Okay. So, groups one over here now two three and you guys decide who's going to have the computer um and doing the inputting. Yes. Okay, perfect. Okay, we're going to get started. We'll start with um group one. So, if everyone could give us their attention, please. Um, is that group three over here? Amy, do you want to move over here? You don't have to move to your seats, but just move over so we can actually visually see the faces. Um, who is the speaker over here, Rebecca? Okay. So, you did the first or four, right? Yeah. I think we might have a couple duplicates, but that's okay. We just did one through three because somebody else did it for us, which whoever did it. Thank you. Perfect over here. And benefits was already kind of done. We just added an SOFG rationale. And for benefits, we put offering a robust benefit package and paid for by district is a tool in the district's recruitment and retention of staff.
Okay, which is true. For number two, we have compensation of $20,000. Um, our recommendation is for facilities. The compensation and compression committee recommends the requesting of $20,000 to be applied to the compression as work is complete on the salary schedule during the fiscal year of 2025 2026 school year and it checked all of the checks we need. Um and our rationale behind this is addressing salary compression is not just about fairness to staff. It is the strategic investment in the quality and stability of the employee workforce while by valuing lordy sorry um by valuing and retaining experienced my computer is freaking out. Sorry. um valuing or retaining experienced employees and attracting highly qualified new staff. Schools will create a more supportive and effective learning environment that ultimately leads to the improvement of of student achievement. Okay. And our last one was also compensation uh with a budget of 38,736.
And this is a recommendation uh for a classified uh substitutes to ensure the uh the parody with classified employees raises given for the 20 2024 2025 school year. Contract substitutes will receive a 5% raise as well as a stipen of $1,73512 cents pay to the end of the 2024 2025 school year to the people employed as contract substitutes to the entirety of the 2024 2025 school year. And this aligns with our rationale. According to our rationale, contract building substitutes are in their own delineation of employee category and they are technically neither certified nor classified. This employee group, this employee group are are allocated as classified staff for pay for performance, but were not given the classified this classification when raises were allocated for the 2024 2025 school year. We are recommending that we adjust the classification discrepancy and allocate the additional 5% pay increase. And this aligns with our rationale due to students are more likely to engage with a engage and respect a substitute that they know and trust.
Consistent presence allows the substitute to build trust with students, creating a more comfortable and conducive learning environment. Over time, a consistent substitute can learn individual individual student needs, learning styles, and potential potential challenges, allowing them to provide more targeted support. Does anyone go ahead for contract subs? Yeah, it's up. Yeah, because we wanted to have about why we were bringing this I I had Dr. Lauren, I had to like refresh my screen like six times. Does anyone want to add what they did? It really appears pretty thorough to me. Okay, wonderful. Uh, group two. So group two we have sorry the page is unresponsive now um we have the 2% raise the compression for teachers and the the bus driver the bus drivers thank you um it's a good thing that he froze with my notes in on. Um and so our approach was to we did the legal, sustainable, affordable and then we selected that all of these um recommendations go directly impact into all of the goals of the SOFG and specifically we selected uh three of the guard rails, two from the superintendent, one for from the board.
The one for the board says that they will not conduct any business without including students, families, community and staff. uh especially those who speak the same language as the family to create community and then for the superintendent guardrails. Uh it was not to allow uh the operationals of the districts without having insufficient equitable um resources for for students and human resources are some of those most important. And the other one can remember the other guard rail from the superintendent that we selected was um a system to recruit and retain strong teachers by empowering the cultural relevant differences. Then the next approach that we have was to see all of the other factors and political things and and and finances that affect and so we said that a 2% raise will be a modest but meaningful step toward helping employees bridge the gap. Uh knowing that um inflation is about a 7% so 2% is not even close to that.
Uh it also recognizes the cost of housing and support to staff members um so they don't have to uh require an excessive overtime or multiple jobs to make sure that they afford things. And we included two examples uh in a fair market um rent. Um a one-bedroom apartment, it's around 1,400 1,400,000. So, uh, a member who makes $18 $18 per hour will have to work 78 hours per week in order to afford that apartment. Uh, another example that we put is if it's a two-bedroom apartment for a single parent, and we know we have many of those in our district as part of our staff, the rent for that two-bedroom apartment, it's around 2,300 a month. And so somebody earning $18 per hour will have to work an average of 128 hours per week in order to afford that. We also say that uh as a declining enrollment district, the first step is to ensure that the students come to school.
