We've already I appreciate that, but we're already made the We're not gonna I know. I know. We've already made the recommendation. That's why I'm saying we need to be strategic. And now we're going on and on and on about the rest of these options. And we're not going to have time to align the 2% raise for everybody to our SOFG goals. And we're going to come to the board and they're not going to approve any of our recommendations. That is what I'm concerned about. Okay. Ivon. Um, you're a definite no. Can you live with it? I love James suggestions because this is already happening in most of the campuses and so I think there's will be another solution without having to be included as a recommendation in a professional agreement. Okay. So is your answer no? No. Okay. Then we it will be tabled for next year.
It's just Yeah. Or do you want to table it and bring it back next year? Okay. Then we're not going to table it. No. Um apparently for this one. We are not there's no problem. We're going to the non was stable. Yeah, but now we're we just voted on it and it we didn't reach consensus. So, okay. So we are down now to options continued. Number five, for the purpose of balancing class sizes, students classified as English language learners and students receiving this is different. And students receiving special educa. This should be in the financial the other one the 1.1. It should be with the financial options because there's a cost to it. It's even more expensive. So this one 1.2. Yep. Uh someone make a motion so we can do a vote. I motion that we thumbs down this recommendation. Yeah. Motion that we consensus thumbs down.
Okay. Is everyone's thumb down? Okay. Okay. So it said no and we're not tableabling that. Okay. Number six. determine riff language and we're going to link that in the communication was already presented in the Google chat many meetings ago. Yep. I motion that we approve the riff language as written with the I believe there are two additions by the lawyer. Okay, let's Would you like me to make one right now? If you give me five minutes, I'll make one. Okay. Do you mind J um Daniel if we move to the next one while you're doing that? Okay. So, while he's um looking at the specific wording, we're going to go to the last one. Um psychologist will be permitted to work one day from home or offsite. So, we need someone to make a motion for that. I move we approve this recommendation. Okay. So, let's do a vote.
Okay. Oh boy. Um, what was your vote, Rebecca? I was with it. Okay. Live without it. Yeah. Um, do we need to have a discussion here or it's it's pretty much it's pretty much down. Okay. I have a question though. Isn't this already happening for the contracted people? Yes, a lot of the contract agencies do have this written in their language. So, the contracted people to contracted sites already get this and we're just saying we're going to give it also to the non-contracted psyches. Not all contracted sites have it, but most most have it. Okay. Amy, I was just going to say not all contracted have that. I know it's that's not the case at my school. So, I think that there's so many that are down that we're just going to um that's going to be a no. Yeah. So, that is a no and it's not going to be tabled either.
Um you see a list of the the nine that we I think Joel has clean list of the nine that we have recommended. Yep. Wait a minute, Joel. Okay. Um Joel has been writing these down for us. Thank you, Joel, so much. It really helps. All I've been what I've been doing is I've been moving them on that document that says that's called options tabled finance non- financial and recommendations. And so the recommendate recommendations are there. So those are bulleted. And then as they've been getting completed, I've been moving them over to our spreadsheet that we can use to do the standards. So they're all they're if you look at that meet and confer recommendation spreadsheet that's linked in the meet and confer the one that I always have those links, it's there. So it's in in both places. Such a hard time. None of them are Um, yes.
Oh, thank you. About the riff language, I just wanted to explain real quick the changes from the one with the notes with the lawyer to the clean version. Um, I just adopted all of the changes the lawyer recommended to language. There's only a few, they're very minor, um, that they suggested for clarity. Um, I did not remove sections that said legal opinion is that this is not a process required by law, so can be modified or deleted, because we can modify or delete it, but we don't have to. So, I just kept those in. And then at the very bottom, there was a comment from the lawyer saying that we already have non-discrimination protections, so it's redundant. However, um I spoke to someone in Tucson who has like very similar rift who included something in their RIFF protections that employees currently on a performance improvement plan are not eligible for RIFF.
