001Yes, we are recording. >> Okay. So, I will go ahead and open this meeting of the SA board of directors on September 2nd, 2025. In terms of attendance on board side of things, we have Mr. Kushian, Mr. Dr. You know the good pronunciations. I don't have my cheat sheet tonight. I apologize for that. And myself, Michael Jones from the staff. We have Rosie Infrante and head of school. And we have Ken Parks joining us from BMS online on Zoom. I don't believe we have any other guests. >> No. >> Okay. Public comment. Anybody have anything they want to share? It's not on our agenda. Hearing nothing, we are going to uh move to close session by closing this open session and we'll return the near future. >> Okay. We have to approve the agenda. >>
002Yes. Would you like to make a motion? >> Approve the agenda. >> Is there a second? >> Second. >> How do you plead? I mean, how do you How do you vote? Hito votes as well. Thank you for keeping me honest there. Don't want to miss anything. So we have an approved agenda. Now we will move to close session. >> All right. Okay, we're set to go. >> All righty. The board has returned from close session to open session and I have the following report. The board approved the suspended enforcement of the stipulated expulsion order regarding confidential student discipline matter order number 08252025. Board voted unanimously to uh for the approved suspended enforcement of the exposure. That concludes the report from the close session. And now we will head on to the consent agenda. Is
003there anything on the consent agenda that someone would like to pull off of the consent agenda for further discussion? See any hands being raised. Is there a motion to approve the consent agenda? >> Thank you, Roberto. Thank you, Larry. We have a vote first and second. Um Kers, how do you vote? I >> Roberto, how do you vote? >> I. >> Larry, >> I. >> Michael votes I as well. Motion passes unanimously to approve the consent agenda. And we have one action item, our unodudited actuals. I believe that's Josh and Ken. >> Yes, it is. >> Ken, are you ready to go? >> All right. Uh, let me share. >> Do you want to share? Do you want me to? >> Uh, I can share. >> Okay. Let me just text out a bit on
004my end. Hello. Okay. It is all yours. >> All right. >> Can you share? >> Yes. Uh can you see it? >> Now we can. >> Okay. All right. Uh good evening everyone. Uh tonight I'll be presenting SAS 2425 un audited actuals. So uh this summary um is the uh donary page uh which I'll be presenting uh tonight. So we can move on. So um on the budget or uh unodudited actuals uh summary page or UA uh we are comparing the approved 25 2425 second inter budget and the unodit actuals uh for 2425 or UA. Uh the third column is the difference and the last column is the percentage um of the another actuals um uh out of the um second interim budget. So um overall uh we received about 11.2 million uh in revenue
005which is about 111% of the budgeted revenue and uh we spent about 10.8 8 million in expenditures which is about 108% of the you know budgeted uh expenditures. So uh so bottom line for the 2425 resulted about $45,000 uh surplus which is about 318,000 higher than what we budgeted uh back in March of this year. So as far as the end ending balances go uh we were anticipating about 8.6 million in second interim but now with the uh updated numbers on audit actuals we ended about uh 8.9 million um as a uh ending balance. >> All right. Uh, let's see. Why is it >> Oh, there it is. >> Oops. I think there's a network issue. >> Hold on. Sorry. [Music] We can see it now. Can you kind of scroll through all? >> Okay.
