001Okay. >> Usually shows something in here, don't it? >> Oh, there we go. >> And then I just pause it from here. >> And you might want to make sure that your WebEx is uh No, we don't pause it, but we have what we do is >> stop video. >> Yeah, you might want to cut off your camera because you're in Oh, >> that came out of your office. So, I was trying to make sure I didn't That'll be first. [laughter] >> How you doing? >> Are you giving the message tonight? >> Organizing everybody. >> It always turns out with >> some kind of emergency. I'll just put two. Sorry. >> [clears throat] >> kind of separating all the hot air and >> we resume the meeting at 503. three, [snorts] I mean report out
002to close session. In closed session, the board took action to reject the claim of damages for claim number 3126078. The board voted unanimous voted three to zero, two absent to reject this claim of damage uh claim number 3126078. Vote was three to zero with two absent. Next we have presentations. >> Yes, mentorship. Mentorship presentation. I think I only have two here, but that's okay. Um, we will get through it. So, uh, Florida Unified School District does a mentorship program. Yes, please come on up. Does a mentorship program for those of you that don't know, I know wellness together is here. Um, to support our principles, our assistant principles, our deans, and now our school administrative managers. We have four administrators that help us uh ensure that mentorship program is up and running and and going
003smoothly. And so we want to recognize those four administrators tonight. Two of whom are not here, but I I will read their plaques. >> Each one's a little different. >> Yeah, I need Mr. Leslie's first. So Brent Leslie, who this year was the lead mentor for the principles, again, Mr. Leslie is not here tonight, but his plaque reads principal's mentor recognition for Brent Leslie in recognition of his exceptional leadership and commitment to supporting the principles of Barca Unified School District throughout the year. His willingness to share ideas, provide solutions, and offer encouragement has strengthened our leadership team and positively impacted our schools and our our students. and with our sincere appreciation for his dedication, leadership, and service, and excellence in education, we present him with this recognition that we will make sure he receives uh
004as soon as possible. So, if you want to hold that one for Mr. Leslie and then the other administrator who is not here tonight is Mr. Dominguez. Mr. Dominguez along with Miss Fischer oversees the assistant principles academy. They actually brought it on to BUD and it has been doing a [clears throat] phenomenal job. So, Mr. Dominguez as program facilitator and mentor in recognition of his exceptional leadership, mentorship, and dedication as a facilitator and mentor of the assistant principles academy. His guidance, encouragement, and commitment to developing future educational leaders has inspired growth, fostered excellence, and made a lasting impact on our district. and with our sincere appreciation for his service and commitment to leadership development, we provided him with his plaque as well for 2526. So, I'll [snorts] give that to you. You can pull those
005two and um [laughter] have you fold them like that. >> There we go. >> And then I'm going to ask the other two administrators to come on up. Miss Fischer and Dr. Williams. I'm gonna put you on the side. So, I'm gonna give Miss Fisher SC everybody down. >> Oh, we have to scoot down because >> the camera. >> There you go. >> Yes. Okay. Um, so Miss Fischer also with the assistant principles academy, I will also state that all four of these administrators work together. So even though they're designated to certain areas of the mentorship program, they all work together to support our other administrators. And so we're grateful for them. But uh Miss Fischer, assistant principal academy program facilitator and mentor in recognition of your exceptional leadership, mentorship, and dedication as a facilitator
006and mentor of the assistant principal academy. Your guidance, encouragement, and commitment to developing future educational leaders has inspired growth, fostered excellence, and made a lasting impact on our district. We have a sincere appreciation for your service and commitment to the leadership development for Bars Unified School District 2025 2026. So, we're going to give her that plaque. [laughter] And then I have Dr. Vinnie Williams standing here. And uh Dr. Williams also a very active part of the entire mentorship program but uh stood up to the plate this year and took over the school administrative managers mentorship program when we realized we were confusing them with the difference between certificated administration and classified administration. So we split them out. Dr. Williams uh stood up to the plate said Diana I'll take over the school administrative managers mentorship
007program which he did as program facilitator and mentor. So, in recognition of your outstanding mentorship, leadership, and dedication to the school administrative managers, fondly referred to as SAMs mentorship program, your guidance, support, and commitment to developing future leaders, has made a lasting impact on our educational community. And with our sincere appreciation for inspiring excellence in education, we present to you also this [laughter] pictures. Do we want Elizabeth any? >> Yeah. >> I get two of them. [laughter] >> Ready? One, two, three. >> All right. [clears throat] >> John Larson. >> Don Larson. Next we have the approval of the minutes for January 27, 2026. um recommending that board of trustees approve um the minutes for the regular board meeting on January 27th, 2026. >> I have a motion. >> So move. >> Do I have
008a second? >> Second. >> All in favor? >> I. No oppose. two one absent. Number two, February 10th, 2026 regular board meeting minutes. Recommending the board of trustees approve the minutes for the regular board meeting on February 10th, 2026. Do I have a motion? >> Move. >> Second. >> Um, call for the vote. I >> I >> Next we have uh February 24th, 2026 regular board meeting minutes recommending the board of trustees approve the minutes for the regular board meeting of February 24th, 2026. We have a motion. >> So move. >> Second. >> All in favor? I [cough] [clears throat] >> business from the floor. The board meeting is a meeting of business is a business meeting of the board held in public in public forum to comply with the Brown Act. It is not
009a town hall meeting with the board. This is the time for citizens to present problems or questions they have the questions they feel the board should discuss to discuss. Individuals are encouraged to address the full board, not individual board meetings. The law prohibits the board from taking any action on items not on the agenda. Request to speak cards should be filled out in advance and presented to the superintendent's executive assistance. Assistant instruction for submitting remote public comment can be found on the website busdk12.com under the tab board of trustees. The board has a policy of limiting any speaker to not more than three minutes. The board limits the total time for public input on each item topic to 15 minutes or five individual requests to speak. The president may review the submitted requests to speak
010or take a poll of speakers for or against a particular issue and may ask for additional persons speak only if they have something new to add. Citizens who have comments on or against a particular issue may be asked to provide written comments for the records or to sign in agreement with the written comments of another citizen. All names are memorialized in minutes. With the board's consent, the president may increase or decrease the time allowed for public presentations depending on the topic and the number of persons wishing to be heard. For the record, please state your name. >> Not at this time. All righty. staff reports. >> Our first report is title n UCP presentation and Dr. Michaelelsson is here. >> Good evening everyone. Um so uh while my slide presentation is going up, I just
011want to take this opportunity to say thank you to Miss Swearing. um she's been amazingly supportive of me and and and our district with me in this new position and and the um duties that I fill and I just want to say thank you for your time and good luck. Enjoy your Fridays off. [laughter] Uh so the presentation tonight guys since we we've been through a lot of the basics of Title 9 and UCP together um is just kind of a a wrap up a little bit of where we are and maybe where we might go in the future. So um the future of Title 9 UCP compliance office just want to again kind of recap all the partners in the complaint pathway right now uh because I think it's good for us all to
012remember how many people are involved in this process. So, we have our um Title 9 coordinator, Mr. Scott Godfrey. We have our UCP coordinator, Mr. Jorge Gutierrez. Uh we have myself, Title 9 UCP compliance officer, Rebecca Michaelelsson. We have our director of support of school climate, Dr. Vinnie Williams. Um we have our SPED 504 and counseling support through pupil services and Dr. Heather Reid. Um student welfare is Miss Carolyn Norman. Uh then notice and preliminary investigations are handled by the current site principles and oftentimes their school administrative assistants or SAMS. And then we also partner with TNG consulting. Uh I wanted to really break down for us what TNG is currently doing to support us. Uh so so the slide is there, but I'm going to just expound a little bit on some of it.
