That's why Well, yeah, it says within its budgeted capacity. So if there's no budgeted funds in like let's say next school year there's a influx of kids in a particular grade level but there's no funds to add another teacher that wouldn't be one of the solutions. Okay. I think this what I understand from what I understand from hearing from Amy and Katie uh maybe James too was that this these steps are more or less followed or some sort of protocols happening at some sites but to create more universality across the district and make sure that the same process is followed no matter the school because we know that class size is an issue. Um there's just very specific language. I agree Ivonne that it's wordy but I think if you really look at each one it's not convoluted it's just really specific it's a large recommendation so then when we come to prioritizing and then that's where you would want to if you feel like it speak up no thank you thank you for um James is James who's James and then Dorothy you're next okay James, I just know somebody's going to say Mike, so I'd rather just go.
Um, so I I think uh and and I don't I don't want to speak for Ivonne, but um I think what is what what kind of like triggered me a little bit here was all the shalls and wills. Um because when I read will and maybe this is my interpretation because I I see the the clause there about within the budgeted capacity. Um but um I I I also see in here shall correspond to the following. And so um uh what worries me is that um not that these exist and they are a great template. Um it's the shalls and the wills. uh because someone could look at this and they could say, "Well, you have to do this. You don't really have a choice." And it would be difficult for me to go and say otherwise because of the will. Um I I mean, I could use the argument of budgeted capacity.
Uh but um it just it it just makes me nervous. That's all I'm saying. So, yes. Um Dorothy. Oh, mine was very teeny tiny. instead of a a dash that needs to be a colon for the 36 to1 because it's a ratio. Little typo. Okay, Daniel. Yeah, I mean all all this is saying you can ignore everything. Um and just read the district will implement acceptable alternatives that and then that site administration will provide written communication to effective teachers of any probable possible solutions within 10 working days. That is the actually the only shall is that you will do something if the numbers are above the max. You could write them a card that says we really appreciate all the work that you're doing. I would hope that you you wouldn't do that, but you know, I mean, like that would actually be meeting the the letter of the law.
This is like a this is like a very very very very lenient and flexible um the first part that says class sizes for general education shall correspond to the following. Yeah. The ratio which by the way also this ratio is tied to our 27.5 to1 staffing ratio. This is divided out to meet our staffing allocation. I would be curious to see what Dr. Burgess says about this because I know she brought this up before about how some teams make accommodations uh based and it it's all team driven where she said that if I remember her story correctly she said that she had a team where they made a decision where she went to the team and she she said I have a sub for you I have a teacher for you and uh they said oh sorry um and uh and the and we can go and do that um and had that person on there because to keep in the ratio and the team told her, "Don't do that.
Um, put that person over here in this grade level because that grade level is in a higher need. It's a different situation and we got this." And I can tell you a similar situation happened at my site at the beginning of the year with a particular grade level where we went to a team and said, "We have this position. it's available to lower your class sizes. And the answer was no, don't do that. Put that uh put that position in this grade level because there's a higher need for it. So yeah. So So in that in that case, James, I mean, let's assume worst possible intent. They they hate you, James Diaz specifically. They tell you, "Go put that teacher somewhere else. You go put that teacher in a lower grade level to reduce uh class sizes." And those same teachers turn around and file a grievance and say you're violating the professional agreement because my class is over the max.
Your response to the grievance would be I approached you on XYZ date with this proposed solution right for this problem and you rejected that proposed solution and suggested we did this and that would be within the yesed yes you just need to propose the solution right like just like for example if you were like hey we can get to par in your classroom and I'm like I don't like that pair I don't want him in my classroom go put him somewhere else I' I've forfeited my Right? As a teacher, like it's just like if if someone asks me to work through my lunch, I can say no. But if I say yes, I can't then go back and be like, you made me work through my lunch. Right? It's that would be that those teachers forfeiting their right to the protections in this, right? Okay.
Thank you all for Thank you all for your input. It it it did make me see a different perspective. Okay. Next one. Okay. Option 16. If funding allows all students. Oh, I'm sorry. I'm so sorry. I don't even know where I'm at. Okay. What about option 17? We're good. Okay. For the purpose of allocating staff to sites under district student ratio 25 to1 27.5 to1 students who are uh structured eelss to student and students receiving special ed should count for 1.2. Yes. So I have a suggested revision. Okay. Um because this is my recommendation. Um I would suggest revising removing the and students receiving special education um and then changing the ratio to 1.1 instead of 1.2 because that brings so remove the words and students receiving special education and change 1.2 2 to 1.1. And the rationale for that is um we didn't talk about it when I originally proposed the option, but we do employ sped teachers that like contribute to those students like like that's already the already teachers that are contributing to those students learning.