006Uh, do you guys see this >> page? No, it's blank. >> Page above. We did though. >> Oh, yeah. This is supposed to show something. Uh, sorry about that. One second. >> Were you looking for the alt form? >> Uh, no. Just the details. There you go. Okay. >> Okay. >> Uh, do you guys see this screen >> or no? >> Yes. >> Okay. Sorry about that. Um, so budget details basically the same numbers as a summary but you know in itemized details. So uh starting from the top uh enrollment and ADA uh we turned out to have um higher ADA and enrollment uh to be specific um about 17 increase from secondary budget 490 to 507 and ADA um it increased uh about 11 from 458.15 to 469.4 42. So that contributes to the
007increased um LCF revenue which uh increased about $216,000 uh since the budget. Um as well as the federal revenue which is about or increased about uh $90,000. Um and the state revenue is decre decreased by 128,000 overall. Um that is because uh we decided to move the uh California community schools planning grant or implementation grant uh to um 2526 uh uh school year which is about $300,000. Um, and as for the local revenue, which is the the major change from the budget, uh, which is the, uh, $916,000, um, the employee retention credit we received, um, earlier this or last year or ERC um, which is the one-time credit we uh, received or applied uh, since the, uh, back in the COVID days. So onto the expenditures um for the payroll expenses and mostly as we've
008expected uh same with the books and supplies uh and but the not most notable change is on the under services and operations more specifically the legal fees. So, we nearly spent about 600,000 in legal fees in 2425. Uh, most of which are for the uh, you know, the external uh, legal payments that are um, uh, non-regular uh, occurring uh, legal fees. So, we're hoping to uh, go back to the normal uh, expenses starting 2526. We have a question. >> Include the settlement that we paid the other other side's lawyer. >> Yes. >> Josh, you can go. >> Yeah. So, we paid the city of Watsonville. Where? See, legal professional services. Trying to see it on your screen. Is it 594? Is that what it is? >> Yes, that's the actual number. >> I think that
009does then. Yeah, that should include it because we paid the city of Watsonville twice. Do you recall what? Yeah, because we paid both the city of Watsonville legal fees and Westy's legal fees and our own for that case. So, I think that is in total those three groups. >> Okay. So, >> all right. >> Are there any budget affecting sums still uh out there that are going to come in at some point from that whole legal experience? >> No. >> So, we're done. >> We're done. So we should we should be budgeting just typical legal fees you know 20,000 or 50,000 a year um >> yes uh which we did uh for July budget um back in July for 2526 year uh we were back to the normal amount. >> Yep. So that uh the
010bottom line comes out to uh $45,000 net surplus uh for you know uh for 2425 fiscal year. So this is basically the final numbers um before the audit begins. So basically we're we will be submitting this number to the district and we'll be also the uh the auditors uh so they can uh audit the uh 2425 book and the rest of the pages are the um the alternative form which is the official format needed to submit to the uh the district and this will be submitted for September 15th uh deadline. And that concludes the presentation. Thank you very much. >> So Jenny M is still there. I >> think that's outdated. I don't think she's no longer there. So I want to change that. Ken. >> Yeah. >> Got it. >> All right. Any questions?
011Doesn't look like there's any questions, Ken. Thank you. >> Okay. Thank you. >> Thank you, Ken. >> So, we need to take an action on this. >> Hey guys, is there a motion to approve actual? Thank you. Is there a second? Thank you, Roberto. Gisham, your vote. Hi >> Roberto. >> Hi >> Larry. >> Hi >> and Michael Bosai as well. The uh approval is unanimous of the unedited actions. Okay. 42425 report items. We'll start off with the sty that's staff the staff stipen review. >> All right. Um, okay. So, uh, this came out of last month's board meeting. There was a question, uh, regarding stipens and how that worked to incentivize staff and make sure there's there was not too much inequitability behind the st the stipens. So, uh, basically I broke them down
012into a table, um, which is on the table here. I'm just going to take a moment to go through this. A few caveats before we begin. Stipens are only available to uh non-exempt or salaried um staff, which is there are 40 of hourly staff, which there's 24 are not um uh permitted to have a stipen. Excuse me, I said not exempt exempt staff exempt from overtime. Um, and the reason for that is if the hourly staff is doing something outside of their normal hours, then they would just be compensated for additional hours and overtime if it they uh if they met the overtime requirements. So, what we see here is I put them in order of most common stipen to the least. And so, we can see masters and doctoral stipens. We start off there.
