>> Is that what I >> I'll give it to you right now. You want it right now? >> Okay. And you probably have some teaching and learning tasks on here. I don't know. There's this one and there is this one. I'll leave this one here. So, you had two other issues, and I'm not saying that we need to dive deep into these because we may have just talked about it, even though it might have been framed differently, but I don't want to not look at them. So, scheduling, when you guys prioritize your issues under working condition, scheduling showed up. Now that could have been something that we tackled here in division of labor or coverage and staffing similar but there could be other ideas around it. So I don't want to squash it if we need to be more specific about each of these issues.
But I want to ask you all as a group what your thoughts are. Do we need to do a deep dive into scheduling? Do we need to do a deep dive into staffing beyond what we did just now? Kelly Um to me staffing is the same as coverage. So I don't see that we would have different options beyond the ones we already came up with for coverage. Okay. >> And I was going to say I think scheduling is also like uh the time issue right like it's just we time is a more all-encompassing like a lot of our options are related to scheduling. >> Okay. Um, I think for speaking on excellency behalf, I think when we when we say scheduling, I think we mean our end of day. >> Why didn't Why didn't you add that as an option when we start with time?
>> I thought that was I thought we were talking about time versus volume of work. That wasn't about end and start time. >> Can you can you tell me a little bit more about that and maybe we can just add it as an option? Excellency has the latest end time. We get out of school at 4:00. Kids are usually gone between 4:15 and 4:30. So, we usually leave around 4:30, but we have the latest start school. >> You start later than the other sites >> by 20 minutes. 20 or 30 minutes. >> And you end the same are the is the hour the instructional day the same number of minutes? >> Yes. Okay. >> I'm guessing that's a transportation desire. Okay. >> But when the decision was made originally because I have a very good memory and I was there when it was said Excalencia was not supposed to stay like this for what now a decade.
It wasn't supposed to be this long. They originally it was supposed to be we were going to switch. We weren't told in the beginning we were always going to stay at four o'clock. We got to we got to solve the transportation issue though. >> That doesn't sound like an excellency or teacher problem. We were told something and we want what was promised to us. >> Well, you were promised that it would go away. >> We were told when it first happened. >> It was going to rotate. It has never rotated in a decade. >> Okay. So, do we need to add an option under under time for I'm just going to evaluating start I don't know want to say start I want to capture it differently than um instructional day for the various >> start >> I don't want to call it start and end well maybe I do want to call it start and end >> okay >> it's not >> the start and end time for school the school day >> do you want to add that >> our interest >> oh where's I can you add that on just for put uh start eating time for a school.
>> You're the only school that has that time. Okay. >> And one of the four schools in the district, so they're penalizing us for having more kids than you know >> transportation. >> Okay. >> I'm not sure process. [laughter] So >> story is there a district story for that just that there's an interest. >> Yeah, let's use a microphone here. Maybe for those of us who haven't been here for a decade since this started. Let's hear >> Well, I can't speak to the the what was promised at the time 10 years ago. But uh there's an an interest in the district side also to get that change to happen. We did uh work on that in this committee last year. we added a dollar to the bus driver schedule um to try to bring in more bus drivers. It was ineffective. Um we know that even with that dollar, we're at the bottom of the pile for transportation dollars.
Um and we know what the solution is to make it occur and happen. We have to have um an increase in driver capability. So, uh the district is very interested. It it affects work life balance. It affects our ability to train teachers. It affects our ability to have events that all teachers can participate in. >> So, uh that is >> yeah the dollars would be the transportation which is waiting for us to do the classified. Uh it's really hard to look at them separate until we do some of the schedule repair which is why we're trying to rush that through our committee. >> Okay. So it is kind of coming and then dollars are going to be put to it uh as a part of the whole the whole thing. >> So in a perfect world all the schools would start at the same time end at the same time.
>> Gotcha. Okay. >> Okay. >> But until we get more bus drivers, can we put an option on there to rotate? We would like to pass the torch. [laughter] So, we'd have to explore that issue, right? Because there are lots of ramifications. >> I feel like I feel like rotating start and end times would confuse the heck out of parents. >> Yes. >> If you if your child is in a school for five years and the start date, the start time changes every year. I feel like that's kind of a large ask for >> Yeah. But wait, aren't we just spitballing options right now? >> All we're doing is talking about it. So, let's just do some research on it and then we can come back to evaluate it uh later. Yeah. Okay. >> Our parents. >> Yeah, let's just throw it on the chart paper and we can come back to it.
