May 12, 2026 Regular School Board Meeting

001You're feeling love. Heat. Heat. N. N hey. Hey. Hey. Hey. Hey. Hey. Hey. Hey, hey. know you hey Heat. Hey, hey, hey. Heat. Heat. N. Heat. Heat. Heat. N. Heat. Heat. Heat. Hey, heat. Hey, heat. Heat. Hey, heat. Hey, heat. Heat. Heat. Hey. Hey. Hey. Heat. Heat. N. Hey, hey, hey. Heat. Heat. N. Hey, hey, hey. Heat. Heat. N. Heat. Heat. Heat. Hey, heat. Hey, heat. Heat. Heat. on order at 403. Um, Mr. Hilddrth will salute to our flag. >> All right. Uh, right hand over your heart. Ready? Begin. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Roll call. We have Miss Given, Miss Eelis, Mr. Held, myself, and Miss Pere

002is excused. Business from the floor. The board meeting is a business meeting of the board held in public form to comply with the Brown Act. It is not a town hall meeting with the board. This is the time for citizens to present problems or questions they feel the board should discuss. Individuals are encouraged to address the full board, not individual board members. 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 assistant. Assistant instructions for submitting remote public comment can be found on our website bd bus bdk12.com under the tab board of trustees. The board has a policy of l li limiting any speaker to not more than three minutes. The board limits the

003total time for public input on each item or topic to 15 minutes or five individuals request to speak. The president may review the submitted request request to speak and take a poll of speakers for or against the 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 a written statement for the record or to sign an agreement with a written comment of another citizens. All names will be memorialized in minutes. With the board's consent, the president may increase or decrease the time allowed for public presentations depending upon the topic and the number of persons wishing to be heard. For the record, please state your name. None. At this time >> we will adjourn

004at 4:05 for close session. Heat. Heat. Heat. Come on. Hey. Heat. Heat. Wow. Hallelujah. Heat. Heat. Heat. Yeah. Huh? Heat. Heat. Merry Christmas. Heat. Heat. Heat. Yeah. Heat. Heat. Heat. Hey, hey, hey. Hey. Hey. Hey. Hey, hey, hey, hey, hey, hey, hey, hey, hey, hey, hey. Hey, hey. Oh. Oh. Heat. Heat. Heat. Hey, Heat. Heat. Heat. N. Why would I want? Heat. Hey, heat. Hey, heat. You don't want Hey, hey, hey. Hey, hey, hey. Hey. Hey. Hey. Heat. Heat. Hey. Hey. Hey. Heat. Heat. Hey, hey, hey. Oh, you Heat. Heat. You are you Heat. Heat. Hey, hey, hey. Hey, heat. Hey. Heat. Heat. Hey. Hey. Hey. Heat. Heat. Heat up here. Heat. Heat. It's clear. Heat. Heat. Hey, hey. Yeah, hey baby. Hey, you want my way? Heat. Heat. N. Heat. Heat. Heat. Hey, heat.

005Hey, heat. Tell me. Heat. Heat. Why you want to do it? Heat. Heat. N. All right, we'll return back at 5.7. Um, report out of earlier close session. In close session, the board took action to approve a stipulated expulsion recommendations um of student 255936685. The board the board voted unanimously unanimously to approve the stipulated expulsion recommendation for student 2205936685. The vote was four in favor, zero nays. In closed session, the board took action to approve stipulated expulsion for student number 82729112277. The board voted unanimous unanimously to approve the expulsion recommendations of student 82729112277. The vote was for a four eyes and zero nays. >> All right. Presentation. >> First one. STEM spring championship recognition. >> Right. >> Yes. >> We are gonna start with Okay. >> Good. >> Okay. Um, first recognition for STEM Academy.

006We're going to do track and field. The boys track and field. And um I'm going to read one of the certificates. I think they all say the same thing, but um I I'll read the certificate and then I'm going to call the names. So when I call your name, if you'll come on up, you'll get a handshake from both myself and board president Leonard Williams and a certificate. I hear medals. So I think the medals have already been awarded at the competition. So good things. All right. So this is a certificate of recognition. The certificate is presented to the individuals I will call in a moment for the Barca STEM Academy boys track and field team in honor of your outstanding athletic performance and dedication during the 2025 2026 season. We officially recognize your achievement

007as the High Desert Athletic League Championship small schools division. I will start with the track and field the boys track and field team coach Mr. Melvin >> Cis I'm going to make sure that I say the names correctly. Alexis Green. >> There she is there. also one of the coaches. >> Thank you. >> Uh Keith Pac, let me take a picture in a minute. >> Oh, okay. >> All right. Here are our competitors. Roger Solace. >> Congratulations. >> If you guys can help work them to get >> taller to less tall. Ronald Solless. >> Congratulations. Is it Jiren or Jerome? >> Geron Russell. >> Kyle Williams. Logan Rhett's laugh. >> He might be outside. >> Is he here? >> Is he outside? >> I don't know. A lot of people outside. >> Do we have

008any anyone out kiddos outside? >> A lot of people outside. >> Yeah, there's a lot of kids outside. Well, if you guys hear a name, if you can somebody if they can say out there. So if they're outside, Victor Rodarte, >> congratulations. >> That we're gonna need to line them up in the front. Marcos Enriquez coaches. >> Good job. Good job. Congratulations, >> Damon Crossman. Damon, >> good job. Congratulations. Julian Menddees Fea the taller size put you over there by Mr. Williams and maybe at the back and then James Taylor. Okay, now we're gonna squish together. >> You want to put the kids in the front? >> Yeah. >> Let's go front. Go front. >> About a year. They'll be all taller than us. >> Yes. >> Already won the shoe. >> Smile. pictures. >>

009No, we're just going to steal yours on Facebook. >> All right. >> Thank you. >> All right. How you doing, buddy? We walk in there last night. >> Yeah. I know. I know. Next we are going to >> All right. Our next certificate of recognition is going to be for the Barstow Junior High girls track and field team. Their certificates read certificate of recognition. This certificate is presented to the players and the coach in honor of your outstanding athletic performance and dedication during the 2025 2026 season. We officially recognize your achievement as the High Desert Athletic League large school medalists and we have your certificates. Uh we're going to bring you up and hand you a certificate. However, we need to make some corrections to it. So, we're going to pull them back and reissue

010new ones. But for the picture, you're going to have these certificates. Okay. So, um, we're going to start with the coach, Guadalupe, CeCe Nunees. >> Hello again. >> Congratulations. Good to see you. >> And our competitors, is it Yanila? Yes. Janilla Davis. Yanila Davis. Oh, she's got quite a few. >> She got three. >> Congratulations. >> Second second fastest runner in the high desert. >> All right. >> India Brownia. >> Where's my burger? >> Congratulations. >> Thank you. Isabella Aguilar Willis. >> Congratulations. >> Not here. >> They're not here. And that's >> Silia Perry is not here. And I don't have another one. >> Okay. So, we're gonna hold on. >> Coach. >> All right. So, we're gonna squeeze together. >> One more coach. Andrew Mendoza. >> Oh, Mr. Mendoza. Congratulations. >> Congratulations. >> We'll

011get you. >> Good job, runners. Good job, runners. >> You're good. >> Yeah. >> Okay. You can stay here. >> Stay here. >> Yeah. >> Okay. Okay. >> Our next certificate of recognition going to go to STEM girls soccer. >> All right. >> Certificate of recognition. This certificate is presented to and we'll call those names out in a moment. In honor of your outstanding athletic performance and dedication during the 2025 2026 season, we officially recognize your achievement as the High Desert Athletic League champions small schools division. >> All right. And their coach is already up here. Guadalupe CC Nunes. Marcela Lumis, >> congratulations. >> Oria or or Oria? >> Aria Chavez. >> She's here. Congratulations, >> Isabella Gos. Good job. Congratulations, >> Camila Hernandez. >> Congratulations. >> Arabella and Angelore. Angelore. Okay. Jade Lopez. >>

012Good job. Congratulations. >> Penelopey Rivera. >> Congratulations. >> Hia burn. Get your coach. >> Good job, >> Elani. SK. >> Good job. You got two two years back to >> Yes. Remy Johnson. >> Remy Johnson. Congratulations. There you go. >> Gabrielle Hernandez here today. >> Ariana King. >> Congratulations. Ariana Lemus, >> Gwen Colado, >> Aubrey Aubrey Walker. Adabina Walker >> and Mariah Perez. >> Congratulations. Okay, we'll make sure that we get the coach. Yeah. Yeah. down. >> Uh, >> you guys. >> Yeah, we're gonna have to >> some in the front. Slide down. >> I got to sneeze. >> Don't sneeze in my head. >> Ladies, three, two, one. Good job, ladies. >> And so did she girls and boys as well. >> All right, that's what happened. Okay, >> we have your certificate with

013the boys. Okay. Um, next we're going to do the Barstow STEM Academy boys soccer certificate of recognition. This certificate is presented to um, individuals in honor of your outstanding athletic performance and dedication during the 2025 2026 season. We officially recognize your achievement as the High Desert Athletic League Champions Small Schools Division. I have the first certificate for the coach, Chris King. >> And CeCe was coaching with you on the boys as well. >> She helps with everything. Yeah. >> Okay. >> So, she come up later as well. >> Oh, you didn't mess you with the boys as well. >> Jacob Simpson. Jacobson. Good job. Congratulations, Anthony Tolbert. >> What? >> Francisco Machuka. >> Congratulations. You're welcome. Lawrence >> Mayz, >> good job. >> Thank you. >> You're welcome. Julian Tloza, Dominic Davis. Congratulations, >> Jasper

014Sodto, Theo Chavez, Julius Ordazz is put you right in the front. >> Michael Rivera. Good job, bro. >> Uriel Alonszo, >> Christopher Gordado. Caleb Padilla, >> Zayen Brooks, >> good job, >> Gio Hernandez. Damon Crossman >> and Kelp and Johnson. Oh, >> I thought he said his name. >> He's on track and soccer. >> And soccer. Oh, well, Julian Menddees PCO. >> Menddees PCO. >> Congratulations. All right. >> One, two, three. Good job, boy. Thank you guys. >> All right. >> I know. come back. >> Okay. >> Never heard this. photos. >> Next we have Bars High School presentation. >> Hey, we're uh we're ASP. I'm Carla Mini. uh freshman class president. >> I am Daniel Garcia. Barca rep Bara high school representative junior year. >> And I am Yikica Taguay. I am the junior

015vice president. >> So we have a presentation just going all through this year of ASB >> and our compliment our our accomplishments during the year as well. So as you know that um ASB strives to promote student culture and increase student engagement throughout our fourth years here at Bar High. We tried really hard to make activities and put other students to make them feel more welcomed and the school a more lively environment. Our goals for the 25 to 2026 school is to increase engagement as well as improve student culture. So AFB we've p held monthly polls for students to vote for the teacher of the month. Uh we've increased the number of assemblies because we started doing outdoor assemblies which is something that we haven't done before but I think have been a pretty interesting

016experience and I think some people actually enjoyed them. Um we've been introduced free after school socials because we know that some people don't have the money to go to some of the events that we held at school that might cost money. So you want to make sure that we include everybody have equal opportunities. And we've also improved staff appreciation because we know how hard our teachers and staff members work and they don't get enough appreciation that they should, which this month is teacher appreciation month. And we wanted to show our appreciation to our staff members. And we award random students each week for Aztec student of the week. And we've increased the number of extravaganza events where students could play games and win free prizes during lunches. And these are some of the examples that

017we've done. So on the top left are some of the extravagance we've hold we've held at lunch. At the bottom is the March Madness thing that we decided to start doing. And then top right is that's a funny one cuz that was during the Hokco assembly and some of the football players wanted to have a little fun and they broke some of the chairs. That's okay because we actually got a viral video out of it on Instagram. And then the bottom right is some of the banquetss that we've had like to celebrate like I think that was the winter one. >> That was the Thanksgiving. >> The Thanksgiving one. Okay. And then the middle is the assembly that we held outdoors. And yeah, >> this the group photo that we took out after the outdoor

018assembly. >> Yeah, we have about over 50 kids in ASB. So, it's two two separate classes. and we get a lot done with them cuz last year they didn't they didn't have nearly as many kids and they struggled to get stuff done. But now with all these kids, it makes it made everything a lot easier. >> Yeah, I think this year was a really successful year for ASB. And I think I know me personally, I think I've had the most fun in ASB throughout my junior year because this is the first time I've been in ASB in Barcelo High and I think that it's been generally one of the most memorable moments that I've had in high school and I know that a lot of people in ASB can say the same thing. >> Thank

019you. That was such a good picture, you guys. >> Ready? Here we go. One, two, three. Excellent. Thank you. Next we have the April 2026 employees of the month. Okay. Our first employee of the month for the month of April, sorry. Um, is Brandy Croser. >> Congratulations. In recognition of your extraordinary dedication and service to the staff and students of Bar Unified School District, we are proud to honor you as the elementary classified staff member employee of the month for the month of April 2026. We have your certificate, we have your desk plaque, and we have your $25 school's first federal credit union gift card. And we're going to get pictures. >> Uh family, anyone that you want? Ellie Marcus >> to come up and get a picture with you. >> Hold it on. >>

020The smell. It's cheese. >> Thank you. Okay, our next employee of the month is Brenda Krauss. >> It's not Brenda Krauss. >> Thank you for bluring that up. Come on over here. We'll get this to you. >> Congratulations. >> Oh, thank you. I'm going to slide next to you, Mr. Rubio. Sorry. In recognition of your extraordinary dedication and service to the staff and students of Bars Unified School District, we are proud to honor you as the elementary certificated staff member employee of the month for the month of April 2026. We have your certificate, your desk plaque, and your $25 school's first federal credit union gift card. Congratulations. And do you have a family member? >> Congratulations. >> Our next employee of the month is Valerie Marino. Congratulations. In recognition of your extraordinary dedication and service

