FCMAT
Santa Barbara School Districts Report
child development department and programs review
Read the report at Santa Barbara School Districts ↗
Santa Barbara School Districts
Child Development Programs Review
July 9, 2010
Joel D. Montero
Chief Executive Officer
July 9, 2010
J. Brian Sarvis, Ed.D., Superintendent
Santa Barbara School Districts
720 Santa Barbara Street
Santa Barbara, CA 93101
Dear Superintendent Sarvis:
In April 2010, the Santa Barbara School Districts and the Fiscal Crisis and Management Assistance
Team (FCMAT) entered into an agreement to provide a review of the district’s child care programs.
Specifically, the agreement states that FCMAT will perform the following:
1. Analyze the organizational structure of the child development department, including the
number of programs, size and complexity of programs, and the administrative, instruc-
tional and support personnel required for an efficient operational program.
2. Assess the alignment of the district’s child development programs, including Home
Instruction for Parents of Preschool Youngsters (HIPPY), Cal-SAFE, After School
Education and Safety (ASES), and the school-age child development program that also
offers after-school care, and make recommendations.
3. Evaluate the revenue sources of the various child development programs and make
recommendations to enhance revenues or provide alternative funding sources.
4. Assess the expenditure patterns of the various child development programs and make
recommendations to reduce expenses.
5. Prepare a cost center analysis of the various child development programs for each site
that depicts the estimated revenues and expenses and the break-even point for each
program to operatewithout any contributions from the general fund.
6. Review the child development program’s multiyear fiscal solvency plan and recommend
anychanges necessary to improve the plan.
7. Evaluate the current child development facilities including building capacities, and
make recommendations.
8. Evaluate work flow processes and communication efficiencies between the child devel-
opment program and the business and personnel departments.
9. Analyze the hours of site operation and employment calendars of site staff, including the
yearround staff, and make recommendations to reduce positions, if any.
FCMAT
Joel D. Montero, Chief Executive Officer
. .
1300 17th Street - CITY CENTRE, Bakersfield, CA 93
.
301-4533 Telephone 661-6
.
36-4611 Fax 661-63
.
6-4647
422 Petaluma Blvd North, Suite. C, Petaluma, CA 94952 Telephone: 707-775-2850 Fax: 707-775-2854 www.fcmat.org
Administrative Agent: Christine L. Frazier - Office of Kern County Superintendent of Schools
10. Review the job descriptions of the coordinator, administrator and head teacher to
assess leadership requirements of the program’s organizational structure.
11. Analyze the memorandum of understanding with Child Nutrition Services and make
recommendations to decrease expenses, if any.
12. Review the Santa Barbara Teachers’ Association (SBTA) contractual agreement,
including the salary schedule placements, to determine if the alignment with
completed education levels is equitable for all staff
This report contains the study team’s findings and recommendations.
FCMAT appreciates the opportunity to serve the Santa Barbara School Districts and extends its
thanks to all the staff members for their cooperation and assistance during fieldwork.
Sincerely,
Joel D. Montero
Chief Executive Officer
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TABLE OF CONTENTS
Table of Contents
Foreword ...........................................................................................................iii
Introduction .....................................................................................................1
Executive Summary .......................................................................................3
Organizational Structure .............................................................................7
Program Alignment .....................................................................................19
Revenue Enhancement ..............................................................................26
Expenditure Reduction ..............................................................................31
Multiyear Fiscal Solvency Plan .................................................................49
Hours of Site Operation and Employment Calendars .....................53
Job Descriptions ...........................................................................................57
Review of Documents ................................................................................59
Additional Considerations .........................................................................63
Appendices ....................................................................................................65
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TABLE OF CONTENTS
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FOREWORD
Foreword
FCMAT Background
The Fiscal Crisis and Management Assistance Team (FCMAT) was created by legislation in
accordance with Assembly Bill 1200 in 1992 as a service to assist local educational agencies in
complying with fiscal accountability standards.
AB 1200 was established from a need to ensure that local educational agencies throughout
California were adequately prepared to meet and sustain their financial obligations. AB 1200 is
also a statewide plan for county offices of education and school districts to work together on a
local level to improve fiscal procedures and accountability standards. The legislation expanded
the role of the county office in monitoring school districts under certain fiscal constraints to
ensure these districts could meet their financial commitments on a multiyear basis. AB 2756
provides specific responsibilities to FCMAT with regard to districts that have received emergency
state loans. These include comprehensive assessments in five major operational areas and periodic
reports that identify the district’s progress on the improvement plans.
Since 1992, FCMAT has been engaged to perform nearly 700 reviews for local educational
agencies, including school districts, county offices of education, charter schools and community
colleges. Services range from fiscal crisis intervention to management review and assistance.
FCMAT also provides professional development training. The Kern County Superintendent of
Schools is the administrative agent for FCMAT. The agency is guided under the leadership of
Joel D. Montero, Chief Executive Officer, with funding derived through appropriations in the
state budget and a modest fee schedule for charges to requesting agencies.
Total Number of Studies....................711
Total Number of Districts in CA ..........982
Management Assistance.............................675 (94.9%). (94.9%)
Fiscal Crisis/Emergency ................................36 (5 (94.9%)..1%)
Note: Some districts had multiple studies.
Districts (7) that have received emergency loans from the state.
(Rev. 7/30/08)
Study Agreements by Fiscal Year
80
70
60
50
40
30
20
10
0
92/93 93/94 94/95 (94.9%). 95 (94.9%)./96 96/97 97/98 98/99 99/00 00/01 01/02 02/03 03/04 04/05 (94.9%). 05 (94.9%)./06 06/07 07/08 08/09
Projected
santa barbara school districts
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rebmuN
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INTRODUCTION
Introduction
Background
The Santa Barbara School Districts are the primary public school districts that serve the city of
Santa Barbara and surrounding metropolitan areas from Goleta to Montecito. The two districts
consist of an elementary district with an enrollment of 5,791 students and a secondary district
with an enrollment of 9,905 students. One administrative system and one school board govern
both districts, with the elementary school district in basic-aid status and secondary district
approaching basic-aid status, the combined general fund revenue is approximately $117 million.
The secondary district receives funding based on serving students from Goleta, Santa Barbara,
and Montecito, while the elementary district only receives funding based on serving students
from the Santa Barbara area.
Throughout most of this report, FCMAT will refer to the entities as a single district.
The Santa Barbara Elementary School District serves a diverse student population that is 65.7%
Hispanic and 27.5% white, and 39.6% of all students are English learners as compared to the
county average of 30%. In addition, 45.6% of students are eligible for free and reduced priced
meals as compared to the county average of 46.3%, and 68.4% are eligible for compensatory
education as compared to 58.7% countywide. The Santa Barbara Secondary District serves a
student population that is 46.8% Hispanic and 43.6% white with 18.2% of students English
learners, 26.9% eligible for free and reduced price meals and 36.7% in compensatory education.
The Santa Barbara Elementary District API for 2009 was 773. Six of the 14 elementary, alterna-
tive and charter schools scored at or above the statewide performance target of 800 in 2009. The
Santa Barbara Secondary District 2009 API was 786 and two of 13 middle and high schools
scored at or above the statewide performance target of 800 in 2009.
In March 2010, the Santa Barbara School Districts requested that FCMAT review the districts’
Child Development programs and services. The study agreement specifies that FCMAT will
perform the following:
1. Analyze the organizational structure of the child development department,
including the number of programs, size and complexity of programs, and the
administrative, instructional and support personnel required for an efficient opera-
tional program.
2. Assess the alignment of the district’s child development programs, including Home
Instruction for Parents of Preschool Youngsters (HIPPY), Cal-SAFE, After School
Education and Safety (ASES), and the school-age child development program that
also offers after-school care, and make recommendations.
3. Evaluate the revenue sources of the various child development programs and make
recommendations to enhance revenues or provide alternative funding sources.
4. Assess the expenditure patterns of the various child development programs and
make recommendations to reduce expenses.
5. Prepare a cost center analysis of the various child development programs for each
site that depicts the estimated revenues and expenses and the break-even point for
each program to operatewithout any contributions from the general fund.
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INTRODUCTION
6. Review the child development program’s multiyear fiscal solvency plan and recom-
mend anychanges necessary to improve the plan.
7. Evaluate the current child development facilities including building capacities, and
make recommendations.
8. Evaluate work flow processes and communication efficiencies between the child
development program and the business and personnel departments.
9. Analyze the hours of site operation and employment calendars of site staff,
including the yearround staff, and make recommendations to reduce positions, if
any.
10. Review the job descriptions of the coordinator, administrator and head teacher to
assess leadership requirements of the program’s organizational structure.
11. Analyze the memorandum of understanding with Child Nutrition Services and
make recommendations to decrease expenses, if any.
12. Review the Santa Barbara Teachers’ Association (SBTA) contractual agreement,
including the salary schedule placements, to determine if the alignment with
completed education levels is equitable for all staff
Study Team
The study team was composed of the following members:
Mary Barlow Shelley Northrop*
FCMAT Deputy Administrative Officer Coordinator Health Services
Bakersfield, CA Kern County Superintendent of Schools
Bakersfield, CA
John Von Flue
FCMAT Fiscal Intervention Specialist Cynthia Ruiz*
Bakersfield, CA Director Early Childhood Services
Kern County Superintendent of Schools
Leonel Martínez Bakersfield, CA
FCMAT Public Information Specialist
Bakersfield, CA Steve Sanders*
Administrator Division of Child Development
and Family Services & Museum Education
Kern County Superintendent of Schools
Bakersfield, CA
*As members of this study team, these consultants were not representing their employers but
were working solely as independent contractors for FCMAT.
Study Guidelines
FCMAT visited the district on May 18-20 2010 the FCMAT team to conduct interviews, visit
sites, and review documents. This report is the result of that effort.
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EXECUTIVE SUMMARY
Executive Summary
The Santa Barbara School Districts consist of two legally separate school districts: an elementary
district and a secondary district. The Santa Barbara elementary and secondary districts are
among the few remaining California school districts that are legally separate but share a common
governing board and administration. The broad scope of this study provided the Fiscal Crisis
and Management Assistance Team (FCMAT) the opportunity to provide in-depth analysis of all
critical aspects of the Santa Barbara School Districts’ Child Development Program.
Santa Barbara School Districts has a long history of commitment to early childhood develop-
ment programs. The district clearly views preschool and related services as critical programs
that will provide a true impact on students’ academic achievement and long-term success. The
community relies on the district for much-needed academic-based preschool and child care
services. The child development programs have expanded over several years into a collection of
programs for young children that meet the requirements of grant and state funding options, but
do not necessarily meet the needs of the children they serve. The child development programs
lack strategic direction because they have operated independently from the district’s strategic plan
for instructional learning. Although the number and type of programs offered to the community
are commendable, given the substantial district investment in early childhood development
and school-age child care, measurable results of the programs are not evident or documented.
The department appears to be trying to bundle the various child development programs with
minimal direction from district leaders. District goals for the child development program need to
be developed and clearly articulated to the various departments that play key roles to ensure the
overall efficiencies and success of the program.
When the child development program director retired in September 2003, the Santa Barbara
district determined that it would not fill the position and that program responsibili- School Districts
ties would be divided between two coordinator positions. Neither coordinator had
has a long history
the programmatic or technical experience at the director level managing budgets,
of commitment to
program compliance, and personnel matters. This organizational change has resulted
in systemic organizational problems including poor communication, lack of consis- early childhood
tent budget development and management, inadequate monitoring of staffing ratios,
development
and disorganized program management. The dual coordinator model has not been
programs.
effective for the district either fiscally or administratively.
The program lacks systems and processes and procedures to adequately monitor and
manage personnel, budgets, and program goals. The fiscal and personnel aspects of
operating the child development programs are disconnected from the district, yet it is critical
that these functions be considered in tandem with all district operations. The district prides
itself on being the primary early childhood education provider for Santa Barbara County, yet
these programs are operated largely outside of district oversight. Given the sweeping reforms of
AB 2759 and the fiscal impact of the California state budget crisis on program operations, the
district should reinstate fiscal and personnel oversight.
The Child Development Program’s organization lacks clarity and does not distinguish staff roles
and their assigned responsibilities. There is no clear understanding among most district staff
members as to the chain of command and lines of authority of the two coordinator positions that
share the leadership role of the child development programs. Having dual coordinators creates
confusion among district employees about the specific responsibilities of each coordinator and
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EXECUTIVE SUMMARY
reduces the accountability of program staff. It is also an inefficient leadership model because
both coordinators conduct business and attend meetings in tandem, when one person would
sometimes be adequate.
FCMAT analyzed the organizational structure of the Child Development Program Department
and made staffing ratio recommendations for administrative, clerical, and instructional program
support. In addition, FCMAT developed an organizational chart with appropriate reporting
structures for all management, support and instructional positions in the department. Many
of the job descriptions provided to FCMAT were dated and do not align with the California
Department of Education matrix. Current district education requirements exceed the California
Commission on Teacher Credentialing (CCTC) minimum qualifications. The district should
balance the fiscal and program impacts to hire the most highly qualified and educated staff
with the limited budget provided by the CDE to operate the program. CCTC guidance on
minimum qualifications for teachers and instructional staff along with the CDE matrix should
be used when developing new job descriptions for the child development department. Because
the program employs experienced and highly qualified certificated staff, the commensurate salary
exceeds the average of comparable programs.
The program is overstaffed based on the Title 5 staffing ratios. The hours of operation,
employee calendar and work schedule, and policies on hiring substitutes have resulted in more
staff members than necessary to operate the CSPP and CCTR programs. Planned personnel
reductions were not implemented, adding to the fiscal shortfall. In addition, the classrooms
are underenrolled, and the district should apply to increase the enrollment in each preschool
classroom to 24 rather than 21. Preschools and child care centers operate on variable hours
depending on the site. The district should align the hours of center and preschool operation
districtwide and align the employee work schedule with student attendance. Fewer students are
usually in attendance in the early morning hours or late in the afternoon and therefore fewer staff
members are needed during this period. The district should implement the parent participation
requirement in the CSPP half-day programs, and increase the enrollment from 20 children to 24
to generate maximum reimbursement. Title 5 staffing ratios and guidance with regard to adult-
to-child ratios are included in this report to assist the district in determining staffing levels of the
various programs it operates. The organization charts, job descriptions, and salary schedules of
comparison districts were provided for reference.
The ASES, CalSAFE and HIPPY programs function outside the child development program
and are operating within budget. In this report, FCMAT makes recommendations for potential
sources to increase revenue for these programs such as MAA and LEA billing, grants and part-
nerships. FCMAT also recommends areas to reduce program expenditures such as improving
internal controls with regard to cash management. Other areas to reduce expense include a
review of the memorandums of understanding (MOUs) with partner agencies, proper accounting
and reporting of meals with nutrition services, and a potential reduction in staff.
The ASES program and the general child care school-age after-school program (CCTR) duplicate
services at some school sites and should be strategically aligned. The district has the opportunity
to maximize the slots available to students by coordinating the operation of these two programs.
CCTR funding is volatile, and the district should review the school-age child care program and
determine if students can be served through ASES. FCMAT has also provided recommenda-
tions for improved communication and coordination between the two departments, including
the shared development of curriculum and supplemental material to improve student academic
outcomes. ASES and CCTR school-age child care should have educational goals that are aligned
with district goals.
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EXECUTIVE SUMMARY
FCMAT reviewed the types of programs operating at each site and the number of classrooms
utilized. Classrooms are underutilized and the associated maintenance of classrooms could
be reduced by optimizing utilization. There is an opportunity to consolidate programs into
classrooms by slightly shifting the hours of operation and better coordination. There may be an
opportunity to relocate some of the isolated off-site programs to a school site to integrate services
with the school age program and provide more direct oversight.
The Child Development Division has been effective in securing renovation grants from the
CDE; however, these grants are used for capital projects and do not add revenue for operations.
There is lack of communication between the child development programs and the Personnel
Department. Decisions that affect personnel should be acted on quickly and according to all
collective bargaining agreement contracts and applicable laws. The coordinators are not familiar
with the collective bargaining agreements for the certificated and classified staff and have made
personnel decisions outside the district’s policies and agreements. The district office will need
to be more engaged in oversight for the fiscal and personnel aspects of the child development
programs. Fiscal accountability is critical to sustaining this program for the Santa Barbara
community and to engender trust with potential grantors. This report also contains recommen-
dations about restoring program fiscal and personnel oversight to the district.
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EXECUTIVE SUMMARY
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ORGANIZATIONAL STRUCTURE
Findings and Recommendations
Organizational Structure
The Santa Barbara School District’s Child Development Department, Home Instruction for
Parents of Preschool Youngsters (HIPPY), California School Age Families Education (CalSAFE),
and the After School Education (ASES) programs operate under the direction of the associate
superintendent of education. Two coordinators lead the Child Development Department and
divide their responsibilities by program. A document titled The Child Development Program
Coordinator Job Description and Duties dated 2009-2010 was provided to the team by one of
the coordinators. This document states that the coordinator supervises 14 after-school classrooms
on several sites HIPPY, CalSAFE and Mobile Waterford staff in addition to the clerical, certifi-
cated and classified staff that support the preschools and child care centers, totaling approxi-
mately 100 employees.
The existing child development program organizational structure includes two coordinators,
three head teachers, and six administrative support staff housed in the business office: 2 FTE
senior office assistants, a secretary, a business office coordinator, an administrative secretary, and
a substitute caller. California State Preschool (CSPP) and General Child Care (CCTR) program
staff include 40 (28.50 FTE) teachers, 55 (35.12) FTE assistants, two housekeepers and two
custodians. Mobile Waterford staff members are not included in this count.
