001Call to order at 4:00. Um, Mr. Held will lead us in salute. >> 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. >> All right, we'll have roll call. We have Miss Kevin, Miss East, Mr. Held, and myself present. Miss Freya is absent. will not be attending. >> Will not be attending. Thank you. >> 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.
002The 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 public remote public comment can be found on the website busdk12.com under the tab board of trustees. The board has a policy of limiting any speaker to not more than three minutes. The board limits the total time for public input on each item or topic to 15 minutes or five individuals request to speak. The president may review the submitted requests to speak or take a poll of the speakers for or against in particular issue and may ask the additional person speak only if they have something new to add. Citizens who have comments on or against a particular issue may be asked
003to provide a written statement for the record or to sign an agreement with a written comment of another citizen. All names will be memorialized a minute. With the board 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, state your name. >> None at this time. We will adjourn at 403 for close session. >> [music] [music] >> nothing. [music] Oh, nothing. >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> beauty. [music] Yeah. >> [music] [music] >> Heat. Heat. [music] Hey, [music] hey, hey. >> [music] [music] >> I'm about [music] >> [music] [music] >> Hey, hey, hey. Heat. Heat. N. [music] Heat. Heat. N. [music] Heat. Heat. N. [music] >> [music] >> Heat. Heat. N.
004[music] >> [music] [music] >> Hey, hey, hey. [music] >> [music] [music] >> Heat. [music] Heat. [music] >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> You are my soulmate. [music] >> [music] >> You are my sunlight. [music] >> [music] [music] >> You are my sunlight. [music] You are my sunlight. >> [music] [music] >> Heat. Heat. >> [music] [music] >> You are my soul. [music] You [music] are my sunlight. [music] Uh-huh. [music] [music] Uh-huh. [music] Uh-huh. [music] Hey, [music] hey, hey. Hey, hey, hey. [music] [music] >> [music] [music] >> Hey, [music] hey, hey. Heat. Heat. [music] Heat. Heat. N. [music] >> [music] [music] >> Hey. [music] Hey, [music] hey, hey. [music] >> [music] >> Heat. Heat. [music] Yeah. Yeah. [music] >> [music] [music] >> Yeah. [music] Yeah. Yeah. [music] Heat. [music] Heat. [music] [music]
005>> [music] [music] >> Heat. [music] Hey. Hey. Hey. Heat. Heat. [music] Heat. [music] Heat. [music] Heat. Heat. [music] >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Heat. Heat. Hey. Hey. Hey. [music] >> [music] [music] >> Heat. Heat. [music] Heat. Hey, Heat. [music] >> [music] >> Hello. Hey. Hey. [music] >> [music] [bell] [music] >> Heat. Hey, heat. Hey, heat. Heat. [music] Heat. [singing] [music] Heat. Heat. [music] Heat. Heat. [music] >> [music] >> Heat. Heat. [music] Heat. Heat. [music and bell] Heat. Heat. N. [music] Heat. Heat. N. [bell] >> [music] >> Hey, [music] Ding. >> [music] >> Hey, [music] hey, hey. [music] Heat. Heat. [music] >> [music] [music] >> Heat. Heat. [music] Heat. Heat. [music] >> [music] >> Heat. Heat. [music] >> [music] [music] >> Hey, hey, hey. [music] >> [music] [music] >> Heat.
006Heat. >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Heat. Heat. [music] Heat. Heat. [music] [music] >> [music] [music] >> Heat. Hey, heat. Hey, heat. [music] Heat. [music] Hey, Heat. [music] >> [music] >> All right. [singing] [music] Heat. Heat. Heat. [music] >> [music] [music] >> Come on. [music] Heat. >> [music] [music] >> Hey. [music] Hey. Hey. >> [music] >> blue. [music] Heat. Heat. [music] Heat. Heat. N. Heat. Heat. [music] Heat >> [music] >> up [music] here. [music] >> [music] >> Heat. Heat. [music] >> [music] >> Heat. Heat. [music] >> [music] >> Heat. Heat. [music] Heat. Heat. [music] >> [music] [music] >> Hey, sound. [music] >> [music] [music] >> Heat. Heat. >> [music] >> Beauty. [music] Yeah. [music] Heat. [music] [music] Heat. Heat. N. [music] Heat. Heat. N. [music] >> [music] >> down. [music]
007I'm about [music] >> [music] [music] [bell] [music] >> Heat. Hey. Hey. Hey. Heat. [music] Heat. >> [music] [music] >> Heat. Heat. N. [music] >> [music] [music] >> Hey, hey, hey. Heat. Heat. N. [music] >> [music] [music] >> Heat. Heat. N. [music] Heat. Heat. N. [music] >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> You are my sunlight. >> [music] >> You are my [music] sunlight. [music] >> [music] [music] >> You are my sunlight. [music] You are my sunlight. [music] >> [music] >> Heat. Heat. [music] >> [music] [music] >> You are my soul. >> [music] >> You are my sunlight. [music] [music] Heat. Heat. N. [music] Uh-huh. [music] Uh-huh. [music] >> [music] [music] >> Hey, [music] hey, hey. Heat. Heat. [music] >> [music] >> Heat. Heat. [music]
008>> [music] [music] >> Heat. Hey. Hey. Hey. [music] >> [music] [music] >> Heat. [music] [music] Heat. [music] >> [music] [music] >> Come on. [music] Yeah. >> [music] >> Heat. Heat. [music] Yeah. Yeah. [music] >> [music] [music] >> Yeah. [music] Yeah. Yeah. [music] Heat. [music] Heat. [music] Yeah. [music] Why? [music] Heat. Heat. [music] >> [music] >> Heat. Heat. Heat. Heat. [music] [music] Heat. Heat. N. [music] [music] Heat. Heat. [music] [music] >> [music] [music] >> Heat. [music] Heat. [music] >> [music] >> rejourn the meeting at 4:59. Um, Miss Given had to leave uh the meeting and will not return. I will um report out of action from close session. In close session, the board took action to approve the stipulated expulsion recommendations of students. 2554616035 and 42132 the vote of 4. Um, in closed session, the board
009took action to approve a readmission recommendation of student number 1470724435. It was an unanimous uh vote of 40 >> Skyline Spring presentation. >> They're in the deal. this morning. Go. And then we can Ayat. [clears throat] I'm not the director, but the director [laughter] I don't know what she is. So, I'm just going to step back a little bit. Back a little bit. Step back. Step back. Step back. Guess I got to work to wear my shirt. >> Put the lens. Miss Sanders. [laughter] >> How do you want them lined up? Okay. They know. They know. I don't. >> Okay. All right. Sanders, why don't you put the You're not as tall in front. >> No. No. They They know how they're supposed to be lined up. >> Calm down. >> Wow. >> Calm down.
010Where's Mindy? Where's Mindy? >> She never be too loud for the baby. >> Too long for the baby. >> Down. Down. >> It's going to be too loud for the baby. Mom. [laughter] where you go. >> Okay. So, I guess I will introduce them when >> while we're getting ready. >> So, our choir, we actually started it last year. Uh, Miss Sanders thankfully volunteered because she has a lot of music experience and she's done a really good job. Uh, we've we've gone to the Veterans Home a few times. We've gone to the uh Rimrock home. >> Sorry. >> We did the the Barstow um holiday celebration on the big stage AC across from the uh city council room >> and uh done other things. right here. >> So, they they've had a few times to
011kind of sing in front of people and they practiced really hard. So, we appreciate you guys letting us come and uh >> share their uh >> the new choir experience for Skyline North >> and I'm going to give it to Miss Sanders >> to get us going. This is less than a minute of reading. >> Hello everyone. >> First, I want to say thank you to Barcel Unified School District for giving us this opportunity to showcase the talent of the Skyline Choir. Are you okay? She's >> Oh, [laughter] I thought she was crying. Not yet. This is our spring choir. It is actually our second season this year. We also had winter choir where we had the privilege of visiting the Barstow Veterans Home. There you can clap for that. There we sang There we
012sang Christmas carols for our veterans, shared cookies and hot chocolate and spent a wonderful afternoon together with our veterans. It was truly a meaningful experience and they and veterans enjoyed it so much. We also had the opportunity to perform for our superintendent, Miss Swear and Jin, an impromptu concert. Thank you so much. Uh your children, oh my goodness, have shown incredible dedication. And many of the students here in our spring choir also participated in winter choir, committing themselves to a full year of musical growth and excellence. I am so proud of them, and you should be as well. Uh, I'd also like to take just a moment to have a few thank yous. Thank you to the teachers at Skyline North Elementary for their continued support. Thank you to our administrative staff, Miss Karina and
013Miss Sandy for everything you do behind the scenes. You I ask a whole lot. Thank you to Miss Priscilla Sodto for always helping during our choir rehearsals. Special thank you to Latron Lester for coming in and providing music for our choir. >> You are so appreciated. >> Uh your talent is beyond amazing. Latron, thank you to Miss Lauren Rogers for our t-shirts. Miss Amanda Plata for supplying our food for our party tonight. We're having a party tonight. And during our fundraiser lastly, and a very special thank you to Mr. Ray Garcia, my assistant choir director. I could not have done this without you. Have programs too. You have truly been a lifesaver and a godsend. Last but not least, I can't forget these people. My room 17 teachers, Miss Cindy, Miss Denise. I love you
014guys so so much. I don't care what I want to do. They are ride or die. Thank you for being there supporting our students. All right, let's get ready to go. >> Are they in my car? >> You guys ready? >> Yeah. >> No. No. Nervous. I'm on fire. The fire [music and singing] everything. [music] I'm confident. Star [singing] one >> [music] >> wanted everything [singing] [singing] to Step to single. [music] I'm walking all the time. >> Beautiful. I close [singing] my eyes. I can see a world that's waking me up. [singing] Love sounds crazy. >> [music] [music] >> to my head. I take a little while. Dreams of life. We can build [singing] every [singing] special. [singing] [singing] A second crazy. >> [music] >> It's going to take >> [music] >> Tell the world
015see the Oh my eyes. attacking the world. We're going to [singing] make One last song. You guys take one step back. [clears throat] >> Take one step back. Take one step. One more. One more. One more. One more. All right. Here we go. [laughter] Little bit more. Little bit more. Little bit more. Get some room for your parents to see. All right, here we go. All right, we're going to rock out on this last song for you guys. We hope you guys, the old people, y'all should know this one. >> I'll put one in for us. [laughter] >> Hey, keep some tempo with us. Okay, that's Yes. Here [clears throat] we go. I'm walking on down. I want to spend [singing] good feel. I'm walking on [singing] >> feel I feel alive. I feel [singing]
016[screaming] good. You want to take a picture? >> Turn around. Facing this way, guys. >> How you guys [laughter] want to go stand behind the kids to come here and turn around? Yeah. Okay. Okay, guys. Okay, step forward to the table and then we're going to turn around and Mr. Chavez is going to take a picture. >> Look forward, guys. >> Everybody look forward. >> Look forward. Smile. >> Look forward. smile. >> All right. >> Great job. That way, guys. I'll ask >> really. Good job. >> Good job. Good job, sir. That way you don't have to [laughter] be happy. Thank you, son. Great job. >> Great job. Thank you, guys. Next we'll have March 2026 employee of the month >> central >> and no Central High School uh performance tonight. >> All right. We're
017in the middle. >> All right. [laughter] >> All right. Thank you. Employee of the month. These are going to be for March 2026. I think you've got into the habit of getting those. Our first employee of the month that will be recognized tonight is Sandra Jimenez Russell. Sandra is being recognized for the elementary classified staff member employee of the month for the month of March 2026. We'll be certain that she gets her certificate, her binder, her $25 gift card from school's first federal credit union, and her desk plaque once we receive them. [clears throat] >> Hey Our next employee of the month is Christina Chavez. >> Congratulations. You're right here at the center. Oh, yeah. [laughter] >> All right. Employee of the month, Christina Chavez. In recognition of your extraordinary dedication and service to the
018staff and students of Barston Unified School District, we are proud to honor you as the elementary certificated staff member employee of the month for the month of March 2026. We have your certificate, your binder, your $25 school's first federal credit union gift card, and we will get you your desk plaque as soon as they arrive. Congratulations. >> Thank you. is coming up. >> Yeah. >> Let's get Miss Miller up. Okay. >> And then um >> right here >> and then I'm wearing >> no [laughter] [clears throat] here. >> And then you want to stay good. [laughter] Much better picture. >> Dodgers. Yes. [laughter] Our next employee of the month is Cararissa Rodriguez Cardinz. is being recognized as a secondary classified staff member for the month of March 2026. We'll make sure that she gets her
019certificate, her binder, and her $25 gift certificate from Schools First Credit Union and her desk plaque. Our next employee is Melissa Price. Congratulations. >> Congratulations. >> Thank you. You're welcome. >> Employee of the month, Melissa Price, in recognition of your extraordinary dedication and service to the staff and students of Barci School District. We are proud to honor you as the secondary certificated staff member employee of the month for the month of March 2026. your certificate, your binder, your $25 school's first federal credit union gift card, and we will get you your desk as soon as possible. Congratulations. >> Do you have a family member you'd like to >> Come on up. Come on up. [laughter] >> I saw him standing back there. >> And is your principal here? >> No, that's fine. He lives down
020the hill. >> Oh, okay. Come on out. See? >> All right. >> Thank you. >> All righty. [laughter] Okay, Denise Sios, [laughter] >> congratulations. Employee of the month, Denise Sobias. 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 classified substitute staff member employee of the month for the month of March 2026. We have your certificate, your binder, your $25 schools first federal credit union gift card, and we will get you a desk block as soon as possible. [laughter] Congratulations, >> Stephanie. >> And do you have >> Stephanie up first? >> You first. >> Oh, I'm I'm >> I'm sorry. Go ahead. >> Services, not sorry. >> She was at fine arts for Oh. [laughter] That qualifies Stephanie. >>
021All right. Our next employee of the month is Soie Gad. [clears throat] Wow. Did I pronounce it right? So, >> congratulations. >> Thank you so much. This is your spot right there. Come on around. >> Employee of the month, Sie Gad. 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 certificated substitute staff member. Employee of the month for the month of March 2026. Your certificate, your binder, your $25 schools first federal credit union gift certificate. We will get you a desk plaque as soon as possible. Congratulations. Do you have a staff member or a family member? >> Yes. >> Okay, come on up. >> Right. >> Thank you. >> All right. Thank you so much. >> You're welcome.
