001You'd think after being together five or six times now, I would remember remember this part, but a month in between is a long time. All right, everybody hear me? Okay. Okay. So, here we are. Can you believe it? I just was saying we're about to approach the what I call the 90 days of May. Uh there it's close, but it's oh so far away. Say hi, Ally. Um, so it is our final day together and we've got some big uh work in front of us, but I'm excited and I hope you all all are as well. Um, but before we get started, I am going to turn it over to our superintendent uh man to share some updates with you all before we get into our usual reviewing of norms and guard rails and things
002because I know he's got to leave here shortly. So, Mr. fan. >> That's awesome. I don't have to stand in one place. That's really lovely. So, thank you for letting me come here this morning and join you or or being forced to listen to me for a little while, however you want to perceive it. Um I I wanted to start by um checking in with how many people had an opportunity to either be at watch live via the stream or review the board meeting from last Tuesday night. So if I could trouble you for a show of hands. Okay. So I I kind of suspect this is not like a guilt trip. I don't do guilt trips, right? Um, so the reason I wanted to do that is to make sure that what I was
003about to talk about was worthwhile because I think it's important for this team to know. So, um, our governing board, um, actually had an item on their board meeting last Tuesday night to basically give any additional guidance they felt they needed after reviewing um, sort of the progress of meet and confer thus far. Right. So they took a look at the and I can't remember the number 15 16 options whatever it is that you know you're currently working through and I know in past years there have been times where there's been like a little bit of agitation because the board you know has maybe come back and said well we have concerns of some of the things you're working on which can be very frustrating when you're meet and confer team because uh we're being
004streamed so I won't use a curse word you've worked your butts off right, for months trying to come up with the best recommendations that you can make in the best interest of our teachers, our staff, our district, right? Like our kids, our families. And so then to have a group review that maybe not maybe be at odds to some extent with the work you've done can be very frustrating. Um, so I would have stayed home this morning if that was the case. I'm just kidding. I would have come and face the music. Um, but what I wanted all of you to know is the commentary from the board on Tuesday night was how proud they were of this team and the work that's been done. So, um, I think I'm trying to remember. I'm pretty
005sure and if it was, you know, off mic that night, I'm not revealing anything cuz it was either something that Sophia said to me or something she said on mic. But it it reflected the sentiment of the entire board which was that they were very proud and impressed because it felt like the options that you're kind of finalizing this year really have been um out of all the years that they've been kind of I guess it's been two for this five this five members of the board but probably going back a little bit before that they feel like this is the deepest level of work that the team's done because the options that are there really span a variety of challenges that we've been dealing with in the district for years and try to um
006make improvements to those challenges to the benefit of our staff. So things like um you know kind of tackling compression again right in some different ways and kind of looking at a bunch of different groups um you know and you know from my comments seeing the range of things from dealing with compression for specific groups like nurses to some of the broader compression for certified teachers to looking at compression issues that were created with the fixes last year that sort of $500 minimum because there were some people who felt underserved, right? Like there's a level of depth of work in all of that that is really impressive and and the board recognized that. So I wanted all of you to know that. I think the other comment that they made that was more specific um
007it was related to one item on there. Do you remember what it was Joel? >> Oh >> yeah. Yeah. um the options for special education and some of the specific populations and and I think that's partially because if any of you who have really had insomnia and you've gone back in time to watch the board's original wrestling session with what goals they should be setting for us as a district for our student outcomes focused governance goals. There was a big battle between whether the special special education subop or the black student population would get its own specific goal as a subop. And ultimately our black students went out because of that 0% for as far back as you could see, right? Like that was just difficult to ignore. But the conversations continued about how important
008making improvements in our special education space were. And so they really appreciated seeing the depth of thought in that recommendation for those three days that um you know could potentially allow services bless you to reach students sooner and also provide better support to our special education teachers. So, um, so I am going to take a moment of personal privilege, which I rarely do as a superintendent, and just kind of give a little bit of a we'll call it like a micro pep talk, but the the personal privilege is actually very often people doing these use sports analogies. And I'm really bad at sports analogies. And for those of you who haven't noticed, because you maybe haven't paid attention, I'm a pretty big geek, right? So, I'm going to shift gears and I'm going to make
009a geek analogy. Um, and I'm just going to share a little something that really reflects on the depth of work you've done and the depth of work that you have ahead of you. So, show of hands, who knows who Stan Lee is? Okay, we got quite a few people. So, no, not Stanley the food person. aging guy. >> No, but that's a great question. No, Stanley, the creator of the Marvel Comics universe. >> No. And and and Ario, like I've been in this room and you've been wearing your Marvel Comics t-shirt. So, you were the last person that I was expecting to say. Well, you I I it is good to know that for future reference that I can't just enter a room and say, "Who knows who Stanley is?" That's fair. So, um, and
010apparently Lee is a fairly common last name, and I should have been aware of that. So, I'm glad somebody didn't say the guy who made those Lee jeans. Right. So, anyway, um, some just quick thoughts because I was someplace and somebody said, "Can you give us a piece of advice?" And of course, you know, my geek brain went straight to with great power comes great responsibility, right? The famous Spider-Man quote. Um, and it got me thinking about Stan Lee because, you know, obviously, you know, he's the creator of Spider-Man, right? He's the creator of the Marvel comics universe. When he created that universe at that time in comics, characters were very two-dimensional. And what he really wanted to do is breathe life into them and breathe internal struggle into them to turn them into more
011of a three-dimensional character on those two-dimensional comic panels. But one of the things that a lot of people don't know about Stanley is that he served in World War II. He entered um the US military, I believe, in 1942 and he served in the signal corps. And so his one of his main responsibilities was to go around fixing the signaling equipment. So, and I just think it's kind of cool to know that because here's a guy who in some ways is one of the greatest communicators of the modern age, right? Like think about the popularity of these characters and the messages that they communicate through a medium that was traditionally considered a children's medium but then spanned the gap of of that those limitations of that medium. And ironically like his specialization in the military
012was communication, right? And so when he when he brings forward a thought like with great power comes great responsibility. I feel like part of what influences that as well is if you think about his background he served in World War II. So that's the time probably where the US military flexed its muscle the greatest. Right? We were one of the most we really probably weren't entering the war, but because of the nature of us being separated from Europe, our industrial capacity, our population, we were one of the most powerful nations on Earth at that time. And we stepped into a conflict that we didn't necessarily need to get into. I mean, you can make arguments for Pearl Harbor. >> Well, yeah. So, and and I'm not trying to get into an ethics thing about World
013War II. Was it right or was it wrong? But my point is you could see why that would have some impact on someone to think about power and responsibility, right? Because he's serving in this war. Um there's also some cultural things that he was probably dealing with internally based on his heritage and his background and some of the reasons that the US was involved in that war. So um so when I think about that it makes me think about the work a lot of us do and in particular the work that we do here in meet and confer. And so I have not been shy about may not have been super loud about it recently but when I became superintendent one of the commitments I made was to be supportive of our education association. Right.
014And so some of you again going back to geeky may remember like I staged a superman moment at our new teacher orientation. Kelly was kind enough to give me a CEA t-shirt and I did the introduction for CEA and then opened my shirt up and I had the I had the t-shirt. I am nobody's Superman, but it was kind of fun. Um, so but one of the reasons that I'm such an advocate for CEA and and uh value the organization so much is because one of the things I learned from Kelly um actually I knew this earlier from my work with with James and Dorothy, but Kelly really drove it home for me was that CA and I don't know that this is unique, but it's unique to my experience with associations and school districts
015in many districts like when I was in Paradise I there were three separate associations. There was an association for teachers, an association for classified staff and an association for administrators. And they all negotiated separately. And that can work. But just because of who I am as a person, I love the concept and I feel it's a powerful concept that CA represents the district wallto-wall. So it's it's everyone. It's all groups within this district. and that and CA being the negotiating group that's called out by policy for the district. I'm comfortable with that because the responsibility of meet and confer is also to look at all groups throughout the district and in the options you can see that you have the potential today to touch all of those people wallto-wall throughout the district. So my pep
016talk is as you're evaluating all of those things, take that as one of your considerations. Like we are stronger together and with great power comes great responsibility. And so I'm going to dump that responsibility onto you as a group. I apologize for that. But like I tell my son all the time, if it was easy, anybody could do it. It's not easy, but this group can definitely do it. So I just again point of superintendent's privilege which I rarely take. I want to take a moment to come and thank you let you know how much your governing board appreciates and values you and is looking forward to getting these recommendations in May to be able to approve them and then just encourage you as you dig through. There are great options there. We have the
017ability to do a lot of them depending on the choices that are made. And please just think about who you represent and be sure that you're representing all of those people. So that's my pep talk. Um I think I have about 10 minutes left. Alexa says no, you should just leave because she needs the time and I don't want to waste your time. But on the off chance somebody is willing to extend me being here um with a question, I'm happy to field any questions you may have this morning. It's a very wise group. You're not asking questions because you just want me to leave so you can get your work done. I respect it. Yeah, I'll do it really quickly. So, I um I try really hard not to be selfish, but sometimes I
018am. So, I'm going someplace a little bit that I feel I'm being a little bit selfish going there instead of hanging here with all of you. So, um, today or this morning, um, is the grand opening for a project called Phoenix Scholar House. And Phoenix Scholar House is opening. If you know where Phoenix Children's Hospital is, which probably most of you do, um, to the north, if you go north from Phoenix Children's Hospital down, there's a little street called 18th Street there. You kind of go by the Starbucks. Pretty much anywhere you go in Phoenix, you go by a Starbucks, right? Um there's a culde-sac and there used to be a church back there and a nonprofit group that's based out of Mesa, but they serve, you know, the entire metropolitan area to some extent
019the entire state. Um they partnered with a developer who's not I don't think ever done any projects in Arizona before to put forth a project based on a concept that exists in some other states um in this country that are called scholar projects. And what this is is it's it's fundamentally an apartment complex. It's highdensity affordable housing. But you know, the city talks and hopefully no one from the city of Phoenix is going to get mad at me. The city often talks about highdensity housing. And you know, with sort of the thought that it's affordable, but most of the highdensity housing projects I see going into Phoenix, I'm sorry, $1,600 for a studio apartment is not affordable, right? So we would sometimes replace things like we had a trailer court in our district, right? Which
020really is both high density and affordable. Maybe not the same level of density, but the affordability is much higher, especially if you have a family because it's like really hard to raise a family in a studio apartment, right? But you might have a two-bedroom trailer and that might be more functional for you and it's far more cost effective. Those things are getting scraped out of our community and the apartments that are going in really aren't fulfilling the role those properties fulfilled. Nor are they expanding the amount of affordable housing. What they're doing is they're creating luxury apartments for people to move in from other places. And I'm not against people moving in from other places. But before we worry about that, we really need to take care of the people who don't have affordable housing
021options here. Right. And in many cases, those are the people we most depend on in our society. Sometimes I feel like everyone forgot the pandemic where the most important people in society were the service industry professionals and that included us as well, right? Like we were out there getting things to kids, getting things to families. But um you know that everyone was like, "Oh, we love you know we love all these folks and then oh now we can make a bunch of profit off this property and we can just forget about those folks." And what's cool about this project is all of the um apartments are affordable and in fact the contract with the developer requires them to maintain that affordability for a minimum of 30 years. Right? So there's it's not like they can
022just go year two we're going to now we're going to you know turn our back on everybody because we got this built. Um but there's a subset of those apartments that are specifically designated for single parents who are going back to school or technical training to be able to advance their careers. And so in other states where this program has existed about 60% of those graduates go into the healthc care field. And so for any of you who've ever gone in for medical services and they're short staff, they're not short staffed because they don't want to fully staff. They're short staffed because we don't have just like we don't have enough people to serve in public education. Healthc care field often runs very parallel to us. Sometimes they're typically ahead of us. And so the
023number of technicians, nurses, doctors, there just aren't enough. And Phoenix Children's actually struggles this as with this as well, which makes it really cool that you could literally very easily not only walk to Phoenix Children's Hospital, but if you had $7 in your pocket, you grab a Starbucks on the way. Um, that may be part of the problem that that those coffees cost so much. Um, and so, um, I was really in favor of this project because I also know that in our school district, we have staff like one of the projects that Dr. Lauren's working on um that the board approved our application are submitting our application for is a teacher apprenticeship program in partnership with Rio Salado where a workforce development grant will actually pay for all the schooling. So if someone's a
024classified staff member in our district and they'd like to become a teacher, they can go to school for free and we can actually pay them to work as you know kind of a I don't know what you apprentice. Yeah. In the classroom, right? And so we have slots to do that I think with up to three people initially. Um, and I mean, really cool program, but imagine if you could go back to school for, let's imagine you're a single parent and you go back to school for free and get paid by the district, but your pay may not allow you to live near the district and now you can get an apartment at a very significant discount with two mentors on that space specifically for your family. I mean they serve all the families there,
025not just not one to one, but they're serving all the families. One of those mentors is a tutor for your children. So while they're going to school, they have extra support with their academic work because you're obviously very busy working and going to school. And the other one is a mentor for you as someone who's trying to advance your career, right? So really, I mean, like this just sung to me when it came out and there was a lot of resistance to getting this project done. the neighborhood that it's in was against it. Um because they were worried about, you know, what kind of people would move into this apartment complex, right? Yeah. No, I'm afraid of the people who want to go back to school like and learn how to do like awesome things
026to support society, right? Um so, so there was a lot of opposition and um it's I stepped into the space to help support this project. This is how long this has been in process. back when I was CFO here with the district, they were looking for people who might be willing to speak up. And um so I I had the the honor to be able to go to a number of city zoning meetings to speak on their behalf. Those of you who've been around a long time might remember Matt Jwitt. He sits on one of those boards. So it was really cool cuz I was like, "Oh, there's Matt. I've got one vote." I know, right? Um, and then uh and then even to go to the Phoenix City Council a couple times and try
027to advocate to make sure that this project comes through. So, I'm obviously very supportive of it and very excited that it's come to be a reality. the building is built and that's why we're having a grand opening. And that's also the reason I'm running away because selfishly I just want to I want to see them open it because it's been I think close to 5 years that this has been worked on um to make this dream become a reality and I'm very hopeful that it's something that's very supportive to our community. So I have probably taken way too much time at this point and I apologize but um thank you for letting me share that. Yeah. Yeah. Awesome. I'm going to give it back to you, Alexis. And man, my voice just will not work
028today. And get the heck out of dodge. >> Thank you uh for sharing your words of wisdom. I agree that with uh great power comes great responsibility. I've often used that quote myself and I don't think it's selfish for you to go and support uh what sounds like a awesome opportunity for for folks in the Kraton district and even possibly Kraton employees. So, so I'm going to back up a little bit and uh get back to the beginning here since it is our our last uh meeting. I did bring in uh what I think is the breakfast of champions which are BOSA donuts. So, please if you've not noticed that, please help yourself to one or more. No one's counting. Um just to remind you, we're back online. Uh so be sure to use the
029microphones um when you're asking a question or or making a comment. Uh make sure that you are aware that cameras are on and could could be seeing your >> that's okay. >> Might be seeing whatever you're working on, but I know we're not going to be doing other work because that's one of our norms because we're going to stay engaged. Um we'll turn the cameras off during small group. if you need to call for a caucus, those will be off and then lunch and breaks. Obviously, I emailed the agenda out to everybody. I don't know if you had a chance to see that, but um we're going to spend quite a bit of time this morning talking about compensation from interest to the options and then consensus around our recommended options. And then this afternoon,
030we're going to do the work in preparation for you all presenting to the governing board uh all of your recommendations. So, uh we'll do that after lunch. And it's important. I know the there's a May board meeting, but a study session prior to that. Is that correct? Where they'll present? >> Yeah, the study session will be in May. The recommendation you will go to board in June. >> Got it. I got that confused. So, you'll be presenting in May. So today's uh prep time to get ready for for that study session. All right. So we're going to take a look at our norms. And so what I'd like to do is uh take a look at your shoes. If you have lighter colored shoes, lighter than mine, uh I want you to read the first
031norm out loud for the group, please. Thank you. >> I swear to God I know how to read. >> Uh gentlemen, could you read the second norm out loud? >> Present and actively listen. >> Thank you. If you've got hair longer than mine, please read the third one. >> Demonstrate respect and positive. If your hair is as short as Ivon's or a little bit longer, but not not longer than mine. I don't think it gets much shorter. Could you read the next one, please? >> Sure. >> All right. If uh you have glasses on, would you read the next one, please? Engage thoughtfully and with purpose. And everybody on the last one, please. Very good. So remember, you are responsible for checking yourself around the norms, but also in helping your neighbor if they are
032struggling with meeting one of the norms. So we can gently remind folks if they are not following one of the norms to make sure that they uh re-engage. Um, as Mr. man shared a little bit. The governing board seems to be pleased with what they've uh learned so far about the work that you all have done. Remember that um especially today when we are especially every day, but when we talk about compensation because this is always one that can feel a little touchy sometimes that you're keeping these guiding principles in mind. So, alignment with student outcome focused governance goals. Um, sustainable salary for all staff, sustainable health care benefits, and I think we've uh already moved on on that one. Explore revenue generation options and adhering to budgetary recommendations. And we'll talk about that. I
033know Vanessa is here also um to help guide us if or Dominic whomever to uh if if we need some support in that. So I want to quickly touch base on previous items or things that we discussed. Um I know HR has an update about contracts I think. Did I get that right? It's >> Yes, >> I uh It's just one quick update and I'm not going to project it. You can see it on Oh, well, nobody nobody's got their technology. Okay, I'll project it. You convinced me. >> They're they're engaged. So, this is really just an update on where we were on April 10th following the I'm waiting to see if it comes up. >> There we go. >> This is also linked in the resource document. So this is the return rate for
034this year uh compared to last year uh regarding percentages of accepted, rejected or unpublished. So just a reminder that when it's unpublished, it means there was no action taken. So an employee either did not submit a response whether they're they're rejecting their contract or accepting it. there have been additional contracts that have been issued or reissued depending on certain circumstances uh you know like a non-renewed person who is offered an opportunity to be rehired. So those are some of the changes there. So we haven't updated this since that time. Um and it's kind of a moving target now that we've gone through that contract acceptance period. Now we have the five days of internal postings for employees who are seeking to transfer. So they have the opportunity through the end of May to request a
035transfer but specifically for the first five days all positions are just internally posted. So then at the end of that fifth day on the sixth day then it'll be externally available which aligns to next week's job fair. So, we will have our external postings posted. Uh, we have a job here at TCA being hosted by our wonderful friends at TCA. Um, we're also broadcasting the flyer out to all of the people who've applied. I've been doing a lot of screenings of certified class of certified staff and our team does the classified. So, we're blasting out the job fair so principles and leaders in the district have an opportunity to meet with classified and certified employee potential employees uh next Wednesday, right? It's Wednesday. Yeah. All right. So, any questions about the returns update on that?