Number and Type of Programs
The district’s child development programs operate under two California Department of
Education (CDE) contracts: California State Preschool Program (CSPP) and General Child Care
and Development (CCTR). According to program enrollment by site, services are provided to
approximately 960 children per average month at 14 different school or center sites. The overall
enrollment, when at full capacity appears to consist of the following:
• CCTR-school age children enrollment 287; of those 19 (approximately 7% of
enrollment) are nonsubsidized by the CDE contract.
• CCTR PLTK enrollment, 90; of those 88 (approximately 98%) are nonsubsidized.
• CCTR –children’s center enrollment 184; of those 4 students are nonsubsidized.
• CSPP – State preschool enrollment 389; of those 24 are in the Family Literacy Program
Eight preschool sites offer 17 classes and serve 344 children since some sites offer morning and
afternoon sessions. Three children’s center sites with nine full-day programs serve a total of 151
children. In addition two Pre K Family Literacy programs at two sites serve 24 children for the
full day, and 21 children for a half day. The Family Literacy program was consolidated under
AB2759, and the funding was reduced to $2,500 per site. The student count for children served
by this program should have been added to the CSPP contract under the new application. It is
unclear if the transition was completed in the new application. An Early Years program is located
at one site, serving 33 students for the full day. The CD program also offers school-age general
child care after school at nine sites, with 13 classrooms serving 356 students.
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ORGANIZATIONAL STRUCTURE
Table One – Number and Types of Programs
Program Site Rooms Room id Enrollment May 2010 License Enrollment Facility
goal Enrollment Opportunity Opportunity
Am pm Full day Room availability
Preschool Academy 1 112 21 21 20 0 112 - pm
School Age Adams 2 F 32 30 2
G 32 30 2 G - am
Preschool Adams 2 F 21 20 40 1
H 21 21 0 H - pm
School Age Cleveland 2 6 32 22 10
22 32 27 5
Preschool Cleveland 2 6 21 18 20 3 * see note
22 21 20 1
Children center Franklin 4 101 18 18 162 0
102 15 15 0
103 15 15 0
104 18 18 0
School Age Franklin 3 B1 32 25 7
B2 32 24 8
B3 32 26 6
Preschool Franklin 3 B1 21 21 0
B2 21 20 1
B3 21 21 0
Pre-K Fam Lit Franklin 1 32 24 24 8
School Age Harding 1 9A 32 30 2 9A - am
Preschool Harding 2 19 21 21 40 0 19 - pm
20 21 20 1 20 - pm
Pre-K Fam Lit Harding 1 21 21 21 0 21 - pm
Children center Las Flores 1 2 19 19 40 0
Preschool Las Flores 1 1 21 21 21 0
School Age McKinley 1 27 32 29 3
Preschool McKinley 3 27 21 21 40 0
1 21 17 4 1 - pm
2 21 21 0
2 21 20 1
School Age Monroe 1 21 32 30 2 21 - am
Children center Parma 4 101 15 15 75 0
102 18 18 0
103 15 15 0
104 18 18 0
School Age Peabody 1 32 22 10
22 21 1
Preschool Peabody 1 21 20 20 1
School Age Roosevelt 1 8 32 30 2 8 - am
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ORGANIZATIONAL STRUCTURE
CalSAFE S.B.H.S. 1 31 34
Early years S.B.H.S. 2 1 29 29 0
2 2 2 0
School Age Washington 1 19 32 31 1 19 - am
1032 324 418 206 82
*Cleveland license indicates capacityof
20
The structure of the diverse programs is somewhat fragmented and difficult to distinguish,
operate and fiscally manage. The locally developed program names and acronyms used by the
program complicate matters as they don’t appear to be in any contract language or they are
terms no longer used by the CDE including the following:
• SAP (Located in Employee Handbook, makes reference to 5-10 year olds)
• FCTR, PLTK, & SPS (Located in the staff list for changes in percentages of funding)
Programs are operated with co-mingled students and are multifunded. Some classes operate a 3
hour preschool program in the am and then an after-school school age program with some of
the same children in the same room. Some classes offer extended day to 16 of their 20 children
enrolled, which is partially paid for by a private grant.
The management
Administration
of the child
The management of the child development program does not demonstrate sufficient
development
technical knowledge of California Department of Education (CDE) regulations
and requirements specifically with regard to the California State Preschool Program program does
(CSPP) contract and fiscal oversight. AB 2759 created the California State Preschool
not demonstrate
Program (CSPP). In response to AB2759, districts that operate preschool and child
sufficient technical
care programs were required to review existing operations of all CDE funded child
care and preschool programs and develop a revised plan and application for funding. knowledge
Applications were due to the CDE in January 2009. It is unclear whether the child of California
development program completed a thorough analysis of all programs to determine
Department of
the best redesign to meet student need and maximize funding. Many program
Education (CDE)
names used in organization and staffing charts, parent handbooks, and budget
documents refer to programs that were consolidated or eliminated under AB2759. regulations and
Because the district serves school-age children, infants and toddlers, both a CCTR
requirements
and CSPP contract was issued and went into effect July 1, 2009. AB2759 specifically
specifically with
affects the district in the following areas:
regard to the
• The CSPP consolidates the five largest center-based programs providing
California State
services to three- and four-year-old children into one contract.
Preschool Program
• Agencies with CCTR contracts serving other ages in addition to three- and
four-year-olds will have both a CCTR and CSPP contracts. (CSPP) contract and
fiscal oversight.
• CPKP and CPKF will be consolidated into the CSPP program and will be
able to provide services to both three- and four-year-olds and shall continue
to provide family literacy services.
• CSPP contractors will receive $2,500 per class based on the original number of classes
funded by CPKP and/or CPKF contracts.
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ORGANIZATIONAL STRUCTURE
• The CSPP contracts will be effective July 1, 2009.
• After the initial year of implementation, contractors that continue to hold a CCTR or a
CSPP contract may request an amendment based on changes in demographics.
Additional information is available at the following Web address:
http://www.cde.ca.gov/fg/aa/cd/documents/ppspresentation.ppt
With knowledge of the program funding parameters, the district coordinators should be able to
maximize funding by managing class size and program participation, and by submitting timely
contract amendments. Overstaffing, low class size, and infrequent monitoring of the budget
result in an annual year-end budget reconciliation with significant budget transfers. This does not
allow sufficient time to make changes to increase the ending balance. At least twice in the past
four years, the program had a negative ending fund balance that resulted in a general fund contri-
bution from the district. This practice is not the best approach to operating a program of this size
and scope. The program lacks systems and processes and procedures to adequately monitor and
manage personnel, budgets, and program goals. The fiscal and personnel aspects of operating the
CD programs are disconnected from the district, yet it is critical that these functions be consid-
ered in tandem with all district operations.
The child development organizational chart lacks clarity and does not distinguish staff roles and
their assigned responsibilities. There is no clear understanding among most district staff members
as to the chain of command and lines of authority of the two coordinators that share the leader-
ship role of the child development programs. One coordinator is responsible for all school-age
student programs, HIPPY and CalSAFE and the other supervises the preschools. As a result,
a site that operates more than one type of contract is managed by more than one coordinator.
Having dual coordinators creates confusion among district employees about the specific responsi-
bilities of each coordinator and reduces the accountability of program staff. The dual coordinator
model has not been fiscally or administratively effective for the district.
Support Staff
Support staff members for the child development program are all centrally located. Duties for
coordinators and support staff are segregated by program rather than site. Support staff travel to
sites that operate multiple programs to pick up/drop off forms and assist with parents, children
or staff. This creates operational inefficiencies because both coordinators and more than one
support staff member frequently travel to a site to pick up or drop off a form or to provide
support without communicating with other support staff members. Therefore, a site could have
both coordinators and several support staff members providing a service that a single coordinator
or support staff member could provide. The lack of support staff members at the sites also places
an unnecessary hardship on parents because they have to travel to receive information pertaining
to enrollment, recertifications and to pay fees for services. Site staff members have occasionally
been unable to contact support staff and or coordinators by phone during emergencies. Some
sites have sufficient space to relocate support staff members to various sites, which would allow
them to better provide direct communication with parents, and support staff with clerical needs
and process payments.
Instructional Job Requirements and Staffing Ratios
California Department of Education staffing ratios apply to most but not all of the programs
operated by the Child Development Department. In some programs, the department has over-
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ORGANIZATIONAL STRUCTURE
staffed perhaps due to unstable student attendance (CCTR) and or faulty student enrollment
projections. CDE adult to child ratios are as follows:
Section 18290 of Title 5 of the California Code of Regulations provides:
Contractors shall maintain at least the following minimum ratios in all centers:
(A) Infants (birth to 18 months old) - 1:3 adult-child ratio, 1:18 teacher-child ratio.
(B) Toddlers (18 months to 36 months old) - 1:4 adult-child ratio, 1:16 teacher-child
ratio.
(C) Preschool (36 months to enrollment in kindergarten) - 1:8 adult-child ratio, 1:24
teacher-child ratio.
(D) Children enrolled in kindergarten through 14 years old - 1:14 adult-child ratio,
1:28
teacher-child ratio.
(E) Compliance with these ratios shall be determined based on actual attendance.
(2) Section 18291 of Title 5 of the California Code of Regulations provides:
(A) Whenever groups of children of two (2) age categories are commingled and the
younger age group exceeds fifty percent (50%) of the total number of children present,
the ratios for the entire group must meet the ratios required for the younger age group.
(B) If the younger age group does not exceed fifty percent (50%) of the total number
of the children present, the teacher-child and adult-child ratios shall be computed
separately for each group.
101216.4 PRESCHOOL PROGRAM WITH TODDLER COMPONENT
(a) Licensees serving preschool-age children may create a special program component
for children between the ages of 18 months and 30 months. The provisions of Sections
101151 through 101239.2 shall apply for children over 24 months, except as specified
in Sections 101216.4(a)(1) through (6).
The provisions of Sections 101351 through 101439.1 shall apply for children between
the ages of 18 and 24 months participating in a preschool toddler component, except
as specified in Sections 101216.4(a)(1) through (6).
(1) Child care centers with an existing preschool program wishing to establish a
toddler component shall submit an amended application and obtain approval from the
Department.
(2) Children in a child care center between the ages of 18 months and 30 months may
be placed in the toddler program. A child older than 30 months may participate in the
toddler program with written permission from the child’s authorized representative. No
child in the toddler program shall be placed in the preschool program before the age of
30 months without written permission from the child’s authorized representative.
(3) It shall be permissible for a child whose developmental needs require continuation
in a toddler component to remain in the toddler component up to a maximum age of
three years.
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ORGANIZATIONAL STRUCTURE
(4) A ratio of six children to each teacher shall be maintained for all children in atten-
dance in the toddler program. An aide who is participating in on-the-job-training may
be substituted for a teacher when directly supervised by a fully qualified teacher.
(5) The maximum group size, with two teachers, or one fully qualified teacher and one
aide, shall not exceed 12 toddlers.
(6) The toddler program shall be conducted in areas physically separate from those used
by older or younger children. Space planning and usage for the toddler component
shall be governed by the provisions of Section 101438.3. Plans to alternate use of
outdoor play space must be approved by the Department.
(A) Requirements for physical separation between children in the toddler component
and
older or younger children need not apply when a planned activity is being conducted.
NOTE: Authority cited: Section 1596.81, Health and Safety Code. Reference: Section
1596.955
CSPP half day preschool programs require parent participation. FCMAT recommends that the
district staff each CSPP half-day preschool class with one teacher, one preschool aide and one
volunteer to achieve the one-to-eight adult-to-child ratio. Teachers who work at off campus sites
should attend Title 22 orientation so that they can act as a site supervisor. A small stipend could
be provided to the teacher for this added duty.
Since there is no parent-participation component, CSPP full-day classes should be staffed with
one teacher, one child care assistant and one preschool assistant. This adheres to best practices in
the field to ensure student safety and program compliance with adult-to-child ratios.
Children’s centers should be staffed according to the same ratio except the infant and toddler
programs, which require a one-to-three or one-to-four adult-to-student ratio.
Children’s Centers for school age children should follow the Child Care Center General
Licensing Requirements 101516.5 Teacher-Child Ratio and Title 5: California Code of
Regulations Section 18291, which require one teacher and one aide for every 28 children in
attendance and state as follows, “(1) A teacher shall supervise no more than 14 children or with
an aide a maximum of 28 children.”
These regulations are available at: http://www.dss.cahwnet.gov/ord/entres/getinfo/pdf/ccc7.pdf
Staff Qualifications
The CDE matrix provides guidance on the minimum CDE requirements for preschool teachers
and aides. The district must balance the desire to hire the most highly qualified staff with the
program budget provided by the CDE. The district has many highly qualified staff members
that serve as preschool teachers and are paid a higher salary than comparable districts and county
offices. Personnel costs represent the majority of the budget of any program but this is exacer-
bated when salaries exceed the average range. The district should review existing job descriptions
for teachers and instructional aides, and more closely align the qualifications and the salary
schedule for the child-development positions with the CDE guidelines. FCMAT has provided
sample job descriptions in the appendix section of this report
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ORGANIZATIONAL STRUCTURE
The minimum qualifications for staff are as follows:
101216.1 TEACHER QUALIFICATIONS AND DUTIES 101216.1
(3) One of the following Child Development Permits issued by the California
Commission on
Teacher Credentialing:
(A) Child Development Associate Teacher Permit; or
(B) Child Development Teacher Permit; or
(C) Child Development Master Teacher Permit.
(D) An aide assisting a fully qualified teacher (as specified in Section 101216.1(c))
in the supervision of up to 18 preschool-age children pursuant to Section 101216.3
shall meet the following requirements: (1) Completion of six postsecondary semester
or equivalent quarter units in early childhood education or child development, or (2)
Completion of at least two postsecondary semester units or equivalent quarter units
in early childhood education or child development each semester or quarter following
initial employment, and (3) Continuation in the educational program each semester or
quarter until six units have been completed. (b) The licensee may use teacher aides in a
teacher-child ratio of one teacher and one aide for every 15 children in attendance.
(1) A ratio of one fully qualified teacher (as specified in Section 101216.1(c)) and one
aide for every 18 children in attendance in a preschool program is allowed when the
aide meets the qualifications specified in Section 101216.2(d).
Preschool assistants are generally slightly higher paid than child care assistants because of addi-
tional requirements. When an assistant holds an associate teacher permit, the assistant can substi-
tute as the preschool teacher in case of teacher absence. This reduces the cost to hire substitute
preschool teachers and provide program continuity for the children.
The district is held to a higher CDE standard adult-to-child ration for subsidized students. The
district has the option of operating nonsubsidized preschool and general child care programs with
a lower adult-to-child ratio. Because the district blends nonsubsidized and subsidized students,
the lower ratio is not possible.
For comparison purposes, FCMAT identified school districts and county offices of education that
operate a similar number of programs and serve a comparable number of students. The compar-
ison data include the number and type of full-time equivalent (FTE) positions and organizational
structure of each program. Data for a comparison of child development department staffing was
obtained from five California districts and county offices. The comparison programs surveyed
were Bakersfield City School District, Kern County Superintendent of Schools, Imperial County
Office of Education, Riverside County Office of Education, and San Luis Obispo County Office
of Education.
Although comparative information is useful, it should not be considered the only measure of
appropriate staffing levels or the organizational structure. The state’s school districts and county
offices of education are complex and vary widely in demographics and resources. Careful evalu-
ation is recommended because generalizations can be misleading if significant circumstances are
not considered.
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ORGANIZATIONAL STRUCTURE
FCMAT’s comparison took into account the program configuration and size. The following table
lists the organizational staff positions of the comparison districts as reflected in data obtained
from the comparison districts. The organization charts, salary schedules, and job descriptions of
the surveyed districts and county offices of education are in included in the appendix section of
this report.
Comparable Program Staffing
ADA Director Site Supervisor Teacher Assistant Accountant Secretary Clerk
Bakersfield 576 1 coordinator (principal) 24 24 1 2
KCSOS 1,246 1 4 44 63 2 2 4
San Luis Obispo 432 1 1 – titled program 16 1 1
COE coordinator
*Imperial 2208 1 2 22 59 3 1 6
Santa Barbara 960 2 coordinators 28.5 35.12 5 1
See appendix for full listing of all positions and titles
Most programs have a single director that provides oversight, develops staffing ratios, ensures
program compliance, prepares and monitors the program budget, and provides administration
of all aspects of program operations. Most programs also have a second-level site supervisor or
program coordinator that supervises the daily operations of three to four sites serving approxi-
mately 200-350 students. In addition, the director and site supervisors are supported by adminis-
trative assistant and clerks depending on the student count. Many programs also staff a full-time
accountant or account clerk to manage the budget and work directly with the business office
when making adjustments. In larger programs a department supports parent fee collections and
program budgets. These positions generally report to the director of the program. Most programs
adhere to the staffing formula outlined by Education Code and Title 5 regulations although some
hire additional support assistants instead of using parent volunteers. In some cases, numbers were
not available from the districts and county offices surveyed, and those cells were intentionally left
blank.
The Riverside County Office of Education Division of Children and Family Services oversees a
wide variety of federal and state funded programs serving young children and families including:
Head Start, Early Head Start, California State Preschool Program, Child Development Center-
Based Programs, Alternative Payment Program for child care, Resource and Referral, CalWORKs
Stages 2 and 3 child care, Court Child Care, Family Child Care Home Education Network
(FCCHEN), Resource Lending Libraries, and Special Project Grants such as the Child Care
Initiative Project; Growing, Learning, Caring for license-exempt providers; and child care Health
and Safety. Similarly Imperial County Office of Education offers expansive services that could
not be fully illustrated in the above table. Although these programs are included for comparison
purposes throughout the report, because of the size and scope of the program the staffing ratios
are not included in this table. The appendices attached to this report provide program informa-
tion for reference.
