001All righty. I'm going to call the uh meeting of the SA board of directors order on April 8th. It's a regular board meeting. Uh I'm going to record the attendance guests. Uh from the board, we have all of our board members. Personrise, Larry Dabby, Dr. Roberto Portio, Michael Jones, and student trustee or student director Edgar Kbach. From the staff, we have Josh Rick, Rachel Medley, and Rosie Infante. Do we have any other guests online? Ken Park. And we have Ken Park from friends at DMS. And we have the following students. Torres is Alcantara, Daniel Chino, Nicole Areas, Jocelyn, Diana Maldonado. We also have parent Roberto Torres present. Did I miss anybody? Okay, that's recording attendance and guests. You are now going to go to number two, public comment. This is an opportunity for anybody that
002would like to talk to the board or share something to the board that is not on tonight's agenda. Anything like that? Well, this is Do you want them? Yeah. So, this is public comment, not Yeah, that's okay. All right. The agenda and have a motion to approve the agenda. Is there a second? Thank you, Gam. Uh Christian, how do you vote? I do vote. Michael votes I as well. Larry, how do you vote? I. Yep. The agenda is approved. Moving on to the consent agenda. Is there anything on the consent agenda that anybody would like to pull off? Further discussion? Can I have a motion to approve the consent agenda? Is there a second? How do you vote? How do you vote? Michael as well. Larry, how do you vote? I good. The agenda is
003approved. Now go on to pause here for a second. Sir, are you uh wishing to join us in the meeting? What? Let's just watch the presentation. Come sit up here. Okay. So, now we go to report 5A. I believe that is Mr. Ken Parks. What's the update? Okay, Ken. Uh, I'm gonna go and share my screen. Um, and then, uh, we can just go through the DMU. Okay, sounds good. I get better at this. Okay. Can you see that? Okay, Ken. Uh, yes. All right. Okay. All right. Okay. Um Okay. Uh good evening everyone. Uh tonight I'll be presenting SEA's February financial update. So that P page is the summary area page uh which summarizes tonight's update. So we can move on to the next page. So on the budget versus actual summary page uh
004we are comparing the now approved 2425 second interim budget shown in the first column and the the actuals actual numbers that has transpired as of February 28th. So overall we have received about 50% of the budgeted revenue which is about $5 million and we um spent about 64% or $6.3 million of the budget um as an expenditure. On to the next page here. can u guests here tonight. They might be wondering why we've only received 50% of our revenues but we spent 64% of our expenditures. Why is that? Uh that is because a lot of the revenues um uh are being received on a spending basis that which means uh we spend the um expenditures first and then uh we get the revenue from um you know federal, state and local government uh after we
005spend it. um after we in other words we report the numbers we spent and the the government will kind of pay us on a reimbursement basis. An important lesson for students is this is not how you want to run your own personal budget. Don't spend the money before you get it. That's right. Thank you. Thank you. All right. So, on to the details [Music] page. So, this page is basically the same numbers uh we've seen uh above uh but in more itemized details. So, starting from the revenue uh so most of the revenues are being received as expected. um federal sped fundings um shown under federal revenue will be recorded around June of this year uh as well as the uh one-time uh state revenues um those will be recorded in June um uh as
006well. Ken, are you anticipating any problems getting the federal money that we're expecting given what uh the department of uh government efficiency is doing in Washington DC? Uh not at this time. Um there was a notice from you know the the administrator administration uh saying that they will be freezing all um one-time sir funds which is a onetime federal funds but thankfully for Saba um at this point we received all the uh onetime federal revenues at this point so um that won't be affected for SA as for the um potential Department of Education uh being dismantled or what not. Uh we are still looking into it. Uh we're keeping an eye on it. So um I will be sure to update the board um as the updates come through. Thank you. Thank you. All right.