021to the staff and students of Bars Unified School District, we are proud to honor you as the secondary classified staff member employee of the month for the month of April 2026. We have your certificate, your desk plaque, and your $25 school's first federal credit gift card. Thank you very much. family. >> Yes. >> No, it's okay. And is your principal here? >> Come on. All right. Our next employee of the month is Adam Senucci. >> Congratulations. >> Thank you so much. Spotlight is on you. In recognition of your extraordinary dedication and service to the staff and students of Bars Unified School District, we are proud to honor you as the secondary certificated staff member employee of the month for the month of April 2026. We have your certificate, your desk plaque. Love the picture and

022your and your $25 Schools First Federal Credit Union gift card. >> Thank you. Somebody get a picture. >> Oh, okay. Let's go. Dr. Williams. >> Yeah. Come on. >> I'm allowed to invite anybody up here. >> I was going to take random family members, but sense mess with me. No, no, it's okay. Thank you so much. >> Our next employee of the month is Maria Lopez. In recognition of your extraordinary dedication and service to the staff and students of Barcel Unified School District, we are proud to honor you as the classified substitute staff member employee of the month for the month of April 2026. We have your certificate, your desk plaque, which unfortunately does not have a picture, but it has the logo and your $25 School's First Federal Credit Union gift card. Greg And

023do you have a family member that you want in the picture? >> I did not know. >> Do you mind taking one of my phone? >> You were just up here not too long ago. >> Couple with this and You're great. One, two, three. >> Excellent. >> Congratulations, Maria. >> Our next employee of the month is Lean, I think. Is it Leanne or Leatali? Alatali. Alatani. Thank you. >> Alatari. >> I'm just >> It's kind of like mine. It gets pitched all the time. Yeah. I just saying. No, it's okay. I know who you're talking to. Hawaii. >> In recognition of your extraordinary dedication and service to the staff and students of Bars Unified School District, we are proud to honor you as the certificated substitute staff member employee of the month for the month

024of April 2026. We have your certificate, your desk plaque, which does have a picture on it, and your $25 Schools First Federal Credit Union. >> Thank you. card. >> Thank you. All right. >> Okay. Our next employee of the month is Tamara Trillo. She will in a moment. She knows. She knows the routine. >> Come on over here. >> How are you? >> In recognition of your extraordinary dedication and service to the staff and students of Barcel Unified School District. We are proud to honor you as the district classifi district office classified employee staff member employee of the month for the month of April 2026. We have your certificate, your desk plaque, and your $25 school's first federal credit hand. And then we're going to call your director over. >> All right, Veronica Calderon. >>

025Wow. You want them? >> Yeah. Okay, >> we won't force him. >> Thank you. >> And we know that this staff member is not here tonight, but we will make sure that we get his award to him. So the next employee of the month is Neil Ole. In recognition of his extra extraordinary dedication and service to the staff and students of Bars Unified School District, we are honoring him as the management team staff member employee of the month for the month of April 2026. Mr. Godfrey, you are his direct uh supervisor. Would you like to come up and accept for him? >> Sure. >> Come on. You're locked in. Huh? Oh, you get to come in the middle. You're representing all. >> We have his certificate, his uh desk plug, and his $25. >> He

026owes me. >> Superintendent's choice. >> Right. And then our last employee of the month recognition always goes to the superintendent's choice. And this person is kept quiet until the night of the announcement. And that employee is Kevin Donna Bara. We are recognizing him for extraordinary dedication and services staff and students of Bars Unified School District. And we're honoring him as the superintendent's choice of the month for the month of April 2026. We'll get him his certificate, his gift card, and his and Dr. Reed is his direct supervisor. So, she's going to accept the number. >> All right. Thank you, Dr. >> All right. And then, uh, retirees. All right. under when certificate. >> Okay. >> We have a couple that >> from late >> they're not delinated though. >> Okay. So, um so under five

027years >> 20 years >> under 20 years of tenure with Bars Unified School District. Um all of our retirees get certificates and then after that we have some of the red apples that the marble apples and crystal apples to hand out dependent upon the number of years that they've been in education with Barcer Unified School District. We have many staff members that are being recognized tonight. I just want to point it out that although they have less than 20 years of service with Barcel Unified School District, they h they may have well over 20 years of um service to uh education in other districts as well. So just because they're only getting a certificate does not mean that they've done less than 20 years. It just depends. So our first recognition for our our first

028retiree is Mr. for Willie Betts. Uh Mr. Navar, do you want to come up and accept from accept Mr. But Mr. Buts? He's being recognized for three years of dedicated service to the staff, community, and students of Bars Unified School District. And we will make sure that he gets that. Mr. Navaro, is that correct? We'll >> take your Come on over here. This next employee is retiring and being recognized for nine years of dedicated service to the stu the staff, community, and students of Barcel Unified School District. Denise Yates here. You want to That's what happens when you >> Thank you. >> I'm retiring. Coordinate. >> You're not that lucky yet, sir. >> You have another one. >> I don't know. Uh this uh employee is being recognized for 12 years of dedicated service to

029the staff, community, and students of Bar Unified School District. >> Kathleen Hackle. >> Thank you again. a lot. >> Our next retiree is being recognized for 22 years of dedicated service to the staff, community, and students of Barca Unified School District. Lisa Shipley. Right. >> Careful with that. Careful. Okay. >> Yeah. So, she gets a marble apple. >> And if you want to come right over here, I will be. >> So, in recognition of your 22 years of dedicated services, staff, community, and students at Bar Unified School District. 22 years with Barstay Unified. How many total in education? Is it more than 22? >> Probably half a year of subbing. >> Okay. Yeah. >> Yeah. >> All right. I think >> all right. >> Oh, you're going on permanent vacation. >> Oh, yeah. Wow. So,

030there you go. All right. You're welcome. So, the stem is very fragile. >> Oh, thank you. >> There you go. Congratulations. Thank you, >> Darren. And I know you congratulations. >> Okay. Our next employee is being recognized for 21 years of dedicated service to the staff community unified school district. Anthony Jones. >> Yeah, the apple is separate. So, it comes off. So, you got to be very careful and it's heavy. So, that apple's presented to you in recognition of your 21 years of dedicated service to the staff, community, and students of Barcai School District. Congratulations. >> Thank you so much. We're going to get a picture with you. >> Okay. your box, >> honey. >> Oh, my box. >> Okay. Our next employee is being recognized for 22 years of dedicated service to the staff,

031community, and students of Bars Unified School District. Rosanna Elgahari. >> Thank you. >> Congratulations. want to leave those u but we can get that to him >> and then Leonard's got it here and if you can pass that down to miss given >> and we have your certificate we have your your marble apple coming along but your announcement of retiring came a little bit too late for us to get it here in time so we'll make sure that we get it to you >> it'll be here tomorrow >> tomorrow >> but you'll be getting one of the marble apples as well and so we have your certificate to recognize you for coming to $100 >> Oh we have $100 Oh, >> there you go. >> I'll take that, too. >> Can I have my husband?

032>> Yes, of course. My support. >> He's been my support all this all these years. >> You're very welcome. get to enjoy time together. >> Our next employee being recognized for 23 years of dedicated service to the staff, community, and students of ours Unified School District. Michelle Melody is receiving a marble apple as well. We'll get that to her as soon as we can. Next employee being recognized for 23 years of dedicated service to the staff, community, and students of Bars Unified School District, Vivian Archer. Congratulations. I know it's kind of awesome, but has come off the pedestal. So, we're going to bring it over here. >> Thank you. >> And we have your recognizing you for the 23 years of dedicated services, staff, community, and students of our unified school district. Thank you. You're

033very welcome. What? Yeah. >> Congratulations. >> Oh, thank you. I feel like I'm the one retiring at the beginning. >> All right. Next employee being recognized for 24 years of dedicated services staff, community, and students of Barcelona Unified School District, Linda Row. >> She'll be getting a marble apple as well. We'll make sure that that gets to her. Next employee is Juan Andrew Peralta. four years. >> Thank you. >> Watch your apple. It comes off the base. >> Okay. Thank you. >> Congratulations. >> Thank you so much. >> Pleasure. Thank you. So, in recognition of 24 years of dedicated service to the staff, community, and students of Barcine High School District so much time. >> Good. >> That's good. Yeah. >> You want to talk? >> My son, >> grandson. Hello. >> We're gonna have

034to Oh, no. You're okay. Okay. >> I'm ready. Next employee being recognized for 26 years, Tammy Dipman. He's going to put it in your box. >> Holy >> You told me to put that picture up. >> There's your apple. Watch the apple comes off the base. And we have to say that because the crystal apples do not come off the base or at least they >> That's correct. They don't. So we have to make sure the purple apples unique. So in recognition of 26 years of dedicated services staff, community and students of Parson Unified School District. Hi. >> Here. >> Right here. It has been a pleasure serving with your wife, sir. >> Thank you. >> And you're right here. Yep. >> Super cute. >> All right. >> Okay. Our next employee recognized for 27

035years of dedicated services to staff, community, and students of Barci School District. Brian Blakeley. and your apple will be here tomorrow. >> So, we apologize, but congratulations. I give you your certificate in recognition of 27 years of dedicated services to staff, community, and students of Barney High School District. That's amazing. >> Wow. >> Woohoo. Have some. Yes. >> I couldn't have done it without you. Come on. >> Thank you. Our next employee being recognized for 28 years of dedicated service to the staff, community, and students of Bar Unified School District, Dakshayani Pad Mandaha. >> That's like swearing, right? Trying to get all that. Hi, >> how you doing? >> Your apple is arriving tomorrow as well. It will be marble apple. >> Okay. Yes. >> In recognition of your 28 years of dedicated service to

036staff, community, and students of RC Unified School District. Congratulations to you. >> Thank you. Give me that. We he had a he had a recognition at choice of choice medical groups. >> Yeah. >> Congratulations. >> Thank you. >> Congratulations. >> Thanks. >> Our next employee being recognized for 28 years of dedicated service to the staff, community, and students of Bar Unified School District, Diane Korn. We will make sure that she gets her certificate and her apple. Our next employee being recognized for 31 years of dedicated service to the the staff, community, and students unified school district, Vince Williams. get the actual crystal apple. It does not come off the base for recognition of 31 years of dedicated services staff community and students person school district. She's so happy for you. >> Thank you. >> Here's

037your certificate. We'll get a finger. Dr. Williams, other family members. >> Here we go. Ready? One, two, three. All right. Our next employee being recognized for 33 years of dedicated service to the staff, community, and students of our Unified School District. Monica Chong. >> Do you want to express she's enjoying retirement in South Beach, Florida? >> Oh, very much. Fair enough. All right. In recognition, our our final employee in recognition of 37 years of dedicated service to the staff, community, and students of Bars Unified School District, I'd like to call up Miss Holly Bowser. with an apple and a standing ovation. >> Come on up. >> Shake it. anything. >> It's been an honor. Really? >> Okay. >> And I have one as well. >> So, the next certificate of appreciation is presented to Diana

038Soren. In recognition of six years of dedicated service to the staff, community and students of Barney 5 school district presented this 12th day of May 2026 signed by myself assistant superintendent personnel services and the board president Leonard W school board president. Thank you. >> Stand right here. Look over there. You have to be in the middle now. >> And and we do have a letter that we need to read out. Actually, >> yeah, there's two things. So, number one, you don't get an apple, but we thought we'd put your certificate in acrylic. >> A >> Okay. >> So, uh I first I had to read otherwise this is going to be a disaster. Um, I first met Miss Marjin in early 2020, just weeks before the world changed. In the face of the unknown, I

039immediately saw her strength. Whether she was handing out meals at school drive-throughs to ensure that no child went hungry or building district COVID testing facilities from scratch, she led with unwavering resolve. Over the last several years, I've had the privilege of working directly by her side. To me, she's been a coach, a mentor, a boss, and a friend. We often joke that if I had a dollar for every time her and I looked at each other and said, "We've never done this before." I would also be receiving a retirement. Anyone who knows her knows that she loves apples. I'm sorry you didn't get one. But she famously never wanted to overturn the apple cart. She led with a philosophy of inclusion, always insisting on having the right people in the room. She refused to make

040decisions in a silo, ensuring that every voice was heard and every perspective was considered for the good of the district. What defines her leadership is her students first heart. Her deep roots in Barstow fueled a vision that transformed this district rooted in belief that to celebrate our students, we must support and empower our staff. It has been a great honor to be your right hand. >> Dang it. >> To serve in the trenches and to watch you lead with such grace. You've inspired countless I'm tired of saying it. Light bulb moments for all of us. While you'll be deeply missed, I'm thrilled for the new memories that you're about to create with your family in your next chapter. Congratulations on your retirement, and thank you for everything. That's not it, though, cuz the right people

041couldn't be in the room, but they're watching right now. And there's a letter that Patty's going to public comment letter >> and Patty's going to read it. one of our parents. >> I'm a proxy again. So, I'm going to read the letter from Elizabeth. Mom, I don't even know where to begin because how do you put a lifetime of admiration into words? For as long as I can remember, I have watched you walk into impossible situations with courage, intelligence, and grace that most people could never begin to understand. You are one of the sharpest people I know. Not just intellectually, but emotionally. You see, through noise, through politics, through ego, and through fear. And somehow, despite everything thrown at you, you never lost your warmth. You never stopped being the light. As your daughter and

042for a short time as your employee, I got to see what so many people never truly understood about you. I saw the late nights, the impossible decisions, the pressure, the restraint it took to remain composed while people who could never carry even a fraction of your responsibility criticized you with confidence they haven't earned. I watched people benefit from your strength while simultaneously resisting it. And still you showed up every single day. That is what makes you extraordinary to me. Not the title, not the recognition, not even the accomplishments, though there are many. It's the fact that you remain deeply human in spaces that often reward the opposite. You fought for students, for staff, for integrity, for progress, and for what was right even when it would have been easier and quieter, and for far more

043comfortable not to. Fearless doesn't even begin to cover it. You carried the weight of leadership while others carried opinions, and somehow you still managed to make people feel seen, encouraged, and cared for. The truth is strong women are often asked to survive what would break other people and then criticized for the scars they carry afterwards. You live that reality with more dignity than anyone had a right to expect. I wish you a retirement that feels like a long- aaited exhale. You've given so much of yourself to this community and they see the immense value of everything you've built here. As you start this next chapter, remember that the opinions that matter most are from those who saw your hard work and your kindness firsthand. Because the people who truly know you, who truly saw you,

044know exactly what this district was given during your time here. You are brilliant. You are resilient. You are compassionate. You are unforgettable. Ultimately, your legacy isn't defined by boardrooms, headlines, or outside voices. The final word on your legacy belongs to you, and it's a story of strength, service, and a job incredibly well done. I have never been more proud to be your daughter. Congratulations, Mom. Now, go rest, laugh, travel, breathe deeply, come and see me. And remember that you never had to prove your worth to people committed to misunderstanding you in the first place. Your impact speaks louder than they ever could. I love you always. With love, Elizabeth, Dillinger, Caitlyn, Richard, Kevin, >> Railen, thank you. Riley and Patrick. Bye. >> All right. still got presentations. >> Congratulations, sir. >> You should have waited.