The following organizational chart illustrates the changes that FCMAT recommends for the
organizational structural of the child development department.
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ORGANIZATIONAL STRUCTURE
Associate Superintendent of Education
Administrative Assistant
Director of Child Development
Office Coordinator
Site Supervisor Site Supervisor Site Supervisor
Sr. Office Assistant Sr. Office Assistant Sr. Office Assistant
Cleveland
Academy Adams*
Franklin*
Harding Las Flores**
McKinley* Parma**
Monroe Peabody
Washington Roosevelt
SBHS Early Years
Classroom Staff
Each preschool classroom Each general child care CCTR
school age
2:28 adult-child ratio
1 teacher Each CCTR serving infants
1 preschool assistant under 2 years of age
1 parent volunteer for half-day program 1:3 adult-child ratio
1 child care assistant for full-day CSPP only Each CCTR serving toddlers
18-36 months of age
1:4 adult-child ratio
* Site supervisor and senior office assistant should be located at the noted site due to
student count
** Parma and Las Flores are located off campus as a standalone operation. The
teacher should hold Title 22 training as a site supervisor.
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ORGANIZATIONAL STRUCTURE
FCMAT recommends that the district reestablish the director of child development program
position and eliminate the two coordinator positions. The director job description should align
with CCTC and CDE guidance on requirements. By eliminating the two coordinator positions
and reestablishing the director position, the district will reduce confusion and better manage
operations. The district should create site supervisor positions that are responsible for providing
daily operational support to approximately three to four sites. The sites should be divided among
supervisor positions based on student count and geographic location to balance the workload.
Sites should be clustered to minimize travel between sites. The district should eliminate the head
teacher job description and adopt job titles that align with the CDE matrix. The job description
for preschool teachers, children’s center teachers, and instructional assistants should be reviewed
and revised to meet CDE guidance on qualifications. Each class should be staffed with at least
one preschool teacher and one preschool assistant. Full-day CSPP preschool sites should be
staffed with one preschool teacher, one preschool assistant, and one child care assistant. Based
on this staffing ratio, if the district chose to staff one teacher in every class including school-age
general child care, the district would employ the following:
• 18 part-time preschool teachers (9) FTE
• 14 part-time school age teachers (7) FTE
• Two full-time preschool teachers (Early Years and pre-K Family Literacy)
• Nine full-time Children’s Center teachers, full day
Total of 27 FTE preschool teachers
• 18 part-time (3.5 hour) preschool assistants (5.14)
• 14 part time (3.5 hour) school age assistants (4)
• Two full-time preschool assistants (Early Years and pre-K Family Literacy)
• Two full-time child care assistants (Early Literacy and pre-K Family Literacy)
• 18 child care assistants Children’s Center full day*
Estimated Total of 31.14 assistants
*The district should review each children center and determine the age of the children served.
This number assumes Children’s Centers serve children 18-36 months of age and must be staffed
at a one-to-four ratio. The number of assistants needed would decrease if the children served in
the Children’s Centers are older or the program is blended with older children. In either case,
the district should refer to Section 18291 of Title 5 of the California Code of Regulations to
determine staffing ratios.
The district has 40 (28.50) preschool teachers, 55 (35.12) aides, and may need to plan for a
reduction in force if staffing adjustments cannot be achieved through attrition. The district
needs to negotiate with both bargaining units to address salary schedule placement for any newly
developed job descriptions. FCMAT has provided salary schedules by position for comparison
districts.
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ORGANIZATIONAL STRUCTURE
Recommendations
The district should:
1. Eliminate two coordinator positions and hire one director of the child development
program.
2. Review and revise the job description for director to reflect the revised organization,
chain of command and line of authority.
3. Eliminate the head teacher positions and create three to four site supervisor posi-
tions. Sample job descriptions from other programs are in the appendix section of
this report.
4. Ensure each site employs a preschool teacher and at least one preschool assistant.
Full-day CSPP classes should also staff a child care assistant.
5. Review all business office job descriptions, eliminate redundancy and redistribute
duties based on location.
6. Relocate support staff members to the program sites with the highest student count
so that there are sufficient personnel to assist with enrollment, recertification,
clerical tasks and parent assistance.
7. Assign one administrative support position to the same location as the director to
provide the director with support. The accountant should be located at the district
offices.
8. Reduce 1 FTE business office staff based on a comparison with similar programs.
9. Review teaching and assistant staffing assignments and redistribute as needed to
ensure a student to staff ratio that adheres to Title 5.
10. Update child development job titles so that they are consistent with CCTC:
director, site supervisor, master teacher, teacher, associate teacher and assistant.
Additional information on the CDE matrix may be obtained at: http://www.child-
development.org/cs/cdtc/download/rs/17/Permit%20Matrix%209-07%20SD.
pdf?x-r=pcfile_d.
11. Revise the organizational chart so that it displays a clear hierarchy with CDE
contracts of CSPP (full day, half day) and CCTR (toddlers, afterschool).
12. Create a separate document for the program staff directory.
13. Clearly identify the program consistent with the CDE terminology in all written
documents including the organizational chart, site rosters, and parent handbook.
The district should avoid using program-specific acronyms when communicating
with the public and other departments.
14. Request technical support from the CDE consultant to review contracts, reporting
and budgeting issues.
15. Work with the CDE consultant to decrease enrollment of CCTR program; increase
CSPP half day to CSPP full day. This will require amending the CDE contract.
16. Develop a plan to implement a researched-based early childhood education core
curriculum that aligns preschool to kindergarten and district school readiness goals.
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ORGANIZATIONAL STRUCTURE
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PROGRAM ALIGNMENT
Program Alignment
The HIPPY, ASES and CalSAFE programs do not appear to have any tangible alignment to the
CDE contractual child development programs. HIPPY, ASES and CalSAFE programs do not
share the same funding terms and conditions as CCTR or CSPP, or Title 22 licensing require-
ments. The child development coordinators assigned to oversee these programs do not have
the expertise and knowledge to oversee such a range of programs and do not provide ongoing
support or consistent evaluation.
Interviews and site visits indicated that the child development coordinators provide little supervi-
sion to HIPPY, CalSAFE and the After School programs. The After School (ASES) director,
HIPPY director and CalSAFE coordinator manage their programs effectively, and the programs
operate within the budget. HIPPY, CalSAFE and ASES are not aligned or integrated with other
child development programs for preschool or school-age children. However, the district should
pursue a model that better aligns these programs and provides a continuum of services.
HIPPY Program
HIPPY is a home-instruction program for the parents of preschool youth. The program is
grant-funded, and because of declining budgets, the services that were formerly home-based
and offered by several support staff members are now offered at a school site by a single staff
member. HIPPY has made staffing adjustments in 2009-2010 and 2010-2011 to accommodate a
reduced budget. As of 2010-2011, the director serves in an advisory capacity without a stipend or
compensation because the budget is limited. Personnel costs represent the majority of the budget.
Personnel costs in a nonprofit-operated program generally are less than a school district. The
district should consider shifting the operation of this program to a local nonprofit organization.
CalSAFE
The district has demonstrated a commitment to pregnant and parenting teens and to facilitating
their graduation from high school through support programs such as CalSAFE and child care
services.
The CalSAFE annual program budget of $360,000 was reduced as a Tier 3 categorical program
in 2009. CalSAFE will be in Tier 3 flexibility until 2013, although there is a legislative proposal
to move the child development component of CalSAFE to Tier 1 under the CDD umbrella.
Moving part of CalSAFE to Tier 1 has advantages and disadvantages. While the child care
component would be protected, it would divide the program flexibility. Moving the child care
services (from flexibility) to Tier 1 while leaving the student/parent services in (flexibility) Tier
3 would weaken the effectiveness of the comprehensive, integrated CalSAFE model. CalSAFE is
not only a child care program, but a comprehensive, integrated, community-linked program for
school-age families, and successful outcomes for children depend on successful outcomes for their
parents.
In 2009-2010 fiscal year, the district exercised categorical flexibility and allocated $252,566
annually to sustain the program, consolidated operations to the Santa Barbara High School site
and reduced personnel to operate within the allocated budget. Current personnel include the
program coordinator, two credentialed teachers, one FTE classified instructional aide and two
substitutes as needed. Staffing levels are consistent with Title 22 and Title 5 staffing ratios of one
adult to three infants ( birth to 18 months of age) and one adult to four toddlers ( 18 months
and older).
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PROGRAM ALIGNMENT
Although the organizational structure shows that the CalSAFE program is under the direction
of the coordinator of the child development program, the coordinator assigned to oversee and
supervise the CalSAFE program does not participate in budget development or monitor the
budget and is not familiar with program’s daily operations, reporting requirements, policies,
procedures or protocols. The child development program coordinator assigned to supervise the
CalSAFE program does not possess an administrative credential, which is required to perform a
certificated employee evaluation. Direct program oversight has been provided by the CalSAFE
coordinator and the principal of Santa Barbara High School. Communication between the
CalSAFE program coordinator and the principal is effective and positive.
The CalSAFE program does not appear to have any significant connection to the child develop-
ment program. The programs have dissimilar funding terms, conditions, reporting requirements,
and CalSAFE functions independently of the child development program. The CalSAFE
program does not encroach on the child development budget.
The CalSAFE program offers intervention services to high school students and should
The CalSAFE
be integrated into the high school alternative education program. The child develop-
program does not ment organization chart identifies a head teacher for the CalSAFE program. This
appear to have position is not filled and does not fit within the current organizational structure.
any significant
connection to the After School Education and Safety Program
child development The district operates the state funded After School Education and Safety program
program. (ASES) through a $698,000 annual contract for five elementary sites and a $135,000
contract for La Cumbre Middle School. This program should continue to function
independently of the child development department because the regulations and
funding requirements of ASES differ from the child care centers and state preschool.
The director of the ASES program is familiar with the state regulations. In 2009-2010 she
made programmatic and staffing adjustments when a school site could not meet their projected
enrollment and voluntarily reduced the state allocation for after school funding. The director
effectively communicates with the business office and personnel department, prepares annual
state reports, completes all necessary staff evaluations and makes two annual presentations to the
board of education.
Organizationally the program director supervises a City Parks and Recreation program
coordinator, a curriculum and data coordinator, five healthy start family advocates, six site
coordinators and approximately 30 paraprofessional group leaders who work as half employees
of the school district and half of parks and recreation. The city parks and recreation coordinator
spends approximately 4.5 hours daily at school sites and provides supervision to approximately
30 volunteers and the city parks and recreation group leaders. A district employed curriculum
and data coordinator develops curriculum and provides training to site coordinators and group
leaders. Each of the five elementary and La Cumbre Middle School sites has a 4.25 hours site
coordinator and five 3.5 hour classified paraprofessional group leaders. The site coordinator posi-
tion requires a bachelor’s degree and is generally filled by recent college graduates. The middle
school site (La Cumbre) has a seven-hour coordinator (200-day contract), and the staff includes
three AmeriCorps staff members, several two-hour group leaders, and various volunteers from
service organizations including police activities league and YMCA.
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PROGRAM ALIGNMENT
Group leaders are hired by both the district and Santa Barbara Parks and Recreation Department.
Staff members work at the same school site in the same program under the same set of expecta-
tions, but report to different supervisors and are employees of different entities. This creates
confusion among some staff members. The sites operate with a 20-to-one student-to-staff ratio
through the use of volunteers in addition to the group leaders.
There is a lack of coordination between the regular day education program and the ASES
program. The ASES program goals are not fully aligned with the district goals for student
achievement, and the program does not communicate regularly with the principals and certifi-
cated staff at school sites or the child development department that offers after school child care.
ASES staff members do not attend training and professional development provided by the school
or district, and school safety drills are sometimes not communicated to the ASES coordinators.
Regular communication about student progress occurs through handwritten notes at some
sites and some teachers at a few sites discuss concerns with after-school staff. Classroom space
and access to regular day resources is limited at some sites because of the low perception of the
program. Some districts have found that hiring a retired teacher or teacher interested in working
part-time as the site coordinator improves communication and the relationship with the regular
day program. Credentialed teachers are familiar with the school site and district’s expectations for
student behavior and can enforce school and district policies. Credentialed teachers also foster
better communication with the regular daytime teaching staff. The alternative is to retain the site
coordinator position and assign the ASES curriculum coordinator to establish strong ties with the
regular daytime staff by attending staff meetings and communicating program goals.
Two areas of operational concern in the ASES program include the cost for the contract with
the Family Service Agency and the memorandum of understanding with Santa Barbara City
Parks and Recreation for personnel. When the ASES program was initially developed a partner-
ship with Parks and Recreation was created to provide program personnel (program leaders)
and management of the Parks and Recreation employees in the program. The district pays the
Santa Barbara City Parks and Recreation a 12% indirect administrative fee, personnel costs for
program leader staff, and the direct costs to support a program coordinator to supervise the
Parks and Recreation staff. The district should review the contract with Parks and Recreation
and determine if it is more cost effective to employ all program staff members. In addition the
district contracts with the Family Service Agency for five FTE family advocates that serve at each
of the ASES elementary school sites. Family advocates are responsible for maintaining enrollment
data, communications with the parents, and collection of parent fees. The funding for the family
advocate positions has been provided through a community action committee grant that has
been eliminated in 2010-2011. The director plans to continue to support the positions through
blended funding including $9,000 from LEA medical billing, a commitment from participating
school sites to allocate $5,000 each for a total of $30,000, and $45,000 from ASES. The
remaining balance needed to fully fund those positions must be allocated from other sources.
The ASES program and school age centers (CCTR) offer similar services to school age children.
Both offer after-school care and assistance with homework and enrichment opportunities. The
ASES program is staffed with paraprofessionals, volunteers, and a site coordinator at a 20-to-one
student-to-staff ratio. The school age children’s center is staffed with certificated teachers and
instructional aides at a higher than necessary student to staff ratio that varies by site. The cost to
operate the school age children’s center is higher due to certificated staff salaries and substitute
costs. The funding for school age Children’s Centers (CCTR) is unstable, and the district should
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PROGRAM ALIGNMENT
consider transitioning eligible students into other programs with stable funding sources such as
CSPP and ASES. Because the programs can overlap, the district should develop a plan to better
coordinate the services. The plan should include a review of the availability of student slots in the
ASES program and school-age children centers at each school site, establish a system to commu-
nicate the options and availability to parents, and offer those slots to students who qualify and
are on a waiting list.
The ASES program curriculum is developed by a credentialed teacher. However it is not
aligned with other district programs and should be research-based. Both programs should adopt
research-based intervention and enrichment curriculum and instruction supplemental materials.
The selection of the materials and training should be conducted by a committee comprised of
principals, certificated teachers, child development leadership, and staff representation from
both programs. It is essential to have regular day certificated staff engaged in the selection of the
materials and training of the after school staff to ensure a smooth transition from daytime to after
school extended learning opportunities. In addition, engaging regular day teaching staff with the
training of after school staff in ASES and school-age children center programs will provide an
opportunity for the staff to form relationships and improve communication.
Recommendations
The district should:
1. Consider transferring the operation and staff of the HIPPY program to a local
nonprofit organization.
2. Transfer program oversight of HIPPY to the newly developed director position of
the Child Development Department.
3. Transfer program oversight of CalSAFE to the Santa Barbara High School prin-
cipal.
4. Revise the job title of the CalSAFE coordinator to CalSAFE site supervisor, revise
the appropriate duties, and provide a stipend for program administration and
reporting requirements.
5. Eliminate title of “head teacher” in the CalSAFE program
6. Integrate the CalSAFE program with alternative education
7. Maintain oversight responsibilities of the ASES program with the associate superin-
tendent.
8. Align ASES goals for student achievement with the district’s vision.
9. Establish regular meetings of ASES site coordinators and the school site principals
to increase and improve communication.
10. Establish regular meetings of the ASES director and child development director to
determine where programs are aligned and could benefit from sharing resources
such as curriculum and enrichment materials.
11. Develop a process to better coordinate ASES and the children center’s school-age
after school services to avoid duplication
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PROGRAM ALIGNMENT
12. Develop a process to communicate options for after school care to parents.
13. Adopt research-based intervention and enrichment curriculum and instruction
supplemental materials for use in the ASES and child development programs.
14. Assign coordination of the selection of the materials and training to a committee
composed of principals, certificated teachers, child development and ASES director,
and staff representation from both programs.
15. Consider revising the ASES site coordinator position to five hours and seek to fill
the position with a retired teacher or teacher seeking part-time employment.
16. Review the ASES contract with Santa Barbara City Parks and Recreation to deter-
mine whether costs can be contained or it would be more cost-effective to employ
all program staff through the district.
17. Review the contract with the Family Services Agency to determine if costs can be
contained or if it is more cost effective to employ program staff.
18. During the budget process, establish a written agreement with school sites that
specifies the amount of funding committed to support the family advocate position
for the next fiscal year.
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PROGRAM ALIGNMENT
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REVENUE ENHANCEMENT
Revenue Enhancement
The district child development program receives revenues from a long list of grants, parent
fees, and local contributions budgeted at $6,110,268 for the 2009-10 fiscal year. Fees represent
$413,052 (6.76%) of the total amount and $183,650 (3%) is budgeted to be received from
local support and donations. The majority of the program funding is generated by the two CDE
contracts for CSPP and CCTR programs.