022Thank you. Congratulations. >> Okay. Our next employee of the month is Edward Mutteran. >> Oh, congratulations. >> Congratulations. >> [clears throat] >> Employee of the month, Edward Mterlin. 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 district classified staff member employee of the month for the month of March 2026. We have your certificate, your binder, your $25 school's first federal gift card, and we'll get you a desk a desk plaque as soon as possible. Thank you. You have a family member you like. >> Okay. [clears throat] Our next employee of the month is Carrie Molden. >> [clears throat] >> Miss Carrie [laughter] employee of the month, Carrie Molden. In recognition of your extraordinary dedication and service to the
023staff and students of Barson Unified School District, we are proud to honor you as the management team staff member employee of the month for the month of March 2026. We have your certificate, your binder, your $25 schools first credit union gift card, and we will get you your desk as soon as possible. have anybody. [laughter] All right, >> this is our last one and this is the superintendent's choice. And no one knows who this person is other than the employee, my administrative assistant, uh the employees um administrator and of course myself. And that person is Michael Armstrong. Congratulations, Employee of the Month, Michael Armstrong. In recognition of your extraordinary dedication and service to the staff and students of Barci School District, we are proud to honor you as the Superintendent's Choice Employee of the Month
024for the month of March 2026. Your certificate, your binder. I forgot to give Mr. Williams, your $25 schools first federal credit union gift card and we will get to your desk as soon as possible. >> Thank you. >> Congratulations. >> And I believe your principal is here >> and my work husband. >> Okay. [laughter] That's funny. [laughter] >> Sorry. [laughter] >> One, two, three. >> Thank you. All right. Our next presentation will be the facility master plan. >> Mr. Been, >> good evening. Um, before I introduce DC Architects to present the >> Right. Well, let's give just a moment for those who are here for the employees to exit. That's not good. My apologies, Mr. Beaton. Please proceed. [laughter] [clears throat] >> Good evening. Um, before I introduce DC Architects to present the facilities master
025plan, I want to briefly highlight some of the work already underway across the district. John will be sharing a more detailed update later this evening on current projects as well as plans for the upcoming summer. In addition, you'll see several items reflected in the purchase order report that are scheduled for completion over the summer months to include fence installation at Crestline Elementary, fence and gate installation at Lynwood Elementary, uh carpet installation at Crestline and Lynwood Elementary. Uh we're repairing backflow pipes at Engles and we're renovating the Barcel High School kitchen, plumbing, cabinet, cabinetry, and flooring. As part of our ongoing commitment to ensuring that our facilities line with both current needs and long-term district priorities, we are moving forward with the development of a comprehensive master facilities plan. This plan will serve as a strategic
026roadmap to guide future improvements, modernization efforts, and responsible use of our resources across all sites. To support this work, we have partnered with a team of experienced architects who specialize in educational facility planning. Their role is to assess our existing conditions uh and help us develop a thoughtful data informed plan that reflects both our instructional goals and the needs of our community. This evening, they are here to introduce themselves, outline their approach, provide an overview of the process and timeline for de developing the master facilities plan. At this time, I'd like to turn it over to DC Architects to begin their presentation. >> Thank you, Douglas. My name is Max Hunter. This is Cartha. We're with DC Architects, and we've had the unique privilege over the last couple months working on the Barstow Unified School
027District master plan. As Doug outlined, uh this is a thoughtful document intended on helping you guys organize your budget and future projects to make sure that your facilities will support growth and continued excellence for your students far into the future. And part of this has been a demographics report that we put together with uh MGT, formerly Davis Demographics. They did a study on the existing facilities, the student enrollment, and future facilities as it's going to be impacted by the Barstow International [clears throat] Project, $ 1.5 billion project that's expected to bring in uh future students and future demand across the campus. So, we'll hand it over to him and let him give that high level overview at this time. You ready? >> Yeah. >> Hi, Isaac. Can you hear us? >> I can. Sorry, I'm
028I lost you for a second. I am here. Um, thank you for the >> speaking, but we might have some issues. >> Am I coming through? >> You know, it could be easy is if we just put them on speaker phone. >> Max, are you able to hear me? >> I'm sorry. >> Hello. Are you able to hear me? >> [clears throat] >> Hello. Are you able to hear me? >> Hi, Isaac. I think to get around some technical difficulties, it might be easiest if you just speak here. Can everybody hear the speaker? All right. >> Hopefully, I'm coming through. Okay. I apologize for the technical difficulties there. >> It's all right. If anybody has any trouble, I can uh relate as well. >> Do you want to bring it back to the table? >>
029Sure. >> Thank you. >> Take it away. >> Wonderful. So, we had the opportunity for demographic studies. Hopefully, you're able to see my screen here. I'll walk you through when it comes to the demographics. >> If we uh take a look at how we put together that forecast to begin by pulling in information system where students reside within your district boundary. We also go into great detail finding potential development that can occur and we took it a step further seeing where we did analysis by understanding what's happen uh districtwide residential forecast for the next 10 years as well as what we call maturity or buildout on which all the land whether it's associated with maintain or planned residential development that is currently expected is built on hope I'm still coming through there >> yes >>
030um when we look at what is happening in terms of the uh forecast uh and what goes into it in terms of factors. We have birth rates, we have mobility factors. Uh the birth rates come from the state. So we have an accurate understanding of the number of children that have been born in the area that fall within the zip codes that make up the district's boundary. We've also gone through great lengths studying what happens in terms of mobility. Is there an influx of people moving into the community or leaving the community or taking advantage of alternate programming uh situations that may be available in the area as well in terms of mobility? We capture that how many kids make it from one grade to the next moving forward. And we also take a look
031at student yield factors and how it can relate to our planned residential development. How many kids we expect to come out of future homes that are going to be constructed. give you an understanding of what's going to happen both once again in the intermediate and midterm as well as a long-term amaturity also. The student analysis begins with the download of your student verification system. I mentioned that we're able to match all of the student addresses so we have a perfect understanding of where everyone resides throughout the district uh to give us an understanding of how that compares and contrasts to where students are actually attending school. And then we go through the step of actually projecting at the study area level, which is a small neighborhood block that we build based upon natural boundaries such
032as rail lines, waterways that may exist and uh streets and natural hazards that make up communities to divide the neighborhoods up into small little blocks to do an individual projection to give us an understanding of where changes are occurring at the neighborhood level. Once we have that, we're able to do some neat things to compare and contrast where students are living versus where they're actually attending school. Your report's going to include a analysis that uh takes a look at this by attendance matrix both at the elementary and uh intermediate and high school levels here. So, we can get an understanding of where students live. In this example, at Cameron Elementary School, we see there are 448 students living within the district boundary. But of those only 351 actually attend that school. I read across the
033rows across the columns I should say. I can see that Cameron Elementary School has 351 students where those kids are actually attending school. 16 of the kids that live within the Cameron Elementary attendance area actually go to Crest Line. So on and so forth as we read across the roads there. We see that we have 43 that are actually living in the attendance area that go to Barcel Fine Arts uh Academy. If I read down the column, I have an understanding of what's happening enrollment-wise. So, while we're used to seeing the number 439 directly at the bottom, that tells us what the enrollment is of that school. This gives us anam uh an understanding of where the students are actually coming from. So, of the 409 students that are attending Cameron Elementary School at the
034PK through four level, we can see that uh 351 reside in the Cameron Elementary attendance area. 26 are actually coming from Crestline, 20 are coming from Henderson, so on and so forth as you read on down the road. So this gives us an understanding of how your policy and open enrollment is actually affecting where kids go to school and how it relates to your capacities as well. So we can see that there are some uh compare things to compare and contrast there as we look at like Cameron Elementary School for example has a capacity of 990 students. uh but uh the total number of students living in the attendance area are 448 and then there are 439 students actually going to school there. So we have an understanding of what's happening in terms of the
035numbers of transfer in and numbers of transfer out. Uh and so that is key when it comes to understanding your capacities and making sure the program is located in the correct facilities. This really comes into play when we look at your middle school attendance areas. If we look at the one attendance area that you have, Barstow Junior High School, if everyone that lived in that attendance area went to school there, we would be over capacity because there's 1,727 students in grades 5 through eight that rely. But programming changes have allowed you to accommodate for that. So, of the 1,727 students that live in the attendance area, 612 um are actually going to Barst Junior High School. So that means a large majority of the students are going to some of the alternative programs that have
036been created such as Barstow is Barstow STEM Academy and the School of Opportunity. Uh so that's the type of analysis that we're able to provide. You can kind of see that the capacity when it comes to residents versus the capacity at enrollment uh has been changed by policy decisions and offerings that allow people to have choice and special programming that draws students beyond the attendance area from across the district. Uh we've done the same thing for at the high school level as well to show you what that looks like. But what we really want to focus on here is not just the capacities but what's going to happen in terms of the demograph demographic forecast. We talked about some of the factors. The first one is the birth rates. This is something that has been
037trending downward and uh is not unique to Barcel. It's something that we're seeing happening across the state and across the country. And quite honestly, it goes beyond that. It's something that's happening in the developed world. People are just having their children much later in life and they're having them at older older ages and they're having fewer of them. And this is going to cause us to introduce smaller incoming kindergarten classes. So the the methodology here is to compare the total number of births to our base year which is 2020 which produced our current incoming kindergarten [snorts] class. Say of the years that come after have we seen more children being born or fewer? Because we've seen fewer that leads us to in introduce small incoming kindergarten classes uh to your projections moving forward. We also
038studied mobility. This gives us an understanding of historically what has occurred [clears throat] transition from one grade to the next. Uh and we do this at the attendance level to figure out there's different trends taking place in different neighborhoods. And overall we've seen a trend that is pretty consistent with an increase from K to one and then uh a slow uh metriculation out if you will as students progress from one grade to the next with the exception of your senior class uh because of programming that is done there that brings them back a little bit. When it comes to student yields, uh we saw that your student yields are a bit higher than what we see in other parts of the country that we work in. uh we were able to do some analysis but
039pulled uh information from a neighboring district in Apple Valley uh as a similar housing trends will be impactful there uh to Bartow and we're able to pull a yield factor of 0.589 for your single family homes and [snorts] 2957 for your multif family attached units. So this is essentially saying that for everyund units that are built that are single family detached homes we expect those homes to generate 50 students. Okay, across the grades K through 12. Uh so that's higher than we typically see uh for most areas and that's going to be a key factor in uh applying that to the number of units that we expect to be constructed across Barstow uh in the coming years. So we know that we have the Barstow International Gateway that is going to impact uh the community.