045We could have gone out together. You can learn to make tortillas now. >> However long they keep me >> congratulations. Thank you. >> White was on. >> Congratulations. Okay, next we have adult ed spring presentation. >> Get the video first. >> That's going to be this. Yeah. Yeah. I don't know. Turn off the camera. My name is Curtis Buller. I am 33. Yes, that's right. 33. And I am a returning student. Honestly, I wasn't planning on to do this, but my cousin convinced me. And uh it's a good thing to have in life to get your diploma and all things like that. Oh, they make it so it's so uh convenient to come here. Yes. And it's easy going. get right to what you need to know. Um I tried to do adult school maybe

046about six years ago at the high school, but um I don't know, it was kind of hassle sitting in the classrooms and uh it just wasn't the right kind of learning for me. Again, I just this is self-paced. Here is self-paced and you can take your time doing what you need to do. So I didn't even know there was books about here to read, but you could come and read a book. You wouldn't take a break from it. You want to take a break from learning, you come read a book, enjoy your time. And uh if you need some quiet like I do from the house, you know, I got a couple little ones running around. Not mine, but they little ones running around. And it gets too too noisy, come here and have some

047quiet time to do with the work like I am. I'm 33. I'm darn near halfway through life. And uh I know I can go a lot farther, especially after being here and getting my diploma. To anybody that is watching, it's all right if you need time, but don't waste time. Come do what you need to come do, and this is a good place to do it. This graph shows the average age of students from 2021 to 2026 has remained consistent, ranging between 30 and 32 years of age. During the 22 through 25 school years, programs included ESL along with high school diploma and GED, and the average age held slightly higher at 32 before gradually declining. In the most recent year, 2025 to 2026, the average age decreased to 30 and programming shifted to high

048school diploma only. Overall, the data reflects a stable adult learner population with a slight trend toward younger students in recent years. This graph shows over the past five years the student population has remained predominantly me female though the percentage has gradually decreased from 74.59% in 2021 through 2022 to 60% in 2025 through 2026. During the same period, the percentage of male students has steadily increased from 25.41% 41% to 38.60%. Showing a clear upward trend. Non-binary representation, while still small, emerged after 2021 2022 and has remained present each year. Overall, the data indicates a shift toward a more balanced gender distribution over time. This graph will show over the past five school years, total student enrollment has steadily increased from 181 to 385 students. During this time, the percentage of students identifying as Hispanic or Latino

049rose from 38.67% in 2021 through 22 to a peak of 51.28% 28% in 2024 through 2025 before before decreasing slightly to 45.26% in 2526. Conversely, the percentage of students identifying as not Hispanic or Latino declined initially but has increased again in the most recent year. Overall, the data reflects both significant program growth and some fluctuation in the eth ethnic composition of the student population with no unspecified responses reported. And again, this data is as of January 2026 when we did the stats. So, of course, we are a little bit higher on our enrollment. This graph shows over the past five school years, the racial composition of the student population has shifted notably. The percentage of white students has declined from 60.22% in 21-22 to 44.56% in 25 through 26. In contrast, the percentage of black

050or African-American students has steadily increased from 32.60% to 42.81%. 81% becoming a larger portion of the population. Other racial groups including Asian, American Indian, and Pacific Islander students have remained relatively small and stable with minor fluctuations. Notably, the most recent year shows an increase in unspecified responses to 10.53%. Overall, the data reflects a trend toward greater racial diversity within the student population. This chart shows across all five school years, English remains the dominant native language among students, representing the vast majority of the population each year. Spanish is consistently the second most common language with noticeably growth from seven students in 21- 22 to a peak of 46 and 24- 25 followed by a decline in the most recent year. Other languages are represented in very small numbers and appear sporadically reflecting a diverse but limited

051multilingual population. Overall, the data shows a primarily English-speaking student body with some increasing linguistic diversity over time. This demographic chart shows at the beginning of each school year, our high school diploma students make up the largest portion of our enrollment and show steadily growth over time. increasing from 137 in 21- 22 to 356 in 2526. GD enrollment rose from 44 to a peak of 65 in school years 23- 24 before declining to zero in the most recent year. ESL enrollment emerged in 2324, increased in 2425, and then dropped back to zero in 2526. Overall, the data reflects a clear shift toward a predominantly high school def high school diploma focused program in the most recent year and that's because we have allowed the college to take over the GED program and uh the ESL program.

052So, Baro Adult School is mainly focusing on high school diploma. This demographic summary shows by the end of each school year, the number of graduates wrote shows a strong overall increase rising from 32 in 21- 22 to a peak of 96 in 24 to 25 with a slight decrease in 89 to 89 students in 2526. GED completions remain minimal across all years with only one recorded in both 22 through 23 and 24 through 25 school years. Overall, the data highlights consistent growth in high school diploma completers as the primary outcome for students. We do have more graduates. However, this data was done before the close of our school year. So that data was done. We were trying to get the video together. So we have we will end up with 106 graduates that will walk

053across the stage this Saturday at Barstow Community College Performing Arts Center. Um, as the data indicates, enrollment at Barsto Adult School continues to grow despite operating only three days per week. To better understand our student population, it compiled dropout data with BUSD over the past 5 years. The findings show that many of our students returned to education after being out of school anywhere from one year to more than 20 years. When students share why they previously previous previously left high school, the reasons vary and often include pregnancy, homelessness, employment obligations, family or or family responsibilities regardless of their circumstances. Baro adult school is committed to providing a welcoming and supportive environment where students can continue their educational journey. This is sometimes a misconception that our program draws students away from BHS and CHS once they

054turn 18. However, this is not the case. Many students are referred to us by teachers, administrators, and parents who recognize that our an alternative pathway may better support their success. Ultimately, these individuals were once BUSD students who have chosen a different route toward achieving their educational goals and earning their diploma. Their success represents a positive outcome not only for BUSD but for our entire community. >> Thank you. >> You guys have any questions? >> Yeah. Go ahead. Question. >> So we can get one uh diploma at Barca High School, Central and Adult Ed. >> Are they all equal diplomas? >> They're all equal diplomas. >> So they can go to the military with a diploma from all three. >> All three. We had Right now we have three graduates that already left. They're not walking

055on Saturday because they've already deployed. So the recruiters bring them down to us for whatever reason that they dropped out. They need that piece of paper so they could either start a job, start a Barcel College or you know join the military. The only difference you will see is that our we um we drop the electives at our our place. We do make them do all core requirements. We do not drop four years of English. We do not drop three years of math. They do they have to do all the core >> and you know you're talking about they get referred by teachers uh par you know what about the spouses >> spouses do and and you know parents will bring them in they're like no I can't I can't get them to school um

056a lot of our students um have relocated here a lot of our students are on services within the community and it's a requirement for them to come to school so we do service them and you know I say administrators because about 3 or 4 weeks ago, Mr. Navaro called me because one of their students wasn't coming to school and he's going to be a dropout. He said, "Can I send the student down to see you with their guardian?" And the student came in and I knew the gu I knew the guardian. I worked with her in the past and just kind of had that heart-to-he heart with that student and why he dropped out. And I said, "You can come down and you can, you know, you're going to have to work hard. The beauty

057is that you can have that communication with the high school. So, I was able to call his uh previous teachers and said, "What does he need?" Like she's they're like, "He needs a lot of he's going to need a lot of one-on-one." And maybe that's why he dropped. You know what I mean? He sometimes you just you're in a big classroom and sometimes you just need to be in a smaller environment. And you know what? This kid made it. You know, his friend came in with him and this week he came to take his photos and he's going to walk across that stage on Saturday. And so I think our our eldest that we're going to have I think is a 70-year-old >> this uh and you know what 70 and he has a job

058you know but he said this is some a p something personal to him >> and he'll be here Saturday and he'll be turning that tassel for us. >> And one more question to get into central or adult ed you have to be 18. >> You have to be 18. We're we're underfunding. Um it's >> no exceptions. >> No no exceptions >> in the last five years. No, no, >> no. Um, Central, you have to, you know, put in the application and then, um, >> I'm talking about 18 years old. >> Yeah. But 18, we don't really take 18 year olds at Central. We'll send them over to adult school unless they're coming from the high school. We'll go ahead and work with them >> unless >> Yeah, we don't really take them off the street.

059So, we kind of have to look to see where they're at because sometimes we'll get a student with five credits. So, it's a disservice if they come to central because you only have a morning and afternoon session and four classes. So, and a lot of them need that extra support. They need that one-on-one. >> Thank you. >> You're welcome. Any other questions? >> Thank you. >> You're welcome. And we'll see you on Saturday. And you're going to accept those grads, right? >> Yes, ma'am. >> One thing I I'm excited to see, we're pushing adult ed again, pushing it hard. A lot of people, you know, they're embarrassed to go up there and say, "Well, I I I did school, >> you know, and um to see, like you said, a 70 year old go back

060just to make them feel better, >> make them feel better. And I even had one employee, we just, you know, their n their phone numbers change so frequently. a student, you know, he's graduating. You know, he came in a couple weeks ago with the ankle monitor and it's just like, you know, he goes, I got to go. It's, you know, I have to be in by this time and we wanted to tell him that you're done. You know, we just And so, you know, I had an employee go to his house this weekend and said, hey, you made it. >> Yeah. >> Come down. And she bought his cap and gown and he's going to walk across that stage. So, you know, for whatever reason it is that they make it to us, we do

061make it a welcoming environment. I had a prior student four years ago. He dropped out of Central High School. He showed up this year and then his dad came with him and I pulled him by his ear and I was like, "Finally." Like I was after you that whole time and his dad's like he just finally, you know, came to the realization you can't get a job without a high school diploma. >> It's amazing. Thank you. >> No, thank you. Thanks for the support. Appreciate it. Okay, next we have CRPBIS into your presentation. >> Mrs. Bella, >> that's it. >> That's CRP. >> It says it, but that's not it. Uh, I'm gonna handle. >> There it is. So, good evening um everyone. My name is Shandanda Barella. I am a teacher on assignment serving

062as the district's CRPBIS external coach. Um, thank you for allowing me the opportunity to update you with the work that we're doing across the district on our CRPBIS implementation. CRPBIS stands for culturally responsive positive behavioral interventions and supports. And it's not a framework, it's a program. I mean, it's a framework, not a program. I twisted that all up. That's like I don't know how I messed that one up. But the goal of it is to create safe, predictable, inclusive environments um that are also um where we can provide students to be successful and meet their needs. So, think of PBIS as systems where they uh pieces are working together to support. It's how um it begins with our systems and that's how our schools are organized with their policies and procedures to support staff. Uh

063then we use data to understand um what's working and the areas that need more supports. Um and then practices where our staff are using uh strategies to create those positive and supportive learning environments for our students to um to get to the outcomes of students behavior um social emotional and academic outcomes. And this is all centered around equity. Making sure that every student feels um supported, connected, and everything they need to succeed. So this year all 12 school sites in our district um engage in PBIS implementation and across the district we continue to strengthen our tier one and tier 23 systems. Um that is done through our monthly district leadership team meetings as well as our monthly lead meetings and trainings ongoing coaching as well as our sitebased supports. And I'm also excited to say

064we've grown in the area of collaboration with in our tier 2 three. Uh we've had our school psychologists from people services join us at our lead meetings this year to support also with the alignment between behavior so social emotional and mental health supports. So in addition to um the collaboration and coaching, we also focused on um building lead capacity at each of the school sites. So this year we were able to take our leads to attend the California PBIS conference in the fall as well as just a few weeks ago we went to the Northwest PBIS in Washington. Yes, Spokane, Washington. Um also I was able to coordinate some lead learning walks across the school district. So, our leads were able to visit each other's campuses to observe PBIS in action and reflect on the

065practices and systems at each site and then be able to also um engage in some meaningful conversations regarding the PBIS implementation. So, a major component of PBIS is ensuring that implementation is measurable and data informed. To do this, all schools participate in the tiered fidelity inventory, which is TFI. Uh, this TFI is an evidence-based assessment tool to measure how well PBIS systems and practices are being implemented at each of the school sites across tier 1, tier 2, and tier three. So, this spring, all 12 school sites completed the TFI assessment. And the next several slides are going to provide examples of reports that were gen generated from that process. While schools often um receive an overall fidelity score that leads to other recognitions, um it's actually made up of many individual implementation components across all

