001uh um you know I'm a big uh backer of the CT you know e I really believe in it. Um I also went to the uh football game uh Toronto football game and uh we fell short by one point and I know we're 0 and3 right now and uh uh you know we're I you know I went I listened to Tom Flores the Hall of Fame coach the guy that coached the Raiders at a clinic back in 1984 Shriner's clinic in in Los Angeles and he was talking about winning and losing. I don't know if I mentioned it before but I'm going to mention it again. He was talking about winning and losing. He says, "When you lose, you got to give the other team credit. They work six days to come and take it
002to you and win. And when you win, act like you won before." You know what I mean? And uh you know, you can blame the referees, you can blame that, but when you win, you don't seem to blame the referees. You know what I mean? So, you know, we just got to take it. Uh and I you know, I kind of agree with Mr. Tim Justice talking about the posting the uh the agreement. you know, we all know who's responsible for it and stuff, you know, and uh not that I'm going to know how to look it up, you know what I mean? But I think it's a good idea, you know, because there's a lot of people into that kind of stuff. And I went to a this non high heist non district uh
003uh issue. I went to a game Saturday at Saltana High School, Bart Youth Football. They they got the five, six, seven year old kids and eight year olds who don't waver very much. A coach, one of my coaches from Barca was out there yelling at this poor kid that ran jumped off sides and was just on and on and on and they went on the sidelines and kind of grabbed him. You know, that's not that's not good. You know what I mean? I I didn't I didn't really like seeing that. The poor kid went out there after that. And I'm a little old coach. I was seeing what he was doing and the kid was afraid to get out of his stance for the next few times. You know what I mean? Seven-year-old kid. My
004god. You know, and I know it's not school related or anything like that, but it sure bothered me. It's still bothering me. Thank you for letting me share. >> Thank you, Mr. Freya. >> Well, I'd like to thank uh Skyline North for making the presentation. uh sharp, articulate kids did a great job. Uh I'd like to also uh congratulate all our uh employees of the month. Uh it's great to uh match a face with a name and uh they do a great job and uh uh I would appreciate the fact that we are honoring them. They're doing good. That's all I have. Thank you. >> Thank you. Um I'd just like to echo both what uh Miss Given and Mr. Perea said as as far as the kids um from Skyline. I mean, man, the
005projection, enthusiasm, articulation. I mean, they were very well spoken. Um and it's always it's always nice to have the kids here. Uh I definitely enjoy having them here and just uh it's always my my personal reminder why we're here, why we're doing the work we're doing. um and also with the employees. Um Labor Day is just another reminder, but we wouldn't be here without the employees and all the work that all of you do. So, thank you to all the employees and congratulations for all the winners for this particular month. Um and also um just to share the the general excitement with the the governance workshop and just to say thank you uh to all my fellow trustees. Thank you for being participants and all of your input. Um, just from my perspective, I love
006hearing what everybody has to say and I think our final product is a representation from everybody. So, just to say thank you to all of you. >> Um, next we have the student representatives report. >> Hi guys, um, so we had our back to school night and uh, along with our ASB team, we were there. we were there helping out uh people that needed to be like located to our classes and stuff because we do have a pretty big campus. Other than that, we have a spirit week this week. Uh today was our um our tourist tourist Tuesday as tomorrow is going to be uh ocean inspired. So, we're going to be wearing mermaid scuba gear or shades of blue, you know, trying to get the school spirit up as uh as we lead to
007our homecoming nets. uh this uh Saturday. It's aloha tiki tiki and it's going to be based on just uh like Hawaiian wear and stuff. And other than that, we have our homecoming game coming up. Along with our homecoming game, we do have our floats, our floats for our princes, uh princes and princesses for our homecoming theme. And our nominees and uh king and queen will be nominated on the Friday night game. We'll also be featuring Kona Ice and Cookie Crumbbo at our uh homecoming game. And I just want to give a shout out to our ASB team. They've been working immediately hard. They've been working nonstop. Everybody's been high energy, energetic, and overall just great people. And uh we also have our powderpuff season coming up with our events. We have our schedule out on
008our ASB account. And our student of the month post, not a student of the month, our teacher of the month voted teacher was Mr. Lawrence as he demonstrated dedication, spirit, and willingness to our students at Barto High. And I would like to personally thank you. That's it. >> Thank you. >> You are more than welcome to stay uh for the whole meeting if you'd like or, you know, if you'd like to exit, that's fine as well. You have a good day. Thank you. All right. Next, we have BEA. >> Good evening, everybody. On behalf of BEA, I'd like to speak briefly this evening. As part of our ongoing commitment to supporting both our teachers and our students, BEA will be taking some time to look into a few matters at the high school and the
009junior high. This process is part of a normal practice of making sure that any concerns are heard, understood, and addressed thor thoroughly. Um, our goal is to always to strengthen the learning environment and to ensure that our educators have the tools and supports they need to do their best work. If through our review we identify issues that require additional attention, we'll reach out to Mr. Guteras to collaborate on the next steps. We deeply value the cooperative relationship we are building and we'll continue to maintain open communication. so that the solutions are found in a respectful and productive way. Thank you for your time. >> Thank you. >> Next we have CSEA. >> Hi Carrie Thomas, chief communications officer. Um I'd like to start by saying um congratulations to our certified our uh class I mean
