001in order. Uh let's begin with a flag salute. Tony, will you uh sir? I pledge allegiance to the flag of the United States of America and to the republic which stands one nation under God indivisible with liberty and justice for all. We'll begin with roll call. I see that uh we're all present except for Aaron uh Miss Given, Mr. Williams, Mr. Eastless, myself, Ray Pa, uh 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. There is this is the time for citizens to present problems, questions they feel the board should discuss. Individuals are encouraged to address the full board and not individual board members. The law prohibits prohibits the
002board from taking action on items not on the agenda. Request a speak card to 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 busd12.com under the tab board of trustees. The board has a policy limiting any speaker to not more than three minutes. The board limits the total time for public input on each item or topic to 15 minutes or five individual requests to speak. The president may review the submitted request to speak or take a poll of speakers uh for or against a particular issue and may ask the additional persons to 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
003the record or to sign and agree the written comments of another citizen. All names will be memorized uh in minutes. Do we have anything? Okay. Um at this time it's 403. We're going to go to uh close session. [Music] Heat. [Music] Hey. Hey. Hey. [Music] [Applause] [Music] Hey, [Music] hey, hey. [Music] No. [Music] Hey. Hey. Hey. [Music] Fall. Hey. Hey. [Music] Hey, [Music] hey, hey. [Music] Heat. Heat. [Music] [Applause] [Music] Hey. Hey. Hey. [Music] [Laughter] [Music] [Laughter] [Music] [Laughter] [Music] [Laughter] [Music] [Laughter] [Music] Hey, hey. [Music] Hey, do you I don't know. [Music] [Laughter] [Music] Hey, [Music] hey, hey. [Music] Hey, [Music] I [Music] Heat. Heat. [Music] [Laughter] [Music] [Laughter] [Music] Heat. Heat. [Laughter] [Music] Heat. Heat. [Music] [Laughter] [Music] [Laughter] [Music] Hey, [Music] Hey, hey, hey. [Music] Hey, hey, hey. [Music] Hey, hey, hey.
004[Music] Heat. Heat. N. [Music] Hey, [Music] hey, hey. [Music] Heat. Heat. [Music] I want you. [Music] We're good. Okay. Okay. It's 5:00 back in session. Uh, no action was taken in close session. Um, there are no presentations and as you see here, we have no minutes to approve. Yes, sir. Okay. Uh business from the floor. A 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 a time for citizens to present problems, questions they feel the board should discuss. Individuals are encouraged to address the full board and non-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
005advance and presented to the superintendent's executive assistant assistant instructions for submitting remote public comments can be found on our website busd12.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 for each item or topic to 15 minutes or five individual requests to speak. The president may review the submitted request to speak or take a poll of speakers or or against for or against a particular issue and may not ask that additional 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
006will be memorialized in minutes with board consent. The president may increase or decrease the time allowed for public presentation depending on the topic and the number of persons wishing to be heard. Do we have any names? No name. Okay, we'll go to reports uh staff reports. Uh Saturday school report for 2024 25 school year. Uh, Miss Norman, the Saturday school report for the 20 2024 25 school year is presented to the board of trustee for information, background information. Saturday school was held at um the following schools, Barstow High and Bar Junior High on the following dates. In September, we had two Saturdays, October 2, November, three Saturdays were given. Uh December 2, January, uh there were three Saturdays. February 3, March 3, April 2, and May uh was um two. Um students who attended Saturday
007school were able to make up absesses and loss of instructional time that was accumulated during the 24 to 25 school year. The uh uh the district had a total of 379 days of student attendance for an increase estimate in ADA in the amount of $17,969.37. Um, an ADA increase per school site is indicated in the attached chart for Barca High School, 226 ADA uh days, which was $11,342.94. Mar Junior High School 153 days, $6,62643 for a total of $379. Once again, $17,969.37. That's our Saturday school report 2425. Thank you, Car. Anybody have any questions? Comments? Okay. Thank you. Um Oh, yeah. Second semester uh second semester suspension report for 2425. Miss Norman as well presented to the board trustee for information. um is the second semester student uh suspension report for the 24-25 school year.
008Uh included in the numbers of suspension under each area in education code 4,900 and 4,900.2 34 see graph below for the um representation of total suspensions for the 2425 school year. So background information extended suspensions uh pending expulsions are not included in the report. Uh the attached chart shows the number of uh infractions um cited under each um letter of uh education code 4900 A through T. Uh there have been no suspensions under 4,8900 DH K LM N P sorry PQT 48900.3 D C1 C2 C3 C4 C5 current considerations allocations alternatives what's listed here it gives like the number of suspensions for each of those um incidents for each um school high central high uh school of opportunity you also included their bars, Junior High, STEM, BIS, Baral, Fine Arts, Cameron, Pres, Henderson, Lynwood, Montter
009Skyline. The total was 235 for um incident A. And incident A is mainly like um altercations and so forth. Um all the way through there like three listed total for T. Not exactly sure what T is right off hand, but it's right here at the bottom. Let me see. eight or abetted infractions or attempted infractions of physical injury. Um so we had a total of 338. It says the summary of the second semester student um suspension report for 2425 school year is presented below and this just give the loss in ABA for total students from Barto High. It goes 51 was all the way down for Skyline only having four um 259 total students. Total days was 8.95. Total loss at ADA was $39,32549. Any questions or comments? Yes. So, we gained 17 and we
010lost 39. So, net down. So, we're down about 16 or 17. Not quite a push. Yeah. Yeah. um in looking at uh the numbers days of suspension even on both reports, you know, I I look at Barcel Junior High School and BIS and that seems to be a trend that those numbers are higher than anyone else, even the high school, you know. Um and I just think that's something that we should be looking at why I mean because big serious problem right there in the middle and that's that growing stage fifth sixth seventh eighth you know it's that growing stage which you don't catch it then then by the time you get to high school it's going to even be worse so I mean that's just my opinion I'm just looking at the numbers those
011are yeah BIS seems to is a little bit of a battle. Yes. And the junior high school, you know, basically I feel if you don't catch it in BIS, then that's why you got a higher number in the junior high school because I have more and more issues trying to correct that young man or lady. You kind of traditionally that age group has always been like a challenge and we're in which are like caught in the middle. Basically, you have some they want to act like the kids and then some want to act grown. you know, they get caught in the middle. You treat them like they grown, then they want to jump back to, okay, well, I'm at kid phase, but they're caught in the middle. So, it's always been a challenge and it's
012everywhere. It's like, it's not just here in Barcelona, it's nationwide. That junior high has always been a challenge. I mean, myself as an educator. I never wanted to teach at that level. I was an administrator at that level, which was great, but it's a challenge just dealing with those kids and day after day. One day you're dealing with them as a young child, the next day they want to be treated like a young adult, you know. So, it's it's just it's just a challenging age, you know. You know, I'm looking at some of the agenda items in the past. That could probably help this these numbers. Hopefully, you know, we could see it next year when we get this report that the numbers have come down. Yeah. Let's hope let's hope that somebody's working on
013a solution. Yeah. you have anybody? Well, with the stability and the uh the faculty at the BIS, BIS is actually lowered than the year before even with them adding on a grade level. Their suspensions were actually lower this year than they were the year before. So, just that change, it's going to take time to make that change and make have stability with your staff, too. That's consistent with dealing with that. Yeah. Turnover school being a new campus. Uh fifth grade was added this year. that that transition. For Barser Junior High School, a new principal, that transition, but something that is being added this year at Barer Junior High School is the addition of the Younger cases. So, cell phones will be locked in the lockable pouches. For Intermediate School is using the lockable cases. I
014think we're and I'm very hopeful that we're going to see some progress uh towards uh better discipline because kids won't have access to their cell phones. As I said, you know, some of the agenda items, please ask of late is designed to help this sort of thing. So, you know, that's a good thing. So, hopefully next year we won't see this. A lot less less. Hope so. Yes. Anything else? Yeah. You know, I agree with you. It's a nation problem, you know, and uh I'm almost 70 years old, but I can remember when I was in seventh and eighth grade, I thought I was all that and got into high school and found out that the there's some guys in there going to shove me in a locker, right? open my mouth though. So when
015you're in the junior high, your guys your own age and you kind of act up and you know come out. H no, not really. I got chased all the way to the park one time, but uh no. Uh freshman in trash cans. Yeah, it it's it's it's a tough age down there at the seventh and eighth grade. Everything's tough at that age. And and and you know, I think we all agree Barcel is a tough town, you know what I mean? It's it's as tough as you can get. You know, I I visited uh Cranchaw High School about five years ago and uh hey, you know, that was a mellow little place compared to Barstow, you know what I mean? I was I was really surprised, you know, but uh kids going to be kids
016and you know, you know, like Grace said, you know, let's keep an eye on it. I can remember uh people talking about, oh, they want us, you know, this is before I became a board member. Well, they don't want to suspend nobody because they don't want to lose the ADA and all that. You know, since I've been on the board member board member, I have not seen anything close to that. No, you know, we're all up here to protect the kids and the suspensions are up because they're acting up. That's just the way it's going to be, you know, with me any So, okay. Anything else? The the new rule coming out from the state that you can't suspend a kid for what is it? Um, defiance. Defiance. Yeah. willful defiance. Willful defiance. I don't