066tiers of support. So this slide is showing you the district report um across just the overall tiers. So tier one being schoolwide practices, tier two targeted interventions, and tier three. So going back, thank you. 12 school sites um at tier one uh with an average of 87 and a half% fidelity. We had eight schools that did the tier 2 assessment and the average is 66.83%. And then we had two school sites that assessed at tier three with a 66.18%. So tier one focuses on the universal for all student supports. Um and this includes this is a breakdown then of the overall with 15 items at the tier one that are across teams implementation and evaluation. This allows the school teams to take a look at each item and to look at their systems and practices

067to decide areas that they need to action plan around for growth as well as be able to celebrate their successes. Tier 2 focuses on target targeted interventions and supports for students that may be at risk. So it includes 13 items um across teams, interventions and evaluations. And again, they're looking at each of those items to decide areas that they need to strengthen and to action plan around. Tier three focuses on individualized intensive supports. So for those students with the highest level of needs, um this includes 17 items across the areas of teams, resources, behavior support plans, and evaluation. Um again looking at those overall strengths and areas that need to be action planned to strengthen those areas. This slide provides a district-wide snapshot of implementation of fidelity across all 12 school sites in our district

068across tier 1, tier 2, and tier three. The green indicates that there was either it stayed the same or it increased in fidelity. Um yellow indicates a decrease in in at the assessment fidelity and then no um or un the unhighlighted areas the white areas are where there was no previous data so they didn't take the assessment last year and the red is actually just that they didn't assess in that level this year. So, I'm proud to share that all 12 sites were able to complete the TFI and that was just basically last week. So, and that all 12 school sites actually qualify to apply for the California PBIS recognition. Um, and that recognition levels are across bronze, silver, gold, and platinum. This work also demonstrates the growth in equity, inclusion, and implementation fidelity in

069our district. um as well as how our systems are aligned um with being consistent and equitable in our practices. In addition, our district continues to focus on strengthening student voice, family engagement, and restorative practices. So, schools selected for California PBIS recognition will be notified in the fall of next school year. Um, as well as the celebration events of and opportunities to recognize them for their success um will take place during that time. Looking ahead for next year, we will continue to strengthen um all of our tiers, tier one, two, and three across the schools with deepening integration of the with academics and behavioral and social emotional supports. We'll also continue with our coaching, fidelity monitoring, data review, and expanding our family and community partnerships to sustain that positive school climate districtwide. And this of course

070aligns with the district's goal of ensuring that all schools treats students fairly, equitably, is safe, and maintains a an environment conducive to learning. So, thank you again for that opportunity to update you and for your continued support for CB CRPBIS and Far Unified School District. I have >> I'm just curious. So are is that saying we're only currently offering the tier 3es at Lemwood and Cameron right now? >> No, that does not I mean so >> because from where I was looking at the chart, they were the only ones that were listed and all the rest of them weren't >> right. So supports are given at all of the school sites but organized teams of systems of support um do not exist at all school sites. So yes, >> what would be the difference between

071the two between students getting tier three supports and then what you're describing of those team based things that are listed on the report >> there basically they do not have a CRPBIS team for the tier three. that we do have like tier 2, tier three teams, but also we have to look at um you cannot assess or you do not typically assess on a tier three unless you've met the 70% criteria of tier one and tier two to then get assessed for tier three if >> meaning the students >> all of those fidelity checks that I just went through all of those list and you saw the percentage of overall so if their level of implementation was less than a percentage of 70% then they typically don't apply for the tier three. So it doesn't

072necessarily mean they aren't doing anything to support at the intensive levels um but that they're just not assessing at that level. So those charts and that data was specifically on reportable for the award category and those >> well it is it is um actually looking at implementation not just award they they can take the TFI and not apply for the recognition but um to apply for the recognition yes but so some of them again looking at their fidelity we want to strengthen because if we're layering on support so if you're not doing tier one and then we go into tier two, it needs both of them and or otherwise it's going to be like Swiss cheese, right? Our supports are going to come back and they're going to fall through the cracks. So, we want

073to solidify our foundational practices and then layer on those supports and strengthening those systems. Would there be any way or would it be super complicated as far as adding it in on the tier three side of like the other ones and kind of where everybody is like because right now basically like from our position right like I don't really know what is going on inside of that on in that category if it's either listed at the percent or then I'm not seeing anything and I don't know does that mean 1% does that mean 69% I don't really know what that means. Does that make sense? >> Um no. Well, >> no. I mean, so clarify for me what you're finding. >> So, like, can we go back to the chart real quick? >> Are you

074looking at the district-wide snapshot? >> No. >> Right here. >> Yeah. >> So, like, so meaning from here, right? So, all that I know from sitting in my position is that Lenwood is at 62% and I know that Cameron is at 71%. >> Correct. But I don't know anything about what is or isn't happening in these schools here, you know, on the rest of them. >> Right. A lot of the tier three supports also come from the next uh group of people that you're going to see is with group pupil services. Um so it's not that they aren't going to get if students are needing extra support. There are means around that but we don't necessarily have CRPBIS teams or leads at that level at that school. So for instance at fine art they only

075have a tier one team. They do not have a tier 2 or tier three team. But that does not mean that the school counselor is not providing some tier 2 interventions but they do not have a team that's organized and has the system set up the way the TFI. So like, so we don't have tier three teams, say at the junior high, at the intermediate school, at the high school. We don't have any of those. >> No. >> Okay. >> That doesn't mean that they're not receiving the supports. This is just about the TFI. >> Yes. >> And and taking the TFI and getting their results in order to decide whether or not they want to apply for PBIS recognition. It doesn't mean that those supports are not being provided at those schools. They are.

076It's just in reference to how the schools respond to TFI. So, I don't want there to be miscommunication to the public that somehow >> Yeah. I'm not trying to suggest that. Yeah. I'm just trying to >> just get it all sorted out. >> Yeah. Because again, this this is taken in order for them to the schools to identify with CRP where they're at in relation to how they can categorize themselves as far as um is it bronze, silver, gold, platinum or CRPBIS recognition? >> Yes. But we again we do not need to specifically apply for recognition in order to do the TFI. So again, we want to make sure that we have strong systems at tier one before we start building on our tier 2 systems. If our teams don't understand the process at tier

077one, they're definitely not going to understand the more complicated systems at tier 2. That doesn't mean that individual people in their roles like I I was saying earlier about like school counselors providing interventions or supports for students as well as other resources that we do have but they don't have a formalized team or system for doing it >> at school but we have all the all the other departments the psychologists are getting ready to come up and speak in a moment to and I'm sure some of that will be addressed in in their their presentation but at the the school sites themselves don't have um the tier 2, tier three teams ready to do tier 2, tier three. So, we have to supplement that with our other departments that do have those experiences. >> Is

078that a future goal to then like later do that? Is that what we're working towards? >> Expand and grow. Absolutely. >> Yes. >> Yeah. It just takes time. as you can see. So on tier two, you can already see that we had three additional schools this year that assessed at tier 2 that did not do it last year. So we had STEM, Press Line, and Henderson that then were assessing at their tier two. >> It's a progression. So the stronger the teams have come, the more they can do. But they they've got to learn got to learn to walk before or crawl before you can walk. Walk. That's what I was just trying to figure is exactly where are we and and is it that it's done by a different department? Is that something we're

079working towards to get to kind of what Yeah, that's >> what department does to support the school to build those teams. That's her work that she >> and it is part of our stipulated judgment as well. Um but yeah um so those that are and you can see that our tier one is really improving. We have lots of 100%s there. Of course, the TFI is changing next year, so things are going to change. And also with the guidance of um our our consultants um from Northwest PBIS and the OAG, there are fluctuations and um we're growing in and strengthening these implementations with all the things that we learned through this process. But you definitely need to these are also the tier one. We have um they're extra duty assignments. So like our leads are either

080teachers or counselors that then apply for these positions that run and organize these teams after contracted hours. So that's another thing. These teams are operating not during the contracted day. So that's >> they're learning. They're learning and training much like show the pictures earlier about the >> I'm not trying to beat anybody up. I'm just trying to make sure I'm understanding exactly where everything is. >> Absolutely. Yeah. It's just that the teaming there. So again, there may be supports already happening, but they are not in the team setting of the CRPBIS um teaming. And again, we want to make sure that we have solid foundations at tier one before we start teaming and increasing that to the tier 2 and then to tier three. >> Well, it all makes sense. I just see it and

081I just naturally get drawn to it and just like, hey, >> you know, I don't want to see anybody get >> missed. >> And I don't know, my um director, Dr. Vinnie Williams is over here and he could add his two cents if he'd like to, but he hasn't jumped in. So, I don't know if you wanted to add to that. >> Um, one of the questions you asked earlier, just to to answer it directly, you asked, is this a measurement of what students are experiencing or of the system? This is a measurement of the system. And so, of the two schools that um were measured for the tier three, you can see their scores there. They're measured on the availability of teams, the resources that are available, support plans, and evaluation. And so, uh,

082in a few weeks, uh, the district will be bringing information to the board around one of our, uh, counseling programs that offers mental health to students across all 12 schools. And so, the data around that information will say this is how many schools at each of those locations. So while there are tier three supports at each school, Miss Fella specifically is um the coach for um individuals on each of those campuses to be kind of self-sufficient with what to do not only with the students but with the information in terms of pre-screening in terms of post support and things of that nature. So um we by design in the framework don't provide a measurement in the t second uh tier 2 or in tier three if there's not certain benchmarks made in that first tier.

083And so uh yes, even though there is no score in that indication, it's because they didn't progress to get uh kind of that drill down score. Everything in PBIS is kind of like where do we start here? Where do we drill down? And um many times, especially over the last um 5 years in which we've uh expanded tier one, if that tier one foundation isn't set, we kind of don't dig anymore. Um think of it kind of like an inspection. If you're walking in with your clipboard, you say three items. Hey, you you need three out of four items to progress through. If you only have two, hey, we kind of hit that score there and move on. And so those are the corrective actions that we ask schools to make in building their system.

084But uh the work people services, work psychologists, the work counselors do continues at the school even um as we build the system at each school. I hope that >> and thank both of you. I know you guys are doing a ton. So I like I said, I just want to clarify. I don't want to seem like I'm attacking anybody or >> good to get that information. But yes, any other questions? >> Thank you so much. >> Next we have B USD special ed and psychologist end of the year presentation. >> Yeah. >> Okay guys. So, um, I'm going to hand out this because it has some just a little bit of the terminology. Um, and if I was Shanda, what I would have put on there is under construction. The thing is is that if

085you guys could see the work that's being done, um, Dr. Reid, we are first follower of Dr. Reid. She's our um, you know, she's our director. Thank you. This is just Okay. Um because I think a lot of words are being thrown around um >> a lot of words are being thrown around um because of the stipulated judgment because of all the growth that we're having. There's a lot of exciting things happening right now. Um it's only my second year Saraphina's second year. Eric's been here I don't know 10 years >> nine years. Okay. So we're going to share what we're doing but just to speak a little bit about um what is going on with PBIS. When you look at PBIS it's a tier. So when they've got so many schools are participating in

086team one in that tier one that's 80 to 90% of the student body. So that's a big win. Then our tier two is that 10 to 15%. Then our tier one is the 1 to 5%. The pro not a problem but the nice thing the growth that we're having right now is that two years ago our the amount of teachers that we were retaining was not very good. I can't say that now. The amount of teachers that we're retaining now, it's just improving. Overall, the behavior supports that we have in the classroom are going to pay a huge impact as to what the teachers can do in the classroom because we know it's not just about how they teach, it's about how they manage the behaviors that has to do with how the supports are.

087So, we're getting that into place. Scott, who's been coming to our meetings and listening to us and directing us and Vinnie and Miss Norman and Shanda, we're like this team where two years ago I couldn't say that. two years ago I didn't know who anybody's name was. Now I feel like okay we have this huge daunting task and I really thank you Scott for really helping to direct all of this and Dr. Reid has just working tirelessly with all of us. So I think that it should say under construction watch what we're going to do because um two years ago we we've done 103 functional behavior analysis in the last two years but we haven't done that with us doing it. We've been outsourcing it which has been costing the district a ton of money

088and nobody knows what the the left hand does not know what the right hand is doing. That's the bottom line. They're outsourcing this stuff. People are writing reports based on data that somebody is given who spent five minutes with the student. It doesn't make sense. So all these experts have said we need to bring it in house. We need to save money. We need to have people who know the students. So right now we're going to show you what we're under the what our under construction is looking like. But I think that as we come back even in August, because our workload over the summer is immense, which I'm we're actually excited to say because we this is our job. We want to be there for the students. And now the collaboration that's taking place

089is amazing. And it wouldn't happen without Dr. Reed and Scott and Vinnie and Miss Norman and Shanda doing all the work. And Sha is amazing. I don't know how she's doing it all. >> It's amazing. I think so. We're trying to help her. the the part is that it's such a big cog. It's like how do we help her? So Scott's helping to dissect that with Dr. Reed. So check back under construction. So right now we'll we'll kind of let you know what's going on with us. Okay. So in October um this is just to last time we half of us were here in October. The other half Thank you very much for sending us to wellness training. It was amazing. We love it when you guys send us. We do benefit and we bring

090it all back. Um so in October we had 6,118 students. Um, and 1,127 students were on an IEP. That was 17.84% of our students. Um, and 157 students on a 504. Uh, fast forward to May, 6,175 students. That's 1,143. That's 18.51% 153 students on a 504. So, we see that we are increasing our sped. This is part of the norm. While Barstow it is increasing more. We know that we we're about 4% higher. and I'll let Eric get into that on the next slide. >> Yeah. So, when we look at our uh overall statistics from the state of California, we do see that there's been a market increase of students just in general for the uh special ed population. In fact, if we look all the way back to I believe it's 2014, uh we've