013So they help with planning, organizing, and agendaizing items because as as I'm sure you guys realize there there are a lot of complaints that are submitted. Some of them belong here in the district. Some of them belong specifically with me as Title 9 or UCP complaints. Some of them go to different departments and department heads, but but there is a lot of items to to organize. So, one of the things that TNG helps a lot with is is that uh planning, organizing, and agendaizing of of those items, including timelines, deadlines, things that need to happen. Um, I'm going to skip down to number four. Uh, they provide a lot of documentation that we utilize in the process that's federally required with Title 9 cases, including that the notice of investigation allegation, which is required by
014Title 9 um, and UCP. They help with outreach to complainants, to respondents, to witnesses, to teachers, to all the people involved to get them to participate in the process. They also help with uh drafting decision letters, um internal memoranda for our use and our documentation purposes and and and many kind of document document support activities. Uh they provide us with trained investigators. They provide us with trained decision makers and and as makes sense I think for all of us that's good for those to be two separate people and especially for a decision maker to not be involved in any of the process up to the point where they receive all the facts and have to make a decision. Um they've represented our district as interim title n coordinators as interim deputy coordinators. Uh they provide
015title n training for for our management team. Um, they've also done specific training with our principles and things like that. And they also just provide invaluable expertise and advice to me in particular. As I'm approaching my 2-year anniversary in this position, I'm much more knowledgeable than I was two years ago. But it's it's the kind of um landscape that is always changing and evolving. So, it's good to just be completely informed at all times. And it helps to have experts in our corner. So, um, [clears throat] again, just kind of reiterate some of the information we already know. Um, which departments handle what type of complaints. Um, Title 9 UCP is me. And again, Title 9 is, um, anything that's related to sexual harassment. And then, uh, UCP is anything related to categorical discrimination, uh,
016discrimination against people who are members of a protected class like race, age, sex, uh, mental capacity, that kind of thing. Uh complaints against employees are currently handled by Mr. Gutierrez and uh the uh the personnel department. Uh Williams complaints are handled by uh Mr. Scott Godfrey and educational services. And then uh any kind of sped 504 complaint is handled by people services and Dr. Reid and her staff. And then um student safety and bullying is handled by uh Carolyn Norman in her capacity as a student welfare director of student welfare. Um, and then of course as we're refining and making our system more efficient, we're making sure that that we convey to uh our parents that uh complaints submitted to the district office where a a step has been skipped in the process where they
017haven't made direct contact with their site administrators is something where we shift those back to give the administrators an opportunity to solve problems at the site first and then if their needs aren't met, then they can be elevated up to less. So all of these are things that we've established over the last two years or at least made a little bit more structured and and are sharing that information with as many people as we can and that is helping I think in making our process more efficient. But I'd like to just touch base. Oh, first of all, I'd like to mention things that we are doing really well uh in the two years that I've been here. Um we are doing really well at reporting. um our site principles, our site SAMs, our site um
018APS and deans of students are doing really good about making sure that we as a district are aware through my office of what's going on with our kids, what situations are happening, what, you know, even if something isn't, you know, blatantly title N, if it even comes close, if it comes near, then they want to let us know just to make sure that we've we've covered ourselves, that we're protecting our students, that, you know, the district is is doing everything they can to to protect our environment and make it a learning a place of learning. So, so what I'd like to talk about now is perhaps maybe how these things could shift in the future. So, next slide please Stephen. So, how can how can this office that is comprised of me? [laughter] How can
019it grow? Uh, and one of the things we're focusing on too is how can we shift from external workload to internal workload? How can we be more efficient as a district? So, an example of how this might look is I was calling it Becca's wish list, but it's it's not exactly that. It's just maybe an idea for how things might might be different and and maybe more efficient. Um, I would I would love to see uh the Title 9 UCP compliance officer take on titles and duties of the Title 9 coordinator and the UCP coordinator so that we get to a point where all complaints are handled through a single office and and then there there would be changes that would need to evolve to make that possible. Um, I'd like to see uh in
020a perfect example of a world where this might uh be the case, a district providing an administrative assistant to the Title 9 UCP office for administrative support, things like the calendaring, agendaizing, making sure deadlines are met, getting getting all that administrative stuff on the books, so to speak, so that can be followed carefully. and then um a district perhaps having two dedicated investigator positions to support a compliance officer and our district and our students. Um I I think that we've mentioned something like this, but TNG currently spends about 10 to 15 people on any one of our cases to handle much of what is happening. And they are amazing at it. Um, but it would be even better if a district could could do that themselves. It would be more timely. It would be more
021efficient. It would be um more our own. And I think that that would that would be a really u worthy goal to strive for. Um, if all the complaints are handled through a title 9 UCB compliance office, perhaps the office could be renamed compliance and complaint office or something like that. I'm just throwing it out there as an idea. nothing permanent or concrete about it, but I like the acronym or the initialism. So, we're going to go with CCO, the the compliance and complaint office. Uh, and so then how might a district make something like this CCO concept happen? Um, I think it includes several different factors. Uh, and again, just just my input on this, a dedicated and confidential space for the CCO, and I'm going to keep referring to the CCO. Maybe it'll
022catch on bumper stickers or shirts or something. uh well-trained support staff and investigators in the CCO office. Uh constant and continual training for the CCO team because as I said the landscape changes all the time. So we want to make sure that we are right on the cusp of of anything that's happening. Continued training for principles and investigations, Title 9, UCP and report writing. And then uh continual training for staff who have direct interaction with our students. So important. One of the reasons why we do the mandated trainings every year too is just remind people what's important, what do we need to watch for, how can we support our students and make our environments purely about learning and and not letting them stress about any other factors that shouldn't be part of that environment. Um,
023and they, like I said, we are improving in leaps and bounds in my opinion. And I think that we are offering that much more protection for our students. We are getting those reports and I think that we just need to continue to emphasize how important it is to to share that information as immediately as possible. [snorts] When as a district we become more independently proficient and efficient, I think then we'll get to that point where we can shift from external expenditures and and relying on external um entities to bringing it home, keeping it inhouse. Uh, and I think for for that kind of stuff, then we're also looking at a maximizing of district funds, which I think is an ultimate goal that we should be focusing on. And then, of course, because I've made this
024a tradition, my dog Jerry is going to make an appearance on the next slide where I ask you, sorry, the next slide after this where I ask you if you have any questions that I can answer for you. >> Where's Jerry? [laughter] >> There he is. There's Jerry. >> That was good. [laughter] >> You're a monster, Stephen. [laughter] >> Yeah, he's he's pretty cute. Yes, ma'am. >> Thank you. That's amazing. You're doing amazing. So, just thank you. First of all, I did have one question. Um, in the conversation you were reporting that like there is a I forget the term you use, but for the um the decision maker like that they're [clears throat] hands off all the way until it's time to make the decision. I like the idea of us pushing towards more
025internal. I think it just makes more sense. It may be more cost effective. If we were to do that, would we still need TNG or someone for that for that portion of the decision- making? I think that ideally we have uh well-versed and experienced um administrators in this room actually who have acted as decision makers in the past and in a process where all hands- on deck, everybody's participated in investigation. I think that we have resources here in our district office that we go to as neutral decision makers. Occasionally, just to be completely honest, because Barstow is a small town and everybody knows everything about everyone else. We see everybody at Stater Brothers in Del Taco. >> Um I think that there might be times where we we would still need to lean on TNG
026for absolutely neutral situations or or highly highly um uh >> sensitive. >> Thank you. that is an excellent word, highly sensitive issues, we may want to go with that kind of resource. But again, I think that would be an excellent use of their expertise and and much less in our day-to-day activities like like they are now. And I'm not complaining, they're amazing, but again, move it inhouse. Um, and then repurpose funds that are currently being used to hire outside thirdparty consultants. >> Can I answer any other questions? Look, I didn't run away from the podium before I gave you a chance to talk. [laughter] I'm here, guys. I'm staying. >> Excellent presentation and thank you for the information. >> Thank you, sir. Appreciate it. >> My question, >> Yes, sir. >> I do have a
027couple of them. >> Okay. >> Um, timely. If you had a full office with everyone you need, it would make it timely. But with just two, it's not going to ever be timely. >> You want to give me eight, I'd be fine with that, too. [laughter] >> Eight train investigators. Perfect. Let's do it. >> I understand what you're saying. >> Ask the question. >> I know. [laughter] But, you know, and and I like the idea of of someone that's not part of it doing the investigation because there is no biases. There is nothing there. They just come in and do the work. That's to to me is the most important part of it. When you talk about training the principles, um our principles are great. Let's add I don't think we could add another thing
028on their plate. I mean, I think it would be great to have a full department and you report directly to the superintendent, you know, no one else. Um, but to get the principal involved, I think that would be very very difficult for the PR for that principal because they got the whole school to run anyway and everything else that goes with that to add this would be even I think it would be tougher. I think they need to know the information, but internal I would say internal to the district, not to the school site. >> Right. See what I'm saying? I I I do and uh what I would just clarify there is that when I say principles and investigation what I'm talking about is that initial piece where we report where we gather student
029statements where which which the principles are already doing. Yes. >> Yes. Um where where when something is shifted back to the school side because in fact it does not rise to the level of title 9 UCP. It's not a complaint against an employee that Mr. Gutierrez's office needs to handle. those principles then would undertake tasks that they already do to finish out that investigation. As far as the um non-bias, I think that's why it's really important that we have something like a dedicated investigator or two or eight. Uh because when your focus is gathering facts, just the facts ma'am drag net style, that's your focus. focus. >> You're not worried about, you know, I mean, not not that all of us aren't paying attention to what's on social media, but you're not worried about like
