November 18, 2025 School Board Meeting

001I am not hearing music. You have any idea? Heat. Heat. Hey. Hey. Hey. Heat. Heat. N. Heat. Hey. Hey. Hey. Hey. Hey. Hey. Heat. Hey, Heat. Hey, hey, hey. Hey, hey. Hey, hey. Hey, hey, hey. Hey, hey, hey. Hey, hey. Heat. Woo. Oh, Heat. Heat. Come on. Oh yeah. Welcome to the quirky tale of our school's toy ducks. Get ready to dive into a story where laughter echoes throughout the school campus. Tiny yellow ducks pop up in the most unexpected place. Heat. Hey, Heat. It is 5:05 and we will call the meeting back to order. Um, in close session, uh, in close session, the board voted unanimously to approve the, uh, resignation for the agreement for employee number 46. Uh, the board also voted unanimously on the reduction in damages number 317. The vote was

002full as well as voting for damages number 3111 281. The vote was 4's eyes 208. Okay. And at this time we'll move on to presentations and recognitions. >> Okay. And the first recognition that we are going to handle is the B USD CASP perfect scores. And I think Miss Fischer is going to assist me with these. Did you want to So we have four students who last last school year school year at the end of the last school year received a perfect score on CASP testing. Do you want to say anything more about that, Miss Fischer? >> So, tonight we're going to be recognizing um as as Miss Warren mentioned, four students. Um these students scored in English language arts, math, or science. And um depending on their grade level and their um academic area,

003um they had u varying um degrees of of questions that were answered. And um and again they scored a perfect score which is pretty phenomenal. So we want to make sure that we recognize all of them for um for this achievements. >> Yes. >> All right. And our first student Camila Silva >> here and I'm going to read this to you. This is a certificate of academic achievement presented to Camila Silva for achieving a perfect score of 20 2660 2660 on the grade three spring 2025 mathematics summitive assessment. >> So we're going to hang on to that one. You got it here. Why don't you let him hold the box? >> Okay. We're going to let you hold that and we'll give you the box in a moment. We're going to take a picture and

004then we're going to see if you've got mom and dad here with you. Okay. So, we're going to take a picture first. All right. And do we have mom, dad, parents, guardians? Come on up. >> Yes. >> All right. Where's Miss? You want to stand back? >> Yeah. >> All right. >> Awesome job. >> Okay. And our next student. All right, Joseph S. Pollson, >> congratulations. I'm going to have you shake Miss Fisher's hand as well. >> All right. Certificate of academic achievement presented to Joseph S. Pollson for achieving a perfect score of 2730 on the grade 5 spring 2025 English language arts literacy summitive assessment and then parent guardian and do we have teacher principal? Okay, we're gonna do >> your parent. >> All right. on it. >> Right. Next student, Nathaniel Nathan C.

005Held. >> Oh, >> congratulations. >> We're going to turn around right here and say congratulations. >> Congratulations. >> Certificate of academic achievement. presented to Nathan C. Heldrith for achieving a perfect score of 2,820 2820 on the grade 7 spring 2025 mathematics summitive assessment. >> Picture and then we're going to bring parent, guardian, teacher, principal if they're here. Got it. >> Slide down. >> All right. Congratulations. is here because of the Facebook. Yeah. >> Okay. And our final student being recognized tonight, Samuel Frasier. Samuel D. Frasier. Is he here? No. No. >> Mr. Navar, are you his principal? >> Yep. >> Well, then come on up. Samuel Frasier is being recognized for achieving a perfect score of 650 on the grade 11 spring 2025 California science test. >> Wow, Samuel. >> There you go. All right.

006>> All right. Thank you so much. >> And then we'll make sure that he gets it. All right. Thank you. All right, that's enough. >> And then next we have presentation from Montra Elementary School. So we're going to hand over the stage to them and we'll come back up. Mr. Dominguez, we'll hand it over to you. >> Awesome. Thank you very much, ma'am. Good evening. I'm Robert Dominguez, principal of Monontto Elementary School. I'm going to wait for the presentation to get presented up there. So, I don't know if you guys have heard about the ducks. >> Oh, boy. >> So, I'm going to show a little video if we get the sound on that and introduce and show you a little video of the ducks that have been invading Monta and where this all started

007with. Let's >> end up over here. >> I know that lady. unexpected places in a single game together. Our school's fastest growing tradition. >> What is going on with Mont? I thought they were the road runners. What's with all these ducks? These are the questions I have been getting asked quite a lot these days. So, pull up a chair, take a seat, and let me tell you how a child's bath boy is changing our organizational culture and how the Montana Road Runner The quirky tale of our school's toy ducks. Get ready to dive into a story where laughter echoes throughout the school campus. Tiny yellow ducks pop up in the most unexpected places. And a simple game brings a whole school together. Let's waddle into the fun and discover how a handful of bath toys

008became our school's fastest growing tradition. I was going on with Montana. I thought they were the road runners. What's with all these ducks? These are the questions I have been getting asked quite a lot these days. So, pull up a chair, take a seat, and let me tell you how a child's bath toy is changing our organizational culture and how the Montana Road Runners embrace the rubber ducky. This is a story you won't believe. It all started with just 10 tiny yellow toy ducks. The staff at Mont thought it'd be fun to hide them around campus. You know, a little scavenger hunt for the students. The teachers wrote on the ducks, "Please return this to Mr. Dominguez for a prize." Of course, I was not notified and was surprised when students showed up at the

009office seeking their prizes. Simple, right? But then something incredible happened. Those little ducks didn't just disappear after the first game. Nope. Instead, they started popping up everywhere. And I mean everywhere. It seemed like every time I turned around, there was another duck on my desk, in my office, even tucked into my bag before I left for the day. Soon, the ducks became my shadow. They would be on my water cup, on my computer, even at the schoolboard meeting. When the superintendent recognized me for being the management team member of the month, I thought that was the last of the ducks. I was wrong. When the staff went to Avid Summer Institute, the Ducks were there at dinner, swimming in my adult beverage, waiting for me to arrive at my hotel room. Soon, others were invited

010to join in the front. The restaurant serving staff, even the pirates at the adventure show, and my community of practice facilitator even presented me with my own Montro duck. It didn't matter if it was a huge event or just a casual get together. Those ducks were always there, reminding us that a little bit of fun goes a long way. Now, these toy ducks have become our unofficial mascot, a symbol of our staff's camaraderie and dedication. Whenever I see one, I'm reminded how much we care for one another and how a simple, silly child's game can bring a whole school community together. So, next time you spot one of those ducks, remember it's not just a toy. It's a sign that together we can make anything a little brighter. >> So, yes, we are the Road

011Runners. Thank you. But these ducks have taken over. And this summer when I was on vacation, I thought about how I, Robert, could do Robert's revenge. And as you can hear, the plot thickened. So what I did is I started thinking about, okay, what I could do. So we wanted to bring the students on board. So once one day a month, the students receive at a present, they receive a duck. So that to encourage attendance, we wanted to do that. So the very first attendance award duck was the squeaky ducks. So imagine 350 ducks squeaking all day long. My staff, some of them are here. They can contest that they just love me very much. So we we started with that and then we ducted a lot of things at Montter. One of our awards

012that we'll be presenting to you today is recognizing our staff members, celebrating the successes that Monter has. So each month instead of doing a staff member of the month, we do a MBD, the most valuable duck of the month. So our staff members can be presented with a duck of their own for most valuable ducks. And then our staff members do recognize people. We recognize Mr. Beaton when he would did our walk uh for our safety walk with the San Marino County and he we rewarded him for most valuable duck because he presented it with supporting Montter. So the ducks have taken over Montter. And then can we go back to the presentation there? So the ducks have, like I said, they've not only taken over, they invaded. And now these ducks continue to show

013up. And I'm serious. Wherever I go, they show up. Now, some of the students are finding ducks and they're bringing me ducks. The other day, one of our students brought me a duck. Was all muscled out. He brought me this duck and he's he had to go tell everybody that he brought a duck for Mr. Dominguez and the duck collection has now gone onto my third window sill and it's just amazing and we present ourselves with shirts and the students who bought into it. They one of our teachers, Miss Sheldon, has provided rewards in our class where the the kids are behaved. They get to dress a little duck on their desks and it's just taken over. So, I'm going to turn over our presentation now to Miss Sheldon and Miss Mendoza to continue on

014with a presentation about the fun things and things that are good things that are happening at Mont. Thank you. >> I should have a the link to the presentations. >> Hold on. secondary link. >> You guys want to come stand, >> right? Do you want to come stand up here? Stand with us. >> Are you sure? >> That's a new technical detail. >> Let's see if I should >> That's okay. While we're getting that up, I'll go ahead and have them do their presentation. Um, one of the things that we're doing in second grade is we're doing a lot of Abid strategies. And one of the ones we've been working on for like the last four weeks is the Socratic seminar. Go ahead, Jacobe. >> This is my reading group where we just started learning

015all about Socratic seminar. We have spent the last three weeks learning about heroes. >> Good evening board members. We are the second grade reading group from Montel Elementary. We've been learning about heroes and we discovered that heroes aren't just people in uniforms or with superpowers. They can be anyone who helps others. >> In the text, Rachel Beckway said that she gave up her birthday to raise money for clean water in Africa. I thought was really inspiring because she cared more about helping others than than getting presents. Yeah, I was shocked when I learned that she helped raise over $1 million. That made me think even once my idea can grow into something big when people work together. Then we read about some second graders who raised money to to buy cows and goats for families

016through Hefer International. I found it was it interesting that the families learned how to use animals to feed themselves and even earn money. I think those kids were because they didn't just give something big. help people help themselves themselves. That's pretty cool. >> In both stories, we noticed that teamwork was a big part of helping others. Nobody did it alone, and that made a big difference. >> I feel proud when I see people working together. It reminds me that helping others doesn't have to be hard. It just starts. >> I think teamworks makes helping edit more fun and powerful. When everyone gives a little, we can do a lot. >> We learned that heroes can be kids just like us. You don't have to wait until you're a grown-up to make the world better. >>

017We want to take what we learned and do something to help people right here in our community. >> So here what we're doing to our second graders are collecting change for kids. Every car we collect by toys for children in our community. You can help to bring in your spare change and help us make a big change for local kids this holiday season. Together we can be here right here at home. >> Sorry. >> So this bucket is for you guys. We've been collecting change for the last two weeks. They came up with this. They And this this is the modified version for them. I we prepare all week. They write notes. They write down what they want to say. They write down questions and they always have their notes in front of them because