036>> Yeah. Yeah. you know, last year we ended up totally uh about a 19% um attrition rate. Uh and you know, one of the things that at some other time I can show you the state Arizona State Department of Education has a great dashboard now that's a retention dashboard. You can specifically look at Kraton district or other districts or statewide and you can see over the last seven years, I think it goes back that far. uh the trends and the patterns based on demographics, based on whether or not uh individuals took a position in the district, remained in the industry or left teaching altogether. So, it's really fascinating and if at some point if you're interested, we can sit down, I can kind of navigate that with you, but I would recommend you take a
037look. >> All right. Thank you. Um, Dejo, if you're able to switch back to my laptop, that would be great. Thank you. And I noticed no one stopped when I skipped right over that team building slide. Um, so sorry you thought you were not going to have to participate, but you know, I like doing this sort of stuff. And today I think that what activity we're going to do is uh rather important to to what we're to the work that we have ahead. So what I want you to do is I want you to pair up with somebody who is not on either side of you and perhaps that you haven't spent a lot of time talking to and you're going to get your chairs situated so that you're back to back. So if you
038want to spread out, move into the corners, um I'm going to let you do that. So find a partner perhaps someone that you don't spend a lot of time with or you haven't communicated much with or you haven't been in small group work with. So two only two people back to back and if we have a leftover one >> you're going to be in chairs. Yep. We're not doing musical chairs but as well. How are you? >> Okay. >> All right. >> You can't be next to each other. You got a new >> or someone that you don't spend a lot time talking to. >> We don't spend a lot of time talking to each other. >> Come on. Yes. >> Um, >> you can turn the mics off. Yeah. Are you all Are you
039okay doing mics off or you want them on to for people to see? >> You can do three if you Yes, that's fine. >> I don't know how we're going to make it work, but we'll figure it out. It's all good. All right. So, what's going to happen is I'm going to hand out a picture to one of you. And the person that has the picture is going to have to describe it to the person that doesn't have the photo and that person is going to have to draw what is being described. You cannot say what the picture is. Okay? So if it happens to be, I don't know, an airplane, you cannot say draw an airplane. You have to give shapes or descriptions or whatever it may be to help describe that. That would
040be given away part of it if that was. So try to describe how they should draw your picture that you have. Okay. I'm going to give uh the person with the picture make sure that they don't see the photo when or the picture when I hand it to you. And the other folks are going to have a piece of paper. If you want to use your folder for support, um I encourage you to grab that now and I'll come around giving paper and the photo. >> All right. Pencil, pen, whatever you're comfortable drawing with. >> So, >> you're going to be drawing. >> Okay. >> You're going to be drawing. I'll be back with your photo in just a second. Ally, you're gonna draw. Actually, two of you have to draw. Yolanda, you get to
041draw, too. >> Katie, you're going to be the artist today. >> Okay. >> Can she borrow your folder? Brian, you're going to be the artist. Can he borrow your folder? >> Okay. >> All right. So, remember, and >> Oh, I'm sorry, >> guys. So quiet back there. >> You're gonna be the artist. >> I actually meant for others, not just you, Avon, to be involved in that. >> All right. Now, remember, when I hand out the picture, do not show it. And also, don't try to help your other partner pairs around you if you happen to see their photo. So, no cheating, okay? All right, here come your photos. >> And you only No, you have to wait. You only have three and a half minute 3 minutes and 45 seconds to accomplish this. >>
042Oh gosh, >> you're the artist. James. >> Oh, yes. I have a uh Yolanda, if you want to pair up with James. You're describing. >> Okay. >> Yeah. >> Lost my opportunity. >> All right. >> Now, here's the kicker. Those of you that are drawing, >> you need a picture. >> You cannot you cannot say anything. So those of you that are describing, >> do all the talking. Everybody clear? Got it. >> All right, I will start the timer in just a minute. Get ready to describe Don't let her see that. Okay. All right. Describers go. four more and If you circle on the top and then inside the small along the inside. >> Are you guys finished? >> My goodness. >> What? What? What did she >> 1 minute 45 We can train. It
043was very clear. Are you guys finished? Come on. two. All right. Now, some of you already started sharing your look at it and see what it looks like. That's not very accurate. What's the curve? >> All right. the artist. >> So, someone would collect all of those and I'll pass on. >> All right. Oh, sorry. >> Everybody Okay, this time any person that is drawing can ask a yes or no question but it cannot be is this a whatever the drawing is. Okay, you can ask about and it can only be a yes no begin. circle. >> Then put a medium circle on top of that one. >> Then put a small circle on top of that one. >> Put a black circle on top. Put a line at the bottom of the square. Make
044a small part. Okay. on that small in a draw on the right. pointing out that triangle, you're going to draw four smaller circles. That's making a a very wide and then a medium circle and then mediumiz little circles going horizontal. And then circle draw a really long skinny rectangle. But don't close the red on the outside of this. All right. >> Put your pencils down. >> All right. So, YOUR All right, let me have your attention. >> So, I want to ask you a couple questions about what you just did. Well, if you think about what you may have drawn and maybe it doesn't look exactly like the original. Do you can you tell me why it may not look like that? Why doesn't it look just like the original? >> I confused my horizontal.
045>> Can you say that again? >> Oh, I confused my horizontal and vertical. >> Okay, so a little miscommunication about what direction it should go. Okay. What else? >> Packing experiences. >> Past experience. Tell me more. >> Like our perspective like if we see because these are all very simple, you know, snowmen and trains and bugs and whatnot. But even without knowing that that's it's one of those things as they start describing it, you kind of figure out pretty quickly. But your past experience with whatever that object is impacts what in your mind it should look like. And that can influence even what they're describing. >> Absolutely. >> Yeah. >> Good. Somebody else I think was gonna say >> making assumptions. >> Assumptions. Tell me more about that. >> Like you're if you think you
046know what it is and then you stop focusing on what your person is saying and you just go and think how you do that. >> Good neighbor. >> Our our inter our interpretation of what's being described is just different. No, it's not just like it's on. were describing shapes when you want but it's just kind of different although we both kind of got our images >> they were similar but maybe not exactly like that right again so interpretation past knowledge or perspective very good uh or you might have jumped ahead and then stopped listening and then right you went with your own thought about it how does that relate to conversations you might have in everyday life whether that's in IBN your friends, your family. >> Well, our background knowledge always impacts how we view
047things. >> Sure. >> I think people are always mixing things up with communication, whether it's horizontal or vertical or saying something that they don't entirely mean. And then if the other person interprets it, >> yeah, my something gets misinterpreted, right? and you you said it one way, maybe you didn't intend it, but there whether it was their interpretation or their their past history or whatever can influence that. So, when we think about those sorts of things, it's really important uh and again, you all did a really good job, but that you're actively listening, right, and trying to not it we it's very difficult to not put our own interpretation or our own perspective or our own knowledge or whatever it is. But when we do those things, sometimes they can get in the way of
048actually hearing what a particular person might be saying. So I hope um I I'm if you'd like to share your photos or your picture and show your drawing to the team, this group over here, you did pretty pretty good job. >> Yeah. >> Good. How about this? You all >> Okay, you did a great job. >> Let's see. This is a camera, but then this wasn't. >> So, not bad. Your windows are a little low on there, but I >> The door was the wrong direction. >> Got it. Okay. >> Still could be a door. I kind of like it actually. But how about back here? Oh, >> interesting. Some of you are probably wondering, what are those two things on top of I don't know what that box is with knobs on it, right?
049But that was what TVs used to look like. You two had a good chuckle after you finished. Tell Can you show everybody? >> We're not Hey, we're not judging. We're just sharing. >> Sounds a little bit like judging. >> Not judging. >> I misunderstood a lot of the instructions. So, >> tell me what why do you think you misunderstood? >> Why do I think I misunderstood? >> I'm kind of misunderstanding your question right now. Maybe it's a personal thing. I don't I don't understand. What do you mean? where you said you think you misunderstood some of the directions. Can you tell me a little bit more about what part? >> Um, I tend to be a very linear thinker. So, like when someone says something, I pay close attention to the words and um I
050try to be as precise as I possibly can in that capacity. Okay. And I think if I'm in conversations with people that are maybe more of a holistic thinker that I misunderstand or misinterpret what is being said. >> Okay. >> Yeah. I mean there's a good exercise where I mean your language is important like one of our things is like you know using facts right. So if you say draw a square a square is a very objective thing and you know your square could be different or small but a square is a square. You say draw a fox, that's now open to more interpretation. Or they're saying, "Oh, draw a donut." versus saying, "Draw a large circle with a smaller circle on it." >> Right. Right. Good. Uh, can we see your first picture? Can
051you show everybody the first one? >> Yeah. >> So, can you tell us what your your clue was? Well, we we went like the the game show password style where you can't say the word, but you can give some description. So, her description was headwear that women from Salem >> headwear. >> So, it took a whole different >> witch's hat. >> Yeah. >> But she described and I think that goes back to Dorothy's the background, right? Like >> right, >> if I didn't know the Salem witch trials and things like that, I'd be like, >> "Right." And your your hat looks a little bit different than what was on the picture. >> More Harry Potterish, >> right? >> More this century than that century. Gotcha. All right. Please thank your partner. Come on back to
052the table. If you'd like to frame those, knock yourself out. All right. So, we're going to jump right in uh to a couple other things. I believe that some of these an these questions or comments may have been previously answered. So, there was a question about special ed uh contractors and so I don't know it I think Joel you said that was shared in a chat or something maybe or if Vanessa or Dominic has more input to share on that. It it was about contracting I think with special ed teachers. Where are are you were you looking at possibly trying to replace them with employees to increase? >> Yeah, we're looking for >> Yep, that's that's what it is. Cost neutral. Sorry, sick. My stay over here. um we're spending about a million dollars um
053more on contracted services. And so there was a thought to take uh some of that and roll it into market demand uh stipens in order to try to um p pull in uh more staff versus contracted staff. Um we never really got to talking about that. I think in the group about how much of a market demand or how big that should be. So I mean it was just out there on the table as a >> as an idea. Okay. >> Um and it would be cost neutral because we're already spending the dollars. So if we flip it and those are able to bring in employees, then it would be an employee versus a contractor. So, uh, do we have a an amount or we don't know >> like if you were going to do
054x number of >> Did you did you bring some amounts? Was it like 10,000 or something? I think we might have even talked about this in the compression compensation committee. >> It's not turning. It >> is the other one working. Thank you. >> Um, we talked about it in compression and compensation committee, but I thought at one point we decided that that did not live at meet and confer because meet and confer hasn't dug deeply into that or done a lot of discussion with that. >> Yeah, there would need to be a lot >> meet and confer. It's the money that we're we would >> potentially be saving. >> And so I think just figuring out where that lives so it doesn't get lost because it's still a good idea. We're still struggling with um
055hiring staff in special ed. So, >> yeah. And it and it sounds like it just like you said, it needs it just needs some input probably from sped and groups. >> It needs a place to live >> and it isn't just sitting in one place, but I think it needed to be discussed here at meet and confer just to let them know that we're looking at the option and trying to figure something out for that. >> Yeah, we shared the option that at I don't know two or three meetings ago, but we haven't done anything deeper since then. So, >> it could be rolled back to like a a task force to dig deeper into the topic and and come up with something viable because I I think we still need to look at other
056districts, kind of do some comparative like I I think we just fell on that 10,000 randomly. >> Yeah, we were talking about raising the market demand boxes, but timelinewise, where are we with that now? because our department's already >> making decisions about contractors that we want back and contractors that we'd like not to like we're already moving forward without any information around are we likely to have higher market demands that might improve our chances to hire. >> So I know Daniel had a point. Do you want me to respond to that first, Daniel, or you do you want to? >> No. Yeah, that's I mean, I was just going to say that we talked previously about 10 and 15 for market demand one and two, two being the self-contained >> and I think we were
057just looking to know if that was a number that we thought was going to be because we thought that would be about costneutral because again, if you hire one person, well, you're saving enough money that it'll cover the cost of the stipend over a contractor. But I think we were just waiting for confirmation on that before we've made a decision. I don't think we I mean we didn't talk here about that not being a meet and confer thing though. >> Sorry. I also did discuss that with Gretchen and and she was uh supportive of that too. So I mean I I like the 10 and 15 but >> well 10 and 15 would put us in alignment with our neighbors to the east. >> Um which is what their their uh market demand is. Right.
