001All right, it's 401 and we'll call the meeting to order. Um, Miss Given, would you like to lead us today for the flag salute? >> Repeat after me. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right. Uh, roll call. Let it be known that all five trustees are present. Miss Given, Mr. Williams, Mr. Yeas, Mr. Pya, and myself, Mr. held with. Uh, next we'll go to business from the floor. The board meeting is a business meeting of the board held in a public forum to comply with the Brown Act. It is not a town hall meeting with the board. This is the time for citizens to present problems or questions
002they 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 to 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 request, the submitted request to speak or take a poll of speakers for or against a particular issue and may ask that additional uh persons speak only if they have
003something new to add. Citizens who have comments on or against a particular issue may be asked to provide a written statement for the record or to sign 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 your name. >> Not at this time. >> All righty. And it is 403 and we'll adjourn a close session. [Music] Heat. [Music] Hey, hey, hey. [Music] Hey everybody. [Music] Heat. Heat. [Music] Hey, I don't know. [Music] Hey, [Music] hey, hey. [Music] Hey, down. [Music] D. [Music] P. [Music] Roger. Zero J and I feel fine. >> Discovery Houston press to atto. [Music]
004>> Thanks for being honored. >> Liftoff of mission 41B. The first flight of the air discovery and the shuttle has cleared the tower. [Music] >> 3 2 1 0 and lift off. >> Discovery go up. Discovery's four computers now have primary control of critical vehicle functions. [Music] Heat. Heat. [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] Liftoff of mission 41D. The first flight of your new discovery and the shuttle has cleared the tower. [Music] Computers now have primary control of critical vehicle function. [Music] Hey, hey, hey. [Music] Hey, [Music] hey, hey. [Music] That's one small step for man. One fire. [Music] Heat. Heat. [Music] Heat. Heat. N. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. N. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat.
005Heat. [Music] Hey, [Music] hey, hey. [Music] Hey, [Music] hey, hey. [Music] Hey, [Music] hey, hey. [Music] Hey, [Music] hey, hey. [Music] [Applause] [Music] Hey, [Music] hey, hey. [Music] Heat. Hey. Hey. Hey. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Everybody's [Music] Heat. Heat. N. [Music] Hey. [Music] Heat. [Music] But here's a real [Music] has a free [Music] Let's go. [Music] Okay. [Music] Oh. [Music] Heat. Heat. [Music] Heat. [Music] Heat. [Music] Heat. Heat. [Music] Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Hey, [Music] hey, hey. Heat. Heat. N. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. N. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. [Music] Heat. [Music] Heat. [Music] Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. [Music] Heat. [Music] Hey, [Music]
006heat. Hey. Heat. Heat. [Music] Hey, hey, hey. [Music] Hey, [Music] hey, hey. [Music] Heat. Heat. N. [Music] Hey. [Music] Hey. Hey. [Music] Heat. Heat. [Music] Heat. [Music] My world is finally starting to take shame. I press the button and it bursts into life. This time nothing will escape my sight. I see the stars and the planets soon follow. Expect to have the universe by tomorrow. Just sit back and relax. Don't worry. The work can wait. No need to hurry. [Music] Getting [Music] harder to stay control, but perfection is my only goal. have to fight it cuz I won't go back. I'd rather see the whole world go black to black. But then I'm blinded by this light from nowhere. This blue planet with life and an atmosphere. I look closer and I can't believe what
007I'm seeing down there is me. [Music] What if it's me looking down on me? The world above must also be. This could go on for infinity. [Music] My world is finally starting to take shape. I press the button and it burns into life. This time nothing will escape my sight. I see the stars and the planets soon follow. Expect to have the universe by tomorrow. Just sit back and relax. Don't worry, the work can wait. No need to hurry. [Music] Heat. Heat. [Music] Hey, hey, hey. Heat. Heat. N. on you. Hey [Music] Heat. Heat. N. [Music] All right, >> it is 509 and we will reconvene. Uh the board did not take any action during close session. Um and Trustee Gibbons uh had a personal matter that she needed to tend to. Uh so we
008now have uh four trustees present for the remainder of the meeting. Uh at this point I will turn it over to the superintendent for presentation and recognitions. >> Yes, we have Cameron Elementary student presentation. It's here for Cameron. Come on up. I can see the face this way. Face this. This way. You need to talk to these four people. >> Okay. Who's starting? >> Oh, first up. Okay. >> Whenever you're ready. >> Good evening, Washington Unifi board members, staff and parents. Thank you for having us here tonight to talk to you about our school, Cameron Elementary. We are AFB members to represent the camera students and teachers to talk to you about what makes our school the best. We have a lot going on this year. Starting with our food this year. Camera and kids
009are working together to unlock the power of storytelling through reading, writing, art, and technology. My name is Haz. >> My name is Isaiah. My name is Dawson. My name is Za. My name is Alex. At the beginning of the year, we kicked off our year by worrying about all of the expectations around campus in order to become a Cameron Kids next. As nice. We know what is expect of us and are ready to keep our kingdom safe and welcoming for everyone to be able to learn and grow by showing our nice equalities of kindness, integrity, determination, and support. Our camera kids have earned more than 2,000 breaks of cups as rewards from positive behaviors. Most recycling we have been learning to stop, breathe, and look around for the fort rather than reacting without thinking in
010a negative way when we get frustrated. We're learning that it's okay to get upset, but the way we react that feeling it's it's what's important. We're learning to pause what we're doing, take a deep breath, and look for an adult that can help us solve the problem. This works very well because there are so many adults around our campus that are always able to help us. Everyone on our campus from teachers to other students work together and support each other to help us all make choices to help us learn all getting in trouble. As we're working together to unlock the power of storytelling this year, our school has a focus on literacy. Every morning from 9 to 10:00, each grade level splits into literacy groups and works with a teacher to strengthen our phonics reading
011and writing skills. So far, it's working very well. We are all showing growth and becoming better readers one day at a time. We are also practicing our reading log at home and lobbing it on our treasure reading log. For every 300 minutes, we may be prizes like bookmarks and books. from our very own bug vending machine we send with our school logo mascot and model in a few weeks ago we all went to an assembly about ready. It was a laser show where we all work together to create stories and learned about being average who ask visualize interpret and decide as we read and writing. >> Since we started school we've had a lot of fun events and even more fun for the rest of the year. We had back to school water day where
012we got to have fun in the spring group with friends and then enjoy a popsicle. We've had family game night where our families got to join us to play giant games around around the school and buy a snow cone from the con ice truck. ASB set up games for our kids to play at lunchtime. We've had some assemblies to help us learn to be avid raiders and how to shine by being special, honest, inspiring, nice and enjoying learning. Throughout the rest of the year, we have more assemblies, more lunch games, school dances, and many more opportunities for families to join us in both learning and having fun. We would like to invite you to our school on October 29th from 5 to 6:00 p.m. for our next family night. It will be trick or treat
013and ASB will have a haunted house fundraiser with a theme of haunted fairy tale forest. ASB will also have fall snacks like popcorn, caramel apples, and chocolate. We would also like to invite you to our school on October 31st when we have a lot of activities happening. At 8:45, we will have our annual costume parade. And then at lunchtime starting at 11:00, we will have our first lunch on a log with games set up for families and kids to play. We have a lot coming up that we are excited about to help us continue to learn and grow as Cameron Kids Knights that work together to unlock the power of storytelling through reading, writing, arts, and technology. >> Cameron Kids lead through kindness, integrity, determination, and support. Who do you have here with you from
014Cameron Elementary School as the adult? Who's here with you? Do you know? >> Miss Allet is is back. All right. Thank you, Miss Alb. Thank you, boys and girls. Nicely done. Nicely done. You can go ahead and have a seat. Saras. >> All right. So, we have some recognitions to do. Where are the um >> they're in the front. So, um, we have nine schools that were recognized for their amazing work on CRPBIS and we are here to recognize them today at Barcai School District because they were originally recognized out in Apple Valley at the Desert Mountain Selpa and so we want to make sure that we recognize them here today. So, let's see. Um, I want to do are they in order? Let's see. We're gonna go with I think I'll start with silver
015or should >> silver. >> Thank you. >> Um Henderson Elementary School received silver award recognition. Miss Miller, if you want to come on up. Remember them all. Henderson's CRPBIS responsible, respectful, and safe. So, congratulations. Good job. Good job. And we were there the night that they received their awards. So, come on in. >> All right. >> You're welcome. >> Art Intermediate School received silver recognition as well. Dilly, Miss Walden, let's see. Um, your P CRBIS, self-control, on task, achievement, and respect. Right. So, congratulations, Mr. Julie. I know you were there that night. Small. Thank you. Congratulations. You want to come on over here? >> Do we have Can we move this way? >> I I centered. >> Yeah. Don't get centered and then I get >> Here we go. One, two, >> All right. Thank