013Um, 21 staff uh receive that. and you have uh three different thresholds of master's doctoral depending on the whether you have one, two or doctoral stipen. Uh we have a robing teacher and that's uh 550 per classroom. 16 teachers are are receiving that. It's about half of the teachers. There's 30 total teachers. Bilingual, there are 15 staff members that receive that stipen and they're receiving that to lead parent teacher meetings. Uh >> so when you say bilingual, do they have to have a bilingual credential? >> No, it's uh can you lead uh conversations with students, families without the need of an interpreter? >> And that's a yes or no question that you ask the staff member. >> Correct. >> So you're not sitting in a parent teacher conference to see if parents can actually understand
014person. >> That is also correct. Yeah. >> Okay. um fast 40 academic inter interventions. If they run four days of fast 40 per week, which is the max you could do because Mondays are PD. If you did that all year, you could get $4,000. Um traffic parking reduction, you get $165 for every 20 days. This was last year. Um we had 12 staff members take advantage of that. Uh if you teach designated English language development, you get a $3,900 stipen. Um, the reason that number is higher is because we want to incentivize teachers to do this. A lot of times teachers want to back away from that. And so in middle school after lunch, teachers either teach designated ELD or some sustained reading. If they're teaching designated ALD, they need to prepare students for the
015ELPACT in the spring as well as follow a curriculum that we prescribe to them, which is a combination of supporting the Amplify ELA, doing a classwide novel lead with lots of supports, and then doing specific grammar instruction and uh ELPAC preparation assessments. And so for all of that, they get the designated ELD stipen. There's a AP teacher stipen um with the same thinking. They have to go to a they go to a summer institute and then there's more involved in teaching AP class so they get that type of career fast 40 club. U we have less >> quick question about >> who selects the AP teachers? >> Uh the teachers volunteer to be AP teachers >> and what do you do if more than one person volunteers for an AP position? >> That has not
016ever happened. Mostly and I don't think it would because everybody's a singleton um meaning that there's only one world history teacher. until the world teacher history teacher decides that he's willing to do AP then we have AP. Um I'm trying to think if there I really can't think of any situation where there would be two people competing for the same class of AP fasting clubs. We only have four of those. It's less popular than the academic intervention. Um but they're compensated the same way. 1 to 4,000 over the course of the year to do that. One thing I forgot to mention um and Rosie's very good about this is we have a five student minimum and so when the students are going to go to a club or a fast 40 academic intervention they need
017to sign in and we need to see an average of five students attending either your intervention or the club otherwise they're not eligible for the statement um teacher lead they get 1100 per year um four teachers had that last year um and what that entails is leading department or grade level meetings on Mondays and then attending a meeting with me every other Tuesday from 4:00 to 4:45. Um and then they need to develop the agenda and follow up with the teachers that they are leaving. Um extra day stipen there was three teachers who received that they do say work a Saturday they get 220 if it's a half day or 440 if it's full. High school coach is 5500 per season. Middle school coach is 1980 per season. The reason there's such a discrepancy is
018the middle school season, there's six middle school seasons over the course of the year and um only three high school seasons over the course of the year. So, they occur much more rapidly. They also start later and finish earlier. Um high school yearbook, there's one for each of those versus middle school. We had an adviser who received each of those stipens. Um middle school athletic director, um one for high school, one for middle school. Um and then we did not have anybody. These are stipens that we offer, but nobody had the difficulty position and nobody had intercession enrichment stipen. Part of that was it was a lot of hourly staff who were leading the intercession enrichment and if we did have a teacher come in um then they would go for the extra day stipen
019which I think is a little bit more than the inter session enrichment week stipen. >> Um so that is kind of an overview of our stipens. Do you have any questions? Yes. Do do athletic directors also get released? >> They do not, but they do if they have a game then they >> Yeah. So like when I was looking at this that the high school director but uh jumps out as a high amount and she's at games four nights a week. So when you add up all that um it adds up especially during the winter season when we've got basketball and soccer. Um so other questions? Could someone have a master's, be bilingual, get the parking reduction, teach an English language development course? >> Yes. >> So on so on. >> Yes. Yeah. So I
020was looking at that because I knew that's kind of the angle that you were asking about. Yeah. So um I have another slide for that. So there was no uh standouts from that perspective. Um but where we do see high amounts of stipens total is with the coaching and athletics and that's because we have stipens for the athletic directors, but then they also oftentimes are leading high school or middle school or both sports. And so when you add up all of those stipens together, that's when you start to see significant dollar amounts. um all others. And it was kind of interesting because to your point, Michael, let's say you're a teacher and you're trying to take advantage of this, what you would want to do is do designated ELD, AP fast past 44 days a