007On to the expenditures. Um so all expenses are on track as well. Uh there are no uh visible red flags that requires your attention at this time. Uh but we will have a better idea about the final numbers uh during a actuals um in September. All right. So this page is the monthly cash flow. So basically shows the uh inflow and outflow of cash on a monthly basis. So we started off the year in July 1st with about $5 million in cash and um at the end of February 28th uh we have about $4.8 eight $8 million in cash and um and we are expected to end the year or fiscal year um on June 30th with about 5.9 million or 229 days uh cash on hand which is a very stable um reserve amount
008of cash. All right, last but not least, we have a balance sheet shows the snapshot of SA's financial status. Uh, in this case, it will be of February 28th. So, uh, we have about total asset of uh, $13 million or $13.5 million rather and we have about uh, 6.3 million in liabilities which are kept um, as low as possible. So, which makes Saba with um about $7.2 million in net worth. And that concludes the update. Thank you so much, Ken. Any questions for Mr. Parks? Hey, I think uh no questions. Well, thank you again for your uh report and we'll head on to the next item on the agenda. Thank you. All right. 5B, which is the Midwest College trip. I suspect that might be why students are here. One second. Is this fine? Where
009we at right now? My name is Sat. I'm a senior. I'm 12. My name is Chino. I'm junior. Great. I'm Justin. So, obviously, this is about the the Midwest College trip that we took. So, I wrote a lot, so bear with me here. Um, first thing I wanted to talk about was generally just the city. I really enjoyed it. I always love the city and being in Chicago. Oh my goodness, the views were beautiful. The architecture, I loved it. Um, but it was really cold and windy, which I I mean, they've warned us and I expected, okay, maybe I should take like an extra jacket or something. But the wind was something else. I I've never experienced anything like this. It was really cold. My face felt cold. My ears were all red. It was
010It was rough, but still, I mean, honestly, it was an amazing experience. Lots of new food, which I will get to. Um, and um the driving. So it was me and Chino and then two others and then our chaperon in the car, right? And thankfully I took the front seat responsibilities of being like co-pilot which was like helping navigation, picking the music, making sure nobody got heat stroke in the car because of the heater. Uh it was like I really enjoyed the experience. Um it wasn't all that bad. I got a massage shirt the whole time. So it was really cool. Um independence. So, this trip just in general gave me a real feel for what independence is going to look like in the future and not so distant future in a couple months. Um,
011and I feel like I really needed that because it really showed me all the stuff that's going to be coming up real soon. And I just I really I I really appreciate the fact that this trip was able to show me just a glimpse of what's going to happen. So, um, food. Okay, so the food we tried a place called Cobras. It's kind of like In-N-Out, but in my opinion, it's better. I had this I had both the places in one week. It was really good. I enjoyed Cobra's more and it's a whole lot cheaper. Um then we tried Portillos. Uh I personally only tried the um the chocolate cake shake where they take a um a slice of chocolate cake and a scoop of ice cream and they put in a blender and then
012they give it to you. It was it was really good. I mean chunky. There was like a good chunk of like something at the end. But it was really good. Um and then we tried Pzanos. It was this um small restaurant. I think they only have three locations. And I think we went to the original, right? Um, we went to this like small, well, not small. It had a basement, like a top floor, but we tried this pizza place, right? And oh my goodness, I didn't I don't know if I was going to like Chicago pizza, but wow, it was really good. I enjoyed it. I had two slices and then they even traded us for some dessert. It was really nice. All right. And then colleges. So, while we were there, we got to
013um experience um a night on campus at Calvin and I really enjoyed it. We got to um live in the dorms as any other college student would. And it was really fun. We got to explore the facilities. I personally went to go work out and then walked around campus for a while. It was really nice. I enjoyed having to see being able to see all that stuff that normal college students do. And at the end um we all got together and we just like hung around in one of the um the recreational areas and it was really nice. And then Roosevelt. So personally I had never been to a a very vertical school. I think it was what 30 stories 32. It's a very tall building. It's all in one building. And they specifically told
014us you don't even have to leave the campus. There's food there. There's dining. So there's dining. There's housing and your classrooms all in one building. Which I just found that like crazy. 32 stories, all that. Wow. Um, very, very cool school. And then Loyolum, it was a very big one. Oh my goodness, it was really big and it was really cool. And one of my friends, Diana, actually, um, applied there and she looks really excited to go there if she does choose to go there. I thought it was just a cool school all around. Nreame was massive. Like, I can't overstate that. It was massive. I don't even think we got to see the entire campus. We were there for like what, like almost two hours. It was it was big. Yeah. And it was
015really cool. Um, what else? Holy Cross. So, specifically Holy Cross, it was a very small school. The campus store only took like what, like half an hour, but it had a lot to offer. Personally, since I want to be a firefighter and I'm considering like a medical track, um, their connections because of the principal there or the president, they um, they have connections with medical schools. So, Holy Cross has the opportunity to completely skip the MCAT, which is like a like kind of like the bar exam for Warriors and stuff. So, it was really cool. I enjoyed it and it was a really nice campus. They also gave me a free blanket for answering one of the questions. So, enjoy. And um Michigan State, I think this was like around the middle of the trip,
016so we were already, you know, kind of getting into the rhythm of the go to a presentation, go to a tour, ask a couple questions. So, but it was really welcoming. Honestly, it would felt a little like more welcoming than the others and I really enjoyed that. And University of Michigan, although they're completely different schools, both of them are very welcoming, very like they had a lot of soft and then change of mindset. So, yeah. So, originally I didn't think there was much out for much out there for me because I was like I was I didn't even think of going outside of the state much less all the way across the nation. So, I didn't think there was anything out there. But now due to this opportunity, there's so much to see out there.