Santa Barbara Schools Child Development Programs
Contract # Program Title Project # Local title Resource Period Amount Total Contract
CCTR-9314 Child Development Programs 42-6927-00-9 Early Years 5025 2009-10 $ 413,706
CCTR-9314 Child Development Programs 42-6927-00-9 Full Day Child 6060 2009-10 $ 755,941
$ 1,169,647
CSPP-9574 CA State Preschool Program 42-6927-00-9 Parma/Las Flores/ Franklin 6060 2009-10 $ 1,526,947
CSPP-9574 CA State Preschool Program 42-6927-00-9 6055 2009-10 $ 1,188,535
CSPP-9574 CA State Preschool Program 42-6927-00-9 Full day 6050 2009-10 $ 142,247
CSPP-9574 CA State Preschool Program 42-6927-00-9 Half day 6051 2009-10 $ 93,539
$ 2,951,268
CRPM- Facilities Renovation and Repair 42-6927-00-8 Franklin HVAC 6145 2008-09 $ 100,000
8146
$ 100,000
CRPM-7144 Facilities Renovation and Repair 42-6927-00-7 Franklin Roof 6145 2007-10 $ 100,000
$ 100,000
CRPM-9127 Facilities Renovation and Repair 42-6927-00-9 Adams outdoor classroom 6145 2009-10 $ 66,667
5037 2009-10 $ 22,821
5037 2009-10 $ 10,512
$ 100,000
CIMS-9630 Instructional Materials 42-6927-00-9 5035 2009-10 $ 1,781
$ 1,781
CPKS-9095 Prekinder and Family Lit program 42-6927-00-9 6052 2009-10 $ 5,000
$ 5,000
Other
Resources:
Unrestricted Misc revenues, interest 0000 2009-10 $ 10,500 $ 10,500
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REVENUE ENHANCEMENT
Child Development Fees 5025 2009-10 $ 30,000 $ 30,000
ASES 08-23939- A-OK 6010 2009-10 $ 698,304
6927-EZ
08-23939- A-OK 6010 2009-10 $ 135,000 $ 833,304
6928-EZ
Full Day Preschool Fees 6050 2009-10 $ 20,052 $ 20,052
Preschool Fees 6060 2009-10 $ 125,000 $ 125,000
CalSafe flexibility transfers 0802- 2009-10 $ 252,566 $ 252,566
0803
Mobile Waterford Local support 9037 2009-10 $ 141,150 $ 141,150
Child development Fees 9041 2009-10 $ 238,000
Local support 9041 2009-10 $ 32,000 $ 270,000
FCMAT reviewed financial activity reports for fiscal years 2007-08 and 2008-09. The child
development program was successful in obtaining financial support from a variety of sources.
The district has made contributions to the child development fund from other funding sources,
parents have supported program costs through fees for child care services, and the community of
Santa Barbara actively supports the child development programs through financial contributions.
The primary revenue source for child development programs is enrollment; the maximum
reimbursement rate of approximately $23 per day is received when a child is enrolled full-time.
Full-time is considered 6.5 to fewer than 10.5 hours of service. CSPP half-day (under four
hours) receives a rate of 0.6172, or approximately $22 per child per day. Therefore, conducting
a morning and afternoon session in one CSPP class per site would increase revenue and service
availability to children prior to entering kindergarten, which was a main goal of the CSPP
consolidation.
Serving 24 children instead of 21 in each class could increase capacity and possibly reduce the
number of classes and the number of staff members. No additional personnel would be required
to maintain staff ratios and increase class size. The ratio would be met with the current staffing
pattern of one teacher, one assistant and one parent volunteer. The Santa Barbara Preschool
Parent Handbook (page three) states that all families are expected to contribute a minimum of
three hours of services per month in the classroom. Full-day preschool may not require parent
participation; it would be best to increase the enrollment to 24 children with a staff ratio of one
teacher and two assistants.
Approximately 95 of the CCTR enrollment slots are for nonsubsidized children in the school-age
program; these are tuition based family fee programs, which receive no CDE reimbursement. It
must be reported as income and is subtracted from contract amount. Although these programs
are not required to staff to the Title 5 regulations, the program currently operates nonsubsidized
under the same requirements and higher standards as subsidized programs.
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The district should review the 2009 application to CDE under AB2759 and make program-
matic decisions and adjustments prior to 2010-2011 school year. The CDE should provide an
opportunity to make adjustments for the new fiscal year. The program review needs to consider
each child’s eligibility and determine the best program for his or her needs that also maximizes
district funding. It would be beneficial to work toward reducing the number of students enrolled
in the CCTR center based contract and replace those slots with full-day CSPP based on the
child’s age and family needs. The district should determine the number of students who will be
served in CSPP half-day and full-day, and CCTR eligibility should be checked for three- to four-
year-old children who do not qualify for CSPP. The total number of students that will be served
in each program should be determined and a contract amendment should be sought if needed.
The district should work to reduce the CCTR contract in school-age after-school care program.
The adjustment factor for less than 2.5 hours of care is 0.25 and may not be as cost-effective as
serving students in the ASES program. The number of ASES slots available at each site should be
determined. For sites at full ASES capacity, it may not be feasible to reduce participation in the
CCTR children’s center school age program. The district should consult with the CDE regional
consultant to complete this review.
In 2008-09, the district returned $36,554 in revenues to the CDE for the unearned portion of
the contract for child care extended day. The program may not be filling every available slot in
the school-age Children’s Centers. The number of students enrolled in each program, their atten-
dance, and the staffing for those programs should be reviewed carefully. By carefully monitoring
a program site that is not expected to meet the contract, the district can make budget and staffing
adjustments during the year to avoid deficit spending in that program. The district should coor-
dinate the CCTR school-age children’s center operations with the ASES program to maximize
the number of slots available for children and to maximize funding to support both programs.
In a review of fiscal years 2007-2008 and 2008-2009 FCMAT identified several instances where
checks collected for program fees were returned because of insufficient funds. In addition to the
lost revenue in the amount of the check, banks typically charge an additional fee to the receiver’s
account that compounds the loss. In 2008-09, the loss of revenue for returned checks totaled
$2,277.65 for the preschool and $4,554.00 for the child development local resource or approxi-
mately 2% of parent fees collected. This does not account for the additional expense of the bank
fees.
ASES
The ASES program collects parent fees to support operations. Parents who cannot financially
meet the obligation are provided a scholarship by United Way, and family advocates collect the
parent fees, which should generate $135,000 annually if all parents met this obligation. However,
the ASES director estimated that parent fees collected in 2008-2009 were $85,000 or about 60%
of the total allowable. ASES allocates funds to provide transportation to students at three school
sites. Transportation is costly and many after-school programs do not provide this service.
One potential source for additional revenue across all programs is Medi-Cal Administrative
Activities (MAA). The MAA program reimburses school districts for the federal share (50%)
of certain costs for administering the Medi-Cal program. Those activities include outreach and
referral, facilitating the Medi-Cal application, arranging nonemergency/nonmedical transporta-
tion, program planning and policy development; and MAA claims coordination. Because of the
nature of the family advocate position, these advocates are probably already conducting Medi-Cal
administrative activities with families and may be assisting with applications. The district should
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REVENUE ENHANCEMENT
review the potential to participate in MAA billing and include the family advocates, site supervi-
sors and potentially the director in the time survey.
CalSAFE
The CalSAFE program is a comprehensive, integrated, community-linked, school-based program
for expectant and parenting students and their children. The program provides academic and
support services to encourage the students to stay in school, along with child care and develop-
mental services for their children. Revenue comes from the California Department of Education.
Before 2008-09, these funds were restricted to the CalSAFE program.
Prior to 2008-2009 the CalSAFE program funding was generated by the average daily attendance
(ADA) of pregnant and parenting students and their children enrolled in the child care program.
Program funding is now flexible according to Education Code Section 42605. CalSAFE funding
from fiscal years 2008-09 through 2012-13 is based on 2007-08 funding levels, and for 2009-
2010, the district was projected to receive the same amount as in 2007-2008, less approximately
14%. The district contributed $252,566 in flexibility funding to the CalSAFE program. These
funds are part of the flexibility provisions and are considered unrestricted. Depending on the
fiscal condition of the district’s general fund, the district may choose to reduce or eliminate this
support in the future.
Although the district cannot enhance revenues in this program, it can seek alternative funding
through grants with local, state and federal partners. Identify local health care providers such
as Kaiser Permanante who are willing to fund child care centers, teen parenting programs or
programs that promote a concept known as Parent and Child Time Together activities. In addi-
tion, the district should pursue MAA and LEA medical billing for this program. Many districts
hire a consultant to manage the MAA and LEA program, complete billing, audit time surveys
and ensure compliance with state and federal regulations. Because the certificated and classified
staffs in the CalSAFE program work with parents and children who are likely eligible for services,
the time they spend coordinating services, providing counseling for services, assisting with
applications, and the other aspects of case management are billable, and the district could recover
some of the cost to operate the program.
Current and Future Funding Concerns
The volatility and uncertainty of local contributions is cause for ongoing concern. Long-term
commitment to program funding should be sought, and corresponding exit strategy to contracts
and personnel should be considered when accepting funding.
The cut made to general child care appropriations in the 2009-10 Budget Act was never applied
to the child development contracts by the CDE. The CDE took a one-time option to absorb this
cut at the time. However, because this decrease cannot continue to be absorbed, a reduction of
approximately 1% should be applied to the 2010-11 CCTR and CSPP contracts.
General child care or CCTR program funding is more volatile during the California budget
crisis, and the district should work to move programs from the CCTR funding source to CSPP
where possible and applicable. The May revise proposes to eliminate all Proposition 98 funding
for child care programs commencing in 2010-11. General child care (CCTR) would be cut by
84% from current levels. Additional cuts would also be imposed in the form of reimbursement
and eligibility criteria changes. It is anticipated that the state will continue to place a higher
priority on the state preschool program than on general child care contracts.
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Recommendations
The district should:
1. Review and revise the 2010-2011 CDE contract after carefully reviewing 2009-10
Child Development Attendance and Fiscal Reporting & Reimbursement
Procedures (Green Book) including the following subject areas:
• Adjustment factors
• Amendments to the contract
• Commingled versus co-located programs
• CDFS worksheets to determine service to expenditure relationship
2. Review the following CDE management bulletins:
• 08-13; Subject: California State Preschool
• 09-22; Subject: Developmentally appropriate child development setting for
children who turn three-years old on or before December 2
3. Access the CDE Cal-Safe Program Funding and Fiscal Management website:
http://www.cde.ca.gov/fg/aa/ca/calsafe.asp
4. Explore the possibility of applying for First 5 Program funds, which focus on the
birth-to-age-five population. This includes pregnant women and children birth to
five years of age.
5. Consider partnering with local AFLP and Cal-Learn Programs to provide services
for pregnant and parenting teens.
6. Refer parenting teens to Early Head Start programs for child care.
7. Collaborate with the Santa Barbara County Department of Public Health for
services to infants and toddlers.
8. Pursue grant funding opportunities with the CDE and CDD.
9. Contact the local Boys & Girls Clubs for grant opportunities.
10. Contact the United Way and Community Foundation of Santa Barbara for grant
opportunities.
11. Contact the local Girls Scouts of America for grant opportunities.
12. Develop partnerships with local health-care providers
13. Review the feasibility and potential revenue of participating in MAA billing and
include the family advocates, CalSAFE staff, child development staff and the ASES
director in the time survey.
14. Maximize grants through student enrollment, attendance, and accurate reporting.
15. Maximize collection of fees from parents. The district should clearly communicate
to parents the importance of the fees and the expectation of their contribution
to programs where applicable. The district should also follow-up and collect on
checks returned with nonsufficient funds, and recover any associated bank fees.
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Expenditure Reduction
General Issues
The district’s child development programs record direct and indirect expenses related to the
child development programs in fund 12. A review of the financial activity reports and a sample
of direct costs indicate that expenses are tracked and charged to the appropriate resources in
the child development fund. These direct expenditure costs include services, utilities, supplies,
custodial, maintenance, payroll, benefits, and retiree expenses. In addition, allowable indirect cost
transfers are applied to each resource.
One-time grants for instructional materials and facilities appropriately include only one-time
expenses.
For ongoing grants, the majority of expenditures are composed of salaries and benefits. FCMAT
made some recommendations in an earlier section of this report regarding the reorganization
of the department, which should result in some reduction in personnel. After reorganizing the
program, the district may be able to reduce the staff by following the CDE and Title 5 staffing
ratio requirements. As discussed earlier, the program is overstaffed and supports a higher salary
schedule than comparable programs. The district employs highly educated child development
teachers and assistants; however, state funding does not support salaries at this level. A reduction
in expenditures will require negotiation with the bargaining units to align compensation with
newly developed job descriptions and educational requirements,
Recommendations
The district should:
1. Continue tracking all allowable expenses to the appropriate resources.
2. Continue the practice of spending one-time funds on one-time expenditures.
3. Seek opportunities for cost reductions. These include the following:
• Reducing the consultant contract for budget development by reassigning the
duties to the district staff.
• Seeking cost reductions in food services by reducing overages, negotiating cost
per meal/snack, changing meal/snack offerings to lower cost alternatives, and
seeking competitive sources for food services.
• Negotiating contracts that reflect a calendar aligned to the program served so
that the program is not paying for unnecessary time, and days and the contract
year spans the days of program delivery.
• Negotiating the salary schedule to align with the required qualifications for the
positions needed.
• Staffing at the Title 5 allowed ratio of children to staff. Alternatives should be
sought to meet child supervision ratios through part time employment and
volunteer parents.
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Cost Center Analysis
The district operates several child development programs with a variety of funding sources. The
district tracks the revenue and expenses in the child development fund 12 using the Standardized
Account Code Structure (SACS). This accounting structure can identify transactions in standard-
ized format while allowing the district to tailor the tracking to meet local needs. The district
identifies funding and expenditure sources by a state-identified resource code and a locally identi-
fied management code.
With the July 2009 consolidation of funding, all programs intended for preschool children were
moved under the California State Preschool Program (CSPP). All child care programs are under
the umbrella of General Child Care (CCTR). As a result of the consolidation, several program
resources were eliminated. In 2009-10, the district began using management codes CSPP and
CCTR to identify the programs.
A review of the award letters for programs CSPP and CCTR found that they encompass multiple
state resource codes and share state resource codes as well.
FCMAT attempted to review the financial records by program using the management code and
found that the coding was inconsistent and did not follow programs with fidelity although an
earnest attempt was made to transition and correct coding. FCMAT made a further attempt
to identify cost centers using position control as salaries and benefits compose the majority of
expenditures in the CCTR and CSPP programs. Inconsistencies were found between the position
control information, the program directories, and the child development program staff list. The
Child Development Programs do not utilize the tracking ability to the school sites so it was not
possible to track costs to the site level.
FCMAT reviewed the district’s financial activity reports by resource for the current and two prior
years. An overview by resource with observations and comments follows:
Unrestricted 0000
Unrestricted 12-0000
2009-10 2009-10 2008-09 2007-08
REVENUES BUDGET 6/17/10 ACTUALS 6/17/10 Actuals Actuals
Program award 8290 $ - $ - $ - $ -
Other: 8980 $ - $ - $ (3,596.95) $ -
8699 misc $ 5,000.00 $ 9,068.85 $ 23,964.07 $ 19,299.64
8660 $ 5,500.00 $ 3,772.74 $ 4,860.08 $ -
Total revenues: $ 10,500.00 $ 12,841.59 $ 25,227.20 $ 19,299.64
EXPENSES
total cert $ - $ - $ - $ -
cert hourly* 1120 $ - $ - $ - $ -
cert sub* 1140 $ - $ - $ - $ -
total class $ - $ - $ - $ -
class hourly* xx20/xx50 $ - $ - $ - $ -
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total benefit $ - $ - $ 14,004.23 $ (0.01)
$ - $ - $ 14,004.23 $ (0.01)
Supplies $ 7,100.00 $ $ 9,818.40 $ 11,567.33
(407.68)
Services $ 3,400.00 $ 1,842.93 $ 10,515.12 $ 11,117.75
Capital $ - $ - $ - $ -
Indirect $ - $ - $ - $ -
other $ - $ - $ - $ -
Total expenses: $ 10,500.00 $ 1,435.25 $ 34,337.75 $ 22,685.07
*extra time, overtime, and substitute pay included in total $ (9,110.55) $ (3,385.43)
The unrestricted resource 0000 use is very limited. Revenue collected from local sources not
identified to follow a specific program, interest, and other miscellaneous revenues are found in
this resource. In 2008-09, resource 0000 made a contribution of $3,596.95 to other resources in
fund 12. Expenditures in the resource are minimal.
Early Years 5025
CCTR-9314 EARLY YEARS 5025
2009-10 2009-10 2008-09 2007-08
REVENUES BUDGET 6/17/10 ACTUALS 6/17/10 Actuals Actuals
Program 8290 $ 413,706.00 $ 378,956.00 $ 413,706.00 $ 415,640.00
award
Other: 8673 parent $ 30,000.00 $ 32,261.05 $ 40,167.70 $ 39,577.77
fees
8699 misc $ - $ - $ -
$ -
Total revenues: $ 443,706.00 $ 411,217.05 $ 453,873.70 $ 455,217.77
EXPENSES
total cert $ 141,094.00 $ 125,750.61 $ 169,816.09 $ 116,586.26
cert hourly* 1120 $ 3,000.00 $ 1,844.28 $ 2,746.95 $ 6,155.56
cert sub* 1140 $ 12,000.00 $ 8,320.16 $ 18,406.74 $ -
total class $ 176,545.00 $ 161,686.15 $ 144,516.10 $ 181,801.17
class hourly* xx20/xx50 $ 18,800.00 $ 15,801.21 $ 20,659.64 $ 20,972.74
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EXPENDITURE REDUCTION
total benefit $ 88,702.00 $ 81,660.36 $ 101,154.09 $ 114,088.43
$ 406,341.00 $ 369,097.12 $ 415,486.28 $ 412,475.86
Supplies $ 2,034.00 $ 1,280.39 $ 3,283.52 $ 5,592.05
Services $ 14,300.00 $ 10,572.75 $ 12,956.35 $ 16,391.93
Capital $ - $ - $ -
$ -
Indirect $ 21,031.00 $ 22,147.55 $ 20,757.93
$ -
other $ - $ - $ -
$ -
Total expenses: $ 443,706.00 $ 380,950.26 $ 453,873.70 $ 455,217.77
*extra time, overtime, and substitute pay included in total $ -
The Early Years resource 5025 is a CCTR program. The program budget balanced in 2008-09
and, unless the parent fee revenues reduce the reimbursable amount from the award, they appear
to be on track to balance in 2009-10. In 2007-08, the resource transferred out expenses to other
resources in the amount of $141,799.70 to balance.