030the kind of community politics. You're just there to gather the facts and present them to somebody else who will make the decision based on the facts. >> Got it. Yeah. I just want clarifications on that cuz I I think it'll be a great idea, but just wanted to clarify. >> No, no. I I appreciate that as well. Our principles have many, many things on their plate, but this this isn't adding anything to it. It's just having them finish out things that they already start which is which is absolutely integral to the process as well. Um to get that initial report like I said that initial report that starts the whole process you know um catalyzes me reaching out catalyzes TNG reaching out at this juncture in time um to to just make sure our parents
031know that that they have options they have resources uh and and we want to support their students in any way we can. [clears throat] >> Got it. Thank you. >> Thank you guys. Have a good night. >> Next we have the monthly cash. >> Yes, Mr. Beaton. >> Good evening. Um, so the district's current cash position remains strong and continues to reflect prudent financial management. As of June 15, 2026, the district's cash balance, as reported by the county treasury report, is 46,77,92981. Overall, this cash balance provides sufficient liquidity to meet payroll, vendor payments, and all other shortterm financial obligations. District continues to maintain adequate cash resources to supplement support current operations, and there are no cash flow concerns at this time. In conclusion, the monthly cash report reflects positive cash flow. In addition, acceptance of
032this report has no fiscal impact. That is as it is presented to the board for information purposes only. >> Thank you. Any questions? Mr. We'll move on to enrollment report. >> Also, Mr. Bey, >> thank you. Um, as reflected in the enrollment charts, month 10 enrollment stands at 5,857 students, which represents a decrease of 82 students compared to the same point last year. This overall change is comprised of a decrease of 36 students at the elementary level and a decrease of 46 students at the secondary level. While the district-wide enrollment total reflects a net decline, the data shows that enrollment movement is not uniform across sites. Many schools experienced enrollment growth resulting in a combined increase of 169 students while other schools experienced enrollment declines totaling 251 students. The net effect of these movements resulted
033in an overall decrease of 82 students year-over-year. Uh key sites contributing to enrollment gains in month 10 include uh B bars fine arts academy had a plus 60, Crestline plus 41, STEM Academy plus 30 and Lynwood plus 24. The sites that had declines was uh Barstow Junior High School uh 65 decline, Barstow Media School 52, Cameron 28, Skyline 27, and Ontario was 24 21 I'm sorry, excuse me. Enrollment patterns continue to reflect site level redistribution rather than uniform decline across the district. Several schools are experiencing growth while others are experiencing sustained declines indicating shifts in student distribution across attendance rates and program offerings. Secondary schools reflect greater enrollment volatility compared to elementary sites while with multiple campuses showing continued year year and year year-over-year declines. At the same time, select elementary programs continue to demonstrate
034stable increasing enrollment. The presence of both significant gains and losses across sites highlights the importance of ongoing monitoring at the school level, particularly at those trends directly inform staffing allocations, facility utilization, and budget planning assumptions. Uh enrollment trends will continue to be closely monitored in the upcoming fiscal year. While the overall yearover-year change of 82 cents does not create an immediate budget adjustment requirement, enrollment remains the primary driver of long-term LCFF revenue projections and staffing alignment decisions. Continued focus will be placed on understanding site level trends to ensure resources remain aligned with student enrollment patterns and to support long range operational and fiscal planning. Staff will continue to evaluate enrollment shifts as part of the district's ongoing efforts to maintain fiscal stability, operational efficiency, and appropriate resource allocation across all sites. >> Thank you. Any
035questions? No. Thank you, Mr. Spen. Next, we'll have the superintendent report. >> Yes. Well, here we go as I present my final superintendent report tonight. I didn't believe. [laughter] >> I do so with a heart full of gratitude, reflection, and deep appreciation. Serving this district has been the honor of my professional life. >> Got it. And as I step into retirement, [snorts] I want to take a moment to look back. [laughter] [clears throat] >> I can do this. >> Take a break. Take a break. dead. [clears throat] >> I want to take a moment to look back on the journey we have traveled together and to thank those who have made it possible. to the board of trustees. [sighs] Thank you for your unwavering dedication, [snorts] commitment and governance. Your leadership and shared vision have
036been the be the bedrock of our progress and I am deeply grateful for the trust you placed in me to lead our schools. to the cabinet. [sighs and gasps] Thank you for your honesty, [snorts] your tireless support, and your counsel. Leading a district requires tough decisions and your willingness to speak truth, collaborate, and carry the weight the weight of our mission alongside me has been invaluable. Okay. [snorts] >> Okay. >> You did great. >> Take a deep breath. Drink some water. [laughter] Drink some water. It helps. No, Dr. Water really helps. Drink some water. Come on, Choke. >> Yeah, I'll choke. Take a sip. [laughter] >> To the BD staff. >> From [snorts] our classrooms to our front offices, our cafeterias to our buses, your tireless work does not go unnoticed. You are the heartbeat
037of this district. >> [gasps] >> Thank you for showing up every single day [snorts] with passion and purpose for our kids. to our students, parents, and Barcel community. Thank you for welcoming me, partnering with me, and trusting B USD with our children's futures as school districts, as a school district is only as strong as the community that surrounds it. [snorts] And Barto's resilience and heart are unmatched. We have walked a remarkable path together, [sighs and snorts] navigating triumphs and challenges alike, [snorts] always keeping our students at the center of our work. I am profoundly appreciative of [snorts] every ounce of support, kindness, and collaboration I have received during my tenure. [snorts] As I hand over the torch, [gasps and snorts] my parting wish for BSD is simple. Remain curious. Never stop asking how we can
038do better. [snorts] Never stop exploring new ways to lift our students up. [snorts] And never lose the wonder of learning. The future of Bars Unified is incredibly bright. And though my chapter here is ending, [snorts] I will always be cheering you from the sidelines. [snorts] [sighs and gasps] Gratitude makes sense of our past, [sighs and gasps] [snorts] brings peace for today, and creates a vision for tomorrow. Thank you, [snorts] Barstone, for a beautiful journey. You want to take a minute? >> I'm good. Go ahead. [laughter] [snorts] >> Next, we'll have board reports. Um, >> nothing given. >> Thank you. Nothing to Right. Nothing to report. Um, just to Deanna, God bless you. You're amazing. I just pray that he keeps you covered. And it's not easy, right? And a lot of people don't see behind
039the scenes. They don't see the gravity. They don't know the weight that you carry. But you've done it very stoic, you know? So, I'm proud of you and thank you. Thank you. And it has always been good. Like it it happens. But you are you are a good person and you mean well. So, thank you for really taking the effort and the energy to push us in the direction that we needed to push. And I just want to tell everybody out there like the change is coming. So, you know, you can't scapegoat her. Like, everything that she's done to change is because it's required and it's still going to come. So, thank you for picking us up and getting us going in the right direction. And I know it was hard for you, but I
040really do hope that you stay covered and do keep an eye on us, right? Check on us. >> But no reports for me today. Just happy to be here and thank you for for your touching. It was very touching. Try not to cry too. So, no more crying. >> No more crying. >> That's all for you. Uh Deanna, thank you so much and uh may God bless you in your further endeavors. >> Thank you. >> Take care. >> Ceaseless. >> Yeah. Know you're going to have a every day will be a Saturday. It's kind of boring. I'm going to be honest with you. >> That's exciting. >> It's okay. [laughter] Um, I think it was a couple of weeks ago I went to a few schools with maintenance director John Larson and Doug Deon and
041uh we looked at some of the progress we're having with the uh retrofitting, renovation, school improvement, whatever you want to call it. I mean, I call it fixing up the schools. It was it was pretty nice. We we were at Henderson School. Uh they're tearing up the roofs, uh the electrical, the uh air conditioning, putting asphalt in on the school. I don't know when that school was built, but you know what? The staff, the teachers, the students, they deserve what was going on over there. I mean, it was a lot of work. It must have been 50 men working over there. Over 50. I mean, it was it was going on, man. It was awesome to see. Like I said, Everybody that works there deserves what's going on there. Your tax dollars are going to
042good use. Uh Mr. Larson's right on top of those contractors. I mean, he's telling them, you know, uh we're also at STEM. They're going to put a new building in there. Uh they have a ramp going from uh one building to the uh cafeteria. And I told him, I said, "God, we already had a, you know, ADA was already a ramp there." And he says, "No, it's got to be a 3% slope." Uh we went out to the playground where they're going to put a new uh building out there and the Oswalt was uh kind of shaky and he called the guy over and he read him the Ryan Act right there. You know what I mean? He said it's unacceptable. It was uh I I didn't even feel sorry for the guy. He's probably
043getting paid a lot of money, but you know, kudos to John for uh taking care of our money. You know what I mean? It was it was awesome. We also uh dropped by the high school in the cafeteria. They're uh doing a Fesus removal. I I guess there's more of a legal term to it than that, but they're taking out this Festus. Um they're going to put a new uh floor inside the uh where the kids eat and you know have a little uh aic drawing there for them. Uh, we also went into the the old girls locker room. Mrs. Norman's been in there a thousand times. It's all It looks 10 times different. The remember where they had the blocks for the showers and all that. It's all gone. It's like a college locker
044room now. You know what I mean? And the kids deserve it. The coaches deserve it. You know what I mean? It it was it took a lot of work to knock that cement off. And I bet it, you know, costs a pretty penny to dispose of all that cement. But it's going along great. We uh mosied on down to the boys gym. Um I I forgot what the sticker there was. Uh when they said that was built, it was built in the 30s or something like that. And they're painting inside there. The painters were on top of it. Contractors and uh they're going to put the paint on there so when it, you know, it gets dirty or, you know, gets little tagged up, they'd be able to remove it. Um there's a lot of
045work being done. We went over to uh the junior high seen that artificial grass turf, whatever you want to call it. It looks nice. I mean, it's nice, man. It it >> I told John I felt like t tackling him on there, but I I didn't want to go to the emergency room. [laughter] And uh it it really did it really looked nice, you know? I mean, the the kids right on top of it. I really think John's a good good addition to our staff here at Barso School District. Um, that's basically about it. I mean, it it's it's nice to see the work being done. You know, they said that the STEM old it used to be Thompson School was built in 1952. You know, that's uh Did you go to school there, Rick?