>> It's on the paper. All right. Anything else about scheduling? Do we need to further explore the issue of scheduling or do we feel like given what we just added, are we okay with this moving forward or I'm happy to dive in and have you all do more work? Have we captured it when we talked about time and coverage? Do you feel confident in that? >> I spoken to you. >> Use the microphone. Thank you. >> Thank you, Dorothy. >> I can't think of any other issues that we haven't already talked about that I've heard from other people personally, okay, that are concerned under this category. >> Hang on one second, please. You haven't heard anything else around this particular issue? I am looking for consensus then that we are not going to do a deeper dive into con into scheduling based on the work that we just did is everybody I support it I can live with it I'm not sure >> clarification we added excellencia okay >> okay I'm going to ask you the same question about staffing do we need to do a deeper dive into staffing There are multiple ways to to tackle this issue around staffing, some of which you talked about when you talked about coverage.
>> Are do we need to do a deeper dive in staffing? >> Uh uh are we okay not addressing style? Do it frame it the same way I did before. Sorry. Thank you for the check. Are we okay with what we've done thus far around the workload issue and we feel like staffing is covered as we talk about time and division of labor? >> I see it. Do you have a question about it? Ariel, >> um I just remember a conversation we had about staffing. Did we address we had about staffing in there? >> Can we take what you call that thing? Will you take >> a caucus? Give me caucus really quickly. Can they tell me how many minutes? >> Five minutes. really quick. >> If you guys can if you can cut the video and audio Is there anything that um I >> back on mics?
>> We're back on microphones unless we think we need to turn the mics off for this discussion. Okay. So, first I want to check in with certified to hear. You don't have to tell me all the gory details, but anything you >> Yeah, we So, we discussed that. >> Wait, wait, before before you go, just I don't mean to interrupt, but it's not certified versus not certified. Both teams like our caucus included classified certified, too. So, just so that you don't just refer to us as certified when we're caucusing CA. >> Got it. So, CA stepped out. I apologize. Thank you. >> Um, we discussed on around staffing. There are two specific options that came up. um like just in general about staffing that we didn't get onto the paper because the division of labor category was like a little or like too focused on something else.
And so we discussed um a coaching model that involves halftime teachers, halftime coaches instead of a full-time coaching position. >> It's going over here. >> Yeah. >> Okay. It would be under division of labor and the intention is as a way to retain good teachers in the classroom. Well, and then also to root coaching in good teaching. >> This is something that came from her ship but luckily >> Yeah. >> Okay. >> And then the um other thing is we we had a conversation around um we have two schools that are designed around like an open concept intended to facilitate like cooperation between teachers, but we our staffing model doesn't do that. And so we felt that maybe the school district needs to be aligned their staffing model needs to align with our architecture where either we are having we're staffing for the open concept or we're not building any more open concept buildings because the intention is when you have a you know you have three classrooms with no wall with no walls between them you know you have a teacher with like either two student teachers or like a first year teacher and like a student teacher and they work together in like a you know a combo class or whatever.
um or you have walls and it seems like our staffing model is suggesting more walls maybe where as an option I don't know exactly how to phrase that but that was what we were talking about >> is it evaluate open open >> yeah what do we call open classroom >> concepts staffing >> yeah staffing thank you >> evaluate Eight. Evaluate staffing for open concept classrooms. Thank you. Okay. All right. While you were gone, uh, we had another option that I wrote down here. Sorry, pointing, but no, I didn't. I wrote it. Where did I put it? Right here. Assistant parent assistant. There was clarification to this option, which is assistant principal contracts become 11 or 12 months with no change in pay. They're currently 11 and a half. If they go to 11, they would not lose any money. If they go to 12, they would not lose any money, but they could earn additional >> vacation.
>> It's just a two week paid vacation. >> Okay. >> Question. So, if we went from 12 months from like for you 11, you don't lose any money, but then you go to 12 and you don't gain any money. But when you go to 12, you guys are gaining the two weeks of pay vacation, right? >> You are gaining that's compensation. >> Yeah. So, what we're saying is like no additional compensation, but you will get the two week paid vacation. >> So, you get two weeks approved vacation time. >> Approved two weeks >> administrative vacation time. Yes. which carry over which could eventually turn into a paid benefit once you leave the district. >> It's still a benefit. It's a benefit but without cost. >> Correct. >> Yes. Okay. >> It's all right. >> Yes. >> Okay. >> Um >> is it going under time or coverage?