ASES 6010
ASES 6010
2009-10 2009-10 2008-09 2007-08
REVENUES BUDGET 6/17/10 ACTUALS 6/17/10 Actuals Actuals
Program award 8590 $ 135,000.00 $ 121,500.00 $ 132,715.99 $ 154,043.93
Other: 8673 parent fees
8699 misc $ - $ - $ - $ -
Total revenues: $ 135,000.00 $ 121,500.00 $ 132,715.99 $ 154,043.93
EXPENSES
total cert $ 13,818.00 $ 10,261.45 $ 17,989.78 $ 24,545.77
cert hourly* 1120 $ 3,328.00 $ 2,827.50 $ 1,162.50 $ 20,795.77
admin* 1310 $ 8,440.00 $ 6,503.95 $ 3,515.64 $ 3,750.00
other* 1920 $ 2,050.00 $ 930.00 $ 13,311.64
total class $ 48,550.00 $ 42,745.43 $ 60,998.33 $ 73,783.57
class hourly* xx20/xx50 $ 48,550.00 $ 42,745.43 $ 60,998.33 $ 73,783.57
total benefit $ 12,492.00 $ 10,327.04 $ 12,890.67 $ 9,590.09
$ 74,860.00 $ 63,333.92 $ 91,878.78 $ 107,919.43
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EXPENDITURE REDUCTION
Supplies $ 39,530.00 $ 19,802.95 $ 30,453.20 $ 34,391.03
Services $ 14,500.00 $ 10,476.10 $ 4,064.20 $ 5,015.41
Capital $ - $ - $ - $ -
Indirect $ 6,110.00 $ - $ 6,319.81 $ 6,718.06
other $ - $ - $ - $ -
Total expenses: $ 135,000.00 $ 93,612.97 $ 132,715.99 $ 154,043.93
* included in total $ - $ -
ASES - Elementary - 6010
2009-10 2009-10 2008-09 2007-08
REVENUES BUDGET 6/17/10 ACTUALS 6/17/10 Actuals Actuals
Program award 8590 $ 698,304.00 $ 627,154.71 $ 698,304.00 $ 773,194.34
Other: 8673 parent fees $ - $ - $ - $ -
8699 misc $ - $ - $ - $ -
Total revenues: $ 698,304.00 $ 627,154.71 $ 698,304.00 $ 773,194.34
EXPENSES
total cert $ 17,704.00 $ 9,009.76 $ 34,735.74 $ 119,129.08
cert hourly* 1920 $ - $ - $ 5,377.69 $ 27,116.92
admin* 1310 $ 17,704.00 $ 9,009.76 $ 29,226.99 $ 37,993.38
total class $ 290,993.00 $ 284,797.62 $ 321,843.91 $ 262,224.97
class hourly* xx20/xx50 $ 118,800.00 $ 107,006.20 $ 170,362.40 $ 196,742.98
total benefit $ 102,167.00 $ 70,927.36 $ 73,182.91 $ 96,914.33
$ 410,864.00 $ 364,734.74 $ 429,762.56 $ 478,268.38
Supplies $ 18,456.00 $ 11,162.89 $ 8,227.81 $ 40,469.85
Services $ 244,972.00 $ 157,688.31 $ 231,613.76 $ 225,445.21
Capital $ - $ - $ - $ -
Indirect $ 24,012.00 $ - $ 28,699.87 $ 29,010.90
other $ - $ - $ - $ -
Total expenses: $ 698,304.00 $ 533,585.94 $ 698,304.00 $ 773,194.34
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*extra time, overtime, and substitute pay included in total $ -
The ASES program is funded outside of the CCTR and CSPP programs. The district has two
ASES funded programs totaling $833,304. The majority of expenses are for personnel and
contracts with the Santa Barbara City Parks and Recreation and the Family Service agency. The
encumbrance for the City of Santa Barbara Parks for 2009-10 is $172,735, and the total expen-
diture in 2008-09 was $153,095. Expenditures for Family Service were approximately $65,000
in 2008-09, and $45,000 is encumbered for 2009-10.
Full Day Preschool 6050
CSPP-9574 Full day preschool 6050
2009-10 2009-10 2008-09 2007-08
REVENUES BUDGET 6/17/10 ACTUALS 6/17/10 Actuals Actuals
Program award 8590 $ 142,247.00 $ 102,919.00 $ 125,663.00 $ 111,921.00
Other: 8673 parent fees $ 20,052.00 $ 22,879.60 $ - $ 7,867.76
8699 misc $ - $ - $ - $ -
Total revenues: $ 162,299.00 $ 125,798.60 $ 125,663.00 $ 119,788.76
EXPENSES
total cert $ 88,275.00 $ 68,834.17 $ 49,357.51 $ 58,818.99
cert hourly* 1120 $ - $ - $ 89.67 $ 177.52
cert sub* 1140 $ 9,000.00 $ 9,714.37 $ 16,580.07 $ 468.00
total class $ 30,754.00 $ 26,967.20 $ 23,880.27 $ 11,520.46
class hourly* xx20/xx50 $ 600.00 $ 281.04 $ 277.07 $ 1,565.34
total benefit $ 23,942.00 $ 21,421.84 $ 18,509.94 $ 15,906.75
$ 142,971.00 $ 117,223.21 $ 91,747.72 $ 86,246.20
Supplies $ 6,205.00 $ 7,944.47 $ 18,544.52 $ 24,809.99
Services $ 5,502.00 $ 4,416.24 $ 9,238.81 $ 5,594.51
Capital $ - $ - $ - $ -
Indirect $ 7,621.00 $ - $ 6,131.95 $ 3,138.06
other $ - $ - $ - $ -
Total expenses: $ 162,299.00 $ 129,583.92 $ 125,663.00 $ 119,788.76
*extra time, overtime, and substitute pay included in total $ -
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The full day preschool 6050 is a CSPP program. The budget reflects a reliance on parent fees to
balance the resource in 2009-10. This program has run a balanced budget for years 2007-08 and
2008-09.
Half Day Preschool 6051
CSPP-9574 Half day preschool 6051
2009-10 2009-10 2008-09 2007-08
REVENUES BUDGET 6/17/10 ACTUALS 6/17/10 Actuals Actuals
Program award 8590 $ 93,539.00 $ 66,892.00 $ - $ -
Other: 8673 parent fees $ - $ - $ - $ -
8699 misc $ - $ - $ - $ -
Total revenues: $ 93,539.00 $ 66,892.00 $ - $ -
EXPENSES
total cert $ 30,660.00 $ 28,311.64 $ - $ -
cert hourly* 1120 $ - $ - $ - $ -
cert sub* 1140 $ 7,478.00 $ 7,483.25 $ - $ -
total class $ 10,575.00 $ 13,695.35 $ -
class hourly* xx20/xx50 $ 303.00 $ 302.82 $ - $ -
total benefit $ 5,308.00 $ 7,876.59 $ -
$ 46,543.00 $ 49,883.58 $ - $ -
Supplies $ 34,862.00 $ 34,187.67 $ -
Food $ 34,862.00 $ 34,187.67
Services $ 7,699.00 $ 5,334.20 $ - $ -
Capital $ - $ - $ - $ -
Indirect $ 4,435.00 $ - $ - $ -
other $ - $ - $ - $ -
Total expenses: $ 93,539.00 $ 89,405.45 $ - $ -
*extra time, overtime, and substitute pay included in total $ -
The half day preschool 6051 is a CSPP program. Fiscal year 2009-10 is the first year the district
has tracked this program. Although a balanced budget is planned, classified salaries and benefits,
if they continue the current pace, will be over budget a total amount of approximately $7,600
and cause the resource the same in encroachment.
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Prekinder and Family Literature program 6052
CPKS-9095 Prekinder and Family Literature program 6052
2009-10 2009-10 2008-09 2007-08
REVENUES BUDGET 6/17/10 ACTUALS 6/17/10 Actuals Actuals
Program award 8590 $ 5,000.00 $ 1,290.00 $ 84,999.00 $ 46,661.00
Other: 8673 parent fees $ - $ - $ 13,539.80 $ 8,448.16
8699 misc $ - $ - $ - $ -
Total revenues: $ 5,000.00 $ 1,290.00 $ 98,538.80 $ 55,109.16
EXPENSES
total cert $ 0.00 $ - $ 40,935.71 $ 11,828.65
cert hourly* 1120 $ - $ - $ 424.83 $ 352.35
cert sub* 1140 $ 0.00 $ - $ - $ 3,399.70
total class $ - $ - $ 24,863.16 $ 18,137.80
class hourly* xx20/xx50 $ - $ - $ 3,503.16 $ 232.20
total benefit $ - $ - $ 22,941.39 $ 15,963.55
$ 0.00 $ - $ 88,740.26 $ 45,930.00
Supplies $ 4,453.00 $ 4,355.42 $ 4,605.00 $ 4,907.73
Services $ 547.00 $ 546.05 $ 395.00 $ -
Capital $ - $ - $ - $ -
Indirect $ - $ - $ 4,798.54 $ 4,271.43
other $ - $ - $ - $ -
Total expenses: $ 5,000.00 $ 4,901.47 $ 98,538.80 $ 55,109.16
*extra time, overtime, and substitute pay included in total $ -
The PKFLP program funding has been absorbed by the CSPP consolidation with the exception
of $5,000 in funds to support supplies.
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State Preschool 6055
CSPP-9574 STATE PRESCHOOL 6055
2009-10 2009-10 2008-09 2007-08
REVENUES BUDGET 6/17/10 ACTUALS 6/17/10 Actuals Actuals
Program award 8590 $ 1,188,535.00 $ 856,189.00 $ 1,114,082.54 $ 1,155,243.46
Other: 8673 parent fees $ - $ - $ - $ -
8699 misc $ - $ - $ - $ -
Total revenues: $ 1,188,535.00 $ 856,189.00 $ 1,114,082.54 $ 1,155,243.46
EXPENSES
total cert $ 512,755.00 $ 472,255.47 $ 527,896.51 $ 507,943.64
cert hourly* 1120 $ 5,000.00 $ 4,078.01 $ 19,118.76 $ 19,537.37
cert sub* 1140 $ 20,499.00 $ 21,744.63 $ 26,671.47 $ 20,321.23
coordinators 1320 $ 90,082.00 $ 82,530.57 $ 84,267.24 $ 81,813.12
total class $ 263,808.00 $ 251,349.50 $ 220,667.22 $ 300,433.02
class hourly* xx20/xx50 $ 15,000.00 $ 15,479.02 $ 13,358.80 $ 41,601.89
total benefit $ 191,177.00 $ 179,472.51 $ 191,822.34 $ 210,036.79
$ 967,740.00 $ 903,077.48 $ 940,386.07 $ 1,018,413.45
Supplies $ 100,928.00 $ 77,460.21 $ 60,016.78 $ 31,097.16
Food $ 86,949.00 $ 68,728.10 $ 34,447.15 $ 14,508.39
Services $ 63,530.00 $ 41,242.88 $ 59,322.57 $ 53,687.81
Capital $ - $ - $ - $ 5,459.50
Indirect $ 56,337.00 $ - $ 54,358.12 $ 46,587.40
other $ - $ - $ - $ -
Total expenses: $ 1,188,535.00 $ 1,021,780.57 $ 1,114,083.54 $ 1,155,245.32
*extra time, overtime, and substitute pay included in total $ (1.00) $ (1.86)
The State Preschool 6055 is a CSPP program. Resource 6055 essentially balanced for years
2007-08 and 2008-09. Certificated hourly and substitutes budget and costs were reduced for
2009-10 from prior years to balance. Classified salaries peaked in 2007-08 at $300,433 largely
due to $40,000 in extra help payroll. For 2009-10, the classified salary expenditure is on course
to be approximately $10,000 over the budget of $263,808. Supply budget grew from $31,097 in
2008-09 to $100,928 in the current year.
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Preschool 6060
CSPP-9574 Preschool 6060
2009-10 2009-10 2008-09 2007-08
REVENUES BUDGET 6/17/10 ACTUALS 6/17/10 Actuals Actuals
Program award 8530 $ 2,282,888.00 $ 1,792,440.00 $ 2,282,893.00 $ 2,293,524.00
Other: 8673 parent fees $ 125,000.00 $ 123,551.84 $ 79,971.11 $ 105,715.62
8980 $ - $ - $ 3,596.95 $ -
8911 $ 152,772.74
Total revenues: $ 2,407,888.00 $ 1,915,991.84 $ 2,519,233.80 $ 2,399,239.62
EXPENSES
total cert $ 1,024,172.00 $ 1,115,792.33 $ 1,016,399.53 $ 1,012,607.90
cert hourly* 1120 $ 7,633.00 $ 68,709.52 $ 24,566.08 $ 54,879.02
cert sub* 1140 $ 81,620.00 $ 155,936.25 $ 92,434.06 $ 127,370.81
coordinators* 1320 $ 98,162.00 $ 89,225.75 $ 98,160.96 $ 90,536.88
total class $ 651,185.00 $ 669,777.05 $ 693,673.06 $ 643,777.66
class hourly* xx20/xx50 $ 10,000.00 $ 85,881.50 $ 129,897.34 $ 155,492.75
total benefit $ 513,654.00 $ 476,951.97 $ 498,466.49 $ 415,468.49
$ 2,189,011.00 $ 2,262,521.35 $ 2,208,539.08 $ 2,071,854.05
Supplies $ 33,092.00 $ 27,650.32 $ 134,328.61 $ 100,210.47
Services $ 76,253.00 $ 59,257.17 $ 57,554.92 $ 126,334.03
Capital $ - $ - $ - $ -
Indirect $ 109,532.00 $ - $ 118,811.19 $ 100,841.07
other $ - $ - $ - $ -
Total expenses: $ 2,407,888.00 $ 2,349,428.84 $ 2,519,233.80 $ 2,399,239.62
*extra time, overtime, and substitute pay included in total $ -
The preschool 6060 is categorized as a CSPP and a CCTR program. In 2008-09, the program
had the largest encroachment in the child development fund. The Fund 12 unrestricted 0000
contributed $3,596.95 and the general fund 01 transferred in $152,772.74 to make this resource
balance. For 2009-10, an increase in parent fees of more than $40,000 was budgeted and it
appears the district will make that goal.
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EXPENDITURE REDUCTION
Expenses are for salaries and benefits will be over budget in the current year. Actuals through June
14, 2010 (payroll for June had not posted at the time information was requested for this report)
shows certificated salaries over budget due to an actual versus budget overage in certificated
hourly and certificated substitutes. Certificated hourly expenditures are more than $68,700 on
a budget of $7,633 while certificated substitutes are $155,936 compared to a budgeted amount
of $81,620. Classified salaries are over budget as well with year to date actuals for extra hours at
$85,881.50 on a budget of $10,000. Since prior year expenditures for this line were $129,897
and $155,492, it seems unreasonable for the program to set this year’s budget at $10,000 unless
major program changes were made.
This resource is an on-going concern for the Child Development Program and deserves attention
to control costs and reduce encroachment.
CalSAFE 0802/0803
CALSAFE 0802/0803
2009-10 2009-10 2008-09 2007-08
REVENUES BUDGET 6/17/10 ACTUALS 6/17/10 Actuals Actuals
Program award 8590 $ 360,809.00 $ 355,111.00 $ 369,387.94 $ 354,258.04
Other: 8998 flex trans- $ (108,243.00) $ - $ - $ -
fer
8699 misc $ - $ - $ 11,470.03 $ 20,645.51
Total revenues: $ 252,566.00 $ 355,111.00 $ 380,857.97 $ 374,903.55
EXPENSES
total cert $ 171,019.00 $ 157,910.73 $ 181,599.40 $ 152,769.19
total class $ 5,114.00 $ 2,504.37 $ 77,851.43 $ 111,542.76
total benefit $ 54,872.00 $ 40,202.29 $ 83,127.79 $ 99,806.51
$ 231,005.00 $ 200,617.39 $ 342,578.62 $ 364,118.46
Supplies $ 2,808.00 $ 747.45 $ 1,916.74 $ 9,508.80
Services $ 1,405.00 $ 574.65 $ 1,378.47 $ 2,131.82
Capital $ - $ - $ 17,743.32 $ 17,145.83
Indirect $ - $ - $ - $ -
other $ - $ - $ - $ -
Total expenses: $ 235,218.00 $ 201,939.49 $ 345,873.83 $ 392,904.91
*extra time, overtime, and substitute pay included in total $ 34,984.14 $ (18,001.36)
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EXPENDITURE REDUCTION
Since CalSAFE is a Tier III flexibility categorical, the district can sweep the entire funding for
this resource into unrestricted funds. The district is transferring only $108,243 of the $360,809
available funds, leaving the CalSAFE program with $252,566 in funding. Expenditures appear to
be in alignment with the budget for current year.