091had about 4% increase in special ed across the state. that uh roughly comes out to about 15 850,000 students that are now on special education versus what it was um 10 years ago. So we we we the whole entire state has seen a massive uptick in special education students. Barstow is also included with that. So we are seeing a massive upheaval in regards to um just students and students with special needs that need services. >> But overall we're still 4% higher than the national average. And this is the this is with the state. >> Okay, we can go to the next slide. >> Okay, so this next slide is showing us the different categories of how students can qualify for special education. So we know that we have the in the law ideas, the federal

092law that dictates special education and that we are held to accountable for and so with that what we do is um we look at the kids that are referred. And so how are they referred? We have parents refer we have teachers refer SST team and now with the PBIS and that in place we're going to get proper referrals because we want to we don't want to underidentify and we don't want to overidentify. Okay. So, so with these systems in place that we're putting in place and I'd like like Michelle did already say the collaboration of all the teams together is something that is working is that work in prog is something very um it's just a great thing that Barstow is doing right now and that's like you said I've only been here two years

093too and I'm seeing it and we're kind of getting on there and it's rolling so it's good. >> That's nice. Um yeah and so right here what we see just to so you guys kind of know there are 13 different categories how a student can qualify. So we have with the majority once they do qualify is under specific learning disability and what that is is just a learning disability. It's kind of like they have this overall capacity to learn but why aren't they learning and it's usually a breakdown in one of like the psychological processes. Okay. And I won't go to all of it but that's like the majority of our students overall nationwide of how why they end up in special education. Then we have followed by speech and language impairment and then autism

094and other health impairment. I mean yeah other health impairment would be kind of categories like ADHD and that kind of c which now parents are being more in tune with all of the awareness. So that could be why also we know we have to look at the research but why there is this uptick in special education. So this awareness of you know parental referrals and also the teacher referrals but like I said we don't want to overidentify or underidentify and there's and as a team we look at all we look at languages like for example if if a student is ELLL we have to take that into consideration because under federal law that we can't it cannot be the dis has to be a disability. So we have to be able to decipher all of

095that. Okay. >> Well and we know so basic the bottom line of this is to let you know that one in four students qualify with a specific learning disability. So that's our biggest category. And are we overqualifying? Yes, but everybody is. We don't have a good system. This system is broken. Every year more and more kids are qualifying. We are working closely with Selpa. How do we stop that? But it we also don't want to get in lawsuits. So it's a very slippery slope, but we are, you know, we're working to to see how we can reduce it. The whole state is. So that's something that we're going to continue to work on. And when we go to trainings, that's stuff that we cover. But it it really is difficult. And it would be great

096if we can find a way to reduce our special ed population. >> Well, that's also why we're doing a lot of the PBIS stuff too to uh help with some of that to implement some of those tier one, tier 2 interventions. Like she was saying, we have to build from the ground up starting with the tier ones. But once we start getting into those tier two teams, especially tier three teams, I think we'll start seeing a nice decrease in regards to that. >> Absolutely. >> Those requests because those should be taken care of at that level. And then this next slide, Saraphina is going to just show you so what we were at what our what our workload look like in 2024 25 and then in October and now. >> Yeah. So, so what we

097have right here on this slide is so right here. So request for initial assessment. So that's student that has has not been assessed and so it's not in so that's those requests like we've seen the last year was 405 requests. You can see there's a big right now so far as of May 1st we have 406 requests. a big bulk is like we can see 194 by October we already had 194 requests so we're busy during that month right and then um re-evaluation so when once a student qualifies for special education every three years they are re-evaluated and because we want if they still qualify if they continue to qualify or like I've seen a lot of times there could be even an like from the other slide a new eligibility like for example a

098student right now like I just went to mean today there was like characteristics of ADHD but the students under specific specific learning disability. So that's why it's important to follow the student up to see so we know we can put this you know what they need what services they may need. Okay. Then uh the re-evaluation transference this is because of the uptick in special education across California. So because we have transference or students that transfer into Barstow Unifi with an IEP. So last year we had 61 transference. This year we have 78. Okay. So there's that. And then also now review. This is something else we do. review programs. We look at they need a change of placement. Is a student progressing? Because legally the child needs to make meaningful progress and that's a legal

099compliance what we have to have. So when the teachers like I said we all get together and we have this interdisciplinary team we can see is the child making progress or not and then we get together and we have these so these requests have increased from uh for change of placements from 27 last year to 32 this year. Then the last one we have is assessments for one-on-one or what we call TISA. And there's a big uptick in this where you had five requests up to 21 requests. And I think this in this area there's also uh where and I think Michelle's gonna be talking about more where we have to as psychologists we're going to do training with teachers and with uh teachers and uh principles so we know like is it really do

100we need a TISA request or not or do we have everything in place and and also a PBIS so um because we don't want students if they don't need to be reliant on a one-on-one okay because it that would be detrimental too, but at times it is needed. So knowing how to decide when is it needed, when it's not, and so we're all um so that's where we're at right now. >> So Eric, you could just review that quickly. So this is just a list of the things that we're doing. >> I'm sorry. Yeah. No, this is this is a list of the things we uh the previous team that was up here before the board uh did talk about that. Not that slide, the other slide. There it goes. Yeah. So, a lot of

101those services are things that we've been we've already dusted discussed back at the beginning of the school year. Um, quite a few of those we have, you know, carried over from the past previous years, but some of them were really starting to focus on a lot more. Uh, our biggest one is always compliance, always state compliance, ed code compliance. It's a big thing. I bring that up in every single meeting I ever in is ed code compliance regarding anything regarding that uh or testing. But uh as we see here on the on the listing, we're also starting to do the the side groups as well. We're starting to build the teams inside of the school district too with PBIS to help along with a lot of these. And I know uh Michelle's going to be

102talking about some of these in the upcoming slides as well. So I won't go into too much detail. >> This was the slide that you guys saw in October. This is the list of what we do. So we can go to the next slide. So basically, so this is the kind these are the things that we're working on right now. We started digitizing last year. We're doing that this year. Obviously, we're not doing it. But Dr. Reed with all of her office staff, which is a huge undertaking to digitize and to do it correctly so we can all access the record. So, thank God she's doing that because it's a nightmare. Um, revamping the SST and MTSS process. That's why I gave you guys the little thing so you can read what those are. Um,

103doing the TISAs. Um, participating in special education compliance systems, developing the staff trainings. And when we say these things, that's huge. to say develop staff trainings. That wouldn't happen if Scott wasn't making it happen and if we weren't working with Shandra and Vinnie and Nor Miss Norman because it's like this collaborative team. How do we find the time? When when on Wednesdays are we going to do these trainings? How are we going to make them come so that they understand that the behaviors are important so that we can teach them how to enter stuff in properly? How to follow the behavior, you know, how to use a check-in checkout system. The most important thing we can do is find the time to train our teachers so that everybody's working together. So, we have like a

104three-day thing coming up where we're going to be working with the admin so that we're training them, then they're training the staff and we're all working together. So, however we're going to find time next year to train. That's how we're going to see a lot of success. So, then the next one is just what we're all looking forward to next year. So, our to be continued and under construction. When we come back, we'll be able to give you guys a lot more information. But basically, um, we're all meeting collaboratively now, which wasn't happening two years ago. That's huge. Um, we have a big training coming up for safe compliance, which we know if we don't do things legally, we get sued. So, we're really big on that. We're making we really want to spend time

105to train the teachers and then admin will be a part of that. Um, behavior training is really important because like we said, they're doing great with that tier one, which is 80 to 90%. We've got to get to this top 1 to 5%. That's where we come in to help that. Um, and that's it. So, we will be coming back with lots more stuff and lots more specifics for you for tier three and what the percentages are, but right now it's just kind of trying to figure out the nitty-gritty, which is unfortunately what we're going to be doing all summer with Dr. Reid. So, yeah, that's it. Thank you for having us say congratulations on your retirement. >> Yeah, thank you. We're we're her first follower, by the way. We learned a lot. We we

106really learn a lot of management, I have to say. So, thank you very much. It's been >> question. >> No. Okay. >> Oh, thank you. >> Well, we will take a lot of questions. We're gonna I I know what questions to be writing for. So, >> all right. Thank you. >> Thank you. >> Okay. Without objection to the board, um we're going to take a 5m minute break and we'll reconvene at 7:08. Eight. Hey, hey, hey. Keep it under. Hey, hey, hey. Reconvene at 710. >> Have no minutes to uh business from the floor. The board meeting is a business meeting of the board held in public forum to comply with the Brown Act. It is not a town hall meeting with the board. This is the time for citizens to present problems or questions

107they feel the board should discuss. Discuss individuals are encouraged to address the full board not individual board meetings. Members, 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 executive assistant. Instruction for submitting remote public comment can be found on website busdk12.com under the tab board of trustees. The board has a policy of limiting any speaker to not more than 3 minutes. The board limits the total time for public input on each item or topic to 15 minutes or five minutes request to speak. The president may review and submit may review the submitted requests to speak and take take a poll of the speakers for or against particular issue and may ask for additional persons

108speak only if they have something new to add. Citizens who have comments on or against a particular issue may be asked to provide written statement for the record or to sign an agreement with the written comment of another citizen. All names are memorialized in minutes. The board with the board's consent, the president may increase or decrease the time allowed for public presentation depending on the topic and the number of persons wishing to be heard. For the record, please state your name. >> We have two. Our first one is in reference to the BNSF big project and health impacts and it is Dena Martell. Good evening board members. First, I want to say this wasn't my original speech, but what great kid you had here this evening and all be proud. You're working hard. That's quite

109obvious from listening to those presentations. Um, listen, I stand before the board tonight with concerns regarding the proposed big railroad project, its potential impacts on student health, and the school district. After reviewing the environmental reports, it appears the project would significantly increase diesel locomotive activity, truck traffic, industrial operations near where children live, sleep, and attend school. The central concern here is the air children will be breathing every day as a result of this. Diesel exhaust contains fine particle matter and toxic pollutants that public health agencies consistently associate with serious respiratory harm. The impacts are not abstract. They're physical and measurable in children. It's my understanding this would this increase could lead to more children developing or worsening asthma, more frequent asthma attacks, coughing, wheezing, inflammation that directly affect their ability, excuse me, their ability to

110get through the school day. That could mean more students arriving at school already fatigued, symptomatic, medically compromised because of overnight and ongoing exposure. That could mean more nurse visits, more inhaler use during school hours, and more early dismissals simply because students cannot physically remain in class. And what happens when those symptoms symptoms turn into missed instruction when students are absent? Not for academic reasons, but because air quality has made attendance difficult. Long long-term exposure raises an even more serious concern. It's my understanding repeated diesel pollution exposure in childhood affect lung development itself limiting full respiratory capacity as children grow. From a school district perspective, these are not isolated health issues. Don't they become systemwide educational impacts? Higher absenteeism across all schools. Increased demand on nurses, student support staff, more educational in sorry, more instructional disruption

111and lost learning time. Greater strain on already limited school resources and widening widening inequities between students depending on where they live in the district. This is where district involvement becomes central because when student health is impacted, student learning is impacted. When attendance drops, achievement follows. When classrooms are affected by preventable health burdens, the entire educational system absorbs the consequences. Clean air is not a secondary issue for schools. It's a prerequisite for education. Wouldn't you agree? Breathing clean air is a student health issue and a district-wide educational issue that will shape attendance, performance, and equity outcomes for years to come if not addressed. I respectfully urge the board to carefully consider the air quality and student health implications of this project as part of your responsibility to protect the well-being and educational opportunities of every child

112in this district. >> And and three minutes, sir. >> Oh, I'm sorry. Please protect what we love. Our children, their health, and their future depend upon it. Thank you. I'm so sorry. Second request to speak is on BC students well-being and and consideration. Sherry Bailey. Good evening board members, superintendent, educators, parents, community. Um, yes, tonight was phenomenal seeing the students, the vibes of the room. Excellent. Congratulations to the retirees, to all the exciting things happening in Barcel Unified School District. Um because our children are our future. Amen. Uh my name is Sheri Bailey and I'm here tonight as a resident and an advocate for concerned long-term impacts with this BNSF railroad um project um that may have on many of our children's and families in Barstow. Um, I have taken the opportunity to visit with

113the toxic corridor along from Long Beach to Barstow. Um, and walk amongst the streets in the communities with other children, other families when I met a young lady who said her daughter could not go to school because of the impacts of the quality of air and missed so much school that it was causing the truency issue. Right? So now, not only is it a financial loss for the school district, but it's also on the children, on the family, on the well-being. So I thought, okay, if I'm going to walk the the streets down in LA, why am I not walking the streets in our own town of Barstow? So then took my walk on Santa Fe Drive and got to meet the children out there playing, laughing, talking with the families. Did they know what

114is to come? And do you know even as of one hour before attending this meeting tonight that they do not know what's occurring in Lynenwood with the change of the Lynwood Road to um Route 66? They're going to be making an overpass which will be dropping off right in front of the high desert estates which will then be a truck corridor from I-15 to 58 right in their backyards to go to these nine 1 million square foot warehouses. The vibration, the noise, the impacts of the pollution, etc. So tonight I ask this the board, has there been a significant outreach by us as a community to connect with these families? And with the recent release of this final EIR, do families know what is going to be happening in their backyards? Will these students be

115able to sleep? What will their nervous systems be like? So beyond these concerns, these are the conditions that our children are being asked to grow up within. Beyond the potential health concerns and miss classroom time, we must also ask what happens psychologically, emotionally, and socially socially when children are raised near expanding industrial freight infrastructure. >> Thanks, ma'am. Thank you very Absolutely. Thank you. >> Have any requesting to speak to the board. She was here on time and did not get a call. She's been here the evening and wants to speak to the board. Do you want to wave the requirements that she fill out a card? >> Someone's going to have to wave that and allow. >> Yeah. Yeah. Yeah. Yeah. Yeah. >> This their meeting. >> Thank you. >> We don't have a card,