And then at a ratio of 1.2, the cost would actually just be too high. We wouldn't be able to sustain that in our school district. So a 1.1 brings it within our budgetary capacity. We might not we may not choose to go with it, but um that would be feasible with our current budget. Okay. For the purpose for the purpose of allocating staff to sites under the district staff student ratio 27.5 to1 students who are English learners eels's count as 1.1. Okay. Are we okay with that word? Okay. Okay. Last one. The district will provide free health health care option. I'm sorry. Oh, I thought it was tabled. No. Okay. For the purpose of balancing class sizes, students classified as English learners and students receiving special education will count as 1.2. That's what we just talked about. I propose that I I thought it Did we take it out?
Um I I propose the same language change and remove and students receiving special education and change 1.2 to 1.1. No, it's not. Um, yeah. Yeah, I would disagree with that because I want to be politically correct here, but special education students, many of them do demand a higher level of need in their while they're in their general education classroom. This isn't about when they're receiving special ed. This is about when they're in their general education classroom. And there are many accommodations that need to be provided. Oftentimes the curriculum needs to be modified. So that's not something the special the special education teacher is supporting the gened teacher with that. But when you're balancing class size that this is why gened teachers sometimes bulk at wanting to group sped students together which actually helps in scheduling for resource teachers. And one of the reasons they do that is because then the rest of the day they have those needier students.
So I actually think not for funding but for balancing class size they maybe should carry an extra weight. Okay. Sure. Okay. So again what changes are we making for that one? Just change for that one. Just change 1.2 to 1.1. Maria, did you get that? um can census vote just changing the number 1.2 behind changing that 1.1 student. We're not talking about funding. We're talking about actual class because those ones will cost money. This one is just about the class, right? Basically, it's saying if you took five special ed students, you could have a total class size that's one less than the other teachers. That's not a huge Well, so the reason the reason why I hesitate to keep it at 1.2 is because like if you have a class of uh you know like you can have a grade levels with a lot of eelss and a lot of sped kids and it could make things I mean I guess five to one is not crazy but let's let's keep it for the sake of argument.
Let's just keep it at 1.2 So no one is we can fight over numbers later. Something happens when I touch this microphone. So my apologies. Um what I just want to remind as we're moving forward and having discussion about this option is that there is a tab that talks about the EL numbers in our district and if you include FE students that's about a third of our students are SEI students okay consensus keeping it at 1.2. Okay, last one I believe, right? Is it the last one? Last one. Option 19. The district will provide a free healthc care option. And we're Well, we already know that one. So, that's Yeah, that's we're finished then. We already That's already a recommendation. It's not an option, but I that's why it was on there. Okay. So, what time is it? I think what we're going to do is we're going to take lunch.
Maria typed them all up, so they'll be on one document. Uh, we're hoping we can copy them and at lunchtime. And then when we come back from lunch, thank you. When we come back from lunch, we will uh prioritize the ones that require money and um we'll see if we can come up with some recommendations with the money ones and then the other options. I doubt it today, but we'll see. um before we make them a final recommendation, we have to align them to our standards to make sure they align to our standards. If they align to our standards, um then we'll make them our final recommendations.
Okay, any questions? Uh we're going to align them first and then because why waste is that Yeah. Is that going to be a small group thing or a whole group thing? Um, I think we need to do a whole group. It's going to take a long time, but I think we need to do a whole group. What stands for? No, our standards are which is a part of our process skills which I'll go over in the PowerPoint. It's another process skills. Yeah. Yeah. Yes. Okay. Um it is let's see 5 to 12. Um let's come back at 12:40. Hey everyone, welcome back from lunch. Hope it was enjoyable. Joel, you had something you wanted to discuss? Wait until everyone's here. Okay. Okay. So, um, Kelly just left. She's printing our options, so it won't be as confus confusing for you. It's going to all be on, um, one handout with all the revisions that we made.