046>> I did. >> So did I. I went there in 1961 for kindergarten, first and third, fourth grade, you know. Uh it it you know, all our schools need improvement. I mean, you know, but uh I'm glad to see that it's getting done. Doug, thank you very much for being on top of it. And uh tell John he's doing a heck of a job. That's all I got. Thank you. >> All right. Well, done a lot of things since the last meeting, but I can't remember half of them. But I did go um last Monday to the high school and help hand out um weekly >> nutritional service >> through with nutritional services. And let me tell you, they tried to work me when they said, "Oh, we're all done." I left. [laughter] But it
047was those ladies and gentlemen are so professional what they do. They're kind, they're sweet. Um it's just amazing. Um what they do and how they had that set up and I was very very impressed. Um you know those are little things that a lot of the community never see that we do you know and and I've been telling everyone I know got kids in school, hey sign up. Um but um it was just amazing watching them do their work and how they do it and so impressed and I was honored just to go and help. Supposed to been there yesterday but I was taking a Saturday [laughter] but I'll be there next month. So but um it was amazing what what nutritional service does and I was so impressed. Um Deanna my time on this
048board when after my first meeting I went wow that's a lot and you know you have helped me guide me through this vertical uh learning curve [laughter] and it's tough. It it it is a lot to learn you know but you did a wonderful job. you opened my eyes to a lot of things. Um, got me to understand a lot of things. You know, I do ask a lot of questions, you know, because I I as a board member want to know and make sure that I understand so that the community will understand what we're doing. And a lot of things we have discussed over these years, over this what year and a half, >> it's happening. And and that's because of you. Um, and I know it's tough, but you have done an outstanding
049job. Um, I have defended you. Duke the nail. Um, but I will miss you. Um, please, you know, I got your number so I'll give you a call. >> Good. >> And you, we'll miss you a lot. >> Thank you. Next we have BEA. >> No BEA tonight. >> CSEA tonight. >> Personnel commission. >> Personel commission. [laughter] >> Try not to knock over all that stuff. >> Glad we don't have the water. >> Oh yeah. Uh good evening uh board members, staff, and distinguished guests. This is the report from the personnel commission for tonight. We currently have one interviewing process, uh, one classification that is interviewing. We have two recruitments that are testing and we have zero recruitments that are open. Our statistics, we have 397 classified employees. We have 1748 hour full-time, 137 part-time,
050and then 86 non-benefited part-time. As always, we have 18 classified management employees. On the classifications, we have no vacancies for campus security. Uh campus safety, we're scheduling interviews uh July 7th for uh the vacancies that we have. We're collecting them all um and so that we can have one interview as opposed to multiple interviews. On custodial, uh we're scheduling some of the back fill uh for some of the transfers that happened with the new positions. uh there was individuals that turned down offers or and some outside candidates could not meet certain requirements. So that kind of set us back, but we're working on those. Um for the Paris special needs group, we're finishing up those those positions. We made a lot of offers and the same same happens, right? Some individuals change their mind, turn
051us down once they have an offer, and sometimes they they don't meet all the qualifications that they that are needed to work with us. So, but we have a couple that we're still working on. So, we're trying to finish those up. For the senior office assistants, uh we had interviews yesterday and uh offers were made. So, we're working on the onboarding process and uh we also have um interviews next Monday for an additional senior OA uh for the PAR educators. Um we're going to have another set of group interviews for the pairs. So, it'll be the uh TK plus the PAR equity multiplier positions and um we're going to group them all together so that we avoid some of that transition that happens from part-time to full-time. So, we're gonna do it all at once.
052Uh, we're hoping that that way we don't have so much movement. Um, we're working on coordinating a date for the summer with the principles. So, that's also another our agenda uh for some of our testing. Uh, we're testing this week for uh grounds maintenance. So, we tested today uh tomorrow for grounds maintenance and we're also testing for nutrition services too. uh tomorrow and Friday. So those are the two that are next to test. We're reviewing minimal qualifications for uh low voltage specialist, credentials technician and admin assistant department two and I think we have maintenance two as well. Oh sorry. So maintenance two and admin assistant department. Um there was quite a few applicants that were reviewing those applications. Um for uh campus safety and security, we completed trainings. I'm not sure if I reported this
053last time, but June 1st and 2nd, we completed their trainings of uh deescalation, critical critical incident management, um SP 1626 required training for them and also they were CP CPR first aid certified. So we got them all certified. Our next PC meeting uh will be we go dark in July. So it is uh Thursday, August 13th at 4:30 p.m. uh in this room. And uh that's all I have for this week, this month. Do you have any questions for me? >> Anyone? >> I do. I It's amazing. You sit on this board and a lot of people like to call you and say, "Hey, any job openings?" Uh-huh. I um continuously check on busd2.com. >> Yes. Or >> because I know they come out on there and you know you guys put them on there.
054Go ahead. >> Yes. On ed join. There's a button on our homepage. So for jobs and also on ed join we send out our when we do our our postings, our recruitments, we send them out to the community. It goes to the county. Uh some of the nonprofits also we send them off to you. I can send your organization as well so that they get distributed and uh we try to use some of those online uh services also to post a position but yes we put them up. Um I tell people if if they looking for something and they don't find it or it's not what they're looking for just check every couple of weeks and things get opened up there all the time. We'll likely be opening again uh for um um pair of
055special needs. We just can't get enough of those. Even though we're completing the the recruitment, we have 86 pairs. I think we're short about five now. So, we narrowed that gap. But, uh it's always good to have that pool. Uh you know, >> like I say, I just tell them to make sure they check the website. >> Yes. >> And and continuously check it because there's new things coming out all the time. >> That is correct. >> Thank you. >> Great. >> Anybody else? Indiana. Thank you so much. >> Okay. >> All right. Next, we have adoption of agenda. Do we have a motion to adopt? >> So move. >> Second. All in favor? I >> go. [laughter] [clears throat] >> Okay. Next we have the consent calendar. We have no I should say we
056have no communications tonight. The consent calendar. Um would any member like to pull anything from the consent calendar? >> No sir. >> I would like to pull item K313 renewal of wellness together. >> Yes. Thank you. We have them here to present. So thank you for pulling that. >> Exactly. Uh do I have a sec? Uh, a motion minus K313. >> Motion to approve. Move. >> Motion to approve. >> Do I have a second? >> I'll second. >> All in favor? >> All right. Um, K11, April 2020. Is this where we at? Oh, we have we approved it. Yes. >> Yeah, we need to go to the Q. Did the discussion a third? >> Yes. I'm glad you reminded us. >> I think you already because you're going to want to >> right there. >>
057All right. Since we pulled p since I pulled page 313 um renewal of wellness together >> yes >> recommending the board of trustees approve the renewal of the contract with wellness together inc to provide on-site and virtual schoolbased educational related mental health counseling service to students and families during the 26 27th school year. and we have them here today data on what they've done so far before you vote to approve. >> Yes. >> Well, good evening board, cabinet, staff, guests. Thank you for being here. And this is our Wellness Together team. They're going to do a presentation to let you know what's been going on in the district and how they've been supporting us um this year and for the past like uh three years. >> Yeah. Yeah. >> I'll let them introduce himself. >>
058Good evening, board. Superintendent Square. Thank you for your dedication to the community and for being human in front of us tonight. Uh the cabinet to staff for all those watching uh thanks for your commitment to this community. My name is Jeremiah Aa. I'm a licensed therapist and I serve as director for the communications with wellness together. A couple of members of the team you'll hear from this evening is Robert Garcia. He's our senior director of operations and Shantel Urban, one of our school-based program directors as well. So, thank you for the time here. We've had a chance um to visit school sites today and um hear from you from afar um for about three years now. And it's great to get a chance to meet folks that have gone to school here, have had their
059kids go here, have spouses teach here, have been born and raised here in Barstow. And it's rare to get to meet folks that put down roots and stay and invest back in the community. So, thank you for that. You're going to see um some slides tonight. We kind of have it divided into four sections and that is who we are as an organization, what do we do, what we've done together in partnership with you since December of 22 and then what's next for the partnership. So um you've seen us on just line items or agenda items and that's fair if you're kind of like I think I've heard of it. What happens? Heard the description before we came up. We're a nonprofit organization. We're based here in California. We launched about 10 years ago. I
060actually began with the organization as a mental health specialist. I'm getting all my hours to become a licensed therapist. We began from a school counselor who saw the need firsthand in the early 2000s. Saw the rising mental health needs and the that was back when the studentto school counselor ratio was about 700 to1 almost triple the recommended average for American school counseling association. Thankfully we're at around 400 now here in California. We're not we were like dead last. So many advances have been made in the past 10 years. In any event, um he saw the needs in his office every day and it was much more than connecting with colleges or or uh schools afterwards or schedule changes. It was meeting with students that had significant mental health challenges. If though only there was someone
061on the other side of this wall that I could refer them, that I could collaborate with them, that I knew that that referral was going to get processed and fully met, we could work together to support that student. So that's how wellness together was born and now we are able to serve students or serve students through partnership school districts across the state and we're here to talk about for you all uh this evening. As I mentioned, you're going to see a lot of slides. You'll see bullet points here. Um Shantel and Robert are going to be showing you data, but let's get to the real reason and and the and the real why of what we do and [clears throat] why we do it. Had a chance to meet with the mental health specialist today
062over at Barstow Junior High. It was great to get a chance to be there on campus. It was the first time that I had been there. And she mentioned she worked with an eighth grade student that when she met her, there was significant mental health challenges that she was experiencing. There was conflict at home with her mom. It was always um always conflict. There was D's and Fs. When she came to school, she wasn't coming to school very often. She wanted to change into independent study program. And unfortunately, she also had thoughts of suicide. So this became on the radar for um the admin there and they said, "Hey, wellness together is here. They can meet with you and you can be meeting with them within a day or two. Would you like to be
063involved in the wellness together program?" So the referral was made and over the course of time what were D's and Fs and at risk of not walking during promotion. Uh she walked in promotion. She went to Six Flags with the rest of her classmates. She was making friends. She was coming to school. She had coping skills and tools to be able to navigate conflict deescalation because we had someone there that may not have received mental health services elsewhere. Now, this isn't necessarily to brag about us or our mental health specialists, but to say it's because of the partnership with you all because of the trust that you've extended with us to join alongside your team to be able to do that as those kinds of stories have happened across the district since December of 22.
