Wait a spot. Which one is one second >> increase? >> Thank you. Okay. All right. Let's start here with Eve and Yolanda's group. >> You're you're small but mighty. >> Yes. Well, we we have more, but they just >> Okay. >> We're in agreement with the options up there. Um, and then increasing the percentage for all to 79 >> rationale. Did you guys talk about why >> we talked about a lot of things but not really other than >> that's okay >> that like it it supports everyone and trying to get as close to 1% and doing all the other things is >> what we feel good >> all right >> we concur >> same rationale even how about this group >> same same how about this through. Ditto. Holy smokes. Okay, so come back to your seats, please. I'm going to do consensus. >> I mean, good.
I want to hear it. >> That's what I meant. Sorry. My question is for Vanessa. >> Is there any way without taking anything off the table that we can get to a 1% instead of a 79%. >> Unfortunately, no. Okay. So, you said all that just asking because in group for um four that's 68,000. You said not all of that was coming out of the 750K. >> No, it is 158 537. The 68 is what's coming out of M. I was able to take that other 90 and put that into classroom site fund uh because there was a law change three years ago that will allow us to uh fund a very minimal portion of that that merit raise uh for uh like paras and directfacing um classified positions to students. So I move those. It's going to be tricky, but I think I'll be able to work with our auditors to get that 90,000 funded out of classroom site fund.
less contracting teachers in the in the so teachers if we get less contractors in that position could we get to 1% >> what I would say is we've been working on that budget number since November and I've gone to the board three times with the budget number um and I will tell you that in the budget process I always lean to the staff So if there's a way to capture pennies over, I always round up to the staff. So the number is very lean already and that typically these things will end up at the end of the day costing us more than what I bring. So we're already probably going to be more than the 750. It is gone through a lot of process, a lot of committees, and a lot of conversations. So, I feel it would be really disingenuous to the process to not obligate to that budget number.
Um, it it just makes it like Vanessa can give us more money. I, you know, I that's not how it works. I have to go to exec team and the board. I wish I could. I really And where I do that is I do it in the calculations. So, I always calculate to the win for staff. I just So, you know, when I when I pinch the pennies, I don't pinch them to the to the district side. that I pinch them to the staffing side. >> No, no, I know. I just want you to know that I really do that behind the scenes. When I do get that number, I'm always trying to take a number to the board that I feel is going to be reasonable and responsible. And so, if I were to just even when you guys say, "Oh, it's only 2,000." I we we worked really hard to get to that number and we nickel and dime it in here um because I know it's going to cost me more later.
So >> when we're preparing the presentation, I'm on board. I I hear you and I agree with you. I think we present it just the way we talked about and then and I'm happy to be the one or somebody else can make eye contact with the board and said we'd love to actually get to a 1% raise but with the money that we were allotted and what's responsible we came to this and we would love to get to a 1% raise and then let them if they decide they can think about some of the cost savings with the million that we're overspending on contractors or something else that's in their purview, then so be it. But we stay within the budget for our presentation. >> Um, I just wanted to say that as somebody that works with budgets every day, the being over $2,000, uh, makes me really nervous.
Even being over a penny makes me nervous. So, when we have a budget parameter, we need to stay within the budget parameter. And I think that we did a really, really good job of honoring all of the people that we represent and trying to get as much as we possibly could to fix things that needed to be repaired and then also try to get as close to a 1% as we possibly could. I feel like that's going to go a really long way, especially with the what's happening surrounding us with people are being rifted and schools are closing and and we've had some really difficult conversations in here. But I think as a group we should feel really proud of ourselves because we put the people at the forefront and I think we did a really good job representing them and I'm really proud of the decisions that we've made.
I'll just say this. in a place where we did all this right on the side of it and that impausing reductions to be made. They went above I'm not saying that's happen. So, I've seen it work to the detriment of the team. Even though yes, people got more money and everybody was excited about that, it also had a longterm impision. had some really good conversations in here really good discussions and listen great power on even when it's hard and even celebrate you got some big for a lot for all staff and then forum other staff there's a lot of districts out there that aren't able to address Um, so I applaud, you know, that's got a lot of who's thinking about this all the time. You guys are thinking about it. So with that, now you got to get into teams and you're going to work on your um the actual language that you're going to present.