058>> Okay. Correct. Just a silent acquisition for >> I think everybody's on board to do it. It's just trying to determine which group is the right group to decide. >> So, I I do want to address Dorothy's question. So, in meeting with Gretchen, um we talked about which contractors would be prioritized, right? Uh and we did asked to kind of tar that so that the contractors that are in very hard to fill positions that are very successful in those roles. So, for instance, our multiple disabilities places uh program that's been uh kind of a gamecher to have that individual contractor in that setting. Um, you know, it could also be that with this increase in market demand, we might draw some of the contractors into positions with the district because that's a little more aligned
059or a little less of a a gap between what a contract agency offers and what we could offer. Plus, having the opportunity for benefits, >> I guess. Only people that from contractors to district employee would get the increase. >> No, no, no. It would be on the sc on the salary schedule. >> It would be uh reflected as the market demand change for well it wouldn't be a change on the it would just be on the salary schedule. The salary schedules will go to the governing board in June um so that we can finalize all of that information for all salary. But I want to make sure I understand. >> Want to make this decision so that like we have a job fair next week. Like we need to get it out and advertised so
060we can see if it draws. I feel like we're letting time trickle by and we're going to miss the window of opportunity of seeing if it makes a difference in recruitment. I believe it will make a difference in retention, but recruitment is this is the time to be recruiting, >> right? And I think psychologist was the other one too, wasn't it, Vanessa? >> Yeah. Yeah. >> Contracted wise. Is that what you're saying? >> Mhm. >> So, but I want to make sure I understand. You've tossed out some numbers, but you haven't actually run the actual data to say with this number of uh sped uh resource teachers versus this number of sped self-contained at these dollars amount at these dollar amounts. But we've already done staffing for next year. So that would be quick math.
061But we know how many resource teachers and how many self-contained teachers we'll have for next year. >> And we have the data for what we're paying for contracted and we have the data that says well on an average uh the difference between a contracted cost and a employee cost. So like we have the data. It's just putting putting the numbers out there and seeing if it draws in. And I would I I maybe recommend doing it for one year and then bringing it back and having a discussion with the data to see did it bring in more employees versus did it reduce our contracted services use is kind of how I would roll it cuz eventually what would happen is it would start affecting our dollars. It wouldn't be costneutral. It would only be cost
062neutral right now because of the extra that we're paying to the contracted. So, as your contracted use comes down and your employee use goes up, we'll be back at a place where we'll be looking at that those costs, but not for a few years probably. >> Well, I guess that's my concern with the timing then because you're not going to collect good data. If we miss the window where it could have helped recruit. >> Yeah. And I think we're all good with saying >> if meet and confer recommends to move forward with it, it it seems like I think the special ed department is okay with moving forward with it. exec is okay with moving forward with it. I think we just need to kind of have a like let's move forward with it and
063and do it. >> Okay. So Joel, if you wouldn't mind on that option spreadsheet. So it would be a costneutral stipen amount. I think you got to think about right because if you if let's say you did $10,000 hypothetically and Ariel I don't know what will you cheat but let's say you were a resource bed resource >> but you only did it for one year then that money would go if if you only do it for one year then she might not make she or any other teacher might not make that money moving forward right >> right >> yeah so it's messaging too I mean we'd have to see if it does it have any fact >> I just you got to we have to think about that when we evaluate through the standard. So,
064I just want to when I heard that it just gave me pause for a second. >> To be fair though, um these are people that we have to employ like legally, right? And so, theoretically that the number that we're currently paying on contractors is not budgeted for sped teachers, but it's money that we have to spend regardless. And so, as long as it's costneutral to that number that we're spending now, well, yes, that the budget will have to increase in the future. Correct. >> But that isn't to say that, oh, well, we'll take this away to save some money because >> Oh, I'm not saying that. But I just wanted when I heard her say do it for one year. I just wanted to you know put the cautionary uh thing out there. But I
065agree it's >> it's not the same thing as oh we are going to give a raise this year and we not might not be able to afford it next year because next year if a regular teacher is too expensive we could theoretically cut that position increase class sizes but with sped it's not necessarily the same thing. You have to legally hire those people. Right. >> Okay. Okay. Any other comments, questions on special ed contracted positions? Kelly, >> I just wanted to clarify. >> Can you pass the microphone? Thank you. >> Um, I just want to clarify where did we land? So, it's just going on the options list. >> I think we're going to put it on the options list. We're definitely We don't have an amount. I know there amounts being floated, but whatever
066it is is cost neutral. So I think when we try to evaluate it, we'll go through that lens that this group, whoever this group is, takes that option and then does the math and the data and whatever you were saying to to come up with an amount. >> So I I did add it to an option and uh the option is >> cost neutral stipend amount, market demand for sped, 10K for market one, 15K for market two and then I that's one option. Do you want me to split that or uh and then the other one we talked about was Sykes just to get a a blessing on increasing the base for Sykes, but we don't have a number for that. >> Last year I think we proposed 5,000. >> Yeah, it was a base.
067>> Is it a stipen for psychologist or >> base >> market demand stipen for Sykes? Okay. >> And we only have two. So if it's 5,000, there you go. 10,000. That's how much it costs. Okay. So, separate or part of the package? >> I think they should be three separate options. >> Yeah. So, there's probably three separate individually. >> Okay. >> So, are we increasing by 10 or we're just going from I think it was 75 to 15. >> You have a stipen right now. >> Yes. >> That is five. >> If you're >> And what is it for resource? 45. >> Okay. So, it' be increasing from 45 to 10, 75 to 15. Is that right? Okay. >> Okay. >> Then at the last meeting, we had a discussion around there was uh concern
068questions about this $500 amount that was on the cost by staff line item. >> Oh, yeah. >> Did that get resolved or answered? >> Yeah. Yeah, for sure. So, when we did that line item, um it was just sorting and sorry, my my computer's updating. Uh does anyone have that line item? >> Uh are we able to put that up on the screen? >> Joel, can you put it up? It's under the meet and confer options and it's a link >> or the meet and confer updates >> and the link is called sorry >> cost by staff line item. Is it that one? >> Yeah. >> Okay. >> Line item staffing costs. That was that one. >> Okay. I'm going to have you guys if if you have something to say, let's put our hands
069up. Hurry up so that everybody can hear. Thank you, Dorothy. >> Okay, cool. It's that one. >> Okay, so this was just sorting um staff. I have it sorted. Let's see. Yeah, it's sorted. Okay. Um, so if you move over to the right a little bit, I went ahead and and put what that was. So I don't know that we finished that conversation when that all came up but what the intent of this was was um they you guys had said uh how much increase I think it was more for messaging than anything else um that everyone would get but there is some uh amount going out to staff for years of service and schedule repair and then there's also the classroom site fund and the merit and the classroom site fund has to be
070voted by 70% of the teachers. So, if for some reason 70% of the teachers didn't uh vote that in, then that increase isn't going to happen. Um, we'd have to go back to the drawing board and then try to come back out with another plan. I mean, I think we all feel like it's going to happen, but again, we got to get that um approval there through the certified staff. The classified staff uh is more of a done deal because it's just this group saying, "Yes, we want to move forward and do that." So that means that that classified staff would go from a 500 merit to a,000 merit with a $200 uh dollar uh sofg goal attainment. Okay. So when you put all that information into all those columns and then you sort by
071who would get something or not get something. Um if you look for take out the the classroom site fund part and the merit part and then sort all those staff to see what would they get without the merit and the classroom site fund. There's 500 minimum after years of service and schedule repair. So, this these are all of the people and it would cost about $167,000 to get every single person to at least have a $500 increase, not counting classroom site fund or merit. So, it's really it needs to be very intentional. Then, if you do count classroom site fund and merit, the only group that's not getting classroom site fund or merit increases would be the admin group. It's 30 admin people. It's not all of them because some of those admin did get
072a slight years of service uh adjustment. So if you go and look at like all admin, there's a handful of them that did get a years of service adjustment. So that's that's the two groups that would be affected depending upon how you look at it. So if you say it's before the classroom site fund, then it's all of those people and those are the amounts. If you want to go ahead and say, well, the big bulk of what will happen for certified and classified through all of this with the merit pay and the classroom site fund, then it's those 30 admin would be the ones that weren't getting anything through all of the choices up to that point. Now, keep in mind there are some options on the list that I was looking at. I
073saw there was like a 0.5% increase. There were some other things. Um, so it really is a you got to be thoughtful about which options are you selecting before you make this decision. So I think this is kind of like maybe it's the last decision to be made through all the options and then you come back to it and say we decided to do this, this, this, and this. Now is there anybody left on the table that isn't getting any kind of increase? And maybe that's where this lives. I'm not sure. It's up to you guys. But that's what this is for. And if you have other options that you um come to consensus on, we can add it into this and say, "All right, if there's a 0.5 increase, a percent increase, bless you,
074um you know, we can add that in here and then see the minimum that everybody would get through that that piece or if it's, you know, any of the other option items. So this is just a mechanism to keep applying the different options that you guys agree to and then see how it affects line by line each individual. >> Okay, Ivonne, you had a question, but I don't know if it was about this or about the special ed conversation >> before the special ed. >> Okay, >> so are we did we just add three more options to the recommendation list? >> Did we just add three more options? Well, I I'm don't I need to see the option list, but I think this had been a conversation. There were questions about it and so I
075was seeking clarity on it. And I think given the special ed one is a costneutral one. It's something to be considered. >> It was always on there just never landed on the >> it's >> so we just we just added >> Yeah. But we're going to go through an evaluation of all of them and >> Okay. So everybody, does everyone have clarity about your previous question about the $500 now? Okay. Okay. All right. So before we get into the options because to be we we have options. We have not come to consensus on which options. That's the work we're going to do today. So before we do that, I want to uh jump back into because we left the evaluation of the fiscal uh fiscally responsible and sustainable. We didn't score that one because we
076didn't have all of our data. Uh and I believe that we have that now. So when we get to that, we'll we'll evaluate those. So let me but um I also need to jump in on option three. We need to take out that not admin. That wasn't about years of service. That was about schedule repair there. Okay. Thank you. That does include a handful of admin. >> Okay. >> And then the 500 that's in yellow, those amounts, the amount needs to be adjusted for at the end of it. I just think that one can't really be on there yet until other decisions are made, right? It's like the final decision. It's after all the other options are decided and we do a discount double check running the numbers and the options then there will be
077some people on the table depending upon how you look at it either before or after merit and classroom site fund that may or may not. So I guess the intent of that one when we had the discussion before was at the end of everything is there someone on the table that's not going to get any increases at all and we wanted to make sure we knew that 500 is just a number. >> Okay. So let me ask you >> that should move to the end is my recommendation. So, I'm going to ask this group given what you just heard. Are you be listen I've got a plan for how we're going to tackle these options. But before we do that, I want to make sure that you all understand what Vanessa's saying. Are you okay
078with this particular option living outside when we start to do the work until we make some other decisions? because I if I understand correctly if they were to select some other option or options you may not need that highlighted option. Is that correct? >> Yes. Okay. So with that understanding is everybody okay that option five is set aside until we see what we come up with as a group. We have consensus. I'm looking for thumbs on on moving forward that way. Okay. Good. All right, Joel. Uh, well, I don't actually need to Maybe I do need my screen back up. Let me >> And again, the the 500 is just a number. So, >> Oh, no. Keep yours. Sorry. >> You know, we talk about it again. It could be Everybody says, "Well, it needs
079to be at least 300 or it needs to be at least a thou, you know, whatever that number is. Come at it after, right? It's not set in stone." >> Got it. Okay, >> Dorothy. >> Sorry. No worries. Um I just wanted to bring some um additional information about one of the options. >> Okay, >> you can put them back up. Option 10. >> Um >> we looked at that from a sped department perspective >> and had some additional um input on that option. Uh I think we had questions about the interest across all special ed teachers >> and the impact that might have regarding the scope of work for those three days. Who would be accountable for that scope of work and making sure that if that's those are actually three days added to
080a contract. there were more questions than it felt like we had enough information on to put a survey out to teachers, okay, to find out the full interest level across all special education teachers, okay, which we thought was important. So, I'm just reporting back from the sped department, had a conversation and discussed this. Um so their recommendation which I'm just sharing is that this um be given a little bit more time not put like oh yeah well maybe think about that in five years but some kind of a study group or task force put together to >> really flesh out what would the scope of work be for those three days? What would the who would be accountable for tracking that work? Like what would the impact be on the department or other staff >>
081as well as then being able to survey teachers and find out is this an interest that they have across a larger group of special education teachers. >> Okay. >> So, I'm just throwing that out there. Our thought wasn't indefinitely putting it on hold, but having some time to flesh some of that stuff out. >> Okay. maybe in the fall, bring it back to next year's meet and confer team for real action knowing that those details had been ironed out. >> Okay. >> So, can I propose that we amend it to exactly what you just said, Dorothy? Um, instead of >> add three days to this teacher calendar, say um create a what is it? Task force subcommittee >> similar to what we've done before like we need more information. >> Exactly. Exactly. To explore and
082then keep that at the end. So, let's do this here. Here's what I would like to do is let's evaluate it as is. >> We can then potentially take a look at it if we've got consensus from the group to make that uh amendment. So, fair enough. Okay. >> No, I appreciate it. Okay. >> Anything else? >> Possible possible amendment. Is that okay to add just like >> Yes, that's right. Hey Dorothy, do you think we have to approve the dollars? >> Sorry. >> And leave it holding and then like you guys could say we approve these dollars if the extra time and the look at it and figuring it out works out and if it doesn't I could roll it into a percentage like 0.0000 like we put it towards all salaries or something.