021week. We actually didn't even have a single teacher that did both designated ELD and AP. So there's, you know, subgroup that does AP. They get their stipen. Same with designated ELD. Fast forwarding, we have a few teachers that go four days a week. Most do not. Most are two to one. And of those, there wasn't a lot of overlap between that and designated ELLD. So other stipens and then like the bilingual, the master's stipens are going to fall in. But all others ended up being 7,000 or less, but those coaching athletics is one of the ones that really jump out. And so that is what it is. But at the same time, they're, you know, leading practices after school every day, plus they've got games and all that. So if you were to maybe you've
022got a chart for this. >> Okay. >> This is the last chart I have. If >> you take the what is it 40 teachers that are on staff? >> 30. >> Yeah. >> That are eligible for a site. >> Yes. >> And you were to lay them out. Um how many would be you know at that level the like the athletic coach level and how many would be say not taking any steps >> most well I guess my right now there's only like right here you see all others are low below seven and then within that group there's probably I'd have to do that at least five teachers who probably get one or zero stipens So we're talking a thousand or less >> and what's the dynamic amongst staff? I does anybody think about this
023stuff say this person's getting you know the extra >> knock on wood has not came up yet. I mean Rosie as our director of HR would you like to appine? >> Um I have not seen that come up. Uh teachers are very well aware of what this of the stipens that are offered and what other staff are doing. Um, every once in a while the question will come up with, oh, so and so's getting a stipen and I've been doing that too. I didn't know it was a stipen. Can I also get a stipen? So, if it falls within the category and what it meets the requirements, then yes, the answer is yes, they can get it. And although the stipen list has been given to uh it's given to them with their contract, sometimes
024they don't read it and so they're not aware of the stipens that are available to them. So, that would be the only case. But they they are aware. I haven't had anyone um ask why someone else is receiving so many studies. >> And you don't have people fighting each other because they want to be the athletic coach. >> In all the sports? >> No. >> In fact, it's difficult to fill these positions. >> It's more like elbow twisting to get them. >> How many of the coaching positions are filled by your staff as opposed to >> Great question. And so if I could go back to this last slide, because you see here, u middle school coach, two coaches. Well, there's more than two coaches. Um, but sometimes those positions are filled by somebody who's
025coaching multiple sports or by an hourly staff member. So, for example, last year we had this teacher, uh, he was a substitute teacher, but he coached multiple seasons, but he was hourly. So, he would get paid probably overtime. Did he get overtime typically when he was out there? time and they are still the same will happen this year. >> And then for we didn't have any well I guess we did have one how many external staffed coaches do we have last year? >> We have a total of one uh four total external coaches that get paid hourly. So, and one, two, two are high school, two are middle school. >> And have you tracked the hourly pay that they get versus the stipend? Are they making as much as the stipend or more >> for
026being paid hourly? >> Yeah. >> If it's not a SAMA employee, we tried to we did the math. I'm like, all right, let's say they have practices two hours a day plus a game. added up all those hours and then divided that by the stipen to come up with an hourly rate. >> Of course, you know, it's a guesstimate, but that's how we came up with the hourly rate in the first place. >> Um, that hour staff that are same employees, it's going to just be, well, they're out there and they're going to get overtime. We'd have to track that. They probably actually got paid more just because it's overtime. And why are high school coaches pay twice as much as >> because the season is longer and there are more time there's more time
027involved with both the games and practices >> the demands [Music] happen >> high school they go all the way to south of San Francisco and south of >> the um and also for all of these when we you know we look at these again but for mo like for both the coaches we're looking at all right what is the typical compensation local area and trying to match that or maybe be a little bit higher so we can attract the staff that here >> um difficult to fill position let's say you have a need for an English language development person and nobody's raising their hand and you twisted everybody's >> right >> elbow can you then go and say well I can make that a field position give you >> no >> thousand bucks more >>
028um give me one bulk the definition right now. Um so the difficult to fill a position is at the time of hire and so you can only get it at that time. Thank you for all that information. I think I understand much better now. Yeah, because I know we have a lot, but then when I was going through this, you know, none of these really I think you make a good point, Michael, about maybe having more rigorous requirements around the bilingual stipen. Um the traffic, you know, it's an interest of the city and Sabre and M just because we have limited parking. Um you know, and then a lot of these are just incentives. We want the teachers to support the students after school, so we need to incentivize them to do that. So we
029have the I think it's great you're doing it. I I can remember one of the biggest challenges I had at my school was uh you know compensating people for the time they put in previously as >> people were working a lot of extra hours and not being compensated for so I think I think this is a good thing. I'm not saying it's a bad thing. This is I think anytime you have issues involving money, you have potential for some difficulties. >> 100% and I I appreciate you asking inquiring about that and I mean it could become an issue in the future. Right now I just feel like it's so it's like I see it everywhere across industries. I think it's just tough to find people to do work whatever it is. So um Okay. All