064So zooming out and kind of giving a big picture on what we're about as we provide mental health services to schools to support them in the mental health needs to serve students. This happens in person and on campus. We will be extending the bit of the partnership to allow for some of those students I saw earlier home and hospital that are there that maybe it is a fit for them to access service virtually. But it happens in person and on campus. We have dedicated mental health specialists that go to the sites. What began at four elementary sites a few years ago now is in every school in the district serving those. There is no requirements for uh insurance for the students to be able to access services. It is just to be an enrolled student
065for Bar Barstow unified and a referral made to the wellness together program. We're able to meet with them weekly for evidence-based counseling. So there's tier three interventions as well as tier two for groups and even tier one. So we're right there when and where the students need it most. We can go to the next slide. And just a couple things just to show you all. It's one thing just to have a provider on campus or to have someone that specializes in mental health so that the teachers can teach and the school counselors can lead and the principles can be able to oversee things. It's another to have a whole program of support behind the scenes. And so on here on this slide, the big things on takeaway is we are providing yes um a mental
066health specialist to deliver services, but also what they come with is immediate support for the program. Clinical supervision is also taken care of. Um we're able to have training to navigate a school environment. It's much different than a community agency. It's much different than a private practice. to be here on campus to know the ins and outs. The dire importance to remain brief and positive and mission focused, not bringing problems to admin, but rather saying, "Here's what we've done, just keeping you in the loop." And um so they're trained quite a bit with how to navigate an educational environment with layers of support beyond clinical supervision. So that's what is happening behind the scenes. And this next slide just shows what students are saying, what parents are saying, and some of the feedback that we've
067been getting. Anytime I'm on Amazon, stay with me here, and I look at products and I see the reviews and it's got like a hundred reviews and they're all 5.0, I kind of raise an eyebrow and say like, I don't know if this is true. Believe me, 100% on these, it is true. It is valid data for you. But you can see um the parents and guardians have said 100% of them said, I see at least one positive change since they've been a part of the Wellness Together program. They also would say, I would recommend this. 100% of them would recommend the wellness together program to uh somebody else. The students we're seeing it's students are tough judges, right? They're they're good love detectors, lie detectors. I mean, they can really kind of see what's
068going on. Um they felt comfortable seeing a counselor, which as we know in this room is stigma reduction is happening. they're able to go there and be able to maybe have one of the very few adults in their life to be able to connect with them and to um without shame or or any type of um maybe concern over what might happen away from here. Obviously, if safety is a [clears throat] concern, it's a different ballgame. 100% would say there's an adult at school that cares about them, which as we know that's all it takes to turn a life around. And 100% know where they can go for support. You'll see these quotes on here. We've talked about real students. These are real parents and guardians and it's great to get these things at the
069end of the the when the pro when the student has gone through the program. Typically, it's 10 to 13 weeks of weekly counseling that they're having right there on campus with the mental health specialists. So, at the end of those 13 weeks or longer, depending on the need, we've had parents say they've had the most success getting mental health care for my child through this program because a lot of obstacles are removed when they're right there on campus when there's no insurance requirements, finances, uh, transportation. Well, I can't make a 3:00 appointment on a Wednesday. It's just not possible for what's happening right there on campus can make all the difference. And we can see here they helped me so oh so oh so oh so oh so oh so oh so oh so oh
070so oh so oh so oh much with my baby as you can see there. So um the next couple of slides show the number of hours that were there and when we started at that particular school site um so you can see some more specifics. I won't take the time to read the slide. You have access to these. You'll be able to see but I'm going to bring up Shantel Irvin and she's going to tell us a little bit of the journey of what we've done together because of the partnership and the trust that you've all placed in us and the wellness together team. Shantel. >> All right. As he shared, I'm Shantel Urban. Um I am one of the program directors who oversees mental health services. I also started um in my grad program
071and I was a school-based therapist when I first joined. And then I've had the opportunity to do some more systems work um program implementation and then I get to focus on a lot of the data that we're going to see here. So, there will be some numbers on the screen for the next few slides, but bear with me. There are stories behind all of them. Um, if you could go to the next one, please, you'll actually see since we got started together, we have documented over 15,000 student support interactions. And so, one of the powerful things about our program is we actually operate under FURPA. So there's a lot more information and insight that's exchanged between our providers and the educators, the teachers, the counselors, and the admin. So we really want to create like
072an open space to be collaborative to make sure that like every single person that this kiddo is interacting with can have some kind of insight into what's been helpful. Of course, working alongside the kiddo to make sure we're sharing good things that are helpful. Um so what you'll see in this number um is actually all three tiers of support that are represented in this. So there's the individual sessions that we facilitate. Um crisis interventions will also hold with students. Group therapy is represented here. Um classroom presentations is actually a big one that we've seen across the board. This year we actually have um you all signed on for a student support counselor which will go to school sites to provide crisis intervention um if there's anything immediate that's needed or or anything in the community
073that they could provide support for and they've been going to all the schools and and delivering those classroom presentations. Um and then we also have um you know under under tier one and other collaborative consultation um communication with parents with guardians, family engagement sessions and then um general case management as well. So I I get to celebrate with you all for a few moments the incredible impacts that we have had together in getting all of these services available for kiddos across the board at all the school sites. It's a it's a profound number and um it's it's really powerful to see. Um what we don't see here is the the kiddos that are actually supported by these services are usually the ones who would not have access to the supports otherwise. So I know Jeremiah
074was speaking to access being profoundly important to us. Um there are no insurance qualifications that come along with those services. Um there are no diagnosis that need to be attached for for kiddos to be connected to a counselor. Anyone and everyone has access regardless of whether or not um you know they have transportation to get to where they need to go. So we are seeing these kiddos right on site and you know occasionally with a one or two day turnaround um if something comes up we can we can join the principal and the parents you know in a in a quick conference so that we can talk through what the kiddo needs and and sign that informed consent right there. So very very powerful number there of of what we've accomplished together. Our uh our
075next slide is also uh one of my favorites to share. We we see this time and time again with the districts that we partner with. Um as as we get to know one another, as our systems become better integrated, as the schools trust the the uh the providers, as the community comes to understand, you know, that there that there doesn't have to be a stigma attached to mental health services, then people are buying in and they're they're buying in more quickly. Um, so you know, we started with 55% of uh students being referred actually participating in services and then this last school year we got to 81% of those families. There's there's buyin instantaneously. the the um counselor who refers the student knows what Wellness Together is, what we do, and how we provide those
076services and and can speak to it effectively with the families and they're making really good referrals with, you know, students who are who are on board already by the time they get to us. So, there's incredible cross collaboration that's happened because of the, you know, the invitation that we got to join you all and build that trust over the years. Again, that stigma reduction component is just huge. Um, I know when [clears throat] I was in school, I I didn't talk to my school counselor, uh, let alone a therapist on campus, but these therapists are going into classrooms or, you know, interacting with staff in the in the staff lounge. Like, there's there's a understanding of what the services are and who's providing them and how they can get access to them. And then our
077our last slide here um illustrates that again. Um with time, with collaboration, um and with that trust developed, we're able to continue to provide services and and we just see that grow profoundly and and exponentially each year. So, um you know, there's there's thousands of hours represented here of therapists sitting across from a student or standing in front of a classroom. um and creating a safe space for kids and then equipping them with tools so that they can feel comfortable and safe and go back to the classroom and actually learn when they're finished with their with their counseling services. So um we see a lot of that show up just in general with um their education and the impact that it has on their education. We'll we'll speak to some more data on that um
078with Robert momentarily as well. Um Mr. Williams, you you spoke earlier to the um the principles and and what's on their plate, the the workload that they have, and I feel that's that's pretty commonly shared across educators, counselors, administrators. Um and one thing that that this slide shows as well is that there's a a reduction of the the work for those admin and counselors. they know that there's someone that they can, you know, get this this kiddo quick access to if they're if they're struggling. Um, and it's it's opening up more opportunities um for collaboration across everybody and creating more time, space, and energy to um keep that space safe for everybody and and um have everyone including the educators, the admin, and the counselors feel supported by by the school-based therapists there on campus.