116so you'll have to come up and introduce yourself and um state to a purpose. >> Hello, my name is Britney Flores. I'm a parent of a student at Barstow Intermediate. I'm here to address some of the things that I'm seeing as a parent. Um my son is this is his first year in our community. We just moved in July um of last year to this community. My mother my mother is originally from here. I did my growing up in Long Beach. I see that there's a lot of issues that are going on in the school district that maybe you guys are not fully aware of. I feel that maybe this is a personal opinion, but I feel that the PBIS is not truly allowing you guys to see some of the things that are going

117on in the school districts in the classrooms and the extreme struggle that the teachers are getting are having to take care of their students. I was not informed until this year that I had the right to watch my son in class for one hour and I took advantage of that to make sure I could see what I could help my son with. My son has a 504 plan because he has ADHD. Um, I'm hoping that we can all respect that. But with his struggles, the school was unable to accommodate him fully for some of his 504 plans because of lack of um, I would say assistance from the school. Um, they are having teachers completely feeling like they're drowning. I'm been aware that I believe one of the teachers threatened to quit recently and it's

118going to the students. Um I know that my son has been bullied and harassed by other students to where I had to go ahead and use my voice to go ahead and get things taken care of. Uh certain things on his 504 plan were not taken care of even though it was on his plan directly. I had to go and advocate for my son and make sure that these things that were on his 504 plan were followed through with. I was told different excuses on why they couldn't accommodate. And the biggest thing that I'm hearing is that there is not enough resources for our students and that is not their burden to carry. I feel that if our schools are not able to accommodate our students by giving them something to be feeling feel inspired

119by. Uh my st like my son had to decide with his class whether to take a field trip this year or to have an end of year celebration. I think that's really sad. I understand that this is a lowincome community, but I feel that as all the change that we've had, it's still very strongly said that it takes a village. I don't think that it is my responsibility only to go ahead and just leave it on the school and say our students are your guys' issues, but it's something that we need to come together as a community to make sure that our kids are being taken care of. In the last couple of or months, I've heard, I believe, two different incidences of children using gun violence on one another. And as a mother have

120I have a moment. >> The board has to agree to >> Sure. Go ahead. >> It scares me. It scares me to see that children between the ages of 12 and 18 are choosing to go ahead and use gun violence and that they don't have enough projects or things to occupy them at school. We need to be a little bit more aware because I know that there's a number of people in our communities that are making things happen, but I would like our schools to be a little bit more aware or like bring it to our attention of what's out there. What can what kind of resources can we put our kids in? What affordable sports can we go ahead and send our children to to feel safe and have full fun lives? Um, I

121feel that there's a lot of things that are lacking and I know that this is the second year that this school year school has been open, but I was extremely disappointed to find out that there was no PTO and there still isn't. I'm hoping to see if someone can help me start one. I'm not a professional. I just want to fight for my kid and others. I understand that bullying is a big issue, but even that bully deserve to be taken care of and have something to look forward to in the school year. There was a um a talent show that they tried to arrange two two weeks before it was supposed to happen. Within days, it ended up dissolving. The I just got a notification from the principal that the students are not going

122to be getting their yearbooks until after school ends. So, there's a whole bunch of different things that I feel like if there was more communication, more resources, or more of us, all all of us parents and the school board working as a community, maybe we could find a resolution to help our students succeed a little bit more. I want them to see the pride that that this city has to offer. Maybe a little brother, big brother program with the high schoolers that just won our CIS. taking those students that are in sports and showing our kids what they have to go ahead and look forward to different options. I would encourage every single one of you on the school board, if you're able to to take advantage of being able to go and visit these

123schools, spend one hour in the classrooms because these teachers are being overran. The respect is not there from the students. The the things that I've seen as a parent there, it was crazy. and I'm hoping that we can all come together um and figure things out with the help of Mr. John Williams um our city council member. We are having support trying to figure out a parent action uh committee with other parents in our community. But I'm hoping that we all can come with some ideas now, not later to go ahead and help our kids like Miss Thank you guys. I almost forgot my stuff. Okay, next we have staff reports. >> Uh monthly cash report. >> So, uh in Mr. Beaton's absence, he is feeling ill and is not able to be with us

124today. So, the monthly I'm sorry, the um report from the Sanino County Superintendent of Schools and the um Treasuries Department listing our cash report as of May 4, 2026 at 52,628,4215 is presented to the board as an information item and it is tracking on our numbers um as we have done annually and we are in a good place. present it to the board for an information item only. >> Nothing. >> All right. Next we have enrollment report. >> Yes. Same uh reason Mr. beaten is not available today and so he has provided the enrollment report for uh the month of April 2025 comparison on the second page um with where we were this time last year notable um numbers uh last year this month 4418 students enrolled uh this time this year 4421 at the

125elementary level uh this time last year at the high We had 1564. We currently have 1,560 1,516. So we are showing ups and downs. If you look at the nine months that are listed here, we are having quite a bit of fluctuation in our enrollment numbers. We also are identifying that we have some declining enrollment starting to exist within our district and district administration is looking to monitor and address those concerns as we move forward. and the enrollment report is uh provided to the the board as an information item. >> I did have a it's just kind of a side question. I know it's not directly in this, but if at all whenever we're looking at this if we ever monitor like particular like subsets or grades, you know what I mean? Like is there

126certain transitory in third grade or this coming school year, seventh grade or that kind of a thing? I know we're looking big picture here. Is that also is that just kind of >> Yes. Yes. And and actually those numbers at the grade levels are used as we plan for the next school year. So we know staffing uh uh needs. So we do look we do break that down into smaller categories uh for grade um expansion or having to decline grade levels. Yes. >> You're welcome. >> Anyone else? >> Thank you. Next, we'll have the superintendent report. >> Yes, thank you. And I am going to apologize to start with. It's a little bit long, but we have much to recognize. So, I'll get started. Good morning, staff, uh, board members, staff, and guests. As we

127move through the month of May, it is my distinct honor to pause and recognize the heartbeat of our district, our incredible staff. While the calendar officially marks this as employee appreciation month, the re the reality is that the excellence we see in our classrooms and hallways is a yearround commitment to our teachers, principles, and classified staff. I want to share a message of profound gratitude. Our teachers, you are the architects of our students futures. Your ability to balance academic rigor with emotional support is nothing short of inspiring. You don't just teach subjects, you ignite curiosity and build confidence. our principles. Your leadership provides the steady hand and vision necessary for our schools to thrive. You cultivate environments where both students and staff feel safe, seen, and empowered to succeed. Our classified staff, from the bus

128drivers who are the first smile on our students see in the morning to the custodial and maintenance teams who keep our facilities beautiful and the administrative professionals who keep our operations seamless. You are the unsung heroes. Our schools simply could not function without your dedication. What makes me most proud is witnessing the moments that aren't in any contract, the extra hour spent helping a student after school, the quick pivot to solve a facilities crisis, and the collective all handson deck spirit that defines our district. The strength of our district is not found in our buildings or our technology, but in the passion and professionalism of the people who show up every day for our children. To the board and our community, please join me in celebrating these exceptional individuals. To our staff, thank you for

129your heart, your hard work, and your unwavering commitment to our mission. We are a better district because you are here. I'd like to give them a round of applause if we may. As we approach the end of the academic year, we stand at a crossroads of celebration and transition. Graduation and promotion ceremonies are more than just formalities. They are milestones that mark the courage, resilience, and growth of our students. To every student moving forward this month, your strength has brought you to this moment, and your potential will carry you to the next. Each transition represents a new chapter of independence and discovery. We are incredibly proud of the progress made at every level. TK to kindergarten. You have taken your first big steps into the world of learning. Your curiosity is your superpower. Keep asking

130why and how. As you enter elementary school, fourth grade to STEM or Barsto intermediate. You are moving from the foundation of primary school into a season of exploration. Whether you are driving deep into science and technology or expanding your horizons at BIS, trust in the skills you've built. Six sixth grade to Barsto Junior High. You are entering a a pivotal pivotal time of self-discovery. Stay true to yourselves, support one another, and embrace the new challenges that middle school brings. 8th grade to Barsto High School. This is a significant leap into your final four years of primary education. You are now the leaders of the next generation of Aztecs. Take this time to find your voice, join a club, play a sport, and prepare for the for the bright future ahead. To the graduating classes of

131Barsto High School and Central High School, you have reached the summer the summit of your K K12 journey. You have balanced academics, athletics, arts, and personal responsibilities with grace. As you walk walk across that stage, remember that Barto strong isn't just a phrase. It is the grit you've shown and the character you've de developed. Whether you are headed to college, the military, or the workforce, you carry the pride of this community with you. The world is waiting for your leadership. And it is with great pride that I also recognize the graduates of our adult education program. Success is not defined by a timeline, but the courage to begin and the discipline to finish. Many of our adult learners have balanced full-time jobs, parenting, and personal sacrifices to reach this goal. Your perseverance is a powerful

132example to our young students that it is never too late to purs pursue your dreams. Your diplomas represent a hard-fought victory and a new door open o opening for your for you, your families, and your careers. To all our students, strength does not come from what you can do. It comes from overcoming the things you once thought you couldn't. Congratulations to the class of 2026 and all our promoted students. We cannot wait to see what you achieve next. And as we celebrate the transitions of our students, we must also pause to honor a group of individuals who have reached a monumental transition of their own. This year we say farewell to a group of dedicated professionals who are are retiring who are entering retirement. The departure of these staff members represents the conclusion of decades

133of combined service to the Barsta community. To our retirees, you have been the steady hands that guided our schools and the mentors who shaped our district's culture. Retirement is not merely the end of a career. It is the culmination of a lifetime of service. Whether you served in the classroom, in the front office, in our kitchens, or across our facilities, your impact is woven into the very fabric of this district. You have been the keepers of institutional knowledge, helping us navigate changes while maintaining our core values. You have mentored young colleagues, passing on the wisdom and tricks of the trade that can't be found in any manual. You have influenced generations of students, many of whom are now parents and leaders in our community because of the foundation you helped to lay. On behalf of

134the board of education and the entire district, I want to thank you for the for the late nights, the early mornings, and the thousands of small unseen acts of kindness that defined your tenure here. A teacher and a dedicated staff member affects eternity. They can never tell where their influence stops. We wish you a retirement filled with the same joy and fulfillment you have provided to our students for so many years. You will always be a part of the Barstow family and while we we will miss your presence daily, your legacy remains. Congratulations on a career well served. >> Thanks and then input. Um, there you forgot my name. Just give it >> that just went away. >> That's all right. Thank you everyone. Um, I'll be quick. Um, just kudos to all the athletes

135that were here tonight. It's really amazing seeing them in the room. Um, kudos to everyone that's retiring. Special shout out to Deanna. You are amazing. Like no matter what, like that's solid. You're solid. Period. And don't ever forget that. I appreciate you like standing up for us and fighting for us because you're going to still do that anyway. This I appreciate you. Thank you for all you've done. I see James Campbell in the room. Mr. Brinkley was here earlier. Miss Barella was here earlier. I attend some of the uh PBIS meetings at the high school and they are genuinely working to really ask the community. I'm a parent as well for the district. So I I wear multiple hats. My daughter goes to BIS. She's in special ed. So I wear a lot of hats

136at the same time. and PBS is there they are trying they're asking us to come to those meetings so hearing another parent tonight as well I hear you as well there needs to be a PTO it's doable there are things that we can do so collectively again as a community there's nothing that we can't if we decide to to make the changes but really just thank you to everyone and I hope that everyone has a happy summer and stay cool it's about it thank you >> yes first of all I'd like to thank everybody that attended the meeting tonight. It was awesome to see a a field uh room filled of people. You know, Ray would uh really be happy to see that tonight. Um and then uh tomorrow at 1:30, we'll have our district

137picnic at Fogen Park at 1:30. And I'll take my Bermuda shirts over there and uh I'll see you guys there. I'll have my uh nice plate ready for uh Mr. uh uh Gutierz's hot dogs. And then uh number four, I want to thank all the players that showed up tonight. And uh it was great to see the success we've been having with our athletics. And then I'd like to remind the coaches that uh what makes a good coach are great players. And they need to remember that, you know. I mean, the coaches aren't nothing without their players, you know. Um uh and then uh I want to be recognized for uh the items for the future uh board meetings at the end of the meeting. If I could please for a couple items. Uh and

138then for all the employees that were retired tonight, there was a handful that I worked with. Uh worked with Mr. Williams as when he was a teacher, coached with him when we were coaches together. I worked under him uh when he was vice principal and worked under him when he was the principal. Uh also uh Tony from uh Thompson school or STEM. Uh we spent many uh hours at about 10:00 at night talking over the fence from the high school to STEM together. Uh he's a real good man. uh the two the two Tammies that retired from the uh food service, they were at the high school when I was there as a day custodian and coaching and uh uh Tammy Trill really took care of the football players and uh Tammy Gib, she was

139a little tough on them, but you know, that was okay. They needed both. Uh let me see where I got going here. Um, oh, and the three ASB students, they came up and they spoke well. I like I like the initial presentation, you know, uh, just like us, it takes a lot of guts to uh, put your name on a ballot. Even in at the high school level, I ran for ASB president my senior year and I lost. And the guy I ran with came and told me it was a closed race. I kind of wondered why he knew it was a closed race and I didn't. I'm not a Trumper, but I I guess I was talking going along with a false uh false uh election there. And then uh what else we got

140here? Uh and uh two uh and the people that spoke tonight. I know I'm not getting in a dialogue with any of it, but I agree with you 100%. You know, I had uh relatives that worked for the railroad and really didn't get into their 60s. You know, they died of a lot of uh lung disease and a lot of other stuff and uh a parent from the uh intermediate school. Uh thank you for coming. Uh there's a lot of people that go running to other people that been elected in the city here. uh you know uh as far as I'm concerned they really don't have any business in our business. You know uh they should uh worry about the drug abuse uh the streets you know if you watched our last city meeting you