016you. >> Barsto High School. Anyone here from Barto High School? >> Silver implementation award. So, we'll make sure that Mr. Navaro receives his poster. Let's see. We've got STEM Academy. [Music] >> Also received silver implementation award. Congratulations. >> Where are you? There you go. Thank you. All right. and Barto Fine Arts Academy received silver implementation award. And we'll make sure that Miss Davis gets her poster. So, I'll do gold next. Dr. Williams, >> Skyline North Elementary School received gold imple implementation award as well. Make sure that Mr. Banks gets his Lenwood Elementary School. Well, congratulations. Congratulations. Good job. >> Okay, you can hide behind me, >> right? Monta Elementary School received full implementation. >> Was that that all of them? >> And last but certainly not least is Cameron Elementary School receiving platinum Mr. Leslie,
017do I have this correct? Third year in a row. >> Third year in a row. >> Yep. Right here in the middle. I got to get everybody. Congratulations. Good work. Good work. Good work. Congratulations. [Laughter] I am looking for >> Miss Bella. We have a special recognition for Miss Shandanda Bella who is our teacher on assignment in charge of CRPDBIS and she's the one who is kind of the backbone to all the work that our schools are doing. So we have a special recognition for her uh difference maker. Thank you for being such an important piece in our team. And it's actually a little puzzle just for you. Good job. Thank you. >> Here. >> All right. Thank you. >> Well done by all the great. >> Okay. Uh, next we have a presentation from
018CCE, SPCSS, and the DTA team presentation. Let's give every the families just a second. I think they're gonna No, no, no worries. >> Go ahead. Okay. And um I have we have Miss Jenny Wright here from CCE to present to the board. >> Good evening members of the board. My name is Jenny Wright. I'm a senior adviser with CCE uh which stands for the California Collaborative for Educational Excellence. our presentation overview for today. I'm going to try to keep it as brief as I can. Um, but going to take you on a journey of Barstow unified um through the California statewide system of support, then walk you through some data on just the current reality of Barstow, highlight some areas of focus, and then some next steps and recommendations. So I'll start with um if
019you want to advance the slides. [Music] >> So CCE um California Collaborative for Educational Excellence is a statewide leader with a mission to deliver California's promise of a quality, equitable education for every student. Our vision is to transform public education so every student is inspired and prepared to thrive as their best self in the world. If you could go to the system of support slide. Next slide. So the statewide system of support um is highlighted in front of you. There are multiple levels to the statewide system of support. Much like tiered intervention in the classroom, there is tiered intervention to support school districts across the state. Level one is universal supports. Those are open and available to any school district across the entire state of California. Level two is what we call differentiated assistance. That
020is when we have at least one student group that is not performing in areas um whether that's achievement, chronic absenteeism, it goes into differentiated assistance. Level three is direct technical assistance. that is at this time the most intensive level um of intervention in the California statewide system of support. And if you advance to the next slide, um direct technical assistance is ED code 52072. And I will not bore you with all the details around the ed code specifically, but essentially what direct technical assistance is that you have at at least three student groups that have been in the red in at least two LCFF priority areas for three out of four consecutive years. Presently we are still operating from years 2019 to 2024 um are the four consecutive years that we are looking at because
021of the COVID gap and the dashboard for 2025 does not get released until I believe almost exactly one month from today. So when we look at Barstow's journey and we think back to the introduction of common core in CASP, uh Barstow became eligible for differentiated assistance in 2017. That was when um San Bernardino County Superintendent of Schools began providing differentiated assistance support to Barstow Unified at that time. We know we had a break and we know that COVID happened and we could spend all night on all the things that happened during COVID, but one of our next big was in 2021. We had the uh stipulated judgment that was passed down from the California Attorney General. Barstow was then initially identified and became eligible for direct technical assistance in 2022. In 2023, there was a
022superintendent transition and in 2024 is when CCE began its partnership with uh San Bernardino County and Barstow Unified. The gap between the original identification in 2022 and the partnership in 2024. When Barstow first became eligible in 2022, the ED code was actually written differently. And at that time in order to partner with CCE it would have required a joint referral from the district and the county and at that time that was not the path chosen. The ED code language changed. Barstow remained eligible in all of those years and at that time um in winter of 2024 we moved forward with partnering um with Barstow in direct technical assistance. So what does direct technical assistance look like? Again, we also follow um a universal targeted supplemental intensive. Um so there are different ways that we as
023CCE can partner with the school district and a county office. Those uh levels or the spectrum of support we call collaborative planning, collaborative facilitation or embedded partnership is the most intensive level of support that we offer with CCE. So you then will wonder what is the role of CCE in each of these. So we are partnered in a collaborative facilitation with Barstow Unified and San Bernardino County Superintendent of Schools. The role of CCE in that partnership is to be a coach to be a thought partner. We co-f facilitate improvement sessions with the county and we remain in close partnership with the county through all of the improvement efforts. The slide that you're looking at is now how Barstow became eligible for direct technical assistance. So Barstow Unified presently has seven different student groups that are
024eligible for direct technical assistance. Meaning seven student groups in Barstow for three out of four consecutive years have had at least two LCFF priority areas where they have been in the red. You will see um the acronyms. So PA stands for pupil achievement. That's performance in ELA and math. PE is pupil engagement. That is chronic absenteeism and graduation rates. School climate is SC that is suspensions and expulsions. And then BC is a broad course of study and that is the college and career index. So as you look at um I included 2018 in this simply to for you to see that 2022 was the initial eligibility year. So when we look at it we had a number of groups that were eligible in 1819 22 was the year they became eligible. 23 we had some
025slight improvements on the dashboard and then last year um six of the seven were eligible again. So right now seven are meeting that three out of four criteria. So we'll take a deeper dive into some of the data. Um the CASP scores were just released last Thursday for 20 the 2425 school year. So we'll go back to 201718 when uh we first entered into differentiated assistance. So uh here is a comparison of Barstow unified against the California state average. So back in uh the ELA percent met or exceeded was at 31% while the state was at 50. As you look through the years what you will see as a trend is that the state went up. Obviously, we declined after COVID, but the state has been recovering and slowly increased. They had about a percent
026and a half, 2% gain over the entire state. Barstow has been trending down in every year. So, we're kind of going against the grain of what the state is doing when it comes to ELA and the percent of our students who are meeting or exceeding standard in English language arts. The next uh metric is distance from standard. We don't have the 2025 distance from standard yet. That will be released next month with the dashboard. But again, you will see a similar trend where the state is beginning to recover and making improvements and Barstow has been seeing a steady decline in the distance from standard and English language arts since 2017. Next, you will see I know these get really busy. I try to make them as simple as possible. Um what this highlights again, we're
027still um talking about English language arts. This is now the performance of the seven different student groups that are eligible. So up there, the thick blue line is the district average and the other lines represent the student groups that are eligible for direct technical assistance. So you can see in almost every case apart from two or more races that are those student groups are performing even lower than the district average which again is far below even what the state average is and we have a long way to go in the state as well. Next um similarly these are our student group performance in terms of distance from standard. Again, that thicker blue line is the district average distance from standard. And then each line represents the individual student groups that are eligible for direct technical
028assistance. So, for example, you can see that our students with disabilities in 2024 are 157 points below zero, which is at grade level. Next, we move into math. So again um going back to 1718 we have had a steady decline um little bit of a plateau in math in Barstow where the state is beginning to recover over the last couple of postcoid years. ARSO has seen um a kind of a plateau in math that um around 10% proficiency in math. Same in distance from standard. Um as the state is beginning to recover in their distance from standard in math. Um Barstow continues to see um that plateau. So on average, we're about 126 points below grade level overall. When it comes to how the student groups are performing, again, that thick blue line, that is
029the district average. The other colors represent our seven seven student groups that are eligible for direct technical assistance. And this year, you can see our foster youth had a a pretty significant increase. um which is definitely something to explore. However, the majority of our eligible student groups are performing below the district average. Next slide is distance from standard highlighting the same thing. Um blue line being the district average and again it looks like students with disabilities is uh the lowest performing in math as well. They are roughly 190 points below distance from standard. Next is the suspension rate. Uh so this is the district suspension rate. So Barstow is the light blue um against the state average. So the state average has been holding pretty steady around three to three and a half% of students