040Uh we have included almost segment 100 units in our 10-year forecast as the Barstone International Gateway is expected to be phased in and really begin ramping up in the latter years of the projection here. That could easily change. So it's important to stay in tune to any changes that are happening in terms of planning for residential development and where we are as an economy as that project moves forward. Uh so to make sure that we accounted for the long-term buildout of the Barstow International Gateway project with the big project, we made sure to add what we call a maturation projection or a buildout, which would include all the land that exists in Barstow that is currently zoned for residential development. If it were to be developed based upon current builders, how many students would we
041see generated at buildout? Uh that the district would have to be responsible for housing. So, uh, your 10-year forecast kind of shows you where you are as you're getting closer to buildout. And buildout is the ultimate goal. And what you'll see is between those two numbers, we see that there's lots of potential for growth in the future. That district-wide forecast looks like this where we can see where we are currently in 2025 where we have a total enrollment of about 6,145 students and we expect that to slowly trend downward for uh what we see in our projections as a result of mobility as well as the falling birth rates. That's not enough to offset what is currently planned for residential development. But over the long term, if you look at the maturation column, there is
042plenty of potential for more growth. Mainly as part of the the big project, as we can see that that number is expected to take us nearly uh almost triple where we are today. I'm sorry, almost double where we are today, bringing us up to 11,151 students at total buildout. So, it's anyone's guess as to how quickly we get to build out. planning is an ongoing process that you want to stay in tune with. So, as the big project uh starts to build out, you want you'll start to see changes and building plans being submitted uh to the city. Uh but we our current snapshot today is very early in that process and there aren't a lot of residential uh plans currently scheduled, but that could change as the project builds out. So, stay tuned uh
043for more when it comes to that. But based on what we currently know is possible, this is where we expect the district to ultimately end up with in the long term. If we map chart this out, we talked about the trend lines uh that leads to some declines going from 6,145 students to about 4,800 over the next 10. Uh that trend also takes place at your kindergarten. It starts to level out near 2031 kindergarten through fourth at the elementary grades. Same thing that we're seeing here at middle school and the trend is also reinforced at high school over the long. We also broke it down by individual attendance area and we see that the trend is expected to accelerate for 2031, but we could be in a different environment in terms of development and what's
044happening with the big project uh by that time. So you'll have to continue to keep monitoring those plans moving forward. So in summary, uh our numbers look like this in the from where we are now to where we expect the next 10 years to be. We expect some declines. Uh but there's lots of potential at buildout. You can see the breakdown of those there. The elementary student population currently sits at 2,700 students. Uh we expect that to settle in at 4,100 at buildout. At 1,700 students is where we are for your middle school students or your intermediate grades, I should say. and we expect that to jump up to about 3,300 students for a total student population of about 11,000 students uh in the long run uh when we get to approach buildout. [snorts] Okay,
045the reasons behind the forecast are once again the birth rates. We have uh mobility trends downwards, class sizes tend to shrink as they move from one grade to the next and they progress through the system and student generates are modest but they aren't strong enough funds that we are projecting. But the big international gateway project expected to have a large impact on Barcel over the long term. Continue to watch that and monitor those development plans moving forward as that project continues to progress. Um, so that's what we're able to put together for you guys to help support the work that is going into your facility master plan in terms of what we expect to happen uh [snorts] demographically. So the main takeaway is lots of potential uh as a result of the Barcelo International Gateway
046project and we took the extra step to give you an understanding of what that looks like at buildout for the long term and not just the intermediate and near-term forecast. Happy to take questions. I wanted to make sure I do that uh pretty quickly for you. Um, but I can stay to support with questions if necessary. Also, >> Isaac, I think we'll have you stay on and we'll do questions at the end. At this time, uh, we'll transition to DC Architect's portion of the master plan, but we're very thankful for your time and expertise in putting this together. As you can see, MGT's work has >> I'm not getting you coming through to hear the questions. Uh, I guess you guys can hear me, but I'm not able to hear you, unfortunately. >> We'll we'll
047take it from here, Isaac. Hang on for questions. If you um anyway, can you hear? No. Okay, as you can see, MGT's highlighted the need for future investment in your existing campuses. And uh we want to talk a little bit at a high level about what the master plan process looked like. Uh we began with a facility condition review, which is just a comprehensive evaluation of existing structural systems, building components of campus infrastructure. We did this uh in team with uh Doug Bele and John Larson as well as Jose Cruz. Their time and expertise at the district was invaluable. We also worked with each of the school principles as well as school maintenance facility teams to get a better understanding of some of the existing that with uh we also focused on the learning space
048efficiencies studies of how your classrooms and shared use spaces are supporting learning. We looked at campus safety as well as security. This would be existing security systems, buzzing systems, fencing, things that keep your campuses safe and secure. We also looked at [clears throat] inclusive areas for mobility. Being that uh Barca's got a lot of topography to their existing sites, there are special challenges with access um precisely because the division of the state architect, which is the governing body of future architectural projects, requires that accessibility upgrades are made for any future construction. This means if you want to do something as simple as a shade structure, DSA is going to require some sort of some level of accessibility upgrades to your existing campuses. So, this accounts for a large portion of some of the estimates you'll
049later [snorts] as this work is required for any new construction. Um, last part being the budget framework, which is just kind of an overview of what your future projects would look like, what they would cost, and uh where they could be applied. We took a look at each of your existing sites and facilities. Uh that being the six elementarymentaries, the intermediate schools, Central and Barstow High, as well as the FM, this district office, the bus barn, and the adult school. Uh, as Isaac kind of already went over, the Barstow International Gateway project highlights an opportunity to invest in our schools now to prepare for the future. And, uh, the the the growth opportunity with this project is something that Barstto wants to capitalize on now because this will be an opportunity for you to really
050put money into the existing facilities and bring them up to speed. [clears throat] We've kind of already gone into the maturation study. Um, it's just showing the need here. Let's skip through the next one, too. And that's the these are just the numbers for the maturation buildout showing that as Isaac pointed out, we're going to be doubling our campus enrollment over the future. Um, that will take some time to take root, but I think we've discussed that they're pulling permits over the next two, five years. So as soon as the Barstow International Gateway project breaks ground, you're going to start to see the uh the domino effect of that maturation. These are kind of the four uh most common shared challenges across the sites. Uh the first one being what we've already spoken about the
051ADA compliance. A lot of the path of travels um which is the path from accessible parking to infrastructure elements like the office, the restrooms, the cafeterias, any stages. Um these are graded for lack of a better word by the division of the state architect. So we looked at all the existing paths of travel. We took note of which ones are currently non-compliant and which ones will need to be upgraded. uh upgrades look like ramp and handrail improvements, accessible door hardware, and upgrades to gates, and restroom accessibility improvements. In that same vein, sight circulation and uh drop off is also considered as part of these upgrades. Uh there are ways to exempt yourself from having to make certain drop off upgrades. This would be things like the hardship application with DSA. uh a hardship application basically
052prevents you from having to spend over 20% of a construction budget on um upgrades to ADA. Uh that being said, it only gets you to that 20%. After after that, it will trigger um upgrades. So, each of the upgrades is still taken into account in campus [clears throat] estimates. Um, with the aging facilities, we have some HVAC and roofing issues, but as Doug has already mentioned, a lot of those projects are currently underway. So, we've highlighted some of the campuses that are either in progress or in need of still in need of these HVAC and roofing upgrades. And the last thing that we're kind of focused on is security and uh campus safety. We're looking at fencing and gate improvements, buin systems for access, camera installations, and clear campus boundaries. Uh some of the schools
053have already been in the process of installing buzzin systems. So we've just looked at that cost on the sites that don't currently have that. This is a very high level. Um these are just the elementary school estimated total costs. You can see that uh some of the more modernized campuses being Henderson and Cameron have lower estimates for their modernization totals and the rest of them being Crest Line. Lynwood, Montara, and Skyline are all sitting around the 8 to10 million for modernization costs. And when you want to better understand what these totals are including, that's what this document is for. Uh each of the 16 sites that we looked at have its has its own section and facility condition review table. The facility condition review table is where we've looked at the issues that are being
054addressed. The table on the right is how they're being addressed. And on the last page for each site is the uh estimate for planned projects. So the projects tab here on the left is what is driving these total construction costs. At the high school level, uh we do have some newer facilities like the Barstow Fine Arts Academy. Um obviously going to be much more affordable to bring up to speed because it's such a newer building. Um the rest of these campuses are also sitting at around the 8 to10 million mark except for the adult school. The adult school is a much smaller school. Um much less is needed there. Basically only security upgrades. Um but the big ticket item for this project is definitely Barstow High School as Barstow High School is one of the
055older and larger campuses um for Barstow Unified. One of the big ticket items being taken into account for their estimate is upgrades to their existing stadium, which we will get into uh further down into the um presentation. But being that it has supported the 2025 U state champ CIF championship football team, it is a point of pride for the community. And being from Austin, Texas myself, I understand that football is always a large part of the community and something you want to invest heavily in to make sure that you're supporting your team at the elementary level. Um this this condition was kind of unique to the elementary levels, but um almost all of the elementary school level principles uh had mentioned needing to allocate their admin space to private services like CPS or um the
056counselors. there's a severe need for private um personal spaces for these sort of CPS interviews and um just sensitive discussions with students. Um a lot of the principles will kind of take their take their office on the road and it's a good thing to spend a lot of time out on the campus but we do want to make sure that they have access to their admin space. So for a lot of the elementary schools, an extra modular for those sensitive interviews has been recommended as a new construction project at the elementary level. >> So a big priority with this master plan is accessibility. We want to make sure that all students regardless of ability have the same access on campus um to classes and across the campus. But given the age and topography of most
057sites, many of the existing paths of travel require modification to comply with current accessibility codes. Uh the division of the state architect requires that path of travel upgrades are provided with any new construction on existing sites. So whether there's like a new building or expansion anywhere, any anything like that will also trigger that accessibility on site is also addressed. Um yeah and also as you can see with Monta Elementary School as an example like that lunch area is more slope than like an accessible ramp would be. So that's something that we want to make sure that barrier is removed so all students can use the space uh together regardless of their ability to walk or anything. Uh throughout all the sites we have similar issues with slope or accessibility to um buildings or within buildings