141know they got a lot of the stuff on their plate that I think they need to take care of. We can take care of the school stuff and I'm not afraid to say that here in public. you know, uh, I got into this, uh, school district board because I knew it was going to be a hot seat and I thought I could contribute and I think I have and I speak my mind, you know, and uh, I really don't fear nobody, you know. Uh, uh, and thank you for coming. More people should do that, you know. Uh, the city should handle their stuff, we'll handle ours. That's the way I feel. And I feel real strong about this new expansion uh for the Santa Fe or whatever you want to call it. Uh uh I'm

142not really in favor of it to tell you the truth to be honest to with you. And I remember when they had the old uh diesel shop and they built the humpyard. They said, "Well, we're going to bring 800 jobs to Barstow." My guy, what 100 jobs probably Barto everybody else lives in Apple Valley, Yakypa, whatever. And um and then uh also we got our graduation or promotions coming up. Uh just we got adult dead Saturday the 16th at 10:00 at the pack at Bar Junior College. Uh May uh 21st Central High has their graduation at uh the Central Courtyard. It was pretty nice last year. It was nice and cool. It was direct decorated beautiful. It was awesome. Uh, the Barcelo Junior High has their promotion at the Baro College gym on Tuesday the

14326th at 6:00 a.m. I'll be there with my best cologne and my nice little tie that I took out of the uh dry cleaners and STEM has their promotion Wednesday the 27th at 6:00 a.m. at Barso Community College gym also. And of course, the big kahuna, uh, the Barca High School graduation. I believe there's they offer 10 tickets per student. Is that right? You're pretty close or whatever. So, uh, I'm sorry we can't get everybody in Sanino County in there. It's, you know, we can only get so many people on the at Langworthy Field. So, that'll be May the 28th at 7 a.m. >> And then my last one would be uh we had a little presentation with the the droids at uh Henderson School. It was a I want to tell you it was

144a teamwork. It was from the superintendent down to the custodians. It was awesome. You know, this is the second year I went. See up there. It was uh it was very loud. It was very there was a lot of energy there and and the soup was there. Christina was there. Mr. Chow was there. He's the one that took this uh the videos here. The kids really enjoyed it. I mean, they really enjoyed it. I went home. I I was fired up, man. I I even washed dishes when I got home. I was telling about myself. And like I said, it it was uh it's a the teachers, it was it was awesome. the the the the staff, the everybody was involved, you know, uh it was the the custodian there, Craig Dishman, it's my son-in-law,

145he and my daughter Ashley Dishman, they actually build these droids. And, you know, it's awesome that they spend their time to come share it with the kids. They belong to an organization. They go all over Southern California and donate their time. They actually get paid, but they donate whatever they get paid to a cat and a seal rescue. Uh it it it's just it was just great to see. I mean, I I really get a charge out of it. I'm a big coach. I really like teamwork and it, you know, and I think it was great, you know, like I said, it was from the superintendent all the way down to the to the uh custodian. And I wish the person up there at the city hall would uh brag about this instead of negative

146negative negative. You know what I mean? That we got a real small community here. We should all be building together. We all should be together. Not divide and conquer. Not look at me. Look what I'm doing. You know what I mean? We should all be together. It's a small community. And oh yeah, this is my favorite picture. I took this picture was there. These are uh contractors that uh were on the roof doing electrical work. They heard all the noise and they came down and you can see they got smile on their faces and stuff. This is what it's all about people. It's about the kids about making them happy. They can make construction workers happy. It can make the kids happy, you know, and and this is what we need to build on, you

147know, and uh I'll get off my soap box now and uh I could hear my mom telling me, "Hey man, everybody wants to go home." So, thank you for letting me share All right. Um, let me see. Uh, first, um, we'll be, let me see, man. Um, kind of a side thing, but we do, uh, from United Way, um, just putting out that there are still, um, grants that are going to be available for the teachers. So, if there are any teachers that are interested um to turn in any any of the packets um by Friday the 15th uh this coming Friday by midnight um and and that can be for any grades uh any teachers, any STEM related project. So, a great opportunity just to get a fun unit or lesson uh going for

148the kids. Um and from tonight um first I was I'm going to talk about the retirees. It's pretty crazy. Some of the people that were retiring were either my teachers or people who, you know, served me or helped me ever since I I literally went either to Skyline or, you know, through all the way through the high school with with Vince. So, it's just pretty incredible. And three that was 399 years. So, 400 years basically worth of experience that we just got to honor and see what you know they put into the district is just pretty remarkable. Um, and I just like to say thank you for helping me along my way to get where I am and and everybody else. Um, the impact that you've all had on me personally, my family. So, thank

149you to everyone for that. Um, next was the employees of the month. Um, I'm really glad that we're doing it and celebrating them here. Um, again, just seeing all the family members here, those those are the moments. The awards are nice and are important, but the hugs, the handshakes, the pictures, the photographs, that's what's, you know, kind of building building that family sense back here. Um that I I really think is is good. Um the the coaches, the students, the student athletes, the ASB students, all of them coming in here. Um just congratulations for everything that you're doing. Um, you know, I know the coaches all have to volunteer their time and you know what they pour into the kids. So, thank you for what you do for the students. Um, and the kids for

150coming out. You know, not everybody does and not everybody wins, but you know, you know, kudos to them for all the hard work that they put into everything. Um, adult ed, uh, going back to school later in life isn't easy. It's it's not, you know, there's a lot of different connotations, however, however you want to spin it, but it's not something easy to do. and and a huge congratulations both to the people going. I mean, at 70 years old, that's incredible. That is incredible. It really is. Um, and you know, and everyone in between, but also it's a credit to what the employees are doing and putting in the work there. If they weren't providing that space and those opportunities, then those people couldn't be doing what they're doing. So, um, just an all-around good

151job by by everybody, and I'm I'm glad to be a small piece of it. So, yeah. Um, good job to everyone. Um and and lastly touching back on, you know, on on the BNSF project and the the reason why I think it's important is yes, the the city is the ultimate, you know, they're they're the ones who are signing off on the project, right? But this project is a a multi-municipality project and development, right? So it it's falling within like let's say right now within the scope of what is the county. So technically that's not city land yet, right? So part of that discussion then goes to the county and and the county commission and their planning division. Part of that is handled, you know, our ultimate authority whenever all the voting is going to

152be happening with the city. But then there's also a huge portion of that that does fall, you know, with the USD that this is our students. This, you know, that is part of our community. These are the residents that are now going to be affected directly by this. And just to put it into they're kind of like the micro and the macro. Micro side is we literally have students my daughters to be two of them that live so close to where this project is that you can literally hit a golf ball from my front doorstep into where the project is. If anyone thinks that having a project that's going to be lifting con Xbox large metal containers, 365 days a year, 24 hours a day with children that close trying to sleep and study for

153school, that is just not going to have a positive outcome on their learning environment. being lit up. If you drive by an amusement park or you go drive by, say, Edwards Air Force Base and you look at what that lighting looks like, that is now what the lighting conditions are now going to look like for students in our community and that are going to then be coming into our into our school district. So yes, that's directly affecting as far as like, hey, my my family and other kids in particular, but it's also then going to be a larger, you know, as far as the rest of the schools, particularly Lenwood school is going to be very heavily impacted. And these aren't things that I'm I'm saying. These are what's coming because and I I haven't

154said too much up until this point because the EIR the environmental impact report hasn't been finalized. They are now they have now released the final environmental impact report that is still stated by their scientists by the people that have conducted all of this that it will have significant negative consequences on virtually everything as far as noise, sound, vibrations, air quality. So now that is now affecting, you know, our families and and our students partly to go based on what Mr. Yeus was saying as far as false promises. Don't always think everything is going to be great or don't always listen to everything that you hear, right? How many jobs were promised and and how many jobs were then received, right? Also, another smaller example, not directly in line with jobs, but we recently as as

155a a municipality or as a a city approved having medical or not medical uh recreational marijuana use. We all as citizens were told how many millions of dollars were going to be coming and what all these amazing benefits are going to be for our community based on the revenue streams that were then going to be coming in. Now, at least me personally, every time I go into Lenwood, we can't spend that much time because my wife and daughter get headaches. They get headaches from the smell, the overwhelming aroma of of what is now taking place there. And if if we have no way of controlling or or ensuring that something as simple as what those odors are that we all know, we've all been to Lenwood. I'm sure everybody knows what I'm talking about. If

156we can't control that, but now you're going to put the largest intermobile facility in the world across the street. I don't know how if you can't contain that smell, how you're then going to contain that. It it just it brings up a lot a lot of of concerns and a lot of things that I think should be looked into um and and potential mitigations for those, you know, and for those residents would be amazing. >> Okay. Well, um been a long been a long long month. Um, I attended the STEM basketball banquet they had a couple weeks ago. Really nice. Um, um, gave out a lot of awards, spoke to the kids, you know, and that's always a good thing. Um, I attended the don't mess with us um, banquet that they had with Kowanas

157and um, we we gave a lot of a lot of awards. Um the kids did an amazing job their essays. Um can't ask for anything more. Um and the dope method us project program. It's a really good program. We've been doing it with in colonis the past five six years now. So it's really a a amazing um program. Um the we talk about the kids and the kids having nothing to do or finding things to do. Well, you know, I'm going to tell you there's plenty of things for these kids to get out there and do. I personally, my organization spends thousands of dollars sponsoring kids every year to do the sports, whether it's sports or art for the past few years, we have done that for these kids in this community, you know, and

158and when I when when people tell me that, you know, they don't hear this, they don't know, it's there. And you just got to keep your ear to the ground as a parent to know these things are coming out. They are We don't have a newspaper, but we flood social media with these programs that are out there. Um they are there. I I just started a boxing program, actually continued my boxing program. We've been doing a boxing program for three years. Um and I sponsor 15 kids every two months um at Victory Fitness. and we just started that last Monday. You know, if you're interested in judo, um PAL, it's free. PAL has free programs for the kids. And some reason people think, "Oh, it's PAL's police association." No, no, no. It's not for our

159kids. No, it is for every child out there. You can get them in there. Um so there's there's plenty to do. You just got to keep your ear to the ground. You know, nobody want to say, "Hey, follow Facebook." But that's the way we get our information out. Unfortunately, in this community, we don't have a newspaper. So, a lot of that information is out there on Facebook. And there's plenty of things to do. Um, not just for kids, but for adults, too. And you just got to keep your ear to the ground and see what's happening. You know, there's us up on this dis who are out there every day, not just sitting here uh every two weeks. We're out there every day doing for this community the best that we can, you know. Um

160so we're out there as far as um one speaker mentioned about the PTO. We've been working on the PTO for what a year now. So that is out there. the the school sites know that we want them to have PTO's. We want we want more input from the parents, you know, so we can help you as a parent and help the child, you know, that's what we've been working on for a year and it is it it's not easy, but we we've been working on it. We spend our time out there handing out doing surveys, doing things, trying to set up stuff. Um, and just the school district have that dialogue with the parents because we want it. You know, I always tell people, people look at me like I'm crazy. I'm like, my phone

161number is out there. It's it's all over the internet. You can always call me if you have questions about the school district. You know, same with any of these board members sitting up here or anyone sitting up here on this dash, you can call because we want to know, we want to hear, we want we want to help, but we got to work together. You know, when when you talk about it takes a village. Yeah. It's just not us up here. It's it's the people, it's the kids. We all got to work together to make education better for these kids, make the environment they are in better for these kids. Um, anyway, enough about that. On the 17th of May, we have our opening of the new Barstow Farmers Market. It's going to be at

162Dana Park. It's 10 to 2. Please come down and visit. It's my second iteration doing this thing, so I got my fingers crossed this time. Got a little bit more help, so I'm hoping it. But it's at Dana Park 102 on it'll be every Sunday. Well, yeah. Every Sunday. Please come out and and and and enjoy. We do have farmers this time. I'm excited. I'm excited. Um I did attend the single deo um event that the city put on at Focus Park. you know, despite what you hear, it was very nice. Very nice. They had music. The kids were having a blast. Can't ask for anything more. And it was a free. It was free. That's always good. Um, well, I think that's about all I have. Oh, I did speak at the Barcel Community

163College. Um, I was invited to speak to an entrepreneur class. I always say I don't know why anybody want to hear me hear me babble on for an hour, but it was a lot of fun talking to those young adults and some of the older adults to hear what I have to say, but um it was really I I I always enjoy doing that. Um um so again, there's plenty to do out there, people. We just got to put our ears to the ground um and and listen to what's happening because it happens all the time. We're out there all the time. So, enough about me about me babbling. Next, we'll have we don't have any from the student representatives today. >> No student representatives report. >> Okay. Representatives report. B EA. First, BA would

164like to congratulate all the retiring members and wish them the very best in their retirement. We thank um them for their years of dedication, service, and commitment to the student, staff, and community. Due to the ongoing and repeated contract violations identified at Barcelo Junior High School, BEA is formally requesting that all evaluations conducted by any and all Barstow Junior High School administration during the 2024 through the 2025 and the 2025 and 2026 school year be reviewed. Any evaluations found to be non-compliant with the collective bargain agreement and/or established evaluation procedures should be considered invalid. As evidence of this concern, article 20 certificated employment evaluations clearly states that prior to an employee receiving a rating of partially meet standard or unsatisfactory on a final evaluation in any standard or standard category, a focus plan must be

165developed in cooperation with the employee. The contract further specifies that the focus plan must include identified elements need an improvement, a specific plan for improvement, additional resources to implement the plan, techniques to measure improvement, and a timeline to monitor progress. BA has serious concerns with administration of Barto Junior High School is not fulfilling its contractual and professional obligation regarding these focus plans. We are seeing numerous members being placed on focus plan while simutaneously not receiving the level of support, resource, collaboration and follow-through required under contract. If administration is not properly carrying out the professional duties and responsibilities under the evaluation process, it is neither logical nor appropriate to issue negative evaluations to staff members who have not been adequately supported. Additionally, evaluations from the 2024 2025 school year have already been grieved and determined to