010our classified employees of the month. I also like to say I'm really happy to see that the substitutes are being rewarded as for many of the sites there are backbones that are leaned on to keep things functioning and going. So I think that's excellent. Um we do have a in teams negotiation coming up on the 22nd. Uh we're hoping to get an official uh across the table meeting hopefully with uh the district side by the end of the month whether it just be exchange uh proposals just a quick exchange. Um there is nothing really to report as far as anything as far as grievances or anything of that matter. Uh there is a couple matters that I was asked to bring bring forth. One is there is a parking I thought that was a fire
011alarm. I thought trying to prove this right. Um there is a parking issue at the high school. Apparently the church has shut down the public their parking lot to the public. Uh several staff members, both certified and classified, received parking tickets upon the first couple days. Uh the SRO was kind enough to intervene and see that those were not enforced, but he did inform the site that it is not a long-term solution, that there is going to be some kind of parking needs that need to be addressed. Um, the other one is, um, we do have a couple reports of parents harassing our custodial staff at the high school during after school events. Um, in fact, one that was serious enough that they actually filled out a violence prevention uh form. Uh, you know, our
012staff is there to help support for these extracurricular events. um you know they they're not there to be beraded by the public. If they do have complaints, we would like to see that there's some kind of admin on site to help intervene on these things to get in between our staff and the the iate public that is upset with them. Um we just like to make sure that's brought to your attention that they are they acted professional. They walked away and they left. But you know they're they're help the public. They don't want to be harassed at the same time. Uh other than that, not much to report. Most of the sites seem to be going okay. Few bumps in the road, but uh between uh Mr. Gutierrez and the site admins, we have been
013able to smooth over a lot of move. So, thank you guys. >> Thank you. >> Uh next we have personnel commission. >> Yes. Uh good evening board members, staff and guests. Uh this is the report from the personnel commission. Uh these are the statistics for this month. We have three interviews in pro process currently. We also have five recruitments are in the testing stage. Uh we're doing a lot of testing this month and we have two recruitments that are currently open. Uh we currently have 380 classified employees. Uh 163 of those are full-time uh employees. We have 119 benefited part-time employees, 83 non-benefited part-time, and as always, we have 15 classified management employees. Those are all in our statistics. On the classifications, um with uh campus security, we have no vacancies. With safety, we do
014have the three vacancies still. Uh Henderson, one at the high school, and one that is the newly created one at STEM. Uh, we have a good list now and we're currently scheduling interviews. So, we're working on the interviews for those to get those filled. Uh, custodial, we have no vacancies and I verified we have 12 eligible substitutes on the list. That doesn't mean that they're going to take the job, but we have >> Let's see what else do we have. >> As soon as um, like I mentioned, we're the last day of testing for us. We're testing almost every day morning and afternoon is uh September 26. So we're testing all the way until the almost the end of the month. Uh as soon as we uh we complete a a series of testing for
015classification, we create a list and we're we're open to interviews. So that's our process. Uh we're trying to get those uh the rest of those TK par educators uh done as soon as we can. So it would be that one and the campus safety campus safety is already in the process. We have a list but the TK par educators is the the next one that we're going to fill as soon as we get those list. Um let's see. We're also testing for translator interpreter uh parn NSW1 and sub. Um, we have interviews for NSW2s and threes on September 16th, next week. And we also have interviews for NSW1's already lined up for the 23rd of this month. For the subller, we have about 70 applicants. So, so far, so there's a lot of interest in
016that. Uh, let's see what else do we have uh to report. Uh, the staff, the commissioners, and I myself will be attending a conference for merit systems. This is the personnel commission association of southern southern California. This will be on September 24th in Downey. So um we'll be there uh training all of us training. Our next PC meeting is this coming Thursday uh September 11th at 4:30. So please uh join us uh if you want to hear more information. And that is all I have for this month. >> Anybody have any questions? Comments? You said 4:30. >> Sir, >> here. >> Yes. >> I had a question. It's a generalized question, but particularly with the larger positions, larger meaning like the amount of vacancies that we have. So like the paras are the paras is
017that like when we're doing the mass hirings is that like kind of sorted out through pupil services or say we've got 40 vacancies but we hire 20 how they get allocated. So people services would be special needs. So they're exclusively going to that >> the paris >> big paris right TK's uh uh what else? U regular par educators out there >> pairs e paris >> right eel pairs also come from separate list. So they they go to that one. >> Uh when we're doing the uh mass interviews here which is you know we set up four stations in this room and we interview them at the same time. uh we're feeling PK paras and regular paras I mean so we're we can start to just turn them >> I'm just wondering like because I know
018a lot of the positions either say like security you know campus security or whatever we'll write it up and it's you know this school site and this many hours and like in that lane so it's like earmarks like if somebody's coming in then they're going for that job but right now we're doing like a blanket right with a lot of people so whenever we have them in in here who you know how what mechanism so say if we have 40 but we only get 20 or 30 or whatever >> right >> who's delineating that out to >> so each table when we set up here represents a different site sometimes there's two sides per table and sometimes the site expresses interest in in particular candidates or the other way around so we try to accommodate
019that here as as they're coming in uh sometimes somebody flags them to their or tells them that they want to talk to them or they specifically want to just go uh speak to a a site and they in the interview with them. So, >> okay. So, more like in the actual interview process is when that will Yes. Okay. >> And they'll write their preference on their conditional letter. So, they'll >> talk about the conditional offer. >> We we have a conditional offer for Paris. So, we we issue the offer on the on on the spot. So, it's on the spot. They write down their their preference through location. Sometimes they write two or three. Yeah. >> And then we we try to start the onboarding right there on the spot so they go to the