058and rem removing that barrier will ensure that all students can enjoy and um yeah learn uh the same way. Uh another thing that our master plan focuses on is the need to upgrade or update uh outdated classrooms. Um that would in include replacing like uh ceiling grids, upgrading the finishes, the lighting and case work. Um that also includes accessible casework to make sure that all students are able to access everything within the classrooms like the sink for example at uh at many schools but at STEM Academy in that picture. Um the division of the state architect requires accessibility upgrades as part of any campus modernization. Another issue is that some elementary uh sites are missing interior restrooms for their TK to kindergarten spaces which is required by the California building code. >> While it is
059required and might be a nuisance at times, uh upgrades to systems like the casework also offer an opportunity to bring new materials and replace some of the older laminate that is peeling on some of the sites. Um, we're not just focusing on creating barrier access, barrierfree access to students, but updating materials and providing new casework and interior conditions to support learning. >> So, one thing that's specific to Barstow is uh the desert heat is definitely something that uh is a problem that or an issue that has to be addressed. Here we have at uh Skyline North uh elementary school as example. They have their windows boarded up to make sure that like sun isn't getting in is not making the buildings too hot. So one uh method that we have is uh adding low E
060window films to all the windows to protect against heat and glare while still allowing natural light to uh enter classrooms. Many campuses also require HVAC upgrades to make sure that students and staff stay cool. Um, another issue with the heat is not just interior spaces, but also outdoor spaces and play structures. These areas, um, we want to make sure they're comfortable for all students. But right now, the majority of school sites are missing the proper shade that's required, and it can leave these these like play structures out in the sun. it might be too hot or like not just for comfort but for safety for students that these like these outdoor spaces to be usable and comfortable that we add more shade and shade structures. >> This was um one of the most requested upgrades
061by elementary level principles was additional shade structures. Um never glorious but always necessary are plumbing infrastructure upgrades. The following sites are in need of water and sewer improvements. And there are three sites in need of water, sewer, and gas improvements. Um, we did mention the unique challenge of some of the topography on site, but when you break up the concrete to create these water and sewer improvements, it's a good opportunity to lay uh more com more compliant and uh shallower ramps. So, it's a two birds, one stone situation. um when you do get to break ground um it's an opportunity to increase the accessibility there. [snorts] A lot more exciting than infrastructure is certainly the state championship football team and their stadium. It is an older stadium that is showing its age and some of
062the cracking uh has represented some long-term seismic concerns. We looked at this with our structural engineer consulting team as well as um some other concrete specialty consultants and we looked at three scenarios. Uh the first one and the one we've included in the current master plan iteration is revitalizing and renovating the existing structure. This would basically be waterproofing, localized reconstruction, patching and concrete bleacher repair. This represents the lowest cost life extension option of your existing stadium. Uh the cost for this work is estimated to look at around 3.8 to 5.8 million. The following two slides represent a more intrusive upgrade to the project. Um and it requires some replacement of existing systems. But scenario two is a new but costconsiderate stadium bleacher system utilizing pre-engineered and pre-dsa approved bleachers. This would be for the home
063and visitor side and we would make improvements to the existing facilities that being the restrooms, the support facilities, the fencing, the paving, the walks, the accessible routes and the cost for this work looks at about 8.5 to 11.5 million. Um, one thing to note is that the low end of scenario 2 is not too far from the high end of scenario one. So, it really falls down to what the board wants to do and what the future of this facility looks like. Scenario three is sort of the premium architectural option. This looks at the selective demolition and replacement of some existing facilities and the addition of team facilities, locker rooms, site development, utility upgrades, um architectural uh bleachers as well as v visitor bleachers and just before this meeting, we nixed the idea of synthetic
064field. Um so that number would actually come down a little bit as it's intended to properly be a grass field on the site. Um, but this would be a much more costly option at $16 to $19 million. And this is not what's currently included in the master plan. At this time, we just kind of invite everybody if they have any questions, comments, or concerns, um, we'd like to address those now, but this is your opportunity to steer the direction in which the final draft is provided. Right now, this is just a draft, and we have the opportunity to make adjustments as needed. per site or per uh master plan based on your reception and what you want to share with the community. And so uh if you have any questions over the next few weeks,
065you can email the administrator email on the cover sheet of this document or you can work with Douglas or Jose who will help us uh organize some of these questions and we will use the next couple weeks to just kind of revise as needed to get you guys a finalized master plan. Uh everything in this document is not required. It's sort of a menu of upgrade opportunities. Um it's up to the district and how you guys want to spend your bond money and u improve these sites. Just note that the the one non-negotiable on most sites is those ADA upgrades. So those are asterisk and noted as such in the estimated tables. That was going to be my question. The ADA and whatever we upgrade, we have to kind of add that in there one
066way or the other. >> That's so that's why it's got the asterct on the um on the estimate table. It's it is required. Um, there are ways around it with the hardship application, but the problem is it's kind of a one and not truly a oneanddone thing, but it's easiest to only apply for the hardship once. Once you've put in a hardship on um on a certain site, it gets exponentially harder to put in future hardship applications. So, if you do it on a small project and you get away with not having to do ADA upgrades on that small, let's say, shade structure or bathroom modernization, it will most likely be required of the next project. >> Well, can you start on the football field? I'm just >> tough question. You know, that's a great
067question. >> As soon as Douglas gives us the green light, you know, [laughter] >> I was being physicious. I'm sorry. So each of these I'm guessing has to be taken individually meaning like project sites and so like you're saying as far as the the hardship application you're 20% overall project scope for the ADA >> you have to break each one down as far as in the individual projects you're not able to put projects together >> for the hardship applications yes hardship applications are sight specific um the way the way you would get the most out of your hardship application would to be would be to do it on a larger project because at that opportunity you can take note of all the path of travel upgrades you can make note of it and then DSA
068will also make note of it they'll always find something extra and at that point a cost estimator like the Desmond Meyer who we've been working with on this project can look at the cost of those ADA upgrades and say this is the cost of that and we're going to only allocate 20% of that projected cost to these upgrades. At that point, DSA takes a whole long time to review the hardship application. In our experience, it's been about 2 3 months of back and forth with them before they finally approve that. And then they say, "Okay, as long as this 20% of the upgrades are done, then we will accept this project." But then for future projects that they they'll bring that other other 80% back. And I'm guessing like a for instance like say a
069project is 10 million and then you're looking at that you know 2 million as your 20% threshold and then now they want something that would end up costing let's say 3 million right so then they're going to say oh well I could apply for my hardship and we're not going to do that but then they're going to find other smaller ADA things that they'd like to include to then get you up to that 2 million. >> That is the trouble. That's kind of the the artship applications. >> Okay. But if you get a good reviewer and you can keep them from, you know, micromanaging the site, then you can get lucky. >> Gotcha. Okay. But then you talk about, you know, you said topographical. Looks like Barcelo High School. It's built on a >> Oh,
070yeah. A lot of I would say nine out of 10 sites at Barstow have 100 feet from end to end, you know. >> Mhm. Yeah. Yeah. [snorts] >> Yeah. I mean, it [laughter] does beautiful panoramic views. [clears throat] Sure. I mean, even here out the front door is beautiful. >> True, true, true. >> I did have a question. I don't know if this is for you guys or going back to the the original with the demographic question. I was just wondering as far as because we there was a lot of talk about big maturation, housing units, development, love all the growth, right? But we're also like we have conflicting stories or I shouldn't say stories, conflicting sources of information, right? we have a downward trend of enrollment that's also simultaneously happening as potential growth, >>
071right? So, you kind of have like a double-edged sword, if you will, like you're shrinking, but you're growing. So, build out, but you might be going, right? Like you have that. My question is with that is what what is so we're saying maturation is not a timeline, it's a buildout potential. >> What is that buildout potential or where are we getting that? And what are we calling? Is that X amount of housing units? Is that housing units specifically within the city, within the county? Is that all within the BUSD of our total scope? What what is maturation? It's your sphere of influence, which is Barstow, the city, and its entire city limits. And what maturation looks at is the buildout of all the current land that's currently zoned for residential. So you could get more
072residential land, but at this point, uh, you've got a finite amount of land that's zoned for residential. And maturation looks at what that would look like when it's fully built out. >> So those are those are two different things because we're not city and we're not county. We have overlapping, right? So is so that's why I'm asking is that all of VUSD's sphere of influence all of which would incorporate the county area and the city area or is it just is that like you know what I mean? Which one is that including >> it? It does take into account where your students are coming from. So it's got the entire sphere of influence I think all the way to Esperia but not past. >> Okay. We would I mean if Isaac's still on the line,
073he would know better than me. >> And I would also like there's a lot of moving parts with it also because the city's reszoning a lot of land >> where we have students where literally where my where I live and my kids live that is going to then be reszoned if this happens >> to commercial. However, we're still going to have residents living there such as myself, right? So, like I just need to get a little bit greater clarification on where we're pulling that number of maturation because that could mean a lot of different things depending on, you know, what that number is, where we're pulling. >> Absolutely. >> We can certainly get a lot more information on Isaac as to his total area of uh data. >> Yeah, because you know, I'm listening to
074that. We are city is going through a total resoning >> and general plan change. So yeah, it it it's going to affect everything. >> Mhm. >> You know, so and that's been Isaac said a disclaimer working with us internally is um it needs to be redone. This demographics report needs to be done every 5 years just to look at what permits are being pulled because that's the first domino in this kind of master plan project. Once the BNSF railway starts pulling permits, that's when maturation begins. Obviously, you're not going to be fully built out at that point in time, but that's when the areas zoned for residential are going to start be developing. And once those permits start getting pulled at the permit office, we'll have a better understanding of what those totals look like
075and at what rates they're coming in. because kind of the biggest unknown is is it all going to happen at once over 3 five years or is it going to take a little bit longer for that process to happen and as we've kind of discussed too um the construction process is going to be very involved some percentage of the people involved in the construction of the Barstow international gateway project are also going to be living in Barstow and attending schools here. So that might be the first um the first sign of that growth, but we'll work with Isaac over the next few days to kind of get a better understanding of where he's pulling these numbers from and how he's uh finalizing the maturation study. >> Okay. >> If you can get that information to
076Mr. Beaton, Mr. Beaten can get that to me. [clears throat] >> Absolutely. We'll do that first thing. Anything else? Oh, if you just want to let them know too, the junior high is actually seventh and eighth. >> Oh, >> and the intermediate school is fifth and sixth. Yes, >> it had it listed as five through eight. So, there was a little bit of shuffling, but that's not the only choice part is just STEM is the separate one. Okay. But the junior high is just seven and eight and the intermediate is five and six. So, it kind of moves the numbers a little. It's the same total pot, but just different columns or whatever. Yeah. Yeah. >> Fine Arts Academy is an elementary school, not a secondary school. >> Thank you. >> Sorry. >> Anything else?