030are suspended for at least one day. Um, Barstow is uh on been on the incline since COVID has ended, which is still an improvement over where they were at precoid when we were at the 10% range. Um, but unfortunately over the last three years, we've seen an increase each year and the number of kids who are being suspended. When we look at the um eligible student groups, specific to their suspension rate, again, if the district average is eight and a half, we are seeing um our highest group, which is our African-American students, 15.6% of our African-American students are suspended for at least one day. Our students with disabilities, 12. So, they're even significantly above the district average. Next, we look at our our chronic absentee rates. Um, so precoid, we were again still about double
031what the state average was, which was around 9 or 10%. We know statewide we saw a huge increase in chronic absenteeism postcoid. We're beginning to recover from that. Um, Barstow still remains quite high at about 45% and but we are starting to see some gains in chronic absenteeism across the district. When we look at our eligible student groups, again, thick blue line, the 45% that's our district average. We have one of our groups, our English learners actually have a better attendance rate than the district average. Um, but when we look at our homeless youth, they are chronically absent, which means they're missing 10% of the school year, roughly 70%. Um, and then our, um, African-American is roughly 60% chronic absentee. Then we look at our graduation rates. Um again prior to the pandemic we were
032at or above the state average in Barstow in graduation rates postcoid we have been slightly below the state average and it's um it's gone down a little bit. We're almost back to where we were in 2022 but still below the state average. And then when we look at again the student groups um that are eligible. So our students with disabilities only 65% of our students with disabilities are graduating. Our African-American only 68% of them graduate. Um and we have um almost all of them apart from English learners are below the district average. Our English learners are slightly above the district average at 87%. So that is just a very brief overview of the data that has um made Barstow eligible for direct technical assistance. Those are the metrics that we look at and again we
033look at the three or four consecutive years. When the dashboard is released we'll know what the status is for Barstow. So I won't um try to make any conjectures of what that might look like just yet. So I want to highlight then um if you could go back one slide. So again as I've said we've been in partnership with the county office um since we started the DTA journey in 2024. However the county has provided a lot of support to Barstow over the years. Some of those highlights um they've provided professional development and supports to um school sites in the areas of AVID. So they're supporting the high school, the middle school, and two of the elementary schools in AVID. Um they're facilitating AVID site team meetings. They provide professional learning around things like notetaking.
034Um they've have coaching visits supporting the site coordinators and they do the wicker walkthroughs at all the AVID elementary schools and tutorial visits at all secondary schools. And then they have quarterly AVID coordinator meetings. They also have supported with math. um supporting on building capacity in the revised math framework that is this year at the secondary sites. They've developed a number sense course on Canvas to support the elementary schools asynchronously and supporting the launching of the course at Montra and then supporting Barstow STEM and Barstow Intermediate with lesson design in math for new teachers. CCE has been providing support um again in partnership with San Bernardino County Superintendent of Schools. So we attend all of the DADTA sessions. We have been wrapping around support in the SIM process which is the compliance improvement monitoring um
035which is a function of special education and being identified as intensive level three through the California Department of Education in terms of how we are serving students with disabilities. So, we've been wrapping around that process to see how we can integrate all of our supports so it doesn't feel like you're getting pulled in a million different directions. And then, um, we also have Superintendent Swearing and Assistant Superintendent Godfrey that are participating in our statewide learning network. So, we have one for superintendent and we have one for instructional leaders. We call it instructional leaders because they all have different titles, but it's essentially those folks who oversee educational services or instructional services. So they are both participating in our networks. Our superintendent network has about 18 superintendent from across the state of California and our instructional
036leaders has about 18 or 20 instructional leaders from across the state. So it's a wonderful opportunity to learn from experts. They're facilitated by former assistant superintendents and assistant superintendent that have were in the field for decades and are highly regarded and they get coaching from those folks as well. So it's um it's wonderful to have them a part of those networks this year. So as we think ahead um I love this image. It is grounded in improvement science. If you want to uh forward to the next one. So the quote is every system is perfectly designed to achieve exactly the results it gets. So when we think about improvement we think about the system. We don't think about specific people within the system, but rather how is the system designed because it is designed to
037get what it gets. And so we're here to really help look at the entire system and how it serves all kids, particularly the seven student groups that are eligible for direct technical assistance. The next uh one I want to highlight is an analogy um by Atul Gowande who's a health care professional and he talks about this analogy of cowboys and pit crews and that it used to be and it still is in education and in the health care field that we have trained people and operated as cowboys, individuals who operate autonomously doing what we need to do to get things done. And yet in the complex world that we live in, we really need to operate as pit crews. Everybody has a role as a part of the system and we are all interdependent upon
038one another to make the entire system function. And so what we want to do is really focus on moving Barstow from being cowboys to developing as a pit crew where we all work interdependently in support of better student outcomes for kids. So I'll highlight three areas of focus for Barstow moving forward. The first one is to serve students to urgently meet their needs. It's evident in the data that I shared earlier that there is a need for students needs to be met. They are not where they need to be. The second area of focus is to create and implement a multi-year professional learning plan to serve staff. And lastly is to develop a model in service of schools. How do we wrap around schools and support them to retain staff? So, what are next steps?
039What can you as a board do? One, prioritize student learning and academic outcomes for all students, but particularly for students furthest from opportunity. Support the development of a robust data culture that focuses on data literacy, integrity, systems, and monitoring. support the development and implementation of a multi-year professional learning plan that emphasizes building capacity of teachers to collaborate around the use of data and highquality instructional practices to meet the needs of all students to align all the improvement plans LCAP single plan SIM plan there's the pandemic um to create coherent sustainable improvement at each school site for each student provide a comprehensive service model for all schools in Barstow Unified to wrap district support for each school site, provide a clearer pipeline for talent and ultimately retain staff to support and encourage the development of instructional
040leaders across the district. And lastly, to investigate promising practices at several of the schools. Barstow high school is has some of the highest rates of uh students meeting and exceeding standard in English language arts. So how is that happening? How do we learn from that? Montra and Cameron Elementary over the course of the last two or three years since post pandemic have made gains and are approaching double-digit gains in ELA and have had double-digit gains in math. So investigate those promising practices to learn from their work and how that work might be able to be spread across the other schools in Barstow so that there is a plan for improvement. No one's expecting overnight success, but how do we move to a place where we stop going this way and we start to turn that
041curve and make some significant improvement for the kids for Porsto. So with that, thank you and I will take any questions or comments. Yes, thank you very much for it was very eyeopening and mind-blowing. Um, and I'm I I love the way you picked us back up because you put us in a hole and then you pulled us right back out and and thank you very much for doing that. And um, very good briefing, honest. I I like that. I think our district knows which way they need to go and I think moving in that direction. Um it's like a big ship. It's hard to turn sometimes. Um but thank you very much and very informative. Thank you. is is the majority of it not to get too I don't know I guess in the
042weeds about it but from CC and all of from what I'm hearing and seeing is mostly planning and that end or is is any of it go directly into CC to where like with the teaching and the directly to the teachers or is it more to like administrator level and then system based doing changes that way. Does that kind of make sense? >> Yeah. So, one, I mean, we work with many different school districts, so it it looks different in every district because it's really about us meeting a district where they're at. In Barstow in specific, there is a team that we meet with that is representative across. So, we have central office administrators, we have principles, we have teachers, we have classified staff that is really looking at the system to think about improvement.