018this is a big deal. And there's 30 something of them in this group that we do it with. So, it takes pressure off when they have the papers right in front of them. But that bucket is for you guys. So, you guys can help us collect some change. And then we also have Go Pass out. And we have >> Thank you, sir. >> Thank you, Sandy. >> Oh, boy. >> Thank you. Thank you. >> Thank you, sir. >> Thank you. Follow me. >> Thank you. >> Over here. Okay, so now we have a a quick presentation of what we have going on at Mantara. Um all the cool things that the kids are doing and the things that um they're learning in the classroom. Um you can go ahead and skip, please. Welcome to the

019quirky tale of our school's toy ducks. Get ready to dive into a story where laughter echoes throughout the school campus. Tiny yellow duck. >> Mr. Dominguez was very proud of his video as you can see. >> So, um this year we wanted to duck into learning. Uh we've created a fun and engaging culture where their students want to come to us. They want to come to uh learn and have fun while they're doing that. You know, it's not just about hard work all day. Uh we we do want them to have fun. Uh whether it's in the classroom, in the hallway, wherever we're rocking, you know. Um we want them to just come and have fun and and feel like they're welcome and they're safe um while they're with us. Go ahead and skip. Um

020so we just ask them, you know, just stay calm and waddle on. Um you know, mistakes happen. We learn from our mistakes. And that's, you know, the cool thing about uh being a human being is that you we know we're going to make those mistakes, but you know, they happen and they're going to help us learn. So, as part of that, we try to create a culture of fun where, you know, um when we do make a mistake, it's okay. We can laugh about it. Um and we take everything with a grain of salt. Uh everything is light-hearted. We have pranks um for all of us, including our principal um who we like to have fun with. Um and it's all just part of that building of building that uh relationship with our students and

021um the staff as well. Go ahead and skip. Um and so to include that, we um came up with this great story. Um this year we had uh we happened to have the great American shakeout during boss's day. So we knew we had to do something huge. Um and so this year we decided um to make it memorable, make uh Mr. Dominguez's special day memorable by having all of our staff members wear duck shirts without him knowing, obviously. Um so uh that's this was like a underground uh >> what do you call that? Spirit >> spirit day. Um and uh the students in turn sported their hats um that red duck cover and hold for the great American shakeout. You know because we still wanted to particip or we you know we had to participate

022in the nationwide event. Um and it was just a perfect blend of safety celebration and school spirit. So that's all our kids >> remember Miss Wingen was part of it. Yes. Uh and the download mission was a part of our >> without letting me know >> small small thing. >> Okay. And then we have some cool red ribbon activities that we had throughout the week. Um we had the BMX people come out and do a presentation for our kids which they had fun. Um one of the small pictures up there was with uh some of us brave teachers that wanted to go into the um act um while the BMX guy jumped over us with his bike. Um I did fear for my life, but that's okay. Um >> yeah, >> you got good life.

023>> Um and then next we want to move on to like you know the kind of learning that is happening at Monta. We are really proud of um promoting AVID throughout our kids. You know um a lot of us or a lot of people have this misconception that AVID is not really for the amateur grades. They're you know the kids are too young or whatever. That is not the case at Monta. We don't believe that you are not too young you know to start that thinking and that mindset. So, we want our students to achieve deeper understanding and academic success when instruction is grounded on wicker, which is part of the wicker or the AVID strategies. Um, and wicker stands for writing, inquiry, collaboration, organization, and reading. Um, and these practices empower our students to

024really become confident learners and take ownership of that learning. You know, we're not just up there uh to teach them things. We want them to have that collective agency to um be active participants in that learning process. And so, you know, a cool thing about Wicker is that it does just that. As you guys witnessed with the Socratic seminar, they didn't need a teacher. You know, for all we knew, we could have been back there and they were just fine presenting on their own all the cool things that they are learning um in their classrooms. And so, you know, that's one of the cool things about AVID is that's what we're preparing them for um uh you know, to have that college mindset and lifelong success. Um and then you know we believe in the

025no ducks left behind um mindset um with that with the AVID strategies we've also started working uh through a PLC. So that's a um professional learning community um and that's where um us as teachers are held uh accountable by raising the bar. We want our kids to be empowered learners and so to do that we understand that we have to raise that bar for them. We have to challenge them. you know, there's no more uh bringing down the standards or whatever. You we have to hold them up to that standard because they can do it. We can hold them up to that potential. And how do we do that? Well, we focus on these essential standards that we select as a community of uh team members um to build those strong skill sets for them,

026you know, as they progress through the grade levels. Um we start as little as TK, believe it or not. And you know by the time they leave in fourth grade we want them to be ready for that uh next school whether you know whether wherever they decide to go we want them to be ready for that. Um and so we also with that we also monitor their progress um through um effective data collection. We monitor that data and then you know whatever those results um give us then you know we don't just slap ourselves on the wrist. We go back and say what works, what didn't and uh we move our kids through that process as well. Um, and while we do that, our kids become active participants as well by being engaged and they're

027learning through those wicker strategies. So, we do hold them up to that standard, but we also let them develop goals for themselves. Um, so that they don't feel that, you know, that power struggle like, oh my god, this person is just here telling me what to do. No, you know, we want you to tell us what you want to learn and how we're going to get there. You know, what your learning needs are. Go ahead. And so go ahead. >> This is the one that you just seen. This is when they would have came up and they work on this. They started on a Monday and they don't get to practice the secret seminar until Thursday and then we actually perform it on Friday. And Friday is when I step back and I'll just ask

028a question and then it'll just and they learned. We don't just let them talk. They have to raise their hand and they'll tell, well, can I add on to Roy? Can I add on? And they're just learning to communicate. and then use their text and what they've learned. So like you heard about Retro Beckwith, she did she raised one point she's a fourth grader. She raised $1.2 million for clean water in Africa. They learned about the second graders. That one was a big one for them because they're second graders. And then last week they learned about a girl Cassandra Lynn who to went to her community and started getting oil from restaurants to turn into fuel so that way her residents can have fuel for the winter. And so after that they came, well, what

029can we do? And they went as big as, well, let's buy goats. And so where they did, they narrowed it down. They put lists on my board and things like that to where, okay, well, this is our community. What's big? And they picked, which is a good one for us. >> And so we just want you guys to really um know that um at Monta we are a PLC. We are a collaborative system that ensures that all of our students are given that opportunity and support to achieve high levels of learning. Um we um want them to know that together we are shaping the e their excellence, their future. Um but we're also doing it through laughter with our silly pranks to Mr. Dominguez. Um so that he'll always remember us. Um and then they

030also uh always remember that you know learning is a lifelong process. They're you know just because they leave Montana their learning shouldn't stop. Um, and we also do want you guys to know that we believe and we firmly believe that all really does mean awe. Um, so you guys witnessed the Socratic seminar with second graders, which by the way, we've attended um a couple years of AVID so far and most of the Socratic seminars that we've witnessed, they've been like junior high level and up. So, you know, second grade doing a Socratic seminar, super awesome. Um, and I only teach TK, but I am an ambitious TK teacher and I want my TK students to be able to do that. Um so that you know that's where we say and we stand by that all

031means all. Um so I think that's my hope for this. >> Thank you so much for your time. If you guys have any questions about what's happening in Monter >> and you guys feel free, please if you guys do reach out to me. I'd be happy to answer any of your questions. If you guys like to come visit, I'd really appreciate it. Just give me a call, set up an appointment. We'll come walk some classes. You can see the amazing learning that's taking place in Montter. Thank you so very much for your time. Thank you. >> Okay. Uh next we have district office uh district office employee of the month for October 2025. But we'll give everyone a chance to step out. I'm such a CT. >> That was awesome. >> I did it. It

032was called Change for Change. >> She graduates. >> We didn't raise graduates in two weeks. >> Okay. So, >> they got out of order. Out of order. Okay. >> It's Amazon. >> Okay. Got it. All right. Our first employee recognition of the month I know is not here because I spoke with her today, but it is Maria Rowan and she is receiving recognition for her extraordinary dedication and service to the staff and students of Bar Unified School District. We honor her as the elementary classified staff member employee of the month for the month of October 2025. She will get her certificate, her plaque, a $25 Amazon gift card, and her binder. So, all right, our next and that. All right, our next employee of the month is Amy Carson. >> Thank you. >> Congratulations. >>

033Thank you. >> All right. So, tonight, in recognition of your extraordinary dedication and service to the staff and students of Bars Unified School District, we are proud to honor you as the elementary certificated staff member employee of the month of the month of October 2025. your certificate. You have your desk plaque, $25 Amazon gift card, and your binder. >> Oh, thank you. >> Congratulations. >> No, just my husband and my son. >> Okay. So, we'll take a picture and then if you want them, >> do you want to bring him up? >> You want to bring him up? She said here like, man, >> bring your purse. first. >> Go Skyline. >> All right. Thank you. >> Congratulations. >> I'm being reminded to mention that the gift cards are from school's first federal credit union.

034Oh, >> our next employee of the month is Robbie Willlets. >> Thank you, sir. >> Know that guy. >> 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 secondary classified staff member employee of the month for the month of October 2025. We have your certificate, your desk plaque, your $25 Amazon gift card from school's first federal. >> Congratulations. >> Are you going to call your son up? >> Might as well. >> Come on. Girl, they're waiting. >> Come on. Bring it in. >> I took your switch. Wherever. There you go. >> Here we go. One, two, three. Next employee is Mary Da. >> Congratulations. >> My witch. >> Don't listen to me today. In recognition of your extraordinary

035dedication and service to the staff and students of Bar Unified School District, we are proud to honor you as the secondary certificate of staff member employee of the month for the month of October 2025. Your certificate, your desk plaque, your $25 Amazon gift card from >> I don't like it. I like it. And you're buying dirt. Should >> record that. Make it a commercial. And do you have >> your principal? >> Come on up. >> Yep. This was actually >> Oh, got it. >> Cuz this is weird. >> Yeah. >> Congratulations to me. >> Okay, hang on. I have to >> hand this over to All right. Our next employee of the month is not present tonight and so her direct supervisor is going to be accepting for her >> and we want to make

036sure it is not confusing. So, our next employee of the month is actually Christina N. Crane. >> Not >> Christina Crane. >> Yes, we actually have two Christina Cranes in the district. >> In the district office. >> In the and in the district office. Yes. That's confusing. >> In recognition of Christina Enrain for her extraordinary dedication and service to the staff and students of Bars Unified School District, we're proud to honor her as the classified substitute staff member employee of the month for the month of October 2025. She will get her certificate, her plaque, her $25 gift card from >> school. Awkward. >> Make sure she gets it. >> Especially the gift part. Our next employee of the month is Jeffrey Pitzer. >> Congratulations. >> Uhhuh. >> Congratulations. >> Right. Gosh, you're really tall. cousins.