020next office. >> Thank you. >> All right. Next we have the adoption of the agenda. No changes for this. Can I get a motion to adopt? >> So move. >> Second. >> All in favor? >> I. >> All right. Next we have the consent agenda. Does anyone have any items they would like to pull, Mr. Williams? >> Yes. Um, K25 through 7. K42. K4 A4. >> K4 what? >> A4 A6. A4. >> Oh, okay. The other way. Sorry. >> K6. Glad you were here. >> Yeah, it is K6. >> Yeah, sorry. >> I wrote it wrong. >> Uh, the only one you had pretty much everything um is K23. I was going to add Does anyone have any other items they would like to pull? Not >> at this time. >> All right. And can
021I get a motion to um to adopt the agenda with items pulled, the consent agenda? >> So moved. >> Second. >> All in favor? I. >> Okay. Let me know when. >> Yeah, you're good. >> Okay. Uh the first item will be K23 consultant agreement 2526 school year uh number 0289 Sanino County Superintendent of Schools. Mayor. >> Yes. This will go over to Mr. Godfrey. >> Sorry, which one is it? >> A23. >> Heads up right behind you. >> Uh K23. That'll be Miss Fischer. >> Okay. So, this is being brought um before the board for approval. This is a um contract with our um superintendent of schools, county superintendent of schools for math coaching at Central STEM, Barsto Intermediate, Barsto Junior High, and Barstow High School. And um there's various days there that our
022county coaches will be coming on site and helping our um our math teachers with lesson planning, delivery, um implementation of the curriculum. Um and we are looking for approval from the board. >> I was just curious a little bit about it. These are the county um the actual people doing it, the county coaches, I'm assuming like prior teachers that have been then hired with the county. I'm >> Yeah. Okay. >> Exactly. So, the county has um under their educational services department. Um they're set up similarly um to a district. So, they have um math support um and so we've been contracting with them for a number of years. Um and we've been fortunate enough that um the main coach that they have um has been consistently with our district for a number of years and
023she's really fantastic. She also has um her her um partner in crime there who comes and um helps out at um the various sites. So they come in and and um schedule ahead of time which teachers they're going to be working with and um provide that support. Do they usually work it like in like during school hours like on prep time or how does that >> Well, um yes. And anything that's outside of contract time then then our office pays on a time card, but they're usually able to work within the school day. Um so, um and they're actually in the classroom like co co-eing with them so that they can um you know just learn best practices for in math instruction. Well, >> thank you. Does anybody else have any other questions on it?
024All right. Well, I'll go ahead and make the motion since I pulled it. Can I get a second? >> I'll second. >> All in favor? >> I. >> All right. Uh, next we have K25 consultant agreement, uh, Kagan Cooperative Learning Instructional Support Services. >> This will go over to Miss Fischer as well. >> Right. So, um this is the first of two Kagan contracts that we're bringing for the before the board for approval. Um this particular one is for um our cooperative learning coaching. We brought this on last year in the springtime. It was really successful. We were able to um provide Kagan coaching at Barsto Intermediate and Barsto um excuse me, Skyline North Elementary. And um the Kagan coaches came onto the site. They did a um day of planning with the um with
025all of the teachers on site and then the next two days they went into the classrooms and the teachers um worked through um kind of a no more than 15 minute um structure Kagan cooperative learning structure with their students and then the coaches were able to pro provide immediate feedback about how to you know make quick adjustments to best provide um that cooperative learning with the students. students. So, um this year we're expanding it a little bit and um I've um provided this information to our principles. So, if approved, then we'll be um looking into getting this scheduled amongst our sites. >> Any questions? One of the questions I had um because I figured to me it seems a little intrusive for the classroom, but with that said, this isn't this is going to be
026is it going to be required for new teachers or is it going to be required for all teachers? >> So, the way that we set it up is that well, I'm not going to say it's necessarily um a requirement for all teachers. the sites that we went into last year with Tagen Coaching. Um, again, as I mentioned, it was it's just a quick going in and working with the structure. Um, the principles at those sites did have all of their teachers participate in it. >> Um, and the majority of those teachers had already been trained with our coop cooperative learning workshops that we had provided. So, um, if there were any teachers who had not participated in a workshop, the coaches are phenomenal and they're able to provide like a a very quick like this
027is what a cooperative learning structure may look like. You're going to have your students, you know, do this, do this, and it's all about the students um engaging in whatever the material is, whatever the curriculum is um just with um within a structure. So, it's very structured the way that the students are working with each other. So, and then the coaches come in, as I mentioned, and um and give the the teachers some feedback on that. So, um as far as this goes, I haven't set up with the principles yet. Um what that could look like. It may be that um it'll depend on the site and the principles. >> Okay. So, they're going to make the determination. >> Yeah. >> If it's all or just a few, >> right? Right. >> Um cuz and
028looking at it, you know, I was like, well, you know, what if a teacher already been through it? >> Right. understands the process. >> Exactly. >> Yeah. Yeah. >> So, I just start thinking, is it just for new teachers? >> Right. Right. And it could be that some teachers will request that they have a coach come back. Um they had we had a lot of really good feedback about it last year. So, we'll see how it goes. >> Okay. >> Thank you. >> Any other questions or comments? >> All right. Can I get a motion to approve? So move >> second. >> All in favor? >> I >> uh next is K26. Uh same consulting agreement Kagan Strategies and this is for the family engagement 2526. >> Awesome. >> Thank you. >> So uh this