043Our idea is always that the answers are in the room. And how do we bring that together and lift that up to do things more systematically and and make those changes systemically for improvement? >> And if we may, the DTA team is here in the room. So if you're on the DTA team, I would love you to stand so the board can see you. These are all the people who work diligently to make this happen. >> Thank you. Any further questions for Dr. Wright? >> One quick question. Um I just thought about that um with um Trusty Hel when he said that. How does the financial standing and with the uncertainty coming up, how does that play a major and I'm assuming it does play a major role in all of this? >> It depends.
044I mean, we're not sure exactly how it is. I actually think fiscally bars in in a pretty decent place right now. Um, I've worked with folks that have actually said, you know, if we think about the last time we ran out of money, um, that that was when they did their best work because they really had to turn internally and think about how they built the capacity of the workforce that they had and they really banded together during that. So, it's not we don't always have to have this reliance on outside providers to come in and do the work for us. Like I said before, I think the answers are in the room. the people who know Barstow best are already here and so how do we build their capacity to lift up the system
045as a whole? >> So just so I'm understanding like right now basically with our team we're coming up with the changes or the new adjustments to the system and then all of those people all of you will then integrate that and pass it out to all of the different Okay. >> Yeah. So this team will come up and they will we've been looking at the system to really understand right we've been focused on literacy and really trying to understand from a system perspective what do we have around literacy what are our systems practices policies around literacy and uh our next phase is to move into understanding our literacy from the user perspective. So getting out and talking to teachers about where they think things are right now with literacy and then we'll come up with
046a plan and some ideas of like well how what should we do that we think right it's kind of like when you go to the doctor and they're like I don't know try this well try this one first and if that doesn't work come back right it's very similar in education we're going to figure out what exactly the problems are and then say well I think if we do this that we might see some results and we'll test that and ultimately find those things that are going to work here in Barstow specifically. >> As far as timeline, is that more set by us or the team? Um or as far as like when we could look at maybe like the first test or strategy, I guess. >> Yeah. Uh we're hoping we're almost there. Um
047we will we just met today and came up with our plan to go and again get to prox what we call getting proximal to the work. So getting and talking to the users of our system and we'll meet again in about a month and find out what the users of our system have to stay say and then start to think about so what do we think we can do feasibly that might have an impact. >> Thank you. >> And also thank you for all the information. Just seconding what uh Mr. Williams said. Yeah, it's a lot but thank you. Thank you. >> Thank you, Dr. Wright. And I know some of you have um travel to do. You're up here from San Bernardino and >> Irvine. So, uh if we can give them a moment
048to leave the room if you would like to so you can safely travel back home. And thank you so much for being here. We truly appreciate it. Anybody else? Thank you for staying. >> All right. Uh next we'll move on to the approval of the minutes. Uh first is for the special board meeting of July 25th, 2025. Um does anybody need to abstain? Will we all >> everybody who's here? Okay. Uh can I get a motion to approve? >> So move. >> Second. All in favor? >> I I Okay. And next was for the regular board meeting of August 12th, 2025. Is everybody same? Okay. Uh can I get a motion to approve? >> So move. >> Second. >> All in favor? >> I. >> All right. Uh next we'll go to business from the
049floor. The board meeting is a business meeting of the board held in a public forum to comply with the Brown Act. It is not a town hall meeting with the board. This is the time for citizens to present problems or questions 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 to 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
05015 minutes or five individual requests to speak. The president may review the submitted request to speak or take a poll of speakers for or against a particular issue and may ask that person speak only if they have something new to add. Citizens who have comments on or against a particular issue may be asked to provide a written statement for the record or to sign an agreement with 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 your name. >> Not at this time. >> All right. Uh, next we'll go into reports, staff reports. Uh, Williams, quarter 1, UCP reporting, July,
051August, September, 2025. >> Yes, Mr. Godfrey. >> Yes. uh board. As mentioned in the September 23rd board meeting, this is the second of six opportunities for me to present information uh as it relates to the Williams settlement. This is the first quarter report uh around uniform complaint report summary from uh superintendent at semino county superintendent of schools. As you remember on September 23rd, we reviewed instructional materials, facilities, and teacher vacancies and mis assignments. I'm happy to report with our first quarter there are zero complaints in any of these areas. >> Thank you. Any questions, comments, anybody? >> Zero. >> Yep. Good to see you. Thank you. Uh next we have the superintendent report. >> Yes. Thank you. Good afternoon board members, staff, and guests. I hope everyone had a restful three-day weekend as we recognize
052Columbus Day and Ind Indigenous People's Day. Columbus Day is celebrated to commemorate Christopher Columbus' arrival in the Americas on October 12th, 1492. It was traditionally viewed as a celebration of exploration and discovery. Indigenous People's Day is observed to honor and recognize the history, culture, and contributions of Native American peoples. It also serves as a response to the negative impact of European colonization on indig indigenous communities. Many people view indigenous people's day as a reminder to acknowledge and respect Native American heritage and history. I would like to extend my heartfelt gratitude to the members of Barso Community College, Barcel Unified School District, and the K16 Collaborative Teacher Pathway Program for their generous support in presenting 18 of our teachers with a $500 teacher supplies grant. On Wednesday, September 24th, we embarked on a special journey traveling
053in vans to surprise and honor uh these dedicated educators. Jessica Gonzalez, who is a former B USD health assistant, now a teacher at Barsto High School. Laura Mitchell, Barstow High School graduate and former BUSD PAR educator, now a teacher at Barstow High School. Robert Sheldon, Barsto High School graduate and welding instructor at Barstow High School. Kyle Butler, former BUSD PAR educator, now a teacher at Barstow Junior High School. Tina Carney, former BUSD PAR educator, now a teacher at Barstow Junior High School. Ella Lavashant, Barsto High School graduate, now teaching at Barsto STEM Academy. Myra Miranda, Barsto High School graduate, now teaching at Barsto STEM Academy. Rose Aningz, BCC graduate, now a teacher at Barsto STEM Academy. Tammy Red, former BUSD PAR educator, now a teacher at Barsto Intermediate School. Alicia Mayo, Bartow High School graduate,
054former B USD pared educator, now teacher at Cameron Elementary. Beneita Weaver Taylor, former B USD PAR educator, now teaching at Cameron Elementary. Halisa Harper, BCC graduate, now a teacher at Crestline Elementary. Crystal Packer, former B USD pared educator, now at Crestline Elementary. Madison Duffy, Barsto High School and BCC graduate, now at Henderson Elementary. Brandon Flannry, former BUSD PAR educator, now at Lenwood Elementary. Amber Joyce, Barstow High School. Barstow Community College and CSUSB graduate now teaching at Montter Elementary. Jaylen Santos, Barsto High School graduate now at Skyline North Elementary. And Randy Crank, Barsto High School graduate, former B USD Pared Educator now at Barsto Fine Arts Academy. A special thank you to Director Carrie O'Neal and to the following members of the K16 collaborative teacher pathway program whose dedication and collaboration make this initiative possible. from
055Cal State San Bernardino, Thomas Long and Angela MSAS, Lars Community College, Jennifer Roden, Michelle Burnt, Laura Alvarado, Elena Rivera, Heather Bradford, Deborah Harris, Sarah Shab Sarah, >> Rochelle Him, Himlick, and William Paul. Sorry to Sarah, that's quite I thought my name was bad. Uh, from Baker Valley, Michael Espazito from BUSD, Miss Holly Bowser. The K16 collaborative teacher pathway program is a vital initiative aimed at addressing the teacher shortage in our region by cultivating and and sustain a sustainable homegrown pipeline of educators as part of a larger state-f funed effort. This program is designed to create streamlined career education pathways under the umbrella of the Inland Empire Regional K16 Education Collaborative, which prioritizes the education sector as a key pathway. Thank you for all your commitment to inspiring and supporting our future educators. On September 25th,
056I had the opportunity to participate in a site visit alongside board members Leonard Williams and Elizabeth Gibbons as well as the USC outreach leazison Ruth Sandal. Sandival and I believe uh Dr. Williams was with us as well to the San Bernino County Superintendent of Schools Whole Child Collaborative. The session underscore the vital role of community partnership in addressing the social determinants of health that influence our students and families. A highlight of the event was the presentation on coast community outreach and support team a multid-disciplinary outreach initiative serving Rancho Cukamonga and the inland Inland Empire. Coast provides crisis response facilitates connections to behavioral health and housing services and offers real-time resources that support both families and schools. Additionally, Lynn Kennedy, promp Mayor of Ranchukamonga, shared inspiring insights on youth leadership through the healthy R healthy RC