017know. But the legislators have a tendency to tie our hands even tighter. Yeah. So make it a little bit more challenging. But I'm I'm hopeful that the 100 cases at the junior high are going to make a significant difference. Yeah. Thank you. Okay. Uh enrollment report. Mr. to come up. Uh so this is presented to the board for as anformational item. Um if we look at month 10 compared to month nine, the district is down 12 at the elementary and we're down 31 at the high schools. As a percentage, this reflects less than 1%. Uh how will we compare last month's 10 total to this year's month 10 total? The high school has an overall increase in enrollment of 30 students. So from for the whole year from last year, we actually increased. Um I'd
018like to say we're not funded on enrollment. However, if you wanted to replace that percentage with a number, you could take the average peral spending of approximately 10,000 and that's going to equate to $430,000. Uh however, there are a lot of factors of how the district is funded such as coal increases and ADA changes that contribute to the overall any questions, comments. Thank you. uh monthly cash monthly cash report. Uh once again, so as of June 16th of of June, the district has 71,567,532.13 as noted in our county chart. Once again, this is anformational item. Yeah. Question. Okay. Supporting school climate report, Mr. Dr. Williams. Yes, sir. All right. Uh, thank you board for, uh, the opportunity tonight to kind of share a little bit more about the support of school climate report. Uh, Josh
019is going to be running the slides in the next room. So, I'm going to ask him to go to slide number two. and kind of just mentioned that this report tonight have to there. This report tonight really is a um followup to the presentation that our department gave to this board in February where we talked a lot about the role of suspensions in our agreement with Department of Justice and I was so heartened by some of the comments that you guys just made naturally looking at the data. Um, I can't wait to talk about how we try to emulate a lot of those conversations um, districtwide and at the school level to really uh, work to address what we see in those numbers. But one, uh, suspensions are an indication of what's happening on our
020school. That that data point um, is important and as Melus just said, our attempt to reduce them has nothing to do with ADA, but really to improve the outcome and improve the behavior and reduce the harm to students uh, in our in our district. So, I want to tell you a little bit on slide number three about the team in supporting school climate. Uh, you're going to hear a lot of work uh a lot about the work that's being done by Shandella, who is our PBIS teacher on assignment in support of school climate. You're going to hear a little bit about the work that Rebecca Michaelelsson, our title 9 compliance officer, is doing. And I know a few weeks ago that Ruth Sandival came up here to the board and shared a lot about her
021work as an outreach liaison. So, we won't have as much information about that. uh but our team proudly works under the umbrella of the superintendent's office and are uh happy to be colleagues with Christina and Marcus and meeting the goal which is on slide number four and also pretty ubiquitous within our district. Um I know that Mr. Godfrey uses it in all his meetings. I know that every time Mr. Swearen speaks to the public, it's at the top of all of our agendas. It's on the side of my coffee mug. And it's the goal of our district is to ensure that each of our schools treats students fairly, equitably, is safe, and maintains an environment conducive to learning. Uh it's on the next slide, slide number five, in which we kind of break that down
022a little bit more. And this really is a guiding document for the sport of school climate office. We don't do this alone. Uh there are some things that we directly oversee. A lot of times we're supporting schools in meeting these commitments. We're supporting the departments of the other people you see at this table. uh in order to be committed to non-discrimination and discipline in order to be committed to acknowledging the rights of students and parents in order to be committed to effective training for all staff in CRPBIS restorative justice and research-based alternatives to suspension uh committed to ongoing data analysis committed to maintaining student engagement and building relationships and committed to preventing eliminating and remedying harassment and bullying. So tonight's presentation on slide number six is really going to focus on uh mo a great
023deal on the work of suspensions, not so much the suspensions and the way they're processed and we legally track them in the way that Miss um Norman's department does and the way that you're probably most familiar with that is when she um is presenting in terms of expulsions or even tonight's information in terms of the impact uh uh suspensions on ADA. Uh we'll talk a little bit about training, we'll talk a little bit about support, but I want to move on slide number seven and then we'll just go ahead and go to slide number eight and really talk a little bit more about suspensions. Not in terms of what you already been presented tonight and our current status, but I want to remind the board of what I presented in February in which at the
024end of the 2017 school year, Barley Unified School District had a rate three times that of San County and nearly four times that of the state of California. So we were using it comparatively more than our fellow schools uh across the state. On slide number nine and again one of the primary reasons for our investigation is that was districtwide but it was in a variety of our grades especially in grades K through three in which we had rates seven times that of the state. Uh five times that in grades four through six and twice that in 7 through 12. As Miss Norman mentioned, um it is a trend that we see within the state as students um go through our school system. There is a higher rate of suspension among our older students. Even in
025the dashboard, there's a higher expected rate potentially. Um but at all of our spots, we were continuing to see at the end of 2019, right before we went into shutdown, um excessive use of the use of suspension. So on page number 10, we're going to go back a little bit and talk about how we went to go address these numbers. Kind of like Mr. Williams said, this number's a little high. What does that mean? What are we going to do about it? And our board policy gives us the practice in which we want schools to participate in and it's culturally responsive positive behavior support intervention teams shall review data on a monthly basis at the district and school site level. So in addition to the report that this body receives quarterly, the board has set
026forth and said, "Hey, we want the district at each school site level to look at this monthly." And then on the next slide, slide number 11, they give a little bit more direction. Says, "During each monthly meeting, the team shall discuss ways and address areas in the school where safety issues are arising or patterns of behavior um behavior violations are occurring." So Mr. ones. It just warmed my heart to see you look at the big numbers and go, "Those ones are bigger than the others. What's going on? I want I want to know more about it. I want to know who's looking at it." And you either intentionally or not, just through the natural part of it, stumbled on kind of a a line that we look at when we're doing our training with our
027teams. So if you look at a report like the one you saw tonight and you see many of our schools with single digit numbers, four suspensions, five suspensions, we look at that and say okay that's a a matter which we need to address with students at student level. If we see something in the above 10, we say okay what is it systematically that we can look at maybe try to address and again each suspension happens to a kid. they need guidance, support, all the things that go along with getting in trouble. Um, but that's kind of that line and so you displayed it very wonderfully tonight in that in that data. So, uh, this was when we came back from pandemic. We we're still working as 2019 as our baseline. This was a big push
028within our district to say, "Hey, we want these teams at schools and we want to see the impact." Uh, pitch 12. Spoiler alert, we're going to go directly to the impact and the outcomes related to suspensions. on slide 12 show that from 2019 our baseline before coming back from pandemic entering this judgment um this department being created and working with teams um we had reductions at all of the grade span levels TK through three which was seven times that of the state reduced 93% four through six reduced 53% and I think everyone still has the goal of saying how do we support Barson intermediate school, um, STEM Academy, our fourth grades at all of our elementary schools to continue to reduce that number. But that number has dropped significantly since 2019, even with the rebanding
029of our grade sps. So even in an environment where the schools were smaller, the kids had gone there for multiple years, uh maybe they knew things, it was still a high rate of suppression, moving to 56 has centralized it, but we've still seen a reduction with that move. And then 912 has been our most volatile over the last few years, but still this year to 2019, we have seen a third in the reduction of those. And we still see grades um 7 8 9 and a little less at 10, but 10 used to be a really big grade in terms of suspension as the areas where we need to continue provide support for students on. So I'm going to go to slide 13, talk a little bit about what we did in the implementation stages
030of CRPDIS because um research will tell you that if you just stop suspending that's way worse than having too many. If you say we're not going to do this, it creates a lot of bad things for your school. It creates a lot of bad things for kids. It's it's significantly worse than any harm that might come from it. So, we focus on both pre-behavior and postbehavior because behaviors are still going to happen. What do we do when they happen? How do we respond to kids? what are the things that we do before in terms of reteing uh conflict resolution social emotional learning counseling and then just more information about things that we do increased access to services and so this is all the research in pre and post on slide 14 though I always want
031to try to make it as simple as possible so it's easy to explain an ounce prevention is worth cure so if we address both things the outcomes will come as we continue to address So that's how we get to slide 15 where we have these reductions that I will say I'm very proud when we started this in 20 uh I didn't know where we would end. I know where we had hoped, but these really were significant, especially in our TK through three population. And I want to be clear about this because sometimes when now that we've done it for a couple of years, maybe it's like, oh, this was an anomaly. This was an accident. Maybe the ones in 2019 were too high. You know, you're not really comparing apples to apples, oranges like that.