077>> You guys, >> thank you. >> We appreciate the opportunity to work with your team and meet you guys and thank you very much. >> Thank you. >> Thanks. Uh, >> next we'll have title N presentation. >> Yay. Dr. Michaelelsson. [laughter] Good evening board and everybody. My name is Rebecca Michaelelsson. I'm the Title 9 UCP compliance officer for Barcel Unified School District, which is [clears throat] wordy but really, really important. Um, I'm going to be going over some basic Title 9 UTP um, information, which most of you have been exposed to before. are definitely people in this room have been exposed to before, but it is in fact for people who have not been exposed to that information yet. So, so I'll be shaking it up a little bit towards the end, but feel free
078to interrupt if you have questions or concerns at any point. And I promise there's there's happiness [clears throat] at the end, like just happiness. Okay, so Title N talk just a little bit about this. Um, I am, as I said, I'm the Title N UCP compliance officer. uh which means that I'm learning that I have many zones of of kind of responsibility in the district. Uh one of those is to make sure that our um policies are in compliance, that things are updated as the law changes, that that we're we're kept aware of things that uh are pertinent to our student safety and and we make sure that we are updating um the legal language of our policies and regulations. Uh also working on updating the website um making things like a complaint pathway much
079more clear than it is now. I know um our IT department is diligently working on getting um a new a new website created and I'm hoping to be part of that in the way we build out our complaint pathway. And it also means that I am accepting complaints um disseminating complaints and also making sure that we follow federal regulation and um California uniform complaint procedure through complaints that fall into those [clears throat] particular categories which we're going to discuss right now. Um so title nine again I think u trainings I've been to they emphasize the fact that this is like the most 21 words the most important 21 words in the history of all words but no person in the United States shall on the basis of sex be excluded from participation in be denied
080the benefits of or be subjected to discrimination under any education program or activity receiving federal financial assistance. Uh in the past and historically it's been um people have interpreted title N to apply to equality between sports between women's sports, men's sports, girls sports, boys sports. making sure they have equal opportunity, making sure they have equal facilities, making sure they have equal um uh I think I already said opportunity, but but that both uh female and and male sports teams are um given equal access to both the funds, the opportunities, everything else. [clears throat] But the cool thing about Title N is that it applies to much more than just that. Um it applies to all kinds of discrimination. Uh specifically discrimination dealing with um sexbased discrimination, which of course can be not hiring people because
081of because of their sex or uh discriminating against a student because of their um their sex. Uh not giving the same opportunities to participate in programs or activities, especially if they're federally funded. So important stuff. um the behavior that is incorporated under title n is uh as we've already discussed program equity um and if you go through these uh I won't read every single one but athletics we've talked a little bit about uh pregnancy we want to make sure that pregnant students get just as much opportunity to take advantage of activities or programs as students who are not pregnant also employees who are pregnant um all of that falls under Title 9 as Then we also get to um employment, title N salaries, uh making sure that that's equitable between people as well. And then
082of course the sexual harassment component um deals with creating a hostile environment, making it impossible for the person to accept the benefits of the program or activity. um sexual assault, stalking, dating violence, domestic violence, and quit quid proquo, which is always easy to say, [clears throat] but quidd proquo is in fact trading trading one for the other, right? Um if you did this for me, I'll do this for you. And >> obviously represents a power dynamic that that is not equitable in any way. Um, so complaint pathways, we have discussed this before, but again, uh, UCP title N complaints go through me and I utilize the assistance of our thirdparty contracted company, TNG Consulting. >> Um, and and as I'm growing and learning, I'm getting better at doing many things on on my own. However,
083we are still utilizing TNG because they have about 50 people available to do stuff, whereas I am just myself. and Vinnie is awesome, but he and I can't do it all by ourselves either. So, thank you for the opportunity to continue to use them. I I know that that's a factor. Um SPE or student safety, those complaints are funneled to pupil services for SPED or um it's still under pupil services, but child attendance and welfare uh with director Carolyn Norman. And then um complaints against an employees which is probably by far our biggest category. Those get shoved shoved over to uh assistant superintendent personnel >> Jorge Gutierrez who who is um in charge and I I always try to support as I can but he definitely has the majority of complaints because those include complaints
084against employees at at all aspects. So that could be teachers, that could be custodians, that could be management, all that stuff. Um, so really quickly, uniform complaint procedure, UCP, is basically California's equivalent of federal title six, which is about not discriminating against not discriminating against people who are part of protected classes. So race, ethnicity, um, gender identity, uh, all kinds of things. And one thing that that is notable is that California has a very very broad scope for UCP as compared to other states and and as compared to the federal regulations of title six. We protect our students for all different kinds of things that are not standard standard protection anymore. Um so this is the definition the the actual definition and writing of the UCP. It's long, but we in California, we protect people
085for gender, gender identity, gender expression, immigration status, race, ethnicity, religion, sexual orientation. Um, we, as I said, have a much broader scope of protection than the many states in the federal government right now. Um, the next slide talks about why it's important. And again, I've been I've been hinting at it, but as you can see from this slide, um we know we all know here in Barstow, students that fall into almost every one of these categories, uh employees that fall into almost every one of these categories. And one of the things that we want to continue to do is support and protect our people, our students. Um so protected classes the next slide specifically deals with um what those classes are by definition in the language and um you are welcome to spend many many
086hours enjoying my slide and reading that information later. I wanted to give you some very specific information for the academic year of 2526 to date. um just to give you sort of an idea of what what I am handling in my capacity. So uh we we get many complaints. Many times those complaints are sent back to the sites because uh for whatever reason they haven't touched base with the site administration yet. So we want them to at least talk to the principal try to work it out first before it comes up here. But um some of those complaints fall into categories of Title 9 or UCP. Um, I I went through all of the complaints that we have that have fallen into this category this this school year and we have 15 Title 9 UCP
087complaints. Of those, 14 have been with a decision already made or are being investigated. And um when I say investigated, I mean through TNT with their very thorough process. And excuse [clears throat] me. And um of the cases that have been finalized so far this year, we've found two Title 9 andor UCP violations. Um of those two, the sanctions have already been applied. The the neutral decision maker made the decision, the sanctions have been applied. It's all been documented in our student information system. And that is that is what my job looks like right now. That that is the process. That's how we stay compliant and that's how we protect our students and our staff. Um so scenarios I I know this meeting is going long so I won't I won't take up too much
088more time but I just wanted to kind of give you an idea of what these scenario scenarios might look like. So for example title N we've already talked about it being sexual harassment. Um, let's say we have two kindergarteners and one of them touches the other one's rear end, right? Um, that is an intimate part that could potentially be something that we would want to look at. However, there is a component to the law that says there has to be um a particular intent that you probably will not find in kindergarten age children. So, that would be something that I would definitely look at closely. I would evaluate the details, get the facts, and then probably dismiss it as not Title Nine. However, we do have cases that that fall more within the realm and
089definition of Title N. And remember that Title N has to be the the behavior involved has to be severe and pervasive and objectionally offensive, which is a very very very high threshold, right? All three of those things have to exist. and it has to be the legal definition of severe and the legal definition of pervasive. So, it's a it's a high mark. So, what we can do then is we can take that same sexual harassment potential complaint and move it to UCP and see if California's law will be a better match to help support the students so we can evaluate under that. Um, as I said, we have a lot of complaints against employees. Uh we get a lot of complaints dealing with uh parents concerned about bullying in the schools or student safety and
090um we also get a few complaints regarding um students IEPs or 504 plans not being met. But all of these things are things that we are taking we're taking a look at them with with more comprehensive eyes if that makes sense. We're we're following the law. We're checking the boxes. We're doing what we need to do to protect our students and to protect the district. And uh just wanted to give you guys kind of an update. Uh next slide, please. This is the fun part. Again, this is my dog, Jerry. I announced to the board a few months ago that I [laughter] had become a mother. And I just want to share this because I think uh something positive and light at the end is good. So, this is Jerry who hates his ear warmers
091and won't wear them. And this is Jerry with his shoes on. Uh, but he still stops in the shade because it's too hot for him. So, we're gonna be working on that. He needs a better HVAC system, too. [laughter] Uh, are there any questions that are related to anything important that I talked about? [clears throat] >> Any questions? >> Do has a nice smile. >> Thank you. He really does. He likes to smile for the camera and and you're right. That's the best comment of the night. Thank you guys very much for your time. >> Are we done? >> I'm done. Good. Is there a possible way um each board member can get get a copy of that? >> Absolutely. I'll make it happen. Appreciate it. >> I'll have her send it to me and
092we'll be open on the Friday report. >> I will make that happen as well. >> Thank you. Thank you. >> At this time, I would like to have a fivem minute recess and we shall reconvene at 6:39. All right, business from the floor. The board meeting is a business meeting of the board held in public in a public forum to comply with the Brown Act. It is not a town hall meeting with the board. This is a time for citizens to present problems or questions they feel the board should discuss. Individuals are encouraged to address the full board, not the individual board member. The law prohibits the board from take from taking action on items not on the agenda. Requests to speak cards should be filled out in advance and presented to the superintendent's executive
093assistance. Um instructions for submitting remote public comment can be found on our website busdk12.com under the tab board of trustees. The board has a policy of limiting any speaker to not more than three minutes. The board limits the total time for public input on each item or topic to 15 minutes or five individual requests to speak. The president may review the submitted requests to speak or take a poll of speakers for or against a particular issue and may ask that additional person speak only if they have something new to add. Citizens who have who have comment on or against a particular issue may be asked to provide a written statement for the record or to sign in agreement with the written comment of another citizen. All names are memorialized in minutes. With the board consent,
094the 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 records, please state your name. And we have one tonight, Mr. James Campbell or Divine Interventions, mentorship, life, and coach. >> Thank you. >> Okay, good evening everyone. We are divine interventions and we would just like to thank you all Barcelo Unified School District for having us here tonight for one and for allowing us to be a part of your administration working in the schools with your teams providing mentorship love light and education for success in the future. >> By the way, that's Miss Lakesha Campbell, my wife, 30-year law law enforcement uh veteran. super proud of my wife and I'm proud that I'm able to work with her. But
095most importantly, I'm here tonight uh because we have more than four contracts that we have done with you guys and we just want to say thank you because I don't really think that you guys really had an opportunity. We met a couple of you guys. I remember some of you guys with what I call the Bartow 57 as we're in the community deep. I love to tell the story because these 57 particular [clears throat] students outperformed everybody in the district. I really have to give a shout out to uh you guys, the board. I just want to say thank you, Miss Superintendent, uh uh all of you guys, Leonardo, the ones that I've met, but for sure uh Mr. O real you know Raphael Holly you know the champion that even gave me the opportunity
096without even knowing us. I've been doing this for three decades and so we're just super proud of some of the things that we've been doing. Number one the mission was basically reach the heart to reach students help to shift the mind uh sets and the behavior. We've been doing that um building relationships uh through engagement. Most importantly, we're in classrooms. We're in small groups. We're doing one-on-one with the chronically absent with the ones that are coming in at third and fourth. Now, shipping from fourth coming in at first period. So, we're actually seeing the increase. We're seeing measurable results. Uh we actually are increasing that uh respect. I remember one day we were coming in one morning and Mr. tomorrow, oh my god, you know, last night you missed this particular student and it was
097an honor roll thing. He said, "Oh my god, this dude made the honor roll his his mom, he was proud and he gave Mr. Navaro a hug." Okay. Um he's shaking hands. Now, that's one of the things that we do when we taught and did our championship in the library with Miss Katrina. Um, you know, we actually taught James Clear Atomic Habits. We saw more kids get jobs coming back the next year when we came back. Mr. Campbell, I got that job. And so that's the type of impact that we're making, uh, whether they're in a single home, whether they're foster youth, whether they're low income, underserved, under promise, whatever the state is, you know, we're reaching and meeting all of those. And as I land this plane, I just want to say um we're
098seeing campuswide co of culture uh shift and that must be my time. But thank you. I'm not tired. My time has expired and hopefully [laughter] I'll see you on the next one. Thank you guys from the bottom of my heart. Thank you. >> Now we go into staff reports. Um SBCC Williams report third quarter UCP report. Yes, Mr. Godfrey. >> Yes. Under the William Settlement legislations, we're required every three months to bring the quarterly UCP report. You did see a slide there that indicated this falls under the UCP umbrella. Uh my office manages that. Uh happy to report that there were zero uh zero received uh complaints in the areas of instructional materials, facilities, and teacher vacancies and mis assignments for the time period of January through March of 2026. question. Thank you. Thank you.