083I mean that could be an like if it doesn't pan out the meat confer team approve the dollars to be spent on salaries we could do take that and roll it into all salaries or roll it into just classified. I'm just saying there's options so you don't have to go away from it and worry about it getting off the table and not getting addressed later. >> Want it to come off the table. We want to have a mechanism like we've done before where a time period to collect some additional data with the details in it. We're not saying >> no >> we don't like it. We're saying we don't have enough information to know the impact this could have on the department and the interest level of trust. >> And you'd have to take contracts
084back to get that >> additional time. >> I'd say the dollars. >> Ariel, I think you had a comment first and then Joel, I'll come back to you. Oh, I was talking to Dorothy, but I want Oh, I I wasn't going to say it to the whole entire group, but I did say that the ASS department likes to throw a lot on the special education teachers with not enough time to actually implement what they want. But that's that's all I would say, but I was saying the door. >> Sounds like you need to be on the task force. >> I'm just saying. >> Okay, Joel. >> I was just going to uh affirm that. Yeah, we would have to go back and we'd have to adjust those contracts. Uh we would do that anyway with
085amendment or addendums, >> right, >> reflecting new salaries based on all the work that's happening here, right? >> Uh so that's that could be part of the process. Um I I I do know that the president of the governing board from the day mentioned sped as something that they were excited to see action on. So um I just want to add that to the mix. >> Okay. that that could apply to the stipen conversation as well. Amber, >> um I was wondering because I know there's a lot of um other stuff that has to be figured out if the teachers could be offered the special education teachers could be offered to work hourly out of this money on those days. So like if they weren't interested in starting their school year earlier, they don't need
086to. But if they wanted to, um, I know it still gets into the logistics of who's making sure that they're actually doing work during those hours, but it would benefit like the teachers who really want that time and maybe they could help figure out what needs to be done during those extra hours. I I don't know if we can pay hourly stuff out of the same money. >> Okay. I know. >> Sounds like task force volunteers right here. All right, so let's do this. >> Um, what we're going to do, we're not we're just looking at column E, the fiscally responsible and sustainable standard. And we're going to evaluate each option. Remember, four is it fully align, three mostly aligns, two barely somewhat align. Uh, one not at all. Kelly's getting her >> calculator ready.
087So, we're going to evaluate these options now that we have some additional information just with the fiscally responsible and sustainable. What I want you to think about when you think about fiscally responsible and sustainable is not just today, but you got to think about these things going and not just next year even, right? Because these are things that we're doing for next year, but you got to think about them through that lens. Sustainable means hopefully beyond one or two years. Okay? So four, remember, is most most agreement. One is little to none. Okay. So, the first option we're going to look at, I need everybody ready to go here, is evaluating this uh certified schedule repair. Is it fiscally responsible and sustainable? I'm looking for scores. >> You want me Do I call them out?
088Is that what I do? Four. Four. Four. Three. Four. Four. Four. Four. Four. Four four. Four. Four. Four. >> Multiply and subtract one. I think that's easier. How many? >> Six. Seven. Eight. Nine. 10. >> 13. >> 14. >> No. >> He's not. But he is. >> He's not voting right now. But he's not scoring. >> Okay. So, >> ah, you're right >> because that What's your total? >> 52 minus one is 51. >> Okay. So, somehow it's working out. We must have the same number of people last time. All right. Now, we're looking at the registered nurse schedule repair. Is it fiscally responsible and sustainable? Show me your scores. 7 8 9 10 11 12 13 52 >> Okay. Years of service for all employees. Is that fiscally responsible and sustainable? Looking for scores.
089One, two, three, four, five, six, seven, eight, nine, 10, 11, >> 12, 51. Yep. I had 12 at four and one at >> all employees means all employees. >> Okay. >> The merit for classified um is this fiscally responsible and sustainable to increase it. Is there a reason it's red? >> I think I highlighted it red on the sheet to make sure like to talk about it in the scope of the 750 which it needs to live within the 750. Right, Vanessa? It's not Okay, got it. It was more I think it was like uh this plus about 90,000 but I was able to cover um I went back and dug through classroom site fund law and we feel we can cover some of the costs through that other funding source. So this would be
090the parts we can't cover. Okay. All right. So I'm looking for >> Justin. We're evaluating >> Here's the problem though. That's gonna skew the data. Oh, we can just do the last two. Yeah, we'll add his numbers in >> the last two >> to have him. But here's what I'm wondering. If we look at the numbers that we evaluated on the last one, like any from last week, like the legal one, we were still in the same >> we were missing somebody. >> Okay. >> Oh, >> so we need to >> Okay. So, what I'm saying is we need to leave one person's score out because otherwise it's going to look like this is scoring higher than others. So, >> yeah, it doesn't feel right. >> You're just I think you should just >> But
091you didn't do it. I'm not a We can do it mathematically however you want. I'm just >> add the number of people and then you have like a nice number that's like 3.6 or 3.8 or four, right? It's easier to understand that that's a 3.8 on a one to four scale 49. >> That makes sense. >> Yeah, that's true. >> Number two people. >> So >> 12 people. >> I think >> okay. >> Yeah, >> it was. Okay. All right. I did not remember that. So I'm looking for scores for merit for classified employees. >> So we'll just keep going as is. >> Let's keep going as is and then we'll compute the math. >> Yes, that's fine. Y so just we're evaluating based on fiscally responsible four is the highest >> one. >> So
092we'll come back to the first three in just a minute. >> No pressure but tell us your answer. >> Okay. All right. So let's evaluate the merit for classified employee increase. I'm looking for scores and then we'll come back. I'm looking for scores. One, two, three, four, >> five, six, seven, eight, nine, 10, 11, 12. >> Oh, sorry, Dorothy. I'm not sure where you are. >> Oh, I'm sorry. >> I have >> I thought this was >> You got it, Kelly. >> Okay. All right. The next option >> 100% connected to >> please turn off >> battery 100% battery 100%. >> Oh my god. >> It is Yeah, it's probably listening to everything. Let's evaluate um a five I'll fix that in a second. 500 minimum increase. Oh, we didn't evaluate this one at all.
093>> Option six, AP contract extension. No increase to base pay. Is this fiscally responsible and sustainable? >> Ariel option number seven. All fours. >> 56. >> Okay. >> 56. >> Option seven. Holiday. Three additional holiday pays for 30-hour classified employees. Is this fiscally responsible and sustainable? >> Okay. I'm looking. One, two, three, four. Ivonne 5. >> What's your >> I have 12 at 48 + 6 54 >> 54. District subscre 40,000. Is this fiscally responsible and sustainable? Looking for scores. >> Oh, we're going down and not across. Oh. I'm trying to get my neighbor under control. >> All right. Four. What's yours? >> I'm four. Going across all seven. >> 11 12 13. >> I have 56. Okay. Half a percent increase for all employees. Is this fiscally responsible and sustainable? I'm looking for scores.
094>> 34 >> 47 >> Okay, 47. Adding three days to the sped teacher calendar. Is this fiscally responsible and sustainable? Scores three. 26 12 14 >> Thank you. >> 42 >> 44. Thank you. Uh increasing the ED secretaries from 11 and a half months to 12 months. Is this fiscally responsible and sustainable? Looking for scores. One through four. Two, three, four, five, six, seven, eight, >> 51. >> I went from a two to a three. >> Okay. 52. >> SEI. >> Yes. Um on option 11, if we were to do that, it would start for this year, right? >> July >> would start on July one and they would still have the ability to take if they were interested in taking their vacation time in July, they could still do that. It How does the
095vacation work? Like is it automatically or you earn it by time? your crew uh vacation, but they would have if they have PTO, they could use PTO >> because it's earned leave time. >> They wouldn't get vacation, >> correct? Yeah. Because their contract would start July 1. >> I guess I just want to make sure like in in the change time, they're not losing out at all. >> Um >> no, they're not losing anything that they wouldn't 12 month employees a group vacation days. So they would have zero vacation days of next year. So they wanted to take that time during >> but yet they're still going to be working more right away. So they are going to kind of lose out. >> But they're they're earning vacation time. >> Yeah. >> No, I know
096they do. I just I I want to make sure that we're not like >> the following year or the following summer they have vacation time >> and they wouldn't they wouldn't be obligated to take those that last week of June first week of July which is pretty much what it is right now right because the two weeks on their contract they don't the first work the first week of July they don't work the last week of June and that's the two weeks that makes them whatever the 11 and a half month Right. >> That's true, too. Yeah. >> Okay. Option 12 is uh $500 SEI pay for the twohour model for teachers. I don't know. Stipen times 58. Is that not >> That's the number of teachers. >> Thank you. Is this fiscally responsible and
097sustainable? Looking for scores. 7 10 13 26 28 30 32 34 34 38 >> 41 >> Sorry. Um the SEI pay is this for home room teachers who also teach the the SEI model or is it for like the allocated specific SEI teachers? Who is that for? >> The ones who model. >> Yeah, this is not related to staffing allocation because that allocation wasn't determined when we first started talking about compensation meet and confer. So it would be for those two-hour model teachers that are doing pull out is my understanding of the group's sentiment on that. >> Okay. Amber's got question or comment. >> No, it it was specifically for the teachers that are not pull out SEI but they're still doing the two-hour model. Um that's what we were thinking because the SEI teachers
098that's just their job. Um, >> yeah. >> But the teachers that are having to plan and do a Zella training and stuff like that for >> in addition to all the other things that they do, Yeah. they're getting these kids ready for >> Yeah. We figured the one hour model wasn't as big of a situation, but the twohour model without pull out would get it. >> Yeah. The two the two-hour model is only home room teachers >> like that. There's no And no one does pull out two hour, right? No, it's the ones. >> Some are >> Hang on one second. Ariel, then Katie, then Ivon or maybe Amber, I don't know if you need to respond to Ariel. So, Ariel, what are you going to say? I thought I was on the impression was
099so my interpretation of the two-hour model is what the district used to do before they gave all these other different options when we did the two-hour models and there were certain things you had to do within those two hours especially. So that was my >> Yeah, that mean like that was my impression when we said the two-hour model. Um, and also as a way to encourage more teachers to do the two-hour model because the kids acquiring English has really down. >> So, let's just talk about this partic because I want you to be thinking if this option moves forward, this sort of specificity is going to be needed in your agreement language. So, just think about that's for anything. But just since this is coming up, uh, Amber, no. Is it Amber, then Arya? No.
100Katie, then Ivonne. >> Okay. My concern with this is that um TCA doesn't use the two-hour model specifically because we're a DLI school and but they still are very much responsible for teaching within their model and it and it impacts them as well. So I don't want to eliminate those teachers who are teaching that from this. >> Okay. So Ivon Then Daniel >> I understood this option as everybody who was teaching multilingual learners that will get this. >> so let's So there's clearly confusion around the option. So we're going to need more specificity. I think there several folks believed it to be one way. Now we're hearing some differences. So let's make sure that we've got specific specificity in the option and we may need to re-evaluate it as a result of what's happening right
101now. Daniel, >> so to explain I I think the language is clear. So there's the way the school district uh has set up and I think this is a state thing is there's several different models of English language development that students can take. Um, the pull out model, which I think you also called the one-out model or the one-hour model, is where there is an ELD teacher who pulls kids out of the classroom and that is their entire maybe not their entire job, but that is their job is to they they're paid solely to do EL and that's why they're excluded from this group is because they they don't have any other responsibilities other than teaching EL. The dual language model like uh TCA uses is where students are learning English and Spanish um simultaneously
102and dual language teachers are on a separate salary schedule and already receive an additional $1,000 which is >> teach in Spanish. But what about the teachers who teach in English and they're responsible for the SEI kids and the SEI model? >> Well then those are those kids doing two hours or they doing dual language >> two hours because of the minutes for dual language but they're still doing SEI. They're only doing one hour of SEI though, right? >> Well, yeah. So, they basically have to get all the information into these kids and get them to pass a Zella in less time. >> That's fair. And then the the twohour model is where you have a home room teacher who has to teach who's their English teacher usually or the elementary home room teacher who has
103to do all of the SEI two hours of SEI um without any add any additional trainings and additional certification sometimes without any additional compensation. So they don't get the dual language pay and they have all of the additional responsibilities of a home room teacher on top of doing EL which is was the intention of this option is my understanding is to compensate those people for the extra work that they're doing on top of already being a gened home room teacher. Okay. >> All right. Let's just evaluate this on the fiscally responsible sustainable standard and then if need be we need to re-examine it. Uh it sounds like there was more understanding about being for the 2hour than anything else. I understand Katie's got concern about folks not necessarily, but as presented, it was intended for
104those in that two-hour pull out. Well, when it was costed out, there's a number 58 next to it. So, whoever costed it out would know exactly what we were doing because who were they counting in that 58, right? So, that would clarify what the option is because there is a number of teachers next to it. So, >> okay. >> All right. Let's evaluate this on the fiscally responsible and sustainable st standard. I'm looking for scores between one and four. Is this fiscally responsible and sustainable? I'm looking for scores. Two, six, Katie, >> just a fiscally responsible part. 41. Okay. Option 13 is tiered raises for employee groups. So 2% for classified, 1% for certified, and half a percent for administrators. Is this fiscally responsible and sustainable? I'm looking for one through four, please. Katie >>
105tiered increases. I need everybody engaged, please. Got to keep your scores up till we get them all accounted for. >> Are all over the board. 32. 32. Option 14. 1% or higher. We didn't specify what for hourly classified employees. Is this fiscally responsible and sustainable? Just for classified 1% could be higher. >> Yeah, I just meant like whatever's money left over. Whatever is left over will go to this. >> Okay. I'm looking for one through four. How much is the average classified paid right now? >> 20 236 >> 35 >> Ariel, what's yours? >> I have a question. >> Compare just want you to evaluate just this option and then I'll let you ask >> is fally responsible and sustainable. My answer is based off this one question. What is the compared to the districts
106around us? What's the average hourly rate of classified employees? >> That's so hard to say. >> You've got 16. What's your minimum? 16 pay. >> I think our minimum is 1658 currently. >> 1650 are paying like 20, right? Well, I got one paying even less than 16. They're just right at the minimum. >> So, it is >> teachers are much higher. >> But I want you to think about just this standard or just this just this standard for this option. So, 1% higher increase where we just need your score. Yep. >> 43. >> Oh, you got your score. >> Oh, I had a lot less. >> 47. she said. All right. Option 15 is to develop a model for exemplar teachers. So this is work that would have to be done moving forward. I guess
107this is a cost neutral. We have a TBD there because we don't have any models in place for exemplar teachers. Is it fiscally responsible to develop this model? I'm looking for scores. This is costneutral. You're not doing anything. You're Sounds like a task force. One through four. I'm looking for scores. >> Oh, 54 50. >> Let's keep your keep your scores up. >> 49. >> Okay. 49. I'm taking your word. increase the market demand for special ed resource teacher to $10,000. Is this fiscally responsible and sustainable? I know we need to evaluate all of them. I'm just going to stick to fiscal right now, >> but it's TBD. >> It's TBD because we don't know what Well, it's supposed to remain costneutral. >> Oh, that's right. Because it would offset the >> contract weird. Let's
108say, >> right, if it's less than I'm just want to throw this hypothetical. Let's say if it was $9,000 because right to off to be cost neutral to the million, it would be 9,000 and whatever. >> That's that's my concern because I don't know that you've run all the has already evaluated. >> Is it cost neutral forever or just for the upcoming year? That's what I'm >> Vanessa. cost neutral for this year or >> every year? >> It's always going to be cost neutral. >> Is it fiscally responsible and sustainable year after year? Is it cost neutral beyond this first year? >> Yes. >> Yet yes, it is neutral or yes, we don't there's going to be >> it's cost neutral year after year. Um, I think we would have to look at it each
109year to see if it's if it's pulling in and doing what we want it to do. Um, >> it's like all the market demands, right? We're supposed to be revaluating those every year. >> Yeah. I mean, I just I think the deficit of the available staff tells the p the story, right? So any >> Okay. >> Yeah. >> I I don't know that it's cost neutral of forever, but we can look at it each year and bring data back that shows if we're on track. So think about responsible and sustainable. >> But right now we are hemorrhaging money with contractors. >> Correct. >> All right. I'm looking for one through four on this option, please. >> Can I just say >> say something real quick while you're counting? I'm sorry. Um I just did a
110quick calculation with 27 current resource contractor. If we replaced them with all of them, it'd be what? 12121,000, which is way less than a million dollars, right? >> Wait, is with salary? >> Yeah. So, if we if we hired 27 teachers out of um Oh, that was 45. I'm sorry. Let me back up. >> It' be $270,000 essentially, right? >> Instead of a million. Right. >> And that's never been >> that that's not that's not including the self-contained or the uh if you're going to do something with market demand for Sykes. >> Okay. >> 54. Thank you. How about for the second market demand stipen for special ed self-contained at the 15,000? Is it fiscally responsible and sustainable? I'm looking for one through four scores. >> 54 and the psychologist a base increase or stipen?
