background Refugio High students have planned a trip to Temecula, on Saturday, November 14, 2014 to participate in the Zombie Run. Dr. Schlozman, a Harvard Medical School professor, shared his expertise with TI and educators to develop the STEM Behind Hollywood TI-Nspire activity, Zombie Apocalypse. In addition the run will allow students to earn PE credits. There will be 10 students and (2) adult chaperones attending the event. The group will depart from SYHS at 6:00am via school van. They will make various bathroom stops on the way down and back, as well as a dinner stop in TBD on the way home. They plan to back at SYHS at 7:00pm. Issue Should the Board of Education approve an out of county field trip request for Refugio High students to travel to the Temecula on November 14, 2014? Alternatives 1. Approve the out of county request. 2. Do not Approve the out of county field trip request. Fiscal Impact Funding Source: Trip expense will be paid out of the Refugio Instructional fund. Recommendation (For Action/Consent items only) Board to approve student transportation for the Refugio Students to travel to the Temecula for the Zombie Run. Respectfully submitted, Scott Cory, Superintendent Prepared by: Mark Swanitz, Principal Attachment(s)? Yes (if so, please attach) No PowerPoint Overhead Consultant 150

151 SANTA YNEZ VALLEY UNION HIGH SCHOOL DISTRICT Date: October 21, 2014 To: Board of Education From: Scott Cory, Superintendent Subject: Ratify approval of Student Transportation to Ventura Raceway Consent Agenda: Background The Pirate Garage Auto Club planned a trip to the Ventura Raceway on Saturday, September 27, There will be 8 students and (2) adult chaperones. The group will depart from SYHS at 3:00pm via school van. They will make various bathroom stops on the way down and back, as well as a dinner stop. They plan to back at SYHS at 11:00pm. Issue Should the Board of Education ratify approval of an out of county field trip request for the Pirate Garage Auto Club to travel to the Ventura Raceway on September 27, 2014? Alternatives 1. Ratify approval of the out of county field trip request. 2. Do not ratify approval of the out of county field trip request. Fiscal Impact Funding Source: All expenses will be paid by the Pirate Garage Auto Club. Therefore there will be no cost to the district. Recommendation (For Action/Consent items only) Board to ratify approval of student transportation to the Ventura Raceway. Respectfully submitted, Scott Cory, Superintendent Prepared by: Mark Swanitz, Principal Attachment(s)? Yes (if so, please attach) No PowerPoint Overhead Consultant 151

152 SANTA YNEZ VALLEY UNION HIGH SCHOOL DISTRICT Date: October 21, 2014 To: Board of Education From: Scott Cory, Superintendent Subject: Approve Student Transportation, for the Niels Brock Students, to The Getty Museum November 25, Consent Agenda: Background The Niels Brock Students have planned a trip to The Getty Museum, on Tuesday, November 25, They plan to leave the high school at 8:00 am on November 25, 2014 by school bus and return to the high school by 5:30 pm. Issue Should the Board of Education approve of an out of county field trip for Niels Brock students to travel to The Getty Museum, November 25, 2014? Alternatives 1. Approve the out of county request. 2. Do not approve the out of county field trip request. Fiscal Impact Funding Source: Niels Brock will pay the bus cost. Therefore, there will be no cost to the District. Recommendation (For Action/Consent items only) Board to approve student transportation to The Getty Museum, November 25, Respectfully submitted, Scott Cory, Superintendent Prepared by: Mark Swanitz, Principal Attachment(s)? Yes (if so, please attach) No PowerPoint Overhead Consultant 152

153 SANTA YNEZ VALLEY UNION HIGH SCHOOL DISTRICT Date: October 21, 2014 To: Board of Education From: Scott Cory, Superintendent Subject: Approve Student Transportation, for the Niels Brock Students, to Simi Valley- October 29, Consent Agenda: Background The Niels Brock Students have planned a trip to Simi Valley to visit the Reagan Library, on Wednesday, October 29, They plan to leave the high school at 8:15 am on October 29, 2014 by school bus and return to the high school by 5:00 pm. Issue Should the Board of Education approve an out of county field trip for Niels Brock students to travel to Simi Valley, October 29, 2014? Alternatives 1. Approve the out of county request. 2. Do not approve the out of county field trip request. Fiscal Impact Funding Source: Niels Brock will pay the bus cost. Therefore, there will be no cost to the District. Recommendation (For Action/Consent items only) Board to approve student transportation to Simi Valley, October 29, 2014 Respectfully submitted, Scott Cory, Superintendent Prepared by: Mark Swanitz, Principal Attachment(s)? Yes (if so, please attach) No PowerPoint Overhead Consultant 153