HIPPY 9030
HIPPY - 9030
2009-10 2009-10 2008-09 2007-08
REVENUES BUDGET 6/17/10 ACTUALS 6/17/10 Actuals Actuals
Program award 8290 $ - $ - $ - $ -
Other: 8673 parent fees $ - $ - $ - $ -
8699 misc $ 95,721.00 $ 610.59 $ 86,408.21 $ 29,998.47
Total revenues: $ 95,721.00 $ 610.59 $ 86,408.21 $ 29,998.47
EXPENSES
total cert $ 81,379.00 $ 2,670.10 $ 43,456.54 $ 42,151.43
cert hourly* xx20 $ - $ - $ - $ -
cert sub* xx40 $ - $ - $ - $ -
total class $ - $ - $ 65,390.94 $ 68,997.67
class hourly* xx20/xx50 $ - $ - $ 65,390.94 $ 68,997.67
$ -
$ -
total benefit $ 13,622.00 $ 313.99 $ 15,127.11 $ 14,485.87
$ 95,001.00 $ 2,984.09 $ 123,974.59 $ 125,634.97
Supplies $ 5,312.00 $ 528.63 $ 7,592.95 $ -
Services $ - $ - $ - $ 1,332.71
Capital $ - $ - $ - $ -
Indirect $ - $ - $ 6,749.41 $ 5,800.17
other $ - $ - $ - $ -
Total expenses: $ 100,313.00 $ 3,512.72 $ 138,316.95 $ 132,767.85
*extra time, overtime, and substitute pay included in total $ (51,908.74) $ (102,769.38)
HIPPY funding is entirely from local contributions. Past funding has allowed the program to
support more than $130,000 in program costs. Current year budgeted revenue is $95,721 and
expenditures are $100,313. Receipts as of June 17, amount to only $610.59. Fortunately, expen-
ditures have been contained at $3,512.72. Due to the volatility in local funding through dona-
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EXPENDITURE REDUCTION
tions, the district should exercise caution when approving an expenditure budget for programs
relying on unsecured funds.
Mobile Waterford 9037
Mobile Waterford 9037
2009-10 2009-10 2008-09 2007-08
REVENUES BUDGET 6/17/10 ACTUALS 6/17/10 Actuals Actuals
Program award 8290 $ - $ - $ - $ -
Other: 8673 parent fees $ - $ - $ - $ -
8699 misc $ 141,150.00 $ 143,379.38 $ 74,564.53 $ 130,116.50
Total revenues: $ 141,150.00 $ 143,379.38 $ 74,564.53 $ 130,116.50
EXPENSES
total cert $ 48,588.00 $ 44,807.07 $ 73,544.20 $ 27,678.66
cert hourly* 1120 $ - $ - $ - $ -
cert sub* 1140 $ - $ - $ - $ -
total class $ 45,089.00 $ 41,255.73 $ 37,696.80 $ 24,291.48
class hourly* xx20/xx50 $ - $ - $ - $ 151.44
total benefit $ 33,413.00 $ 24,874.90 $ 40,025.32 $ 14,565.35
$ 127,090.00 $ 110,937.70 $ 151,266.32 $ 66,535.49
Supplies $ 3,250.00 $ 3,221.34 $ 31,147.93 $ 14,259.27
Services $ 4,740.00 $ 1,338.20 $ 3,668.93 $ 35,714.57
Capital $ - $ - $ - $ -
Indirect $ 6,070.00 $ - $ 8,314.91 $ 4,923.61
other $ - $ - $ - $ -
Total expenses: $ 141,150.00 $ 115,497.24 $ 194,398.09 $ 121,432.94
*extra time, overtime, and substitute pay included in total $ (119,833.56) $ 8,683.56
Mobile Waterford is a locally funded grant that has been successful in securing contributions.
The grant has received $143,379.38 in funding from local contributors and foundations for
the 2009-10 year. Unless the district determines funding is guaranteed to continue, the district
should notify staff of the instability of the resource and make decisions to ensure the resource is
solvent.
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EXPENDITURE REDUCTION
Child Development 9041
Child Development Misc 9041
2009-10 2009-10 2008-09 2007-08
REVENUES BUDGET 6/17/10 ACTUALS 6/17/10 Actuals Actuals
Program award 8530 $ - $ - $ - $ -
Other: 8673 parent fees $ 238,000.00 $ 249,549.06 $ 161,430.88 $ 141,856.68
8699 misc $ 32,000.00 $ 6,691.64 $ 199,595.21 $ (77,227.11)
8660 $ 9,869.00
Total revenues: $ 270,000.00 $ 256,240.70 $ 361,026.09 $ 74,498.57
EXPENSES
total cert $ - $ 91,838.45 $ 45,000.00
cert hourly* 1120 $ - $ 3,794.14 $ 29,000.00
cert sub* 1140 $ - $ - $ 38,208.83 $ 16,000.00
total class $ - $ - $ 12,983.47 $ 17,000.00
class hourly* xx20/xx50 $ - $ - $ 1,827.91 $ 17,000.00
total benefit $ - $ 24,286.78 $ 12,498.57
$ - $ - $ 129,108.70 $ 74,498.57
Supplies $ 27,099.00 $ 4,022.89 $ 18,571.95 $ -
Services $ 110,901.00 $ 29,480.77 $ 12,353.85 $ -
Capital $ - $ - $ - $ -
Indirect $ - $ - $ -
other $ 113,500.00 $ - $ 180,106.21 - $ -
Total expenses: $ 251,500.00 $ 33,503.66 $ 340,140.71 $ 74,498.57
*extra time, overtime, and substitute pay included in total $ 20,885.38 $ -
The Child Development resource receives funds from parent fees and local donations. Current
year budget for revenues estimates $270,000 of which more than $256,000 has been received.
Expenditures are budgeted only for the cost areas of supplies, services, and an interfund transfer
payment to pay back prior year encroachment from the child development fund. It appears that
the resource will be able to make the $113,500 budgeted repayment.
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EXPENDITURE REDUCTION
Childcare Extended Day Care 6080
CHILDCARE EXTENDED DAY CARE 6080
2009-10 2009-10 2008-09 2007-08
REVENUES BUDGET 6/17/10 ACTUALS 6/17/10 Actuals Actuals
Program award 8530 $ - $ - $ 98,961.00 $ 146,808.00
Other: 8673 parent fees $ - $ - $ 57,281.92 $ 154,078.34
8699 $ - $ - $ 190,198.21 $ -
8911 $ 110,786.19 $ 4,427.00
Total revenues: $ - $ - $ 457,227.32 $ 305,313.34
EXPENSES
total cert $ 0.00 $ 0.00 $ 111,895.74 $ 189,144.05
cert hourly* 1120 $ - $ - $ 28,065.81 $ 11,571.54
cert sub* 1140 $ - $ - $ 18,597.50 $ 19,800.54
coordinators* 1320 $ - $ - $ - $ 4,765.08
total class $ - $ - $ 99,567.91 $ 166,339.66
class hourly* xx20/xx50 $ - $ - $ 29,847.48 $ 41,301.04
total benefit $ - $ - $ 41,053.92 $ 111,022.80
$ 0.00 $ 0.00 $ 252,517.57 $ 466,506.51
Supplies $ - $ - $ 1,318.37 $ 2,081.44
Services $ - $ - $ 163.03 $ 2,647.99
Capital $ - $ - $ - $ -
Indirect $ - $ - $ 13,030.14 $ 24,275.61
other $ - $ - $ - $ -
Total expenses: $ 0.00 $ 0.00 $ 267,029.11 $ 495,511.55
*extra time, overtime, and substitute pay included in total $ 190,198.21 $ (190,198.21)
The extended day care program 6080 known as “latchkey” program was discontinued for 2009-
10. The program had an interfund encroachment in 2008-09 of $110,786.19 due to the repay-
ment of a prior year resource encroachment of $190,198.21.
Other resources in the child development fund include:
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EXPENDITURE REDUCTION
• Instructional materials
• Facilities renovation and repair – 2 grants
• Orfalea Foundation
These resources were developed for a specific and finite intent. The funds are expected to be
spent out on budget.
Further Observations
The Child Development Program does not fully utilize the SACS structure and internal
accounting features to track programs consistently for local evaluation purposes. (This is not an
audit concern as it appears the resource, object, goal, and function codes are all used appropri-
ately.)
• Resource 5025 is identified as a CCTR-9314 program; however, the financial activity
and budget reports show management codes: CCTR and 4500.
• Resource 6060 is identified as a CSPP and a CCTR program; however, the old
management code 4500 is found still in use.
• Expenses and fee collections are not identifiable by site unless a descriptor is used.
Position control (6-18-10) does not match information provided on program directory or in the
Child Development Program Changes in funding (revised 4-29-10).
• Seven employees were listed on position control but not on the CDP staff list.
• Two employees were on staff list but not in position control.
Budgets for resources were not compared to prior year and year-to-date actual and adjustments
made to update.
• Resource 6051 – projected over budget
• Resource 6055 – projected over budget
• Resource 6060 – projected over budget, unreasonable budgeting based on prior years
expenditures, on-going encroachment concern
Recommendations
The district should:
1. Use SACS coding to identify programs, resources, and sites to maintain accurate
and accessible information.
2. Keep position control and staff rosters current. As salaries and benefits compose the
majority of most budgets, accurate and timely information is a must to maintain
appropriate staffing, accountability, and cost control.
3. Routinely review and monitor budgets and actuals. Budget adjustments should be
made to accurately record status and projections.
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EXPENDITURE REDUCTION
Note
The CDE issued A March 22, 2010 memo regarding SACS structure change for General Child
Care and California State Preschool Program indicating that the resource code changes for
2009-10 presented many administrative challenges and further informed that the resource codes
for 2010-11 will be resource 6105 for state funded programs and resource 5025 for federal
funded programs regardless of CSPP or CCTR programs.
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MULTIYEAR FISCAL SOLVENCY PLAN
Multiyear Fiscal Solvency Plan
The child development program’s fiscal solvency plan is more of a collection of areas for reduc-
tion in staff instead a true solvency plan. No fiscal staff, including the programs’ consultant, had
meaningful input into plan development. The plan can be used to consider the areas for potential
reduction in force; however, the district should first determine the goals of the child development
program and align program expenditures accordingly. The business office should be involved in
the development of a child development program multiyear fiscal solvency plan.
Facilities
The district has capacity to expand child development program offerings. Classrooms are not
enrolled to capacity, and some are used only in the morning or afternoon session. At some sites,
several classrooms are used to offer multiple morning sessions, and only one classroom is used
for an afternoon session. If one of the morning sessions with comparable program staffing was
moved to the afternoon, one fewer classroom would be used, cleaned, and maintained. The
program should review the hours of operation at each site and the numbers of classrooms used
and consolidate programs where possible, reducing the number of classrooms maintained. In
addition, it may be possible to relocate off-site programs to a school site.
Most child development program facilities are located at school sites yet operate independently
from the school site. Communication between the child development program and the principal
at each school site is inconsistent. As a result, some child development programs do not benefit
from the programs offered to school-age children, such as assemblies and educational activities.
Child development program participation in school safety drills, evacuations, and emergency
communications is inconsistent. For classes licensed for fewer than 24 students, the district
should submit a request to Community Care Licensing (Title 22, Department of Social Services)
to increase capacity on the facility license.
Interdepartmental Communication
The fiscal and personnel aspects of operating the child development programs are disconnected
from the district, yet it is essential for these functions to be considered in tandem with all district
operations. The associate superintendent provides broad guidance on budget development and
program goals. The program lacks a formal process for developing, monitoring, and revising the
budget, and although the business office verifies the calculations and submits reports, budget
development and review is disconnected from the district office staff. The child development
program has a contract with a retired former district employee to complete budget development,
budget monitoring, and state program reports, and recommend fiscal adjustments. Interviews
indicated that the program used rollover budgets in the past. In this process, the current-year
budget is used to develop the budget for the following year with minimal review of each line item
to determine any necessary changes. The dual coordinators do not monitor the budget expendi-
tures and revenues monthly and instead rely on the quarterly reconciliation of program revenues
and expenditures completed by the contracted former employee. This quarterly reconciliation is
not communicated to the appropriate district office staff member, including senior business office
staff and the associate superintendent of education. The program operates without a reserve,
and this practice has resulted in deficit spending and a district contribution of $263,000 for the
2009-10 fiscal year. The practice of year-end reconciliation has been used for the past four years,
and a negative ending fund balance has occurred on at least one other occasion. The district busi-
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MULTIYEAR FISCAL SOLVENCY PLAN
ness office provides minimal review of budget assumptions and relies on program coordinators
and the consultant to manage the programs to maximize revenue.
The district Business Department, child development department director, and management
team should be involved in budget development. This would foster a deeper understanding of
budgetary issues, and possibly result in fewer budget transfers throughout the year. In the initial
stages, implementing such a process will require substantial effort by the Business Department to
prepare budget development materials and hold a budget workshop as well as provide help and
answer questions about the development process. It would also require an investment in time for
the child development director to prepare documents and explain the CSPP and CTTR program
funding mechanism so that district-level, business office and program-level staff understand the
program. Through this effort, the Business Department and district-level staff can gain a deeper
understanding of the regulatory and statutory requirements of the child development program.
Accurately projecting employee salary and benefit costs is an essential element in budgeting for
expenditures. To help ensure proper staffing levels and budget the proper amounts for salary
and benefit costs at all reporting periods, the district should develop staffing formulas for all
classifications in the department and site. The formulas should ensure that ratios are within
applicable contract guidelines, meet students’ needs, and agree with approved goals and objec-
tives, including the goal of fiscal solvency. Staffing levels should be monitored throughout the
year to prevent overstaffing. FCMAT has provided CDE-approved adult-to-child ratios for each
district-operated program.
Miscommunications between the child development programs and the Personnel
Miscommunications
and Payroll departments resulted in overstaffing in some programs for fiscal year
between the 2009-10. There is a definite lack of communication between the child development
programs and personnel department. Decisions that affect personnel should be
child development
acted on quickly and according to all collective bargaining agreement contracts
programs and the
and applicable laws. The Child Development Department employs a significant
Personnel and number of classified and certificated staff. The coordinators are not familiar with
Payroll departments the collective bargaining agreements for the certificated and classified staff and have
made personnel decisions outside the district’s policies and agreements. In addi-
resulted in
tion, when reductions in staff were communicated to the Personnel Department,
overstaffing in some
the Child Development Department did not understand all the steps involved in
programs for fiscal processing the reduction or reassigning staffing. The coordinators communicated
directly with program staff prior to completing the district process for personnel
year 2009-10.
changes, further confusing program staff. The Personnel Department should
develop a time line and process chart to help the child development senior leader-
ship understand the necessary steps involved in staffing decisions, including
statutory requirements for layoff processes. Regular meetings of the personnel and the senior
leadership of the child development program would facilitate an understanding of the process.
The district office should be more engaged in overseeing the fiscal and personnel aspects of the
child development programs. Fiscal accountability is critical to sustaining this program for the
Santa Barbara community and to engender trust with potential grantors. The child develop-
ment program would benefit from hiring a district accountant to provide fiscal support to the
program. Budget development and monitoring should occur under the direction of the Business
Department and the associate superintendent of educational services.
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MULTIYEAR FISCAL SOLVENCY PLAN
The district should transition fiscal tracking and budget monitoring from the outside consultant
to an existing district office staff member or hire a district accountant for this purpose. This
accountant would be assigned directly to the director of child development and would become
familiar with state and federal program guidelines for fiscal accounting in child development
programs. The district office should provide support to develop and monitor the budget, and
make programmatic adjustments as needed when expenditures are projected to exceed revenues.
If budget reductions are needed, the district should have the capability to ensure that adjustments
are implemented timely to capitalize on potential budget savings. Clear lines of authority and
accountability should be articulated for program leadership.
Recommendations
The district should:
1. Develop a systematic process for program monitoring that includes program
requirement and reporting time lines and a check-off sheet that aligns contracts to
CDE program requirements.
2. Consider terminating the contract with the outside consultant and returning the
fiscal oversight of child development programs to the district business office staff to
track budgeting, monthly budget monitoring, fiscal reporting to CDE, contracts,
etc.
3. Consider hiring one FTE accountant to fiscally support child development
contracts.
4. Appoint a senior member of the cabinet or designee to learn the detailed fiscal and
regulatory operational functions of the program and how to balance the desire to
serve the community with the resources.
5. Develop a process and time line for personnel actions and communicate that
process with child development and other departments.
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HOURS OF SITE OPERATION AND EMPLOYMENT CALENDARS
Hours of Site Operation & Employment Calendars
The negotiated certificated employee calendar does not align with the CCTR program calendar.
According to the funding application calendar, the Santa Barbara Child Development CCTR
program operates on an annual 245 day service calendar.
The Santa Barbara Teachers Association collective bargaining agreement, article IV section
1, identifies salary schedules I. Schedule II lists salaries for the child development certificated
personnel programs and schedule indicates 225 working days per calendar year.
Article IV Section 2 identifies adjusted calendars for the preschool and CalSAFE programs.
Specifically, the agreement adjusts the compensation at a rate of 187 days for preschool program
employees and 185 days for the CalSAFE employees. The CBA does not address the additional
service days as required for the CCTR program. However the salary schedule for CCTR is based
on a 225-day contract.
The paid service days of employees should reflect program needs. Inefficiencies occur when
employees are paid for more days than necessary and program inconsistencies occur when
employees are not available to fulfill program needs.
