Produced: Jun 18, 2025, 07:30 PM UTC - By Sarah Cameron
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.
The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Metric Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Reportable Individuals (200AE) | 4,683 | 5,393 | 5,418 | 5,443 | 5,468 | |
Student Barriers | English Language Learner (149AE) | 1,636 | 1,980 | 2,005 | 2,030 | 2,055 |
Member Level Metric Targets
In this section, Member Level Actuals data from DataVista for the previous three years, including areas to input data for member level Targets for the upcoming three years are shown below.
The first row shows the required metric of Adults Served Who Became Participants. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Member Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Carpinteria Unified (Reported by Carpinteria Unified School District)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 0 | 0 | 0 | |||
Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 |
* Mandatory for all members
Santa Barbara CCD (Reported by Santa Barbara)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 4,398 | 5,143 | 5,418 | 5,443 | 5,468 | |
Students and Programs | Career Technical Education (1003) | 2,845 | 3,217 | 3,242 | 3,267 | 3,292 |
* Mandatory for all members
Santa Barbara Co. Office of Education (Reported by Santa Barbara County Office of Education)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 0 | 0 | 0 | |||
Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 |
* Mandatory for all members
Santa Barbara County Workforce Dev. Board (Reported by Santa Barbara County Workforce Dev. Board)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 0 | 0 | 0 | |||
Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 |
* Mandatory for all members
Member Spending Targets
The Percent of Available Funds Spent in 2022-23, 2023-24, and 2024-25, imported from NOVA, is in the first row. This is a required metric. Add 2025-26, 2026-27, and 2027-28 Targets for each member district’s Percent of Available Funds Spent.
Member | % of Available Funds Spent | Member Level Targets | ||||
---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
Santa Barbara CCD | 100% | 69% | 0% | 75% | 75% | 80% |
Objectives
Objective #1: Address Educational Needs
The Consortium’s ability to pivot and address the needs in the region is possible due to the successful planning that began in 2016. Research provided by education and workforce gap analyses and plans have confirmed that the Consortium needs to continue enhancing educational programming in the following areas:
1. Short-Term CTE in career skills training courses
2. Short-Term CTE with a focus on areas such as Healthcare and Health Training services
3. Adult High School/GED
4. English as a Second Language
5. Adults with Disabilities
6. Parent & Guardian - Childhood Success
Most recently as of May 2025, with the fiscal support of CAEP, the School of Extended Learning has successfully added three new Career Skill Institute (CSI) noncredit State certificates and two CSI programs that speak to the current needs of the labor market and will provide opportunities for career advancement to our adult learners. They are the following:
1. Artificial Intelligence Foundations and Creative Applications
2. Career Launch and Job Search
3. Digital Photography: Level 1
4. Short-term CTE Fashion & Design Program
5. Healthcare Academy: Certified Nursing Assistant
SBAEC’s strategies include:
1. Continue to develop new Career Skills Institute curriculum and expand State certifications that support adult learner career and economic advancement
2. Redesign the existing School of Extended Learning Student Support Services & Admissions Offices to support student persistence, transfer to higher education programs, career advancement, enrollment growth, and certificate completion
3. Continue developing the new noncredit Healthcare Pathway programs to align program initiatives with other CAEP programs
4. Increase targeted marketing and outreach services tailored for specific programs and adult populations
5. Work with partner agencies to provide wraparound services not currently offered at the district level
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
In addition to the strategies selected above, over the past two years, and with enhanced fiscal support, the School of Extended Learning has transformed noncredit Student Support Services and Admissions. Adding both an academic counselor and a transcript analyst to this office has provided a tailored approach to improving student success and metrics. Working with the student from the onset of their academic journey addresses the Vision 2030 goal of ‘Equity in Access’ by shifting passive enrollment to active outreach and bringing SBCC SEL services to communities (esp. our local high schools).
Also, leveraged funding with the new CAEP English Language Learners Healthcare Pathway grant has enabled us to launch the School of Extended Learning’s healthcare programs into a new chapter of academic excellence for our noncredit programming. Having only offered limited medical programming, under the direction of the new School of Extended Learning Director of noncredit Healthcare Programs & Pathways, in the next three years, the first tuition-free Certified Nurses Assistant Program will be hosted at the School of Extended Learning and will offer tuition-free Continuing Professional Education that is required for most licensed healthcare workers. The implementation of these newly added programs will allow completers to transition into the workforce.