030right. All right. Well, that concludes the report regarding uh stipens. >> Any other stocking questions? Let's move on to the next report, the SA cell phone policy implementation. >> All right. >> You know, it's interesting. I consulted my old school Alanza was the T through 8 school and last year and they said it wasn't unique to to Alanza but the first grade class was so totally out of control and I started thinking one of my de developed a theory it's because parents are sticking iPhones and iPads in front of these very young kids and they're lacking huge swaths of experience in communicating with other human beings. That's my but >> I think we all agree with that. >> And I pull I have a bunch of slides that I when I presented this to students
031that talked about that very subject. I pulled them out of this presentation. Um I should have kept them in but uh anyways so just kind of give a quick warm up again. Um so our plan when the students come in the morning they deposit their cell phones at the on the in the lockers when they write when they walk into school then they stand in there all day and then at 3:00 they distribute it out to the last block class and the teacher gives the phone back to the kids. Um that is working really well. There's no real procedural errors with that or issues that works amazingly well. Um, last block fast. So, yeah, first couple sides here, this is what I showed the kids when we first rolled this out. Um, and so they
032need to when the students put which locker did the kids put their phone into it, the all the lockers are labeled and they also have a letter and a number so they know which slot to put it into. >> They know what their number is. >> They did. What's happening now, it's become a little bit casual, I would say, and the kids just put it into a locker because they know the teacher's just going to give it back to them in a bit. Um, so at one point we had little yellow stickers on every single one of the phones and they would say, "Oh, I'm A9." and stick an A9 slot. I see less of that now. I think some of the kids probably know it and they always do that, but I think a
033lot of times they just find their locker and just stick it in any slot. you know that at the end of the day they're going to as long as they put it in the correct locker for the teacher they're going to get it um oh yeah here we go so that's what that would look like um but that is becoming less and less common that the students are utilizing their exact slot um uh so here so la reflection after five weeks I think the number one thing has been a culture shift And it's because before if your student has their phone out, it was like you shouldn't have your phone out, put it away. And they say okay. But then that would come out 10 more time. Most people gave a warning. And so what
034ends up happening with the warning is if the teacher's on the class and is seeing it, then they all get a warning. So it just keeps on coming out and out and out. And that's if they're, you know, monitoring the class closely. If the teacher's occupied with a particular student or up in the front and maybe not watching closely, then you would see these out even more often. So now the kids know if it does happen to come out, the rule or the expectation is yours should have put this back in the locker. It's mine and I give that to Mr. Red. Um, no push back from students or families when we rolled this out. I thought we'd get a lot more push back. We really didn't. It was pretty smooth. I thought the first
035week would be tough. It wasn't. Um, the phone collection distribution works. We haven't had a single lost or stolen phone. Um, consequences are working. Like the reason I came up here at 5:30 is there was a student who had his phone confiscated today and he was like, "I really need my phone back." I was like, "I got to see your dad. Sorry." And um, so it's just kind of a hassle for them. Before when the phones would come from the student, it was a lot of emotional outbursts and then there's tears and then the parents are really angry. I really have not had a single emotional interaction regarding the phone. you know, we keep it light and they said, "Well, why'd you ever out? You should have put it in the locker. The kids know
036that. The parents know that." So, there's really no question. Some of the parents who have been really supportive. I have one phone in my lock in my cabinet still because she said, "If your phone comes out again, I'm not coming back here." Sure enough, his phone came out again and she's not coming back. So, phone's with me. Um, I'd say in a given day, probably between two and five phones I'll get coming up to my office. Um, but it works. And then they, you know, sometimes they've got to, you know, work out a plan. You know, Friday I was here late. Sometimes they're worried because their parents don't get off work late. And then I say, "Well, they'll just have to come by tomorrow, which frustrates them." But that's the whole idea. I just want
037it to be a hassle for them to get their phone back. Um, areas for improvement. Fewer students are putting their phones in the locker. So, I put a little photo over here. This is our eighth grade English teachers phone, right? Locker right here. And you can see this was today. Two kids put their phone in the locker. So, what's the story with that? The kids are betting that they won't have their phone out, but they keep it in their pocket or in their backpack and just say, "All right, I'm not putting the locker, but I'm not going to have it out all day." And so, they're taking that risk. And if I guess if it doesn't come out, then they won't get their phone confiscated. But we do see lockers becoming less and less full.