And you've got a document that has your guard rails, your goals, your want to switch. >> Oh, right. Thank you. I got to do it. Thank you. >> So, we had four small groups that all put this one forward. So, I'm looking forward. I love it. I can live with it. I got a question about it. Taking the remaining dollars, putting it towards% increase. All thumbs up. All right. >> All right. >> Oh, sorry. I just want to make a comment that don't forget we have a win for insurance also for all employees too. So that's huge. Yeah. >> Okay. So now what you're going to do is uh you have a document that has uh the options that we have generated generated regarding salary benefits and working conditions in that document. Um, you're going to make sure it is aligned to an SOFG guard rail and goal.
And then you got to put some ring in. So your job when I break up >> Thank you. So how many Um 20 26. >> So we're going to split up into groups. and I believe you have access to your language. What I want you to be mindful of is if you have an option and you're like, "Oh, this might be interpreted a little bit differently." Know what it is. Try to captures everything. Okay.
Does anyone have any questions? Are you going to add the options to be a package? So whichever group that You want to break this up individually and each group >> we're going to list them all just whoever is working on that >> and and keep in mind the cost neutral means that what we feel is that the benefit of hiring we think that we'll be able to turn around some of those contracted staff but it will have a direct effect on anyone who currently is in the position. So if you increase the market when we increase the market rate and I'm I'm a resource sped teacher I'll be going from 4500 to 10,000. So there will be staff who benefit. Does that make sense? I'm not sure how to message that because it wasn't a cost for costing out of the 750 but it is a benefit and it might be something we want to make sure we put out there that we we're increasing that market rate.
So, anyone who currently sits at that market rate is going to get the increase. >> Yeah, I think we should probably capture it. So, where it says cost neutral, that was just for the 750, not for It actually has a cost. It's like $139,000, but we get five resource teachers uh off contracted and that pays for itself. That's why we felt it was costneutral. Does that make sense? >> Yes. >> Okay. So somehow we need to b you know um tell people that they're getting I mean they'll know my psychologist will know I got 5,000 more you know >> I'm I'm putting together something right now that costs out all of the benefits by group salary schedule group because that's how we're doing it now out of the M bucket and out of other funds from the classroom site fund. Do you guys want me to continue to do that?
Like I thought I just wanted to see what it looked like. I'm kind of stuck on the 0.5% right now and I got to cost all that out by group. Um so I anyways I'll get that ready for you guys. Uh so you'll have you'll see um uh certified regular how much of of all of these options went to that certified STEM all that kind of stuff. >> Okay, I'll keep working on that. some way of telling them we stayed budget neutral, but we got benefits. >> This is the conversation Joel and I were having is even within compensation, you've got some things that sort of group together, right? Like schedule repair or yeah, >> compression or whatever. So, I was going to give all of those to a group to do that work and then split the other groups would do the other benefits and working.
It doesn't mean you can't contribute in some way to it, but I'm just trying to wrap my head around. Is there a good method to this? How 20 plus options? Yes. Well, because it it actually seems like if you were to choose the goal or guard rail, almost every single one of these falls under the orange or red guard rails. Um, and maybe one or two falls under like you could put multiple goals under them, but they're all they're all kind of similar. >> Uh, so let's do this. Let's I'm going to count out. We're going to do Let me ask you this. Do I have any volunteers that want to try to tackle the compensation to get that aligned with guard rails and goals and and clustering them? >> That seems straightforward. >> It's it is pretty much, but you got to go in and find all that stuff, right?
And then you got to put the rationale language next to it. Nobody wants to volunte This is for the board >> the presentation >> not for our profession. >> Well, we had talked about adding so that's the bargain agreement agreement. So I think board presentation and if there's a consolidation for the because I think that will help >> it would help but I think in the agreement adding the rale >> I think your agreement language is just the the what you agreed to not necess I think your rationale is more for the presentation >> so yeah >> okay Yeah. So you've got a creative language here and then you have >> Okay. So no volunteers for compensation. I'm gonna volunt Yeah. Katie. >> Anyone willing to join Katie, Carolyn, Ivonne. All right. I'll let you three tackle that. >> And Justin. Okay. So the four of you can get together go wherever you would like so that you can try to fill in all those columns in those particular items.