017There's a lot of opportunities that we don't even get here. And it was just it was a really nice like opening of my eyes. Overview. Uh I'm definitely considering going to Holy Cross since it has a great opportunity that I have not found anywhere else like at all. And um I mean it was a really good experience. I really enjoyed it. And then here are some pictures. So that was it that top left one that top left one was at Pisanos with me and my group that we were riding with and that's all of us in the car under that. And here's some pictures that I be I've uh taken for AP art since I'm in that class this year. And yeah, I think the one with the golden dome, that one was NAR. Yeah,
018that is solid gold up there, which little story is that they spent all their money on that dome and had nothing, no moneyies, no funds left to build the rest of the campus. So, they just had to figure it out. Yeah, that's all for me. All right. Okay. All right. So it's a little similar to ESAS, but um I'm a tourist. Um things I gained from this trip was a new outlook on pursuing college like outside of California and I'm really liking the education here in California, but it was a lot to take in out there, which is really like eye opening. Uh my favorite part of the trip was traveling between states and hanging out with students that, you know, usually don't talk to in school. And I got to socialize a lot. And
019my favorite part of the trip though was visiting Calvin. It was a college and we got the whole experience. We got to live on campus for an afternoon and a day. Yeah. An afternoon, a night, and a day. And then we had an RA. He was a senior there and he was very like informative on the college. We really liked it and we got to meet up with a professor of your major choice and I met a an engineering professor. So yeah, very it was pretty cool and it's like something I want to pursue or something. Yep. And um school I found most interesting was Chicago State, Michigan State. And you know they're pretty similar size but they're very big schools. And I found that pretty cool. Calvin, very immersive program and I really like
020visiting everything because it's like something I've never seen before. Um, I definitely applied to Chicago uh Loyola University or US and Notre Dame because you know it's just new and I really liked it over there. Very expensive. It's very like prestigious. Um, and yeah, I really like the products. I didn't include too many photos, but there were a lot in my gallery, over 200. And um, the universities we visited were Loyola, Roosevelt, Chicago State, Hope University, Michigan State, Notre Dame, Holy Cross, and St. Xavier. I think that was University of Chicago. Oh, University of Chicago. Oh, yeah. And we also got to like visit the authentic Midwest restaurants and stuff which was Pisanos, uh, Portillos, and Coopers. And we also took a little side quest and visited capital of Michigan, which was very cool. Oh,
021yeah. Hi, my name is Daniel. Um, first of all, I was pretty chilly. Extremely chilly, windy, too. It hit suck a punch in my face. I mean, I went to New York and I was like, it's the coldest coldest place I will be ever. Well, by far. No, wrong. As soon as we got the airport in uh Chicago, the winds. Well, it was pretty it was the cities was pretty nice. It offered a lot. It was a good view to walk, especially at night. It was some good pictures. It was great. The the I never tried deep dish pizza. I thought it was going to be normal pizza, but no, I was so wrong. It was like this big cheese with meat lovers. It was pretty good. That was amazing. Yeah. I I always thought
022they were exaggerating Chicago pizza. No, they're not, but it's worth it. Um, schools and I got I was more interested in statewise, not Chicago, more like for me Michigan because they offer like a good a good engineering program, not only civil engineer. We didn't see that much in the school, but it it was looked promising for Holy Cross offer also a engineering program, which I'm also interested because they They have connected with Norane and one holy was holy St. Mary St. Mary they connected with St. Mary, they're like a tri campus, which basically means if you have an ID from either one of those schools, you can go anywhere with that ID. And I want to I think I want to go say uh Holy Cross because you're connected to Mar. Yeah, exactly. Also, it
023looks pretty it looks pretty nice. You can It's really walk 10 15 minutes from across the North D. I got a bike so I can I can go in like 10 minutes tops. The drive from going from stair to straight wasn't so pretty and mindboggling. I I still I was like it was like what nine I was like still wait like barely await looking GPS or waiting for like the the sign say welcome welcome to Indiana. I was still waiting. It was it was pretty nice too. It was it was pretty beautiful as well. Like the skies, you can see the stars compared to pretty my opinion. Um but yeah, I think everything was pretty nice. Most of my classmates cover everything. Oh yeah. Hope every year in you get in sixth grade you get
024into three groups. Yes, it's like classrooms, but they name it all. They named those groups after the colleges or universities. It was UCI, SFSU, and hope. I got put into hope and sixth grade. And I found it. I didn't know. I thought I was going to stay in the hope class forever. I wasn't going to change. And I like that. But after then graduate, I like a damn. But to me, I when I was a little kid, I didn't I never knew I didn't even know where the place was. And I and I said, "I want to go to Hope." And when we got to when I found out we're going to Hope, I was like, "Wow, we're going to the place I thought I didn't even know it where existed. I didn't know where