037>> Stand up, Marcel. Let's see. Give me a minute. >> All right. In recognition of your extraordinary dedication and service to the staff and students of Far Unified School District, we are proud to honor you as the certificated substitute staff member, employee of the month for the month of October 2025. We have a certificate. We do have a desk plaque for you. Um, your $25 gift card to Amazon from And I'm ready. >> Please tell me someone is recording this. >> And your your binder. Congratulations. >> All right, we're going to get a picture. >> Yes. Can you get in? >> Got it. >> Okay. Steps to And do you want your Is this your >> No, this is my wife. There you go. >> And our next employee of the month is Ashley Pearson.

038Congratulations. >> In recognition of your extraordinary dedication and service to the staff and students of Barston Unified School District, we are proud to honor you as the district classified staff member employee of the month for October 2025, your certificate, your desk plaque, your $25 Amazon gift card from >> school, >> and your binder. >> Congratulations. Thank you so much. >> Hey, I had to do something to compete with the ducks. >> Come on up. Come on up, mom. >> Oh, yes. And my mother, too. >> Come on up. >> Mom, mom can hold this. >> You can hold this. >> I might break it. >> Okay. >> What you going to do? >> Nothing. One, two, three. >> And next we have Mr. Vince Williams. have one more task to do and it's about a

039week now. >> Congratulations. >> All right. In recognition of your extraordinary dedication and service to the staff and students of Bars Unified School District. We are proud to honor you as the management team staff member employee of the month for the month of October 2025. Your certificate, your desk clock, your $25 Amazon gift card from schools. >> Congratulations. >> All right. And we need your son and >> Right. All right, Dr. Squeeze in. >> Ready? Here we go. One more. >> One more. >> Yeah, this is the exciting one. So, this is the one that no one knows outside of my my specific office because this is the superintendent's choice staff member employee of the month. And when the notifications go out, only the staff member chosen as well as myself, um, Miss Crane, and

040then that person's direct supervisor, who happens to be Mr. Douglas beaten. And so for October 2025, for his hard work and dedication as our interim director for fiscal, I'm sorry, for uh, facilities maintenance and operations, my choice for the the month of October 2025 is Fabian Kerero Sanchez. your certificate. Well, I'll read it. >> And this one's being recorded. >> 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 Superintendent's Choice Staff Member Employee of the Month for the month of October 2025. And I truly appreciate all your hard work and dedication that you provided to us this past month and for more even before that. But uh um >> All right. So um you still get your dust

041plaque, your >> $25 gift card from school's first federal credit union >> commercial now. >> Oh, you have to wait. Go baby in. >> All right. Thank you so much. So, those are all of our employees of the month. And then our next and last presentation, I actually forgot to bring up my phone and I've asked Mr. Dominguez to stay, which he has because our next presentation is to a Barstow Police Department police officer. Actually, one of our SRO's who we are proud to recognize tonight. So, is Officer Miranda here? Officer Miranda. So, a few weeks ago, I received a letter, actually uh middle of October, I received a letter of recommendation, commendation, I apologize, from uh Mr. Robert Dominguez from Monta Elementary School. And I'd like to read that to you because I was

042so impressed with it. I actually did forward it off to Chief Kirby so he could have that. And then we wanted to recognize officer Miranda for his hard work and dedication to Barst Unified School District. For those of you who do not know, he is still a Barstow police uh Barstto Police Department police officer when he's not working as his in his SRO position. He's out on patrol uh working for for the community of Barstow as well. So he really does dual um responsibilities both for the school district as well as the community. It's not easy work getting to to know kids and and the difference between penal code and and California education code. And so he's done it so very well. And I I will just take a moment to read the letter that

043Mr. Dominguez wrote uh to officer Miranda. It is with great appreciation and respect that I write this letter of commendation for officer Miranda, the school resource officer assigned to the Bars Unified School District. Officer Miranda has consistently demonstrated professionalism, compassion, and a deep commitment to the well-being of our students. Most recently, his actions went far above and beyond the call of duty in support of Monttera Elementary School and one of our most vulnerable students. Over a month ago, Montter Elementary was notified that a that a student's biological parent, I'm going to leave the name out, has been taken into custody. a a stepparent informed our office, our front office that the child has been placed in the care of an ant. However, no Oops. However, no name, contact information, or documentation was provided. Immediately, our

044school administration and office staff began an intensive effort to locate the student and verify her safety and placement. We contacted child protective services, the Barca Police Department, and the BUD parent liaison, but were initially unsuccessful in determining the students whereabouts. Despite these challenges, officer Miranda remained persistently involved in this case. He conducted wellness checks and personally visited the family's last known residence, a local motel. While the motel manager indicated the family still resided there, no further verifiable contact contact could be made. Officer Miranda's willingness to follow up in person and continue the search for accurate and safe placement exemplifies his commitment to the safety and welfare of all all students, particularly those facing traumatic or unstable circumstances. On October 8th, I was able to make contact again with the stepdad who informed me that uh

045the parent was now living in her car at one of the local Barstow parks. I immediately reached out to officer Miranda and asked if he could connect with the with the officer assigned as the department's homeless liaison. Officer Miranda did not hesitate. In fact, he went to went a step further, returning to the same motel and knocking on every door until he was able to make contact with someone who knew the student's aunt and provided her name and phone number. Officer Miranda called the aunt directly and confirmed that the child was in her custody. He then asked why the student had not yet been enrolled in a local school and the aunt stated that she did not know how to obtain the necessary transfer paperwork. Oops. Get my phone to cooperate. Officer Miranda personally arranged

046for her to meet him at Montter the next morning with the student. On October 9, Officer Miranda briefed briefed me, Mr. Dominguez, on his outreach efforts and then met with the ant and student at our campus. Our office staff assisted the aunt in completing all necessary forms and provided the documentation needed to enroll the child in her new school. Later that day, he received a formal records request. Um later that day, we received a formal records request from the school she was moving to. This outcome would not have been possible without Officer Miranda's diligence, empathy, and personal personal commitment to ensuring this student's safety and educational continuity. His actions exemplify the highest standards of service and reflect great credit upon himself and the Barca Police Department. On behalf of the entire Montter Elementary community, we

047extend our deepest gratitude to officer Miranda for his dedication, compassion, and unrelenting efforts to support our students. And we have um gotten a plaque for officer Miranda, if I may. >> Yeah. And it says, "A service award presented to school resource officer Louie Miranda III in recognition of your outstanding professionalism, compassion, and deep commitment to the well-being of our students and staff. Presented November 18th, 2025. If we can have you stay up here, Mr. Dominguez first and then we're going to bring >> And if I may, just very quickly, the work that we do day in and day out with Bartoster Police Department is phenomenal. We have such a great relationship and it it isn't without officer Miranda and all of Barstow Police Department officers, patrol. Uh you guys are always right there for us

048whenever we need you and so we are truly appreciative of all the work that you do. So if you all would please come on up so we can get a picture all together. I see Lieutenant Lewis back. Let us see another. >> Thank you. Round of applause. We'll give everybody a few minutes to to part if you'd like to. Go. Sorry. I know the ghost. Amen. skin. >> Yep. My good. >> All right. Uh at this time, we'll move on to the approval of the minutes. Can I get a motion to approve minutes? >> Second. >> All in favor? >> I aren't any minutes. >> Any minutes? That's okay. >> Okay. >> Uh next, we'll do business from the floor. The board meeting is a business meeting of the board held in a public forum

049to comply with the Brown Act. It is not a town hall meeting with the board. This is the time for citizens to present problems or questions they feel the board should discuss. Individuals are encouraged to address the full board, not individual board members. The law prohibits the board from taking action on items not on the agenda. Request a speak card should be filled out in advance and presented to the superintendent's executive assistant. Instructions for submitting remote public comments can be found on our website busdk12.com under the tab board of trustees. The board has a policy 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 request to

050speak or take a poll of speakers for or against a particular issue and may ask that additional persons speak only if they have something new to add. Citizens who have comments on or against a particular issue may be asked to provide a written statement for the record or sign in agreement with the written comments of another citizen. All names will be memorialized in minutes. With board consent, the president may increase or decrease the time allowed for public presentation depending on the topic and number of persons wishing to be heard. For the record, please state her name. >> We do have a few. First one is Francesca Regalado. >> Thank you. Because I have a long trip to Big Bear. All right. Yes, I am Francesca Regalado. >> She does not have an agenda. It's not

051on the agenda. Professional development for technology. Uh we need class dojo. >> Well, we're hoping. All right. So, I am Franchesca Regalado. Um, I have been teaching Spanish in room 44 at the high school for 15 years. Um, one of the things that we get inundated with is new technology. I came before the board in the spring and asked for technology for the secondary level and this year we got none. I moved freshman orientation up by a week and a half so that I would be free. Um, because Miss Wingen did comment that teachers don't go to the professional development offered and at the time I said I have time shares. I need to plan a year out. So again, this year, Mr. um Godfrey at the time said the professional development days are on

052the school calendar. And I said, Mr. Godfrey, I've been here 10 years, and if I don't know that, probably other people don't know that either. So since he said that, I have been very diligent in planning my vacations around the PD, but unfortunately this year I cleared that entire week and secondary was given nothing. Not one professional development session was for anybody at the second level. It was uh secondary level. It was all K through eight. I just went back and checked for July. So I thought maybe my new career could be working at the district office with you guys and doing the professional development for the entire district like my friend Shereé Graham does in Philadelphia. Okay. So, we have a new tile on our dashboard uh called way ground or something. Never been

053trained on it, never seen it. Um this district does pay a lot of money for these applications and a lot of teachers don't use them or don't use them fully because we are not trained. So again, I ask you for professional development for secondary teachers. And if you're going to offer training, if we're a unified district, it shouldn't just be elementary. We should also be included. Um, needless to say, I was very disappointed that I moved my entire vacation and everything up. We held freshman orientation in a construction zone. Not the safest thing to do, but that's what we had to do. I made executive decisions um because admin was at a retreat that week. So, we started extra early when no one was around. So, again, um and I didn't need to do that.