099Um, deferred maintenance plan and summer projects. >> Yes, Mr. Beaton, I think you're going to be passing this off, but I'll let you >> I am going to pass this off to uh Mr. Darn Larson. >> How you doing, everybody? Good evening. We a little PowerPoint, put some pictures in there for uh some of the projects we've been currently getting done in the facilities maintenance and operations department. So, next slide, please. Okay. So, this uh this right here some pictures of uh the artificial turf in installation at Bartow Junior High School. >> Excellent. >> So, there's a picture of the completed artificial turf area. On the lefth hand side you can see they put down base then they put down foam padding um sand to hold it's sand that silica sand that actually holds the
100grass down so there's no sharp edges in the art artificial turf area. So that'll be uh maintenance will be taken care of that in a lot further. So um completed projects during uh spring break obviously uh we did some crack filling at two sites. Um so the site you're looking at right there is Lenwood. their playground area. And then we also did the entire uh campus at Barstow High School. So the the inner area. So um where staff parking's at up by the uh up by the um excuse me um uh the the road that goes all the way up the hill, you know, that whole area. >> Yeah. So crack filled slurry coated. So it it looks nice and neat. Yeah. So, um, BHS BHS fields, we airrated and seated those fields. So, we're
101getting ready for the summertime. We want our fields to look really nice. Um, our grounds department took care of that. Um, then, uh, BHS room 804 installation of a new heat pump. Um, used to have a swamp cooler. Um, that that was went through CTE. I worked with Holly on that. Um, yeah. So, Crest Line carpet replacements for seven rooms. Um, we're going to keep up on the carpet replacements. There's, uh, there's a lot of need as long as we have the funding, you know. Um, Lynwood playground area. I told you about that. Crack and slurry coat. So, on to the next slide, please. Um, these are current projects that we're working on right now with Ledesban Meyers. Uh, and I'm also a big part of that as well. U, that is the front of
102Henderson right there. Picture that I took. So, um there's a lot of old stuff on the ground that we were kind of unaware of, you know, so we called our maintenance guys over there and we got that out of there. Um there was a boiler system there at one point in time. So, >> um so basically for Henderson, we're doing uh new mechanical units during the summertime, but right now um with no impact to students or staff, we're getting we're getting some of this work done because we have such a short window of opportunity. We only have two months. Um, and every single one of these projects is getting new electrical feeders. Um, they're getting upgraded fire alarm systems and, uh, we just want to get a jump on it now. So, uh, I just
103work with the principles and see, um, you know, what's what's going to be the least impact, you know. So, uh, next slide, please. Um, schedule work for the summertime. Um, so basically, um, STEM, we have a new triple white portable. I went down and inspected it the other day. It looks great. Um, I'm excited for that. Um, we were able to figure out a new path of travel through ADA, which is always a always a problem. DSA wants to make the earth flat, apparently. Um, but everything we have is built on the side of a hill, so it's um all right. Um, we're getting new roofing at uh um Monta 2. So, STEM Academy. Uh we just talked about that one. Uh kitchen remodel at Barsto High School. Um long overdue. It's going to be
104really nice for them. Um, and then patch uh patch asphalt and slurry um and the playground area out at Skyline Elementary. There will be other projects that come up, but this is how as far as I've gotten to this point right now. So, um maintenance and ground summer projects. Uh obviously just doing our regular maintenance, trimming the trees, making sure they're off roofs and things of that nature. Um fixing up crest lines TK TK playground. Um it's not it's half grass, half dirt, and uh they would just like a nicer area for their TK kids. Um airate and seed all existing lawns district-wide completing uh our some of our current work orders that we can't get done during the uh the work year unless we because we have to shut down water, shut down electricity,
105things of that nature. We can do some we do do some of that work after hours with some of our bigger projects than just a few hours. So, um, we're also going to be working districtwide on replacing some of the T111 sighting on the portables. Uh, it's starting to curl up, you know, um, there's nothing, they always say there's nothing more, uh, permanent than a temporary portable. Um, so like after the years that they've been sitting there, that T11, no matter how much paint you keep on it, it just starts to curl up. So, we've come up with a plan to use uh, um, Hardybacker board, which is concrete. um put plywood behind it, then sheet it with a Tyveck insulation cover, you know, and uh that should give us a lot longer lifetime. Yeah.
106So, um we have some major plumbing repairs that we're going to be working on during the summertime. Uh and we're going to finish upgrading some classrooms. We have seven more classrooms to do at Crestline Elementary. We've been doing a little bit of overtime and replacing some of the old fluorescent bulbs to LEDs. So >> this T highbeck is that like that kind of like more plastic type material. >> Yeah, it's what they're currently using on new commercial buildings and homes and things of that nature. Yeah. So um next slide. That's it. Okay. Does anybody have any questions or concerns? >> I was just curious with the turf what what maintenance I mean you have to go too far in it, but what like what is actually needed for like the upkeep side? >> [clears throat]
107>> Uh obviously, you know, around that's a 90 foot circle, you know, um 60 100 square feet of uh artificial turf. Um we do get a lot of wind up here. So, um we'll have to buy quite a few bags of that sand to help keep that grass down. >> Okay, that's what I I was just wondering. >> Especially if there's a major wind event, which we all have. Yeah. So, um, and just doing the perimeter, making sure we we're we're keeping the weeds out in the perimeter. That grass has, I believe, a, uh, I remember correctly, I think it's a 15-year warranty. >> Um, it used to just be a dirt area. I'm sure you guys have all seen it before. >> Yeah. >> Um, it looks amazing now. Kids are having fun. They're
108out playing soccer. They're out playing football, you know. Um, the principal was super excited as well. So, yeah. >> She wanted to express her gratitude. >> She sent me a video. I've been over there a few times, too. So, yeah, it really really did turn out nice. So, >> any other questions or concerns? >> Yeah, I've seen the abbreviation HVAC. It's got heating and cooling. What? >> Heating ventilation and air conditioning. So, that's what we're we're going to be putting all that in during the summertime. >> Yeah. Our restrooms need it bad. The ventilation. >> Yeah. At the mostly at the high school main hall there and stuff. So this will be what uh if I remember correctly, this will be the sixth school in the last two years that we've done mechan I call
109mechanical upgrades on. So that's new electrical feeders, new heating and air conditioning units, new fire alarms. So updating our infrastructure. >> Yeah. And then artificial turf and mostly the maintenance is blowing off we uh sand and leaves. Correct. >> You know, it's not going to be mowing and all that kind of know trees. >> There's no mowing to it. >> Yeah. Yeah. >> Yeah. I've saved a lot of money there. >> Thick. It's plush. It's soft. So, yeah, >> I like to visit that as soon as I can. You know, whenever you get a chance you want. >> Yeah. Let me please. Thank you. >> Absolutely. Yeah. >> One of the things I worry about, especially with our push turf, the heat. >> Mhm. >> It gets hot. >> Yeah. >> And it's hot here.
110>> Um, how do we how are we going to mitigate that? >> I haven't come up with a plan for that yet, you know? Um the silica sam I hope would keep the heat down a little bit. I don't know, you know. Um we don't have any water in that area. >> So um I'll have to I'll have to come up with a plan or something um for the summertime. >> Thank you. >> Anything else? >> No. Good. Thank you. >> Okay. >> All right. Thank you everyone. >> Thank you. Thank you for your time. >> All right. Next, we have the monthly cash report. >> Yes, Mr. Being. >> Our cash position remains strong and continues to reflect sound financial management. As of April 13th, 2026, the district's cash balance in the county treasury
111report is 55,772,141.13. All right. Enrollment report >> also, Mr. Beaton. >> Enrollment report. Uh, district enrollment for month eight. Uh, month 8 what ended um March 13th just a month back just for uh understanding. Uh so that stands at 6,10 students. We're reflecting increase of 23 students compared to 5,987 students at the at this time last year. That increase is driven by elementary enrollment which has grown by 47 students and has declined by 24 at the high school questions. >> All right. Uh vandalism report. >> Awesome. So the district third quarter report includes all activity from January 1st 26 to March 31st 26. Uh during this time the district had a total of 12 work orders totaling $1,167.38. That's a decrease of 100% from the first quarter of 2526 and a 35% decrease in the
112cost of vandalism from last year's third quarter. Uh the 12 instances were comprised of a broken light switch. We had three instances of graffiti, two holes in a wall, and we had six fences that were cut. Um vandalism incident and costs are down this quarter, highlighting the success of the district's efforts. Fewer disruptions mean staff can focus on students and the district continues moving toward a safe, well-maintained learning environment. question. >> Not a question, just a comment. I'm glad to see it's down. I just always hate looking at these numbers because I just always think about all the other things I [snorts] wish we could be using the money for, but glad it's down. >> Yeah, same here. I I when I looked at those numbers, I was like, "Wow, that's impressive." Um, we've done
113a really good job. >> Well, the kids are doing a excellent job respecting the property. So, >> I think it's a combined effort. I'm reading. >> So, I I'm impressed. Thank you. >> All right. Next, we'll go the superintendent report. >> Yes. Thank you. Uh I think it's good evening now board members, staff, and guests. Welcome back to our students and staff. I hope everyone was able to find time to rest and relax at the spring break. These breaks are perfect for reflecting on the school year so far and to energize yourself for the final seven weeks of school. We are in the middle to the end of state testing and I am excited to see how well our students achieved and the progress they made. As a public TK through 12th grade education institution,
114it it is our responsibility to engage, educate and encourage all children. We welcome every child to our schools and our classrooms and we have the best teachers supporting and guiding each one of them. Over spring break, I had the opportunity to attend the National School Boards Association 2026 annual conference in San Antonio with board pre president Leonard Williams, board vice president Aaron Heldra, and board clerk Anthony East. The days were long but filled with relevant information related to TK through 12th grade instruction, trustee accountability, and team building. I especially enjoyed our walk to the visit our walk to visit the Elmo, a place of historic significance for the state of Texas and ultimately the United States. Thank you, Mr. Williams, Mr. Held, and Mr. Eastless, for joining me. Over the next few weeks, the district
115will be working with CentOS Corporation to replace all currently installed automatic external defibrillators, AEDs, at our school sites and departments. An AD AED is a portable life-saving device used to treat sudden cardiac arrest by analyzing the heart's rhythm and delivering an electrical shock to restore normal function. It features voice prompts for easy, safe operation by non-medical personnel. Immediate use can double or triple survival rates. Thank you to the B USD Board of Trustees for approving our master service agreement with CentOS Corporation at the March 24, 2026 board meeting. Many stakeholders have asked how to use an AED. B USD PIO Mr. Chavez will be posting to our communication outlets and to our website a Wednesday wondering that will explain the very easy way to use an AED. The AEDs that will be installed in B