029is the second um contract that we're bringing to the board for approval. Kagan um as a um as a company has is branching out into family engagement sessions. This kind of came about because last year when the one of the Kagan coaches um at bars intermediate school um we were able to kind of start talking and I threw out some ideas to him and he was new to the company and said, you know, those sound like really great ideas. Let's get something started. And so this is new for their company. They're testing it out on us. And so um what we're looking at is um we're bringing to the board a contract for 12 which would represent all of our sites. family engagement sessions and a Kagan coach would come to the site and provide
030family uh basically family sessions. So, I'm going to say family night, but what we were thinking is maybe an AM session or something during the day where families can come in and they can learn about cooperative learning structures about um it there would probably be about one hour. So, it's not going to be like, you know, super intense. what those structures look like um for their students in the classroom, but also how those structures can help parents at school, I mean, excuse me, at home with their students learning. Um, one of the um one of the aspects of Kagan cooperative learning is that um of building team and class um class building. And so um an element to this will be being be um developing I guess you could say home building. And part of
031that in the classroom is that there's like these brain breaks where they do like a quick like silly game to kind of diffuse, you know, tense situations or um you know, high learning situations and get students back on track. So um they're going to provide some silly game uh silly games and um things like that that they can also do with their um families to be able to um generate a home environment that's um kind ofized. So, um, as I mentioned, we'll be, um, looking for approval with this and then this would complement our cing Kagan coaching sessions. >> I'm I'm looking at it. Well, so this is the first year we're doing it, right? >> Yes. It's the first time really doing it. So, >> get the data afterwards and see how much participation
032we've had in it from the families cuz that's the biggest thing I'm worried about, >> right? what is the participation we're going to have? Um and um yeah, I I would like to know that once this is over, what >> what does that look like in the end? >> Because I mean, something like this would go well with some of the other things we've been talking about um with outreach and and working with families. Um, it would have it really would have been nice to kind of mesh that together, you know, when we been been talking about the outreach and this program because it sounds like they will go hand in hand. So, yeah. Thank you. >> I was just curious as far as I I know we're doing like one per site. >> Are
033we like planning on doing them all kind of like, hey, try to hit them all at the beginning of the year? Are we planning on spacing them out? Do we have any >> I'll be honest with you, I don't know for sure. I do um have a meeting with um Aaron Das who I've been working with with Kagan um after this this week. I was waiting for board approval. Um so it's going to be a little bit dependent on um their coaches. I would imagine that it'll be um that it'll be kind of spread out a little bit. Um, also I would imagine that we would want to um get our coaching started in the schools so that anyone who is new to our district and hasn't experienced Kagan cooperative structures in their classroom would
034have the opportunity to learn what that is so that it'll complement the family engagement sessions as well. >> Thank you. Just hoping more like with what Mr. Williams is saying hopefully if we can get the word out more and hopefully reach more people and you know all that which I'm sure you're doing. So thank you. Um does anybody else have any questions and comments? >> All right think can I get a motion to approve? >> So move second. >> All in favor? >> I >> All right. And K27 uh data sharing agreement for CTE support services. I think this is Mr. Godfrey. >> Yeah, this will be me. Uh, this is anou with the California Community Colleges Chancellor's Office referred to as the K12 strong workforce program data sharing. It's part of the larger effort
035with the MDCP, which is the entity that supports us with our CTE pathway completion and creation of pathways at the high school. We've been with this uh consortium for at least six years that I'm I I can I can recall. The primary purpose of thisou is to collect, maintain and report data to facilitate program coordination and alignment with other workforce training, education and employment services and operate in compliance with the California strategic workforce development plan which is set forth by the state which we're part of that. That's how we get our funding. It's part of the rules that are initiated by the federal government. Uh the money flows from the federal government to the state. The state then requires that we check certain boxes to share our um data so that we can assess whether
036or not the programs are working and whether or not our students are getting access to more opportunities beyond a two-year pathway completion. Um it includes audits and evaluations of such state and federally funded education programs. So, it's a yearly um effort and this is again part of the larger consortium of MDCP which includes most of our high desert um high schools and districts. I pulled this because the data sharing they're asking a lot for I mean is this something we normally do >> get this type of data because it's asking >> uh course completion student progress student incidents disciplinary file that's that's >> why that's that's a lot of data do we have to get approval from their parents to give this information to them or >> we have to comply with Furpa >> which
037is the sharing data sharing laws around what you're describing. >> Um whether or not we have to get parent approval, I'd have to look into that. I don't know that there's a, you know, um um a permission slip for this. I don't think so, but I'd have to look into that >> because I I you know, asking for student incidents and all of that. You really you're just looking at that student. Why? I don't understand why they need this for this program. I mean, are they going to tell them no or I I you see, I don't understand. >> Yeah, I get that. That's probably a qu a question that's beyond me and bigger than than I can give you sitting here, but we can definitely do some research and bring it back possibly in