And the the reason that was is because it opens the district up to wrongful termination lawsuits. Because if you're on a performance improvement plan, there's a bunch of legal language about how you've been given an opportunity to maintain your employment. And then if you get rifted, because it's district administration deciding who gets rifted, even if it's based off objective criteria, it's a really easy wrongful termination lawsuit to say, "Oh, I was put on this plan and then I was let go without being able to complete my plan." And so, um, and then the other things are just there. So, it isn't just like a one-time thing for a performance improvement plan. Is that some place I was missing it, Daniel? They can all read it. See? Yeah, I put it in the chat just now. The clean copy. So, are you copying from the lawyer in the resources folder?
If you want to read it before we vote or you feel comfortable enough with Daniel's explanation to go ahead and move on. Honor, did you want to say something? Yes. Okay. Yes. I do appreciate all all of all of the work. I'm just concerned that as I've listened to the explanation is what you think is important to keep despite the the attorney's uh advice. Oh, so the at the attorney wasn't saying to remove it. The attorney was saying that since it's not legally required, it could be removed. And so there's like for example, there's a section about protections for certified staff awaiting recall. We're not required by law to protect staff awaiting recall. Um but that is just a that is like the language that's like the thing right. So if we wanted to we could remove that but there's legally we don't have to remove it.
I just have not put the amount of uh work in it just like you have done and so I just I just don't know enough to fully thumb it or what don't you understand? Because Daniel I would have to say is our expert here because he went out and did the research. So maybe you could ask him what questions you have. Well, I he just explained that he decided to keep something even though the lawyer said that we don't need it. And so I just want to make sure that so an explanation I would I would give like if I were to make an analogy. It's like saying well we don't have to give people um PTO by law. You could remove that if you wanted to. That's true but that doesn't mean we have to remove it. So, for example, like the reason why we have reduction force protections and I want guidelines in our contract, one of those things is that when people get rifted, like our teachers, right?
If they get fired during reduction force, we want them on a recall list and we want to be able to recall them off of that list. The lawyer was just saying that that's not required by law. So, if you want to, you can go in and remove that, but you don't have to. Yeah, but you don't have to. And if you don't have to, meaning does that mean then that you have to hire them in order of the rift? Um, you'd have to go in and look at the specifics, but yeah, that's basically how it works, right? Is that anyone who gets rifted is put on a recall list and before you hire new employees, you call through your recall list, right? I was riffed my second year and I was like, um, they rifted up to 13 years. So, I knew I was I was a secondyear teacher.
I knew I wasn't going to get called back because they had that in their policy. They hired back according to years of experience. Yes. There were so teachers they were just letting them walk out the door. 1980. Okay. Oh, wow. Yep. Yep. James, a little bit of information there. I got a question. Um uh and I don't know if this is still the case, but I remember years ago that uh with the RIFF policies that you can't make, um experience the uh one of the uh uh when you're bringing people back uh the reason like if you had two people of equal quality, then you can you can base it off of years of experience. But if you had somebody that had a poor evaluation or something like that and they were, you know, had different years of experience that you can't make that the sole requirement.
Has that been Yeah. If is that Yeah. If if you look, it says the following criteria may be in descending may be used in maybe used, sorry, the lawyer did not add the word used may be used in may be used in descending order with decisions made at the first available indicator. And then it goes down a like a long list of criteria that can be used to determine and they based it on date of contract signed. Okay. If you were one of these teachers that held out to the last day of your contract and then you're rift signed their contract first was hired back before you. Okay. Thank you. I don't know if that's what districts would be, but okay. Do we feel comfortable enough for someone to make a motion? Yeah. unless anyone has any other specific questions. I would like to make that motion.
I motion we reach consensus on the riff language. Okay, let's go ahead and have our vote. Okay, that definitely will be a recommendation. I have a side question for you, Joel. That's it. We did it. Round of applause first. did it. Has there been an increase of applicants since so many districts are like closing down schools and whatnot? Has there been an increase of applicants any of our openings? Uh we've they've been trickling in. So it it hasn't been a cavalcade yet. So no, it is now 2:15 and and the obviously the hard to fill ones, they're still very slow. Back at 2:30. 215. We're taking a 15minute break. Back at 2:30. I really want to congratulate all of you for coming up with recommendations that I think are truly going to move the district forward. So, let's give yourselves a round of applause. You deserve it.
put a lot of hard work into these. So, congratulations everyone and you deserve a lot of praise for what you did, the time you gave of yourself because I know how difficult it is to be away from a campus and then come back and do double the amount of work. So, um thank you so much. Okay, we're going to move on to our last um process skill which is alignment to our standards which for the new people again that's our measures and Joe so kindly um put everything on a spreadsheet like one of the um recommendations someone gave in the evaluation. So there it is on a spreadsheet for you. So what what we have to do now is we have to take each one of our recommendations and we have to see if they align to each of our standards. So what we've done in the past and we're going to do again this year is um you will just read we're going to divide into three groups.