054I could have had another um week and a half of my summer. Um but again we need professional development for technology for secondary teachers as well as the elementary. Thank you so much James Frasier. His item also is not on the agenda and he wants to talk to you about issues with school and the superintendent. All right. So, the last I spoke with you guys on the 28th of the last board meeting. Since then, on October 30th, I met with the superintendent and Rebecca Michaelelsson. Upon entry, they forced me to empty my pockets and uh to lift up my sweater for firearms. When I asked why, Miss uh Seren said, "October 24th, I threatened Mr. Leslie and school officials in the front office. That's why the police were called." So, I said, "Okay, well, I'm

055going to go to the police station to obtain these police reports." When I went to the police station to obtain the police report, there was no such thing in the police report that said I had a firearm or threatened anybody in the office. Um, so she did say that it could have happened on the phone maybe the 23rd or the 24th. Now, I don't know about you, but if anybody threatened me, I'd know the exact time and date of the incident. So, when I picked up the report, it said nothing about the firearm. And um, if I threatened anybody on the 23rd, why was I in the office on the 24th with the principles alone? So, that must mean the documentation you have in front of you is false. Um she handed me a stipulation

056which withdraws me from school grounds. One disruption of orderly operation penal code 3221/44811. Also penal code 626.4 and 626.8 and penal code 71 which prohibits threatening a school employee. Also October 28th miss the assistant principal and Mr. Quinn called both of my sons to the office separately and forced them to sign a documentation without documentation without me present. You also have in front of you. I was not notified nor did I consent about such a such a thing. I randomly received an email about the documentation on the 31st from Mr. Leslie. November 5th, the Barto Unified School District posted a video called the path to resolution. A four-step process to being heard. One, contact the teacher staff. two, principal, three, superintendent, fourth, school board. I've done all the above and nobody helped me but John

057Tex, who has nothing to do with the school district. Your staff has failed to do their job. In fact, your staff clearly made up false narratives about me. I'm scared to even step foot on the campus for my kids. I haven't attended any parent teacher conferences. I haven't attended any school ceremonies, award ceremonies, because I'm in fear of my life. What are they going to do next? My kids are scared to go to school. My kids are frightened every time that they call the police. Why? Because they have separate situations and trauma from their mother before I got custody of them. So check this out. Six six hours a day, 5 days a week. Your staff is raising our kids. Most parents go to school. Most parents go to work while their kids are at

058school. They come home. They cook dinner. They feed them. They put them to bed and so on. So, what that tells me is your staff is letting my kids know that it's okay to be bullied, creates false narratives, lies, call the police. Do you know how many innocent black people have been killed this year by the police? 140. And that's all I have to say. Thank you so much. I appreciate if you guys look at that documentation. Thank you. Come on. though. >> Next, we have David Hernandez. His item also is not on the agenda. He wishes to speak to you about issues with the school principal at Skyline. >> Um, I'm going to read this because I'm not I didn't memorize it. So, good evening. My name is David Hernandez. I'm a parent at

059Skyline Elementary. here tonight to simply uh to place a few concerns on the record to support a fair and complete investigation. I recently filed a complaint two for two separate incidents involving principal banks. On both situations, I was threatened with use of removal by a school resource officer and in one situation the school resource officer was contacted. I listened to information given to the SRO by Mr. Banks in the middle of child pickup area for my son. All I heard was something that didn't reflect the actual uh incident that was happening and created a false unnecessary escalation if the resource officer would have shown up. I was told after my complaint was submitted uh I spoke with I submitted it to up here at uh the school district. I was told after my complaint was

060submitted the respondent was notified that there was an investigation underway. I received a warning letter uh late or early November about this incident from Mr. Banks. It was not on the school letter head, not in a district letterhead, not or instead it was simply a word document typed up with no signature. It was an unofficial appearance raised or it was a its unofficial appearance raised concerns and questions for me as well as legitimacy of the threat of being banned from campus. I was informed this past week by uh I was informed this past week by a uh PTO member that the staff in the office and Mr. Banks had a conversation after the incident. Um the incident occurred October 30th and uh the staff one of the PTO members had said it what what is

061this? It doesn't seem like a big deal. He said Mr. Banks agreed with her and said normally it wouldn't be but me and this person bump heads. not uh I'm not going to name the person because she has a young child at the school and she has many years left at this school with Mr. Banks if he continues to be the principal there. So that raised concerns for me with professionalism, confidentiality and uh partial bias with my situation. So I'm here today just to put this on the record. I wanted to clear I want to be clear that I'm not arguing the case or accusing anybody of anything. I simply want to ensure the transparency and I'm confident and coming oh I'm a confident straight going person. I realize not all parents feel comfortable speaking

062up. If these situations are happening to me, what can I say about other parents that aren't as loud as vocal as I am? I'm not a small person in statute. So, I I I fear for the parents that are smaller and more timid and get bullied by certain situations are not ready to speak up. My intention tonight is to bring general awareness for this importance matter and follow proper procedures. Um, I would like to make sure that we're honoring the protections built in for these processes for each parents to make clear communication and respect for the families. Uh, I trust the district behind this investigation thoroughly and fairly and I appreciate the opportunity to speak. >> All right, last one. Mr. Brian Woolly. Uh, I think a general public comment, Mr. Woolly or Y >>

063I came prepared to have a long conversation but at the present moment I feel it's misguided so I will void my time. Thank you. >> Okay that's all we have. >> Okay. All right. Next we have reports uh staff reports first is CRPBIS >> that's miss yeah good evening everyone Um, my name is Shanda Barela and I have proudly um served FAR Unified School District for 25 years all within the community that raised me. I am a product of uh the district as I've attended schools here from kindergarten through 12th grade as well as went to Barstow Community College before earning my advanced degrees. I am now um for the past four years served as a teacher on assignment as a district CRPBIS external uh coach um and that's from the office of support of

064school climate under the leadership of Dr. Vinnie Williams. So in this role I provide district-wide leadership and coaching to strengthen our systems of support across all 12 school sites. I facilitate professional development, conduct CRPBIS walkthroughs, and coordinate with consultants and site teams to align behaviors, academics, and social emotional systems. I also facilitate tier one, two, and three lead meetings monthly, oversee the onboarding of wellness together mental health specialists to each of our school sites, serve on the SAR panel, and support the DOJ requirements and implementation and reporting with a district leadership team. My work is rooted though in the partnership of our school sites. We have areas of strong practices and we also have areas where we need more support and ongoing training. My goal is to help build consistency and clarity in the day-to-day

065implementation of our systems to every staff member feels equipped and every student feels um supported. DRPBIS culturally positive um behavioral interventions and supports is not a program. It's a framework within multi-tered system of supports. It helps schools create positive, predictable, and inclusive environments by focusing on prevention, relationships, and restorative practices. We emphasize teaching and reinforcing behavior. And we use data decisions to guide every decision. And while many of our school sites have the structures in place, we know that the consistent day-to-day implementation is where we still need support. And that's where our work together continues. Yeah, thank you. For we need a bell. >> At the heart of CRPBIS are the four um core elements or key elements. Data systems, practices, and outcomes centered on equity. Each component helps ensure that decisions are culturally valid,

066that our staff practices are culturally knowledgeable, and that our outcomes are both equitable and meaningful for all students. This graphic here shows our supports across all the three tiers. At the base is tier one, universal expectations and routines that every student receives. This is where our core behavior skills are taught and reinforced. The next section, the middle section is tier 2. This is an added layer of support of targeted supports for some students about 10 to 15% of our student population who need additional practice and structure to be successful. At the top is tier three. It's an intensive individualized interventions for about 5% of our student population with more significant needs. The goal across all the three tiers is to meet the student where they are and give them the supports that they need to

067be successful at the school level. This framework is brought to life through consistent systems and shared practices. Every school should have clear defined expectations, an acknowledgement system for positive behavior, team-based leadership, and regular data review meetings to guide decisions. We also emphasize behavior lesson plans and teaching practices and matrices that connect expectations to the real settings throughout the school. A consisted a consistent and restorative response system and active family and student voice to ensure our practices are culturally relevant. So here are some examples of what tier one looks like in action. On the left, you will see a schoolwide expectation matrix um that outlines clear routines and behavior expectations across all settings. Um in the center, you see students are giving input and feedback on the schoolwide or classroomwide expectations and ensuring their voices shape

068the system. And on the right uh is a classroom expectation chart that shows how the teacher aligned her classroom school roles or her classroom roles and routines with the schoolwide values. These practices help create consistency for students while keeping them engaged in the process. We want students to see their voices reflected in these systems and not just be participants in them. Equally important is how we acknowledge and respond to behavior. These examples show how schools celebrate and um positive actions and how they clearly um outline the procedures for addressing problem behaviors in ways that are consistent and restorative. So on the left side you see a acknowledgement card for those who are following the expectations and on the other side is a behavior flowchart that shows how staff managed versus office managed. Each school CRT

069PBIS team meets monthly uh to review the Swiss data that you see on the slide looking for patterns and discipline as well as um we look at data for attendance and academics and climate. While our systems have improved, we know that staff are still experiencing real behavior challenges and the database decision-making though ensures that we're not just reacting to those behaviors, but identifying and addressing the underlying trends. Our goal is to use this data to better support um and to to provide the strategies that need to be in place so that they truly match the day-to-day realities. So, as the CRPBIS external coach, I also monitor the district-wide accountability and fidelity and alignment. Um, I provide walkthroughs and data that help identify where systems are strong and where school teams are and staff need more

070modeling, training, and clarity. Our aim isn't compliance, it's sustainability. So, we want every site to feel confident and not overwhelmed. And we are continuing to work closely with the state monitor and consultants to make sure our systems are aligned, equitable, and realistic in practice. >> Oh, tiered fidelity inventory. >> So, our progress is measured through yes, the tiered fidelity inventory or TFI, which assesses implementation of PBIS practices at each tier across all schools. I'm very proud to share that nine out of our 12 schools uh received recognition from the California PBIS coalition for excellence in implementation. This recognition reflects significant progress in building equitable systems, engaging families, and sustaining restorative practices and inclusive practices. However, it doesn't automatically mean that daily practice feels consistent for every staff member. This is where our coaching and collaboration