So uh ensuring that we um provide that race to retain bus drivers will be the first step to to improve student outcomes. we need to we need to get them here uh in order for us to provide all of the services. Uh equally we said that um equity is about addressing the the compre compression ensuring that the teachers who have been here through the troubling times that we make sure that the years of experience and responsibilities are reflected into their compensation. Um we also um included notes that um retaining the teachers um requires uh investing time, effort and funds uh to develop their skills. And so one examples are the ACI AC SEI trainings for teachers. And those 20 teachers that currently are participating, they have love participating. They have impact in their students as it was reported to uh in the last couple of meetings to the board as part of the progress monitor.
And so ensuring that we don't lose those 20 teachers that we keep them the the uh the 2% raise will help them stay. Um equally uh we have other group of employees administrators and uh classified that directly may not work or impact instructionally into the students but they create the conditions uh for student success and student progress. And so having classified employees that participate in community council and SEI and and native uh family nights uh that speak the language of the families, it's it's it's an important uh and essential uh uh resource for the district to keep. And so uh again creating those groups create the conditions to improvement student achievement even though they're not delivering instruction to the students. So that's why at 2% across the board, it makes it makes sense. Cost of living and uh student impact. Okay. Wow, that was thorough.
Go ahead. Yes. So that's why I merged the the sales but Okay. Do you want us to question the board on the right? No. I thought they don't do presentations anymore. No, that's why it's a study session. So, if you remember last year, we did a study session. Um, and thanks for clarifying clarifying asking for the clarification. Uh so on the 6th the study session starts at 5:30. We have a half an hour to present the recommendations. There'll be opportunity for dialogue. Uh the board can't vote during the study session but it's an opportunity for this team to present the rationale. Um you know create opportunity for the dialogue. If it goes past six it might you know it might go a little longer but five half an hour is what's scheduled so far. And then the there will be two weeks from that point and then that would be uh opportunity for CA to vote on the recommendations and for um if there was any need for clarification from the lawyer, but I think we already worked that out with the RIFF language.
Uh then the next board meeting it would be a board item that will probably be in consent. they may pull it from consent uh if they feel they need to have a conversation about it as a board before they act. And then after that um once we know that if the 2% is going to be the adopted increase for next year then we'll present salary schedules at a future board meeting probably the first board meeting of June. Yes, can I ask a clarifying question? So for that study session on the 6th, which is just next Tuesday, they'd have the tables and it'd be kind of more that more. No, it'll be Will they be up there? They'll be up the day. It'll it'll it'll still be the formal. That's what we did last year. Okay. But you would want all of us in attendance. We wouldn't all necessarily be presenting, but we would all be in attendance.
Yeah. And I think after this process, we were going to kind of get a pulse on who wants to present for which um item. And then my recommendation would be we could meet beforehand. I don't know that we're going to have time, but we could also come together maybe at 4:30 before the board meeting and do a little practice of uh the presentation and go through. I'll clean up the PowerPoint. I'll add things to it. Uh and then make sure I get it out to everybody to preview and then have that opportunity to have that practice. Um, yeah. I noticed that you put it on our calendar. Like you sent out a calendar invite already for I did for 5:30, but what I can do is change that so we can send it out for whatever time you all decide on. Gotcha. Thank you. Okay.
Thank you. Uh, the next group. Yeah, we had all of the uh costneutral options or recommendations moving forward. So the first one with psychologists moving the base or receiving a base salary increase of 15,000 in lie of a $15,000 market demand stipend um that one we said uh could relate to all of the SOFG goals and with regards to guard rails um that it would not cause or allow conditions or procedures that are inequitable and our justification or rationale was that adding the market demand stipend to the base salary will assist in attracting and retaining qualified school psychologists which ensure that our most vulnerable students needs are met. Um for the second one, sped case managers compensated at the extra duty rate at up to three hours per IEP. Same um it can be applied to all of the SOFG goals. um same guard rail that it uh allows conditions that are equitable and sufficient for students and it ensures that our special ed students individualized needs are being met and we're in legal compliance.
The third one is revision to crisis team language in the professional agreement to include a full-time highly qualified ESP. Uh in terms of guard rails, we said that this one um does not neglect students social emotional health, wellness and development. This ensures that their emot students social emotional needs are being identified and that sufficient supports are available to staff and students. Uh social emotional well-being can directly impact academic outcomes. And then the last one is reduction in force guidelines. Um, again, this can impact all of our SOFG goals. In terms of guard rails, um, we noted that it was it encourages recruitment and retention of strong teachers. Um, and it also does not allow adult convenience or preference to take priority over academic progress. And we noted that RIFF protections help ensure that we're retaining as many of our professionally developed and experienced teachers as possible in a budget shortfall.