111I thought it was a stipen maybe, but I could have misunderstood. because we were talking the base increase. >> Okay. Go ahead. We were I think last year there was a proposal for a meet and confer uh increase to the base for psychologists to appear on their salary schedule which is what >> they're going to look at when they look for a job or do we uh I think what I just heard today was the possibility of a stipen but I think >> as far as uh you know when people ask us what the salary is they look at the base then they look to see if there's market demand and if it's nowhere near what other districts are doing, then they're going to move on. >> So, this would be to the base. >>
112Well, I I put that, but I you know, I guess it's really up to you all. >> Are we okay with the option as is 5,000 increase to the base at a cost of $10,000? Can >> I just say one thing? >> Yes. >> I I think that's what we talked about, Joel, because we moved last year. We moved money from a stipen to the base and we saw really no improvement in our ability to recruit psychologists because we didn't actually increase the base. We just moved from that to the base. So this would be an increase hopefully would attract. We literally only have two employees that are are psychologists. So it's >> even more dire than teachers. >> Okay. All right. So, let's evaluate this through the fiscal responsible standard. Uh, I'm looking for
113scores one through four, please. >> 54. >> Okay. All right. Now, there are a couple that we need to evaluate the other standards and then we're going to take a break >> and we need to add Justin to the first three. Yes. Okay. So, let's uh Are you okay if we stay on the bottom here? So, let's evaluate the psych base increase to uh by 5,000. Same same thing. Scores one through four. Is this aligned to student outcome focused governance? I'm looking for one through four. Increasing the base salary for Sykes by five grand scores. >> We're starting at the bottom and going back. Yep. >> Trying to confuse us. >> Yes. Let's see. >> Is it aligned to student outcome focused governance to do this? >> Kelly, what do you >> 54. Thank you.
114Is this legal to increase the base by 5,000 for psychologists looking for scores one through four? >> 55. Is it in the best interest of children to increase the base for Sykes by five? Looking for scores. >> I see two threes. >> Oh, I didn't see K's. I'm sorry. >> No problem. 54. >> Okay. So now we're going to go to >> self-contained to 15,000. Is this aligned to student outcome focused governance? Looking for one through four market demand stipen. Need to see all scores. >> 51. Is it legal to increase the market demand to 15K for self-contained? Looking for scores. 55. Good. Is it in the best interest of children to increase the stipend for self-contained? 55. >> 54. Thank you. How about the market demand for special ed resource teachers getting increased to
11510,000? Is this aligned to student outcome focused governance? I'm looking for one through four. >> Is it legal? Is it in the best interest of children? >> Okay, I think we might have Do we have one more? We can Can you scroll out? Oh, sorry. You were already doing that. >> Are there any more that we're missing? Student outcome. Oh, yeah. for the 500. Let's evaluate this one. Even though I know we're going to we came to consensus on um keeping it toward the end, but I want to evaluate it. Is a 500 minute minimum increase for all staff that bel that fall below the adjustment based on years of service. So these would be for folks that don't meet any of the fall into any of those criteria. Is that aligned to student outcome
116focused governance? I'm looking for scores on that option please on that standard. Is it legal? >> 47. Yes. >> 47. And then this one's 55. Is it fiscally responsible and sustainable? >> Thank you. Is it in the best interest of children? >> Okay. Was there one other Joel? We were saying we need to adjust. >> Bless you. Okay. 10 o'clock. >> Okay. >> Oh, on fiscal. >> Okay, Justin, we just need your scores on option schedule. Doing a certified schedule repair. Is that fiscally responsible and sustainable? >> E2. We're going to add three. So, 54, >> one up. One up. >> There you go. 54. What about registered nurses, Justin? Fiscally responsible and sustainable to do a schedule repair. Three. So 55 on the one right below. And years of service for all employee. What
117is Oh, years of service. I forget what the C number is. >> There's some sort of adjust. Oh, >> can you scroll over? We can see the other way. Sorry, other way. So, we can see the fin. There we go. >> Okay. So, years of service adjustment for all the employees. >> 54. Okay. >> Okay. So, now we need to divide by the number. >> So, what I'm going to do is we'll have somebody do that where it is 10 uh01. I want everybody back at 10:15, please. Okay. 10:15 and then we're gonna get to work. >> Thank you Roxanna for your help. begin to close out your conversations. Back to your I know. >> All right, it's 10:15. Let's get going. >> So, the next thing we're going to do We're gonna do some
118individual work around. And so what I want you to do is right now you don't need to look at anything. Think about the issue of compensation and you're going to identify what is your interest when you think about this issue. I don't want you to think about the options. trying to be matters what values might no matter what the option is. Okay, so remember we did this previously. You're going to start you can start by writing down we value in some cases, right? We've talked about retention. We value recruitment. Whatever your value is, we value ensuring that whatever your interest is. So, this is the why behind what the issue is we're trying to solve. Okay? On your own for two minutes, I want you to write down your interest in the compensation in the
119issue of compensation. So, I still want you to use we because you're not just thinking about yourself. What is it that we value when you were thinking about this issue of compensation? So, I'm going to have everybody go ahead on your own and write down what it is that you value. There are guiding questions up there to help you write down. How to identify the needs. I've identified two that tend to come up. retention and recruitment. We value retaining quality employees. We value recruiting. Maybe we value everybody getting something. I don't know. Whatever it is for you. Okay. So, interest statements for yourself. Excuse me. number. So there are paper about six minutes. coffee. exact same thing. Your voice matters. our mics. Try it again. Try it again. >> Hello. Okay. Uh, we wrote retention
120of quality staff. Uh we value equity and fairness for all and being fiscally responsible for now and in the future. >> Okay. I saw some circling on we value retention >> of what was your phrase quality staff. >> James did your group have retention on there of quality staff or something along >> uh yeah retaining and recruiting. Retain, recruit. Amber, how about your group? Retain and recruit. >> Yes. >> And this group also. Okay. I'm gonna put retention and recruitment because that showed up. Okay. Go ahead. Uh, next group, group three. Uh we value compensating staff at a level that encourages retaining and recruiting highly effective people with fairness, recognizing employees worth and filling vacancies. >> We value Can you read your first one again? Compensating staff at a level that encourages retaining and recruiting
121highly effective. So that's similar to the first one, correct? And then you had fairness. Did another group have fairness? Fairness here. Did you guys have fairness? How about over here? >> All uh let's we'll table that. So, okay. What was after fairness, please? >> Recognizing employees worth and filling vacancies. >> Did anyone else have something about worth or value or something along those lines? Okay, we value recognizing value. Read it one more time, please. Sorry. >> Recognizing employees worth and filling vacancies. >> Okay. What would yours say? >> Um the one that's similar to theirs or all of them? uh the one owned value or worth. >> Um high morale and respect for the industry through equitable compensation. >> How's everybody feel about that? Does that capture similarly what you were saying around value over
122here? >> Yes. A do you guys feel like that? Can you read that one more time? Amber, let's let him in. Amber, can you read that last one out loud again? High morale and respect for the industry through equitable compensation. Respect for industry through one more time. Sorry, I'm not a good notetaker. What? through competitive equitable is that >> equitable. Okay. Okay. James, you have one after that. >> No, >> you read all of them. >> Yeah. >> Okay. This group something different. Um, we value ensuring that full-time employees can afford to pay their bills or that full-time employees have a livable wage. Um, specifically that they're not having to take on extra jobs that detract from their full-time job. >> You guys had something very similar. Allow staff to feel valued, earn a competitive
123and livable wage. Any similar? >> Yes. Can I'm going to read this one out loud and you all let me know. Does this capture it? Uh, we value compensation that allows all staff to feel valued and earn a competitive and livable wage. >> Yes. >> Does this group feel okay with that? James neighbor Daniel. Yes. Okay. >> All right. Let me rewrite that. All right. Amber, any others on your list? >> No. >> Um, And then Ally, do you guys have anything else? >> Everyone else. >> Okay. >> I think the only thing that we would want we we wanted to um stress about that all of those things would then benefit the students by giving them quality and appropriate public education. >> Okay. Okay. Now, here's what I have that there were similarities. Maybe
124not exactly the same, but similarities across all groups. I'm going to read them out loud. We value retention of quality staff. Retention and recruitment of quality staff. We value recognizing employees value. We value morale and respect for the industry through equitable compensation. And we uh value compensation for all staff so they feel valued and earn a competitive and livable wage. So that's one, two, three, four. Are there any others that are on your list that you feel like absolutely need to belong on here and then we'll check with the group. >> The only one that we really have that heard is fiscally responsible. Okay. we're making the decisions not just but >> anybody else have anything along those lines or is adding that interest of interest to the rest of the groups an interest that
125it is fiscally responsible not just now but in the future everybody okay adding that interest I'm seeing heads nodding okay Dorothy would you read it one more time being responsible. Okay. I know that some people cannot read what I just wrote on here, so I'm going to try to have somebody uh make that more clear. So, please thank your partners and head on back to your seats. Roxanna, do you think you could rewrite these and make them look better like on the same Oh, oops. Just put it on there. Yeah. Okay. >> She's She's going to rewrite it so people can unless you're putting it in a document or you're putting it in the notes, >> but they have access to that, too. Okay. All right. So, here's what we're going to do. Two things
126before we move into this next part. one. Uh Joel is being kind enough to decipher my handwriting and he's going to put these interest statements into your notes so that everyone has access and can refer to them because you're going to need to refer to them for this next part. Okay. The other thing is if you go into where all your links are, uh maybe not all of you, but at least one person is going to need to go into the link that has the options. So all the options that we've evaluated thus far, um you're going to go someone's going to need to be able to look at that. So not everybody, but when you get into small groups, so maybe have somebody that has the interest, somebody has the options. Okay? And what
127we're going to do is we are going to first work in small groups and there are parameters around compensation and Vanessa check me on this. Okay. In your small groups, you are going to put together an options package. So, you have a laundry list of options. Your small group is going to put together a package that includes these options. And you have to be thinking about it cannot exceed 750,000. Correct? So, it can be 750,000 or less. You need to make sure that when you are creating your package, it's aligned to the interests that we just identified and you need to make sure it's aligned to your standards. So, what I would suggest is that when you're looking at your options to develop your package that you are taking a look because you have several
128options that have some very close point totals. They're within a couple of each. That's good. It means you've got some good options, but you may want to take notice of the ones that are perhaps have a higher value than others. It doesn't mean yes, it doesn't mean no, but this is work that the group did. So, you want to consider that in your small groups, you're going to put together a package with all of these options that fall within these parameters. Does everybody understand? Okay. When you do that, you're going to have to similarly share with the whole group. Explain your rationale as to why this is your package. So, we should hear things about it aligned to this interest of recruiting or retaining quality staff. Does that make sense? We chose this one because
129it had a it was closer or high on a higher point value. Okay, everybody clear? So, you get to develop the package and then we're going to see as a whole group where we find similarities from hearing from all of the small groups. Are there any questions before we move into small groups? I'm not trying to beat a dead horse, but going back to my my question about SEI and how there were certain teachers who were not included in that. Is there like it feels like there's no way to amend it so that the so that it felt like it was a better package and more equitable? So, is is that true? Is it just like we go with whatever options are right here and that's it? >> Here's my question and um Eve, I'm
130sorry to put you on the spot having missed some of this conversation earlier. There was a question about the option that is around giving um SEI teachers that do the twohour model. Is that correct? receiving an a stipend. I think it's $500 for that work. And when Dominic budgeted that out, he there were 58 teachers, but I think there was some conversation to identify who those teachers were and exactly what that meant. Katie's concern is at uh Kraton Academy there are dual language teachers. They teach Spanish part of the day. They teach English. They do. They're on a different salary schedule and some of them also have to they're not on a different salary schedule >> or they get a different >> are not on >> the ones in Spanish. Okay. My apologies, but that
131there are some teachers that are still responsible for teaching SEI, but they only do it for one hour. So I can you did I capture that correctly? And is that true? And of the teachers that you and Dominic captured, tell us more about that. >> I'm trying to remember what we captured. Um, I think we did an estimate of SEI teachers in general. We didn't differentiate between who did one hour and who did two hours. So, >> I mean, I think that that's the way we figured it out. It was what was it around like 50 >> 58 teachers. Would that include every teacher at every campus that's teaching SEI? Because I think >> I think there's some belief that that does not include TCA teachers. >> Well, it's not just TCAP >> or BPA.