071continue and making sure what's p what's on our paper is truly shows up in our classrooms hallways and the real interactions between with students. The slide sets this slide at least sets the stage for the next slide. And each school applies for PBIS recognition in May. Um and those applications are based on their TFI scores. So the next slide shows the TFI data from last spring that Dr. Williams shared with you. And he used a simple color-coded system to help monitor implementation with green indicating areas of growth, red showing where there was a decline and yellow representing um where schools were still validating their data. The district used this tool to understand where the CRPBIS is actually being implemented and it also helps to guide us um for this year. So, I think you went

072a step ahead. Go back. Thank you. So, here's a closer look at each of the 12 uh school sites that we have and their fidelity scores across the tiers. And as you can see, many of our sites are showing some steady progress um between and across the tiers. And that's a testament to the work that our CRPBIS leads and teams and administrators are doing at their school sites. So this year as I mentioned earlier several of those schools were received um recognition uh for their PBIS systems platinum gold silver distinctions. These awards again reflect strong foundational structures and the effort that schools are putting into their systems. We also recognize that awards are only one piece of the picture. Our ongoing work is ensuring that these practices behind the recognitions are lived out consistently in

073the classrooms and common areas every day because that's where students and staff build a real impact. So the next slide shows the overall district trajectory showing how our systems have strengthened over the past few years. This chart right here captures a district-wide progress over five years. It highlights how well PBIS practices are be being implemented at each tier. As you can see, we've had some improvement, particularly this year of sustaining and being consistent with our systems. As we look ahead, our focus is on deepening and sustaining this work. We'll continue strengthening tier one, two, and three systems, integrating CRPBIS with academics and social, emotional supports, and expanding family and community engagement. These goals are aligned with BUSD's mission of ensuring that all schools treat students fairly and equitably, are safe, and maintain environments conducive to

074learning. So, thank you for your time and continued support. >> Do you have any questions or comments? >> I have a comment. Um, I've attended the PBIS with the high school, Mr. Navaro, and she's really good like listening, getting feedback, taking notes. So, I just encourage you to keep it going and just thank you for all that you're doing because it it does make a difference. >> Thank you, and I appreciated you attending. All right. Thank you. >> Thank you. >> All right. And next we have Barstow Adult Education. >> Hello. For those of you that don't know me, I'm Michelle Kolak. I, like Shanda, went through the Bars Unified School District system. This is my 28th year with the district. Um most of my years have been in counseling. I do counseling during the

075day. Um and then in the evening, this is this will be my sixth year as the lead for Barsto Adult School. Four years prior to that with Barsto Community College, I did Barsto Adult School, but on the counseling transition side. So that's where I come into play with uh with Barsto Adult School. Um, so thank you again for inviting me to present so you guys know what we do and where we're located. So for those of you that don't know, we're no longer located on Barstow High School's campus. We have our own school right next to Dr. Mike's. Now you see our brand new sign. Um, we're centrally located. So um, people come in, they want services or they come in and want to see the doctor. So we kind of have to, you know,

076just so you guys know what goes on. Last night we had a guy come in with a wheelchair and we are like we think you're at the wrong place so we just send him next door. Um we're part of You can go to the next slide please. >> So what is Kate? They've changed how they do things and how we're funded. When I first started with the program we were AEBG. Everything was um called that. That was the adult ed block um grant. Now it changed to CAPE. So we're California adult ed program. So, for those of you that don't know, we get an allocation that comes through um through our consortium. Bar Unified gets the highest um aotment coming in to serve our students. Um this grant was established in 2015 and we get

077over 538 million statewide in funding. We serve over 1 million adult learners annually. We support nonredit programs in K12 and community colleges. and we focus on workforce literacy, transition, and equity. Barsto Adult School's mission is to empower the adults in Barstow. Um, we provide a foundation for education for adult learners. We equip students for a transition to college or career. We focus on un the unders uh served populations and we align with CAPE's seven priority areas. Cape um funded programs for the you're going to hear BACAE that's Barstow area consult consortium for adult education. So it's not just Barstow Unified School District. We also have um my counterpart here is Elena Rivera from Bars Community College. She's the director of the whole consortium. So that consists of Barst Unified School District, Barst Community College, Baker

078and Silver Valley School District. So what our pro programs do because we all can't do it at just one our location. Um but at ours we do provide the high school diploma. So we give the classes for the high school diploma. We were offering GED prep and we were doing ESL last year but it's a lot with the small staff. So we've kind of partnered with Barstow College to take over our GED and our ESL. However, we are a Pearson test center. We do test twice a month. So we filter in from all the other schools. We do get students from Baker, Victor. We get all the high desert uh students that are in programs come and test with us on the weekends. So um we offer ESL at Barsto College workforce re-entry support. We

079support our adults with disabilities. We have some reading classes that we're doing. And then we transition to Barsto Community College. So when our students are on those last classes, they come and meet with me and then I help them do their college application to get in and then I help them set up classes and do an educational plan. So that piece is done. All they need to do is go up and register. So that's something that we have in place. And then we also put them if they don't want to do a two-year um pathway to transfer, we put them on a CTE path so they can learn how to do welding, auto mechanics, child development, and then um we also support the pre-apprentice pathways. The uh people we serve in our community, the student

080demographics and needs as listed in our three-year plan. So this year we hired a consultant that went out to all of the surrounding areas starting with Baker went out to Yermo Daget Hinkley Barstow talk to all of our students. What do we need? What who aren't we serving? So um we came up with a three-year plan that's very ambitious. It's a lot of work. Um but we narrowed it down. It's we are focusing as a consortium. All schools agreed on. We are going to service our English language learners, our housing insecure adults, justice involved individuals, adults with disabilities, including what we're facing a lot is mental health. And then rural and remote residents because a lot of them don't even have Wi-Fi or they're able to do a lot of their school work. Our program

081outcomes results matter. So when we have to do reporting out, we have to show that they are getting jobs. So we're looking at improved literacy and job skills, um the students earning their high school diploma or their GED, job placement and wage gains, transition again to Barsta Community College, workforce ready certifications, and increased student retention through weekly check-ins. our CAPE alignment with vision 2030 supporting statewide goals again workforce readiness regional achievement gaps gaps reduced and we track all of our data via a launch board and it's called our a dashboard so it's not like we just give out a diploma and we're done there's a lot of tracking that we have to put in a system and that's how we get money because it's pay points on getting our our um our goals completed that

082We set out for collaboration with Barstow Community College. Like I said, we transition. So, like I I mentioned earlier, how we set up the accounts, we help with application, the ed plan, and they're better prepared when they go to Barstow College. They are more confident, and a lot of them sometimes come back and see us, and they'll help other students that are finishing our program. And another new thing is what um we partnered with Barstow College. It's called Grow Our own Teacher Pathway. So Barstow College puts on they do certificate programs. They help um they do many things with under their with their monies this year. They put on the grow our own teacher pathway which um Carrie O'Neal is working on the grants. So, um, a portion of Barcel College was to offer, um,

083one of our experts to come in and teach, um, students how to apply for PAR educator jobs. And so, right now, we're getting ready, I think it's our ninth week, right? Our ninth week that we've offered these um, workshops at Barstow Adult School. So, we offer it on Thursdays when we're not in session, so the students kind of get an idea of where we're at. Um, when they put it out, they targeted all the adult schools and the students that graduated because we're trying to get them jobs and we also put the QR code at Barstow College. So, I believe she got 70 80, you know, students to register and they're like, "Am I going to get a job? Can I be a PAR educator?" And so, it's kind of neat because um the gentleman

084that's teaching the class, he's Sanino County Schools and um there are jobs. So, they are going to get a jobs. So this um this week I think they'll be taking the test for the pair educator and so they're pretty much probably about I would say a good seven to eight will probably get jobs and it does help bars unified as well. On the back side of it I'm working with um students that graduated from Barsto College or right now they're in Barcel Unified they're pared educators and they want to become teachers. So, I'm meeting with those students to help get them into a credentiing program or get them into a teaching program because they still want to work, you know, they still want to um they have to make money. So, that's what we're doing.

085So, we do well working together in our in our consortium, our governance, data and accountability. So, our fiscal and data management through NOVA, our cape funding, we can't just spend it on anything. Like I said, I mentioned the seven program areas. So, we report our data. It's called TE, which is um TOPS Pro Enterprise. Our students come in, they take a test, so their data will show in there all of their um demographic information. They have to give us a social security number. Um and we know there's some that don't have it, but it helps us later on down the line because when they finish with us, the state's looking, did they get, you know, did they get a better job? are they still employed? So, at least that takes it off of us. Um,

086we do get the undocumented, so then they have to continue to send emails to them, but that's part of our tracking system. Um, our cape deliberals deliverables that are submitted in our NOVA system is our three-year plan that I spoke about earlier. So, we have that um listed. So, we do have to follow that. We can't just willy-nilly do whatever we want. Um, we have an annual plan. So, in the annual plan that I submit, I have to put what two or three areas I want to focus on. What do I want to hit? Because they're going to ask me that at the end. Did we cover that? And it has to show in your data. Um, so we do the program reports, we do the fiscal reports. So, after quarter one, you go in

087and put in what you've done because it has to align with your goals. The money and everything that you're spending has to align with that. So our enrollment right now for the 2526 uh school year is we currently have 221 students enrolled with classes. Um we have 115 students that have registered online but not have come in for orientation and classes. So once they come in and they register online, we call them come in. We do testing every Tuesday night and that's for new students. So they have to come in, take the test, do an orientation, meet with the teacher, get their classes, and then they're off, you know, running. We were able to um do loaner laptops, but you know, um they became obsolete. So now we're just, you know, they have we just

088tell them to use the public library or come in and use our facility because we have a nice facility. Um, 27 students have graduated and transitioned to Barstow College as of last week, either entered the workforce or continue to work at their current job. Some students answer our exit survey without any plans with future goals. But, um, a lot of students, it's a promotion for them, even if they're at Porterwin or at the Marine Base. You know, they got in and didn't say they didn't have a high school diploma. So, a lot of them it's depending on that diploma to keep their job. Our focus this year is on our high school diploma program. In the past years, we offered, like I said, ESL and GED prep, but we do refer our students. We do