038Um, it's interesting like I always notice the dual enrollment. I mean, lockers very full. >> That one's always full. Yeah. Um, and those are the kids who are leaving school early because they're sign up for real classes, so they're responsible. Um, sixth grade's pretty full. That's one I have a sixth grade example up here. And I think there's a a handful of kids who don't have cell phones in sixth grade. So, um, but then when you start to go up to grade levels, I'd say eighth and ninth are the most quote empty cell phone lockers. >> Seventh, probably seventh and nth. >> Seventh and ninth. Okay. But so you see, you know, I have a class that say 20 or 30. There's two, three, five, eight phones. So that means the rest of those kids
039have their phones either in their backpack or their pocket. So what would be the next step? We could really put the screws down and say we're going to search everyone, but that's not feasible. So it's really just up to the vigilance of all the staff members to say if we see it out, we got to make sure it's pulled from them so they don't. So >> what's the deal with that eighth grade teacher? Well, so they that means that the kids are keeping the phones in their pocket or in their backpack and if they don't have it out looking at it, then presumably they could go through the whole day without having it confiscated. >> So why wouldn't you I understood scan can't do it for every class. Why wouldn't you do a random thing
040where we'd say you would go to that last class that's represented by I there. >> Uhhuh. >> And uh give the phones the two phones to the two students that follow the follow directions and then search each of the remaining students to see if they have phone and if they do confiscate their phone and tell their parents to come pick it up in a week. Okay. Uh, yeah, it's more of a will thing, so that's good. Is the board directing us to do this? >> I just volunteered to come over and and hands to the parents. Yeah, I'll come back. >> Okay. Um, >> have you heard any feedback from staff about how it's working? >> Staff love it. I would say by and large, I even asked it today at teacher leadership. They all
041are very happy with it. they feel like it's been consistently enforced that and the uniform they've been very happy with. They expressed that with teacher leadership today. >> Um and so and then you know the kids too kind of to your point Michael I think they know and s even though they probably don't want to admit it that the phones are not healthy for them and so they're realizing being away from their phone is a good thing >> and I think a lot of articles just about that very thing. >> Yeah, he sent me one. Mhm. >> So we're, you know, we're not the only people doing this. >> No. And there are students that have actually said, "I'm depositing my phone because it makes me feel so much better that I don't have to
042worry about it through the day." >> Yeah. >> It takes pressure off. >> Oh, there was some article I read about a child saying, "It's so nice being able to come to school and know that somebody's not >> I actually heard that one yesterday." >> Yeah. just pass. >> Yeah. So, my related theory, Michael, kind of just going one step further, is I'm I'm I'm waiting for the first article to read where somebody school does it is like, and I'm not I love technology. I love phones, but like who's going to go the next step and be like, we're not going to have internet or phones >> and okay, internet, sure, we need it, but like you know, I I always remember your conversation. You know, you work with computers, Gisham, and like you have
043one class period, you know, and that's how it was when I was in school, too. But it was like the it's so just everywhere all the time that it kind of just diminishes the importance of it. And if we had to read books most of the time and then we had some set time to use internet, I think that could even help even more with engagement. >> Oh yeah, I'm for that. >> So I don't have a specific concrete setup. Maybe maybe we go to that next year. And the funny thing is I've seen more and more teachers like the a lot of the eighth grade teachers, they're just doing pencil and paper >> because they're so tired of the Chromebooks and the distractions and the >> And AI. Yes. >> Yeah. In fact, yeah.
044Our 11th grade AP teacher moved to all pencil and paper, including the essays because he was so mad because somehow he was like, they still cheated and I was walking behind them. He's so committed uh while they were doing it. And I don't know how they somehow used AI, but they still did, you know. >> So, >> our a push a push teacher also. >> Oh, is he? I did not know that. Yeah. >> Yeah. They are only allowed to use um if it's at home, it has to be pencil and paper or pen and paper. If it's within the class, they're allowed to use their Chromebook up to a certain degree. But at home, it has to be pencil and paper. >> Yeah. So >> did you hear any thoughts you know from staff
045of the kids that day that there was no internet? >> What? >> That was last Friday. >> That was not last Friday but Friday before that. >> No internet. It was actually was entire possible almost. >> Yeah. >> Well I didn't have it and >> I remember so we had no internet. Spectrum >> was completely down. not just SA in Watsonville in general. I know some of the teachers actually were happy that there was internet because they were able to give them the the paper >> and kids were working and we had no issues that it was amazing. >> Yeah. Even behavior-wise the kids were >> It takes longer I guess to write with pencil. I don't know. But it it was great. >> Was there any feedback from the kids? I asked what the