The programs do not operate uniform hours districtwide. Each preschool site operates a slightly
differently depending on program offerings. Most district preschool sites operate from 8 a.m. to
11 a.m., and some sites with an afternoon class operate from 12:30 p.m. to 4:30 p.m. Children
attend class for three hours, and classified and certificated staff members work 3 1/2 or 4 hours.
CCTR sites, referred to as Children Centers, open at 7 a.m. and close at 5 p.m. or 5:30 p.m.,
although the website indicates closure is at 5:30 p.m. or 6 p.m.. The CalSAFE program operates
from 7 a.m. to 4 p.m. at the Santa Barbara High School site. Certificated CalSAFE program staff
members are under a standard eight-hour, 185 day contract. Two long-term substitute teachers
work daily and up to five hours each at the CalSAFE program depending on attendance. As of
May 19, 2010 all CalSAFE staff members are funded through a combination of Santa Barbara
Secondary District Resource 0803 CalSAFE Child Care and Development Service Budget, and
Resource 0802 CalSAFE Support Services Budget.
Teacher work calendars vary depending on the program they serve, which is consistent with
other programs surveyed. A contract typically provides for a specific number of workdays and the
certificated staff member schedules the off-duty days. Typically no paid vacation days are offered
with this type of contract; however, staff members are paid for holidays.
The Child Development Department employs aides for either nine months or 12 months
depending on the program they serve. The Children’s Center CCTR is staffed with 12-month
certificated and classified staff. The preschool CSPP is generally staffed with nine-month certifi-
cated and classified staff.
Hours for classified staff range from 3, 3.5, 4, 4.75, 5, 7 and 8 hours daily. Certificated hours
range from 4, 4.5, 4.75, 6 and 8 hours daily. There is no uniformity with the number of hours
assigned for certificated or classified staff by site, program, or position. This is not typical of
comparison programs or best practices.
The district employs part-time classified and certificated staff to operate programs. In some cases,
part-time staff members hold two positions and become eligible for benefits, which significantly
increase the cost of operations to both programs. The district should consider implementing a
policy that restricts the ability of programs to hire existing part-time staff members if it results
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HOURS OF SITE OPERATION AND EMPLOYMENT CALENDARS
in eligibility for benefits. The senior district administration should approve any proposal to hire
existing staff members under this restriction. A business office review of the affected program
budgets should be completed before district approval.
The program contacts and hires a substitute or assigns additional hours to staff when the teacher
or assistant is absent in any classroom. Additional hours and substitute costs exceeded the
budgeted amount in 2009-2010 by more than $150,000. If a preschool assistant holds an asso-
ciate teacher permit, the assistant can substitute as the teacher for the day. The child care assistant
or other assistant in the classroom would then serve as the assistant. In the case of absence, the
CDE permits the student to staff ratio to be adjusted for a period of two hours of the day as
follows:
(3) Section 18292 of Title 5 of the California Code of Regulations provides:
Except as otherwise provided in this Division or Title 22 California Code of
Regulations,
Community Care Licensing Standards the program may exceed teacher-child and
adult-child ratios prescribed by Section 18290 by fifteen percent (15%) for a period of
time not to exceed one hundred twenty (120) minutes in any one day.
In addition, on sites where several preschool classes operate, it is possible to combine students for
a short period of time to meet student-to-staff ratios.
Student attendance is typically low at the beginning and end of the day, and it may be possible to
staff fewer assistants during those periods. The hours of the classified and certificated staff should
be aligned with student attendance and district need rather than hours of operation. Staff hours
should be staggered appropriately.
Organization Preschool Teacher Preschool teacher Children’s Center Site Supervisor II Director Aides
CSPP full day
Santa Barbara 187 185 225 N/A Vacant 9 or 12 month
Bakersfield City 182 N/A N/A 223 206
KCSOS 182 230* 230 224 180/230
San Luis Obispo 178 247 184 215 178
Imperial COE 187 187 185/231 231 180
Riverside COE 185 210 223 180
* Teachers work a 230 day contract and schedule 17 off duty days.
Recommendations
The district should:
1. Review program hours of operation and student attendance at the beginning and
end of the day when it is typically low.
2. Stagger staff shifts according to student attendance rather than hours of operation.
3. Hire substitutes when the ratios cannot be met by combining some children into
another class.
4. Align hours of operation across programs districtwide to meet needs of parents and
students.
Fiscal crisis & ManageMent assistance teaM
55
HOURS OF SITE OPERATION AND EMPLOYMENT CALENDARS
5. Revise teacher contracts to provide a specific number of work days and require the
staff to schedule off-duty days.
6. Revise job description to include hours and number of days.
7. Negotiate employment calendars and salary schedules for child development certifi-
cated personnel that aligns with the needs of the programs they serve.
8. Develop a policy to require district office approval before hiring staff if the addi-
tional hours/position would result in eligibility for benefits.
santa barbara school districts
56
HOURS OF SITE OPERATION AND EMPLOYMENT CALENDARS
Fiscal crisis & ManageMent assistance teaM
57
JOB DESCRIPTIONS
Job Descriptions
The job descriptions of the coordinator, administrator and head teacher were reviewed to
assess the leadership requirements of the program’s organizational structure. The coordinator,
administrator and head teacher job descriptions are dated and should be revised. The coordina-
tor’s job description was last revised in 1990-91, and the head teacher’s on February 4, 1976.
The job descriptions lists programs that no longer exist such as PACE. The job description for
coordinator requires that the applicant hold a California elementary credential, which is not a
state requirement. The term “head teacher” is outdated and not linked to the CDE matrix. The
job descriptions should align qualifications with the CCTC and CDE matrix. The job descrip-
tion should specify duties with regard to supervision, evaluation, and management of personnel,
budget, and operations. The CCTC preschool teacher education requirement is to hold a chil-
dren’s center permit; which requires 24 general and 16 child development units. The children’s
center permit is not a teaching credential.
Some job descriptions reviewed by FCMAT were actually job announcements. Although
announcements provide information about the qualifications and responsibilities, they do not
generally provide a full account of all duties and requirements.
In the appendix section of this report, FCMAT has provided samples of job descriptions from
other programs as a guide.
Recommendations
The district should:
1. Eliminate the coordinator and head teacher job description.
2. Develop a job description for site supervisor, align it to matrix and include a site
supervisor permit as minimum requirement. Additional education should be added
as deemed necessary by the district.
3. Revise teacher job description to include education such as an associate of arts
degree, and align the salary schedule to begin at the associate of arts degree rather
than a bachelor of arts degree.
4. Assign the site supervisor to several sites based on proximity to reduce travel.
santa barbara school districts
58
JOB DESCRIPTIONS
Fiscal crisis & ManageMent assistance teaM
59
REVIEW OF DOCUMENTS
Review of Documents
Child Nutrition Services Memorandum of Understanding
The agreement between the Santa Barbara School Districts’ Nutrition Services and the Child
Development Program for the 2009-10 fiscal year provides for the services of preparing, deliv-
ering, and billing/claiming for reimbursement breakfasts, lunches, and snacks.
The agreement specifies a base reimbursement totaling $17,675 to include the cost of delivery
($13,900) and a variety of services ($3,775) to be handled by nutrition services. The agreement
also calls for the payment for meals and snacks at the government rate less the reimbursement
rate on the National School Lunch Program.
In addition to a variety of safety and reporting requirements, the Child Development Program
is responsible for communications with the Child Nutrition Services, including requesting an
accurate number of meals each day, entering data into the point-of-sale (POS) systems, and
processing all free and reduced price meal applications.
In reviewing the worksheet for costs, FCMAT found that the year-to-date costs (through April
30) to the Child Development Program total $99,552 for nonreimbursable meals and overages,
$24,394 for reimbursable meals paid, and $3,072 for reimbursable meals reduced.
The March 2010 invoice for nonreimbursable meals and overages totals $4,461.92 and details
the difference between meals sent by nutrition services and the number of meals entered into the
POS for tracking and reimbursement purposes. The differences reported on the March invoice
indicate a total overage of 385 breakfasts, 420 lunches, and 3403 snacks that were prepared
and delivered but were not claimable for reimbursement through the National School Lunch
Program. This difference can be attributed to an overorder of meals, errors and missing entries in
the POS system, or nonreimbursable meals and snacks. ‘
Recommendations
The district should:
1. Ensure child development services minimizes overages and unreimbursed meals by
notifying nutrition services each day of attendance and accurately identifying the
number of meals and snacks needed.
2. Accurately record meals served in the POS system for submission to the National
School Lunch program.
3. Seek lower-cost alternatives.
4. Negotiate rates with nutrition services to provide services at lower cost, specifically
reviewing delivery charges since most meals are served on school campuses.
5. Develop a request for proposals for nutrition services and seek proposals from
alternative sources.
6. Explore options for lower-cost meals and snacks to include items available at co-op
pricing and items requiring little or no preparation labor.
santa barbara school districts
60
REVIEW OF DOCUMENTS
Santa Barbara Teachers’Association Contract
Most of the district’s classified staff and certificated staff members have acquired more training
and certifications than the average preschool or child care provider in the state. It is commend-
able that so many of the certificated staff hold master’s degrees and have completed advanced
work. However, the funding for child development programs cannot sustain the salaries advanced
credentials generally warrant. Job descriptions for classified and certificated staff and salary
schedules have not been reviewed in recent years. The district should complete a comparison
with similar districts. FCMAT has provided sample job descriptions in the appendix section of
this report.
The terms of some staffing positions are not consistent with those of the California Commission
on Teacher Credentialing (CCTC) for child development programs. The district should update
and revise the following job titles to be consistent with the CCTC: director, site supervisor,
master teacher, teacher, associate teacher and assistant. Additional information on the CDE
matrix may be obtained at the following Web address:
http://www.childdevelopment.org/cs/cdtc/download/rs/17/Permit%20Matrix%209-07%20SD.
pdf?x-r=pcfile_d
Wages for Preschool Assistants and Teachers Under Subtitle
Show Hourly and Daily
Preschool Teacher Assistant Preschool Teacher
Organization Entry Level Mid Range Top Entry Level Mid Range Top Top
(11 to 12 years) (5 years) (8 + years)
Santa Barbara $11.69 $12.63 $14.30 153.26 202.65 $254.44 $309.93
BA BA + 30 BA + 45 units (23 years)
Bakersfield City $12.09 $14.71 $19.67 145.55 176.40 232.06 $232.06 (8
AA 24 units BA years)
KCSOS $10.49 $11.49 $13.24 133.94 162.23 186.55 $211.28
(21 years)
Imperial COE $9.32 $11.32 $13.76 $103.57 $124.56 $150.12 $206.76
(24 years)
Riverside COE $11.85 $13.21 $15.88 142.99 177.50 207.14 $206.76
BA BA + 60
San Luis Obispo $10.06 N/A $12.83 $115.97 $139.11 $146.72 $156.77
40 units BA (14 years)
• Some organizations offer longevity bonuses at 17-25 years of service, and those are not
included in this comparison.
• Teachers’ daily hours vary by district: Bakersfield 7.25 hours, KCSOS 8 hours, Imperial 7
hours, San Luis Obispo 5 hours,
• All districts and county offices require teachers to hold a children’s center permit
• The level of education required varies by district and county office but tends to have
entry level positions with associate of arts degrees and children’s center permit.
• Based on the preschool teacher assistant position on the Santa Barbara Salary Schedule
Range 16 for Instructional Assistant Child Development Programs.
Fiscal crisis & ManageMent assistance teaM
61
REVIEW OF DOCUMENTS
• Santa Barbara’s top daily rate of pay for teachers with 23 years of service and a bachelor’s
degree plus 45 units is $309.93. All other comparison organization top salaries are
significantly less. The nearest salary is 75% of Santa Barbara’s top salary.
The salary schedules of the comparison districts are included in the appendix section of this
report for comparison purposes. The educational requirements are dissimilar and should be
used as a reference when developing new salary schedules once the district aligns the educational
requirements with the CDE matrix guidelines.
Recommendations
The district should:
1. Consider implementing a lower first step that begins with a children’s center
teacher permit and an associate of arts degree rather than a bachelor’s degree.
2. Align salaries to the CCTC permit matrix and hire teachers with permits.
3. Place higher-educated staff members in the CSPP program because there is a
required core educational component
4. Develop new job descriptions that align the qualifications with the CCTC and
CDE matrix. Salary schedule placement should be adjusted accordingly.
5. Fill the newly developed positions when hiring new staff members.
6. Consider a lower first step that begins with a children’s center teacher permit and
an associate of arts degree rather than a bachelor of arts degree for CalSAFE staff
members without a bachelor of arts degree/teaching credential.
7. Negotiate with the Santa Barbara Teachers Association to reduce the salary
schedule, particularly the top pay, and align salaries more closely with program
funding and comparable districts.
santa barbara school districts
62
REVIEW OF DOCUMENTS
Fiscal crisis & ManageMent assistance teaM
63
ADDITIONAL CONSIDERATIONS
Additional Considerations
Internal Controls
District ASES staff members and child development staff members collect parent fees monthly.
ASES program fees range from $85,000 to $135,000 annually. Family advocates collect funds
from parents in the form of cash and checks. A lock box is located at each site, and the family
advocate transports the funding to the director days later. Child development support staff
members collect parent fees monthly in the form of cash and checks. Sequential receipts are
given to parents, and funds are counted, logged, and locked up at the site in a cash box located
in a filing cabinet in a locked and alarmed room. The money is then given to the coordinator for
reconciliation and delivery to the district for deposit.
Child care fees are paid at the sites and business office. Although child development business
office personnel are assigned a site, they assist each other by picking up fees from sites for one
another. Collections are made from sites over a three-day period, and no receipts are provided at
the sites. Collections are returned to the business office, 721 E. Cota Street, logged by the same
person who made the collection, secured in a cash box in a file cabinet then forwarded several
days later to the district office for deposit. No verification process or receipt is produced when
funds are delivered to the district office. Days later, a reconciliation and copy of the deposit is
received from the business office to confirm receipt.
The system does not have an explicit standard operating practice that specifies the responsibilities
of individuals and the process for collection, receipt, transport, security, and reconciliation of
funds. The amounts collected in the ASES program may vary and cannot be reconciled except by
tracking the receipt back to the parent contribution. The system leaves the district and employees
vulnerable to fraud, theft, and at minimum, accusations of such actions.
Cash handling procedures should be reviewed by the district internal auditor, and procedures
should be adjusted or developed to meet standard internal controls. Proper standard internal
controls contain processes and procedures that protect the district, staff, and payer. These
controls include a system of checks and balances that ensure the security of funds from collec-
tion to deposit. Key components of essential controls include: a segregation of duties, chain of
custody tracking, document tracking using a prenumbered system, cash handling and storing
security, and timely reconciliation.
The district Board Policy 3400 Internal Controls/Fraud Prevention states as follows:
The Board expects Board members, employees, consultants, vendors, contractors, and other
parties maintaining a business relationship with the district to act with integrity and due dili-
gence in dealings involving the district’s assets and fiscal resources.
The Superintendent or designee shall develop internal controls that aid in the preven-
tion and detection of fraud, financial impropriety, or irregularity within the district.
These internal controls may include, but are not limited to, segregating employee
duties relating to authorization, custody of assets, and recording or reporting of
transactions; providing detailed, written job descriptions explaining the segregation of
functions; adopting an integrated financial system; conducting background checks on
business office employees; and requiring continuous in-service training for business
office staff on the importance of fraud prevention.
santa barbara school districts
64
ADDITIONAL CONSIDERATIONS
Recommendations
The district should:
1. Provide for the secure handling of cash, checks, and other monetary instruments
received by the district through the establishment of internal controls.
2. Ensure internal controls include a system of checks and balances that ensure the
security of funds from collection to deposit. Key components of essential controls
include proper transaction documentation, separation of duties, chain of custody
tracking, amount verification, document tracking using a prenumbered system,
cash handling and storing security, and timely reconciliation.
3. Provide training on new policies to all personnel handling cash and parent fees.
4. Consider having the district internal auditor complete an annual audit of cash
handling procedures and periodic random audits to ensure compliance.
Fiscal crisis & ManageMent assistance teaM
65
APPENDICES
Appendices
A. Organizational Charts
B. Job Descriptions
C. Salary Schedules
D. Study Agreement
santa barbara school districts
66
APPENDICES
Fiscal crisis & ManageMent assistance teaM
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81
Riverside County Office Of Education
Permit Teacher -State Preschool
Riverside County Office of Education
P.O. Box 868
Riverside, CA 92502
Permit Teacher – State Preschool
Division of Children and Family Services
Job Purpose:
Employees in this classification work under general supervision within a framework of
established policies and procedures. Employees are responsible for the physical and emotional
well being of the children attending the State Preschool Program and therefore, must utilize
proper early childhood education practices and techniques.
Application Procedure: You must apply on-line via our Web site at www.rcoe.us. For your
convenience, you can access the Internet application site from any location. The applicant is
responsible for assuring that Personnel receive the online submission of their application
before the deadline date. Applicants must be sure they are submitting a complete application
packet with all required documents. Incomplete application packets will not be considered. For
questions, you can contact Personnel Services, Riverside County Office of Education, 3958
Twelfth Street, Riverside, CA 92501, (951) 826-6666.
Selection Process: Applications will be screened for satisfaction of minimum qualification
standards. Those applicants evidencing the best qualifications will be invited for a panel
interview evaluation. The interview panel will provide the Division Head with the top
candidates for final selection. All candidates will be notified via e-mail following final
selection.
Fringe Benefits:
Employee and dependant health, dental and vision insurance up to the cap amount; and
employee fully paid life insurance.