089share. We're not like, "No, we don't offer it." We say, "Hey, go to the college. Hey, go to Silver Valley." Or if we're not offering the GED test our Saturday or Sunday, we're like, "Go out to Silver Valley." They're offering it because a lot of schools lost funding. Um, so a lot are coming out to Barstow to do it. And so goals for the future, we want to expand outreach to the our rural adults, strengthen mental health supports, broaden career pathways, increase our BCC transitions by 20%, and improve retention through techbased engagement. >> That's it. You guys have any questions? >> Good job. a lot. So, thank you to come down and visit anytime. >> I do have a question. He you talked about um rural and remote residents um justice involved um housing insecured

090English language learners. You stated earlier that your funding is set. you know, you don't have enough staff to really do how do you plan on working around that? >> We we still do it. Like I said, we work together with our consortium. So, usually like we know the same students or sometimes I'll call Elena and say, "You know what? I have a student that just showed up here. He's on a skateboard. I'm not sure. I think he's homeless. You know, he might." And by that time, she they're already receiving supports from her. So, it's kind of like we're working in the same circle with the students that we see coming through our doors because if they don't make it through our doors, they make it through Barto College or working on another program, they make

091it through probation through the MAP program, >> right? >> So, that's where I get a lot of those students as well. >> Yeah. You wanna, >> if you don't mind, I'd like to chime in. Elena Rivera. I'm the director of the Barstar Area Consortium for adult education and we work very closely together. We have almost daily conversations and we have counterparts at Silver Valley and Baker and we do the same thing. So to your question um after COVID we saw a rise in the need to serve these specific uh student groups and what we have done we as everyone but me leading the efforts is to createus and partnerships with agencies and organizations within our region to be able to get support services. uh we discovered, you know, we're educators, but the students need other

092services. They need medical, they need transportation, they need child care, they need their housing and food insecure. And because of that, we were able to get a referral system in place. So, for example, we currently as a consortium, everyone contributes a resources um network and we have a consortium QR code that has a weekly updated community resource guide. And so, we help students direct them into that the needs. We don't we're limited in the Barsto area, but we're gaining we're we're gaining um more information as people find out about them. So now we we have law enforcement, Bara PD, CHP, the sheriff department. They're giving us their resources as well as other agencies in Sanino County. Um and they're updating their 211 information because a lot of it is outdated and we are connecting with

093the the the students. We have um meetings with them. So we let the educators teach them and guide them with that. But let me give you one example. One student I we called him like how how come you're not coming? I have a really bad toothache and um it's swollen Mrs. Rivera and I can't go into you know Miss Mrs. Kolak's class right now with the the teachers and I said well go to the dentist. I don't have medical insurance but we're not dentists. we're, you know, so um what happened was we partnered up with a health care provider that connected them to be able to help them apply for medical. They didn't know they were they would be eligible and now they have medical insurance. They can see the doctor. They have optical. Same

094thing with psychotropic drugs, the prescriptions, right, for mental health. Some it's not available u readily available in the Barca area. They have to see a physician, a psych psychiatrist. They have to get prescribed. They have to uh renew their prescriptions and many of them go out to Hisperia to get these services. But we have a local services. So through our efforts together, we are able to get our students in front of the line to be able to get the services so they could come back and um and and and study and do, you know, work on their educational goals. I want to give kudos to Michelle Kolak because right after COVID we had a a good dip, but we quickly transitioned into online learning and doing that type of work. And we used to have

095from Barsto adult school 20some graduates every year. We're we're over a hundred now. And it it's been it's been over three years now. that's like 80 students to 100 of high school uh graduates and plus GED. So much so where um considering the funding you know because the the teachers have to get paid there there there is a formula that has to be uh looked upon with all of you here too some of you are involved with that where we we have to spend the right amount of money according to the allocation and and sometimes we don't have enough resources so for example I was able to pull in GED students so now I have GED um because they're still in the same city. They're still in our same area and so they could take

096on more high school diploma students and and and because of that we're growing. We're we're we're finding a lot of students are coming in more so more than ever and with different needs and and they want to become professionals that have careers but they just don't know how. And so with all of the services I'm providing from counseling to uh career guidance to uh skills and all of that sort of thing is helping other agencies also do their work. So they're happy to partner. So, for example, welfare to work, Department of Rehabilitation, when they said, "Oh, we sent a student to you and now you're saying that I said, "Well, let's partner up because you're the case worker. We're the educator. Together, we'll support the student through this process." And Barto Adult School is gaining

097a very good reputation with these um partnerships. Um and and it really is the collect collective impact vision of what the work is for the consortium that's making it happen. We're raising up the the level and and it's exciting. I want to say we want to invite you to any of the consortium board meetings. I know uh Missen um has attended quite a few of them. Um, Douglas Beaton attends every month. And so it we are very excited about the work because this is something that is making a difference in the lives of our our our residents, people that live in Barstow and they want to they want to contribute. They just don't know how. They just need a little bit of guidance. It takes a lot of work, but for um a school that's

098open three evenings, it's really doing a lot of heavy lifting. So, I want to commend you all. Thank you. >> All right. >> Other questions? Thank you. >> Thank you. Thank you so much. >> All right. Uh next we have enrollment report month. Uh so uh if we're looking at last last year this time and comparing the two years the district is showing an increase of 60. Elementary has an increase of 80 while the high school has a decrease of 20. If we just look at this month the total district enrollment stands at 6,172. That's 20. It's a decrease of 20 students compared to last month. Um so the district has five more elementary students and 25 less high school students. Notable trends uh consistent growth across elementary grades because of TK uh indicates continued

099community confidence in our early education programs and when compared to last year the middle and high school enrollment has softened slight slightly but remained stable reflecting a strong student retention. Uh the 1% increase in enrollment is a meaningful indicator of our district's health as this growth supports a strong foundation for current and future academic programs. >> Great. Anybody have any questions? >> All right. >> Thank you. >> Um we're going to take a quick uh fivem minute recess. It's uh 6:42. If anybody like to leave, you guys are all more than welcome to stay. Uh just a quick fivem minute break. Hold it off a second. All right. >> It is 6:48 and we will reconvene. And next we have the monthly cash report November 2025. >> Mr. Street. >> Good evening members of the

100board. The district's cash position remains strong and continues to flex down with financial management practices. As of November 10th, 2025, the district has 60,62,665.75 as noted in the county treasure report. Overall, the district maintains adequate liquidity to meet all short-term obligations, reflects continued fiscal stability as we approach the midpoint of the fiscal year. Uh, in conclusion, the acceptance of the monthly cash report has no fiscal impact as is presented to the board for information purposes only. questions, comments, anybody? >> Thank you. >> Uh, next we have the Williams first quarter report 2526. >> Mr. Shir, >> Mr. Goffy's absence. >> All right. This school year, we have six schools um that are being monitored with our William settlement um by our county. And then this year, the county um has broken it up into two

101phases. Normally they would review all of our schools, monitor our schools at the beginning of the school year when it was like 160 degrees out, but fortunately we're not in that position now. So um we had three of our school sites um visited in September and that is called phase one and then we'll move into phase two in January and February. So um the documentation that you see that is provided is for Barstow Junior High, Lenwood and Montterra. That was part of our phase one. And for for this first quarterly report um we have um for instructional materials uh school facilities, school accountability report cards and teacher mis assignments. Um we have no deficiencies in any of those areas to report. So um the next round as I mentioned will be um for Cameron Henderson

102and Skyline North Elementary which will be in January and February. >> This is presented to the board for information. >> Thank you. >> Uh next we have the superintendent report. >> Yes. Thank you. Gosh, it's already almost 7 o'clock. I'm already uh good afternoon board members, staff, and guests. I'd like to begin by giving my appreciation and gratitude to the many men and women who serve or have served the United States of America in any branch of our our armed forces. It is courage, dedication, and a noble act of selflessness that men and women accept when they take the military oath of service. Their commitment to protect the nearly 342 million US resident population deserved our recognition on November 11, 2025, Veterans Day. This recognition included the BUSD's Cadet Corps from Barstow High School, Barstow

103Junior High School, and Barstow Intermediate School marching in the 18th Brigade Veterans Day Parade in Victorville under the command of Captain Douglas Curry and Captain Melvin Cisk. I'm very proud of our students. They honorably represented Barcel Unified School District. Personally, I'd like to recognize three of our board members for their mil military service. Ray Perea, Erin Heldrith, and Leonard Williams. In addition to all BSD staff who answered the call and served our country, these amazing individuals understand that we the people as written in the preamble of the United States Constitution takes people takes people coming forward and following a mission that is greater than themselves led by decision makers they may not agree with but trust and believe enough to put their lives in front of others. Thank you. Your sacrifice will not and did

104not go unrecognized. Former Vice President Dick Cheney passed away on November 3rd, 2025 at the age of 84. Dick Cheney was born on January 30, 1941 and served as the 46th Vice President of the United States from 2001 to 2009. As quoted in the Associated Press of November 4, 2025, former President George W. Bush said, "Dick was a calm and steady presence in the White House amid great national challenge. I counted on him for his honest, forthright counsel, and he never failed to give his best. He held to his convictions and prioritized the freedom and security of the American people. Former Vice President Dick Cheney is being recognized with US flags at half staff through sunset on the day of his internment, Thursday, November 20, 2025. Last week, I spent three days in Pasadena with

105assistant superintendent Scott Godfrey, director of instructional services Jamie Fiser, principal of Barsto High School, Raphael Naro, and principal of Montterra Elementary School, Robert Dominguez. We were there to attend Solution Tre's professional learning communities PLC Institute. We learned that a PLC is an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for all students. I was very impressed. Next steps will be for me to meet with this team and other BSD educators to determine if bringing a PLC model for Bar Unified School District will help us to spark light bulb moments for all our students during their academic journey. Finally, I'd like to wish everyone a happy Thanksgiving. School is out for students all next week. I hope our staff and families find time to