154 SANTA YNEZ VALLEY UNION HIGH SCHOOL DISTRICT Date: October 21, 2014 To: Board of Education From: Scott Cory, Superintendent Subject: Ratify approval of Out of County Student Transportation to Loyola Marymount University Consent Agenda: Background AVID planned a trip for (7) AVID students to travel to Loyola Marymount University to tour the campus, September 20, There will be two adult chaperones. The group will depart from SYHS at 8:00 am via school van. They will travel to Loyola Marymount University for a campus tour. They plan to be back at SYHS at 8:00 pm. Issue Should the Board of Education ratify approval of the out of county field trip request for the Santa Ynez Valley Union High School s AVID students to travel to Loyola Marymount University, September 20, 2014? Alternatives 1. Ratify approval of the out of county request. 2. Do not ratify approval of the out of county field trip request. Fiscal Impact Funding Source: All expenses will be paid out of AVID funds. Therefore there will be no cost to the district Recommendation (For Action/Consent items only) Board to ratify approval of student transportation for AVID students to travel to Loyola Marymount University for a campus tour. Respectfully submitted, Scott Cory, Superintendent Prepared by: Mark Swanitz, Principal Attachment(s)? Yes (if so, please attach) No PowerPoint Overhead Consultant 154

155 SANTA YNEZ VALLEY UNION HIGH SCHOOL DISTRICT Date: October 21, 2014 To: Board of Education From: Scott Cory, Superintendent Subject: Ratify approval of Student Transportation to Avila Farms, Avila Beach Consent Agenda: Background The special day class has planned a trip to Avila Farms, Avila Beach, Friday, October 3, There will be 13 students and (7) adult chaperones. The group will depart from SYHS at 8:30am via school bus. They plan to back at SYHS at 1:30pm. Issue Should the Board of Education ratify approval of an out of county field trip request for the Special Day Class travel to Avila Farms, Avila Beach on October 3, 2014? Alternatives 1. Ratify approval of the out of county field trip request. 2. Do not ratify approval of the out of county field trip request. Fiscal Impact Funding Source: All expenses will be paid from money earned from recycling. Recommendation (For Action/Consent items only) Board to ratify approval of student transportation to the Avila Farms, Avila Beach. Respectfully submitted, Scott Cory, Superintendent Prepared by: Mark Swanitz, Principal Attachment(s)? Yes (if so, please attach) No PowerPoint Overhead Consultant 155

156 SANTA YNEZ VALLEY UNION HIGH SCHOOL DISTRICT Date: October 21, 2014 To: Board of Education From: Scott Cory, Superintendent Subject: Approval of Out of County/Overnight Student Transportation to Fresno State University, Fresno CA Consent Agenda: Background The AVID class has planned a trip for (20-25) AVID students to travel to Fresno State University, Fresno to tour the campus and volunteer for the Fresno marathon. The trip is planned for November 1-2, There will be 2-3 adult chaperones. The group will depart from SYHS at 8:00 am via school van on November 1 st. They will travel to Fresno, touring the campus on Saturday and attend a football game on Saturday night. The group will volunteer for the marathon on Sunday. Hotel TBD. They plan to back at SYHS at 6:00 pm on Sunday. Issue Should the Board of Education approve the out of county/overnight field trip request for the Santa Ynez Valley Union High School s AVID students to travel to Fresno State University, Fresno CA, November 1-2, 2014? Alternatives 1. Approve the out of county/overnight request. 2. Do not approve the out of county/overnight field trip request. Fiscal Impact Funding Source: All expenses will be paid out of AVID funds. Therefore there will be no cost to the district Recommendation (For Action/Consent items only) Board approval of student transportation for AVID students to travel to Fresno State University, Fresno for a campus tour and community service at the Fresno marathon. Respectfully submitted, Scott Cory, Superintendent Prepared by: Mark Swanitz, Principal Attachment(s)? Yes (if so, please attach) No PowerPoint Overhead Consultant 156

157 SANTA YNEZ VALLEY UNION HIGH SCHOOL DISTRICT Date: October 21, 2014 To: Board of Education From: Scott Cory, Superintendent Subject: Ratify Student Transportation to UCLA Band Day, Saturday, October 4, 2014 Consent Agenda: Background Mr. Cameron Clarno, Music Director, has requested permission to take (30) members of the S.Y.V.U.H.S. Band to perform a halftime show at UCLA, Saturday, October 4, Students will travel via a school bus. Bus will leave at 9:00am and return at approximately 2:00am. Issue Should the Board of Education ratify an out of county trip for members of the Santa Ynez Valley Union High School s Band to perform at UCLA in a halftime show Saturday, October 4, 2014? Alternatives 1. Ratify the out of county field trip request. 2. Do not ratify the out of county field trip request. Fiscal Impact Funding Source: All cost will be paid with Music Booster funds. Therefore, there will be no direct cost to the District. Recommendation (For Action/Consent items only) Board to ratify student transportation to UCLA Saturday, October 4, Respectfully submitted, Scott Cory, Superintendent Prepared by: Mark Swanitz, Principal Attachment(s)? Yes (if so, please attach) No PowerPoint Overhead Consultant 157