038a Friday report if you'd like. >> That would be great. So, that's a lot of information we're giving for this program and I I didn't I just couldn't I couldn't bridge that gap trying to figure out why are we giving all this information for this and I didn't and it doesn't really explain why. >> Yeah. Um I I can say that there are other um aspects of data sharing that we're involved in with different programs that we uh provide and again it follows the FERPA compliance which most of the data is anonymous. It's not tied to a student name or a social security number. It's really uh you know ninth grader in Barstow, ninth grade Hispanic student in Barstow. those kinds of data points and what type of um results we're we're seeing with the
039students engaged in our programs. I I don't really understand it because I that's just to me it's just a lot of personal data, a lot of data on those kids. But for the reason I I don't understand what the reason is, what the reasoning is for them collecting all of that because it doesn't specify why they why do they why do they want it? I don't I would think if you just had a ninth grade student who wants to do it, that's really all you would need. >> But what they're asking for is a lot. >> I can do some research and get your report on the Friday. >> I appreciate it. >> All right. With that, uh, do I have a motion to approve? >> So move. >> Second. >> All in favor? >>
040I. >> One opposed. >> Oh, sorry. One opposed. >> Okay. >> Uh, next we have uh business services, right? That was K42. >> Yes. >> Uh, resolution number two. uh 2526 school year can gn appropriations limit. >> Yes, Mr. Being. >> Yes. So, uh this is part of the unodudited actuals. It's one of the documents that we have to submit along with the um unedited actors. Like I said, this was a in November of 1979, Proposition 4 was to uh set appropriation limits. >> And so this is something the state has um calculated and advised their calculations and every district has to then um say what their limit is for the district. >> Yeah. You want to uh I could read the resolution? >> No, I I I I I read it. I I just
041think this is something >> because if you look at it, I think our appropriation limit went down this year, right? >> Uh from if I remember correctly, >> they list 2526 first, which is a larger number. Yeah, the budget is actually showing that the appropriation is going up next year by >> 50.9 in comparison to 46 and a half. >> Yeah, you're right. So, it was an increase. >> But yeah, thank you. I I was >> Absolutely. >> I thought the public should need to understand >> Yes. >> that and and what they're looking at. So, thank you. >> Yep. >> Okay. Any other questions, comments? I get a motion to approve. So move >> it. >> All in favor? I >> Okay. And the last one was A6A4 uh assistant principal and principal principal
042mentor program. >> Correct. Right. Just making sure. I know there's a lot of numbers. >> Y. >> Okay. >> Mr. Peter. >> Yes. Thank you. So what we have before the uh the board is recommending the board approve the mentorship program. I think this is the fifth year we've been engaged in this in this process where we have seasoned veteran uh administrators support assistant principles and site principles with um all things uh administration. Uh and since this is something outside of the job description, we we are we're recommending that uh a stipen is be be paid out monthly u to support uh this endeavor. It's it's a really good program. I'm actually kind of uh involved in it a little bit. I I I'm a guest speaker for one of the the sessions after school
043and uh it's very uh organized in terms of how to promote the district, how to promote oneself and how to support uh the the site administrator and I get invited to the AP Academy which is a really good program and and it's led by individuals that are listed here. So for for this board agenda item, we have Robert Dominguez, Brent Lesley, and Dr. Vinnie Williams. And uh the superintendent recommends approval. My question on this, um if he worked for me and he's just a step under me, part of my job would be to train him. Am I correct? So if I'm a principal and I have a vice principal, part of my job should be to train him or her. I to me I didn't understand like I would think that would be part of
044their job anyway. In addition, >> I don't Well, go ahead. I don't want to >> in addition to that, like I said, I get involved with the APS, >> but they also work with site principles >> because they're newer. So, uh, in order to close that that that gap, what we wanted, what the district is intending to do with this board item is to ensure that that learning curve is flattened out, so it's not as steep. Uh, because, you know, with with with newer administrators, it takes time to build that expertise, right? So another set of eyes to support them and mentor them through through SIFAs through uh evaluations through focus plans through uh uh the PAR system the peer assistance and review uh there's a lot of documentation and paperwork even for the site
045administrator. So it's it's it's actually twofold site administrators some site administrators and also the APS. So I I was just going to slightly add to it and I would imagine is that it's two parts is one is that I would imagine that this isn't just a working hours kind of a thing. So this is particularly involving basically additional work that wouldn't be done under normal working hours. A second perspective of it is also that I would imagine that most of these people aren't just saying like, okay, well, I'm a principal at Montter and this is my assistant principal at Montter. That these are people from different school sites. So you're not just like, oh well, I'm a principal and Mr. Pere is my assistant principal and my job is to train him. Well, he could
046be working over at Cameron or, you know, wherever else. So now you're also getting more institutional knowledge. So now you're spreading all of that information all around the district. But it's teamwork. Doesn't matter. It doesn't matter if you're at Mont, you know, if you're at Montter or Crestline. I mean, mentorship. If if if I got a teacher who is new, I would expect my senior teachers to help mentor that teacher to become a better teacher. That's because it's teamwork. But we're not offering them any stipens. See what I'm saying? It it doesn't make sense to me. >> Whenever we do hire anybody in those roles, we do anytime that there's any work being performed outside of contracted hours, we do pay them extra. But don't you think administrators, it doesn't matter whether there's contracted hours