032And on 16, I want to talk a little bit about 2019 and where we were as a district. Um, so we started 2019, we started going backwards and saying, well, what did it look like in previous years? We knew 2017 was similar, but these were not anomaly years. 1492, 1460, 1468, and 1468 again. In 2016, it was almost the exact same number. So on 17 we know that for nine years at least coming into the shutdown our agreement department of justice the creation of support school climate we were hitting this almost 1500 mark year over year even months looked the same you know going from December to January and it was just over and over and over so for nine years we were hitting those numbers I don't know it looked like before 2011 because
033that's when we bought infinite campus so this is all the information that we have in our current system and the state even really wasn't looking at it in 2010. And so as this became something that the state was looking at more and we were looking at more, we're able to go from what you see on 2018, pardon me, on slide 18. And in slide 18, you might have heard well this is just how it is here. This is how everybody does or this is bar that we have change in. Well, 19 shows you that change is possible and anything that we want to do through the science of change implementation can be done. And biggest thing that I can contribute this to is on slide 20 when we talk about the impact of the commitments
034that this board had made you know during the uh 2019 2020 year to say hey kind of like you guys do today we're looking at a number we want to address it what can we do what is the guideline and we use that policy to really say hey if we going to do CRPDS we need to have effective training for all we need to know what the alternatives are and ongoing data analysis We have data that's available. I'm going to talk a little bit about that availability as we go through. But I want to kind of step away from suspensions on slide 21 and just kind of 21. Go back one. There we go. Thanks, Sher. Um, and talk a little bit just kind of what we saw this year that are great practices that
035are exemplars of our school at our elementary schools. We have seven of them. Suspension make rates have remained low and they've remained low for four years and they remain low across all our sites. the report Miss Norman provided it today. I don't think anyone was above a six in terms of the second semester. So those are when needed to address issues a lot of times after uh other means of correction have failed exactly what the state has kind of written out for the times of those. You go into classrooms and in nearly every classroom you go into these going to see those preventative CRPGIS practices. They're evident. They're everywhere. They are a definite part of our community. And some some classrooms are absolutely exemplary. Some classrooms you could put on a postcard, you could put
036in the book, you could bring other people to and say, "This is what it looks like." And so we have some really amazing examples that are environments for kids who know what's expected of them, know what the routines are, and now are behaving more accordingly in a way that they may not have uh in previous years. On slide 22, this year partial intermediate school again brand new first year with fifth and sixth grade has had improved suspension outcomes reduced discipline even after adding a full grade level of students. So another year of routine and safety under their belt and has really told taught kids what the expectations are of students at schools and classroom support uh more effective learning environment. So BIS those were the positives from this year. uh Bar Junior High School this
037year on 2023 they've continued to develop their CRPBIS practices. They have more data that they're using that more data that they're using at their staff meetings and they started having staffike conversations around the disproportionality that exists on their campus in terms of data. And on slide 24, I know Mr. Brinkley was here last meeting gave a very thorough uh presentation about PBIS and the process of Bars High School and Bar High School we've seen sustained reductions in suspensions reduction in campus fights doesn't mean we're not suspending when kids step out of line it's just there's a lot more preventative keeping those fights from happening on campus now leadership's focusing on building positive student relationships and there's continued efforts as you saw at the last meeting aimed at improving school culture. But on 25, I want
038to talk a little bit about something that um Mr. Brinkley didn't talk about last meeting, but I want to show these charts to the board and just kind of talk about the data that's available to every school team at this point. Now, so this data is readymade. It's available. It's through TDIS apps. You see it up there in the corner. And every team can look at the referrals by time and they can look at referrals by grade. And there's 20 different 30 different charts that are all available to teams without any additional work. In addition to what Mr. Collins is doing in there and pressing the button uh for the slide advancement here back in 2021 technology team, Mr. Collins, our team sat down and really said we need to make these things uh inter
039integrate so we don't have to double the work. So no one has to work very hard to find these particular reports. And now that teams have a meeting structure uh members who are part of the team they can look at this data and rather than saying oh this data says blank no they go the data tells us the what the team has to investigate the why and then they start doing things on their school to say how can we how can we uh respond to this and so that's what those teams are for on 26 u I want to talk about positive things districtwide our board policies are updated and align uh when our department needs to look for something we don't ask Google, we ask our board of policies and it tells us, hey,
040this is where our goal is and then we start working towards meeting that. data collection is available for decision- making. We've done more with community advisory um both in our um work that Miss Fischer, what's the committee that uh there's the evac but the parent advisory council and then I know Miss uh Sween's the uh parent guardian community alliance and so more meetings outreach in which the state data is shared with family but we're also getting their feedback. We have three positions in the district that are established as liaison positions and they really are hired to work for the families of our district. They have uh specific protection against retaliation. They teach families about uh what it says in our policy, what our expectations are, and they help families uh make those rules. And then
041all the work districtwide, schoolwide that you see towards making the statement of principles not just income on the cup, but what it was a school still confr um so I'm going to talk on slide 27 and we're hitting the home stretch here about objectives for the this department going into the next year uh large school PBIS we see Mr. instantly s on the data. Our large schools are where um our highest levels of suspensions are still happening. How can those teams look at the impact, effectiveness, and usage to respond to those things? What's happening on campus? What's systematic? What can we do? How can we help to I'll get to large schools and say that um one of the things we're going to continue to do is support in all staff training with a special
042focus on the special education. uh three districtwide tracking complaints and resolutions. Um I mentioned Miss Michaelelsson as our compliance officer. We had about since she's been hired around 100 submitted written complaints during that time. Uh coming up with the tracking and monitoring and support for those. So a complaint that comes in we can resolve for the complaintant. But what do the complaints that come in say about our system? So now we're going to take that data and PBIS it up here. If we receive three complaints around a similar topic, what do we need to adjust systematically? If we only receive one complaint, what do we need to do to support that individual person? So really making the most of the information we're getting to prevent it. We want people to continue to tell us um
043the things that they need in the district, but what can we do with that information in addition to providing support? And then four, and this one's really important, maintain the gains that we've made uh in the last four years, especially in any area. I don't want to say especially any improved outcome that we've had over the last few years, continue to do that, not just go, we solved it, everybody. Good job. Let's move on to the next thing. We want to continue to adjust our practice over time, but not adjust it so the outcomes change. So on 28, uh I talked about large schools. a lot of focus is going to be bring that PBIS to classrooms of large schools. It's easier a lot of our PBIS, the people who created it tell you that
044sometimes it feels easier at the elementary level, but it's just as important at the high school, just as important at the junior high school, just as important at BIS. doesn't mean it's going to be as um um little kid oriented maybe, but it's going to provide a spot for um our high schoolers, our secondary kids, our young adults, our pre-teens where they are they understand what's expected of them at school and their value at school. So really bringing you guys the classroom and then having those teens dig more into the data that was evident to this group tonight. Hey, what is normal? What is the root cause of some of the discipline that we're seeing? How can we prevent it? How do we remedy bias and discrimination? How do we improve the levels of disproportionality
045that exists? Many of those when we see reductions overall, we see reductions in those gaps between our different student groups. And then districtwide, um, our goals for next year include the use of walkthrough, classroom walkthroughs to improve TRPBIS in addition to what other departments are also doing in instruction and student teacher relationships. We want our teams now that those numbers are getting to single digits to move from how do we make sure there's a guard or hall monitor or proctor during lunchtime to hey, we have these three kids who are getting the most referrals. What do we need to do? How do we help them? What do we have internally? What services are available outside that maybe we need to connect them with? And then um continue having workshops for parents for students with disabilities.
046There's a lot of uh good work that's done individually through IEPs and through classrooms, but bringing more information and training to our parents so they know um the best way to navigate through the child's education. So with that uh slide 30, I want to thank the board for the opportunity to kind of just give an update. Again, tonight was kind of meant to pair with the information um that you received, but again, I think this board started to look at it and went, "Hey, what about this? What about this?" Those are the teams that we're trying to build at each of the campuses as well. And so thank you for leading into it uh unknowingly uh and given a good jumping off. Thank you, Dr. Williams. Any questions, comments? I have a comment. Thank you.
047That was amazing. It's very insightful and hopeful. Like the facts are the facts. The data is showing that we're in the right direction. So with the plans in place, we're guaranteed, you know, collectively that we'll keep it going. So many people. Yeah. Thank you. I agree because it all it all works together. You know, you see little pieces and you ask questions about little pieces and this pulls it all together. And I I think that's amazing and that's that's the things we need to look at to make sure that we're going in the right direction and if we need to make a course correction somewhere we can make it pretty quickly and and and and get things right and thank you. Thank you Dr. Yes. Thank you. Uh good afternoon board members, staff, and guests.