116USD have immediate prompts that will work that will walk the user through the steps to use the AED in any situation. Today's AEDs are extremely safe and designed to do all the work. I would like to thank every staff member, board member, labor partner, parent, guardian, student, and community member who attended our parent guardian student community alliance meeting PGSCA on April 15. We had a large number in attendance and it was wonderful to see so many people interested in participating with the district to make positive improvements for all all for all students who attend our schools. I hope to see all those who were there and even more on Wednesday, June 10th at 4:30 p.m. here at the district office for our next meeting. Please bring your questions, suggestions, ideas, and concerns so we can
117all look for those light bulb moments that create better outcomes for all. That's my report. Thank you. >> Well, thank you, Mr. Smith. >> Yes. First, uh, I'd like to say thanks for, uh, Skyline for coming over and singing. I always wish I could sing. I'd sing right now for you guys, but I, you know, once kind of save your eardrums for something else. Um, I attended the, uh, third grade science fair. What was the proper name for that? science palooa. >> I wouldn't never be able to say that. Uh it was nice went there. U I seen Scott walking around and uh first thing he came up to me and says a lot of energy and there was a lot of energy there. I seen uh Miss Fornson and Mr. Held were there with
118her smiles walking around working the crowd. It was awesome to see. Um I give a shout out to my little baby daughter. I sat with her over there, gave her support with her little uh drones from Star Wars and stuff, you know. Uh I really like supporting my little baby and uh I'm not ashamed to say that's my little baby. I I love her with everything I have in my heart, you know, and uh I know parents have that. That's the reason I'm here. I want to take care of the the kids that go to school. Um, there's also a a little young man in kindergarten at uh at the at Cameron school. Uh, I seen him coming out of school and he had a little green card. It was uh how good he did
119in his academics and stuff and it was showing his mama and he was all happy. The mom was all happy, you know, and I like seeing little positive things like that with kids and stuff and the parents and the interaction and stuff. It was it was great to see. Um also uh people getting awards today. Mike uh Armstrong, I worked with him at the high school, one of my old buddies. And uh Mrs. Price, uh the teacher there, you know, very uh positive, always smiling, and uh of course when she gets mad, she kind of gets pretty mad, too, you know. Um and then uh finally uh when I I usually uh before the meetings I usually go in the break room there have a sandwich and little burrito or something like that. And uh
120I noticed a few times before I went in there I seen our superintendent in there touching up the room you know dump throwing stuff in the trash and stuff. You know you know that's awesome. You know what I mean? You know pitch in to help your fellow worker. you know, it's the custodian, the teacher, somebody, you know what I mean? We're all here together and uh thank you for that. Uh that, you know, I've seen you do that several times and uh I was impressed. Thank you very much. And um I don't have much else to say except uh let's just uh take care of each other. You know, uh you know, I wage war on poverty, not on the poor. you know, uh we have a lot of poor people in Barstow, you know,
121living in the streets. These uh families living in cars and uh kids uh you know, couch jumping, you know, from one place to another, you know, uh it's um it's tough to see and you know, Bar is a tough little town to work in. The kids are pretty tough. Uh you know, God bless all the teachers, all the classified staff. uh you know, thanks for keeping the district afloat. You know, we need you, the kids need you, the parents need you, and uh I just want to say thank you because it is a tough middle town and it's even tougher to work here at Bar Unified School. Just thank you for letting me >> um I also saw Mr. Eastless uh at the science pooa which was super uh interesting to see all the ideas
122the kids are coming up with. Um it's really just nice to see kind of where the future's headed and that's good. Um congratulations to all the employees um all the award winners and you know to all the employees. Thank you for everything that you do. Um and also with the kids coming in tonight. Um I I think it's good. You know I've said it each time like the kids should be our northstar. That's our focus. That's why we're all here. That's why we do what we do. Um, and it's nice to see. I've kind of seen it like we're getting bigger kind of each time. A little bit more. A little bit more. I mean, we literally went from being not having an empty room across the hall where there was less than half the
123size of this to now where we have to wait for a whole crowd of people to come out for another different crowd to come in. So, something's working if that many people want to come here and kind of be a part of what's going on. So, I like the movement shift. It's not perfect. It's not all going to happen overnight, but I like the direction it's headed. So, thank you to everybody who's part of it. >> Yes. Like Miss Mrs. Swer just said, um we went to the National School Board um Association conference and I really enjoyed it. I learned a lot. I you know, it's good to hear from your peers out there around the country that hey, guess what? we going through the same thing. [laughter] So you don't feel like you're out
124there on a on an island by yourself trying to get things done. Um so I I I I I took away from that a lot, you know, and and hope some of it we can sit down and we can all talk about it and and maybe implement it in our school district at one at some point in time. Um [clears throat] I did the science pooa. I I think I did STEM and um hemorrh. Yeah. >> Yeah. >> So, uh I was so impressed with these these young men and women, you know, and they were so excited to show us their their um science project. And you know like you we hear a lot of bad you know all this bad but you know after coming out of some of these schools and and some
125of these programs you go I don't think we have anything to worry about. We got some very smart young men and women in our school district and I love talking to them and they love showing us what they're doing and I'm always excited and happy when I leave. you know, then we got to go back to the real world and everybody's going to complain about something. But, um, these kids amaze me every day when I talk to them, whether it's at elementary school or the junior high school or the high school. You know, I'm so proud cuz I did an interview with EXP. I was an interviewee and students came in and, you know, I was expecting, you know, how teenagers, they hold their head down. No, these kids were professional and they looked you
126dead in the eye and they talked to you and that's what I was looking for and I was so amazed and they were so articulate and they knew what they wanted to do. Um, hey, we we these kids are doing well and I'm excited whenever I do something with the with with the schools and the students. Um, I did go to the STEM basketball, girls and boys basketball banquet, uh, about a week or so ago. It was really nice. They invited me and we spoke. Um, and, um, it's nice to see those kids get awarded and and and let them know that we are proud of what they do. Very, very proud. Um, it's like listening to these young kids sing tonight, you know. Very uplifting. I love it. You know, get them out there,
127you know, show us what you they're showing us what they can do and and it's it's just an honor to come and do it for us and you can hear it and it's it's uplifting and it's uplifting for them to get out here and do it in front of such a large crowd, you know, and parents out here supporting and grandparents and brothers and sisters. So, that was very very enjoy enjoyable. and of course awarding all our um employees of the month. You know, it's always good to get a pat on the back that hey, you did well. You know, we need to keep doing that and that's a great thing. So, um with that, all I have uh we don't have a student representative tonight. B A >> B A >> B E A
128B A E [laughter] >> You renaming us? >> Uh, of course. >> Okay. So, across our schools, teachers are seeing many of our students giving their very best effort on the state test. Um, which is kind of a new concept. Um, we like to hear that. I think the DTA got more teachers and kids involved in doing the test. So, it's kind of great to actually hear that our educators have worked hard all year to prepare students and it's encouraging to witness students uh rising to the challenge and trying their their hardest. That dedication from both students and staff deserves recognition. However, I do need to address a serious concern that directly impacts the ability to support students and teachers effectively. On February 11th, 2026, I sent an email to Dr. Reid with questions regarding
129support for our special education teachers needed related to the new Teachtown curriculum. I did not receive a response till April 14th until Mrs. Gomar responded with the answer. In reviewing the email chain, I also noticed that Dr. Reed did not contact Mrs. Gomar until April 2nd after asking her to provide the information that I requested. That means there was a 62day delay from my original request to receive a response. Unfortunately, delays in communication from certain departments are not uncommon for our members in this district. When teachers and staff cannot get timely answers to important questions, especially those involving special education services and curriculum's implementation, it creates confusion, increased stress, and impedes the teaching process. Our educators should not have to wait months for answers that directly affect their ability to serve students. Timely communication is
130not a luxury. It's an essent it's essential to student success and staff effectiveness. I urge the district to examine these communication breakdowns, establish clear response and timelines, and ensure that departments provide the support our teachers need when they need it. I gave a copy to the emails for evidence of how the 60 how many days it was. I I lost track. All I know is the school year is over and now I got the information. Little late. So, copies of the emails in there for the evidence that we're tired of waiting. Thank you. >> Thank you. All right. Next we have CEA >> and uh Miss Briana Simonitis the president of CSEA has requested that I read her statement as she was unable to be here tonight. So good evening members of the board on
131behalf of CSEA. I would like to share the following updates from our chapter. I am unable to attend this evening so I appreciate this statement being read on my behalf. At our March chapter meeting, we elected three delegates to attend the 100th annual CSEA conference. We are proud to have Carrie Thomas, Julie Grounds, and Amber Santos represent our chapter along with myself as chapter president. Those who were not elected will serve as alternates. Our negotiations team met last week and is prepared with counter offers on the remaining articles still under discussion. We look forward to continuing our work with Barcel Unified School District and hope to have upcoming dates scheduled soon as we recognize the school year is quickly coming to a close. We would also like to recognize that one of our classified members
132has been selected as our regional member of the year for region 90. This honor is given to individuals who go above and beyond in service to their members chapter CSA and the broader community. While this member has chosen to remain anonymous, we extend our sincere congratulations and appreciation for their outstanding commitment and dedication to improving the lives of our members, students, and community. Lastly, we hope everyone had a restful spring break and we look forward to finishing the school year strong together. Thank you, Briana Simonitis, CSCA president. >> Thank [clears throat] you. Thanks, Personnel Commission. I didn't forget you this time. All right. No problem. No problem. Glad to be here. Uh good evening uh board members, staff, and uh guests. Uh this is the report for the personal commission for this month. Uh we
133currently have two interviews in process. We have five recruitments that are in the testing stage and five recruitments that are open that will close at the end of this month. Uh we also currently have a total of 388 classified employees, 169 8h hour full-time, 133 benefited part-time and 86 non-benefited part-time. As always, we have 18 classified managers. On the classifications, uh security, we have no vacancies at this time. Safety, the two newly created safety positions at the high school, uh we're were prepared for interviews. uh dates are being set. So those are still vacant on custodials. Uh we have um we're currently just uh working on the back fills. So there was a lot of transfers. So we're working on the back backfilling some of those positions, but uh we've gone through multiple rounds already.