047or not? I the >> management I don't I mean >> I'm looking at that different from >> you could you could indefinitely say that it's a person's job to support the district and they would be working 24 hours a day. >> No no no I'm not saying that. What I'm saying is we are going to get I'm not mad at the program. It just you're not it's not clear to me. If I'm a principal and I got an assistant principal, I'm going to try to train my assistant a principal to be as good as I am when I'm not there. That's what I'm saying. A lot of them, the assistant principles are not working with that principal. So like say you have Brent Lesley as a principal of one school and then you have an
048assistant principal in this academy who is not working at Cameron at all. That's not your AP. that's just another administrator in the district that's passing on like, hey, I've got all this great information. So then I'm passing it to them. What other capacity like are they're not working directly under them or with them just because they happen to be administrator in the district? >> So Mr. Williams, if I may, one of the things that our mentorship program does, um, we have two mentors that run the AP Academy. And the AP Academy is meetings for assistant principles, our deans, um, and other administ other, uh, individuals that might be interested in moving up into administration to grow our own within Barstow Unified and to support uh, our administrative um, pathway to principal positions and then up
049to district office. And so this is a step above what principles would be asked to do with their own administrative staff. This is in addition to um that work that is done to provide additional support to our administrative team to ensure that they have all of the the skills and the strategies needed to be strong administrators for Barster Unified. um the principal mentors. We've had more than this in the past because we've had newer principles and the requirement was for those principles to have two years of mentorship through Barstow Unified so that they're getting the history and the skill sets of our district from principles that have been principles with us for for several years. So they understand the process and the systems that we have in place for Barcer Unified. That's the purpose of
050the mentor program. Um, it's it's not to try to support and improve the work of the assistant principles at their individual school sites. It adds it is to add to that. >> Okay. >> Well, I agree with Mr. Williams. >> All right. So, do I have a motion to approve? >> So, move. >> Do I have a second? I'll second. I'll second it. >> Okay, Miss Given. >> All in favor? >> I. All opposed? >> No. >> Okay. So, three to two. That motion passes. >> And that's all for the pulled items, Brett. >> Yes. >> Okay. >> We vote on again limited. Thank you. >> Uh, so discussion items. Um, oh man, no. All the way down to business services. Okay. Uh, L41, uh, purchase order listing August 19th, 2025 to November 2nd, 2025.
051>> Mr. Bon. >> Yes. So, we have 118 purchase orders for your approval. Um, totaling 5,965,99355. That's all >> to be a recurring theme. >> Did anyone have any uh line items or any questions that they all look good to me? >> Can I get a motion to approve? Second. All in favor? Hi. >> Hi. >> Uh, next is L42, a public hearing and adoption of the 2425 unodudited actual financial report. Recommending the board of trustees adjourn to a public hearing regarding the 2425 unudited actuals financial report. And it is 629 and 30 seconds. Oh, do we have Okay, go ahead. >> We can do it now. >> Do we does he present or do I close and then Okay. All right. If nobody has any input, then it is uh 6:26 and 55 seconds.
052And following the public hearing recommending that the board of trustees authorize the district to file the annual unodudit actual financial report with the county superintendent of schools and that Deanna Swearing, secretary of the governing board be authorized to sign said report. >> So is this the time now? >> Thank you. Good evening, board president, superintendent, trustees, guests. Um, so this is my favorite time of the year because it's uh the 20 we have the internet actuals and we have uh no more projections, no more guesses. Uh everything is what it is. >> Yes. So it is a like I said it's a favorite time of mine. Um, Alex, one of >> I think you guys can see it on your devices as well. >> So, education code 42100 uh requires an honor before September 15th.
053The governing board um of each school district shall approve in a format prescribed by the superintendent of public construction an annual statement of all receipts and expenditures of the district for the preceding fiscal year and shall file that statement with the county superintendent of schools. This is the one document that only that goes up to the state. All the all our other reports only go to the county. So this is the one that um gets gets submitted to them and based off that all that are I don't have a clicker. >> Yeah, >> thank you sir. Our 24 25 unudedited actuals uh for this year we have 82,893,9185 for our LCFF. Um, our federal revenue is there also with our state and our local. So for a total of this year's revenue was $124,82,938.32. illustrated
054on this graph you can see that 60 67% of our U revenue is the LCF 12% for the federal 17% for state and five 4% I'm sorry for the local you see a good portion comes from our LCF that's why it's important to make sure we do that accurately our certificated our expenditures for the year are total 135 5,7747,000. I'll slow down $1,243. Um, I won't go through all of those expenditures. Our graph here shows that uh 58% of our salaries are our expenditures are salaries. If you go from the gray box, the gray triangle, but and up and around, you'll see that 58%. Um, normally it's a little higher, but because we have a lot of capital expenditures out of the general fund, normally our capital are out of our e building fund or
055or what have you. But since we've moved a lot of our uh one-time dollars into the general fund, that's why you see that large capital outlay there. So, and that also throws off the u percentage of our salaries. So, which brings us to our fund balance um we began the year at 84,333,29629. our revenue and expenditures. We had a decrease in the fund balance of 11,664,16411 bringing us to an ending balance of 72 million669,132.118. Those components of that fund balance uh 50,000 of that is revolving cash. We have a item for stores. That's all the stuff that's in our warehouses that were inventory as it were. Uh our prepaid expenditures. We have our restricted ending balance there. We have a reserve for economic uncertaintity. Uh the way required by law to keep the 3% of