079I will pass it off next to Mr. Robert Garcia. >> All right. Thank you, Shantel. And good evening, everyone. Thank you again for just welcoming us into your community. My name is Robert Garcia. I'm the chief operating officer with Wellness Together. And my background is in education as well. So, I was a teacher um and an admin site administrator. So, I was an assistant principal and a principal for a number of years in the Sacramento area. and uh and just being here today. Uh it's I'm just reminded of on your side um all of you have been obviously part of this community for so long and uh it takes a lot to welcome new people in and to serve your students and so um I just feel very privileged and grateful and didn't know um
080you know I was going to be almost brought to tears tonight either. I didn't know we were [laughter] had to follow that. So, uh, we wish you all the best and hopefully, um, you know, I know good things will you've laid the groundwork it sounds like for a lot of good things to come. So, thank you for all you've done and thank you all for letting us be a part of this. Um, you know, I was looking at your mission statement up there while while I was waiting to come up here and I think actually like that really sums up a lot of of of why we are who we are and why we do what we do. Um and in particular, you know, we have a unique um angle on the services that we
081provide because like like our team said, we're not looking to um diagnose students. We're looking to give students the skills um and the support that they need to be in a to be to be safe, to feel safe, and to feel like they can participate in their learning. And I know ultimately as a as a as an a school entity, that's your job. you guys are trying to put things in place to give kids the best opportunity to succeed and that's that's what we're that's what we're here for as well. So, a few more slides. I only got like about 35 slides I'm going to share. [laughter] So, buckle up. I'm just kidding. Just there's a couple. This one I think is particularly interesting. So, I want to shout out Shantel and her team, too.
082Shantel is our um we kind of tease her because she's our and she loves a spreadsheet, a spreadsheet and a graph, but she's our data wiz and she keeps track of of data on everything and um and so this is one that's really interesting. So if you look at the referrals by grade um since we've been working with you all, you see now that we're at all the sites, we have quite a a distribution of the the referrals that come to us by grade. But if you look at the ones that are peaking there, fourth and seventh grade, those are really interesting grade levels, as I'm sure you guys know, a lot of times I was actually a former special education teacher, too. So, fourth grade is particularly a challenging year for students. That's where
083um the academic requirements really tend to jump. We start to see students struggling academically more. You see more um referrals for special education assessment start to spike during that time. That's and that's also accompanied by um some of the other challenges you'll see in the reasons for referral um where there's there's maybe a anxiety or stress or what we call low mood um things like that that accompany struggling in school and so you see a a spike there in 11th I'm sorry in fourth grade and then in seventh grade um as students are hitting that age where that's where a lot of the issues with um attendance come in and you start seeing issues with chronic absenteeism Um and so and so that's again we're hoping to put have somebody with you guys on campus
084that's a trusted just another trusted relationship, another trusted adult that can um be there for students to check in with and feel like they're supported. So [clears throat] um couple more slides. Next slide, please. So this is our um um breakdown by demographics. Um, and so you'll see that and this is just information for for you all to have um the the sites the district to uh help kind of maybe inform the referral process, see what's happening out there. Um, you know, we obviously we're seeing any students that that get referred to us. So, um, next slide. Um, so these are the reasons for referral. Again, this is an interesting one, I think, as well. So, if you look at u emotional regulation, right? If you're in a in a classroom setting, that's typically what's
085going to get you most likely. Like, hey, I think you need a break from the classroom possibly. It's going to be emotional regulation and the challenges that come with that. And and for whatever reason, students are coming in disregulated and and and struggling in in in class. Those are a lot of the students that get referred to us. And then followed by um you see a couple other of our um I think we had low mood. Sorry. Um yeah, sadness, low mood, and then worry, also anxious mood. So, um next slide, please. Thank you. So, we we also do a pre and a post assessment with all of our students. So, we use the BURS, um which is really a strength-based assessment. It's looking at five core areas as you see up there. Um and
086we we do it pre and post with our students. And if you go to the next slide, um your students are making great great gains. So, if you look at this is like we were just talking this morning as we were as we were kind of looking through these slides again and like we're usually we see kind of maybe 20 to 30ish range for a lot of these. But to have um again that intrapersonal strength um which is really those skills inside students that that they feel like they've gained to handle whatever comes their way. Um and we're seeing great great growth in that. Um almost 60% growth in that. So, that's a really exciting slide. We're really proud of that. Um, and next slide. And we do uh we do, you know, we're not
087just in person one-on-one or group therapy. Also, we provide a bunch of other supports that I I think we've your district has taken taken advantage of some of them. So, we have folks that can attend back to school nights. they could do parent or guardian um presentations um provide professional development and then also um like Shantel shared we do have a a district-wide crisis um support counselor this year as well. So and couple more here real quick. So we do surveys. We do a bunch we love surveys. You guys know schools love surveys. Everybody loves surveys. Uh but we do survey the school sites to see what do you guys think? How's it working? And so we uh you see up here we had a 92% satisfaction rate on how how satisfied you are with
088the wellness together services provided at your site and we have a few quotes up there um as well. Um and then finally um the students. So we do a student survey as well. So this one I again this is my this probably my favorite slide. So, um, you know, 97% said they can better understand their feelings because of their participation in our program and 98% said they feel like they have the skills to help them with any with any challenges they're facing. And and what better can we do, you know, as as mental health providers, as educators and the school board and, you know, we're that's our goal to give the students the skills they need to meet their goals to see their dreams come come true. And um, so we're really proud of that.
089really thankful for the partnership with you guys. So, I think Jeremiah is gonna close us out. We got a couple last things and then um Oh, I'm sorry, Chantel. Yes, >> I got one for you. Nice long acronym, C YB BHI. It's the um the Children and Youth Behavioral Health Initiative. It's specific to California and it actually allows LEAs to bill insurance companies including private insurance companies for health services rendered on on campus at at school sites. So we are um very excited we get to partner directly with your team with Dr. Reed here to um implement this alongside um you all. It'll we'll see the next slide has some some key points for us here. Um, one of the ways that we can collaborate, it can look different at every district, is um, we
090can be kind of the pilot and begin um, providing those services, documenting in your electronic health record system and submitting those reimbursement requests first and then kind of lay the groundwork, build the infrastructure. Um, the work that we do as mental health providers already directly correlates to, you know, certain billing codes and things. So, we're able to um like quickly implement that just by transitioning to those new systems and and training up the providers on on um you know where that that new documentation goes so that any reimbursement that is made is sent to Barstow Unified specifically. So, the goal with this program is to create a sustainable funding model as much as possible and get some money back to the district for investing in mental health services. Overall, what's um really interesting about this
091initiative, if if you haven't had a chance to look into it yet, um it aligns very well with our model in that um it is also um not diagnostic in the traditional sense. Um and it it would not be, you know, required for families to sign on to this in order to get connected to services. So it remains another pathway to get reimbursement and continue services but continues to provide that access for for all the kiddos referred. Um and our our goal is to um start discussing that and matching really the district's pace for how how you all want to roll it out. Um and hopefully by the next school year we'll be able to start documenting in your systems to make some of that reimbursement happen. and I will pass it back to Jeremiah
092with final words. >> This is it. Just one more slide and then an open for questions. Just an invitation. Uh there's a couple couple slides here showing some programs that also that we're able uh to utilize with your students. But mainly just to give a formal invitation to you all to the 10th annual wellness together conference just to tell you about this. It's something that we host leaders in mental health and education every year. We've had uh former surgeon general VC Murthy has been with us which was an honor as well as US Secretary of Education under Barack Obama. President Obama was with us. Um usually the state superintendent here in California um joins us and it's really a great time. As a district partner, we offer um some registrations um to them, but if
093you all are interested, feel free to reach out. Love to invite you. It's a great gathering of leaders from California, across the country, mental health and education. I think that's it and we'll we'll take questions. I want to reserve the right to quickly pass it to Shantel for some specific questions. Um but yes, ma'am. >> Well, first of all, thank you. Thank all of you guys. Um I want to say out loud that mental health is is medical when we think about it. That's why it's so impressive what you're doing because if you guys if we're paying attention being able to see a professional or get help within a day or two is [clears throat] a really big deal because through the medical process most of most of us are on HMOs which requires you
094to have a referral to see a specialist which could take two weeks or longer to see a specialist. You also mentioned on site meaning you're removing the barrier for transportation. So typically in a medical realm you're going to wait a week or two to get a specialist. going to get a letter in the mail or a phone call to go see your specialist. If these are young children having mental health crisis, they need help right away. So, it's just really impressive that you guys are mentioning this part of it because it's really a big deal. It's really a big deal that our kids are able to get support next to immediately. So, just thank you for that part. >> Um I took some notes on second. No problem. um the medical billing part at the
095end. That's really impressive as well because it's another component that uh the CMS 1500 is probably like the most common, but being [clears throat] able to guide us into that so that way we're able to actually recoup is is just a blessing. But I did have one question. Uh is there a self-referral process or is that an option? Do they have to come through the counselor to receive the services? Because I would want to just see it for every kid. >> Right. Right. That's a great question. I'll give an intro and then Shantel maybe you can um kind of close this out. But yes, mainly referrals happen through one designated point of contact. Typically elementary site it is admin and for secondary sites as school counselors or student support team however it works at that
096particular site. For self-referral it would be the student coming to that point of contact. So if it's a ninth grade student coming to school counselor, hey I'd like to be a part of this can make it happen that way. One of the challenges we have for like hey every student to have it which we're with you every student can be supported but to have like a pool tab in the you know multi-purpose room or something could be tough because then all of a sudden the case load you know then they're kind of overwhelmed with that. So there are avenues for sure and typically hopefully those students are on the school counselor's kind of dashboard just to see like okay I need to check in with this student. Is that accurate? >> Yeah absolutely. I'd say
097those classroom presentations too, that's how students really get to know what's available and that we're there. And at that point, at at every presentation, we're like, if you want to talk to us, come down to the counseling office, connect with your counselor, and then we can set something up and meet. And then there's always crisis intervention capacity, too. So, if there is an immediate need, somebody knows that there's a therapist [clears throat] there, they can immediately meet with that therapist. >> I love it. I love it. Thank you. That answered my question. Thank you so much. I appreciate you guys. Please keep doing the good work. It's amazing. I'm excited. Thank you. >> Thank you for your trust. >> Yes. >> Anyone else? >> Great. >> Nothing. >> Yeah. You know, back in the 60s,
098you know, mental health was like voodoo. I mean, you know, hide behind doors and stuff like that, you know. >> Uh myself, I've went to a therapist and you know, I'm not ashamed to say that. You know what I mean? And uh I'm glad to see the participation of the kids in the school district. You know, it it's it's a good thing, you know what I mean? It helped me a lot, you know what I mean? I found out it wasn't as tough as I thought it was, you know what I mean? And uh I think it's more acceptable now than it was back in the day. You know what I mean? And just keep up the good work. Thank you for helping out our kids. >> Yes, we sure appreciate it. Thank you for
099for your partnership. I think it's um it it's something that I've mentioned before superintendent that you know [clears throat and cough] a lot of parents don't know it's out there >> and and you know I'm all about like Miss Given pushing this letting people know that it's there. Um because you know when I was going to school, when you were going to school, I'm a little bit older than you, but um you didn't have that. >> You did not have that. And you know, having it especially there on campus is just amazing. I mean to have that there. No, what I do question my question is between male and female is there do you see more females than male or is there a a percentage? >> Right. Great question. We have specific data for barstow
100on that. We didn't include that here on these slides. We can definitely get that to you. Typically, I'll say just for in general as a therapist looking at the data, usually um females are those have more helpseeking behaviors. >> Yeah, >> we'll see that. And I think that's just something we need to work on to get the male students to like, hey, no shame in >> needing help. >> Yes. >> Because it's, you know, it's not enough getting us adults to do it, but >> Right. Right. >> You know, I think it's it's >> we probably need to push something a little more to get male students to go in there, you know, cuz hey, it when you're hurting, you're hurt. Doesn't matter whether you're male or female. And and someone to talk to. >>
101Mhm. >> It's always it's always good. >> Yeah. definitely seen it shift over the last 10 years. Um there's more participation by by male students than there has been historically, especially at the elementary schools. There actually are oftentimes more male students who are referred and do participate in services than females because of those externalizing behaviors. Those are the ones where in the classroom it results in the teacher paying attention, noting that there might be some support the the kiddo could get. And then those are the the kiddos that get referred. >> Yeah. glasses elementary age. >> Great call. Thank you. Thank you [clears throat] so much. Thank you all. >> Thank you. >> So, and I No more questions. Can I get a motion? >> I move. >> Second. >> All in favor? >> I.