057peer leader program, which empowers middle and high school students to champion healthy living and civic engagement. The SBCSS whole child collaborative is a district-wide effort dedicated to fostering a comprehensive student- centered approach to education. Its primary focus is on addressing all aspects of a child's well-being, academic, social, emotional, physical, and mental health to promote well-rounded development and improve educational outcomes by uniting schools, educators, families, and community organizations and mental health professionals. The initiative strives to create a supportive environment that enables students to flourish both academically and personally. During the session, we gained valuable insights into how strengthening social and community context and neighborhood and neighborhood and built environment can significantly reduce chronic absenteeism, improve student mental health, and foster stronger connections between schools and communities. It's mouthful. I want to thank Miss Hilton at Marston
058Intermediate School and her sixth grade class for inviting me to Wonka Day, a celebration of their completion of the book Willy Wonka in the Chocolate Factory. It was great to see all the fun the kids were having and enjoy some sweet treats as well because what would Wonka Day be without candy? On September 30th, I attended the Center for Teacher Initiative CTI orientation at Los Domingos hosted by William Brown from the Riverside County Office of Education. The session was designed for both year one and year two candidates in the program. This year there are a total of 40 candidates and 27 coaches supporting teachers who are in the preliminary credentiing process as they work toward credential clearance. I would like to extend my sincere appreciation to Miss Monique Caj, executive assistant to personnel services and
059Mr. Jorge Gutierrez for their their dedicated efforts in managing and supporting this vital program. Their commitment is instrumental in the successful growth of the CTI year after year and we are pleased to see its continued expansion supporting our newest educators. On October 2nd, the board hosted its second governance workshop focused on leveraging local nonprofit organizations for enhanced community outreach. During the session, Barer Community College President Dr. Eva bag offered valuable insights including innovative strategies for expanding the team to better inform the community about the programs and services offered by both the college and bar state school district. Moving forward, the group will concentrate on establishing clear objectives and goals to guide their efforts. The next workshop is scheduled for November 4th. Says November 2nd, but I'm pretty sure it's November 4th. Yes. >> November 4th,
060right, Mr. Williams? On October 6th, board members Leonard Williams and Anthony East accompanied me on the Barsto High School CTE field trip to the Rio Tinto manufacturing tour in Boron, California. The 16 Barstow High School students along with Barto High School CTE teacher Mr. Sheldon and Miss Bowser were able to gain insight on the many career opportunities available to available to to students after graduation. And on October 10th, Mr. Beaton, Mr. Godfrey and I attended the 2026 2027 LCAP kickoff, a guide to successful planning event in Rancho Cukamonga. Yes, we're already looking at 2026 2027. On October 16 at 10:16 a.m., BUD will participate in the Great California Shakeout Earthquake Drill. The core of the drill is practicing the life-saving action that everyone should take immediately when the ground begins to shake. Drop to the
061ground before the earthquake drops you. Cover your head and neck with one arm and crawl under a sturdy desk or table for shelter. Hold on to your shelter until the shaking stops. If there is no shelter nearby, crawl next to an interior wall and cover your head and neck with both hands. Finally, on October 23rd at 6 o'clock PM, district staff will attend the California Seal of Biiteracy Awards Ceremony at Oak Hills High School. This event recognizes students who have met the full criteria by the end of their senior year. Currently, 14 students are slated to be recognized for the for I'm sorry, lost my spot. are slated to be recognized recognized for achieving proficiency in both English and a second language. So far, students have demonstrated proficiency in Spanish, Tagalog, and Telugu and Arabic
062in some cases with additional te testing in Arabic underway. By the end of the year, we anticipate that up to 30 students will earn the seal. This recognition is part of the statewide seal of biiteracy initiatives spearheaded by Ted Alejandre. It highlights the valuable bilingual skills our students develop and celebrates their linguistic and cultural achievements which leads to light bold moments as they travel through their academic journey with BUD. >> That's my lot of information there. >> Uh next we have board reports. Mr. Williams. >> Well, the superintendent covered everything. Um the whole child collaborative um I mean Donna Rancho was very good. Um I took back what I thought we could use. Um some of the things I don't think we have the infrastructure within not just the B USD but the city in
063general work together on it. But was a very very good um I really did enjoy it. I really did enjoy the real Tinto tour. Um gave gave the young kids an opportunity to see what's out there for them. Um and that's always a good thing. I I enjoyed that thoroughly. I really enjoyed giving a $500 grants grants away to the teachers cuz they were so surprised. They really were so surprised that they were getting it and even their classes were excited for them. So that was that was a lot of fun to do. Um I did a whole bunch of other stuff, but I don't remember what they are. But um seemed like a long time since we had a last board member uh board meeting, I should say. >> I think it's been an
064extra week. >> Yeah. But other than that, that's really all I have. And thank you for Cameron. Um I thought that was amazing. I really enjoyed that. Um um I wrote a bunch of stuff down. >> I think we still have a Cameron student who presented out here. >> Yes. >> Thank you very much for that briefing. >> Well done. >> And to all the PBIS awardees that was fantastic. So >> yeah, thank you. >> Thank you. >> Yes, sir. Uh, first I'd like to say happy Hispanic uh heritage month to everybody and uh we're proud people and we've uh had a lot of war heroes and uh somebody that uh formed uh the union for the farm workers and uh got people like Mr. Ray Perea that would join the army during the Vietnam
065War that were willing to give up their tomorrows for our country. Uh in fact, Mr. Espinosa was one of the first Barcelo people killed during World War II. He lived on Sixth Street and White Street. Uh that you know that we had a P forto uh Mr. Vafana during the Korean conflict. Um, and also I'd like to uh congratulate the uh players uh football players for Barstow for the Axe game the other day, you know, and uh it was a pretty cold night and uh it was nice to see him uh come back, you know, Vicville came out swinging and uh me and Mr. Dr. Williams were sitting on the sidelines over there and I told him I said if they don't score here that they're done and they didn't score and they were done
066and uh you know me and Miss Pria we uh participated in the axe game. It's a very big game you know it's that people our community take it very seriously. Um I can remember back when I was coaching in 99 uh they had lost 23 games in a row Victorville and we were seven and one. We went into the game and they beat us uh 32-10. So, anything can happen in that game, you know what I mean? And the Victorville people, they say it's not a rivalry because they got Alpha Valley and stuff. It's only a rivalry to them when they win. So, you know. >> Yeah. Exactly. >> And I went to uh the to JV football game, a couple of them. Just like you said, it's been a long time since we had
067a last meeting. I went to a volleyball game, a JV volleyball game at the high school. Was very the girls are really intense. They were really into it. You know, it it's awesome to see kids like that. You know, it it's it's really rewarding. Uh also went to the car show Saturday and Mr. Williams was there. He was sitting in the shade drinking his lemonade. Was happy. He looked like a pig in mud over there. He was happy as heck, you know. >> Oh yeah. And uh another thing, you know, I you know, this is a plea to the public, you know, uh our classified certified employees, you know, they try their best, you know what I mean? And and uh when a public someone from the public comes and jumps down someone's throat, it's
068really not that good. You know, it doesn't look good, you know. as a lead custodian. I can remember uh and a custodian parents would come when they lost their clarinet, you know, and be yelling at me and stuff, you know. It's part of the job. I know it's part of the job, you know, but uh it's just, you know, just have some class when you uh approach one of our employees, you know, it's I'm I'm a big employee guy. I I I was I was one I'm still feel like I'm part of the employees, you know, and it just saddens me when somebody just gets down to their throat, you know. It it just there's nothing I can do but fume and, you know, get really kind of mad about it and uh you know,
069and then other employees, you know, uh just stay in your lane, you know, worry about yourself. Don't worry about the guy next door or the teacher or the custodian or the vice, you know, just do your job, you know, stay in your lane. You'll be a whole lot happier person. You know, I visit the uh the uh shop class for the second time. And uh we uh Mr. uh Shelton, you know, he's just a awesome guy, just an awesome kid, you know. I I I seen him in high school. I I seen him go all through uh his training and stuff. We're at and uh he really uh he knew everybody there. I thought that was a very good trip to the kids. You know, it was an eye openener for him. You know, there
070they were very blunt about the employment. You know, they they told them to think on their own feet. Uh they also told them if you your uh your message or if your message is full or it's not set up, they're not going to call you again. They they've mentioned that three or four times. They they just won't, you know, and they got good paying jobs up there. Um it it was a nice trip, you know. Uh we went uh it was even nice that they fed us a little Subway sandwich afterwards. I really like that a lot. And uh but anyhow, it's uh I believe in the CTE, you know, that it's uh it's coming along real good. Uh they're going to have a barber class next year, I believe, that they were saying that.