025we're going and I'm going to it." That was mindboggling for me. That's why I got this It was pretty nice. It It's pretty It's It's crazy though. The world's pretty small. Like you I didn't believe if I told my sixth grade s you're going to hope I would be crazy. I would be like amazed. I was like no way really. Yeah. It was it was pretty crazy. Oh yeah. I think Okay. You want to talk about your photos? Oh yeah. Oh here I took a picture of myself in front of Pyanos my California shirt. I represent California as always. Over here is we took it was Holy Cross and there's the Nor logo and the Blue Cross. Yeah. Okay. I like the picture. At the risk of expressing my ignorance about religious matters, you said
026that's a picture of the Virgin Guadalupe. Yeah. Why does she have a dice in her chest? I'm not too sure, but I'm going be honest with you. I I took a picture because it look pretty nice when they gather. But I think it might represent something it doesn't matter if like you hate her or not. She's still going to be there for you. Like like you you might hate her or you might not even care, but she was still protected. Very nice. But I don't remember a story or a college story that has to do with her being killed with a knife. Well, it doesn't look like she like killed more like suffering that you suffered. We should investigate that. I was thinking the same thing, Michael. Nicole. Hi. I'm Nicole, a sophomore in high
027school. Today I'll talk about my own experience on the Midwest College tour and how to help me grow from this trip. I gain a different deeper understanding of what of what place and environment I would like to continue my life and after high school and which place it will help me build into the person I want to become, a place I could call home. My favorite part of this trip was the memories I made and the new people I've met through this experience and of course being able to see a new perspective from where I live here. My favorite colleges were Holy Cross and Norel right apart from the rest of the colleges we visited. I have thought of applying applying to school out of state and this trip only bridge this. Now I know
028that I will be applying to school out of state when the time comes. The staff at the university were really nice. Although the staff at Holy Cross and Nor stood out to me because Holy Cross was really encouraging and passionate when they spoke. I liked how Nor was straightforward with their speech not too long but very informative and the students tour was very enthusiastic. Both of them had very nice environments. Overall, this should help me get a good idea of what I would like my environment and polish to look like. Excellent. Some pictures. All right. Hello, I'm Jocelyn. I'm I'm in 10th grade. And personally, I don't think I would have ever gone to Michigan, Louisiana, and Illinois. But thanks to Saba. Oh yeah, sorry. Um, but because of Saba and this trip that we
029were approved of, I got to go and I I'm really grateful. I got to see like new places, experience new weather, new culture, right? Because the people over there are different. I believe the people over there were way more kind and like you could tell with like the people on the streets and like the students from the colleges. And a part from the college I really enjoyed was every single college we visit. we visited there was these tour guides and they were all students from those colleges or they were students from the colleges and they were very friendly and they all adored their college so that really like encouraged us the students like this is a good college and like if the students love it then like why wouldn't we and I really enjoyed that.
030My favorite part was the weather. I really enjoy the cold. I wouldn't think I would enjoy the colds because like we live in California, but I really love like the wind in Chicago. The the wind was like piercing colds like Chino said. It was like punching in the face. But I really enjoyed that. It was really fun. And I went with my friend Nicole. We're best friends. And I was thinking we were just going to it would just be me and her the whole entire trip. Instead, I made a lot of new friends within the group and within my my grade and then other grades. So, not expecting that. I really enjoyed that though. Um, I learned my favorite colleges were Holy Cross, which was a Catholic college connected to Notre Dame, which was also
031um Notre Dame was also a college I'm interested in. And I'm also interested in I didn't write on my slides, but I'm also interested in Chicago University and Lyola um because they were very beautiful. And once again, the people, the students were very kind and passionate about what they were doing. It was very encouraging. And yeah, this trip helped me learn that I'm not limited to California. Even though my family might want me to stay close, I can always go abroad or like not abroad, but across the country. It's I really enjoy this trip and then I'm so happy you guys approved it. Thank you. Oh, yeah. And then this is me and my friend Nicole and some of the students in front of the buildings in front of the bean. The one in the
032corner in the I think left is the the state capital. State capital of Michigan. Yeah. Oh, when we visited Michigan University, it's like the biggest college ever. Like Stanford size times two. It was really huge. It was crazy to get from one side to another on Michigan State. You had to like it was for a walk. I believe it was like an hour and minutes. Yeah, it was really fun. Spartan know about this. Presentation they have any questions for students? It's like a wonderful time minus the chill. Okay. Well, thank you. Do any of you know? [Music] Do we know what any of you know a student who maybe went to SA or another school here in Wville who went to a university outside of California like Yeah, I believe we met Panto's daughter who