102>> All righty. Let's go to 111 renew of classified management personnel. Oh, I'm sorry. Um, if you guys do not mind, we take a quick five minute break and then we'll come back and reconvene. Okay. Thank you. Glad you reconvene at 6:33. Next we'll have LMA 111 renewal of classified management personnel contract CBO recommending the board of trustee approve the renewal of the classified management personnel contract as listed effective date indicated through June 30th 2027. >> Yes, thank you. Uh Mr. Beaton uh is our chief business official and has been since 2023. And uh this uh item on the agenda is for an extension of his current contract which expires on January 31st, 2027 to extend by five months to June 30th, 2027. This would put him in alignment with the other two assistant superintendents.
103So the assistant superintendent of personnel services, Mr. Harvey Gutierrez's contract, and the assistant superintendent of educational services, Mr. Scott Goffy's contract which both also expire in June of 2027. So this would align his contract with those two contracts. um providing the district support in the next few months as you transition um into an interim superintendent. Um uh the elections of elections re-elections of four board members um and into the um 2027 year prepared and ready to finish out the 2627 school year solid. And so this item is being presented to the board tonight for consideration and approval to again extend Mr. Beaton's contract through from January 31st, 2027 through June 30, 2027, effectively giving him an additional 5 months. Please present to the board for approval. >> Question. >> Do I have a motion? So
104move. Do >> I have a second? I'll >> second. All in favor? >> I I none absent. >> All right. Next. Lima 21 local indicators for California school dashboard. Recommended board of trustees approve the unified school district local indicators inclusion on the California school dashboard. >> Yes. Uh Mr. Goffrey. [clears throat] >> Thank you. uh as a as a requirement of part of the local control funding formula, every district in the state is required to uh review and share with the board the local indicators that will uh arrive on the uh dashboard, California dashboard. This year that'll be October 15, 2026. Um with this report today, we're looking at five different priorities. Uh the state has eight priorities as part of the funding formula. The other three priorities are uh reported on the dashboard. Those
105are things like student academic achievement, language arts and math test scores, graduation rate, um as well as um suspension rates, and whether or not students are graduating from a high school as college and career ready. All of those uh report on the dashboard. Today's report is going to look at local indicators. Uh the first slide, if we can slide over, is basic services. And basic services is basically um all of the information I present to you both on a quarterly basis with our Williams update reports and also um the report I give you in the fall, the 8week mark, to ensure that a all of our students have access to their materials and b our facilities are in good repair. And you notice from the slide we have here, uh, we do have some strengths.
106Universal access, we had 0% of our students that did not have access to their core materials. Uh, and with our, uh, facilities, there were only five instances where good repair was needed, meaning good repair means we can put in a work order and have the facility or the item uh, fixed uh, within either the end of the school day or by the end of the school year. and you see that data when I bring the SARKC report uh information to you uh in a timely basis. On slide number two, this is priority number two. This is implementation of academic standards. In 2014, we um transitioned from No Child Left Behind standards to Common Core State Standards. And in that case, uh, we were required to both adopt new curriculum as well as new teacher training
107and pedigogy to ensure that our students are in 21st century learning environments. You just approved a very large um math adoption, the K8 math adoption that you saw in the the consent agenda where Miss Jamie Fischer brought forward training for our teachers around the new curriculum as well as the catapult contract which is designed to support our new teachers with um core content training particularly language arts, math, history and social science. You'll find from this slide that in the core subjects specifically English language arts, English language development and mathematics we uh have a rating of four full implementation meaning our teachers have full access to training uh both uh on a district level and site level. You'll find that with the history and social science uh focus area there's a rating of three. That's initial
108implementation. Part of the reason for that is we heard loud and clear from our BEA members that our science teachers specifically at Barca Junior High School need more training and also our new teachers need more core content training and that's part of the contracts that you see uh you saw before you today on the consent agenda. And finally with our CT and other subjects we have a rating of five. Uh as you heard with our presentation from Miss Holly Bowser last uh board meeting our CTE program is very vibrant. uh we have more than our fair share of uh two-year CTE completers which um is uh shows up on the dashboard in terms of a college and career ready student. Uh so going to the next slide, priority number three. This has to do with
109payment uh excuse me parent and family engagement. Um the fact that we have robust school site councils, we have robust elaks. Uh we have a PIO who is right over there and doing a great job for us. Thank you sir. uh ensuring that our our community is informed, has an opportunity for input. We have other things like the foster youth and African-American uh engagement and underrepresentative families uh through our um liaison there. And we have uh increasing attendance at fall and spring parent nights and superintendent community events. Uh I always uh mislabel this acronym but it's the parent student guidance >> parent student guardian please. Miss >> yeah parent um parent guardian student community alliance PGSCA. >> That's been a huge effort on Miss Swearing's part and she has done a great job with ensuring
110that we're getting participation there. And also we are utilizing parent square. Uh we are transitioning to a new website next year. We'll be training our our staff on how the ins and outs of that and the best thing about that is parent square is directly connected so the communication will become even more seamless uh with our families and also uh integrating our MTSS u efforts. We have an appointment with one of our friends from Northwest PBIS at the end of the week. We're going to be looking at our district MTSS team framework and the work that we do to ensure that the work at the site level both academically and socially, emotionally and behaviorally uh is in place and we're supporting students. And then revamping our advisory committees that's constantly effort an effort on our
111part. Uh there's a plan for next year to increase the amount of uh local control and accountability plan meetings to ensure uh input. Moving to priority six. Now, this presentation you had uh this evening was a perfect segue into this slide. Uh this is really about um ensuring that our school climate at our schools is uh powerful. You'll see that the safety p uh perception for our students at the elementary level. 65% of our students feel safe. It's not a one-off question that they uh um answer on our youth truth survey. It's actually a compilation of 10 to 12 different questions around how they how safe they feel whether it's in the classroom, in the hallways, at lunch, on the bus. And the compilation of all that information says about 65% of our students feel
112safe at the elementary level. Uh that does drop to 47% at the seventh and eighth grade level and also at 46% with the high school. Uh if you remember um in February I gave a mid-year report on our metrics and uh we did see an increase across the board with students feeling safe. However, these numbers are still low. We'd like to see them much higher. U but I will also say that we're in a percentage point of the national average. So um obviously at these different grade levels there are reasons why students are or not are not feeling safe, but it's more work for us to do. Uh, one of the things that our friends from Wellness Together presented was the one-on-one support that they're giving our students in the MTSS world. We call that
113tier 2 and tier three. That's targeted uh uh very intense support for individual students. Uh the effort we're doing uh we're making with our MTSS at the district level and and at the site level is tier one supports. So what that means is increasing the efforts in the classrooms with our teacher pedigogy and the support that they're giving students around behavior so that they they don't end up in a tier two or tier three situation. So it's a big effort on our part and we're really happy to see some some gains in that area. Chronic absenteeism at 44%. Uh I think the at last check we're about 20% higher than the uh county in that case and 25% higher than the state roughly. So obviously what chronic chronic absenteeism means is um our students who
114are chronically absent are missing 10% or more of their school year at any given time they're with us. So if they're here 185 days, 10% would be about 19 days of school that they've missed. And with the school calendar, that's an entire month. So that's that creates disconnectedness that gaps in their learning. So that's an area that we've been spending a lot of uh time trying to improve. suspension rates at 9% this last year. That's a slight increase from the previous year, but again with our uh work with our Northwest PBIS friends, especially with our district leadership team around MTSS, we're attacking that problem uh every day. And then finally, uh the results from the question around whether students feel that there's fairness and discipline at the elementary level. That's 51%. Uh middle school level