Functions:
Instructs and supervises preschool children in all early childhood curriculum areas; observes
children’s behavior, determines individual needs, and attends to the emotional, instructional,
nutritional and health needs of the child; instructs and assists children in good health and
nutrition habits; assists in the planning an implementation of the nutritional program; observes
the physical condition of the children, reporting possible health problems, and taking
appropriate action in the case of accident or injury; assist in creating and maintaining a safe
and stimulating instructional environment; supervises children in outdoor activities, including
authorized field trips and play on recreational equipment; plans and implements an
individualized educational program based on each child’s needs; prepares and implements
daily lesson plans based upon sound early childhood concepts; develops and maintains
effective working relationships with support staff, parents, community agency personnel, and
volunteers; assist in maintaining records through newsletters, correspondence, meetings, etc.,
maintains cleanliness and order of the center as required by operation standards and activities
of the program; participates in on-going professional growth activities such as in service
workshops, conferences, and college classes; participates effectively in all staff meetings.
JOB REQUIREMENTS - MINIMUM QUALIFICATIONS
SKILLS, KNOWLEDGE, AND ABILITIES
SKILLS are required to perform multiple technical tasks with a need to occasionally upgrade
skills in order to meet changing job conditions. Specific skills required to satisfactorily
perform the functions of the job include: skill to instruct
students in assigned areas of Head Start and career development; to effectively plan, develop,
and implement programs related to the assignment; skills to effectively communicate orally
and in writing; and to understand and interpret laws and regulations.
KNOWLEDGE of early childhood education principles and practices; thorough knowledge
and understanding of child development including the needs of State Preschool children;
knowledge of approved and effective techniques of child supervision; knowledge of basic first
aid methods; knowledge of licensing regulations; knowledge of State Preschool guidelines.
ABILITY to recognize and effectively respond to the various physical, intellectual, and
emotional needs of preschool children; ability to effectively supervise preschool children in
various activities; ability to serve as an effective role model; ability to meet the physical
requirements of lifting and carrying preschool children and equipment; ability to maintain
composure under emergency situations and administer first aid for minor injuries and/or
accidents; ability to establish and maintain effective working relationships with children,
parents, and staff; ability to recognize child abuse and neglect and to report all findings.
Bilingual ability highly desirable.
RESPONSIBILITIES:
Under general supervision, plans and participates in the care, instruction, and supervision of
children in a State Preschool Program; to assist in the day to day operation of the center and
perform other job related duties as required, i.e., parent involvement.
WORKING ENVIRONMENT: Occasional to frequent moving of preschool equipment (cots,
tables, chairs, etc.), lifting of infant to preschool age children, frequent stooping, bending,
squatting and kneeling, frequent gross motor activities with children, both indoors and
outdoors. The majority of time is spent in active experiences, either sitting in small chairs or
on the floor, or walking, skipping, bending, kneeling, twisting, or reaching. Normal lifting
would not exceed a 40-50 lb. child or 20-25 lb. equipment item. 60-70% of the work day is
standing or walking and 30-40% is sitting (often on child-sized chairs or on the floor).
EXPERIENCE: Completion of 175 days of experience in an instructional capacity in a
childcare and development program, working at least three hours per day within the last four
years is required and must be verified. (This experience may include paid and/or volunteer
work).
EDUCATION: Bachelor's degree from an accredited college/university is required. A
Bachelor degree in Early Childhood Education or closely related field is preferred.
CERTIFICATES: Possession of or ability to obtain, prior to employment, a valid California
children’s center/child development permit authorizing instruction in a Child Development
Center Program. (Refer to Commission on Teacher Credentialing pamphlet for: Child
Development Teacher Permit. You must provide evidence of qualifying for required
permit/credential with your application materials.
NOTE: Requirements to obtain a Child Development Teacher Permit is:
a. Completion of twenty-four semester units of course work in early childhood education/child
development including at least one course in each of following core areas:
Forty (40) semester units of college course work from an accredited college, relating to Early
Childhood Education are required as listed:
· Child/human growth and development;
· Child, family and community, or child and family relations;
· Program/curriculum, AND
b. Sixteen diversified semester units in general education (i.e. at least one course in each of the
following areas: Humanities and/or Fine Arts, Social Sciences, Math and/or Science, and
English/Language Arts).
NOTE: ALL COLLEGE TRANSCRIPTS MUST ACCOMPANY APPLICATION.
(Transcripts need not be official during the screening process).
LICENSES: Valid California Driver’s License CLEARANCES: Fingerprint Clearance, TB
Clearance SPECIAL REQUIREMENTS: Must obtain and maintain a valid food handler’s
permit.
This organization complies with the following policies and practices
This organization is an Equal Opportunity Employer and does not discriminate on the basis of
race, color, national origin, creed, age, gender or disability. This organization complies with
the Americans with Disabilities Act. Persons who may need some accommodation in the
hiring process should contact the personnel office. This organization is a drug free and tobacco
free workplace. Candidates shall be required to submit proof of U.S. Citizenship or legal U.S.
residence if hired. Minimum age limit is (a) 18 or (b) 16 with either a work permit, high
school diploma, or High School Certificate of Proficiency.
7/06 an
Riverside County Office Of Education
Instructional Assistant, Head Start/State
Preschool/Center Based
INSTRUCTIONAL ASST., HEAD START/STATE PRESCHOOL/CENTER BASED
Purpose Statement:
The job of Instructional Assistant - Head Start/State Preschool/Center Based is done for the
purpose/s of assisting in the supervision and instruction of preschool aged children (3 - 5+
years old); performing classroom clerical tasks; assisting children in meeting health care needs
and developing children’s daily living skills.
Functions:
·Assists with the implementation of emergency procedures and first aid for the purpose of
meeting immediate health care and safety needs of children.
·Assists other personnel as maybe required (e.g. site staff) for the purpose of supporting them
in the completion of their work activities.
·May occasionally assist preschool aged children (e.g. feeding, changing diapers, toileting,
etc.) for the purpose of providing appropriate care to children and maintaining a clean and
orderly classroom environment.
·Assists teacher for the purpose of gathering student observation and assessment information.
·Cleans work areas (e.g. changing tables, cribs, sinks, linens, food service areas, etc.) for the
purpose of maintaining a sanitary environment.
·Facilitates sign-in procedures at the site (e.g. receives and delivers children directly from/to
parents or designee) for the purpose of ensuring safety of children and meeting program
requirements.
·Maintains child care facilities for the purpose of ensuring a sanitary and safe environment for
preschool aged children.
·May assist in food service (e.g. receive, set up/serve meals and snacks) for the purpose of
meeting the nutritional needs of children.
·May oversee parent volunteers for the purpose of assisting them in their duties and
maintaining records related to their attendance
·Organizes indoor/outdoor, quiet/active play activities appropriate to age group for the purpose
of actively participating with children on scheduled hours and days.
·Performs record keeping and clerical functions (e.g. scheduling, copying, etc.) for the purpose
of supporting the teacher and/or administrator in providing necessary records/materials.
Job Requirements - Minimum Qualifications:
Skills, Knowledge and Abilities
SKILLS are required to perform multiple non-technical tasks with an occasional need to
upgrade skills due to changing job conditions. Specific skills required to satisfactorily perform
the functions of the job include: Communicate effectively with young children, parents and
staff. Read, write, and speak English at a level sufficient for successful job performance.
KNOWLEDGE is required to perform basic math; interpret written procedures, write routine
documents and speak
clearly; and analyze situations to define issues and draw conclusions. Specific knowledge
required to satisfactorily perform the functions of the job includes: Knowledge of effective
child guidance practices and principles. General knowledge of child growth and development,
children, families and communities and program/curriculum used in early
childhood education. Knowledge of classroom health and safety regulations.
ABILITY is required to schedule activities; gather, collate, and/or classify data; and use basic
job related equipment. Flexibility is required to work with others; analyze data utilizing
defined and similar processes; and operate equipment
using standard methods of operation. Ability is also required to work with a diversity of
individuals; work with data of similar types and/or purposes; and utilize job related equipment.
In working with others, some problem solving is required to analyze issues, create plans of
action and reach solutions; with data it is limited; and with equipment it is limited. Specific
abilities required to satisfactorily perform the functions of the job include: Communicate
effectively with young children, parents, and staff. Effectively follow written and oral
instructions. Maintain
effectiveness in stressful situations. Learn effective and appropriate techniques and practices
utilized in early childhood education.
Responsibility:
Responsibilities include: working under standardized instructions and/or routines; providing
information and/or advising other persons; and operating within a defined budget and/or
financial guidelines. Utilization of resources from other work units may be required to perform
the job's functions. There is an opportunity to impact the Organization’s services.
Working Environment:
The usual and customary methods of performing the job's functions requires the following
physical demands:
significant lifting and carrying up to 50 pounds, pushing and/or pulling; some climbing and
balancing; significant stooping, kneeling, crouching and/or crawling; significant reaching,
handling, fingering and/or feeling. Generally the job requires 45% sitting, 30% walking and
25% standing. The job is performed under minimal temperature variations, a generally hazard
free environment, and in a clean atmosphere.
Experience:
Job related experience is desired.
Education:
Targeted job related education that meets organization’s prerequisite requirements. Graduation
from high school or equivalent. Completion of six (6) semester units of early childhood/child
development education from a regionally accredited college or university or completion of
ROP Child Care Program. NOTE: Level 2 Instructional Assistants assigned to work with
infants must have three (3) units of early childhood/child development and three (3) units of
infant/toddler education from a regionally accredited college or university.
Required Testing:
Offer of employment is contingent upon successful passing of a physical examination.
Certificates & Licenses:
Valid California Driver’s License
Continuing Educ. / Training:
None required.
Clearances:
Fingerprint Clearance and TB Clearance
Approved 07/03/07
Imperial County Office of Education
Certificated-- Child Development Site Supervisors Salary Schedule
2007-08
4.00% Increase 07-08
0.00% Increase 08-09
231 DAYS/8 HOUR DAY
STEP ANNUAL MONTHLY DAILY HOURLY
1 YEAR A $ 23,925.00 $ 1,993.75 $ 103.57 $ 12.95
2 YEARS B $ 25,043.00 $ 2,086.92 $ 108.41 $ 13.55
3 YEARS C $ 26,093.00 $ 2,174.42 $ 112.96 $ 14.12
4 YEARS D $ 27,468.00 $ 2,289.00 $ 118.91 $ 14.86
5 YEARS E $ 28,774.00 $ 2,397.83 $ 124.56 $ 15.57
6 YEARS F $ 30,144.00 $ 2,512.00 $ 130.49 $ 16.31
7 YEARS G $ 31,576.00 $ 2,631.33 $ 136.69 $ 17.09
8 YEARS H $ 33,089.00 $ 2,757.42 $ 143.24 $ 17.91
11 YEARS I $ 34,678.00 $ 2,889.83 $ 150.12 $ 18.77
14 YEARS J $ 36,346.00 $ 3,028.83 $ 157.34 $ 19.67
17 YEARS K $ 38,095.00 $ 3,174.58 $ 164.91 $ 20.61
20 YEARS L $ 39,921.00 $ 3,326.75 $ 172.82 $ 21.60
24 YEARS M $ 41,917.00 $ 3,493.08 $ 181.46 $ 22.68
5/22/2008/PAGE 1
FISCAL CRISIS & MANAGEMENT ASSISTANCE TEAM
STUDY AGREEMENT
March 30, 2010
The FISCAL CRISIS AND MANAGEMENT ASSISTANCE TEAM (FCMAT), hereinafter
referred to as the Team, and the Santa Barbara School Districts, hereinafter referred to as the
District, mutually agree as follows:
1. BASIS OF AGREEMENT
The Team provides a variety of services to school districts and county offices of
education upon request. The District has requested that the Team provide for the
assignment of professionals to study specific aspects of the Santa Barbara School
Districts operations. These professionals may include staff of the Team, County Offices
of Education, the California State Department of Education, school districts, or private
contractors. All work shall be performed in accordance with the terms and conditions of
this Agreement.
2. SCOPE OF THE WORK
A. Scope and Objectives of the Study
The scope and objectives of this study are to:
The district’s child development program has been deficit spending for the last two fiscal
years. In the 2008-09 fiscal year, the program ending the year with a $263,000 negative
fund balance. The child development program has prepared a fiscal recovery plan and
multi-year financial projection that provides a framework to restore the program's fiscal
solvency. The District is requesting the FCMAT Team to utilize best practices and
comparable data from districts operating similar child development programs and provide
recommendations for improvement in the following areas:
1. Analyze the organizational structure of the child development department,
including the number of programs, size and complexity of programs, and the
administrative, instructional and support personnel required for an efficient
operational program
1
2. Assess the alignment of district's child development programs, including Home
Instructional Program for Preschool Youth (HIPPY), Cal-Safe, After School
Education and Safety (ASES) program and the school-age child development
program that also offers afterschool care and make recommendations
3. Evaluate the revenue sources of the various child development programs and
make recommendations to enhance revenues or provide alternative funding
sources
4. Assess the expenditure patterns of the various child development programs and
make recommendation to reduce expenses
5. Prepare a cost center analysis of the various child development programs for each
site that depicts the estimated revenues and expenses and the break even point for
each program to operate without any contributions from the General Fund
6. Review the child development program’s Multi-Year fiscal solvency plan and
recommend any changes necessary to improve the plan
7. Evaluate the current child development facilities including building capacities and
make recommendations
8. Evaluate work flow processes and communication efficiencies between the child
development program, business and personnel departments
9. Analyze the hours of site operation and the employment calendars of site staff,
including the year round staff and make recommendations to reduce positions, if
any
10. Review the job descriptions of the Coordinator, Administrator and Head Teacher
to assess leadership requirements of the program's organizational structure
11. Analyze the Memorandum of Understanding with the Child Nutrition Services
and make recommendations to decrease expenses, if any
12. Review the Santa Barbara Teacher's Association (SBTA) contractual agreement
including the salary schedule placements to determine if the alignment with
completed education levels is equitable for all staff.
B. Services and Products to be Provided
1) Orientation Meeting - The Team will conduct an orientation session at the
School District to brief District management and supervisory personnel on
the procedures of the Team and on the purpose and schedule of the study
2) On-site Review - The Team will conduct an on-site review at the District
office and at school sites if necessary
3) Exit Report - The Team will hold an exit meeting at the conclusion of the
2
on-site review to inform the District of significant findings and
recommendations to that point
4) Exit Letter - The Team will issue an exit letter approximately 10 days after
the exit meeting detailing significant findings and recommendations to
date and memorializing the topics discussed in the exit meeting
5) Draft Reports - Sufficient copies of a preliminary draft report will be
delivered to the District administration for review and comment
6) Final Report - Sufficient copies of the final study report will be delivered
to the District administration following completion of the review
7) Follow-Up Support – Six months after the completion of the study,
FCMAT will return to the District, if requested, to confirm the District’s
progress in implementing the recommendations included in the report, at
no cost. Status of the recommendations will be documented to the District
in a FCMAT Management Letter
3. PROJECT PERSONNEL
The study team will be supervised by Anthony L. Bridges, Deputy Executive Officer,
Fiscal Crisis and Management Assistance Team, Kern County Superintendent of Schools
Office. The study team may also include:
A. Mary Barlow FCMAT Deputy Administrative Officer
B. FCMAT Fiscal Consultant
C. FCMAT Fiscal Consultant
Other equally qualified consultants will be substituted in the event one of the above noted
individuals is unable to participate in the study.
3
4. PROJECT COSTS
The cost for studies requested pursuant to E.C. 42127.8(d)(1) shall be:
A. $500.00 per day for each Team Member while on site, conducting fieldwork at
other locations, preparing and presenting reports, or participating in meetings.
B. All out-of-pocket expenses, including travel, meals, lodging, etc. The District will
be billed for the daily rate and expenses of the independent consultant, only. The
District will be invoiced at actual costs, with 50% of the estimated cost due
following the completion of the on-site review and the remaining amount due
upon acceptance of the final report by the District.
Based on the elements noted in section 2 A, the total cost of the study is estimated
at $18,500.
C. Any change to the scope will affect the estimate of total cost.
Payments for FCMAT services are payable to Kern County Superintendent of Schools -
Administrative Agent.
5. RESPONSIBILITIES OF THE DISTRICT
A. The District will provide office and conference room space while on-site reviews
are in progress.
B. The District will provide the following (if requested):
1) A map of the local area
2) Existing policies, regulations and prior reports addressing the study
request
3) Current organizational charts
4) Current and four (4) prior year's audit reports
5) Any documents requested on a supplemental listing
C. The District Administration will review a preliminary draft copy of the study.
Any comments regarding the accuracy of the data presented in the report or the
practicability of the recommendations will be reviewed with the Team prior to
completion of the final report.
Pursuant to EC 45125.1(c), representatives of FCMAT will have limited contact with
District pupils. The District shall take appropriate steps to comply with EC 45125.1(c).
4
6. PROJECT SCHEDULE
The following schedule outlines the planned completion dates for key study milestones:
Orientation: to be determined
Staff Interviews: to be determined
Exit Interviews: to be determined
Preliminary Report Submitted: to be determined
Final Report Submitted: to be determined
Board Presentation: to be determined
Follow-Up Support: If requested
7. CONTACT PERSON
Name of contact person: Eric D. Smith, Deputy Superintendent
Telephone: (805) 963-4338 FAX: (805) 963-5685
E-Mail: esmith@sbsdk12.org
J. Brian Sarvis, Superintendent. Date
Santa Barbara School Districts
March 30, 2010
Anthony L. Bridges, Deputy Executive Officer Date
Fiscal Crisis and Management Assistance Team
In keeping with the provisions of AB1200, the County Superintendent will be notified of this
agreement between the District and FCMAT and will receive a copy of the final report.
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