048It is my hope our staff and students are enjoying summer break. The district is busy closing down the 2024 2025 school year and preparing for the 2025 2026 school year. District administration have vacations planned and will be in and out of the district office. If you need to reach a district office administrator, please be certain to contact them and schedule a meeting so as to catch them in their office. We are also planning for cabinet retreat, management retreat, and board retreat. Thank you to Mr. Marcus Chavez, district PIO, for arranging today's ribbon cutting ceremony for the district's community walking track. It was wonderful to have so many community members join the district to help us officially open the community walking track to the public. The community walking track has been a vision for the district
049dating back to 2022. The vision and plan started with BUD's former superintendent Jeff Men and I was very happy to take ownership of the community walking track from him and to see it come to fruition. Every day I have the privilege of watching members of our community using the community walking track from my office windows. It fills me with joy knowing the district has given back an invaluable resource to the community. If you haven't already, please visit the community walking track and enjoy. Please allow me to provide a huge shout out to the district's construction management team of Lesman Meyer who provided shade, water, and food for the ceremony. We truly appreciate their partnership. On Wednesday, June 18, 2025, the board of trustees and the superintendent met for a governance workshop. The workshop focused on
050the legal aspects of a school district. During the workshop, the presenter, Mr. Attorney Brian Bach with Proactive Legal, reviewed board policies and process standards. Mr. Bach pointed out several board bylaws such as bylaw governance standards which illustrates the board's belief that its primary responsibility is to act in the best interest of every student in the district that the board also has a major commitment to parent guardians all members of the community employees the state of California laws pertaining to public education and established policies of the district and to maximize Board effectiveness and public confidence in district governance. Board members are expected to govern responsibly and hold themselves to the highest standards of ethical conduct. Thank you board president Eron Held, board vice president Ray Perea, clerk of the board Anthony East, trustee Elizabeth Given, and
051trustee Leonard Williams for your active participation in the June 18, 2025 governance workshop. Your support inspires me much like the words of the poet and author John O'Donn. May you have the grace and wisdom to wisdom to act kindly learning to distinguish between what is personal and what is not. May you be hospitable to criticism. May you never put yourself at the center of things. May you act not from arrogance but out of service. May you work on yourself building up and refining refining the ways of your mind. May those who work for you know you see and respect them. May you learn to cultivate the art of presence in order to engage with those who meet you. When someone fails or disappoints you, may the graciousness with which you engage be their stairway to
052renewal and refinement. May you treasure the gifts of the mind through reading and creative thinking so that you continue as a servant of the frontier where the new will draw its enrichment from the old and may you never become a functionary. May you know the wisdom of deep listening, the healing and wholesome words, the encouragement of the appreciative gaze, the decorum of held dignity, the springtime edge of the blink question. May you have a mind that loves frontiers so that you can evoke the bright fields that lie beyond the view of the regular eye. May you have good friends to mirror your blind spots. May leadership be for you a true adventure of growth. I truly appreciate all of you for your dedication to our governance team that works to ensure every student in Bars
053Unified School District is provided a safe environment conducive to learning. You're here. You're welcome. Board report. Oh, me. Hi. I don't have any reports. Just thank you for having me. We're excited to have a nice hopefully not too too hot summer and uh my agency. you're working on a lot of things for the summer, but other than that, well, um I was so happy to see that walking track because that is something city of Barcelon for a long, long time and the school district did. And that is amazing because it's it's so similar to what the city wanted. They were so afraid to do it and spend the money and to find out that got it from a branch. Um, track is amazing. They did an outstanding job. Um, I think it's kudos for us.
054We we for the whole community. I've heard nothing but good things about it and you know it. Happy to see it open. Happy to be at the ribbon cutting. It look amazing. It is. I actually walk the tracks. paying for it now, but I welcome back. But um you know, you look at it's not a report, but since I've sat on this board and I look at things that have come up and and try to put it all together in my head and I see it coming together and that's because of all of you guys that actually probably you listen to us. I don't know. Yeah, that's a good thing. But as it goes goes on, I see it jelling together and and that's a good thing. I'm happy to see that. And you know,
055we have to as a board, as a district, get that information out to the public because, you know, you hear a lot. And I talked to a lot of people. I said, "That's some amazing things that the district is doing." You know, these people aren't just sitting up there collecting paycheck doing nothing. They are working really, really hard to make our education B USD um the best we can for these kids. And I see it every day. I see it when I come to these meetings. I see it when I get the emails. Um that's doing really good job. Um, I'm I'm just happy to when I hear these reports, things are getting better and we and it's you guys that are making that and it's it's you guys hard work that's making it. Whether
056it's having the money to do it and um DBIS and all that good stuff and and tracking things, it's amazing. It it is. And you know, we just sit up here throw questions at you and you know, you you keep us straight. Thank you. You guys did a great job. And I also want to thank all you here, too. And I know I'm kind of abrasive, kind of, you know, offthe-wall kind of sometimes, but you know, you guys do inform us. Uh I rely on you guys' information and uh you know, I do come talk to a few of you. Um, but thank you. You know, and you know, I'm a big guy on positive reinforcement and I'm not really doing it with you guys. So, I'm here telling you guys, thank you. Thank you
057for the job. You guys are doing a good job. And I mean it. I'm not just saying it to look good in front of the cameras or anything. Uh, and Ray was mentioning the graduation uh at the high school. How a beautiful day it was. And it was. It was. It was nice. The shade was perfect. I know there was a girl that had a middle episode there and you looked great running across the field there trying to help her. That was awesome. Uh I didn't know catchers could run that fast. Um also uh and uh thank I want to thank all the custodians and maintenance that set up all the graduations that we went to. I can remember when I was a custodian, we were go to the uh career center. We'd uh get
058these big old nice thick uh chairs for the uh dignitaries up on the stage and I'd be carrying that big heavy chair and say why can't we why can't we just give them folding table folding chairs you know but whoever put that nice good soft chair for me up graduation at the high school that night I want to say thank you very much for that okay because it it sure helped me out and you know uh I'm not as young as I used to Um, that workshop with the lawyer was awesome. You know, I I you know, it was awesome listening to that. I I really like the law stuff, you know. Uh, it you know, I can really get into it. Um, and also uh my mother's uh birthday is uh coming up. I
059just want to tell her happy birthday mama and I know she's probably and so uh we're uh we have a lot of lists that are ready to go. So we have about seven or eight list are new and now we can move to the next step. That's the short answer. Um, currently we have 300 383 classified employees, 179 8 hour full-time, 127 benefited part-time, 77 non-benefited part-time, and we have 15 classified management employees. Um for the eligibility the list that we're working on we have uh library media assistant school accounting technician which that interviewed and that position has been filled health assistant which also was interviewed and they've been making offers and to fill those positions. Uh nutrition services too and maintenance worker one. So those are the lists that we're working on. Um, we're
060scheduling some interviews for some campus safety and office assistance. So, that's still being uh worked out. Um, we have uh recruitments that are posted. We have nutrition services 3 HR technician and parm. We had to open again. So uh we had to extend that list because we started with 50 candidates and by the time we got done with all the process we had 10 individuals, right? So that's a very difficult improvement. So we're open again. We're getting um again very creative on trying to find individuals. The issue is we need individuals that are willing to actually take the work once they read the job description, read the those eight duties that they have to agree to. Um and so uh we're working with our candidates to try to keep them excellent. So um the list
061will be open until June 27 and then again we got the the applications testing get a list go through the process again. Um let's see what else do we have. We're on boarding a lot of non duty substitutes. So we do we're doing that ongoing. Um we're also um we're we're already doing the paper screens for nutrition services 3 and HR tech. So the some of the paper screens are underway even though the the recruitment is still open. We're we're already uh screening some of the applications and let's see there's going to be nutrition services uh one and two interviews uh to fill vacancies on July 1st and 2nd. So, we have that scheduled. Uh we're updating uh the PC is updating some of our proctor testing instructions. So, uh we're doing a review and