11534% and high school le level 44%. Again, those numbers are low. We'd like to see them get higher. Um but they do uh they are in line with the national average uh for the most part. And um I would like to uh focus on the actions here. Expanded counseling networks. That's part of how Wellness Together and other contracts you saw today came about was we saw a need in these areas and uh we also saw a lack of ability to hire um those folks that have those expertise so we had to contract out but we're constantly constantly looking for ways to build our own capacity um implementing CRPBIS um if you get if you get five minutes with me I eventually will spit out some kind of PBIS acronym to you because it's a lot
116of uh my effort right now working with Dr. Williams, with Dr. Reid, with Miss Fischer, Miss Norman, uh really trying to ensure that we have a tier one PBIS uh uh effort in our schools because there's nothing better than tier one because tier one means we're doing it right the first time. And then pro uh finally improving our SEAL efforts. Uh, one of the things that we're going to focus on this coming school year is with our site level uh, MTSS teams. They're going to be continuing to look at data, specifically discipline data. And based on the data that they see, they'll be looking at the program program and the scope and sequence of that program to identify lessons to um assign to classrooms that will support in mitigating some of the issues that might
117be on campus. For example, bullying. That's one of the hot spots for us. Finally, priority seven. This has to do with access to a broad course of study. Uh basically what that means in ed code we're required to ensure that elementary students have access to the big four um English language arts, math, science and social studies but also PE and art. um there's lower requirements for that, but we have to ensure that there's a master schedule at each site that's ensuring that at the high school level it gets a little more complex um with ensuring that um a throughg courses are available and the opportunity to become eligible to uh apply for a Cal State or a UC and all of that feeds into college and career readiness which is the CCI indicator uh on
118the dashboard that's part of the cowpads And I think that's it. Uh, one of the things uh, on the agenda today in the consent was the LCAP. You did approve that. Uh, what we will be doing at the end of this week is submitting that to the county and there will be a little more cleanup work probably, you know, typos and such. Um, and we're looking forward to this next school year being a very intense deep dive into what is in our uh, LCAP and ensuring that the actions and services that we bring forward in the new LCAP season are more aligned with maybe utilizing less of those contracts and building our own capacity with supporting our students. And that's all I have. >> Fantastic. Any questions? Nope. All right. Can I have a motion?
119>> So move. >> Second. All in favor? >> I. >> All right. Uh, [clears throat] next we have Lima 22 new course outline for new textbook psycholog [clears throat] psychology high school. This is a discussion item and approval and approval consideration. >> Mr. Goffrey. >> Yes. This is part of the broad course offerings at Barsta High School to ensure students have access to um A throughG approved courses. The psychology sociology um courses are actually both semester courses and they satisfy the G requirement on A throughG. I will read you real quickly a u overview but I'll stop to kind of differentiate be between the two. So psychology is a study of human behavior and personalities. Sociology is a study of human relationships. The difference there is psychology is more individualized as sociology is more about
120group um group actions. Uh with within psychology, students will be given an an insight into the cause of behavior, emotions, and cognitive reasoning. Topics include biological functioning, psychological reasoning, testing and assessment of others and self, intelligence, mental health and mental illness, and being your own therapist. Gosh, this is so apppropo for what we heard today, right? Uh with sociology, uh students will be given insight into the cause of social behavior, emotions, and social reasoning and why groups acts the way act the way they do. Topics include the sociological point of view, cultural diversity and conformity, socializing individuals, deviance and social control, stratification, racial and ethnic relations, gender, age, and health discrimination, and the family [clears throat] in and out of America. And I think I squished two items together there, but >> you did. [laughter]
121>> I figured I'd kind of save you guys some time. >> And they're both presented for information items tonight. >> All right, that was uh Lima 2, two, and three. Next, we'll go to business service services. Lima 41 adoption of 2026 2027 Barcifi School District budget. >> Yes, Mr. Beaton. Good evening. >> So, the uh 2627 budget was presented to the board of trustees for public hearing on June 9th, 2026, providing opportunity for public review and comment as required by California law. Uh this evening, the proposed budget is presented for board adoption. Approval of the budget authorizes the district to submit its adopted budget to the Sanino County Superintendent of Schools by the statutory June 30th deadline. Uh adoption of the budget demonstrates the district commitment to responsible fiscal planning and ensures compliance with state
122budget reporting requirements. While the budget is based on the best information available at this time, it is a planning document that will continue to be monitored and updated throughout the fiscal year as enrollment, state funding, expenditures, and other fiscal assumptions change. Uh the superintendent recommends approval of the 2627 adopted budget. And if there are any questions before we do that, >> any questions? >> Do I have a motion? >> I'll move. >> Second. All in favor? >> I I >> All right. Personnel services. Uh Lima 61 public hearing for provisional internship um permit PIP for educational um educators for 2627 school year. recommending the board of trustees adjourn to a public hearing to provide opportunity for the board to receive input concerning proposed provisional internship permits. We turn for public hearing at 652. You have
123anybody? None. Okay. reconvene at >> and Mr. Gutier. >> Thank you, Mr. Ren. So a diligent search was made and no uh fully credentialed certificate of persons uh came forward. So uh this item is uh presented to the board to fill an immediate need. Uh the individuals named there Jessica Brewer and Andrew Wallace need to complete their uh subject matter competency under the ces set under education specialist instruction. And uh the superintendent recommends approval. You have any questions? I have a motion. >> So move. >> Second. [clears throat] >> All in favor? >> I limit 682 employment certificated contract personnel for 2627 school year. Recommended board of trustees approve the employment of certificated contract personnel as listed effective the date as and effective date indicated. >> Mr. Peters. >> Yes. Thank you. So the previous
124board item was to approve the PIP which is the provisional permit and this is to approve their employment and it's presented to the board for approval. >> Any questions? Do I have a motion? So move >> Second. All in favor? I >> a limit 683 establishment of two certificated positions teachers on assignment external PBIS coach recommending the board of trustees approve the establishment of two certificated teachers on assignment external PBIS coach position 7 hours 7 hours per day 195 days per year effective date to effective of the 2026 202 27 school year. >> Mr. Peters, >> thank you Mr. Ren. So, uh, Mr. Scott Goff, assistant superintendent of educational services has identified a need to increase our external coaches uh to support the the student needs under PBIS. Uh, these two positions will actually support
125MTSS with uh many different areas. one providing support to teachers to increase their effectiveness in in meeting the student needs as is all related to uh PBIS and SEL and it's presented to the board tonight for approval. We have any questions? Do I have a motion? >> So move. >> Second. >> All in favor? >> I. Next we go to classified layma 6B1 employment classification management personnel recommended board of trustees approve their employment classification management personnel as listed effective date indicated. >> Mr. Ortiz. >> Yes. So this item is uh to fill a vacancy for nutrition services operation manager. Mr. Stanley Tazzy is has been offered and accepted a position effective July 1st, 2026. Uh there should not be any fiscal implications if this has already been budgeted, but it is a vacancy and it
126is submitted to you for consideration and approval. >> You have any questions? >> We have a motion. So move >> second. >> All in favor? I Next we have LMA 6B2 transfer classified position library media assistant recommended board of trustees approve the transfer of a library media assistant position as listed below. >> Mr. Ortiz >> for this item uh just like Mr. Godfrey this is a twofer because there's there's two items that kind of blend together. So the in the next item uh the junior highs uh requested an increase in hours to the library media assistance assistant and that they that position was split 6040 with uh Barcelo intermediate school and so that created that need at Baro Intermediate School and so this item is to transfer a vacancy that we have at STEM to
127BIS to fulfill their needs for the library media um uh assistant. And that was created by what will be occurring with the junior high which is the expansion of the hours. This is presented to you for consideration and approve. >> Any questions? >> I have a motion. >> So moved. >> Second. >> All in favor? I >> I >> uh Lima 6B3 change funding source of classified position library media assistant. >> Yeah. >> So uh this item is uh again the junior high asked for to the expand their hours for their library media system. the funding source needs to be changed to equity multiplier to fulfill that gap and that's what this will uh do and this is presented to you for uh consideration and approval. >> You need to read the recommendation so she
128can put it in. >> Yeah. >> Take a step back. >> Recommending the board of trustees approve the change in funding source of the library media assistant position as listed below. Do I have a motion? >> She'll move. >> Second. >> All in favor? >> I. >> Does any member have any item for future meetings? Nothing. All right. Um, do I have a motion to adjurnn? >> Second. >> All in favor? I [clears throat] journ at 6:59.