033was like the first graduate um first graduating class the first graduating class of Saba and she went to Hal and we met her from the Lola is a student from high school from Atos. Yeah. Uh my nephew Yeah. So I tried to make connections and he actually was our tour guide at Lyola in Chicago. Um, so students from California that moved over there and stayed and lived there. So we have a depiction of what the wind is like there. Is this in Chicago? This is in Chicago. That's right. All right. Rosie, what was the biggest challenge your daughter dealt with when she went to college? Actually, I think they might be able to answer that question because they did ask her and she answered that. Um, she said that the biggest thing she dealed with
034was separation from her family, but then she ended up loving the Midwest and she actually moved over to the Midwest and is currently living there. How long did it take her to get over her homesick? I'm not sure. couple years. Yeah, that's been my experience with a lot of the students that I've worked with. I was principal school and uh the biggest thing was going to away from their families and there probably 50% of them couldn't pack it and they ended up coming back. Yeah. So, I would encourage you to talk with people that have had that experience, learn from it, get yourself your mind ready to deal with it because you I think everybody deals with it one way or another. I think uh my nephew Alex also at Lyola also mentioned the same
035thing that it was hard for him to be away from home. Uh but he was also, you know, dealing with it. He made a choice. He loved the city of Chicago and wanted to go to school there. So, um, he actually told his mom recently, "Mom, I think this is the last summer I'm going to go home if I plan on doing my internships in Chicago. I don't plan on moving back to California." So, uh, yeah. So, it's just uh, you know, they they've learned to love the area. I think for my daughter it was a couple maybe less than two years but um she loves the Midwest and she is now settled and got married. She's not moving. Yeah, that's great. Good. But it was it was a great experience. kids were I'm glad
036that they were able to to have this opportunity to visit the different type of sizes, state, private, uh, religious, non-religious, like just everything from Holy Cross that has I think 500 students to Michigan State that has 52,000. Uh so just to see the different or the array of of uh colleges and what makes one stand out more than the other from maybe it could be the architecture, it could be the programs that they offer, the connection they have with other universities. We were very uh fortunate that all of the schools provided us with the exception of Michigan, not actually Michigan State as well. They all provided us our own private tour guide and um all of them we had a private info session except Michigan State. That was just too big to give us our
037own private session. But every other school, even Notre Dame, gave us our own private info session, which was really nice. uh once they saw that we were traveling with 14 students, they uh they were just happy that we made it out there and uh very courteous, very friendly people. It was it was a blast. I learned a lot. I told them my gosh, I would have had love to have had this opportunity 35 years ago when I was making that choice. So, they're uh they're very lucky to have that to have that. Thank you very much for the report. Thank you. Okay, now we'll move on to 5C which is the national park. [Music] Oh my god. I think they're doing the video. Okay. So, the organizer of this trip created a two-minute video about
038so I thought we could play the video and then you three share out your experience with the trip. All right. [Music] If you ever find yourself stuck in the middle of the sea, I'll find you. If you ever find yourself lost in the dark you can't see, I'll be the light to guide [Music] you. Find out what we're made of. We are called to help our friends in need. You can count on me like one 2 three I'll be there. And I know when I need it, I can count on you like 42. You'll be there. Cuz that's what friends are supposed to do. Oh yeah. [Music] If you're tossing and you're turning and you just can't fall asleep. I sing [Music] you forget how much every day I [Music] will help our friends and
039you [Music] Count and I know when I [Music] can do [Music] Right. So, uh, Sher out, what were some of your highlights from the trip? I would say the snow. The snow was super fun to be in. So we had like what it was like like maybe like 10% chance that they told us that there was going to be snow. Yeah. So we're pretty like oh there was going to be snow. It's only going to be a little bit. It was not a little bit. No snow for like an entire day. So like there was like a solid maybe like what 3 4 inches of snow when we got out in the morning. It was it was packed on and it was really cold but it was really fun. I got a bunch of snowballs
040thrown in my face which is not fun but very very fun to throw them back. So yeah, the snow was a really big thing. Um, first off, like Miss Py and Miss Downer were really great on preparing us in case it was really bad rain like last night. And it was really bad rain. Uh, there was even like really bad hell, but then at some point while we were hiking, all of a sudden there was snow. Then it got bigger. Then the floor got filled with snow and we all started snowball. Uh, if you guys saw, we made a night called snowat. Uh, we made this little sea turtle out of snow and we of course have a lot of snow bites and you would expect it to be really bad everywhere else in California.