132Yeah. >> There's two schools that >> Okay. that um I don't know if it included TCA or BPA because the way that I pulled it was who was the SEI teachers on the campuses. So >> from that was from the curriculum list, right? >> Yes. >> Yeah. which >> I mean if you did that so all of our grade levels have an SEI designated teacher >> then that would include that. >> Okay. So if so if it does include that can we change the language of the option? >> If it includes it does already include your teachers though or no or >> but it's but but now the language isn't matching what the math is saying >> because of the two hour. Is that what you're saying? Uh I think it was always meant to
133be to our model. I think we explicitly said when we came up with the recommendation there was reasoning behind it. Um I don't think it was meant to for one hour teachers doing the one hour model for a specific reason because the two-hour model comes with a more substantial amount of work and I think that was the reasoning behind it. And then also the district used to do a siphon for teachers who were doing that to our model. Um I just think it was the reasoning behind it. >> Okay. So your question is can we amend it to reflect something different that we would have to evaluate that through all of the standards again. Um, again, in your small group though, you you may or may not have that as part of your package and
134it may not land on the final thing. Now, it doesn't mean no, but I'm going to open it up to this group to say, are we open to amending the particular option now before we get into small groups or adding an option? But if we do this, I want to be very careful. I don't want we're not going to add any more options, right? because somebody may come up. So I'm there are two schools of thought here is one is it was meant for this group and not for that um right wrong or indifferent that was the option. So Dorothy, I'll let you turn it ask your question. >> I guess I don't >> I don't necessarily disagree and I think it's a slippery slope because we had conversation earlier on previous days and if
135we do it for this option then that opens up the possibility for us doing it for all the options otherwise that would violate the fairness. And so, while I'm empathetic to the concern that Katie's bringing up, I'm worried about that slippery slope. >> And here's what I'm gonna ask you to do. Just like I just said, when you're in your small groups and you're looking at these options, you've got to look through the lens of the interest when you're creating your package. And again, your small group is creating a package. Then we're going to come to the whole group to create it. Okay? Can I add one thing? I feel like to Katie's point, the math has already been done for the teachers. So if the math is already there, we're just aligning the language
136to be the math. Whether or not that captured the original intent, I don't know. But I think we're too far gone now. And those teachers were included in whatever list of these master SEI teachers are anyway, which to me means that they are part of that group. whether they teach one hour or two, they still have to do the work >> and move the same amount of kids >> more. I mean, right. >> So again, then the the amendment to the option would just be taking the twohour part off. It would just But how do you how do you cap how do we capture that group without because there are certain other SEI teachers that do not do this? Is it just considered a >> designated SEI home room teachers? >> How is it labeled
137on this curriculum list? Just SEI teachers. >> I'm trying to find that document. So once I have that, I'll let you know. >> So it sounds like we need some more information. So here two things you have to do. I don't have the options list open in front of me, but we had the one that we're going to table until the end, which is that $500 one, right? And then let's hold off on this other one until we get some more data to clarify exactly what we're talking about. Okay. >> Can we also just add I don't like the way we're using the word equitable because equitable doesn't necessarily means that everyone gets the same exact thing. I think the from my view of equity is that people getting you know what they need you
138know for some I don't want to get into it but >> I know what you're saying >> equity is not equal equal >> and it's not always fair >> exactly >> okay okay so we're going to count off again we're going to count differently because you're going to be in different group again uh same location 1 2 3 4 If you want to bring your chairs over that's fine You're coming up with a package that lives within $750,000 total, not a penny over. Rationale aligned to your interest. Looking at your standards, looking at your total points for those uh options on their standards questions. Amber, >> did we already use part of that 750 for the insurance increase? Vanessa, is the insurance included as part of the 750? >> No, we covered it through medical
139budget, >> but you got your classified I just want to point out your classified merformance pay is in there and it is something that we agreed to, but that that is on your option. So that is part of the 750. So just food for thought. All right, I'll get you new paper. Have some conversation. It is uh I don't know what that says. 10:51. I'm going to do a checkin at 10:20 to see where we are. I mean 11. Thank you. Okay. Here. Yes, neighbor. Okay. All right. I'll I'll skip you, but All right. Are we ready, >> Amber? >> One, two, three, >> four. >> What are you? >> Four. >> Dorothy. >> Thank you. Okay, get into your groups. New paper coming. body. >> What we're going to do is we're going to
140have each small group out and this time instead of you circling or whatever similarity we're going to tally it. So all we want to hear is your option number. We want to hear rationale, not justification, not positional. We chose these things because we each group has one minute to present. Okay? So, I don't want you can't give like an essay for each option. So, you present your package. You're going to give Roxanna and I enough time to tally your number. So don't go 412719 whatever. Give us time so we can tally for each group. >> This group's ready. >> Yeah. >> All right, Daniel. >> I get one minute for my rational not to list numbers. Right. >> Say it again. >> I get one minute for my rational not just to list numbers. Right.
141>> One minute for your rational. Okay. >> So options. We're going one two three >> six seven eight n* two. So it's a 1% raise. >> So we change the option which is not an option. >> Well, when we when we made these options, we said >> to do that mathematically. >> Yeah. When we >> What I would do is if you support the option as written, put that if we have space later on after we get the whole package, then we might come back as a group and say, "Okay, let's re revisit." >> I'm saying 9* 2 11 17 and 18. So, our grand total for this whole package is $752,05. So, we are $2,000 over budget, which is the only bad part about this. Our rationale of offering the 1% raise is it
142gets money to everyone. So, we can ignore the $500 minimum option. Every single person gets a raise. And then on top of that, we're fixing the schedules for all the employee groups that need schedules fixed. We're addressing compression for the employee groups that need the compression fixed. and we're hitting all of those much smaller dollar value, high impact, small employee group options that are really important for those employee groups but don't cost as much money. Um, we prefer this over like a tiered raise or something because uh and we prefer to massage the dollar values which is what we're talking about about being able to adjust the 1% 2% like even the tiered raise option was intended to be like a ratio that we could adjust higher or lower. And so we the only negative
143that we found in this package is that we are um $2,000 over budget. But we feel like with the cost savings from the sped items and of the size of our budget being $2,000 over is not a big deal compared to how strong this package looks like to compared to before we added the 1% raise. No one in our group felt very good about all of the options in combination. you just it's hard to advertise um a compensation package and and say, "Oh, well, there's no raise, but you get all these other things." It's nice to say, "You get a raise. It's small, but there's all these other things." >> Okay, Eve, is your group ready? >> We're Yes. >> Okay. If you're going to do your numbers, uh give us enough time to tally.
144>> Okay. >> Thank you. Um so our package is option two, option six, option one, option three, option four, option seven, option 8, option 10, option 12, option 18, option nine, option 16, 17, and 18, and option 11. And that brings our grand total to >> 727050. >> Okay. Will you write that number on your paper? 7250. >> Yes. >> 75. >> And 75 cents. >> 727050 and.75 cents. And tell us about your rationale. Our rationale was to go through the options and fit as many in as we possibly could and do the raise as the last bit just so that we could do some of the repairing of the schedules first and prioritizing that. Um so we did as many options as we could and then we looked at what we had left over
145and we had enough to give everyone a.5 with a little bit of money left over. So that is what we chose to prioritize. >> All right. Thank you very much. You guys ready, Ally? >> Yes. >> Okay. Okay. I'll go through the num our numbers first. Um so our package would include options 1 2 3 4 5 6 7 8 9 10 11 16 17 18. So, we talked specifically in our group about making sure that um there was something that addressed all um areas of staff. Um and we thought that this would be able to do that while also um addressing some of the I guess like more concerning areas of compensation particularly for classified staff that we saw there were like larger issues there. um we thought that it was um financially responsible
146because we were able to have some money left over. We figured um what would be left over if we left five out and if we left five in um what else did I say for rational? Um, we thought that this would help uh certainly retain and um attract some other people. And we wanted to definitely um like the first group said um make sure that we included things that had um lower financial cost but higher impact in um our goals and whatnot. >> Okay. >> Oh, and we went with the 5% raise for everybody. 5% half a percent.5%. Okay. Half half percent. Sorry. >> Sorry. Every Yeah. Uh what was your total with five? >> Our total um without five or with five. Hold on. I got to do the math really quick. >> That's
147okay. I'll come back to you. As long as it is it within the 750. >> Okay. You guys total up and then just write it on the bottom. Okay. Um Okay. Ivonne or Kelly, I don't know who saw Ivonne. Okay, here we go. We'll take your numbers first, please. So, basically, our package includes every single option except for >> Yeah. Can you read the number so I can tally? Thank you. Sorry. >> Perfect. 1 2 3 7 6 11 18 12 9 4 16 >> 17 and 15 >> 17 15 >> and we still have $51,364.92 cents left. So it's about 700,000 as >> so it's 669 >> 600 698,635 uh and 8 cents. >> Okay. Write we write that on the bottom of your paper there. Okay. Uh I think you have a question
148or comment or something. >> Uh yes. We uh accidentally unintentionally left option five off but we could afford to count it. So, can you give us a tally for option five? And that leaves our balance at $7.49.50. So, we still >> 740,000 950. Okay. >> And yes, 75 cents. >> I like keeping those cents in there. >> All right. So, here's what we have. We're We're at We're coming up on 11. It's 11:27. I had lunch at 11:30. what I can do and you can check it out. We've got lots of commonalities from all four groups. You've got one, two, three, number six, number seven, number eight, number nine, number, how do we get five? That's probably not true. >> That's okay. 18, 17, 16, and 11. So, what we're going to do while you're
149enjoying your lunch is uh total that up, see where we land, and then we got to figure out where if we have any money left, where we're going to spend the rest of our money. Does that sound like a plan? So, when we come back, we're going to be efficient with our time and decisions um and then come get to consensus on a final package of recommendation. Sound good? 12:30 sharp. back in the room. All right, enjoy your lunch. I'm gonna make an announcement. >> Everybody settle back in. We got a announcement from Vanessa. So, if we not a great announcement, >> uh, you may have seen it or you may have seen something posted. So, we wanted to go ahead and um put it out there for everyone. Uh, Mr. Dominic has um accepted
150a promotion in the Mesa School District and we are super super sad. Uh but we are extremely uh proud of him and just it's welld deserved. It's very welld deserved and they are getting an excellent uh staff member over there at Mesa. We wish we could have kept him longer, but when you have someone that fantastic, it's sometimes not easy to keep him in the fold. So, uh, we're really excited for him and and we know that we'll, uh, always, you know, value this time with us and just wanted to let you guys know that he will be moving on to his next adventure. >> Now he's dead. >> Congratulations. >> Yeah, I drive a white Jeep. >> It's a It's a Yeah, I don't have uh too much to say, but I just want
151to thank you guys for allowing me to be a part of the process and to support you guys. Um May 13th will be my final day at the district and May 14th will be my first day at over at Mesa. So, um thanks for, you know, just allowing me the opportunity to participate with you guys in the meet and confer process. And this is a great group of people. Um, you know, I've learned a lot from your discussions and um, you know, I look forward to my time over there. I do regret I do regret that my time here was so short um because there's a lot of great people at Kraton. So um, hopefully you guys continue continue to do this great work that you're doing and um, hopefully our our paths cross again
152in the future. So thank you. >> Thanks. I just want you to know this is the second time I've had heard this announcement from this guy. So, >> all right. Yes, Dorothy. >> Yeah. Um so I I before we do whatever the next step is with the compensation I would like us to discuss a point of clarity related to the 0.5 um raise for all and and I know you weren't here last year so I think that you perhaps are not aware of how we typically have done this in the past that recommendation as far as I was concerned was not a this is the only option is a 0.5. What we've always done in the all the years I've been on meet and confer is rather than costing out 0.5 and a one and
153a 1.5 and a two and a 2.5 and a two, we pick and in the past we've been able to pick 1% because we've had more money and we figure out what's the cost for a 1% knowing that we will do the math if it's a 2% or a 3% we'll just do the multiplication. This year we did a 0.5 is what they costed out because we know we have less money but that was never intended to be the only option. It was that an increment of 0.5 might have been a 1.5 might have been a 2.5 but something that includes a.5 just for the math part of it. Am I is that was that your guys's understanding as well because that was my understanding for that >> and we do have that 1% document
154that was presented in the very early stage of this process. So that 1% has always been part of the conversation. It's just as the options were developed, that was what was then presented. >> Yeah. And what makes the two options different is one is tiered where it's like different ratios for each employee group. And even in the tiered one, we didn't say 1.52. I mean, that's what we have money for, but it's a ratio you can adjust. And the other one, it's a flat raise for everybody, right? So I think that would be like the difference between the two options. The numbers have always been meant to be massaged because that's if you have money left over in your budget, you're not going to say, "Oh, we said 0.5. Let's leave it at 0.5." Right.