And once we get that handout, what we will do is uh we're going to highlight the ones that require funds. That's the first thing. So, we're just going to wait on Kelly a couple minutes. No one had any thoughts back. So, I'll try not to forget, but I would appreciate help with that. Okay. Okay. Evaluating consensus. What do you mean? When I Um, for our handouts, we're going to have Ivonne um share his show and tell. It's It's my glasses. Yes. So, I just took some notes on my my glasses. No, my my glasses help me. They don't change reality. They just sharpen my view in the same way I I approach negotiations with logics and facts, not emotions. And so it it it allows me to catch details that uh I might otherwise missed just like I pick up unspoken cues or different motivations than negotiation.
Wow, you put some thought into that. I was just kidding. I saw them sitting there. I saw, well, it's not my bottle. It must be the glasses. I have noticed you put those glasses on during IBN. Yes. My readers. Well, we appreciate the fact that you're using those cheating to write it down. That's unfair. Wait, didn't you? Oh, no. You just stole the idea. You started with that. You were not my idea. Maria or or Joel, can we can we post those options up on the screen? Um, I know, but I'm wondering if we should post them, too. Well, thanks so much, Kelly. Okay. When you get your option sheet, there's going to be an individual activity. I think we're going to be all on the same page. If you just go through and put a little mark near the ones that you believe require finance and then we'll go over it all together.
There you go. Okay. The cross the crossed out ones I believe are the tabled ones. So they're not really we're just tableabling them but we won't be addressing them today. So put all the option the other option papers away so we don't get anything confused for the rest of the day today. Yes. Can you smile again? It's It's me. I'm a magnetic personality. That's what it is. All right. Um, two quick announcements before we get too thick into the um afternoon. Uh, one is that you recall a couple of years ago, those of you who were on meet and confer, um, we had requested that April, I think it said by April 1st, but early in April, there would be information regarding upcoming benefits. So, hopefully you've been checking Kraton Connection, there's a benefits enrollmentformational session that you have to register for that. Uh, last year we had 23 people register, I think.
Is that right? Last year around that. This year we have 46 so far. So I would encourage you to spread the word, get people to sign up. There's a lot of good information. There'll be more information about the new options that we have that we presented through Meet Confer. Um so that's tomorrow and it's at 4:30. So we're missing all of the dismissal time, right? So and it's virtual. So they can sign up for that. There's also an in-person benefits um working session that people can come in and do a drop in. Uh and do we know the date? Do you remember the date on that one? April. It was either the 13th or the 20some 23rd. April 23rd. Uh so that's at district office if people have specific questions or they need help with the u enroll open enrollment process. Um and that's about it.
Uh I asked Adrian to do something just kind of out of interest since we are new to doing our broadcasts and live streaming. So, I'm going to share this with you, but these are the number of hits that we've had on the website on the the YouTube um broadcast and we started with 72 the first time and then it looks like it's around hovering around 200 between 207 and 240. So, we appreciate that that many people are visiting it. I know part of it could be multiple hits from one person going back, but that's I think that's some good metrics. So, I'll share that with you all. Uh that's you can't plan to go viral. I know anything about going viral and I don't Yeah, I think that's that's just at some point. Yeah. We had about 25 people come and we hired three from that event which was great.
So we're it's a building year. Uh some classified. All three classified I believe. So do you want me to give names or We had we did have a lot of screening interviews for certified. Um some were people that are on visas that have uh there's some extra steps for those people that are currently on visas with the different districts. So we we're working on that. But it was good. Yeah, I think it was good. Thanks. Okay, so we need more time to go through the options. Okay, so you highlighted let's go up here and look at the screen down. Um, so the first option, um, finance or no finance? No. Okay. Second option, finance or no finance? Third option. Yes. Friday it would be schools closed. Right. Right. So you have to add days because I know that would be a whole different right. Wouldn't we want to have that in the option wording though so that you would know that it's based on if there was a 4day work week?
Because otherwise I'm thinking like how are we going to manage this? gates. I didn't They're saying that we're not adding a new person. We would just Sorry. We would just be selecting a full-time ESP to be a part of the crisis team. So, it's not a new hire. We just want to make sure they're on the team. No, it just helped. It doesn't say I'm just waiting for Okay. Um, seven was is money. And okay, let's do it slower because Joel's marking for us. Do you want me to do Joel? I won't and they're together. Yeah. Okay. 10 was tabled. 11. That's money. Yeah, it is. We're going to receive pay raises. How is that not money? Because it's only additional money if the pay raise like if everyone gets a 2% raise and whether 14 is passed or not has no effect. It's only additional funds if it's higher than a different rate like the certified rate.