041It's like really hot here usually. But honestly, it wasn't too cold. It was pretty tolerable with the layers we had since again layers and the cabinets were heated. The banners were also right. So it was I say like the only bad thing was probably like the first day when we were getting flooded with rain and overall the roommate situation was really great. I'd say we all were pretty close with roommates. It was really fun. We also like sometimes went to each other's cabins just hang out talk and I say that's also a little bit like how college could be with the dorm situation. And I say we all did really well and we enjoyed it. All right. But yeah, um, what's it called? So, I think the thing for me to point out was like
042I'm an outdoors. So, when I was going there, I was expecting already there to be like snow and stuff and I was already excited. But when I got there, it was like raining and it was kind of depressing. We had like a giant lake in front of our cabins when we got there and yeah, it was it was pretty crazy. cuz you know the second day it started snowing and then throughout the time we had snow and we had like a giant snowball fight and stuff and I think that's something that a lot of us will probably experience either one time in our life or or if we ever decide to go back to the snow and go to the Midwest. Yeah. Yeah. So, actually, um, me and Issa, we went to the Midwest trip
043the week before this trip, and we had one day to like recover. We have one day to do laundry, pack up again, and then we Yeah. But yeah, it was it was a pretty crazy break. It was pretty crazy break, but it was fun. We got a like we grew very close, not only with the cabin, but through the whole break, I think. And we finished the trip with some out and a sunny day. I got Edgar. Thank you very much. All right. Thank you, fellas. [Music] All right. Thanks. It's clear. There it is. Okay. All right. So, um I'm here to talk about differentiated assistance for our long-term English learners. Um and I'm just going to start off with a little bit of context. The California school dashboard, which all public schools uh have
044a dashboard portal, uh identifies 13 different subgroups that schools need to look at. Um and if to be counted on the uh dashboard portal, we need to have 30 or more students within select subgroups and 15 or more in others. The subgroups include four uh non-ethnic groups and those are socioeconomically disadvantaged students with disabilities, foster youth, and homeless youth. And then there's eight ethnic subgroups according to the California state dashboard. black, African-American, American Indian, Asian, Filipino, Hispanic, Latino, Native America, Native Hawaiian, Pacific Islander, white, and two or more races. And then finally, English learners and long-term English learners. And so, in looking at how state performed on the dashboard last year, we had a significant disparity in the performance of our long-term English learners. So, that's uh subgroup number 13 on this list. And I
045think it's important to know there was always English learners, but long-term English learn learners became a new kind of subgroup within English learners this past year. So, it's the first time they're identified on the dashboard. Um, how were they identified? Well, in the 23 24 school year, we had a high suspension rate amongst those uh we've been trying to lower our suspension rate, but uh to I think we got it down to below 6% or around 5% last year, which was good. um it was as high as 9% earlier, but still amongst the long-term English learners, it was still rel relatively high at eight or nine%. Um and then the English language arts, uh the students performed low in the red area for their CASP ELA performance. How many students are we talking about? Um
046out of our 146, um English learners, um that includes grade six, about 110 of them, give or less, are long-term English learners. And let's hang on to that for a second. ELELLS are defined as students who have been in the US schools for six or more years who have not yet achieved English language proficiency enough to reclassify as fluent English proficient. And so for the majority of our kids, they ended they start at their school career in kindergarten here in PBSD. And so when they enter seventh grade is when they flip from being an EL to a LE. And so essentially all of our eels, there's a few that came into the school system later, but the vast majority have been in uh Watsonville schools from kindergarten. And so most of them are turning into
047ELTELS when they enter seventh grade if they haven't reclassified. Um and so the next question would be, well, what does it take to reclassify? And so there's a three-step process. First, the students need to take and pass designated ELD in English language arts with a C. So, all the students in grades 6 through 12 has a have a designated EL class. If they're an English learner, they need to pass that class. They also need to pass their English language arts class. That's step one. Step two, they need to achieve a score of four on the LPACT. The ELPAC score students on one, two, three, or four, and only a four is sufficient to pass. And then finally, step three, students need to uh display proficiency on either the CASS or the Renaissance Star. Um we
048offer the Renaissance Star three times per year. The CAS, ESPback, or CASP, which goes by both names, that's administered every spring. This year will be administered in May of 2025. If they complete all three of these steps, then they can reclassify as fluent English proficient. Um, of course, we need to meet with their parents and the parents need to sign off saying that they're okay um with uh them being reclassified. The implication is that they would no longer be in designated ELD if they reclassify. And so our students who are long-term English learners have not reclassified. Every school can has a little bit of leeway to decide how they want to reclassify students. This is save us process and this is uh so the students who are long-term reading English learners have not completed this
049process. The biggest holdup typically is this proficiency on the STAR or ESPback. The ironically the LPAC if the students have been working hard, they usually can pass the ELPAC with a four. Um they'll usually pass their EL A and EL class, but achieving a three on the ESPback or uh proficiency on the STAR can be a challenge for many of the students. So what does differentiated assistance look like? The way that California looks at support for LEAs or individual schools, local educational agencies, there's universal support which is what typically SA is under. And then if a student a school shows a significant disparity in a particular subgroup, last year SAS showed a significant disparity in our ELTELS, then we get targeted or supplemental differentiated assistance. Um and so we will work with the county office
050of education to develop a plan to how we can better support these students. So we've started that plan in the spring. Um we are working with uh Brooke Hopkins who's the senior director direct district leader and support and then uh Barbara Huner who is the multilingual achievement coordinator. And at first, Miss Pedley and I met with um the two of them to kind of start the roll out. And then yesterday, we actually had 10 teachers join us and we looked at some ways we can better support our ELELLS. And we're looking at both the suspension rate and our English language arts performance. Um so what did we do? We looked at data. And so yesterday and with this team from the county, we've looked at um more granular level data on LTEL performance. So we