046answers are. >> Yeah, it was cool. >> I did ask. >> It makes you think though. I mean, >> I don't know for all the advances and it's it's wonderful. I love internet. I love phones, but just like maybe not for schools or most of the time not schools. >> It was great that day. I actually saw teachers going into the book room coming down the stairs with bunches of books. I haven't seen that in many, many, many years. >> Books at school. >> All right. Well, if you need any volunteers to come last period to uh >> All right. >> Anytime. >> Careful what you wish for. >> Yeah. >> Or what you're asking. >> I would say, you know, if you directed me to do that, I would. I think we'd have a
047little bit of a mutiny with some of the classes. So, >> well, you know, if you get too many boxes like that, I think you you're going to need to. >> I just I will say from experience, I don't like doing whole class searches. In fact, I tell all the staff, do not do a whole class search. Be particular in who you're going to point out two, three, four kids max, because otherwise it just turns into mayhem. You won't find anything. It's from my experience when we've had like there's possibly some illicit item in the classroom. >> Christian, isn't there some little tool that could walk in it little thing? >> Well, that would if there is that. Yeah, that >> There might be because >> I mean, as long as they have it on
048now, if they had it off, but there is no way. >> Do you do you collect their phone numbers? >> No. Yeah. >> Call the number and see if you know which to open. >> I mean, are you having problems like in the in the classrooms that are that empty? Are you having problems where kids are starting to get out? >> No, but you know, the thing is I don't you know, I'm not in every classroom every day. So, it's like what is going on? You know, do the kids have a Mount Barbara's class? would be something I want to take a look at. I the one thing I do see that's cropping up that I would if you don't have your phone, why would you have your AirPods? Now, AirPods are complicated, but those
049are becoming more common. You know, it's to me if you have your AirPods in, you probably have your phone somewhere around you. Mhm. >> So >> yeah, I actually did walk into classroom where the teacher was working. So and the student was very clever sits in a table where the teacher's desk is located and the had the uh a cord by the way it was not there but in his ear and I was walking to get something from one of the offices like what's that connected to didn't even ask, didn't even say what it was. He just like I just handed it to no discussion confiscation. >> Yeah, >> I think for the most part when we have had to confiscate phones, there hasn't been the fight that there has been in the past because
050at least they feel like this rule is being applied consistently every day. >> Yeah. Even from the students that normally push, I'll ask them for their formal. >> Good. >> Well, that's a positive start. >> Yeah, happy with that. >> Very happy, actually. >> Good. Any other questions regarding cell phone? Let's go on to uh 7C, enrollment update. ready. Okay. So, um I wanted to update us. This was the the total applications for SABA. And what we can see here is um our total applications nearly equal the 2425 applications 154 to 155. We actually had an 13 uh student uptick in sixth grade. And then you can see the numbers as you go across 7th, 8th, 9th, 10th, and 11th. Um so overall, I did not see the uh decline in applications that I thought
051might happen given that the district is going through such a steep decline in enrollment. Um if we look at the next slide here, um there's a lot of stuff on the slide, but um basically it goes back to 1819 up to this year and we see this year right now we're at 504. Last year we were at 494, so we're 10 above where we were the previous year and that kind of gets us back to where we were uh postcoid 506 504. It does. It seems unlikely right now at least that we could get back to these pre-COVID numbers of 521 and 514. And I'll be honest with you, what always happens like right now I feel like we're at a stable 504 number. We always start off around 540 535 and then slowly kids
052just transfer out at the beginning of the school year because they forgot to turn in the paperwork or whatever else. And so it's hard to get an accurate count until we're well into the school year. But now we are and everybody's been accounted for that's going to transfer out. And so that's where we'll be. We'll probably see a little bit of a decline further, but you know, there's usually less than a handful of kids, you know, five or less that'll uh transfer out. And if we do see more, then we might be able to go to our weight list and pull in some kids to keep our total enrollment above 500. Um, the other thing I want to point out here in creating this is if you look at the grade 12 classes, 61, 56,
05363, 64, always kind of low 60s. Um, and then you look at last year there was 54 kids, which felt small. And then this year there's even fewer. There's 48 students. And if we look at next year, there'll be 49. And that's assuming that nobody else transfers out, which there probably will be a handful. History always shows there's one to three kids who go out from senior to senior year. So we might even have a class of 47 46 kids next year. So for the next two years, this year and next year, we'll have senior classes that are below 50. Um, and that's really why this number overall is lower. If you if we add say 12 more that put us back up at you know 516 which would be right around where we were