062we're just updating some of our procedures to improve our process for testing. Um the staff is also working on beginning of year letters that are going out to the staff. So, they're currently working on that. And uh just as an update, I know we had a discussion about the summer school and custodians. Last time uh put the put the notice out there to try to recruit custodians to to do some extra work over time. We had four custodians that accepted the the work. So it was four um they're already doing the work. So we put them in contact with the schools that are that ask for the additional help and so they're that's already underway and um work is being scheduled by the school site. So whatever the needs is are in the school site
063then that's where you know the additional help and and the school site come together and get the work done. So, uh, that's already underway. We, um, yeah, we we had to ask all of our custodians and try to get creative. Um, some individuals didn't want to do the work in the summer. They had other plans. They didn't want the extra work, but but we did manage to get them. Take. That's my report. Thank you. Any questions, comments? Yes, I got a question. How many full-time uh classified employees did you say we have? 383. How much? 383. And then uh when's your next PC meeting? It is in August. And I'm going to say it's August 10th. We may have a special meeting in July. Usually July is dark, but we'll try to get a get
064another meeting. Correct. Full time. Full time. Full time. Full time. 179. Yeah, that's what I thought. I said, "Wow, you said the pool all the classes I ser [Music] and thanks for working on helping out the the staff there on summer school stuff. Really appreciate it. I'm sure they do. Thank you." Thank you. Real quick, picked up two meetings ago or last meeting about how we advertise our open positions. How How are we going about that? Because I I see it on occasions, but I don't see it often. So, we posted on that join, which is the the engine that we use to uh for people to apply. So, that's mainly a um job websites that educators use. So, most of education, there's a couple of other ones, but that's the biggest one. Uh we
065send it out on email. So we send it out on email to the staff and also to our community contacts. So I send it to the community college and some of the nonprofits in town that I know. So we send it out that way. Uh we do a lot of word of mouth also. Uh we post it in some of our our boards at the schools and uh oftent times u u parents and principles have conversations about jobs and so that's where the notices get you know printed and handed out. Uh, I have been looking I think you asked about the website and we're looking at putting a button in the the homepage for applying. So I I'm working with the IT department on just that. Uh, and also I think I I said we're
066trying to get creative especially in Paris and right so we're going to take a day here to go post some notices and in you know the coffee shops and laundromats and other places of visibility to see if we get a little bit more traffic in some of these recruitments. Um, sometimes it's not the volume of people, it's the people that the candidates that actually want to accept the job. So we start big and then by the time we get to the nitty-gritty, right, individuals don't actually want to I mean, yeah, I mean, we're gonna have that, but it's just we have to use every available platform we have, resources we have to put these jobs out there, whether it's a teacher or custodian, you know, an aid, a counselor, because you'd be amazed how many
067people out here in Barstow were constantly they asking, you know, I'm like, "Hey, go to the B USD website, you know, and check um and you might attract you might attract more." Now, of course, you know, if they don't qualify, they don't qualify. Got that. We understand it. But we got to use every available tool that we have. We put these things out there to the general public. You may I get the emails from what is it? uh CSGA uh you know, you got many districts are laying off teachers and and and employees. Hey, you know, they're lost our game, you know, if we need it. Yes. You know, sounds cruel, but you know, that's just the way it works. But, um it's kind of I I don't see it that often. And you know,
068we're one of the biggest employers in town. So, you know, I think it's important that we get it out there to everyone. You know, um we have great programs BCC and and um BCC for the teachers um training teachers. We need to I just like I said, I don't see it that often and and and I keep my ear to the ground and you know, I I don't see it. I think we just need to get off there more often. I get with um the PIO and he gets a list and he puts it out and you know if I see it, you know, I'll see it from him. I'm going share it with everybody. You know, don't discount Marcel Rants and Ray. They got over 8,000 people who view this thing. Trust me, it's
069it's effective. So, don't let hire some of them. But but I mean it's very effective, you know. Um but we do have our join our team on the on the website. So there is a a join our team button. I do have uh I asked for additional funding for marketing for my next budget. So I think I talked to you initially we thought about doing a mailer but it may be uh working with with some of these uh websites that do that aggregate like Google. partner with some of them and they put you on different you know they can distribute your information on different websites job rabbit and there's all these other websites that kind of approach to see if we can get a big improvement but in the end they have to still apply
070so just pointing back where we okay you know you're just like just what Mr. Uh when Leonard was cited, you know what about the Barcel us and the city getting together and having a job fair for us? Not for Santa Fe, not for the base, not for Portland, but for us with that's a good idea. When with Bars Community College, I attended their their job fair. So I went out there in the spring. I think I'll have another one in the fall. We also attended the one at Fort Irwin. So we went to the fort and also handed out our information. So we're always in the radar here at least for the local area geography, right? But uh but the city is something I always consider to follow up. Yeah, because I I can remember
071setting up job fairs at the high school for marine days and one like you know what about us? We also participate just to top uh we do participate with Sanino County. Uh they they actually have a calendar of doctors that we participate there. We have one at the uh uh Park at the with the what Harper Center and we bring all the uh it's filled. We're there, the city's there, right? Police department's there. So yeah, we we do participate those. We've been to Big Bear, uh, down the hill, Sanardino County, and many more that we we that we we did a lot of recruiting this year. So that's good. And Civil Rally, too. We Okay. Anything else? No. Okay. Uh, adoption of the agenda. We have no changes. Uh, do we have to take a
072motion to adopt? Yes, please. So, move. Uh, do we have a motion to adopt the agenda? Second. All in favor? I approved. We have no communications consent agenda. Are there any uh members who would like to pull a particular item? Yes, sir. If I may, Mr. Korea K6 A5. I'm not pulling I don't want to pull the whole item just one name and the name is Nathaniel Stone. Can I in that to say we just table this old item until the next meeting for further investigation? Second move. Yes. Okay. Uh item was tabled until next uh meeting. Um do we need a vote on that? No. No. Just pull it. Uh okay. I have a motion to uh approve the consent agenda as amended. So move. Second. All in favor? I passes. discussion items. Can
073I have a motion to approve or open for discussion? Item L1. Is that is that a one? Yes. Yes, that's a one. Uh item L11, calendar of board of trustees meetings for 2526. Uh the recommendation is uh that the board of tr of trustees approve the proposed calendar of board of trustee meetings for 2025 2026 school year as presented. And for um information purposes, this is being brought back. If you recall, we had it at the last board meeting and we did have some dates break. So those dates have been corrected. Also note that the July 8, 2025 board meeting, which is the next board meeting coming up, uh is the one that we moved from I believe was July 22nd. We moved it July to July 8th at a couple board meetings ago. Um
074but this is the um pending approval is the um calendar of board meetings for the 256 school year. Any discussion or comments? Call for the vote. All in favor? I oppos. We get a motion. So move. Thank you. A second. Second. Oh, we got that. We got that at the beginning. I'm sorry. It's okay. Okay, I missed it. I'm sorry. I'll do it the other way. No worries. I just missed it. Uh item uh L12, certificated management personnel contracts. I hear a motion. I move. Second. Okay. All right. This item is presented to the board tonight for two very special individuals on the cabinet and that is our two assistant superintendents, Mr. Scott Godfrey and Mr. Orus. They both have contracts that are are expiring at the end of this month and I can say
075personally that I do not want to see either one of them leave our district and go elsewhere because they have an expired contract. So both uh individual contracts are being brought to the board for approval and their effective date would be July 1st, 2025 and these contracts actually would run through June 30, 2027. So it is I am asking the board to provide them with a two-year contract to ensure that we have their assistance and their um history and their knowledge uh in our district for at least the next two years. and it is provided to the board for approval time. Comments, questions? I think it's a long time coming. Thank you. You're welcome. And they deal with us. Yeah, that's their experience is is you can't pay for that. You know what I mean?