051look at CASP claims um so that like in math it's concepts and procedures modeling and data analysis and communicating and reasoning and seeing if we see any anomalies in this uh these claims. We also look at LPAC which is the test to determine what language proficiency in the four domains listening speaking reading and writing. Something that jumped out to me and I think a lot of people when we looked at this data and this is just a good depiction right here for sixth grade is the domain of reading. Students struggle more in that domain than speaking, listening or writing. Surprisingly, as students move through the grade levels, they end up writing better and better or maybe unsurprisingly so. Their speaking even in sixth grade is well developed according to the ELPAC. But it's the um
052reading like in here you can see who's at beginning to develop only 20% of the kids are beginning to develop with listening only six or percent are beginning to develop with speaking but 62% you know nearly twothirds are beginning to develop in reading and only 8% are beginning to develop in writing. So you can see that disparity and that was consistent all the way through grades six through 12. are reading is the challenge area for us um according to the domain analysis. So the next part is what are we going to do and um yesterday we met with uh Barbara and we developed a two-prong strategy to start and the first part is conduct empathy interviews and uh Barbara had a lot of details she shared out in the presentation but basically uh we want
053to interview some just randomly chosen ELS or longterm English learners and she suggested us using prompts instead of questions. So tell me about rather than how how or what type of questions. It's really important that we remain neutral and be mindful of our power dynamic when we're talking to them. And then the questions would be like tell me about a time when you felt successful in math. What was your best experience in school? What was your worst? Uh tell us what your favorite class is and why. And so by gathering this data uh from many students, we can start to put together a more clearer picture of who our LTELs are, where they feel successful, and where they struggle. Half of the teachers of those 10 are going to be doing these empathy interviews. The
054other half are going to be doing these uh um multilingual shadowing. And so this is a uh by a book that um Barbara was uh she brought to the meeting. Uh but basically we take data every five minutes and we're watching what domain is being utilized speaking, listening, reading or writing and then they input that. They can write it down on a piece of paper. There's a whole little rubric they can follow or they can submit on a Google form. I think we ended up going with the paper form across the board for everybody. Um and then they're going to write down is the student speaking yes or no. Okay. Are they speaking to one other person? uh maybe by themselves if they're just reading to themselves to the whole class or in small group.
055And then through this data um they're going to start to put a clear picture what the day is like for an ELTEL student. Um one of the things that ask is like are they utilizing academic vocabulary when they're speaking or when they're listening or are they off task? Um and so these are some of the data points that we will be collecting through the shadowing. So, um, the goal is to have these two, the empathy interviews completed and the multilingual shadowing completed by next Friday. Um, and then we'll meet with Barbara again to review the data and then look at next steps to better support our LELS. Um, we're also reducing our suspension rate uh through restorative practices. Uh, I wrote down four strategies we've been utilizing this year I think to uh great success.
056Targeted social emotional counseling. We have a um excellent social emotional counselor who's really meeting the needs of the students. Uh when there are disputes or altercations, we're hosting peer mediations. Uh and then I would say the most common one where we would have gone maybe suspension or even a suspension expulsion in the past. We've flipped it and we've gone towards restorative presentations that are very specific to the present or to the incident that happened. Maybe it's drugs or alcohol or fighting or bullying. and students write up a maybe 15 slide presentation about what it was that they did, why it was wrong, what they can do to, you know, restore themselves in the community. And, uh, to varying degrees, I think it is successful. Um, I think the students really do have to think about
057what they've done. And, you know, there's been a few where they kind of just went through the motions, but I'd say at least 80% or more have been done with fidelity and with purpose. And then finally providing natural consequences. Uh we had some students take the bathroom at the in the middle of quarter three and rather than doing a suspension, we had them and their parent come out and put a new drywall for this area that they tagged. Everybody was on board with that and the parents were very supportive. A little bit this is kind of dependent on Saba's relationship with the family and how that all works. But um parents were very supportive of this solution to the issue and so it worked out. Um, and so, uh, I think I'm confident that we
058will reduce our suspension rate even more this year. Um, so I'm I'm confident this will work. Um, and hopefully the ELTEL survey data will lead us to a path where we can start to better support our LELs in the classroom academically. Um, bottom line, what are the goals? uh we want to reduce the significant disparities in our LTEL outcomes by improving ELTL's ELPAC performance improving the cast ELA performance and then uh reducing LLE improving ELTEL behavior by reducing the suspension rate so that is how we are supporting our ELTLS um as a result of this uh differentiated systems does anybody have any questions ED is an elect. Yes, it is. And I think it's like even right now, Miss Kelly and I were talking for 45 minutes at the end of the day today because
059it's a tension because we we have ELD in middle school. There's not really even much push back to it. Uh you're either in SSR for 30 minutes, which is st sustained reading where you're reading a novel or you're in ELD where there's a little bit more of a curriculum that they follow. Um, and it's going reasonably well. I think we can always tweak it to make it better. But when we get to high school, for a long time, we said designated ELD would happen within high school ELA class, but we it was happening within it, but it wasn't really happening in a meaningful way. So, Miss Pedley pushed hard maybe two years ago and said, "We have to do this the right way and have a separate ELD class." And so, we did that. And
060the problem we're encountering now is behavioral and buyin from the student challenges. And so you have a group of students, sometimes it's a smaller class, maybe 10 to 15, and they don't really want to be there. They feel like this is just a extra stuff for them. And so we're trying to figure out how we can keep this class going, but make it more successful. Uh we did combine it with an AVID tutorial in the junior year that worked reasonably well. Um, so we could roll that out in the other classes so that maybe they're looking at other classes work in there but making the language the forefront instead of the content. Um, but you know there's no perfect solution and I do get some push back from teachers when I'm trying to implement this.