134Some individuals accepted position declined or there was a lot of movement where they went back to their old position. So, we're working through all of that, but um most of them are already on their site and you know, all the gears are moving now. They have their their assignment and they're getting in the group. Okay, what else do we have? NSW1 and so nutrition services one and three. Uh we concluded those interviews and we're working on onboardings. Uh health assistant interviews are being scheduled. Uh they have to be a rescheduled but we're working on a new date. uh par educator uh special needs and also a gener general ed um paras uh full-time those uh we're going to be conducting group interviews uh on May 1st. So that's our target date for that. Um campus
135safety and security training again we're targeting June 1 and 2nd. So make sure those individuals keep that on their calendar. Um, we continue to review the applications for minimum qualifications for our recruitments that are closing. Um, and then the next group to be tested is the senior office assistants and also grants maintenance. That's the next ones that are in line. Um, our five recruitments are closed on April 30th. As soon as they close, then we'll move to testing. So, we have to review the applications and then move to testing. Uh some of the additional uh duties that were performed this month is uh there's reasonable assurance letters that need to be mailed out. So the staff is working on those uh summer school notices for the individuals that are working during the summer. Those are
136going out. And then the length of service certificates that we need for for our employee picnic. So those are being worked on. And lastly, our PC meeting is this Thursday, April 23rd. we have to make an adjustment so that we spring break was going to be kind of a a dead dead meeting so we moved it so we rescheduled it and so we'll be meeting this Thursday starting at 4 pm so we're going to be half an hour earlier uh please come and join us you're all welcome everybody there join us uh any questions >> I have a couple um we you said with summer school that everybody's been notified was everything handled as far is with the additional custodians necessary and how that we talked about it and then it was identified but is
137that been actually like allocated and >> uh so there's two questions there for the summer school notifications uh the nutrition services part there's certain classifications that got notified there's others that have not so that's still in the works the letters are being put together so that's going out so some somebody's out there hearing this they're like no don't freak out right it's still our miss Okay. Um, your other question about the summer school custodians, the summer school, um, the custodians that this board approved that were the nutrition services champions XM mix. >> Uh, for the the summer school, the first week of summer school, at least their duties for for nutrition services, they're only going to have about a week's worth of work. And after that, th those hours are going to be turned to
138the school to perform the other duties. and additionally the the rest of their schedule uh should still be able to adjust and be able to provide those services. So that's how we're going to [clears throat] uh conduct that or complete those duties or or that service is using the nutrition services champions custodians that we have out there at least for summer school. So, like I said, after the first four days, they'll be done with whatever deep cleaning of the kitchen they have to do, and after that, those those hours will be turned over to the site to assist them for summer school. And then they have to divide the duties, right? So, they have their own custodians. They got to figure out who's going to be doing what and when. >> Okay. And then the
139other one was with the paras, right? So, we're like, if we're interviewing May 1st, I mean, we're pretty much coming up on the end of the year. What does that look like as far as when do they actually get hired? When do they start? Are they >> right? So the onboardings it all dep there's a lot of factors here. They have to be uh fingerprinted. They got they have to get the PB test uh physical. Sometimes the candidates take a long time for that. Sometimes they do it pretty fast. So then we can process them and do the onboardings. Uh it could be there is a scenario sometimes when they're cleared to go and there's only about a week left where the school sometimes the schools just request you know what let's just start them
140at the beginning of the year and sometimes they they need the help right away and they'll bring them in. But uh most of our schools have been saying that they if if we're that close to the end of the year just put them uh have them the start time in in August you know back at the beginning of the year. So when we get closer to the end of the year then really on those jobs it's school to school whatever the site admin >> right yeah whatever they request. That's right. >> Nothing else. Thank you. >> Thank you so much. >> All right. Can I get a motion to adopt the agenda as presented? >> So move. >> I have a second. Second. All in favor? I I Okay. Letter from the Superintendent of Schools
1412526 review of the second interim financial report. The San Bernardino County Superintendent of Schools has concluded its formal review of the Barca Unified School District second interim financial report for a period ending January 31st, 2026. Following a comprehensive analysis of the district's financial health, the SBCSS has issued a formal letter of agreement officially supporting the district positive um certification. Um do I have any anybody want to pull anything out off the consent calendar? No. >> Yes. >> For the next calendar? >> The consent calendar? Oh >> no. Can I get a motion to approve the consent calendar? >> So move. >> Have a second. >> Second. >> All in favor? >> I. >> All right. Next. We'll go to discussion items. [snorts] Lima I1 resolution number 202526 special recognition of all certificated and classified employees
142during May 2026 recommending the board of trustees adopt resolution number 2022 2026 special recognition of all certificated and classified employees during May 2026 and express appreciation for outstanding job school employees do. Do I have any discussion? >> I may present the resolution. >> Okay, you could present the resolution. I'm so nice [laughter] that resolution number 20, 2025-2026. Whereas the state of California annually sets aside the second Wednesday in May as California day of the teacher. And whereas teachers are vital to providing quality education and establishing a foundation for lifelong learning for the youth of our nation. And whereas teachers in Bar Unified School District helped to meet the diverse needs of our students abilities, goals, and backgrounds by using creative and innovative methods of instruction. And whereas the impact that teachers have on students is
143never ending in that teachers dedication and efforts positively affect our youth indefinitely by help helping each one to realize his or her potential. And whereas it is appropriate to recognize the talents and devotion of the Bar Unified School District's teachers as one of our community's most valuable resources. And whereas the California School employees association in the state of California have designated May 17 through the 23rd, 2026 as classified employee classified school employee week. And whereas the purpose of this observance is to recognize the service and valuable contributions these dedicated individuals make to our schools. And whereas California public schools employ approximately one quarter million classified staff on whom schools tend to run to run efficiently and effectively. And whereas classified school employees through direct and support services help provide a wholesome and positive instructional environment
144which are essential ingredients to enable excellent teaching, sound administration and high achievement by students. And whereas classified school employees play a vital role in providing for the welfare and safety of Bars Unified School District's school children. And whereas Bars Unified School District's classified employees strive for excellence in all aspects of their areas of expertise. Now therefore, be it resolved that Barified School District Board of Trustees hereby recognizes April 27, 2026 through May 1st, 2026, School Nutrition Employee Week. Friday, May 1st, 2026, school principal day. Friday, May 1st, 2026, School Lunch Hero Day. May 4th, 2026 through May 8, 2026, National Teacher Appreciation Week. Tuesday, May 5th, 2026, National Teacher Appreciation Day. Wednesday, May 13, 2026, California Day of the Teacher. Wednesday, May 6, 2026, National School Nurse Day. May 17, 2026 through May 23rd, 2026,
145classified school employee appreciation week, and expresses its appreciation for the outstanding contributions made by the competent and dedicated, certificated, and classified staff of the Barci School District in preparing today's youth for the future. Adopted by the board of trustees this 21st day of April, 2026, and is handed back to the board president for approval. >> All right. Do I have a motion? So move. Do I have a second? >> Second. >> All in favor? >> I Okay. Next, we're going to name I two, appointment and employment agreement for interimm uh superintendent. Recommending the board of trustees approve the appointment and employment agreement for George Gutierrez for interim superintendent effective July 1st, 2026 through June 30th, 2027. Yes. And um due to my retirement at the end of the day on June 30th, 2026, the board
146of trustees has um approved the interim superintendent of Orhe Gutierrez starting on July 1, 2026. And we have worked to negotiate with the board of trustees and Mr. Gutierrez for his contract starting on July 1st, 2026. And it is attached to this agenda item and held for review by the board of trustees. And we are currently asking for this contract to be adopted. So on July 1, Mr. Gutierrez will take over the helm. >> All right. Do I have a motion? So move. [laughter] >> Second. >> Do I have a second? All in favor? I I >> All right. Thank you. >> [clears throat] >> Okay. Le I schedule for graduation promotion ceremonies May 2026 recommending the board of trustees approve the graduation graduation promotion schedule. The board of trustees may wish to indicate which
147graduation and or promotion exercises they will be able to participate in by granting diplomas and certificates. >> Yes, Mr. Goffrey. >> Yes. The graduation season commences on May 16th, 10 a.m. at Barsto College for the adult ed program and we finish with Barsto High School Thursday, May 28th, 2026 [clears throat] 7 p.m. Langworthy Field. excited for all of our students to graduate and move on to new endeavors. And we're asking that the board approve these dates and subsequently choose the graduations that you're able to attend. >> No questions. >> All right. Do I have a motion? >> So move. >> A second. >> Second. >> All in favor? >> I. >> All right. Uh, Lima I2 new course outline CTE patient care 2 Barca High School. >> Mr. Goffrey, >> patient care 2 is a
148capstone course preparing students for careers or post-secary education in the healthc care field. This course is designed to prepare students to perform clinical skills including examining room procedures, taking vital signs and medical histories, first aid, CPR, and routine laboratory procedures. All right, that's information only. Alma I I3 new course outline for textbooks or CTE welding to Barcel High School. >> Mr. Godfish. >> Students will build on the knowledge and skills relating to the transfer of matter and energy through electrical, fluid, thermal and mechanical systems. They will also study advanced fundamentals of mechanical and structural systems and facilities. Students will explore professional opportunities in the field of agricultural engineering and welding. >> Questions? Nope. >> All right. Lima I I4 uh new class outline for textbooks for CTE child development Barcel High School. >> Mr. Cra,
149>> child development 2 is a career technical education course centered around the physical, social, emotional, and intellectual development of children and adolescence. The course provides 10th, 11th, and 12th grade students the opportunity to study the history of children through families and society. The finding of major child development theorists, the stages of development for children between ages five and 18, and the role of parents, caregivers, and those working with children as children grow and develop. >> I five on that one. Sorry. >> I'm moving moving right along. [laughter] I was curious I if does CTE have any crossover if any teach prospective students want to be teachers? I know like with TK, right? You have that child development piece with it. Is there any is there a connection or could there be a connection as far
150as them being able to get that portion of it counting towards it if they wanted to go? >> There is articulation with Barcel and Victor Valley College. Uh Mr. Guteras has been overseeing a program. I don't know if you want to expand on that. Yeah. So, we do have a partnership with partial community college and uh Cal State uh Dominguez Hills and Cal Sanardino and uh create your own uh grow your own uh you know teacher program and and it it streamlines the the the students that are interested in those fields to go into the university and and there's grants and financial aid. Uh, and we're also working with the uh CEG program, classify employees grant with San Bernardino County Superintendent of Schools that uh, you know, uh, gives students who have 60 units, $4,300
151for living expenses and just to make sure that, you know, it's easier for them to obtain the certifications to become teachers. Uh, the child the early childhood development program, if they if they complete 24 units, they could actually be a Tiki. It's a little bit more specific, but all of those skills actually transfer to TK to three because you're doing early literacy, early childhood development. And it it's it's good to have teachers who have that that level of expertise to address early literacy, social social uh emotional learning development. And so it's a it's a a big push and effort from the state right now been working with community colleges. Uh in terms of credits, if that's what you're asking, the articulation, um we're we're trying to work through that whole program, that the whole system
152to see if uh there is a bridge program between Barcel High School and Barcel Community College so that you know uh if there's dual enrollment. We're still have we're still working that out. >> Okay. >> Yeah, we're not there yet, but we're working that out. >> I don't know if that was your question. >> You're good. Thank you. >> Yeah. All right. You know, last of I thought it said barbecuing and I was like, "What? [laughter] What a class. I need to sign up for that one." Um, Lima I5, new course outline for textbooks for CTE. Introduction to barbering, barbering 1A. Huh? >> I [laughter] for some reason I'm stop barbecuing. >> It's too late to be talking about >> I know a 1B and barbering two of the Barstow High School. >> Mr. Godfrey.
153>> Yes. This is actually uh courses or courses that are not currently on the master schedule at Barstow High School. However, uh the high school is interested in aligning with Mountain Desert Career Pathways Consortium. This is offered in other high schools in the high desert. It's part of the fashion and interior design uh sector. Uh they want to keep up to pace with the other schools. If there's an interest from students, then they'll work with Mr. 's department to find a rockstar barbering teacher that's out there to come teach our students. So, we want to be prepared if that comes to fruition. >> So, with with that, does that mean the other three that we were looking at are on the master schedule? >> They are. and the ones you're looking at and are going
154to hopefully approve in two uh in our next board meeting. >> They're capstone courses and it'll create a two-year pathway for our students. >> Thank you. >> Do we have uh interested students for this barbering class or >> uh there's some interest whether or not it's enough to garner an FTE, an actual employee, that's yet to be determined. How much kids would it have to >> um I think that's a question for the personnel department. >> About 180. >> 180. >> That's where we but you know there's always things that we can work out part-time positions and stuff like that. this because I know um looking at this I think it's a great idea because you get a lot of young people who want to know want to get licensed for barbering you know and
155and I meet them when they're in their early late teens early 20s and um I know Barto Community College had a hard problem especially getting an instructor >> to do this so I mean it's good that we we want to try this and and I hope we get the kids it's interested in that's a high number, wouldn't it be? But >> I was thinking some a part-time, maybe a, you know, a period or two. Yeah. >> And then we'll prorrate it. >> There's a lot effective. >> Yeah. There's a lot of barbers out there that still haven't got certified, but they're cutting hair. >> But I think this is >> go back to school. >> Totally uh uneducated in this realm question, but and I'm not sure which way this goes, but is this just
156specifically cutting hair? because I know once you go into that realm right there's a lot of tentacles you can uh go out to right is is >> there are there are facets of com cosmetology that would be part of the course >> okay >> so that that would include uh various things like uh you know um >> yeah like I I know I'm not I am totally out of my [laughter] >> I numbered going up already >> skin and all those other things that go with cosmetology yes >> okay so that is a portion of Sign me up. I'll be part of the learning right now. >> Okay. >> You know, it would be nice. I know they got the cosmetology program at BCC and a barbering program at BCC >> and it would be
157great to team up with them and get this thing off and running. But that's fantastic. >> That courses. >> All right. Um, do we have any items for future board meetings? >> Not at this time. >> All right. They do not have to go back in close session. Um, can I get a motion to adjurnn? So move. >> Second. >> All in favor? I >> I >> we are adjourned at 7:36.