076You just you just can't. All in favor? I motion passes. I was going to say someone else was whatever you guys got to say for the rest of the meeting. Is that an objection? Oh, sorry. And if I may just say again what's been echoed at the at the dis. They do amazing work and I'm really happy to be able to offer them contracts that are a little bit longer than a year this time and really happy that they're going to be able to stay with us. So, thank you so much. Okay, we're at uh L13 consultant agreement. Uh the Molly Gristen uh company I've never understood but LLC limited limited liability corporation. It's a lawyer thing, right? It is a lawyer thing. Protection. Yeah, it is a protection thing. Yes. I I should know
077that. My son's an attorney and I Okay. The the recommendation is that the board of trustees approve the professional service agreement with the Molly Grien Company LLC and the Barcelona Unified School District for 202526 school year to provide professional development for the district management team and keynote speaker for the welcome back Mingle. Yes. And this item is presented to the board tonight because I had the um opportunity the amazing opportunities to meet Miss Molly Gisham a year ago at um Konukai Resort when I was there for the superintendent's leadership series and uh she is all about light bulb moments. She's an amazing speaker. She's an amazing supporter, an amazing facilitator of leadership. I found her to be just down truly down to to earth and and honest and very patient, very calm demeanor, which I
078think is really needed with our management team as well as with our district. I think she's going to be an amazing asset to the entire district for her leadership style and helping us through all of our leadership styles as well. She will be meeting with the management team at management retreat on July 22nd, the entire full day. And then she will also meet with the management team at the the three uh future management team meetings uh October 27th, December 19th, and March 23rd, as well as being our invited guest speaker to welcome back. And it is provided to the board tonight for your approval. Any questions, comments? Uh we're going to have food trucks at that uh we haven't gone that far with food trucks, but I'll make a mental note of it. Coffee and
079donut. Okay. Not at this time. I apologize. I can't remember if I asked for it. Oh, you did not. I did not. No, you did not. to approve. So second. All in favor? I both. Motion passes. U educational services. Uh agenda item L 21, local indicators of the California school dashboard. Uh recommended recommending that the board of trustees approve the unified school district local indicator inclusion on the California management student in California school dashboard. And this goes over to Mr. Godrey. Thank you Mr. I I did share the slide deck with you so that you can kind of follow along with uh when we we switch slides. This is the third installment of the um required local count uh local control accountability plan that is created and um shared with all of our educational partners
080in an effort to create a plan that will um lend our lend our work to accountability. And let me be first say if I can for my colleagues I want to extend my deepest thank you for the accolades you express to to us. um you are working with a group of very dedicated individuals. I hope that comes through loud and clear. Um but there's there's a phrase we use in education. It's called what gets monitored is is what gets done. Um this is an example of that. We're required by the state board of education to share the local indicators on the California dashboard uh for students with you in a presentation when the LCAP is going to be approved. The reason for that is not every school district includes uh metrics in the LCAP that
081are monitored throughout the year. Luckily, our district includes all the metrics that are not uh required. Um, one of the things I'd like to share with you on the dashboard, the metrics that are on the dashboard that are measured are part of what we call the cowpads upload. Every year in October, we identify all of our students. We make sure they have student numbers and we track them throughout the year. All of their suspension data, their absenteeism data, their attendance data, and everything else that goes with it. Um, it then is uploaded to the state. All of that information funnels into the California dashboard. What gets monitored that you will see on the dashboard is absentism, suspension rate, English learner progress, graduation rate, college and career readiness, English language arts, that's state testing, and mathematics
082state testing. Um, those are hard data numbers. It's black and white. You can compare one year over another. You can compare three-year data. It's right there for you. With local indicators, it's a little bit of a moving target. Uh, it's what we we measure uh locally. Uh, however, you've already heard this information. When I presented the LCAP uh two weeks ago, I shared the metrics with you. I talked about the youth truth survey, for example. I talked about the Mc Williams information as it relates to instructional materials and teacher assignments. So you've heard this information. So this is sort of a redundant activity for us, but again what gets monitored is what gets done. Um moving on to slide number two. A quick uh um definition for local control funding for me. That's LCFF. That's
083where my friend here, Mr. Beaton, lives all the time. priority where data is not collected at the state level through CalPAD's upload. An LEA will measure and report its progress through the California dashboard based on locally collected data. I'm our California dashboard coordinator. I will take all of this data. I will input it myself. I will hit submit and then in November when it is released, the 2025 dashboard is released, all of that information will be there. Moving on to slide number three. Uh so what's going to be reported for LCFF priority number one? We have assigned teachers. We have access to curriculum and whether or not our facilities are safe, clean, and functional. We have priority number two, are we implementing state academic standards, both uh teacher pedigogy and the content that students are
084accessing. Uh, priority number three, are we engaging in parenting enga parent engagement and measuring whether or not parents are engaged with our district? Priority number six, this is where Dr. Williams lives quite a bit, school climate. That's anything from suspension rates to chronic absenteeism rates to how do people feel when they walk onto our campus? Do they feel safe? And finally, access to a broad course of study. That really lives in the college and career readiness indicator where we talk about things like A throughG completion. We talk about how many students are moving on to college and we also talk about how many students are completing two-year pathways. Slide number four. Uh the first indicator is appropriately assigned teachers at at this juncture. the upload that personnel office did this year, out of 296 teachers
085on the books, we had 229 that were fully credentialed and prepared to teach in the classes we that you hired them to do. So that's a 23% rate of mis assignment. That number for our district has continually ticked up over the last seven years. If you give Mr. our dutter a moment to speak about it. He'll spend an hour talking about how difficult it is to hire teachers in our in our school uh district, but he's doing a great job reaching out. Uh se next we're talking about whether or not students have copies of standards align instructional materials for use at school and at home. That's the Williams walk information that I present in September. We have 0% um deficiencies. That mean every student in every school has the books that they need. Um, next
086is facilities. How many of our facilities um were there instances that the uh facilities did not meet good repair? This year we were at zero. Kudos to the maintenance department and Mr. Hooker's uh leadership in that area. And as you can see at the bottom, we have met that standard and that's what will be reported on the dashboard. Slide deck number five talks about implementation of state academic standards. This has been an effort over the last 10 years when uh actually if I really go all the way back 14 years ago when common core state standards were adopted by the state board of education this work began there. Uh they talk it covers professional learning as it relates to ELA and ELD and mathematics training, science training, social studies training. Um available common core aligned
087instructional materials as it relates to ELA, math, science, social studies, policy policies and programs to support staff with improving instruction. That is professional development opportunities. If you ever drive by uh after hours at our district office two or three days a week, Miss Fischer donates her time and trains a lot of our teachers. We kudos to her for that. That is a standard that we have met. Priority number three is parent engagement. You heard a lot about that from Dr. Williams. One of the ways we measure that is with a title one parent survey. All of our schools are title one schools, all of the principles are required, and this is monitored by Miss Fischer's office. They are required to have title one parent meetings to not only train parents but to find out how
088do they feel about our programs. And you can see on the on the left what are the types of questions. Parents are informed of events and student progress. Teachers and schools are available at the convenience of parents respond and they respond to concerns. Parents are encouraged to volunteer, provide training uh and are aware of our title one programs. Parents are satisfied with the curricular programs. And on the right, you'll see that we had 596 participants. That's an increase over last year. I don't know the exact number, but overall, there was a 76% agree that all of those things on the left are being met. 11% of our parents that were surveyed uh clicked disagree and 13% had no opinion. Those numbers are maintained over the last year. We're looking to increase that. That is a
089standard that we have met. Uh finally, priority six, it kind of spans across a few of our slide deck um pages here on uh slide number seven. This was initially implemented in the 2223 school year. It replaced the California healthy kids survey. The state requires that we um survey our families, students, and staff with some version of a survey. This is the one we have found to be the most uh comprehensive and worthwhile. Uh the data shared in the survey will serve as a baseline uh for data moving forward. It's in-depth school level data as well as district level. Um it's used to inform planning across the nation. 39 states use this and 2.6 million students are surveyed. 590,000 staff members and families. And the student perceptions are linked to academic outcomes. meaning if there
090is a question you'll see in a minute um I feel that my my teacher holds me accountable to my grades their their response will be either a positive or negative response to that that helps our principles and the district to create training and programs around culturally uh unbiased instruction so that when a student walks through our door they feel like I fill and I want to learn from this person. So, the response rate, you'll see these are all increases over the last year. Over 4,000 students um were surveyed uh were available for survey grades 5 through uh 12. 2,87 uh responses were received. That's 69%. Family, over 5,500 uh possibilities for survey responses, we had 530. That's 10%. staff, 567. You'll notice that that's a larger number than the number of teachers. We also survey
091our classified staff and administrative staff. Uh 371 did respond to our survey for 65%. That's a total of 38% of possible survey um options there. The key indicators here are belonging and engagement, positive responses at the elementary level. Do you feel safe at school? 66%. These are all data points you've heard already in my previous LCAP presentation. Does your teacher want you to do your best? 91%. Secondary grades, most students are friendly, seventh and eighth, 57%, slight increase. At the high school, 59%. Do you feel safe at school? Seventh and eighth grade, 56%. 9th through 12th, 55%. We are still not quite yet at our baseline with comparing year-over-year data. The reason for that is we want to increase the number of surveys that we receive so we can have the highest rate of response
092so that the data is clean and we can make comparisons. Right now we're still at that point where it's continuing to be baseline data until we expand the survey responses. One of the things Dr. Reid oversees this for us. One of the things she did was she expanded the option for the elementary students where it's a passive um approval, meaning the student takes home a letter telling parent, we're giving a survey. We're going to ask these types of questions. If you are not interested in your child participating, please send the uh newsletter or the uh uh the letter back. If you're okay with it, we're good. So, that increased our number. So, we're hoping that next year we'll get to 100%. On slide number 10, this has to do with school climate, relationships, and culture.