106spend with family and friends making memories and giving thanks. May this time be filled with warmth, gratitude, and rejuvenation. >> Thank you. >> You're welcome. >> All right. Next, we have the board reports. Uh, Miss Gibbons. Um, no official report, but I do want to um thank Full Mind for supporting our efforts collectively. Um, Mr. Williams, um, a few of us, I think Aaron, we have our meeting. I think you were there, too. Tony, we wanted to support the community because there was a freeze in, um, SNAP benefits. So, collectively, we made the decision to try to like give out some gift cards, and it's a collective effort with the support of full mind as well that we've been able to go out each Friday to the school sites. um we broke it down to

107a full four, excuse me, sites per week that we're able to visit for the next uh three weeks. This is the third week that we're doing it. And also Dr. um Vinnie Williams supported us as well with Ruth Sandival and getting us a survey to parents. So just a really last moment emergency just really heartfelt effort on our end to want to support the community. So I just want to thank everybody that's involved in helping us do that because it did make an impact and it matters. So, thank you all for that and happy holidays to everyone. >> Thank you, >> Williams. >> Yes. Um, I had to write mine out. Um, over the past two weeks, the board and Barcel Unified School District have actively conducted surveys to better understand the needs and support

108requirements um of our community, particularly focusing on the BUSD family service area and and accessibility for outreach and events. As part of this effort, I have had conversations with a diverse cross-section of parents and guardians in the in the schools I work with. So far, I have engaged with parents of Barcel Intermediate School in Cameron Elementary School and I am scheduled to meet with parents at the junior high school on November 21st. These discussions have provided valuable insight and are helping to shape the outreach strategies moving forward. I want to give a special thanks to Mrs. Molton and her staff at BIS. Um, thank you for your help and support during the survey process. Mr. Leslie and his staff, your assistance has been greatly appreciated. Mr. Larry Williams of Barcel NAACP. Thank you for assisting

109with the BIS service and your continued partnership. Miss Rosalinda Pelinko and her staff at Desert Sanctuary, your help Cameron was invaluable because we were able to cover the the TK side. I believe it is TK side and the front. So, you know, um Miss Desert Sanctuary was very very helpful. Um, and I would like to thank of course uh um Dr. Williams and Ruth Sandival. And if you haven't met Ruth, uh she's she's a ball of energy and she was so excited and we really had a good time at Cameron and I'm hoping to see her this Friday at uh the junior high school. our commitment to listening as a as as board members, we are committed to listening to what parents and guardians want to see in our schools and community. I am a

110firm believer that it's truly takes a village to raise and support our children. Your voices and feedback are essential as we strive to make meaningful improvement. There will be more outreach opportunities in the future and I am eager to see what we can achieve together. By working collectively, we can continue to enhance the BUSD experience for all students and families. Thank you to everyone who participated, supported, and shared their perspective. We look forward to building a stronger and more connected community. And I I'm once all this is done, I can't wait to see the results. And then we'll of course we'll we'll put those out, tally them all up and put them out and and help us in our direction which we'll be doing. And again, thank you. It's very excited. This is something we've

111been working on for a while. Um when both myself and Elizabeth and Tony came on board, we wanted to do more outreach with the community. you know, you hear a lot, but we're working back there trying to come up with program, trying to come up with things to work with the community to find out what the parenting cuz like I said, you know, it takes a village. It's not just the school district. It's it's all of us, the parents, the students, and every in the school district working together for the kids. So, I I I I've had a great few weeks, and I can't wait till Friday. >> Thank you, >> Mr. Yes, I want to say happy Veterans Day to all the veterans and uh to Mr. Held, Mr. Priya, Mr. Williams, you know,

112thank you for serving our country. Thank you for willing to give up your tomorrows for us, you know, and I I personally uh appreciate it and I don't think our veterans get enough recognition. Um, I want to congratulate the football players for the big win uh Friday night against LA Lana. And um, well, they just beat him up pretty good. Slapped them around like there weren't nothing. And uh, before the game started, my brother and I sit up at top of the bleachers and we see a guy walking around with shorts on and my brother say, "Hey man, there's your crazy brother down there." there and it was our board president at the football game with shorts on in a rainy night. Um, anyways, as uh I was really uh disappointed on the turnout. We

113didn't have that many fans out there, man. Come on, Barto. Show up. Support these kids. You know, they they worked their butts off all spring and their backsides off all summer. And my god, you know, we talk about gang members and, you know, uh, truencies and all that stuff. You know, when we can back somebody up that's doing good, let's do it, man. Let's have some class. You know, they're going to show up. Uh, they're going to play a Palm Springs uh team this Friday night at home. You know, I'd sure like to see a bigger crowd, you know. Uh, I really would. Uh, you know, but that's just me. I'm an old football coach. Just a dumb jock that you know uh this those kids really work hard. They they really do, you know.

114I want to say bravo to those four kids with 100% on their test, >> man. You know, awesome. Awesome. When I was a coach, you know, the the D1 coaches used to talk to me and I used to send them to Palm Springs or Lita or Riverside North where there's a good player and they said, "Man, you have a good eye for talent. Man, you see these kids show up reading, man. I I can tell they're smart. You know what I mean? Don't take a genius, man. Awesome. Awesome. You know, we hear about kids biting kids, bullying, and all this kind of stuff, man. But look what we got in front of us, man. That's that's a big percentage of our kids. That's a big percentage of our teachers. That that's that's what we're about.

115You know what I mean? You know, they got these people on uh social media bad mouthing everybody in the world and stuff like that. My god, what about the parents? You know, I was a bad kid. My my I was raised just by my mother till I was 11. My father got along came along, you know, things changed a little bit. I got involved with sports in high junior high and coaches told me, "Man, you you spit gum in the classroom like that again, you know, we're going to take your uniform around you and empty out your locker, you know, and that straightened me out. I got the high school even got rougher." You know, they said, "Yeah, you going to miss no school. You're not going to miss class. You're not going to be

116late. You know, where are the parents? You know, parents the first ones to say, "Oh, my kid this, my kid got bullied." What did your kid do to get bullied? There's two sides to every story, you know, and everybody wants to jump on social media with all these, you know, half truths and conspiracy theories and all this kind of stuff, you know. Uh my son, I'm going share a little story. was in uh sixth grade. They had two uh sixth, seventh, and eighth grade, the junior high and at Kennedy High School or or the junior high we have now. There was two of them. And I went to parent conference and they told me that he was flunking six of his seven classes. Man, it really, you know, I was uh I didn't live with

117my son. I was a a baby daddy or whatever you want to call it. But I went to school with him for the next five days. I went to the principal. I said, "Can I go to school with him?" He says, "Sure, sure. Come to school." And you know what? My son was just messing around, just not doing a damn thing, you know. He wasn't taking notes or anything, you know. And uh after three days, everybody was saying, "Hey, uh you're cool, you know." And my son, "Hey, Dad, everybody likes you. You're cool." And so, hey, this is kind of backfiring on me. And I was in my shed and I seen all my painting clothes. I had a shirt that I used for 10 years with probably 15 different color paint on it. My

118shoe, my pants, I had a painting pants and tennis shoes. I went to school with him the next day with those on. I had a big old bag with my lunch on it. I made noise with it and stuff, you know, embarrassed the heck out of him. We weren't even in the second period. He came and says, "Dad, transfer me over to the other school. I'll learn more over there." So, you know, instead of sitting there pointing your fingers at everybody, and I'm pointing your fingers at the parents right now, you get involved. You get involved. These these teachers are working their backsides off for you. We got staff members that are working for your kids. You know, we got people are taking heat. You know, we got people uh all around the this the

119city talking about the school district. You know, we had a kid hit in the face uh at at home and they want to blend in to school for it. We got no business at 9:00 at night at someone's house, you know. What about the parent the kid that had the rock that hit the kid? What about that parent? You know, so don't don't just sit here and start pointing fingers at us, you know, because I'm not going to take it. You know, someone wants to get all grandiose and you know, uh, you know, blow out my candle to make theirs looking a little brighter, they can go ahead. But people aren't that dumb. You know, if you want attention, you got it. Go ahead. Do your job. You know, I'm here to support the classified,

120the certified. You know, management's pretty well on their own. Everybody knows I know that, you know, that's where I stand. But I'm here for the workers and leave my workers alone. Thank you for my time. >> Thank you. >> Well, man, been a lot of different stuff tonight. Um, want to also uh congratulate all the football players. Uh, it was a fun night even though it's raining. Some people call it misting. I don't know. Um, but it was a fun night. Um, brought the wife and kids out. It was nice to see the community members that were out. Um, and obviously getting a win for Barto is always nice. Um, wanted also to second everything that Elizabeth Biskiven was talking about with the nonprofits bringing everybody in um, together. Um, also Full Mind, just wanted

121to give them a second shout out that they're not just a company who's here to try to make money off of our STO. They could easily provide a service and and just be content in wherever they are. They come whenever they come into town. They have meals with people. They are collaborating with different groups within the district. They came here and sat in our meeting specifically to talk about how we could help facilitate getting food to hungry people in Barstow just because they actually do care. Um so just wanted at least to to to restate it. Um we at least I do I think others do it definitely appreciate their commitment to us not just on what they do in the classroom um but out of it as well. Um, I think a a lot

122of the different issues um that are being brought up, it kind of showcases both both ends of the spectrum as far as what what we're dealing with. It's amazing to hear about the story with Officer Miranda and all the hard work that he did, but it's also kind of sad and tragic that that that is the reality that we're all living in and working in and and dealing with, right? So, you get both ends of it. um just wanted to again acknowledge him. But then also um the the test takers um for perfect tests. It's it's kind of wild. I didn't even really know that was a thing until I I had heard about it recently. I didn't um that's kind of I don't know. I think just a tremendous thing for anybody to score

123a perfect score. So um think that's awesome. Uh also wanted to thank all the award uh award winners. not just cuz it was my mom. Um, but thank you to all the employees as as I always say, thank you for everything you guys do. Um, we definitely do appreciate it. Um, the the last part that I have, it's it's a little bit lengthy um and a little bit out of the my normal area that I do discuss. Um, but I did want to touch um on on the big project and and specifically in regards to the EIR. Um, the reason why I'm bringing it up is because it does affect the families and the students who do live in that area, which is right across the street from the big project, which is in my