Objective #3: Improve Effectiveness of Services
Not Entered
Conduct an analysis of the surveys administered to students
Activities & Outcomes
Objective #1: Address Educational Needs
Offer new CTE short-term State cert. programs
Offer new CTE short-term state certificate programs specifically in three areas: Artificial Intelligence (AI), Career Launch & Job Search, and Construction
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
-Launch newly approved AI and Career Launch & Job Search courses by Spring 2026
-Collaborate with SEL faculty in Adult High School/GED and ESL programs to identify, if feasible, how AI can be used in their respective programs’ curriculum and/or teaching methods/modalities
-Develop a focused student orientation to prospective students about new course offerings
-Engage construction technology faculty and industry professionals to conduct an appraisal of current noncredit construction tech offerings and if applicable develop/update construction technology CTE courses to better meet local labor market needs
-Complete an analysis of CTE program enrollments, persistence, transfer, and outcomes
-An increase in student enrollment in each of the newly developed certificates
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
CAEP SBAEC Director | Santa Barbara CCD | 06/30/2028 |
CAEP SBAEC Career Skills Institute Program Leader | Santa Barbara CCD | 06/30/2028 |
SEL Vice President/CAEP SBAEC Chair | Santa Barbara CCD | 06/30/2028 |
Develop new Healthcare Pathway Programs
Develop new Healthcare Pathway Programs and cross-pollinate with CAEP Programs
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
-Offer the new noncredit Certified Nursing Assistant (CNA) program by 2026
-Apply for State-approved CNA Training Program
-Begin to develop Continuing Education Units (CEUs) for CNAs to maintain certifications and licensure
-Provide healthcare program-specific academic and career planning advisement to CAEP ESL, AHS/GED, and other Career Skills Institute Programs.
-Offer noncredit Emergency Medical Technician (EMT) training
-Begin to develop EMT Continuing Education Units (CEUs) for EMTs
-Explore the feasibility of adding a phlebotomy program
-Complete a market analysis on the demand for a Restorative Nursing Assistant program
-Conduct a study on the feasibility of offering medical courses to existing medical professionals to maintain licensures
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Students and Programs: Career Technical Education (1003)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
SBCC SEL/CAEP SBAEC Healthcare Pathway Director | Santa Barbara CCD | 06/30/2028 |
CAEP SBAEC Director | Santa Barbara CCD | 06/30/2028 |
CAEP SBAEC Career Skills Institute Program Leader | Santa Barbara CCD | 06/30/2028 |
SEL Vice President/CAEP SBAEC Chair | Santa Barbara CCD | 06/30/2028 |
Parent/Guardian Professional Childcare Certificate
Develop a Parent & Guardian Professional Childcare Provider Certificate
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
-Conduct a gap and needs analysis of existing noncredit Parent & Guardian Childcare Provider curriculum and programs. Based on the results, develop one or more course outlines and prospective State certificates.
-Leverage community childcare programs, local Social Services and Workforce Development Services, and SEL AHS/GED and ESL Programs to integrate services
-Create a Parenting & Guardian Childcare Provider faculty workgroup to guide relevant coursework and school readiness
-Launch course(s) in one or more childcare provider certificates at community sites to meet CAEP’s and the State’s Vision 2030 goal to be active in the communities we serve, particularly those community members who face transportation and access barriers
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
SEL Vice President/CAEP SBAEC Chair | Santa Barbara CCD | 06/30/2028 |
SBCC SEL Director WIOA & CAEP SBAEC Program Leader | Santa Barbara CCD | 06/30/2028 |
CAEP SBAEC Director | Santa Barbara CCD | 06/30/2028 |
CAEP SBAEC Career Skills Institute Program Leader | Santa Barbara CCD | 06/30/2028 |
Objective #2: Improve Integration of Services & Transitions
Design proactive and holistic SSS Program
Design proactive and holistic student support services (academic, career, mental health, basic needs) that are personalized and delivered through flexible modalities (online, hybrid, extended hours) to meet adult learners’ diverse schedules and needs.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
-Evaluate the effectiveness of the SSS/A&R registration systems currently in place and determine streamlined digital pathways for admissions;
-Establish and participate in a credit-noncredit Student Success Task Force/Committee
-Increase SSS/Admissions hours during peak hours and peak times to increase enrollment
-Enhance and transform the current advisement model to one of a Student Success Launcher/Coach and/or Liaison role, which works closely with students from successful enrollment, learning progress and momentum assistance, to employment referrals
-Explore the feasibility of SEL Student Support Services and Admissions hosting a “Transfer Workshops” once or twice a semester that exclusively target noncredit students who seek to enroll in credit programs
-Identify the feasibility of SEL Student Support Services and Admissions hosting “Regional High School Counselor SEL Offerings and Transfer Info Sessions” to be offered regularly in an effort to help train local high school counselors how to advise students on SEL offerings, SEL-offered State certificates and noncredit CTE programs.