>> Okay. All right. So I can assign or you can choose. You want guys want to tackle benefits or do you want I can mix up the groups even more. Let's mix it up a little. Let's count off. You can be one this time. >> How long do we have? >> Uh let's let's see 12:32. Let's work for 30 minutes and I'll check in and then we'll take a break. One >> one. >> Okay. So, >> Oh, you're right. Sorry. Let's recount. Three. Sorry. One, >> three. One. >> Okay. So, one, you're going to tackle is that first one uh benefits. twos. You're gonna tackle. >> I think you need two groups. >> I think I need two groups. That's too big. >> And >> I volunteered to work on an >> option. Let me look. No, I not there. >> Yeah, we only need >> Yeah, you're right.
Sorry. I was trying to even mix it up within there. Let's get one, two, three, four. How about Yolanda? Will you join them to do benefits? And will the five of you all work on uh working conditions? >> All right. Thank you. Sorry for the confusion. >> Absolutely. And and if anyone anyone in this group want to join compensation then you would have >> four four kat. >> Okay. Vanessa, go home. I'm not your boss, but I'm telling you. So I was hoping to get her out before. That way you've got >> that way you have an opportunity to practice before you're doing the real thing. Um, so I'm going to have you come up because they would actually be facing the board. They don't need to do that, but they can at least come up and >> they can >> you can stand on this side and face out facing your group here.
All right. So, uh, benefits or working conditions. Who wants to go first? >> We'll go first. >> Okay. >> She volunteered you all. >> All right, Ariel. Then you got to talk. Now I know we're done because we have no more paper. >> I'm just kidding. We don't need it. >> I just took the last one off. >> No, we're good. We're good. >> All right, we're ready. So, >> President Coreo, is that >> members of the board? Mr. Man, >> can you go over Madame President and members of the board, please do not flush your wipes. >> All right, I want everyone listening because what you need to listen for is are they presenting? You guys have seen your governing board. I have not. So, make sure that you're covering the the goals or the guard rails, explaining your rationale beside be behind the option that you're presenting.
I want you to give feedback if you hear something you think might need to be improved or something that might need to be removed or uh fine-tuned. So, let's give uh Ariel our attention. >> I read this part or just what we wrote. >> Well, how did you all present to the board last year? So do you come up >> what? >> So what I would do is say you know I would introduce yourself right like you've already greeted the board introduce we're going to present the options within the working conditions uh umbrella and then speak to the options. >> Good evening madame president and board members. My name is Ariel Williams. I am a teacher at Excellencia school. I am here today to talk with you about work from home options for SPA related service providers with site and supervisor approval of course including APS in the efficiency study that includes divisions of responsibility.
Gather additional information related to expectations for duties, including breakfast in the classroom across sites using a survey. >> So why are we talking about work from home? >> You want to go over >> working conditions? >> Yes. You want to go down so I can read the part we wrote? you want to talk about? >> I feel like by the time you get to me, we already did that. >> Well, we I think there is a strategy that we're going to talk about maybe doing benefits, working conditions, and then compensation last or working conditions, benefits, whatever. But just so you know. >> All right. Go ahead, Ariel. >> Tell us why we're talking about the option to work from home. >> Want to go over I'm going to read that. Um, >> yes, we bund them all together. Um, these re recommendations align to SOFG goals and guard rails by tightening systems and procedures across all sites, increasing efficiency when possible, reducing staff overextension, and staying within federal and state compliance.
Does someone want to pretend to be a board member? And is there a question they might ask? >> All of them of course. >> So you can tell can you tell me how working from home is going to increase the goal around blah blah blah. Um the goal from working from home with supervisor approval will ensure that we are meeting the needs of all students. Special education students are also ELDs. They are also African-American students who take the eighth grade math test. >> Thank you for that clarification. But I still have questions because three of our goals and you mentioned the three subgroups, African-Americans, multilingual learners, and special educations, those are the the groups that need the most. So help me understand why working from home and not being present physically present with the students will benefit or help us achieve this goals. >> Um like we said, um this is to increase efficiency and also tightening procedures across all sites.