093At the elementary grades, does your teacher care about you? 86%. Do students treat the teacher with with respect? 65%. That is actually an increase over the last year. I want to say it's around 11%. At the secondary grades, the questions are a little different. Obviously, these are older kids. The question is, teacher believes in you. At the junior high level, 70%. High school level 72%. Junior high level is about the same as last year. The high school increased just a bit. And finally, at the secondary grades, adults treat students with respect. Junior high level 60%, high school 63%. And finally, for the survey responses, the key indicator here is engagement, relationships, and culture. And this kind of spans all the way across. Uh the question being, my school sets high expectations for students. Elementary is
09466%, middle school 35%, high school 36%. Students and staff care about each other. Elementary 78%, middle school 57%, high school 59%. Finally, discipline in this school is fair. Elementary 49%, middle school 17%, high school 41%. That is an area that I can tell you has has improved over the last four or five years. And again, what gets monitored in what is what gets done. Dr. Williams shared with you that the position he holds right now was created as part of the office of attorney general judgment. That that created an opportunity for Dr. Williams to oversee and monitor the PBIS programs at the site, which then in turn improved our numbers. So what gets monitored is what gets done. Uh we've seen an improvement there. There is one more slide I'm sorry slide number 12 the
095indicator for engagement, relationships and culture. I feel engaged and you can see the numbers there 69 48 and 54. Finally discipline at this school is fair. Elementary I didn't have data for that. That was uh not a question that was asked at the elementary level but for junior high 58% high school 57%. And I'll finish with this uh after I give you question opportunity for question or comments or concerns. Dr. Williams and I had a bet. I don't know if you've ever heard of Maine that tune. Are any of you as old as I am? I bet him that I could do it in 12 slides. He said 30. I'm not sure who won. It depends on how you feel about our presentation. So I'll leave it at Thank you, Mr. Godfrey. Any questions or
096comments? Yes. Um doesn't work. See, but not really sir. No, if you look, you know, I'm slide um number 11 and it talks about my skill sets, high expectation for students, middle school and high school. I'm really concerned about that number. Those numbers 66% is really good for elementary school, but just you don't have to work as hard with the elementary school kids, middle school and high school. I'm I'm surprised to see that number for the high school. I middle school, I'm not so much surprised as I am. It still goes back to what I said. um these are things we have to work on and to to get those numbers up because I I find it um to me it's a little disturbing those numbers are so low and and the high school number
097I'm really surprised at because I I don't see it you know but if if if you go back a Wow. And and you you look at the the what was it? The reertification of high school. Now I'm lost. Yeah. So I can see that because that was some of the questions in the survey. Um, and and if you look at the discipline in our school is fair, well, you know, if you tell me I'm bad and I say I'm not and it's not fair because you told me I'm bad. But, you know, that to me I it's interesting you have to report that. You have to put that out because you're going to always be fair. So, to me, I think that data is kind of skewed because Yeah. Yes. the kid is discipline fair
098of course not you know especially when it's against them you know um but the high expectations I would think as the superintendent you would look at that and go what is the issue where is it that that problem lied why why is that that that that people think that, you know, um it's something we truly truly have to work at and it goes with all the data that we've had um that you've given us over the past few months. Um I I to me that's just for us. It is for us as well. And um what we do in the ed services department is try to create opportunities for professional development for teachers and staff to create uh a more engaging environment for students. So then rather than handing a student a worksheet to complete
099as part of their grades for the day, put them in opportunities to learn from each other around rigorous content. Um, with the Williams Act that I shared with you, what we do as a district is we require that all of our teachers utilize state approved curriculum, which is rigorous. It's designed to prepare students to go to college. And when we do our walkthroughs, that's one of the first things we look at. What are the students doing? It starts there. If we're not using the curriculum, then that's that's a conversation that we need to have. Um particularly at the high school, I can tell you there are lots of efforts to increase the rigor of what's going on um in the classrooms. There is a big push for the AVID program advancement via individual ter determination
100for first year going college students. Um one of um um Mr. Navaro's initiatives is to make it a schoolwide effort. Right now it's sort of silos where ninth and tth graders are in a class. They're learning Adam strategies. He wants to pull that out and have all teachers teach additive strategies. Cornell notes, Socratic seminars. Um, I agree this is something that we need to address quickly and swiftly and with a lot of vigor. Um, I'm confident that the high school staff understands their own data. Um, I would anticipate they're going to get a six-year accredititation through Wasp, which is a good thing for our students, but I also heard in the report out this was mentioned as you said, it was mentioned and it's going to, in my opinion, become an an action area. What
101are we going to do? This is another another opportunity. What gets monitored, what is what gets done. when that team comes back in three uh three years, they're going to say, "What did you do about this rigor level in your classroom? What did you implement?" So, it's good. Okay. Um, thank you. It's very informative both presentations. I want to figure out a way to bring them all together. A lot of the things I heard tonight were one being culturally responsive, which is a big deal, but also as a community being community members, how do we help? because what you said was we have baseline data and it's getting better. So now we know next year it's like hey let's partner up let's get together so these parents are completing these surveys so the students are
102completing the surveys so now we have quantitative data right moving forward so I'm just excited that it is moving forward I just want to see or find a way outside of this meeting even like not at this moment a way that we can collaborate the PBS uh the PBIS um presentation that we had with Mr. bring this thing very informative like that that's what we're needing. I hear that when you're speaking like hey look how well we're doing moving forward and I hear that in in Dr. Vinnie's presentation as well. Now my idea is like how do we come together as a community and implement what you're doing so that way we have better results that then in turn turns into more data that we can use. So, I'm just excited and I'll be emailing
103and looking out to see ways that we as a community can support what we know the district. Any other questions, comments? I got a comment, you know, on this uh school climate, the student response, you know, the one where it says uh does your teacher care about you? I like that 86%. That's I like that. Uh, do students treat teachers with respect? 65. I would probably think that's sitting lower. I mean, the kids are feeling that. I mean, I work there. I'm being on it. Uh, and do teachers believe in you? You know, 70 and 72%, you know, I'd like to see that higher, too. I mean, we'd like to see everything higher. And the big one here is uh adults treating students with respect. And I think that goes both ways. the same thing
104with the the students teach, you know, but uh you know, I like, you know, we'd all like to see both of those higher and stuff, but those are really excellent, uh questions or whatever, you know, data, whatever you want to call it. And uh I just think the kids need to step it up, too. You know what I mean? You know, like I I've said it all along, Barcel's a tough place, you know, to live, period. And I could only imagine then they're teaching with 35 kids and 30 kids and you know seven want to learn and the rest of them you know just want to get through. So yeah maybe one thing to mention here is uh each school receives school level data as well and that data feeds into the PBIS teams that
105Dr. Williams spoke spoke about. So it is tying the two together to improve practice because one of the things we we all at the board have the data you know, we have a goal for the year. Okay, three months where we at, six months where we at, nine months where we at and and this is the kind of data that can help us can help Indiana to help you guys um get these things working together. I mean, I I expect elementary school to think that teachers care about them cuz, you know, they go to school and they have a great time and and they learn and, you know, classes I've seen teachers are amazing. These students are amazing. You know, um the respect thing that's a hard thing to because you are a teacher, you
106have things has to be accomplished. you know, some kids, you know, they they rather just have a good time and have fun and we have to guide them back to where where they need to be. Um, those numbers I can understand. There's some other numbers in here that it's a little worrisome, but I think we're on the right path to do correcting among so I was going to say like in the presentation is showing that there's not a lot of responses. So the data is it looks really good. So I think we have to make sure that we're real realizing that what we're talking is that 38% if I if I remember seeing that correctly. So we just have to really as a team as as an outside agency like we have to make sure
107we're doing our part so that we get the responses so that the data actually reflects the actual feelings of the students because right now there's 38% that are speaking for 100. So I should say that and I can share with you that um when we went over this as a uh admin team a couple of our principles saw huge gains. So we stopped and said, "What did you do differently?" And they both said, "We like to compete with each other." Oh, so you know, we wanted to win. So we doubled down and made sure we got those flyers into kids' hands, into parents hands. We didn't let them go unless they finish it and they came to a parent conference, whatever the case was. So we've got some ideas already flowing for how we're going
108to get better next year. Uh the only thing I was going to say is how can we uh improve on the participants? We did some different things this year. We asked our IT team to set up um electronic booths at our welcome back as well as at teacher conferences. That increased our numbers um but not to the level we'd like. So, we I guess we really need to put our heads together and figure out how do we do it? You know, what what's the best way? And I think if you had all 12 principles in here, they would say the same thing. How do we get more uh parents involved? So, it's it's an ongoing effort. Um but it's it's why we we we have jobs, right? This is what we get to do. The
109back to school giveaways are a really big deal in town. So, that would be my suggestion is if we can hit those back to school giveaways because they're lining up in droves. They're there to get the things that they need. That may be a good opportunity. So, you're talking about the Kowana's backpack? Oh, sorry. Yeah, there's our agency does a few there. There's there's quite a few in town. Good idea. So, just that would be helpful. But they're there. They're there to be in line. They're waiting. They're getting things. Yeah. And that's true. Um you can bring them in, give them the information, and here you go. you know, you do the here you go after, you know, when it when you're finished. But to get your information out, we just got to find a