-Collect data on the new SSS model to be data-informed and to assess and enhance quality of services.
-Host “Pop-Up” Counseling Services to attend various CAEP-supported programs
-Collaborate with the credit programs to consolidate the myriad of mentoring/student success programs to better streamline services for both credit and noncredit students
-Evaluate if AI-driven personalized student support systems in counseling and/or class assignments can be integrated
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Students and Programs: Career Technical Education (1003)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
CAEP SBAEC Director | Santa Barbara CCD | 06/30/2028 |
CAEP SBAEC Career Skills Institute Program Leader | Santa Barbara CCD | 06/30/2028 |
SBCC SEL SSS Director & CAEP SBAEC Program Leader | Santa Barbara CCD | 06/30/2028 |
Marketing and Community Outreach
Based on the most recent Spring 2025 School of Extended Learning Student Survey, more than 80% were unaware of the State certificates offered by the SEL Career Skills Institute. While many students take courses in this program, data highlights that there is a lack of awareness of existing specialized training programs and academic and professional pathways program offerings. Therefore, there is a demonstrated need for more targeted marketing and expanded outreach efforts.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
-Review and identify the most effective marketing initiatives over the past 1-2 years, particularly those in the areas of ESL, AHS/GED, and career advancement programs.
-Increase the number of Career Skills Institute Community Career Job Fairs
-Broaden the distribution of newly developed flyers and folders that target online registration methods to increase awareness of programs
-Collaborate with credit programs on existing media kits for AHS/GED, Dual Enrollment, CTE Programs to develop a robust noncredit “PR Box – Media Kit” for admissions recruiters, student support advisors, and counselors to advertise noncredit course offerings.
-Increase in-class SSS/Admissions outreach
-Work with marketing specialists, both internal and external contractors, to coordinate marketing efforts to execute a robust and diverse marketing plan
-Increase collaboration with local employers who are actively hiring and market employment opportunities with leveraged resources and activities
-Increase AHS/GED and ESL outreach and community engagement
-Develop multilingual materials based on feedback from faculty and CAEP Program Leads
-Track and measure the Return on Investment on specific marketing projects and campaigns
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
CAEP SBAEC Director | Santa Barbara CCD | 06/30/2028 |
SEL Vice President/CAEP SBAEC Chair | Santa Barbara CCD | 06/30/2028 |
CAEP SBAEC Career Skills Institute Program Leader | Santa Barbara CCD | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
Pilot the expansion of computer lab support
Pilot the expansion of computer lab support to include evening hours at both School of Extended Learning campuses. With an increase in accessibility, this activity addresses CAEP's and Vision 2030's objectives in Equity in Access.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
-Begin pilot program in Fall 2025
-Assess the number of participants as well as determine if bilingual support is needed for this service
- Assess if the hours and delivery (modality) of services align with goals based on feedback provided in student surveys
- Increased application and performance outcomes
-Formal implementation of permanent evening computer lab support at both campuses, if needed and successful
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
SEL Vice President/CAEP SBAEC Chair | Santa Barbara CCD | 06/30/2028 |
CAEP SBAEC Career Skills Institute Program Leader | Santa Barbara CCD | 06/30/2028 |
CAEP SBAEC Director | Santa Barbara CCD | 06/30/2028 |
Identify a ‘Student Success Launcher’
Exclusive role for transitional 1:1 student support services; to assist students to transfer to credit, or/to career upskill and job procurement.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
-Collaborate with WDB and AJCC to adopt a 1:1 case management model.
-Work with SBCC credit campus to increase student transfer to credit
-Assist students throughout their academic life-cycle from outreach to transfer
-Work with SEL and credit faculty in all CAEP programs to ensure consistency and alignment with messaging to students on current academic and career pathway transitions.
-Enhance collaboration and coordination between noncredit and credit staff to ensure continuity of service for transitioning students
-Increase the year-to-year number of adult learner participants
-Continue to provide SEL faculty with access to relevant professional development opportunities designed to enhance student success and access
-Track student success, transition, and outcomes
-Increase the number of adult learner participants by the 3rd year
-Develop tailored noncredit training and certification opportunities for credit students
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
CAEP SBAEC Director | Santa Barbara CCD | 06/30/2028 |
CAEP SBAEC Career Skills Institute Program Leader | Santa Barbara CCD | 06/30/2028 |
SEL Vice President/CAEP SBAEC Chair | Santa Barbara CCD | 06/30/2028 |
SBCC SEL Director & CAEP SBAEC Program Leader | Santa Barbara CCD | 06/30/2028 |
Streamline Student Surveys
Surveys play a critical role in understanding our adult learner course interests, when courses best suit their schedules, particularly their work schedules, how students learn about our SEL course offerings, and where they would like to begin or continue their academic or career pursuits. Surveys also provide valuable information for the SEL leadership team to better understand how much students truly know of our program offerings and how to fill the desired gaps in programming and services.