071And uh we have a wood shop down there at Central High School that's uh unused. I like to see that, you know, utilized some way. Uh just like we said before that not everybody is going to go to a four-year school. you know, a lot of kids in Borso aren't, you know, and uh when we're in that when we visited the class at the shop up there at the uh welding class, those kids were awesome, you know, they were I I talked to a handful of them and you know, they were they were just ready, you know, and and Mr. Shelton, he's just interacts with them so good, you know, he's he's just a awesome awesome uh teacher and I'm glad we have him. And uh really that's all I have to say and uh
072congratulate the players again for the victory of the axe game. That was a big game and mostly for the seniors you know and that's all I have. Thank you. >> Thank you Mr. Freya. Well, I'd like to uh congratulate all the PBIS recipients uh Cameron Elementary for their presentation and uh that's all I have. >> Thank you. >> Um just wanted to echo a lot of what uh the other trustees have already said. Uh you know, I always love I'll say it every single time, but I love having the kids here. It's it's just the best reminder of why we're doing uh what we're doing. Um also congratulations on the axe game. I do know how much it means to everybody in the community. Um so good job. Um also for PBIS, I know that's
073a lot of hard work. So we do appreciate it all the hard work that everybody puts in and it shows. Um and also with you know cce um I think it was eye opening. We've definitely all heard, you know, different parts of that. Um, but seeing it all and being said out loud, I do think makes it a little bit more real. Um, but I do agree with a lot of what she said. I do think that a lot of those ideas, you know, are in the room and I I really look forward to what comes out of the DTA team. Um, and the ideas that everybody has. I I'm super looking forward to seeing and hearing what those ideas are and getting them implemented in the district. Uh, next we have the student representatives
074report. Do we have >> students today? >> All right. No students today. Uh, then we'll do the representatives reports. EA. >> Um, I want to begin tonight by sharing a deeply troubling incident that took place uh just last week. At one of our schools, two first grade students completely destroyed a teacher's classroom, flipping over numerous desks, several chairs, screaming, laughing, and making threats like, "I'll wreck this whole place." They shouted inappropriate language at adults and showed complete disregard for authority. The aftermath of that destruction left the classroom in chaos. A heartbreaking and traumatic sight for both the teacher and the student who had to return to the return to the class the same day. This kind of violent behavior has a dramatic impact on our educators and their children. Teachers are expected to maintain calm
075and safety in an environment that at times feels completely unsupported. We brought these concerns about violent student behavior to this very board last year. Yet no concrete solution have been put in place. I personally sent an email requesting immediate district level intervention as soon as I heard about the incident. The only response I received was, "Dear Miss Laworn Lewis, thank you for communicating this concern. I will follow up with the school site to gain additional insight and supports. I will contact you soon." That message was sent. Yet no one yet from this district has followed up with BEA. on what if anything is going to be done. We were informed by our own members that no suspensions were given and that one of the students involved is transferring to another Barto school. I'm asking that
076receiving the receiving teacher of the student be fully informed of the behavior issues and that proper supports be put in place before that child enters a new classroom. Our teachers deserve to be protected, not blindsided. And this is not the only issue being ignored. Once again, our district has failed to pay our teachers on time. There are still 13 unpaid time cards from Montana last school year, as well as unpaid time cards from the high school this year, including the new teachers training and home hospital teachers. We don't care the excuse this time. The district always has one. What we care about is accountability. Our educators should not have to beg to be paid for the work they've already done. Finally, I'd like to revisit another long-standing concern, which is the solar panels. Only one
077of our schools currently has working solar panels across the district. These panels have taken up space for years, sitting broken, unused, stripped of wiring. We were told that these panels would save us money and help schools, but instead they've done neither. Every day they sit idle. Our schools lose opportunities to reinvest those savings into teachers, students, and classrooms. So tonight, I asked this board, when will these issues be taken serious? When will we see real action? Not just promises or words. Our students, our teachers, and our community deserve better. It's time for accountability, transparency, and meaningful change. And to those of you who have asked me to be positive, I ask, how can our membership be positive when changes are not being made? When broken promises continue and when our teachers and students are forced
078to endure destroyed classrooms and major disruptions, positivity cannot positivity cannot replace responsibility. We need action. >> Thank you. Do you see it? >> Good evening, everybody. I hope you all had a good uh 3-day weekend. Um we just have a few updates today. Um our CSEA negotiations team is looking forward to beginning contract negotiations with the district team. We do have um some tenative dates scheduled um starting next week. So, we're hoping to hopefully over the next day or so um be able to confirm those dates. Um earlier today, we had a membership blitz and we are pleased to share that we had four new members that signed up um today to join our union. Um this year we have several of our board positions um that are up for reelection. So we have our
079president, secretary, and sergeant at arms positions that are up for election this year. We'll be doing nominations now in October and November with um voting taking place in December. And also we're going to be begin planning our end of year celebration with the goal of creating a fun and enjoyable event for our members to come together, connect and celebrate their hard work. Um, also I do want to give just a little shout out um to Mr. Dominguez. Um I we had had an issue that came up with Montterra had like no water and um we had a member reach out to us about a custodian a night custodian and so I called over to Montana got all the information and he followed back with me pretty swiftly and you know got this situation handled. So
080I just wanted to give a little shout out to Mr. Dominguez for getting back with me and taking care of the issue that had been brought up with us. >> That's it. Thank you. >> Commission walk a little bit here. >> All right. Good evening uh board members, staff and distinguished guests. Uh this is the report from the personnel commission. Uh we currently have two interviews in process. We have three recruitments that are in the testing stage and two recruitments that are uh currently open. Uh our statistics are we have 363 classified employees, 1638 hour full-time, 119 benefited part-time and 81 non-benefited part-time. And as always, we have our classified management employees. We have 17. Uh with the classifications in security, we have no vacancies. Uh safety, no vacancies. We fill those positions. Custodial, we
081have two newly established positions. The champions custodians. We're still working on filling those vacancies. Currently, our priority is to fill the par position TKs. So, tomorrow we will be conducting interviews here in this room. Uh we're screening about 30 candidates and trying to fill all those positions. So that is our goal for tomorrow. Uh what else do we have? We conducted the director of facilities maintenance and operations recruitment. Um had a selection interview offer was made and we're currently on boarding the candidate. Uh the next board meeting will have further information probably an announcement and official board item. Uh what else do we have for you? We have been we have completed the nutrition services worker one interviews. Uh those individuals are all being onboarded and processed as we speak. Uh for when we I
082have one more comment on the pair of educators. We reopen that recruitment because we need so many of them. We start out with a hundred and it's like inverse pyramid, right? We end up with 20. uh at the end of the process, give or take. Uh we opened again and I can report that we we currently have another hundred. So we'll be able to squeeze another 20 out of that and we'll keep checking along until we can fill those positions. Uh we're using the online services to advertise our positions. So we're posting all over the place. So that's been working to drive a lot of traffic to our edge application to get us more candidates. Um, we also have the nutrition services operations manager, the position that you approved, uh, that is open. We'll close
083next week on the 23rd. We currently have 19 applicants and, uh, we'll expect to get a few more out of those. We've seen some very, uh, very worthy candidates in that group. Um, for note duties, we've been processing a lot of applications. We started out with 34 applicants. So, we're processing through all those applications to get those individuals on boarded. Um, we're um let's see, we're also onboarding some uh substitute paras and nutrition service workers. So, there's always a big need for those. And um we'll be attending a job fair uh with the Barstow at Harvey House next week on the 23rd. So, we'll be trying to recruit some individuals there at that time. And uh our next uh personnel commission meeting in this room, Thursday, November 13th at 4:30 p.m. Uh and that is
084the report for the personnel commission. >> Is there any questions? So the uh sublist for custodians, you you you have a sublist. >> Yes. >> You have an established sublist. >> So someone calls in at the high school custodian. Are are is somebody getting called to replace those kids, those workers? >> They're being called. However, individuals are not picking up the jobs. And it depends on uh the site. Some individuals um only accept certain sites, not all. Some only accept certain shifts, not all, because they have other jobs or they're going to school, and they have other reasons why they don't pick up the the shifts. What I have been working on is on advertising with current employees to uh in order for them to accept either extra time or overtime if we do have