124area, area 4. Um, is primarily this the surrounding community outside of what we would call um the inner part of Barstow. Um, so more of your your rural communities, which would be where this project is going to be. Um, the EIR was released, the environmental impact report. So, that's what goes over all of your your traffic, noise, lights, basically, how is this project then going to affect all of the people who are then living right next to it. Um, it was released November 10th. Uh, you the any of the citizens um or anybody who would like to make a comment has until January 5th. Um, again going back to it specifically, the reason why I'm bringing it up is for the families if anybody hasn't already been reading it. Uh, I implore people to see

125what is in there and how that is then going to be adversely affecting um, you know, your family and and your students. um listed inside of there is in almost every main category that they have listed is that the residents who are closest to the facility are going to be significantly negatively impacted in several ways. Um moving everything from aesthetics to noise, light, and traffic. Um it's going to be a facility that's going to be operating 365 days a year, 24 hours a day. So it's hard enough for what the students have to deal with already. If you're hearing containers continuously getting offloaded, onloaded, like I said, non-stop, 24 hours a day, 365 days out of the year, it's going to be lit up just like an amusement park, just like a theme park would

126be. That's literally going to be just a few hundred feet from some of our students primary residences. So, yes, I do see all of the positive impact um as far as the economics and for the residents and the people inside of the city of Barstow. But for those like again that are going to be right there next to the facility, it's not exactly um such an amazing uh project that is coming up and and I do just find it interesting as far as the whole I've heard it a lot and I don't know why but it just really bugs me to hear the terminology of being good neighbors. I I've heard it multiple multiple multiple times from the railroad, but the people who are your neighbors in this project aren't people who live across town

127from you. Your neighbors are the people who live right next to this development and they are being sign if everything goes through the way it is proposed will be significantly negatively impacted. That's not being good neighbors. So, sorry to end on a sour note, but that's that's my board report. Um, student representatives report. >> All right, guys. Um, so um following up on um on our latest week, we've been having a spirit week going on uh with our students and everything. And we also been um participating with the special needs kids. And uh this uh this later we've been uh doing thankful turkeys with them. We you get a plain piece of paper, you draw your hand, and you do a a nice drawing of a turkey. And then we also have our food drive

128uh to give out to our community as um the holidays come around. And we've been uh very sufficient with all the food and um the cans. I think we made um more than probably over a thousand cans in our drive. But um and uh we also have our Thanksgiving grabs of gratitude along with trees posted up around the school for uh for morale purposes. So the morale is high for our students. And we also have our winter former sales a night in New York going on in starting now and then uh re restarting in December. And um a huge shout out to the cross country girls and boys CIF uh as they enter their round one. And a huge shout out to our football team round three this Friday. And uh morale is amazing as

129um as the year goes on and our buy our high school students are very uh excited for the next event that we have posted up coming on. And uh we only have one uh significant problem right now and our only significant problem is our cost our cost for prom. So, we I brought um an imprint of uh what we need uh help with if you guys are willing to help. Um we have uh an ask of $16,250 for a quality of five fulls size standard um charter buses and uh the imprint of where prom is going to be at is uh on the bottom if you guys would like to take a look at it. Um, but that really concludes of what I have uh to say about this meeting and um our students have

130done an amazing job and I look forward to the rest of the year. Thank you. >> Yeah. >> Well, thank you for hanging in. I know it's been a long night already. U Thank you for your report. You're more than welcome to stay, but if you'd like to leave your >> You guys have any questions about um anything going on or anything? All right, you guys have a good night. Thank you. >> Uh, next we have representatives report DA. Take this moment to honor our veterans. We do appreciate the veterans and thank them for their service. >> I think tonight we are not going to speak. >> Thank you CSA. >> Good evening everyone. Um, I also ditto with everybody with the veterans reports, the high school football team, um, and all the students, all

131the staff, board members who have served. Um, both my father and my father-in-law and my brother have all served as well. So, um, nephews, I have lots of family, but not going to go there. >> Um, keep our report short. It has been a long night. So, and I know we still have a little bit more business. So with CES, CSEA, I apologize if I repeat any of the things that I said at the last meeting. We are continuing to work on our end of the year festivities for our membership in trying to nail down a venue so that we can move forward with the other things that go into planning an end of the year event. Um we have our next chapter meeting Thursday where negotiation team members will be nominated um or the

132floor will open for nominations for the negotiations team members also for sergeant-at-arms secretary and president. Um there are h have already been nominations and accepted um nominations to those positions. I am stepping down as president. So, next board meeting will be my last board meeting as the chapter 306 president. I will be stepping up as the regional rep for our region. So, um focusing on that and letting our more than willing and capable um officers who are willing to step up into those positions and continue the work that CSEA does for our bar members. Um, we also voted on four community outreach, um, sponsorships, donations of $125 a piece, the Kowanas clothing drive, Bar Humane Society, this is what happens when you speak off the cuff and don't write your things down. Tim the Tim

133Heiden holiday >> Tim Heiden foundation for the Christmas cops and kids and BHS band boosters to give back to our kids. So what else Carrie? Oh negotiations we have completed and agreed to many articles um manyus and still continuing that process and forward movement. We do have another date on the books for January 10th um meeting with the superintendent. I have another labor management meeting with Mr. Gutierrez um and Mr. Beaton. Um Vinnie as well joins us in those. So still a lot of >> I'm sorry >> December 10th for the negotiations >> for the negotiations December 10th. Tomorrow I have a meeting with the superintendent and Monday the 1st is my meeting with the assistant superintendent. I also meet with personnel commission once a month. So many meetings. um still just moving forward with

134all of the things that CSEA is here for supporting our membership and working with the district to continue that collaboration and support for our members. Thank you. >> Thank you. >> And no for not this evening. Okay. >> All right. Next on to the adoption of the agenda. Can I get a motion to adopt the agenda? >> So move. >> Second. >> All in favor? >> I uh any additional communications? >> Uh consent agenda? Does anybody have any items they'd like to pull? >> No. All right. Then can I get a motion to approve the consent agenda? >> I'll move. >> Second. >> All in favor? I >> discussion items. Uh, first we have L11 information, revisions to board policy and administrative regulations in the 4,000s. And >> I think we can cover L11, L12,

135L13, and L14 al together. Yeah, he just has to read the titles of what the board policies are coming forward. >> Okay. And these are presented tonight for information and pre-eread only. No voting to approve tonight. So >> the quick summary abstract piece just the Yeah, the part that's for each one. >> Okay. Um BP exhibit 4112.94212.94312.9 employee notifications. BP4119.11429114319.11 sexual harassment BP exhibit 4119.12/4219.124319.12 title 9 sexual harassment complaint procedures BPA exhibit 5125.1 release of directory information BPAR 5131.41 use of seclusion and restraint BPR exhibit 5145.3 non-discrimination harassment BP exhibit 5145.6 Six parent/guardian notification BPR 5145.7 sexual harassment AR uh exhibit 5145.71 title 9 sexual harassment complaint procedures BP5146 married/pregant/parenting students and BP6142.91 1 reading language arts instruction BP41 excuse me 6145.2 athletic competition BP 61 59.4 behavioral interventions for special education students uh and

136board bylaw 9011 disclosure of confidential privileged information. >> These items are up for the board for review. You'll be coming back on >> January 13th for approval. >> All right. Any questions, comments, anybody? >> Okay. Uh next we'll move on to personnel services uh classified L6B1 establishment of classified positions. One para educator. >> Right. >> Mr. Peter. >> Okay. >> Mr. Peter. >> Yes. Thank you. So this board item is presented to the board. Um uh the assistant superintendent of educational services God identified a need uh to increase the number of uh PK pair educator uh based on student enrollment. And so this item is presented to the board for approval tonight and the financial implications are listed. Uh, and this position would be going to >> fine arts. >> Bars of Fine Arts Academy,

137BFAA. >> Questions, comments, anyone? Always like to see more help. Uh, can I get a motion to approve? >> Move. >> Second. All in favor? >> I. >> All right. Uh, next we have L6B2 CSEAU 2526001 health assistant stipen between Barcel Unified School District and California School Employees Association. >> Mr. >> Thank you, Miss Ranger. So, uh, B USD and CSCA chapter 306 negotiate in good faith. Thisou uh it's a stipen for the health assistant at Bar Junior High School to perform duties that are outside of her job description to meet a specific student need for one student. Uh this came last year just as a background. Uh the the health assistant at Crest Elementary uh was actually engaged in a similar to provide supports for this student. Since then, the student transition to Bart

138Junior High School and this is why this item is presented to the board for approval tonight. Great questions, comments, anybody? >> All right. Can I get a motion to approve? >> So move. >> Second. >> All in favor? >> I. And next we have L6B3 increase in work hours of classified positions. Three para educators. Um and I believe these are um all increasing from 6 to 6 and a half hours. >> Correct. >> Uh Scott Garfield, assistant superintendent services has identified a need to increase the hours listed for the pair educators listed. We have three of them. Um this is to meet some of the uh student needs at the school site and they're going to be using equity multiplier money for the increase in hours from 6 to 6.5 and the financial implications are

139listed. It'll be an additional $10,74 out of the LCF LCFF equity multiplier funds that is presented to the board for approval tonight. >> Just a side question, not exactly on these, but since you mentioned it, so equity multiplier doesn't necessarily have to be directly in a position, it can just be allocated. Like if say like in this case you have six hours of you know whatever general fund or however it's coming and then they can add on hours >> until the funding is there then we would have to go back and >> okay >> do more work with the board to >> Yeah. >> Okay. I didn't know they could be split up like in the same under the same position and then different funding. >> Yeah. So with the way it works and uh

140Mr. Douglas Bean. So, correct me if I'm wrong. Right. But we could split fun. Correct. >> That is correct. >> Learn something new every day. >> Yeah. >> All right. Any other questions, comments? >> Can I get a motion to approve? >> So move. >> Second. >> All in favor? >> I. >> Uh, does anybody have any items for future board meetings? No. Okay. Um, I do believe we're going to go back for a second close session. Okay. >> All right. It is 7:24 and we'll during a close session. >> No. Heat. Heat. Okay. It's Woo! Heat. Heat. Heat. Heat. Heat. Heat. Hey. Hey. Hey. Heat. Heat. Hello. Heat. Heat. Hey. Hey. Hey. Come on. Heat. All right, it is 8:25. Uh, the board did not take any action in close session and uh, can

141I get a motion to adjurnn? >> I move to adjurnn. >> Second. >> All in favor? I. All right. 52 or 8:25. I'm gonna leave it here.