061Definitely Mr. Jones. Um, two questions. So one is u how does the LTEL suspension rate compare to other groups like None else. It was significantly higher because I felt like, you know, we did our job. We got our suspension rate down to I think it was something in the fives last year, maybe low. Yeah, I think it was fives last year. So, that's pretty good. But even within that, our LTEL suspension rate was at nine still. So, it was significantly higher. 9% of our LTELs were suspended. The second question is uh given u what we're reading about the uh federal administration's efforts to eradicate anything that has to do with diversity or inclusion equity inclusion. Um, have you received any information on potential impacts on the state looking at this kind of data, breaking groups
062up into ethnic groups and so forth, um, and perhaps threatening the state or school with taking away their title money or any other federal There's been some communication about that about whether uh DEI is looked at as not with SA but with the county and there's been conversations with the county office about that. Um if that is looking at students in these different ethnic groups and then is that a form of uh discrimination basically is the question. So but I mean so far it has not impacted SA. So there has been conversation with your group. Well, essentially the it wasn't so much conversation. It was more the superintendent of the county sent out a communication about it. Okay. Um, so yeah, I think it's it's always on our mind and I think honestly when you
063enter the classroom when we look think about our LTELs, it's like they're there but um too often they're getting overlooked through the by the content which is not right. So include your it does comparable compensation data for chart school chart heads to school. Okay. So this report was produced by uh an attorney from young man core and it uh every year the executive director or head of school uh needs to have an exe uh compensation study completed and shown publicly at a board meeting to give um some rates of pay that are comparable for similarly sized schools. and uh um and with similar number of students. Uh so the rates of pay that you see here um are from uh similarly sized schools. Some of them are in the Bay Area, some are around Santa
064Cruz County. One thing that she does point in this um these salaries are from the 23 calendar year. As a result, conservatively adding 3% um to reach updated figures for the 2526 school year provide an average total compensation of 24190 an average base salary of 19810 is what she put in her compensation study. So um we're just reporting this out. I don't think we need to take any action. So now we will return to close session. Okay, I'm going to join you for the first part for the legal. Yes, there he is. Fox [Music] All right, Harry, are you there? I am here, but I can't figure this how to get rid of that. Words are coming out of this box on the screen. Yeah, I know. cannot find how to get rid of it.
065Here it is. Oh, there you are. All right. Okay. We have uh returned from closed session and now back in open session. I have two reports from the closed session. First has to do with conference. We have legal counsel regarding existing litigation and my report is the board has authorized Josh RIP and council to negotiate potential settlement terms and sign any settlement agreement consistent with those terms. That's the first report. Second report has to do with uh compensation agreement with the head of school. Josh shri this item regarding approval of the head of schools employment agreement. I'm required by law to indicate prior to any vote on the employment agreement that the agreement provides the following. The term of this one-year agreement is from July 1st, 2025 to June 30th, 2026. A work schedule of
066a minimum of 228 days annually. A base salary of $187,200 for the 2025 2025 to 2026 school year. a $1,650 bilingual stipen, a $2,750 doctoral degree stipen. Uh it also the agreement also includes 20 days paid time off per year, health benefit premiums as granted to other SA college prep employees and participation in Calers subject to program and eligibility requirements as applicable. Total compensation package comes out to 235,000 235,554 and dollars. I should say that 235,5540. I would also note that the annual salary is in keeping with the compensation comparability study the board received by our council. Any questions? Hearing none, can I have a motion to approve the employment agreement solution? Thank you, Roberto, for moving that. Is there any seconds? Roll call vote. Kers, how do you vote? I do vote. Michael votes
067I. Larry, how do you vote? Hi. The appointment agreement has passed unanimously. Congratulations, Mr. Thank you. That takes care of the close session items. Oh, the action items as well. So, that is all we have to do today. And is there anything anybody would like to add to the agenda of the next meeting? Right. Hearing nothing. Is there a motion to adjourn the meeting? Make um I don't know. Hey, we have a motion from Gersham to adjourn the meeting and second from all those in favor. How do you vote? I sides. Well, Larry, how do you vote? Well, it's only 4:30 in the morning here, so I wouldn't mind going on for another hour. I I Thank you. We are concluded. Thanks. Bye.