085a somebody that's out to try to reach out to them to see if they can fill up uh those hours that are, you know, when people are out. So, are you working on getting more candidates for the sub, you know, list or are we just going to leave it as where we're going at right now? >> Our our custodial list did expire, so we have two options. We can either extend the list and try to try to bring some more people out of the the list that currently exists. It's a large list, so there is still a lot of candidates. or we have to um recruit, test, and go through that process, which would take longer. I believe um the direction we're going to go is probably extended. Our next meeting is in November. So,
086we'll do that then and then try to reach out to see if we can get more. We are going to be hiring some more custodians. There's more opportunities there for jobs anyway. So, we'll try to dip into that list, bring him back out. Um yes, and we can look for some more subs out of that list. >> Thank you. with the paras um is that just paras or is that list parah and sn or for paras we're currently open we extended that recruitment another 10 days we have 59 applicants in that currently and in the same way we're driving a lot of traffic to that particular um recruitment because the need is great and the the our our applicant pool is low. So there's not a lot of people that take those that application. Uh
087your question though is for TK Paris the same list for TK Paris is the one that we use for general ed pairs. So the other par profofessionals however the priority right now is to fill the parks which is what we're doing tomorrow. The next step after that is to fill the rest of the par educator positions, general ed para educator positions that are out there that this was the highest priority. So we're going for that. >> So par so we the 100 that was mentioned that's for all of paras but primarily we're focusing on TK then general ed and then that 59 is separate. So 159 total candidates at least at this point between all of the pair of positions. >> Our current list merge list has 60 candidates. The 100 are separate from that
088but out of those 100 we may get 30. So that'll bring us up to about 90 for general ed. And then for that paras is 5960. We may gain another 10 in the next week. So it'll get us to about 70. However, the end product out of that it'll be about 20%. >> So should be about 15 to 17 candidates at that point. >> Thank you. >> Anybody else? >> Thank you. Uh next we have the uh motion to adopt the agenda. I get a motion. Second. >> Second. >> All in favor? >> I. >> All right. Uh, next we have the consent agenda. Does anybody have any items they would like to pull? >> Not sure. >> Um, I have K27, the project lead, and A47, the facilities master. Facility master plan. U can
089I get a motion to approve with items pulled? >> So move. >> Second. >> All in favor? >> I uh birth is K27. This is the consultant agreement project lead the way Barsto STEM Academy. >> Yes. Uh Mr. Godfrey. >> Yes. Uh there's an initiative at Barcel STEM Academy to create um CTE pathways for their grades 5 through 8 and uh in an effort to do that they have been searching for curriculum that will support the work that they're trying to do with students and they landed on project lead the way. What we're requesting is to enter an agreement with them to both train our teachers on curriculum and get access to both digital and hard copy uh curriculum. The curriculum will span across all uh four grade levels. Grades five and six is what
090they call foundation of design. Uh it's design and modeling. Uh students learn the engineering design process from brainstorming to prototyping. Uh when they get to grade seven, uh it's titled exploring systems and code. This includes automation and robotics, medical detectives, and magic of electrons and app creators. And then finally with grade 8, it's real world application. So kind of a culmination of the learning throughout the first three years. Uh challenges to students to tackle complex real world problems by applying their skills to advanced topics like aerospace and sustainable design. Uh they'll engage in flight and space exploratory um concepts, designing, building and testing air foils and rockets and also uh green uh architecture focusing on sustainable designing environmentally friendly structures considering building materials, energy efficiency and site planning. Prior to bringing this to the board,
091I met with the teachers at STEM along with principal to talk about the vision moving forward and they are very excited to not only uh get access to this curriculum but make it Barcelo STEM Academy centric. So they're going to try and touch all four aspects of STEM, science, technology, engineering, and math. Each of the teachers that we've hired have a lot of energy and passion uh for their uh subject matter and they're going to take the concepts in this STEM curriculum and make it their own and use student voices to create that. >> Questions? >> I'm guessing these these classes in particular will be filling in in like elective spots. I'm guessing >> correct. >> Okay. and it's part of the overall initiative to increase the student body size at STEM Academy, adding 33
092students each year. Uh we're in year two of that phase. So that by the time we get to year four, we'll have what's the math there? Um 33 time 4. >> Yeah. >> What is that? 132 >> 20 + 12. Yeah. 132. Yeah. Yeah. >> 132. >> Yeah. Got it. Okay. uh increasing the size of our STEM uh population >> and the overall initiative is to connect to the STEM pathways at Borsa High School and create more robust activities for students so that eventually we'll be producing more engineers, more doctors, more nurses, more biologists, so on and so forth. >> And this what we're actually approving is the curriculum and the training. Is that what this portion is? What we have >> right now? It's primarily training. >> Okay. >> They're going to get access
093to the curriculum and start working on building units of study. >> Okay. >> You'll see in a couple of months because right now they're engaging in creating that and a new course outlines will come to you in a couple of months which is what we'll ask you to approve as well. >> Thank you. >> All right. Nobody else has any Oh, and uh just on comment side, I I think it's great. I was kind of looking at a little bit of the information you guys had in there. So I think it's exciting for the kids. Good opportunity. So thank you. >> Great. Thank you. >> Um can I get a motion to approve? >> No move. >> Second. >> All in favor? >> I >> All right. And the other was 247 the facilities master
094plan services agreement with DC architects. >> Yes. Um Mr. Beaton. >> Yes. Thank you. All right. So, we had a a request for proposal RFP 26-001 is published in all circulating newspapers in the high desert of April 20th, 2025 and April 27th, 2025. The proposal deadline on May 13th, 2025 at 2 p.m. On the proposal deadline of May 13, 2025, seven proposals were received and open. The district committee then evaluated the seven proposals and recommended four firms. uh of those four firms, DC Architects was found to be the lowest most responsible qualified proposal. Uh based on the described scope of the work within the attached service agreement, DC Architect's base fee for the facilities master plan is a lump sum fee of $137,500 and we're recommending approval. Um, I was just curious if inside of
095there that we had any project timeline or if you've had any discussions with them as far as when we're looking, you know, as like a rough idea for completion of the facilities master. I know it's comprehensive, but >> absolutely. But we're uh I'm also interested in that. So, um, we're right now we're looking at 10 to 12 weeks. So, that put us at the end of the January. Um mostly because uh site visits will have to be done. We'll have to do a demographic study. Um also with the BNSF project kind of we may have do a plan A, plan B to see, you know, or do another facilities master plan efforts approved after two years. So we're still uh going through that process. Um and plus we have the holidays too, so um they
096take a break too. Um but there I did speak to him. He said we can wrap it up if we'd like, but I would think we would want a more accurate um thorough proposal if we wait till the end of January and that's what we'll we'll get. So >> any other questions, comments? Yeah, when it when I looked at this and I looked at the exclusions on this contract, um they were talking about and it it just popped in my head topographical surveys. Well, if you're going to build a new site, you would do that. Not necessarily if you're looking at the existing site and doing the master plan. Got it. I answer my own question. >> Okay. I like when that happens. >> Yeah. As soon as I said it, I was like, "Oh,
097yeah. I've got that." >> Thank you. >> Yes, sir. >> All righty. No other questions? Uh, can I get a motion to approve? >> So, move. >> Second. >> All in favor? >> I. >> All right. We'll move on to discussion items. Uh first general L11 SBCSS agreement number 2526441 superintendent adviser. >> Yes, this is the uh continuation of the contract agreement that we have with San Bernardino County Superintendent of Schools to provide superintendent advisor to work with both the superintendent and the board of trustees. You know that as J them as Jan Gonzalez and Dick Bray. So this contract would be to continue that work with them that includes coaching and advis advising the superintendent. Facilitate the board's informal evaluation of the superintendent. Facilitate the board's formal evaluation of the superintendent. Facilitate the board's
098self-evaluation process and provide a report to the board on survey results and possible with possible recommendations. And provide workshops to the board on effective governance and any other topics based on the board self-evaluation results andor the request of the board andor superintendent. And again, this is the work that we've been doing with uh San Marino County Superintendent of Schools, Jen Gonzalez and Dick Bray. And that this is the work that we continue to do. Um we just finished up the our vision and mission statements and are now working on the governance handbook. So this will continue that work and is provided to the board for approval. >> Thank you. Any questions, comments? >> Yeah. Look forward to the getting everything wrapped up. Yeah. Getting the work done. Uh, can I get a motion to approve?