056our expenditures in reserve in case anything goes the way we didn't plan it. Uh we've also committed 5.4 million. Uh few years back we um moved money from fund 17 because we had a cash flow um issue. So by moving that um we also committed so that it it stays there. Um in the future we'll be bringing we'll be bringing that for discussion to bring that back into fund 17 the special reserve fund so that we can uh put it back where where it came from. um our assigned balance, that's our unrestricted um fund balance of we assign those uh dollars to uh so we have $23,469,362.16 on that one and you'll see that balances to our ending fund balance I provided you here uh the restricted balance detail that would be um the restricted
057programs Um you can go to the next slide. And so you'll see that that balances to our totally restricted uh balance of the 39,154,84582. So these are all all our programs that have strings tied to them that um in order to spend those we have to comply to uh whatever those uh rules and regulations are. So um also I I detailed our assigned unrestricted dollars for you. Um we have an additional COP payment of 2 million. We have deferred maintenance of 500,000. Um I've assigned different dollar amounts for this uh certain things. One heating, ventilation, air conditioning, that's that 11 million that'll be paying for the our three um schools that we're doing next summer. and um also have a vacation payout for classified there and an uninsured claims because we'll be looking at some
058claims that we might not have insurance for. So, we're still working through that, but we'd like to put that money aside so that we have any um claims against us, we'll be able to afford it. Uh so it is with it is my recommendation or the district's recommendation in accordance with the education code 310 the board of trustees approve and file the 2425 uns with the county superintendent of entertain any questions if there >> you guys have questions. Um I was just curious from the last uh estimate that we had what the difference between that and the final was >> what do we so >> for a second interim >> yeah from second interim till now because these like obviously those were projections and now it is final how far did we >> move from
059that estimated >> I would suggest that we um on the actual report it's listed on the actual report but I would suggest that we do um just a brief explanation and I add it to Friday report so you can see those numbers clearly. >> Sure. >> It is on the actual form itself and on the actual form itself slide deck. >> Yeah the the budget is on the actual form but we can compare estimated actuals and draw a line for you to see how far >> so you can actually see the numbers >> where we Yeah. Just to I I like to track that. I don't know if I'm crazy or not but just to see >> you're not crazy. I mean bec just so that way I know in future forecast and what we're
060looking at is like what is our deviation how close are they when they're doing this are we having larger swings shorter swings but when we're planning to know how wide you know that margin is is kind of nice to to know >> is something I do uh on a continuous basis to because we always want our guesses to be as accurate as possible. So when we're estimating, we want to know, okay, why >> why if we missed by a lot, why did we miss by a lot? Go back and find out why we did what we did. Yeah. >> And so it's a continuous um evaluation um evolution. >> Am I saying that right? >> Yes. So I can uh we can >> so we can compare it to second interim. >> Um actually we'll
061do three columns. Budget the original 2425 budget, second interim, and then an audit actual. And then that way you can see from start to finish where we landed. >> That would be great. Thank you, >> sir. >> If there's no other questions, uh, can I get a motion to approve? >> So move. >> Second. >> All in favor? >> I. >> Thank you. Uh, next is 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 input concerning the proposed provisional intern permits. It is 6:37 and 15 seconds. Any questions, comments? And it is 637 and 35 seconds and we will reconvene. Uh following a public hearing, recommend
062that 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? >> Second. >> All in favor? Hi. >> Uh, next is L6A2, employment of certificated contract personnel for the 2526 school year, recommending the board of trustees approve the employment of certificated contract personnel as listed affected effective the date indicated. >> Mr. Peter. >> Yes. Thank you. So, what we have before you is uh two uh m we just had the the public hearing for Miss Brooke Miller. uh teacher at Henderson Elementary and uh we're recommending an employment. Lieutenant recommends approve. >> Great. >> Any questions, comments? [Music] >> Glad to have more teachers. >> Yes. >> Can I get a motion to approve? >> So move. >> Second.
063All in favor? >> I. >> Okay. Uh L6A3 public hearing for waiver for educators employed in specific positions not fully meeting California credential requirements for the 2526 school year recommending the board of trustees adjourn to a public hearing to provide an opportunity for the board to receive input concerning the proposed variable term waiverss of California education codes for the educators listed covering California credential requirements. It is 6:39 and 25 seconds. Anybody? All right. It is 6:39 and 40 seconds and we will reconvene. uh following the public hearing recommend that the board of trustees approve the submission to the state of said waiverss pertaining to the specific California teaching requirements. >> Mr. >> Yes. Thank you. So this is a uh a request for for an e waiver authorization for Miss Michelle Lopez CT teacher criminal
064justice of Barcel High School. And the pretendant recommends approval. >> Any questions, comments? All right. Can I get a motion to approve? >> So move. >> Second. All in favor? >> I. >> All right. Next is L6A4 Bars Unified School District 2526 initial contract proposal to BEA Barstow Education Association. >> Mr. Peter. >> Yes. Thank you. So uh this is an information item for the board. Uh and it's the initial proposal contract proposal negotiations. It's a successor year and if we could click on the uh attachment please uh you would you would find that baring fire school district proposes to open and discuss uh all articles and update language. It's a successor year and we look forward to a busy year of negotiations and it's just an information item. It'll come back to the board
065for approval. >> Thank you. Does anyone have any questions? Uh next is L6A5 uh Barstow Education Association's 2526 initial contract proposal to BUD Barc. >> Yes, thank you. So this is uh BEA's proposal initial proposal to Bars High School District and again it's an information item and uh they have listed all the articles uh that they are wishing to uh negotiate with the USD. As you can see, it's an extensive list uh being a successor year. We look forward to negotiating with BEA and uh coming to an agreement and again it's an information item. It'll come back uh for approval next board. >> Anyone have any questions or comments? >> No. Okay. Uh, next is L6A6 RC Unified School District's 2526 initial contract proposal to CSEA, California School Employees Association. So again, I'll be a