Well, I would say uh to return to the model that we had a couple of years ago where coaches are at sites not at the district level because the model that we have now uh coaches are at the district level and they are assigned based on needing a different subject. uh but in the past we were uh uh coaches were assigned to a specific set which was our model that we had for >> so is that a coverage issue or a time to complete task during the day >> what's your reason behind saying that is it coverage help for the admin or are you saying it for >> so I think if it's right are we analyzing are we talking is that part of I just want to know which part to put it on >> because the thought process behind it is that it is very difficult to schedule coaching to coaches to where uh they need because they're assigned to multiple sites and uh multiple sites have different like we need them on Monday.
Another site may have team meetings on Monday as well too. So it really have the uh best uh the best use of time for that particular coach and it limits the ability to pivot uh if we have a need that arises later on. Um it's just it's an >> so I put it on coverage division of responsibilities because it sounded like coverage for >> scheduling and such uh was there. So, I just put return to former instructional coach model at the school, not at the district. >> Can I add something to that since we're adding stuff? Can we add um something that says that special educa education teachers get the option to come in three additional days before the school year starts? >> So, extend special education contracts or just three additional days. And where is that going in? Time. >> Time. Yes. >> Okay, Joel, I will help you decipher this later.
I promise. Maybe Dorothy will help you. Yes. >> So, I'm assuming we're going to pair this list down. >> What we're going >> Are we Are we going to have HR and payroll or and business services scrap the next month of work to come up with all this stuff? >> Sorry, little editorial. >> It's all good. What I like to do is, and you're not wrong, right? This is a long list of of info and research that has to be done by uh district admin folks or others could be school folks as well to look at some of this information. Um we can take this list and further prioritize it and say look these are the options that we want evaluated because to your point right we now have 1 2 3 4 5 6 10 another dozen 22 things that may or may not need additional information or research or data.
um that is an option is to e group them or pair it down or prioritize so that the group is not spinning their wheels. But we also had a conversation during our caucus that I think is relevant to this uh somewhat. Um so I want to make sure I talk about that as well. But Dorothy, I'm going to answer your question. >> I guess my my main question is that it would be difficult for me to prioritize some of these. I don't want business services at all doing all that hard work. >> And knowing for example the A that would help me know whether that's a high priority for me if I knew it cost $10,000 versus $200,000. Right? So some I don't know if it can be an all or nothing. It feels like can we I don't know. >> Can we do what we did in the past?
Um >> so in past meet confer I think um we came up with the options and then allowed us to look at it to see what kind of resources and work effort we thought it was going to take just kind of putting our eyes on it and then we came back and said okay there's no way we're going to be able to get this one done. We'll need to either put it out to committee or get a bigger group working on it and then some of them we were able to say oh yeah we can cost those pretty quickly and it it's not time consuming. Um, we we could do that if if you guys are open to it. We can just kind of go through them and say, "All right, we can easy easy or hard hard or >> whatever." >> More time. More time.
>> Yeah. Yeah. I just kind Okay with that idea to give them time to look through the list and then say, "Okay, look, this one's going to take a little longer. We need to >> push this out a bit." Um, >> because we may not be able to get to it at the next meeting, but maybe the second or third. Can I also remind us that we need to focus on the scope of meet and confer that's noninstructional in nature. So if any of these options have an instructional component even though I know we could maybe justify or stretch but we really need to be mindful uh of options that might bleed into instructional because that's not in our policy. Our policy says working conditions etc etc non-instructional in nature. >> Appreciate the check. teaching model. >> Can you use a microphone? >> Teaching models, could be coaching models, it could be um you know like the the time stuff is different, but the the things that would affect teaching and learning are outside of the realm of the scope of mean confer.
I think >> would uh are any of these on here possibly in violation of mean confer policy? >> Well, I think it would depend it depends highly on the specifics, right? So, if we said, you know, this is the content that the coaches need to be coaching on, that's instructional. But if we're talking about we would like to see a halftime coaching, halftime teaching position, that's like a working conditions and staffing issue. So, I think it depends as the options get more specific. I think it would reveal what if it's instructional nature or not possibly. >> Well, sure. Sure. I mean, that's why I said it's kind of a permeable or semi-p permeable membrane, right? that we're we're going across different strategies. But the other thing to consider is how it aligns to SOFG goals. And I know um and I'm just going to editorialize again, but coaching model for instance is something that's been developed through the lens of S.