An appraisal of all student surveys is needed to not only streamline the number of surveys sent to students to minimize the impact on students, but to also help SEL faculty and leadership tailor programs to meet students’ needs.
Also, to provide a more comprehensive plan of assessing and administering surveys, it will be instructive to survey student counselors, advisement staff, and faculty as well as employers.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
-Collaborate with SBCC Institutional Research staff, credit and noncredit staff, and faculty to identify tstudent surveys that assess students’ academic and career needs
-Determine the frequency of surveys to be administered each academic year
-Establish the timing of the surveys
-Review which previous and/or current surveys/questions yielded the most relevant and useful information
-Create surveys for four different constituents for varied feedback and opinions: SEL students, SEL admissions/support services, SEL faculty, and employers in the community
-Create an exit survey to distribute to credit CTE students who have at minimum of 30 credits to identify and assist students who may be interested in prospective noncredit programming and short-term training and State certificates. Timing is critical.
-Establish a solid annual survey strategic plan
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
CAEP SBAEC Director | Santa Barbara CCD | 06/30/2028 |
SEL Vice President/CAEP SBAEC Chair | Santa Barbara CCD | 06/30/2028 |
SBCC SEL Director & CAEP SBAEC Program Leader | Santa Barbara CCD | 06/30/2028 |
SBCC SEL Director WIOA & CAEP SBAEC Program Leader | Santa Barbara CCD | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Carpinteria Unified | $0 | Certified |
Santa Barbara CCD | $4,141,489 | Certified |
Santa Barbara Co. Office of Education | $0 | Certified |
Santa Barbara County Workforce Dev. Board | $0 | Certified |
Totals | $4,141,489 | 4/4 Certified |
The Santa Barbara Adult Education Consortium relies heavily on CAEP fiscal support to sustain our educational and services programming. Our consortium leads the way to better careers and quality of life for our community members and positively impacts both our local and state economy. We remain dedicated to following and integrating CAEP’s initiatives and priorities though collaborative efforts and leveraged funding.
Due to the lasting negative impacts of the COVID-19 pandemic and the restructuring of personnel at both the SBCC District level and our two adult education school sites, the overall expenditure rate significantly decreased, thereby increasing the carryover for an extended period of time.
Carryover Action Plan
Upon implementing the online CCCApply registration and application process in Fall 2024 (for noncredit SBCC programs) and upon receipt of the new CAEP Healthcare English Language Learner Pathways grant, the Consortium determined that adequate functional and dedicated spaces for high-contact Student Support Services and Health Academy programs do not currently exist at the SBCC adult education School of Extended Learning sites. Carryover funds have been directed to be expended on the creation of two CCCApply/Student Support Services one-stop-shop Welcome Centers and four CTE-focused classrooms (2 for medical programs; 1 for digital career upskilling; 1 for tactile career vocational training in fashion and design).
Leveraging Funding Sources
SBAEC’s goal to leverage funding streams remains consistent and is integral in establishing robust and sustainable programming.
The following funding streams allow the Consortium to focus on CAEP educational programming, student services, and enrollment to increase the adult learner population:
-General District funds
-WIOA I and II federal grants
-Strong Workforce grant
-Student Equity and Achievement Program grant
-CAEP English Language Learner Pathways Program grant
The Consortium remains committed to adjusting funds and allocations to meet CAEP’s required expenditure timelines and executing the objectives outlined in this Three-Year plan to best serve the needs of adult learners in our region.
Certification
Carpinteria Unified - Member Representative
Gerardo Cornejo - gcornejo@cusd.net
- (805) 684-4107
Santa Barbara CCD - Member Representative
Corlei Prieto - Director
- cnprieto@pipeline.sbcc.edu
- (805) 683-8285
Tonya Yescas - Account Technician III
- yescas@sbcc.edu
- (805) 730-4357
Carola Smith - VicePresident School of Extended Learning
- csmith@pipeline.sbcc.edu
- (805) 730-4043
Santa Barbara Co. Office of Education - Member Representative
Sarah Cameron - Director, Career Technical Education
- scameron@sbceo.org
- (805) 937-8427 ext: 2531
Santa Barbara County Workforce Dev. Board - Member Representative
Luis Servin - Executive Director
- lservin@countyofsb.org
- (805) 614-1543