099>> I move we approve. >> Second. >> All in favor? >> I. >> Okay. >> Uh, next we have business services L41 purchase order listing uh September 16, 2025 to October 6, 2025. >> Yes, Mr. Beaton. >> Thank you again. Uh the district is recommending that the board approve the 165 purchase orders listed in the attached purchase order board report totaling 12 million 912,42.31. Anyone have any questions on any line items, comments? Can I get a motion to approve? >> I'll move. >> Second. >> All in favor? >> I I >> All right. Uh next we have personnel services certificated L6A1 public hearing for provisional intern permits or PIPS for educators for the 2526 school year recommending the board of trustees adjourn to a public hearing to provide an opportunity for the board to receive
100input concerning the proposed provisional intern pits uh permits or pips. It is 5:39 or 6:39. Sorry, I was looking at the seconds and thinking on the 50s, but yeah, 639. Excuse me. All right. And it is 6:40 and we will reconvene. Uh following a public hearing, recommend that the board of trustees approve the submission to the state of said permits pertaining to the California teaching credential requirements. >> Can I get a motion to approve? >> So move. >> Second. >> All in favor? >> I. Uh, next is the uh L6A2 employment of certificated contract personnel for the 2526 school year. Yes. And in Mr. Gutierrez's absence, uh, this is the staff member that you just approved the PIP for, same Dolores Rodriguez, and she's being presented to the board tonight for approval as a certificate
101of contract personnel. >> Questions, comments? >> Hire her. Yep. All right. Uh, can I get a motion to approve? >> I move we approve. >> Second. >> All in favor? >> I. >> Uh, next is classified L6B1 request for reduction of hours of classified personnel. >> Yes. And I can address this item. So, we have a school administrative manager by the name of Ariel Vera. He works at Monta Elementary School. And Mr. Mr. Vera as well as his principal, Mr. Dominguez, uh met with me several weeks ago. Mr. Vera is working on his education and in order to continue working on his degree, he has to be in school on certain days at certain times. And in order to make it to Cal State San Bernardino in time, he has to leave at uh what
102would still be during his current contractual hours. And so in meeting with me, he requested that uh we come up with some way of um adjusting his hours. And in that discussion, it really wasn't going to work out uh for him because he would end up having to leave uh Barstow at like 1:00 in the afternoon, drive to CSUSB, be in school for several hours, and then drive back and be back here at like 9:00 in the evening and work until 11 and then be back at it at 7 o'clock, 8 o'clock in the morning. and it just in in all the things that we tried to do in order for him to maintain his eight hours per day, we just could not come up with um a a a schedule that would be convenient
103for for Barcel district as well as Mr. Vera. So, uh in order to support Mr. Vera and this is um this request comes with the support of Mr. Dominguez as well. Mr. uh Vera has asked for a reduction of his for his of his hours in order to continue his uh education and to be able to be in class on time. Mr. Vera is an excellent employee. He's been doing an amazing job as Sam out at uh at Montter. Mr. Dominguez is highly supportive of his work as Sam as well as his work on his education and is completely supportive of this reduction in hours and feels like it is the best thing for Mr. Rivera as well as the best thing for Barcified School District. We believe that Mr. Rivera will continue working for
104Barci School District, continue to expand on his possibilities with Barci School District as we provide him this support in order for him to finish his education and is provided to the board for approval. >> Questions, comments from me. >> Can I get a motion to approve? I move we approve. >> Second. All in favor? >> I. >> Next is L6B2 increase in work hours of classified positions. Uh two para educators and one health assistant. >> And I I I know that Miss Mrs. Hodgej is over there and Mr. Gutier has provided her all the information. I'm going to try to wing this one because this one I don't have a lot of information on. But uh basically it looks to me like all good things. Uh we are increasing the hours of PAR educator SN
105at Barcer Junior High School from 6 hours to 7, par educator ELLL at Skyline Elementary from three and a half to six hours and a health assistant pupil services from 6 and a half to seven hours per day. Uh as the board is aware, uh staffing has been a challenge for Bars Unified School District. And one of the ways we've been trying to tackle that challenge is by increasing the hours of certain positions to motivate and inspire staff to to stay with Bars Unified School District by providing providing them additional hours. And this also obviously supports the the school sites that these positions are at. Uh the financial implications are listed here on the agenda item. And uh this is provided to the board for approval tonight. Miss Saj, did I do well enough? >>
106I'm actually going to Good good evening board members. Um Monique, executive assistant to Mr. Or I'm actually going to defer this to Mr. Mr. Ortiz. I think he knows a little bit more information than than what I do. So my apologies. >> No, I'm sorry, Mr. Ortiz. Didn't did I Well, >> you did well. >> Yes. >> Did I miss anything? >> No. Um just in addition this is also in accordance with u the classified employee contract is uh article 8.4 it's it was triggered by a 20-day rule. So uh that's why the increase in hours has to occur. That's why is being brought to you for >> questions comments. >> Let's do it. I was just curious if from part-time to full-time and whenever we talk about all that switch over where exactly is
107the line that as far as how many hours then makes that delineation >> four hours >> is it three and a half once you go from three and a half to four >> four hours is where you become benefited so that would be considered fulltime >> okay >> four hours >> yeah I hey I think it's good and yeah thank you for the >> staff so So, might as well get a little bit more time from those. >> Yeah. >> Benefits them, benefits us. >> Sounds good to me. Can I get a motion to approve? >> So, move. >> Second. >> All in favor? >> I. >> Um, does anybody have any items for future meetings? >> Yes, we probably do need to get a briefing on the solar panels. >> Yes, I have that
108for you for Friday report. It It will be in Friday report. Thank you very much. I I meant to get that to you last Friday and we ran into some technical difficulties. So, it will be on this Friday report. >> Thank you. >> Welcome. >> Um and I did have something um for close session to go back to a second. Shouldn't take too long, but >> did want to touch on something. >> Okay. No words. >> Is everybody else good? All right. Well, it's at 6:47. Uh we'll journ for second close session. [Music] [Laughter] [Music] [Applause] [Music] Heat. [Music] Heat. [Music] Heat. Heat. [Music] Hey. Hey. Hey. [Music] Heat. [Music] Heat. [Music] [Applause] [Music] Heat. [Music] Hey. Hey. Hey. [Music] All right, it is 7:25 and we are back from close session. Uh the board
109did not take action on any items in close session. And can I get a motion to adjurnn? >> I'll move. >> Second. >> All in favor? >> I 7:26 meeting. >> Thank you. You're welcome.