155>> Yeah. And I believe um Vanessa had it separated out by employee group also. So there was a 1% classified, 1% admin, 1% principal or um certified and then a total everyone 1%. So that's on one of the earlier documents in the resources. >> Am I misunderstanding your ask? No, I I I heard Alex Alexis say something where when we had suggested one of our op our option package included number nine times two and she said that nope can't do that that's changing the option and that disrupted my thinking because that's never been how we've thought about those amounts and so if I had known that ahead of time I would have put an option up for a one and a 1.5 and I I would have included all the different variations of raises, but
156always in the past, we've understood that that is just our baseline and then we can go up, we can go down, we can we can we can multiply that however we need to or want to to reach the compensation, but none of the other three groups did that. So I just want to check my understanding for my clarity because that confused me that um you know so is is the only option a 0.5 and we cannot entertain a 1% >> can we not option >> I think >> that's what I was that's what I heard and so that's why I want that clarity because that impacts my thinking about the different options. >> Yolanda >> my understanding was that if there was money left over was uh 0.5, but if there was more money, it
157would be higher. So maybe the wording we didn't clarify, so we should have said zero.5 or higher depending on any money left over. Okay, any other comments before I talk about next steps? Okay, what what number is that by the way? >> F nine >> nine. Okay, so here was my thinking and I you know we've massaged worked around certain things, right? put we put other options on there and what we're bless you trying to do is come together with a full compensation package. So given that um what where where there was alignment from all four groups had all of these options listed including number nine at half a percent. Okay, that totals $584,718 which means there's more money So what I was wanting to do and I think we had I think I prefaced
158this before we went into small groups say let's see what we come up with if there's after the packages and where we find some whole group alignment if we have money left over then we'll make some decisions about what we're going to do. So that's where I'm headed and we may be looking at possibly increasing that. I don't know. I won't don't want to speak for the group. So, what I want to do is uh circle back first on this package, which is what all four groups agreed to. So, all of these options, all four groups had as part of their package deal, which to me looks like there's whole group alignment. So, I want >> Sure, if you want. Thank you. That way you know exactly what they are. What I want to also
159call out is there were three out of four groups that had option four as part of their package and that one is the classified performance pay. Yes, Kelly. So, we understood option four to already be included in the 170,000. So we subtracted that from our from that number and came up with whatever was left the one 65 >> or something >> you from which number >> that option four was already thumbmed that that was happening. >> We did thumb it. It did show up on here and the reason I had it in red is because we had already >> and it it but it was still in that whole list of options that would come out of the 750 which I spoke to at the beginning. So, >> so that's why >> given that it
160would come off of this what's left over >> but only three groups >> again to your point we did ca we came to consensus at a meeting before >> uh but three groups here and I would say given came to consensus before that this number should be deducted from what is remaining on here even though one group did not have that on their package deal. >> It was at the last meeting that we thumbmed it right >> correct. Yeah. >> So, what I'm looking at as a whole group package right now is everything up top here. 1 2 3 6 7 8 9 11 16 17 18 and four. And we still have I wrote it down. 90 One second. $96,000 left to play with. So given that before we go and spend the 96,000
161I want to get to consensus on all this whole group package. So all of these numbers plus number four for consensus. So thumbs up is I can I I love it. I'm behind it. Thumbs sideways. I can live with it. Thumbs down means I've got a question or I need to clarify my understanding on something around this and then we need to talk about what we're going to spend the uh 96,000 or if we're going to >> this include number four. >> Yes. >> All of these and number four. >> Okay. Do we have questions about this? I have questions. >> Okay. >> Um above number three, years of services on employees. I don't remember um classified ESP hourly bus drivers ATS and admin. So people that did not get a year service >> people
162that did not get a years of service adjustment last year. >> Okay. It's like 825 >> for what >> on the math >> I'm showing 96 745 remaining with the ones you have highlighted >> 745 not 475 >> okay one second because I think we've also got other >> I would do it on the spreadsheet so everybody's not using that but I don't have access >> one let's we'll go one at a time here I think I saw Katie and then Maybe Daniel. >> Okay. >> Would we be able to just like break this apart a little bit and vote for consensus on the ones first on the ones that we all said yes to and then talk about number four. >> We came to consensus on number four at the previous meeting. >> Number
163four is merit pay for classify. >> I know. But if we pick the merit pay, then we can't do a 1% raise for everybody. >> That is correct. You have a half a percent raise in here, >> right? And that doesn't sound as good when you say it to the public as a 1% raise. >> And also when you're giving I mean still classified are going to get money either way, you know. So, I don't understand why we would give it to J, you know, like that. It I don't know. To me, the logical answer feels like the 1% raise because then everybody gets a raise classified. >> Yeah. The my question was on I mean it it sucks but there's we did unfortunately decide to thumb something that had a financial impact value before
164we looked at the combined sums of everything that we are looking at this compensation package right and so I mean it it it feels bad in the process to go back to a thing that we already approved and say oh can we look at this in totality with everything else but I mean I think it was maybe a little irresponsible of us to thumb something that had a dollar value without looking at all the other things that are dollar value. Cuz my other question is um my understanding of that option is it costs a certain amount, but there's a certain amount of that that's set of the classified merit pay that's set aside where only if they get their SOFG goal. And so if schools aren't hitting those SOFG goals, that money is just being
165waste. It's not going anywhere, right? It's just sitting in a bank account. >> Carolyn So, I'd just like to speak as a classified person, and I'm going to preface this by saying that I have no idea what merit pay teachers get. I I have I I literally don't because I don't work at a school anymore. So, classified people, um, once you get your taxes taken out and everything, it's literally like $300, which I, like I said, I don't know what teachers get, and I'm not comparing the two, but giving classified people any sort of a bump is going to be huge for the classified people just because it's it would mean a lot to the classified people if we got that that merit pay and I thank you for already thumbming it by the way
166>> or would they prefer a bump of 250 to 500 or 1% raise >> a 1% on average I don't know if you know off the top of your 1% for classified on average is how much >> the 1% raise you don't whereas the merit increase you have to do something for like there's no guarantee you will get the $200 but there's a guarantee you get that 1% >> yeah I was on the stack so I was just going to I don't I don't want to speak for all the classified people. >> Well, as a classified, hang on just a second. They're guaranteed 500. The 200 is above and beyond. >> Then we said yes. >> Yeah. >> It would double It would double our pay for performance. So, as a teacher, I'm just going
167to throw a number down there because I don't know what you guys get. Let's say $6,000. How would you feel? I'm just I know. I know. I don't know. >> Up to 5,500 next year. >> I don't know. It's 3500 right now. Let me bring everybody back just to one at a time. Let's listen. >> I I know that's a a crazy number. I'm just throwing it out there. But how would you feel if your pay for performance was doubled? >> So my question to you, Caroline, is would you prefer getting having a higher base salary or would you prefer having a higher pay for performance as a classified staff member? Because that's kind of because that's kind of what we're considering here is like would we would do we want to give people a
168higher base pay which they get every two weeks or do we want to give them a higher pay for performance which they only get once the following school year? >> So I can I honestly I can argue both sides because if I if you get the 1% raise it sounds small because it's 1% and you're like it's you know 30 cents of my $30,000 which I know is not 1% but I'm just saying that's the 1% sounds small. You say that you're going to double somebody's pay for performance check. That sounds like it's a it's a better deal. And so, and I'm I'm not saying that. I mean, I'm the one I think the 1% in the long run would be the the the good idea, but I think presentation wise, the doubling the pay
169for performance is is would be great. Even better if we could do both. >> Eve and then Yolanda and then Ariel. Um, my position uh is a little bit different because I'm certified, but my current job is classified. So, I went from getting the certified pay for performance to now classified pay for performance. Um, and so I see both perspectives and um it's difficult to be able to decide if the 1% would be better or doubling the pay for performance. I will say that getting a $300 check for pay for performance isn't great. Um, and we have these really ambitious goals and we're not going to be able to reach our goals if every single person is not taking ownership of the goals and working towards the goals. and teachers cannot do their jobs if
170the support people are not doing their jobs. And so I feel like if we were to increase the classified pay for performance that were uniting everyone and bringing everybody a little bit closer to focus on the exact same things. So that's just my perspective. I agree, I think, with probably the majority of the room that it would be really great if we could give everyone a 1% raise and also double the classified pay for performance. But, um, I just think we need every single person, certified or classified. And one of the ways to kind of unify everyone is to give a little bit of a bump to the classified and say, "Hey, you're supporting these goals as well and and we value you and you're important and it's it's something to consider." >> Um, Yolanda,
171I get her microphone, please. So maybe I'm not understanding this, but if teachers are getting an increase on paper performance and classified staff is, you know, an increase on um paper performance, does that mean that when you're talking about the 1% raise, are you saying that then teachers wouldn't be able to get that either if classified? teachers, >> you're talking about the paper performance, but if we're trying to give everybody a raise and they're I know it's coming out of a different pot, but if we're trying to also include our classified staff, why would they not be eligible for the 1% as well? >> We don't have enough money to >> then reduce that. >> Um Ariel and then Dr. Lauren. >> Um for me, get Oh. I'm gonna make his own. Yeah, it's green.
172Um, so I'm not arguing against or I'm fine either decision we make, but I do think the $200 is not promised. It's only if your site hits those E sofals. Whereas a 1% raise is a guarantee on top of the 30 hours for holiday pay that you're now also getting. those things are 30 days um how they pay three >> I know but some of the classifier are also getting that and then that 1% raise all of those things are guaranteed whereas that $200 is like you might get it you might not get you might get 50 you might get but like I said I'm not arguing against or for I just think a 1% raise with no strings attached >> it's a lot better than 700 with strings attached >> hang on one Second,
173Dr. Lauren, then Justin, then Nvon, then Eve. >> Okay, just a few things. Um, I just wanted to make sure >> for classified pay for performance, there are criteria, but they're not the same kind of rigor as the certified pay for performance. Essentially, they have to be in good standing with their contract and they can't be on a PIP. Uh, there is theirs their payment is also prrated based on their FTE, right? So you have a classified employee who gets a $500 pay for performance check, but they're a 6 employee. They get 6 of 500. All right. So that's one thing to keep in mind. The second point I wanted to remind everyone is that this did come to us through compensation committee and compensation used the conversations around pay for performance to recommend this
174increase for what it's worth. That's where that came from. And then so we're really talking about that $200 is a bonus, but the total amount would be $1,000 as a pay for performance bonus. >> Did you guys >> plus the 200? >> Did you guys want any real data? Like I just ran it. Do you want the real data? >> No. >> Give me give me one second. Let's let's go to Justin and then Ivon and then Eve. I was gonna go >> uh I do think that the pay for performance is definitely a uh you know obviously it's kind of a bummer thing to talk about with other uh classified staff especially when you know the range where we're getting paid is between 16 an hour to 20 something an hour and uh I
175don't know I I I I feel both ways on it. So, but I was going to agree, but I I don't recall ever not getting the full pay for performance because of Yeah. So, I don't think that's an issue. I don't know. >> I'm sorry, Ivon Den. >> I just want to add to the conversation saying that we want to boost the momentum uh by having alignment into the work of SOFG. And so right now the administrators and the teachers evaluations we have that and so it's a great opportunity to bring this additional group of people to have an opportunity to make more money by helping us with the achievement of these goals. I know that potentially with the uh classify repair uh salary schedule that's some money. We also have a another option of
176the three holiday paid that it might impact other. So the more that we can stack to these groups the the better. Uh and when I say group specifically right now the classified but I want to make sure that as we go through all of recommendations we say that teachers classify administrators they're all having some sort of different uh boost. Okay, Eve, >> I think Joel clarified what I was going to clarify. So, I don't have anything to say. >> I do have a question. Um, if would a 1% raise for classified, would it equal more than 500 or less than 500? Because then they can be >> they can be the same. So there's um I just pulled current and did quick math. I pulled I didn't do a lot of cleanup. I did current
177people who are in positions, nothing else. And if that's filled, um I took their amount and I applied a 1% increase and then I took the 500 and put it next to them. And I just did math, right? So of 391 staff, um 356 would get more with the 500 than the 1%. Okay. >> It's just it the reason being because of they make so much less >> their hourly. >> So their 1% isn't like >> 1% for a teacher. >> Yeah. >> How many of those make more than 300? >> Make more than 300. Sure. >> No, it is 500 guaranteed. >> 200 is >> 700. >> Do you still want the more than 300 or what do you Okay. >> Okay. But I can break it out that way if you guys like.
178But it looks like um >> I mean I don't know. Give me a number. I can add it up real quick. >> Okay. So I'm going to come back because here's the other thing Joel if you're able to slide. Uh so we can see the total >> numbers on the right too. Um and we're going to need that when we go to spend whatever's left over. However we decide, right? Because what I want you to do is look for like you did in your small group alignment to your interest alignment to the standards total which we talked about and almost everything up here I believe is in that higher point value. So right as we evaluated these objectively I uh evaluated these lots of these which are already all four groups identified were in that
179higher point value range. Option four I believe is also one of the very high uh point values based on the evaluation of standards. >> Oh, thank you. Okay, so I'm going to come back to now. Does everybody have better clarification on that particular option? Kelly >> um don't we now need to remove four and nine because they're at odds with each other and we wouldn't be able to do both. Isn't that the whole discussion? >> No. >> You're still double nine. That's right. That's right. Okay. Double N blows up the budget, but at where it's >> so it still could be five. >> It might be more depending on what we're going to do than.5. >> Got it. Got it. >> Okay. >> All right. Given that discussion, given the additional information and clarification, I'm
180looking for consensus around all of these options here, including number four, which three out of four groups had, which are point values supported as well, which gives you a remainder, if our math is right, which Vanessa checked, of 96,000. And we'll talk about how we're going to spend that. So I'm looking consensus on this package. >> All the whatever >> red. Okay, remember con thumbs up is I I love it. Thumb sideways. I can live with it. May not be my first choice, but I can live with it. >> If you're thumbs down, you need a you have another question about something. voting on the package orange. >> All right, I'm looking for thumbs. >> Ariel, >> um sideways, >> she has to announce it. >> Okay, so we have consensus on that package. Now,
181what we need to do is you can either give Vanessa the $96,000 back or let's take a look. I didn't I just was trying to be funny. You have remaining options or you could add to your half a percent this dollar amount which would increase it to what? like a 75 increase. >> Yeah, whatever the math is. Let me see. >> I'm getting some I'm getting a quick answer here and then I'll So Joel did >> Katie then Kelly. Thank you. One second. So the grand total for this package as we just consensed was 653,2258 cents which leaves you 96,74492 which Vanessa generously increased to 7,000 or 745. Uh Katie and then Kelly did you have a question? Oh I thought you had your hand up. Kelly, >> um I was wondering if Joel found
182the document that we were talking about earlier related to the SEI teachers, if there was like a title and if that got clarified >> because that would change my >> name. >> Sure. So when I did what I did was I asked the curriculum department because they have >> Do you want to grab a mic? >> So the curriculum department shared um their information about who's doing which model. Uh so the two-hour model we have 36 teachers and the DLI model we have 17. So that's probably where we got around that 58 which really is 53. Uh then we have 40 teachers doing a pull out that's not necessarily the twohour or the DLI which would be pull out during that period. Um this is districtwide. And then there were blanks because these are teachers
183that are not assigned to an SEI, but they're EL teachers or EL teachers. So it's a total of 140 teachers based on theirs. >> But the dollars and cents was including the DLA teachers then. >> It it Yeah, I think it was because that's 58 dual language immersion. >> They just do the one hour, but they do the same work. It's just in one hour instead of two. is already budgeted essentially in the number that we have the 35,000 that included >> the dual language teachers >> why let me show >> why was DI what's the reason behind the DI >> we're we're looking at the list I have a DLI principal here so she's going to look and see where where what the mystery is Okay. So, you've got 90. I'm sorry. Is there
184uh Dorothy? >> Oh, these are >> I want to just go back to the values that we talked about and and really like across the board um compensation hits those values. I reviewed them during our break and >> doing the across the board. So my proposal would definitely be since there was not three or four groups agreeing to any of the other ones is to increase that amount that is for all employees. Even if it if it gets us to seven or 75, it's not as attractive as being able to say it's a 1.1% raise for everyone. But trying to message out even though all of these other things are going to hit so many different employee groups, not being able to say we tried to get you the highest possible raise for everyone is
185is tricky to me for us to message when we're saying we support those values. So my my suggestion or my recommendation or my feeling about it is it goes towards a higher increase for all employees rather than kind of chip keeping continuing to chip away at it till there's nothing left 79. >> Can I can I >> can I clarify this now? Um when uh Katie and I looked at it so the DI pull out in two hour is the designated state SEI model. So DLI is not the Spanish teacher. It's the English component that's doing the instruction for the DLI model which is part of the state stuff. So that's where that came from. >> Okay. What I want you to do is I want you to go back into your small groups and
186your time. I'm going to be very tight with the time. So you've got $96,000 and $96,745 remaining. You have other options. So, let's you've got the the ones that are white are possibilities or you can take the 96,745 and apply it to that increase for all. So, in your small groups, I want you to come to consensus, same small group as you were previously, and I'm going to give you five minutes to discuss And >> let let me just I want to tell you one thing I want you to think about. Look at your interest. Look at your point values as how you evaluated them. If there is something that is a low point value, do you need to consider it? You've got others that are have higher point values. So just keep that in
187mind as you have this discussion with your small group. Okay. Five minutes. There he is. >> 70,000 more to do a 1% mess. Are you >> think we were at where not Prescuit the one just outside of here by >> the casino. >> Oh yeah. >> 12. I did stitch tonight after just after it was all said and done with a couple >> problem and when we do it here got all people coming from across the state and your block is smaller. than like a fall conference, you can almost guarantee it's like a couple hundred rooms that they're going to rent out and so hotel makes money. So, so when you do the one day, you kind of get leftovers, you know what I mean? So, they they were pricier, I think, but Renaissance won't
188do even a three-year contract and say, "Oh, we'll walk in the last Monday." >> Oh my god. Or they had to go like after we get our wild horse and I go wild after >> and then you spent the night. >> I should do that when I go to the room. I'm so tired. >> Well, not funny though. before I do it. >> Yeah. So, let me see what I can do together. Took me like five times to figure out 79. >> That's not right. That's not how you do it. >> I don't know. I don't think >> CFO executive director. >> Oh, so right under. >> Yeah. Well, they actually eliminated the CFO position. >> So, you're basically in charge of the whole >> of the largest school district. >> I know. >> Probably
189making a few more dollars. >> Good for you. >> Yeah, that's awesome. >> I'm sad for you guys. >> I know. I was like, whatever you guys do. Yeah. >> Oh, so he oversees finance and probably a couple other >> department. When did he move over there? >> About a year. >> So you keep following him. Wait, did you go to >> Yeah, >> after you left Scott, >> you know what? When you find an excellent person >> I know, especially, right? It's tough. >> I've done the same. >> Are you a director here? >> The same has been done to you. >> Yeah. Yeah. But he's going he's getting a promotion. He's going from a director to get >> Yeah, it's posted. You know, people I already got 10 applicants, but they better hurry.