110better way. Um, I've talked to Dan about this numerous times. I've talked to others that there are ways we can do it. I mean, I no disrespect to anybody else, but this is what we do every day to try and get the parents in to get the information. And um sometimes something free and some and a sandwich does a wonders to be some kind of incentive. Right. Exactly. So, I'll give you a think about because there is a window for the survey. So if you have events or if you can think of events that happen in November, that's when it kicks off. So we can coordinate. Good idea. Anything else? No, sir. Do I hear a motion to approve? I'll move it. Second. All in favor? Motion passes. Uh number three, uh pupil services, uh
111item L31, contract agreement, uh with Navigate 360, uh compass curriculum for social emotional learning 2025 26. All right. So, we are bringing this to you for consideration. It is a social emotional learning curriculum provided by Navigate 360. It used to be called Sweet 360, now it's Compass Curriculum. Over the past few years, we have been piloting different social emotional learning curriculum, going through and vetting it and seeing which is the most comprehensive. Um, Compass curriculum has shown that it is the most comprehensive social emotional learning curriculum. It includes lessons for students, social emotional support for staff and for families. So, it reaches out to the home with communities. It provides a scope and sequence the lesson. We've been utilizing it at different sites this school year. And after going through and looking at the social
112emotional learning compet competencies and how they that can be supported to help develop the students with self-regulation of their emotions, empathy, all the different social emotional learning concepts. It includes a very comprehensive approach. Um I've included the scope and sequence in there for you. be looking at all the different grade levels. It is TK through 12th grade, so it is comprehensive. Um the plan is for all of the schools in the district to be implementing this and teaching the lessons. So there's that consistency, continuity across the district to establish a common language for social emotional learning and supports. Thank you. Any any questions, comments? Is is it effective? We've had it for three years now, right? The So, I mean, have you saw the difference from when we started where we are today? Compass curriculum
113we've utilized this past year. Um, it's one of the programs that allows us to see the data of student usage, teacher usage, and to watch it grow. Since we've implemented social emotional curriculum because we have multiples that we've been utilizing, I've seen the difference. The school sites have seen the difference. Um, working with CRPBIS and the social emotional learning, the different school sites are utilizing different curriculum, but they have been implementing it. And I've seen a huge difference over the past, I would say, four years that we've been utilizing the social curriculum. That is important. Yes. And that's what drives everything. Encompass curriculum allows us to look to see fidelity, the usage, which teachers are using it, how many students are accessing it. It allows us to keep track of that so that we can
114use it as a metric for the LCAP and and knowing that we have that fidelity districtwide. This has been a process we've been in for the last two years to vet the social emotional learning curriculum across the district so that all of our schools are using the same curriculum. So, especially the example of the elementary schools, if one student moves from one elementary school to another, if they're using different SEAL curriculum, they have to learn a whole new language, then they move to a new school. This is going to alleviate all of that. All the schools will be required to use this curriculum for social emotional learning. So as our kids move, they have that consistency and that continuity as Dr. stated. And then this is also going to help us ensure that the component
115of the stipulated judgment where they want to see us implementing across the district with fidelity is going to help them and research shows that having a social emotional learning curriculum, it helps improve academic performance as well. So that's it's going to be exciting to see that having that continuity districtwide. You will see additional supplemental resources being brought to the board for approval. Those are to support in other areas that Compass curriculum might not cover or if they need additional tier 2 and tier three supports, more interventions, more in depth. So we will be having some other social emotional learning resources coming to the board for approval that will be used for our tier two and tier three interventions. Thank you. And I I I have to say Dr. Rita has done an amazing job in
116the last two years vetting the social social emotional learning curriculum. This was something that I tasked her with two years ago and she's been working diligently at it and so thank you very much for the work that you've done to to bring this to the for tonight. Thank you. I'm excited to see it. Thank you. Question call for a motion. So move. Second. All in favor? I motion passes. Business services L41 adoption of the 2025 26 Barstow Unified School District budget. If you'll recall, he presented Mr. Beon presented the budget at our last meeting. This is for the information item just for the approval. So, Mr. Been. Yes. So, the 2526 budget was presented to the board on June 10th for at a public hearing. Uh, today is being presented to the board for adoption
117so it can be submitted to the county superintendent of schools uh to meet the June 30th deadline and the superintendent recommends it. And no changes since the June 10. No change. We did have the state has approved their budget. So that is good news. Um so we'll we'll have we'll present those um changes to you in uh in the in the future once we know all the details. Questions or comments? Not at this time. I hear a motion. So move second. All in favor? I oppose. Motion passes. Thank you, Doug. Uh item L42, MN personnel council agreement for special services 2023 to 2026. Um so, um this is being presented as anformational item. Uh the inland personal council agreement is being presented as anformational as the current agreement began July 1st, 2023 and expires June
11830th, 2026. The council is a group of districts within the Sanino and Nside counties which have entered into agreement to seek, share, and communicate expert legal services and advice on matters relating to labor employment and employee relationship. So this information it's just for anformational item to let you know that we're still within personal You often hear us as the IPC questions or comments. I hear a motion. No approval. Oh, it's information. I apologize. No worries. Okay. Uh personnel services. Um item L 6A1 public hearing for provisional internship permits PIP for educators for the 2025 2026 school year. recommending that the board of trustees adjourn to a public hearing to provide for an opportunity for the board to receive input concerning the proposed provisional internship permits or EIP. It is 6:45. We will adjourn for public
119hearing. Anybody's Okay. Uh, this item is presented to the board for approval. We need to we need Oh, sorry. Sorry. No, we haven't rec Sorry. No, sorry. That's a long be a minute. Time to change. Say 6:45. 6:45. Okay. It is 6:46 and we reconvene. Following a public hearing recommend that the board of trustees approve the subdivision to the state of the said permits pertaining to specific California teaching credential requirements. Mr. Gutier sorry jumped the gun a little bit. U so this item is presented more for approval. A diligent diligent search was made and no potential candidates came forward. Uh as you see here uh the two positions that we have are for math. They're very scarce scarce and the two candidates uh know that they need to pass a C set in order to
120be to receive an additional credential. Uh so uh and I want to mention uh Nicholas Lquet it will be at Junior High School and Ella Lot will be a part of STEM Academy. there any questions or comments? So, so they're not credentialed yet, but they have to be cred credentialed within this time period. So, they have they have a temporary credential which needs to be called an emergency credential, a provisional. So, they do have minimal qualifications but not fully credential. So, you have a variable term waiver, you have PIPS, a stiff, an intern, and a preliminary. So these students will be at a pit based on the the course of study that they they they have with their universities. How much time do they have to uh finish the curriculum requirements? So two years. So
121they'll they'll have a pip and then a sit for next year. Yeah. Do I hear a motion? Second. All in favor? I opposed. Motion passes. Item L 4 A2, contract agreement with Full Mind for 2025 2026, recommending the board of trustees approve the contract agreement with Full Mind to partner with Barston Unified School District to offer up to 25 hybrid teachers out there for the school year 2025 26. six and that the superintendent or designate be authorized to sign a contract. Mr. Gutier. Yes, thank you. So, uh we have uh this year we had a contract with Fulmine and they provided uh long-term substitute uh support with our with our district. They they provided fully credential teachers uh in the state of California. And so we want to uh continue this partnership with Fulmite. Uh
122if if the school year started right now, this these are the the the the uh the the the amount of personnel that we would need in order to be fully staffed. Uh I am very optimistic. We have some interviews scheduled this week, ne next week and and so on and so forth. Uh the numbers are going to come down and then the good thing about this contract it doesn't it doesn't lock lock the district in. We have the option of actually modifying the contract as we know based on the district needs. So uh yeah so and it's presented to the board for approval. I'll open up for any questions. And Mr. Gutier, we currently contract this school year 2425 with eight teachers and um we were that venture was successful. Yes, it was very successful.
123Yeah, we're looking to use those eight teachers against the 25 26 and in addition should we need to up to 25 but only if we need those teachers we're able to hire then so once we hire we don't correct yes and even if we start the school year with a full teacher we still look for a teacher Mr. is able to fill that position. We give 10 days notice to full line and then that teacher goes away. Anybody have a question, comment or hear a motion? So move second. All in favor? I approve. Uh do we have any items for future board meetings? Does anybody want to go into close session? Oh, uh for future uh like a little update on the uh restrooms at the pitcher park or whatever you want to call it,
124the youth football park or you know the I know you we've been working and I know the city is dragging their feet or whatever, but I actually getting close. I actually spoke with Mr. Silva, Mayor Silva today at the walking track ribbon cutting set ceremony and lucky I've not had a chance to have a meeting with the city manager. So I think he's going to try to look into that for me. Good job. No one meeting with city manager. He's hopeful that now that she has an assistant that maybe that will assist city manager that that maybe'll clear up some time. Glad to speak to him about it today. I do want to add one thing for future meetings. um some type of community engagement, the providers in town because it's it's in the room
125already. So, I want to approach it some kind of way where we can foster the relationship or have an understanding as community partners what we need to do to support the district. So, if that sums it up, um invite community members to like that are organizations to the board meeting. Not necessarily the meetings, but just like a mixer like a conversation like if we're talking about the surveys like okay if community partners are aware if I know I'm if I'm in the presence of a parent and student I need to be having them fill out this form or we need to be connecting them right. So I know Ruth is like the outreach liaison, but yeah, as a board some type of connection with the community, some type of so some some form of outreach,
126not necessarily the next board meeting, but right. Good. Anything else? Close session. of need to discuss it. Um, do I hear a motion to What is I make a motion to read to second? Oh, that was Jeopardy's on my mind at 653. Okay.