Okay. Anyone want to add to that? Okay. I think it was very thorough. Good job, everyone. Hey, as you're you can stay where you're um seating. And I know you have this in your folder and I haven't done this in the past, but I really thought it would be interesting for us to see how going through the IBN process delivered results. So when we started out, we came up with issues and I think you all know the the issues by now, but I wanted to read the framing statements. And as I read them, this will only take five minutes. I want you to think about our recommendations and did we meet those framing statements. Maybe we did, maybe we didn't. Maybe we did some of them. Maybe we didn't. So let me read them. And I just, like I said, I just want you to think to yourself, we're not going to have a conversation.
just think about how we did. So the first one um was workload and work time start end. How can we decrease the amount of work workload outside of the school day while retaining teachers and improving outcomes for students? How do we bring clarity, consistency, and fairness, equity to work hours across all sites? The next issue was high need students. Our framing statement was how do we systematically and fiscally provide training and support for all staff to address the high needs of our students. Next issue was employee group compensation. How can we address compression for our hourly employees? How can we make compensation for these subgroups more competitive to avoid losing staff to other districts, sectors, agencies? longevity. How do we improve current longevity to improve staff retention to impact student achievement? Pay raises for everyone. How do we improve current longevity to improve staff retention to impact student achievement?
Compensate staff for translating regardless of position. How do we maintain compensation while retaining highly trained interpreters? Parental leave. How can we meet the needs of new parents while also retaining highly qualified staff? Class size. How can we systematically balance class size to prioritize student safety and learning? Internal advancement promotion. How do we compensate internal promotions competitively to avoid decrease of salary? Maintaining health benefits. assuring there is a free option. We didn't develop a framing statement for that one because we know the district was covering that. Special education workload relevant open positions or leave of absence. How do we compensate special education employees for additional workload due to vacancies? Two more to go. PTO days, new teacher illness pay. How do we clarify available leave time for all staff? provide sick time for new employees, including those on probationary status, and address the gap between yearly payout for accuredly acred leave ones over 180 days in max separation.
Came to consensus, by the way, to eliminate this issue because the district remember already researched and developed a plan for that um which will be implemented remember next year. Um the last issue salary advancement for educational level. How do we compensate psychologists for achieving lenture and how can we competit competitively compensate employees for their education level. So those were all of our framing statements that we developed options for. Um, overall as I read them, there are a couple that we did table or decided not to do, but the majority of them I do think we came up with some excellent options. And again, you should be very proud of yourself. Um, before we do the board study, a couple more things I would like to um discuss. At the very first meeting, um, we were concerned about our one of our norms and I said that we would re um I want to make sure I'm going along with my with where I'm at.
I what we said is we would wait to the last meeting to find out if we wanted to adjust the wording of one of our norms which was our consensus norm. So does anyone have any opinions now that we went through the process especially it's fresh in our mind from today and when you look at what your norms are in um I think I have it in the PowerPoint um if not your norms are in your folder do you feel that there still is a need to reward the consensus um norm It's actually in the PowerPoint if you wanted to or did you think we did okay? It's fresh in our minds. We just went through consensus voting. Dorothy. So, um, while you were reading the framing statements, I was actually checking off the ones that I believe we covered with our recommendations and I pretty generous.
It's not actually I only found five out of the 13 issues that um we are sending recommendations forward to. Now, we created options for all 13, right? But we are only sending recommendations forward on five out of the 13. Bless you. So, I mean, if we're doing a mood pulse check, I'm fairly unsatisfied with the final recommendations being for being sent forward. And I wasn't sure why, right? I was struggling so much with my mood and five out of 13 is why I'm struggling. Yeah, there was a couple that I was I I will say maybe disappointed about, but you know what? we are a team and everyone Yeahess I I think um Daniel if you don't mind me going I think consensus voting um undermines any kind of team dynamic because it allows one person to kill a recommendation um like obviously if you have majority voting or even two-thirds voting like there could be someone who votes no and is unhappy about that and that can under undermine a team dynamic too.
Um, but when you need every single person to be a yes, then that if one person is a no, whether or not it's a valid reason that they're a no or whether or not they just feel strongly about something, they can kill a recommendation all on their own. And it seems like a number of our recommendations which addressed our framing statements were killed um through the consensus process. Um, I would also say, not to like speak to Ariel's point specifically, but we had several issues where Ariel would have like questions or want to ask something. And I feel like there was a lot of pressure to get a yes. And because if Ariel was a no, it would kill the option completely. I think there was a lot of pressure to shout down um discussion or questions or things like that because there's a possibility of even one person, you know, slowing down the process or killing a vote.