190tomorrow. >> I mean, I'm down to like, you know, that's like one of those things I need to learn and get better at. >> I don't know yet. I mean, I don't know. I mean, >> there's still a lot of I've been like still busy with a lot of >> here. Oh my gosh. that Linda sent me the request that you have sent. >> Oh, yeah. >> Yeah, because we got the stuff. >> Yeah. When are they coming? >> May 11th. >> Those items that she sent you are due. >> If you can get them sooner, that'd be great. >> Messages to through front line for the job fair. >> All good. All right. If I can have everybody close out your conversations. 5 10 12 13 14 15 >> All right. >> So, same
191structure. We're going to have each team report out what your group discussed. I show the remaining options in white are 5 10 12 13 14 15 and then possible percent uh increase. Okay. 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
192is >> 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
193that 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
194if 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,
195I 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
196I 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
197me 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
198we 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
199of 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
200that'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
201add 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
202is 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
203the 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
204even 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,
205so 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
206>> 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
207count 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
208to 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
209or 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
210rationale 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
211you 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,
212Ariel. >> 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
213are 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. Currently at this present time, we do allow some of service providers to work from home based on the contracts with their contracting companies. Um, students would still get the services they need. This is not an everyday thing. This is mostly so that we can ensure that paperwork
214is being completed and we're staying in compliance and students are getting those services they need. Without that paperwork being completed in a timely manner and those meetings, students would not get the services they need. >> I'm I'm just playing their governing board member. >> Oh, I know. I was >> I'm just I'm just going to going to play >> Good answer. >> Yeah. >> And it's good, right? This is a legitimate question that might arise. So, that's that's why we're >> Yeah. I knew you were pretending. I I thought I was pretending too. >> I I I am pretending. >> All right. >> I am pretending. Could I could I extend to your answer because I like the part of you saying this is you made the clarification if it's not an a daily thing
215is by uh approval. So there's there's conversations with the leader and there's an agreement or parameter that somebody has the accountability of where staff members are. uh but I I I like like you said at the end that the services so making sure that we extend of because the work there is going to be timely manner and it's going to be planning then it's going to ensure that uh by removing that staff member or allowing that staff member to work remotely then all of those services are going to happen because we're not going to get back in other paperwork and compliance issues. So I would like to strengthen that argument a little bit uh more. I think you could add too that when they're on site sometimes they get pulled to do other things and
216so that could distract them from taking >> Yes. Yes. >> Can I ask a clarifying question? In one district I am associate or know of uh the requirement is obviously with supervisor approval like yours but they also have to be able to come into work within one hour if needed. >> Is that in part of your thing or not? Okay. All right. I'm not saying it needs to be. I was just asking. Okay. >> Thank you, Vanessa. Not yet. Okay. >> Uh any do we need to ask on your uh what are your other two areas or is does the same apply including APS? Why are we doing an efficiency? Tell me about the efficiency study. Um when we think about the workload and all the responsibilities that APS have, we want to make sure
217that the responsibility and the workload is manageable, manageable so that they are able to complete some of their tasks with more efficiency and um in a timely manner >> and the study was something that was already started by the district. >> That was my next question because I think they they should know about that. Correct. >> Yeah. because it's it's it's um adding it to an already planned efficiency study for front office. You >> might want to add that like at your beginning like there already is efficiency study. We decided to include the APs in this. >> Okay. Yeah, there's already an efficiency study efficiency study happening and we're just throwing APS in there. >> And then the last one already get some context on we talked about breakfast in the classroom and that's why
218we felt like more informationed. >> Excellent. Yeah. Am I presenting this to the board? >> Are you ready? >> Oh, good. >> Let's give Ariel a round of applause. Good job. >> I will only go semi-rogue. >> Uh, one of the things that Vanessa reminded us u before we left is you could lean into guard rails. You don't have to necessarily use goals as part of your rationale because goals are harder to sometimes make that alignment. >> Thank you for that clarification. All right. Um, benefits group Who's your spokesperson? >> Amber, you had to do all the typing and you had to talk. >> Oh, wow. >> Here I was feeling sorry for you for a second. >> Okay. >> So, do I practice the introduction and the Okay. How do you do that? Can
219you say >> President CO members of the board Mr. Man superintendent man and executive team board >> I was I can't remember. Good evening. >> We are recommending some changes to our current benefits. >> Thank you. that um for example, increasing the max out-of-pocket limit um to 10% will absorb the $47,000 increase for the medical insurance as a district. And for the future, we'll develop a committee to include a diverse group representing employee groups to address education, information, and planning for future healthcare needs. This aligns to all of the SOFG goals by supporting the guardrail that the superintendent will not cause or allow conditions, practices, or procedures that are inequitable or insufficient for students. It aligns because we want to recruit and retain highquality educators to ensure that they can focus entirely on providing highquality
220equitable instruction. Additionally, health healthy teachers provide a more effective and stable classroom environment benefiting student outcomes. The increase to the out-ofpocket will ensure that we are still able to maintain our current coverage of employee insurance. Lastly, >> sorry, I'm trying to get an open and now I've got everything showing >> and don't panic too much because this has already been approved. Um lastly, we would like to recommend that we adopt the precision product in order to recruit and retain teachers by saving the employees money upon meeting the payout requirements. This supports a stable classroom environment benefiting student outcomes. Additionally, the recommendation saves the district money at a time of dwindling budgets. Governing board members, do you all have any questions? >> Carolyn, >> how much money is it? >> I don't remember. >> Um maybe
2217.6% of the payout because what is it? It's not the entire >> Yeah. Awesome. >> What other questions? definitely would uh preface it too like if they've because they did already approve that one but you can just say this is also part of the work you previously approved this but we wanted to if you want okay well done no more questions okay compensation team you're up >> yes give Amber a round of applause >> and she's done >> good evening members of the work um members of the President members of the board, executive team. My name is Yian Caral. Um your director of education and communication community education and outreach and it is my pleasure to present about the recommendations that the meeting conferred team uh bringing forward to you for approval about compensation. Um
222there were before we go into the presentation of the uh recommendations I just wanted to say that we have a great sense of uh pride in our in our work and in our district because while many districts are closing schools, reducing staff members or letting staff member goes, we still have some money that we can put into our initiatives uh and uh as well as trying to retain all of our staff members. I know we have more needs than resources but we are in a better place than many other places and that's something that we have to celebrate and recognize and you as a board members giving us those guidance play a very crucial role in all of this. So, the first recommendation that we have for you is um increasing the 35 uh payout
223or Mary pay from 3500 to 4500 uh with an additional $250 perfg uh goal. um if is achieved for a total amount of 1,000 for the uh sog. Uh increasing the merit bay is a strategic way to drive progress uh towards our sog goals by directly aligning a staff efforts with district priorities. When financial incentives are tied to outcomes like student achievement, professional development, and teacher evaluation, it creates a very clear shared focus across all of the schools and departments, and staff are more motivated to collaborate, stay accountable, and consistently work uh towards the same goal. Beyond motivation, the inclusion of the $3,000 retention and recruitment stipen help us to retain and attract highly qualified staff members, ensuring stability and stronger result for students. In short, this is not just about compensation, it's about alignment,
224accountability, and accelerating results across the district. The next recommendation is very similar, but it touches specifically our classified employees. So, their recommendation is to increase the payout from $500 to 1,000, doubling the amount. That's right. You hear correctly, doubling the amount. And so, FG, I just have to make it. UFG align incentive $50 per goal for a total of uh 200 goals, $200. Uh and for the same reasons, we want to make sure that um the staff members classified, they're also part of the clear goals uh and the achievement. They uh help with the attendance, the family engagement. Uh it creates that same messaging um and focus across all of the schools and departments. And we want to make sure that everybody's motivated to achieve the goals and receive that merry pay. And now with
225you I'm gonna introduce uh principal of uh the great academy Katie Carrier for the next recommendation. >> Okay. Actually well I I appreciate this but actually I kind of want to retract my earlier statement of going through every single one of these as I was looking at the last meet and confer board meeting um presentation. it was kind of packaged together like this is the benefits package, this is the um compensation package and then we could hit the highlights of it, but I don't know that we need to go through every single one of them. >> Yeah. >> Okay, that works. >> And scene and scene. That's funny. And again, what you might want to do is um to that point say this is the package. These are the the things in in compensation because
226you have so many and again some of yours you can group together to say okay this is about compression. This is about years of service. This is about a raise for or you performance uh raise for all and not and to your point not speak to every single one. So I am not sure how I was not sure how you did it previously. So um but I you need to be prepared if they ask a specific question about a specific option. So know that and then also it's not in your document unless I need to refresh but if you've got the budget impact for each of the items whether it's working condition benefit I think that needs to be added in and just make sure that you're prepared. So if if a question comes up,
227Ivon, >> I just want to say that four of us work on the compensation >> uh and we did our best to align and to come up with the rational, but I really encourage and welcome everybody's feedback on what we wrote. So please take a moment to read them and add, delete, extend or shorten. >> Agreed. Because it's my understanding that this is you all up there. Uh Dr. Lauren sets it up, talks about meet and confer, like the general overarching, and then you all actually present the the the package, if you will. Is Is there anything I'm missing, Dr. Lauren, that we need to touch on? Do you feel like there needs to be more work? Do you guys need to regroup one more time before the study session? >> How would you all
228feel? The study session is going to be May 12th and it'll be probably 5:15. Um 5 or 5:15 usually is when they start. So it's about 45 minutes to an hour. >> We have to be there to present. >> Sorry. >> You have to be there to present in a study session. >> Yes. I won't be here. >> The study session is is public. So it's the it's not >> so they they get the information but then they don't actually it's not an action item until June. Right. >> Correct. >> What I'll do is I will make sure all the options that we have are part of the next board update. So they have a preview um and they have all the information ahead of time about what's being presented. So they may come to
229you with questions based on just the very cursory u list of that and I I could if you'd like I could include the rationale piece in the report up so that way they have both recommendation rationale and then that could be more uh to Katie's point just sort of summarizing picking some of the key points. I had Jeb and I try to do something, but it's a little too watered down. >> And and the date again is May 12th. >> May 12th. >> Thank you. I was going to request kindly request that. >> And everybody in this room that can be there should be there. Correct. >> Okay. >> Ariel shared that she has a conflict. I also do. I have a training that night from 4:30 to 6:30. >> Okay. >> Yeah. And that's
230it's the study session. So then we'll you don't you won't be sitting through the regular agenda. So this is all that's on the study session. So it'll just be this and then when the regular meeting starts at 6, you're free to stay free. >> And will it be live streamed? >> Yeah. >> Okay. So I can watch it later. >> Okay. >> All the recommendations that we came to consensus on also be in next week's connection. Um, I guess that's the next thing to look at. So, I I did a summary, so it's not going to be that specific. Um, but it'll be in the board agenda. >> And are we free to tell people pending board approval? These are the recommendations. Okay. >> So, yeah. So, if you like, I can bring up the
231notes. Sure. You already have access to that. in there already. Um, the TV Okay. So, this is the standard. >> Everybody take a look and let's uh make sure that we're everything looks okay. the standard outline that bless you. >> So all I did was took the agenda, added a little bit of detail. I think what Carolyn is talking about is the information here. So if we need more context or if you think this is adequate and I didn't put the options and I tried to group them a little bit. So um I um you all can do whatever you think is best. I think you have spec like you have district substitute info specifically in psych but we don't we didn't do it for some of the others but probably because we're waiting like
232the market demand but I think it's fine to leave it as is so whatever you guys want to do. Yeah, I'll I'll adjust however you like. And this is Emily will send it out to you again if you think about it. Should make a change, but this is not specific enough or too. >> I just think she's right. The inconsistency is what I notice. I don't care if it's specific or not specific, but the fact that those two mentioned dollar amounts and the others bring it to consistency. Everybody okay with what they see here? >> Beautiful. Okay. So that is what folks Emily will take a look at that and then she does her magic and it goes out to everybody. Correct. >> It's pretty much copy and paste. >> That's what I thought. >>
233Okay. >> That's real. But she has her practice was to send me to >> Oh, okay. >> which I'll ask her to do again just in case. >> All right. >> Was still streaming, right? >> We are streaming. Yes. >> Okay. So, we're just to use the microphone because I did receive a text saying, "Can you please remind people to use microphone?" >> I'm on. >> Sorry. Oh, okay. All right. Anything else then on this? Are you all feeling comfortable with being prepared to be asked questions with specific questions, presentation, all of that? Okay. Okay. Uh then I just have I think >> can I make one uh clarification because this might come up. This is a question that was asked last year. when we apply the raise the increased salaries that will be applied
234after the work has been done to correct the salaries based on this year's salary schedule. So for instance when we fix the registered nurse salary schedule that'll be fixed based on this year's information and then the 79 will be applied to that and that's what will be on the new salary schedule. So it'll be it'll be sort of a little bit of a bump because you'll have 79% of whatever that correction was that is also increased. So that's and that's how we did it last year. I just wanted to make sure and I confirmed with Vanessa that was our practice and so we're going to continue with it this year. >> Very nice. >> All right, Russell, if you wouldn't mind switching back over to me, I'd appreciate it there. Sorry. Okay, so we are
235in the home stretch, folks. Um the donuts are nice and stale now. Um so we did a lot of good work today and we've done a lot of good work all season if you will. So lucky for you if you look at the screen there are no more meetings. This is our final one. So I think everybody should give each other a round of applause. You've done some really good work. Um, and maybe I'll tune in to your study session, see how things go, or maybe I'll wait till June and watch the board meeting. So, we've got the statement. Um, my last tidbit is, uh, I want everybody to think about one word about how you feel about the work in general that was done this IBN session. And then you can't leave yet because
236then I've got one more thing for you to do. So, think to yourself one word about how you're feeling about all of the work over six meetings. And I will start with Carolyn because she's looking at me. >> Excited. Eve. >> Excited. >> Thank you. >> Proud. accomplished. >> Uh, informative. >> Fine. >> Fun. Okay. >> Fine. >> Oh, fine. Okay. Ivonne. >> Satisfied. >> Yeah. I like satisfied. Content. >> Excited. >> Thorough. >> Good. >> Mine is also satisfied. So, I'll say satiated. >> Oh. >> Uh, pleased. >> Pleased. Ariel, >> a blur. >> Relieved. >> Dorothy. >> Collaborative. Ah, one of my favorite words for IBN. So, very good. If you have a phone, I would ask that you please uh take that out. And I would like for you to scan the
237QR code or take a photo, whatever works for you. This is a feedback survey for uh that will be shared with Dr. Lauren and Kelly and take a look uh and as well as me um just to talk about the process itself, the facilitation, uh what you got out of IBN this year. So, if you would please take the time to complete this. Thank you. You put it back I got it. Got it. Thank you. See, sorry. Yeah, One. One. Okay. About two more minutes. Thank you. reminder. >> And somebody's backpack is in the corner over there. I don't know who's >> ah okay you know it's too You could frame them. study session. >> Okay. It looks like most everyone is finished. So, thank you for taking the time to complete that. Um the
238folders that you have, they're personalized for you, so you can take them and uh do what you will with them. Your name tags are obviously suitable for framing or recycling or whatever you fancy. Um, I think an invite's been sent out for five o'clock on May 12th. Is that for the study session? >> She's going to have that sent out to you all. So, you know, uh, please thank your partners on either side of you. and I appreciate uh the opportunity to work with you all and wish you a successful study session and uh passage of your options and a good end to your school year, which only I don't know how many more days are left, but I know they can sometimes feel like they never get here when it's this time of year.
239So, thank you. It was nice meeting all of you and working with you. So, thank you. Uh, no. You can if you want to keep them and recycle them.