158 SANTA YNEZ VALLEY UNION HIGH SCHOOL DISTRICT Date: October 21, 2014 To: Board of Education From: Scott Cory, Superintendent Subject: Approve the Out of County Student Transportation to Cal Poly, San Luis Obispo Consent Agenda: Background The AVID class has planned a trip for (35) AVID students to travel to Cal Poly, San Luis Obispo to tour the campus, November 17, There will be two adult chaperones. The group will depart from SYHS at 7:50 am via school bus. They will travel to Cal Poly, San Luis Obispo for a campus tour and have lunch on campus. They plan to back at SYHS at 3:00 pm. Issue Should the Board of Education approve the out of county field trip request for the Santa Ynez Valley Union High School s AVID students to travel to Cal Poly, San Luis Obispo, November 17, 2014? Alternatives 1. Approve the out of county request. 2. Do not approve the out of county field trip request. Fiscal Impact Funding Source: All expenses will be paid out of AVID funds. Therefore there will be no cost to the district Recommendation (For Action/Consent items only) Board approval of student transportation for AVID students to travel to Cal Poly, San Luis Obispo for a campus tour. Respectfully submitted, Scott Cory, Superintendent Prepared by: Mark Swanitz, Principal Attachment(s)? Yes (if so, please attach) No PowerPoint Overhead Consultant 158

159 Winter Out-of-County/Overnight Boys Basketball 12/11-13 Fillmore Overnight 12/12 1/7 Templeton 1/22 Morro Bay 1/28 Nipomo Girls Basketball 1/9 Nipomo 1/26 Templeton 2/12 Morro Bay Boys Soccer 12/2 Arroyo Grande 12/9 San Luis Obispo 12/16 Templeton 1/20 Morro Bay 1/27 Nipomo Girls Soccer 12/26-28 Foothill HS Overnight 12/27 12/18 Nipomo 1/22 Templeton 2/12 Morro Bay Girls Waterpolo 12/5-6 Newbury Park Overnight 12/5 1/9-10 Arroyo Grande 1/23-24 Oxnard 1/28 Nipomo 1/30-31 Arroyo Grande Wrestling 12/19-20 Channel Islands Overnight 12/19 1/10-11 Atascadero CIF Playoffs: 2/16-3/14 9/25/14 159

160 Winter Coaches Boys Basketball v Rod Caughell v David Ibsen v Dave Noonan v Matt DeMarcus v Jack Stefanich v Jack Mochnick Girls Basketball v Mike Alexander v Lydia Quiroga v Aaron Staples v Can Newsome v Chelsea Hewitt v Danielle Ritchko Varsity Head JV Head Frosh/Soph Head Volunteer Assistant Volunteer Varsity Head Volunteer Volunteer JV Head Assistant Assistant Wrestling! Paolo Aglony Varsity Head! Chris Gonnion Assistant! Joe Dolaskie Assistant! Zack Tolson Assistant! Mike Aanarud Assistant! Thad Jeckell Volunteer Girls Soccer! Rob Cantrell Varsity Head! Kristen Bazzell JV Head! Rick Joyner Volunteer! Russ McCandlish Volunteer Boys Soccer! Alex Uribe Varsity Head! Jose Pesqueda Volunteer! Ricardo Gutierrez Volunteer! Hector Garcia JV Head! Roma Covarrubias Volunteer! Jez Blacker Volunteer Girl s Waterpolo! Jenele Martin Varsity Head! Nicole Goyette Assistant! Cassie Cathcart JV Head! Racheal Thall Volunteer 160

161 161

162 162

163 SANTA YNEZ VALLEY UNION HIGH SCHOOL DISTRICT Date: October 21, 2014 To: From: Subject: Board of Education Scott Cory, Superintendent Open Hearing: Santa Ynez Valley Union High School District Regional Occupation Program Action Agenda: X Background The average representation of ROP classes on high school campuses in Santa Barbara County and in the state are between 5% and 7% of the total classes available. The Santa Ynez Valley Union High School District is fortunate to have a strong relationship with the North County ROP Office, resulting in a 35% representation of ROP classes on our campus. Another way to study the data includes investigating student enrollments in ROP courses instead of the number of ROP classes offered in the master schedule. As the attached comparisons show, our student enrollment percentages, compared with other districts in Santa Barbara County, are outstanding. For example, 21 % of students in the County enrolled in at least 1 ROP course in , versus 46.2% of students in the SYVUHSD. This report affirms the great partnership between the District and the North County ROP program, headed by Tony Bauer. Respectfully submitted, Superintendent Prepared by: Scott Cory Attachment(s)? X Yes (if so, please attach) No PowerPoint Overhead Consultant 163

164 164

165 165

166 166

167 167

168 168

169 169

170 170

171 171

172 172

173 173

174 174

175 175