066little repetitive information item presented to the board. Uh, BUSD's initial proposal to CSEA. Uh, again, another successor year. Uh, we were we want to be a little bit more specific with this one. uh uh all articles. We want to reformat all the articles and then also do some cleanup language. We want to do uh work on article 17 disciplinary action and appeal. We want to propose new language and revise and clarify language. Article 19 vacancies and transfers. We want to propose new language and revise and clarify language. Uh and that's the uh the proposal for BUSD to CSCA. And again, it's an information item. >> Thank you. Any questions or comments? Okay. L6A7 California School Employees Association CSEA's 2526 initial contract proposal to BUSD Bars Unified School District. Yeah. So, uh again, CSEA's initial contract
067proposal to Bar Unified School District. Uh again, an information item. And if you look, uh they want to work on the preamble article 8, article 9. uh a lot of the articles um 10 employee expenses, article 12 health and welfare, article 14 vacation plan, article 15, article 17 disciplinary action. Uh so we concur on that. Uh article 26, article 27, article 28, article 30, uh application examination just kind of highlighted here in article 31 and it's presented to the board as an information item. It'll come back next board meeting um for additional discussion and and approval. >> Any questions? No, >> everybody's good. >> Okay, thank you. Uh next we have L6B1 updating limited term substitute salary schedule. >> Yes, thank you. So um this this proposal that's presented to the board is to update
068the new salary schedule for substitute limited term substitute salary schedule. Uh the the way the limited term substitute salary schedule works is that substitutes are paid at step one of each of the classifications. And uh if you if you look at the at the attachment uh the the salary is based on on on on the range in the step one and it's uh kind of in line with the with the raise that the uh the permanent employee contracted under the bargain agreement employees uh were afforded and uh based on on the regulations we have to update this and it's presented to the board for approval. Any questions, comments? All right. Can I get a motion to approve? >> So move. >> Second. >> All in favor? >> I. >> All right. And L6B2, establishment of
069classified classified positions. 10 PAR educators, one senior office assistant. Recommending the board of trustees approve the establishment of the following classified positions at the schools indicated. Uh five PAR educators, 7 hours, 215 days per year, range 25 effective September 10th, 2025, Barcelo Junior High School. Four pareducators, 7 hours, 215 days per year. Range 24, effective September 9, 2025. Bars intermediate school. One para educator, 7 hours, 215 days per year. Range 24 effective se September 10th uh 2025 Lenwood Elementary and one senior office assistant 8 hours 230 days per year. Range 29 effective September 10th Monter. >> Mr. >> Thank you. So uh these positions are aligned to support the the initiatives under equity multiplier. Uh most of them one of them is actually Prop 28 but also making sure that we we uh we're supporting
070the supporting the the u the programs that were provided for students. So um five PAR educators at at Bar Junior High School. One of them is in art. That's the only one that is different than getting paid out of Prop 28 which is visual performing arts funding. Uh the other four are under equity multiplier. Uh four pair educators at Barson Intermediate School paid out of equity multiplier uh funds. Uh one par educator at Lynwood Elementary paid out of equity multiplier funds. And one senior office assistant uh at Montter Elementary paid out of equity multiplier funds to support um the specific the the students that are you know triggering these funds to make sure that we're improving practice. providing a a a um a responsive uh you know system to support students that are that you
071know fall within uh these these guidelines and and I think you that's why you see this office assistant as well she'll be directly contacting parents and stuff like that to make sure that we improve attendance and improve the the the the uh the programs that we provide for students and is presented tonight to the board for approval. I have a semi-related question but with the equity multiplier funds that we're using for this whenever we do have like so our final the actuals right is I know that equity multiplier is based on you know that that changes each year depending on the demographics and everything but the states funding portion towards equity multiplier is that um in there or is that at a different process whenever they put that uh monies into the equity multiplier lane.
072Does that make sense? >> Yeah, I I'm going to actually defer that to Mr. Did you hear the question, Mr. No, I'm sorry. I didn't. >> That's not my area of equity. So for equity multiplier funds specifically, I know that they how it all works as far as us getting receiving the funds and how it changes with the student demographics and all of that, but with the funding of of the state particularly allocating the funds into equity multiplier like meaning them putting it into the big pot, is that reflective on the report that that we have now or is that a different area where the state allocates that money into the uh equity multiplier funds. Does that make sense? >> Yeah. So, what in in our report what you saw was the balance of of
073that account currently that that we they'll give us more money this year. >> Yeah. >> So, we're still we're still a year behind. We'll always be um >> Okay. So, it is it is reflected in there. >> It is. >> Okay. Thank you. >> I wasn't sure, so I referred to the answer. >> Thank you, George. just trying to see like you know from our end if we are allocating positions when and how is the state getting the money in there. So >> and when we do um first interim I'll make sure that I uh focus on that so so we can see what's going on. >> Yeah, I like it. I love the equity multiplier money. I just like to keep an eye on it because it's not something that's constant. So, you know,
074just to make sure. >> Yeah. >> Um, can I get a motion to approve? >> I'll move. >> Second. >> All in favor? >> I >> Does anyone have any items for future board meetings they'd like to bring up? All right. I don't believe we need to go into a close second. Closed. Okay. And can I get a motion to adjurnn? >> Second. >> All right. All in favor? >> I I It is 6:50 turn. >> Good night. >> Jesus Christ, you like