We have nine recommendations, the healthcare, but even though the healthc care one, we still have to align because we never did that. So, we really have 10. So, one group um is going to have more than the other group, one more. But, so what you will do when you're in your group is um first of all, take your computer or at least one person has to have the computer and be the recorder. And what we will do is you'll read the recommendation and then you'll just go right across. Is it legal? Yes. If it is, check if is it sustainable? Meaning, can we keep up with it? If it is, you'll check it. Is if it's affordable, you'll check it. If it's in the best interest of children, you'll check it. And if it aligns to SOFG, student outcome focused goals. I would imagine most of them are now.
Um, since we're going to do this in three small groups, it should go fairly quickly. If they don't align align, then we're going to have to have another discussion when you come back in. usually they do align to our standards. Um, so when you're in your group, again, let me repeat and then I'm going to call on someone to repeat. Uh, when you're in your group, one person will use their computer and another person will read out the recommendation. Um, and I will assign you the recommendations. Once that recommendation is read, then you're going to go across on the spreadsheet and make sure that each one is aligned to our standards. And the check will show that it's aligned to the standards and the rationale, which is that the one with the the draw down. No, how this Okay. And you'll see the spreadsheet and Joel, you're going to tell them how to get to that, right?
In case they It's in the um Where is it again? Oh, we're You need editing rights. Each group is going to be assigned certain so everyone needs to do okay yes I am changing the uh updating it to be editing. So does everyone know where it is? I think a lot of people logged in. So, it's on the it's in the meet and confer folder, but it's under resources and it's called meeting. I'll I'll put the link in the in the chat. Okay. Thank you, E. Um and then we're are we going to hold on the PowerPoint? Do you want me to talk about that now? Um what do you feel comfortable with? What do you Are you okay? Let's do it now. So in preparation because we are getting close to the end of our time um I've put together a skeleton of a draft of the presentation for the governing board study session and um so this is all the introduction stuff but as we get further down here sorry it's just takes a little bit to I do have the goal polls if you want to look at those more completely.
The guardrails are in there as well. And then I just have blank pages for compensation and conditions of work. Um it would be helpful to kind of think ahead and be able to um determine who how that presentation's going to run and we'll we'll figure out who's doing a presentation at the end of the day. But if you wanted to dump some of the things into the presentation already or if you want to leave it in the spreadsheet and then I can move it over, I'm fine with that too. But I just wanted to let make sure you knew that this was available.
So be so before I call on someone to repeat the directions of what you're going to do in your small groups, are there any questions? Do you feel that? Since there's only 10 and there's three groups, you'll have three each. One group will have four. Do you feel that 15 minutes is enough time? Okay. So, we'll have 15 minutes. Um, Rebecca, I'm going to call on you to repeat what we do in small groups. Wait a minute. Let me here. Excuse me. Okay. Um, we're going to go through the recommendations, read through them, uh, click if they're legal or not, and see if they align to our SOFFG model. Each of our standards. Yeah. And then, um, besides aligning to each of our standards, we're going to actually fill out the section to give a description. Questions? Okay. So Joel, would you mind putting that up there again?
You know, I realized that we didn't do assigned seating today and so we have everyone is by like administrators certified. It's diff it's different. I would like the groups mixed up today. So we're going to count off by Let's count off by threes. And once you're in your group, I will let you know um which ones you're going to do. So, let's count off by threes over here. One, two. Okay. One's over here. Not yet, though. Two's over here. Thre's over here. So, one uh group one, you're going to take the first four. Okay, group two is going to do five, six, seven, and the other group is going to do 8, 9, and 10. Okay. So, it is now we're going to meet back at 3:00 and we'll just do a really uh brief sharing of what you your you and your group came up with.