166contain contract violations and rendered those evaluations invalid. We are now discovering additional violations connected to evaluations and focus plans which demonstrates an ongoing and systematic issue with administrative leadership implementation and support of Barstow Junior High School. The unusually high number of staff members being placed on focus plans at one school site raises significant concerns regarding administrative practices and leadership effectiveness. In education, when a large percentage of students fail to meet expectations, educators are expected to reflect adjust instruction, provide additional support, and retach content. The same principle applies here. When numerous educators with the same school site are struggling under the same administration, the issue cannot solely rest on the individual teacher. It also requires reflection on the leadership support system communication and professional guidance being provided by administration. For these reasons, BA is requesting a

167full review of all evaluations conducted at Barstow Junior High School during the 2024, 2025, and the 2025, 2026 school year, and any evaluations found to be in violation of the collective bargain agreement. We ask again be deemed invalid. BEA further requests the administration of Bars Junior High School be held accountable for repeated failures to follow collective bargaining agreement and for the lack of adequate professional support provided to teachers. Administrators are responsible for ensuring evaluations, focus plans, and improvement procedures implemented with fidelity, collaboration, and contractual compliance. The repeated violations, invalid evaluations, and widespread concern from staff demonstrate a serious breakdown in leadership and support that must be addressed to protect both educators and the integrity of the evaluation process. If the district truly wants to retain teachers, especially at the junior high, meaningful changes must be

168made. The junior high continues to experience an annual teacher turnover rate estimated between 40 to 60% which is deeply concerning and unsustainable for both staff and students. BA believes strong leadership, increased support, improved communication, and consistent contractual compliance are necessary to support our members and create a stable learning environment. Maintaining consistency in staffing is critical for student success, school culture, and the long-term strength of the educational program at Barstow Junior High. For all the reasons outlined above, BEA formally requests immediate district review and corrective action regarding the evaluations and focus plan practices occurring at Barca Junior High School. VA further requests that any evaluations found to be in violation of the collective bargain agreement, established procedures, or due process requirement be declared invalid and removed from affected members records. The association also expects the district

169to address the ongoing concern regarding administrative conduct, contractual compliance, professional support, and workplace climate at that site. DA remains committed to advocating for their fair and supportive evaluation process that upholds the rights of educators, protects professional standards, and ultimately serves the best interest of students and the bar unified school as a community. Just so you know, this is not my first time coming with contractual violations and board violations from the same school, from the same administration. I'm also going to ask that you check into the hostile work environment our teachers are under right now. BA will await the district's prompt response and expects immediate attention in these serious concerns. Thank you. >> Last part was admin. You'll have to add it. >> All right. Next, we have CSEA. >> No Csa representation is >> today.

170Next, we'll have personnel commission. >> Mr. Ortiz, >> maybe we get you this time. No, that's okay. Good evening, uh, board members, uh, staff and distinguished guests. This is the report for the personnel commission for this meeting. The statistics, we currently have two interviews that are in process. Two recruitments are in the testing stage and we have zero recruitments open. We closed everything already. Um the number of classified employees we have 397 currently 173 full-time uh 134 benefited part-time and 90 nonbenefited part-time. Uh on the classifications we have no vacancies in security safety. We're still scheduling the interviews for the two uh high school safety campus safety um uh positions on custodial. We completed all the backfill uh for fulfilling all those transfers like all the transfers and backfill. Those interviews were completed. Uh officers

171are made and we're uh on boarding those individuals. Um we have one more interview for a part-time split position that was also transfer and that will be happening next week. Uh for the health assistant interviews, uh HAS's uh were scheduled for May 18th. So that's our next date for interviews. Uh for the PAR educators, we did uh for the special needs, we did group interviews. Uh we concluded those on May 1st and we're currently making offers and envoy. So there was approximately 23 offers made. So it's 23 23 pairs that will be coming in. Um as I mentioned earlier, we uh all the rec recruitments are closed. We had them open for about three weeks. We reopen for another couple of days to get a couple more u applicants. Uh but we're now close and

172we're reviewing those applications for the minimal qualifications. Uh we're testing currently for senior office assistant. So we have testing today. We're going to test uh May 14th and then on May 19th. Uh the next classification after that to be tested would be the grounds maintenance and uh and so on and so forth. We have a priority list. Additionally, we're uh the office is working on the summer school notices. So, we have sent most of them out. We're still working on some of the parent list uh to send out those notices. And then uh lastly, a reminder again that we're having uh campus safety and security trainings uh June 1st and se second. The topics that we're going to be covering is CPR first aid. Uh we h also have deescalation again critical incident management and

173some SB1626 which is uh required by the by the state for our security officers. And then um lastly we have our regular meeting u for the PC is this coming Thursday the 14th at 4 uh 4:30 p.m. in this room. Please come join us. Uh that is also the day when we present our annual budget is our budget hearing. So, please come join us and ask us questions. Is there any questions for me on what I reported tonight? >> Well, happy to hear that. Um, be interviewed and on boarded started on the 1 of May. That's pretty fast. That's That's going fast and I appreciate that. >> Yeah, we're we're starting the process. Onboarding takes a little bit. Everybody goes at different speeds. uh they have to get their TV test, a physical. So that's

174up to the employee. Uh fingerprints that could be three days, could be 30 days, right? It all depends. So there's a there's a couple of variables in there, but that process is ongoing. So yeah, we're moving that along. >> I like that. I like, you know, one of my questions I've always asked. >> Yeah. Know the time. Yes. >> Thank you. I appreciate that. >> Thank you so much. Thank you. All right. Next, we have adoption of the agenda. Do I have a motion to adopt the agenda? >> So, move. Do >> I have a second? Second. All in favor? I >> um are there on the consent calendar? Is there any items that want that anyone needs to be pulled? Not. >> Okay. Can I have a motion to accept? Does it accept the

175uh >> approve that consent? >> Approve the consent agenda. >> Should say it again. >> Approve the consent agenda. >> Have a motion to approve the consent agenda. >> So move. >> I have a second. Second. All in favor? I. All right. Go to discussion items. General CL1 calendar of board of trustees meeting meetings 2627. >> Yes, thank you. We have now the 2026 2027 school year um board meeting schedule pending your approval. This will be solidified for 2627. I will um make note to the board that what we did for next year is move the two typically we have the two meetings in May but the second meeting in May has always conflicted with promotions and graduations. >> And so what we did was went ahead and made a second meeting in April where

176we typically only have one meeting in April because uh spring break has shifted a bit and it has allowed us that opportunity to do so. So we don't have to limit the number of board meetings we're typically having and have a long board meeting like we're having tonight. Um so that is one change that you will see in the schedule for next year. Other than that, uh pretty much the same as usual, uh with the same two board meetings, uh per month, second and fourth Tuesdays of the month, um with November, December, and now I'm sorry, July, November, December, and now May having one board meeting. It is presented to the board for approval. >> Have any discussion? >> Sounds good. That was good. >> All right. Can I get a motion? >> So move.

177>> Do I have a second? >> Second. >> All in favor? >> I don't haveational services. >> Nothing for educational services. Actually, it was a good month for Mr. be awake because of business services as well. So we'll move all the way down to personnel services and certificated staff. >> All right. Personnel services 4 A1 public hearing on adoption of the of general declaration of needs to fully needs for fully qualified educators. recommended the board of trustees adjourn to a public hearing for the general declaration of needs for fully qualified educator. I'll adjourn our regular meeting at 8:14. You have any discussion? >> You all right? >> Yeah. Okay. I'm happy any discussion? Nothing? No, >> please stand. >> We'll open a public hearing at 8:14. >> And I want you to adopt >> now.

178We'll need you to adopt. >> Yeah. >> And if you need information, Mr. Gutierre's provide that for you. >> Okay. >> Yeah. So uh every year we uh it is a requirement under title 5 to do a declaration of need. Uh as you all know the California commission on teacher credentiing requires districts to hire um educators that have credentials and when we go out recruit teachers and we don't have teachers that have credentials. um you know uh we need to hire people that have meet the minimum qualifications and every year we bring the donkey you guys for for that reason. Uh the numbers change depending on on the recruitment fairs and the need of school sites and this item is presented to the board for approval. >> Any questions? >> Do we have anyone in

179me? I I think you've already um the hearing. >> I haven't closed it yet. I just hope still open. >> You reconvene at 8:14. Yeah, you you've adjourned and then you rec I made a mistake. >> But is you can ask the public if there's anyone who has anything in public. >> And anyone has any input on this? None. >> Okay. >> All right. Following the public hearing recommending that the board of trustees adopt the declaration of needs for fully qualified educators certifying that there is insufficient number of certified certificated personnel who meets the district specified employment criteria for the position listed in the attached declaration. The declaration shall remain in force in effect until June 30th, 2027. Do I have a motion? So move. >> Do I have a second? >> Second. >> All

180in favor? >> I >> All right. Um L6B1 increase work hours for classified positions. One nutritional service delivery driver. recommending the board of trustees approve the the increase in work hours for for classified position listed effective May 13, 2026. Uh nutritional service delivery driver nutrition service from 3.75 hours 230 days to 8 hours 230 days. >> Yes, Mr. Ortiz. >> Yes. Uh this is uh being presented to you uh because this particular position uh triggered the the CBA for CSEA article 8.4 for an increase in hours. Um therefore uh we're asking for the increase from 3.75 hours to 8 hours. Um again this is uh will fulfill the needs of the nutrition services. staff sufficient work and satisfy this these increase in hours and this will obviously benefit you know the district with with that

181additional eight hour position nutrition services so this presented to you for your consideration and approval >> questions I just have a question with the the triggering that you're saying there is that whenever an employee like has worked that many hours over a certain amount of time and so it's kind of like a standard >> for them okay thanks Anything else? Anyone? No. So, do I have a motion? So, move. Do I have a second? >> Second. >> All in favor? >> I um item for future board meeting. >> Yes, I have two. I know uh that we contract out the buses and really not under our umbrella. They are, but they're not. Uh, I have a couple of issues about the uh on Main Street and uh and Rimrock where I've been driving the uh

182they stop and they really don't look behind and they throw out their stop sign and they're blinking red lights. They really don't give the people the opportunity to to stop or something. There was a lady behind in front of me stopped real quick. Of course, I drive like an old man, so I I had no issues with that. And then I seen it again on Main Street. I was wondering that maybe they could uh I know it's for the safety of the kids. I'm not knocking that at all, but you know, maybe they could look in the mirror and see that it's cleared behind, you know, where people like the lady in front of me didn't have to do such a the tragic stop. >> They're supposed to put their yellow lights on first to

183get people's attention before they >> No, it was just the red light just came. >> So, we'll make sure that uh that's followed up with first student that they ensure their drivers are using. That was like twice in a week. I see. >> The yellow lights first before they put the the stop sign out, >> please. And then another my second one is about these anonymous letters we're getting or complaints and stuff. I, you know, I don't know if it's in our board policy to allow that or what. I'd like to see it at our next meeting in black and white if we have policies on that. If not, I'd like to change that to where we wouldn't allow anybody to use anonymous uh complaints or letters, you know, because that affects people. You know,

184it's real nice for someone sit back there behind that wall saying that, you know, complaining about this, but you know, not putting their name on it, you know, it doesn't put very much merit on it. To me, I'd like to see uh a policy that allows anonymous complaints like that or letters if there is one. And if not, I'd like to see us implement one where we need signatures, not just, you know, a letter from a lawyer and stuff like that. I mean, you know, it affects lives, you know, uh, employment, careers, you know, it's not a funny it's not funny. And, uh, that that's the tool I'd like to put in for next. Thank you for your time. >> I had a couple also. I I wanted to look if we can to review

185with our transportation plan and I know this is going to be going handinhand with the city general plan um but particularly with our our rural bus stops um now with that intersection particularly with country club drive um I don't see any way that the the buses are going to be running on any kind of like what our normal schedule is so I I don't know I know It's a little bit caught in front of the horse. Um, but as far as just looking at what that's going to look like both during construction phase, but then also moving forward if everything does, you know what I mean? So, what what potential time delays are the kids and buses looking at, you know, during construction and also normal operational hours. And then another one is the idea

186of of creating uh an some kind of an air quality policy. And and when I say that, normally things that we've had to deal with so far have been kind of overarching like say there's a wildfire, right? So we can use a generic California, you know, air metering and it has these highlights and all this, right? But if the project goes in, say a school like Lenwood could then have very significant potentially, I'm not saying they will, right? But if they did and now, hey, these kids are now outside. they're, you know, inhaling a lot of bad air, but we wouldn't necessarily know if we're only monitoring, say, like the overarching air index if we had something put in place or if we could. And again, this is future- wise, you know, but at least

187so that way we're looking at what the air is that our kids are breathing and what the quality of that is just to make sure that they're not getting negatively impacted. >> Do do we have air on our schools? I think he's referring to when like we would have a brush fire happening then we use the air quality index that is registered through county correct >> but no we don't have individual like school sites so like to say like right now what is the air just the outside atmospheric air that kids are breathing at say Lynwood no we don't have that >> I understand that I I think the less are hurt the ones the city hat doesn't work so Yeah, >> that's that's what I'm saying is is with this coming in is that's

188something that I think that we should be ahead of it, not waiting until after the developments there and then after kids are getting sick or hurt, we should have the policy get it going now. So that way by the time it does roll out, we're ahead of it, not behind it. >> Hobby air quality. >> Yeah, we'll we'll figure it out. >> Anything else? Good. All right. Do not have to go back into close session. So, do I have a motion to adjurnn? >> So, move. >> Do I have a second? >> Second. >> All in favor? >> I I We are ajourned at 24.