054pre-COVID. So what's going on there? We see in ninth and tth grade those numbers look pretty consistent. Low70s across the board even right now high7s. So if you look at our nth grade class there's 79 in there. Um that's more than that's you know the most that we've ever had in nth grade at this point in the year. um 10th grade 69 right up there. But in inevitably what happens is the students either transferred out on their own or they fail a number of classes and then they end up um needing being credit deficient and then seek out alternative education schools. So, we've talked about this as a staff about how important is to really provide meaningful interventions, but I think what we don't realize is we just need to do even more to make
055sure that the kids feel like they have the skills to be able to graduate from high school. And so, that's kind of the story that I'm seeing here. Middle school looks about the same. We've always got about 90 kids. Again, we're right there again this year. Mid 80s still. Seventh and eighth grade. I feel like a weatherman right now attacking But I mean it's it's consistent across all the grade levels. But I think what we're seeing more and more often is this decline in enrollment in the mid high school years. And I think a lot of that is due to academic struggles. And so uh we talked briefly today at the admin meeting about what more can we do to really provide meaningful interventions for kids who are reading at a elementary or low middle
056school level yet they're in 10th and 11th grade classes. And there's quite a few kids who are in that position. We have this great reading intervention that Mr. Winshell talked about at last month's board meeting. It's working. I checked in with Mr. Hernandez today and he was talking about how much the kids are into it and improving. Um, but that's sixth through 8th grade with the idea that we want to just close that gap by the time they're in nth grade. But inevitably there's a, you know, a large group of kids who really struggle to read and understand in ninth and tth grade and then they leave SA after that. So >> that 14,000 for the district is pretty scary. Yeah, I got that of uh yeah, Paharonian publication that they were talking about that.
057I know. And so if you look at the portion of SA students compared to the district, we're actually uh have increased considerably. So we're not seeing that same drop off that the district is, which is a good thing. >> So the one I see that's really concerning is that the class of 2026 is almost half of what it started as. I'm looking at that. >> Um, yeah. So, if you go right up here, is that what you're saying? >> Yeah. Went from 90 to 4. >> Yeah. Yeah. And so, we used to be able to keep 90 to 60 and now we're 90 to 48. Where are the where are the dropping off points? 8th grade to 9th grade. We typically lose here. You can see 10 15 uh >> 10th to 11th with that
058class. class 13, >> right? And that class is it. And so I think a lot of that is the academics. >> That's a good point. I' not looked at it explicitly that way, but it does bring it. Yeah. I mean, right there, that's the evidence. So, um, >> wait. Um, so we have a few kids in sixth grade and then these uh are the numbers that are going to be on the wait list for 9th through 12th grade. Um, right there. The other challenge we have sometimes is um a lot of times we'll pull students off the weight list in high school and then they've got uh a lot of challenges that it makes it difficult for them to catch up academically if they're special prepared deficient. So, we typically try to pull in students
059when they're in seventh and ninth grade to join our program. >> So, you know, there's a trick that a lot of more corrupt charter schools than this one do in terms of their enrollment >> with multiple lottery dates. You know how that one works. So, the law says you can have multiple lottery dates. >> Okay? You can like close the first process and back in March if you want to have another one in April, another one in May. The theory being that those applications that come in in March are from the most proactive families that want to make sure their kids get into a really good school >> as opposed to the ones that are last minute pleased for help. >> Yeah. >> Now, I'm not saying you should do this. I'm just saying that
060there are schools that have a lottery in March and suck in those 75 or 80 high-end kids with functional families and then have multiple lotteryies later that maybe excluded a lot of the less collective families. Sense >> it does. >> Yeah. I think SA's always had one lottery date and don't have any plans to change that but I can see how schools could take a look at that too. do that. Yeah, I think um I think my in creating this report one at least in the short term it looks like we'll be have a strong enrollment so we'll feel you know be financially sound to continue to offer the programs that we do. Um, I think medium term we need to look at how can we set up a program in high school that is
061supporting the kids who otherwise would fail out of high school and how do we do that while trying to be a college preparatory academy. So we can look at that. I think it really would be like kind of strategic changes to our master schedule, really looking at the kids instructional reading levels, really trying to pair them with interventions that are meaningful to try to catch them back up. I think that would be our best bet because right now I feel like too often the kids are in these GED classes and I'm generalizing, but like if you're reading at a fourth grade level, how much are you getting out of that world history class or, you know, physics class? Why not a lot? >> All righty. Any other questions regarding enrollment for Mr. Rip or Rosie?
062>> Hearing none. Any items that people would like to see on the next agenda? >> Yes. distinguish hand come up if I raise it. Um I'll hear it for the next. So is there a motion to adjourn the meeting second? Thank you Roberto vote. >> I votes as well. Unanimous we are.